Instructional Module

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Part I: VItal InformatIon

authorsLee Baker, Deon Clark, Stephen Seilheimer

Instructional topicAptitude Test Preparation/ Math Workshop

Instructional module/ training Plan titleGet Into Energy Math and Test Prep Workshop

learning SettingClassroom

audienceEmployment Test Takers

Delivery modality (online, hybrid, face-to-face, etc.)Face-to-Face

total time allotment16 hours

Instructional module/ training Plan GoalProvide a refresher course of instruction that will aid personnel in preparing for employment aptitude testing

Performance-Based objectivesUsing information gained in this course, the prepared student will develop the following aptitudes:

PBo 1: Understanding mathematical UsagePerform basic mathematical operations involving: • Arithmetic (including operations with integers, decimals,

fractions, prime numbers, factors, percents, solving for an unknown)

• Basic Algebra (including order of operations, ratios and percents, exponents, unit conversions, solving for an unknown)

• Basic Geometry (including perimeter, area, and volume of polygons and solids)

PBo 2: Understanding mechanical ConceptsDemonstrate knowledge of mechanical principles, including:• Force• Laws of Motion• Friction• Pressure• Energy• Work • Simple Machines• Mechanical Advantage• Gears

PBo 3: Solving Spatial ability/assembly Problems Visualize proper assembly of objects

PBo 4: Interpret Information found on tables and GraphsInterpret information from tables and graphs, including information found on:• Tables • Pie Charts• Bar Graphs• Line Graphs

PBo 5: reading ComprehensionRead, analyze, and draw logical conclusions from information read

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Part II: ImPlementatIon Plan

InformatIon metHoDS/aCtIVItIeS/InStrUCtIonSGreetInGThe instructor will: Engage the trainees with a greeting and make a social inquiry (examples: “How was lunch?” / “Did anyone do anything interesting last night?” )

No Materials NeededTime allotted: 5 minutes

leSSon IntroDUCtIon/motIVatIon Focus trainee attention on “What’s In It For Me”The instructor will: Introduce the course content and gain the learners’ attention. Suggested Opening: Congratulations! You have chosen to pursue a very rewarding career in the energy industry. This career field offers job stability, has opportunity for advancement, and is ideal for career-minded people who prefer working with tools and technology.

No Materials Needed Time Allotted: 3-5 minutes

Federal regulations mandate that employment tests must be job-related. Edison Electric Institutes’ (EEI) employment test batteries are designed and validated for specific energy industry job families, including power plant operators, maintenance and craft positions, power dispatching positions, and customer service.

These tests are standardized and your success on the chosen test is important.

This course was designed to help you achieve your career goals by preparing you for the pre-employment test required to enter this rewarding career field.

I will begin by describing each test covered by this course.

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Power Plant maintenance Positions Selection System (maSS):

Used to help select employees for power plant maintenance positions in fossil, nuclear, and hydroelectric plants. Examples of jobs covered by MASS are mechanic, machinist, electrician, welder, and pipefitter.Plant operator Selection System (PoSS):

Used to help select employees for operator jobs in electric power plants (fossil, nuclear, and hydroelectric). Examples of jobs covered by POSS are power plant operator, control room operator, and nuclear reactor operator.technician occupations Selection System (teCH):

Used to help select employees for technician jobs that typically require a college degree. Examples of jobs covered by TECH are laboratory, environmental, or chemistry technician; distribution planning technician; communications or telecommunications technician; drafter; and estimator.Construction and Skilled trades (CaSt):

Used to help select employees for a wide variety of construction and skilled trade occupations. CAST is used for jobs in three general areas: transmission and distribution, facilities and equipment, and meter reader service and repair.

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Pre-traInInG aSSeSSment

The instructor will assess the current aptitude of the student by giving a pre-test. We recommend giving the pre-test prior to any course of instruction in order to establish an aptitude baseline for future evaluative purposes.

InformatIon metHoDS/aCtIVItIeS/InStrUCtIonSPreparation

Prior to class, the instructor will assemble enough test envelopes for each student as follows:

• Each section of the test should have a cover sheet containing only the name of the section on it (example: Section 1 – Mechanical Concepts)

• Place Test Sections in order inside of large envelope

• Seal the envelope with the clasp (avoid taping or using adhesive)

• Ensure that all test supplies and materials are available and ready for use

• Thoroughly review Appendix C, Test Instruction Sheet

Estimated Time: 2-3 hrs

The purpose of the pre-test is to indoctrinate the student to the test environment as well as provide formative assessment data on the student’s current aptitude. Test sections that are similar between the EEI batteries in addition to individual sections will be used. Therefore, this test will be more comprehensive in nature.

Materials Needed: • Test Instructions• Practice Test 1• Practice Test 1 Key• Envelopes• Bubble Sheets• Pencils• Scratch Paper• Time Clock

administering test

Using the test instruction sheet, administer the test.

Instructor will act as proctor for the test.

Remember to maintain strict control of the testing environment.

after test

After the test is graded, share only the test scores for each test section with the student. Do not attempt to go over any individual questions.

Remember the purpose is to assess the current aptitude level.

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PBo 1: UnDerStanDInG matHematICal USaGe

InformatIon metHoDS/aCtIVItIeS/InStrUCtIonSDescription

This test measures skill at working basic mathematical problems from information provided.number of Questions and the time limit for the test Section

38 multiple-choice items and a 14-minute time limit.about the test Section

Working in the energy industry will require the use of basic mathematical skills in performance of work.

Mathematical usage questions test the foundational knowledge of arithmetic, geometry, and algebra. Additionally, the format of some problems will test the students’ reading comprehension.

Learners must be adept at performing calculations without the use of a calculator. types of Problems

Problems in this test section will consist of:• Arithmetic• Basic Algebra• Basic Geometry• Word Problems• Graphs and Charts

The previous days covered the basics of Arithmetic, Algebra, and Geometry.

This objective is focused on applying the previously learned information with emphasis on how to perform unit conversions and how to solve word problems.

tips Although some simple calculations can be done in your head, DO NOT try to solve more complex problems in your head. Scratch paper will be provided—USE IT.

Self-check that you have the correct answer by putting the answer back in the equation.

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Understanding Conversion factorsA major concept is understanding how to perform unit conversions

When you multiply any number by 1, that number stays the same. For example, 36 * 1 = 36. And when a fraction has the same numerator (top number) and denominator (bottom number), that fraction equals 1. So when you multiply a number by a fraction that equals 1, the number stays the same. For example:

Reference: http://www.dummies.com/how-to/content/how-to-convert-metric -units-of-measurement.html

If you multiply a measurement by a special fraction that equals 1, you can switch from one unit of measurement to another without changing the value. People call such fractions conversion factors.

Take a look at some equations that show how metric and English units are related (all conversions between English and metric units are approximate):

• 1 meter ≈ 3.26 feet• 1 kilometer ≈ 0.62 miles• 1 liter ≈ 0.26 gallon• 1 kilogram ≈ 2.20 pounds

Because the values on each side of the equations are equal, you can create fractions that are equal to 1, such as:

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DRAFTCancel Units of measurement

When you’re multiplying fractions, you can cancel any factor that appears in both the numerator and denominator. Just as with numbers, you can also cancel out units of measurement in fractions. For example, suppose you want to evaluate this fraction:

You already know that you can cancel out a factor of 2 in both the numerator and denominator. But you can also cancel out the unit gallons in both the numerator and denominator:

So this fraction simplifies to 3.

Convert Units

After you understand how to cancel out units in fractions and how to set up fractions equal to 1, you have a foolproof system for converting units of measurement.

Suppose you want to convert 7 meters into feet. Using the equation 1 meter = 3.26 feet, you can make a fraction out of the two values as follows:

Both fractions equal 1 because the numerator and the denominator are equal.

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So you can multiply the quantity you’re trying to convert (7 meters) by one of these fractions without changing it. Remember that you want the meters unit to cancel out.

You already have the word meters in the numerator (to make this clear, place 1 in the denominator), so use the fraction that puts 1 meter in the denominator.

Now cancel out the unit that appears in both the numerator and denominator:

At this point, the only value in the denominator is 1, so you can ignore it. And the only unit left is feet, so place it at the end of the expression.

Now do the multiplication:

7 * 3.26 feet = 22.82 feet

It may seem strange that the answer appears with the units already attached, but that’s the beauty of this method: When you set up the right expression, the answer just appears.

Understanding Word ProblemsEmphasize that the student must read each problem thoroughly and

understand what the question is asking.

Before solving word problems, be sure you understand the problem completely.

• Sometimes it is helpful to draw a picture• List all the known values• List any equations that are known

This is a process used for solving word problems 5-step process in solving word problemsExample:A utility has three power plants that produce a total of 600 megawatts (MW) of electricity. The largest plant produces three times as much electricity as the smallest plant. The third plant produces 50MW more than half of the largest plant. How much electricity does each plant produce?

Use this example problem to demonstrate how to use the 5-step process to solve word problems

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Step 1:

Identify all of the unknowns and represent one of the unknown values with a letter.

A utility has three power plants that produce a total of 600 megawatts (MW) of electricity. The largest plant produces three times as much electricity as the smallest plant. The third plant produces 50MW more than half of the largest plant. How much electricity does each plant produce?

It does not matter which one of the unknowns are chosen.

In this example, we will let X represent the Smallest Plant.

Step 2:

Write expressions for the other unknowns in terms of the variable (X in this example).

At this point, a refresher on key indicating words for mathematical operations may be necessary. Use the below activity if required.

Caution must be taken to ensure correct expressions are written.

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Activity:

Key Indicating Words for Mathematical Operations

Let the students know that part of the skill in solving word problems is identifying key words that indicate a mathematical operation.

This exercise will help familiarize the student with various words found in word problems that indicate a mathematical operation.

Instructions: • Using the visual media, make a 4-quadrant

chart • Label the quadrants (Addition, Subtraction,

Multiplication, and Division)• Under the “Addition” category, write the

word “plus” • Have the students brain-storm additional

words for each category• At the end of the session, ensure at a

minimum the following words are used:

Estimated Time: 15 Minutes

Materials Needed: flip chart, white board, or other suitable visual aid and associated markers

Reference: https://www.visualthesaurus.com/cm/lessons/using-key-words-to-unlock -math-word-problems

additionadd(ed) toall togetherbothcombinedin allincrease bymore thanperimeterplussumtotal

multiplicationareamultiplied byofper

product ofratetimestripletwice

Subtractiondecreased bydifferencefewer thanhow many moreleftlessless thanminusremainingtake away

Divisiondivided halfhow many eachout ofpercentquarterquotient of

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Step 2 (Cont’d):

Write expressions for the other unknowns in terms of the variable (X in this example).In the above example, if X represents the smallest plant then the other unknowns are the Largest Plant and the Third Plant.

Using the information obtained, we know the following about the remaining unknowns:

A utility has three power plants that produce a total of 600 megawatts (MW) of electricity. The largest plant produces three times as much electricity as the smallest plant (X). The third plant produces 50MW more than half of the largest plant. How much electricity does each plant produce?

Largest Plant

If the Largest Plant produces 3 times as much as the Smallest Plant (X), then the production for the Largest Plant is 3 times (Smallest Plant)

Therefore, Largest Plant = 3X

(Key word = times = multiplication)

…The largest plant produces three times as much electricity as the smallest plant (X)…

Third Plant

50MW more than half largest plant; therefore,Third Plant = 50MW + 1/2(3X)

(Key word = more than = addition)

…The third plant produces 50MW more than half of the largest plant (3X). How much electricity does each plant produce?

Step 3:

Write an equation

A utility has three power plants that produce a total of 600 megawatts (MW) of electricity

We have already identified the power plants using expressions:Smallest Plant = XLargest Plant = 3XThird Plant = 50MW + 1/2(3X)

Additionally, we know that the total production for all three plants combined is 600MW.

(Key word = total = equals)

The equation should say in symbols exactly what the words say.

A utility has three power plants that produce a total of 600 megawatts (MW) of electricity. The largest plant (3X) produces three times as much electricity as the smallest plant (X). The third plant (50MW + 1/2(3X)) produces 50MW more than half of the largest plant.

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Therefore,

X + 3X + 50MW + 1/2(3X) = 600MWX + 3X + 50MW + 1.5X = 600MW5.5X + 50MW = 600MW

Using Order of Operations (PEMDAS), perform multiplication of 1/2(3X).Next, combine like terms.

5.5X + 50MW – (50MW) = 600MW – 50MW5.5X = 550MW

Isolate the variable to one side of the equation by subtracting 50MW from both sides

5.5X / 5.5 = 550MW / 5.5 To find X, divide both sides by 5.5

X = 100MWSo if X = 100 Then 3X = 300And 50MW +1/2(3X) = 200

Therefore,

Smallest Plant = 100MWLargest Plant = 300MWThird Plant = 200 MW

NOT DONE YET. Remember what the problem is asking:… How much electricity does each plant produce?

100mW + 300mW + 200mW = 600mW CHECK YOUR ANSWER

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Summary of main Principles

The following items are things to consider in your lesson summary. They are not mandatory. You should develop your own summary.

Objectives Review • Review the lesson objectives • Topic review • Restate the main principles or ideas covered in the lesson

• Relate key points to the objectives • Use a question-and-answer session with the objectives

Questions and Answers • Oral questioning • Ask questions that implement the objectives

• Discuss students’ answers as needed to ensure the objectives are being met

Problem Areas • Review any problem areas discovered during the oral questioning, quiz, or previous tests, if applicable

• Use this opportunity to solicit final questions from the students (last chance)

Concluding Statement If applicable, end with a statement leading to the next lesson. You may also use this opportunity to address an impending test or practical exercise.

Practice Test administer the mathematical Usage Practice test. Students shall complete tests #1, 2, and 3 in a controlled environment, and will have 14 minutes per test.

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PBo 2: UnDerStanDInG meCHanICal ConCePtS


Mechanical aptitude measures a person’s intuitive sense of the physical world, how best to accomplish physical tasks, and how machines behave. Questions in this test section have to do with application of basic properties of mechanics and physics. number of Questions and the time limit for the test Section

This section of the test consists of 26 questions and has a 13-minute time limitHow to Solve Problems The questions are based on a picture. The picture

has all of the information needed to choose the correct answer.

mechanical Concepts Principles and terminologyIn order to succeed in this section of the test, a basic understanding of fundamental

concepts and terminology used is required. Ref:

http://www.epi-eng.com/mechanical_engineering_basics/energy_and_work.htm http://www.physicsclassroom.com/class/newtlaws/Lesson-3/Newton-s-Second-Law

forCeA FORCE can be defined as “A push or a pull on an object.” The FORCE (push or pull) may result from a contact between two objects, or from an influence in which no contact takes place, such as magnetism or gravitation.

A FORCE can cause a change in motion of the object. If the object is not acted upon by other pushes and/or pulls which combine to form an equal and opposite counteracting action, then the FORCE will change the motion of the object to which it is applied.

FORCE is a vector quantity, meaning that it has both magnitude and direction. FORCEs are sometimes described in terms of magnitude only, and in many of those cases, the direction is self-evident.

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Sir Isaac Newton, the 17th-century English mathematician, formulated a series of observations about the basic behavior of forces on objects. Those observations have become known as “Newton's Laws of Motion.”

The Laws of Motion are fundamental to the study of forces acting on objects.

The behavior of forces refers to the NET FORCE. The net force is the vector sum of all the forces that act upon an object. That is to say, the net force is the sum of all the forces, taking into account the fact that a force is a vector and two forces of equal magnitude and opposite direction will cancel each other out.NET FORCE EXAMPLE:

For each situation, determine the net force acting upon the object.

Where:fnorm = normal forcefgrav = gravitational forceffrict = force of frictionfapp = applied forcefair = air forcefnet = net forcen = a Newton (standard unit of force)

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First Law

An object at rest stays at rest and an object in motion stays in motion with the same speed and in the same direction unless acted upon by an unbalanced force.

Example:Have you ever experienced the first law of motion in an automobile while it is braking to a stop?

The force of the road on the locked wheels provides the unbalanced force to change the car’s state of motion.

But there is no unbalanced force to change your own state of motion, so you keep sliding forward at the same speed.

Until what happens: you are acted upon by the unbalanced force of a seat belt.

Also called the Law of Inertia

Second Law

The change in motion of an object is proportional to the net magnitude of the combination of the applied forces, and takes place along the straight line in which the combination of the applied forces acts.

Newton's second law of motion pertains to the behavior of objects for which all existing forces are not balanced. The second law states that the acceleration of an object is dependent upon two variables: the net force acting upon the object and the mass of the object.

Stated as: F = MA, or force = mass x accelerationFree Fall Motion

Objects that are said to be undergoing free fall are not encountering a significant force of air resistance; they are falling under the sole influence of gravity.

Under such conditions, all objects will fall with the same rate of acceleration, regardless of their mass.

Free fall is a special type of motion in which the only force acting upon an object is gravity.

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WHY: Consider the free-falling motion of a 1,000-kg baby elephant and a 1-kg overgrown mouse.

Applying Newton's second law to their falling motion, then it would be seen that the 1,000-kg baby elephant would experience a greater force of gravity. This greater force of gravity would have a direct affect upon the elephant’s acceleration; thus, based on force alone, it might be thought that the 1,000-kg baby elephant would accelerate faster. But acceleration depends upon two factors: force and mass. The 1,000-kg baby elephant obviously has more mass (or inertia). This increased mass has an inverse affect upon the elephant’s acceleration. And thus, the direct affect of greater force on the 1,000-kg elephant is offset by the inverse affect of the greater mass of the 1,000-kg elephant; and so each object accelerates at the same rate—approximately 10 m/s/s. The ratio of force to mass (Fnet /m) is the same for the elephant and the mouse under situations involving free fall.

Third Law

For every action, there is an equal and opposite reaction. In other words, when two objects exert forces on each other, the forces are equal in magnitude, opposite in direction, and collinear.

When a hammer strikes a nail, the nail hits the hammer just as hard.

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WORKSuppose the engine of your car stalls while you are in line to exit from a flat, level parking lot. You try several times to restart it, but it just won’t start.

Since you are a considerate person, you decide to push your car out of the way of the people behind you. You get out and go round back and begin to push on the car.

Suppose also that you are a fairly strong person, so you exert a horizontal force of 100 pounds on the rear of the car. The car doesn’t move. But you are also a persistent person, so you continue to push on the car for two whole minutes, exerting the same 100 pounds of force. The car still won’t move. Although you will probably be quite tired, you will have done NO WORK.

Why? Because WORK is defined as a FORCE operating through a DISTANCE. The car didn’t move, so although there was FORCE, there was no MOTION.

Now you get smart and release the parking brake, and, having recovered from your previous 2-minute exercise in futility, you again push the car with the same constant 100-pound force. This time the car moves, and you push it for another two minutes. It travels 165 feet during those two minutes of effort.

In that case, you will have produced 16,500 foot-pounds of WORK (100 pounds of force x 165 feet of distance = 16,500 foot-pounds).

Work = Force x Distance (or displacement)

FRICTION

FRICTION is an especially interesting example of a force. It is the resistance to motion which takes place when one body is moved upon another.

Friction is generally defined as “that force which acts between two bodies at their surface of contact, so as to resist their sliding on each other.”

Point out the difference between lubricated and unlubricated surfaces.

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PRESSURE

PRESSURE is the result of a FORCE being applied to a specific cross-sectional area, and is defined as FORCE per unit AREA, as in POUNDS per SQUARE INCH.

For example, if a downward FORCE of 1,000 pounds is applied evenly to a square plate of steel which measures 2" by 2" (4 square inches of area), then the PRESSURE applied to that block (FORCE per unit AREA) is determined by dividing the FORCE (1,000 pounds) by the AREA (4 square inches), which is 250 pounds per square inch (psi).

If the same 1,000-pound FORCE was applied to a plate which measured 2" x 4" (8 square inches), then the PRESSURE would be reduced to 125 psi because the area of the plate doubled. The same force is being applied over a greater area, resulting in a LOWER force per unit area.

Taking it a step further, suppose you have a hydraulic cylinder with a 1/2" diameter piston. The area of that piston = diameter x diameter x 0.785, or in this case, 0.5 x 0.5 x 0.785 = 0.196 square inches.

Now, if you apply 1,000 pounds to the rod of that cylinder, the 1,000-pound FORCE is applied by the rod to the piston, which acts against the oil in the cylinder to produce a pressure in the oil of 5,102 (1,000 / 0.196 = 5,102) psi.

If that oil is routed through some tubing to another hydraulic cylinder that has a 2.5” diameter piston, then the 5,102 psi will be applied to the 4.91 square inch piston (2.5 x 2.5 x 0.785 = 4.91) and results in a 25,050-pound force being available at the end of the rod on that cylinder.

P = F / APressure = Force / Area

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enerGYEnergy is defined as the CAPACITY of a body to do WORK.

Potential Energy

An object can store energy as the result of its position. For example, the heavy ball of a demolition machine is storing energy when it is held at an elevated position. This stored energy of position is referred to as potential energy.

Similarly, a drawn bow is able to store energy as the result of its position. When assuming its usual position (i.e., when not drawn), there is no energy stored in the bow. Yet when its position is altered from its usual equilibrium position, the bow is able to store energy by virtue of its position.

Potential energy (PE) is the stored energy of an object due to its position.

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Kinetic EnergyAn object that has motion—whether it is vertical or horizontal motion—has kinetic energy.

The amount of kinetic energy that an object has depends upon two variables: the mass (m) of the object and the speed (v) of the object.

Kinetic energy (KE) is the energy of an object due to its motion.

Use the drawing to express the difference in PE and KE.

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SIMPLE MACHINES

This topic discuses how to make work easier through the use of Simple Machines

Building on the concepts previously learned about work (Work = Force x Distance) Ref: http://www.fi.edu/qa97/spotlight3/spotlight3.html

Inclined Plane

A plane is a flat surface. For example, a smooth board is a plane. Now, if the plane is lying flat on the ground, it isn't likely to help you do work. However, when that plane is inclined, or slanted, it can help you move objects across distances. And, that’s work! A common inclined plane is a ramp. Rolling a wheelbarrow onto a loading dock is much easier if you slide the wheelbarrow up a ramp—a simple machine.

Ask students to give examples of this type of simple machine

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Wedge

Instead of using the smooth side of the inclined plane, you can also use the pointed edges to do other kinds of work. For example, you can use the edge to push things apart. Then, the inclined plane is a wedge. So, a wedge is actually a kind of inclined plane. An axe blade is a wedge. Think of the edge of the blade. It’s the edge of a smooth slanted surface. That's a wedge!


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Screw

Now, take an inclined plane and wrap it around a cylinder. Its sharp edge becomes another simple tool: the screw. Put a metal screw beside a ramp and it’s kind of hard to see the similarities, but the screw is actually just another kind of inclined plane. Try this demonstration to help you visualize. How does the screw help you do work? Every turn of a metal screw helps you move a piece of metal through a wooden space. And, that’s how we build things!


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Wheel and Axle

The rotation of the lever against a point pries objects loose. That rotation motion can also do other kinds of work.

Another kind of lever, the wheel and axle, moves objects across distances. The wheel (the round end) turns the axle (the cylindrical post), causing movement.

On a wagon, for example, the bucket rests on top of the axle. As the wheel rotates the axle, the wagon moves. Now, place your pet dog in the bucket, and you can easily move him around the yard. On a truck, for example, the cargo hold rests on top of several axles. As the wheels rotate the axles, the truck moves.


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Pulley

Instead of an axle, the wheel could also rotate a rope or cord.

This variation of the wheel and axle is the pulley. In a pulley, a cord wraps around a wheel. As the wheel rotates, the cord moves in either direction. Now, attach a hook to the cord, and you can use the wheel’s rotation to raise and lower objects.

On a flagpole, for example, a rope is attached to a pulley. On the rope, there are usually two hooks. The cord rotates around the pulley and lowers the hooks where you can attach the flag. Then, rotate the cord and the flag raises high on the pole.


Lever

Any tool that pries something loose is a lever.

A lever is an arm that "pivots" (or turns) against a "fulcrum" (or point).

Think of the claw end of a hammer that you use to pry nails loose. It’s a lever. It’s a curved arm that rests against a point on a surface. As you rotate the curved arm, it pries the nail loose from the surface.

Load: The object being acted upon

Fulcrum: The point at which the lever rotates

Effort: The point on the lever where force is applied

Ref: http://www.enchantedlearning.com/physics/machines/Levers.shtml

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The lever is the most common kind of simple machine.

There are 3 classes of levers. The type of lever is determined by the relationship of the load, the fulcrum, and the effort.

In a Class 1 Lever, the pivot (fulcrum) is between the effort and the load.

Examples: see-saw, scissors, claw hammer

In a Class 2 Lever, the load is between the pivot (fulcrum) and the effort.

Examples: stapler, bottle opener, wheelbarrow

In a Class 3 Lever, the effort is between the pivot (fulcrum) and the load.

Examples: tongs, tweezers, fishing rod

Mechanical Advantage

The specific amount of benefit gained through the use of a machine is called the mechanical advantage.

TIP: Some of the questions on the test will ask you to compare two or more simple machines to determine which makes a given task easier.

This may be described as finding the “Mechanical Advantage”

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GEARS

When two gears are meshed, they act in a similar fashion to levers.

Each gear tooth can be regarded as the end of a lever with the fulcrum placed at the center of the gear.

The longer lever "A" is, the greater the force that is applied to the shaft of the follower.

Gears are used to increase speed, change direction of motion, and multiply turning forces.

Also discuss gear ratio

Number of teeth on driver / number of teeth on follower

The gear train has a gear ratio of 8/18. If a force of 180N was applied to the driver, the follower would exert a force of (8/18) x 180 = 80N.

This gear train is set up to maximize speed, not force.

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The gear train has a gear ratio of 18/8. If a force of 180N was applied to the driver, the follower would exert a force of (18/8) x 180 = 405N.

This gear train is set up to maximize force, not speed.

Summary of main PrinciplesThe following items are things to consider in your lesson summary. They are not mandatory.

You should develop your own summary.Objectives Review • Review the lesson objectives

• Topic review • Restate the main principles or ideas covered in

the lesson • Relate key points to the objectives • Use a question-and-answer session with

the objectivesQuestions and Answers • Oral questioning

• Ask questions that implement the objectives • Discuss students’ answers as needed to ensure

the objectives are being metProblem Areas • Review any problem areas discovered during

the oral questioning, quiz, or previous tests, if applicable



Practice Test administer the mechanical Concepts Practice test. Students shall complete tests #1, 2, and 3 in a controlled environment, and will have 13 minutes per test.

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PBo 3: SolVInG SPatIal aBIlItY/aSSemBlY ProBlemS


Spatial reasoning tests are used to examine an individual’s orientation skills in two-dimensional and three-dimensional forms.

Problems in this test section will consist of an image broken up into multiple parts.

The images can consist of two-dimensional shapes, cubes, mirror images, or other perspectives.

Each part of the image will be identified using a letter (or letters) and/or some other designation.

Spatial ability involves two distinct abilities. One is the ability to call an image up in your mind and the other is the ability to reason with the image.

The goal is to reassemble what the image will look like when all of the matching connections are touching.

There will be 4-5 images to choose from.

Parts marked with an “A” touch, parts marked with a “B” touch, and so on.

number of Questions and the time limit for the test Section

This portion of the test consists of 18 questions and has a time limit of 10 minutes.

The questions are based on a picture. The picture has all of the information needed to choose the correct answer.

How to Solve Problems Success in this area will require efficient and accurate perception.

Strategy Using the practice example below or an example of your choice, describe how to use this 5-step method to solve Spatial Ability problems.

tIP: Do not try to look at the images all at once.

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1. Identify how many part connections are contained in the assembly.

there are 3 part connections labeled “a”, “B”, and “C”.

note that the picture identifies the configuration for the parts.

2. Start with the first part connection and match it to the corresponding answers.

look at part connection “a” and determine which pictures match the identified configuration.

In this example, #1 and #4 match.

3. Eliminate which answers do not apply. answers 2 and 3 can be eliminated, leaving answers 1, 4, and 5 to choose from.

4. Look at the next part connection (“B”) and using the remaining choices match it to the corresponding answer, eliminating answers that do not match both the first and second part connection.

5. Repeat with the remaining part connections until only 1 answer remains.

1. The corresponding parts will be exactly alike in size

2. The corresponding parts will be exactly alike in shape

3. The corresponding parts may differ in orientation

answer 4 remains Check your answer again before selecting this as the correct answer.

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You should develop your own summary. Objectives Review • Review the lesson objectives

• Topic review • Restate the main principles or ideas covered in the lesson

• Relate key points to the objectives• Use a question-and-answer session with the objectives

Questions and Answers • Oral questioning • Ask questions that implement the objectives• Discuss students’ answers as needed to ensure the objectives are being met




Practice Test administer the assembly Practice test. Students shall complete tests #1, 2, and 3 in a controlled environment, and will have 5 minutes per test.

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PBo 4: InterPret InformatIon foUnD on taBleS anD GraPHS

InformatIon metHoDS/aCtIVItIeS/InStrUCtIonS

Description

This test measures speed and accuracy in reading tables and graphs. number of Questions and the time limit for the test Section

Part I contains a table of numbers, which is used to answer 24 multiple-choice items. It has a 3-minute time limit.

Part II contains a graph, which is used to answer 14 multiple-choice items. It has a 2-minute time limit.A table or a graph is a visual aid used to present a set of data in a structured, organized format. Tables and graphs are useful because a large amount of information can be displayed into a relatively small area. Getting the maximum value from a table or graph requires correctly interpreting the information it presents.

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Tables

A table is a listing of data about a specific subject in an easy-to-use format.

Showing data in a table allows a researcher to summarize and organize a significant amount of information in an efficient and compact way. The data is lined up in columns and rows, with headings identifying what the data represents. This format makes it easy to survey and compare as you analyze the data.

Three (3) parts of the table must be present for the table to be complete: Rows, Columns, and Titles

tIPS for reaDInG taBleS

When you read a table, be sure to:• Read the title, the column headings, and the row

headings.• Read down the far left column first to determine how

the table is organized.• Determine the meaning of abbreviations or

symbols used.• Determine the timeframe of the table.• To find specific information you are looking for, read

down the left column until you come to a description of your data; then read across to the column that contains the specific information you need.

• Analyze the patterns you see in the table and the differences from one column to the next.

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Pie Charts

When writers want to show how a part of something relates to a whole, they use a pie chart, or circle graph. This is a circle divided into sections, which are often shown in different colors. The sections show percentages, relative sizes, or proportions of specific data as it relates to the whole pie, or 100 percent.

A pie chart (sometimes called a circle graph) uses a circle divided into fractions to show data. Three (3) parts of the circle graph must be present for the graph to be complete: Circle, Key, and Title

http://www.beaconlearningcenter .com/weblessons/alltheparts/default .htm

tIPS for reaDInG PIe CHartS

When you read a pie chart, be sure to:• Read the labels for each section of the pie.• Analyze the relationships between the parts

and the whole.• Notice the different colors and what they represent.• Think about the significance of the size of each

section of the circle. How do the sections relate to each other? How do they correspond to the written data?

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Bar Graphs

Bar graphs show relationships between groups or categories of information.

The data is represented by color or shade-coded bars. These graphs show data for only one point in time.

A bar graph uses a bar to show data. Four (4) parts of the bar graph must be present for the graph to be complete: Title, Labels, Bars, and Scales


tIPS for reaDInG Bar GraPHS

When you read a bar graph, be sure to:• Read the labels on each axis of the graph.• Read the markings on each axis to determine

the numeric values represented.• Determine the value or amount that each

bar represents.• Analyze the relationships among all the lines.

Determine how they compare/contrast to one another.

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Line Graphs

A line graph shows continuing data or changes in data over time. Line graphs are used to show rates of change or market trends. They can also compare data for more than one product or contrast performance or growth.

A line graph uses points connected by a line to show data. Five (5) parts of the line graph must be present for the graph to be complete: Title, Points, Line, Labels, and Scales


tIPS for reaDInG lIne GraPHS

When you read a line graph, be sure to:• Read the labels for the horizontal (X) axis. The X axis

shows you the time periods.• Read the labels for the vertical (Y) axis. The Y axis

shows you what is being measured.• To read a line graph, start at the bottom left. Read up

and then across to the right.• Analyze the relationships among the data.

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reading Graphs or tablesSummarize the topics covered on reading tables and graphs

Before You Read

Read the title or heading of the visual first. This will indicate the topic of the graphic or the type of information presented.

As You Read

Take notes.

This will help you keep the information organized.

After You Read

Analyze the data you gathered and determine what conclusions you can draw based on the data.

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You should develop your own summary.

Objectives Review • Review the lesson objectives • Topic review • Restate the main principles or ideas

covered in the lesson • Relate key points to the objectives • Use a question-and-answer session

with the objectivesQuestions and Answers • Oral questioning

• Ask questions that implement the objectives





Practice Test administer the tables and Graphs test. Students shall complete tests #1, 2, and 3 in a controlled environment. Students will be allowed 3 minutes for Part I for each test and 2 minutes for Part II of each test.

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PBo 5: reaDInG ComPreHenSIon

InformatIon metHoDS/aCtIVItIeS/InStrUCtIonS

Description

Reading comprehension is the ability to read, analyze information, and draw logical conclusions from what was read. The reading comprehension questions on the test are of four basic types (main idea, detail, tone, and extending the author’s reasoning). number of Questions and the time limit for the test Section

There are 17 multiple-choice questions in this test section that must be completed within 19 minutes. These questions will be based on readings from several passages.about reading Comprehension

There are numerous types of reading comprehension questions. This topic will focus on the four most likely types of questions that will be encountered. The types of reading comprehension questions discussed here are:

• Main Idea• Supporting Idea• Tone & Style• Logical Reasoning

The goal is to quickly recognize the type of question being asked. This will help to determine the characteristics of the correct answer.

Ref:http://www.platinumgmat.com/ about_gmat/rc_question_types# logical-reasoning

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Main Idea

Main idea questions ask you to identify the “primary purpose” of a passage.

In order to answer these questions correctly, you must be able to identify if the question is asking for the main point of the passage or if the question is asking for a supporting idea of the passage.

Here are some examples of how “Main Idea” questions may be worded:

• Choose the primary purpose of the passage

• The passage is primarily concerned with which of the following?

• The main point of the passage is…

• Of the following statements, which most accurately states the main idea of the passage?

Supporting Idea

Supporting idea questions deal with finding specific facts about the passage.

Identify the difference between main idea and supporting idea questions.

Main idea questions are more general in nature, whereas supporting idea questions are more detailed.

Here are some examples of how “Supporting Idea” questions may be worded:

• According to the passage…

• According to the passage, choose the correct answer.

• The passage mentions all of the following EXCEPT…

TIP: It may be necessary to go back and re-read sections of the passage to find the fact.

TIP: Some answers may seem logical but will not be directly supported by the text. These answers should be avoided.

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Mood

Mood questions are used to test the ability to recognize the mood of the author. The mood can also be described as the attitude or the tone of the author. Key words are used in the passage to identify the author’s mood.

TIP: Tone is feeling, not thinking. Look for emotion and attitude.

Here are some examples of how “Mood” questions may be worded:

• What is the author’s attitude towards…

• The author’s mood can best be described as…

• Which of the following best describes the author’s feeling towards…Application

Application questions test the ability to take information found in the passage and use it to logically draw conclusions about similar situations or ideas that are not found in the passage.

Questions will ask you to select an answer that mirrors an action or idea or make a prediction based upon information from the passage.

TIP: The key to this question type is identifying the heart of the statement and determining how it relates to a similar situation.

Here are some examples of how “Application” questions may be worded:

• It can be inferred from the passage that…

• Which statement would the author of the passage most likely agree with?

• Which of the following statements would logically follow next?

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Summary of PrinciplesThe following items are things to consider in your lesson summary. They are not mandatory.

You should develop your own summary.Objectives Review • Review the lesson objectives

• Topic review • Restate the main principles or ideas

covered in the lesson • Relate key points to the objectives• Use a question-and-answer session

with the objectivesQuestions and Answers • Oral questioning

• Ask questions that implement the objectives





Practice Problems reading comprehension has been embedded into many of the word problems that students have been practicing. as such, only one practice test is provided with this lesson plan.

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PoSt-traInInG teSt

The instructor will assess the current aptitude of the student by giving a post-test.

InformatIon metHoDS/aCtIVItIeS/InStrUCtIonSPreparationPrior to class, the instructor will assemble enough test envelopes for each student as follows: • Each section of the test should have a cover

sheet containing only the name of the section on it (example: Section 1 – Mechanical Concepts)

• Place Test Sections in order inside of large envelope

• Seal the envelope with the clasp (avoid taping or using adhesive)

• Ensure that all test supplies and materials are available and ready for use

• Thoroughly review Appendix C, Test Instruction Sheet

Estimated Time: 3-4 hrsMaterials Needed:

• Test Instructions• Practice Test 1• Practice Test 1 Key• Envelopes• Bubble Sheets• Pencils• Scratch Paper• Time Clock

administering testUsing the test instruction sheet, administer the test.

Instructor will act as proctor for the test.Remember to maintain strict control of the testing environment.

after testAfter the test is graded, share only the test scores for each test section with the student. Do not attempt to go over any individual questions.

Remember the purpose is to assess the current aptitude level.

Pre and Post Exam Instructions

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Pre anD PoSt exam InStrUCtIonS

(It is important that you, the exam proctor, read these instructions aloud exactly as written. Do not paraphrase these instructions. Any text that is highlighted in yellow and not bolded is for you only and should not be read. Read bolded text only)

Allow examinees time to become comfortable in the testing room. Introduce yourself. Ensure no food and drink is in the testing room. Begin the introduction.

the battery of tests and questionnaires you will take today were designed to help us select candidates who are likely to be successful employees. this battery includes several tests that measure your aptitude in mechanical comprehension, numerical ability, and other areas.

We want your performance on these tests to show your ability to do the job. In accordance with the americans with Disabilities act, if you have a disability that you feel requires special arrangements to take the test, let me know noW.

If you do not feel well, you’ve forgotten your glasses, you’ve just completed working a shift, or for anY reason you do not feel that you could perform at your best level, it is important that you tell me noW and consider rescheduling your testing session.

Test sessions may not be conducted with cellular phones or pagers turned on.

Please make sure all cell phones and pagers are turned off. If your device can not be turned off, please raise your hand and I will place it in a locked file cabinet outside of the testing facility.

You should try to do your best on each test and accurately answer each questionnaire item. You will be doing yourself a disservice if you do not try to do your best or do not answer items honestly.

on the aptitude tests, you may find that you do not know an answer and may consider guessing which the correct answer is. even though you don’t know exactly which answer is correct for a given question, you can usually narrow it down to two or three that might be best. If you can do that, it is usually best for you to guess which of those answers might be best.

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on the other hand, if you have absolutely no way of narrowing the answers down for a particular question, then it is best for you to leave that question blank and come back to it later. You should work through all the tests as quickly as possible and not spend too much time on any single question.

Use a testing envelope to demonstrate the way you want the tests pulled out and put back into the envelope.

I will instruct you to pull the top test from your testing envelope. all of the tests have been carefully inserted in the envelope in order that the tests will be given. When instructed, turn the envelope over and pull out the top document. Do not open the test booklets until I tell you to do so. Wait for me to read the directions to you. after the directions are read, you will have a chance to ask questions about the instructions. If you have any questions, please ask them. It is important that you understand each test before beginning. When time is called, StoP and put your pencils down. Place any scratch paper and/or answer sheet inside the test booklet and place the test booklet back in the envelope, at the bottom of the stack.

You have been given pencils and an eraser to use for this test session. If the pencil lead breaks or becomes dull, raise your hand and I will bring you a new pencil. Use the large erasers to erase cleanly any answers that you wish to change. mark one answer per test question only. Be sure to completely fill in the circles and do not leave any stray marks.

the session should take about 2 hours. there will be a short rest break about halfway through the session.

the result of the testing will become part of the company records, but all your responses will be strictly confidential. they will not be available to any potential leaders or any co-workers. actual test scores Cannot be released. You will onlY receive a recommend/not recommend result. the interviewing leader is also given a recommend/not recommend result only.

If you receive a “not recommend,” you would be eligible to retest three (3) months from your first test date. after this, the next earliest opportunity would be twelve months from the date of your last re-test. re-testing can only be done by recruiter referral and only if there is a related job opportunity. Currently, there is no limit on the number of re-tests.

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are there any questions? Answer any questions that may arise.

administer the test using the following schedule:

Assembly: 10 minutes

Mechanical Concepts: 13 minutes

Tables and Graphs: 5 minutes (2 parts)

BREAK: 10 minutes

Reading Comprehension: 19 minutes

Mathematical Usage: 14 minutes

Exams

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aSSemBlY teSt

Directions

In this test, you are to figure out how something would look if it were put together properly. The parts to be put together are shown at the beginning of each problem and are followed by five pictures showing five different ways the parts could be put together. Only one of them is correct.

Each part is marked with one or more letters, each of which stands for a place on the part. Letters referring to places that do not show are placed outside the part, with a dotted line pointing to the underneath side, or the place that you can't see.

In Figure 1 below, the letter A refers to the bottom of the cube. B points to the back of the cube. C refers to the upper front edge of the cube.

In the test, you are to assemble the parts so that the places having the same letter are put together.

Look at the sample below. Try to figure out which of the five assemblies is correct.

Look at the ends marked A. If the ends marked A were put together, how would they look? Now look at the first of the parts marked B. Note how the dotted line from B points to the underside, which you cannot see.

Name:____________________________________ Date:_______________

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Which of the five pictures shows the two places marked A put together? Of the five, only pictures 2, 4, and 5 have the places marked A put together. Now look at the parts marked B.

Which of the pictures 2, 4, and 5 shows the two places marked B put together? Of these three, only picture 2 has the places marked B put together. Therefore, picture 2 is the correct answer. This is the only picture of the five that has all the parts put together in the way the letters show they should be. Therefore, circle 2 has been filled in for Sample 1.

In deciding how the parts should be put together, do not think about what the completed thing is or what it does. Just follow the letters on the parts that show you how they are to be put together.

This test has 18 questions. You have a total of 10 minutes to complete the entire test.

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assembly Part I

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Assembly Test #3

ASSEMBLY PRACTICE TEST

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Assembly Test #3

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Assembly Test #3

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Assembly Test #4

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matHematICal USaGe teSt

The Mathematical Usage selection test measures a candidate’s ability to solve basic mathematical problems from information provided at the beginning of the test.

Directions:

This is a test of your skill in working with mathematical formulas. Please read the directions carefully before working the problems. This test has 38 questions and should take you 14 minutes to complete.

the use of calculators is not permitted.

Name:____________________________________ Date:_______________

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For problems 20 through 30, solve each question for the unknown (X). For each problem, circle the letter in front of the correct answer.

20. X + 5 = 3 A. 2 B. -2 C. 3 D. -3

21. X + 7 = 4 A. -5 B. 3 C. 5 D. -3

22. X – 5 = -11 A. 5 B. 6 C. -6 D. -5

23. 0.04X = 0.08 A. 2 B. 0.2 C. 4 D. 0.04

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24. 2X + 8 = 16 A. 6 B. 2 C. 4 D. 0.04

25. 4X – 3 = 9 A. 2 B. 4 C. 4 D. 3

26. 0.02X = 2 A. 10 B. 100 C. 1,000 D. 10,000

27. 5X – 10 = 15 A. 5 B. 10 C. 2 D. 20

28. 0.3X = 0.9 A. 10 B. 0.3 C. 30 D. 3

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29. 0.05X + 0.05 = 0.3 A. 0.05 B. 0.5 C. 5 D. 10

30. 3X + 5 = 26 A. 7 B. 5 C. 8 D. 10

31. Harry’s line crew is measuring the distance for an overhead line job. The line crew determined they needed 1/2 a mile of wire for the job. Since the wire spool is measured in feet, how many feet of wire would the crew have to get from the warehouse to complete the wire pulling job?

A. 5,280 ftB. 2,500 ftC. 2,640 ft D. 1,760 ftE. none of the above

32. Wanda is taking measurements on a circuit. She has a measurement of 250 milliamps. How many amps would Wanda report for her measurement?

A. 0.250 amps B. 2,500 ampsC. 250,000 ampsD. 2.50 ampsE. none of the above

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33. Ned is completing a splice on an underground cable. When finished, the splice measures 15 centimeters. How long is the splice in millimeters?

A. 1.5 millimetersB. 1,500 millimetersC. 0.0015 millimetersD. 150 millimeters E. none of the above

34. Fran is working on completing a splice. The directions for the splice say she needs to remove 5 inches of the cable jacket prior to starting the splice, but her ruler measures in centimeters. How many centimeters does Fran have to cut the cable jacket prior to starting the splice?

A. 15.0 centimetersB. 12.5 centimetersC. 12.7 centimeters D. 1.27 centimetersE. none of the above

35. Tyler is a line helper checking the engine oil in the district’s line trucks. The oil container is marked in liters. Tyler has added 6 liters of oil to the trucks. How many gallons of oil has Tyler added to the line trucks?

A. 1.58 gallons B. 1.46 gallonsC. 1.82 gallonsD. 2.05 gallonsE. none of the above

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36. Yolanda is working with a gas crew lowering a steel plate over an open trench in a roadway. The plate weights 350 lbs. How would Yolanda report the weight of the plate in tons?

A. 0.167 tonsB. 0.175 tons C. 5.71 tonsD. 0.257 tonsE. none of the above

37. Jim’s crew is removing condensation from drip traps in several gas lines. The crew removed a total of 15 pints from several drip traps. How many gallons of water should the gas crew report was removed from the gas lines?

A. 3.25 gallonsB. 3 gallonsC. 2 gallonsD. 1.88 gallons E. none of the above

38. Jack is adding oil to a generator being used for temporary power on a new construction site. Jack added 1.5 liters to the generator. How many milliliters of oil did Jack add?

A. 150 millilitersB. 1,000 millilitersC. 1,500 milliliters D. 1.5 millilitersE. none of the above

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meCHanICal ConCePtS teSt

The Mechanical Concepts selection test measures a candidate’s ability to understand mechanical principles. Each question contains a pictorial description of a mechanical situation, a question, and three possible answers.

Directions

This is a test of your ability to understand mechanical concepts. Each question has a picture, a question, and three possible answers. Read each question carefully, study the picture, and decide which answer is correct. This test has 26 questions and should take you 13 minutes to complete.

Name:____________________________________ Date:_______________

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a B

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meCHanICal ConCePtS Part II

1. The drum of oil is full when filled to level A, and low when filled to level B. When the oil spills out through pipe X, will its flow rate at pipe X's outlet be higher if the pipe X was opened when the tank was at A or at B? (If equal, mark C.)

2. When Gear X rotates counterclockwise, the conveyor belt moves the three bottles. Will the bottles travel toward A or B when Gear X rotates? (If either direction is possible, mark C.)

3. Cart X is not loaded and has a mass of 50 pounds. Cart Y is loaded and with its load it weighs 100 pounds. Cart X is given a hard push so that it moves toward Cart Y at a steady 5 mph. After Cart X hits the stationary Cart Y, will its velocity be greater than its original velocity (A) or less than its original velocity (B)? (If neither applies or is possible, mark C.)

Name:____________________________________ Date:_______________

Mechanical Concepts Part II

1. The drum of oil is full when filled to level A, and low when filled to level B. When the oil spills out through pipe X, will its flow

rate at pipe X's outlet be higher if the pipe X was opened when the tank wasat A or at B? (If equal, mark C.)

2. When Gear X rotates counterclockwise, the conveyor belt moves the three bottles. Will the bottles travel toward A

or B when Gear X rotates? (If either direction is possible, mark C.)

3. Cart X is not loaded and has a mass of 50 pounds. Cart Y is loaded and with its load it weighs 100 pounds. Cart X is given a hard

push so that it moves toward Cart Y at a steady 5 mph. After Cart X hits the stationary Cart Y, will its velocity be greater than its

original velocity (A) or less than its original velocity (B)? (If neither applies or is possible, mark C.)

Tammy West 6/21/14 12:05 PM

Tammy West 6/21/14 12:05 PMFormatted: Indent: Left: 0"

Deleted:











Deleted:











Deleted:

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4. Does the switch controlling the fan need to be closed at A or B for the fan to work? (If either, mark C.)

5. When the shaft inside the Pinion Gear moves clockwise, will the Outside Pulley Belt rotate toward A or B? (If either is possible, mark C.)

6. A white laser beam is directed toward the prism. As the beam refracts through the prism, the light exiting the prism displays a rainbow of color, including red and blue. Will light exiting the prism be blue on top of the rainbow (A) or red on top of the rainbow (B)? (If either is a possibility, mark C.)

4. Does the Switch controlling the fan need to be closed at A or B for the fan to work? (If either, mark C.)


6. A white laser beam is directed toward the prism. As the beam refracts through the prism, the light exiting the prism displays a

rainbow of color, including red and blue. Will light exiting the prism be blue on top of the rainbow (A) or red on top of the rainbow

(B)? (If either is a possibility, mark C.)

A = blue light on top

B = red light on top

PRISM








PRISM








PRISM

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7. Given the same conditions, which beaker will evaporate more quickly over time, A or B? (If equal, mark C.) Beaker A is Sea Water; Beaker B is Fresh Water.

8. The pictures show how iron filings behave when laid over two bar-shaped magnets with ends near each other. The iron filings are shaped as if long, thin needles oriented parallel to the magnetic field lines. In one picture, the magnets are attracted to each other because their opposite poles are close together. In the other picture, the magnets repel each other because their similar poles are close together. From the position of the iron filings in the pictures, which set of magnets has their opposite poles next to each other, A or B? (If both or neither, mark C.)

9. If the strength of this dam is based upon the thickness of the material from which it is built, should the dam be thicker at point A (near the top) or point B (near its base) in order to counteract the force of the water behind the dam? (If equal, mark C.)

7. Given the same conditions, which beaker will evaporate more quickly over time, A or B? (If equal, mark C.)

Beaker A is Sea Water Beaker B is Fresh Water

8. The pictures show how iron filings behave when laid over two bar-shaped magnets with ends near each other. The iron filings are

shaped as if long, thin needles oriented parallel to the magnetic field lines. In one picture, the magnets are attracted to each other

because their opposite poles are close together. In the other picture, the magnets repel each other, because their similar poles are

close together. From the position of the iron filings in the pictures, which set of magnets has their opposite poles next to each other,

A or B? (If both or neither, mark C.)

9. If the strength of this dam is based upon the thickness of the material from which it is built, should the dam be thicker at point A

(near the top) or point B (near its base) in order to counteract the force of the water behind the dam? (If equal, mark C.)

A Iron Filings Bar-shaped

Magnets Bar-shaped Magnet

Bar-shaped Magnet

Iron Filings

B












Bar-shaped Magnet

Iron Filings

B












Bar-shaped Magnet

Iron Filings

B

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10. Which loaded cart, A or B, will be easier to move in its forward direction? (If equal, mark C.)

11. The faucet shown fills the container. Does condition A or condition B better represent how the container will fill? (If neither applies, mark C.)

12. Airplanes A and B are the same model, with identical engines, same loaded mass, and same propeller speed. Both are on a level runway. The runway beneath Airplane A is paved. The runway beneath Airplane B is cobblestone Both airplanes take off at the same time. Which airplane, A or B, is more likely to become airborne first? (If equal, mark C.)


11. The faucet shown fills the container. Does condition A or condition B better represent how the container will fill? (If neither

applies, mark C.)




applies, mark C.)




applies, mark C.)


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13. Pressurized hydraulic fluid flows freely between the two hydraulic rams X and Y. When the hydraulic rams push upward beneath the lever, it moves. When the lever moves, does the ball resting atop the lever roll toward A or B? (If neither applies, mark C.)

14. Each conveyor belt moves the same load from bottom to top over a total distance of 100 feet. If each conveyor begins at the same time and under the same power, which load will reach the top first? (If equal, mark C.)

15. Water tanks A and B are both installed at sea level with piping to access the water at their base. Which water tank, A or B, will require less power to serve a community at a higher elevation? (If equal, mark C.)

13. Pressurized hydraulic fluid flows freely between the two hydraulic rams X and Y. When the hydraulic rams push upward beneath the lever, it moves. When the lever moves, does the ball resting atop the lever roll toward A or B? (If neither applies,

mark C.)

14. Each conveyor belt moves the same load from bottom to top over a total distance of 100 feet. If each conveyor begins at the

same time and under the same power, which load will reach the top first? (If equal, mark C.)

15. Water tanks A and B are both installed at sea level with piping to access the water at their base. Which water tank, A or B, will

require less power to serve a community at a higher elevation? (If equal, mark C.)


mark C.)






mark C.)





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reaDInG ComPreHenSIon

The Reading Comprehension selection test measures a candidate’s ability to read and understand written materials. The test consists of three reading passages, each followed by several multiple-choice questions about the passage.

Directions

This is a test of your ability to read and understand written materials. This test includes three passages, each followed by questions about the passage. You are to read each passage and then answer the corresponding questions.

All questions should be answered based strictly on the information presented in the passage. Do not answer on the basis of experiences you have had, or any information not specifically presented in the passage. To do so might result in choosing an incorrect answer.

For each question, select the best answer from the choices given. Answer all the questions regarding one passage before moving on to the next. You may look back at the passage while you answer the questions. This test has 23 questions and should take you 22 minutes to complete.

Name:____________________________________ Date:_______________

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PaSSaGe 1: StatIC eleCtrICItY

Most of us remember a painful incident when sparks blasted our hands after touching metal objects. Do you remember the game we used to play as kids where we would rub a balloon against a wool sweater and then see how the balloon would stick to the wall? These are examples of “static electricity.” Though static electricity is a common phenomenon, its cause is quite mysterious and often unknown.

Static electricity can result from the friction of two objects rubbing against each other, like the sole of your shoes against the carpet. However, friction is not required for static electricity to occur. It is a common misconception that friction is required to create static electricity. It is true that friction can increase the likelihood of static electricity, but it is not the cause. The true cause is the separation of negative and positive charges.

Every object is composed of a collection of positive and negative electric charges. Usually, the number of positive charges and the number of negative charges is equal. Static electricity (more correctly called “net electric charge”) occurs whenever the number of positive and negative electric charges is not perfectly equal. How does it happen? Let’s take the example of walking across a carpeted room. When we walk, the soles of our shoes absorb some negative charge found in the carpet. We leave behind electric positive footprints and our bodies acquire some negative charges. This process goes on for some time until our body achieves a high level of negative electric charge. The next time that we touch someone or some object, we will get zapped as the imbalanced charge is shared between us and the other person or object. The spark is painful because it is extremely hot. It creates tiny burned areas on our skin that hurt for a couple of seconds. There is a simple way to avoid shocks caused by static electricity. Before touching objects such as a doorknob or a car door, first touch the object with a car key. The electric static sparks will blast the key rather than your hand and will painlessly

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discharge from your body. After the static electricity has been discharged, you can safely touch metal objects. Of course, if you walk around on the carpet again, you will once again acquire static electricity.

answer questions 1-8 based on information presented in the above passage.

1. Why is touching a door knob with a key considered a simple way to avoid static electricity?

A. The key will discharge your body without painB. The key will prevent your body from getting chargedC. The static electric sparks will blast the key and not your handD. The key charges you with negative electricity

2. When does static electricity occur?A. Whenever the number of positive and the number of negative charges in a

person’s body is out of balance B. Whenever people touch a car knob with a key or any other metal objectC. Any time there is a friction between shoe soles and a rug or a carpetD. In the winter when the air is very dry and the chance of free sparks in the air

increases

3. What is “net electric charge”?A. The number of positive and negative electric charges in one’s bodyB. An alternative name for static electricityC. The electric positive footprints we leave behind when we walkD. The total likelihood of getting zapped

4. Based upon information given in the passage, which of the following statements is not true?

A. Friction is not necessary for static electricity to happen B. When the number of positive and negative electric charges is equal, static

electricity will not happen C. Static electricity is painful because it is hot and burns the skin D. Some people are much more prone to getting zapped by static electricity

than others

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5. the last paragraph of the passage deals primarily withA. Describing ways to prevent static electricity B. Describing ways to prevent being zapped by static electricity C. Describing ways to grab a metal door knob D. Warning people against sitting in plastic car seats

6. What is the main idea of the entire passage?A. Educate people about static electricityB. Prevent people from dragging their feet while walking on carpetsC. Tell a story of people who were hurt by static electricityD. Warn people about static electricity

7. according to the passage, how common is “static electricity”?A. It is very commonB. It is quite rareC. It happens only in winterD. The passage does not provide sufficient information to answer

this question

8. What line from the passage best illustrates the fact that most people don’t know what causes static electricity?

A. “Though static electricity is a common phenomenon, its cause is quite mysterious and often unknown”

B. “There is a simple way to avoid shocks caused by static electricity”C. “Every object is composed of a collection of positive and negative

electric charges”D. “Static electricity is usually caused by friction of two objects against

each other”

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PaSSaGe 2: PoWer PlantS

Electricity is all around us. We use it to light our homes, heat our food, and watch TV. Most, if not all, of the electricity that we use is produced in power plants across the nation. Though most of us know what a power plant is and perhaps have even seen one before, we know little about the way these plants operate to manufacture electricity. The following passage will discuss the ways in which power plants work.

There are five major stages to power plant operations: first, fuel is burned; second, using the heat generated from the burned fuel, water is boiled until it turns into steam; third, the steam is sent into giant turbines; fourth, the steam spins the turbines, generating energy; fifth, the electricity is sent to homes and businesses all across the nation.

In the first stage of power plant energy manufacturing, fuel is burned. Various types of fuels can be used as an energy source. Fossil power plants use coal or oil, hydro power plants use water, while other plants use natural gas. In this stage, plant technicians and engineers must carefully monitor fuel burning to prevent any energy from being unnecessarily wasted.

Next, the heat that was generated during the first stage heats water in pipes to boiling point, and in turn becomes steam. The steam is then transferred into turbines, while the smoke, ash, and other byproducts of this process are released through the smokestack.

The turbines used in power plants look and operate like huge windmills. The power that spins turbines in power plants is steam and not wind. The enormous amount of energy stored in the steam allows the turbines to spin at a very fast pace, generating a significant amount of power. After the steam has made the turbine spin, it is sent to the cooling tower to cool down.

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In the following stage, the spinning turbine turns a generator. Copper wires running between the turbine and generator “collect” the electricity that is being manufactured by the spinning turbine. The copper wires do this by recording changes per minute in their electric field.

Once electricity has been generated, it is sent to a substation where transformers convert the electricity to a higher voltage, so it can travel over transmission lines. Power can travel over these transmission lines for thousands of miles, until it reaches its final destination, our homes and factories.


9. a good title for this passage would beA. “How power plants work”B. “Types of power plants”C. “How do turbines and generators work?”D. “Electricity throughout the nation”

10. What is the force that spins the turbine in a power plant?A. WindB. WaterC. Natural gasD. Steam

11. Which of the statements about power plants is not true?A. There are various types of power plants, such as hydro or fossil plantsB. Most people know how power plants workC. Most people have probably seen a power plantD. There are five major stages to the operation of a power plant

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12. How do the copper wires collect the electricity that was manufactured?A. By recording changes in their electric fieldsB. By running between the turbine and the transformerC. By spinning the windmillsD. By cooling the steam back into water

13. a turbine is compared to which of the following:A. WindmillB. TransformerC. Transmission linesD. Metal pipes

14. What type of fuel is not mentioned as an energy source?A. Coal B. Natural gas C. Oil D. Uranium

15. What happens to electricity once it is generated?A. It is “collected” by a generatorB. It is sent to a substationC. It operates a turbineD. It burns fuel

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PaSSaGe 3: natUral GaS

Natural gas is a vital component of the world’s supply of energy. It is known to be one of the safest, most environmentally friendly, and most useful energy sources known to man. Despite its importance, there are many misconceptions associated with natural gas. Many of these misconceptions are due to the variety of uses of the word ‘gas’. For example, we use gas to fuel our cars and motorcycles, and we barbecue on gas grills. These ‘gases’, however, are not natural gas. They are other substances of gas, such as fossil and propane.

Natural gas is nothing new. In fact, most of the natural gas that is found today in reservoirs underneath the earth was manufactured millions and millions of years ago. There are many different theories as to its origin. The most widely accepted theory suggests that natural gas is formed when organic matter (such as the remains of plants and animals) is compressed under the earth’s surface at a very high pressure for a very long time. Natural gas can also be formed when specific micro-organisms chemically break down organic matter. A third way in which natural gas can be produced is called the abiogenic process. This formation of natural gas is the result of an underground interaction between organic matter, gases, and minerals in a high-pressure environment.

Due to its methods of production, natural gas is usually found underneath the surface of the earth. Once it is formed, it will rise toward the surface of the earth through loose, shale-type rock and other materials. Some of the gas will simply rise to the surface and dissipate into air. A great deal of this gas, however, will be ‘trapped’ under the ground and accumulate there. This happens when a rock named ‘impermeable sedimentary’ forms a ‘dome’ shape, like an umbrella, that catches all the natural gas that is floating to the surface. With natural gas trapped under the earth in this fashion, it can be recovered by drilling a hole through the rock. The gas that is under great pressure then flows to the surface, where it is collected.

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Most of the natural gas reserves are located in the Middle East (34% of the world’s total reserves) and Europe and the former USSR (42% of the world’s total reserves). The United States possesses 3% of the world’s total natural gas reserves. Most of the gas found in the United States is concentrated in relatively distinct geographical areas, primarily around Texas and the Gulf of Mexico.


16. Where are most of the natural gas reservoirs in the world located?A. RussiaB. Middle EastC. Europe and the former USSRD. Texas and the Gulf of Mexico

17. In the passage it is mentioned that, in order to recover gas, a hole in the ground is drilled. after the hole is drilled, what is usually used in order to bring the gas to the surface?

A. A special gas pumpB. The force of the gas’s own pressureC. Dome-shaped rocks named ‘impermeable sedimentary’D. Generators

18. according to the passage, which of the following may be a common use of natural gas?

A. CookingB. BarbequingC. Car fuellingD. Motorcycle fuelling

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19. according to the most widely accepted theory dealing with the origin of gas, how is natural gas created?

A. Underground high-pressured interaction between minerals and gasesB. A process of highly pressured compressing of organic matter over a

long period of timeC. Micro-organisms chemically break down organic matterD. A chemical interaction between underground remains of plants

and animals

20. according to the passage, which of the following is not true about natural gas?

A. It is a very important source of energyB. There are a lot of false beliefs associated with natural gasC. Natural gas is most likely found under the earth’s surfaceD. Natural gas is hard to find

21. of the following, which is the best title for this passage?A. “Where can we find natural gas?”B. “Natural gas, common misconceptions”C. “Natural gas: how it is formed and where it is found”D. “Natural gas: past, present, and future”

22. according to the passage, the formation of natural gas would not be possible without

A. Organic matterB. Dome-shaped rocksC. Fossil and propaneD. Reservoirs

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23. What does it mean in the first paragraph when it says that natural gas is “environmentally friendly”?

A. It does not polluteB. It is sufficientC. It is environmentalD. It is easy to find

end of test

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end of test

Pre and Post Exam Answer Key

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equation Correct answer Process20) x + 5 = 3 x = -2 (subtract 5)21) x + 7 = 4 x = -3 (subtract 7)22) x – 5 = -11 x = -6 (add 5)23) 0.04x = 0.08 x = 2 (divide by 0.04)24) 2x + 8 = 16 x = 4 (subtract 8, divide by 2)25) 4x – 3 = 9 x = 3 (add 3, divide by 4)26) 0.02x = 2 x = 100 (divide by 0.02)27) 5x – 10 = 15 x = 5 (add 10, divide by 5)28) 0.3x = 0.9 x = 3 (divide by 0.3)29) 0.05x + 0.05 = 0.3 x = 5 (subtract 0.05, divide by 0.05)30) 3x + 5 = 26 x = 7 (subtract 5, divided by 3)

Correct answer31) C 2,640 ft32) a 0.250 amps33) D 150 millimeters34) C 12.7 centimeters35) a 1.58 gallons36) B 0.175 tons37) D 1.88 gallons38) C 1,500 milliliters

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anSWerS anD exPlanatIonS

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10. The correct answer is picture #1. Look at the places marked A. If the places marked A were put together, how would they look? Of the five pictures, only pictures 1 and 3 have the places marked A touching. Now look at the parts marked B. Which of the pictures 1 and 3 show that the two places marked B are put together? Of the two, only picture 1 has the places marked B put together. Therefore, picture 1 is the correct answer. This is the only picture of the five that has all the parts put together in the way they should be. Therefore, you need to fill circle 1 on your answer sheet.

11. The correct answer is picture #4. Look at the places marked A. If the places marked A were put together, how would they look? Of the five pictures, only pictures 1, 4, and 5 have the places marked A touching. Now look at the parts marked B. Which of the pictures 1, 4, and 5 show that the two places marked B are put together? Of the three, only picture 4 has the places marked B put together. Therefore, picture 4 is the correct answer. This is the only picture of the five that has all the parts put together in the way they should be. Therefore, you need to fill circle 4 on your answer sheet.

12. The correct answer is picture #5. Look at the places marked A. If the places marked A were put together, how would they look? Of the five pictures, pictures 1, 3, 4, and 5 have the places marked A touching. Now look at the parts marked B. Which of the pictures 1, 3, 4, and 5 show that the two places marked B are put together? Of the four, only picture 5 has the places marked B put together. Therefore, picture 5 is the correct answer. This is the only picture of the five that has all the parts put together in the way they should be. Therefore, you need to fill circle 5 on your answer sheet.

13. The correct answer is picture #4. Look at the places marked A. If the places marked A were put together, how would they look? Of the five pictures, only pictures 4 and 5 can have the places marked A touching. In picture 4 you would have to be looking down (in "plan" view) and in picture 5 you would have to be looking from the side (in "elevation" view). Now look at the parts marked B. Which of the pictures 4 and 5 show that the two places marked B are put together? Of the two, both pictures 4 and 5 can have the places marked B put together. Now look at the parts marked C. Which of the pictures 4 and 5 show that the two places marked C are put together? Of the two pictures 4 and 5, only picture 4 has the places marked C put together. Therefore, picture 4 is the correct answer. This is the only picture of the five that has all the parts put together in the way they should be. Therefore, you need to fill circle 4 on your answer sheet.

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14. The correct answer is picture #2. Look at the places marked A. If the places marked A were put together, how would they look? Of the five pictures, pictures 1, 2, 3, and 4 have the places marked A touching. Now look at the parts marked B. Which of the pictures 1, 2, 3, and 4 show that the two places marked B are put together? Of the four, pictures 1, 2, and 3 have the places marked B put together. Now look at the parts marked C. Which of the pictures 1, 2, and 3 show that the two places marked C are put together? Of the three pictures 1, 2, and 3, only picture 2 has the places marked C put together. Therefore, picture 2 is the correct answer. This is the only picture of the five that has all the parts put together in the way they should be. Therefore, you need to fill circle 2 on your answer sheet.



17. The correct answer is picture #2. Look at the places marked A. If the places marked A were put together, how would they look? Of the five pictures, only pictures 2 and 3 have the places marked A touching. Now look at the parts marked B. Which of the pictures 2 and 3 show that the two places marked B are put together? Of the two, only picture 2 has the places marked B put together. Therefore, picture 2 is the correct answer. This is the only picture of the five that has all the parts put together in the way they should be. Therefore, you need to fill circle 2 on your answer sheet.

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18. The correct answer is picture #3. Look at the places marked A. If the places marked A were put together, how would they look? Of the five pictures, only pictures 1, 2, and 3 have the places marked A touching. Now look at the parts marked B. Which of the pictures 1, 2, and 3 show that the two places marked B are put together? Of the three, pictures 1 and 3 have the places marked B put together. Now look at the parts marked C. Which of the pictures 1 and 3 show that the two places marked C are put together? Of the two, only picture 3 has the places marked C put together. Therefore, picture 3 is the correct answer. This is the only picture of the five that has all the parts put together in the way they should be. Therefore, you need to fill circle 3 on your answer sheet.

Documents

Instructional Module