Question:
Question: A certain package requires 3 centimeters of tape to be closed securely. What is the maximum number of packages of this type that can be secured with 6 meters of tape? $(1$ meter $=100 \mathrm{~cm})$
 A. 100
 B. 150
 C. 200
 D. 300
Answer:

Choices:
- A
- B
- C
- D

Question: A certain package requires 3 centimeters of tape to be closed securely. What is the maximum number of packages of this type that can be secured with 6 meters of tape? $(1$ meter $=100 \mathrm{~cm})$
 A. 100
 B. 150
 C. 200
 D. 300
Answer: C


Question:
Question: In a random sample of 200 cars of a particular model, 3 have a manufacturing defect. At this rate, how many of 10,000 cars of the same model will have a manufacturing defect?
 A. 150
 B. 200
 C. 250
 D. 300
Answer:

Choices:
- A
- B
- C
- D

Question: In a random sample of 200 cars of a particular model, 3 have a manufacturing defect. At this rate, how many of 10,000 cars of the same model will have a manufacturing defect?
 A. 150
 B. 200
 C. 250
 D. 300
Answer: A


Question:
Question: The line $y=k x+4$, where $k$ is a constant, is graphed in the $x y$-plane. If the line contains the point $(c, d)$, where $c \neq 0$ and $d \neq 0$, what is the slope of the line in terms of $c$ and $d$ ?
 A. $\frac{d-4}{c}$
 B. $\frac{c-4}{d}$
 C. $\frac{4-d}{c}$
 D. $\frac{4-c}{d}$
Answer:

Choices:
- A
- B
- C
- D

Question: The line $y=k x+4$, where $k$ is a constant, is graphed in the $x y$-plane. If the line contains the point $(c, d)$, where $c \neq 0$ and $d \neq 0$, what is the slope of the line in terms of $c$ and $d$ ?
 A. $\frac{d-4}{c}$
 B. $\frac{c-4}{d}$
 C. $\frac{4-d}{c}$
 D. $\frac{4-c}{d}$
Answer: A


Question:
Question: The weight of an object on Venus is approximately $\frac{9}{10}$ of its weight on Earth. The weight of an object on Jupiter is approximately $\frac{23}{10}$ of its weight on Earth. If an object weighs 100 pounds on Earth, approximately how many more pounds does it weigh on Jupiter than it weighs on Venus?
 A. 90
 B. 111
 C. 140
 D. 230
Answer:

Choices:
- A
- B
- C
- D

Question: The weight of an object on Venus is approximately $\frac{9}{10}$ of its weight on Earth. The weight of an object on Jupiter is approximately $\frac{23}{10}$ of its weight on Earth. If an object weighs 100 pounds on Earth, approximately how many more pounds does it weigh on Jupiter than it weighs on Venus?
 A. 90
 B. 111
 C. 140
 D. 230
Answer: C


Question:
Question: The expression $\frac{1}{3} x^{2}-2$ can be rewritten as $\frac{1}{3}(x-k)(x+k)$, where $k$ is a positive constant.What is the value of $k$ ?
 A. 2
 B. 6
 C. $\sqrt{2}$
 D. $\sqrt{6}$
Answer:

Choices:
- A
- B
- C
- D

Question: The expression $\frac{1}{3} x^{2}-2$ can be rewritten as $\frac{1}{3}(x-k)(x+k)$, where $k$ is a positive constant.What is the value of $k$ ?
 A. 2
 B. 6
 C. $\sqrt{2}$
 D. $\sqrt{6}$
Answer: D


Question:
Question: Which of the following is equivalent to $2 x\left(x^{2}-3 x\right)$ ?
 A. $-4 x^{2}$
 B. $3 x^{3}-x^{2}$
 C. $2 x^{3}-3 x$
 D. $2 x^{3}-6 x^{2}$
Answer:

Choices:
- A
- B
- C
- D

Question: Which of the following is equivalent to $2 x\left(x^{2}-3 x\right)$ ?
 A. $-4 x^{2}$
 B. $3 x^{3}-x^{2}$
 C. $2 x^{3}-3 x$
 D. $2 x^{3}-6 x^{2}$
Answer: D


Question:
Question: If $\frac{3}{5} w=\frac{4}{3}$, what is the value of $w ?$
 A. $\frac{9}{20}$
 B. $\frac{4}{5}$
 C. $\frac{5}{4}$
 D. $\frac{20}{9}$
Answer:

Choices:
- A
- B
- C
- D

Question: If $\frac{3}{5} w=\frac{4}{3}$, what is the value of $w ?$
 A. $\frac{9}{20}$
 B. $\frac{4}{5}$
 C. $\frac{5}{4}$
 D. $\frac{20}{9}$
Answer: D


Question:
Question: The weights, in pounds, for 15 horses in a stable were reported, and the mean, median, range, and standard deviation for the data were found. The horse with the lowest reported weight was found to actually weigh 10 pounds less than its reported weight. What value remains unchanged if the four values are reported using the corrected weight?
 A. Mean
 B. Median
 C. Range
 D. Standard deviation
Answer:

Choices:
- A
- B
- C
- D

Question: The weights, in pounds, for 15 horses in a stable were reported, and the mean, median, range, and standard deviation for the data were found. The horse with the lowest reported weight was found to actually weigh 10 pounds less than its reported weight. What value remains unchanged if the four values are reported using the corrected weight?
 A. Mean
 B. Median
 C. Range
 D. Standard deviation
Answer: B


Question:
Question: An online bookstore sells novels and magazines. Each novel sells for $\$ 4$, and each magazine sells for $\$ 1$. If Sadie purchased a total of 11 novels and magazines that have a combined selling price of $\$ 20$, how many novels did she purchase?
 A. 2
 B. 3
 C. 4
 D. 5
Answer:

Choices:
- A
- B
- C
- D

Question: An online bookstore sells novels and magazines. Each novel sells for $\$ 4$, and each magazine sells for $\$ 1$. If Sadie purchased a total of 11 novels and magazines that have a combined selling price of $\$ 20$, how many novels did she purchase?
 A. 2
 B. 3
 C. 4
 D. 5
Answer: B


Question:
Question: $$\begin{aligned}& x=y-3 \\& \frac{x}{2}+2 y=6\end{aligned}$$Which ordered pair $(x, y)$ satisfies the system of equations shown above?
 A. $(-3,0)$
 B. $(0,3)$
 C. $(6,-3)$
 D. $(36,-6)$
Answer:

Choices:
- A
- B
- C
- D

Question: $$\begin{aligned}& x=y-3 \\& \frac{x}{2}+2 y=6\end{aligned}$$Which ordered pair $(x, y)$ satisfies the system of equations shown above?
 A. $(-3,0)$
 B. $(0,3)$
 C. $(6,-3)$
 D. $(36,-6)$
Answer: B


Question:
Question: Which of the following is an equivalent form of $(1.5 x-2.4)^{2}-\left(5.2 x^{2}-6.4\right) ?$
 A. $-2.2 x^{2}+1.6$
 B. $-2.2 x^{2}+11.2$
 C. $-2.95 x^{2}-7.2 x+12.16$
 D. $-2.95 x^{2}-7.2 x+0.64$
Answer:

Choices:
- A
- B
- C
- D

Question: Which of the following is an equivalent form of $(1.5 x-2.4)^{2}-\left(5.2 x^{2}-6.4\right) ?$
 A. $-2.2 x^{2}+1.6$
 B. $-2.2 x^{2}+11.2$
 C. $-2.95 x^{2}-7.2 x+12.16$
 D. $-2.95 x^{2}-7.2 x+0.64$
Answer: C


Question:
Question: A cargo helicopter delivers only 100-pound packages and 120-pound packages. For each delivery trip, the helicopter must carry at least 10 packages, and the total weight of the packages can be at most 1,100 pounds. What is the maximum number of 120-pound packages that the helicopter can carry per trip?
 A. 2
 B. 4
 C. 5
 D. 6
Answer:

Choices:
- A
- B
- C
- D

Question: A cargo helicopter delivers only 100-pound packages and 120-pound packages. For each delivery trip, the helicopter must carry at least 10 packages, and the total weight of the packages can be at most 1,100 pounds. What is the maximum number of 120-pound packages that the helicopter can carry per trip?
 A. 2
 B. 4
 C. 5
 D. 6
Answer: C


Question:
Question: For what value of $n$ is $|n-1|+1$ equal to 0 ?
 A. 0
 B. 1
 C. 2
 D. There is no such value of $n$.
Answer:

Choices:
- A
- B
- C
- D

Question: For what value of $n$ is $|n-1|+1$ equal to 0 ?
 A. 0
 B. 1
 C. 2
 D. There is no such value of $n$.
Answer: D


Question:
Question: The function $f$ is defined by $f(x)=(x+3)(x+1)$. The graph of $f$ in the $x y$-plane is a parabola. Which of the following intervals contains the $x$-coordinate of the vertex of the graph of $f$ ?
 A. $-4<x<-3$
 B. $-3<x<1$
 C. $1<x<3$
 D. $3<x<4$
Answer:

Choices:
- A
- B
- C
- D

Question: The function $f$ is defined by $f(x)=(x+3)(x+1)$. The graph of $f$ in the $x y$-plane is a parabola. Which of the following intervals contains the $x$-coordinate of the vertex of the graph of $f$ ?
 A. $-4<x<-3$
 B. $-3<x<1$
 C. $1<x<3$
 D. $3<x<4$
Answer: B


Question:
Question: \begin{center}\begin{tabular}{|c|c|}\hline$x$ & $f(x)$ \\\hline1 & 5 \\\hline3 & 13 \\\hline5 & 21 \\\hline\end{tabular}\end{center}Some values of the linear function $f$ are shown in the table above. Which of the following defines $f$ ?
 A. $f(x)=2 x+3$
 B. $f(x)=3 x+2$
 C. $f(x)=4 x+1$
 D. $f(x)=5 x$
Answer:

Choices:
- A
- B
- C
- D

Question: \begin{center}\begin{tabular}{|c|c|}\hline$x$ & $f(x)$ \\\hline1 & 5 \\\hline3 & 13 \\\hline5 & 21 \\\hline\end{tabular}\end{center}Some values of the linear function $f$ are shown in the table above. Which of the following defines $f$ ?
 A. $f(x)=2 x+3$
 B. $f(x)=3 x+2$
 C. $f(x)=4 x+1$
 D. $f(x)=5 x$
Answer: C


Question:
Question: $$h(x)=-16 x^{2}+100 x+10$$The quadratic function above models the height above the ground $h$, in feet, of a projectile $x$ seconds after it had been launched vertically. If $y=h(x)$ is graphed in the $x y$-plane, which of the following represents the real-life meaning of the positive $x$-intercept of the graph?
 A. The initial height of the projectile
 B. The maximum height of the projectile
 C. The time at which the projectile reaches its maximum height
 D. The time at which the projectile hits the ground
Answer:

Choices:
- A
- B
- C
- D

Question: $$h(x)=-16 x^{2}+100 x+10$$The quadratic function above models the height above the ground $h$, in feet, of a projectile $x$ seconds after it had been launched vertically. If $y=h(x)$ is graphed in the $x y$-plane, which of the following represents the real-life meaning of the positive $x$-intercept of the graph?
 A. The initial height of the projectile
 B. The maximum height of the projectile
 C. The time at which the projectile reaches its maximum height
 D. The time at which the projectile hits the ground
Answer: D


Question:
Question: $$\begin{aligned}& y=x^{2}+3 x-7 \\& y-5 x+8=0\end{aligned}$$How many solutions are there to the system of equations above?
 A. There are exactly 4 solutions.
 B. There are exactly 2 solutions.
 C. There is exactly 1 solution.
 D. There are no solutions.
Answer:

Choices:
- A
- B
- C
- D

Question: $$\begin{aligned}& y=x^{2}+3 x-7 \\& y-5 x+8=0\end{aligned}$$How many solutions are there to the system of equations above?
 A. There are exactly 4 solutions.
 B. There are exactly 2 solutions.
 C. There is exactly 1 solution.
 D. There are no solutions.
Answer: C


Question:
Question: Nate walks 25 meters in 13.7 seconds. If he walks at this same rate, which of the following is closest to the distance he will walk in 4 minutes?
 A. 150 meters
 B. 450 meters
 C. 700 meters
 D. 1,400 meters
Answer:

Choices:
- A
- B
- C
- D

Question: Nate walks 25 meters in 13.7 seconds. If he walks at this same rate, which of the following is closest to the distance he will walk in 4 minutes?
 A. 150 meters
 B. 450 meters
 C. 700 meters
 D. 1,400 meters
Answer: B


Question:
Question: The width of a rectangular dance floor is $w$ feet. The length of the floor is 6 feet longer than its width. Which of the following expresses the perimeter, in feet, of the dance floor in terms of $w$ ?
 A. $2 w+6$
 B. $4 w+12$
 C. $w^{2}+6$
 D. $w^{2}+6 w$
Answer:

Choices:
- A
- B
- C
- D

Question: The width of a rectangular dance floor is $w$ feet. The length of the floor is 6 feet longer than its width. Which of the following expresses the perimeter, in feet, of the dance floor in terms of $w$ ?
 A. $2 w+6$
 B. $4 w+12$
 C. $w^{2}+6$
 D. $w^{2}+6 w$
Answer: B


Question:
Question: In order to determine if treatment $\mathrm{X}$ is successful in improving eyesight, a research study was conducted. From a large population of people with poor eyesight, 300 participants were selected at random. Half of the participants were randomly assigned to receive treatment $X$, and the other half did not receive treatment $X$. The resulting data showed that participants who received treatment $X$ had significantly improved eyesight as compared to those who did not receive treatment $X$. Based on the design and results of the study, which of the following is an appropriate conclusion?
 A. Treatment $\mathrm{X}$ is likely to improve the eyesight of people who have poor eyesight.
 B. Treatment $\mathrm{X}$ improves eyesight better than all other available treatments.
 C. Treatment $X$ will improve the eyesight of anyone who takes it.
 D. Treatment $\mathrm{X}$ will cause a substantial improvement in eyesight.
Answer:

Choices:
- A
- B
- C
- D

Question: In order to determine if treatment $\mathrm{X}$ is successful in improving eyesight, a research study was conducted. From a large population of people with poor eyesight, 300 participants were selected at random. Half of the participants were randomly assigned to receive treatment $X$, and the other half did not receive treatment $X$. The resulting data showed that participants who received treatment $X$ had significantly improved eyesight as compared to those who did not receive treatment $X$. Based on the design and results of the study, which of the following is an appropriate conclusion?
 A. Treatment $\mathrm{X}$ is likely to improve the eyesight of people who have poor eyesight.
 B. Treatment $\mathrm{X}$ improves eyesight better than all other available treatments.
 C. Treatment $X$ will improve the eyesight of anyone who takes it.
 D. Treatment $\mathrm{X}$ will cause a substantial improvement in eyesight.
Answer: A


Question:
Question: $$x+1=\frac{2}{x+1}$$In the equation above, which of the following is a possible value of $x+1$ ?
 A. $1-\sqrt{2}$
 B. $\sqrt{2}$
 C. 2
 D. 4
Answer:

Choices:
- A
- B
- C
- D

Question: $$x+1=\frac{2}{x+1}$$In the equation above, which of the following is a possible value of $x+1$ ?
 A. $1-\sqrt{2}$
 B. $\sqrt{2}$
 C. 2
 D. 4
Answer: B


Question:
Question: A group of 202 people went on an overnight camping trip, taking 60 tents with them. Some of the tents held 2 people each, and the rest held 4 people each. Assuming all the tents were filled to capacity and every person got to sleep in a tent, exactly how many of the tents were 2-person tents?
 A. 30
 B. 20
 C. 19
 D. 18 11
Answer:

Choices:
- A
- B
- C
- D

Question: A group of 202 people went on an overnight camping trip, taking 60 tents with them. Some of the tents held 2 people each, and the rest held 4 people each. Assuming all the tents were filled to capacity and every person got to sleep in a tent, exactly how many of the tents were 2-person tents?
 A. 30
 B. 20
 C. 19
 D. 18 11
Answer: C


Question:
Question: If 50 one-cent coins were stacked on top of each other in a column, the column would be approximately $3 \frac{7}{8}$ inches tall. At this rate, which of the following is closest to the number of one-cent coins it would take to make an 8-inch-tall column?
 A. 75
 B. 100
 C. 200
 D. 390
Answer:

Choices:
- A
- B
- C
- D

Question: If 50 one-cent coins were stacked on top of each other in a column, the column would be approximately $3 \frac{7}{8}$ inches tall. At this rate, which of the following is closest to the number of one-cent coins it would take to make an 8-inch-tall column?
 A. 75
 B. 100
 C. 200
 D. 390
Answer: B


Question:
Question: \begin{center}\begin{tabular}{|c||c|c|c|c|}\hline$n$ & 1 & 2 & 3 & 4 \\\hline$f(n)$ & -2 & 1 & 4 & 7 \\\hline\end{tabular}\end{center}The table above shows some values of the linear function $f$. Which of the following defines $f$ ?
 A. $f(n)=n-3$
 B. $f(n)=2 n-4$
 C. $f(n)=3 n-5$
 D. $f(n)=4 n-6$
Answer:

Choices:
- A
- B
- C
- D

Question: \begin{center}\begin{tabular}{|c||c|c|c|c|}\hline$n$ & 1 & 2 & 3 & 4 \\\hline$f(n)$ & -2 & 1 & 4 & 7 \\\hline\end{tabular}\end{center}The table above shows some values of the linear function $f$. Which of the following defines $f$ ?
 A. $f(n)=n-3$
 B. $f(n)=2 n-4$
 C. $f(n)=3 n-5$
 D. $f(n)=4 n-6$
Answer: C


Question:
Question: $$\begin{aligned}& -3 x+y=6 \\& a x+2 y=4\end{aligned}$$In the system of equations above, $a$ is a constant. For which of the following values of $a$ does the system have no solution?
 A. -6
 B. -3
 C. 3
 D. 6
Answer:

Choices:
- A
- B
- C
- D

Question: $$\begin{aligned}& -3 x+y=6 \\& a x+2 y=4\end{aligned}$$In the system of equations above, $a$ is a constant. For which of the following values of $a$ does the system have no solution?
 A. -6
 B. -3
 C. 3
 D. 6
Answer: A


Question:
Question: In the $x y$-plane, the graph of which of the following equations is a line with a slope of 3 ?
 A. $y=\frac{1}{3} x$
 B. $y=x-3$
 C. $y=3 x+2$
 D. $y=6 x+3$
Answer:

Choices:
- A
- B
- C
- D

Question: In the $x y$-plane, the graph of which of the following equations is a line with a slope of 3 ?
 A. $y=\frac{1}{3} x$
 B. $y=x-3$
 C. $y=3 x+2$
 D. $y=6 x+3$
Answer: C


Question:
Question: \begin{center}\begin{tabular}{|c|c|c|c|}\hline& $\begin{array}{c}\text { Fed only } \\ \text { dry food }\end{array}$ & $\begin{array}{c}\text { Fed both wet } \\ \text { and dry food }\end{array}$ & Total \\\hlineCats & 5 & 11 & 16 \\\hlineDogs & 2 & 23 & 25 \\\hlineTotal & 7 & 34 & 41 \\\hline\end{tabular}\end{center}The table above shows the kinds of foods that are fed to the cats and dogs currently boarded at a pet care facility. What fraction of the dogs are fed only dry food?
 A. $\frac{2}{41}$
 B. $\frac{2}{25}$
 C. $\frac{7}{41}$
 D. $\frac{2}{7}$
Answer:

Choices:
- A
- B
- C
- D

Question: \begin{center}\begin{tabular}{|c|c|c|c|}\hline& $\begin{array}{c}\text { Fed only } \\ \text { dry food }\end{array}$ & $\begin{array}{c}\text { Fed both wet } \\ \text { and dry food }\end{array}$ & Total \\\hlineCats & 5 & 11 & 16 \\\hlineDogs & 2 & 23 & 25 \\\hlineTotal & 7 & 34 & 41 \\\hline\end{tabular}\end{center}The table above shows the kinds of foods that are fed to the cats and dogs currently boarded at a pet care facility. What fraction of the dogs are fed only dry food?
 A. $\frac{2}{41}$
 B. $\frac{2}{25}$
 C. $\frac{7}{41}$
 D. $\frac{2}{7}$
Answer: B


Question:
Question: The equation $\frac{24 x^{2}+25 x-47}{a x-2}=-8 x-3-\frac{53}{a x-2}$ is true for all values of $x \neq \frac{2}{a}$, where $a$ is a constant.What is the value of $a$ ?
 A. -16
 B. -3
 C. 3
 D. 16
Answer:

Choices:
- A
- B
- C
- D

Question: The equation $\frac{24 x^{2}+25 x-47}{a x-2}=-8 x-3-\frac{53}{a x-2}$ is true for all values of $x \neq \frac{2}{a}$, where $a$ is a constant.What is the value of $a$ ?
 A. -16
 B. -3
 C. 3
 D. 16
Answer: B


Question:
Question: Of the following four types of savings account plans, which option would yield exponential growth of the money in the account?
 A. Each successive year, $2 \%$ of the initial savings is added to the value of the account.
 B. Each successive year, $1.5 \%$ of the initial savings and $\$ 100$ is added to the value of the account.
 C. Each successive year, $1 \%$ of the current value is added to the value of the account.
 D. Each successive year, $\$ 100$ is added to the value of the account.
Answer:

Choices:
- A
- B
- C
- D

Question: Of the following four types of savings account plans, which option would yield exponential growth of the money in the account?
 A. Each successive year, $2 \%$ of the initial savings is added to the value of the account.
 B. Each successive year, $1.5 \%$ of the initial savings and $\$ 100$ is added to the value of the account.
 C. Each successive year, $1 \%$ of the current value is added to the value of the account.
 D. Each successive year, $\$ 100$ is added to the value of the account.
Answer: C


Question:
$$.a=1,052+1.08 t.$$.The speed of a sound wave in air depends on the air temperature. The formula above shows the relationship between $a$, the speed of a sound wave, in feet per second, and $t$, the air temperature, in degrees Fahrenheit $\left({ }^{\circ} \mathrm{F}\right)$.
Question: Which of the following expresses the air temperature in terms of the speed of a sound wave?
 A. $t=\frac{a-1,052}{1.08}$
 B. $t=\frac{a+1,052}{1.08}$
 C. $t=\frac{1,052-a}{1.08}$
 D. $t=\frac{1.08}{a+1,052}$
Answer:

Choices:
- A
- B
- C
- D

$$.a=1,052+1.08 t.$$.The speed of a sound wave in air depends on the air temperature. The formula above shows the relationship between $a$, the speed of a sound wave, in feet per second, and $t$, the air temperature, in degrees Fahrenheit $\left({ }^{\circ} \mathrm{F}\right)$.
Question: Which of the following expresses the air temperature in terms of the speed of a sound wave?
 A. $t=\frac{a-1,052}{1.08}$
 B. $t=\frac{a+1,052}{1.08}$
 C. $t=\frac{1,052-a}{1.08}$
 D. $t=\frac{1.08}{a+1,052}$
Answer: A


Question:
Question: $$\frac{x^{2}-1}{x-1}=-2$$What are all values of $x$ that satisfy the equation above?
 A. -3
 B. 0
 C. 1
 D. -3 and -1
Answer:

Choices:
- A
- B
- C
- D

Question: $$\frac{x^{2}-1}{x-1}=-2$$What are all values of $x$ that satisfy the equation above?
 A. -3
 B. 0
 C. 1
 D. -3 and -1
Answer: A


Question:
Question: \begin{center}\begin{tabular}{|c|c|}\hline$x$ & $f(x)$ \\\hline0 & 3 \\\hline2 & 1 \\\hline4 & 0 \\\hline5 & -2 \\\hline\end{tabular}\end{center}The function $f$ is defined by a polynomial. Some values of $x$ and $f(x)$ are shown in the table above. Which of the following must be a factor of $f(x)$ ?
 A. $x-2$
 B. $x-3$
 C. $x-4$
 D. $x-5$
Answer:

Choices:
- A
- B
- C
- D

Question: \begin{center}\begin{tabular}{|c|c|}\hline$x$ & $f(x)$ \\\hline0 & 3 \\\hline2 & 1 \\\hline4 & 0 \\\hline5 & -2 \\\hline\end{tabular}\end{center}The function $f$ is defined by a polynomial. Some values of $x$ and $f(x)$ are shown in the table above. Which of the following must be a factor of $f(x)$ ?
 A. $x-2$
 B. $x-3$
 C. $x-4$
 D. $x-5$
Answer: C


Question:
Question: $$x+y=75$$The equation above relates the number of minutes, $x$, Maria spends running each day and the number of minutes, $y$, she spends biking each day. In the equation, what does the number 75 represent?
 A. The number of minutes spent running each day
 B. The number of minutes spent biking each day
 C. The total number of minutes spent running and biking each day
 D. The number of minutes spent biking for each minute spent running
Answer:

Choices:
- A
- B
- C
- D

Question: $$x+y=75$$The equation above relates the number of minutes, $x$, Maria spends running each day and the number of minutes, $y$, she spends biking each day. In the equation, what does the number 75 represent?
 A. The number of minutes spent running each day
 B. The number of minutes spent biking each day
 C. The total number of minutes spent running and biking each day
 D. The number of minutes spent biking for each minute spent running
Answer: C


Question:
Question: $$a x^{3}+b x^{2}+c x+d=0$$In the equation above, $a, b, c$, and $d$ are constants. If the equation has roots $-1,-3$, and 5 , which of the following is a factor of $a x^{3}+b x^{2}+c x+d$ ?
 A. $x-1$
 B. $x+1$
 C. $x-3$
 D. $x+5$
Answer:

Choices:
- A
- B
- C
- D

Question: $$a x^{3}+b x^{2}+c x+d=0$$In the equation above, $a, b, c$, and $d$ are constants. If the equation has roots $-1,-3$, and 5 , which of the following is a factor of $a x^{3}+b x^{2}+c x+d$ ?
 A. $x-1$
 B. $x+1$
 C. $x-3$
 D. $x+5$
Answer: B


Question:
Question: The graph of the exponential function $h$ in the $x y$-plane, where $y=h(x)$, has a $y$-intercept of $d$, where $d$ is a positive constant. Which of the following could define the function $h$ ?
 A. $h(x)=-3(d)^{x}$
 B. $h(x)=3(x) d$
 C. $h(x)=d(-x)^{3}$
 D. $h(x)=d(3)^{x}$
Answer:

Choices:
- A
- B
- C
- D

Question: The graph of the exponential function $h$ in the $x y$-plane, where $y=h(x)$, has a $y$-intercept of $d$, where $d$ is a positive constant. Which of the following could define the function $h$ ?
 A. $h(x)=-3(d)^{x}$
 B. $h(x)=3(x) d$
 C. $h(x)=d(-x)^{3}$
 D. $h(x)=d(3)^{x}$
Answer: D


Question:
$$.\begin{aligned}.& S(P)=\frac{1}{2} P+40 \\.& D(P)=220-P.\end{aligned}.$$.The quantity of a product supplied and the quantity of the product demanded in an economic market are functions of the price of the product. The functions above are the estimated supply and demand functions for a certain product. The function $S(P)$ gives the quantity of the product supplied to the market when the price is $P$ dollars, and the function $D(P)$ gives the quantity of the product demanded by the market when the price is $P$ dollars.
Question: How will the quantity of the product supplied to the market change if the price of the product is increased by $\$ 10$ ?
 A. The quantity supplied will decrease by 5 units.
 B. The quantity supplied will increase by 5 units.
 C. The quantity supplied will increase by 10 units.
 D. The quantity supplied will increase by 50 units.
Answer:

Choices:
- A
- B
- C
- D

$$.\begin{aligned}.& S(P)=\frac{1}{2} P+40 \\.& D(P)=220-P.\end{aligned}.$$.The quantity of a product supplied and the quantity of the product demanded in an economic market are functions of the price of the product. The functions above are the estimated supply and demand functions for a certain product. The function $S(P)$ gives the quantity of the product supplied to the market when the price is $P$ dollars, and the function $D(P)$ gives the quantity of the product demanded by the market when the price is $P$ dollars.
Question: How will the quantity of the product supplied to the market change if the price of the product is increased by $\$ 10$ ?
 A. The quantity supplied will decrease by 5 units.
 B. The quantity supplied will increase by 5 units.
 C. The quantity supplied will increase by 10 units.
 D. The quantity supplied will increase by 50 units.
Answer: B


Question:
Question: In the $x y$-plane, the graph of the function $f(x)=x^{2}+5 x+4$ has two $x$-intercepts. What is the distance between the $x$-intercepts?
 A. 1
 B. 2
 C. 3
 D. 4
Answer:

Choices:
- A
- B
- C
- D

Question: In the $x y$-plane, the graph of the function $f(x)=x^{2}+5 x+4$ has two $x$-intercepts. What is the distance between the $x$-intercepts?
 A. 1
 B. 2
 C. 3
 D. 4
Answer: C


Question:
Question: Townsend Realty purchased the Glenview Street property and received a $40 \%$ discount off the original price along with an additional $20 \%$ off the discounted price for purchasing the property in cash. Which of the following best approximates the original price, in dollars, of the Glenview Street property?
 A. $\$ 350,000$
 B. $\$ 291,700$
 C. $\$ 233,300$
 D. $\$ 175,000$
Answer:

Choices:
- A
- B
- C
- D

Question: Townsend Realty purchased the Glenview Street property and received a $40 \%$ discount off the original price along with an additional $20 \%$ off the discounted price for purchasing the property in cash. Which of the following best approximates the original price, in dollars, of the Glenview Street property?
 A. $\$ 350,000$
 B. $\$ 291,700$
 C. $\$ 233,300$
 D. $\$ 175,000$
Answer: B


Question:
Question: \begin{center}\begin{tabular}{|l|c|c|}\cline { 2 - 3 }\multicolumn{1}{c|}{} & \multicolumn{2}{c|}{Handedness} \\\hlineGender & Left & Right \\\hline\hlineFemale &  &  \\\hlineMale &  &  \\\hline\hlineTotal & 18 & 122 \\\hline\end{tabular}\end{center}The incomplete table above summarizes the number of left-handed students and right-handed students by gender for the eighth-grade students atKeisel Middle School. There are 5 times as many right-handed female students as there are left-handed female students, and there are 9 times as many right-handed male students as there are left-handed male students. If there is a total of 18 left-handed students and 122 right-handed students in the school, which of the following is closest to the probability that a right-handed student selected at random is female? (Note: Assume that none of the eighth-grade students are both right-handed and left-handed.)
 A. 0.410
 B. 0.357
 C. 0.333
 D. 0.250
Answer:

Choices:
- A
- B
- C
- D

Question: \begin{center}\begin{tabular}{|l|c|c|}\cline { 2 - 3 }\multicolumn{1}{c|}{} & \multicolumn{2}{c|}{Handedness} \\\hlineGender & Left & Right \\\hline\hlineFemale &  &  \\\hlineMale &  &  \\\hline\hlineTotal & 18 & 122 \\\hline\end{tabular}\end{center}The incomplete table above summarizes the number of left-handed students and right-handed students by gender for the eighth-grade students atKeisel Middle School. There are 5 times as many right-handed female students as there are left-handed female students, and there are 9 times as many right-handed male students as there are left-handed male students. If there is a total of 18 left-handed students and 122 right-handed students in the school, which of the following is closest to the probability that a right-handed student selected at random is female? (Note: Assume that none of the eighth-grade students are both right-handed and left-handed.)
 A. 0.410
 B. 0.357
 C. 0.333
 D. 0.250
Answer: A


Question:
Question: $$\frac{1}{2 x+1}+5$$Which of the following is equivalent to the expression above for $x>0$ ?
 A. $\frac{2 x+5}{2 x+1}$
 B. $\frac{2 x+6}{2 x+1}$
 C. $\frac{10 x+5}{2 x+1}$
 D. $\frac{10 x+6}{2 x+1}$
Answer:

Choices:
- A
- B
- C
- D

Question: $$\frac{1}{2 x+1}+5$$Which of the following is equivalent to the expression above for $x>0$ ?
 A. $\frac{2 x+5}{2 x+1}$
 B. $\frac{2 x+6}{2 x+1}$
 C. $\frac{10 x+5}{2 x+1}$
 D. $\frac{10 x+6}{2 x+1}$
Answer: D


Question:
Question: If $20-x=15$, what is the value of $3 x ?$
 A. 5
 B. 10
 C. 15
 D. 35
Answer:

Choices:
- A
- B
- C
- D

Question: If $20-x=15$, what is the value of $3 x ?$
 A. 5
 B. 10
 C. 15
 D. 35
Answer: C


Question:
Question: If $3 r=18$, what is the value of $6 r+3$ ?
 A. 6
 B. 27
 C. 36
 D. 39
Answer:

Choices:
- A
- B
- C
- D

Question: If $3 r=18$, what is the value of $6 r+3$ ?
 A. 6
 B. 27
 C. 36
 D. 39
Answer: D


Question:
Question: $$\begin{aligned}y & >2 x-1 \\2 x & >5\end{aligned}$$Which of the following consists of the $y$-coordinates of all the points that satisfy the system of inequalities above?
 A. $y>6$
 B. $y>4$
 C. $y>\frac{5}{2}$
 D. $y>\frac{3}{2}$
Answer:

Choices:
- A
- B
- C
- D

Question: $$\begin{aligned}y & >2 x-1 \\2 x & >5\end{aligned}$$Which of the following consists of the $y$-coordinates of all the points that satisfy the system of inequalities above?
 A. $y>6$
 B. $y>4$
 C. $y>\frac{5}{2}$
 D. $y>\frac{3}{2}$
Answer: B


Question:
Question: A psychologist set up an experiment to study the tendency of a person to select the first item when presented with a series of items. In the experiment, 300 people were presented with a set of five pictures arranged in random order. Each person was asked to choose the most appealing picture. Of the first 150 participants, 36 chose the first picture in the set. Among the remaining 150 participants, $p$ people chose the first picture in the set. If more than $20 \%$ of all participants chose the first picture in the set, which of the following inequalities best describes the possible values of $p$ ?
 A. $p>0.20(300-36)$, where $p \leq 150$
 B. $p>0.20(300+36)$, where $p \leq 150$
 C. $p-36>0.20(300)$, where $p \leq 150$
 D. $p+36>0.20(300)$, where $p \leq 150$
Answer:

Choices:
- A
- B
- C
- D

Question: A psychologist set up an experiment to study the tendency of a person to select the first item when presented with a series of items. In the experiment, 300 people were presented with a set of five pictures arranged in random order. Each person was asked to choose the most appealing picture. Of the first 150 participants, 36 chose the first picture in the set. Among the remaining 150 participants, $p$ people chose the first picture in the set. If more than $20 \%$ of all participants chose the first picture in the set, which of the following inequalities best describes the possible values of $p$ ?
 A. $p>0.20(300-36)$, where $p \leq 150$
 B. $p>0.20(300+36)$, where $p \leq 150$
 C. $p-36>0.20(300)$, where $p \leq 150$
 D. $p+36>0.20(300)$, where $p \leq 150$
Answer: D


Question:
Question: If $f(x)=\frac{x^{2}-6 x+3}{x-1}$, what is $f(-1)$ ?
 A. -5
 B. -2
 C. 2
 D. 5
Answer:

Choices:
- A
- B
- C
- D

Question: If $f(x)=\frac{x^{2}-6 x+3}{x-1}$, what is $f(-1)$ ?
 A. -5
 B. -2
 C. 2
 D. 5
Answer: A


Question:
Question: Kathy is a repair technician for a phone company. Each week, she receives a batch of phones that need repairs. The number of phones that she has left to fix at the end of each day can be estimated with the equation $P=108-23 d$, where $P$ is the number of phones left and $d$ is the number of days she has worked that week. What is the meaning of the value 108 in this equation?
 A. Kathy will complete the repairs within 108 days.
 B. Kathy starts each week with 108 phones to fix.
 C. Kathy repairs phones at a rate of 108 per hour.
 D. Kathy repairs phones at a rate of 108 per day.
Answer:

Choices:
- A
- B
- C
- D

Question: Kathy is a repair technician for a phone company. Each week, she receives a batch of phones that need repairs. The number of phones that she has left to fix at the end of each day can be estimated with the equation $P=108-23 d$, where $P$ is the number of phones left and $d$ is the number of days she has worked that week. What is the meaning of the value 108 in this equation?
 A. Kathy will complete the repairs within 108 days.
 B. Kathy starts each week with 108 phones to fix.
 C. Kathy repairs phones at a rate of 108 per hour.
 D. Kathy repairs phones at a rate of 108 per day.
Answer: B


Question:
Eight years before he had seen his friend off at the.North Wall and wished him godspeed. Gallaher had.got on. You could tell that at once by his travelled air,.his well-cut tweed suit, and fearless accent. Few.fellows had talents like his and fewer still could.remain unspoiled by such success. Gallaher’s heart.was in the right place and he had deserved to win. It.was something to have a friend like that..Little Chandler’s thoughts ever since lunch-time.had been of his meeting with Gallaher, of Gallaher’s.invitation and of the great city of London where.Gallaher lived. He was called Little Chandler because,.though he was but slightly under the average stature,.he gave one the idea of being a little man. His hands.were white and small, his frame was fragile, his voice.was quiet and his manners were refined. He took the.greatest care of his fair silken hair and moustache and.used perfume discreetly on his handkerchief. The.half-moons of his nails were perfect and when he.smiled you caught a glimpse of a row of childish.white teeth..As he sat at his desk in the King’s Inns he thought.what changes those eight years had brought. The.friend whom he had known under a shabby and.necessitous guise had become a brilliant figure on the.London Press. He turned often from his tiresome.writing to gaze out of the office window. The glow of.a late autumn sunset covered the grass plots and.walks. It cast a shower of kindly golden dust on the.untidy nurses and decrepit old men who drowsed on.the benches; it flickered upon all the moving figures.—on the children who ran screaming along the gravel.paths and on everyone who passed through the.gardens. He watched the scene and thought of life;.and (as always happened when he thought of life) he.became sad. A gentle melancholy took possession of.him. He felt how useless it was to struggle against.fortune, this being the burden of wisdom which the.ages had bequeathed to him..He remembered the books of poetry upon his.shelves at home. He had bought them in his bachelor.days and many an evening, as he sat in the little room.off the hall, he had been tempted to take one down.from the bookshelf and read out something to his.wife. But shyness had always held him back; and so.the books had remained on their shelves. At times he.repeated lines to himself and this consoled him..When his hour had struck he stood up and took.leave of his desk and of his fellow-clerks.punctiliously. He emerged from under the feudal.arch of the King’s Inns, a neat modest figure, and.walked swiftly down Henrietta Street. The golden.sunset was waning and the air had grown sharp. A.horde of grimy children populated the street. They.stood or ran in the roadway or crawled up the steps.before the gaping doors or squatted like mice upon.the thresholds. Little Chandler gave them no thought..He picked his way deftly through all that minute life.and under the shadow of the gaunt spectral mansions.in which the old nobility of Dublin had roystered..No memory of the past touched him, for his mind.was full of a present joy..He had never been in Corless’s but he knew the.value of the name. He knew that people went there.after the theatre to eat oysters; and he had heard that.the waiters there spoke French and German..Walking swiftly by at night he had seen cabs drawn.up before the door and richly dressed ladies, escorted.by cavaliers, alight and enter quickly. They wore.noisy dresses and many wraps. Their faces were.powdered and they caught up their dresses, when.they touched earth. He had always passed without.turning his head to look. It was his habit to walk.swiftly in the street even by day and whenever he.found himself in the city late at night he hurried on.his way apprehensively and excitedly. Sometimes,.however, he courted the causes of his fear. He chose.the darkest and narrowest streets and, as he walked.boldly forward, the silence that was spread about his.footsteps troubled him, the wandering, silent figures.troubled him; and at times a sound of low fugitive.laughter made him tremble like a leaf..He turned to the right towards Capel Street..Ignatius Gallaher on the London Press! Who would.have thought it possible eight years before? Still, now.that he reviewed the past, Little Chandler could.remember many signs of future greatness in his.friend.
Question: It can reasonably be inferred from the passage that one of Little Chandler’s prominent characteristics is that he is
 A. excessively boastful of his personal achievements.
 B. often unpredictable in his dealings with other people.
 C. highly critical of other people’s aspirations.
 D. somewhat vain about his personal appearance.
Answer:

Choices:
- A
- B
- C
- D

Eight years before he had seen his friend off at the.North Wall and wished him godspeed. Gallaher had.got on. You could tell that at once by his travelled air,.his well-cut tweed suit, and fearless accent. Few.fellows had talents like his and fewer still could.remain unspoiled by such success. Gallaher’s heart.was in the right place and he had deserved to win. It.was something to have a friend like that..Little Chandler’s thoughts ever since lunch-time.had been of his meeting with Gallaher, of Gallaher’s.invitation and of the great city of London where.Gallaher lived. He was called Little Chandler because,.though he was but slightly under the average stature,.he gave one the idea of being a little man. His hands.were white and small, his frame was fragile, his voice.was quiet and his manners were refined. He took the.greatest care of his fair silken hair and moustache and.used perfume discreetly on his handkerchief. The.half-moons of his nails were perfect and when he.smiled you caught a glimpse of a row of childish.white teeth..As he sat at his desk in the King’s Inns he thought.what changes those eight years had brought. The.friend whom he had known under a shabby and.necessitous guise had become a brilliant figure on the.London Press. He turned often from his tiresome.writing to gaze out of the office window. The glow of.a late autumn sunset covered the grass plots and.walks. It cast a shower of kindly golden dust on the.untidy nurses and decrepit old men who drowsed on.the benches; it flickered upon all the moving figures.—on the children who ran screaming along the gravel.paths and on everyone who passed through the.gardens. He watched the scene and thought of life;.and (as always happened when he thought of life) he.became sad. A gentle melancholy took possession of.him. He felt how useless it was to struggle against.fortune, this being the burden of wisdom which the.ages had bequeathed to him..He remembered the books of poetry upon his.shelves at home. He had bought them in his bachelor.days and many an evening, as he sat in the little room.off the hall, he had been tempted to take one down.from the bookshelf and read out something to his.wife. But shyness had always held him back; and so.the books had remained on their shelves. At times he.repeated lines to himself and this consoled him..When his hour had struck he stood up and took.leave of his desk and of his fellow-clerks.punctiliously. He emerged from under the feudal.arch of the King’s Inns, a neat modest figure, and.walked swiftly down Henrietta Street. The golden.sunset was waning and the air had grown sharp. A.horde of grimy children populated the street. They.stood or ran in the roadway or crawled up the steps.before the gaping doors or squatted like mice upon.the thresholds. Little Chandler gave them no thought..He picked his way deftly through all that minute life.and under the shadow of the gaunt spectral mansions.in which the old nobility of Dublin had roystered..No memory of the past touched him, for his mind.was full of a present joy..He had never been in Corless’s but he knew the.value of the name. He knew that people went there.after the theatre to eat oysters; and he had heard that.the waiters there spoke French and German..Walking swiftly by at night he had seen cabs drawn.up before the door and richly dressed ladies, escorted.by cavaliers, alight and enter quickly. They wore.noisy dresses and many wraps. Their faces were.powdered and they caught up their dresses, when.they touched earth. He had always passed without.turning his head to look. It was his habit to walk.swiftly in the street even by day and whenever he.found himself in the city late at night he hurried on.his way apprehensively and excitedly. Sometimes,.however, he courted the causes of his fear. He chose.the darkest and narrowest streets and, as he walked.boldly forward, the silence that was spread about his.footsteps troubled him, the wandering, silent figures.troubled him; and at times a sound of low fugitive.laughter made him tremble like a leaf..He turned to the right towards Capel Street..Ignatius Gallaher on the London Press! Who would.have thought it possible eight years before? Still, now.that he reviewed the past, Little Chandler could.remember many signs of future greatness in his.friend.
Question: It can reasonably be inferred from the passage that one of Little Chandler’s prominent characteristics is that he is
 A. excessively boastful of his personal achievements.
 B. often unpredictable in his dealings with other people.
 C. highly critical of other people’s aspirations.
 D. somewhat vain about his personal appearance.
Answer: D


Question:
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 navyblue dress, and a little white tam that rode the wavesof 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 is nothing compared to someplace else. Irritated or15 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 medical30 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 at35 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 chat45 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 $\mathrm{WPA}^{1}$ that 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 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, Miss65 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 that70 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 theMediterranean Sea. Using the end of a ruler, she75 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, Miss95 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.
Question: 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.
Answer:

Choices:
- A
- B
- C
- D

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 navyblue dress, and a little white tam that rode the wavesof 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 is nothing compared to someplace else. Irritated or15 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 medical30 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 at35 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 chat45 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 $\mathrm{WPA}^{1}$ that 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 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, Miss65 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 that70 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 theMediterranean Sea. Using the end of a ruler, she75 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, Miss95 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.
Question: 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.
Answer: C


Question:
In an experimental study we investigated whether.twig tool use in woodpecker finches is acquired.socially. This seemed plausible since previous studies.have shown that several forms of tool use in primates.develop via social learning. We took whole broods.from the Galapagos Islands. We split each brood into.two groups: half of the chicks were reared with a tool-.using model, and the other half were reared with a.non-tool-using model. We found that young.woodpecker finches that never had the opportunity to.watch tool use develop this ability with similar.aptitude and reached distinct developmental steps.that marked the appearance of new tool-oriented.behavior at a similar age as their siblings that were.given the chance to observe tool use in adult.woodpecker finches. We concluded that, in contrast.to chimpanzees, social learning is not necessary for.the acquisition of this behavior in woodpecker.finches. Instead, the developmental process seems to.be strongly dependent on genetically fixed.components. Interestingly, New Caledonian crows.also appear to have a specific genetic predisposition.for tool use, as demonstrated by the finding that they.develop basic use of stick tools without a tool-using.model. However, in contrast to our study, a tool-.using demonstrator (a human in the study on New.Caledonian crows) stimulated faster development of.tool use in juvenile New Caledonian crows. Field.observations also show that New Caledonian crow.parents scaffold the development of wide tool.manufacture and use in juveniles for up to one year..Juveniles stay close to their parents and are provided.with discarded tools. The early exposure to this.discarded tool might help juveniles to form a mental.template of functional tool design..Information about woodpecker finches’ social.system can shed some light on the reasons for the.strong genetic predetermination of tool use in this.species. For one thing, in contrast to socially living.primates, woodpecker finches are solitary and thus.parents are likely to be the only available tool-using.models. In such a system, reliance on social.transmission from parents to offspring during an.association would be a highly risky endeavor. Where.the likelihood of encountering important social.information is uncertain, selection for a development.process based on genetically fixed components could.be advantageous, especially given that tool use.provides an important part of the woodpecker finch’s.diet and seems crucial to survival during the dry.season in the islands’ Arid Zone..Although our experiment showed that the.development of tool use is based on a very specific.genetic predisposition, we were able to demonstrate.that non-social, individual learning does play an.important role during the ontogeny [development.within an organism’s lifetime] of tool use in serving.to improve the efficiency of this behavior. Five.individuals developed tool-using techniques that.deviated from the tool use performed by birds in the.wild, most likely because our artificial crevices.differed from natural crevices and tree holes. At some.point during the study, each of these birds dropped.their tool into the artificial crevice and pulled it out.with an upward motion of their beak, thereby.levering the prey to within reach at the front of the.crevice. After initial success with this technique, the.five birds significantly increased their use of this.method. These and other observations on learning in.tool-using woodpecker finches have altered our.conception of how this behavior develops. The.ontogenetic unfolding of this complex behavior is.determined by a very specific genetic component, but.is enhanced through individual learning.
Question: The data in table 2 best support which statement about the woodpecker finches that used the unique levering technique to acquire prey?
 A. At least one of them attempted the technique five times before successfully acquiring prey.
 B. After the first success at acquiring prey, a few of them ceased using the technique altogether.
 C. After the first success at acquiring the prey, none of them attempted the technique more than five times.
 D. None of them were successful in their first attempt with the technique.
Answer:

Choices:
- A
- B
- C
- D

In an experimental study we investigated whether.twig tool use in woodpecker finches is acquired.socially. This seemed plausible since previous studies.have shown that several forms of tool use in primates.develop via social learning. We took whole broods.from the Galapagos Islands. We split each brood into.two groups: half of the chicks were reared with a tool-.using model, and the other half were reared with a.non-tool-using model. We found that young.woodpecker finches that never had the opportunity to.watch tool use develop this ability with similar.aptitude and reached distinct developmental steps.that marked the appearance of new tool-oriented.behavior at a similar age as their siblings that were.given the chance to observe tool use in adult.woodpecker finches. We concluded that, in contrast.to chimpanzees, social learning is not necessary for.the acquisition of this behavior in woodpecker.finches. Instead, the developmental process seems to.be strongly dependent on genetically fixed.components. Interestingly, New Caledonian crows.also appear to have a specific genetic predisposition.for tool use, as demonstrated by the finding that they.develop basic use of stick tools without a tool-using.model. However, in contrast to our study, a tool-.using demonstrator (a human in the study on New.Caledonian crows) stimulated faster development of.tool use in juvenile New Caledonian crows. Field.observations also show that New Caledonian crow.parents scaffold the development of wide tool.manufacture and use in juveniles for up to one year..Juveniles stay close to their parents and are provided.with discarded tools. The early exposure to this.discarded tool might help juveniles to form a mental.template of functional tool design..Information about woodpecker finches’ social.system can shed some light on the reasons for the.strong genetic predetermination of tool use in this.species. For one thing, in contrast to socially living.primates, woodpecker finches are solitary and thus.parents are likely to be the only available tool-using.models. In such a system, reliance on social.transmission from parents to offspring during an.association would be a highly risky endeavor. Where.the likelihood of encountering important social.information is uncertain, selection for a development.process based on genetically fixed components could.be advantageous, especially given that tool use.provides an important part of the woodpecker finch’s.diet and seems crucial to survival during the dry.season in the islands’ Arid Zone..Although our experiment showed that the.development of tool use is based on a very specific.genetic predisposition, we were able to demonstrate.that non-social, individual learning does play an.important role during the ontogeny [development.within an organism’s lifetime] of tool use in serving.to improve the efficiency of this behavior. Five.individuals developed tool-using techniques that.deviated from the tool use performed by birds in the.wild, most likely because our artificial crevices.differed from natural crevices and tree holes. At some.point during the study, each of these birds dropped.their tool into the artificial crevice and pulled it out.with an upward motion of their beak, thereby.levering the prey to within reach at the front of the.crevice. After initial success with this technique, the.five birds significantly increased their use of this.method. These and other observations on learning in.tool-using woodpecker finches have altered our.conception of how this behavior develops. The.ontogenetic unfolding of this complex behavior is.determined by a very specific genetic component, but.is enhanced through individual learning.
Question: The data in table 2 best support which statement about the woodpecker finches that used the unique levering technique to acquire prey?
 A. At least one of them attempted the technique five times before successfully acquiring prey.
 B. After the first success at acquiring prey, a few of them ceased using the technique altogether.
 C. After the first success at acquiring the prey, none of them attempted the technique more than five times.
 D. None of them were successful in their first attempt with the technique.
Answer: A


Question:
A pair of recent studies suggests that although.industrialized nations may have benefitted from larger.cities, the same is not true for the rapidly urbanizing areas of.the developing world. In these parts of the globe, there really.might be such a thing as too much urbanization, too.quickly..The studies, by Susanne A. Frick and Andrés Rodríguez-.Pose of the London School of Economics, take a close look.at the actual connection between city size and nationwide.economic performance. Their initial study, from last year,.examines the relationship between economic development,.as measured by GDP per capita, and average metropolitan-.area size in 114 countries across the world between 1960.and 2010. To ensure robustness, it controls for variables.including national population size, physical land area,.education levels, economic openness, and other factors..The size of cities or metro areas across the world has.exploded over the past half-century, with cities in the.developing world growing much faster and much larger.than those in more developed nations. Between 1960 and 2010, the median city in high-income countries grew.modestly from 500,000 to 650,000 people; but the median.city in the developing world nearly quadrupled, expanding.from 220,000 to 845,000 people. In 1960, 12 of the top 20.countries with the largest average city size were high-.income countries; by 2010, 14 of the top 20 were in the.developing world..Urbanization has historically been thought of as a.necessary feature of economic development and growth, but.this study finds the connection is not so simple. While.advanced nations benefit from having larger cities,.developing nations do not. Advanced nations experience a 0.7 percent increase in economic growth for every.additional 100,000 in average population among its large.cities over a five-year period. But for developing nations, the.addition of 100,000 people in large cities is associated with a 2.3 percent decrease in economic growth over a five-year.period..In their latest study, the researchers found that.developing nations tend to get a bigger bang for their buck.from smaller and medium-size cities. These countries see.the most economic benefit from having a larger proportion.of their urban population living in cities of 500,000 people.or less. Bigger cities tend to have a more positive economic.impact in larger countries. Having a metro with more than 10 million inhabitants produces a nationwide economic.benefit only if the total urban population is 28.5 million.or more, according to the study. This makes sense:.Bigger, more developed countries are more likely to play.host to knowledge-based industries that require urban.agglomeration economies..There are several reasons why megacities^1 often fail to.spur significant growth in the rapidly urbanizing world..For one, the lion’s share of places that are urbanizing.most rapidly today are in the poorest and least-.developed parts of the world, whereas the places that.urbanized a century or so ago were in the richest and.most developed. This history has created a false.expectation that urbanization is always associated with.prosperity..Additionally, globalization has severed the historical.connection between cities, local agriculture, and local.industry that powered the more balanced urban.economic development of the past. In today’s globally.interconnected economy, the raw materials that flowed.from the surrounding countryside to the city can all be.inexpensively imported from other parts of the world..The result is that the connection between large cities and.growth has now become much more tenuous, producing.a troubling new pattern of “urbanization without.growth.”.The researchers used multiple variables to calculate a weighted average.city size for each country studied and reported the median of those.averages..(^1) Typically defined as cities with populations of over ten million people
Question: It can most reasonably be inferred from the passagethat a megacity’s economic impact on a country is
 A. greater in countries with larger physical land areas.
 B. dependent on the types of companies located in the megacity.
 C. relatively equal for developing countries and high-income countries.
 D. neutralized by the economic cost of maintaining a megacity.
Answer:

Choices:
- A
- B
- C
- D

A pair of recent studies suggests that although.industrialized nations may have benefitted from larger.cities, the same is not true for the rapidly urbanizing areas of.the developing world. In these parts of the globe, there really.might be such a thing as too much urbanization, too.quickly..The studies, by Susanne A. Frick and Andrés Rodríguez-.Pose of the London School of Economics, take a close look.at the actual connection between city size and nationwide.economic performance. Their initial study, from last year,.examines the relationship between economic development,.as measured by GDP per capita, and average metropolitan-.area size in 114 countries across the world between 1960.and 2010. To ensure robustness, it controls for variables.including national population size, physical land area,.education levels, economic openness, and other factors..The size of cities or metro areas across the world has.exploded over the past half-century, with cities in the.developing world growing much faster and much larger.than those in more developed nations. Between 1960 and 2010, the median city in high-income countries grew.modestly from 500,000 to 650,000 people; but the median.city in the developing world nearly quadrupled, expanding.from 220,000 to 845,000 people. In 1960, 12 of the top 20.countries with the largest average city size were high-.income countries; by 2010, 14 of the top 20 were in the.developing world..Urbanization has historically been thought of as a.necessary feature of economic development and growth, but.this study finds the connection is not so simple. While.advanced nations benefit from having larger cities,.developing nations do not. Advanced nations experience a 0.7 percent increase in economic growth for every.additional 100,000 in average population among its large.cities over a five-year period. But for developing nations, the.addition of 100,000 people in large cities is associated with a 2.3 percent decrease in economic growth over a five-year.period..In their latest study, the researchers found that.developing nations tend to get a bigger bang for their buck.from smaller and medium-size cities. These countries see.the most economic benefit from having a larger proportion.of their urban population living in cities of 500,000 people.or less. Bigger cities tend to have a more positive economic.impact in larger countries. Having a metro with more than 10 million inhabitants produces a nationwide economic.benefit only if the total urban population is 28.5 million.or more, according to the study. This makes sense:.Bigger, more developed countries are more likely to play.host to knowledge-based industries that require urban.agglomeration economies..There are several reasons why megacities^1 often fail to.spur significant growth in the rapidly urbanizing world..For one, the lion’s share of places that are urbanizing.most rapidly today are in the poorest and least-.developed parts of the world, whereas the places that.urbanized a century or so ago were in the richest and.most developed. This history has created a false.expectation that urbanization is always associated with.prosperity..Additionally, globalization has severed the historical.connection between cities, local agriculture, and local.industry that powered the more balanced urban.economic development of the past. In today’s globally.interconnected economy, the raw materials that flowed.from the surrounding countryside to the city can all be.inexpensively imported from other parts of the world..The result is that the connection between large cities and.growth has now become much more tenuous, producing.a troubling new pattern of “urbanization without.growth.”.The researchers used multiple variables to calculate a weighted average.city size for each country studied and reported the median of those.averages..(^1) Typically defined as cities with populations of over ten million people
Question: It can most reasonably be inferred from the passagethat a megacity’s economic impact on a country is
 A. greater in countries with larger physical land areas.
 B. dependent on the types of companies located in the megacity.
 C. relatively equal for developing countries and high-income countries.
 D. neutralized by the economic cost of maintaining a megacity.
Answer: B


Question:
At field sites around the world, Ken Dial saw a pattern in how young pheasants, quail, tinamous, and other ground birds ran along behind their  parents. "They jumped up like popcorn," he said, 5 describing how they would flap their half-formed wings and take short hops into the air. So when a group of graduate students challenged him to come up with new data on the age-old ground-up-tree-down debate, he designed a project10 to see what clues might lie in how baby game birds learned to fly.Ken settled on the Chukar Partridge as a model species, but he might not have made his discovery without a key piece of advice from the local15 rancher in Montana who was supplying him with birds. When the cowboy stopped by to see how things were going, Ken showed him his nice, tidy laboratory setup and explained how the birds' first hops and flights would be measured. The rancher20 was incredulous. "He took one look and said, in pretty colorful language, 'What are those birds doing on the ground? They hate to be on the ground! Give them something to climb on!" At first it seemed unnatural-ground birds don't like the ground? But25 as he thought about it Ken realized that all the species he'd watched in the wild preferred to rest on ledges, low branches, or other elevated perches where they were safe from predators. They really only used the ground for feeding and traveling. So he brought30 in some hay bales for the Chukars to perch on and then left his son in charge of feeding and data collection while he went away on a short work trip.Barely a teenager at the time, young Terry Dial was visibly upset when his father got back. "I asked 35 him how it went," Ken recalled, "and he said, 'Terrible! The birds are cheating!' " Instead of flying up to their perches, the baby Chukars were using their legs. Time and again Terry had watched them run right up the side of a hay bale, flapping all the40 while. Ken dashed out to see for himself, and that was the "aha" moment. "The birds were using their wings and legs cooperatively," he told me, and that single observation opened up a world of possibilities.Working together with Terry (who has since gone 45 on to study animal locomotion), Ken came up with a series of ingenious experiments, filming the birds as they raced up textured ramps tilted at increasing angles. As the incline increased, the partridges began to flap, but they angled their wings differently from 50 birds in flight. They aimed their flapping down and backward, using the force not for lift but to keep their feet firmly pressed against the ramp. "It's like the spoiler on the back of a race car," he explained, which is a very apt analogy. In Formula One racing, 55 spoilers are the big aerodynamic fins that push the cars downward as they speed along, increasing traction and handling. The birds were doing the very same thing with their wings to help them scramble up otherwise impossible slopes.60 Ken called the technique WAIR, for wing-assisted incline running, and went on to document it in a wide range of species. It not only allowed young birds to climb vertical surfaces within the first few weeks of life but also gave adults an energy-efficient65 alternative to flying. In the Chukar experiments, adults regularly used WAIR to ascend ramps steeper than 90 degrees, essentially running up the wall and onto the ceiling.In an evolutionary context, WAIR takes on 70 surprising explanatory powers. With one fell swoop, the Dials came up with a viable origin for the flapping flight stroke of birds (something gliding animals don't do and thus a shortcoming of the tree-down theory) and an aerodynamic function for 75 half-formed wings (one of the main drawbacks to the ground-up hypothesis)
Question: The passage identifies which of the following as a factor that facilitated the baby Chukars' traction on steep ramps?
 A. The speed with which they climbed
 B. The position of their flapping wings
 C. The alternation of wing and foot movement
 D. Their continual hopping motions 28
Answer:

Choices:
- A
- B
- C
- D

At field sites around the world, Ken Dial saw a pattern in how young pheasants, quail, tinamous, and other ground birds ran along behind their  parents. "They jumped up like popcorn," he said, 5 describing how they would flap their half-formed wings and take short hops into the air. So when a group of graduate students challenged him to come up with new data on the age-old ground-up-tree-down debate, he designed a project10 to see what clues might lie in how baby game birds learned to fly.Ken settled on the Chukar Partridge as a model species, but he might not have made his discovery without a key piece of advice from the local15 rancher in Montana who was supplying him with birds. When the cowboy stopped by to see how things were going, Ken showed him his nice, tidy laboratory setup and explained how the birds' first hops and flights would be measured. The rancher20 was incredulous. "He took one look and said, in pretty colorful language, 'What are those birds doing on the ground? They hate to be on the ground! Give them something to climb on!" At first it seemed unnatural-ground birds don't like the ground? But25 as he thought about it Ken realized that all the species he'd watched in the wild preferred to rest on ledges, low branches, or other elevated perches where they were safe from predators. They really only used the ground for feeding and traveling. So he brought30 in some hay bales for the Chukars to perch on and then left his son in charge of feeding and data collection while he went away on a short work trip.Barely a teenager at the time, young Terry Dial was visibly upset when his father got back. "I asked 35 him how it went," Ken recalled, "and he said, 'Terrible! The birds are cheating!' " Instead of flying up to their perches, the baby Chukars were using their legs. Time and again Terry had watched them run right up the side of a hay bale, flapping all the40 while. Ken dashed out to see for himself, and that was the "aha" moment. "The birds were using their wings and legs cooperatively," he told me, and that single observation opened up a world of possibilities.Working together with Terry (who has since gone 45 on to study animal locomotion), Ken came up with a series of ingenious experiments, filming the birds as they raced up textured ramps tilted at increasing angles. As the incline increased, the partridges began to flap, but they angled their wings differently from 50 birds in flight. They aimed their flapping down and backward, using the force not for lift but to keep their feet firmly pressed against the ramp. "It's like the spoiler on the back of a race car," he explained, which is a very apt analogy. In Formula One racing, 55 spoilers are the big aerodynamic fins that push the cars downward as they speed along, increasing traction and handling. The birds were doing the very same thing with their wings to help them scramble up otherwise impossible slopes.60 Ken called the technique WAIR, for wing-assisted incline running, and went on to document it in a wide range of species. It not only allowed young birds to climb vertical surfaces within the first few weeks of life but also gave adults an energy-efficient65 alternative to flying. In the Chukar experiments, adults regularly used WAIR to ascend ramps steeper than 90 degrees, essentially running up the wall and onto the ceiling.In an evolutionary context, WAIR takes on 70 surprising explanatory powers. With one fell swoop, the Dials came up with a viable origin for the flapping flight stroke of birds (something gliding animals don't do and thus a shortcoming of the tree-down theory) and an aerodynamic function for 75 half-formed wings (one of the main drawbacks to the ground-up hypothesis)
Question: The passage identifies which of the following as a factor that facilitated the baby Chukars' traction on steep ramps?
 A. The speed with which they climbed
 B. The position of their flapping wings
 C. The alternation of wing and foot movement
 D. Their continual hopping motions 28
Answer: B


Question:
Scientists believe that iron meteorites come from.the cores of asteroids that melted. But what happened.to the corresponding rocky material that formed the.mantles of these bodies? A few asteroids have spectra^1.that match those of mantle rocks, but they are very.rare. Some nonmetallic meteorites come from.asteroids that have partially or wholly melted, but.these do not match the minerals we would expect to.see in the missing mantles of the iron parent bodies..These exotic meteorites must come from some other.kind of parent body instead..The rarity of mantle rocks in our meteorite.collection and in the asteroid belt, known as the.“missing mantle problem,” is a long-standing puzzle..There are several reasons why iron fragments might.survive better than rocky fragments when asteroids.break apart. Iron lies in the core of a differentiated.asteroid, while rocky material lies near the surface..Thus, rocky material will be the first to be removed.when an asteroid is bombarded, while iron is the last.to be exposed. As a result, rocky fragments have to.survive in space for longer than iron ones. Most of the.rocky mantle may be peeled away in small fragments.—chips from the surface—while the iron core remains.as a single piece, making it harder to disrupt later. Last.and most important, iron is much stronger than rock:.a piece of iron is likely to survive in the asteroid belt at.least 10 times longer than a rocky fragment of the.same size..If most differentiated bodies broke apart early in.the solar system, perhaps all the mantle material has.been ground down to dust and lost over the billions of.years since then. This would mean that intact.differentiated asteroids are very rare in the asteroid.belt today. Perhaps Vesta [a differentiated asteroid.with a diameter of more than 300 miles] and a handful.of others are all that remain..However, collisional erosion cannot be the whole.story. Primitive asteroids, the parent bodies of.chondritic meteorites [the most common type of.meteorite found on Earth], are no stronger than the.mantle rocks from differentiated asteroids. How did.so many primitive asteroids survive when almost.none of the differentiated ones did? Part of the.explanation may simply be that differentiated bodies.were relatively rare to begin with and none have.survived. Still, if almost all differentiated bodies were.destroyed in violent collisions, how did Vesta survive.with only a single large crater on its surface?.Astronomer William Bottke and his colleagues.recently came up with a possible explanation: perhaps.the parent bodies of the iron meteorites formed closer.to the Sun, in the region that now contains the.terrestrial planets. Objects would have been more.tightly packed nearer the Sun, so collisions would.have been more frequent than in the asteroid belt..Many, perhaps most, differentiated bodies were.disrupted by violent collisions. Gravitational.perturbations from larger bodies scattered some of.these fragments into the asteroid belt. Both iron and.rocky fragments arrived in the asteroid belt, but only.the stronger iron objects have survived for the age of.the solar system. Later on, the parent bodies of.primitive meteorites formed in the asteroid belt. Most.of these objects survived, leaving an asteroid belt.today that is a mixture of intact primitive bodies and.fragments of iron..(^1) Characteristic wavelengths of light that asteroids reflect
Question: The passage most strongly suggests that if collisionalerosion within the asteroid belt was sufficient toexplain the situation discussed in the passage, then,as a result, scientists would expect to find that
 A. Vesta is not the only large differentiated asteroid in the asteroid belt.
 B. the asteroid belt has far fewer primitive asteroids than it currently does.
 C. iron fragments in the asteroid belt tend to be smaller than rocky fragments in the asteroid belt.
 D. there were originally about as many primitive asteroids as differentiated asteroids in the asteroid belt.
Answer:

Choices:
- A
- B
- C
- D

Scientists believe that iron meteorites come from.the cores of asteroids that melted. But what happened.to the corresponding rocky material that formed the.mantles of these bodies? A few asteroids have spectra^1.that match those of mantle rocks, but they are very.rare. Some nonmetallic meteorites come from.asteroids that have partially or wholly melted, but.these do not match the minerals we would expect to.see in the missing mantles of the iron parent bodies..These exotic meteorites must come from some other.kind of parent body instead..The rarity of mantle rocks in our meteorite.collection and in the asteroid belt, known as the.“missing mantle problem,” is a long-standing puzzle..There are several reasons why iron fragments might.survive better than rocky fragments when asteroids.break apart. Iron lies in the core of a differentiated.asteroid, while rocky material lies near the surface..Thus, rocky material will be the first to be removed.when an asteroid is bombarded, while iron is the last.to be exposed. As a result, rocky fragments have to.survive in space for longer than iron ones. Most of the.rocky mantle may be peeled away in small fragments.—chips from the surface—while the iron core remains.as a single piece, making it harder to disrupt later. Last.and most important, iron is much stronger than rock:.a piece of iron is likely to survive in the asteroid belt at.least 10 times longer than a rocky fragment of the.same size..If most differentiated bodies broke apart early in.the solar system, perhaps all the mantle material has.been ground down to dust and lost over the billions of.years since then. This would mean that intact.differentiated asteroids are very rare in the asteroid.belt today. Perhaps Vesta [a differentiated asteroid.with a diameter of more than 300 miles] and a handful.of others are all that remain..However, collisional erosion cannot be the whole.story. Primitive asteroids, the parent bodies of.chondritic meteorites [the most common type of.meteorite found on Earth], are no stronger than the.mantle rocks from differentiated asteroids. How did.so many primitive asteroids survive when almost.none of the differentiated ones did? Part of the.explanation may simply be that differentiated bodies.were relatively rare to begin with and none have.survived. Still, if almost all differentiated bodies were.destroyed in violent collisions, how did Vesta survive.with only a single large crater on its surface?.Astronomer William Bottke and his colleagues.recently came up with a possible explanation: perhaps.the parent bodies of the iron meteorites formed closer.to the Sun, in the region that now contains the.terrestrial planets. Objects would have been more.tightly packed nearer the Sun, so collisions would.have been more frequent than in the asteroid belt..Many, perhaps most, differentiated bodies were.disrupted by violent collisions. Gravitational.perturbations from larger bodies scattered some of.these fragments into the asteroid belt. Both iron and.rocky fragments arrived in the asteroid belt, but only.the stronger iron objects have survived for the age of.the solar system. Later on, the parent bodies of.primitive meteorites formed in the asteroid belt. Most.of these objects survived, leaving an asteroid belt.today that is a mixture of intact primitive bodies and.fragments of iron..(^1) Characteristic wavelengths of light that asteroids reflect
Question: The passage most strongly suggests that if collisionalerosion within the asteroid belt was sufficient toexplain the situation discussed in the passage, then,as a result, scientists would expect to find that
 A. Vesta is not the only large differentiated asteroid in the asteroid belt.
 B. the asteroid belt has far fewer primitive asteroids than it currently does.
 C. iron fragments in the asteroid belt tend to be smaller than rocky fragments in the asteroid belt.
 D. there were originally about as many primitive asteroids as differentiated asteroids in the asteroid belt.
Answer: B


Question:
Akira came directly, breaking all tradition. Was that it? Had he followed form-had he asked his mother to speak to his father to approach a  go-between-would Chie have been more receptive?He came on a winter's eve. He pounded on the door while a cold rain beat on the shuttered veranda, so at first Chie thought him only the wind. The maid knew better. Chie heard her soft scuttling footsteps, the creak of the door. Then the maid brought acalling card to the drawing room, for Chie.Chie was reluctant to go to her guest; perhaps she was feeling too cozy. She and Naomi were reading at a low table set atop a charcoal brazier. A thick quilt spread over the sides of the table so their legs were  tucked inside with the heat."Who is it at this hour, in this weather?" Chie questioned as she picked the name card off the maid's lacquer tray."Shinoda, Akira. Kobe Dental College," she read.  Naomi recognized the name. Chie heard a soft intake of air."I think you should go," said Naomi. twenties, slim and serious, wearing the blackmilitary-style uniform of a student. As he bowed-his hands hanging straight down, a black cap in one, a yellow oil-paper umbrella in the other-Chie glanced beyond him. In the glistening surface of the courtyard's rain-drenched paving 30 stones, she saw his reflection like a dark double."Madame," said Akira, "forgive my disruption, but I come with a matter of urgency."His voice was soft, refined. He straightened and stole a deferential peek at her face.35 In the dim light his eyes shone with sincerity. Chie felt herself starting to like him."Come inside, get out of this nasty night. Surely your business can wait for a moment or two.""I don't want to trouble you. Normally I would 40 approach you more properly but I've received word of a position. I've an opportunity to go to America, as dentist for Seattle's Japanese community.""Congratulations," Chie said with amusement. "That is an opportunity, I'm sure. But how am I 45 involved?"Even noting Naomi's breathless reaction to the name card, Chie had no idea. Akira's message, delivered like a formal speech, filled her with maternal amusement. You know how children speak50 so earnestly, so hurriedly, so endearingly about things that have no importance in an adult's mind? That's how she viewed him, as a child. It was how she viewed Naomi. Even though Naomi was eighteen and training endlessly in the arts 55 needed to make a good marriage, Chie had made no effort to find her a husband.Akira blushed."Depending on your response, I may stay in Japan. I've come to ask for Naomi's hand."60 Suddenly Chie felt the dampness of the night."Does Naomi know anything of your... ambitions?""We have an understanding. Please don't judge my candidacy by the unseemliness of this proposal. I65 ask directly because the use of a go-between takes much time. Either method comes down to the same thing: a matter of parental approval. If you give your consent, I become Naomi's yoshi. ${ }^{*}$ We'll live in the House of Fuji. Without your consent, I must go to 70 America, to secure a new home for my bride."Eager to make his point, he'd been looking her full in the face. Abruptly, his voice turned gentle. "I see I've startled you. My humble apologies. I'll take no more of your evening. My address is on my card. If 75 you don't wish to contact me, I'll reapproach you in two weeks' time. Until then, good night."He bowed and left. Taking her ease, with effortless grace, like a cat making off with a fish."Mother?" Chie heard Naomi's low voice and 80 turned from the door. "He has asked you?"The sight of Naomi's clear eyes, her dark brows gave Chie strength. Maybe his hopes were preposterous."Where did you meet such a fellow? Imagine! $\mathrm{He}$ 85 thinks he can marry the Fuji heir and take her to America all in the snap of his fingers!"Chie waited for Naomi's ripe laughter.Naomi was silent. She stood a full half minute looking straight into Chie's eyes. Finally, she spoke.90 "I met him at my literary meeting."Naomi turned to go back into the house, then stopped."Mother.""Yes?"95 "I mean to have him."\begin{itemize}\item a man who marries a woman of higher status and takes her family's name\end{itemize}
Question: Which choice best describes what happens in the passage?
 A. One character argues with another character who intrudes on her home.
 B. One character receives a surprising request from another character.
 C. One character reminisces about choices she has made over the years.
 D. One character criticizes another character for pursuing an unexpected course of action.
Answer:

Choices:
- A
- B
- C
- D

Akira came directly, breaking all tradition. Was that it? Had he followed form-had he asked his mother to speak to his father to approach a  go-between-would Chie have been more receptive?He came on a winter's eve. He pounded on the door while a cold rain beat on the shuttered veranda, so at first Chie thought him only the wind. The maid knew better. Chie heard her soft scuttling footsteps, the creak of the door. Then the maid brought acalling card to the drawing room, for Chie.Chie was reluctant to go to her guest; perhaps she was feeling too cozy. She and Naomi were reading at a low table set atop a charcoal brazier. A thick quilt spread over the sides of the table so their legs were  tucked inside with the heat."Who is it at this hour, in this weather?" Chie questioned as she picked the name card off the maid's lacquer tray."Shinoda, Akira. Kobe Dental College," she read.  Naomi recognized the name. Chie heard a soft intake of air."I think you should go," said Naomi. twenties, slim and serious, wearing the blackmilitary-style uniform of a student. As he bowed-his hands hanging straight down, a black cap in one, a yellow oil-paper umbrella in the other-Chie glanced beyond him. In the glistening surface of the courtyard's rain-drenched paving 30 stones, she saw his reflection like a dark double."Madame," said Akira, "forgive my disruption, but I come with a matter of urgency."His voice was soft, refined. He straightened and stole a deferential peek at her face.35 In the dim light his eyes shone with sincerity. Chie felt herself starting to like him."Come inside, get out of this nasty night. Surely your business can wait for a moment or two.""I don't want to trouble you. Normally I would 40 approach you more properly but I've received word of a position. I've an opportunity to go to America, as dentist for Seattle's Japanese community.""Congratulations," Chie said with amusement. "That is an opportunity, I'm sure. But how am I 45 involved?"Even noting Naomi's breathless reaction to the name card, Chie had no idea. Akira's message, delivered like a formal speech, filled her with maternal amusement. You know how children speak50 so earnestly, so hurriedly, so endearingly about things that have no importance in an adult's mind? That's how she viewed him, as a child. It was how she viewed Naomi. Even though Naomi was eighteen and training endlessly in the arts 55 needed to make a good marriage, Chie had made no effort to find her a husband.Akira blushed."Depending on your response, I may stay in Japan. I've come to ask for Naomi's hand."60 Suddenly Chie felt the dampness of the night."Does Naomi know anything of your... ambitions?""We have an understanding. Please don't judge my candidacy by the unseemliness of this proposal. I65 ask directly because the use of a go-between takes much time. Either method comes down to the same thing: a matter of parental approval. If you give your consent, I become Naomi's yoshi. ${ }^{*}$ We'll live in the House of Fuji. Without your consent, I must go to 70 America, to secure a new home for my bride."Eager to make his point, he'd been looking her full in the face. Abruptly, his voice turned gentle. "I see I've startled you. My humble apologies. I'll take no more of your evening. My address is on my card. If 75 you don't wish to contact me, I'll reapproach you in two weeks' time. Until then, good night."He bowed and left. Taking her ease, with effortless grace, like a cat making off with a fish."Mother?" Chie heard Naomi's low voice and 80 turned from the door. "He has asked you?"The sight of Naomi's clear eyes, her dark brows gave Chie strength. Maybe his hopes were preposterous."Where did you meet such a fellow? Imagine! $\mathrm{He}$ 85 thinks he can marry the Fuji heir and take her to America all in the snap of his fingers!"Chie waited for Naomi's ripe laughter.Naomi was silent. She stood a full half minute looking straight into Chie's eyes. Finally, she spoke.90 "I met him at my literary meeting."Naomi turned to go back into the house, then stopped."Mother.""Yes?"95 "I mean to have him."\begin{itemize}\item a man who marries a woman of higher status and takes her family's name\end{itemize}
Question: Which choice best describes what happens in the passage?
 A. One character argues with another character who intrudes on her home.
 B. One character receives a surprising request from another character.
 C. One character reminisces about choices she has made over the years.
 D. One character criticizes another character for pursuing an unexpected course of action.
Answer: B