SAT真题免费下载0810S06

D. accomplishments E. defenses

2. In the United States, social activists who strongly ______ a particular law can attempt to obtain a constitutional amendment to ______ it. A. concur with…rescind B. object to …repeal

C. disagree about…support D. identify with…nullify E. interact with…ignore

3. Because Alex was a very ______ person, he found satisfaction only in work that involved intellectual stimulation. A. peripheral B. cerebral C. facetious D. complacent E. superficial

4. Readers of history often marvel that ______ events were triggered by action that seemed ______ at the time.

A. marginal…unconscionable B. arbitrary…capricious C. momentous…trivial

D. revolutionary…cataclysmic E. inconsequential…inane

5. Place-names can be strikingly ______: there is, for example, nothing particularly ______ about the town of Peculiar, Missouri. A. expedient…eccentric

B. descriptive…controversial C. inimitable…incongruous D. comical…ludicrous E. inapt…odd

6. Such was Norton's generosity that he was at times criticized for being ______ to a fault. A. nonchalant B. magnanimous C. scrupulous

D. discerning E. substantial

7. Identifying Luisa Capetillo only with the early labor union movement in Puerto Rico ______ the ______ nature of her career: she also worked in Florida, New York, and Cuba. A. impygns…contentious B. condones…innovative C. disregards…cosmopolitan D. accentuates…comprehensive E. overlooks…pragmatic

8. The singer displays her sensitivity to delicate shades of meaning and feeling in the recording: her performance is a model of ______. A. expansiveness B. denotation C. nuance D. parody E. artifice

Each passage below is followed by questions based on its content. Answer the questions on the basis of what is stated or implied in each passage and in any introductory material that may be provided.

Questions 9-10 are based on the following passage.

A century ago, opponents of women's suffrage in the United States scoffed at the notion that extending the vote to women would make any difference. \"Women will vote with their husbands\" was the commonly accepted wisdom. This was an argument made in the absence of evidence, as women did not yet have the vote. Ever since women won the vote, researchers have been keeping close track of female voting behavior. A \"gender gap\" in voting behavior has been found in the United States as in many other countries. In the United States, the 1994 and 1996 elections showed the largest gaps ever between candidates favored by women and those favored by men.

9. The primary purpose of the passage is to

(A) describe the evolution of a gender gap in the United States (B) present a concise history, of the women's suffrage movement (C) show the inaccuracy of a prediction about women's suffrage (D) discuss the resistance women faced in acquiring the vote

(E) explain the differences in voting behavior between men and women

10. As the passage presents it, the \"commonly accepted wisdom\" (line 4) assumed that (A) women would have the same views as men on most subjects (B) women's votes would be cancelled out by men's votes (C) many women would choose not to vote in elections

(D) many husbands would discourage their wives from voting

(E) married women would not vote independently Of their husbands

Questions 11-12 are based on the following passage.

For people with synesthesia, a condition in which the senses get mixed up, the number five may be red. One explanation for this sensory crossover is that synesthetes, people with synesthesia, are simply experiencing childhood memories and associations. Maybe the person played with refrigerator magnets as a child and the number five was red. Another explanation is that synesthetes are experiencing the result of some kind of cross wiring between regions of the brain. In fact, we have now identified where in the brain such cross wiring might occur. We have also determined that synesthesia can occur if the wiring is fine but the balance of chemicals that control brain activity is skewed.

11. The primary purpose of the passage is to

(A) explore possible explanations for a phenomenon (B) compare two somewhat related phenomena

(C) present a theory for a phenomenon and then critique that theory (D) trace the evolution of an intriguing phenomenon

(E) discuss an experiment that illustrates an uncommon phenomenon

12. In line 12, \"fine\" most nearly means (A) pure (B) keen (C) thin (D) sensitive (E) satisfactory

Questions 13-24 are based on the following passage.

The following passage is from a 1992 publication in which the author, a physicist, discusses \"reality\" and the models that human beings use to understand the universe.

Perhaps you've seen the painting: a pipe, depicted with photographic realism, floats above a line of careful script that reads \"Ceci n’est pas une pipe\"—\"This is not a pipe.\" Rend Magritte painted The Treachery of Images in the 1920s, and people have been talking ever since about what it means.

Did Magritte intend to remind us that a representation is not the object it depicts—that his painting is \"only\" a painting and not a pipe? Such an interpretation is widely taught to college students, but if it is true. Magritte went to an awful lot of trouble—carefully selecting a dress-finish pipe of particularly elegant design, making dozens of sketches of it. taking it apart to familiarize himself with its anatomy, then painting its portrait with great care and skill—just to tell us something we already knew. In another canvas, The Two Mysteries, Magritte is even more insistent: the original pipe painting, complete with caption, is depicted as sitting on an easel that rests on a plank floor, but above that painting, to the left, hovers a second pipe, larger (or closer) than the painted canvas and its frame. What we have here is a painting of a paradox. Obviously the smaller pipe is a painting and not a pipe. But what is the second pipe, the one that looms outside the represented canvas? And if that too is but a painting, then where does the painting end?

It seems to me that the roots of the paradox reside in the concept of the frame. When we look at a realistic painting—a portrait of a historical figure—we accept by convention that the portrait represents a real person and actual objects. When that convention is denied, as in Magritte’s pipe paintings, the point is not to remind us that paintings are not real. That much is true but trivial. The point is to challenge the belief that everything outside the frame is real.

The enemy of artists like Magritte is naive realism— the dogged assumption that the human sensory apparatus accurately records the one and only real world, of which the human brain can make but one accurate model. The truth, of course, is that nobody can grasp reality whole, that each person's universe is to some extent unique, and that this circumstance makes it impossible for us to prove that there is but one true reality.

If modern artists have labored to call attention to the fact that our understanding of reality is limited and variegated, so too have modern scientists. Many people are surprised to hear this. They think of science as a collection of hard facts mined from bedrock reality, through a process as uncreative as coin collecting. The scientists, however, have come to know better. Astronomers understand that

50 each act of observation—photographing a galaxy, taking an ultraviolet spectrum of an exploding star—extracts but a small piece of the whole, and that a montage of many such images is still only a representation, a painting if you will. The quantum physicists go further: they appreciate

55 that the answers they obtain through experiment depend significantly on the questions they ask, so that an electron, asked if it is a particle or a wave, will answer \"Yes\" to both questions. Neuroscientists have learned that the brain is no monolith, either. Each of us harbors many intelligences,

60 and insofar as my various minds take varying views of reality—in terms, say, of spatial relationships versus language, or of sentimental versus rational education— I can no more legitimately impose a single model on myself than I can expect to impose it on others.

65 This is not to say that every opinion about the universe deserves equal attention, as if schoolteachers should be enjoined to give equal weight to the flat-Earth theory, ESP. or the existence of extraterrestrials. That no one theory of the universe can deservedly gain permanent predominance

70 does not mean that all theories are equally valid. In fact, to understand the limitations of science (and art and philosophy) can be a source of strength, emboldening us to renew our search for the objectively real even though we understand that the search will never end. I often reflect 75 on a remark made to me one evening over dinner by a famous scientist: \"The world is a fantasy, so let's find out about it.\" To me, that heroic statement encapsulates the spirit of science: to seek to learn something while accepting that one will never know everything.

13. In lines 7-16 (\"Did ... knew\"), the author implies that college teachers portray Magritte's intentions in a way that

(A) values emotionalism over rational argument (B) emphasizes creativity and execution of form (C) is more scientific than artistic (D) is judgmental and dismissive (E) is simplistic and debatable

14. The author describes Magritte's activities before he painted the pipe (lines 11-15) most likely in order to

(A) contrast these activities with Magritte's technique in other paintings (B) defend Magritte's work against claims that his paintings are too abstract

(C) suggest that Magritte wanted to demonstrate something more than the obvious (D) illustrate the universal appeal of Magritte's work (E) emphasize the carefree nature of Magritte's artistry

15. The \"paradox\" mentioned in lines 21 and 26 refers to

(A) an abstract painter's convincing depiction of a scientific phenomenon (B) an artist's use of photography to challenge the concept of reality (C) Magritte's use of science to convey artistic creativity (D) Magritte's careful representation of an obscure object

(E) Magritte's simultaneous portrayal of a real and a created world within a painting

16. The sentence \"That much is true but trivial\" (line 32) specifically refers to which idea? (A) Many modern paintings deny convention. (B) Paintings are open to multiple interpretations. (C) Realistic paintings portray actual objects. (D) A painting of an object is not the object itself.

(E) An artist cannot possibly represent an object exactly.

17. What many people consider \"hard facts\" (lines 46-47) would most likely be viewed by the author as

(A) necessary (B) solid

(C) disturbing (D) tentative (E) difficult

18. The author mentions \"coin collecting\" (line 48) as an activity that (A) is straightforward and relatively unambiguous (B) was once ridiculed for its irrelevance to life (C) entails a high level of attention to detail

(D) can provide gratification to those who engage in it (E) exemplifies the spirit of both scientists and artists

19. The \"montage\" (line 52) is characterized as

(A) more comprehensive than a single image but less realistic (B) more nearly complete than a single image but still inadequate (C) less realistic than a painting but more accessible

(D) less accurate than a single image and more difficult to obtain (E) less comprehensible than a painting and more difficult to achieve

20. In line . \"appreciate\" most nearly means (A) enjoy (B) recognize (C) , are grateful (D) greatly admire (E) rapidly value

21. The answer to \"both questions\" (lines 57-58) is significant because it indicates that

(A) scientists have historically been trained to ask questions that have multiple right answers (B) the nature of electrons is no longer in question

(C) scientific conclusions are shaped by the queries posed in experiments (D) scientists, like artists, attempt to depict events realistically

(E) scientists need to pursue extensive research before they can come to valid conclusions

22. The claim that \"the brain is no monolith\" (lines 58-59) most nearly means which of the following?

(A) Human intelligence is ultimately limited.

(B) The brain consists of immense numbers of distinct structures.

(C) There are multiple ways in which each of us can perceive the world. (D) The human brain is still baffling to scientists.

(E) Representing the human brain accurately will require additional research.

23. The author's list in lines 67-68 (\"the flat-Earth ... extraterrestrials\") is meant to (A) illustrate a variety of extreme views (B) support an alternative teaching method

(C) affirm the imaginative tendencies of children (D) encourage increased open-mindedness (E) disparage the concept of individual reality

24. In the last paragraph of the passage, the author implies that education should (A) emphasize the legitimacy of all theories (B) be limited to what can be proven objectively

(C) distinguish between scientific and artistic methodology

(D) promote the importance of having a thorough understanding of many subjects (E) instill a desire to learn despite the limitations of knowledge