Ohio's State Tests English Language Arts II

Eighteen passages set in Ohio, with six questions on each.

These questions are original. This is not an official Ohio's State Tests exam, and FreeExam is not affiliated with the Ohio Department of Education and Workforce.

Six Centimeters on the Towpath

The trail club in Peninsula printed a paper map of the Ohio and Erie Canal towpath for the Saturday walk. A note under the title states the scale in one sentence: 2 centimeters on the map stand for 5 kilometers on the ground. The note says to measure along the printed path, not across the white space between bends of the Cuyahoga.

Mara set a ruler on the segment from the Boston Mills trailhead to the shaded picnic grove. That segment measured 6 centimeters. She did not guess from the river's curve. She used the printed scale: 6 centimeters is three times 2 centimeters, so the ground distance is three times 5 kilometers, which is 15 kilometers. She wrote 15 kilometers in the margin and circled it.

A red dash crosses the path just south of the grove. The legend says the dash marks a footbridge closed for a loose plank. The dash is not a unit of the scale. It means the measured line stops being a place to walk, even though ink continues on the page.

A small box tells why the club printed the scale. Last fall two walkers treated one centimeter as one kilometer. They unpacked lunch while the grove was still far ahead. The box calls the scale a promise that a length on paper can be turned back into a length on the towpath.

The club asks walkers to carry the paper map because phone service fades at the grove. The map does not say the towpath is flat, and it does not give a walking time. It gives a way to turn centimeters into kilometers, and a dash that means stop.

  1. 1.Using the map's scale, what ground distance does the 6-centimeter segment from Boston Mills to the picnic grove stand for?

  2. 2.What does the legend say the red dash is for?

  3. 3.Why does the small box say the club printed a scale?

  4. 4.What does the box mean by calling the scale a promise?

  5. 5.Why does the club ask walkers to carry the paper map?

  6. 6.Which limit does the passage place on what the map tells a walker?

One Hundred Slips in Chillicothe

The book club in Chillicothe met in the basement of the public library to decide one question: whether to move the Thursday meeting from 4 p.m. to 7 p.m. so members who work the day shift could attend. The secretary, Mr. Pell, handed one paper slip to each person in the room and no slips to anyone who had stayed home.

When he counted, 64 slips said yes and 36 slips said no. He added those two piles before he announced anything. 64 plus 36 is 100, so 100 people voted. He wrote both numbers on the whiteboard and left them up while the room argued.

Someone in the front row said the result was unanimous and asked him to erase the no pile. Mr. Pell refused. A unanimous vote would mean every slip said the same thing. Thirty-six people had marked no. The yes side had more votes, so the meeting time would change, but the vote was not unanimous.

The club's rule, printed on the agenda, says a time change passes when yes votes outnumber no votes. The rule does not require every member to agree. It also says absent members are not counted, because they did not receive a slip.

After the vote, the Thursday meeting stood at 7 p.m. Mr. Pell taped the two piles to the agenda and wrote a line underneath: 100 people voted, and the vote was not unanimous. The no votes stay on the record so the change is not later described as something nobody opposed.

  1. 7.What do the 64 yes slips and the 36 no slips show?

  2. 8.Under the rule printed on the agenda, when does a time change pass?

  3. 9.Why are members who stayed home left out of the count?

  4. 10.Why does Mr. Pell leave the no votes on the record?

  5. 11.What mistake does the person in the front row make?

  6. 12.What happens to the Thursday meeting after the count?

Closest in January, Cold at Marblehead

A science class in Marblehead wrote a short brief after a January field trip to the Lake Erie shore. The brief's first claim is about seasons. Seasons come from tilt. Earth's axis leans, and that lean, not the planet's distance from the Sun, gives Ohio its winter and its summer.

The brief then states a fact that surprises some readers. Earth is closest to the Sun in January. The textbook calls that near point perihelion, but the brief itself uses the plain words: closest in January. If seasons came from distance, an Ohio January would be warm. It is not. An Ohio January is still winter.

On the day of the trip the harbor was iced along the edges and the wind came off the lake. The Northern Hemisphere was leaning away from the Sun, so sunlight struck Marblehead at a low slant and for fewer hours. The brief says that slant, caused by tilt, is why the month stays cold even at the year's closest approach.

A student had argued on the bus that summer happens when Earth swings near the Sun. The brief answers that argument with the January case. Nearness and winter arrived together. Distance cannot be the cause of the season if the closest month is a winter month in Ohio.

The brief does not say every place on Earth has winter in January. It says the Northern Hemisphere is tilted away then. It also does not give a temperature for the shore. It gives the cause of the season and the fact that closeness did not cancel the cold.

  1. 13.Which statement does the Marblehead brief make about seasons and January?

  2. 14.Why does the brief say Marblehead stays cold in January?

  3. 15.How does the brief answer the student who spoke on the bus?

  4. 16.What limit does the brief place on its claim about January?

  5. 17.Why does the brief say closest in January instead of using only the textbook label?

  6. 18.What does the brief treat as the cause of Ohio's seasons?

Variation Already in the Net

At a banding station beside Magee Marsh, on the Lake Erie shore, a biologist talked to a high school crew about natural selection. She started with the birds in the net, not with a story about one bird trying harder. Natural selection acts on variation already present. Some of the blackbirds already had deeper beaks, and some had shallower ones. The difference was in the flock before any single bird spent a day cracking seeds.

She then separated that idea from a mistake she hears every spring. A trait acquired by use is not inherited. If a bird wears its beak against hard seeds all season, that wear happens to that bird. The wear is not a set of instructions passed to chicks. Chicks inherit variation the parents already carried, not a change carved by one season of effort.

She used her own hands as the comparison. Years of closing nets have put a thick callus on her thumb. The callus came from use. Her children do not inherit the callus. They would have to develop their own if they did the same work. The callus is the kind of acquired trait she means.

The crew had watched one blackbird hammer a stubborn seed. A volunteer said the bird would pass a stronger beak to its young because it had worked. The biologist said the hammering does not write a new beak into the next generation. If deeper beaks already in the flock crack more seeds and those birds leave more young, the variation that was already present becomes more common. That is selection. It is not inheritance of a workout.

The talk does not claim every deep beak survives, and it does not name a gene. It claims two linked points: selection sorts variation that is already there, and use during one life does not become the offspring's trait.

  1. 19.Which statement matches the biologist's account of selection and inheritance?

  2. 20.What is the callus on the biologist's thumb meant to show?

  3. 21.What error does the volunteer make about the hammering blackbird?

  4. 22.When does the biologist say a deeper beak can become more common?

  5. 23.What does the talk refuse to claim?

  6. 24.Why does the biologist start with the birds already in the net?

Thirty-Six Grams of Shale

In a lab at a high school in Logan, a student measured a cube cut from shale picked up at a road cut in the Hocking Hills. The lab sheet asked for density. The sheet defined density as mass divided by volume, and it asked for the answer in grams per cubic centimeter.

The cube's mass was 36 grams. Its volume was 12 cubic centimeters. The student divided 36 by 12. The quotient is 3, so the density is 3 grams per cubic centimeter. She wrote the unit on purpose. A bare 3 could be grams, or cubic centimeters, or a count of samples. The unit says which comparison she made.

A partner added the two measurements and got 48. Another partner multiplied them and got 432. A third flipped the division, 12 divided by 36, and got a number near one third. The sheet says those operations answer different questions. Sum and product are not density. Dividing volume by mass swaps the ratio the sheet defined.

The shale cube is one sample from one road cut. The report does not say every rock in the Hocking Hills has this density. It says this cube, with this mass and this volume, has a density of 3 grams per cubic centimeter.

The student also notes the cube was dry. A wet rock can carry water in its pores, and the sheet says she did not measure that case. The 3 describes the dry cube on the balance, not a hillside after rain.

  1. 25.What is the density of the dry shale cube?

  2. 26.Why does the student write the unit beside the 3?

  3. 27.What does the lab sheet say about the partners' sum, product, and flipped division?

  4. 28.What limit does the report put on the density result?

  5. 29.Why does the note that the cube was dry matter?

  6. 30.How does the lab sheet define density?

The West Gate at Roscoe

A memo from the student market committee in Coshocton concerns the footbridge that links the parking field to the Saturday market at Roscoe Village. The memo states its claim in the second sentence: the west gate should stay open on Saturdays until the footbridge inspection is posted.

The inspection is scheduled, but it is not finished. The bridge is still the way vendors roll carts from the field to the stalls. Closing the west gate now would send those carts onto a longer village street that has no curb cut at the corner by the canal. The memo says the gate is not the hazard. The unposted inspection is an unfinished notice, and an unfinished notice is not the same thing as a failed bridge.

A shop owner on the street asked the committee to lock the gate immediately. The memo answers that request directly. It does not support locking the gate before the inspection is posted. It supports leaving the gate open until that posting exists. The owner's worry is recorded, and then set beside the cart route.

The last paragraph repeats the claim as its own sentence so a reader cannot miss it. The west gate should stay open on Saturdays until the footbridge inspection is posted. The passage does not support a claim that the bridge has already failed, and it does not support closing the market.

  1. 31.Which claim does the passage support?

  2. 32.Why would closing the west gate now cause trouble, according to the memo?

  3. 33.How does the memo treat the inspection that has not been posted?

  4. 34.What does the memo do with the shop owner's request to lock the gate?

  5. 35.What does the memo say is not the hazard?

  6. 36.Why does the last paragraph repeat the claim?

The Second Oar at Put-in-Bay

The skiff belonged to Aunt Lila, who had said the two of them could row as far as the first green buoy and no farther. June took the bow seat. Her younger brother, Ellis, took the stroke oar and faced the harbor at Put-in-Bay. Fog sat on Lake Erie in a low sheet, so the buoy was a rumor rather than a point.

Ellis wanted the open water past the buoy. He said fog was only a mood and that moods lift. June kept her oar in the lock and matched his pace until the green shape did appear, closer than either of them had guessed. She shipped her oar. The agreement had a boundary, and the boundary was in front of them, dripping.

Ellis called her cautious in a voice he meant the dock to hear, though the dock was gone behind the sheet. June said cautious was the wrong word. She was keeping a promise their aunt had made specific: first buoy, then home. A mood was not a map. The fog did not argue. It simply took the harbor down to a few boat-lengths.

They turned. On the way back Ellis stopped sulking long enough to thank her, not for winning, but for saying the limit out loud when he had wanted it blurred. The green buoy stayed behind them. Aunt Lila's porch light was the first hard point they trusted.

The story does not punish Ellis for wanting the farther water. It shows June treating a spoken limit as a place, the way a buoy is a place. Wanting is allowed. Passing the mark is not, not in that fog, not in that borrowed skiff.

  1. 37.What boundary did Aunt Lila set for the row?

  2. 38.Why does June reject the word cautious?

  3. 39.What does the fog do in this story besides hiding the view?

  4. 40.Why does Ellis thank June on the way back?

  5. 41.What does the ending say the story is showing about June and Ellis?

  6. 42.What is the first hard point they trust on the return?

Sheet on the Maumee

1 The river wears a pale lid / 2 from the Cherry Street bridge / 3 to the bend I cannot see.

4 People call the lid ice. / 5 I call it a held breath, / 6 a sentence the current has not finished.

7 At noon a dark seam opens / 8 and the seam is not a door. / 9 It is the river remembering itself.

10 My brother cheers the crack / 11 as if the water had won a bet. / 12 I keep my gloves on the rail.

13 Spring is a rumor here / 14 until the lid gives up the bend. / 15 Until then, Toledo keeps its cold word.

  1. 43.What is the pale lid in the first stanza?

  2. 44.What does calling the ice a held breath suggest?

  3. 45.How does the speaker correct the idea of the dark seam?

  4. 46.How is the brother's reaction different from the speaker's?

  5. 47.When does the poem say spring stops being a rumor?

  6. 48.What does the last line mean by Toledo's cold word?

Lantern, Measure Twelve

The gym at a high school in Athens is set up as a stage. The night scene needs a lantern at center when the line about the path ending is spoken. Rio holds a working lantern. Nia holds a lantern with a cracked chimney. A third lantern, uncracked, sits in a crate behind the curtain. Only the audience side is dark.

NIA: Take the line. You found the pause last rehearsal. Use this. (She sets the cracked lantern in Rio's hands and does not mention the crack.)

RIO: The chimney is split. Let me take the one in the crate.

NIA: That split is paint. It reads the same from the third row. Trust the picture. (She nudges the crate farther back with her foot.)

RIO lifts the cracked lantern. The chimney ticks. He lowers it. RIO: If the glass lets go when I say the path ends, the scene becomes a joke with my hands in it.

NIA: If you carry it cleanly, the program lists you as generous. I can live with either telling. We will tell Ms. Ibarra the lantern was your choice. She leaves the cracked lantern on the stool and takes the working one offstage. The crate stays behind the curtain. Rio does not pick the cracked lantern up. The gym lights click on for notes.

  1. 49.What does Nia do about the crack when she first hands Rio a lantern?

  2. 50.What does Rio say about the chimney that Nia denies?

  3. 51.What does Nia mean by saying she can live with either telling?

  4. 52.What stays available but unused at the end of the scene?

  5. 53.What is unfair about the account Nia plans to give Ms. Ibarra?

  6. 54.What does Rio do after Nia leaves the cracked lantern on the stool?

The Last Car past Chapel Hill

The last car on the Akron line should keep its 10:15 p.m. trip past Chapel Hill on weeknights. The car is the one that reaches the night-shift exits at the hospital and the closing shift at the grocery on Home Avenue. Cutting it would save a line on a budget sheet and spend that savings in cab fare and missed punches.

I ride that car four nights a week and I count. Over the last eight weeknights the car left Chapel Hill with 17, 14, 19, 16, 15, 18, 13, and 16 riders. Those are my tick marks, not a slogan. The smallest count is 13. The car is not empty.

A planner told the meeting that riders could leave work earlier. Some of us do not set the shift. The grocery closes at 10. A bus that ends at 9:30 asks the closer to leave before the doors are locked, or to pay for another way home. The planner's advice treats a schedule as a personal choice. For the closer, it is a lock on the door.

I am not asking the city to add a new route or to run the car all night. I am asking it to keep a trip it already runs. The courtyard at the hospital already has a bench worn smooth by people who know the 10:15. An empty bench is not evidence against the car. It is what the bench looks like at 10:20, after the car has come.

Keep the 10:15 past Chapel Hill. The tick marks say the car carries people. The shifts say those people cannot invent an earlier closing. A cut that looks small on a sheet is large on Home Avenue at 10:05.

  1. 55.What is the writer asking the city to do?

  2. 56.What do the eight night counts show about the car?

  3. 57.Why does the writer reject the planner's advice to leave work earlier?

  4. 58.How does the writer read the worn bench at the hospital?

  5. 59.What does the writer say the request is not?

  6. 60.What contrast does the last paragraph draw?

After the Water Left Dayton

In March 1913 the Great Miami River rose through Dayton and filled streets that people had treated as ordinary. This school account is about what the city did after the water left, not about a single heroic hour during the crest. The loss was large. The response that lasted was a system of dams and dry basins upstream, built so a later crest would have somewhere to wait besides a downtown street.

Engineers formed a conservancy for the valley. In this account, conservancy means an organization charged with holding floodwater back, not a park and not a monument. The dams were placed on tributaries so the Great Miami would meet a smaller peak in the city. Farmland in the basins could be used in ordinary years. In a flood year the basins were meant to fill on purpose.

A plaque downtown lists a crest height and a date. The plaque is a memory. It is not the protection. Protection is upstream, in structures most visitors never stand on. This account keeps that difference sharp so a reader does not confuse a memorial with a dam.

The account does not say Dayton can never flood. It says the valley built a way to store water before it reached the streets that flooded in 1913. It does not give a forecast for a later year, and it does not name anyone now in office. The people in this story are the residents who saw the river in their streets and the engineers who answered with basins.

A student asked whether the dams were built for beauty. The account's answer is no. They were built for a volume of water. Beauty, if a person feels it on the embankment, is a side effect. The job is storage.

  1. 61.What does this account say lasted after the 1913 water left Dayton?

  2. 62.What does conservancy mean in this account?

  3. 63.How were the basins meant to work in ordinary years and in flood years?

  4. 64.How does the account distinguish the downtown plaque from the protection?

  5. 65.What limit does the account state about flooding in Dayton?

  6. 66.How does the account answer the student who asked whether the dams were built for beauty?

From the Shelter at Glen Helen

Dear Cousin, I am writing from the porch of the trail shelter at Glen Helen, in Yellow Springs, after the night hike the counselors run on the first Friday. You asked me to tell you whether you should sign up when you visit, and you asked me not to make it sound braver than it was. I will keep that bargain.

We walked the creek trail with red filters on our lamps. White light would have flattened the woods into a hallway. The filter left enough to see roots and took the glare off the water. I tripped once, on a root I had decided was a shadow. That is the part I would not skip if I were selling the hike. I am not selling it.

The counselor stopped us at a beech and had us turn the lamps off. The dark was not empty. The creek kept talking, and something small moved in the leaf layer without becoming a story I could name. I wanted a name. She said not knowing the animal was allowed. The hike's point was attention, not a list.

You would like the creek and you would hate the first ten minutes, because you like to see everything at once. After that you would be fine. Bring the shoes you actually walk in, not the clean ones. If you come, I will take the second hike with you and I will not pretend I know every rustle. Your cousin, Imani.

  1. 67.What bargain does Imani keep with her cousin?

  2. 68.Why did the group use red filters on the lamps?

  3. 69.Why does Imani include the moment she tripped?

  4. 70.What does the counselor say the hike's point is?

  5. 71.What does Imani predict about her cousin on the hike?

  6. 72.What does Imani tell her cousin to do if the cousin comes?

A Band over Ashtabula

Lake-effect snow is a local machine, and Ashtabula sits where the machine often starts. Cold air leaves the land west of Lake Erie, crosses the open water, and picks up moisture and warmth from the lake. When that air reaches the shore, it cools again and drops the moisture as snow. This brief is about that path, not about the tilt that makes January a winter month in Ohio.

On one January morning the band laid 18 inches of snow in Ashtabula by noon. A town twenty miles inland, away from the shore wind, had 2 inches in the same hours. The difference is the point of the example. The lake did not cover the whole state. It fed a band.

A forecast that says snow will fall across Ohio is too wide for this morning. The brief uses the two depths, 18 and 2, to show why a driver in Ashtabula and a driver inland were not in the same storm, even though both were in the state and both were in January. Same month, different fetch. Fetch here means the stretch of water the cold air crosses.

The brief warns against a second shortcut. Lake-effect is not a blizzard's name. A blizzard, in the definition this class uses, is about wind and visibility, not about which shore made the flakes. Ashtabula can have lake-effect snow without meeting that wind definition. The 18 inches describe depth, not a verdict about visibility.

Nothing in the brief says the band will return tomorrow. It says this is how the band formed on that morning, and why the inland town's 2 inches do not cancel the shore's 18.

  1. 73.What path does the brief give for the snow at Ashtabula?

  2. 74.What do the 18 inches and the 2 inches show together?

  3. 75.What does fetch mean in this brief?

  4. 76.Why does the brief separate lake-effect snow from the word blizzard?

  5. 77.What is wrong, in this brief, with a forecast that only says snow will fall across Ohio?

  6. 78.What does the brief refuse to say about the next day?

The Hot Case at the West Side Market

The hot case at the family stall in Cleveland's West Side Market had four trays: mild, medium, hot, and a tray with no label that Uncle Sol called for people who already know. Leah's job was the bags. She was told to stop explaining the unlabeled tray to strangers.

A man in a gray cap asked for the unlabeled peppers and then asked if they were mild. Leah said she could not call them mild. He bought a small bag anyway and told her, kindly, that she was too careful for a market. She felt the word careful land as an insult wearing a smile.

At noon the same man came back with the bag unopened. He said his mother was coming to dinner and she could not eat a pepper that made her eyes water. He had bought them to look brave in front of Leah. The look had cost him a bag he could not use. Leah traded the bag for medium, which was labeled, and did not charge him the difference.

Uncle Sol saw the trade and nodded once. He said the unlabeled tray was a test people set for themselves, not a test the stall needed to win. Leah's careful answer had given the man a fact. His story about bravery had not survived his mother's plate.

The passage ends on that trade. It does not say the man was cruel. It says he wanted a picture of himself, and the picture could not sit down to dinner. A label, in this stall, is a kindness. A missing label is not a dare the seller has to honor.

  1. 79.What was Leah told to do about the unlabeled tray?

  2. 80.How does the word careful work when the man in the gray cap says it?

  3. 81.Why does the man return at noon with the bag unopened?

  4. 82.What does Uncle Sol say the unlabeled tray is?

  5. 83.What does the ending claim about the man's purchase?

  6. 84.What does Leah do with the unopened bag?

Before the Sternwheel Leaves

Neighbors, the sternwheel at the landing in Marietta is not a toy and not a ghost. I have two minutes before the whistle, and I will spend them on one distinction. A replica is a copy built so we can see how a boat met the Ohio River. A memory is the story we tell after the boat is gone. The boat at the landing is a replica we can still board. Do not clap for it as if an earlier century had come back. Clap because the copy was made with care.

Look at the paddle. The boards are new. The pattern is old. That split is the whole lesson. New wood can carry an old pattern without pretending to be the earlier year. When a guide says this is how the current was taken, the guide is teaching a method, not raising the dead.

Some of us want the landing to feel holy. Holiness is a feeling, and feelings are allowed. They are a poor set of facts. The boat will not tell you who stood on an older deck. It will tell you how a wheel pushes against a river that runs past Marietta whether we are moved or not.

So when the whistle goes, board if you like. Ask how the wheel turns. Ask what the pilot watches. Leave the century where you found it. The river is still here, and the copy is honest only while we let it be a copy.

Thank you. I will be on the lower deck, not as a passenger from the past, but as a person who read the plaque and still had questions.

  1. 85.What distinction does the speaker ask the crowd at Marietta to keep?

  2. 86.What lesson does the speaker draw from the paddle?

  3. 87.How does the speaker treat the wish that the landing feel holy?

  4. 88.What questions does the speaker invite after the whistle?

  5. 89.When does the speaker say the copy is honest?

  6. 90.What is a guide doing by explaining how the current was taken?

The Curve We Paced

Our class paced the earthen curve called Serpent Mound, on its plateau in Adams County, and this report stays inside that pacing. We counted 98 paces along the curve from the head end to the tail end, using the same two walkers both times. The second count was 97. We publish 98 and 97, not an average dressed up as a measurement from a lab.

The soil under our shoes was built up by people. That is as far as the dirt we saw will go. The curve does not announce a century, a ceremony, or a reason. A classmate's handout said the builders meant the sky. Our report does not use that sentence as evidence. A meaning is not a layer in the bank we walked.

What we can support is narrower. The form is a curve on a ridge, large enough that a person at the head end cannot see the tail end through the rise. Two counts, 98 and 97, came from the same route. The one-pace gap is a human error we are willing to show. Hiding it would make the report sound finer than the method.

We do not say who piled the earth, and we do not say the sky was the audience. Those are questions for a kind of evidence this walk did not collect. A reader who needs a ceremony will not find it in our paces. A reader who needs the shape and the honesty of the count will.

  1. 91.What measurements does the class actually publish from Serpent Mound?

  2. 92.How far does the class say the dirt under their shoes will take a reader?

  3. 93.Why does the report refuse the handout's sentence about the sky?

  4. 94.Why do the writers show the one-pace gap instead of hiding it?

  5. 95.What can a person standing at the head end not do, according to the report?

  6. 96.Which reader does the report say it can satisfy?

The Orange Flag at Caesar Creek

The course at Caesar Creek looped through a field of cut corn and back to an orange flag the coaches had planted where the path pinched, near Waynesville. Denise could see the flag and, a bend behind her, her teammate Priya, whose shoe had opened at the toe. The pack Denise wanted was ahead, small as sparrows against the tree line.

A split time is a number taken at a mark, not at the finish. Denise had planned to hit the orange flag at 11 minutes and 20 seconds. She looked at her watch in the corn and saw 11:05. She had fifteen seconds of room and a teammate who was starting to hop.

She dropped back. The pack did not wait, because packs do not. Priya said go, in the voice of someone who hates being the reason. Denise said the shoe was the reason, not Priya, and she walked the pinch with her until the toe was tied off with a lace from Denise's own spare knot. The flag was still orange when they passed it. The watch was not 11:20 anymore.

At the finish their coach read Denise's time and frowned at the gap between the plan and the clock. Denise said the gap was the shoe. The coach wrote both things on the clipboard: the time, and a note that the orange flag was where she stopped racing the pack. The note did not call the choice slow. It called it a choice.

Priya finished. That is the sentence Denise keeps. A split can be missed. A person on the same course is not a split.

  1. 97.What is the orange flag for in this account of the Caesar Creek course?

  2. 98.What does Denise know in the corn before she drops back?

  3. 99.How does Denise answer when Priya says go?

  4. 100.What does the coach's clipboard note do with Denise's decision?

  5. 101.Which sentence does Denise keep, and what does she set it against?

  6. 102.How is the opened shoe handled before the two of them pass the flag?

Eight Feet at McConnelsville

The Muskingum River navigation uses locks so a boat can change height instead of scraping over a shallow ledge. This class sheet describes one lock at McConnelsville and one trip through it. It is a sequence, and the order is the safety.

On the sheet, this chamber lifts a boat 8 feet. The lower gates must be closed before a valve lets water in. If the lower gates are open, water does not rise in the chamber. It runs out. The sheet says that mistake is not a small leak. It is the lift refusing to happen.

On the trip the class watched, the boat entered from downstream, the lower gates shut, and the chamber rose those 8 feet until the water matched the upper pool. Only then did the upper gates open. The boat left higher than it had entered. The 8 feet were not a guess from the bank. They were the difference the lock was built to make, and the class saw the waterline climb the wall.

A younger student said the lock was a shortcut past the river. The sheet corrects that. The boat is still on the Muskingum. The lock changes the boat's height so the river's steps can be used. Skipping the order would not make a shortcut. It would make a chamber that cannot hold its pool.

The sheet does not describe every lock between Zanesville and Marietta. It describes this one: 8 feet, lower gates first, then the rise, then the upper gates. A reader who wants a different town's lock will need a different sheet.

  1. 103.What order does the McConnelsville sheet require before the chamber can rise?

  2. 104.What did the class see the 8 feet mean on this trip?

  3. 105.How does the sheet answer the student who called the lock a shortcut past the river?

  4. 106.What does the sheet say happens if the lower gates stay open while water is let in?

  5. 107.What does the sheet say it is not describing?

  6. 108.When may the upper gates open, on the trip the class watched?