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READIN G SECTIO N
Practice Test #9
For the TOEFL® Reading Section

Practice Test #9
For the TOEFL®
Reading Section

1
Practice Test #9
For the TOEFL® Reading Section

The TOEFL Reading Section:

Directions

In this section, you will be able to demonstrate your ability to understand academic passages in English.

There are two passages in this section. You have 36 minutes to complete the entire section. You may read
the passages and answer the questions in any order you choose but plan to spend about 18 minutes on
each passage and the accompanying questions.

Most questions are worth one point, but the last question for each passage is worth more than one point.
The directions for the last question indicate how many points you may receive.

At the end of this practice test, you will find an answer key, information to help determine your score and
explanations of the answers.

Turn the page to begin the reading section.

2
Practice Test #9
For the TOEFL® Reading Section

Discovery and Orbits of Asteroids

In the late 1700s, many astronomers were hunting for an additional planet they thought should exist in
the gap between the orbits of Mars and Jupiter. The Sicilian astronomer, Giovanni Piazzi, thought he had
found this missing planet in 1801 when he discovered the first asteroid (or as it was later called, “minor
planet”) orbiting the Sun. His discovery, which he named Ceres, was quickly followed by the detection of
three other little planets in similar orbits. Clearly, there was not a single missing planet between Mars and
Jupiter but rather a whole group of objects, each much smaller than our Moon. By 1890, more than 300 of
these minor planets or asteroids had been discovered by sharp-eyed observers. In that year, Max Wolf of
Germany introduced astronomical photography to the search for asteroids, greatly accelerating the
discovery of these dim objects. In the twenty-first century, searchers use computer-driven electronic
cameras, another leap in technology. More than half a million asteroids now have well-determined orbits.
And many of these foreign objects are located in the area of space, which is commonly referred to as the
asteroid belt, or the main belt, to distinguish this particular area in space from other asteroid populations
like near-Earth asteroids and trojan asteroids.

Asteroids are as different as black and white. The majority are very dark, with a reflectivity of only 3 to 4%,
like a lump of coal. However, others shine brighter. The dark asteroids are usually referred to as primitive
bodies -- those that have changed little chemically since the beginning of the solar system -- composed of
silicates, a type of mineral that combines silicon and oxygen and helps form rocks here on Earth. Two of
the largest asteroids, Ceres and Pallas, are primitive, as are almost all of the asteroids in the outer part of
the belt. The second most populous group is the S-type asteroids, where “S” stands for a stony or silicate
composition. The S-type asteroids are also chemically primitive, but their different composition indicates
that they were probably formed in a different location in the solar system from the C-type asteroids.
Asteroids of a third class, much less numerous than those of the first two, are composed primarily of
metal and are called M-type asteroids (“M” for metallic). Since a metal asteroid, like an airplane or ship, is a
much better reflector of radar than a stony object, it appears bright when we aim a radar beam at it.

The asteroids all revolve about the Sun in the same direction as the planets, and most of their orbits lie
near the plane in which Earth and other planets circle. The majority of asteroids are in the asteroid belt,
the region between Mars and Jupiter that contains all asteroids with orbital periods between 3.3 to 6
years. Although more than 75% of the known asteroids are in the belt, they are not closely spaced. The
volume of the belt is actually very large, and the typical spacing between objects is several million
kilometers. This was fortunate for space crafts like Galileo, Cassini, Rosetta, and New Horizons, which
needed to travel through the asteroid belt.

3
Practice Test #9
For the TOEFL® Reading Section

Still, over the long history of our solar system, there have been a good number of collisions among the
asteroids themselves. In 1918, the Japanese astronomer Kiyotsugu Hirayama found that some asteroids
fall into families, groups with similar orbital characteristics. He hypothesized that each family may have
resulted from the breakup of a larger body or, more likely, from the collision of two asteroids. Slight
differences in the speeds with which the various fragments left the collision scene to account for the small
spread in orbits now observed for the different asteroids in a given family. Several dozen families exist,
and observations have shown that individual members of most families have similar compositions, as we
would expect if they were fragments of a common parent.

Source: Fraknoi, A., Morrison, D., & Wolff, S.C. (2016).

Reading Paragraph 1

In the late 1700s, many astronomers were hunting for an additional planet they thought should exist in
the gap between the orbits of Mars and Jupiter. The Sicilian astronomer, Giovanni Piazzi, thought he had
found this missing planet in 1801 when he discovered the first asteroid (or as it was later called, “minor
planet”) orbiting the Sun. His discovery, which he named Ceres, was quickly followed by the detection of
three other little planets in similar orbits. Clearly, there was not a single missing planet between Mars and
Jupiter but rather a whole group of objects, each much smaller than our Moon. By 1890, more than 300 of
these minor planets or asteroids had been discovered by sharp-eyed observers. In that year, Max Wolf of
Germany introduced astronomical photography to the search for asteroids, greatly accelerating the
discovery of these dim objects. In the twenty-first century, searchers use computer-driven electronic
cameras, another leap in technology. More than half a million asteroids now have well-determined orbits.
And many of these foreign objects are located in the area of space, which is commonly referred to as the
asteroid belt, or the main belt, to distinguish this particular area in space from other asteroid populations
like near-Earth asteroids and trojan asteroids.

1. The word detection in paragraph 1 is closest in meaning to

a. Alignment
b. Pairing
c. Recognition
d. Analysis

4
Practice Test #9
For the TOEFL® Reading Section

Reading Paragraph 1

In the late 1700s, many astronomers were hunting for an additional planet they thought should exist in
the gap between the orbits of Mars and Jupiter. The Sicilian astronomer, Giovanni Piazzi, thought he had
found this missing planet in 1801 when he discovered the first asteroid (or as it was later called, “minor
planet”) orbiting the Sun. His discovery, which he named Ceres, was quickly followed by the detection of
three other little planets in similar orbits. Clearly, there was not a single missing planet between Mars and
Jupiter but rather a whole group of objects, each much smaller than our Moon. By 1890, more than 300 of
these minor planets or asteroids had been discovered by sharp-eyed observers. In that year, Max Wolf of
Germany introduced astronomical photography to the search for asteroids, greatly accelerating the
discovery of these dim objects. In the twenty-first century, searchers use computer-driven electronic
cameras, another leap in technology. More than half a million asteroids now have well-determined orbits.
And many of these foreign objects are located in the area of space, which is commonly referred to as the
asteroid belt, or the main belt, to distinguish this particular area in space from other asteroid populations
like near-Earth asteroids and trojan asteroids.

2. According to paragraph 1, which of the following is true?

a. Astronomers were searching for a planet between Mars and Jupiter in the 17th century
b. Sicilian astronomer Giovanni Piazzi discovered a large new planet in 1801
c. Giovanni Piazzi was an astronomer who named his discovery Ceres
d. Minor planets were found orbiting the Moon

3. According to paragraph 1, how did technology help advance the study of astronomy?

a. Astronomical photography and electronic cameras aided astronomers in finding faint objects
b. Computer-driven cameras introduced in the 21st century detected missing planets
c. The development of astronomical photography led to the discovery of asteroids
d. German astronomer Max Wolf invented cameras that were used specifically for astronomy

5
Practice Test #9
For the TOEFL® Reading Section

Reading Paragraph 2

Asteroids are as different as black and white. The majority are very dark, with a reflectivity of only 3 to 4%,
like a lump of coal. However, others shine brighter. The dark asteroids are usually referred to as primitive
bodies -- those that have changed little chemically since the beginning of the solar system -- composed of
silicates, a type of mineral that combines silicon and oxygen and helps form rocks here on Earth. Two of
the largest asteroids, Ceres and Pallas, are primitive, as are almost all of the asteroids in the outer part of
the belt. The second most populous group is the S-type asteroids, where “S” stands for a stony or silicate
composition. The S-type asteroids are also chemically primitive, but their different composition indicates
that they were probably formed in a different location in the solar system from the C-type asteroids.
Asteroids of a third class, much less numerous than those of the first two, are composed primarily of
metal and are called M-type asteroids (“M” for metallic). Since a metal asteroid, like an airplane or ship, is a
much better reflector of radar than a stony object, it appears bright when we aim a radar beam at it.

4. Why does the author say, “like a lump of coal” in paragraph 2?

a. To provide an approximate size comparison for asteroids

b. To suggest that asteroids have a texture similar to coal
c. As proof that other asteroids shine brighter
d. To provide a comparison of the color and reflectivity of dark asteroids

5. What does the author say about asteroids in paragraph 2?

a. Few are dark because they have a low reflectivity

b. The two largest asteroids that we know of are Ceres and Pallas
c. Asteroids that have undergone little chemical change are typically called primitive bodies
d. The most common group of asteroids is the S-type

6
Practice Test #9
For the TOEFL® Reading Section

Reading Paragraph 3

The asteroids all revolve about the Sun in the same direction as the planets, and most of their orbits lie
near the plane in which Earth and other planets circle. The majority of asteroids are in the asteroid belt,
the region between Mars and Jupiter that contains all asteroids with orbital periods between 3.3 to 6
years. Although more than 75% of the known asteroids are in the belt, they are not closely spaced. The
volume of the belt is actually very large, and the typical spacing between objects is several million
kilometers. This was fortunate for space crafts like Galileo, Cassini, Rosetta, and New Horizons, which
needed to travel through the asteroid belt.

6. According to paragraph 3, most asteroids are located where?

a. In an asteroid belt close to and around the Sun

b. Between Jupiter and Mars in the asteroid belt
c. In the asteroid belt between Earth and the Sun
d. Outside the asteroid belt between Jupiter and Mars

7. All of the following are mentioned in paragraph 3 EXCEPT

a. Most asteroids are in the area between Mars and Jupiter

b. Greater than three-quarters of the known asteroids are located within the asteroid belt
c. The asteroids within the belt are typically millions of kilometers away from each other
d. Some spacecrafts have had trouble navigating around the asteroids in the belt

7
Practice Test #9
For the TOEFL® Reading Section

Reading Paragraph 4

Still, over the long history of our solar system, there have been a good number of collisions among the
asteroids themselves. In 1918, the Japanese astronomer Kiyotsugu Hirayama found that some asteroids
fall into families, groups with similar orbital characteristics. He hypothesized that each family may have
resulted from the breakup of a larger body or, more likely, from the collision of two asteroids. Slight
differences in the speeds with which the various fragments left the collision scene to account for the small
spread in orbits now observed for the different asteroids in a given family. Several dozen families exist,
and observations have shown that individual members of most families have similar compositions, as we
would expect if they were fragments of a common parent.

8. What was Kiyotsugu Hirayama’s explanation for his findings?

a. The speed of an asteroid allowed it to be grouped into a family

b. There were about a dozen categories of families
c. Breakups and collisions of asteroids created families
d. Families of asteroids tend to be made up of the same elements

9. Look at the four squares (A, B, C, D) that indicate where the following sentence could be added to
the passage.

This knowledge spurred a search for more “missing planets.”

Where would the sentence best fit?

The Sicilian astronomer Giovanni Piazzi thought he had found this missing planet in 1801 when he
discovered the first asteroid (or as it was later called, “minor planet”) orbiting the Sun. A His discovery,
which he named Ceres, was quickly followed by the detection of three other little planets in similar orbits.
B Clearly, there was not a single missing planet between Mars and Jupiter but rather a whole group of
objects, each much smaller than our Moon. C By 1890, more than 300 of these minor planets or asteroids
had been discovered by sharp-eyed observers. D

8
Practice Test #9
For the TOEFL® Reading Section

10. DIRECTIONS: Select the phrases that correctly describe each farming method. Two of the
phrases will NOT be used. This question is worth 3 points.

All asteroids

-
-
-

S-type asteroids

-
-

a. They are the second most common and have a stony or silicate makeup
b. They are largely made up of metal and are much less common than the other groups
c. They are typically spread millions of kilometers apart in the asteroid belt
d. They are mostly similar in chemical composition and do not vary greatly in size
e. Their chemical composition is considered primitive
f. Most of them are dark with a low percentage of reflectivity and are located in the asteroid belt
g. They orbit the Sun just as the planets do

9
Practice Test #9
For the TOEFL® Reading Section

The Cambrian Explosion and Mass Extinction

The Cambrian period, occurring between approximately 542–488 million years ago, marks the most rapid
evolution of new animal phyla (a class of species) and animal diversity in Earth’s history. It is believed that
most of the animal phyla in existence today had their origins during this time, often referred to as the
Cambrian explosion. Echinoderms, mollusks, worms, arthropods, and chordates arose during this period.

The cause of the Cambrian explosion is still debated. There are many theories that attempt to answer this
question. Environmental changes may have created a more suitable environment for animal life. Examples
of these changes include rising atmospheric oxygen levels and large increases in oceanic calcium
concentrations that preceded the Cambrian period. Some scientists believe that an expansive, continental
shelf with numerous shallow lagoons or pools provided the necessary living space for larger numbers of
different types of animals to co-exist. There is also support for theories that argue that relationships
between species, such as changes in the food web, competition for food and space, and predator-prey
relationships, were ready to promote a sudden massive coevolution of species. Theories that attempt to
explain why the Cambrian explosion happened must be able to provide valid reasons for the massive
animal diversification, as well as explain why it happened when it did. There is evidence that both supports
and refutes each of the theories described above, and the answer may very well be a combination of these
and other theories.

However, unresolved questions about the animal diversification that took place during the Cambrian
period remain. For example, we do not understand how the evolution of so many species occurred in such
a short period of time. Was there really an “explosion” of life at this particular time? Some scientists
question the validity of this idea because there is increasing evidence to suggest that more animal life
existed prior to the Cambrian period and that other similar species’ so-called explosions occurred later in
history as well. Furthermore, the vast diversification of animal species that appears to have begun during
the Cambrian period continued well into the following Ordovician period. Despite some of these
arguments, most scientists agree that the Cambrian period marked a time of impressively rapid animal
evolution and diversification that is unmatched elsewhere during history.

The periods that followed the Cambrian during the Paleozoic Era are marked by further animal evolution
and the emergence of many new orders, families, and species. As animal phyla continued to diversify, new
species adapted to new ecological conditions. During the Ordovician period, which followed the Cambrian
period, plant life first appeared on land. This change allowed formerly aquatic animal species to invade
land, feeding directly on plants or decaying vegetation.

Changes in the environment often create new niches (living spaces) that contribute to rapid speciation and
increased diversity. On the other hand, cataclysmic events, such as volcanic eruptions and meteor strikes
that obliterate life, can result in devastating losses of diversity. Such periods of mass extinction have
occurred repeatedly in the evolutionary record of life, erasing some genetic lines while creating room for
others to evolve into the empty niches left behind. The end of the Permian period (and the Paleozoic Era)
was marked by the largest mass extinction event in Earth’s history, a loss of roughly 95 percent of the

10
Practice Test #9
For the TOEFL® Reading Section

species at that time. Some of the dominant phyla in the world’s oceans, such as the trilobites, disappeared
completely. On land, the disappearance of some dominant species of Permian reptiles made it possible for
a new line of reptiles to emerge: the dinosaurs. The warm and stable climatic conditions of the ensuing
Mesozoic Era promoted an explosive diversification of dinosaurs into every conceivable niche in land, air,
and water. Plants, too, moved into new landscapes and empty niches, creating complex communities of
producers and consumers, some of which became very large on the abundant food available.

Source: OpenStax. (2019).

Reading Paragraph 1

The Cambrian period, occurring between approximately 542–488 million years ago, marks the most rapid
evolution of new animal phyla (a class of species) and animal diversity in Earth’s history. It is believed that
most of the animal phyla in existence today had their origins during this time, often referred to as the
Cambrian explosion. Echinoderms, mollusks, worms, arthropods, and chordates arose during this period.

1. What is the Cambrian period?

a. A time when all animal phyla in existence today originated

b. A period of time when the number of animal phyla evolved and expanded rapidly
c. A time when the largest event in Earth’s history occurred, known as the Cambrian explosion
d. A period of time millions of years ago when most dinosaurs died

11
Practice Test #9
For the TOEFL® Reading Section

Reading Paragraph 2

The cause of the Cambrian explosion is still debated. There are many theories that attempt to answer this
question. Environmental changes may have created a more suitable environment for animal life. Examples
of these changes include rising atmospheric oxygen levels and large increases in oceanic calcium
concentrations that preceded the Cambrian period. Some scientists believe that an expansive, continental
shelf with numerous shallow lagoons or pools provided the necessary living space for larger numbers of
different types of animals to co-exist. There is also support for theories that argue that relationships
between species, such as changes in the food web, competition for food and space, and predator-prey
relationships, were ready to promote a sudden massive coevolution of species. Theories that attempt to
explain why the Cambrian explosion happened must be able to provide valid reasons for the massive
animal diversification, as well as explain why it happened when it did. There is evidence that both supports
and refutes each of the theories described above, and the answer may very well be a combination of these
and other theories.

2. Why does the author mention “atmospheric oxygen levels” and “oceanic calcium concentrations”?

a. To state what may have caused the environment to be more accommodating of animal life
b. To explain the true causes that allowed the emergence of various animal phyla
c. To provide examples that prove what changes led to the Cambrian explosion
d. To show that more than one change took place before the Cambrian period

3. The word refutes in paragraph 2 is closest in meaning to

a. Strengthens
b. Recognizes
c. Discredits
d. Explains

4. According to paragraph 2, which of the following is true about the theories regarding the
Cambrian period?

a. Most scientists believe that a large continental shelf could accommodate a vast variety of animals
b. Evidence suggests that a variety of factors allowed for a rapid coevolution of species
c. Many of the theories regarding this period have been refuted due to a lack of evidence
d. There are only a few theories that attempt to explain what caused the Cambrian explosion

12
Practice Test #9
For the TOEFL® Reading Section

Reading Paragraph 3

However, unresolved questions about the animal diversification that took place during the Cambrian
period remain. For example, we do not understand how the evolution of so many species occurred in such
a short period of time. Was there really an “explosion” of life at this particular time? Some scientists
question the validity of this idea because there is increasing evidence to suggest that more animal life
existed prior to the Cambrian period and that other similar species’ so-called explosions occurred later in
history as well. Furthermore, the vast diversification of animal species that appears to have begun during
the Cambrian period continued well into the following Ordovician period. Despite some of these
arguments, most scientists agree that the Cambrian period marked a time of impressively rapid animal
evolution and diversification that is unmatched elsewhere during history.

5. Which of the following is NOT true?

a. There is proof that there were more animal species before the Cambrian period
b. It appears that there were other periods of rapid species diversification
c. The majority of scientists concur that the Cambrian period witnessed a unique spike in evolution
d. Scientists are very close to understanding how such an explosion in evolution happened

6. What can be inferred based on the information from paragraph 3?

a. Scientists have a good understanding of events throughout the planet’s history

b. It is likely that an explosion of species happened prior to the Cambrian period
c. Scientists cannot definitively state whether or not this period marked the greatest growth of
animal species in history
d. This level of diversification carried on into the Ordovician period

13
Practice Test #9
For the TOEFL® Reading Section

Reading Paragraph 4

The periods that followed the Cambrian during the Paleozoic Era are marked by further animal evolution
and the emergence of many new orders, families, and species. As animal phyla continued to diversify, new
species adapted to new ecological conditions. During the Ordovician period, which followed the Cambrian
period, plant life first appeared on land. This change allowed formerly aquatic animal species to invade the
land, feeding directly on plants or decaying vegetation.

7. What was the Ordovician period?

a. The period after the Cambrian period when plants appeared on land
b. The period prior to the Cambrian period and following the Paleozoic Era
c. The period following the Paleozoic Era when plant and animal life appeared on land
d. The period during the Paleozoic Era when animal life appeared on land

Reading Paragraph 5

Changes in the environment often create new niches (living spaces) that contribute to rapid speciation and
increased diversity. On the other hand, cataclysmic events, such as volcanic eruptions and meteor strikes
that obliterate life, can result in devastating losses of diversity. Such periods of mass extinction have
occurred repeatedly in the evolutionary record of life, erasing some genetic lines while creating room for
others to evolve into the empty niches left behind. The end of the Permian period (and the Paleozoic Era)
was marked by the largest mass extinction event in Earth’s history, a loss of roughly 95 percent of the
species at that time. Some of the dominant phyla in the world’s oceans, such as the trilobites, disappeared
completely. On land, the disappearance of some dominant species of Permian reptiles made it possible for
a new line of reptiles to emerge, the dinosaurs. The warm and stable climatic conditions of the ensuing
Mesozoic Era promoted an explosive diversification of dinosaurs into every conceivable niche in land, air,
and water. Plants, too, moved into new landscapes and empty niches, creating complex communities of
producers and consumers, some of which became very large on the abundant food available.

8. According to paragraph 5, what effects do “cataclysmic events” have on evolution?

a. Mass extinction and the loss of certain genetic lines

b. An increase in diversity by creating room for new species
c. It depends on the type and scale of the event
d. Volcanic eruptions and meteor strikes become more common

14
Practice Test #9
For the TOEFL® Reading Section

9. Look at the four squares (A, B, C, D) that indicate where the following sentence could be added to
the passage.

More research will have to be done if academics expect to find definitive answers to these speculations.

Where would the sentence best fit?

However, unresolved questions about the animal diversification that took place during the Cambrian
period remain. A For example, we do not understand how the evolution of so many species occurred in
such a short period of time. B Was there really an “explosion” of life at this particular time? C Some
scientists question the validity of this idea because there is increasing evidence to suggest that more
animal life existed prior to the Cambrian period and that other similar species’ so-called explosions
occurred later in history as well. D

10. DIRECTIONS: An introductory sentence for a brief summary of the passage is provided below.
Complete the summary by selecting the THREE answer choices that express the most important
ideas in the passage. Some sentences do not belong in the summary because they express ideas
that are not presented in the passage or are minor ideas in the passage. This question is worth 2
points.

Though debated, most scientists agree that the Cambrian period witnessed an explosion of new animal
phyla so great and so diverse that it is considered the fastest evolution of phyla in history.

-
-
-

a. The Cambrian period was one of the longest periods in the Paleozoic Era
b. Many theories exist about what caused the sudden increase in animal species
c. The extinction of Permian reptiles and dinosaurs are examples of mass extinction
d. It is likely that changes in oxygen levels, food sources, and predator-prey relationships contributed
to the Cambrian explosion
e. There is a lack of evidence from other points in history when rapid evolution may have occurred
f. The Permian period followed the Cambrian period, during which there was a great extinction

15
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Practice Test #9
For the TOEFL® Reading Section

Practice Test #9
For the TOEFL® Reading Section
Answer Key

17
Practice Test #9
For the TOEFL® Reading Section

The Grading Rubric

Use the chart below to determine your score in the reading section. Most questions are worth one point,
but the last question for each passage is worth more than one point.

There are only 20 questions in this reading section, but the raw score is either 22 or 23. The last question
of each passage is either a Summary or an Organization question. There is always at least one Summary
question, and sometimes two.

Summary questions are worth two points. If all three choices are correct, award yourself two points. If two
choices are correct and one is incorrect, award yourself one point. If two or more choices are incorrect,
you earn zero points for the given question.

Organization questions are worth three points. If all five choices are correct, award yourself three points. If
four choices are correct and one is incorrect, award yourself two points. If three choices are correct and
two are incorrect, award yourself one point. If three or more choices are incorrect, you earn zero points
for the given question.

Raw Score Estimate Raw Score Estimate

Points Points

23 30 12 16

22 29 11 14

21 27 10 13

20 26 9 12

19 25 8 10

18 23 7 9

17 22 6 8

16 21 5 6

15 19 4 5

14 18 3 4

13 17 2-1 1-3

18
Practice Test #9
For the TOEFL® Reading Section

Discovery and Orbits of Asteroids: Answer Key

Source: Fraknoi, A., Morrison, D., Wolff, S.C. (2016).

1. C (vocabulary)

C is correct because “detection” means discovery, perception, identification, or recognition and is closest in
meaning to “recognition” in this situation. The first part of the sentence provides a context clue by stating
that “his discovery...was quickly followed by…” which indicates that “detection” is related to “discovery,” so C is
the only logical fit. A (“alignment”), B (“pairing”), and D (“analysis”) do not make sense in this context.

2. C (factual information)

C is correct because the paragraph states that “The Sicilian astronomer Giovanni Piazzi thought he had found
this missing planet…” and that he named his discovery “Ceres”. Option A is incorrect because it was in the
18th century that astronomers were “hunting for an additional planet…” as the 1700s is the 18th century.
Option B is incorrect because Giovanni Piazzi did not discover a new planet, but he “thought he had found
this missing planet...when he discovered the first asteroid.” Option D is incorrect because the asteroids, or
minor planets, orbit the Sun, not the Moon.

3. A (factual information)

A is correct because the second half of the paragraph says that Max Wolf “introduced astronomical
photography...greatly accelerating the discovery of these dim objects” and that in the 21st century, “searchers
use computer-driven electronic cameras, another leap in technology.” Option B is incorrect because
computer-driven electronic cameras detected asteroids, not missing planets. Option C is incorrect because
the sentence says the development of astronomical photography sped up the “discovery of these dim
objects,” not that it led to the discovery of asteroids. Option D is wrong because Max Wolf did not invent
cameras used for astronomy; the sentence says that he “introduced astronomical photography”.

4. D (rhetorical purpose)

D is correct because prior to this phrase, the author discusses the color and reflectivity of dark asteroids,
which make up “the majority”, and he uses this comparison to illustrate the color and level of reflectivity
that these “very dark” asteroids possess. Options A and B are incorrect because he does not talk about
their size or texture. Option C is incorrect because this phrase does not prove that “other asteroids shine
brighter”.

19
Practice Test #9
For the TOEFL® Reading Section

5. C (factual information)

C is correct because the third sentence states that “dark asteroids are usually referred to as primitive bodies
-- those that changed little chemically since the beginning of the solar system.” Option A is incorrect because
the paragraph actually says that “The majority” --not “few” -- “are very dark...with reflectivity of only 3 to 4 %....”
Option B is incorrect because the paragraph says Ceres and Pallas are “Two of the largest asteroids,” not the
two largest asteroids that we know of. Option D is wrong because the paragraph says that the S-type of
asteroids are “The second most populous group,” not the most common group.

6. B (factual information)

B is correct because the paragraph says that “The majority of asteroids are in the asteroid belt, the region
between Mars and Jupiter.” Option D is incorrect because most asteroids are in the asteroid belt, not
“outside” it. A and C are not correct because the asteroid belt is not between the Earth and the Sun or
around the Sun. It is between Mars and Jupiter, as the paragraph says.

7. D (negative factual information)

D is correct because the paragraph says that the “typical spacing between objects is several million
kilometers” and that the spacing was “fortunate for space crafts...which needed to travel through the asteroid
belt”. Options A and option B are true and, therefore, incorrect. The passage states, “The majority of
asteroids are in the asteroid belt, the region between Mars and Jupiter that contains all asteroids with orbital
periods between 3.3 to 6 years. Although more than 75% of the known asteroids are in the belt.”

8. C (factual information)

C is correct because Kiyotsugu Hirayama found that “some asteroids fall into families” and “He hypothesized
that each family may have resulted from the breakup of a larger body or, more likely, from the collision of two
asteroids.” A is not correct because it misstates the information in the paragraph. “Slight differences in the
speeds with which the various fragments left the collision scene to account for the small spread in orbits now
observed for the different asteroids in a given family,” so the speed does not “allow” asteroids to be grouped
into a family. Options B and option D are incorrect because these choices are not explanations of
Hirayama’s findings.

9. C (insert text)

C is correct because the pronoun referent “this knowledge” refers back to the idea that there was a “whole
group of objects” missing. The mention of “missing planets” in quotations refers back to the mention of the
“missing planet” in the previous sentence but also makes reference to the earlier statement that it was not
actually a missing planet but an asteroid. The following sentence explains how many more asteroids were
discovered by 1890, following the discovery that there were many objects between Mars and Jupiter, and
after the search for more “missing planets” started, so D is not correct.

20
Practice Test #9
For the TOEFL® Reading Section

10. All asteroids - C, F, G; S-type asteroids - A, E (fill in a table)

Options C, F, and G are characteristics that describe all asteroids, while options A and E describe S-type
asteroids. Option B is incorrect because it describes M-type asteroids, and option D is incorrect because it
is untrue. The passage explains how different asteroids are by saying they are “as different as black and
white”.

The Cambrian Explosion and Mass Extinction: Answer Key

Source: OpenStax. (2019).

1. B (factual information)

B is correct because the paragraph explains that “The Cambrian period...marks the most rapid evolution of
new animal phyla...and animal diversity in Earth’s history.” Option A is incorrect because it has the modifier
“all” which makes the statement false. Option C is wrong because it was not an actual explosion but a time
of swift growth of animal diversity. Option D is wrong because dinosaurs are never mentioned in the
paragraph.

2. A (rhetorical purpose)

A is correct. The author says, “Environmental changes may have created a more suitable environment for
animal life,” and then goes on to state examples of changes, such as the “rising atmospheric oxygen levels”
and “increases in oceanic calcium concentrations” that could have resulted in the Cambrian explosion of
species. Options B and C are wrong because the causes are not known for sure, just theorized and
debated, as the paragraph explains. Option D is incorrect because this is not the purpose of the statement
about these changes.

3. C (vocabulary)

C is correct because “refutes” means “disproves”, “debunks”, or “discredits”, and in this case, “discredits” is
closest in meaning. In the context of the sentence, the word “both” is a clue that “refutes” means the
opposite of “supports”. The sentence reads, “The evidence both refutes and supports….” Therefore,
“discredits” is both accurate and logical. The sentence continues with "...the answer may very well be a
combination of these and other theories.…" Therefore, B (“recognizes”) can be eliminated. A (“strengthens”)
and D (“explains”) are incorrect because they are closer in meaning to “support”.

21
Practice Test #9
For the TOEFL® Reading Section

4. B (factual information)

B is correct because the paragraph says that there is “support for theories that argue that relationships
between species, such as changes in the food web, competition for food and space, and predator-prey
relationships, were ready to promote a sudden massive coevolution of species.” Option A is wrong because the
modifier “most” is not used in the original sentence: “Some scientists believe…”. Option C is incorrect
because, again, the modifier “many” changes the sentence, which says that “There is evidence that both
supports and refutes each of these theories.” Option D is incorrect because the modifier “few” changes the
original sentence, making it the opposite of what it actually says.

5. D (negative factual information)

D is correct because it is untrue. In fact, the paragraph says, “we do not understand how the evolution of so
many species occurred in such a short period of time”. Options A to C are incorrect because they are true and
stated in the paragraph. A and B are true because the paragraph says, “there is increasing evidence to
suggest that more animal life existed prior to the Cambrian period and that other similar species’ so-called
explosions occurred later in history as well”. C is also true because it states, “most scientists agree that the
Cambrian period marked a time of impressively rapid animal evolution”.

6. C (inference)

C is correct. Based on the information from the paragraph, it is reasonable to infer that scientists cannot
say the Cambrian period experienced the most rapid growth of animal phyla ever. The whole paragraph
discusses the unresolved questions, the lack of proof, and the limited knowledge scientists have about
other points in history, so they cannot say this period saw the greatest growth. Option A is incorrect
because the opposite is stated in the paragraph, thus we have no reason to infer this. Option B is wrong
because the paragraph states that "...more animal life existed prior to the Cambrian period", but it is never
implied that there was an explosion. Option D is wrong because it is not an inference; it is stated right in
the paragraph, so it is wrong.

7. A (factual information)

A is correct because the paragraph says, “During the Ordovician period, which followed the Cambrian period,
plant life first appeared on land.” Option B is wrong because it was not before the Cambrian period, but
after, and the Paleozoic Era was an era of time during which several periods occurred. Options C and D are
incorrect as well because the Ordovician period did not include animal life.

22
Practice Test #9
For the TOEFL® Reading Section

8. A (factual information)

A is correct because the paragraph explains that cataclysmic events, such as volcanic eruptions and
meteor strikes…can result in...“periods of mass extinction...erasing some genetic lines.” Option B is wrong
because, while the second half is true, the first half is the opposite of what the paragraph states:
“cataclysmic events...can result in devastating losses of diversity.” Option C is wrong because the scale of the
event is not mentioned in the paragraph. Option D is wrong because these are two types of cataclysmic
events, not the effects of such events.

9. D (insert text)

D is the correct answer because “these speculations” refer back to the last sentence, which states,
“increasing evidence to suggest that more animal life existed prior to the Cambrian period and that other similar
species’ so-called explosions occurred later in history as well...”. The inserted sentence does not make sense in
options A or option B. This could fit in option C since it follows a question, but the problem here is that the
following sentence uses the pronoun referent “this idea,” which refers back to the previous sentence, so
the inserted sentence can not fit in choice C.

10. B, D, E (prose summary)

Options B, D, and E are correct. These options are broad statements that relate directly to the summary
sentence and to the main topic of the passage. They are elaborated on throughout the passage. Option A
is a detail, but it is wrong because the passage does not say it was the longest period. Options C and F are
details that contribute to the main points but are not directly related to the summary sentence or the main
discussion in the passage.

23
Practice Test #9
For the TOEFL® Reading Section

References

Fraknoi, A., Morrison, D., Wolff, S.C. 2016. Asteroids. In Astronomy. Retrieved from:

https://openstax.org/books/astronomy/pages/13-1-asteroids

OpenStax. (2019). The evolutionary history of the animal kingdom. In Biology. Retrieved from:

https://cnx.org/contents/[email protected]:CgswGrCE@7/The-Evolutionary-History-of-the-Animal-

Kingdom

24
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