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Flashcards: Analyzing Cause and Effect in Natural Science Passages
Adapted from The Effects of Cross & Self-Fertilisation in the Vegetable Kingdom by Charles Darwin (1876)
As it is impossible to exclude such minute pollen-carrying insects as Thrips, flowers which it was intended to fertilise with their own pollen may sometimes have been afterwards crossed with pollen brought by these insects from another flower on the same plant; but as we shall hereafter see, a cross of this kind does not produce any effect, or at most only a slight one. When two or more plants were placed near one another under the same net, as was often done, there is some real though not great danger of the flowers which were believed to be self-fertilised being afterwards crossed with pollen brought by Thrips from a distinct plant. I have said that the danger is not great because I have often found that plants which are self-sterile, unless aided by insects, remained sterile when several plants of the same species were placed under the same net. If, however, the flowers which had been presumably self-fertilised by me were in any case afterwards crossed by Thrips with pollen brought from a distinct plant, crossed seedlings would have been included amongst the self-fertilised; but it should be especially observed that this occurrence would tend to diminish and not to increase any superiority in average height, fertility, etc., of the crossed over the self-fertilised plants.
As the flowers which were crossed were never castrated, it is probable or even almost certain that I sometimes failed to cross-fertilise them effectually, and that they were afterwards spontaneously self-fertilised. This would have been most likely to occur with dichogamous species, for without much care it is not easy to perceive whether their stigmas are ready to be fertilised when the anthers open. But in all cases, as the flowers were protected from wind, rain, and the access of insects, any pollen placed by me on the stigmatic surface whilst it was immature, would generally have remained there until the stigma was mature; and the flowers would then have been crossed as was intended. Nevertheless, it is highly probable that self-fertilised seedlings have sometimes by this means got included amongst the crossed seedlings. The effect would be, as in the former case, not to exaggerate but to diminish any average superiority of the crossed over the self-fertilised plants.
Errors arising from the two causes just named, and from others,—such as some of the seeds not having been thoroughly ripened, though care was taken to avoid this error—the sickness or unperceived injury of any of the plants,—will have been to a large extent eliminated, in those cases in which many crossed and self-fertilised plants were measured and an average struck. Some of these causes of error will also have been eliminated by the seeds having been allowed to germinate on bare damp sand, and being planted in pairs; for it is not likely that ill-matured and well-matured, or diseased and healthy seeds, would germinate at exactly the same time. The same result will have been gained in the several cases in which only a few of the tallest, finest, and healthiest plants on each side of the pots were measured.
Kolreuter and Gartner have proved that with some plants several, even as many as from fifty to sixty, pollen-grains are necessary for the fertilisation of all the ovules in the ovarium. Naudin also found in the case of Mirabilis that if only one or two of its very large pollen-grains were placed on the stigma, the plants raised from such seeds were dwarfed. I was therefore careful to give an amply sufficient supply of pollen, and generally covered the stigma with it; but I did not take any special pains to place exactly the same amount on the stigmas of the self-fertilised and crossed flowers. After having acted in this manner during two seasons, I remembered that Gartner thought, though without any direct evidence, that an excess of pollen was perhaps injurious. It was therefore necessary to ascertain whether the fertility of the flowers was affected by applying a rather small and an extremely large quantity of pollen to the stigma. Accordingly a very small mass of pollen-grains was placed on one side of the large stigma in sixty-four flowers of Ipomoea purpurea, and a great mass of pollen over the whole surface of the stigma in sixty-four other flowers. In order to vary the experiment, half the flowers of both lots were on plants produced from self-fertilised seeds, and the other half on plants from crossed seeds. The sixty-four flowers with an excess of pollen yielded sixty-one capsules; and excluding four capsules, each of which contained only a single poor seed, the remainder contained on an average 5.07 seeds per capsule. The sixty-four flowers with only a little pollen placed on one side of the stigma yielded sixty-three capsules, and excluding one from the same cause as before, the remainder contained on an average 5.129 seeds. So that the flowers fertilised with little pollen yielded rather more capsules and seeds than did those fertilised with an excess; but the difference is too slight to be of any significance. On the other hand, the seeds produced by the flowers with an excess of pollen were a little heavier of the two; for 170 of them weighed 79.67 grains, whilst 170 seeds from the flowers with very little pollen weighed 79.20 grains. Both lots of seeds having been placed on damp sand presented no difference in their rate of germination. We may therefore conclude that my experiments were not affected by any slight difference in the amount of pollen used; a sufficiency having been employed in all cases.
Based on the passage, a purpose for the damp sand was to __________.
allow thorough drainage for the seedlings
ward off insects such as Thrips
eliminate errors which occur during germination
allow healthy seeds to avoid diseased ones
give the author the ability to see the pairs of seeds during germination
All PSAT Critical Reading Resources
For many students, the PSAT is a chance to test-drive the SAT. It is an opportunity to exercise those skills that are necessary for a high score - to determine where you can improve before you take the real SAT, as well as where you currently excel.
Some high school students approach the PSAT like a practice test. After all, it is a fantastic tool for focusing your studies and prep appropriately. However, unlike other practice exams that may not demand your full attention, the PSAT is also your ticket to a National Merit Scholarship. A National Merit Scholarship can provide you with money for college, as well as resume prestige. Do not discount the PSAT just because it might seem like a practice test.
The PSAT Critical Reading exam, for instance, is one section where thorough prep is especially valuable. The ability to read with intention is a skill that you will need to master now, for the PSAT, and later, for the ACT and SAT, your college and high school courses, and your future career. The energy you invest in developing your critical reading skills will serve you well in many regards.
This portion of the PSAT, and the PSAT as a whole, will change in the fall of 2015 to better reflect the Revised SAT. The Critical Reading section will consist of 47 questions, for which you will be given 60 minutes. You will be asked to read four stand-alone passages, as well as a pair of selections. Each passage will be several hundred words in length. You might see selections that discuss topics in history, science, or social science, or you might receive a literature excerpt. No matter the content, your task is to extract meaningful information and draw conclusions. This might mean identifying a vocabulary word based on its context, or evaluating which statements support the main idea. Can you draw conclusions from and make inferences based on written material? Are you a critical reader?
The problem, of course, is that it is not easy to become a great critical reader. You simply cannot turn into an accomplished literary critic overnight. Instead, you have to develop your critical reading skills slowly, over time. This is more akin to becoming a champion basketball player than it is to memorizing facts.
The best way to prepare for the PSAT Critical Reading exam is to challenge yourself now. You will want to spend time seeking out and reading material that you might not encounter otherwise. If you work with tutors, you can take what you read and discuss the material together. You will be forced to synthesize the content and deliver it in your own words, thus encouraging your understanding. With these techniques, your PSAT Critical Reading score can reach its maximum potential, and you will be well on your way to ultimate success on the SAT and ACT!
