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CAT VARC Practice Test 2

CAT VARC • Medium • 24 Questions
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The Impossible Task of the Mapmaker

Every map is a lie, in the precise and technical sense that no flat surface can represent the curved surface of a sphere without distorting something, whether area, shape, distance, or direction. Cartographers have known this since antiquity, but the depth of the problem became inescapable only once European sailors needed maps that a compass and straightedge could actually navigate by. In 1569, the Flemish geographer Gerardus Mercator published a projection that solved this navigational problem elegantly: on a Mercator map, any straight line drawn between two points corresponds to a constant compass bearing, meaning a sailor could plot a course with a ruler and follow it without constantly recalculating direction. The projection achieved this by stretching the spacing between lines of latitude as they approached the poles, a distortion sailors could safely ignore because open-ocean navigation rarely required precise comparisons of size between distant landmasses.

The trouble began once Mercator's projection escaped the chartroom and became the default image of the world hung on classroom walls. A projection engineered to preserve angles and bearings necessarily sacrifices something else, and what it sacrifices is area: regions far from the equator appear far larger, relative to equatorial regions, than they actually are. On a standard Mercator map, Greenland appears roughly comparable in size to Africa, when in reality Africa's land area is about fourteen times greater. Because the world's wealthier nations, historically, have clustered disproportionately in the higher latitudes, critics have argued that centuries of Mercator-based schoolroom maps quietly inflated the visual importance of Europe and North America while shrinking the equatorial regions where much of the Global South lies, an effect its critics do not believe was intentional but consider consequential nonetheless.

Alternative projections attempt to correct this by preserving area rather than angle, at the cost of distorting shape instead. The Peters projection, popularised in the 1970s explicitly as a corrective to Mercator's political blind spot, renders every landmass at its true relative area, but the resulting shapes are famously elongated and, to eyes trained on Mercator, look distinctly odd; Africa appears stretched vertically, and familiar coastlines lose their recognisable contours. Critics of the Peters projection, including many professional cartographers, argue that it substitutes one form of distortion for another and that its main achievement was rhetorical rather than technical, since equal-area projections predating Peters's version by more than a century, such as the one devised by James Gall in 1855, had already solved the same mathematical problem without the accompanying publicity campaign.

What neither projection can do, because no projection can do it, is preserve every property simultaneously. This is not a limitation of cartographic skill; it is a theorem. A result in differential geometry, sometimes attributed to Carl Friedrich Gauss, proves that a curved surface cannot be mapped onto a flat plane without introducing some form of distortion, in the same way that an orange peel cannot be flattened onto a table without tearing or stretching somewhere. Every world map, therefore, embeds a choice, made by its projection's designer, about which distortion the map's users will be asked to tolerate and which distortion they will be spared. A navigational chart tolerates area distortion to preserve angle; a classroom map optimised for teaching relative country sizes tolerates shape distortion to preserve area; no map manages to tolerate nothing at all.

This is why contemporary cartographers increasingly argue that the more honest question is not 'which projection is correct' but 'correct for what purpose'. Google Maps, notably, still uses a variant of the Mercator projection for its interactive maps, not out of ideological preference but because the projection's angle-preserving property makes street-level navigation and zooming computationally convenient, an entirely different use case from a wall map intended to convey the comparative sizes of continents. A map optimised for one task, cartographers now generally agree, will always mislead if pressed into service for another, and the discipline's modern consensus is less about finding the one true projection than about matching the distortion to the purpose and being transparent about the trade-off involved.

Passage 1 Questions Questions 1-6
1

Which of the following best summarises the passage's central argument?

2

According to the passage, how did Mercator's projection specifically help sailors navigate?

3

What specific example does the passage use to illustrate the area distortion introduced by the Mercator projection?

4

What criticism does the passage report against the Peters projection?

5

The theorem attributed to Gauss, referenced in the fourth paragraph, implies that

6

Why, according to the passage, does Google Maps still use a variant of the Mercator projection?

The Tragedy of the Commons, Revisited

In 1968, the ecologist Garrett Hardin published a short essay that would go on to become one of the most cited, and most misapplied, pieces of writing in the social sciences. Hardin asked his readers to imagine a pasture open to all, where each herdsman, acting rationally in his own self-interest, would gain the full benefit of adding one more animal to his herd while sharing the cost of the resulting overgrazing with everyone else. Because every herdsman faces the same incentive, Hardin argued, each is driven to add animal after animal, even as the shared pasture is destroyed by overuse, a logic he summarised in the memorable phrase 'freedom in a commons brings ruin to all'. The essay was quickly adopted as an argument for one of two solutions: either the commons must be privatised, so that a single owner internalises the full cost of overuse, or it must be nationalised, so that a central authority can regulate access by force of law.

For decades, this binary framing dominated policy discussions of shared resources, from ocean fisheries to groundwater to the atmosphere itself. What Hardin's essay conspicuously did not consider was a third possibility: that the communities actually dependent on a shared resource might govern it themselves, through locally devised rules, without either private ownership or top-down state control. This omission became the life's work of the political economist Elinor Ostrom, who spent decades cataloguing real-world commons, Swiss alpine pastures, Japanese forests, Spanish irrigation systems, that had been managed sustainably by their user communities for centuries, in some cases predating the nation-states that later claimed jurisdiction over them.

Ostrom's fieldwork, synthesised in her 1990 book 'Governing the Commons', identified a set of design principles that recurring successful cases shared, even though the communities that developed them had rarely had any contact with one another. Successful commons, she found, typically had clearly defined boundaries specifying who was and was not entitled to use the resource; rules for use that were adapted to local conditions rather than imposed uniformly from outside; mechanisms allowing most resource users to participate in modifying the rules over time; and, crucially, graduated sanctions, so that a first violation drew a mild penalty while repeated violations drew progressively harsher ones, rather than either complete tolerance or immediate, disproportionate punishment. Communities lacking these features, she found, were considerably more likely to see their shared resources degrade in exactly the manner Hardin had predicted.

The significance of this finding was not merely academic. Hardin's essay, precisely because it offered only two policy prescriptions, had been used to justify both the privatisation of communally managed land in numerous developing countries and the imposition of centralised bureaucratic control over resources that local communities had, in many documented cases, been managing perfectly well on their own. Ostrom's research supplied empirical grounds for a third option that development economists and policymakers had frequently dismissed as naive: that self-organised, locally accountable institutions could, under identifiable conditions, avoid the tragedy Hardin considered nearly inevitable. In 2009, Ostrom became the first woman to receive the Nobel Memorial Prize in Economic Sciences, awarded specifically 'for her analysis of economic governance, especially the commons'.

None of this means Hardin's original insight was simply wrong. Ostrom herself was careful to note that her findings did not refute the possibility of tragedy, only its inevitability; commons lacking her identified design principles remained just as vulnerable to overuse as Hardin's essay described, and some of her case studies documented commons that had indeed collapsed once traditional governance broke down, often under pressure from population growth, market integration, or state interference that displaced established local rules without replacing them with anything functional. The corrected lesson, then, is not that shared resources manage themselves, but that the deterministic pessimism of Hardin's original title obscured a genuine, if conditional, third path between privatisation and state control, one that depended entirely on whether a community could establish and enforce its own credible rules.

The debate has acquired fresh urgency as economists apply commons theory to resources Hardin never considered, most notably the accumulating pools of data generated by digital platforms and the shared, largely unregulated capacity of the electromagnetic spectrum and the atmosphere's capacity to absorb carbon. Whether Ostrom's design principles, developed by studying irrigation channels and grazing pastures, transfer cleanly to problems of this global scale and technical complexity remains a genuinely open question, and one on which her admirers and her critics continue to disagree.

Passage 2 Questions Questions 7-12
7

Which of the following best summarises the passage's central argument?

8

According to the passage, what two solutions did Hardin's original essay propose?

9

What did Ostrom's fieldwork find that successful, sustainably managed commons had in common?

10

What does the passage mean by 'graduated sanctions'?

11

Does Ostrom's research, according to the passage, fully refute Hardin's original insight?

12

According to the final paragraph, what open question remains about Ostrom's design principles?

Gutenberg and the Unintended Consequences of Print

When Johannes Gutenberg adapted the screw press and movable metal type into a working printing system in the German city of Mainz around 1450, his immediate ambition was narrowly commercial: to produce Bibles and indulgences faster and more cheaply than scribes copying by hand ever could. Nothing in the historical record suggests Gutenberg foresaw, or particularly cared about, the cascade of social transformation his invention would eventually unleash. Historians of technology often cite the printing press as the clearest available case study of an innovation whose consequences vastly outran, and in several respects contradicted, the intentions of its inventor.

The most immediate effect was straightforwardly economic: within fifty years of Gutenberg's press, printing operations had sprung up in more than two hundred European cities, and the price of a book fell so sharply that ownership, once restricted to monasteries, universities, and the wealthiest nobility, extended to a rapidly widening urban middle class. This much was intended, or at least anticipated, by the early printers who invested in the new technology. What followed from it was not.

Cheaper books meant, among much else, cheaper access to competing and often incompatible ideas, circulating simultaneously and at a speed no manuscript culture had ever achieved. Martin Luther's ninety-five theses, nailed to a church door in Wittenberg in 1517 as an invitation to academic debate in Latin, were within weeks translated into German and reprinted across the continent in a volume that stunned even Luther himself; he later remarked that his ideas seemed to have grown wings, spreading faster than he or anyone else could control. The Reformation that followed owed its unprecedented reach not to any innovation in theology, medieval Europe had produced dissenting theologians before, but to a distribution technology that let a single text reach tens of thousands of readers before any religious or political authority could suppress it. Gutenberg, a devout Catholic who had built his business partly on printing indulgences for the Church, could hardly have intended to manufacture the infrastructure of the schism that would fracture that same Church.

Print's destabilising effects were not confined to religion. Standardised, widely circulated texts gradually eroded regional dialects in favour of a smaller number of printed 'standard' languages, since publishers, seeking the largest possible market for each edition, gravitated toward the dialect of the most populous or most literate region, a process that quietly demoted hundreds of local vernaculars to oral, unprinted status over the following centuries. At the same time, the wide availability of maps, star charts, and technical manuals in print is credited by several historians of science with accelerating the scientific revolution, since a researcher in Kraków could now reliably obtain and check calculations from a colleague's printed work in London or Padua without waiting years for a hand-copied manuscript to complete the journey, and without wondering whether a scribe had introduced silent errors along the way, a chronic hazard of manuscript transmission that print did not eliminate but substantially reduced through repeatable, identical copies.

Print also generated frictions its early champions had not anticipated. The same press that spread Luther's theses spread virulent pamphlet wars, forged religious tracts, and, later, the kind of sensationalist print that sixteenth and seventeenth century authorities regularly tried, and largely failed, to censor. Governments and church authorities that had comfortably policed a handful of monastic scriptoria found themselves attempting to regulate a distributed, rapidly multiplying network of independent presses, an enforcement problem structurally similar to one that would recur, in different technological guise, with radio, photocopying, and eventually the internet.

The broader lesson historians of technology draw from Gutenberg's press is not that inventors are somehow blind to consequence, but that a sufficiently powerful shift in the cost and speed of distributing information tends to rearrange the institutions built around the old, slower distribution regime in ways no single actor, however perceptive, can fully anticipate in advance. Gutenberg wanted a faster path to selling Bibles. What he built was a machine that, among many other things, helped fracture the very church whose texts had funded his invention.

Passage 3 Questions Questions 13-18
13

Which of the following best summarises the passage's central argument?

14

According to the passage, what was Gutenberg's original commercial motivation?

15

Why, according to the passage, did Luther's ninety-five theses spread so quickly?

16

What effect did the printing press have on regional dialects, according to the passage?

17

How, according to the passage, did print help accelerate the scientific revolution?

18

What is the 'broader lesson' historians draw, according to the final paragraph?

This section contains standalone verbal ability questions: para-jumbles, odd-sentence-out, and para-summary items. The sentences or paragraph needed to answer each question are provided within that question's own text.

Verbal Ability Questions Questions 19-24
19

The five sentences below, when arranged in the correct order, form a coherent paragraph. Determine the correct sequence and type it as a hyphen-separated sequence of numbers (e.g. 3-1-4-2-5). 1. Unlike vertebrate brains, which concentrate most neurons in a single central mass, roughly two-thirds of an octopus's nervous system is distributed along its eight arms. 2. This decentralised arrangement allows each arm to process sensory information and initiate movement with a degree of independence rarely seen in the animal kingdom. 3. Octopuses, despite belonging to a lineage that diverged from the one leading to vertebrates hundreds of millions of years ago, display problem-solving abilities that rival many mammals. 4. Researchers have documented octopuses unscrewing jar lids, navigating mazes, and even appearing to recognise individual human caretakers, behaviours that raise pointed questions about how intelligence can arise from such an alien nervous system. 5. An amputated octopus arm, remarkably, can continue to react to stimuli and even grasp objects for a short period after separation from the body, a vivid illustration of just how much independent processing occurs locally.

20

Read the paragraph below and choose the option that best summarises it. 'When a forager honeybee returns to the hive having found a rich source of nectar, she performs a rhythmic sequence of movements known as the waggle dance, tracing a figure-eight pattern whose angle relative to vertical encodes the direction of the food source relative to the sun, while the duration of the dance's straight "waggle run" encodes the distance to be flown. Other foragers, crowding around the dancing bee in the dark of the hive, appear to extract this information primarily through touch and the vibrations the dance produces, rather than through vision. Remarkably, if a bee dances for a food source across a lake, other foragers routinely refuse to follow the indicated bearing, apparently "distrusting" a direction that would send them over open water, suggesting the dance is interpreted alongside the bees' own independent knowledge of the surrounding terrain rather than followed blindly.'

21

Four of the five sentences below form a coherent paragraph about soap bubbles. Identify the sentence that does NOT fit. 1. A soap bubble's shimmering colours arise from the interference of light waves reflecting off the inner and outer surfaces of its thin film. 2. As the film's thickness changes with evaporation, the wavelengths that interfere constructively shift, causing the colours on the bubble's surface to swirl and change continuously. 3. Commercial dish soap manufacturers spend heavily on advertising campaigns during major televised sporting events. 4. Bubbles form a spherical shape because surface tension acts to minimise the surface area enclosing a given volume of trapped air. 5. A bubble typically bursts once its film thins to roughly a few hundred nanometres, at which point tiny mechanical disturbances are enough to rupture it.

22

The four sentences below, when arranged in the correct order, form a coherent paragraph. Determine the correct sequence and type it as a hyphen-separated sequence of numbers (e.g. 3-1-4-2). 1. Modern maize, cultivated on every populated continent, descends from a wild Mexican grass called teosinte, whose seed head bears little visual resemblance to a corn cob. 2. Genetic analysis has since confirmed that a small number of mutations in a handful of key genes were enough to convert teosinte's branching, many-seeded architecture into the single, thick stalk typical of domesticated maize. 3. For decades, botanists debated whether such a dramatic transformation could plausibly have occurred through selective breeding by early farmers, given how different the two plants appear. 4. That resolution has made maize a favoured case study for geneticists studying how a surprisingly small number of genetic changes can produce a large and rapid transformation in a domesticated species.

23

Read the paragraph below and choose the option that best summarises it. 'In September 1928, Alexander Fleming returned to his London laboratory after a month's holiday to find that a mould had accidentally contaminated one of his bacterial culture plates, and that a clear ring free of bacterial growth had formed around the mould colony. Rather than discarding the ruined plate, as many microbiologists of the era routinely did with contaminated cultures, Fleming recognised the significance of the halo and identified the mould as a Penicillium species capable of producing a substance that killed the surrounding Staphylococcus bacteria. Fleming published his findings in 1929, but he lacked the chemical expertise to isolate and stabilise the active compound in a form suitable for treating patients, and his discovery languished for over a decade until a separate team at Oxford, led by Howard Florey and Ernst Chain, developed methods to purify and mass-produce the compound, work that would help save countless lives during the Second World War.'

24

Four of the five sentences below form a coherent paragraph about monarch butterfly migration. Identify the sentence that does NOT fit. 1. Monarch butterflies in North America undertake a multi-generational migration, with individuals that fly south to Mexico in autumn being several generations removed from those that flew north the previous spring. 2. No single monarch completes the full round trip; instead, the direction and instinct to migrate appear to be encoded genetically rather than learned from parents. 3. Scientists have proposed that monarchs use a combination of the sun's position and an internal magnetic compass to maintain their bearing across thousands of kilometres. 4. Several species of moth are nocturnal and are known to navigate primarily using the moon rather than the sun. 5. Deforestation in the monarchs' overwintering sites in central Mexico has significantly reduced the forest canopy that once protected clustering butterflies from winter storms.

What is in this test

  • Passage 1, questions 1-6
  • Passage 2, questions 7-12
  • Passage 3, questions 13-18
  • Verbal Ability, questions 19-24

24 questions in 40 minutes, marked +3 for a correct answer and -1 for a wrong multiple choice answer, with no penalty on type in the answer questions. When you finish you get your marks, a section breakdown and a written explanation for every question. Learn the method first on the topic practice pages and keep the formula sheet handy while you review.

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