1572 act practice test copy

ACT 1572CPRE The 3RPRep Method:

1. Test – do an entire test for each tutoring session.

2. Check – check your answers for correct/incorrect. Score, using the scaled score.

3. Reflect – for each question that you got wrong or are unsure about, write a written reflection in a notebook to prepare for tutoring.

4. Adjust – ask questions from your reflections.

5. Repeat – practice is the best way to increase your score.

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PA SSA GE I

The Triang ular Snowflake

[1 ]

Snowflak es form from tiny water droplets, following

a specific process of ch emical bonding as th ey freeze,

wh ich resu lts in a six-sided fig u re. Th e rare “triang u lar”

snowflak e, similarly, confou nded scientists for years

becau se it apparently defied th e basic laws of ch emistry.

[A] Th e seeming ly triang u lar sh ape of th ose snowflak es

su g g ests th at forming th rou g h a different process of

ch emical bonding . [B] By re-creating snowflak e formation,

a discov ery h as rev ealed to scientists Kenneth Libbrech t

and Hannah Arnold th e cau se of th is apparent v ariation.

[2 ]

Snowflak es beg in to form wh en water in th e

atmosph ere freezes it cau ses th e water molecu les

to bond into a h exag onal sh ape. Du ring th e flak e’s

descent from Earth ’s u pper atmosph ere, oth er water

v apor molecu les bu mps into th e h exag onal stru ctu re.

1 . A. NO CHANGEB. form, from tiny, water droplets,C. form from tiny, water, dropletsD. form, from tiny water droplets

2 . F. NO CHANGEG. for example,H. additionally,J. h owev er,

3 . A. NO CHANGEB. th e manner in wh ich formationC. wh ich h ad formedD. th at th ey form

4 . F. NO CHANGEG. th e discov ery of th e cau se of th is apparent v ariation

h as been made by scientists Kenneth Libbrech t andHannah Arnold.

H. scientists Kenneth Libbrech t and Hannah Arnoldh av e discov ered th e cau se of th is apparent v ariation.

J. th e cau se of th is apparent v ariation h as been dis-cov ered by scientists Kenneth Libbrech t andHannah Arnold.

5 . A. NO CHANGEB. freezes, cau singC. freezes, it cau sesD. freezes, th is cau ses

6 . F. NO CHANGEG. h as bu mpedH. bu mpedJ. bu mp

ENGLISH TEST4 5 Min u tes—7 5 Qu estio n s

D IREC TIONS: In th e five passag es th at follow, certainwords and ph rases are u nderlined and nu mbered. In th e rig h t-h and colu mn, you will find alternatives for th eu nderlined part. In most cases, you are to ch oose th eone th at best expresses th e idea, makes th e statementappropriate for standard written Eng lish , or is wordedmost consistently with th e style and tone of th e passag eas a wh ole. If you th ink th e orig inal version is best,ch oose “NO CHANGE.” In some cases, you will find inth e rig h t-h and colu mn a qu estion abou t th e u nderlinedpart. You are to ch oose th e best answer to th e qu estion.

You will also find qu estions abou t a section of th e pas-sag e, or abou t th e passag e as a wh ole. Th ese qu estionsdo not refer to an u nderlined portion of th e passag e, bu trath er are identified by a nu mber or nu mbers in a box.

For each qu estion, ch oose th e alternative you considerbest and fill in th e corresponding oval on you r answerdocu ment. Read each passag e th rou g h once before youbeg in to answer th e qu estions th at accompany it. Formany of th e qu estions, you mu st read several sentencesbeyond th e qu estion to determine th e answer. Be su reth at you h ave read far enou g h ah ead each time youch oose an alternative.

GO ON TO THE NEXT PA GE.ACT-1 5 7 2 CPRE

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Bypassing th e liqu id water ph ase, th ose molecu les

condense directly onto th e establish ed h exag onal pattern.

As a resu lt, th e flak e g rows ou tward into big g er and more

complex h exag onal arrang ements su rrou nding th e orig inal

h exag onal sh ape at th e center of th e flak e. [C]

[3 ]

In 2 0 0 9 , Libbrech t and Arnold’s experiments

rev ealed th at triang u lar snowflak es beg in with th e

same process of ch emical bonding and forms a h exag onal

sh ape. Th e triang u lar sh ape is an illu sion resu lting from

one sig nificant addition to th e process du st.

[4 ]

Triang u lar snowflak es beg in to form wh en a tiny

du st particle or oth er su ch impu rity collides with th e

flak e as it falls, th ereby pu sh ing one edg e u pward. [D]

Th e downward edg e of th e snowflak e encou nters more

wind resistance th an th e rest of th e flak e. Th e g reater

th e pressu re from th e wind, cau ses bonds to form

qu ick at th is edg e th an in th e rest of th e snowflak e.

[5 ]

Th e resu lting snowflak e h as th ree long sides and

th ree sides th at are so sh ort th ey are difficu lt to detect.

Alth ou g h th ese snowflak es appear to h av e a triang u lar

sh ape—th ey actu ally h av e a h exag onal pattern. Su ch

snowflak es offer ev idence th at ev en wh en impu rities

interfere, th e basic laws of ch emistry still apply.

7 . If th e writer were to delete th e u nderlined portion(adju sting th e capitalization as needed), th e sentencewou ld primarily lose:A. an explanation of th e process water molecu les

u nderg o to ch ang e from liqu id to v apor to solid.B. a detail th at mentions a step some water molecu les

sk ip in ch ang ing from v apor to solid.C. a v isu al description of wh at water v apor molecu les

look lik e.D. an explanation of h ow molecu les react to v ariou s

air temperatu res.

8 . F. NO CHANGEG. were th ey to formH. if th ey formedJ. form

9 . A. NO CHANGEB. process isC. process:D. process;

1 0 . F. NO CHANGEG. pressu re from th e wind, wh ichH. th e pressu re, as th e windJ. pressu re from th e wind

1 1 . A. NO CHANGEB. more qu ick lyC. most qu ick lyD. qu ick est

1 2 . F. NO CHANGEG. sh ape,H. sh ape;J. sh ape:

1 3 . Wh ich ch oice most effectiv ely conclu des th e sentenceand th e essay?A. NO CHANGEB. scientists can be certain th at a solu tion to ev en th e

most confu sing ev ent will be fou nd.C. snowflak es will still fall if atmosph eric conditions

are fav orable.D. snowflak es come in many different sh apes and

sizes.


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1 4 . Th e writer is considering adding th e following sen-tence to th e essay:

Th is g rowth can tak e th e form of eith erbranch ing (wh ich forms stable, symmetricalsh apes) or faceting (wh ich forms u nstab le,complex sh apes).

If th e writer were to add th is sentence, it wou ld mostlog ically be placed at Point:F. A in Parag raph 1 .G. B in Parag raph 1 .H. C in Parag raph 2 .J. D in Parag raph 4 .

PA SSA GE II

Climbing Mt. Fuji

[1 ]

Bu ndled u p in wool sweaters and th ick

coats, and we watch ed th e su n setting on Mt. Fu ji

in Japan. It was Au g u st and ou r cloth es were stifling ,

bu t we wou ld h av e needed th e warmth from ou r bodies

sealed arou nd u s as we h ik ed into th e h ig h altitu des.

Th ree friends and I stepped away from th e crowd of

oth er h ik ers and spok e ou r intention: “Su nset at th e

base, su nrise at th e top.” [A]

[2 ]

As we h ik ed, a patch work of clou ds swept across

th e dark ening sk y, h iding all traces of ou r su rrou nding s

ou tside ou r flash lig h ts’ beams. Th e trail g radu ally ch ang ed

from compact dirt to a ju mble of v olcanic rock s. [B]

1 5 . Su ppose th e writer’s primary pu rpose h ad been to offeran example of a discov ery th at ch ang ed th e way scien-tists v iewed th e basic laws of ch emistry. Wou ld th isessay accomplish th at pu rpose?A. Yes, becau se it describes h ow th e observ ation of

triang u lar snowflak es h as led scientists to discov erth at th eir u nderstanding of th e basic laws of ch em-istry is flawed.

B. Yes, becau se it describes h ow scientists h av eapplied th e k nowledg e th ey’v e g ained th rou g hstu dying snowflak es to oth er areas of ch emistry.

C. No, becau se it focu ses on h ow scientists are stru g -g ling to determine h ow triang u lar snowflak es areformed.

D. No, becau se it explains th at triang u lar snowflak esappeared to, bu t don’t actu ally, v iolate th e basiclaws of ch emistry.

1 6 . F. NO CHANGEG. coats wh ile watch ingH. coats, we watch edJ. coats watch ing

1 7 . A. NO CHANGEB. wou ld needC. will needD. need

GO ON TO THE N EXT PA GE.ACT-1 5 7 2 CPRE

1 1Qu estio n s 1 4 an d 1 5 ask abo u t the p recedin g p assage as a who le.

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We tried to steady ou rselv es with ou r

walk ing stick s bu t slipped and stu mbled

becau se of th e ju mbled rock s we were slipping on.

[3 ]

Ev ery th ou sand feet, we came to a small station

constru cted of tin and cement, barely able to block

th e wind. At each one, we noted th e roof piled h ig h on

fallen rock s and felt both u nsettled and reassu red by th is

ev idence of th e station’s protectiv e ability. We rested

u neasily for a moment as a clerk bu rned th e station brand

into ou r walk ing stick s wh ich it was proof of ou r prog ress

th rou g h th e dark ness.

[4 ]

As we neared th e su mmit, th e wh ole g rou p of

h ik ers—th inly spread across th e mou ntain for most of

th e rou te—condensed, forming an illu minated line along

th e trail. [C] Ou r pace slowed. Prog ressing along th e trail,

we reach ed th e su mmit ju st fiv e minu tes before dawn. [D]

In th e h alf-lig h t of th e rising su n: we beg an to mak e

ou t th e dark lines of th e cliffs’ at th e crater’s edg e.

1 8 . F. NO CHANGEG. ev en th ou g h we u sed ou r walk ing stick s.H. despite any efforts to remain steady.J. with each step.

1 9 . A. NO CHANGEB. piling h ig h withC. piled h ig h withD. piling h ig h on

2 0 . F. NO CHANGEG. stick s, it was proof ofH. stick s, proof ofJ. stick s prov ed

2 1 . A. NO CHANGEB. th e most partC. majorityD. more

2 2 . F. NO CHANGEG. th ey formedH. th ere wasJ. we saw

2 3 . Wh ich ch oice emph asizes th e slowness of th e ascentand su pports th e idea th at th e narrator’s g rou p offriends did not set th eir own pace?A. NO CHANGEB. Able to adv ance only a few steps at a time,C. Mov ing forward with each step,D. Climbing h ig h er in altitu de,

2 4 . F. NO CHANGEG. su n—H. su n,J. su n;

2 5 . A. NO CHANGEB. cliff’s at th e craters’C. cliffs at th e crater’sD. cliffs at th e craters


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2 6 . If th e writer were to delete th e preceding sentence, th eparag raph wou ld primarily lose:F. a restatement of an idea th at emph asizes th e

h ik ers’ anticipation wh en th ey reach ed th e su mmit.G. a statement th at introdu ces th e idea of waiting ,

wh ich is th e focu s of th e following parag raph .H. an u nnecessary detail th at contradicts information

presented earlier in th e parag raph .J. a clear imag e th at conv eys wh at th e h ik ers saw

wh en th ey reach ed th e su mmit.

2 7 . A. NO CHANGEB. Fu rth ermore,C. Once ag ain,D. Finally,

2 8 . Wh ich ch oice most dramatically emph asizes th eru g g edness of th e landscape?F. NO CHANGEG. sh attered ov erH. smoth eredJ. went ov er

3 0 . Su ppose th e writer’s primary pu rpose h ad been todescribe th e experience of doing someth ing difficu lt.Wou ld th is essay accomplish th at pu rpose?F. Yes, becau se it tells abou t a v ariety of ch alleng es

th e h ik ers faced along th eir jou rney.G. Yes, becau se it focu ses primarily on th e h ik ers’

need for walk ing stick s and oth er tools to mak e itu p th e trail.

H. No, becau se it focu ses on th e rewarding natu re ofth e experience bu t does not describe th e h ik e asch alleng ing .

J. No, becau se it focu ses mainly on th e beau ty of th esu rrou nding landscape.

3 1 . A. NO CHANGEB. boy named Ju an Qu ezadaC. boy, named Ju an Qu ezadaD. boy named Ju an Qu ezada,


1 1We crou ch ed down on ju tting pieces of rock and waited for

th e sh ifting clou ds to clear. We waited for th e su n. :

[5 ]

Generally, a su dden g ap in th e clou ds left u s blink ing

as th e su nlig h t squ elch ed ou t th e sev ere landscape of

g ray v olcanic rock . We leaned ag ainst each oth er, spent.

Perh aps th ere is tru th in th e old Japanese saying : A wise

man climbs Mt. Fu ji, bu t only a fool climbs it twice.

2 9 . Th e writer wants to add th e following sentence to th eessay:

We clipped small flash lig h ts onto ou r coats,pick ed u p ou r walk ing stick s, and started u pth e trail with th e oth er h ik ers as th e su ndipped below th e trees.

Th e sentence wou ld most log ically be placed at Point:A. A in Parag raph 1 .B. B in Parag raph 2 .C. C in Parag raph 4 .D. D in Parag raph 4 .

PA SSA GE III

The Po ttery o f Mata Ortiz

In th e early 1 9 5 0 s, a twelv e-year-old

boy named, Ju an Qu ezada, g ath ered firewood

in th e mou ntains near th e v illag e of Mata Ortiz

in Ch ih u ah u a, Mexico. Th ou g h h e dreamed of

becoming an artist, Qu ezada spent all of h is free

time selling firewood to h elp su pport h is family.

Qu estio n s 2 9 an d 3 0 ask abo u t the p recedin g p assage as a who le.

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In th e mou ntains, Qu ezada fou nd sh ards of

pots, and an occasional complete pot, painted with

intricate red and black desig ns. Th ese were artifacts

from h is ancestors, th e Paqu imé (or Casas Grandes)

Indians, wh o liv ed in th e area from abou t AD 1 0 0 0

to AD 1 4 0 0 . Fascinated by th e g eometric desig ns,

Qu ezada wondered, if h e cou ld mak e pots lik e th ese?

B He du g th e clay, soak ed it, and tried to sh ape it

into a pot. In time, h e fig u red ou t h ow h is ancestors h ad

mixed th e clay with v olcanic ash to k eep it from crack ing

and h ad u sed minerals fou nd nearby to create paints. Wh en

it was time to paint h is pots, Qu ezada desig ned h is own

complex g eometric patterns.

As an adu lt, Qu ezada fou nd a job with th e

railroad, bu t h e always made time for h is art. By 1 9 7 6

h e was selling pots to trav elers and h ad tau g h t sev eral

members of h is family h ow to mak e pots. Th ree of

Qu ezada’s pots were discov ered in a ju nk sh op in

New Mexico by anth ropolog ist Spencer MacCallu m,

wh o at first th ou g h t th ey were preh istoric. D

His search for th eir creator led h im to Mata

Ortiz and an ev entu al partnersh ip with Qu ezada.

3 2 . Wh ich of th e following alternativ es to th e u nderlinedportion wou ld NOT be acceptable?F. pots—along with an occasional complete pot—G. pots, along with an occasional complete pot,H. pots, (and an occasional complete pot)J. pots (and an occasional complete pot)

3 3 . A. NO CHANGEB. wondered if h e cou ld mak e pots lik e th ese.C. wondered, if h e cou ld mak e pots lik e th ese.D. wondered if h e cou ld mak e pots lik e th ese?

3 4 . Wh ich of th e following tru e statements wou ld prov ideth e best transition from th e preceding parag raph to th isparag raph ?F. Th e v illag e of Mata Ortiz is only th ree streets wide

bu t stretch es for a mile between th e Casas GrandesRiv er and th e railroad track s.

G. Th e patterns on Mata Ortiz pottery th at Qu ezadaadmired are based on th e tech niqu es of th e ancientPaqu imé.

H. Qu ezada beg an work ing with clay from th e mou ntains.

J. Qu ezada’s painted desig ns became increasing lycomplex.

3 5 . A. NO CHANGEB. a dedication to teach ingC. a teach er ofD. h as tau g h t

3 6 . In th e preceding sentence, th e clau se “wh o at firstth ou g h t th ey were preh istoric” primarily serv es to indicate:F. h ow closely Qu ezada h ad created h is pots with in

th e Paqu imé tradition.G. th at Qu ezada’s tech niqu e as a potter wasn’t v ery

well dev eloped yet.H. h ow strik ing ly simple Qu ezada’s pots were in

sh ape and desig n.J. th at th e style of Qu ezada’s pots was ou tmoded.

3 7 . A. NO CHANGEB. lead h imselfC. led h imselfD. lead h im

3 8 . Wh ich ch oice most strong ly su g g ests th at Qu ezada’spartnersh ip with MacCallu m was not formed rig h taway u pon MacCallu m’s arriv al in Mata Ortiz?F. NO CHANGEG. a circu mstantialH. a momentaryJ. a timely


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MacCallu m sh owed Qu ezada’s pots to art dealers in th e

United States, th e places in wh ich art g alleries were soon

offering Qu ezada th ou sands of dollars for th em.

[1 ] Qu ezada h elped h is v illag e with th e money h e

earned selling pottery, bu t h e wanted to do more so. [2 ] So

h e tau g h t people from Mata Ortiz to mak e pots. [3 ] Today

th ere are more th an fou r h u ndred potters arou nd, all of

wh ich mak e th eir pots by h and, following th e traditions

of th e Paqu imé Indians. [4 ] Th e v illag e is th riv ing , and

many mu seu ms prou dly display th e pottery of Mata Ortiz.

[5 ] Each artist brou g h t someth ing u niqu e to th ey’re

creations. L

3 9 . A. NO CHANGEB. and it wou ld h appen th ere th atC. wh ereD. DELETE th e u nderlined portion.

4 0 . F. NO CHANGEG. more th en th at.H. more of th em.J. more.

4 1 . A. NO CHANGEB. people creating art now,C. potters in Mata Ortiz,D. DELETE th e u nderlined portion and place a

comma after th e word hu ndred.

4 2 . F. NO CHANGEG. wh omH. th emJ. wh o

4 3 . A. NO CHANGEB. h is or h erselv esC. h ers or h isD. h is or h er

4 4 . For th e sak e of th e log ic and coh erence of th is para-g raph , Sentence 5 sh ou ld be placed:F. wh ere it is now.G. before Sentence 1 .H. after Sentence 1 .J. after Sentence 2 .

4 5 . Su ppose th e writer’s primary pu rpose h ad been to writean essay su mmarizing th e h istory of pottery mak ing inMexico. Wou ld th is essay accomplish th at pu rpose?A. Yes, becau se it d iscu sses ancient pottery sh ards

and complete pots from th e Paqu imé Indians andcompares th at pottery to modern desig ns.

B. Yes, becau se it demonstrates th e qu ality of th eancient pottery of th e Mata Ortiz area.

C. No, becau se it focu ses instead on h ow one artistbased h is creations on ancient pottery tech niqu esand sh ared th ose tech niqu es with oth er artists.

D. No, becau se it focu ses instead on describing th eCasas Grandes cu ltu re in ancient Mexico.


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Qu estio n 4 5 asks abo u t the p recedin g p assageas a who le.

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4 6 . F. NO CHANGEG. th ey’reH. th eirJ. its

4 7 . A. NO CHANGEB. alik e, reg u larly fillingC. alik e, reg u larly fillD. alik e reg u larly fill

4 8 . F. NO CHANGEG. consequ ently,H. h owev er,J. in fact,

4 9 . A. NO CHANGEB. th ere toC. wh omD. th ey

5 0 . F. NO CHANGEG. frieze; into wh ich are carv edH. frieze. Into wh ich are carv edJ. frieze, carv ed into it are

5 1 . Th e writer is considering adding th e following sentence:

Mask s fig u red prominently in classical Greekth eater performances, in part du e to th e factth at one actor wou ld u su ally play sev eral ch aracters.

Sh ou ld th e writer mak e th is addition h ere?A. Yes, becau se it connects th e parag raph ’s point

abou t th eatrical mask s to th e larg er su bject of clas-sical Greek th eater.

B. Yes, becau se it explains th e mask s’ sig nificance toclassical Greek th eater and arch itectu re.

C. No, becau se it only addresses classical Greek th eater and doesn’t inclu de information abou tRoman th eater.

D. No, becau se it dev iates from th e parag raph ’s focu son th e Lyceu m Th eatre’s arch itectu re.


1 1PA SSA GE IV

Beaux Arts Architecture in the Spotlight

On West 4 5 th Street in New York City, wedg ed

between bu ilding s more th an twice it’s h eig h t, stands

th e Lyceu m Th eatre. Tou rists and New York ers

alik e reg u larly filling th is th eater to its 9 0 0 -seat

capacity. Most are th ere to attend a performance;

a few, for example, are lik ely to be arch itectu re bu ffs

th ey come toadmire th e stu nning bu ilding itself. Bu ilt in

1 9 0 3 , th e th eater exemplifies th e Beau x Arts arch itectu ral

style, wh ich fu ses elements of classical Greek and Roman

desig n with Renaissance and Baroqu e details.

Th e Beau x Arts rev iv al of classical Greek and Roman

arch itectu re is apparent on first v iew of th e th eater. Th e

Lyceu m’s facade—th e exterior front, or “face,” of th e

bu ilding —featu res h alf a dozen Corinth ian colu mns.

Abov e th e colu mns extends a h orizontal stone band

called a frieze; carv ed into it are th e classical th eatrical

mask s th at represent comedy and trag edy. S

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Demonstrating th e Beau x Arts infu sion of

Renaissance and Baroqu e details, tall, arch ed French

windows, symmetrically placed between th e colu mns,

lig h ten th e imposing g ray limestone stru ctu re. [A]

Abov e th e windows and frieze, an exterior balcony spans

th e width of th e g raybu ilding . [B] Th e balcony is fenced

with a balu strade, a stone railing su pported by a row

of waist-h ig h , v ase-sh aped pillars. [C] Th e ornate

interior of th e bu ilding is consistent with its elaborate

exterior. [D] Not ju st one bu t two marble-finish ed

g rand staircases lead from th e foyer to th e midlev el

seating area, called th e mezzanine. Inside th e th eater

itself, eleg ant ch andeliers illu minate rose-colored walls

th at h av e g old accents. In k eeping with su mptu ou s

Beau x Arts style, cu rv ed rows of plu sh pu rple ch airs

embrace th e stag e. XY

5 2 . F. NO CHANGEG. g ray limestoneH. limestoneJ. DELETE th e u nderlined portion.

5 3 . A. NO CHANGEB. balu strade. Wh ich isC. balu strade. It beingD. balu strade, th is is

5 4 . F. NO CHANGEG. eleg antly ch andelier illu minatesH. eleg antly ch andelier illu minateJ. eleg ant ch andeliers illu minates

5 5 . Wh ich ch oice maintains th e essay’s positiv e tone andmost strong ly mimics th e elaborate style of decorbeing described at th is point in th e essay?A. NO CHANGEB. embellish ed with myriad g old accents.C. marred with g au dy accents of g old.D. accented with g old.

5 6 . If th e writer were to delete th e preceding sentence, th eessay wou ld primarily lose details th at:F. illu strate one of th e Lyceu m Th eatre’s featu res th at

dev iates from Beau x Arts arch itectu re.G. contribu te to th e description of th e Lyceu m

Th eatre’s elaborate interior.H. su pport th e essay’s claim th at Beau x Arts arch itec-

tu re was most popu lar in th e twentieth centu ry.J. clarify an u nfamiliar arch itectu ral term u sed in th e

essay.

5 7 . Th e writer wants to div ide th is parag raph into two inorder to separate details abou t th e bu ilding ’s ou tdoorfeatu res from details abou t its indoor featu res. Th e bestplace to beg in th e new parag raph wou ld be at Point:A. A.B. B.C. C.D. D.


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21 GO ON TO THE NEXT PA GE.ACT-1 5 7 2 CPRE

1 15 8 . F. NO CHANGE

G. In th e same manner, patronsH. On one h and, patronsJ. For instance, patrons

5 9 . A. NO CHANGEB. adding enh ancement to th e experience ofC. adding to th e experience ofD. enh ancing

6 0 . Su ppose th e writer’s primary pu rpose h ad been toexplain h ow a bu ilding illu strates a particu lar arch itec-tu ral style. Wou ld th is essay accomplish th at pu rpose?F. Yes, becau se it describes th e arch itectu ral styles of

sev eral New York th eater bu ilding s.G. Yes, becau se it enu merates a nu mber of th e

Lyceu m Th eatre’s Beau x Arts featu res.H. No, becau se it focu ses more specifically on th e set

desig n for th e Lyceu m Th eatre’s produ ctions.J. No, becau se it focu ses on more th an one arch itec-

tu ral style.

6 1 . A. NO CHANGEB. factu ally inaccu racies.C. factu al inaccu racies.D. factu ally inaccu rate.

6 2 . F. NO CHANGEG. birth : sh e falsely listsH. birth ; falsely listingJ. birth , falsely listing :

6 3 . A. NO CHANGEB. h as matteredC. h ad matteredD. matter

6 4 . F. NO CHANGEG. little. ForH. little; forJ. little,

6 5 . Giv en th at all th e ch oices are tru e, wh ich one prov idesth e best transition into th e rest of th e essay?A. NO CHANGEB. Born in Cork , Ireland, in 1 8 3 7 , Jones immig rated

to th e United States in th e mid-1 8 0 0 s.C. Rath er, it’s th e story of h er pu blic persona, th e rad-

ical labor activ ist “Moth er Jones.”D. Instead, th is essay will sh ow you wh y Jones’s role

in h istory is so important.


Patrons credit th e h andsome Beau x Arts aesth etic

with adding enh ancement toth eir th eaterg oing experience.

Th ou g h smaller and more cramped th an many newer

th eaters—au dience members often note th at leg room is

limited—th e Lyceu m’s distinctiv e atmosph ere continu es

to delig h t th eater fans as well as arch itectu re enth u siasts.

PA SSA GE V

Mother Jones: True to the Spirit of Her Cause

Th e au tobiog raph y by Mary Harris Jones is riddled

with factu al inaccu rate. Jones ev en fu dg es h er date of

birth , sh e falsely lists May 1 , International Work ers’

Day, and ag es h erself by nearly a decade. Th ese

u ntru th s—wh eth er deliberate exag g erations or

slips of th e memory—u ltimately matters v ery

little, for th e au tobiog raph y isn’t abou t th e life of

Mary Harris Jones. Jones became famou s for h er work .

5 8

5 9

6 1

6 2

6 3

6 4

6 5

22

Wh en Mary Harris Jones g ot inv olv ed

in labor politics in th e 1 8 6 0 s, it was rare for

a woman to attend, let alone address, u nion

meeting s. Jones, h owev er, became one of th e

mov ement’s most powerfu l and controv ersial adv ocate’s.

Sh e trav eled th e United States, from th e coal mines of

Appalach ia to th e railroad yards of th e West, rallying

work ers to join u nions and fig h t for better work ing

conditions. Specifically, Jones h elped org anize efforts

to ensu re th at employers complied with laws g ov erning

work day h ou rs and ch ild labor.

Th e monik er “Moth er Jones” was conferred on Jones

by members of th e American Railway Union. Sh e h erself,

adopted th e name and, su bsequ ently, a corresponding

pu blic persona. Her au diences came to expect “Moth er

Jones.” d By 1 9 0 0 , th e wh ite-h aired, calico-frock ed

fig u re was no long er k nown as Mary Harris Jones,

th e media, u nion leaders and work ers, and ev en U.S.

presidents referred to h er as Moth er Jones.

Embracing th e v ery role u sed to confine

women to th e domestic sph ere, Jones su bv ersiv ely

redefined th e bou ndaries of h ome and family.

6 6 . F. NO CHANGEG. mov ement’s most powerfu l and controv ersial

adv ocates’.H. mov ement’s most powerfu l and controv ersial

adv ocates.J. mov ements most powerfu l and controv ersial

adv ocates.

6 7 . A. NO CHANGEB. Sh e, h erself,C. Sh e, h erselfD. Sh e h erself

6 8 . At th is point, th e writer is considering adding th e fol-lowing tru e statement:

To meet th eir expectations, Jones crafted h erspeech , dress, and mannerisms based on cu l-tu ral notions of moth erh ood.

Sh ou ld th e writer mak e th is addition h ere?F. Yes, becau se it h ig h lig h ts th e contrast between

Jones’s personal style and h er au diences’.G. Yes, becau se it adds details abou t wh at types of

ch ang es Jones made to create h er pu blic persona.H. No, becau se it detracts from th e focu s of th e para-

g raph by introdu cing u nrelated details.J. No, becau se it doesn’t indicate th e effect Jones’s

pu blic persona h ad on au diences.

6 9 . A. NO CHANGEB. Jones, in fact,C. Jones in factD. Jones;


1 1

6 6

6 7

6 9

23

7 0 . If th e writer were to delete th e u nderlined portion, th eparag raph wou ld primarily lose a qu otation th at:F. qu estions th e d istinction between Mary Harris

Jones and h er pu blic persona, Moth er Jones.G. reinforces th e essay’s ch aracterization of Moth er

Jones as a h appy-g o-lu ck y v ag abond.H. reiterates th e point th at Jones enjoyed th e trav el

opportu nities h er work prov ided.J. prov ides su pport for th e claim th at Jones redefined

th e bou ndaries of h ome.

7 1 . In th e preceding sentence, th e writer is consideringreplacing “work ers” with “h er family of work ers.”Sh ou ld th e writer mak e th is rev ision?A. Yes, becau se it completes th e metaph or comparing

Jones to th e h ead of a family.B. Yes, becau se it mak es clear th at Jones cared most

abou t work ers wh o were family relativ es.C. No, becau se it u nnecessarily repeats information

establish ed earlier in th e essay.D. No, becau se it introdu ces an u nrelated comparison

between work ers and family.

7 2 . F. NO CHANGEG. protections, to name a few, inclu ded:H. sh e defined protection as:J. sh e did th is by:

7 3 . A. NO CHANGEB. Becau se ofC. With ou tD. Despite

7 4 . F. NO CHANGEG. th ey’re beh alv es,H. th eir beh alf,J. th eir beh alv e’s,

7 5 . Su ppose th e writer’s g oal h ad been to su mmarizewomen’s contribu tions to early-twentieth -centu ry laborlaw reform. Wou ld th is essay accomplish th at g oal?A. Yes, becau se it sh ows th at Moth er Jones was a

well-k nown and respected labor ag itator.B. Yes, becau se it introdu ces a prominent fig u re in

labor h istory.C. No, becau se it focu ses more specifically on labor

law reform in th e nineteenth centu ry.D. No, becau se it focu ses more specifically on one

fig u re in th e labor mov ement.

ACT-1 5 7 2 CPRE

1 1“My address is lik e my sh oes,” sh e said. “It trav els with

me wh erev er I g o.” Sh e was th e matriarch wh o stau nch ly

protected work ers. g

And protect th em sh e did: Wh en work ers

went on strik e, Jones secu red food donations and

temporary liv ing arrang ements. Wh ere companies

prev ented th e formation of u nions, sh e fou g h t for

work ers’ rig h t to org anize. Instead of th ese tireless

efforts on th ere beh alf, work ers tru sted Moth er Jones

and, by extension, th e labor u nions sh e represented.


END OF TEST 1

STOP! D O NOT TURN THE PA GE UNTIL TOLD TO D O SO.

7 0

7 2

7 3

7 4

7 0

24

1 . Th e blood types of 1 5 0 people were determined for astu dy as sh own in th e fig u re below.

If 1 person from th is stu dy is randomly selected, wh atis th e probability th at th is person h as eith er Type A orType AB blood?

A.

B.

C.

D.

E.

2 . Th e month ly fees for sing le rooms at 5 colleg es are$ 3 7 0 , $ 3 1 0 , $ 3 8 0 , $ 3 4 0 , and $ 3 1 0 , respectiv ely. Wh atis th e mean of th ese month ly fees?F. $ 3 1 0G. $ 3 4 0H. $ 3 4 2J. $ 3 5 0K. $ 3 8 0

6 2____1 5 0

6 6____1 5 0

6 8____1 5 0

7 3____1 5 0

8 4____1 5 0

O B AB

num

ber o

f peo

ple

blood ty pe

7 06 05 04 03 02 01 00

6 2 6 7

1 56

A

3 . On a particu lar road map, inch represents 1 8 miles.

Abou t h ow many miles apart are 2 towns th at are

2 inch es apart on th is map?

A. 1 8

B. 2 2

C. 3 6

D. 4 5

E. 9 0

4 . Giv en f = cd 3 , f = 4 5 0 , and d = 1 0 , wh at is c ?F. 0 0 0 .4 5G. 0 0 4 .5H. 0 1 5J. 0 4 5K. 1 5 0

5 . If f (x) = (3 x + 7 )2 , th en f (1 ) = ?A. 0 1 0B. 0 1 6C. 0 5 8D. 0 7 9E. 1 0 0

6 . Jorg e’s cu rrent h ou rly wag e for work ing atDenti Smiles is $ 1 2 .0 0 . Jorg e was told th at at th ebeg inning of next month , h is new h ou rly wag e will bean increase of 6 % of h is cu rrent h ou rly wag e. Wh atwill be Jorg e’s new h ou rly wag e?F. $ 1 2 .0 6G. $ 1 2 .6 0H. $ 1 2 .7 2J. $ 1 8 .0 0K. $ 1 9 .2 0

1__2

1__2

1__2

GO ON TO THE NEXT PA GE.

MA THEMA TIC S TEST6 0 Min u tes—6 0 Qu estio n s

ACT-1 5 7 2 CPRE

2 2D IREC TIONS: Solve each problem, ch oose th e correctanswer, and th en fill in th e corresponding oval on you ranswer docu ment.

Do not ling er over problems th at take too mu ch time.Solve as many as you can; th en retu rn to th e oth ers inth e time you h ave left for th is test.

You are permitted to u se a calcu lator on th is test. Youmay u se you r calcu lator for any problems you ch oose,

bu t some of th e problems may best be done with ou tu sing a calcu lator.

Note: Unless oth erwise stated, all of th e following sh ou ldbe assu med.

1 . Illu strative fig u res are NOT necessarily drawn to scale.2 . Geometric fig u res lie in a plane.3 . Th e word lin eindicates a straig h t line.4 . Th e word averageindicates arith metic mean.

25

7 . Th e first term is 1 in th e g eometric sequ ence1 , −3 , 9 , −2 7 , …. Wh at is th e SEVENTH term of th eg eometric sequ ence?A. −2 4 3B. 0 −3 0C. 0 8 1D. 1 8 9E. 7 2 9

8 . Th e sh ipping rate for cu stomers of Sh ip Qu ick consistsof a fee per box and a price per pou nd for each box.Th e table below g iv es th e fee and th e price per pou ndfor cu stomers sh ipping boxes of v ariou s weig h ts.

Greg g wants Sh ip Qu ick to sh ip 1 box th at weig h s1 5 pou nds. Wh at is th e sh ipping rate for th is box?F. $ 0 9 .7 5G. $ 1 6 .5 0H. $ 1 9 .7 5J. $ 2 0 .0 0K. $ 2 4 .5 0

9 . A compu ter ch ip 0 .3 2 cm th ick is made u p of layers ofsilicon. If th e top and bottom layers are each 0 .0 3 cmth ick and th e inner layers are each 0 .0 2 cm th ick , h owmany inner layers are th ere?

A. 1 3B. 1 5C. 1 6D. 5 2E. 6 4

1 0 . Th e table below sh ows th e nu mber of cars Jing soldeach month last year. Wh at is th e median of th e data inth e table?

F. 1 3G. 1 6H. 1 9J. 2 0 .5K. 2 3 .5

Weig h t of box(pou nds) Fee Price per pou nd

Less th an 1 01 0 −2 5More th an 2 5

$ 0 5 .0 0$ 1 0 .0 0$ 2 0 .0 0

$ 1 .0 0$ 0 .6 5$ 0 .3 0

0.32 cm}

Month Nu mber of cars sold

Janu ary 2 5Febru ary 1 5March 2 2April 1 9May 1 6Ju ne 1 3Ju ly 1 9Au g u st 2 5September 2 6October 2 7Nov ember 2 8December 2 9

1 1 . Stu dents stu dying motion observ ed a cart rolling at aconstant rate along a straig h t line. Th e table belowg iv es th e distance, d feet, th e cart was from a referencepoint at 1 -second interv als from t = 0 seconds tot = 5 seconds.

Wh ich of th e following equ ations represents th is relationsh ip between d and t ?A. d = 0 0 t + 1 4B. d = 0 6 t + 0 8C. d = 0 6 t + 1 4D. d = 1 4 t + 0 6E. d = 3 4 t

1 2 . Th e leng th of a rectang le with area 5 4 squ are centimeters is 9 centimeters. Wh at is th e perimeter ofth e rectang le, in centimeters?F. 0 6G. 1 2H. 1 5J. 2 4K. 3 0

1 3 . In th e fig u re below, C is th e intersection of AD___

andBE___

. If it can be determined, wh at is th e measu re of∠BAC ?

A. 0 8 0 °B. 1 0 0 °C. 1 1 0 °D. 1 1 5 °E. Cannot be determined from th e g iv en information

1 4 . Antwan drew th e circle g raph below describ ing h istime spent at sch ool in 1 day. His teach er said th at th enu mbers of h ou rs listed were correct, bu t th at th e central ang le measu res for th e sectors were not correct.Wh at sh ou ld be th e central ang le measu re for th e Coresu bjects sector?

F. 0 7 2 °G. 0 8 0 °H. 1 6 0 °J. 2 0 0 °K. 2 8 8 °

t 0 0 0 1 0 2 0 3 0 4 0 5

d 1 4 2 0 2 6 3 2 3 8 4 4

35°35°45°B

C

D

E

A

Coresubjects4 hours

Electiv es3 hours Lunch

andpassing time

1 hour

Choir1 hour


2 2

26

2 0 . For trapezoid ABCD sh own below, AB___

i DC____

, th e measu res of th e interior ang les are distinct, and th emeasu re of ∠D is x°. Wh at is th e deg ree measu re of∠A in terms of x ?

F. (1 8 0 −x)°G. (1 8 0 − 0 .5 x)°H. (1 8 0 + 0 .5 x)°J. (1 8 0 + x)°K. x°

2 1 . To g et a driv er’s license, an applicant mu st pass a written test and a driv ing test. Past records sh ow th at8 0 % of th e applicants pass th e written test and 6 0 % ofth ose wh o h av e passed th e written test pass th e driv ingtest. Based on th ese fig u res, h ow many applicants in arandom g rou p of 1 ,0 0 0 applicants wou ld you expect tog et driv er’s licenses?A. 2 0 0B. 4 8 0C. 6 0 0D. 7 5 0E. 8 0 0

2 2 . If a, b, and c are positiv e integ ers su ch th at ab= x andcb= y, th en xy = ?

F. acb

G. ac2 b

H. (ac)b

J. (ac)2 b

K. (ac)b2

2 3 . Wh ich of th e following expressions is equ iv alent to

y2 (6 x + 2 y + 1 2 x − 2 y) ?

A. 0 9 xy2

B. 1 8 xyC. 0 3 xy2 + 1 2 xD. 0 9 xy2 − 2 y3

E. 0 3 xy2 + 1 2 x −y3 − 2 y

2 4 . An artist mak es a profit of (5 0 0 p −p 2 ) dollars fromselling p painting s. Wh at is th e fewest nu mber ofpainting s th e artist can sell to mak e a profit of at least$ 6 0 ,0 0 0 ?F. 1 0 0G. 1 5 0H. 2 0 0J. 3 0 0K. 6 0 0

x°

A B

CD

1__2


2 21 5 . Th is month , Kami sold 7 0 fig u rines in 2 sizes. Th e

larg e fig u rines sold for $ 1 2 each , and th e small fig u rines sold for $ 8 each . Th e amou nt of money h ereceiv ed from th e sales of th e larg e fig u rines was equ alto th e amou nt of money h e receiv ed from th e sales ofth e small fig u rines. How many larg e fig u rines d idKami sell th is month ?A. 2 0B. 2 8C. 3 5D. 4 2E. 5 0

1 6 . A car accelerated from 8 8 feet per second (fps) to2 2 0 fps in exactly 3 seconds. Assu ming th e accelerationwas constant, wh at was th e car’s acceleration, in feetper second per second, from 8 8 fps to 2 2 0 fps ?

F. 0 0

G. 0 2 9

H. 0 4 4

J. 0 7 5

K. 1 0 2

1 7 . In a plane, th e distinct lines AB↔

and CD↔

intersect at A,wh ere A is between C and D. Th e measu re of ∠BAC is4 7 °. Wh at is th e measu re of ∠BAD ?A. 0 4 3 °B. 0 4 7 °C. 0 9 4 °D. 1 3 3 °E. 1 3 7 °

1 8 . In wh ich of th e following are , , and arrang ed in

ascending order?

F. < <

G. < <

H. < <

J. < <

K. < <

1 9 . In scientific notation, 6 7 0 ,0 0 0 ,0 0 0 + 7 0 0 ,0 0 0 ,0 0 0 = ?

A. 1 .3 7 ×1 0 −9

B. 1 .3 7 ×1 0 7

C. 1 .3 7 ×1 0 8

D. 1 .3 7 ×1 0 9

E. 1 3 7 ×1 0 1 5

1___4 4

2__3

1__3

1__3

5__8

5__6

1__2

5__6

5__8

1__2

5__8

1__2

5__6

1__2

5__8

5__6

5__6

1__2

5__8

1__2

5__6

5__8

27

2 9 . Wh at is th e produ ct of th e complex nu mbers (−3 i + 4 )and (3 i + 4 ) ?A. 0 1B. 0 7C. 2 5D. −7 + 2 4 iE. 0 7 + 2 4 i

3 0 . Th e radiu s of th e base of th e rig h t circu lar cone sh ownbelow is 5 inch es, and th e h eig h t of th e cone is7 inch es. Solv ing wh ich of th e following equ ationsg iv es th e measu re, θ, of th e ang le formed by a slanth eig h t of th e cone and a radiu s?

F. tan,θ =

G. tan,θ =

H. sin, θ =

J. sin, θ =

K. cos,θ =

3 1 . To mak e a 7 5 0 -piece jig saw pu zzle more ch alleng ing , apu zzle company inclu des 5 extra pieces in th e boxalong with th e 7 5 0 pieces, and th ose 5 extra pieces donot fit anywh ere in th e pu zzle. If you bu y su ch a pu zzlebox, break th e seal on th e box, and immediately select1 piece at random, wh at is th e probability th at it willbe 1 of th e extra pieces?

A.

B.

C.

D.

E.

3 2 . Wh at fraction lies exactly h alfway between and ?

F.

G.

H.

J.

K.

7

5

θ

5__7

7__5

5__7

7__5

7__5

1__5

1____7 5 5

1____7 5 0

5____7 5 5

5____7 5 0

3__4

2__3

3__5

5__6

7___1 2

9___1 6

1 7___2 4


2 22 5 . Last month , Lu cie h ad total expenditu res of $ 9 0 0 . Th e

pie ch art below break s down th ese expenditu res by categ ory. Th e categ ory in wh ich Lu cie’s expenditu reswere g reatest is wh at percent of h er total expenditu res,to th e nearest 1 % ?

A. 2 4 %B. 2 8 %C. 3 2 %D. 3 4 %E. 3 9 %

2 6 . In th e fig u re sh own below, th e measu re of ∠BAC is(x + 2 0 )° and th e measu re of ∠BAD is 9 0 °. Wh at is th emeasu re of ∠CAD ?

F. 0 (x − 7 0 )°G. 0 (7 0 − x)°H. 0 (7 0 + x)°J. (1 6 0 − x)°K. (1 6 0 + x)°

2 7 . Wh at is th e perimeter, in inch es, of th e isosceles rig h ttriang le sh own below, wh ose h ypotenu se is 8 √"2 inch eslong ?

A. 0 8B. 0 8 + 0 8 √"2C. 0 8 + 1 6 √"2D. 1 6E. 1 6 + 0 8 √"2

2 8 . Th e equ ation y = ax2 + bx + c is g raph ed in th e standard (x,y) coordinate plane below for real v alu es ofa, b, and c. Wh en y = 0 , wh ich of th e following bestdescribes th e solu tions for x ?

F. 2 distinct positiv e real solu tionsG. 2 distinct neg ativ e real solu tionsH. 1 positiv e real solu tion and 1 neg ativ e real solu tionJ. 2 real solu tions th at are not distinctK. 2 distinct solu tions th at are not real

entertainment

$125

$219food

$254

clothes

$120

gas

$182insu rance

A

C

D

B

O x

y

28

3 6 . Wh ich of th e following is th e g raph of th e reg ion1 < x + y < 2 in th e standard (x,y) coordinate plane?

3 7 . Wh at is th e d ifference between th e mean and th emedian of th e set {3 , 8 , 1 0 , 1 5 } ?A. 0 0B. 0 1C. 0 4D. 0 9E. 1 2

3 8 . Wh ich of th e following describes a tru e relationsh ip

between th e fu nctions f (x) = (x − 3 )2 + 2 and

g (x) = x + 1 g raph ed below in th e standard (x,y)

coordinate plane?

F. f (x) = g (x) for exactly 2 v alu es of xG. f (x) = g (x) for exactly 1 v alu e of xH. f (x) < g (x) for all xJ. f (x) > g (x) for all xK. f (x) is th e inv erse of g (x)

F.

2

−11−2

y

x

y

G .

H .

2−11

−2x

J.

21

12

y

x

K .

2

−1−12

y

x

2

−11−2

y

x

y

xO

1__2


2 2Gianna is conv erting a 1 2 -foot-by-1 5 -foot room in h erh ou se to a craft room. Gianna will install tile h erself bu twill h av e CC Installations bu ild and install th e cabinets.Th e scale drawing sh own below displays th e location of th ecabinets in th e craft room (0 .2 5 inch represents 2 feet).

Cabinets will be installed along one of th e 1 2 -foot wallsfrom floor to ceiling , and 4 cabinets th at are each 3 feet tallwill be installed in th e middle of th e room. Th ese are th eonly cabinets th at will be installed, and each of th em willbe 2 feet wide and 2 feet deep. CC Installations h as g iv enGianna an estimate of $ 2 ,1 5 0 .0 0 for bu ilding and installingth e cabinets.

3 3 . A 1 5 -foot wall is h ow many inch es long in th e scaledrawing ?A. 1 .5B. 1 .8 7 5C. 3D. 3 .3 7 5E. 3 .7 5

3 4 . Gianna will install tile on th e portion of th e floor th atwill NOT be cov ered by cabinets. Wh at is th e area, insqu are feet, of th e portion of th e floor th at will NOT becov ered by cabinets?F. 0 7 2G. 0 9 0H. 1 4 0J. 1 5 6K. 1 6 4

3 5 . CC Installations’ estimate consists of a $ 6 5 0 .0 0 ch arg efor labor, plu s a fixed ch arg e per cabinet. Th e laborch arg e and th e ch arg e per cabinet remain th e same for any nu mber of cabinets bu ilt and installed .CC Installations wou ld g iv e Gianna wh at estimate ifth e craft room were to h av e twice as many cabinets asGianna is planning to h av e?A. $ 2 ,8 0 0 .0 0B. $ 3 ,0 0 0 .0 0C. $ 3 ,4 5 0 .0 0D. $ 3 ,6 5 0 .0 0E. $ 4 ,3 0 0 .0 0

windowca

bine

ts

door

2 ft deep

15 ft wall

12 ft wallcabinets

Use th e following information to answerqu estions 3 3 –3 5 .

29

4 3 . A formu la to estimate th e month ly payment, p dollars,on a sh ort-term loan is

p =

wh ere a dollars is th e amou nt of th e loan, r is th eannu al interest rate expressed as a decimal, and y yearsis th e leng th of th e loan. Wh en a is mu ltiplied by 2 ,wh at is th e effect on p ?A. p is div ided by 6B. p is div ided by 2C. p does not ch ang eD. p is mu ltiplied by 2E. p is mu ltiplied by 4

4 4 . Th e points E(6 ,4 ) and F(1 4 ,1 2 ) lie in th e standard (x,y)coordinate plane sh own below. Point D lies on EF

___

between E and F su ch th at th e leng th of EF___

is 4 timesth e leng th of DE

___. Wh at are th e coordinates of D ?

F. (0 7 ,0 5 )G. (0 8 ,0 6 )H. (0 8 ,0 8 )J. (1 0 ,0 8 )K. (1 2 ,1 0 )

4 5 . Giv en th at a3 4 = 3 4 for some real nu mber a,

wh at is x + z ?

A.

B.

C. 2 6

D. 2 7

E. 4 8

4 6 . A container is fu ll of water. After 1 0 cu ps of water

are added, th e container is fu ll. Wh at is th e v olu me

of th e container, in cu ps?

F. 1 3

G. 1 3

H. 1 5

J. 1 6

K. 4 0

1__2

ary + a_________

1 2 y

y

xO

E(6 ,4 )

F(1 4 ,1 2 )

2 7z

xy

64

21

4__3

2 7___2

1__8

3__4

1__31__2


2 2Trapezoid ABCD is g raph ed in th e standard (x,y) coordinateplane below.

3 9 . Wh at is th e slope of CD___

?

A. −3

B. −1

C. 1

D.

E.

4 0 . Wh en ABCD is reflected ov er th e y-axis to A′B′C ′D′,wh at are th e coordinates of D′ ?F. (−1 2 ,0 1 )G. (−1 2 ,0 −1 )H. ( 1 2 ,0 −1 )J. ( 0 1 , 1 2 )K. ( 0 1 ,−1 2 )

4 1 . Wh ich of th e following v ertical lines cu ts ABCD into2 trapezoids with equ al areas?A. x = 2 .5B. x = 3 .5C. x = 4 .5D. x = 5 .5E. x = 6 .5

4 2 . Giv en f (x) = x − and g (x) = , wh at is f 1g 1 22 ?

F. −3

G. −

H. −

J. 0

K.

O

y

x

B(3,4) C(9,4)

A(2,1) D(12,1)

5___2 13__2

1__2

1__x

1__x

3__22__3

3__2

Use th e following information to answerqu estions 3 9 –4 1 .

30

5 0 . You can find th e v olu me of an irreg u larly sh aped solidobject by completely su bmerg ing it in water and calcu lating th e v olu me of water th e object displaces.You completely su bmerg e a solid object in a rectang u lar tank th at h as a base 4 0 centimeters by3 0 centimeters and is filled with water to a depth of2 0 centimeters. Th e object sink s to th e bottom, and th ewater lev el g oes u p 0 .2 5 centimeters. Wh at is th ev olu me, in cu bic centimeters, of th e object?F. 3 0 0G. 2 4 0H. 2 0 0J. 1 5 0K. 0 7 5

5 1 . If x:y = 5 :2 and y:z = 3 :2 , wh at is th e ratio of x:z ?A. 0 3 :1B. 0 3 :5C. 0 5 :3D. 0 8 :4E. 1 5 :4

5 2 . Wh ich of th e following is th e solu tion statement forth e inequ ality sh own below?

−5 < 1 − 3 x < 1 0F. −5 < x < 1 0G. −3 < xH. −3 < x < 2J. −2 < x < 3K. x < −3 or x > 2

5 3 . A formu la for th e su rface area (A) of th e rectang u larsolid sh own below is A = 2 lw + 2 lh + 2 wh wh ere lrepresents leng th ; w, width ; and h, h eig h t. By dou blingeach of th e dimensions (l, w, and h), th e su rface areawill be mu ltiplied by wh at factor?

A. 0 2B. 0 4C. 0 6D. 0 8E. 1 2

5 4 . A dog eats 7 cans of food in 3 days. At th is rate, h owmany cans of food does th e dog eat in 3 + d days?

F. + d

G. +

H. +

J. 7 +

K. 7 +

h

l

w

7__3

d__3

7__3

7___3 d

7__3

d__3

7 d___3


2 24 7 . Only tenth -, elev enth -, and twelfth -g rade stu dents

attend Wash ing ton Hig h Sch ool. Th e ratio of tenthg raders to th e sch ool’s total stu dent popu lation is8 6 :2 5 5 , and th e ratio of elev enth g raders to th esch ool’s total stu dent popu lation is 1 8 :5 1 . If 1 stu dentis ch osen at random from th e entire sch ool, wh ichg rade is th at stu dent most lik ely to be in?A. TenthB. Elev enthC. TwelfthD. All g rades are equ ally lik ely.E. Cannot be determined from th e g iv en information

4 8 . + = ?

F.

G.

H.

J.

K.

4 9 . Th e sh aded reg ion in th e g raph below represents th esolu tion set to wh ich of th e following systems ofinequ alities?

A. 5y < −x + 2(x − 1 )2 + (y − 2 )2 < 9

B. 5y > −x + 2(x − 1 )2 + (y − 2 )2 < 9

C. 5y > −x + 2(x − 1 )2 + (y − 2 )2 > 9

D. 5y < −x + 2(x − 1 )2 + (y − 2 )2 > 9

E. 5 (y − 2 ) < 3(x − 1 ) > 3

y

x

(x − 1 )2 + (y − 2 )2 = 9

y = −x + 2

4 √"3 + 2 √"2____________√"5

4 √"3 + 2 √"2____________√"6

6_________√"2 +√"36____√"5

8____√"6

2____√"3

4____√"2

31

5 5 . Kelly ask ed 1 2 0 stu dents qu estions abou t sk iing . Th eresu lts of th e poll are sh own in th e table below.

After completing th e poll, Kelly wondered h ow manyof th e stu dents polled h ad sk ied both cross-cou ntry anddownh ill. How many of th e stu dents polled indicatedth at th ey h ad sk ied both cross-cou ntry and downh ill?A. 7 3B. 6 5C. 4 7D. 1 8E. 0 8

5 6 . Th e squ are below is div ided into 3 rows of equ al area.In th e top row, th e reg ion labeled A h as th e same areaas th e reg ion labeled B. In th e middle row, th e 3 reg ionsh av e equ al areas. In th e bottom row, th e 4 reg ions h av eequ al areas. Wh at fraction of th e squ are’s area is in areg ion labeled A ?

F.

G.

H.

J.

K.

5 7 . Th e fu nctions y = sin,x and y = sin(x + a) + b, for constants a and b, are g raph ed in th e standard (x,y)coordinate plane below. Th e fu nctions h av e th e samemaximu m v alu e. One of th e following statementsabou t th e v alu es of a and b is tru e. Wh ich statement isit?

A. a < 0 and b = 0B. a < 0 and b > 0C. a = 0 and b > 0D. a > 0 and b < 0E. a > 0 and b > 0

Qu estion Yes No

1 . Hav e you sk ied eith er cross-cou ntryor downh ill? 6 5 5 5

2 . If you answered Yes to Qu estion 1 ,did you sk i downh ill? 2 8 3 7

3 . If you answered Yes to Qu estion 1 ,did you sk i cross-cou ntry? 4 5 2 0

BA

C

C DBA

BA

1__93__96__9

1 3___1 21 3___3 6

O

y

x

5 8 . Wh ich of th e following nu mber line g raph s sh ows th esolu tion set to th e inequ ality ⎪x − 5 ⎪ < − 1 ?

5 9 . As part of a probability experiment, Elliott is to answer4 mu ltiple-ch oice qu estions. For each qu estion, th ereare 3 possible answers, only 1 of wh ich is correct. IfElliott randomly and independently answers each qu estion, wh at is th e probability th at h e will answerth e 4 qu estions correctly?

A.

B.

C.

D.

E.

6 0 . Th e sides of an acu te triang le measu re 1 4 cm, 1 8 cm,and 2 0 cm, respectiv ely. Wh ich of th e following equ ations, wh en solv ed for θ, g iv es th e measu re of th esmallest ang le of th e triang le?

(Note: For any triang le with sides of leng th a, b, and c

th at are opposite ang les A, B, and C, respectiv ely,

= = and c2 = a2 + b2 − 2 ab cos,C.)

F. =

G. =

H. =

J. 1 4 2 = 1 8 2 + 2 0 2 − 2 (1 8 )(2 0 )cos,θ

K. 2 0 2 = 1 4 2 + 1 8 2 − 2 (1 4 )(1 8 )cos,θ

F.

G .4 x

H .6 x

J.64 x

K .

64 x

x(empty set)

64

6

4

2 7___8 11 2___8 14___8 13___8 11___8 1

sin,C_____c

sin,B_____b

sin,A_____a

1___1 8

sin,θ_____1 4

1___2 0

sin,θ_____1 4

1___1 4

sin,θ_____2 0

ACT-1 5 7 2 CPRE

2 2

END OF TEST 2


D O NOT RETURN TO THE PREVIOUS TEST.

32

Passage I

PROSE FIC TION : Th is passag e is adapted from th e novel TheGro u n d Ben eath Her Feet by Salman Ru sh d ie (©1 9 9 9 bySalman Ru sh die).

Art Deco is an arch itectu ral and decorative style th at was popu -lar in th e first h alf of th e twentieth centu ry.

Wh en you g row u p, as I did, in a g reat city, du ringwh at ju st h appens to be its g olden ag e, you th ink of itas eternal. Always was th ere, always will be. Th eg randeu r of th e metropolis creates th e illu sion of per-manence. Th e peninsu lar Bombay into wh ich I wasborn certainly seemed perennial to me. Malabar andCu mballa h ills were ou r Capitol and Palatine, th eBrabou rne Stadiu m was ou r Colosseu m, and as for th eg littering Art Deco sweep of Marine Driv e, well, th atwas someth ing not ev en Rome cou ld boast. I actu allyg rew u p believ ing Art Deco to be th e “Bombay style,” alocal inv ention, its name deriv ed , in all probability,from th e imperativ e of th e v erb “to see.” Art dekho . Loand beh old art. (Wh en I beg an to be familiar withimag es of New York , I at first felt a sort of ang er. Th eAmericans h ad so mu ch ; did th ey h av e to possess ou r“style” as well? Bu t in anoth er, more secret part of myh eart, th e Art Deco of Manh attan, bu ilt on a scale somu ch g rander th an ou r own, only increased America’sallu re, made it both familiar and awe-inspiring , ou rlittle Bombay writ larg e.)

In reality th at Bombay was almost brand-newwh en I k new it; wh at’s more, my parents’ constru ctionfirm of Merch ant & Merch ant h ad been prominent in itsmak ing . In th e ten years before my own coming into th eworld, th e city h ad been a g ig antic bu ilding site; as if itwere in a h u rry to become, as if it k new it h ad to pro-v ide itself in finish ed condition by th e time I was ableto start paying attention to it . . . No, no, I don’t reallyth ink along su ch solipsistic lines. I’m not ov er-attach edto h istory, or Bombay. Me, I’m th e u nder-attach ed type.

Bu t let me confess th at, ev en as a ch ild , I wasinsanely jealou s of th e city in wh ich I was raised ,becau se it was my parents’ oth er lov e. Th ey lov ed eachoth er (g ood), th ey lov ed me (v ery g ood), and th ey lov ed h er (not so g ood). Bombay was my riv al. It wason accou nt of th eir romance with th e city th at th ey drew u p th at week ly rota (list) of sh ared parentalresponsibilities. Wh en my moth er wasn’t with me—wh en I was riding on my fath er’s sh ou lders, or staring ,

with h im, at th e fish in th e Taraporewala Aqu ariu m—sh e was ou t th ere with her, with Bombay; ou t th erebring ing h er into being . (For of cou rse constru ctionwork nev er stops completely, and su perv ising su chwork was Ameer’s particu lar g eniu s. My moth er th emaster bu ilder. Lik e h er fath er before h er.) And wh enmy fath er h anded me ov er to h er, h e went off, wearingh is local-h istory h at and a k h ak i jack et fu ll of pock ets,to dig in th e fou ndations of bu ilding sites for th e secretsof th e city’s past, or else sat h atless and coatless at adesig ning board and dreamed h is lo-and-beh old dreams.

Maps of th e early town afforded my fath er g reatjoy, and h is collection of old ph otog raph s of th e edi-fices and objets of th e v anish ed city was second tonone. In th ese faded imag es were resu rrected th edemolish ed Fort, th e “break fast bazaar” mark et ou tsideth e Teen Darv aza or Bazaarg ate, and th e h u mble mu ttonsh ops and u mbrella h ospitals of th e poor, as well as th efallen palaces of th e g reat. Th e early city’s relics filledh is imag ination as well as h is ph oto albu ms. It wasfrom my fath er th at I learned of Bombay’s first g reatph otog raph ers, Raja Deen Dayal and A. R. Haseler,wh ose portraits of th e city became my first artisticinflu ences, if only by sh owing me wh at I did not wantto do. Dayal climbed th e Rajabai tower to create h issweeping panoramas of th e birth of th e city; Haselerwent one better and took to th e air. Th eir imag es wereawe-inspiring , u nforg ettable, bu t th ey also inspired inme a desperate need to g et back down to g rou nd lev el.From th e h eig h ts you see only pinnacles. I yearned forth e city streets, th e k nife g rinders, th e water carriers,th e pav ement moneylenders, th e peremptory soldiers,th e railway h ordes, th e ch ess players in th e Irani restau -rants, th e snak e-bu ck led sch oolch ildren, th e beg g ars,th e fish ermen, th e mov iemak ers, th e dock ers, th e booksewers, th e loom operators, th e priests. I yearned forlife.

Wh en I said th is to my fath er h e sh owed meph otos, still liv es of storefronts and piers, and told me Iwas too you ng to u nderstand. “See wh ere people liv edand work ed and sh opped,” h e clarified, with a rare flashof irritation, “and it becomes plain wh at th ey werelik e.” For all h is dig g ing , Viv v y Merch ant was contentwith th e su rfaces of h is world. I, h is ph otog raph er son,set ou t to prov e h im wrong , to sh ow th at a camera cansee beyond th e su rface, beyond th e trapping s of th eactu al, and penetrate to its flesh and h eart.

REA D IN G TEST3 5 Min u tes—4 0 Qu estio n s

D IREC TION S: Th ere are several passag es in th is test.Each passag e is accompanied by several qu estions.After reading a passag e, ch oose th e best answer to eachqu estion and fill in th e corresponding oval on you ranswer docu ment. You may refer to th e passag es asoften as necessary.


3 3

5

1 0

1 5

2 0

2 5

3 0

3 5

4 0

4 5

5 0

5 5

6 0

6 5

7 0

7 5

8 0

8 5

33

1 . Th e passag e as a wh ole can primarily be ch aracterizedas th e narrator’s:A. explanation of th e relationsh ip th e narrator and h is

parents h ad with th e city of Bombay.B. description of important bu ilding s and locations in

Bombay.C. arg u ment for Bombay’s prominence in th e world

of arch itectu re.D. concerns abou t th e emotional env ironment in

wh ich th e narrator was raised.

2 . Th e narrator describes th e ph otos by Bombay’s firstg reat ph otog raph ers as primarily inspiring th e narratorto:F. tu rn away from a career in ph otog raph y.G. create g rand panoramas of th e new Bombay.H. produ ce imag es th at h is fath er wou ld add to h is

collection.J. ph otog raph su bjects th at depict ev eryday life on

Bombay’s streets.

3 . In lines 2 5 –3 1 , th e narrator mu ses ov er, th en rejects,th e notion th at:A. Merch ant & Merch ant played an important role in

th e bu ilding of Bombay.B. h e started paying attention to Bombay at a you ng

ag e.C. h is anticipated birth was one of th e cau ses of th e

ru sh to finish th e bu ilding of Bombay.D. Bombay h ad been a g ig antic bu ilding site in th e

years before h e was born.

4 . In lines 3 2 – 4 3 , th e narrator u ses wh ich of th e follow-ing literary dev ices to describe Bombay?F. AlliterationG. Allu sionH. PersonificationJ. Simile

5 . Wh ich of th e following statements best captu res h owth e narrator’s parents balanced th eir parental d u tieswith th eir work at th e constru ction company?A. Th e narrator’s moth er did th e majority of th e work

at th e constru ction company, wh ile th e narrator’sfath er took care of th e narrator.

B. Th e narrator’s parents traded off responsibility fortak ing care of th e narrator and work ing at th e con-stru ction company.

C. Th e narrator’s fath er work ed at h is desig ningboard, wh ile th e narrator’s moth er took th e narra-tor along to bu ilding sites.

D. Th e narrator’s parents both work ed at th e con-stru ction company, wh ile th e narrator stayed h omewith a babysitter.

6 . As it is u sed in line 9 , th e word sweep most nearlymeans:F. ov erwh elming v ictory.G. wide-rang ing search .H. complete remov al.J. broad area.

7 . In th e context of th e passag e, th e primary fu nction oflines 6 –1 0 is to:A. compare arch itectu ral landmark s in Bombay to

th ose elsewh ere.B. h elp illu strate h ow th e term “art deco” was

deriv ed.C. contradict th e idea th at Bombay was in its g olden

ag e wh en th e narrator was a ch ild.D. prov ide examples of “Bombay style” arch itectu re

in Rome.

8 . Th e narrator as a ch ild v iewed th e work h is parents didfor Merch ant & Merch ant with a strong sense of:F. joy; th e work prov ided th e family with enou g h

money to liv e extrav ag ant liv es.G. fear; th e narrator k new h is parents were often so

exh au sted th ey were careless abou t safety.H. jealou sy; th e work pu lled th e narrator’s parents

away from h im and directed th eir attention to th ecity.

J. respect; h is parents were k nown for th eir qu alitywork mansh ip th rou g h ou t th e city.

9 . As it is u sed in line 3 8 , th e ph rase d rew u p most nearlymeans:A. extended.B. prepared.C. approach ed.D. straig h tened.

1 0 . In th e last parag raph , th e narrator’s fath er sh ows th enarrator th e ph otos of storefronts and piers in order to:F. teach th e narrator abou t th e commercial prog ress

th e people wh o work in Bombay h av e made.G. conv ince th e narrator th at Dayal and Haseler were

Bombay’s first g reat ph otog raph ers.H. clarify h is claim th at h is ph oto collection was not

abou t modern-day Bombay bu t rath er abou t th eearly twentieth centu ry.

J. illu strate th at ph otos of places can rev eal as mu chabou t th e people wh o spent time th ere as ph otos ofth e people th emselv es.


3 3

34

Passage II

SOC IA L SC IEN C E: Th is passag e is adapted from GreatWaters: An Atlan tic Passage by Deborah Cramer (©2 0 0 1 byDeborah Cramer).

Th e Sarg asso Sea is a part of th e north ern Atlantic Ocean.

As th e Cramer id les th rou g h th e Sarg asso Sea,waiting for th e wind to rise, th e sea is flat and empty.Noth ing demarcates or div ides th e smooth expanse ofwater dissolv ing into th e h orizon. Th is v ast, u nrou g h -ened su rface, th is breadth of u niform sea, deceiv es. Bu tfor a few lonely oceanic islands, th e u npertu rbed su r-face offers no h int of th e g rand and sweeping energ iesh idden below.

Only one th ou sand miles offsh ore, th e Cramer h asalready sailed th rou g h some of Atlantic’s deepestwaters. Contrary to wh at one mig h t g u ess, Atlantic’sdeepest waters, lik e th ose in oth er oceans, are along h eredg es. As we continu e east, toward th e middle of th esea, th e bottom rises. Th e u nmark ed plains of th e abyss,h ere flattened by layers of sediment, g iv e way to risingfooth ills and th en to mou ntains. Th e first maps ofAtlantic seafloor noted, albeit cru dely, th is rise. Earlyefforts to plu mb Atlantic’s depth s prov ed ou trag eou slyinaccu rate: one nav al officer paid ou t eig h t miles (th ir-teen k ilometers) of h emp rope from a drifting sh ip andconclu ded th e sea h ad no bottom. Ev entu ally, sailorsmore or less su ccessfu lly calcu lated depth by h eav ingov erboard cannonballs tied to bailing twine. Wh en th eyh it bottom, th e sailors measu red and snipped th e twineand th en mov ed on, leav ing a trail of lead stru ng ou tacross th e seafloor. Th ese cru de sou nding s, forming th ebasis of th e first map of Atlantic’s basin, pu blish ed in1 8 5 4 , identified a prominent rise h alfway betweenEu rope and America.

For many years no one cou ld explain wh y th ebasin of Atlantic, u nlik e a bowl, deepened at its edg esand sh oaled in its center. People assu med th at th is“Middle Grou nd,” “Teleg raph Plateau ,” or “Dolph inRise,” as it was v ariou sly called, was an ancient anddrowned land bridg e, or a lost continent, bu t sailorsrepairing transatlantic teleg raph cable u nk nowing lyprodu ced ev idence to prov e oth erwise. Wrestling withth e brok en cable, th ey accidentally twisted off a pieceof th e “plateau ” and dredg ed u p a twenty-one-pou nd(ten-k ilog ram) ch u nk of dense black v olcanic rock . Itwas some of th e you ng est, fresh est rock on earth , and itwas torn not from a piece of continent su nk beneath th ewav es, bu t from th e v ery fou ndation of th e sea.

Today, h ig h ly soph isticated sou nd wav es bring th eh azy imag es of th ose early sou nding s into sh arp focu s,rev ealing th at one of th e larg est and most salient g eo-g raph ic featu res on th e planet lies on th e floor of th eocean. Hidden beneath th e wav es is an immense su b-merg ed mou ntain rang e, th e back bone of th e sea. Moreextensiv e, ru g g ed, and imposing th an th e Andes, Rock -ies, or Himalayas, it cov ers almost as mu ch of earth ’ssu rface as th e dry land of continents. Winding lik e th eseam of a baseball, it circles th e planet in a long , sinu -

ou s path , ru nning th e entire leng th of Atlantic, slash ingth e basin neatly in two. Its mou ntains are stark andblack , as black as th e sea itself, lit only at th eir peak sby a th in, patch y cov ering of wh ite, th e sk eletal remainsof tiny microscopic animals th at once liv ed at th e su r-face. Peak s as h ig h as Mou nt St. Helens sit in a wateryworld of black ness, more th an a mile below th e su rface,beyond th e reach of lig h t, beyond th e sig h t of sailors.

A g reat v alley, eclipsing any comparable featu reon dry land, ru ns th rou g h th ese mou ntains. Arizona’sGrand Canyon, one of earth ’s most spectacu lar places,extends for abou t 2 8 0 miles (4 5 0 k ilometers). A lesser-k nown canyon of similar depth bu t considerably g reaterleng th lies h idden in th e mou ntains of th e rid g e.Alth ou g h offset in many places by break s in th e mou n-tains, th e rift v alley, as th e canyon is called, extends th eleng th of Atlantic for 1 1 ,0 0 0 miles (1 7 ,7 0 0 k ilometers).Here in th is b leak and forbidd ing place, wh ere th ewater is almost freezing , su bterranean fires h av e liftedmou nds of fresh lav a onto th e seafloor. Scientists v isit-ing th e rift v alley for th e first time named th e v olcanich ills in th is oth erworldly setting after distant, lifelessplanets.

Yet, wh at h ad seemed so foreig n to scientists is aninteg ral part of earth ’s v ery being , for at th e ridg e ou rown planet g iv es birth . Th e floor of th e rift v alley istorn; from th e g ash es h as spru ng th e seafloor u nderly-ing all of Atlantic. Here th e you ng est, newest pieces aremade. Earth is still cooling from h er tu mu ltu ou s birthfou r and a h alf billion years ag o. Heat, leak ing from th emolten core and from radioactiv e decay deep inside th eplanet, rises toward earth ’s su rface, powering th e v olca-noes th at deliv er th e ridg e to th e sea.

1 1 . Th e au th or’s attitu de toward th e main su bject of th epassag e can best be described as:A. awe and fascination.B. disbelief and cynicism.C. amu sement and nostalg ia.D. boredom and indifference.

1 2 . Th e passag e mak es clear th at “Middle Grou nd,” “Tele-g raph Plateau ,” and “Dolph in Rise” were names th atpeople g av e to wh at was actu ally:F. an island in Atlantic.G. a transatlantic teleg raph cable.H. an ancient and drowned land bridg e.J. th e immense mou ntain rang e in Atlantic’s basin.


3 3

5

1 0

1 5

2 0

2 5

3 0

3 5

4 0

4 5

5 0

5 5

6 0

6 5

7 0

7 5

8 0

8 5

35

1 3 . In th e first parag raph , th e au th or describes th e stillnessof th e Sarg asso Sea as th e Cramer passes th rou g h itprimarily to emph asize th at th e stillness:A. won’t last long , for th e sea will become rou g h

wh en th e wind rises.B. mak es it easy for a passeng er on th e Cramer to

spot oceanic islands th at break th e water’s su rface.C. is in dramatic contrast to th e power of wh at exists

on and u nder th e seafloor far below.D. mak es it seem as if th e Cramer’s wak e is div iding

th e u nbrok en expanse of water into two.

1 4 . Th e passag e states th at compared to Arizona’s GrandCanyon, th e canyon th at lies with in th e mou ntains inAtlantic’s basin is considerably:F. deeper.G. older.H. wider.J. long er.

1 5 . Th e main pu rpose of th e information in lines 7 1 –7 6 isto:A. describe in detail scientists’ expectations for th eir

first trip to th e rift v alley.B. ch aracterize th e rift v alley as an alien, seeming ly

barren place.C. prov ide statistics abou t sev eral g eog raph ic proper-

ties of th e rift v alley.D. list th e names th at scientists g av e to th e v olcanic

h ills in th e rift v alley.

1 6 . One of th e main pu rposes of th e last parag raph is tostate th at th e:F. g ash es in th e rift v alley continu e to increase in

width .G. seafloor of Atlantic h as cooled.H. entire Atlantic seafloor h as issu ed from th e g ash es

in th e rift v alley.J. v olcanoes on Earth ’s dry land h av e created th e

newest, you ng est pieces of Atlantic seafloor.

1 7 . Th e au th or most strong ly implies th at people com-monly assu me th e deepest waters of an ocean are:A. abou t one th ou sand miles offsh ore.B. at th e middle of th e ocean.C. dotted with islands.D. located in trench es.

1 8 . As it is u sed in line 1 9 , th e ph rase paid ou t most nearlymeans:F. dispensed.G. ascertained.H. su g g ested.J. compensated.

1 9 . According to th e passag e, th e mou ntain rang e inAtlantic’s basin cov ers nearly th e same amou nt ofEarth ’s su rface as does:A. Mou nt St. Helens.B. th e Himalayas.C. th e Pacific Ocean.D. th e dry land of continents.

2 0 . According to th e passag e, th e wh ite cov er on th e peak sof th e mou ntains in Atlantic’s basin is:F. sk eletal remains of microscopic animals.G. th in layers of sedimentary v olcanic ash .H. patch es of ice.J. salt deposits.


3 3


3 3Passage III

HUMA NITIES: Passag e A is adapted from th e essay “Ju st Th isSide of Byzantiu m” by Ray Bradbu ry (©1 9 7 5 by Ray Bradbu ry),wh ich is th e introdu ction to a later edition of Bradbu ry’s 1 9 5 7novel Dan delio n Win e. Passag e B is adapted from Dan delio nWin e (©1 9 5 7 by Ray Bradbu ry).

Passag e A by Ray Bradbu ry

I beg an to learn th e natu re of su rprises, th ank fu lly,wh en I was fairly you ng as a writer. Before th at, lik eev ery beg inner, I th ou g h t you cou ld beat, pu mmel, andth rash an idea into existence. Under su ch treatment, ofcou rse, any decent idea folds u p its paws, tu rns on itsback , fixes its eyes on eternity, and dies.

It was with g reat relief, th en, th at in my earlytwenties I flou ndered into a word-association process inwh ich I simply g ot ou t of bed each morning , walk ed tomy desk , and pu t down any word or series of words th ath appened along in my h ead.

I wou ld th en tak e arms ag ainst th e word, or for it,and bring on an assortment of ch aracters to weig h th eword and sh ow me its meaning in my own life. An h ou ror two h ou rs later, to my amazement, a new story wou ld be finish ed and done. Th e su rprise was total andlov ely. I soon fou nd th at I wou ld h av e to work th is wayfor th e rest of my life.

First I ru mmag ed my mind for words th at cou lddescribe my personal nig h tmares, fears of nig h t andtime from my ch ildh ood, and sh aped stories from th ese.

Th en I took a long look at th e g reen apple treesand th e old h ou se I was born in and th e h ou se next doorwh ere liv ed my g randparents, and all th e lawns of th esu mmers I g rew u p in, and I beg an to try words for allth at.

I h ad to send myself back , with words as catalysts,to open th e memories ou t and see wh at th ey h ad tooffer.

So from th e ag e of twenty-fou r to th irty-six h ardlya day passed wh en I didn’t stroll myself across a recol-lection of my g randparents’ north ern Illinois g rass,h oping to come across some old h alf-bu rnt firecrack er,a ru sted toy, or a frag ment of letter written to myself insome you ng year h oping to contact th e older person Ibecame to remind h im of h is past, h is life, h is people,h is joys, and h is drench ing sorrows.

Along th e way I came u pon and collided, th rou g hword-association, with old and tru e friendsh ips. I bor-rowed my friend Joh n Hu ff from my ch ildh ood in Ari-zona and sh ipped h im East to Green Town so th at Icou ld say g ood-bye to h im properly.

Along th e way, I sat me down to break fasts,lu nch es, and d inners with th e long dead and mu chlov ed.

Th u s I fell into su rprise. I came on th e old and bestways of writing th rou g h ig norance and experiment and

was startled wh en tru th s leaped ou t of bu sh es lik e qu ailbefore g u nsh ot. I blu ndered into creativ ity as any ch ildlearning to walk and see. I learned to let my senses andmy Past tell me all th at was someh ow tru e.

Passag e B by Ray Bradbu ry

Th e facts abou t Joh n Hu ff, ag ed twelv e, are simpleand soon stated . He cou ld path find more trails th ananyone since time beg an, cou ld leap from th e sk y lik e ach impanzee from a v ine, cou ld liv e u nderwater twominu tes and slide fifty yards downstream from wh ereyou last saw h im. Th e baseballs you pitch ed h im h e h itin th e apple trees, k nock ing down h arv ests. He ranlau g h ing . He sat easy. He was not a bu lly. He was k ind.He k new th e names of all th e wild flowers and wh en th e moon wou ld rise and set. He was, in fact, th e onlyg od liv ing in th e wh ole of Green Town, Illinois, du ringth e twentieth centu ry th at Dou g las Spau lding k new of.

And rig h t now h e and Dou g las were h ik ing ou tbeyond town on anoth er warm and marble-rou nd day,th e sk y b lu e b lown-g lass reach ing h ig h , th e creek sbrig h t with mirror waters fanning ov er wh ite stones. Itwas a day as perfect as th e flame of a candle.

Dou g las walk ed th rou g h it th ink ing it wou ld g o onth is way forev er. Th e sou nd of a g ood friend wh istlinglik e an oriole, peg g ing th e softball, as you h orse-danced, k ey-jing led th e d u sty path s; th ing s were ath and and wou ld remain.

It was su ch a fine day and th en su ddenly a clou dcrossed th e sk y, cov ered th e su n, and d id not mov eag ain.

Joh n Hu ff h ad been speak ing qu ietly for sev eralminu tes. Now Dou g las stopped on th e path and look edov er at h im.

“Joh n, say th at ag ain.”

“You h eard me th e first time, Dou g .”

“Did you say you were—g oing away?”

Joh n took a yellow and g reen train tick et solemnlyfrom h is pock et and th ey both look ed at it.

“Tonig h t!” said Dou g las. “My g osh ! Tonig h t wewere g oing to play Red Lig h t, Green Lig h t and Statu es!How come, all of a su dden? You been h ere in GreenTown all my life. You ju st don’t pick u p and leav e!”

“It’s my fath er,” said Joh n. “He’s g ot a job in Mil-wau k ee. We weren’t su re u ntil today . . . ”

Th ey sat u nder an old oak tree on th e side of th eh ill look ing back at town. Ou t beyond, in su nlig h t, th etown was painted with h eat, th e windows all g aping .Dou g las wanted to ru n back in th ere wh ere th e town, byits v ery weig h t, its h ou ses, th eir bu lk , mig h t encloseand prev ent Joh n’s ev er g etting u p and ru nning off.

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2 1 . Wh en Bradbu ry claims, “Th u s I fell into su rprise” (line 4 6 ), h e’s most nearly referring to th e:A. discov ery th at for h im th e secret to a creativ e ou t-

pou ring was to u se a word-association meth od towrite fiction.

B. long -forg otten experiences h e wou ld rememberwh en h e wou ld talk with h is ch ildh ood friends inperson.

C. realization th at h e wrote more effectiv ely abou t h iscu rrent experiences th an abou t h is past.

D. sev eral meth ods oth er writers tau g h t h im to h elph im write h onest, au th entic stories.

2 2 . Passag e A indicates th at Bradbu ry believ es all beg in-ning writers th ink th at th ey can:F. learn th e natu re of su rprises.G. force an idea into creation.H. u se one word as a catalyst for a story.J. become a g ood writer th rou g h experiment.

2 3 . Bradbu ry’s claim “I wou ld th en tak e arms ag ainst th eword, or for it” (line 1 2 ) most strong ly su g g ests th atdu ring h is writing sessions, Bradbu ry wou ld:A. attempt to find th e one word th at for h im was th e

k ey to u nderstanding Joh n Hu ff.B. often reject a word as not being a catalyst for

meaning fu l writing .C. deliberately ch oose to write only abou t a word th at

inspired h is fears.D. feel as th ou g h h e were stru g g ling to find a word’s

sig nificance to h im.

2 4 . In th e sev enth parag raph of Passag e A (lines 3 0 –3 7 ),Bradbu ry explains h is h ab it, ov er many years as awriter, of almost daily:F. look ing at and writing abou t objects from h is

ch ildh ood th at h e h ad sav ed.G. wish ing h e h ad k ept more letters from h is ch ild-

h ood to trig g er h is memories.H. driv ing past h is g randparents’ property, h oping to

notice someth ing th at wou ld remind h im of h ispast.

J. th ink ing abou t h is g randparents’ property, h opingto remember someth ing th at wou ld bring h is pastinto focu s.

2 5 . Passag e A explains th at wh en writing abou t th e ch arac-ter Joh n Hu ff, Bradbu ry h ad:A. placed Joh n in a town in Arizona, wh ere Bradbu ry

h imself h ad g rown u p.B. inclu ded Joh n in stories abou t a town in Arizona

and in stories abou t Green Town.C. “mov ed” Joh n to a town oth er th an th e town in

wh ich th e real-life Joh n Hu ff h ad g rown u p.D. “borrowed” Joh n to u se as a minor ch aracter in

many of h is stories.

2 6 . In th e first parag raph of Passag e B (lines 5 2 –6 3 ), th enarrator describes Joh n Hu ff in a manner th at:F. emph asizes Joh n’s ph ysical streng th and intelli-

g ence, to indicate Joh n’s v iew of h imself.G. exag g erates Joh n’s ch aracteristics and actions, to

reflect Dou g las’s idolization of Joh n.H. h ig h lig h ts Joh n’s reck less beh av ior, to sh ow th at

Dou g las was most fond of Joh n’s rebelliou sness.J. sh owcases Joh n’s talents, to mak e clear wh y both

ch ildren and adu lts admired Joh n.

2 7 . With in Passag e B, th e imag e in lines 7 4 –7 6 fu nctionsfig u rativ ely to su g g est th at:A. Joh n’s leav ing on a stormy nig h t was fitting , g iv en

Dou g las’s sadness.B. Joh n’s disappointment abou t mov ing was reflected

in h is mood all day.C. th e mood of th e day ch ang ed dramatically and

irrev ersibly once Joh n sh ared h is news.D. th e sk y in Green Town became clou dy at th e

moment Joh n told Dou g las h e was mov ing .

2 8 . Both Passag e A and Passag e B h ig h lig h t Bradbu ry’su se of:F. a first person omniscient narrator to tell a story.G. satire and irony to dev elop ch aracters.H. alleg ory to present a complex ph ilosoph ical

qu estion.J. sensory details and imag inativ e description to

conv ey ideas.

2 9 . Based on Bradbu ry’s description in Passag e A of h iswriting process, wh ich of th e following meth ods h ypo-th etically depicts a way Bradbu ry mig h t h av e beg u n towrite th e story in Passag e B?A. Tak ing notes wh ile interv iewing old friends after

first deciding to write a story abou t two boysB. Forming two ch aracters, determining th at h e

wou ld lik e to tell a story abou t loss, and th enbeg inning to write a scene

C. Writing down th e words tra in ticket and th enspending an h ou r writing wh atev er th ose wordsbrou g h t to h is mind

D. Ou tlining th e plot of a story abou t two boys th atwou ld end with one boy leav ing on a train


3 3Qu estions 2 1 – 2 5 ask abou t Passage A. Qu estions 2 6 and 2 7 ask abou t Passage B.

Qu estions 2 8 – 3 0 ask abou t both passages.


3 33 0 . Elsewhere in the essay from which Passage A is

adapted, Bradbu ry writes:Was there a real boy named John Hu ff?There was. And that was tru ly his name. Bu the didn’t go away from me, I went away fromhim.

How do these statements apply to both the informationabou t Bradbu ry’s approach as a storyteller prov ided inPassage A and the story of John Hu ff prov ided in Pas-sage B?F. They rev eal that Bradbu ry believ ed that to su rprise

readers is a fiction writer’s most important task .G. They reinforce that Bradbu ry u sed his life experi-

ences to create fiction bu t also altered those expe-riences as he pleased.

H. They prov e that Bradbu ry felt su ch pain ov er leav -ing John that he had to rev erse ev ents to be able towrite the story.

J. They indicate that Bradbu ry rarely u sed his lifeexperiences to create fiction.

Passage IV

NA TURA L SC IEN C E: Th is passag e is adapted from th e article“Th e Jaws Th at Ju mp” by Adam Su mmers (©2 0 0 6 by Natu ralHistory Mag azine, Inc.).

Recently I was reminded of ju st how powerfu l antscan be when inflicting damage on intru ders. A team ofbiomechanists has stu died the incredibly speedy bite ofa grou p of Central and Sou th American ants. The teamclock ed the bite as the fastest on the planet—and dis-cov ered that it also giv es the ants the u niqu e ability toju mp with their jaws, adding to an impressiv e array ofalready k nown defenses.

Trap-jaw ants nest in leaf litter, rather than u nder-grou nd or in mou nds. There they often feed on well-armored and elu siv e prey, inclu ding other species ofants. As they stalk their dinner, the trap-jaws hold theirmandibles wide apart, often cock ed open at 1 8 0 degreesor more by a latch mechanism. When minu te triggerhairs on the inner edge of the mandible come in contactwith something, the jaws snap shu t at speeds nowk nown to reach 1 4 5 miles per hou r. No passerby cou ldou trace that. The astou ndingly h igh speed g iv es thejaws, despite their light weight, enou gh force to crackopen the armor of most prey and get at the tasty meatinside.

The k ey to the jaws’ speed (and their ev en moreamazing acceleration) is that the release comes fromstored energy produ ced by the strong bu t slow mu sclesof the jaw. Think how an archer slowly draws an arrowin a bowstring against the flex of a bow: nearly all theenergy from the archer’s mu scles pou rs into the flexingof the bow. When released, the energy stored in the bowwings the arrow toward its target mu ch faster than thearcher cou ld by throwing the arrow lik e a jav elin. Thebiomechanics of energy storage is the domain of Sheila

N. Patek and Joseph E. Baio, both biomechanists at theUniv ersity of California, Berk eley. They teamed u pwith two ant experts, Brian L. Fisher of the CaliforniaAcademy of Sciences in San Francisco and Andrew V.Su arez of the Univ ersity of Illinois at Urbana-Champaign, to look at the trap-jaw ant Odontomachu sbau ri.

Fisher, Su arez, and other field b iologists hadalready noted that catching O. bau ri was lik e grabbingfor popping popcorn—and v ery hot popcorn at that,becau se a painfu l sting goes with an ant’s trap-jaw bite.The insects bou nced arou nd in a dizzying frenzy andpropelled themselv es many times their body lengthwhen biologists or smaller intru ders approached them.Patek and Baio made high-speed v ideo images of theirmov ements, and discov ered that the secret of their self-propu lsion was the well-execu ted “firing” of theirmandibles. They also observ ed that mandibles started todecelerate before they meet—possibly to av oid self-inflicted damage. Most important, the ants had two dis-tinct modes of aerial locomotion.

In the so-called escape ju mp, an ant orients itshead and jaws perpendicu lar to the grou nd, then slamsits face straigh t down. That triggers the cock edmandibles to release with a force 4 0 0 times the ant’sbody weight, lau nching the insect ten or more bodylengths nearly straigh t into the air. The ant doesn’tseem to go in any particu lar direction, bu t the ju mp ispresu mably fast and u npredictable enou gh to help theinsect ev ade, say, the probing tongu e of a lizard. Notonly can the ju mping ant gain height and sow confu -sion, bu t it may also get to a new v antage point fromwhich to relau nch an attack .

The second k ind of jaw-propelled locomotion isev en more common than escape ju mping. If an intru derenters the ants’ nest, one of the ants bangs its jawsagainst the intru der, which triggers the trap-jaw andpropels the interloper (if small enou gh) in one direc-tion, ou t of the nest, and the ant in the other. Often theforce sends the ant sk imming an inch off the grou nd fornearly a foot. The attack , for obv iou s reasons, is k nownas the “bou ncer defense.” In the wild, gangs of defend-ing ants team u p to attack hostile strangers, sendingthem head ov er heels ou t of the nest.

From an ev olu tionary point of v iew, the trap-jawsare an intrig u ing story. The ants clearly ev olv ed anentirely new fu nction, propu lsion, for a system that wasalready u sefu l—chewing u p prey. Sev eral lineages oftrap-jaw ants hav e independently hit on the tactic ofstoring energy in their jaws to penetrate well-defendedprey. In Odontomachu s, the horizontal, bou ncer-defense ju mp cou ld hav e arisen ou t of attempts to biteintru ders, bu t the high, escape ju mp—with jaws aimeddirectly at the grou nd—mu st hav e arisen from a differ-ent, perhaps accidental k ind of behav ior. Su ch aserendipitou s ev ent wou ld hav e been a rare instance inwhich banging one’s head against the grou nd got goodresu lts.

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39ACT-1 5 7 2 CPRE

3 33 1 . Th e primary pu rpose of th e passag e is to:

A. prov ide an ov erv iew of th e mech anics and k eyoperations of th e jaws of trap-jaw ants.

B. analyze Patek and Baio’s tech niqu es for filmingtwo defensiv e maneu v ers of trap-jaw ants.

C. compare th e jaws of Odontomach u s bau ri to th ejaws of oth er species of ants.

D. describe th e ev olu tion of th e ability of trap-jawants to perform an escape ju mp.

3 2 . Th e sentence in lines 7 3 –7 5 and th e last sentence ofth e passag e are examples of th e au th or’s rh etoricaltech niqu e of:F. weav ing sarcasm into a mostly casu al and playfu l

article.G. interjecting a lig h th earted tone into a primarily

tech nical article.H. integ rating a slig h tly combativ e tone into an arti-

cle th at mostly praises two scientists’ work .J. incorporating personal anecdotes into an article

th at mostly reports data.

3 3 . As it is u sed in lines 8 1 –8 2 , th e ph rase well-defendedprey most nearly refers to prey th at:A. h av e a h ard ou ter sh ell.B. attack with a leth al bite.C. trav el and attack in g rou ps.D. mov e qu ick ly.

3 4 . Th e passag e mak es clear th at th e main sou rce of th espeed of th e jaws of th e trap-jaw ant is th e:F. ease of mov ement of th e h ing e of th e jaw.G. continu ou s, steady firing of th e jaw’s mandibles.H. lig h t weig h t of th e jaw in relation to th e ant’s body

weig h t.J. release of energ y stored by mu scles of th e jaw.

3 5 . Th e au th or u ses th e analog y of trying to g rab popcornas it pops in order to describe th e trap-jaw ants’ abilityto:A. g enerate h eat with th eir jaw mov ements.B. mov e to h ig h g rou nd in order to attack prey.C. attack intru ders by tossing th em ou t of th e nest.D. bou nce arou nd frantically wh en intru ders approach .

3 6 . One main pu rpose of th e last parag raph is to su g g estth at u nlik e th eir bou ncer-defense ju mp, th e trap-jawants’ escape ju mp may h av e arisen th rou g h :F. th e ants’ trying and failing to bite intru ders.G. a ch ang e in th e stru ctu re of th e mandibles of sev -

eral lineag es of ants.H. an accidental beh av ior of th e ants.J. th e ants’ experiencing a positiv e ou tcome wh en

th ey wou ld attack in a larg e g rou p.

3 7 . As it is u sed in line 3 1 , th e word domain most nearlymeans:A. liv ing space.B. area of expertise.C. taxonomic categ ory.D. local ju risdiction.

3 8 . Th e passag e points to wh ich of th e following as a ch ar-acteristic of trap-jaw ants’ mandibles th at prev ents th eants from h arming th emselv es with th eir powerfu lbite?F. A h ing e prev ents th e mandib les from snapping

tog eth er forcefu lly.G. Mandibles with cu sh ioned inner edg es prov ide a

bu ffer wh en th e mandibles snap sh u t.H. A latch mech anism prev ents th e mandibles from

closing completely.J. Th e mandib les beg in to decelerate before th ey

meet.

3 9 . As described in th e passag e, one benefit of th e trap-jaw ant’s escape ju mp is th at it allows an ant to:A. land in position to lau nch a new attack on a

predator.B. confu se a predator with a qu ick , su dden sting .C. sig nal to oth er ants u sing a predictable mov ement.D. point itself in wh ich ev er d irection it ch ooses to

escape.

4 0 . Wh en a trap-jaw ant u ses th e bou ncer-defense ju mpeffectiv ely on an intru der, wh ich creatu re(s), if any,will be propelled eith er ou t of th e nest or in anoth erdirection?F. Th e intru der onlyG. Th e attack ing ant onlyH. Th e attack ing ant and th e intru derJ. Neith er th e attack ing ant nor th e intru der

END OF TEST 3


D O NOT RETURN TO A PREVIOUS TEST.

40

Passage I

Research ers stu died h ow diet and th e ability to smellfood can affect th e life span of normal fru it flies (Strain N)and fru it flies u nable to detect many odors (Strain X).

Stu dy 1Th ree tu bes (Tu bes 1 −3 ), each with 15% su gar yeast

(SY) mediu m (a diet with 1 5 % su g ar and 1 5 % k illed yeast),were prepared. Th en, 2 0 0 v irg in female Strain N fru it fliesless th an 2 4 h r old were added to each tu be. No additionalsu bstance was added to Tu be 1 . Additional odors from liv eyeast were added to Tu be 2 , and liv e yeast was added toTu be 3 . Th e percent of fru it flies aliv e was determinedev ery 5 days for 7 5 days (see Fig u re 1 ).

Fig u re 1

Stu dy 2Th ree tu bes (Tu bes 4 −6 ), each with 5 % SY mediu m (a

diet with 5 % su g ar and 5 % k illed yeast), were prepared.Th en, 2 0 0 v irg in female StrainN fru it flies less th an 2 4 h rold were added to each tu be. No additional su bstance wasadded to Tu be 4 . Additional odors from liv e yeast wereadded to Tu be 5 , and liv e yeast was added to Tu be 6 . Th epercent of fru it flies aliv e was determined ev ery 5 days for7 5 days (see Fig u re 2 ).

Fig u re 2

day s

perc

ent a

live

1009080706050403020100

65605550454035302520151050 70 75

15% SY mediu m15% SY mediu m + additional odors from liv e y east15% SY mediu m + liv e y east

Key

day s

perc

ent a

live

1009080706050403020100

65605550454035302520151050 70 75

Key5% SY mediu m5% SY mediu m + additional odors from liv e y east5% SY mediu m + liv e y east

SC IEN C E TEST3 5 Min u tes—4 0 Qu estio n s

D IREC TION S: Th ere are several passag es in th is test.Each passag e is followed by several qu estions. Afterreading a passag e, ch oose th e best answer to eachqu estion and fill in th e corresponding oval on you ranswer docu ment. You may refer to th e passag es asoften as necessary.

You are NOT permitted to u se a calcu lator on th is test.


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41

Stu dy 3StrainN fru it flies were modified to produ ce StrainX

fru it flies. StrainX fru it flies lack Or8 3 b (a proteinrequ ired to detect a wide rang e of odors); th erefore, th eycannot detect many odors. Th e av erag e life span was deter-mined for v irg in female StrainN and v irg in femaleStrainX fru it flies fed with v ariou s SY media (seeTable 1 ).

Table and fig u res adapted from Serg iy Libert et al., “Reg u lation ofDro so phila Life Span by Olfaction and Food-Derived Odors.” ©2 0 0 7by th e American Association for th e Advancement of Science.

1 . In wh ich of Stu dies 1 and 2 did some of th e fru it fliesliv e for more th an 7 5 days, and wh at diet were th osefru it flies fed?A. Stu dy 1 ; 0 5 % SY mediu mB. Stu dy 1 ; 1 5 % SY mediu mC. Stu dy 2 ; 0 5 % SY mediu mD. Stu dy 2 ; 1 5 % SY mediu m

2 . Du ring Stu dies 1 and 2 , wh y did th e size of th e fru it flypopu lation in each tu be decrease rath er th an increase?F. Th e birth rate was 0 , becau se th e initial popu lation

contained only males.G. Th e birth rate was 0 , becau se th e initial popu lation

contained only v irg in females.H. Th e death rate was 0 , becau se th e initial popu la-

tion contained only males.J. Th e death rate was 0 , becau se th e initial popu la-

tion contained only v irg in females.

3 . Stu dy 1 differed from Stu dy 2 in wh ich of th e follow-ing ways?A. Female fru it flies were tested in Stu dy 1 , wh ereas

male fru it flies were tested in Stu dy 2 .B. Male fru it flies were tested in Stu dy 1 , wh ereas

female fru it flies were tested in Stu dy 2 .C. Th e SY mediu m tested in Stu dy 1 contained a

lower percent of su g ar th an did th e SY mediu mtested in Stu dy 2 .

D. Th e SY mediu m tested in Stu dy 1 contained ah ig h er percent of su g ar th an did th e SY mediu mtested in Stu dy 2 .

4 . Su ppose th at an additional trial in Stu dy3 h ad beenperformed u sing a 1 2 % SY mediu m (a d iet with 1 2 % su g ar and 1 2 % k illed yeast). Th e av erag e lifespan of th e StrainX fru it flies in th is trial wou ld mostlik ely h av e been:F. less th an 5 5 .6 days.G. between 5 5 .6 days and 5 8 .6 days.H. between 5 8 .6 days and 6 1 .6 days.J. g reater th an 6 1 .6 days.

5 . Th e research ers h ad predicted th at decreasing a fru itfly’s ab ility to detect odors wou ld increase its lifespan. Are th e resu lts of Stu dy3 consistent with th isprediction?A. No; for each SY mediu m tested, th e av erag e life

span of StrainX fru it flies was long er th an th eav erag e life span of Strain N fru it flies.

B. No; for each SY mediu m tested, th e av erag e lifespan of StrainN fru it flies was long er th an th eav erag e life span of Strain X fru it flies.

C. Yes; for each SY mediu m tested, th e av erag e lifespan of StrainX fru it flies was long er th an th eav erag e life span of Strain N fru it flies.

D. Yes; for each SY mediu m tested, th e av erag e lifespan of StrainN fru it flies was long er th an th eav erag e life span of Strain X fru it flies.

6 . Su ppose th e research ers wanted to determine wh eth er adefect in th e ability to detect odors wou ld ch ang e th elife span of fru it flies fed 1 5 % SY mediu m wh en liv eyeast is added to th e d iet or wh en additional odorsfrom liv e yeast are added to th e diet. Wh ich of th e fol-lowing experiments sh ou ld be performed?F. Repeat Stu dy 1 except with Strain X fru it fliesG. Repeat Stu dy 1 except with Strain N fru it fliesH. Repeat Stu dy 2 except with Strain X fru it fliesJ. Repeat Stu dy 2 except with Strain N fru it flies

7 . Th e resu lts for wh ich 2 tu bes sh ou ld be compared todetermine h ow a redu ced calorie diet affects life spanin th e absence of liv e yeast and additional odors fromliv e yeast?A. Tu be 1 and Tu be 4B. Tu be 1 and Tu be 2C. Tu be 2 and Tu be 5D. Tu be 5 and Tu be 6

Table 1

Strain

SY mediu mAv erag elife span(days)% su g ar

% k illedyeast

Strain N

0 3 0 , 0 3 0 , 5 0 .10 5 0 , 0 5 0 , 5 0 .10 7 .5 0 7 .5 4 3 .91 0 0 , 1 0 0 , 4 4 .81 5 0 , 1 5 0 , 4 1 .6

Strain X

0 3 0 , 0 3 0 , 6 1 .60 5 0 , 0 5 0 , 6 2 .50 7 .5 0 7 .5 5 8 .91 0 0 , 1 0 0 , 5 8 .61 5 0 , 1 5 0 , 5 5 .6


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Passage II

In th e fall, monarch bu tterflies (Danau s plexippu s) ineastern North America mig rate to Mexico, wh ere th eyov erwinter in h ig h -altitu de forests of oyamel fir (an ev er-g reen conifer). Th e bu tterflies store (accu mu late) bodylipids to u se as a sou rce of energ y at a later time. Considerth e following 3 h ypoth eses pertaining to wh en th e bu tter-flies store lipids and wh en th e energ y from th e stored lipidsis u sed, with respect to mig ration and ov erwintering .

Hypoth esis 1Monarch bu tterflies requ ire energ y from stored lipids

for mig ration and du ring th e ov erwintering period. Th ebu tterflies first store lipids before th ey beg in th eir mig ra-tion. Du ring mig ration, as stored lipids are conv erted toenerg y, lipid mass continu ou sly decreases. Wh en th e bu t-terflies reach th e ov erwintering sites, ending th eir mig ra-tion, th ey mu st store lipids ag ain before beg inning th eov erwintering period.


for mig ration bu t not du ring th e ov erwintering period. Th ebu tterflies store lipids before th ey beg in th eir mig ration.Du ring mig ration, as stored lipids are conv erted to energ y,lipid mass continu ou sly decreases. Becau se energ y fromstored lipids is not requ ired d u ring th e ov erwinteringperiod, th e bu tterflies do not store lipids wh ile at th e ov er-wintering sites.


du ring th e ov erwintering period bu t not for mig ration. Th ebu tterflies do not store lipids before th ey beg in th eir mig ra-tion. Instead, lipids are stored du ring mig ration; th erefore,lipid mass continu ou sly increases from th e beg inning ofmig ration u ntil th e end of mig ration. Th e bu tterflies arriv eat th e ov erwintering sites with enou g h lipids to prov ideth emselv es with energ y du ring th e ov erwintering period, soth ey do not store lipids wh ile at th e ov erwintering sites.

8 . Wh ich h ypoth esis, if any, asserts th at monarch bu tter-flies store lipids du ring 2 distinct periods?F. Hypoth esis 1G. Hypoth esis 2H. Hypoth esis 3J. None of th e h ypoth eses

9 . Wh ich h ypoth esis, if any, asserts th at monarch bu tter-flies requ ire energ y from stored lipids neith er formig ration nor du ring th e ov erwintering period?A. Hypoth esis 1B. Hypoth esis 2C. Hypoth esis 3D. None of th e h ypoth eses

1 0 . Based on Hypoth esis 3 , wh ich of th e following fig u resbest depicts th e ch ang e in th e lipid mass of a monarchbu tterfly from th e beg inning of mig ration to th e end ofmig ration?(Note: In each fig u re, B represents th e beg inning ofmig ration and E represents th e end of mig ration.)

F.

G .

H .

J.

lipid

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1 1 . Assu me th at ch ang es in th e body mass of a monarchbu tterfly are cau sed only by ch ang es in th e mass of th ebu tterfly’s stored lipids. Th e statement “Th e percent ofa monarch bu tterfly’s body mass th at is made u p oflipids is g reater at th e beg inning of mig ration th an atth e end of mig ration” is su pported by wh ich of th eh ypoth eses?A. Hypoth esis 1 onlyB. Hypoth esis 2 onlyC. Hypoth eses 1 and 2 onlyD. Hypoth eses 1 , 2 , and 3

1 2 . To store lipids, monarch bu tterflies conv ert su g ar fromnectar th ey h av e consu med into lipids. A su pporter ofwh ich h ypoth esis, if any, wou ld be lik ely to claim th atto ensu re th e bu tterflies can store lipids for th e ov er-wintering period, nectar mu st be present at th e bu tter-flies’ ov erwintering sites?F. Hypoth esis 1G. Hypoth esis 2H. Hypoth esis 3J. None of th e h ypoth eses

1 3 . Wh ich of th e following statements abou t lipids inmonarch bu tterflies is consistent with all 3 h ypoth eses?A. Th e bu tterflies’ lipid masses do not ch ang e du ring

th e ov erwintering period.B. Th e bu tterflies’ lipid masses ch ang e d u ring

mig ration.C. Th e bu tterflies u se energ y from stored lipids

du ring th e ov erwintering period.D. Th e bu tterflies u se energ y from stored lipids for

mig ration.

1 4 . Wh en th e monarch bu tterflies u se th eir stored lipids,th e lipids mu st be brok en down to produ ce energ y-richmolecu les th at can be readily u sed by cells. Wh ich ofth e following molecu les is produ ced as a direct resu ltof th e break down of th e lipids?F. ATPG. StarchH. DNAJ. Amino acids


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44

Passage III

Greenh ou se g ases su ch as meth ane (CH4 ) warmEarth ’s climate. Fig u re 1 sh ows th e concentration of CH4in Earth ’s atmosph ere and th e solar radiation intensity atEarth ’s su rface for tropical Eu rope and Asia ov er th e past2 5 0 ,0 0 0 years. As th e fig u re sh ows, th e CH4 concentrationand th e solar rad iation intensity h av e increased anddecreased at th e same times ov er most of th is period.Fig u re 2 sh ows th e same types of data for th e same reg ionov er th e past 1 1 ,0 0 0 years. Th is fig u re is consistent withth e h ypoth esis th at th e g reenh ou se g ases from h u man activ ities may h av e beg u n warming Earth ’s climate th ou -sands of years earlier th an once th ou g h t.


4 4

Fig u re 1

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900800700600500400300200

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solar radiationCH4 concentration

Key

*ppb = parts per billion

45

Figure 2

Figures adapted from William Ruddiman, Plows, Plagues & Petro-leum. ©2005 by Princeton University Press.

15. According to Figure 2, the solar radiation intensity8,000 years ago was closest to which of the following?A. 490 watts/m2

B. 495 watts/m2

C. 500 watts/m2

D. 505 watts/m2

16. According to Figure 2, if the trend in the CH4 concen-tration had continued to match the trend in the solarradiation intensity, the CH4 concentration at presentwould most likely be:F. less than 550 ppb.G. between 550 ppb and 600 ppb.H. between 600 ppb and 650 ppb.J. greater than 650 ppb.

17. Suppose that whenever the CH4 concentrationincreases, a corresponding, immediate increase in average global temperature occurs, and that wheneverthe CH4 concentration decreases, a corresponding,immediate decrease in average global temperatureoccurs. Based on Figure 2, which of the followinggraphs best represents a plot of average global temper-ature over the past 11,000 years?

18. Based on Figure 1, the average solar radiation intensityover the past 250,000 years was closest to which of thefollowing?F. 400 watts/m2

G. 440 watts/m2

H. 480 watts/m2

J. 520 watts/m2

19. One solar radiation cycle is the time between a maxi-mum in the solar radiation intensity and the next maxi-mum in the solar radiation intensity. According toFigure 1, the average length of a solar radiation cycleduring the past 250,000 years was:A. less than 15,000 years.B. between 15,000 years and 35,000 years.C. between 35,000 years and 55,000 years.D. greater than 55,000 years.

20. Which of the following statements best describes theprimary effect of CH4 on Earth’s climate?F. CH4 gives off visible light to space, cooling

Earth’s climate.G. CH4 gives off ultraviolet radiation to space, warm-

ing Earth’s climate.H. CH4 absorbs heat as it enters Earth’s atmosphere

from space, cooling Earth’s climate.J. CH4 absorbs heat that comes up from Earth’s sur-

face, warming Earth’s climate.

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GO ON TO THE NEXT PAGE.ACT-1572CPRE

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46

Passage IV

In 2 experiments, a stu dent pu lled each of 3 block s ina straig h t line across a flat, h orizontal su rface.

In Experiment 1 , th e stu dent measu red th e p u llin gfo rce (th e force requ ired to mov e each block at a constantspeed) and plotted th e pu lling force, in newtons (N), v ersu sblock mass, in k ilog rams (k g ). Th e resu lts are sh own inFig u re 1 .

Fig u re 1

In Experiment 2 , th e stu dent measu red th e speedv ersu s time of a 2 .0 0 k g b lock , a 2 .5 0 k g b lock , and a3 .0 0 k g block as each block was pu lled across th e su rfacewith a constant 3 0 N force. Th e resu lts are sh own inFig u re 2 .

Fig u re 2

2 1 . If a block was pu lled toward th e east, th e frictionalforce exerted on th e block by th e su rface was directedtoward th e:A. north .B. sou th .C. east.D. west.

2 2 . Based on Fig u re 2 , wh at is th e order of th e 3 block s,from th e block th at requ ired th e sh ortest time to reach1 5 m/sec to th e block th at requ ired th e long est time toreach 1 5 m/sec ?F. 2 .0 0 k g block , 2 .5 0 k g block , 3 .0 0 k g blockG. 2 .0 0 k g block , 3 .0 0 k g block , 2 .5 0 k g blockH. 3 .0 0 k g block , 2 .0 0 k g block , 2 .5 0 k g blockJ. 3 .0 0 k g block , 2 .5 0 k g block , 2 .0 0 k g block

2 3 . Based on Fig u re 2 , wh at was th e approximate v alu e ofth e acceleration of th e 3 .0 0 k g block ?A. 0 0 .0 m/sec2

B. 0 5 .0 m/sec2

C. 1 5 .0 m/sec2

D. 2 0 .0 m/sec2

2 4 . Based on Fig u re 1 , th e resu lts of Experiment 1 are bestmodeled by wh ich of th e following equ ations?F. Block speed (m/sec) = 0 .2 × time (sec)G. Block speed (m/sec) = 5 .0 × time (sec)H. Pu lling force (N) = 0 .2 × block mass (k g )J. Pu lling force (N) = 5 .0 × block mass (k g )

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47

2 5 . At each of th e times plotted in Fig u re 2 (except0 .0 0 sec), as block mass increased, block speed:A. increased only.B. decreased only.C. v aried, bu t with no g eneral trend.D. remained th e same.

2 6 . Based on Fig u re 1 , an applied force of 3 0 .0 0 N wou ldmost lik ely h av e been requ ired to maintain th e constantspeed of a block h av ing a mass of:F. 4 .0 0 k g .G. 5 .0 0 k g .H. 6 .0 0 k g .J. 7 .0 0 k g .


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48

Passage V

A typical acid-base indicator is a compou nd th at willbe one color ov er a certain lower pH rang e bu t will be adifferent color ov er a certain h ig h er pH rang e. In th e smallrang e between th ese pH rang es—th e transition range—th eindicator’s color will be an intermediate of its oth er 2 colors.

Stu dents stu died 5 acid-base indicators u sing colorlessaqu eou s solu tions of different pH and a well plate (a platecontaining a matrix of rou nd depressions—wells—th at canh old small v olu mes of liqu id).

Experiment 1Th e stu dents added a pH = 0 solu tion to 5 wells in th e

first colu mn of th e well plate, th en added a pH = 1 solu tionto th e 5 wells in th e next colu mn, and so on, u p to pH = 7 .Next, th ey added a drop of a g iv en indicator (in solu tion) toeach of th e wells in a row, and th en repeated th is process,adding a different indicator to each row. Th e color of th eresu lting solu tion in each well was th en recorded in Table 1(B = blu e, G = g reen, O = orang e, P = pu rple, R = red ,Y = yellow).

Experiment 2Experiment 1 was repeated with solu tions th at h ad a

pH of 8 or g reater (see Table 2).

Experiment 3Stu dents were g iv en 4 solu tions (Solu tions I−IV) of

u nk nown pH. Th e well plate was u sed to test samples ofeach solu tion with 4 of th e 5 indicators (see Table 3).

Tables adapted from David R. Lide, ed., CRC Handbook of Ch em-istry and Ph ysics, 7 8 th ed. ©1 9 9 7 by CRC Press LLC.

Table 3

Indicator

Color in Solu tion:

I II III IV

Metanil yellow Y Y Y OResorcin blu e B B R RCu rcu min R R Y YIndig o carmine B Y B B

Table 1

Indicator

Color in solu tion with a pH of:

0 1 2 3 4 5 6 7

Metanil yellow R R O Y Y Y Y YResorcin blu e R R R R R P P BCu rcu min Y Y Y Y Y Y Y YHessian bordeau x B B B B B B B BIndig o carmine B B B B B B B B

Table 2

Indicator

Color in solu tion with a pH of:

8 9 10 11 12 13 14

Metanil yellow Y Y Y Y Y Y YResorcin blu e B B B B B B BCu rcu min O R R R R R RHessian bordeau x B R R R R R RIndig o carmine B B B B G Y Y


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49

2 7 . One way Experiment 2 d iffered from Experiment 3was th at in Experiment 2 :A. th e solu tions to wh ich indicators were added were

of k nown pH.B. th e solu tions to wh ich indicators were added were

of u nk nown pH.C. metanil yellow was u sed.D. metanil yellow was not u sed.

2 8 . Based on th e description of th e well plate and h ow itwas u sed, th e empty well plate wou ld most lik ely h av ebeen wh ich of th e following colors?F. BlackG. Blu eH. RedJ. Wh ite

2 9 . Based on th e resu lts of Experiments 1 and 2 , wh ich ofth e following is a possib le transition rang e for cu rcu min?A. pH = 3 .9 to pH = 7 .3B. pH = 4 .2 to pH = 6 .6C. pH = 7 .4 to pH = 8 .6D. pH = 8 .4 to pH = 9 .5

3 0 . A ch emist h as 2 solu tions, one of pH = 1 and one ofpH = 6 . Based on th e resu lts of Experiments 1 and 2 ,cou ld indig o carmine be u sed to disting u ish betweenth ese solu tions?F. No; indig o carmine is b lu e at both pH = 1 and

pH = 6 .G. No; indig o carmine is blu e at pH = 1 and is yellow

at pH = 6 .H. Yes; indig o carmine is b lu e at both pH = 1 and

pH = 6 .J. Yes; indig o carmine is blu e at pH = 1 and is yellow

at pH = 6 .

3 1 . Th e indicator p ro p yl red h as a transition rang e ofpH = 4 .6 to pH = 6 .8 . If propyl red h ad been inclu dedin Experiments 1 and 2 , it wou ld h av e produ ced resu ltsmost similar to th ose produ ced by wh ich of th e 5 indicators?A. Metanil yellowB. Resorcin blu eC. Cu rcu minD. Indig o carmine

3 2 . A stu dent claimed th at Solu tionIII h as a pH of 7 .3 .Are th e resu lts of Experiments 1 −3 consistent with th isclaim?F. No, becau se in Solu tionIII metanil yellow was

yellow.G. No, becau se in Solu tionIII resorcin blu e was red.H. Yes, becau se in Solu tionIII metanil yellow was

yellow.J. Yes, becau se in Solu tionIII resorcin blu e was red.

3 3 . Based on th e resu lts of Experiments 1 −3 , wh ich ofSolu tions I−IV h as th e lo west pH ?A. Solu tion IB. Solu tion IIC. Solu tion IIID. Solu tion IV


4 4

50

Passage VI

Drilling mu d(DM) is a su spension of clay particles inwater. Wh en a well is drilled, DM is injected into th e h oleto lu bricate th e drill. After th is u se, th e DM is brou g h t backu p to th e su rface and th en disposed of by spraying it onadjacent land areas.

A cov er of DM on plants and soil can affect th ealbedo (proportion of th e total incoming solar radiationth at is reflected from a su rface), wh ich in tu rn can affectth e soil temperatu re. Th e effect of a cov er of DM on th ealbedo and th e soil temperatu re of an u nsloped, semiaridg rassland area was stu died from Ju ly1 to Au g u st 9 of aparticu lar year.

On Ju ne 3 0 , 3 plots (Plots 1 −3 ), each 1 0 m by 4 0 m,were establish ed in th e g rassland area. For all th e plots, th etypes of v eg etation present were th e same, as was th e den-sity of th e v eg etation cov er. At th e center of each plot, asoil temperatu re sensor was bu ried in th e soil at a depth of2 .5 cm. An instru ment th at measu res incoming andreflected solar radiation was su spended 6 0 cm abov e th ecenter of each plot.

An amou nt of DM equ iv alent to 4 0 cu b ic meters per h ectare (m3 /h a) was th en sprayed ev enly on Plot 2 .(One h ectare equ als 1 0 ,0 0 0 m2 .) An amou nt equ iv alent to8 0 m3 /h a was sprayed ev enly on Plot 3 . No DM wassprayed on Plot 1 .

For each plot, th e albedo was calcu lated for eachclou dless day du ring th e stu dy period u sing measu rementsof incoming and reflected solar radiation tak en at noon onth ose days (see Fig u re 1 ).

Fig u re 1

For each plot, th e sensor recorded th e soil temperatu reev ery 5 sec ov er th e stu dy period. From th ese data, th eav erag e soil temperatu re of each plot was determined foreach day (see Fig u re 2 ).

Fig u re 2

Fig u res adapted from Francis Zvomu ya et al., “Su rface Albedo andSoil Heat Flu x Ch ang es Following Drilling Mu d Application to aSemiarid, Mixed-Grass Prairie.” ©2 0 0 8 by th e Soil Science Societyof America.

3 4 . Albedo was measu red at noon becau se th at time of dayis wh en solar radiation reach ing th e g rou nd is:F. 1 0 0 % reflected.G. 1 0 0 % absorbed.H. least intense.J. most intense.

3 5 . Wh y was th e stu dy desig ned so th at th e 3 plots h ad th esame types of v eg etation present and th e same densityof v eg etation cov er? Th ese conditions ensu red th at anyv ariations in albedo and soil temperatu re wou ld mostlik ely be attribu tab le only to v ariations among th eplots in th e:A. amou nt of DM sprayed.B. type of soil present.C. plot area.D. plot slope.

albe

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4 4

51ACT-1 5 7 2 CPRE

4 43 6 . On one day of th e stu dy period, a measu rable rainfall

occu rred in th e stu dy area. Th e albedo calcu lated forth e clou dless day ju st after th e rainy day was lowerth an th e albedo calcu lated for th e clou dless day ju stbefore th e rainy day. On wh ich day did a measu rablerainfall most lik ely occu r in th e stu dy area?F. Ju ly 1 0G. Ju ly 1 2H. Ju ly 2 6J. Ju ly 2 8

3 7 . For each plot, th e nu mber of temperatu re reading srecorded by th e soil temperatu re sensor ev ery minu tewas closest to wh ich of th e following ?A. 0 5B. 1 2C. 5 0D. 6 0

3 8 . According to Fig u re 1 and th e description of th e stu dy,was Ju ly 2 0 a clou dless day?F. No, becau se albedo data were not collected on th at

day.G. No, becau se albedo data were collected on th at

day.H. Yes, becau se albedo data were not collected on

th at day.J. Yes, becau se albedo data were collected on th at

day.

3 9 . According to th e resu lts of th e stu dy, did th e presenceof a cov er of DM increase or decrease th e albedo, anddid th e presence of a cov er of DM increase or decreaseth e soil temperatu re?

albedo soil temperatu reA. increase increaseB. increase decreaseC. decrease decreaseD. decrease increase

4 0 . Based on Fig u re 1 , on Au g u st 3 , wh at percent ofincoming solar rad iation was NOT reflected fromPlot 2 ?F. 2 0 %G. 4 0 %H. 6 0 %J. 8 0 %

END OF TEST 4

STOP! D O NOT RETURN TO A NY OTHER TEST.[See Note on page 52.]

52

If you plan to take the ACT with writing, sharpen your pencils and continue with the writing test on page 53.

If you do not plan to take the ACT with writing, skip to page 56 for instructions on scoring your multiple-choice tests.

53

Practice Writin g Test

Directions

This is a test of your writing skills. You will have forty (40) minutes to read the prompt, plan your response, and write an essay in English. Before you begin working, read all material in this test booklet carefully to understand exactly what you are being asked to do.

You will write your essay on the lined pages in the answer document provided. Your writing on those pages will be scored. You may use the unlined pages in this test booklet to plan your essay. Your work on these pages will not be scored.

Your essay will be evaluated based on the evidence it provides of your ability to:

• clearly state your own perspective on a complex issue and analyze the relationship between your perspective and at least one other perspective

• develop and support your ideas with reasoning and examples • organize your ideas clearly and logically• communicate your ideas effectively in standard written English

Lay your pencil down immediately when time is called.

DO NOT OPEN THIS BOOKLET UNTIL TOLD TO DO SO.

WRITING TEST BOOKLET

©2015 by ACT, Inc. All rights reserved.NOTE: This test material is the confidential copyrighted property of ACT, Inc., and may not be copied, reproduced, sold, or otherwise transferred without the prior express written permission of ACT, Inc. Violators of ACT’s copyrights are subject to civil and criminal penalties.

PO Box 168Iowa City, IA 52243-0168

Your Signature: __________________________________________________________________ (Do not print.)

Print Your Name Here: ____________________________________________________________

Your Date of Birth:

– –

Month Day Year

Form 15AA51

You must take the multiple-choice tests before you take the writing test.

54Form 15AA51

Public Health and Individual FreedomMost people want to be healthy, and most people want as much freedom as possible to do the things they want. Unfortunately, these two desires sometimes conflict. For example, smoking is prohibited from most public places, which restricts the freedom of some individuals for the sake of the health of others. Likewise, car emissions are regulated in many areas in order to reduce pollution and its health risks to others, which in turn restricts some people’s freedom to drive the vehicles they want. In a society that values both health and freedom, how do we best balance the two? How should we think about conflicts between public health and individual freedom?

Read and carefully consider these perspectives. Each suggests a particular way of thinking about the conflict between public health and individual freedom.

Perspective One Perspective Two Perspective Three

Our society should strive to achieve the greatest good for the greatest number of people. When the freedom of the individual interferes with that principle, freedom must be restricted.

Nothing in society is more valuable than freedom. Perhaps physical health is sometimes improved by restricting freedom, but the cost to the health of our free society is far too great to justify it.

The right to avoid health risks is a freedom, too. When we allow individual behavior to endanger others, we’ve damaged both freedom and health.

Essay TaskWrite a unified, coherent essay about the conflict between public health and individual freedom. In your essay, be sure to:

• clearly state your own perspective on the issue and analyze the relationship between your perspective and at least one other perspective

• develop and support your ideas with reasoning and examples• organize your ideas clearly and logically• communicate your ideas effectively in standard written English

Your perspective may be in full agreement with any of those given, in partial agreement, or completely different.

55

Planning Your EssayYour work on these prewriting pages will not be scored.

Use the space below and on the back cover to generate ideas and plan your essay. You may wish to consider the following as you think critically about the task:

Strengths and weaknesses of different perspectives on the issue • What insights do they offer, and what do they fail to consider? • Why might they be persuasive to others, or why might they fail to persuade?

Your own knowledge, experience, and values • What is your perspective on this issue, and what are its strengths and weaknesses? • How will you support your perspective in your essay?

Note• For your practice essay, you will need scratch paper to plan your essay and four lined sheets of paper for your response.• On test day, you will receive a test booklet with space to plan your essay and four lined pages on which to write your response.• Read pages 61–62 for information and instructions on scoring your practice writing test.

56

5 Scoring Your Tests

How to Score the Multiple-Choice TestsFollow the instructions below and on the following pages to score your practice multiple-choice tests and review your performance.

Raw ScoresThe number of questions you answered correctly on each test and in each reporting category is your raw score. Because there are many forms of the ACT, each with different questions, some forms will be slightly easier (and some slightly harder) than others. A raw score of 67 on one form of the English test, for example, may be about as difficult to earn as a raw score of 70 on another form of that test.

To compute your raw scores, check your answers with the scoring keys on pages 57–59. Count the number of correct answers for each of the four tests and seventeen reporting categories and enter the number in the blanks provided on those pages. These numbers are your raw scores on the tests and reporting categories.

Scale ScoresTo adjust for the small differences that occur among different forms of the ACT, the raw scores for tests are converted into scale scores. Scale scores are printed on the reports sent to you and your college and scholarship choices.

When your raw scores are converted into scale scores, it becomes possible to compare your scores with those of examinees who took different test forms. For example, a scale score of 26 on the English test has the same meaning regardless of the form of the ACT on which it is based.

To determine the scale scores corresponding to your raw scores on the practice test, use the table explaining procedures used to obtain scale scores from raw scores on page 60. Table 1 on page 60 shows the raw-to-scale score conversions for each test. Because each form of the ACT is unique, each form has somewhat different conversion tables. Consequently, this table provides only approximations of the raw-to-scale score conversions that would apply if a different form of the ACT were taken. Therefore, the scale scores obtained from the practice tests don’t match precisely the scale scores received from an actual administration of the ACT.

Computing the Composite ScoreThe Composite score is the average of the four scale scores in English, mathematics, reading, and science. If you left any of these tests blank, do not calculate a Composite score. If you take the ACT with writing, your writing results do not affect your Composite score.

Comparing Your ScoresInformation about comparing your scores on the practice multiple-choice tests with the scores of recent high school graduates who took the ACT can be found at www.actstudent.org.

Your scores and percent at or below are only estimates of the scores that you will receive during an actual administration of the ACT. Test scores are only one indicator of your level of learning. Consider your scores in connection with your grades, your performance in outside activities, and your career interests.

ACT College and Career Readiness StandardsThe ACT College and Career Readiness Standards describe the types of skills, strategies, and understandings you will need to make a successful transition from high school to college. For English, mathematics, reading, and science, standards are provided for six score ranges that reflect the progression and complexity of the skills in each of the academic areas measured by the ACT tests. For writing, standards are provided for five score ranges. The ACT College and Career Readiness Standards and benchmark scores for each test can be found at www.act.org.

Reviewing Your Performance on the Practice Multiple-Choice TestsConsider the following as you review your scores.• Did you run out of time? Reread the information in this

booklet on pacing yourself. You may need to adjust the way you use your time in responding to the questions.

• Did you spend too much time trying to understand the directions for the tests? The directions for the practice tests are the same directions that will appear in your test booklet on test day. Make sure you understand them before test day.

• Review the questions that you missed. Did you select a response that was an incomplete answer or that did not directly respond to the question being asked? Try to figure out what you overlooked in answering the questions.

• Did a particular type of question confuse you? Did the questions you missed come from a particular reporting category? In reviewing your responses, check to see whether a particular type of question or a particular reporting category was more difficult for you.

5757

Scoring Keys for the ACT Practice Tes tsUse the scoring key for each test to score you r answer docu ment for the mu ltiple-choice tests. Mark a “1 ” in theblank for each qu estion you answered correctly. Add u p the nu mbers in each reporting category and enter the totalnu mber correct for each reporting category in the blanks provided. Also enter the total nu mber correct for each testin the blanks provided. The total nu mber correct for each test is the su m of the nu mber correct in each reportingcategory.

Tes t 1 : Englis h—Scoring Key 1572CPRE

Number Correct (Raw Score) for:

Produ ction of Writing (POW) _______(2 4 )

Knowledg e of Lang u ag e (KLA) _______(1 1 )

Conventions of Standard Eng lish (CSE) _______(4 0 )

Total Nu mber Correct for Eng lish Test _______(POW + KLA + CSE) (7 5 )

Key

Reporting Category*

POW KLA CSE

1 . A ___2 . J ___3 . D ___4 . H ___5 . B ___6 . J ___7 . B ___8 . J ___9 . C ___

1 0 . J ___1 1 . B ___1 2 . G ___1 3 . A ___1 4 . H ___1 5 . D ___1 6 . H ___1 7 . B ___1 8 . J ___1 9 . C ___2 0 . H ___2 1 . A ___2 2 . F ___2 3 . B ___2 4 . H ___2 5 . C ___2 6 . F ___2 7 . D ___2 8 . G ___2 9 . A ___3 0 . F ___3 1 . B ___3 2 . H ___3 3 . B ___3 4 . H ___3 5 . A ___3 6 . F ___3 7 . A ___3 8 . F ___

Key

Reporting Category*

POW KLA CSE

3 9 . C ___4 0 . J ___4 1 . C ___4 2 . G ___4 3 . D ___4 4 . J ___4 5 . C ___4 6 . J ___4 7 . D ___4 8 . H ___4 9 . B ___5 0 . F ___5 1 . D ___5 2 . J ___5 3 . A ___5 4 . F ___5 5 . B ___5 6 . G ___5 7 . C ___5 8 . F ___5 9 . D ___6 0 . G ___6 1 . C ___6 2 . G ___6 3 . D ___6 4 . F ___6 5 . C ___6 6 . H ___6 7 . D ___6 8 . G ___6 9 . D ___7 0 . J ___7 1 . A ___7 2 . F ___7 3 . B ___7 4 . H ___7 5 . D ___

*Reporting CategoriesPOW = Produ ction of WritingKLA = Knowledg e of Lang u ag eCSE = Conventions of Standard Eng lish

5858


Preparing for Hig h er Math (PHM) _______(N + A + F + G + S) (3 5 )

Integ rating Essential Skills (IES) _______(2 5 )

Total Nu mber Correct for Math ematics Test _______(PHM + IES) (6 0 )

Modeling (MDL) _______(Not inclu ded in total nu mber correct for (2 2 )math ematics test raw score)

*Reporting CategoriesPHM = Preparing for Hig h er Math

N = Nu mber & Qu antityA = Alg ebraF = Fu nctionsG = GeometryS = Statistics & Probability

IES = Integ rating Essential SkillsMDL = Modeling

Tes t 2 : Mathematics —Scoring Key 1572CPRE

Key

Reporting Category*

PHM

IES MDLN A F G S

1 . D ___2 . H ___3 . E ___4 . F ___5 . E ___6 . H ___ ___7 . E ___ ___8 . H ___9 . A ___ ___

1 0 . K ___1 1 . C ___ ___1 2 . K ___1 3 . B ___1 4 . H ___ ___1 5 . B ___ ___1 6 . H ___ ___1 7 . D ___1 8 . F ___1 9 . D ___2 0 . F ___ ___2 1 . B ___ ___2 2 . H ___2 3 . A ___2 4 . H ___ ___2 5 . B ___2 6 . G ___ ___2 7 . E ___2 8 . H ___ ___2 9 . C ___3 0 . G ___ ___

Key

Reporting Category*

PHM

IES MDLN A F G S

3 1 . D ___3 2 . K ___3 3 . B ___3 4 . H ___3 5 . D ___3 6 . J ___3 7 . A ___3 8 . F ___3 9 . B ___4 0 . F ___4 1 . E ___4 2 . K ___ ___4 3 . D ___ ___4 4 . G ___4 5 . D ___4 6 . J ___ ___4 7 . B ___4 8 . G ___4 9 . A ___5 0 . F ___ ___5 1 . E ___5 2 . H ___5 3 . B ___5 4 . K ___ ___5 5 . E ___ ___5 6 . K ___5 7 . A ___ ___5 8 . K ___ ___5 9 . E ___ ___6 0 . J ___5

Combine th e totals of th ese colu mns and pu t in th e blank for PHM in th e box below.

5

59

Tes t 3 : Reading—Scoring Key 1572CPRE


Key Ideas & Details (KID) _______(2 3 )

Craft & Stru ctu re (CS) _______(1 4 )

Integ ration of Knowledg e & Ideas (IKI) _______(3 )

Total Nu mber Correct for Reading Test _______(KID + CS + IKI) (4 0 )

Tes t 4 : Science—Scoring Key 1572CPRE


Interpretation of Data (IOD) _______(1 6 )

Scientific Investig ation (SIN) _______(1 1 )

Evalu ation of Models, Inferences & Experimental Resu lts (EMI) _______

(1 3 )Total Nu mber Correct for Science Test _______

(IOD + SIN + EMI) (4 0 )

Key

Reporting Category*

IOD SIN EMI

1 . C ___2 . G ___3 . D ___4 . G ___5 . C ___6 . F ___7 . A ___8 . F ___9 . D ___

1 0 . J ___1 1 . C ___1 2 . F ___1 3 . B ___1 4 . F ___1 5 . C ___1 6 . F ___1 7 . B ___1 8 . H ___1 9 . B ___2 0 . J ___

Key

Reporting Category*

IOD SIN EMI

2 1 . D ___2 2 . F ___2 3 . B ___2 4 . J ___2 5 . B ___2 6 . H ___2 7 . A ___2 8 . J ___2 9 . C ___3 0 . F ___3 1 . B ___3 2 . G ___3 3 . D ___3 4 . J ___3 5 . A ___3 6 . H ___3 7 . B ___3 8 . F ___3 9 . D ___4 0 . J ___

*Reporting CategoriesIOD = Interpretation of DataSIN = Scientific Investig ationEMI = Evalu ation of Models,

Inferences & Experimental Resu lts

Key

Reporting Category*

KID CS IKI

1 . A ___2 . J ___3 . C ___4 . H ___5 . B ___6 . J ___7 . A ___8 . H ___9 . B ___

1 0 . J ___1 1 . A ___1 2 . J ___1 3 . C ___1 4 . J ___1 5 . B ___1 6 . H ___1 7 . B ___1 8 . F ___1 9 . D ___2 0 . F ___

Key

Reporting Category*

KID CS IKI

2 1 . A ___2 2 . G ___2 3 . D ___2 4 . J ___2 5 . C ___2 6 . G ___2 7 . C ___2 8 . J ___2 9 . C ___3 0 . G ___3 1 . A ___3 2 . G ___3 3 . A ___3 4 . J ___3 5 . D ___3 6 . H ___3 7 . B ___3 8 . J ___3 9 . A ___4 0 . H ___

*Reporting CategoriesKID = Key Ideas & DetailsCS = Craft & Stru ctu reIKI = Integ ration of Knowledg e & Ideas

60

TABLE 1Explanation of Procedures Us ed to Obtain Scale Scores from Raw Scores

On each of the fou r mu ltiple-choice tests on which youmarked any responses, the total nu mber of correctresponses yields a raw score. Use the table below to convertyou r raw scores to scale scores. For each test, locate andcircle you r raw score or the range of raw scores that inclu desit in the table below. Then, read across to either ou tsidecolu mn of the table and circle the scale score thatcorresponds to that raw score. As you determine you r scalescores, enter them in the blanks provided on the right. Thehighest possible scale score for each test is 3 6 . The lowestpossible scale score for any test on which you marked anyresponses is 1 .

Next, compu te the Composite score by averaging the fou rscale scores. To do this, add you r fou r scale scores anddivide the su m by 4 . If the resu lting nu mber ends in afraction, rou nd it to the nearest whole nu mber. (Rou nd downany fraction less than one-half; rou nd u p any fraction that isone-half or more.) Enter this nu mber in the blank. This is you rComposite score. The highest possible Composite score is3 6 . The lowest possible Composite score is 1 .

ACT Tes t 1 5 7 2 CPRE Your Scale Score

English ________

Mathematics ________

Reading ________

Science ________

Sum of s cores ________

Compos ite s core (s um ÷ 4 ) ________

NOTE: If you left a test completely blank and marked noitems, do not list a scale score for that test. If any test wascompletely blank, do not calculate a Composite score.To calculate your writing score, use the rubric on pages 61–62.

1572CPRE

ScaleScore

Raw Scores

ScaleScore

Tes t 1Englis h

Tes t 2Mathematics

Tes t 3Reading

Tes t 4Science

3 63 53 43 33 23 13 02 92 82 72 62 52 42 32 22 12 01 91 81 71 61 51 41 31 21 11 0987654321

7 57 2 -7 4

7 17 0

6 8 -6 96 76 66 5

6 3 -6 46 2

6 0 -6 15 8 -5 95 6 -5 75 3 -5 55 1 -5 24 8 -5 04 5 -4 74 3 -4 44 1 -4 23 9 -4 03 6 -3 83 2 -3 52 9 -3 12 7 -2 82 5 -2 62 3 -2 42 0 -2 21 8 -1 91 5 -1 71 2 -1 41 0 -1 18 -96 -74 -52 -30 -1

6 05 8 -5 9

5 75 5 -5 6

5 45 2 -5 35 0 -5 14 8 -4 94 5 -4 74 3 -4 44 0 -4 23 8 -3 93 6 -3 73 4 -3 53 2 -3 33 0 -3 1

2 92 7 -2 82 4 -2 62 1 -2 31 7 -2 01 3 -1 61 1 -1 20 8 -1 0

75 -64—3—2—1——0

4 03 93 83 7

3 5 -3 63 43 33 23 13 02 92 82 7

2 5 -2 62 4

2 2 -2 32 1

1 9 -2 01 81 7

1 5 -1 61 4

1 2 -1 31 1

0 9 -1 08

6 -7—543—2—10

4 03 93 83 7—3 63 53 43 33 2

3 0 -3 12 8 -2 92 6 -2 72 4 -2 52 2 -2 3

2 11 9 -2 01 7 -1 8

1 61 4 -1 5

1 31 21 11 0987

5 -6—432—1—0

3 63 53 43 33 23 13 02 92 82 72 62 52 42 32 22 12 01 91 81 71 61 51 41 31 21 11 0987654321

61

Ho w to Sco re the Writin g TestIt is difficult to be objective about one’s own work. However, it is to your advantage to read your own writing critically, asdoing so can help you grow as a writer and as a reader. It mayalso be helpful for you to give your practice essay to anotherreader, such as a classmate, parent, or teacher. To rate youressay, you and your reader(s) should review the guidelinesand sample essays at www.acts tudent.org and then use thescoring rubric below to assign your practice essay a score of 1 (low) through 6 (high) in each of the four writing domains(Ideas and Analysis, Development and Support, Organization,Language Use).

Scoring Rubric (below)The rubric presents the standards by which your essay will beevaluated. Readers will use this rubric to assign your essayfour unique scores, one per writing domain. To score youressay, determine which scorepoint, in each domain, bestdescribes the features of your writing. Because each domainreceives its own score, the four scores you assign need not beidentical. For example, you may find that your essay exhibitsstronger skill in organization than in the development of ideas.In this case, you may determine that your essay shouldreceive a higher score in Organization than in Developmentand Support.

The ACT Writin g Test Sco rin g Ru bricIdeas and Analysis Development and Support Organization Language Use

Score 6 :

Res pons es atthis s corepointdemons trateeffective s k ill in writing anargumentativees s ay.

The writer generates anargument that criticallyengages with multipleperspectives on the givenissue. The argument’sthesis reflects nuance andprecision in thought andpurpose. The argumentestablishes and employs aninsightful context foranalysis of the issue and itsperspectives. The analysisexamines implications,complexities and tensions,and/or underlying valuesand assumptions.

Development of ideas andsupport for claims deepeninsight and broadencontext. An integrated lineof skillful reasoning andillustration effectivelyconveys the significance ofthe argument. Qualificationsand complications enrichand bolster ideas andanalysis.

The response exhibits askillful organizationalstrategy. The response isunified by a controlling ideaor purpose, and a logicalprogression of ideasincreases the effectivenessof the writer’s argument.Transitions between andwithin paragraphsstrengthen the relationshipsamong ideas.

The use of languageenhances the argument.Word choice is skillful andprecise. Sentencestructures are consistentlyvaried and clear. Stylisticand register choices,including voice and tone,are strategic and effective.While a few minor errors ingrammar, usage, andmechanics may be present,they do not impedeunderstanding.

Score 5 :

Res pons es atthis s corepointdemons tratewell-developeds k ill in writing anargumentativees s ay.

The writer generates anargument that productivelyengages with multipleperspectives on the givenissue. The argument’sthesis reflects precision inthought and purpose. Theargument establishes andemploys a thoughtfulcontext for analysis of theissue and its perspectives.The analysis addressesimplications, complexitiesand tensions, and/orunderlying values andassumptions.

Development of ideas andsupport for claims deepenunderstanding. A mostlyintegrated line of purposefulreasoning and illustrationcapably conveys thesignificance of theargument. Qualificationsand complications enrichideas and analysis.

The response exhibits aproductive organizationalstrategy. The response ismostly unified by acontrolling idea or purpose,and a logical sequencing ofideas contributes to theeffectiveness of theargument. Transitionsbetween and withinparagraphs consistentlyclarify the relationshipsamong ideas.

The use of language worksin service of the argument.Word choice is precise.Sentence structures areclear and varied often.Stylistic and registerchoices, including voiceand tone, are purposefuland productive. While minorerrors in grammar, usage,and mechanics may bepresent, they do not impedeunderstanding.

Score 4 :

Res pons es atthis s corepointdemons trateadequate s k illin writing anargumentativees s ay.

The writer generates anargument that engages withmultiple perspectives on thegiven issue. The argument’sthesis reflects clarity inthought and purpose. Theargument establishes andemploys a relevant contextfor analysis of the issue andits perspectives. Theanalysis recognizesimplications, complexitiesand tensions, and/orunderlying values andassumptions.

Development of ideas andsupport for claims clarifymeaning and purpose.Lines of clear reasoningand illustration adequatelyconvey the significance ofthe argument. Qualificationsand complications extendideas and analysis.

The response exhibits aclear organizationalstrategy. The overall shapeof the response reflects anemergent controlling idea orpurpose. Ideas are logicallygrouped and sequenced.Transitions between andwithin paragraphs clarifythe relationships amongideas.

The use of languageconveys the argument withclarity. Word choice isadequate and sometimesprecise. Sentencestructures are clear anddemonstrate some variety.Stylistic and registerchoices, including voiceand tone, are appropriatefor the rhetorical purpose.While errors in grammar,usage, and mechanics arepresent, they rarely impedeunderstanding.

62

The ACT Writin g Test Sco rin g Ru bricIdeas and Analysis Development and Support Organization Language Use

Score 3:

Responses atthis scorepointdemonstratesomedeveloping skillin writing anargumentativeessay.

The writer generates anargument that responds tomultiple perspectives on thegiven issue. The argument’sthesis reflects some clarityin thought and purpose.The argument establishes alimited or tangential contextfor analysis of the issue andits perspectives. Analysis issimplistic or somewhatunclear.

Development of ideas andsupport for claims aremostly relevant but areoverly general or simplistic.Reasoning and illustrationlargely clarify the argumentbut may be somewhatrepetitious or imprecise.

The response exhibits abasic organizationalstructure. The responselargely coheres, with mostideas logically grouped.Transitions between andwithin paragraphssometimes clarify therelationships among ideas.

The use of language isbasic and only somewhatclear. Word choice isgeneral and occasionallyimprecise. Sentencestructures are usually clearbut show little variety.Stylistic and registerchoices, including voiceand tone, are not alwaysappropriate for therhetorical purpose.Distracting errors ingrammar, usage, andmechanics may be present,but they generally do notimpede understanding.

Score 2:

Responses atthis scorepointdemonstrateweak orinconsistentskill in writing anargumentativeessay.

The writer generates anargument that weaklyresponds to multipleperspectives on the givenissue. The argument’sthesis, if evident, reflectslittle clarity in thought andpurpose. Attempts atanalysis are incomplete,largely irrelevant, or consistprimarily of restatement ofthe issue and itsperspectives.

Development of ideas andsupport for claims areweak, confused, ordisjointed. Reasoning andillustration are inadequate,illogical, or circular, and failto fully clarify the argument.

The response exhibits arudimentary organizationalstructure. Grouping of ideasis inconsistent and oftenunclear. Transitionsbetween and withinparagraphs are misleadingor poorly formed.

The use of language isinconsistent and oftenunclear. Word choice isrudimentary and frequentlyimprecise. Sentencestructures are sometimesunclear. Stylistic andregister choices, includingvoice and tone, areinconsistent and are notalways appropriate for therhetorical purpose.Distracting errors ingrammar, usage, andmechanics are present, andthey sometimes impedeunderstanding.

Score 1:

Responses atthis scorepointdemonstratelittle or no skillin writing anargumentativeessay.

The writer fails to generatean argument that respondsintelligibly to the task. Thewriter’s intentions aredifficult to discern. Attemptsat analysis are unclear orirrelevant.

Ideas lack development,and claims lack support.Reasoning and illustrationare unclear, incoherent, orlargely absent.

The response does notexhibit an organizationalstructure. There is littlegrouping of ideas. Whenpresent, transitional devicesfail to connect ideas.

The use of language fails to demonstrate skill inresponding to the task.Word choice is impreciseand often difficult tocomprehend. Sentencestructures are often unclear.Stylistic and registerchoices are difficult toidentify. Errors in grammar,usage, and mechanics arepervasive and often impedeunderstanding.

Calculating Your Writing Subject ScoreComplete these steps to calculate your Writing Subject Score (2–12 score range).

Score Calculation Steps DomainRubricScore

DomainScore

1 . Determine Ru bric Score for each Domain

2 . Mu ltiply each Ru bric Score by 2 to g et Domain Score

Ideas and Analysis ____ x 2 = ______

Development and Su pport ____ x 2 = ______

Org anization ____ x 2 = ______

L ang u ag e Use and Conventions ____ x 2 = ______

3 . Find th e Su m of all Domain Scores (rang e 8 –4 8 ) Su m of Domain Scores ______

4 . Divide Su m by 4 (rang e 2 –1 2 )* Writing Subject Score ______

*Rou nd valu e to th e nearest wh ole nu mber. Rou nd down any fraction less th an one-h alf; rou nd u p any fraction th at isone-h alf or more.

63

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EXAMINEE STATEMENT, CERTIFICATION, AND SIGNATURE

1. Read the following Statement: By submitting this answer sheet, I agree to comply with and be bound by the Terms and Conditions:Testing Rules and Policies for the ACT® Test provided in the ACT registration materials for this test, including those concerning testsecurity, score cancellation, examinee remedies, arbitration, and consent to the processing of my personally identifying information,including the collection, use, transfer and disclosure of information as described in the ACT Privacy Policy (www.act.org/privacy.html).

I understand that ACT owns the test questions and responses and affirm that I will not share any test questions or responses withanyone by any form of communication before, during, or after the test administration. I understand that assuming anyone else’s identityto take this test is strictly prohibited and may violate the law and subject me to legal penalties.

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Certification: I agree to the Statement above and certify that I am the person whose name and address appear on this answer sheet.

Your Signature Today’s Date

© 2016 by ACT, Inc. All rights reserved. 22088 011 215 170 Rev 1IM-(A)196615-001:654321Printed in U.S.A.

NAME, MAILING ADDRESS, AND TELEPHONE(Please print.)

USE A SOFT LEAD NO. 2 PENCIL ONLY.(Do NOT use a mechanical pencil, ink, ballpoint, correction fluid, or felt-tip pen.)

Last Name First Name MI (Middle Initial)

House Number & Street (Apt. No.); or PO Box & No.; or RR & No.

City State/Province ZIP/Postal Code

Area Code Number Country

DATE OF BIRTH

Month Day Year

JanuaryFebruaryMarchAprilMayJuneJulyAugustSeptemberOctoberNovemberDecember

The ACT® 2016–2017 Answer Sheet (No Writing)

MATCH NUMBER

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ACT, Inc.—Confidential Restricted when data present

ALL examinees must complete block A – please print.

Blocks B, C, and D are required for all examinees. Find the MATCHING INFORMATION onyour ticket. Enter it EXACTLY the same way, even if any of the information is missing orincorrect. Fill in the corresponding ovals. If you do not complete these blocks to match yourprevious information EXACTLY, your scores will be delayed up to 8 weeks.

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Do NOT mark inthis shaded area.

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PO BOX 168, IOWA CITY, IA 52243-0168

6375 *080192170* Rev 1

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Incorrect marks:Overlapping mark:

Cross-out mark:Smudged erasure:

Mark is too light:

69D70F71D71F72A72H72R74C74F74H

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PAGE 2

BOOKLET NUMBER

TEST 1

TEST 2

TEST 3

TEST 4

ACT STUDENT REVIEW: The test administrator will give you instructions for completing this section.

FORM

Print your 3-characterTest Form inthe boxesabove andfill in thecorrespondingoval at theright.

Marking Directions: Mark only one oval foreach question. Fill in response completely.Erase errors cleanly without smudging.

Do NOT use these incorrect or badmarks.

Correct mark:

BE SURE TO FILL IN THE CORRECT FORM OVAL.

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10111213

14151617181920212223242526

27282930313233343536373839

40414243444546474849505152

53545556575859606162636465

66676869707172737475

123456789

10

11121314151617181920

21222324252627282930

31323334353637383940

41424344454647484950

51525354555657585960

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89

1011121314

1234567

89

1011121314

15161718192021

22232425262728

29303132333435

3637383940

15161718192021

22232425262728

29303132333435

3637383940

Student Review: Your responses to these items will assist ACT and your test center in providing the best possible conditions fortesting and planning for the future. Fill in the oval indicating yourresponse to each item printed on the back of your test booklet.

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6789

10

1112131415

Yes No Yes No Yes No

PRE

1572 act practice test copy

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