ATI TEAS 7
TEAS Test Reading Questions Questions
Extract:
Skin coloration and markings have an important role to play in the world of snakes. Those intricate diamonds, stripes, and swirls help the animals hide from predators, but perhaps most importantly (for us humans, anyway), the markings can also indicate whether the snake is venomous. While it might seem counterintuitive for a venomous snake to stand out in bright red or blue, that fancy costume tells any nearby predator that approaching him would be a bad idea.
If you see a flashy-looking snake in the woods, though, those markings don't necessarily mean it's venomous: some snakes have found a way to ward off predators without the actual venom. The scarlet kingsnake, for example, has very similar markings to the venomous coral snake with whom it frequently shares a habitat. However, the kingsnake is actually nonvenomous; it's merely pretending to be dangerous to eat. A predatory hawk or eagle, usually hunting from high in the sky, can't tell the difference between the two species, and so the kingsnake gets passed over and lives another day.
Question 1 of 5
What is the best summary of this passage?
Correct Answer: A
Rationale: The best summary of the passage is that humans can use coloration and markings on snakes to determine whether they're venomous. The passage discusses how snake markings serve the purpose of warning predators and helping humans identify venomous snakes by their bright coloration.
Choice B is incorrect because the passage focuses on how coloration helps snakes evade predators rather than hide from them.
Choice C is incorrect as it only mentions two specific snakes with similar markings, which is a minor detail compared to the main point of identifying venomous snakes.
Choice D is incorrect because it only partially reflects the passage, focusing solely on the relationship between markings and venom in snakes, missing the crucial aspect of human ability to discern venomous snakes based on their coloration.
Extract:
The social and political discourse of America continues to be permeated with idealism. An idealistic viewpoint asserts that the ideals of freedom, equality, justice, and human dignity are the truths that Americans must continue to aspire to. Idealists argue that truth is what should be, not necessarily what is. In general, they work to improve things and to make them as close to ideal as possible.
Question 2 of 5
Which of the following best captures the author's purpose?
Correct Answer: C
Rationale: The author's main purpose in the passage is to explain the influence of idealism on American social and political discourse. The passage discusses how idealistic viewpoints shape the discourse in America, advocating for specific ideals and beliefs (
A) rather than explaining the beliefs of an idealist (
B) or examining the impact of snake behavior on the ecosystem (
D).
Extract:
The study showed that private tutoring is providing a significant advantage to those students who are able to afford it. Researchers looked at the grades of students who had received free tutoring through the school versus those whose parents had paid for private tutors. The study included 2,500 students in three high schools across four grade levels. The study found that private tutoring corresponded with a rise in grade point average (GPA) of 0.5 compared to students who used the school's free tutor service and 0.7 compared to students who used no tutoring. After reviewing the study, the board is recommending that the school restructure its free tutor service to provide a more equitable education for all students.
Question 3 of 5
Which of the following would weaken the author's argument?
Correct Answer: A
Rationale:
Choice A weakens the author's argument by highlighting a potential conflict of interest. If the cited study was funded by a company offering discounted tutoring, it could introduce bias and question the credibility of the study's findings. This revelation could cast doubt on the objectivity and reliability of the research, ultimately undermining the argument based on the cited study.
Choices B, C, and D do not directly impact the credibility or objectivity of the cited study, so they would not significantly weaken the author's argument.
Extract:
Chapter 2: Amphibians of Texas
F
A) Tree Frogs
B) __________
C) True Frogs
T
A) True Toads
B) Narrowmouth Toads
C) Burrowing Toads
S
Question 4 of 5
Which of the following is an example of a secondary source that would be used in a documentary about World War I?
Correct Answer: A
Rationale: An essay by a historian about the lasting effects of the war is an example of a secondary source as it provides analysis and interpretation of primary sources like official documents, photographs, and letters. It offers a perspective that is based on research and not directly involved in the events, making it a valuable resource for understanding the historical context of World War I.
Choice B, photographs of military equipment, is a primary source as it provides direct visual evidence from the time period.
Choice C, a recorded interview with a veteran, is also a primary source as it offers firsthand accounts from someone directly involved in the events.
Choice D, letters written by soldiers, are primary sources that offer insights into the personal experiences of individuals during the war.
Extract:
It had been a long morning for Julia. She'd been woken up early by the sound of lawn mowers outside her window, and despite her best efforts, had been unable to get back to sleep. So, she'd reluctantly got out of bed, showered, and prepared her morning cup of coffee. At least, she tried to anyway. In the kitchen she'd discovered she was out of regular coffee and had to settle for a decaffeinated cup instead.
Once on the road, her caffeine-free mug of coffee didn't help make traffic less annoying. In fact, it seemed to Julia like the other drivers were sluggish and surly as well—it took her an extra fifteen minutes to get to work. And when she arrived, all the parking spots were full.
By the time she'd finally found a spot in the overflow lot, she was thirty minutes late for work. She'd hoped her boss would be too busy to notice, but he'd already put a pile of paperwork on her desk with a note that simply said “Rewrite.†She wondered if she should point out to her boss that she hadn't been the one to write the reports in the first place, but decided against it.
When the fire alarm went off an hour later, Julia decided she'd had enough. She grabbed her purse and headed outside with her coworkers. While everyone else stood around waiting for the alarm to quiet, Julia determinedly walked to her car, fired up the engine, and set a course for home.
Question 5 of 5
The final sentence of the passage states that Julia set a course for home. Which of the following is the most accurate interpretation of this sentence?
Correct Answer: B
Rationale: The final sentence of the passage mentioning that Julia set a course for home indicates that Julia is making a deliberate decision to head towards her residence. This implies that she is planning to go home, suggesting that option B is the most accurate interpretation. Options A, C, and D are incorrect as they do not align with the context provided. Option A is incorrect as there is no indication that Julia cannot go directly home. Option C is incorrect as there is no mention of Julia returning to work. Option D is incorrect as there is no evidence in the passage to suggest that Julia is worried about the fire at her office spreading to her home.