PRACTICE TESTS 471

4 A A A A A A A A A 4
SCIENCE REASONING TEST
35 Minutes – 40 Questions

DIRECTIONS: There are seven passages in this test.

Each passage is followed by several questions. You
should refer to the passages as often as necessary in
order to choose the best answer to each question.
Once you have selected your answer, fill in the
corresponding bubble on your answer sheet. You
may NOT use a calculator on this test.

Passage I

Traditionally, oral drugs in pill or capsule form have been designed to release the dose of medicine in the upper
gastrointestinal tract, where drugs are more readily dissolved and absorbed. New research has targeted the colon as an ideal
environment for drug absorption to treat certain illnesses. To reach the colon, the drug must first pass through the stomach
and small intestine. Table 1 details several drug-delivery systems.

The following experiments test two of the drug-delivery systems.

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Experiment 1
Bacteria-dependent delivery. This experiment measured the average time it took a coated tablet to travel from
the stomach (gastric emptying) through the small intestine (small intestine transit) to arrive in the colon. Twelve healthy men
aged 23 to 25 years old and weighing between 55 and 70 kilograms (kg) who had fasted overnight were divided into 3 groups.
They each swallowed 1 tablet, which contained a tracer (A or B) and 1 of 2 natural coatings (1 or 2). The location of the
tracer was measured every half-hour for 12 hours. The average times are recorded in Table 2.

Experiment 2
Time-dependent delivery. The methods were the same as those used in Experiment 1, except that the tablets all contained
the same tracer and 1 of 2 outer coatings (A or B) and one of two inner coatings (1 or 2). The average times are recorded in
Table 3.

1. Based on Table 1, which drug-delivery system is most 4. Which average time is standard for both experi-
affected by food intake? ments?
A. pH-dependent delivery F. Small intestine transit time.
B. Time-dependent delivery G. Colonic arrival time.
C. Pressure-dependent delivery H. Small intestine transit time and colonic arrival
D. Bacteria-dependent delivery time.
J. Gastric emptying time.

2. According to Experiment 2, which combination of

outer and inner coatings caused the tablet to reach its
intended target most quickly?
F. A and 1
G. A and 2
H. B and 1
J. B and 2
5. Which of the following is true about time-dependent
delivery?
3. The results of Experiment 1 suggest that: A. Synthetic polymers may be unsafe and may
A. the tracer affects the drug’s target destination disintegrate in the stomach.
more than the coating does. B. Taking food may disintegrate the capsule before it
B. the coating affects colonic arrival time. reaches the colon.
C. the coating affects the drug’s target destination C. Delivery depends on the bacteria in the colon for
more than the tracer does. delivery.
D. the tracer affects gastric emptying time. D. An inner barrier delays release of the medicine.

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Passage II 7. According to the passage, the source rock for
marble is:
The process of altering solid rocks by changes in A. shale.
temperature, pressure, and chemistry is called meta- B. sandstone.
morphism. Foliation refers to the alternating layers of C. limestone.
different mineral compositions. Table 1 lists foliated and D. granite.
nonfoliated rocks. Table 2 shows a source rock and its
result after undergoing metamorphism.

8. According to Figure 1, foliation:

F. increases as metamorphic intensity increases.
G. decreases as metamorphic intensity increases.
H. increases as metamorphic intensity decreases.
J. is not dependant on metamorphic intensity.

9. Based on the passage, which of the following

statements is true?
A. Slate and gneiss form at approximately the same
intensity.
B. Shale forms at a lower intensity than schist.
C. Basalt metamorphism results in only foliated
rock.
D. Schist forms rhyolite at high metamorphic
intensity.

Figure 1 shows the metamorphic intensity of four types

of rock. 10. According to Figure 1 and Table 2, it would be
expected that:
F. foliation will increase during metamorphism from
rhyolite to schist to gneiss.
G. foliation will decrease during metamorphism
from shale to schist to gneiss.
H. metamorphic intensity will decrease from promi-
nent foliation to banding.
J. metamorphic intensity will increase from promi-
nent foliation to slaty foliation.

Figure 1

6. Which source rock’s metamorphic result can be either 11. According to the passage, schist can result from
foliated or nonfoliated? which of the following source rocks?
F. Shale A. Slate only
G. Granite B. Slate, Shale, and Basalt
H. Schist C. Slate, Rhyolite, and Basalt
J. Basalt D. Slate and Basalt only

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Passage III 12. In Experiment 1, which of the following scenarios
caused the tablet to dissolve the fastest?
Researchers interested in studying the effect of two F. Fine powder in water
different solvents on the rate of solvation (chemical process G. Coarse powder in ethanol
involving the interaction of a solvent and a solute) H. Fine powder in ethanol
conducted 2 experiments. The results are shown below. J. Coarse powder in water
A tablet containing 1,285 milligrams (mg) sodium
bicarbonate and 1,000 mg citric acid was placed in each of
six, 250 milliliter (mL) beakers. The tablets were either
whole, crushed into a coarse powder, or crushed into 13. In what ways are the methods of Experiments 1 and 2
a fine powder. Either 150 mL of water or 150 mL of different?
ethanol was added to each beaker. The time it took the A. The solvent was varied in Experiment 1 but held
tablet to dissolve was recorded. constant in Experiment 2.
B. The temperature was varied in Experiment 1 but
held constant in Experiment 2.
C. The tablet type was varied in Experiment 2 but
Experiment 1 held constant in Experiment 1.
Each 250 mL beaker contained a tablet (1,285 mg D. The solvent was varied in Experiment 2 but held
constant in Experiment 1.
sodium bicarbonate and 1,000 mg citric acid), which was
either whole or crushed. 150 milliliters of water or ethanol
was added to each beaker, and the time it took in seconds
(s) for the tablet to dissolve was recorded in Table 1. 14. What observation can be made from the data in
Table 1?
F. Crushing the tablet does not affect dissolution
time.
G. Solvents do not affect dissolution time.
H. Crushing the tablet results in slower dissolution
time.
J. Crushing the tablet results in faster dissolution
time.

15. What would the result most likely be if 150 mL of

80! C water was added to a beaker containing a finely
crushed tablet?
A. The dissolution rate would be slower than 17
seconds.
B. The dissolution rate would be faster than 12
seconds.
C. The dissolution rate would be slower than 12
Experiment 2 seconds.
To each of the 6 beakers, 1 whole tablet (containing D. Crushing the tablet would have no effect on
1,285 mg sodium bicarbonate and 1,000 mg citric acid) dissolution rate.
was added. Fifteen milliliters of water of varying
temperatures was added to the beakers, and the time it
took in seconds (s) for the tablet to dissolve was recorded
in Table 2.
16. Based on the experiments, what can be done to slow
the dissolution rate?
F. Increase the water temperature
G. Crush the tablet
H. Use ethanol to dissolve the tablet
J. Decrease the water temperature

17. Based on the experiments, which method resulted in

the slowest dissolution rate?
A. Whole tablet dissolved in 10! C water
B. Finely crushed tablet dissolved in 25! C water
C. Finely crushed tablet dissolved in ethanol
D. Whole tablet in 80! C water

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Passage IV 18. Based on the results of both experiments, the rats in
which group increased the most in average length?
A biologist wanted to test the effects of nutrition on F. Group 6
the growth of young rats. Two experiments were G. Group 2
conducted using different feeds and vitamin supplements. H. Group 7
For both experiments, 4 groups of 20 rats each were given J. Group 4
a different type of feed over a 6-week period. The rats
were measured and weighed weekly. The rats in each
group had an average starting weight of 200 grams (g) and
an average starting length of 10 centimeters (cm).
19. Based on the results of Experiment 2, which feed
Experiment 1 resulted in the greatest weight gain?
! Group 1 was fed a high-protein feed (Feed W).
!
A. Feed M
Group 2 was fed a grain-based feed with vitamin supple- B. Feed N
ments (Feed X). C. Feed O
! Group 3 (control group) was fed a grain-based feed with-
D. Feed P
out supplements (Feed Y).
! Group 4 was fed a grain-based feed without supplements
plus fruits and vegetables (Feed Z).
The results and average measurements are recorded in
Table 1.
20. Based on the results of both experiments, the rats in
which of the following groups gained the least
amount of weight?
F. Group 1
G. Group 3
H. Group 5
J. Group 7

21. If the biologist added vitamin supplements to Feed M

for a new group (Group 9), what might the result be
Experiment 2 after 6 weeks?
! Group 5 was fed a high-protein feed plus fruits and A. Group 9 would weigh less than Group 5.
vegetables (Feed M). B. Group 9 would weigh less than Group 6.
! Group 6 was fed a grain-based feed with vitamin supple- C. Group 9 would have a greater length than
ments plus fruits and vegetables (Feed N). Group 5.
! Group 7 (control group) was fed a grain-based feed with- D. Group 9 would have a shorter average length
out supplements (Feed O). than Group 5.
! Group 8 was fed a grain-based feed without supplements
plus fruits and vegetables (Feed P).
The results and average measurements are recorded in
Table 2 below.

22. Which of the following statements is true, according

to Table 2?
F. Feed N produces rats that are almost twice as
long as those in the control group.
G. Feed M produces rats that weigh 3 times as much
as those in the control group.
H. Feed P produces rats with the greatest average
length.
J. Feed O produces rats similar to those produced
by Feed P.

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Passage V

Igneous rocks are formed by the cooling and solidification of molten magma either above ground, when magma, or lava,
reaches the Earth’s surface and cools, or deep below the surface of the Earth, when magma gets trapped in small pockets and
cools. Table 1 lists rock textures and cooling characteristics of igneous rocks. Figure 1 shows the cooling rate and associated
grain size of igneous rock textures. Table 2 lists igneous rocks and their respective textures.

Figure 1

23. Which of the following is true about granite? 26. Which rock texture is formed by rapid cooling from a
A. It is fine grained and cools slowly. high temperature?
B. It is fine grained and cools quickly. F. Porphyritic
C. It is coarse grained and cools quickly. G. Glassy
D. It is coarse grained and cools slowly. H. Phaneritic
J. Aphanitic
24. Rhyolite and andesite have which of the following in
common? 27. Based on information in the passage, which rocks
F. They cool very slowly at a uniform rate. cooled quickly?
G. They are phaneritic. A. Rhyolite, granite, and diorite
H. They cool quickly but more slowly than glassy B. Granite, gabbro, and peridotite
rocks. C. Rhyolite, andesite, and basalt
J. They are coarse grained. D. Andesite, basalt, and granite
25. Using the data in Table 1 and Figure 1, what
conclusion can be made about (crystal) grain size? 28. Peridotite is an igneous rock with interlocking grains
A. The slower a rock cools, the larger the crystals that can be seen without a microscope. What are the
will be. likely cooling characteristics of peridotite?
B. The faster a rock cools, the larger the crystals will be. F. It cools quickly.
C. Glassy rocks have large crystals. G. It cools at a very slow and uniform rate.
D. The slower a rock cools, the smaller the crystals H. It cools slowly at first, and then speeds up.
will be. J. It cools at a rapid, constant rate.

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Passage VI

Stars can be classified according to color, surface temperature, mass, radius, and luminosity. Table 1 shows the spectral
classification of star types. Figure 1 is a cluster diagram plotting stars near the sun by temperature and luminosity (total
brightness). Main sequence stars are young stars shown in Figure 1 as the central band.

31. What is the color range of the giant stars shown on

Figure 1?
A. Orange to red
B. Blue to white
C. White to yellow
D. Blue to orange

32. The main sequence stars on Figure 1 represent all the

star types EXCEPT:
F. M
G. A
H. O
Figure 1 J. K

29. According to Table 1, which type of star has a mass

18 times that of the sun?
A. O
B. B
C. F
D. K
33. A new star with a temperature of 15,000 K and
30. What color are stars with an approximate surface luminosity of 10!4 solar units is plotted on Figure 1.
temperature of 2,500 K? Based on the passage, what category of star is it?
F. Blue A. Main sequence
G. White B. White dwarf
H. Yellow C. Supergiant
J. Red D. Giant

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Passage VII 36. Based on the results of Experiment 1, which of the
following is true of Litter A?
A student wanted to test the absorbency of several F. It took almost twice as long as Litter B and more
brands of cat litter to determine which absorbed water than 3 times as long as Litter C to absorb the
the fastest. The student conducted 2 experiments to test water at 80% relative humidity.
the litters. G. It absorbed the water almost twice as fast as
Litter B and almost 3 times as fast as Litter C at
80% humidity.
Experiment 1 H. It absorbed the water faster than both Litter B
The student filled nine 12-inch ! 9-inch glass pans and Litter C.
2 inches deep with 1 of 3 types of cat litter (A, B, or C). J. It absorbed the water faster than Litter B at 60%
The student placed each type of litter in 3 areas with relative humidity.
different relative humidity levels. The student then poured
100 milliliters (mL) of water into each pan. The student
recorded the time it took for each pan of litter to absorb
the water. Results are shown in Table 1.
37. How does Experiment 1 differ from Experiment 2?
A. Baking soda was added to the litter in
Experiment 1.
B. The amount of water varied in Experiment 2.
C. Relative humidity is constant in Experiment 2 but
varies in Experiment 1.
D. Relative humidity is constant in Experiment 1 but
varies in Experiment 2.

Experiment 2
The student repeated the previous experiment but used 38. How did adding baking soda effect the water
only 3 pans (one of each litter) and added 4 ounces of absorption times of the litter?
baking soda (sodium bicarbonate) to each pan. The F. It decreased the absorption time for Litter A only.
student mixed the litter and baking soda thoroughly G. It increased the absorption time for Litter A and
before adding 100 mL of water to each pan. Litter B.
The room had a constant relative humidity of 40% H. It decreased the absorption time for Litter B only.
during the experiment. Results are shown in Table 2. J. It increased the absorption time for Litter B and
Litter C.

39. If the student were to repeat Experiment 2, but

reduced the quantity of water added by 50%, how
would the absorption time most likely be affected?
A. It would stay the same for all litter types.
B. It would decrease for Litter A only.
C. It would increase for all litter types.
D. It would decrease for all litter types.
34. Based on the experiments, which type of litter
absorbs water fastest at 40% relative humidity?
F. Litter A þ baking soda
G. Litter C
H. Litter B 40. According to the results of the experiments, which of
J. Litter C þ baking soda the following conclusions can be reached?
F. Relative humidity levels have no effect on
absorption rates.
35. If the relative humidity was increased to 90%, how G. Absorption time will decrease at higher relative
long might Litter B take to absorb all of the water? humidity levels for all litter types.
A. 5 hours H. The type of litter has the greatest effect on
B. 7 hours absorption rates at all relative humidity levels.
C. 9 hours J. Adding baking soda to cat litter increases the
D. 49 hours absorption rate for all litter types.

END OF THE SCIENCE REASONING TEST

STOP! IF YOU HAVE TIME LEFT OVER, CHECK YOUR WORK ON THIS SECTION ONLY.