Longer Passages

Question 446 to 501:

446. The two processes mentioned in the passage
that involve the formation of liquid are
a. compaction and hydropulping.
b. incineration and compaction.
c. hydropulping and sterilization.
d. sterilization and incineration.
447. According to the passage, two effective
methods for treating waste caused by infec-
tious matter are
a. steam sterilization and incineration.
b. hydropulping and steam sterilization.
c. incineration and compaction.
d. hydropulping and incineration.

448. Hospitals can minimize employee contact
with dangerous waste by switching from
a. a manual cart to a gravity chute.
b. an automated cart to a hydropulping
machine.
c. a gravity chute to a manual cart.
d. a manual cart to an automated cart.
449. The process that transforms waste from haz-
ardous to harmless and diminishes waste vol-
ume is
a. sterilization.
b. hydropulping.
c. oxidizing.
d. compacting.
450. The underlined word exhausting, as it is used
in the second paragraph of the passage, most
nearly means
a. debilitating.
b. disregarding.
c. detonating.
d. discharging.
451. Budgetary constraints have precluded some
small hospitals from purchasing
a. pneumatic tubes.
b. rotary kilns.
c. sterilization equipment.
d. controlled-air kilns.
452. The underlined phrase fugitive emissions in the
fourth paragraph most nearly means
a. contaminants that are extremely toxic.
b. contaminants that are illegally discharged.
c. contaminants that escape the disposal
process.
d. contaminants that come from micro-
biological testing.
Isolate the unfamiliar words as you read, by underlin-ing them or jotting them down. Then go back and look at the sentences before and after them—that is, in their immediate context.
(1) The worst and longest economic crisis in the modern industrial world, the Great Depression in the United States had devastating consequences for American society. At its lowest depth (1932-33), more than 16 million people were unemployed, more than 5,000 banks had closed, and over 85,000 businesses had failed. Millions of Americans lost their jobs, their savings, and even their homes. The homeless built shacks for tem-porary shelter—these emerging shantytowns were nicknamed Hoovervilles; a bitter homage to President Herbert Hoover, who refused to give government assistance to the jobless. The effects of the Depression—severe unemployment rates and a sharp drop in the production and sales of goods—could also be felt abroad, where many European nations still struggled to recover from World War I.
(2) Although the stock market crash of 1929 marked the onset of the depression, it was not the cause of it: Deep, underlying fissures already existed in the economy of the Roaring Twenties. For example, the tariff and war-debt policies after World War I contributed to the instability of the banking system. American banks made loans to European countries following World War I. How¬ever, the United States kept high tariffs on goods imported from other nations. These policies worked against one another. If other countries could not sell goods in the United States, they could not make enough money to pay back their loans or to buy American goods.
(3) And while the United States seemed to be enjoying a prosperous period in the 1920s, the wealth was not evenly distributed. Businesses made gains in productivity, but only one seg¬ment of the population—the wealthy—reaped large profits. Workers received only a small share of the wealth they helped produce. At the same time, Americans spent more than they earned. Advertising encouraged Americans to buy cars, radios, and household appliances instead of sav¬ing or purchasing only what they could afford. Easy credit policies allowed consumers to borrow money and accumulate debt. Investors also wildly speculated on the stock market, often borrowing money on credit to buy shares of a company. Stocks increased beyond their worth, but investors were willing to pay inflated prices because they believed stocks would continue to rise. This bubble burst in the fall of 1929, when investors lost confidence that stock prices would keep rising. As investors sold off stocks, the mar¬ket spiraled downward. The stock market crash affected the economy in the same way that a stressful event can affect the human body, lower¬ing its resistance to infection.
(4) The ensuing depression led to the elec¬tion of President Franklin D. Roosevelt in 1932. Roosevelt introduced relief measures that would revive the economy and bring needed relief to Americans suffering the effects of the depres¬sion. In his 100 days in office, Roosevelt and Congress passed major legislation that saved banks from closing and regained public confi¬dence. These measures, called the New Deal, included the Agricultural Adjustment Act, which paid farmers to slow their production in order to stabilize food prices; the Federal Deposit
Insurance Corporation, which insured bank deposits if banks failed; and the Securities and Exchange Commission, which regulated the stock market. Although the New Deal offered relief, it did not end the Depression. The econ-omy sagged until the nation entered World War
II. However, the New Deal changed the relation-ship between government and American citi¬zens, by expanding the role of the central government in regulating the economy and cre¬ating social assistance programs.
453. The author’s main point about the Great
Depression is that
a. government policies had nothing to do with it.
b. the government immediately stepped in with assistance for the jobless and homeless.
c. underlying problems in the economy pre¬ceded it.
d. the New Deal policies introduced by Franklin D. Roosevelt ended it.
454. This passage is best described as
a. an account of the causes and effects of a major event.
b. a statement supporting the value of federal social policies.
c. a condemnation of outdated beliefs.
d. a polite response to controversial issues.
455. The author cites the emergence of
Hoovervilles in paragraph 1 as an example of
a. federally sponsored housing programs.
b. the resilience of Americans who lost their jobs, savings, and homes.
c. the government’s unwillingness to assist citizens in desperate circumstances.
d. the effectiveness of the Hoover administra¬tion in dealing with the crisis.
456. The term policies, as it is used in paragraph 2, most nearly means
a. theories.
b. practices.
c. laws.
d. examples.
457. The passage suggests that the 1920s was a decade that extolled the value of
a. thrift.
b. prudence.
c. balance.
d. extravagance.
458. The example of the human body as a metaphor for the economy, which is found at the end of paragraph 3, suggests that
a. a stressful event like the stock market crash of 1929 probably made a lot of people sick.
b. the crash weakened the economy’s ability to withstand other pressures.
c. the crash was an untreatable disease.
d. a single event caused the collapse of the economy.
459. The content in the last paragraph of the pas¬sage would most likely support which of the following statements?
a. The New Deal policies were not radical enough in challenging capitalism.
b. The economic policies of the New Deal brought about a complete business recovery.
c. The Agricultural Adjustment Act paid farmers to produce surplus crops.
d. The federal government became more involved in caring for needy members of society.
(1) The atmosphere forms a gaseous, protective envelope around Earth. It protects the planet from the cold of space, from harmful ultraviolet light, and from all but the largest meteors. After travel¬ing over 93 million miles, solar energy strikes the atmosphere and Earth’s surface, warming the planet and creating what is known as the bios¬phere, the region of Earth capable of sustaining life. Solar radiation in combination with the planet’s rotation causes the atmosphere to circulate. Atmos¬pheric circulation is one important reason that life on Earth can exist at higher latitudes because equa¬torial heat is transported poleward, moderating the climate.
(2) The equatorial region is the warmest part of the earth because it receives the most direct and, therefore, strongest solar radiation. The plane in which the earth revolves around the sun is called the ecliptic. Earth’s axis is inclined 23y degrees with respect to the ecliptic. This inclined axis is responsi-ble for our changing seasons because, as seen from the earth, the sun oscillates back and forth across the equator in an annual cycle. On or about June 21 each year, the sun reaches the Tropic of Cancer, 23 3- degrees north latitude. This is the northernmost point where the sun can be directly overhead. On or about December 21 of each year, the sun reaches the Tropic of Capricorn, 23- degrees south latitude. This is the southernmost point at which the sun can be directly overhead. The polar regions are the coldest parts of the earth because they receive the least direct and, therefore, the weakest solar radiation. Here solar radiation strikes at a very oblique angle and thus spreads the same amount of energy over a greater area than in the equatorial regions. A static envelope of air sur¬rounding the earth would produce an extremely hot, uninhabitable equatorial region, while the polar regions would remain inhospitably cold.
(3) The transport of water vapor in the atmosphere is an important mechanism by which
heat energy is redistributed poleward. When water evaporates into the air and becomes water vapor, it absorbs energy. At the equator, air satu¬rated with water vapor rises high into the atmos¬phere where winds aloft carry it poleward. As this moist air approaches the polar regions, it cools and sinks back to earth. At some point, the water vapor condenses out of the air as rain or snow, releasing energy in the process. The now-dry polar air flows back toward the equator to repeat the convection cycle. In this way, heat energy absorbed at the equator is deposited at the poles and the temperature gradient between these regions is reduced.
(4) The circulation of the atmosphere and the weather it generates is but one example of the many complex, interdependent events of nature. The web of life depends on the proper functioning of these natural mechanisms for its continued existence. Global warming, the hole in the atmos¬phere’s ozone layer, and increasing air and water pollution pose serious, long-term threats to the biosphere. Given the high degree of nature’s interconnectedness, it is quite possible that the most serious threats have yet to be recognized.
460. Which of the following best expresses the
main idea of the passage?
a. The circulation of atmosphere, threatened by global warming and pollution, protects the biosphere and makes life on Earth possible.
b. If the protective atmosphere around the earth is too damaged by human activity, all life on Earth will cease.
c. Life on Earth is the result of complex interde¬pendent events of nature, and some of these events are a result of human intervention.
d. The circulation of atmosphere is the single most important factor in keeping the bios-phere alive, and it is constantly threatened by harmful human activity. 461. Which of the following best represents the organization of the passage?
a. I. Definition and description of the
circulation of the atmosphere
II. How the atmosphere affects heat and water in the biosphere
III. How the circulation of the atmosphere works
IV. What will happen if human activity destroys the atmosphere and other life-sustaining mechanisms
b. I. Origin of the atmosphere and ways it
protects the biosphere
II. How the circulation of the atmosphere affects the equator and the poles
III. How the circulation of the atmosphere interrelates with other events in nature to protect life on Earth
IV. Threats to life in the biosphere
c. I. Definition and description of the
circulation of the atmosphere
II. Protective functions of the circulation of the atmosphere
III. Relationship of the circulation of the atmosphere to other life-sustaining mechanisms
IV. Threats to nature’s interconnectedness in the biosphere
d. I. The journey of the atmosphere 93
million miles through space.
II. How the atmosphere circulates and protects the biosphere
III. How the atmosphere interrelates with weather in the biosphere
IV. How damage to the biosphere threatens life on Earth
462. Which of the following is the best definition of the underlined word biosphere as it is used in the passage?
a. the protective envelope formed by the atmosphere around the living earth
b. that part of the earth and its atmosphere in which life can exist
c. the living things on Earth whose existence is made possible by circulation of the atmosphere
d. the circulation of the atmosphere’s contri-bution to life on Earth
463. Which of the following sentences from the passage best supports the author’s point that circulation of the atmosphere is vital to life on Earth?
a. The equatorial region is the warmest part of the earth because it receives the most direct and, therefore, strongest solar radiation.
b. The circulation of the atmosphere and the weather it generates is but one example of the many complex, interdependent events of nature.
c. [The atmosphere] protects Earth from the cold of space, from harmful ultraviolet light, and from all but the largest meteors.
d. A static envelope of air surrounding the earth would produce an extremely hot, uninhabit¬able equatorial region, while the polar regions would remain inhospitably cold.
464. Based on the passage, which of the following is directly responsible for all temperature changes on Earth?
a. variations in the strength of solar radiation
b. variations in the amount of ultraviolet light
c. variation of biologic processes in the biosphere
d. variation in global warming
465. The first paragraph of the passage deals mainly with which of the following effects of the atmosphere on the earth?
a. its sheltering effect
b. its reviving effect
c. its invigorating effect
d. its cleansing effect
(1) There are two types of diabetes, insulin- dependent and non-insulin-dependent. Between 90-95% of the estimated 13-14 million people in the United States with diabetes have non-insulin-dependent, or Type II, diabetes. Because this form of diabetes usually begins in adults over the age of 40 and is most common after the age of 55, it used to be called adult-onset dia¬betes. Its symptoms often develop gradually and are hard to identify at first; therefore, nearly half of all people with diabetes do not know they have it. For instance, someone who has developed Type II diabetes may feel tired or ill without knowing why. This can be particularly dangerous because untreated diabetes can cause damage to the heart, blood vessels, eyes, kid¬neys, and nerves. While the causes, short-term effects, and treatments of the two types of dia¬betes differ, both types can cause the same long¬term health problems.
(2) Most importantly, both types affect the body’s ability to use digested food for energy. Diabetes does not interfere with digestion, but it does prevent the body from using an important product of digestion, glucose (commonly known as sugar), for energy. After a meal, the normal digestive system breaks some food down into glucose. The blood carries the glucose or sugar throughout the body, causing blood glucose lev¬els to rise. In response to this rise, the hormone insulin is released into the bloodstream and sig¬nals the body tissues to metabolize or burn the glucose for fuel, which causes blood glucose lev¬els to return to normal. The glucose that the body does not use right away is stored in the liver, muscle, or fat.
(3) In both types of diabetes, however, this normal process malfunctions. A gland called the pancreas, found just behind the stomach, makes insulin. In people with insulin-dependent dia¬betes, the pancreas does not produce insulin at all. This condition usually begins in childhood and is known as Type I (formerly called juvenile-onset) diabetes. These patients must have daily insulin injections to survive. People with non-insulin- dependent diabetes usually produce some insulin in their pancreas, but their bodies’ tissues do not respond well to the insulin signal and, therefore, do not metabolize the glucose properly, a condi¬tion known as insulin resistance.
(4) Insulin resistance is an important factor in non-insulin-dependent diabetes, and scien¬tists are searching for the causes of insulin resis¬tance. They have identified two possibilities. The first is that there could be a defect in the insulin receptors on cells. Like an appliance that needs to be plugged into an electrical outlet, insulin has to bind to a receptor in order to function. Several things can go wrong with receptors. For example, there may not be enough receptors to which insulin may bind, or a defect in the receptors may prevent insulin from binding. The second possi¬ble cause of insulin resistance is that, although insulin may bind to the receptors, the cells do not read the signal to metabolize the glucose. Sci¬entists continue to study these cells to see why this might happen.
(5) There’s no cure for diabetes yet. How¬ever, there are ways to alleviate its symptoms. In 1986, a National Institute of Health panel of experts recommended that the best treatment for non-insulin-dependent diabetes is a diet that helps one maintain a normal weight and pays particular attention to a proper balance of the different food groups. Many experts, including those in the American Diabetes Association, rec¬ommend that 50-60% of daily calories come from carbohydrates, 12-20% from protein, and no more than 30% from fat. Foods that are rich in carbohydrates, like breads, cereals, fruits, and vegetables, break down into glucose during digestion, causing blood glucose to rise. Addi¬tionally, studies have shown that cooked foods raise blood glucose higher than raw, unpeeled foods. A doctor or nutritionist should always be consulted for more of this kind of information and for help in planning a diet to offset the effects of this form of diabetes.
466. According to the passage, what may be the most dangerous aspect of Type II diabetes?
a. Insulin shots are needed daily for treatment of Type II diabetes.
b. Type II diabetes may go undetected and, therefore, untreated.
c. In Type II diabetes, the pancreas does not produce insulin.
d. Type II diabetes interferes with digestion.
467. Which of the following are the same for Type I and Type II diabetes?
a. treatments
b. long-term health risks
c. short-term effects
d. causes
468. According to the passage, one place in which excess glucose is stored is the
a. stomach.
b. insulin receptors.
c. pancreas.
d. liver.
469. A diet dominated by which of the following is recommended for non-insulin-dependent diabetics?
a. protein
b. fat
c. carbohydrates
d. raw foods
470. Which of the following is the main function 473. of insulin?
a. It signals tissues to metabolize sugar.
b. It breaks down food into glucose.
c. It carries glucose throughout the body.
d. It binds to receptors.
471. Which of the following statements best sum¬marizes the main theme of the passage?
a. Type I and Type II diabetes are best treated
by maintaining a high-protein diet. 474.
b. Type II diabetes is a distinct condition that can be managed by maintaining a healthy diet.
c. Type I diabetes is an insidious condition most harmful when the patient is not taking daily insulin injections.
d. Adults who suspect they may have Type II diabetes should immediately adopt a high- carbohydrate diet.
475.
472. Which of the following is mentioned in the passage as a possible problem with insulin receptors in insulin-resistant individuals?
a. Overeating causes the receptors to function improperly.
b. There may be an overabundance of recep¬tors present.
c. A defect causes the receptors to bind with glucose.
d. A defect hinders the receptors from binding with insulin.
According to the passage, in normal individu¬als, which of the following processes occur immediately after the digestive system con¬verts some food into glucose?
a. The glucose is metabolized by body tissues.
b. Insulin is released into the bloodstream.
c. Blood sugar levels rise.
d. The pancreas manufactures increased amounts of insulin.
Based on the information in the passage, which of the following best describes people with Type I diabetes?
a. They do not need to be treated with injec¬tions of insulin.
b. They comprise the majority of people with diabetes.
c. Their pancreases do not produce insulin.
d. They are usually diagnosed as adults.
What is the closest meaning of the underlined word offset in the final sentence of the passage?
a. counteract
b. cure
c. soothe
d. erase
(1) The immune system is equal in complexity to the combined intricacies of the brain and nervous system. The success of the immune system in defending the body relies on a dynamic regulatory communications network consisting of millions and millions of cells. Organized into sets and sub-sets, these cells pass information back and forth like clouds of bees swarming around a hive. The result is a sensitive system of checks and balances that produces an immune response that is prompt, appropriate, effective, and self-limiting.
(2) At the heart of the immune system is the ability to distinguish between self and non-self. When immune defenders encounter cells or organisms carrying foreign or non-self mole¬cules, the immune troops move quickly to elim¬inate the intruders. Virtually every body cell carries distinctive molecules that identify it as self. The body’s immune defenses do not nor¬mally attack tissues that carry a self-marker. Rather, immune cells and other body cells coex¬ist peaceably in a state known as self-tolerance. When a normally functioning immune system attacks a non-self molecule, the system has the ability to remember the specifics of the foreign body. Upon subsequent encounters with the same species of molecules, the immune system reacts accordingly. With the possible exception of anti¬bodies passed during lactation, this so-called immune system memory is not inherited. Despite the occurrence of a virus in your family, your immune system must learn from experience with the many millions of distinctive non-self mole¬cules in the sea of microbes in which we live. Learning entails producing the appropriate mol¬ecules and cells to match up with and counteract each non-self invader.
(3) Any substance capable of triggering an immune response is called an antigen. Antigens
are not to be confused with allergens, which are most often harmless substances (such as ragweed pollen or cat hair) that provoke the immune sys¬tem to set off the inappropriate and harmful response known as allergy. An antigen can be a virus, a bacterium, a fungus, a parasite, or even a portion or product of one of these organisms. Tissues or cells from another individual (except an identical twin, whose cells carry identical self¬markers) also act as antigens; because the immune system recognizes transplanted tissues as foreign, it rejects them. The body will even reject nourishing proteins unless they are first broken down by the digestive system into their primary, non-antigenic building blocks. An antigen announces its foreignness by means of intricate and characteristic shapes called epitopes, which protrude from its surface. Most antigens, even the simplest microbes, carry several different kinds of epitopes on their surface; some may even carry several hundred. Some epitopes will be more effective than others at stimulating an immune response. Only in abnormal situations does the immune system wrongly identify self as non-self and execute a misdirected immune attack. The result can be a so-called autoimmune disease such as rheumatoid arthritis or systemic lupus erythematosis. The painful side effects of these diseases are caused by a person’s immune system actually attacking itself.
476. What is the analogy used to describe the com¬munications network among the cells in the immune system?
a. the immune system’s memory
b. immune troops eliminating intruders
c. bees swarming around a hive
d. a sea of microbes
477. The immune cells and other cells in the body coexist peaceably in a state known as
a. equilibrium.
b. self-tolerance.
c. harmony.
d. tolerance.
478. What is the specific term for the substance capable of triggering an inappropriate or harmful immune response to a harmless sub-stance such as ragweed pollen?
a. antigen
b. microbe
c. allergen
d. autoimmune disease
479. How do the cells in the immune system recog¬nize an antigen as foreign or non-self?
a. through an allergic response
b. through blood type
c. through fine hairs protruding from the antigen surface
d. through characteristic shapes on the anti-gen surface
480. After you have had the chicken pox, your immune system will be able to do all of the following EXCEPT
a. prevent your offspring from infection by the chicken pox virus.
b. distinguish between your body cells and that of the chicken pox virus.
c. remember previous experiences with the chicken pox virus.
d. match up and counteract non-self mole¬cules in the form of the chicken pox virus.
481. Which of the following best expresses the main idea of this passage?
a. An antigen is any substance that triggers an immune response.
b. The basic function of the immune system is to distinguish between self and non-self.
c. One of the immune system’s primary func-tions is the allergic response.
d. The human body presents an opportune habitat for microbes.
482. Why would tissue transplanted from father to daughter have a greater risk of being detected as foreign than a tissue transplanted between identical twins?
a. The age of the twins’ tissue would be the same and, therefore, less likely to be rejected.
b. The identical twin’s tissue would carry the same self-markers and would, therefore, be less likely to be rejected.
c. The difference in the sex of the father and daughter would cause the tissue to be rejected by the daughter’s immune system.
d. The twins’ immune systems would remem¬ber the same encounters with childhood illnesses.
483. What is the meaning of the underlined word intricacies as it is used in the first sentence of the passage?
a. elaborate interconnections
b. confusion of pathways
c. inherent perplexity
d. comprehensive coverage
(1) An upsurge of new research suggests that ani-mals have a much higher level of brainpower than previously thought. If animals do have intelli¬gence, how do scientists measure it? Before defin¬ing animals’ intelligence, scientists defined what is not intelligence. Instinct is not intelligence. It is a skill programmed into an animal’s brain by its genetic heritage. Rote conditioning is also not intelligence. Tricks can be learned by repetition, but no real thinking is involved. Cuing, in which animals learn to do or not to do certain things by following outside signals, does not demonstrate intelligence. Scientists believe that insight, the ability to use tools, and communication using human language are all effective measures of the mental ability of animals.
(2) When judging animal intelligence, sci-entists look for insight, which they define as a flash of sudden understanding. When a young gorilla could not reach fruit from a tree, she noticed crates scattered about the lawn near the tree. She piled the crates into a pyramid, then climbed on them to reach her reward. The gorilla’s insight allowed her to solve a new prob¬lem without trial and error.
(3) The ability to use tools is also an impor¬tant sign of intelligence. Crows use sticks to pry peanuts out of cracks. The crow exhibits intelli-gence by showing it has learned what a stick can do. Likewise, otters use rocks to crack open crab shells in order to get at the meat. In a series of complex moves, chimpanzees have been known to use sticks and stalks in order to get at a favorite snack—termites. To make and use a termite tool, a chimp first selects just the right stalk or twig. He trims and shapes the stick, then finds the entrance to a termite mound. While inserting the stick carefully into the entrance, the chimpanzee turns it skillfully to fit the inner tunnels. The chimp attracts the insects by shaking the twig. Then it
pulls the tool out without scraping off any ter-mites. Finally, he uses his lips to skim the ter-mites into his mouth.
(4) Many animals have learned to commu¬nicate using human language. Some primates have learned hundreds of words in sign language. One chimp can recognize and correctly use more than 250 abstract symbols on a keyboard. These symbols represent human words. An amazing parrot can distinguish five objects of two different types. He can understand the difference between the number, color, and kind of object. The ability to classify is a basic thinking skill. He seems to use language to express his needs and emotions. When ill and taken to the animal hospital for his first overnight stay, this parrot turned to go. “Come here!” he cried to a scientist who works with him. “I love you. I’m sorry. Wanna go back?”
(5) The research on animal intelligence raises important questions. If animals are smarter than once thought, would that change the way humans interact with them? Would humans stop hunting them for sport or survival? Would animals still be used for food, clothing, or medical experimentation? Finding the answer to these tough questions makes a difficult puzzle even for a large-brained, problem-solving species like our own.
484. Crows use sticks to pry peanuts out of cracks.
Which of the following is the kind of intelli-gence or conditioning the situation describes?
a. rote learning
b. tools
c. communication
d. instinct
485. The underlined word upsurge, as it is used in the first paragraph of the passage, most nearly means
a. an increasingly large amount.
b. a decreasing amount.
c. a well-known amount.
d. an immeasurable amount.
486. The concluding paragraph of this passage infers which of the following?
a. There is no definitive line between those animals with intelligence and those without.
b. Animals are being given opportunities to display their intelligence.
c. Research showing higher animal intelli¬gence may fuel debate on ethics and cruelty.
d. Animals are capable of untrained thought well beyond mere instinct.
487. According to the passage, which of the follow¬ing is true about animals communicating through the use of human language?
a. Parrots can imitate or repeat a sound.
b. Dolphins click and whistle.
c. Crows screech warnings to other crows.
d. Chimpanzees and gorillas have been trained to use sign language or geometric shapes that stand for words.
488. In paragraph 3, what conclusion can be reached about the chimpanzee’s ability to use a tool?
a. It illustrates high intelligence because he is able to get his food and eat it.
b. It illustrates instinct because he faced a difficult task and accomplished it.
c. It illustrates high intelligence because he stored knowledge away and called it up at the right time.
d. It illustrates high intelligence because ter-mites are protein-packed.
489. Which of the following is NOT a sign of ani-mal intelligence?
a. shows insight
b. cues
c. uses tools
d. makes a plan
(1) Glaciers consist of fallen snow that compresses over many years into large, thickened ice masses. Most of the world’s glacial ice is found in Antarc¬tica and Greenland, but glaciers are found on nearly every continent, even Africa. Presently, 10% of land area is covered with glaciers. Glacial ice often appears blue because ice absorbs all other colors but reflects blue. Almost 90% of an iceberg is below water; only about 10% shows above water. What makes glaciers unique is their ability to move. Due to sheer mass, glaciers flow like very slow rivers. Some glaciers are as small as football fields, whereas others grow to be over 100 kilometers long.
(2) Within the past 750,000 years, scientists know that there have been eight Ice Age cycles, separated by warmer periods called interglacial periods. Currently, the earth is nearing the end of an interglacial, meaning that another Ice Age is due in a few thousand years. This is part of the normal climate variation cycle. Greenhouse warming may delay the onset of another glacial era, but scientists still have many questions to answer about climate change. Although glaciers change very slowly over long periods, they may provide important global climate change signals.
(3) The girth of the ice, combined with gravity’s influence, causes glaciers to flow very slowly. Once a mass of compressed ice reaches a critical thickness of about 18 meters thick, it becomes so heavy that it begins to deform and move. Ice may flow down mountains and val¬leys, fan across plains, or spread out to sea. Move¬ment along the underside of a glacier is slower than movement at the top due to the friction cre¬ated as it slides along the ground’s surface.
(4) Most glaciers are found in remote mountainous areas. However, some found near cities or towns present a danger to the people liv-ing nearby. On land, lakes formed on top of a glacier during the melt season may cause floods. At the narrow part of a valley glacier, ice falling from the glacier presents a hazard to hikers below. When ice breaks off over the ocean, an iceberg is formed.
(5) Glaciers are a natural resource and con¬tain 75% of the world’s freshwater. People world¬wide are trying to harness the power of these frozen streams. Some towns rely on glacial melt¬ing from a nearby ice cap to provide drinking water. Some farmers spread soil or ashes over snow to promote melting, hoping that the melt¬ing will provide water to irrigate crops in drought-stricken areas. Others have channeled meltwater from glaciers to their fields. Scientists and engineers have worked together to tap into glacial resources, using electricity that has been generated in part by damming glacial meltwater.
490. According to paragraph 4, what is a negative
effect of living too close to a glacier?
a. The mass of the glacier reaches a critical thickness.
b. About 10% of a glacier shows above water.
c. Spreading dark material over snow promotes melting.
d. Lakes formed on top of glaciers may cause floods.
491. The underlined word remote, as used in para-graph 4 of the passage, most nearly means
a. isolated.
b. nearby.
c. slow traveling.
d. difficult to see.
492. The passage explains that glaciers can be found where?
a. only on Antarctica
b. only Greenland and Alaska
c. on nearly every continent
d. only the north and south poles
493. According to the passage, why does glacial ice often appear blue?
a. because it does not absorb the color blue
b. because it absorbs all other colors but reflects blue
c. because it does not absorb all other colors including blue
d. because it is blue in color
494. After reading the passage, what can one con-clude about glaciers?
a. There will not be another Ice Age coming.
b. Glaciers have both negative and positive effects on human life.
c. Scientists have difficulty studying glaciers.
d. Scientists have minimal data on the forma-tion of glaciers.
495. After reading the passage, what can one infer
about glaciers?
a. Further exploration is needed to tap the power of glacial ice in fueling electric energy.
b. With variations in climate, glaciers shrink and expand.
c. Glaciers form in cold regions where the rate of snowfall is greater than the melting rate of snow.
d. Glaciers are usually bordered at the sides by rock debris.
(1) A pioneer leader for women’s rights, Susan B. Anthony became one of the leading women reformers of the nineteenth century. In Rochester, New York, she began her first public crusade on behalf of temperance. The temperance move¬ment dealt with the abuses of women and chil¬dren who suffered from alcoholic husbands. Also, she worked tirelessly against slavery and for women’s rights. Anthony helped write the his¬tory of woman suffrage.
(2) At the time Anthony lived, women did not have the right to vote. Because she voted in the 1872 election, a U.S. Marshall arrested Anthony. She hoped to prove that women had the legal right to vote under the provisions of the fourteenth and fifteenth amendments to the Con-stitution. At her trial, a hostile federal judge found her guilty and fined her $100, which she refused to pay.
(3) Anthony did not work alone. She col-laborated with reformers of women’s rights such as Elizabeth Cady Stanton and Amelia Bloomer. Susan worked for the American Anti-Slavery Society with Frederick Douglass, a fugitive slave and black abolitionist. On July 2, 1979, the U.S. Mint honored her work by issuing the Susan B. Anthony dollar coin. Although Anthony did not live to see the fruits of her efforts, the establish-ment of the nineteenth amendment is indebted to her efforts.
496. What is the main idea of the passage?
a. Reformers do not always see the results of their efforts.
b. Susan B. Anthony never gave up her fight for all people’s freedoms.
c. Slavery was one of Susan B. Anthony’s causes.
d. Anthony did not condone the use of alcohol.
497. Anthony advocated all of the following
EXCEPT
a. Slavery should be abolished.
b. Alcohol should be prohibited because of the abuse it causes.
c. Women are citizens and should have the right to vote.
d. Employers should provide child care for female employees.
498. An effective reformer is
a. a person who has the support of family and friends.
b. an activist who can enlist the help of others to promote a cause.
c. a person who is knowledgeable about a particular cause.
d. a person who ignores what others think.
499. The underlined word crusade in paragraph 1
most nearly means
a. a war against the infidels in the Middle Ages.
b. a quest to fight evil.
c. a battle against authority.
d. a campaign to work tirelessly for one’s beliefs.
500. What would historians say was Susan
Anthony’s greatest achievement?
a. She collaborated with abolitionists to rid the country of slavery.
b. She was an activist and raised a family at the same time.
c. Her tireless efforts to guarantee women the right to vote led to the establishment of the nineteenth amendment to the Constitution.
d. She was a leader in the temperance movement.
501. In which of the following ways did the U.S.
Mint honor her life’s work?
a. The Susan B. Anthony stamp was issued.
b. The Susan B. Anthony dollar was created.
c. The Susan B. Anthony Memorial Park was built in Rochester.
d. Susan B. Anthony dolls were created.

Answer to the question number 446 to 501

446. c. Paragraph 4 states that liquid is separated from
pulp in the hydropulping process. Paragraph 6 says that liquid may form during the steriliza-tion process.
447. a. This response relies on an understanding of
pathological wastes, which are wastes gener¬ated by infectious materials. Paragraph 7 points out that incineration is especially appropriate for pathological wastes. Previously, paragraph 6 had said that steam sterilization is appropriate for substances contaminated with infectious organisms.
448. d. The second paragraph says that the main risk of
pushing carts is potential exposure from torn bags but that automated carts can reduce that potential.
449. b. See the next to last sentence of paragraph 4.
Sterilization does not change the appearance of waste. Although compacting does change the volume of the waste, it is not appropriate for eliminating hazardous materials.
450. d. See the second sentence of paragraph 2:
. . . there is some risk of exhausting contami¬nants into hallways, meaning waste might be discharged.
451. b. See the last sentence of the passage, which states
that the costs have been prohibitive for smaller units when using rotary kilns.
452. c. Although the contaminants may sometimes be
extremely toxic (choice a), the word fugitive here is the key to the meaning. The words fugi-tive emissions are used in the context of the dis-posal process of hydropulping. To be a fugitive means to run away or to escape, so the logical choice, given this context, is choice c. There is nothing anywhere in the passage about crimi¬nal activity, so choice b is not a likely answer. Choice d is wrong because the microbiological testing of which the passage speaks pertains to ensuring that all waste is disposed of.
453. c. According to the paragraph 2, Deep, underlying
fissures that already existed in the economy led to the Great Depression.
454. a. The passage is primarily an account that
describes the causative factors (for example, tariff and war-debt policies, disproportionate wealth, and the accumulation of debt) that led to the Depression and its effects (for example, business failures, bank closings, homelessness, federal relief programs).
455. c. Paragraph 1 states that shantytowns were called
Hoovervilles because citizens blamed their plight on the Hoover administration’s refusal to offer assistance.
456. b. Although policies can refer to regulations or
laws (choice c) or guiding principles or theories (choice a), in this context, policies refers to the courses of action that are taken, from which a government or business intends to influence decisions or actions. Choice b is the only answer that implies action.
457. d. The passage describes the decade as one in
which spending dominated over prudent mea-sures like saving (paragraph 3). The wild stock market speculation, also described in that para-graph, is another example of extravagance.
458. b. The analogy depicts the stock market crash of
1929 as a weakening agent to the economy (the way a stressful event may weaken the body’s resistance to illness).
459. d. This paragraph clearly states that the New Deal
expanded the role of the central government in regulating the economy and creating social assistance programs. Choices b and c are incor-rect and choice a requires an opinion; the author does not offer his or her viewpoint about the New Deal measures.
460. a. Choice b emphasizes only damage to the
atmosphere; the passage encompasses more than that. Choice c does not mention the atmosphere, which is the main focus of the passage. Choice d is too narrow—the final para¬graph of the passage emphasizes that the cir¬culation of the atmosphere is but one example of the complex events that keeps the earth alive.
461. c. This question assesses the ability to see the
organization of a reading passage and to orga¬nize material for study purposes. Choice a is wrong because the passage does not explain exactly what will happen as a result of damage to the atmosphere and other life-sustaining mechanisms. Choice b is wrong because the passage does not explain the origin of the atmosphere. Choice d is wrong because it is solar energy that travels 93 million miles through space, not the atmosphere.
462. b. The biosphere, as defined in paragraph 1, is a
region (or part) of the earth; it is not the enve-lope around the earth, the living things on Earth, or the circulation of the atmosphere (choices a,c, and d).
463. d. This question assesses the ability to recognize
supported and unsupported claims. Choice a deals with solar radiation, not with circulation of the atmosphere. Choice b is an assertion without specific supporting detail. Choice c describes how the atmosphere protects Earth but does not speak of the circulation of the atmosphere. Only choice d explains that con-ditions would be inhospitable at the equator and poles without the circulation of the atmos¬phere; therefore, it is the best choice.
464. a. This question assesses the ability to see cause
and effect. Paragraph 2 deals with how varia-tions in the strength with which solar radiation strikes the earth affects temperature. None of the other choices is discussed in terms of all temperature changes on Earth.
465. a. There is no mention in the first paragraph of
any reviving or cleansing effect the atmosphere may have (choices b and d). In a sense, enabling the earth to sustain life is invigorating; however, choice a is a better choice because the first two sentences talk about how the atmosphere pro¬tects the earth from harmful forces.
466. b. Paragraph 1 mentions that the symptoms of
Type II diabetes may occur gradually and thus be attributed to other causes. Left untreated, diabetes can cause damage to several major organs in the body.
467. b. According to the beginning of paragraph 2,
only the long-term health problems are the same for these two different disorders.
468. d. Paragraph 2 mentions that when the body has
more glucose than needed, it stores the overflow in muscle tissue, fat, or the liver.
469. c. According to the last paragraph, non-insulin-
dependent diabetics should stick to a diet consisting of 50-60% carbohydrates. The para¬graph also notes that raw foods do not cause as high a blood sugar level as cooked foods.
470. a. Paragraph 4 mentions that, although insulin
must bind to a receptor in order to begin work¬ing, the main role of insulin is to signal the burning of glucose/sugar for energy. Most hor¬mones function as stimuli for other processes.
471. b. Type II, or non-insulin-dependent, diabetes is
the main subject of the passage, which distin¬guishes Type II from Type I and goes on to stress the importance of diet.
472. d. Paragraph 4 of the passage tells us that possible
problems with insulin receptors include a paucity of receptors or a defect causing improper binding of the insulin to the recep-tors. In addition, even though insulin may bind to its receptors, cells may fail to read the signal to metabolize the glucose.
473. c. Paragraph 2 states that normally, after the diges¬
tive system breaks down food into smaller mol¬ecules, including glucose (otherwise known as sugar), the blood-sugar level rises. Insulin is then released from the pancreas, thus signaling tissues to metabolize the glucose.
474. c. Type I diabetes is the insulin-dependent form
of this condition. The minority of diabetics are afflicted with this form. They are diagnosed as children and must take daily injections of insulin to compensate for what their pancreases do not produce.
475. a. The final paragraph says that there is no cure
for diabetes, so choices b and d are incorrect. Choice c is a possibility, but consider the sound of the word soothe. It does not fit with the objec¬tive tone of the passage nearly as well as the word counteract.
476. c. In the first paragraph, the communication
network of the millions of cells in the immune system is compared to bees swarming around a hive.
477. b. All the answers indicate peaceful coexistence.
However, according to the fifth sentence of paragraph 2, in this instance, the state is referred to as self-tolerance.
478. c. See the last paragraph. The substances known
as allergens are responsible for triggering an inappropriate immune response to ragweed pollen.
479. d. The last paragraph of the passage mentions
that an antigen announces its foreignness with intricate shapes called epitopes that protrude from the surface.
480. a. Every individual’s immune system must
learn
to recognize and deal with non-self molecules through experience. However, the last section of paragraph 2 mentions that the immune sys¬tem is capable of choices b, c, and d.
481. b. According to paragraph 2, the ability to distin¬
guish between self and non-self is the heart of the immune system. This topic is set up in the first paragraph and further elucidated through¬out the body of the passage.
482. b. The last paragraph mentions that tissues or
cells from another individual may act as anti-gens except in the case of identical twins whose cells carry identical self-markers.
483. a. The context leads to the meaning: The first sen¬
tence speaks of complexity, from which we can infer an elaborate system of interconnections, especially in light of the second sentence. There is no mention of confusion in the passage (choice b). The word perplexity means bewil¬derment and is unrelated to the passage (choice
c) . Choice d is a newspaper and TV term that is unrelated to the passage.
484. b. The crow is using the stick as a tool to assist it
in getting food.
485. a. In the first paragraph, upsurge (a swelling of the
ocean) is used as an analogy to illustrate the large and increasing amount of research in ani¬mal intelligence.
486. c. The questions in this paragraph ask the reader to
consider the use of animals in our world and questions whether knowing that they have more intelligence than previously thought might make a difference in human treatment of them.
487. d. This choice is the only one that shows animals
using human language.
488 c. Although each conclusion is an example of some intelligence, the most accurate conclu-sion the reader should make is that this action shows high intelligence. The complexity of what the chimpanzee is doing to get his food and the many thinking activities he must accomplish in order to realize his goal of get¬ting the termites—learning a new skill, select¬ing and shaping a tool, remembering stored knowledge, using the correct knowledge in order to take proper action for the situation— shows intelligence.
489. b. Cuing does not demonstrate animal intelli¬
gence because the animal learns to do or not to do certain things by following outside signals.
490. d. One of the hazards of living in a city near a glac¬
ier is the possibility that lakes forming on top of the glacier may flood the city. Although the other answers are all true statements, none describe negative effects.
491. a. This passage states that although most glaciers
are in remote regions, some are nearby. The reader needs to understand that the transitional word however indicates that the word remote means the opposite of near.
492. c. The passage states that glaciers can be found on
nearly every continent.
493. b. This is the only choice reflected in the passage.
494. b. This choice is the only one that can be con¬
cluded from the passage.
495. a. Many examples in the last paragraph suggest
the large potential of untapped electrical power that may be harnessed from glacial water in the future with further research.
496. b. Although all choices are true statements, only b
states the main idea.
497. d. Statements a, b, and c appear in the passage; this
statement does not.
498. b. The passage only gives evidence that supports
this answer.
499. d. This is the best definition that describes
Anthony’s efforts.
500. c. Although each statement is true, her greatest
and lasting achievement was that her efforts led to the establishment of the nineteenth amendment.
501. b. This is the only choice that the passage
supports.

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