Professional Documents
Culture Documents
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1
ENGLISH TEST
45 Minutes75 Questions
You will also find questions about a section of the passage, or about the passage as a whole. These questions
do not refer to an underlined portion of the passage, but
rather are identified by a number or numbers in a box.
For each question, choose the alternative you consider
best and fill in the corresponding oval on your answer
document. Read each passage through once before you
begin to answer the questions that accompany it. For
many of the questions, you must read several sentences
beyond the question to determine the answer. Be sure
that you have read far enough ahead each time you
choose an alternative.
PASSAGE I
1. A.
B.
C.
D.
NO CHANGE
being marketed as the catchphrase for
was employed as a catchphrase to market
will be employed as a catchphrase to market
2. F.
G.
H.
J.
NO CHANGE
were
was
has been
3. A.
B.
C.
D.
NO CHANGE
In addition,
Thus,
Because
4. F.
G.
H.
J.
NO CHANGE
her husbands shirts.
her husbands shirts.
her husbandss shirts.
5. A.
B.
C.
D.
NO CHANGE
will advertise her invention
is advertising her innovative invention
advertised her invention
1
6. F.
G.
H.
J.
town of Troy, New York. [4] She then washes it and sewed
6
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wash
washed
washing
8. F.
G.
H.
J.
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yet
but also
however,
9. A.
B.
C.
D.
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to fill
to find filling for
to have been filling
12. The writer wants to add a sentence to further emphasize the association between businessmen and the
collared shirt. Which of the following sentences does
that best?
F. These office workers were referred to as white
collar workers as a result of their style of dress.
G. Every person who appreciated a clean-cut appearance wore a detachable collar.
H. Troy benefited from this rise in business culture, becoming an epicenter of the fashion world.
J. A new industry selling dickies, detachable shirt
fronts, emerged in a neighboring town.
12
13. A.
B.
C.
D.
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Therefore
In opposition,
Moreover,
14. F.
G.
H.
J.
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a more casual style, and detachable
a more casual style; detachable
a more casual style. Detachable
until the 1920s, after World War I the stiff and formal
collars fell out of fashion. As the trend shifted toward
a more casual style, detachable collars were left behind.
14
15. The writer would like to add a sentence that would emphasize the detachable collars lasting impact on Troy.
Which of the following choices would do this most effectively?
A. Indeed, the white collar has remained a central part
of the western business attire and is a sign of professionalism and success.
B. Despite this shift in fashion trends, the town of Troy
still identifies proudly with its past and is known
today as Collar City.
C. The invention of the washing machine also played
a role in helping to reduce household labor and
phasing out the detachable collar.
D. In conclusion, the more casual look that men
adopted offered them more freedom of movement,
which was important to many.
15
PASSAGE II
16. F.
G.
H.
J.
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but they dont know
but we dont know
but it doesnt know
17. A.
B.
C.
D.
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Cher Ami, which means dear friend in French.
Cher Ami which means dear friend, in French.
Cher Ami (which means dear friend in French.
18. F.
G.
H.
J.
NO CHANGE
telegraph, but
telegraph, so
telegraph for
19. A.
B.
C.
D.
NO CHANGE
As a result,
Despite this fact,
In conclusion,
20. F.
G.
H.
J.
NO CHANGE
which had been useful tools
which contained useful tools
which were useful tools
21. A.
B.
C.
D.
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secure in a small canister
having been secured in a small canister
secured in a small canister
23. A.
B.
C.
D.
NO CHANGE
is
was
will be
24. F.
G.
H.
J.
NO CHANGE
by their fellow soldiers.
by the people on their side, now on the other side.
by soldiers.
25. A.
B.
C.
D.
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pigeons, all of the pigeons,
pigeons (all of the pigeons)
pigeons, all of the pigeons
26. F.
G.
H.
J.
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barbaric
traumatized
patriotic
27. A.
B.
C.
D.
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its foot
its foot
itss foot
28. F.
G.
H.
J.
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fire, and many lives
fire, many lives
fire, but many lives
by a tendon, but the canister with the note was still intact.
After reading the note, the soldiers knew to hold their
fire many lives were saved.
28
30
After
PASSAGE III
31. A.
B.
C.
D.
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was not thinking
are not thinking
hadnt been thinking
32. F.
G.
H.
J.
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significant historical importance
historical significance
significant historic
1
[2]
33. A. NO CHANGE
B. (who were similarly preoccupied with the threat of
poisoning)
C. (who were similarly preoccupied) with the threat of
poisoning,
D. who were similarly preoccupied with the threat of
poisoning
34. F. NO CHANGE
G. they put a burned piece of bread in each glass.
H. the glass was the place where a burned piece of
bread was put.
J. OMIT the underlined portion.
[3]
Anyone whom has ever toasted a friends health or
38
35. A.
B.
C.
D.
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the winess acidity,
the wines acidity,
the wines acidity,
36. F.
G.
H.
J.
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better to be drank.
good for drinking.
drinkable.
37. A.
B.
C.
D.
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backward
in a way that referenced
OMIT the underlined portion.
38. F.
G.
H.
J.
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that
which
who
39. A.
B.
C.
D.
NO CHANGE
is coming from
comes from
had came from
40. F.
G.
H.
J.
NO CHANGE
originated
originated its creation
originate
Roman traditions.
[4]
The ritual of drinking in someones
honor originating with the Greeks as early as
40
1
41. A.
B.
C.
D.
NO CHANGE
about for practical reasons; guests wanted to be sure
about for practical reasons, guests wanted to be sure
about for practical, reasons guests, wanted to be
sure
Greek people. To prove that wine was safe, the host would
42
43. A.
B.
C.
D.
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its glass
his glasses
their glasses
PASSAGE IV
46. F.
G.
H.
J.
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it is a known truth that
you can be sure that
OMIT the underlined portion.
47. A.
B.
C.
D.
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new
recent and on the cutting edge
brand new and recent
50
Just a tip: I would advise eating the cotton candy soon after
NO CHANGE
(Begin new paragraph) The
(Do NOT begin new paragraph) Consequently, the
(Do NOT begin new paragraph) That is why the
52
about bumper cars is that when you turn the wheel all the
way in either direction the car can go in reverse.
53. A.
B.
C.
D.
53
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provide prevention
preventing of
prevent you from
54
49. A.
B.
C.
D.
51
in England.
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having ridden
riding
a ride
made in a large metal tub. Its actually spun onto the stick.
48. F.
G.
H.
J.
55. A.
B.
C.
D.
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created, a cow, a farmer, and a dog
created a cow, a farmer, and a dog
created a cow a farmer and a dog
56. F.
G.
H.
J.
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Visitors
You
A person
57. For the sake of the logic and coherence of this paragraph, this sentence should be placed:
A. where it is now.
B. before Sentence 1.
C. after Sentence 1.
D. after Sentence 2.
butter exhibit since lines can be long. [4] The last thing
57
58. F.
G.
H.
J.
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favorite things; I feel
favorite things: I feel
favorite things. I feel
59. A.
B.
C.
D.
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your favorite activities
our favorite activities
my favoritest activities
10
PASSAGE V
Odd Jobs
When you ask most people what you do for a living,
61. A.
B.
C.
D.
61
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people what they do
persons what he does
people what I do
you most likely will have heard what they do before. Its
62
far less likely that theyll tell you that theyre farriers,
historical interpreters, or baby wranglers. These careers
63. A.
B.
C.
D.
NO CHANGE
that youre being told about
mentioned to you here
OMIT the underlined portion.
66. F.
G.
H.
J.
NO CHANGE
people, dressed up, like historical figures
people dressed up like historical figures
people dressed up, like historical figures
11
67. A.
B.
C.
D.
NO CHANGE
from her period: running
from her period running
from her period; running
68. F.
G.
H.
J.
NO CHANGE
dressing in fashions
dresses
dressed fashionably
69. A.
B.
C.
D.
NO CHANGE
theyre
youre
your
71. A.
B.
C.
D.
71
72
73. A.
B.
C.
D.
73
NO CHANGE
Many people
You
Those who
74. The writer has decided that this phrase is too vague
and that it doesnt specifically address the themes of the
passage. Which of the following would be a better way
to begin the passages final paragraph?
F. spent more time with their families.
G. saved more money for retirement.
H. been a farrier.
J. done something more interesting as a job.
could have done another thing with their lives. Its easy to
74
NO CHANGE
wranglerss
wranglers
wranglers
12
1
75. The writer would like to conclude the essay with some
examples of unusual careers not yet mentioned in the
essay. Which of the following options, if added here,
would most effectively accomplish this goal?
A. If you would like to find some examples of
unusual careers, you could always contact a career
counselor.
B. A career as a greeting card writer, a dog walker, or a
zookeeper is certainly interesting enough to prevent
regrets later on.
C. There are so many options for unusual careers that
the possibilities are endless.
D. Working as a farrier, a historical interpreter, or a
baby wrangler might be more interesting than other,
more common jobs.
END OF TEST 1
STOP! DO NOT TURN THE PAGE UNTIL TOLD TO DO SO.
13
2
MATHEMATICS TEST
60 Minutes60 Questions
1.
2.
3.
4.
(b+2)3
for b = 2 ?
b
2
4
8
16
32
12. Ben received scores of 85, 88, and 94 on his first 3 tests.
What is the minimum score Ben would need to earn on
his fourth test to have an average score of 90 for all
4 tests?
F. 89
G. 90
H. 91
J. 92
K. 93
14
2
DO YOUR FIGURING HERE.
x
l
F.
G.
H.
J.
K.
15
35
75
105
115
75
A. 2
2
B. 3
3
C. 4
4
D. 3
E. 4
15
2
18. If
2
3x+6 9
5 = 7 , then x = ?
F. 7
2
G. 5
3
H. 4
4
J. 5
5
K. 3
x = 5
x = 4
x = 4
x = 5
The domain includes all real numbers.
16
2
DO YOUR FIGURING HERE.
H. 20 2
J. 20
K. 19
13. The table below shows the monthly rent for the 5
remaining office spaces in Toms building. What is the
mean of the 5 monthly rents?
Monthly Rent
A.
B.
C.
D.
E.
Unit 1
Unit 2
Unit 4
Unit 5
Unit 9
$675
$750
$800
$560
$700
$680
$697
$700
$727
$750
G. 19 3
H. 10
J. 15
K. 25
15. If 4ABC is an isosceles triangle and ABC measures
110, what is the measure of BCA ?
A. 25
B. 35
C. 45
D. 70
E. 110
17
2
DO YOUR FIGURING HERE.
16. 6 (6) = ?
F. 36
G. 6
H.
0
J.
6
K. 36
( 6, 6)
(6, 6)
A.
B.
C.
D.
E.
24
48
60
72
120
( 6, 4)
x
4
4
8
A.
B.
C.
D.
E.
8
12
16
18
24
21
18
3
5
7
9
11
13
12
23. Kara bought 2 new pairs of shoes and 3 skirts. The shoes
are normally $75 for each pair, but Kara bought them for
30% off. She purchased the skirts, normally $120 each,
for 25% off. How much money did Kara spend?
A. $135
B. $229.50
C. $337.50
D. $375
E. $820.50
19
2
DO YOUR FIGURING HERE.
25. Roman wants to increase his endurance by crosscountry skiing. He plans to travel 8 miles on the first
day of his workout. He will then increase his daily
distance by 1.5 miles per day until he reaches 17 miles
traveled on a single day. Then he plans to continue
skiing 17 miles every day. How many total miles will
Roman have skied after 8 days of skiing?
A. 73.5
B. 95.5
C. 104.5
D. 106.5
E. 136.5
26. If a line passes through the origin and (5, 2), what is
the equation of the line?
5x
F. y = 2 2
2x
G. y = 5 2
2x
H. y = 5
5x
J. y = 2
K. y = x
20
2
DO YOUR FIGURING HERE.
B.
6 5 4 3 2 1 0 1 2 3 x
C.
6 5 4 3 2 1 0 1 2 3 x
D.
6 5 4 3 2 1 0 1 2 3 x
E.
6 5 4 3 2 1 0 1 2 3 x
36
38
48
57.75
84
D. 4
1
E. 4
21
2
DO YOUR FIGURING HERE.
Price
per Gallon
Year
Price
per Gallon
1994
1995
1996
1997
1998
1999
2000
$1.45
$1.52
$1.60
$1.62
$1.83
$1.85
$1.93
2001
2002
2003
2004
2005
2006
2007
$2.08
$2.12
$2.15
$2.23
$2.30
$2.43
$2.51
33. During which of the following periods did the price per
gallon of milk in the United States increase the most?
A. 19951996
B. 19971998
C. 20002001
D. 20032004
E. 20052006
22
2
DO YOUR FIGURING HERE.
$2.60
$2.40
$2.20
$2.00
$1.80
$1.60
$1.40
B
C
D
20
06
20
04
20
02
20
00
19
98
19
96
19
94
year
35. The points on the graph above illustrate the price data,
and the graph includes 5 lines that represent possible
models for the data. Of the 5 lines, which is the best
model for the changing price of milk?
A. A
B. B
C. C
D. D
E. E
A.
C. 7(5) + 3(12)
y
7(5)
x + 3(12)
3(12)
x
E. 7(5) + y
D.
23
2
DO YOUR FIGURING HERE.
F.
G.
H.
J.
K.
30
90
120
150
170
48
G.
18
H.
18
J.
183
A
135
O
K. 6,480
C. cos 70
cos 70
2.2
tan 70
E. 2.2
D.
24
2
1
1
3
6
6.9
7
1
4
5
6
9.8
3
9x5
27x5
9x6
27x6
27x8
B. 13 cos 35
13
C. sin 35
13
35
D. 13 tan 35
E.
sin 35
13
25
2
DO YOUR FIGURING HERE.
A.
B.
C.
D.
E.
35
40
41.5
43.75
47.5
48. Arlens chemistry class was given a quiz; the class got
an average of 78% of the questions correct. Arlens
percentage correct was 4 percentage points higher than
the class average. If there were 50 questions on the quiz,
how many quiz questions did Arlen answer correctly?
F. 40
G. 41
H. 42
J. 43
K. 82
4
81x12 ?
3x
9x2
3x3
9x3
9x4
26
F. w = 2n
2
G. w = z
2n
H. w = z
J. w = 2z
1
K. w = z
A. 4
B. 13
C. 42.25
D. 56.25
E. 169
D.
27
2
DO YOUR FIGURING HERE.
A.
B.
C.
D.
E.
$125.50
$147.75
$188.00
$128.25
$154.00
6 feet
20 feet
H. 5
J. 232
K. 322
28
2
DO YOUR FIGURING HERE.
F.
G.
H.
J.
K.
( x2
+ ( y2
= 144
2
(x
+ ( y2
= 136
2
2
( x + 5) + ( y 2) = 144
( x + 5)2 + ( y 2)2 = 136
( x + 5)2 + ( y 2)2 = 144
59. Rashid takes the 7-A . M . train into the city every sixth
day. Amanda takes the 7-A . M . train into the city every
fourth day. If they both ride the same train into the city
on a Tuesday, how many days will pass before they next
ride the same train on a Tuesday?
A. 12 days
B. 17 days
C. 24 days
D. 84 days
E. 97 days
60. Bruce and his friends want to make a bike ramp for
jumping, but in order to complete a clean jump the
minimum angle of elevation of the board must be
23 degrees. If the starting end of the ramp touches the
ground and the take-off end is 5 feet above the ground,
how long, to the nearest tenth of a foot, will the board
need to be to allow for a clean jump?
F. 2.0
G. 5.4
H. 7.8
J. 11.8
K. 12.8
END OF TEST 2
STOP! DO NOT TURN THE PAGE UNTIL TOLD TO DO SO.
DO NOT RETURN TO A PREVIOUS TEST.
29
3
READING TEST
35 Minutes40 Questions
DIRECTIONS: There are four passages in this test. Each
passage is followed by several questions. After reading
a passage, choose the best answer to each question
and fill in the corresponding oval on your answer
document. You may refer to the passages as often as
necessary.
Passage I
1
The following curious history was related to me by a
2 chance railway acquaintance. He was a gentleman more
3 than seventy years of age, and his thoroughly good and
4 gentle face and earnest and sincere manner imprinted the
5 unmistakable stamp of truth upon every statement which
6 fell from his lips. He said:
7
You know in what reverence the royal white
8 elephant of Siam is held by the people of that country.
9 You know it is sacred to kings, only kings may possess
10 it, and that it is, indeed, in a measure even superior to
1 kings, since it receives not merely honor but worship.
2 Very well; five years ago, when the troubles concerning
3 the frontier line arose between Great Britain and Siam, it
4 was presently manifest that Siam had been in the wrong.
15 Therefore, every reparation was quickly made, and the
6 British representative stated that he was satisfied and
7 the past should be forgotten. This greatly relieved the
8 King of Siam, and partly as a token of gratitude, partly
9 also, perhaps, to wipe out any little remaining vestige
20 of unpleasantness which England might feel toward him,
1 he wished to send the Queen a presentthe sole sure
2 way of propitiating an enemy, according to Oriental
3 ideas. This present ought not only to be a royal one, but
4 transcendently royal. Wherefore, what offering could be
25 so royal as that of a white elephant? My position in the
6 Indian civil service was such that I was deemed pecu7 liarly worthy of the honor of conveying the present to her
8 Majesty. A ship was fitted out for me and my servants
9 and the officers and attendants of the elephant, and in due
30 time I arrived in New York harbor and placed my royal
1 charge in admirable quarters in Jersey City. It was nec2 essary to remain awhile in order to recruit the animals
3 health before resuming the voyage.
4
35
6
7
8
9
40
7
So saying, he sat down at his office table and leaned
8 his head upon his hand. Several clerks were at work at the
9 other end of the room; the scratching of their pens was all
60 the sound I heard during the next six or seven minutes.
1 Meantime the inspector sat there, buried in thought. Fi2 nally he raised his head, and there was that in the firm
3 lines of his face which showed me that his brain had done
4 its work and his plan was made. Said heand his voice
65 was low and impressive:
6
This is no ordinary case. Every step must be war7 ily taken; each step must be made sure before the next
8 is ventured. And secrecy must be observedsecrecy
9 profound and absolute. Speak to no one about the matter,
70 not even the reporters. I will take care of them; I will see
1 that they get only what it may suit my ends to let them
2 know. He touched a bell; a youth appeared. Alaric,
3 tell the reporters to remain for the present. The boy
4 retired. Now let us proceed to businessand system75 atically. Nothing can be accomplished in this trade of
mine without strict and minute method.
All went well during a fortnightthen my calamities began. The white elephant was stolen! I was
called up at dead of night and informed of this fearful
misfortune. For some moments I was beside myself with
terror and anxiety; I was helpless. Then I grew calmer
and collected my faculties. I soon saw my coursefor,
indeed, there was but the one course for an intelligent
man to pursue. Late as it was, I flew to New York and
got a policeman to conduct me to the headquarters of the
30
7. Which of the following can be inferred from the storytellers statement that there was but the one course
(line 40)?
A. The only way of getting the elephant from Jersey
City to New York required consent from the
inspector.
B. No one else would have done what he did in
response to the elephants disappearance.
C. In order to prevent the King of Siam from being
angered, the elephants disappearance must be kept
a secret.
D. The elephants disappearance was of such great
importance that it should be handled by the chief
of detectives.
2. In the first paragraph, the narrator mentions the storytellers sincere manner to reinforce the point that:
F. the reader should be wary of the truth of the story to
follow.
G. the storyteller was an old friend of the narrators.
H. while the story seems somewhat improbable, it
could very well be a truthful account.
J. the old gentleman was confused about his journey.
3. All of the following statements are true according to the
passage EXCEPT:
A. The royal white elephant is revered and worshiped
by the people of Siam.
B. A civil servant held in high esteem was chosen to
accompany the elephant to England.
C. Only people from the Orient send gifts to apologize
to western European monarchs.
D. The dispute between England and the King of Siam
was over territory.
31
Passage II
8
To investigate this question, the researchers made an
9 interesting link. At first sight, helping charities looks
50 to be at the opposite end of the selfishness spectrum
1 from conspicuous consumption. Yet they have something
2 in common: both involve the profligate deployment of
3 resources.
1
2
3
4
5
6
7
8
9
10
4
55
6
7
8
9
60
1
2
3
4
65
2
One important difference between peacocks tails
3 and human minds is, of course, that the peahens
4 accoutrement is a drab affair. No one could say the same
15 of the human female psyche. That, Dr. Miller believes, is
6 because people, unlike peafowl, bring up their offspring
7 in families where both sexes are involved in parenting. It
8 thus behooves a man to be as careful about choosing his
9 wife as a woman is about choosing her husband.
9
70
1
2
3
4
20
4
25
6
7
8
9
30
1
2
75
35
6
7
8
9
40
1
2
7
The participants were then asked two things. The
8 first was to imagine they had $5,000 in the bank. They
9 could spend part or all of it on various luxury items such
80 as a new car, a dinner party at a restaurant or a holiday in
1 Europe. They were also asked what fraction of the hypo2 thetical 60 hours of leisure time during the course of a
3 month they would devote to volunteer work.
4
85
3
4
6
7
8
9
90
1
2
3
4
95
3
Humans, however, show a third sort of altruism
4 one that has no obvious pay-off. This is altruism towards
45 strangers, such as charity. That may enhance reputation. But how does an enhanced reputation weigh in the
Darwinian balance?
32
3
16. The function of the third paragraph in relation to the
passage as a whole can best be described as:
F. introducing new ideas.
G. defining key terms from the previous discussion.
H. providing examples for the previous discussion.
J. offering a preliminary conclusion that the rest of the
passage will elaborate on.
A.
B.
C.
D.
15. The authors tone towards Dr. Millers theory can best
be described as:
A. arrogant.
B. cautiously excited.
C. ambitious.
D. nostalgic.
I only
II and III only
I and III only
I, II, and III
33
Passage III
55
6
7
8
9
60
1
Diagramming sentences is one of the lost skills, like
2 darning socks or playing the sack, that no one seems to
3 miss. Invented, or at least codified, in an 1877 text called
4 Higher Lessons in English, by Alonzo Reed and Brainerd
5 Kellogg, it swept through American public schools like
6 the measles, and was embraced by teachers as the way to
7 reform students who were engaged in the cold-blooded
8 murder of the English tongue (to take Henry Higgins
9 slightly out of context). By promoting the beautifully
10 logical rules of syntax, diagramming would root out evils
1 like its me and I aint got none, until everyone wrote
2 like Ralph Waldo Emerson, or at least James Fenimore
3 Cooper.
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In my own youth, many years after 1877, diagramming was still serious business. I learned it in the sixth
grade from Sister Bernadette. I can still see her: a tiny
nun with a sharp pink nose, confidently drawing a deadstraight horizontal line like a highway across the blackboard, flourishing her chalk in the air at the end of it,
her veil flipping out behind her as she turned back to
the class. We begin, she said, with a straight line.
And then, in her firm and saintly script, she put words
on the line, a noun and a verbprobably something like
dog barked. Between the words she drew a short vertical slash, bisecting the line. Then she drew a road that
forked off at an angle, a short country lane under the word
dog, and on it she wrote The.
8
That was it: subject, predicate, and the little modify9 ing article that civilized the sentence, all of it made into
30 a picture that was every bit as clear and informative as
1 an actual portrait of a beagle in mid-woof. The thrilling
2 part was that this was a picture not of the animal but of
3 the words that stood for the animal and its noises. It was
4 a representation of something both concrete and abstract.
35 The diagram was a bit like art, a bit like mathematics. It
6 was much more than words uttered or words written; it
7 was a picture of language.
8
I was hooked. So, it seems, were many of my
9 contemporaries. Among the myths that have attached
40 themselves to memories of being educated in the
1 fifties is the notion that activities like diagramming
2 sentences (along with memorizing poems and adding
3 long columns of figures without a calculator) were
4 pointless and monotonous. I thought diagramming was
45 fun, and most of my friends who were subjected to
6 it look back with varying degrees of delight. Some
7 of us were better at it than others, but most of us
8 considered it a kind of treat, a game that broke up
9 the school day. You took a sentence, threw it against
50 the wall, picked up the pieces and put them together
again, slotting each word into its pigeonhole. When
you got it right, you made order and sense out of
what we used all the time and took for granted: sentences. Today, diagramming is not exactly dead, but for
34
3
28. According to the passage, diagramming sentences was
embraced by teachers (line 6) primarily because:
F. American students grammar skills were comparatively lower than those of students from other
countries.
G. it allowed the teachers to show the students the
elegant logic of the English language.
H. it gave the teachers a way to help students
understand the meaning of words.
J. teachers of the time were skeptical of so-called
experts such as Alonzo Reed and Brainerd
Kellogg.
35
Passage IV
6
7
8
9
1
Without understanding clouds, understanding the
2 climate is hard. And clouds are the least understood
3 part of the atmosphere. CLOUDY. As a metaphor, that
4 is not a bad description of the science of climate fore5 casting. The general trends are clear, but the details are
6 obscure. As it happens, however, the description is not
7 merely metaphoricalfor of all the elements that make
8 up the climate, and have to be accounted for in models of
9 it, it is clouds that are the most obscure.
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Certainly, model-comparison projects alone will
3 not solve the cloud problem. Too much still remains
4 unknown about the physical mechanisms that determine
75 cloud behavior. That is why new and better observations
6 are needed to improve the fundamental assumptions on
7 which the models are based. The TC4 project will gener8 ate new data on the icy cirrus clouds that are formed in the
9 upper atmosphere by heat-driven, or convective, storm
80 systems that coalesce over warm waters in the tropics.
1 By studying these clouds from every angle and at every
2 point in their life cycle, researchers hope to learn more
3 about how these storms, which can drive air more than
4 13km above the Earths surface, will contribute to climate
85 change in a warming environment. In addition to the TC4
6 campaign and AIM, a string of NASA climate-sensing
7 satellites called the A-train is providing a global survey
8 of the vertical profile of clouds. One of these satellites,
9 CloudSat, has given the first glimpses of the middle layer
90 of clouds in the Earths atmosphere. Meteorologists were
1 once limited to a top-down or bottom-up look at clouds.
2 Since April 2006, CloudSats radar has, however, been
3 providing a globe-circling slice of the middle layer, a pre4 viously unobserved part of the atmosphere.
1
The link Dr. Knight is examining, between clouds
2 and what researchers call climate sensitivity (the degree
3 to which a particular input is likely to change the
4 climate), has been apparent for nearly 20 years. But
25 because clouds take different forms at different scales
6 from microscopic water droplets to weather fronts that
7 span hundreds of kilometersthey are devilishly hard to
8 describe in models that work by manipulating virtual
9 chunks of the atmosphere that are 100km (62 miles)
30 across and 100km high.
1
Only recently have such international undertakings
2 as the Cloud Feedback Model Intercomparison Project
3 (CFMIP) and the Cloud System Study of the Global En4 ergy and Water Cycle Experiment begun a systematic
35 comparison of the effects of clouds on dozens of the most
6 important climate models, allowing researchers to start to
7 unravel more precisely the role that clouds play in climate
8 change. In a recent paper in Climate Dynamics, Mark
9 Webb of Britains Hadley Centre for Climate Change and
40 his colleagues reported that clouds account for 66% of the
1 differences between members of one important group of
2 models and for 85% of them in another group.
3
These findings have now been complemented
4 by Dr. Knights project, which made use of
45 climateprediction.net, a network of personal com6 puters on which processing time is volunteered by
7 members of the public, to compile 57,000 different
8 runs of a global-climate model developed at the Hadley
9 Centre. She and her colleagues found that 80% of the
50 variation in the climate sensitivity predicted was due to
changes in how clouds were described in the model.
The reason why clouds matter so much to the
climate, and their role is so tricky to determine, is because
they play two contradictory roles. At low altitudes
c 2010 Academic Approach, LLC
ACT A
Another A-train satellite, the Cloud AerosolLidar and Infrared Pathfinder Satellite Observation
(CALIPSO)launched simultaneously with CloudSat
will map the location of layers of small particles called
aerosols that promote cloud formation. Such particles
100 act as nuclei for the condensation of water vapor into the
1 droplets of which clouds are composed.
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Natural aerosols are produced by sea salt, desert
3 dust, volcanic eruptions and smoke from forest fires.
4 Aerosols are also released when cars are driven, chem105 icals manufactured and fossil fuels burned. Little is cur6 rently known about where such particles end up in the
7 atmosphere and what overall effect they have on the
8 climate. CALIPSO will help to correct that. It has al9 ready produced pictures of the volcanic plumes created
110 when part of the Soufri`ere Hill volcano on the island of
Montserrat collapsed last year, sending ash clouds high
into the atmosphere. Such gritty reality, when combined
with the models, should bring some clarity to the problem
of clouds.
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36. The sixth paragraph describes:
F. the purpose of clouds for proper ecosystem
formation.
G. the dual-role of clouds to both cool and heat the
earth.
H. the importance of high-level clouds in reducing the
effects of global warming.
J. the ability of sophisticated programs such as AIM
and TC4 to track high-altitude clouds.
END OF TEST 3
STOP! DO NOT TURN THE PAGE UNTIL TOLD TO DO SO.
DO NOT RETURN TO A PREVIOUS TEST.
c 2010 Academic Approach, LLC
ACT A
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4
SCIENCE TEST
35 Minutes40 Questions
DIRECTIONS: There are seven passages in this test.
Each passage is followed by several questions. After
reading a passage, choose the best answer to each
question and fill in the corresponding oval on your
answer document. You may refer to the passages as
often as necessary.
You are NOT permitted to use a calculator on this test.
Passage I
Key
phospholipid A
phospholipid B
phospholipid C
fraction melted
1.0
Phospholipid
Head group
Charge
Carbons / tail
% saturation
Table 1
phosphatidylcholine
neutral
17
100.0
phosphatidylcholine
neutral
17
196.9
phosphatidylcholine
neutral
17
193.9
phosphatidylserine
negative
18
100.0
phosphatidylserine
negative
18
197.1
phosphatidylserine
negative
18
194.3
0.8
0.6
0.4
0.2
0
10 20
30 40 50 60 70 80 90 100
temperature (C)
Figure 1
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4
5. A majority of the phospholipids on the intracellular
side of the membrane of red blood cells contain the
phosphatidylserine head group. Given this information,
what overall charge would the intracellular side of the
red blood cell membrane be expected to have?
A. Electric
B. Negative
C. Neutral
D. Positive
6. To investigate only the impact of the lengths of a phospholipids carbon tails on the effect of temperature on
bilayer fluidity, a scientist should design experiments
using phospholipids with:
F. varying carbon tail lengths, head group charges,
and percent saturations.
G. varying carbon tail lengths and head group charges,
but identical percent saturations.
H. varying carbon tail lengths and percent saturations,
but identical head group charges.
J. varying carbon tail lengths, but identical head
group charges and identical percent saturations.
39
Passage II
Study 3
Next, the students examined the plants for flowering
and recorded the color when flowers were present. The
results are shown in Table 2.
Table 2
Study 1
The students collected soil samples from four areas
around their school and measured the pH of each sample.
Their results are shown in Table 1.
Location
Flower color
Playground
Baseball field
Front entrance
Garbage dumpster
no flowers
no flowers
purplish-pink
blue
Table 1
Location
pH
Playground
Baseball field
Front entrance
Garbage dumpster
7.5
8.3
6.1
5.2
Study 2
The students planted hydrangea in each type of soil
collected. They placed all of the plants by a window and
measured the plant growth twice a week for one month. The
results appear in Figure 1.
Key
playground
dumpster
entrance
field
7
6
5
4
3
2
1
0
10
14
17
day
21
24
28
Figure 1
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12. Based on the data in Table 1, which of the iodide (I)
salts was the least soluble?
F. BaI2
G. NiI2
H. AgI
J. CaI2
Passage III
The solubility of a metal salt is determined by the ionizability of the compound. Salts that more easily dissociate
are likely to more easily dissolve in a solvent. The solubility
product, Ksp , of a metal salt is an ionization constant that
indicates to what extent a salt will dissociate in an aqueous
solution.
Anions
Cations
Ba
Ca
Ni
Ag
OH
None
0.011
0.022
0.063
None
None
None
0.116
SO4
0.115
0.059
None
0.032
None
None
0.046
0.057
Table 2
Compound
Formula
Ksp
Barium sulfate
BaSO4
1.1 1010
Calcium hydroxide
Ca(OH)2
5.5 106
Calcium sulfate
CaSO4
9.1 106
Nickel(II) hydroxide
Ni(OH)2
5.4 1016
Nickel sulfide
NiS
3.1 1019
Silver hydroxide
AgOH
1.5 108
Silver iodide
AgI
8.5 1017
Silver(II) sulfate
Ag2 SO4
1.2 105
Silver(II) sulfide
Ag2 S
6.2 1030
17. When a salt dissociates into its constituent ions in a oneto-one ratio, its solubility product is equivalent to the
square of the concentration of the dissolved salt at saturation. Which of the following salts has the highest
dissolved concentration at saturation?
A. Calcium sulfate
B. Barium sulfate
C. Nickel sulfide
D. Silver iodide
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Passage IV
Technology 1
A battery electric vehicle (BEV) is an electric vehicle that utilizes chemical energy stored in a rechargeable battery pack instead of relying on an internal
combustion engine. BEVs are more energy-efficient than
any petroleum-powered internal combustion vehicle. A
gasoline-powered internal combustion engine is only 25%
energy efficient. An Alternating Current Induction electric
motor like those found in BEVs is approximately 95% energy efficient. BEVs consume no petroleum directly and
produce no exhaust fumes.
Technology 2
The density of diesel fuel is about 850 grams per
liter, whereas the density of gasoline is about 720 gram
per liter. Upon combustion, diesel typically releases about
40.9 megajoules (MJ) per liter, whereas gasoline releases
34.8 MJ/L, about 15% less. Diesel is generally simpler to
refine than gasoline and often costs less. Diesel engines
get about 40 percent better mileage. This greater fuel economy is due to the higher per-liter energy content of diesel
fuel and also to the intrinsic efficiency of the diesel engine.
Diesel-powered cars also emit less carbon dioxide than gaspowered cars.
Technology 3
Gasoline/electric hybrid cars combine a standard internal combustion engine with a rechargeable electric battery. The inclusion of both electric and gasoline power
means that a hybrid can switch back and forth between the
two power sources to achieve maximum performance. For
instance, when the car needs extra power to climb a hill,
both gas and electricity kick in. Downhill, the gas engine
quits and the car converts the motion of the vehicle, which
would normally be lost as heat from braking, into electricity to regenerate the battery. Using a combination of
gasoline and electric power reduces harmful emissions and
petroleum consumption.
Technology 4
Hydrogen fuel cells make electricity from hydrogen
and oxygen; hydrogen reacts with oxygen inside the fuel
cells, producing electricity to power the motor. The cells are
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24. According to the passage, gasoline/electric hybrids
reduce petroleum consumption by:
F. reducing the energy required to brake.
G. shutting off the internal combustion engine during
times of reduced power requirement.
H. shutting off the electric battery during times of
increased power requirement.
J. requiring the gasoline engine and the electric
battery to operate simultaneously at all times.
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Passage V
Key
alpha
beta
gamma
70
60
50
40
30
20
10
Experiment 1
The effect of temperature on amylase activity was examined by adding each form of amylase to solutions containing equal amounts of starch at pH 7. Each solution was
then incubated at a different temperature. After 15 minutes,
iodine, which combines with starch to form a blue complex,
was added to each solution and used to estimate the fraction
of starch broken down. The results are shown in Figure 1.
Figure 2
Experiment 3
Alcohol fermentation is a process in which yeast
convert simple sugars into ethanol and carbon dioxide.
Alcohol fermentation was used to gauge the extent to
which the starch breakdown catalyzed by each amylase had
produced simple sugars. Each form of amylase was added
to solutions containing equal amounts of starch at the optimal pH for the form of amylase being tested, then incubated at the optimal temperature. After 15 minutes, a small
amount of yeast was mixed into each solution and uninflated
balloons were stretched over the open ends of the tubes.
The tubes were then incubated at 20 C. After 60 minutes,
the balloons had become inflated. The diameters of the balloons were measured. The results are shown in Table 1.
70
60
50
40
30
20
Table 1
10
0
5
pH
Key
alpha
beta
gamma
10
20
30
40
50
60
70
temperature (C)
Amylase
Alpha
Beta
Gamma
1.20
0.73
2.60
Figure 1
Experiment 2
Each form of amylase was added to solutions of varying pH containing equal amounts of starch. Each solution
was incubated at the optimal temperature for the form of
amylase being tested. After 15 minutes, iodine was added
to each solution and used to estimate the fraction of starch
broken down. The results are shown in Figure 2.
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Passage VI
11
12
13
14
15
16
17
18
19
10
Experiment 1
To characterize the relative hardness of the six materials, the students performed an experiment to determine
which materials can be scratched by the others. The students attempted to scratch the surface of a piece of each
material with another piece of each material. The results
are recorded in Table 2.
Graphite
Chalk
Glass
Pumice
Ceramic
Porcelain
Graphite
Chalk
Glass
Pumice
Ceramic
Porcelain
Graphite
Chalk
Glass
Pumice
Ceramic
Porcelain
Table 2
Surface
Surface
Quartz
Talc
Gypsum
Calcite
Fluorite
Apatite
Orthoclase
Quartz
Topaz
Corundum
Diamond
Orthoclase
Hardness
Apatite
Material
Fluorite
Table 3
Calcite
Table 1
Gypsum
Experiment 2
To determine the hardness on the Mohs scale of each
of the six materials, the students performed an experiment
to identify which of the materials can be scratched by six of
the Mohs scale reference minerals. The students attempted
to scratch the surface of a piece of each material with a
piece of each of the six reference minerals. The results are
recorded in Table 3.
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4
35. In Experiment 2, porcelain was not scratched by any of
the Mohs scale reference minerals used. Therefore, it
can be concluded that the hardness of porcelain on the
Mohs scale is:
A. 5.
B. 6.
C. 7.
D. greater than 7.
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Passage VII
A bellows camera is an assembly composed of a flexible mid-section (the bellows); a device that holds the film
(the rear standard); and a similar device at the front that
holds the lens (the front standard). The front and rear
standards are not fixed relative to each other: movement
of the front and rear standards allows the photographer
to move the lens and film plane independently for precise
control.
film
plane
film
holder
rear
standard
lens
plane
lens axis
base
rise/
fall
front
standard
Figure 2
Figure 1
real image
s2
object
Figure 3
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40. When light waves pass through a biconvex lens, the real
image is:
F. larger than the object.
G. farther away than the object.
H. inverted relative to the object.
J. out of focus.
END OF TEST 4
STOP! DO NOT RETURN TO ANY OTHER TEST.
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