Online GRE Tests - Full Length Test # 6

Choose Antonyms:
1. Rueful

Choose Antonyms:
2. Rife

Sentence Completion
3. Though science is often imagined as a _ exploration of external reality, scientists are no different from anyone else: they are _ human beings enmeshed in a web of personal and social circumstances.

Sentence Completion
4. Furious at the harm being done to his good name, Donald sued to put an end to this _.

Choose Analogies
5. ROCK : PEBBLE ::

Choose Analogies
6. EVIDENCE : VERDICT ::

Reading Comprehension:
In most earthquakes the Earth’s crust cracks like porcelain. Stress builds up until a fracture forms at a depth of a few kilometers and the crust slips to relieve the stress. Some earthquakes, however, take place hundreds of kilometers down in the Earth’s mantle, where high pressure makes rock so ductile that it flows instead of cracking, even under stress severe enough to deform it like putty. How can there be earthquakes at such depths?
That such deep events do occur has been accepted only since 1927, when the seismologist Kiyoo Wadati convincingly demonstrated their existence. Instead of comparing the arrival times of seismic waves at different locations, as earlier researchers had done. Wadati relied on a time difference between the arrival of primary (P) waves and the slower secondary (S) waves. Because P and S waves travel at different but fairly constant speeds, the interval between their arrivals increases in proportion to the distance from the earthquake focus, or rupture point.
For most earthquakes, Wadati discovered, the interval was quite short near the epicenter, the point on the surface where shaking is strongest. For a few events, however, the delay was long even at the epicenter. Wadati saw a similar pattern when he analyzed data on the intensity of shaking. Most earthquakes had a small area of intense shaking, which weakened rapidly with increasing distance from the epicenter, but others were characterized by a lower peak intensity, felt over a broader area. Both the P-S intervals and the intensity patterns suggested two kinds of earthquakes: the more common shallow events, in which the focus lay just under the epicenter, and deep events, with a focus several hundred kilometers down.
The question remained: how can such quakes occur, given that mantle rock at a depth of more than 50 kilometers is too ductile to store enough stress to fracture? Wadati’s work suggested that deep events occur in areas (now called Wadati-Benioff zones) where one crustal plate is forced under another and descends into the mantle. The descending rock is substantially cooler than the surrounding mantle and hence is less ductile and much more liable to fracture.

7. The passage is primarily concerned with

Reading Comprehension:
In most earthquakes the Earth’s crust cracks like porcelain. Stress builds up until a fracture forms at a depth of a few kilometers and the crust slips to relieve the stress. Some earthquakes, however, take place hundreds of kilometers down in the Earth’s mantle, where high pressure makes rock so ductile that it flows instead of cracking, even under stress severe enough to deform it like putty. How can there be earthquakes at such depths?
That such deep events do occur has been accepted only since 1927, when the seismologist Kiyoo Wadati convincingly demonstrated their existence. Instead of comparing the arrival times of seismic waves at different locations, as earlier researchers had done. Wadati relied on a time difference between the arrival of primary (P) waves and the slower secondary (S) waves. Because P and S waves travel at different but fairly constant speeds, the interval between their arrivals increases in proportion to the distance from the earthquake focus, or rupture point.
For most earthquakes, Wadati discovered, the interval was quite short near the epicenter, the point on the surface where shaking is strongest. For a few events, however, the delay was long even at the epicenter. Wadati saw a similar pattern when he analyzed data on the intensity of shaking. Most earthquakes had a small area of intense shaking, which weakened rapidly with increasing distance from the epicenter, but others were characterized by a lower peak intensity, felt over a broader area. Both the P-S intervals and the intensity patterns suggested two kinds of earthquakes: the more common shallow events, in which the focus lay just under the epicenter, and deep events, with a focus several hundred kilometers down.
The question remained: how can such quakes occur, given that mantle rock at a depth of more than 50 kilometers is too ductile to store enough stress to fracture? Wadati’s work suggested that deep events occur in areas (now called Wadati-Benioff zones) where one crustal plate is forced under another and descends into the mantle. The descending rock is substantially cooler than the surrounding mantle and hence is less ductile and much more liable to fracture.

8. The author uses the comparisons to porcelain and putty (lines 2 and 8) in order to

Reading Comprehension:
In most earthquakes the Earth’s crust cracks like porcelain. Stress builds up until a fracture forms at a depth of a few kilometers and the crust slips to relieve the stress. Some earthquakes, however, take place hundreds of kilometers down in the Earth’s mantle, where high pressure makes rock so ductile that it flows instead of cracking, even under stress severe enough to deform it like putty. How can there be earthquakes at such depths?
That such deep events do occur has been accepted only since 1927, when the seismologist Kiyoo Wadati convincingly demonstrated their existence. Instead of comparing the arrival times of seismic waves at different locations, as earlier researchers had done. Wadati relied on a time difference between the arrival of primary (P) waves and the slower secondary (S) waves. Because P and S waves travel at different but fairly constant speeds, the interval between their arrivals increases in proportion to the distance from the earthquake focus, or rupture point.
For most earthquakes, Wadati discovered, the interval was quite short near the epicenter, the point on the surface where shaking is strongest. For a few events, however, the delay was long even at the epicenter. Wadati saw a similar pattern when he analyzed data on the intensity of shaking. Most earthquakes had a small area of intense shaking, which weakened rapidly with increasing distance from the epicenter, but others were characterized by a lower peak intensity, felt over a broader area. Both the P-S intervals and the intensity patterns suggested two kinds of earthquakes: the more common shallow events, in which the focus lay just under the epicenter, and deep events, with a focus several hundred kilometers down.
The question remained: how can such quakes occur, given that mantle rock at a depth of more than 50 kilometers is too ductile to store enough stress to fracture? Wadati’s work suggested that deep events occur in areas (now called Wadati-Benioff zones) where one crustal plate is forced under another and descends into the mantle. The descending rock is substantially cooler than the surrounding mantle and hence is less ductile and much more liable to fracture.

9. It can be inferred from the passage that if the S waves from an earthquake arrive at a given location long after the P waves, which of the following must be true?

Choose Antonyms:
10. Upshot

Choose Antonyms:
11. Assimilate

Choose Antonyms:
12. Impair

Choose Analogies
13. SURPRISING : SHOCKING ::

Choose Analogies
14. CORRECT : ERROR ::

Sentence Completion
15. n most Native American culture, an article used in payer or ritual is made with extraordinary attention to and richness of detail: it is decorated more _ than a similar article intended for _ use.

Sentence Completion
16. There are different and …….. versions about what happened in the city, but one thing is certain: it is a dastardly act that must be condemned …..

Reading Comprehension:
One of the many theories about alcoholism is the learning and reinforcement theory, which explains alcoholism by considering alcohol ingestion as a reflex response to some stimulus and as a way to reduce an inner drive state such as fear or anxiety. Characterizing life situations in terms of approach and avoidance, this theory holds that persons tend to be drawn to pleasant situations and repelled by unpleasant ones. In the latter case, alcohol ingestion is said to reduce the tension or feelings of unpleasantness and to replace them with the feeling of euphoria generally observed in most persons after they have consumed one or more drinks.
Some experimental evidence tends to show that alcohol reduces fear in the approach-avoidance situation. Conger trained one group of rats to approach a food goal and, using aversion conditioning, trained another group to avoid electric shock. After an injection of alcohol the pull away from the shock was measurable weaker, while the pull toward the food was unchanged.
The obvious troubles experienced by alcoholic persons appear to contradict the learning theory in the explanation of alcoholism. The discomfort, pain, and punishment they experience should presumably serve as a deterrent to drinking. The fact that alcoholic persons continue to drink in the face of family discord, loss of employment, illness, and other sequels of repeated bouts is explained by the proximity of the drive reduction to the consumption of alcohol; that is, alcohol has the immediate effect of reducing tension while the unpleasant consequences of drunken behavior come only later. The learning paradigm, therefore, favors the establishment and repetition of the resort to alcohol.
In fact, the anxieties and feelings of guilt induced by the consequences of excessive alcohol ingestion may themselves become the signal for another bout of alcohol abuse. The way in which the cue for another bout could be the anxiety itself is explained by the process of stimulus generalization: conditions or events occurring at the time of reinforcement tend to acquire the characteristics of state of anxiety or fear, the emotional state itself takes on the properties of a stimulus, thus triggering another drinking bout.
The role of punishment is becoming increasingly important in formulating a cause of alcoholism based on the principles of learning theory. While punishment may serve to suppress a response, experiments have shown that in some cases it can serve as a reward and reinforce the behavior. Thus if the alcoholic person has learned to drink under conditions of both reward and punishment, either type of condition may precipitate renewed drinking.
Ample experimental evidence supports the hypothesis that excessive alcohol consumption can be learned. By gradually increasing the concentration of alcohol in drinking water, psychologists have been able to induce the ingestion of larger amounts of alcohol by an animal than would be normally consumed. Other researchers have been able to achieve similar results by varying the schedule of reinforcement-that is, by requiring the animal to consume larger and larger amounts of the alcohol solutions before rewarding it. In this manner, animals learn to drink enough to become dependent on alcohol in terms of demonstrating withdrawal symptoms.

17. The primary purpose of the passage is to

Reading Comprehension:
One of the many theories about alcoholism is the learning and reinforcement theory, which explains alcoholism by considering alcohol ingestion as a reflex response to some stimulus and as a way to reduce an inner drive state such as fear or anxiety. Characterizing life situations in terms of approach and avoidance, this theory holds that persons tend to be drawn to pleasant situations and repelled by unpleasant ones. In the latter case, alcohol ingestion is said to reduce the tension or feelings of unpleasantness and to replace them with the feeling of euphoria generally observed in most persons after they have consumed one or more drinks.
Some experimental evidence tends to show that alcohol reduces fear in the approach-avoidance situation. Conger trained one group of rats to approach a food goal and, using aversion conditioning, trained another group to avoid electric shock. After an injection of alcohol the pull away from the shock was measurable weaker, while the pull toward the food was unchanged.
The obvious troubles experienced by alcoholic persons appear to contradict the learning theory in the explanation of alcoholism. The discomfort, pain, and punishment they experience should presumably serve as a deterrent to drinking. The fact that alcoholic persons continue to drink in the face of family discord, loss of employment, illness, and other sequels of repeated bouts is explained by the proximity of the drive reduction to the consumption of alcohol; that is, alcohol has the immediate effect of reducing tension while the unpleasant consequences of drunken behavior come only later. The learning paradigm, therefore, favors the establishment and repetition of the resort to alcohol.
In fact, the anxieties and feelings of guilt induced by the consequences of excessive alcohol ingestion may themselves become the signal for another bout of alcohol abuse. The way in which the cue for another bout could be the anxiety itself is explained by the process of stimulus generalization: conditions or events occurring at the time of reinforcement tend to acquire the characteristics of state of anxiety or fear, the emotional state itself takes on the properties of a stimulus, thus triggering another drinking bout.
The role of punishment is becoming increasingly important in formulating a cause of alcoholism based on the principles of learning theory. While punishment may serve to suppress a response, experiments have shown that in some cases it can serve as a reward and reinforce the behavior. Thus if the alcoholic person has learned to drink under conditions of both reward and punishment, either type of condition may precipitate renewed drinking.
Ample experimental evidence supports the hypothesis that excessive alcohol consumption can be learned. By gradually increasing the concentration of alcohol in drinking water, psychologists have been able to induce the ingestion of larger amounts of alcohol by an animal than would be normally consumed. Other researchers have been able to achieve similar results by varying the schedule of reinforcement-that is, by requiring the animal to consume larger and larger amounts of the alcohol solutions before rewarding it. In this manner, animals learn to drink enough to become dependent on alcohol in terms of demonstrating withdrawal symptoms.

18. The passage contains information that answers which of the following questions?

Reading Comprehension:
One of the many theories about alcoholism is the learning and reinforcement theory, which explains alcoholism by considering alcohol ingestion as a reflex response to some stimulus and as a way to reduce an inner drive state such as fear or anxiety. Characterizing life situations in terms of approach and avoidance, this theory holds that persons tend to be drawn to pleasant situations and repelled by unpleasant ones. In the latter case, alcohol ingestion is said to reduce the tension or feelings of unpleasantness and to replace them with the feeling of euphoria generally observed in most persons after they have consumed one or more drinks.
Some experimental evidence tends to show that alcohol reduces fear in the approach-avoidance situation. Conger trained one group of rats to approach a food goal and, using aversion conditioning, trained another group to avoid electric shock. After an injection of alcohol the pull away from the shock was measurable weaker, while the pull toward the food was unchanged.
The obvious troubles experienced by alcoholic persons appear to contradict the learning theory in the explanation of alcoholism. The discomfort, pain, and punishment they experience should presumably serve as a deterrent to drinking. The fact that alcoholic persons continue to drink in the face of family discord, loss of employment, illness, and other sequels of repeated bouts is explained by the proximity of the drive reduction to the consumption of alcohol; that is, alcohol has the immediate effect of reducing tension while the unpleasant consequences of drunken behavior come only later. The learning paradigm, therefore, favors the establishment and repetition of the resort to alcohol.
In fact, the anxieties and feelings of guilt induced by the consequences of excessive alcohol ingestion may themselves become the signal for another bout of alcohol abuse. The way in which the cue for another bout could be the anxiety itself is explained by the process of stimulus generalization: conditions or events occurring at the time of reinforcement tend to acquire the characteristics of state of anxiety or fear, the emotional state itself takes on the properties of a stimulus, thus triggering another drinking bout.
The role of punishment is becoming increasingly important in formulating a cause of alcoholism based on the principles of learning theory. While punishment may serve to suppress a response, experiments have shown that in some cases it can serve as a reward and reinforce the behavior. Thus if the alcoholic person has learned to drink under conditions of both reward and punishment, either type of condition may precipitate renewed drinking.
Ample experimental evidence supports the hypothesis that excessive alcohol consumption can be learned. By gradually increasing the concentration of alcohol in drinking water, psychologists have been able to induce the ingestion of larger amounts of alcohol by an animal than would be normally consumed. Other researchers have been able to achieve similar results by varying the schedule of reinforcement-that is, by requiring the animal to consume larger and larger amounts of the alcohol solutions before rewarding it. In this manner, animals learn to drink enough to become dependent on alcohol in terms of demonstrating withdrawal symptoms.

19. It can be inferred from the passage that aversion conditioning is based primarily on the principle that

Choose Antonyms:
20. VOLUBLE

Choose Antonyms:
21. FEASIBLE

Choose Antonyms:
22. Conditional

Choose Antonyms:
23. Penchant

Sentence Completion
24. Until he learned to be more _ about writing down his homework assignments, James seldom knew when any assignment was due.

Sentence Completion
25. Jones was unable to recognize the contradictions in his attitudes that were obvious to everyone else; even the hint of an untruth was _ to him, but he _ serious trouble by always cheating on his taxes.

Choose Analogies
26. TOLERANCE : BICOT ::

Choose Analogies
27. NEWSPAPER : BYLINES ::

Reading Comprehension:
Methods for typing blood were developed around the turn of the century, about the same time that fingerprints were first used for identification. Only in the last decade or two, however, have scientists begun to believe that genetic markers in blood and other bodily fluids may someday prove as useful in crime detection as fingerprints.
The standard ABO blood typing has long been used as a form of negative identification. Added sophistication came with the discovery of additional subgroups of genetic markers in blood and with the discovery that genetic markers are present not only in blood but also in other bodily fluids, such as perspiration and saliva.
These discoveries were of little use in crime detection, however, because of the circumstances in which police scientists must work. Rather than a plentiful sample of blood freshly drawn from a patient, the crime laboratory is likely to receive only a tiny fleck of dried blood of unknown age from an unknown (line 37)”donor” on a shirt or a scrap of rag that has spent hours or days exposed to air, high temperature, and other contaminants.
British scientists found a method for identifying genetic markers more precisely in small samples. In this process, called electrophoresis, a sample is placed on a tray containing a gel through which an electrical current is then passed. A trained analyst reads the resulting patterns in the gel to determine the presence of various chemical markers.
Electrophoresis made it possible to identify several thousand subgroups of blood types rather than the twelve known before. However, the equipment and special training required were expensive. In addition, the process could lead to the destruction of evidence. For example, repeated tests of a blood-flecked shirt-one for each marker-led to increasing deterioration of the evidence and the cost of a week or more of laboratory time.
It remained for another British researcher, Brian Wrexall, to demonstrate that simultaneous analyses, using an inexpensive electrophoresis apparatus, could test for ten different genetic markers within a 24-hour period. This development made the study of blood and other fluid samples an even more valuable tool for crime detection.

28 The author of the passage is primarily concerned with describing

29 It can be inferred from the passage that electrophoresis resembles fingerprinting in that both

30. The author sets off the word “donor” (line 37) with quotation marks in order to

Quantitative Comparison Questions
Directions: Each question of this type consists of two quantities, one in Column A and one in Column B. Compare the two quantities and indicate:
31
Column A |x 8|
Column B |8 x|

Quantitative Comparison Questions
Directions: Each question of this type consists of two quantities, one in Column A and one in Column B. Compare the two quantities and indicate:
32
Column A Sum of integers from 1 to 100
Column B 1000

33.
In the equation above, k is a constant. If y = 17 when x = 2, what is the value of y when x = 4 ?

Quantitative Comparison Questions
Directions: Each question of this type consists of two quantities, one in Column A and one in Column B. Compare the two quantities and indicate:

34. Riya drove 117 miles between 8:15 a.m and 10:30 a.m. without stopping. Column A 60
Column B Riya’s average speed in miles per hour

35. If n is a prime number greater than 3, what is the remainder when ( n ^ 2 ) is divided by 12?

36. The average (arithmetic mean) of 4 positive integers is 50. If the average of 2 of these integers is 45, what is the greatest possible value that one of the other 2 integers can have ?

37. Machine A working alone can complete a job in hours. Machine B working alone can do the same job in hours. How long will it take both machines working together at their respective constant rates to complete the job?

38. A retailer sold an appliance for 30 percent above cost, which represented a gross profit of $21.00. For what price did the retailer sell the appliance?

39. Of the people who responded to a market survey, 120 preferred Brand X and the rest preferred Brand Y. If the respondents indicated a preference for Brand X over Brand Y by a ratio of 3 to 1, how many people responded to the survey ?

Quantitative Comparison Questions
Directions: Each question of this type consists of two quantities, one in Column A and one in Column B. Compare the two quantities and indicate:

40. John plans to drive a total of 350 miles. He has completed 2/5 of his trip in 2.5 hours.
Column A 60
Column B 60 John’s average speed in miles per hour

Quantitative Comparison Questions
Directions: Each question of this type consists of two quantities, one in Column A and one in Column B. Compare the two quantities and indicate:

41. x>0
Column A 7 square root(x)
Column B square root (3x)

Quantitative Comparison Questions
Directions: Each question of this type consists of two quantities, one in Column A and one in Column B. Compare the two quantities and indicate:

42. Column A 1/3 of x
Column B 35% of x

Quantitative Comparison Questions
Directions: Each question of this type consists of two quantities, one in Column A and one in Column B. Compare the two quantities and indicate:

43. x > 1 and y > 1(y) ^ x
Column A y ^ (x+1)
Column B (y) ^ x

Question is based on the graph represented below:

44. If Action Athletics had $320,320 in Youth Activewear revenue, what was its total apparel revenue ?

Question is based on the graph represented below:

45. If Action Athletics had $174,720 in Adult Headwear revenue, what percent of its apparel revenue was from Adult Headwear?

Quantitative Comparison Questions
Directions: Each question of this type consists of two quantities, one in Column A and one in Column B. Compare the two quantities and indicate:

46.
Column A ( t ^ 6 ) ^ 2
Column B ( t ^ 8 ) ( t ^ 4 )

Quantitative Comparison Questions
Directions: Each question of this type consists of two quantities, one in Column A and one in Column B. Compare the two quantities and indicate:
47
Column A The number of primes between 40 and 50
Column B The number of primes between 1and6

Quantitative Comparison Questions
Directions: Each question of this type consists of two quantities, one in Column A and one in Column B. Compare the two quantities and indicate:

48. a > 0 and b > 0
Column A Square root (a) + square root (b)
Column B square root (a+b)

Quantitative Comparison Questions
Directions: Each question of this type consists of two quantities, one in Column A and one in Column B. Compare the two quantities and indicate:

49. The equation of line l is y = (2/3) x – 1
Line m is perpendicular to the line y = 3/2)x + 1.
Column A the slope of line l
Column B the slope of line m

Questions : See the graphs to answer the questions.
The first table gives the percentage of students in the class of M.B.A who sought employment in the areas of Finance, Marketing and Software. The second table given the average starting salaries of the students per month, in these areas.

50. The approx. number of students who got jobs in finance is less than the number of students getting marketing jobs, in the five years, by

51. What is the percent increase in the average salary of Finance from 1992 to 1996?

52. If x and y are negative integers, which of the following must be true?
I. II. III.

53. If m is 11 percent greater than 80, then m =

54. A certain vehicle uses 12 gallons of gasoline in traveling 240 miles. In order for the vehicle to travel the same distance using 10 gallons of gasoline, by how many miles per gallon must the vehicle’s gas mileage be increased?

55. A farmer used 1,034 acres of land for chickpea, safflower seeds, and maize in the ratio of 5 : 2 : 4, respectively. How many acres were used for maize?

56. A certain store sells all pencils at one price and all books at another price. On Monday the store sold 12 pencils and 10 books for a total of $38.00, and on Tuesday the store sold 20 pencils and 15 books for a total of $60.00. At this store, how much less does a pencil sell for than a book?

Quantitative Comparison Questions
Directions: Each question of this type consists of two quantities, one in Column A and one in Column B. Compare the two quantities and indicate:

57. Points (4, c) and (0, d) are on line n. The slope of line n is 3/4

Column A c d
Column B 3

Quantitative Comparison Questions
Directions: Each question of this type consists of two quantities, one in Column A and one in Column B. Compare the two quantities and indicate:

58. X = {15, 20, 20, 13}
Column A the median of set X
Column B the mode of set X