750 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 -2 or less 200 230 250 280 310 340 370 -1 210 240 260 290 320 360 380 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 3 751 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 752 MCGRAW-HILL’S SAT One of the most misguided notions of conventional wisdom is that depicting violence in the media makes our society more violent. A close examination shows that this claim is baseless. Societies with severe re- strictions on violence in the media tend to be more, not less, violent than those with no such restrictions. Indeed, despite the popular myth of a more peaceful past, societies were far more violent before the advent of movies, television, and video games. Societies that restrict access to “immoral” western movies are the same ones that call their citizens to violent and irra- tional holy war. As Michael Moore pointed out poignantly in the movie “Bowling for Columbine,” Americans kill each other with firearms at a far greater rate than al- most any other first-world nation. But he is quick to point out that our media is not more violent than those in Japan or Germany or even Canada, which have rates of violence that are a full order of magni- tude lower than ours. Indeed, the killers among us are not likely to spend a lot of time listening to Marilyn Manson or playing Mortal Kombat on their Play- stations, despite what our more nearsighted and sanctimonious politicians and preachers would like us to believe. Ted Kaczynski, the Unabomber, lived in a one-room shack without electricity or running water, let alone cable. But even if murderers like Kaczynski were video game addicts, attributing their motives to media violence would be missing the point entirely. People who are habitually violent have adopted a “war mentality.” They tend to see the world in black- and-white, us-against-them terms. Tragically, our leaders tend to have this very same mentality, but they couch it in “patriotism.” Lobbing cruise missiles and landing marines in another country is not con- sidered a horrible last resort, but a patriotic duty. If we wish to understand why Americans are more vio- lent than the Japanese, violence in the media will hold no answers; Japanese kids watch just as much vio- lence. Foreign policy is far more telling: which coun- try has leaders who engage in violence against other countries at every opportunity, and constantly try to convince us that it’s right? If our pundits and politicians were truly con- cerned about making a safer world—and there are many reasons to believe they are not, since they profit the most from a fearful citizenry—they would begin by acknowledging that violence is almost a desperate grab for control from a person or people who believe they are being repressed. If we want a more peaceful and noble society, then we will stop coercing other countries with violence and economic oppression. As Franklin Roosevelt said, “We have nothing to fear but fear itself.” We are the most fearful nation on the planet, and we are paying for it. Detailed Answer Key Section 1 Consider carefully the issue discussed in the following passage, then write an essay that answers the ques- tion posed in the assignment. Many among us like to blame violence and immorality in the media for a “decline in morals” in society. Yet these people seem to have lost touch with logic. Any objective exam- ination shows that our society is far less violent or exploitative than virtually any society in the past. Early humans murdered and enslaved each other with astonishing regularity, without the help of gangsta rap or Jerry Bruckheimer films. Assignment: Do violence and immorality in the media make our society more dangerous and im- moral? Write an essay in which you answer this question and discuss your point of view on this issue. Support your position logically with examples from literature, the arts, his- tory, politics, science and technology, current events, or your experience or observation. The following essay received 6 points out of a possible 6. This means that, according to the graders, 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 CHAPTER 16 / PRACTICE TEST 3 753 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 children. It is perhaps the video game violence and television/movie violence that can be held responsible. Kids today are growing up in a society where vio- lence is everywhere. It is difficult for a child to go through the day without witnessing some violent act on TV or hearing about a gruesome murder on the radio. A recent study we learned about in class con- cluded that because of what they see on television, children become immune to violence, accept it as something that is part of a “normal” life, and they often times will attempt to imitate what they see on television because it “looks fun.” Something needs to be done to reverse this trend of growing violence in our country and tighter regu- lation of the amount of violence on television, in music, and in the movies would be a great place to start. The youth of this country need to be reminded that vio- lence is not an acceptable part of daily existence and that it should be avoided at all costs. People say that society today is much more violent due to all of the media portrayal of violence we see on a daily basis. The nightly news is often made up entirely of stories about murders, muggings, arson, and other gruesome crimes. The most successful shows on tele- vision are the investigative crime shows in which they solve disturbing murder mysteries. Movies like the Lord of the Rings contain gory fight scenes that show the death of hundreds of characters. It’s hard even to find a video game anymore that doesn’t somehow re- late back to fighting. Those who don’t believe that violence breeds vio- lence would argue that the United States murder rate had declined to its lowest level in 30 years and that this is proof that the violence in the media has not in fact made for a more violent society. But what they conve- niently leave out is the fact that at the same time, youth gun killings were on the rise. This is who is being affected by the increased exposure to violence— 754 MCGRAW-HILL’S SAT The following essay received 2 points out of a possible 6, meaning that it demonstrates some incompe- tence 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 It is absurd to say that violence is because of all the vi- olence on video games television. Actually I think that video games make you better at eye-hand coordina- tion which is a valuable skill. Hundreds of years be- fore video games and movies and television, there were murder and violence. Human beings are violent people and the exposure to violence does not make us more violent than we already were. If we did not have all of these impressive technological advances such as radio, television and film, we would still be commit- ting acts of violence. There will always be violent hu- mans that are ready to hurt others to get what they want and eliminating violent references from our music and television shows might even make people madder. Believing that the violence in the media has made the members of our society like violent murderers is an absurd notion. Sure, there are lots video games on the market that involve fighting ninjas and battling army troops. Yes, nightly television shows on the public television networks show many a violent episode. Sure, the nightly news is covered with violent crimes and such. For instance, the popular music of this era is full of violent references and foul language. But, no experiment or statistics that I have seen proves the above statement to be true. Just because a teenager kills over 500 fake people on his ninja fighting video- game, it does not mean that after he turns off the game console that he will run outside in his ninja costume and start attacking the people in his neighborhood. CHAPTER 16 / PRACTICE TEST 3 755 Section 2 1. A (x + 4) + 7 = 14 Subtract 7: x + 4 = 7 Subtract 4: x = 3 (Chapter 8, Lesson 1: Solving Equations) 2. B Write out a mathematical equation for how you would actually find the cost for the month: $.95 × 31. Answer choice B, $1.00 × 30, is closest to that amount. (Chapter 7, Lesson 1: Numbers and Operations) 3. D A linear angle measures 180°. Write an equation: w + x + 50 = 180° Subtract 50°: w + x = 130° (Chapter 10, Lesson 1: Lines and Angles) 4. D g(x) = 3x + 4 Substitute 5 for x: g(5) = 3(5) + 4 Simplify: g(5) = 15 + 4 = 19 (Chapter 11, Lesson 2: Functions) 5. D The difference between x and y is (x − y). The sum of x and y is (x + y). The product of those two is equal to 18: (x − y)(x + y) = 18 FOIL: x 2 − xy + xy − y 2 = 18 Combine like terms: x 2 − y 2 = 18 (Chapter 8, Lesson 5: Factoring) 6. E Add 7: Divide by 3: Square both sides: x = 81 (Chapter 8, Lesson 4: Working with Roots) 7. C Let b= cost of chocolate bar and g =cost of gum. b + g = $1.75 Chocolate bar is $.25 more: b = $.25 + g Substitute for b: $.25 + g + g = $1.75 Combine like terms: $.25 + 2g = $1.75 Subtract $.25: 2g = $1.50 Divide by 2: g = $.75 (Chapter 8, Lesson 1: Solving Equations) 8. C First find 40% of 80: .40 × 80 = 32 Now find what percent of 96 is 32. Translate: Multiply by 100: 96x = 3,200 Divide by 96: x = 33 1 ⁄ 3 (Chapter 7, Lesson 5: Percents) x 100 96 32×= x = 9 327x = 3720x −= 9. A If lm = 21 and both l and m are integers, then m must be either 1, 3, 7, or 21. If mn = 39, however, then m must also be a factor of 39, so it must be 3. Therefore, l = 21/3 = 7 and n = 39/3 = 13, so n > l > m. (Chapter 8, Lesson 6: Inequalities, Absolute Values, and Plugging In) 10. D There’s no need to do a lot of calculation here. Look for the two adjacent bars with the greatest pos- itive difference between them. Since 1999 shows the least profits of all the years on the graph and 2000 shows the greatest profits of any year on the graph, 1999–2000 must have the greatest change in profit. (Chapter 11, Lesson 5: Data Analysis) 11. B A Venn diagram can help you with this prob- lem: Imagine that the 4 students who play two sports play soccer and tennis. (It doesn’t matter which specific pair of sports they play.) This means that 12 − 4 = 8 students play just soccer, 7 − 4 = 3 students play just tennis, and 9 students play just lacrosse. This shows that there is a total of 9 + 8 + 4 + 3 = 24 students. (Chapter 9, Lesson 5: Counting Problems) 12. B To solve this problem, you need to find the distance between the center of the circle (14, 14) and the point on the circle (2, 9). To do this, you can use the distance formula. You can also draw a right triangle connecting the two points. It gives you a triangle with one leg of 5 and one leg of 12. Set up the Pythagorean theorem and solve for r. 5 2 + 12 2 = r 2 Simplify: 25 + 144 = r 2 Combine like terms: 169 = r 2 Take square root: 13 = r The diameter is twice the radius = 2(r) = 2(13) = 26. (Chapter 10, Lesson 3: The Pythagorean Theorem) (14,14) (2,9) r 5 12 (14,14) (2,9) r 5 12 4 8 3 9 0 0 0 lacrosse soccer tennis 756 MCGRAW-HILL’S SAT 13. B The population doubles every 18 months. Start with January of 2000 and start doubling. January 2000 12,000 18 months later: July 2001 24,000 18 months later: January 2003 48,000 18 months later: July 2004 96,000 (Chapter 9, Lesson 3: Numerical Reasoning Problems) 14. C Use the Fundamental Counting Principle from Chapter 9, Lesson 5. To arrange these students, five choices must be made. First select the students for each end. Since one of the five (the tallest) cannot go on either end, you have four students to choose from for one end, and then, once that choice has been made, three students to choose from for the other end: 4 3 ** Now fill the remaining spots. There are three students left to choose from for the second spot: 4 3 3 ** Then, once that selection has been made, there are two for the next spot, then one for the remaining spot: 4 3 2 1 3 To find the total number of possible arrangements, simply multiply: 4 × 3 × 2 × 1 × 3 = 72. (Chapter 9, Lesson 5: Counting Problems) 15. B From the diagram, we know that a + b + c = 180, and we know that b = c + 3. If you want b to be as large as possible, then you need to make the sum of a and c as small as possible. The smallest integer value of a possible is 91. So let’s say that a = 91. Substitute 91 for a: 91 + b + c = 180 Substitute c + 3 for b: 91 + c + 3 + c = 180 Combine like terms: 94 + 2c = 180 Subtract 94: 2c = 86 Divide by 2: c = 43 So 43 is the largest possible value of c; this means that 43 + 3 = 46 is the largest possible value of b. (Chapter 10, Lesson 2: Triangles) 16. B Begin by finding the area of the big equilateral triangle. An equilateral triangle with sides of length 4 has a height of , because the height divides the triangle into two 30°-60°-90° triangles. 23 Area = 1 ⁄ 2 (base)(height) = 1 ⁄ 2 (4)( ) = The big triangle is divided into four equal parts, three of which are shaded, so the shaded area is 3 ⁄ 4 of the total area. Shaded area = 3 ⁄ 4 (4 ) = (Chapter 10, Lesson 5: Areas and Perimeters) 17. D Just look at the graph and draw a line at y = 1. The y-values of the graph are at or above that line from x = −4 to x = −2 and from x = 2 to x = 4. (Chapter 11, Lesson 2: Functions) 18. C This table shows all of the 5 × 5 = 25 possible values of ab: Of those, only the seven shaded values are greater than 20 and less than 50, so the probability is 7/25. (Chapter 9, Lesson 6: Probability Problems) 19. E (w a )(w 5 ) = w 15 Simplify: w 5 + a = w 15 Equate the exponents: 5 + a = 15 Subtract 5: a = 10 (w 4 ) b = w 12 Simplify: w 4b = w 12 Equate the exponents: 4b = 12 Divide by 4: b = 3 So a + b = 10 + 3 = 13. (Chapter 8, Lesson 3: Working with Exponentials) 20. D The graph of y = f(x – 2) is the graph of y = f(x) shifted to the right two units without changing its shape. Therefore, the “peak” at point (6, 4) should shift to (8, 4). (Chapter 11, Lesson 3: Transformations) 333 43 23 23 4 2 60° 30° 30° 60° 2 6 4 2 -2 -2 2 4 6 x y = 1 y -4 x 1 3 5 7 9 2 2 6 10 14 18 4 4 12 20 28 36 6 6 18 30 42 54 8 8 24 40 56 72 10 10 30 50 70 90 CHAPTER 16 / PRACTICE TEST 3 757 Section 3 1. A The word although indicates a contrast. Raúl purchased his computer only 10 months ago, but tech- nology has been improving so fast that it is already out- dated. obsolete = outdated; adjunct = auxiliary, or additional; novel = new, innovative; elusive = hard to catch 2. C The admissions committee is looking to jus- tify offering more scholarships to increase the num- ber of applications, so the number of applicants must be decreasing. mushroom = expand rapidly; plummet = decrease rapidly; satiate = satisfy; burgeon = grow 3. B If the father will not consider another person’s viewpoint to be valid if it differs from his own, he must be pretty stubborn or arrogant. pragmatic = prac- tical; dogmatic = arrogantly authoritative; phlegmatic = sluggish; cordial = polite; curt = abrupt and rude 4. E The books are written for children but are still enjoyable to adults. penned = written; prosaic = dull; morose = gloomy; censored = cleansed of profanity; incongruous = not compatible; tedious = boring, dull; authored = written; engaging = captivating, interesting 5. E Julia is at the top of her class, but if this is hard to believe, she must approach her work in a lazy or irresponsible way. adept = skilled; diligent = hard- working; fanatical = obsessive and crazy; extroverted = outgoing; laggardly = slow-moving, lagging behind 6. A The President’s opponents were always cau- tious about debating him, so the President must be highly skilled or intimidating or mean. redoubtable = formidable, imposing; staid = calm, not outwardly emotional; magnanimous = generous; stoic = indif- ferent to pain or pleasure 7. D The new clothing line was described as being eclectic (containing much variety). It ranged from modest (not showy) and unadorned (undecorated) to and garish (flashy). By parallelism, the missing word should be in opposition to the word modest. aus- tere = severe, stern; prophetic = able to tell the future; cordial = polite; ostentatious = showy; solitary = alone 8. C The textbook includes all of the essential infor- mation but it is not verbose (wordy); the two missing words should be parallel to containing lots of infor- mation and not verbose. compendious = succinct; cir- cumlocutory = talking around the subject, indirect; reprehensible = blameworthy; terse = concise; compre- hensive = including a large amount of information; concise = brief and to the point; grandiloquent = speaking in a pompous manner; painstaking = done with great care; redundant = repetitive 9. B Saying that we were raised in unrivaled pros- perity is like saying that the economy has been very strong and abundant. 10. E The “people” are plagued by deep divisions (line 9), and the citizens are the only ones who are not growing to appreciate the difference between America and the United States (lines 20–22). Therefore, the peo- ple lack unity, while the citizens lack awareness. 11. A Don’t miss the word EXCEPT in the question. Choice (B) is supported in line 14, choice (C) in line 7, choice (D) in line 8, and choice (E) in line 8. The last lines say that ambition for a better life is now universal, imply- ing that not everyone is happy with the status of their lives. 12. A Unlike Passage 1, Passage 2 discusses the dif- ference between the ideal of America and the reality of the United States. 13. A The questions in the opening lines show the man’s confusion, and the woman is said to talk ar- dently (passionately). 14. D The author says that one who is suddenly over- whelmed by terror cannot afterwards remember the exact order of sounds accompanying the catastrophe which stuns him—that is, he becomes disoriented. 15. C Line 11 suggests that Ognev is stunned by a catastrophe. The context of the passage makes it clear that this catastrophe is the expression of love from Vera, which Ognev has difficulty understanding. 16. D In saying that she had been struck by . . . the aims and objects of his life (lines 22–24), the author is saying that she was impressed with Ognev’s life goals. 17. E In lines 42–44, the passage states that much as he wanted to, he could feel no joy; no fundamental hap- piness. In other words, the bad and strange thing was disaffection. 18. E In lines 51–52, the passage states that Vera’s raptures and suffering seemed to him (Ognev) to be only cloying (excessively sweet) and trivial (of little signifi- cance). He felt her passion to be unimportant and was outraged at himself for feeling this way. To him, his sta- tistics, books or philosophical truths were more im- portant than this passion. 19. A The final sentence of the passage states that he was annoyed and blamed himself even though he him- self did not understand why he was to blame. Ognev is confused and uncertain about how he should feel about Vera’s passion. He feels indifference but thinks he should feel something different. 758 MCGRAW-HILL’S SAT 20. D In lines 21–22 the marchers are described as singing to hide their exhaustion and then as trying not to fear. . . . This commitment to hiding emotion is stoicism. 21. A Lines 35–38 criticize the bill’s failure to protect the right of African Americans to vote “when local offi- cials are determined to deny it.” In other words, it did not sufficiently pressure local officials to extend vot- ing rights to all citizens. 22. B In context, saying that his . . . encounter with Mexican-American children was shattering is like say- ing that the encounter bothered the President and had a major impact on the way he approached civil rights issues later in his career. 23. C Johnson indicates that he inferred, by looking into his students’ eyes, that they knew that others dis- liked them. This indicates a strong empathy with his students, because he inferred it not from their words but from their expressions. 24. E Lines 52–54 say that Johnson made the na- tionwide audience aware of how deeply personal the issue of African American rights was to him and lines 60–62 say that he spoke more directly, more explicitly, and more warmly of the human experience of prejudice than any president before him. In other words, he ad- dressed it directly and in personal terms. Section 4 1. C The word group is the singular subject, so the verb should be was. (Chapter 15, Lesson 1: Subject-Verb Disagreement) 2. A The original phrasing is best. 3. D Timothy must follow the opening modifiers, because he is the one who is timid and self-conscious. The original phrasing is wrong, however, because give full expression towards is awkward and unidiomatic. Choice (B) is wrong because managed full expression of is awkward and unidiomatic. (Chapter 15, Lesson 10: Idiom Errors) (Chapter 15, Lesson 8: Other Misplaced Modifiers) 4. B The phrase studying in preparation for is awk- ward, redundant, and unidiomatic. (Chapter 15, Lesson 12: Other Modifier Problems) (Chapter 15, Lesson 10: Idiom Errors) 5. C The phrase on an overseas journey is redundant because the next phrase is across the Atlantic Ocean. (Chapter 15, Lesson 12: Other Modifier Problems) 6. E The original phrasing is a sentence fragment. Choice (E) is better than choice (C) because, id- iomatically, being a home fixture means being an ap- pliance, while being a fixture in the homes means being a welcome figure in the homes. (Chapter 15, Lesson 15: Coordinating Ideas) 7. C This phrasing is most parallel and concise. (Chapter 15, Lesson 3: Parallelism) 8. D The use of therefore in the original phrasing is illogical, because the ideas in the sentence are related not as a cause and effect but rather as a contrast. The use of actually in choice (D) conveys the appropriate irony. (Chapter 15, Lesson 15: Coordinating Ideas) (Chapter 12, Lesson 7: Write Logically) 9. C Because the sneaking is not a part of the effort to open several of her presents but rather an action that preceded it, the original phrasing is awkward and illogical. (Chapter 12, Lesson 7: Write Logically) 10. C The definite pronoun it is required to relate it to its antecedent music. (Chapter 15, Lesson 5: Pronoun-Antecedent Disagreement) 11. B The opening participial phrase modifies Clarence Darrow, not his oratory, so the original phras- ing leaves a dangling participle. Choice (B) is less awkward than (D). (Chapter 15, Lesson 7: Dangling and Misplaced Participles) 12. D The subject of this verb is delivery, which is singular, so the verb should be has been. (Chapter 15, Lesson 1: Subject-Verb Disagreement) 13. C The pronoun whose is personal and so should not refer to an inanimate object like a charming cot- tage. A better phrase here is with rooms that are. (Chapter 15, Lesson 5: Pronoun-Antecedent Disagreement) 14. E The sentence is correct. 15. B The subject of this verb is photographs . . . and diagrams, which is plural, so the verb should be were. (Chapter 15, Lesson 1: Subject-Verb Disagreement) CHAPTER 16 / PRACTICE TEST 3 759 16. D This is a comparison error. The way in which chimpanzees form friendships cannot logically be compared to humans. Instead, the phrase should be to the way humans form friendships. (Chapter 15, Lesson 4: Comparison Problems) 17. B As a noun, affects means feelings or emotions, so its use here is a diction error. The proper word is effects. (Chapter 15, Lesson 11: Diction Errors) 18. B There are two errors in this phrase. First, the subject probability is singular, so the verb should be is. Second, a probability can be lower than another, but not fewer than another. (Chapter 15, Lesson 1: Subject-Verb Disagreement) (Chapter 15, Lesson 4: Comparison Problems) 19. C Everyone is singular, so the pronoun should be changed to the singular his or her. (Chapter 15, Lesson 5: Pronoun-Antecedent Disagreement) 20. D The word bought is the past tense of the verb to buy. But Eric clearly did not buy back the basket. The correct word here is brought. (Chapter 15, Lesson 11: Diction Errors) 21. C People are satisfied with things, not at them. (Chapter 15, Lesson 10: Idiom Errors) 22. A The phrase had ate is an incorrect past perfect form. The correct form is had eaten. In this case, how- ever, the word after conveys the time sequence, so the past perfect form isn’t strictly necessary: ate (but not had ate) is an acceptable alternative. (Chapter 15, Lesson 9: Tricky Tenses) 23. E The sentence is correct. 24. D The word neither is a singular subject of the verb, so the correct form is is. (Chapter 15, Lesson 1: Subject-Verb Disagreement) 25. C The subject of the verb help is taking, which is singular. Think of the subject as it. The word help should instead be helps. (Chapter 15, Lesson 1: Subject-Verb Disagreement) 26. B The word underneath means physically below something. The word should instead be under. (Chapter 15, Lesson 10: Idiom Errors) 27. C The subject they is referring to the company, which is singular. They should instead be it. (Chapter 15, Lesson 1: Subject-Verb Disagreement) 28. E The sentence is correct. 29. B The subject they is ambiguous. It is not easy to tell if the they is referring to the experiments or the scientists. (Chapter 15, Lesson 5: Pronoun-Antecedent Disagreement) 30. B This phrasing is the most concise and logical of the choices. (Chapter 12, Lesson 7: Write Logically) 31. A The original phrasing is best. 32. D Because the sentence refers to these passions, it is most logically placed after those passions are de- scribed. It also provides a logical transition to the third paragraph. (Chapter 12, Lesson 7: Write Logically) 33. B This order places the sentences in proper log- ical and chronological order: (8) identifies his child- hood passion, (10) identifies his goals for this passion, (7) proceeds to his college years, (6) mentions where he pursued his passions, and (9) describes the con- nection between these passions and his later career. (Chapter 12, Lesson 7: Write Logically) 34. C The paragraph as a whole discusses Roosevelt’s passion for nature, so details about his activities in these natural settings would be relevant. (Chapter 12, Lesson 7: Write Logically) 35. E This sentence would be a good conclusion to the passage because it gives historical perspective to the specific ideas in the passage. (Chapter 12, Lesson 12: Finish with a Bang) Section 5 1. B There are 180° on the side of a line. 2x + 3x = 180° Combine like terms: 5x = 180° Divide by 5: x = 36° Multiply by 2: 2x = 72° (Chapter 10, Lesson 1: Lines and Angles) 2. B The equation states that some number, when squared, equals 36. That number can be either 6 or –6. Taking the square root of both sides of the equation gives: x − 4 = ±6 Add 4: x = 10 or −2 Therefore, the answer is (B) −2. (Chapter 8, Lesson 1: Solving Equations) . habitually violent have adopted a “war mentality.” They tend to see the world in black- and-white, us-against-them terms. Tragically, our leaders tend to have this very same mentality, but they. they conve- niently leave out is the fact that at the same time, youth gun killings were on the rise. This is who is being affected by the increased exposure to violence— 754 MCGRAW-HILL’S SAT The. because of all the vi- olence on video games television. Actually I think that video games make you better at eye-hand coordina- tion which is a valuable skill. Hundreds of years be- fore video games