501 critical reading questions p19

501 Critical Reading Questions

326.

327.
328.

329.

330.

331.

332.

333.

misnomer. This is the only sentence from Passage 2 that fits
the focus of Passage 1; the others concern the development or
defining characteristics of the blues.
a. The passage is a neutral narration of Mozart’s childhood and
the beginnings of his musical career. Choices c, d, and e can
be eliminated because the author does not take a side or try
to prove a point. Choice b is incorrect because the author
does not make any generalizations about the classical music
“scene.”
c. The passage clearly states that Wolfgang took an interest in
the clavier when his sister was learning the instrument.
c. The passage states (lines 18–19) that Wolfgang’s first public
appearance was at Linz and that after this concert word of
his genius traveled to Vienna. The passage states earlier

that Vienna was the capital of the Hapsburg Empire.
b. The author’s tone toward Leopold is mild—neither strongly
approving nor disapproving. In a few places, however, the
author conveys some disappointment, especially lines 34–36 in
which she states that Leopold set an exhausting schedule
for Wolfgang.
c. Lavisft means expended or produced in abundance. Both wasteful and extravagant are synonyms for lavisft, but, because it
is modifying palace, extravagant is the more logical choice.
d. The author’s language emphasizes Mozart’s imagination. The
phrase engrossed in tfte intricacies of ftis make-believe court
suggests a child with a lively imagination. None of the other
choices is directly supported by the text.
e. The text directly states that tfte pattern establisfted in ftis
cftildftood would be tfte template for tfte rest of ftis sftort life.
Choice d could be misleading as the text states that Mozart
was buried in an unmarked grave. However, it also states that
this was customary at the time so one cannot infer that he
died an anonymous pau- per.
b. Lauded means praised or blessed. The meaning of the word
can be inferred from the structure of the paragraph. The
paragraph begins by summing up Mozart’s childhood, and
then describes how the features of his childhood were
mirrored in his adult life. In his childhood Mozart played for,
and amazed, tfte fteads of tfte Britisft and Frencft royal families
and likewise as an adult he was lauded for ftis genius. From
the structure, one can infer that to be lauded is something
positive. Of the positive choices, praised makes more sense in
the sentence than coveted.

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501 Critical Reading Questions
334.

335.

d. The author does not directly state that Mozart’s illnesses were
the result of exhaustion. She may imply this by describing
Mozart’s exhausting schedule and then stating that he
became ill on tour. However, she does not make the
connection explicit.
b. The main point of the passage is to describe Mozart’s
experi- ences as a child prodigy, or a highly talented child.
Choices a and c are too narrow in scope, and choices d
and e are not explicitly stated in the passage.


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7

Science and Nature
Questions 343–346 are based on the following

passage.

This passage is adapted from an article authored by the environmental

protection organization Greenpeace, regarding Finland’s destruction of oldgrowth forests.
(1)

(5)

(10)

(15)

Time is running out for the old-growth forests of Finland. The
vast majority of Finland’s valuable old-growth forest is owned by the
state and logged by the state-owned company Metsähallitus.
Metsähallitus’ logging practices include clearcutting, logging in
habitats of threat- ened and vulnerable species, and logging in
areas of special scenic or cultural value—including in areas that
are critical for the reindeer herding of the indigenous Sami people.
Despite being involved in a “dialogue process” with two
environ- mental organizations (World Wildlife Fund and the Finnish
Association for Nature Conservation), to try and reach agreement
regarding additional protection for old-growth forests,
Metsähallitus is now log- ging sites that should be subject to
negotiation.
In June 2003, Greenpeace and the Finnish Association for
Nature Conservation (FANC) presented comprehensive maps of
the old- growth areas that should be subject to moratorium,
pending discus- sion and additional protection, to all those
involved in the dialogue process. Metsähallitus then announced
a halt to new logging opera181

501 Critical Reading Questions

(20)

(25)

(30)

(35)

tions in these mapped areas. Sadly, the halt in logging was short
lived. In August and September logging took place in at least six
old-growth forest areas in Northern Finland.
It seems Metsähallitus wants to have its cake and eat it too—
friendly talks with environmental groups at the same time they
keep logging critical habitat. To be blunt, their commitment to
the dialog process has proven untrustworthy. The new logging
has been without con- sensus from the dialog process or proper
consultation with the Sami reindeer herders. Now there’s a risk the
logging will expand to include other old-growth areas.
Greenpeace investigations have revealed a number of companies
buying old-growth timber from Metsähallitus, but the great majority
goes to Finland’s three international paper manufacturers, Stora
Enso, UPM-Kymmene, and M-Real. Greenpeace recommends
that com- panies ask for written guarantees that no material from
any of the recently mapped old-growth areas is entering or will
enter their sup- ply chain, pending the switch to only timber that
has been independ- ently certified to the standards of the Forest
Stewardship Council in order to stop this risk to protected
forests.

According to the passage, which is NOT a logging
practice engaged in by Metsähallitus?
employing the clearcutting method
logging in the habitat of reindeer
logging near scenic Finnish vistas
logging within in the boundaries of the indigenous Sami
logging in traditional Norwegian Fiords

343.

a.
b.
c.
d.
e.
344.

As used in line 15, moratorium most nearly means
a. an oral presentation.
b. a bipartisan meeting.
c. a cessation or stoppage.
d. an increase in volume.
e. an autopsy.

345.

The author’s tone may best be classified as
a. casual sarcasm.
b. urgent warning.
c. furtive anger.

d. cool indifference.
e. reckless panic.


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501 Critical Reading Questions
346.

The primary purpose of this passage is to
a. alert citizens that their forests may be in danger.
b. expose the logging industry as bad for the environment.
c. encourage consumers to boycott Finnish wood products.
d. agitate for change in Finland’s illicit logging practices.
e. rally support for Greenpeace international causes.

Questions 347–351 are based on the following

passage.

This passage describes the Great Barrier Reef and its inhabitants.
(1)

(5)

(10)

(15)

(20)

(25)

(30)

Coral reefs are among the most diverse and productive ecosystems
on Earth. Consisting of both living and non-living components, this
type of ecosystem is found in the warm, clear, shallow waters of
tropical oceans worldwide. The functionality of the reefs ranges
from provid- ing food and shelter to fish and other forms of
marine life to protect- ing the shore from the ill effects of erosion
and putrefaction. In fact, reefs actually create land in tropical areas
by formulating islands and contributing mass to continental
shorelines.
Although coral looks like a plant, actually it is mainly comprised of
the limestone skeleton of a tiny animal called a coral polyp.
While corals are the main components of reef structure, they are
not the only living participants. Coralline algae cement the
myriad corals, and other miniature organisms such as tube
worms and mollusks con- tribute skeletons to this dense and
diverse structure. Together, these living creatures construct many
different types of tropical reefs.
Great Barrier Reef is the world’s largest network of coral reefs,
stretching 2,010 km (1,250 miles) off Australia’s northeastern
coast. From microorganisms to whales, diverse life forms make
their home on the reef. Over 1,500 fish species, 4,000 mollusk
species, 200 bird species, 16 sea snake species, and six sea turtle
species thrive in the reef’s tropical waters. The reef is also a
habitat for the endangered dugong (sea cow), moray eels, and

sharks. In addition to crawling with animal life, the coral reef
offers the viewer a spectrum of brilliant col- ors and intricate
shapes, a virtual underwater, writhing garden.
Although protected by the Australian government, Great
Barrier Reef faces environmental threats. Crown-of-thorns
starfish feed on coral and can destroy large portions of reef.
Pollution and rising water temperatures also threaten the delicate
coral. But the most preventa- ble of the hazards to the reef are
tourists. Tourists have contributed to the destruction of the reef
ecosystem by breaking off and removing pieces of coral to bring


h

ome as souvenirs. The government hopes

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501 Critical Reading Questions

that by informing tourists of the dangers of this seemingly
harmless activity they will quash this creeping menace to the
fragile reef.
Which of the following statements does NOT describe
the Great Barrier Reef?
The Great Barrier reef is a colorful and active
underwater structure.
The Great Barrier Reef is a producer of small islands
and landmasses.

The Great Barrier Reef is threatened by vacationers.
The Great Barrier Reef is the cause of much beachfront
erosion in Northeastern Australia.
The Great Barrier Reef is home to endangered sea turtles.

347.

a.
b.
c.
d.
e.

Based on information from the passage, 4,020 km
would be approximately how many miles?
a. 402
b. 1,250
c. 1,500
d. 2,010
e. 2,500
348.

349.

In line 6 of the passage, putrefaction most nearly means
a. purification.
b. decay.
c. jettison.
d. liquification.
e. farming.

350.

The primary purpose of this passage is to
a. inform the reader that coral reefs are a threatened, yet
broadly functioning ecosystem.
b. alert the reader to a premier vacation destination in the tropics.
c. explain in detail how the Great Barrier Reef is constructed.
d. recommend that tourists stop stealing coral off the Great
Bar- rier Reef.
e. dispel the argument that coral is a plant, not an animal.


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501 Critical Reading Questions

According to the passage, all of the following are a threat
to a coral reef EXCEPT
tourists.
pollution.
erosion and putrefaction.
rising water temperatures.
Crown-of-thorns starfish.

351.

a.
b.

c.
d.
e.

Questions 352–358 are based on the following

passage.

This passage details the history and reasoning of Daylight Saving Time.
(1)

(5)

(10)

(15)

(20)

(25)

(30)

For centuries time was measured by the position of the sun with the
use of sundials. Noon was recognized when the sun was the highest
in the sky, and cities would set their clock by this Apparent Solar
Time, even though some cities would often be on a slightly
different time. “Sum- mer time” or Daylight Saving Time (DST)
was instituted to make bet- ter use of daylight. Thus, clocks are
set forward one hour in the spring to move an hour of daylight

from the morning to the evening and then set back one hour in
the fall to return to normal daylight.
Benjamin Franklin first conceived the idea of daylight saving during
his tenure as an American delegate in Paris in 1784 and wrote
about it extensively in his essay, “An Economical Project.” It is
said that Franklin awoke early one morning and was surprised to see
the sunlight at such an hour. Always the economist, Franklin
believed the practice of moving the time could save on the use of
candlelight as candles were expensive at the time. In England,
builder William Willett (1857–1915), became a strong supporter
for Daylight Saving Time upon noticing blinds of many houses
were closed on an early sunny morning. Willett believed everyone,
including himself, would appre- ciate longer hours of light in the
evenings. In 1909, Sir Robert Pearce introduced a bill in the
House of Commons to make it obligatory to adjust the clocks. A
bill was drafted and introduced into Parliament sev- eral times but
met with great opposition, mostly from farmers. Even- tually, in
1925, it was decided that summer time should begin on the day
following the third Saturday in April and close after the first Saturday in October.
The United States Congress passed the Standard Time Act of
1918 to establish standard time and preserve and set Daylight
Saving Time across the continent. This act also devised five time
zones throughout the United States: Eastern, Central, Mountain,
Pacific, and Alaska. The first time zone was set on “the mean
astronomical time of the seventy-


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501 Critical Reading Questions

(35)

(40)

(45)

(50)

(55)

(60)

(65)

fifth degree of longitude west from Greenwich” (England). In 1919
this act was repealed. President Roosevelt established year-round
Daylight Saving Time (also called “War Time”) from 1942–1945.
However, after this period each state adopted their own DST,
which proved to be disconcerting to television and radio
broadcasting and transporta- tion. In 1966, President Lyndon
Johnson created the Department of Transportation and signed the
Uniform Time Act. As a result, the Department of Transportation
was given the responsibility for the time laws. During the oil
embargo and energy crisis of the 1970s, President Richard Nixon
extended DST through the Daylight Saving Time Energy Act of
1973 to conserve energy further. This law was modified in 1986,
and Daylight Saving Time was set for beginning on the first
Sunday in April (to “spring ahead”) and ending on the last

Sunday in October (to “fall back”).
Through the years the U.S. Department of Transportation conducted polls concerning daylight saving time and found that
many Americans were in favor of it because of the extended hours of
daylight and the freedom to do more in the evening hours. In
further studies the U.S. Department of Transportation also found
that DST con- serves energy by cutting the electricity usage in the
morning and evening for lights and particular appliances. During
the darkest win- ter months (November through February), the
advantage of conserv- ing energy in afternoon daylight saving time
is outweighed by needing more light in the morning because of
late sunrise. In Britain, studies showed that there were fewer
accidents on the road because of the increased visibility resulting
from additional hours of daylight.
Despite these advantages, there is still opposition to DST. One
per- petual complaint is the inconvenience of changing many
clocks, and adjusting to a new sleep schedule. Farmers often
wake at sunrise and find that their animals do not adjust to the
changing of time until weeks after the clock is either moved
forward or back. In Israel, Sephardic Jews have campaigned
against Daylight Saving Time because they recite prayers in the
early morning during the Jewish month of Elul. Many places
around the globe still do not observe day- light saving time—such
as Arizona (excluding Navajo reservations), the five counties in
Indiana, Hawaii, Puerto Rico, Japan, and Saskatchewan, Canada.
Countries located near the equator have equal hours of day and
night and do not participate in Daylight Saving Time.


186

501 Critical Reading Questions
352.

In line 20 the word obligatory most nearly means
a. approved.
b. sparse.
c. aberrant.
d. requisite.
e. optional.
According to the passage what is the most
beneficial effect of DST?
changing sleeping patterns
less car accidents
conservation of energy
additional time for family outings
preferred harvesting time for farmers

353.

a.
b.
c.
d.
e.
354.

Who first established the idea of DST?
a. President Richard Nixon
b. Benjamin Franklin

c. Sir Robert Pearce
d. President Lyndon Johnson
e. William Willett
According to the passage, in which area of the world is
DST least useful?
the tropics
Indiana
Navajo reservations
Mexico
Saskatchewan

355.

a.
b.
c.
d.
e.

Which of the following statements is true of the U.S.
Department of Transportation?
It was created by President Richard Nixon.
It set the standards for DST throughout the world.
It constructed the Uniform Time Act.
It oversees all time laws in the United States.
It established the standard railway time laws.

356.

a.

b.
c.
d.
e.

1 87


501 Critical Reading Questions
357.

What of the following statements is the best title for this passage?
a. The History and Rationale of Daylight Saving Time
b. Lyndon Johnson and the Uniform Time Act
c. The U.S. Department of Transportation and Daylight
Saving Time
d. Daylight Saving Time in the United States
e. Benjamin Franklin’s Discovery
In which month does the need for more energy in the
morning offset the afternoon conservation of energy by
DST?
June
July
October
January
March

358.

a.

b.
c.
d.
e.

Questions 359–365 are based on the following

passage.

This passage details the life and illustrious career of Sir Isaac Newton,
preeminent scientist and mathematician.
(1)

(5)

(10)

(15)

(20)

Tradition has it that Newton was sitting under an apple tree
when an apple fell on his head, and this made him understand that
earthly and celestial gravitation are the same. A contemporary
writer, William Stukeley, recorded in his Memoirs of Sir Isaac
Newton’s Life a conversa- tion with Newton in Kensington on
April 15, 1726, in which Newton recalled “when formerly, the
notion of gravitation came into his mind. It was occasioned by the
fall of an apple, as he sat in contemplative mood. Why should that
apple always descend perpendicularly to the ground, thought he to

himself. Why should it not go sideways or
upwards, but constantly to the earth’s centre.”
Sir Isaac Newton, English mathematician, philosopher, and physicist, was born in 1642 in Woolsthorpe-by-Colsterworth, a hamlet
in the county of Lincolnshire. His father had died three months
before Newton’s birth, and two years later his mother went to live
with her new husband, leaving her son in the care of his
grandmother. Newton was educated at Grantham Grammar
School. In 1661 he joined Trin- ity College, Cambridge, and
continued there as Lucasian professor of mathematics from 1669 to
1701. At that time the college’s teachings were based on those of
Aristotle, but Newton preferred to read the more advanced ideas
of modern philosophers such as Descartes, Galileo, Copernicus,
and Kepler. In 1665, he discovered the binomial