Sat - MC Grawhill part 69 pps

assume 19 questions Turn to Section 8 of your answer sheet to answer the questions in this section.. Directions: For each question in this section, select the best answer from among the

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(A) The name of the phenomenon comes

from the legend of Archimedes, who had

been thinking for days about how to

determine whether King Hieron II’s crown

was pure gold without destroying it

(B) Archimedes had been thinking for days

about how to determine whether King

Hieron II’s crown was pure gold without

destroying it, and this is where the name

of the phenomenon comes from

(C) The legend of Archimedes thinking

destroying it is the origin of the name of

the phenomenon

(D) The phenomenon is named for

Archimedes and his thinking for days

destroying it

(E) The name of the phenomenon was from

Archimedes, and his thinking for days

about how to determine without

destroy-ing it whether Kdestroy-ing Hieron II’s crown

was pure gold

32. Which of the following revisions of sentence 7

most clearly and logically introduces the

sec-ond paragraph?

(A) This historical episode is something that

all students should learn about in school

(B) Understanding this phenomenon may

help students to improve their studies

(C) Nevertheless, this episode is something

that all students should know

(D) Understanding this episode requires a

more thorough understanding of its

historical setting

(E) Many have tried to understand this

phenomenon, but few have succeeded

duced below)?

You have probably had the experience of think-ing about a paper or a math problem for so long that it’s like one’s brain gets frozen.

(A) it seems that your brain gets frozen (B) one’s brain gets frozen

(C) your brain seems to freeze (D) your brains seem to freeze (E) one’s brain seems to freeze

34. Where is the best place to insert the following sentence?

Perhaps if students could work such little excur-sions into their busy study schedules, they would have similar “eureka” experiences.

(A) after sentence 7 (B) after sentence 8 (C) after sentence 9 (D) after sentence 10 (E) after sentence 11 (as the last sentence of the second paragraph)

35. In context, which of the following revisions of the underlined portion of sentence 12 (repro-duced below) is most effective at making it clearer and more specific?

Unfortunately, many students today don’t have time for that.

(A) today have hardly even 1 hour for such things

(B) today, unlike those in Archimedes’ time, don’t have time to go to the movies (C) today don’t have time for such excursions (D) of modern times lack sufﬁcient time for the kinds of things explained above (E) today lack sufﬁcient time for things like this

STOP

If you ﬁnish before time is called, you may check your work on this section only Do not turn to any other section of the test.

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7 7 7 7 7 7

GO ON TO THE NEXT PAGE

1. If four apples cost 20 cents, then, at this rate,

how much would ten apples cost?

(A) $.40

(B) $.50

(C) $.60

(D) $.70

(E) $.80

2. If 2b= 8, then 3b=

(A) 6

(B) 9

(C) 27

(D) 64

(E) 81

3. How much greater is the average (arithmetic

mean) of a, b, and 18 than the average of a, b,

and 12?

(A) 2 (B) 3 (C) 4 (D) 5 (E) 6

SECTION 7 Time—20 minutes

16 questions

Turn to Section 7 of your answer sheet to answer the questions in this section.

Directions: For this section, solve each problem and decide which is the best of the choices given Fill in

the corresponding circle on the answer sheet You may use any available space for scratchwork

1 The use of a calculator is permitted

2 All numbers used are real numbers

3 Figures that accompany problems in this test are intended to provide information useful in solv-ing the problems They are drawn as accurately as possible EXCEPT when it is stated in a spe-cific problem that the figure is not drawn to scale All figures lie in a plane unless otherwise indicated

4 Unless otherwise speciﬁed, the domain of any function f is assumed to be the set of all real num-bers x for which f(x) is a real number.

The number of degrees of arc in a circle is 360

The sum of the measures in degrees of the angles of a triangle is 180

r

A = πr2

C=2 πr

ᐉ

w

A = ᐉw A = 1 /2bh V = ᐉwh V = πr2h c2= a2+ b2 Special right triangles

h

w h

r

h b c

a

2x

x

s

3

2

30 °

60°

45° 45°

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What day of the week will it be on the 31st day

of the month?

(A) Wednesday

(B) Thursday

(C) Friday

(D) Saturday

(E) Sunday

5. How many integer pairs (m, n) satisfy the

statements 0 < m + n < 50 and ?

(A) 5

(B) 6

(C) 7

(D) 8

(E) more than 8

6. If y% of 50 is 32, then what is 200% of y?

(A) 16

(B) 32

(C) 64

(D) 128

(E) 256

7. For x > 0, the function g(x) is defined by the

equation g(x) = x + x1/2 What is the value of

g(16)?

(A) 16

(B) 20

(C) 24

(D) 64

(E) 272

m

n = 8

Note: Figure not drawn to scale

8. In the figure above, if the slope of AB — is −3⁄4, what is the area of ΔABO?

(A) 54 (B) 72 (C) 96 (D) 108 (E) 192

–1, 1, 2, −1, 1, 2, −1, 1, 2,

9. The sequence above continues according to the pattern shown What is the sum of the first 25 terms of this sequence?

(A) 15 (B) 16 (C) 18 (D) 19 (E) 21

10. A jar contains only white and blue marbles of identical size and weight The ratio of the number of white marbles to the number of

blue marbles is 4 to b If the probability of

choosing a white marble from the jar at ran-dom is 1⁄4, then what is the value of b?

(A) 1 (B) 2 (C) 6 (D) 12 (E) 16

A

12

B

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7 7 7 7 7 7

11. The area of a right triangle is 10 square

centimeters If the length of each leg, in

cen-timeters, is a positive integer, then what

is the least possible length, in centimeters, of

the hypotenuse?

(A)

(B)

(C)

(D)

(E)

12. If y is a number less than 0 but greater than −1,

which of the following expressions has the

greatest value?

(A) 100y

(B) y2

(C) y3

(D) y4

(E) y5

13. If at least one wuzzle is grumpy, then

some fuzzles are lumpy

If the statement above is true, then which of

the following must also be true?

(A) If all wuzzles are grumpy, then all

fuzzles are lumpy

(B) If no wuzzle is grumpy, then all

fuzzles are lumpy

(C) If all fuzzles are lumpy, then all

wuzzles are grumpy

(D) If no wuzzle is grumpy, then no fuzzle

is lumpy

(E) If no fuzzle is lumpy, then no wuzzle is

grumpy

401 104 101 41 29

14. Six buses are to carry 200 students on a field trip If each bus must have no more than

40 students and no fewer than 30 students, then what is the greatest number of buses that can have 40 students?

(A) 6 (B) 5 (C) 4 (D) 3 (E) 2

15. The volume of right cylinder A is twice the vol-ume of right cylinder B If the height of cylin-der B is twice the height of cylincylin-der A, then what is the ratio of the radius of cylinder A to the radius of cylinder B?

(A) 1 to 2 (B) 1 to 1 (C)

(D) 2 to 1 (E) 4 to 1

16. In a garden that is divided into x rows of

x squares each, w of the squares lie along the

boundary of the garden Which of the

follow-ing is a possible value for w?

(A) 29 (B) 34 (C) 40 (D) 46 (E) 55

2to1

STOP

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2. The concept that the Earth is round was once - theory, but is now accepted as an inarguable truth

(A) an incontrovertible (B) a melliﬂuous (C) an admirable (D) a dubious (E) an accurate

3. The controversy within the party produced

a - that broke it into several factions even before the matter could be fully discussed among the members

(A) unanimity (B) schism (C) caucus (D) commemoration (E) prognostication

4. Horace Mann, widely acknowledged as the fa-ther of American public schooling, - the Massachusetts legislature to institute a system for - universal access to education

(A) petitioned restricting (B) established denying (C) persuaded ensuring (D) tolerated requiring (E) discouraged vouchsaﬁng

1. The evidence for ESP is - at best, so very few

reputable scientists are willing to even - that

the phenomenon exists

(A) meager regret

(B) unconvincing suggest

(C) plentiful admit

(D) paltry deny

(E) strong assume

19 questions

Directions: For each question in this section, select the best answer from among the choices given and

ﬁll in the corresponding circle on the answer sheet

Each sentence below has one or two blanks,

each blank indicating that something has been

omitted Beneath the sentence are ﬁve words

or sets of words labeled A through E Choose

the word or set of words that, when inserted

in the sentence, best ﬁts the meaning of the

sentence as a whole

EXAMPLE:

Rather than accepting the theory

unquestion-ingly, Deborah regarded it with -

(A) mirth

(B) sadness

(C) responsibility

(D) ignorance

(E) skepticism

A B C D B

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8 8 8 8 8 8

Questions 7–19 are based on the following passages.

The following two passages concern the use of

“reinforcers,” which are rewards or

punish-ments used to encourage desired behaviors, and

“contingencies,” which are the arrangements of

those reinforcers to shape behavior.

P ASSAGE 1

“Avoid compulsion,” said Plato in The Republic,

“and let your children’s lessons take the form

of play.” Horace, among others,

recom-mended rewarding a child with cakes

Eras-mus tells of an English gentleman who tried

to teach his son Greek and Latin without

pun-ishment He taught the boy to use a bow and

arrow and set up targets in the shape of Greek

and Latin letters, rewarding each hit with a

cherry He also fed the boy letters cut from GO ON TO THE NEXT PAGE

5. The light from most stars takes millions of years

to reach us, so not only is the present existence

of these stars -, but so are the very concepts

of “the present” and “existence.”

(A) debatable

(B) methodical

(C) indecorous

(D) imperious

(E) profuse

6. Although many parents prefer to be - when

their children broach sensitive personal

sub-jects, others resort instead to - so as to make

any potentially offensive matters seem less

ob-jectionable

(A) honest anachronism

(B) intolerant laudation

(C) clandestine obligation

(D) candid euphemism

(E) forthright coercion

delicious biscuits Privileges and favors are often suggested, and the teacher may be personally reinforcing as friend or entertainer In indus-trial education students are paid for learning Certain explicit contrived reinforcers, such as marks, grades, and diplomas, are characteris-tic of education as an institution (These sug-gest progress, but like progress they must be made reinforcing for other reasons.) Prizes are intrinsically reinforcing Honors and medals derive their power from prestige or esteem This varies between cultures and epochs In 1876 Oscar Wilde, then 22 years old and halfway toward his B.A at Oxford, got

a “ﬁrst in Mods.” He wrote to a friend: “ I did not know what I had got till the next morning at 12 o’clock, breakfasting at the

Mitre, I read it in the Times Altogether I

swaggered horribly but am really pleased with myself My poor mother is in great delight, and I was overwhelmed with telegrams on Thursday from everyone I knew.” The

con-temporary student graduating summa cum

laude is less widely acclaimed.

Although free of some of the by-products of aversive control, positive reinforcers of this sort are not without their problems Many are effective only in certain states of deprivation which are not always easily arranged Making

a student hungry in order to reinforce him with food would raise personal issues which are not entirely avoided with other kinds of reinforcers We cannot all get prizes, and if some students get high grades, others must get low

But the main problem again is the contin-gencies Much of what the child is to do in school does not have the form of play, with its naturally reinforcing consequences, nor is there any natural connection with food or a passing grade or a medal Such contingencies must be arranged by the teacher, and the arrangement is often defective The boy men-tioned by Erasmus may have salivated slightly

First passage: B F Skinner, The Technology of Teaching,

Line

5

10

15

20

25

30

35

40

45

50

The passages below are followed by questions

based on their content; questions following a

pair of related passages may also be based on

the relationship between the paired passages

Answer the questions on the basis of what is

stated or implied in the passage and in any

introductory material that may be provided

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Greek and Latin could not have been

appre-ciably improved Grades are almost always

given long after the student has stopped

be-having as a student We must know that such

contingencies are weak because we would

never use them to shape skilled behavior In

industrial education pay is usually by the

hour—in other words, contingent mainly on

being present Scholarships are contingent on

a general level of performance All these

con-tingencies could no doubt be improved, but

there is probably good reason why they

re-main defective

P ASSAGE 2

Even if they don’t study it as a

philosophi-cal matter, all teachers must at some point

confront the issue of whether, when, and how

to punish or reward student behavior Unless

a teacher is blessed with a class full of highly

motivated adult-pleasers, it is nearly

impossi-ble to avoid the need to nudge students in one

direction or another Simple suggestion works

occasionally, but not frequently enough

Rea-soning sometimes works, too, but explaining

the logical nuances of behavioral standards is

often time-consuming and too often falls on

deaf ears So the practical question becomes:

the carrot or the stick?

Most educators and psychologists agree

that reward is always better than punishment,

but a small yet vocal group of psychologists

have maintained since the 1960s that reward

is often just as harmful as punishment, if not

more so Their arguments are subtle but very

persuasive Educators like Alﬁe Kohn and

psy-chologists like Edward Deci claim that careful

study has shown that the introduction of a

re-ward system, like gold stars on an attendance

sheet or extra recess time for good behavior,

changes the nature of the desired behavior

completely, and not for the better For

in-stance, Deci conducted a study in which

peo-ple were given a puzzle to solve Some were

given money as a “reward” for solving the

puzzle and others were simply asked to solve

the puzzle Afterwards, both groups were left

alone but watched carefully Those who had

been paid stopped playing, but those who had

strued the task as being manipulative: the ex-perimenter was trying to get them to do something through bribery The unpaid sub-jects, however, were more likely to see the task as fun and worth doing for its own sake This study and many like it have profound implications for the classroom Several exper-iments have demonstrated that “pay-to-read” programs, where students are given money or certificates to read books, have surprisingly negative effects on literacy Such programs usually get kids to “read” a lot more books, but their reading skills and, far more impor-tantly, their love of reading decline Such pro-grams, research suggests, turn reading into a performance rather than a fulfilling personal experience They encourage students to read books only superficially and only to get the reward What is worse, like Deci’s puzzle-solvers, the students don’t want to continue reading after the payments stop Books have become only enrichment for the pocket, not enrichment for the mind

Of course, the human mind is an enor-mously complex machine, and it would be a mistake to use these few experiments to gen-eralize that all rewards are bad Certainly, honest and mindful praise from a respected teacher can do a great deal to encourage not only good behavior but rigorous intellectual curiosity Parents and teachers, however, need

to be very aware of children’s need to feel in control of themselves

7. It can be inferred that the “English gentleman” (line 5) believed that good teaching utilized (A) punishment

(B) well-written books (C) reward

(D) humor (E) careful grading

60

65

70

75

80

85

90

95

100

110

115

120

125

130

135

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8 8 8 8 8 8

8. The parenthetical remark in lines 17–19 is

intended to caution educators against

(A) failing to make grades and diplomas

meaningful to students

(B) punishing students unnecessarily

(C) employing dull lessons

(D) emphasizing entertainment over rigor

(E) using rewards as reinforcers

9. Passage 1 indicates that “cultures and epochs”

(lines 22–23) vary in the ways that

(A) universities choose from among their

ap-plicants

(B) academic awards are effective as

motivators

(C) universities teach literature

(D) students are paid money for learning

(E) the media portray educational crises

10. The Wilde story in lines 23–32, “In 1876

everyone I knew,’ ” is intended to illustrate

(A) how the modern cultural perception of

academic honors differs from that of a

previous era

(B) a particularly effective teaching

strategy

(C) how a famous author used rewards to

teach his students

(D) the dangerous effects of using academic

rewards

(E) the point that Plato makes in the ﬁrst

sentence

11. Passage 1 mentions which of the following as

“problems” (line 37) inherent in the use of

positive reinforcers in education?

I difﬁculties in scheduling the

rein-forcers

II limitations in the supply of

rein-forcers III the fact that rewards encourage only

superﬁcial learning (A) I only

(B) II only

(C) I and II only

(D) I and III only

(E) I, II, and III

12. In the ﬁnal paragraph of Passage 1, the author suggests that grades are problematic as re-inforcers because they

(A) cannot be given to every student (B) do not provide sensual gratiﬁcation, as food does

(C) are not publicized enough (D) are not given immediately after the de-sired behavior is exhibited

(E) are not as useful to the student as money

13. The sentence that begins on line 78, “Reason-ing sometimes works on deaf ears” is in-tended to describe the interaction between (A) those who promote the use of punish-ments and those who oppose it (B) educators and philosophers (C) parents and teachers (D) teachers and administrators (E) teachers and students

14. In Passage 2, Alfie Kohn and Edward Deci (lines 90–91) are mentioned as examples of (A) teachers who use rewards as reinforcers (B) experts who question the effectiveness of rewards as reinforcers

(C) scientists on opposite sides of a debate (D) educators who prefer negative re-inforcers to positive rere-inforcers (E) educators who advocate a careful sched-ule of contingencies for students

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behavior” (lines 92–95), the author of Passage

2 indicates that

(A) many people object to the use of

punish-ments in school

(B) teachers find it difficult to find the right

kinds of rewards for student

performance

(C) experts disagree about the effects of

rewards on human behavior

(D) such systems tend to decrease student

in-terest in the activity for its own sake

(E) not enough study has been done on the

effectiveness of rewards in education

16. Deci’s conclusion about the experiment

de-scribed in Passage 2 (lines 96–110) assumes

that the subjects in the study

(A) are well educated

(B) are highly proﬁcient at solving puzzles

(C) have not participated in reward systems

before

(D) can make inferences about the motives

of the experimenter

(E) have some teaching experience

17. The author of Passage 2 mentions that “the

human mind is an enormously complex

ma-chine” (lines 129–130) in order to suggest that

(A) a simplistic theory about the

effective-ness of rewards is unwise

(B) people cannot be easily fooled

(C) many learning disabilities require special

attention

(D) teachers often ﬁnd it hard to teach

certain subjects

(E) Deci’s experiment was poorly

constructed

most likely be regarded by Edward Deci as (A) thorough and fair

(B) presumptuous and incomplete (C) unfair to educators

(D) erroneous in concluding that the methods

of the “gentleman” were ineffective (E) likely correct, but worthy of further study

19. Which of the following assumptions is shared by the authors of both passages?

(A) Rewards are ineffective as reinforcers of behavior

(B) Honors and grades are necessary ele-ments of institutional education

(C) Good teaching is always focused on play (D) Negative feedback is not an effective teaching tool

(E) If prizes are to be used in a classroom, there must be enough for all students

STOP

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9 9 9 9 9 9

1. Choreographer Alvin Ailey’s works, whose style is rooted in the techniques of modern dance, jazz dance and ballet, draw upon African American themes

(A) Choreographer Alvin Ailey’s works, whose style is rooted in the techniques of modern dance, jazz dance and ballet, draw upon African American themes (B) Alvin Ailey has a style of a choreographer that is rooted in the techniques of modern dance, jazz dance and ballet of which also draws upon African American themes (C) The works of choreographer Alvin Ailey, which draw upon African American themes, have a style that is rooted in the techniques

of modern dance, jazz dance, and ballet (D) Choreographer Alvin Ailey’s works, which have a style that is rooted in the techniques of modern dance, jazz dance, and ballet, drawing upon African American themes

(E) Alvin Ailey’s style, a choreographer, is rooted in the techniques of modern dance and jazz dance and ballet which also draws upon African American themes

SECTION 9 Time—10 minutes

14 questions

Directions: For each question in this section, select the best answer from among the choices given and

ﬁll in the corresponding circle on the answer sheet

The following sentences test correctness and

effectiveness of expression Part of each

sen-tence or the entire sensen-tence is underlined;

beneath each sentence are ﬁve ways of

phras-ing the underlined material Choice A repeats

the original phrasing; the other four choices

are different If you think the original phrasing

produces a better sentence than any of the

alternatives, select choice A; if not, select one

of the other choices

In making your selection, follow the

require-ments of standard written English; that is, pay

attention to grammar, choice of words, sentence

construction, and punctuation Your selection

should result in the most effective sentence—

clear and precise, without awkwardness or

ambiguity

EXAMPLE:

The children couldn’t hardly believe their eyes

(A) couldn’t hardly believe their eyes

(B) could hardly believe their eyes

(C) would not hardly believe their eyes

(D) couldn’t nearly believe their eyes

(E) couldn’t hardly believe his or her eyes

A B C D E

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