Full-Length ACT Practice Test

Topic 1.3 · Concept check

Passage 1, paragraph 1: The empty lot on Fifth Street had been fenced off for [years, nobody] could remember what used to stand there.

Which choice best replaces the bracketed portion? Choose NO CHANGE if it is best as written.

Topic 1.1 · Apply it

Passage 1, paragraph 2: [Gardening has many health benefits.] Last spring, three neighbors asked the city for permission to plant vegetables on the lot. After two months of meetings, the city agreed and lent them the land for free.

Which choice most effectively introduces the paragraph's focus on how the garden began?

Topic 1.2 · Apply it

Passage 1, paragraph 3: Over three weekends, the volunteers [worked together cooperatively as a team] to clear away broken glass and weeds.

Which choice best replaces the bracketed portion? Choose NO CHANGE if it is best as written.

Topic 1.3 · Concept check

Passage 1, paragraph 3: Each of the raised beds [were] built from recycled wood donated by a local hardware store.

Which choice best replaces the bracketed portion? Choose NO CHANGE if it is best as written.

Topic 1.1 · Apply it

Passage 1, paragraph 3: Each of the raised beds was built from recycled wood donated by a local hardware store. The volunteers filled the beds with soil and planted tomatoes, beans and squash.

The writer is considering adding this sentence after the first sentence: "Recycled wood is sometimes treated with chemicals."

Should the writer make this addition?

Topic 1.3 · Concept check

Passage 1, paragraph 4: By June, the [gardens] first tomatoes had ripened.

Which choice best replaces the bracketed portion? Choose NO CHANGE if it is best as written.

Topic 1.2 · Apply it

Passage 1, paragraph 4: Neighbors who had never spoken to each other before [hung out and stuff] while they weeded the rows.

Which choice best replaces the bracketed portion? Choose NO CHANGE if it is best as written.

Topic 1.3 · Concept check

Passage 1, paragraph 5: Last summer the garden [produces] more than four hundred pounds of vegetables.

Which choice best replaces the bracketed portion? Choose NO CHANGE if it is best as written.

Topic 1.1 · Apply it

Passage 1, paragraph 5: The volunteers had expected to grow food only for their own families. [For example,] they ended up giving more than half of the harvest to a local food pantry.

Which choice best replaces the bracketed portion? Choose NO CHANGE if it is best as written.

Topic 1.1 · Apply it

Passage 1 tells how three neighbors turned an empty lot into a community garden: asking the city for the land, building raised beds, harvesting their first crops, and giving food to a pantry.

Suppose the writer's goal had been to write an essay giving step-by-step instructions for starting a community garden in any town. Would this essay accomplish that goal?

Topic 1.3 · Concept check

Passage 2, paragraph 1: In 1817, Karl [Drais a German inventor, built] a two-wheeled "running machine."

Which choice best replaces the bracketed portion? Choose NO CHANGE if it is best as written.

Topic 1.1 · Apply it

Passage 2, paragraph 1: The running machine had two wheels but no pedals[, and Drais lived in the city of Mannheim]. Riders sat on a wooden frame and pushed themselves along with their feet.

The writer is considering deleting the bracketed portion and ending the sentence with a period after "pedals."

Should the writer make this deletion?

Topic 1.2 · Apply it

Passage 2, paragraph 1: Riders sat on a wooden frame and pushed themselves along with their feet[, moving forward in a forward direction].

Which choice best replaces the bracketed portion? Choose NO CHANGE if it is best as written.

Topic 1.3 · Concept check

Passage 2, paragraph 2: In the 1860s, inventors attached pedals to the front wheel. Riders loved the new machines, but [its] iron wheels made for a bumpy ride.

Which choice best replaces the bracketed portion? Choose NO CHANGE if it is best as written.

Topic 1.3 · Concept check

Passage 2, paragraph 2: Because the ride was so rough, the machines earned a memorable [nickname: the] "boneshaker."

Which choice best replaces the bracketed portion? Choose NO CHANGE if it is best as written.

Topic 1.1 · Apply it

Passage 2, paragraph 3: The high-wheeler of the 1870s was fast. [Consequently,] it was also dangerous: riders sat so high that a sudden stop could throw them over the handlebars.

Which choice best replaces the bracketed portion? Choose NO CHANGE if it is best as written.

Topic 1.3 · Concept check

Passage 2, paragraph 4: The safety bicycle, with its chain drive and two wheels of equal size, [were] much easier to ride.

Which choice best replaces the bracketed portion? Choose NO CHANGE if it is best as written.

Topic 1.2 · Apply it

Passage 2, paragraph 4: Air-filled rubber tires, introduced in the late 1880s, [softened] the ride over cobblestone streets.

Which choice best replaces the bracketed portion? Choose NO CHANGE if it is best as written.

Topic 1.1 · Apply it

Passage 2 traces how the bicycle changed from the running machine of 1817 to the safety bicycle with air-filled tires of the late 1880s.

Which choice would most effectively conclude the essay?

Topic 1.3 · Concept check

Passage 2, paragraph 5: Bicycles gave people a cheap way to travel, to exercise, and [for visiting] friends in nearby towns.

Which choice best replaces the bracketed portion? Choose NO CHANGE if it is best as written.

Topic 1.3 · Concept check

Passage 3, paragraph 1: When I first tried to bake [bread I] followed the recipe exactly.

Which choice best replaces the bracketed portion? Choose NO CHANGE if it is best as written.

Topic 1.2 · Apply it

Passage 3, paragraph 1: The loaf came out of the oven flat and dense, like a [brick that was dense and heavy].

Which choice best replaces the bracketed portion? Choose NO CHANGE if it is best as written.

Topic 1.1 · Apply it

Passage 3, paragraph 2: My grandmother looked at the flat loaf and explained that [I had not let the dough rise long enough].

Which choice provides the most relevant explanation of why the loaf failed?

Topic 1.3 · Concept check

Passage 3, paragraph 3: The next weekend, I [try] again, this time waiting two full hours before baking.

Which choice best replaces the bracketed portion? Choose NO CHANGE if it is best as written.

Topic 1.1 · Apply it

Passage 3, paragraph 3: My grandmother, [who had baked bread every week for fifty years,] watched me shape the dough and nodded.

Which choice best shows that the grandmother is an experienced baker whose approval matters?

Topic 1.1 · Apply it

Passage 3, paragraph 4: When the timer rang, I opened the oven. [I could smell the bread from the hallway.] The loaf had risen high above the pan.

If the writer deleted the bracketed sentence, the paragraph would mainly lose:

Topic 1.2 · Apply it

Passage 3, paragraph 4: The loaf had risen [up high above] the edge of the pan.

Which choice best replaces the bracketed portion? Choose NO CHANGE if it is best as written.

Topic 1.1 · Apply it

Passage 3, paragraph 4: The loaf had risen above the edge of the pan. [The crust was golden, and the inside was soft and airy.]

The writer wants to show clearly that the second attempt succeeded. Which choice best accomplishes this goal?

Topic 1.1 · Apply it

Passage 3, paragraph 5: Baking bread taught me [that good things often take time].

Which choice best concludes the essay by connecting to the lesson the writer learned from waiting for the dough to rise?

Topic 1.3 · Concept check

Passage 3, paragraph 5: Now I know that the dough needs time to do [it's] work.

Which choice best replaces the bracketed portion? Choose NO CHANGE if it is best as written.

Topic 1.3 · Concept check

Passage 4, paragraph 1: The Brooklyn Bridge, [which opened in 1883 was] the longest suspension bridge in the world at the time.

Which choice best replaces the bracketed portion? Choose NO CHANGE if it is best as written.

Topic 1.1 · Apply it

Passage 4, paragraph 2: To build the towers, workers dug inside huge underwater chambers called caissons. The air inside was kept at high pressure to hold back the water.

The writer is considering adding this sentence at the end of the paragraph: "Today, many tourists walk across the bridge to enjoy the view."

Should the writer make this addition?

Topic 1.2 · Apply it

Passage 4, paragraph 3: John Roebling, who designed the bridge, died in 1869, and his son, Washington Roebling, [took over] as chief engineer.

Which choice best replaces the bracketed portion? Choose NO CHANGE if it is best as written.

Topic 1.3 · Concept check

Passage 4, paragraph 3: Workers in the underwater chambers [was] at risk of a painful illness that came from leaving high-pressure air too quickly.

Which choice best replaces the bracketed portion? Choose NO CHANGE if it is best as written.

Topic 1.1 · Apply it

Passage 4, paragraph 4: Washington Roebling himself became ill and could no longer visit the site. [ ] His wife, Emily Warren Roebling, carried his instructions to the engineers and workers.

Which choice, inserted at the bracketed point, provides the most effective transition between the two sentences?

Topic 1.1 · Apply it

Passage 4, paragraph 4: Emily studied engineering topics such as how steel cables are made and strung. [Nevertheless,] she was able to answer the engineers' detailed questions.

Which choice best replaces the bracketed portion? Choose NO CHANGE if it is best as written.

Topic 1.2 · Apply it

Passage 4, paragraph 5: Shortly before the official opening, Emily became [the person who was the first] to cross the finished bridge by carriage.

Which choice best replaces the bracketed portion? Choose NO CHANGE if it is best as written.

Topic 1.3 · Concept check

Passage 4, paragraph 5: The [bridges] opening ceremony in May 1883 drew enormous crowds.

Which choice best replaces the bracketed portion? Choose NO CHANGE if it is best as written.

Topic 1.1 · Apply it

Passage 4 describes the building of the Brooklyn Bridge, including Washington Roebling's illness and how his wife, Emily, carried his instructions to the workers and learned enough engineering to answer their questions.

The writer wants to end the essay by emphasizing Emily Roebling's role in completing the bridge. Which choice best accomplishes this goal?

Topic 1.3 · Concept check

Passage 4, paragraph 5: Historians now credit both Washington and [she] with completing the project.

Which choice best replaces the bracketed portion? Choose NO CHANGE if it is best as written.

Topic 1.3 · Concept check

Passage 5, paragraph 1: In 1731, Benjamin Franklin and a group of friends founded the Library Company of [Philadelphia, it] was one of the first lending libraries in the American colonies.

Which choice best replaces the bracketed portion? Choose NO CHANGE if it is best as written.

Topic 1.1 · Apply it

Passage 5, paragraph 1: [ ] In 1731, Benjamin Franklin and a group of friends founded the Library Company of Philadelphia, which was one of the first lending libraries in the American colonies.

Which choice, inserted at the bracketed point, would most effectively introduce the essay's topic?

Topic 1.2 · Apply it

Passage 5, paragraph 2: At the time, books were [super pricey], so few people could afford to own many of them.

Which choice best replaces the bracketed portion? Choose NO CHANGE if it is best as written.

Topic 1.3 · Concept check

Passage 5, paragraph 2: Each member [paying] a fee to join, and the money was used to buy books from London.

Which choice best replaces the bracketed portion? Choose NO CHANGE if it is best as written.

Topic 1.1 · Apply it

Passage 5, paragraph 3: The library soon became an important part of life in the city. [ ]

The writer wants to add evidence that supports the claim in this sentence. Which kind of information would best do so?

Topic 1.3 · Concept check

Passage 5, paragraph 3: Members could borrow [books, and return] them when they had finished reading.

Which choice best replaces the bracketed portion? Choose NO CHANGE if it is best as written.

Topic 1.2 · Apply it

Passage 5, paragraph 3: The library [first began] in a room in a member's home.

Which choice best replaces the bracketed portion? Choose NO CHANGE if it is best as written.

Topic 1.3 · Concept check

Passage 5, paragraph 4: Over the next decades, the collection grew [rapid].

Which choice best replaces the bracketed portion? Choose NO CHANGE if it is best as written.

Topic 1.1 · Apply it

Passage 5, paragraph 4: Over the next decades, the collection grew rapidly. [Franklin is often credited with inventing bifocal glasses.] Members could borrow books on science, history and travel.

The writer is considering deleting the bracketed sentence.

Should the writer make this deletion?

Topic 1.1 · Apply it

Passage 5, paragraph 4 ends: Members could borrow books on science, history and travel.
The next paragraph begins: Today, public libraries across the United States lend books to anyone with a library card, free of charge.

Which choice, added at the end of paragraph 4, would provide the most effective transition to the next paragraph?

Topic 2.1 · Concept check

For i = √−1, what is the product (3 + 2i)(1 − i)?

Topic 2.1 · Concept check

What is the value of 8^2/3?

Topic 2.1 · Concept check

Vectors u = ⟨2, −3⟩ and v = ⟨−1, 5⟩. What is u + v?

Topic 2.1 · Concept check

What is the least common multiple of 12 and 18?

Topic 2.1 · Concept check

Which of the following numbers is irrational?

Topic 2.2 · Concept check

If 5(x − 2) = 3x + 6, what is the value of x?

Topic 2.2 · Concept check

Which expression is equivalent to (x + 3)²?

Topic 2.2 · Concept check

The lines y = 2x + 1 and y = −x + 7 intersect at which point?

Topic 2.2 · Concept check

What is the sum of all solutions to the equation |x − 4| = 7?

Topic 2.2 · Concept check

Which inequality describes all values of x for which 3 − 4x ≤ 15?

Topic 2.2 · Apply it

A theater sold 50 tickets for a total of $480. Adult tickets cost $12 and student tickets cost $8. How many adult tickets were sold?

Topic 2.2 · Concept check

If x² − 5x − 14 = 0 and x > 0, what is the value of x?

Topic 2.2 · Concept check

For nonzero x and y, which expression is equivalent to (6x³y²) / (2xy)?

Topic 2.3 · Concept check

For f(x) = 3x² − x, what is f(2)?

Topic 2.3 · Concept check

If f(x) = 2x + 1 and g(x) = x − 3, what is f(g(5))?

Topic 2.3 · Concept check

What is the domain of f(x) = √(x − 3) for real values of f(x)?

Topic 2.3 · Concept check

What is the value of log₂(32)?

Topic 2.3 · Apply it

A car worth $20,000 loses 15% of its value each year. Which function gives its value V, in dollars, after t years?

Topic 2.3 · Concept check

What is the 20th term of the arithmetic sequence 7, 11, 15, 19, …?

Topic 2.3 · Concept check

The graph of y = x² is shifted 3 units to the right and 2 units up. Which equation describes the new graph?

Topic 2.3 · Concept check

What is the value of sin(π/6)?

Topic 2.4 · Concept check

What is the distance between the points (1, 2) and (4, 6) in the coordinate plane?

Topic 2.4 · Concept check

What is the midpoint of the segment joining (−2, 4) and (6, 0)?

Topic 2.4 · Concept check

What is the circumference of a circle with a diameter of 10?

Topic 2.4 · Concept check

A triangle has a base of 12 inches and a height of 7 inches. What is its area, in square inches?

Topic 2.4 · Concept check

What is the sum of the interior angles of a hexagon?

Topic 2.4 · Concept check

What is the volume of a cylinder with a radius of 3 and a height of 5?

Topic 2.4 · Concept check

Which equation describes a circle with center (2, −1) and radius 4?

Topic 2.4 · Concept check

In a 30°-60°-90° triangle, the hypotenuse has length 10. What is the length of the side opposite the 30° angle?

Topic 2.5 · Concept check

A bag holds 4 red, 6 blue and 10 green marbles. One marble is chosen at random. What is the probability that it is blue?

Topic 2.5 · Concept check

The mean of five numbers is 12. Four of the numbers are 10, 14, 9 and 15. What is the fifth number?

Topic 2.5 · Concept check

What is the range of the data set 3, 8, 15, 4, 20?

Topic 2.5 · Concept check

In how many different orders can 4 different books be arranged on a shelf?

Topic 2.5 · Concept check

Two fair coins are tossed. What is the probability that both land heads up?

Topic 2.5 · Concept check

The probability of rain on Saturday is 0.3 and on Sunday is 0.4. If the two events are independent, what is the probability that it rains on both days?

Topic 2.6 · Apply it

After a 20% discount, a shirt costs $40. What was its original price?

Topic 2.6 · Apply it

A car uses 3 gallons of gas to travel 84 miles. At the same rate, how many gallons will it use to travel 140 miles?

Topic 2.6 · Apply it

A rectangular room is 12 feet by 15 feet. Carpet costs $3 per square foot. How much will it cost to carpet the whole floor?

Topic 2.6 · Apply it

A store raises the price of a jacket by 10% and later lowers the new price by 10%. Compared with the original price, the final price is:

Topic 2.6 · Apply it

A recipe that serves 4 people uses 2/3 cup of sugar. How many cups of sugar are needed to serve 10 people?

Topic 2.6 · Apply it

Maya drives 60 miles at 30 miles per hour and then another 60 miles at 60 miles per hour. What is her average speed for the whole trip, in miles per hour?

Topic 2.6 · Apply it

On a map, 1 inch represents 25 miles. How many miles do 3.5 inches represent?

Topic 2.6 · Apply it

A worker earns $15 per hour for the first 40 hours in a week and 1.5 times that rate for each hour over 40. How much does the worker earn for 46 hours?

Topic 2.6 · Concept check

A square has an area of 49 square units. What is its perimeter, in units?

Topic 2.6 · Apply it

A rectangular garden is twice as long as it is wide, and its perimeter is 60 feet. What is its area, in square feet?

Topic 3.1 · Apply it

Literary narrative: "The Radio"

(1) The radio had been silent for eleven years when Nadia found it in the back of her grandfather's closet, wrapped in a faded blue towel. It was larger than she expected: a wooden box with a cloth front and two brass knobs, one of them missing its cap.

(2) "That was your grandmother's," Grandpa Yusuf said from the doorway. He didn't come any closer. "She listened to the evening news on it every night. After she passed, I couldn't stand the quiet it made when it was off, so I stopped turning it on."

(3) Nadia set the radio on the kitchen table. She had fixed her friends' phones and her own bike more times than she could count, and she liked the feeling of a problem giving way, piece by piece. She asked if she could try. Her grandfather shrugged, which she had learned meant yes.

(4) For three evenings she worked at the table while he read the newspaper in the next chair, pretending not to watch. She found a broken wire, cleaned rust from the contacts and ordered a replacement part online. Each time she tested the radio, the speaker gave only a dry hiss.

(5) On the fourth evening, the hiss broke into a man's voice reading the weather. Nadia turned, grinning, but her grandfather had put down his paper. He was leaning toward the radio with his eyes closed, and for a long moment neither of them said anything.

(6) "Same station," he finally said. "She always had it on this one." He reached over and turned the volume up a little.

The passage is mainly about:

Topic 3.1 · Apply it

Literary narrative: "The Radio"

(1) The radio had been silent for eleven years when Nadia found it in the back of her grandfather's closet, wrapped in a faded blue towel. It was larger than she expected: a wooden box with a cloth front and two brass knobs, one of them missing its cap.

(2) "That was your grandmother's," Grandpa Yusuf said from the doorway. He didn't come any closer. "She listened to the evening news on it every night. After she passed, I couldn't stand the quiet it made when it was off, so I stopped turning it on."

(3) Nadia set the radio on the kitchen table. She had fixed her friends' phones and her own bike more times than she could count, and she liked the feeling of a problem giving way, piece by piece. She asked if she could try. Her grandfather shrugged, which she had learned meant yes.

(4) For three evenings she worked at the table while he read the newspaper in the next chair, pretending not to watch. She found a broken wire, cleaned rust from the contacts and ordered a replacement part online. Each time she tested the radio, the speaker gave only a dry hiss.

(5) On the fourth evening, the hiss broke into a man's voice reading the weather. Nadia turned, grinning, but her grandfather had put down his paper. He was leaning toward the radio with his eyes closed, and for a long moment neither of them said anything.

(6) "Same station," he finally said. "She always had it on this one." He reached over and turned the volume up a little.

According to the passage, Grandpa Yusuf stopped turning on the radio because:

Topic 3.1 · Apply it

Literary narrative: "The Radio"

(1) The radio had been silent for eleven years when Nadia found it in the back of her grandfather's closet, wrapped in a faded blue towel. It was larger than she expected: a wooden box with a cloth front and two brass knobs, one of them missing its cap.

(2) "That was your grandmother's," Grandpa Yusuf said from the doorway. He didn't come any closer. "She listened to the evening news on it every night. After she passed, I couldn't stand the quiet it made when it was off, so I stopped turning it on."

(3) Nadia set the radio on the kitchen table. She had fixed her friends' phones and her own bike more times than she could count, and she liked the feeling of a problem giving way, piece by piece. She asked if she could try. Her grandfather shrugged, which she had learned meant yes.

(4) For three evenings she worked at the table while he read the newspaper in the next chair, pretending not to watch. She found a broken wire, cleaned rust from the contacts and ordered a replacement part online. Each time she tested the radio, the speaker gave only a dry hiss.

(5) On the fourth evening, the hiss broke into a man's voice reading the weather. Nadia turned, grinning, but her grandfather had put down his paper. He was leaning toward the radio with his eyes closed, and for a long moment neither of them said anything.

(6) "Same station," he finally said. "She always had it on this one." He reached over and turned the volume up a little.

In paragraph 3, the grandfather's shrug indicates that he:

Topic 3.2 · Apply it

Literary narrative: "The Radio"

(1) The radio had been silent for eleven years when Nadia found it in the back of her grandfather's closet, wrapped in a faded blue towel. It was larger than she expected: a wooden box with a cloth front and two brass knobs, one of them missing its cap.

(2) "That was your grandmother's," Grandpa Yusuf said from the doorway. He didn't come any closer. "She listened to the evening news on it every night. After she passed, I couldn't stand the quiet it made when it was off, so I stopped turning it on."

(3) Nadia set the radio on the kitchen table. She had fixed her friends' phones and her own bike more times than she could count, and she liked the feeling of a problem giving way, piece by piece. She asked if she could try. Her grandfather shrugged, which she had learned meant yes.

(4) For three evenings she worked at the table while he read the newspaper in the next chair, pretending not to watch. She found a broken wire, cleaned rust from the contacts and ordered a replacement part online. Each time she tested the radio, the speaker gave only a dry hiss.

(5) On the fourth evening, the hiss broke into a man's voice reading the weather. Nadia turned, grinning, but her grandfather had put down his paper. He was leaning toward the radio with his eyes closed, and for a long moment neither of them said anything.

(6) "Same station," he finally said. "She always had it on this one." He reached over and turned the volume up a little.

As it is used in paragraph 3, the phrase "giving way" most nearly means:

Topic 3.1 · Apply it

Literary narrative: "The Radio"

(1) The radio had been silent for eleven years when Nadia found it in the back of her grandfather's closet, wrapped in a faded blue towel. It was larger than she expected: a wooden box with a cloth front and two brass knobs, one of them missing its cap.

(2) "That was your grandmother's," Grandpa Yusuf said from the doorway. He didn't come any closer. "She listened to the evening news on it every night. After she passed, I couldn't stand the quiet it made when it was off, so I stopped turning it on."

(3) Nadia set the radio on the kitchen table. She had fixed her friends' phones and her own bike more times than she could count, and she liked the feeling of a problem giving way, piece by piece. She asked if she could try. Her grandfather shrugged, which she had learned meant yes.

(4) For three evenings she worked at the table while he read the newspaper in the next chair, pretending not to watch. She found a broken wire, cleaned rust from the contacts and ordered a replacement part online. Each time she tested the radio, the speaker gave only a dry hiss.

(5) On the fourth evening, the hiss broke into a man's voice reading the weather. Nadia turned, grinning, but her grandfather had put down his paper. He was leaning toward the radio with his eyes closed, and for a long moment neither of them said anything.

(6) "Same station," he finally said. "She always had it on this one." He reached over and turned the volume up a little.

In paragraph 4, the detail that the grandfather was "pretending not to watch" suggests that he:

Topic 3.2 · Apply it

Literary narrative: "The Radio"

(1) The radio had been silent for eleven years when Nadia found it in the back of her grandfather's closet, wrapped in a faded blue towel. It was larger than she expected: a wooden box with a cloth front and two brass knobs, one of them missing its cap.

(2) "That was your grandmother's," Grandpa Yusuf said from the doorway. He didn't come any closer. "She listened to the evening news on it every night. After she passed, I couldn't stand the quiet it made when it was off, so I stopped turning it on."

(3) Nadia set the radio on the kitchen table. She had fixed her friends' phones and her own bike more times than she could count, and she liked the feeling of a problem giving way, piece by piece. She asked if she could try. Her grandfather shrugged, which she had learned meant yes.

(4) For three evenings she worked at the table while he read the newspaper in the next chair, pretending not to watch. She found a broken wire, cleaned rust from the contacts and ordered a replacement part online. Each time she tested the radio, the speaker gave only a dry hiss.

(5) On the fourth evening, the hiss broke into a man's voice reading the weather. Nadia turned, grinning, but her grandfather had put down his paper. He was leaning toward the radio with his eyes closed, and for a long moment neither of them said anything.

(6) "Same station," he finally said. "She always had it on this one." He reached over and turned the volume up a little.

The detail that one knob was "missing its cap" (paragraph 1) mainly serves to:

Topic 3.1 · Apply it

Literary narrative: "The Radio"

(1) The radio had been silent for eleven years when Nadia found it in the back of her grandfather's closet, wrapped in a faded blue towel. It was larger than she expected: a wooden box with a cloth front and two brass knobs, one of them missing its cap.

(2) "That was your grandmother's," Grandpa Yusuf said from the doorway. He didn't come any closer. "She listened to the evening news on it every night. After she passed, I couldn't stand the quiet it made when it was off, so I stopped turning it on."

(3) Nadia set the radio on the kitchen table. She had fixed her friends' phones and her own bike more times than she could count, and she liked the feeling of a problem giving way, piece by piece. She asked if she could try. Her grandfather shrugged, which she had learned meant yes.

(4) For three evenings she worked at the table while he read the newspaper in the next chair, pretending not to watch. She found a broken wire, cleaned rust from the contacts and ordered a replacement part online. Each time she tested the radio, the speaker gave only a dry hiss.

(5) On the fourth evening, the hiss broke into a man's voice reading the weather. Nadia turned, grinning, but her grandfather had put down his paper. He was leaning toward the radio with his eyes closed, and for a long moment neither of them said anything.

(6) "Same station," he finally said. "She always had it on this one." He reached over and turned the volume up a little.

Which of the following events happens last in the passage?

Topic 3.2 · Apply it

Literary narrative: "The Radio"

(1) The radio had been silent for eleven years when Nadia found it in the back of her grandfather's closet, wrapped in a faded blue towel. It was larger than she expected: a wooden box with a cloth front and two brass knobs, one of them missing its cap.

(2) "That was your grandmother's," Grandpa Yusuf said from the doorway. He didn't come any closer. "She listened to the evening news on it every night. After she passed, I couldn't stand the quiet it made when it was off, so I stopped turning it on."

(3) Nadia set the radio on the kitchen table. She had fixed her friends' phones and her own bike more times than she could count, and she liked the feeling of a problem giving way, piece by piece. She asked if she could try. Her grandfather shrugged, which she had learned meant yes.

(4) For three evenings she worked at the table while he read the newspaper in the next chair, pretending not to watch. She found a broken wire, cleaned rust from the contacts and ordered a replacement part online. Each time she tested the radio, the speaker gave only a dry hiss.

(5) On the fourth evening, the hiss broke into a man's voice reading the weather. Nadia turned, grinning, but her grandfather had put down his paper. He was leaning toward the radio with his eyes closed, and for a long moment neither of them said anything.

(6) "Same station," he finally said. "She always had it on this one." He reached over and turned the volume up a little.

The point of view from which the passage is told is best described as that of:

Topic 3.1 · Apply it

Literary narrative: "The Radio"

(1) The radio had been silent for eleven years when Nadia found it in the back of her grandfather's closet, wrapped in a faded blue towel. It was larger than she expected: a wooden box with a cloth front and two brass knobs, one of them missing its cap.

(2) "That was your grandmother's," Grandpa Yusuf said from the doorway. He didn't come any closer. "She listened to the evening news on it every night. After she passed, I couldn't stand the quiet it made when it was off, so I stopped turning it on."

(3) Nadia set the radio on the kitchen table. She had fixed her friends' phones and her own bike more times than she could count, and she liked the feeling of a problem giving way, piece by piece. She asked if she could try. Her grandfather shrugged, which she had learned meant yes.

(4) For three evenings she worked at the table while he read the newspaper in the next chair, pretending not to watch. She found a broken wire, cleaned rust from the contacts and ordered a replacement part online. Each time she tested the radio, the speaker gave only a dry hiss.

(5) On the fourth evening, the hiss broke into a man's voice reading the weather. Nadia turned, grinning, but her grandfather had put down his paper. He was leaning toward the radio with his eyes closed, and for a long moment neither of them said anything.

(6) "Same station," he finally said. "She always had it on this one." He reached over and turned the volume up a little.

The final paragraph most strongly suggests that Grandpa Yusuf:

Topic 3.1 · Apply it

Social science: "Why Shared Bikes Spread"

(1) In the last two decades, bike-sharing programs have appeared in hundreds of cities around the world. The idea is simple: riders pick up a bicycle at one station, ride it across town and leave it at another. Yet many of the earliest experiments with shared bikes, in the 1960s and 1970s, failed. Bikes left free on the street were often stolen or damaged, and no one was responsible for repairing them.

(2) Modern systems have succeeded largely because of technology. Docking stations lock each bike in place, and riders unlock one with a card or a phone app that records who has it. Because every trip is linked to a user, bikes are far less likely to disappear. Sensors also tell operators which stations are running empty, so workers can move bikes to where they are needed.

(3) Bike sharing has also benefited from a shift in how city planners think about streets. Many planners now see cycling not as a hobby but as part of the transportation system, like buses and trains. Shared bikes can cover the "last mile" between a train station and a rider's home or office, a trip that is often too long to walk comfortably but too short to be worth driving.

(4) Still, bike sharing is not a cure for every city's problems. Systems work best where stations are close together and streets feel safe for cyclists. In neighborhoods with few protected bike lanes, many residents remain unwilling to ride, no matter how convenient the bikes are. For bike sharing to keep growing, cities must invest in the streets as well as the bikes.

Which statement best expresses the main idea of the passage?

Topic 3.1 · Apply it

Social science: "Why Shared Bikes Spread"

(1) In the last two decades, bike-sharing programs have appeared in hundreds of cities around the world. The idea is simple: riders pick up a bicycle at one station, ride it across town and leave it at another. Yet many of the earliest experiments with shared bikes, in the 1960s and 1970s, failed. Bikes left free on the street were often stolen or damaged, and no one was responsible for repairing them.

(2) Modern systems have succeeded largely because of technology. Docking stations lock each bike in place, and riders unlock one with a card or a phone app that records who has it. Because every trip is linked to a user, bikes are far less likely to disappear. Sensors also tell operators which stations are running empty, so workers can move bikes to where they are needed.

(3) Bike sharing has also benefited from a shift in how city planners think about streets. Many planners now see cycling not as a hobby but as part of the transportation system, like buses and trains. Shared bikes can cover the "last mile" between a train station and a rider's home or office, a trip that is often too long to walk comfortably but too short to be worth driving.

(4) Still, bike sharing is not a cure for every city's problems. Systems work best where stations are close together and streets feel safe for cyclists. In neighborhoods with few protected bike lanes, many residents remain unwilling to ride, no matter how convenient the bikes are. For bike sharing to keep growing, cities must invest in the streets as well as the bikes.

According to the passage, many early bike-sharing experiments failed mainly because:

Topic 3.1 · Apply it

Social science: "Why Shared Bikes Spread"

(1) In the last two decades, bike-sharing programs have appeared in hundreds of cities around the world. The idea is simple: riders pick up a bicycle at one station, ride it across town and leave it at another. Yet many of the earliest experiments with shared bikes, in the 1960s and 1970s, failed. Bikes left free on the street were often stolen or damaged, and no one was responsible for repairing them.

(2) Modern systems have succeeded largely because of technology. Docking stations lock each bike in place, and riders unlock one with a card or a phone app that records who has it. Because every trip is linked to a user, bikes are far less likely to disappear. Sensors also tell operators which stations are running empty, so workers can move bikes to where they are needed.

(3) Bike sharing has also benefited from a shift in how city planners think about streets. Many planners now see cycling not as a hobby but as part of the transportation system, like buses and trains. Shared bikes can cover the "last mile" between a train station and a rider's home or office, a trip that is often too long to walk comfortably but too short to be worth driving.

(4) Still, bike sharing is not a cure for every city's problems. Systems work best where stations are close together and streets feel safe for cyclists. In neighborhoods with few protected bike lanes, many residents remain unwilling to ride, no matter how convenient the bikes are. For bike sharing to keep growing, cities must invest in the streets as well as the bikes.

According to paragraph 2, linking every trip to a user made bikes:

Topic 3.2 · Apply it

Social science: "Why Shared Bikes Spread"

(1) In the last two decades, bike-sharing programs have appeared in hundreds of cities around the world. The idea is simple: riders pick up a bicycle at one station, ride it across town and leave it at another. Yet many of the earliest experiments with shared bikes, in the 1960s and 1970s, failed. Bikes left free on the street were often stolen or damaged, and no one was responsible for repairing them.

(2) Modern systems have succeeded largely because of technology. Docking stations lock each bike in place, and riders unlock one with a card or a phone app that records who has it. Because every trip is linked to a user, bikes are far less likely to disappear. Sensors also tell operators which stations are running empty, so workers can move bikes to where they are needed.

(3) Bike sharing has also benefited from a shift in how city planners think about streets. Many planners now see cycling not as a hobby but as part of the transportation system, like buses and trains. Shared bikes can cover the "last mile" between a train station and a rider's home or office, a trip that is often too long to walk comfortably but too short to be worth driving.

(4) Still, bike sharing is not a cure for every city's problems. Systems work best where stations are close together and streets feel safe for cyclists. In neighborhoods with few protected bike lanes, many residents remain unwilling to ride, no matter how convenient the bikes are. For bike sharing to keep growing, cities must invest in the streets as well as the bikes.

As it is used in paragraph 3, the phrase "last mile" refers to:

Topic 3.2 · Apply it

Social science: "Why Shared Bikes Spread"

(1) In the last two decades, bike-sharing programs have appeared in hundreds of cities around the world. The idea is simple: riders pick up a bicycle at one station, ride it across town and leave it at another. Yet many of the earliest experiments with shared bikes, in the 1960s and 1970s, failed. Bikes left free on the street were often stolen or damaged, and no one was responsible for repairing them.

(2) Modern systems have succeeded largely because of technology. Docking stations lock each bike in place, and riders unlock one with a card or a phone app that records who has it. Because every trip is linked to a user, bikes are far less likely to disappear. Sensors also tell operators which stations are running empty, so workers can move bikes to where they are needed.

(3) Bike sharing has also benefited from a shift in how city planners think about streets. Many planners now see cycling not as a hobby but as part of the transportation system, like buses and trains. Shared bikes can cover the "last mile" between a train station and a rider's home or office, a trip that is often too long to walk comfortably but too short to be worth driving.

(4) Still, bike sharing is not a cure for every city's problems. Systems work best where stations are close together and streets feel safe for cyclists. In neighborhoods with few protected bike lanes, many residents remain unwilling to ride, no matter how convenient the bikes are. For bike sharing to keep growing, cities must invest in the streets as well as the bikes.

The main function of paragraph 4 is to:

Topic 3.2 · Apply it

Social science: "Why Shared Bikes Spread"

(1) In the last two decades, bike-sharing programs have appeared in hundreds of cities around the world. The idea is simple: riders pick up a bicycle at one station, ride it across town and leave it at another. Yet many of the earliest experiments with shared bikes, in the 1960s and 1970s, failed. Bikes left free on the street were often stolen or damaged, and no one was responsible for repairing them.

(2) Modern systems have succeeded largely because of technology. Docking stations lock each bike in place, and riders unlock one with a card or a phone app that records who has it. Because every trip is linked to a user, bikes are far less likely to disappear. Sensors also tell operators which stations are running empty, so workers can move bikes to where they are needed.

(3) Bike sharing has also benefited from a shift in how city planners think about streets. Many planners now see cycling not as a hobby but as part of the transportation system, like buses and trains. Shared bikes can cover the "last mile" between a train station and a rider's home or office, a trip that is often too long to walk comfortably but too short to be worth driving.

(4) Still, bike sharing is not a cure for every city's problems. Systems work best where stations are close together and streets feel safe for cyclists. In neighborhoods with few protected bike lanes, many residents remain unwilling to ride, no matter how convenient the bikes are. For bike sharing to keep growing, cities must invest in the streets as well as the bikes.

The author's attitude toward bike sharing is best described as:

Topic 3.3 · Experiment

Social science: "Why Shared Bikes Spread"

(1) In the last two decades, bike-sharing programs have appeared in hundreds of cities around the world. The idea is simple: riders pick up a bicycle at one station, ride it across town and leave it at another. Yet many of the earliest experiments with shared bikes, in the 1960s and 1970s, failed. Bikes left free on the street were often stolen or damaged, and no one was responsible for repairing them.

(2) Modern systems have succeeded largely because of technology. Docking stations lock each bike in place, and riders unlock one with a card or a phone app that records who has it. Because every trip is linked to a user, bikes are far less likely to disappear. Sensors also tell operators which stations are running empty, so workers can move bikes to where they are needed.

(3) Bike sharing has also benefited from a shift in how city planners think about streets. Many planners now see cycling not as a hobby but as part of the transportation system, like buses and trains. Shared bikes can cover the "last mile" between a train station and a rider's home or office, a trip that is often too long to walk comfortably but too short to be worth driving.

(4) Still, bike sharing is not a cure for every city's problems. Systems work best where stations are close together and streets feel safe for cyclists. In neighborhoods with few protected bike lanes, many residents remain unwilling to ride, no matter how convenient the bikes are. For bike sharing to keep growing, cities must invest in the streets as well as the bikes.

Which finding, if true, would most strongly support the claim in paragraph 4?

Topic 3.3 · Apply it

Social science: "Why Shared Bikes Spread"

(1) In the last two decades, bike-sharing programs have appeared in hundreds of cities around the world. The idea is simple: riders pick up a bicycle at one station, ride it across town and leave it at another. Yet many of the earliest experiments with shared bikes, in the 1960s and 1970s, failed. Bikes left free on the street were often stolen or damaged, and no one was responsible for repairing them.

(2) Modern systems have succeeded largely because of technology. Docking stations lock each bike in place, and riders unlock one with a card or a phone app that records who has it. Because every trip is linked to a user, bikes are far less likely to disappear. Sensors also tell operators which stations are running empty, so workers can move bikes to where they are needed.

(3) Bike sharing has also benefited from a shift in how city planners think about streets. Many planners now see cycling not as a hobby but as part of the transportation system, like buses and trains. Shared bikes can cover the "last mile" between a train station and a rider's home or office, a trip that is often too long to walk comfortably but too short to be worth driving.

(4) Still, bike sharing is not a cure for every city's problems. Systems work best where stations are close together and streets feel safe for cyclists. In neighborhoods with few protected bike lanes, many residents remain unwilling to ride, no matter how convenient the bikes are. For bike sharing to keep growing, cities must invest in the streets as well as the bikes.

Based on the passage as a whole, the author would most likely agree that:

Topic 3.1 · Apply it

Social science: "Why Shared Bikes Spread"

(1) In the last two decades, bike-sharing programs have appeared in hundreds of cities around the world. The idea is simple: riders pick up a bicycle at one station, ride it across town and leave it at another. Yet many of the earliest experiments with shared bikes, in the 1960s and 1970s, failed. Bikes left free on the street were often stolen or damaged, and no one was responsible for repairing them.

(2) Modern systems have succeeded largely because of technology. Docking stations lock each bike in place, and riders unlock one with a card or a phone app that records who has it. Because every trip is linked to a user, bikes are far less likely to disappear. Sensors also tell operators which stations are running empty, so workers can move bikes to where they are needed.

(3) Bike sharing has also benefited from a shift in how city planners think about streets. Many planners now see cycling not as a hobby but as part of the transportation system, like buses and trains. Shared bikes can cover the "last mile" between a train station and a rider's home or office, a trip that is often too long to walk comfortably but too short to be worth driving.

(4) Still, bike sharing is not a cure for every city's problems. Systems work best where stations are close together and streets feel safe for cyclists. In neighborhoods with few protected bike lanes, many residents remain unwilling to ride, no matter how convenient the bikes are. For bike sharing to keep growing, cities must invest in the streets as well as the bikes.

It can reasonably be inferred from paragraph 2 that sensors at docking stations help operators mainly by:

Topic 3.1 · Apply it

Humanities: "Learning to See" (a personal essay)

(1) For most of my life I believed I could not draw. My stick figures leaned like tired fence posts, and my attempts at faces looked like potatoes. So when a friend invited me to a weekly sketching group at the city museum, I almost said no.

(2) The group's leader, a retired art teacher named Ms. Okafor, began the first session with an odd instruction. "Don't draw the statue," she said. "Draw what you actually see." I didn't understand the difference until I tried. When I drew a hand, I drew the hand I knew: five equal fingers spread like a star. But the marble hand in front of me was curled, and from where I sat two of its fingers were almost hidden.

(3) That, I came to realize, was the real lesson. Drawing is less a skill of the hand than a habit of the eye. Most of the time we glance at things just long enough to name them (cup, tree, hand) and then stop looking. Sketching forces us to keep looking past the name, to notice the angle of a shadow or the way a sleeve folds.

(4) I am still not a good artist, and my drawings rarely leave my notebook. But the habit has followed me out of the museum. On the bus I notice the shapes of people's hands on the railing; in the park I notice that no two leaves on a branch tilt the same way. I didn't learn to draw so much as I learned to see.

Which statement best expresses the main point of the passage?

Topic 3.2 · Apply it

Humanities: "Learning to See" (a personal essay)

(1) For most of my life I believed I could not draw. My stick figures leaned like tired fence posts, and my attempts at faces looked like potatoes. So when a friend invited me to a weekly sketching group at the city museum, I almost said no.

(2) The group's leader, a retired art teacher named Ms. Okafor, began the first session with an odd instruction. "Don't draw the statue," she said. "Draw what you actually see." I didn't understand the difference until I tried. When I drew a hand, I drew the hand I knew: five equal fingers spread like a star. But the marble hand in front of me was curled, and from where I sat two of its fingers were almost hidden.

(3) That, I came to realize, was the real lesson. Drawing is less a skill of the hand than a habit of the eye. Most of the time we glance at things just long enough to name them (cup, tree, hand) and then stop looking. Sketching forces us to keep looking past the name, to notice the angle of a shadow or the way a sleeve folds.

(4) I am still not a good artist, and my drawings rarely leave my notebook. But the habit has followed me out of the museum. On the bus I notice the shapes of people's hands on the railing; in the park I notice that no two leaves on a branch tilt the same way. I didn't learn to draw so much as I learned to see.

The first paragraph mainly serves to:

Topic 3.2 · Apply it

Humanities: "Learning to See" (a personal essay)

(1) For most of my life I believed I could not draw. My stick figures leaned like tired fence posts, and my attempts at faces looked like potatoes. So when a friend invited me to a weekly sketching group at the city museum, I almost said no.

(2) The group's leader, a retired art teacher named Ms. Okafor, began the first session with an odd instruction. "Don't draw the statue," she said. "Draw what you actually see." I didn't understand the difference until I tried. When I drew a hand, I drew the hand I knew: five equal fingers spread like a star. But the marble hand in front of me was curled, and from where I sat two of its fingers were almost hidden.

(3) That, I came to realize, was the real lesson. Drawing is less a skill of the hand than a habit of the eye. Most of the time we glance at things just long enough to name them (cup, tree, hand) and then stop looking. Sketching forces us to keep looking past the name, to notice the angle of a shadow or the way a sleeve folds.

(4) I am still not a good artist, and my drawings rarely leave my notebook. But the habit has followed me out of the museum. On the bus I notice the shapes of people's hands on the railing; in the park I notice that no two leaves on a branch tilt the same way. I didn't learn to draw so much as I learned to see.

The comparison of the narrator's stick figures to "tired fence posts" (paragraph 1) mainly suggests that the drawings looked:

Topic 3.1 · Apply it

Humanities: "Learning to See" (a personal essay)

(1) For most of my life I believed I could not draw. My stick figures leaned like tired fence posts, and my attempts at faces looked like potatoes. So when a friend invited me to a weekly sketching group at the city museum, I almost said no.

(2) The group's leader, a retired art teacher named Ms. Okafor, began the first session with an odd instruction. "Don't draw the statue," she said. "Draw what you actually see." I didn't understand the difference until I tried. When I drew a hand, I drew the hand I knew: five equal fingers spread like a star. But the marble hand in front of me was curled, and from where I sat two of its fingers were almost hidden.

(3) That, I came to realize, was the real lesson. Drawing is less a skill of the hand than a habit of the eye. Most of the time we glance at things just long enough to name them (cup, tree, hand) and then stop looking. Sketching forces us to keep looking past the name, to notice the angle of a shadow or the way a sleeve folds.

(4) I am still not a good artist, and my drawings rarely leave my notebook. But the habit has followed me out of the museum. On the bus I notice the shapes of people's hands on the railing; in the park I notice that no two leaves on a branch tilt the same way. I didn't learn to draw so much as I learned to see.

Ms. Okafor's instruction "Draw what you actually see" asks students to:

Topic 3.1 · Apply it

Humanities: "Learning to See" (a personal essay)

(1) For most of my life I believed I could not draw. My stick figures leaned like tired fence posts, and my attempts at faces looked like potatoes. So when a friend invited me to a weekly sketching group at the city museum, I almost said no.

(2) The group's leader, a retired art teacher named Ms. Okafor, began the first session with an odd instruction. "Don't draw the statue," she said. "Draw what you actually see." I didn't understand the difference until I tried. When I drew a hand, I drew the hand I knew: five equal fingers spread like a star. But the marble hand in front of me was curled, and from where I sat two of its fingers were almost hidden.

(3) That, I came to realize, was the real lesson. Drawing is less a skill of the hand than a habit of the eye. Most of the time we glance at things just long enough to name them (cup, tree, hand) and then stop looking. Sketching forces us to keep looking past the name, to notice the angle of a shadow or the way a sleeve folds.

(4) I am still not a good artist, and my drawings rarely leave my notebook. But the habit has followed me out of the museum. On the bus I notice the shapes of people's hands on the railing; in the park I notice that no two leaves on a branch tilt the same way. I didn't learn to draw so much as I learned to see.

According to paragraph 2, the narrator's first drawing of the hand was inaccurate because the narrator:

Topic 3.2 · Apply it

Humanities: "Learning to See" (a personal essay)

(1) For most of my life I believed I could not draw. My stick figures leaned like tired fence posts, and my attempts at faces looked like potatoes. So when a friend invited me to a weekly sketching group at the city museum, I almost said no.

(2) The group's leader, a retired art teacher named Ms. Okafor, began the first session with an odd instruction. "Don't draw the statue," she said. "Draw what you actually see." I didn't understand the difference until I tried. When I drew a hand, I drew the hand I knew: five equal fingers spread like a star. But the marble hand in front of me was curled, and from where I sat two of its fingers were almost hidden.

(3) That, I came to realize, was the real lesson. Drawing is less a skill of the hand than a habit of the eye. Most of the time we glance at things just long enough to name them (cup, tree, hand) and then stop looking. Sketching forces us to keep looking past the name, to notice the angle of a shadow or the way a sleeve folds.

(4) I am still not a good artist, and my drawings rarely leave my notebook. But the habit has followed me out of the museum. On the bus I notice the shapes of people's hands on the railing; in the park I notice that no two leaves on a branch tilt the same way. I didn't learn to draw so much as I learned to see.

As it is used in paragraph 3, the word "habit" most nearly means:

Topic 3.1 · Apply it

Humanities: "Learning to See" (a personal essay)

(1) For most of my life I believed I could not draw. My stick figures leaned like tired fence posts, and my attempts at faces looked like potatoes. So when a friend invited me to a weekly sketching group at the city museum, I almost said no.

(2) The group's leader, a retired art teacher named Ms. Okafor, began the first session with an odd instruction. "Don't draw the statue," she said. "Draw what you actually see." I didn't understand the difference until I tried. When I drew a hand, I drew the hand I knew: five equal fingers spread like a star. But the marble hand in front of me was curled, and from where I sat two of its fingers were almost hidden.

(3) That, I came to realize, was the real lesson. Drawing is less a skill of the hand than a habit of the eye. Most of the time we glance at things just long enough to name them (cup, tree, hand) and then stop looking. Sketching forces us to keep looking past the name, to notice the angle of a shadow or the way a sleeve folds.

(4) I am still not a good artist, and my drawings rarely leave my notebook. But the habit has followed me out of the museum. On the bus I notice the shapes of people's hands on the railing; in the park I notice that no two leaves on a branch tilt the same way. I didn't learn to draw so much as I learned to see.

According to paragraph 3, people usually stop looking at an object once they:

Topic 3.3 · Apply it

Humanities: "Learning to See" (a personal essay)

(1) For most of my life I believed I could not draw. My stick figures leaned like tired fence posts, and my attempts at faces looked like potatoes. So when a friend invited me to a weekly sketching group at the city museum, I almost said no.

(2) The group's leader, a retired art teacher named Ms. Okafor, began the first session with an odd instruction. "Don't draw the statue," she said. "Draw what you actually see." I didn't understand the difference until I tried. When I drew a hand, I drew the hand I knew: five equal fingers spread like a star. But the marble hand in front of me was curled, and from where I sat two of its fingers were almost hidden.

(3) That, I came to realize, was the real lesson. Drawing is less a skill of the hand than a habit of the eye. Most of the time we glance at things just long enough to name them (cup, tree, hand) and then stop looking. Sketching forces us to keep looking past the name, to notice the angle of a shadow or the way a sleeve folds.

(4) I am still not a good artist, and my drawings rarely leave my notebook. But the habit has followed me out of the museum. On the bus I notice the shapes of people's hands on the railing; in the park I notice that no two leaves on a branch tilt the same way. I didn't learn to draw so much as I learned to see.

Which detail from paragraph 4 best supports the claim that the narrator's new habit has "followed me out of the museum"?

Topic 3.3 · Apply it

Humanities: "Learning to See" (a personal essay)

(1) For most of my life I believed I could not draw. My stick figures leaned like tired fence posts, and my attempts at faces looked like potatoes. So when a friend invited me to a weekly sketching group at the city museum, I almost said no.

(2) The group's leader, a retired art teacher named Ms. Okafor, began the first session with an odd instruction. "Don't draw the statue," she said. "Draw what you actually see." I didn't understand the difference until I tried. When I drew a hand, I drew the hand I knew: five equal fingers spread like a star. But the marble hand in front of me was curled, and from where I sat two of its fingers were almost hidden.

(3) That, I came to realize, was the real lesson. Drawing is less a skill of the hand than a habit of the eye. Most of the time we glance at things just long enough to name them (cup, tree, hand) and then stop looking. Sketching forces us to keep looking past the name, to notice the angle of a shadow or the way a sleeve folds.

(4) I am still not a good artist, and my drawings rarely leave my notebook. But the habit has followed me out of the museum. On the bus I notice the shapes of people's hands on the railing; in the park I notice that no two leaves on a branch tilt the same way. I didn't learn to draw so much as I learned to see.

The narrator would most likely agree with which statement?

Topic 3.1 · Apply it

Natural science: two passages about why zebras have stripes

Passage A
For more than a century, scientists have debated why zebras have stripes. One long-standing idea is that stripes protect zebras from predators. When a herd runs, the stripes of many animals may blur together, making it hard for a lion or hyena to pick out a single target. Supporters of this view point out that zebras live in open grasslands, where hiding is difficult and confusing a predator could mean the difference between life and death.

Passage B
A growing body of research points to a smaller enemy: biting flies. In parts of Africa, horseflies and tsetse flies spread diseases that can be deadly to horses and their relatives. In one experiment, researchers put striped coats on horses and found that far fewer flies landed on them than on horses wearing plain coats. Video showed that flies approached the striped coats but failed to slow down properly, bumping into them or flying past. These results suggest that stripes may disrupt how flies judge where to land. Researchers also note that lions do not seem to have unusual difficulty catching zebras.

According to Passage A, stripes may protect zebras by:

Topic 3.1 · Apply it

Natural science: two passages about why zebras have stripes

Passage A
For more than a century, scientists have debated why zebras have stripes. One long-standing idea is that stripes protect zebras from predators. When a herd runs, the stripes of many animals may blur together, making it hard for a lion or hyena to pick out a single target. Supporters of this view point out that zebras live in open grasslands, where hiding is difficult and confusing a predator could mean the difference between life and death.

Passage B
A growing body of research points to a smaller enemy: biting flies. In parts of Africa, horseflies and tsetse flies spread diseases that can be deadly to horses and their relatives. In one experiment, researchers put striped coats on horses and found that far fewer flies landed on them than on horses wearing plain coats. Video showed that flies approached the striped coats but failed to slow down properly, bumping into them or flying past. These results suggest that stripes may disrupt how flies judge where to land. Researchers also note that lions do not seem to have unusual difficulty catching zebras.

In the experiment described in Passage B, the researchers compared:

Topic 3.1 · Apply it

Natural science: two passages about why zebras have stripes

Passage A
For more than a century, scientists have debated why zebras have stripes. One long-standing idea is that stripes protect zebras from predators. When a herd runs, the stripes of many animals may blur together, making it hard for a lion or hyena to pick out a single target. Supporters of this view point out that zebras live in open grasslands, where hiding is difficult and confusing a predator could mean the difference between life and death.

Passage B
A growing body of research points to a smaller enemy: biting flies. In parts of Africa, horseflies and tsetse flies spread diseases that can be deadly to horses and their relatives. In one experiment, researchers put striped coats on horses and found that far fewer flies landed on them than on horses wearing plain coats. Video showed that flies approached the striped coats but failed to slow down properly, bumping into them or flying past. These results suggest that stripes may disrupt how flies judge where to land. Researchers also note that lions do not seem to have unusual difficulty catching zebras.

According to Passage B, video of the experiment showed that flies:

Topic 3.2 · Apply it

Natural science: two passages about why zebras have stripes

Passage A
For more than a century, scientists have debated why zebras have stripes. One long-standing idea is that stripes protect zebras from predators. When a herd runs, the stripes of many animals may blur together, making it hard for a lion or hyena to pick out a single target. Supporters of this view point out that zebras live in open grasslands, where hiding is difficult and confusing a predator could mean the difference between life and death.

Passage B
A growing body of research points to a smaller enemy: biting flies. In parts of Africa, horseflies and tsetse flies spread diseases that can be deadly to horses and their relatives. In one experiment, researchers put striped coats on horses and found that far fewer flies landed on them than on horses wearing plain coats. Video showed that flies approached the striped coats but failed to slow down properly, bumping into them or flying past. These results suggest that stripes may disrupt how flies judge where to land. Researchers also note that lions do not seem to have unusual difficulty catching zebras.

In Passage B, the phrase "a smaller enemy" refers to:

Topic 3.2 · Apply it

Natural science: two passages about why zebras have stripes

Passage A
For more than a century, scientists have debated why zebras have stripes. One long-standing idea is that stripes protect zebras from predators. When a herd runs, the stripes of many animals may blur together, making it hard for a lion or hyena to pick out a single target. Supporters of this view point out that zebras live in open grasslands, where hiding is difficult and confusing a predator could mean the difference between life and death.

Passage B
A growing body of research points to a smaller enemy: biting flies. In parts of Africa, horseflies and tsetse flies spread diseases that can be deadly to horses and their relatives. In one experiment, researchers put striped coats on horses and found that far fewer flies landed on them than on horses wearing plain coats. Video showed that flies approached the striped coats but failed to slow down properly, bumping into them or flying past. These results suggest that stripes may disrupt how flies judge where to land. Researchers also note that lions do not seem to have unusual difficulty catching zebras.

The last sentence of Passage B mainly serves to:

Topic 3.3 · Apply it

Natural science: two passages about why zebras have stripes

Passage A
For more than a century, scientists have debated why zebras have stripes. One long-standing idea is that stripes protect zebras from predators. When a herd runs, the stripes of many animals may blur together, making it hard for a lion or hyena to pick out a single target. Supporters of this view point out that zebras live in open grasslands, where hiding is difficult and confusing a predator could mean the difference between life and death.

Passage B
A growing body of research points to a smaller enemy: biting flies. In parts of Africa, horseflies and tsetse flies spread diseases that can be deadly to horses and their relatives. In one experiment, researchers put striped coats on horses and found that far fewer flies landed on them than on horses wearing plain coats. Video showed that flies approached the striped coats but failed to slow down properly, bumping into them or flying past. These results suggest that stripes may disrupt how flies judge where to land. Researchers also note that lions do not seem to have unusual difficulty catching zebras.

The authors of both passages would most likely agree that:

Topic 3.3 · Apply it

Natural science: two passages about why zebras have stripes

Passage A
For more than a century, scientists have debated why zebras have stripes. One long-standing idea is that stripes protect zebras from predators. When a herd runs, the stripes of many animals may blur together, making it hard for a lion or hyena to pick out a single target. Supporters of this view point out that zebras live in open grasslands, where hiding is difficult and confusing a predator could mean the difference between life and death.

Passage B
A growing body of research points to a smaller enemy: biting flies. In parts of Africa, horseflies and tsetse flies spread diseases that can be deadly to horses and their relatives. In one experiment, researchers put striped coats on horses and found that far fewer flies landed on them than on horses wearing plain coats. Video showed that flies approached the striped coats but failed to slow down properly, bumping into them or flying past. These results suggest that stripes may disrupt how flies judge where to land. Researchers also note that lions do not seem to have unusual difficulty catching zebras.

How would the researchers described in Passage B most likely respond to the idea in Passage A?

Topic 3.3 · Experiment

Natural science: two passages about why zebras have stripes

Passage A
For more than a century, scientists have debated why zebras have stripes. One long-standing idea is that stripes protect zebras from predators. When a herd runs, the stripes of many animals may blur together, making it hard for a lion or hyena to pick out a single target. Supporters of this view point out that zebras live in open grasslands, where hiding is difficult and confusing a predator could mean the difference between life and death.

Passage B
A growing body of research points to a smaller enemy: biting flies. In parts of Africa, horseflies and tsetse flies spread diseases that can be deadly to horses and their relatives. In one experiment, researchers put striped coats on horses and found that far fewer flies landed on them than on horses wearing plain coats. Video showed that flies approached the striped coats but failed to slow down properly, bumping into them or flying past. These results suggest that stripes may disrupt how flies judge where to land. Researchers also note that lions do not seem to have unusual difficulty catching zebras.

Which finding, if true, would most strengthen the explanation in Passage B?

Topic 3.3 · Apply it

Natural science: two passages about why zebras have stripes

Passage A
For more than a century, scientists have debated why zebras have stripes. One long-standing idea is that stripes protect zebras from predators. When a herd runs, the stripes of many animals may blur together, making it hard for a lion or hyena to pick out a single target. Supporters of this view point out that zebras live in open grasslands, where hiding is difficult and confusing a predator could mean the difference between life and death.

Passage B
A growing body of research points to a smaller enemy: biting flies. In parts of Africa, horseflies and tsetse flies spread diseases that can be deadly to horses and their relatives. In one experiment, researchers put striped coats on horses and found that far fewer flies landed on them than on horses wearing plain coats. Video showed that flies approached the striped coats but failed to slow down properly, bumping into them or flying past. These results suggest that stripes may disrupt how flies judge where to land. Researchers also note that lions do not seem to have unusual difficulty catching zebras.

Unlike Passage A, Passage B:

Topic 4.1 · Data analysis

As light intensity increased from 100 to 300 µmol/m²/s, the mean height of the plants:

Topic 4.1 · Data analysis

Based on the table, plants grown at 250 µmol/m²/s would most likely have a mean height closest to:

Topic 4.1 · Data analysis

Which light intensity produced plants with a mean of 7 leaves?

Topic 4.1 · Data analysis

Between which two consecutive light intensities did the mean height change the least?

Topic 4.2 · Experiment

What was the independent variable in this experiment?

Topic 4.2 · Experiment

Which of the following was kept the same for all groups?

Topic 4.3 · Experiment

A student claims that raising the light intensity above 400 µmol/m²/s greatly increases plant height. Do the data support this claim?

Topic 4.1 · Data analysis

Passage 2: Students timed 10 complete swings of a pendulum, always released from the same angle.

Experiment 1: The mass was 100 g. The string length was changed.
Length 0.25 m: 10.0 s · Length 0.50 m: 14.2 s · Length 1.00 m: 20.1 s · Length 2.00 m: 28.4 s

Experiment 2: The string length was 1.00 m. The mass was changed.
Mass 50 g: 20.1 s · Mass 100 g: 20.0 s · Mass 200 g: 20.1 s · Mass 400 g: 20.1 s

In Experiment 1, as the length of the string increased, the time for 10 swings:

Topic 4.1 · Data analysis

Passage 2: Students timed 10 complete swings of a pendulum, always released from the same angle.

Experiment 1: The mass was 100 g. The string length was changed.
Length 0.25 m: 10.0 s · Length 0.50 m: 14.2 s · Length 1.00 m: 20.1 s · Length 2.00 m: 28.4 s

Experiment 2: The string length was 1.00 m. The mass was changed.
Mass 50 g: 20.1 s · Mass 100 g: 20.0 s · Mass 200 g: 20.1 s · Mass 400 g: 20.1 s

Based on Experiment 2, the mass of the pendulum has what effect on the time for 10 swings?

Topic 4.1 · Data analysis

Passage 2: Students timed 10 complete swings of a pendulum, always released from the same angle.

Experiment 1: The mass was 100 g. The string length was changed.
Length 0.25 m: 10.0 s · Length 0.50 m: 14.2 s · Length 1.00 m: 20.1 s · Length 2.00 m: 28.4 s

Experiment 2: The string length was 1.00 m. The mass was changed.
Mass 50 g: 20.1 s · Mass 100 g: 20.0 s · Mass 200 g: 20.1 s · Mass 400 g: 20.1 s

In Experiment 1, the time for 10 swings doubled when the length was made 4 times longer (0.25 m to 1.00 m, and 0.50 m to 2.00 m). Based on this pattern, what would the time for 10 swings most likely be for a length of 4.00 m?

Topic 4.2 · Experiment

Passage 2: Students timed 10 complete swings of a pendulum, always released from the same angle.

Experiment 1: The mass was 100 g. The string length was changed.
Length 0.25 m: 10.0 s · Length 0.50 m: 14.2 s · Length 1.00 m: 20.1 s · Length 2.00 m: 28.4 s

Experiment 2: The string length was 1.00 m. The mass was changed.
Mass 50 g: 20.1 s · Mass 100 g: 20.0 s · Mass 200 g: 20.1 s · Mass 400 g: 20.1 s

The students most likely timed 10 swings, rather than 1 swing, in order to:

Topic 4.2 · Experiment

Passage 2: Students timed 10 complete swings of a pendulum, always released from the same angle.

Experiment 1: The mass was 100 g. The string length was changed.
Length 0.25 m: 10.0 s · Length 0.50 m: 14.2 s · Length 1.00 m: 20.1 s · Length 2.00 m: 28.4 s

Experiment 2: The string length was 1.00 m. The mass was changed.
Mass 50 g: 20.1 s · Mass 100 g: 20.0 s · Mass 200 g: 20.1 s · Mass 400 g: 20.1 s

In Experiment 1, which variable was kept constant?

Topic 4.2 · Experiment

Passage 2: Students timed 10 complete swings of a pendulum, always released from the same angle.

Experiment 1: The mass was 100 g. The string length was changed.
Length 0.25 m: 10.0 s · Length 0.50 m: 14.2 s · Length 1.00 m: 20.1 s · Length 2.00 m: 28.4 s

Experiment 2: The string length was 1.00 m. The mass was changed.
Mass 50 g: 20.1 s · Mass 100 g: 20.0 s · Mass 200 g: 20.1 s · Mass 400 g: 20.1 s

The students want to find out whether the release angle affects the time for 10 swings. Which new experiment would best test this?

Topic 4.3 · Experiment

Passage 2: Students timed 10 complete swings of a pendulum, always released from the same angle.

Experiment 1: The mass was 100 g. The string length was changed.
Length 0.25 m: 10.0 s · Length 0.50 m: 14.2 s · Length 1.00 m: 20.1 s · Length 2.00 m: 28.4 s

Experiment 2: The string length was 1.00 m. The mass was changed.
Mass 50 g: 20.1 s · Mass 100 g: 20.0 s · Mass 200 g: 20.1 s · Mass 400 g: 20.1 s

A student predicted that heavier pendulums would swing faster. Do the results of Experiment 2 support this prediction?

Topic 4.1 · Data analysis

According to the table, what is the maximum mass of potassium nitrate that dissolves in 100 g of water at 40°C?

Topic 4.1 · Data analysis

Between which two temperatures in the table does the maximum mass dissolved double?

Topic 4.1 · Data analysis

If 50 g of potassium nitrate is added to 100 g of water at 40°C and stirred, what will happen?

Topic 4.1 · Data analysis

A student dissolves the maximum possible mass of potassium nitrate in 100 g of water at 60°C, then cools the solution to 20°C. About how much solid will form as the solution cools?

Topic 4.2 · Experiment

Which procedure would best find the maximum mass of potassium nitrate that dissolves in 100 g of water at 50°C?

Topic 4.3 · Experiment

Which claim is best supported by the data in the table?

Topic 4.3 · Experiment

Passage 4: A metal spoon and a wooden spoon have been in the same drawer at room temperature (21°C) for several hours. When a student touches them, the metal spoon feels colder. Two students explain why.

Student 1: The metal spoon is actually at a lower temperature than the wooden spoon. Metals are naturally cold materials, and they stay colder than their surroundings.

Student 2: Both spoons are at the same temperature, 21°C. Skin is warmer, about 33°C, so heat flows from the skin into both spoons. Metal conducts heat much better than wood, so it carries heat away from the skin much faster. Losing heat faster is what makes the metal feel colder.

If a thermometer were placed against each spoon, Student 2 would predict that the readings would be:

Topic 4.3 · Experiment

Passage 4: A metal spoon and a wooden spoon have been in the same drawer at room temperature (21°C) for several hours. When a student touches them, the metal spoon feels colder. Two students explain why.

Student 1: The metal spoon is actually at a lower temperature than the wooden spoon. Metals are naturally cold materials, and they stay colder than their surroundings.

Student 2: Both spoons are at the same temperature, 21°C. Skin is warmer, about 33°C, so heat flows from the skin into both spoons. Metal conducts heat much better than wood, so it carries heat away from the skin much faster. Losing heat faster is what makes the metal feel colder.

Which finding would most weaken Student 1's explanation?

Topic 4.3 · Experiment

Passage 4: A metal spoon and a wooden spoon have been in the same drawer at room temperature (21°C) for several hours. When a student touches them, the metal spoon feels colder. Two students explain why.

Student 1: The metal spoon is actually at a lower temperature than the wooden spoon. Metals are naturally cold materials, and they stay colder than their surroundings.

Student 2: Both spoons are at the same temperature, 21°C. Skin is warmer, about 33°C, so heat flows from the skin into both spoons. Metal conducts heat much better than wood, so it carries heat away from the skin much faster. Losing heat faster is what makes the metal feel colder.

Both students agree that:

Topic 4.3 · Experiment

Passage 4: A metal spoon and a wooden spoon have been in the same drawer at room temperature (21°C) for several hours. When a student touches them, the metal spoon feels colder. Two students explain why.

Student 1: The metal spoon is actually at a lower temperature than the wooden spoon. Metals are naturally cold materials, and they stay colder than their surroundings.

Student 2: Both spoons are at the same temperature, 21°C. Skin is warmer, about 33°C, so heat flows from the skin into both spoons. Metal conducts heat much better than wood, so it carries heat away from the skin much faster. Losing heat faster is what makes the metal feel colder.

According to Student 2, when the student touches the spoons, heat flows:

Topic 4.3 · Experiment

Passage 4: A metal spoon and a wooden spoon have been in the same drawer at room temperature (21°C) for several hours. When a student touches them, the metal spoon feels colder. Two students explain why.

Student 1: The metal spoon is actually at a lower temperature than the wooden spoon. Metals are naturally cold materials, and they stay colder than their surroundings.

Student 2: Both spoons are at the same temperature, 21°C. Skin is warmer, about 33°C, so heat flows from the skin into both spoons. Metal conducts heat much better than wood, so it carries heat away from the skin much faster. Losing heat faster is what makes the metal feel colder.

On a very hot day, both spoons are left in the sun until they are at 45°C, warmer than skin. Based on Student 2's explanation, when touched, the metal spoon would most likely feel:

Topic 4.3 · Experiment

Passage 4: A metal spoon and a wooden spoon have been in the same drawer at room temperature (21°C) for several hours. When a student touches them, the metal spoon feels colder. Two students explain why.

Student 1: The metal spoon is actually at a lower temperature than the wooden spoon. Metals are naturally cold materials, and they stay colder than their surroundings.

Student 2: Both spoons are at the same temperature, 21°C. Skin is warmer, about 33°C, so heat flows from the skin into both spoons. Metal conducts heat much better than wood, so it carries heat away from the skin much faster. Losing heat faster is what makes the metal feel colder.

A third material, X, conducts heat even better than the metal. If a spoon made of X were in the same drawer, Student 2 would predict that at room temperature it would feel:

Topic 4.1 · Data analysis

Passage 4: A metal spoon and a wooden spoon have been in the same drawer at room temperature (21°C) for several hours. When a student touches them, the metal spoon feels colder. Two students explain why.

Student 1: The metal spoon is actually at a lower temperature than the wooden spoon. Metals are naturally cold materials, and they stay colder than their surroundings.

Student 2: Both spoons are at the same temperature, 21°C. Skin is warmer, about 33°C, so heat flows from the skin into both spoons. Metal conducts heat much better than wood, so it carries heat away from the skin much faster. Losing heat faster is what makes the metal feel colder.

According to the passage, the temperature of skin is about:

Topic 4.1 · Data analysis

Passage 5 (hypothetical data): A student measured how fast an enzyme broke down hydrogen peroxide by measuring the volume of oxygen gas produced per minute.

Table 1 (all trials at pH 7): Temperature → oxygen produced
15°C: 4 mL/min · 25°C: 9 mL/min · 35°C: 15 mL/min · 45°C: 11 mL/min · 55°C: 3 mL/min

Table 2 (all trials at 35°C): pH → oxygen produced
pH 3: 2 mL/min · pH 5: 9 mL/min · pH 7: 15 mL/min · pH 9: 8 mL/min · pH 11: 1 mL/min

According to Table 1, at which temperature did the enzyme produce oxygen fastest?

Topic 4.1 · Data analysis

Passage 5 (hypothetical data): A student measured how fast an enzyme broke down hydrogen peroxide by measuring the volume of oxygen gas produced per minute.

Table 1 (all trials at pH 7): Temperature → oxygen produced
15°C: 4 mL/min · 25°C: 9 mL/min · 35°C: 15 mL/min · 45°C: 11 mL/min · 55°C: 3 mL/min

Table 2 (all trials at 35°C): pH → oxygen produced
pH 3: 2 mL/min · pH 5: 9 mL/min · pH 7: 15 mL/min · pH 9: 8 mL/min · pH 11: 1 mL/min

According to Table 1, as the temperature increased from 35°C to 55°C, the rate of oxygen production:

Topic 4.1 · Data analysis

Passage 5 (hypothetical data): A student measured how fast an enzyme broke down hydrogen peroxide by measuring the volume of oxygen gas produced per minute.

Table 1 (all trials at pH 7): Temperature → oxygen produced
15°C: 4 mL/min · 25°C: 9 mL/min · 35°C: 15 mL/min · 45°C: 11 mL/min · 55°C: 3 mL/min

Table 2 (all trials at 35°C): pH → oxygen produced
pH 3: 2 mL/min · pH 5: 9 mL/min · pH 7: 15 mL/min · pH 9: 8 mL/min · pH 11: 1 mL/min

The rate at pH 5 (Table 2) was the same as the rate at which temperature in Table 1?

Topic 4.2 · Experiment

Passage 5 (hypothetical data): A student measured how fast an enzyme broke down hydrogen peroxide by measuring the volume of oxygen gas produced per minute.

Table 1 (all trials at pH 7): Temperature → oxygen produced
15°C: 4 mL/min · 25°C: 9 mL/min · 35°C: 15 mL/min · 45°C: 11 mL/min · 55°C: 3 mL/min

Table 2 (all trials at 35°C): pH → oxygen produced
pH 3: 2 mL/min · pH 5: 9 mL/min · pH 7: 15 mL/min · pH 9: 8 mL/min · pH 11: 1 mL/min

In the trials in Table 2, which variable was held constant?

Topic 4.2 · Experiment

Passage 5 (hypothetical data): A student measured how fast an enzyme broke down hydrogen peroxide by measuring the volume of oxygen gas produced per minute.

Table 1 (all trials at pH 7): Temperature → oxygen produced
15°C: 4 mL/min · 25°C: 9 mL/min · 35°C: 15 mL/min · 45°C: 11 mL/min · 55°C: 3 mL/min

Table 2 (all trials at 35°C): pH → oxygen produced
pH 3: 2 mL/min · pH 5: 9 mL/min · pH 7: 15 mL/min · pH 9: 8 mL/min · pH 11: 1 mL/min

What did the student measure to find how fast the enzyme worked?

Topic 4.3 · Experiment

Passage 5 (hypothetical data): A student measured how fast an enzyme broke down hydrogen peroxide by measuring the volume of oxygen gas produced per minute.

Table 1 (all trials at pH 7): Temperature → oxygen produced
15°C: 4 mL/min · 25°C: 9 mL/min · 35°C: 15 mL/min · 45°C: 11 mL/min · 55°C: 3 mL/min

Table 2 (all trials at 35°C): pH → oxygen produced
pH 3: 2 mL/min · pH 5: 9 mL/min · pH 7: 15 mL/min · pH 9: 8 mL/min · pH 11: 1 mL/min

Which conclusion is best supported by both tables?

Topic 4.3 · Experiment

Passage 5 (hypothetical data): A student measured how fast an enzyme broke down hydrogen peroxide by measuring the volume of oxygen gas produced per minute.

Table 1 (all trials at pH 7): Temperature → oxygen produced
15°C: 4 mL/min · 25°C: 9 mL/min · 35°C: 15 mL/min · 45°C: 11 mL/min · 55°C: 3 mL/min

Table 2 (all trials at 35°C): pH → oxygen produced
pH 3: 2 mL/min · pH 5: 9 mL/min · pH 7: 15 mL/min · pH 9: 8 mL/min · pH 11: 1 mL/min

A student claims the enzyme is completely inactive at 15°C. Do the data support this claim?

Topic 4.1 · Data analysis

At what depth was the dissolved oxygen level 4.5 mg/L?

Topic 4.1 · Data analysis

As depth increased, the dissolved oxygen level:

Topic 4.1 · Data analysis

Between which two consecutive depths did the water temperature drop the most?

Topic 4.2 · Experiment

The scientists want to know whether this pattern changes with the seasons. What should they do?

Topic 4.2 · Experiment

In this study, what was the independent variable?

Topic 4.3 · Experiment

A species of fish needs at least 5 mg/L of dissolved oxygen. Based on the data, about how deep could the fish live in this lake on the day measured?