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lnr f, n s s a n nl
ENGLISH TEST
45 Minutes-7| Questions
DIRECTIONS:ln the five passagesthat follow,certain
words and phrasesare underlinedand numbered.In
the right-handcolumn,you will find alternativesfor the
underlinedpart. In most cases, you are to choose the
one that best expressesthe idea, makes the statement
appropriatefor standardwritten English,or is worded
most consistently with the style and tone of the passage
as a whole.lf y o u t h i n k t h e o r i g i n a lv e r s i o n i s b e s t ,
choose "NO CHANGE."In some cases,you will find in
the right-handcolumna questionabout the underlined
part.You are to choosethe best answerto the question.
You will also find questionsabout a sectionof the pas-
sage,or aboutthe passageas a whole.Thesequestions
do not referto an underlinedportionof the passage,but
ratherare identifiedpV a numberor numbersin a box.
For each question,choosethe alternativeyou consider
best and fill in the correspondin,g
oval on your answer
document.Read each passagethroughonce beforeyou
begin to answerthe questionsthat accompanyit. For
many of the questions,you must readseveralsentences
beyondthe questionto determinethe answer. Be sure
that you have read far enough ahead each time you
choosean alternative.

I
PAS S A G E

Taeko Komiyama's Mountaintop

Taeko Komiyama has one of the most common

family namesin Japan,so in her casethe name is l : A. NO CHANGE

I B. which
especiallyfitting. Komiyama translatesas C. it's
D. but

"small mountainview." No other name could of been ,, F.

NO CHANGE
2 G. could be
more appropriatefor Ms. Komiyama, who has lived H. could been
J. would of been
alone on a mountaintopnear Tokyo for about

fifty years.I visited her there last summerduring

a trip to seemy cousinsin Tokyo.

Ms. Komiyama moved to her housein 1948,

when she had reachedthe age of eighteenyearsold. 3. A. NO CHANGE

3 B . her age was eighteenyearsold.
Although her family wantedher to lead a more c. she had attainedeighteenyears in age.
D. she was eighteenyearsold.
traditionallife, she was determinedto carry on the

work of her father, a mountainguide who,haddied

the year before.For her new home she choseto live

on the fourth-highestpeak in Japan'sHakone range,

ACT.57B-PRACTICE 14 GO ON TO THE NEXT PAGE.

 lrrr
Mt. Kintoki,whichrises1,213metersabovethe sea.
I r r r tr El
4. Gi ven that al l of the fol l ow i ng sentencesar e t r ue,
fI
which one should the writer add here to heln readers
visualize the natural landscapethat hikers visiting Mt.
Kintoki see?
F. The path up Mt. K i ntoki passesthr ough plains,
then climbs through bamboo groves and pine
forestsbefore it reachesthe barrensummit.
G . The Hakone Mountains are covered with forests.
and the path toward Taeko Komiyama's home is a
p l e a s a nct l i m b .
H . Climbing up Mt. Kintoki one passesmany trees.
J. Mt. Kintoki is located only about two hours from
Tokyo, so many touristscfimb its slopeson week-
e n d s , a n d a l e s s e r n u m b e r m a k e t h e a s c e n to n
weekdays.

Hikers, typically, find, that the climb takes at least three 5. A. NO CHANGE
5 B. Hikers typically find
C. Hikers typically, find
D. Hikers, typically find

hours. Taeko Komiyama, however, can reach the 6. F. NO CHANGE

G. Komiyama; however
H. Komiyama however,
J. Komiyama, however;
summit attainingit in only forty minutes. 7. A. Nb cunNGE
B. summit
Life on a mountaintopmay seemlike a lonely c. summi t' stop
D. summit by getting there
undertaking,but Ms. Komiyama hasn't ever lacked for

visitors. Her guestbook is filled with namesfrom all

over the world. Even a prime minister of Japan

has made the climb to her simple home. Not

all visitors, however,have been so welcome,years 8. F. NO CHANGE

E G. welcome:
ago,'anescapedconvict made his way to her mountain H. welcome; since
J. welcome,although,
retreat and threatenedher. Ms. Komiyama, 9. At this point, the writer is consideringadding the fol-
f
l ow i ng sentence:
The cri mi nal had escapedfrom a j a il in r he
t i n y t o w n b e l o w K o m i y a m a ' sm o u n t a i n ;h e
had lived a hard and lonely life on rhe srreets
before he was imprisonedfor robbery.
Would this be a relevant addition ar rhis point in rhe
essay?
A. Yes, becauseit helps readersunderstandjust how
dangerousthis particular"visitor" was.
B. Yes, becauseknowing that there is a prison below
K omi yama' s mountai n hel ps the rea dervisualize
the mountain.
C . N o, becausethe detai l sof the cri mi n al's lif e and
of his particular crimes are not of importance to
the overall essay.
D. No, becauseth; sentencegives details that should
only be used in fictional writing.

ACT.57B-PRACTICE 15 GO ON TO THE NEXTPAGE.

 1r I r r r I r r 11
11|Ug_rti!_{ rt
judo, threw the intruder acrossthe room. 10. F. NO CHANGE
G. w hoseski l l ed i n
H . w ho' s ski l l ed of
J. ski l l ed i n
.w ho' s
He fled but they recapturedand imprisoned. 11. A . N O C H A N GE
B. recapturedand imprisonedhim.
Thesedays life on t[rehountuin is lesseventful. Mt. C. was recapturedand imprisoned.
D . they sent hi m back to pri son after being r ecap-
Ki n to k i is a popularh i k i n g s p o t,a n d " Ki n to k i ' s d a ughter," tured.

as Ms. Komiyama has come to be known, greetsevery

personwho creststhe slope with a friendly smile and a cup

o f steam ingt ea. p
W tri te c l o u d sm i s t u p fro m th e sea,
12. Given that all the following sentencesare true, which
one providesmaterial most relevantto what follows?
F. I imagine she thinks of her father when tourists in
thick socks and heavy boots appear.
G. The tea i s bl ack and i s brew ed i n a special pot
reservedfor visitors.
H. This is a tradition she began many years ago,
shortly after the criminal was imprisoned.
J. It is wonderful to sip this tea and gaze out across
the volcanic landscape.

y 0 u c a n s e e s u n l i g h t s h i m m e r i n g o n th e s n o w y s l o pesof 13. A . N O C H A N GE
l'1 B. al so shi mmeri ngsunl i ght
C. and sunlight shimmers
D. and a shimmeringsuniight

Mt. F uji. F r om M t . K i n to k i , tt,U ' t h a rd to u n d e rstand 14. F. NO CHANGE

l4 G. its not
H. its'not
J. therei sn' t

ry!_th_"1!.lt]l,to
Komiyamatherefor all theseyears. 15. Assuming that all the choicesare true, which one most
l5 effectively concludesthe sentenceand the essay?
A. NO CHANGE
B. why Taeko Komiyama missesher father so much.
C . w hy Taeko K omi yama enj oys bei ng host t o so
many vlsltors.
D. why Taeko Komiyama has becomeso well known.

II
PASS A G E

Public Readings

O ne popularpr a c ti c ea mo n gs tu d e n tsi n ma n y

collegeshas been for participationin a marathonoral 16. F. N O C H A N GE

G. by participating
readingof zrnirnportanttilf.ury work. A professorwould H. as participants
J. to participate
assignthe rvork tcl be read,arrangefor a location,and

sch e dulet he r eader sJ. a me sJ o y c e ' smo n u me n tanovel

l

(Jl ys s es
was alway sa n a tu ra lc h o i c e ,n o t o n l y b e causeof

i ts si gnif ic anc ebut a l s o b e c a u s ei t d e ta i l stw e n ty - four

ACT.5TB.PRACTICE 16 GO ON TO THE NEXT PAGE.

1!rrllllrrl
hoursin the life of the main charactertr 17. The w ri ter i s consi deri ng addi ng the fo llowing t r ue
s t a t e m e n tt o t h e e n d o f t h e p r e c e d i n g s e n t e n c e
(replacingthe period after the word character):
-and that' s about how l ong i t takes t o r ead
the book.
Would this be a relevantaddition to the paragraph'l
A . Y es, becausei t expl ai nsw hy the student schoose
not to read the book on their own.
B . Y es, becausei t offers an i nteresti ngclet ailaboLr t
the book that l ogi cal l y fi ts here.
C . N o , b e c a u s ei t f a i l s t o p r o v i d e a n y i n f o r m a t i o n
about the story line of Ulysses.
D . N o, becausea statementthi s generaland vasue is
not appropriateto this essay.

A recent trend among college studentsinvolve their 18. F. N O C H A N GE

IE G. i nvol vesthei r
o wn or ganiz ingof pu b l i c re a d i n g so f w o rk s ra n g i ng H. i nvol ve they' re
J. i nvol vesthey' re
fro m J ohn M ilt on' s s e v e n te e n th -c e n tueryp i c

poemParadiseLostto Toni Morrison'srecent

prize-winning
novelBelovedl-rtl
tl
Interested
students 19. The w ri ter i s thi nki ng of del eti ngthe phr ases"seven-
' teenth-centuryepi c poem" and " recent pr ize- ll'inr r ing
novel".from the preCedingsentence.If this were doncr
the sentencewouid primarily lose:
A . facts that support the poi nt that these books ar e
very popular on college campuses
B . i n f o r m a t i o n t h a t d e s c r i b e st h e r a n-c e o f b o o k s
being used for thesepublic readings.
C . the confusi oncausedby the atternpte dcolnpar ison
of books from different times and senres.
D . r e d u n d a n td e s c r i p t i o n sb e c a u s el t t . y h a v e b e e n
menti onedel sew herei n the essay.

can sign up f9I say, half-hour shifts of readingaloud, and 20. F. N O C H A N GE

G. up for, say
many studentscome-bringing pillows and pizzas-and H. up, for say,
J. up for, say,
manageto stay around to hear the entire book.

Though possibly being a reminderof campus 2I. A . N O C H A N GE

2l B. it maybe remindsus
C. thi s trend mi ght remi nd us
D. we could be reminded

fads of yearspast, as such packing 22. F. NO CHANGE

22 G. passi ng,l i ke
Volkswagen
Bugs,it comesasgoodnews. H. passi ng,as
J. past,like

B4rlfryg{,dlgyg]9l9 lg91 regardedas a privateact, 23. A. NO CHANGE

"
23 B. If readinghad been long
C. Readinghas long been
D. Supposereadingwere long

1!99_q|g!f4 i"i d""t ""d p.r.. 24. F. NO CHANGE

24 G. somethingbest attemptedto be
undertakenin silence.Peopleoften think of readingas a H. a project of activity best
J. one best
way to escapefrom the concernsof the world. But reading

ACT.57B-PRACTICE 17 GO ON TO THE NEXT PAGE.

 lrtrrrrrlrl
a l o udin public is an a c ti v i ty w o rth s u p p o rti n gfo
, ra

numberof reasons.Otherwise,it's an effective way to 25. A . N O C H A N GE

2S B. A t the sameti me.
bring peopletogether.Nearly every public ritual in our C. Fi rst,
D. Thus,

26. F. NO CHANGE
-- someonereadingaloud from a sharedtext.
lives include
ii, G. include somebody
Such is the ceremonialpower we give to the spokentext H. includessomeone
J. includesthem
that we just don't think of each other as properly married

or buried; until the right words from a book are read. 27. A. NO CHANGE
B. buried until
Likewise, a judge readsthe oath of office during the C. buried. Until when
D. buried if
i n a u gur at ionof an e l e c te do ffi c i a l .

P ublic r eading sa l s o h a v e v a l u e fro m

a n a es t het ics t andpo i n t.T h e w o rd s o f a n o v e l o r 28. F. NO CHANGE

rtt G. an aestheticstandpointof view.
H. the view of an aestheticstandpoint.
J. th,eoutlook of an aestheticviewpoint.

poem are literally "bound" within tftgrypages. 29. A. NO CHANGE

29 B. i ts
R e a dings ilent lyand a l o n e ,w e a re a p t to n e g l e c tth e C. one's
D. these
dynamicsof cadenceand tone that give rise to some

of the more enjoyablemomentsin literature.Reading

books aloucland hearingthem read can help release

the r\_th_m1"O ,]gggglg: present in the work. 30. F. NO CHANGE

30 G. rhythms, and eloquence
H. rhythms and eloquence,
J. rhythms, and, eloquence

P A S S A G EI I I

Bu rs ti n g Bu b b l e s

B ubblegum is mo re e ta s ti cth a n i ts o l d e r s i b l i ng, 31. A . N O C H A N GE

B. gum, is more elastic than
chewing gum. Both u.. r1iud"from an insolubleplastic C. gum, is more elastic,than
D. eum is more elasticthan,
material,but bubble gum has a firmer base,which

proclucesa substancestrongenoughto hold air while it

stret c hest o c r eat ela rg eb u b b l e s .

The first bubblegum, Blibber-Blubber,was developed

by the Fleer Corporationin 1906,but it proved to be too 32. F. N O C H A N GE

G. to
sticky anclbrittle to be successfullymarketed.In nug,iSt of H. muchto
J. OMIT the underlinedportion.
1 9 28.W alt er Diem e r,a y o u n g a c c o u n ta net m p l o yedby the

ACT-578-PRACTICE 18 GO ON TO THE NEXT PAGE.

 ffi m E m m M1
t

1ffiM
Fleer Corporation,stumbledupon the first promising

formula for bubble gum. [ ,t I Diemer had no knowledeeof
33. A t thi s poi nt, the w ri ter i s consi deri ngadding t he f ol-
Iow i ng sentence:
I n t h e l a t t e r p a r t o f t h e n i n e t e e n t hc e n t u r y .
c h e w i n g g u m m a n u f a c t u r e r sh a d a d o p t e d
chicle, the latex of the sapodillaevergreentree
used i n the Y ucat6nP eni nsul afor cent ur iesas
a breathfreshener,as a basefor chewing gum.
W oul d thi s be a rel evantaddi ti onto mak e her e'l
A . Y e s , b e c a u s et h e e s s a ye x p l o r e st h e o r i g i n s o f
bubble gum manufacturing.
B . Y es, becauseD i emer had to repl acechicle wit h a
product that w oul d stretch more to allow bubble
bl ow i ng.
C . N o , b e c a u s et h e e s s a yf o c u s e so n t h e o r i g i n s o f
b u b b l eg u m , n o t c h e w i n gg u m .
D . N o, becausethe essayfocuseson the popular it yof
b u b b l eg u m , n o t o n i t s o r i g i n so r m a n u f a c t l r r i n c .

chemistrybut had been working enthusiasticallyfor more 34. The writer wants to emphasizethe characterizationthat
D i emer " stumbl edupon" hi s di scovery.G iven t his pur -
than a year. Four months after his Oiscoitry, ttre pose,which choice would work best?
F, NO CHANGE
G. by trial and error
H. agai nstthe cl ock
J. OMIT the underl i nedporti on.

formula, which he had discoveredwas nearly perfectedand 35. A. N O C H A N GE

35
the first large batch of bubble gum was made.[ ,il The next
day. when he made the secondlarge batch, OrJ.. adcleda
touch of red food coloring becausethat was all he had.
B . formula that he discovered
c. formula he discovered
D. formula
3 6 . G i v e n t h a t a l l o f t h e f o l l o w i n g s e n t e n c e sa r e t r u e .
which one shouldbe placedhere to offer a logical
expl anati onfor w hy D i emer madea seco ndlar gebat ch
of gum?
F . F e l l o w e m p l o y e e sh a d b e e n a f r a i d t h a t s u c h a
l arge, undi l uted batch w oul d break t he bladesof
the mixing machine.
G. U nfortunatel y,the gray mass di d not look appe-
tizing.
H . D i e m e r f e l t v e r y s e l f - c o n s c i o u ss, i n c e a l l o f h i s
c o - w o r k e r sw e r e s t a n d i n ga r o u n d l o o k i n _ us k e p -
ti cal .
J. Diemer's formula has beencalled"The Kine of
B ubbl e Gum."

In other words, most bubble gum has been pink ever since. 37.A. N O C H A N GE
37 B. Most
C. For exampl e,
D. Otherwisemost

The Fleer Corporationnamedit's new product Dubble 38. F. NO CHANGE

3E G. namedi ts
Bubble. It was test-marketedat a small candy store in H. cal l edthey' re
J. c a l l e di t ' s

ACT-57B.PRACTICE 19 GO ON TO THE NEXTPAGE.

lrrrrrrrrrl
P h i l a d e l p h i aD. u b b l eB u b b l et"]9 gl$_ry a wink andwas 39. A . N O C H A N GE
39 B. w as an overni ghtsuccessand
a n i n st ants uc c es sA. lt h o u e h Walter Diemer, now a retired C. sold out in the blink of an eye
D. OMIT the underl i nedporti on.

seni or v ice pr esi de11glgg_!!g_. t 9 gtp! n{!o n never 40. F. N O C H A N GE

40 G. president,of the Fleer Corporation,
H. presidentof the Fleer Corporation,
J. president,of the Fleer Corporation

patentedhis invention, while he had hoped to keep his 4I. A. NO CHANGE

4l B. and
recipe a secretfrom other gum manufacturers.However, C. so
D. OMIT the underlinedportion.
twe n ty ot herc om pan i e ss o o nd i s c o v e re dth e re c i p ea nd

b e g a nc or npet ingf or a s h a reo f th e m a rk e t.

Today , t he bubb l eg u m b u s i n e s si s a m a j o r

i n te rn at ionalindus t r y .J a p a n ,fo r e x a m p l e ,ma n u fa ctures

mo re t han 150 f lav or so f b u b b l eg u m, i n c l u d i n gp i ckl ed

p l u m. F leerC_9r p9lr t1 9 !n g wo n l y o n e o f c o u n tl e ssbubbl e 42. F. N O C H A N GE

12 G. C orporati on,now ,
g u m manufac t ur er sma
, k e sfo u r mi l l i o n p i e c e so f b ubbl e H. C orporati onnow ,
J. C o r p o r a t i o nn: o w .

gum a day s9l_!!ry:!19rnin fifty countries.In the United 43. A . N O C H A N GE

43 B. as they are sold
Sta te salone,s alesar e e s ti m a te dto b e $ 1 5 0 mi l l i o n ayear, C. and sel l sthem
D. that i s sol d
mo re than t he r lat ionsp e n d so n e l e me n ta rys c h o o l

o rb i ti n g th e e a rthc h e w sugar-
te xtb ook s .E v en as t r o n a u ts

while in orbit. Walter Diemer transformed

free bubble gr"rrn 44. F. N O C H A N GE
14 G. duri ng thei r ti me i n space.
a n u n appet iz inggr ay n ta s si n to i n n u me ra b l es w e e tpi nk H. w hi ch doesnot have sugari n i t.
J. OMIT the underl i nedporti on and end t he sent ence
b u b b l est hat ar e enjdy e da l l o v e r th e w o rl d , a n d b e yond. w i th a peri od.

Q u e s t i o n4 5 a s k s a b o u t t h e p r e c e d i n gp a s s a g e
as a whole.

45. S upposethe w ri ter had chosento w ri te an essay t hat

explored the marketing strategiescurrently.u^scdby a
maj or companyto promotea product.W ould t his essav
successful l yful fi l l the w ri ter' s goal ?
A . N o , b e c a u s et h e r e i s n o t a d e t a i l e dd i s c u s s i o no f
c u r r e n t m a r k e t i n g s t g a t e g i ebs y a n y s i n g l e g u m
company.
B . N o, becausethe essaydoesn' tmenti on t he r ole of
marketi ngor competi ti oni n the hi sto r y of bubble
gum.
c. Y e s . b e c a u s et h e e s s a ys h o w st h a t w h i l e F l e e r ' s
ori gi nal bubbl egum w as not successf ul,Diem er 's
versi on,becausei t w as properl ymarke t ed.was.
D . Y e s . b e c a u s et h e e s s a yc x p l o r e st h e c o m p e t i t i o n
among gum compani esfor reci pesi n o r der t o win
customers.

ACT-57B.PRACTICE 20 GO ON TO THE NEXT PAGE.

 lrrtlrrrrrl
P A S S A G EI V

T h e f o l l o w i n gp a r a g r a p h sm a y o r m a v n o t
be in the most logicaloider. Each-paraqrabhis
n u m b e r e di n b r a c k e t s ,a n d q u e s t i o n6 0 " w i t ia s k
yoq tq. choose where paragraph3 should most
l o g i c a l l yb e p l a c e d .

Hot as You Like It

tll
A finger jabbed my arm as I waited for my order

at a taco standin SantaFe. "You don't want to order it

h o t." a m an I didn' t k n o w d u e to th e fa c t w e h a d n' t met 46. F. N O C H A N GE

ti----=- G. I had never met
H. of w hom I had not beeni ntrocl uced
J. hi thertobeforeI had not madethe acquaint ance
of
insisted.he j]aEs down the standowner. "Make his order 47. A . N O C H A N GE
47
B. fl aggi ng
C. flans
D. he i s fl aggi ng
mi l d, " he t old her . " H e ' s g o t Ma i n e p l a te so n h i s car." 48. If the writer deletesthe phrase"in santa Fe" trom the
F]
. fi rst sentenceand al so del etesthe fi nal sent enceof t his
paragraph,the essayw oul d l ose detai l sth at ar e:
F. vi vi d but not essenti alto understandingt he anec-
dote describedin the paragraph
G. confusi ng becauseof the grbat geogr aphicardis-
-
lalce representedby the two places.
H . h e l p f u l t o . u - n d e r s t a n d i nt hgb s t r a n g e r ' s. c r i . ' s .
w hi ch w oul d otherw i sebe uncl ear.
J. humorousand thought-provoki ng, si nce t hey incii-
cate the narrator'sprobableprefeiencefor hoi foocl.
I2l
W h i l e most vegetablestastesimilar from 49, A. NO CHANGE
49
B. Once
o n e spec iesof t he pla n t to a n o th e r.th e c h i l i p e p p er,
C. C ertai nl y
D. B ecause
backboneof the incendiarycuisineof the

So u th wes tv, ar iesim me n s e l y .Ea c h s p e c i e s

a different size, shape,color, and heat. 50. F. I{O CHANGE

+ G. havi ng
H. has
J. OMIT the underlinedportion.
The pungency,luckily for chili lovers, 51. A . N O C H A N GE
- q. pungency,l ucki l y for chi l i l overs
i s ra tedin S c ov illeH e a t U n i ts (SH U ).
!. pungencyl ucki l y for chi l i l overs,
D. pungency,l ucki i y for chi l i l overs:

ACT.57B-PRACTICE
21 GO ON TO THE NEXTPAGE.
 a

lrrltrrrtrl scalecan be found cited in referencebooks.

The Scc-rville 52. The writer wishesto dramatizeScoville Heat Units and am
52 clarify how they are useful to a person eating chili pep-
F or e xa mp le,t he c hili us e de x te n s i v e l yi n th e pers.Which choice best accomplishesboth purposes? par
F. NO CHANGE ho'
G. M a k e r s o f b o t t l e d c h i l i s a u c e u s e t h e S c o v i l l e
scale to help them make a delicious product.
H . The Scoville scale is like the Richter scale that's
u s e d t o m e a s u r ee a r t h q u a k e s :y o u ' l l k n o w t h e
damagea chili can do before biting it.
J. The Scoville scale was invented at the turn of the sur
century: the rating is determinedby isolating
volatile oils in a lab. pa
tt! fairly mild,
Southwestis the Anaheim Pgp-Pgr' 53. A. NO CHANGE
53 B. pepper;its
C. pepper,its
D. pepper:it's

w i t h a n S H U r a t i n go f 1 , 0 0 0t o 3 ' 5 0 0 .T h e A n a h e i m 54. F. NO CHANGE

-s4 G . Tied into ropescalledri'stras,the doorwaysare
pepperoften graggi Sorways tied into ro often gracedwith the Anaheim pepper.
H. The Anaheim pepper tied into ropes, often graces
doorways,called ristras.
J. Tied into ropes called ristras, the Anaheim pepper
often gracesdoorways.

T h e n t' 'h-e' ;r -e-''s" t h e S c o t c h b o n n e t , w h i c h o u g h t t o b e c a l l e d 55. A. NO CHANGE

PA
B. theirs
t lr" ..,n ..i - ,bot ' lnets, inc eo n e w a l n u t-s i z e dp e p p e rc a n h e at C. they' re
D. there are
a va t o f sals a,wit h an S HU ra ti n go f 3 0 0 ,0 0 0 .

t3l
1r
I was tott surprisedat the stranger'saudacityto wl
otrject,but it wa!:tggllittlg@ ut I 56. F. NO CHANGE
56 G. not long after. it was soon when Sn
forked up my burrito, tearsof gratitudestreameddown my H. before long, right away
before long, po
J.

face. Thitt ctrili sa_ 57. A. NO CHANGE

5t B . Then tearsof pain, the hottestthat had ever passed
rnyliplgilgl.,l yllltearrylg n. What'smildin the my lips, were with the hottestchili saucemingled.
wl
5/ c. Mingled with those were tears of pain: that sauce
S o u th we stwas t o m y t ong u eb l i s te ri n gh o t. O b v i o u s l y ,the was the hottest that had ever passedmy lips.
,D. That saucewas the hottest that had ever passedmy dir
hot sauceI usually gulped without hesitationat home was lips: mingled with those were tears of pain.
scl
not th e sa meas what I hadj u s t s w a l l o w e d . XV

I4)

A l i ttle inf or m at ionc a n b e a d a n g e ro u sth i n g . Si n c eI Ci

hacllearnedthe Anaheim pepperis rated mild, I took a big ha

bite . My m out h was bur n i n g s o mu c h I c o u l d h a v e CI

s wa l l o wedhot c oalst o c o o l i t d o w n , p ro v i n g th a t a c h i l i i s

ha rd to cl as s if yobjec t iv e l y .F a c to rss u c ha s s o i l ty p e o r the

ACT-578-PRACTICE 22 GO ON TO THE NEXT PAGE.

 lrrrrrrrlll
amount of rainfall or sunshinecan affect the heat.Even the

parts of a chili vary the seedsand veins of a pepperare 58. F. NO CHANGE

58 G. vary;
hotter than the flesh. H. vary,
J. vary but
t5:l
Thesedays I enjoy hot peppers,b u t o n e w a s sti l l 59. A. NO CHANGE
59 B. onestill is
surprisedoccasionallyby their bite. Unpredictabilityis C. you still are
D. I am still
part of the pleasureof adding chilies to my food.

Q u e s t i o n6 0 a s k s a b o u t t h e p r e c e d i n gp a s s a g e
as a whole.

60. For the sake of the l ogi c and coherenceo f t he essav.

Paragraph3 should be placed:
F. w herei t i s now .
G. before Paragraph l.
H. after Paragraph1.
J. after Paragraph4.

P A S S A G EV

A Voice of Her Own

SandraCisneros,perhapsthe best known Latina

author in the United States,writes poems and stories 61. A. NO CHANGE

6l
B. authorandwriter
whose titles alone "Barbie-Q," "My Lucy Friend Who C. author and nove.hst
D. wordsmith and author
Smells Like Corn," "Woman Hollering Creek"-engage

potential_readers'
curiosity. 62. F. NO CHANGE
G. potential,reader's
H. potential,readers
Ironically, this renowned J. potentialreaders
writer, whose books are printed on recycledpaper, 63. A. NO CHANGE
B. writer, who is recognizedby her orangeand black
did not do well in schoof'*n"n she lecturesat eyegl asses.
C. writer, who likes to write at nisht.
schoolsand public libraries,Cisnerospresentsthe D. writer

evidence.An elementaryschool report card 64. F. NO CHANGE

64 G . evidence:an
containing Cs, Ds, and a solitary B (for conduct). H. evidence;an
J. evidencean
Cisneroshas a theory to explain her low grades:teachers

had low expectationsfor Latina and Latino studentsfrom

Ch i ca go' sS out hS ide .

ACT-57B.PRACTICE 23 GO ON TO THE NEXTPAGE.

lrlrrttltrl
Despitethe obstaclesthat she faced in school,

Ci sn e r osc om plet edn o t o n l y h i g h s c h o o lb u t a l s o c ol l ege.

H e r p er s is t enc paid
e o ff i n h e r tw e n ti e s ,w h e n C i s neros

was admittedprestigiousto the Writers' Workshop at the 65. The best placement for the underlined portion would
be:
university of to*olt A. where it is now.
B. before the word admitted.
C. before the word Writers'.
D. before the word Workshop.

C is ner oss oono b s e rv e dth a t mo s t o f h e r 66. F. N O C H A N GE

66 G. furthermore
at t he uni v e rs i tys e e m e dto h a v e a c o mmon
cl a ssm at es H. nevertheless
J. therefore
se t o f m em or ies bas
, e do n rn i d d l e -c l a scsh i l d h o o d s,

fi o m whic h t o dr aw i n th e i r w ri ti n g . C i s n e ro s 67. A . N O C H A N GE
B. Cisnerosherself,
C. C i sneros,hersel f
D. C i sneros,

f e l t d e c i d e do u t o f p l a c e . 68. F. NO CHANGE
G. deciding
H. deci dedl y
J. decidedlyand

St-r"decidedto speakfrom her own experience. 69. Which of the following true statements,if added here,
@ would best serveas a transitionbetweenthe challenges
Cisnerosfaced as an aspiring writer and her successin
meetingthosechallenges?
A. She did not know what to do.
B. Then she had a breakthrough.
C. A t that poi nt she al mostw ent home to Chicago.
D. She wonderedwhether she was in the rieht field.

Hervoice.y!ig! bv r.t!gjn. _{:_L9ry]t 70. F. N O C H A N GE

70 "lg G. voi ce-that of a Lati na l i vi ng outside t he m ain-
fclunda large and attentiveaudiencein
the mainstream, stream-
-io --
H. voice, being one of a Latina living outside the
mainstream,it
J. voice-in which it was a Latina living outside the
mainstream-

t 9!19! the publicationof her first short story collection, 7I. A . N O C H A N GE

B. 1984.With
The House on Mango Street.Today, this book is read by C. 1 9 8 4 ;w i t h
D. 1 9 8 4 ,w i t h ,
n i i d d les c hool,high s c h o o l ,a n d c o l l e g es tu d e n tsacrossthe

U n i t e dS t a t e s .

Cisnerosusesher influenceas a successfulwriter to

h e l p ot herLat ina an d L a ti n o w ri te rsg e t th e i r w o rks

p u b lis hed.B ut hav i n g m a d eth e a rg u m e n tth a t, i n o rderfor 72. F. NO CHANGE

G. she arguesthat,
l a rg e num ber sof y o u n g L a ti n o sto a c h i e v el i te ra ry success, H. arguing that,
J. she arguesthat, when

ACT-578-PRACTICE 24 GO ON TO THE NEXT PAGE.

 lTIETIITIIl
the educationalsystemitself must change.Cisneroshints
73
that she succeededin spite of the educationalsystem."f 'm
the exception,"she insists,"not the rule." Fe-]
STOP!DO NOTTURNTHE PAGEUNTILTOLDTO DO SO.
ACT.STB.PRACTICE
7 3 . W h i c h c h o i c eb e s ts h o w st h a t C i s n e r o si s e m p h a t i c
aboutexpressing thebeliefstatedin thissentence?
A. NO CHANGE
B. says
C. supposes
D. asserts
74. The w ri ter i s consi deri ngdel eti ng the pr ecedingsen-
tence.If the w ri ter deci dedto del etethi s sent ence.t he
paragraphw oul d pri mari l y l ose a stateme ntt hat :
F. enhancesthe subj ectand the setti ng.
G. provides supportfor a point previously made.
H . humorousl ydi gressesfrom the mai n t opic of t he
paragraph.
J . c o n t r a d i c t sC i s n e r o s ' sc l a i m m a d e e a r l i e r i n t h e
essay.
Q u e s t i o n7 5 a s k s a b o u t t h e p r e c e d i n gp a s s a g e
as a whole.
7 5 . T h e w r i t e r i s c o n s i d e r i n ga d d i n g t h e f o l l o w i n g s e n -
tenceto the end of the first paragraph:
T o t h e p l e a s u r eo f h e r r e a d e r s ,C i s n e r o s ' s
w ork, w hi ch usesboth E ngl i sh and S p anish,is
as interestingas the titles suggest.
Should the writer make this addition?
A . Y e s , b e c a u s ei t e x p a n d so n t h e d e s c r i p t i o no f
C i sneros' sw ork beyondthe menti onof t he t it les.
B . Y e s , b e c a u s et h i s i s t h e o n l y p l a c e i n t h e e s s a y
w here C i sneros' sreaders'pl easurei s ment ioned.
C. No, becausethe essaydoes not mention elsewhere
that CisnerosusesEnglish and Spanishin her v,ork.
D . N o , b e c a u s et h e w r i t e r c a n n o t p r o v e t h a t m o s t
readersof C i sneros' sw ork eni ov the tit les.
E N DO F T E S T1
25
2naaaaaaaa2 MATHEMATICSTEST
60 Minutes-60 Questions

DIRECTIONS:Solve each problem,choose the correct b u t s o m e o f t h e p r o b l e m sm a y b e s t b e d o n e w i t h o u t

ovaltonyour
answer,and then fill in the corresponding usinga calculator.
answerdocument. Note:Unlessothenryise stated,all of the followingshould
Do not lingerover problemsthat take too much time. be assumed.
Solve as many as you can; then returnto the others in 1. lllustrative figuresare NOT necessarily drawnto scale.
the time you haveleftfor this test. 2. Geometric figures lie in a plane.
You are permittedto use a calculatoron this test. You 3. The word /rneindicatesa straightline.
may use your calculatorfor any problemsyou choose, 4. The word averageindicatesarithmeticmean.

- 6) + x = l8 true?
4. For whatvalueof x is theequation2(x
l . W h i c h p o i n t i n t h e s t a n d a r d( x , y ) c o o r d i n a t ep l a n e
below has t he c o o rd i n a te s(-3 ,5 ) ? F. 15
G. l0
H.8
J.4
K.2

A.A
B.B
C.C
D.D 5. An earring manufacturingcompany has fixed costs of
E.E $10,000 per month and production costs of $0.60 for
each pair of earrings it makes. If the company pro-
duces-xpairs of earringsin a month, which of the fol-
l o w i n g e x p r e s s i o n sr e p r e s e n t st h e t o t a l o f t h e
2 . A bag contains4 red jelly beans,5 greenlell-Ybeans, company' smonthl Ycosts?
and j whit e je l l y b e a n s .If a j e l l y b e a n i s sel ectedat A. $10,000x
random frorn the bag, what is the probability that the B. $ 1 0 , 0 0 0+ x
jelly bean selectedis green? C. $10,000x+ $0.60
D. $10,000+ $0.60" r
($10,000+ $0.60)x
F.i B.

c.+:)
H.*

r.i 6. A nton w ent to Mexi co duri ng summer vacat ion wit h

hi s S pani shcl ass.H e recordedthe numberof , pesoshe
K.+ spenfeach day i n a tabl e, as show n below. What was
the mean number of pesoshe spentper day?

July I 2 3 4 5
3. The balancein Joan'ssavingsaccounttripledduring
the year.Joanthen withdrew$500' and the resulting Pesosspent 250 100 150 r0q 400
balance was$100.Whatwasthebalance in theaccount
beforeit tripled?
A. $200 F. 100
B. $300 G. 150
c. $400 H. 200
D. $s00 J. 220
E. $600 K. 300

ACT-578-PRACTICE
26 GO ON TO THE NEXT PAGE.
2nnnnnnnnn2
7 . I n A R S ? " s, h o w nb e l o w , R S = R Z , a n d t h e m e a s u r eo f 11. A cookie recipe calls for
i
cup sugarto make
L R is 40" . W hat i s th e m e a s u reo f Z S ? 2 4 t w o - i n c h c o o k i e s .A c c o r d i n g t o t h i s r e c i p e . h o w
many cups of sugar should be used to make
60 tw o-i nch cooki es?

A.+9
A.20' / \ B. I
B. 40' S/ \r
c. 50"
D.70" c. r+ f

E. Cannot be determinedfrom the siven information

D. t? -l

.1l-
E. *6

8 . In the formulad = rt, d represents

distancein miles,
r represents averagespeedin miles per hour, and r
r e p r e s e n ttsi m e i n h o u r s .W h a t i s a n a u t o m o b i l e ' s L2. In the figure below, B is on DE and DT ll aC. Wfricfr
averagespeed.in milesper hour,if it travels60 miles of the fol l ow i ng angl econgruences
must ho ld'?
in t j hours? B
D E
F. 30
G. 40
H. 60 F. Ll=L2
J. 90 G. Ll=L4
K. 120 H. L2= L3
J. L2* L4
K. L3=L4 A

e . 1 3 - 2 1- l 1 - 4 1 = ?
A. -4
B. -2 1 3 . For whatvalueof a is x = 3 a solutionto the equation
c.2 x+3=ax+9?
D.4 A. 1.5
E. r0 B. I
c. -r
D. -t.5
E. -3

10. If c, d, and f are nonzero real numbers and cd = f,

which of the following equationsfor c must always be
true? 14. Quadri l ateralA B C D has verti ces(-2,-1), (4. - 3) , ( 5. 2) ,
a n d ( - 1 , 3 ) i n t h e s t a n d a r d( " r , y )c o o r d i n a t ep l a n e .
F. c=d.f
S upposeA B C D i s transl ated2 uni ts to t he lef t and
1 uni t dow n, formi ng quadri l ateral A ' B ' C ' D'. Which of
G . , ' =4 the following shows the coordinatesof the vertices of
T
f A , B , C , D ,?
H. ,-h F. (-4,-2), (2,-4). (3, I ), (-3,2)
G . ( - 3 , - 3 ) , ( 3 , - 5 ) , ( 4 , 0 ) ,( - 2 , r )
J. ,=f-d H . (-2,-2), (4,-4), (5,1),(-1,2)
J . ( 0 , 0 ) ,( 6 , - 2 ) , ( 7. 3 ) , ( 1 , 4 )
K. c={df K . ( 4 , 2 ) ,( - 9 , 6 ) , ( - 1 0 . - 4 ) , ( 2 , - 6 )

Acr-s7B-PRAclcE 27 GO ON TO THE NEXTPAGE.

 2n n a a a a a a a2
1 5 . In t he f igur e belo w , F a n d E a rep o i n ts o n G D . What i s 19. In the standard(x,y) c o o r d i n a t ep l a n e s h o w n b e l o w ,
w hat i s the di stancei n the x di recti on. i n unit s. f r om
th e r at io of t he a re a o f s q u a reA BE F to th e area of
ACDG ? poi nt A to poi nt B ?
, p ar allelogr am

A.5
8.4
c.3
D. -3
E. -5
A. l:14
B. l:l
C. 7:l
D. 1'.2
E. 2:l
20. Which of the following is NOT a solution of
(x - 3)(x * l )(x + 3 ) ( x + 7 ) = 0 ?
F. -7
r 6 .W h e n t t = b a n d c = d . w h i c h o f th e fo l l o w i n g equa- G. -3
t i o n sm u s t b e t r u e ? H. I
J.3
F. a+h=c+d K.7
G. a+d=b+c
H. e+c=a+b
J. u-c=d-b
K. ad=cd
21. Which of the following shows the solution set for the
inequality5"rr-1>9?

17. The scaleson both axes of the standard(x,y) coordi- A.

n a t eplanebelow a re th e s a me .Of th e fo l l o w i n g, w hi ch -202
is the best estimatefor the slope of eg ?
B.
-208 _t
5
A.
C.
-202
B.+
D.
C. -202

D.

E. -4

18. A road maP is drawn to scaleso that 1.5 inches 22. lf a = \0, then which of the following represents8,003 ?
repr es ent s90 m i l e s . H o w m a n y m i l e s d o e s 1 .6 inches
represent'? F. 8 a + 3
F. 9l G. 8 0 a + 3
G. 96 H. 8 a 2+ 3
H. 99 8a3+3
J. r00
K. 106 8 a a+ 3

ACT.5TB.PRACTICE
GO ON TO THE NEXT PAGE.
 2nnnnnnnn
2 3 . W h a t i s t h e v a l u eo f D i n t h e s o l u ti o nto th e s ysternof 2 8 . I n t h e r e g u l a r h e x u g o n b e l o w . v e r t i c c s R . ( - . a n c ll ) a r c
e q u a t i o t tbs e l o w ? l a b e l e c l :( ) t i s p e r p e n d i c u l a rt o C D : , \ i s t h c r n i t l p o i r r t
3u* 2b=21 o f C D ; a n c lO i s t h c r n i c l p < l i t o t tf ' 8 C . W ' h r r ti r t h c rr i eg r e c
u+ 3b--4 r r e a s u r e o l -L A O C ' !
i\. I1 R
B. !)
('. .s
D. -'.1
E. -5 t'. l-5u
(;. 20'
H. 30"
2 4 . W h i c l r o 1 ' t h c t ' o l l o r . r . ' i n igs r . u tc c l u i r u l c n t l ' o r n r o t .1. -l-5"
'l
. r + . r . (r + . t ) K. 60' ('
F. J.r
(;.
2 9 . T h en u n r b e0r. 0 0 5i s 1 0 0t i n r e
s a s l a r g e : r sw h i c h o t ' t h c
,rr + 2-r
f b l l o w i n gn u m b e r s ' l
H. 2.rl + -r
A. 0.5
J. -l.rr B. 0.05
K. .\* c. 0.0005
D. 0.00(x).s
Fl. 0.(xx)005
25.'l-tr chcck thc slopc clf a rantp.a building inspector
p l u ee s u n o v e r l a y o f t h e s t a n c l a r d( x . r ' ) c c l o r d i n a t ep l a n e 3 0 . T h e v o l u n r e . 1 " .o l ' u s p h c r c i s d e t e r n t i n c d b v t h c 1 ' o r
olr tfrc constructionblueprint so that tlic ,r-axis aligns *|-+... '
' u v i t ht h c h o r i z o n t a l o n t h e b l u e p r i n t . T h e l i n e s e g m e n t r n u l a1 ' - J
w h c r cr i s t h c r a c l i u so f ' t h c s p h c r e
r c p r c s en t i n g t h e s i d e v i e w o f t h e r a n l p g o e s t h r o r - r g h
W h a t i s t h c v o l u l n e . i n c u b i c c e n t i t n c t e r s o. i ' t r s l t h c r c
t h e p o i n t s ( 1 . - 3 ) a n d ( 1 1 , 2 ) .W h a t i s t h c s l o p c o f t h e
p l ; . r r t n c dr a n r p ' l w i t h a d i a r r r c t r ' (r r c c n t i n r c t e r sl o n g ' . '
I
A. F' . 36r
l)
G. l2n
I
t]. H. l08n
t: .1. l 44n
- 6I K. 288n
C.
tl
;-.
D. I 3 1 . W h i c h o f ' t h c l i r l l o r . r ' i n ri s c q u u l t o
; l
,)
l-1 lt
.- -t-
1l

E. t3
5
A . - +I
B. -+
2 6 . l ) L r ct o r n l ' l a t i o na, c a r t h a t f o r r r c r l i ' s o l r i f u r I f 1 5 . 0 0 0
t t t t ws' c l l sf o r l 0 % :m o r e .W h i c h o l ' t h c 't t t l l o r v i n gc a l c u - c.+
l u t i o n sg i v e st h e c u r r e n tc o s t .i n d o l l a r s .o f t h e c a r ?
F'. 1 - 5 . 0 0+0 l 0 D.+-)
G. 1 5 . 0 0 0+ 1 5 . 0 0 0 ( 0 . 0 1 )
H. 15.000 + 1 5 . 0 0 0 ( l00. ) E. t:
I 5 . ( X X+) 1 5 . 0 0 01( 0 ) o
.1.
K. l-s.0(x)(0.10)
3 2 . O n e n e o n s i g n t - l a s h c sc v e r y 6 s e c o n d s , \ n i l t h c r n c o n
sign t-lashe s L ' v c r v f l s e c o n c l s .l f t h ey 1 1 a s ht o g e t h c r a n t j
2 7 . I n 3 - d i r n c n s i o n a ls p a c e . t h c s e t o f a l l p o i n t s l 2 u n i t s y o u b e g i n c o u n t i n g s e c c l n d s ,h o w m a n ) , s e c o n d s a l ' t e r
f r o m t h e o r i g i r ti s : t h e y f l a s h t o g e t h e rw i l l t h e y n e x t f l a s h t o g e t h e r ' . )
A. a circle. F. 4n
B. a sphere. G. 24
C. a line. H. r4
D. a cylinder. J. l
E. 2 p a r a l l e lp l a n e s . K.2

ACT-578-PRACTICE 29 GO ON TO THE NEXTPAGE.

 2n
33. If)E-5-l,thenx=?
AA 1\ A /
AA
\ /\ A
3 7 . l f M a r k w o r k s s t e a d i l yh e c a n
Af
-
-

.t
complete
A. -tt x hours. What portion oi the task remai n s a t a s k i n
if he wor ks
8.8 steadi l yfor .l ,hours,w herey i s any val ue
Iesst han. r ?
c.9
D. l2
E. l8 A.g_3
B. 5!
c.g+
("r+ .\')
34. A.
l. y . . k lpr llg a l e a k a r rh e b o rro m o f i ts radi aror, (x_y)
which held 480 ouncesof fluid when it rirrt"i D.
ro reak, .v
and started rosing radiator fluid at a conitil
rate
4 o u n c e sp e r m i n y l e . S u p p o s et h a t t h e , o J i u r o . of E. e*
tinued t o r eak at th i s .o n .ti a n tra re a n d th a t .on_
the truck,
trav elingat 35
. m i re sp e r h o u r, c o u l d .o n ti n u e -ti aveti ng
a r r his r at e unt ir i ts ra d i a to rw 3 s c o mp re te i y -..pty.
how many miles would the radiator be empiy? tn
38. If a'-b'=8land a-b=9,then a=?
F. 13.7 F. t2
c. n.5 G. 9
H. 35.0 H. a
J
J. 70.0 J. -3
K. 120.0 K. -9

.,6
39. Fory * o , - i t e q u i v a l e ntto :
I

A. 1
3 5 . E a c h o f 3 l i n e s c r o s s e st h e o t h e r 2 l i n e s ,
as shown B. 4
b e low' whic h of t h e fo to w i n g re ra ti o o rttp r,
i n uotui ng
a nglem eas ur es( in d e g re e s ),i tu s t b e tru e ? C. v-3
a

D. .v
E. v6

40. The pol ygon bel ow w as a s q u a r ew i t h

1 2 - i n c hs i d e s
before a triangle was cut off. What is the perimeter,
inches,of this polygon? in

I. mLl + mL5 + mLlT = I80"

I I . m L 2 + r n L T+ m L l 2 = I 9 0 "
I I I . m L 2 + m L 7 + n t L l \ = I90"
A. I only F. 4r
B. II onlv G. 43
C. III only H. 46
D. I a n dI I o n l y J. 48
E. I . I I . anc JI I i K. 53

41. A circle in the sta-ndard ( x , ) ) c o o r d i n a t ep l a n e

c e n t e r ( 2 , - 3 ) a n d r a d i u s 4 u n i t s . W i L i c ' t r has
of the
3 6 . H o .w^r lny or der e d p a i rs (x ,y ) o f r e a l n u m b e r s fol l ow i ng equati onsrepresents thi s ci rcl e?
will
sa ti s f yt he equat ion2 x - 5 y = 6 ? A. (x-2)2+(y+3)t= 4
F.0 B. ( x + 2 ) 2- ( y - 3 ) ' =
G. I 4
H.2 C. (x+2)2+(y- 3)'= 4
J.3 D. (x-2)2+(y+3)2=16
K . I n f i n i t e l ym a n y
E. ( x + 2 ) 2- ( y - 3 ) 2 = 1 6

ACT.578-PRACTICE
30 GO ON TO THE NEXT PAGE.
 2naaaaaaaa2
42. ln the figure below, a squareis circumscribedabout a 47. For all x > 3.
^ !
3X-X _?
circle with a 3O-inchdiameter. Points A, B, C, and D x'+3r-18
ar e t he m idpoi n ts o f th e s q u a re ' s s i d e s . W hat i s the
total area,in squareinches,of the shadedregions? A.*
B
B. ;=

F. 450 c.*
G. 225
H.n7 A
J. 94 D. -*
K. 47
I'l
l8

48. The pattern shown in abbreviatedform below is com-

43. For the triangleshownbelow, what is the valueof tan z ? p o s e d o f s q u a r e st h a t a r e a r r a n g e dh o r i z o n t a l l ya n d
s u r r o u n d e db y 4 h e x a g o n s .A l l t h e s q u a r e sa r e c o n -
gruent, and all the hexagonsare congruent.How many
a5 of thesecongruenthexagonswill there be if the pattern
12
i s repeatedunti l thereare 20 squares?
B.+
c.* l-)

D.f
rr12
l3 F. 44
G. 61
4 4 . ln A A B D below , p o i n ts D , C . a n d B a re c o l l inear,A D H. 70
J. 7e
i s p e r p e n d i c u l atro D B . a n d A C b i s e c t sL D A B . I f t h e K. 80
m e a s u r eo f L C B A i s 4 0 o , w h a t i s t h e m e a s u r eo f
LACB ?
A 49. It the circumference of a circle i s ] n inches. hor.r,
m a n yi n c h e sl o n gi s i t s r a d i u s ?
F. 15"
G. 12.5"
H. l0' A.z)
J. 07.50
K. 05"
D C B B.+-')
45. You have enough material to build a fence 40 meters C . L4
l ong. I f y ou use i t a l l to e n c l o s ea s q u a rere gi on, how
many squaremeterswill you enclose?
D. \/s
A. 160 2
B. 100
c. 80
D. 40 E.
V2
E. 20
50. If the function .f satisfies rhe equarion
46. Forwhatnonzero wholenumber/<doesthequadratic equa- f (x + y) = f (x) + f (y) for every pair of real nuinbers.r
tionx2+ k2x+ 2k = 0 haveexactly1 realsolutionfor x ? and -y,w hat i s(are)the possi bl eval ue(s)o f / ( 0) ?
F. -4 F. Any real number
G. -2 G. A ny posi ti vereal number
H.2 H.0andlonly
J.4 J. I onl y
K.8 K . 0 onl y

ACT.57B-PRACTICE 31 GO ON TO THE NEXTPAGE.

 2nnnnnnnn
5 1 . The ar ea of t he tra p e z o i db e l o w i s l 6 square i nches, 54. A standard sheet of paper (8
2
the alt it ude is 2 i n c h e s ,a n d th e l e n e th of one base i s + i n c h e sw i d e b y
3 inc hes .W hat i s th e l e n g th , b , o f i h e other base,i n I I i nchesl ong) i s rol l ed up so that the 2 shorter edges
inches'J just meet, forming a circular tube (cylinder) inches 8+
hi gh. H ow many i nchesi n ci rcumferenceis t he t ube?

F. ll

F_3___1 c.*
A 1
- 2
..1 H. 22n
ts.5 2gg*
|
!r '
--;-
tv
c. 11 +

D. 13 K. l 2l n
E. 15

5 2 . T h i s y e a r . 7 5 v o o f t h e g r a d u a r i n gc l a s s o f H a r r i e t
55. A basebal lream pl ayed i ts fi rst 20 game sand won l2
Tubman High School had taken at least g math
of them. Then, the team w ent on f l osi n g st r eak and
c o u r s e s .O f t h e r e m a i n i n g c l a s s m e m b e r s ,6 0 V oh a d
l o s t i t s n e x t 4 g a m e s .H o w m a n y c o n s e l u t i v e a d d i _
taken 6 or 7 math courses.What percentof the gradu_
tional victories does the baseballteam need in order to
a t ing c las shad t a k e nfe w e r th a n 6 ma th c o u rs e s?-
bri ng i ts w i nni ng percentageback to at least what it
F. j7c was just before this 4-game losing streak?
G. 10c/o
H.
A.2
t5ql
8.4
J. 30%
K. 15c/o c.6
D.8
5 3 . w hic h of t he f ol l o w i n g .s h a d e dre g i o n si s rh e graph i n
E. 12
the standard(.r,1,)coordinate plane of the poi-ntf that
s a t i s f yt h e i n e c l u a l i tly. r ' l< l 0 ' ?
A. I' D. .)' 56. Linesp andq intersectat point (1,3) in the srandard
(1,,1)coordinate
plane.Linesp andr inrersectat (2,5).
Whichof the followingis an equationfor linep ?
F. j = 2 x + I
G. ! = 2 x + 2
H. j = 2 x + 3
J. ! = 2 x + 5
K. Cannot be determinedfrom the given information

57. If si n * =i' and a is the measure of an acute angle.

then cos cr = ?
(Note: An acute angle has a degree measure from 0o to
90'.)

A.+
A
T
B. ;
J

C. \/i.
2 \

D. "/1 I
4

E. Cannot be determinedfrom the given information

ACT.5TB.PRACTICE
32 GO ON TO THE NEXT PAGE.
 2naaaaaaaa2
58. The radio station WEST is erecting a new transmitting 6 0 . R i g h t t r i a n g l e A A B C h a s a n g l e m e a s u r e sc r . [ 3 . a n d
y degreesand si de l engthsa, b, and c i nches,as illus-
tower that is 280 feet tall. A support wire will be
trated below. Which of the following is true about the
at t ac hed t o t he g ro u n d a t p o i n t A a n d to the tow er value of the product tan p tan y ?
250 feet up at point B, as shown below. The wire must
be at leastas long as AB. Which of the following
expressesthe length of M, in feet? F . T h e v a l u ei s l .

h2
G. The val ue i s
L

F. 2 5 0 c o s7 0 '
b2c2
H . The val ue i s
aB
G : 2 5 0 s i n7 0 '
J. The value is undefined.
H . 250 tan70"
250 K. The value cannot be determined froni the sil'en
J. cos70" information.
250
K. sin70'

59. I n a n a r i t h m e t i c s e r i e s ,t h e t e r m s o f t h e s e r i e s a r e
equally spread out. For example, in
1 + 5 + 9 + 13 + I7, consecutiveterms are 4 apart. If
the first term in an arithmetic seriesis 3, the last term
is 136,and t he su m i s 1 ,3 9 0 ,w h a t a re th e fi rs t 3 terms?

A. 3.r0,17
8.3.23.43
c . 3 ,36+
-) 7 0
D. 3, 6e+136
B. 3. 139,1,25r

E N D O F T E S T2
S T O P ! D O N O T T U R N T H E P A G EU N T I LT O L D T O D O S O .
DO NOTRETURNTO THE PREVIOUS
TEST.

&

ACT.57B-PRACTICE 33
 READING TEST
' 35 Minutes-4} Questions
DIRECTIONS: Thereare four passagesin this test. Each
passageis followedby severalquestions.After reading
a passage,choose the best answer to each question
a n d f i l l i n t h e c o r r e s p o n d i n go v a l o n y o u r a n s w e r
document.You may refer to the passagesas often as
necessary.
P a s s a g eI
d mth es hortstory
PR O S EF I CT I O NT:h i sp a s s a g ies a d a p te fro
e s e(O1 9 9 3
by F ra n c i nPro
"Ghir landaio" b y F ra n c i nP
e rose).
O n t h e m o r n i n g o f t h e t r i p t o t h e a r t m u s e u mI
w o k e u p s h a k i n gw i t h f e v e r . I s t i l l r e m e m b e rs t a r i n g
d o w n i n t o r n y d r e s s e rd r a w e r , w o n d e r i n gh o w m a n y
sw eat er sI c ould g e t a w a y w i th w e a ri n g . I m u st have
s put on three or four, but nothing fe-lt warm. At break-
i a s t . I s hiv er edan d tri e d to h i d e i t. H o w s tra n g ethat rny
p a r e n t sd i d n ' t n o t i c e ; n o r m a l l y , o n e s n i f f l e .a n d t h e y
w e r e f e e l i n g m y f o r e h e a d .B u t s o m e t i m ed u r i n g t h e
n i g h t r v e m u s t h a v e e n t e r e dt h a t w o r l d o f m i s c h a n c e
r O t h i t p a r e n t ss o f e a r . w i t h i t s h i s t o r y o f - - c a t a s t r o p h e s
o c c u i ' r i n gi n e y e b l i n k s w h e n p a r e n t avl i g i l a n c el a p s e d .
B r ief ly I wo n d e re di f m a y b e I d i d h a v e p9l i 9, 1t
m v m o t h e r ' s od r e a d e db, u t I w a s s t i l l a c h i l d ,a n d d i d n ' t
kn ow what was w o rth fe a ri n g ;c h i l d re n ra re l y fear ai r-
1 5 p l l n e s b u t , a l m o s t a l w a y s ,t h e d a r k ' T h e p r o s p e c to f
m i s s i n gt h e t r i p s c a r e dm e f a r m o r e t h a np o l i o . B e s i d e s ,
I alr eac lyk new th a t fi rs t p ri n c i p l e o f e v e ry d aymagi c:
o n c e y o u s a y s o m e t h i n g ,g i v e i t a n a m e , t h e n , - o n l y
then, t an it hap p e n .So I k e p t q u i e t a n d s h i veredand
2 0 wr apped m y f r a n d sa ro u n d m y c o c o a .c u p a nd every-
thing- ar oundm e s l i p p e di n a n d o u t o f fo c u s .
This is how I recall that day-at momentsthe
e dges of t hings w o u l d b e --p a i n fu l l ys h a rp ; then .!h" y
* oit d blur and t u rn w a v y . Ki s s i n g m y p a re n tsg oodbye,
2 5 [ wls s o c onf us e dI i ma g i n e dm y fa th e rw o u l d be i nter-
estedto hear that the world looked to me like an
E l G r e c op a i n t i n g .B u t j u s t i n t i m e I c a u g h tm y s e l fa n d
clim bedont o t he s te a m e d -u P bus.
O ur c las s r o o mw a s i n c h a o s 'b u t th ro u g hi t al l rang
3 0 M is s Haley ' s s t ra i n e dv o i c e , y e l l i n g , " t{ o n g o n to-your
co at s . " *hic h s t ru c k m e a s th e m o s t d e e p l y k i nd, the
m os t t hought f u l th i n g s h e ' d e v e r s a i d . T h e re w as one
mom ent ,as we l i n e d u p to l e a v e .w h e n I k n e w I w as i n
clanger .t hat I sh o u l d te l l s o rn e o n ea n d g o h ome' B ut
3 5 rhen" lf elt s om e o n eb u mp i n to m e , a n d e v e n throughal l
t h o s e s w e a t e r s I, k n e w - w h o i t w a s ' K e n n y w a s r i g h t
behind me in line, and as we pushedtoward the narrow
bus door, he whispered,"Can we still go seeit?" It took
me a while to think what he meant, though for days it
4 0 was all I had t ho u g h to f.
ACT-578-PRACTICE
34
W h a t h e m e a n t w a s t h e G h i r l a n d a i op a i n t i n g ,
which he'd heard about from me. It had required aston-
i shi ng bravery to approachhi m i n the schoolyar d,t 9
spealito him for so long, but that was minor compared
4 5 w i t h t h e c o u r a g ei t t o o k t o m e n t i o n t h e u n m e n t i o n -
abl e-that i s, Mi ss H al ey' s nose.I don' t re call how I 'd
phrasedi t, how preci sel y I' d made i t cl e ar t hat t her e
existed a work of art with a nose like our sixth-grade
t e a c h e r ' s .I t h a d l e f t u s b o t h f e e l i n g q u i t e s h o r t o f
50 breath,as if we'd been running and had gotten our
secondw i nd and w ere capabl eof anythi ng .And in t hat
l i g h t - h e a d e ds t a t e I o f f e r e d t o t a k e h i m t o s e e i t . I t
w oul d be easy,I sai d-I knew the museumso well we
could sneakoff and get back before anyonenoticed.
55 Y et now the i dea of w al ki ng even the shor t estdis-
t a n c e e x h a u s t e dm e , a n d m y p l a n ( w h i c h I ' d n e v e r
expectedhi m to agreeto) seemedto demandim possible
stami na-though l essthan i t w oul d have taken t o shake
my headno. I tol d hi m to be on the l ookout f or t he r ight
60 mbment, and my voi ce doppl eredback a t m e t hr ough
an echo chamberof fever.
At the museum,a guard instructedus to throw our
coats i n a rol l i ng canvasbi n. A nd thi s i s m y clear est
memory from thit day-the panic I felt as my coat dis-
65 appeared,how it looked to me like someonejumping,
vanisttinginto a sea of coats. Suddenly I w-asso cold I
fel t I had to keep movi ng, and I caught Kenny's eye
and we edgedtoward the back of the crowd, and dimly
I heardmy fever-voi cetel l i ng hi m: Fol l ow m e'
70 Not even running helped.I just got colder,
w o b b l y , a n d u n s u r e ;o f c o u r s ew e g o t l o s t a n d c r i s s -
crossed the damp medi eval hal l , w here t he shadows
cl i mbed the chi l l stone w al l s, pretendi ngt o be door -
w ays that vani shedw hen w e got cl ose'A t last we f ound
75 the-staircase,the right gallery, the Ghirlandaio. And I
gl ori ed i n the parti cul arpri de of havi ng done what I 'd
boastedI coul d.
Kenny stared at the painting. Then very softly he
sai d," W ow . D i sgusto" '
80 "Disgusto" was the word, all right' And yet I felt
strangelyhurt, protective of Ghirlandaio's old man, as
i f h J a n d t r i s e r a r u l s o nw e r e r e l a t i v e s o f m i n e a n d
Kenny had pasJedjfidgment on my family, on my life,
GO ON TO THE NEXT PAGE.
 on those afternoonswhen I stood here with my father
8 5 p r e t e n d i n g t h a t t h i s w a s s o r n e t l - r i ncgo m p e l l i n g a n d
b eaut if uland no t w h a t i t w a s : d i s s u s to .
l . As it is us edin th e p a s s a g e(l i n e 5 8 ). th e w o rd stami na
mos t near lym e a n s :
6 . K e n n y ' s r e a c t i o nt o t h e G h i r l a n d a i op a i n t i n gc a n b e s t
b e d e s c r i b e da s .
F . t h r e a t e n e dh:e f e e l st h e p a i n t i n gi s o m i n o u s .
G. aw estruck;he reactsstrongl yto the paint ing.
H . r a t i o n a l :h e w a n t sh i s c o m m e n t so n t h e p a i n t i n gt o
m a k es e n s e .
J. di screet:he doesn' tw ant the teache rt o hearhim .

A. strength.
B. silence. 7 , T h e n a r r a t o r ' s" p l a n . " m e n t i o n e di n l i n e 5 6 . d e p e n d s
C. boldness. most cri ti cal l y upon:
D. quickness.
A. t h e d i s t r a c t i o nc a u s e db y h e r c l a s s m a t e s .
B. t h e c o n v e n i e nlto c a t i o no f t h e p a i n t i r r g .
2. The narratorstatesthat she was most afraid of:
C. K e n n y ' sp r o f i c i e n c ya s a s t u d e n t .
F . c o n t r a c t i n gp o l i o . D. her farni l i ari tvw i th the art museum.
G . r nis s ingt he tri p .
H. being in t he d a rk .
J . n a m i n gh e r i l l n e s s . 8 . D i s c u s s i n gt h e r e s e m b l a n c ebse t w e e nt h e o l c l m a n i n
t h e G h i r l a n d a i op a i n t i n g a n d t h e i r t e a c h e rl e a v es
3. The passagesuggeststhat the narrator was first intro- Kenny and the narratorfeeling:
duc edt o t he G h i rl a n d a i op a i n ti n g :
F. exhi l arated.
A. in a c las s r o o ma rt l e s s o ng i v e n b y Mi s s H al ey. G. exhausted.
B. in an art book presentedto her by her parents. H . l ethargi c.
C. on a previousvisit to the art museum. J. irritated.
D. on the museumtrip with Kenny and her class-
mates.
9. T h e d e s c r i p t i o ni n l i n e s 8 0 - 8 6 s u g g e s r sr h a t K e n n y ' s
4. T h e n a r r a t o r s t a t e st h a t s h e d i m l y h e a r d h e r f e v e r - commentcausesthe narratorto:
voice tell Kenny. "Follow me" (lines68-69). This
A. becomedef' ensi ve aboutthe peopl ei n t he paint ing.
descriptionsuggeststhat the narrator:
B. passj udgmenton her fami l y and her lif 'e.
F. w a s s p e a k i n gv e r y q u i e t l y t o a v o i d b e i n g o v e r - C. romanti ci zethe subj ectmatterof the paint ing.
heard by the museumguard. D. c o n f i r m h e r o w n d o u b t sa b o u t G h i r l a n d a i o ' s
G. was experiencingdifficulty in hearing becauseof tal ent.
her c las s m a te se' x c i te dc o n v e rs a ti o n .
H. felt that her illness had taken away her controlrof
her s peec h . 1 0 . A ccordi ng to her accountof the story. the nar r at or 's
J . believ edt ha t h e r " fe v e r-v o i c e "w o u l d m o re readi l y bi ggestchal l engew as to:
per s uadeK e n n y .
F. convinceKenny to leave their other classmates
w hi l e at the museLl m.
T he nar r at orc o n s i d e rsh e r p a re n ts ' b e h a v i o r,as i t i s
G . b r o a c h t h e s u b j e c to f M i s s H a l e y ' s n o s e w h i l e
d e s c r i b e di n l i n e s6 - l 1 , t o b e :
speaki ngto K enny.
A. habit ually i n d i ffe re n t. H . behaveas though she w ere not i l l on ce she f inallv
B. u n u s u a l l yl e n i e n t . saw the pai nti ng.
C. par t ic ular l ys tri c t. J. w ork up enoughcourageto approac hKenny in t he
D. unus ually i n a tte n ti v e . schoolyardfor the first time.

ACT-578-PRACTICE 35 GO ON TO THE NEXTPAGE.

P a s s a g el l
SO CI A LS CI E NC E: T h i s p a s s a g ei s a d a p te dfro mtesti mony
o n the rei n-
g iv enby Ren6eA s k i n sa t a c o n g re s s i o nhael a ri n g
of wolv e sto Y e l l o w s to nNea ti o n aPl a rk( O1995by
tr oduc t ion
th eHar per 'Ms ag a z i nFeo u n d a ti o n ).
I f I w e r e a r a n c h e rI p r o b a b l y w o u l d n o t w a n t
wolves returned to the West. lf I faced the conditions
th at r anc her sf a c e i n th e We s t-fa l l i n g s to ck pri ces,
r i s i n g l a x e s , p r o l o n g e dd r o u g h t , a n d a n a t i o n t h a t i s
s eat ing les s beef a n d w e a ri n g m o re s y n th e ti c s -I w oul d
not want t o add w o l v e s to m y w o e s . I w o u l d w ant to
blam e s om et hin gto , fi g h t s o m e th i n g .
The wolf is an ideal target: it is tangible,it is
blar nable,and it i s re a l . Or i s i t? Wh e n ra n c herstal k
1 0 about wolv es t h e y s a y , " Y o u k n o w , i t' s n o t the w ol ves
w e' r e wor r ied ab o u t,i t' s w h a t th e w o l v e sre p r esent;i t' s
n ot what t hey ' ll d o , i t' s w h a t th e y m e a n ."Wo l ves mean
c h a n g e sW . o l v e s m e a n c h a l l e n g e st o t h e o l d w a y s o f
d o i n g t h i n g s .W o l v e sm e a nl o s so f c o n t r o l '
15 R a n c h e r sd e s e r v eo u r c o m p a s s i o na n d o u r c o n -
c e r n . W h e t h e rt h e t h r e a t o f w o l v e s i s i m a g i n e do r
' a r a n d a n g e ra re re a l .
a c t ual,t he r anc h e rs fe
Ranc her scl a i m th a t w o l v e s w i l l d e v a s ta tethe l i ve-
st oc kindus t r yin th e W e s t. Y e t a l l th e s tu d i e sshow that
2 0 w o l v e s k i l l f a r l e s s t h a n I p e r c e n to f t h e l i v e s t o c k
available to them. According to the Bozeman
C h r o n i c l e , e v e n i f f e d e r a l s p e c i a l i s t sh a v e w i l d l y
u n d e r e s t i m a t e tdh e n u m b e r o f c o w s a n d s h e e pt h a t
wolv es ' uv ould ki l l i n th e Y e l l o w s to n ea n d c e n tralIdaho
25 areas.tlte actual total would be rnuch smaller than the
num bert hat die e a c hy e a r i n th e s ta teo f M o n t anaal one
bec aus eof s t or m s ,d o g s ,a n d a c c i d e n ts .
I n ef f ec t , th e l i v e s to c k i n d u s try h a s s u ccessful l y
transferredto the general public one of its most basic
3 0 o per at ionalc os ts :p re v e n ti o no f p re d a to r.l o .sses.-If you
raise Christmastrees,part of the cost and risk of doing
b us ines sis los i n g a fe w tre e s to g y p s y m o th s and i ce
s t or m s ,inher en ti n th e c o s t o f ra n c h i n g ,p a rti cul arl yon
public lands ,s h o u l db e th e c o s t a n d ri s k o f l osi ng l i ve-
ss i t oc k t o pr eda to rs .In s te a d ,e v e ry y e a r 3 6 .mi l l i on tax
d ollar sgo t o k il l n a ti v ep re d a to rso n o u r p u b l i c l andsso
that pr iv at eindu s tryc a n ma k e a p ro fi t.
I t i s i m p o r t a n t t o r e m e m b e rt h a t w o l v e s a r e
m is s ing f r om t h e Y e l l o w s to n ere g i o n o n l y b e causew e
4 0 elim inat edt hem . T h e y d i d n o t v a n i s h fro m t he area i n
res pons et o loss o f p re y o r l a c k o f h a b i ta t;th ey di d _not
We
d ie' out as a r esu l to f d i s e a s eo r n a tu ra lc a ta strophe.
, t e n t i o n a l l y c, o n s c i o u s l yk i l l e d e v e r y
s y s t e m a t i c a l l yi n
w o l f w e c o u l df i n d .
45 O p p o n e n t so f w o l f r e i n t r o d u c t i o na s s u m et h a t
becauseihereare no wolves, there should be no wolves.
They have promoted the idea that the return of wolves
i s s om ehowr ad i c a l o r e x tre me ,s o m e s o rt o f envi ron-
r n e n t a ll u x u r y , s o m e r o m a n t i c n o n s e n s et h a t o n l y -
50 urbanitesand iich Easternersadvocateat therexpenseof
the poor . belea g u e re dWe s te rn l i v e s to c k i n d ustry' (In
ACT-57B.PRACTICE
fact, surveys show that Westernerssupport the reintro-
d u c t i o n . )T h e i n d u s t r y ' sc r y o f e c o n o m i cl o s s h a s
ecl i psedthe costs to the generalpubl i c o f not having
55 w ol ves' In the w est w e now l i ve i n a " w olf - f r ee" envi-
ronment.Or i s i t " w ol f-depri ved" ?W ho h as gainedand
w ho has l ost? H ow do w e assi gna val ue t o t he im por -
tanceof a predatorin the ecosystem?How do we deter-
mine the cost of removing one note from a Mozart
60 symphony, one sentencefrom a Tolstoy novel, or one
b r u s h s t r o k e f r o m a R e m b r a n d t ?H a v i n g w o l v e s i n
Y el l ow stonei s not a l uxury but a ri ght. We should not
have to pay for clean air or water, nor should we
believe that they are somehow a luxury. Similarly, we
65 have a ri ght to a ful l compl ementof w ildlif e on our
public lands.
E m o t i o n s ,n o t f a c t s , h a v e c o n t r o l l e d t h e w o l f
debate.Wolves have never beenjust wolves: the wolf is
the devi l ' s keeper,the sl ayer of i nnocentchildr en,t he
70 nurturer of abandoned.babi es, the sacred hunt er , t he
ghostly creatureof myth and legend. In short, wolves
a r e s y m b o l i c ; Y e l l o w s t o n ei s s y m b o l i c ; r e s t o r i n g
w ol ves to Y el l ow stonei s a deepl yand prof oundlysym -
bol i c act.
75 W e are a cul ture of symbol s.It i s not sur pr isr ng
that ranchersand envi ronmental i stsuse t he sym bolic
force of wolves to debatepainful changes.We use sym-
bols to help us order and make senseof an increasingly
complex world. The Yellowstone wolf-recovery debate
B 0 i s fundamental l yan expressi onof a cult ur e in t r ansi-
ti on; i t i s the struggl ethat accompani es ol d assum pt ions
cl ashi ng agai nstthe new . The story of t his conf lict is
the story of how w e vi ew oursel vesi n re lat ion t o ani-
m a l s , w h e t h e r w e c a n r e p l a c e t h e a s s u r n p t i o no f
85 "dominion" that has been so destructiveto us and the
r natural world with a worldview that recognizesthat we
l i ve i n a state of reci proci ty w i th the bir ds and t he
beasts-that we are not only the product of nature but
also part of it.
11. A s she i s reveal edi n the passage, A ski ns can m ost r ea-
sonablybe characterizedA S :
A . i ntol erantof ranchers'vi ew s regardingwcllf r et n-
troducti on,si nce they di ffer from her own views
so compl etel y.
B . bel i evi ngthat opponentsof w ol f rei tlt r oduct ionar e
d e p r i v i n g a l l A m e r i c a n so f t h e i r r i g h t t o a f u l l
complementof wildlife on public lands.
C. supportive of the livestock industry's use of tax
dollars to compensatefor predator lossesexperi-
encedby ranchersusing public lands.
D. surprisedthat the wolf is the target of so much dis-
like and at the center of so much controversy'
si nceshehersel fadmi resw ol ves.
36 GO ON TO THE NEXT PAGE.
12. As it is used l i n e 6 5 . t h e w o r d c o m n l e m e n tm o s t
n ear lym eans :
F. flattering remark.
G. equalc os t .
H. selection.
J. safe number.
13. It can reasonablybe inferred that Askins would most
likely agreewith which of the following statements?
A. People's historic domination of certain speciesof
animals has been both necessaryand beneficial to
humansand the natural world.
B. The idea of reintroducing wolves to an area from
which they have been absent for twenty years or
more is a luxury promotedmainly by wealthy resi-
dent sof t he E a s t.
' C . R a n c h e r sa n d e n v i r o n m e n t a l i s t sa l i k e h a v e p r i -
marily used well-documentedfacts to supporttheir
argumentsin the wolf reintroductiondebate.
D. P eople ar e s o l e l y re s p o n s i b i efo r th e d i sappear-
anc e of wo l v e s fro m Ye l l o w s to n e ,s o i t i s appro-
pr iat e t hat p e o p l e s h o u l d a tte m p t to re i ntroduce
wolv es t o t h a t e n v i ro n me n t.
14. According to Askins, ranchersare less worried about
wolves than they are worried about:
F. losing control over the environmentin which they
r ais eliv es t o c k .
G. maintainingthe luxury of clean air and clean water
on public la n d s .
H . t h e i r t e n d e n c y t o v i e w t h e m s e l v e sa s b o t h a
product of natureand a part of it.
J. comparing the number of livestock killed by
s t or m s .doc s . a n d a c c i d e n ts .
1 5 . It c an m os t r eas o n a b l yb e i n fe rre dth a t As k i n s asksthe
r het or ic alques t i o n(a q u e s ti o nto w h i c h s h e e xpectsno
ans wer )" How d o w e d e te rmi n eth e c o s t o f removi ns
one note from a Mozart symphony,one sentencefrori
a Tolstoy novel, or one brush stroke from a
Rem br andt ?"( lin e s 5 8 -6 1 ) i n o rd e r to :
A. prove that the cost of reintroducingwolves to the
Yellowstone environmentwould be as hiqh as the
cost of making the changesshe lists in i-h" ques-
tion.
B. demonstrateher belief that the debate about rein-
troducing wolves to the Yellowstone environment
cannotbe assessed in purely economicterms.
C . educ at er ea d e rsa b o u t th e m a rk e t v a l u e of sym-
phonies,works of literature, and paintings, which
is s im ilar t o th e c o s t o f re tu rn i n g w o l v es to the
Y ell ows t on ee n v i ro n m e n t.
D . t e s t r e a d e r s 'k n o w l e d g e a b o u t t h e e c o n o m i c
inr pac tof t h e c h a n g e ss h e l i s ts , s i n c e s h e bel i eves
t hes ec os t sca n b e d e te rmi n e d .
Acr-s7B-PBAclcE
1 6 . W h i c h o f t h e f o l l o w i n g s t a t e m e n t sb e s t d e s c r i b e s
A s k i n s ' s m e t h o d o f a n d p u r p o s ef o r a d d r e s s i n gh e r
subj ect?
F. S he has rel ayeda seri esof personalanecdot esand
m e m o r i e si n a n a t t e m p tt o p e r s u a d em e n r b e r so f
Congressto agreewith her.
G. She has presentedher personalopinion supported
by factual information to try to persuademembers
of C ongressto supportw ol f rei ntrod uct ion.
H . S he has constructedan argumentbasedon em ot ion
with no supporting facts to membersof Con-9ress
i n t h e h o p e t h a t t h e y w i l l s y m p a r h i z ew i t h h e r
viewpoint.
J . S h e h a s p r e s e n t e da s e r i e so f r e s e i i r c h e df a c t s
d e s i g n e d t o s h o w m e m b e r s o t ' C o n g r e s st h e
o p p o s i n gv i e w p o i n t so f t h e w o l f r e i n t r o d u c t i o n
debate.
l 7 . I t i s m o s t r e a s o n a b l teo i n f e r t h a t w h e n A s k i n s c l a i n r s
that " restori ngw ol ves to Y el l ow stonei s a deeply and
profoundl ysymbol i cact" (l i nes 12-74) she m eansr har
rei ntroduci ng:
A . w ol ves i s an act that can be i mportan tt o peoplein
theory only, not in fact.
B . a n y s p e c i e st o a n a r e a i s a s y m b o l o f h u m a n s '
m o r a l o b l i g a t i o n t o m a i n t a i n p r e v i o u s l ye s t a b -
l i shedmethodsof control l i ngani rnalpopulat ions.
C . a n y s p e c i e st o a n a r e a i s o n e w a y h u r n a n sc a n
acknow l edgethei r ri ghtful pl ace as r uler s of t he
natural world.
D . w ol ves representsan acknow l edgmentby hum ans
of the i mportanceof i ncl udi ng a speciesf or m er ly
consi deredan enemy.
18. A s i t i s used i n l i ne 54, the w ord et' l i p.sed
m ost near ly
means:
F. highlighted.
G. echoed.
H. obscured.
J. exaggerated.
19. It can most reasonabl ybe i nferred that Askins com -
pares the cost of losing Christmastrees to moths ancl
storms to the cost of losing livestock to predators
(l i nes 30-35) becauseshebel i evesrhar:
A . they are both exampl esof costs rancher sshould
not have to bear.
B . they are both exampl esof coststhe p ublic shoulcl
bear.
C . ranchersshoul dabsorbthe cost of l os ing livest ock
to predators.
D . t h e p u b l i c s h o u l d a b s o r bt h e c o s t o f l o s i n g l i v e -
stockto predators.
37 GO ON TO THE NEXT PAGE.
2 0 . A c c o r d i n g t o A s k i n s , r a n c h e r s 'd i f f i c u l t i e s i n c l u d e 40 everyone knew that-for they-al l di d--escaped^m e'
their bein[ affectedby which of the following trends? Wasn't I as brown as they? Or was I giving off an
American aura, wearing Wrangler jeans and a T-shirt,
F . T h e p u b l i c ' s g r o w i n g s u p p o r t f o r . s p e n d i n gt a x speakinghesitantTamil?
dollais to kill native predatorson public lands
G . F e d e r a l s p e c i a l i s t s 'i n a c c u r a t ee s t i m a t e so f t h e I a t t e n d e da w e d d i n g . I w a t c h e d s o m e o f t h e
number of cows and sheepthat wolves would kill 45 funeral preparations following the death of my great-
^ctiliruea
in a given area uncle. t 500 steps to reach a Jain temple where
H. A de-sireon the part of the livestock industry for a a priest gave me a blessing that translatedroughly -as
"wol f-free" environment "You wil-l have seven years of good luck followed by-
J . P e o p l e ' sg r o w i n g t e n d e n c yt o e a t l e s s b e e f a n d sevenyears more of the same."During a.ten-day- tour,of
wear fewer leatherclothing items b0 famoui temples, I saw a snake charmer in a parking_lot
and visited an entire city of priests and ascetics.They
l et us i nto a templ e' s sanctum sanctorum,wher e we
saw the God i mage i n al l i ts spl endor.
P a s s a g el l l
In India I had the unswervingconsiderationof my
HUM A NI T I ET : passage
Shis fro mIn d i raG anesan' s
i s a d a p te d 55 rel ati ves,25 of w hom I met i n my fi rst six m ont hs. I
e s s a y " R e s i s t i n g M y F a m i l y H i s t o r y , " w h i c h a p p e a r e d i n rememberour meals together,and the preparations:the
Gl am ourm agaz in e (@ 1 9 9 b 4 y T h e c o n d 6 N a s tP u b l i cati ons
pile of freshly shreddedcoconut-white, flaky, fragra-nt
In c ). .
*itt *itt; the way sweet dough for jellabies would be
N e w Y o r k , droppedin hot oil and bob ug to perfection.In America
I n J u n e 1 9 7 8 , i n s u b u r b a nN a n u e t ,
OOt piited at pizza and bl\ed zitt on the school lunch
home to a famous mall, I wore a sari [a garment worn
m y h - i g hs c h o o l * bnu; i n Indi a I feasted.Therew ere scoresof delicious
b y I n d i a n a n c lP a k i s t a n i w o m e n l t o
meal s,pi l es of snacksi n ti ns, w ater al w ays availablein
si aauat ion.T he n e x t d a y i t w a s ra i n i n g ,a n d m y fami l y
th e c o w s, w rote an earthenvesselin the kitchen.
S i n d I s er of f f or I n d i a . W a tc h o u t fo r
my f av or it e E ngl i s h te a c h e r,to n g u e .-i n -c h e e k'
il ty
And still I felt I was missing out on a superlative
ye'arUoot.I'd keip a wary.ey€out' I thought,packing a to dislike India.
65 year in America, and I was _d_etermined
d o z e n c a s s e t t e sb n w h i c h I ' d r e c o r d e d m y f a v o r i t e my aunt to see a Woody-Allen movie and felt
a banner pro- i dragged
music. My friends stood in the rain with tb Indian films, even though they managed
it suiJrior
ro ci a im lng' G oodby e ,In d i ra l I w a s a h e ro i n e ,a star for to reduce me to tears.
th e m om ent .I wa s l e a v i n gth e c o u n try '
In all of this, l, the yanqui, was a sourceof amuse-
T hough I ' d b e e nb o rn th e re ,I d i d n ' t w a n Jto go to
70 ment to the family. They beht over backward to please
India. what I wanted was to knock on a Broadway pro- me that year, and-I finaliy admitted to enjoying.myself.
d uc er ' s door and s a y , " I' m b ro w n , I' m ta l e n ted,l et me I can stiil recall the din of the streetsas I rushedto col-
1 5 w r i t e y o u a p l a y . . . ' M yp a | 9 n t s ,h o w e v e r ,b e l i e v e dI legeinthemornings-bicycles,ric.kshaws,buses'
n e e d e t lt o e m b r i c e m y i n d i a n p a s t . I w a n t e d o n l y t o peiestrians,bikes and yes, even a bull here and there.
e s c apeit , as I wa n te di o e s c a p e .a n y th i nth g a t spoketo
* . or t r adit ion o r o l d -fa s h i o n e di d e a s .I w a s t oo cool
TsNowateachermyselfinSanDiego,lhavejus-t
for India. come back from gi vi ng a cl ass on " the travel essay. "
one of my studentssuggestedthat the writer we were
20 I r em em be rth e h e a t i n Bo mb a y ' s a i rp o rt,so thi ck
studying had formed heibpinion of the country she was
vi si i i nf before travel i ng there. In a sense,I t hought ,
after()urcardevelopedenginetrouble-onourway
BOthat is ivhat I did with my year in India. I knew before
h o m e; t he glar e o f th e o u td o o rs ;th e c o o l d a r k of the going rhar I would like the iemples .a1d.th9 food and the
i n t " r inr r . I r { y unc l e ' s fa mi l y w e l c o me dmy mother and S mbi ace of my rel ati ves; I j ust 9i _dn' rrhink it was a
25 nte into their home in Madras,a city on the south- place for me, anewl_y_ graduaiedhigh school senior who
e a s t er npar t of t h e s u b c o n ti n e n t,fa m e d fo r i ts musi c 'dreamed
of travel. How wrong I was' It was my year
f e s t i v a l . sa n d i t s b e a c h . I n M a d r a s I e n r o l l e d i n a 85 abroad,a high-seasadventurefrom which I would draw
cat holic wom en ' s c o l l e g e .N u n s w e re th e te a c hers,the for yearsio.o-.. In India I took my dreamsof
E nglis hlanguag ew a s th e n o rm ' becoming a s o m e o n ea n d b e g a n t o b e a . s o m e o n e 'A
someoneconnectedto a histoiy, to a family, to a dis-
30 I n high s c h o o lI h a d e d i te d a n u n d e rg ro undnew s-
"" tinct geography.A someonewho had traveledafter all.
paper, boright Ty first copy .of The Village Voice, read
Tlie I,tew Ybrk Time.rreguiarly. I believed I was a femi-
n is t . I n I ndia I w a s u n s u reo f rn y ro l e . A b o v e a l l , I w as
deeply worried that I'd be marriedoff, that I'd be 2 1 . T h e p a s s a g es u g g e s t st h a t o n e q u a l i t y .t h e n a r r a t o r
--
ss for c ed t o bec om ea h o u s e w i fe ,h o rro r o f h o rrors, and uppr.ci atedaboul -[he gi rl s she met i n India was t heir :
would los e m Y f re e d o m.
A . femi ni stvi ew P oi nt.
Whatldiscoveredinlndia:peoplewholooked B . t a s t ei n m u s i c .
l ik e m e. G ir ls w h o b e fri e n d e dme i n s ta n tl y .G i rl s w ho C . adventurousness.
told m e t he t r uth i i t o n c e . I w a s a n Ame ri c a n,and how D. openness.

GO ON TO THE NEXT PAGE.

ACT-57B.PRACTICE
2 2 . T he pas s ages u g g e s tsth a t th e n a rra to r d ra gged her
aunt t o a W ood y Al l e n m o v i e b e c a u s e :
F. the narratorrefusedto attendIndian movies.
G . her aunt di d n o t k n o w w h o W o o d y Al l e n w as.
H . t h e n a r r a t o r w a s d e t e r m i n e dt o c l i n g t o t h e
American culture she left behind.
J . t he nar r ato r w a n te d to p ro v e th a t In d i an val ues
were just as important as American values.
2 7 . I n t h e s c v e n t hp a r a g r a p h( l i n e s 5 4 - 6 3 ) , t h e narratC)r
3
offers detai l sabout [ndi an food most l i ke lv t o:
A . presentone of the more appeal i ngaspect sabout
life in India.
B. illustratethat she appreciatesgood restaurants.
C . i l l u s t r a t et h a t s h ei s w i l l i n g t o l e a r nc o o k i n gs k i l l s .
D . supporther cl ai m that the peopl eof I ndia ar e \ t : r y
generous.

2 3 . T he pas s ages ta te sth a t i n s te a d o f tra v e l i ng to Indi a

af t er _gr aduat i n gfro m h i g h s c h o o l , th e n a r rator had
hopedt o: 2g. The last paragraphsuggeststhat one of the narrator's
studentsfrom her travel -w ri ti necl ass causedt he nar -
A. attendcollege in New York. rator to:
B. travel in the U.S. with her friends.
C. becomea playwright. F. regretgoi ng to Indi a i nsteadof a mor e int er est ing
pl ace.
D. act in a Broadway play.
G. reconsi derthe si gni fi canceof her own jour ney t o
24. The narrator's claim that "I had the unswerving con- Indi a.
s ider at ionof m y re l a ti v e s "(l i n e s 5 4 -5 5 ) s u ggeststhat H . vi ew her Indi an rel ati vesi n a new w ay.
her r elat iv es : J . f e e l g u i l t y a b o u t h e r a l o o f n e s sw h e n s h e w a s i n
India.
F. t r eat edher a s th o u g hs h ew e re s ti l l a c h i ld.
G. treatedher with thoughtful concern.
H. were often afraid of hurting her feelings.
were stubbornpeople. 29, The passagestatesthat the narrator' srelat ivesin I ndia
J.
v i e w e dh e r a s b e i n g :
2 5 . I nf or m at ion in th e s i x th p a ra g ra p h(l i n e s 4 4-53) sup- A. spoi l ecl .
ports the narrator'sclaim that: B. condescendinc.
A. her trip to India was an adventure. C. intelligent.
B . s he was mi s s i n g o u t o n a s u p e rl a ti v ey e ar i n the D. entertai ni nq.
U.S.
C. everyonein India knew she was American.
D. she was determinedto dislike India. 30. The fi rst tw o paragraphsof the passag eest ablishall
the fol l ow i ng facts about the narrator EXCE, pT t hat
26. The fact that the narrator wore a sari to her high school she:
graduationseemsto contradicther claim that:
F. w as w el l -l i kedby her hi gh schoolfriends.
F. she was worried about being married off in India. G. anti ci pateda di sappoi nti ngti me dur ing her t r ip t o
G . s he s pok eo n l y i n h e s i ta n tT a m i l . Indi a.
H. s he want edto e s c a p eh e r In d i a n p a s t. H . e n j o y e d s p e n d i n gt i m e i n a s u b u r b a ns h o p p i n g
J . h e r h i g h s c h o o l c l a s s m a t e st h o u g h t s h e w a s a mall.
her oine. J . s t i l l o b s e r v e ds o m eI n d i a nc u l t u r a lt r a d i t i o n s .

ACT.57B-PRACTICE 39 GO ON TO THE NEXT PAGE.

P a s s a g el V
NATURALSCIENCE: Thispassageis adaptedfromSarapiqui
Chronicle b y n a t u r a l i sAt l l e nM . Y o u n g( @ 1 9 9 1b y t h e
lns t it u ti o n )'
Smit hs onian
Conv er t ingd y i n g o r d e a d ti s s u e si n to n u tri entsi s
what binds the creaturesof the tropical rain forest into
a f unc t ioning un i t. T h u s th e g i a n t tre e s , w h a t I have
come to lovC and admire about Sarapiqui [rain forest]
5 when I stop at a ridge above the forest canopy,are sup--
p o r t e d p r e c a r i o u s l yu p o n a t h i n . f r a g i l e t i s s u e o f
microbe.sand organic matter.matter that is turned over,
trans f or m edby m i l l i p e d e s ,s o w b u g s 'a n ts ,a n d mi l l i ons
o f ot her t iny c r e a tu re s Wi . th o u t th e s e h i d d e n , l argel y
1 0 u n s e e t ra s s e m b l a g eosf l i f e , t h e g i a n t s w o u l d b e n o
m or e. B ut t his e x q u i s i tea s s o c i a ti o nb e tw e e nb i g trees
a n d t h e E a r t h ' s t i n i e s t c r e a t u r e sh a s s t r u c t u r e da n d
g u i d e dt h e d e v e l o p m e no t f ' C e n t r a lA m e r i c a ' s a n d
So lt h A nt er ic a' sra i n fo re s tsfo r m i l l i o n s o f y e a rs.W i th
1 5 the f ix at ion of e n e rg y fro m th e s u n th ro u g h p hotosyn-
t h e s i st o m a k e l i v i n g p l a n t t i s s u e s ,a n d t h e c o n t i n u a l
a bs enc et lf a c ol d te mp e ra tu rew i n te r s e a s o n t, he trop-
i c al r ain f or es tpu l s e sw i th e n e rg y ,mo s t o f i t ti ed up i .n
th e boc liesof iis l i v i n g c fe a tu re s ,c o rp u s c l e sof nutri -
2 0 e n t sf eedingint o o n e a n o th e r.
W hat a f as c i n a ti n g ,e l e g a n tc i rc l e o f l i fe Morpho
Ibut t er t lies ls y mb o l i z e si n th i s re g a rd .P l a n tsdi e i n the
i ain f . r es t . inc lu d i n grh e w o o d y v i n e sMo rp h o caterpi l -
l a r s f e e c iu p o n a n d a r e e v o l u t i o n a r i l y s p e c i a l i z e dt o
2 5 e x ploit . and s ap ro p h y ti cfu n g i a n d b a c te ri aattack . the
O eadplant m at e ri a l .In th e p ro c e s so f b re a k i ng dow n
c l e a dp l a n t m a t e r i a l t o f e e d t h e m s e l v e s ,t h e f u n g i
m e t a b o l i z es u b s t a n c e st h a t b e c o m e a t t r a c t i v e t o
M r t r l t h o . T h e e v e n t u a l b r e a k d o w no f t h e d e a . d . p l a n t
3 0 nt at er ial pr ov id e s th e ra i n fo re s t w i th th e fe rti l i zer i t
needs in or der t o s ttrv i v e , i n c l u d i n g th e w o ody vi nes
a n d o t h e r l e g u m e sf e d u p o n b y M o r p h o c a t e r p i l l a r s '
M or pho als oget sn u tri e n tsfro m th e d e c a yo rg ani smsas
well.
35 Morpho symbolizea great deal about the workings
of a t r opic al r ai n fo re s t.Wh e n rn u s h ro o m sb reak dow n
the dy iig and de a d ti s s u e so f a l o g o r tre e .trunk, these
s apr dphf t icor ga n i s msa re _re l e a s i n gv a l u a b l enutri ents
i n io t ' he' r ainf or e s t,to b e fe d u p .n b y l i v i n g pl ants' S o
4 0 t o o w h e n t h e v e r y l a r g e g r u b o f a M e g a s o m aQ r
Dt , nu. s t es s c ar a bb e e tl e ,w h a t th e C o s ta R i c a n scal l the
r ' lt r ni: uel, , inge s tsth e ro tti n g w o o d o f a tre e stump,.i t
i s als o unloc k in ge s s e n ti a nl u tri e n tsto n u rtu rethe rai n
forest. And when birds peck holes in the trunks of trees,
4 5 e x p o s i n g s a p t h a t s o o n b e c o m e se n c r u s t e dw i t h f e r -
rnent ing" m oid.S u c h mo l d , l i k e th a t o f ro tti n g frui t i n
the f or is t ' s c an o p y o r o n i ts fl o o r, c o n v e rts nature' S
m os t lbiquit ous fu e l mo l e c u l e ,s u g a r,i n to th e structural
b uilc lingbloc k s o f l i fe , p ro te i n sa n d o th e r s u bstances.
SOM or pl, , i' r own e x i s te n c e to , g e th e r.y i t.hth a t o f l egi ons
of ot her .ins ec t sa n d o th e r a rth ro p o d sth a t d i s persebac-
t e r i a a n d s p o r e s ,e n s u r e st h i s r a i n f o r e s t w i l l n o u r i s h
M u c u r t cat n d o t h e r l e g u m e st h a t f e e d t h i s b u t t e r f l y ' s
c ur iousr ed and y e l l o w c a te rp i l l a rs .
ACT-578-PRACTICE
40
55 B ut thi s i nti mate bi ol ogi cal partnershipbet ween
m i c r o b e sa n d b i g t r e e s i n t h e t r o p i c a l r a i n f o r e s t i s
being broken apartby deforestation.And as I write, this
situation has tragic implications for Morpho, creatures
whose own lives are also a cognitive piece of the living
60 t a p e s t r y o f S a r a p i q u i ' sf o r e s t s .I t t a k e s a b o u t 1 5 0
Mucuna leavesto make one mature caterpillar of
Morpho peleides,or a wet weight of about 20 grams of
planl fleitr to produce one butterfly. Typically a clump
of Mucuna or Machaerium occupieslittle more than a
65 few square meters of habitat floor space,.an area not
,eventhe girth ol an averagecanopy tree of the tropical
rain foreit. For one Morpho or severalindividuals
g r o w i n g u p i n t h e s a m e v i n e - p a t c h ,n o t m u c h f o r e s t
spaceis required.But the food resourcesof morphoes.
z0 their caterpillar food plants and the juices of decay for
the adults, are spreadout through the rain forest. Thus
the exi stenceof a si ngl e Morpho i s spreadout t hr ough
the forest as w el l . Morpho cannot survi ve in just one
smal l pl ace:yet i t takesabout ten acresof t r opical pas-
75 ture to fatten a Brahma steerfor slaughter'
H ow many more morni ngs w hen the r ain f or est
bathesin tropical sunshinewill there be for me, anyore,
to w i tness the i ncredi bl e beauty of Mor pho dancing
' above the Tirimbina creek?And how much opportunity
80 to see this will there be for much of the floodplain of
Sarapiqui?Outside of the La Selva_BiologicalReserve
and the adjoining Braulio Carillo National Park, much
of what ha.sbeen-homefor Morpho is rapidly becoming
beef cattle Pastures.
31. The l ast paragraphsuggeststhat the authorof t he pas-
s a g el s l
A . an emi nenti nternati onalnatural i st.
B . an enemyof the La S el vaB i ol ogi cal Reser ve'
C. concernedabout the future of the rain forest.
D. an infrequentvisitor to Sarapiqui'sforests.
32. The passageindicatesthat the cornizueloeats:
F. scarabbeetles.
G. mushrooms.
H. Morpho.
J. rotti ng w ood.
33. The " assembl ages of l i f' e" referredto i n line l0 ar e:
A . the rai n forest' ssmal l estcreatures.
B . l arge groupsof rai n forestmammal s.
C. Morpho caterpillarsand butterflies.
D . mushroomsand scarabbeetl es.
GO ON TO THE NEXT PAGE.
3 4 . T he m ain wor ry e x p re s s e di n th e fo u rth p aragraph 37. Li nes 35-36 suggestaboutMorpho that r hey ar e:
( lines 55- 75) is th a t:
A. an unusualpart of a l i vi ng tapestry.
F. Morpho are a cognitive portion of a living q. an excepti onal l ybeauti fulyet rare b ut t er f ly.
tapestry. C. a representati verai n forestspeci es.
G . def or es t a ti o ni s d a m a g i n g a d e l i c a te n atural bal - D. a saprophyticorganismof rare elegance.
ance.
H. def or es t a ti o ni s ra v a g i n g s e v e ra lb e a u ti ful coun- 38. The passagesuggeststhat Morplro might also be cor-
t r ies . rectl y i denti fi edas:
J . S ar apiqui ' sfo re s tsw i l l h a v e fe w e r b u tte rfl i es.
F. a l egume.
G. an ubi qui tousfuel .
H. a cornizuelo.
35. The author's attitude toward the study of the life cycle J. an arthropod.
of Morpho is best characterizedas one of:
39. The passagestatesthat Morpho grow up in:
A. scientific detachment.
B. excited interest. A. the forest canopy.
C. scholarlyindifference. B . vi ne patches.
D. dispassionateobservation. C. tree trunks.
D . rottenl ogs.

40. The passagecl ai ms that one of the bi ol ogicalf uncr ions

3 6 . T he pas s ageid e n ti fi e sMu c u n a a s a : of arthropodsis to:
F. c at er pilla r. F. spreadsporesthroughoutthe rain forest.
G. but t er f ly . G. producethe ferti l i zertreesrel y on.
H. m us hr oom . H. facilitate the increasein rain forest habitat.
J. legume. J. break down dead plant materialfor the Mucunrt.

E N DO F T E S T3
STOP!DO NOTTURNTHE PAGEUNTILTOLDTO DO SO.
DO NOTRETURNTO A PREVIOUS
TEST.

ACT.57B-PRACTICE 41
 40oooooooo4 SCIENCE REASONING TEST
35 Minutes-4} Questions
DIRECTIONS:There are seven passagesin this test.
Each passageis followedby severalquestions.After
reading a passage,choose the best answer to each
q u e s t i o na n d f i l l i n t h e c o r r e s p o n d i n go v a l o n y o u r
answer document.You may refer to the passagesas
often as necessary.
You are NOT permittedto use a calculatoron thistest.

Passage I Experiment 2

Herbicides are used to control the growth of weeds. E x p e r i m e n t 1 w a s r e p e a t e dw i t h 9 0 p o t s o f S o i l

An herbicidethat may be used safely with one crop species
rnay damage anothei c.ropif the latter groP.is planted in
roii .ontuiiing residual amountsof the herbicide from an
e a rl i e r applic it ion. Tw o e x p e ri me n tsw e re p e rfo r med to
study this effect.
Type 1 and 90 pots of S oi [ Type 2. The same her bicide
doies and corn hybrid were used. All other factors were
held constant.After 40 days, the heights of the plants were
measured.The results are shown in Table 2.

Table 2

Averageheight of Plants(cm)

S oi l Type I S oi l Type 2
ExperintentI Herbicide
dose Herbicide Herbicide Herbicide Her bicide
A bor anis tf illed 9 0 p o ts w i th S o i l T y p e 1 . N o herbi - (ppm) A B A B
ci d e w as addedt o t he s o i l i n 1 0 p o ts . T h e o th e r p ots w ere
divided into groups of 10 and the soil in each-gr_ouP was 46.3 49.0 50.3 52.5
10
with i0, 2b, 50, or 100 ppm of either Herbicide A 42.0 47.0 44.4 4 1. 0
il"6 20
;;B. A ll ot her f ac t o rsw e re h e l d c o n s ta n t.T e n s e edsof a 50 34.r 39.4 40.6 42.3
.o * tr y ur id wer e pla n te d i n e a c h p o t. Afte r 4 0 d ays, the 100 19.6 22.1 30.9 36.4
. n d w e i g h e d .T h e resul ts
p l a n tswer e upr oot id ,o v e n -d ri e d a
a r c s h o w ni n T a b l e l .
Note: Average plant height in untreatedSoilJypf l was
50.6 cm; au6.ag" plant height in untreatedSoil Type 2
w as 52.7 cm.

Information on the two soil types used is given in Table 3-

Table I

Averagemassof plants (g)

Her bic idedos e
(PPm) Herbicide A Herbicide B
Table 3
l0 t4.l r5 . 6
20 t2.4 t3.l Organic
50 9.3 t2.l matter Clay
100 5.5 9.3 pH (vo) (7 o)
S oi l Type

N o t e : A v e r a g e p l a n t m a s s i n u n t r e a t e ds o i l w a s I 6.9 5.0 16.3

1 6 . 0s . 2 6.2 9.s 1.9

42 GO ON TO THE NEXT PAGE.

ACT-578-PRACTICE
4o o o o o o o o o4
l. The resultsof Experiment2 indicate that, at every her- 4. Assume that there is a direct correlationbetweennlant
bic ide dos e, a v e ra g e p l a n t h e i g h t w a s l o west under hei ght and pl ant mass.If E xperi ment1 wer e r epeat ed
which of the following conditions? using Soil Type 2, one would predict that the average
A. HerbicideA and Soil Type I pl ant mass w oul d be l ow est under w hich of t he f ol-
B. Herbicide B and Soil Type I l ow i ng condi ti ons?
C. Herbicide A and Soil Type 2 F. Herbicide A at 20 ppm
D. Herbicide B and Soil Type 2 G. Herbicide B at 50 ppm
H. H erbi ci deA at 100 ppm
J. Herbicide B at 100 ppm

5. A ssume that a secondcorn hybri d w as gr own in soil

2 . W hic h of t he f o l l o w i n g s e ts o f p l a n ts s e rved as the treatedwith varying dosesof a third herbicide
control in Experiment I ? (HerbicideC). Basedon the resultsof the experimenrs,
F. Plants grown in untreatedsoil what prediction,if any, about the effect of HerbicideC
G. Plants grown in soil treatedwith 10 ppm of on the growth of this secondcorn hybrid can be made?
Herbicide A A. Herbicide C would have no effect on the srowth of
H. Plants grown in soil treated with 10 ppm of theseplants.
Herbicide B B. Herbicide C would interferewith plant growth, but
J. Plants grown in soil treated with 100 ppm of only at dosesabove 50 ppm.
Herbicide A C. Herbicide C would interfere with plant growth at
low doses,but have no effect at high doses.
D. No predictioncan be made on the basisof the
resuI ts.

3 . W hic h of t he fo l l o w i n g b e s t e x p l a i n s w h y t he herbi - 6. To i nvesti gatethe i mpact of soi l aci di ty alone on r he

cides were applied to the soil insteadof directly onto effect of the herbi ci deson corn grow th . t he bot anist
the corn plants? shoul ddesi gnexperi mentsusi ng soi l s of:
A. Corn plants are not affected when herbicides are F. varyi ng pH , percent organi c matter , and per cent
applied directly on them. clay.
B. Cor n plant su s u a l l yd i e i mme d i a te l yu p o n appl i ca- G. varyi ng pH and percentorgani c ma t t er ,but iden-
tion of herbicides. ti cal percentcl ay.
C. The experimentswere testing how herbicidespre- H . varyi ng pH and percentcl ay, but i de nt icalper cent
sent in the soil affect corn srowth. organic matter.
D. The experimentswere testlng how soil pH affects J. varying pH, but identical pe.rcenrorganic matrer
corn srowth. and identical percentclay.

ACT.57B-PRACTICE 43 GO ON TO THE NEXTPAGE.

4
P a s s a g el l
()
\_-/
()
\_-,
f-)
oo C)o
\--l \.----
a)
7. Which of the following ideas about short-term earth-
o4
quake predictionwas implied by Scientist2 ?
r T w o s c i e n t i s t sd i s c u s st h e p o s s i b i l i t y o f a c c u r a t e A. Short-term earthquakeprediction will be possible
short-term earthquake'prediction(accurately predicting a in the near future.
quake'sstrengthand location within hours or days). B . There are too many variables to make short-term
earthquakepredictionpossible.
C . Short-term earthquakeprediction can indicate an
earthquake'slocation.
D. Short-term earthquakeprediction can indicate an
earthquake's strength.

St'i e n tis tI
Short-termearthquakepredictionscan be made at the 8. A scientific article statedthat "Humans wfll probably
presenttime by detectingeventsthat occur shortly before a never be able to drill to a depth of l0 km." Which of
q u a ke .R oc k s inc r eas ei n v o l u me u n d e r th e g re a tp ressures the sci enti sts'vi ew poi nts,i f any, i s(are)i n agr eem ent
with this statement?
often generatedin fault zones.At the sametime, numerous
c r a c k i o p e n i n t h e r o c k s . T h e v o l u m e i n c r e a s ec a n b e F. S ci enti st1 onl y
d e t e c t e d - b yi n s t r u m e n t si n s t a l l e dn e a r a n a c t i v e f a u l t . G. S ci enti st2 onl y
Gro u n d wat eris of t en fo rc e d a w a y fro m th e fa u l t by the H. Both ScientistsI and 2
e xp a n s ion,r ais ing wa te r l e v e l s i n n e a rb y w e l l s b e fore a J. Neither ScientistL nor 2
quake.The opening of cracks causesthe speedof one type
cif earthquakewave to decreasecomparedto the speedthat
th o se w av es had t hr o u g h th e ro c k s b e fo re th e y c ra cked. 9. R esearcherstesti ng the basementsof homes in one
R a d o n g a s ( a g a s f o u n d i n r o c k s i n m a n y l o c a t i o n s )i s area of a city found much higher levels of radon gas
r e l e a s e db y t h e c r a c k i n g , a n d t h e r e l e a s e dg a s c a n b e than the l evel s i n homes i n other parts of t he cit y.
d e te ctedby ins t r um en ts . Which of the following statementsabout this finding
would both scientistsmost likely agreewith?
A. That areaof the city will have an earthquake
w i thi n 2 days.
B . A n earthquakew i l l occur w i thi n 2 da ys, but t he
location cannotbe predicted.
C. This finding about radon gas levels may have
Most quakes are precededby foreshocks.Foreshocks nothing to do with earthquakes.
a re mi n or quak e v ibr a ti o n sth a t o c c u r mi n u te s ,h o urs, or D. Radon gas level changesare never relatedto earth-
days before the large quake.Monitoring seismographs quakes.
( i n s t r u m e n t su s e d t o d e t e c t v i b r a t i o n s a l o n g f a u l t s ) f o r
fo re sh oc k sc an help pr e d i c tq u a k e s .
10. ScientistsI and 2 would most likely agreewith which
of the fol l ow i ng statementsabout rocks under pr es-
sure?
F . R o c k s u n d e r p r e s s u r ee x h i b i t a n i n c r e a s e i n
vol ume.
G. Rocks under pressureproducegroundwater.
Scientist2 H. Rock volumgincreaseis the only explanationfor a
Short-termearthquakepredictionscannot be made at rise in groundwaterlevel in wells.
th e res entt im e wit h a n y a c c u ra c y L
p . o n g -te rmp re d i cti ons J. All rocks are under the sameamount of pressurein
( w i i f r i n 1 0 t o 1 0 0 y e a r s ) a r e m u c h m o r e a c c u r a t et h a n fault zones.
sh o rt-t er mpr ec lic t ion sM . a n y o f th e p h y s i c a lc h a n gesthat
o ccu r in r oik s under p re s s u rev a ry a c c o rd i n gto th e rock
rvpe or the variety of rock typ-esthat are presentin a fault 11. W hi ch of the fol l ow i ng proceduresw oul d be t he best
i o n r. Of t en, t he ex pe c te dv o l u m e i n c re a s eh a p p e nsl ong w ay for S ci enti st1 to hel p test her hypothesis?
b e f o r e t h e q u a k e o c c u r s , o r i t h a p p e n so n l y - - m o m e n t s
b e fo re a quak e. Chan g e si n w a te r l e v e l s o f w e l l s may be A. Recordingthe strengthof all earthquakesthat have
occurredin the PastYear
ca u se dby ' f ac t or sunr e l a te dto c h a n g e si n -ro c k s .T h e detec-
tion of radon is a processthat takes weeks to conduct and B . Measuri ngrock vol ume i ncreasesand ear t hquake
w ave speedsi n a si ngl e area not prone t o ear t h-
o b t a i n r e s u l t s .M a n y f a u l t z o n e s h a v e a l m o s t c o n s t a n t
quakes
i i Ur.tl on going on, in d fo re s h o c k sa re a l m o s t i m p ossi bl e
t o s e p a r a t ef r o m t h e s e v i b r a t i o n s .O n e m a i o r b a r r i e r t o C. Measuring rock volume increasesand earthquake
^ v e r w i l l be wave speedsin many areasprone to earthq-uakes
sh o rt- t ennpr edic t ioni s th a t i t i s u n l i k e l y r1 e e
D. Mapping the location of all earthquakesthat have
a b l e to dir ec t ly s t udy o r s a m p l eth e re g i o n l 0 k m o r more
occurredin the Past60 Years
below the surface,where quakesoccur.

ACT-578-PRACTICE 44 GO ON TO THE NEXT PAGE.

4o o o o o o o o a4
12. Supposea new type of seismographwere inventedthat
is c apable of e a s i l y d i s ti n g u i s h i n g fo re s h ocksfrom
other vibrations.This ability to easily distinguishfore-
shocksfrom other vibrationswould:
t A . A l l rocks reactto pressurei n an i dent icalm anner .
F . be inc ons is te nwt i th th e v i e w o f Sc i e n ti s tI onl y.
G . be inc ons is te nwt i th th e v i e w o f Sc i e n ti s t2 onl y.
H. be c ons is t e n tw i th th e v i e w s o f b o th S c i enti stsI
and 2.
J. hav eno r ele v a n c eto e i th e rs c i e n ti s t' sv i e w.
ACT-57B.PRACTICE
1 3 . A c c o r d i n g t o S c i e n t i s t2 , w h i c h o f t h e f o l l o w i n g
assumptionsabout rocks is a major 1'law in
S c i e n t i s1t ' s v i e w ?
B . The cracki ng of rcl ckscausesan i nc r easein r ock
vol ume.
C . R adongas i s presenti n al l typesof ro ck.
D . A l l rocks mel t w hen subj ectedto pressur e.
45 GO ON TO THE NEXT PAGE.
4 ooooooooo4
Passage ill

S o l a r c v c l e s a r e p e r i o d i c v a r i a t i o n si n t h e S u n ' s
b ri g ht nes s .

Table I containsthe date of onsetfor, and durationof,

recent solar cycles; the time from a cycle'S onset until the
Sun reached iolar maximum (the maximum brightnessfor
th a t c v c le) : and t he n u mb e ro f s u n s p o tsa t s o l a rm a xi mum'

Table I

Time from
onsetof Number
cycle to of
Solar Date of onset Duration solar sunspots
cycle o f c y cl e of cycle maximum at solar
number (month, year) (years) (years) maximum

1 D e c e m b e r1878 11.3 5.0 75

2 M a rc h 1 890 11 . 8 3.8 88
3 January1902 I 1.6 4.0 64
+
A
A u e u s t1 9 1 3 10.0 4.0 105
5 A u l u s t 1 923 10.1 4.1 18
6 S e p te m b er1933 10.4 3.6 119
1
February 1944 t0.2 3.3 r52
8 April 1954 10.5 3.9 201
9 October 1964 tt.7 4.1 111
l0 J u n e1 9 7 6 10.3 3.5 165
1l Se p te mber1986 2.8 158

Average 10.8 3.9 r20

F i g u r e I s h o w s t h e n u m b e r o f s u n ^ s p o tasn d t h e s u n ' s
brightnessar a particularwavelengthfor part of one cycle.

Key
brishtnessat a
particularwavelength
numberof sunsPots
250

.t 200

>) (,
; - J
150
Eta

vo
a9
100
Qf,
q J H

-c.
50
tr

0
1986 1987 1988 1989 1990 1991 t992 1993 1994

Figure I

ACT-57B.PRACTICE
46 GO ON,TOTHENEXTPAGE.
4o o o o o
For the same cycle, Figure 2 shows the number of proton
/t
\/
ooo4
e ve nt s ,when t he S u n e mi tte d m u c h h i g h e r th an average
numbersof protons (positively chargedparticles).

(a

(.)
(.)

q)

1981 1988 1989 1990 r99l 1993 1994

Figure 2

1 4 . T he m os t lik e l y re a s o n th a t th e d a ta i n T a bl e 1 for 17. B asedon Fi gure 1, w hi ch of the fol l ow ing hypot heses
Cycle 11 are incompleteis that: bestrel atesthe numberof sunspotsto the Sun's br ight -
F. t he om it t e d v a l u e w a s p ro b a b l y to o s m al l to be nessat the particularwavelength?
included in Table 1. A . The numberof sunspotsi s hi ghestwhen t he Sun is
G . t he om it t e d v a l u e w a s p ro b a b l y to o l a rge to be near its maximum brightness.
inclfided in Table 1. B. The number of sunspotsis lowest when the Sun is
H. t he S un' s s u rfa c e c o n ta i n e d n o s u n s p o t sd u r i n g ' near its maximum briehtness.
that cycle. C. The number of sunsp-ots is highest both when the
J . Cy c le 1l w a s s ti l l i n p ro g re s sat the time Table I Sun is near its maximum brightnessand when the
was m ade . S un i s neari ts mi ni mum bri ghtness.
D . The number of sunspotsi s l ow est b ot h when t he
t 5 . A c c or ding t o Fi g u re 2 , th e h i g h e s t n u mb e r of proton S un i s near i ts maxi mum bri ghtnes sand when t he
eventsin 1990 was measureddurins the month of: S un i s neari ts mi ni mum bri shtness.
A. J anuar y .
B. M ar c h.
C. S ept em be r.
D. Nov em ber .

1 6 . A c c o r d i n g _ t oF i g u r e s I a n d 2 , f o r t h e 7 - y e a r s p a n
between 1987 and 1994, proton events occurred most
frequently when:
F. the Sun's brightnesswas above 90 units and the
number of sunspotswas below 90.
G. the Sun's brightnesswas below 90 units and the 18. Basedon Table 1, the onsetof Cycle 2l will mosr
number of sunspotswas above90. likely occur during which of the following intervals?
H . b o t h t h e S u n ' s b r i g h t R e s sa n d t h e n u m b e r o f F. After 1950,but before 2000
sunspotswere above90. G. After 2050, but before 2100
J . b o t h t h e S u n ' s b r i g h t n e s sa n d t h e n u m b e r o f H. After 2150, but before 2200
sunspotswere below 90. J. After 2250, but before 2300

ACT.5TB.PBACTICE 47 GO ON TO THE NEXTPAGE.

Pa ssa g e lV
oooooooo4
IBecauseamphibianeggslackahardoutershell,their
DNAcanbedamagedbyexposuretoultraviolet(UV of) r a d i -
;i .;t i n s unlight " ur. I l i s ts th e e g g -l a y i n gb e h a vi or
. - ties
" s pec
? " a mp friUian a n d th e s p e c i e s ' re l a ti v e a b i li ty to
;.;;l;tnR dontug. causedby exposureto UV radiation'

Table I

Relative
ability to
Egg-laying Exposureof
Amp h i b i a n re p a i rD N A
damage behavior eggsto sunl i ght
specles
eggsburied
eggsl ai d undercover
eggsl ai d i n moderate
relatively deePwater
eggsl ai d i n moderate
relatively deePwater
eggsl ai d i n shal l ow
water
eggs laid in shaliow
water
eggslaid in shallow
water

time in
to Figure 2 shows predictedUV levels over
Fis ur e I s hows th e p e rc e n to f e g g s th a t s u rvi ved + g.ogt?pttic t.gions that have amphibianpopulations'
fo r th e s e 7 s p e c i e sa fte r.e x p to
osure
tra tctrin! in t t r e lab
s unlighior to s u n l i g h tfi o m w h i c h th e U V radi a-
;;i ti i ;;; , I
ti o n h a d beenf ilt er edo u t'

Ket
sunlight
ffi UV-fittered
fl unfilteredsunlight
l0o
l
-1 Region4
90

80
,-= 0)

.r, J
10 0)
c9 -t
.tlJ r- 60 Region3
Region2
ir)
.10
t> C)
_10 Region I

20
l0
2020 20: 2040 2050
U 2010
BCD year
amphibiansPecies
Figure2
Figure I

48 GO ON TO THE NEXT PAGE.

ACT.5TB.PRACTICE
 4o o o o o o o o o4
1 9 . B as edon t he in fo rma ti o ni n F i g u re l , e g g sfrom w hi ch 22. A ccordi ng to the i nformati on i n T a b l e I , f o r a l l t h e
specie.sare most likely to survive prolonged exposure s p e c i e ss h o w n , a s t h e e x p o s u r eo f e g g s t o s u n l i g h t
t o s unlight ? i ncreases.the rel ati ve abi l i ty to repai r DNA dam age
A. S pec iesA generally:
B. S pec iesC
C. S pec iesF ' F. decreases onl y.
G. i ncreasesonl y.
D. S pec iesG H. decreases. then i ncreases.
J. i ncreases,
then decreases.
20. According to the data in Figure 1, which species
showed the greatestdifference betweenthe perc*entof
eggs that survived to hatching after exposureto unfil-
tered sunlight and the percentof eggs ihat survived to
hatchingafter exposureto UV-filtered sunlight?
F. S pec iesA
G . S p e c i e sC
H . S pec iesE
J. S pec iesG

2 1 . R e s e a r c h e r sr e c e n t l y d i s c o v e r e d a n e w a m p h i b i a n
s pec iest hat lay s i ts e g g s u n d e r c o v e r. B a s ed on the 23. B asedon the data i n Tabl e I and Fi gure l. am phibians
d at a in T able l, th e re s e a rc h e rs w o u l d p re d i c tthat thi s t h a t h a d t h e l o w e s t p e r c e n ro f e g g l t h a t s u r v i v e dt o
spec ies r' elat iv eD N A -re p a i r a b i l i ty i s mo s t l i kel y: hatchi ngw hen exposedto unfi l teredsunliehtt end t o:
A . l e s st h a n0 . 1 . A . bury thei r eggs.
t s . gr eat ert han 0 .1 a n d l e s sth a n 0 .3 . B . l ay thei r eggsundercover.
C . gr eat ert han 0 .3 a n d l e s sth a n 0 .7 .
D. greaterthan 0.7. 9. l ay thei r eggsi n deepw arer.
D . Iay thei r eggsi n shal l oww ater.

ACT.57B-PRACTICE
49 GO ON TO THE NEXTPAGE.
4o
Passage V
oo )4
Table 1 shows the percentageof a year that vertical sec-
tions of a cliff are exposedto wave erosion.
Seashorecliffs often lose rock or sediment to wave
erosion.Figure 1 showscliff compositions;cliff heights,in
meters (m); and the net change in mean high water mark
( M H W M ) , i n m , f r o m 1 8 8 0 t o 1 9 7 0 a l o n g a s e c t i o no f Table I
shoreline.A net negativechangein MHWM indicatesa net
loss of rock or sedimentand a net positive changeindicates Percentageof a year
a n e t g ain of s edim e n t. cliff sectionis exposed
Cliff section height* (m) to wave erosion

0.0-0.5 52.0
0.5-1.0 37.0
1.0-1.5 2t.0
r.5-2.0 9.5
2.0-2.5 3.9
2.5-3.0 t.7
3.0-3.5 0.8
3.5-4.0 0.5
*Note: Heights are measuredfrom mean sealevel.

cliffcffiosition
* mudstone(composedof particleswith diameters
ffi
under0.06 millimeterslmml)
ffi glacialtill (composedmostly of particleswith
diametersunder256 mm)
-. boulderclay till (composedmostly of particles
fi
with diametersover 256 mm)

20
CHA
: { )'r.( ) | l0
I a
0
*l
()l
-10 >tr
-Ot
F I
'C-a
-20 tF
o? | c
Eo; -
nt-\
(t6,I
v)l -30 LOO
v l

,xl
I -40 ()
8V ()
-50
-60

20E bo
,\,^
cliff l0 ; E-
A :B C ) l+-
o= C)

r0 lt t2 13 l4 15 l6 11 18

distancealong shoreline(km)

Figure I

ACT.5TB.PRACTICE 50 GO ON TO THE NEXT PAGE.

4o o o o o o o o o4
Figure 2 shows Cliff E and F erosion rates, in cm/yr, as 27. According to Figures I and 2, the differencebetween
they relate to percentageof a y e a r th a t a c l i ff secti on i s Cliff E and Cliff F erosionratescould besrbe
exposedto wave erosion. explainedby a differencein the:
A. compositionof the 2 cliffs.
B. force of waves on the 2 cliffs.
100 C. distanceof the 2 cliffs along the shoreline.
D. annualrainfall on the 2 cliffs.
ai
/l
al
;B
C!-ra
ai
ai
C)XX
h r.; .l
t:
28. A ccordi ng to Tabl e 1, w hi ch of the followine f igur es
cdq)x
c*.u)E
--t:--
best represents the rel ati onshi pbetw eent he heightof a
o'- o )(.1
C):0)
t: cl i ff secti on and the percentageof a year t hat a clif f
bov > secti oni s exposedto w ave erosi on?
cliff F/
E g3
Q)a n h
I q.- [.o q r i
c).:
* (-)
qAoa
C)'- O
55
>\C h
a O U
, ' 9 ' v
li<..'>
10 20 30 v i \ d

oJcr>
Lrolr- -
cliff erosion rate (cm/yr) H l *
: Y . ;
A
V
-H V - . i

8:E
bi 5
Figure 2 a-,1
*F
X
o 04
cliff sectionheight(m)
F i g u r e sa n d T a b l e a d a p t e df r o m D . J o n e s a n d A . W i l l i a m s ,
" S t a t i s t i c aA
l n a l y s i so f F a c t o r sI n f l u e n c i n gC l i f f E r o s i o nA l o n g a 11 li

S e c t i o no f t h e W e s t W a l e s C o a s t ,U . K . ' @ 1 9 9 1b y J o h n W i l e y a n d \r. O
S o n s ,L t d .
6aa
o'- o 55
>,C h
aOU
r , 9 v

E- c0 .) t( >g
o00> -
OOfr-
d k A
:: .- Y

F cr-o
24. According to Figure 1, at a distanceof 12 km along the 6;9?
s hor eline,c lif fs o f w h a t c o mp o s i ti o n a re p resent,i f bi
6 - 6
5
X
any ? c.) 04
F. Cliffs of glacial till cliff section height (m)
G. Cliffs of boulder clay rill
H. Cliffs of mudstone H.5
J. No cliffs are present. cau)a
v ( J
55
>,tr h
aOU
, . g v

E- c )<..t
d >
iq)",- B
25. According to the information in Figure 1, one property WF

that was used to distinguishthe various materialsthat --

d *
: : . :
- , i
€ A
v

- v f r

composethe cliffs in the study areais the materials': 9? * ;'i

V Ei
0j ,rn L)
A. particle diameters. *
A-a
X
B. particle density. q
04
C. color. cliff sectionheight(m)
D. age.
I L

J.o
55
r l
Cl ct) u)
a.).r O
>\C h
a
' -O
. 1U
26. Based on the information i n T a b l e I. a c l i ff secti on ''i- () r>r
. . ! v

w i t h a h e i g h t o f 4 . 0 - 4 . 5 m a b o v e th e z e ro basel i ne -0)d
C)ir>
would be exposedto wave erosionapproximatelywhat w-

percentageof a year? 91h o

F crr
F . ljv o UE92
bi 5
G. 2Vo *
A - A

X
H. 0. 870 04
J. 0. 3V o cliff section height (m)

ACT.57B-PRACTICE 51 GO ON TO THE NEXT PAGE.

4 ooooooooo4
P a s s a g eV I Experiment 2

, Enzymesserve as catalysfs(compoundsthat increase To each of 6 test tubes. 6 mL of casein solution and

the rate of a chemical reactionbut are themselvesnot used
up) during digestion.The enzyme trypsin is involved in the
bieakdown of proteins into smaller subunitsduring diges-
t i o n . A s t u d e n ti n v e s t i g a t e dt h e e f f e c t s o f t e m p e r a t u r e ,
in cu b a t iont im e, and pH o n e n z y mea c ti v i ty .
I mL of trypsin solution were added.Tubes were adjusted
to vari ous pH s. E ach tube w as sti rred and i ncubat ed at
25"C for 10 min. The relative amount of protein presentin
each tube was determinedas in Experiment 1. The results
are in Table 2.

Table 2

Mass of
precipitate
Tube pH (mg)

t2 4 2.8
E.rperimantI l3 6 2.5
T4 8 2.0
Tcreach of I I test tubes,6 milliliters (mL) of a casein 15 l0 2.3
(a p ro te in) s olut ionwa s a d d e d .O n e m L o f a try p s i n sol u- 16 T2 2.6
ti o n was addedt o eac h o f T u b e s l -1 0 . T u b e l l re cei ved 1l t4 2.9
I mL of water without trypsin. The tubes were then stirred
i n w a t e r b a t h s a t v a r i o u s t e m p e r a t u r e sa, n d i n c u b a t e d
( h e a t e d )f r o m 0 t o l 5 m i n u t e s ( m i n ) . A f t e r i n c u b a t i o n ,
0 .1 mL of CaCl2 s olu ti o n w a s a d d e d to e a c h tu b e . C aC l 2
stops the reaction and forms a precipitare (solid) with the
protein that is not broken down by the trypsin. The precipi-
tates were removed from the tubes and dried. The masses
o f th e pr ec ipit at esin , m i l l i g ra m s (m g ), w e re m e a s uredto
determinethe relative amount of protein that remained in
e a chtu be.T he r es ult sa re i n T a b l e l .

29. In E xperi ment 1, w hi ch of the fol l ow i ng condit ions

al l ow ed the l arge amount of preci pi tate t o f or m in
Tube 11 ?
A. Higher temperature
B. Higher pH
C. Lack of casei n
D. Lack of trypsin

Table I

Temperature A m o u n t o f l n c u b a ti o n M a ss of
of water bath try p s i n ti m e precipitate
Tube ("c) (m L ) (min) (mg)

I 25 I 0 3.0
2 25 1 5 2.4 3 0 . I n w h i c h o f t h e f o l l o w i n g w a y s a r e t h e d e s i g n so f
-)
a
25 1 10 2.0 Experiments 1 and 2 different?
A 25 I 15 1.7
?
F. A larger volume of trypsin solution per test tube
5 30 I 5 2.4 was used in Experiment I than in Experiment 2.
6 30 I 10 1.4
G. Temperature was varied in Experiment 1 but held
l 30 I t5 0.5 '
constantin ExPeriment2.
8 35 I 5 0.1
H. Incubation time remained constant in
9 35 I 10 0.1 Experiment I but was varied in Experiment2.
l0 35 I l5 < 0.1
3.0 J . T h - ep H o f t h e s o l u t i o n s i n t h e t u b e s v a r i e d i n
1t 3-s 0 5 Experirnent1 but not in Experiment2.

ACT-57B.PRACTICE 52 GO ON TO THE NEXT PAGE.

4o o o o o o o o o4
3 1 . Which of the following hypothesesabout the effectsof 33.In whichof the following tubeswas the greatest
pH on trypsin activity is best supportedby the results amountof proteinbroken down by trypsin'?
of Experiment 2 ? As the pH of the solutionsincreases
A. Tube 1
from 4 to 14, the effectivenessof trypsin:
B. Tube 3
A. inc r eas eso n l y . C. Tube 8
B. decreasesonly. D. Tubel0
C. increases,then decreases.
D. stays the same.

a ) S uppos e t hat C a C I2h a d b e e n a d d e d i m m e di atel y to

Tubi: l6 with no incubationtime allowed. Basedon the 3 4 . A c c o r d i n g t o t h e r e s u l t so f b o t h e x p e r i m e n t s o
. ne
r e s u l t s o f E x p e r i m e n t1 , o n e w o u l d p r e d i c t t h a t t h e w oul d predi ct that the LE A S T amounr of pr ecipit at e
amount of precipitateformed would have been approx- w oul d be formed i f tubes w ere i ncuba t edf or l2 m in
im at ely : underw hi ch of the fol l ow i ng condi ti ons '?
F. 2. 0 m g. F. 25'C at oH of4
G. 2. 3 m g. G. 25"C at oH of 8
H. 2. 6 m g. H. 30" C at bH of 4
J. 3.0mg. J. 30'C at pH of 8

ACT.5TB.PRACTICE 53 GO ON TO THE NEXT PAGE.

4o o o o o o o
Passage Vll For each interval defined by adjacent images of the
basebal l , the studentsmeasuredthe hori zon t al dist ance
S om e s t udent sp e rfo rm e d 3 s tu d i e s to m e a surethe betw een the i mages (usi ng the i mage of the m easur ing
averagehorizontal speedof a baseballalong its flight path tape) and then divided the distanceby 0.I sec to determine
under different wind conditions. the averagehorizontalspeedof the baseball(seeTable 1).

In eac h s t udy , a p i tc h i n g m a c h i n e , a c a tc h e r,and a

camerawere positionedas shown in Figure 1. A measuring
tape was extendedjust above the imaginary line from the
p i tch i ngm ac hinet o t h e c a tc h e r. Table 1

Stud;'I Horizontal distance Averagehorizontal

betweenimages speedof baseball
When no wind was blowing, the studentscausedthe (m) (m/ sec)
Interval Images
p i t c h i n g m a c h i n e t o p i t c h t h e b a s e b a l la t a s p e e d o f
36 meters per second (m/sec). While the baseball was in A I and2 3.49 34.9
flight, its image was recorded on the film in the camera B 2and3 3.4r 34.1
e ve ry 0. 1 s ec . T he re s u l ti n gp h o to g ra p hs h o w e d5 i mages C 3and4 3.34 33.4
of the baseballbelow an image of the measuringtape (see D 4and5 3.28 32.8
F i g u r e2 ) .

N
.{- Point Y

lSmeters+

w .ot.rt.iQ E

pitching
machine
---field--.-
,,/ of view \
( )
"i;;;;.
J3(f- lens
I sF- point X
camera
S
Figure I

image of
measurlng

Image5 Image4 Image 3 Image 2 Image I

(time = 0.5 sec) (time = 0.4 sec). (time = 0.3 sec) (time = 0.2 sec) (time = 0.1 sec)

Figure 2

ACT-57B.PRACTICE 54 GO ON TO THE NEXT PAGE.

4o o o tt
ooooo4 37. Given that an image of the baseball'wasrecordedon
Study 2
the film in the cameraevery 0.1 sec, each photograph
When the wind was blowing from east to west with a produced in the studieswould have shown fewer than
s p e e d o f 1 5 m / s e c , t h e s t u d e n t srepeated the procedure 5 images of the baseballif which of the following had
u se d in S t udy I ( s e eT a b l e2 ). been true?
A . If the basebal l had been pi tched a t a hor izont al
s p e e d o f 3 6 m / s e c b y a p i t c h e r i n s t e a do f b y a
Table 2 pi tchi ngmachi ne
B. If the pitching machine and the catcher had been
Horizontaldistance Average horizontal posi ti onedso that they w ere l 0 m apar tr at hert han
betweenimages speedof baseball 18 m apart
Int er v al I nr ages (m) (m/sec)
C . I f t h e m e a s u r i n gt a p e h a d b e e n e x t e n d e dj u s t
bel ow , rather than j ust above, the im aginar y line
A I t nd2 3.56 35.6 from the pitching machineto the catcher
B 2and3 3.53 35.3
D : If the camera had been posi ti oned at Point Y l n
C 3and4 3.51 35.1 Figure I with its lens facing south rather than a t
D 4and5 3.49 34.9
Point X in Fieure I with its lens facins north

Study 3
When the wind was blowing from west to east with a 38. Supposethat prior to performing a fourth study, the
s p e e d o f l 5 m / s e c ,the students repeated the procedure studentshave reversedthe posi ti ons of t he pit ching
u se din S t udy I ( se eTable 3). m a c h i n e a n d t h e c a t c h e r .A s s u m i n g t h e b a s e b a l li s
pitched at a speedof 36 m/sec and the wind speedis
15 m/sec,the resultsof Study 4 will be the sameas the
Table 3 resul ts of S tudy 3 i f S tudy 4 i s perfor m ed when t he
w i nd i s bl ow i ng from:
Horizontal distance Averagehorizontal F. eastto w est.
betweenimages speedof baseball G. w est to east.
Interval lmages (m ) (m/sec) H. north to south.
J. south to north.
A I and2 3.37 33.7
B 2and3 3.23 32.3
C 3and4 3.10 31.0
D 4and5 2.97 29.7 39. In each study, compared with Interval A. for
Interval D, the baseballtraveled:
A . the samehorizontal distancein a greaterperiod of
ti me.
3 5 . B a s e d o n t h e r e s u l t s o f t h e s t u d i e s ,t h e h o r i z o n t a l B . the same horizontal distancein a lesserperiod of
speed of the baseballupon striking the catcher's mitt ti me.
was probably greatestin which, if any, study? C . a greaterhorizontal distancein the same period of
A. Study I time.
B. S t udy 2 D. a lesserhorizontal distancein the same period of
C; S t udy 3 ti me.
D. None of the studies,becausethe horizontal speed
was the samein all 3 studies.
40. In S tudi es2 and 3, i t took the baseball0. 51 sec and
36. The averagehorizontal speed of the baseball for any 0 . 5 6 s e c , r e s p e c t i v e l y ,t o t r a v e l f r o m t h e p i t c h i n g
one of the intervals (A, B, C, or D) was different in machine to the catcher.If these two studies had been
Studies 2 and 3. This difference was due to: performedwhert the wind was blowing with a speedof
2 0 m / s e c i n s t e a d o f l 5 m / s e c , t h e r e s p e c t i v et i m e s
'G. a differencein wind direction only.
.F. would probably have been:
a differencein wind speedonly.
H. a difference in wind direction and a difference in F. greaterthan 0.51 sec and greaterthan 0.56 sec.
wind speed. G. greaterthan 0.51 secand l essthan 0 . 56 sec.
J. neither a differencein wind direction nor a differ- H . l essthan 0.51 secand greaterthan 0 . 56 sec.
enc ein w i n d s p e e d . J. l essthan 0.51 secand l essthan 0.56 sec.

E N D O F T E S T4
STOP! DO NOT RETURNTO ANY OTHERTEST.

ACT.5TB.PRACTICE 55
 F
seniors.The numbersreportedin Table3 are cumulative
5 percentS.A cumulative percentis the percentof students
who scoredaf or belowa givenscore.For example,a
ScoringYour PracticeTest Composite scoreof 20 hasa cumulative percentof 48. This
meansthat48%of the ACTtestedjuniorsandseniorshada
Composite scoreof 20 or lower.
Remember thatyourscoresandpercentat or belowon
The remainder of thisbookletprovidesscoringkeysand the sampletestare only estimates of the scoresthatyou will
scoreconversiontables.Followthe instructions belowand obtainon an actualform of the ACT.Test scoresare only
on the followingpagesto scorethe practicetestand review oneindicatorof yourlevelof academic knowledge andskills.
yourperformance. Consideryourscoresin connection withyour grades,your
performance andyourcareerinterests.
in outsideactivities,
RawScores
The numberof questionsyou answeredcorrecttyon Standardsfor Transition'"
each test and in each subscorearea is your raw score. To addto the informationyoureceiveaboutyourper{or-
Becausethereare manyformsof the ACT,eachcontaining manceon the AGT Assessment, ACT has developed
differentquestions,someformswill be slightlyeasier(and Standards The Standards
for Transition. for Transition
help
someslightlyharder)thanothers.A rawscoreof 67 on one you to morefully understand what your totaltest score
maybe aboutas diffi-
formof the EnglishTest,for example, meansfor each academicarea assessedin the ACT
cultto earnas a rawscoreof TOonanotherform of thattest. Assessment: English,Mathematics, Reading,and Science
To computeyour raw scores,checkyouranswerswith Reasoning. The Standards for Transition describethe Vpes
the scoringkeyson pages57-59.Countthe numberof cor- and understandings
of skills,strategies, you will needto
rectanswersfor eachof the fourtestsand sevensubscore makea successful transitionfrom high schoolto college.
areas,andenterthe numberin the blanksprovided on those Standardsare providedfor fivescorerangesthat reflectthe
pages.Thesenumbersareyourrawscoreson the testsand progression and complexity of skillsin the four academic
subscore areas. areasmeasuredin the ACTAssessment. The Standards for
Transitioncan be foundat ACT'swebsite(www.act.org)
ScaleScores and in the studentguide,UsingYourACT Assessment
To adjustfor the smalldifferences that occuramong Results, thatyouwillreceivewithyourscorerepoil.
differentformsof the ACT,the rawscoresfor testsand sub-
scoreareasare convertedinto scale scores.Scalescores
are printedon the reportssentto you andyourcollegeand
scholarship choices.
Whenyourrawscoresare converledintoscalescores, Afteryou havedetermined your scalescores,consider
it becomespossibleto compareyour scoreswiththoseof the followingas you evaluatehow you did on the practice
examinees whocompleted different testforms.Forexample, test.
a scale score of 26 on the English Test hasthesamemean-
. Didyou runout of timebeforeyou completeda test?lf so,
ingregardless of theformof theACTon whichit is based.
to your rereadthe information in this bookleton pacingyourself.
To determine the scalescorescorresponding
Perhaps you need to adjust the way you usedyour time in
raw scoreson the practicetest, use the scoreconversion
responding to the questions.lt is to your advantageto
tableson pages60_61.Table1 on page60 showsthe raw-
for the totaltests,andTable2 on answereveryquestionand paceyourselfso thatyou can do
to-scalescoreconversions
page61 showsthe raw-to-scale scoreconversions for the so.Remember thereis no penaltyforguessing.
s u b s c o r ea r e a s . B e c a u s ee a c h f o r m o f t h e A C T . Did you spendtoo muchtime tryingto understand the
Assessment is unique,eachform has somewhatdifferent directionsto thetests?lf so, readthe directionsfor eachtest
conversion tables.Consequently, thesetablesprovideonly againthoroughly. The directionsin the practicetest are
approximations of the rawto-scalescoreconversions that exactlylikethe directionsthatwillappearin yourtestbooklet
wouldapplyif a differentformof the ACT Assessment were on the test day. Makesureyou understand themnow,so
taken.Therefore, the scalescoresobtainedfrom the prac- youwon'thaveto spendtoo muchtimestudying themwhen
ticetestwouldnot be expectedto matchpreciselythe scale
scoresreceivedfroma nationaladministration of the ACT f?":n'Tfi:::ll',], *", youmissed
Didyouserect
a
Assessment. responsethat was an incomplete answeror that did not
directlyrespondto the questionbeingasked?Try to figure
PercentAt or Below outwhatyouoverlooked in answering thequestions.
Evenscalescoresdon'ttellthe wholestoryof yourtest . Did a pafticular
type of questionconfuseyou? Did the
performance.Youmaywantto knowhowyourscorescom- questions you missedcome from a particularsubscore
students
pareto thescoresof othercollege-bound whotake area?ln yourrPsponses
reviewing to the practicetest,check
theACT. to see whethera particular typeof questionor a particular
The normstable(Table3 on page62) enablesyou to subscoreareawasmoredifficultfor youor tookmoreof your
compareyourscoreson the sampletestwiththe scoresof time.'
recenthigh schoolgraduateswho testedas juniorsor
56
 ScoringKeysfor the ACT PracticeTest

Usethe scoringkeyfor eachtestto scoreyouranswerdocumentfor the practicetest.Marka "1" in the

blankfor eachquestion youanswered Add up the numbersin eachsubscore
correctly. areaand enterthe
totalnumbbrcorrectfor eachsubscoreareain the blanksprovided.Alsoenterthe totalnumbercorrectfor
eachtestin the blanksprovided.
The totalnumbercorrectfor eachtestis the sumof the numbercorrectin
eachsubscorearea.

Test1: English-ScoringKey

Subscore Subscore Subscore

Area* Area* Area*
Key UM RH Key UM RH Key UM RH

1. D 26. H 51. A
2. G 27. B 52. H
3. D 28. F 53. D
4. F 29. B a
54. J
5. B 30. F 55. A

6. F 31. A 56. J
7. B 32. F 57. c
B. d 33. c 58. G
9. C 34. G 59. D
10. J 35. D 60. H
11. C 36. G 61. A
12. J 37. B 62. F
13. C 38. G 63. D
14. F 39, D 64. G
15. A 40. H 65. C
16. J 41. D 66. F
17. B 42. F 67. A
18. G 43. c 68. H
19. B M. J 69. B
20. J 45. A 70. G
21. c 46. G 71. A
22. J 47. B 72. Lf

23. c 48. H 73. D

24. J 49. A 74. G
25. C 50. 75. A

Number Correct (Raw Score)for:

(UM)SubscoreArea
Usage/Mechanics
!4ol
RhetoricalSkills(RH)SubscoreArea
(3s)
TotalNumberCorrectfor EnglishTest (UM + RH)
(75)

* UM = Usage/lt/echanics
RH = Rhetorical
Skills 00578

57
' Test 2: Mathematics-ScoringKey

Subscore Subscore
Area* Area*
Key EA AG GT Key EA AG GT

1. E 31. D
2.J 32. G
3.A 33. E
4.G g.J
5.D 35. E
6.H 36. K
7, D 37. E
8.G 38. G
9.8 39. E
10. H 40. H
11. D .41.D
12. K 42. G
13. C 43. B
14. F 44. F
15. E 45. B
16. G 46. H
17. C 47. A
18. G 48. G
19. A 49. C
20. K 50. K
21. A 51. D
22. J 52. G
23. D 53. C
24. H g.F
25. D 55. C
26. H 56. F
27. B 57. D
28. H 58, K
29. D 59. A
30. F 60. F

Number Gorrect(Raw Score)for:

Alg.(EA)SubscoreArea
Pre-Alg./Elem.
(24)
Geo,(AG)SubscoreArea
Inter.Alg./Coord.
(18)
PlaneGeo./Trig.(GT)SubscoreArea
(18)
TotalNumberCorrectfor MathTest (EA + AG + GT)
(60)

* EA = Pre-Algebra/Elementary
Algebra
AG = Intermediate
Algebra/Coordinate
Geometry
GT = PlaneGeometryffrigonometry 00578

58
 Test3: Reading-scoring Key

Subscore Subscore Subscore

Area* Area*
Key SS
Area*
AL Key SS AL Key SS AL
1. A 15. B 29. D
2.c 16. c 30. H
3.C 17. D 31. C
4.H 18. H 32. J
5.D 19. C 33. A
6.c 20. J 34. c
7.D 21. D 35. B
8.F 22. H 36. J
LA 23. C 37. C
10. c 24. c 38. J
11. B 25. A 39. B
12. H 26. H 40. F
13. D 27. A
14. F 28. c
Number Correct (Raw Score)for:
SocialStudiesiSciences
(SS)SubscoreArea

Arts/Literature
(AL)SubscoreArea

TotalNumberCorrectfor ReadingTest (SS + AL)

(40)
* SS =
Social Studies/Sciences
AL = Arts/Literature

Test4: ScienceReasoningr-ScoringKey

Key Key Key

1. A 15. B
2tr 29. D
16. H 30. c
3.C 17. A
4.H 31. C
18. c 32. J
5.D 19. D
6.J 33. D
20. H u.J
;7.8 21. A
li

8.G 35. B
22. c 36. F
9.C 23. A
10. F 37. B
24. J 38. F
11. C 25. A
12. 39. D
c 26. J
13. 40. H
A 27. A
14. J 28. F

NumberCorrect (Raw Score)for:

TotalNumberCorrectfor ScienceReasoningTest

00578

59
 TABLE1
ProceduresUsedto Obtain ScaleiScores
From Raw Scores for the ACT PracticeTest

On each of the four testson whichyou markedany ACT Test Your Scale Score
responses, the totalnumberof correctresponses yieldsa
rawscore.Usethetablebelowto conveftyourrawscoresto English
scalescores.Foreachtest,locateandcircleyourrawscore
or the rangeof rawscoresthatincludes it in thetablebelow. Mathematics
Then,readacrossto eitheroutsidecolumnof the tableand
circlethe scalescorethatcorresponds to thatrawscore.As Reading
you determine yourscalescores,enterthemin the blanks
providedon the right.The highestpossiblescalescorefor ScienceReasoning
eachtestis 36.The lowestpossiblescalescorefor anytest
on whichyoumarkedanyrdsponse is 1.
Next,computethe Composite scoreby averaging the Sum of scores
fourscalescores.To do this,addyourfourscalescoresand
dividethe sum by 4. lf the resulting
numberendsin a frac- Compositescore (sum + 4)
tion,roundit offto the nearestwholenumber.(Rounddown
anyfractionlessthanone-half; roundup anyfractionthatis
one-halfor more.)Enterthisnumberin the blank.This is NOTE:lf you left a test completelyblankand markedno
your Compositescore.The highestpossibleComposite items,do not list a scalescorefor thattest.lf any test was
scoreis 36.Thelowestpossible Composite scoreis 1. completelyblank,do notcalculate a Composite score.

Raw Scores

Scale Test 1 Test 2 Test 3 Test 4 Scale

Score English Mathematics Reading ScienceReasoning Score

36 75 60 3H0 40 36
35 74 38 35
34 73 59 3' 34
33 71-72 5B ! 33
32 70 57 36 38 32
31 69 55*56 35 37 31
30 68 53-54 34 30
29 6ffi7 52 36 29
28 64-€5 5G-51 33 35 28
27 62{3 48--4i9 32 u 27
26 6H1 4H7 31 33 26
25 5B-59 43.-4,4 30 31-32 25
24 55-57 4142 29 30 24
23 53-54 3H0 27-28 28_29 23
22 50-52 37-38 26 2G=27 22
21 48.{) 35-36 25 25 21
20 4H7 32-34 23-24 23-24 20
19 4244 29-31 22 21-22 19
18 3H1 26*28 21 19-20 18
17 37-38 22-25 20 17-18 17
16 34-36 19-21 1&-19 15*16 16
15 31-33 15-18 17 14 15
14 29-30 12-14 15-16 12-13 14
13 27-28 1111 13-14 10-11 13
12 25-26 0H9 1(}.12 09 12
11 23-24 0H7 08-o9 08 11
10 20-22 05 07 0H7 10
I 1B-19 o4 06 05 9
8 15*17 05 04 8
7 12-14 03 03 7
6 10-11 04 6
5 07{9 o, 03 02 5
4 0H6 02 4
3 04 01 0.| 3
2 02{3 01 2
1 0H1 o0 00 00 1

00578
60
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a F F P P : P S F P o @N .o ro $ (D(\ r-
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R P P F g rr F, ,F, r$r cr -vd)gN" *r o. ?d F . $ * F
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g gYn-(or',$ce(
F N
FF E srd-FFr-JiggEggggag
e gE8 m
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bF=
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g E 8 E R tro
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P rlpisi3s3888 I 5 | g
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lU = <ct r_ ru5__*_g!.*! | 388 ls8
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gEF$gFFgf#
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a-g-$g8r$$iiiiiss
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61
 TABLE3
NormsTablefor the ACTpracticeTest
use the normstablebelowto determineyourestimated
percentat or belowfor eachof yourscalescores. YourEstimated
PercentAt or Below
In the far left corumn,circleyour scalescorefor the ACTTest on PracticeTest
Englishrest (frompage 60). Then read acrossto the per-
English
cent at or belowcolumnfor that test;circleor put a check
markbesidethe corresponding Usage/Mechanics
percentat or below.Usethe
RhetoricalSkiils
sameprocedure for eachtest (frompage60) and subscore
Mathematics
area(frompage61).you mayfind it eisier io use the right
Pre-Algebra/Elem.Alg.
columnof scalescoresfor your scienceReasoningTest
Alg./Coord.Geometry
andComposite scores.
PlaneGeometryffrig.
As you markyour percentsat or below,enterthem in
Reading
theblanksprovidedat the right.
Soc.StudieVsciences
You may also find it helpfulto compareyour perfor-
ArtVLiterature
mancewith the nationalmean(average)scorsfor eachof
Science Reasoning
thefourtests,subscoreareas,andthe compositeas shown
at the bottomof the normstable. Composite

National
Distributions
of "percentAt or Below"for ACTTestscores
2000HSGraduates Testedon NationalTest Dates

: Es e 2=
gFSF
o
9o
)y.Y
ba iE: F - fis
a' P t3
r ur
F
8
E 3 E
A Bi Fg.E.I HEe g ?
E fr g f 3$$s fiEe H E $
36 99 99 99 99 99 36
35 99 99 99 99 99 3s
34 99 99 98 99 99 34
33 99 99 97 99 99 33
32 99 99 95 99 99 g2
319897$989831
30 96 96 92
29 97 97 30
94 94 90
28 96 95 29
92 92 87
278889m939027 95 93 28
26 85 85 79
25 89 86 26
81 80 74
24 84 82 2s
76 76 69 79 76 24
23 70 71 64 72 70 23
22 6s 66 59
21 64 63 22
59 61 52 55 56 21
20 52 55 46 48 48 20
19 44 49 39 .t9
18 38 40
37 99 9s 40 99 99
99 35 99 99 30 32 18
17 31 99 99 31 97 99
99 29 97 97 22 25 17
16 25 96 .98 22 93 98
99 2g 95 91 15 18 16
15 19 93 95 14, 89 97
95 19 89 85 10 12 15
14 14 87 89 07 84 93
90 14 84 78 07 07 14
13 11 79 82 03 76 88
82 10 76 70 04 04 13
12 08 72 74 01 66 78
79 06 69 62 02 02 12
11 05 64 6s 01 58 70
64 03 61 53 01 01 11
10 03 54 s1 01 49 56
52 01 50 4s 01 01 10
09 02 44 37 01 37 43
S6 01 38 35 01 01 09
08 01 34 23 01 26 28
22 01
.t6 .t6 28 28 01 01 08
07 01 23 14 01 12 01 18 22 01 01 07
06 01 15 08 01 09 10 07 01 11 14 01 01 06
05 01 09 04 01 04 06 04 01 06 09 01 01 05
M 01 05 02 01 01 0202 01 03 04 01 01 04
03 01 01 01 01 01 01 02 01 01 02 01 01 03
02 01 01 01 01 01 01 01 01 01 01 01 01 02
01 01 01 01 01 01 01 01 01 01 01 01 01 01
20.510.310.6 20.710.910.110.6 21.4 10.711,1 2',t.0 21.0
5.5 3.5 2.9 5.0 3.4 2.9 2.9 6.1 3.5 3.8
Note:Thesenormsarethesourceof national
andstatenormsprinted
onACTAssessment
scorereports
duringthe2000-2001
testingyear.Samplesize:1,065,13g.

62