READING PASSAGE 1

You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1 below.
How the mind ages
The way mental function changes is largely determined by three factors-mental lifestyle, the impact of chronic
disease and flexibility of the mind.

Experiments have shown that younger monkeys consistently outperform their older colleagues on memory
tests. Formerly, psychologists concluded that memory and other mental functions in humans deteriorate over
time because of changes in the brain. Thus mental decline after young adulthood appeared inevitable. The truth,
however, is not quite so simple.

Stanley Rapoport at the National Institute of Health in the United States measured the flow of blood in the
brains of old and young people as they completed different tasks. Since blood flow reflects neural activity.
Rapoport could compare which networks of neurons were the same, the neural networks they used were
significantly different. The older subjects used different internal strategies to accomplish comparable results at
the same time,'Rapoport says. At the Georgia Institute of Technology, psychologist Timothy Salthouse
compared a group of fast and accurate typists of college age with another group in their 60s. Both groups typed
60 words a minute. The older typists, it turned out, achieved their speed with cunning little strategies that made
them more efficient than their younger counterparts. They made fewer finger shifts, gaining a fraction of a
second here and there. They also read ahead in the test. The neural networks involved in typing appear to have
been reshaped to compensate for losses in motor skills or other age changes.

In fact, there's evidence that deterioration in mental functions can actually be reversed. Neuropsychologist
Marion Diamond at the University of California has shown that mental activity maks neurons sprout new
dendrites* which establish connections with other neurons. The dendrites shrink when the mind is idle. For
example,'when a rat is kept in isolation, the animal's brain shrinks, but if we put that rat with other rats in a
large cage and give them an assortment of toys, we can show, after four days, significant differences in its
brain.'says Diamond. After a month in the enriched surroundings, the whole cerebral cortex has expanded, as
has its blood supply.'But even in the enriched surroundings, rats get bored unless the toys are varied. Animals
are just like we are. They need stimulation,'says Diamond. A busy mental lifestyle keeps the human mind fit,
says Warner Schaie of Penn State University. ‘People who regularly participate in challenging tasks retain their
intellectual abilities better than mental couch potatoes.'

In his studies, Schaie detected a decline in mental function among individuals who underwent lengthy stays in
hospital for chronic illness. He postulated it might be due to the mental passivity encouraged by hospital
routine.

One of the most profoundly important mental functions is memory. Memory exists in more than one form, what
we call knowledge- facts- is what psychologists such as Harry Bahrick of Ohio Wesleyan University call
semantic memory. Events, conversations and occurrences in time and space, on the other hand, make up
episodic memory. It's true that episodic memory begins to decline when most people are in their 50s, but it's
never perfect at any age.
Probing the longevity of knowledge, Bahrick tested 1,000 high school graduates to see how well they
remembered the school subject algebra. Some had completed the course a month before, other 50 years earlier.
Surprisingly, he found that a person's grasp of algebra did not depend on how long ago he'd taken the course.
The determining factor was the duration of instruction. Those who had spent only a few months learning
algebra forgot most of it within two or three years while others who had been instructed for longer remembered
better. According to Bahrick,'the long-term residue of knowledge remains stable over the decades, independent
of the age of the person and the memory.'
Perhaps even more important than the ability to remember is the ability to manage memory- a mental function
known as metamemory.'You could say metamemory is a byproduct of going to school,'says psychologist
Robert Kail of Purdue University,'The question-and-answer process,especially exam taking, helps children
learn and teaches them how their memory functions.This may be one reason why the better educated a person
is, the more likely they are to perform well in many aspects of life and in psychological assessments: A group
of adult novice chess players were compared with a group of child experts at the game. But when asked to
remember the patterns of chess pieces arranged on a board, the children won.' Because they'd played a lot of
chess, their knowledge of chess was better organized than that of the adults, and their existing knowledge of
chess served as a framework for new memory,'explains Kail. Cognitive style, another factor in maintaining
mental function, is what Schaie calls the ability to adapt and roll with life's punches.'He measured mental
flexibility with questions and tests requiring people to carry out in an offbeat way an everyday activity they had
done millions of times. One example was asking people to copy a paragraph substituting uppercase letters for
lowercase ones. These tests seem silly, but flexible-minded people manage to complete them,'says Schaie. The
rigid person responds with tension instead and performs poorly. Those who score highly on tests of cognition at
an advanced age are those who tested high in mental flexibility at middle age'.

On a more optimistic note, one mental resource that only improves with time is specialized knowledge.
Crystallised intelligence about one's occupation apparently does not decline at all until at least age 75.
Vocabulary is another such specialized form of knowledge. Research clearly shows that vocabulary develops
with time. Retired teachers and journalists consistently score higher on tests of vocabulary and general
information than college students.

Questions 1-3
Choose the correct letter A, B, C or D.
Write the correct letter in boxes 1-3 on your answer sheet
1. What does the writer say about the performance of older typists on the test?
A They used different motor skills from younger typists.
B They had been more efficiently trained than younger typists.
C They used more time-saving techniques than younger typists.
D They had better concentration skills than younger typists.
2. The experiment with the rats showed that
A brain structure only changed when the rats were given a familiar toy
B the rats became anxious after a lengthy period of time alone
C the rats lived longer then they were part of a social group
D the rats'brains expanded or shrank depending on the level of mental activity
3. A comparison between adults and children who played chess showed that
A the children were as capable as the adults of remembering a series of numbers
B the children had better recall of the layout of pieces
C the adults stored memories of chess moves in a more logical manner
D the adults had clearer memories of chess games they had played
Questions 4-9
Complete the summary below.
Choose ONE WORD ONLY from the passage for each answer.
Write your answers in boxes 4-9 on your answer sheet.
Psychologists distinguish between two different types of memory: (4)__________ and
(5)__________ memory. A study was conducted into people's knowledge of (6)__________ to determine
recall ability. This aspect of memory was found to be a function not of age but rather of length of tuition.
School also helps with a brain function called (7)__________. This is why a more highly educated
person is generally more successful and does better in tests (8)__________.
Some of our mental functions remain unaffected by age or even improve. For example, as we get older,
our knowledge of (9)__________ increases.

Questions 10-13
Look at the following statements and the list of people below.
Match each statement with the correct person, A-E.
Write the correct letter, A-E, in boxes 10-13 on your answer sheet.
10. The educational system makes students aware of how their memory works.
11. Although older people may use a different mental approach when completing a task, they can still achieve
the same result as younger people
12. Being open to new ways of doing things can have a positive impact on your mental condition as we get
older
13. Both animals and humans need to exist in an environment full of interest.
List of People
A. Stanley Rapoport C. Warner Schaie E. Robert Kail
B. Marion Diamond D. Harry Bahrick
READING PASSAGE 2
You should spend about 20 minutes on Questions 14-26, which are based on Reading Passage 2 below.
Ensuring our future food supply

Climate change and new diseases threaten the limited varieties of seeds we depend on for food. Luckily, we still
have many of the seeds used in the past-but we must take steps to save them.

Six miles outside the town of Decorah, Iowa in the USA, an 890-acre stretch of rolling fields and woods called
Heritage Farm is letting its crops go to seed. Everything about Heritage Farm is in stark contrast to the
surrounding acres of intensively farmed fields of corn and soybean that are typical of modern agriculture.
Heritage Farm is devoted to collecting rather than growing seeds. It is home to the Seed Savers Exchange, one
of the largest non government-owned seed banks in the United States.

In 1975 Diane Ott Whealy was given the seedlings of two plant varieties that her great grandfather had brought
to America from Bavaria in 1870: Grandpa Ott’s morning glory and his German Pink tomato. Wanting to
preserve similar traditional varieties, known as heirloom plants, Diane and her husband, Kent, decided to
establish a place where the seeds of the past could be kept and traded. The exchange now has more than 13,000
members, and the many thousands of heirloom varieties they have donated are kept in its walk-in coolers,
freezers, and root cellars the seeds of many thousands of heirloom varieties and, as you walk around an old red
barn that is covered in Grandpa Ott’s beautiful morning glory blossoms, you come across the different
vegetables, herbs, and flowers they have planted there.

"Each year our members list their seeds in this,"Diane Ott Whealy says, handing over a copy of the Seed Savers
Exchange 2010 Yearbook. It is as thick as a big-city telephone directory, with page after page of exotic beans,
garlic, potatoes, peppers, apples, pears, and plums-each with its own name and personal history .For example,
there’s an Estonian Yellow Cherry tomato, which was brought to the seed bank by “an elderly Russian lady”
who lived in Tallinn, and a Persian Star garlic from “a bazaar in Samarkand.”There’s also a bean donated by
archaeologists searching for pygmy elephant fossils in New Mexico.
Heirloom vegetables have become fashionable in the United States and Europe over the past decade, prized by
a food movement that emphasizes eating locally and preserving the flavor and uniqueness of heirloom varieties.
Found mostly in farmers' markets and boutique groceries, heirloom varieties have been squeezed out of
supermarkets in favor of modern single-variety fruits and vegetables bred to ship well and have a uniform
appearance, not to enhance flavor. But the movement to preserve heirloom varieties goes way beyond the
current interest in North America and Europe in tasty, locally grown food. It’s also a campaign to protect the
world’s future food supply.Most people in the well-fed world give little thought to where their food comes from
or how it’s grown. They wander through well-stocked supermarkets without realizing that there may be
problem ahead.We’ve been hearing for some time about the loss of flora and fauna in our rainforests.Very
little,by contrast,is being said or done about the parallel decline in the diversity of the foods we eat.

Food variety extinction is happening all over the world - and it's happening fast. In the United States an
estimated 90 percent of historic fruit and vegetable varieties are no longer grown. Of the 7,000 different apple
varieties that were grown in the 1800s, fewer than a hundred remain. In the Philippines thousands of varieties of
rice once thrived; now only about a hundred are grown there. In China 90 percent of the wheat varieties
cultivated just a hundred years ago have disappeared. Experts estimate that in total we have lost more than 50
percent of the world's food varieties over the past century.

Why is this a problem? Because if disease or future climate change affects one of the handful of plants we've
come to depend on to feed our growing planet, we might desperately need one of those varieties we've let
become extinct. The loss of the world's cereal diversity is a particular cause for concern. A fungus called Ug99,
which was first identified in Uganda in 1999, is spreading across the world's wheat crops. From Uganda it
moved to Kenya, Ethiopia, Sudan, and Yemen. By 2007 it had jumped the Persian Gulf into Iran. Scientists
predict that the fungus will soon make its way into India and Pakistan, then spread to Russia and China, and
eventually the USA.

Roughly 90 percent of the world's wheat has no defense against this particular fungus. If it reached the USA, an
estimated one billion dollars' worth of crops would be at risk. Scientists believe that in Asia and Africa alone,
the portion currently in danger could leave one billion people without their primary food source. A famine with
significant humanitarian consequences could follow, according to Rick Ward of Cornell University.

The population of the world is expected to reach nine billion by 2045. Some experts say we’ll need to double
our food production to keep up with this growth. Given the added challenge of climate change and disease, it is
becoming ever more urgent to find ways to increase food yield. The world has become increasingly dependent
upon a technology-driven, one-size-fits-all approach to food supply. Yet the best hope for securing our food's
future may depend on our ability to preserve the locally cultivated foods of the past.
Questions 14-20
Do the following statements agree with the views of the writer in Reading Passage?
In boxes 14-20 on your answer sheet, write.

TRUE. if the statement agrees with the information

FALSE. if the statement contradicts the information

NOT GIVEN. If there is no information on this

14. Heritage Farm is different from most other nearby farms.
15. Most nongovernment-owned seed banks are bigger than Seed Savers Exchange.
16. Diane Ott Whealy's grandfather taught her a lot about seed varieties.
17. The seeds people give to the Seed Savers Exchange are stored outdoors.
18. Diane and her husband choose which heirloom seeds to grow on Heritage Farm.
19. The seeds are listed in alphabetical order in The Seed Savers Exchange Yearbook.
20. The Seed Savers Exchange Yearbook describes how each seed was obtained.

Questions 21-26
Complete the notes below.
Choose ONE WORD AND/OR A NUMBER from the passage for each answer.
Write your answers in boxes 21-26 on your answer sheet.
The food we grow and eat
Supermarkets
 sell fruit and vegetables that transport well
 want fruit and vegetables to be standard in their (21)__________
Public awareness
 while people know about plants disappearing from (22)__________ very few know about the decline in
fruit and vegetable varieties
Extinction of food varieties
 less than 100 of the types of (23)__________ once available in the USA are still grown
 over (24)__________ of food varieties around the world have disappeared in the last 100 years
Current problems in food production
 a particular fungus is attacking wheat in various countries
 Rick Ward believes the threat to food supplies in Asia and Africa might lead to a (25)__________
Food production in the future
 climate change and disease may put pressure on food production
 twice the amount of food may be needed because of an increase in (26)__________

READING PASSAGE 3
You should spend about 20 minutes on Questions 27-40, which are based on Reading Passage 3 below.
The fluoridation controversy
The long-standing debate about whether to fluoridate our drinking water continues Fluoridation is the addition
of fluorine to public water supplies with the aim of reducing tooth decay. The fluorine, when mixed with water,
becomes fluoride and the desired concentration of fluoride in public water is approximately one part per
million, depending on the regional temperature and hence the amount of water people are likely to drink. Many
studies, such as those by McClure in 1970 through to Burt in 1983, have shown that when children drink
fluoridated water, their average rate of tooth decay seems greatly reduced. A typical figure claimed is 50
percent reduction. This apparently enormous benefit for children's teeth is the major argument in favor of
fluoridation.

Three main grounds for opposition to fluoridation have been expressed. First, opponents claim the benefits are
exaggerated or not established. Second, there are claims of health risks to pans of the population, for example,
allergic reactions. It is also accepted that high levels of fluoride can cause discoloration of otherwise healthy
teeth. Proponents do not consider this to be a problem in such small concentrations, whereas opponents disagree
- especially because some people drink more water and obtain much more than the standard 1 milligram of
fluoride per day. Third, fluoridation is thought to be an infringement on individual rights because it is
compulsory medication of all members of a community.

An understanding of the fluoridation issue has important implications. If, according to the experts, fluoridation
is unquestionably a beneficial and non-hazardous measure, then the wisdom of allowing the public to vote on,
and reject it must be questioned.

Almost all studies that have been done have assumed that the scientific aspects of the controversy are
unproblematic, and they have excluded science from sociological examination. The traditional view is that
science is a special kind of knowledge, which is established through scientific methods and objectively applied
by members of a scientific community. However, in recent years there has been a major challenge to this
picture by a sociology of science that shows how scientific knowledge is socially negotiated, and inevitably
linked to the values of the relevant parties, both scientists and nonscientists. These challengers do not see
scientific knowledge as exempt from social inquiry.

Kuhn (1970) argued that scientific knowledge does not always develop as an orderly process, but is
characterized by periodic revolutions. in which the methods of study and the assessment criteria change in a
fragmented way. According to Kuhn, the shift from one scientific way of thinking to another is not made solely
on the basis of clear rules of formal scientific practice, but can include social factors, though Kuhn has never
developed a full analysis of what these might be. Collins (1975) took this concept further when he asserted that
the outcome of experiments was not something whose meaning could be immediately comprehended, but rather
something for interpretation, discussion between scientists, and reinterpretation in the light of other
experiments.

One interpretation of this analysis of science is that traditional distinctions between facts and theories, and
between scientific knowledge and values, can no longer be justified. Because social processes are involved at
all stages of the creation, evaluation, and establishing of scientific knowledge, social values may also be
involved.

In the same way as many scientists who study fluoridation have overlooked social values, sociologists have also
downplayed an important part of the debate by ignoring the number of eminent scientists who have questioned
aspects of fluoridation. An example is the study by Sutton in 1960, which analyzed the classic North American
studies of the effect of fluoridation on tooth decay, and found that each showed significant methodological
shortcomings. Sutton's detailed study throws doubt as to the extent of reductions in tooth decay from
fluoridation. Yet Sutton's book is not cited in a single analysis of the fluoridation issue by any sociologist. In a
situation of some scientific uncertainty, differences in values are highlighted. A supporter of fluoridation might
argue. The evidence for the benefits of fluoridation is quite substantial, while the evidence for harm is limited
and dubious. I think the likely benefits outweigh the possible dangers; hence I support fluoridation because it is
the cheapest and easiest way to make sure every child reaps the benefits. An opponent might argue, 'Though the
evidence for the benefits of fluoridation is substantial, there is some doubt about it. Since fluoridation is not
necessary for good teeth, we should forego the benefits if there is some slight chance of harm. Some scientists
claim that a small percentage of the population could be harmed by fluoride. Therefore I oppose fluoridation of
water supplies and favor the voluntary use of fluoride tablets by those who want to take them.'

Both arguments consider the scientific evidence concerning fluoridation, but differ in their assessments of the
social benefits and costs. This difference is not between rationality and irrationality but is a legitimate
difference in values, for example, the positive value placed on good teeth, the negative value placed on possible
health risks, and the social benefits or costs of compulsory or voluntary intake of fluorides.

From the sociological point of view, opposition to fluoridation is not necessarily irrational. Rather, claims to
rationality and to scientific authority are better seen as part of a strategy to promote fluoridation than as
incontrovertible statements of fact. Second, social values are likely to be bound up in any decision about
fluoridation, so this is not an issue on which declarations by scientific experts ought to be considered the final
word.

Questions 27-31
Choose the correct letter, A, B, C or D
Write the correct letter in boxes 1-5 on your answer sheet
27. The optimum amount of fluorine in fluoridated water is calculated partly according to
A how hot the area is.
B how warm the water is.
C how many dental problems there are in the community.
D how much fluorine the community chooses to have in its water.
28. One reason given by the writer for opposing fluoridation is that
A it may contribute to tooth decay
B it will be unacceptably expensive for the public.
C obligatory fluoridation takes away personal freedom.
D excessive fluoride could be added to the water by mistake.
29. The writer mentions Kuhn in order to
A provide a contrast with the view of Collins.
B support the rational nature of scientific inquiry.
C demonstrate that Kuhn did not argue his case adequately.
D show that science can be influenced by non-scientific considerations
30. What did Sutton's research discover about earlier studies in North America?
A There were failings in the way they were carried out.
B The scientists involved had achieved unique results.
C Proponents of fluoridation had not understood its long-term effects.
D Fluoridation had a greater effect on tooth decay than previously believed.
31. In the last paragraph, what does the writer say about scientists?
A They should reveal their true motivations.
B They should not decide the fluoridation policy.
C They are solely concerned with scientific truths.
D They cannot reach agreement on the fluoridation issue.

Questions 32-35
Do the following statements agree with the views of the writer in Reading Passage?
In boxes 32-35on your answer sheet, write

YES. if the statement agrees with the views of the writer

NO. if the statement contradicts the views of the writer

NOT GIVEN. if it is impossible to say what the writer thinks about this

32. Scientific knowledge should be kept separate from social values.

33. Many sociologists have disregarded the doubts that some scientists have concerning fluoridation.
34. Sutton's findings have been given insufficient attention by scientists outside of North America.
35. There are valid arguments on both sides of the fluoridation debate.

Questions 36-40
Complete each sentence with the correct Reading 3 A-G below.
Write the correct letter. A-G, in boxes 36-40 on your answer sheet.
36. The traditional view of science is that
37. A sociological view of science argues that
38. Collins is of the opinion that
39. The writer suggests that a supporter of fluoridation may conclude that
40. The writer suggests that an opponent of fluoridation may conclude that

A. the results of scientific research are not always understood at first

B. if it is impossible to say what the writer thinks about this
C. people should be able to choose whether they want fluoride.
D. there is insufficient proof to support a cautious approach.
E. the serious damage fluoride causes far outweighs any positive effects.
F. children are not the only ones who benefit from fluoridation.
G. scientific knowledge is affected by the beliefs of everyone concerned.
 Keywords in Questions Similar words in Passage
Q1. 1. What does the writer say about the Paragraph C. The older typists, it turned out,
performance of older typists on the test? achieved their speed with cunning little strategies
A They used different motor skills from that made them far more efficient than their younger
younger typists. counterparts: They made fewer finger movements,
B They had been more efficiently trained saving a fraction of a second here and there. They
than younger typists. also read ahead in the text.
C They used more time-saving techniques
than younger typists.
D They had better concentration skills than
younger typists.
Note:
Scan the keyword “older typists” to find the answer in paragraph C.
It clearly states that the older people were able to outperform the younger participants by the use of
tactful strategies at typing, so they can save a little time (a fraction of a second).
Answer: C
Q2. The experiment with the rats Paragraph D. When a rat is kept in isolation without
showed that playmates or objects to interact with, the animal’s brain
A brain structure only changed when shrinks, but if we put that rat with 11 other rats in a large
the rats were given a familiar toy cage and give them an assortment of wheels, ladders,
B the rats became anxious after a and other toys, we can show–after four days– significant
lengthy period of time alone differences in its brain,” says Diamond, professor of
C the rats lived longer then they were integrative biology.
part of a social group
D the rats' brains expanded or shrank
depending on the level of mental
activity
Note:
Skim to find that paragraph D deals with an experiment in rats.
The text states that depending on the environment (in isolation or with other rats) and then the
mental activity of rats (the interaction between rats), the rat’s brain shrank (become smaller) or
expanded (become bigger).
Note that “the significant differences in its brain” can be understood in comparison with the
previous status (brain shrank), so it means the brain expanded.
Answer: D
Q3. A comparison between adults and Paragraph I. A group of adult novice chess players
children who played chess showed that was compared with a group of child experts at the
A the children were as capable as the game. In tests of their ability to remember a random
adults of remembering a series of series of numbers, the adults, as expected, outscored
numbers the children. But when asked to remember the
B the children had better recall of the patterns of chess pieces arranged on a board, the
layout of pieces children won. “Because they’d played a lot of chess,
C the adults stored memories of chess their knowledge of chess was better organized than
moves in a more logical manner that of the adults, and their existing knowledge of
D the adults had clearer memories of chess served as a framework for new memory,”
chess games they had played explains Kail.”
Note:
Scan the keyword “chess” to find the answer in paragraph I.
It is stated that When asked to remember the patterns of chess pieces (or the layout of pieces)
arranged on a board, the children won (or the children had better memory, or better recall).
Answer: B
Q4. Psychologists distinguish between Paragraph E. Memory exists in more than one form,
two different types of memory: 4 what we call knowledge- facts- is what psychologists
_______ and 5 ______ memory. such as Harry Bahrick of Ohio Wesleyan University
call semantic memory. Events, conversations and
occurrences in time and space, on the other hand,
make up episodic memory.
Note: The answer should be two Adjectives to come before the noun “memory”.
By skimming, you will find that paragraph E may contain the answer because it deals with
memory aspects.
Notice some hints:
Memory exists in more than one form: meaning there are different types of memory.
The signposting language “on the other hand” suggests a new aspect of memory mentioned
here.
Answer:
Q4. semantic
Q5. Psychologists distinguish between Paragraph E. Memory exists in more than one form,
two different types of memory: 4 what we call knowledge- facts- is what psychologists
_______ and 5 ______ memory. such as Harry Bahrick of Ohio Wesleyan University
call semantic memory. Events, conversations and
occurrences in time and space, on the other hand,
make up episodic memory.
Note: The answer should be two Adjectives to come before the noun “memory”.
By skimming, you will find that paragraph E may contain the answer because it deals with
memory aspects.
Notice some hints:
Memory exists in more than one form: meaning there are different types of memory.
The signposting language “on the other hand” suggests a new aspect of memory mentioned
here.
Answer:
Q5. episodic
Q6. A study was conducted into Paragraph F. Probing the longevity of knowledge, Bahrick
people's knowledge of ______ to tested 1,000 high school graduates to see how well they
determine recall ability. remembered the school subject algebra.
Note:
The answer should be a Noun to follow the preposition “of”.
The text suggests that the study about retention and memory was carried out on 1000 subjects
on the knowledge of Algebra.
Notice paraphrase “recall” – “remember”.
Answer: Algebra
Q7. School also helps with a brain Paragraph G. Perhaps even more important than the ability
function called _____ to remember is the ability to manage memory- a mental
function known as metamemory. 'You could say
metamemory is a by-product of going to school’, says
psychologist Robert Kail of Purdue University,
Note:
The answer should be a Noun to follow the past participle “called” (or which is called...; or is
known as…).
In the text, it is stated that besides recall ability, school subjects help with a mental function (or
brain function) known as (or called) metamemory.
Notice that you need one word only, so “the ability to manage memory” is not appropriate. It
should be a term.
Answer: metamemory
Q8. This is why a more highly Paragraph G. This may be one reason why the better
educated person is generally educated a person is, the more likely they are to perform
more successful and does better well in many aspects of life and in psychological
in ____ tests. assessments
Note:
The answer should be an Adjective or a Noun to come before the noun “tests”.
It is stated in paragraph G that the better educated (or more highly educated) a person is, the
more likely they are to perform well (or do better) in many aspects of life and in psychological
assessments (or tests).
Answer: psychological
Q9. Some of our mental functions Paragraph H. On a more optimistic note, one mental
remain unaffected by age or even resource that only improves with time is specialized
improve. For example, as we get knowledge. Crystallised intelligence about one's occupation
older, our knowledge of ______ apparently does not decline at all until at least age 75.
increases. Vocabulary is another such specialized form of knowledge.
Research clearly shows that vocabulary develops with time.
Note:
The answer should be a Noun to follow the preposition “of”.
Skim to find that paragraph H deals with the ability increases with age, as mentioned in Q9 as
“unaffected by age or even improve”.
We need an example of that ability (or specialized knowledge), which is stated clearly in the
passage (“vocabulary”).
Answer: vocabulary
Q10. The educational system Paragraph G. 'You could say metamemory is a byproduct of
makes students aware of how going to school,’ says psychologist Robert Kail of Purdue
their memory works. University, ‘The question-and-answer process, especially
exam taking, helps children learn and teaches them how their
 memory functions.’
Note:
First, skim to find that paragraph G deals with mental ability in school settings.
In the text, it is Robert Kail’s idea that Exam taking helps children learn (or be aware of) how
their memory functions (or works).
Answer: E
Q11. Although older people Paragraph B. ‘The older subjects used different internal
may use a different mental strategies to accomplish comparable results at the same
approach when completing a time', Rapoport says.
task, they can still achieve the
same result as younger people
Note:
First, scan with the keyword “older”, “younger” and skim to find that only paragraph B compares
two subjects in specific experiments.
In paragraph B, Rapoport reckons The older subjects (or people) used different internal
strategies (or mental approach) to accomplish (or achieve) comparable (or equivalent, or the
same) results at the same time' (as the young)
Answer: A

Q12. Being open to new ways Paragraph C. A busy mental lifestyle keeps the human mind
of doing things can have a fit, says Warner Schaie of Penn State University. ‘People who
positive impact on your mental regularly participate in challenging tasks retain their
condition as we get older. intellectual abilities better than mental couch potatoes'.
Note:
After skimming, you will notice that paragraph C may contain the answer because at the
beginning, it hints “deterioration in mental functions can actually be reversed”, meaning that it
may deal with some ways to positively impact mental conditions.
It is Schaie who says People who regularly participate in challenging tasks (or open to new
ways of doing things) retain their intellectual abilities better (or positive impact) than mental
couch potatoes’ (or a sedentary, inactive lifestyle).
Answer: C
Q13. Paragraph C. Animals are just like we are. They need
Both animals and humans need stimulation,’ says Diamond.
to exist in an environment full of
interest.
Note:
After skimming, you will notice that paragraph C may contain the answer because at the
beginning, it hints “deterioration in mental functions can actually be reversed”, meaning that it
may deal with some ways to positively impact mental conditions.
After an experiment on rats, Diamond concluded that like animals, people need an environment
full of stimulation (or full of interest) to keep their brain healthy.
Answer: B
Q14. Heritage Farm is different Paragraph B. Everything about Heritage Farm is in stark
from most other nearby farms. contrast to the surrounding acres of intensively farmed
fields of corn and soybean that are typical of modern
 agriculture.
Note:
Scan the keyword “Heritage Farm” to find the information in paragraph B.
It is stated that this farm is in stark contrast to (or completely different from) the surrounding (or
nearby) acres of intensively farmed fields.
Answer: TRUE
Q15. Most non government- Paragraph B. It is home to the Seed Savers Exchange, one
owned seed banks are bigger of the largest non government-owned seed banks in the
than Seed Savers Exchange. United States.
Note:
Scan the keyword “Seed Savers Exchange” to find the information in paragraph B.
It is stated that this organisation is one of the largest non-government-owned seed banks in the
United States, while Q2 says the opposite.
Answer: FALSE
Q16. Diane Ott Whealy's Paragraph C. In 1975 Diane Ott Whealy was given the
grandfather taught her a lot seedlings of two plant varieties that her great grandfather had
about seed varieties. brought to America from Bavaria in 1870
Note:
Scan the keyword “Diane Ott Whealy” to find the information in paragraph C.
It is stated that she was given the seedlings from her grandpa (or grandfather), but there is no
information that he taught her a lot about seed varieties.
Answer: NOT GIVEN

Q17. The seeds people give to Paragraph D. "Each year our members list their seeds in
the Seed Savers Exchange are this,"Diane Ott Whealy says, handing over a copy of the
stored outdoors. Seed Savers Exchange 2010 Yearbook.
Note:
In the passage, it is said that members list their seeds in a copy of the Seed Savers Exchange
2010 Yearbook, while Q4 says the seeds are kept outdoors.
Answer: FALSE
Q18. Diane and her husband Not available information
choose which heirloom seeds to
grow on Heritage Farm.
Note:
Scan the keyword “Heritage Farm” to find the information in paragraph B.
As you can see, only paragraph B contains information of this farm, and it doesn’t provide any
detail as stated in Q5.
Answer: NOT GIVEN
Q19. The seeds are listed in Paragraph D. It is as thick as a big-city telephone directory,
alphabetical order in The Seed with page after page of exotic beans, garlic, potatoes,
Savers Exchange Yearbook. peppers, apples, pears, and plums-each with its own name
and personal history .
Note:
Scan the keyword “The Seed Savers Exchange”, “Yearbook” to find the information in
paragraph D.
In this paragraph, there is no information related to the listing order of the seeds.
Answer: NOT GIVEN
Q20. The Seed Savers Paragraph D. It is as thick as a big-city telephone directory,
Exchange Yearbook describes with page after page of exotic beans, garlic, potatoes,
how each seed was obtained. peppers, apples, pears, and plums-each with its own name
and personal history. For example, there’s an Estonian
Yellow Cherry tomato, which was brought to the seed bank
by “an elderly Russian lady” who lived in Tallinn.
Note:
Scan the keyword “The Seed Savers Exchange”, “Yearbook” to find the information in
paragraph D.
It is stated that personal history (or how each seed was obtained) of the seeds are described in
the Yearbook. The example lets us know how an Estonian Yellow Cherry tomato seed came to
the seed bank, and by whom.
Answer: TRUE
Q21. want fruit and vegetables to be Paragraph E. Found mostly in farmers' markets and
standard in their _____ boutique groceries, heirloom varieties have been
squeezed out of supermarkets in favor of modern
single-variety fruits and vegetables bred to ship well
and have a uniform appearance, not to enhance flavor.
Note:
The answer should be a Noun to follow the possessive pronoun “their”.
In paragraph E, it is stated that heirloom varieties have been squeezed out (or taken out) of
supermarkets in favor of (or to help) fruit and vegetable to have a uniform (or be standard in)
appearance.
Answer: appearance

Q22. while people know about Paragraph E. We’ve been hearing for some time about
plants disappearing from ____ very the loss of flora and fauna in our rainforests. Very little, by
few know about the decline in fruit contrast, is being said or done about the parallel decline in
and vegetable varieties the diversity of the foods we eat.
Note:
The answer should be a Noun to follow the preposition “from”.
It is stated that We’ve been hearing for (or people know) some time about the loss (or the
disappearance) of flora (or plants) and fauna (or animals) in our rainforests.
Answer: rainforests
Q23. less than 100 of the types of Paragraph E. Of the 7,000 different apple varieties that
____ once available in the USA were grown in the 1800s, fewer than a hundred remain.
are still grown
Note:
The answer should be a Noun to come before the noun “types” to indicate types of which fruit.
From the text, we can infer that fewer than a hundred (or less than 100) of apple varieties (or
types of apples) that were grown (or once available in the USA) remain (or are still grown).
Answer: apple
Q24. over ____ of food varieties Paragraph E. Experts estimate that in total we have lost
around the world have more than 50 percent of the world's food varieties over the
disappeared in the last 100 years past century.
Note:
The answer should be a Noun to come before the phrase “of food varieties” to form a noun
phrase.
In the text, it is stated that we have lost more than 50 percent of the world's food varieties, or
they have disappeared over the past century (or in the last 100 years).
Answer: 50 percent
Q25. Rick Ward believes the Paragraph F. Scientists believe that in Asia and Africa
threat to food supplies in Asia and alone, the portion currently in danger could leave one
Africa might lead to a ____ billion people without their primary food source. A famine
with significant humanitarian consequences could follow,
according to Rick Ward of Cornell University.
Note:
The answer should be a Noun to follow the article “a”.
Notice some paraphrases: “supply” – “source”, “A follows B” – “B leads to A”
Answer: famine
Q26. twice the amount of food Paragraph I. The population of the world is expected to
may be needed because of an reach nine billion by 2045. Some experts say we’ll need to
increase in _____ double our food production to keep up with this growth.
Note:
The answer should be Noun to follow the preposition “in” in the Noun phrase “an increase in
something”.
The text says that doubled food production (or twice the amount of food) will be needed to keep
up with (or because of) the growth (or increase) in population.
Answer: population

Q27. The optimum amount of fluorine in fluoridated Paragraph A. The fluorine, when mixed with
water is calculated partly according to water, becomes fluoride and the desired
A how hot the area is. concentration of fluoride in public water is
B how warm the water is. approximately one part per million,
C how many dental problems there are in the depending on the regional temperature
community.
D how much fluorine the community chooses to
have in its water.
Note: It can be seen from the text that the desired concentration of fluoride (or the optimum
amount of fluorine in water) depends on (or is calculated accordingly to) the regional temperature
(or how hot the area is).
Answer: A
Q28. One reason given by the writer for opposing Paragraph B. Three main grounds for
fluoridation is that opposition to fluoridation have been
A it may contribute to tooth decay expressed […] fluoridation is thought
B it will be unacceptably expensive for the public. to be an infringement on individual
C obligatory fluoridation takes away personal freedom. rights because it is compulsory
D excessive fluoride could be added to the water by medication of all members of a
mistake. community.
Note: The topic sentence of paragraph B may reveal that it would deal with the reasons for
opposition of fluoridation.
One of the reasons is fluoridation is thought to be an infringement on (or it violates, or it takes
away) individual rights (or personal freedom) because it is compulsory (or obligatory) medication.
Answer: C
Q29. The writer mentions Kuhn in order to Paragraph E. According to Kuhn, the shift from
A provide a contrast with the view of Collins. one scientific way of thinking to another is not
B support the rational nature of scientific inquiry. made solely on the basis of clear rules of formal
C demonstrate that Kuhn did not argue his case scientific practice, but can include social
adequately. factors, though Kuhn has never developed a full
D show that science can be influenced by non- analysis of what these might be.
scientific considerations
Note: Scan the keyword “Kuhn” to find the answer in paragraph E.
It can be inferred from the text that Kuhn is mentioned as a scientist who put forward the idea that
the shift (change) from one scientific way of thinking to another is not made solely on the basis of
(or is solely influenced by) clear rules of formal scientific practice, but can include social factors (or
non-scientific considerations).
Answer: D
30. What did Sutton's research discover about earlier Paragraph G. study by Sutton in 1960,
studies in North America? which analyzed the classic North American
A There were failings in the way they were carried studies of the effect of fluoridation on tooth
out. decay, and found that each showed
B The scientists involved had achieved unique significant methodological shortcomings.
results.
C. Proponents of fluoridation had not understood its
long-term effects.
D Fluoridation had a greater effect on tooth decay
than previously believed.
Note:
Scan the keyword “Sutton” to find the answer in paragraph G.
The text says that Sutton’s research discovered that classic (or earlier) North American studies had
significant methodological shortcomings (or failings, flaws in the way of carrying out them).
Answer: A
Q31. In the last paragraph, what does the writer say Paragraph I. social values are likely to be
about scientists? bound up in any decision about
A They should reveal their true motivations. fluoridation, so this is not an issue on
B They should not decide the fluoridation policy. which declarations by scientific experts
C They are solely concerned with scientific truths. ought to be considered the final word.
D They cannot reach agreement on the fluoridation
issue.
Note:
It can be inferred from the text that because social values would be considered in any decision
about fluoridation, scientists should not be the ones who make the final word (or determine
policies) related to fluoridation.
Answer: B
Q32. Scientific knowledge should Paragraph F. Because social processes are involved at all
be kept separate from social stages of the creation, evaluation, and establishing of
values. scientific knowledge, social values may also be involved.
Note:
This line from the passage confirms that social processes are involved at all stages of the
creation, evaluation, and establishing of scientific knowledge, so it cannot be excluded (or kept
separate) from scientific knowledge.
Q6 says the opposite.
Answer: NO
Q33. Many sociologists have Paragraph G. sociologists have also downplayed an
disregarded the doubts that important part of the debate by ignoring the number of
some scientists have eminent scientists who have questioned aspects of
concerning fluoridation. fluoridation
Note:
By skimming you will find that sociologists’ opinion would be addressed from paragraph G to the
end of the passage.
In paragraph G, it can be seen that sociologists have downplayed (or disregarded) an important
part of the debate by ignoring (or overlooking) eminent scientists who have questioned aspects
of fluoridation (or the doubts raised by scientists related to fluoridation).
Answer: YES
Q34. Sutton's findings have Not available information.
been given insufficient attention
by scientists outside of North
America.
Note:
Scan to find that Sutton’s findings is mentioned in paragraph G. However, there is no
information confirming that they are given insufficient attention by scientists outside of North
America.
Answer: NOT GIVEN
Q35. There are valid arguments Paragraph H. Both arguments consider the scientific
on both sides of the fluoridation evidence concerning fluoridation but differ in their
debate. assessments of the social benefits and costs.
Note:
Paragraph H summarises both arguments from proponents and opponents and gives that they
all consider the scientific evidence concerning fluoridation, meaning they have a sound basis in
logic or fact (or they are valid).
Answer: YES

Q36. The traditional view of Paragraph D. The traditional view is that science is a special
science is that ____ kind of knowledge, which is established through scientific
methods and objectively applied by members of a scientific
community.
Note:
In paragraph D, the traditional view of science can be inferred that science is a special kind of
knowledge (or discipline), which is established through scientific methods and objectively
applied (or unbiased).
Answer: B
Q37. A sociological view of Paragraph D. In recent years there has been a major
science argues that _____ challenge to this picture by a sociology of science that shows
how scientific knowledge is socially negotiated, and inevitably
linked to the values of the relevant parties, both scientists
and non-scientists.
Note:
It stated that according to a sociological view of science, scientific knowledge is linked to (or
affected by) the values (or beliefs) of the relevant (or concerned) parties (sides, groups, people).
Answer: G
Q38. Collins is of the opinion Paragraph E. Collins (1975) took this concept further when he
that _____ asserted that the outcome of experiments was not something
whose meaning could be immediately comprehended
Note:
According to Collins, (or he is of the opinion that) outcomes of experiments (or the results of
scientific research) are not always immediately comprehended (or understood at first).
Answer: A
Q39. The writer suggests that a Paragraph G. A supporter of fluoridation might argue. The
supporter of fluoridation may evidence for the benefits of fluoridation is quite substantial,
conclude that _____ while the evidence for harm is limited and dubious. I think the
likely benefits outweigh the possible dangers; hence I support
fluoridation because it is the cheapest and easiest way to
make sure every child reaps the benefits.
Note:
It can be inferred from the passage that a supporter may find that the evidence for harm is
limited and dubious (or there is insufficient proof), so that fluoridation should be adopted, and
then no need to support a cautious approach.
Answer: D
Q40. The writer suggests that Paragraph G. An opponent might argue, 'Though the
an opponent of fluoridation may evidence for the benefits of fluoridation is substantial, there is
conclude that ____ some doubt about it. Since fluoridation is not necessary for
good teeth, we should forego the benefits if there is some
slight chance of harm. Some scientists claim that a small
percentage of the population could be harmed by fluoride.
Note:
It can be inferred from the passage that an opponent may find that fluoridation is not necessary
(or optional, not required), then the benefits should be foregone (or given up) if there is some
slight chance of harm, meaning to his/her view, the serious damage fluoride causes far
outweighs any positive effects.
Answer: E