Line 6) 7) (is) (20) ‘Questions 1-12 ‘As many as one thousand years ago in the Southwest, the Hopi and Zuni Indians of North America were building with adobe — sun-baked brick plastered with mud. Their homes looked remarkably like modern apartment houses. Some were four stories high and contained quarters for perhaps a thousand people, along with storerooms for grain and other goods. These dings were usually put up against cliffs, both to make construction easier and for defense against enemies. They were really villages in themselves, as latet Spanish explorers must have realized since they called them “pueblos,” which is Spanish for towns. ‘The people of the pueblos raised what are called “the three sisters” —com, beans, and squash. They made excellent pottery and wove marvelous baskets, some so fine that they could hold water. The Southwest has always been a dry country, where water is scarce. The Hopi and Zuni brought water from streams to their fields and gardens through irrigation ditches. Water ‘was so important that it played a major role in their religion, They developed elaborate ceremonies and religious rituals to bring rain. ‘The way of life of less-setled groups was simpler and more strongly influenced by nature. ‘Small tribes such as the Shoshone and Ute wandered the dry and mountainous lands between, the Rocky Mountains and the Pacific Ovean. They gathered seeds and hunted smal! animals such as rabbits and snakes. In the Far North the ancestors of today's Inuit hunted seals, walruses, ‘and the great whales. They lived right on the frozen seas in shelters called igloos built of blocks of packed snow. When summer came, they fished for salmon and hunted the lordly caribou. ‘The Cheyenne, Pawnee, and Sioux tribes, known as the Plains Indians, lived on the ‘grasslands between the Rocky Mountains and the Mississipp1 River. They hunted bison, ‘commonly called the buffalo, Its meat was the chief food of these tribes, and its hide was used ‘to make their clothing and the covering of their tents and tipi, 1. What does the passage mainly discuss? 3. ‘The word “They” in line 6 refers to (A) The architecture of early American (A) goods Indian buildings (B) buildings (B) The movement of American Indians, (© clifts across North America (D) enemies (©) Ceremonies and rituals of American, Indians 4. Itcan be inferred from the passage that (D) The way of life of American Indian the dwellings of the Hopi and Zamni were tribes in early North America (A) very small (B) highly advanced (C) difficult to defend (D) quickly constructed According to the passage, the Hopi and Zuni typically built their homes (A) invalleys (B) next to streams (©) on open plains (D) against cliffs unit PAI pace 62. The author uses the phrase “the three sisters” in Line 8 to refer to (A) Hopi women (B) family members (©) important crops (D) rain ceremonies The word “scarce” in line 10 is closest in meaning to (A) limited (B) hidden © pure (D) necessary ‘Which of the following is true of the Shoshone and Ute? (A) They were not as settled as the Hopi and Zuni. (B) They hunted caribou, (© They built their homes with adobe. (D) They did not have many religious ‘ceremonies ‘According to the passage, which of the following tribes lived in the grasslands? (A) The Shoshone and Ure (B) The Cheyenne and Sioux (©) The Hopi and Zuni {D) The Pawnee and Inuit 10. 12, Which of the following animals was ‘most important to the Plains Indians? (A) The salmon (B) The caribou (©) The seal (D) The buffalo ‘Which of the following is NOT ‘mentioned by the author as a dwelling place of early North Americans? (A) Log cabins (B) Adobe houses (©) Tipis (D) Taloos ‘The author gives an explanation for all of the following words EXCEPT (A) adobe {B) pueblos (©) caribou (D) bison ‘The author groups North American Indians according to their (A) tribes and geographical regions (B) arts and crafis (©) rituals and ceremonies (D) date of appearance on the continent unit FA page 63Line (5) (10) us) (20) Questions 13-22 Marianne Moore (1887-1972) once said that her writing could be called poetry only because there was no other name for it. Indeed her poems appear to be extremely compressed essays that happen to be printed in jagged lines on the page. Her subjects were varied: animals, laborers, artists, and the craft of poetry. From her general reading came quotations that she found striking or insightful. She included these in her poems, scrupulously enclosed in quotation marks, and sometimes identified in footnotes. Of this practice, she wrote, ‘Why the many quotation marks?’ I am asked . .. When a thing has been said so well that it could not be said better, why paraphrase it? Hence my writing is, if nota cabinet of fossils, a kind of collection of flies in amber." Close observation and concentration on detail are the methods of her poetry. Marianne Moore grew up in Kirkwood, Missouri, near St. Louis. After graduation from Bryn Mawr College in 1908, she taught commercial subjects at the Indian School in Carlisle, Pennsylvania. Later she became a librarian in New York City. During the 1920’s she was editor of The Dial, an important literary magazine of the period. She lived quietly all her life, mostly in Brooklyn, New York. She spent a lot of time at the Bronx Zoo, fascinated by animals. Her admiration of the Brooklyn Dodgers — before the team moved to Los Angeles — was widely known Her first book of poems was published in London in 1921 by a group of fiends associated with the Imagist movement. From that time on her poetry has been read with interest by succeeding generations of poets and readers. In 1952 she was awarded the Pulitzer Prize for her Collected Poems. She wrote that she did not write poetry “for money or fame. To eam a living is needful, but it can be done in routine ways. One writes because one has a burning desire to objectify what it is indispensable to one’s happiness to express ....” 13. What is the passage mainly about? 16. What does Moore refer tos “flies in amber" (line 9)? (A) The influence of the Imagists on Marianne Moore (A) A.common image in her poetry (B) Fssayists and poets of the 1920's (B) Poetry in the twentieth-century (©) The use of quotations in poetry (©) Concentration on detail (D) Marianne Moore's life and work (D) Quotations within her poetry 14. Which of the following can be inferred 17. The author mentions all ofthe following about Moore's poems? as jobs held by Moore EXCEPT (A) They are better known in Europe (A) commercial artist than the United States. (B) teacher (B) They do not use traditional verse (©) magazine editor forms. (D) librarian (©) They were all published in The Dial, (D) They tend to be abstract. 18. The word “period” in line 13 is closest in ‘meaning to 15. According to the passage Moore wrote ‘about all of the following EXCEPT (A) movement {B) school (A) artists © region (B) animals (D) time (C) fossils (D) workers19. Where did Moore spend most of her adult life? (A) In Kirkwood (B) In Brooklyn (©) InLos Angeles (D) InCarlsle 20. The word “succeeding” in line 19 is ‘closest in meaning to (A) inheriting (B) prospering (C) diverse () later ‘The word “it” in line 21 refers to (A) writing poetry (B) becoming famous (©) eaming a living (D) attracting readers It can be inferred from the passage that Moore wrote because she (A) wanted to win awards (B) was dissatisfied with what others wrote (C) felt a need to express herself (D) wanted to raise money for the Bronx 200 Unit FA page 65Line (3) 7) Questions 23-30 What makes it rin? Rain falls from clouds forthe same reason anything falls to Earth, ‘The Earth's gravity pulls it. But every cloud is made of water droplets or ice crystals. Why doesn’t rain or snow fall constantly from all clouds? The droplets orice crystals n clouds are exceedingly small. The effect of gravity on them is minute. Air currents move and lift droplets so that the net downward displacement is zero, even though the dropiets are in constant motion. ‘Droplets and ice crystais behave somewhat like dustin the air made visible ina shaft of sunlight. To the casual observer, dust seems to actin a totally random fashion, moving about chaotically without fixed direction. But in fact dust particles are much larger than water droplets and they finally fall. The average size of a cloud droplet is only 0,0004 inch in diameter. Itis 50 small that it would take sixteen hours to fall half a mile in perfectly still air, and it does not fall out of moving air at all. Only when the droplet grows to a diameter of 0.008 inch or larger can it fall from the cloud, The average raindrop contains a million times as much water as a tiny cloud droplet. The growth of a cloud droplet to a size large enough to fall out isthe cause of rain and other forms of precipitation. This important growth process is called “coalescence.” 23. What isthe main topic of the passage? 26. Ice crystals do NOT immediately fall to arth because (A) The mechanics of rain (B) The weather patterns of North (A) they are kept aloft by air currents “America {B) they combine with other chemicals (C) How Earth's gravity affects in the atmosphere agriculture (C)_ most of them evaporate ©) Types of clouds (D) theis elecsical charges draw them assay from the earth 24. The word “minute” inline 4is closest in ‘meaning to Which ofthe following? 27, "The word "random" in line 7s closest in meaning to (A) second @) tiny (A) unpredictable (C) slow (B) perplexing (D) steady (©) independent (D) abnormal 25. The word “motion” in line Sis closest in ‘meaning to (A) wind (B) change © movement (D) humidity unit FAI page 6628. What can be inferred about drops of 30. In this passage, what does the term ‘water larger than 0,008 inch in diameter? “eoalescence” refer to? (A) They never occur, (A) The gathering of small clouds to (B) They are not affected by the force form larger clouds of gravity. (B) The growth of droplets (©) Instill ir they would fall to earth. (C) Theeffect of gravity on precipitation (D) In moving air they fall at a speed of (D) The movement of dust particles in thirty-two miles per hour. the sunlight 29, How much bigger is a rain drop than a cloud droplet? (A) 200 times bigger (B) 1,000 times bigger (©) 100,000 times big: (D) 1,000,000 times bigger Unit FR page 67Line (3) (40) (as) Questions 31-40 People appear to be born to compute. The GiuinesicaDkills of children develop so early an scGGEKAB that ean to tage an intemal clock of mathematical maturity guiding their growth. Not long after leaming to walk and talk, they can set the table with impressive accuracy — one plate, ane knife, one spoon, one fork, for each of the five chairs. Soon they are capable of noting that they have placed five knives, spoons, and forks on the table and, abit later, that this amounts to fifteen pieces of silverware. Having thus mastered addition, hey ‘move on to subtraction. It seems almost reasonable to expect that if a child were secluded on a desert island at birth and retsieved seven years later, he of she vould enter a second-grade ‘mathematics class without any serious problems of intellectual adjustment. ‘Of course, the truth is not so simple. This century, the work of cognitive psychologists has illuminated the subtle forms of daily learning on which intellectual progress depends. Children were observed as they slowly grasped — or, asthe case might be, bumped into — concepts that adults take for granted, as they refused, for instance, to concede that quantity is unchanged as water pours from a short stout glass into a tall thin one, Psychologists have since demonstrated that young children, asked to count the pencils in a pile, readily report the number of blue or red pencils, but must be coaxed into finding the total. Such studies have suggested that the rudiments of mathematics are mastered gradually, and with effort. They have also suggested thatthe very concept of abstract numbers — the idea of a oneness. a twoness. a threeness that applies to any class of objects and is a prerequisite for doing anything more mathematically ‘demanding than setting a table — is itself far from innate, 31. What does the passage mainly discuss? 33, ‘The word “illuminated” in line 11 is closest in meaning to (A) Trends in teaching mathematics to - children (A) illustrated (8) The we of mathematics i child @) accepted psychology (© clarified (C) The development of mathematical (D) lighted ability in children (D) The fundamental concepts of 34, The author implies that most small mathematics tha children children believe that the quantity of ‘must learn water changes when it is transferred to acontainer of a different 52. canbe inferred from the passage thet children normally Jeam simple countins A) color ates aan m * (B) quality (A) s00n after they lento talk (© weight (B) by looking at the clock (D) shape (©) whon they begin to be ‘mathematically mature (D) after they reach second grade in sell unit FA page 6835. According to the passage, when small children were asked to count a pile of red and blue pencils they (A) counted the number af pencils of each color (B) guessed at the total number of pencils (© counted only the pen favorite color (D) subtracted the number of red pencils from the number of blue pencils of their 36. The word “They” in line 17 refers to (A) mathematicians (B) children (©) pencils (D) studies. 31. closest in meaning to (A) reason (B) theory (©) requirement (D) technique 38. 29, ‘The word “itself” in line 20 refers 10 (A) the total (B) the concept of abstract numbers (©) any class af abjects (D) setting a table With which of the following statements ‘would the author be LEAST likely to agree? (A) Children naturally and easily lear ‘mathematics (B) Children team to add before they Jeam to subtract. (C) Most people follow the same pattern of mathematical development. (D) Mathematical development ip subile and gradual ‘Where in the passage does the author give an example of a hypothetical experiment? (A) Lines 3-6 (B) Lines 7-9 (© Lines 11-14 (D) Lines 17-20 Unit FA page 69Line 3) (a as) (20) Questions 41-50 Botany, the study of plants, occupies a peculiar position in the history of human knowledge. For many thousands of years it was the one field of awareness about which humans had anything more than the vaguest of insights. Itis impossible to know today just wha our Stone ‘Age ancestors knew about plant, but from whas we can observe of preindustrial societies that still existya detailed learning of plants and their properties must be extremely ancient This is logical. Plants are the basis of the food pyramid forall living things, even for other plants. They have always been enormously important to the welfare of people, not only for food, but also for clothing, weapons, tools, dyes, medicines, shelter, and a great many other purposes. Tribes living today in the jungles of the Amazon recognize literally hundreds of plants and know ‘many propertics of each. To them botany, as such, has no name and is probably not even recognized as a special branch of “knowledge” at all ‘Unfortunately, the more industrialized we become the farther away we move from direct contact with plants, and the less distinct our knowledge of botany groves. Yet everyone comes unconsciously on an amazing amount of botanical knowledge, and few people will fail to recognize a rose, an apple, or an orchid, When our Neolithic ancestors, living in the Middle East about 10,000 years ago, discovered that certain grasses could be harvested and their seeds planted for richer yields the next season, the first great step in a new association of plants and hhumans was taken. Grains were discovered and trom them tlowed the marvel of agriculture: cultivated erops. From then on, humans would increasingly take their living from the controlled production of a few plants, rather than getting a little here and a litle there from many varieties that grew wild — and the accumulated knowledge of tens of thousands of years of experience and intimacy with plants in the wild would begin to fade away. 41. Which ofthe following assumptions about 43. What does the comment “This is logical” ‘early humans i expressed in the passage? in lines 5-6 mean’? (A) They probably had extensive (A) There isno clear way to determine knowledge of plants. the extent of our ancestors” (B) They divided knowledge into knowledge of plants. well-defined field (B) Itis not surprising that early (C) They did not enjoy the study of humans had a detailed botany. knowledge of plants. (D) They placed great importance on (C) Its reasonable to assume that our ‘ownership of property. ancestors behaved very much like people in preindustral societies. 42, The word “peculiar” in line 1 is closest (D) Human knowledge of plants is well in meaning to organized and very detailed. A) ear 44. The phrase “properties of each” in line 10 (B) large refers to each © unusual (D) important (A) tribe (B) hundred (C) plant (D) purpose unit FA page 7045. 46. Ia 41. According to the passage, why has ‘general knowledge of botany declined? (A) People no longer value plants as a useful resoure. (B) Botany is not recognized as a special branch of science. (C) Research is unable to keep up with the increasing number of plants. (©) Direct contact witha variety of plants has decreased. In line 15, what is the author's purpose in mentioning “a rose, an apple, or an orchid"? (A) To make the passage more poetic (B) Tocite examples of plants that are attractive (©) To give botanical examples that ‘most readers will recognize (D) Toillustrate the diversity of ‘botanical life According to the passage, what was the first great step toward the practice of agriculture? (A) The invention of agricultural implements and machinery (B) The development of a system of ‘names for plants (©) The discovery of grasses that could bbe harvested and replanted (D) The changing diets of early humans 48, 49. ‘The word “controlled” in line 191i closest in meaning to “@ B) © ©) abundant suanaged required advanced ‘The relationship between botany and agriculture is similar to the relationship between zoology (the study of animals) and (A) deer hunting (B) bird watching (C) sheep raising (D) horseback riding ‘Where inthe passage does the author describe the benefits people derive from plants? (A) Line 1 (B) Lines 6-8 (©) Lines 10-11 (D) Lines 13-15 This is the end of the questions for Practice Section 3. When you are ready, read “Review Material” on page 72. unit FA page 71