620 MCGRAW-HILL’S SAT ANSWER KEY Critical Reading Section 3 Section 6 Section 8 COR. DIFF. ANS. LEV. 1. A2 2. C2 3. A3 4. D3 5. B3 6. E3 7. B4 8. C5 9. A5 10. D3 11. E3 12. B4 COR. DIFF. ANS. LEV. 13. C4 14. A3 15. D3 16. B4 17. A4 18. A5 19. D3 20. C3 21. B3 22. E3 23. C4 24. D4 COR. DIFF. ANS. LEV. 1. A1 2. B3 3. E2 4. B3 5. E4 6. C3 7. D3 8. C4 9. B3 10. E2 11. B4 12. C3 COR. DIFF. ANS. LEV. 13. A3 14. A4 15. D3 16. B4 17. C3 18. D5 19. B4 20. A3 21. C2 22. B3 23. C4 24. E4 COR. DIFF. ANS. LEV. 1. D2 2. B2 3. A2 4. C3 5. E4 6. B5 7. C2 8. E4 9. E4 10. C3 COR. DIFF. ANS. LEV. 11. A4 12. A3 13. D2 14. B3 15. A4 16. A3 17. D3 18. D3 19. C4 Number correct Number incorrect Number correct Number incorrect Number correct Number incorrect Number correct Number incorrect Number correct Number incorrect COR. DIFF. ANS. LEV. 1. E1 2. B2 3. E2 4. D2 5. C3 6. D2 7. E3 8. D3 9. E3 10. B3 COR. DIFF. ANS. LEV. 11. E3 12. E3 13. D 3 14. B3 15. E4 16. C3 17. C4 18. C4 19. E5 20. C5 COR. DIFF. ANS. LEV. 1. E1 2. D2 3. C3 4. A4 5. B3 6. C3 7. C4 8. A5 COR. DIFF. ANS. LEV. 1. C1 2. E2 3. A2 4. D2 5. C2 6. C3 7. D4 8. A3 COR. DIFF. ANS. LEV. 9. B4 10. A3 11. E3 12. E4 13. E4 14. C4 15. C4 16. A5 Number correct Number incorrect Number correct Number incorrect Number correct (9–18) Number correct Number incorrect NOTE: Difficulty levels are estimates of question difficulty that range from 1 (easiest) to 5 (hardest). Math Section 2 Section 5 Section 7 Multiple-Choice Student-produced Questions Response questions Writing Section 4 Section 9 COR. DIFF. ANS. LEV. 1. A1 2. E1 3. B2 4. C3 5. D2 6. C2 7. A4 8. B5 9. B4 10. E4 COR. DIFF. ANS. LEV. 11. E4 12. D2 13. B1 14. D4 15. D3 16. E3 17. C2 18. B3 19. C3 20. B4 COR. DIFF. ANS. LEV. 21. E4 22. C3 23. C3 24. E3 25. B3 26. C3 27. E4 28. A3 29. C4 30. A3 COR. DIFF. ANS. LEV. 31. B3 32. B4 33. D3 34. E3 35. A3 COR. DIFF. ANS. LEV. 1. C1 2. B2 3. B2 4. B2 5. A3 6. E2 7. D3 8. D3 9. B3 10. B3 COR. DIFF. ANS. LEV. 11. B3 12. C3 13. D4 14. B4 COR. DIFF. ANS. LEV. 9. 7.5 1 10. 13 2 11. 100 3 12. 24 3 13. 0.2 or 3 1/5 14. 44 15. 0.8 3 16. 54 17. 94 18. 10 5 CHAPTER 16 / PRACTICE TEST I 621 SCORE CONVERSION TABLE How to score your test Use the answer key on the previous page to determine your raw score on each section. Your raw score on each section except Section 5 is simply the number of correct answers minus 1 ⁄ 4 of the number of wrong answers. On Section 5, your raw score is the sum of the number of correct answers for ques- tions 1–18 minus 1 ⁄ 4 of the number of wrong answers for questions 1–8. Next, add the raw scores from Sections 3, 6, and 8 to get your Critical Reading raw score, add the raw scores from Sections 2, 5, and 7 to get your Math raw score, and add the raw scores from Sections 4 and 9 to get your Writing raw score. Raw Critical Reading score: ____________ Raw Math score: ____________ Raw Writing score: ___________ Use the table below to convert these to scaled scores. Scaled scores: Critical Reading: _____________ Math: _____________ Writing: _____________ Critical Critical Reading Math Writing Reading Math Writing Raw Scaled Scaled Scaled Raw Scaled Scaled Scaled Score Score Score Score Score Score Score Score 67 800 32 520 570 610 66 800 31 510 560 600 65 790 30 510 550 580 64 780 29 500 540 570 63 770 28 490 530 560 62 750 27 490 520 550 61 740 26 480 510 540 60 730 25 480 500 530 59 720 24 470 490 520 58 700 23 460 480 510 57 690 22 460 480 500 56 680 21 450 470 490 55 670 20 440 460 480 54 660 800 19 440 450 470 53 650 800 18 430 450 460 52 650 780 17 420 440 450 51 640 760 16 420 430 440 50 630 740 15 410 420 440 49 620 730 800 14 400 410 430 48 620 710 800 13 400 410 420 47 610 710 800 12 390 400 410 46 600 700 790 11 380 390 400 45 600 690 780 10 370 380 390 44 590 680 760 9 360 370 380 43 590 670 740 8 350 360 380 42 580 660 730 7 340 350 370 41 570 650 710 6 330 340 360 40 570 640 700 5 320 330 350 39 560 630 690 4 310 320 340 38 550 620 670 3 300 310 320 37 550 620 660 2 280 290 310 36 540 610 650 1 270 280 300 35 540 600 640 0 250 260 280 34 530 590 630 −1 230 240 270 33 520 580 620 −2 or less 210 220 250 622 MCGRAW-HILL’S SAT SCORE CONVERSION TABLE FOR WRITING COMPOSITE [ESSAY + MULTIPLE CHOICE] Calculate your Writing raw score as you did on the previous page and grade your essay from a 1 to a 6 according to the standards that follow in the detailed answer key. Essay score: ____________ Raw Writing score: ____________ Use the table below to convert these to scaled scores. Scaled score: Writing: _____________ Raw Essay Essay Essay Essay Essay Essay Essay Score Score 0 Score 1 Score 2 Score 3 Score 4 Score 5 Score 6 Ϫ2 or less 200 230 250 280 310 340 370 Ϫ1 210 240 260 290 320 360 380 0 230 260 280 300 340 370 400 1 240 270 290 320 350 380 410 2 250 280 300 330 360 390 420 3 260 290 310 340 370 400 430 4 270 300 320 350 380 410 440 5 280 310 330 360 390 420 450 6 290 320 340 360 400 430 460 7 290 330 340 370 410 440 470 8 300 330 350 380 410 450 470 9 310 340 360 390 420 450 480 10 320 350 370 390 430 460 490 11 320 360 370 400 440 470 500 12 330 360 380 410 440 470 500 13 340 370 390 420 450 480 510 14 350 380 390 420 460 490 520 15 350 380 400 430 460 500 530 16 360 390 410 440 470 500 530 17 370 400 420 440 480 510 540 18 380 410 420 450 490 520 550 19 380 410 430 460 490 530 560 20 390 420 440 470 500 530 560 21 400 430 450 480 510 540 570 22 410 440 460 480 520 550 580 23 420 450 470 490 530 560 590 24 420 460 470 500 540 570 600 25 430 460 480 510 540 580 610 26 440 470 490 520 550 590 610 27 450 480 500 530 560 590 620 28 460 490 510 540 570 600 630 29 470 500 520 550 580 610 640 30 480 510 530 560 590 620 650 31 490 520 540 560 600 630 660 32 500 530 550 570 610 640 670 33 510 540 550 580 620 650 680 34 510 550 560 590 630 660 690 35 520 560 570 600 640 670 700 36 530 560 580 610 650 680 710 37 540 570 590 620 660 690 720 38 550 580 600 630 670 700 730 39 560 600 610 640 680 710 740 40 580 610 620 650 690 720 750 41 590 620 640 660 700 730 760 42 600 630 650 680 710 740 770 43 610 640 660 690 720 750 780 44 620 660 670 700 740 770 800 45 640 670 690 720 750 780 800 46 650 690 700 730 770 800 800 47 670 700 720 750 780 800 800 48 680 720 730 760 800 800 800 49 680 720 730 760 800 800 800 CHAPTER 16 / PRACTICE TEST I 623 College Hill™ SAT Study Plan See page 2–4 for instructions. Test # ________ RAW SCORES: CR _________ M _________ W _________ Essay _________ SCALED SCORES: CR _________ M _________ W _________ Essay _________ 1. What were your test conditions? 2. What was your pre-test routine? Goal Attack M pts CR pts W pts 500 75% 50% 30 25 22 550 80% 60% 37 32 27 600 85% 67% 45 38 31 650 90% 80% 52 44 36 700 100% 90% 59 49 40 750 100% 95% 62 52 44 800 100% 100% 66 54 47 3. Did you attack all of the questions you needed to attack? (See the table above.) 4. Did you rush to complete any section? 5. How many more raw points do you need to make your score goal? CR _______ M _______ W _______ 6. Did you make educated guesses on any questions? If so, how many points did you pick up on these questions? 7. STUDY PLAN: Use the detailed answer key after the test to review the answers to the questions you missed. Below, list the lessons linked to the questions you missed, and list the tough words you missed from the test. Lessons to Review Words to Review ___________________________________________ _____________________________________________ ___________________________________________ _____________________________________________ ___________________________________________ _____________________________________________ ___________________________________________ _____________________________________________ ___________________________________________ _____________________________________________ ___________________________________________ _____________________________________________ ___________________________________________ _____________________________________________ ___________________________________________ _____________________________________________ Get 624 MCGRAW-HILL’S SAT Section 1 Detailed Answer Key Every society seems to have platitudes about lazi- ness, like “idle hands are the devil’s workshop.” This is because, to a society, the value of an individual is little more than his or her productivity. For many people, the worst kind of laziness is apathy, being too lazy to even care. But the fact is that we couldn’t sur- vive if we cared about everything that was worth car- ing about. We would go insane. Furthermore, those who complain about apathy are usually the great ma- nipulators of the world, trying to blame others for their own failures. Holden Caulfield seemed to be apathetic to his teachers at Pencey Prep. But he was far from apathetic; indeed, he probably cared too much. His brother’s death and the suicide of a classmate affected him deeply, although he had trouble articulating his grief. He saw what the adults in his world seemed unable to see: the hypocrisy and meanness in the world. If he didn’t get away from the things that the teachers and other adults wanted him to care about, he probably would have gone crazy. Indeed, those adults thought he was crazy, but to Holden, it was the hypocritical world that was mad. His desperation to protect himself from the unbearable “phoniness” in the world led him, ironically, to often be phony himself. He hated his own hypocrisy, but he had to experience it to un- derstand it. What others saw as apathy and cynicism was just his way of making it in the world. Holden was quick to see that those who com- plained about his laziness and apathy were just the ones who wanted to control him because they couldn’t control their own lives. Teachers too often assume that, if their students aren’t “performing,” they must be lazy and apathetic. “You’re so smart. You would do well if you would just apply yourself.” Teachers see this kind of comment as supporting, but it is supremely degrading, and it covers up the teachers’ inability to inspire or even understand their students. Some people even go so far as to assume that en- tire societies are lazy or apathetic, simply because they do not share their same sensibilities or “productivity,” failing to see that productivity is often the product, not just of hard work, but of material and logistical ad- vantage. I don’t have to work as hard, for instance, to be “productive” as a teenager in rural China, because I have free access to a computer, the internet, a local The following essay received 6 points out of a possible 6, meaning that it demonstrates clear and consis- tent competence in that it • develops an insightful point of view on the topic • demonstrates exemplary critical thinking • uses effective examples, reasons, and other evidence to support its thesis • is consistently focused, coherent, and well organized • demonstrates skillful and effective use of language and sentence structure • is largely (but not necessarily completely) free of grammatical and usage errors Consider carefully the issue discussed in the following passage, then write an essay that answers the ques- tion posed in the assignment. An entertainment-driven culture runs the risk of encouraging passivity among its citi- zens. If they can experience something vicariously through a movie, television show, or video game, why should they get involved with the activity itself? It’s safer, after all, to watch someone scale a mountain than to do it yourself. The effect of this passivity, of course, is an apathetic frame of mind. We cease to care deeply about so many things be- cause they are experienced, at best, second-hand. Assignment: Is apathy a problem in today’s society? Write an essay in which you answer this ques- tion and discuss your point of view on this issue. Support your position logically with examples from literature, the arts, history, politics, science and technology, current events, or your experience or observation. CHAPTER 16 / PRACTICE TEST I 625 library, and helpful adult professionals. The Chinese teenager might be far more intelligent, diligent and resourceful than I, but far less “productive.” Perhaps a sign of maturity and virtue in a society is the degree to which it values its citizens indepen- The following essay received 4 points out of a possible 6, meaning that it demonstrates adequate compe- tence in that it • develops a point of view on the topic • demonstrates some critical thinking, but perhaps not consistently • uses some examples, reasons, and other evidence to support its thesis, but perhaps not adequately • shows a general organization and focus but shows occasional lapses in this regard • demonstrates adequate but occasionally inconsistent facility with language • contains occasional errors in grammar, usage, and mechanics The greatest danger to the modern world is not ter- rorists who have been indoctrinated into a twisted world view, but the masses of people who are indif- ferent to them, or even sympathize with them. “Live and let live,” so many people say. “They have a right to their point of view that women are animals and that someone who speaks against their religion should have his tongue cut out. That is just their way of think- ing.” This apathy to the dangers of the world is even more dangerous than the terrorists themselves. In Madrid, a band of Al Qaeda terrorists decided that it was a good idea, in March of 2004, to blow up 200 innocent commuters on a train so that they could influence the upcoming elections in Spain. They pro- claimed that they love death more than westerners love life. They were hoping that the Spanish people would then be so frightened that they would elect a leader who would take Spain’s troops out of Iraq, as Al Qaeda wished. And that is exactly what happened. dently of their “productivity.” Every human being de- sires to build a better world in his or her own way. Sometimes that way does not involve making more money, getting better grades, or doing what society has established as “productive.” The people of Spain didn’t care enough to realize that they were doing exactly what the terrorists were hoping they would do. The voters of Spain probably believed that they were making it less likely that the ter- rorists would strike again, but it was probably the exact opposite. The terrorists love to know that their violence scares people, and the Spanish people gave them what they wanted. Contrast this with the American response to terrorism: zero tolerance. The worst evil occurs when good people do noth- ing. Millions of supposedly “good” German people sat on their hands as millions of “unwanted” Jews, gays and foreigners were slaughtered. Now, millions of people sit on their hands as religious fanatics look at the slaughter of innocent people as their ticket to par- adise. It is unreasonable to believe that those with warped hatred of western cultures will stop their ha- tred and their evil deeds merely because they are ap- peased by weak governments. 626 MCGRAW-HILL’S SAT When people don’t care about something, it’s hard to get anything done. If a team has players that don’t re- ally want to play, for instance, it’s almost impossible to get them to win a game, even if you’re a master mo- tivator. That’s why it’s so important to care about things and not have apathy. If you don’t care about something, also, it’s just re- ally difficult to be happy. You don’t have anything to look forward to in life. Some people don’t really care about school, and they just listen to their iPods and can’t wait to hang out with their friends or play their XBoxes when they get home. College doesn’t mean anything to them, and you can tell that they are mis- erable people. It’s one thing to question your teachers and wonder whether the things you learn in school are relevant for your life, but it’s entirely different to not even care about what you do in school even a little bit. The following essay received 2 points out of a possible 6, meaning that it demonstrates some incompetence in that it • has a seriously limited point of view • demonstrates weak critical thinking • uses inappropriate or insufficient examples, reasons, and other evidence to support its thesis • is poorly focused and organized and has serious problems with coherence • demonstrates frequent problems with language and sentence structure • contains errors in grammar and usage that seriously obscure the author’s meaning Research has shown that you can’t really get any- where without an education, so if you don’t care about school you might as well not care about having any kind of successful life. If they would just find some- thing important that they could care about, like a sport or a musical instrument or a job or something like that, then they might have something they could focus there life for, and have some positive purpose in life. Criminals probably come about because early on they didn’t really learn to care about anything impor- tant, and that is the real tragedy. and foreigners were slaughtered. Now, millions of people sit on their hands as religious fanatics look at the slaughter of innocent people as their ticket to paradise. It is unreasonable to believe that those with warped hatred of western cul- tures will stop their hatred and their evil deeds merely because they are appeased by weak governments. CHAPTER 16 / PRACTICE TEST I 627 Detailed Answer Key 2r + r = 48 Simplify: 3r = 48 Divide by 3: r = 16 (Chapter 8, Lesson 7: Word Problems) 9. E Pick two perfect squares for m and n, like 4 and 9. Plugging these in to the examples gives (A) 36 (B) 36 (C) 16 (D) 324 (E) Ϫ45. The only choice that is not a perfect square is (E) Ϫ45. (Chapter 8, Lesson 4: Working with Roots) 10. B One option is to solve each equation by plug- ging in 10 for a: a + b = 10 + b = 9 Subtract 10: b = –1 Second equation: 10 – c = 14 Subtract 10: – c = 4 Divide by –1: c = –4 So c – b = –4 – (–1) = –4 + 1 = –3 (Chapter 7, Lesson 6: Negatives) 11. E Since the average of four numbers is 8, the sum of those four numbers must be 8 × 4 = 32. Therefore a + b+ 10 + 4 = 32. Subtracting 14 from both sides gives a + b = 18. (Chapter 9, Lesson 2: Mean/Median/Mode Problems) 12. E Fill in the table above and to the left of the x by following the rule, like this: Section 2 1. E Just substitute 3 for x:5x = 3x + y Substitute: 5(3) = 3(3) + y Simplify: 15 = 9 + y Subtract 9: 6 = y (Chapter 8, Lesson 1: Solving Equations) 2. B To buy 48 batteries in packages of 24, you will need two packages, which will cost 2($12) = $24. To buy them in packages of 6, you will need eight pack- ages, which will cost 8($4) = $32. Buying in packages of 24 will save $32 – $24 = $8. (Chapter 9, Lesson 4: Rate Problems) 3. E You can probably solve this one best by quickly graphing each point and just inspecting. Clearly, (5, 5) lies outside the region. (Chapter 10, Lesson 4: Coordinate Geometry) 4. D Interpret the statement as an equation: ( 1 ⁄3)(2x) = 5 Multiply by 2: ( 2 ⁄3)(2x) = 10 Multiply by 2: ( 2 ⁄3)(4x) = 20 (Chapter 8, Lesson 7: Word Problems) 5. C The smallest positive integer that is divisible by 12 and 16 is 48. If n is 48, the only factor among the choices is (C) 48. (Chapter 7, Lesson 7: Divisibility) (Chapter 8, Lesson 5: Factoring) 6. D The sum of the angles in a triangle is 180°, so a + b + 40 = 180 Subtract 40: a + b = 140 Add the given equation: + (a – b) = 10 2a = 150 Divide by 2: a = 75 (Chapter 10, Lesson 2: Triangles) (Chapter 8, Lesson 2: Systems) 7. E Choose n = 1 as an example. Plugging this in to the choices gives answers of (A) 1 ⁄2 (B) 3 (C) 3 (D) 1 (E) 2. The only even number here is (E) 2. (Chapter 9, Lesson 3: Numerical Reasoning Problems) 8. D Let c be the number of colas that Mike sold and r be the number of root beers. Since the total sold is 48, c + r = 48. Since he sold twice as many colas as root beers, c = 2r. Substituting this into the first equa- tion gives This shows that x = 15 + 15 = 30. (Chapter 11, Lesson 5: Data Analysis) 13. D To maximize c you must minimize the value of a + b. Since the numbers must be positive and even, the least values that a and b can have are 2 and 4: a + b + c = 60 Plug in: 2 + 4 + c = 60 Simplify: 6 + c = 60 Subtract 6: c = 54 (Chapter 9, Lesson 3: Numerical Reasoning Problems) 12345 0 1 2 3 4 5 2 4 x 7 4 8 15 715 19. E Since all radii of a triangle are equal, PQ = PR. Since PQ = QR too, the triangle must be equilateral. Since its area is , the lengths have the measures shown in the diagram. The circle has a radius of 6. The shaded region is equal to the area of the sector minus the area of the triangle. Since the central angle is 60°, the sector has an area that is 1 ⁄6 of the whole circle, or ( 1 ⁄6)(π(6) 2 ) = 6π. Subtract- ing the area of the triangle gives . (Chapter 10, Lesson 3: The Pythagorean Theorem) (Chapter 10, Lesson 5: Areas and Perimeters) (Chapter 10, Lesson 8: Circles) 20. C If the ratio of boys to girls in a class is 3 to 5, then 3/(3 + 5) = 3 ⁄8 of the class is boys and 5/(3 + 5) = 5 ⁄8 of the class is girls. This means there are ( 3 ⁄8)(160) = 60 boys and ( 5 ⁄8)(160) = 100 girls in the senior class. Sim- ilarly, the fraction of boys in the junior class is 3 ⁄5 and the fraction of girls is 2 ⁄5. If there are x students in the junior class, then there are ( 3 ⁄5)x boys and ( 2 ⁄5)x girls in the junior class. If the ratio of boys to girls is 1:1 when the classes are combined, then 60 + ( 3 ⁄5)x = 100 + ( 2 ⁄5)x Subtract 60 and ( 2 ⁄5)x:( 1 ⁄5)x = 40 Multiply by 5: x = 200 (Chapter 8, Lesson 7: Word Problems) (Chapter 7, Lesson 4: Ratios and Proportions) Section 3 1. A A six-month hiatus (break) would cause her skills to weaken, something she might fear. atrophy = weaken from disuse; align = line up; disseminate = spread like seed 2. C Domineering opinions are overbearing and preachy. vindictive = inspired by revenge; pedantic = acting like a know-it-all; conciliatory = acting to bring people together; treacherous = betraying someone’s confidence; didactic = preachy; dogmatic = conde- scendingly preachy; prosaic = ordinary 3. A The missing word must refer to Walter’s in- ability to make up his mind. vacillation = inability to make up one’s mind; solicitation = request for help; rejuvenation = restoration of one’s youth; admonish- ment = mild reproof 693 π − 93 628 MCGRAW-HILL’S SAT 14. B It is easier to pick a simple value for the “start- ing” population in 1980, like 100. Since the popula- tion increased by 10% from 1980 to 1990, the 1990 population must have been (100)(1.10) = 110. Since it decreased by 10% from 1990 to 2000, the 2000 popu- lation must have been (110)(0.90) = 99. From 1980 to 2000, then, the percent change was (99 – 100)/100 = –1/100 = –1%. (Chapter 7, Lesson 5: Percents) 15. E According to the definition of g, g(3) = 2f(3) – 1. According to the table, f(3) = 11, so g(3) = 2f(3) – 1 = 2(11) – 1 = 22 – 1 = 21. (Chapter 11, Lesson 2: Functions) 16. C Although you may substitute 5y for x as a first step, it’s probably easier to simplify the expression first: Factor: Simplify: Substitute: Simplify: (Chapter 8, Lesson 4: Working with Roots) (Chapter 8, Lesson 5: Factoring) (Chapter 8, Lesson 6: Inequalities, Absolute Values, and Plugging In) 17. C Think of numbers that are larger than their squares. This excludes negatives, because the squares of negatives are always positive. It also excludes num- bers greater than 1, because the squares of these are bigger than the original numbers. Therefore, 0 < x < 1. This means I and II are true, but not III. (Chapter 9, Lesson 3: Numerical Reasoning Problems) 18. C Believe it or not, you don’t need to find the two midpoints in order to answer this question. You need to know only that the distance between the two mid-points is half of the distance between the two endpoints. The distance between the endpoints is (3x + 2) – (–x – 4) = 3x + 2 + x + 4 = 4x + 6. Half of this is 2x + 3. (Chapter 10, Lesson 4: Coordinate Geometry) 44yy= 5yy− xy− xy− () 2 xxyy 22 2−+ () Q R P 3 3 3√3 6 30° 30° CHAPTER 16 / PRACTICE TEST I 629 4. D If a writer is successful . . . even in the face of . . . rejections, he or she must be very persistent. affluence = wealth; haughty = arrogant; pertinacity = strong persistence; resilient = able to endure hardship; tenacity = ability to hold fast; relentless = unwilling to give up; stoutness = courage or sturdiness; craven = cowardly 5. B The missing word must be in contrast to di- rect, forceful stances. pontification = haughty, self- important speech; circumlocution = indirect, evasive speech; brevity = conciseness 6. E The parallelism of the two clauses helps you to complete the sentence. If counselors believe that criminals can change, then they must have faith in their changeability. If they realize that they can often return to their old habits, they must by wary of recidi- vism (tendency to fall into old habits). mutability = changeability; astuteness = keen ability; transcendence = the quality of exceeding; malleability = ability to be bent; relapse = falling back into old ways 7. B If something is out of place in time, it is an anachronism. anachronism = something out of place in time; idiom = phrase with a meaning that is differ- ent from its literal meaning; interlocutor = someone who takes part in a conversation 8. C The sentence indicates that the “h” was evi- dence of an earlier time. inference = conclusion based on evidence; analogy = useful comparison; vestige = re- maining trace; anomaly = unusual event; quandary = perplexing situation 9. A The passage states that language is used as impenetrable walls (line 7) between people, having bi- ased connotations favoring one group over another. 10. D By saying that we infer volumes (lines 3–4), the author means that we draw a lot of conclusions. 11. E The passage states that instructing a child to tie shoes the right way will defeat the child’s growing at- tempt at self-mastery (lines 12–14). 12. B The last sentence states that nagging is a con- stant reminder to the child of his or her lack of self-con- trol (lines 21–22). 13. C The author states that Modernism is egotisti- cal (line 19) and self-conscious (line 21) and also that it begins nowhere and with no one in particular (lines 12–13), suggesting that it is both self-centered and ill-defined, but the paragraph does not mention Modernism being politically oriented. 14. A The passage states that Critics and acade- mics . . . prefer their artistic movements to be readily comprehensible (lines 8–10), so they do not like those that are hard to understand. 15. D The quotation from James Joyce in the next sentence describes these landmines as enigmas and puzzles that . . . will keep the professors busy for cen- turies arguing over what I meant (lines 21–25). In other words, they are literary devices placed in his novels to baffle professors. 16. B The passage states that plots . . . are submerged beneath wave after wave of . . . hyper-literary and meta- literary indulgences (lines 32–37), so it suggests that plot is not as important as other things. 17. A The author states that it is hard not to love modernism (lines 38–39) but also uses critical terms like posturing aberrations (line 19) to describe it. In the last two lines, he refers to modernism as repre- hensive but somehow roguishly likeable. This is a very ambivalent characterization of modernism. 18. A The comparison is a metaphor but not a sim- ile because it states that the modernist novel is a so- ciopath. Juxtaposition is the placement of two images one on top of the another, as in a sociopath and a cad. Personification is giving human qualities to some- thing that is not human. 19. D The purpose of the passage is to introduce the reader to the new science of genomics. 20. C A pathogen (line 8) is not part of the immune system (lines 7–8) but rather what the immune system responds to. 21. B The orchestrated response of the immune sys- tem (lines 7–8) is mentioned as an example of how molecules convey information (line 9). 22. E The fact that through genomics massive amounts of information can be converted into an elec- tronic format (lines 36–38) is what facilitates a dramati- cally new framework for understanding life (lines 40–41). 23. C The passage suggests that information theory . . . may seem unfit for . . . science (lines 50–52) because information . . . implies an underlying intent (lines 48–50). 24. D The final paragraph indicates that genomic advances have helped to propel the remarkable devel- opment of the computer and telecommunication in- dustries (lines 58–60) and suggests that they may help to improve human health (lines 61–62). This discusses actual and potential consequences. . admonish- ment = mild reproof 693 π − 93 628 MCGRAW-HILL’S SAT 14. B It is easier to pick a simple value for the “start- ing” population in 1980, like 100. Since the popula- tion increased by 10% from 1980. the child’s growing at- tempt at self-mastery (lines 12–14). 12. B The last sentence states that nagging is a con- stant reminder to the child of his or her lack of self-con- trol (lines 21–22). 13 is egotisti- cal (line 19) and self-conscious (line 21) and also that it begins nowhere and with no one in particular (lines 12–13), suggesting that it is both self-centered and ill-defined, but