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Area of a circle is A=πr2A = \pi r^2. The diameter is 14 cm, so the radius r=14/2=7r = 14/2 = 7 cm. Compute r2=72=49r^2 = 7^2 = 49. Thus A=49πA = 49\pi. Using π≈3.14\pi \approx 3.14, A≈49×3.14=153.86 cm2A \approx 49 \times 3.14 = 153.86\ \text{cm}^2. Option A matches both exact and approximate forms. Option B incorrectly uses 14π14\pi, which is the circumference formula C=πdC = \pi d, not area. Option C corresponds to 2rπ2r\pi mixed with an error; not an area expression. Option D multiplies diameter by area factor incorrectly (98π98\pi would be 2×49π2 \times 49\pi, double-counting). On the GED, identify whether the problem asks for area (πr2\pi r^2) or circumference (2πr2\pi r or πd\pi d). Convert diameter to radius before squaring, and keep units as square units for area. A quick reasonableness check: if radius is 7, area should be around 3×49≈1473 \times 49 \approx 147; 153.86 is close, confirming the calculation.

Heating curves are common on the GED Science test. During a phase change (e.g., melting ice at 0°C), the added energy goes into overcoming intermolecular forces rather than increasing average kinetic energy of particles. Since temperature measures average kinetic energy, it remains constant until the phase change completes. Thus A is correct. B is an unfounded assumption; the plateau is expected, not an error. C is incorrect—heat continues to be absorbed; it is simply converted to potential energy (changing structure) instead of raising temperature. D would require evidence of perfectly balanced heat loss and gain, which is unlikely and not indicated. Interpreting graphs involves linking segments to physical processes: rising slopes (sensible heating) increase temperature; flat segments (latent heating) change phase. Key vocabulary: “latent heat,” “intermolecular forces,” and “kinetic vs. potential energy.” When analyzing such items, identify the state (solid/liquid/gas), the plateau temperature (e.g., 0°C for water melting at standard pressure), and remember that constant temperature during a phase change is a hallmark of energy being used to change state, not to speed particle motion.

Enzymes are mostly proteins (some RNAs act as ribozymes) that function as biological catalysts. They increase reaction rates by lowering the activation energy, allowing reactions to proceed efficiently at the temperatures and pH ranges found in living systems. They exhibit specificity for substrates, often via an active site whose shape and charge complement the substrate (lock-and-key or induced-fit models). Option C captures these essentials. Option A confuses enzymes with lipids, which mainly store energy and compose membranes. Option B describes nucleic acids (DNA/RNA) and genetic information, not catalytic function (except special ribozymes). Option D reduces carbohydrates to structure only; while cellulose and chitin are structural, carbohydrates also serve energy roles—but they aren’t enzymes. For GED Science, pair macromolecules with core functions: proteins = enzymes/structure/transport; nucleic acids = information; lipids = membranes/long-term energy; carbohydrates = energy/structure. Recognizing activation energy and specificity keywords is a quick route to correct enzyme questions.

Ambiguous or incorrect pronoun reference occurs when a pronoun (like “they”) lacks a clear, matching antecedent in number and person. In the original sentence, “they” could refer to “bus” or “park,” and it’s plural while “bus” is singular. Option A replaces the vague “they” with a specific noun—“the seats”—which makes logical sense and matches plurality with “were.” Option B mismatches number (“it were”). Option C uses an expletive “there” without a clear subject complement. Option D uses the possessive “its” incorrectly. On GED RLA editing tasks, fix unclear pronouns by (1) naming the noun explicitly or (2) ensuring the pronoun agrees with its antecedent in number and gender. Also, prefer concrete nouns for clarity when the pronoun could point to multiple antecedents in the sentence. A quick test is to ask, “Who or what does the pronoun replace?” If you can’t answer unambiguously, revise. Clear references improve cohesion and prevent reader confusion in academic writing.

In slope–intercept form y=mx+by = mx + b, mm is the slope and bb is the y-intercept. With slope m=2m=2 and intercept b=−5b=-5, the equation is y=2x−5y = 2x - 5. Option A matches. Option B has the wrong slope sign. Option C has the wrong intercept sign. Option D swaps slope and intercept entirely. On the GED, memorize the mapping: coefficient of xx → slope; constant term → y-intercept (point where x=0x=0). To verify, set x=0x=0 to see y=−5y=-5 (intercept), and note that for each 1-unit increase in xx, yy rises by 2—consistent with slope 2.