SAT Practice Test 1

Reading Test

65 Minutes 52 Questions

This section corresponds to Section 1 of your answer sheet.

Directions: Read each passage or pair of passages, then answer the questions that follow. Choose your answers based on what the passage(s) and any accompanying graphics state or imply.

    1. Questions 1–10 are based on the following passage.

    2. This passage is adapted from A Study in Scarlet, Sir Arthur Conan Doyle’s first story in his acclaimed Sherlock Holmes series. In this excerpt, the narrator, Dr. Watson, observes Mr. Holmes, with whom he has recently entered into a shared housing arrangement, although he knows very little about this new roommate as of yet.

      As the weeks went by, my interest in him and my curiosity as to his aims in life gradually deepened and increased. His very person and appearance were such as to strike the attention of the most casual observer. In height he was rather over six feet, and so excessively lean that he seemed to be considerably taller. His eyes were sharp and piercing, save during those intervals of torpor to which I have alluded; and his thin, hawk-like nose gave his whole expression an air of alertness and decision. His chin, too, had the prominence and squareness which mark the man of determination. His hands were invariably blotted with ink and stained with chemicals, yet he was possessed of extraordinary delicacy of touch, as I frequently had occasion to observe when I watched him manipulating his fragile philosophical instruments. . . . He was not studying medicine. He had himself, in reply to a question, confirmed Stamford’s1 opinion upon that point. Neither did he appear to have pursued any course of reading which might fit him for a degree in science or any other recognized portal which would give him an entrance into the learned world. Yet his zeal for certain studies was remarkable, and within eccentric limits his knowledge was so extraordinarily ample and minute that his observations have fairly astounded me. Surely no man would work so hard or attain such precise information unless he had some definite end in view. Desultory readers are seldom remarkable for the exactness of their learning. No man burdens his mind with small matters unless he has some very good reason for doing so. His ignorance was as remarkable as his knowledge. Of contemporary literature, philosophy and politics he appeared to know next to nothing. Upon my quoting Thomas Carlyle,2 he inquired in the naïvest way who he might be and what he had done. My surprise reached a climax, however, when I found incidentally that he was ignorant of the Copernican Theory and of the composition of the solar system. That any civilized human being in this nineteenth century should not be aware that the earth travelled round the sun appeared to be to me such an extraordinary fact that I could hardly realize it. “You appear to be astonished,” he said, smiling at my expression of surprise. “Now that I do know it I shall do my best to forget it.” “To forget it!”       “You see,” he explained, “I consider that a man’s brain originally is like a little empty attic, and you have to stock it with such furniture as you choose. A fool takes in all the lumber of every sort that he comes across, so that the knowledge which might be useful to him gets crowded out, or at best is jumbled up with a lot of other things so that he has a difficulty in laying his hands upon it. Now the skillful workman is very careful indeed as to what he takes into his brain-attic. He will have nothing but the tools which may help him in doing his work, but of these he has a large assortment, and all in the most perfect order. It is a mistake to think that that little room has elastic walls and can distend to any extent. Depend upon it there comes a time when for every addition of knowledge you forget something that you knew before. It is of the highest importance, therefore, not to have useless facts elbowing out the useful ones.” “But the solar system!” I protested.       “What the deuce is it to me?”
      1Stamford is the mutual acquaintance who introduced Dr. Watson to Mr. Holmes. In a previous scene, he told Watson that Holmes was not a medical student. 2Thomas Carlyle was an influential writer and philosopher whose work was well known at the time of this novel’s publication.

    3. According to the passage, as time passes, Watson finds Holmes

      1. increasingly intriguing.
      2. frequently irritating.
      3. somewhat snobby.
      4. occasionally generous.

    4. As used in line 5, “casual” most nearly means

      1. impulsive.
      2. comfortable.
      3. relaxed.
      4. occasional.

    5. As presented in the passage, Sherlock Holmes is best described as

      1. very secretive and hard to understand.
      2. an excellent companion to Watson.
      3. highly regarded by his peers.
      4. an unusual and extraordinary man.

    6. As used in line 8, “torpor” most nearly means

      1. agitation.
      2. sluggishness.
      3. alertness.
      4. illness.

    7. The passage most strongly suggests that which of the following is true of Holmes?

      1. He tried, but failed, to become a doctor.
      2. He was an excellent student at the ­university.
      3. He studies things he is passionate about.
      4. He is considered an expert in philosophy.

    8. Which choice provides the best evidence for the answer to the previous question?

      1. Lines 12–17 (“His hands were . . . instruments”)
      2. Lines 18–20 (“He was not . . . that point”)
      3. Lines 24–28 (“Yet his . . . astounded me”)
      4. Lines 28–30 (“Surely no man . . . in view”)

    9. The passage most strongly suggests that Holmes believes which of the following about learning?

      1. People should study broadly to know something about everything.
      2. Philosophy is not a valid field of study to pursue.
      3. The brain is limited in capacity, so you should prioritize what you learn.
      4. The Copernican Theory is unfounded and therefore should not be studied.

    10. Which choice provides the best evidence for the answer to the previous question?

      1. Line 34 (“His ignorance . . . his knowledge”)
      2. Lines 35–36 (“Of contemporary . . . nothing”)
      3. Lines 42–45 (“That any . . . realize it”)
      4. Lines 66–68 (“It is . . . useful ones”)

    11. The comparison of the brain to an attic mainly serves to

      1. demonstrate Holmes’s unique views on how a person should make use of knowledge.
      2. illustrate Watson’s combative nature.
      3. provide an alternate explanation for why Holmes doesn’t know about Copernicus.
      4. resolve the conflict between Watson and Holmes.

    12. The decision to tell the story from Watson’s point of view suggests that the author

      1. wants the reader to dislike Holmes.
      2. needed a sympathetic narrator.
      3. will focus the rest of the story on Watson’s actions.
      4. hopes the reader will share Watson’s curiosity about Holmes.

    1. Questions 11–20 are based on the following passage.

    2. This passage is adapted from a speech given by President Woodrow Wilson to Congress on January 8, 1918. Here Wilson proposes a 14-point program for world peace. These 14 points became the basis for peace negotiations at the end of World War I.

      It will be our wish and purpose that the processes of peace, when they are begun, shall be absolutely open and that they shall involve and permit henceforth no secret understandings of any kind. The day of conquest and aggrandizement is gone by; so is also the day of secret covenants entered into in the interest of particular govern- ments and likely at some unlooked-for moment to upset the peace of the world. It is this happy fact, now clear to the view of every public man whose thoughts do not still linger in an age that is dead and gone, which makes it possible for every nation whose purposes are consistent with justice and the peace of the world to avow now or at any other time the objects it has in view. We entered this war because violations of right had occurred which touched us to the quick and made the life of our own people impossible unless they were corrected. . . . What we demand in this war, therefore, is nothing peculiar to ourselves. It is that the world be made fit and safe to live in; and particularly that it be made safe for every peace- loving nation which, like our own, wishes to live its own life, determine its own institutions, be assured of justice and fair dealing by the other peoples of the world. . . . The programme of the world’s peace, therefore, is our programme; and that programme, the only possible programme, as we see it, is this: I. Open covenants of peace . . . with no private       international understandings of any kind but diplomacy shall proceed always frankly and in the public view. II.   Absolute freedom of navigation upon the seas . . . alike in peace and in war, except as       the seas may be closed in whole or in part by international action for the enforcement of international covenants. III.  The removal, so far as possible, of all economic barriers and the establishment of       an equality of trade conditions among all the nations consenting. . . . IV.  Adequate guarantees given and taken that national armaments will be reduced to the lowest point consistent with domestic safety. V.    A free, open-minded, and absolutely impartial adjustment of all colonial claims. . . . VI. The evacuation of all Russian territory and such a settlement of all questions affecting Russia as will secure the best and freest       cooperation of the other nations of the world. VII. Belgium . . . must be evacuated and restored, without any attempt to limit the sovereignty which she enjoys in common with all other free nations. . . . VIII. All French territory should be freed and the invaded portions restored. . . . IX.  A readjustment of the frontiers of Italy should be effected along clearly recognizable lines of nationality. X.  The peoples of Austria-Hungary . . . should be accorded the freest opportunity to autonomous development. XI.  Rumania, Serbia, and Montenegro should be evacuated; occupied territories restored;       and Serbia accorded free and secure access to the sea. . . . XII. The Turkish portion of the present Ottoman Empire should be assured a secure sovereignty, but the other nationalities       which are now under Turkish rule should be assured an undoubted security of life. . . . XIII. An independent Polish state should be erected which should include the territories inhabited by indisputably Polish populations.       . . . [The state] should be assured a free and secure access to the sea. . . . XIV. A general association of nations must be formed under specific covenants for the purpose of affording mutual guarantees       of political independence and territorial integrity to great and small states alike.

    3. Based on the first two paragraphs, which choice best identifies Wilson’s purpose in making this speech?

      1. To build an international military and political alliance
      2. To declare the sovereignty and independence of the United States
      3. To outline ways to maintain peaceful relations in the world
      4. To reform governments in aggressor nations bent on conquest

    4. Which choice provides the best evidence for the answer to the previous question?

      1. Lines 1–5 (“It will be . . . of any kind”)
      2. Lines 5–6 (“The day of . . . is gone by”)
      3. Lines 16–17 (“We entered . . . occurred”)
      4. Lines 26–27 (“The programme . . . is our programme”)

    5. As used in line 31, “frankly” most nearly means

      1. in an honest manner.
      2. in a blunt manner.
      3. in an abrupt manner.
      4. in an outspoken manner.

    6. Based on the information in the passage, it can reasonably be inferred that in the past,

      1. the United States avoided alliances.
      2. some nations formed private pacts with one another.
      3. wars usually involved only two nations.
      4. the borders of France and Italy were not well-defined.

    7. Which choice provides the best evidence for the answer to the previous question?

      1. Lines 1–5 (“It will be . . . of any kind”)
      2. Lines 16–19 (“We entered . . . corrected”)
      3. Lines 55–59 (“All French . . . of nationality”)
      4. Lines 77–81 (“A general . . . states alike”)

    8. As used in line 44, “consistent” most nearly means

      1. dependable.
      2. continuing.
      3. agreeable.
      4. rigid.

    9. In lines 45–46 (“A free . . . colonial claims”), Wilson argues that to preserve peace, nations must

      1. engage in free, open, and fair trade with colonies.
      2. give up all aspirations for territorial and economic expansion.
      3. provide constitutional protections for colonies.
      4. work to resolve conflicts originating from imperial conquests.

    10. Points VI through VIII serve as evidence to support which claim made by Wilson throughout the speech?

      1. Democratic nations ought to sign pacts of economic and political cooperation.
      2. During the war, aggressors damaged property that they should be required to repair.
      3. In the past, nations violated one another’s territorial sovereignty.
      4. Current colonies are entitled to establish free and democratic governments.

    11. Which of the following approaches to international relations is most similar to Wilson’s approach?

      1. Economic sanctions against ideological enemies
      2. Joint efforts to mediate conflict among nations
      3. Nongovernmental organizations to regulate trade
      4. Unilateral military action against unfriendly regimes

    12. Which choice best describes the developmental pattern of Wilson's argument?

      1. A statement and restatement of the argument
      2. A statement of the argument followed by specific examples
      3. Initial claims followed by counterclaims
      4. Specific examples leading to a concluding argument

    1. Questions 21–31 are based on the following passages and supplementary material.

    2. The following passages are concerned with meditation, particularly the practice of mindfulness. Passage 1 provides an overview of meditation, while Passage 2 focuses on a particular practitioner, U.S. Representative Tim Ryan.

      Passage 1
      Meditation has been around for thousands of years, starting as a religious practice. Hindu scripture from around 1500 b.c.e. describes meditating on the divine, and art from this time period shows people sitting cross-legged and solitary in a garden. In China and India around the fifth century b.c.e., other forms of meditation developed. Several religions, including Taoism, Buddhism, Islam, and Christianity, have meditative rites. In 20th-century Europe and America, secular forms of meditation arrived from India. Rather than focusing on spiritual growth, secular meditation emphasizes stress reduc- tion, relaxation, and self-improvement. Although it still isn’t exactly mainstream, many people practice meditation. Mindfulness meditation, in particular, has become more popular in recent years. The practice involves sitting comfortably, focusing on one’s breathing, and bringing the mind’s attention to the present. Concerns about the past or future are let go of. An individual can picture worries popping like a bubble or flitting away like a butterfly. Mindfulness is about increasing awareness and practicing acceptance. To be present is to have sharpened attention, or to be in a state of heightened consciousness. Practitioners of mindfulness report having a better quality of experience, deeper engagement, and greater measure of fulfillment.       There are also health benefits. According to the Mayo Clinic, “Meditation can give you a sense of calm, peace and balance that benefits your emotional well-being.” Among the emotional benefits are reducing negative emotions, increased self-awareness, and stress management skills. Asthma, depression, and sleep disorders are all conditions worsened by stress. Several studies have shown that patients with these conditions benefit from meditation.       Dr. Robert Schneider, director of the Institute for Natural Medicine and Prevention, says, “I have been researching effects of meditation on health for thirty years and have found it has compelling benefits. The benefits of meditation are coming to be widely accepted by health professionals, business leaders, and the media. It is now time for the medical profession to catch up.”
      Passage 2
      In 2008, hoping to relax from his stressful job,
       Congressman Tim Ryan took a weekend retreat where he first practiced mindfulness meditation. “I came out of it,” he says, “with a whole new way of relating with what was going on in the world.” Now Ryan is an advocate for the benefits of meditation on health, performance, and social aware- ness. In the busy and aggressive world of Washington politics, he’s a voice for calm consideration. Every week Ryan, a Democrat representing the 13th congressional district of Ohio, hosts a meditation session for his staff and any other members of Congress who want to join. Despite the fact that Republicans and Democrats are considered politically opposed, Ryan believes that the benefits of meditation ought to appeal to members of both parties. Meditation promotes self-reliance and fiscal conservation because it’s a health practice that can be self- sustained and doesn’t require costly memberships or equipment. In 2010, Ryan wrote the book A Mindful Nation: How a Simple Practice Can Help Us Reduce Stress, Improve Performance, and Recapture the American Spirit, in which he advocates increased mindful- ness in many disciplines and professions. After its publication, kindergarten classes in his Ohio district started using deep-breathing techniques; now teachers rave about their students’ improved behavior. “Mental discipline, focus, self-reliance, deep listening—these are fundamental skills that are essential to kids’ education,” Ryan says. “We yell at kids to pay attention, but we never teach them how to pay attention.” Word seems to be spreading around Capitol Hill. “I’ve had members of Congress approach me and say, ‘I want to learn more about this,’” Ryan says. “Between the fundraising, being away from fam- ily, (and) the environment of hyperpartisanship, Washington is really stressing people out.” Ryan supports legislation that puts meditation to good use for everyone. Among other bills, he has sponsored one to increase the holistic-medicine offerings of the Department of Veterans Affairs. “And I haven’t met anyone in the country that isn’t feeling a high level of anxiety right now, given the economy and what’s going on in the world. So mindfulness is for everyone.”       Mr. Ryan is quick to point out that mindfulness is not a religious practice, but rather a secular mental technique that can be effective regardless of spiritual beliefs. He compares it to his grandparents' praying and to athletes' working out until they feel “in the zone.” “Your mind and body sync up into a flow state, without a lot of mental chatter,” Mr. Ryan says.

    3. The central idea of Passage 1 is that meditation and mindfulness

      1. were first practiced as religious rites.
      2. are becoming more accepted because of their benefits.
      3. are valuable tools for psychologists.
      4. help practitioners focus on their inner lives.

    4. Passage 1 most strongly suggests that which of the following is true?

      1. Individuals who practice meditation are more likely to develop illness.
      2. Meditation helps people advance in their careers.
      3. Not many studies have been done on the results of daily meditation.
      4. Many medical professionals embrace the benefits of meditation.

    5. Which choice provides the best evidence for the answer to the previous question?

      1. Lines 2–5 (“Hindu scripture . . . in a garden”)
      2. Lines 15–17 (“Mindfulness meditation . . . in recent years”)
      3. Lines 24–26 (“To be present . . . ­consciousness”)
      4. Lines 30–33 (“According to . . . well-being,”)

    6. As used in line 43, “compelling” most nearly means

      1. creative.
      2. judicial.
      3. persuasive.
      4. adaptable.

    7. In Passage 2, what can be inferred about the author’s point of view on meditation?

      1. The author is uncertain about its value.
      2. The author likes it but acknowledges its limits.
      3. The author appreciates its value.
      4. The author is devoted to it.

    8. Passage 2 most strongly suggests that which of the following is true of Mr. Ryan?

      1. He acts on his beliefs.
      2. He is afraid to try new things.
      3. He likes to try new things.
      4. He is concerned about bipartisanship.

    9. Which choice provides the best evidence for the answer to the previous question?

      1. Lines 48–49 (“In 2008 . . . mindfulness meditation”)
      2. Lines 63–67 (“Meditation promotes . . . or equipment”)
      3. Lines 88–90 (“Among other bills . . . Affairs”)
      4. Lines 95–98 (“Mr. Ryan . . . spiritual beliefs”)

    10. As used in line 96, “secular” most nearly means

      1. nonreligious.
      2. serious.
      3. impersonal.
      4. pristine.

    11. In Passage 2, the author’s use of the word “chatter” (line 102) implies that

      1. having an inner dialogue is a useful tool.
      2. people enjoy imagining themselves in various situations.
      3. meditation supporters talk about its surprises.
      4. much of what people think is relatively unimportant.

    12. Both passages support which generalization about mindfulness meditation?

      1. It has become an acceptable way to show spirituality.
      2. It is making inroads into U.S. culture.
      3. It should be utilized in public institutions.
      4. It will soon be embraced by the American public.

    13. Data in the graph provide most direct support for which claim from the passages?

      1. Meditation improves a person’s focus and discipline.
      2. Children benefit from learning deep-breathing techniques.
      3. Meditation makes a person more generous.
      4. Health professionals are open to the idea of meditation being healthful.

    1. Questions 32–42 are based on the following passage.

    2. The following passage describes possible causes and impacts of colony collapse disorder, the mysterious disappearance of honeybee colonies.

      Colony collapse disorder, sometimes referred to as CCD, is a phenomenon that has garnered much attention over the past few years from both the scientific community and the media alike. The disorder, which causes entire honeybee colonies to mysteriously disappear, is a major threat to both the environment and the economy. Honeybees are the world’s natural pollinators and are responsible for the production of about one-third of everything we eat. Without honeybees, produce that we’re used to having in our diets, like apples, blueberries, strawberries, and nuts, would no longer be available. Honeybees also have an effect on the meat industry in the United States. They pollinate the various types of feed used by beef and dairy farmers. The services of the honeybee population are invaluable, and the survival of many different species depends on their well-being. When colony collapse disorder was first recognized, beekeepers and scientists assumed that a pathogen was to blame. For example, there are several known viruses and pests that can kill off entire hives of honeybees quickly and be extremely hard to prevent. Mites, fungus, and bacterial infections are all common killers. Because of how often they’re seen in hives, farmers assumed that these common plights were responsible for colony collapse disorder. However, as time passed and the disorder was studied, researchers noticed some- thing odd. In many cases, there were simply no dead bees to discover. While common killers of the honeybee left telltale signs, colony collapse disor- der left nothing behind but empty hives. Scientists attributed the rapid disappearance of the bees to a form of altruistic behavior. When a bee gets sick, it flies away from the hive so as not to spread its illness to the other bees. It naturally prioritizes the overall health of the hive over its own. Although this behavior explained the bees’ disappearing act, the cause of the disorder is yet to be understood and the list of possible explanations just keeps getting longer. One team of researchers hypothesized that fluctuations in the Earth’s magnetic field might be doing damage to the magnetoreceptors, or built-in homing devices, that bees use to find their way home to their hives after flying all day. Honeybees, as well as birds and fish, use the Earth’s magnetic field to identify their location. Sunspots, which cause the strength of the Earth’s magnetic field to fluctuate, might be damaging the  honeybee’s biological tools. While solar activity is outside the control of humans, another theory about the cause of colony collapse disorder points to the human invention of pesticides. Pesticides, which are chemicals used to prevent pest infestation of crops on a large scale around the world, are often picked up by honeybees during their foraging and pollination flights. Scientists have found that more than one pesticide can be found in the honey of one hive. They are currently studying the interaction of two or more pesticides, which travel into the hives and are stored by the bees in the pollen they use for protein.       While the presence of one pesticide in a hive would certainly limit the life spans of bees and impair their navigational skills, it could be that it is the interaction of two or more pesticides that cause the entire colony to collapse. There are many ingredients in pesticides that are not regulated by world governments, and this leaves a lot of ground for bee scientists to cover when doing their research. Research over time usually helps to narrow down the field of possible causes of a disorder, but in the case of colony collapse disorder, scientists feel farther away than ever from finding the root cause and a cure. Many people around the world are taking up the cause of keeping honeybees alive by keeping bees in their backyards or on their roofs. Some cities and towns have relaxed regulations on beekeep- ing in response to the honeybee population crisis. Hopefully, community initiatives and research can both help to save the world’s honeybee population.

    3. The primary purpose of the passage is to

      1. show that honeybees require certain conditions in order to live.
      2. instruct the reader on how to increase the number of honeybees.
      3. explain the relationship between sunspots and colony collapse disorder.
      4. alert the reader to the impending crisis of decreasing numbers of honeybees.

    4. The author's point of view is most similar to that of

      1. an advocate for honeybee survival.
      2. an environmentalist concerned about toxic materials.
      3. a naturalist who researches changes in animal populations.
      4. a concerned citizen who hopes to raise honeybees.

    5. The author uses the word “mysteriously” (line 6) to emphasize

      1. that fluctuations of the Earth’s magnetic field are uncontrollable.
      2. how little is known about why colony collapse occurs.
      3. that the reason a bee leaves its hive when it is sick is unknown.
      4. why researchers are studying the effect of pesticides on honeybees.

    6. As used in line 27, “plights” most nearly means

      1. causes.
      2. promises.
      3. intentions.
      4. troubles.

    7. The author uses the fact that no bees are found in a hive after a colony collapses to

      1. examine the extent of damage to the honeybee population that has occurred.
      2. emphasize the ways in which honeybees relate to human beings.
      3. refute the possibility that pathogens are the reason for the collapse.
      4. show that pesticides are not to blame for the decrease in the honeybee population.

    8. Which choice provides the best evidence for the answer to the previous question?

      1. Lines 4–7 (“The disorder . . . the economy”)
      2. Lines 21–24 (“For example . . . to prevent”)
      3. Lines 31–33 (“While common . . . empty hives”)
      4. Lines 37–39 (“It naturally . . . its own”)

    9. As used in line 59, “foraging” most nearly means

      1. rejecting.
      2. offering.
      3. watching.
      4. searching.

    10. The passage most strongly suggests that

      1. the author is cautiously optimistic about the future existence of the honeybee.
      2. the author thinks that scientists have not tried hard enough to find the reason for colony collapse.
      3. one team of scientists believes that they will have an answer to the problem of colony collapse very soon.
      4. scientists have ruled out the theory that pesticides are at fault for colony collapse.

    11. Which choice provides the best evidence for the answer to the previous question?

      1. Lines 7–10 (“Honeybees . . . eat”)
      2. Lines 25–28 (“Because of how . . . disorder”)
      3. Lines 53–56 (“While solar . . . pesticides”)
      4. Lines 82–83 (“Hopefully . . . population”)

    12. According to the passage, which of the following events has occurred in response to colony collapse disorder?

      1. Concerned citizens have fought to ban certain pesticides.
      2. Some towns have relaxed their regulations on beekeeping.
      3. Farmers have resorted to other means of pollinating their feed.
      4. Scientists are working to control the use of electromagnetic devices.

    13. Based on information in the passage, which statement best describes the relationship between honeybees and human beings?

      1. Human beings depend on honeybees to keep the environment and economy healthy.
      2. Human beings depend on honeybees to keep the effects of sunspots to a minimum.
      3. Honeybees depend on human beings to provide them with food.
      4. Honeybees depend on human beings to protect them from solar flares.

    1. Questions 43–52 are based on the following passage and supplementary materials.

    2. The following passage describes the potential problems caused by debris that humans have left behind in space.

      In the first days of space exploration, one concern was the possibility that astronauts or spacecraft might be hit by meteoroids. Scientists calculated that this possibility was extremely small because meteoroids are rare. Astronauts and spacecraft, on the other hand, would almost certainly encounter micrometeorites, which are about the size of grains of dust and much more common. However, in the 60 years since the beginning of space exploration, large quantities of human-made orbital debris have accumulated. Much of the debris consists of satellites that have stopped func- tioning or rocket booster sections that separated from the main spacecraft during a mission. Some of the debris consists of items lost by astronauts, such as tools or space suit parts. Still, more of the debris is the result of collisions, such as when one satellite collides with another or with a large piece of debris. NASA estimates there are millions of debris particles that are too small to be tracked. These circle Earth at speeds up to 17,500 miles per hour, making even the smallest particles dangerous. One scientist calculated that a chip of paint hitting the window of a spacecraft at orbital speeds will hit with the same amount of force as a bowling ball traveling at 60 mph. Such an impact occurred on the space shuttle Challenger’s second flight, chip- ping the windows and causing minor damage to the protective tiles on the spacecraft. While the damage was not immediately dangerous, it led to the fear that any craft in orbit for long periods of time could accumulate enough damage to cease functioning. Larger objects are even more dangerous, but they can be monitored and avoided. NASA tracks about 500,000 pieces of debris larger than a marble, about 20,000 of which are larger than a softball. When NASA was still flying shuttle missions, it would often have to direct the shuttle to maneuver to avoid collisions with the larger debris. This could usually be planned and accomplished in a few hours, but moving the International Space Station to avoid a collision takes up to 30 hours of advance notice. Many satellites have the ability to adjust their course slightly and can be remotely directed to avoid collisions with larger objects that would damage or destroy the satellites. NASA and the European Space Agency (ESA) have departments of scientists and engineers dedicated to cataloging, modeling, and predicting the movements of space debris. Some debris falls back to Earth, and most of it is burned up in the atmosphere. However, a large piece will survive long enough to get through the atmosphere and crash. In 1979, the obsolete Skylab fell out of orbit, and much of it withstood the trip through the atmosphere, crashing in the Australian outback. Space agencies also monitor debris to predict if and when any particular piece might fall. Although they can issue warnings, there is currently nothing that can be done about pieces that might get through the atmosphere. To avoid adding to the aggregation of debris, future satellites may need to be able to take themselves out of orbit as their usefulness comes to an end. Until a way to remove these remains is implemented, however, those 500,000 pieces of large fragments, along with the millions of smaller pieces, will continue to orbit Earth.
      Adapted from NASA: U.S. Satellite Catalog.

    3. The passage is primarily concerned with the

      1. unintended consequences of space ­exploration.
      2. composition of the space debris that orbits Earth.
      3. dangers posed by space debris created by humans.
      4. causes and consequences of collisions in space.

    4. Which choice provides the best evidence for the answer to the previous question?

      1. Lines 3–8 (“Scientists calculated . . . common”)
      2. Lines 20–22 (“These circle . . . dangerous”)
      3. Lines 33–34 (“Larger objects . . . avoided”)
      4. Lines 44–47 (“Many satellites . . . satellites”)

    5. The second paragraph helps support the central idea of the passage by providing

      1. an explanation of why space debris left by humans is more dangerous than meteors.
      2. a summary of problems caused by old satellites and discarded equipment.
      3. a description of the types of human-made space debris that are causing problems.
      4. an argument for better tracking of the space debris that is orbiting Earth.

    6. According to the passage, why does space debris created by humans pose a greater threat than ­meteoroids?

      1. Meteoroids are rare, while there are large quantities of space debris.
      2. Meteoroids are much smaller than most pieces of space debris.
      3. Space debris cannot be tracked and monitored, but meteoroids can.
      4. Space debris is only found in a narrow band around Earth.

    7. Which of the following pieces of evidence most strengthens the author's central claim?

      1. An explanation of early concerns about space collisions in paragraph 1
      2. Information about how space debris is tracked in paragraph 5
      3. An example of space debris falling to Earth in paragraph 6
      4. The suggestion that obsolete satellites take themselves out of orbit in paragraph 7

    8. As used in line 55, “obsolete” most nearly means

      1. displaced.
      2. redundant.
      3. excessive.
      4. outdated.

    9. Based on information in the passage, which conclusion can reasonably be inferred?

      1. One way to prevent space debris from causing injuries on Earth is to warn people to avoid the predicted impact site.
      2. The smallest pieces of space debris can be removed by astronauts while they are working in space.
      3. Most space debris is not dangerous to space travelers because of its small size and relatively low speed.
      4. Pieces of space debris will become more of a problem as spacecraft travel farther into outer space.

    10. Which choice provides the best evidence for the answer to the previous question?

      1. Lines 19–22 (“NASA estimates . . . dangerous”)
      2. Lines 33–34 (“Larger objects . . . avoided”)
      3. Lines 34–36 (“NASA tracks . . . softball”)
      4. Lines 60–62 (“Although . . . atmosphere”)

    11. As used in line 67, “implemented” most nearly means

      1. employed.
      2. investigated.
      3. prevented.
      4. appointed.

    12. Based on the passage and the graphic, if NASA were to place a new satellite into orbit, which altitude range would pose the greatest danger?

      1. 500–700 kilometers
      2. 700–900 kilometers
      3. 1,400–1,600 kilometers
      4. 1,800–2,000 kilometers