act 1

ACT A

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1 1ENGLISH TEST

45 Minutes—75 Questions

DIRECTIONS: In the five passages that follow, certainwords and phrases are underlined and numbered. Inthe right-hand column, you will find alternatives for theunderlined part. In most cases, you are to choose theone that best expresses the idea, makes the statementappropriate for standard written English, or is wordedmost consistently with the style and tone of the passageas a whole. If you think the original version is best,choose “NO CHANGE.” In some cases, you will find inthe right-hand column a question about the underlinedpart. You are to choose the best answer to the question.

You will also find questions about a section of the pas-sage, or about the passage as a whole. These questionsdo not refer to an underlined portion of the passage, butrather are identified by a number or numbers in a box.

For each question, choose the alternative you considerbest and fill in the corresponding oval on your answerdocument. Read each passage through once before youbegin to answer the questions that accompany it. Formany of the questions, you must read several sentencesbeyond the question to determine the answer. Be surethat you have read far enough ahead each time youchoose an alternative.

PASSAGE I

Ring Around the Collar

Ring around the collar was a problem long before it

is employed as a catchphrase to market1

laundry detergent.

In fact, ring around the collar is2

particularly troubling

hundreds of years ago, since most washing used to be done

by hand. On the contrary,3

it was tedious to wash entire

shirts when only the collars were dirty, many individuals

tried to solve this problem.

[1] In 1827, Montague, fed up with the time she

was spending on laundry, cut a collar off of one of

her husbands’ shirts.4

[2] Hannah Montague was one such

individual. [3] Montague was thrilled with the results and

had advertised her innovative invention5

through her quiet

1. A. NO CHANGEB. being marketed as the catchphrase forC. was employed as a catchphrase to marketD. will be employed as a catchphrase to market

2. F. NO CHANGEG. wereH. wasJ. has been

3. A. NO CHANGEB. In addition,C. Thus,D. Because

4. F. NO CHANGEG. her husband’s shirts.H. her husbands shirts.J. her husbands’s shirts.

5. A. NO CHANGEB. will advertise her inventionC. is advertising her innovative inventionD. advertised her invention

ACT A c© 2010 Academic Approach, LLC 2 GO ON TO THE NEXT PAGE.

1 1town of Troy, New York. [4] She then washes

6it and sewed

it back on to the shirt. 7

This innovation changed not only the average

household and8

the town of Troy. Small garment

factories began to appear all over town to have filled9

the growing need for detachable collars, and orders

for the collars came from around the country.

Detachable cuffs were an enormous money maker.10

By

1897, there were twenty-five manufacturers in Troy.

They were producing a total of eight million collars per11

year.11

Collars were offered in a wide array of styles, and the

starched white collar became the status symbol of the

newly emergent population of office workers. 12

6. F. NO CHANGEG. washH. washedJ. washing

7. Which of the following sequences of sentences makesthis paragraph most logical?A. NO CHANGEB. 2, 4, 3, 1C. 2, 1 ,4, 3D. 4, 1, 2, 3

8. F. NO CHANGEG. yetH. but alsoJ. however,

9. A. NO CHANGEB. to fillC. to find filling forD. to have been filling

10. F. NO CHANGEG. Detachable cuffs had money-making potential.H. “Detachable cuffs” and “gold mine” were syn-

onyms.J. OMIT the underlined portion.

11. The writer is considering deleting this sentence. If thesentence were deleted, the essay would primarily lose:A. a stylistic embellishment.B. a precise illustration of how high production was in

Troy.C. a theory about why the collars were so popular at

that moment.D. an illustration of American ingenuity.

12. The writer wants to add a sentence to further em-phasize the association between businessmen and thecollared shirt. Which of the following sentences doesthat best?F. These office workers were referred to as “white

collar workers” as a result of their style of dress.G. Every person who appreciated a clean-cut appear-

ance wore a detachable collar.H. Troy benefited from this rise in business culture, be-

coming an epicenter of the fashion world.J. A new industry selling “dickies,” detachable shirt

fronts, emerged in a neighboring town.


1 1Although

13the dress shirt with detachable collar

was a staple in businessmen’s attire from the 1840s

until the 1920s, after World War I the stiff and formal

collars fell out of fashion. As the trend shifted toward

a more casual style, detachable14

collars were left behind.

These casual shirts were more easily laundered, making

the detachable collar less of a necessity. 15

13. A. NO CHANGEB. ThereforeC. In opposition,D. Moreover,

14. F. NO CHANGEG. a more casual style, and detachableH. a more casual style; detachableJ. a more casual style. Detachable

15. The writer would like to add a sentence that would em-phasize the detachable collar’s lasting impact on Troy.Which of the following choices would do this most ef-fectively?A. Indeed, the white collar has remained a central part

of the western business attire and is a sign of pro-fessionalism and success.

B. Despite this shift in fashion trends, the town of Troystill identifies proudly with its past and is knowntoday as “Collar City.”

C. The invention of the washing machine also playeda role in helping to reduce household labor andphasing out the detachable collar.

D. In conclusion, the more casual look that menadopted offered them more freedom of movement,which was important to many.

PASSAGE II

Not Just “Rats with Wings”

Most people think of pigeons as “rats with

wings,” but you don’t know16

that pigeons have played

important roles in history. One famous pigeon was

even responsible for saving the lives of over 200 men

during World War I. That pigeon’s name was

Cher Ami—which means—“dear friend” in French.17

During World War I, messages were most often

transmitted by telegraph so18

telegraphs could not easily be

16. F. NO CHANGEG. but they don’t knowH. but we don’t knowJ. but it doesn’t know

17. A. NO CHANGEB. Cher Ami, which means “dear friend” in French.C. Cher Ami which means “dear friend,” in French.D. Cher Ami (which means “dear friend” in French.

18. F. NO CHANGEG. telegraph, butH. telegraph, soJ. telegraph for


1 1sent from the field. Because

19soldiers often carried several

carrier pigeons, which was useful tools20

for communication.

An important message could be written on a piece of paper,

folded tightly, and securing it in a small canister21

that was

attached to a pigeon’s leg.

22 The 77th Division of the U.S. Army, now

known as “The Lost Battalion,” were23

stranded behind

enemy lines. The Battalion’s soldiers needed urgently to

send communication, since they mistakenly were being

fired at by their fellow soldiers from their own side.24

In an attempt to stop the enemy fire, the soldiers of

the Lost Battalion sent notes using carrier

pigeons. All of the pigeons25

they sent were shot down.

The desperate26

soldiers tried one final time, sending up a

pigeon named Cher Ami. Cher Ami made it to the base

camp. When the pigeon arrived, it’s foot27

was hanging

by a tendon, but the canister with the note was still intact.

After reading the note, the soldiers knew to hold their

fire many lives28

were saved.

19. A. NO CHANGEB. As a result,C. Despite this fact,D. In conclusion,

20. F. NO CHANGEG. which had been useful toolsH. which contained useful toolsJ. which were useful tools

21. A. NO CHANGEB. secure in a small canisterC. having been secured in a small canisterD. secured in a small canister

22. The writer would like to add a sentence to transitionfrom the previous paragraph to this one. Which of thefollowing would be effective for this purpose?F. During World War I, a brave carrier pigeon trans-

ported a message that saved hundreds of lives.G. World War I took place between 1914 and 1918.H. The canister that was attached to a carrier pigeon

was made of a lightweight metal.J. Sometimes carrier pigeons reached their destina-

tions and sometimes they did not.

23. A. NO CHANGEB. isC. wasD. will be

24. F. NO CHANGEG. by their fellow soldiers.H. by the people on their side, now on the other side.J. by soldiers.

25. A. NO CHANGEB. pigeons, all of the pigeons,C. pigeons (all of the pigeons)D. pigeons, all of the pigeons

26. F. NO CHANGEG. barbaricH. traumatizedJ. patriotic

27. A. NO CHANGEB. its’ footC. its footD. its’s foot

28. F. NO CHANGEG. fire, and many livesH. fire, many livesJ. fire, but many lives


1 1Cher Ami the French “Croix de Guerre” Medal for his

heroic was awarded29

service. He died at Fort Monmouth,

NJ, on June 13, 1919, as a result of his wounds. 30 After

hearing of a pigeon as noble as this, it is hard to consider it

a “rat with wings.”

29. The best placement for the underlined portion wouldbe:A. where it is now.B. after Medal.C. after Ami.D. after for.

30. The writer would like to add a sentence to give anotherexample of the degree to which Cher Ami was honoredfor his service. Which of the following would most ef-fectively accomplish this?F. Cher Ami had flown at least twelve other missions

during his military career, all of which were greatsuccesses.

G. After tests were run on Cher Ami’s eyes, it becameclear that the pigeon had superior vision to aid himin flight.

H. Cher Ami, because of his brave service, is now ondisplay in The Smithsonian Institute in Washington,D.C.

J. Another pigeon, named G.I. Joe, saved over 2,000men during the war.

PASSAGE III

The following paragraphs may or may not bein the most logical order. Each paragraph is num-bered in brackets, and question 44 will ask you tochoose the most logical order of paragraphs.

A Toast To Good Health

[1]

When people engage in a toast, most of them

is not thinking31

about being poisoned. It is also unlikely that

they have pieces of burned bread in their glasses.

Nevertheless, it is clear that the toast retains its underlying

significant historical past32

in that it serves as a communal

gesture of cheer and goodwill.

31. A. NO CHANGEB. was not thinkingC. are not thinkingD. hadn’t been thinking

32. F. NO CHANGEG. significant historical importanceH. historical significanceJ. significant historic


1 1[2]

The Romans (who were similarly preoccupied with33

the threat of poisoning,33

shared this tradition of drinking in

sequence. Modifying the custom slightly,

a burned piece of bread was in each person’s glass.34

This act

was thought to reduce the wines’ acidity,35

making it more

able to be drank.36

Eventually, the word for the piece of

burned bread referred back37

to the act itself, the “toast.”

[3]

Anyone whom38

has ever toasted a friend’s health or

good fortune may have wondered about the origin of the

custom. He or she also may have wondered about how the

custom got its name. Actually, the “toast,” along with its

name, come from39

an interesting combination of Greek and

Roman traditions.

[4]

The ritual of drinking in someone’s

honor originating40

with the Greeks as early as

the sixth century B.C. The custom came

33. A. NO CHANGEB. (who were similarly preoccupied with the threat of

poisoning)C. (who were similarly preoccupied) with the threat of

poisoning,D. who were similarly preoccupied with the threat of

poisoning—

34. F. NO CHANGEG. they put a burned piece of bread in each glass.H. the glass was the place where a burned piece of

bread was put.J. OMIT the underlined portion.

35. A. NO CHANGEB. the wines’s acidity,C. the wines acidity,D. the wine’s acidity,

36. F. NO CHANGEG. better to be drank.H. good for drinking.J. drinkable.

37. A. NO CHANGEB. backwardC. in a way that referencedD. OMIT the underlined portion.

38. F. NO CHANGEG. thatH. whichJ. who

39. A. NO CHANGEB. is coming fromC. comes fromD. had came from

40. F. NO CHANGEG. originatedH. originated its creationJ. originate


1 1about for practical reasons guests wanted to be sure

41that the wine they were offered was not poisoned.

Being poisoned by drinking wine was on the minds of the42

Greek people.42

To prove that wine was safe, the host would

take the first sip from the decanter. If satisfied, guests

would raise their glass43

and drink. This drinking sequence,

in which guests followed their host, came to symbolize a

pledge of friendship and goodwill.

41. A. NO CHANGEB. about for practical reasons; guests wanted to be sureC. about for practical reasons, guests wanted to be sureD. about for practical, reasons guests, wanted to be

sure

42. Which of the alternatives provides a new, specific detailabout why the Greeks were worried about drinkingpoisoned wine?F. NO CHANGEG. Hemlock is a highly poisonous plant of the parsley

family.H. In Greece at that time, the poisoning of wine was a

common and effective means to murder a politicalor romantic rival.

J. Greeks also believed that their soft cheeses couldbe poisoned and took great care to examine thembefore consumption.

43. A. NO CHANGEB. its glassC. his glassesD. their glasses

.

Questions 44 and 45 ask about the preceding passage as a whole.

44. The paragraphs would make most sense in whatorder?F. NO CHANGEG. 4, 2, 1, 3H. 3, 4, 2, 1J. 3, 1, 2, 4

45. Suppose the writer had intended to write an essay abouthow to give a toast. Would this essay successfully fulfillthe writer’s goal?A. No, because the essay recounts the historical

context in which the toast received its name.B. No, because the essay advises people not to toast.C. Yes, because the essay talks about specific words

and phrases that are useful in toasts.D. Yes, because the essay details the process involved

in crafting a proper toast.

PASSAGE IV

Enjoying a Day at the Fair

I go to the state fair each year, and it is a fact that46

I always enjoy myself. Every year, there is a

just recently developed47

attraction that surprises and charms

me, but usually I just go to do my favorite things. I most

46. F. NO CHANGEG. it is a known truth thatH. you can be sure thatJ. OMIT the underlined portion.

47. A. NO CHANGEB. newC. recent and on the cutting edgeD. brand new and recent


1 1enjoy eating cotton candy, to ride

48in the bumper cars, and

seeing the butter sculptures. Actually, the49

cotton candy

stand is always my first stop at the fair. Cotton candy is

made in a large metal tub. It’s50

actually spun onto the stick.

Just a tip: I would advise eating the cotton candy soon after

buying it, especially if it is humid outside. 51

[1] My next stop is the bumper cars. [2] The thing52

about bumper cars is that when you turn the wheel all the

way in either direction the car can go in reverse.

[3] Knowing this fact will prevent you to53

getting stuck in

a pile-up! [4] Bumper cars are called “dodgem cars”

in England. 54

48. F. NO CHANGEG. having riddenH. ridingJ. a ride

49. A. NO CHANGEB. (Begin new paragraph) TheC. (Do NOT begin new paragraph) Consequently, theD. (Do NOT begin new paragraph) That is why the

50. Which of the following alternatives to the underlinedportion would NOT be acceptable?F. tub, and it isG. tub; in fact, it’sH. tub: it’sJ. tub, it’s

51. The writer is considering adding another sentence thatwould inform the reader about the consequences of notfollowing the advice he has just offered. Which sentencewould do this best?A. Cotton candy usually comes in pastel colors like

pink or blue.B. The candy becomes sticky and damp when it is in

contact with moisture and is much less enjoyable.C. It is also possible to purchase cotton candy at some

ballparks.D. Heeding my advice is always a good decision.

52. The writer wants to emphasize how important it is toknow how to operate the bumper car. Which of thechoices would most successfully achieve this effect?F. NO CHANGEG. One aspectH. The most crucial thing to knowJ. An interesting fact to learn

53. A. NO CHANGEB. provide preventionC. preventing ofD. prevent you from

54. Which of the following sentences in this paragraph isLEAST relevant to the focus of the paragraph and,therefore, could be deleted?F. Sentence 1G. Sentence 2H. Sentence 3J. Sentence 4


1 1[1] Last year, the butter sculptor

created a cow a farmer, and a dog55

out of butter.

[2] There was also a butter owl on a butter tree branch!

[3] They56

should allow themselves some time to see the

butter exhibit since lines can be long. [4] The last thing57

that I do at the state fair is visit the butter sculpture.57

Sometimes as I’m leaving the state fair after doing all

of my favorite things, I feel58

depressed that it will be an

entire year before I can do them all again. Nevertheless, it’s

exciting to think that my favorite activities59

will be waiting

for me next year.

55. A. NO CHANGEB. created, a cow, a farmer, and a dogC. created a cow, a farmer, and a dogD. created a cow a farmer and a dog

56. F. NO CHANGEG. VisitorsH. YouJ. A person

57. For the sake of the logic and coherence of this para-graph, this sentence should be placed:A. where it is now.B. before Sentence 1.C. after Sentence 1.D. after Sentence 2.

58. F. NO CHANGEG. favorite things; I feelH. favorite things: I feelJ. favorite things. I feel

59. A. NO CHANGEB. your favorite activitiesC. our favorite activitiesD. my favoritest activities

Question 60 asks about the preceding passageas a whole.

60. Suppose the writer had been assigned to write a briefessay that gives advice about how to enjoy the state fair.Would this essay successfully fulfill this goal?F. Yes, because all people automatically love state

fairs.G. Yes, because the writer not only talks about his fa-

vorite activities, but also gives tips on how to enjoyeach activity.

H. No, because the essay does not include an annotatedmap of the fair.

J. No, because the essay does not explain the historyof the fair and how it has changed over time.


1 1PASSAGE V

Odd Jobs

When you ask most people what you do61

for a living,

you most likely will have heard what they do before.62

It’s

far less likely that they’ll tell you that they’re farriers,

historical interpreters, or baby wranglers. These careers

that I am mentioning63

are just a few of those available to

people who want to do something out of the ordinary.

Farriers have a variety of duties related to the care and

upkeep of horses. Their main duty is to help the horse.64

In

order to be a farrier, one must attend a farrier school and

serve as an apprentice—veterinary65

training is also helpful.

A “living history museum” is a place where historical

interpreters—people, dressed up like, historical figures66

—

interact with visitors and teach them about aspects of daily

life during a particular historical period. The interpreters

are experts on specific periods. Someone dressed as Martha

Washington, for example, would be conversant with

61. A. NO CHANGEB. people what they doC. persons what he doesD. people what I do

62. The writer would like to edit this sentence to include afew examples of ordinary jobs. Which of the follow-ing would be most appropriate in the context of thisessay?F. they will tell you what you want to hear.G. you will hear a familiar response: waiter, accoun-

tant, doctor, lawyer, actor.H. you can be sure that they will tell you about their

recognizable jobs.J. you will be entertained with tales about lion tamers

and pet detectives.

63. A. NO CHANGEB. that you’re being told aboutC. mentioned to you hereD. OMIT the underlined portion.

64. The writer would like to edit the sentence to conveymore information about the farrier’s responsibilities.Given that all are true, which of the following sentenceswould add the most detail to the description of a farrier’sduties?F. Horses can stay healthy with the help of a good

farrier.G. It can be hard to find and hire a competent farrier.H. Farriers are like pedicurists for horses, both

trimming their hooves and applying new horseshoesto their feet.

J. Veterinary medicine is one aspect of the farrier’seducation.

65. Which of the following alternatives to the underlinedportion would NOT be acceptable?A. apprentice, and veterinaryB. apprentice; veterinaryC. apprentice, veterinaryD. apprentice. Veterinary

66. F. NO CHANGEG. people, dressed up, like historical figuresH. people dressed up like historical figuresJ. people dressed up, like historical figures


1 1activities from her period, running

67a colonial household,

being a woman in politics, and to dress in in fashions68

appropriate to her period.

[1] Baby wranglers also stand to the side of a TV

or movie set, trying to get babies to crawl from one

place to another on cue. [2] Few people outside of

Hollywood know what baby wranglers are, but Hollywood

insiders agree that their69

very important.

[3] Needless to say, this job is not for everybody.70

[4] A baby wranglers’71

job includes coaxing smiles or coos

out of babies who are supposed to be enjoying a new toy or

a new brand of baby food. 72

They73

reach the end of their careers and wonder if they

could have done another thing with their lives.74

It’s easy to

avoid this type of regret, though. With a little research, it’s

not hard to find an exciting and unusual career.

67. A. NO CHANGEB. from her period: runningC. from her period runningD. from her period; running

68. F. NO CHANGEG. dressing in fashionsH. dressesJ. dressed fashionably

69. A. NO CHANGEB. they’reC. you’reD. your

70. The writer wants to emphasize that this job requires aperson to be calm and collected. Which of the choiceswould most successfully achieve this effect?F. NO CHANGEG. requires a lot of patience.H. demands a lot of strength.J. can be extremely rewarding.

71. A. NO CHANGEB. wranglers’sC. wranglersD. wrangler’s

72. Which of the following sequences of sentences willmake this paragraph most logical?F. NO CHANGEG. 2, 3, 4, 1H. 2, 4, 1, 3J. 4, 3, 2, 1

73. A. NO CHANGEB. Many peopleC. YouD. Those who

74. The writer has decided that this phrase is too vagueand that it doesn’t specifically address the themes of thepassage. Which of the following would be a better wayto begin the passage’s final paragraph?F. spent more time with their families.G. saved more money for retirement.H. been a farrier.J. done something more interesting as a job.


1 1There are plenty of options for you to choose from!

75

.

75. The writer would like to conclude the essay with someexamples of unusual careers not yet mentioned in theessay. Which of the following options, if added here,would most effectively accomplish this goal?A. If you would like to find some examples of

unusual careers, you could always contact a careercounselor.

B. A career as a greeting card writer, a dog walker, or azookeeper is certainly interesting enough to preventregrets later on.

C. There are so many options for unusual careers thatthe possibilities are endless.

D. Working as a farrier, a historical interpreter, or ababy wrangler might be more interesting than other,more common jobs.

END OF TEST 1STOP! DO NOT TURN THE PAGE UNTIL TOLD TO DO SO.

ACT A c© 2010 Academic Approach, LLC 13

2 2MATHEMATICS TEST


DIRECTIONS: Solve each problem, choose the correctanswer, and then fill in the corresponding oval on youranswer document.

Do not linger over problems that take too much time.Solve as many as you can; then return to the others inthe time you have left for this test

You are permitted to use a calculator on this test. Youmay use your calculator for any problems you choose,

but some of the problems may best be done withoutusing a calculator.

Note: Unless otherwise stated, all of the following shouldbe assumed.

1. Illustrative figures are NOT necessarily drawn to scale.2. Geometric figures lie in a plane.3. The word line indicates a straight line.4. The word average indicates arithmetic mean.

11. What is the value of (b+2)3

b for b = 2 ?

A. 2B. 4C. 8D. 16E. 32

12. Ben received scores of 85, 88, and 94 on his first 3 tests.What is the minimum score Ben would need to earn onhis fourth test to have an average score of 90 for all4 tests?F. 89G. 90H. 91J. 92K. 93

13. If 3(x+5)+ x = 31, what is the value of x ?A. 2B. 4C. 6D. 10E. 15

DO YOUR FIGURING HERE.


2 214. In a certain right triangle, the measure of the smallest

angle is 30◦. Which of the following could be themeasure of another of the angles in the triangle?F. 30◦G. 45◦H. 60◦J. 120◦K. 150◦

15. If f (x) = (2x−2)2, what is f (4) ?A. 0B. 6C. 18D. 36E. 100

16. In the figure below, line l is parallel to line m. What isthe value of x ?

75°

x

m

l°

F. 15G. 35H. 75J. 105K. 115

17. In the standard (x,y) coordinate plane, what is the slopeof the line given by the equation 4x−3y = 2 ?

A. 12

B. 23

C. 34

D. 43

E. 4



2 218. If 3x+6

5 = 97 , then x = ?

F. 17

G. 25

H. 34

J. 45

K. 53

19. A university recently increased its tuition by 20%. Thecost of attendance is now $18,000 per year. What wasthe yearly tuition before the recent increase?A. $12,000B. $14,000C. $15,000D. $21,600E. $24,000

10. Which of the following is equivalent to (x−2)(x+3) ?

F. 2x+1G. 2x−5H. x2−2x−6J. x2 +2x−6K. x2−5x−6

11. Which of the following is NOT part of the domain of thefunction g(x) = x+5

x−4 ?

A. x = −5B. x = −4C. x = −4D. x = −5E. The domain includes all real numbers.



2 212. In the figure below, an octagon is shown on a grid. The

dashed lines are evenly spaced 1 unit apart, producingidentical squares. Each of the octagon’s vertices islocated at the intersection of 2 grid lines. What is thearea of the octagon, in square units?

F. 25

G. 22

H. 20 12

J. 20

K. 19

13. The table below shows the monthly rent for the 5remaining office spaces in Tom’s building. What is themean of the 5 monthly rents?

Monthly Rent

Unit 1 Unit 2 Unit 4 Unit 5 Unit 9

$675 $750 $800 $560 $700

A. $680B. $697C. $700D. $727E. $750

14. A car travels at 70 miles per hour for 2.5 hours. Amotorcycle travels 55 miles an hour for 3 hours. Whatis the difference between the number of miles traveledby the car and the number of miles traveled by themotorcycle?

F. 10

G. 19 23

H. 10

J. 15

K. 25

15. If 4ABC is an isosceles triangle and ∠ABC measures110◦, what is the measure of ∠BCA ?A. 25◦B. 35◦C. 45◦D. 70◦E. 110◦



2 216. −−6 · (−6) = ?

F. −36G. −6H. 0J. 6K. 36

17. The triangle below has vertices at the three labeledpoints. What is the area of the triangle?

48

( 6, 4)

0

y

8

8

4

4

4

8

x

(6, 6)( 6, 6)

A. 24B. 48C. 60D. 72E. 120

18. If 4x = −4 and y = −1, then x3y2 + xy2 = ?F. −60G. −2H. 0J. 12K. 60

19. In the rectangle ABCD shown below, AB is 21 incheslong. If the rectangle’s perimeter is 58 inches, howmany inches long is BC ?

21 B

C

A

D

A. 8B. 12C. 16D. 18E. 24



2 220. If

√x−9 is a real number, then which of the following

must be true?F. x≤−9G. −9 < x < 0H. x = 0J. 0 < x < 9K. x≥ 9

21. Which of the following is a factored form of4x2−4x+1 ?A. 4(2x−1)(2x+1)B. 4(2x−1)(2x−1)C. 4(4x−1)(4x−1)D. 4(4x+1)(4x+1)E. 4(4x−1)(4x+1)

22. In the right triangle below, what is the length, x, of thevertical leg?

x

12

13F. 3G. 5H. 7J. 9K. 11

23. Kara bought 2 new pairs of shoes and 3 skirts. The shoesare normally $75 for each pair, but Kara bought them for30% off. She purchased the skirts, normally $120 each,for 25% off. How much money did Kara spend?A. $135B. $229.50C. $337.50D. $375E. $820.50



2 224. What is the midpoint of the line segment with endpoints

of (−8,4) and (6,−7) ?F. (−2,−1.5)G. (−2,−5)H. (−1,−1.5)J. (−1,−4)K. (−2,−1.5)

25. Roman wants to increase his endurance by cross-country skiing. He plans to travel 8 miles on the firstday of his workout. He will then increase his dailydistance by 1.5 miles per day until he reaches 17 milestraveled on a single day. Then he plans to continueskiing 17 miles every day. How many total miles willRoman have skied after 8 days of skiing?A. 73.5B. 95.5C. 104.5D. 106.5E. 136.5

26. If a line passes through the origin and (5,−2), what isthe equation of the line?

F. y = − 5x2 −2

G. y = − 2x5 −2

H. y = − 2x5

J. y = − 5x2

K. y = − x

27. For which of the following equations are x = 3 andx = −7 the only possible answers?A. (x−3)(x+7) = 1B. (x+3)(x−7) = 0C. (x−3)(x+7) = 0D. x−21 = 0E. x+3−7 = 0



2 228. Which of the following lists all solutions of the equation−2x2 +11x−20 = −5x+12 ?F. x = 1.7, x = −9, or x = 7G. x = −4 or x = 1.5H. x = 4J. x = −0.8, x = 3, or x = 8K. There are no solutions.

29. Which of the following graphs represents the solution of3x−1 >−2(x+3) ?

A.1 x1 2 3023456

B.1 x1 2 3023456

C.1 x1 2 3023456

D.1 x1 2 3023456

E.156 x1 2 30234

30. A rectangular picture frame measures 7 inches by 12inches along its outer edges. The frame itself is made ofstrips of wood that are 1 1

2 inches wide. What is thearea, in square inches, of the inner rectangular spacesurrounded by the frame?

F. 36G. 38H. 48J. 57.75K. 84

31. If the graphs of y = 4x−3 and y = mx+2 are parallel inthe standard (x,y) coordinate plane, then m = ?

A. −4

B. −3

C. −2

D. − 14

E. − 14



2 232. Rianna has 3 scarves, 6 blouses and 2 jackets. How

many distinct outfits are possible if each outfit includes1 scarf, 1 blouse, and 1 jacket?F. 11G. 15H. 20J. 36K. 42

Use the following information to answerquestions 33–35.

The table below shows the average price of a gallon of milkin the United States from 1994 through 2007.

Average Price of Milk, by Year

Price PriceYear per Gallon Year per Gallon

1994 $1.45 2001 $2.081995 $1.52 2002 $2.121996 $1.60 2003 $2.151997 $1.62 2004 $2.231998 $1.83 2005 $2.301999 $1.85 2006 $2.432000 $1.93 2007 $2.51

33. During which of the following periods did the price pergallon of milk in the United States increase the most?A. 1995–1996B. 1997–1998C. 2000–2001D. 2003–2004E. 2005–2006

34. If the average U.S. household purchased 2.25 gallons ofmilk per month, what was the annual cost increase, perhousehold, for milk from 1998 to 2004?F. $110.80G. $149.41H. $160.21J. $109.62K. $115.02



2 2pr

ice

per g

allo

n of

milk

$1.40$1.60$1.80$2.00$2.20$2.40$2.60

E

D

C

BA

1994

1996

1998

2000

2002

2004

2006

year

35. The points on the graph above illustrate the price data,and the graph includes 5 lines that represent possiblemodels for the data. Of the 5 lines, which is the bestmodel for the changing price of milk?A. AB. BC. CD. DE. E

36. A triangle has sides of length 7 and 24. Which ofthe following CANNOT be the length of the remainingside?F. 15G. 20H. 24J. 25K. 30

37. It costs $5 to purchase x softcover books and $12 topurchase y hardcover books. Which of the followingis an expression for the cost, in dollars, of 7 softcoverbooks and 3 hardcover books?

A. 7(5)x + 3(12)

y

B. 7(5)3(12) + x

y

C. 7(5)+3(12)

D. 7(5)x + y

3(12)

E. x7(5) + 3(12)

y



2 238. Side BC of the parallelogram ABCD below shares a

side with the equilateral triangle BCE; ∠ECD is a rightangle. What is the measure of ∠ADC ?

D A

B

E

C

F. 30◦G. 90◦H. 120◦J. 150◦K. 170◦

39. If f (x) = x2−2 and g(x) = 4x−3, what is g( f (3)) ?A. 7B. 9C. 16D. 25E. 79

40. If the circumference of circle O, shown below, is 48π,how long is arc AXB ?

A

O

135°B

XF. 48

ππ

G. 18π

H. 18π

J. 183π

K. 6,480π

41. Travis casts a shadow that extends 2.2 feet in front ofhim on flat ground. The angle of elevation from the tipof the shadow to the top of Travis’s head is 70◦. Howtall is Travis, in feet?

A. 2.2sin70◦

B. 2.2tan70◦

C. 2.2cos70◦

D. cos70◦2.2

E. tan70◦2.2



2 242. The width of a rectangle is 1

7 of its length. If theperimeter of the rectangle is 48 inches, what is its width,in inches?

F. 1G. 3H. 6J. 6.9K. 7

43. Under certain conditions, the height of a projectile isgiven by the equation h = −4t2 + 20t + 24, where h isthe height above the ground t seconds after the launch.How many seconds after the projectile is launched willit hit the ground?

A. 1B. 4C. 5D. 6E. 9.8

44. Which of the following is equivalent to(3x2

)3 ?

F. 9x5

G. 27x5

H. 9x6

J. 27x6

K. 27x8

45. In the right triangle below, which of the followingexpressions gives the correct value of b ?

35°

13b

A. 13sin35◦

B. 13cos35◦

C. 13sin35◦

D. 13tan35◦

E. sin35◦13



2 246. The sum of 4 consecutive integers is 54. What is the

least of the integers?F. 11G. 12H. 13J. 14K. 15

47. A cylinder, pictured below, has a radius of 2.5 and aheight of 7. What is the volume of the cylinder?

2.5

7

A. 35π

B. 40π

C. 41.5π

D. 43.75π

E. 47.5π

48. Arlen’s chemistry class was given a quiz; the class gotan average of 78% of the questions correct. Arlen’spercentage correct was 4 percentage points higher thanthe class average. If there were 50 questions on the quiz,how many quiz questions did Arlen answer correctly?F. 40G. 41H. 42J. 43K. 82

49. Which of the following is equivalent to 4√

81x12 ?

A. 3xB. 9x2

C. 3x3

D. 9x3

E. 9x4



2 250. If z = 5n and w = 2n · 5−n, then what is w in terms of n

and z ?

F. w = 2n

G. w = 2z

H. w = 2n

z

J. w = 2z

K. w = 1z

51. A diameter of a circle has endpoints at (7,−2) and(−5,3) in the (x,y) coordinate plane. What is the area ofthe circle?

A. 3π

4

B. 13π

C. 42.25π

D. 56.25π

E. 169π

52. A plank of wood that is 63 centimeters long is cut into3 pieces. The lengths of the pieces are in the ratio 3:2:4.What is the length of the longest piece, in centimeters?F. 14G. 15.75H. 21J. 28K. 36

53. Georgia hikes 9 miles in 4 days. At this rate, how manymiles does she hike in 4+ x days?

A. 4+9x

B. 4x+9

C. 4+(

9x4

)D. 9+9x

4

E. 9+ 9x4



2 254. The average of a set of 7 integers is 27. When an eighth

number is included in the set, the average of the setincreases to 32. What is the eighth number?F. 32G. 35H. 40J. 67K. 70

55. The inside of a circular above-ground pool must bepainted with a sealant to prevent the pool from leaking.The pool is a right cylinder with a diameter of 20 feetand a height of 6 feet, as shown below. If a 1-gallon canof sealant costs $5.50, and each can covers 25 squarefeet, approximately how much will it cost to seal theinside of the pool?

6 feet

20 feet

A. $125.50B. $147.75C. $188.00D. $128.25E. $154.00

56. If logx 32 = 5, what is the value of x ?

F. 25

G. 2

H. 325

J. 232

K. 322

57. While watching a football game on TV from 7:05 P.M.to 9:35 P.M., Eli counts 55 commercials, each 45seconds long. What percent of the time that Eli watchesTV, to the nearest tenth of a percent, is taken up bycommercials?A. 7.5%B. 16.5%C. 27.5%D. 41.3%E. 68.8%



2 258. Which of the following is an equation of the largest

circle that can be inscribed in the ellipse with equation(x+5)2

36 + (y−2)2

4 = 1 ?

F. (x2 + (y2 = 144G. (x2 + (y2 = 136H. (x+5)2 + (y−2)2 = 144J. (x+5)2 + (y−2)2 = 136K. (x+5)2 + (y−2)2 = 144

59. Rashid takes the 7-A.M. train into the city every sixthday. Amanda takes the 7-A.M. train into the city everyfourth day. If they both ride the same train into the cityon a Tuesday, how many days will pass before they nextride the same train on a Tuesday?A. 12 daysB. 17 daysC. 24 daysD. 84 daysE. 97 days

60. Bruce and his friends want to make a bike ramp forjumping, but in order to complete a clean jump theminimum angle of elevation of the board must be23 degrees. If the starting end of the ramp touches theground and the take-off end is 5 feet above the ground,how long, to the nearest tenth of a foot, will the boardneed to be to allow for a clean jump?F. 2.0G. 5.4H. 7.8J. 11.8K. 12.8



DO NOT RETURN TO A PREVIOUS TEST.


3 3READING TEST


DIRECTIONS: There are four passages in this test. Eachpassage is followed by several questions. After readinga passage, choose the best answer to each questionand fill in the corresponding oval on your answerdocument. You may refer to the passages as often asnecessary.

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Passage I

PROSE FICTION: This passage is adapted from Mark Twain’s“The Stolen White Elephant.”

The following curious history was related to me by achance railway acquaintance. He was a gentleman morethan seventy years of age, and his thoroughly good andgentle face and earnest and sincere manner imprinted theunmistakable stamp of truth upon every statement whichfell from his lips. He said:

You know in what reverence the royal whiteelephant of Siam is held by the people of that country.You know it is sacred to kings, only kings may possessit, and that it is, indeed, in a measure even superior tokings, since it receives not merely honor but worship.Very well; five years ago, when the troubles concerningthe frontier line arose between Great Britain and Siam, itwas presently manifest that Siam had been in the wrong.Therefore, every reparation was quickly made, and theBritish representative stated that he was satisfied andthe past should be forgotten. This greatly relieved theKing of Siam, and partly as a token of gratitude, partlyalso, perhaps, to wipe out any little remaining vestigeof unpleasantness which England might feel toward him,he wished to send the Queen a present—the sole sureway of propitiating an enemy, according to Orientalideas. This present ought not only to be a royal one, buttranscendently royal. Wherefore, what offering could beso royal as that of a white elephant? My position in theIndian civil service was such that I was deemed pecu-liarly worthy of the honor of conveying the present to herMajesty. A ship was fitted out for me and my servantsand the officers and attendants of the elephant, and in duetime I arrived in New York harbor and placed my royalcharge in admirable quarters in Jersey City. It was nec-essary to remain awhile in order to recruit the animal’shealth before resuming the voyage.

All went well during a fortnight—then my calami-ties began. The white elephant was stolen! I wascalled up at dead of night and informed of this fearfulmisfortune. For some moments I was beside myself withterror and anxiety; I was helpless. Then I grew calmerand collected my faculties. I soon saw my course—for,indeed, there was but the one course for an intelligentman to pursue. Late as it was, I flew to New York andgot a policeman to conduct me to the headquarters of the

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detective force. Fortunately I arrived in time, though thechief of the force, the celebrated Inspector Blunt, wasjust on the point of leaving for his home. He was aman of middle size and compact frame, and when he wasthinking deeply he had a way of knitting his brows andtapping his forehead reflectively with his finger, whichimpressed you at once with the conviction that you stoodin the presence of a person of no common order. The verysight of him gave me confidence and made me hopeful.I stated my errand. It did not flurry him in the least; ithad no more visible effect upon his iron self-possessionthan if I had told him somebody had stolen my dog. Hemotioned me to a seat, and said, calmly: “Allow me tothink a moment, please.”

So saying, he sat down at his office table and leanedhis head upon his hand. Several clerks were at work at theother end of the room; the scratching of their pens was allthe sound I heard during the next six or seven minutes.Meantime the inspector sat there, buried in thought. Fi-nally he raised his head, and there was that in the firmlines of his face which showed me that his brain had doneits work and his plan was made. Said he—and his voicewas low and impressive:

“This is no ordinary case. Every step must be war-ily taken; each step must be made sure before the nextis ventured. And secrecy must be observed—secrecyprofound and absolute. Speak to no one about the matter,not even the reporters. I will take care of them; I will seethat they get only what it may suit my ends to let themknow.” He touched a bell; a youth appeared. “Alaric,tell the reporters to remain for the present.” The boyretired. “Now let us proceed to business—and system-atically. Nothing can be accomplished in this trade ofmine without strict and minute method.”


3 31. According to the passage, the King of Siam chose to

send a royal white elephant to the Queen of Englandbecause:A. Europeans have white elephants at their royal

palaces.B. he wanted to impress England with the superior

riches of his country.C. he wanted to send a civil servant to England to

gather information.D. the gift of a royal white elephant was considered a

certain message of apology.

2. In the first paragraph, the narrator mentions the story-teller’s “sincere manner” to reinforce the point that:F. the reader should be wary of the truth of the story to

follow.G. the storyteller was an old friend of the narrator’s.H. while the story seems somewhat improbable, it

could very well be a truthful account.J. the old gentleman was confused about his journey.

3. All of the following statements are true according to thepassage EXCEPT:A. The royal white elephant is revered and worshiped

by the people of Siam.B. A civil servant held in high esteem was chosen to

accompany the elephant to England.C. Only people from the Orient send gifts to apologize

to western European monarchs.D. The dispute between England and the King of Siam

was over territory.

4. According to the passage, the ship carrying the royalelephant stopped in New York because:F. airplanes were not large enough to transport it

directly to its destination.G. the King of Siam did not want the elephant to

experience anxiety.H. the sailors needed to change crews.J. the health and safety of the animal was considered

by such a plan.

5. In the fifth paragraph, the inspector most likely tells thestoryteller to “speak to no one” because:A. he wants to make sure that the public knows an

untainted version of the truth.B. he believes that everyone is a person of suspicion.C. he wants the media to know only what he deems fit.D. he does not want anyone to know his minute

method.

6. The word “conviction” in line 49 most nearly means:F. confident belief.G. exuberant understanding.H. uncanny insight.J. eccentric idea.

7. Which of the following can be inferred from the story-teller’s statement that “there was but the one course”(line 40)?A. The only way of getting the elephant from Jersey

City to New York required consent from theinspector.

B. No one else would have done what he did inresponse to the elephant’s disappearance.

C. In order to prevent the King of Siam from beingangered, the elephant’s disappearance must be kepta secret.

D. The elephant’s disappearance was of such greatimportance that it should be handled by the chiefof detectives.

8. Which of the following best characterizes the chief ofdetectives in New York City?F. Capable but easily flusteredG. Incompetent and irreverentH. Fastidious and thoughtfulJ. Obsessive and controlling

9. The use of the phrase “transcendently royal” in thesecond paragraph indicates that white elephants were:A. no longer worshiped.B. revered as nearly divine.C. inhuman.D. the only beings worshipped in Siam.

10. It can be inferred from the passage that the storyteller’sjourney:F. was long and full of difficulties from the start.G. started out well but became quite complicated.H. was a complete disaster, since the elephant was

never found.J. was one of the most arduous attempts at interna-

tional reconciliation.


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Passage II

SOCIAL SCIENCE: This passage is adapted from the article“Blatant benevolence and conspicuous consumption” ( c©2007 byThe Economist Newspaper, Ltd.).

Charity is just as “selfish” as self indulgenceGeoffrey Miller is a man with a theory that, if true,

will change the way people think about themselves. Hisidea is that the human brain is the anthropoid equiva-lent of the peacock’s tail. In other words, it is an organdesigned to attract the opposite sex. Of course, brainshave many other functions, and the human brain sharesthose with the brains of other animals. But Dr. Miller,who works at the University of New Mexico, thinks thatmental processes which are uniquely human, such aslanguage and the ability to make complicated artifacts,evolved originally for sexual display.

One important difference between peacocks’ tailsand human minds is, of course, that the peahen’saccoutrement is a drab affair. No one could say the sameof the human female psyche. That, Dr. Miller believes, isbecause people, unlike peafowl, bring up their offspringin families where both sexes are involved in parenting. Itthus behooves a man to be as careful about choosing hiswife as a woman is about choosing her husband.

Both sexes, therefore, have reason to show off. Butmen and women will have different criteria for makingtheir choices, and so the sexual-display sides of theirminds may differ in detail.

Testing this hypothesis will be a long haul. But in apaper he has just published in the Journal of Personalityand Social Psychology, in collaboration with VladasGriskevicius of Arizona State University, Dr. Miller goessome way towards it. He, Dr. Griskevicius and theircolleagues look into two activities—conspicuous con-sumption and altruism towards strangers—to see if thesesupport the “mating mind” hypothesis, as Dr. Miller hasdubbed his idea. Their conclusion is that they do.

Things are seldom what they seemAltruism, according to the textbooks, has two forms.

One is known technically as kin selection, or familiarlyas nepotism. This spreads an individual’s genes collater-ally, rather than directly, but is otherwise similar to hishelping his own offspring. The second form is reciprocalaltruism, or “you scratch my back and I’ll scratch yours.”It relies on trust, and a good memory for favors given andreceived, but is otherwise not much different from simul-taneous collaboration (such as a wolf pack hunting) inthat the benefit exceeds the cost for all parties involved.

Humans, however, show a third sort of altruism—one that has no obvious pay-off. This is altruism towardsstrangers, such as charity. That may enhance reputa-tion. But how does an enhanced reputation weigh in theDarwinian balance?

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To investigate this question, the researchers made aninteresting link. At first sight, helping charities looksto be at the opposite end of the selfishness spectrumfrom conspicuous consumption. Yet they have somethingin common: both involve the profligate deployment ofresources.

That is characteristic of the consequences of sexualselection. An individual shows he (or she) has resourcesto burn—whether those are biochemical reserves, time,or, in the human instance, money—by using them tomake costly signals. That demonstrates underlyingfitness of the sort favored by evolution. Viewed thisway, both conspicuous consumption and what the re-searchers call “blatant benevolence” are costly signals.And since they are behaviors rather than structures, andthus controlled by the brain, they may be part of themating mind.

There is, of course, a lot of evidence for the first partof this conjecture. Everybody knows that fast cars attractfast women. The second, though, may come as a surprise.So the team did an experiment to compare them.

They divided a bunch of volunteers into two groups.Those in one were put into what the researchers hopedwould be a “romantic mindset” by being shown picturesof attractive members of the opposite sex. They wereeach asked to write a description of a perfect date withone of these people. The unlucky members of the othergroup were shown pictures of buildings and told to writeabout the weather.

The participants were then asked two things. Thefirst was to imagine they had $5,000 in the bank. Theycould spend part or all of it on various luxury items suchas a new car, a dinner party at a restaurant or a holiday inEurope. They were also asked what fraction of the hypo-thetical 60 hours of leisure time during the course of amonth they would devote to volunteer work.

The results were just what the researchers hopedfor. In the romantically primed group, the men wentwild with the Monopoly money. Conversely, the womenvolunteered their lives away. Those women continued,however, to be skinflints, and the men remained cal-lously indifferent to those less fortunate than themselves.Meanwhile, in the other group there was little inclinationeither to profligate spending or to good works. Basedon this result, it looks as though the sexes do, indeed,have different strategies for showing off. Moreover, theydo not waste their resources by behaving like that all thetime. Only when it counts sexually are men profligateand women helpful.


3 311. It can be inferred from the passage that the author

believes which of the following about Dr. Miller’stheory?A. It could offer unique insight into why people spend

their leisure time as they do.B. It will not have real consequences in terms of what

people do or think.C. It has resulted in a dramatic change in how women

and men understand themselves.D. It has the potential to change the way we understand

how certain aspects of our mental processesfunction.

12. The author most likely uses the analogy of the“peacock’s tail” in order to illustrate the point that:F. human behavior can best be understood in the

context of the natural world, just like the peacock.G. male peacocks and male humans have uncannily

similar courtship practices.H. like the peacock’s tail, the human mind may have a

sexual function.J. despite the beauty of the peacock’s tail, there is no

evidence that it serves any real function.

13. The author’s statement in the second paragraph that “Itthus behooves a man to be as careful about choosinghis wife as a woman is about choosing her husband”indicates that:A. the difference in peacock parenting behavior and

human parenting behavior results in differentmating displays for the sexes of each species.

B. unlike humans, peacocks are not monogamous.C. the grandeur of male peacocks’ tails often creates

unforeseen hazards for them.D. if human husbands are not careful about whom they

choose to mother their children, their sexual appealcould diminish.

14. In line 14, the word “accoutrement” most nearlymeans:F. accompaniment.G. apparition.H. decorative accessory.J. incentive.

15. The author’s tone towards Dr. Miller’s theory can bestbe described as:A. arrogant.B. cautiously excited.C. ambitious.D. nostalgic.

16. The function of the third paragraph in relation to thepassage as a whole can best be described as:F. introducing new ideas.G. defining key terms from the previous discussion.H. providing examples for the previous discussion.J. offering a preliminary conclusion that the rest of the

passage will elaborate on.

17. Which of the following are included in the descriptionof altruism discussed in this passage?

I. Kindness to animalsII. Reciprocal giving

III. Kindness to relatives

A. I onlyB. II and III onlyC. I and III onlyD. I, II, and III

18. As discussed in the passage, the “mating mind” refers towhich of the following ideas?F. One of the primary functions of the human brain is

to exhibit attributes that will help attract a mate.G. Human beings who are overly focused on finding a

mate can engage in dangerous practices.H. Minds that are similar to one another are often

attracted to one another.J. Human male intelligence directly correlates with

successful courtship of females.

19. The experiment mentioned in the passage was designedto address which one of the following questions?A. Are men smarter than women?B. Do women spend more money than men?C. What is the role of intelligence in monetary

success?D. Is there an evolutionary explanation for apparently

“altruistic” behavior?

20. Which of the following statements would the author ofthis passage most likely agree with?F. Though the “mating brain” theory is interesting, it

challenges the idea that women are as intelligent asmen.

G. Though the “mating brain” theory could be difficultto prove, it helps explain why human beings “showoff” in certain circumstances.

H. The “mating brain” theory undermines mostexperts’ beliefs about altruistic behavior.

J. Even if it proves true, the “mating brain” theory willnot explain why human beings nearly always wantmore than they have.


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Passage III

HUMANITIES: This passage is adapted from an essay in SisterBernadette’s Barking Dog: The Quirky History and Lost Art ofDiagramming Sentences, by Kitty Burns Florey.

Diagramming sentences is one of the lost skills, likedarning socks or playing the sack, that no one seems tomiss. Invented, or at least codified, in an 1877 text calledHigher Lessons in English, by Alonzo Reed and BrainerdKellogg, it swept through American public schools likethe measles, and was embraced by teachers as the way toreform students who were engaged in the “cold-bloodedmurder of the English tongue” (to take Henry Higginsslightly out of context). By promoting the beautifullylogical rules of syntax, diagramming would root out evilslike “it’s me” and “I ain’t got none,” until everyone wrotelike Ralph Waldo Emerson, or at least James FenimoreCooper.

In my own youth, many years after 1877, diagram-ming was still serious business. I learned it in the sixthgrade from Sister Bernadette. I can still see her: a tinynun with a sharp pink nose, confidently drawing a dead-straight horizontal line like a highway across the black-board, flourishing her chalk in the air at the end of it,her veil flipping out behind her as she turned back tothe class. “We begin,” she said, “with a straight line.”And then, in her firm and saintly script, she put wordson the line, a noun and a verb—probably something like“dog barked.” Between the words she drew a short ver-tical slash, bisecting the line. Then she drew a road thatforked off at an angle, a short country lane under the word“dog,” and on it she wrote “The.”

That was it: subject, predicate, and the little modify-ing article that civilized the sentence, all of it made intoa picture that was every bit as clear and informative asan actual portrait of a beagle in mid-woof. The thrillingpart was that this was a picture not of the animal but ofthe words that stood for the animal and its noises. It wasa representation of something both concrete and abstract.The diagram was a bit like art, a bit like mathematics. Itwas much more than words uttered or words written; itwas a picture of language.

I was hooked. So, it seems, were many of mycontemporaries. Among the myths that have attachedthemselves to memories of being educated in thefifties is the notion that activities like diagrammingsentences (along with memorizing poems and addinglong columns of figures without a calculator) werepointless and monotonous. I thought diagramming wasfun, and most of my friends who were subjected toit look back with varying degrees of delight. Someof us were better at it than others, but most of usconsidered it a kind of treat, a game that broke upthe school day. You took a sentence, threw it againstthe wall, picked up the pieces and put them togetheragain, slotting each word into its pigeonhole. Whenyou got it right, you made order and sense out ofwhat we used all the time and took for granted: sen-tences. Today, diagramming is not exactly dead, but for

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many years it has been in sharp decline. This is partlybecause diagramming sentences seems to double the taskof the student, who has to learn a whole new set ofrules—where does that pesky line go, and which waydoes it slant—in order to illustrate a set of rules that, infact, has been learned pretty thoroughly simply by im-mersion in the language from birth.

21. Which of the following sentences best expresses themain idea of the passage?A. Diagramming sentences is taught in nearly every

school.B. Nuns such as Sister Bernadette should focus on

religious education, not on grammar skills.C. Some students are better at diagramming sentences

than others are.D. Diagramming sentences, though not often taught

anymore, is valuable in that it teaches students howto make sense of rules they may already know.

22. Which of the following statements best describes theauthor’s attitude toward sentence diagramming?F. She thought it was an exercise that helped students

to appreciate the necessity of taking direction andpracticing proper work presentation.

G. While she understands the purpose of sentencediagramming in learning the fundamentals ofEnglish, she does not believe the exercise teachesanything about finer points of grammar.

H. She regrets that diagramming sentences can only betaught presently in seventh and eighth grades.

J. She appreciates diagramming as a logical andenjoyable exercise but understands that it is notnecessary for learning the basic rules of the Englishlanguage.

23. In the passage, the author makes the statementthat sentence diagramming “was a representation ofsomething both concrete and abstract” (lines 33–34)primarily to suggest that:A. deciphering the true meaning of a word requires

proper diagramming.B. using creative and artistic metaphors can help one to

memorize sentence diagramming.C. in diagramming a sentence, one could clearly see

how words work together to represent real things.D. sentence diagramming was a useful aid in learning

the grammar of foreign languages.


3 324. It can reasonably be inferred from the passage that

the author believes the “sharp decline” of sentencediagramming is due to:F. poor teacher training in that area.G. the fact that today’s students are incapable of

learning the necessary skills to diagram a sentence.H. the fact that teachers are emphasizing rote memo-

rization of poetry over grammar skills.J. the fact that sentence diagramming is not essential

for learning the basics of grammar.

25. The use of the words “highway” and “a short countrylane” in the author’s description of Sister Bernadette’sdiagrams (lines 16–27) indicates that:A. the author thought of sentence diagramming as an

instructive exercise that lead somewhere.B. the author thought Sister Bernadette’s diagrams

were far too messy to be helpful.C. the author is trying to liken sentence diagramming

to city planning.D. the author used her prior knowledge of city planning

to help her understand sentence diagramming.

26. The main function of the first paragraph in relation tothe passage as a whole is to:F. argue for the idea that sentence diagramming is

utterly useless.G. point out the relevancy of sentence diagramming to

our current educational concerns.H. explain why some have believed that sentence

diagramming was important.J. illustrate how sentence diagramming has shaped the

author’s generation.

27. As it is used in line 29 the word “civilized” most nearlymeans:A. bludgeoned.B. separated.C. harnessed.D. completed.

28. According to the passage, diagramming sentences “wasembraced by teachers” (line 6) primarily because:F. American students’ grammar skills were compar-

atively lower than those of students from othercountries.

G. it allowed the teachers to show the students theelegant logic of the English language.

H. it gave the teachers a way to help studentsunderstand the meaning of words.

J. teachers of the time were skeptical of so-called“experts” such as Alonzo Reed and BrainerdKellogg.

29. The following statements are true according to thepassage EXCEPT:A. Diagramming was developed in the latter part of the

19th century.B. Education in the 1950s was largely based upon

English worksheets and mathematics practiceexamples.

C. Learning to diagram sentences might be mosthelpful to those for whom English is a secondlanguage.

D. Sentence diagramming is not taught as frequentlynow as it used to be.

30. According to the author, most students in SisterBernadette’s class considered the assignment ofdiagramming:F. a process of constructing sentences in order to write

novels.G. the art of using words that had positive

connotations.H. a pleasant activity that helped them understand

sentence construction.J. constructing word patterns that made colorful

puzzle games.


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Passage IV

NATURAL SCIENCE: This passage is adapted from the article“Gray-sky thinking” ( c©2007 by The Economist Newspaper, Ltd.).

Without understanding clouds, understanding theclimate is hard. And clouds are the least understoodpart of the atmosphere. “CLOUDY.” As a metaphor, thatis not a bad description of the science of climate fore-casting. The general trends are clear, but the details areobscure. As it happens, however, the description is notmerely metaphorical—for of all the elements that makeup the climate, and have to be accounted for in models ofit, it is clouds that are the most obscure.

Improving this understanding is the purpose of twonew missions by NASA, America’s National Aeronau-tics and Space Administration. One of these missions,a satellite called Aeronomy of Ice in the Mesosphere,or AIM, was launched in April to study so-called noc-tilucent clouds, the highest layer of clouds in the at-mosphere. These have been getting brighter and morecommon in recent years, and also seem to be moving tolower altitudes. The other mission, the Tropical Compo-sition, Cloud and Climate Coupling (TC4) project, willbegin on July 16th.

The link Dr. Knight is examining, between cloudsand what researchers call climate sensitivity (the degreeto which a particular input is likely to change theclimate), has been apparent for nearly 20 years. Butbecause clouds take different forms at different scales—from microscopic water droplets to weather fronts thatspan hundreds of kilometers—they are devilishly hard todescribe in models that work by manipulating “virtual”chunks of the atmosphere that are 100km (62 miles)across and 100km high.

Only recently have such international undertakingsas the Cloud Feedback Model Intercomparison Project(CFMIP) and the Cloud System Study of the Global En-ergy and Water Cycle Experiment begun a systematiccomparison of the effects of clouds on dozens of the mostimportant climate models, allowing researchers to start tounravel more precisely the role that clouds play in climatechange. In a recent paper in Climate Dynamics, MarkWebb of Britain’s Hadley Centre for Climate Change andhis colleagues reported that clouds account for 66% of thedifferences between members of one important group ofmodels and for 85% of them in another group.

These findings have now been complementedby Dr. Knight’s project, which made use ofclimateprediction.net, a network of personal com-puters on which processing time is volunteered bymembers of the public, to compile 57,000 differentruns of a global-climate model developed at the HadleyCentre. She and her colleagues found that 80% of thevariation in the climate sensitivity predicted was due tochanges in how clouds were described in the model.

The reason why clouds matter so much to theclimate, and their role is so tricky to determine, is becausethey play two contradictory roles. At low altitudes

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they help to cool the Earth by reflecting sunlight awayfrom it. At the high altitudes studied by AIM and TC4,however, they trap radiant heat from below, warmingthings up. At the moment, many researchers believe itis low-level clouds that matter most. In its first phase,participants in the CFMIP analyzed a subset of the 23models used to compile the most recent report from theIntergovernmental Panel on Climate Change. They con-cluded that changes in low-level clouds contributed mostto differences in the degree of warming those modelspredicted. Low-level clouds are thought to matter morethan high-level ones because they are more prevalent andbecause they are better at reflecting solar heat away fromthe Earth than they are at trapping it, blanket-like, as highclouds do. However, results from AIM and TC4 maymodify this view—which is the main point of deployingthem.

Certainly, model-comparison projects alone willnot solve the cloud problem. Too much still remainsunknown about the physical mechanisms that determinecloud behavior. That is why new and better observationsare needed to improve the fundamental assumptions onwhich the models are based. The TC4 project will gener-ate new data on the icy cirrus clouds that are formed in theupper atmosphere by heat-driven, or convective, stormsystems that coalesce over warm waters in the tropics.By studying these clouds from every angle and at everypoint in their life cycle, researchers hope to learn moreabout how these storms, which can drive air more than13km above the Earth’s surface, will contribute to climatechange in a warming environment. In addition to the TC4campaign and AIM, a string of NASA climate-sensingsatellites called the A-train is providing a global surveyof the vertical profile of clouds. One of these satellites,CloudSat, has given the first glimpses of the middle layerof clouds in the Earth’s atmosphere. Meteorologists wereonce limited to a top-down or bottom-up look at clouds.Since April 2006, CloudSat’s radar has, however, beenproviding a globe-circling slice of the middle layer, a pre-viously unobserved part of the atmosphere.

Another A-train satellite, the Cloud Aerosol-Lidar and Infrared Pathfinder Satellite Observation(CALIPSO)—launched simultaneously with CloudSat—will map the location of layers of small particles calledaerosols that promote cloud formation. Such particlesact as nuclei for the condensation of water vapor into thedroplets of which clouds are composed.

Natural aerosols are produced by sea salt, desertdust, volcanic eruptions and smoke from forest fires.Aerosols are also released when cars are driven, chem-icals manufactured and fossil fuels burned. Little is cur-rently known about where such particles end up in theatmosphere and what overall effect they have on theclimate. CALIPSO will help to correct that. It has al-ready produced pictures of the volcanic plumes createdwhen part of the Soufriere Hill volcano on the island ofMontserrat collapsed last year, sending ash clouds highinto the atmosphere. Such gritty reality, when combinedwith the models, should bring some clarity to the problemof clouds.


3 331. The author considers “cloudy” to be an appropriate

metaphor for climate forecasting because:A. the weather in his area is often overcast.B. from a meteorological perspective, there is no way

to account for all the complexities of the climate.C. experts at the Hadley Centre for Climate Change

have been using that metaphor for decades.D. predicting the climate is difficult because, although

the big picture is clear, the specific details are oftenhard to see.

32. Which generalization about clouds is most stronglysupported by the passage?F. Because clouds vary so much in terms of type,

location, and size, it is often difficult to createmodels that accurately describe their effects on theclimate.

G. Clouds, though fascinating in their complexity, arenot a central element of climate forecasting.

H. The metaphor “cloudy” does not actually apply toclouds, which are really quite transparent.

J. Though there are many varieties of clouds, only“aerosol” clouds indicate the threat of a hurricane.

33. In the third paragraph, the author characterizes climatemodels as:A. well-refined enough to calculate subtle differences

in clouds.B. unable to offer scientists any helpful conclusions

about how clouds affect the climate.C. in need of more technicians who are trained to read

them.D. mostly designed to handle aspects of the climate

larger and less subtle than many types of clouds.

34. The second paragraph functions in relation to the firstparagraph to:F. elaborate on the problem introduced in the first

paragraph.G. show that there are current attempts to deal with the

problem introduced in the first paragraph.H. liken the discovery mentioned in the first paragraph

with a discovery made previously.J. discredit the experts quoted in the first paragraph.

35. According to the passage, most current attempts tounderstand how clouds affect the climate try to:A. isolate the most important types of clouds and study

only those.B. use non-computer based modeling systems.C. compare the data from many different models

and sources in order to better understand thecomplexities.

D. deploy solar heat to read the density of clouds.

36. The sixth paragraph describes:F. the purpose of clouds for proper ecosystem

formation.G. the dual-role of clouds to both cool and heat the

earth.H. the importance of high-level clouds in reducing the

effects of global warming.J. the ability of sophisticated programs such as AIM

and TC4 to track high-altitude clouds.

37. According the passage, many experts believe which ofthe following about low-level clouds?A. They may have a significant impact on earth’s

climate since they deflect heat away from the earth.B. High-level clouds should be cultivated, since more

of them will help decrease the effects of globalwarming.

C. Low-level clouds and higher altitude clouds, despitetheir differences, often produce nearly identicalresults.

D. The results from AIM and TC4 campaigns havecompletely undermined the idea that low-levelclouds are the most important.

38. According to the passage, the significance of theA-train climate-sensing satellites is that they enablemeteorologists to:F. view a layer of clouds that they had been previously

unable to see.G. calculate the distance between the top and bottom

layers of clouds.H. facilitate more international collaboration.J. prove the theories of Dr. Knight.

39. The word “convective” in the seventh paragraph mostnearly means:A. collapsed.B. free-floating.C. made of air.D. controlled by heat.

40. The author apparently believes which of the followingabout the “cloudy” problems of clouds and climatechange?F. The effort of scientists will not yield any useful

results.G. The description of clouds would best be left to poets

rather than to scientists.H. The combination of models and the information

from new satellites will likely broaden scientists’understanding of how clouds effect climate change.

J. Deep understanding of clouds requires the scientificcommunity to invest more resources in newtechnology.


DO NOT RETURN TO A PREVIOUS TEST.


4 4SCIENCE TEST


DIRECTIONS: There are seven passages in this test.Each passage is followed by several questions. Afterreading a passage, choose the best answer to eachquestion and fill in the corresponding oval on youranswer document. You may refer to the passages asoften as necessary.

You are NOT permitted to use a calculator on this test.

Passage I

Cells are surrounded by a lipid bilayer, whichis composed of many different types of phospholipidmolecules. Phospholipids consist of a polar “head” groupand two hydrocarbon “tail” groups. A phospholipid is cat-egorized by the nature of its head group and by the lengthsand levels of saturation of its tail groups. Table 1 lists theproperties of six phospholipids found in eukaryotic lipidbilayers.

Table 1

Phos

phol

ipid

Hea

dgr

oup

Cha

rge

Car

bons

/tai

l

%sa

tura

tion

A phosphatidyl-choline neutral 17 100.0

B phosphatidyl-choline neutral 17 196.9

C phosphatidyl-choline neutral 17 193.9

D phosphatidyl-serine negative 18 100.0

E phosphatidyl-serine negative 18 197.1

F phosphatidyl-serine negative 18 194.3

At high temperatures, phospholipid bilayers “melt”and become more fluid, allowing looser packing and morelateral diffusion. A bilayer composed entirely of phos-pholipid A was heated and the fluidity was measured asa fraction of the bilayer melted. The melting temperature(Tm) of a bilayer is defined as the temperature at which halfof the bilayer has melted. The procedure was repeated withphospholipids B and C. The results are shown in Figure 1.

1.0

0.8

0.6

0.4

0.2fract

ion

mel

ted

0 10 20 30 40 50 60 70 80 90 100temperature (°C)

phospholipid Aphospholipid Bphospholipid C

Key

0

Figure 1

1. According to the information in Table 1, which of thefollowing phospholipids is the least saturated?A. Phospholipid AB. Phospholipid BC. Phospholipid CD. Phospholipid D


4 42. Based on Figure 1, at what temperature does the bilayer

composed of phospholipid C reach a fraction meltedof 0.8 ?F. 39◦CG. 47◦CH. 54◦CJ. 63◦C

3. It was hypothesized that the bilayer composed of theleast saturated phospholipid would have the highestmelting temperature (Tm). Is this hypothesis supportedby the data?A. Yes; phospholipid A has the highest melting

temperature (Tm).B. Yes; phospholipid C has the highest melting

temperature (Tm).C. No; phospholipid C has the lowest melting

temperature (Tm).D. No; phospholipid A has the lowest melting

temperature (Tm).

4. Which of the following factors was controlled by theexperimenter?F. Fraction meltedG. Shape of the bilayerH. Fluidity of the bilayerJ. Temperature

5. A majority of the phospholipids on the intracellularside of the membrane of red blood cells contain thephosphatidylserine head group. Given this information,what overall charge would the intracellular side of thered blood cell membrane be expected to have?A. ElectricB. NegativeC. NeutralD. Positive

6. To investigate only the impact of the lengths of a phos-pholipid’s carbon tails on the effect of temperature onbilayer fluidity, a scientist should design experimentsusing phospholipids with:F. varying carbon tail lengths, head group charges,

and percent saturations.G. varying carbon tail lengths and head group charges,

but identical percent saturations.H. varying carbon tail lengths and percent saturations,

but identical head group charges.J. varying carbon tail lengths, but identical head

group charges and identical percent saturations.


4 4Passage II

The plant life cycle is made up of four major phases:(1) sprouting, (2) growth, (3) flowering, and (4) seeding. Agroup of students conducted experiments to determine theeffect of soil pH on the plant life cycle.

Study 1The students collected soil samples from four areas

around their school and measured the pH of each sample.Their results are shown in Table 1.

Table 1

Location pH

Playground 7.5Baseball field 8.3Front entrance 6.1Garbage dumpster 5.2

Study 2The students planted hydrangea in each type of soil

collected. They placed all of the plants by a window andmeasured the plant growth twice a week for one month. Theresults appear in Figure 1.

Key

7 10 14 17 21 24 28

playgrounddumpster

entrancefield

3

123

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0

plan

t hei

ght (

cm)

day

Figure 1

Study 3Next, the students examined the plants for flowering

and recorded the color when flowers were present. Theresults are shown in Table 2.

Table 2

Location Flower color

Playground no flowersBaseball field no flowersFront entrance purplish-pinkGarbage dumpster blue

7. Based on Figure 1, on the days height was measured,the plant with the greatest height was grown in soil fromwhich location?A. PlaygroundB. Baseball fieldC. Front entranceD. Garbage dumpster

8. In Study 2, if the height of the plant grown in soil fromthe front entrance had been measured on day 26, itwould have been approximately:F. 3 cm.G. 4 cm.H. 5 cm.J. 6 cm.

9. Based on the results of Studies 1 and 2, as the pH ofthe soil in which the plants were grown increased, theheight of the plants grown:A. increased.B. decreased.C. increased, then decreased.D. decreased, then increased.

10. Which of the following is a weakness of the design ofthe studies?F. Each of the soils used had a different pH.G. Factors other than pH may have varied between the

different soils.H. The heights were not measured frequently enough.J. The heights were measured for too few days.

11. According to Table 2, the plants grown in soil from theplayground and in soil from the baseball field did notproduce flowers. Study 2 supports the conclusion thatthe plants grown in soil from these locations did notflower because:A. children contaminated the soil in these locations.B. these plants did not grow large enough to bloom.C. pesticides had been used in these locations.D. these plants were not flowering plants.


4 4Passage III

The solubility of a metal salt is determined by the ion-izability of the compound. Salts that more easily dissociateare likely to more easily dissolve in a solvent. The solubilityproduct, Ksp, of a metal salt is an ionization constant thatindicates to what extent a salt will dissociate in an aqueoussolution.

Double replacement reactions between anionic andcationic solutions were used to test for the solubility ofthe resulting metal salt. 5 mL each of a cation source andan anion source were mixed in a clear, plastic tube. Thecombined solutions were vacuum filtered and the capturedsolids were dried on tared filter paper at 50◦C for 24 hours.The filter paper was weighed to determine the weight of thesolid precipitate. The results are recorded in Table 1.

Table 1

Weight of solids (g)

Cations

Ba Ca Ni Ag

Ani

ons

OH None 0.011 0.022 0.063

I None None None 0.116

SO4 0.115 0.059 None 0.032

S None None 0.046 0.057

The weights of the solid precipitates resulting fromthe double replacement reactions were used to calculate thesolubility products for the compounds formed. These areshown in Table 2.

Table 2

Compound Formula Ksp

Barium sulfate BaSO4 1.1×10−10

Calcium hydroxide Ca(OH)2 5.5×10−6

Calcium sulfate CaSO4 9.1×10−6

Nickel(II) hydroxide Ni(OH)2 5.4×10−16

Nickel sulfide NiS 3.1×10−19

Silver hydroxide AgOH 1.5×10−8

Silver iodide AgI 8.5×10−17

Silver(II) sulfate Ag2SO4 1.2×10−5

Silver(II) sulfide Ag2S 6.2×10−30

12. Based on the data in Table 1, which of the iodide (I)salts was the least soluble?F. BaI2G. NiI2H. AgIJ. CaI2

13. According to Table 1, what was the mass of precipitateproduced when silver(II) sulfide (Ag2S) was formed?A. 0.032B. 0.057C. 0.063D. 0.116

14. Which of the following ions is a cation?F. OHG. IH. SJ. Ba

15. According to Table 1, which of the cations produced thefewest soluble metal salts?A. NiB. AgC. BaD. Ca

16. Table 2 lists the solubility products calculated for nineof the sixteen metal salts formed during the experi-ment. Why were solubility products not calculated forthe remaining salts?F. Not enough solid precipitate was formed to

calculate the solubility products of the remainingsalts.

G. The remaining salts were insoluble.H. The solubility products of the remaining salts were

difficult to calculate.J. The remaining salts do not have solubility products.

17. When a salt dissociates into its constituent ions in a one-to-one ratio, its solubility product is equivalent to thesquare of the concentration of the dissolved salt at sat-uration. Which of the following salts has the highestdissolved concentration at saturation?A. Calcium sulfateB. Barium sulfateC. Nickel sulfideD. Silver iodide


4 4Passage IV

The need for renewable, environmentally-friendly fuelsources has increased considerably in recent years. As thenumber of cars, one of the primary consumers of non-renewable petroleum-based fuels, has increased dramati-cally in the last forty years, so too has the demand forpetroleum. Increased demand has led to environmentaldamage as a result of increased extraction of new petroleumdeposits. The growing number of vehicles on the roadhas also caused significant environmental damage due tothe increase in harmful emissions from these vehicles. Asa result, more car manufacturers are looking for alterna-tive methods of powering new vehicles to reduce theirpetroleum consumption and their emissions. Four alterna-tive powering technologies are discussed below.

Technology 1A battery electric vehicle (BEV) is an electric ve-

hicle that utilizes chemical energy stored in a recharge-able battery pack instead of relying on an internalcombustion engine. BEVs are more energy-efficient thanany petroleum-powered internal combustion vehicle. Agasoline-powered internal combustion engine is only 25%energy efficient. An Alternating Current Induction electricmotor like those found in BEVs is approximately 95% en-ergy efficient. BEVs consume no petroleum directly andproduce no exhaust fumes.

Technology 2The density of diesel fuel is about 850 grams per

liter, whereas the density of gasoline is about 720 gramper liter. Upon combustion, diesel typically releases about40.9 megajoules (MJ) per liter, whereas gasoline releases34.8 MJ/L, about 15% less. Diesel is generally simpler torefine than gasoline and often costs less. Diesel enginesget about 40 percent better mileage. This greater fuel econ-omy is due to the higher per-liter energy content of dieselfuel and also to the intrinsic efficiency of the diesel engine.Diesel-powered cars also emit less carbon dioxide than gas-powered cars.

Technology 3Gasoline/electric hybrid cars combine a standard in-

ternal combustion engine with a rechargeable electric bat-tery. The inclusion of both electric and gasoline powermeans that a hybrid can switch back and forth between thetwo power sources to achieve maximum performance. Forinstance, when the car needs extra power to climb a hill,both gas and electricity kick in. Downhill, the gas enginequits and the car converts the motion of the vehicle, whichwould normally be lost as heat from braking, into elec-tricity to regenerate the battery. Using a combination ofgasoline and electric power reduces harmful emissions andpetroleum consumption.

Technology 4Hydrogen fuel cells make electricity from hydrogen

and oxygen; hydrogen reacts with oxygen inside the fuelcells, producing electricity to power the motor. The cells are

typically arranged in stacks, and the power of a fuel stackdepends on the size and number of individual cells. Sincefuel cells rely on chemistry and not combustion as typicalcar engines would, they give off no harmful emissions andinstead release water and water vapor from their tailpipes.Unlike petroleum, hydrogen can be produced from renew-able energy sources.

18. Which of the technologies discussed describe fuelsystems that still require petroleum?F. Technologies 1 and 3G. Technologies 2 and 3H. Technologies 2 and 4J. Technologies 1 and 4

19. Renewable fuel sources are explicitly cited as a benefitin the discussion(s) of which of the technology(ies)?A. Technology 1B. Technologies 3C. Technologies 4D. Technologies 1 and 4

20. The tailpipes of cars with each type of enginewere hooked up to an emissions-testing apparatus todetermine the composition of the exhaust. Which ofthe following represents the emissions from a car witha hydrogen fuel cell?F. Carbon monoxideG. WaterH. Nitrous oxideJ. Hydrocarbons

21. Supporters of all four technologies would most likelyagree with which of the following statements?A. A primary goal of alternative powering technolo-

gies is to reduce harmful emissions.B. A primary goal of alternative powering technolo-

gies is to eliminate consumption of petroleumproducts.

C. A primary goal of alternative powering technolo-gies is to reduce the cost of operating a vehicle.

D. A primary goal of alternative powering technolo-gies is to increase the emission of water.

22. Which of the following is an assumption underlying thepotential environmental benefits of Technology 1 ?F. Consumers will prefer battery electric vehicles to

gasoline/electric hybrid cars.G. Charging battery electric vehicles will be cheaper

than refueling a gasoline-powered engine.H. Modern refining techniques have made gasoline

nearly as efficient as electricity.J. The electricity used to power the vehicle must

come from clean, renewable sources.


4 423. Which of the following, if true, would most undermine

the benefits of Technology 2 ?A. Diesel-powered engines are often more powerful

than otherwise comparable gasoline-poweredengines.

B. Refining diesel is only slightly cheaper thanrefining gasoline.

C. Diesel combustion emits more harmful sulfur-containing compounds than gasoline combustion.

D. Diesel fuel is not readily available at most servicestations.

24. According to the passage, gasoline/electric hybridsreduce petroleum consumption by:F. reducing the energy required to brake.G. shutting off the internal combustion engine during

times of reduced power requirement.H. shutting off the electric battery during times of

increased power requirement.J. requiring the gasoline engine and the electric

battery to operate simultaneously at all times.


4 4Passage V

Amylases are enzymes that catalyze the breakdown ofstarch into sugars. Specific forms of amylase differ fromeach other in their optimal conditions for activity. Eachform of amylase catalyzes the production of different sugarsfrom starch. Experiments were performed to characterizethree forms of amylase: alpha, beta, and gamma.

Experiment 1The effect of temperature on amylase activity was ex-

amined by adding each form of amylase to solutions con-taining equal amounts of starch at pH 7. Each solution wasthen incubated at a different temperature. After 15 minutes,iodine, which combines with starch to form a blue complex,was added to each solution and used to estimate the fractionof starch broken down. The results are shown in Figure 1.

starc

h co

nsum

ed (%

)

605040302010temperature (°C)

0

10

20

30

40

50

60

70

0 70

gamma

alphabeta

Key

Figure 1

Experiment 2Each form of amylase was added to solutions of vary-

ing pH containing equal amounts of starch. Each solutionwas incubated at the optimal temperature for the form ofamylase being tested. After 15 minutes, iodine was addedto each solution and used to estimate the fraction of starchbroken down. The results are shown in Figure 2.

starc

h co

nsum

ed (%

)

0

10

20

30

40

50

60

70

pH32 4 5 9876

gamma

alphabeta

Key

Figure 2

Experiment 3Alcohol fermentation is a process in which yeast

convert simple sugars into ethanol and carbon dioxide.Alcohol fermentation was used to gauge the extent towhich the starch breakdown catalyzed by each amylase hadproduced simple sugars. Each form of amylase was addedto solutions containing equal amounts of starch at the op-timal pH for the form of amylase being tested, then incu-bated at the optimal temperature. After 15 minutes, a smallamount of yeast was mixed into each solution and uninflatedballoons were stretched over the open ends of the tubes.The tubes were then incubated at 20◦C. After 60 minutes,the balloons had become inflated. The diameters of the bal-loons were measured. The results are shown in Table 1.

Table 1

Amylase Balloon diameter (cm)

Alpha 1.20Beta 0.73Gamma 2.60

25. The results of Experiment 1 support the conclusionthat, for a given form of amylase, as the temperaturedecreases, the activity:A. increases, then decreases.B. decreases, the increases.C. remains constant.D. varies, but with no particular trend.


4 426. At a pH of 7, which of the following lists the amylases

in order from the lowest to the highest temperature ofmaximum activity?F. Alpha, beta, gammaG. Alpha, gamma, betaH. Beta, alpha, gammaJ. Beta, gamma, alpha

27. Based on the results of Experiment 3, which amylasecatalyzed the breakdown of starch into the most simplesugars?A. AlphaB. BetaC. GammaD. Alpha and gamma

28. Based on Figure 2, at what pH do all three amylaseshave the same activity?F. 5.1G. 5.6H. 8.8J. There is no pH at which all three amylases have the

same activity.

29. In Experiment 3, the inflated balloons measured at theend of the experiment contain what gas?A. OxygenB. Carbon dioxideC. HeliumD. Ethanol

30. In Experiment 2, the pH dependence of alpha amylaseactivity was determined at what temperature?F. 7◦CG. 22◦CH. 32◦CJ. 37◦C


4 4Passage VI

Scratch resistance is one measure of a mineral’shardness. Scratch resistance is often measured on the Mohsscale of mineral hardness. The scale characterizes thehardness of various minerals through the ability of a hardermaterial to scratch a softer material. The Mohs scale isbased on ten reference minerals as shown in Table 1.

Table 1

Material Hardness

Talc 11Gypsum 12Calcite 13Fluorite 14Apatite 15Orthoclase 16Quartz 17Topaz 18Corundum 19Diamond 10

Students performed the following experiments todetermine the hardness of six commonly available mineral-based materials: ceramic tile, chalk, graphite, plate glass,porcelain, and pumice.

Experiment 1To characterize the relative hardness of the six mate-

rials, the students performed an experiment to determinewhich materials can be scratched by the others. The stu-dents attempted to scratch the surface of a piece of eachmaterial with another piece of each material. The resultsare recorded in Table 2.

Table 2

Surface Gra

phite

Cha

lk

Gla

ss

Pum

ice

Cer

amic

Porc

elai

n

Graphite y y y y y y

Chalk n y y y y y

Glass n n y y y y

Pumice n n n y y y

Ceramic n n n n y y

Porcelain n n n n n y

Experiment 2To determine the hardness on the Mohs scale of each

of the six materials, the students performed an experimentto identify which of the materials can be scratched by six ofthe Mohs scale reference minerals. The students attemptedto scratch the surface of a piece of each material with apiece of each of the six reference minerals. The results arerecorded in Table 3.

Table 3

Surface Gyp

sum

Cal

cite

Fluo

rite

Apa

tite

Ort

hocl

ase

Qua

rtz

Graphite y y y y y y

Chalk n y y y y y

Glass n n n n y y

Pumice n n n n y y

Ceramic n n n n n y

Porcelain n n n n n n

31. On the Mohs scale, which reference mineral is capableof scratching the nine other reference minerals?A. TalcB. ApatiteC. QuartzD. Diamond

32. According to Table 2, which of the materials testedcould scratch graphite?F. Only graphiteG. Only graphite and chalkH. All of the materialsJ. None of the materials

33. Based on the results of Experiment 2, which two mate-rials tested could have the same hardness on the Mohsscale?A. Graphite and chalkB. Graphite and glassC. Chalk and pumiceD. Glass and pumice


4 434. A second group of students tested a copper penny for its

scratch resistance to the same six Mohs scale referenceminerals. They found the penny could not be scratchedby gypsum or calcite, but could be scratched by fluoriteand the three other minerals. Which of the followinglists all of the materials tested, including the penny, inincreasing order of hardness?F. Porcelain, ceramic, pumice, glass, penny, chalk,

graphiteG. Porcelain, ceramic, penny, pumice, glass, chalk,

graphiteH. Graphite, chalk, penny, glass, pumice, ceramic,

porcelainJ. Graphite, chalk, glass, penny, pumice, ceramic,

porcelain

35. In Experiment 2, porcelain was not scratched by any ofthe Mohs scale reference minerals used. Therefore, itcan be concluded that the hardness of porcelain on theMohs scale is:A. 5.B. 6.C. 7.D. greater than 7.


4 4Passage VII

A bellows camera is an assembly composed of a flex-ible mid-section (the bellows); a device that holds the film(the rear standard); and a similar device at the front thatholds the lens (the front standard). The front and rearstandards are not fixed relative to each other: movementof the front and rear standards allows the photographerto move the lens and film plane independently for precisecontrol.

rise/fall

frontstandardrear

standard

filmholder lens axis

filmplane

lensplane

base

Figure 1

Rise and fall are the vertical movements of the frontstandard. Rise is a very important movement, especiallyin architectural photography. One way to photograph atall building is to point the camera upwards. Since objectsfarther away tend to appear smaller than objects that arenearby, the sides of the building appear to converge at thetop even though the two sides of the building are, in reality,parallel to each other. In photography, this phenomenon isreferred to as vertical convergence.

Vertical convergence is captured on film to give theappearance that the top of the building is smaller than thebottom of the building. As a result, the building will appearon film as though it is “falling over backwards.” To correctthe appearance of the convergence of parallel lines, the pho-tographer must increase the rise. In other words, the lens ismoved vertically along the lens plane in order to change theportion of the image that will be captured on the film.

Generally, the lens produces a larger image than thefilm can record. This is especially true of most largeformat lenses. By moving the lens up, the image is effec-tively moved down such that the top of the building can becaptured on the film. Adjusting the rise eliminates the opti-cal illusion that tall buildings are “falling over backwards”as shown in Figure 2.

Camera tilted up at an angle

Camera at ground level and parallel to the building

Convergence correction with lens parallel to the building

Figure 2

The physics behind convergence correction dependson the shape of the lens. When light hits an object, it is bent;this is called refraction. The shape of the lens determineshow the lens will bend or refract light. Cameras use lensesthat are biconvex, that bulge out on both sides, instead ofconcave lenses that curve inward. Biconvex lenses refractlight inward and produce an image of the object that isupside down relative to the original object. Thus, in order toaccurately capture a building in a photograph, the refractedlight from the top of the building must hit the bottom of thefilm. Adjusting the rise is one way to accomplish this.

The path of light through a biconvex lens

real image

1 s2

object

sff

Figure 3


4 436. The reason a photograph of a building looks like the

building is “falling over backwards” is that the picturewas taken with:F. the film parallel to the building.G. the film perpendicular to the building.H. the film at an angle relative to the building.J. the film is at the height of the top of the building.

37. When two parallel lines appear to come together in thedistance, this phenomenon is called:A. rise.B. fall.C. vertical convergence.D. refraction.

38. The method of correcting convergence when taking apicture of a tall building on a bellows camera is to:F. adjust the distance between the rear standard and

the front standard such that they are farther apart.G. adjust the tilt to keep the film plane parallel to the

building.H. adjust the height of the film plane to include the top

of the building.J. adjust the rise to keep the film plane parallel to the

building and include the top of the building.

39. A biconvex lens such as that diagrammed in Figure 3refracts light waves toward the center of the lens suchthat they converge. What would you predict a bicon-cave lens would do?A. Refract light waves toward the edges of the lens

such that they divergeB. Refract light waves toward the center of the lens

such that they divergeC. Refract light waves away from the center of the lens

such that they convergeD. Refract light waves toward the edges of the lens

such that they converge

40. When light waves pass through a biconvex lens, the realimage is:F. larger than the object.G. farther away than the object.H. inverted relative to the object.J. out of focus.

END OF TEST 4STOP! DO NOT RETURN TO ANY OTHER TEST.


act 1

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