Scholarship and Select Entry Practice Test 10

For Entry into Years 7 and 8

Australian Council for Educational Research (ACER)
Copyright ©2025 ACER

Acknowledgments
ACER thanks rights holders for permission to reproduce cited material. Efforts have
been made to acknowledge copyright. For any oversights, contact ACER at permis-
[email protected].

Contents

• Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2

• Written Expression: Test 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

• Humanities Comprehension and Interpretation: Test 2 . . . . . . . . . . . . . . . . . . . . . . . . . 4

• Mathematics and Science: Test 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

• Written Expression: Test 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

• Answer Keys . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

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Introduction

These practice questions provide preparation for sitting various scholarship and select
entry tests for students entering Years 7 or 8. You may time yourself:

• Written Expression Test 1: 25 minutes

• Humanities Comprehension and Interpretation Test 2: 40 minutes

• Mathematics and Science Test 3: 40 minutes

• Written Expression Test 4: 25 minutes

Alternatively, work at your own pace. For multiple-choice questions, mark answers with
a pencil (A, B, C, or D). Erase errors completely. Answers for multiple-choice questions
are in the Answer Keys. Written Expression tests have no provided answers; respond
with original thoughts in formats like essays, stories, or reflections.

Assessment Criteria for Written Expression:

• Quality of thoughts and content

• Structure and organization

• Clarity, effectiveness, and appropriateness of language

Avoid rehearsed responses; develop ideas from the test stimulus.

Test Day Tips:

• Listen carefully to the test supervisor.

• Read test cover instructions carefully.

• Pace yourself, skipping difficult questions but ensuring correct answer alignment.

• Mark the most likely answer; no penalties for incorrect answers.

• Review answers if time permits.

• Bring: two HB/B pencils, an eraser, a sharpener, a blue/black pen or black pencil
for Written Expression, water, and a snack.

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Written Expression: Test 1

Prompt: Teamwork is more important than individual effort for achieving success. Do
you agree or disagree?
Your writing will be judged on:

• What you have to say

• How well you organize what you have to say

• How clearly and effectively you express yourself

The amount you write is not as important as the thoughts you express.

END OF TEST 1

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Humanities Comprehension and Interpretation: Test
2

Questions 1–10
The following passage is from a novel. Lila, 13, joins a community cleanup.
The park glowed with energy as volunteers cleared litter. Lila spotted a tangled fishing
net and asked Theo, a volunteer, “Why’s it here?” Theo sighed, “Left by fishers.” Lila
carefully untangled it, saving a trapped bird. Theo smiled, “You’re a hero!” Their
teacher, Ms. Patel, said, “Lila, your care stands out.” Later, Lila found a note in the net:
“Check the riverbank.” There, she discovered a rare plant, surprising onlookers.

1. The park is described as lively because of

A. the quiet volunteers.
B. the cleanup efforts.
C. the empty paths.
D. the teacher’s rules.
2. Lila’s question to Theo suggests she is
A. critical of fishers.
B. curious about the net.
C. bored with cleaning.
D. eager to leave.
3. Ms. Patel’s comment indicates she
A. thinks Lila needs guidance.
B. admires Lila’s care.
C. is frustrated with Theo.
D. wants the net removed.
4. The note in the net implies
A. someone littered the park.
B. there is a hidden discovery.
C. Lila should stop helping.
D. Theo lost his tools.
5. The word “untangled” means
A. discarded.
B. freed from knots.
C. collected.
D. tightened.
6. Theo’s smile shows he is
A. confused by Lila’s help.
B. grateful for her effort.
C. annoyed at the attention.
D. proud of his own work.
7. The onlookers’ surprise suggests the plant was
A. expected.

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 B. common.
C. unusual.
D. unimportant.

8. Lila’s discovery of the plant shows she is

A. careless.
B. observant.
C. impatient.
D. uninterested.

9. The passage’s main focus is Lila’s

A. rivalry with Theo.
B. contribution to the cleanup.
C. dislike of litter.
D. talk with Ms. Patel.

10. The passage suggests the cleanup is

A. disorganized.
B. engaging and collaborative.
C. dull for volunteers.
D. strictly supervised.

Questions 11–20
The following is from a biography about Srinivasa Ramanujan, a mathematician in the
early 1900s.
Ramanujan, 22, developed groundbreaking number theory in India. With no formal
training, he sent his work to Cambridge, where G.H. Hardy recognized his genius. Many
doubted an untrained scholar, but Hardy mentored him. At a lecture, Ramanujan solved
a complex equation, earning applause. A publisher offered to sell his notes, but he
refused, valuing his pursuit of truth. Hardy called him “unyielding.” His work transformed
mathematics.

11. The passage is set in a time when

A. number theory was common.
B. formal training was expected.
C. lectures were online.
D. mathematics was ignored.

12. Ramanujan sent his work to

A. a publisher.
B. Cambridge.
C. a lecture hall.
D. India’s scholars.

13. The doubts about Ramanujan suggest people

A. admired his youth.
B. questioned his training.
C. supported his ideas.
D. ignored his work.

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 14. Hardy’s “unyielding” description of Ramanujan means he was
A. uncertain.
B. steadfast.
C. careless.
D. fame-seeking.

15. Ramanujan’s refusal of the publisher’s offer shows he valued

A. wealth.
B. mathematical truth.
C. public praise.
D. new equations.

16. Hardy helped by

A. selling his notes.
B. mentoring Ramanujan.
C. teaching number theory.
D. giving lectures.

17. The passage suggests Ramanujan’s work

A. was forgotten.
B. transformed mathematics.
C. caused disputes.
D. failed to impress.

18. The word “groundbreaking” means

A. routine.
B. innovative.
C. confusing.
D. outdated.

19. The passage’s main purpose is to

A. describe a lecture.
B. highlight Ramanujan’s impact.
C. explain number theory.
D. criticize doubters.

20. Ramanujan’s story is inspiring because it shows

A. easy recognition.
B. overcoming skepticism.
C. reliance on publishers.
D. avoiding challenges.

Questions 21–30
The following is from a science magazine about ocean currents.
Ocean currents, driven by wind and temperature, move water globally. They regulate
climate, like the Gulf Stream warming Europe. Currents carry nutrients, supporting
marine life. Human activities, like pollution, disrupt currents. Scientists study buoys to
track changes. Costs of monitoring limit research, but global cooperation helps. Advances
in technology improve current predictions.

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21. Ocean currents are driven by
A. marine life.
B. wind and temperature.
C. pollution.
D. buoys.

22. The Gulf Stream affects

A. marine nutrients.
B. Europe’s climate.
C. pollution levels.
D. buoy placement.

23. A benefit of currents is

A. disrupting climate.
B. supporting marine life.
C. increasing pollution.
D. limiting research.

24. The word “disrupt” means

A. improve.
B. negatively affect.
C. ignore.
D. replace.

25. Scientists use buoys to

A. create currents.
B. track current changes.
C. reduce pollution.
D. warm climates.

26. The passage suggests cooperation helps by

A. increasing costs.
B. supporting research.
C. disrupting currents.
D. limiting technology.

27. Advances in technology aim to

A. reduce nutrients.
B. improve predictions.
C. raise costs.
D. limit cooperation.

28. The passage’s tone is

A. critical.
B. informative.
C. humorous.
D. doubtful.

29. The main purpose is to

A. criticize pollution.
B. explain ocean currents.

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 C. describe buoy types.
D. promote cooperation.

30. The passage implies research is limited by

A. excess technology.
B. monitoring costs.
C. no cooperation.
D. stable currents.

Questions 31–40
Passage I is a poem about the wind. Passage II explains terms.
Passage I
The Wandering Gust
The wind weaves paths no eye can trace,
Its fleeting dance through open space.
No chain can bind its restless flight,
Yet leaves it stirs in soft delight.
A hidden force, it hums and sways,
Through ancient trees and fleeting days.
Its whispered song, both fierce and free,
Carries dreams beyond the sea.
— Emma Lin
Passage II
Fleeting: Brief.
Restless: Unable to stay still.
Stirs: Moves gently.

31. The poem’s mood is

A. calm.
B. adventurous.
C. angry.
D. sorrowful.

32. The “wind” represents

A. a literal breeze.
B. freedom and change.
C. a fixed path.
D. hidden danger.

33. The phrase “no chain can bind” suggests

A. the wind is trapped.
B. the wind is uncontrollable.
C. the wind is weak.
D. the wind is silent.

34. The word “fleeting” means

A. lasting.
B. brief.

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 C. loud.
D. heavy.

35. The “hidden force” implies

A. a visible path.
B. an unseen power.
C. a dangerous trap.
D. a clear sign.

36. The poem’s tone is

A. playful.
B. reflective.
C. bitter.
D. urgent.

37. The “whispered song” is

A. loud and chaotic.
B. fierce and free.
C. slow and heavy.
D. trapped and weak.

38. The poem suggests the wind’s dreams

A. are easily caught.
B. inspire beyond limits.
C. guide the trees.
D. are forgotten.

39. The main purpose of Passage I is to

A. describe wind patterns.
B. evoke a sense of freedom.
C. explain leaf movement.
D. celebrate chains.

40. Passage II is included to

A. summarize the poem.
B. clarify key terms.
C. critique the style.
D. provide history.

END OF TEST 2

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Mathematics and Science: Test 3

Questions 1–3
Cards: -4, -2, -1, 3, 5. Three drawn.

1. Lowest total:
A. -9
B. -7
C. -5
D. -3
2. Impossible total:
A. -2
B. 0
C. 4
D. 6
3. Largest total:
A. 6
B. 8
C. 10
D. 12

Question 4
A $24,000 budget allocates $6,000 for repairs. What fraction?
A. 15
B. 14
C. 13
D. 25

Questions 5–6
Magic square sums to 15:

5 4
6
7 8

4. Center number:
A. 4
B. 5
C. 6
D. 7
5. Bottom row, second column:
A. 3
B. 4
C. 5
D. 6

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Questions 7–8
Star distances (light-years):

Star Distance
Alpha Centauri 4.37
Barnard’s Star 5.96
Wolf 359 7.78
Lalande 21185 8.31

6. Farthest star:
A. Alpha Centauri
B. Barnard’s Star
C. Wolf 359
D. Lalande 21185

7. Difference between Lalande 21185 and Alpha Centauri:

A. 3.84 ly
B. 3.94 ly
C. 4.04 ly
D. 4.14 ly

Questions 9–10
Sequence: 4, 7, 10, 13, 16 (3n + 1).

8. Next term:
A. 18
B. 19
C. 20
D. 21

9. Sum of first five terms:

A. 45
B. 50
C. 55
D. 60

Questions 11–12
Cone: radius 3 cm, height 8 cm.

10. Volume (use π ≈ 3.14):

A. 75.36 cm3
B. 84.78 cm3
C. 94.20 cm3
D. 100.48 cm3

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 11. Surface area (slant height 8.54 cm):
A. 80.34 cm2
B. 90.54 cm2
C. 100.74 cm2
D. 110.94 cm2

Questions 13–14
Deck: 4 hearts, 3 spades, 2 clubs.

12. Probability of heart:

A. 29
B. 13
C. 49
D. 12

13. Probability of heart then spade (with replacement):

2
A. 27
4
B. 27
1
C. 9
D. 13

Questions 15–16
Solve: x + 2y = 7, 2x − y = 4.

14. Value of x:
A. 1
B. 2
C. 3
D. 4

15. Value of y:
A. 1
B. 2
C. 3
D. 4

Questions 17–18
Ecosystem: plankton eaten by fish, eaten by sharks.

16. Plankton are

A. producers.
B. primary consumers.
C. secondary consumers.
D. decomposers.

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 17. If fish are removed, sharks will likely
A. increase.
B. remain stable.
C. decrease.
D. become producers.

Questions 19–20
Mix: juice and soda in a 2:3 ratio, 200 mL.

18. Amount of juice:

A. 60 mL
B. 80 mL
C. 100 mL
D. 120 mL

19. Adding 50 mL soda makes the ratio:

A. 2:3
B. 2:5
C. 4:9
D. 1:2

Questions 21–22
Points P(2, 3), Q(6, 6).

20. Distance PQ:

A. 4
B. 5
C. 6
D. 7

21. Midpoint of PQ:

A. (3, 4)
B. (4, 4.5)
C. (4, 5)
D. (5, 4.5)

Questions 23–24
Venn: 12 in choir, 9 in band, 4 in both.

22. Choir only:

A. 6
B. 7
C. 8
D. 9

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23. Choir or band:
A. 13
B. 17
C. 21
D. 25
Questions 25–26
Runner from Town X: Y(30 km), Z(50 km), W(80 km), V(100 km), returns to X,
max 130 km/day.

(a) Farthest town:

A. Y
B. Z
C. W
D. V
(b) Most towns in one day:
A. 1
B. 2
C. 3
D. 4

Questions 27–28
Weekly rainfall (mm):
City Week 1 Week 2 Week 3 Week 4
A 12 14 16 18
B 10 12 14 16
C 14 16 18 20
D 16 18 20 22

(c) Highest total after Week 3:

A. A
B. B
C. C
D. D
(d) Minimum Week 4 rainfall for A to exceed D after Week 4:
A. 20
B. 21
C. 22
D. 23

Questions 29–30
Scale: 1 cube = 5 marbles.

(e) Cubes to balance 10 marbles:

A. 1
B. 2
C. 3
D. 4

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(f) Marbles to balance 2 cubes:
A. 5
B. 8
C. 10
D. 12
Questions 31–32
Number divisors:
i. Divisors of 40:
A. 7
B. 8
C. 9
D. 10
ii. Divisors of 60:
A. 8
B. 9
C. 10
D. 11
END OF TEST 3

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Written Expression: Test 4
Prompt: Write a story or reflection inspired by finding a strange map in
an old shop.
Your writing will be judged on:
• What you have to say
• How well you organize your thoughts
• How clearly and effectively you express yourself
The amount you write is not as important as the thoughts you express.
END OF TEST 4

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Answer Keys
Humanities Comprehension and Interpretation: Test 2
Question Answer Question Answer Question Answer
1 B 15 B 29 B
2 B 16 B 30 B
3 B 17 B 31 B
4 B 18 B 32 B
5 B 19 B 33 B
6 B 20 B 34 B
7 C 21 B 35 B
8 B 22 B 36 B
9 B 23 B 37 B
10 B 24 B 38 B
11 B 25 B 39 B
12 B 26 B 40 B
13 B 27 B
14 B 28 B
Mathematics and Science: Test 3
Question Answer Question Answer Question Answer
1 B 12 C 23 C
2 D 13 C 24 B
3 B 14 B 25 D
4 B 15 C 26 C
5 B 16 A 27 D
6 A 17 A 28 C
7 D 18 C 29 B
8 B 19 B 30 C
9 B 20 C 31 B
10 B 21 B 32 C
11 D 22 B

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