PRACTICE TEST 5
PRACTICE TEST 5519
CHAPTER 14 / PRACTICE PSAT 5521ANSWER SHEETLast Name:First Name:Date:Testing Location:Administering the Test Remove this answer sheet from the book and use it to record your answers to this test.This test will require 2 hours and 10 minutes to complete. Take this test in one sitting.Use a stopwatch to time yourself on each section. The time limit for each section is written clearly at thebeginning of each section. The first four sections are 25 minutes long, and the last section is 30 minutes long.Each response must completely fill the oval. Erase all stray marks completely, or they may be interpreted as responses.You must stop ALL work on a section when time is called.If you finish a section before the time has elapsed, check your work on that section. You may NOT move onto the next section until time is called.Do not waste time on questions that seem too difficult for you.Use the test book for scratchwork, but you will only receive credit for answers that are marked on theanswer sheets.Scoring the Test Your scaled score, which will be determined from a conversion table, is based on your raw score for eachsection.You will receive one point toward your raw score for every correct answer.You will receive no points toward your raw score for an omitted question.For each wrong answer on a multiple-choice question, your raw score will be reduced by 1/4 point. Foreach wrong answer on a numerical “grid-in” question (Section 4, questions 29 –38), your raw score willreceive no deduction.
522MC GRAW-HILL’S PSAT/NMSQT
CHAPTER 14 / PRACTICE PSAT 5523Section 1ÆzTime—25 minutes124 Questions (1 –24)Each sentence below has one or two blanks, each blank indicating that something has been omitted.Beneath the sentence are five words or sets of words labeled A through E. Choose the word or set ofwords that, when inserted in the sentence, best fits the meaning of the sentence as a whole.Example:Medieval kingdoms did not become constitutional republics overnight; on the contrary, the changewas --- sufficientgradualCorrect response: (E)B1Sanzianna’s ---- -- that something awful hadhappened to her mother proved to be -- --- -;her mother did not answer the phone forthree days because the battery in her phonehad run dlearticulatetestifyOriginally designed as a medicine to assist inthe - --- -- of elevated blood pressure, Minoxidil was found to have the --- --- effect ofincreasing hair growth and revolutionizedthe science of hair replacement.(A)(B)(C)(D)(E)4disbelief : : incorrectintuition : : accurateobsession : : authenticdenial : : interestingpremonition : : falseGrace was not surprised to find out thatLydia waited until the last possible momentto turn in her term paper; Lydia had alwaysbeen one to - --- --.(A)(B)(C)(D)(E)BBehavioral psychologists suggest that thewhining, kicking, screaming, and hittingthat accompany a temper tantrum are - --- -displays that are a normal part of a lloussomberhistrionicwistfulIn the wild, the dominance hierarchy amongmembers of a chimpanzee group can be--- --- determined through the tracking ofagonistic behaviors such as -- --- -, an actionby which a higher-ranked individual takesthe spot of another, often at a preferredfeeding source.(A)(B)(C)(D)(E)definitively : : transmutationempirically : : supplantingambiguously : : exhortationnefariously : : benedictionincontrovertibly : : jurisdictioneradication : : anticipatedmagnification : : adjunctmitigation : : unforeseenmodernization : : extraneousenhancement : : superciliousGO ON TO THE NEXT PAGE Å Å Å
524MC GRAW-HILL’S PSAT/NMSQTThe passages below are followed by questionsbased on their content or the relationshipbetween the passages. Answer the questionson the basis of what is stated or implied inthe passages or the introductory materialpreceding them.Æz1B6(A) a theoretical dispute, while Passage 2focuses on the nature of an investigation(B) a broad historical setting, while Passage2 focuses on a single person(C) the positive aspects of a theory, whilePassage 2 focuses on the negative aspects of the same theory(D) the analysis of the scientific method ingeneral, while Passage 2 focuses on aspecific theory(E) experimental equipment, while Passage2 focuses on an experimental methodQuestions 6– 9 are based on thefollowing passages.Passage 1Line Pavlov discovered that dogs would salivate notonly when food was placed in their mouths, butalso when they simply saw the person who wasto feed them. His student, Anton Snarsky,5sought to attribute this fact to the highermental abilities of the dogs, namely theirthoughts, feelings and desires. Pavlov rejectedcompletely any such “mentalistic”interpretation. He believed that physiology10 alone, without the help of psychology or anappeal to “consciousness,” could explain thisPavlovian conditioning. In Pavlov’s view, thetemporary association between the visualstimulus of the feeder and the salivary response15 was simply a modification of a low-level reflex.B7202530Pavlov realized that the actions of the dog’ssalivary glands and the actions of the dog’sstomach were both under the control of theautonomic nervous system, and hence probablylinked by reflexes. In his investigations of thislink, he discovered that the dogs did not need totaste, see, or even smell their food in order tobegin salivating. They could be made to salivateby the sound of a metronome, which hadpreviously only sounded when the food wasabout to be presented. In addition to showingthat dogs could be taught, or “conditioned,” tosalivate in the presence of almost anyassociated stimulus, Pavlov also showed thatthis association is pliable, and can be repressedif the conditioned stimulus fails over anextended period. If the food stops comingwhen the metronome sounds, the salivationeventually stops also.The quotation marks around the word “consciousness” (line 11) suggest that this term(A) is usually stressed when spoken aloud(B) is being adapted from another language(C) is being used to mean the opposite ofwhat it originally meant(D) was coined by Pavlov(E) was not held in high regard by PavlovB8Passage 2The two passages differ in emphasis primarily in that Passage 1 focuses onB9Both passages indicate that(A) conditioned responses are not necessarily permanent(B) some scientists questioned Pavlov’stheory of conditioning(C) visual stimuli elicit a more powerfulreaction in dogs than do auditory stimuli(D) dogs are highly intelligent(E) physiology is an aspect of psychologyAs it is used in line 31, the word “fails” mostnearly means(A) is not measured with precise instruments(B) ceases to be associated with food(C) is not properly interpreted by theexperimenter(D) does not occur(E) is not accepted by other scientistsGO ON TO THE NEXT PAGE Å Å Å
Questions 10– 17 are based on thefollowing passage.The following passage is an excerpt from acollection of works that describes variousseafaring legends.Line If you throw a stone into a pond, the pattern ofripples that is set up will be disturbed by anyrocks that break the surface. If you also had achart or photograph of all these ripples and a5knowledge of mathematics, it would be possibleto calculate the positions of all the rocks. Nowsubstitute an ocean for the pond and islandsfor the rocks, and you can apply the samemathematical principles to pinpoint the10 location of an island 100 miles away. Aboutthree thousand years ago the ability to read themessages of the waves in this way allowed arace of master navigators to sail to, andcolonize, almost every habitable island across15 the Pacific.The Polynesians had no maps or sea chartsto guide them, neither did they have compasses,sextants, or telescopes; there was not even awritten language by which they could pass on20 the lessons of hard-won experience. Yet over aperiod of some thousand years they populateda huge triangular area covering more than7 million square miles of ocean, from EasterIsland in the east to Hawaii in the north and25 New Zealand in the south.They achieved this incredible feat simplyby means of intelligent observation. Theseseafarers had noticed that when waves hit anisland some of them were reflected back in the30 direction from which they had come, whileothers were deflected, continuing on the otherside of the island but in an altered form. Bycontinued observation these people built up avast store of knowledge about wave behavior so35 detailed that they could accurately judge, fromthe pattern of an island’s reflected and deflectedwaves, its location 100 miles away.When European sailors first encounteredthe strange interlocking web of bamboo sticks40 known as mattang, they thought it was aprimitive type of map; but in fact these455055606570758085constructions were devices for teaching islandboys the principles of wave motion. Themattang was so built that it demonstrated allthe basic patterns that waves can assume; withits help a young navigator could learn andunderstand the implications of the manydifferent wave formations that he mightencounter.Clearly, it was both an intricate art and anintimate one; the Polynesian sailor had to be soclose to the waves that he could feel theirmotions through touch. He would go to the bowof his canoe, crouch down in the hull, andliterally feel, with all of his body, every motionof the craft. Within minutes he would be able todetermine the positions of the nearest island,any intervening reefs, and other islands nearby.A mattang intended for local use would showindividual islands and groups, with particularislands being indicated by shells or pieces ofcoral fastened to the web of sticks.Using these methods the Polynesians wereable to explore most of the Pacific, yet wherethese people came from originally is a mystery,although Thor Heyerdahl strongly suggestedthat they owe their beginnings to successivemigrations from the west coast of SouthAmerica. Some three thousand years ago theypassed through Fiji, settled in Tonga inMelanesia, and then moved on to Samoa. On anisland that was far enough away from amainland to be immune to disease thepopulation would explode, so a group wouldsail off again; in this way the Marquesas weresettled perhaps two thousand years ago.From the Marquesas they made spectacularvoyages to Easter Island, Hawaii, and NewZealand, covering these vast distances in hugedugout canoes lashed together in pairs with adeckhouse built on a platform between the twohulls. The interesting thing about theseenormous migrations is that the Polynesians,spread out as they were across the world’slargest ocean, still retained a sense of being asingle people with a more or less commonlanguage, so that today it is possible for a Maorifrom New Zealand to make himself understoodto another Polynesian in Hawaii.Seafaring Legend and Lore, Peter D. Jeans. #2004 McGraw-Hill,McGraw-Hill #1939 pp. 3 –4GO ON TO THE NEXT PAGE Å Å ÅÆThe questions below are based on the contentof the passage that precedes them. The questions are to be answered on the basis of whatis stated or implied in the passage or the introductory material that precedes the passage.525zCHAPTER 14 / PRACTICE PSAT 51
526B10ÆMC GRAW-HILL’S PSAT/NMSQTThe first paragraph uses which of the following rhetorical devices?(A)(B)(C)(D)(E)z1B11B14statistical inferencedebatepersonificationanalogyhyperboleThe author clearly considers “some thousandyears” (line 21) to be(A) a long time to develop a navigationaltechnology(B) a short time in which to achieve geographical dominance(C) a long time to go without a writtenlanguage(D) a long period of economic prosperity(E) a short time relative to the length of timea particular technology has been in use(A)(B)(C)(D)(E)B15B12It can be inferred that the “vast store ofknowledge” (line 34) was primarily in theform of(A)(B)(C)(D)(E)B17B13As described in the passage, the ability ofPolynesian sailors to navigate is most similar to(A) the ability of owls to see very smallmovements of their prey in very dimlight(B) the ability of snakes to detect their surroundings primarily through smell andtaste(C) the ability of cats to detect nearbymoving objects with their whiskers(D) the ability of dolphins to sense distantfixed objects by detecting sound wavesthat are reflected by those objects(E) the ability of bees to locate food sourcesin terms of their relationship to the sun’spositionmethods of navigationgeographical knowledgehistory of migrationsusceptibility to diseaserelationships with their neighborsThe passage suggests that the Polynesianswere motivated to spread throughout thePacific primarily by the desire to(A)(B)(C)(D)(E)sea chartslogs of previous voyagesfirsthand experienceastronomical measurementswritten and oral legendsphysical contactemotional commitmentsocial cooperationmathematical calculationa familiarity with sea lifeThe reference to Thor Heyerdahl in line 66 isused primarily to infer information about thePolynesians’(A)(B)(C)(D)(E)16BBy saying that the Polynesian art of navigation is an “intimate one” (line 51), theauthor means that it requiresavoid diseasefind new sources of foodescape overpopulationspread their cultureescape repressionAs it is used in line 86, the word “common”most nearly alGO ON TO THE NEXT PAGE Å Å Å
Questions 18– 24 are based on thefollowing passage.The following passage, written by a professionalspeechwriter, discusses the use of humor inspeeches.Line Humor is treacherous. It can charm, coax andpersuade, but it can also distract, baffle oralienate the audience. All too often, jokes areadded to a speech without the least regard5to their relevance. No one would wedge adiscussion of Byzantine art into a speech onhealth care. Yet, how many serious speechesbegin with a warm-up of meaningless golfjokes?10Some speakers feel insecure, and they wishto ingratiate themselves with the audience.They hope that a few introductory jokes willwin over the crowd. Of course, that depends ifthe humor is original and funny. Otherwise, the15 speaker will have more reason to be insecure.Humor is not a foolproof method of seduction.Although we speechwriters are rumored tobe ventriloquists, in fact, the dummy tells uswhat to write. If and when we are told to be20 funny, we must contend with three distinctchallenges: the speaker, the audience and thetopic. Our jokes must reflect the speaker’spersonality, background and affectations. Ihave written for a variety of characters and25 caricatures. One of my clients was born achairman; his nickname at Yale was Adonis.Yet, this Episcopalian god liked selfdeprecating humor; in one speech, he said, “Inthe corporate pyramid, I’m the mummy.”30The humor must be tailored to the speaker,but it also should be compatible with theaudience . . . Consider the composition and thecharacter of your audience. Will your listenersfind the humor in your remarks? There can be a35 fine line between humor and idiosyncracy, andit is easy to stray.As speakers and writers, we also mustconsider if the topic is suitable for humor.Would humor emphasize your ideas or40 sabotage them? Even good jokes can beinappropriate. If the audience expects a serious45505560657075808590speech, a humorous tone could belie yourmessage and credibility. A boring accountant ismore reassuring than a funny one. Indeed, thetactless joke or the flippant attitude can turn aspeech into a suicide note.History offers a famous example of thatmistake. When on trial for impiety, Socratesridiculed the ignorance and hypocrisy of hiscritics. Posterity admires his courage, but hisaudience did not. His defiance convicted him,and his mockery condemned him. Yes, Socrateswas speaking the truth, but he might havechosen a more tactful manner of expressingit. One should never offend the audience,especially when it is a jury.Having terrified you with the risks ofhumor, let me entice you with its rewards.Humor is the most irresistable form ofcommunication. It has a contagious appeal thatcan win friends, arguments and elections. Canyou recall a single joke by Walter Mondale orMichael Dukakis? Humor can be more than justa ploy for the audience’s attention; it can be asly but incisive expression of your ideas. MartinLuther certainly thought so. The founder of theReformation was both a doctor of theology anda master of ridicule.Luther could have expressed his beliefs in ascholarly Latin essay, but how many peoplewould have understood it? The rebelliousprofessor wanted the largest possible audienceto know his opposition to the Church, so hewrote jokes in German. The humor was a broadand bawdy attack on the Church, and itdelighted the public.Luther used humor to convey andemphasize his ideas. His jokes were notirrelevant warm-ups for the sermon. They wereintegral to his text. Now, if humor can inciteReformation and a century of religious wars,think of how it can help you. Humor canilluminate and illustrate; it makes aninsidiously good teacher.Humor demands originality. A stale jokewill sabotage the speaker and the speech. Yourspeaker will be unnerved by the silence of afailed joke, and the trite humor will squanderthe attention and patience of the audience. Ifyou hope to get fresh jokes from newslettersand websites, so does everyone else. You shouldwrite your own humor. Does that seem adaunting challenge? It shouldn’t. You have theadvantage of living in an absurd world.GO ON TO THE NEXT PAGE Å Å ÅÆThe questions below are based on the contentof the passage that precedes them. The questions are to be answered on the basis of whatis stated or implied in the passage or the introductory material that precedes the passage.527zCHAPTER 14 / PRACTICE PSAT 51
528MC GRAW-HILL’S PSAT/NMSQTWriting humor is a matter of observation. Inan absurd world, the facts will speak forthemselves and be self-incriminating. Thespeechwriter simply has to make the best use ofthe wry, the ironic and the ridiculous. So, a100 naked plumber walks into a bar . . . Whathappened next? It is a test of your talent andjudgment on how to end the story and how bestto use it. Does it belong in a speech, who shouldsay it and to what audience? There are105 challenges and risks in humor, but there arealso undeniable rewards. Humor can be yourmost effective means of communcation, and itcertainly is the most noblecomplicatedB22B23Which of the following best summarizes thecontrast between the author’s characterization of his client in lines 25 –26 and theclient’s characterization of himself?(A)(B)(C)(D)(E)charismatic vs. humbleassertive vs. cowardlyhumorless vs. intelligentarticulate vs. bumblingpersonable vs. rudeB24employed professional speechwriterslost an electionused humor to good effectwrote his own speechesovercame his fear of public speakingThe author suggests that “newsletters andwebsites” (lines 90 –91) are(A)(B)(C)(D)(E)an uneducated audience memberan inarticulate speechwritera good teacher of speechwritingthe author of this passagethe person giving a speechindiscretionfailing to articulate a position clearlyspeaking in too sober a mannerusing overly technical languageusing self-deprecationThe author refers to Michael Dukakis in line63 primarily because he(A)(B)(C)(D)(E)The “dummy” (line 18) refers to(A)(B)(C)(D)(E)The reference to Socrates in the sixth paragraph (lines 47 –56) is intended to cautionthe reader against(A)(B)(C)(D)(E)The reference to “Byzantine art” (line 6) isintended to emphasize the potential ofhumor to be(A)(B)(C)(D)(E)BBgood sources for fresh humorindicative of the absurdity in the worldbusinesses in need of good writersoverused as sources of humorvehicles of persuasion in the same waythat speeches areIn saying that “the facts will speak for themselves” (lines 96 –97) the author means that(A) speechwriters should use statistics tobolster their claims(B) real situations are oft
Each sentence below has one or two blanks, each blank indicating that something has been omitted. Beneath the sentence are five words or sets of words labeled A through E. Choose the word or set of words that, when inserted in the sentence, best fits the meaning of the sentence as a whole. Example:
The Reading section measures your ability to understand academic passages written in English. You will read one passage and answer questions about it. In the actual TOEFL iBT test, you would have 20 minutes to read the passage and answer the questions. Test takers with disabilities can request a time extension. Reading Practice Set 1File Size: 658KBPage Count: 21Explore furtherSample TOEFL Reading Practice Test (updated 2021)www.mometrix.comTOEFL Reading Practice: 100 Free Questions (PDF included)tstprep.comTOEFL Reading Practice - Free TOEFL Reading Test with .www.bestmytest.comTOEFL reading test 1: free practice exercises from Exam .www.examenglish.comTOEFL reading test 4: free practice exercises from Exam .www.examenglish.comRecommended to you b
PSAT 10. The test you take in school will contain the same four sections as this practice test: (1) a Reading Test, (2) a Writing and Language Test, (3) a portion of the Math Test on which a calculator is not allowed, and (4) a portion of the Math Test on which a calculator is allowed. NOTE: This is Practice Test #1. For Practice Test #2,
PSAT/NMSQT . The test you take in the fall will contain the same four sections as this practice test: (1) a Reading Test, (2) a Writing and Language Test, (3) a portion of the Math Test on which a calculator is not allowed, and (4) a portion of the Math Test on which a calculator is allowed. NOTE: This is Practice Test #2. For Practice Test #1,
AP Biology Practice Tests 2 2020 2020 Practice Tests . AP Calculus AB Practice Tests ; 2 2020 . 2020 . Practice Tests . AP Calculus BC Practice Tests 2 2020 2020 . Practice Tests . AP Chemistry Practice Tests . 2 2020 . 2020 : Practice Tests AP Computer Science 2 2019 2020 Practice Tests . AP English Language and Composition Practice Tests : 2 2020
Practice Test Scoring Guide-Grade 7 Math Fall 2019 3 Grade 7 Math Practice Test Item Number 1 . (1 Point) The student selected a correct cross section. Practice Test Scoring Guide-Grade 7 Math Fall 2019 10 Item Number 8 . Practice Test Scoring Guide-Grade 7 Math Fall 2019 11 Item Number 9 . Practice Test Scoring Guide-Grade 7 Math Fall 2019 12 Item Number (1 Point) Student selected the .
This practice test has Subpart 1 and Subpart 2. It is recommended that you print one copy of this practice test and pull the answer key before copying and distributing the practice test to your students. The answer key is found at the end of the practice test. This practice test is represent
Test #2 Make time to take the practice test. It is one of the best ways to get ready for the PSAT/NMSQT. After you have taken the practice test, score it . -M-2.indd 1PN Practice Test Front Cover 4/10/20 5:25 PM Reading/ Writing and Language Tests. Reading Test 60 MINUTES, 47 QUESTIONS
Practice Test Answer Key The Grade 9 FSA ELA Reading Practice Test Answer Key provides the correct response(s) for each item on the practice test. The practice test questions and answers are not intended to demonstrate the length of the actual test, nor should student responses be used as an indicator of student performance on the actual test.
