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Sat-practice-test-english-33 Ap macroeconomics course and exam description

Ap macroeconomics course and exam description.Ap macroeconomics course...

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ReadingTest

65 MINUTES, 52 QUESTIONS

Turn to Section 1 of your answer sheet to answer the questions in this section.

Each passage or pair of passages below is followed by a number of questions. After reading each passage or pair, choose the best answer to each question based on what is stated or implied in the passage or passages and in any accompanying graphics (such as a table or graph).

Questions 1-10 are based on the following passage. This passage is from Carlos Ruiz Zafón,The Angel’s Game. ©2008 by Dragonworks, S. Translation ©2009 by Lucia Graves. The narrator, a writer, recalls his childhood in early twentieth-century Barcelona. Even then my only friends were made of paper and ink. At school I had learned to read and write long before the other children. Where my school friends saw notches of ink on incomprehensible pages, I saw light, streets, and people. Words and the mystery of their hidden science fascinated me, and I saw in them a key with which I could unlock a boundless world, a safe haven from that home, those streets, and those troubled days in which even I could sense that only a limited fortune awaited me. My father didn’t like to see books in the house. There was something about them—apart from the letters he could not decipher—that offended him. He used to tell me that as soon as I was ten he would send me off to work and that I’d better get rid of all my scatterbrained ideas if I didn’t want to end up a loser, a nobody. I used to hide my books under the mattress and wait for him to go out or fall asleep so that I could read. Once he caught me reading at night and flew into a rage. He tore the book from my hands and flung it out of the window. “If I catch you wasting electricity again, reading all this nonsense, you’ll be sorry.” My father was not a miser and, despite the hardships we suffered, whenever he could he gave me a few coins so that I could buy myself some treats like

the other children. He was convinced that I spent them on licorice sticks, sunflower seeds, or sweets, but I would keep them in a coffee tin under the bed, and when I’d collected four or five reales I’d secretly rush out to buy myself a book. My favorite place in the whole city was the Sempere & Sons bookshop on Calle Santa Ana. It smelled of old paper and dust and it was my sanctuary, my refuge. The bookseller would let me sit on a chair in a corner and read any book I liked to my heart’s content. He hardly ever allowed me to pay for the books he placed in my hands, but when he wasn’t looking I’d leave the coins I’d managed to collect on the counter before I left. It was only small change—if I’d had to buy a book with that pittance, I would probably have been able to afford only a booklet of cigarette papers. When it was time for me to leave, I would do so dragging my feet, a weight on my soul. If it had been up to me, I would have stayed there forever. One Christmas Sempere gave me the best gift I have ever received. It was an old volume, read and experienced to the full. “Great Expectations, by Charles Dickens,” I read on the cover. I was aware that Sempere knew a few authors who frequented his establishment and, judging by the care with which he handled the volume, I thought perhaps this Mr. Dickens was one of them. “A friend of yours?” “A lifelong friend. And from now on, he’s your friend too.”

.......................................................................................................................................................................................................

Line 5

That afternoon I took my new friend home, hidden under my clothes so that my father wouldn’t see it. It was a rainy winter, with days as gray as lead, and I readGreat Expectationsabout nine times, partly because I had no other book at hand, partly because I did not think there could be a better one in the whole world and I was beginning to suspect that Mr. Dickens had written it just for me. Soon I was convinced that I didn’t want to do anything else in life but learn to do what Mr. Dickens had done.

Over the course of the passage, the main focus shifts froma

A) general discussion of the narrator’s love of reading to a portrayal of an influential incident. B) depiction of the narrator’s father to an examination of an author with whom the narrator becomes enchanted. C) symbolic representation of a skill the narrator possesses to an example of its application. D) tale about the hardships of the narrator’s childhood to an analysis of the effects of those hardships.

The main purpose of lines 1-10 (“Even.. me”)is to

A) introduce the characters who play a part in the narrator’s story. B) list the difficult conditions the narrator endured in childhood. C) describe the passion that drives the actions the narrator recounts. D) depict the narrator’s aspirations before he met Sempere.

3 With which of the following statements about his fatherwould the narrator most likely agree?

A) He lacked affection for the narrator. B) He disliked any unnecessary use of money. C) He would not have approved of Sempere’s gift. D) He objected to the writings of Charles Dickens.

4 Which choice provides the best evidence for the answerto the previous question?

A) Lines 24-27 (“My father..”) B) Lines 35-37 (“The bookseller..”) C) Lines 37-38 (“He hardly..”) D) Lines 59-61 (“That afternoon..”)

5 It can reasonably be inferred from the passage that themain reason that the narrator considersGreat Expectationsto be the best gift he ever received is because

A) reading the book convinced him that he wanted to be a writer. B) he’d only ever been given sweets and snacks as gifts in the past. C) the gift meant that Sempere held him in high regard. D) Sempere was a friend of the book’s author.

6 Which choice provides the best evidence for the answerto the previous question?

A) Lines 38-40 (“when..”) B) Lines 48-49 (“It was..”) C) Lines 52-55 (“I was..”) D) Lines 66-68 (“Soon..”)

...............................................................................................................................................................................................................................................................................................................

produced statistically significant results. Of those, 62% were ultimately published, compared with 21% of the null results. However, the Stanford team was surprised that researchers didn’t even write up 65% of the experiments that yielded a null finding. Scientists not involved in the study praise its “clever” design. “It’s a very important paper” that “starts to put numbers on things we want to understand,” says economist Edward Miguel of the University of California, Berkeley. He and others note that the bias against null studies can waste time and money when researchers devise new studies replicating strategies already found to be ineffective. Worse, if researchers publish significant results from similar experiments in the future, they could look stronger than they should because the earlier null studies are ignored. Even more troubling to Malhotra was the fact that two scientists whose initial studies “didn’t work out” went on to publish results based on a smaller sample. “The non-TESS version of the same study, in which we used a student sample, did yield fruit,” noted one investigator. A registry for data generated by all experiments would address these problems, the authors argue. They say it should also include a “preanalysis” plan, that is, a detailed description of what the scientist hopes to achieve and how the data will be analyzed. Such plans would help deter researchers from tweaking their analyses after the data are collected in search of more publishable results.

Fates of Social Science Studies by Results

strong results (42% of total)

mixed results (36% of total)

null results (22% of total)

100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0%

published in top journal published in non-top journal unpublished but written unwritten

The passage primarily serves to

A) discuss recent findings concerning scientific studies and dispute a widely held belief about the publication of social science research. B) explain a common practice in the reporting of research studies and summarize a study that provides support for a change to that practice. C) describe the shortcomings in current approaches to medical trials and recommend the implementation of a government database. D) provide context as part of a call for stricter controls on social science research and challenge publishers to alter their mindsets.

As used in line 21, “allows” most nearly means

A) admits. B) tolerates. C) grants. D) enables.

As used in line 43, “strength” most nearly means

A) attribution. B) exertion. C) toughness. D) significance.

14 The passage indicates that a problem with failing to documentnull results is that

A) the results of related studies will be misleading. B) researchers may overlook promising areas of study. C) mistakes in the collection of null results may be overlooked. D) the bias against null results will be disregarded.

15 Which choice provides the best evidence for the answerto the previous question?

A) Lines 38-40 (“Their..”) B) Lines 48-50 (“However..”) C) Lines 56-59 (“He and..”) D) Lines 59-62 (“Worse..”)

16 Based on the passage, to which of the following hypotheticalsituations would Malhotra most strongly object?

A) A research team refuses to publish null results in anything less than a top journal. B) A research team excludes the portion of data that produced null results when reporting its results in a journal. C) A research team unknowingly repeats a study that produced null results for another research team. D) A research team performs a follow-up study that expands the scope of an initial study that produced null results.

Questions 22-31 are based on the following passage and supplementary material. This passage is adapted from Rachel Ehrenberg, “Salt Stretches in Nanoworld.” ©2009 by Society for Science & the Public. The “nanoworld” is the world observed on a scale one billionth that of ordinary human experience. Inflexible old salt becomes a softy in the nanoworld, stretching like taffy to more than twice its length, researchers report. The findings may lead to new approaches for making nanowires that could end up in solar cells or electronic circuits. The work also suggests that these ultra-tiny salt wires may already exist in sea spray and large underground salt deposits. “We think nanowires are special and go to great lengths to make them,” says study coauthor Nathan Moore of Sandia National Laboratories in Albuquerque. “Maybe they are more common than we think.” Metals such as gold or lead, in which bonding angles are loosey-goosey, can stretch out at temperatures well below their melting points. But scientists don’t expect this superplasticity in a rigid, crystalline material like salt, Moore says. This unusual behavior highlights that different forces rule the nanoworld, says theoretical physicist Krzysztof Kempa of Boston College. “Forget about gravity. It plays no role,” he says. Surface tension and electrostatic forces are much more important at this scale. Moore and his colleagues discovered salt’s stretchiness accidently. They were investigating how water sticks to a surface such as salt and created a super-dry salt sample for testing. After cleaving a chunk of salt about the size of a sugar cube with a razor, the scientists guided a microscope that detects forces toward the surface. When the tip was far away there was no measured force, but within about seven nanometers a very strong attraction rapidly developed between the diamond tip of the microscope and the salt. The salt actually stretched out to glom on to the microscope tip. Using an electron microscope to see what was happening, the researchers observed the nanowires. The initial attraction between the tip and salt might be due to electrostatic forces, perhaps good old van der Waals interactions, 1 the researchers

speculate. Several mechanisms might lead to the elasticity, including the excessive surface tension found in the nanoworld (the same tension that allows a water strider to skim the surface of a pond). The surface tension is so strong that as the microscope pulls away from the salt, the salt stretches, Kempa says. “The inside has no choice but to rearrange the atoms, rather than break,” he says. This bizarre behavior is actually mirrored in the macroworld, the researchers say. Huge underground deposits of salt can bend like plastic, but water is believed to play a role at these scales. Perhaps salty nanowires are present in these deposits as well. “Sodium chloride 2 is everywhere—in the air, in our bodies,” Moore says. “This may change our view of things, of what’s happening at the nanoscale.” The work also suggests new techniques for making nanowires, which are often created through nano-imprinting techniques, Kempa says. “We invoke the intuition of the macroworld,” he says. “Maybe instead of stamping [nanowires] we should be nano-pulling them.”

Line 5

1 Attractive forces between nearby atoms 2 Common salt

Interaction of Microscope Tip with Salt Surface

Distance from tip to surface (nanometers)

Force on tip (micronewtons)

Q R

tip moving toward salt surface

Force on tip (micronewtons)

0 5 10 15 20 25

tip moving away from salt surface S

One central idea of the passage is that

A) sometimes materials behave contrary to expectations. B) systems can be described in terms of inputs and outputs. C) models of materials have both strengths and weaknesses. D) properties of systems differ from the properties of their parts.

23 Which choice best describes the overall structure of thepassage?

A) A list of several ways in which salt’s properties differ from researchers’ expectations B) A presentation of a hypothesis regarding salt behavior, description of an associated experiment, and explanation of why the results weaken the hypothesis C) A description of two salt crystal experiments, the apparent disagreement in their results, and the resolution by more sensitive equipment D) An introduction to an interesting salt property, description of its discovery, and speculation regarding its application

24 Which choice provides the best evidence for the claimthat Moore’s group was surprised to observe salt stretching?

A) Lines 17-18 (“But..”) B) Lines 26-28 (“They were..”) C) Lines 36-38 (“Using..”) D) Lines 55-56 (“Sodium..”)

25 As used in line 20, “rule” most nearly means

A) mark. B) control. C) declare. D) restrain.

Questions 32-41 are based on the following passages. These passages are adapted from the Lincoln‑Douglas debates. Passage 1 is from a statement by Stephen Douglas. Passage 2 is from a statement by Abraham Lincoln. Douglas and Lincoln engaged in a series of debates while competing for a US Senate seat in 1858. Passage 1 Mr. Lincoln likens that bond of the Federal Constitution, joining Free and Slave States together, to a house divided against itself, and says that it is contrary to the law of God, and cannot stand. When did he learn, and by what authority does he proclaim, that this Government is contrary to the law of God and cannot stand? It has stood thus divided into Free and Slave States from its organization up to this day. During that period we have increased from four millions to thirty millions of people; we have extended our territory from the Mississippi to the Pacific Ocean; we have acquired the Floridas and Texas, and other territory sufficient to double our geographical extent; we have increased in population, in wealth, and in power beyond any example on earth; we have risen from a weak and feeble power to become the terror and admiration of the civilized world; and all this has been done under a Constitution which Mr. Lincoln, in substance, says is in violation of the law of God; and under a Union divided into Free and Slave States, which Mr. Lincoln thinks, because of such division, cannot stand. Surely, Mr. Lincoln is a wiser man than those who framed the Government.... I now come back to the question, why cannot this Union exist forever, divided into Free and Slave States, as our fathers made it? It can thus exist if each State will carry out the principles upon which our institutions were founded; to wit, the right of each State to do as it pleases, without meddling with its neighbors. Just act upon that great principle, and this Union will not only live forever, but it will extend and expand until it covers the whole continent, and makes this confederacy one grand, ocean-bound Republic. We must bear in mind that we are yet a young nation, growing with a rapidity unequalled in the history of the world, that our national increase is great, and that the emigration from the old world is increasing, requiring us to expand and acquire new territory from time to time, in order to give our people land to live upon. If we live upon the principle

of State rights and State sovereignty, each State regulating its own affairs and minding its own business, we can go on and extend indefinitely, just as fast and as far as we need the territory.... Passage 2 In complaining of what I said in my speech at Springfield, in which he says I accepted my nomination for the Senatorship.. quotes that portion in which I said that “a house divided against itself cannot stand.” Let me say a word in regard to that matter. He tries to persuade us that there must be a variety in the different institutions of the States of the Union; that that variety necessarily proceeds from the variety of soil, climate, of the face of the country, and the difference in the natural features of the States. I agree to all that. Have these very matters ever produced any difficulty among us? Not at all. Have we ever had any quarrel over the fact that they have laws in Louisiana designed to regulate the commerce that springs from the production of sugar? Or because we have a different class relative to the production of flour in this State? Have they produced any differences? Not at all. They are the very cements of this Union. They don’t make the house a “house divided against itself.” They are the props that hold up the house and sustain the Union. But has it been so with this element of slavery? Have we not always had quarrels and difficulties over it? And when will we cease to have quarrels over it? Like causes produce like effects. It is worth while to observe that we have generally had comparative peace upon the slavery question, and that there has been no cause for alarm until it was excited by the effort to spread it into new territory. Whenever it has been limited to its present bounds, and there has been no effort to spread it, there has been peace. All the trouble and convulsion has proceeded from efforts to spread it over more territory. It was thus at the date of the Missouri Compromise. It was so again with the annexation of Texas; so with the territory acquired by the Mexican War; and it is so now. Whenever there has been an effort to spread it there has been agitation and resistance... that the nature of man will be changed, that the same causes that produced agitation at one time will not have the same effect at another?

Line 5

In the first paragraph of Passage 1, the main purpose of Douglas’s discussion of the growth of the territory and population of the United States is to

A) provide context for Douglas’s defense of continued expansion. B) suggest that the division into free and slave states does not endanger the Union. C) imply that Lincoln is unaware of basic facts concerning the country. D) account for the image of the United States as powerful and admirable.

What does Passage 1 suggest about the US government’sprovisions for the institution of slavery, as framed in the Constitution?

A) They included no means for reconciling differences between free states and slave states. B) They anticipated the Union’s expansion into western territories. C) They provided a good basic structure that does not need to be changed. D) They were founded on an assumption that slavery was necessary for economic growth.

Which choice provides the best evidence for the answerto the previous question?

A) Lines 10-16 (“we have..”) B) Lines 25-27 (“I now.. it”) C) Lines 35-39 (“We must..”) D) Lines 41-45 (“If we..”)

35 As used in line 67, “element” most nearly means

A) ingredient. B) environment. C) factor. D) quality.

36 Based on Passage 2, Lincoln would be most likely to agreewith which claim about the controversy over slavery?

A) It can be ended only if Northern states act unilaterally to abolish slavery throughout the United States. B) It would abate if attempts to introduce slavery to regions where it is not practiced were abandoned. C) It has been exacerbated by the ambiguity of laws regulating the holding of slaves. D) It is fueled in part by differences in religion and social values from state to state.

37 Which choice provides the best evidence for the answerto the previous question?

A) Lines 56-61 (“I agree..”) B) Lines 64-66 (“They don’t..”) C) Lines 74-76 (“Whenever..”) D) Lines 83-86 (“Do you..”)

Questions 42-52 are based on the following passage. This passage is adapted from Daniel Chamovitz,What a Plant Knows: A Field Guide to the Senses. ©2012 by Daniel Chamovitz. The Venus flytrap [Dionaea muscipula] needs to know when an ideal meal is crawling across its leaves. Closing its trap requires a huge expense of energy, and reopening the trap can take several hours, so Dionaeaonly wants to spring closed when it’s sure that the dawdling insect visiting its surface is large enough to be worth its time. The large black hairs on their lobes allow the Venus flytraps to literally feel their prey, and they act as triggers that spring the trap closed when the proper prey makes its way across the trap. If the insect touches just one hair, the trap will not spring shut; but a large enough bug will likely touch two hairs within about twenty seconds, and that signal springs the Venus flytrap into action. We can look at this system as analogous to short-term memory. First, the flytrap encodes the information (forms the memory) that something (it doesn’t know what) has touched one of its hairs. Then it stores this information for a number of seconds (retains the memory) and finally retrieves this information (recalls the memory) once a second hair is touched. If a small ant takes a while to get from one hair to the next, the trap will have forgotten the first touch by the time the ant brushes up against the next hair. In other words, it loses the storage of the information, doesn’t close, and the ant happily meanders on. How does the plant encode and store the information from the unassuming bug’s encounter with the first hair? How does it remember the first touch in order to react upon the second? Scientists have been puzzled by these questions ever since John Burdon-Sanderson’s early report on the physiology of the Venus flytrap in 1882. A century later, Dieter Hodick and Andreas Sievers at the University of Bonn in Germany proposed that the flytrap stored information regarding how many hairs have been touched in the electric charge of its leaf. Their model is quite elegant in its simplicity. In their studies, they discovered that touching a trigger hair on the Venus flytrap causes an electric action potential [a temporary reversal in the electrical polarity of a cell membrane] that induces calcium channels to open in the trap (this coupling of action potentials and the opening of

calcium channels is similar to the processes that occur during communication between human neurons), thus causing a rapid increase in the concentration of calcium ions. They proposed that the trap requires a relatively high concentration of calcium in order to close and that a single action potential from just one trigger hair being touched does not reach this level. Therefore, a second hair needs to be stimulated to push the calcium concentration over this threshold and spring the trap. The encoding of the information requires maintaining a high enough level of calcium so that a second increase (triggered by touching the second hair) pushes the total concentration of calcium over the threshold. As the calcium ion concentrations dissipate over time, if the second touch and potential don’t happen quickly, the final concentration after the second trigger won’t be high enough to close the trap, and the memory is lost. Subsequent research supports this model. Alexander Volkov and his colleagues at Oakwood University in Alabama first demonstrated that it is indeed electricity that causes the Venus flytrap to close. To test the model they rigged up very fine electrodes and applied an electrical current to the open lobes of the trap. This made the trap close without any direct touch to its trigger hairs (while they didn’t measure calcium levels, the current likely led to increases). When they modified this experiment by altering the amount of electrical current, Volkov could determine the exact electrical charge needed for the trap to close. As long as fourteen microcoulombs—a tiny bit more than the static electricity generated by rubbing two balloons together—flowed between the two electrodes, the trap closed. This could come as one large burst or as a series of smaller charges within twenty seconds. If it took longer than twenty seconds to accumulate the total charge, the trap would remain open.

Line 5

The primary purpose of the passage is to

A) discuss findings that offer a scientific explanation for the Venus flytrap’s closing action. B) present research that suggests that the Venus flytrap’s predatory behavior is both complex and unique among plants. C) identify the process by which the Venus flytrap’s closing action has evolved. D) provide a brief overview of the Venus flytrap and its predatory behavior.

Based on the passage, a significant advantage of the Venusflytrap’s requirement for multiple triggers is that it

A) enables the plant to identify the species of its prey. B) conserves the plant’s calcium reserves. C) safeguards the plant’s energy supply. D) prevents the plant from closing before capturing its prey.

44 Which choice provides the best evidence for the answerto the previous question?

A) Lines 3-7 (“Closing..”) B) Lines 7-11 (“The large.. the trap”) C) Lines 11-14 (“If the..”) D) Lines 16-18 (“First..”)

45 The use of the phrases “dawdling insect” (line 6), “happilymeanders” (line 27), and “unassuming bug’s encounter” (lines 28-29) in the first two paragraphs establishes a tone that is

A) academic. B) melodramatic. C) informal. D) mocking.

50 Based on the passage, what potential criticism might be made of Volkov’s testing of Hodick and Sievers’s model?

A) Volkov’s understanding of Hodick and Sievers’s model was incorrect. B) Volkov’s measurements did not corroborate a central element of Hodick and Sievers’s model. C) Volkov’s direct application of an electrical current would have been objectionable to Hodick and Sievers. D) Volkov’s technology was not available to Hodick and Sievers.

51 Which choice provides the best evidence for the answerto the previous question?

A) Lines 66-69 (“Alexander..”) B) Lines 69-71 (“To test..”) C) Lines 71-74 (“This..”) D) Lines 74-77 (“When..”)

52 Based on the passage, in studying the Venus flytrap, Volkovand his colleagues made the most extensive use of which type of evidence?

A) Mathematical models to predict the electrical charge required to close the Venus flytrap B) Analysis of data collected from previous researchers’ work involving the Venus flytrap’s response to electricity C) Information obtained from monitoring the Venus flytrap’s response to varying amounts of electrical current D) Published theories of scientists who developed earlier models of the Venus flytrap

STOP

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Do not turn to any other section.

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Writing and LanguageTest

35 MINUTES, 44 QUESTIONS

Turn to Section 2 of your answer sheet to answer the questions in this section.

Each passage below is accompanied by a number of questions. For some questions, you will consider how the passage might be revised to improve the expression of ideas. For other questions, you will consider how the passage might be edited to correct errors in sentence structure, usage, or punctuation. A passage or a question may be accompanied by one or more graphics (such as a table or graph) that you will consider as you make revising and editing decisions.

Some questions will direct you to an underlined portion of a passage. Other questions will direct you to a location in a passage or ask you to think about the passage as a whole.

After reading each passage, choose the answer to each question that most effectively improves the quality of writing in the passage or that makes the passage conform to the conventions of standard written English. Many questions include a“NO CHANGE”option. Choose that option if you think the best choice is to leave the relevant portion of the passage as it is.

Questions 1-11 are based on the following passage and supplementary material.

Compost: Don’t Waste This Waste

Over the past generation, people in many parts of the

United States have become accustomed to dividing their

household waste products into different categories for

recycling. 1 Regardless, paper may go in one container,

glass and aluminum in another, regular garbage in a

third. Recently, some US cities have added a new

category: compost, organic matter such as food scraps

and yard debris. Like paper or glass recycling,

composting demands a certain amount of effort from the

................................................................................................................................... 1

A) NO CHANGE B) However, C) Furthermore, D) For example,

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