Between 1995 and 2005, the North Atlantic averaged 4.1 major hurricanes (category 3 or stronger) yearly. From 1971 through 1994,...
GMAT Reading Comprehension : (RC) Questions
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Between 1995 and 2005, the North Atlantic averaged 4.1 major hurricanes (category 3 or stronger) yearly. From 1971 through 1994, however, only 1.5 such hurricanes had swept through each year. According to an analysis by K. Halimeda Kilbourne, this spike in major-hurricane activity reflects a return to normal frequency after a lull in the 1970s and 1980s, rather than the development of a new pattern. Two factors thought to strongly influence hurricane development are wind shear an atmospheric phenomenon in which adjacent layers of air move at different speeds or in different directions-and sea-surface temperature. Strong wind shear tends to rip apart tropical storms before they strengthen into hurricanes, while higher sea-surface temperatures can provide more energy to a forming hurricane.
Kilbourne and her colleagues noted that observed variations in wind shear and sea-surface temperature correlate not only with variations in hurricane activity but also with corresponding variations in two biological phenomena. The luminescence of coral growth rings under ultraviolet light reveals periods in which more organic matter was washed from land by heavy storm rains, which are less likely in conditions that favor higher wind shear. And populations of the microorganism G. bulloides in the upper layers of the tropical ocean are more abundant when there is persistent upwelling of relatively cool, nutrient-rich waters. This upwelling occurs as a result of strong trade winds, which also correlate with relatively high wind shear. When these microorganisms die, they become deposited in seafloor sediments, which thus record changes in their abundance.
The researchers examined these biological phenomena in samples from North Atlantic areas in which hurricanes form. Based on these observations, they concluded that overall, between 1730 and 2005, the North Atlantic experienced an annual average of 3.25 category-3-or-stronger hurricanes. However, at least six lengthy intervals since 1730 showed increased hurricane activity.
Other analyses of long-term natural records bolster these results. Coastal geologist Jeffrey Donnelly studied lake and lagoon sediments to compare the timing of hurricanes during the past 5,000 years with that of El Niños-weather phenomena that increase North Atlantic wind shear-and found that periods with strong, frequent El Niños experienced a lower-than-average number of hurricanes.
Ques. 1/4
According to the passage, which of the following statements about hurricane frequency in the North Atlantic is true?
Solution
1. Passage Analysis:
Progressive Passage Analysis
| Text from Passage | Analysis |
|---|---|
| Between 1995 and 2005, the North Atlantic averaged 4.1 major hurricanes (category 3 or stronger) yearly. | What it says: In a recent 11-year period, there were about 4 major hurricanes per year in the North Atlantic. What it does: Introduces current baseline data about hurricane frequency Source/Type: Statistical fact Connection to Previous Sentences: This is our opening - no previous context to connect to Visualization: 1995-2005: About 4 major hurricanes per year Reading Strategy Insight: Start with concrete, recent data - authors often begin with what we can easily understand What We Know So Far: Recent hurricane frequency What We Don't Know Yet: Whether this is normal, unusual, or part of a pattern |
| From 1971 through 1994, however, only 1.5 such hurricanes had swept through each year. | What it says: In the previous 24-year period, there were much fewer major hurricanes - only about 1.5 per year. What it does: Provides contrasting historical data to show a dramatic change Source/Type: Statistical fact Connection to Previous Sentences: This contrasts sharply with sentence 1 - creates a puzzle about why hurricane frequency more than doubled Visualization: 1971-1994: About 1.5 major hurricanes per year 1995-2005: About 4.1 major hurricanes per year (That's almost a 3x increase!) Reading Strategy Insight: The word "however" signals contrast - this sets up a mystery the passage will solve What We Know So Far: Hurricane frequency increased dramatically between two time periods What We Don't Know Yet: Why this happened, whether it's part of a larger pattern |
| According to an analysis by K. Halimeda Kilbourne, this spike in major-hurricane activity reflects a return to normal frequency after a lull in the 1970s and 1980s, rather than the development of a new pattern. | What it says: A researcher says the recent increase isn't actually unusual - instead, the 1970s-1980s period was unusually quiet. What it does: Provides expert interpretation that reframes our understanding of the data Source/Type: Researcher's conclusion/analysis Connection to Previous Sentences: This directly explains the puzzle from sentences 1-2 - the recent "spike" isn't really a spike at all, but a return to normal Visualization: Historical normal: Around 4 hurricanes per year 1971-1994: Unusually low period (1.5 per year) 1995-2005: Back to normal (4.1 per year) Reading Strategy Insight: Feel confident here - this is simplification, not new complexity. The researcher is helping us understand that what looked dramatic is actually just returning to normal. What We Know So Far: Recent hurricane levels are normal; 1970s-80s were unusually quiet What We Don't Know Yet: What causes these variations |
| Two factors thought to strongly influence hurricane development are wind shear an atmospheric phenomenon in which adjacent layers of air move at different speeds or in different directions-and sea-surface temperature. | What it says: Scientists think two main things affect how hurricanes form: wind shear (air layers moving differently) and how warm the ocean surface is. What it does: Introduces the key scientific factors that will explain the patterns Source/Type: Scientific consensus ("thought to") Connection to Previous Sentences: This builds on Kilbourne's analysis by introducing the underlying mechanisms that cause hurricane frequency to vary Visualization: Hurricane Formation Depends On: Factor 1: Wind shear (how air layers move) Factor 2: Sea surface temperature Reading Strategy Insight: Authors often follow conclusions with explanations - we're moving from "what happens" to "why it happens" What We Know So Far: Hurricane frequency varies in cycles; two factors control this What We Don't Know Yet: How exactly these factors work |
| Strong wind shear tends to rip apart tropical storms before they strengthen into hurricanes, while higher sea-surface temperatures can provide more energy to a forming hurricane. | What it says: Simple cause and effect: Strong wind shear = fewer hurricanes; Warmer water = stronger hurricanes What it does: Explains exactly how the two factors work in opposite ways Source/Type: Scientific explanation Connection to Previous Sentences: This directly explains and simplifies the technical terms from the previous sentence - no new concepts, just clarification Visualization: Strong Wind Shear → Tears storms apart → Fewer hurricanes Warm Ocean Water → More energy → Stronger hurricanes Reading Strategy Insight: Relief moment! The author just gave us the simple version of what sounded technical. This is explanation, not new information. What We Know So Far: Hurricane patterns depend on wind shear (which reduces hurricanes) and warm water (which strengthens them) What We Don't Know Yet: How this connects to the historical patterns we learned about |
| Kilbourne and her colleagues noted that observed variations in wind shear and sea-surface temperature correlate not only with variations in hurricane activity but also with corresponding variations in two biological phenomena. | What it says: Kilbourne's team found that when wind shear and sea temperature change, hurricane activity changes AND two biological things also change in matching patterns. What it does: Introduces the key insight that biological indicators can track the same patterns as hurricanes Source/Type: Research finding Connection to Previous Sentences: This builds on our understanding of the two factors by showing they affect more than just hurricanes - they create biological records too Visualization: When wind shear/temperature change: • Hurricane activity changes • Biological phenomenon #1 changes • Biological phenomenon #2 changes (All in matching patterns) Reading Strategy Insight: The word "correlate" tells us we're about to learn how scientists can use biology to study hurricane history What We Know So Far: The same factors that control hurricanes also control certain biological patterns What We Don't Know Yet: What these biological phenomena are and how they work as indicators |
| The luminescence of coral growth rings under ultraviolet light reveals periods in which more organic matter was washed from land by heavy storm rains, which are less likely in conditions that favor higher wind shear. | What it says: When you shine UV light on coral rings, you can see when there were heavy rains that washed stuff from land into the ocean. Heavy rains happen less when there's strong wind shear. What it does: Explains biological phenomenon #1 - how coral records storm activity Source/Type: Scientific method/observation Connection to Previous Sentences: This gives us the first concrete example of how biology tracks the wind shear factor we learned about earlier Visualization: Strong Wind Shear → Fewer storms → Less rain washing organic matter → Dimmer coral rings Weak Wind Shear → More storms → More rain → Brighter coral rings under UV Reading Strategy Insight: This is just explaining biological phenomenon #1 - we're getting details on something already introduced What We Know So Far: Coral rings can show us historical storm patterns linked to wind shear What We Don't Know Yet: What biological phenomenon #2 is |
| And populations of the microorganism G. bulloides in the upper layers of the tropical ocean are more abundant when there is persistent upwelling of relatively cool, nutrient-rich waters. | What it says: A tiny ocean creature (G. bulloides) becomes more common when cool, nutrient-rich water rises up from the deep ocean. What it does: Begins explaining biological phenomenon #2 Source/Type: Scientific observation Connection to Previous Sentences: This starts the explanation of the second biological indicator mentioned earlier Visualization: Cool, nutrient-rich water rises up → More G. bulloides microorganisms Reading Strategy Insight: We're getting the second example as promised - pattern recognition should make this feel familiar, not overwhelming What We Know So Far: A second biological indicator involves microorganisms that respond to water upwelling What We Don't Know Yet: How this connects to hurricanes and wind shear |
| This upwelling occurs as a result of strong trade winds, which also correlate with relatively high wind shear. | What it says: The upwelling happens when there are strong trade winds, and strong trade winds go with high wind shear. What it does: Connects biological phenomenon #2 back to the wind shear factor Source/Type: Scientific explanation Connection to Previous Sentences: This completes the circle - connects G. bulloides back to wind shear, just like coral rings did Visualization: Strong Trade Winds → Water upwelling → More G. bulloides Strong Trade Winds → High wind shear → Fewer hurricanes Reading Strategy Insight: This is connection, not complexity! Both biological indicators ultimately track wind shear patterns What We Know So Far: Both biological phenomena connect to wind patterns that affect hurricanes What We Don't Know Yet: How scientists use this information |
| When these microorganisms die, they become deposited in seafloor sediments, which thus record changes in their abundance. | What it says: When G. bulloides die, they sink to the ocean floor and get preserved in sediment layers, creating a historical record. What it does: Explains how biological phenomenon #2 creates a usable historical record Source/Type: Scientific process Connection to Previous Sentences: This parallels how coral rings preserve history - shows how the second biological indicator becomes a historical tool Visualization: G. bulloides live → Die → Sink to seafloor → Preserved in sediment layers → Scientists can count them in different time periods Reading Strategy Insight: This is practical methodology - how scientists actually use these biological clues to study the past What We Know So Far: Both coral rings and seafloor sediments preserve records of past weather patterns What We Don't Know Yet: What the research actually found |
| The researchers examined these biological phenomena in samples from North Atlantic areas in which hurricanes form. | What it says: Kilbourne's team looked at coral and sediment samples from the exact ocean areas where North Atlantic hurricanes develop. What it does: Describes the research methodology Source/Type: Research method Connection to Previous Sentences: This shows the practical application of everything we just learned about coral rings and G. bulloides Visualization: North Atlantic hurricane formation areas → Collect coral samples → Collect sediment samples → Analyze both for historical patterns Reading Strategy Insight: This is setup for results - we've learned the theory, now we'll see what they found What We Know So Far: Scientists can use biological indicators to study hurricane history in specific regions What We Don't Know Yet: The actual research findings |
| Based on these observations, they concluded that overall, between 1730 and 2005, the North Atlantic experienced an annual average of 3.25 category-3-or-stronger hurricanes. | What it says: Using the biological evidence, they calculated that over 275 years, the North Atlantic averaged about 3.25 major hurricanes per year. What it does: Provides the key research finding - a long-term historical average Source/Type: Research conclusion Connection to Previous Sentences: This gives us the "normal" baseline that was missing from our opening data - now we can better understand the 1995-2005 period (4.1) and 1971-1994 period (1.5) Visualization: 1730-2005 long-term average: 3.25 major hurricanes/year 1971-1994: 1.5/year (well below normal) 1995-2005: 4.1/year (above normal, but not drastically) Reading Strategy Insight: This confirms Kilbourne's earlier conclusion - the recent period is closer to historical normal than the 1970s-80s were What We Know So Far: Historical context confirms that recent hurricane activity is relatively normal What We Don't Know Yet: Whether there are other patterns in this long-term data |
| However, at least six lengthy intervals since 1730 showed increased hurricane activity. | What it says: Even though 3.25 is the average, there have been at least 6 long periods since 1730 with higher-than-average hurricane activity. What it does: Shows that the long-term record reveals cyclical patterns of increased activity Source/Type: Research finding Connection to Previous Sentences: This builds on the 275-year average by showing that periods like 1995-2005 have happened before - it's part of natural cycles Visualization: 1730-2005: Generally 3.25 hurricanes/year But with at least 6 periods of higher activity (like 1995-2005) And periods of lower activity (like 1971-1994) Reading Strategy Insight: This reinforces the "return to normal" theme - recent activity fits historical patterns What We Know So Far: Hurricane activity follows long-term cycles with active and quiet periods What We Don't Know Yet: Whether other research supports this |
| Other analyses of long-term natural records bolster these results. | What it says: Other studies using different natural records support the same conclusions. What it does: Provides confirmation that Kilbourne's findings are reliable Source/Type: Supporting evidence Connection to Previous Sentences: This strengthens confidence in everything we just learned - multiple independent studies agree Visualization: Kilbourne's study: Coral + seafloor sediments → Hurricane patterns Other studies: Different natural records → Same hurricane patterns Reading Strategy Insight: Scientific confirmation - this should increase your confidence, not add complexity What We Know So Far: Multiple independent studies confirm cyclical hurricane patterns What We Don't Know Yet: What these other studies specifically found |
| Coastal geologist Jeffrey Donnelly studied lake and lagoon sediments to compare the timing of hurricanes during the past 5,000 years with that of El Niños-weather phenomena that increase North Atlantic wind shear-and found that periods with strong, frequent El Niños experienced a lower-than-average number of hurricanes. | What it says: Another scientist studied different sediments over 5,000 years and found that when El Niños were strong and frequent (which increases wind shear), there were fewer hurricanes - exactly what we'd expect. What it does: Provides specific example of supporting research that confirms the wind shear relationship Source/Type: Independent research finding Connection to Previous Sentences: This perfectly confirms what we learned earlier about wind shear reducing hurricanes - El Niños increase wind shear, so fewer hurricanes during El Niño periods makes perfect sense Visualization: El Niño periods → Increased wind shear → Fewer hurricanes (confirmed over 5,000 years) This matches: Strong wind shear → Tears storms apart → Fewer hurricanes Reading Strategy Insight: This is beautiful confirmation, not new complexity! A completely different approach (different scientist, different sediments, different time scale) proves the same wind shear relationship. What We Know So Far: The wind shear-hurricane relationship is confirmed across multiple studies and thousands of years Final Takeaway: Recent hurricane increases represent normal cyclical patterns, not unprecedented change |
2. Passage Summary:
Author's Purpose:
To demonstrate that recent increases in North Atlantic hurricane activity represent a return to normal patterns rather than an alarming new trend by presenting scientific research that uses biological indicators to study long-term hurricane history.
Summary of Passage Structure:
In this passage, the author builds a convincing case through a logical sequence of evidence and explanation:
- First, the author presents striking statistics showing that hurricane activity more than doubled between the 1970s-80s and 1995-2005, creating an apparent puzzle about whether this represents a dangerous new pattern.
- Next, the author introduces expert analysis suggesting the recent increase is actually a return to normal after an unusually quiet period, then explains the two key factors that control hurricane formation: wind shear and sea surface temperature.
- Then, the author describes how scientists use biological indicators (coral growth rings and ocean microorganisms) to track these same weather patterns throughout history, showing how these natural records preserve information about past hurricane activity.
- Finally, the author presents the research findings from multiple studies spanning thousands of years, all confirming that hurricane activity follows natural cycles and that recent increases fit well within normal historical patterns.
Main Point:
Recent increases in North Atlantic hurricane activity are not a sign of unprecedented change but rather represent a normal return to historical patterns after an unusually quiet period in the 1970s and 1980s.
3. Question Analysis:
The question asks us to identify which statement about hurricane frequency in the North Atlantic is true according to the passage. This is a factual comprehension question that requires us to distinguish between what the passage actually states versus what it doesn't say or what contradicts the information provided.
Connecting to Our Passage Analysis:
Our passage analysis reveals several key insights relevant to answering this question:
- Historical patterns show cyclical activity: The passage establishes that hurricane frequency follows natural cycles rather than linear trends, with the 1995-2005 period (4.1 hurricanes/year) representing a return to normal after the unusually quiet 1971-1994 period (1.5 hurricanes/year).
- Long-term research provides context: Kilbourne's research using biological indicators revealed that between 1730-2005, the North Atlantic averaged 3.25 major hurricanes annually, but "at least six lengthy intervals since 1730 showed increased hurricane activity."
- Multiple factors influence hurricane formation: The passage clearly explains that wind shear (which reduces hurricanes) and sea-surface temperature (which can strengthen them) are the primary controlling factors.
- Independent studies confirm the patterns: Jeffrey Donnelly's 5,000-year study of El Niño periods (which increase wind shear) confirmed that strong El Niño periods correlate with fewer hurricanes.
Prethinking:
Based on our passage analysis, the correct answer should reflect one of these well-supported facts: the cyclical nature of hurricane activity, the existence of historical periods with above-average activity, the relationship between controlling factors and hurricane frequency, or the confirmation from multiple independent studies. The answer should not require information beyond what the passage provides or contradict the established scientific relationships described.
Answer Choices Explained
A
Hurricane frequency before the mid-twentieth century cannot be reliably estimated without accurate records of when El Niños occurred.
Why It's Wrong:
- The passage never suggests that hurricane frequency estimates require El Niño records for reliability
- Kilbourne's study successfully estimated hurricane frequency back to 1730 using coral rings and seafloor sediments, not El Niño data
- Donnelly's study used El Niños to confirm patterns, not as a prerequisite for reliable estimates
Common Student Mistakes:
- Does mentioning El Niños at the end mean they're essential for all hurricane frequency estimates?
→ No, El Niños were used in one confirmatory study, while the main research used completely different biological indicators - Since El Niños affect wind shear, are they necessary to understand hurricane patterns?
→ El Niños are just one factor that influences wind shear; scientists can study wind shear patterns through multiple independent methods
B
Major-hurricane frequency has remained at above-average levels during some protracted periods in the past few centuries.
Why It's Right:
- Directly stated in the passage: "at least six lengthy intervals since 1730 showed increased hurricane activity"
- This aligns with the passage's main theme that hurricane activity follows cyclical patterns with both active and quiet periods
- Supports the conclusion that recent increases (1995-2005) represent normal cyclical behavior rather than unprecedented change
Key Evidence: "However, at least six lengthy intervals since 1730 showed increased hurricane activity."
C
Periods during which North Atlantic hurricane frequency is low are characterized by high sea-surface temperatures.
Why It's Wrong:
- This reverses the actual relationship described in the passage
- The passage states that "higher sea-surface temperatures can provide more energy to a forming hurricane," suggesting warm temperatures increase rather than decrease hurricane activity
- Low hurricane frequency periods are characterized by high wind shear, not high sea-surface temperatures
Common Student Mistakes:
- Are high sea-surface temperatures always bad for hurricane formation?
→ No, warm water provides energy for hurricanes; it's wind shear that disrupts formation - Don't both factors work together to reduce hurricanes?
→ They work in opposite directions: wind shear reduces hurricanes while warm water strengthens them
D
An increase in hurricane frequency can sometimes contribute to an increase in wind-shear strength.
Why It's Wrong:
- The passage describes wind shear as an independent atmospheric phenomenon that affects hurricane formation
- No mechanism is provided for hurricanes to influence wind shear strength
- The causality flows from wind shear to hurricanes ("Strong wind shear tends to rip apart tropical storms"), not the reverse
Common Student Mistakes:
- Since hurricanes involve strong winds, don't they create wind shear?
→ Wind shear refers to different wind speeds at different altitudes, which disrupts storm formation rather than resulting from it - Can large weather systems influence each other?
→ While weather systems interact, the passage specifically describes wind shear as preventing hurricane formation, not resulting from it
E
From 1971 through 1994 in the North Atlantic, hurricane intensity was lower, but hurricane frequency was greater, than the historical average.
Why It's Wrong:
- The passage discusses frequency (1.5 major hurricanes per year 1971-1994 vs. 4.1 per year 1995-2005) but provides no information about intensity during the 1971-1994 period
- The 1971-1994 frequency (1.5/year) was lower than the historical average (3.25/year), not greater
- This choice confuses intensity with frequency and misrepresents the actual data
Common Student Mistakes:
- Does "category 3 or stronger" mean the passage discusses both intensity and frequency?
→ This is just the definition of "major hurricanes"; the passage only compares how many occurred, not how strong they were - If there were fewer major hurricanes, were there more weaker ones?
→ The passage doesn't provide data about total hurricane numbers or weaker categories during this period
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