Create an account to track your scores
and create your own practice tests:
Flashcards: Understanding Causes and Effects 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 healthy seeds to avoid diseased ones
give the author the ability to see the pairs of seeds during germination
allow thorough drainage for the seedlings
eliminate errors which occur during germination
ward off insects such as Thrips
All ACT Reading Resources
The ACT Reading section is perhaps the most direct test of critical reasoning ability you will face on a standardized exam in high school. The ACT Reading section is designed to measure your ability to understand both what is directly stated in a passage, as well as how well you are able to draw inferences about it and pick up on implied meanings. As such, it tests one of the most important skills that you can have for any career path you hope to pursue: critical thinking! Whether you need ACT Reading tutoring in New York, ACT Reading tutoring in Chicago, or ACT Reading tutoring in Los Angeles, working one-on-one with an expert may be just the boost your studies need.
The ACT Reading section is similar to a number of other standardized exams in that it attempts to gauge your ability to take in information, analyze it, and draw conclusions based upon it. Unlike typical high school exams, the ACT Reading section is not meant to test your mastery of discrete facts. You will never be tested on the specifics of a book you read in English class during your freshman year. Instead, you will be tested on the skills you have developed by completing assignments throughout high school. Varsity Tutors offers resources like a free ACT prep book to help with your self-paced study, or you may want to consider an ACT Reading tutor.
Many students feel anxious about the ACT Reading section because it puts you on the spot. You have to read a passage, and in just thirty-five minutes, answer forty questions that are detailed, obscure, and often cumbersome. Even though every answer is provided in some way in the passage at hand, you are challenged with extracting and understanding it in the context of the question being asked. While this is stressful, you want to remember that the test gives you all the information that you need to answer every single question.
Because of this arrangement, you probably don’t want to focus your preparation on learning specific facts. Instead, practice and develop your ability to read, identify important meanings, and consider information in the specific context in which it is presented. A great way to prepare to excel on the ACT Reading section is to complete as many practice questions as possible. You can develop your ability to draw generalizations, comprehend the main message, and compare and contrast material presented in college-level compositions. Over time, you can learn to read unfamiliar material and simplify the main idea to a sentence or two quickly, a skill that can pay off on test day.
Practicing your reading abilities can help you excel on the ACT Reading section, but doing so can also serve you well through college, graduate school, and your career. Investing time during high school to properly prepare for the ACT Reading section can make life later far easier, as doing so can help you avoid spending the first years of college trying to make up for lost time. The skills the ACT Reading section tests are certainly not unique to English or the social sciences; every course in college, whether concerned with Shakespeare or advanced biology, will demand that you can read, critically analyze, and establish inferences from provided material. Moreover, employers highly value the ability to understand and communicate abstract ideas quickly and clearly. It is one of the few skills that cuts across fields, and distinguishes top performers in almost every career.
If you’re ready to start practicing for the ACT Reading section right now, try out Varsity Tutors’ free ACT Reading Flashcards. Each flashcard presents a passage from one of the genres that appear on the ACT Reading sections and an associated question. The time you take to read the passage and answer the question is tracked, and afterward, you can see a complete explanation about how to arrive at the correct answer. Our free ACT Reading Flashcards are organized by passage topic and question type, so once you identify your weak areas, you can focus on those exclusively. Registering for a free Learning Tools account will allow you to track your scores on Varsity Tutors’ free ACT Reading resources, making it simple to identify your progress and focus your time on the areas you understand least well. In addition to the ACT Reading flashcards and ACT Reading tutoring, you may also want to consider taking some of our ACT Reading practice tests.The ACT Reading section focuses on testing abstract reasoning skills, so you may be unsure of exactly how ready you are for your exam: get a better look at your current skills with the help of Varsity Tutors’ free ACT Reading Flashcards!
