MOOEL TE ST 31READI NG SECTlON 275 can get more sunlight and rain. Some mosses, lerns, and many vines also make use 01 the surfaces 01 trees in this way. In the ocean, many sha rh have a smaller fish known as a remora attached to them. Remoras have a sycker on the top 01 their heads that Ihey can use 10 attach 10 the shark. In this way. they can hitchhike a ride as the shark swims along. When the shark feeds, the remora Irees ilSell and obtains small bits 01 food that the shark misses. Then. the remora reattaches. The shark does not appear to be positively or negatively affected by remor as. -+ Mutualism Is another kind 01 symbiotic relationship and Is 8i:!blalY beneli· cial lo both species involved. In many mutualislic relationships, the relationship is obligatory: the species cannot live without each other. In others. the species can exist separately but are more successlul when they are in volved in a mutu· alistic relationship. Some species of Acacia. a thorny tree, provide lood in the l Q( m of sugar soluiions in tittle structures on th eir siems. Certain species 01 ants feed on the solutions and live in the tree, which they will protect from olher ani· mals by attacking any animal that begins to feed on the tree. Both organisms benefrt; the ants receive food and a place to live. and t he tree is protected from an imals that would use it as food. -+ One soil nutlient that is usually a li mi ting factor for plant growlh is nitrogen. Many kinds of plants, suc h as beans, clover, and alder trees, have bacteria thaI live in their roots In little nodules. The roots fo rm these nodules when they are infected with certain kinds of bacte ri a. The bacteria do nol cause disease bu l provide the plants with nitrogen-contalni ng molecules that the plants can use for growth. The nitrogen-fixing bacteria from Iho living silo ond nutrlonts that tho plants provide, and the plants benef itlrom the nitrogen they receive. Glossary sucker: an adaptation for sucking nourishment or sticking to a surface nodules: growths In the form of knOts 1. TIle word !leWes In the passage Is closest In meaning to CD requests <D pursues ([) obtains CD rejects 2. The word It in the passage refers to CD ho st <D organism ([) parasite CD relationship Male 1<11 chr ~y '"Sky prfr.tv 276 MORE MO DEL TESTS 3. The word relatively in the passage Is closest In meani ng to <D comparatively <D routinely <D adversely CD frequently 4. Which of the sentences below best expresses the information in the highlighted statement in the passage? The other choices change the mean ing or leave out Importantlnformatlon. CD A parasite is less likely to destroy the host when it auaches itself at first. CD Parasites that have lived on a hosllor a long time have probably done a lot of damage. CD The most destructive phase for a host is when the parasite first invades it. CD The relationship between a parasite and a host will evolve over time. 5. The word tolerate in the passage is closest in meaning 10 CD permit <D oppose <D prom CD avoid 6. According 10 paragraph 3. how do ectoparasites survive? <D They live in mold and mildew on their hosts. CD They digest food in the iflleslines of their hosts. <D They l ive on the nutrients In their bacterial hosts. CD They inhabit the ou tside parts of their hosts. Paragraph 3 is marked with an arrow [-+]. 7. WhiCh of the following is mentioned as an example of a commensal relationship? <D Orchids CD Mistletoe '" An" CD Fungus 6. Th e word actually in the passage is closest in meaning to <D fr equently CD initially CD really CD usually Malc'ltll chrancnv a' ~rTl prav~ MODEL TEST ~EAO I NG SECTION 777 9. 10 paragraph 7, why does the authOr use the example of the Acacia tree? (!) To demonstrate how ants survive by living io trees (I) To explain how two species can benelit fr om contact <D To show the relationship between plants and animals <D::l To present a problem that occurs often In nature Paragraph 7 1s marked with an arrow ( -+ ). 10 . According to paragraph e, how does bacteria affect beans and clover? a:> It causes many of the plants to die. m It limits the growth of young plants. <D It supplies nitrogen to the cr ops . CD> It infects the roots with harmful nodules. Paragraph 8 is marked with an arrow ( -+ ). 11. LOOk at the lour sq uares ( _ )that show where the lollowing sentence could be inserted in the passage. They live on the feathers of bird s or th e fur of IInl mllls . Where could the sentence best be added? Click on a square ,_ ) to Insert the sentence In the passage. 12. In which of the following chapters would this passage most probably appear? a:> Environment and Organisms a> Pollution and Policies <D Human Influences on Ecosystems G> Energy Resources '01 '" ,'" 278 MORE MODEL TESTS 13. Dir ect ion .: Complete the table by matching the phrases on the left with the headings on the right. $elect the appropriate answer choices and drag them to the type 01 relationship to which Ihey reler. TWO 01 the answer choices will NOT be used. Th is question Is worth 4 po l n/ s. To delete an answer choice, click on it. To see the passage, click on Vi ew Text. An s wer Cho ice s !aI One species benefits and the other is not harmed. !D1 Both species benefit lrom their contact. !CI Both species harm each other in the relationship. IDl One species is harmed while the other species benefits. lEI Often one of the species is destroyed by the relationship. [EJ During evolution, this relationship may become symbiotic. IGJ Both species may requi re their relationship lor survival. IBl tn this relatiOnship, the host may evolve defenses 10 avoid harm. rn Bo th species are more s UCC8ssful when they form this relationship. PART II RutlI.g 2 " Clrlllzation " Paras iti c • • • Co mmen sal • • • Mutu a li st lc • Between 4000 and 3000 B.C., signifiCant lechnolOgical develOpments began to transfoon tho Neolithic towns. The invention of writing enabled records to be kepi, and the use of metals marked a new level of human control over the envi· ronment and its resources. Already before 4000 B.C., craftspeople had discov- ered that metal-bearing rocks could be heated to liquefy melals, which could then be caslin molds to produce tools and weapons that were more useful than stone Instruments. Although copper was the first metal to be utilized in producing tools, atter 4000 B .C. craftspeople In western Asia discovered that a combination of cap- per and tin produced bronze, a much harder and more durable melalltian copper. Ifi widespread use has led historians to speak of a Bronze Age Ir om around 3000 to t200 B.C when brooze was increasingly replaced by iron. M 1 chranlinva' sk~ml pravv MOOEL TEST 3IREADING SEC TI ON 279 -+ At first, Neolithic settlements were haIJ:Iy; more than villages. But as their Inhabitants mastered the art of farming. they gradually began to give birth to more comple)( human societies. As wealth increased, such societies began to develop armies and to build walled cities. By the beginning 01 the Bronze Age. the concentration of larger numbers of people In the river valleys of Mesopotamia and Egypt was leading to a whole new pattern lor human Iile. -+ As we have seen, early human beings formed small groups that developed a simple culture that enabled them to sulVive. As human societies grew and developed greater complexity, a new form of human e)(istence-called civiliza· tion-came inlo being. A civilization is a complex culture in which I bers of human share a number of common elements. These include (1) an II i economic, social, cultural, and religious development; (2) a distinct religious structure; the gods were deemed ~iI.1 10 the community'S success, and professional priestly classes, as stewards of the gods' property, regulated relations with the gods; (3) new political and military slrtJctures; an organized government bureaucracy arose to meet the admlnlsuatlve demands 01 the growing population while armies were organized to gain land and power; (4) a new social structure based on economic power; while kings and an upper class of priests, poliUcalleaders, and warriors dominated, there also e)(isted large groups 01 free people (farm- ers, artisans, craftspeople) and at the very bottom, socially, a class 01 slaves; (5) the development of writing; kings, priests, merChants, and artisans used writing to keep records; and (6) new forms of significant artistic and intellectual activity, suCh as monumental architectural structures, uStial1y religious, occu- pied a Pftifiiiiiiit!place in urban environments. -+ Why early civilizations developed remains diHicult to explain. iAl Since civi- Ilzalions developed independently in In dia, China, Mesopotamia, and Egypt, can general causes be identified that would e)(plain why all of these civilizations emerged? [BI A number of possible explanations 01 the beginning of civilization have been suggested. A theory of chaJlenge and response maintains th at chal- lenges forced human beings 10 make efforts that resulted In the rise of civiliza- tion. Some scholars ha e adhered to a material e)(pianalion. !CI Materiallorces, such as the growth of food surpluses, made possible the specialization of labor and development of large communities with bureaucratic organization. [Ill But the area of the Fertile Crescent, in which Mesopotamian civilization emerged. was nol naturally conducive 10 agriculture. Abundant food could only be pro- duced with a massive human effort to carefully manage the water, an effort that created the need lor organization and bureaucratic control and led to civilized cities. Some historians have argued that nonmaterial forces, primarily religious, provided the se nse of unity and purpose that made such organized aCl ivities possible. Finally, some SCholars doubt that we are capable of ever discovering the actual causes of early civilization. Mille 1<11 chr ~y '"Sky prfr.tv 280 MORE MOOEL T ESTS 14 . Which of the fo llowing is the best definition of a civilization? <D Neolithic towns and cities (I) Types of complex cultures CD An agricultural community <D large population centers 15. The word l1s in the passage refers to <Dco pper <D bronze CD metal (]I) iron 16. According to paragraph 2, what happens as societies become more prosperous? <D More goods are produced. <D Walled cities are built. CD laws are instituted. <D The size of families Increased. Paragraph 2 is marked with an arrow [ -+1. 17 . The word hardly in the passage is closest in meaning to <D frequently <D Ukely CD barely <D obviously 18. Why does. the author mention Neolithic towns in paragraph 2? <D To give an example of a civilization <D To explain the Invention of writing systems CD To argue that they should be classified as villages Q) To conlrastthem with the civilizations that evolved Paragraph 21s marked with an arrow [ -+ J. 19. According to paragraph 3, how was the class system structured? <D An upper class and a lower class (I) Slaves. free people. and a ruling class ~ A king. an army. and slaves <D Intellectuals and uneducated farmers and workers Paragraph 3 is marked with an arrow 1 -+ 1. Mill rial chrancny il ' sk~ml pravv i MOOEL TEST 3I1'lEAOING SECTION 211 20 . Which of the sentences below best exp!'8SS8s the Information in the highlighted statement in the passage? Th e other choices change the meaning or leave out important information. ex> Mesopotamian and Egyptian civilizations exhibit the majority of the charac1eristics identified by historians. (I) The characteristics that historians have identified are not found in the Egyptian and Mesopotamian cultures. CD Civilizations In Mesopotamia and Egypl were identified by historians who were study- ing the characteristics 01 early cultures. cJI) The identifICation of most historical civilizations includes either Egypt or Mesopotamia on the list 21 . The word crucial in the passage Is closest in meaning to Q) fundamental (I) arbitrary CD disruptive cJI) suitable 22 . The word prominent in the passage is closest in meaning to Q) weak <D important CD small '" new 23. According to paragraph 4. how can the independent development of civilization in different geographic regions be explained? Q) Scholars agree that food surpluses encouraged populations 10 be concentrated in cer- tain areas. <D There are sever allheories that explain the rise of civilization in the ancient world. CD The model of civilization was probably carried from one region to another along trade routes. <D Historians attribute the emer gence 01 early cit i es at about the same time as a coincidence. Paragraph 4 is marked with an arrow [ -tJ, 24. All of the fo ll owing are cited as reasons why civilizations developed EXCEPT Q) Religious prac1ices unified the population. <D The management of water required organization. CD A major climate change made living in groups necessary. CD> Extra focx;f resulted in the expansion of population centers. ,I ." . uStial1y religious, occu- pied a Pftifiiiiiiit!place in urban environments. -+ Why early civilizations developed remains diHicult to explain. iAl Since civi- Ilzalions developed independently. nutrients In their bacterial hosts. CD They inhabit the ou tside parts of their hosts. Paragraph 3 is marked with an arrow [-+ ]. 7. WhiCh of the following is mentioned as an example. the envi· ronment and its resources. Already before 4000 B.C., craftspeople had discov- ered that metal-bearing rocks could be heated to liquefy melals, which could then be caslin molds to