Glass is a remarkable substance made from the simplest raw materials.

It can be colored or colorless,

monochrome or polychrome, transparent, translucent, or opaque. It is lightweight impermeable to

liquids, readily cleaned and reused, durable yet fragile, and often very beautiful Glass can be

decorated in multiple ways and its optical properties are exceptional. In all its myriad forms - as table

ware, containers, in architecture and design - glass represents a major achievement in the history of

technological developments.

Since the Bronze Age about 3,000 B.C. glass has been used for making various kinds of objects. It

was first made from a mixture of silica, line and an alkali such as soda or potash, and these remained

the basic ingredients of glass until the development of lead glass in the seventeenth century. When

heated, the mixture becomes soft and malleable and can be formed by various techniques into a vast

array of shapes and sizes. The homogeneous mass thus formed by melting then cools to create glass,

but in contrast to most materials formed in this way (metals, for instance), glass lacks the crystalline

structure normally associated with solids, and instead retains the random molecular structure of a

liquid. In effect, as molten glass cools, it progressively stiffens until rigid, but does so without setting

up a network of interlocking crystals customarily associated with that process. This is why glass

shatters so easily when dealt a blow. Why glass deteriorates over time, especially when exposed

to moisture, and why glassware must be slowly reheated and uniformly cooled after manufacture to

release internal stresses induced by uneven cooling.

Another unusual feature of glass is the manner in which its viscosity changes as it turns from a cold

substance into a hot, ductile liquid. Unlike metals that flow or “freeze” at specific temperatures glass

progressively softens as the temperature rises, going through varying stages of malleability until it

flows like a thick syrup. Each stage of malleability allows the glass to be manipulated into various

forms, by different techniques, and if suddenly cooled the object retains the shape achieved at that

point. Glass is thus amenable to a greater number of heat-forming techniques than most other

materials.

10. Why does the author list the characteristics of glass in lines 1-5?

(A) To demonstrate how glass evolved

(B) To show the versatility of glass

(C) To explain glassmaking technology

(D) To explain the purpose of each component of glass

11. The word "durable"' in line 3 is closest in meaning to

(A) lasting (B) delicate (C) heavy (D) Plain

12. What does the author imply about the raw materials used to make glass?

(A) They were the same for centuries. (B) They are liquid

(C) They are transparent (D) They are very heavy.

13. According to the passage, how is glass that has cooled and become rigid different from most other
rigid substances?

(A) It has an interlocking crystal network. (B) It has an unusually low melting temperature.

(C) It has varying physical properties. (D) It has a random molecular structure.

14. The word "customarily" in line 17 is closest in meaning to

(A) naturally (B) necessarily (C) usually (D) certainly

15. The words "exposed to" in line 19 are closest in meaning to

(A) hardened by (B) chilled with (C) subjected to (D) deprived of

16. What must be done to release the internal stresses that build up in glass products during
manufacture?

(A) the glass must be reheated and evenly cooled.

(B) the glass must be cooled quickly.

(C) The glass must be kept moist until cooled.

(D) The glass must be shaped to its desired form immediately

17. The word "induced" in line 21 is closest in meaning to

(A) joined (B) missed (C) caused (D) lost

18. The word "it" in line 22 refers to

(A) feature (B) glass (C) manner (D) viscosity

19. According to the passage, why can glass be more easily shaped into specific forms than can metals

(A) It resists breaking when heated

(B) It has better optical properties.

(C) It retains heat while its viscosity changes.

(D) It gradually becomes softer as its temperature rises

Europe is the smallest of planet Jupiter's four largest moons and the second moon out from Jupiter.
Until 1979, it was just another astronomy textbook statistic. Then came the close-up images obtained by
the exploratory spacecraft Voyager 2, and within days, Europe was transformed--in our perception, at
least--into one of the solar system's most intriguing worlds. The biggest initial surprise was the almost
total lack of detail, especially from far away. Even at close range, the only visible features are thin,
kinked brown lines resembling cracks in an eggshell. And this analogy is not far off the mark.

The surface of Europe is almost pure water ice, but a nearly complete absence of craters indicates that
Europe's surface ice resembles Earth's Antarctic ice cap. The eggshell analogy may be quite accurate
since the ice could be as little as a few kilometers thick--a tree shell around what is likely a subsurface
liquid ocean that, in turn, encases a rocky core. The interior of Europe has been kept warm over the
cons by tidal forces generated by the varying gravitational tugs of the other big moons as they wheel
around Jupiter. The tides on Europe pull and relax in an endless cycle. The resulting internal heat keeps
what would otherwise be ice melted almost to the surface. The cracklike marks on Europe's icy face
appear to be fractures where water or slush oozes from below.

Soon after Voyager 2's encounter with Jupiter in 1979, when the best images of Europe were obtained,
researchers advanced the startling idea that Europe's subsurface ocean might harbor life. Life processes
could have begun when Jupiter was releasing a vast store of internal heat. Jupiter's early heat was
produced by the compression of the material forming the giant planet. Just as the Sun is far less radiant
today than the primal Sun, so the internal heat generated by Jupiter is minor compared to its former
intensity. During this warm phase, some 4.6 billion years ago, Europe's ocean may have been liquid right
to the surface, making it a crucible for life.

1. What does the passage mainly discuss?

(A) The effect of the tides on Europe's interior

(B) Temperature variations on Jupiter's moons

(C) Discoveries leading to a theory about one of Jupiter's moons

(D) Techniques used by Voyager 2 to obtain close-up images

2. The word "intriguing" in line 5 is closest in meaning to

(A) changing

(B) perfect

(C) visible

(D) fascinating
3. In line 7, the author mentions "cracks in an eggshell" in order to help readers

(A) visualize Europe as scientists saw it in the Voyager 2 images

(B) appreciate the extensive and detailed information available by viewing Europe from far away

(C) understand the relationship of Europe to the solar system

(D) recognize the similarity of Europe to Jupiter's other moons

4. It can be inferred from the passage that astronomy textbooks prior to 1979

(A) provided many contradictory statistics about Europe

(B) considered Europe the most important of Jupiter's moons

(C) did not emphasize Europe because little information of interest was available

(D) did not mention Europe because it had not yet been discovered

5. What does the author mean by stating in line 7 that "this analogy is not far off the mark"?

(A) The definition is not precise.

(B) The discussion lacks necessary information.

(C) The differences are probably significant.

(D) The comparison is quite appropriate.

6. It can be inferred from the passage that Europe and Antarctica have in common which of the
following?

(A) Both appear to have a surface with many craters.

(B) Both may have water beneath a thin, hard surface.

(C) Both have an ice cap that is melting rapidly.

(D) Both have areas encased by a rocky exterior.

7. The word "endless" in line 14 is closest in meaning to

(A) new

(B) final

(C) temporary

(D) continuous

8. According to the passage, what is the effect of Jupiter's other large moons on Europe?

(A) They prevent Europe's subsurface waters from freezing.

(B) They prevent tides that could damage Europe's surface.

(C) They produce the very hard layer of ice that characterizes Europe.

(D) They assure that the gravitational pull on Europe is maintained at a steady level.

9. According to the passage, what is believed to cause the thin lines seen on Europa’s surface?

(A) A long period of extremely high tides

(B) Water breaking through from beneath the surface ice

(C) The continuous pressure of slush on top of the ice

(D) Heat generated by the hot rocky core

Many ants forage across the countryside in large numbers and undertake mass migrations; these
activities proceed because one ant lays a trail on the ground for the others to follow. As a worker ant
returns home after finding a source of food, it marks the route Line by intermittently touching its stinger
to the ground and depositing a tiny amount of trail(5 ) pheromone – a mixture of chemicals that delivers
diverse messages as the context changes.These trails incorporate no directional information and may be
followed by other ants ineither direction. Unlike some other messages, such as the one arising from a
dead ant, a food trail has to be kept secret from members of other species. It is not surprising then that
ant species use(10) a wide variety of compounds as trail pheromones. Ants can be extremely sensitive to
these signals. Investigators working with the trail pheromone of the leafcutter ant Atta texana
calculated that one milligram of this substance would suffice to lead a column of ants threetimes around
Earth.The vapor of the evaporating pheromone over the trail guides an ant along the way, (15) and the
ant detects this signal with receptors in its antennae. A trail pheromone will, evaporate to furnish the
highest concentration of vapor right over the trail, in what is called a vapor space. In following the trail,
the ant moves to the right and left, oscillating from side to side across the line of the trail itself, bringing
first one and then the other antenna into the vapor space. As the ant moves to the right, its left antenna
arrives in the vapor space. (20) The signal it receives causes it to swing to the left, and the ant then
pursues this new course until its right antenna reaches the vapor space. It then swings back to the right,
and so weaves back and forth down the trail.

20. What does the passage mainly discuss?

(A) The mass migration of ants (B) How ants mark and follow a chemical trail

(C) Different species of ants around the world (D) The information contained in pheromones

21. The word “forage” in line 1 is closest in meaning to

(A) look up (B) walk toward (C) revolve around (D) search for food

22. The word “intermittently” in live 4 is closest in meaning to

(A) periodically (B) incorrectly (C) rapidly (D) roughly

23. The phrase “the one” in line 8 refers to a single

(A) message (B) dead ant (C) food trail (D) species

24. According to the passage, why do ants use different compounds as trail pheromones?

(A) To reduce their sensitivity to some chemicals

(B) To attract different types of ants

(C) To protect their trail from other species

(D) To indicate how far away the food is

25. The author mentions the trail pheromone of the leafcutter ant in line 11 to point out

(A) how little pheromone is needed to mark a trail

(B) the different types of pheromones ants can produce

(C) a type of ant that is common in many parts of the world

(D) that certain ants can produce up to one milligram of pheromone

26. According to the passage, how are ants guided by trail pheromones?

(A) They concentrate on the smell of food.

(B) They follow an ant who is familiar with the trail

(C) They avoid the vapor spaces by moving in a straight line.

(D) They sense the vapor through their antennae.

27. The word “furnish” in line 16 is closest in meaning to

(A) include (B) provide (C) cover (D) select

28. The word “oscillating“ in line 17 is closest in meaning to

(A) falling (B) depositing (C) swinging (D) starting

29. According to the passage, the highest amount of pheromone vapor is found

(A) in the receptors of the ants (B) just above the trail

(C) in the source of food (D) under the soil along the trail
Both in what is now the eastern and the southwestern United States, the peoples of

the Archaic era (8,000-1,000 B.C) were, in a way, already adapted to beginnings of

cultivation through their intensive gathering and processing of wild plant foods. In both

Line areas, there was a well-established ground stone tool technology, a method of pounding

(5) and grinding nuts and other plant foods, that could be adapted to newly cultivated foods.

By the end of the Archaic era, people in eastern North America had domesticated certain

native plants, including sunflowers; weeds called goosefoot, sumpweed, or marsh elder;

and squash or gourds of some kind. These provided seeds that were important sources of

carbohydrates and fat in the diet.

(10) The earliest cultivation seems to have taken place along the river valleys of the

Midwest and the Southeast, with experimentation beginning as early as 7,000 years ago

and domestication beginning 4,000 to 2,000 years ago. Although the term “Neolithic” is

not used in North American prehistory, these were the first steps toward the same major

subsistence changes that took place during the Neolithic (8,000-2,000 B.C.) period

(15) elsewhere in the world.

Archaeologists debate the reasons for beginning cultivation in the eastern part of the

continent. Although population and sedentary living were increasing at the time, there is

little evidence that people lacked adequate wild food resources; the newly domesticated

foods supplemented a continuing mixed subsistence of hunting, fishing, and gathering

(20) wild plants, Increasing predictability of food supplies may have been a motive. It has been

suggested that some early cultivation was for medicinal and ceremonial plants rather than

for food. One archaeologist has pointed out that the early domesticated plants were all

weedy species that do well in open, disturbed habitats, the kind that would form around

human settlements where people cut down trees, trample the ground, deposit trash, and

(25) dig holes. It has been suggested that sunflower, sumpweed, and other plants almost

domesticated themselves, that is , they thrived in human –disturbed habitats, so humans

intensively collected them and began to control their distribution. Women in the Archaic

comunities were probably the main experimenters with cultivation, because

ethnoarchaeological evidence tells us that women were the main collectors of plant food
and had detailed knowledge of plants.

10. The passage mainly discusses which of the following aspects of the life of Archaic peoples?

(A) The principal sources of food that made up their diet

(B) Their development of ground stone tool technology

(C) Their development of agriculture

(D) Their distribution of work between men and women

11. The word “these” in line 13 refers to

(A) seeds (B) river valleys

(C) the Midwest and the Southeast (D) experimentation and domestication

12. According to the passage, when did the domestication of plants begin in North America?

(A) 7,000 years ago (B) 4,000 to 2,000 years ago

(C) Long after the Neolithic period (D) Before the Archaic period

13. The word “adequate” in line 18 is closest in meaning to

(A) sufficient (B) healthful (C) varied (D) dependable

14. According to the passage, which of the following was a possible motive for the cultivation of plants
in eastern North America?

(A) Lack of enough wild food sources

(B) The need to keep trees from growing close to settlements

(C) Provision of work for an increasing population

(D) Desire for the consistent availability of food

15. The phrase “rather than” in line 21 is closest in meaning to

(A) in addition to (B) instead of (C) as a replacement (D) such as

16. The plant “sumpweed” is mentioned in line 25 in order to

(A) contrast a plant with high nutritional value with one with little nutritional value

(B) explain the medicinal use of a plant

(C) clarify which plants grew better in places where trees were not cut down

(D) provide an example of a plant that was easy to domesticate

17. The word “thrived” in line 26 is closest in meaning to

(A) stayed (B) originated (C) grew well (D) died out
18. According to the passage, which of the following is true about all early domesticated plants?

(A) They were varieties of weeds.

(B) They were moved from disturbed areas.

(C) They succeeded in areas with many trees.

(D) They failed to grow in trampled or damaged areas.

19. According to the passage, it is thought that most of the people who began cultivating plants were

(A) medical workers (B) leaders of ceremonies

(C) women (D) hunters

The atmosphere that originally surrounded Earth was probably much different from

the air we breathe today. Earth's first atmosphere (some 4.6 billion years ago) was most

likely hy~ogen and helium--.the two most abundant gasses found in the universe--as

Line well as hydrogen compounds, such as methane and ammonia, Most scientists feel that

5 this early atmosphere escaped into space from the Earth's hot surface.

A second, more dense atmosphere, however, gradually enveloped Earth as gasses

from molten rocks within its hot interior escaped through volcanoes and steam vents.

We assume that volcanoes spewed out the same gasses then as they do today: mostly

water vapor (about g0 percent), carbon dioxide (about ten percent), and up to a few

10 percent nitrogen. These same gasses probably created Earth's second atmosphere.

As millions of years passed, the constant outpouring of gasses from the hot

interior--known as outgassing--provided a rich supply of water vapor, which formed

into clouds. Rain fell upon Earth for many thousands or years, forming the rivers,

lakes, and oceans of the world. During this Lime, large amounts of carbon dioxide were

15 dissolved in the oceans. Through chemical and biological processes, much of the carbon

dioxide became locked up in carbon sedimentary rocks, such as limestone. With much

of the water vapor already condensed into water and the concentration of carbon dioxide

dwindling, the atmosphere gradually became rich nitrogen.

It appears that oxygen, the second most abundant gas in today's atmosphere, probably

20 began an extremely slow increase in concentration as energetic rays from the sun split
water vapor into hydrogen and oxygen during a process called photodissociation. The

hydrogen, being lighter, probably rose and escaped into space, while the oxygen remained

in the atmosphere.

This slow increase in oxygen may have provided enough of this gas for primitive

25 plants to evolve, perhaps two to three billion years ago. Or the plants may have evolved

in an almost oxygen-free (anaerobic) environment. At any rate, plant growth greatly

enriched our atmosphere with oxygen. The reason for this enrichment is that plants, in

the presence of sunlight, process carbon dioxide and water to produce oxygen.

41. What is the main idea of the passage?

(A) The original atmosphere on Earth was unstable.

(B) The atmosphere on Earth has changed over time.

(C) Hot underground gasses created clouds, which formed the Earth's atmosphere.

(D) Plant growth depended on oxygen in the Earth's atmosphere.

42. The word "enveloped" in line 6 is closest in meaning to

(A) surrounded

(B) changed

(C) escaped

(D) characterized

43. The word "they' in line 8 refers to

(A) gasses

(B) volcanoes

(C) steam vents

(D) rocks

44. According to the passage outgassing eventually led to all of the following EXCEPT

(A) increases in the carbon dioxide content of sedimentary rocks

(B) the formation of bodies of water

(C) decreases in the level of nitrogen

(D) the formation of clouds

45. The word "gradually" in line 18 is closest in meaning to

 (A) accidentally

(B) quickly

(C) in the end

(D) by degrees

46. The passage suggests that oxygen remained in the atmosphere because

(A) it was caused by outgassing

(B) it was heavier than hydrogen

(C) hydrogen became trapped in limestone

(D) rays from the sun created equal amounts of hydrogen and oxygen

47. The author uses the word "Or" in line 25 to

(A) criticize the previous suggestion

(B) provide unrelated information

(C) propose a similar idea

(D)suggest an alternative

48. The phase “At any rate ”in line 26 is closest in meaning to

(A) regardless

(B) in addition

(C) although unlikely

(D) fortunately

49. The author organizes the discussion of the Earth's atmosphere in terms of the

(A) role of volcanoes in its formation

(B) occur in which changes occurred

(C) time it took for the Earth's surface: to cool and nitrogen to appear

(D) chemical and physical features of gasses

50. Which of the following does the passage mention as necessary for both the production of oxygen by
photodissociation and the production of oxygen by plants?

(A) Water

(B) Hydrogen
 (C) Carbon dioxide

(D) Nitrogen

During most of their lives, surge glaciers behave like normal glaciers, traveling perhaps
only a couple of inches per day. However, at intervals of 10 to 100 years, these glaciers move
forward up to 100 times faster than usual. The surge often progress along a glacier like a great
wave, proceeding from one section to another. Subglacial streams of meltwater might act as a
lubricant, allowing the glacier to flow rapidly toward the sea. The increasing water pressure under
the glacier might lift it off its bed, overcoming the friction between ice and rock, thus freeing the

yang glacier, which rapidly slides downhill. Surge glaciers also might be influenced by the climate,
sering volcanic heat, or earthquakes. However, many of these glaciers exist in the same areas as normal
muncul
glaciers, often almost side by side.
Some 800 years ago, Alaska's Hubbard Glacier advanced toward the sea, retreated, and advanced
again 500 years later. Since 1895, this seventy-mile-long river of ice has been flowing steadily
toward the Gulf of Alaska at a rate of approximately 200 feet per year. In June 1986, however, the
glacier surged ahead as much as 47 feet a day. Meanwhile, a western tributary, called Valerie
Glacier, advanced up to 112 feet per day. Hubbard's surge closed off Russell Fiord with a
formidable ice dam, some 2,500 feet wide and up to 800 feet high, whose caged waters threatened
the town of Yakutat to the south.
About 20 similar glaciers around the Gulf of Alaska are heading toward the sea. If enough surge
glaciers reach the ocean and raise sea levels, West Antarctic ice shelves could rise off the seafloor
and become adrift. A flood of ice would then surge into the Southern Sea. With the continued rise
in sea level, more ice would plunge into the ocean, causing sea levels to rise even higher, which in
turn would release more ice and set in motion a vicious cycle. The additional sea ice floating
toward the tropics would increase. Earth's albedo and lower global temperatures, perhaps enough
to initiate a new ice age. This situation appears to have occurred at the end of the last warm
interglacial (the time between glaciations), called the Sangamon, when sea ice cooled the ocean
dramatically, spawning the beginning of the Ice Age.

1. What is the main topic of the passage ?

(A) The classification of different types of surge glaciers
(B) The causes and consequences of surge glaciers
 (C) The definition of a surge glacier
(D) The history of a particular surge glacier
2. The word intervals in line 2 is closest in meaning to
(A) records
(B) speeds
(C) distances
(D) periods
3. The author compares the surging motion of a surge glacier to the movement of a
(A) fish
(B) wave
(C) machine
(D) boat
4. Which of the following does the author mention as a possible cause of surging glaciers?
(A) The decline in sea levels
(B) The occurrence of unusually large ocean waves
(C) The shifting Antarctic ice shelves
(D) The pressure of meltwater underneath the glacier
5. The word freeing in line 7 is closest in meaning to
(A) pushing
(B) releasing
(C) strengthening
(D) draining
6. According to the passage , the Hubbard Glacier
(A) moves more often than the Valerie Glacier
(B) began movement toward the sea in 1895
(C) is 800 feet wide
(D) has moved as fast as 47 feet per day
7. Yakutat is the name of
(A) an Alaskan town
(B) the last ice age
(C) a surge glacier
(D) an Antarctic ice shelf
8. The word plunge in line 22 is closest in meaning to
 (A) drop
(B) extend
(C) melt
(D) drift
9. The term vicious cycle in line 24 refers to the
(A) movement pattern of surge glaciers
(B) effect surge glaciers could have on the temperature of tropical areas
(C) effect that repeated rising sea levels might have on glacial ice
(D) constant threat surge glaciers could pose to the Gulf of Alaska
10. The author provides a definition for which of the following terms?
(A) tributary (line 15)
(B) ice dam (line 16)
(C) albedo (line 25)
(D) interglacial(line 26)
11. Which of the following statements is supported by the passage ?
(A) The movement of surge glaciers can be prevented.
(B) The next ice age could be caused by surge glaciers.
(C) Surge glaciers help to support Antarctic ice shelves.
(D) Normal glaciers have little effect on Earth's climate.
A pioneering set of experiments has been important in the revolution in our understanding
of animal behavior-a revolution that eroded the behaviorist dogma that only humans have minds.
These experiments were designed to detect consciousness-that is signs of self-awareness or self-

yang recognition-in animals other than humans. The scientific investigation of an experience as private
sering as consciousness is frustratingly beyond the usual tools of the experimental psychologist. This may
muncul
be one reason that many researchers have shield away from the notion of mind and consciousness
in nonhuman animals. In the late 1960's, however, psychologist Gordon Gallup devised a test of
the sense of self: the mirror test. If an animal were able to recognize its reflection in a mirror as
"self", then it could be said to possess an awareness of self, or consciousness. It is known that a
cat or a dog reacts to its own image in a mirror, but often it treats it as that of another individual
whose behavior very soon becomes puzzling and boring.
The experiment called for familiarizing the animal with the mirror and then marking the animal's
forehead with a red spot. If the animal saw the reflection as just another individual, it might wonder
 about the curious red spot and might even touch the mirror. But if the animal realized that the
reflection was of itself, it would probably touch the spot on its own body. The first time Gallup
tried the experiment with a chimpanzee, the animal acted as if it knew that the reflection was its
own; it touched the red spot on its forehead. Gallup' report of the experiment, published in a 1970
articles, was a milestone in our understanding of animal minds, and psychologists wondered how
widespread self-recognition would prove to be.
1. The word "dogma" in line 3 is closest in meaning to
(D) belief

2. Which of the following statements best describes the behaviorists position with regard to
consciousness in nonhuman animals?
(D) Nonhuman animals do not possess self-consciousness.

3. The author suggests that researchers before 1960 probably avoided studying nonhuman animal
consciousness because they
(D) lacked the necessary laboratory equipment

4. The phrase "shied away from" in lien 8 is closest in meaning to

(B) avoided

5. The chimpanzee in Gallup's first experiment responded to the mirror test by touching

(A) its own forehead

The most easily recognizable meteorites are the iron variety, although they only represent
about 5 percent of all meteorite falls. They are composed of iron and nickel along with sulfur,
carbon, and traces of other elements. Their composition is thought to be similar to that of Earth’s
yang iron core, and indeed they might have once made up the core of a large planetoid that disintegrated
sering long ago. Due to their dense structure, iron meteorites have the best chance of surviving an impact,
muncul
and most are found by farmers plowing their fields.
One of the best hunting grounds for meteorites is on the glaciers of Antarctica, where the dark
stones stand out in stark contrast to the white snow and ice. When meteorites fall on the continent,
they are embedded in the moving ice sheets. At places where the glaciers move upward against
mountain ranges, meteorites are left exposed on the surface. Some of the meteorites that have
landed in Antarctica are believed to have come from the Moon and even as far away as Mars, when
large impacts blasted out chunks of material and hurled them toward Earth.
Perhaps the world's largest source of meteorites is the Nullarbor Plain, an area of limestone that
stretches for 400 miles along the southern coast of Western and South Australia. The pale, smooth
desert plain provides a perfect backdrop for spotting meteorites, which are usually dark brown of
black. Since very little erosion takes place, the meteorites are well preserved and are found just
where they landed. Over 1,000 fragments from 150 meteorites that fell during the last 20,000 years
have been recovered. One large iron meteorite, called the Mundrabilla meteorite, weighed more
than 11 tons.
Stony meteorites, called chondrites, are the most common type and make up more than 90 percent
of all falls. But because they are similar to Earth materials and therefore erode easily, they are
often difficult to find. Among the most ancient bodies in the solar system are the carbonaceous
chondrites that also contain carbon compounds that might have been the precursors of life on Earth.

1. What is the passage mainly about?

(A) Finding meteorites on Earth's surface

2. The word "core" in line 4 is closest in meaning to

(A) center

3. The word "embedded" in line 10 is closest in meaning to

(B) encased

4. The word "spotting" in line 17 is closest in meaning to

(B) identifying

5. Where was the Mundrabilla meteorite discovered?

(A) On the Nullarbor Plain

6. According to the passage, stony meteorites are

 (B) less likely to be discovered than iron meteorites

A seventeenth-century theory of burning proposed that anything that burns must contain
material that the theorists called "phlogiston". Burning was explained as the release of phlogiston
from the combustible material to the air. Air was thought essential, since it had to provide a home
for the released phlogiston. There would be a limit to the phlogiston transfer, since a given volume
of air could absorb only so much phlogiston. When the air had become saturated, no additional
yang amounts of phlogiston could leave the combustible substance, and the burning would stop. Burning
sering
muncul would also stop when the combustible substance was emptied of all its phlogiston.
Although the phlogiston theory was self-consistent, it was awkward because it required that
imaginative, even mysterious, properties be ascribed to phlogiston. Phlogiston was elusive. No
one had ever isolated it and experimentally determined its properties. At times it seemed to show
a negative weight: the residue left after burning weighed more than the material before burning.
This was true, for example, when magnesium burned. Sometimes phlogiston seemed to show a
positive weight: when, for example, wood burned, the ash weighed less than the starting material.
And since so little residue was left when alcohol, kerosene, or high-grade coal burned, these
obviously different materials were thought to be pure or nearly pure phlogiston.
In the eighteenth century, Antoine Lavoisier, on the basis of careful experimentation, was led to
propose a different theory of burning, one that required a constituent of air-later shown to be
oxygen-for combustion. Since the weight of the oxygen is always added, the weight of the products
of combustion, including the evolved gases, would always be greater than the weight of the starting
material.
Lavoisier's interpretation was more reasonable and straightforward than that of the phlogiston
theorists. The phlogiston theory, always clumsy, became suspect, eventually fell into scientific
disrepute, and was replaced by new ideas.

1. What does the passage mainly discuss?

(A) The chemical composition of phlogiston.
(B) Attempts to explain what happens when materials burn
(C) Limitations of seventeenth-century scientific theories
(D) The characteristics of the residue left after fires
 2. The word "it" in line 4 refers to
(A) burning
(B) phlogiston
(C) combustible material
(D) air

3. The word "properties" in line 10 is closest in meaning to

(A) interpretations
(B) locations
(C) characteristics
(D) virtues

4. The author mentions magnesium in line 14 as an example of a substance that

(A) seemed to have phlogiston with a negative weight
(B) leaves no residue after burning
(C) was thought to be made of nearly pure phlogiston
D) was thought to contain no phlogiston

5. Which of the following is true of both the phlogiston theory of burning and Lavoisier's theory
of burning?
(A) Both theories propose that total weight always increases during burning.
(B) Both theories are considered to be reasonable and straightforward
(C) Both theories have difficulty explaining why residue remains after burning
(D) Both theories recognize that air is important to combustion.

About 1800 years ago, the glaciers then convering large portions of Earth’s surface began to
retreat, justa as they had done eighteen or twenty times before during the preceeding two million years
yang forests migrated northward across Eurasia and North America, while grasslands became less extensive
sering and the large animals associated with hem dwindled in number. Probably no more than 5 million human
muncul
existed throughout the world. Some of them lived along the seacoasts, where animals that could be used
as sources of food were locally abundant, others, however, began to cultivate plants, thus gaining a new,
relatively secure source of food.
 The first deliberate planting of seeds was probably the logical consequence of a simple series of
events. For example, the wild cereals are weed, ecologically speaking, that is, they grow readily on open
or disturbed areas , patches of bare land where there are few other plants to complete with them. People
who gathered these grains regularly might have spilled some of them accidentally near their campsides
or planted them, and thus created a more reliable way to sustain theselves. When this sequence was
initiated, cultivation began. In places where wild grains and legumens were abundant and readily
gathered. Human would have remained for long periods of time, eventually learning how to increase their
yields by saving and planting seeds and by watering and fertilizing them.
Thorough humans’ gradual selection of particular genetic variants of these plants, the
characteristics of the domesticated crops would have changed gradually, with more seeds selected from
plants with specifics characteristics that made the plants easier to gather, store or use. For example, the
stalk (rachis) breaks readily in the wild wheat and their relatives scattering ripe seeds. In the cultivated
species of wheat, the rachis is tough and holds the seeds until they are harvested. Seeds held in this way
would not be dispersed well in nature, but they can be gathered easily by humans for food and replanting.
As this selection process is continued, a crop plant steadily becomes more and more ddependent on the
humans who cultivate it, just as the humans become more and more
1. The major subject of the passage is__
a. The effects of glaciers
b. The domestication of crops
c. Genetics variants of cultivated crops
d. Eating habits of the earliest humans

2. The word “them” in line 6 refers to

a. Forests
b. Eurasia and north America
c. Grassland
d. Large animal

3. The word “dwindled” in line 6 is closest in meaning to

a. Decreased
b. Doubled
c. Differed
 d. Dominated

4. The word “secure” in line 10 is closest in meaning to

a. Attractive
b. Fresh
c. Important
d. Different
e. Dependable

5. The word “deliberate” in line 11 is closest in meaning to

a. Successful
b. Regular
c. Dependent
d. Intention
e. Reported

6. It can be inferred from the second paragraph that by accidentally spilling grains near
their campsites, early humans most likely learned
a. How to cultivate crops
b. That grains could be used as a food source
c. How to increase their crop yields
d. How to combine seeds to create a superior type of grain

7. The word ‘’initiated” in line 19 is closest in meaning to

a. Learned
b. Evaluated
c. Begun
d. Repeated

8. According to the third paragraph what advantage do cultivated wheat species have over
wild wheat species?
 a. Cultivated wheat stalks produce larger seeds that are easier to plant
b. Cultivated wheat stalks hold seeds so they can be gathered and replanted
c. Cultivated wheat stalks produces more seeds
d. Cultivated wheat stalks help scatter seeds as they

9. It can be inferred that the cultivated crop plant becomes ‘’more and more dependent on
the humans who cultivate it” (line 33-34)
a. Its stalk needs to be strengthened
b. It needs to be protected from cold
c. It needs to be planted on grasslands

20 - 29
In 1915 a German scientist, Alfred Wegener, published a book that contained a bold new
hypothesis conceming Earth’s continents. According to Wegener, all the landmasses on Earth were
yang once united in a giant supercontinent. This primeval landmass, which he named Pangaea, broke
sering apart, forming the continents and oceans as we know them today.
muncul
Wegener's book was not translated into English until the end of the 1920s. By then,
Wegener's notion of continental drift-the fragmentation of Pangaea and the slow movement of the
resulting continents away Trom each other-was already a topic of hot debate in geological circles
in many parts of the world. An American geologist, F. B. Taylor, had written a long article in
support of continental drift. But most other geologists could not conceive of the possibility that
whole continents might be mobile, functioning like giant rafts.
Wegener had marshalled a good deal of circumstantial evidence: fossil plants and animals
from widely separated locales; climatic environments (as indicated by sedimentary rocks) unlike
those now prevailing and the remarkable fact that the coastlines of continents, especially those of
South America and Africa, can be made to fit so well with each other, suggesting that the
continents had once been actually joined together. Plausible as continental drift was to those who
believed this evidence, there was one major problem: the process or mechanism that causes
continents to mOve remained unexplained.
As sometimes happens when a new sCientific concept emerges, the hypothesis of
continental drit raliea to gain credibility among many geologists, in part because tne mecnanisms
proposed by Wegener himself, as well as others, were imgausiDle. wegener suggested that Earth's
gravitational force, wnicn s sgnuy weaker at the equator than elsewhere, was capable of graauay
ng tne continents apart. Taylor proposed that the continents have been steadily moving into the
gap thereby created. Such notions damaged the credibility of the entire continental drift hypothesis.
It was only in the 1950s, when scientists discovered that ocean floors move and spread, that
wegener’s theory gained general acceptance among geologists.
20. What does the passage mainly discuss ?
A. Wegener’s explanation of how oceans influence continental drift
B. Wegener’s theory of continental drift and how it was received by scientists
C. Geological theories that preceded Wegener’s theory of continental drift
D. Geological concepts developed by Wegener that gained immediate acceptance

21. The word “bold” in line 2 is closest in meaning to?

A. Convincing
B. daring
C. complex
D. attractive

22. The word “primeval” in line 4 is closest in meaning to ?

A. movable
B. very big
C. very ancient
D. assumed

23. According to the second paragraph, how did most geologists view Wegener’s theory by the
end of the 1920s ?
A. They found it extremely difficult to accept.
B. They knew little a bout it because Wegener’s book had not yet been translated
C. They considered it possible but waited for more evidence.
D. They agreed that continents move but rejected proposed explanations of how they move

24.The word “locales” in line 16 is closest in meaning to?

A. places
B. distances
C. forests
D. coasts

25. The third paragraph metions all of the following as evidence that Wegener offered for
continental drift EXCEPT ?
A. fossils of ancient plants and animals
B. sedimentary rocks indicating past climatic conditions
C. recorded observations of continental movement
D. the way in which the coastlines of continents fit together
 26. it can be inferred from the passage that according to Wegener’s hypothesis of continental drift,
the landmasses of South America and Africa ?
A. have always been separated from each other by an ocean
B. were once located next to each other in pangaea
C. were the first two continents to separate from pangaea
D. were once further away from each other than they are today

27. The word “implausible” in line 27 is closest in meaning to ?

A. unfamiliar
B. unproven
C. unnatural
D. unconvincing

28. According to the passage, what did Wegener think might be the cause of continental drift?
A. The movement of ocean currents against the coastline of Pangaea
B. The movement and spreading of ocean floors
C. A gap created when the Moon was torn from Earth
D. The different strength of Earth’s gravitational force at different locations

29 According to the passage, F.B Taylor disagreed with Wegener a bout which of the following ?
A. Whe ther continents are in a constant state of slow movement
B. The past existence of a single supercontinent
C. Whe the pangaea broke up into separate continents
D. The mechanism or prosess that caused continents to move

30 - 40
Although the deep-sea anglerfish has been a subject of curiosityfor a long time, it is still very much
yang a mystery to scientists. This type of fish has escaped close scientific observation because it lives
sering deep at the bottom of the ocean. For this reason, scientists have not had manychances to follow
muncul the anglerfish around in its natural environment. Furthemmore, because the anglerfish inhabits the
deep dark waters of the ocean, it cannot be examined in the same way that scientists study many
other fish in the laboratory. However, we do know some things about the anglerfish. What we do
know, we've gathered mainly from anglerfish that have gotten caught in the nets of fishing boats.
The anglerfish comes in many shapes and sizes. Its length can range from about twenty centimeters
to over three meters. However, all anglerfish have a few things in common. They all have a large
head with small eyes and a huge mouth filled with sharp, see-through teeth. The anglerfish attracts
its food, usually other small sea animals, with a strange green glow given off by a long rodlike
outgrowth over its mouth. InIn the darkness of the deep sea, the anglerfish waves the shining "rod"
around until it catches the eye of another sea creature. When the curious creature spots the glowing
tip of the antenna, it cannot help but swim closer for a better look. Then, in a split second, the
creature is swallowed up and eaten by the anglerfish. In this way, the anglerfish uses its antenna
much like a fishing rod to lure prey to it. That is why it is callea an anglerTish-because "angler" is
just another word ior someone who fishes.
Although the anglerfish's abillity to Tish" using its rod is a unique one, it is nof the anglerfish itself
that produces the light which attracts other sea creatures. The green glowing light is produced by
a type of special bacteria called photobacteria. Scientists do not know exactly why photobacteria
collect on the tip of the anglerfish's antenna, but they thrive there. The large amount of salt in the
ocean's water allows them to survive and multiply. Although these green glowing bactena cannot
be seen in smal groups-that is, they are invisible in.smail groups-they reproduce on the tip of the
rod until there are so many of them that they glow brightly. By doing this, the bacteria help the
anglerish to survive in deep dark places near the ocean floor, places where very tew creatures are
well adapted to live.
30. What is the passage mainly a bout?
A. The unusual places where fish live
B. The unique features of an odd fish
C. Experiments scientists use to leam a bout fish
D. Modem fishing techniques

31. Why do scientists know so little a bout the deep- sea anglerfish?
A. it is not a fish that is eaten by humans.
B. it is a shy fish that hides from humans
C. it lives far below the surface of the ocean
D. it was believed to be an extinct species of fish

32. The word “gathered” in line 9 is closest in meaning to ?

A. made
B. placed
C. changed
D. learned
33. What is probably true about the size of the anglefish ?
A. its size varies greatly
B. its size helps it catch prey
C. its size is thb same as that of other deep-sea fish
D. its size is not known for certain

34. According to the second paragraph, which of the following is true of the way an anglerfish
catches its prey ?
A. it uses light to attract the attention of small sea animals
B. it uses the rod over its mouth to frighten away sea creatures
C. it uses the rod like antenna over its mouth to detect the presence of other sea animals
D. it uses bright light to prevent sea creatures from seeing clearly

35. The word “it” in line 19 refers to ?

A. the sea creature
B. the antenna
C. the green glow
D. the deep-sea anglerfish
36. Why does the author mention a fishing rod ?
A. to help describe the flexibillty of the anglerfish’s antenna
B. To show how scientists catch anglerfish
C. To emphasize that the anglerfish’s antenna glows
D. To explain how the anglerfish gets its name

37. In saying in line 25 that anglerfish have a unique ability, the author means that
A. their ability to fish with a rod is an ability that no other fish has
B. their ability to fish with a rod is very helpful to them
C. they fish very well
D. they fish very often
 38. The word “thrive” in line 30 is closest in meaning to ?
A. move slowly
B. grow quickly
C. Line up
D. curl up

39. What can be inferred from the last paragraph about photobacteria?
A. they collect on the anglerfish’s antenna in order to hide from predators
B. They produce different colors of light depending on how deep in the ocean they are.
C. They need salt in order to live and reproduce
D. They prefer to live in small groups

40. According to the last paragraph, whe do photobacteria glow brightly?

A. When they are excited
B. When they are in large groups
C. After they have eaten
D. After they are fully grown

1 – 10
Inspiration for the themes in inuit art is intimatelty tied to personal experience of the Canadian
Arctic land and its animals, camp and family life, hunting, spirituality, and mythology. In telling
yang the story of their people through this wide array of subjects, Inuit artist have created an almost
sering encyclopedic visual catalog of traditional (and to a lesser extent transitional and modern) inuit
muncul cultuer.
Animals play a vital role in the everday lives of inuit, and only in the past few decades has the
people’s absolute dependence on them lessened. Not too long ago, procuring food and other
necessities depended solely on successful hunts, which in turn depended upon proper preparation
and luck, in addition to the strict observance of taboos and respect for the soul of the soul of the
prey. As a consequence, animals constitute the prime inspiration for many inuit artist,
particularly in sculpture.
Based on yers of observing and tracking prey, inuit wildlife art shows a keen awareness of the
physical characteristics, habits, and seasonal changes in animals. Some artists display a high
degree of naturalistic detail, but others prefer to exaggerate certain physical attributes for effect.
In general, while most inuit artist strive for a realistic presentation, they seem more concerned
with capturing the essence of an animal’s spirit.
Animals may be portrayed singly, in small groups, or in scenes tha involve both hunter and prey.
Pictorial arts often show the chase, whict sculptures focus more on the final confrontation of
hunter and prey, ofter with considerable drama. The hunter may be human or one of the gree.
Arctic predators such as the polar bear, owl, hawk, or wolf.
Scenes of everyday life, which include camp scenes, games, and entertainment, are common to
all forms of inuit art, and traditional activities are far more prevalent than modern aspects of inuit
community life. Camp-related themes mostly portray women engaged in demostic tasks such as
sewing clothes or preparing food and skins. Games and contest involve both individuals and the
community, and drum dancing is a from of entertainment that also has considerable spiritual
significance.
1. What does the passage mainly discuss ?
A. Everyday life in the Canadian Arctic
B. The importance of mythology in inuit life
C. The subjecys of inuit art
D. The value of inuit art

2. The word “intimately” in line 1 is closest in meaning to?

A. Carefully
B. Presumably
C. Closely
D. Formally
3. According to the first paragraph, which of the following is a true description of inuit art?
A. It presents a nearly complete picture of inuit life.
B. It covers one aspect of inuit life thoroughly
C. It focuses mainly on scenes of inuit camp and family life
D. It is the main way inuit myths are passed from one generation to another

4. The word “adsolute” in line 8 is closest in meaning to

A. predictable
B. Total
C. traditional
D. necessary
5. According to the second paragraph, which of the following is most likely to be the subject of
an inuit sculptue ?
A. Observance of taboos
B. Inuit life in the past few decades
C. Preparation for a hunt
D. An Animal
6. The word “tracking” in line 15 is closest in meaning to
A. capturing
B tricking
C following
D studying
7. The word “exaggerate” in line 18 is closest in meaning to
A eliminate
B represent
C decorate
D enlarge
8. The phrase “strive for” in line 19 is closest in meaning to
A. try to achieve
B. enjoy
C. imitate
D. believe in
10. According to the fifth paragraph, which of the following types of activities would be LEAST
likely to be represented in inuit art ?
A. Women sewing clothes
B. Modern activities
C. Community games
D. drum dancing
9. According to the third paragraph, which of the following is the primary concern of most inuit
artists ?
 A. Depicting seasonal changes in animals
B. Demonstrating accurate naturalistic detail
C. Exaggering a characteristics for dramatic effect
D. Revealing the essence of their subject’s spirit

yang Lichens, probably the hardiest of all plants, live where virtually nothing else can---not just on
sering rugged mountain peaks but also on sunbaked desert rocks. They are usually the first life to
muncul
appear on a mountainside that has been scraped bare by an avalanche. Unlike other members of
the plant kingdom, lichens are actually a partnership between two plants. The framework of a
lichen is usually a network of minute hairlike fungus that anchors the plant. The other component
is an alga (similar to the green film of plant life that grows on stagnant pools) that is distributed
throughout the fungus. Being green plants, algae are capable of photosynthesis--that is, using
energy from the Sun to manufacture their own food. The fungi are believed to supply water,
minerals, and physical support to the partnership.

Lichens are famous for their ability to survive ~ water shortage. When water is scarce (as is often
the case on a mountain), lichens may become dormant and remain in that condition for prolonged
periods of time. Some lichens can even grow where there is no rain at all, surviving on only
occasional dew--the moisture that condenses on the surface of the plants at night. And unlike
most other plants, lichens are little affected by the strong ultraviolet rays in the mountains.

Lichens use little energy, for they grow slowly. Some grow so slowly and are so old that they are
called "time stains." You may find lichens that are centuries old; certain of these lichen colonies
have been established for an estimated 2,000 years. For decades, scientists wondered how the
offspring of an alga and a fungus got together to form a new lichen, it seemed unlikely that they
would just happen to encounter one another. It was finally discovered that in many cases the two
partners have never been separated. Stalklike "buds" that form on certain lichens are broken off
by the wind or by animals; these toll or are blown to a new location.

1. Which of the following questions does the passage answer?

(A) Where can the oldest lichen be found?
 (B) How long does it take for lichens to establish themselves?
(C) How large can lichens he?
(D) Where do lichens usually occur?
2. The word "hardiest" in line 1 is closest in meaning to
(A) most unusual
(B) most basic
(C) most abundant
(D) most vigorous
3. The word "framework" in line 4 is closest in meaning to
(A) structure
(B) fragment
(C) condition
(D)environment
4. The author mentions "the green film of plant life that grows on stagnant pools" (lines 5-6)
in order to explain
(A) how the sun affects lichens
(B) why plants depend on water
(C) where fungi become algae
(D) what algae are
5. It can be inferred from the passage that lichens use less energy and grow more slowly
when
(A) the environment is polluted
(B) they are exposed to ultraviolet rays
(C) they are very old
(D) the supply of water is inadequate
6. Which of the following term is defined in the passage?
(A) "anchors" (line 5)
(B) "stagnant" (line 6)
(C) "dew" (line 11)
(D) "ultraviolet" (line 13)
 7. The word "prolonged" in line 10 is closest in meaning to
(A) precise
(B) extended
(C) approximate
(D) regular
8. All of the following are mentioned in the discussion of lichens EXCEPT
(A) They are capable of producing their own food.
(B) They require large amounts of minerals to prosper.
(C) They are a union of two separate plants.
(D) They can live thousands of years.
9. What does the phrase "lichen colonies (line 15) suggest?
(A) Nothing but lichens live in some locations.
(B) Many lichens live together in one area.
(C) Lichens displace the plants that surround them.
(D)Certain groups of lichens have never been separated.
10. The word "encounter" in line 17 is closest in meaning to
(A) lose
(B) support
(C) meet
(D) create
11. The word "these" in line 19 refers to
(A) partners
(B) buds
(C) lichens
(D) animals

The earth wind mesin

1. D. future energy needs
2. A. there are strong
3. C. power
4. A. common
5. C. an airplane propeller
6. B. machine
7. B. they are large structure
8. B. sharp rise in fossil
9. A. selected
10. D. substitute