{jummeoeeeet ENGLISH TEST 45 Minutes—75 Questions DIREGTIONS: In the five passages that follow, certin You will also find questions about a section of the pas errs and phrases are underlined and numbered. in S8ghs © About the passage as @ whole. These questions Wie righthand column, you will find alternatives for he Sono refer to an underlined portion of the passage, but wre erined part. In most cases, you are to choose the father are identified by @ number or numbers in a box aie that best expresses the idea, makes the statomert appropriate for standard writen English oF 1S worded ceeet consistently withthe style and tone of the passage most anole. If you think the original version is best er cose "NO CHANGE.” In some cases, you wil find 19 SreeRShtehand column a question about the underined part, You are fo choose the best answer tothe question. For each question, choose the altemative you consider test and fil In the corresponding oval on your answer Gocument, Read each passage through once before you egis to answer the questions that accompany it. For many of the questions, you must read several sentences beyond the question to determine the answer. Be sure that you have read far enough ahead each time you choose an alternative, PASSAGE! ‘The following 'paragraphs may of may not be in tha most logicel order. Each paragraph is nu inne in brackets, and question 14 will asi you 10 oer e wnere Paragraph 3 shovid most logically | be placed. Picturing the Past . a Before [eft home to attend college, my grandmother gave me a bag filled with old photographic negstives Having envolled in a photography class for my First semester, I had offered to preserve some of our family's memories before the film deteriorated oF got lost. My 1. A. NO CHANGE eee c memories, Before the film was 1 patted my hand and s2i¢, “Good luck, memories, Before the film had . 1D. memories. Before the film a [1] 1 s00n came to Jove the silence of the Photo darkroom, illuminated only by its dim, red sefelight. 2, Given that all the choices are teu, which one provices ere earea a ceeeeeeECEE Given {that best leads into the description that foliows in this paragraph? F, NO CHANGE &, joceted in the Art Building on the south carps Gi Phich was open for use by photography stucents Fr Sreasionally shared with others fom the class acres 2 GO ON TO THE NEXT PAGE{BEB EBB eee {2} Something abou that ssaton, and darkness seemed mysterious. (3] I took a negative from the collection and enclosed it in the glass of the enlarger. (4) An enlarger is a magnifying device used in printing photographs. [6] | exposed the paper with a flash of light through the negative and then placed the paper in a developing solution. (6] Soon, the faces’ of my mother’s fariy began appear on ie epee [7] G1 Early in the Semester, l opened the bag of battered negatives and began to exemine thém, “I don't know,” T told my grandmother doubsfully over the phone, “but I'l sce what [can do.” Some of the negatives were not much larger. than postage stamps, while others were as large as greeting cards. Holding them up tothe light, I could scarcely make out traces of feint figures, Many of the negatives were bent and faded, abd some were speckled with age spots ie In one shot, my young grandparents toted crates filled with ripe fruit, and my mother sat on 8 branch, peering down at the camera. They floated before sme, not like ancestral ghosts but physical and alive, all my mother’s stories came to mind. pores 3 A. NO CHANGE B. isolation, and, darkness €, isolation and darkness D, isolation and darkness, ‘Which of the following alternatives to the underlined portion would NOT be acceptable? collection and then enclosed collection; then I enclosed collection that enclosed collection, enclosing omon ‘A. NO CHANGE B. faces of my mother's C. faces" of my mothers D. faces of my mothers . Which of the following sentences in this paragraph is LEAST relevant to the purpose of describing the narre- tor's actions and, therefore, could be deleted? EF, Sentence 3 G, Sentence 4 HL Sentence 5 J. Sentence 6 A. NO CHANGE BL had began C. begun D. begin NO CHANGE branch, which peered ‘branch that peered branch peering NO CHANGE, Instead, all Besides, all All pope mRon » GOON TO THE NEXT PAGE.{eae BBB eeee ei Trecelled her deseription ofthe long bard hours, 10. F, NO CHANGE G. long, hard hours, spent working in the migrant camps and the HL long, hard, hours J. long, hard hours peach and apricot fuzz that prickled it's 11. A. NO CHANGE 7m B. there C. ber Dz its El =. 12, Which of the following true statements, if added at the beginning of this paragraph, would most effectively inttoduce readers to the information presented in. the paragraph? : F. The photos, taken around 1945, showed my rela: tives working io the California orchards, - G. Developing photographs is a difficult, process. especially when the negatives are old or damages. B, As World War II came to a close, around 1945, my 1 ‘geandparents worked as migrant laborers, uJ. Many people have immigrated to the United St In the darkroom that first semester of college, over the years to Work as migrant farma laborers. far from home, I studied these scenes from the lives of my 13. Given that all he choless Ot which one provides — information that is most relevant at this point relatives. Whenever I felt discoursged, those photographs essay? A. NO CHANGE B. which ended in early December, C. having completed high school, D. amidsize state school, would reassure me. Though the distance in time and space between us was great, ] knew that as long as Thad those photographs, my family could never be far away Li ‘Questions 14 and 15 ask about the preceding passage as a whole. a4, For the sake of the logic and coherence of this essay, 35, Suppose the viiter's goal hes bee) fe wget Oo f Paragraph 3 should be placed: essay on how to develop photographs in a darkroom. ie inaretls usin ‘Would this essay successfully accomplish that goal? G- before Paragraph 1. |A. Yes, because it explains how developing photo Hi. before Paragraph 2. graphs {rom negatives can preserve the past. before Paragraph 5. , Yes, because it focuses on a particular group of photographic negatives. : cu No, because it fails to describe thé photog that the narrator took for the class. D. No, because it focuses instead on the personal siz~ nificance of a set of photographs. [PASSAGE I! Se Ang in the Peace Corps ‘After much too long a flight, we landed. Being that I fully stretched my legs for the first 16, Fy NO CHANGE eee G. Because I fully stretched time in twelve hours, I poked my head out the HL Although fully stretching J. Folly stretching bulkhead door and exclaimed, persse 4 GO ON TO THE NEXT PAGE.{aE BeBe ee ee Thad arrived in Safi, Morocco, a seaport on the ‘Aulantic coast i northwestern Africa. [17] The hot, dry wind, blowing off the desert seemed to ‘melt right through me. I suddenly wished I could duck puck inside the airconditioned 747 and head back home, ‘That was how my Peace Corps experience began. A local welcoming committee greeted me, and we shared bowls of sweetened goat's milk and plates of fresh dates 1 gratefully accepted their hospitality end satisfied my hunger. Eventually, when I completed my Peace Corps service, and‘reslized that I had also satisfied shy hunger for new experiences. But I'd accomplished much more than that, [had become more adaptable, more perceptive, more self-reliant—in short, more grown up. I'd not only helped people in Morocco but also learned Arabic, developed lifelong friendships, celebrated Isiamic holidays, and come to understand and appreciate & culture different from my own. Ihad Known T would be teaching English to teenagers whom were studying to become everything from shipbuilders to ag: 18. 9. 20. a. 2. 23. pope + If the writer were to delete the phrase “a seaport on the ‘Atlantic coast in northwestern Africa” from the pre- ceding sentence, the paragraph would primarily lose: details that more fully describe the setting. information that explains the narrator's reason for being there. a comparison of this location with the narrator's home. nothing at all, since these geographic deinils aze fsrelevant to the paragraph, NO CHANGE hot, dry, wind hhot, dry wind hot dry wind, po PP mom NO CHANGE simmer blast ignite pOEP Given that all the choices are true, which one provides the best transition by providing specific information? F, .NO CHANGE ‘After some time had passed, Two years later, ‘Subsequently, NO CHANGE service, and service and service, T F, NO CHANGE G, differently from HL differently than J. different then A. NO CHANGE B. whom are E C. who were D. who have GO ON TO THE NEXT PAGE.{eee eeeee wt cchernicel engineers. Never imagining that the work would iscovery. I never dreamed Jead to moments of self 1¢ miss my home in the United States as auch as Tid Pechaps the most important thing I learned is that for all the ways in which people all over the world are different, there exe just as many ways in which they are alike, This knowledge reastures and inspires me, Whee {remember that buman beings share many of the same hopes, and fears, dreams and disappointments, then T can help my relationships. [Fs] Pethaps this is a small zhing, 2 ‘put no less significant than mastering a new skill or suddenly understanding a concept. After all, t's not what we know that makes us smart but how one chooses to use tbat knowledge. : A. 26. 26. 27. 28. 29. ee 30. F, NO CHANGE G. Having never imagined HL Never to imagine J. Inever imagined Given that all the choices are true, which one ¢: ‘ludes this paragraph with a point most consistent wish other points mace in this paragraph? ‘A. NO CHANGE B. Ta end'up leaning much more than T could possi bly teach. G, that living in Morocco could be such a fur experience. [D. the time would pass so slowly in the beginning and so quickly at the ené. NO CHANGE myself when me, when me when . NO CHANGE hopes, and fears, dreams, C. hopes and fears, décams D. hopes and fears dreams ee BOM ‘The writer is considering revising the phrase “help my Felatonships” in the preceding sentence (o read: ‘more easily form new relationships and fortify fold ones. Should the writer make this revision or keep the phrase asitis? Make the revision, because it adds details thet Clarity the point being made in this sentence. G. Make the revision, because it emphasizes ho" [portant and eifficult itis to form relationship H. Keep the phrase as it is, because S's specific, 4 Wheseas the proposed revision is ambiguous. Keep the phrase as itis, because it's shorter ead more concise than the proposed revision. NO CHANGE swe choose we chose Tehose POPP Question 30 asks about the preceding passage as avwhole. . Suppose the writers goal had been to describe the Bo SoPE penefits of his Peace Corps experience, Does thi Sesay successfully accomplish that goal? F. Yes, because it promotes the Peace Corps ts inves readers to join the Peace Corps. G. Yor because it describes what the narrator geine EF sult of serving in the Peace Comps H. No, beceuse it focuses instead on the specific Se efits of living in Morocco. i 1. No: because it fails to provide enough informast Da lwhet the narrator did in the Peace Corps. GO ON TO THE NEXT PAG!{eee eee ee PASSAGE IIL “The following paragraphs. may or may not be in the most logical order. Each paragraph is num- ‘ered in brackets, and-question 45 will ask you to Choose where Paragraph 4 should most logically be placed. Highway Flowers uw Wildflowers thrive in stunning streiches of col long the highways across the United States. In California, poppies spread in dazzling carpets of orange [i] In Virginia, pink cosmos accent the lsidscape, oceasio! these scenic expanses come about with ne help from hemans. Often, for example, they are the lovely outcome of federal, state, and local programs to restore’and preserve the lasting character of the natural beauty of the national landscape. fea) “The individuals who are passionate about these programs point ovt that native plants along a rosdwey do more than beauty the ares. [2] Property selected vegetation absorbs rainwater runoff that might otherwise 3. 32, 34. At this point, the writer is considering adding the fol lowing true statement: In Towa, purple coneflowers sway in summer breezes. Should the writer make this addition here? A. Yes, because it helps establish that the essay is set in the Midwest in the summer. ‘Yes, because it helps reinforce the main point of this paragraph. No, because its focus on 2 state is not appropriate jn a paragraph about a national issue. No, because it does not make it clear whether coneflowers grow in every state po P NO CHANGE Tandscape occasionally Iandscape occasionally. landscape. Oceasionally, NO CHANGE however, in the meantime, once ina while, NO CHANGE and preserve the character of the'preservation of in a characteristic fashion the preservation of eran PARP oROM ‘The writer is considering deleting the phrase “who are passionate about these programs” from the preceding Sentence. Should the phrase be kept or deleted? ‘A. Kept, because it indicates the paragraph’s focus on the people who founded federal wildflower programs, B. Kept, becatse it clarifies the term individuals and contributes to the logic of the paragraph. C. Deleted, because the first paragraph of the esszy has already established that people are passiona‘ about wildflowers, D. Deleted, because it dravis attention away from the wildflowers and places it on people. GO ON TO THE NEXT PAGE.{eB Ee eee et create hazardous conditions on the highways. The plants also provide habitat for songbirds, butterflies, and other tate, [b] Furthermore, highway maintenaace costs and and grasses, which reqite lite, if any, mowing oF chemical treatment. 8) ‘Texas was one ofthe ealy Tears in hit movement, established a wileflower program in the 1930s hanks to the initiative of Gibb Gilera, the state's highway engineer atthe time, Thy years Inter, anther Texan srengihened roadway beautification programs sce national level e «4 ss achild;Clavdia Taylor became deeply attached to the wild beauty of her surroundings. Asan adult, she devoted herself te protecting and restoring habitat that sve saw rapidly disappearing. Ta the 1960s, she moved rato the White House with her husband, President Lyndon Tet son, by then widely known as “Lady Bird” Johnson, this crusader took a stand for native plants and the wilelife that depend on them. She strongly believed jf humans were to benefit immeasurably from beauty in 36. 38. 40. 41 ‘The writer is considering deleting the phrase “fi songbirds, butterflies, and other wildlife” from the Ceding sentence (and placing a period after the wor hhabiter). Should the phrase be kept or deleted? F. Kept, because it clarifies the claim made in the first part of the sentence, G. Kept because it strengthens the paragraph’s foces fon songbirds and butterflies. H, Deleted, because the essay is mainly about wi flowers, not birds or butterflies, * J. Deleted, because the information fails to specify Mihich species of songbirds or buterflies popsiewe the habitat. ‘A. NO CHANGE |) pollution decrease pollution has decreased also decreasing pollution F, NOCHANGE . je, if any Wi livleif any, J. inde; if any A. NO CHANGE B. Texas, where C. In Texas, D. Texas, Given that all thé choices are true, which one best cia GResthe distinction between the actions of the (60 Texans mentioned in this paragraph? F, NO CHANGE G. involving wildflowers. HL ata different level. J.) several decades after Gilchrist, A B Cc D. NO CHANGE Johnson. By Johason by Johnson by, NO CHANGE becuse if humans that if homans ‘hat humans GO ON TO THE NEXT PAGE1BHREEREeeeel their environment. By working for the passage of the Highway Beautification Act in 1963, she helped create a national legacy to endure for others. That legacy blooms from coast to coast, from hi 43. A. NO CHANGE B. legacy for the benefit of thost who come in the future. . ‘project of the type that can appropriately be called D. legacy. 44, Given that all the choices are true, which one con- cludes the paragraph with a colorful image that relates to the main topic of the essay? ENO CHANGE G. thanks to the bard wack of so many people over the years who have lent their efforts to aa impor- tant national cause. 'H. starting with the bluebells of spring and lasting through the sunflowers of autumn. J. throughout many times of the year for the benefit of one and all. Question 45 asks about thé preceding passage. | as a whole 45. For the sake of the logic and coherence of this essay, Paragraph 4 should be placed A. where it is nov B. ‘before Paragraph 1 C. before Paragraph 2. D. before Paragraph 3. PASSAGE IV ‘Expanding the Chorus of Voices Tn 2002, Minnesota writer and created 4 new literary tradition, with the publication of th of Hmong American writers. This collection, Bamboo ‘Among the Oaks, featuces the fiction, nonfiction, poetry, and drama of twenty-two Hoong Americans. NO CHANGE, editor Mai Neng Moua editor, Mai Neng Moua editor Mai Neng Moua, 47. A. NO CHANGE tradition, with the publication of the first-ever anthology wadition with the publication of the first-ever anthology twadition with’ the publication, of the first-ever anthology, 99 BP HEoM 48. NO CHANGE G. features: HH. featured J. featured GO ON TO THE NEXT PAGE.{RBBB eee ei May Lee, a writer from St. Paul, Minnesota, ‘has two essays in the anthology. Most of the featured writers are in their twenties and thirties and live in the Midwest. Many are first-generation ‘Americans who were born in the mountain regions of Vietoam, Laos, and Cambodia, the traditional home of the Hmong. ‘The works in Moua’s anthology records the challenges 6f adjusting oa new homeland while preserving the writers’ ethnic traditions. The voices in the collection are vibrant and new, from writers who are grounded in Hmong culture. A common theme in ‘Mona's collection is the search for identity. Specific topics include assimilation, group identification, and gender and generational conflict. [1] Before publishing Bamboo Among the Oaks, Mous founded the first Hmong American literary journal [2] To fill this gop, she decided to nurture the talent of Hmoag * american writers by creating Paj Ntaub Voice, 2 bilingual publication in Hmong and English. [5] {6} The ida come to her while she was recovering from surgery. (¢] To pass the time, she spent many hours reading, aid she discovered that Hmong writers were missing from Asian American anthologies. (8) The fist issue, produced in 1994, was @ simple collection of pages printed is black ink and stapled, {61 Today, Paj Ntaub Voice is published in full color with, standard book binding. [5 49. 50. Sh. 33. 4. A. NO CHANGE a Bl The anthology, which was published only a few years ago, is the first of its kind. C. Bamboo Among the Oaks has brought Moua sig- nificant attention from the media, D, DELETE the underlined portion ENO CHANGE G. writers included in the group of twenty-two who are featured in this collection HL featured Hmong American writers being highlighted JL. young Hmong American writers whose work col lectively creates this anthology A, NO CHANGE B has recorded C. recording D. record . Which of the following alternatives to the underlined portion would be LEAST acceptable? F, support GC raise HL foster J.) encourage Lf the writer were to delete the phrase “a bilingual pub- [ication in Hmong and English” from the preceding sentence, the essay Would primarily lose: ‘A. a suggestion that Moua had considered publishing the Paj Nraub Voice in Hmoug only. B. a relevant description of how the writings in Neaub Voice ere presented. Ca fact that reveals that Faj Ntaub Voice was one 0: D. the first bilingual literary journals. . information that reveals why the journal is very popular in courses in Asian American stucies. For the sake of the logic and coherence of this pare ‘graph, Seatence 2 should be placed: where itis now. G, before Sentence 1. H. after Sentence 3. J. after Sentence 4. GO ON TO THE NEXT PAGEee eeeee es ‘Moua is proud of her accomplishments and those of ofher Hmong writers in the United States. [] Believing that many more voices need. to be heard, people in the Hmong community are urged to write, to add their voices t6 the literary community She is pleased that, within her anthology, readers nationwide are being introduced to the writing of Hmong Americans, Her hope that college courses in ‘Asian American studies sooa will include at least one selection from Bamboo Among the Oaks. ncrase 58. ST. pO p> A. NO CHANGE B. that of C. about D. with At this point, the writer is considering adding the fol- lowing true statement: In 1997, Moua graduated from St. Olaf Col lege in Northfield, Minnesota. Should the writer make this addition here? E. Yes, because it provides information about Moua’s ‘educational background that deepens the readers’ understanding of her work as en editor. G. Yes, because it links Moua’s education with her belief that more people in the Hmong community should write, H. No, because it does not provide a direct conné tion between Moua’s education and her accom- plishments as a writer and editor. J. No, because itis clear from the essay that Moue's ‘experiences in college had no impact on her work as a writer and editor. NO CHANGE urging people in the Hmong community people in the Hmong commusity whom Moua surges she urges people in the Hmong community opp NO CHANGE throughout through for stom 9S NO CHANGE provided with a-given opportunity to become acquainted wit able fo start to getto know and Jearn given the chance to be exposed to Hmong Ameri- an literature by means of reading NO CHANGE is that Deing that being: tulom GO ON TO THE NEXT PAGE.PASSAGE V Learning by Building Frank Lloyd Wright, one of the twentieth century's most creative and innovative architects basing most of his designs on two theories. One is his mentor Louis Sullivan's idea; that “form follows is is a building’s use determines its design. Something else underlying Wright's designs is that of organic architecture and structures should appear to be an extension of their surroundings. Students being taught these theories and thetr practice, Wright founded the Frank Lloyd Wright School of Architecture in 1932, The school flourishes today, with two campuses—one in Spring Green, Wisconsin, and the otfier near Scottsdale, Arizona, in the Sonoren Desert, ‘The students learning about the art and science of architecture, and they peiform the schdols oily maintenance tasks such as cooking, serving, and cleening up inthe schools kitchen, Those tasks are part ofthe schod!'s curriculum, although Wright believed that only a person familiar with every room's function could design a well-formed house. 6. 62. 63. 64, 65. 66. 67. 68. 69. {meee eee ee NO CHANGE architects. Based architects, basing architects, based NO CHANGE ‘mentor, Louis Sbllivan’s idea, mentor, Louis Sullivan’s idea mentor Louis Sullivan's idea NO CHANGE that is, thisis, that is SOP MEOm SORP NO CHANGE Another thing ‘An idea ‘The other theory - NO CHANGE architecture, which architecture: that architecture that poop “mom NO CHANGE To teach students Students learning As students leara son Which of the following alternatives to the underlines portion would NOT be acceptable? ‘A. the other one B. that one CC. another D. one F, NO CHANGE G. leamed HL dears J. who leara A. NO CHANGE B. since C. while D. forthermore GO ON TO THE NEXT PAGE,1B BBB el [1] The students also experiment with form and function by building their own shelters. [2] These examples of organic architecture turn out to be 2s distinctive as the students who design thein. (3) The tan wood and rusted red steel of the residence — which presents an interesting si mirror the colors of the surrounding desert. (¢] One {bt to catch the eye— student who creates a rectangular structure sm donated glass, wood, and steel to span a dry riverbed. [5] Some homes are inherited and modified by other students in subsequent years. (6] Other wellings, made of biodegradable materials, are left to decay. Since Wright's death in 1959, the school has continued to thrive thanks to its Fellowship members, former students of Wright's who now serve as teachers and mentors for others. These teachers and their students work, study, and build together, using Wright's guidig theories and the skills they've learne¢ to create buildings that are both beautiful and functional. 70. n 73. 74. 78 Given that all the choices are true, which one would add the most effective visual detail,to the description provided in the first part of the sentence? E, NOCHANGE G. an architectural structure that took the student sev- eral weeks to build— H. which resembles a railroad boxcar in size and shape— J. appece of architecture positioned in the Arizona jesert— A. NO CHANGE B. who created C. creating D. created . Which of the following alternatives to the underlined portion would NOT be acceptable? out of ER G. H J A. "NO CHANGE B. dwellings made of biodegradable materials, C. dwellings, made of biodegradable materials, D. dwellings made of biodegradable materials; For the sake of the logic and coherence of this pare- graph, Sentence 4 should be placed: where itis now. «before Sentence 1 before Sentence 2. before Sentence 3, enon NO CHANGE Side by side and hand in hand, these AAs one group with each other, these By cooperating in harmony, these A B. END OF TEST 1 STOP! DO NOT TURN THE PAGE UNTIL TOLD TO DO SO.2 MATHEMATICS TEST 60 Minutes—60 Questions - DIRECTIONS: Solve each problem, choose the correct answer, and then fill in the corresponding oval on your answer document. Do not linger over problems that take too much time. ‘Solve as many 2s you can; then return to the others in the time you have left for this test You are permitted to use a calculator on this test. You may use your calculator for any problems you choose, but some ofthe problems may best be done without using a calculator. Note: Unless otherwise stated, all of the following shouid be assumed. 4. Illustrative figures are NOT necessarily drawn to scale, 2, Geometric figures lie in @ plane. 8, The word line indicates a straight line, 2, The word average indicates arithmetic mean. 4. A fruit salad contains pineapples, apples, bananas, and ‘Sranges. It contains twice as many banznas as apples, 70 times as many oranges as pineapples, and t number of apples as oranges. Jeéf made this fruit salad Using 1 pineapple. How many of each of the other fruits did he use? ‘Apples Bananas Oranges A. 10 20 10 B10 20 1 Cc. 10 2 10 D. 10 2 1 ieee tee x . Which of the following expressions is equivalent to (2r+ 5)@~3)? Fate ize lS G 24 11z- 15, He 2x7 - 1x4 15 Toot x5 K 2- x-15 3, Let a function of 2 variables be defined by fies) =) = —y)- What is the value of (09,7) ? A. 16 B. 47 Cc. 61 BD: 65 E79 7 4, wnat} 0f 24% of $7,000 7 RS 28 G8 280 HL $ 1,008 J. 8 2,800 XK. $10,080 pevese DO YOUR FIGURING HERE. 14 GO ON TO THE NEXT PAG2 5, Idx +4 = 16 + 2x, thenx A. 2 nyo # 6. Tpe sxond erm ofan arithmetic sequence s 11, and Reid tun 38. Whats the fener? (Mote Tn an arithmetic xequence, consecutive terms ierey te sme amosnt) R -27 on. wu 1 16 Ka A bag contains 6¢ marble, al slid colored, Each parle is ether re, yellow, of greet. A marble I randomly removed from the bag and then retumed to the beg, The probsbiy hat tis mare is reds $. ‘The probability that this marble is yellow is 4. How + many green marbles are in the bag? A. 40 B. 32 C. 24 D.. 16 = E 8 8. A small bottling company pays for the water it uses, ‘The monthly cost is a fixed charge of $50 plus $4 for each 1,000 units of water used. Last month, the company used 40,000 units of water. What was the total cost of water for this company last month? ES 66 G. $ 160 HL § 210 J. 31,600 K. $1,650 15 DO YOUR FIGURING HERE. GO ON TO THE NEXT PAGE.2 x AQ 9. A square has the.same perimeter as a reguler bexagon G Gsided polygon with all sides congruent and all (2 Chor angies congruent). If 1 side of the square is WOE centimeters long, how many centimeters long is 1 side of the hexegon? A 72 B90 C. 108 D. 216 EL 648 10. Two workers were hired to begin work at the same dine. Worker A's contract called for a starting salary of $20,000 with an increase of $800 after each year of Smployment, Worker B's contract called for a stating Sttkry of $15,200 with an increase of $2,000 after each Jearof employment. If x represents the mumber of full Cars of employment (that is, the number of yearly YewE aces each worker hes received), which of the Following equations could be solved to determine the Rumber of years until B's yearly salary equals A's yearly salary? 20,000 + 800x = 15,200 + 2,000 G. 20/000 = 2,000 = 15,200 + 800= HL 800x + 2.000x =x. J. 800x + 2,000x = 20,000 K. 800x + 2{000x = 15,200 Ju If 1= PRT, thea which of the following is an ‘expression for Tin terms of I, P, and R? BR a ® att BoPe c. IPR D. I-PR E. 1+PR 12. The measure of ZQOR in the figure below is 140°. The measures of 3 angles are given in terms of x, in Gegrees. What is the measure of £0057 R96 G. 100° HL 120° i 138 XK. 140° porase 16 DO YOUR FIGURING HERE. GO ON TO THE NEXT PAGE2 2 43. A Fabrenbeit thermometer outside reads 57°F. The temperature is 20°F warmer indoors. What is the indoor temperature, C, in degrees Celsius? .c. 3aee D. TPC E. grec 14. Ifa b=Sande=7e-9~7b, then ¢ 15, Dena ran 24 milesoa Monday and 31 miles on ‘Tuesday. The total distance, in miles, Dena ran during those 2 days i within which ofthe following ranges? A. Atleast St and less thao 52 B. Atleast 52 and less than 6 G. Atieast 6 and tess than 62 DD. Atleast 65 aad less than 62 4 2 E. Atleast 62 and less than 62 16. A bost leaves a dock and sails directly north for 3 miles. Tt then turns and sails 12 miles east. How many miles is the boet from the dock? EOS Gu 12 LG K.17 17. A mathematical processor in « computer can add a umber to a running total in 0.000000045 seconds. ‘This processor can add 10,000,000,000 numbers to the running total in how many seconds? AL 0.0085 Bl 0.45 Cc. 45 D. 45 EL 450 7 DO YOUR FIGURING HERE. GO ON TO THE NEXT PAGE.2 AA 18, Tira’s dog's rectangular pen is 10 feet wide by 25 feet Jong. Tira wants to increase the area by 200 square feet by increasing the width and length by the seme amount. What will be the new dimensions (width by Jength), in feet? FE Isby30 G. 18 by 25 H. 20 by 45 J. 30 by 35 K. 50 by 65 19, The lengths of the sides of a triangle are 3 consecutive odd integers, If the perimeter of the triangle is 33 inches, what is the length, in inches, of the longest side? A 7 Bo cu D3 EL 15 20. In the standard (x,y) coordinate plane, what is the slope of the line with equation 2y ~ éx = 4? 2 G3 m4 6 K. -3 21. In the figure below, points K, Q, P, and N are collinear, and distances marked are in meters, The area of rectangle KLMN is 33 sa of trapezoid LOPM, in square meters? K if 4 dh rm 3 \ dy : 2 ¥ Narre A 18 BI 21 C. 24 3 EL 48 meters. What is the area 18 2 DO YOUR FIGURING HERE. GO ON TO THE NEXT PAGEUse the following information to answer questions 22-24. Quadrilateral ABCD is shown below in the standard (x,y) coordinate plane. For this quadrilateral, AB CD = V34, and DA = 6, all in coordinate units. 5, BC = 3, DELS) 22, Which of the following is closest to the perimeter of quadrilateral ABCD, in coordinate units? F140 G. 150 H. 198 i 25 K. 260 23, What is the length of AC in coordinate units? A 4 BOS c VB pb. VI0 E V4 24. Which of the following are the coordinates of the jimage of D under 90° counterclockwise rotation about the origin? E 5-1) G. Cis) HL (1-5) rae) K.-C 5.-D eee eee eee Which of the following letters of the alphabet has at Jeast 1 reflectional symmetry and at least | rotetional symmetry? (Note: The angle of rotation for the rotational symmetry must be less than 360°.) 19 2 DO YOUR FIGURINGHERE. => GO ON TO THE NEXT PAGE.2A 26, What is the coefficient of 2° in the product of the 2 polynomials below? (f= Oat +B + Ba + )Ga + 2 +4) ro Gi 1 Hw 3 8 K.9 Use the following information to answer questions 27- ‘The stem-and-leaf plot below shows the number of Tebounds @ basketball player with the Connecticut Suns grabbed in each of 17 games. Stem | Leaf 4455569 (Note! For example, 13 rebounds would have a stem value of Land a leaf valus of 3.) ‘27. Which of the following is closest to the mean number of rebounds this player grabbed per game? A 75 B. 15.0 Cc. 154 D. 16.0 E. 165 28, If a game represented in the stem-and-leaf plot is selected randomly, whet is the probability that the Basketball player grabbed exactly 15 rebounds in that fame? RG og ni Bar ta nerate 20 DO YOUR FIGURING HERE. | GO ON TO THE NEXT PAG2 2 29, What isthe least common multiple of 3, Sx, #y, and DO YOURFIGURINGHERE. =~ 65? AL 30xy B. 60xy Cc. 60xy D. 120xy E. 120s 30, The number of clients Galexy Internet Company acquired in each calendar year can be modeled by the function Cit) = 7508 + 320, where t= 0 corresponds to the 1999 calendar year. Using this model, how many Clients would you expect Galaxy to acquire ia the calendar year 2006 ? F 2,990 G. 4.070 H 4820 3. 5,370 XK. 6320 31. A line in she standard (43) coordinate plane contains the points A(-23) and B(109). What is the sakpoot ofA8? 133, Isse bought 2 cases of 12-ounce cans of sods. Each case contained 24 cans, Issa could have bought the fame amount of soda by buying how meny 16-ounce bottles of soda? 8 18 32 36 48 pope GO ON TO THE NEXT PAGE.2 34, When = DO YOUR FIGURING HERE; EO c. 38 Ho i -8 K. 9 38. An 8-foot-square sheet of tin from which 4 identical circles are cut is shown below. Each circle is tangent t0 2 other circles and tangent to 2 of the edges of the ‘Square. What is the approximate arca, in square feet, of the remaining tin, as indicated by the shaded region below? Tel Fa 36. Which of the following lists gives the 3 largest prime numbers that are less than 607 = 2,3,and 5 G. 3,5, and7 HL 37, 47, and 59 3. K. = 47,51, and 57 47, 53, and 59 37. The costs of taxi rides of different‘lengths, given in quarter miles, are shown in the table below: Number of | quarermiles| 10 | 12 | 14 | 20 | con __[ S400 | 5430 [8800 [5650 | Each cost consists of a fixed charge and a charge per quarter mile, What is the fixed charge? A. $0.40 B S100 C. sis D. $3.75 E. $6.50 sere 22 GO ON TO THE NEXT PAGE.2 38. At a time when the sun’s rays are striking the level ‘ground at an angle of 37°, a tree casts a shadow that is BL feet long, as shown in the figure below. To the nearest foot, how many feet tall is the tree? (Note: sin 37° ~ 0.60, cos 37° = 0.80, tan 37° = 0.75) E G. H 33 3 K. 39. A circle in the standard (x,)) coordinate plane has Center (L,-9) and radius 8 coordinate units. Which of the following is at equation of the circle? A. GIP FOH9F= 8 B. (c++ Q-9F= 8 C. +1 G-9= 8 D. (+ IDF-G-9)= 64 E. (x1 +49 = 64 40. What is the largest integer value of n that satisfies the inequality BoB? anal 5 a RE 7 G 8 Ho J. 10 Ku 41. Given f(x) = 37 + x+2, whavis f(x +h)? AL Partha? B v+axehe? C. Pear thed D. (thPexthe? E. (c+hftxe2he2 nerese 23 2 DO YOUR FIGURING HERE. GO ON TO THE NEXT PAGE.2 2 In the figure below, E is on AD and C is on BD. The DO YOUR FIGURING HERE. dimensions given are in meters. What is the length, in meters, of CD? 4 math 2,640 2784 3/960 4:400 5,840 nemon 743, In Lewis Carroll's Alice in Wonderland, Alice drinks ‘ from 2 small bottle and shrinks to a height of 10 inches. Later, Alice eats a cake and quickly grows to a height of over 9 feet. Assume that Alice's height, h inches, 1 seconds after she finished eating the cake is given by f= 10 + 6. To the nearest second, how many seconds after Alice finished eating the cake was she 8 feet tall? A 3 B.S C14 D. is E! 58 44, In AXYZ, XY = XZ and the measure of ZY is 34°., What is the measure of 2X7 Roe G. 56 68° Bae K. 112° 45. A Little League baseball player has batted 120 times and has 25 hits. Starting now, if she gets a hit each time she is at bat, what is the least number of times she must be at bat to raise her batting average to at Teast 300? Vote: batting average = —tumber of hits Note: barting average = ter of times bated” AI B16 Cc. 36 Be 6 EL 161 persso 24 GO ON TO THE NEXT PAGE2 2 146. Suppose 0 < a < 1. Which of the following has the DO YOUR FIGURING HERE. ~ greatest value? ks ei} H. a L@ 47. Casey and 3 friends are snow sledding on a 4-person toboggan like the one shown in the figure below. Each time il 4 of them go down the hill on the toboggan, they sit in a different order, from front to back, What is the maximum number of times they can go down the hill without sitting in the same order twice? A. 256 BL 64 c 24 D. 16 E. 10 48. In the circle below, Q is the center. Chord AB is 12 inches long and is 8 inches from O. What is the area, in square inches, of the circle? sorase 25 GO ON TO THE NEXT PAGE.2 2 49, What is the x-intercept of the line that contains the DO YOUR FIGURING HERE? pein (-3,5) and (5,1) in the standard (x,y) coordinate plane? c. 07) D. (7,0) = 62] 50. The graph of one of the following equations is the parabola showa in the standard (x,3) coordinate plane below. Which one? zy 5 20 15 3 Boyde (x4 G. yo 322+ 4y H y+3=2(c-47 Liptay? J. yd heey K. y43=hu-8 51, Suppose 0° <=. 90° and tn 2= 45 What she valve of cosx+sinx? AL fics 1 Ba VE 10 c vile 6 mee gr. J VE petase 25 GO ON TO THE NEXT PAGE2 152, In the figure below, AB = BC, and AC is a diameter of the circle, having a length of 4 centimeters, What is the area of AABC, in square centimeters? B yoo Sa 53, In ABC, shown below, angle measures are as marked and the length given is in meters. Which of the following is an expression for the length, in meters, of AB? B 90 ies ad a (Note: The law of sines states t for a tangle with sides of lengths @, b, and ¢ opposite angles of measure tu andy, respectively, $22 = $88 — SOY, aorase ar 2 DO YOUR FIGURINGHERE. GO ON TO THE NEXT PAGE.2 2 DO YOUR FIGURING HERE. 54, The length of a AB of a circle is equal to} ofthe circumference ofthe cizele. The length ofthe ace is ‘4m inches. What is the radius, in inches, of the circle? R 4 G. 5 OB 3. 10 K. 20 La we(eabd EE ede chy b+e+ atbe chy b+ Zz 56. A function is defined by g(x) = ~2°. Which of the following is an expression for g(g(=))? a Repos ee 57. The function values for h(x) vary directly as x for all real numbers, The graph of » = h(x) in the standard (Gp) coordinate plane is: A. aline with a y-intercept at 0. a line with a y-intercept, but not at 0. a line with no y-intercept. a hyperbola. mony neither a line nor a hyperbola. 28 GO ON TO THE NEXT PAC2 58. 59. 60. |A data set of integers has 5 members. The median of the data set is 6. The only mode of the data set is 2. The mean of the data set is 5, Which of the following statements must be true about the data set? F. The sumof the 5 integers is 30. G. The sum of the 5 integers is 10. HL The median of the 3 largest integers is 6. J, The largest integeris 9. XK. The largest int A rectangular box is to be made from @ rectangular ‘piece of sheet metal 20 inches wide and 30 inches long By cutting a square piece of equal size from each of the corners and bending up the sides so that they make a 90° angle with the base. The base of the finished box will be 200 square inches. About how many inches high will the box be? AS B10. Cc. 15 D:,20 E.30 Which of the following expressions gives the area, in square inches, of AFGH, shown below with the given side lengths in inches? P 6 5 H - F 30cos 65° G. 30sin 65° H. 15 cos 65° J. WSsin 65° K, 15 tan 65° DO YOUR FIGURING HERE. 7% END OF TEST 2 STOP! DO NOT TURN THE PAGE UNTIL TOLD TO DO SO. perase 29 DO NOT RETURN TO THE PREVIOUS TEST.READING TEST a 35 Minutes—40 Questions DIRECTIONS: There are four passages in this test. Each passage is followed by several questions. After reading ‘a passage, choose the best answer to each question and fill in’ the corresponding oval on your answer document. You may refer to the passages es often as necessary. Passage! 40 “Well, usually I learn more from my sheep than. from books,” he answered. During the two hours thet PROSE FICTION: This passage is adapted fom the novel The they talked, she told him she was the merchant's daugh Richomists A Fable About Following Your Dreams by Paulo ter, and spoke of life in the village, where each day as Goehia (©1993 by Palo Conic} like all the others, The shepherd told her of the Andalv- : 4s sian countryside, and related the news from the other Dusk was falling 2s Santiego arrived with his herd towns where he bad stopped. Tt was a pleasant change satan abandoned church fom talking to his sheep. He decided to spend the night there, He saw to it “How did you learn to read?” the girl asked at one that all the sheep entered through the ruined gate, and point. 5 then laid some planks across it to prevent the flock : from wandering away during the night 50 “Like everybody learns,” he said. “In school.” He swept the floor with his jacket and lay down, nd now it was only four days before he would be using the book he had just finished reading @s 2 pillow back in that same village. He was excited, and at the Same time uneasy: maybe the girl had already forgosten Ic wes still dark when he awoke, and, looking up, him, Lots of shepherds passed through, selling their to he could see the Stars through the half-destroyed roof, 85 wool He arose and, taking up his staff, began to awaken “Te doesn’t matter,” he said to his sheep. “I know the sheep that still'slept. He had noticed that, as soon as other girls in other places.” he avoke, most of his animals also began to stir. It was as if some mysterious energy bound his life to thet of Butin his heart be knew that it did matter. And 45 the sheep, with whom he had spent the past two Years, knew that shepherds, Hike sailors and like traveli Jeading diem through the countryside in search of food —_g9 salespeople, always found a town where there was and water, "They are so used to me that they know my Someone who could make them forget the joys of care Schedule,” he muttered. Thinking about thst for a free wandering Toment, he realized that it could be the other way i zo around: that it was he who had become accustomed (0 ‘The dey was dawning, and the shepherd urged his their schedule. sheep in the direction of the sun. He drank a bit, and he 165 gathered his jacket closer to his body. He had always believed that the sheep were able to understand what he said. So there were times when he “The jacket had a purpose, and so did the boy. His read them parts of his books that had made an impres- purpose in life was to travel, and, after two years of 25 sion of him, of when he would tell them of the loneli- PerRbag the Andalusian terrain, be knew all the cities of ress or the happiness of a shepherd in the fields the region. He was planning, on this visit, to explain to 70 the girl how it was that a shepherd knew how to read. But for the past few days he had spoken to them Huis parents Fad wanted him to become 2 priest, and about only one thing: the girl, the daughter of a mer~ thereby a source of pride for 2 simple farm femily chant who lived in the village they would reach in They worked hard just to have food and water. He bis 20 about four days. The merchant owned a dry goods shop, Jailed Lan, Spasish, and theology. But ever since be abgthe always demanded that the sheep be sheared 10 75 had been a child, he had wanted to Know the wotlt hhis presence. The boy had taken his sheep there the One afternoon, he had summoned up the courage to tell year before. Is father that he dign’e want to become a priest, That be wanted to travel, ‘| need to sell some wool,” the boy told the mer- * 96 chant. The shop was busy, and the man asked the shep- “people from all over-the world have passed Paant ee reat the afternoon, So the boy sat on the 69 through this village, son,” said his father. “They com steps of the shop end took a book from his bag sara easy new things, but when they Jeave they are basically the same people they were when they arrived 1 didn't know shepherds knew how to read,” said They climb the mountain to see the castle, and they a gi’s voice behind him nerase 30 GO ON TO THE NEXT PAGE.\ wind up thinking that che past was better than what we have now.” “But I'd like to see the castles in the towns where they live,” the boy explained. “Amongst us, the only ones who travel are the shepherds,” his father Said. ‘Well, then I'll be a shepherd!” His father said no more, The next day, he gave his son three ancient Spanish coins. “| found these one day in the fields. 1 wanted them to be 2 part of your inheritance. But use them to buy your flock. Take to the fields, and someday you'll learn {that our counteyside is the Dest.” “The first seven paragraphs (lines 1~33) establish all of the following about Santiago EXCEPT that he: ‘A. has often watched his sheep wander away during the night, B, has learned 10 be resourceful as a shepherd. CC. draws comfort from talking to his sheep. D. spends some of his time reading books. . The time sequence of the pessage indicates that Santiago's conversation with the merchant's daughter takes place: F._ before he arrives at the abandoned choreh with his sheep. G. before his father gives him the three ancient coins. LH. after he realizes it was he who had become accus- tomed to the sheep's schedule. J. after he bas sold some wool to.the merchent . Compared to Santiago's views about traveling, his father's views are best described as: ‘A. contrasting: the father is certain traveling is an tunfulflling pastime. B. contrasting; the fatKer thinks staying bo: Financially more profitable than waveling. C. similar; the father thinks traveling is rewarding D. similer; the father wants to. know about other cities Which of the following statements best deseribes the Teaction of Santiago's father to Santiago's wish 0 travel? F. He is angry at Santiago for dashing his family’s hopes by abandoning the path tothe priesthood and tells him to leave the village permanently G. He lectures Sentiago at length about the agonizing complications that can befall a shepherd and his flock but ultimately wishes him well He hes a brief conversation with Santiago during which he expresses his regret for not realizing sooner What his son's life goals were J. He questions the wisdom of Santiago's intentions ‘ut after a brief discussion offers kim support to start his new career. 3 ee } 5. According to the passage, prior t6 Santiago's arrival, 10. the abandoned church festures all of the following EXCEPT: : A. abroken gate B. an old, tom book. C. a dilapidated roof. D. a dirty floor. ;. Which of the following statements about the start of . The pass: the conversation between Santiago and the girl is sup- ported by the passage? F. Before he noticed her, she saw him reading on the steps of her father’s shop and spoke to him. G. When he first saw her in the merchant's shop, he wanted to start a conversation but was too shy. H. He talked to the girl for the first time on his second visit to the shop, because oa the first visit he hed been too preoccupied with business J. The first words she spoke to him so surprised him that be was unable to reply until after she had spoken at length. Ins most séasonable to infer from the passage that the merchant's daughter would agree with which of ¢ following statements about her village? [AL Life there is so exciting because every day differ- tat people from around the worlé come to visit B. ei pernfl to witness Wstors who ciscover that Seat they had hoped to find ia the village does not crit Cc. ike there js the sanie day after day, year after yetr, even though iti @ busy place . Iris'a cherming place whefe people suppost exch other in business and family matters. of As it is used in the thirteenth paragraph (lines $1-55). the statement "Lots of shepherds passed through, sell- jing their wool" primarily supports which of the follow ing points implied by the passage? F. Santiago is excited about coming to a bustling vil- lage after a boring stretch of time in the fields G. The merchant asked Santiago to wait to conduct business because the merchant had more wool than he could sell that day. Hi. Santiago fears that the merchant's daughter will ot be as excited to see him as he is to see her, J. The merchant's daughter hoped to run her father's business one day because it was so successful. states that Santiago sees a clear similasit between himself and: A. the merchant. B, sailors and traveling salespeople. CC. others who have left the priesthood, ‘Dz his father when he was young. [As itis used in line 65, the word gathered most neasly means: F. attached. S G. lifted. H. assembled. J. pulled. GO ON TO THE NEXT PAGE.3 Passage I! SOCIAL SCIENCE: This passage Is adapted trom tne article “A SOclAS Each Day Keeps This Scholar at Play" by Richarc Wolkomit (01282 by Smithsonian Institution). Ever since emigrating to the United States from many at age 16, Wolfgang Mieder has left no proverbial stone unturned, Besides teaching about Proverbs at the University of Vermont, he has published 5 fnore than 50 books on his favorite subject, including the massive Oxford University Press Dictionary, of ‘American Proverbs. ‘Mieder can tell you the origin of the proverb “One picture is worth a thousand words.” Its structure, he to bays, is one of the universal types: “One, of something iP \orth vast numbers of something else.” He can spin Siexamples, such as “One good head is better than a hundred strong hands" (English), “A friend is better than a thousand silver pieces” (Greek), “A moment is 36 worth a thousand gold pieces” (Korcan), "A single peony fairly got is worth @ thousend that are sot” FGernan), and "Silence is worth 4 thousand pieces of silver” (Burmese). ‘The structure of “One picture is worth a tbousend words" may derive from a familiar type, but the actual proverb was dzeamed up in 1921 by Fred R. Barnard of Fhe Street Railways Advertising Company. He used it in f piece he wrote for an advertising journal, advocsting pictures in advertisements. 20 25 “One picture” hit on something about how the mind works—at least, the American mind in the siicent media age-—and became part of the national psychic genome. That is one way to look at proverbs: as Pits of mental DNA passed on from generation to geo~ 90 eration, Some persist, others mutate and evolve, Some disappear. But proverbs are slippery things. and defin- ing them precisely has cluded proverb scholars, or paroemiclogists. sroverbs are crystallized bits of wisdom,” says 35 Mieder, adding that they average seven words, tend to have several levels of meaning and apply (0 various sit- Uations. That is why they are not necessarily crue. If “Absence makes the heart grow fonder,” why do We say “Out of sight, ovt of mind”? And if “He who hesitates 40 is lost,” how come you have to “Look before you leap"?’ Mix and match, says Mieder. “We pick the proverb that fits the situation.” He has his own favorite BEfisition: "A proverb is a concise statement of an apparent truth that has cuscency.” 45. Folklorists note that proverbs’ meanings depend ‘on the situations in which they are used, And many proverbs do not fit our changed society. A city youth Pino has never met a Rhode Island Red chicken might have «rouble deciphering “Never cackle unless you so lay." Nationality also can effect interpretations. The Scots, for instance, tend to read."“A rolling stone Sathers no moss” as extolling the virtues of action as perese 32 ss o 70 80 0 a. opposed to the more sedentary life, The English, how- ver tend to equate it with the beautiful growth of moss on a stone in a stream, a metephor for tradition and stability ‘These examples suggest that proverbs reveal Spational character.” But paroemiologists foliowing that road have hit a dead end. “I could put together bunch of proverbs that show Americans are materialis- tie, and I could put together another collection showing that Americans really value friendship and love,” says Mieder, “If I know the 300 most common American proverbs, the ones we really wse, then maybe I can sey ‘something In fact, thet is one of Mieder's projects, although aimed at @ different goal than determining nations, hacacter. The idea of establishing a country’s “prov: $ial minimum” began in Russia in the 1970s, when Scholars identified about 300 proverbs that every Russ Son knows. In the former Soviet Union, people of many nationalities often found themselves struggling to learn ‘Russian, 2 proverb-rich language, and mastering the proverbial minimum was vital, Now efforts are under Way to establish proverbial minimums for ot nations, 100. Mieder is pushing the project in the United States, “y'ye already Gone statistical analyses, figuring out which proverbs are particularly frequent in 20th- Century U.S. writing.” Mieder cautions, however, “vc Srould have to distriovte about 10,000 questionnaires Ground the United States to see what proverbs people actually use.” Establishing a U.S. proverbial minimum wal ease te pa for inenigrans earning English, be adds. Meanwhile, linguists are taking a wheck at the world's mullions of extant proverbs, trying to reduce them to 2 small number of basic structures. On one evel, they reduce proverbs to simple formulas, like Shere there's X, there's ¥." But on a deeper level, where they use symbolic logic, their results are pages Toll of pluses, minuses, equal signs and does-not-equel signs. Which of the folléwing groups is NOT mentioned in the passage as being associated with the study of proverbs? A. Linguists B. Anthropologists. == C. Paroemiologisis D. Folklorists GO ON TO THE NEXT PAGE.5) ej 42, The main idea of the first paragraph is that Micder: F, emigrated to the United States to study the origin of proverbs at the University of Vermont. G. hat published a few books on proverbs since coming to the United States at age 16. Hi. has spent his career studying proverbs and sharing his knowledge through teaching and writing. J., considers bis massive proverb gictionary to be the most important work of his career. 143. As it is used in line 10, the word rypes most nearly means! A. situations D. letters. 14, Based on the passage, Mieder most likely includes the ‘ord apparent in his “favorite definition” of a proverb Usnes 42-44) to indicate that a proverb doesn’t have to be: uve. G. concise. H. measingful. J. popular. 15, The italicizing of the word maybe in line 64 primarily serves to: A. point to the general lack of scholarly research on proverbs worldwide. B. emphasize that even knowing the most common ‘American proverbs will not necessarily reveal the Snationel character.” CC. suagest that Mieder is unsure about whether be could put together a collection of proverbs about friendship and love. D. reveal Mieder’s doubts about his ability to deter- nine whieh proverbs Americans really use, 16, The passage indicates that the movement behind estab- lishing # proverbial minimum begen as an effort to: F. pinpoint when it is most appropriate to use & proverb in conversation, Betermine the national character of a population. fespond to the rapid changes in a language Teseen nonnative speakers’ struggle to learn a new Tanguage smo ay, 18, 20. “The passage suggests that ofthe following, which one poses the greatest difficulty in establishing « U.S proverbial minimum? ‘A. Mieder's lack of interest in the project B. Competing efforts underway in other nations CC. Figuring out which proverbs occur most frequently i twenticth-ceatury US. writing D. Distributing enough questionnaires around the United States to determine what proverbs people actually vse ‘The author includes the information in the last para- graph primarily t0 F. criticize Mieder for excluding too many proverbs from his research on the proverbial minimum. G. emphasize the complexity of trying to reduce mil- Tions of proverbs to meaningful patterns. HL describe how the use of surveys has assisted researchers in the advanced study of proverbs. J. argue that the world’s millions of proverbs should bbe reduced to a small nunbber of basic structures. ‘The author's reference to proverbs as slippery things in line 31 most nearly means that they are: A. innumerable. B. memorable C. untrue, D. inconstant. “According to the passage, the Scots tend to view the proverb “a rolling stone gatbers no moss” as endorsing the value of: F. sedentary living, G. wadition and stability HL action J. growth GO ON TO THE NEXT PAGE.5 EE Passage Ill 10 ry 25 35 0 4 50 HUMANITIES: Tris passage Is adapted from the article “The ‘scent of Glass” by Jeftrey Hogrete (©2001 by the Smithson- ian institution}, One of the most striking of the transparent glass buildings that are appearing like ghostly apparitions in tities around the world, the Rose Center for Earth and Space at the American Museum of Natural History in Manhattan marks a new age in glass architecture. Not since the early 1950s, when sleek, green-tinted glass buildings like New York City’s Lever House rose amid the stone canyons of countless major cities, has glass elicited so much attention. There are so many glass buildings currently on the drawing boards or under con Struction, in fact, that it is hard to keep wack of them all. "Glass is back,” says Kenneth Frampton, professor Of architecture at Columbia University and author of Modern Archiceciure: A Critical History. And now it's taking center stage Like the Rose Center, many of the new glass edi- fices are signature buildings. That is to say, the struc- ture itself fs used to communicate 2 message to the public ebout the occupants” underlying philosophies, BWe wanted to build a structure that would say sei- ence,” says Rose Center lead designer James Polshek. In the year since the Rose Center opened to the public, jt drew crowds beyond the wildest expectations of the museum's directors. Many people go just to see the pristine glass cube, which houses the spherical alv- Fainum Hayden Planetarium as if it were a ship in a giant glass bottle. The museum's directors were ini- ally reluctant to give the green light to such an experi- mentel system of glass construction because nothing Tike it had been used here in the United States. ‘Although many of the icons of early glass architecture fose in U.S. cities during the years after World War TI, Since the energy crisis of 1973 most of the advances in glass architecture bave taken place in Europe. The Girectors approved the design only after a trip to France fo see the building's prototype, the Cite de Sciences & Tindusirie, in Paris. Completed in 1986, the museum used an inaovative structural device designed by the Paris-based firm of Rice Francis Ritchie, The system suspended the glass wall in front of a series of metal trusses and braces thet held the glass panels in a state of tension. Glass has many virtues. It lets in light, and brings the outside in and the inside Out. Glass is also impervi- us to the effects of most harsh chemicals and thus is, fess susceptible to damage from acid rain, which eats away at masonry buildings. Furthermore, advancements, in glass production since the 1973 energy crisis have resulted in revolutionary changes in its performance, Kenneth Frampton sees the return to glass build- ings as a symbol of progress. "We do see giass coming ‘back, end with the comeback it has to be effective envi~ ronmentally,” he says. “The early glass curtain wall was only slightly more efficient than no well.” The new 34 ss 60 6 7 78 80 85 21. sgless is not only spectacular to look at and through, it is flso more efficient and much safer than the old glass. Stringent energy codes have led to many innovations, Glass is now being manufactured with special coatings that adjust the thermal intake for all four directions of the compass and even allow for the increased intensity fof the sun at certain latitudes. For the new LVMH (Louis Vuitton Mo8t Hennessy) building, which opened in midtown Manhattan in 1999, more than 30 different types of glass were used in the curtain wall in order to meet New York City’s energy codes and create an arresting facade of contrasting textures and colors. Old glass buildings, too, are benefiting from the improvements in glass. Completed in 1952, Park ‘Avenue’s Lever House was one of the first glass-walled ‘buildings in Manhattan, Construction was recently fi ished om a two-year renovation, undertaken because the original glass had begun to crack. The structure has now been completely reclad with a aew, stronger ver- sion of the glass originally used in the building. “Glass is being argued as a new material,” notes architect Robert A. M. Stern, dean of the School of ‘Architecture at Yale University. “It’s being rediscov ered after a generation of architects who rejected it.” Glass can serve as a lens, revealing and bringing into focus the inteior of buiidings—as in the Rose Genter, and inthe award-winning Hillier Group des far the power plant that supplies eleeircity to New York's fohn F Kennedy International Aizport, The inner workings of the plant are exposed to view theoush the building's transparent gless walls. Unlike tradi- onal power plants, which disguise themselves as otter types Of buildings, the JFK design is as honest as it's BE “rhe underiving point of the design was thet ower is beautiful,” says project architect David Fine: It can most reasonably be inferred from the passe that the author views the statement by Frampton in line 12 as: |A. an exaggeration of the role of glass in architecture today. 7 B. 2 gross oversimplification of a complicated issue regarding glass. C. a suggestion about glass that someday. = ‘an accurate comment about the use of glass in con temporary architecture. will hopefully be true GO ON TO THE NEXT PAGE.° Ee 2. 23. 24, 26. Based on information in the passage, during which of the following periods were architects LEAST Likely to design innovative glass buildings for construction in the United States? F, 1945-1955 G, 1955-1965, H. 1965-1975, J. 1975-1985 ‘The passage’s author indicates that compared to most other transparent glass buildings, the Rose Center is: ‘A. more impressive in terms of appearance and design. BB, Jess impressive in terms of structural soundness, G. ore lkeiy tbe a part of ongoing research about the shortcomings of glass asa bullding material , ess igely to fafivence future designs of buieings fp the United States. ‘The main purpose of the fourth paragraph (lines 5066) is to make clear that the glass used to build ‘walls today has to be: F._ layered to create walls thick enough to insulate the building adequately. G. made of a type of glass that has been used in sev eral energy-efficient older buildings, HH, much more environmentally effective than the glass used in past buildings. J. Coated with a special material that allows for the Jncreased intensity of the Sun at certain latitudes. . As it is used in line 86, the word digguise could rea- Sonably be said to mean any of the following EXCEPT: A. vary. BL mack. €. conceal. D. misrepresent. AAs it is used ia Tine 31, the word icons most nearly means! F, likenesses. G. substitutes. H. landmarks, J. reflections 35 27. The passage suggests that since the early 1970s, coti- pared to architectural firms in the United States, archi- {ectural firms in Europe have been: ‘A. more in favor of designing stone buildings. B. more focused on advancing glass architecture. C. less interested in designing signature buildings. D. tess focused on experimensing with new types of According to the passage, an important factor in the Rose Center directors’ decision to approve a proposed experimental glass construction for the center was: F. the approval and support of the construction by the Paris-based firm of Rice Francis Ritchie. G. their visit to the Cité de Sciences & "Industrie. Hi their belief that a more traditional glass constcuc- tion would be less energy efficient J. the public exeitement over the proposed design. 29. It can most reasonably be inferred from the passage that one aspect of glass that has continued to satisfy architects and builders since the first glass buildings ‘were constructed in the United States is the ability of glass to: A. withstand the damaging effects of strong winds. B, insulate a building as well as more traditional building materials. C. let in light and blur the distinction between the outside and the inside. D. adjust how it performs as an insulator depending ‘on environmental conditions. 30. It can most reasonably be inferred from Stern's com- ments that architects todey: F. are reconsidering and redefining how glass is used in architecture. G. believe that glass must be further improved before itcan be considered a truly “new material.’ Hi, are not able to keep their designs up to date with i the continuing advances in glass. wonder why the past generation of architects had rejected glass GO ON TO THE NEXT PAGE.3 a Passage IV NATURAL SCIENCE: This passage is adapted from the artcle tis Theve Lite on Other Planets?” by Victoria Pope (62002 by U's. News and World Report, Inc.) ‘The search for life on other planets is a quest of vast intrinsic interest but of extreme difficulty in prac- tice. Its root logic, though, is simple enough: If life was drewed on the planet Earth in primordial soup of chemicals 4 billion to 4.5 billion years ago, why Shouldn't it have happened on at least one other planet in the universe, 1007 Astronomers calculate that hun- dreds of millions of Earth-like planets must exist throughout the universe. 30 ___Early space exploration didn’t turn up life, When NASA's Viking landers examined Mars two decades ago, they found a dry, sterile environment. Venus was @ blazing inferno. It was only the images from the Galileo spacecraft that raised a slight hope of finding suitable Conditions for life elsewhere in our solar system. Jupiter's moon Europa appeared to have an ocean of liguid water covered with pack ice 5 Scientists who are skeptical about life's having arisen elsewhere have had 4 strong case, given the pre Cise conditions that seemed essential for life to develop and survive, Planets that are too small cannot retain an atmosphere at all, Those too lerge turn into gas balls, like Jupiter. Those that are too hot or tco cold have no liguid water, And without water, the chemical process of photosynthesis, which converts sunlight into chemi- fal energy, is impossible. Without an atmosphere of oxygen, the chemical reactions that allow a cell to exiract energy from other chemicals cannot normally run, either. 2 25 30 But recent findings from our own planet have led scientists to wonder if they've taken (oo parochial = view of life, Microbes have been discovered thriving ander circumstances once thought impossible: in vol canic vents, in hot springs, in geysers. Antarctica’s focks, the cold waters deep beneath the surface of its Frozen lakes, and the subterranean ground water below the basalt flows of Washington State's Columbia River Basin may harbor terrestrial models for the rise of life on Mars and other plaaets. And some tantalizing, if still highly controversial, evidence from Mars'at least hints that some similar forms of life may indeed have arisen there, even if they subsequently died out. A Martian meteorite found in Antarctica contains microscopic Wortalike structures, dating from at least 3.6 billion years ago, that resemble fossilized bacterial forms ound on Earth 3s «0 4s ‘The earthly microbes that seem to defy the odds are members. of a category loosely called “extremophiles.”" Among their hardy ranks are the ther- mophiles, which thrive in searing heat; the halophiles, which love salt; and the barophiles, bacteria often Found in the deep sea that live under high pressure. 36 88 6 85 7 3u 32. Which of the following stetements most accuret Evidence of life in inhospitable’ environments began to pile up in recent years as highly sensitive gene-sequencing techniques made it possible to ideatify microorganisms that woulda’t grow in petri dishes the lab. Before these techniques were available, scier tists were able to examine only about 1 percent of the real microbial population. New exploration technolo. ies have helped, too, Deep-diving submarines founé Scryptoendolithie” (“hiding within rock") organisms whose metabolism is driven by heat from a geotnermal source. Although the issue is highly contentious, some researchers argue that many of these microbes belong. toa distinct and previously unrecognized branch of life Supporters of this idea say that these one-cell throw- backs, now dubbed “archaea,” are genetically different from bacteria and appear to be the oldest life forms on Earth. If that's so, it means that life did not necessarily need some warm, hospitable primordial soup to fo but could have originated in a far greattr range of eavi- ronments—including some downright hostile ones. One of the first Martian rocks to be analyzed by the rover from NASA's Pathfinder spacecraft appears 0 be andesite, a type of lava found in the Columbia Basin, ‘an area some View as an apt geological analog to Mars Scientists are especially on ine lookout for any rocks that show signs of Wator deposits that could have sup- ported life. And microbiologists are hoping to find Girect traces of archaealike microbes under the surface of Mars to support the idea that Martien life could have existed on the surface and then retreated underground — just like earthly microorganisms found in the volcanic ents, selt mines, and other haré-to-take environments Guided by what they know from our planet, researchers now have theic eyes set of a costly and complex rais- Sion: erilling into the Martian permafrost, which could Field the firmest answers yet about the origins of life. |. With regard to the possibility of finding life on other planets, information presented in the passage makes it Clear that the author is: ‘A. intrigued but cynical B. frustrated but determined. CC. optiraistic but practical, D. hopeful but impatient. summarizes how the passege characterizes the cuzzent Stete of scientific knowledge about the origins of life? F. New evidence is misunderstood because today's technology is inadequate. Long-held assumptions are being challenged by new evidence. |. Once-competing theories are now merging due to conclusive evidence found on other planets. Recent findings are providing conerete support for scientists who are skeptical of the possibility of life on other planets: GO ON TO THE.NEXT PAGE.3 33. Based on the passage, ES 3 recent discoveries made on Baste two planets have led some scientists to broaden Tadcies abcut where life could have originated? A c D 34. Jupiter and Venus Venus and Mars Mars and Earth Earth and Jupiter |. The main point of the second paragreph (lines 10-17) is that: E G HL space technology has progressed greatly decades. SSages from space are difficult for scientists to interpret Wace exploration for finding life should be expanded beyond our solar system, ERY exploration of other planets had offered litle hhope for finding life, in two ‘The passage indicates that if scientists can show thet se ee are different from all other forms of Life, it will prove that life: A B. © D. cose when bacteria first developed in a primordial soup. S0NP. when photosynthesis first occurred in microorganisms. ractd only have emerged under one set of precise conditions, Could have emerged under a fairly broad range of conditions. 136. According to the passage, some early evidence of con, Aeiots suitable for life on other planets was found when: E G. H a Galilco sent back images of Europe. icing landers examined the surface of Mars Columbia took pictures of Jupiter. Pathfinder took atmospheric readings of Venus 3. 38. 39. 40. ‘As it is used in line 31, the word parochial mostneaily means: A. private. B. religious. CC. narrow. D. spiritual. ‘According to the passage, extremophiles include ‘nicrobes that: F. live in-very hot, salty, or highly pressurized ‘enviconments. G. have life spans’ swice 2s long microorganisms: H, five in very dry, sterile environments without oxygen or liquid water. J. have been thriving recently due to changes in Earth's atmosphere as average It can reasonably be inferred that as it is used in ne 77, the term geological anaiog dircetly refers to an area on Earth where: ‘A. fossilized microorganisms are found ii rocks, as if frozen in time, TSA installs and tests equipment before moving to other planets. C. tock and mineral layers contain bits of meteorites from other planets. D. rock and raineral layers are similar to those on ‘another planet. ‘According to the passage, scientists studying Mars to SSGansing the planet's posential for supporting life aze specially looking for F,_ signs of water deposit. G. traces of a geothermal beat source $i SbSiica readings showing high oxygen levels prot tate planet Bete 4 end 45 iin Sears ole END OF TEST 3 STOP! DO NOT TURN THE PAGE UNTIL TOLD T0 DO SO. 7 DO NOT RETURN TO A PREVIOUS TEST.Ajo 2 foe SCIENCE TEST 35 Minutes—40 Questions DIRECTIONS: There are seven passages in this test. Each passage is followed by several questions. Alter reading a.passage, choose the best answer to each question and fill In the corresponding oval on your answer document. You may refer to the passages as often as necessary. * : You are NOT permitted to use a calculator on this test. Pessage | fey Some students conducted 4 studies using slidewire lesa seads alten ‘generators of various sizes. Each slidewite generator con- {al = Sined ¢ U-shaped electrical conductor (USEC), a movable : eerie = mecdon af ‘conducting rod of length Z that connected the sides of the .|t ee ee (USEC. and an ammeter (A). All conductors were made of 1 the same metal. Using a motor-driven shaft attached to the : a fetEea eet Fee Eonducting rod, the students could move the rod either to = the left or to the right at speed » (see Figure 1). — magnetic field top view—rod moving right al fcasue Oieietb A] sate oh stein of L se i t|_—— rot’s motion to moter — Pee eT movable eae : 4 conducting ; USEC Tod . inh aaa “top view wy aa os t Figure 1 magneto file top view—rod moving left Figure 2 In each trial, the slidewire genierator was placed per- pendicular to a magnetic field of strength B that pointed Nertically toward the ceiling. The field was constant in Seat er girection, When the rod wat moved, an 7 was positive when the currest moved clockwise 8 amount of electrical current, J, was gencrated in the cigcuit made by the USEC and the conducting rod (see Figure 2). the cituit and negative when the current moved coun Clockwise through the circuit. 38 GO ON TO THE NEXT PAGE.Aeooe eo oe oF Study 1 "The students moved a rod of length £ = 0.20 m to the right at various » and measured J in milliamps (mA) for each v (see Table 1), B was the same across the 3 trials. Table 1 eS eee Tia | vomises) | TAD | 1] oo | as a | a2 | 32 a 0.30 +48 Study 2 ‘The students moved rods of various L to the right at 0.20 m/sec and found J for each rod (see Table 2). For ach trial, B = 0.40 tesla (1), Table 2 Trial | Lom) | Ima) 4 0.10 +16 5 0.40 464 6 0.60 336 Smudy 3 ‘The students moved a rod of L = 0.20 mtto the right at y= 0.20 mm/sec in fields of various B and found J for each B (see Table 3), Table3 Teal | BC) | 1a) | a 0.60 +48 8 | 080 +54 e | 100 38.0 Study 4 ‘The students moved a rod of L = 0.20 m various v and found [for each v (see Table 4). B was the same as in Study 1 to the left at In each tial, Table 4 Trial | v (asec) | 1 (mA) 10 0.10 “16 i 0.20 32 2 0330 48 porese 39 L In Study 1, I would most likely have equaled +8.0 mA if v had been: A. 0.05 misec. B. 0.25 mise. C. 0.40 misec. D. 0.50 msec . In Study 2, as che length of the conducting rod increased, dhe amount of eles! turret through the loop: F. increased only. G. decreased only. Hi. remained constant J. Varied, but with no general tend. . In Study 3, { would most likely have equaled +5.6 mA if B had equaled which of the following’ 0.50 0.70T 90T LOT. During each tritl, an electrical current flowed through the circuit because the motion of the conducting rod in the magnetic field produced nonzero voltage in the ‘circuit. Assuming that the electrical resistence in the Girsuit was the same across Trials 2, 7, 8, and 9, during Which of these tials was the voltage greatest? FE Trial? G. Trial 7 H Trial § J. Trial 9 . In which of the studies, if any, did the electrical cur- rent move counterclockwise? A. Study L only BL Study 4 only C. Studies 1, 2, and 3 only D. None of the’studies . The results of Study 4 are best represented by which of the following eraphs? R460 +60: z a z Z oot SE 000 = pei te 60 -60. v (mise) v (msec) G. +60 J. +6.0- Beh 030 5 eT Nte E 60. oe) Fee) GO ON TO THE NEXT PAGE.Aooooo000004 Passage Il ‘The order Anuca includes frogs and toads. Table I is 2 Key for identifying some anurans in national forests in California, Table 1 Seep Trait “Appearance Result horizontally aligned | Ascaphus eruet 1 | pupils vertically aligned go t0 Step? resent 0 0 Step 3 2 | large parotid glands* = not present £0 to Step 4 3. | throat and chest white without merkings Bufo microscaphus 5. | black eye stripe ‘white with dark markings | Bufo boreas" paid gor Step5 4 | toes a gow Siep6 preset gla rela not present ‘Hyla cadaverina | 6 | skinfolds on beck [P= eee | not present ‘Rana catesbeiana white Rana pipiens 7 | groin color Fed g0 t0 Step 8 yellow or orange go t0 Step 9 8 | eyes tilt upward Rana pretiosa Took outward Rana aurora g_ | Dlack spots on.back, neck, and head present Rana cascadae ‘not present g0 to Step 10 light stripe across } 20 | snout present ‘Rana boylit [noe preset ‘Rana muscosa +The parotid gland is a glend found behind each eye. oe eee eed 40 GO ON TO THE NEXT PAGE.Aoaaoao0g00 04 ‘Fable 2 describes 4 anurans that were seen in national _ Teble 1 is used to identify animals that belong to which forests in California. of the folloving groups? ‘A. Mammals " B.> Birds ane C. Reptiles “Anucan Traits a 5 dominio as §, Based on the information provided, the anuran listed in + Tare pao Based on ines clovely related to Bufo borecs wy | 2 SSRN Bsa and chest with TabME skely has which of the following characteristics? black markings F, Horizontally sligned pupils + unpadded toes G. A white throat and chest > Yerccally aligned pupils | HL, Padded toes J. A light stig across its snout = Semin length fo large parotid glands . eyes look outward 9, Based on Table 1, which of the following treits of x skin folds on back Resran X indicates itis NOT a Hla regilla ? ‘*_unpadded toes ‘A. No large parotid glands = vertically aligned pupils 2 Bee ssPouward €. Skin folds on back = 4emin length Rated toes 2 brown back with black spots euareaiet ¥ | % eyes look outward + no large parotid glands 10, The results from Table 1 for Anuran ¥ and Anuran Z © horizontally aligned pupils Fost diverge at which of the following steps? | = 3m in length \ E Step} © black eye stripe preseat G. Step? 2 |e impasded toes H. Step3 2 vertically aligned pupils Je Step4 ho lenge parotid glands 2 ho skin folds on back : Li According to Table 1, Rana cascada and, Rane arora Goth bave which of the following traits? ‘ables 1 and 2 adapted trom U.S. Department of Agrcutats So A. Padded toes Tables | and 2 Pia abit Beaten Jecnnica! Bult, 82. Skin folds on their backs Forest Server. ttoring Frogs and Toads 10 legion 5 Netiora! C. Red groin color Forests. 1891, DA light stripe across their snouts potase a GO ON TO THE NEXT PAGE.Acococ0000o0 og Passage Il ‘A mercury thermometer, at an initial temperature ‘of 20°C, was placed in 30°C water, and the temperature regis- tered by the thermometer was recorded over time. This pro- cedure was repeated using weter samples at 40°C and 50°C (See Figure 1). Next, the same thermometer, at an initial temperature of 50°C, was placed in an air sample at 20°C, and the temperature registered by the thermometer was recorded over time. This procedure was repeated using sir samples at 30°C and 40°C (see Figure 2). (Note: Assume that the designated temperatures of the Water samples and air samples did not change during the measurements.) ee a 30°C soo se 2 400 eee BE 300 ~oe Got gs 0 10 20 30 40 50 60 70 80 9.0 100 time (sec) Figure 1 —— Key air temperature: 2 are | 2 30°C = 20°C 50.0 -pygep pe : " oo Te, F400 PRE bbe bmgeerpenpnng 30.0 fen tg Pa Pi ere emer 5 fone 22 2004+ $e BS 1004-— ° {9 "100 200 300 #00 500 660 700 800 time (see) Figure 2 Figures 1 and 2 adapted trom Voiker Thomsen, "Response Time of a Thermometer.” ©1998 by American Association of Physics ‘Teachers. ‘soress 42. 12. Based on Figure 2, at 250 sec, the thermometer reading in the 40°C air most likely was closest to which of the following? RF 24°C. G, 32°C Hai J 53°C. 13. When the thermometer was in the 50°C water, in the time interval between 2 sec and 3 sec, approximately how rapidly, in *Cisec, was the temperature registered by the thermometer changing? A. 12CIsee B. 4°Cisec C. 40°Cisee D. 45°Cisec 14. According to Figure 2, for an air temperature.of 20°C, ‘over which of the following time intervals was the thermometer reading changing most rapidly? F_ 0-100sec G. 100-200 see H.- 200-300 sec 3. 300-400 sec . Based on Figure 2, for the thermometer placed in 30°C air, the average Kinetic energy of the mercury atoms in the thermometer was greatest at which of the following times? A. 100 see B. 300 see C. 500 see D. 700 sec 16. Based on Figure 2, if the thermometer, at an initial, temperature of 30°C, had been placed in an air sample at 10°C, how long would it most likely have taken the thermometer reading to reach 10°C ? B Less than S'sec : G. Between $ see and 15 see H. Between 100 sec and 300 see J. Greater than 300 see GO ON TO THE NEXT PAGE.Aongaago000 04 Passage IV 17. Based on the passage, amylase in humans is mest Gurectly. associated with which of the following “Amylase is an enzyme that speeds up the breakdown systems? of starch into smaller carbohydrates (such 2s maltose) ‘A. ‘Natvous B. Respiratory. C. Digestive D. Circulatory 'A starch soltition, aa amylase solution, and several « puffer solutions (solutions that maintain a constant PH) baer epared. Two experiments wers done using these folutions and the following tests: «Iodine test: 3 erops of abrown Kl, solution is added toa 18. Suppose a0. additional trial had been done in Experi- weeitfe eolution. If starch is present in the sample Soli- meat 2 using a buffer solution with a pH of 73. What tion, the solution will turn from ‘brown to black. would be the most likely results of the iodine and Benedict's tests? * « Benedict's test: 1 mL of 2 blue solution contsining Todine test Benedict's Gded to a sample solution. The solution is CF eat then heated in a boiling water bath for 3 min. If maltose 6. own then BeatGn the sample solution, the solution will tura brown 8 Diblue to orange. HL blac} 1 Black Experiment I Tach of 7 test tubes was filled with 5 mL of pH 7.0 ‘i patho Blteont amounts of arch soution sadloc 1 SSPE oe additional trial had been performed in buffer sovoiation Were added to cach tube. The solution in Experiment 2 using 2 buffer solution with a pH of 43; amylase eens then eituted to 10 mL with the boffer solu- ‘What would be the mos likely results of the rogine and tion (so the final pH was 7.0 in ‘each tube). Each tube was Benedict's tests tion (so ie ced aca constant temperature for, 10 min, Tae Todine test Benedict's test teen ine Sponedict’s teste were then cach done with 2 mL ae aie seeipjes dcewn from each tube (see Teble 1), oo ee a -G. black blue DL black orange “Annylase | Temperature | Jodine | Benedict's uy | ce) | test | test 20, According tothe results of the iodine and Benedict's Se whieh of Tubes L-# in Experiment 1 contained ‘hack | biue both starch and maltose? back | orange F, Tobe 1 only tee | oan G. Tube 3 only Wi Tubes 2and 4 only black | blue . : Reet Teice! J. Tubes 1, 2,3, and 4 brown | blue ‘21, All of the experimental factors were identical for ‘which of the following tubes? ‘A, Tubes 1 and 8 B. Tubes 3 and 11 Experiment 2 ‘Seven test tubes were filled and tested according to the procedure used for Tube 3, except that for each tube, § {AkeErene buffer solution was wsed (see Teble 2). Bee ae ——_—_— oo] 1D. Tuber 10 and 14 Table 2 Todine | Benedict’: 22. Which of the following best describes the relationship test | test Perish the starch concentration and the maltose con tetration Guring the incubation of Tube 3 ? As the black | blue Starch concentration: Bleek BS F, decreased, the maltose, concentration increased. lack | “blue , pie |e rcrange ©, SeSleased, the maltose concentration remeined brown orange panes, Z H. ‘increased, the maltose concentration decreased. black | orange a; hs seals sé a Pace | Sine Ir Hneaned, the maltose coneensation semaine perasc i 43 GO ON TO.THE NEXT PAGE.Passage V Students studied the photodecomposition (breakdown by light) of p-nitrophenol (a toxic polluten’) in wastewater. They measured the concentration of p-nitrophenol (in parts per million, ppm) in wastewater samples duriag exposure Yo various lighting conditions, Titanium dioxide (TiO;) and/or hydrogen peroxide (H,0;) were added to some sam. ‘Ples at the start of exposure (time = 0 min). TiO, and HO: Epeed up some photocecomposition reactions. ‘The results Of 3 sets of experiments are shown in Figures 1-3. 3.00: sualight, no TiO; 2.50- ‘TiO, nolight p-nitrophenol concentration (ppm) 0.00% 0 30 60 «90° 120 150 180 time (rain) Note: For the 2 samples exposed to sunlight, the intensity of the sunlight was the seme. Figure 1 TiO, + sunlight, cloudy day trophenol concentration (ppm) 80 time (min) 120. 150. 180 Figure 2 _ sores 4 8 Aoooaooa00 04 6.00 : HO; + sunlight 4.00: vas BS ,nitrophenol concentration (ppm) P 0.00: 0. 20 40 «60 80 100 120 time (min) Note: All 3 samples were exposed to the same intensity of sunlight. Figure 3 Figures adapted trom J. &, Heriera-Molign et al., “Soler Photo Cealytic Destruction of pAitrophenct: A Pedagogical Use.o! Leb Giastes ©2001 by Division of Chemical Education, In., Amerisen Chomicat Society. 23. According to Figure 1, 60 min after TiO, was added to the wastewater semple that was NOT exposed to svt Tight, the concenteation of p-nitrophenol was closest to sihich of the following? A. 0.00 ppm B. 0.20 ppm C. 250 ppm 2.70 ppm 24. According to Figure 1, for the sample that contained NOs and wes exposed to sunlight, the greatest amount of penitrophenol decomposed during whieh of the fol- Towing time intervals? F..From Ominto 30min G. From 30 minto 90 mio H. From 90 min to 130 min J. From 150 mia to 180 mia GO ON TO THE NEXT PAGE.Aoooogoo000 04 125, For which of the 3 figures did all of the wastewater 27. A chemist elsimed that ‘adding H.0, to wastewater Temples studied have the same initial p-nitrophenol concentration? , A. Figure J only B, Figure 2 only . Figure 3 only D. Figures 1, 2, and 3 126, Based on the information in the passage, which of the Edlowing. best describes and explains the results foun io'Figure 2? As time increased from 0 min to 180 min, the concentration of p-nitrophenol ia the 3 sample: F. decreased, because the p-nitrophenol changed from a liquid to @ £38. G. decreased, because the p-nitrophenol molecules broke dowa to form other substances. HL increased, because the p-nitrophenol changed from aliquid to 2 g25. 4, Tncreased, because the p-nitrophenot molecules broke dovin to form other substances. Containing p-nitropheno] will cause the p-nitrophenol fo decompose in the absence of light. Do the results from any of the figures confirm her claim? ‘A. Yes; according to Figure 1, the p-nitrophenol con~ ‘centration only decreased in the sample containing HO, tested in the absence of light, fp. Yes; according to Figure 3, the p-nitrophenol con- centration oaly decreased in the sample containing NOt Rion only aecreased in the sample contain 0, tested in the absence of light. D. Nor decordiag to Figures 1-3, no samples contai- neice tested inthe absence of ight GO ON TO THE NEXT PAGE.(ie 6 6 6 6 6 6 6 6! Passage VI Water flowing over the sediment in a river channel creates bedforms (3-dimensional structures formed in the sediment), The processes that produce bedforms in present- day river channels produced the same types of bedforms in ancient river channels. Ancient bedforms are often found preserved in sedimentary rock layers. Figure 1 shows a Tongitudinel cross section of 3 types of bedforms: ripples, dunes, and flat beds. itection of water flow ripples 10¢m atc tact at | 10 2 direction of water flow dunes 10cm, Pcs Gizection of water flow flat beds 10cm Se Figure 1 A geologist conducted 3 studies using an artificial river channel 15 m Ioag, 1 m wide, and 0.6 m deep. Water velocity through the channel and water flow depth could be controlled, At the start of each study, a flat, 15 cm thick layer of sand particles of uniform diameter was placed in the bottom of the channel, Various combinations of water velocity, from 0.2 m/sec fo 2.0 m/sec, and of water flow depth, from 0.1 m to 0.4 m, were tested in each of the 3 studies, Study 1 ‘The bottom of the channel was covered with fine sand particies, all having a diameter of 0.19 mm, Water was passed over the sedinient bed. The resulting bedform s:a- bility fields (water velocities and water flow depths at which various types of bedforms were present) are shown in Figure 2 erosion of sediment, no bedforms x (ma) _ 02 04 06 08 10 12 14 16 water velocity (msec) water low 18 20 Figure? Study 2 Study 1 was repeated using medium sand particles, all having a diameter of 0.45 mm. The resulting bedform sta- bility fields are shown in Figure 3. Key HB “pples GZ sones [Eg erosion of sediment, no bedforms z 04 E03 zg 2 02 Bol 4 - a 02 04 06 O8 1.0 12 14 16 18 20 water velocity (asec) Figure 3 GO ON TO THE NEXT PAGE.having a diameter of bility fields are shown in Figare 4. 28. Which of the following factors was D 29. Suppose Study aorese ‘Study 1 was repeated using coarse sand particles, all 10.93 mm. The resulting bedform sta- Key no movement of, Sediment, no beéforms HB ecbess GZ sures Figure 4 Figures 2-4 adepted trom Gerald Midleton and John Southard, MMathanies of Sediment Moverent. @1984 by the Sccioty homie Paloontoigi Eco" s end Mineraloasts. (OT directly con- srolled by the geologist during the studies? F, Water velocity G. Water flow depth HL. Bedform type J. Sediment particle diameter were repeated using sand particles all faving a diameter of 0.30 mm. The resulting bedform Stability fields would include which of the 3 types of ‘bedforms referred to in the passage? ‘A. Ripples only B. Flat beds only : C. Ripples and dunes onl D. Dunes and flat beds only a7 Ao Oe oO Snidy 3 3. 32. 33, = oo «4 A sedimentary rock layer contaising preserved ripbles fas composed entirely of sediment particles with Giameters between 0.4 mm and 0.5 mm. The water flow depth in the river at the time the ripples were forming Was between 0.1 m and 0.4 m. Based on the information presented, the velocity of the river water was most likely F._ less than 0.5 m/sec. G. between 0.5 msec and 0.6 misec. HL between 0.6 msec and 0.7 misec. J. greater than 0,7 msec. ‘According to the results of Studies 1 and 2, which of the following statements comparing the maximum Water velocity at which ripples were present and the Joaximum water velocity at which dunes were present is true? For all water flow depths, the maximum water Velocity at which ripples were present was higher than the corresposiding maximum water velocity a which dunes were present For all water flow depths, the maximum water Nelocity at which ripples Were present was lower than the corresponding maximum water velocity &t ‘which dunes were present: For only some of the water flow depths, the maxi- hum weter velocity at which ripples were present tas higher then the corresponding maximum Seater velocity at which dunes were present. For only some of the water flow depths, the maxi- Tum Water velocity at which ripples were present ‘Gras lower than the corresponding maxizum water Nelocity at which dunes were present. ‘According to the results of Study 3, for a given water Salocity, as the water flow depth increased, the type of bedform present: F, changed from ripples to dunes. G. changed from dunes to flat beds. HL. changed from flat beds to dunes. Je did not change. Consider the average wavelength of a ripple bedform and the average wavelength of a dune bedform, as Shown in Figure 1, Which, if either, is(are) greater than. 10cm? = |A. The average wavelength’ of a ripple bedform only B. The average wavelength of a dune bedform only C. Bota the average wavelength of a ripple bedform ‘and the average wavelength of a dune beéform D. Neither the average wavelength of @ ripple bedform nor the average wavelength of a cune bedform GO ON TO THE NEXT PAGE.Aco oO OOO Passage VII Vapor pressure is the pressure exerted by the vapor above ¢ Liquid in a closed container at a given temperature ghd at equilibrium. At equilibrium, the rate of evaporarion ‘equals the rate of condensation. ‘two students observed that the vapor pressure of HO decreased when NaCl was dissolved in the HO. The stu: Gents then offered explanations for why this decreas: occurred sudent 1 Solvent molecules are attracted to charged solute par- ticles, This causes solvent molecules to surround solute Particles, focming clusters. Additional energy is needed 10 Beak solvent molecules free from these clusters. Thus, ak & fiven temperature, the vapor pressure of the solution is Ewer than that of the pure higuid. The vapor pressure Georeases as the concentration of charged solute particles Snoreases and as the magnitude of the charge on cach solute particle increases. Neutral solute particles do not affect the Vapor pressure of « liquid. Student 2 “Vapo! pressure decreases because some of the solvent particles that have sufficient energy to escape the solu- Ron's surface collide with the solute particles end lose energy, Thus, at a given temperature, the vapor pressure of fhe solution is lower than that of the pure liquid. The size of the decrease in vapor pressure is directly proportional to the concentration of solute particles. A neutral solute parti- Ele decreases the vapor pressure of a liquid by the same Steount a3 does a cherged solute particle. The concentra- fion of solute particles is the only factor that affects the Vapor pressure of a liquid. Experiment ‘Three 1 kg solutions were made by dissolving 1.0 mole (6 * 10% units or molecules) of glucose, NaCl, oF CaCl, respectively, in distilled H,O. Thus, the concentra- Son of each solution was 1.0 molekg. Table 1 shows eee solute particle(s) resulting from each unit (or mol each substance dissolved in H,O. The students then mea- sured the vapor pressure of distilled H,O and of each solu ton at 25°C. 1 | atucose | GPtbte glucose molecule) 2 pact | URES 1 or [ooo [Been 48 34, Which of the following diagramé best illustrates how Student 1 would describe the change that occurs when NaCl is dissolved in HO 7 Ke x solute parle 6 Selvent molecule 35, Do the 2 students differ in their descriptions of how solvent molecules interact with solute particles in @ solution? ‘A. Yes; Student 1 claims solvent molecules ate aueacied wo charged solute paricles ‘and Student 2 joes not B, Yes; Student 2 claims solvent molecules are ariracted to charged solute particles and Student 2 does not. C, No; both students claim that the solvent molecules surround charged solute particles. Nor neither student discusses the interactions of Solvent molecules with solute particles. 36. Based on Teble 1, how did the concentration of solute particles in Solution 3 compare to the concentration of Borute particles in Solution 1 ? The concentration of solute particles in Solution 3 Was: F. lower; because each CaCl; unit dissolves into fewer solute particles than does each glucose molecule. G. lower, because each CaCl, unit dissolves into more solute particles than does each glucose molecule. HL higher, because each CaCl; unit cissolves into fewer solute particles than does each glucose molecule. higher, because each CaCl, unit dissolves into more solute particles than does each glucose molecule. GO ON TO THE NEXT PAGE.Aoooo0000004 37. Suppose an experiment showed that each Na” in a salt- 38. water solution exists in a cluster with 3 H,O mole: cules. This finding would support the explanation(s) of ‘which of the students, if either? ‘A. Student 1 only B, Student 2 only C. Both students D. Neither student ‘When table sugar is dissolved in pure H,O at 25°C, the vapor pressure at equilibrium is lower than that of pure HO at 25°C. Because dissolved table sugar molectles ar neutral, this observation contradicts the explana- tion of: F. Student 1, because Student 1 claims that only Charged solute particles can cause the vapor pres sure to decrease. G. Student 2, because Student 2 claims thet only charged solute particles can cause the vapor pres- ssure to decrease. H. Student 1, because Student 1 claims thet only uncharged solute particles can cause the vapor pressure to decrease, J. Student 2, because Student 2 claims that only unehargéd solute particles can cause the vapor pressure to decrease, pevsse 39, With which of the following statements about solutes would both students agree? Adding to a liquid a sub- stance that dissolves: A. and dissociates into ions will decrease the liquid’s vapor pressure, B. and dissociates into, ions will incréase the liquic's vvapor pressure. « C. bat doesnot dissociate inta fons will crease the Tiquid’s vapor pressure. D, but does not dissociate into ions will increase the liguid’s vapor pressure. 40. Assume the following for the addition of a substance toa pure liquid: AP = the decrease in vapor pressure (C= the concentration of solute particles k= aconstant Which of the following equations is most consistent with Student 2°s explanation? Baek a G. AP=kxc? . Ho ape J. aPekxc END OF TEST 4 STOP! DO NOT RETURN TO ANY OTHER TEST. 432007-6 AACTIRG (65C) 8 Science Readling EVLA ers] English 6G 7|D 10 | F J 11 120H H 13 14°F 15 16 l17\¢ D 18 19.6 20 D 21 (2215 23 J (24/5 25 H 26 (27D 28 (29/6 30 c 31 32/J c G 33 34|G J 35 36 37 A c 38 (391A D 40 10 11 12 13 15 16 17 18 20 21 22 23 24 25 26 au 28 29 30 J | 31 32 33 | 35 36 37 | 38 39 | 40H | 44 42 | 46 47 49 51 52 | 56 57 59 F c 10 11 2 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 a) 30 31 32 33 34 35 36 37 38 39 40 42 44 46 47 48 49 51 52 54 55 56 57 59 61 62 64 66 67 69 70 71 72 73 74 75 D J | 45 c 9 10 11 12 iZ A 14 15 16 am 18 19 20 H 21 22 23 24 25 26 27 28 29 30 31 32 33° B 34 35 B 36 37 38 F 39 40Explanation of Procedures Used to Obtain Scale Scores from Raw Scores (On each of the four tests on which you marked any responses, the total number of correct responses yields a raw ‘score, Use the table below to convert your raw scores to scale ‘scores, For each tast, cate and ele your raw score or the range of raw scores that includes it in the table below. Then, read across to either outside column of the table and circle the ‘scale score that corresponds to that raw score. As you deter- ‘mine your scale scores, enter them in the blanks provided on the right. The highest possible scale score for each test is 36. ‘The lowest possible soale score for any test on which you ‘marked any responses is 1 NNoxt, compute the Composite score by averaging the four ‘scale scores. To do this, add your four scale scores and divide the sum by 4 If the resulting number ends in a fraction, round it Off othe nearest whole number. (Round down any fraction less than one-half; round up any fraction that is one-half or more.) Enter this number in the blank. This is your Composite soar. ‘The highest possible Composite score Is 36. The lowest possi- ble Composite score is 1 ACT Test 65¢. Your Scale Score English Mathematics Reading Science ‘Sum of scores Composite score (sum + 4) NOTE: It you left atest completely blank and marked no tems, do not list a scale score for that tes. If any test was completely blank, do not calculate @ Composite score. Raw Scores Scale Test 1 Test2 Test 3 Tost 4 Scale Score English Mathematics Reading Scionce Score 36 75 59-60 40 40 36 35 2-74 57-58 39 39 35 34 70-71 56 = 38 34 33 89 54-55 38 a7 33 32 68 53 37 = 32 3t er 52 36 36 3t 30 65-66 5051 35 35 30 29 63-64 48.49 34 a 29 28 62 46-47 92-33 3 28 2 60-61 44-45, 3t 2 2 28 58-59 42.43 30 30-31 26 25 56-57 39-41 29 28-29 25 24 53-85 37-38 28 or 24 23 51-52 35.38 26-27 25-28 23 2 4eso, | gaat. 25 24 2 21 44-47 31-32 24 2223 2 20 41-43 29-30 22-23 20-21 20 19 39-40 21 18-19 19 18 37-38 20 | 7 18 7 35-98 19 16-16 7 18 36-04 17-18 14 16 5 31-92 16 13 8 4 20-30 ais | 2 4 13 27-28 12:13 "1 13 2 25:28 a 10 12 11 23-24 9-10 9 1" 10 222 a 738 10 | ised 7 6 8 8 1618 6 5 8 7 13:15 5 4 7 6 | ite 4 3 6 5 8410 3 7 5 4 e7 7 2 4 3 45 2 4 3 2 3 i} 1 S 2 1 02 | 0 0 1 50