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April 2018
Reading/
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Tests
Question-and-Answer Service Student Guide
April QAS 4/10/18
Reading Test
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 adapted from Nikolai Gogol, “The Mysterious
Portrait.” Originally published in 1835.
Young Tchartkoff was an artist of talent, which
promised great things: his work gave evidence of
observation, thought, and a strong inclination to
approach nearer to nature.
“Look here, my friend,” his professor said to him
more than once, “you have talent; it will be a shame if
you waste it: but you are impatient; you have but to
be attracted by anything, to fall in love with it, you
become engrossed with it, and all else goes for
nothing, and you won’t even look at it. See to it that
you do not become a fashionable artist. At present
your colouring begins to assert itself too loudly; and
your drawing is at times quite weak; you are already
striving after the fashionable style, because it strikes
the eye at once. Have a care! society already begins to
have its attraction for you: I have seen you with a
shiny hat, a foppish neckerchief....Itisseductive to
paint fashionable little pictures and portraits for
money; but talent is ruined, not developed, by that
means. Be patient; think out every piece of work,
discard your foppishness; let others amass money,
your own will not fail you.”
The professor was partly right. Our artist
sometimes wanted to enjoy himself, to play the fop,
in short, to give vent to his youthful impulses in
some way or other; but he could control himself
withal. At times he would forget everything, when he
had once taken his brush in his hand, and could not
tear himself from it except as from a delightful
dream. His taste perceptibly developed. He did not as
yet understand all the depths of Raphael, but he was
attracted by Guido’s broad and rapid handling, he
paused before Titian’s portraits, he delighted in the
Flemish masters. The dark veil enshrouding the
ancient pictures had not yet wholly passed away from
before them; but he already saw something in them,
though in private he did not agree with the professor
that the secrets of the old masters are irremediably
lost to us. It seemed to him that the nineteenth
century had improved upon them considerably, that
the delineation of nature was more clear, more vivid,
more close. It sometimes vexed him when he saw
how a strange artist, French or German, sometimes
not even a painter by profession, but only a skilful
dauber, produced, by the celerity of his brush and the
vividness of his colouring, a universal commotion,
and amassed in a twinkling a funded capital. This did
not occur to him when fully occupied with his own
work, for then he forgot food and drink and all the
world. But when dire want arrived, when he had no
money wherewith to buy brushes and colours, when
his implacable landlord came ten times a day to
demand the rent for his rooms, then did the luck of
the wealthy artists recur to his hungry imagination;
then did the thought which so often traverses
Russian minds, to give up altogether, and go down
hill, utterly to the bad, traverse his. And now he was
almost in this frame of mind.
“Yes, it is all very well, to be patient, be patient!”
he exclaimed, with vexation; “but there is an end to
patience at last. Be patient! but what money have I to
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buy a dinner with to-morrow? No one will lend me
any. If I did bring myself to sell all my pictures and
sketches, they would not give me twenty kopeks for
the whole of them. They are useful; I feel that not one
of them has been undertaken in vain; I have learned
something from each one. Yes, but of what use is it?
Studies, sketches, all will be studies, trial-sketches to
the end. And who will buy, not even knowing me by
name? Who wants drawings from the antique, or the
life class, or my unfinished love of a Psyche, or the
interior of my room, or the portrait of Nikita, though
it is better, to tell the truth, than the portraits by any
of the fashionable artists? Why do I worry, and toil
like a learner over the alphabet, when I might shine
as brightly as the rest, and have money, too, like
them?”
1
The passage is primarily focused on the
A)
influence of a professor on one of his students.
B) struggles of a young artist conflicted about his
values.
C) descent of a character into hopelessness and
madness.
D) personal life of a young painter in relation to
his art.
2
The first paragraph serves mainly to establish the
A)
ironic outlook of the narrator.
B) central conflict depicted in the passage.
C) main character’s defining artistic traits.
D) relationship between two characters.
3
The passage suggests that Tchartkoff’s professor
believes
that great art should be
A) technically accomplished and not garish.
B) pleasing to the eye but not overly popular.
C) original in approach and spontaneous in
execution.
D) representative of the artist’s morals and beliefs.
4
Which choice provides the best evidence for the
answer
to the previous question?
A) Lines 5-10 (“Look...atit”)
B) Lines 11-15 (“At present...once”)
C) Lines 15-17 (“Have...neckerchief”)
D) Lines 23-27 (“The professor...withal”)
5
As used in lines 11, 14, and 18, the word
“fashionable”
most nearly means
A) stylish.
B) trendy.
C) modern.
D) conventional.
6
According to the passage, one point of disagreement
between
Tchartkoff and his professor concerns
whether
A) making money from selling paintings destroys
artistic integrity.
B) fashionable artists are capable of making enough
money from their art to support themselves.
C) nineteenth-century painters had been able to
expand on the insights of the old masters.
D) nonprofessional painters are capable of
producing serious artworks.
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7
As used in line 50, “want” most nearly means
A) need.
B) absence.
C) ambition.
D) greed.
8
The passage suggests that to some extent, Tchartkoff
finds
maintaining his high artistic standards to be a
A) means of attaining short-lived fame as opposed
to a lasting reputation.
B) goal less important for his professor than it is for
himself.
C) necessary pathway to a goal he now seeks to
accomplish.
D) laborious undertaking that does not provide
suitable compensation.
9
Which choice provides the best evidence for the
answer
to the previous question?
A) Lines 59-61 (“Yes...last”)
B) Lines 63-65 (“IfI...them”)
C) Lines 69-70 (“And who...name”)
D) Lines 74-77 (“Why...them”)
10
The last paragraph primarily serves to
A)
suggest contradictions in Tchartkoff’s argument.
B) expose the hypocrisy of Tchartkoff’s mind-set.
C) catalog Tchartkoff’s frustrations with his
situation.
D) examine the subject matter of Tchartkoff’s
paintings.
Questions 11-20 are based on the following
passage and supplementary material.
This passage is adapted from Tara Thean, “Remember That?
No You Don’t. Study Shows False Memories Afflict Us All.”
©2013 by Time, Inc.
The phenomenon of false memories is common
to everybody—the party you’re certain you attended
in high school, say, when you were actually home
with the flu, but so many people have told you about
it over the years that it’s made its way into your own
memory cache. False memories can sometimes be a
mere curiosity, but other times they have real
implications. Innocent people have gone to jail when
well-intentioned eyewitnesses testify to events that
actually unfolded an entirely different way.
What’s long been a puzzle to memory scientists is
whether some people may be more susceptible to
false memories than others—and, by extension,
whether some people with exceptionally good
memories may be immune to them. A new study in
the Proceedings of the National Academy of Sciences
answers both questions with a decisive no. False
memories afflict everyone—even people with the best
memories of all.
To conduct the study, a team led by psychologist
Lawrence Patihis of the University of California,
Irvine, recruited a sample group of people all of
approximately the same age and divided them into
two subgroups: those with ordinary memory and
those with what is known as highly superior
autobiographical memory (HSAM). You’ve met
people like that before, and they can be downright
eerie. They’re the ones who can tell you the exact
date on which particular events happened—whether
in their own lives or in the news—as well as all
manner of minute additional details surrounding the
event that most people would forget the second they
happened.
The scientists showed participants word lists, then
removed the lists and tested the subjects on words
that had and hadn’t been included. Each list invoked
a so-called critical lure—a word commonly
associated with the words on the list, but that did not
actually appear on the list. The word sleep, for
example, might be falsely remembered as appearing
on a list that included the words pillow, duvet and
nap. All of the participants in both groups fell for the
lures, with at least eight such errors per person—
though some tallied as many as 20. Both groups also
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performed unreliably when shown photographs and
fed information intended to make them think they’d
seen details in the pictures they hadn’t. Here too, the
HSAM subjects cooked up as many fake images as
the ordinary folks.
“What I love about the study is how it
communicates something that memory-distortion
researchers have suspected for some time, that
perhaps no one is immune to memory distortion,”
said Patihis.
What the study doesn’t do, Patihis admits, is
explain why HSAM people exist at all. Their
prodigious recall is a matter of scientific fact, and one
of the goals of the new work was to see if an innate
resistance to manufactured memories might be one
of the reasons. But on that score, the researchers
came up empty.
“It rules something out,” Patihis said. “[HSAM
individuals] probably reconstruct memories in the
same way that ordinary people do. So now we have to
think about how else we could explain it.” He and
others will continue to look for that secret sauce that
elevates superior recall over the ordinary kind. But
for now, memory still appears to be fragile, malleable
and prone to errors—for all of us.
Figure 1
0.7
0.6
0.5
0.4
0.3
0.2
0.1
0.0
0.8
HSAM
group
ordinary
memory group
Recall of Words Included
in Word List Test
Mean proportion of indications of
recognition of included words
Figure 2
Mean proportion of indications of
recognition of words NOT included
0.7
0.6
0.5
0.4
0.3
0.2
0.1
0.0
0.8
HSAM
group
ordinary
memory group
Recall of Critical Lures
in Word List Test
Figures adapted from Lawrence Patihis et al., “False Memories in
Highly Superior Autobiographical Memory Individuals.” ©2013 by
Lawrence Patihis et al.
11
As used in line 7, “curiosity” most nearly means
A) concern.
B) question.
C) oddity.
D) wonder.
12
Which statement about false memories can
reasonably
be inferred from the passage?
A) They can interfere with a person’s deductive
reasoning ability.
B) They correlate with attempts to remember large
amounts of information.
C) They are more commonly associated with events
in the distant rather than the recent past.
D) They can have consequences that are genuinely
damaging.
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13
Which choice provides the best evidence for the
answer to the previous question?
A) Lines 1-6 (“The phenomenon...cache”)
B) Lines 6-8 (“False...implications”)
C) Lines 8-10 (“Innocent...way”)
D) Lines 17-19 (“False...all”)
14
As used in line 28, “exact” most nearly means
A)
precise.
B) rigorous.
C) honest.
D) distinct.
15
According to the passage, one characteristic of the
word
lists used in the study was that each list
A) appeared in conjunction with related visual
images.
B) consisted of words intended to evoke emotional
reactions.
C) included words related to a central theme or
topic.
D) made use of relatively straightforward words.
16
Which statement about the study led by Patihis can
reasonably
be inferred from the passage?
A) Its overall goal has been questioned by several
researchers.
B) Its main finding was not a surprise to certain
scientists.
C) Its methodology is thought to be highly
innovative.
D) It provided a definitive resolution to an ongoing
debate.
17
Which choice provides the best evidence for the
answer
to the previous question?
A) Lines 50-54 (“What...Patihis”)
B) Lines 55-56 (“What...all”)
C) Lines 56-60 (“Their...reasons”)
D) Lines 62-65 (“It rules...explain it”)
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18
What claim about the participants’ recall of included
words is supported by figure 1?
A) The mean proportion of indications of
recognition of included words was over 0.8 in
the HSAM group and about 0.7 in the ordinary
memory group.
B) The mean proportion of indications of
recognition of included words was over 0.7 in
the HSAM group and between 0.6 and 0.7 in the
ordinary memory group.
C) There was no difference between the HSAM
group and the ordinary memory group.
D) The ordinary memory group recalled more
included words than did the HSAM group.
19
Figure 1 and figure 2 together support which
conclusion
about the study subjects with ordinary
memory?
A) They often recalled words that neither were
included on the list nor were critical lures.
B) They were allowed more time to complete the
test than were the study subjects with HSAM.
C) They recalled a greater proportion of critical
lures than included words, on average.
D) They confused critical lures for included words
approximately 50 percent of the time, on
average.
20
Figure 2 and the passage both support which
assertion
about people with HSAM?
A) They are characterized by an exceptional ability
to recall minute details of daily events.
B) They are almost as susceptible to verbal lures as
they are to visual lures.
C) They are more skilled than people with ordinary
memory in distinguishing false memories from
true memories.
D) They are about as susceptible to memory
distortion as are people with ordinary memory.
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Questions 21-30 are based on the following
passage.
This passage is adapted from “Beans’ Talk.” ©2013 by The
Economist Newspaper Limited.
The idea that plants have developed a
subterranean internet, which they use to raise the
alarm when danger threatens, sounds like science
fiction. But David Johnson of the University of
Aberdeen believes he has shown that just such an
internet, with fungal hyphae [the branching
filaments that make up a fungus’s body] standing
in for local Wi-Fi, alerts beanstalks to danger if one
of their neighbours is attacked by aphids.
Dr. Johnson knew from his own past work that
when broad-bean plants are attacked by aphids they
respond with volatile chemicals that both irritate the
parasites and attract aphid-hunting wasps. He did
not know, though, whether the message could spread
from plant to plant. So he set out to find out—and to
do so in a way which would show if fungi were the
messengers.
He and his colleagues set up eight “mesocosms”
[enclosed natural environments], each containing
five beanstalks. The plants were allowed to grow for
four months, and during this time every plant could
interact with symbiotic fungi in the soil.
Not all of the beanstalks, though, had the same
relationship with the fungi. In each mesocosm, one
plant was surrounded by a mesh penetrated by holes
half a micron [0.0001 centimeter] across. Gaps that
size are too small for either roots or hyphae to
penetrate, but they do permit the passage of water
and dissolved chemicals. Two plants were
surrounded with a 40-micron mesh. This can be
penetrated by hyphae but not by roots. The two
remaining plants, one of which was at the centre of
the array, were left to grow unimpeded.
Five weeks after the experiment began, all the
plants were covered by bags that allowed carbon
dioxide, oxygen and water vapor in and out, but
stopped the passage of larger molecules, of the sort a
beanstalk might use for signalling. Then, four days
from the end, one of the 40-micron meshes in each
mesocosm was rotated to sever any hyphae that had
penetrated it, and the central plant was then infested
with aphids.
At the end of the experiment Dr. Johnson and his
team collected the air inside the bags, extracted any
volatile chemicals in it by absorbing them into a
special porous polymer, and tested those chemicals
on both aphids and wasps. Each insect was placed for
five minutes in an apparatus that had two chambers,
one of which contained a sample of the volatiles and
the other an odorless control.
The researchers found that when the volatiles
came from an infested plant, wasps spent an average
of 3½ minutes in the chamber containing them and
1½ in the other chamber. Aphids, conversely, spent
1¾ minutes in the volatiles’ chamber and 3¼ in the
control. In other words, the volatiles from an infested
plant attract wasps and repel aphids.
Crucially, the team got the same result in the case
of uninfested plants that had been in uninterrupted
hyphal contact with the infested one, but had had
root contact blocked. If both hyphae and roots had
been blocked throughout the experiment, though,
the volatiles from uninfested plants actually attracted
aphids (they spent 3½ minutes in the volatiles’
chamber), while the wasps were indifferent. The
same pertained for the odor of uninfested plants
whose hyphal connections had been allowed to
develop, and then severed by the rotation of
the mesh.
Broad beans, then, really do seem to be using their
fungal symbionts as a communications network,
warning their neighbours to take evasive action. Such
a general response no doubt helps the plant first
attacked by attracting yet more wasps to the area, and
it helps the fungal messengers by preserving their
leguminous hosts.
21
The main purpose of the passage is to
A)
discuss a finding that addresses an ongoing
problem.
B) describe an experiment whose results support a
particular conclusion.
C) introduce a research methodology that
revolutionizes a process.
D) outline a scientific study that undermines a
popular theory.
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22
The first paragraph of the passage introduces the
subsequent discussion mainly by
A) indicating that communication among plants is
more widespread than is recognized.
B) emphasizing the complexity of plant and parasite
interactions.
C) using an analogy to show how communication
among plants might occur.
D) providing a rationale for an unorthodox research
study on plants.
23
The passage suggests that in designing the
experiment,
Johnson relied on the fact that
A) fungal hyphae warn beanstalks of danger if a
nearby plant is attacked.
B) wasps are harmful to the ongoing existence of
broad bean plants.
C) broad bean plants release noxious chemicals to
ward off infestation.
D) aphids are able to withstand the aggressive
maneuvers used by wasps.
24
Based on the passage, what research question was the
experiment
mainly attempting to answer?
A) How are wasps able to protect broad bean plants
from an attack by aphids?
B) Will broad bean plants grown in an artificial
environment release volatile chemicals?
C) Do broad bean plants use fungal hyphae to help
convey information?
D) Can broad bean plants communicate if their
roots are restricted from growing?
25
Which choice provides the best evidence for the
answer
to the previous question?
A) Lines 13-17 (“He did...messengers”)
B) Lines 24-29 (“In each...chemicals”)
C) Lines 29-31 (“Two...roots”)
D) Lines 34-38 (“Five...signalling”)
26
The third and fourth paragraphs (lines 18-33)
primarily
serve to
A) evaluate the experiment’s methods.
B) formulate the experiment’s goal.
C) document the experiment’s findings.
D) explain the experiment’s conditions.
27
As used in line 50, “control” most nearly means
A)
regulating force.
B) restrictive mechanism.
C) comparative element.
D) supervising factor.
28
Based on the passage, which factor is most likely
responsible
for aphids’ attraction to some of the
uninfested plants in the experiment?
A) The plants were unable to receive distress signals
from infested plants through hyphal contact.
B) The plants had emitted a chemical that repelled
the wasps that were attracted to infested plants.
C) The plants had developed hyphal connections
with the fungi.
D) The plants’ root systems had become
compromised by the aphids.
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29
Which choice best describes the nature of the
relationship between the broad bean plants and fungi
discussed in the passage?
A) Mutually beneficial, since both organisms profit
from the arrangement
B) Somewhat unbalanced, since one organism
appears to benefit more than the other
C) Highly parasitic, since one organism benefits
while the other experiences harm
D) Necessarily codependent, since neither organism
can produce chemicals independently of the
other
30
Which choice provides the best evidence for the
answer
to the previous question?
A) Lines 58-61 (“Crucially...contact blocked”)
B) Lines 61-64 (“If both...aphids”)
C) Lines 65-69 (“The same...mesh”)
D) Lines 72-76 (“Such...hosts”)
Questions 31-41 are based on the following
passages.
Passage 1 is adapted from a speech delivered in April 1865
by Frederick Douglass, “What the Black Man Wants.”
Passage 2 is adapted from a speech delivered in June 1865
by Richard H. Dana Jr., “To Consider the Subject of
Re-organization of the Rebel States.” Union general
Nathaniel Banks instituted a forced labor policy for free
African Americans in Louisiana. Dana played a prominent
role in debates about the status of Southern states
following the end of the US Civil War in 1865.
Passage 1
I hold that [Banks’s] policy is our chief danger at
the present moment; that it practically enslaves the
Negro, and makes the [Emancipation] Proclamation
of 1863 a mockery and delusion. What is freedom? It
is the right to choose one’s own employment.
Certainly it means that, if it means anything; and
when any individual or combination of individuals
undertakes to decide for any man when he shall
work, where he shall work, at what he shall work, and
for what he shall work, he or they practically reduce
him to slavery. He is a slave. That I understand Gen.
Banks to do—to determine for the so-called
freedman, when, and where, and at what, and for
how much he shall work, when he shall be punished,
and by whom punished. It is absolute slavery. It
defeats the beneficent intention of the Government,
if it has beneficent intentions, in regards to the
freedom of our people.
I have had but one idea for the last three years to
present to the American people, and the phraseology
in which I clothe it is the old abolition phraseology.
I am for the “immediate, unconditional, and
universal” enfranchisement of the black man, in
every State in the Union. Without this, his liberty is a
mockery; without this, you might as well almost
retain the old name of slavery for his condition; for
in fact, if he is not the slave of the individual master,
he is the slave of society, and holds his liberty as a
privilege, not as a right. He is at the mercy of the
mob, and has no means of protecting himself.
It may be objected, however, that this pressing of
the Negro’s right to suffrage is premature. Let us
have slavery abolished, it may be said, let us have
labor organized, and then, in the natural course of
events, the right of suffrage will be extended to the
Negro. I do not agree with this. The constitution of
the human mind is such, that if it once disregards the
conviction forced upon it by a revelation of truth, it
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requires the exercise of a higher power to produce
the same conviction afterwards....This is the hour.
Our streets are in mourning, tears are falling at every
fireside, and under the chastisement of this Rebellion
we have almost come up to the point of conceding
this great, this all-important right of suffrage. I fear
that if we fail to do it now,...wemaynotsee, for
centuries to come, the same disposition that exists at
this moment.
Passage 2
Is it enough that we have emancipation and
abolition upon the statute books? In some states of
society, I should say yes. In ancient times when the
slaves were of the same race with their masters, when
the slaves were poets, orators, scholars, ministers of
state, merchants, and the mothers of kings—if they
were emancipated, nature came to their aid, and they
reached an equality with their masters. Their
children became patricians. But, my friends, this is a
slavery of race; it is a slavery which those white
people have been taught, for thirty years, is a divine
institution. I ask you, has the Southern heart been
fired for thirty years for nothing? Have those
doctrines been sown, and no fruit reaped? Have they
been taught that the negro is not fit for freedom, have
they believed that, and are they converted in a day?
Besides all that, they look upon the negro as the
cause of their defeat and humiliation....
What are their laws? Why, their laws, many of
them, do not allow a free negro to live in their States.
When we emancipated the slaves, did we mean they
should be banished—is that it? Is that keeping public
faith with them? And yet their laws declare so, and
may declare it again.
That is not all! By their laws, a black man cannot
testify in court; by their laws he cannot hold land; by
their laws he cannot vote. Now, we have got to
choose between two results. With these four millions
of negroes, either you must have four millions of
disfranchised, disarmed, untaught, landless,
degraded men, or else you must have four millions of
land-holding, industrious, arms-bearing and voting
population. Choose between these two! Which will
you have? It has got to be decided pretty soon, which
you will have. The corner-stone of those institutions
will not be slavery, in name, but their institutions will
be built upon the mud-sills of a debased negro
population. Is that public safety? Is it public faith?
Are those republican ideas, or republican
institutions?
31
In Passage 1, Douglass characterizes Banks’s labor
policy
in Louisiana as
A) inconsistent with Banks’s supposed opposition
to slavery.
B) contrary to the purpose of the government’s
abolition of slavery.
C) worse in many respects than the slavery system
that it replaced.
D) an improvement over slavery but still far from
ideal.
32
As used in line 10, “practically” most nearly means
A)
effectively.
B) reasonably.
C) cleverly.
D) partially.
33
In the last paragraph of Passage 1, Douglass rejects a
counterargument
to one of his claims by
A) using emotional language to describe the
suffering that has resulted from the policies
supported in the counterargument.
B) citing a universal characteristic that makes it
unlikely that the sequence of events suggested in
the counterargument would actually occur.
C) pointing out that people who support the
counterargument do so out of self-interest rather
than because the counterargument is sound.
D) showing that the counterargument offers at best
a temporary solution to a problem that requires
a permanent solution.
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Question-and-Answer Service Student Guide
April QAS 4/10/18
34
As used in line 46, “disposition” most nearly means
A) habit.
B) placement.
C) settlement.
D) attitude.
35
In Passage 2, the main contrast Dana draws between
slavery
in antiquity and slavery in the United States is
that in antiquity
A) slaves were allowed to choose what kind of work
they performed, while in the United States slaves
were forced into agricultural and domestic labor.
B) slavery was not based on race and thus former
slaves could achieve equality with slaveholders,
while in the United States race-based slavery
leads some people to view former slaves as
inferior.
C) people could be enslaved for a variety of reasons,
including race, while in the United States people
were enslaved only on the grounds of their race.
D) former slaves were legally inferior but socially
equal to slaveholders, while in the United States
former slaves are legally equal to former
slaveholders but discriminated against socially.
36
Which choice provides the best evidence that Dana
believes
that the conditions of Southern black men
must be improved quickly to avoid negative
long-term consequences?
A) Lines 56-59 (“But, my...institution”)
B) Lines 68-70 (“When...them”)
C) Lines 70-72 (“And yet...all”)
D) Lines 81-85 (“It has...population”)
37
As used in line 60, “fired” most nearly means
A)
dismissed.
B) illuminated.
C) propelled.
D) roused.
38
Both Douglass and Dana make the point that the
abolition
of slavery in the United States was
A) necessary to prevent additional civil conflicts
from arising.
B) insufficient to ensure true freedom and equality
for black men.
C) undermined by Banks’s forced labor policies.
D) the fulfillment of the founding ideals of the
United States.
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Question-and-Answer Service Student Guide
April QAS 4/10/18
39
Based on the two passages, Douglass and Dana differ
in their views of the effect of the Civil War in that
Douglass believes that the war has
A) created a political climate in which the extension
of black men’s rights seems more feasible, while
Dana believes that such an extension faces
opposition from those who blame black men for
the South’s defeat.
B) harmed the employment prospects of black men,
while Dana believes that Southerners are
beginning to recognize the important role black
workers can play in the postwar economy.
C) led white Southerners to oppose equal rights for
black men more strongly than before, while
Dana believes the war has encouraged white
Southerners to see black men as their equals.
D) created a brief period in which white voters
might expand the rights of black men, while
Dana believes that the rights of black men will
not be expanded until memories of the war begin
to fade.
40
Based on Passage 1, Douglass would most likely
respond
to Dana’s comments in lines 72-74,
Passage 2, by stating that
A) Dana’s mentioning of the many injustices that
black men endure is highly insensitive.
B) the conditions that Dana points out that black
men experience constitute a form of slavery.
C) Dana should not assume that black men will
continue to be satisfied with limited rights.
D) Dana is wrong to assume that slavery will remain
illegal in former slave states.
41
Which choice from Passage 1 provides the best
evidence
for the answer to the previous question?
A) Lines 1-4 (“I hold...delusion”)
B) Lines 15-18 (“It defeats...people”)
C) Lines 22-24 (“I am...Union”)
D) Lines 24-29 (“Without...right”)
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13
Question-and-Answer Service Student Guide
April QAS 4/10/18
Questions 42-52 are based on the following
passage and supplementary material.
This passage and accompanying figures are adapted from
Sam Hardman, “Gouldian Finches’ Head Colour Reflects
Their Personality.” ©2012 by Ecologica.
In order to determine if head colour really does
indicate personality traits in Gouldian finches,
researcher Leah Williams and her colleagues tested a
number of predictions. First they looked at pairs of
black-headed birds, which were expected to show less
aggression towards each other than pairs of
red-headed birds. This makes sense since red-headed
birds had previously been found to exhibit higher
levels of aggression.
The second prediction was that red-headed birds
should be bolder, more explorative and take more
risks than black-headed birds. This hypothesis is
based on previous studies of other species that have
shown a correlation between aggression and these
behavioural characteristics. However, there is
another possibility. Red-headed birds could take
fewer risks for two reasons: first, they may be more
conspicuous to predators due to their bright
colouration and second, it may pay black-headed
birds to take more risks and be more explorative so
they find food resources before the dominant
red-headed birds do.
In order to test the first prediction, paired birds of
matching head colour were moved into an
experimental cage without food. After one hour of
food deprivation a feeder was placed into the corner
of the cage where there was only enough room for
one bird to feed at a time. Aggressive interactions
such as threat displays and displacements were then
counted over a 30-minute period. The results were
striking. Red-headed birds were significantly and
consistently more aggressive than black-headed
birds.
To test the birds’ willingness to take risks, the
researchers deprived the birds of food for one hour
before the birds’ feeder was replaced. After the birds
had calmly begun to feed, a silhouette of an avian
predator was moved up and down in front of the
cage to scare the birds from the feeder. The time it
took for them to return to the feeder was taken as a
measure of their willingness to take risks. Birds that
returned quickly were considered to be greater risk
takers than those that were more cautious.
This time the results were surprising. Red-headed
birds were considerably more cautious than those
with black heads at returning to the feeder after a
“predator” had been introduced. They took on
average four times longer to begin feeding again than
the less aggressive black-headed birds.
Finally, the researchers investigated the birds’
interest in novel objects or “object neophilia,” which
is defined in the paper as “exploration in which
investigation is elicited by an object’s novelty.” To do
this a bunch of threads were placed on a perch within
the cage. The time taken for the birds to approach
the threads within one body length and to touch
them was recorded over a one-hour period. In line
with the results from the risk-taking experiment it
was found that the aggressive red-headed birds
showed less interest in novel objects than did black-
headed birds. The difference is not as striking as it
was in the previous experiments but was statistically
significant nonetheless.
These experiments were repeated after a
two-month interval and showed that different birds
differed in their responses but the responses of
individual birds were consistent over time. Head
colour was found to predict the behavioural
responses of the birds. Red-headed birds were more
aggressive than black-headed birds but took fewer
risks and were not explorative.
What is surprising about these results is that
aggression does not correlate with risk-taking
behaviour. However, the researchers do provide a
convincing explanation, suggesting that red
colouration has been found to be conspicuous
against natural backgrounds, and more conspicuous
birds have been found to suffer higher predation
rates. Thus, selection could favour more conspicuous
red-headed birds taking fewer risks.
Interestingly, boldness [in investigating novel
objects] and risk-taking behaviours were found to be
strongly correlated: regardless of head colour they
always occurred together, forming a “behavioural
syndrome.” This implies that there is selection in
favour of specific combinations of traits and of head
colour in relation to those traits. Selection favours
aggression in red-headed birds and the boldness/
risk-taking behavioural syndrome in black-headed
birds. This makes sense when you consider the high
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April QAS 4/10/18
risk of predation faced by red-headed birds if they
take too many risks and the need for black-headed
birds to find food away from the dominant redheads,
which occupy the safest foraging locations.
Aggressive Interactions of Red-Headed
and Black-Headed Gouldian Finches
during a 30-Minute Period
Mean number of aggressive
interactions initiated
red-headed pairs
0
1
3
black-headed pairs
2
Figure 1
Risk-Taking Behavior of Red-Headed
and Black-Headed Gouldian Finches
Mean time taken to approach
a feeder aer “predator”
presentation (seconds)
red-headed
0
800
1,200
black-headed
600
400
200
1,000
Figure 2
42
The main purpose of the passage is to
A) examine various strategies that are used by a bird
species to defend against predatory attacks.
B) draw attention to research that expands our
knowledge of the behavior of a bird species.
C) emphasize the importance of a researcher’s study
that considers a topic that others have openly
dismissed.
D) suggest that similarities between bird and other
animal behaviors are evidence of a common
ancestry.
43
It can reasonably be inferred that the second
prediction
tested by Williams and her colleagues
reflects which assumption?
A) Risk taking is more beneficial to black-headed
finches than to red-headed ones.
B) Aggressive behaviors in black- and red-headed
finches will be comparable.
C) Observed correlations between certain behaviors
in one species translate to other species.
D) Innate and acquired behaviors in birds are often
difficult to distinguish.
44
The author uses the word “displacements” in line 29
most
likely to suggest that one bird
A) replaces the other in a scale of social dominance.
B) intimidates the other so that it flees the cage.
C) fights the other until one signals submission.
D) jostles the other aside to access the food supply.
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15
Question-and-Answer Service Student Guide
April QAS 4/10/18
45
Information in the passage indicates that the purpose
of the quotation marks around the word “predator”
in line 47 is to
A) imply that the predator was not notably
dangerous.
B) indicate that the predator was actually a
simulation.
C) show that the predator was used in multiple
experiments.
D) reinforce the disruptive nature of the predator’s
presence.
46
It can reasonably be inferred from the passage that it
would
be atypical for an individual red-headed finch
to
A) resume feeding relatively slowly after a predator
display one week and resume just as slowly the
next.
B) approach novel objects without hesitation one
week but entirely avoid them the next.
C) return to feeding after a predator display
consistently faster than another red-headed
finch.
D) display aggression one week and continue to
display aggression the next.
47
Which choice provides the best evidence for the
answer
to the previous question?
A) Lines 55-57 (“The time...period”)
B) Lines 61-63 (“The difference...nonetheless”)
C) Lines 64-67 (“These...time”)
D) Lines 69-71 (“Red-headed...explorative”)
48
Based on the passage, which choice reflects behaviors
UNLIKELY
to be exhibited by an individual finch?
A) Returning quickly to feeding after a predator
display and failing to approach a novel object
B) Returning slowly to feeding after a predator
display and failing to approach a novel object
C) Failing to display aggression and readily
approaching a novel object
D) Displaying aggression and being uninterested in
exploring new surroundings
49
Which choice provides the best evidence for the
answer
to the previous question?
A) Lines 72-74 (“What...behaviour”)
B) Lines 79-80 (“Thus...risks”)
C) Lines 81-85 (“Interestingly...syndrome”)
D) Lines 90-94 (“This...locations”)
50
The author indicates that a possible reason for
black-headed
finches’ risk-taking behavior is that
A) they are less interested in novelty than are
red-headed finches.
B) their conspicuous coloring requires them to be
bold when encountering prey.
C) they are more likely to attract predators if they
behave more aggressively.
D) they struggle to obtain food at the safer locations
favored by red-headed finches.
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Question-and-Answer Service Student Guide
April QAS 4/10/18
51
According to figure 1, which of the following is
closest to the mean number of aggressive interactions
initiated in pairs of red-headed finches in a
30-minute period?
A) 0.5
B) 1
C) 1.5
D) 2
52
The information in figure 2 indicates that, on
average,
a black-headed finch approached a feeder in
approximately how many seconds after a “predator”
presentation?
A) 200
B) 400
C) 600
D) 800
STOP
If you finish before time is called, you may check your work on this section only.
Do not turn to any other section.
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17
Question-and-Answer Service Student Guide
April QAS 4/10/18
Writing and Language Test
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 struc ture, 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.
Benjamin Banneker: Marking Time
Benjamin Banneker gained local fame for making a
working clock in 1753, a time when few people owned
clocks, let alone understood 1 they’re mechanics. A
twenty-two-year-old free black man living in Maryland,
Banneker learned how to make the clock by examining
the insides of a watch a merchant friend had lent him.
His sharp skills in measuring the passage of time would
eventually lead Banneker to the job of determining the
official borders of the new United States capital.
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1
A) NO CHANGE
B) their
C) it’s
D) its
18
Question-and-Answer Service Student Guide
April QAS 4/10/18
Studious from an early age, Banneker completed his
formal education only up through algebra, at which point
his father pulled him out of school to help on the family
farm. A former teacher, however, encouraged Banneker
to pursue his education independently and lent him the
books to do so. Banneker also studied the night 2 sky,
he charted how the migration of the stars relates to the
passage of time.
3 When the wealthy Ellicott family built a
flour mill not far from his farm, Banneker befriended
George 4 Ellicott. Ellicott’s knowledge about science
and astronomy impressed him. They met regularly at the
flour mill and 5 Banneker’s home, where they met to
discuss debates in astronomy. From Ellicott, Banneker
borrowed books by authors such as James Ferguson, a
leading astronomer of the time.
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2
A) NO CHANGE
B) sky. Charting
C) sky, charting
D) sky, he also charted
3
Which choice most effectively establishes the main
topic of the paragraph?
A) In the 1770s, Banneker made a fortuitous
friendship.
B) The 1770s were filled with social and political
upheaval.
C) Banneker’s life was significantly influenced by
several people.
D) Banneker continued his studies in science
and math.
4
Which choice most effectively combines the
sentences at the underlined portion?
A) Ellicott of whom
B) Ellicott, from whom his
C) Ellicott, while Ellicott’s
D) Ellicott, whose
5
A) NO CHANGE
B) at Banneker’s home, meeting
C) Banneker’s home
D) Banneker’s home, meeting
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Question-and-Answer Service Student Guide
April QAS 4/10/18
[1] In that same decade, the United States became a
fledgling nation with no permanent capital. [2] Federal
legislators met in eight different northern cities before
they decided that, as part of a broader compromise, a
capital should be built farther south. [3] His cousin
George likely recommended Banneker for the job. [4] In
1791 President Washington issued a directive: the capital
would be situated on the Potomac River and encompass a
ten-mile square that included the booming ports of
Georgetown, then a part of Maryland, and Alexandria,
Virginia. [5] Leading the team to determine the capital’s
boundaries
6 were Major Andrew Ellicott, a
well-known land surveyor who needed a capable
assistant. [6] Land surveying, the art of measuring
horizontal and vertical distances between objects,
demands a strong command of trigonometry and
astronomy, 7 particularly to the ability to chart
mathematically the course of celestial bodies in relation
to the curvature of the rotating Earth—skills Banneker
possessed. 8
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6
A) NO CHANGE
B) will be
C) have been
D) was
7
A) NO CHANGE
B) particular about
C) particularly
D) in particularly
8
To make this paragraph most logical, sentence 3
should be placed
A) where it is now.
B) after sentence 4.
C) after sentence 5.
D) after sentence 6.
20
Question-and-Answer Service Student Guide
April QAS 4/10/18
Banneker and the rest of Major Ellicott’s crew set up
camp on Jones Point in early March 1791. A peninsula
extending into the Potomac River, the point offered an
expansive view of the territory. 9 Additionally, a
National Park Service plaque at Jones Point
10 commemorates the men’s contributions in shaping
the capital. On a clear day, looking north across the
water, visitors can see the domed Capitol Building rising
toward the sky. 11
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9
A) NO CHANGE
B) Not surprisingly,
C) After some time,
D) Today,
10
A) NO CHANGE
B) memorizes
C) magnifies
D) fossilizes
11
At this point, the writer is considering adding the
following sentence.
Visitors to Jones Point can also enjoy activities
such as fishing and kayaking.
Should the writer make this addition here?
A) Yes, because it contributes to the description of
Jones Point as it is in the present.
B) Yes, because it encourages readers to visit a place
of historical importance.
C) No, because it strays from the paragraph’s focus
on Banneker’s publications.
D) No, because it tacks on irrelevant information at
the end of the passage.
21
Question-and-Answer Service Student Guide
April QAS 4/10/18
Questions 12-22 are based on the following passage.
Energy Storage Under Pressure
Renewable energy 12 sources pose a challenge for
the businesses and utilities that use them: the need to
store surplus energy to use later, during times 13 of peak
demand. For example, wind fluctuates and generally
produces more energy during the night, when demand is
lower. Conversely, solar power generates most of its
electricity during the day and provides little power at
night. A method of storage called Compressed Air
Energy Storage (CAES) 14 is one method that may be
one of the best solutions to this problem.
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12
The writer is considering revising the underlined
portion to the following.
sources, such as hydropower, wind power, and
solar power,
Should the writer make this revision here?
A) Yes, because it sets up how the information in
the passage will be structured.
B) Yes, because it offers examples that clarify a key
term in the passage.
C) No, because it groups together examples that are
too different to be of use to the passage.
D) No, because it conflicts with information
presented later in the sentence.
13
A) NO CHANGE
B) for peak
C) of peeked
D) for peaked
14
A) NO CHANGE
B) is a particular means of storage that
C) constitutes a form of storage that
D) DELETE the underlined portion.
22
Question-and-Answer Service Student Guide
April QAS 4/10/18
[1] Power plants with CAES systems use surplus
energy produced during off-peak hours to pump air into
large underground cavities, such as naturally occurring or
human-made salt or rock caverns. [2] The expanding air
drives a turbine, generating electricity. [3] The walls of
these spaces have been specially fortified to handle the
high pressure and density of pressurized air. [4] As air is
pumped into the inflexible cavern, the pressure increases
to 1,100 pounds per square inch. [5] When energy is
needed later, the power plant releases pressurized air
from the cavity, causing the air to expand. 15
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15
To make this paragraph most logical, sentence 2
should be placed
A) where it is now.
B) after sentence 3.
C) after sentence 4.
D) after sentence 5.
23
Question-and-Answer Service Student Guide
April QAS 4/10/18
Currently, only two power plants use 16 CAES; one
in McIntosh, Alabama, and another in Huntorf,
Germany. The McIntosh power plant can produce up to
110 megawatts of electrical 17 power, the German plant
can produce 321 megawatts. 18 Combined, that’s
enough energy to service approximately 431,000 homes.
There are a few other CAES projects in progress across
the United States, including pilot projects in Ohio,
California, and New Jersey.
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16
A) NO CHANGE
B) CAES. One
C) CAES: one
D) CAES, one:
17
A) NO CHANGE
B) power, as well as
C) power, and
D) power; while
18
The writer is considering deleting the underlined
sentence. Should the sentence be kept or deleted?
A) Kept, because it shows the impact of the
two CAES plants currently in use.
B) Kept, because it provides a transition to another
point about how to provide electricity to homes.
C) Deleted, because it ignores differences in the
levels of energy usage of individual homes.
D) Deleted, because it interrupts the paragraph’s
description of the McIntosh facility.
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Question-and-Answer Service Student Guide
April QAS 4/10/18
There are a number of reasons that so few CAES
units have been built, despite the fact that CAES is one of
only a few reliable ways to store energy from renewable
energy sources. First, huge underground cavities are
possible only in certain types of land. Second, even where
these formations exist, reinforcing them and building the
infrastructure for 19 CAES, can cost upwards of
$100 million. Finally, traditional methods of CAES
20 requires heat to compress the air, which can lower
the energy efficiency of the process.
Though the system is initially expensive and involves
an expenditure of energy, CAES has proven to be reliable
and economically viable in the long term. Furthermore,
researchers have developed methods of CAES that reach
much better efficiency levels by 21 apprehending the
heat required to compress the air and reusing it to heat
the decompressing air. These methods can be used in
CAES units built in the future. Given the growing shift to
renewable energy, 22 the only stumbling blocks to
additional innovations may be national energy policies
that make potential investors hesitate.
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19
A) NO CHANGE
B) CAES;
C) CAES
D) CAES—
20
A) NO CHANGE
B) had required
C) does require
D) require
21
A) NO CHANGE
B) capturing
C) arresting
D) seizing
22
The writer wants a conclusion that restates the main
idea of the passage. Which choice most effectively
accomplishes this goal?
A) NO CHANGE
B) CAES is a promising solution to one of
alternative energy’s biggest challenges.
C) it is dismaying that CAES technology is not yet
as efficient as it could be.
D) residential applications of CAES technology—in
addition to large operations—are likely to
become feasible soon.
25
Question-and-Answer Service Student Guide
April QAS 4/10/18
Questions 23-33 are based on the following passage.
A Man of Many Words
In 1747 the author Samuel 23 Johnson announced
an ambitious plan for a new English-language dictionary.
He did so with the encouragement of a group of London
booksellers. Johnson’s goal was to produce an
authoritative guide to the language “by which its purity
may be preserved.” The completed Dictionary of the
English Language finally appeared in 24 1755, its release
was every bit the publishing event that the writer and his
backers had imagined. Along 25 one’s laborious journey
from planning to publication, however, Johnson’s
Dictionary had become a book with more humble
ambitions—one that no longer aspired to preserve the
purity of the language. Johnson had come to realize that,
like all languages, the English language was a living,
changing thing that could not be preserved, only
described.
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23
Which choice best combines the sentences at the
underlined portion?
A) Johnson announced an ambitious plan for a new
English-language dictionary and was encouraged
by a group of London booksellers.
B) Johnson, announcing an ambitious plan for a
new English-language dictionary, was
encouraged by a group of London booksellers.
C) Johnson announced an ambitious plan for a new
English-language dictionary; he was encouraged
in this by a group of London booksellers.
D) Johnson, encouraged by a group of London
booksellers, announced an ambitious plan for a
new English-language dictionary.
24
A) NO CHANGE
B) 1755, and
C) 1755, as
D) 1755 with
25
A) NO CHANGE
B) each one’s
C) it’s
D) its
26
Question-and-Answer Service Student Guide
April QAS 4/10/18
Johnson had begun his work in 1746, furnishing his
house with several large tables and massive heaps of
books. To provide examples of proper word use for his
Dictionary, Johnson looked to those he considered the
26 hotshot experts on the English language: the leading
English writers of the past and present. Johnson read
through the works of hundreds of 27 writers, his
marking the passages he viewed as exemplary. He then
handed the books off to six scribes he had hired to copy
out his chosen excerpts.
28 Johnson was extremely selective in the passages
he used to illustrate his words. No earlier English
lexicographer, or dictionary writer, had attempted to
define words as precisely as Johnson did. However,
Johnson’s careful analysis of his sources revealed subtle
but inexorable changes in the ways words were used by
different writers at different times. When the Dictionary
was published in 1755, Johnson’s preface
29 acknowledged this inherent mutability of language,
noting that no lexicographer “shall imagine that his
dictionary can embalm his language, and secure it from
corruption and decay.”
22
...............................................................................................................................................................................................................................................................................................................
Unauthorized copying or reuse of any par t of this page is illegal.
CONTINUE
26
A) NO CHANGE
B) foremost
C) big-name
D) primo
27
A) NO CHANGE
B) writers,
C) writers, and
D) writers by
28
Which choice best introduces the topic of this
paragraph?
A) NO CHANGE
B) It is unknown precisely how much work
Johnson’s scribes did beyond copying down
passages.
C) Johnson was not the first writer to create a
dictionary of the English language.
D) Next, Johnson undertook the more difficult task
of composing definitions.
29
Which choice best sets up the quotation from
Johnson later in the sentence?
A) NO CHANGE
B) bemoaned the low status of dictionary writers,
C) explained how the writer determined which
words to include,
D) stated that the quotations were carefully chosen
for their style or subject matter,
27
Question-and-Answer Service Student Guide
April QAS 4/10/18
This recognition did not mean that Johnson had no
opinions about how words should be used. On the
contrary, Johnson 30 used the Dictionary to promote
words he favored and to protest words he disliked. 31
In the definition for “pictorial,” a term coined by Sir
Thomas Browne, Johnson described the word as one “not
adopted by other writers, but elegant and useful.” 32 By
the same token, the word “writative,” which Johnson had
found in the letters of Alexander Pope, was not even
granted a definition; Johnson simply wrote “A word of
Pope’s coining: not to be imitated.” Johnson understood
that he could not preserve his language—but he
33 could—at the very least, try to shape its future use. In
that more modest goal he appears to have succeeded:
Johnson’s work stood as the definitive English dictionary
for well over a century, influencing generations of
English writers and readers.
22
...............................................................................................................................................................................................................................................................................................................
Unauthorized copying or reuse of any par t of this page is illegal.
CONTINUE
30
A) NO CHANGE
B) had used
C) will use
D) uses
31
At this point, the writer is considering adding the
following sentence.
When it was finished, Johnson’s Dictionary
contained 42,773 words, which made it neither
the longest nor the shortest dictionary of the
eighteenth century.
Should the writer make this addition here?
A) Yes, because it provides relevant contextual
information about eighteenth-century
dictionaries.
B) Yes, because it puts in perspective just how many
words Johnson had influence over.
C) No, because it interrupts the discussion of how
Johnson used his Dictionary to affect the English
language.
D) No, because it merely repeats information about
Johnson’s Dictionary that appears earlier in the
passage.
32
A) NO CHANGE
B) On the other hand,
C) For example,
D) Nevertheless,
33
A) NO CHANGE
B) could, at the very least—
C) could, at the very least,
D) could; at the very least,
28
Question-and-Answer Service Student Guide
April QAS 4/10/18
Questions 34-44 are based on the following passage
and supplementary material.
Retailers Profit from Paying Well
Many retailers rely on discount prices to attract
customers, and these companies’ executives and
managers often assume that they must maintain low
employee costs to preserve these discounts. However, in
recent years, several retailers have challenged this
34 conventional wisdom, offering better-than-average
wages and 35 benefits, and they have done so, while
keeping costs down and performing well financially.
The cost of better compensation for employees is
lower than many employers may realize. A 2012 study by
Demos, a public policy research and advocacy
organization, noted that if retail workers’ annual earnings
were increased so that on average the lowest-paid
workers received a 27 percent raise, the additional cost to
employers would amount to only 0.5 percent of total
retail sales. 36 Stores could increase their prices to make
up for this expenditure. The additional cost to consumers
if they did so would average 30 cents per shopping
trip—hardly enough to keep most customers away.
22
...............................................................................................................................................................................................................................................................................................................
Unauthorized copying or reuse of any par t of this page is illegal.
CONTINUE
34
A) NO CHANGE
B) habitual
C) routine
D) accustomed
35
A) NO CHANGE
B) benefits—and they have done so
C) benefits: and they have done so,
D) benefits and they have done so,
36
Which choice most effectively combines the
sentences at the underlined portion?
A) If stores increased their prices to make up for
this expenditure, the additional cost to
consumers
B) Increasing their prices to make up for this
expenditure, stores could make an additional
cost to consumers that
C) The additional cost to consumers to make up for
this expenditure would be increased store prices
so that they
D) If the additional cost to consumers made up for
this expenditure by increasing store prices, it
29
Question-and-Answer Service Student Guide
April QAS 4/10/18
Yet this modest price increase would probably be
unnecessary because increasing pay at retail businesses
increases sales performance. When Professor Zeynep Ton
at the Massachusetts Institute of Technology compared
two chains of warehouse club 37 stores—one with
better-than-average pay and benefits and another with
lower employee wages, she found that the average
number of sales per employee at the higher-wage club
store was double 38 the employees at the lower-wage
club store. According to Ton’s study, well-paid workers
were friendlier and more helpful to customers, and they
were more knowledgeable about the company’s products.
As a result of their experiences with these employees,
customers were more likely to make purchases.
22
...............................................................................................................................................................................................................................................................................................................
Unauthorized copying or reuse of any par t of this page is illegal.
CONTINUE
37
A) NO CHANGE
B) stores,
C) stores:
D) stores;
38
A) NO CHANGE
B) the ones
C) the number
D) DELETE the underlined portion.
30
Question-and-Answer Service Student Guide
April QAS 4/10/18
By contrast, many employees at retail stores that pay
average or below-average wages quit each year, a
phenomenon known as employee turnover, forcing these
businesses to rely on inexperienced workers and to
devote resources to finding, hiring, and training new
workers. 39 When examined, the same pair of club
stores that Ton studied, Professor Wayne F. Cascio of the
Comparison of Two Warehouse Club Store Chains
Total
full-time
employees
Estimated
average
hourly
wage
Annual
full-time
employee
turnover
rate
Annual
estimated
cost of
turnover
per
full-time
employee
Company A 110,200 $10 44% $5,274
Company B 67,600 $17 17% $3,628
Source: Data from Wayne F. Cascio, “The High Cost of Low Wages.”
©2006 by Harvard Business School Publishing.
22
...............................................................................................................................................................................................................................................................................................................
Unauthorized copying or reuse of any par t of this page is illegal.
CONTINUE
39
A) NO CHANGE
B) An examination of
C) When they examined
D) Examining
40
Which choice provides accurate information from
the table to support the writer’s argument?
A) NO CHANGE
B) 44 percent of full-time employees at the
lower-paying club store leave their jobs each
year,
C) 110,200 full-time employees at the lower-paying
club store leave their jobs each year,
D) full-time employees at the lower-paying club
store make an average of $5,274 each year,
41
The writer wants to include relevant information
from the table to illustrate the point made in the first
part of the sentence. Which choice best accomplishes
this goal?
A) NO CHANGE
B) and its staff, at 67,600 full-time employees, was
significantly smaller.
C) 17 percent, at a lesser cost of $3,628 per full-time
employee.
D) and it paid its full-time employees $17 per hour
compared with its competitor’s $10 per hour.
University of Colorado found that 40 full-time
employees at the lower-paying club store make an
average of $17 per hour, which costs the firm an
estimated $5,274 per full-time employee. He found that
the turnover rate at the higher-paying club store,
however, was lower— 41 the firm’s 67,600 full-time
employees made an average of $17 per hour.
31
Question-and-Answer Service Student Guide
April QAS 4/10/18
22
Unauthorized copying or reuse of any par t of this page is illegal.
42
Which choice best introduces the information that
follows?
A) NO CHANGE
B) have large workforces.
C) are not unique.
D) are managed differently.
43
A) NO CHANGE
B) have highlighted
C) would highlight
D) highlights
44
Which choice provides the most logical conclusion to
the passage?
A) NO CHANGE
B) may be surprisingly difficult to implement.
C) is one of several ways to boost employee morale.
D) is still the subject of much debate among
employers.
STOP
If you finish before time is called, you may check your work on this section only.
Do not turn to any other section.
The club store chains that Ton and Cascio studied
42 are both successful. Grocery stores, convenience
stores, and numerous other businesses have been able to
thrive in their respective industries while paying
significantly higher employee wages than their rivals. The
success of these businesses 43 highlight that paying
workers well 44 can be a profitable strategy for retailers.
..............................................................................................................................................................................................................................................................
32
4
Question-and-Answer Service Student Guide
Answer Key – Determine Raw Scores
Reading Test Answers
Writing and Language Test Answers
Reading Test Raw Score
(Number of Correct Answers)
Writing and Language Test
Raw Score
(Number of Correct Answers)
K-5NSA09
“U” indicates a question that did not perform as expected and
has been removed from scoring.
Reading Test Answers 1(a-d)
Question #
Correct
Answer
1
B
2
C
3
A
4
B
5
B
6
C
7
A
8
D
9
D
10
C
11
C
12
D
13
C
Question #
Correct
Answer
14
A
15
C
16
B
17
A
18
B
19
C
20
D
21
B
22
C
23
C
24
C
25
A
26
D
Question #
Correct
Answer
27
C
28
A
29
A
30
D
31
B
32
A
33
B
34
D
35
B
36
D
37
D
38
B
39
A
Question #
Correct
Answer
40
B
41
D
42
B
43
C
44
D
45
B
46
B
47
C
48
A
49
C
50
D
51
D
52
A
Writing and Language Answers 2(a-d)
Question #
C
orrect
Answer
1
B
2
C
3
A
4
D
5
C
6
D
7
C
8
C
9
D
10
A
11
D
Question #
C
orrect
Answer
12
B
13
A
14
D
15
D
16
C
17
C
18
A
19
C
20
D
21
B
22
B
Question #
C
orrect
Answer
23
D
24
B
25
D
26
B
27
B
28
D
29
A
30
A
31
C
32
B
33
C
Question #
C
orrect
Answer
34
A
35
B
36
A
37
B
38
C
39
D
40
B
41
C
42
C
43
D
44
A
Reading Test Answers 1(a-d)
Question #
Correct
Answer
1
B
2
C
3
A
4
B
5
B
6
C
7
A
8
D
9
D
10
C
11
C
12
D
13
C
Question #
Correct
Answer
14
A
15
C
16
B
17
A
18
B
19
C
20
D
21
B
22
C
23
C
24
C
25
A
26
D
Question #
Correct
Answer
27
C
28
A
29
A
30
D
31
B
32
A
33
B
34
D
35
B
36
D
37
D
38
B
39
A
Question #
Correct
Answer
40
B
41
D
42
B
43
C
44
D
45
B
46
B
47
C
48
A
49
C
50
D
51
D
52
A
Writing and Language Answers 2(a-d)
Question #
Correct
Answer
1
B
2
C
3
A
4
D
5
C
6
D
7
C
8
C
9
D
10
A
11
D
Question #
Correct
Answer
12
B
13
A
14
D
15
D
16
C
17
C
18
A
19
C
20
D
21
B
22
B
Question #
Correct
Answer
23
D
24
B
25
D
26
B
27
B
28
D
29
A
30
A
31
C
32
B
33
C
Question #
Correct
Answer
34
A
35
B
36
A
37
B
38
C
39
D
40
B
41
C
42
C
43
D
44
A
5
Question-and-Answer Service Student Guide
Math Test – Calculator Answers
Answer Key – Determine Raw Scores (continued)
Math Test – No Calculator Answers
Math Test – No Calculator
Raw Score
(Number of Correct Answers)
Math Test – Calculator
Raw Score
(Number of Correct Answers)
K-5NSA09
“U” indicates a question that did not perform as expected and
has been removed from scoring.
Math Test – No Calculator Answers Table 3
Question #
Correct
Answer
1
C
2
B
3
A
4
C
Question #
Correct
Answer
5
C
6
A
7
C
8
D
Question #
Correct
Answer
9
C
10
B
11
D
12
C
Question #
Correct
Answer
13
A
14
D
15
D
Question # Correct Answer
16 6
17 2,3
18 28
19 3.25,13/4
20 108
Math Test – Calculator Answers Table 4
Question #
C
orrect
Answer
1
B
2
D
3
C
4
A
5
C
6
D
7
D
8
C
Question #
C
orrect
Answer
9
C
10
C
11
B
12
C
13
A
14
C
15
B
16
B
Question #
C
orrect
Answer
17
A
18
B
19
D
20
D
21
C
22
B
23
B
24
B
Question #
C
orrect
Answer
25
D
26
B
27
B
28
A
29
D
30
B
Question # Correct Answer
31 1,3,4,12
32 4,5,6
33 15
34 2.5,5/2
35 90
36 138,137
37 36
38 135
Math Test – No Calculator Answers Table 3
Question #
C
orrect
Answer
1
C
2
B
3
A
4
C
Question #
C
orrect
Answer
5
C
6
A
7
C
8
D
Question #
C
orrect
Answer
9
C
10
B
11
D
12
C
Question #
C
orrect
Answer
13
A
14
D
15
D
Question # Correct Answer
16 6
17 2,3
18 28
19 3.25,13/4
20 108
Math Test – Calculator Answers Table 4
Question #
Correct
Answer
1
B
2
D
3
C
4
A
5
C
6
D
7
D
8
C
Question #
Correct
Answer
9
C
10
C
11
B
12
C
13
A
14
C
15
B
16
B
Question #
Correct
Answer
17
A
18
B
19
D
20
D
21
C
22
B
23
B
24
B
Question #
Correct
Answer
25
D
26
B
27
B
28
A
29
D
30
B
Question # Correct Answer
31 1,3,4,12
32 4,5,6
33 15
34 2.5,5/2
35 90
36 138,137
37 36
38 135
6
Question-and-Answer Service Student Guide
GET CROSS-TEST SCORES
The SAT also reports two cross-test scores: Analysis in History/Social
Studies and Analysis in Science. These scores are based on questions in
the Reading, Writing and Language, and Math Tests that ask you to think
analytically about texts and questions in these subject areas.
Cross-test scores are reported on a scale of 10–40.
Calculating Your Cross-Test Scores
You can use the cross-test score tables beginning on the next page to
calculate your cross-test scores as follows:
1. Find the questions in each section that count toward each cross-test score.
These are shown with a “Y” next to the question number in the tables.
Refer to your QAS report to see which of those questions you answered
correctly on the test, and then check the box for each correct answer.
2. Count the number of correct answers for each cross-test area and record
that as your raw score for that area.
3. Use the conversion table on page 12 to determine your scaled score (10–40)
for each area.
7
Question-and-Answer Service Student Guide
Cross-Test Scores Tables – Determine Cross-Test Raw Scores
Y = Counts toward Cross-Test score. On your QAS report, look up every question marked “Y” below to see if you answered it correctly.
If so, check off the box for that question below.
HSS Raw Score SCI Raw Score
K-5NSA09
Table 5a and 5b
Analysis in History/Social Studies (HSS)
Reading
1
2
3
4
5
6
7
8
9
10
11
Y
12
Y
13
Y
14
Y
15
Y
16
Y
17
Y
18
Y
19
Y
20
Y
21
22
23
24
25
26
27
28
29
30
31
Y
32
Y
33
Y
34
Y
35
Y
36
Y
37
Y
38
Y
39
Y
40
Y
41
Y
42
43
44
45
46
47
48
49
50
51
52
Writing and
L
anguage
1
2
3
Y
4
Y
5
6
7
8
Y
9
Y
10
Y
11
Y
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
Math Test -
Calculator
1
2
3
4
Y
5
6
7
8
9
10
Y
11
Y
12
Y
13
Y
14
15
16
17
18
19
20
21
22
Y
23
24
25
26
27
28
29
30
31
32
Y
33
34
35
36
37
38
Math Test -
N
o Calculator
1
2
3
4
5
6
7
8
9
10
11
12
13
14
Y
15
16
17
18
19
20
Analysis in Science (SCI)
Reading
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
Y
22
Y
23
Y
24
Y
25
Y
26
Y
27
Y
28
Y
29
Y
30
Y
31
32
33
34
35
36
37
38
39
40
41
42
Y
43
Y
44
Y
45
Y
46
Y
47
Y
48
Y
49
Y
50
Y
51
Y
52
Y
Writing and
L
anguage
1
2
3
4
5
6
7
8
9
10
11
12
Y
13
14
Y
15
Y
16
17
18
Y
19
20
21
Y
22
Y
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
Math Test -
Calculator
1
2
3
Y
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
Y
19
20
Y
21
Y
22
23
Y
24
Y
25
26
27
28
29
Y
30
31
32
33
34
35
36
37
38
Math Test -
N
o Calculator
1
2
3
4
5
6
7
8
9
10
11
Y
12
13
14
15
16
17
18
19
20
8
Question-and-Answer Service Student Guide
GET SUBSCORES
Subscores provide more detailed information about your strengths in
specific areas within literacy and math.
Subscores are reported on a scale of 1–15.
▶
The Command of Evidence subscore is based on questions from both the
Reading Test and the Writing and Language Test that ask you to interpret
and use evidence found in a wide range of passages and informational
graphics, such as graphs, tables, and charts.
▶
The Words in Context subscore is based on questions from both the
Reading Test and the Writing and Language Test that address the
meaning in context of words/phrases and rhetorical word choice.
▶
The Expression of Ideas subscore is based on questions from the Writing
and Language Test that focus on topic development, organization, and
rhetorically effective use of language.
▶
The Standard English Conventions subscore is based on questions from
the Writing and Language Test that focus on sentence structure, usage,
and punctuation.
▶
The Heart of Algebra subscore is based on questions from the Math Test
that focus on linear equations and inequalities.
▶
The Problem Solving and Data Analysis subscore is based on questions
from the Math Test that focus on quantitative reasoning, the interpretation
and synthesis of data, and solving problems in rich and varied contexts.
▶
The Passport to Advanced Math subscore is based on questions from the
Math Test that focus on topics central to the ability of students to progress
to more advanced mathematics, such as understanding the structure of
expressions, reasoning with more complex equations, and interpreting and
building functions.
Calculating Your Subscores
You can use the subscore tables beginning on the next page to calculate
your subscores as follows:
1. Find the questions that count toward each subscore. These are shown with
a “Y” next to the question number in the tables. Refer to your QAS report to
see which of those questions you answered correctly on the test, and then
check the box for each correct answer.
2. Count the number of correct answers for each area and record that as your
raw score for that area.
3. Finally, use the conversion table on page 13 to determine your scaled score
(1–15) for each area.
9
Question-and-Answer Service Student Guide
Subscores Tables – Determine Subscore Raw Scores
Y = Counts toward subscore. On your QAS report, look up every question marked “Y” to see if you answered it correctly.
If so, check off the box for that question.
COE Raw Score EOI Raw Score WIC Raw Score SEC Raw Score
K-5NSA09
Table 6 (a-d)
Command of Evidence
(
COE)
Reading
1
2
3
4
Y
5
6
7
8
9
Y
10
11
12
13
Y
14
15
16
17
Y
18
19
20
21
22
23
24
25
Y
26
27
28
29
30
Y
31
32
33
34
35
36
Y
37
38
39
40
41
Y
42
43
44
45
46
47
Y
48
49
Y
50
51
52
Writing and
L
anguage
1
2
3
Y
4
5
6
7
8
9
10
11
Y
12
Y
13
14
15
16
17
18
Y
19
20
21
22
23
24
25
26
27
28
29
Y
30
31
Y
32
33
34
35
36
37
38
39
40
Y
41
Y
42
43
44
Expression of Ideas
(EOI)
Reading
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
Writing and
L
anguage
1
2
3
Y
4
Y
5
6
7
8
Y
9
Y
10
Y
11
Y
12
Y
13
14
Y
15
Y
16
17
18
Y
19
20
21
Y
22
Y
23
Y
24
25
26
Y
27
28
Y
29
Y
30
31
Y
32
Y
33
34
Y
35
36
Y
37
38
39
40
Y
41
Y
42
Y
43
44
Y
Words in Context
(
WIC)
Reading
1
2
3
4
5
Y
6
7
Y
8
9
10
11
Y
12
13
14
Y
15
16
17
18
19
20
21
22
23
24
25
26
27
Y
28
29
30
31
32
Y
33
34
Y
35
36
37
Y
38
39
40
41
42
43
44
Y
45
Y
46
47
48
49
50
51
52
Writing and
L
anguage
1
2
3
4
Y
5
6
7
8
9
10
Y
11
12
13
14
Y
15
16
17
18
19
20
21
Y
22
23
Y
24
25
26
Y
27
28
29
30
31
32
33
34
Y
35
36
Y
37
38
39
40
41
42
43
44
Standard English Conventions
(
SEC)
Reading
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
Writing and
L
anguage
1
Y
2
Y
3
4
5
Y
6
Y
7
Y
8
9
10
11
12
13
Y
14
15
16
Y
17
Y
18
19
Y
20
Y
21
22
23
24
Y
25
Y
26
27
Y
28
29
30
Y
31
32
33
Y
34
35
Y
36
37
Y
38
Y
39
Y
40
41
42
43
Y
44
10
Question-and-Answer Service Student Guide
HOA Raw Score PAM Raw ScorePSD Raw Score
Subscores Tables – Determine Subscore Raw Scores (continued)
Y = Counts toward Subscore. On your QAS report, look up every question marked “Y” to see if you answered it correctly.
If so, check off the box for that question.
K-5NSA09
Table 6(e-g)
Heart of Algebra
(HOA)
Math Test –
Calculator
1
Y
2
3
4
5
6
Y
7
8
Y
9
10
11
12
13
14
Y
15
16
17
18
Y
19
Y
20
21
22
23
Y
24
Y
25
26
27
Y
28
29
30
31
32
33
34
Y
35
Y
36
37
38
Math Test –
No Calculator
1
Y
2
Y
3
4
Y
5
Y
6
7
8
9
10
Y
11
Y
12
13
14
15
16
Y
17
18
19
Y
20
Problem Solving and
Data Analysis (PSD)
Math Test –
Calculator
1
2
Y
3
Y
4
Y
5
6
7
8
9
Y
10
Y
11
Y
12
Y
13
Y
14
15
Y
16
17
Y
18
19
20
21
Y
22
Y
23
24
25
26
27
28
Y
29
Y
30
31
32
Y
33
34
35
36
37
Y
38
Y
Math Test –
No Calculator
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
Passport to Advanced
Math (PAM)
Math Test –
Calculator
1
2
3
4
5
Y
6
7
Y
8
9
10
11
12
13
14
15
16
17
18
19
20
Y
21
22
23
24
25
Y
26
Y
27
28
29
30
Y
31
Y
32
33
34
35
36
37
38
Math Test –
No Calculator
1
2
3
Y
4
5
6
Y
7
8
Y
9
Y
10
11
12
Y
13
Y
14
Y
15
Y
16
17
Y
18
19
20
11
Question-and-Answer Service Student Guide
CONVERSION TABLES
Raw Score Conversion – Section and Test Scores
Section and Test Scores
RAW SCORE CONVERSION TABLE 1
Section and Test Scores
CONVERSION EQUATION 1
READING TEST
SCORE
(10-40)
CONVERT
MATH TEST –
CALCULATOR
RAW SCORE
(0-38)
MATH SECTION
SCORE
(200-800)
TOTAL SAT
SCORE
(400-1600)
MATH SECTION
RAW SCORE
(0-58)
MATH TEST –
NO CALCULATOR
RAW SCORE
(0-20)
EVIDENCE-BASED
READING AND WRITING
SECTION SCORE
(200-800)
+
CONVERT
= =+
READING TEST
RAW SCORE
(0-52)
READING TEST
SCORE
(10-40)
READING AND
WRITING
TEST SCORE
(20-80)
EVIDENCE-BASED
READING AND WRITING
SECTION SCORE
(200-800)
CONVERT
=+
×
10
=
WRITING AND
LANGUAGE TEST
RAW SCORE
(0-44)
WRITING AND
LANGUAGE
TEST SCORE
(10-40)
K-5NSA09
Table 7 (a-b)
Raw Score
(# of correct
answers)
Math
Section
Score
Reading
Test Score
Writing and
Language
Test Score
0
200
10
10
1
210
10
10
2
220
10
10
3
230
11
11
4
240
12
12
5
260
13
13
6
270
14
14
7
290
15
15
8
300
15
16
9
320
16
16
10
330
17
17
11
340
18
17
12
350
18
18
13
360
19
19
14
380
20
20
15
390
20
20
16
400
21
21
17
410
21
21
18
430
22
22
19
440
23
23
20
450
23
23
21
460
24
24
22
470
24
25
23
480
25
25
24
490
25
26
25
500
26
27
26
510
26
27
27
510
27
28
28
520
27
28
29
530
28
29
Raw Score
(# of correct
answers)
Math
Section
Score
Reading
Test Score
Writing and
Language
Test Score
30
530
28
30
31
540
29
30
32
550
29
31
33
560
30
32
34
570
30
32
35
580
31
33
36
590
31
33
37
590
32
34
38
600
32
34
39
610
32
35
40
620
33
36
41
630
33
37
42
640
34
38
43
650
34
39
44
660
35
40
45
670
36
46
680
36
47
690
37
48
700
38
49
710
38
50
730
39
51
740
39
52
750
40
53
770
54
780
55
790
56
790
57
800
58
800
12
Question-and-Answer Service Student Guide
Raw Score Conversion – Cross-Test Scores
Cross-Test Scores
RAW SCORE CONVERSION
|
TABLE 2
Cross-Test Scores
CONVERSION EQUATION 2
ANALYSIS IN HISTORY/
SOCIAL STUDIES
SUBSCORE
(10-40)
ANALYSIS IN SCIENCE
SUBSCORE
(10-40)
CONVERT
CONVERT
ANALYSIS IN HISTORY/
SOCIAL STUDIES
RAW SCORE
(0-35)
ANALYSIS IN SCIENCE
RAW SCORE
(0-35)
K-5NSA09
Table 9 (a-b)
Raw Score
(# of correct
answers)
Analysis in
History/Social
Studies
Cross-Test Score
Analysis in
S
cience
Cross-Test Score
0
10
10
1
10
11
2
10
12
3
11
13
4
13
14
5
14
15
6
15
16
7
16
17
8
17
18
9
18
19
10
19
20
11
20
21
12
21
22
13
22
23
14
22
23
15
23
24
16
24
25
17
24
26
Raw Score
(# of correct
answers)
Analysis in
History/Social
Studies
Cross-Test Score
Analysis in
S
cience
C
ross-Test Score
18
25
27
19
26
27
20
26
28
21
27
29
22
28
30
23
28
30
24
29
31
25
30
32
26
31
32
27
32
33
28
33
34
29
33
34
30
34
35
31
35
36
32
36
37
33
38
38
34
39
39
35
40
40
13
Question-and-Answer Service Student Guide
Raw Score Conversion – Subscores
Subscores
RAW SCORE CONVERSION TABLE 3
Subscores
CONVERSION EQUATION 3
HEART OF ALGEBRA
SUBSCORE
(1-15)
EXPRESSION OF IDEAS
SUBSCORE
(1-15)
COMMAND OF
EVIDENCE
SUBSCORE
(1-15)
WORDS IN
CONTEXT
SUBSCORE
(1-15)
STANDARD ENGLISH
CONVENTIONS
RAW SCORE
(0-20)
STANDARD ENGLISH
CONVENTIONS
SUBSCORE
(1-15)
WORDS IN
CONTEXT
RAW SCORE
(0-18)
PASSPORT TO
ADVANCED MATH
SUBSCORE
(1-15)
PASSPORT TO
ADVANCED MATH
RAW SCORE
(0-16)
CONVERT
CONVERT
CONVERT
CONVERT
CONVERT
CONVERT
CONVERT
HEART OF ALGEBRA
RAW SCORE
(0-19)
EXPRESSION OF IDEAS
RAW SCORE
(0-24)
COMMAND OF
EVIDENCE
RAW SCORE
(0-18)
PROBLEM SOLVING
AND DATA ANALYSIS
RAW SCORE
(0-17)
PROBLEM SOLVING
AND DATA ANALYSIS
SUBSCORE
(1-15)
K-5NSA09
Table 8
Raw Score
(# of correct
answers)
Expression of
Ideas
Standard
English
Conventions
Heart of
Algebra
Problem
Solving and
Data Analysis
Passport to
Advanced
Math
Words in
C
ontext
Command of
Evidence
0
1
1
1
1
1
1
1
1
1
1
2
1
3
1
3
2
2
2
3
1
4
1
4
3
3
3
4
2
5
2
5
4
3
3
5
3
6
3
5
5
4
4
5
4
7
5
6
6
4
5
6
5
8
6
6
7
5
5
7
6
9
7
7
8
5
6
8
7
9
7
8
9
6
7
8
8
10
8
8
10
7
8
9
9
11
9
9
11
7
8
9
9
12
10
10
12
8
9
10
10
13
10
10
13
8
10
10
11
14
11
11
14
9
11
11
12
14
11
12
15
10
11
12
13
15
12
13
16
10
12
13
14
15
13
14
17
11
13
14
15
14
15
18
11
13
14
15
15
19
12
14
15
20
12
15
21
13
22
14
23
15
24
15
