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CliffsTestPrep®

FCAT Grade 10 Reading and Math:

10 Practice Tests

by

Enrique Ortiz and Thomas R. Davenport


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CliffsTestPrep®

FCAT Grade 10 Reading and Math:

10 Practice Tests

by

Enrique Ortiz and Thomas R. Davenport


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CliffsTestPrep®

FCAT Grade 10 Reading and Math: 10 Practice Tests

Published by:Wiley Publishing, Inc.111 River StreetHoboken, NJ 07030-5774www.wiley.com

Copyright © 2006 Wiley, Hoboken, NJ

Published by Wiley, Hoboken, NJPublished simultaneously in Canada

Ortiz, Enrique, 1955-CliffsTestPrep FCAT grade 10 reading and math : 10 practice tests / by Enrique Ortiz and Thomas R. Devenport.

p. cm.ISBN-13: 978-0-7645-9933-0 (pbk.)

ISBN-10: 0-7645-9933-X1. Florida Comprehensive Assessment Test—Study guides. 2. Reading (Secondary)—Florida—Examinations, questions, etc. 3. Mathematics—Florida—Examinations, questions, etc. I. Title: FCAT grade 10 reading and math. II. Title: Cliffs Test Prep FCAT grade 10 reading and math. III. Davenport,Thomas R., 1949- IV. Title.

LB3060.33.F54077 2006373.126'2—dc22

2005025968

Printed in the United States of America

10 9 8 7 6 5 4 3 2 1

1B/RQ/RR/QV/IN

No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, record-ing, scanning, or otherwise, except as permitted under Sections 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the Publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, 222 Rosewood Drive, Danvers, MA 01923,978-750-8400, fax 978-646-8600, or on the web at www.copyright.com. Requests to the Publisher for permission should be addressed to the Legal Department,Wiley Publishing, Inc., 10475 Crosspoint Blvd., Indianapolis, IN 46256, 317-572-3447, fax 317-572-4355, or online at http://www.wiley.com/go/permissions.

THE PUBLISHER AND THE AUTHOR MAKE NO REPRESENTATIONS OR WARRANTIES WITH RESPECT TO THE ACCURACY OR COMPLETE-NESS OF THE CONTENTS OF THIS WORK AND SPECIFICALLY DISCLAIM ALL WARRANTIES, INCLUDING WITHOUT LIMITATION WAR-RANTIES OF FITNESS FOR A PARTICULAR PURPOSE. NO WARRANTY MAY BE CREATED OR EXTENDED BY SALES OR PROMOTIONALMATERIALS. THE ADVICE AND STRATEGIES CONTAINED HEREIN MAY NOT BE SUITABLE FOR EVERY SITUATION. THIS WORK IS SOLDWITH THE UNDERSTANDING THAT THE PUBLISHER IS NOT ENGAGED IN RENDERING LEGAL, ACCOUNTING, OR OTHER PROFESSIONALSERVICES. IF PROFESSIONAL ASSISTANCE IS REQUIRED, THE SERVICES OF A COMPETENT PROFESSIONAL PERSON SHOULD BE SOUGHT.NEITHER THE PUBLISHER NOR THE AUTHOR SHALL BE LIABLE FOR DAMAGES ARISING HEREFROM. THE FACT THAT AN ORGANIZATIONOR WEBSITE IS REFERRED TO IN THIS WORK AS A CITATION AND/OR A POTENTIAL SOURCE OF FURTHER INFORMATION DOES NOT MEANTHAT THE AUTHOR OR THE PUBLISHER ENDORSES THE INFORMATION THE ORGANIZATION OR WEBSITE MAY PROVIDE OR RECOMMEN-DATIONS IT MAY MAKE. FURTHER, READERS SHOULD BE AWARE THAT INTERNET WEBSITES LISTED IN THIS WORK MAY HAVE CHANGEDOR DISAPPEARED BETWEEN WHEN THIS WORK WAS WRITTEN AND WHEN IT IS READ.

Trademarks: Wiley, the Wiley Publishing logo, CliffsNotes, the CliffsNotes logo, Cliffs, CliffsAP, CliffsComplete, CliffsQuickReview, CliffsStudySolver,CliffsTestPrep, CliffsNote-a-Day, cliffsnotes.com, and all related trademarks, logos, and trade dress are trademarks or registered trademarks of John Wiley & Sons,Inc. and/or its affiliates. FCAT is a trademark of the Florida Department of Education. All other trademarks are the property of their respective owners. WileyPublishing, Inc. is not associated with any product or vendor mentioned in this book.

For general information on our other products and services or to obtain technical support, please contact our Customer Care Department within the U.S. at800-762-2974, outside the U.S. at 317-572-3993, or fax 317-572-4002.

Wiley also publishes its books in a variety of electronic formats. Some content that appears in print may not be available in electronic books. For more informationabout Wiley products, please visit our web site at www.wiley.com

About the Authors

Enrique Ortiz is an associate professor at the University of

Central Florida, Department of Teaching and Learning

Principles.

Thomas R. Davenport is an English teacher at Immokalee

High School and has served on numerous development

committees that actually developed the FCAT.

Publisher’s Acknowledgments

Editorial

Project Editor: Kelly D. Henthorne

Acquisitions Editor: Greg Tubach

Technical Editor: David Herzog

Production

Proofreader: Debbye Butler

Wiley Publishing, Inc. Composition Services

Note: If you purchased this book without a cover,you should be aware that this book is stolenproperty. It was reported as “unsold anddestroyed” to the publisher, and neither the authornor the publisher has received any payment forthis “stripped book.”

http://www.wiley.com/http://www.wiley.com/


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Message to Educators and Parents

Florida educators from across the state are intricately involved with every significant aspect of the FCAT. Any ed-

ucator wishing to serve on any of the committees responsible for any of the FCAT assessments should contact the

Florida Department of Education (DOE) to volunteer.

By way of a brief overview to those who have not explored the DOE website, the following information is pro-vided to shed some light as to but some of the components of the FCAT Reading assessment development process.

A Reading Content Advisory Committee comprised of reading and/or Language Arts professionals from schools,

school districts, and universities advise the DOE on such matters as which Sunshine State Standards benchmarks

should be assessed, item types for each benchmark, types of reading materials, range of difficulty of passages, and

the number of benchmarks, passages, and items per grade level.

Following the initial presentation by contracted professional writers, materials are reviewed by a Community

Sensitivity Committee to ensure that the primary purpose of assessing achievement is not undermined by inadver-

tently including in the test any material that may be deemed inappropriate by parents and other citizens.

All materials also pass through a Bias Review Committee to ensure that any bias, whether it be gender, racial/

ethnic, linguistic, religious, geographic, or socioeconomic is excluded.

The Item Content Review Committee review materials to ensure whether passages/items are appropriate for the

targeted grade level proposed, evaluate whether items measure the targeted benchmark, and that items are appro-

priately structured.

A Rangefinder Committee reviews representative experimental performance item responses and establish sample

groups at each score level to enable assembling of training materials for hand scoring.

A Rangefinder Review Committee review actual student performance responses to ensure appropriate score levels

against the rubric for each item to enable any necessary review and revision for training materials for hand scorers.

Hand scorers are selected, trained, and must qualify in order to assess actual student performance responses.

Each scorer is required to have at least a Bachelor’s Degree in a field related to the subject area being scored. Allresponses are assessed by at least two trained scorers to yield the resultant raw score. Careful monitoring is con-

ducted throughout the assessment process to ensure accuracy of each hand scorer.

The FCAT Reading test employs a wide variety of both informational and literary reading passages to assess stu-

dents’ reading comprehension as defined in the Sunshine State Standards. Informational passages may include, but

are not limited to, magazine and newspaper articles, editorials, and biographies. Literary passages may include,

but are not limited to, short stories, poems, folk tales, and selections from novels.

Grade 10 FCAT Reading passages will approximate 30 percent literary and 70 percent informational. The FCAT

Reading test is comprised of between 45–50 multiple-choice questions and between 5–7 performance tasks. It is

designed to take 160 minutes over 2 sessions. The content may be broken into four subject groupings as follows:

Percent of Raw Score Area

15–20 Words and Phrases in Context

20–50 Main Idea, Plot and Purpose

10–25 Comparisons and Cause/Effect

20–40 Reference and Research

While multiple-choice responses are machine scored, the following are some special concerns regarding perfor-

mance tasks, which are hand scored based on rubrics:


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■ Respondents should try to answer all questions even if not sure of the answer as partial

credit may be awarded for partially correct responses.

■ Respondents should not include non-related information in a response. Information not con-

tained in the source material is construed as not relevant. Remember, this is a comprehension

assessment, not an assessment of prior knowledge.

■ The respondent should use direct quotations from the material judiciously. Answers that are

simply copied from the source material cannot receive full credit.

■ Responses are digitally captured and routed to assessment centers for scoring. It is very im-

portant for the respondent to restrict written answers to the framed area specifically lined for

their response. Information written outside the framed area cannot be reviewed by the asses-

sor as it will escape digital capture. It is very unfortunate when points that might have been

awarded are not, simply because the response could not be captured.

■ It is not necessary for the respondent to restate the question in the answer on performance

tasks. In fact, it is recommended they do not as there are times when the space provided for

the response will barely be sufficient to contain an adequate response for full credit. It is

important to base the response with details and information from the source materials as

directed. If, however, a complete response is given, the respondent should not write more

just to fill all lines.■ The respondent should not get distracted or disturbed if they are presented with a story or

article about a topic with which they have limited exposure or are totally unfamiliar. It

should be kept in mind that all answers will be in the story or article somewhere and that

every effort is made to give all earned credit to each response.

■ Respondents will not be given credit for extraneous information or responses not related to

the question. They will not have credits taken away for such errors, so long as it does not

materially detract from the correctness of other portions of the response.

■ Be sure respondents address all parts of the questions. It is quite common for these questions

to require multiple answers for total credit. This may take different forms.

■ One way is for the question to ask for A and B data and direct the respondent to use details

and information from the source to support their response.

■ Another way is the for question to only ask for A data but require the respondent to support

their response with details and information from both the source article and graphics used

within the source article. Unless the respondent identifies information from both sources in

their response, they cannot be awarded full credit.

While some stems may tend to reveal answers to other stems in these practice tests, this is allowed

only on occasion to show a variety of stems relative to a given point. It should be noted however

that FCAT takes great care is to ensure one stem does not provide an answer to another stem.

Additionally, some distracters on these practice tests are specifically designed to give practice to

students paying attention to detail. While not a standard used on FCAT, it is an important tool and

is thereby included within these practice tests. By way of example, the text may state a direction of

North. In these practice tests, a distracter with correct information except ‘South’ may be used in

order to sharpen attention to detail.

It is strongly recommended that both educators and parents explore the Florida Department of

Education website for additional information including practice tests, released items, and a link

to FCAT Explorer at www.FLDOE.ORG or http://www.firn.edu/doe/sas/fcat.htm. Additionally,

please read the Introduction to both sections of this book for additional information.


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Table of Contents

Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1FCAT Grade 10 Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Format/Structure. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Cognitive Complexity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Duration and Number of Items . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

FCAT Grade 10 Math . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Format/Structure. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Cognitive Complexity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Duration and Number of Items . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

PART I: FCAT READING TEST

Practice FCAT Reading. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Practice FCAT Reading 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Passage 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Passage 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Answer Key for Practice Test 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Answers and Explanations for Practice Test 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Practice FCAT Reading 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31Passage 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

Passage 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41



Practice FCAT Reading 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51Passage 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51

Passage 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60



Practice FCAT Reading 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73Passage 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73

Passage 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83

Passage 3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87

Passage 4. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89



Practice FCAT Reading 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97Passage 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97

Passage 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103

Passage 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112

Answer Key for Practice Test 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117


PART II: FCAT MATH TEST

Practice FCAT Math—Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125

Grade 10 FCAT Math Reference Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127


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Practice FCAT Math 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129First Part of Practice FCAT Math 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129

Second Part of Practice FCAT Math 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137


Solutions for Practice FCAT Math 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149






Second Part of Practice FCAT Math 3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 210



Practice FCAT Math 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 235First Part of Practice FCAT Math 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 235Second Part of Practice FCAT Math 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 243







Dedication

The Reading portion of this book is dedicated to all those with the Florida Department of Education who tirelessl

give of themselves to the betterment of the assessment process for all students across this great state. I would like

to especially mention Donna Wolak for her sacrificial dedication to the FCAT process. I would be remiss if I faile

to thank Dr. Pat Wachholz whose direction and inspiration drive all aspiring writers to live the process. I suppose

no one should author anything without giving credit to his or her Mom. So, Mom, for those times when you least

knew but most greatly impacted my life, this is for you. And to my daughter, Jennifer, who makes me more proud

than she could ever know. I wish to thank Teressa for standing by me through more difficulties than I could have

possibly faced without her support. Finally, let me dedicate this to all those students who strive everyday to per-

form to the best of their abilities. I know you can succeed!

— Tom Davenpo

The Mathematics portion of this book is dedicated to the many people who have molded and helped me along the

way. Each of them is very special to me. My family and loved ones are obviously connected to me and have had

tremendous impact on my life: in loving memory of Ramón and Juana Scott, Ana Celia Reccy-Castro, and

Enrique Ortiz, Sr.; Rosalina Scott, my mother, for her unconditional love; Enrique Gabriel, Samuel Enrique, and

Natalie Marie, my kids, for their inspiration; Diana, my wife, for her patience, perseverance, and kindness; Castr

Reccy’s family, Castro-Mojica’s family, Rivera-Scott’s family and extended family in Daytona Beach, Florida, fo

their unselfish support. Beyond that are all those I have met in the classroom, each of whom has exerted some

level of influence on me, including teachers and students: past, present, and future. To all of you I say—Thanks!

— Enrique Ortvi

CliffsTestPrep FCAT Grade 10 Reading and Math: 10 Practice Tests


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1

Introduction

The Florida Department of Education (FDOE) indicates that the Florida Comprehensive Assessment Test (FCAT) is a

key element of the statewide educational assessment and accountability program. The FCAT program includes assess-ments in the following areas:

■ Writing for students in grades 4, 8, and 10

■ Reading and mathematics for students in grades 3 through 10

■ Science for students in grades 5, 8, and 10

According to the FDOE the purpose of the statewide assessments is to gather information of two kinds:

■ Parents, students, and teachers need FCAT data to provide information about student mastery of skills.

■ The public needs FCAT data to understand the “educational health” of students and to hold schools and districts

accountable for progress.

The FCAT measures student knowledge and understanding in the content areas of reading, writing, science, and mathe-matics as described in the Sunshine State Standards (SSS). A direct connection exists between the SSS and the questions

included on the FCAT. The SSS are skills and competencies that Florida students should be able to learn from an early

age. The FCAT writing test is usually taken in February, and the FCAT reading, mathematics, and science tests are taken

in March. Specific schools’ teachers, principals, or guidance counselors should have more exact testing dates.

The FCAT is part of Florida’s effort to improve the teaching and learning of higher educational standards (Florida Test

Development Center, 2004). The SSS portion of the FCAT is a criterion-referenced test. A secondary intention of the

FCAT is to compare these students’ performance to the performance of students across the nation. This comparison is

made possible by using a norm-referenced test (NRT) for reading and mathematics.

Unlike the other test prep books for the FCAT already on the market, this prep book is unique in that it offers an intro-

ductory section on the format and structure of the exams, rather than sacrificing a great amount of space on review, and

combines 10 full-length practice tests (five for the reading test, and five for the math test). The intention of this book is

to serve as a tool to practice and learn more about the FCAT math and reading tests. This book is not a substitute for

quality learning and teaching in the regular classroom, but it provides practice of test-taking skills needed for the FCAT

in these areas.

The FDOE uses electronic scoring for most grades and a combination of electronic scoring and handscoring for grades

with performance tasks. Students’ multiple-choice and gridded-response answers are scored using computer programs

that read the students’ bubbled answers and score them based on an answer key. Qualified and trained scorers read and

evaluate students’answers to the performance tasks (free response, short response, and long response items). They use

answer keys and rubrics (criteria) that have been established and validated by Florida educators. The total score that a

student may receive in reading and mathematics ranges from 100 to 500. In the FCAT writing test, students receive a

score from 1 to 6, a 6 being the highest possible score. The reading and mathematics scores are also reported as devel-

opmental scale scores that range from 0–3000. More information and materials are available from the FDOE’s Officeof Assessment and School Performance:

Florida Department of Education

325 West Gaines Street, Suite 414

Tallahassee, Florida 32399-0400

Phone: (850) 245-0513 or Suncom 205-0513, Fax: (850) 245-0771

http://www.firn.edu/doe/sas.fcat.htm

These materials include FCAT Explorer (www.fcatexplorer.com), FCAT Developmental Scores, Test Taking Tips

(http://www.firn.edu/doe/family/home0077.htm), assessment rubrics, calculator descriptions and uses, Keys to FCAT,


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2


Frequently Asked Questions, Sample Test booklets (http://www.firn.edu/doe/sas/fcat.htm), and FCAT Myths and Facts.

Many of these materials are available as easy-to-download files. We recommend that you use this test preparation man-

ual in conjunction with the FDOE resources and materials.

The following is a general introduction to the FCAT Grade 10 Reading and FCAT Grade 10 Math. It includes information

about the tests’ format/structure, cognitive complexity, duration, and number of items.

FCAT Grade 10 Reading

Format/StructureThe reading test covers four main areas (percent of the test dedicated to each area is given in parentheses):

■ Words and Phrases in Context (15–20 percent)

■ Main Ideas, Plot, and Purpose (20–50 percent)

■ Comparisons and Cause/Effect (10–25 percent)

■ Reference and Research (20–40 percent)

Two types of questions are included on the FCAT Reading:

■ 45–50 multiple-choice questions, and

■ 5–8 performance tasks (free response).

Cognitive ComplexityWebb’s (2005) classification system, which involves depth of knowledge, is used now to classify FCAT items:

■ Low complexity items rely heavily on recall and recognition.

■ Moderate complexity items require more flexible thinking and may require informal reasoning or problem solving.

■ High complexity items are written to elicit analysis and abstract reasoning.

The items are classified on the cognitive demand inherent in the item, not on assumptions about the student’s approach

to the item. This is a change in how items are classified and not a change in the items or in the tests. This system is also

used for the National Assessment of Educational Progress (NAEP).

The percentage points by cognitive complexity level for each area in 10th grade FCAT Reading are the following

(Florida Test Development Center, 2004):

■ Low 10–20

■ Moderate 45–65

■ High 25–35

The 10th grade reading FCAT tests include performance tasks, which are typically moderate to high complexity items.

Duration and Number of ItemsThe duration of 10th grade reading FCAT (number of minutes allowed at this time) for each SSS and NRT test are the

following:

■ SSS Reading: 160 minutes

■ NRT Reading: 60 minutes


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The approximate range for the number of items on each 10th grade FCAT Reading is the following:

■ SSS Reading: 50–55

■ NRT Reading: 50–55

The approximate ranges for the number of items by each 10th grade item type (these ranges include both operational

and field-test items) for the SSS Reading FCAT:

■ 45–50 Multiple Choice

■ 5–7 Short Response

■ Extended Response

FCAT Grade 10 Math

Format/StructureThe Math test covers five content areas (percent of the test dedicated to each area is given in parentheses):

■ Number Sense and Operations (17 percent)

■ identifies addition, subtraction, multiplication, and division and knows what they do

■ determines estimates

■ knows how numbers are represented and used

■ Measurement (17 percent)

■ recognizes measurements and units of measure

■ compares, contrasts, and converts measurements

■ Geometry and Spatial Sense (25 percent)

■

describes, draws, identifies, and analyzes two- and three-dimensional shapes■ visualizes and illustrates changes in shape

■ uses coordinate geometry

■ Algebraic Thinking (25 percent)

■ describes, analyzes, and generalizes patterns, relations, and functions

■ writes and uses expressions, equations, inequalities, graphs, and formulas

■ Data Analysis and Probability (17 percent)

■ organizes, interprets, and analyzes data

■ identifies patterns and makes predictions, inferences, and valid conclusions

■ uses probability and statistics

Cognitive ComplexityAccording to the Florida Test Development Center (2004), prior to 2004, Bloom’s Taxonomy was used as the cognitive-

level classification system for FCAT items. This system involved assumptions about students’ instructional backgrounds

and approaches to a given problem. Webb’s (2005) classification system, which involves depth of knowledge, is used

now to classify FCAT items:

■ Low complexity items rely heavily on recall and recognition.

■ Moderate complexity items require more flexible thinking and may require informal reasoning or problem solving.

■ High complexity items are written to elicit analysis and abstract reasoning.

3

Introduction


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The items are classified on the cognitive demand inherent in the item, not on assumptions about the student’s approach

to the item. This is a change in how items are classified, and not a change in the items or in the tests. This system is also

used for the National Assessment of Educational Progress (NAEP).

The percentage points by cognitive complexity level for each area in 10th grade Math FCAT are the following (Florida

Test Development Center, 2004):

■ Low 10–20

■ Moderate 50–70

■ High 20–30

The 10th grade Math FCAT tests include performance tasks, which are typically moderate to high complexity items.

Duration and Number of ItemsThe duration of 10th grade Math FCAT tests (number of minutes allowed at this time) for each SSS and NRT test are

the following:

■ SSS Math: 160 minutes

■ NRT Math: 60 minutes

The approximate ranges for the number of items by each 10th grade item type (these ranges include both operational

and field-test items) for the SSS Math:

■ 30–35 Multiple Choice

■ 15–20 Gridded Response

■ 5–8 Short Response and Extended Response

References

FCAT Test Development Center (2004). Florida Comprehensive Assessment Test Summary and Design. Tallahassee,

Florida: Florida Department of Education.

Webb, N. L. (2004). Norman Lott Webb’s Homepage. Madison, Wisconsin: Wisconsin Center for Education Research,

University of Wisconsin-Madison. Retrieved January 22, 2005: http://facstaff.wcer.wisc.edu/normw.

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FFCACA T R T R EADEADIINNG TEG TESTST

PART I


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7

Practice FCAT Reading

The FCAT reading test is comprised of a number of articles sufficient to yield 50–55 questions for the purpose of assess-

ing student comprehension levels based on the Sunshine State Standards. Each article is 300–1700 words with a generalaverage length of 900 words. For the practice tests, we have included articles of more substantial length to better prepare

students for the actual test. The breakdown of items on the test is 45–50 multiple-choice questions and 5–7 performance

tasks.

Multiple-choice questions require respondents to select the best answer from four possible choices. These questions are

machine scored. Performance task questions require respondents to answer questions in their own words. Two types of

performance task questions are on the FCAT reading test: Short-Response (SR) and Extended-Response (ER). Each per-

formance task answer is scored separately by a minimum of two professional evaluators. The final raw score is the result

of these multiple evaluations. All performance task questions are scored using rubrics. All performance task evaluators

must successfully complete mandated training approved by the Department of Education (DOE) and are carefully moni-

tored throughout the entire process to ensure continued accuracy and compliance with all established assessment criteria.

Scoring for each type performance task is as follows:

Short-Response (SR) Task

Complete and Correct Answer 2 Raw Score Points

Partially Correct Answer 1 Raw Score Point

Extended-Response (ER) Task

Complete and Correct Answer 4 Raw Score Points

Partially Correct Answer 3, 2, or 1 Raw Score Point(s)

Respondents are given 8 lines to complete an SR answer and 14 lines to complete an ER answer. It is important to keep

all writing within the framed area provided for the response as all responses are digitally scanned and routed to assess-

ment centers. It is impossible for a student to get credit for any portion of a performance task that is written outside the

framed response area.

Some things to remember when preparing to take the actual FCAT reading test:

■ As FCAT is a nonpenalty test, try to answer all questions.

■ No pattern exists for the correct answers.

■ The myth that the longest answer (normally ‘D’) is the correct answer is absolutely not true.

■ The developers and reviewers of the actual FCAT review items to ensure that the answer to any question is not

provided in another question.

■ The reading test is geared to 10th grade vocabulary. Vocabulary questions may appear on the test where context

clues are considered sufficient to give direction to a correct response.

■ This is a reading comprehension test. Performance task answers should not include opinions of the respondent,

and correct answers are always somewhere in the material presented.

■ Be certain to address all parts of a question, particularly performance tasks. Some tasks will ask for more that one

answer, and other tasks will ask for one data type but require the respondents to support their answers from more

than one source (for example, details and information from both the article and the graphic).

■ It is perfectly acceptable to mark in your test booklet. If underlining or making margin notes helps you as you read,

feel free to do so on the actual test. You may want to practice this discipline as you take these practice tests. (Do not

use highlighters or other marking implements during the practice tests, as this is not allowed on the actual FCAT.)


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8

Part I: FCAT Reading Test

You should explore the Florida Department of Education website for additional information including practice tests, re-

leased items, and a link to FCAT Explorer at www.FLDOE.ORG or http://www.firn.edu/doe/sas/fcat.htm. Additionally,

please read the Message to Educators and Parents in this book.


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9

Practice FCAT Reading 1

This practice test contains two reading passages and 52 sample questions. Read each passage and answer all the questions

that follow each passage.

Passage 1

Read the following passage before answering Questions 1 through 26.

Air Force One

Air Force One is the air traffic control call-sign of any U.S. Air Force aircraft carrying the President of the United

States. Since 1990, the presidential fleet has consisted of two specifically configured, highly customized Boeing

747-200B series aircraft. It is important to note that the aircraft are only referred to as Air Force One while the President

is on board; the planes are given different call-signs in other situations. These planes are maintained by the U.S. Air Force

solely for presidential air transport. The plane is capable of flying 7,800 miles—roughly one-third of the distance around

the world—without refueling and can accommodate more than 70 passengers. From its inception Air Force One has be-

come a symbol of Presidential power and prestige. The Secret Service refers to Air Force One by the codename Angel.

Operation

These aircraft are maintained and operated as military operations by the Presidential Airlift Group, part of Air

Mobility Command’s 89th Airlift Wing, based at Andrews Air Force Base in Suitland, Maryland. The President is often

flown in a U.S. Marine Corps helicopter, call-sign Marine One, between the Andrews AFB and the White House.

Similarly, a U.S. Army aircraft carrying the President has the call-sign Army One; U.S. Navy aircraft are called Navy

One. A civilian plane carrying the President has the call-sign “Executive One,” and a plane carrying a member of the first

family will be called “Executive One Foxtrot.”

Capability and Features

The planes that serve as Air Force One differ from the standard Boeing 747 in size, features, and security precautions.

While Air Force One has three floors, like a regular Boeing 747, its interior has been reconfigured for presidential duties.

The planes’ 4,000 square feet of interior floor space include multiple modifications. The planes’ lowest level is mostly

cargo space, carrying luggage and the planes’ food supply. The food can supply up to 2,000 meals when fully loaded,

some of which are stored in freezers. Meals are prepared in two galleys, which together are equipped to feed about 100


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people at a time. The main passenger area is on the second floor, and communications equipment and the cockpit are on

the third floor.

Onboard Air Force One are medical facilities, including a fold-out operating table, emergency medical supplies, and a

well-stocked pharmacy. On every flight there is a staff doctor. In addition, there are separate sleeping quarters for guests,

senior staff, Secret Service and security personnel, and the news media; the president’s executive suite includes a private

dressing room, workout room, lavatory, shower, and private office. These offices, including the president’s suite, are

mostly located on the right side of the aircraft (while facing forward), and a long corridor runs along the left side.

Whenever Air Force One finishes taxiing on the tarmac, it always comes to a stop with the left side of the aircraft facing

gathered onlookers as a security measure to keep the President’s side of the aircraft out of view.

In the office areas, Air Force One features access to photocopying, printing, and word processing, as well as tele-

communication systems (including 85 telephones and 19 televisions). There are also secure and non-secure voice, fax,

and data communications. Most of the furniture onboard was hand-crafted by master carpenters.

The planes can also be operated as a military command center in the event of an incident such as a nuclear attack.

Operational modifications include aerial refueling capability and anti-aircraft missile countermeasures. The electronics

onboard include around 238 miles of wiring, twice the amount in a regular 747. These are covered with heavy shielding

to protect wires and electronics from the electromagnetic pulse generated by a nuclear attack. The planes also have elec-

tronic countermeasures (ECMs) which jam enemy radar, and flares to avoid heat-seeking missiles. Much of Air Force

One’s other capabilities are classified for security reasons.

History

The C-54 Skymaster aircraft, nicknamed the Sacred Cow.

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11


Prior to World War II, overseas and cross-country presidential travel was rare. Lack of telecommunications and quick

transportation made long-distance travel impractical, as it took up much time and isolated the President from events in

Washington.

In the 1940s and 1950s, however, air travel became much more convenient. The first president to fly in an airplane

while in office was Franklin D. Roosevelt, who traveled on a Boeing 314 “flying boat” aircraft to a 1943 conference in

Casablanca on the progress of World War II. The main reason at the time for presidential air travel was the threat of the

German Navy’s U-boats in the Atlantic. The continuing threat from the submarines established air travel as a usual means

of distance transportation for the President.

The first aircraft officially designated for Presidential flight was the C-87A Liberator Express. This plane was called

Guess Where Two. However, the plane was no longer used for Roosevelt after another C-87A crashed; the Secret Service

reconfigured a C-54 Skymaster as a replacement. This plane was nicknamed the Sacred Cow and included a sleeping

area, radio telephone, and retractable elevator for Roosevelt’s wheelchair. It carried the President to several important

events, most notably the Yalta Conference.

The Independence.

After Roosevelt died in spring 1945, Vice President Harry S. Truman became President. He replaced the C-54 with a

modified C-118 Liftmaster, calling it the Independence, possibly in reference to President Truman’s hometown of

Independence, Missouri. This was the first aircraft acting as Air Force One that had a distinctive exterior (an eagle head

painted on its nose).

The call signs were established for security purposes during the administration of Dwight D. Eisenhower, the first

American president to have been a pilot in his own right. The change stemmed from a 1953 incident where an Eastern


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12


Airlines commercial flight (8610) had the same call-sign as a flight the President was on (Air Force 8610). The planes

accidentally entered the same airspace, and after the incident the unique call sign “Air Force One” was made for the

Presidential aircraft.

The Columbine III.

Eisenhower also introduced two other propeller aircrafts, the Lockheed C-121 Constellations (VC-121E) to Presidential

service. These planes were named Columbine II and Columbine III by Mamie Eisenhower after the official state flower of

Colorado, her adopted home state. President Eisenhower also upgraded Air Force One’s technology by adding an air-to-

ground telephone and an air-to-ground teletype machine. Towards the end of Eisenhower’s term, in 1958, the Air Force

added two Boeing 707 jets to the fleet.

With John F. Kennedy, presidential air travel officially entered the jet age. In 1962, a modified long-range 707 was

added to the fleet—SAM 26000. He also commissioned industrial designer Raymond Loewy to create a distinctive exte-

rior for the plane. Loewy came up with a powder blue and white design, the same colors used today; he also had the

words “United States of America” put on the fuselage’s side, the U.S. flag painted on the tail, and the Presidential seal

added to both sides of the nose.

Lyndon B. Johnson became the first and only president to take the oath of office on Air Force One after Judge Sarah T.

Hughes swore him in following the assassination of John F. Kennedy.

In 1974, when Richard M. Nixon resigned the presidency and departed from Andrews AFB on Air Force One, it was

arranged that the plane’s call sign would switch from Air Force One to SAM (Special Air Mission) designation the moment

Gerald Ford took the oath of office.


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1. Air Force One is called by the codename Angel

A. when the First Lady is onboard.

B. when it is referred to by the Secret Service.

C. when the plane is en route to the White House.

D. when it is referred to by the Central Intelligence Agency.

2. What similar action did both President Truman and President Kennedy take in regards to Air Force One?

A. modifications to the plane’s name

B. modifications to the plane’s exterior

C. addition of a retractable elevator for a wheelchair

D. modifications to the interior to include a sleeping area

3. This article would probably be most useful for someone doing research on

A. national security.

B. the Secret Service.

C. the history of Air Force One.

D. the presidency of Franklin D. Roosevelt.

4. Describe some specific developments that made Presidential overseas travel less prohibitive. Use details and

information from the text to support your answer.

5. How are communications systems on Air Force One protected from electromagnetic pulses generated by a

nuclear attack?

A. heavy shielding

B. reverse polarity

C. stealth capabilities

D. special jamming devices

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6. The most significant contributing factor to the first presidential use of an airplane was

A. safety due to attack by sea.

B. radio telephone communications.

C. the speed an airplane could travel.

D. the overall convenience of air travel.

7. What caused the Secret Service to change from the C-87A Liberator Express to a C-54 Skymaster?

A. the ability to use radio communications

B. advances in technology and design of aircraft

C. safer air travel due to similar aircraft crashing

D. increased size of sleeping area available on larger aircraft

8. What incident caused the need for a special naming of the president’s plane?

A. the beginning of World War II

B. duplicate call-signs with Eastern Airlines

C. the commencement of the Yalta Conference

D. the experience President Eisenhower had as a pilot

9. Franklin Roosevelt’s plane was often referred to as a “flying boat” because

A. the President usually compared it to his boat.

B. the Boeing 314 resembled a boat on the inside.

C. the President usually traveled overseas by boat.

D. the Boeing 314 was not as aerodynamic as a boat.

10. Which president was responsible for initially upgrading communications on Air Force One?

A. Nixon

B. TrumanC. Kennedy

D. Eisenhower

11. Which event would cause the call sign of Air Force One to be changed during flight?

A. a nuclear attack

B. a terrorist threat

C. the President no longer being onboard

D. the President retiring to private quarters onboard

12. President Johnson holds what distinction as it relates to Air Force One?

A. He was the first president to use jet propulsion.

B. He was the first president to fly around the world.

C. He was the first president to be sworn in onboard.

D. He was the first president to send air-to-ground teletype messages.

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13. Read this sentence from the article.

Operational modifications include aerial refueling capability and anti-aircraft missile countermeasures.

What does the word “countermeasures” mean?

A. offsetting methods

B. counting messages

C. reverse measurements

D. method to detect missile distance

14. What are some of the differences between a standard Boeing 747 and Air Force One? Why were some of these

modifications made? Use details and information from the article to support your answer.

15. What is the main idea of the story?

A. Air Force One is a much needed aircraft.

B. Air Force One has evolved much over the years.

C. Air Force One is the most secure aircraft in the world.

D. Air Force One is the most advanced aircraft in the world.

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16. Which statement does the article BEST support?

A. Air Force One replicates presidential living quarters.

B. Air Force One is designed for press conferences in the air.

C. Air Force One fully functions as a mobile command center.

D. Air Force One is designed as a fully functional passenger aircraft.

17. During landing, why does the pilot position Air Force One with the left side of the craft toward onlookers?

A. because the reporters leave from that side

B. because the Presidential seal is on the left

C. because the Presidential suite is on the right

D. because the exit door is located on the left side

18. The term ‘One’ is only used in the call-sign when

A. The President is not onboard.

B. The President is on the plane.

C. The aircraft is used to transport the press.

D. The aircraft is on official presidential business.

19. Air Force One is considered a symbol of both

A. power and prestige.

B. power and command.

C. power and superior air transport.

D. prestige and superior air transport.

20. What is the purpose of Air Force One being able to fly a long distance?

A. The plane can stay aloft during an attack.

B. The need for constant contact is eliminated.C. The need for constant refueling is eliminated.

D. The plane can communicate for military needs.

21. If a member of the President’s family is flying on a civilian plane, the call-sign would be

A. Sacred Cow.

B. Executive One.

C. Special Air Mission.

D. Executive One Foxtrot.

22. Planes that are used for Air Force One are different from Boeing 747s in all of the following EXCEPT

A. size.

B. features.

C. number of levels.

D. safety precautions.

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Much of Air Force One’s other capabilities are classified for security reasons.

What does the author mean by this statement?

A. Other capabilities of Air Force One are secret.

B. Other capabilities of Air Force One are unknown.

C. The author was told Air Force One has other capabilities.

D. The author believes that Air Force One has other capabilities.

24. Prior to World War II, why was long-distance travel for presidents unrealistic?

A. The C-87A Liberator Express had not yet been invented.

B. The Boeing 314 “Flying Boat” had not yet been invented.

C. Travel was time consuming and separated the President from his work.

D. Travel became more convenient in the 1940s and even more so in the 1950s.

25. While acting as Air Force One, what aircraft was the first to have its outside appearance modified?A. Sacred Cow

B. Independence

C. Columbine III

D. Guess Where Two

26. Who is responsible for the current design of Air Force One?

A. Sarah Hughes

B. Raymond Loewy

C. Mamie Eisenhower

D. Dwight Eisenhower

Passage 2


Carlsbad Caverns National Park

Carlsbad Caverns National Park is a United States National Park located in the southeastern corner of New Mexico. It

was established to preserve Carlsbad Cavern and numerous other caves. The park contains 83 separate caves, including

the nation’s deepest and third longest limestone cave—1,597 feet. Carlsbad Cavern, with one of the world’s largest

underground chambers and countless formations, is highly accessible, with both self-guided and a variety of ranger-

guided tours offered year-round. Visitors can hike into the interior rooms on their own via the natural entrance, or take an

elevator (the exit for everyone) directly down into the center of the public cave area.

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Carlsbad was first designated a National Monument on October 25, 1923. It was redesignated a national park on May 14,

1930. Carlsbad Caverns was also designated a World Heritage Site on December 6, 1995.

Carlsbad Caverns National Park is open year-round, but the majority of park visitors come during the months of June,

July and August and on weekends and holidays. The month with the least visitors is January. The park is open 24 hours a

day, seven days a week, except Christmas Day.

Geology

The story of the creation of Carlsbad Cavern begins 250 million years ago with the creation of a 400-mile-long reef in

an inland sea that covered this region. This horseshoe-shaped reef formed from the remains of sponges, algae and

seashells and from calcite that precipitated directly from the water. Cracks developed in the reef as it grew seaward.

Eventually the sea evaporated and the reef was buried under deposits of salts and gypsum.

The forces of water decorated the cave in an almost endless array of spectacular

limestone formations like this column and array of stalactites.

Then, a few million years ago, uplift and erosion of the area began to uncover the buried rock reef. Rainwater, made

slightly acidic from the air and soil, seeped down into the cracks in the reef, slowly dissolving the limestone and beginning

the process that would form large underground chambers. At the same time, hydrogen sulfide gas was migrating upward

from vast oil and gas deposits beneath the ancient reef. This gas dissolved in the percolating ground water to form sulfuric

acid. The added power of this corrosive substance explains the size of the passageways. The exposed reef became part of

the Guadalupe Mountains and the underground chambers became the wonder of Carlsbad Cavern.

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The Witch’s Finger in Carlsbad Caverns.

The decoration of Carlsbad Cavern with stalactites, stalagmites and an incredible variety of other formations began

more than 500,000 years ago after much of the cavern had been carved out. It happened slowly, drop by drop, at a time

when a wetter, cooler climate prevailed. The creation of each formation depended on water that dripped or seeped down

into the limestone bedrock and into the cave. As a raindrop fell to the ground and percolated downward, it absorbed car-

bon dioxide gas from the air and soil, and a weak acid was formed. As it continued to move downward the drop dissolved

a little limestone, absorbing a bit of the basic ingredient needed to build most cave formations—the mineral calcite.

Once the drop finally emerged in the cave, the carbon dioxide escaped into the cave air. No longer able to hold the dis-

solved calcite, the drop deposited its tiny mineral load as a crystal of calcite. Billions and billions of drops later, thou-

sands of cave formations had taken shape. Where water dripped slowly from the ceiling, soda straws and larger stalactites

appeared. Water falling on the floor created stalagmites. Sometimes a stalactite and stalagmite joined, forming a column,

such as the Witch’s Finger .

Draperies were hung where water ran down a slanted ceiling. Water flowing over the surface of a wall or floor deposited

layers of calcite called flowstone. Cave pearls, lily pads and rimstone dams appeared where pools of water or streams oc-

curred in the cave. Like oyster pearls, cave pearls were made as layer upon layer of calcite built up around a grain of sand

or other tiny object. Lily pad-shapes formed on the surface of pools, while dams formed where water flowed slowly on the

floor. Another type of cave formation that decorated cave walls and even other formations are popcorn-shapes, which may

have formed when water evaporated and left behind calcite deposits.

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Some of the more unusual formations to occur in Carlsbad Cavern are helictites, which grow seemingly without regard

to gravity, their twisting shapes governed by crystal shapes, impurities and the force of water under pressure. Other rare

formations are those composed not of calcite, but of aragonite, a mineral chemically identical to calcite but with a differ-

ent crystal structure. These formations tend to be small, delicate and needle-like.

Bats

The natural entrance to Carlsbad Cavern lies just beyond the bat amphitheater.

Carlsbad Cavern is a sanctuary for about one million Mexican Freetail Bats. During the day the bats crowd together

on the ceiling of Bat Cave, a passageway near the natural entrance of Carlsbad Cavern. In their darkened home they are

seen only by scientific researchers. At nightfall, however, the bats leave the cave in gigantic swarms. Silhouetted against

the night sky like a dark, swift-moving cloud, the bats make their most dramatic display.

The Bat Cave serves as a warm weather home, as a daytime refuge, and perhaps most importantly, as a maternity

roost, for Mexican Freetail Bats. The bats migrate from Mexico to Carlsbad Cavern each year to give birth and raise their

young. Under cover of darkness, away from predators or disturbances, the young are born in June. As many as six other

types of bats roost in the Cavern.

The spectacular night flight of the Mexican Freetail begins with a few bats fluttering out of the natural entrance of

Carlsbad Cavern. Then, in a matter of minutes, a thick whirlwind of bats spirals out of the cave up into the darkening

night sky. The exodus can last 20 minutes or as long as 2.5 hours. Once out of the cave the undulating mass of thousands

of bats flies, in serpentine fashion, towards the southeast to feed in the Pecos and Black River valleys. Once there, they

begin gorging themselves on moths and other night-flying insects. Using echolocation, each bat may catch and eat sev-

eral stomachfuls of insects in a single night. With the coming of dawn, the bats begin flying back to the cave individually

or in small groups. They re-enter the cave in a fashion almost as remarkable as their departure. Each bat positions itself

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high above the cave entrance. It then folds its wings close to its body, and plummets like a hailstone into the blackness of

Carlsbad Cavern, making a strange buzzing sound as it does. One by one, the bats return to the safety of the Bat Cave,

where they sleep until reemerging in the dusk of the next day.

History

More than 1,000 years ago prehistoric Native Americans ventured into the Cavern seeking shelter. Their cave draw-

ings still remain near the entrance. Much later, in the 19th century, U.S. settlers discovered the cavern, drawn to it by the

spectacle of hundreds of thousands of bats rising up out of the natural entrance in the evening. Some stayed to mine the

huge deposits of bat guano in the cave and sell it as fertilizer. One such man, a cowboy named Jim White, became fasci-

nated by the cave and spent hour after hour exploring it. White was eager to show the many natural wonders of this ex-

traordinary place to others, but few persons believed his improbable tales of a huge underground wilderness full of

unusual cave formations. It took photographs to convince skeptics that Carlsbad Caverns was everything it was said to be

and more.

In 1923 the U.S. Department of the Interior sent inspector Robert Holley to investigate and see whether Carlsbad

Cavern was truly an outstanding natural scenic wonder. Originally a skeptic, Holly wrote in his final report:

“...I am wholly conscious of the feebleness of my efforts to convey in the deep conflicting emotions, the feeling

of fear and awe, and the desire for an inspired understanding of the Divine Creator’s work which presents to the

human eye such a complex aggregate of natural wonders....”

Later that year Carlsbad Cavern was proclaimed a national monument. Seven years later Carlsbad Caverns National

Park was created to protect the cave. Through illustrated articles published in magazines such as National Geographic

and by word of mouth, Carlsbad Cavern became one of the world’s most celebrated caves. Since its establishment, the

park has been expanded and today includes 46,766 acres and more than 80 other smaller caves.

27. Carlsbad holds all of the following designations EXCEPT

A. National Park.B. World Heritage Site.

C. National Monument.

D. National Geographic.

28. Carlsbad Cavern is open to tourists during which of the following times?

A. 24 hours per day year around

B. 24 hours per day June, July, and August

C. 24 hours per day weekends and holidays

D. 24 hours per day everyday but Christmas

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29. The cavern was created from a reef formed from the remains of what components?

A. algae, salts, gypsum, and sponges

B. algae, seashells, gypsum, and calcite

C. seashells, algae, sponges, and calcite

D. seashells, salts, gypsum, and sponges

30. What is a basic element used to form most cave formations?

A. calcite

B. gypsum

C. aragonite

D. limestone

31. The Witch’s Finger is an example of what type of cave formation?

A. a stalactite

B. a stalagmite

C. a drape type cave formation

D. a column type cave formation

32. Stalagmites are formed when calcite does which of the following?

A. when calcite drips onto the floor

B. when calcite drips from the ceiling

C. when calcite flows over a wall or floor

D. when calcite runs down a slanted ceiling

33. Soda straws are an example of what type of cave formation?

A. stalactites

B. cave pearlsC. stalagmites

D. cave drapes

34. One of the contributing factors in the forming of helictites is which of the following?

A. the force of gravity

B. the concentration of calcite

C. the concentration of aragonite

D. the force of water under pressure

35. Formations composed of aragonite tend to have which of the following characteristics?

A. They are shaped like lily pads.

B. They are shaped like draperies.

C. They are delicate, needle-like, and small.

D. They are needle-like, columnar, and draped.

36. The Bat Cave serves as all of the following to the bats EXCEPT

A. a daytime roost.

B. a feeding ground.

C. a maternity roost.

D. a warm weather roost.

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The exodus can last 20 minutes or as long as 2.5 hours.

What does the word “exodus” mean?

A. flying to food

B. exiting the cave

C. flying in serpentine fashion

D. entering the cave after eating


Once there, they begin gorging themselves on moths and other night-flying insects.

What does the author mean by this statement?

A. The bats eat less than necessary.

B. The bats eat more than necessary.

C. The bats drive insects into the cave.

D. The bats drive insects from the cave.

39. Native Americans once used the cave for what purpose?

A. a place to seek shelter

B. a place to make drawings

C. a place to live permanently

D. a place to meet and prepare food

40. What geologic formations are visible to the tourists of Carlsbad Cavern? Use details and information from the

article and graphics to support your answer.

41. What spectacle initially drew U. S. settlers to the cave?

A. the formation of stalactites

B. the formation of stalagmites

C. the swarming of the cave bats

D. the discovery of cave drawings

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42. Carlsbad Caverns became a National Park in what year?

A. 1900

B. 1923

C. 1930

D. 1995

43. Stalagmites and stalactites are similar because they both

A. formed from calcite.

B. formed from aragonite.

C. build from the cave floor.

D. hang from the cave ceilings.

44. All of the following are examples of cave formations EXCEPT

A. drapes.

B. columns.

C. lily straws.

D. cave pearls.

45. Carlsbad Cavern can be described as all of the following EXCEPT

A. a World Heritage Site

B. a National Historic Site

C. a chamber under the Guadalupe Mountains

D. a cave where Native Americans drew on walls

46. What two things caused the uncovering of the 400-mile-long buried rock reef?

A. uplift and erosion

B. rainwater and hydrogenC. sulfide gas and oil deposits

D. sulfuric acid and percolation

47. Why do bats migrate from Mexico to Carlsbad Cavern?

A. to get away from predators

B. to give birth and raise their young

C. to swarm like a dark swift-moving cloud

D. to gorge themselves on moths and other night-flying insects

48. What unique method do bats use to re-enter the cave?

A. They spiral in mass exodus.B. They fly in serpentine fashion.

C. They fold their wings and plummet like hailstones.

D. They form an undulating mass and swarm into the cave.

49. Visitors inside Carlsbad Cavern have what experience in common?

A. They all take a guided tour.

B. They all see bats swarming.

C. They all exit by an elevator.

D. They all enter via the natural entrance.

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50. All of the following statements are true about Carlsbad Caverns National Park EXCEPT

A. It contains over 80 separate caves.

B. It contains the nation’s deepest limestone cave.

C. It was established to preserve Carlsbad Cavern.

D. It was established to give New Mexico a National Park.

51. How was the geologic formation known as a flowstone formed?

A. when water ran down a slanted ceiling

B. when water flowed over a wall or floor

C. when dams formed and water flowed to the floor

D. when pools of water or streams formed and stood

52. According to the article, what has been mined from Carlsbad Cavern?

A. guano

B. pearls

C. stalactites

D. stalagmites

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Answer Key for Practice Test 1

Passage 1: Air Force One1. B

2. B

3. C

4. Sample 2-Point Response: The inability for the President to maintain communications with Washington while

away from office was overcome with advancements in telecommunications. Enhanced speed of travel and

refueling in air capabilities also helped make Presidential overseas travel less prohibitive.

5. A

6. A

7. C

8. B

9. C

10. D

11. C

12. C

13. A

14. Sample 4-Point Response: One of the first differences between Air Force One and other Boeing 747s is the call

sign itself, which is necessary for security and safety measures to set it apart from regular air traffic. Other

differences include such things as Air Force One containing twice the normal wiring with heavy shielding to

protect wires and electronics from harmful electromagnetic pulses; complete medical facilities and a staff doctor

for medical emergencies; aerial refueling capabilities so Air Force One can be used as a military command centerwithout landing; electronic counter measures to jam enemy radar; flares to avoid heat-seeking missiles; private

offices, sleeping quarters, and a work-out room so the President can conduct business, maintain privacy, and keep

physically fit.

15. B

16. C

17. C

18. B

19. A

20. C

21. D

22. C

23. A

24. C

25. B

26. B

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Passage 2: Carlsbad Caverns National Park 27. D

28. D

29. C

30. A

31. D

32. A

33. A

34. D

35. C

36. B

37. B

38. B

39. A

40. Sample 2 Point Response: According to the graphics, a tourist could see some column limestone formations and

an array of stalactites as well as the Witch’s Finger. The article states a tourist might see such formations as

stalagmites, cave pearls, drapes, flowstone, lily pads, soda straws, popcorn-shaped formations, and even the more

unusual helictites.

41. C

42. C

43. A

44. C45. B

46. A

47. B

48. C

49. C

50. D

51. B

52. A

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Answers and Explanations for Practice Test 1

Passage 1: Air Force One Note: Although all answer choices are text based, only one will correctly answer the question.

1. B. The article states, “The Secret Service refers to Air Force One by the codename Angel.”

2. B. The article states that Truman, “. . .had a distinctive exterior (an eagle head painted on its nose),” and that

Kennedy, “. . .commissioned industrial designer Raymond Loewy to create a distinctive exterior for the plane.”

3. C. As the main idea of the article is to discuss the history of Air Force One, answer C is correct.

4. The sample response addresses the prohibitions to overseas travel mentioned in the article, “Lack of tele-

communications and quick transportation made long-distance travel impractical, as it took up much time and

isolated the President from events in Washington.” The sample response also is text-based in that it addresses

the advances made in communications, speed of travel, and refueling capabilities.

5. A. The article states that the wiring in the plane is “. . .covered with heavy shielding to protect wires and

electronics from the electromagnetic pulse generated by a nuclear attack.”

6. A. The article states that, “The main reason at the time for presidential air travel was the threat of the German

Navy’s U-boats in the Atlantic.”

7. C. Speaking of the C-87A, the article states, “. . .the plane was no longer used for Roosevelt after another C-87A

crashed. . ..”

8. B. The article states, “The change stemmed from a 1953 incident where an Eastern Airlines commercial flight

(8610) had the same call-sign as a flight the President was on (Air Force 8610).”

9. C. The article discusses the usual mode of overseas transport as being a boat prior to the advances in aviation,

and when Roosevelt used a plane to cross the Atlantic, it was referred to as the “flying boat.”

10. D. The article states that, “President Eisenhower also upgraded Air Force One’s technology by adding an air-to-

ground telephone and an air-to-ground teletype machine.”

11. C. Although departing as Air Force One when Richard M. Nixon departed Andrews Air Force Base, the article

states that, “. . .the plane’s call sign would switch from Air Force One to SAM (Special Air Mission) designation

the moment Gerald Ford took the oath of office.”

12. C. The article states, “Lyndon B. Johnson became the first and only president to take the oath of office on Air

Force One. . .”

13. A. The article speaks of some offsetting methods to divert missile attacks such as flares and jamming enemy radar.

14. This is a multiple part question. It asks that both differences between a standard Boeing 747 and Air Force One

be identified, and a rationale as to why those modifications were made. Although not all differences stated in

the article would be required to receive a 4-point score, it is necessary to cite multiple examples and identify the

reasons for those modifications stated in the article.

15. B. As the article relates the development of Air Force One since its inception, the choice of how it has evolved

over the years is appropriate.

16. C. The article states, “The planes can also be operated as a military command center. . ..”

17. C. The article states, “. . .it always comes to a stop with the left side of the aircraft facing gathered onlookers as a

security measure to keep the President’s side of the aircraft out of view.”

18. B. The article states, “It is important to note that the aircraft are only referred to as Air Force One while the

President is on board. . ..”

19. A. The article states, “From its inception Air Force One has become a symbol of Presidential power and prestige.”

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20. C. The article indicates the ability to fly long distances alleviates the need for frequent stops for refueling and

has even devised modifications to, “. . .include aerial refueling capability. . .”

21. D. The article states, “. . .a plane carrying a member of the first family will be called ‘Executive One Foxtrot.’”

22. C. The article states, “While Air Force One has three floors, like a regular Boeing 747. . ..”

23. A. The article refers to the security surrounding Air Force One and the need to keep certain modifications secret.

24. C. The article states prior to World War II, overseas travel was rare. Further, the article states, “Lack of

telecommunications and quick transportation made long-distance travel impractical, as it took up much time

and isolated the President from events in Washington.”

25. B. The article states that the Independence, “. . .was the first aircraft acting as Air Force One that had a distinctive

exterior (an eagle head painted on its nose).”

26. B. The article states that President Kennedy, “. . .commissioned industrial designer Raymond Loewy to create a

distinctive exterior for the plane.”

Passage 2: Carlsbad Caverns National Park

27. D. The correct answer refers to the magazine cited in the article, not a designation of the park.28. D. The article states, “The park is open 24 hours a day, seven days a week, except Christmas Day.”

29. C. The article states, “This horseshoe shaped reef formed from the remains of sponges, algae, and seashells and

from calcite that precipitated directly from the water.”

30. A. When referring to the seeping drops of water, the article states, “As it continued to move downward the drop

dissolved a little limestone, absorbing a bit of the basic ingredient needed to build most cave formations—the

mineral calcite.”

31. D. The article states, “Sometimes a stalactite and stalagmite joined, forming a column, such as the Witch’s Finger .”

32. A. The article states, “Water falling on the floor created stalagmites.”

33. A. The article states, “Where water dripped slowly from the ceiling, soda straws and larger stalactites appeared.”

34. D. When referring to helictites, the article states that, “. . .their twisting shapes governed by crystal shapes,

impurities and the force of water under pressure.”

35. C. When referring to formations composed of aragonite, the article states, “These formations tend to be small,

delicate and needle-like.”

36. B. The article refers to all choices except a feeding ground. Bats leave the cave to feed.

37. B. The article discusses the bats exiting the cave in a spectacular fashion to go to their feeding.

38. B. The article states, “. . .each bat may catch and eat several stomachfuls of insects in a single night.”

39. A. The article states, “. . .Native Americans ventured into the Cavern seeking shelter.”

40. This is a multiple-part question. Although it only asks what geologic formations are visible to a tourist, it

specifically asks for detail and support from both the article and the graphics. The response clearly distinguished

where the information provided is located and is labeled such that the person scoring the response can

appropriately give points for the multiple-part answer.

41. C. When referring to the cave, the article states that settlers were, “. . .drawn to it by the spectacle of hundreds of

thousands of bats rising up out of the natural entrance in the evening.”

42. C. The article states, “It was re-designated a national park on May 14, 1930.”

43. A. The article states, “. . .the basic ingredient needed to build most cave formations—the mineral calcite.”

44. C. All answers can be found in the text as examples of formations except for “lily straws.”

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45. B. The only selection not found in the text is “a National Historic Site.”

46. A. The article states, “. . .uplift and erosion of the area began to uncover the buried rock reef.”

47. B. The article states, “The bats migrate from Mexico to Carlsbad Cavern each year to give birth and raise their

young.”

48. C. When referring to the bats re-entering the cave after feeding, the article states, “It then folds its wings close to

its body, and plummets like a hailstone into the blackness of Carlsbad Cavern. . ..”

49. C. The article states, “. . .or take an elevator (the exit for everyone). . ..”

50. D. The article makes no reference to establishing a National Park for New Mexico.

51. B. The article states, “Water flowing over the surface of a wall or floor deposited layers of calcite called

flowstone.”

52. A. The article states, “Some stayed to mine the huge deposits of bat guano in the cave and sell it as fertilizer.”

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Part II: Analysis of Exam Areas


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This practice test contains two reading passages and 50 sample questions. Read each passage and answer all the ques-

tions that follow each passage.

Passage 1


Crash Test Dummy

Hybrid III crash test dummy.

Crash test dummies are full-scale replicas of human beings, weighted and articulated to simulate the behavior of a

human body in a vehicle mishap, and instrumented to record as much data as possible on variables such as speed of im-

pact, crushing force, bending, folding, or torque of the body, and deceleration rates during a collision. In modern times,

they remain indispensable in the development of new makes and models of all types of vehicles, from family sedans to

fighter aircraft.

The Need for Testing

The need for a means of analyzing and mitigating the effects of motor vehicle accidents on human bodies was felt very

soon after the commercial production of automobiles began in the late 1890s, and by the 1930s, with the automobile a

common part of daily life, the number of motor vehicle injuries was becoming a serious issue.


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In 1930, the interior of a car was not a safe place even in a low-speed collision. Dashboards were made of rigid metal,

steering columns were non-collapsible, and protruding knobs, buttons, and levers were ubiquitous. Seat belts were unheard-

of, and in a frontal collision, passengers hurled through the windshield stood very little chance of avoiding serious injury.

The vehicle body itself was rigid, and impact forces were transmitted directly to the vehicle occupants. As late as the 1950s,

car manufacturers were on public record as saying the forces in a crash were too great and the human body too frail.

Volunteer Testing

Some researchers took it upon themselves to serve as crash test subjects. Colonel John Paul Stapp USAF (United

States Air Force) propelled himself over 630 mph on a rocket sled and stopped in less than a second. Lawrence Patrick, a

now-retired Wayne State University professor, endured some 400 rides on a rocket sled in order to test the effects of rapid

deceleration on the human body. He and his students allowed themselves to be smashed in the chest with heavy metal

pendulums, impacted in the face by pneumatically driven rotary hammers, and sprayed with shattered glass to simulate

window implosion. While admitting that it made him “a little sore,” Patrick has said that the research he and his students

conducted was seminal in developing numerical models against which further research could be compared. But while

data from live testing was valuable, human subjects could not withstand tests which went past a certain degree of physi-

cal discomfort. To gather information about the causes and prevention of serious injuries would require a different kind

of subject.

Dummy Evolution

Sierra Sam tested ejection seats.


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As early as 1949, “Sierra Sam” was created by Samuel W. Alderson at his Alderson Research Labs (ARL) and Sierra

Engineering Co. to test aircraft ejection seats and pilot restraint harnesses. This testing involved the use of high accelera-

tion to 600 mph rocket sleds, beyond the capability of human volunteers to tolerate. In the early 1950s, Alderson and

Grumman produced a dummy which was used to conduct crash tests in both motor vehicles and aircraft.

Alderson went on to produce what it called the VIP-50 series, which was adopted by the National Bureau of

Standards. In 1971 Hybrid I was born. Hybrid I was what is known as a “50th percentile male” dummy. That is to say, it

modeled an average male in height, mass, and proportion. The original “Sierra Sam” was a 95th percentile male dummy

(heavier and taller than 95 percent of human males).

Since then, considerable work has gone into creating more and more sophisticated dummies. Hybrid II was introduced

in 1972, with improved shoulder, spine, and knee responses, and more rigorous documentation. Hybrid II became the

first dummy to comply with the American Federal Motor Vehicle Safety Standard (FMVSS) for testing of automotive lap

and shoulder belts. In 1973, a 50th percentile male dummy was released.

Though a great improvement over previous models for standardized testing purposes, Hybrid I and Hybrid II were still

very crude, and their use was limited to developing and testing seat belt designs. A dummy was needed which would al-

low researchers to explore injury-reduction strategies. It was this need that pushed researchers to develop the current

Hybrid line, the Hybrid III family of crash test dummies.

The Hybrid III Family

The original 50th percentile male Hybrid III.

Hybrid III, the 50th percentile male du

guid e for prep

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