All SSAT Middle Level Reading Resources
Example Questions
Example Question #1 : Recognizing The Main Idea In Narrative Science Passages
Adapted from "How Animals Spend the Winter" by W. S. Blatchley in A Book of Natural History (1902, ed. David Starr Jordan)
One of the greatest problems that each of the living forms about us has had to solve, during the years of its existence on earth, is how best to perpetuate its kind during that cold season that once each year, in our temperate zone, is bound to come. Many are the solutions to this problem. Each form of life has, as it were, solved it best to suit its own peculiar case, and to the earnest student of Nature there is nothing more interesting than to pry into these solutions and note how varied, strange, and wonderful they are.
To fully appreciate some of the facts mentioned below it must be borne in mind that there is no such thing as “spontaneous generation” of life. Every cell is the offspring of a pre-existing cell. Hence every weed that next season will spring up and provoke the farmer’s ire, and every insect that will then make life almost intolerable for man or beast, exists throughout the winter in some form.
Beginning with the earthworms and their kindred, we find that at the approach of winter they burrow deep down where the icy breath of the frost never reaches, and there they live, during the cold season, a life of comparative quiet. That they are exceedingly sensitive to warmth, however, may be proven by the fact that when a warm rain comes some night in February or March, thawing out the crust of the earth, the next morning reveals in our dooryards the mouths of hundreds of the pits or burrows of these primitive tillers of the soil, each surrounded by a little pile of pellets, the castings of the active artisans of the pits during the night before.
If we will get up before dawn on such a morning we can find the worms crawling actively about over the surface of the ground, but when the first signs of day appear they seek once more their protective burrows, and only an occasional belated individual serves as a breakfast for the early birds.
The third paragraph is concerned with __________.
understanding how it is that earthworms are able to sense the coming of spring
explaining the difference between earthworms and other types of worms
outlining the earthworms need for safety from predatory birds
detailing the unusual behavioral patterns of earthworms
providing an example of how one species survives the winter
providing an example of how one species survives the winter
The first two paragraphs are concerned with explaining to the audience an elemental fact of life—namely that everything that lives must be the product of something else living, and therefore all species that appear in the spring must have survived in small numbers in the winter. The third paragraph is concerned with providing an example, of the earthworms, of how one species survives the winter.
Example Question #2 : Recognizing The Main Idea In Narrative Science Passages
Adapted from "The Greatest Sea-Wave Ever Known" by R. A. Proctor in Wonders of Earth, Sea, and Sky (1902, ed. Edward Singleton Holden)
It was at Arequipa, at the foot of the lofty volcanic mountain Misti, that the most terrible effects of the great earthquake were experienced. Within historic times, Misti has poured forth no lava streams, but that the volcano is not extinct is clearly evidenced by the fact that in 1542 an enormous mass of dust and ashes was vomited forth from its crater. On August 13th, 1868, Misti showed no signs of being disturbed. So far as the volcanic neighbor was concerned, the forty-four thousand inhabitants of Arequipa had no reason to anticipate the catastrophe which presently befell them.
At five minutes past five, an earthquake shock was experienced, which, though severe, seems to have worked little mischief. Half a minute later, however, a terrible noise was heard beneath the earth; a second shock more violent than the first was felt, and then began a swaying motion, gradually increasing in intensity. In the course of the first minute, this motion had become so violent that the inhabitants ran in terror out of their houses into the streets and squares. In the next two minutes, the swaying movement had so increased that the more lightly built houses were cast to the ground, and the flying people could scarcely keep their feet. "And now," says Von Tschudi, "there followed during two or three minutes a terrible scene. The swaying motion changed into fierce vertical upheaval. The subterranean roaring increased in the most terrifying manner; then were heard the heart-piercing shrieks of the wretched people, the bursting of walls, the crashing fall of houses and churches, while over all rolled thick clouds of a yellowish-black dust, which, had they been poured forth many minutes longer, would have suffocated thousands." Although the shocks had lasted but a few minutes, the whole town was destroyed. Not one building remained uninjured, and there were few that did not lie in shapeless heaps of ruins.
The focus of the essay towards the end of this passage is primarily on __________.
the length of time that had passed since the previous eruption
the unexpected nature of the disaster
the lack of preparation on the part of the people of Arequipa
the number of people living in Arequipa
the massive destruction caused by the volcanic eruption
the massive destruction caused by the volcanic eruption
At the end of the passage, particularly in the quotes given by Von Tschudi, the author highlights "the massive destruction caused by the volcanic eruption." This can also be clearly seen in the concluding lines: “Although the shocks had lasted but a few minutes, the whole town was destroyed. Not one building remained uninjured, and there were few which did not lie in shapeless heaps of ruins.”
Example Question #3 : Recognizing The Main Idea In Narrative Science Passages
Adapted from "The Greatest Sea-Wave Ever Known" by R. A. Proctor in Wonders of Earth, Sea, and Sky (1902, ed. Edward Singleton Holden)
It was at Arequipa, at the foot of the lofty volcanic mountain Misti, that the most terrible effects of the great earthquake were experienced. Within historic times, Misti has poured forth no lava streams, but that the volcano is not extinct is clearly evidenced by the fact that in 1542 an enormous mass of dust and ashes was vomited forth from its crater. On August 13th, 1868, Misti showed no signs of being disturbed. So far as the volcanic neighbor was concerned, the forty-four thousand inhabitants of Arequipa had no reason to anticipate the catastrophe which presently befell them.
At five minutes past five, an earthquake shock was experienced, which, though severe, seems to have worked little mischief. Half a minute later, however, a terrible noise was heard beneath the earth; a second shock more violent than the first was felt, and then began a swaying motion, gradually increasing in intensity. In the course of the first minute, this motion had become so violent that the inhabitants ran in terror out of their houses into the streets and squares. In the next two minutes, the swaying movement had so increased that the more lightly built houses were cast to the ground, and the flying people could scarcely keep their feet. "And now," says Von Tschudi, "there followed during two or three minutes a terrible scene. The swaying motion changed into fierce vertical upheaval. The subterranean roaring increased in the most terrifying manner; then were heard the heart-piercing shrieks of the wretched people, the bursting of walls, the crashing fall of houses and churches, while over all rolled thick clouds of a yellowish-black dust, which, had they been poured forth many minutes longer, would have suffocated thousands." Although the shocks had lasted but a few minutes, the whole town was destroyed. Not one building remained uninjured, and there were few that did not lie in shapeless heaps of ruins.
The focus of the essay at the beginning of this passage is primarily on __________.
the number of people living in Arequipa
the massive destruction caused by the volcanic eruption
the length of time that had passed since the previous eruption
the lack of preparation on the part of the people of Arequipa
the unexpected nature of the disaster
the unexpected nature of the disaster
At the beginning of this passage, the author is focusing on highlighting the “unexpected nature of the disaster.” This is in contrast to the end of the essay, which is focused on highlighting “the massive destruction caused by the volcanic eruption.” At the beginning, the author says, “Misti showed no signs of being disturbed. So far as the volcanic neighbor was concerned, the forty-four thousand inhabitants of Arequipa had no reason to anticipate the catastrophe which presently befell them.” This clearly focuses on the “unexpected nature” of the eruption. “The length of time that had passed since the previous eruption” and “The lack of preparation on the part of the people of Arequipa” are merely functions of convincing the audience that the disaster was “unexpected.”
Example Question #1 : Recognizing The Main Idea In Narrative Science Passages
Adapted from "The Greatest Sea-Wave Ever Known" by R. A. Proctor in Wonders of Earth, Sea, and Sky (1902, ed. Edward Singleton Holden)
The inhabitants of the Sandwich Islands, which lie about six thousand three hundred miles from Arica—a city in Chile, might have imagined themselves safe from any effects that could be produced by an earthquake taking place so far away from them. But on the night between August 13th and 14th, the sea around this island group rose in a surprising manner, and many thought the islands were sinking, and would shortly subside altogether beneath the waves. Some of the smaller islands, indeed, were for a time completely submerged. Before long, however, the sea fell again, and as it did so the observers "found it impossible to resist the impression that the islands were rising bodily out of the water." For no less than three days this strange oscillation of the sea continued to be experienced, the most remarkable ebbs and floods being noticed at Honolulu, on the island of Woahoo.
But the sea-wave swept onward far beyond these islands. At Yokohama, in Japan, more than ten thousand five hundred miles from Arica, an enormous wave poured in on August 14th, but at what hour we have no satisfactory record. So far as distance is concerned, this wave affords most surprising evidence of the stupendous nature of the disturbance to which the waters of the Pacific Ocean had been subjected. The whole circumference of the earth is but twenty-five thousand miles, so that this wave had traveled over a distance considerably greater than two-fifths of the earth's circumference. A distance which the swiftest of our ships could not traverse in less than six or seven weeks had been swept over by this enormous undulation in the course of a few hours.
The primary point of this essay is that __________.
the sea-wave traveled vast distances around the world in a short space of time
the people of the Sandwich Islands were lucky to escape with their lives
it is dangerous to build a city or community so close to the ocean
the sea-wave was an extremely destructive force
it is impossible to predict the intensity of sea-waves produced by earthquakes
the sea-wave traveled vast distances around the world in a short space of time
The primary point of this passage is to explain how the sea-wave traveled vast distances around the world. The author achieves this by highlighting all the places where the sea-wave caused notable disturbances and explains how these places are very far apart from one another. The author then reaches his main point in the concluding paragraph, where he says, “So far as distance is concerned, this wave affords most surprising evidence of the stupendous nature of the disturbance to which the waters of the Pacific Ocean had been subjected. The whole circumference of the earth is but twenty-five thousand miles, so that this wave had traveled over a distance considerably greater than two-fifths of the earth's circumference.”
Example Question #8 : Main Idea, Details, Opinions, And Arguments In Narrative Science Passages
Adapted from “Comets” by Camille Flammarion in Wonders of Earth, Sea, and Sky (1902, ed. Edward Singleton Holden)
The history of a comet would be an instructive episode of the great history of the heavens. In it could be brought together the description of the progressive movement of human thought, as well as the astronomical theory of these extraordinary bodies. Let us take, for example, one of the most memorable and best-known comets, and give an outline of its successive passages near the Earth. Like the planetary worlds, comets belong to the solar system, and are subject to the rule of the Star King. It is the universal law of gravitation which guides their path; solar attraction governs them, as it governs the movement of the planets and the small satellites. The chief point of difference between them and the planets is that their orbits are very elongated, and instead of being nearly circular, they take the elliptical form. In consequence of the nature of these orbits, the same comet may approach very near the sun, and afterwards travel from it to immense distances.
Thus, the period of the Comet of 1680 has been estimated at three thousand years. It approaches the sun, so as to be nearer to it than our moon is to us, whilst it recedes to a distance 853 times greater than the distance of the Earth from the sun. On the 17th of December, 1680, it was at its perihelion—that is, at its greatest proximity to the sun; it is now continuing its path beyond the Neptunian orbit. Its velocity varies according to its distance from the solar body. At its perihelion it travels thousands of leagues per minute; at its aphelion it does not pass over more than a few yards.
Its proximity to the Sun in its passage near that body caused Newton to think that it received a heat twenty-eight thousand times greater than that we experience at the summer solstice, and that this heat being two thousand times greater than that of red-hot iron, an iron globe of the same dimensions would be fifty thousand years entirely losing its heat. Newton added that in the end, comets will approach so near the sun that they will not be able to escape the preponderance of its attraction, and that they will fall one after the other into this brilliant body, thus keeping up the heat which it perpetually pours out into space. Such is the deplorable end assigned to comets by the author of the Principia, an end which makes De la Brétonne say to Rétif: "An immense comet, already larger than Jupiter, was again increased in its path by being blended with six other dying comets. Thus displaced from its ordinary route by these slight shocks, it did not pursue its true elliptical orbit; so that the unfortunate thing was precipitated into the devouring centre of the Sun." "It is said," added he, "that the poor comet, thus burned alive, sent forth dreadful cries!"
The primary purpose of the second paragraph is to __________.
Highlight how close to the sun comets pass before receding back to the outer reaches of the solar system.
Underline the limited information we have about the range and behavior of comets and other satellite bodies.
Ridicule the absurd conclusions reached in the Principia.
Explain how the orbit of a comet functions, and how its position in that orbit affects its speed.
Outline the differences between the orbits of comets and the orbits of planetary bodies.
Explain how the orbit of a comet functions, and how its position in that orbit affects its speed.
The primary point of the second paragraph is to explain how the orbit of a comet functions and to show how the position of the comet in its orbit, with relation to its proximity to the sun, affects its speed. This is most clearly highlighted by the author when he says “Its velocity varies according to its distance from the solar body. At its perihelion it travels thousands of leagues per minute; at its aphelion it does not pass over more than a few yards.” Some of the other answers for this question are quite close to correct, but it is important to consider the larger context of the whole passage in tandem with the specific information contained in the second paragraph. The answer choice “Highlight how close to the sun comets pass before receding back to the outer reaches of the solar system” is incorrect because it focuses more on the superficial facts of the comet's proximity to the sun. “Outline the differences between the orbits of comets and the orbits of planetary bodies” is incorrect because the bulk of that conclusion is already given to us in the first paragraph.
Example Question #11 : Recognizing The Main Idea In Narrative Science Passages
Adapted from A Catechism of Familiar Things: Their History and the Events Which Led to Their Discovery by the Benziger Brothers (1881)
Twilight is the light from the first dawning of day to the rising of the sun; and again between its setting and the last remains of day. Without twilight, the sun's light would appear at its rising, and disappear at its setting, instantly; and we should experience a sudden transition from the brightest sunshine to the most complete obscurity. The duration of twilight is different in different climates; and in the same places it varies at different periods of the year.
This passage is primarily concerned with __________.
explaining the differences in duration of twilight in different parts of the world
providing a coherent and comprehensive definition of twilight
ridiculing the ancient worship of sunlight
highlighting the importance of twilight
defining how twilight is experienced by people
providing a coherent and comprehensive definition of twilight
In this passage, the author is merely defining what exactly twilight is. It seems to be written as an introductory article for children who are first learning about the subject. The author briefly mentions how people experience twilight and how it is different in different parts of the world, but these are both part of the author’s attempts at “providing a coherent and comprehensive definition.” There is no mention of the ancient worship of sunlight, nor does the author particularly focus on highlighting the importance of twilight.
Example Question #12 : Recognizing The Main Idea In Narrative Science Passages
Adapted from "Some Strange Nurseries" by Grant Allen in A Book of Natural History (1902, ed. David Starr Jordan)
Many different types of animals employ one of two strategies in raising their young. Certain animals, called “r-strategists,” turn out thousands of eggs with reckless profusion, but they let them look after themselves, or be devoured by enemies, as chance will have it. Other animals, called “K-strategists,” take greater pain in the rearing and upbringing of the young. Large broods indicate an “r” life strategy; small broods imply a “K” life strategy and more care in the nurture and education of the offspring. R-strategists produce eggs wholesale, on the off chance that some two or three among them may perhaps survive an infant mortality of ninety-nine per cent, so as to replace their parents. K-strategists produce half a dozen young, or less, but bring a large proportion of these on an average up to years of discretion.
Which of these extracts best captures the main idea of this passage?
"R-strategists produce eggs wholesale, on the off chance that some two or three among them may perhaps survive an infant mortality of ninety-nine per cent, so as to replace their parents"
"Other animals, called “K-strategists,” take greater pain in the rearing and upbringing of the young"
"K-strategists produce half a dozen young, or less, but bring a large proportion of these on an average up to years of discretion"
"Large broods indicate an “r” life strategy"
"Many different types of animals employ one of two strategies in raising their young."
"Many different types of animals employ one of two strategies in raising their young."
The main idea of this essay is that there is a direct correlation between the number of offspring a species generally produces and the type of life strategy that species employs. This idea is really only captured in the first sentence, ""Many different types of animals employ one of two strategies in raising their young." Another sentence might be better if it compared both r-strategists and K-strategists, but the other four answer choices are less succinct and direct, and usually only make half the author’s point.
Example Question #13 : Recognizing The Main Idea In Narrative Science Passages
Adapted from "Rain and Snow" by John Tyndall in Wonders of Earth, Sea, and Sky (1902, ed. by Edward Singleton Holden)
At the equator, and within certain limits north and south of it, the sun at certain periods of the year is directly overhead at noon. These limits are called the Tropics of Cancer and of Capricorn. Upon the belt comprised between these two circles, the sun's rays fall with their mightiest power, for here they shoot directly downwards and heat both earth and sea more than when they strike slantingly. When the vertical sunbeams strike the land, they heat it, and the air in contact with the hot soil becomes heated in turn. But when heated, the air expands, and when it expands, it becomes lighter. This lighter air rises through the heavier air overhead.
When the sunbeams fall upon the sea, the water is warmed, though not so much as the land. The warmed water expands, becomes thereby lighter, and therefore continues to float upon the top. This upper layer of water warms to some extent the air in contact with it, but it also sends up a quantity of aqueous vapor, which being far lighter than air helps the latter to rise. Thus both from the land and from the sea we have ascending currents established by the action of the sun.
The primary function of this passage is __________.
explain how rising currents are caused by the position and power of the sun
define how the Earth’s rotation around the sun affects the intensity of the seasons
define the limits of the Tropics of Cancer and Capricorn
explain the history of the Tropics of Cancer and Capricorn
describe the sun’s position in relation to the Tropics and the equator
explain how rising currents are caused by the position and power of the sun
The primary function of this passage is to explain how “ascending currents” are “established by the actions of the sun.” This is clear from the manner in which the author spends the entirety of the passage building up to the concluding sentence, which ties the rest of the passage together. It is an instruction in how to understand the cause of “ascending” or “rising” currents.
Example Question #1 : Textual Relationships In Science Passages
Adapted from “Humming-Birds: As Illustrating the Luxuriance of Tropical Nature” in Tropical Nature, and Other Essays by Alfred Russel Wallace (1878)
The food of hummingbirds has been a matter of much controversy. All the early writers down to Buffon believed that they lived solely on the nectar of flowers, but since that time, every close observer of their habits maintains that they feed largely, and in some cases wholly, on insects. Azara observed them on the La Plata in winter taking insects out of the webs of spiders at a time and place where there were no flowers. Bullock, in Mexico, declares that he saw them catch small butterflies, and that he found many kinds of insects in their stomachs. Waterton made a similar statement. Hundreds and perhaps thousands of specimens have since been dissected by collecting naturalists, and in almost every instance their stomachs have been found full of insects, sometimes, but not generally, mixed with a proportion of honey. Many of them in fact may be seen catching gnats and other small insects just like fly-catchers, sitting on a dead twig over water, darting off for a time in the air, and then returning to the twig. Others come out just at dusk, and remain on the wing, now stationary, now darting about with the greatest rapidity, imitating in a limited space the evolutions of the goatsuckers, and evidently for the same end and purpose. Mr. Gosse also remarks, ” All the hummingbirds have more or less the habit, when in flight, of pausing in the air and throwing the body and tail into rapid and odd contortions. This is most observable in the Polytmus, from the effect that such motions have on the long feathers of the tail. That the object of these quick turns is the capture of insects, I am sure, having watched one thus engaged pretty close to me.”
How does the quotation from Mr. Gosse relate to the evidence provided by other scientists earlier in the passage?
It contradicts the previous evidence and supports a different hypothesis.
It suggests that some of the previous evidence may be true, but some may be false.
It has nothing to do with the previous evidence.
It supports the same conclusions that the previous evidence supports.
It suggests that the earlier evidence applies not only to hummingbirds but to another type of bird as well.
It supports the same conclusions that the previous evidence supports.
Let’s consider what Mr. Gosse is saying. The passage says, “Mr. Gosse also remarks, ‘All the hummingbirds have more or less the habit, when in flight, of pausing in the air and throwing the body and tail into rapid and odd contortions. This is most observable in the Polytmus, from the effect that such motions have on the long feathers of the tail. That the object of these quick turns is the capture of insects, I am sure, having watched one thus engaged pretty close to me.’” Paraphrasing that, Mr. Gosse is saying that he has seen hummingbirds contort themselves in the air and he’s pretty sure they’re doing this in order to catch insects. The evidence provided by scientists earlier in the passage supports the idea that hummingbirds eat insects, just like Mr. Gosse’s does. We can’t say that Gosse’s evidence contradicts the earlier evidence, suggests that some of it may be false, or has nothing to do with the previous evidence. It also doesn’t suggest that the previous evidence can be applied to birds other than hummingbirds, because Mr. Gosse says that he is only discussing hummingbirds and we are to infer that the Polytmus is a hummingbird. So, the correct answer is that “it supports the same conclusions that the previous evidence supports.”
Example Question #3 : Comparing And Contrasting Ideas In Natural Science Passages
Adapted from “Humming-Birds: As Illustrating the Luxuriance of Tropical Nature” in Tropical Nature, and Other Essays by Alfred Russel Wallace (1878)
The food of hummingbirds has been a matter of much controversy. All the early writers down to Buffon believed that they lived solely on the nectar of flowers, but since that time, every close observer of their habits maintains that they feed largely, and in some cases wholly, on insects. Azara observed them on the La Plata in winter taking insects out of the webs of spiders at a time and place where there were no flowers. Bullock, in Mexico, declares that he saw them catch small butterflies, and that he found many kinds of insects in their stomachs. Waterton made a similar statement. Hundreds and perhaps thousands of specimens have since been dissected by collecting naturalists, and in almost every instance their stomachs have been found full of insects, sometimes, but not generally, mixed with a proportion of honey. Many of them in fact may be seen catching gnats and other small insects just like fly-catchers, sitting on a dead twig over water, darting off for a time in the air, and then returning to the twig. Others come out just at dusk, and remain on the wing, now stationary, now darting about with the greatest rapidity, imitating in a limited space the evolutions of the goatsuckers, and evidently for the same end and purpose. Mr. Gosse also remarks, ” All the hummingbirds have more or less the habit, when in flight, of pausing in the air and throwing the body and tail into rapid and odd contortions. This is most observable in the Polytmus, from the effect that such motions have on the long feathers of the tail. That the object of these quick turns is the capture of insects, I am sure, having watched one thus engaged pretty close to me.”
Which of the following does the author contrast in this passage?
The results of feeding a hummingbird insects and the results of feeding a hummingbird flower nectar
The author’s opinion about what hummingbirds eat and Mr. Gosse’s opinion about what hummingbirds eat
The beliefs of historical scientists and the beliefs of scientists of the author’s time
Hummingbirds with long tails and hummingbirds with short tails
Hummingbirds that eat flower nectar and hummingbirds that eat insects
The beliefs of historical scientists and the beliefs of scientists of the author’s time
Nowhere in the passage is the feeding of hummingbirds by humans mentioned, so “The results of feeding a hummingbird insects and the results of feeding a hummingbird flower nectar” cannot be correct. While a hummingbird with a long tail, the Polytmus, is mentioned, it is not contrasted with any short-tailed hummingbirds. The author appears to agree with Mr. Gosse’s opinion about what hummingbirds eat, so “The author’s opinion about what hummingbirds eat and Mr. Gosse’s opinion about what hummingbirds eat” cannot be correct either. This leaves us with “Hummingbirds that eat flower nectar and hummingbirds that eat insects” and “the beliefs of historical scientists and the beliefs of scientists of the author’s time.” While the passage is concerned with what hummingbirds eat, it doesn’t suggest that some types of hummingbirds eat only nectar and others eat only insects. Hummingbirds are considered as an entire group; they’re never divided into “hummingbirds that eat insects” and “hummingbirds that eat flower nectar.” This leaves us with one answer choice, the correct one: “The beliefs of historical scientists and the beliefs of scientists of the author’s time.” These beliefs are contrasted in the paragraph’s second sentence: “All the early writers down to Buffon believed that they lived solely on the nectar of flowers, but since that time, every close observer of their habits maintains that they feed largely, and in some cases wholly, on insects.”