AnswersSLPS-1001315-English 1 B -CRSummarizing Central Ideas and Purpose: The Hot Zone

Summarizing Central Ideas and Purpose: The Hot Zone — Unit test Answers

0 verified answers1 views
1
Free Preview

Read the excerpt from The Hot Zone.Nancy took a breath and gathered her thoughts. She imagined that passing through the gray-zone door into Level 4 was like a space walk, except that instead of going into outer space, you went into inner space, which was full of the pressure of life trying to get inside your suit. People went into Level 4 areas all the time at the Institute, particularly the civilian animal caretakers. But going into a containment zone to perform a necropsy on an animal that had died of an amplified unknown hot agent was something a little different. This was high-hazard work.

A
amplified unknown hot agent; high-hazard work
B
like a space walk; trying to get inside your suit
C
going into a containment zone; perform a necropsy
D
imagined that passing; civilian animal caretakers
2
Free Preview

Read the excerpt from Silent Spring.There had been several sudden and unexplained deaths, not only among adults but even among children, who would be stricken suddenly while at play and die within a few hours.

A
The sentence proves that the author is knowledgeable.
B
The sentence creates an image of children at play.
C
The sentence discusses the death of children.
D
The sentence offers facts about diseases adults contract.
3

Read the sentences below.The new safety requirements were enacted based on scientists’ recommendations. Fewer accidents occurred.

A
The new safety requirements were enacted based on scientists’ recommendations; fewer accidents occurred.
B
Based on the scientists’ recommendations, the new safety requirements were enacted, and fewer accidents occurred.
C
Based on the scientists’ recommendations, the new safety requirements were enacted so that fewer accidents occurred.
D
The new safety requirements were enacted based on scientists’ recommendations, and fewer accidents occurred.
4

Read the lines from “Sea Fever” by John Masefield.I must go down to the seas again, to the lonely sea and the sky,And all I ask is a tall ship and a star to steer her by;

A
Both lines use alliteration as a sound device.
B
Both lines use assonance as a sound device.
C
The first line contains alliteration, and the second line contains assonance.
D
The first line contains assonance, and the second line contains alliteration.
5

Read the sentence.I had to prove my identity to gain entrance to the building I was required to fill out an impressive number of forms.

A
I had to prove my identity to gain entrance to the building, I was required to fill out an impressive number of forms.
B
I had to prove my identity to gain entrance to the building; I was required to fill out an impressive number of forms.
C
I had to prove my identity, to gain entrance to the building I was required to fill out an impressive number of forms.
D
I had to prove my identity: to gain entrance to the building I was required to fill out an impressive number of forms.
6

Read the excerpt from "A Case for Waawaatesi."Nocturnal animals sleep during the day and are active at night. Light pollution radically alters their world by turning night into day.

A
logos and reason.
B
ethos and credibility.
C
pathos and ethos.
D
logos and pathos.
7

Which excerpt from Winona LaDuke’s "A Case for Waawaatesi” best appeals to readers’ logic?

A
Think of it this way, your ancestors navigated by the stars, and today most people won’t walk outside without a GPS. That’s a crazy loss of direction or skill at some level for sure.
B
Nocturnal animals sleep during the day and are active at night. Light pollution radically alters their world by turning night into day.
C
It’s things like frogs, who make it their business to croak at night, particularly when mating. Artificial lights disrupt their mojo and that means less frogs and reduced populations.
D
Migratory birds depend on cues from properly timed seasonal schedules. Artificial lights can cause them to migrate too early or too late and miss ideal climate conditions for nesting, foraging and other behaviors.
10

Which statements describe the poem? Select three options.

A
The poem has an abcb rhyme scheme.
B
Every line length is the same.
C
Each stanza is a quatrain.
D
The poem contains two stanzas.
E
The meter is fixed throughout the poem.
11

Read the paragraph from The Hot Zone.At six-thirty, he gave an order to move out, and the column of vehicles left Fort Detrick's main gate and headed south, toward the Potomac River. It consisted of a line of ordinary automobiles—the officers' family cars, with the officers inside wearing civilian clothes, looking like commuters. The line of cars followed behind two unmarked military vehicles. One was a supply van and the other was a snow-white ambulance. It was an unmarked Level 4 biocontainment ambulance. Inside it there were an Army medical-evacuation team and a biocontainment pod known as a bubble stretcher. This was a combat medical stretcher enclosed by a biocontainment bubble made of clear plastic. If someone was bitten by a monkey, he would go into the bubble, and from there he would be transferred to the Slammer. The supply van was a white unmarked refrigerator truck. This was to hold dead monkeys and tubes of blood.

A
to help the reader visualize the thorough precautions that were in place
B
to persuade the reader that safety precautions should always be followed
C
to inform the reader of what could happen if precautions were overlooked
D
to explain in great detail why such precautions were needed for the situation
14

Read the poem.Snowflakes cascadeMy yard is changed.A backyard reality is rearranged.Neglected bikes wear blankets of snow,Hopscotch lines cower and hide,The toys in the yard . . . lost until spring.

A
2
B
3
C
4
D
6

Did you find these answers helpful?

Summarizing Central Ideas and Purpose: The Hot…