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QUESTION: 74

Agonistic behavior, or aggression, is exhibited by most of the more than three million species of animals on this planet. Animal behaviorists still disagree on a comprehensive definition of the term, but aggressive behavior can be loosely described as any action that harms an adversary or compels it to retreat. Aggression may serve many purposes, such as food gathering, establishing territory, and enforcing social hierarchy. In a general Darwinian sense, however, the purpose of aggressive behavior is to increase the individual animal's and thus, the species' chance of survival.
Aggressive behavior may be directed at animals of other species, or it may be conspecific that is, directed at members of an animal's own species. One of the most common examples of conspecific aggression occurs in the establishment and maintenance of social hierarchies. In a hierarchy, social dominance is usually established according to physical superiority; the classic example is that of a pecking order among domestic fowl. The dominance hierarchy may be viewed as a means of social control that reduces the incidence of attack within a group. Once established, the hierarchy is rarely threatened by disputes because the inferior animal immediately submits when confronted by a superior.
Two basic types of aggressive behavior are common to most species: attack and defensive threat. Each type involves a particular pattern of physiological and behavioral responses, which tends not to vary regardless of the stimulus that provokes it. For example, the pattern of attack behavior in cats involves a series of movements, such as stalking, biting, seizing with the forepaws and scratching with the hind legs, that changes very little regardless of the stimulus that is, regardless of who or what the cat is attacking.
The cat's defensive threat response offers another set of closely linked physiological and behavioral patterns. The cardiovascular system begins to pump blood at a faster rate, in preparation for sudden physical activity. The eyes narrow and the ears flatten against the side of the cat's head for protection, and other vulnerable areas of the body such as the stomach and throat are similarly contracted. Growling or hissing noises and erect fur also signal defensive threat. As with the attack response, this pattern of responses is generated with little variation regardless of the nature of the stimulus.
Are these aggressive patterns of attack and defensive threat innate, genetically programmed, or are they learned? The answer seems to be a combination of both. A mouse is helpless at birth, but by its 12th day of life can assume a defensive threat position by backing up on its hind legs. By the time it is one month old, the mouse begins to exhibit the attack response. Nonetheless, copious evidence suggests that animals learn and practice aggressive behavior; one need look no further than the sight of a kitten playing with a ball of string. All the elements of attack stalking, pouncing, biting and shaking are part of the game which prepares the kitten for more serious situations later in life.

The author suggests that the question of whether agonistic behavior is genetically programmed or learned:

still generates considerable controversy among animal behaviorists.
was first investigated through experiments on mice.
is outdated since most scientists now believe the genetic element to be most important.
has been the subject of extensive clinical study.

Answer(s): D

Explanation:

Question 74, an inference question, centers on the nature-versus-nurture argument discussed in the final paragraph. Keep the author's conclusion that aggressive patterns are both innate and learned in mind when you're looking for the right choice. It allows you to rule out Choice C immediately, since it is clear that scientists have not resolved the question in favor of genetics.
The only thing the passage says is controversial is the definition of aggression, so Choice A is wrong. Choice B is out because the author never says that the experiments on mice were the first investigations done to answer the nature-nurture question. This leaves Choice D as the only possible correct answer, and it seems reasonable to infer from the author's remark, "copious evidence suggests that animals learn and practice aggressive behavior," that there has been a lot of study devoted to this subject.

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QUESTION: 76

Agonistic behavior, or aggression, is exhibited by most of the more than three million species of animals on this planet. Animal behaviorists still disagree on a comprehensive definition of the term, but aggressive behavior can be loosely described as any action that harms an adversary or compels it to retreat. Aggression may serve many purposes, such as food gathering, establishing territory, and enforcing social hierarchy. In a general Darwinian sense, however, the purpose of aggressive behavior is to increase the individual animal's and thus, the species' chance of survival.
Aggressive behavior may be directed at animals of other species, or it may be conspecific that is, directed at members of an animal's own species. One of the most common examples of conspecific aggression occurs in the establishment and maintenance of social hierarchies. In a hierarchy, social dominance is usually established according to physical superiority; the classic example is that of a pecking order among domestic fowl. The dominance hierarchy may be viewed as a means of social control that reduces the incidence of attack within a group. Once established, the hierarchy is rarely threatened by disputes because the inferior animal immediately submits when confronted by a superior.
Two basic types of aggressive behavior are common to most species: attack and defensive threat. Each type involves a particular pattern of physiological and behavioral responses, which tends not to vary regardless of the stimulus that provokes it. For example, the pattern of attack behavior in cats involves a series of movements, such as stalking, biting, seizing with the forepaws and scratching with the hind legs, that changes very little regardless of the stimulus that is, regardless of who or what the cat is attacking.
The cat's defensive threat response offers another set of closely linked physiological and behavioral patterns. The cardiovascular system begins to pump blood at a faster rate, in preparation for sudden physical activity. The eyes narrow and the ears flatten against the side of the cat's head for protection, and other vulnerable areas of the body such as the stomach and throat are similarly contracted. Growling or hissing noises and erect fur also signal defensive threat. As with the attack response, this pattern of responses is generated with little variation regardless of the nature of the stimulus.
Are these aggressive patterns of attack and defensive threat innate, genetically programmed, or are they learned? The answer seems to be a combination of both. A mouse is helpless at birth, but by its 12th day of life can assume a defensive threat position by backing up on its hind legs. By the time it is one month old, the mouse begins to exhibit the attack response. Nonetheless, copious evidence suggests that animals learn and practice aggressive behavior; one need look no further than the sight of a kitten playing with a ball of string. All the elements of attack stalking, pouncing, biting and shaking are part of the game which prepares the kitten

for more serious situations later in life.
Which of the following topics related to agonistic behavior is NOT explicitly addressed in the passage?

The physiological changes that accompany attack behavior in cats
The evolutionary purpose of aggression
Conspecific aggression that occurs in dominance hierarchies
The relationship between play and aggression

Answer(s): A

Explanation:

By now you should have a pretty good idea of what's in the passage. Scan the Choices and eliminate the ones that look familiar. Choice B, the evolutionary purpose of aggression, is explicitly addressed in the final sentence of Paragraph 1. Conspecific aggression occurring in dominance hierarchies, Choice C, is discussed in Paragraph 2. The relationship between play and aggression, Choice D, is mentioned in the final two sentences of the passage.
Choice A seems to be the winner by the process of elimination. Indeed, the physiological changes that accompany aggressive behavior were discussed in detail only with respect to defensive threat response and not with respect to attack behavior in cats. A is the correct answer.

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QUESTION: 77

Agonistic behavior, or aggression, is exhibited by most of the more than three million species of animals on this planet. Animal behaviorists still disagree on a comprehensive definition of the term, but aggressive behavior can be loosely described as any action that harms an adversary or compels it to retreat. Aggression may serve many purposes, such as food gathering, establishing territory, and enforcing social hierarchy. In a general Darwinian sense, however, the purpose of aggressive behavior is to increase the individual animal's and thus, the species' chance of survival.
Aggressive behavior may be directed at animals of other species, or it may be conspecific that is, directed at members of an animal's own species. One of the most common examples of conspecific aggression occurs in the establishment and maintenance of social hierarchies. In a hierarchy, social dominance is usually established according to physical superiority; the classic example is that of a pecking order among domestic fowl. The dominance hierarchy may be viewed as a means of social control that reduces the incidence of attack within a group. Once established, the hierarchy is rarely threatened by disputes because the inferior animal immediately submits when confronted by a superior.
Two basic types of aggressive behavior are common to most species: attack and defensive threat. Each type involves a particular pattern of physiological and behavioral responses, which tends not to vary regardless of the stimulus that provokes it. For example, the pattern of attack behavior in cats involves a series of movements, such as stalking, biting, seizing with the forepaws and scratching with the hind legs, that changes very little regardless of the stimulus that is, regardless of who or what the cat is attacking.
The cat's defensive threat response offers another set of closely linked physiological and behavioral patterns. The cardiovascular system begins to pump blood at a faster rate, in preparation for sudden physical activity. The eyes narrow and the ears flatten against the side of the cat's head for protection, and other vulnerable areas of the body such as the stomach and throat are similarly contracted. Growling or hissing noises and erect fur also signal defensive threat. As with the attack response, this pattern of responses is generated with little variation regardless of the nature of the stimulus.
Are these aggressive patterns of attack and defensive threat innate, genetically programmed, or are they learned? The answer seems to be a combination of both. A mouse is helpless at birth, but by its 12th day of life can assume a defensive threat position by backing up on its hind legs. By the time it is one month old, the mouse begins to exhibit the attack response. Nonetheless, copious evidence suggests that animals learn and practice aggressive behavior; one need look no further than the sight of a kitten playing with a ball of string. All

the elements of attack stalking, pouncing, biting and shaking are part of the game which prepares the kitten for more serious situations later in life.
Which of the following would be most in accord with the information presented in the passage?

The aggressive behavior of sharks is closely linked to their need to remain in constant motion.
The inability of newborn mice to exhibit the attack response proves that aggressive behavior must be learned.
Most animal species that do not exhibit aggressive behavior are prevented from doing so by environmental factors.
Members of a certain species of hawk use the same method to prey on both squirrels and gophers.

Answer(s): D

Explanation:

This is an Application question. You already know a considerable amount from the passage about aggressive behavior in animals; you just have to decide which new assertion fits in with what you already know.
The author doesn't say anything about a link between aggressive behavior and breathing (the reason a shark has to stay in motion), so Choice A is out. The inability of newborn mice to exhibit the attack response is NOT proof that aggressive behavior must be learned, as Choice B claims. On the contrary, mice attack after only a month, too short a time to have learned this behavior which is why the author cites this as evidence that aggressive behavior is partially genetic. Choice C is wrong because the author never discusses animal species that don't exhibit aggressive behavior.
That leaves us with Choice D, which says that certain hawks use the same means of attack on both squirrels and gophers. This fits right in with the facts of the passage, since the second sentence of Paragraph 3 states that the physiological and behavioral patterns that make up aggressive behavior change very little regardless of the stimuli that provoke them (the stimuli here being the squirrels and the gophers). Thus Choice D is the correct answer.

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QUESTION: 78

At a recent meeting of the American Public Transit Association, the Environmental Protection Agency unveiled stringent new standards for pollution control. The transit authorities were particularly concerned about the implementation of a proposed "Clean Air Act." They believed the provisions of the Clean Air Act could severely affect basic services to their local communities. Many transit agencies were concerned that it would be difficult to comply with the pollution and emissions control standards while continuing to operate within realistic budgets.
The aim of the Clean Air Act is to assure that by the year 2000, there will be a reduction of at least 10 million tons of sulfur dioxide from 1980 levels. The bill also calls for a reduction in pollutants that contribute to the depletion of ozone. Strict regulations of toxic air emissions would have to be established and enforced. Additionally, the Clean Air Act would establish specific acid-rain reduction quotas and enforce severe penalties for transgressors of any of the new clean air regulations.
There is little doubt that mass-transit suppliers will be considerably affected by this new legislation, just as the chemical and petroleum industries have already been affected by similar legislation. Transit authorities are challenged to strike a difficult balance between complying with the government's new standards and developing an official concern for the environment, while continuing to fulfill the transportation needs of the general population.
Among the areas addressed by the Clean Air Act, the topic of mobile resources is of particular interest to mass transit authorities. Provisions contained in the Act under this title are aimed at encouraging the development and practical use of alternative fuel sources, like solar energy and methane fuel. The goal of this section of the Act is to eradicate toxic fuel emissions in order to provide cleaner air and a more favorable environment. The Act even goes so far as to declare that in cities like New York, Los Angeles and Houston where air quality is particularly noxious and toxins exceed the limits of federal regulations forms of mass transit should run on so- called "clean-burning fuels" by the year 2000. Such fuels include reformulated gasoline, propane, electricity, natural gas, ethanol, methanol, or any similar type of low-emission fuel. In addition, the Act proposes that, by 1994, all new urban buses in cities with populations exceeding one million must operate solely on clean-burning fuels.
The topics of alternative fuels and alternative fuel vehicles represent, by far, the most controversial issue in the Clean Air Act. President Bush has called alternative fuels "bold and innovative" means to control pollution, but according to many transportation experts, the Act's proposals on alternative fuel usage are unrealistic. The transit authorities recognize that concern for the environment and health hazards like pollution are global issues. However, most transit officials concur that inventing and developing new ways to fuel mass transit will take at least 50 years to realize. They point out that the Act does not mention the political and social ramifications of usurping the role of the petroleum industries. The Act does not mention if or how the thousands of people employed by the oil industry will get retrained to produce and implement the use of "clean" fuel.
No one disputes the fact that people need some form of transportation to get from place to place. Preserving the environment should be a priority, yet we need to remember that even if toxic emissions are completely eliminated sometime in the future, the challenge of moving mass numbers of people where they want to go will still exist and must remain a priority. Transit authorities contend that unless the Clean Air Act also acknowledges this, and develops a way to encourage mass transit over personal transportation, the problems of pollution might not be significantly altered. They suggest that there are many areas in this country that have little or no mass transit and that, if the Clean Air Act's goal is to reduce pollution, perhaps the most practical and realistic means to achieve that goal is to encourage the development and maintenance of mass transit systems.
In general, transit authorities feel that complying with the provisions in the Clean Air Act will:

be fairly easy as long as strict compliance is followed by all agencies of mass transit.
prove difficult because only wealthy private corporations can afford to drastically change their methods of business.
demand an increase in government funding for mass transit.
be challenging because transit authorities must meet the public's transportation needs while adhering to the new provisions.

Answer(s): D

Explanation:

In the third paragraph, the author states that transportation agencies will find it challenging to strike a balance between complying with the government's new standards and continuing to fulfill the transportation needs of the general public (Choice D).
Choice A is incorrect because it contradicts the whole theme of the passage, i.e. that compliance with the provisions of the Act will be difficult for transit agencies. Choice C can be ruled out because government funding for mass transit is not discussed anywhere in the passage. Similarly, Choice B is out because the abilities of wealthy private corporations to change their methods of business is not discussed by the author.

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QUESTION: 79

At a recent meeting of the American Public Transit Association, the Environmental Protection Agency unveiled stringent new standards for pollution control. The transit authorities were particularly concerned about the implementation of a proposed "Clean Air Act." They believed the provisions of the Clean Air Act could severely affect basic services to their local communities. Many transit agencies were concerned that it would be difficult to comply with the pollution and emissions control standards while continuing to operate within realistic budgets.
The aim of the Clean Air Act is to assure that by the year 2000, there will be a reduction of at least 10 million tons of sulfur dioxide from 1980 levels. The bill also calls for a reduction in pollutants that contribute to the depletion of ozone. Strict regulations of toxic air emissions would have to be established and enforced. Additionally, the Clean Air Act would establish specific acid-rain reduction quotas and enforce severe penalties for transgressors of any of the new clean air regulations.

There is little doubt that mass-transit suppliers will be considerably affected by this new legislation, just as the chemical and petroleum industries have already been affected by similar legislation. Transit authorities are challenged to strike a difficult balance between complying with the government's new standards and developing an official concern for the environment, while continuing to fulfill the transportation needs of the general population.
Among the areas addressed by the Clean Air Act, the topic of mobile resources is of particular interest to mass transit authorities. Provisions contained in the Act under this title are aimed at encouraging the development and practical use of alternative fuel sources, like solar energy and methane fuel. The goal of this section of the Act is to eradicate toxic fuel emissions in order to provide cleaner air and a more favorable environment. The Act even goes so far as to declare that in cities like New York, Los Angeles and Houston where air quality is particularly noxious and toxins exceed the limits of federal regulations forms of mass transit should run on so- called "clean-burning fuels" by the year 2000. Such fuels include reformulated gasoline, propane, electricity, natural gas, ethanol, methanol, or any similar type of low-emission fuel. In addition, the Act proposes that, by 1994, all new urban buses in cities with populations exceeding one million must operate solely on clean-burning fuels.
The topics of alternative fuels and alternative fuel vehicles represent, by far, the most controversial issue in the Clean Air Act. President Bush has called alternative fuels "bold and innovative" means to control pollution, but according to many transportation experts, the Act's proposals on alternative fuel usage are unrealistic. The transit authorities recognize that concern for the environment and health hazards like pollution are global issues. However, most transit officials concur that inventing and developing new ways to fuel mass transit will take at least 50 years to realize. They point out that the Act does not mention the political and social ramifications of usurping the role of the petroleum industries. The Act does not mention if or how the thousands of people employed by the oil industry will get retrained to produce and implement the use of "clean" fuel.
No one disputes the fact that people need some form of transportation to get from place to place. Preserving the environment should be a priority, yet we need to remember that even if toxic emissions are completely eliminated sometime in the future, the challenge of moving mass numbers of people where they want to go will still exist and must remain a priority. Transit authorities contend that unless the Clean Air Act also acknowledges this, and develops a way to encourage mass transit over personal transportation, the problems of pollution might not be significantly altered. They suggest that there are many areas in this country that have little or no mass transit and that, if the Clean Air Act's goal is to reduce pollution, perhaps the most practical and realistic means to achieve that goal is to encourage the development and maintenance of mass transit systems.
According to transit authorities, unless the Clean Air Act acknowledges the necessity for mass transit, and encourages its use over that of personal transportation:

the cost of mass transit will rise to a prohibitive level.
private automobile manufacturers will take advantage of the loopholes in the Clean Air Act.
pollution may continue unabated.
the use of public transportation in rural areas will decrease.

Answer(s): C

Explanation:

The correct answer to this inference question can be found by looking at the first two sentences of the last paragraph. Transit authorities believe that unless the Clean Air Act acknowledges that people need some form of mass transportation, the problems of pollution might not be significantly altered. Choice C paraphrases this idea. It is stated in the first paragraph that compliance with the Act might make it difficult for transit agencies to continue to operate within realistic budgets. However, one could not infer from the information given in the passage that transportation costs will rise to a prohibitive level. Choice A is therefore incorrect. B is out because private automobile manufacturers aren't mentioned anywhere in the passage. Finally, Choice D is wrong
because there is no reason to think that the use of public transportation would decrease from the present level if nothing were done to affect it.

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What the MCAT Test Exam Tests and How to Pass It

The Medical College Admission Test (MCAT) is a standardized, multiple-choice examination designed to assess the problem-solving, critical thinking, and knowledge of natural, behavioral, and social science concepts and principles prerequisite to the study of medicine. Candidates who pursue this Test Prep certification are typically aspiring medical students aiming to demonstrate their readiness for the rigorous academic demands of medical school. Admissions committees at medical schools utilize the scores from this certification exam to evaluate a candidate's aptitude for complex scientific reasoning and their ability to synthesize information across diverse disciplines. Because the exam is a critical component of the medical school application process, success requires a deep understanding of foundational concepts rather than simple rote memorization. Professionals and educators recognize this exam as a primary benchmark for determining whether a student possesses the intellectual foundation necessary to succeed in a medical curriculum.

What the MCAT Test Exam Covers

The MCAT Test covers a broad spectrum of academic domains, specifically focusing on Verbal Reasoning, Biological Sciences, Physical Sciences, and a Writing Sample. In practical terms, the Verbal Reasoning section tests your ability to comprehend, analyze, and evaluate information provided in complex passages, which is essential for interpreting medical literature and patient histories. The Biological Sciences and Physical Sciences sections require candidates to apply scientific principles to solve problems, often involving data interpretation and the application of formulas or theories to specific scenarios. By utilizing our practice questions, you can simulate the cognitive load required to navigate these distinct sections, ensuring you are comfortable with the interdisciplinary nature of the test. Mastering these domains is not just about passing the exam; it is about developing the analytical mindset required for clinical practice and medical research.

The Physical Sciences section is frequently cited by candidates as one of the most technically demanding areas due to its heavy reliance on physics and general chemistry principles. This section challenges test-takers to move beyond theoretical knowledge and apply mathematical and scientific concepts to solve multi-step problems under timed conditions. Candidates must demonstrate a high level of proficiency in interpreting graphs, tables, and experimental data, which often requires a solid grasp of fundamental laws and their real-world applications. Success in this area is achieved by consistently working through practice questions that force you to identify the underlying scientific principle before attempting a calculation or analysis.

Are These Real MCAT Test Exam Questions?

Our platform provides access to practice questions that reflect what appears on the real exam because they are sourced from the community of students and professionals who have recently sat for the test. These are community-verified resources, meaning that the content is continuously reviewed and refined by individuals who understand the current structure and difficulty level of the MCAT Test. If you've been searching for MCAT Test exam dumps or braindump files, our community-verified practice questions offer something more valuable, each question is verified and explained by IT professionals and medical students who recently passed the exam. We prioritize accuracy and pedagogical value over the mere collection of questions, ensuring that you are studying material that aligns with the actual testing objectives. By focusing on verified content, you avoid the risks associated with unreliable or outdated study materials that often circulate in unverified forums.

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How to Prepare for the MCAT Test Exam

Effective exam preparation requires a disciplined approach that prioritizes conceptual understanding over memorization, especially given the scenario-based nature of the MCAT Test. We recommend building a structured study schedule that allocates specific blocks of time to each of the four main sections, allowing for consistent review and reinforcement of weaker areas. Hands-on practice is essential; you should treat every practice session as a simulation of the actual testing environment to build the necessary stamina and time-management skills. Every practice question includes a free AI Tutor explanation that breaks down the reasoning behind the correct answer, so you understand the concept, not just the answer. This AI Tutor serves as a personal guide, helping you identify the "why" behind each solution, which is crucial for mastering the complex, multi-layered questions found on this Test Prep certification.

A common mistake candidates make is relying too heavily on passive review, such as re-reading textbooks without testing their ability to apply that knowledge. To avoid this, you should actively engage with practice questions early and often, using them to diagnose your knowledge gaps rather than just measuring your current score. Another frequent error is failing to manage time effectively during the exam, which can lead to rushing through complex passages and making avoidable mistakes. By consistently practicing with timed sets, you can develop the internal pacing required to handle the pressure of the exam day while maintaining high accuracy.

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On the day of your exam, you should be prepared for a comprehensive, computer-based testing experience that evaluates your endurance and cognitive agility. The MCAT Test is administered in a controlled environment, typically at a professional testing center, where strict security protocols are enforced to maintain the integrity of the certification exam. You will encounter a variety of question formats, including multiple-choice questions that require you to analyze passages, interpret data, and apply scientific reasoning to solve problems. The exam is lengthy and demanding, designed to test not only your knowledge but also your ability to maintain focus and perform under significant time constraints. Familiarizing yourself with the interface and the types of questions beforehand is a vital part of your overall exam prep strategy.

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These practice questions are intended for serious candidates who are preparing for the MCAT Test as a gateway to medical school and a career in healthcare. Whether you are a student currently enrolled in undergraduate coursework or a professional looking to transition into the medical field, this certification exam is a critical milestone that requires significant dedication. Our platform is designed to support those who are committed to rigorous exam preparation and who want to ensure their study time is spent on high-quality, verified content. By utilizing these resources, you are positioning yourself to better understand the expectations of the exam and to improve your performance through targeted, evidence-based practice. Achieving a strong score on this exam is a major step toward your professional goals, and our tools are here to help you navigate that path with confidence.

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Test Prep MCAT Test Exam Prep
Medical College Admission Test: Verbal Reasoning, Biological Sciences, Physical Sciences, Writing Sample (Page 16 )

QUESTION: 74

Explanation:

QUESTION: 76

Explanation:

QUESTION: 77

Explanation:

QUESTION: 78

Explanation:

QUESTION: 79

Explanation:

Recommended process

What the MCAT Test Exam Tests and How to Pass It

What the MCAT Test Exam Covers

Are These Real MCAT Test Exam Questions?

How to Prepare for the MCAT Test Exam

What to Expect on Exam Day

Who Should Use These MCAT Test Practice Questions

Test Prep MCAT Test Exam Prep Medical College Admission Test: Verbal Reasoning, Biological Sciences, Physical Sciences, Writing Sample (Page 16 )

QUESTION: 74

Explanation:

QUESTION: 76

Explanation:

QUESTION: 77

Explanation:

QUESTION: 78

Explanation:

QUESTION: 79

Explanation:

Recommended process

What the MCAT Test Exam Tests and How to Pass It

What the MCAT Test Exam Covers

Are These Real MCAT Test Exam Questions?

How to Prepare for the MCAT Test Exam

What to Expect on Exam Day

Who Should Use These MCAT Test Practice Questions

Test Prep MCAT Test Exam Prep
Medical College Admission Test: Verbal Reasoning, Biological Sciences, Physical Sciences, Writing Sample (Page 16 )