ED 059 231 TITLE INSTITUTION SPONS AGENCY PUB DATE NOTE AVAILABLE FROM DOCUMENT RESUME TM 001 040 Sample Questions from the Written Examination for Foreign Service Officer. United States Information Agency, Washington, D. C. Department of State, Washington, D.C. Mar 71 48p. Superintendent of Documents, U.S. Government Printing Office, Washington, D. C. 20402 [GPO-432-606(128) 3 EDRS PRICE MF-$0.65 BC-18.29 DESCRIPTORS Competitive Selection; Employment Qualifications; Federal Government; *Government Employees; Government Publications; Multiple Choice Tests; *Officer Personnel; *Overseas Employment; *Screening Tests; Testing Programs; *Verbal Tests; Written Language IDENTIFIERS *United States Foreign Service ABSTRACT This booklet describes the written portion of the Foreign Service Officer examination process. Sample questions and answers from the various components of the General Ability, English Expression, and General Background tests are provided, as well as the rationale for each type of question. (DLG) Sample i ritten c -4 :4 Ell4 Questionsfromthe Examinationfor U.S.DEPARTMENT OFHEALTH, EDUCATION&WELFARE OFFICEOFEDUCATION THISDOCUMENT HASBEENREPRO- DUCEDEXACTLY ASRECEIVEDFROM THEPERSONOR ORGANIZATIONORIG- INATINGIT.POINTS OFVIEWOROPIN- IONSSTATEDDO NOTNECESSARILY REPRESENTOFFICIAL OFFICEOFEDU- CATIONPOSITION ORPOLICY Foreign Service Officer ..1 DepartmentofState --------- - (v\ UnitedStatesInfcrationAgency DEPARTMENTOFSTATEPUBLICATION7640 DEPARTMENTANDFOREIGNSERVICE SERIES123 RevisedMarch1971 2 INTRODUCTION TherearefivedistinctstagesintheselectionofentrancelevelForeign Service officersfortheDepartmentofStateandfortheUnited StatesInformation Agency:thecompetitivewrittenexamination,anoral examination,amedical examination,acomprehensivebackgroundinvestigation, andthefinalreviewof allinformationpertinenttoacandidate'seligibilityfor appointment.This pamphletdescribesthewrittenexaminationandpresents samplesofthekindsof questionsthatareaskedinthewrittenexamination. Thewrittenexaminationconsistsofthefollowingthreetests givenonone day.Multiple-choicequestionsareusedinalltests. I.GeneralAbility(onehourandthirtyminutes)--Atest ofverbaland mathematical skills.The verbal questions test the ability to readwith comprehensionandtoappreciatethemeaningsofwords. Theremaining questionstesttheabilitytounderstandandtointerpret tabularandquantitative dataandtodosimplearithmeticcomputations. II.EnglishExpression(onehour)--Atestofthe abilitytorecognizeclear, correct,andeffectivewrittenEnglish. III.GeneralBackground(twohours)--A testoftheunderstandingof institutionsandconceptsbasictothedevelopnientof theUnitedStatesaswell asothercountries.Thisisatest ofgeneraleducationandisdesignedtoassessa candidate'sbackgroundknowledgeandunderstandingof theUnitedStatesand theworldofwhichitisapart. Theexaminationsaregradedonarelativeratherthanonan absolutebasis,so thatcandidatesareincompetitionwitheachother. ForeignLanguageExamination.Noforeignlanguagetest isrequiredinthe writtenexamination.Theimportanceoflanguage skillscannotbeemphasized toostrongly,butaninitiallackoffoi.eign languagecompetencewillnotpreclude appointmentofthecandidatewhohascompleted successfully allotherphases oftheselectionprocess.Candidateswhoareappointedwilltakeaforeign languagetestinWashingtonaftertheyenteron duty. SampleQuestions.Inorderthatcandidatesmay gainsomeideaofthenature anddifficultyofthequestionsinthe varioustests,thefollowingsample materialshavebeenprepared.Foreachtesta fewquestionsrepresentingthe majortypesofquestionsusedonthetest havebeenanalyzedtoexplainwhat thequestionisasking,howitcanbe approached,andhowthecorrectanswer maybereached.There thenfollowsasetofpracticequestionsin theformofa sampletest.Thesearetobeansweredinthetimeindicated.Candidatesare advisedtotakeeachtestastimedandthenchecktheiranswerswiththekey providedonpage46. 2 GENERALABILITY Onehourandthirtyminutes-80questions Thisexaminationisdesignedtomeasurethecandidate'smasteryofthe generallearningskills,thatis,theabilitytoread,toanalyze,andtointerpret data. Thetestconsists ofverbalanalogiesandsentencecompletionand arithmeticrvsoningquestions;alsosetsofquestionsthatarerelatedtopassages, tables,maps, 1idgraphs,whichmaybepresentedseparatelyorincombination. Nooutsideinformation isrequiredexceptthatwhichmayreasonablybe expectedofanywell-informedperson,andthemathematicalcomputationsare simple. FollowingarediscussionsofthetypesofquestionsusedintheGeneral AbilityTest. SENTENCECOMPLETIONS This type ofquestionprovides a measureofoneaspectofreading comprehension.Itrequiresthecandidatetocompleteasentencefromwhichone ortwowordshavebeenremoved.Ifthecandidateunderstandstheimplications ofthesentence,heshouldbeabletoselectthewordorwordsthatbest completethemeaningofthesentencetheelementthatmakesthesentence lucid,logical,andstylisticallyconsistent. Thesentencescoverawidevarietyoftopicsofthesortthecandidateislikely tohaveencounteredinhisgeneralreading.Hisunderstandingofanyone sentencewillinevitablydependtosomedegreeonhisknowledgeofthesubject matterinvolved:science,literature,music,philosophy,socialstudies,andother fields. Butsuccessin answeringeach questiondependsprimarilyonthe candidate'sabilitytounderstandandtousefirEnglishlanguage. Directions:Eachofthesentencesbelowhasoneormoreblankspaces,each blankindicatingthatawordhasbeenomitted.Beneaththesentencearefive lettere.'wordsorsetsofwords.Youaretochoosetheonewordorsetofwords which,wheninsertedinthesentence,bestfits inwiththemeaningofthe sentenceasawhole. 1.Ontheonehandscientificresearchintroducesnewmethodsof onthe otheritinventsnewdevicesto theireffects. (A)production .. implement (B)observation .. reduce (C)destruction ..counteract (D)warfare .. increase (E)experimentation .. enhana 3 Theformofthesentenceinthisrelativelyeasy questionindicatesthatthe secondmissingwordmustbeonewhichopposes theazti)11indicatedinthefirst halfofthesentence.Thewordcounteract in(C)doesjustthis.Enhance, increase,andimplementmaybeeasily eliminatedbecausemineofthemimplies oppositiontotheactioninthefirsthalf ofthesentence.(B)c:,nbeeliminated becauseitwouldbeillogicalforscientiststowishto reducetheettcwufnew methodsofobservation.(C)istheonly plausibleanswer. ANALOGIES Questionsofthistypetestthecandidate's understandingofrelationships amongwordsandideas.Thecandidate isaskedtoanalyzerelationshipsandto recognizethosethataresimilarorparallelinnature.Forexample,someofthe questionsaskthecandidatetorecognizer specifictypeofrelationship,suchas causeandeffect;othersmay askhimtoestablish arelationshipbetween concretetermsthatisanalogoustoa relationshipbetweenabstractterms.The candidateshouldconsidereachrelationship criticallyandthenselectashis answerthechoicethatcomesclosesttosetisfyingallthedemands. Directions:Ineachofthefollow:ngquestions,a relatedpairofwordsorphrases isfollowedbyfiveletteredpairsof wordsorphrases.Selecttheletteredpair whichbestexpressesarelationshipsimilarto thatexpressedintheoriginalpair. 2.CONFISCATE:ROB:: (A)offend:insult (B)teceive:take (C)avenge:punish (D)trespass:walk (E)execute:murder Inapproachingthisrelativelyeasyquestion thecandidateshouldrecognize thatconfiscateisalegallysanctionedmeans oftakingpropertywhereasrobisan illegalmeans.Heshould,therefore,lookfora pairofwordsthatbearsthesame sonoflegal/illegalrelationship. (E)istheonlychoicewhichfitssucha rationale. (A),(B),and(C)donotimplylegalityorillegalityandmay thusbeeliminated.In (D)thefitsttermtans/referstoanillegalact,nota legalact,asinthefirst termofconfiscate:rob.Furthermore, walkhasnolegalimplicationswhatsoever. (E)isthentheonlylogicalanswer. TheGeneralAbilityTestincludessetsof questionsthattestone'sabilityto interpretdata,todoquantitativeand arithmeticreasoning,andtoreadwithun- derstandingandinsightpassagesfromthe humanities,sciences,orsocialstudies. 4 6 DATAINTERPRETATION Directions:Thir.partconsistsofreadingpassages,setsof data,andreading passagescombhedwithsetsofdata, eachfollowedbyagroupofquestions. Youranswertoeachquestionshouldbebasedon the materialwhich immediatelyprecedesit.Foreachquestionselecttheansweryou thinkbestand blackenthecorrespondingspaceontheanswersheet.Useany availablespacefor computation. Interpretationofthemap,thedatatherein,andthequestions assodatedwith itrequiresfamiliaritywiththelocationofthestates oftheUnitedStates.Itis clearthatthecandidatemustexaminethemapcarefully beforeattemptingto answeranyofthequesticns.Hemust recognLethatthepatternsinthelegend ontherightrepresentthe1939percentages ofcorn-producingfarmerswithin individualstates.Heshouldnotetheinformationatthe bottomofthemap whichexplainsthethreenumbersappearingin'eachstate;thetop figureisthe 1939percentage,themiddlefigureisthe1929percentage, andthebottom figureisthe1919percentageoffarmersproducingornfor grain.Withabasic knowledgeofgeographyandanabilitytorecognizethe importantfacts containedinthedata,thecandidateshouldbeabletoanswerthe questionswith relativeease. Answerthefollowingquestionsbyreferringtothemaponpage 6. 3.InwhatstateorstateswestoftheMississippidid 90percentofthefarmers raisecornforgrainin1919? (A)MinnesotaandKansas (B)KansasandNebraska (C)IowaandMississippi (D)NebraskaandIowa (E)Iowaonly Toanswerthisquestiononeshouldknowthe locationoftheMississippi River,andhemustbeabletoidentifythestates mentionedinthechoices.Itis thenamatterofnotingthatonlytwostateswest oftheMississippihave percentagesinthe90'sfortheyear1919. ThesestatesareNebraskaandIowa; therefore,(D)isthecorrectanswer.Ifthecandidatedoesnot knowwherethe MississippiRiveris,hecanworkfromwesttoeastlookingforstateswithfigures for1919inthe90's.Thewesternmoststates, NebraskaandIowa,hemay assumetobewestofthe Mississippi. 4.In1939howmanystateshadthesamepercentage offarmersgrowingcornfor grainasColoradohadin1919? 5 15 ....16 12 UNITED STATES 1939.68 PERCENT 1929=66 PERCENT i :119=77 PERCENT RASEFIGURESAREFROMTHEILIREAUOFTHECENSUS Upperfigure1939 Middlefigure1929 Lowerfigure1919 CO (A)None (B)One (C)Two (D)Three (E)Itcannotbedeterminedfromtheinformationgiven. ToanswerthisquestionthecandidatemustbeabletolocateColoradoonthe map.OncehehaslocatedColoradoandhasascertainedthatitspercentageof corn-growingfarmersfor1919was38,hehasonlytoscantheuppermostfigure ineachstatetodeterminethatnoneofthemhadapercentageof38in1939. If hedoesnotknowhowtolocateColorado,heshouldskipthequestionand spendhistimeonothers. 5.Whichtwostateshadthelowestproportionoffarmersgrowingcornfor grain in1929? (A)WashingtonandMontana (B)WashingtonandCalifornia (C)MaineandCalifornia (D)MontanaandMaine (E)MontanaandNevada Toanswerthisquestiononeshouldcheckthesecondnumberin eachofthe statesmentionedin theanswers.CaliforniaandMaineshowthelowest percentages-2percentfor1929.Therefore,oneshouldselect(C)asthecorrect answer. 6.InwhichtwostateseastoftheMissouriRiverdid60percentto 69percentof thefarmersraisecornforgrainin1939? (A)IllinoisandWisconsin (B)MichiganandMinnesota (C)TexasandMichigan (D)WisconsinandMinnesota (E)TexasandOklahoma Onemayapproachthisquestionbyidentifyingallstateson themapfor whichthetopfigurefallsbetween60and69.Thesemay beidentifiedby matchingthemwiththepatternforthe60-69percentrangein thelegendonthe right. Thereare threesuchstates,butonlytwoofthem, Michiganand Minnesota,areeastoftheMissouriRiver.Thecorrectansweris (B). 7 TOTALNUMBEROFFARMERS State 1929 1939 NewMexico 31,000 34,000 Oregon .... 55,000 62,000 Texas ... 495,000 418,000 7.Onthebasisofinformationinthemapandthetableabove,ascertain whichof thestatesmentionedbelow showedanincreasefrom1929to1939 inthe numberoffarmersgrowingcorn forgrain. (A)Oregononly (B)OregonandNewMexicoonly (C)OregonandTexasonly (D)TexasandNewMexicoonly (E)NewMexico,Oregon,andTexas Accordingtothetable,between 1929and1939therewasanincreasein the totalnumberoffarmersinNew MexicoandOregonandadecreasein thetotal numberoffarmersinTexas.Accordingto themapthepercentoffarmerswho weregrowingcornfor graininOregonwasthesamein1939as itwasin1929. Therefore,theremusthavebeenanincrease inthenumberoffarmersgrowing cornforgraininOregon. InTexasin1929,62percentofthe 495,000farmersin thestateweregrowingcornforgrain. In1939,although63percentof the farmersgrewcornforgrain,therewere only418,000farmersinthestate. Therefore,inTexastherewerefewer furnersgrowingcornforgrainin1939 thanin1929. InNewMexicoin1929,47percent ofthe31,000farmersinthestatewere growingcornforgrain;in 1939,44percentofthe34,000farmers inthestate weregrowingcornfor grain.Therefore,therewasanincreaseinthenumberof farmersgrowingcornforgrainin bothNewMexicoandOregon,andtheanswer is(B). QUANTITATIVECOMPARISON Directions;Eachquantitativecomparison questionconsistsoftwoquantities, oneinColumnA andoneinColumnB.Youaretocompare thetwoquantities andontheanswersheetblackenspace 8 (A)ifthequantityinColumnAis thegreater; (B)ifthequantityinColumnBisthegreater; (C)ifthetwoquantitiesareequal; (D)iftherelationshipcannotbe determinedfromtheinformationgiven. 10 Note:Allnumbersusedarerealnumbers.Inaquestion,informationconcerning oneorbothofthequantitiestobecomparediscenteredabovethetwocolumns. AsymbolthatappearsinbothcolumnsrepresentsthesamethinginColumnA asitduesinColumnB. 8. ColumnA ColumnB 30%of200 200%of30 Thisquestionisbelowaverageindifficultyandmaybesolvedinthe 30 followingway.Byrecognizingthat30%isequivalentto100and200%is 200 equivalentto100,thequantitiesinthecolumnsmaybeexpressedas--0-0-1 30 x200 200 and x30,respectively.Sincethesequantitiesareequal,thecorrectansweris 100 (C). 9. ColumnA ColumnB 58 88 59 89 Thisquestionisaverageindifficulty.Onewaytodeterminetheansweristo solveeachfractionforitsdecimalequivalent.Anotherwayistonotethatthe greaterofthetwofractionswillbecloserto1.ThedifferencebetweenMand1 1 59 88 ' is andthedifferencebetween L and1 i 1 s89.Since 1 isless an 59 89 89 th 59'89 is closerto1andthereforethegreaterfraction.Thecorrectansweris(B). ARITHMETICALREASONING Directions:Inthispartsolveeachproblem,usinganyavailablespacefor computation.Thenindicate theonecorrectanswerbyblackeningthe correspondingspaceontheanswersheet. 10.IftheairlinedistancebetweenNewYorkandBerlinis3,960milesandis representedonamapby1foot,howmanyinchesonthemaprepresenta distanceof132miles? 5 3 2 1 (A)30in.(B)in.(C)n.(D)tn.(E)in. 2 5 i 5 30 Thisquestionisaverageindifficultyandinvolvesroutinecomputation.The questionasksforalengthininches.Sincethedistance3,960milesisrepresented 9 ,11 by12inchesonthemap,1mileon 12 requiredlengthisthus132x 3,960 (D). 12 themapisrepresentedby 960 inch.The 3, 2 inches,or inch,andthecorrectansweris 11.Mr.Xboughtastockat$20pershareandhassincereceivedanannual dividendof4percentofthepurchaseprice.Ifthevalueofthestockisnow $32,whatpercentofthepresentvalueofthestockistheannualdividend? 3 1 1 (A) (B)2-%(C) 3-1% (D) 6-2% (E)6-% 5 2 5 5 2 Thequestionisaverageindifficultyandinvolvesroutinecomputation.If the annualdividendis4percentofthepurchaseprice,itis4percentof $20.00,or $0.80.Since$0.80is2%percentof$32.00,thecorrectansweris(B). Fortheconvenienceofthecandidate,aminiaturesampleGeneralAbility Testisprovidedbelow.Althoughitdoesnotcontaineverykindof questionthat appearsinthetest,itdoesincludethemajortypes. Thetestshouldbetakenin thetimestipulated;answerkeysareprovidedonpage46. GENERALABILITY SAMPLETEST Time-22minutes (23questions) Directions:Eachofthesentencesbelowhasoneormore blankspaces,each blankindicatingthatawordhasbeenomitted.Beneath thesentencearefive letteredwordsorsetsofwords.Youaretochoosetheonewordorset ofwords which,wheninsertedinthesentence,bestfitsinwith themeaningofthe sentenceasawhole. 1.Theepigrammaticstyleofthebookgivesitanappearanceof----whichis somewhatdeceptive,fortheargumentisdevelopedsoterselythatitisnot alwayseasytofollow. (A)lucidity (D)accuracy (B)erudition (E)mysticism (C)complexity 2.Conformistsinanageoffawninggood fellowship,oftendernesstoward hemophilicegos,we--towoundwiththeshaftsoftruth. 10 12 (A)strive (B)hasten (C)fear (D)deign (E)agree Directions:Ineachofthefollowing questions,arelatedpairofwordsorphrases isfollowedbyfiveletteredpairs ofwordsorphrases.Selectthe letteredpair whichbestexpressesarelationshipsimilarto thatexpressedintheoriginalpair. 3.DELETE:AMEND:: (A)destroy:repair (B)edit:read (C)criticize:explain 4.OSTRACIZE:SOCIETY:: (A)dissolve:solution (B)exile:country (C)enunciate:speaker 5.UNEMPLOYED:WORKER:: (A)fallow:field (B)unnecessary:purchase (C)useless:property (D)compose:rewrite (E)waste:add (D)baptize:church (E)mechanize:industry (D)unwelcome:visitor (E)barren:crop Directions:Thispartconsistsof readingpassages,setsofdata,andreading passagescombinedwithsets ofdata,eachfollowedbyagroupof questions. Youranswer toeachquestion shouldbebasedonthematerialwhich immediatelyprecedesit.Foreachquestion selccttheansweryouthinkbestand blackenthecorrespondingspaceontheanswer sheet.Useanyavailablespacefor computation. IntheFederalConventionof1787, thememberswerefairlywellagreed astothedesirability ofsomecheckonstatelaws;but therewassharp differenceofopinionastowhether thischeckshouldbepoliticalin characterlikethecongressionalvetoor whethertheprincipleofjudicial revicwshouldbeadopted. Madisonwasoneofthemostpersistent advocatesofthecongressionalveto, andinhisdiscussionofthesubject hereferredseveraltimestothe former imperialprerogativeofdisallowing provincialstatutes.InMarch1787,he wrotetoJefferson,urgingthe necessityofafederalnegativeuponstate laws.Hereferredtoprevious colonialexperienceinthesuggestionthat thereshouldbe"someemanation" ofthefederalprerogative"within the 11 13 severalStates,sofarastoenablethemtogiveatemporary sanctiontolaws ofimmediatenecessity."Thishadbeenprovidedforin theimperialsystem throughtheactionoftheroyalgovernoringiving immediateeffectto statutes,whichneverthelessremainedsubjectto royaldisallowance.Ina lettertoRandolphafewweekslater,Madison referredmoreexplicitlyto theBritishpractice,urgingthatthenationalgovernment begiven"a negative,inallcaseswhatsoever,ontheLegislativeacts oftheStates,asthe KingofGreatBritainheretoforehad."Jefferson didnotagreewith Madison;onpracticalgroundsratherthanasamatter ofprinciple,he expressedhispreferenceforsomeformof judicialcontrol. OnJuly17Madisoncameforwardwitha speechinsupportofthe congressionalveto,againsupportinghiscontentionby referencetothe royaldisallowanceofcoloniallaws:"Itsutility issufficientlydisplayedin theBritishSystem.Nothingcouldmaintaintheharmony andsubordination ofthevariouspartsoftheempire,buttheprerogative bywhichtheCrown stifles in thebirtheveryActofeverypart tendingtodiscordor encroachment.It istruetheprerogativeissometimesmisappliedthro' ignoranceorapartialitytooneparticularpartof theempire:butwehave notthesamereasontofearsuch misapplicationsinourSystem."Thisis almostpreciselyJefferson'stheoryofthelegitimatefunctionofan imperialveto. Thiswholeissueshowsthattheleaders whowrestledwithconfederation problemsduringandafterthewarunderstood,insomemeasure atleast, theattitudeofBritishadministratorswhenconfronted withthestubborn localismofaprovincialassembly. 6.Accordingtothepassage,Madisonwasadvocating (A)royaldisallowanceofstatelegislation (B)apoliticalcheckonstatelaws (C)thesupremacyofthestatesoverthefederalgovernment (D)themaintenanceofaroyalgovernortogiveimmediate effecttostatutes (E)specificationoftheareasinwhichthestatehad rights 7.WhichofthefollowingisNOTindicatedinthe passage? (A)Jefferson'sstandonthequestionofacheckonstate laws (B)Thefactthattheroyalnegativehadbeenmisappliedin thepast (C)ThefactthatJeffersonunderstoodtheattitude ofBritishadministra- tors (D)WhattheBritishsystementailed (E)Whatjudicialreviewwouldentail 8.Accordingtothepassage,Madisonbelieved thatthefederalgovernment 12 14 (A)oughttolegislateforthestates (B)shouldrecognizethesovereigntyoftheseveralstates (C)oughttoexercisejudicialcontroloverstatelegislation (D)shouldassumetheking'sformervetopower (E)wasequivalenttoaprovincialassembly 9.WhichofthefollowingdescribesMadison'sconceptofacongreaionalveto? (A)ItdifferedfromJefferson'sconceptofacongressionalveto. (B)Itdevelopedfromfearthattheimperialnegativemightbemisused. (C)Itallowedthefederalprerogativetobeexercisedindisallowingstate laws. (D)Ithadtheprimaryfunctionofgivingtemporarysanctiontolawsof immediatenecessity. (E)Itdevelopedfromthedesiretoprevent"taxationwithoutrepresenta- tion." 10.ThepassagesuggeststhatMadisonthoughtofthestatesas (A)beingemanationsofthefederalgovernment (B)comparabletoprovincesofacolonialempire (C)incapableofcreatingsoundlegislation (D)havingnorightsspecificallydelegatedtothem (E)incapableofapplyingjudicialreviewoftheirlegislation 11.Whichofthefollowing,iftrue,wouldprovidethebestargumentagainstthe useofafederalprerogativeasdescribedinthepassage? (A)TheUnitedStateshasnoking. (B)Thefederalgovernmentisanentityoutsidethejurisdictionofthe states. (C)Stateproblemsarepeculiartotheindividualstatesandhavenoeffect onthenationasawhole. (D)Thefederalprerogativehasbeenmisarpliedinonlyonenation. (E)Thepropositionprovidesnomeansofdealingwithstubbornlocalism. Thefollowingdataaretheresultsofanexperimentinconditioningafemale rattopressabarnearthefoodpaninhercage.Theexperimentconsistedofa controlsession(Session0)andsevenexperimentalsessions.Thesessionswere separatedbyapproximately24-hourintervalsduringwhichtheratwasnotfed. Inthecontrolsessiontheratwastimedtoseehowlongittookhertoeather regulardailyfoodration.Thefoodwasgivenallatonce,andtheratdidnot pressthebarduringthissession. Intheexperimentalsessions,theratwasnotgivenfoodpelletsuntilshehad 13 15 madetheresponseofpressingthebarthenumberoftimesindicatedinTable1. Thus,inexperimentalSession5,theratwasgivenapelleteverytimeshemade tworesponses.Eachsessionexceptthelastendedwhentherathadeatenher regulardailyration.InSession8,theratwasnotfedatall. TABLEI Session Responsesnecessary perpellet Numberofminutes insession 0 Noresponsesnecessary 15.0 1 1:1 100.0 2 1:1 25.0 3 1:1 20.0 4 1:1 20.0 5 2:1 xxxx 6 2:1 37.5 7 Nopelletsgiven 100.0 GRAPHI RESPONSESPERMINUTEDURINGEACHSESS!ON 20 15 10 BO 1 2 3 4 5 Sessions 6 7 A 12.Thetotalnumberofresponsespersessionvariedfrom (A)0tc300 (B)0to600 (C)0to1,100 14 (D)300to600 (E)600to1,700 IC 13.Ofthefollowing,thebestnontechnicalexplanationforthepositionof pointAonthegraphascomparedwiththepositionofpointBisthatthe (A)rathadlearnedtoexpectfoodaftermakingaresponse (B)numberofresponsesperpelletIndchanged (C)rathadbecomefatiguedafterAmanysessions (D)experimenterhadnotfedt}'erat (E)differenceinrateismerelyaproductofchancevariation 14.TheaveragenumberofresponsesperminuteduringthetimeofSessions1 and2combinedis (A)4.8 (B)7.5 (C)9.0 (D)9.6 (E)15.0 15.Howmanypelletswerecontainedintherat'sregulardailyration? (A)15 (B)20 (C)200 (D)300 (E)Itcannotbedeterminedfromtheinformationgiven. 16.ExperimentalSession5lasted (A)20.0min. (B)37.5min. (C)40.0min. (D)46.2min. (E)50.4min. Directions:Eachquantitativecomparisonquestionconsistsoftwoquantities, oneinColumnA2ndoneinColumnB.Youaretocomparethetwoquantities andontheanswersheetblackenspace (A)ifthequantityinColumnAisthegreater; (B)ifthequantityinColumnBisthegreater; (C)ifthetwoquantitiesareequal; (D)iftherelationshipcannotbedeterminedfromtheinformationgiven. 15 17 Note:Allnumbersusedarerealnumbers.Inaquestion,informationconcerning oneorbothofthequantitiestobecomparediscenteredabovethetwocolumns. AsymbolthatappearsinbothcolumnsrepresentsthesamethinsinColumnA asitdoesinColumnB. ColumnA ColumnB 17.Fourtimestheaverage (arithmeticmean)of 2,4,and6 p>r>s p>t>s 18.2r 60 06 19. + .06 .60 Twotimestheaverage (arithmeticmean)of 4,8,and12 t+s 10 Directions:Inthispartsolveeachproblem,usinganyavailablespacefor computation.Thenindicate the onecorrectanswerbyblackeningthe correspondingspaceontheanswersheet. 20.ThecostofmachineMintheUnitedStatesdropsto4/5ofitsformercost, andthevalueofCountryTscurrency,intermsoftheUnitedStatesdollar, dropsto3/4ofitsformervalue.HowmanyMmachinescanCountryYbuy fortheamount(initsowncurrency)that itformerlypaidfor240 machines? (A)144 (C)256 (E)400 (B)225 (D)300 21.Threetimersaresettoringevery4,5,and6minutes,respectively.Ifall threeringsimultaneously,howmanyminUteswillitbebeforeallthreering simultaneouslyagain? (A)20min. (C)30min. (B)24min. (D)60min. 22.If30newPullmancarsseatasmanypeopleas39oldPullmancars,bywhat percenthastheseatingcapacityofeachPullmancarincreased? (A)3percent(C)25percent(E)33-1/3percent (B)9percent(D)30percent 23.Inacertaincollegethereare10studentsineachItalianclassand25 studentsineachFrenchclass.Iftheaveragenumberofstudentsperclass,in ItalianandFrenchcombined,is22,whatistheratioofthenumberof FrenchclassestothenumberofItalianclassesinthiscollege? (A)2toI (C)1lto5 (E)4to1 (B)25to12(D)5to2 (E)120min. 16 18 ENGLISHEXPRESSION Onehour-100questions rhetestofEnglishexpressionisdesignedtomeasuretheabilityofa candidatetoexpresshimselfclearlyandeffectivelyin standardwrittenEnglish. Thetestcontainsthreesetsofmultiple-choice questions.Thefirstkindof multiple-choicequestionasksthecandidatetoselectfrom theunderlinedwords andphrasesinasentencetheonepart,ifany,that shouldberevisedinorderto maketheentiresentencecorrect.Thesecondrequires thecandidatetoselect fromamongfiveversionsofaparticularpartofasentencetheoneversionthat expressestheideaofthesentencemost clearly,effectively,andaccurately.For thethirdkindofquestion,thecandidatemustrevisea sentenceaccordingtothe directionsprovidedforthatsentenceandchoosethe wordorphrasethatwill appearinthebestrevision. Samplesofthevariouskindsofquestionsusedtotest writingabilityare discussedbelow. SENTENCECORRECTION Directions:Thefollowingsentencescontainproblems ingrammar,usage,diction (choiceofwords),andidiom. Somesentencesarecorrect. Nosentencecontainsmorethanoneerror. Youwillfindthattheerror,ifthereisone,is underlinedandlettered.Assume thatallotherelementsofthesentenceare correctandcannotbechanged.In choosinganswers,followtherequirementsof standardwrittenEnglish. Ifthereisanerror,selecttheoneunderlinedpart thatmustbechangedinorder tomakethesentencecorrect,and blackenthecorrespondingspaceonthe answersheet. Ifthereisnoerror,markanswerspaceE. 1.Unlikeothertyrantsbeforehim,whopromptly andeffectivelyeliminatedall A opposition,Rya11istolerantofthechallenges ofthestudents,becausehebe- lievedhehadnothingtofearfromthegroup. Noerror. Becauseeachoftheunderlinedpartsofthesentenceis designedtopresenta particularprobleminwrittenexpression,the candidateshouldexamineallparts ofthesentencebeforehedecidesupon thecorrectanswer.Inthissample question,forinstance,thepartofthesentence underlinedanddesignatedas(A) 17 19