Diagnostic Test Questions 1-12 Causes of Ice Ages Geologists have shown that for about 80 percent of the past 2.5 million years, ice-age conditions have prevailed on the Earth's surface. During the past one million years, increased lacial conditions have run in cycles of approximately 100,000 years. Many different factors may contribute to these increases in glaciation at regular intervals throughout Earth's more geologically recent history. The three most prominent factors probably relate to the amount of sunlight that reaches the Earth. This varies over time for three main reasons. First, the planet wobbles” as it spins, due to the pull of the sun and ‘moon. Furthermore, the Earth tits" on its axis and the degree of tit changes over time. Finally, the orbit of the Earth around the sun is elliptical and the length of the major axis of the ellipse changes over a period of about 100,000 years. A mathematician named Milutin ‘Milankovitch discovered in the 1930s that the pattern of insolation, or sunlight, predicted by these eccentricities in the Earth's movement matched the period of the last several eras of intense glaciation. ‘These Milankowitch insolation cycles were the dominant theory in ice-age research for much of the twentieth century despite the fact that the match between periods of peak insolation and most intense glaciation were not exact. For example, a cycle of 400,000 years predicted by the Milankovitch theory has never shown up in the climate records obtained through the study of microfossils deposited on the sea floor. Also, recent analysis has shown that the insolation theory predicts peaks of sunlight at intervals of 95,000 and 125,000 years. Climatological data does not support this predicted sunlight peaking. Other damaging evidence was the indication of a precisely measured sudden rise in temperature at a water-filled cave in Nevada, which preceded the increase in solar radiation that was supposed to cause it. These and other problems with the Milankovitch cycles led some researchers to seek alternative explanations for the cyclic arrival of extended ice ages. In the 1990s, it was discovered that the orbital inctination of the Earth to the sun and planets could also be responsible for climate changes. if we imagine a flat plane with the sun in the center and the planets revolving around it, the Earth slowly moves in and out of the fiat plane by a few degrees, repeating the cycle every 100,000 years. Two scientists, Muller and MacDonald, have proposed that itis this orbital inclination which is ultimately responsible for the periods ‘of glaciation and warming. They argue that because ofthe oscillation, the Earth periodically travels through clouds of debris, in the form of dust and meteoroids. Such debris could reduce the amount of solar energy reaching the surface of our planet, thus plunging it into regular cold periods. The advantage of this theory is that itis not confronted with several of the problems ‘associated with the Mitankovitch theory. In particular, the new theory fits well wth the analysis of ocean sediments taken from eight locations around the world. This analysis yielded data clearly showing the peak of the last several ice ages with a period of 100,000 years and. ‘corresponding to the periods when the Earth's oscilating inclination takes it through clouds of extraterrestrial debris. However, many researchers in this field are not yet persuaded by the inclination hypothesis. The main problem is that the amount of dust that falls to the ground when the Earth travels through space debris is relatively small — not enough to produce radical climate changes. Volcanic eruptions, for example, release much greater amounts of ash and dust ‘and have relatively lite effect on climate. Supporters have countered that the by-products created by the dust as it vaporizes on entering the atmosphere cause subtle changes to the energy levels. Nevertheless, the necessary physical proof has yet to be found to convince the skeptics, wobble: to shake or move from side to side “tilt: to be in a sloping position+. The word “#RNBIIBE! in the passage is closest in meaning to ®D ruled ® survived ® triumphed 2. What can be inferred from paragraph 2 about the factors that contribute to Glaciation? ® They affect the Earth's spin. ®@ They are geologically recent. © Only three factors relate to levels oft oe the: Paragraph 2 is marked with an arrow [mp]. > The pace SSSR o the passage refers to all ofthe following EXCEPT @® the various movements of the Earth as it spins the degree of change in the Earth's sit. cover time © the pattern of insolation matching] the Earth's movement ©® the changing distance to the sun during the Earth's elliptical orbit 4. Scientists accepted the Milankovitch theory even though ® the peaks of sunlight occurred at intervals of 95,000 and 125,000 years ® the peaks of insolation and intense| laciation id not match © there were climate records of a -400,000-year cycle ® there were microfossil deposits on the sea floor Geologists have shown that for about 80 percent ofthe past 2.5 milion years, ice-age conditions have (BRevailed) ‘on the Earth's surface. During the past one million years, increased glacial conditions have run in cycles of ‘approximately 100,000 years. ‘=> Many different factors may contribute to these increases in glaciation at regular intervals throughout Earth's more ‘geologically recent history. The three most prominent factors ‘probably relate to the amount of sunlight that reaches the Earth. This varies over time for three main reasons. First, the planet wobbles as it spins, due to the pull of the sun and ‘moon. Furthermore, the Earth tts on its axis and the degree of tit changes over time. Finally, the orbit of the Earth around the sun is eliptical and the length of the major axis of the ellipse changes over a period of about 100,000 years. A ‘mathematician named Milutin Milankovitch discovered in the 1930s that the pattern of insolation, or sunlight, predicted by these eccentricities in the Earth's movement matched the period of the last several eras of intense glaciation. Many different factors may contribute to these increases in glaciation at regular intervals throughout Earth's more ‘geologically recent history. The three most prominent factors probably relate to the amount of sunlight that reaches the Earth. This varies over time for three main reasons. First, the planet wobbles as it spins, due to the pull of the sun and ‘moon. Furthermore, the Earth tts on its axis and the degree of tit changes over time. Finally, the orbit of the Earth around the sun is elliptical and the length of the major axis of the ellipse changes over a period of about 100,000 years. A mathematician named Milutin Milankovitch discovered in the 4930s that the ‘of insolation, or sunlight, predicted by in the Earth's movement matched the period ofthe last several eras of intense glaciation. {Refer to the full passage]Diagnostic Test 5. In paragraph 4, why does the author . suggest the image of a flat plane? ® To help the reader visualize the positions and movements of the heavenly bodies ‘To demonstrate to the reader how the Earth orbits the sun ‘© To support the argument that the orbital inclination increases tilting ® To show how the Milankovitch theory doesn’t explain the cyclical ‘changes in climate Paragraph 4 is marked with an arrow [mp] 6. The word “If in the passage refers to @ such debris ® solar energy © the surface @ our planet . Inparagraph 4, the author explains that ® Mitankovitch did not know about the orbital incination of the Earth ® glaciation occurs when the orbital inclination has entered a new cycle © the Earth always travels through clouds of debris after moving out of the plane by afewdegrees ‘® the amount of sotar energy reaching the Earth's surface ‘causes the changes of temperature Paragraph 4 is marked with an arrow [ap]. ‘= These and other problems with the Milankovitch cycles led some researchers to seek alternative explanations for the cyclic arrival of extended ice ages. in the 1990s, it was discovered that the orbital inclination of the Earth to the sun and planets could also be responsible for climate changes. If we imagine a flat plane with the sun in the center and the planets revolving around it, the Earth slowly moves in and out of the flat plane by @ few degrees, repeating the cycle every 100,000 years. Two scientists, Muller and MacDonald, have proposed that it s this orbital inclination which is ultimately responsible for the periods of glaciation ‘and warming. They argue that because of the oscillation, the Earth periodically travels through clouds of debris, in the form of dust and meteoroids. Such debris could reduce the amount of solar energy reaching the surface of our planet, thus plunging it into regular cold periods. These and other problems with the Milankovitch cycles led some researchers to seek alternative explanations for the cyclic arrival of extended ice ages. In the 1990s, it was discovered that the orbital inclination ofthe Earth to the sun and planets could also be responsible for climate changes. If we imagine a flat plane with the sun in the center and the planets revolving around it, the Earth slowly moves in and out ofthe fat plane by a few degrees, repeating the cycle every 100,000 years. Two scientists, Muller and MacDonald, have proposed that i is this orbital inclination which is ultimately responsible for the periods of glaciation ‘and warming. They argue that because of the oscillation, the Earth periodically travels through clouds of debris, in the {form of dust and meteoroids. Such debris could reduce the ‘amount of solar energy reaching the surface of our planet, thus plunging [if into regular cold periods. ‘= These and other problems with the Milankovitch cycles led some researchers to seek alternative explanations for the cyclic arrival of extended ice ages. In the 1990s, it was discovered that the orbital inciination of the Earth to the sun ‘and planets could also be responsible for climate changes. {we imagine a flat plane with the sun in the center and the planets revolving around it, the Earth slowly moves in and out ofthe flat plane by a few degrees, repeating the cycle every 100,000 years. Two scientists, Muller and MacDonald, have proposed that itis this orbital inclination \Which is ultimately responsible for the periods of glaciation ‘and warming. They argue that because of the oscilation, the Earth periodically travels through clouds of debris, in the {form of dust and meteoroids. Such debris could reduce the amount of solar energy reaching the surface of our planet, thus plunging it into regular cold periods.8. What problem in the Milankovitch theory was mentioned as being explained by the Muller and MacDonald theory? ‘® The climate records obtained by studying microfossil deposits not matching his predicted cycle ® The irregularities of the Earth's movements through orbital inclinations not folowing any pattern ® The Earths spin wobbling in relation to the Earth's oscillating inclination D The peak in the ice ages occurring at intervals between 95,000 and 125,000 years instead of 400,000 10. What problem is associated with the ‘Muller and MacDonald theory? ‘@ The amount of debris that is released from volcanoes is ©® The amount of ash from volcanoes and space dust that vaporizes in the atmosphere is oo small © The amount of dust entering the atmosphere is less than the ‘amount of ash and dust released by voleances. D The by-products created by vaporized space dust cause relevant changes to the energy levels. {Refer to the full passage] However, many researchers in ths field are not yet |BERBERERE by the inciination hypothesis. The main problem is that the amount of dust that falls to the ground when the Earth travels through space debris is relatively small ~ Rot enough to produce radical climate changes. Volcanic ‘eruptions, for example, release much greater amounts of ‘ash and dust and have relatively litte effect on climate. ‘Supporters have countered that the by-products created by the dust as it vaporizes on entering the atmosphere cause ‘subtle changes to the energy levels. Nevertheless, the necessary physical proof has yet to be found to convince the skeptics.‘11. Look atthe four squares [ll that Many different factors may contribute to these increases indicate where the folowing sentence | in glaciation at regular intervals throughout Earth's more ould be added to the passage. ‘geologically recent history. Ill The three most prominent factors probably relate to the amount of sunlight that reaches tho sun lose sualightrecehes the,” | the Earth. This varies overtime for hres main reasons. Fst, , the planet wobbles as it spins, due to the pul of the sun and f moon. [J Furthermore, the Earth tilts on its axis and the Where would the sentence best fit? degree of tit changes over time. il Finally, the orbit ofthe CASAS MMMUGAGT ai itotiare Earth around the sun is elliptical and the length ofthe major axis lipse changes over a period of about 100,000 ‘where the sentence should be added. ae Saahsemaiaal disc in the 1930s that the pattern of insolation, or ‘sunlight, predicted by these eccentricities in the Earth's movement matched the period of the last several eras of intense glaciation. 12. Directions: Select the appropriate phrases from the answer choices and match them to the flaws in the ice-age theories to which they relate. TWO of the answer choices will NOT be used. This question is worth 4 points. Choices ®D os ‘of climate records not the increase of sunlight ® The irregularities of the Earth's movement during its orbit around sun ® he inconsistency between the Flaws in the Muller and ‘of sunlight and glaciation MacDonald Theory ©] The relatively mie ffeoTOF——_e ‘volcanic eruptions on the climate ‘© The orbital inclination of Earth through clouds of debris ® Tre relatively smal interstellar debris reaching Earth ‘® The lack of clear support from ‘sediment data ‘® The lack of physical evidence, in support of the effects of inclination hypothesisQuestions 13-26 Bird Migration The phenomenon of seasonal bird migration has been known about for thousands of years, but itis stil not fully understood by scientists. Not all brs migrate, but generally speaking the more northerly the breeding ground, the more likely is it that a species will ‘migrate south for the winter. The main reason for this annual shifting of residence is that during the northern winters food becomes scarce and the cold temperatures make survival The expenditure of calori ‘® The onset of migration Paragraph 2 is marked with an arrow (1 16. The word “GURU inthe passage ‘= The phenomenon of seasonal bird migration has been known about for thousands of years, but i is stil not fully ‘understood by scientists. Not all birds migrate, but generally ‘speaking the more northerly the breeding ground, the more likely is it that a species will migrate south for the winter. ‘The main reason for this annual shifting of residence is that «during the northern winters food becomes scarce and the Cold temperatures make survival difficult. Some species are well adapted to these harsh conditions, but for those that aren't, moving south to warmer conditions is advantageous. ‘The phenomenon of seasonal bird migration has been known about for thousands of years, but itis stil not fully understood by scientists. Not all birds migrate, but generally speaking the more northerly the breeding ground, the more likely is it that @ species will migrate south for the winter. ‘The main reason for this annual shifting of residence is that during the northern winters food becomes scarce and the cold temperatures make survival dificult. Some species are ‘well adapted to these harsh conditions, but for GR! that ‘aren't, moving south to warmer conditions is advantageous. "= Changes in the weather can trigger the start ofthe Journey south, although birds in the Northen Hemisphere ‘seem to know when itis time to migrate south before the winter. In some species at least, the changes in the length of the day cause glands in the birds’ bodies to secrete hormones that produce other changes, which ready the birds for the ong flight south. At this time fat starts to accumulate Under the skin, and this provides a store of energy for the long flight when they will be expending more calories flying than they can obtain during their brief rest stops. ‘Changes in the weather can trigger the start of the journey south, although birds in the Northern Hemisphere seem to know when it is time to migrate south before the winter. In |some species at least, the changes in the length of the day. ‘cause glands inthe birds’ bodies to secrete hormones that produce other changes, which ready the birds forthe long fight south. At this time fat starts to [AGSURRUIIB) under the ‘when they will be expending more calories flying than they ‘can obtain during their brief rest stops.17. Allof the bird migration pattems are ‘mentioned in the passage EXCEPT ® the migration north rom the ‘Southern Hemisphere ® the migration east or west toward ® the migration from east to west towards hotter climates. 19. Itcan be inferred that polarization patterns @® absorb sunlight _are tied in the center (S are invisible at night @® cause a magnetic force Perhaps the most mysterious and as yet not totally ‘understood aspect of bird migration is how birds can navigate such long distances and arrive so (BRSGIBI at their ‘destination. Various possibilities exist. The most obvious ‘explanation is that they learn the topographic features of their route. However, itis not feasible that this method could bbe used for crossing larger stretches of water or very [ong {rips across whole continents. Another possible explanation is that some birds may use magnetic fields. Scientists have actually detected tiny crystals of magnetite in the olfactory tract of some species, and homing pigeons have been shown to follow magnetic field lines of the Earth.22. According to paragraph 6, how do ‘some birds navigate during the night? @® By using a projection of the star positions around the pole star [D By orientating themselves using] the constellations D By oeltng their bearings trom a few visible stars Paragraph 6 is marked with an arrow [mb]. ‘Scientists believe that some birds navigate by use of ‘star positions; this has been established with at least one species. In a series of studies, caged birds were SUSIE to the projection of the nighttime Northern Hemisphere inside a planetarium. All stars rotate around Polaris, the pole star, and this movement seemed to give the birds the information they needed to orientate themselves in the correct direction. However, some recent research contradicts this. Perhaps itis not the lack of movement of the pole star but rather the constellation patterns that quid them. Itas ‘also been found that when fewer stars were visible onthe planetarium ceiling, the birds’ sense of direction became poorer. And this, too, implies that the general star pattern does have some beering on orientation. ‘=> Scientists believe that some birds navigate by use of star positions; this has been established with at least one species. In a series of studies, caged birds were subjected to the projection of the nighttime Northern Hemisphere inside a planetarium. All stars rotate around Polaris, the pole star, and this movement seemed to give the birds the information they needed to orientate themselves in the ‘correct direction. However, some recent research contradicts this. Perheps itis not the lack of movement of the pole star ‘but rather the constellation patterns that guide them. It has ‘also been found that when fewer stars were visible on the planetarium ceiling, the birds’ sense of direction became poorer. And this, 100, implies that the general star pattern does have some bearing on orientation.Which ofthe sentences below best ‘expresses the essential information in the highlighted sentence in the passage? Incorrect choices change the ‘meaning in important ways or leave out essential information. ® Birds needing to orientate themselves in the right direction ‘seemed to use the information they get from the stars that rotate around Polaris. ‘® The pole star seemed to be used by birds to get the information they needed because they were able to orientate themselves using the star's rotation in the correct direction. ® Birds needing to correct the PPotaris direction in which to orientate themselves seemed to Use the fact that allstars rotate. ® The stars rotating n the correct direction around the pole star is ‘what seemed to give the birds the information they needed for 24. The word “ffl” in the passage ‘Scientists believe that some birds navigate by use of star positions; this has been established with at least one species. In a series of studies, caged birds were subjected to the projection of the ni Northen inside However, some recent research contradicts this. Perhaps itis not the lack of movement of the pole star but rather the constellation patterns that guide them. It has also been found that when fewer stars were visible on the planetarium ceiling, the birds’ sense of direction became poorer. And this, 100, implies that the general star pattem does have some bearing on orientation. ‘Scientists believe that some birds navigate by use of star positions; this has been established with at least one species. In a series of studies, caged birds were subjected to the projection of the nighttime Northern Hemisphere inside a planetarium. All stars rotate around Polaris, the pole star, and this movement seemed to give the birds the information they needed to orientate themselves in the correct direction. However, some recent research contradicts this. Perhaps itis not the lack of movement of the pole star but rather the constellation patterns that guide them. It has also been found that when fewer stars were visible on the planetarium ceiling, the birds’ sense of direction became poorer. And BBB. too. implies that the general star pattern does have ‘some bearing on orientation, nDiagnostic Test 25. Look at the four squares [ll that indicate where the following sentence could be added to the passage. (Over short distances the birds could recognize particular landscapes such as river valleys and shapes of hills. ‘Where would the sentence best fit? Choose the letter of the square that shows where the sentence should be added. Perhaps the most mysterious and as yet not totally understood aspect of bird migration is how birds can navigate such long distances and arrive so precisely at their destination. Various possibilities exist. The most obvious, explanati they leam the topographic features of their jowever, itis not feasible that this method could be ‘crossing larger stretches of water or very Jong trips across whole continents. lll Another possible ‘explanation is that some birds may use magnetic fields. fi Scientists have actually detected tiny crystals of magnetite inthe olfactory tract of some species, and homing pigeons. have been shown to follow magnetic field lines of the Earth. 28. Directions: An introductory sentence for a brief summary of the passage is provided below. Complete the summary by selecting the THREE answer choices that express, the most important ideas in the passage. Some sentences do not belong in the ‘summary because they express ideas that are not presented in the passage or are ‘minor ideas in the passage. This question is worth 2 points. Scientists have proposed several methods that birds use for orientating themselves during their seasonal migrations. Answer Choices @® Birds not only migrate north ‘or south depending on which hemisphere they live in, but they also migrate along ‘coastal regions or in and out of ‘mountainous areas. abilty to detect gradations polarization patterns in ‘sunlight could give them way {or determining directions, ‘® Changes in both the weather and the length of day can cause the birds’ bodies to make physical ‘changes to prepare them for the ong fights. ® ® The principal reason for birds to migrate is that most bird species are not adapted to the harsh winter conditions and the scarcity of food during that season. ‘® The star patterns and the way stars rotate around the fixed position of the pole star could dive birds the direction in which navigate, QS ejay nt kn the features of the landscape, ‘although this seems unlikely given the distances that birds migrate.Questions 27-39 Radon Radon is a radioactive gas that is invisible and odorless. It forms during the decay of -xanium-238, and in decaying, itself produces solid heavy metal radioactive particles of polonium, lead, and bismuth. The parent element, uranium, is distributed in rocks and soils in ‘many regions of the world, although usually in negligible” amounts. However, concentrations. of this element occur in certain rocks, and under certain conditions itis dissolved by underground water and carried over great distances before seeping into other rocks and soils Since radon is @ gas, it can move from the ground into the air, where itis dispersed by the winds. I it infiltrates buildings, however, it can build up over time and lead to serious health problems. In fact, the radon itself is chemically inert and so does not enter into chemical reactions with other substances. Its readily dissolved in blood and circulates through ‘he body unti its expelled, usually before it has had time to decay. The health problems: ‘2ssociated with radon activity arise from the radioactive products of its disintegration, mentioned above. The products of the decay process, especially polonium-218 and polonium-214, emit radiation, which kils or damages living cells, causing genetic mutations and cancer. These radon progeny ae not dispersed harmlessly like radon itself but accumulate as the radon decays. Outside the body, these solid materials can attach themselves to dust particles and surfaces throughout ‘2 building and then be inhaled. The decay products can also stick to tobacco leaves during growth and then enter the body when the tobacco is smoked. Inside the body these dangerous by-products of radon become lodged in lung issue and the bronchial tubes. As these decay, they emit alpha and beta particles and gamma rays. Of these, the alpha particles can do the most damage since they are the buikiest ofthe three and therefore cannot penetrate very far into living ‘sssue. Because ofthis relative immobility, concentrations ofthe particle form and damage cells in the immediate area. Beta particles and gamma rays are less dangerous since they travel further and are less concentrated in the tissues. ‘The primary way that radon penetrates buildings is through foundations. It enters through cracks in basement floors, drains, loose-fiting pipes, and exposed soil areas. Radon also finds its way into water, although ifthe water is exposed to the atmosphere or agitated, the radon disperses into the air. Because of this, concentrations ofthis uranium daughter are ‘not high in rivers, but water drawn from underground sources into homes can have elevated levels. The chief health risk from inhaling radon or its daughter products is lung cancer. Scientists have concluded that exposure to this carcinogen is the second leading cause of this disease in the United States, Major scientific organizations believe it contributes to approximately 12 percent of the incidence in the United States elone. Its true tht some research has cast The products of the decay process, especially polonium-218 and polonium-214, emit radiation, which kills or damages living cells, causing genetic mutations and cancer. These radon progeny are not dispersed harmlessly like radon itself but accumulate as the radon decays. Outside the body, these solid materials can attach themselves to dust particles and surfaces throughout a building and then be inhaled. The decay products can also stick to tobacco leaves ‘during growth and then enter the body when the tobacco is ‘smoked. Inside the body these dangerous by-products of radon become lodged in tung tissue and the bronchial tubes. ‘As these decay, they emit alpha and beta particles and ‘gamma rays. Of these, the alpha particles can do the most ‘damage since they are the bulkiest of the three and therefore ‘cannot penetrate very far ino living tissue. Because of this, relative immobility, concentrations of the particle form and damage cells in the immediate area. Beta particles and ‘gamma rays are less dangerous since they travel further and are less concentrated in the tissues. ‘The primary way that radon penetrates buildings is through foundations. It enters through cracks in basement floors, drains, loose-fitting pipes, and exposed soll areas. Radon also finds its way into water, although if the water is ‘exposed to the atmosphere or agitated, the radon disperses into the air. Because of this, concentrations of this (fai (EBGGRIBE are not high in rivers, but water drawn from ‘underground sources into homes can have elevated levels. [Refer to the full passage.)36. It can be understood from paragraph 6 that ® reducing the amount of radon in your home is pointless because of the amount of radon outside ® even though it is possible to test buildings for radon accumulation, itis not possible to minimize the level of radiation activity © the use of concrete sealing and active ventilation systems can reduce the amount of radon to an acceptable level ‘using concrete sealing and installing active ventilation systems reduces the amount of usable living space Paragraph 6 is marked with an arrow [mb]. 38. Look at the four squares [ll] that indicate where the following sentence could be added to the passage. But this research has been criticized for being based on too few subjects. Where would the sentence best fit? Choose the letter of the square that shows where the sentence should be added. 1 Itis now possible to have buildings tested for radon accumulation. in an average home, this is about 1.3 picocuries per iter, which is considered an acceptable although not a totally safe level. If these levels are above 4 picocuries per iter of air, then homeowners are advised to reduce the amount seeping into the living space. This can be ‘achieved through various means including concrete sealing and the installation of active ventilation systems. Its not Possible to completely eradicate traces of radon since the ‘natural outdoors level averages 0.4 picocuries per liter, but minimizing the amount is a prudent preventative measure. Ttis now possible to have buildings tested for radon accumulation. In an average home, this is about 1.3 picocuries per liter, which is considered an acceptable although not a totally safe level f these levels are above 4 picocuries per ter of air then homeowners are advised to reduce the amount seeping into the ving space. This can be Achieved through various means including concrete sealing {and the installation of active ventilation systems. tis not possible to completely eradicate traces of radon since the natural outdoors level averages 0.4 picocuries per liter, but ‘minimizing the amount is a [BRUBBHE preventative measure. ‘The chief health risk from inhaling radon or its daughter products is lung cancer. Il] Scientists have concluded that ‘exposure to this carcinogen is the second leading cause of this disease in the United States. [2] Major scientific organizations believe it contributes to approximately 12 percent of the incidence in the United States alone. itis {rue that some research has cast doubt on the likelihood oft radon accumulations contributing to cancer larger scale studies contradict the neutral findings. For example, a recent study of 68,000 underground ‘miners who were exposed to high levels of radon shows that they are five times more likaly to die of lung cancer than the general population. IJ Smokers, whose incidence of lung cancer is significantly higher than the nonsmoking population, are even more at risk if they are exposed to high levats of radon.8 39. Directions: An introductory sentence for a brief summary of the passage is provided below. Complete the summary by selecting the THREE answer choices that express, the most important ideas in the passage. Some sentences do not belong in the summary because they express ideas that are not presented in the passage or are minor ideas in the passage. This question is worth 2 points. Radon can seep into a building, where its decay products can lead to health @ trough cadon can ete a in many different ways, raasumager trgh ee in the foundations. 08 of the radon ucts attach themselves to particies inthe air inside buildings and are breathed into the lungs, © People who smoke or work. in mines are at greater risks ‘of getting tung cancer that is ‘elated to alpha particles than those who work in buildings. ‘D THh oy product alpha partcies fe too heavy to disperse through the tissues, so they accumulate in the lungs where they kill or damage lung cells. © Radon does not cause lung ‘cancer because itis chemically inert and therefore readily dissolves in the blood, where it ‘eventually is expelled from the body. ‘© Pipventative measures can be to reduce the amount of exposure to radon in living ‘spaces, but itis not possible to completely eliminate the gas from the atmosphere.USTENING SECTION Directions ‘Tas section measures your abilty to understand conversations and lectures in E-gish. You will hear each conversation or lecture only one time. After each conversation or lecture, you will answer some questions about it. ‘The questions typically ask about the main idea and supporting details. Some ‘qestions ask about a speaker's purpose or attitude. Answer the questions based on what is stated or implied by the speakers. ‘You may take notes while you listen. You may use your notes to help you answer the qwestions. Your notes will not be scored. im some questions, you will see this icon: (9. This means that you will hear, but not ‘see, part of the question. ‘Some questions have special directions. These directions appear in a gray box. ‘Most questions are worth one point. A question worth more than one point will have ‘special instructions indicating how many points you can receive. ‘You will have 20 minutes to answer the questions in this section. Now get ready to listen. You may take notes. STARTDDiagnostic Test Questions 1-6 Listen to part of a lecture in an American government class. Now get ready to answer the questions. You may use your notes to help you answer. 1. What isthe lecture mainly about? @® Armethod in Alaska for ensuring fair election results ‘An important feature of the U.S. presidential election ® The essential criteria used for choosing a candidate D] Acomparison of different voting systems |. Why does the professor say this: ® To clear up a possible confusion To help explain the exact number of electors ® To correct something she seid earlier ® To remind students of the electors’ uti Which candidate wins the presidential lection? @® The one who wins the most states The one who wins the biggest states © The one who receives the most votes from the public @®D The one who receives the most votes from electors 2. According to the professor, who becomes an elector? @® AUS. senator or representative A trained member of the public ® Amember of a politcal party ® A candidate for political office . Why does the professor use the example of ‘Alaska in the lecture? ® Toexplain the number of electors each state has ‘®D To show why states with small populations are powerful ® To remind students of the number of electors in certain states <® To develop the students’ understanding of electoral polos ‘What does the professor mean when she says this: @ ® Many voters reject this system of choosing the president. Cites ofthe voting system have pointed out weaknesses. ® Students have made several objections {o the voting system. D Flaws in this voting system are not a disadvantage.Questions 7-11 Listen to a conversation between a student and a professor. 7. Why does the student go to see the professor? ® To apologize for arriving late ® To wm in her proposal to the professor ® To get help in analyzing her statistics ® To discuss improvements for her proposal According to the professor, what information ‘should the student add in her proposal? Choose 2answers. 17) ET {@) How the analysis will be done How she got the statistics into a ‘meaningful form [©] How the subjects will be selected [D) How she will contact the international students Now get ready to answer the questions. You may use your notes to help you answer. 8. Why does the professor suggest that the student go to the Computer Center? @® Totalk to Miriam at the information desk ® Toget help setting up the statistical analysis ‘© To make changes to her statistical results ® To define her subjects’ linguistic abilities 40. Why does the professor say this: 62 @® Toiustrate a flaw in the student's proposal ‘To compare two language groups ‘© To demonstrate international students’ diflering linguistic levets ® To suggest the kind of test the student should give her subjects ‘1. What does the professor imply about the people who will decide on the grant money? ®D They will not approve of her getting help in analyzing her statistics. They will question what stress patterns she will study. © They will be influenced by her ® To avoid an argument between the students who have differing opinions ® 7o imply that diferent businesses deal with mail diferently ® To bring up a cifferent situation that may have to be dealt within business ® To indicate that most businesses have to make policy changes 5. Listen again to part of the discussion. Then answer the question. Why does the professor ask this: © ‘@® She wants to go back to a previous lesson. ® She is leading the students to a different solution tothe problem. ® She thinks that the students have forgotten an essential part of ‘communication. ® She is highlighting points that the students must learn for a test.16. According tothe discussion, which way both protects customer identity and promotes customer personalization? ®D Sending the customers a group message ®@ Writing o the customers individually ® Using the biind copy feature ® Putting all the addresses into the receiver box Questions 18-23 Listen to part of a lecture in a literature class. | Diagnostic Test 17. Which ofthe following are valid points about ‘messages sent to a group address instead of individual addresses? Choose 2answers. ) The customer's identity is protected. {B) Individual addresses are hidden. [E) The message appears personal [D] The address takes a long time to type. Now get ready to answer the questions. You may use your notes to help you answer. 16. What is the lecture mainly about? ® How London's fe and work are ‘contrasted ©® How London's life influenced his work © London's political writings ® London's early adventures: 19. According to the professor, what effect dic the absence of a father have on London? ® affected his relationship with his mother. ® Itcausedihim to commit crimes. ©@ Itinfiuenced aspects of his writing. ® It prepared him for a ite of adventure.Diagnostic Test 24 20. What does the professor mean when he says this: @® He thinks many of the students in the class are poor ® Heis joking that some of the students ‘may not be happy at college. ® He believes that some students are not enjoying the class. ®D He is implying that some students will imitate London's behavior. What does the professor imply about London's success? ® He was immediately successful as a writer. He was successful only in later life © He worked hard to achieve success. @ He never really achieved much success. Questions 24-29 Listen to a discussion in an anthropology class. 21. Why does the professor think that London read so many books? ® London wanted to lear from other writers. London was enrolled at a university. © London needed to use other writers’ ideas. ® London had few ways of gaining real experience What does the professor think of London's work? ® Most of London's work is excellent. Most of London's work is careless. © Much of London's work is not very good. ®D Much of London's work is very modem. ai ‘Now get ready to answer the questions. You may use your notes to help you answer.24. What is the main purpose of the lecture? 25. Why does the professor say this: € ® To provide a framework for ® To remind students of a previously understanding early human culture ® To show how Cro-Magnon people © To ensure that students understand a term ® To introduce the question ofthe fate of ® To provide an example of the the Neanderthal people Neanderthals body structure 28. Why does the professor refer tothe 27. What does the professor NOT mention ‘Neanderthals ability to make and transport ‘about the Neanderthals use of language? fire? (@® Their range of speech sounds ® To emphasize that they were not as @] The shape oftheir vocal tracts ‘advanced as the Cro-Magnon ® The development oftheir brains. ® To argue that they were sophisticated ®] Their inability to speak toolmakers © Toshow that they were relatively unintelligent ® To support her view that they were not as backward as some people have claimedDiagnostic Test 28. According to the professor, why is a 5 ‘comparison of Neanderthal and modern human DNA useful? @® To examine which diseases caused the extinction of Neanderthals To determine whether Neanderthals interbred with the Cro-Magnon ® To cdiscover the origin of Neanderthal people ® To learn how they could have survived in a severe climate Questions 30-34 Listen to part of a conversation at a campus police station. Now get ready to answer the questions. You may use your notes to help you answer. 30. Why did the student go to the campus 31. What can be inferred about the student? police? ® He didn’t know he was parking illegally ® Toreporta stolen vehicle @® He lives in a student dormitory. ® Toask about his right of appeal ® He uses a wheelchair. ® Toget advice on writing a police report ® He drives to campus. ® To compiain about the tack of handicapped parking places 2632, Listen again to part of the conversation. ‘Then answer the question. ‘What does the officer mean when she says this: 2 ® She is apologizing for the towing. ® She is empathizing with the student's situation. © She regrets that the student broke the law. ® She is worried about the student's appeal. 33. Listen again to part of the conversation. ‘Then answer the question. Why does the officer say this: € BD To make sure the man knows what he can do ® Togive the man an excuse for breaking the rules © Tointroduce the circumstances in which people appeal ® To offer the man help in writing an appeal ‘34. What will the student probably do? ® Write a letter of appeal ® Pay the fine immediately © Park in the faculty parking lot ® Request a handicapped sticker STOPDiagnostic Test . SPEAKING SECTION Directions In this section of the test, you will be able to demonstrate your ability to speak about a variety of topics. You will answer six questions by recording your response. Answer each of the questions as completely as possible. In questions 1 and 2, you will first hear a statement or question about familiar topics. You will then speak about these topics. Your response will be scored on your ability to speak clearly and coherently about the topics. In questions 3 and 4, you will first read a short text. You will then listen to a talk on the ‘same topic. ‘You will be asked a question about what you have read and heard. You will need to. combine appropriate information from the text and the talk to provide a complete answer to the question. Your response will be scored on your ability to speak clearly and coherently and on your ability to accurately convey information about what you read and heard. In questions 5 and 6, you will listen to part of a conversation or a lecture. You will be asked a question about what you heard. Your response will be scored on your ability to speak clearly and coherently and on your ability to accurately convey information about what you heard. You may take notes while you read and while you listen to the conversations and lectures. You may use your notes to help prepare your response. Listen carefully to the directions for each question. For each question you will be given a ‘short time to prepare your response. When the preparation time is up, you will be told to begin your response. 28STARTD Prease listen carefully. Describe changes in technology that have affected your life, and explain what effect they have had on you as a student. Include details and examples to support your explanation. Preparation time: 15 seconds Response time: 45 seconds ‘You may begin to prepare your response after the beep. Pease begin speaking after the beep. STOP m START 2 Please listen carefully. What kind of friend is better — one who is very similar to you or ‘one who is very different? Which kind of friend do you prefer and why? Include details and examples in your: Preparation time: 15 seconds Response time: 45 seconds ‘You may begin to prepare your response after the beep. Please begin speaking after the beep. sTOPmDiagnostic Test STARTD 3. Please listen carefully. ‘The University of the Rockies is announcing its annual job fair. Read the announcement ‘rom the Career Services Center. You will have 45 seconds to read the announcement. Begin reading now. PAUSE Wl (for 45 seconds) and alumni Now listen to two students as they discuss the announcement. Reading Time: 45 seconds Education Job Fair Saturday, October @ 9:00 a.m.-12:00 pm. Washington Center The University of the Rockies has been offering our Placement Abroad Services for prospective teachers since 1980. This program is sponsored by the University of the Rockies’ Career Services Center. Originally initiated to provide American ‘schools abroad with certified teachers, the Placement Abroad ‘Services now includes the U of R Recruitment Fair, credential land referral services, and the “Careers in Education” publication. We are dedicated to providing our graduates in Education the ‘opportunity to meet and interview with recruitment staff from international schools. This service is free for all U of R students‘se 251 ready to answer the question. ‘The man expresses his opinion about whether the woman should attend the job fair. State his opinion and explain the reasons he gives for his opinion. Preparation time: 30 seconds Response time: 60 seconds ‘wee may begin to prepare your response after the beep. ‘Pease begin speaking after the beep. sToP START 4 Please listen carefully. ‘Read the passage about misconceptions in mathematics. You have 45 seconds to read ‘he passage. Begin reading now. PAUSE Il (for 45 seconds) Reading Time: 45 seconds Mathematics and Children’s Misconceptions: ‘Analyses of children's misconceptions in mathematics indicate that children have considerable dificuities in dealing with fractions. Given the choice of 50 percent and 25 percent, and ‘asked to choose which number is higher, children will correctly ‘choose 50 percent. However, given the choice of } and 4, they will incorrectly choose J. Their reasoning is that since 4 is @ larger number then 2, 4 is larger than 4. Considering this ‘misconception, its highly likely that the correct answers they sive to percentage questions aren't based on understanding the concept of percentages. Holding onto the misconception that 1 is. larger number than 4, the child often miscalculates the ‘simple addition problem of } plus 4, coming up with the answer of | instead of 3 or 1. Diagnostic TestDiagnostic Test 32 ‘Now listen to part of a lecture on this topic in a math education class. Now get ready to ‘The professor describes the mistakes that are made in teaching children mathematics. Explain how these mistakes relate to the problems that children have in understanding fractions. Preparation time: 30 seconds Response time: 60 seconds ‘You may begin to prepare your response after the beep. Please begin speaking after the beep. STOP mLSTARTD 5. Please listen carefully. Listen to @ conversation between two students. Now get ready to: The students discuss several ways to memorize vocabulary. ‘Summarize the ways. Then state which of the ways you prefer ‘and explain why. Preparation time: 20 seconds Response time: 60 seconds ‘You may begin to prepare your response after the beep. Please begin speaking after the beep. STOP Diagnostic TestDiagnostic Test 34 ‘STARTD 6. Please listen carefully. Listen to part ofa lecture in an earth science class. Now get ready to Using the information in the lecture, explain the three atmospheric Phenomena that the lecturer discusses. Preparation time: 20 seconds Response time: 60 seconds ‘You may begin to prepare your response after the beep. Please begin speaking after the beep. sTOPmWRITING SECTION Directions “hs section measures your abilty to use writing to communicate in an academic “=wronment. There will be two writing tasks. ‘== Pe first writing task, you will read a passage and listen to a lecture, and then s=seer a question based on what you have read and heard. For the second writing "= you will answer a question based on your own knowledge and experience. ‘how read the directions for the first writing task. ing Based on Reading and Listening Directions Fr this task, you will have three minutes to read a passage about an academic topic. You sma take notes on the passage while you read. Then you will listen to a lecture about the ‘same topic. While you listen, you may also take notes. “he you will have 20 minutes to write a response to a question that asks you about the ‘s=tstonship between the lecture you heard and the reading passage. Try to answer the ‘sestion as completely as possible using information from the reading passage and the secure. The question does not ask you to express your personal opinion. You can refer to ‘Pe reading passage again when its time for you to write. You may use your notes to help ‘yee answer the question. ‘yecally, an effective response will be 150 to 225 words long. Your response will be {=0ed on the quality of your writing and on the completeness and accuracy of the “content. If you finish your response before time is up, go on to the second writing task. ‘On the day of the test, you will be required to type your response into a computer. ‘Therefore, if you are taking this test in the book, practice typing your response on secomputer.Diagnostic Test INTEGRATED TASK '* _ Directions: You have three minutes to read and take notes from the reading passage. Next, listen to the related lecture and take notes. Then write your response. Productivity and Rewards ‘An important management principle is that when behavior és rewarded, it tends to be repeated. It follows that in many business enterprises, the approach to getting employees to work hard or improve productivity is to reward them with money or company stock. In addition, some enterprises use other forms of ‘compensation such as special privileges or perhaps promotion (r job reassignments or even company-paid luxury vacations ‘and other bonuses in kind. All such rewards are usualy tied in to some index of performance, which precisely calculates the relative amount of increased productivity. Whatever the type of reward given, managerial consultants point out that the promise of such incentives improves employee attitudes, motivation, and productivity. Typical business handbooks describing compensation methods advocate giving the greatest rewards to those who perform the best. For ‘example, a well-known academic text on incentives points out that “the closer the link between job performance and rewards, the greater the motivational effect.” Advocates of improving productivity through rewards tacitly accept that people are rather like physical bodies that require the application of some extemal motivating force to be set in motion. Furthermore, they argue that any such incentives must have a high perceived value to the employee and must also be perceived ‘as within the reach ofthat person. If the productivity goal appears ‘beyond the reach of the person striving for the reward, then the ‘motivational effect willbe lower and productivity may dectine. But ifthe reward system is correctly structured, productivity experts argue, itis possible to persuade people to achieve remarkable results.STARTD ‘ow listen to part of a lecture on the topic you just read about. STOP ml ‘Question: Summarize the points made in the lecture you just heard, explaining how they cast doubt on the points made in the reading. Reading passage reappears during writing time. Refer to the full passage on the previous page] Diagnostic TestDiagnostic Test Writing Based on Knowledge and Experience © aie For this task, you will write an essay in response to a question that asks you to state, ‘explain, and support your opinion on an issue. You will have 20 minutes to plan, write, and revise your essay. Typically, an effective essay will contain a minimum of 300 words. Your essay will be judged on the quality of your writing. This includes the development of your ideas, the organization of your essay, and the quality and accuracy of the language you use to express your ideas. On the day of the test, you will be required to type your response into a computer. ‘Therefore, if you are taking this test in the book, practice typing your response on computer. INDEPENDENT WRITING TASK ‘Question: Do you agree or disagree with the | following statement? Childhood is the happiest time of a person's life. Use specific reasons and ‘examples to support your opinion.DIAGNOSTIC TEST: Reading Section on Note: If you answered an item incorrectly, complete che exercises listed for that item. 1. (B) To “prevail” means “to exist” or "to occur more prominently or notably.” See Exercises RI-R3. 2, (D) The phrase “the three most prominent factors” indicates there are other factors that may not be as, prominent. See Exercises R15-R2I. 3. (C) The phrase “these eccentricities” refers to the ‘movements of the Earth. The pattern of insolation is, not a movement of the Earth. See Exercises R9-RIM. 4, (B) The phrase “the match between periods of peak insolation and most intense glaciation were not ‘exact means that the periods did not occur at the ‘same time. See Exercises R9-R14. 5. (A) The author is using the flat plane image to show the reader how the Earth moves in and out of a plane. See Exercises RIS-R21. 6, (D) The Earth, our planet, is plunged into cold periods periodically. See Exercises R¢-R8. 7. (D) Space debris reduces the amount of solar energy reaching the Earth. This causes regular cold periods. See Exercises RO-RI4. 8, (A) Maller and MacDonald's theory is supported by the fossil record, whereas Milankovitch’s theory is. not. See Exercises RO-RI4. 9. (A) When someone is “persuaded” or “convinced,” they have been shown evidence that makes them believe something. See Exercises RI-R3. 10. (C) The problem with Muller and MacDonald's theory is that the amount of debris that reaches Earth in comparison to the debris from volcanoes appears too small to cool temperatures sufficiently. See Exercises R9-RI4. 11, [D) The phrase “Earth is at its furthest from the sun” indicates that this is a detail related to the Earth's orbit around the sun. This would follow the sentence that discusses the elliptical nature of the Earth’s orbit. See Exercises R4-RB. 12. Flaws in the Milankovitch Cyeles Theory (A) Milankovitch’s predicted intervals of sunlight 4o not coincide with the climate records. 1B. M4. 15. 16. 20, (B) The Nevada lake temperature increased before Milankovitch’s predicted peaks of sunlight. [D) Milankovitch’s predicted cycles do not always, ‘match the periods of most glaciation. (HH) The data from the ocean sediments does not ‘coincide with Milankovitch’s predicted years of slaciation. Flaws in the Muller and McDonald Theory {E) The mild effect of voleanic eruptions on the climate does not support Muller and MacDonald's theory that interstellar debris affects the amount of sunlight that reaches the Earth. (G| There is not enough interstellar debris reaching Earth to support Muller and MacDonald's theory that this dust blocks sunlight. (0) Even though the glaciation corresponds to the periods of the Earth’s moving through debris, Muller and MacDonald's theory is not supported by ‘much physical evidence of changes in energy levels. ‘See Exercises R22-R24, (D) The passage mentions that some species are ‘well-adapted to harsh living conditions. It can be ‘understood that such birds don't migrate south. See Exercises RIS-R22. (D) The word “those” refers to the species of birds that find moving south in the winter advantageous. See Exercises R4-R8. (D) According to the passage, “changes in the ‘weather can trigger the start of the journey south.” See Exercises R9-R14. (A) When fat “accumulates” under the skin, it “builds up.” See Exercises R1-R3. (D) The passage does not mention birds migrating. east-west toward a hotter climate. See Exercises RO-RI, 3. [B)"Precisely” refers to an action that is performed “exactly” without error. See Exercises RI-R3. (C) Since the polarization patterns are visible at ‘sunset and the passage mentions patterns in sunlight, we can infer that they are not visible at night. See Exercises RIS-R21 (B) The bowtie shape of the pattern has “fuzzy” ‘ends which are reminiscent of a brush. See Exercises RIS-R21Answer Keys 2. 3. 2. (A) The term “subjected” here means that the birds ‘were exposed to the projection on the inside of the planetarium. See Exercises RI-R3. . (C} According to paragraph 6, some research using. ‘projections on the planetarium ceiling indicates the birds are guided by the constellations, See Exercises RO-RI. A) The highlighted sentence means the same as “Binds needing to orientate seemed to use the information .... from the stars that rotate around Polaris.” See Exercises R9-R14, (B) The word “this” refers tothe fact that when fewer stars arc visible on the planetarium ceiling, the birds’ sense of direction worsened. See Exercises RaRS (B) The particular landscapes such as river valleys and shapes of ills are examples of the topographic features mentioned in the previous sentence. See Exercises RA-R8. (B},(E), and (F) The main ideas from the passage are all theories that scientists have studied in their attempt to understand the methods birds use to ‘migrate. These theories are that birds may determine direction through detection of the gradations of polarization patterns in sunlight, through the rotation of stars around a fixed ‘position, and through knowledge of landscape features. See Exercises R22-R24. (C) The phrase “this element” refers to the parent clement, uranium, mentioned in the previous sentence. See Exercises R4-RB. . (A) A liquid or gas “seeps” or “leaks” through holes or cracks. See Exercises RI-R3. . (A) According to paragraph 2, the health problems are caused by radon after it decays into its radioactive particles. If it has not had time to decay, radon is harmless. See Exercises RO-R1M. (A) When a substance “disintegrates” or “breaks down,” it changes from one state into its simpler ‘component parts. See Exercises RI-R3. (B) According to the passage, heavy metals such as polonium, lead, and bismuth, which are products of the decay process of radon, are what cause health problems. See Exercises R9-RI4. {A) The radon progeny are the products that gather together as the radon disperses. See Exercises RO- Ris. (B) According to paragraph 3, products of decay, ‘especially alpha particles, ate dangerous because they accumulate into concentrations instead of 34, (B} Radon is described. 35. (B) It can be understood that radon is detectable 36, (C) According to paragraph 6, a reduction of 37, (A) A “prudent” or “sensible” action is one DIAGNOSTIC TEST: Listening Section (p.19) dispersing throughout the body. In these concentrations, they damage nearby cells. See Exercises R9-R1. a decay product of ‘uranium and, therefore, is a uranium. Exercises Rt-RS. because buildings are tested for the amount of radon that has accumulated, See Exercises. can be achieved by using concrete sealing and active ventilation systems. See Exercises RI: form particles that can be breathed into the lungs. (D) The alpha particles, in particular, acew the lung tissue and damage cells. [F/I is possible to reduce radon exposure, but of the gas stays in the atmosphere. See Exercises R22-R04 1, (B) The professor explains how the Electoral College ‘works and how itis important for deciding the ‘outcome of a presidential election. See Exercises 1-12. 2. (C) According tothe professor, an electoris a :member of apolitical party who is pledged to that party's candidate for office. See Exercises L13-LI7, 3. (A) The professor wants the students to realize that although the number of electors is equal tothe number of senators and representatives, the actual people filling these roles are different. The professor thinks thatthe students might believe they are the same people, See Exercises L18-L23, 4, (A) The professor uses Alaska as an example of a state with a small population and only one representative. The number of electors in any state is equal to the number of senators {two} plus the number of representatives (dependent om population). See Exercises L18-L23.16. [D| The winner of the election is the candidate whose total Electoral College vote is largest. See Exercises L13-LI7, {B) The professor mentions that some people have criticized the Electoral College system. They have ‘raised problems associated with the fairness of the process of choosing a president. See Exercises LIS La. (D) The student's questioning the professor about his having the chance to look at her proposal and the discussion about ways for her to improve her proposal indicate her reason for going to see the professor. See Exercises L18-123. (B) The professor suggests that she see a statistician to explain a way to set up her experiment to get ‘meaningful statistics. See Exercises L13-L17. [Al and [C] The professor states that the procedure for getting meaningful statistics should be explained in the proposal and explains that the committee will need to understand how the student plans to select her subjects. See Exercises usu. (AI The professor means that if the student doesn’t ‘make it clear to the committee how she will be comparing subjects, they will not understand the relationship. See Exercises L18-123. {D) The committee will ask questions about those things they don’t understand. The professor's discussion of subjects indicates that this isa point that they won't understand and this might affect the student's likelihood of getting the grant. See Exercises L18-L23, . (A) The professor and the students mention the different ways to send e-mails in a business situation. See Exercises L9-L12. (C) The professor brings up the situation of sending 4 message to a large group of customers to get the students to think about the differences in how to deal with different kinds of receivers. See Exercises Lis-123, (B) Both students have opinions about such things as e-mail etiquette and user techniques. This implies they are both experienced. See Exercises Lis-123, 5. (B) The students have not found the best solution of how to keep anonymity when sending group letters. ‘The professor tries to jog their memory by referring, to a previous lesson. See Exercises L18-L23, (C) According to the professor, by using the blind- ‘copy function, itis possible to maintain the Answer Keys anonymity of receivers hut appear to be sending the ‘message to only one individual. See Exercises L13— i. 17, [A] and [B] According to the discussion, the customer's identity is protected because the individual addresses are hidden. See Exercises L13~ 7. 18. (B} The professor mainly discusses important aspects of London's life and work and how they ‘were related. See Exercises L9-L12. 19. (C) The professor mentions that London felt anxiety because he never knew his father and that this anxiety is reflected in the themes of his books. See Exercises L13-L17. 20. (B) The professor is making a lighthearted reference ‘to the possibility that university life ean be difficult at times for students. See Exercises L18-L23. 21. (A) The professor mentions that London read and ‘studied books by other authors in order to learn hhow to write himself, See Exereises L13-L17. 22, {C) The professor implies that London worked hard ‘tobe sucessful. He mentions that London was disciplined writer and that he sent many writings ‘to publishers before his work was accepted. See Exercises L18-123, 23. (C) The professor says that a considerable part of his ‘writing is uninteresting and uninspired. See Exercises L13-L17. 24, (D) The main question the professor addresses is hhow and why the Neanderthal people became extinct, See Exercises L9-L12. 25, (C}By saying “in other words” followed by an explanation, the professor is providing more information about the meaning of the word ‘anatomically. See Exercises L18-L23. 226. (D)The professor mentions that the Neanderthals, like the Cro-Magnon, were able to make and transport fire. This, and their simple art forms, shows they were not as hackward as some people have claimed. See Exercises LIS-123. 27. {D) The professor notes that bone remains of ‘Neanderthals suggest that their speech may have been slow and restricted in its range of sounds. See Exercises L13-LI7, 28. Neanderthal (C) The Neanderthals produced simple art forms.Answer Keys (Cro-Magnon (A) Only the Cro-Magnon developed tools with handles. (B) Only the Cro-Magnon used bows and arrows. See Exercises L13-LI7. 29. (B) The professor mentions that current research is looking at whether Neanderthal DNA can be found ‘in modern humans. If it were found, this would be ‘evidence that the Neanderthals interbred with the (Cro-Magnon. See Exercises L13-L17, 30. (A) The student thinks his car has been stolen and. ‘g0¢s to the police to report this. See Exercises L9- 12. 431. (D} Since the student has a car parking problem, he probably drives to campus. Although be is disabled, it cannot be inferred that he uses a wheelchair. See Exercises LI8-L23, 32. {B)By saying “I'm sorry to say,” the police officer shows that she can see the problem from the ‘student's point of view and that she empathizes about al the costs involved. See Exercises L18-123. 33. (A) The police officer is finding out if the man knows he has the right to appeal. See Exercises Lis-123. 34. (A) The police offer explains in some detail how the student can appeal the parking fine. The student then thanks the police officer for the information. ‘We can infer that the student will appeal the fine. See Exercises LI8-L23. ‘There is no answer key for the Speaking and Writing sections of the Diagnostic Test. See Calculating Scores for Practice Tests on p. XXIII for information about how to evaluate your responses, Also use the scored sample essays and speaking responses for CD- ROM Test | asa guide. PART 1 BUILDING SUPPORTING SKILLS Note: An asterisk (*) indicates the correct answer to the question in those places where an explanation is provided for each possible answer. ‘There is no answer key for EXERCISES LS1-LS13 (pp. 42-52) and EXERCISE NPS1 (p. 55). EXERCISE NPS2 (p. 57) Your answers may be stated differently. Laswe. 6. = 2. WHO 7, cone Beg 8, chaps 4. lex'y 9. dev'g 5. bldg 10. w/o EXERCISE NPS3 (p. 57) Your answers may be stated differently. Make understand your own notes. 1. Fe-work'g Meriotic eiv + Afr 2. Fine grnd pigm. + yolk = paint 4 M.A. panls: 3, Trade Egp. ++ Afr, st 1460 BC, Q Hpt’s ships = Punt, now Som 4, Pree. Info Act, U.S. Congr. 66, = US. pers. Pub. Reds 5, Sonora D's day temp 150°C EXERCISE NPS& (p. 58) Your answers may be stated differently. 1. likewise: additional information will be 2. therefore: a conclusion or result to the previous point or points will be made 43, a8an illustration: a longer example will be given 4. granted that: an admission of the truth of an opposing argument will be stated 5. incidentally: something unrelated is going to be said ora regression to something said before wall take place 6. previously: a situation that occurred before the sven point is going to be discussed 7. conversely: a point that isin contrast to the given point is going to be discussed 8, furthermore: additional information will be presented 9. above all: a point is going to be emphasized 10, to summarize: all the points are going to be repeated in a shortened form ! ‘There is no answer key for EXERCISE NPSS (p. 58).