SECTION 1

1. BIAS 4. AGGREGATE
(A) preference (A) median
(B) conversion (B) agent
(C) resolution (C) organization
(D) predicament (D) total
(E) conclusion (E) equipment

2. INHABIT 5. IMPLEMENT
(A) continue (A) idea
(B) confirm (B) detail
(C) surround (C) instrument
(D) dwell (D) component
(E) exhibit (E) property

3. GENEROUS 6. GRACIOUSLY
(A) beneficial (A) gratefully
(B) precocious (B) kindly
(C) sociable (C) easily
(D) garrulous (D) comfortably
(E) benevolent (E) readily
7. MEANDER 14. ENCOURAGE
(A) manage (A) foster
(B) exercise (B) conduct
(C) review (C) determine
(D) wander (D) develop
(E) delete (E) cope
8. CONCUR 15. SCOLD
(A) alleviate (A) scream
(B) conspire (B) incense
(C) agree (C) berate
(D) contribute (D) seethe
(E) congeal (E) infuriate
9. AGILE 16. IRREGULAR
(A) able (A) irrelevant
(B) provocative (B) eccentric
(C) listless (C) irrespective
(D) nimble (D) sporadic
(E) willful (E) preternatural
10. ADDITION 17. COMMENCEMENT
(A) inclusion (A) justification
(B) nucleus (B) beginning
(C) origin (C) announcement
(D) antecedent (D) experience
(E) inception (E) conclusion
11. PROCLIVITY 18. POROUS
(A) effulgence (A) confident
(B) inclination (B) ruinous
(C) finesse (C) soluble
(D) resurgence (D) permeable
(E) weakness (E) clever
12. PERSISTENT 19. CRITICIZE
(A) intelligent (A) abuse
(B) perceptible (B) disparage
(C) considerable (C) avenge
(D) pretentious (D) impale
(E) determined (E) hinder
13. TEMPERATE 20. ACQUIRE
(A) sweet (A) abstain
(B) moderate (B) prefer
(C) peckish (C) taste
(D) warm (D) produce
(E) memorable (E) procure
21. DELUGE 26. VAGUE
(A) defer (A) obsolete
(B) delineate (B) nebulous
(C) overwhelm (C) precocious
(D) thrash (D) vexed
(E) facilitate (E) ponderous

22. VENERABLE 27. SIGNIFY

(A) respected (A) indicate
(B) bright (B) dedicate
(C) varied (C) assail
(D) trivial (D) ratify
(E) measured (E) imagine

23. OBVIOUSLY 28. ACQUIESCE

(A) substantially (A) compare
(B) momentously (B) remit
(C) allegedly (C) negotiate
(D) comprehensively (D) comply
(E) apparently (E) suffer

24. CERTAINTY 29. DIVISIVE

(A) agreement (A) factious
(B) conjecture (B) contiguous
(C) suspicion (C) variegated
(D) assurance (D) diverse
(E) belief (E) prolific

25. INCESSANT 30. ACCORD

(A) annoyed (A) violation
(B) disturbed (B) description
(C) constant (C) recognition
(D) lachrymose (D) settlement
(E) irrevocable (E) condition
31. Moist is to arid as sublime is to 36. Water is to wave as
(A) majestic (A) shell is to egg
(B) dull (B) cloud is to sky
(C) bright (C) fire is to flame
(D) foreboding (D) galaxy is to planet
(E) deserted (E) tree is to leaf

32. Saddle is to horse as 37. Brief is to time as short is to

(A) dog is to leash (A) cake
(B) cat is to collar (B) travel
(C) car is to driver (C) stop
(D) surfer is to surfboard (D) substantial
(E) cushion is to chair (E) distance

33. Jazz is to music as 38. Square is to cube as circle is to

(A) projector is to film (A) sphere
(B) brush is to paint (B) pyramid
(C) sing is to perform (C) cylindrical
(D) tap is to dance (D) round
(E) novel is to fiction (E) perimeter

34. Kangaroo is to hop as snake is to 39. Select is to choose as

(A) rattle (A) accept is to deny
(B) bite (B) pardon is to excuse
(C) swallow (C) smile is to laugh
(D) coil (D) rid is to leave
(E) slither (E) squander is to skimp

35. Bowling is to lane as 40. Teaspoon is to tablespoon as pint is

(A) soccer is to field to
(B) tennis is to net (A) measure
(C) rink is to hockey (B) liter
(D) kitchen is to dinner (C) cup
(E) court is to basketball (D) quart
(E) volume
41. Darkness is to light as 48. Chill is to freeze as giggle is to
(A) garment is to dry (A) smile
(B) color is to contrast (B) smirk
(C) gap is to hole (C) guffaw
(D) calm is to quiet (D) hysterical
(E) silence is to sound (E) gasp
42. Husk is to corn as 49. Silk is to worm as
(A) shell is to nut (A) honey is to bee
(B) stem is to apple (B) corn is to pop
(C) egg is to yolk (C) bread is to wheat
(D) sunflower is to seed (D) egg is to chicken
(E) drain is to water (E) frog is to croak
43. Order is to sequence as 50. Dawn is to dusk as
(A) number is to line (A) shriek is to scream
(B) schedule is to plan (B) start is to finish
(C) beginning is to end (C) drink is to eat
(D) manage is to discipline (D) study is to learn
(E) wedding is to marriage (E) copy is to trace
44. Dock is to boat as 51. Astronomer is to stars as biologist is
(A) sea is to submarine to
(B) hangar is to airplane (A) earth
(C) trailer is to truck (B) water
(D) lot is to parking (C) stars
(E) car is to garage (D) rocks
(E) life
45. Compass is to circle as ruler is to 52. Weaving is to loom as
(A) angle (A) brick is to building
(B) rectangle (B) diving is to swim
(C) line (C) singing is to song
(D) straight (D) cooking is to stove
(E) measure (E) rolling is to ball
46. Skin is to hair as 53. Celsius is to Fahrenheit as kilometer
(A) shower is to cap is to
(B) meow is to kitten (A) distance
(C) sand is to beach (B) mile
(D) stem is to petal (C) gallon
(E) volume is to sound (D) inch
(E) yard
47. Sugar is to cake as 54. Express is to state as
(A) seat is to stadium (A) communicate is to write
(B) tennis is to racket (B) restructure is to rebuild
(C) thumb is to finger (C) defy is to intimidate
(D) smile is to teeth (D) shorten is to abbreviate
(E) bird is to wing (E) tease is to mock
55. Hang is to dry as soak is to 58. Filter is to coffeepot as
(A) vanquish (A) bandage is to wound
(B) annihilate (B) screen is to window
(C) saturate (C) hole is to cover
(D) roust (D) lid is to pot
(E) render (E) bottle is to cap

56. Salamander is to amphibian as 59. Stream is to drop as boulder is to

kangaroo is to (A) fountain
(A) pouch (B) gorge
(B) land (C) pebble
(C) koala (D) mountain
(D) mammal (E) crater
(E) hop

57. Median is to highway as 60. Find is to locate as

(A) diameter is to circle (A) convey is to exemplify
(B) tower is to signal (B) puzzle is to quiz
(C) seam is to stitch (C) dig is to diminish
(D) tree is to axe (D) disguise is to masquerade
(E) razor is to beard (E) perceive is to interject
 SECTION 2
1. Andre had a birthday party and spent $12.98 on balloons, $47.23 on party favors,
$22.97 on a cake, $14.77 on ice cream, and $15.00 on invitations. How much did
Andre spend on the party?
(A) $87.25
(B) $112.95
(C) $125.20
(D) $127.30
(E) $131.50

2. Bob's iPod contains 800 songs. If 240 songs are either jazz or rap songs, what
percent of his collection is jazz or rap?
(A) 12%
(B) 15%
(C) 20%
(D) 25%
(E) 30%

3. Matt took a bike trip. On the first day he rode 15 miles. On the second day he rode
35 miles, and the third day he rested. On the fourth day he rode 57 miles, and on
the fifth day he rode 43 miles. What is the average number of miles that he rode
per day?
(A) 25
(B) 27
(C) 30
(D) 32
(E) 34

4. Aaron has 256 cans of soup that he needs to pack into boxes that hold 30 cans
each. How many cans of soup are left over after he fills as many boxes as he can?
(A) 4
(B) 16
(C) 18
(D) 22
(E) 24

5. An obtuse angle is an angle that measures

(A) less than 90°
(B) exactly 90°
(C) between 90° and 180°
(D) exactly 180°
(E) greater than 180°
6. Two numbers add to 1,500. One number is 4 times the size of the other. What are
the two numbers?
(A) 300, 1,200
(B) 200, 1,300
(C) 500, 1,000
(D) 750, 750
(E) 800, 700

7. A box of laundry soap contains 200 oz. If the cost for 5 ounces is 10 cents, how
much does the box of soap cost?
(A) $2.80
(B) $3.10
(C) $3.60
(D) $3.80
(E) $4.00

8. A computer is priced at $1,800. Next week it will be on sale for $270 less. What
percent of the current price will Blythe save if she buys the computer next week?
(A) 10%
(B) 12%
(C) 15%
(D) 20%
(E) 25%

9. In the figure shown, lines AB and CD are parallel and ∠1 measures 120°. What is
the measure of ∠2?

(A) 40°
(B) 60°
(C) 75°
(D) 90°
(E) 120°

10. High school students were asked to pick their favorite kind of birthday party. The
results are shown in the chart below. Which kind of party did the fewest students
pick?
(A) bowling
(B) ice skating
(C) laser lag
(D) rock climbing
(E) sleepover

11. It costs m dollars to buy 24 cookies. At the same rate, how many dollars will it
cost to buy 6 cookies?
!
(A)
"
𝑚
(B) 6
(C) 4m
(D) 6m
(E) 24m

12. 18+3/4 =
(A) 3
(B) 6
(C) 12
(D) 24
(E) 30

13. A rectangular garden is 40 yards long and 15 yards wide. Darryl runs once around
the edge of the garden. How far does Darryl run?
(A) 55 yards
(B) 80 yards
(C) 100 yards
(D) 110 yards
(E) 120 yards

14. In the figure shown, if ∠1 measures 35°, what is the measure of ∠2?

(A) 145°
(B) 95°
(C) 65°
(D) 45°
(E) 35°

15. If 4 x 3 x___= 5 x 4 + 4, then___=

(A) 2
(B) 3
(C) 4
(D) 5
(E) 6

16. 6x2x5x7 is equal to the product of 60 and

(A) 6
(B) 7
(C) 8
(D) 9
(E) 11

17. Which of the following is NOT equal to a whole number?

%"
(A)
&
8
(B) 6 × 16

1
(C) 9÷ 9
*
(D) ×8
+
(E) 7.4 + 5.6

18. 71 1/5% =
(A) 712
(B) 71.2
(C) 7.12
(D) 0.712
(E) 0.0712

19. In the rectangle shown, side a measures 13 cm and side b measures 36 cm. What
is the perimeter of the rectangle?
(A) 49 cm
(B) 98 cm
(C) 196 cm
(D) 469 cm
(E) 512 cm

20. If 3/5 of a number is 18, then 1/2 of the same number is

(A) 16
(B) 15
(C) 12
(D) 9
(E) 8

21. If Joanne tosses a 1-6 number cube, what is the probability that the cube number
facing up will be even?
,
(A)
&
,
(B)
+
,
(C)
"
,
(D)
*
,
(E)
%

22. A $400 television is on sale for 15% off. What is the sale price?
(A) $390
(B) $385
(C) $375
(D) $350
(E) $340

23. In the triangle shown, side a is 4 ft long, and side b is 6 ft long. What is the area
of the triangle?

(A) 12 ft2
(B) 18 ft2
(C) 24 ft2
(D) 36 ft2
(E) 42 ft2

24. What is the length of line segment YZ in triangle XYZ?

(A) 3

(B) 3√2

(C) 3√3
(D) 6

(E) 6√2

25. Based on the scatter plot and line of best fit shown below, about how many
years is the likely life expectancy for women in the United States in year 2020?

(A) 77
(B) 79
(C) 80
(D) 85
(E) 87
 SECTION 3
''The President shall from time to time give to
Congress information of the State of the Union
and recommend to their Consideration such measures
as he shall judge necessary and expedient."
5 Article II, See. 3, U.S. Constitution
On a cold January morning in 1790, George
Washington personally delivered the first state of
the union address to a joint meeting of the two
bodies of Congress at Federal Hall in New York
10 City, which was then the provisional capital of the
United States. Since Washington's first speech to
Congress, U.S. Presidents have “from time to time”
given Congress an assessment of the condition of
the union. Presidents have used the opportunity
15 to present their goals and agenda through broad
ideas or specific details. The annual message or
“State of the Union” message’s length, frequency,
and method of delivery have varied from President
to President and era to era.
20 In 1801, Thomas Jefferson discontinued the
practice of delivering the address in person, regarding
it as too monarchial for the new republic.
Instead, Jefferson wrote out his address and sent
it to Congress to be read by a clerk. This practice
25 continued for the next 112 years. The first president
to revive Washington’s spoken precedent was
Woodrow Wilson in 1913.
For many years, the speech was referred to as
“the President’s Annual Message to Congress.”
30 The term “State of the Union” did not become
widely used until after 1935 when Franklin Delano
Roosevelt began using the phrase.
With the advent of radio and television, the
President’s annual message has become not only
35 a conversation between the President and Congress
but also an opportunity for the President to
communicate with the American people at the
same lime. Calvin Coolidge's 1923 speech was the
first to be broadcast on radio. Harry S. Truman’s
40 1947 address was the first to be broadcast on
television. Lyndon Johnson's address in 1965 was
the first delivered in the evening, and George
W. Bush's 2002 address was the first to be broadcast
live on the World Wide Web.
1. The author most likely included the quotation from the U.S. Constitution in
lines 1-4 in order to
(A) show how well the author knows the Constitution
(B) illustrate the wording used in the Constitution
(C) explain the reason for the State of the Union address
(D) demonstrate how different Presidents have interpreted the same provision
(E) point out the difference between a constitutional duty and a custom

2. The phrase “from time to time” in line 1 has been interpreted to mean
(A) once in a while
(B) in a timely manner
(C) annually
(D) at a convenient time
(E) when time allows

3. U.S. presidents deliver Slate of the Union messages primarily because they
(A) are following a tradition started by George Washington
(B) are required to do so by the U.S. Constitution
(C) need to fulfill campaign promises
(D) want to thank their supporters
(E) are trying to unify opposing factions

4. Thomas Jefferson's State of the Union address differed from Washington’s address
in that Jefferson
(A) spoke first to the Senate and then to the House of Representatives
(B) presented more frequent messages than did Washington
(C) broadcast his message on radio
(D) did not deliver his address in person
(E) had his speech printed in the newspaper

5. In the first half of the twentieth century, the State of the Union address was
forever changed by
(A) the advent of radio and television
(B) Thomas Jefferson
(C) Lyndon Johnson
(D) moving the site of the speech from New York to Washington, D.C.
(E) newspaper coverage of the speech

6. Which of the following questions is answered by the information in the passage?

(A) How many presidents have delivered spoken State of the Union messages?
(B) When is the State of the Union message delivered?
(C) How long is the average State of the Union message?
(D) Why did Woodrow Wilson revive the spoken State of the Union message?
(E) Which president delivered the first televised State of the Onion message?
 While they cannot be seen from the air, or felt
aboard an ocean-going ship, tsunamis can cause as
great a loss of life and property as their other natural
disaster cousins--tornadoes and hurricanes.
5 The tsunami that occurred on December 26,2004,
was the worst tsunami ever recorded in terms of
lives lost. Triggered by a powerful earthquake in the
Indian Ocean, it ravaged the shores of Indonesia,
Sri Lanka, India, and Thailand, and even hit the
10 east coast of Africa more than 2,300 miles away.
A tsunami is a series of ocean waves generated
by any rapid large-scale disturbance of the sea
water. Most tsunamis are generated by earthquakes,
but they may also be caused by volcanic
15 eruptions, landslides, undersea slumps, or meteor
impacts. In 1963 the term ''tsunami" was adopted
internationally to describe this natural phenomenon.
A Japanese word, it is the combination of
the characters tsu (harbor) and nami (wave).
20 Tsunamis are often mistakenly called “tidal waves.”
However, the tides have nothing to do with the
formation of tsunamis.
The waves radiate outward in all directions
from the disturbance and can propagate across
25 entire ocean basins. For example, in 1960, an
earthquake in Chile caused a tsunami that swept
across the Pacific to Japan. Tsunami waves are
distinguished from ordinary ocean waves by their
great length between peaks, often exceeding
30 100 miles in the deep ocean, and by the long
amount of time between these peaks, ranging
from five minutes to an hour.
In the deep ocean, a tsunami is barely noticeable,
causing only a small rising and falling of the
35 sea surface as it passes. Only as it approaches land
does a tsunami become a hazard. As the tsunami
approaches land and shallow water, the waves
slow down and become compressed, causing them
to grow in height. In the best of cases, the tsunami
40 comes onshore like a quickly rising tide and causes
a gentle flooding of low-lying coastal areas.
In the worst of cases, a bore will form. A bore
is a wall of turbulent water that can be several
meters high and can rush onshore with great
45 destructive power. Behind the bore is a deep and
fast-moving flood that can pick up and sweep
away almost anything in its path. Minutes later,
the water will drain away as the trough of the
tsunami wave arrives, sometimes exposing great
50 patches of the sea floor. But then the water will
rush in again as before, causing additional damage.
This destructive cycle may repeat many times
before the hazard finally passes. Persons caught
in the path of a tsunami have little chance to
55 survive. They can be easily crushed by debris or
they may simply drown. Children and the elderly
are particularly at risk, as they have less mobility,
strength, and endurance.
7. The main purpose of this passage is to
(A) describe the tsunami of 2004
(B) point out the differences between tsunamis and tidal waves
(C) explain the origin of the term “tsunami”
(D) provide general information about tsunamis
(E) tell how to survive a tsunami

8. The passage names all of the following as possible causes, of a tsunami EXCEPT
(A) earthquakes
(B) volcanic eruptions
(C) landslides
(D) meteor impacts
(E) tornadoes

9. The author cites the 1960 tsunami in Japan to show

(A) how far a tsunami can reach
(B) how devastating a tsunami can be
(C) the importance of detecting a tsunami early
(D) how quickly a tsunami can travel
(E) the need for international cooperation in preventing tsunamis

10. Which of the following best describes the difference between a tsunami wave
and a regular ocean wave?
(A) Tsunami waves are more than 100 miles apart in the deep ocean, while regular
ocean waves follow closely one after the other.
(B) The length between peaks and the amount of time between peaks is greater in
tsunami waves than it is in regular ocean waves.
(G) Regular ocean waves are more harmful to young children, while tsunami waves
are more likely to endanger the elderly.
(D) Tsunami waves are more likely to affect boats in deep water than are regular
ocean waves.
(E) Tsunami waves are highest in deep water, while regular ocean waves are highest
near the shore.

[Link] style of the passage is most like that found in

(A) a personal letter
(B) an adventure novel
(C) a weather report
(D) a science textbook
(E) a news article

12.A tsunami becomes a hazard as it approaches land because

(A) the waves compress and grow higher in shallow water
(B) the waves speed up as they approach the shore
(C) the water drains away, exposing the sea floor
(D) people get too close to the shore
(E) beaches are popular with children and the elderly

[Link] used in paragraph 5, the word “bore” means

(A) hollow, cylindrical chamber
(B) dull person
(C) gauge
(D) hole made by a drill
(E) dangerous wave
 To an Athlete Dying Young
The time you won your town the race
We chaired you through the market-place;
Man and boy stood cheering by.
And home we brought you shoulder-high.
5 Today, the road all runners come,
Shoulder-high we bring you home,
And set you at your threshold down,
Townsman of a stiller town.
Smart lad, to slip betimes away
10 From fields where glory does not stay.
And early though the laurel grows
It withers quicker than the rose.
Eyes the shady night has shut
Cannot see the record cut.
15 And silence sounds no worse than cheers
After earth has stopped the ears.
Now you will not swell the rout
Of lads that wore their honors out
Runners whom renown outran
20 And the name died before the man.
So set, before its echoes fade,
The fleet foot on the sill of shade.
And hold to the low lintel up
The still-defended challenge-cup.
25 And round that early-laurelled head
Will flock to gaze the strength less dead.
And find unwithered on its curls
The garland briefer than a girl's.
—A. E. Housman
14. The athlete described in this poem is most likely a
(A) tennis player
(B) swimmer
(C) runner
(D) football player
(E) girl

15. The setting for this poem is a

(A) victory celebration
(B) funeral
(C) field of laurels
(D) rose garden
(E) championship race

16. The “stiller town” referred to in line 8 means

(A) old age
(B) a country village
(C) home
(D) death
(E) a quiet town

17. The author admires the athlete for

(A) winning his race
(B) bringing home a laurel wreath
(C) setting a new record
(D) returning to his hometown
(E) dying young

18. The author is likely to agree with which of the following statements?
I. Glory is a fleeting thing.
II. It is best to die at the peak of one’s fame.
III. An athlete’s fame lives on even after retirement.
(A) I only
(B) II only
(C) III only
(D) I and II only
(E) I, II, and III
 The earthquake shook down in San Francisco
hundreds of thousands of dollars worth of walls
and chimneys. But the conflagration that followed
burned up hundreds of millions of dollars, worth
5 of property. There is no estimating within hundreds
of millions the actual damage wrought. Not in
history has a modern imperial city been so
completely destroyed. San Francisco is gone.
Nothing remains of it but memories and a fringe
10 of dwelling-houses on its outskirts. Its industrial
section is wiped out. Its business section is wiped
out. Its social and residential section is wiped out.
The factories and warehouses, the great stores
and newspaper buildings, the hotels and the
15 palaces of the nabobs, are ail gone. Remains only
the fringe of dwelling-houses on the outskirts of
what was once San Francisco.
Within an hour after the earthquake shock the
smoke of San Francisco's burning was a lurid
20 tower visible a hundred miles away. And for three
days and nights this lurid tower swayed in the sky,
reddening the sun, darkening the day, and filling
the land with smoke.
On Wednesday morning at a quarter past five
25 came the earthquake. A minute later the flames
were leaping upward. In a dozen different quarters
south of Market Street, in the working-class ghetto,
and in the factories, fires started. There was no
opposing the flames. There was no organization,
30 no communication. All the cunning adjustments
of a twentieth century city had been smashed by
the earthquake. The streets were humped into
ridges and depressions, and piled with the debris
of fallen walls. The steel rails were twisted into
35 perpendicular and horizontal angles. The telephone
and telegraph systems were disrupted. And the
great water-mains had burst. All the shrewd
contrivances and safeguards of man had been
thrown out of gear by thirty seconds’ twitching of
40 the earth-crust.
By Wednesday afternoon, inside of twelve
hours, half the heart of the city was gone. At that
time I watched the vast conflagration from out on
the bay. It was dead calm. Not a flicker of wind
45 stirred. Yet from every side wind was pouring in
upon the city. East, west, north, and south, strong
winds were blowing upon the doomed city. The
heated air rising made an enormous suck. Thus
did the fire of itself build its own colossal chimney
50 through the atmosphere. Day and night this dead
calm continued, and yet, near to the flames, the
wind was often half a gale, so mighty was the suck.
Wednesday night saw the destruction of the
very heart of the city. Dynamite was lavishly used,
55 and many of San Francisco proudest structures
were crumbled by man himself into ruins, but there
was no withstanding the onrush of the flames.
Time and again successful stands were made by
the fire-fighters, and every lime the flames flanked
60 around on either side or came up from the rear,
and turned to defeat the hard-won victory.
—Jack London from
“The Story of an Eyewitness”
19. The first paragraph of the passage establishes a mood of
(A) awe and disbelief
(B) desperate longing
(C) uncontrolled outrage
(D) cautious optimism
(E) heartfelt pity

20. The author describes the effects of the earthquake by relying on

(A) scientific knowledge
(B) comparisons to similar events in history
(C) confirmed statistical data
(D) vivid images appealing primarily to the sense of sight
(E) insights based largely on interviews with residents

21. In line 15, “nabobs” most nearly means

(A) knaves
(B) wealthy persons
(C) elected officials
(D) native sons
(E) descendants of royalty

22. The statement that “All the cunning adjustments of a twentieth century city had
been smashed by the earthquake" (lines 30-32) suggests primarily that
(A) the city had been reduced to a primitive existence
(B) the earthquake destroyed many of the city's newest buildings
(C) numerous irreplaceable mechanisms were lost during the earthquake
(D) only necessities such as plumbing and electricity remained intact
(E) many people died as a result of the earthquake

23. Which best describes the overall organization of the passage?

(A) a discussion of opposing viewpoints
(B) a description of events in spatial order
(C) a description of events in chronological order
(D) an enumeration of facts supported by statistical data
(E) a statement of opinion backed up by reasons

24. The primary purpose of the passage is to

(A) present a scientific explanation of the San Francisco earthquake
(B) provide an eyewitness report of the San Francisco earthquake
(C) convey the despair of San Francisco residents as they watched the destruction
of their city
(D) describe the conditions that allowed the fires to spread
(E) praise the efforts of fire-fighters who battled bravely to put out the fires
 Over 200 years ago, English physician Edward
Jenner observed that milkmaids stricken with a
viral disease called cowpox were rarely victims of
a similar disease, smallpox. This observation led
5 to the development of the first vaccine. In an
experiment that was to prove a revelation, Jenner
took a few drops of fluid from a pustule of a
woman who had cowpox and injected the fluid
into a healthy young boy who had never had
10 cowpox or smallpox. Six weeks later, Jenner
injected the boy with fluid from a smallpox
pustule. Miraculously, the boy remained free of
the dreaded smallpox.
In those days, a million people died from
15 smallpox each year in Europe alone, most of
them children. Those who survived were often
left with grim reminders of their ordeals: blindness,
deep scars, and deformities. When Jenner laid the
foundation for modem vaccines in 17%, he started
20 on a course that would ease the suffering of people
around the world for centuries to come. By the
beginning of the 20th century, vaccines for rabies,
diphtheria, typhoid fever, and plague were in use,
in addition to the vaccine for smallpox. By 1980,
25 an updated version of Jenner's vaccine led to the
total eradication of smallpox.
Since Jenner’s time, vaccines have been
developed against more than 20 infectious diseases
such as influenza, pneumonia, whooping cough,
30 rubella, meningitis, and hepatitis B. Due to tremen-
dous advances in molecular biology, scientists are
using novel approaches to develop vaccines against
deadly diseases that still plague humankind.
Scientists use vaccines to “trick” the human
35 immune system into producing antibodies or
immune cells that protect against the real disease-
causing organism. Weakened microbes, killed
microbes, inactivated toxins, and purified proteins
or polysaccharides derived from microbes are the
40 most common components used in vaccine development
strategies. As science advances, researchers
are developing even better vaccines.
25. Which of the following best describes smallpox in the years before 1769?
(A) It struck a million people a year in Europe alone.
(B) It was common among milkmaids.
(C) It was spread by cows.
(D) It killed more than a million Europeans a year.
(E) The few who survived the disease were left unharmed.

26. According to the passage, vaccines have been developed for all of the following
diseases EXCEPT:
(A) pneumonia
(B) scarlet fever
(C) typhoid fever
(D) rubella
(E) meningitis

27. According to the passage, which of the following are components used in vaccine
development?
I. inactivated toxins
II. weakened microbes
III. purified proteins
(A) I only
(B) II only
(C) III only
(D) I and II only
(E) I, II, and III

28. The vaccine produced by Jenner in 1796

(A) completely eradicated smallpox
(B) was effective only against cowpox -
(C) served as the basis for modern vaccines
(D) could be used against rabies
(E) wiped out typhoid fever

29. Which of the following best describes how vaccines work?

(A) They directly attack the disease-causing organism.
(B) They fool the body into producing antibodies that protect against the real
disease-causing organism.
(C) They contain deadly disease-producing organisms that are injected directly into
the blood stream.
(D) They contain antibodies that protect the body from deadly diseases.
(E) They cause allergic reactions in most people.
 The crimson hand, which at first had been
strongly visible upon the marble paleness of
Georgiana's cheek, now grew more faintly out-
lined. She remained not less pale than ever; but
5 the birthmark, with every breath that came and
went, lost somewhat of its former distinctness.
Its presence had been awful; its departure was
more awful still. Watch the stain of the rainbow
fading out of the sky, and you will know how the
10 mysterious symbol passed away.
“By Heaven! It is well-nigh gone!” said Aylmer
to himself, in almost irrepressible ecstasy. “I can
scarcely trace it now. Success! Success! And now
it is like the faintest rose color. The lightest flush
15 of blood across her cheek would overcome it.
But she is so pale!”
He drew aside the window curtain and suffered
the light of natural day to fall into the room and
rest upon her cheek. At the same time he heard a
20 gross, hoarse chuckle, which he had long known
as his servant Aminadab’s expression of delight.
“Ah, clod! ah, earthly mass!" cried Aylmer,
laughing in a sort of frenzy.” You have served me
well! Matter and spirit—earth and heaven—have
25 both done their part in this! Laugh, thing of the
senses! You have earned the right to laugh.”
These exclamations broke Georgiana’s sleep.
She slowly unclosed her eyes and gazed into the
mirror which her husband had arranged for that
30 purpose. A faint smile flitted over her lips when
she recognized how barely perceptible was now
that crimson hand which had once blazed with
such disastrous brilliancy as to scare away all their
happiness. But then her eyes sought Aylmer's
35 face with a trouble and anxiety that he could by
no means account for.
“My poor Aylmer!” murmured she.
“Poor? Nay, richest, happiest, most favored!”
exclaimed he. “My peerless bride, it is successful!
40 You are perfect!”
“My poor Aylmer,” she repeated with a more
than human tenderness, “you have aimed loftily;
you have done nobly. Do not repent that with so
high and pure a feeling, you have rejected the
45 best the earth could offer. Aylmer, dearest
Aylmer, I am dying!"
—Nathaniel Hawthorne from “The Birthmark”
30. The birthmark on Georgiana's face had the shape of a
(A) rainbow
(B) rose
(C) hand
(D) butterfly
(E) sun

31. It can be reasonably inferred from the story that Aylmer

(A) is a poor man
(B) does not love his wife
(C) is trying to kill his wife
(D) has performed an operation on his wife
(E) is dying

32. Which of the following best describes what happens to the mark on Georgiana’s
cheek?
(A) It takes a new shape.
(B) It becomes very faint.
(C) It stays the same.
(D) It grows larger.
(E) It turns a deep red color.

33. Which word best describes how Aylmer regards Georgiana at the end of the
passage?
(A) flawless
(B) amusing
(C) tiresome
(D) brilliant
(E) undesirable

34. Georgiana's feelings toward Aylmer could best be described as

(A) bitter
(B) angry
(C) happy
(D) tender
(E) uncaring

35. Which is the best expression of the main idea of this passage?
(A) Love is blind.
(B) Birthmarks should be removed.
(C) Perfection cannot be achieved on earth.
(D) Beauty is in the eye of the beholder.
(E) All’s well that ends well.
 The summers we spent in the country, now at
one place, now at another. We children, of course,
loved the country beyond anything. We disliked
the city. We were always wildly eager to get to the
5 country when spring came, and very sad when in
the late fall the family moved back to town. In the
country we of course had all kinds of pets—cats,
dogs, rabbits, a coon, and a sorrel Shetland pony
named General Grant. When my younger sister
10 first heard of the real General Gram, by the way,
she was much struck by the coincidence that some
one should have given him the same name as the
pony. (Thirty years later my own children had
their pony Grant.) In the country we children ran
15 barefoot much of the time, and the seasons went
by in a round of uninterrupted and enthralling
pleasures—supervising the haying and harvesting,
picking apples, hunting frogs successfully and
woodchucks unsuccessfully, gathering hickory-nuts
20 and chestnuts for sale to patient parents, building
wigwams in the woods, and sometimes playing
Indians in too realistic manner by staining
ourselves (and incidentally our clothes) in liberal
fashion with poke-cherry juice. Thanksgiving was
25 an appreciated festival, but it in no way came up
to Christmas. Christmas was an occasion of literally
delirious joy. In the evening we hung up our
stockings-- or rather the biggest stockings we
could borrow from the grown-ups—and before
30 dawn we trooped in to open them while sitting on
father’s and mother’s bed; and the bigger presents
were arranged, those for each child on its own
table, in the drawing-room, the doors to which
were thrown open after breakfast. I never knew
35 any one else have what seemed to me such
attractive Christmases, and in the next generation
I tried to reproduce them exactly for my own
children.
一 Theodore Roosevelt from An Autobiography
36. This passage serves mainly to
(A) recount the author’s experience working on a farm in summer
(B) provide a description of the author's summer home
(C) describe the joys of being in the country
(D) convey the author's love of family celebrations
(E) explain the significance of the pony's name

37. In lines 8-13, the author includes the story of the pony's name primarily to /
(A) show his love for animals
(B) poke good-hearted fun at his sister later
(C) point up the difficulty of raising a pony
(D) show his love for his own children.
(E) emphasize the friendship between the Roosevelt and Grant families

38. All of the following can be explicitly answered by information in the passage
EXCEPT:
(A) Where did the author and his siblings prefer to spend their childhood summers?
(B) What types of pets did the author and his siblings have in the country?
(Q How did the author and his siblings spend their time in the country?
(D) Where did the author and his siblings slay while in the country?
(E) How did the author feel about Thanksgiving?

39. The statement that “I never knew any one else have what seemed to me such
attractive Christmases, and in the next generation I tried to reproduce them
exactly for my own children”(lines 34-38) primarily suggests that the author
(A) wanted his children to follow his example
(B) missed the Christmases from his childhood
(C) went to great lengths trying to recreate his childhood
(D) carried on certain traditions because he thought his children would enjoy
them, too
(E) wanted his children to know the value of carrying on traditions

40. The passage is told from the point of view of

(A) an adult looking back fondly on his own life
(B) a child describing his life
(C) an adult describing another person's life
(D) a child describing events that happened to someone else
(E) an adult filled with regret over the passing of time
 SECTION 4
1. If 28÷4 x ___= 8 x 9 - 16, then___=
(A) 2
(B) 3
(C) 6
(D) 7
(E) 8

2. 72÷9 x 6 x 12 is equal lo the product of 18 and

(A) 16
(B) 20
(C) 24
(D) 28
(E) 32

3. Which of the following is NOT equal to a whole number?

"%
(A)
-
7
(B) 9 × 16

1
(C) 14÷ 14
0
(D) ×9
,%
(E) 22.3 + 13.7

4. 1023/4% =
(A) 102.75
(B) 10.275
(C) 1.0275
(D) 0.10275
(E) 0.010275

5. It costs m dollars to buy 64 cans of soda. At the same rate, how many dollars will it
cost to buy 48 cans?
!
(A)
"
*!
(B)
"
(C) 3m
"!
(D)
*
(E) 5m
6. If 7/16 of a number is 42, then 1/2 of the same
(A) 58
(B) 56
(C) 52
(D) 48
(E) 44

7. 2/3 ÷ 5/6 =
"
(A)
+
+
(B)
,0
,+
(C)
&
,
(D) 2
%
+
(E) 3
&

8. If the following is a right triangle and ∠2 measures 59°, what is the measure of
∠1?

(A) 26°
(B) 31°
(C) 43°
(D) 52°
(E) 56°

9. 1/2 + 1/4 + 3/16 =

*
(A)
+
+
(B)
&
-
(C)
0
,+
(D)
,&
 ,
(E) 1
0

10. 15/16 + 43/8 =

,
(A) 5
,&
+
(B) 5
,&
1
(C) 5
,&
,
(D) 6
,&
,
(E) 6
0

11. What is the greatest common factor of 75, 90, and 120?
(A) 5
(B) 10
(Q 15
(D) 20
(E) 25

12. What is the least common multiple of 13, 26, and 2?

(A) 2
(B) 6
(C) 7
(D) 13
(E) 26

13. 18/25 =
(A) 0.54
(B) 0.63
(C) 0.66
(D) 0.68
(E) 0.72

14. Which pair of fractions is equivalent?

% +
(A) ,
* &
1 +
(B) ,
,% &
* -
(C) ,
" 0
 " %
(D) ,
,2 +
% +
(E) ,
* 1

15. A fence along a road is divided into sections that arc each 5 meters long. If the
fence is 0.5 kilometer long, how many sections are there?
(A) 10
(B) 50
(C) 100
(D) 250
(E) 500

16. The drama club is spending $224 to put on a play. They plan to sell tickets at
$3.00 each. If they sell n tickets, which of the following represents their profit
after expenses?
(A) 3n-224
𝑛
(B) 224 + 3
(C) 3n + 224
(D) 224(n+3)
(67*)
(E)
%%"

17. Christine spends 2 days a week painting houses and 3 days a week doing
carpentry. If she earns $300 a day for painting and $240 a day for carpentry, how
much does she earn in a week?
(A) $1,280
(B) $1,320
(C) $1,360
(D) $1,440
(E) $1,460

18. The number of sixth-grade students in the Hill School is 8 more than 1/6 of the
whole student body. If there are 144 students in the school, how many are in
sixth grade?
(A) 26
(B) 30
(C) 32
(D) 36
(E) 40

19. One kilometer is approximately equal to 0.6 mile. How many kilometers are in 8
miles?
(A) about 6
(B) about 7
(C) about 11
(D) about 13
(E) about 15

20. 12+ (-8) +(-9)+ 6 =

(A) -6
(B) -3
(C) 0
(D) 1
(E) 3

21. -36 ÷ (-12) =

(A) -12
(B) -6
(C) -3
(D) 1
(E) 3

22. At 6:00, what is the measure of the angle formed by the minute and hour hands
on a clock?
(A) 45°
(B) 90°
(C) 120°
(D) 180°
(E) 360°

23. A clock shows 2:05. What time is it when 4 hours 58 minutes have passed?
(A) 7:03
(B) 6:54
(C) 6:46
(D) 6:38
(E) 5:50

24. A circle has a radius of 1.35 meters. Wire costs 2￠per centimeter. How much will
it cost to stretch a wire between two points on the circle if it passes through the
center?
(A) $5.40
(B) S5.56
(C) $5.64
(D) $5.72
(E) $5.80
25. If Tino rides his bike at a steady speed of 9 miles per hour, how far will he ride in
3 hours 40 minutes?
(A) 27 miles
(B) 33 miles
(C) 36 miles
(D) 39 miles
(E) 42 miles
 SECTION 5
Topic: Two heads are better than one.

Assignment: Do you agree or disagree with the topic statement? Support your
position with examples from your own experience, the experience of others, current
events, history, or literature.

Verbal Math I Reading Math II

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