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© Adaptive Education 2010 E-GAMSAT Sample Exam

Adaptive Education 2010 . E-GAMSAT Sample Exam Section I Reasoning in Humanities and Social Sciences 26 questions 35 minutes Section II Written Communication 1 question 30 minutes Section III Reasoning in Biological and Physical Sciences 30 questions 45 minutes It is important when completing this Sample exam to simulate real exam conditions, especially where timing is concerned. This is not a full length exam but covers sections I, II, and III. Answers and solutions are available online at 1. Continue to next page Adaptive Education 2010 .

© Adaptive Education 2010 1 Continue to next page E-GAMSAT Sample Exam Section I – Reasoning in Humanities and Social Sciences 26 questions – 35 minutes

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Transcription of © Adaptive Education 2010 E-GAMSAT Sample Exam

1 Adaptive Education 2010 . E-GAMSAT Sample Exam Section I Reasoning in Humanities and Social Sciences 26 questions 35 minutes Section II Written Communication 1 question 30 minutes Section III Reasoning in Biological and Physical Sciences 30 questions 45 minutes It is important when completing this Sample exam to simulate real exam conditions, especially where timing is concerned. This is not a full length exam but covers sections I, II, and III. Answers and solutions are available online at 1. Continue to next page Adaptive Education 2010 .

2 Section I: Reasoning in Humanities and Social Sciences Perusal: 3 minutes Time allowed: 35 minutes Unit One Questions 1-5. This passage is taken from Adam Smith's The Wealth of Nations: To take an example, therefore, from a very trifling manufacture; but one in which the division of labour has been very often taken notice of, the trade of the pin-maker; a workman not educated to this business (which the division of labour has rendered a distinct trade), nor acquainted with the use of the machinery employed in it (to the 5 invention of which the same division of labour has probably given occasion), could scarce, perhaps, with his utmost industry, make one pin in a day, and certainly could not make twenty.

3 But in the way in which this business is now carried on, not only the whole work is a peculiar trade, but it is divided into a number of branches, of which the greater part are likewise peculiar trades. One man draws out the wire, 10 another straights it, a third cuts it, a fourth points it, a fifth grinds it at the top for receiving, the head; to make the head requires two or three distinct operations; to put it on is a peculiar business, to whiten the pins is another; it is even a trade by itself to put them into the paper.

4 And the important business of making a pin is, in this manner, divided into about eighteen distinct operations, which, in some 15 manufactories, are all performed by distinct hands, though in others the same man will sometimes perform two or three of them. I have seen a small manufactory of this kind where ten men only were employed, and where some of them consequently performed two or three distinct operations. But though they were very poor, and therefore but indifferently accommodated with the necessary machinery, they could, 20 when they exerted themselves, make among them about twelve pounds of pins in a day.

5 There are in a pound upwards of four thousand pins of a middling size. Those ten persons, therefore, could make among them upwards of forty-eight thousand pins in a day. Each person, therefore, making a tenth part of forty-eight thousand pins, might be considered as making four thousand eight hundred pins in a day. But if they 25 had all wrought separately and independently, and without any of them having been educated to this peculiar business, they certainly could not each of them have made twenty, perhaps not one pin in a day; that is, certainly, not the two hundred and fortieth, perhaps not the four thousand eight hundredth part of what they are at present capable of performing, in consequence of a proper division and combination 30 of their different operations.

6 2. Continue to next page Adaptive Education 2010 . 1 Which skills must workers have for the division of labour described above? A an eye for quality and detail B ability to work quickly C ability to do multiple steps in the manufacturing process D none of the above 2 Which phrase best describes Adam Smith's vision? A if you want something done right, do it yourself B slow and steady wins the race C a well-trained worker is irreplaceable D individually we are a drop; together we are an ocean 3 Which of these examples best embodies the division of labour?

7 A a painter adding each new layer to his painting B contractors who specialize in installing flooring C an automobile company using assembly line production D a school where each teacher specializes in one subject 4 Which was NOT argued as a reason that the division of labour is advantageous? A increased productivity B the ability to use unskilled laborers C decreased manufacturing cost D increased efficiency 5 What is the author saying about pin-making when he describes it as a very trifling manufacture?

8 A it is a trivial industry B it is an industry that is makes use of unskilled labour C it is an industry that performs a tedious task D it is an industry that employs a relatively insignificant number workers per factory 3. Continue to next page Adaptive Education 2010 . Unit Two Questions 6-10. This passage is taken from William Shakespeare's Macbeth: If it were done when 'tis done, then 'twere well It were done quickly. If th'assassination Could trammel up the consequence, and catch With his surcease success: that but this blow 5 Might be the be-all and the end-all, here, But here upon this bank and shoal of time, We'd jump the life to come.

9 But in these cases We still have judgement here, that we but teach Bloody instructions which, being taught, return 10 To plague th'inventor. This even-handed justice Commends th'ingredience of our poisoned chalice To our own lips. He's here in double trust: First, as I am his kinsman and his subject, Strong both against the deed; then, as his host, 15 Who should against his murderer shut the door, Not bear the knife myself. Besides, this Duncan Hath borne his faculties so meek, hath been So clear in his great office, that his virtues Will plead like angels, trumpet-tongued against 20 The deep damnation of his taking-off, And pity, like a naked new-born babe, Striding the blast, or heaven's cherubin, horsed Upon the sightless couriers of the air, Shall blow the horrid deed in every eye 25 That tears shall drown the wind.

10 I have no spur To prick the sides of my intent, but only Vaulting ambition which o'erleaps itself And falls on th'other. 4. Continue to next page Adaptive Education 2010 . 6 Which is NOT a reason that Macbeth is hesitant to kill Duncan A Duncan is the king B Duncan is his relative C Duncan trusts him D Duncan's death would lead to war 7 According to the passage, which best describes Duncan as a leader? A selfish B uncorrupt C unpopular D friendly 8 What does Macbeth mean when he says he possesses I have no spur To prick the sides of my intent, but only Vaulting ambition which o'erleaps itself And falls on th'other ?


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