Read the passage below and answer the questions that follow

Development of the Great Lakes

Before the Pleistocene Epoch, there were no lakes in the region of the present-day Great Lakes that were comparable to them in size, because the Pliocene streams of that area drained northward. Lake Superior is located in a structural basin of Precambrian rocks, and most of the other lakes are situated on the sedimentary sequences that probably were low in the Pliocene topography. As Pleistocene ice sheets moved into the region, these earlier valleys were enlarged by scouring and were depressed under the weight of the ice mass. The lakes began to form in the last stages of the Wisconsin glaciation began to r melt and retreat. Melt- waters became trapped between the margins of the ice sheet and the high ground along the drainage divide of the Mississippi basin. During the first part of the history of the lakes, they actually drained into the Mississippi, but later, as the ice retreated farther, a new cutlet, was opened so the waters from the southern margin of the ice front drained westward across Michigan.

The sequence of events known to have taken place in the development of the Great Lakes is extremely complex. The following are among the most important factors that have contributed to the course of events in this region:

1. During glaciation the weight of the ice sheet caused the continent to be depressed. As the ice wasted away the land rose. Thus the old shorelines have become titled by this upward rise of the central part of the Canadian Shield
2. The ice front did not remain steady during the evolution of the lakes. It oscillated back and forth, advancing and retreating in different places at
3. The shape of the lakes has naturally been determined in part by the configuration of the land surface wasted. that has become exposed as the ice sheet
4. With each advance of the ice sheet, morainal debris was pushed into new positions and partially removed from older ones, thus changing the outlets and barriers of the lake waters.

3In spite of these complicating factors, the history of the lakes has been largely worked out. It is possible to trace the position of the lakes by means of mapping the beaches, wave-cut cliffs, sand dunes, bars, and other shoreline features formed at each stage in the lakes' history. Along these old shorelines it is possible to find outlets that were used at the time each lake occupied each position. It is not possible to outline exactly the position of each lake at every time during the evolution of the lakes, because the story has not been one of a gradually receding body of water. Some of the more recent lake shorelines cross and obliterate earlier shoreline features. In addition, most of the earlier lakes were marginal to the ice so no shoreline features are found where the beaches ran into the ice sheet.

The author's conclusions in the passage are most influenced by which of the following assumptions

Explanation

Read the passage below and answer the questions that follow

Development of the Great Lakes

Before the Pleistocene Epoch, there were no lakes in the region of the present-day Great Lakes that were comparable to them in size, because the Pliocene streams of that area drained northward. Lake Superior is located in a structural basin of Precambrian rocks, and most of the other lakes are situated on the sedimentary sequences that probably were low in the Pliocene topography. As Pleistocene ice sheets moved into the region, these earlier valleys were enlarged by scouring and were depressed under the weight of the ice mass. The lakes began to form in the last stages of the Wisconsin glaciation began to r melt and retreat. Melt- waters became trapped between the margins of the ice sheet and the high ground along the drainage divide of the Mississippi basin. During the first part of the history of the lakes, they actually drained into the Mississippi, but later, as the ice retreated farther, a new cutlet, was opened so the waters from the southern margin of the ice front drained westward across Michigan.

The sequence of events known to have taken place in the development of the Great Lakes is extremely complex. The following are among the most important factors that have contributed to the course of events in this region:

1. During glaciation the weight of the ice sheet caused the continent to be depressed. As the ice wasted away the land rose. Thus the old shorelines have become titled by this upward rise of the central part of the Canadian Shield
2. The ice front did not remain steady during the evolution of the lakes. It oscillated back and forth, advancing and retreating in different places at
3. The shape of the lakes has naturally been determined in part by the configuration of the land surface wasted. that has become exposed as the ice sheet
4. With each advance of the ice sheet, morainal debris was pushed into new positions and partially removed from older ones, thus changing the outlets and barriers of the lake waters.

3In spite of these complicating factors, the history of the lakes has been largely worked out. It is possible to trace the position of the lakes by means of mapping the beaches, wave-cut cliffs, sand dunes, bars, and other shoreline features formed at each stage in the lakes' history. Along these old shorelines it is possible to find outlets that were used at the time each lake occupied each position. It is not possible to outline exactly the position of each lake at every time during the evolution of the lakes, because the story has not been one of a gradually receding body of water. Some of the more recent lake shorelines cross and obliterate earlier shoreline features. In addition, most of the earlier lakes were marginal to the ice so no shoreline features are found where the beaches ran into the ice sheet.

According to the passage, when did great lakes begin to form?

Explanation

Read the passage below and answer the questions that follow

Development of the Great Lakes

Before the Pleistocene Epoch, there were no lakes in the region of the present-day Great Lakes that were comparable to them in size, because the Pliocene streams of that area drained northward. Lake Superior is located in a structural basin of Precambrian rocks, and most of the other lakes are situated on the sedimentary sequences that probably were low in the Pliocene topography. As Pleistocene ice sheets moved into the region, these earlier valleys were enlarged by scouring and were depressed under the weight of the ice mass. The lakes began to form in the last stages of the Wisconsin glaciation began to r melt and retreat. Melt- waters became trapped between the margins of the ice sheet and the high ground along the drainage divide of the Mississippi basin. During the first part of the history of the lakes, they actually drained into the Mississippi, but later, as the ice retreated farther, a new cutlet, was opened so the waters from the southern margin of the ice front drained westward across Michigan.

The sequence of events known to have taken place in the development of the Great Lakes is extremely complex. The following are among the most important factors that have contributed to the course of events in this region:

1. During glaciation the weight of the ice sheet caused the continent to be depressed. As the ice wasted away the land rose. Thus the old shorelines have become titled by this upward rise of the central part of the Canadian Shield
2. The ice front did not remain steady during the evolution of the lakes. It oscillated back and forth, advancing and retreating in different places at
3. The shape of the lakes has naturally been determined in part by the configuration of the land surface wasted. that has become exposed as the ice sheet
4. With each advance of the ice sheet, morainal debris was pushed into new positions and partially removed from older ones, thus changing the outlets and barriers of the lake waters.

3In spite of these complicating factors, the history of the lakes has been largely worked out. It is possible to trace the position of the lakes by means of mapping the beaches, wave-cut cliffs, sand dunes, bars, and other shoreline features formed at each stage in the lakes' history. Along these old shorelines it is possible to find outlets that were used at the time each lake occupied each position. It is not possible to outline exactly the position of each lake at every time during the evolution of the lakes, because the story has not been one of a gradually receding body of water. Some of the more recent lake shorelines cross and obliterate earlier shoreline features. In addition, most of the earlier lakes were marginal to the ice so no shoreline features are found where the beaches ran into the ice sheet.

According to the passage, Lake Superior is located on which of the following?

Explanation

Read the passage below and answer the questions that follow

Development of the Great Lakes

Before the Pleistocene Epoch, there were no lakes in the region of the present-day Great Lakes that were comparable to them in size, because the Pliocene streams of that area drained northward. Lake Superior is located in a structural basin of Precambrian rocks, and most of the other lakes are situated on the sedimentary sequences that probably were low in the Pliocene topography. As Pleistocene ice sheets moved into the region, these earlier valleys were enlarged by scouring and were depressed under the weight of the ice mass. The lakes began to form in the last stages of the Wisconsin glaciation began to r melt and retreat. Melt- waters became trapped between the margins of the ice sheet and the high ground along the drainage divide of the Mississippi basin. During the first part of the history of the lakes, they actually drained into the Mississippi, but later, as the ice retreated farther, a new cutlet, was opened so the waters from the southern margin of the ice front drained westward across Michigan.

The sequence of events known to have taken place in the development of the Great Lakes is extremely complex. The following are among the most important factors that have contributed to the course of events in this region:

1. During glaciation the weight of the ice sheet caused the continent to be depressed. As the ice wasted away the land rose. Thus the old shorelines have become titled by this upward rise of the central part of the Canadian Shield
2. The ice front did not remain steady during the evolution of the lakes. It oscillated back and forth, advancing and retreating in different places at
3. The shape of the lakes has naturally been determined in part by the configuration of the land surface wasted. that has become exposed as the ice sheet
4. With each advance of the ice sheet, morainal debris was pushed into new positions and partially removed from older ones, thus changing the outlets and barriers of the lake waters.

3In spite of these complicating factors, the history of the lakes has been largely worked out. It is possible to trace the position of the lakes by means of mapping the beaches, wave-cut cliffs, sand dunes, bars, and other shoreline features formed at each stage in the lakes' history. Along these old shorelines it is possible to find outlets that were used at the time each lake occupied each position. It is not possible to outline exactly the position of each lake at every time during the evolution of the lakes, because the story has not been one of a gradually receding body of water. Some of the more recent lake shorelines cross and obliterate earlier shoreline features. In addition, most of the earlier lakes were marginal to the ice so no shoreline features are found where the beaches ran into the ice sheet.

Which of the following statements best expresses the main idea of the passage?

Explanation

Read the passage below and answer the questions that follow

Development of the Great Lakes

Before the Pleistocene Epoch, there were no lakes in the region of the present-day Great Lakes that were comparable to them in size, because the Pliocene streams of that area drained northward. Lake Superior is located in a structural basin of Precambrian rocks, and most of the other lakes are situated on the sedimentary sequences that probably were low in the Pliocene topography. As Pleistocene ice sheets moved into the region, these earlier valleys were enlarged by scouring and were depressed under the weight of the ice mass. The lakes began to form in the last stages of the Wisconsin glaciation began to r melt and retreat. Melt- waters became trapped between the margins of the ice sheet and the high ground along the drainage divide of the Mississippi basin. During the first part of the history of the lakes, they actually drained into the Mississippi, but later, as the ice retreated farther, a new cutlet, was opened so the waters from the southern margin of the ice front drained westward across Michigan.

The sequence of events known to have taken place in the development of the Great Lakes is extremely complex. The following are among the most important factors that have contributed to the course of events in this region:

1. During glaciation the weight of the ice sheet caused the continent to be depressed. As the ice wasted away the land rose. Thus the old shorelines have become titled by this upward rise of the central part of the Canadian Shield
2. The ice front did not remain steady during the evolution of the lakes. It oscillated back and forth, advancing and retreating in different places at
3. The shape of the lakes has naturally been determined in part by the configuration of the land surface wasted. that has become exposed as the ice sheet
4. With each advance of the ice sheet, morainal debris was pushed into new positions and partially removed from older ones, thus changing the outlets and barriers of the lake waters.

3In spite of these complicating factors, the history of the lakes has been largely worked out. It is possible to trace the position of the lakes by means of mapping the beaches, wave-cut cliffs, sand dunes, bars, and other shoreline features formed at each stage in the lakes' history. Along these old shorelines it is possible to find outlets that were used at the time each lake occupied each position. It is not possible to outline exactly the position of each lake at every time during the evolution of the lakes, because the story has not been one of a gradually receding body of water. Some of the more recent lake shorelines cross and obliterate earlier shoreline features. In addition, most of the earlier lakes were marginal to the ice so no shoreline features are found where the beaches ran into the ice sheet.

Which of the following statements best defines the word obliterate as it is used in paragraph 3?

Explanation

Read the passage below and answer the questions that follow

Use of Computers in Education

1Teachers instruct students in different ways, by presenting information to large groups, small groups, or individuals. Books, other print materials, and audiovisual items can be used to provide visual, aural, and tactile experiences. Computers and computer software are also included in the array of materials available

2The first of two main advantages to the increasing use and availability of instructional computer software is the ability to effectively provide for the different earning styles of children and young adults. Some lean best when information is presented visually, but others prefer oral instruction; some need tactile stimulation, of media for while a combination of several methods is most effective for others. With this diversity of learning styles, educators should use several types instruction, such as books and audio/video DVDs, along with computer software. These provide multiple sources of information or instruction that help broaden the learning environment, reinforcing the importance of computers in education.

3The second advantage is the use of computer software can facilitate individualized A well-written, individually paced program provides the appropriate instruction and problems, presenting The second advantage is the use of instruction amounts of new information only when the student is ready. Students learning at a slower pace are not pressured and fast learners are allowed to proceed as soon as they have mastered the current portion of the program. Educators rarely have enough time to give each student this type of individual attention, making computers an important resource in education.

4While computers are valuable to education, they only assist in the instructional process. A computer is one tool, albeit a powerful one, that can be used to help present information or develop skills; however, the teacher or school library media specialist will continue to be indispensable education. These trained professionals have the expertise necessary to design, select, execute, and evaluate a learning experience, as well as the skills to diagnose student learning problems, then match the software to specific leaner needs. They can also evaluate the student's progress, level of knowledge, develop a total package of classroom learning experiences, and foster an atmosphere which encourages thinking and learning. It takes flexibility and judgment to implement individualized instruction plans. No computer can replace the teacher or school library specialist in this respect

5Although not the cure-all that some educators originally believed, the computer, good educational software, can be a powerful tool and an effective supplement to classroom instruction, School library media specialists and teachers need to be aware of the full range of possibilities for computers in education professionals should develop the skills needed to identify educational software programs that enable students to make the best use of computers.

Which of the following lists of topics best organizes the information presented in the selection?

Explanation

Read the passage below and answer the questions that follow

Use of Computers in Education

1Teachers instruct students in different ways, by presenting information to large groups, small groups, or individuals. Books, other print materials, and audiovisual items can be used to provide visual, aural, and tactile experiences. Computers and computer software are also included in the array of materials available

2The first of two main advantages to the increasing use and availability of instructional computer software is the ability to effectively provide for the different earning styles of children and young adults. Some lean best when information is presented visually, but others prefer oral instruction; some need tactile stimulation, of media for while a combination of several methods is most effective for others. With this diversity of learning styles, educators should use several types instruction, such as books and audio/video DVDs, along with computer software. These provide multiple sources of information or instruction that help broaden the learning environment, reinforcing the importance of computers in education.

3The second advantage is the use of computer software can facilitate individualized A well-written, individually paced program provides the appropriate instruction and problems, presenting The second advantage is the use of instruction amounts of new information only when the student is ready. Students learning at a slower pace are not pressured and fast learners are allowed to proceed as soon as they have mastered the current portion of the program. Educators rarely have enough time to give each student this type of individual attention, making computers an important resource in education.

4While computers are valuable to education, they only assist in the instructional process. A computer is one tool, albeit a powerful one, that can be used to help present information or develop skills; however, the teacher or school library media specialist will continue to be indispensable education. These trained professionals have the expertise necessary to design, select, execute, and evaluate a learning experience, as well as the skills to diagnose student learning problems, then match the software to specific leaner needs. They can also evaluate the student's progress, level of knowledge, develop a total package of classroom learning experiences, and foster an atmosphere which encourages thinking and learning. It takes flexibility and judgment to implement individualized instruction plans. No computer can replace the teacher or school library specialist in this respect

5Although not the cure-all that some educators originally believed, the computer, good educational software, can be a powerful tool and an effective supplement to classroom instruction, School library media specialists and teachers need to be aware of the full range of possibilities for computers in education professionals should develop the skills needed to identify educational software programs that enable students to make the best use of computers.

Which of the following statements BEST expresses the main idea of paragraph 4?

Explanation

Read the passage below and answer the questions that follow

Use of Computers in Education

1Teachers instruct students in different ways, by presenting information to large groups, small groups, or individuals. Books, other print materials, and audiovisual items can be used to provide visual, aural, and tactile experiences. Computers and computer software are also included in the array of materials available

2The first of two main advantages to the increasing use and availability of instructional computer software is the ability to effectively provide for the different earning styles of children and young adults. Some lean best when information is presented visually, but others prefer oral instruction; some need tactile stimulation, of media for while a combination of several methods is most effective for others. With this diversity of learning styles, educators should use several types instruction, such as books and audio/video DVDs, along with computer software. These provide multiple sources of information or instruction that help broaden the learning environment, reinforcing the importance of computers in education.

3The second advantage is the use of computer software can facilitate individualized A well-written, individually paced program provides the appropriate instruction and problems, presenting The second advantage is the use of instruction amounts of new information only when the student is ready. Students learning at a slower pace are not pressured and fast learners are allowed to proceed as soon as they have mastered the current portion of the program. Educators rarely have enough time to give each student this type of individual attention, making computers an important resource in education.

4While computers are valuable to education, they only assist in the instructional process. A computer is one tool, albeit a powerful one, that can be used to help present information or develop skills; however, the teacher or school library media specialist will continue to be indispensable education. These trained professionals have the expertise necessary to design, select, execute, and evaluate a learning experience, as well as the skills to diagnose student learning problems, then match the software to specific leaner needs. They can also evaluate the student's progress, level of knowledge, develop a total package of classroom learning experiences, and foster an atmosphere which encourages thinking and learning. It takes flexibility and judgment to implement individualized instruction plans. No computer can replace the teacher or school library specialist in this respect

5Although not the cure-all that some educators originally believed, the computer, good educational software, can be a powerful tool and an effective supplement to classroom instruction, School library media specialists and teachers need to be aware of the full range of possibilities for computers in education professionals should develop the skills needed to identify educational software programs that enable students to make the best use of computers.

What is the author's main purpose in writing this passage?

Explanation

Read the passage below and answer the questions that follow

Use of Computers in Education

1Teachers instruct students in different ways, by presenting information to large groups, small groups, or individuals. Books, other print materials, and audiovisual items can be used to provide visual, aural, and tactile experiences. Computers and computer software are also included in the array of materials available

2The first of two main advantages to the increasing use and availability of instructional computer software is the ability to effectively provide for the different earning styles of children and young adults. Some lean best when information is presented visually, but others prefer oral instruction; some need tactile stimulation, of media for while a combination of several methods is most effective for others. With this diversity of learning styles, educators should use several types instruction, such as books and audio/video DVDs, along with computer software. These provide multiple sources of information or instruction that help broaden the learning environment, reinforcing the importance of computers in education.

3The second advantage is the use of computer software can facilitate individualized A well-written, individually paced program provides the appropriate instruction and problems, presenting The second advantage is the use of instruction amounts of new information only when the student is ready. Students learning at a slower pace are not pressured and fast learners are allowed to proceed as soon as they have mastered the current portion of the program. Educators rarely have enough time to give each student this type of individual attention, making computers an important resource in education.

4While computers are valuable to education, they only assist in the instructional process. A computer is one tool, albeit a powerful one, that can be used to help present information or develop skills; however, the teacher or school library media specialist will continue to be indispensable education. These trained professionals have the expertise necessary to design, select, execute, and evaluate a learning experience, as well as the skills to diagnose student learning problems, then match the software to specific leaner needs. They can also evaluate the student's progress, level of knowledge, develop a total package of classroom learning experiences, and foster an atmosphere which encourages thinking and learning. It takes flexibility and judgment to implement individualized instruction plans. No computer can replace the teacher or school library specialist in this respect

5Although not the cure-all that some educators originally believed, the computer, good educational software, can be a powerful tool and an effective supplement to classroom instruction, School library media specialists and teachers need to be aware of the full range of possibilities for computers in education professionals should develop the skills needed to identify educational software programs that enable students to make the best use of computers.

Based on this passage, the author would most likely agree which of the following statements?

Explanation

Read the passage below and answer the questions that follow

Use of Computers in Education

1Teachers instruct students in different ways, by presenting information to large groups, small groups, or individuals. Books, other print materials, and audiovisual items can be used to provide visual, aural, and tactile experiences. Computers and computer software are also included in the array of materials available

2The first of two main advantages to the increasing use and availability of instructional computer software is the ability to effectively provide for the different earning styles of children and young adults. Some lean best when information is presented visually, but others prefer oral instruction; some need tactile stimulation, of media for while a combination of several methods is most effective for others. With this diversity of learning styles, educators should use several types instruction, such as books and audio/video DVDs, along with computer software. These provide multiple sources of information or instruction that help broaden the learning environment, reinforcing the importance of computers in education.

3The second advantage is the use of computer software can facilitate individualized A well-written, individually paced program provides the appropriate instruction and problems, presenting The second advantage is the use of instruction amounts of new information only when the student is ready. Students learning at a slower pace are not pressured and fast learners are allowed to proceed as soon as they have mastered the current portion of the program. Educators rarely have enough time to give each student this type of individual attention, making computers an important resource in education.

4While computers are valuable to education, they only assist in the instructional process. A computer is one tool, albeit a powerful one, that can be used to help present information or develop skills; however, the teacher or school library media specialist will continue to be indispensable education. These trained professionals have the expertise necessary to design, select, execute, and evaluate a learning experience, as well as the skills to diagnose student learning problems, then match the software to specific leaner needs. They can also evaluate the student's progress, level of knowledge, develop a total package of classroom learning experiences, and foster an atmosphere which encourages thinking and learning. It takes flexibility and judgment to implement individualized instruction plans. No computer can replace the teacher or school library specialist in this respect

5Although not the cure-all that some educators originally believed, the computer, good educational software, can be a powerful tool and an effective supplement to classroom instruction, School library media specialists and teachers need to be aware of the full range of possibilities for computers in education professionals should develop the skills needed to identify educational software programs that enable students to make the best use of computers.

Which of the following remarks made by the writer expresses a fact rather than an opinion?

Explanation