SAT Questions and Answers Model Paper-6 Important Questions Section G

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Section - G

Time - 20 minutes

18 Questions

1. Lumbee storyteller Barbara Brave boy-Locklear has performed in college theaters, powwows, and backyards, settings whose striking … highlights the … appeal that storytelling holds.

(A) Formality. . Diminishing

(B) Variety. . Insignificant

(C) Uniformity. . Ubiquitous

(D) Diversity. . Universal

(E) Incongruity. . Trivial

2. Thomas Edison, who found collaboration essential, never fit the popular stereotype of the … inventor, struggling alone in a garret.

(A) Surly

(B) Cowardly

(C) Solitary

(D) Weary

(E) Suspicious

3. Claudia is so adept at controlling her temper that she can seem quite … when she is actually …

(A) Perturbed. . Furious

(B) Placid. . Outraged

(C) Serene. . Tranquil

(D) Stoic. . Ebullient

(E) Ambivalent. . Reticent

4. The young man possessed … disposition, abjectly submissive to the will of others.

(A) An amiable

(B) An inscrutable

(C) A servile

(D) A jocular

(E) A melancholy

5. Although other European states broke apart under the stresses of political upheaval, the seventeenth-century Dutuch republic proved remarkably …

(A) Propitious

(B) Illusory

(C) Resilient

(D) Pertinent

(E) Poignant

6. It is her supremely skillful use of sophisticated laboratory instruments that makes Veronica the … research technician that she is.

(A) Susceptible

(B) Consummate

(C) Visionary

(D) Vitriolic

(E) Doctrinaire

Questions 7 - 18 are based on the following passage.

The following excerpt is from a 1996 collection of essays written by a physicist.

The Following Excerpt is from a 1996 Collection of Essays Written by a Physicist
5I was somewhat embarrassed not so long ago when I opened a year-old physics journal and real that two Japanese fellows had attacked the same problem I was currently finishing up, obtaining an identical solution. The problem, not so consequential now as I reflect Stoically on
10my preempted calculations, concerned the spatial distribution that would eventually be achieved by a group of particles of different masses interacting with each other by gravity.

The underlying theories of gravity and thermodynamics

15Necessary for solving such a problem are certainly well established, so I suppose I should not have been surprised to find that someone else had arrived at similar results. Still, my pulse raced as I sat with my notebook and checked off each digit of their answers, in exact
20agreement with mine to four decimal places.

After doing science for a number of years, one has the overwhelming feeling that there exists some objective reality outside ourselves, that various discoveries are waiting fully formed, like plums to be picked. If one

25Scientist doesn՚t pick a certain plum, the next one will. It is an eerie sensation.

This objective aspect of science is a pillar of strength and, at the same time, somewhat dehumanizing. The very usefulness of science is that individual accomplishments

30become calibrated, dry-cleaned, and standardized. Experimental results are considered valid only if they are reproducible; theoretical ideas are powerful only if they can be generalized and distilled into abstract, disembodied equations.
35That there are often several different routes to a particular result is taken as an indication of the correctness of the result, rather than of the capacity for individual expression in science. And always there is the continual synthesis, the blending of successive results and
40ideas, in which individual contributions dissolve into the whole. Such strength is awesome and reassuring; it would be a tricky business to land a person on the Moon if the spaceship՚s trajectory depended on the mood of the astronauts, or if the Moon were always hurrying off to
45unknown appointments.

For these same reasons, however, science offers little comfort to anyone who aches to leave behind a personal message in his or her work, his own little poem, or her own haunting sonata. Einstein is attributed with the statement

50that even had Newton or Leibniz never lived, the world would have had calculus, but if Beethoven had never lived, we would never have had the C-minor Symphony.

Max Delbruck, the physicist-turned-biologist, said in his Nobel Prize address, A scientist՚s message is not devoid

55of university, but its universality is disembodied and anonymous. While the artist՚s communication is linked forever with its original form, that of the scientist is modified, amplified, fused with the ideas and results of Others and melts into the stream of knowledge and ideas
60which forms our culture. It seems to me that in both science & art are trying desperately to connect with something – is people, their experiences, and sensitivities. In science, that something is nature, the physical world, and physical laws. Sometimes we dial the wrong number
65and are later found out. Ptolemy՚s theory of the solar system, in which the sun and places revolve about Earth in cycles and cycles within cycles, is imaginative, ingenious, and even beautiful – but physically wrong. Virtually unquestioned for centuries, it was ungracefully denoted
70like a condemned building after Copernicus came along.

Very well. Scientists will forever have to live with the fact that their product is, in the end, impersonal. But scientists want to be understood as people. Go to any of the numerous scientific conferences each year in biology or

75Chemistry or physics, and you will see a wonderful community of people chitchatting in the hallways, holding forth delightedly at the blackboard, or loudly interrupting each other during lectures with relevant and irrelevant remarks. It can hardly be argued that such in-the-flesh
80gatherings are necessary for communication of scientific knowledge these days, with the asphyxiating crush of academic journals and the push-button ease of telephone calls. But it is here, and not in equations, however correct, that we scientists can express our personalities to our
colleagues and relish an appreciative smile. Sometimes I enjoy this as much as the science.

1path of a moving body through space

2Nicolaus Copernicus (1473 - 1543) advanced the theory that Earth and other planets revolve around the sun.

From Dance for Two by Alan Light man

7. In line 20, the author uses the word “plums” to refer to the

(A) Multitude of problems needing to be solved

(B) Existence of yet-to-be-discovered scientific truths

(C) Fascinating nature of scientific discoveries

(D) Rewards of fame and prestige for veteran researchers

(E) Maturation of scientific investigation over long periods of time

8. In the context of the passage, the author՚s use of “dry-cleaned” (line 26) and “distilled” (line 29) most directly reflects the overall

(A) Concern for maintaining a sterile environment in the laboratory

(B) Fear that experimental results will be inappropriately judged

(C) Pleasure in precise and accurate experimentation

(D) Unease with the impersonal nature of scientific work

(E) Dissatisfaction with society՚s attitude toward scientific research

9. In lines 35 - 39 ( “Such … appointments” ) , the author discuss space exploration primarily to explain how

(A) Certain areas of science can capture the public imagination

(B) Careful calculations affect space travel

(C) The individual scientist contributes to the study of astronomy

(D) Space exploration is an expensive but necessary

(E) The absence of subjectivity in the natural world has practical benefits

10. In line 53, “melts most nearly means”

(A) Liquefies

(B) Thaws

(C) Evaporates

(D) Merges

(E) Softens

11. The passage distinguishes between two types of “Universality” (line 56) primarily by

(A) Comparing ways in which they are achieved

(B) Analyzing ways in which they have been interpreted

(C) Describing situations in which they contradict one another

(D) Providing famous examples of each from Nobel Prize winners

(E) Criticizing the notions, they convey about worldly success

12. The author՚s overall tone in the passage is best described as

(A) Self-congratulatory

(B) Wistful

(C) Restrained

(D) Irate

(E) Nostalgic

13. In discussing Ptolemy՚s theory of the solar system (lines 60 - 65) , the author suggests all of the following EXCEPT:

(A) Ptolemy՚s work as a scientist suffered from a lack of creativity

(B) Copernicus՚work eradicated the work of Ptolemy.

(C) The scientific value of a theory depends on whether it stands up to the challenges of other scientists.

(D) Scientific findings, even when based on inaccuracies, often are accepted as truth.

(E) Both Ptolemy and Copernicus made influential contributions to theories about the solar system.

14. The implication of the author՚s statement “Very well” (line 66) is that the author

(A) Is more than willing to take on a new challenge?

(B) Is concerned that scientists often make fundamental errors

(C) Is pleased with the accomplishments of other scientists

(D) Recognizes the need to accept an unpleasant fact

(E) Agrees with the most recent astronomical theories

15. The distinction between the “communication” mentioned in line 50 and the “communication” mentioned in line 75 most directly reflects the difference between

(A) Talking to oneself and listening to a knowledgeable instructor

(B) Expressing one՚s uniqueness and seeking friend-ship with an individual

(C) Sharing emotional experiences and analyzing past events

(D) Creating new objects and circulating existing relics

(E) Conveying a personal vision and exchanging objective information

16. In line 76, “crush” most nearly means

(A) Compression

(B) Infatuation

(C) Stampede

(D) Suppression

(E) Overabundance

17. The author suggest that scientists attend conferences to

(A) Learn what research their colleagues are presently pursuing

(B) Compare current lectures with the scientific knowledge already presented in journals

(C) Keep up with the most recent discoveries in their respective fields

(D) Participate in extensive personal interaction with colleagues

(E) Express orally their scientific disagreements with their colleagues

18. The author makes use of all of the following EXCEPT

(A) Comparison and contrast

(B) Personal experience

(C) Citation

(D) Anecdote

(E) Accusation

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