Free Printable Test Prep- Vocab and Reading

1.

Choose the word that means the same as the underlined word:

an invincible hero

a)

strong

b)

undefeatable

c)

insensitive

d)

kind

2.

Choose the word that means the same as the underlined word:

reach the summit

a)

end

b)

total

c)

peak

d)

kind

3.

Choose the word that means the same as the underlined word:

a ravenous customer

a)

angry

b)

starving

c)

problematic

d)

new

4.

Choose the word that means the same as the underlined word:

the noisome intruder

a)

noisy

b)

loud

c)

offensive

d)

quiet

5.

Choose the word that means the same as the underlined word:

a severe scolding

a)

mild

b)

loud

c)

deserved

d)

harsh

6.

Choose the word that means the same as the underlined word:

a monotonous lecture

a)

single

b)

boring

c)

brief

d)

interesting

7.

Choose the word that means the same as the underlined word:

to enhance the output

a)

reduce

b)

decorate

c)

improve

d)

confuse

8.

Choose the word that means the same as the underlined word:

to exhibit the art

a)

value

b)

destroy

c)

frame

d)

display

9.

Choose the word that means the same as the underlined word:

the clandestine relationship

a)

secret

b)

only

c)

lengthy

d)

failing

10.

Choose the word that means the same as the underlined word:

an abrupt ending

a)

surprise

b)

sudden

c)

interrupted

d)

sad

11.

Choose the word that means the same as the underlined word:

to aggravate the situation

a)

ease

b)

analyze

c)

make worse

d)

entertain

12.

Choose the word that means the same as the underlined word:

my small abode

a)

couch

b)

home

c)

office

d)

family

13.

Choose the word that means the same as the underlined word:

sense of remorse

a)

guilt

b)

anticipation

c)

eagerness

d)

fear

14.

Choose the word that means the same as the underlined word:

a feasible alternative

a)

possible

b)

boring

c)

harsh

d)

comical

15.

Choose the word that means the same as the underlined word:

to mitigate fear

a)

worsen

b)

create

c)

reduce

d)

aggravate

16.

Choose the word that means the same as the underlined word:

a precocious child

a)

careful

b)

premature

c)

tired

d)

weary

17.

Choose the word that means the same as the underlined word:

noxious fumes

a)

pleasant

b)

heavy

c)

odorless

d)

deadly

18.

Choose the word that means the same as the underlined word:

to preserve peace

a)

destroy

b)

celebrate

c)

maintain

d)

draw

19.

Choose the word that means the same as the underlined word:

ponder the question

a)

consider

b)

write

c)

read

d)

argue

20.

Choose the word that means the same as the underlined word:

a stealthy attack

a)

dangerous

b)

quiet

c)

minimal

d)

quick

21.

Choose the word that means the same as the underlined word:

a temperate climate

a)

mild

b)

hot

c)

windy

d)

frozen

22.

Choose the word that means the same as the underlined word:

disclose a secret

a)

reveal

b)

hide

c)

bury

d)

ignore

23.

Look for errors in capitalization, punctuation, or usage. Choose the sentence that contains the mistake. If you find no mistake, Choose no mistake.

a)

We are packed and all ready to leave.

b)

Two different people today asked me to help them with their final answers.

c)

The homework was due yesterday, like you should already know.

d)

No mistake

24.

Look for errors in capitalization, punctuation, or usage. Choose the sentence that contains the mistake. If you find no mistake, Choose no mistake.

a)

He gave an award to both Carlos and I.

b)

The cat licked its paw and rolled over on the sofa.

c)

You're positive that you turned off your stove?

d)

No mistakes

25.

Look for errors in capitalization, punctuation, or usage. Choose the sentence that contains the mistake. If you find no mistake, Choose no mistake.

a)

I saw alot of monkeys at the zoo.

b)

Be sure to talk loudly.

c)

We're not supposed to touch the exhibits.

d)

No mistakes

26.

Look for errors in capitalization, punctuation, or usage. Choose the sentence that contains the mistake. If you find no mistake, Choose no mistake.

a)

Can you spare some time?

b)

Those are Frank's glasses over there.

c)

The teacher gave Kim a failing, grade.

d)

No mistakes.

27.

Look for errors in capitalization, punctuation, or usage. Choose the sentence that contains the mistake. If you find no mistake, Choose no mistake.

a)

Many people dislike going to the dentist.

b)

The window shattered to dozens of pieces.

c)

Beyond those trees is the farm.

d)

No mistake

28.

Verbal Logic - Choose the statement that is true according to the given information.

The baby woke and cried in the middle of the night. Molly Davis changed the baby’s diaper, gave him a warm bottle, and put him back to bed.

a)

The baby woke because it was time for his bottle.

b)

The baby woke with a wet diaper.

c)

The baby’s mother’s name is Molly Davis.

d)

After his bottle, the baby went back to sleep.

29.

Verbal Logic-- Choose the statement that is true according to the given information

Sally and Susie are twins. Sally lives near her parents in a Chicago suburb with her husband and children. Susie lives in a remote area of Alaska and raises dogs.

a)

Susie does not get along with her parents.

b)

Twins may have different interests and tastes.

c)

Sally does not like dogs.

d)

There are special bonds between twins.

30.

Verbal Logic-- Choose the statement that is true according to the given information

Eight children went trick-or-treating together on Halloween. Each child carried a lighted flashlight and a big bag. Jill and Mary did not wear masks.

a)

The children went trick-or-treating at night.

b)

Six children wore masks.

c)

The bags were heavy.

d)

The youngest children were Jill and Mary.

31.

Look for any errors in spelling. Choose the letter of the sentence that contains the error. No question contains more than one sentence with a spelling error. If you find no error, choose No mistakes as your answer.

a)

I keep forgetting to tell you the story.

b)

The attorneys agreed to settle the case before going to trial.

c)

We all enjoyed the delicious desert Melissa baked us.

d)

No Mistakes

32.

Look for any errors in spelling. Choose the letter of the sentence that contains the error. No question contains more than one sentence with a spelling error. If you find no error, choose No mistakes as your answer.

a)

The union and management agreed that the reccomendation of the arbitrator would be binding.

b)

Parallel lines never meet.

c)

Drinking and driving often combine to conclude with a tragic accident.

d)

No mistakes

33.

Look for any errors in spelling. Choose the letter of the sentence that contains the error. No question contains more than one sentence with a spelling error. If you find no error, choose No mistakes as your answer.

a)

Some students requested extra test-prep help before the important exam.

b)

The art teacher asked, “has anyone seen the new exhibit at the museum?”

c)

Heather suggested that the organization draft a new constitution.

d)

No mistakes

34.

Look for any errors in spelling. Choose the letter of the sentence that contains the error. No question contains more than one sentence with a spelling error. If you find no error, choose No mistakes as your answer.

a)

We're honoring the veterans in our community today.

b)

I couldn't tell who's writing was on the board.

c)

When we are all together, there won't be an empty chair.

d)

No mistakes.

35.

Look for any errors in spelling. Choose the letter of the sentence that contains the error. No question contains more than one sentence with a spelling error. If you find no error, choose No mistakes as your answer.

a)

It's a mystery how some ancient and forgotten civilizations vanished.

b)

Shana was eager to recieve her final exam grade in geometry class.

c)

Milo's loud breathing in the library made it difficult for everyone to concentrate.

d)

No mistakes

36.

Look for any errors in spelling. Choose the letter of the sentence that contains the error. No question contains more than one sentence with a spelling error. If you find no error, choose No mistakes as your answer.

a)

Jason answered every question correctly.

b)

My teacher is always so cheerful, even on gloomy days.

c)

Paula's mother is taking self-defense class.

d)

No mistakes

37.

Look for any errors in spelling. Choose the letter of the sentence that contains the error. No question contains more than one sentence with a spelling error. If you find no error, choose No mistakes as your answer.

a)

I keep forgetting to tell you the story.

b)

The attorneys agreed to settle the case before going to trial.

c)

We all enjoyed the delicious desert Melissa baked for us.

d)

No mistakes

38.

Look for errors in punctuation or capitalization. If you find no mistakes, select "No mistakes."

a)

The Fourth of July is also known as Independence day.

b)

Many Americans enjoy swimming.

c)

Abby left Jen’s house after dinner.

d)

No mistakes

39.

Look for errors in punctuation or capitalization. If you find no mistakes, select "No mistakes."

a)

I find his study of the birds of North America fascinating.

b)

The geese like to fly South for the winter to avoid frequent colds.

c)

Under the new rules, when do we revert to Eastern Standard Time?

d)

No mistakes

40.

Look for errors in punctuation or capitalization. If you find no mistakes, select "No mistakes."

a)

The reporter asked the senator about the election results.

b)

“I can play the piano all night,” said the musician.

c)

Lily answered the teacher’s question correctly she was so proud.

d)

No mistakes

41.

Look for errors in capitalization, punctuation, or usage. Choose the sentence that contains the error. If you find no mistake, mark No Mistake.

a)

Can we keep this information secret?

b)

There were far more people here than I expected to see, and I'm glad

c)

You're sure that you got the directions, and that we're driving the right way?

d)

No mistakes

42.

Look for errors in capitalization, punctuation, or usage. Choose the sentence that contains the error. If you find no mistake, mark No Mistake.

a)

The fire department called to verify that our alarm has been checked recently.

b)

Shayna asked: "Why are you being so defensive?"

c)

I would have liked to see a few more houses before we settled on that one, but I still think we made a good decision.

d)

No mistakes.

43.

Look for errors in capitalization, punctuation, or usage. Choose the sentence that contains the error. If you find no mistake, mark No Mistake.

a)

She and I looked over all the final numbers and then left the checks in your box.

b)

The two universities playing against each other this Saturday are notorious.

c)

"Let's make a quick stop on the way there," he suggested.

d)

No mistake

44.

not easily moved mentally or emotionally; dull, unresponsive

a)

verbatim

b)

stolid

c)

deadlock

d)

salvage

45.

not combined; untidy; not properly maintained; unpolished, rude

a)

circumspect

b)

tentative

c)

unkempt

d)

admonish

46.

an opening, gap, rupture, rift, a violation or infraction; to create an opening, break through

a)

commandeer

b)

breach

c)

verbatim

d)

unkempt

47.

clumsy, hard to handle

a)

stolid

b)

admonish

c)

relinquish

d)

cumbersome

48.

a choice between two unpleasant or difficult options

a)

salvage

b)

dilemma

c)

breach

d)

tentative

49.

voluntarily cease to keep or claim; give up

a)

relinquish

b)

muddle

c)

circumspect

d)

deadlock

50.

not certain

a)

stolid

b)

muddle

c)

tentative

d)

warily

51.

to save

a)

admonish

b)

breach

c)

cumbersome

d)

salvage

52.

to caution or advise against something; to scold mildly; to remind of a duty

a)

admonish

b)

commandeer

c)

verbatim

d)

unkempt

53.

a complete standstill; to bring to a standstill

a)

verbatim

b)

deadlock

c)

muddle

d)

commandeer

54.

word for word; exactly as written

a)

verbatim

b)

muddle

c)

salvage

d)

relinquish

55.

to seize for military or official use

a)

tentative

b)

warily

c)

breach

d)

commandeer

56.

to make shorter

a)

pilfer

b)

cherubic

c)

abridge

d)

eminent

57.

bring to an end or halt

a)

terminate

b)

pauper

c)

irate

d)

fabricate

58.

n.) a follower, supporter; (adj.) attached, sticking to

a)

dissent

b)

surmount

c)

altercation

d)

adherent

59.

to overcome, rise above

a)

rift

b)

surmount

c)

cherubic

d)

adherent

60.

an angry argument, a heated argument

a)

condone

b)

altercation

c)

fabricate

d)

irate

61.

a split, break, breach

a)

dissent

b)

pauper

c)

pilfer

d)

rift

62.

resembling an angel

a)

cherubic

b)

eminent

c)

marauder

d)

irate

63.

to steal repeatedly small amounts or things that are of little value

a)

terminate

b)

eminent

c)

pilfer

d)

pauper

64.

to overlook, pardon, or disregard

a)

condone

b)

abridge

c)

altercation

d)

fabricate

65.

an extremely poor person

a)

marauder

b)

pauper

c)

pilfer

d)

dissent

66.

to disagree

a)

irate

b)

fabricate

c)

dissent

d)

eminent

67.

a raider, intruder

a)

dissent

b)

pauper

c)

pilfer

d)

marauder

68.

(adj.) famous, outstanding, distinguished; projecting

a)

eminent

b)

fabricate

c)

adherent

d)

surmount

69.

angry; enraged

a)

rift

b)

dissent

c)

condone

d)

irate

70.

Opera refers to a dramatic art form, originating in Europe, in which the emotional content is conveyed to the audience as much through music, both vocal and instrumental, as it is through the lyrics. By contrast, in musical theatre an actor's dramatic performance is primary, and the music plays a lesser role. The drama in opera is presented using the primary elements of theatre such as scenery, costumes, and acting. However, the words of the opera, or libretto, are sung rather than spoken. The singers are accompanied by a musical ensemble ranging from a small instrumental ensemble to a full symphonic orchestra.

1. It is pointed out in the reading that opera ----.

a)

has developed under the influence of musical theatre

b)

is a drama sung with the accompaniment of an orchestra

c)

is not a high-budget production

d)

is often performed in Europe

e)

is the most complex of all the performing arts

71.

Opera refers to a dramatic art form, originating in Europe, in which the emotional content is conveyed to the audience as much through music, both vocal and instrumental, as it is through the lyrics. By contrast, in musical theatre an actor's dramatic performance is primary, and the music plays a lesser role. The drama in opera is presented using the primary elements of theatre such as scenery, costumes, and acting. However, the words of the opera, or libretto, are sung rather than spoken. The singers are accompanied by a musical ensemble ranging from a small instrumental ensemble to a full symphonic orchestra.

We can understand from the reading that ----

a)

people are captivated more by opera than musical theatre

b)

drama in opera is more important than the music

c)

orchestras in operas can vary considerably in size

d)

musical theatre relies above all on music

e)

there is argument over whether the music is important or the words in opera

72.

Opera refers to a dramatic art form, originating in Europe, in which the emotional content is conveyed to the audience as much through music, both vocal and instrumental, as it is through the lyrics. By contrast, in musical theatre an actor's dramatic performance is primary, and the music plays a lesser role. The drama in opera is presented using the primary elements of theatre such as scenery, costumes, and acting. However, the words of the opera, or libretto, are sung rather than spoken. The singers are accompanied by a musical ensemble ranging from a small instrumental ensemble to a full symphonic orchestra.

It is stated in the reading that ----

a)

acting and costumes are secondary to music in musical theatre

b)

many people find musical theatre more captivating than opera

c)

music in musical theatre is not as important as it is in opera

d)

an opera requires a huge orchestra as well as a large choir

e)

opera doesn't have any properties in common with musical theatre

73.

Dolphins are regarded as the friendliest creatures in the sea and stories of them helping drowning sailors have been common since Roman times. The more we learn about dolphins, the more we realise that their society is more complex than people previously imagined. They look after other dolphins when they are ill, care for pregnant mothers and protect the weakest in the community, as we do. Some scientists have suggested that dolphins have a language but it is much more probable that they communicate with each other without needing words. Could any of these mammals be more intelligent than man? Certainly the most common argument in favour of man's superiority over them that we can kill them more easily than they can kill us is the least satisfactory. On the contrary, the more we discover about these remarkable creatures, the less we appear superior when we destroy them.

It is clear from the passage that dolphins ----.

a)

don't want to be with us as much as we want to be with them

b)

are proven to be less intelligent than once thought

c)

have a reputation for being friendly to humans

d)

are the most powerful creatures that live in the oceans

e)

are capable of learning a language and communicating with humans

74.

Dolphins are regarded as the friendliest creatures in the sea and stories of them helping drowning sailors have been common since Roman times. The more we learn about dolphins, the more we realise that their society is more complex than people previously imagined. They look after other dolphins when they are ill, care for pregnant mothers and protect the weakest in the community, as we do. Some scientists have suggested that dolphins have a language but it is much more probable that they communicate with each other without needing words. Could any of these mammals be more intelligent than man? Certainly the most common argument in favour of man's superiority over them that we can kill them more easily than they can kill us is the least satisfactory. On the contrary, the more we discover about these remarkable creatures, the less we appear superior when we destroy them.

The fact that the writer of the passage thinks that we can kill dolphins more easily than they can kill us ----.

a)

means that they are better adapted to their environment than we are

b)

shows that dolphins have a very sophisticated form of communication

c)

proves that dolphins are not the most intelligent species at sea

d)

does not mean that we are superior to them

e)

proves that Dolphins have linguistic skills far beyond what we previously thought

75.

Dolphins are regarded as the friendliest creatures in the sea and stories of them helping drowning sailors have been common since Roman times. The more we learn about dolphins, the more we realise that their society is more complex than people previously imagined. They look after other dolphins when they are ill, care for pregnant mothers and protect the weakest in the community, as we do. Some scientists have suggested that dolphins have a language but it is much more probable that they communicate with each other without needing words. Could any of these mammals be more intelligent than man? Certainly the most common argument in favour of man's superiority over them that we can kill them more easily than they can kill us is the least satisfactory. On the contrary, the more we discover about these remarkable creatures, the less we appear superior when we destroy them.

One can infer from the reading that ----.

a)

dolphins are quite abundant in some areas of the world

b)

communication is the most fascinating aspect of the dolphins

c)

dolphins have skills that no other living creatures have such as the ability to think

d)

it is not usual for dolphins to communicate with each other

e)

dolphins have some social traits that are similar to those of humans

76.

Naval architects never claim that a ship is unsinkable, but the sinking of the passenger-and-car ferry Estonia in the Baltic surely should have never have happened. It was well designed and carefully maintained. It carried the proper number of lifeboats. It had been thoroughly inspected the day of its fatal voyage. Yet hours later, the Estonia rolled over and sank in a cold, stormy night. It went down so quickly that most of those on board, caught in their dark, flooding cabins, had no chance to save themselves: Of those who managed to scramble overboard, only 139 survived. The rest died of hypothermia before the rescuers could pluck them from the cold sea. The final death toll amounted to 912 souls. However, there were an unpleasant number of questions about why the Estonia sank and why so many survivors were men in the prime of life, while most of the dead were women, children and the elderly.

One can understand from the reading that ----.

a)

the lifesaving equipment did not work well and lifeboats could not be lowered

b)

design faults and incompetent crew contributed to the sinking of the Estonia ferry

c)

139 people managed to leave the vessel but died in freezing water

d)

naval architects claimed that the Estonia was unsinkable

e)

most victims were trapped inside the boat as they were in their cabins

77.

Naval architects never claim that a ship is unsinkable, but the sinking of the passenger-and-car ferry Estonia in the Baltic surely should have never have happened. It was well designed and carefully maintained. It carried the proper number of lifeboats. It had been thoroughly inspected the day of its fatal voyage. Yet hours later, the Estonia rolled over and sank in a cold, stormy night. It went down so quickly that most of those on board, caught in their dark, flooding cabins, had no chance to save themselves: Of those who managed to scramble overboard, only 139 survived. The rest died of hypothermia before the rescuers could pluck them from the cold sea. The final death toll amounted to 912 souls. However, there were an unpleasant number of questions about why the Estonia sank and why so many survivors were men in the prime of life, while most of the dead were women, children and the elderly.

It is clear from the passage that the survivors of the accident ----.

a)

helped one another to overcome the tragedy that had affected them all

b)

were mostly young men but women, children and the elderly stood little chance

c)

helped save hundreds of lives

d)

are still suffering from severe post-traumatic stress disorder

e)

told the investigators nothing about the accident

78.

Naval architects never claim that a ship is unsinkable, but the sinking of the passenger-and-car ferry Estonia in the Baltic surely should have never have happened. It was well designed and carefully maintained. It carried the proper number of lifeboats. It had been thoroughly inspected the day of its fatal voyage. Yet hours later, the Estonia rolled over and sank in a cold, stormy night. It went down so quickly that most of those on board, caught in their dark, flooding cabins, had no chance to save themselves: Of those who managed to scramble overboard, only 139 survived. The rest died of hypothermia before the rescuers could pluck them from the cold sea. The final death toll amounted to 912 souls. However, there were an unpleasant number of questions about why the Estonia sank and why so many survivors were men in the prime of life, while most of the dead were women, children and the elderly.

According to the passage, when the Estonia sank, ----.

a)

there were only 139 passengers on board

b)

few of the passengers were asleep

c)

there were enough lifeboats for the number of people on board

d)

faster reaction by the crew could have increased the Estonia's chances of survival

e)

all the passengers had already moved out into the open decks

79.

Erosion of America's farmland by wind and water has been a problem since settlers first put the prairies and grasslands under the plough in the nineteenth century. By the 1930's, more than 282 million acres of farmland were damaged by erosion. After 40 years of conservation efforts, soil erosion has accelerated due to new demands placed on the land by heavy crop production. In the years ahead, soil erosion and the pollution problems it causes are likely to replace petroleum scarcity as the nation's most critical natural resource problem.

As we understand from the reading, today, soil erosion in America ----.

a)

causes humans to place new demands on the land

b)

is worse than it was in the nineteenth century

c)

happens so slowly that it is hardly noticed

d)

is the most critical problem that the nation faces

e)

is worse in areas which have a lot of petroleum production

80.

In today’s idea-driven economy, the cost of time is what really matters. With the constant pressure to innovate, it makes little sense to waste countless collective hours commuting. So, the most efficient and productive regions are those in which people are thinking and working—not sitting in traffic.The auto-dependent transportation system has reached its limit in most major cities and megaregions. Commuting by car is among the least efficient of all our activities—not to mention among the least enjoyable, according to detailed research by the Nobel Prize–winning economist Daniel Kahneman and his colleagues. Though one might think that the economic crisis beginning in 2007 would have reduced traffic (high unemployment means fewer workers traveling to and from work), the opposite has been true. Average commutes have lengthened, and congestion has gotten worse, if anything. The average commute rose in 2008 to 25.5 minutes, “erasing years of decreases to stand at the level of 2000, as people had to leave home earlier in the morning to pick up friends for their ride to work or to catch a bus or subway train,” according to the U.S. Census Bureau, which collects the figures. And those are average figures. Commutes are far longer in the big West Coast cities of Los Angeles and San Francisco and the East Coast cities of New York, Philadelphia, Baltimore, and Washington, D.C. In many of these cities, gridlock has become the norm, not just at rush hour but all day, every day.The costs are astounding. In Los Angeles, congestion eats up more than 485 million working hours a year; that’s seventy hours, or nearly two weeks, of full-time work per commuter. In D.C., the time cost of congestion is sixty-two hours per worker per year. In New York it’s forty-four hours. Average it out, and the time cost across America’s thirteen biggest city-regions is fifty-one hours per worker per year. Acrossthe country, commuting wastes 4.2 billion hours of work time annually—nearly a full workweek for every commuter. The overall cost to the U.S. economy is nearly $90 billion when lost productivity and wasted fuel are taken into account. At the Martin Prosperity Institute, we calculate that every minute shaved off America’s commuting time is worth $19.5 billion in value added to the economy. The numbers add up fast: five minutes is worth $97.7 billion; ten minutes, $195 billion; fifteen minutes, $292 billion.It’s ironic that so many people still believe the main remedy for traffic congestion is to build more roads and highways, which of course only makes the problem worse. New roads generate higher levels of “induced traffic,” that is, new roads just invite drivers to drive more and lure people who take mass transit back to their cars. Eventually, we end up with more clogged roads rather than a long-term improvement in traffic flow.The coming decades will likely see more intense clustering of jobs, innovation, and productivity in a smaller number of bigger cities and city-regions. Some regions could end up bloated beyond the capacity of their infrastructure, while others struggle, their promise stymied by inadequate human or other resources.
The passage most strongly suggests that researchers at the Martin Prosperity Institute share which assumption?

a)

Employees who work from home are more valuable to their employers than employees who commute.

b)

Employees whose commutes are shortened will use the time saved to do additional productive work for their employers.

c)

Employees can conduct business activities, such as composing memos or joining conference calls, while commuting.

d)

Employees who have lengthy commutes tend to make more money than employees who have shorter commutes.

81.

In today’s idea-driven economy, the cost of time is what really matters. With the constant pressure to innovate, it makes little sense to waste countless collective hours commuting. So, the most efficient and productive regions are those in which people are thinking and working—not sitting in traffic.The auto-dependent transportation system has reached its limit in most major cities and megaregions. Commuting by car is among the least efficient of all our activities—not to mention among the least enjoyable, according to detailed research by the Nobel Prize–winning economist Daniel Kahneman and his colleagues. Though one might think that the economic crisis beginning in 2007 would have reduced traffic (high unemployment means fewer workers traveling to and from work), the opposite has been true. Average commutes have lengthened, and congestion has gotten worse, if anything. The average commute rose in 2008 to 25.5 minutes, “erasing years of decreases to stand at the level of 2000, as people had to leave home earlier in the morning to pick up friends for their ride to work or to catch a bus or subway train,” according to the U.S. Census Bureau, which collects the figures. And those are average figures. Commutes are far longer in the big West Coast cities of Los Angeles and San Francisco and the East Coast cities of New York, Philadelphia, Baltimore, and Washington, D.C. In many of these cities, gridlock has become the norm, not just at rush hour but all day, every day.The costs are astounding. In Los Angeles, congestion eats up more than 485 million working hours a year; that’s seventy hours, or nearly two weeks, of full-time work per commuter. In D.C., the time cost of congestion is sixty-two hours per worker per year. In New York it’s forty-four hours. Average it out, and the time cost across America’s thirteen biggest city-regions is fifty-one hours per worker per year. Acrossthe country, commuting wastes 4.2 billion hours of work time annually—nearly a full workweek for every commuter. The overall cost to the U.S. economy is nearly $90 billion when lost productivity and wasted fuel are taken into account. At the Martin Prosperity Institute, we calculate that every minute shaved off America’s commuting time is worth $19.5 billion in value added to the economy. The numbers add up fast: five minutes is worth $97.7 billion; ten minutes, $195 billion; fifteen minutes, $292 billion.It’s ironic that so many people still believe the main remedy for traffic congestion is to build more roads and highways, which of course only makes the problem worse. New roads generate higher levels of “induced traffic,” that is, new roads just invite drivers to drive more and lure people who take mass transit back to their cars. Eventually, we end up with more clogged roads rather than a long-term improvement in traffic flow.The coming decades will likely see more intense clustering of jobs, innovation, and productivity in a smaller number of bigger cities and city-regions. Some regions could end up bloated beyond the capacity of their infrastructure, while others struggle, their promise stymied by inadequate human or other resources.
As used in line 38, “intense” most nearly means

a)

emotional

b)

concentrated

c)

brilliant

d)

determined

82.

In 1996, a loggerhead turtle called Adelita swam across 9,000 miles from Mexico to Japan, crossing the entire Pacific on her way. Wallace J. Nichols tracked this epic journey with a satellite tag. But Adelita herself had no such technology at her disposal. How did she steer a route across two oceans to find her destination?Nathan Putman has the answer. By testing hatchling turtles in a special tank, he has found that they can use the Earth’s magnetic field as their own Global Positioning System (GPS). By sensing the field, they can work out both their latitude and longitude and head in the right direction.Putman works in the lab of Ken Lohmann, who has been studying the magnetic abilities of loggerheads for over 20 years. In his lab at the University of North Carolina, Lohmann places hatchlings in a large water tank surrounded by a large grid of electromagnetic coils. In 1991, he found that the babies started in the opposite direction if he used the coils to reverse the direction of the magnetic field aroundthem. They could use the field as a compass to get their bearing.Later, Lohmann showed that they can also use the magnetic field to work out their position. For them, this is literally a matter of life or death. Hatchlings born off the sea coast of Florida spend their early lives in the North Atlantic gyre, a warm current that circles between North America and Africa. If they’re swept towards the cold waters outside the gyre, they die. Their magnetic sense keeps them safe.Using his coil-surrounded tank, Lohmann could mimic the magnetic field at different parts of the Earth’s surface. If he simulated the field at the northern edge of the gyre, the hatchlings swam southwards. If he simulated the field at the gyre’s southern edge, the turtles swam west-northwest. These experiments showed that the turtles can use their magnetic sense to work out their latitude—their position on a north-south axis. Now, Putman has shown that they can also determine their longitude—their position on an east-west axis.He tweaked his magnetic tanks to simulate the fields in two positions with the same latitude at opposite ends of the Atlantic. If the field simulated the west Atlantic near Puerto Rico, the turtles swam northeast. If the field matched that on the east Atlantic near the Cape Verde Islands, the turtles swam southwest. In the wild, both headings would keep them within the safe, warm embrace of the North Atlantic gyre.Before now, we knew that several animal migrants, from loggerheads to reed warblers to sparrows, had some way of working out longitude, but no one knew how.By keeping the turtles in the same conditions, with only the magnetic fields around them changing, Putman clearly showed that they can use these fields to find their way. In the wild, they might well also use other landmarks like the position of the sea, sun and stars.Putman thinks that the turtles work out their position using two features of the Earth’s magnetic field that change over its surface. They can sense the field’s inclination, or the angle at which it dips towards the surface. At the poles, this angle is roughly 90 degrees and at the equator, it’s roughly zero degrees. They can also sense its intensity, which is strongest near the poles and weakest near the Equator. Different parts of the world have unique combinations of these two variables. Neither corresponds directly to either latitude or longitude, but together, they provide a “magnetic signature” that tells the turtle where it is.
The passage most strongly suggests that Adelita used which of the following to navigate her 9,000-mile journey?

a)

The current of the North Atlantic gyre

b)

Cues from electromagnetic coils designed by Putman and Lohmann

c)

The inclination and intensity of Earth’s magnetic field

d)

A simulated “magnetic signature” configured by Lohmann

83.

In 1996, a loggerhead turtle called Adelita swam across 9,000 miles from Mexico to Japan, crossing the entire Pacific on her way. Wallace J. Nichols TRACKED this epic journey with a satellite tag. But Adelita herself had no such technology at her disposal. How did she steer a route across two oceans to find her destination?
As used in line 2, “tracked” most nearly means

a)

searched for

b)

traveled over

c)

followed

d)

hunted

84.

In 1996, a loggerhead turtle called Adelita swam across 9,000 miles from Mexico to Japan, crossing the entire Pacific on her way. Wallace J. Nichols tracked this epic journey with a satellite tag. But Adelita herself had no such technology at her disposal. How did she steer a route across two oceans to find her destination?Nathan Putman has the answer. By testing hatchling turtles in a special tank, he has found that they can use the Earth’s magnetic field as their own Global Positioning System (GPS). By sensing the field, they can work out both their latitude and longitude and head in the right direction.Putman works in the lab of Ken Lohmann, who has been studying the magnetic abilities of loggerheads for over 20 years. In his lab at the University of North Carolina, Lohmann places hatchlings in a large water tank surrounded by a large grid of electromagnetic coils. In 1991, he found that the babies started in the opposite direction if he used the coils to reverse the direction of the magnetic field aroundthem. They could use the field as a compass to get their bearing.Later, Lohmann showed that they can also use the magnetic field to work out their position. For them, this is literally a matter of life or death. Hatchlings born off the sea coast of Florida spend their early lives in the North Atlantic gyre, a warm current that circles between North America and Africa. If they’re swept towards the cold waters outside the gyre, they die. Their magnetic sense keeps them safe.Using his coil-surrounded tank, Lohmann could mimic the magnetic field at different parts of the Earth’s surface. If he simulated the field at the northern edge of the gyre, the hatchlings swam southwards. If he simulated the field at the gyre’s southern edge, the turtles swam west-northwest. These experiments showed that the turtles can use their magnetic sense to work out their latitude—their position on a north-south axis. Now, Putman has shown that they can also determine their longitude—their position on an east-west axis.He tweaked his magnetic tanks to simulate the fields in two positions with the same latitude at opposite ends of the Atlantic. If the field simulated the west Atlantic near Puerto Rico, the turtles swam northeast. If the field matched that on the east Atlantic near the Cape Verde Islands, the turtles swam southwest. In the wild, both headings would keep them within the safe, warm embrace of the North Atlantic gyre.Before now, we knew that several animal migrants, from loggerheads to reed warblers to sparrows, had some way of working out longitude, but no one knew how.By keeping the turtles in the same conditions, with only the magnetic fields around them changing, Putman clearly showed that they can use these fields to find their way. In the wild, they might well also use other landmarks like the position of the sea, sun and stars.Putman thinks that the turtles work out their position using two features of the Earth’s magnetic field that change over its surface. They can sense the field’s inclination, or the angle at which it dips towards the surface. At the poles, this angle is roughly 90 degrees and at the equator, it’s roughly zero degrees. They can also sense its intensity, which is strongest near the poles and weakest near the Equator. Different parts of the world have unique combinations of these two variables. Neither corresponds directly to either latitude or longitude, but together, they provide a “magnetic signature” that tells the turtle where it is.
Based on the passage, which choice best describes the relationship between Putman’s and Lohmann’s research?

a)

Putman’s research contradicts Lohmann’s.

b)

Putman’s research builds on Lohmann’s.

c)

CLohmann’s research confirms Putman’s.

d)

Lohmann’s research corrects Putman’s.

85.

He tweaked his magnetic tanks to simulate the fields in two positions with the same latitude at opposite ends of the Atlantic. If the field simulated the west Atlantic near Puerto Rico, the turtles swam northeast. If the field matched that on the east Atlantic near the Cape Verde Islands, the turtles swam southwest. In the wild, both headings would keep them within the safe, warm embrace of the North Atlantic gyre.Before now, we knew that several animal migrants, from loggerheads to reed warblers to sparrows, had some way of working out longitude, but no one knew how.By keeping the turtles in the same conditions, with only the magnetic fields around them changing, Putman clearly showed that they can use these fields to find their way. In the wild, they might well also use other landmarks like the position of the sea, sun and stars. Why was reed warblers to sparrows, added to the passage?

a)

contrast the loggerhead turtle’s migration patterns with those of other species.

b)

provide examples of species that share one of the loggerhead turtle’s abilities.

c)

suggest that most animal species possess some ability to navigate long distances.

d)

illustrate some ways in which the ability to navigate long distances can help a species.

Test Prep- Vocab and Reading

Total questions: 85

Worksheet time: 1hrs 25mins

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