This section measures your ability to understand academic passages in English.

There are three passages in the section. Give yourself 20 minutes to read each pas-
sage and answer the questions about it. The entire section will take 60 minutes to
complete.
You may look back at a passage when answering the questions. You can skip ques-
tions and go back to them later as long as there is time remaining.

73
 Directions: Read the passage. Then answer the questions. Give yourself 20 minutes
to complete this practice set.

MINERALS AND PLANTS

Research has shown that certain minerals are required by plants for normal growth
and development. The soil is the source of these minerals, which are absorbed by the
plant with the water from the soil. Even nitrogen, which is a gas in its elemental state,
is normally absorbed from the soil as nitrate ions. Some soils are notoriously defi-
cient in micro nutrients and are therefore unable to support most plant life. So-called
serpentine soils, for example, are deficient in calcium, and only plants able to toler-
ate low levels of this mineral can survive. ln modern agriculture, mineral depletion of
soils is a major concern, since harvesting crops interrupts the recycling of nutrients
back to the soil.
Mineral deficiencies can often be detected by specific symptoms such as chloro-
sis (loss of chlorophyll resulting in yellow or white leaf tissue), necrosis (isolated dead
patches), anthocyanin formation (development of deep red pigmentation of leaves
or stem), stunted growth, and development of woody tissue in an herbaceous plant.
Soils are most commonly deficient in nitrogen and phosphorus. Nitrogen-deficient
plants exhibit many of the symptoms just described. Leaves develop chlorosis; stems
are short and slender; and anthocyanin discoloration occurs on stems, petioles, and
lower leaf surfaces. Phosphorus-deficient plants are often stunted, with leaves turn-
ing a characteristic dark green, often with the accumulation of anthocyanin. Typically,
older leaves are affected first as the phosphorus is mobilized to young growing tissue.
lron deficiency is characterized by chlorosis between veins in young leaves'
Much of the research on nutrient deficiencies is based on growing plants hydro-
ponically, that is, in soilless liquid nutrient solutions. This technique allows researchers
to create solutions that selectively omit certain nutrients and then observe the result-
ing effects on the plants. Hydroponics has applications beyond basic research, since
it facilitates the growing of greenhouse vegetables during winter. Aeroponics, a tech-
nique in which plants are suspended and the roots misted with a nutrient solution, is
another method for growing plants without soil.
While mineral deficiencies can limit the growth of plants, an overabundance of
certain minerals can be toxic and can also limit growth. Saline soils, which have high
concentrations of sodium chloride and other salts, limit plant growth, and research
continues to focus on developing salt-tolerant varieties of agricultural crops. Research
has focused on the toxic effects of heavy metals such as lead, cadmium, mercury, and
aluminum; however, even copper and zinc, which are essential elements, can become
toxic in high concentrations. Although most plants cannot survive in these soils, cer-
tain plants have the ability to tolerate high levels of these minerals.
Scientists have known for some time that certain plants, called hyperaccumu-
lators, can concentrate minerals at levels a hundredfold or greater than normal. A
survey of known hyperaccumulators identified that 75 percent of them amassed
nickel; cobalt, copper, zinc, manganese, lead, and cadmium are other minerals of
choice. Hyperaccumulators run the entire range of the plant world. They may be

74
 herbs, shrubs, or trees. Many members of the mustard family, spurge family, legume
family, and grass family are top hyperaccumulators. Many are found in tropical and
subtropical areas of the world, where accumulation of high concentrations of metals
may afford some protection against plant-eating insects and microbial pathogens.
Only recently have investigators considered using these plants to clean up soil
and waste sites that have been contaminated by toxic levels of heavy metals-an
environmentally friendly approach known as phytoremediation. This scenario begins
with the planting of hyperaccumulating species in the target area, such as an aban-
doned mine or an irrigation pond contaminated by runoff. Toxic minerals would first
be absorbed by roots but later relocated to the stem and leaves. A harvest of the
shoots would remove the toxic compounds off site to be burned or composted to
recover the metal for industrial uses. After several years of cultivation and harvest,
the site would be restored at a cost much lower than the price of excavation and
reburial, the standard practice for remediation of contaminated soils. For example, in
field trials, the plant alpine pennycress removed zinc and cadmium from soils near a
zinc smelter, and lndian mustard, native to Pakistan and lndia, has been effective in
reducing levels of selenium salts by 50 percent in contaminated soils.

Directions: Now answer the questions.

Research has shown that certain minerals are required by plants for normal growth
and development. The soil is the source of these minerals, which are absorbed by the
Ｐ
Ａ
plant with the water from the soil. Even nitrogen, which is a gas in its elemental state,
Ｒ
Ａ is normally absorbed from the soil as nitrate ions. Some soils are notoriously defi-
Ｇ
Ｒ
Ａ
cient in micro nutrients and are therefore unable to support most plant life. So-called
Ｐ
Ｈ serpentine soils, for example, are deficient in calcium, and only plants able to toler-
ｌ ate low levels of this mineral can survive. ln modern agriculture, mineral depletion of
soils is a major concern, since harvesting crops interrupts the recycling of nutrients
back to the soil.

According to paragraph l′ vvhatis true of plants that can grOw in serpentine

soils?

① 丁hey absorb micronutrients unusua‖ y we‖ .

③ 丁hey require farless calcium than most plants do.

O They are able tO abSOrb nitrOgen in itS elemental State・
① 丁hey are typica‖ y crops raised forfood.

75
 lV{ineral deficiencies can often be detected by specific symptoms such as chloro-
sis (loss of chlorophyll resulting in yellow or white leaf tissue), necrosis (isolated dead
patches), anthocyanin formation (development of deep red pigmentation of leaves
Ｐ
Ａ
or stem), stunted growth, and development of woody tissue in an herbaceous plant.
Ｒ
Ａ Soils are most commonly deficient in nitrogen and phosphorus. Nitrogen-deficient
Ｇ
Ｒ
Ａ
plants exhibit many of the symptoms just described. Leaves develop chlorosis; stems
Ｐ
Ｈ are short and slender; and anthocyanin discoloration occurs on stems, petioles, and
２
lower leaf surfaces. Phosphorus-deficient plants are often stunted, with leaves turn-
ing a characteristic dark green, often with the accumulation of anthocyanin. Typically,
older leaves are affected first as the phosphorus is mobilized to young growing tissue.
lron deficiency is characterized by chlorosis between veins in young leaves.

・
2. The word′ ′
exhi.お lit″ in the passage is ciosestin rneaning to

l fight Off
①
① ShOW
O CauSe
① Spread

3. According to paragraph 2′ vvhich ofthe fo‖ ovving syrnptorns occurs in

phOsphOrus― deficient plants but notin plants deficientin nitrogen OrirOn?

① Ch10rOSiS On leaVes
① (〕 hange in leaf pigrnentatiOn to a dark shacie lof green
O ShOrt′ Stunted appearance of stems
① Reddish pigmentation on the leaves or stem

4. According to paragraph 2′ a syrnptorn ofiron deficiency is the presence in yOung

leaves of

(こ ))deep red diSCO10ratiOn between the veins

① White Orye‖ Owt:ssue between the veins
O dead SpOtS betヽ〃een the VeinS
① CharaCteriStiC dark green veins

Much of the research on nutrient deficiencies is based on growing plants hydro-

Ｐ
Ａ
ponically, that is, in soilless liquid nutrient solutions. This technique allows researchers
Ｒ
Ａ to create solutions that selectively omit certain nutrients and then observe the result-
Ｇ
Ｒ
Ａ
ing effects on the plants. Hydroponics has applications beyond basic research, since
Ｐ
Ｈ it facilitates the growing of greenhouse vegetables during winter. Aeroponics, a tech-
３
nique in which plants are suspended and the roots misted with a nutrient solution, is
another method for growing plants without soil.

5.丁 he word″ fa蒻 ‖tates″ in the passage is closestin meaning to

① S10WS dOWn
① iaffeCtS
O makeS eaSier
O fOCuSeS On

76
6. According to paragraph 3′ whatis the advantage of hydroponics for research on
nutrient deficiencies in plants?

④ lta‖ OWS reSearCherS tO COntrOI What nutrientS a plant reCeiVeS・

① lta‖ OWSreSearCherS t0 0bSerVe the grOWth Of a large number Of plantS
simultaneously.
③ itiS pOSSible tO direCtly ObSerVe the r00tS Of plantS・
① ltiS unneCeSSary tO keep miSting plantS With nutrient SOlutiOnS・

′
7. 丁he vvord`′ s●￨￨lndel′ in the passage is closestin rneaning to

① grOWn
① prOteCted
③ Spread Out
① hung

Scientists have known for some time that certain plants, called hyperaccumu-
lators, can concentrate minerals at levels a hundredfold or greater than normal. A
survey of known hyperaccumulators identified that 75 percent of them amassed
nickel; cobalt, copper, zinc, manganese, lead, and cadmium are other minerals of
choice. Hyperaccumulators run the entire range of the plant world. They may be
h.erbs, shrubs, or trees. Many members of the mustard family, spurge family, legume
family, and grass family are top hyperaccumulators. Many are found in tropical and
subtropical areas of the world, where accumulation of high concentrations of metals
may afford some protection against plant-eating insects and microbial pathogens.

″″ ●bl′ ″and″
8.Why does the author mention″ herOS′ ■ tFIII″ ?

④ T10 prOVide eXanlpleS Of planttypeS that CannOt tOlerate high leVelS Of

harrnful rninerals
③ TO ShOW Why SO many plantS are hyperaCCumuiatOrS
③ TO help eXplain Why hyperaCCumulatOrS Can be fOund in SO many different
places
① TO emphaSiZe that hyperaCCumulatOrS OCCurin a Wide range Of planttypeS

9. Theヽ VOrd`′ 11lfOrd″ in the paSSage iS C10SeStin rneaning tO

④ (Offer

③ preVent
③ inCreaSe
① remOVe

77
 Only recently have investigators considered using these plants to clean up soil
and waste sites that have been contaminated by toxic levels of heavy metals-an
environmentally friendly approach known as phytoremediation. This scenario begjins
with the planting of hyperaccumulating s,pecies in the target area, such as an aban-
Ｐ
Ａ
doned mine or an [lrigation pond contaminated by runoff. Toxic minerals would first
Ｒ
Ａ be absorbed by roots but later relocated to the stem and leaves. A harvest of the
Ｇ
Ｒ
Ａ
shoots would remove the toxic compounds off site to be burned or composted to
Ｐ
Ｈ recover the metal for industrial uses. After several years of cultivation and harvest,
６
the site would be restored at a cost much lower than the price of excavation and
reburial, the standard practice for remediation of contaminated soils. For example, in
field trials, the plant alpine pennycress removed zinc and cadmium from soils near a
zinc smelter, and lndian mustard, native to Pakistan and lndia, has been effective in
reducing levels of selenium salts by 50 percent in contaminated soils.

10.VVhich ofthe sentences below best expresses the essentialinforrnation in the

highlighteCi sentence in lparagraph 16?lncorrect chc)ices change the rneaning in
irnportant ways orleave out essentia:infOrrnatiOn.

① BefOre considering phytoremediation′ hyperaccumulating species of plants

localto the target area nlust be identified.
① The inVeStigation begins vvith an evaluation oftoxic sites in the target area to
deterrnine the extent of contarninatiOn.
③ 丁he first step in phytoremediatiOn is the planting of hyperaccumulating
plants in the area to be cleaned up.
① Mines and irrigation ponds can be keptfrOm becoming contaminated by
plantingl hyperaccurnulating species in targetedl areas.

11. lt Can be inferred frorn paragraph 6 that cornpare(l vvith standard practices fOr
rernediation of contaminated sOilsr phytOrernediation

① dOes nota‖ ow forthe use ofthe removed minerals forindustrial purposes

① Can be faStertoimplement
O iS equa‖ y friendly to the environment
① iS leSS Suitable for so‖ s that need to be used within a short period oftime

12.Why does the authOr mention″ !ndi● ■,い ￨ltlrd″ ?

① TO Warn about possible risksinvo:ved in phytoremediation

① TO helpi‖ uStrate the potential of phytoremediation
O TO ShOW that hyperaccumulating plants grow in many regions ofthe world
① TO explain how zinc contamination can be reduced

78
 Scientists have known for some time that certain plants, called hyperaccumu-
lators, can concentrate minerals at levels a hundredfold or greater than normal. I
Ｐ
A survey of known hyperaccumulators identified that 75 percent of them amassed
Ａ
Ｒ nickel; cobalt, copper, zinc, manganese, lead, and cadmium are other minerals of
choice. I Hyperaccumulators run the entire range of the plant world. I They may
Ａ
Ｇ
Ｒ
Ａ
Ｐ be herbs, shrubs, or trees. I Many members of the mustard family, spurge family,
Ｈ

５
legume family, and grass family are top hyperaccumulators. Many are found in tropi-
cal and subtropical areas of the world, where accumulation of high concentrations
of metals may afford some protection against plant-eating insects and microbial
pathogens.

13. Look at the four squares [f] that indicate where the following sentence can be
added to the passage.

Certain minerals are more likely to be accumulated in large quantities than

others.
Where would the sentence best fit?

@ Scientists have known for some time that certain plants, called
hyperaccumulators, can concentrate minerals at levels a hundredfold or
greater than normal. Certain minerals are more likely to be accumulated
in large quantities than others. A survey of known hyperaccumulators
identified that 75 percent of them amassed nickel; cobalt, copper,
zinc, manganese, lead, and cadmium are other minerals of choice. I
Hyperaccumulators run the entire range of the plant world. I They may be
herbs, shrubs, or trees. I Many members of the mustard family, spurge
family, legume family, and grass family are top hyperaccumulators. Many
are found in tropical and subtropical areas of the world, where accumulation
of high concentrations of metals may afford some protection against
plant-eating insects and microbial pathogens.

③ SCientiStS haVe knOWn fOr SOme time that Certain plantS′ Ca‖ ed
hyperaccurnulators′ can concentrate rninerals atleveis a hundredfold lor
greaterthan norrnal.1目 A survey of knolwn hyperaccurYlulators identified that
75 percent ofthern amassedl nickel,CObalt′ coppeL zinc′ langanese′ lead′
rγ

and cadrniurn are other rninerals of choice.Certain inllnerais are n10re::ke:V

to be accunlulated in iarge quantit:es than others.Hyperaccurnulators run
the entire range ofthe plant vvorld.1日 1‐ They rnay be herbs′ shrubs′ or trees.
■I Many nlernbers ofthe rTlustard fanlily′ spurge farnily′ legurlle farnily′ and
grass farnily are tOp hyperaccurnulators.Many are found in tropical and
subtropical areas ofthe vvorld′ vvhere accurnulation lof high concentrations
of rnetals rnay afford sonle protection against plant― eating insects and
rnicrobial pathogens.

79
 @ Scientists have known for some time that certain plants, called
hyperaccumulators, can concentrate minerals at levels a hundredfold or
greater than normal. I A survey of known hyperaccumulators identified
that 75 percent of them amassed nickel; cobalt, copper, zinc, manganese,
lead, and cadmium are other minerals of choice. I Hyperaccumulators run
the entire range of the plant world. Certain minerals are more Iikely to be
accumulated in large quantities than others. They may be herbs, shrubs, or
trees. I Many members of the mustard family, spurge family, legume family,
and grass family are top hyperaccumulators. Many are found in tropical and
subtropical areas of the world, where accumulation of high concentrations
of metals may afford some protection against plant-eating insects and
microbial pathogens.

@ Scientists have known for some time that certain plants, called
hyperaccumulators, can concentrate minerals at levels a hundredfold or
greater than normal. I A survey of known hyperaccumulators identified
that 75 percent of them amassed nickel; cobalt, copper, zinc, manganese,
lead, and cadmium are other minerals of choice. I Hyperaccumulators run
the entire range of the plant world. I They may be herbs, shrubs, or trees.
Certain minerals are more likely to be accumulated in large quantities than
others. Many members of the mustard family, spurge family, legume family,
and grass family are top hyperaccumulators. Many are found in tropical and
subtropical areas of the world, where accumulation of high concentrations
of metals may afford some protection against plant-eating insects and
microbial pathogens.

14. 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.

Write your answer choices in the spaces where they belong. You can either write
the letter of your answer choice or you can copy the sentence.

Plants soil in

ao
 Answer Cholces

日 Some plants can tolerate COmparatiVely 10W leVelS Of Certa:n mineralS′ but
such plants are lof little use for recycling nutrients back into depletecl soils.
□ When plants dO nOt abSOrb SuffiCient amOuntS Of eSSential mineralS′
characteristic abnorrnalities result.
回 Mineral deficiencies in many plants can be cured by misting their roots with
a nutrient solution lor by transferring the plants to a soilless nutrient SOlutiOn.
回 Though benefiCialin:OWerleVelS′ high leVelS Of SaltS′ Other mineraiSr and
heavy r:leta:s can be hariΥ :fulto plants.
□ Because high concentratiOnS Of SOdium Ch10ride and Other SaltS‖ mit
growth in nlost plants′ rnuch research has been done in an effortto develop
salt― tolerant agricultural crops.
□ Some plants are able tO aCCumulate eXtremely high leVelS Of Certain mineralS
and thus can be used to clean up soils contarninated with toxic levels of
these rninerals.

8
 Directions: Read the passage. Then answer the questions. Give yourself 20 minutes
to complete this practice set.

THE ORIGIN OF THE PACIFIC ISLAND PEOPLE

The greater Pacific region, traditionally called Oceania, consists of three cultural
areas: Melanesia, Micronesia, and Polynesia. Melanesia, in the southwest Pacific, con-
tains the large islands of New Guinea, the Solomons, Vanuatu, and New Caledonia.
Micronesia, the area north of Melanesia, consists primarily of small scattered islands.
Polynesia is the central Pacific area in the great triangle defined by Hawaii, Easter
lsland, and New Zealand. Before the arrival of Europeans, the islands in the two
largest cultural areas, Polynesia and Micronesia, together contained a population esti-
mated at 700,000.
Speculation on the origin of these Pacific islanders began as soon as outsiders
encountered them; in the absence of solid linguistic, archaeological, and biological
data, many fanciful and mutually exclusive theories were devised. Pacific islanders
were variously thought to have come from North America, South America, Egypt,
lsrael, and lndia, as well as Southeast Asia. Many older theories implicitly deprecated
the navigational abilities and overall cultural creativity of the Pacific islanders. For
example, British anthropologists G. Elliot Smith and W. J. Perry assumed that only
Egyptians would have been skilled enough to navigate and colonize the Pacific. They
inferred that the Egyptians even crossed the Pacific to found the great civilizations
of the New World (North and South America). ln 1947 Norwegian adventurer Thor
Heyerdahl drifted on a balsa-log raft westward with the winds and currents across
the Pacific from South America to prove his theory that Pacific islanders were Native
Americans (also called American lndians). Later Heyerdahl suggested that the Pacific
was peopled by three migrations: by Native Americans from the Pacific Northwest
of North America drifting to Hawaii, by Peruvians drifting to Easter lsland, and by
Melanesians. ln 1969 he crossed the Atlantic in an Egyptian-style reed boat to prove
Egyptian influences in the Americas. Contrary to these theorists, the overwhelming
evidence of physical anthropology, linguistics, and archaeology shows that the Pacific
islanders came from Southeast Asia and were skilled enough as navigators to sail
against the prevailing winds and currents.
The basic cultural requirements for the successful colonization of the Pacific
islands include the appropriate boat-building, sailing, and navigation skills to get to
the islands in the first place; domesticated plants and gardening skills suited to often
marginal conditions; and a varied inventory of fishing implements and techniques. lt
is now generally believed that these prerequisites originated with peoples speaking
Austronesian languages (a group of several hundred related languages) and began
to emerge in Southeast Asia by about 5000 e.c.e. The culture of that time, based on
archaeology and linguistic reconstruction, is assumed to have had a broad inven-
tory of cultivated plants including taro, yams, banana, sugarcane, breadfruit, coconut,
sago, and rice. Just as important, the culture also possessed the basic foundation for
an effective maritime adaptation, including outrigger canoes and a variety of fishing
techniques that could be effective for overseas voyaging.

82
 口瞑
lli

Contrary to the arguments of some that much of the Pacific was settled by
Polynesians accidentally marooned after being lost and adrift, it seems reasonable
that this feat was accomplished by deliberate colonization expeditions that set out
fully stocked with food and domesticated plants and animals. Detailed studies of the
winds and currents using computer simulations suggest that drifting canoes would
have been a most unlikely means of colonizing the Pacific. These expeditions were
likely driven by population growth and political dynamics on the home islands, as
well as the challenge and excitement of exploring unknown waters. Because all
Polynesians, Micronesians, and many Melanesians speak Austronesian languages
and grow crops derived from Southeast Asia, all these peoples most certainly derived
from that region and not the New World or elsewhere. The undisputed pre-Columbian
presence in Oceania of the sweet potato, which is a New World domesticate, has
sometimes been used to support Heyerdahl's "American lndians in the Pacific" theo-
ries. However, this is one plant out of a long list of Southeast Asian domesticates. As
Patrick Kirch, an American anthropologist, points out, rather than being brought by
rafting South Americans, sweet potatoes might just have easily been brought back
by returning Polynesian navigators who could have reached the west coast of South
America.

Directions: Now answer the questions.

The greater Pacific region, traditionally called Oceania, consists of three cultural
areas: Melanesia, Micronesia, and Polynesia. Melanesia, in the southwest Pacific, con-
Ｐ
Ａ
Ｒ tains the large islands of New Guinea, the Solomons, Vanuatu, and New Caledonia.
Ａ
Ｇ
Ｒ
Micronesia, the area north of Melanesia, consists primarily of small scattered islands.
Ａ
Ｐ Polynesia is the central Pacific area in the great triangle defined by Hawaii, Easter
Ｈ

ｌ
lsland, and New Zealand. Before the arrival of Europeans, the islands in the two
largest cultural areas, Polynesia and Micronesia, together contained a population esti-
mated at 700,000.

15.According to paragraph l′ all of the following are true staterγ lents about
Melanesia′ MicrOnesia′ and Polynesia E)(CEP丁 :

④ CO‖ eCtiVely′ theSe regiOnS are traditiOna‖ y knOWn aS OCeania・

① 丁he islands of Micronesia are sma‖ and Spread out.
③ Hawali′ Easterlslandf and New Zealand markthe boundaries of Polynesia
① Melanesia is situated tO the north of Micronesia.

83
 Speculation on the Origin Ofthese Pacific isianders began as soon as Outsiders
‐
encountered thern′ in the absence of solid linguistic′ archaeological′ and biological
data′ many fanCiful and● ltu131‖ ,￨￨lxcIし SiVO theories were devised.Pacific is:anders
Were VariOuSly thought to have conle frorn North Arvlerica′ SOuth Americar Egypt′
_ ISrael′ and lndia′ as well as Southeast Asia.Many older theOries irnplicitly deprecated
‐ the naVigatiOnal abilitieS and OVerall Cu:tural Creat市
ity Of the Pacific islanders.For
eXarnple′ BritiSh anthropolog:sts G.Elliot Srnith and VV.J.Perry assurTled that Only

=‐
Egyptians would have been skilled enough to navigate and colonize the Pacific.・ T・ hev
骨 inierred that the Egyptians even crossed the Pacific to found the great civilizations
含 ofthe New World(North and South America).ln 1947 Norwegian adventurer ThOr
合 Heyerdahl drifted On a ba:Sa― 10g raft westward with the winds and currents across
l the lPacificfrorn lSouthArnericatolprove histheOrythatiDacificislan(lers were Native
Arnericans(also called Arnerican lndians).Later Heyerdahi suggested that the Pacific
VVaS peOpled by three rTligrations:by Iヽ lative`Arnericans from the Pacific Northvvest
of North Arγ leriCa drifting tO HaVVali′ by Peruvians drifting to Easter lsland′ and by
Melanesians.ln 1969 he crossed the Atlanticin an Egヽ ′ptian― style reed boat to prove
Egyptian influences in the Americas.Contrary tO these theorists′ the olサ崚ⅢⅢ IImiおlo
evidence of physical anthrOpOlogy′ linguistics′ and archaeology shovvs thatthe Pacific
iSlanderS Carne frorn S(outheast Asia an(l were ski:le〔 l enOugh as navigators to sail
againstthe prevailing winds and currents.

16.By stating thatthe theOries are″ mutua‖ Vex111sive″ the author means that

① if One ofthe theories is true′ then a‖ the others must be fa!se

① the differences between the theories are unimportant
O taken together′ the theories cover a‖ possib‖ ities
① the theories support each other

17.The word″ ovl鷲 ″

￨1耐 輔 in the passage is closestin meaning to
① pOwerful "卜
① faVOrable
③ Current
① reaSOnable

18.According to paragraph 2′ vvhich of the fOI10wing:ed sorne early researchers to

belieVe that the PaCifiC iSlanderS originally carne frorn Egypt?

① Egyptians were knOwn to have founded Other great civ‖ zations.

① Sa‖ Ors from other parts ofthe world were be‖ eved to lack the ski‖ s needed
to travel across the ocean.
③ Linguistic′ archaeO!Ogical′ and biological data cOnnected the islands to
Egypt,
① Egyptian accOunts c:aimed respOnsib蘭 ty fOr cO:onizing the Pacific as we‖ as
the Arnericas.

84
 19,vvhich Ofthe fO‖ Ovving can be inferred frorn paragraph 2 about early theorieS Of
vvhere the first inhabitants ofthe lPacific islands carne frorn?

① They VVere genera‖ y baSed On SOlid eVidenCe・

(13)丁 hey tried to account fOrthe origin ofthe characteristiC features ofthe
!anguages spoken by Pacific islanders.
o They assumed thatthe peOples‖ ving in Southeast Asia did not have the
skills needed to sailto the Pacific islands.
① 丁hey questioned the ideas Of G.[!liot Smith and V眈 J.Perry.

‐
he basic cultural requirerllents for the successful col()nization olf the Pacific
T・

islands include the appropriate boat― building′ sailing′ and navigation skills to get to
the islands in the first place,dOnleSticated plantS and lgardening skills suited to.often
marginal conditions,and a varied inventory Of fishing im● ёぬ014tl and techniques,!t
Ｐ
Ａ
Ｒ
is novv generally believed that these prerequisites originated with peoples speaking
Ａ
Ｇ Austronesian languages(a group of several hundrecl related languageS)and began
Ｒ
Ａ
Ｐ tO enlerge in lSoutheast Asia by about 5000 B.C.E.・ The Culture Of that tirne′ baSed On
Ｈ
archaeology and linguistic reconstruction′ is assurned tO have had a broad inven―
３
tory of cultivated plants including taro′ yarns′ bananar sugarcane′ breadfruit,coconut′
sago′ anci rice.Just as inlportantrthe culture alSO lpossessed the lbasic foundatiOn for
an effective rnaritirne adaptation′ including outrigger canoeS andl a variety of fishing
１
techn:ques that could be effective for overseaS VOyaging.

20.丁 he word″ 行
″in the passage is closestin meaning to
￨llllmenお

① Ski‖ S
① t001S
O OppOrtunitieS
① 'praCtiCeS

21. AI1 0fthe fO‖ Ovving are rnentioned in paragraph 3 as required for successful
cO10nizatiOn Ofthe Pacific islands圧 )(CEP・ T

① knOwledge of various Austronesian languages

① a Variety OffiShing teChniqueS
O naVigat:Onal Ski‖ S
① knOWledge Of plant CultiVatiOn

22.ln paragraph 3′ vvhy does the authOr provide inforrnation abOut the types of crops
grO,vvn and boats used in 13outheast Asia during the period arOund15000 B.C.E.?

① TO eValuate the re!atiVe irnpOrtanCe Of agriCulture and fiShing tO early

Austronesian peoples
① TOi‖ uStrate the effeCtiVeneSS Of arChaeO10giCal and linguiStiC methOdS in
discovering detai:s about!ife in ancient tir:les
o TO cOntrastliving cOnditiOns On the continent of Asia with living conditions
on the lPacific islands
① TO demOnStrate that peOple frOm thiS regiOn had the Ski‖ S and reSOurCeS
necessary to travelto and survive on the Pacific islands

‐85
 ―
￨ _ _ _￨ ￨

cpntrarylto the lllo● いonts of so商 e that mu‐ ￨り of theFaolfic・ woも ,も ё

戯●dll b,
Polサ nesians acc● ent● :lylmar10nd"iafter b.61‐ hol!lstllハ dl adrift′ it.selⅢ ,1lFeasOn‐ able
thatlthil■ もat WaS aCCOrn1liShed Ov d‐ elibe‐ ￨ltO● 010hi2atiOlnlё XpёditiOns that Sё t oり t
「 1lly、 IStOCkldlWith‐ fOOdlandl‐ dOm.eStiむ atё d
piantslanllaninilalsl Detalled studies Of the
VVinds and currents usingl coln]puter sirnulatiOns sug19est that drifting canOes,vv10uld
haVe been a rnOSt unlikely rneanS Of colonizing the lPacific.丁 hese expeditiOns vvere
likely driven by pOpulation growth and political dynarnics On the horne islands′ as
Ｐ
Ａ
Ｒ Well aS the Challenge and eXCiternent Of eXp10ring unknovvn vvaters.[3ecause all
Ａ
Ｇ PC)lyneSianS′ 「VliCrOneSianSf and manyヽ 4elanesians speak Austronesian ianguages
Ｒ
Ａ
Ｐ and grOVV CrOps derived frorn Southeast Asia′ allthese peOples rnOst certainly derived
Ｈ
frOrn thatregion and notthe Neヽ VVOr!d Or elSeヽ here.The u,diSputed pre― COlurnbian
A′ Aノ
４
preSenCe in OCeania Of the SVVeet potato′ vvhich is a Nevv VVorld dOrnesticate′ has
′ ′
SOnletirlleS been uSed to support Heyerdahl′ s′ Anlerican lndians in the Pacific′ theo‐
rieS.HOVVeVet thiS iS One plant Out Of a long list of Southeast Asian dornesticates.As
PatF.Ick lく irch,an Arnerican anthropO10gist′ pOints out′ ratherthan being brought by
rafting South,Anlericans′ svveet pOtatOes rnightiust have easily been brought back
by returning Polynesian navigators、 vho could have reached the vvest coast Of sOuth
Arllerica.

23.ヽAノ h:ch ofthe sentences be10w best expresses the essentialinforrYlation in the
highlighteCi SentenCe in lparagraph 4?lncorrect chc)ices change the rneaning in
irFlpOrtant VVayS OrleaVe Out eSSentialinfOrrnatiOn.

① SOlrlle pe10ple have argue(lthat the lPacific was settled by traciers whO
becarne lost while transpOrtingi(dOrnesticated plants and anirrlals.
① The original Polynesian settlers were probab:y rnarooned On the islands′
butthey nlay haVe been iOined later by Carefully prepared colonization
expeditions.
O Although it seems reasOnable to beneve that cO10nizatiOn expeditions would
Set out fully stocked′ this is cOntradicted by rTluch Ofthe evidence.
① The settlement ofthe Pacific islands was probably intentional and we‖
planned ratherthan accidenta:as sOnle people have prOpOsed.

24.The word″ ￨lndil111格 16″ in the passage is c:osestin meaning tO

① mySteriOus
① 'unexpected
③ aCknoWledged
① SignifiCant

25.According tO paragraph 4′ vvhich ofthe fo‖ owing is N()・T an explanation fOr why
a group of peOple might have wanted to cO10nize the Pacificislands?

① Astheir numbersincreased′ they needed additiOnalterritory.

① 丁he winds and currents made the islands easy tO reach.
O ThepO‖ tical situation at home made emigration desirable.
① They found exploration cha‖ enging and exciting.

86
 26.Why doesthe authOr mentiOn the VieWS Of″ Ⅲ l111k Kith″ ?

① TO present evidence in favOr Of Heyerdahrsidea about American:ndians

reaching(E)ceania
① TO emphaSiZe the fami‖ arity Of PaCifiC iSlanderS With CrOpS frOm many
different regions ofthe world
O TO indiCate that a SuppOSed pr00ffOr Heyerdahi′ S theOry haS an alternatiVe
explanation
① TO demOnStrate that SOme Ofthe Same CrOpS Were CultiVated in bOth SOuth
Anlerica and(])ceania

Speculation on the origin of these Pacific islanders began as soon as outsiders

encountered them; in the absence of solid linguistic, archaeological, and biological
data, many fanciful and mutually exclusive theories were devised. Pacific islanders
were variously thought to have come from North America, South America, Egypt,
lsrael, and lndia, as welt as Southeast Asia. I Many older theories implicitly depre-
cated the navigational abilities and overall cultural creativity of the Pacific islanders. I
For example, British anthropologists G. Elliot Smith and W. J. Perry assumed that only
Egyptians would have been skilled enough to navigate and colonize the Pacific. I They
Ｐ
Ａ
Ｒ inferred that the Egyptians even crossed the Pacific to found the great civilizations of
the New World (North and South America). I ln 1947 Norwegian adventurer Thor
Ａ
Ｇ
Ｒ
Ａ
Ｐ Heyerdahl drifted on a balsa-log raft westward with the winds and currents across
Ｈ

２
the Pacific from South America to prove his theory that Pacific islanders were Native
Americans (also called American lndians). Later Heyerdahl suggested that the Pacific
was peopled by three migrations: by Native Americans from the Pacific Northwest
of North America drifting to Hawaii, by Peruvians drifting to Easter lsland, and by
Melanesians. ln 1969 he crossed the Atlantic in an Egyptian-style reed boat to prove
Egyptian influences in the Americas. Contrary to these theorists, the overwhelming
evidence of physical anthropology, linguistics, and archaeology shows that the Pacific
islanders came from Southeast Asia and were skilled enough as navigators to sail
against the prevailing winds and currents.

27. Look at the four squares [f l that indicate where the following sentence can be
added to the passage.

Later theories concentrated on iourneys in the other direction

Where would the sentence best fit?

@ Speculation on the origin of these Pacific islanders began as soon

as outsiders encountered them; in the absence of solid linguistic,
archaeological, and biological data, many fanciful and mutually exclusive
theories were devised. Pacific islanders were variously thought to have
come from North America, South America, Egypt, lsrael, and lndia, as well
as Southeast Asia. Later theories concentrated on iourneys in the other
direction. Many older theories implicitly deprecated the navigational abilities
and overallcultural creativity of the Pacific islanders.I For example, British

87
 anthropologists G. Elliot smith and w. J. Perry assumed that only Egyptians
would have been skilled enough to navigate and colonize the Pacific. r
They inferred that the Egyptians even crossed the Pacific to found the
great civilizations of the New World (North and South America). I ln 1947
Norwegian adventurerThor Heyerdahl drifted on a balsa-log raft westward
with the winds and currents across the Pacific from south America to prove
his theory that Pacific islanders were Native Americans (also called American
lndians). Later Heyerdahl suggested that the Pacific was peopled by three
migrations: by Native Americans from the Pacific Northwest of North
America drifting to Hawaii, by Peruvians drifting to Easter lsland, and by
Melanesians. In 1969 he crossed the Atlantic in an Egyptian-style reed boat
to prove Egyptian influences in the Americas. contrary to these theorists,
the overwhelming evidence of physical anthropology, linguistics, and
archaeology shows that the Pacific islanders came from Southeast Asia and
were skilled enough as navigators to sail against the prevailing winds and
currents.

③ Speculation on the origin ofthese Pacific islanders began as s00n

as outsiders encOuntered thern,in the absence of sc):id linguistic′
archaeological′ and biological data′ rYlany fanciful and rnutua‖ y exclusive
theories、 vere devised.Pacific islanders vvere variOusly thoughtto have
corne frorn lNorth.Anlerica′ South Arnerica′ Egypt′ !srae!′ and lndia′ as
Well as Southeast Asia。 ■I Many oldertheories inlplicitly deprecated the
navigational abilities and Overall cultural creativity Of the Pacific islanders.
Later theOr:eS COnCentrated On iOurneyS in the Other direction.For exarnple′
BritiSh anthropologists G.E:1lot Srnith and VV.J.Perry assurned that Only
Egyptians would have been skilled enOugh tO navigate and colonize the
Pacific.■ l丁 hey:nferred that the Egyptians even crOssed the Pacific tO fOund
the great civilizations ofthe New VVorld(North and South,Arnerica),日 IIin 1947
1ヽ lorwegian adventurer‐ hOr Heyerdahl drifted on a balsa― 10g raft vvestvvard
T・

Ⅵノith theヽⅣindS and CurrentS aCrOSS the Pacific frorn ISouth.America tO prOve
hiS theOry that PaCifiC isianders were Native Arnericans(alsO ca‖ ed Arnerican
lndians).Later Heyerdahl suggested that the lPacific vvas peopled lby three
rTligrations:by Native ArneriCans frorn the Pacific Northvvest of North
Arγ lerica drifting tO Havvali′ by Peruvians drifting tO Easterlsland′ and by
Melanesians.ln 1969 he crossed the Atlantic in an Egyptian― style ree(lb(oat
to prove Egyptian influences in the Arnericas,Contrary to these theOrists′
the overwhelrTling evidence Of physical anthropo10gy′ linguistics′ and
arChaeO10gy ShOVVS that the PaCifiC iSianderS Carne frorn ISoutheast Asia and
vvere skilled enOugh as navigators to sail against the prevalling winds and
currents.

@ Speculation on the origin of these Pacific islanders began as soon

as outsiders encountered them; in the absence of solid linguistic,
archaeological, and biological data, many fanciful and mutually exclusive
theories were devised. Pacific islanders were variously thought to have
come from North America, South America, Egypt, lsrael, and lndia, as

88
 well as Southeast Asia. I Many older theories implicitly deprecated the
navigational abilities and overall cultural creativity of the Pacific islanders.
I For example, British anthropologists G' Elliot Smith and W. J. Perry
assumed that only Egyptians would have been skilled enough to navigate
and colonize the Pacific. Later theories concentrated on iourneys in the
other direction. They inferred that the Egyptians even crossed the Pacific to
found the great civilizations of the New World (North and South America).
I ln 1947 Norwegian adventurer Thor Heyerdahl drifted on a balsa-log raft
westward with the winds and currents across the Pacific from South America
to prove his theory that Pacific islanders were Native Americans (also called
American lndians). Later Heyerdahl suggested that the Pacific was peopled
by three migrations: by Native Americans from the Pacific Northwest of
North America drifting to Hawaii, by Peruvians drifting to Easter lsland,
and by Melanesians. ln 1969 he crossed the Atlantic in an Egyptian-style
reed boat to prove Egyptian influences in the Americas. Contrary to these
theorists, the overwhelming evidence of physical anthropology, linguistics,
and archaeology shows that the Pacific islanders came from Southeast Asia
and were skilled enough as navigators to sail against the prevailing winds
and currents.

@ Speculation on the origin of these Pacific islanders began as soon

as outsiders encountered them; in the absence of solid linguistic,
archaeological, and biological data, many fanciful and mutually exclusive
theories were devised. Pacific islanders were variously thought to have come
from North America, South America, Egypt, lsrael, and lndia, as well as
Southeast Asia. I Many older theories implicitly deprecated the navigational
abilities and overall cultural creativity of the Pacific islanders. I For example,
British anthropologists G. Elliot Smith and W. J. Perry assumed that only
Egyptians would have been skilled enough to navigate and colonize the
Pacific. I They inferred that the Egyptians even crossed the Pacific to found
the great civilizations of the New World (North and South America). Later
theories concentrated on journeys in the other direction. ln 1947 Norwegian
adventurer Thor Heyerdahl drifted on a balsa-log raft westward with the
winds and currents across the Pacific from South America to prove his
theory that Pacific islanders were Native Americans (also called American
lndians). Later Heyerdahl suggested that the Pacific was peopled by three
migrations: by Native Americans from the Pacific Northwest of North
America drifting to Hawaii, by Peruvians drifting to Easter lsland, and by
Melanesians. ln 1969 he crossed the Atlantic in an Egyptian-style reed boat
to prove Egyptian influences in the Americas. Contrary to these theorists,
the overwhelming evidence of physical anthropology, linguistics, and
archaeology shows that the Pacific islanders came from Southeast Asia and
wer,e skilled enough as navigators to sail against the prevailing winds and
cu rrents.

89
 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.

Write your answer choices in the spaces where they belong. You can either write
the letter of your answer choice or you can copy the sentence.

Together, Melanesia, Micronesia, and Polynesia make up the region

described as the Pacific islands, or Oceania.

rrt
ir

Answer ChOices

日 ヽ4any theories abOut hOvv inhabitants first carne tO the is:ancis have lDeen
prOpOSed′ inCluding the idea that NOrth and ISouth Arnericans sinlply drifted
across the Ocean.
□ A!though early co10nizers Ofthe isiands prObably came from
agriculture― based sOcieties′ they were Obliged to adopt an ecOnOrny based
on fishing.
□ New evidence suggests that′ ratherthan being isolated′ Pacific:sianders
engaged in trade and SOCialinteraCtiOn With peOpieS liVing in lSoutheast Asia
匝]Computer simulations Ofthe winds and currents in the Pacific have shown
that reaching the Pacific lsiands was probably rnuch easierthan previousiy
thought.
□ :tis now be‖ eved thatthe prOcess Of cO10nizatiOn required a great deal of
ski‖ ′deterrn:nation′ and planningl and couldl nOt have happened by chance.
□ Using‖ nguistic and archaeO10gical evidence′ anthropologists have
deterrnine(l that the firSt Pacific is:anders were Austronesian people frorn
Southeast Asia.

90
Directions: Read the passage. Then answer the questions. Give yourself 20 minutes
to complete this practice set.

THE CAMBRIAN EXPLOSION

The geologic timescale is marked by significant geologic and biological events,
including the origin of Earth about 4.6 billion years ago, the origin of life about 3.5
billion years ago, the origin of eukaryotic life-forms (living things that have cells with
true nuclei) about 1.5 billion years ago, and the origin of animals about 0.6 billion
years ago. The last event marks the beginning of the Cambrian period. Animals orig-
inated relatively late in the history of Earth-in only the last 10 percent of Earth's
history. During a geologically brief 100-million-year period, all modern animal groups
(along with other animals that are now extinct) evolved. This rapid origin and diversi-
fication of animals is often referred to as "the Cambrian explosion."
Scientists have asked important questions about this explosion for more than a
century. Why did it occur so late in the history of Earth? The origin of multicellular
forms of life seems a relatively simple step compared to the origin of life itself. Why
does the fossil record not document the series of evolutionary changes during the
evolution of animals? Why did animal life evolve so quickly? Paleontologists continue
to search the fossil record for answers to these questions.
One interpretation regarding the absence of fossils during this important
10O-million-year period is that early animals were soft bodied and simply did not
fossilize. Fossilization of soft-bodied animals is less likely than fossilization of hard-
bodied animals, but it does occur. Conditions that promote fossilization of soft-bodied
animals include very rapid covering by sediments that create an environment that
discourages decomposition. ln fact, fossil beds containing soft-bodied animals have
been known for many years.
The Ediacara fossil formation, which contains the oldest known animal fossils,
consists exclusively of soft-bodied forms. Although named after a site in Australia,
the Ediacara formation is worldwide in distribution and dates to Precambrian times.
This 700-million-year-old formation gives few clues to the origins of modern animals,
however, because paleontologists believe it represents an evolutionary experiment
that failed. lt contains no ancestors of modern animal groups.
A slightly younger fossil formation containing animal remains is the Tommotian
formation, named after a locale in Russia. lt dates to the very early Cambrian period,
and it also contains only soft-bodied forms. At one time, the animals present in these
fossil beds were assigned to various modern animal groups, but most paleontolo-
gists now agree that all Tommotian fossils represent unique body forms that arose in
the early Cambrian period and disappeared before the end of the period, leaving no
descendants in modern animal groups.
A third fossil formation containing both soft-bodied and hard-bodied animals pro-
vides evidence of the result of the Cambrian explosion. This fossil formation, called
the Burgess Shale, is in Yoho National Park in the Canadian Rocky Mountains of British
Columbia. Shortly after the Cambrian explosion, mud slides rapidly buried thousands
of marine animals under conditions that favored fossilization. These fossil beds pro-
vide evidence of about 32 modern animal groups, plus about 20 other animal body

91
 forms that are so different from any modern animals that they cannot be assigned
to any one of the modern groups. These unassignable animals include a large swim-
ming predator called Anomalocaris and a soft-bodied animal called Wiwaxia, which
ate detritus or algae. The Burgess Shale formation also has fossils of many extinct
representatives of modern animal groups. For example, a well-known Burgess Shale
animal called Sidneyia is a representative of a previously unknown group of arthro-
pods (a category of animals that includes insects, spiders, mites, and crabs).
Fossil formations like the Burgess Shale show that evolution cannot always be
thought of as a slow progression. The Cambrian explosion involved rapid evolution-
ary diversification, followed by the extinction of many unique animals. Why was
this evolution so rapid? No one really knows. Many zoologists believe that it was
because so many ecological niches were available with virtually no competition
from existing species. Will zoologists ever know the evolutionary sequences in the
Cambrian explosion? Perhaps another ancient fossil bed of soft-bodied animals from
600-mil lion-year-old seas is awaiting d iscovery.

Directions: Now answer the questions

The geologic timescale is marked by significant geologic and biological events,

including the origin of Earth about 4.6 billion years ago, the origin of life about 3.5
Ｐ
Ａ
billion years ago, the origin of eukaryotic life-forms (living things that have cells with
Ｒ
Ａ true nuclei) about 1.5 billion years ago, and the origin of animals about 0.6 billion
Ｇ
Ｒ
Ａ
years ago. The last event marks the beginning of the Cambrian period. Animals orig-
Ｐ
Ｈ inated ielhtiVely late in the history of Earth-in only the last 10 percent of Earth's
ｌ
history. During a geologically brief 100-million-year period, all modern animal groups
(along with other animals that are now extinct) evolved. This rapid origin and diversi-
flcatlon of animals is often referred to as "the Cambrian explosion."

29.The word″ 0場 olifiOa韓 ″in the passage is closestin meaning to

｀
‐
① numerOuS
① impOrtant
O uneXplained
① Sudden

30.The word″ y′ in the passage is closestin meaning to

① "は
SurpriSingly
“
① COIleCtiVely
O COmparatively
(D))CharaCteriStiCally

31.The word″ dli101港 :f;01tiOn″ in the passageis ciosestin meaning to

① emergenCe Of many varieties
① Steady deC‖ nein number
O gradualinCrease in body size
① Sudden diSappearance

92
 ′ ′
32.丁 he period discussed in the passage is referred to as an′ eXp10SiOn′ because it

① occurred O.6 billion years ago′ late in Earth′ s history

① WaS CharaCteriZed by the unuSua‖ y faSt eVOlutiOn Of many neW‖ fe― fOrmS
O WaS CharaCteriZed by WideSpread animal eXtinCtiOn
① WaS CharaCteriZed by ViOlent VOICaniC eruptiOnS

Scientists have asked important questions about this explosion for more than a
century. Why did it occur so late in the history of Earth? The origin of multicellular
forms of life seems a relatively simple step compared to the origin of life itself. Why
does the fossil record not document the series of evolutionary changes during the
tA:" evolution of animals? Why did animal life evolve so quickly? Paleontologists continue
$ to search the fossil record for answers to these questions.
f; One interpretation regarding the absence of fossils during this important
s 100-million-year period is that early animals were soft bodied and simply did not
i fossilize. Fossilization of soft-bodied animals is less likely than fossilization of hard-
" bodied animals, but it does occur. Conditions that promote fossilization of soft-bodied
animals include very rapid covering by sediments that create an environment that
discourages decomposition. ln fact, fossil beds containing soft-bodied animals have
been known for many years.

33.According to paragraph 2′ vvhich ofthe follovving is NC)丁 a question that

paleontologists asked aboutthe Carnbrian explosion?

① Ⅵ′
hy wasthe origin of‖ fe a simple step in Earth′ s history?
① hy
鴇′ did ittake SO 10ng fOr multiCe‖ ular OrganiSmS tO deVe10p?
O Why did anima‖ ife eVOiVe SO rapidly?
① Why dOeSthefOSS‖ reCOrd laCk eVidenCe Of animal eVOlutiOn during that
tirne?

34.VVhich ofthe follovving best describes the relationship betvveen paragraph 2 and
paragraph 3?
① Paragraph 2 puts forward severa:scientific claims′ one of which is reiected in
paragraph 3.
① Paragraph 2 1poses several questions,and paragraph 3 1offers a lpossible
ansvverto one ofthern.
③ Paragraph 2 presents outdated traditional views′ wh‖ e paragraph 3 presents
the current scientific conclusi()ns.
① Paragraph 2 introduces a generalization that is illustrated by specific
exanlples in paragraph 3.

35.The word″ 静瘍議よё″in the passage is closestin meaning to

① COmp‖ Cate
③ preVent
③
.enCOurage
① affeCt

93
 The Ediacara fossil formation, which contains the oldest known animal fossils,
P
A consists exclusively of soft-bodied forms. Although named after a site in Australia,
R
A
G the Ediacara formation is worldwide in distribution and dates to Precambrian times.
R
A This 7O0-million-year-old formation gives few clues to the origins of modern animals,
P
H
however, because paleontologists believe it represents an evolutionary experiment
that failed. lt contains no ancestors of modern animal groups.

36.VVhich ofthe following is N()・ T rnentioned in paragraph 4 as being true ofthe

Ediacara forrnation?

① lt COntainS fOSSilS that date back to the Precanlbrian period.

③ lt COntainS only soft― bOdied anirnal fossils.
③ ltis iocated on a single site in Austra‖ a.

① lt dOeS nOt COntain any fOSs‖ S Ofthe ancestors of modern animals.

A slightly younger fossil formation containing animal remains is the Tommotian

Ｐ
Ａ
formation, named after a locale in Russia. lt dates to the very early Cambrian period,
Ｒ
Ａ and it also contains only soft-bodied forms. At one time, the animals present in these
Ｇ
Ｒ
Ａ
fossil beds,were assigned to various modern animal groups, but most paleontolo-
Ｐ
Ｈ gists now agree that all Tommotian fossils represent unique body forms that arose in
５
the early Cambrian period and disappeared before the end of the period, leaving no
descendants in modern animal groups.

37. ヽ
ハ′hich lofthe sentences belovv best expresses the essentia!infOrrnatiOn in the
highlighted sentence in lparagraph 5?lncorrect chc)ices change the l■ leaning in
irnportant ways orleave out essentialinforrnatiOn.

① The animalS fOund in the Tommotian foss‖ bed were once thoughtto belong
but novv they are thoughtto have
to a variety of rnodern anirnal groups′
descended frorn a single group.
① Animalsin the Tommotian foss‖ beds were initia‖ y assigned tO mOdern
anirnal groups but are novvthoughtto belong to groups that ernerged and
died out during the Carγ lbrian period.
③ ThOugh at firStthey thOught OtherwiSe′ pa:eontOlogists now agree that the
anirnals in the・ Tlornrllotian forrnation have body forrns frorn which n]odern
anirnals have descended.
① ltiS unClear Whetherthe Tommotian foss‖ s from the early Cambrian period
represent unique body forrns or vvhetherthey should be assigned to various
nlodern aninlal groups.

94
 A third fossil formation containing both soft-bodied and hard-bodied animals pro-
vides evidence of the result of the Cambrian explosion. This fossil formation, called
the Burgess Shale, is in Yoho National Park in the Canadian Rocky Mountains of British
Columbia. Shortly after the Cambrian explosion, mud slides rapidly buried thousands
P
A
of marine animals under conditions that favored fossilization. These fossil beds pro:
R
A vide evidence of about 32 modern animal groups, plus about 20 other animal body
C
R
A forms that are so different from any modern animals that they cannot be assigned
P
H to any one of the modern groups. These unassignable animals include a large swim-
6 ming predator called Anomalocars and a soft-bodied animal called Wiwaxia, which
ate detrituls or algae. The Burgess Shale formation also has fossils of many extinct
representatives of modern animal groups. For example, a well-known Burgess Shale
animal called 'S'idneyia is a representative of a previously unknown group of arthro-
pods (a category of animals that includes insects, spiders, mites, and crabs).

′ ′
38,VVhy does the authOr rnentiOn″ Anornalocaris′ and″ VViwaXia′ ?

① TO COntraSt predatOrS With anima!S that eat plantS SuCh aS algae

① TO queStiOn the effeCtS Ofrapid mud S‖ deS On fOSS市 ZatiOn
O TO SuggeStthat muCh iS Sti‖ unknOWn abOut anima:S fOund in the BurgeSS
Shale
① TO prOVide eXampleS OffOSS‖ S that CannOt be aSSigned tO a mOdern animal
group

″
39.″ 鎌￨い 0,ね is an eXample of

① a relative of Anomalocaris and Wiwaxia

③ a preViOuSly unknOWn BurgeSS Shale animal
③ an eXtinCt member Of a Currently eXiSting CategOry Of animalS
① an animalthat CannOt be aSSigned tO any mOdern animalgrOup

Fossil formations like the Burgess Shale show that evolution cannot always be
Ｐ
thought of as a slow progression. The Cambrian explosion involved rapid evolution-
Ａ
Ｒ ary diversification, followed by the extinction of many unique animals. Why was
Ａ
Ｇ
Ｒ
this evolution so rapid? No one really knows. Many zoologists believe that it was
Ａ
Ｐ because so many ecological niches were available with virtually no competition
Ｈ

７
from existing species. Will zoologists ever know the evolutionary sequences in the
Cambrian explosion? Perhaps another ancient fossil bed of soft-bodied animals from
600-million-year-old seas is awaiting d iscovery.

4o,VVhat can be inferred frorn paragraph 7 about vvhy the Carnbrian explosion is so
unusual?
① lt generated neW eCO10giCal niCheS thrOugh the eXtinCtiOn Of rnany unique
anirnals.
① it WaS a periOd Of rapid eVOlutiOn′ and eVO:utiOn iS Often thOught Of aS a S:OW
process.
① ltiS a periOd WhOSe eVOlutiOnary SequenCeS are Clearly marked・
① lt generated a Very large number Of anCientfOSS‖ bedS COntaining
soft― bodied anirnals.

95
 One interpretation regarding the absence of fossils during this important
Ｐ
Ａ
100-million-year period is that early animals were soft bodied and simply did not
Ｒ
Ａ fossilize. r Fossilization of soft-bodied animals is less likely than fossilization of
Ｇ
Ｒ
Ａ
hard-bodied animals, but it does occur. I Conditions that promote fossilization of
Ｐ
Ｈ soft-bodied animals include very rapid covering by sediments that create an environ-
３
ment that discourages decomposition. I ln fact, fossil beds containing soft-bodied
animals have been known for many years. I

41. Look at the four squares [I]that indicate where the following sentence can be
added to the passage.

It is relatively rare because the fossilization of soft-bodied animals requires a

special environment.

Where would the sentence best fit?

@ One interpretation regarding the absence of fossils during this important

100-million-year period is that early animals were soft bodied and simply
did not fossilize. lt is relatively rare because the fossilization of soft-bodied
animals requires a special environment. Fossilization of soft-bodied animals
is less likely than fossilization of hard-bodied animals, but it does occur. I
Conditions that promote fossilization of soft-bodied animals include very
rapid covering by sediments that create an environment that discourages
decomposition. I ln fact, fossil beds containing soft-bodied animals have
been known for many years. f

① One interpretation regarding the absence offoss‖ s during this important

100-rylil1lon― year period is that early anirnals were sOft bodied and sirllply
did not fossilize.￨￨]Fossilization of sOft― bOdied aninlals is less like:y than
fossilization of hard― bOdied anirnals′ butit does occur.:t is relative:V
rare because the fossilizatiOn Of sOft‐ bodied an:nlals requires a special
environ『 1lent.Conditions that prorrlote fossilizatiOn Of sOft_bodied aninlals
include very rapid cOvering by seclirnents that create an environrYlent that
diSCOurages decornpos:tion.1日 lln fact′ fossil beds containing soft― bodied
anirYlals have been knOvvn fOr rnany years.111

@ One interpretation regarding the absence of fossils during this important

100-million-year period is that early animals were soft bodied and simply
did not fossilize. I Fossilization of soft-bodied animals is less likely than
fossilization of hard-bodied animals, but it does occur. I Conditions that
promote fossilization of soft-bodied animals include very rapid covering by
sediments that create an environment that discourages decomposition. lt is
relatively rare because the fossilization of soft-bodied animals requires a
special environment. ln fact, fossil beds containing soft-bodied animals have
been known for many years. f

96
 @ One interpretation regarding the absence of fossils during this important
100-million-year period is that early animals were soft bodied and simply
did not fossilize. I Fossilization of soft-bodied animals is less likely than
fossilization of hard-bodied animals, but it does occur. I Conditions that
promote fossilization of soft-bodied animals include very rapid covering by
sediments that create an environment that discourages decomposition. I ln
fact, fossil beds containing soft-bodied animals have been known for many
years. lt is relatively rare because the fossilization of soft-bodied animals
requires a special environment.

42. 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.

Write your answer choices in the spaces where they belong. You can either write
the letter of your answer choice or you can copy the sentence.

The term "Cambrian explosion" refers to the geologically brief period during
which all modern animal groups evolved.
一
一

・
︱

Answer Cholces

日 The Cambrian period is significant because it marks the emergenCe Of

eukaryotic life― forrns― organisrns that have ce‖ s with true nuclei.
□ Little is known aboutthe stages of evolution during the Cambrian period′ in
part because early anirnals were soft bodied and could fossilize only under
particular conditions.
□ 丁he Ediacara fossilformation provides the mostinformation aboutthe
Carnbrian explosion′ vvhile the elarlier・ Tbrnrnotian and lBurgess Shale
forrnations give clues about Precarnbrian evolution.
匝l Wh‖ e animalfoss‖ s from before the Cambrian explosion have no mOdern
descendants′ many anirnals that evolved during the(3arnbrian explosion can
be assigned to modern groups.
□ Zoologists are awaiting the discovery of a 600-mi‖ ion― year― old fossil

forrnation in orderto be able to forrn a theory of how anirnal evolution

progressed.
□ Although the reasons forthe rapid evolution of animals during the Cambrian
period are not knovvn′ one proposed explanation is an abundance of niches
with a lack of corllpetitors.

97
This section measures your ability to understand conversations and lectures in
English.

Listen to each conversation and lecture only one time. After each conversation and
lecture, you will answer some questions about it. Answer each question based on
what is stated or implied by the speakers.
You may take notes while you listen and use your notes to help you answer the ques-
tions. Your notes will not be scored.
ln some questions you will see this icon:
Q. ff',ir means that you will hear, but not
see, the question.

Answer each question before moving on. Do not return to previous questions.
It will take about 60 minutes to listen to the conversations and lectures and answer
the questions about them.

99
 / ヽ
Directions: Listen to Track 22 鷺 J

Directions: Now answer the questions.

VVhat(lo the speakers rnainly discuss?

① Whythe WOman haS‖ ttlein COmmOn With her r00mmateS

① HOW the WOman Can keep upin heraCademiC StudieS
O The WOman′ S adiuStmenttO‖ fe at the uniVerSity
① 丁he woman's decision to transfer to another university

2, VVhy does the wornan nlention her hornetovvn?

① TO draW a COntraSttO her Current SituatiOn

③ 丁o acknow:edge that she is accustomed to living in big cities
O TO indiCate that She haS knOWn SOme peOple On CampuS fOr a10ng time
① TO emphaSiZe her preViOuS SuCCeSS in aCademiC StudieS

3. VVhat does the wornan irnply aboutthe incident that occurred in her sociology
class?

① lShC)VVaS ernbarraSSed beCauSe)She gaVe an inC(〕 rreCt anSVVer・

① She WaS upSet beCauSe the prOfeSSOrSeemed tO ignOre her・

OSheWaSCOnfuSedbytheOrganiZatiOnOftheprOfeSSOr′ S leCture・

① SheWaSSurpriSedbytheCOmmentSOftheOtherStudentS・

4. According to the counse:o■ why should the wornan visit her professor′ s office?
εわ00sθ 2 ansИ′
θrs.

日 b offera comp‖ ment

□ To offerto help other students
□ b introduce herself
匝]丁o suggest ways of making the class more personal

100
5.VVhat does the woman imply aboutioining the string quartet?
① lt WOuld enable herto continue a hobby she gave up when she wasten.
① ow herto spend moretimein her ma10r area OfStudy.
lt WOuld a‖
① lt WOuld help her stop worrying about her academic studies.
① lt WOu!d be a way to meet students with sim‖ ar interests.

101
 ͡
′ ヽ
Directions: Listen to Track 23. 彎 y

Sociology

. . : _ li:￨:111::111t
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￨_‐ ￨.::麟

‐‐ ‐、 ￨::::li::番 :〕 ￨￨.

鮨菫歯ζ=目 離綺 ,送 ″
2ヒ 進底ソ
:基盤 :息t“...… ...1..._._… …..11__.1巌 艤″
:業 蓼
1:1議 覇
:ヽ 厳 麹饉麹饉 ..,苺
=.‐ `憲
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炒鰹轟理

102
粋繭￨￨す01

_‐ ‐ ‐
._■ .￨■ lii,1嘔
`

103
 量

￨￨101Vi,
recunotry

Directions: Now answer the questions.

6. 'VVhatis the rnain purpose(of the lecture?

① TO intrOduCe a methOd that Can help StudentS remember neW infOrmatiOn

① TO intrOduCe a Way tO Study hOW infOrmatiOn paSSeSfrOm One perSOn tO
another
O TO eXplain the differenCeS betWeen biO10giCalinfOrmatiOn and Cultural
inforrγ lation
rT10 eXplain the differenCeS betWeen StOrieS′ SOngS′ and Other pieCeS Of
①
inforrnation

7. VVhy does the professortellthe story about alligators7

① TO eXplain the differenCe betWeen true and fa:Se StOrieS

③ TO draW an ana10gy betWeen a‖ igatOr reprOduCtiOn and CulturaltranSmiSS:On
③ TO giVe an eXample Of a pieCe OfinfOrmat:On thatfunCtiOnS aS a meme
① 丁o show how a story can gradua‖ y changeinto a song

104
 ● ‐‐ ■―■.￨・
‐・ ￨￨‐ ■‐
1 .・
'_■ ‐
.￨ _ .. =,I
=￨■ .:.■ .

8. According to the prOfessor′ which ofthe fo‖ owing are exanlples of rnerne
tranSfer?(3わ 00Se 2 a′ 7SyソerS,

日 L‖ ing fami‖ ar stories

□ Sharing fee‖ ngs
□ Composing original music
匝]Learning a scientific theory

9.Ⅵ ′hat example doesthe professOr give Of a meme′ s:ongevity?

① A StOry haS been Changing SinCe it first appeared in the 1930s.

① A person remembers a story for many years.
O A geneis passed on thrOugh many generations withoutchanging.
① A song quickly becOmes popu:ar a‖ overthe wOrid.

10.VVhat does the professor cOrnpare tO a hOusefly:aying rnany eggs?

① Ach‖ d learning many differentideas from his Or her parents

① A‖ igatorsreproducing in New York sewers
O Different people remembering different versions of a story
① A person singing the″ Twinkle′ twinkle″ song many times

ll.Listen to Track 24.∪

① TO eXplain why some memes do notchange much
① TO aSkthe Students fortheir opinion about songs as memes
O TO aCknowledge a problem with the meme theory
① TO aSkthe students to test an idea about memes

105‐
 Note: The actual lecture contains color images. The colors from one image are dis-
cussed by the professor. You do not need to see the colors to understand the lecture
or to answer the questions.

Directions: Listen to Track 25 n

Astronomy

South Pole一 /ヽ itken Basin

106
 踪
・‐
‐
襟

￨￨￨11,illllllllllllllll!l・

Directions: Now answer the questions

12.VVhatis the rnain purpose ofthe lecture?

① ToexplainwhyscientistsdisagreeabouttheageoftheMoon
① To present arguments in favor of another Moon landing
O To explain how scientists discovered a crater on the far side ofthe Moon
① To review some find:ngs of a recent mission to the Moon

13,VVhat does the professorirrlply about the spacecraft(〕 lernentine?

① ltsentbackthefirstcolorphotographsoftheMoon.
① lt WaS pOWered by SOlar energy.
③ ltlanded on the far side ofthe Moon.
① !tflew overthe Moon′ s polar regions.

14.VVhy does the professor rγ lention the lヽloon's rnantle?

① TO eXplain hOW SCientiStS are able tO eStimate the age Of meteOrimpaCtS

① Toind:cate what part ofthe Moon could provide key evidence aboutthe
Moon′ s composition
O To explain how scientists know that meteors penetrate the Moon′ s crust
① TO pOint Out an obvious difference between the Mloon and Earth

15.VVhy is the South Pole一 Aitken Basin thoughtto be exceptiona‖ yo:d?

① The Wa‖ S Ofthe BaSin are mOre refleCtiVe than thOSe Of mOSt Other CraterS.
① Testing ofrocks from the Basin′ s floor proved them to be as o:d asthe Moon
itself.

③ Manysma‖ craters have been detected atthe bottom ofthe Basin.

① A iarge amount of dust has been detected in and around the Basin.

107
 ■

16.VVhy does the professor consideritirnportant to find outif vvaterice exists on the
rv100n?ε ′
〕οοsθ 2 anslw′ θrs.

日 Waterice could be processed to provide breathable airfor astronauts.

□ One component of waterice could be used as a fuelforrockets.
□ Waterice could contain evidence of prim面 ve‖ fe onthe Moon.
匝l lWaterice could be tested to find out whattype of meteors crashed into the
Moon.

17. Listen to Track 16.

O
① :tis likely thatthe current age estimates forthe South Pole― Aitken Basin are
based on incorrect assurnptions.
① it iS diSappOinting hOVV little the teChnO10gy tO analyZe!ヽ 100n rOCkS haS
advanced since the days ofthe lヽ loon landings.
O Toofew ofthe or:ginal Moon― rock samples were dated accurately.
① ltis importantto obtain a more precise determination ofthe Moon′ s age.
 / ヽ
Directions: Listen to Track 27. 彎 J

靱
ゼ

■ ・ .
ｒ ` ,・
・ ●
一
一 ︱
■ ■■
■
一 ■
■

Directions: Now answer the questions

18.ヽ A/hatis the conversation rnainly about'

① An assignment about which the student would:ike advice

① COnCernS aS tO Whetherthe Student ShOuld be in the prOfeSSOr′ S COurSe
O The SeleCtiOn Off‖ mStO be VieWed by StudentSin a f‖ m theOry COurSe
① The structure and sequence of coursesin the Film Department

19.ヽ ハノ
hatis the professor′ s attitude tovvard the student′ s high schoc)l filrrl course?

① He C10eS r10t COnSiderit SatiSfaCtOry preparatiOnlfOrthe'ClaSS lhC)teaCheS・

① He dOeS nOtthinkthat‖ terary WOrkS ShOuld be diSCuSSed in f‖ m ClaSSeS・
③ He beneves thatthis type Of cOurse Often cOnfuses inexperienced students.
① He feelS thatthe apprOaCh taken in thiS COurSe iS the beSt Way tO:earn abOut
f‖ m.

20 VVhy vvas the student perrYlitted to sign up forthe professor′ s filrn theory course?

① Her high SCh001 COurSe fulfi‖ ed the requ:rementfOr preViOuS COurSe WOrk・
① 丁he computersystem that usua‖ y blocks students was not working properly.
o An employeein the department did notfo‖ ow instructions.
① The prOfeSSOr made an eXCeptiOn in herCaSe.

21. VVhy does the professor decide to allovv the student to rernain in his class?
εわ00se.2 ansν yers.

[:][I She nee(ls to take the course in lorderto gra(luate.

□ He isimpressed w:th her eagerness to continue.
□ She convinces him that she does have adequate preparat:On fOrthe COurSe.
回 He learns that she is not studying f‖ m as her main COurSe OfStudy.

109
 22.VVhat does the professor advise the studentto do in orderto keep up with the
class she is in?

① Take the intrOduCtOry COurSe

③ WatCh SOme VideO reCOrdings
O Do extra reading
① Drop out of her marketing class

雷 □

11()
Directions: Listen to Track rt n

Chemistry

'I‐ EI1111'11,￨::● ￨■
‐■￨:
臓 ・ ￨‐

謗 饉
饉籠目
圏自撼 :L 狸

鑽
‐ ‐
、
轟継
・・.

111
 鰈
凛■ _肇 ‐

Directions: Now answer the questions

23.ヽ A/hatis the rnain purpose ofthe lecture?

① TO diSCuSs recentinnovations in laboratory equiprnent

③ T10 give an exarnple of a practical use for a particular scientific technique
③ TOfam‖ iarize students with the chemical composition of pa:nt pigments
① TO Show how researchers were able to restore a particular work of art

24.VVhat does the professorirTlply vvhen he rnentions an art historian?

① Art historians have been iearning how to use spectrOscOpes.

① Scientists need to learn how art h:storians analyze paintings.
O COnfirming the authen・ ticity of artworks requires co‖ aboration.
① Spectroscopic analysis can help identify a painter′ s techniques,

25.VVhy does the professOr discuss the presence Of zinc in paint pigrllents7

① TO eXplain why some paints may deteriorate overthe course oftime

① TO Stress the need for caution when attempting to restore oid artworks
O TO ShOW how pigments differfrom varnishes and binding agents
① T10 show how spectroscopy can help establish the age of a painting

26.According to the professOL VVhatis the prirnary advantage of spectroscopy over

otherlaboratory rnethOds fOr analyzing artworks?

① lt dOeS nOt damagethe artworks.

① lt prOVides a more accurate analysis than other methods do.
③ lt uSes equipmentthat can be transferred to otherlocations,
① it Can be used by individuals vvith little scientific training.

112
 鱚 珈厖写隕冒膨

ハ′hatis one way the professor rnentions that CherniStS Can help with art
27. ヽ
restoration7

① Byre― Creating the pigmentS and binding agentS uSed by artiStS Of ear‖ er eraS
③ By remOVing pigmentS and binding agentS that diSSOIVe paintingS OVertime
③ By Creating prOteCtiVe COatingS Of paintthat dO nOt darnage Original paintingS
① By deVe10ping WayStO Safely remOVe paint added by preViOuS reStOrerS

28.Listen to Track 29.L」

① HeiS SearChing fOra SynOnym fOrthe term・

① HeiS nOt Sure hOW muCh infOrmatiOn the StudentS need・
③ He iS gOing tO briefly addreSS a related tOpiC・
① He iS giVing the StudentS a Writing aSSignment・

113
 ／ ︵ヽ
Directions: Listen to Track 30 １
蠅 ｙ
ｌ

Literature

，
， ・
一 ヽ
漱
“イ
一
︲
Ｔ
”
■
︲
，‘
■
一

鰤
ヽ

曰
登
隧 亀
. .1._￨￨
し .■ ■

1毎l鋳醸象
子
‐
轟↓:通議
￨:‐
‐‐´ __こ
■￨・￨'■.・
.、 ●
￨￨,.￨￨■ ￨_,‐
=￨::
.￨_￨￨..t

11∠ l
 100,議 議磁:嚢
￨1鯵 11

ヽ
、:￨￨ ￨￨
∵,￨

Directions: Now answer the questions

29.VVhat is the lecture rnainly about?

① Oral traditiOnS in fOlktaleS and fairy taleS

① COmmOn CharaCterS and p10tS in fOlktaleS and fairy taleS
O Differences between folktales and fairy tales
① Hidden meaningS in fOlktaleS and fairy ta!eS

30.VVhat dloes the professor nlean when he says that folktales are cornnlunal?

① They Vary‖ ttle frOm One COmmunity tO anOther・

① They SerVe tO Strengthen tieS amOng indiVidualS Within a COmmunity・
O They relate impOrtant eVentS in the hiStOry Of a COmmunity・
① They Can be adaptedtO meetthe needS Ofa COmmunity・

115
 31.VVhy does the professor ciarify the cOncept of a″ fairy″ ?

① TO explain the origins ofthe term″ fairy tale″

③ TO eliminate a pOssible definition ofthe term″ fairy tale″

O TO SuppOrt a claim aboutthe function offairy tales

① TO indicate that fairies are a maior elementin fairy tales

32.VVhat does the professor say abOutthe setting of fairy tales?

① ThetaleS are usua‖ y set in a nonspecific location.

① 丁he location is deterrnined by the country Of Origin Of a tale.
③ The taleS are setin a location fami‖ arto the author.
① A storyte‖ er varies the:OcatiOn Of a tale depending on the audience.

33. ln the lecture, the professor discusses characteristics of folktales and fairy tales.
lndicate the characteristics of each type of lale. Put a check in the correct boxes.

Folktales Fairy Tales

丁h el l is now mainly to chil n

The plot is the only rble element.

e tales are tra ral

There is one accepted version.

Characters are well developed.
The language is relatively formal.

34.Listen to Track 31.亀

∂
① TO SuppOrtthe student′ s statement
① TO aSk the StudenttO Clarify her statement
O TO find Outifthe students know what story the‖ ne comes from
① TO Clarify the re:ationship between time and space in fairy tales

116‐