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The SAT ® Practice Test # 10

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298 Reading Test 65 MINUTES, 52 QUESTIONS Turn to Section 1 of your answer sheet to answer the questions in this section. Each passage or pair of passages below is followed by a number of questions. After reading each passage or pair, choose the best answer to each question based on what is stated or implied in the passage or passages and in any accompanying graphics (such as a table or graph). Questions 1-10 are based on the following passage. This passage is adapted from Mary Helen Stefaniak,The Cailiffs of Baghdad, Georgia: A Novel. ©2010 by Mary Helen Stefaniak. Miss Grace Spivey arrived in Threestep, Georgia, in August 1938. She stepped off the train wearing a pair of thick-soled boots suitable for hiking, a navy blue dress, and a little white tam that rode the waves Line 5 of her red hair at a gravity-defying angle. August was a hellish month to step off the train in Georgia, although it was nothing, she said, compared to the 119 degrees that greeted her when she arrived one time in Timbuktu, which, she assured us, was a real 10 place in Africa. I believe her remark irritated some of the people gathered to welcome her on the burned grass alongside the tracks. When folks are sweating through their shorts, they don’t like to hear that this isnothing compared to someplace else. Irritated or 15 not, the majority of those present were inclined to see the arrival of the new schoolteacher in a positive light. Hard times were still upon us in 1938, but, like my momma said, “We weren’t no poorer than we’d ever been,” and the citizens of Threestep were in the 20 mood for a little excitement. Miss Spivey looked like just the right person to give it to them. She was, by almost anyone’s standards, a woman of the world. She’d gone to boarding schools since she was six years old; she’d 25 studied French in Paris and drama in London; and during what she called a “fruitful intermission” in her formal education, she had traveled extensively in the Near East and Africa with a friend of her grandmother’s, one Janet Miller, who was a medical 30 doctor from Nashville, Tennessee. After her travels with Dr. Miller, Miss Spivey continued her education by attending Barnard College in New York City. She told us all that at school the first day. When my little brother Ralphord asked what did she study at 35 Barnyard College, Miss Spivey explained that Barnard, which she wrote on the blackboard, was the sister school of Columbia University, of which, she expected, we all had heard. It was there, she told us, in the midst of trying to 40 find her true mission in life, that she wandered one afternoon into a lecture by the famous John Dewey, who was talking about his famous book, Democracy and Education. Professor Dewey was in his seventies by then, Miss Spivey said, but he still liked to chat 45 with students after a lecture—especially female students, she added—sometimes over coffee, and see in their eyes the fire his words could kindle. It was after this lecture and subsequent coffee that Miss Spivey had marched to the Teacher’s College and 50 signed up, all aflame. Two years later, she told a cheery blue-suited woman from the WPA 1that she wanted to bring democracy and education to the poorest, darkest, most remote and forgotten corner of America. 55 They sent her to Threestep, Georgia. Miss Spivey paused there for questions, avoiding my brother Ralphord’s eye. What we really wanted to know about—all twenty-six of us across seven grade levels in the one 60 room—was the pearly white button hanging on a 11 ........................................................................\ ...............................................................................................................................\ Unauthorized copying or reuse of any part of this page is illegal. CONTINUE 2 Unauthorized copyingorreus eofa nypart of this page is illegal. CONTINU E

299 string in front of the blackboard behind the teacher’s desk up front. That button on a string was something new. When Mavis Davis (the only bona fide seventh grader, at age thirteen) asked what it was for, Miss 65 Spivey gave the string a tug, and to our astonishment, the whole world—or at least a wrinkled map of it—unfolded before our eyes. Her predecessor, Miss Chandler, had never once made use of that map, which was older than our fathers, and until that 70 moment, not a one of us knew it was there. Miss Spivey showed us on the map how she and Dr. Janet Miller had sailed across the Atlantic Ocean and past the Rock of Gibraltar into the Mediterranean Sea. Using the end of a ruler, she 75 gently tapped such places as Morocco and Tunis and Algiers to mark their route along the top of Africa. They spent twenty hours on the train to Baghdad, she said, swathed in veils against the sand that crept in every crack and crevice. 80 “And can you guess what we saw from the train?” Miss Spivey asked. We could not. “Camels!” she said. “We saw a whole caravan of camels.” She looked around the room, waiting for us to be amazed and delighted at the thought. 85 We all hung there for a minute, thinking hard, until Mavis Davis spoke up. “She means like the three kings rode to Bethlehem,” Mavis said, and she folded her hands smugly on her seventh-grade desk in the back of the 90 room. Miss Spivey made a mistake right then. Instead of beaming upon Mavis the kind of congratulatory smile that old Miss Chandler would have bestowed on her for having enlightened the rest of us, Miss 95 Spivey simply said, “That’s right.” 1 The Works Progress Administration (WPA) was a government agency that hired people for public and cultural development projects and services. 1 The narrator of the passage can best be described as A) one of Miss Spivey’s former students. B) Miss Spivey’s predecessor. C) an anonymous member of the community. D) Miss Spivey herself. 2 In the passage, Threestep is mainly presented as a A) summer retreat for vacationers. B) small rural town. C) town that is home to a prominent university. D) comfortable suburb. 3 It can reasonably be inferred from the passage that some of the people at the train station regard Miss Spivey’s comment about the Georgia heat with A) sympathy, because they assume that she is experiencing intense heat for the first time. B) disappointment, because they doubt that she will stay in Threestep for very long. C) embarrassment, because they imagine that she is superior to them. D) resentment, because they feel that she is minimizing their discomfort. 4 Which choice provides the best evidence for the answer to the previous question? A) Lines 2-5 (“She stepped...angle”) B) Lines 10-14 (“I believe...else”) C) Lines 14-20 (“Irritated...excitement”) D) Lines 23-25 (“She’d gone...London”) 5 Miss Spivey most likely uses the phrase “fruitful intermission” (line 26) to indicate that A) she benefited from taking time off from her studies in order to travel. B) her travels with Janet Miller encouraged her to start medical school. C) her early years at boarding school resulted in unanticipated rewards. D) what she thought would be a short break from school lasted several years. 11 ........................................................................\ ...............................................................................................................................\ ........................................................................................................ Unauthorized copying or reuse of any part of this page is illegal. 3 Unauthorized copyingorreus eofa nypart of this page is illegal. CONTINU E

300 6The interaction between Miss Spivey and Ralphord serves mainly to A) suggest that Miss Spivey has an exaggerated view of what information should be considered common knowledge. B) establish a friendly dynamic between the charming schoolchildren and their indulgent and doting new instructor. C) introduce Ralphord as a precocious young student and Miss Spivey as a dismissive and disinterested teacher. D) demonstrate that the children want to amuse Miss Spivey with their questions. 7 In the third paragraph, what is the narrator most likely suggesting by describing Miss Spivey as having “wandered” (line 40) in one situation and “marched” (line 49) in another situation? A) Dewey, knowing Miss Spivey wasn’t very confident in her ability to teach, instilled in her a sense of determination. B) Talking with Dewey over coffee made Miss Spivey realize how excited she was to teach in the poorest, most remote corner of America. C) After two years spent studying, Miss Spivey was anxious to start teaching and be in charge of her own classroom. D) Miss Spivey’s initial encounter with Dewey’s ideas was somewhat accidental but ultimately motivated her to decisive action. 8 According to the passage, Miss Spivey ended up in Threestep as a direct result of A) her friendship with Janet Miller. B) attending college in New York City. C) talking with a woman at the WPA. D) Miss Chandler’s retirement from teaching. 9 In the passage, when Miss Spivey announces that she had seen camels, the students’ reaction suggests that they are A) delighted. B) fascinated. C) baffled. D) worried. 10 Which choice provides the best evidence for the answer to the previous question? A) Lines 82-84 (“She looked...thought”) B) Lines 85-86 (“We all...up”) C) Lines 87-90 (“She means...room”) D) Lines 91-95 (“Instead...right”) 11 ........................................................................\ ...............................................................................................................................\ ........................................................................................................ Unauthorized copying or reuse of any part of this page is illegal. 4 Unauthorized copyingorreus eofa nypart of this page is illegal. CONTINU E

301 Questions11-21are based on the following passage and supplementary material. This passage is adapted from David Owen, The Conundrum: How Scientific Innovation, Increased Efficiency, and Good Intentions Can Make Our Energy and Climate Problems Worse. ©2011 by David Owen. Building good transit isn’t a bad idea, but it can actually backfire if the new trains and buses merely clear space on highway lanes for those who would prefer to drive—a group that, historically, has Line 5 included almost everyone with access to a car. To have environmental value, new transit has to replace and eliminate driving on a scale sufficient to cut energy consumption overall. That means that a new transit system has to be backed up by something that 10 impels complementary reductions in car use—say, the physical elimination of traffic lanes or the conversion of existing roadways into bike or bus lanes, ideally in combination with higher fuel taxes, parking fees, and tolls. Needless to say, those ideas 15 are not popular. But they’re necessary, because you can’t make people drive less, in the long run, by taking steps that make driving more pleasant, economical, and productive. One of the few forces with a proven ability to slow 20 the growth of suburban sprawl has been the ultimately finite tolerance of commuters for long, annoying commutes. That tolerance has grown in recent decades, and not just in the United States, but it isn’t unlimited, and even people who don’t seem to 25 mind spending half their day in a car eventually reach a point where, finally, enough is enough. That means that traffic congestion can have environmental value, since it lengthens commuting times and, by doing so, discourages the proliferation 30 of still more energy-hungry subdivisions—unless we made the congestion go away. If, in a misguided effort to do something of environmental value, municipalities take steps that make long-distance car commuting faster or more convenient—by adding 35 lanes, building bypasses, employing traffic-control measures that make it possible for existing roads to accommodate more cars with fewer delays, replacing tollbooths with radio-based systems that don’t require drivers even to slow down—we actually make 40 the sprawl problem worse, by indirectly encouraging people to live still farther from their jobs, stores, schools, and doctors’ offices, and by forcing municipalities to further extend road networks, power grids, water lines, and other civic 45 infrastructure. If you cut commuting time by 10 percent, people who now drive fifty miles each way to work can justify moving five miles farther out, because their travel time won’t change. This is how metropolitan areas metastasize. It’s the history of 50 suburban expansion. Traffic congestion isn’t an environmental problem; traffic is. Relieving congestion without doing anything to reduce the total volume of cars can only make the real problem worse. Highway 55 engineers have known for a long time that building new car lanes reduces congestion only temporarily, because the new lanes foster additional driving—a phenomenon called induced traffic. Widening roads makes traffic move faster in the short term, but the 60 improved conditions eventually attract additional drivers and entice current drivers to drive more, and congestion reappears, but with more cars—and that gets people thinking about widening roads again. Moving drivers out of cars and into other forms of 65 transportation can have the same effect, if existing traffic lanes are kept in service: road space begets road use. One of the arguments that cities inevitably make in promoting transit plans is that the new system, by 70 relieving automobile congestion, will improve the lives of those who continue to drive. No one ever promotes a transit scheme by arguing that it would make traveling less convenient—even though, from an environmental perspective, inconvenient travel is 75 a worthy goal. 11 ........................................................................\ ...............................................................................................................................\ ................................................ Unauthorized copying or reuse of any part of this page is illegal. 5 Unauthorized copyingorreus eofa nypart of this page is illegal. CONTINU E

302 Figure 1 Region Southampton city center Rathausplatz, Nürn\berg Tower Bridge, London New York highway Kinnaird Bridge, Edmonton Before alteration Vehicles per day on altered road 5,316 24,584 44,242 110,000 1,300 Before alteration Vehicles per day on surrounding roads 26,522 67,284 103,262 540,000 2,130 After alteration 3,081 0 0 50,000 0 After alteration 24,101 55,824 111,999 560,000 2,885 Change in traffic* –87.5% –146.6% –80.3% –36.4% –41.9% Effect of Route Capacity Reduction in Selected Regions *Change in regional traffic in proportion to traffic previously using the altered road 11 Unauthorized copying or reuse of any part of this page is illegal. 6 Unauthorized copyingorreus eofa nypart of this page is illegal. CONTINU E

303 Figure 2 the route of a journey Could a significant road space reallocationresult in some people changing . . . \bhen they travel their means of traveling ho\b often they make a journey \bhat is done in one tripa journey destination their driving style \bhether they car-share  
? ?? ?? ??? ??? ?  ? ??? ??? ???? ?   ??      ?  \b Figures adapted from S. Cairns et al., “Disappearing Traffic? The Story So Far.” ©2002 by UCL. 11 The main purpose of the passage is to A) provide support for the claim that efforts to reduce traffic actually increase traffic. B) dispute the widely held belief that building and improving mass transit systems is good for the environment. C) discuss the negative environmental consequences of car-focused development and suburban sprawl. D) argue that one way to reduce the negative environmental effects of traffic is to make driving less agreeable. 12 Which choice best supports the idea that the author assumes that, all things being equal, people would rather drive than take mass transit? A) Lines 1-5 (“Building...car”) B) Lines 5-8 (“To have...overall”) C) Lines 15-18 (“But they’re...productive”) D) Lines 19-22 (“One...commutes”) 11 ........................................................................\ ........................................... Unauthorized copying or reuse of any part of this page is illegal. 7 Unauthorized copyingorreus eofa nypart of this page is illegal. CONTINU E

304 13As used in line 9, “backed up” most nearly means A) supported. B) copied. C) substituted. D) jammed. 14 In the first paragraph, the author concedes that his recommendations are A) costly to implement. B) not widely supported. C) strongly opposed by experts. D) environmentally harmful in the short term. 15 Based on the passage, how would the author most likely characterize many attempts to improve traffic? A) They are doomed to fail because most people like driving too much to change their habits. B) They overestimate how tolerant people are of long commutes. C) They are well intentioned but ultimately lead to environmental harm. D) They will only work if they make driving more economical and productive. 16 Which choice provides the best evidence for the answer to the previous question? A) Lines 8-14 (“That...tolls”) B) Lines 22-26 (“That...enough”) C) Lines 31-40 (“If, in...worse”) D) Lines 64-67 (“Moving...use”) 17 According to the passage, reducing commuting time for drivers can have which of the following effects? A) Drivers become more productive employees than they previously were. B) Mass transit gets extended farther into suburban areas than it previously was. C) Mass transit carries fewer passengers and receives less government funding than it previously did. D) Drivers become more willing to live farther from their places of employment than they previously were. 18 As used in line 72, “promotes” most nearly means A) upgrades. B) serves. C) advocates. D) develops. 19 According to figure 1, how many vehicles traveled on the altered road through the Southampton city center per day before the route was altered? A) 3,081 B) 5,316 C) 24,101 D) 26,522 11 ........................................................................\ ...............................................................................................................................\ ........................................................................................................ Unauthorized copying or reuse of any part of this page is illegal. 8 Unauthorized copyingorreus eofa nypart of this page is illegal. CONTINU E

305 20Do the data in figure 1 support or weaken the argument of the author of the passage, and why? A) Support, because the data show that merely moving drivers out of cars can induce traffic. B) Support, because the data show that reducing road capacity can lead to a net reduction in traffic. C) Weaken, because the data show that in some cases road alterations lead to greater traffic on surrounding roads. D) Weaken, because the data show that traffic reductions due to road alterations tend to be brief. 21 Based on figure 2, the engineers surveyed were most skeptical of the idea that in the event of a reallocation of road space, drivers would change A) when they travel. B) their means of traveling. C) how often they make a journey. D) their driving style. 11 ........................................................................\ ...............................................................................................................................\ ........................................................................................................ Unauthorized copying or reuse of any part of this page is illegal. 9 Unauthorized copyingorreus eofa nypart of this page is illegal. CONTINU E

306 Questions22-32are based on the following passage. This passage is adapted from Sabrina Richards, “Pleasant to the Touch.” ©2012 by The Scientist. In the early 1990s, textbooks acknowledged that humans had slow-conducting nerves, but asserted that those nerves only responded to two types of stimuli: pain and temperature. Sensations of pressure Line 5 and vibration were believed to travel only along myelinated, fast-signaling nerve fibers, which also give information about location. Experiments blocking nerve fibers supported this notion. Preventing fast fibers from firing (either by clamping 10 the relevant nerve or by injecting the local anesthetic lidocaine) seemed to eliminate the sensation of pressure altogether, but blocking slow fibers only seemed to reduce sensitivity to warmth or a small painful shock. 15 Håkan Olausson and his Gothenburg University colleagues Åke Vallbo and Johan Wessberg wondered if slow fibers responsive to gentle pressure might be active in humans as well as in other mammals. In 1993, they corralled 28 young 20 volunteers and recorded nerve signals while gently brushing the subjects’ arms with their fingertips. Using a technique called microneurography, in which a fine filament is inserted into a single nerve to capture its electrical impulses, the scientists were able 25 to measure how quickly—or slowly—the nerves fired. They showed that soft stroking prompted two different signals, one immediate and one delayed. The delay, Olausson explains, means that the signal from a gentle touch on the forearm will 30 reach the brain about a half second later. This delay identified nerve impulses traveling at speeds characteristic of slow, unmyelinated fibers—about 1 meter/second—confirming the presence of these fibers in human hairy skin. (In contrast, fast- 35 conducting fibers, already known to respond to touch, signal at a rate between 35 and 75 m/s.) Then, in 1999, the group looked more closely at the characteristics of the slow fibers. They named these “low-threshold” nerves “C-tactile,” or CT, 40 fibers, said Olausson, because of their “exquisite sensitivity” to slow, gentle tactile stimulation, but unresponsiveness to noxious stimuli like pinpricks. But why exactly humans might have such fibers, which respond only to a narrow range of rather 45 subtle stimuli, was initially mystifying. Unlike other types of sensory nerves, CTfibers could be foundonly in hairy human skin—such as the forearm and thigh. No amount of gentle stroking of hairless skin, such as the palms and soles of the feet, prompted 50 similar activity signatures. Olausson and his colleagues decided that these fibers must be conveying a different dimension of sensory information than fast-conducting fibers. Although microneurography can give 55 information about how a single nerve responds to gentle brushing and pressure, it cannot tease out what aspect of sensation that fiber relays, says Olausson. He wanted to know if that same slow nerve can distinguish wherethe brush touches the 60 arm, and whether it can discern the difference between a goat-hair brush and a feather. Most importantly, could that same fiber convey a pleasant sensation? To address the question, Olausson’s group sought 65 out a patient known as G.L.who had an unusual nerve defect. More than 2 decades earlier, she had developed numbness across many parts of her body after taking penicillin to treat a cough and fever. Testing showed that she had lost responsiveness to 70 pressure, and a nerve biopsy confirmed that G.L.’s quick-conducting fibers were gone, resulting in an inability to sense any pokes, prods, or pinpricks below her nose. But she could still sense warmth, suggesting that her slow-conducting unmyelinated 75 fibers were intact. Upon recruiting G.L., Olausson tested her by brushing her arm gently at the speed of between 2–10 centimeters per second. She had more trouble distinguishing the direction or pressure of the brush 80 strokes than most subjects, but reported feeling a pleasant sensation. When the researchers tried brushing her palm, where CTfibers are not found, she felt nothing. Olausson used functional MRIstudies to examine 85 which areas of the brain lit up when G.L.’sarm was gently brushed to activate CTfibers. In normal subjects, both the somatosensory and insular cortices were activated, but only the insular cortex [which processes emotion] was active when researchers 90 brushed G.L.’sarm. This solidified the notion that CT fibers convey a more emotional quality of touch, rather than the conscious aspect that helps us describe what we are sensing. CTfibers, it seemed, specifically provide pleasurable sensations. 11 ........................................................................\ ...............................................................................................................................\ ........................................................................................................ Unauthorized copying or reuse of any part of this page is illegal. 10 Unauthorized copyingorreus eofa nypart of this page is illegal. CONTINU E

307 22Based on the passage, textbook authors in the early 1990s would most likely have expected which condition to result from the blocking of fast fibers? A) The rate at which other nerve fibers fired would increase. B) The test subject would perceive gentle stimuli as painful. C) The body would compensate by using slow fibers to sense pressure. D) The ability to perceive vibrations would be impaired. 23 Which choice provides the best evidence for the answer to the previous question? A) Lines 1-4 (“In the...temperature”) B) Lines 4-7 (“Sensations...location”) C) Lines 12-14 (“blocking...shock”) D) Lines 34-36 (“In contrast...75m/s”) 24 As used in line 18, “active” most nearly means A) present. B) attentive. C) movable. D) restless. 25 As used in line 24, “capture” most nearly means A) occupy. B) seize. C) record. D) influence. 26 Which conclusion is best supported by the findings ofOlausson’s 1993 experiment? A) Stimulation at bodily extremities can be sensed as rapidly as stimulation closer to the brain. B) The presence of hairs in human skin lessens the speed with which nerves conduct signals. C) Gentle pressure is sensed not only by fast fibers but also by slow fibers. D) The speed at which a nerve fires is dependent on the strength of pressure applied to the nerve. 27 Which choice provides the best evidence for the answer to the previous question? A) Lines 22-26 (“Using...fired”) B) Lines 26-28 (“They...delayed”) C) Lines 28-30 (“The delay...later”) D) Lines 37-38 (“Then...fibers”) 28 The sentence in lines 43-45 (“But...mystifying”) serves mainly to A) identify factors that Olausson had previously failed to consider. B) propose a solution to a dilemma encountered by Olausson. C) anticipate a potential criticism of Olausson by the reader. D) show a problem from the perspective of Olausson’s team. 11 ........................................................................\ ...............................................................................................................................\ ........................................................................................................ Unauthorized copying or reuse of any part of this page is illegal. 11 Unauthorized copyingorreus eofa nypart of this page is illegal. CONTINU E

308 29It can reasonably be inferred that one of the intended goals of the 1999 experiment was to determine the A) precise nature of sensations that CTfibers can convey. B) relationship between body hair and CTfiber function. C) role played by CTfibers in the perception of pain. D) effect of microneurography on CTfiber signaling. 30 The main purpose of the sixth paragraph (lines 64-75) is to A) identify those of G.L.’sneurological conditions that might be relieved by the experiment. B) contextualize the nerve function ofG.L. by comparing it with that of other adults. C) detail procedures that G.L.had experienced during previous experiments. D) indicate why G.L.’smedical condition was of value to Olausson’s experiment. 31 According to the passage, G.L.differed from Olausson’s other test subjects in terms of the A) number of cortices activated in the brain during gentle brushing. B) physical dimensions of the somatosensory cortex. C) intensity of nerve signals required to activate the insular cortex. D) effect of MRIscanning on the basic function of brain cortices. 32 According to the passage, humans experience an emotional aspect of touch when A) brain cortices are shielded from nerve signals. B) CTfibers are exposed to a stimulus. C) nerve fibers that sense pain are suppressed. D) conscious aspects of sensation are ignored. 11 ........................................................................\ ...............................................................................................................................\ ........................................................................................................ Unauthorized copying or reuse of any part of this page is illegal. 12 Unauthorized copyingorreus eofa nypart of this page is illegal. CONTINU E

309 Questions33-42are based on the following passages. Passage 1 is adapted from a speech delivered in 1898 by Albert J. Beveridge, “March of the Flag.” Passage 2 is adapted from a speech delivered in 1900 by William Jennings Bryan, “Imperialism.” Passage 1 Fellow-Citizens: It is a noble land that God has given us; a land that can feed and clothe the world; a land whose coast lines would enclose half the countries of Europe; a land set like a sentinel between Line 5 the two imperial oceans of the globe; a greater England with a nobler destiny. It is a mighty people that He has planted on this soil; a people sprung from the most masterful blood of history; a people perpetually revitalized by the virile...working-folk 10 of all the earth; a people imperial by virtue of their power, by right of their institutions, by authority of their heaven-directed purposes—the propagandists and not the misers of liberty. It is a glorious history our God has bestowed upon His chosen people; a 15 history whose keynote was struck by Liberty Bell; a history heroic with faith in our mission and our future; a history of statesmen, who flung the boundaries of the Republic out into unexplored lands...ahistory of soldiers, who carried the flag 20 across blazing deserts and through the ranks of hostile mountains, even to the gates of sunset; a history of a multiplying people, who overran a continent in half a century...ahistory divinely logical, in the process of whose tremendous 25 reasoning we find ourselves to-day.... Think of the thousands of Americans who will pour into Hawaii and Porto Rico when the Republic’s laws cover those islands with justice and safety! Think of the tens of thousands of Americans 30 who will invade...thePhilippines when a liberal governmen t...shall establish order and equity there! Think of the hundreds of thousands of Americans who will builda...civilization of energy and industry in Cuba, when a government of law 35 replaces the double reign of anarchy and tyranny!— think of the prosperous millions that Empress of Islands will support when, obedient to the law of political gravitation, her people ask for the highest honor liberty can bestow, the sacred Order of the 40 Stars and Stripes, the citizenship of the Great Republic! Passage 2 If it is right for the United States to hold the Philippine Islands permanently and imitate European empires in the government of colonies, the 45 Republican party ought to state its position and defend it, but it must expect the subject races to protest against such a policy and to resist to the extent of their ability. The Filipinos do not need any encouragement 50 from Americans now living. Our whole history has been an encouragement not only to the Filipinos, but to all who are denied a voice in their own government. If the Republicans are prepared to censure all who have used language calculated to 55 make the Filipinos hate foreign domination, let them condemn the speech of Patrick Henry. When he uttered that passionate appeal, “Give me liberty or give me death,” he exprest a sentiment which still echoes in the hearts of men. 60 Let them censure Jefferson; of all the statesmen of history none have used words so offensive to those who would hold their fellows in political bondage. Let them censure Washington, who declared that the colonists must choose between liberty and slavery. 65 Or, if the statute of limitations has run against the sins of Henry and Jefferson and Washington, let them censure Lincoln, whose Gettysburg speech will be quoted in defense of popular government when the present advocates of force and conquest are 70 forgotten. Some one has said that a truth once spoken can never be recalled. It goes on and on, and no one can set a limit to its ever-widening influence. But if it were possible to obliterate every word written or 75 spoken in defense of the principles set forth in the Declaration of Independence, a war of conquest would still leave its legacy of perpetual hatred, for it was God himself who placed in every human heart the love of liberty. He never made a race of people so 80 low in the scale of civilization or intelligence that it would welcome a foreign master. Those who would have this Nation enter upon a career of empire must consider, not only the effect of imperialism on the Filipinos, but they must also 85 calculate its effects upon our own nation. We cannot repudiate the principle of self-government in the Philippines without weakening that principle here. 11 ........................................................................\ ...............................................................................................................................\ ........................................................................................................ Unauthorized copying or reuse of any part of this page is illegal. 13 Unauthorized copyingorreus eofa nypart of this page is illegal. CONTINU E

310 33In Passage 1, Beveridge asserts that the resources and immensity of the United States constitute a A) safeguard against foreign invasion. B) replication of conditions in Europe. C) divine gift to the American people. D) source of envy for people in other countries. 34 In the second paragraph of Passage 1 (lines 26-41), the commands given by Beveridge mainly serve to A) remind the audience of its civic responsibilities. B) anticipate the benefits of a proposed policy. C) emphasize the urgency of a national problem. D) refute arguments that opponents have advanced. 35 As used in line 72, “recalled” most nearly means A) repeated. B) retracted. C) rejected. D) remembered. 36 It can reasonably be inferred from Passage 2 that Bryan considers the preference for national sovereignty over foreign rule to be a A) reaction to the excesses of imperial governments in the modern era. B) sign that the belief in human equality is widespread. C) testament to the effects of the foreign policy of the United States. D) manifestation of an innate drive in humans toward self-rule. 37 Which choice provides the best evidence for the answer to the previous question? A) Lines 53-56 (“If the...Henry”) B) Lines 72-73 (“It goes...influence”) C) Lines 79-81 (“He never...master”) D) Lines 82-85 (“Those...nation”) 38 As used in line 85, “calculate” most nearly means A) evaluate. B) design. C) assume. D) multiply. 39 In developing their respective arguments, Beveridge (Passage 1) and Bryan (Passage 2) both express admiration for the A) founding and history of the United States. B) vibrancy and diversity of American culture. C) worldwide history of struggles for independence. D) idealism that permeates many aspects of American society. 11 ........................................................................\ ...............................................................................................................................\ ........................................................................................................ Unauthorized copying or reuse of any part of this page is illegal. 14 Unauthorized copyingorreus eofa nypart of this page is illegal. CONTINU E

311 40Which choice best describes a central difference between how Beveridge (Passage 1) and Bryan (Passage 2) view the concept of liberty as it is realized in the United States? A) Beveridge presents it as the direct inheritance of European colonization, whereas Bryan presents it as a sharp break from earlier governments in Europe. B) Beveridge considers it so exemplary as to justify conquest of other regions, whereas Bryan warns that its exemplary quality would be undermined by imperial expansion. C) Beveridge argues that it arose organically as the United States matured, whereas Bryan argues that it was present from the country’s beginnings. D) Beveridge regards it as a model that should be shared with other countries, whereas Bryan believes that it is unique to the United States and could not work elsewhere. 41 It can most reasonably be inferred from Passage 2 that Bryan would criticize the vision of American governance of island territories that Beveridge presents in Passage 1 for being A) unrealistic, since most Americans would be unwilling to relocate to distant islands. B) deceptive, since economic domination would be the true goal of the American government. C) impractical, since the islanders would insist upon an equal distribution of resources. D) naive, since the islanders would object to being governed by Americans. 42 Which choice from Passage 2 provides the best evidence for the answer to the previous question? A) Lines 42-48 (“If it...ability”) B) Lines 49-50 (“The Filipinos...living”) C) Lines 50-53 (“Our...government”) D) Lines 56-59 (“When...men”) 11 ........................................................................\ ...............................................................................................................................\ ........................................................................................................ Unauthorized copying or reuse of any part of this page is illegal. 15 Unauthorized copyingorreus eofa nypart of this page is illegal. CONTINU E

312 Questions43-52are based on the following passage and supplementary material. This passage is adapted from Peter A. Ensminger, Life Under the Sun. ©2001 by Peter A. Ensminger. Many millennia before the invention of herbicides, farmers simply plowed their fields to control weeds. Even today, plowing can constitute a valuable part of an integrated weed-management Line 5 program. Although plowing kills standing weeds, farmers have long known that it often leads to the emergence of new weed seedlings in a few weeks. Ecologists have shown that a farmer’s field can have 50,000 or more weed seeds per square meter 10 buried beneath the soil surface. Plant physiologists have shown that seeds buried more than about one centimeter below the soil surface do not receive enough light to germinate. Do the blades of a plow, which can reach more than a foot beneath the soil 15 surface, bring some of these buried seeds to the surface where their germination is induced by exposure to sunlight? Two ecologists, Jonathan Sauer and Gwendolyn Struik, began to study this question in the 1960s. In a 20 relatively simple experiment, they went to ten different habitats in Wisconsin during the night and collected pairs of soil samples. They stirred up the soil in one sample of each pair in the light and stirred up the other sample of each pair in the dark. They then 25 exposed all ten pairs to natural sunlight in a greenhouse. For nine of the ten pairs of soil samples, weed growth was greater in the samples stirred up in light. They concluded that soil disturbance gives weed seeds a “light break,” and this stimulates their 30 germination. More recently, Karl Hartmann of Erlangen University in Germany reasoned that when farmers plowed their fields during the day, the buried weed seeds are briefly exposed to sunlight as the soil is 35 turned over, and that this stimulates their germination. Although the light exposures from plowing may be less than one millisecond, that can be enough to induce seed germination. Thus the germination of weed seeds would be minimized if 40 farmers simply plowed their fields during the night, when the photon fluence rate [the rate at which photons hit the surface] is below 10 15 photons per square meter per second. Although even under these conditions hundreds of millions of photons strike 45 each square millimeter of ground each second, this illumination is below the threshold needed to stimulate the germination of most seeds. Hartmann says that he was very skeptical when he first came up with this idea because he assumed 50 that such a simple method of weed control as plowing at nighttime must be ineffective or it would have been discovered long ago. But the subsequent experiments, first presented at a 1989 scientific meeting in Freiburg, Germany, clearly demonstrated 55 that the method can be effective. Hartmann tested his idea by plowing two agricultural strips near Altershausen, Germany. The farmer Karl Seydel cultivated one strip, repeated threefold, at around midday and the other strip 60 at night. No crops were planted in these pilot experiments, to avoid possible competition with the emerging weeds. The results were dramatic. More than 80 percent of the surface of the field plowed in daylight was covered by weeds, whereas 65 only about 2 percent of the field plowed at night was covered by weeds. This method of weed control is currently being used by several farmers in Germany. Because many of the same weed species that invade farmers’ fields 70 in Germany also invade fields elsewhere in the world, this method should be successful elsewhere. In fact, recent studies at universities in Nebraska, Oregon, Minnesota, Denmark, Sweden, and Argentina support this idea. 11 ........................................................................\ ...............................................................................................................................\ ........................................................................................................ Unauthorized copying or reuse of any part of this page is illegal. 16 Unauthorized copyingorreus eofa nypart of this page is illegal. CONTINU E

313 Number of Emerged Seedlings in Soil SamplesOne Month after Soil Was Disturbed Sample Source of soil Number of emerged seedlings in soildisturbed in light darkness A deciduous woods 4 0 B deciduous woods 2 1 C deciduous woods 6 2 D conifer plantation 8 3 E conifer plantation 2 1F tall-grass prairie 5 1 G old pasture 0 H old pasture 2 I muck field 14 2 J muck field 52 1 3 Adapted from Jonathan Sauer and Gwendolyn Struik, “A Possible Ecological Relation between Soil Disturbance, Light-Flash, and Seed Germination.” ©1964 by Jonathan Sauer and Gwendolyn Struik. 43 According to the passage, exposure to light allows seeds to A) begin to develop. B) absorb necessary nutrients. C) withstand extreme temperatures. D) achieve maximum growth. 44 The question in the second paragraph (lines 13-17) primarily serves to A) emphasize the provisional nature of the findings discussed in the passage. B) introduce the specific research topic addressed in the passage. C) suggest the hypothetical impact of the studies analyzed in the passage. D) indicate the level of disagreement about the methods explored in the passage. 45 As used in line 16, “induced” most nearly means A) lured. B) established. C) convinced. D) stimulated. 46 Which choice best supports the idea that seeds present in fields plowed at night are exposed to some amount of light? A) Lines 31-36 (“More...germination”) B) Lines 36-38 (“Although...germination”) C) Lines 43-47 (“Although...seeds”) D) Lines 48-52 (“Hartmann...ago”) 47 The passage suggests that if Seydel had planted wheat orcorn on the two agricultural strips in Hartmann’s experiment, the percentage of the surface of each strip covered with weeds would likely have been A) lower than the percentage that Hartmann found. B) higher than the percentage that Hartmann had predicted. C) nearly impossible for Hartmann to determine. D) comparable to Hartmann’s original projection. 48 Which choice provides the best evidence for the answer to the previous question? A) Lines 56-60 (“Hartmann...night”) B) Lines 60-62 (“No crops...weeds”) C) Line 62 (“The results...dramatic”) D) Lines 63-66 (“More...weeds”) 11 ........................................................................\ ...............................................................................................................................\ ........................................................................................................ Unauthorized copying or reuse of any part of this page is illegal. 17 Unauthorized copyingorreus eofa nypart of this page is illegal. CONTINU E

314 Unauthorized copyingorreus eofa nypart of this page is illegal. CONTINU E 49 As used in line 62, “dramatic” most nearly means A) theatrical. B) sudden. C) impressive. D) emotional. 50 According to the table, in which soil sample disturbed in darkness did the fewest number of seedlings emerge? A) Sample A B) Sample B C) Sample C D) Sample D 51 As presented in the table, which sample produced the most seedlings when the soil was disturbed in light? A) Sample G B) Sample H C) Sample I D) Sample J 52 The data presented in the table most directly support which claim from the passage? A) Lines 1-3 (“Many...weeds”) B) Lines 8-10 (“Ecologists...surface”) C) Lines 10-13 (“Plant...germinate”) D) Lines 38-43 (“Thus...second”) STOP If you finish before time is called, you may check your work on this section only. Do not turn to any other section. 11 ........................................................................\ ...............................................................................................................................\ .............................................. Unauthorized copying or reuse of any part of this page is illegal. 18

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316 Writing and Language Test 35 MINUTES, 44 QUESTIONS Turn to Section 2 of your answer sheet to answer the questions in this section. Each passage below is accompanied by a number of questions. For some questions, you will consider how the passage might be revised to improve the expression of ideas. For other questions, you will consider how the passage might be edited to correct errors in sentence structure, usage, or punctuation. A passage or a question may be accompanied by one or more graphics (such as a table or graph) that you will consider as you make revising and editing decisions. Some questions will direct you to an underlined portion of a passage. Other questions will direct you to a location in a passage or ask you to think about the passage as a whole. After reading each passage, choose the answer to each question that most effectively improves the quality of writing in the passage or that makes the passage conform to the conventions of standard written English. Many questions include a “NO CHANGE” option. Choose that option if you think the best choice is to leave the relevant portion of the passage as it is. Questions1-11are based on the following passage. How a Cat in a Hat Changed Children’s Education In a 1954 Lifemagazine article, author John Hersey expressed concern that children in the United States were disengaged from learning how to read. Among other problems, Hersey noted, the reading material available to grade-schoolers had a hard time competing with television, radio, 1and other media for children’s attention. One solution he proposed was to make 22 ........................................................................\ ........................................................... Unauthorized copying or reuse of any part of this page is illegal. CONTINUE 1 A) NO CHANGE B) and with C) and also D) and competing with 20 Unauthorized copyingorreus eofa nypart of this page is illegal. CONTINU E

317 children’s books more2interesting, since “an individual’s sense of wholeness...follows, and cannot precede, a sense of accomplishment.” The story of The Cat in the Hat’s publication began when William 3Spaulding, the director of the education division at the publishing company Houghton Mifflin, read Hersey’s article and had an idea. Spaulding agreed that there was a need for appealing books for beginning 4readers. He thought he knew who should write one. He arranged to have dinner with Theodor Geisel, who wrote and illustrated children’s books under the name “Dr. Seuss,” and issued him a challenge: “Write me a story that first graders can’t put ........................................................................\ .............................. down!” ........................... 22 ......................... ........................................................................\ ............................................................................. Unauthorized copying or reuse of any part of this page is illegal. 2 The writer wants to include a quotation by Hersey that supports the topic of the passage. Which choice best accomplishes this goal? A) NO CHANGE B) interesting, since “learning starts with failure; the first failure is the beginning of education.” C) interesting because “journalism allows its readers to witness history; fiction gives its readers an opportunity to live it.” D) interesting with “drawings like those of the wonderfully imaginative geniuses among children’s illustrators.” 3 A) NO CHANGE B) Spaulding the director C) Spaulding, the director, D) Spaulding—the director 4 Which choice most effectively combines the sentences at the underlined portion? A) readers, and he B) readers—namely, he C) readers; and Spaulding D) readers, and meanwhile he 21 Unauthorized copyingorreus eofa nypart of this page is illegal. CONTINU E

318 Having5known Spaulding for many years and having maintained a professional relationship with him, Geisel was an experienced writer and illustrator. 6 However, this new project presented him with an obstacle. Spaulding told Geisel to write his entire book using a restricted vocabulary from an elementary school list of 348 words. Geisel started two stories, only to abandon them when he found that he needed to use words that were not on the list. On the verge of giving up, 7 Geisel’s story finally hit upon an image that became its basis: a cat wearing a battered stovepipe hat. His main character established, Geisel commenced the difficult task of writing a book with a limited vocabulary. 8At the end of a duration nine months long, The Cat in the Hat was complete. 22 ........................................................................\ ...............................................................................................................................\ ........................................................................................................ Unauthorized copying or reuse of any part of this page is illegal. 5 Which choice best supports the information that follows in the sentence? A) NO CHANGE B) acquired a reputation for perfectionism and for setting high standards for his work, C) been interested in politics before breaking into the genre of children’s literature, D) published nine children’s books and having received three nominations for the prestigious Caldecott Medal, 6 A) NO CHANGE B) For example, C) Furthermore, D) At any rate, 7 A) NO CHANGE B) an image that Geisel finally hit upon became the basis of his story: C) Geisel finally hit upon the image that became the basis for his story: D) the story was finally based on an image that Geisel hit upon: 8 A) NO CHANGE B) After thirty-six weeks—or nine months—had passed, C) After a length of nine months had elapsed, D) Nine months later, 22 Unauthorized copyingorreus eofa nypart of this page is illegal. CONTINU E

319 The book was a hit. Children were entertained by its plot about the antics of a mischievous cat and 9is captivated by its eye-catching illustrations and memorable rhythms and rhymes. Its sales inspired another publishing company, Random House, to establish a series for early readers called Beginner Books, which featured works by Geisel and other writers, and other publishers quickly followed suit. In the years that 10 followed. Many talented writers and illustrators of children’s books imitated Geisel’s formula of restricted vocabulary and whimsical artwork. But perhaps the best proof of The Cat in the Hat’s success is not its influence on other books but its 11limited vocabulary and appealing word choices. 22 ........................................................................\ ...............................................................................................................................\ ........................................................................................................ Unauthorized copying or reuse of any part of this page is illegal. 9 A) NO CHANGE B) was C) has been D) DELETE the underlined portion. 10 A) NO CHANGE B) followed; many C) followed, many D) followed—many 11 The writer wants a conclusion that restates the main themes of the passage. Which choice best accomplishes this goal? A) NO CHANGE B) impressive worldwide sales that continue to remain high to this day. C) enduring ability to delight children and engage them in learning how to read. D) important role in the history of illustration in the twentieth century. 23 Unauthorized copyingorreus eofa nypart of this page is illegal. CONTINU E

320 Questions12-22are based on the following passage. Keep Student Volunteering Voluntary A growing number of public schools in the United States require students to complete community service hours to graduate. Such volunteering, be it helping at a local animal shelter, 12when they pick up litter, or working at a health-care facility, has obvious benefits for the community it serves and teaches students important life skills. But critics say that making volunteerism compulsory misses the point of the act. 13 By its very definition, volunteer work is done willingly. By requiring students to do community service in order to graduate, school 14officials’ are taking away students’ choice to give up their time for nonprofit activities, making volunteerism less meaningful and pleasurable. According to a psychological concept called the reactance theory, the loss of freedom in choosing an activity can cause a negative reaction. For instance, instead of focusing on the good they are doing, students may become resentful of the demands that compulsory volunteering places on their schedules. 22 ........................................................................\ ...............................................................................................................................\ ........................................................................................................ Unauthorized copying or reuse of any part of this page is illegal. 12 A) NO CHANGE B) to pick up litter, C) litter collection, D) picking up litter, 13 The writer wants a transition from the previous paragraph that highlights the criticism of compulsory volunteering mentioned in the previous paragraph. Which choice best accomplishes this goal? A) NO CHANGE B) Whatever the work may be, C) For many students, D) Fortunately for communities in need, 14 A) NO CHANGE B) officials are taking away students C) officials are taking away student’s D) officials are taking away students’ 24 Unauthorized copyingorreus eofa nypart of this page is illegal. CONTINU E

321 Proponents of compulsory15volunteering who are in favor of it point out that it allows young people to garner the benefits that volunteering offers. Students who volunteer report increased self-esteem, better relationship-building skills, and 16increasingly busy schedules. Some studies have also found that students who do community service are more likely to volunteer as adults, and thus 17effect society positively over the course of many years. 22 ........................................................................\ ...............................................................................................................................\ ........................................................................................................ Unauthorized copying or reuse of any part of this page is illegal. 15 A) NO CHANGE B) volunteering, advocating it, C) volunteering D) volunteering and its advocates 16 Which choice provides a supporting example that is most similar to the examples already in the sentence? A) NO CHANGE B) a closer connection with their community. C) less time spent engaging in social activities. D) little increase in academic achievement. 17 A) NO CHANGE B) affect C) effecting D) affects 25 Unauthorized copyingorreus eofa nypart of this page is illegal. CONTINU E

322 However, most research looks at students who volunteer in general, not making a distinction between students who are required to volunteer by their schools and those who volunteer willingly. One recent study by Sara E. Helms, assistant professor of economics at Samford University in Birmingham, Alabama, did focus specifically on 18mandatory volunteering. She found that students who were required to volunteer rushed to complete their service hours in early high 19school, they then did significantly less regular volunteer work in the twelfth grade 20than the service hours of those not required to volunteer. Helms concluded that compulsory volunteering does not necessarily create lifelong volunteers. 22 ........................................................................\ ...............................................................................................................................\ ........................................................................................................ Unauthorized copying or reuse of any part of this page is illegal. 18 A) NO CHANGE B) coercive C) forcible D) imperative 19 A) NO CHANGE B) school; they then, C) school. They, then D) school; they then 20 A) NO CHANGE B) than did students who were C) than hours worked by students D) compared with students 26 Unauthorized copyingorreus eofa nypart of this page is illegal. CONTINU E

323 Instead of requiring students to volunteer, schools 21 have to recognize that not all students are equally well suited to the same activities. Many studies show that when schools simply tell students about opportunities for community service and connect them with organizations that need help, more students volunteer of their own free will. 22 22 ........................................................................\ ...............................................................................................................................\ ........................................................................................................ Unauthorized copying or reuse of any part of this page is illegal. 21 Which choice most effectively sets up the point made in the next sentence? A) NO CHANGE B) should allow students to spend their time participating in athletics and other extracurricular activities. C) should focus on offering arrangements that make volunteering an easy and attractive choice. D) are advised to recognize the limits of their ability to influence their students. 22 The writer wants a conclusion that states the main claim of the passage. Which choice best accomplishes this goal? A) It is imperative that schools do their part to find volunteers for the many worthwhile organizations in the United States. B) Schools that do this will produce more engaged, enthusiastic volunteers than schools that require volunteer work. C) Studies in the fields of psychology and economics have revolutionized researchers’ understanding of volunteerism. D) It is important that students choose charitable work that suits their interests and values. 27 Unauthorized copyingorreus eofa nypart of this page is illegal. CONTINU E

324 Questions23-33are based on the following passage and supplementary material. Marsupials Lend a Hand to Science Marsupials (mammals that carry their young in a pouch) are a curiosity among biologists because they lack a corpus callosum, the collection of nerve fibers connecting the two hemispheres of the brain. In most other mammals, the left hemisphere of the brain controls the right side of the body, the right hemisphere controls the left, and the corpus callosum allows communication between the hemispheres. Scientists 23are long believing that this structure enables complex tasks by sequestering skilled movement to a single hemisphere without sacrificing coordination between both sides of the body; this sequestration would explain handedness, the tendency to consistently prefer 24one hand over the other, in humans. However, a recent finding of handedness in marsupials suggests that a 25trait other than the presence of a corpus callosum 26links as handedness: bipedalism. 22 ........................................................................\ ...............................................................................................................................\ ........................................................................................................ Unauthorized copying or reuse of any part of this page is illegal. 23 A) NO CHANGE B) will long be believing C) have long believed D) long believe 24 A) NO CHANGE B) and favor the use of one hand over the other, C) one hand over the other that could be chosen, D) one hand on a regular basis, 25 A) NO CHANGE B) trait, C) trait; D) trait: 26 A) NO CHANGE B) correlates with C) correlates from D) links on 28 Unauthorized copyingorreus eofa nypart of this page is illegal. CONTINU E

325 Researchers at Saint Petersburg State University and the University of Tasmania observed marsupials walking on either two legs (bipeds) or four (quadrupeds) and performing tasks such as bringing food to their mouths. The scientists employed a mean handedness index; 27 negative scores indicated a left-forelimb preference and positive scores indicated a right-forelimb preference. While eating, the eastern gray kangaroo, red-necked wallaby, red 28kangaroo and, brush-tailed bettong, all bipedal marsupials, preferred using their left forelimb, as revealed by 29positive mean handedness index values less than 0.2 for all four species. These results suggest handedness among these animals. 22 ........................................................................\ ...............................................................................................................................\ ........................................................................................................ Unauthorized copying or reuse of any part of this page is illegal. Mean Handedness Index Scores of One-Handed Feeding in Bipedal Mars\bpials 0.8 left-forelimb preference 0.6 index 0.4 handedness 0.2 0 nae–0.2 right-forelimb preference M–0.4 –0.6 br\bsh- red red- eastern tailed kangaroo necked gray bettong wallabykangaroo Bipedal mars\bpial Adapted from Andrey Giljov et al., “Parallel Emergence of True Handedness in the Evolution of Marsupials and Placentals.” ©2015 by Elsevier Ltd. 27 Which choice accurately reflects the information in the graph? A) NO CHANGE B) scores of 0 or less indicated a left-forelimb preference and positive scores indicated a lack of forelimb preference. C) positive scores indicated a lack of forelimb preference and negative scores indicated a right-forelimb preference. D) positive scores indicated a left-forelimb preference and negative scores indicated a right-forelimb preference. 28 A) NO CHANGE B) kangaroo, and C) kangaroo; and D) kangaroo—and, 29 Which choice most accurately reflects the data in the graph? A) NO CHANGE B) positive mean handedness index values greater than 0.6 C) positive mean handedness index values between 0.4 and 0.6 D) mean handedness index values of 0 29 Unauthorized copyingorreus eofa nypart of this page is illegal. CONTINU E

326 30Having four feet, quadrupedal marsupials in the study did not show a strong preference for the use of one forelimb. For instance, gray short-tailed opossums and sugar gliders were assigned mean handedness values very close to zero—they used their right and left forelimbs nearly equally. In effect, the study provided no evidence of handedness among quadrupedal marsupials. 22 ........................................................................\ ...............................................................................................................................\ ........................................................................................................ Unauthorized copying or reuse of any part of this page is illegal. 30 Which choice provides the best transition from the previous paragraph? A) NO CHANGE B) Like most other mammals, C) In contrast to their bipedal counterparts, D) While using their forelimbs for eating, 30 Unauthorized copyingorreus eofa nypart of this page is illegal. CONTINU E

327 31Kangaroos, though, still do not exhibit handedness to the extent that humans do. As the researchers noted, the quadrupeds typically live in trees and employ all four limbs in climbing. The bipeds, on the other hand, are far less arboreal, leaving their forelimbs relatively free for tasks in 32whom handedness may confer an evolutionary advantage. Why the majority of marsupials studied preferred their left forelimbs while the majority of humans prefer their right remains a mystery, however, 33as does the mechanism by which, in the absence of a corpus callosum, the hemispheres of the marsupial brain communicate. 22 ........................................................................\ ...............................................................................................................................\ ........................................................................................................ Unauthorized copying or reuse of any part of this page is illegal. 31 Which choice presents a main claim of the passage? A) NO CHANGE B) For the marsupials in the study, then, handedness seems to be associated with bipedalism. C) There are many things scientists do not understand about the marsupial brain. D) Additional studies on this phenomenon will need to be performed with other mammals. 32 A) NO CHANGE B) which C) what D) whose 33 The writer wants to conclude the passage by recalling a topic from the first paragraph that requires additional research. Which choice best accomplishes this goal? A) NO CHANGE B) though researchers should not neglect the sizable minority of humans who are left handed. C) and scientists believe that studies like this one may someday yield insights into the causes of certain neurological disorders. D) and an additional study is planned to study handedness in other animals that stand upright only some of the time. 31 Unauthorized copyingorreus eofa nypart of this page is illegal. CONTINU E

328 Questions34-44are based on the following passage. An Employee Benefit That Benefits Employers —1— According to a 2014 report from the Society for Human Resource Management, 54 percent of surveyed companies provide tuition assistance to employees pursuing an undergraduate degree, and 50 percent do so for employees working toward a graduate degree. 34 Despite these findings, more companies should consider helping employees pay for education because doing so helps 35increase customer satisfaction and improve the quality of the companies’ business. 22 ........................................................................\ ...............................................................................................................................\ ........................................................................................................ Unauthorized copying or reuse of any part of this page is illegal. 34 Which choice provides the most effective transition from the previous sentence to the information that immediately follows in this sentence? A) NO CHANGE B) In addition to the 2014 report, C) Although these levels are impressive, D) Whether they want to or not, 35 Which choice most effectively establishes the main idea of the passage? A) NO CHANGE B) solve the problem of rising tuition costs C) strengthen the US economy D) attract and retain employees 32 Unauthorized copyingorreus eofa nypart of this page is illegal. CONTINU E

329 —2— Tuition-reimbursement programs signal that employers offer their 36workers’ opportunities for personal and professional development. According to professor of management Peter Cappelli, such opportunities are appealing to highly motivated and disciplined individuals and may attract applicants with these desirable qualities. Many in the business community concur. Explaining his company’s decision to expand its tuition-assistance program, John Fox, the director of dealer training at Fiat Chrysler Automobiles in the United States, 37who stressed the importance of drawing skilled employees to Fiat Chrysler’s car dealerships: “This is a benefit that can surely bring top talent to our dealers,” he said. 22 ........................................................................\ ...............................................................................................................................\ ........................................................................................................ Unauthorized copying or reuse of any part of this page is illegal. 36 A) NO CHANGE B) workers opportunities’ C) workers opportunities D) worker’s opportunity’s 37 A) NO CHANGE B) stressed C) stressing D) and he stressed 33 Unauthorized copyingorreus eofa nypart of this page is illegal. CONTINU E

330 —3— Paying for tuition also helps businesses retain 38 employees. Retaining employees is important not only because it ensures a skilled and experienced workforce but also because it mitigates the considerable costs of finding, hiring, and training new workers. Employees whose tuition is reimbursed often stay with their employer even after they complete their 39 degrees. Because their new qualifications give them opportunities for advancement within the company. The career of Valerie Lincoln, an employee at the aerospace company United Technologies Corporation 40(UTC) is a significant success story for her company’s tuition‑reimbursement program. In eight years at UTC, Lincoln earned associate and bachelor’s degrees in business and advanced from an administrative assistant position to an accounting associate position. This allowed UTC to retain an employee with a 41deep knowledge of her industry and years of valuable experience. 22 ........................................................................\ ...............................................................................................................................\ ........................................................................................................ Unauthorized copying or reuse of any part of this page is illegal. 38 Which choice most effectively combines the sentences at the underlined portion? A) employees, and this retention B) employees, the retaining of whom C) employees, which D) employees; that 39 A) NO CHANGE B) degrees: because C) degrees because D) degrees; because 40 A) NO CHANGE B) (UTC)— C) (UTC): D) (UTC), 41 A) NO CHANGE B) hidden C) large D) spacious 34 Unauthorized copyingorreus eofa nypart of this page is illegal. CONTINU E

331 Unauthorized copyingorreus eofa nypart of this page is illegal. CONTINU E 22 Unauthorized copying or reuse of any part of this page is illegal. STOP If you finish before time is called, you may check your work on this section only. Do not turn to any other section. . ........................................................................\ ...............................................................................................................................\ ...................................................... 35 —4— Tuition reimbursement can be expensive, and many companies would find it impractical to pay for multiple degrees for all employees. Businesses have succeeded in 42 minimizing and keeping down costs and ensuring the relevance of employees’ coursework by offering fixed amounts of reimbursement each year and stipulating which subjects workers can study. Even with these methods, tuition reimbursement may not be appropriate in all cases, especially if classes are likely 43to divert employees’ time and energy from their jobs. Question 44asks about the previous passage as a whole. 42 A) NO CHANGE B) minimizing costs associated with employees’ coursework C) being effective at keeping down costs D) keeping down costs 43 A) NO CHANGE B) diverted C) in diverting D) diversions for Think about the previous passage as a whole as you answer question 44. 44 The writer wants to insert the following sentence. Still, since securing an excellent workforce is crucial to a business’s success, employers should give serious thought to investing in reimbursement programs. To make the passage most logical, the sentence should be placed immediately after the last sentence in paragraph A) 1. B) 2. C) 3. D) 4.

332 Math Test – No Calculator 25 MINUTES, 20 QUESTIONS Turn to Section 3 of your answer sheet to answer the questions in this section. For questions 1-15, solve each problem, choose the best answer from the choices provided, and fill in the corresponding bubble on your answer sheet.For questions 16-20, solve the problem and enter your answer in the grid on the answer sheet. Please refer to the directions before question 16 on how to enter your answers in the grid. You may use any available space in your test booklet for scratch work. 1. The use of a calculator is not permitted. 2. All variables and expressions used represent real numbers unless otherwise indicated. 3. Figures provided in this test are drawn to scale unless otherwise indicated. 4. All figures lie in a plane unless otherwise indicated. 5. Unless otherwise indicated, the domain of a given function f is the set of all real numbers x for which f(x ) is a real number.  45° 2x s √2 r c\b0° s h x w b 30° 45° b a s x √3 1 A = 2 pr A = w A = bh c 2 = a 2 + b 2 Special Right Triangles 2 C = 2pr h r rh h h w rw   4 1 V =  wh V = r 2h V = r 3 pV = 2 p pr h 33 The number of degrees of arc in a circle is 360. The number of radians of arc in a circle is 2 p. The sum of the measures in degrees of the angles of a triangle is 180. 33 Unauthorized copying or reuse of any part of this page is illegal. CONTINUE 36 V = 1 3 wh Unauthorized copyingorreus eofa nypart of this page is illegal. CONTINU E

333 1 2z +1 = z What value of zsatisfies the equation above? A) −2 B) −1 C) 1 2 D) 1 2 A television with a price of $300 is to be purchased with an initial payment of $60 and weekly payments of $30. Which of the following equations can be used to find the number of weekly payments, w, required to complete the purchase, assuming there are no taxes or fees? A) 300 = 30 w− 60 B) 300 = 30 w C) w 300 = 30 + 60 D) w 300 = 60 − 30 3 Shipping Charges Merchandise weight (pounds) Shipping charge 5 $16.94 10 $21.89 20 $31.79 40 $51.59 The table above shows shipping charges for an online retailer that sells sporting goods. There is a linear relationship between the shipping charge and the weight of the merchandise. Which function can be used to determine the total shipping charge f () x , in dollars, for an order with a merchandise weight of x pounds? A) f x = 0.99 () x B) fxx = 0.99 + 11.99 () C) f xx = 3.39 () D) f xx = 3.39 + 16.94 () 33 ........................................................................\ ...............................................................................................................................\ ........................................................................................................ Unauthorized copying or reuse of any part of this page is illegal. CONTINUE 37 Unauthorized copyingorreus eofa nypart of this page is illegal. CONTINU E

334 4 x y O 12345 6 7 14 21 28 35 42 y = h(x) The line in the xy-plane above represents the relationship between the height hx () , in feet, and the base diameter x, in feet, for cylindrical Doric columns in ancient Greek architecture. How much greater is the height of a Doric column that has a base diameter of 5 feet than the height of a Doric column that has a base diameter of 2 feet? A) 7 feet B) 14 feet C) 21 feet D) 24 feet 5 9 x 2 If x >0 , which of the following is equivalent to the given expression? A) 3 x B) 3x 2 C) 18 x D) 18x 4 6 x x −1 −1 = −22 What are all values of xthat satisfy the equation above? A) −3 B) 0 C) 1 D) −3 and −1 7 x y 2 4 6 – 6 – 4 – 2 –2   O y = f (x) The graph of y= fx() is shown in the xy-plane. What is the value of f ()0 ? A) 0 B) 2 C) 3 D) 4 33 ........................................................................\ ...............................................................................................................................\ ........................................................................................................ Unauthorized copying or reuse of any part of this page is illegal. CONTINUE 38 Unauthorized copyingorreus eofa nypart of this page is illegal. CONTINU E

335 8 CD A 2x° 2x° x° B In the figure above, point B lies on AD . What is the value of 3 x ? A) 18 B) 36 C) 54 D) 72 9 O x y –2 –4 2 4 –2 –4 2 4  Which of the following is an equation of line  in the xy -plane above? A) xy − = −4 B) x− y=4 C) xy+ = −4 D) xy+ =4 33 ........................................................................\ ...............................................................................................................................\ ........................................................................................................ Unauthorized copying or reuse of any part of this page is illegal. CONTINUE 39 Unauthorized copyingorreus eofa nypart of this page is illegal. CONTINU E

336 10 O y x k The graph of yx = 2 2+ 10 x+ 12 is shown. If the graph crosses the y-axis at the point ()0, k, what is the value of k ? A) 2 B) 6 C) 10 D) 12 11 A circle in the xy-plane has center () 5, 7 and radius 2. Which of the following is an equation of the circle? A) xy −5 + −7 = 4 2 2 ( )( ) B) ( xy +5 )( 22+ +7 )= 4 C) xy−5 + −7 = 2 22 ( )( ) D) (xy +5 )( 2+ +7 )= 2 2 12 12 13 F E B A 5 CD In the figure above, triangle ABC is similar to triangle DEF . What is the value of cos () E ? A) 12 5 B) 12 13 C) 5 12 D) 5 13 33 ........................................................................\ ...............................................................................................................................\ ........................................................................................................ Unauthorized copying or reuse of any part of this page is illegal. CONTINUE 40 Unauthorized copyingorreus eofa nypart of this page is illegal. CONTINU E

337 13 In the xy-plane, the graph of the function fx() = x2 +5x+4 has two x-intercepts. What is the distance between the x-intercepts? A) 1 B) 2 C) 3 D) 4 14 xx 4 = −3 What are all values of xthat satisfy the given equation? I.1 II. 9 A) I only B) II only C) I and II D) Neither I nor II 15 xy −3 + = 6 ax y +2 = 4 In the system of equations above, ais a constant. For which of the following values of adoes the system have no solution? A) −6 B) −3 C) 3 D) 6 33 ........................................................................\ ...............................................................................................................................\ ........................................................................................................ Unauthorized copying or reuse of any part of this page is illegal. CONTINUE 41 Unauthorized copyingorreus eofa nypart of this page is illegal. CONTINU E

338 For questions 16-20, solve the problem and enter your answer in the grid, as described below, on the answer sheet\b 1\b Although not required, it is suggested that you write your answer in the boxes at the top of the columns to help you fill in the bubb\sles accurately\b You will receive credit only if the bubbles are filled in correctly\b 2\b Mark no more than one bubble in any column\b 3\b No question has \sa negative answer\b 4\b Some problems may hav e more than one correct answer\b In such cases, grid only one answer\b 5\b Mixed numbers such as 1 2 3 must be gridded as 3\b5 or 7/2\b (I\sf \s31 /2 is entered into the grid, it will be interpreted as 31 2 , not 3 1 2 \b) 6\b Decimal answers: If you obtain a decima\sl answer with more dig its than the grid can accommodate, it may be either rounded or truncated, but it must fill t\she entire grid\b Answer: 7 12 Answer: 2.5 Fraction line 7/12 2 . 5 Grid in result\b Write answer in boxes\b Decimal point 2 /3 Acceptable ways to grid are: 2 3 . 666 . 667 201 201 Answer: 201 – either position is correct NOTE: You may start your answers in any column, space permitting\b Columns you don’t need to use should be left blank\b 33 Unauthorized copying or reuse of any part of this page is illegal. CONTINUE 42 Unauthorized copyingorreus eofa nypart of this page is illegal. CONTINU E

339 Unauthorized copyingorreus eofa nypart of this page is illegal. CONTINU E 16 Tc f= 5 + 12 A manufacturer shipped units of a certain product to two locations. The equation above shows the total shipping cost T, in dollars, for shipping cunits to the closer location and shipping funits to the farther location. If the total shipping cost was $47,000 and 3000 units were shipped to the farther location, how many units were shipped to the closer location? 17 2 x +1 = 5 If a and b are the solutions to the equation abo ve, what is the value of ab − ? 18 Juan purchased an antique that had a value of $200 at the time of purchase. Each year, the value of the antique is estimated to increase 10% over its value the previous year. The estimated value of the antique, in dollars, 2 years after purchase can be represented by the expression 200 a , where a is a constant. What is the value of a ? 19 xy 2 + 3 = 1200 xy 3 + 2 = 1300 Based on the system of equations above, what is the value of 5 xy +5 ? 20 STOP If you finish before time is called, you may check your work on this section only. Do not turn to any other section. 33 ........................................................................\ ...............................................................................................................................\ ................................................ Unauthorized copying or reuse of any part of this page is illegal. 43 If ut+ =5 and ut− =2 , what is the value of (u −− tu)( 22 t ) ?

340 Math Test – Calculator 55 MINUTES, 38 QUESTIONS Turn to Section 4 of your answer sheet to answer the questions in this section. For questions 1-30, solve each problem, choose the best answer from the choices provided, and fill in the corresponding bubble on your answer sheet.For questions 31-38, solve the problem and enter your answer in the grid on the answer sheet. Please refer to the directions before question 31 on how to enter your answers in the grid. You may use any available space in your test booklet for scratch work. 1. The use of a calculator is permitted. 2. All variables and expressions used represent real numbers unless otherwise indicated. 3. Figures provided in this test are drawn to scale unless otherwise indicated. 4. All figures lie in a plane unless otherwise indicated. 5. Unless otherwise indicated, the domain of a given function f is the set of all real numbers x for which f(x ) is a real number. r r r r w w w h h h h h b c a b A = w V = w h A = bh A = pr 2 V = pr 2h c 2 = a 2 + b 2 Special Right Triangles C = 2pr    1 2 V = pr 3 4 3 V = pr 2h 1 3 30° \b0° 45° 45° 2x xs s x √3 s √2 The number of degrees of arc in a circle is 360. The number of radians of arc in a circle is 2p. The sum of the measures in degr ees of the angles of a triangle is 180. 44 Unauthorized copying or reuse of any part of this page is illegal. CONTINUE 44 V = 1 3 wh Unauthorized copyingorreus eofa nypart of this page is illegal. CONTINU E

341 1A helicopter, initially hovering 40 feet above the ground, begins to gain altitude at a rate of 21 feet per second. Which of the following functions represents the helicopter’s altitude above the ground y, in feet, t seconds after the helicopter begins to gain altitude? A) y = 40 + 21 B) y= 40 + 21 t C) y= 40 − 21 t D) y= 40 t+ 21 2 A text messaging plan charges a flat fee of $5 per month for up to 100 text messages sent plus $0.25 for each additional text message sent that month. Which of the following graphs represents the cost, y, of sending xtexts in a month? A) O y x 5 100 B) O y x 5 100 C) O y x 5 100 D) y 5 x O 100 44 ........................................................................\ ...............................................................................................................................\ ........................................................................................................ Unauthorized copying or reuse of any part of this page is illegal. CONTINUE 45 Unauthorized copyingorreus eofa nypart of this page is illegal. CONTINU E

342 3Jake buys a bag of popcorn at a movie theater. He eats half of the popcorn during the 15 minutes of previews. After eating half of the popcorn, he stops eating for the next 30 minutes. Then he gradually eats the popcorn until he accidentally spills all of the remaining popcorn. Which of the following graphs could represent the situation? A) 300 60 Time (minutes) 90 Amount of popcorn in the bag B) 300 60 Time (minutes) 90 Amount of popcorn in the bag C) 300 60 Time (minutes) 90 Amount of popcorn in the bag D) 300 60 Time (minutes) Amount of popcorn in the bag 90 4 If 20 − x = 15 , what is the value of 3x ? A) 5 B) 10 C) 15 D) 35 5 f x x = +3 2 () For the function fdefined above, what is the value of f()−1 ? A) −2 B) −1 C) 1 D) 2 44 ........................................................................\ ...............................................................................................................................\ ........................................................................................................ Unauthorized copying or reuse of any part of this page is illegal. CONTINUE 46 Unauthorized copyingorreus eofa nypart of this page is illegal. CONTINU E

343 6 Which of the following is equivalent to 2xx( 2−3 x) ? A) x −42 B) xx 3−32 C) xx 2 −33 D) x 2 −63 x2 7 A retail company has 50 large stores located in different areas throughout a state. A researcher for the company believes that employee job satisfaction varies greatly from store to store. Which of the following sampling methods is most appropriate to estimate the proportion of all employees of the company who are satisfied with their job? A) Selecting one of the 50 stores at random and then surveying each employee at that store B) Selecting 10 employees from each store at random and then surveying each employee selected C) Surveying the 25 highest-paid employees and the 25 lowest-paid employees D) Creating a website on which employees can express their opinions and then using the first 50 responses 8 1 0 2345 67 100 0 200 300 400 500 600 700 800 900 Number of weeks Total amount deposited (dollars) Ian Jeremy The two graphs above show the total amounts of money that Ian and Jeremy each have deposited into their savings accounts for the first seven weeks after opening their accounts. After they made their initial deposits, how much more did Ian deposit each week than Jeremy? A)$200 B) $100 C) $50 D) $25 9 h x () =2 x The function h is defined above. What is hh ()5− () 3 ? A) 2 B) 4 C) 24 D) 28 44 ........................................................................\ ...............................................................................................................................\ ........................................................................................................ Unauthorized copying or reuse of any part of this page is illegal. CONTINUE 47 Unauthorized copyingorreus eofa nypart of this page is illegal. CONTINU E

344 10A researcher surveyed a random sample of students from a large university about how often they see movies. Using the sample data, the researcher estimated that 23% of the students in the population saw a movie at least once per month. The margin of error for this estimation is 4%. Which of the following is the most appropriate conclusion about all students at the university, based on the given estimate and margin of error? A) It is unlikely that less than 23% of the students see a movie at least once per month. B) At least 23%, but no more than 25%, of the students see a movie at least once per month. C) The researcher is between 19% and 27% sure that most students see a movie at least once per month. D) It is plausible that the percentage of students who see a movie at least once per month is between 19% and 27%. 11 List A 123456 List B 233445 The table above shows two lists of numbers. Which of the following is a true statement comparing list A and list B ? A)The means are the same, and the standard deviations are different. B) The means are the same, and the standard deviations are the same. C) The means are different, and the standard deviations are different. D) The means are different, and the standard deviations are the same. 12 A book was on sale for 40% off its original price. If the sale price of the book was $18.00, what was the original price of the book? (Assume there is no sales tax.) A) $7.20 B) $10.80 C) $30.00 D) $45.00 44 ........................................................................\ ...............................................................................................................................\ ........................................................................................................ Unauthorized copying or reuse of any part of this page is illegal. CONTINUE 48 Unauthorized copyingorreus eofa nypart of this page is illegal. CONTINU E

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