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Question-and-Answer Service Student Guide
Reading Test
65 MINUTES, 52 QUESTIONS
Turn to Section 1 of your answer sheet to answer the questions in this section.
Each passage or pair of passages below is followed by a number of questions. After reading
each passage or pair, choose the best answer to each question based on what is stated or
implied in the passage or passages and in any accompanying graphics (such as a table or
graph).
Questions 1-10 are based on the following
passage.
This passage is adapted from Meg Wolitzer, The Wife.
Originally published in 2003. The narrator, a student at
Smith College, a women's college, is enrolled in a creative
writing class in the 1950s.
"Write what you know," Professor Castleman
advised as he sent us off to complete the writing
assignment.
That night after dinner (shepherd's pie, I
remember, for I sat there looking at it and trying to
describe it to myself in a writerly fashion, though the
best I could come up with was, pathetically, "a roof of
mashed potato spread thickly atop a squat house of
meat"), I climbed to the upper reaches of the Neilson
Library. On tall steel shelves around me were ancient
bound volumes of scientific abstracts: Annuls of
Phytochemistry, Sept.-Nov. 1922; International
Journal of Haematology, Jan.-Mar. 1931. I wondered
if anyone would ever again open any of these books
again, or whether they'd remain shut for eternity, like
some spell-fastened door in a fairy tale.
Should I be the one to open them, to plant kisses
on their frail crisp pages and break the spell? Did it
make sense to try and write? What if no one ever read
what I wrote, what if it languished untouched on the
chilled shelf of a college library forever? I sat down at
a carrel, looking around at the ignored spines of
books, the lightbulbs suspended in their little cages,
and I listened to the distant scrapes of chair legs and
the rumble of a lone book cart being rolled along one
of the levels of the stacks.
For a while I stayed there and tried to imagine
what it was I actually knew. I'd seen almost nothing of
the world; a trip to Rome and Florence with my
parents when I was fifteen had been spent in the
protection of good hotels and pinned behind the
green-glass windows of tour buses, looking at stone
fountains in piazzas from an unreal remove. The level
of my experience and knowledge had remained the
same, hadn't risen, hadn't overflowed. I'd stood with
other Americans, all of us huddled together, heads
back and mouths dropped open as we peered up at
painted ceilings. I thought now about how I had
never been in love, had never gone to a political
meeting in someone's basement, had never really
done anything that could be considered independent
or particularly insightful or daring. At Smith, girls
surrounded me, the equivalent of those American
tourists. Girls in groups were as safe as shepherd's pie.
Now I sat in the upper part of the library, freezing
cold but not minding, and finally I made myself begin
to write something. Without censoring it or
condemning it for being trivial or narrow or simply
poorly constructed, I wrote about the impenetrable
wall of femaleness that formed my life. This,
apparently, was what I knew. I wrote about the three
different perfumes—Chanel No. 5, White Shoulders,
and Joy—that could be smelled everywhere on
campus, and about the sound of six hundred female
voices rising up together at convocation to sing
"Gaudeamus Igitur."
When I was done, I sat for a long time at that
carrel, thinking of Professor J. Castleman and how
he'd looked in class with his eyed closed. His eyelids
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had a purplish, nearly translucent quality, making
them appear inadequate to the task of keeping the
world out. Maybe that was what it was like to be a
writer: Even with the eyes closed, you could see.
During his office hours the following week, sitting
on the bench in the hallway, I waited with nearly
rabid anticipation. Someone was already in there; I
could hear the dueling murmurs of a male voice and
a female one, punctuated by an occasional shriek of
female hilarity, all of which increased my annoyance.
Was there a party going on? Were drinks being
served, and damp little sandwiches? Finally the door
opened and Abigail Brenner, one of the other
students from the class, emerged, holding her tedious
story about her grandmother's recent death from
double pneumonia, which she had been reworking
pointlessly since the first day of class. From within
the office, I could see Castleman at his desk; his jacket
was off, and he was in his shirtsleeves and tie.
"Well, hello there, Miss Ames," he said, finally
realizing I was there.
"Hello, Professor Castleman," I said, and I sat
across from him on a wooden chair. He held my new
story in his hand, the one I'd left in his department
mailbox.
"So. Your story." He looked at it serenely. There
were almost no markings on it, no red-pen
hieroglyphics. "I've read this twice," he said, "and
frankly, both times I've found it to be wonderful."
1
Which of the following statements best
summarizes the passage?
A) A writer embarks on a search for an audience
that understands her work.
B)
C)
A writer demonstrates persistence in
overcoming a variety of challenges.
A writer succeeds in conveying her experience
in an authentic way.
D) A writer gradually recognizes her need for
intellectual exchanges
2
The narrator indicates that her attempt to think
in "a writerly fashion" (line 8) during dinner was
A) unnecessarily distracting
B)
C)
pitifully inadequate
vastly entertaining
D) moderately serviceable
3
Based on the passage, which of the following
risks that writers may face is a concern to the
narrator?
A) Being misunderstood by readers
B) Being overlooked by readers
C) Revealing personal feelings to readers
D) Choosing a topic that is unappealing to
readers
4
Which main effect do the words "ignored,"
"distant," and "lone" in lines 24-27 have in
conveying the mood of the narrator?
A) They reflect her sense of isolation as a writer.
B) They hint at her underlying hostility to well-
known writers.
C) They emphasize her lifelong desire to become a
writer.
D) They undercut her claims about the quality of
her writing.
5
As used in line 33, "pinned" most nearly means
A) suspended
B) displayed
C) attached
D) confined
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6
The narrator suggests that her college classmates
resemble the American tourists in which way?
A) They are uninterested in the thoughts and
reactions of other people.
B) They are sheltered from exposure to new types of
experiences.
C) They feel overwhelmed by the cultural richness of
their surroundings.
D) They are afraid of traveling to unfamiliar
environments.
7
Based on the passage, the "wall" (line 52) is best
described as
A) a protective boundary that insulates the narrator
from severe criticism.
B) a formidable barrier that must be overcome in
order for one to succeed.
C) an ominous presence that alerts writers to the
consequences of failure.
D) an inescapable constraint that encourages
students' social conformity.
8
Which choice provides the best evidence that
the narrator idealizes Professor Castleman?
A) Lines 64-65 (“Maybe...see”)
B) Lines 78-80 (“From...tie”)
C) Line 87 (“He looked ...serenely”)
D) Lines 89-90 (“I've read...wonderful”)
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9
Based on the passage, the narrator feels indignant
while waiting outside Professor Castleman's
office primarily because she
A) believes Professor Castleman is deliberately
ignoring her.
B) objects to Professor Castleman's slowness in
grading her work.
C) resents the apparent frivolity of the meeting
going on inside.
D) disapproves of the topic of Abigail Brenner's
story.
10
Which choice provides the best evidence to the
previous question?
A) Lines 66-68 (“During. ..anticipation”)
B) Lines 68-71 (“Someone...annoyance”)
C) Lines 73-78 (“Finally . ..of class”)
D) Lines 81-82 (“Well...was there”)
Question-and-Answer Service Student Guide
Questions 11-20 are based on the following
passage.
This passage is adapted from a speech delivered in 1860 by
John Hossack, "Speech of John Hossack, Convicted of a
Violation of the Fugitive Slave Law, before Judge
Drummond, of the United States District Court, Chicago, IL."
Hossack was tried for aiding an escaped African American
slave, in violation of the Fugitive Slave Law of 1850.
I am a foreigner. I [was born] among the rugged
but free hills of Scotland; a land, Sir, that never was
conquered, and where a slave never breathed. Let a
slave set foot on that shore, and his chains fall off for
ever, and he becomes what God made him—a man.
In this far-off land, I heard of your free institutions,
your prairie lands, your protected canals, and your
growing towns. Twenty-two years ago, I landed in
this city. . . I then opened a prairie farm to get bread
for my family, and I am one of the men who have
made Chicago what it is to-day, having shipped some
of the first grain that was exported from this city. I
am, Sir, one of the pioneers of Illinois, who have gone
through many of the hardships of the settlement of a
new country. I have spent upon it my best days, the
strength of my manhood. I have eleven children, who
are natives of this my adopted country. No living
man, Sir, has greater interest in its welfare; and it is
because I am opposed to carrying out wicked and
ungodly laws, and love the freedom of my country,
that I stand before you to-day. . .
Sir, I ought not to be sentenced because, as been
argued by the prosecution, I am an Abolitionist. I
have no apologies to make for being an Abolitionist.
When I came to this country, like the mass from
beyond the sea, I was a Democrat; there was a charm
in the name. But Sir, I soon found that I had to go
beyond the name of a party in this country, in order
to know any thing of its principles or practice. I soon
found that however much the great parties of my
adopted country differed upon banks, tariffs and land
questions, in one thing they agreed, in trying which
could stoop the lowest to gain the favor of the most
cursed system of slavery that ever swayed a iron rod
over any nation. . . As a man who had fled from the
crushing aristocracy of my native land, how could I
support a worse aristocracy in this land? I was
compelled to give my humble name and influence to
a party who proposed, at least, to embrace in its
sympathies all classes of men, from all quarters of the
globe. In this choice, I found myself in the company
of Clarkson and Wilberforce
1
in my native land, and
of Washington and Franklin, in this boasted land of
the free; and more than all these, the Redeemer in
whom I humbly trust for acceptance with my God,
who came to heal the broken-hearted, to preach
deliverance to the captives, to set at liberty those who
were bruised. . . Tell me, Sir, with these views, can I be
any thing but an Abolitionist? Surely, for this I ought
not to be sentenced.
Again, sir, I ought not to be sentenced, because the
Fugitive Slave Law, under which I am torn from my
family and business by the supple tools of the Slave
Power
2
. . . is at variance with both the spirit and letter
of the Constitution. Sir, I place myself upon the
Constitution, in the presence of a nation who have
the Declaration of Independence read to them every
Fourth of July, and profess to believe it. Yes, in the
presence of civilized man, I hold up the Constitution
of my adopted country as clear from the blood of
men, and from a tyranny that would make crowned
heads blush. The parties who [bend] the Constitution
to the support of slavery are traitors—traitors not
only to the liberties of millions of enslaved
countrymen, but traitors to the Constitution itself
which they have sworn to support. A foreigner upon
your soil, I go not to the platforms of contending
parties to find truth. I go, Sir, to the Constitution of
my country: the word slave is not to be found. I read,
"We, the people of the United States, in order to form
a more perfect Union, establish justice,"—yes, Sir,
establish justice—"to promote the general welfare,
and to secure the blessings of liberty to ourselves and
our posterity, so ordain and establish this
Constitution of the United States of America." These
were the men who had proclaimed to the world that
all men were created equal; that they were endowed
by their Creator with certain inalienable rights—life,
liberty, and the pursuit of happiness; and contended
even unto death for seven long years. Can it be, Sir,
that these great men, under cover of those hallowed
words, intended to make a government that should
outrage justice and trample upon liberty as no other
government under the whole heavens has ever done?
1
British abolitionists
2
The political influence wielded by slave owners
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11
The primary purpose of the passage is to
convince the presiding judge that
A) the Fugitive Slave Law is in conflict with
various state and local laws.
B) the Fugitive Slave Law does not apply to
foreign-born residents such as Hossack.
C) Hossack's contributions to his adopted country
outweigh the illegality of his actions.
D) Hossack's actions in service of the abolitionist
cause should not be considered crimes.
12
Hossack's descriptions of Scotland in lines 1-5
("I am. . . man") suggest that
A) he sought greater freedom than his homeland
offered.
B) the values of his homeland shaped his love of
freedom.
C) his fear of financial insecurity prompted his
emigration.
D) he lacked faith in Scotland's justice system.
14
Hossack indicates that upon coming to the United
States, he identified with the Democratic Party
because it
A) welcomed newcomers from overseas.
B) appealed to him for superficial reasons.
C) reminded him of political parties in Scotland.
D) maintained flexible positions on certain issues.
15
As used in lines 34-35, the phrase "swayed an
iron rod over" serves mainly to characterize the
A) strength wielded by a single forceful individual.
B) political influence exerted by a powerful group.
C) control of weaker nations by a country with
more authority.
D) discrepancy between political ideals and
processes.
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13
Hossack's account of his experiences in Chicago in
lines 8-15 ("Twenty-two. . . country") primarily
serves to
A) emphasize the extent of his contribution to the
United States.
B) highlight his role in helping boost American
exports.
C) justify his attempts to undermine destructive
government policies.
D) demonstrate that the court is obligated to be
lenient toward him.
16
It can be reasonably inferred from the passage
that Hossack became an abolitionist because
A) he had been a part of the successful abolitionist
movement in Scotland.
B) participation in the Democratic Party made
him aware of the injustice of slavery.
C) antislavery activism helped him adjust to his
new country.
D) slavery was another form of an unjust social
system that he already opposed.
Question-and-Answer Service Student Guide
17
As used in line 58, "profess" most nearly means
A) claim.
B) confess.
C) instruct.
D) decline.
18
Which choice most clearly suggests that in Hossack's
view, those who willfully distort the core principles
of the United States should be considered criminals?
A) Lines 55-58 ("Sir, I . . . believe it")
B) Lines 58-62 ("Yes, in . . . blush")
C) Lines 62-66 ("The parties . . . support")
D) Lines 68-69 ("I go, Sir . . . found")
19
It can most reasonably be inferred from the passage
that Hossack regards the authors of the founding
documents of the United States to be
A) well-meaning men who offered proposals that
they feared would be difficult to implement.
B) ambitious men who hoped to change the world
with their far-reaching pronouncements.
C) virtuous men who intended to reflect the actual
practice of important ideals.
D) calculating men who made promises that would
benefit them politically.
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20
Which choice provides the best evidence for the
answer to the previous question?
A) Lines 66-68 ("A foreigner . . . truth")
B) Lines 69-75 ("I read . . . America")
C) Lines 75-80 ("These . . . years")
D) Lines 80-84 ("Can . . . done")
Question-and-Answer Service Student Guide
Questions 21-30 are based on the following
passage.
Passage 1 is adapted from "'Cloud Seeding' Not Effective at
Producing Rain as Once Thought, New Research Shows."
©2010 by American Friends of Tel Aviv University. Passage 2
is adapted from Janet Pelley, "Does Cloud Seeding Really
Work?" ©2017 by American Chemical Society.
Passage 1
In many areas of the world, including California's
Mojave Desert, rain is a precious and rare resource.
To encourage rainfall, scientists use "cloud seeding," a
weather modification process designed to increase
precipitation amounts by dispersing chemicals into
the clouds.
But research now reveals that the common
practice of cloud seeding with materials such as silver
oxide and frozen carbon dioxide may not be as
effective as it had been hoped. In the most
comprehensive reassessment of the effects of cloud
seeding over the past fifty years, new findings from
Prof. Pinhas Alpert, Prof. Zev Levin and Dr. Noam
Halfon of Tel Aviv University's Department of
Geophysics and Planetary Sciences have dispelled the
notion that cloud seeding is an effective mechanism
for precipitation enhancement.
During the course of his study, Prof. Alpert and his
colleagues looked over fifty years' worth of data on
cloud seeding, with an emphasis on rainfall amounts
in a target area over the Sea of Galilee in the north of
Israel. The research team used a comprehensive
rainfall database and compared statistics from periods
of seeding and non-seeding, as well as amounts of
precipitation in the adjacent non-seeded areas.
"By comparing rainfall statistics with periods of
seeding, we were able to show that increments of
rainfall happened by chance," says Prof. Alpert. "For
the first time, we were able to explain the increases in
rainfall through changing weather patterns" instead
of the use of cloud seeding.
Most notable was a six year period of increased
rainfall, originally thought to be a product of
successful cloud seeding. Prof. Alpert and his fellow
researchers showed that this increase corresponded
with a specific type of cyclone which is consistent
with increased rainfall over the mountainous regions.
They observed a similarly significant rain
enhancement over the Judean Mountains, an area
which was not the subject of seeding.
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Passage 2
Last year marked the conclusion of a massive six-
year study that has been the most comprehensive and
rigorous to date to investigate whether cloud seeding
actually increases precipitation. Called the Wyoming
Weather Modification Pilot Project (WWMPP), the
study was run by a team of researchers from
government, academia, and private industry. In the
end, WWMPP wasn't able to provide a definitive
answer. "But the results do provide a body of
evidence that cloud seeding is working under certain
conditions," says Roelof Bruintjes, an atmospheric
scientist at the National Center for Atmospheric
Research (NCAR), who was not part of the project
although his colleagues at NCAR were deeply
involved.
Earlier studies would inject silver iodide into
clouds, then compare precipitation gauges in areas
inside and outside the seeding zone. But the studies
weren't repeatable, and they didn't include enough
trials to guarantee that observed increases in
precipitation weren't due to chance. The challenge
with measuring the effect of weather modification is
that natural rain and snowfall variability is 10 to 100
times as large as the amount of precipitation
augmented by seeding, Bruintjes says.
Still, the WWMPP researchers thought they could
address the drawbacks of past studies. The
researchers designed their $14 million project to run
for six winter seasons in the mountains of Wyoming.
They conducted more than 150 tests, randomly
selecting clouds to seed and clouds to be their
unseeded controls.
Measurements from the high-resolution snow
gauges on the ground indicated that seeding elevated
snowfall by 5-15%. But this result was achieved only
after the researchers threw out some of the tests
where silver iodide drifted into control clouds or
where not enough seeding material was released, so
the final results weren't statistically significant.
"Nevertheless, all the results provided evidence for a
positive trend," Bruintjes says.
The scientists also took advantage of new
developments in remote-sensing and atmospheric
modeling to examine dynamics inside a small subset
of seeded clouds.
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Question-and-Answer Service Student Guide
Remote-sensing observations are valuable because
radar can describe growth of snow in a cloud in a
much more immediate way than snow gauges can,
says Bart Geerts, an atmospheric scientist at the
University of Wyoming who was part of WWMPP.
"Detailed remote-sensing measurements of cloud
dynamics are cheaper and more doable than
randomized statistical experiments that measure
increases in snow on the ground," Geerts says.
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21
As used in line 8 “practice” most nearly means
A) procedure.
B) profession.
C) background.
D) rehearsal.
22
The main purpose of the third paragraph of
Passage 1 (lines 18-25) is to
A) suggest that the extent of a problem has been
exaggerated.
B) gauge the success of an approach to an issue.
C) detail the solution to a scientific puzzle.
D) describe a methodology that led to a new
understanding.
23
It can reasonably be inferred from Passage 1 that an
important reason for the conclusions reached by
Alpert and his colleagues was the presence of
A) conditions that could reasonably account for
an apparent increase in rainfall.
B) the ongoing scarcity of rainfall in different
and seemingly unrelated areas of the world.
C) data available to allow comparison of rainfall
in Israel with rainfall in other countries.
D) a generally accepted account of cloud seeding
over the past fifty years.
24
Which choice provides the best evidence for the
answer to the previous question?
A) Lines 1-6 ("In many . . . clouds")
B) Lines 18-22 ("During . . . Israel")
C) Lines 26-28 ("By comparing . . . Alpert")
D) Lines 32-37 ("Most . . . regions")
25
Which choice best supports the idea that the
conclusions of the WWMPP cannot be regarded
with complete confidence?
A) Lines 44-47 ("Called . . . industry")
B) Lines 56-58 ("Earlier . . . zone")
C) Lines 75-79 ("But this . . . significant")
D) Lines 91-94 ("Detailed . . . says")
26
Which choice best represents the different
meanings of "run" as used in line 46 and line
68, respectively?
A) Supervised; complete
B) Evaded; extend
C) Conducted; continue
D) Carried; travel
27
The fifth paragraph of Passage 2 (lines 82-85) serves
primarily to
A) highlight an advanced technique that improved
the study.
B) compare the effectiveness of older and newer
approaches.
C) explore the methods used to justify the cloud
seeding.
D) suggest that some key information may have
been compromised.
A) Each passage explored an experiment addressing
a certain problem, and these experiments have
similar weaknesses.
B) Each passage describes a research study about the
same practice, but these studies yield different
conclusions.
C) Passage 1 provides a general discussion of an
ongoing scientific puzzle considered more
specifically in Passage 2.
D) Passage 1 explains the significance of a research
finding that Passage 2 argues has only a limited
practical application.
Question-and-Answer Service Student Guide
28
Which choice best describes the relationship
between the two passages?
29
Which choice best reflects the designs of the
studies explored in Passage 1 and Passage 2,
respectively?
A) The researchers in Passage 1 compared seeded
and unseeded clouds, whereas the researchers
in Passage 2 only seeded clouds.
B) The researchers in Passage 1 considered a
variety of environments, whereas the
researchers in Passage 2 focused on a single
country.
C) The researchers in Passage 1 utilized readily
available equipment, whereas the researchers
in Passage 2 relied on cutting-edge technology.
D) The researchers in Passage 1 analyzed a set of
existing data, whereas the researchers in
Passage 2 conducted new experiments.
30
Compared to the way in which the author of Passage
1 presents Alpert's study, the author of passage 2
presents the WWMPP as being
A) less definitive in its approach.
B) less flexible in its approach.
C) more relevant in its approach.
D) more abstract in its approach.
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Questions 31-41are based on the following passage
and supplementary material.
This passage is adapted from Jonah Berger, Contagious: Why
Things Catch On. ©2013 by Social Dynamics Group, LLC.
Although geography clearly matters in voting—the
East Coast leans Democratic while the South skews
Republican—few people would think that the exact
venue in which they vote matters.
But it does.
Political scientists usually assume that voting is
based on rational and stable preferences: people
possess core beliefs and weigh costs and benefits when
deciding how to vote. If we care about the
environment, we vote for candidates who promise to
protect natural resources. If we're concerned about
health care, we support initiatives to make it more
affordable and available to greater numbers of people.
In this calculating, cognitive model of voting behavior,
the particular kind of building people happen to cast
their ballot in shouldn't affect behavior.
But we weren't so sure. Most people in the United
States are assigned to vote at a particular polling
location. Polling locations are typically public
buildings—firehouses, courthouses, or schools—but
can also be churches, private office buildings, or other
venues.
Different locations contain different triggers.
Churches are filled with religious imagery, which
might remind people of church doctrine. Schools are
filled with lockers, desks, and chalkboards, which
might remind people of children or early educational
experiences. And once these thoughts are triggered,
they might change behavior. Could voting in a school
lead people to support educational funding?
To test this idea, Marc Meredith, Christian
Wheeler, and I acquired data from each polling place
in Arizona's 2000 general election. We used the name
and address of each polling location to determine if it
was a church, a school, or some other type of building.
Forty percent of people were assigned to vote in
churches, 26 percent in schools, 10 percent in
community centers, and the rest in a mix of apartment
buildings, golf courses, or even RV parks.
Then we examined whether people voted
differently at different types of polling places. In
particular, we focused on a ballot initiative that
proposed raising the sales tax from 5.0 percent to 5.6
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percent to support public schools. This initiative had
been hotly debated, with good arguments on both sides.
Most people support education, but few people enjoy
paying more taxes. It was a tough decision.
If where people voted didn't matter, then the percent
supporting the initiative should be the same at schools
and other polling locations.
But it wasn't. More than ten thousand more people
voted in favor of the school funding initiative when the
polling place was a school. Polling locations had a
dramatic impact on voting behavior.
And the initiative passed.
This difference persisted even after we controlled for
things like regional differences in political preferences
and demographics. We even compared two similar
groups of voters to double-check our findings: people
who lived near schools and were assigned to vote at one
versus people who lived near schools but were assigned
to vote at a difference type of poling place (such as a
firehouse). A significantly higher percentage of the
people who voted in schools were in favor of increasing
funding for schools. The fact that they were in a school
when they voted triggered more school-friendly
behavior.
A ten-thousand-vote difference might not seem like
much. But it was more than enough to shift a close
election. In the 2000 presidential election the difference
between George Bush and Al Gore came down to less
than 1000 votes. If 1000 votes is enough to shift an
election, 10,000 certainly could. Triggers matter.
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Adapted from Jonah Berger, Marc Meredith, and S. Christian Wheeler, "Contextual Priming: Where
People Vote Affects How They Vote." ©2008 by The National Academy of Sciences of the USA.
31
Which statement best expresses the main idea of
the passage?
A) the outcomes of elections can often be
attributed to geographic variations in voters'
values.
B) Politicians exploit the triggering effects of
voting venues to better their chances in
elections.
C) Voters' attitudes toward education funding are
affected by the proximity of voters' homes to
schools.
D) Voting decisions can be influenced by the
surroundings in which voters cast their ballots.
32
As used in line 3, “exact” most nearly means
A) particular.
B) accurate.
C) identical.
D) proper.
33
The passage suggests that most experts who hold
the traditional view of voting behavior would say
that the school-funding initiative in the 2000
Arizona general election passed because the
majority of voters
A) believed that the initiative accorded with their
reasoned views.
B) cast ballots in venues with triggers that
encouraged them to favor the initiative.
C) were exposed primarily to arguments
supporting the initiative.
D) voted for the initiative due to geographic
factors.
Question-and-Answer Service Student Guide
38
Which statement best describes the function of
the last paragraph in the context of the passage as
a whole?
A) It addresses a potential criticism of the author's
argument by providing a context in which that
criticism should be understood.
B) It suggests that the author's findings may shed
light on phenomena in fields other than
political science.
C) It concedes the existence of a significant
exception to a trend identified by the author.
D) It summarizes the argument that the author
sought to overturn with his research.
39
Which statement best identifies a weakness in
the author's claim in the last sentence?
11
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CONTINUE
12
34
Which choice best illustrates the view referred to
in the answer to the previous question?
A) Lines 1-4 ("Although . . . matters")
B) Lines 11-13 ("If we care . . . people")
C) Lines 25-30 ("Schools . . . funding")
D) Lines 46-47 ("Most . . . decision")
35
In the passage, the author most directly
characterizes himself and his research team as
A) displeased with certain political efforts to
manipulate how voters behave.
B) dissatisfied with the lack of general agreement
on how voters think and act.
C) unconvinced by certain assumptions about how
voters make decisions.
D) alarmed by the strength of their findings
regarding how easily voters can be influenced.
36
Which choice best supports the idea that many
voters felt deeply invested in the outcome of the vote
on the school-funding initiative?
A) Lines 41-44 ("In particular . . . schools")
B) Lines 44-45 ("This . . . sides")
C) Lines 48-50 ("If where . . . locations)
D) Lines 63-65 ("A significantly . . . schools")
37
As used in line 54 “dramatic” most nearly means
A) theatrical.
B) abrupt.
C) striking.
D) sensational.
A) The author restates the claim that triggers
matter but does so without having offered
examples of triggers in the passage.
B) The author characterizes his claim about
triggers as innovative, whereas the passage as a
whole suggests that many scholars offer similar
explanations for voter decisions.
C) The author states that a trigger influenced a
particular election but fails to provide evidence
for this claim elsewhere in the passage.
D) The author makes a general claim about the
significance of triggers, but the passage
provides evidence of only one instance of a
trigger affecting voters' actions.
Question-and-Answer Service Student Guide
40
The table most clearly indicates that which
statement is true of voters who lived within 0.2 miles
of a school and voted in a school?
A) They supported the school-finding initiative at a
higher rate than voters who lived within 0.2
miles of a school and did not vote in a school.
B) They demonstrated no change in likelihood to
support the school-funding initiative after
researchers had controlled for demographics.
C) They were more likely to support the school-
finding initiative than to support other
initiatives in the election.
D) They accounted for a larger percentage of voters
in the election than did any other group of
voters.
41
Based on the passage, the data in the last row and
columns B and C of the table helped the author and
his team to
A) identify additional examples of the role of
triggers in voters' decisions.
B) rule out alternatives to their explanation of
voters' support for the school-funding initiative.
C) show that the outcomes of multiple elections
support their hypothesis about voters' behavior.
D) explain why proximity to a school affected the
decisions of people who did not vote in schools.
11
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CONTINUE
13
Question-and-Answer Service Student Guide
11
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CONTINUE
14
Questions 42-52 are based on the following
passage.
This passage is adapted from Thomas W. Schoener and
David A. Spiller, "Trophic Cascades on Islands." ©2010 by
Island Press
In the 1970s, one of us visited more than 500
Bahamian islands to survey distributions of
vertebrates, with special emphasis on lizards and
birds. A key objective was to determine the threshold
island area on which vertebrate populations could just
survive. We were astonished to find lizards,
particularly Anolis sagrei, on some tiny islands, a
discovery that multiplied by at least two orders of
magnitude the list of Bahamian islands surmised or
known to have resident populations of vertebrates.
We realized we had to check many quite small islands
to determine such thresholds, and in the course of
that endeavor we came upon a large number of
islands without lizards. This led to a second, even
more exciting discovery: Such islands sometimes had
extraordinarily high densities of spiders, the
omnipresent webbing giving them the appearance of
the proverbial grandmother's attic.
In 1981, we had to investigate this phenomenon
systematically for the many small islands in the
central Bahamas near the relatively large island of
Staniel Cay, a major stopover in our earlier survey.
Our first study found that spiders were about an
order of magnitude denser on no-lizard than lizard
islands (adjusted for the positive and negative
correlations with area and distance from large
landmasses, respectively). A second observational
study in 1982 examined numbers of spider species,
finding that no-lizard islands had 1.5-2 times the
number of species as had lizard islands (again
adjusted for area and distance, and for the maximum
height attained by the vegetation on the island, which
correlated positively with number of spider species).
This result was quite different from Paine's (1966)
famous one in the rocky intertidal, in which diversity
increased with increasing predation, and it presaged
other such results for terrestrial arthropods in our
system and in others also.
Such comparative data pointed to a strong
negative effect of lizards on spiders, but as is true of
all comparative studies, the observations did not
suffice to eliminate alternative hypotheses about why
Line
5
10
15
20
25
30
35
40
islands with and without lizards might differ. A more
reliable investigation would be experimental, and
toward that end we staked out nine approximately 83-
square-meter plots on Staniel Cay in 1985. Three of
the plots were unenclosed, and the others had wood-
framed fences made of hardware cloth topped with
smooth plastic to impede lizard locomotion in and
out. Three of the enclosed plots were randomly
chosen to maintain lizards at natural densities,
whereas the other three had lizards removed. Thus we
had three treatments: The two types of enclosed plots
tested the lizard effect, and the unenclosed plots were
a cage control, to be compared with the enclosed
lizard plots. The 18-month experiment showed that
lizard removal enclosures had spider densities three
times higher than those control enclosures and the
unenclosed (also having lizard) plots. Numbers of
spider species were higher without lizards as well, in
parallel to the comparative studies. Numbers and
biomasses of insects caught in the sticky traps were
also higher in lizard removal enclosures; therefore, an
increase in spiders did not completely compensate for
the absence of lizards. There was some effect of the
enclosures: Sticky traps in the enclosed plots caught
about 20 percent fewer arthropod individuals than
those in open plots.
What was the mechanism of the (now firmly
established) lizard effect on spiders? The obvious one
is predation. However, a second is competition for
food: Spiders consume prey large in relation to their
own size, so lizards and spiders might overlap in prey
size well beyond their relative body sizes alone.
50
55
60
65
70
45
Question-and-Answer Service Student Guide
11
CONTINUE
15
Figure 1
o
Adapted from David A. Spiller and Thomas W. Schoener, "An Experimental Study of the Effect
of Lizards on Web-Spider Communities." ©2010 by the Ecological Society of America
Figure 2
Adapted from David A. Spiller and Thomas W. Schoener, "Lizards Reduce Food Consumption
by Spiders: Mechanisms and Consequences." ©1990 by Springer-Verlag.
Question-and-Answer Service Student Guide
42
As used in line 11, "check" most likely means
A) counter.
B) stop.
C) mark.
D) inspect.
43
The parenthetical statements in lines 25-27 and lines
30-33 primarily serve to
A) concede that the observed correlation between
spider and lizard populations was weaker than
researchers expected.
B) describe additional variables that the
researchers took into consideration while
investigating causes of spider population
variances.
C) dismiss a possible objection to assumptions the
researchers made while recording observations
about spider populations.
D) offer an explanation for the unusual nature of
the spider population data that the researchers
obtained.
44
It can reasonably be inferred from the passage
that the observational studies of the early 1980s
were significant in part because they
A) showed that certain island ecosystems were
more diverse than the researchers previously
thought.
B) incorporated a new method for studying the
effect of land area on species population data.
C) were inconsistent with the findings of an
earlier investigation into a similar
relationship.
D) confirmed a positive correlation researchers
had long suspected but had not
demonstrated.
45
Which choice provides the best evidence for the
answer to the previous question?
A) Lines 19-22 ("In 1981 . . . survey")
B) Lines 23-27 ("Our first . . . respectively")
C) Lines 27-33 ("A second . . . species")
D) Lines 34-38 ("This . . . also")
46
Based on the passage, the primary advantage the
experimental study had over the observational
studies was that it could
A) answer a further research question about the
effects of human-made structures on spider and
lizard interactions.
B) control for factors that might have influenced
the results of the researchers' observational
studies.
C) isolate lizards and spiders from other species to
prevent interactions among them from
interfering with results.
D) provide a better understanding of diverse
ecosystem compositions among individual
islands than the observational study could.
11
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CONTINUE
16
47
Which choice provides the best evidence for the
answer to the previous question?
A) Lines 39-46 ("Such . . . 1985")
B) Lines 46-50 ("Three . . . out")
C) Lines 50-52 ("Three . . . removed")
D) Lines 52-56 ("Thus . . . plots")
Question-and-Answer Service Student Guide
49
Which of the following findings, if true, would best
support the explanation presented in lines 71-74
("However . . . alone")?
A) The total insect biomass consumed by spiders was
reduced in lizard enclosures and unenclosed
plots compared with the biomass consumed by
spiders in lizard removal enclosures.
B) The survial rate of spiders was significantly
higher in lizard removal enclosures than in
lizard enclosures and unenclosed plots.
C)
D)
Fewer spider webs were found closer to the
ground where lizards might have easier access
to them in unenclosed plots and lizard
enclosures than in lizard removal enclosures.
Insects consumed by spiders in unenclosed
plots were significantly larger, on average,
than were insects in lizard enclosures and
lizard removal enclosures.
50
According to figure 1, the overall mean population
of spiders in plots where lizards were removed was
between
A) 25 and 50
B) 50 and 75
C) 75 and 100
D) 100 and 125
STOP
If you finish before time is called, you may check your work on this section only.
Do not turn to any other section.
11
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17
48
As used in line 51, "maintain" most likely means
A) keep.
B) promote.
C) defend.
D) declare.
51
The information in figure 1 most strongly suggests
that
A) spiders prey on more insects in the fall than in
the spring.
B) spider populations tend to be larger in spring
than in summer.
C) the number of lizards in a given plot varies over
time.
D) the presence of lizards helps to reduce
variability in the number of spiders over time.
52
Which of the following statements does the
information in figure 2 best support?
A) The removal of Lepidoptera species would have
a large impact on Anolis lizard diets.
B) Hemiptera species are much larger than the
species M. datona spiders typically prey on.
C) In the experiment, Anolis lizards were not
dependent on any single food source.
D) The researchers studied a larger sample size of
Anolis lizard diets than of M. datona spider
diets.
Question-and-Answer Service Student Guide
Writing and Language Test
35 MINUTES, 44 QUESTIONS
Turn to Section 2 of your answer sheet to answer the questions in this section.
Each passage below is accompanied by a number of questions. For some questions, you
will consider how the passage might be revised to improve the expression of ideas. For
other questions, you will consider how the passage might be edited to correct errors in
sentence structure, usage, or punctuation. A passage or a question may be accompanied by
one or more graphics (such as a table or graph) that you will consider as you make revising
and editing decisions.
Some questions will direct you to an underlined portion of a passage. Other questions will
direct you to a location in a passage or ask you to think about the passage as a whole.
After reading each passage, choose the answer to each question that most effectively
improves the quality of writing in the passage or that makes the passage conform to the
conventions of standard written English. Many questions include a“NO CHANGE” option.
Choose that option if you think the best choice is to leave the relevant portion of the
passage as it is.
22
...................................................................................................................................
CONTINUE
18
Instrumental Repairs
Millions of musicians around the world—from
school groups to rock banks to professional symphony
orchestras—practice, perform, and travel regularly, 1
meaning they must make arrangements for their
instruments to travel with them. Guitars need new frets,
clarinets need rusty keys cleaned or replaced, and pianos
1
Which choice most effectively sets up the sentence
that follows in the paragraph?
A) NO CHANGE
B) meaning their instruments undergo
considerable wear and tear.
C) introducing audiences worldwide to a range
of musical instruments.
D) helping keep those who make musical
instruments very busy.
Question-and-Answer Service Student Guide
need to be tuned. 2 For comprehensive maintenance
and 3 potent repairs, musicians need musical
instrument technicians, trained processionals with an
expert knowledge of both mechanics and music.
22
...............................................................................................................................................................................................................................................................................................................
CONTINUE
3
A) NO CHANGE
B) definite
C) conclusive
D) significant
19
2
At this point, the writer is considering adding the
following sentence.
Piano tuning became a profession at the start
of the nineteenth century, when the harpsicord
was superseded by the modern piano.
Should the writer make this addition here?
A) Yes, because it introduces historical information
about musical instrument technology that is
expanded on later in the passage.
B) Yes, because it develops the example of piano
tuning in a way that sets up the discussion of
specialties in the next paragraph.
C) No, because it fails to address the development of
the modern guitar and the modern clarinet.
D) No, because it offers tangential information
about piano tuning that interrupts the
paragraph's progression of ideas.
Question-and-Answer Service Student Guide
22
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Becoming a musical instrument technician requires 4
dedication. It requires dedication to learning the
intricacies of instruments. Many technicians are 5 a
musician themselves, and some also have professional
backgrounds in business, marketing, or engineering;
they often attend technical schools or do
apprenticeships with experienced technicians. Though
technicians generally specialize in one or two
instruments, they need to have extensive knowledge of
various instrument types and brands, what kinds of
routine maintenance need to be done on them, typical
problems that occurs, and how to repair damage. If an
instrument is not performing to a musician's standards,
a technician needs to be able to diagnose the problem
and 6 than advice the client and perform repairs.
7 Likewise, a trumpet might not be functioning
properly because the valves have become sticky, the
CONTINUE
5
A) NO CHANGE
B) a musician oneself,
C) musicians themselves,
D) musicians him or herself,
20
4
Which choice most effectively combines the
sentences at the underlined portion?
A) one particular form of dedication—that is
dedication to learning the intricacies of
instruments.
B) dedication to learning the intricacies of
instruments.
C) dedication to instruments' intricacies that can
only be learned.
D) that instruments' intricacies be learned by
individuals who have dedicated themselves to
that purpose.
6
A) NO CHANGE
B) than advise
C) then advise
D) then advice
7
A) NO CHANGE
B) For instance,
C) In the first place,
D) Furthermore,
Question-and-Answer Service Student Guide
joints have developed air 8 leaks, or the metal parts
have been dented.
[1] Musical instrument technicians are needed in a
variety of settings. [2] Large instrument manufacturers
such as Steinway, for example, 9 hires instrument
technicians to work at their factories and retail stores. [3]
Some technicians get to work at concert venues and
music festivals, setting up instruments and keeping
equipment in optimal shape. [4] Tom Weber, a concert
technician for forty years, has traveled extensively and
maintained guitars for acts such as Van Halen and Reba
McEntire, restringing guitars before each show. [5] He
has "never had an artist break a string onstage," he says.
[6] After obtaining her certification in piano tuning and
technology, Michelle Lamm worked as a piano repair
intern and then decided to start her own business,
Michelle's Melody Fine Piano Tuning and Repair. [7]
She travels to homes and businesses fixing pianos; for
one job, she even helped refurbish a forty-year-old grand
piano. 10
Though considerable study and practice are
necessary to join the field, musical instrument
technicians perform a vital service for musicians and
their audiences. Live performances, studio sessions, and
the careers of individual 11 musicians all rely on
instument technicians to keep equipment in top shape
and the music playing on.
22
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CONTINUE
8
A) NO CHANGE
B) leaks; or,
C) leaks, or,
D) leaks—or
9
A) NO CHANGE
B) has hired
C) is hiring
D) hire
10
The writer wants to add the following sentence to
the paragraph.
Other technicians open their own shops
to serve their communities.
To make the paragraph most logical, the sentence
should be placed
A) after sentence 1.
B) after sentence 3.
C) after sentence 5.
D) after sentence 7.
21
11
A) NO CHANGE
B) musicians. All
C) musicians; all
D) musicians, all of which
Question-and-Answer Service Student Guide
Questions 12-22 are based on the following passage.
Remix, Reuse, Repurpose
Digital technology has expanded opportunities for
creative expression, 12 no matter the art form: the
spread of software that can be used to cut parts from
different songs and paste them together 13 have spurred
the creation of a music genre known as remix, or mash-
up. Opponents of this art form maintain that remix artists
violate copyright law because they borrow material from
protected works to the financial 14 detriment of the
original artist. However, remixing is a culturally valuable
art form that often benefits the artist whose material is
used, and its designation as copyright infringement
warrants reconsideration.
[1] Gregg Gillis, aka "Girl Talk," has been involved
in debates about the legality of remix art for more than a
decade. [2] Using only a laptop, Gillis collects samples
from songs ranging from rock ballads to hip-hop, cuts
them to different lengths (some as short as a single drum
beat) and 15 arranging them into a different form. [3]
Although his critically acclaimed 2006 album Night
Ripper consists of hundreds of samples from different
artists, Gillis believes his songs are original because 16
they, "recontexualize the source material into a new
whole." [4] His music provides new ways of relating to the
22
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CONTINUE
12
Which choice best introduces the topic of the
passage?
A) NO CHANGE
B) enriching artists worldwide:
C) even among software developers:
D) especially in music:
13
A) NO CHANGE
B) has spurred
C) are spurring
D) were spurring
14
A) NO CHANGE
B) deterioration
C) wounding
D) limitation
22
15
A) NO CHANGE
B) arranges
C) to arrange
D) did arrange
16
A) NO CHANGE
B) they:
C) they
D) they;
Question-and-Answer Service Student Guide
old—listeners may revisit a song they had previously
dismissed when they find themselves enjoying it mixed
with a song they love—so he believes his sampling
qualifies as "fair use," a 17 legally permissible borrowing
of copyrighted material for a transformative purpose. 18
For material to qualify as fair use, however, the
borrower must not only transform the meaning of the
original but also 19 borrow only a small part of it. If
using a sample hurts the sale of a copyrighted work, then
it does not qualify as fair use. In such cases, the law
22
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CONTINUE
17
A) NO CHANGE
B) legal and lawful use of
C) legal acquisition through borrowing
D) valid means, or acceptable method, in
other words, to borrow
23
18
To improve the cohesion and flow of this
paragraph, the writer wants to add the following
sentence.
His songs are composed entirely of samples,
excerpts taken from one song for use in
another.
The sentence would most logically be placed
A) after sentence 1.
B) after sentence 2.
C) after sentence 3.
D) after sentence 4.
19
Which aspect of fair use most effectively sets
up the next sentence in the paragraph?
A) NO CHANGE
B) not damage its economic value.
C) not incorporate its most memorable
aspects.
D) use the work for the purpose of
commentary or criticism.
Question-and-Answer Service Student Guide
requires the borrower to obtain a license from the
copyright owner, a process that legal scholar Lawrence
Lessig describes as prohibitively costly and cumbersome
for independent artists. Gillis, though, contends that his
work does not hurt but rather promotes interest in the
source material. A Girl Talk song that features the
Notorious B.I.G. and Elton John might send listeners
running to hear more from the Brooklyn rapper and the
British songsmith.
Although it is important 20 protecting artists by not
allowing complete copies of their work to be distributed
without permission, remix art is not a mere verbatim
copy but a repurposing of source materials that makes
21 it's audience think about how one piece of art fits into
the broader cultural landscape. The law should
encourage, not inhibit, this creative interaction with
culture, especially when the remix 22 is wildly popular.
22
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CONTINUE
20
A) NO CHANGE
B) in the protection of
C) to protect
D) protect
21
A) NO CHANGE
B) its
C) there
D) they're
22
The writer wants the conclusion to restate an
important idea in the passage. Which choice best
accomplishes this goal?
A) NO CHANGE
B) wins critical acclaim.
C) improves on the source material.
D) renews interest in the original.
24
Question-and-Answer Service Student Guide
22
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Questions 23-33 are based on the following passage.
The Motivation of Reputation
Motivating people to engage in socially beneficial
behaviors, such as conserving energy 23 resources—is a
challenge. Many assume that the only way to encourage
such engagement is through financial rewards or
penalties. Harvard economist Erez Yoeli and his
colleagues have learned, however, that reputation is a
strong incentive for making choices that aid the public
24 good in ways that benefit everyone. Such choices
might entail short-term costs, but they carry a potential
long-term benefit: if other people see that an individual is
willing to sacrifice personal convenience for the sake of
the greater good, they might be inclined to sacrifice their
own convenience for that individual's benefit someday.
Yoeli's team of researchers 25 theorized about the
historical importance of reputation by comparing
different sign-up methods for a voluntary program aimed
at preventing domestic power failures. For the program,
participants 26 okayed the installation of a device in
their homes that limited the use of an air-conditioning
unit when demand for energy was highest. Researchers
27 place a sign-up sheet in a public place in housing
developments and apartment buildings. Some residents
were asked to enroll using an anonymous code; others
were asked to use their names, which made the choice to
join the program observable to neighbors. The
CONTINUE
23
A) NO CHANGE
B) resources
C) resources,
D) resources;
24
A) NO CHANGE
B) good in society.
C) good for all.
D) good.
25
25
Which choice best introduces the primary
focus of the paragraph?
A) NO CHANGE
B) tested the effectiveness of reputation incentives
C) proposed a new kind of reward system
D) convinced people to get involved in their
neighborhoods
26
Which choice best maintains the style of the passage?
A) NO CHANGE
B) gave the thumbs up to
C) permitted
D) gave the green light to
27
A) NO CHANGE
B) will place
C) have placed
D) placed
Question-and-Answer Service Student Guide
22
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CONTINUE
researchers found that the observable sign-up strategy
was three times more effective 28 than the anonymous
one. They also determined that observable sign-up was
considerably more effective than offering a $25
incentive to enroll. Even though people who enrolled in
the program believed that they would suffer an
inconvenience—less control over home temperature at
certain times of the day— 29 but the publicity of the
choice to sign up was incentive enough for many to
accept the inconvenience because it made others aware
that they were doing their part to prevent blackouts.
30 Since reputation sometimes fails to promote good
deeds, the strength of its influence varies based on the
likeliness of one's participation being noticed. For
example, in Yoeli's study, sign-up rates were affected by
the observability of the location where the sheet was
placed. In residences 31 where sign-up sheets were
posted in high-activity public spaces, like a shared mail
area, anonymous enrollment was 4.8 percent and
observable enrollment was 11.4 percent, a difference of
28
A) NO CHANGE
B) compared with
C) than that of
D) as opposed to
29
A) NO CHANGE
B) as well as
C) however,
D) DELETE the underlined portion
30
Which choice provides the best transition from the
previous paragraph to the information that follows?
A) NO CHANGE
B) Although reputation can be a powerful
motivator,
C) Reputation is the single most important factor
in decisions, and
D) One cannot account for the power
31
Which choice is best supported by information in
the graph?
A) NO CHANGE
B) where a sign-up sheet was posted,
C) with the most people living in them,
D) where the fewest people enrolled in the
program,
26
Question-and-Answer Service Student Guide
22
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6.6 percentage points. 32 The more observable the
community-minded action, the more likely 33 those are
to benefit the individual's reputation. On the other hand,
says Yoeli's coauthor David Rand, if an action is not
observable, "then there's no problem with not
participating."
CONTINUE
32
At this point, the writer is considering adding the
following sentence.
But in those with less active public spaces,
anonymous enrollment was 2.4 percent and
observable enrollment was 3.8 percent, a
difference of only 1.4 percentage points.
Should the writer make this addition here?
A) Yes, because it uses information from the graph
to acknowledge an opposing point of view
regarding the issue discussed in the passage.
B)
C)
D)
Yes, because it provides accurate evidence from
the graph to support the paragraph's argument.
No, because the data it provides from the graph
contradict the information offered in the next
sentence.
No, because the data it provides from the graph
are irrelevant to the passage's main idea.
33
A) NO CHANGE
B) it is
C) one is
D) they are
27
Anonymous and Observable Methods
for Enrolling in Blackout Prevention
Program Based on Location of Sign-Up
Sheet
Percentage of residents
enrolled in program
low-activity
public space
0
8%
12
%
high-activity
pubic space
6%
4%
2%
10%
location of sign-up sheet
3.8%
2.4%
4.8%
11.4%
anonymous
observable
Adapted from Erez Yoeli et al., "Powering Up with Indirect Reciprocity
in a Large-Scale Field Experiment." ©2013 by Erez Yoeli et al.
Question-and-Answer Service Student Guide
22
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Questions 34-44 are based on the following passage.
Photosynthesis in the Dark
Although it has been known for 34 centuries that
plant's absorb carbon dioxide (CO
2
), a gas that animals
exhale, it was not until the 1940s that scientists
understood how plants use this gas during
photosynthesis, the process by which plants convert light
energy into chemical energy that they store in the form of
sugars. The discovery was made through a series of
experiments conducted by the 35 chemists Melvin
Calvin and Andrew Benson. Key to their early
experiments was a technique called carbon labeling,
which allowed Calvin and Benson to determine whether
plants need light exposure while they break down CO
2
to
use its carbon atoms to construct sugars. The scientists
decided to use a variation of CO
2
in which the ordinary
carbon atoms would be replaced with carbon-14 (
14
C), a
radioactive isotope of carbon that would function as a
radiotracer: plants would absorb and metabolize the
14
CO
2
as though 36 they are regular CO
2
, and then the
researchers would track the
14
C to determine what the
plant had done with it.
37 One sample was stored in the dark for eight
hours; the air in that sample's container had CO
2
. The
CONTINUE
34
A) NO CHANGE
B) century's that plants
C) centuries that plants'
D) centuries that plants
35
A) NO CHANGE
B) chemists, Melvin Calvin
C) chemists Melvin Calvin,
D) chemists: Melvin Calvin
36
A) NO CHANGE
B) they were
C) it were
D) it is
28
37
Which choice most effectively introduces the
events recounted in the paragraph?
A) The decision to use carbon labeling was
critical to Calvin and Benson's success.
B) One advantage of using single-celled algae
rather than other kinds of plants was that the
algae could be conveniently collected and
measured with a pipette.
C) The question was, did light need to shine on
the plants while they were breaking the bonds
between the carbon and oxygen atoms in CO
2
?
D) Calvin and Benson began with two samples of
living algae.
Question-and-Answer Service Student Guide
other sample was exposed to bright light for one hour;
38 this sample was considered to be "preilluminated."
After removing the air from both containers and placing
them in the dark, 39 the samples were exposed to the
CO
2
by the researchers. Five minutes later, the algae
samples were killed to prevent further metabolic activity,
and their molecular contents were examined.
The sample initially stored in the dark container had
produced almost no sugars made with the traceable
14
C,
indicating that the algae hadn't metabolized the
14
CO
2
.
40 Finally, the algae had not been able to
photosynthesize. But the algae in the other sample, which
had been initially exposed to the one hour of light,
produced measurable 41 concentrations of radioactive
22
...............................................................................................................................................................................................................................................................................................................
CONTINUE
38
A) NO CHANGE
B) the air in that sample's container had no
CO
2
C) the researchers used a 150-watt tungsten
lamp.
D) the sample, like the other, consisted of 1
cubic centimeter of algae.
29
Which choice completes the sentence with
information most parallel to that provided in the
previous sentence?
39
A) NO CHANGE
B) the
14
CO
2
exposure was initiated by the
researchers.
C) the researchers exposed the samples to the
14
CO
2
.
D) it was time for the researchers to expose the
samples to the
14
CO
2
.
40
A) NO CHANGE
B) However,
C) Alternately,
D) In other words,
41
A) NO CHANGE
B) portions
C) doses
D) sums
Question-and-Answer Service Student Guide
2 2
42
Which choice best most effectively combines the underlined
sentences in a way that makes clear that the carbon atoms are
more central to the discussion than are the hydrogen and
oxygen atoms?
A) In this sample, carbon atoms from the
14
CO
2
had been used
—along with oxygen (O) and hydrogen (H) atoms from
another molecule—to construct the frame of the sugar
glucose (C
6
H
12
O
6
).
B) Carbon atoms from the
14
CO
2
and oxygen (O) and
hydrogen (H) atoms from another molecule had been used
to construct the frame of the sugar glucose (C
6
H
12
O
6
) in
this sample.
C) The frame of the sugar glucose (C
6
H
12
O
6
) had been
constructed in this sample using not only the carbon atoms
from the
14
CO
2
but also oxygen (O) and hydrogen (H)
atoms from another molecule.
D) In conjunction with the carbon atoms from the
14
CO
2
, this
sample had also used oxygen (O) and hydrogen (H) atoms
from another molecule to construct the frame of the sugar
glucose (C
6
H
12
O
6
)
43
A) NO CHANGE
B) energy; then later using
C) energy, it then later used
D) energy. It then later used
STOP
If you finish before time is called, you may check your work on this section only.
Do not turn to any other section.
sugars. 42 In this sample, carbon atoms from the
14
CO
2
had been used to construct the frame of the
sugar glucose (C
6
H
12
O
6
). Oxygen (O) and hydrogen
(H) atoms from another molecule were also used.
During its CO
2
-starved exposure to light, the algae
had stored the light's 43 energy, and then later
using that stored energy to construct sugars in the
dark. 44
Through this experiment, Calvin and Benson
were able to conclude that light was not directly
responsible for breaking CO
2
's bonds. Something
else in the plant did that. The chemists spent several
years identifying that enzyme (rubisco), and their
research helped elucidate the rest of the chemical
cycle that results in the generation of glucose during
photosynthesis.
..............................................................................................................................................................................................................................................................
30
44
The writer wants to interpret the results of the experiment and
set up the statement of the researchers' conclusion provided at
the beginning of the next paragraph. Which choice most
effectively accomplishes this goal?
A) Calvin and Benson published their findings as part of a series
of papers called "The Path of Carbon in Photosynthesis."
B) Although the experiment yielded some asnwers, questions
remained.
C) This experiment in conjunction with many others advanced
the researchers' understanding of photosynthesis.
D) Light did not have to shine on the plant while these chemical
reactions took place.
B
A
B B
D D
B A
D C
A C
C D
B A
D D
C
A
B
D
A
D
A
A
A
D
D
C
B
B
D
A
C
B
2
/5, .6
5 4 2
4 3 .33
B
C
B
C
A
D
A
B
C
D
B
A
A
A
C
C
B
D
C
B
A
C
A
B
A
B
C
A
B
C
B
D
C
D
C
D
A
D
B
B
B
D
A
C
D
B
C
D
A
D
D
B
D
D
A
C
D
B
A
D
C
A
B
C
C
D
A
D
B
A
D
C
C
D
B
D
C
6
100
.5, 3/2
.7 , 3/4
2400
6/11, .545
2
252
