..

___�I oference Questions�-------'

An inference question asks you to draw a conclusion based on the infom,ation
presented in the passage. The correct answer for an inference question will nevar
be stated outright. Rather, you will have to connect infonnation from the passage
in order to make an inference. There is typically no more than one inference
question per reading passage.

lnference questions may be worded as follows:

» ln paragraph 1, the author implies . . .
» According to paragraph 2, which of the following can be inferred about X?
» Which of the following is implied about X in paragraph 3?
» Based on the information in paragraph 4, what can be inferred about X?

QUICK GUIDE: lnference Ouestions

Definition lnference questions ask you to test your understanding oi an idea or
suggestion that is implied in lhe reading. While lhe answer will not be stated
in the passage, you should be able to make a strong inference by using the
I information provided.
Targeted Skills ln order to answer an inference question correctly, you must be able to:
• understand ideas that are implied but not stated direetly in the reading.
• interpret the idea in lhe passage based on context clues.
• quickly scan the passage in arder to find information that supports your
canclusion.
lhe Correct] Toe carreei answer for an inference question correetly draws a canclusion. Toe
Answer inference will be supported by information in the passage but will not be stated
direetly.
Wrong Answer Watch out for answer options that include:
Options • a conclusion that is true but is not supported by lhe information in lhe

I•
passage. On the test, the carreei answer to an inference question is always
supported by the information given. You do not have to rely on previous or
outside knowledge to answer a question.
information that contradicts the main idea or details of lhe passage.
• the exact wording from the passage. Toe correet answer will usually reword
information.
---

39
SKl1S FOR TltE lOER. IBT TEST READING ANO WRITING

WALK THROUGH: lnference Ouestions

A Quickly read the sample inference question below. Underline any key words in the
question and the answer options that will help you detennine the correct answer.

TOEFLRead,nq
•:::: .....) i'"'' 0-,.) o"' o"'
Ouest1on 1 of ·2 � :·:-· :., ,-,,-,

1. According to paragraph 2, what can be inferred about the abacuses used in Babylon?

O They were the earliest calculators.

O They did not have any educational value.
O They were not easy to move around.
O They inspired the invention of the wire abacus.

B Now read the sample passage. While you read, under1ine key words and phrases from the
passage that you think will help you answer the question in Part A. When you are done, mark
the correct answer for the question above.

Early Calculators
I
Modem electronic calculators perform many complex mathematical functions. However,
any device that helps compute mathematical values is a type of calculator. Toe earliest form
of calculator was the human hand. ln fact, a medieval English monk developed a system for
using one's fingers to count ali the way up to one million. But advanced tools are necessary for
math that requires more difficult calculations than sirnple counting. Ancient cultures ali over
the world developed a variety of early calculators.
2
Toe most com.moo type of early calculator was the abacus. An abacus is a <levice that uses
stones or beads as markers to assist a person in basic calculations, like addition, subtraction,
multiplication, and division. Toe earliest abacuses, which used grooves for holding stone
markers, are also called counting trays. Merchants used them to determine prices, while
govemment officials used them to keep official accounts and teachers used them to teach
mathematics. Records suggest that the Babylonians created the first counting tray around 300. This
type of abacus was used by Greeks, Romans, Egyptians, and other cultures for
centuries. ln the thirteenth century, Chinese thinkers invented the wire abacus, which uses beads
mounted on wires and held within a frame. Toe wire abacus is more portable than the counting
tray and can be used for more rapid calculations. ln fact, despite advancements in technology,
people ali over the world still use the wire abacus.
3
Trade between people in China, India, Europe, and Africa explains the spread of early
portlble: something that calculators in many parts of the world However, the early inhabitants of the Americas
is easily canied or moved actually created a calculator without these intluences. Some scholars propose that the Inca,
a South American empire that was powerful from about 1430-1533, used a <levice called a
mlnllture: something yupana for calculations. Toe yupana is a block of stone carved into many sections and leveis
that is very small; that resembles a miniature model of a city. This <levice was most likely used to calculate
a smat\er veision of
something that is normatty amounts of stored resources, like grain or livestock, and some historians speculate that it may
bigger have been used for astronomical calculations. Unlike the wire abacus, the yupana is no longer
in use.

40
 OUESTION TYPE: INFERENCE

GET IT RIGHT: Tips and Tasks for Answering Correctly

• TIP 1: Read the questlon and answer optlons carefully. When you read the question, pay attention to
what you are supposed to make an inference about. Also, you should read lhe answer options carefully
to make sure you understand the general point of each option.
TASK 1: Circle the tive key phrases in the question and answer options on page 40. When you scan the
passage, make sure you keep these words in mind to help you answer the question.
• TIP 2: Watch out for answer optlons that contain key words from the reading! The correct answer
for an inference questlon won't be stated directly in the reading. Furthermore, the correct answer will
usually reword any key ideas. Because of this, you should be careful with answer options that use the
sarne language from the passage.
TASK 2: Draw a line through an incorrect answer option on page 40 that repeats key words from the
reading.
• TIP 3: Ellmlnate answer optlons that aren't supported by the informatlon in the passage. Vou
might see an answer option that seems like it could be true. However, unless it is supported by the
information in lhe passage, it cannot be the right answer. Also, you should be able to answer the
question based only on the information in the passage. Vou do not need any background knowledge in
order to answer questions in the readlng section.
TASK 3: Draw a line through an incorrect answer option on page 40 that presents an inference that
may be true but is not supported by lhe reading.

: I� questions are
: often based on dates

: and numbers. Whlle

: you read a pasaage,
: pay attention to
: i1forrnation relating to
: dates. Vou may have
: to draw a conclusion

: about events that

: occurrad be!O!I or

: alter lhe speclfied

: dates.

41
 QUESTION TYPE: VOCABllARY

WALK THROUGH: Vocabularv Ouestions

A Quickly read the sample vocabulary questions and answer options below. Write down
brief definitions for the words you know.

TOEFL Re�d1r1� • .,,. • .,.,) ·' • ' , ·1 "' '

···· o o e o
Ouest1on 1 or 12 iuDCT1',c :. , .

1. Toe word gradual in paragraph 1 is closest in meaning to

O hurried.
O continuous.
O slow.
O graceful.
2. Toe word imperceptible in paragraph 2 is doses! in meaning to
O dangerous.
O insignificant.
O unnoticeable.
O impassible.

B Now read the sample passage. While you read, under1ine information that you think
will help you answer the questions in Part A. When you are done reading, mark the
correct answers for the questions above.

Fast-Moving Glaciers
1
Glaciers are enormous rivers of ice that form in locations where snow accumulates more
quickly than it can melt. These ice rivers are known for their gradual pace-on average,
glaciers move a mere 30 centimeters a day. However, in some cases, glaciers move at a much
faster rate. For example, one glacier traveis at a speed of l l l feet a day. Fast-moving glaciers
can have both local and more widespread consequences.
2
One result of increased glacial speeds is glacial earthquakes. Wben a glacier experiences
a dramatic increase in speed, it can cause seismic waves, or waves of energy that travei
through the earth. Because glaciers are usually located in uninhabited areas, glacial
earthquakes are not particularly destructive. Furthermore, the seismic waves produced
by glacial earthquakes are usually imperceptible, even to someone standing on the glacier
as the earthquake occurs. However, some scientists hypothesize that a significant glacial
earthquake could cause oceanic disturbances and perhaps even tsunamis.
3
Wbile glacial earthquakes may currently have limited effects, fast-moving glaciers
can also impact the environrnent in a more noticeable way. Wben a glacier moves at a
fast pace, it loses massive amounts of ice. This causes the sea levei to rise because the ice
melts into the ocean. ln fact, records show that melted ice from a single, particularly rapid
glacier has caused the global sea leve) to rise by four percent. Higher sea levels can have
disastrous effects not only for human beings, who frequently settle in coastal areas that
mere: a srnall arnount could be flooded by rislng oceans, but also for the complex ecosystems that are located ln
or nurnber of sornething
or near oceans and freshwater bodies. For example, many organisms live ln tidal areas, or
hypothesize: to say places that are underwater at high tide and above water at low tide. Rising sea leveis could
what you thinlc will wash these habitats away altogether. Thus, by raising the sea levei, increased glacier speed
happen because of ln extreme northern regions of the earth could be devastating for organisms in locations
various facts
thousands of rniles away.

43
SKIUS FOR THE TOEFl IBT TEST READING ANO WRmNG

GET IT RIGHT: Tips and Tasks for Answering Correctly

» TIP 1: Review the paragraph ln which the highlighted word or phrase appears. Because you
have to choose the answer that is closest ln meanlng to the word or phrase in the passage, you need to
see exactly how the word or phrase is used. When you review the word or phrase and the surrounding
sentences, make note of context clues that can help you figure out the meaning. See the table below for
strategies for using context clues to determine the meaning of a word or phrase.

Strategies for Using Context Clues

Strategy Key Words Eumple
Pay attention to examples that appear near such as ... Toe photographs show
the highlighted word.If you are familiar with including ... banal activities, like &oin&
the examples, you can use them to determine consists of .. . to the grocery store or
the meaning of the highlighted word. this includes .. . doin& household cho res.
like ...
Look for key words that signal a contrast UnlikeX ... Unlike most mammals, few
from a previous idea.If you know the On the other ofwhich are venomous,
meanings of the words from surrounding hand,X ... the platypus produces a
sentences, you'll know that the highlighted While ... noxious substance that
word has an opposite meaning. But ... can cause extreme pain in
However ... humans.

Look for indirect defi.nitions of terms in and ln the southwestern United

the sentences that surround the highlighted meaning that States, the sunflower
word.These definitions may include an is ubiquitous, �
easier synonym of the highlighted word or difficult to find a&arden
information that helps clarify its meaning. that doesn't ioclude the
pJant,

Task 1: Draw a box around one indirect definition and one contrasting word located near the word
gradual in the passage on page 43. Based on these context clues, which of the answer options is
probably correct?
» TIP 2: Leam common English prefixes and sufflxes. By learning the meanings of common English
prefixes and suffixes, you will be able to analyze an unfamiliar word and guess its meaning.

44
 SKJUS FOR THE TOEFl IBT TEST REAOING ANO WRITING

PROGRESSIVE PRACTICE: Get Ready

A Scan the short passage about climate. Under1ine the main idea of each paragraph.

lhe Climate of the Atlantk Archipelago

I
lhe Atlantic Archipelago is a group of islands located northwest of continental Europe. lhe
largest island in the archipelago, Great Britain, covers nearly 90 thousand square miles and is one of
the most heavily populated islands in the world, with nearly 60 million inhabitants. Ireland,
located west of Great Britain, is the sccond largest island in the group, with a land area of about
32 thousand square miles and a population of 6.4 million. ln addition to the two large islands, the
Atlantic Archipelago consists of more than six thousand smaller islands. lhe entire archipelago covers
more than 120 square miles, and its location plays a large role in the climate of the region.
2 lhe latitude of the Atlantic Archipel o undoubtedly influences its climate. Latitude refers to
ag
how far north or south a place is in relation to the equator, the imaginary line that divides
the north half of the world from the south half. Typically, the farther away from the equator a
location is, the weaker the intensity of sunlight in that area. lhe Atlantic Archipelago is about 54
degrees north of the equator, similar to Russia and Canada. Yet, despite their northem location, the
islands have a temperate marine climate that ranges from 32 degrees Fahrenheit in the
winter to 90 degrees Fahrenheit in the summer.
3
lhe islands enjoy mild temperatures largely because of their proximity to the ocean. Ocean water
heats up and cools down more slowly than land, so areas by the coast usually experience
less extreme temperature swings in summers and winters. Furthennore, the Atlantic Archipelago
� POWEREO BY COBUILO benefits from being near the Gulf Stream. lhe Gulf Stream is an ocean current that begins in
climate: general the Gulf of Mexico, flows up the east coast of North America, then crosses the Atlantic Ocean
weather conditions and reaches the Atlantic Archipelago. lhe water transported by the GulfStream ranges in
temperature from 45-72 degrees, which is about twice as wann as the water surrounding the Gulf
marine: relating to
Stream. lhe islands in the Atlantic Archipelago constantly receive this wann ocean water from the
the sea
Gulf Stream, which makes the climate about 1O degrees warmer than it would be otherwise.

B Read the questions carefully. What types of questions are they? Under1ine any key words in the questions
and answer options that you will look for while you review the passage. Then, answer the questions. Note
the correct answers and read why the answer options are correct or incorrect.
1. Based on the infonnation in paragraph 2, which of the following can be inferred about sunlight?
O lts intensity is not affected by latitude.
O Areas north of the equator receive less sunlight.
O lt is most intense near the equator.
O Places near the ocean receive more sunlight.

ANSWER ANALYSl.5 ....

Ouestion 1}ipe: lnference
1 lhe author says lhat lhe inlenslty of sunllght is weaker the farther away from the equalllr a place is. This ITl8IIIS lhat
latitude does influence the inlenslty of the sun.
1 lhe author says lhat lhe farther away from the equalDr a place is, the less lntense the � Is ln lhat locatlon. Thls ooes
not mean lhat these areas recelve less soollghl
I lhe llllhor aplllns 11111 lhe lnllallly ar llllllgld 11 ..... 111 ._. fnlffl lhe equâlr. Blled an 1111
lnfonllllloli,,.. Clll lnflr 11111 lt II ltnlngllt lt .......
1 Whlle the isllVllls of the Allantlc Althlpelago are SllTOUllded by the ocean, the aJlhor doesn't say lhat thl8 faca accounts
for the amount of sunllght lhat the isllVllls recetve.
46
 PROGRESSIVE PRACTICE: INFERENCE ANO VOCABULARY OUESTIONS
2. lhe word temperate in the passage is closest in meaning to
O moderate.
O extreme.
O varying.
O humid.

ANSWER ANALYSIS �
Question Type: Vocabulary
I The contrast words "yet" and "despite" in the sarne sentence signal lhat "temperate" is lhe opposite of what one
would expect frorn northem locations (i.e., coldness). ln lhe next sentence, lhe author writes lhat lhe islands have
mild ternperatures. "Mild" is anolher word for "moderate," or lacking serious extremes.
f. "Temperate" means lacking in extreme temperatures.
f. While ·varying" works inlhe sentence, it changes lhe meaning. The locus should be on lhe lack oi extremes, not on lhe
range oi temperatures.
,. The islands may have a humid climate, but "humid" does not have lhe sarne meaning as "temperate."

3. lhe word proximity in the passage is closest in meaning to

O dependence.
O introduction.
O significance.
O closeness.

ANSWER ANALYSIS �
Question Type: Vocabulary
f. This answer option is illogical. While lhe islands could be said to be dependent on lhe ocean in some sense, this
dependence would have no effect on temperatures.
f. Replacing 'proximity" with "introduction" creates a sentence wilh a conlusing meaning. This answer is incorrect.
f. While "significance· works in lhe sentence, it changes lhe meaning of lhe sentence solha! it doesn't support lhe main
ideas oi lhe paragraph.
I The author mentions that the Atlantic Archipelago is surrounded by water. Also, it makes sense that being close to
lhe ocean would affect temperatures.

4. Which of the following can be inferred about the Gulf Stream?

O lt leads to warm water temperatures in lhe Gulf of Mexico.
O lt keeps its warmth as it cresses lhe Atlantic Ocean.
O lt carries cooler waters during lhe summer.
O lt ends when it reaches lhe Atlantic Archipelago.

ANSWER ANALYSIS �
Question Type: lnference
f. The aulhor mentions lha! lhe Gulf Stream originates in lhe Gulf oi Mexico, but lhere is no informalion lha! indicates how
lhe current affects water temperatures there.
I lhe author says that lhe current crosses lhe Atlantlc Ocean and that lhe Atlantic Archipelago receives warm water
from lhe current From thls lnfonnation, yoo can Inter that lhe current keeps its heat as it crosses lhe ocean.
f. The aulhor menlions lhat lhe Atlantic Archipelago constantly receives warm water lrom lhe current. This suggests lha! lhe
temperature of lhe water does not change in lhe summer.
f. The author describes lhe movement oi lhe current up until it reaches lhe AUantic Archipelago. This does not mean that lhe
Gulf Stream ends lhere.

47
 SKll1S FOR THE TOEA. IBT TEST READING ANO WRITING

PROGRESSIVE PRACTICE: Get Set

A Scan the short passage about biology. Write the main idea of each paragraph.
1.�----------------------------�
2.�----------------------------�
ª·�------����������������������
4.�----------------------------�

Poison Sequestration
I
There are hundreds of thousands of poisonous organisms in the world, and many of these
plants and animais are able to produce their own toxins. However, there is also a class of
poisonous animais that cannot produce toxins independently. Instead, they use a process
called poison sequestration in order to obtain toxins. By using this method, animais are able
to save and use toxins that are produced by another organism, generally in order to defend
themselves from predators. Given the advantages that toxins offer, many animais have
developed multiple strategies for obtaining poison through poison sequestration.
One method of poison sequestration involves obtaining toxins from plant sources. This
2

strategy is especially common among insect species, such as butterflies, beetles, and ants,
but it's also employed by severai larger species. One such animal is the African crested rat,
a species native to West Africa that can grow up to fourteen inches long. Toe rat's spine is
protected by long, absorbent fur that slides up when the rat is threatened. This strip of fur is
covered with poison that the rat obtains by chewing on the bark and roots of the arrow poison
tree and coating the hairs on its spine with the chewed material. Thus, if a predator attacks
the rat, it inadvertently ingests the poison, which causes heart attacks in many organisms.
3
Another poison sequestration strategy involves obtaining poison from other animais.
Typically, this strategy is used by larger animais, like the European hedgehog, that are capable of
hunting other organisms. ln a manner similar to African crested rats, European hedgehogs chew
the skins of poisonous toads and slather the remains onto themselves. However, some small
species have developed methods of obtaining toxins from animais larger than them.
For example, the blue sea slug. a creature that usually grows no larger than one inch, becomes
··l�n,,mn
. ••--1 poisonous by eating the tentacles of an aquatic animal called the Portuguese man-of-war.

mrmm·;..c,E•li!:!ll!i:•
•
These tentacles are up to 100 feet long and contain a deadly poison. When blue sea slugs eat
Portuguese man-of-wars, they store the poisonous parts of the animal in speciai pouches so
ingest: to eat ar adsorb
they can use it for defense at a later time.
something • lt is also common for poison sequestration to progress up the food chain, meaning that
toxin: a poisonous many predators sequester poison from prey that have also sequestered poison. For instance, the
substance tiger keelback, a species of snake, sequesters poison by eating poisonous frogs. ln many
...__________, cases, poisonous frogs become toxic by eating poisonous insects.

B Read the questions carefully and note whether they are inference or vocabulary
questions. Then, answer the questions. Write the letter of each answer option next to
the reason in the Answer Ana/ysis box explaining why it is correct or incorrect.
1. The word lnadvertently in paragraph 2 is closest ín meaning to
O suddenly. [A]
O partially. [B]
O accidentally. [C]
O harmlessly. [D]
48
 PROGRESSM PRACTICE: INFERENCE ANO VOCABllARY QUESTlOHS

ANSWER ANALYSIS ...

Question Type: Vocabulary
__ X While "suddenly" works in lhe sentence, it doesn't fit lhe general idea of lhe passage.
__ X lhe poison causes heart attacks in some animais, so eating lhe poison is not harrnless.
__ X lhis answer oplion is illogical because lhere is no reason lha! lhe predator would eat only some of lhe poison.
__ I An animal attacking the rat doesn't know that it is poisonous. Thus, it eats the poison by accident.
2. Based on the information in paragraph 3, what can be inferred about poison sequestration?
O A small animal is more likely to sequester poison from plants than animais. [A]
O Poison sequestration is a common defense strategy among large animais. [B]
O Poison that is sequestered by animais is usually stored in special pouches. [C]
O Small animais are typically able to produce their own poisons. [D]

ANSWER ANALYSIS ...

Question Type: lnference
__ X lhere is nolhing in lhe passage lha! suggests lhat poison sequestration is more common among larger animais.
__ X lhe author describes several small animais lhat sequester poison because lhey cannot produce their own.
__ X lhe author mentions only one animal lha! stores poison in special pouches.
__ I lhe author states that larger animais are able to hunt other animais, which makes them mOft likely to get polson
from other organisms. This suggests that smaller animais are more likely to get poison from plants.

3. The word slather in paragraph 3 is closest in meaning to

O gather. [A]
O toss. [B]
O drop. [C]
O spread. [D]

ANSWER ANALYSIS ...

Question Type: Vocabulary
__ X While "slalher· and "galher" look similar, lhey do not have lhe sarne meaning.
__ X "loss" means to lhrow into lhe air. There are no clues lhat this is lhe action lha! lhe author is referring to in lhe passage.
__ I "Slather" means to spread a thlck substance over somethlng. Thls Is the correct answer option.
__ X lhis answer option is illogical because it's unlikely lhat lhe animais woukl be able to drop lhe remains on lhemselves.

4. Based on the information in paragraph 4, what can be inferred about toxins?

O Most toxins that are sequestered by animais are produced by plants. [A]
O Toxins used by snakes are typically sequestered from frogs. [B]
O Predators that do not eat plants may sequester toxins originally made by plants. [C]
O Toxins produced by insects are the main source of poisons used by plants. [D]

ANSWER ANALYSIS ...

Question lype: lnference
__ X lhere is no informalion given to support lhe idea lha! most snakes sequester poison from frogs.
__ I lhe author says that preclators often eat animais that hM sequeslered polson from scuces Mke plants. This

means that even if the predator does not eat plants, it might sequester polson from a plant source.
__ X lhe author does not give any infonnalion to support lhis inference.
__ X lhe author says lhat many insects gel lheir poison from plants, not that plants gel poison from insects.
49
SKlLS FOR TliE TOEA. IBTTEST RfADING ANO WRmNG

PROGRESSIVE PRACTICE: Go for the TOEFL Test

Read the passage about a topic in astronomy.
TOEFLRead,ng
•:;-,� .... , ó-' o··' Ó..\ c,"' 1
Ouest.on 1 of 12 � .=:·� :; 2r:

Origins of the Moon

Throughout the nineteenth and twentieth centuries, severa) astronomers advanced competing
theories about how the moon formed. For example, in 1878, astronomer George Howard Darwin
proposed the fission theory, which claimed that early in Earth's formation, the planei began spinning
extremely fast. Darwin believed that lhe rapid spinning motion caused a large chunk ofEarth to break
off and launch into space. This chunk then began orbiting Earth and becarne the moon. Another
explanation, called the condensation theory, stated that while the solar system was still forming, a
star exploded and left behind mass arnounts of debris. According to the condensation theory, Earth
and the moon formed from this debris at roughly the sarne time and through the sarne processes.
2 These theories were accepted to various degrees arnong the scientific community, and there was
much debate among scientists about which one provided the most complete account ofhow the moon
formed. Ultimately, the validity of both was underrnined in the second half of the twentieth century.
At this time, newly available data from lunar missions revealed severa! inconsistencies between the
assumptions of the theories and facts about the moon. For one, data collected on the moon showed that,
at some point, the moon was subjected to intense heat. However, neither the fission theory nor the
condensation theory involved processes that would result in intense heat. Furtherrnore, there is no
evidence that Earth experienced similarly intense heat. Thus, both theories were deemed invalid.
' Data from lunar explorations also revealed another discrepancy with the condensation theory.
According to the theory, the moon and Earth formed through the sarne process at the sarne time.
Scientists pointed out that ifEarth and the moon actually formed this way, they should have the sarne
chemical composition. But when scientists obtained sarnples from the surface of the moon, they
found that the chemical composition ofthe moon was different from that ofEarth, which severely
discredited the condensation theory.
• Information from lunar explorations played a large role in dispelling previous theories of lunar
formation. However, it also helped astronomers formulate a theory that better explains how the moon
was formed. Today, the most current and widely accepted explanation is called the giant impactar
theory. According to this theory, ali of the planeis in the solar system formed ai the sarne time. ln
addition to the planeis that are currently in our solar system, scientists believe that a planei called
Theia also developed at this time. Theia was likely about 4,000 miles in diarneter, roughly the size
of Mars. During Earth's formation, Theia crashed into Earth and disintegrated. Scientists believe
that the collision between Earth and Theia caused at least two large chunks of Earth to break off.
Toe larger of these chunks is thought to have become the moon. Meanwhile, scientists believe that
the smaller chunk, which was probably about one·third the size of our moon, also orbited Earth for
some time. These two pieces orbited Earth together for a period of time that lasted between 10
million and 100 million years. Then, the smaller moon w�s eventually destroyed when it collided into
the larger one.
s Unlike previous theories, the giant impactar theory adequately explains most of the data
noticeable difference collected on the moon. For exarnple, the theory accounts for why there is evidence that the moon
betwee.n two things
was subjected to strong heat while there is no such evidence on Earth. Scientists speculate that when
dispel: to stop someone Theia collided with Earth, intense heat was produced at the point of impact. Moreover, the material
from having an idea or that was directly hit by Theia was likely the chunk of Earth that broke off and formed the moon.
feeling This also explains why the chemical composition of Earth and the moon is different-the ejected
material that formed the moon was primarily from Earth's outer surface. Thus, the chunk that becarne
50 the moon represents only a portion of the composition of Earth.
Now answer the questions.
1. Baseei on the information in paragraph 1, what can be lnferred about Darwin's theory of moon
formatlon?
O lt was lhe first theory ot moon fonnation to galn wide acceptance.
O lt assumed that Earth and the moon were made of the sarne matefial.
o lt was insplred by other scientists' work on the condensation theory.
o lt explalned why Earth and lhe moon deYeloped at different times.

2. lhe word undennlned ln paragraph 2 Is closest ln meaning to

O dismissed.
O weakened.
O proven.
O expanded.

3. ln paragraph 2, the author implies 1hat

O lhe majority of scientists favored the condeosatlon theory over the fissíon theory.
O lunar exploration provided evidence to support the fission theory.
O data trom lunar missions was not available to the entire scientific community.
O lhe chemical composition of lhe moon was unknown until after lhe 1950s.

4. lhe word dlslnl8gralld ln paragraph 4 Is closest ln meanlng to

O became larger.
O softened.
o broke apart.
O disappeared.

5. Baseei on the information in paragraph 4, what Is lmplied about the giant lmpactor theory?
O lts accuracy is still disputed by many astronomers.
O lt cannot explain what became of lhe planet Theia.
o lt descrlbes lhe creation of multiple moons.
O lt is closely based on lhe condensation theory.

6. lhe word speca*'8 ln paragraph 5 Is closest in meaning to

O theofize.
O confirm.
O over1ook.
O reveal.

51