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OneTime: Digital SAT Mock Test - 10 - SAT MCQ


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30 Questions MCQ Test Digital SAT Mock Test Series 2024 - OneTime: Digital SAT Mock Test - 10

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OneTime: Digital SAT Mock Test - 10 - Question 1

Question based on the following passage.
This passage is adapted from George Eliot, Silas Marner. Originally published in 1861. Silas was a weaver and a notorious miser, but then the gold he had hoarded was stolen. Shortly after, Silas adopted a young child, Eppie, the daughter of an impoverished woman who had died suddenly.

Unlike the gold which needed nothing, and must
be worshipped in close-locked solitude—which was
hidden away from the daylight, was deaf to the song
of birds, and started to no human tones—Eppie was a
(5) creature of endless claims and ever-growing desires,
seeking and loving sunshine, and living sounds, and
living movements; making trial of everything, with
trust in new joy, and stirring the human kindness in
all eyes that looked on her. The gold had kept his
(10) thoughts in an ever-repeated circle, leading to
nothing beyond itself; but Eppie was an object
compacted of changes and hopes that forced his
thoughts onward, and carried them far away from
their old eager pacing towards the same blank
(15) limit—carried them away to the new things that
would come with the coming years, when Eppie
would have learned to understand how her father
Silas cared for her; and made him look for images of
that time in the ties and charities that bound together
(20) the families of his neighbors. The gold had asked that
he should sit weaving longer and longer, deafened
and blinded more and more to all things except the
monotony of his loom and the repetition of his web;
but Eppie called him away from his weaving, and
(25) made him think all its pauses a holiday, reawakening
his senses with her fresh life, even to the old
winter-flies that came crawling forth in the early
spring sunshine, and warming him into joy because
she had joy.
(30) And when the sunshine grew strong and lasting,
so that the buttercups were thick in the meadows,
Silas might be seen in the sunny mid-day, or in the
late afternoon when the shadows were lengthening
under the hedgerows, strolling out with uncovered
(35) head to carry Eppie beyond the Stone-pits to where
the flowers grew, till they reached some favorite bank
where he could sit down, while Eppie toddled to
pluck the flowers, and make remarks to the winged
things that murmured happily above the bright
(40) petals, calling “Dad-dad’s” attention continually by
bringing him the flowers. Then she would turn her
ear to some sudden bird-note, and Silas learned to
please her by making signs of hushed stillness, that
they might listen for the note to come again: so that
(45) when it came, she set up her small back and laughed
with gurgling triumph. Sitting on the banks in this
way, Silas began to look for the once familiar herbs
again; and as the leaves, with their unchanged outline
and markings, lay on his palm, there was a sense of
(50) crowding remembrances from which he turned away
timidly, taking refuge in Eppie’s little world, that lay
lightly on his enfeebled spirit.
As the child’s mind was growing into knowledge,
his mind was growing into memory: as her life
(55) unfolded, his soul, long stupefied in a cold narrow
prison, was unfolding too, and trembling gradually
into full consciousness.
It was an influence which must gather force with
every new year: the tones that stirred Silas’ heart
(60) grew articulate, and called for more distinct answers;
shapes and sounds grew clearer for Eppie’s eyes and
ears, and there was more that “Dad-dad” was
imperatively required to notice and account for.
Also, by the time Eppie was three years old, she
(65) developed a fine capacity for mischief, and for
devising ingenious ways of being troublesome, which
found much exercise, not only for Silas’ patience, but
for his watchfulness and penetration. Sorely was poor
Silas puzzled on such occasions by the incompatible
(70) demands of love.

Q. Which choice best describes a major theme of the passage?

Detailed Solution for OneTime: Digital SAT Mock Test - 10 - Question 1

Choice D is the best answer. The final sentence of the first paragraph makes clear that before adopting his daughter, the weaver Silas was greedy for gold and chained to his work, “deafened and blinded more and more to all things except the monotony of his loom.” But after adopting Eppie, Silas became more interested in life outside his job: “Eppie called him away from his weaving, and made him think all its pauses a holiday, reawakening his senses with her fresh life.” A major theme of the passage can be seen in this transformation, as it represents how loving a child can improve or change a parent’s life.
Choice A is incorrect because even if the passage implies that Silas was too materialistic before his daughter’s arrival in his life, his greediness was a personal characteristic only, not a societal one; whether the society Silas lives in is overly materialistic is never addressed. Choice B is incorrect because even if the passage represents the “moral purity” of children, it does so only indirectly and not as a major theme. Choice C is incorrect because the passage addresses childhood enthusiasm and curiosity more than “naïveté” and never discusses the length or “brevity” of that naïveté.

OneTime: Digital SAT Mock Test - 10 - Question 2

Question based on the following passage.
This passage is adapted from George Eliot, Silas Marner. Originally published in 1861. Silas was a weaver and a notorious miser, but then the gold he had hoarded was stolen. Shortly after, Silas adopted a young child, Eppie, the daughter of an impoverished woman who had died suddenly.

Unlike the gold which needed nothing, and must
be worshipped in close-locked solitude—which was
hidden away from the daylight, was deaf to the song
of birds, and started to no human tones—Eppie was a
(5) creature of endless claims and ever-growing desires,
seeking and loving sunshine, and living sounds, and
living movements; making trial of everything, with
trust in new joy, and stirring the human kindness in
all eyes that looked on her. The gold had kept his
(10) thoughts in an ever-repeated circle, leading to
nothing beyond itself; but Eppie was an object
compacted of changes and hopes that forced his
thoughts onward, and carried them far away from
their old eager pacing towards the same blank
(15) limit—carried them away to the new things that
would come with the coming years, when Eppie
would have learned to understand how her father
Silas cared for her; and made him look for images of
that time in the ties and charities that bound together
(20) the families of his neighbors. The gold had asked that
he should sit weaving longer and longer, deafened
and blinded more and more to all things except the
monotony of his loom and the repetition of his web;
but Eppie called him away from his weaving, and
(25) made him think all its pauses a holiday, reawakening
his senses with her fresh life, even to the old
winter-flies that came crawling forth in the early
spring sunshine, and warming him into joy because
she had joy.
(30) And when the sunshine grew strong and lasting,
so that the buttercups were thick in the meadows,
Silas might be seen in the sunny mid-day, or in the
late afternoon when the shadows were lengthening
under the hedgerows, strolling out with uncovered
(35) head to carry Eppie beyond the Stone-pits to where
the flowers grew, till they reached some favorite bank
where he could sit down, while Eppie toddled to
pluck the flowers, and make remarks to the winged
things that murmured happily above the bright
(40) petals, calling “Dad-dad’s” attention continually by
bringing him the flowers. Then she would turn her
ear to some sudden bird-note, and Silas learned to
please her by making signs of hushed stillness, that
they might listen for the note to come again: so that
(45) when it came, she set up her small back and laughed
with gurgling triumph. Sitting on the banks in this
way, Silas began to look for the once familiar herbs
again; and as the leaves, with their unchanged outline
and markings, lay on his palm, there was a sense of
(50) crowding remembrances from which he turned away
timidly, taking refuge in Eppie’s little world, that lay
lightly on his enfeebled spirit.
As the child’s mind was growing into knowledge,
his mind was growing into memory: as her life
(55) unfolded, his soul, long stupefied in a cold narrow
prison, was unfolding too, and trembling gradually
into full consciousness.
It was an influence which must gather force with
every new year: the tones that stirred Silas’ heart
(60) grew articulate, and called for more distinct answers;
shapes and sounds grew clearer for Eppie’s eyes and
ears, and there was more that “Dad-dad” was
imperatively required to notice and account for.
Also, by the time Eppie was three years old, she
(65) developed a fine capacity for mischief, and for
devising ingenious ways of being troublesome, which
found much exercise, not only for Silas’ patience, but
for his watchfulness and penetration. Sorely was poor
Silas puzzled on such occasions by the incompatible
(70) demands of love.

Q. As compared with Silas’s gold, Eppie is portrayed as having more

Detailed Solution for OneTime: Digital SAT Mock Test - 10 - Question 2

Choice A is the best answer. The first sentence of the first paragraph notes that “Unlike the gold . . . Eppie was a creature of endless claims and ever-growing desires, seeking and loving sunshine, and living sounds, and living movements; making trial of everything, with trust in new joy, and stirring the human kindness in all eyes that looked on her.” These lines make clear that in contrast to Silas’s gold, his new daughter is vibrant and alive.
Choices B, C, and D are incorrect because the lines from the first paragraph cited above reveal Eppie’s interest in “living sounds” and “living movements” and thus characterize her vitality in comparison to the gold, rather than her durability, protection, or self-sufficiency.

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OneTime: Digital SAT Mock Test - 10 - Question 3

Question based on the following passage.
This passage is adapted from George Eliot, Silas Marner. Originally published in 1861. Silas was a weaver and a notorious miser, but then the gold he had hoarded was stolen. Shortly after, Silas adopted a young child, Eppie, the daughter of an impoverished woman who had died suddenly.

Unlike the gold which needed nothing, and must
be worshipped in close-locked solitude—which was
hidden away from the daylight, was deaf to the song
of birds, and started to no human tones—Eppie was a
(5) creature of endless claims and ever-growing desires,
seeking and loving sunshine, and living sounds, and
living movements; making trial of everything, with
trust in new joy, and stirring the human kindness in
all eyes that looked on her. The gold had kept his
(10) thoughts in an ever-repeated circle, leading to
nothing beyond itself; but Eppie was an object
compacted of changes and hopes that forced his
thoughts onward, and carried them far away from
their old eager pacing towards the same blank
(15) limit—carried them away to the new things that
would come with the coming years, when Eppie
would have learned to understand how her father
Silas cared for her; and made him look for images of
that time in the ties and charities that bound together
(20) the families of his neighbors. The gold had asked that
he should sit weaving longer and longer, deafened
and blinded more and more to all things except the
monotony of his loom and the repetition of his web;
but Eppie called him away from his weaving, and
(25) made him think all its pauses a holiday, reawakening
his senses with her fresh life, even to the old
winter-flies that came crawling forth in the early
spring sunshine, and warming him into joy because
she had joy.
(30) And when the sunshine grew strong and lasting,
so that the buttercups were thick in the meadows,
Silas might be seen in the sunny mid-day, or in the
late afternoon when the shadows were lengthening
under the hedgerows, strolling out with uncovered
(35) head to carry Eppie beyond the Stone-pits to where
the flowers grew, till they reached some favorite bank
where he could sit down, while Eppie toddled to
pluck the flowers, and make remarks to the winged
things that murmured happily above the bright
(40) petals, calling “Dad-dad’s” attention continually by
bringing him the flowers. Then she would turn her
ear to some sudden bird-note, and Silas learned to
please her by making signs of hushed stillness, that
they might listen for the note to come again: so that
(45) when it came, she set up her small back and laughed
with gurgling triumph. Sitting on the banks in this
way, Silas began to look for the once familiar herbs
again; and as the leaves, with their unchanged outline
and markings, lay on his palm, there was a sense of
(50) crowding remembrances from which he turned away
timidly, taking refuge in Eppie’s little world, that lay
lightly on his enfeebled spirit.
As the child’s mind was growing into knowledge,
his mind was growing into memory: as her life
(55) unfolded, his soul, long stupefied in a cold narrow
prison, was unfolding too, and trembling gradually
into full consciousness.
It was an influence which must gather force with
every new year: the tones that stirred Silas’ heart
(60) grew articulate, and called for more distinct answers;
shapes and sounds grew clearer for Eppie’s eyes and
ears, and there was more that “Dad-dad” was
imperatively required to notice and account for.
Also, by the time Eppie was three years old, she
(65) developed a fine capacity for mischief, and for
devising ingenious ways of being troublesome, which
found much exercise, not only for Silas’ patience, but
for his watchfulness and penetration. Sorely was poor
Silas puzzled on such occasions by the incompatible
(70) demands of love.

Q. Which statement best describes a technique the narrator uses to represent Silas’s character before he adopted Eppie?

Detailed Solution for OneTime: Digital SAT Mock Test - 10 - Question 3

Choice A is the best answer. In the first paragraph, the narrator describes Silas as having been so obsessed as to have felt required to worship the gold “in close-locked solitude,” with “his thoughts in an ever-repeated circle” centered on his hoard. Moreover, this obsession compelled him to “sit weaving longer and longer, deafened and blinded more and more to all things except the monotony of his loom and the repetition of his web.” These lines convey the extent to which Silas’s behaviors were determined by his obsession.
Choice B is incorrect because the narrator does not make it seem as if Silas’s gold could reproduce on its own, with the first paragraph suggesting that his hoard was a consequence of hard work, his being “deafened and blinded more and more to all things except the monotony of his loom and the repetition of his web.” Choice C is incorrect because even if the first paragraph mentions that, after Eppie’s arrival, Silas thinks about “the ties and charities that bound together the families of his neighbors,” the passage never addresses how Silas interacted with those neighbors previously. Choice D is incorrect because the third paragraph makes clear that Silas is not only able to recall life before Eppie, but that with her in his life, “his mind was growing into memory.”

OneTime: Digital SAT Mock Test - 10 - Question 4

Question based on the following passage.
This passage is adapted from George Eliot, Silas Marner. Originally published in 1861. Silas was a weaver and a notorious miser, but then the gold he had hoarded was stolen. Shortly after, Silas adopted a young child, Eppie, the daughter of an impoverished woman who had died suddenly.

Unlike the gold which needed nothing, and must
be worshipped in close-locked solitude—which was
hidden away from the daylight, was deaf to the song
of birds, and started to no human tones—Eppie was a
(5) creature of endless claims and ever-growing desires,
seeking and loving sunshine, and living sounds, and
living movements; making trial of everything, with
trust in new joy, and stirring the human kindness in
all eyes that looked on her. The gold had kept his
(10) thoughts in an ever-repeated circle, leading to
nothing beyond itself; but Eppie was an object
compacted of changes and hopes that forced his
thoughts onward, and carried them far away from
their old eager pacing towards the same blank
(15) limit—carried them away to the new things that
would come with the coming years, when Eppie
would have learned to understand how her father
Silas cared for her; and made him look for images of
that time in the ties and charities that bound together
(20) the families of his neighbors. The gold had asked that
he should sit weaving longer and longer, deafened
and blinded more and more to all things except the
monotony of his loom and the repetition of his web;
but Eppie called him away from his weaving, and
(25) made him think all its pauses a holiday, reawakening
his senses with her fresh life, even to the old
winter-flies that came crawling forth in the early
spring sunshine, and warming him into joy because
she had joy.
(30) And when the sunshine grew strong and lasting,
so that the buttercups were thick in the meadows,
Silas might be seen in the sunny mid-day, or in the
late afternoon when the shadows were lengthening
under the hedgerows, strolling out with uncovered
(35) head to carry Eppie beyond the Stone-pits to where
the flowers grew, till they reached some favorite bank
where he could sit down, while Eppie toddled to
pluck the flowers, and make remarks to the winged
things that murmured happily above the bright
(40) petals, calling “Dad-dad’s” attention continually by
bringing him the flowers. Then she would turn her
ear to some sudden bird-note, and Silas learned to
please her by making signs of hushed stillness, that
they might listen for the note to come again: so that
(45) when it came, she set up her small back and laughed
with gurgling triumph. Sitting on the banks in this
way, Silas began to look for the once familiar herbs
again; and as the leaves, with their unchanged outline
and markings, lay on his palm, there was a sense of
(50) crowding remembrances from which he turned away
timidly, taking refuge in Eppie’s little world, that lay
lightly on his enfeebled spirit.
As the child’s mind was growing into knowledge,
his mind was growing into memory: as her life
(55) unfolded, his soul, long stupefied in a cold narrow
prison, was unfolding too, and trembling gradually
into full consciousness.
It was an influence which must gather force with
every new year: the tones that stirred Silas’ heart
(60) grew articulate, and called for more distinct answers;
shapes and sounds grew clearer for Eppie’s eyes and
ears, and there was more that “Dad-dad” was
imperatively required to notice and account for.
Also, by the time Eppie was three years old, she
(65) developed a fine capacity for mischief, and for
devising ingenious ways of being troublesome, which
found much exercise, not only for Silas’ patience, but
for his watchfulness and penetration. Sorely was poor
Silas puzzled on such occasions by the incompatible
(70) demands of love.

Q. The narrator uses the phrase “making trial of everything” (line 7) to present Eppie as

Detailed Solution for OneTime: Digital SAT Mock Test - 10 - Question 4

Choice B is the best answer. The first paragraph of the passage describes Eppie as “a creature of endless claims and ever-growing desires,” one who is “making trial of everything.” In this context, her “making trial of everything” can be read as her acting on her curiosity by striving to experience the world around her.
Choices A, C, and D are incorrect because in the context of her “making trial of everything,” Eppie can be seen as curious, not friendly (choice A), disobedient (choice C), or judgmental (choice D).

OneTime: Digital SAT Mock Test - 10 - Question 5

Question based on the following passage.
This passage is adapted from George Eliot, Silas Marner. Originally published in 1861. Silas was a weaver and a notorious miser, but then the gold he had hoarded was stolen. Shortly after, Silas adopted a young child, Eppie, the daughter of an impoverished woman who had died suddenly.

Unlike the gold which needed nothing, and must
be worshipped in close-locked solitude—which was
hidden away from the daylight, was deaf to the song
of birds, and started to no human tones—Eppie was a
(5) creature of endless claims and ever-growing desires,
seeking and loving sunshine, and living sounds, and
living movements; making trial of everything, with
trust in new joy, and stirring the human kindness in
all eyes that looked on her. The gold had kept his
(10) thoughts in an ever-repeated circle, leading to
nothing beyond itself; but Eppie was an object
compacted of changes and hopes that forced his
thoughts onward, and carried them far away from
their old eager pacing towards the same blank
(15) limit—carried them away to the new things that
would come with the coming years, when Eppie
would have learned to understand how her father
Silas cared for her; and made him look for images of
that time in the ties and charities that bound together
(20) the families of his neighbors. The gold had asked that
he should sit weaving longer and longer, deafened
and blinded more and more to all things except the
monotony of his loom and the repetition of his web;
but Eppie called him away from his weaving, and
(25) made him think all its pauses a holiday, reawakening
his senses with her fresh life, even to the old
winter-flies that came crawling forth in the early
spring sunshine, and warming him into joy because
she had joy.
(30) And when the sunshine grew strong and lasting,
so that the buttercups were thick in the meadows,
Silas might be seen in the sunny mid-day, or in the
late afternoon when the shadows were lengthening
under the hedgerows, strolling out with uncovered
(35) head to carry Eppie beyond the Stone-pits to where
the flowers grew, till they reached some favorite bank
where he could sit down, while Eppie toddled to
pluck the flowers, and make remarks to the winged
things that murmured happily above the bright
(40) petals, calling “Dad-dad’s” attention continually by
bringing him the flowers. Then she would turn her
ear to some sudden bird-note, and Silas learned to
please her by making signs of hushed stillness, that
they might listen for the note to come again: so that
(45) when it came, she set up her small back and laughed
with gurgling triumph. Sitting on the banks in this
way, Silas began to look for the once familiar herbs
again; and as the leaves, with their unchanged outline
and markings, lay on his palm, there was a sense of
(50) crowding remembrances from which he turned away
timidly, taking refuge in Eppie’s little world, that lay
lightly on his enfeebled spirit.
As the child’s mind was growing into knowledge,
his mind was growing into memory: as her life
(55) unfolded, his soul, long stupefied in a cold narrow
prison, was unfolding too, and trembling gradually
into full consciousness.
It was an influence which must gather force with
every new year: the tones that stirred Silas’ heart
(60) grew articulate, and called for more distinct answers;
shapes and sounds grew clearer for Eppie’s eyes and
ears, and there was more that “Dad-dad” was
imperatively required to notice and account for.
Also, by the time Eppie was three years old, she
(65) developed a fine capacity for mischief, and for
devising ingenious ways of being troublesome, which
found much exercise, not only for Silas’ patience, but
for his watchfulness and penetration. Sorely was poor
Silas puzzled on such occasions by the incompatible
(70) demands of love.

Q. According to the narrator, one consequence of Silas adopting Eppie is that he

Detailed Solution for OneTime: Digital SAT Mock Test - 10 - Question 5

Choice D is the best answer. In the first paragraph, the narrator indicates that with the arrival of Eppie, Silas’s thoughts turn from his work and his gold toward Eppie’s future and his life with her: “Eppie was an object compacted of changes and hopes that forced his thoughts onward, and carried them far away from their old eager pacing towards the same blank limit — carried them away to the new things that would come with the coming years.” By influencing Silas to think “onward” and of “the coming years,” Eppie prompts Silas to envision a far different future than he would experience otherwise.
Choice A is incorrect because although the passage implies that Silas is less obsessed with money than before, there is no indication that he has actually renounced his desire for it. Choice B is incorrect because although the passage explains that Silas spends time outdoors after the arrival of Eppie, there is no indication that her presence has necessarily changed his understanding of his place in nature. Choice C is incorrect because at no point in the passage is Silas shown accepting help from anyone.

OneTime: Digital SAT Mock Test - 10 - Question 6

Question based on the following passage.
This passage is adapted from George Eliot, Silas Marner. Originally published in 1861. Silas was a weaver and a notorious miser, but then the gold he had hoarded was stolen. Shortly after, Silas adopted a young child, Eppie, the daughter of an impoverished woman who had died suddenly.

Unlike the gold which needed nothing, and must
be worshipped in close-locked solitude—which was
hidden away from the daylight, was deaf to the song
of birds, and started to no human tones—Eppie was a
(5) creature of endless claims and ever-growing desires,
seeking and loving sunshine, and living sounds, and
living movements; making trial of everything, with
trust in new joy, and stirring the human kindness in
all eyes that looked on her. The gold had kept his
(10) thoughts in an ever-repeated circle, leading to
nothing beyond itself; but Eppie was an object
compacted of changes and hopes that forced his
thoughts onward, and carried them far away from
their old eager pacing towards the same blank
(15) limit—carried them away to the new things that
would come with the coming years, when Eppie
would have learned to understand how her father
Silas cared for her; and made him look for images of
that time in the ties and charities that bound together
(20) the families of his neighbors. The gold had asked that
he should sit weaving longer and longer, deafened
and blinded more and more to all things except the
monotony of his loom and the repetition of his web;
but Eppie called him away from his weaving, and
(25) made him think all its pauses a holiday, reawakening
his senses with her fresh life, even to the old
winter-flies that came crawling forth in the early
spring sunshine, and warming him into joy because
she had joy.
(30) And when the sunshine grew strong and lasting,
so that the buttercups were thick in the meadows,
Silas might be seen in the sunny mid-day, or in the
late afternoon when the shadows were lengthening
under the hedgerows, strolling out with uncovered
(35) head to carry Eppie beyond the Stone-pits to where
the flowers grew, till they reached some favorite bank
where he could sit down, while Eppie toddled to
pluck the flowers, and make remarks to the winged
things that murmured happily above the bright
(40) petals, calling “Dad-dad’s” attention continually by
bringing him the flowers. Then she would turn her
ear to some sudden bird-note, and Silas learned to
please her by making signs of hushed stillness, that
they might listen for the note to come again: so that
(45) when it came, she set up her small back and laughed
with gurgling triumph. Sitting on the banks in this
way, Silas began to look for the once familiar herbs
again; and as the leaves, with their unchanged outline
and markings, lay on his palm, there was a sense of
(50) crowding remembrances from which he turned away
timidly, taking refuge in Eppie’s little world, that lay
lightly on his enfeebled spirit.
As the child’s mind was growing into knowledge,
his mind was growing into memory: as her life
(55) unfolded, his soul, long stupefied in a cold narrow
prison, was unfolding too, and trembling gradually
into full consciousness.
It was an influence which must gather force with
every new year: the tones that stirred Silas’ heart
(60) grew articulate, and called for more distinct answers;
shapes and sounds grew clearer for Eppie’s eyes and
ears, and there was more that “Dad-dad” was
imperatively required to notice and account for.
Also, by the time Eppie was three years old, she
(65) developed a fine capacity for mischief, and for
devising ingenious ways of being troublesome, which
found much exercise, not only for Silas’ patience, but
for his watchfulness and penetration. Sorely was poor
Silas puzzled on such occasions by the incompatible
(70) demands of love.

Q. Which choice provides the best evidence for the answer to the previous question?

Detailed Solution for OneTime: Digital SAT Mock Test - 10 - Question 6

Choice B is the best answer. The previous question asks what consequence Silas has experienced as a result of adopting Eppie. The answer, that he begins to imagine a new future for himself and her, is supported in the first paragraph: “but Eppie was an object compacted of changes and hopes that forced his thoughts onward, and carried them far away from their old eager pacing towards the same blank limit — carried them away to the new things that would come with the coming years.” Choices A, C, and D are incorrect because the lines cited do not support the answer to the previous question about the consequence of Silas’s adoption of Eppie, instead describing Silas’s life before Eppie entered it (choice A), how he occasionally acts in her presence (choice C), and the changes in Eppie’s perception of the world as she ages (choice D).

OneTime: Digital SAT Mock Test - 10 - Question 7

Question based on the following passage.
This passage is adapted from George Eliot, Silas Marner. Originally published in 1861. Silas was a weaver and a notorious miser, but then the gold he had hoarded was stolen. Shortly after, Silas adopted a young child, Eppie, the daughter of an impoverished woman who had died suddenly.

Unlike the gold which needed nothing, and must
be worshipped in close-locked solitude—which was
hidden away from the daylight, was deaf to the song
of birds, and started to no human tones—Eppie was a
(5) creature of endless claims and ever-growing desires,
seeking and loving sunshine, and living sounds, and
living movements; making trial of everything, with
trust in new joy, and stirring the human kindness in
all eyes that looked on her. The gold had kept his
(10) thoughts in an ever-repeated circle, leading to
nothing beyond itself; but Eppie was an object
compacted of changes and hopes that forced his
thoughts onward, and carried them far away from
their old eager pacing towards the same blank
(15) limit—carried them away to the new things that
would come with the coming years, when Eppie
would have learned to understand how her father
Silas cared for her; and made him look for images of
that time in the ties and charities that bound together
(20) the families of his neighbors. The gold had asked that
he should sit weaving longer and longer, deafened
and blinded more and more to all things except the
monotony of his loom and the repetition of his web;
but Eppie called him away from his weaving, and
(25) made him think all its pauses a holiday, reawakening
his senses with her fresh life, even to the old
winter-flies that came crawling forth in the early
spring sunshine, and warming him into joy because
she had joy.
(30) And when the sunshine grew strong and lasting,
so that the buttercups were thick in the meadows,
Silas might be seen in the sunny mid-day, or in the
late afternoon when the shadows were lengthening
under the hedgerows, strolling out with uncovered
(35) head to carry Eppie beyond the Stone-pits to where
the flowers grew, till they reached some favorite bank
where he could sit down, while Eppie toddled to
pluck the flowers, and make remarks to the winged
things that murmured happily above the bright
(40) petals, calling “Dad-dad’s” attention continually by
bringing him the flowers. Then she would turn her
ear to some sudden bird-note, and Silas learned to
please her by making signs of hushed stillness, that
they might listen for the note to come again: so that
(45) when it came, she set up her small back and laughed
with gurgling triumph. Sitting on the banks in this
way, Silas began to look for the once familiar herbs
again; and as the leaves, with their unchanged outline
and markings, lay on his palm, there was a sense of
(50) crowding remembrances from which he turned away
timidly, taking refuge in Eppie’s little world, that lay
lightly on his enfeebled spirit.
As the child’s mind was growing into knowledge,
his mind was growing into memory: as her life
(55) unfolded, his soul, long stupefied in a cold narrow
prison, was unfolding too, and trembling gradually
into full consciousness.
It was an influence which must gather force with
every new year: the tones that stirred Silas’ heart
(60) grew articulate, and called for more distinct answers;
shapes and sounds grew clearer for Eppie’s eyes and
ears, and there was more that “Dad-dad” was
imperatively required to notice and account for.
Also, by the time Eppie was three years old, she
(65) developed a fine capacity for mischief, and for
devising ingenious ways of being troublesome, which
found much exercise, not only for Silas’ patience, but
for his watchfulness and penetration. Sorely was poor
Silas puzzled on such occasions by the incompatible
(70) demands of love.

Q. What function does the second paragraph (lines 30-52) serve in the passage as a whole?

Detailed Solution for OneTime: Digital SAT Mock Test - 10 - Question 7

Choice C is the best answer. In the second paragraph, the description of Silas and Eppie’s interaction outdoors conveys the extent to which he has changed since her arrival: where he once worked all day at his loom to earn more and more money, he now “might be seen in the sunny mid-day” strolling with her, accepting the flowers she brings him, or listening to birdcalls with her. With these experiences also come “crowding remembrances” of his early life — the life he led before amassing his hoard of gold. In its entirety, the paragraph can therefore be seen as illustrating the profound change into a more sociable being that Silas has undergone as a result of parenting Eppie.
Choice A is incorrect because the second paragraph does not present a particular moment when Silas realizes that Eppie has changed him but instead describes a pattern of behavior indicative of that change. Choice B is incorrect because the second paragraph shows the benefits Silas derives from Eppie’s presence, rather than any sacrifices he has made for her. Choice D is incorrect because the second paragraph dramatizes a change in Silas’s life overall, rather than showing a change in the dynamic that has arisen between Silas and Eppie.

OneTime: Digital SAT Mock Test - 10 - Question 8

Question based on the following passage.
This passage is adapted from George Eliot, Silas Marner. Originally published in 1861. Silas was a weaver and a notorious miser, but then the gold he had hoarded was stolen. Shortly after, Silas adopted a young child, Eppie, the daughter of an impoverished woman who had died suddenly.

Unlike the gold which needed nothing, and must
be worshipped in close-locked solitude—which was
hidden away from the daylight, was deaf to the song
of birds, and started to no human tones—Eppie was a
(5) creature of endless claims and ever-growing desires,
seeking and loving sunshine, and living sounds, and
living movements; making trial of everything, with
trust in new joy, and stirring the human kindness in
all eyes that looked on her. The gold had kept his
(10) thoughts in an ever-repeated circle, leading to
nothing beyond itself; but Eppie was an object
compacted of changes and hopes that forced his
thoughts onward, and carried them far away from
their old eager pacing towards the same blank
(15) limit—carried them away to the new things that
would come with the coming years, when Eppie
would have learned to understand how her father
Silas cared for her; and made him look for images of
that time in the ties and charities that bound together
(20) the families of his neighbors. The gold had asked that
he should sit weaving longer and longer, deafened
and blinded more and more to all things except the
monotony of his loom and the repetition of his web;
but Eppie called him away from his weaving, and
(25) made him think all its pauses a holiday, reawakening
his senses with her fresh life, even to the old
winter-flies that came crawling forth in the early
spring sunshine, and warming him into joy because
she had joy.
(30) And when the sunshine grew strong and lasting,
so that the buttercups were thick in the meadows,
Silas might be seen in the sunny mid-day, or in the
late afternoon when the shadows were lengthening
under the hedgerows, strolling out with uncovered
(35) head to carry Eppie beyond the Stone-pits to where
the flowers grew, till they reached some favorite bank
where he could sit down, while Eppie toddled to
pluck the flowers, and make remarks to the winged
things that murmured happily above the bright
(40) petals, calling “Dad-dad’s” attention continually by
bringing him the flowers. Then she would turn her
ear to some sudden bird-note, and Silas learned to
please her by making signs of hushed stillness, that
they might listen for the note to come again: so that
(45) when it came, she set up her small back and laughed
with gurgling triumph. Sitting on the banks in this
way, Silas began to look for the once familiar herbs
again; and as the leaves, with their unchanged outline
and markings, lay on his palm, there was a sense of
(50) crowding remembrances from which he turned away
timidly, taking refuge in Eppie’s little world, that lay
lightly on his enfeebled spirit.
As the child’s mind was growing into knowledge,
his mind was growing into memory: as her life
(55) unfolded, his soul, long stupefied in a cold narrow
prison, was unfolding too, and trembling gradually
into full consciousness.
It was an influence which must gather force with
every new year: the tones that stirred Silas’ heart
(60) grew articulate, and called for more distinct answers;
shapes and sounds grew clearer for Eppie’s eyes and
ears, and there was more that “Dad-dad” was
imperatively required to notice and account for.
Also, by the time Eppie was three years old, she
(65) developed a fine capacity for mischief, and for
devising ingenious ways of being troublesome, which
found much exercise, not only for Silas’ patience, but
for his watchfulness and penetration. Sorely was poor
Silas puzzled on such occasions by the incompatible
(70) demands of love.

Q. In describing the relationship between Eppie and Silas, the narrator draws a connection between Eppie’s

Detailed Solution for OneTime: Digital SAT Mock Test - 10 - Question 8

Choice B is the best answer. The third paragraph of the passage shows that as Eppie learns more and more, Silas reengages with life: “As the child’s mind was growing into knowledge, his mind was growing into memory: as her life unfolded, his soul, long stupefied in a cold narrow prison, was unfolding too, and trembling gradually into full consciousness.” As Eppie grows into a world that is new to her, Silas recovers a world he’d largely forgotten.
Choice A is incorrect because the narrator portrays Eppie as being curious and eager, not physically vulnerable, and also implies that Silas is becoming ever more emotionally robust, not psychologically fragile. Choice C is incorrect because the only connection the narrator makes regarding Silas’s former greed and Eppie’s presence in his life is that she has brought an end to his obsessive pursuit of wealth. Choice D is incorrect because the narrator does not address Silas’s mortality in any way but rather shows him becoming more and more alive through Eppie’s love.

OneTime: Digital SAT Mock Test - 10 - Question 9

Question based on the following passage.
This passage is adapted from George Eliot, Silas Marner. Originally published in 1861. Silas was a weaver and a notorious miser, but then the gold he had hoarded was stolen. Shortly after, Silas adopted a young child, Eppie, the daughter of an impoverished woman who had died suddenly.

Unlike the gold which needed nothing, and must
be worshipped in close-locked solitude—which was
hidden away from the daylight, was deaf to the song
of birds, and started to no human tones—Eppie was a
(5) creature of endless claims and ever-growing desires,
seeking and loving sunshine, and living sounds, and
living movements; making trial of everything, with
trust in new joy, and stirring the human kindness in
all eyes that looked on her. The gold had kept his
(10) thoughts in an ever-repeated circle, leading to
nothing beyond itself; but Eppie was an object
compacted of changes and hopes that forced his
thoughts onward, and carried them far away from
their old eager pacing towards the same blank
(15) limit—carried them away to the new things that
would come with the coming years, when Eppie
would have learned to understand how her father
Silas cared for her; and made him look for images of
that time in the ties and charities that bound together
(20) the families of his neighbors. The gold had asked that
he should sit weaving longer and longer, deafened
and blinded more and more to all things except the
monotony of his loom and the repetition of his web;
but Eppie called him away from his weaving, and
(25) made him think all its pauses a holiday, reawakening
his senses with her fresh life, even to the old
winter-flies that came crawling forth in the early
spring sunshine, and warming him into joy because
she had joy.
(30) And when the sunshine grew strong and lasting,
so that the buttercups were thick in the meadows,
Silas might be seen in the sunny mid-day, or in the
late afternoon when the shadows were lengthening
under the hedgerows, strolling out with uncovered
(35) head to carry Eppie beyond the Stone-pits to where
the flowers grew, till they reached some favorite bank
where he could sit down, while Eppie toddled to
pluck the flowers, and make remarks to the winged
things that murmured happily above the bright
(40) petals, calling “Dad-dad’s” attention continually by
bringing him the flowers. Then she would turn her
ear to some sudden bird-note, and Silas learned to
please her by making signs of hushed stillness, that
they might listen for the note to come again: so that
(45) when it came, she set up her small back and laughed
with gurgling triumph. Sitting on the banks in this
way, Silas began to look for the once familiar herbs
again; and as the leaves, with their unchanged outline
and markings, lay on his palm, there was a sense of
(50) crowding remembrances from which he turned away
timidly, taking refuge in Eppie’s little world, that lay
lightly on his enfeebled spirit.
As the child’s mind was growing into knowledge,
his mind was growing into memory: as her life
(55) unfolded, his soul, long stupefied in a cold narrow
prison, was unfolding too, and trembling gradually
into full consciousness.
It was an influence which must gather force with
every new year: the tones that stirred Silas’ heart
(60) grew articulate, and called for more distinct answers;
shapes and sounds grew clearer for Eppie’s eyes and
ears, and there was more that “Dad-dad” was
imperatively required to notice and account for.
Also, by the time Eppie was three years old, she
(65) developed a fine capacity for mischief, and for
devising ingenious ways of being troublesome, which
found much exercise, not only for Silas’ patience, but
for his watchfulness and penetration. Sorely was poor
Silas puzzled on such occasions by the incompatible
(70) demands of love.

Q. Which choice provides the best evidence for the answer to the previous question?

Detailed Solution for OneTime: Digital SAT Mock Test - 10 - Question 9

Choice D is the best answer. The previous question asks what connection the narrator draws between Eppie and Silas. The answer, that as she learns more about the world, he becomes more involved in it, is supported in the third paragraph: “As the child’s mind was growing into knowledge, his mind was growing into memory: as her life unfolded, his soul, long stupefied in a cold narrow prison, was unfolding too, and trembling gradually into full consciousness.” Choices A, B, and C are incorrect because the lines cited do not support the answer to the previous question about the connection between Eppie and Silas, instead contrasting Silas’s fixation on his gold with Eppie’s curiosity (choice A) and describing Silas’s habitual behavior when accompanying Eppie outdoors (choices B and C).

OneTime: Digital SAT Mock Test - 10 - Question 10

Question based on the following passage.
This passage is adapted from George Eliot, Silas Marner. Originally published in 1861. Silas was a weaver and a notorious miser, but then the gold he had hoarded was stolen. Shortly after, Silas adopted a young child, Eppie, the daughter of an impoverished woman who had died suddenly.

Unlike the gold which needed nothing, and must
be worshipped in close-locked solitude—which was
hidden away from the daylight, was deaf to the song
of birds, and started to no human tones—Eppie was a
(5) creature of endless claims and ever-growing desires,
seeking and loving sunshine, and living sounds, and
living movements; making trial of everything, with
trust in new joy, and stirring the human kindness in
all eyes that looked on her. The gold had kept his
(10) thoughts in an ever-repeated circle, leading to
nothing beyond itself; but Eppie was an object
compacted of changes and hopes that forced his
thoughts onward, and carried them far away from
their old eager pacing towards the same blank
(15) limit—carried them away to the new things that
would come with the coming years, when Eppie
would have learned to understand how her father
Silas cared for her; and made him look for images of
that time in the ties and charities that bound together
(20) the families of his neighbors. The gold had asked that
he should sit weaving longer and longer, deafened
and blinded more and more to all things except the
monotony of his loom and the repetition of his web;
but Eppie called him away from his weaving, and
(25) made him think all its pauses a holiday, reawakening
his senses with her fresh life, even to the old
winter-flies that came crawling forth in the early
spring sunshine, and warming him into joy because
she had joy.
(30) And when the sunshine grew strong and lasting,
so that the buttercups were thick in the meadows,
Silas might be seen in the sunny mid-day, or in the
late afternoon when the shadows were lengthening
under the hedgerows, strolling out with uncovered
(35) head to carry Eppie beyond the Stone-pits to where
the flowers grew, till they reached some favorite bank
where he could sit down, while Eppie toddled to
pluck the flowers, and make remarks to the winged
things that murmured happily above the bright
(40) petals, calling “Dad-dad’s” attention continually by
bringing him the flowers. Then she would turn her
ear to some sudden bird-note, and Silas learned to
please her by making signs of hushed stillness, that
they might listen for the note to come again: so that
(45) when it came, she set up her small back and laughed
with gurgling triumph. Sitting on the banks in this
way, Silas began to look for the once familiar herbs
again; and as the leaves, with their unchanged outline
and markings, lay on his palm, there was a sense of
(50) crowding remembrances from which he turned away
timidly, taking refuge in Eppie’s little world, that lay
lightly on his enfeebled spirit.
As the child’s mind was growing into knowledge,
his mind was growing into memory: as her life
(55) unfolded, his soul, long stupefied in a cold narrow
prison, was unfolding too, and trembling gradually
into full consciousness.
It was an influence which must gather force with
every new year: the tones that stirred Silas’ heart
(60) grew articulate, and called for more distinct answers;
shapes and sounds grew clearer for Eppie’s eyes and
ears, and there was more that “Dad-dad” was
imperatively required to notice and account for.
Also, by the time Eppie was three years old, she
(65) developed a fine capacity for mischief, and for
devising ingenious ways of being troublesome, which
found much exercise, not only for Silas’ patience, but
for his watchfulness and penetration. Sorely was poor
Silas puzzled on such occasions by the incompatible
(70) demands of love.

Q. As used in line 65, “fine” most nearly means

Detailed Solution for OneTime: Digital SAT Mock Test - 10 - Question 10

Choice D is the best answer. In the last paragraph, the narrator states, “Also, by the time Eppie was three years old, she developed a fine capacity for mischief, and for devising ingenious ways of being troublesome.” In this context, the word “fine” most nearly means keen, or acute.
Choices A, B, and C are incorrect because in the context of a description in which Eppie was said to have a “fine capacity for mischief,” the word “fine” most nearly means keen, or acute, not acceptable (choice A), delicate (choice B), or ornate (choice C).

OneTime: Digital SAT Mock Test - 10 - Question 11

Question based on the following passage and supplementary material.
This passage is adapted from David Rotman, “How Technology Is Destroying Jobs.” ©2013 by MIT Technology Review.
MIT business scholars Erik Brynjolfsson and
Andrew McAfee have argued that impressive
advances in computer technology—from improved
industrial robotics to automated translation
(5) services—are largely behind the sluggish
employment growth of the last 10 to 15 years. Even
more ominous for workers, they foresee dismal
prospects for many types of jobs as these powerful
new technologies are increasingly adopted not only
(10) in manufacturing, clerical, and retail work but in
professions such as law, financial services, education,
and medicine.
That robots, automation, and software can replace
people might seem obvious to anyone who’s worked
(15) in automotive manufacturing or as a travel agent. But
Brynjolfsson and McAfee’s claim is more troubling
and controversial. They believe that rapid
technological change has been destroying jobs faster
than it is creating them, contributing to the
(20) stagnation of median income and the growth of
inequality in the United States. And, they suspect,
something similar is happening in other
technologically advanced countries.
As evidence, Brynjolfsson and McAfee point to a
(25) chart that only an economist could love. In
economics, productivity—the amount of economic
value created for a given unit of input, such as an
hour of labor—is a crucial indicator of growth and
wealth creation. It is a measure of progress. On the
(30) chart Brynjolfsson likes to show, separate lines
represent productivity and total employment in the
United States. For years after World War II, the
two lines closely tracked each other, with increases in
jobs corresponding to increases in productivity. The
(35) pattern is clear: as businesses generated more value
from their workers, the country as a whole became
richer, which fueled more economic activity and
created even more jobs. Then, beginning in 2000, the
lines diverge; productivity continues to rise robustly,
(40) but employment suddenly wilts. By 2011, a
significant gap appears between the two lines,
showing economic growth with no parallel increase
in job creation. Brynjolfsson and McAfee call it the
“great decoupling.” And Brynjolfsson says he is
(45) confident that technology is behind both the healthy
growth in productivity and the weak growth in jobs.
It’s a startling assertion because it threatens the
faith that many economists place in technological
progress. Brynjolfsson and McAfee still believe that
(50) technology boosts productivity and makes societies
wealthier, but they think that it can also have a dark
side: technological progress is eliminating the need
for many types of jobs and leaving the typical worker
worse off than before. Brynjolfsson can point to a
(55) second chart indicating that median income is failing
to rise even as the gross domestic product soars. “It’s
the great paradox of our era,” he says. “Productivity
is at record levels, innovation has never been faster,
and yet at the same time, we have a falling median
(60) income and we have fewer jobs. People are falling
behind because technology is advancing so fast and
our skills and organizations aren’t keeping up.”
While technological changes can be painful for
workers whose skills no longer match the needs of
(65) employers, Lawrence Katz, a Harvard economist,
says that no historical pattern shows these shifts
leading to a net decrease in jobs over an extended
period. Katz has done extensive research on how
technological advances have affected jobs over the
(70) last few centuries—describing, for example, how
highly skilled artisans in the mid-19th century were
displaced by lower-skilled workers in factories.
While it can take decades for workers to acquire the
expertise needed for new types of employment, he
(75) says, “we never have run out of jobs. There is no
long-term trend of eliminating work for people. Over
the long term, employment rates are fairly
stable. People have always been able to create new
jobs. People come up with new things to do.”
(80) Still, Katz doesn’t dismiss the notion that there is
something different about today’s digital
technologies—something that could affect an even
broader range of work. The question, he says, is
whether economic history will serve as a useful
(85) guide. Will the job disruptions caused by technology
be temporary as the workforce adapts, or will we see
a science-fiction scenario in which automated
processes and robots with superhuman skills take
over a broad swath of human tasks? Though Katz
(90) expects the historical pattern to hold, it is “genuinely
a question,” he says. “If technology disrupts enough,
who knows what will happen?”


Q. The main purpose of the passage is to

Detailed Solution for OneTime: Digital SAT Mock Test - 10 - Question 11

Choice D is the best answer. The first paragraph of the passage explains the theory of two MIT business scholars who believe that technological advances in the workplace could lead to fewer jobs for human workers, explaining that they “foresee dismal prospects for many types of jobs as these powerful new technologies are increasingly adopted not only in manufacturing, clerical, and retail work but in professions such as law, financial services, education, and medicine.” The fifth paragraph of the passage, however, offers a contrasting view, citing a Harvard economist who “says that no historical pattern shows these shifts leading to a net decrease in jobs over an extended period.” Combined, these different opinions indicate the main purpose of the passage, which is to assess how new technologies in the workplace might affect job growth as a whole.
Choice A is incorrect because the passage does not examine how workers’ lives have been affected by technology during the last century. Choices B and C are incorrect because the passage does not advocate or argue for a course of action; instead, the passage considers both sides of an issue, taking no position of its own.

OneTime: Digital SAT Mock Test - 10 - Question 12

Question based on the following passage and supplementary material.
This passage is adapted from David Rotman, “How Technology Is Destroying Jobs.” ©2013 by MIT Technology Review.
MIT business scholars Erik Brynjolfsson and
Andrew McAfee have argued that impressive
advances in computer technology—from improved
industrial robotics to automated translation
(5) services—are largely behind the sluggish
employment growth of the last 10 to 15 years. Even
more ominous for workers, they foresee dismal
prospects for many types of jobs as these powerful
new technologies are increasingly adopted not only
(10) in manufacturing, clerical, and retail work but in
professions such as law, financial services, education,
and medicine.
That robots, automation, and software can replace
people might seem obvious to anyone who’s worked
(15) in automotive manufacturing or as a travel agent. But
Brynjolfsson and McAfee’s claim is more troubling
and controversial. They believe that rapid
technological change has been destroying jobs faster
than it is creating them, contributing to the
(20) stagnation of median income and the growth of
inequality in the United States. And, they suspect,
something similar is happening in other
technologically advanced countries.
As evidence, Brynjolfsson and McAfee point to a
(25) chart that only an economist could love. In
economics, productivity—the amount of economic
value created for a given unit of input, such as an
hour of labor—is a crucial indicator of growth and
wealth creation. It is a measure of progress. On the
(30) chart Brynjolfsson likes to show, separate lines
represent productivity and total employment in the
United States. For years after World War II, the
two lines closely tracked each other, with increases in
jobs corresponding to increases in productivity. The
(35) pattern is clear: as businesses generated more value
from their workers, the country as a whole became
richer, which fueled more economic activity and
created even more jobs. Then, beginning in 2000, the
lines diverge; productivity continues to rise robustly,
(40) but employment suddenly wilts. By 2011, a
significant gap appears between the two lines,
showing economic growth with no parallel increase
in job creation. Brynjolfsson and McAfee call it the
“great decoupling.” And Brynjolfsson says he is
(45) confident that technology is behind both the healthy
growth in productivity and the weak growth in jobs.
It’s a startling assertion because it threatens the
faith that many economists place in technological
progress. Brynjolfsson and McAfee still believe that
(50) technology boosts productivity and makes societies
wealthier, but they think that it can also have a dark
side: technological progress is eliminating the need
for many types of jobs and leaving the typical worker
worse off than before. Brynjolfsson can point to a
(55) second chart indicating that median income is failing
to rise even as the gross domestic product soars. “It’s
the great paradox of our era,” he says. “Productivity
is at record levels, innovation has never been faster,
and yet at the same time, we have a falling median
(60) income and we have fewer jobs. People are falling
behind because technology is advancing so fast and
our skills and organizations aren’t keeping up.”
While technological changes can be painful for
workers whose skills no longer match the needs of
(65) employers, Lawrence Katz, a Harvard economist,
says that no historical pattern shows these shifts
leading to a net decrease in jobs over an extended
period. Katz has done extensive research on how
technological advances have affected jobs over the
(70) last few centuries—describing, for example, how
highly skilled artisans in the mid-19th century were
displaced by lower-skilled workers in factories.
While it can take decades for workers to acquire the
expertise needed for new types of employment, he
(75) says, “we never have run out of jobs. There is no
long-term trend of eliminating work for people. Over
the long term, employment rates are fairly
stable. People have always been able to create new
jobs. People come up with new things to do.”
(80) Still, Katz doesn’t dismiss the notion that there is
something different about today’s digital
technologies—something that could affect an even
broader range of work. The question, he says, is
whether economic history will serve as a useful
(85) guide. Will the job disruptions caused by technology
be temporary as the workforce adapts, or will we see
a science-fiction scenario in which automated
processes and robots with superhuman skills take
over a broad swath of human tasks? Though Katz
(90) expects the historical pattern to hold, it is “genuinely
a question,” he says. “If technology disrupts enough,
who knows what will happen?”


Q. According to Brynjolfsson and McAfee, advancements in technology since approximately the year 2000 have resulted in

Detailed Solution for OneTime: Digital SAT Mock Test - 10 - Question 12

Choice A is the best answer. In the first paragraph of the passage, Brynjolfsson and McAfee clearly state that technological advances since the year 2000 have led to low job growth in the United States: “MIT business scholars Erik Brynjolfsson and Andrew McAfee have argued that impressive advances in computer technology — from improved industrial robotics to automated translation services — are largely behind the sluggish employment growth of the last 10 to 15 years.” Choice B is incorrect because although Brynjolfsson and McAfee assert that certain “changes” have occurred in the workplace as a result of technological advancement, they offer only tentative speculation that those changes may be reflected globally. Choice C is incorrect because the passage notes a decrease, rather than an increase, in skilled laborers. Choice D is incorrect because the passage makes no mention of the global creation of new jobs, even speculating that jobs may have been negatively impacted in technologically advanced nations.

OneTime: Digital SAT Mock Test - 10 - Question 13

Question based on the following passage and supplementary material.
This passage is adapted from David Rotman, “How Technology Is Destroying Jobs.” ©2013 by MIT TechnologyReview.
MIT business scholars Erik Brynjolfsson and
Andrew McAfee have argued that impressive
advances in computer technology—from improved
industrial robotics to automated translation
(5) services—are largely behind the sluggish
employment growth of the last 10 to 15 years. Even
more ominous for workers, they foresee dismal
prospects for many types of jobs as these powerful
new technologies are increasingly adopted not only
(10) in manufacturing, clerical, and retail work but in
professions such as law, financial services, education,
and medicine.
That robots, automation, and software can replace
people might seem obvious to anyone who’s worked
(15) in automotive manufacturing or as a travel agent. But
Brynjolfsson and McAfee’s claim is more troubling
and controversial. They believe that rapid
technological change has been destroying jobs faster
than it is creating them, contributing to the
(20) stagnation of median income and the growth of
inequality in the United States. And, they suspect,
something similar is happening in other
technologically advanced countries.
As evidence, Brynjolfsson and McAfee point to a
(25) chart that only an economist could love. In
economics, productivity—the amount of economic
value created for a given unit of input, such as an
hour of labor—is a crucial indicator of growth and
wealth creation. It is a measure of progress. On the
(30) chart Brynjolfsson likes to show, separate lines
represent productivity and total employment in the
United States. For years after World War II, the
two lines closely tracked each other, with increases in
jobs corresponding to increases in productivity. The
(35) pattern is clear: as businesses generated more value
from their workers, the country as a whole became
richer, which fueled more economic activity and
created even more jobs. Then, beginning in 2000, the
lines diverge; productivity continues to rise robustly,
(40) but employment suddenly wilts. By 2011, a
significant gap appears between the two lines,
showing economic growth with no parallel increase
in job creation. Brynjolfsson and McAfee call it the
“great decoupling.” And Brynjolfsson says he is
(45) confident that technology is behind both the healthy
growth in productivity and the weak growth in jobs.
It’s a startling assertion because it threatens the
faith that many economists place in technological
progress. Brynjolfsson and McAfee still believe that
(50) technology boosts productivity and makes societies
wealthier, but they think that it can also have a dark
side: technological progress is eliminating the need
for many types of jobs and leaving the typical worker
worse off than before. Brynjolfsson can point to a
(55) second chart indicating that median income is failing
to rise even as the gross domestic product soars. “It’s
the great paradox of our era,” he says. “Productivity
is at record levels, innovation has never been faster,
and yet at the same time, we have a falling median
(60) income and we have fewer jobs. People are falling
behind because technology is advancing so fast and
our skills and organizations aren’t keeping up.”
While technological changes can be painful for
workers whose skills no longer match the needs of
(65) employers, Lawrence Katz, a Harvard economist,
says that no historical pattern shows these shifts
leading to a net decrease in jobs over an extended
period. Katz has done extensive research on how
technological advances have affected jobs over the
(70) last few centuries—describing, for example, how
highly skilled artisans in the mid-19th century were
displaced by lower-skilled workers in factories.
While it can take decades for workers to acquire the
expertise needed for new types of employment, he
(75) says, “we never have run out of jobs. There is no
long-term trend of eliminating work for people. Over
the long term, employment rates are fairly
stable. People have always been able to create new
jobs. People come up with new things to do.”
(80) Still, Katz doesn’t dismiss the notion that there is
something different about today’s digital
technologies—something that could affect an even
broader range of work. The question, he says, is
whether economic history will serve as a useful
(85) guide. Will the job disruptions caused by technology
be temporary as the workforce adapts, or will we see
a science-fiction scenario in which automated
processes and robots with superhuman skills take
over a broad swath of human tasks? Though Katz
(90) expects the historical pattern to hold, it is “genuinely
a question,” he says. “If technology disrupts enough,
who knows what will happen?”


Q. Which choice provides the best evidence for the answer to the previous question?

Detailed Solution for OneTime: Digital SAT Mock Test - 10 - Question 13

Choice A is the best answer. The previous question asks what Brynjolfsson and McAfee say has resulted in the workplace from advances in technology since the year 2000. The answer, that low job growth has resulted from these advances, is supported in the first sentence of the first paragraph: “MIT business scholars Erik Brynjolfsson and Andrew McAfee have argued that impressive advances in computer technology — from improved industrial robotics to automated translation services — are largely behind the sluggish employment growth of the last 10 to 15 years.” Choices B, C, and D are incorrect because the lines cited do not support the answer to the previous question about what Brynjolfsson and McAfee say has resulted in the workplace from advances in technology since the year 2000; instead they point to industries not under specific consideration by Brynjolfsson and McAfee (choice B), speculate as to whether changes might also be happening in other countries (choice C), and explain the importance of productivity in the marketplace in the decades following World War II. (choice D).

OneTime: Digital SAT Mock Test - 10 - Question 14

Question based on the following passage and supplementary material.
This passage is adapted from David Rotman, “How Technology Is Destroying Jobs.” ©2013 by MIT TechnologyReview.
MIT business scholars Erik Brynjolfsson and
Andrew McAfee have argued that impressive
advances in computer technology—from improved
industrial robotics to automated translation
(5) services—are largely behind the sluggish
employment growth of the last 10 to 15 years. Even
more ominous for workers, they foresee dismal
prospects for many types of jobs as these powerful
new technologies are increasingly adopted not only
(10) in manufacturing, clerical, and retail work but in
professions such as law, financial services, education,
and medicine.
That robots, automation, and software can replace
people might seem obvious to anyone who’s worked
(15) in automotive manufacturing or as a travel agent. But
Brynjolfsson and McAfee’s claim is more troubling
and controversial. They believe that rapid
technological change has been destroying jobs faster
than it is creating them, contributing to the
(20) stagnation of median income and the growth of
inequality in the United States. And, they suspect,
something similar is happening in other
technologically advanced countries.
As evidence, Brynjolfsson and McAfee point to a
(25) chart that only an economist could love. In
economics, productivity—the amount of economic
value created for a given unit of input, such as an
hour of labor—is a crucial indicator of growth and
wealth creation. It is a measure of progress. On the
(30) chart Brynjolfsson likes to show, separate lines
represent productivity and total employment in the
United States. For years after World War II, the
two lines closely tracked each other, with increases in
jobs corresponding to increases in productivity. The
(35) pattern is clear: as businesses generated more value
from their workers, the country as a whole became
richer, which fueled more economic activity and
created even more jobs. Then, beginning in 2000, the
lines diverge; productivity continues to rise robustly,
(40) but employment suddenly wilts. By 2011, a
significant gap appears between the two lines,
showing economic growth with no parallel increase
in job creation. Brynjolfsson and McAfee call it the
“great decoupling.” And Brynjolfsson says he is
(45) confident that technology is behind both the healthy
growth in productivity and the weak growth in jobs.
It’s a startling assertion because it threatens the
faith that many economists place in technological
progress. Brynjolfsson and McAfee still believe that
(50) technology boosts productivity and makes societies
wealthier, but they think that it can also have a dark
side: technological progress is eliminating the need
for many types of jobs and leaving the typical worker
worse off than before. Brynjolfsson can point to a
(55) second chart indicating that median income is failing
to rise even as the gross domestic product soars. “It’s
the great paradox of our era,” he says. “Productivity
is at record levels, innovation has never been faster,
and yet at the same time, we have a falling median
(60) income and we have fewer jobs. People are falling
behind because technology is advancing so fast and
our skills and organizations aren’t keeping up.”
While technological changes can be painful for
workers whose skills no longer match the needs of
(65) employers, Lawrence Katz, a Harvard economist,
says that no historical pattern shows these shifts
leading to a net decrease in jobs over an extended
period. Katz has done extensive research on how
technological advances have affected jobs over the
(70) last few centuries—describing, for example, how
highly skilled artisans in the mid-19th century were
displaced by lower-skilled workers in factories.
While it can take decades for workers to acquire the
expertise needed for new types of employment, he
(75) says, “we never have run out of jobs. There is no
long-term trend of eliminating work for people. Over
the long term, employment rates are fairly
stable. People have always been able to create new
jobs. People come up with new things to do.”
(80) Still, Katz doesn’t dismiss the notion that there is
something different about today’s digital
technologies—something that could affect an even
broader range of work. The question, he says, is
whether economic history will serve as a useful
(85) guide. Will the job disruptions caused by technology
be temporary as the workforce adapts, or will we see
a science-fiction scenario in which automated
processes and robots with superhuman skills take
over a broad swath of human tasks? Though Katz
(90) expects the historical pattern to hold, it is “genuinely
a question,” he says. “If technology disrupts enough,
who knows what will happen?”


Q. The primary purpose of lines 26-28 (“the amount... labor”) is to

Detailed Solution for OneTime: Digital SAT Mock Test - 10 - Question 14

Choice D is the best answer. The second sentence of the third paragraph reads, “In economics, productivity — the amount of economic value created for a given unit of input, such as an hour of labor — is a crucial indicator of growth and wealth creation.” In this context, the primary purpose of the appositive (“the amount of economic value . . . such as an hour of labor”) is to define “productivity.” Choices A, B, and C are incorrect because in the context of the third paragraph, the appositive (“the amount of economic value . . . such as an hour of labor”) is clearly provided to help explain the term “productivity,” not to describe a process (choice A), highlight a dilemma (choice B), or clarify a claim (choice C).

OneTime: Digital SAT Mock Test - 10 - Question 15

Question based on the following passage and supplementary material.
This passage is adapted from David Rotman, “How Technology Is Destroying Jobs.” ©2013 by MIT TechnologyReview.
MIT business scholars Erik Brynjolfsson and
Andrew McAfee have argued that impressive
advances in computer technology—from improved
industrial robotics to automated translation
(5) services—are largely behind the sluggish
employment growth of the last 10 to 15 years. Even
more ominous for workers, they foresee dismal
prospects for many types of jobs as these powerful
new technologies are increasingly adopted not only
(10) in manufacturing, clerical, and retail work but in
professions such as law, financial services, education,
and medicine.
That robots, automation, and software can replace
people might seem obvious to anyone who’s worked
(15) in automotive manufacturing or as a travel agent. But
Brynjolfsson and McAfee’s claim is more troubling
and controversial. They believe that rapid
technological change has been destroying jobs faster
than it is creating them, contributing to the
(20) stagnation of median income and the growth of
inequality in the United States. And, they suspect,
something similar is happening in other
technologically advanced countries.
As evidence, Brynjolfsson and McAfee point to a
(25) chart that only an economist could love. In
economics, productivity—the amount of economic
value created for a given unit of input, such as an
hour of labor—is a crucial indicator of growth and
wealth creation. It is a measure of progress. On the
(30) chart Brynjolfsson likes to show, separate lines
represent productivity and total employment in the
United States. For years after World War II, the
two lines closely tracked each other, with increases in
jobs corresponding to increases in productivity. The
(35) pattern is clear: as businesses generated more value
from their workers, the country as a whole became
richer, which fueled more economic activity and
created even more jobs. Then, beginning in 2000, the
lines diverge; productivity continues to rise robustly,
(40) but employment suddenly wilts. By 2011, a
significant gap appears between the two lines,
showing economic growth with no parallel increase
in job creation. Brynjolfsson and McAfee call it the
“great decoupling.” And Brynjolfsson says he is
(45) confident that technology is behind both the healthy
growth in productivity and the weak growth in jobs.
It’s a startling assertion because it threatens the
faith that many economists place in technological
progress. Brynjolfsson and McAfee still believe that
(50) technology boosts productivity and makes societies
wealthier, but they think that it can also have a dark
side: technological progress is eliminating the need
for many types of jobs and leaving the typical worker
worse off than before. Brynjolfsson can point to a
(55) second chart indicating that median income is failing
to rise even as the gross domestic product soars. “It’s
the great paradox of our era,” he says. “Productivity
is at record levels, innovation has never been faster,
and yet at the same time, we have a falling median
(60) income and we have fewer jobs. People are falling
behind because technology is advancing so fast and
our skills and organizations aren’t keeping up.”
While technological changes can be painful for
workers whose skills no longer match the needs of
(65) employers, Lawrence Katz, a Harvard economist,
says that no historical pattern shows these shifts
leading to a net decrease in jobs over an extended
period. Katz has done extensive research on how
technological advances have affected jobs over the
(70) last few centuries—describing, for example, how
highly skilled artisans in the mid-19th century were
displaced by lower-skilled workers in factories.
While it can take decades for workers to acquire the
expertise needed for new types of employment, he
(75) says, “we never have run out of jobs. There is no
long-term trend of eliminating work for people. Over
the long term, employment rates are fairly
stable. People have always been able to create new
jobs. People come up with new things to do.”
(80) Still, Katz doesn’t dismiss the notion that there is
something different about today’s digital
technologies—something that could affect an even
broader range of work. The question, he says, is
whether economic history will serve as a useful
(85) guide. Will the job disruptions caused by technology
be temporary as the workforce adapts, or will we see
a science-fiction scenario in which automated
processes and robots with superhuman skills take
over a broad swath of human tasks? Though Katz
(90) expects the historical pattern to hold, it is “genuinely
a question,” he says. “If technology disrupts enough,
who knows what will happen?”


Q. As used in line 35, “clear” most nearly means

Detailed Solution for OneTime: Digital SAT Mock Test - 10 - Question 15

Choice D is the best answer. The third paragraph states that “the pattern is clear: as businesses generated more value from their workers, the country as a whole became richer.” In this context, the word “clear” most nearly means obvious, or unmistakable.
Choices A, B, and C are incorrect because in the context of the third paragraph, the word “clear” can be seen to mean obvious, or unmistakable, not pure (choice A), keen (choice B), or untroubled (choice C).

OneTime: Digital SAT Mock Test - 10 - Question 16

Question based on the following passage and supplementary material.
This passage is adapted from David Rotman, “How Technology Is Destroying Jobs.” ©2013 by MIT TechnologyReview.
MIT business scholars Erik Brynjolfsson and
Andrew McAfee have argued that impressive
advances in computer technology—from improved
industrial robotics to automated translation
(5) services—are largely behind the sluggish
employment growth of the last 10 to 15 years. Even
more ominous for workers, they foresee dismal
prospects for many types of jobs as these powerful
new technologies are increasingly adopted not only
(10) in manufacturing, clerical, and retail work but in
professions such as law, financial services, education,
and medicine.
That robots, automation, and software can replace
people might seem obvious to anyone who’s worked
(15) in automotive manufacturing or as a travel agent. But
Brynjolfsson and McAfee’s claim is more troubling
and controversial. They believe that rapid
technological change has been destroying jobs faster
than it is creating them, contributing to the
(20) stagnation of median income and the growth of
inequality in the United States. And, they suspect,
something similar is happening in other
technologically advanced countries.
As evidence, Brynjolfsson and McAfee point to a
(25) chart that only an economist could love. In
economics, productivity—the amount of economic
value created for a given unit of input, such as an
hour of labor—is a crucial indicator of growth and
wealth creation. It is a measure of progress. On the
(30) chart Brynjolfsson likes to show, separate lines
represent productivity and total employment in the
United States. For years after World War II, the
two lines closely tracked each other, with increases in
jobs corresponding to increases in productivity. The
(35) pattern is clear: as businesses generated more value
from their workers, the country as a whole became
richer, which fueled more economic activity and
created even more jobs. Then, beginning in 2000, the
lines diverge; productivity continues to rise robustly,
(40) but employment suddenly wilts. By 2011, a
significant gap appears between the two lines,
showing economic growth with no parallel increase
in job creation. Brynjolfsson and McAfee call it the
“great decoupling.” And Brynjolfsson says he is
(45) confident that technology is behind both the healthy
growth in productivity and the weak growth in jobs.
It’s a startling assertion because it threatens the
faith that many economists place in technological
progress. Brynjolfsson and McAfee still believe that
(50) technology boosts productivity and makes societies
wealthier, but they think that it can also have a dark
side: technological progress is eliminating the need
for many types of jobs and leaving the typical worker
worse off than before. Brynjolfsson can point to a
(55) second chart indicating that median income is failing
to rise even as the gross domestic product soars. “It’s
the great paradox of our era,” he says. “Productivity
is at record levels, innovation has never been faster,
and yet at the same time, we have a falling median
(60) income and we have fewer jobs. People are falling
behind because technology is advancing so fast and
our skills and organizations aren’t keeping up.”
While technological changes can be painful for
workers whose skills no longer match the needs of
(65) employers, Lawrence Katz, a Harvard economist,
says that no historical pattern shows these shifts
leading to a net decrease in jobs over an extended
period. Katz has done extensive research on how
technological advances have affected jobs over the
(70) last few centuries—describing, for example, how
highly skilled artisans in the mid-19th century were
displaced by lower-skilled workers in factories.
While it can take decades for workers to acquire the
expertise needed for new types of employment, he
(75) says, “we never have run out of jobs. There is no
long-term trend of eliminating work for people. Over
the long term, employment rates are fairly
stable. People have always been able to create new
jobs. People come up with new things to do.”
(80) Still, Katz doesn’t dismiss the notion that there is
something different about today’s digital
technologies—something that could affect an even
broader range of work. The question, he says, is
whether economic history will serve as a useful
(85) guide. Will the job disruptions caused by technology
be temporary as the workforce adapts, or will we see
a science-fiction scenario in which automated
processes and robots with superhuman skills take
over a broad swath of human tasks? Though Katz
(90) expects the historical pattern to hold, it is “genuinely
a question,” he says. “If technology disrupts enough,
who knows what will happen?”


Q. Which of the following best characterizes Katz’s attitude toward “today’s digital technologies” (lines 81-82)?

Detailed Solution for OneTime: Digital SAT Mock Test - 10 - Question 16

Choice C is the best answer. Katz doesn’t necessarily agree with Brynjolfsson and McAfee that new technologies will lead to sluggish job growth, saying in the fifth paragraph that “no historical pattern shows these shifts leading to a net decrease in jobs over an extended period.” However, he’s not sure that will remain true, explaining in the sixth paragraph that no one can be certain what is going to happen to the workplace as a result of these new technologies: “If technology disrupts enough, who knows what will happen?” Choices A, B, and D are incorrect because it would not be accurate to characterize Katz as being alarmed (choice A), unconcerned (choice B), or optimistic (choice D) about today’s digital technologies. Rather, it’s clear from the conclusion of the sixth paragraph that Katz isn’t sure how technological advancement will affect the workplace: “If technology disrupts enough, who knows what will happen?”

OneTime: Digital SAT Mock Test - 10 - Question 17

Question based on the following passage and supplementary material.
This passage is adapted from David Rotman, “How Technology Is Destroying Jobs.” ©2013 by MIT TechnologyReview.
MIT business scholars Erik Brynjolfsson and
Andrew McAfee have argued that impressive
advances in computer technology—from improved
industrial robotics to automated translation
(5) services—are largely behind the sluggish
employment growth of the last 10 to 15 years. Even
more ominous for workers, they foresee dismal
prospects for many types of jobs as these powerful
new technologies are increasingly adopted not only
(10) in manufacturing, clerical, and retail work but in
professions such as law, financial services, education,
and medicine.
That robots, automation, and software can replace
people might seem obvious to anyone who’s worked
(15) in automotive manufacturing or as a travel agent. But
Brynjolfsson and McAfee’s claim is more troubling
and controversial. They believe that rapid
technological change has been destroying jobs faster
than it is creating them, contributing to the
(20) stagnation of median income and the growth of
inequality in the United States. And, they suspect,
something similar is happening in other
technologically advanced countries.
As evidence, Brynjolfsson and McAfee point to a
(25) chart that only an economist could love. In
economics, productivity—the amount of economic
value created for a given unit of input, such as an
hour of labor—is a crucial indicator of growth and
wealth creation. It is a measure of progress. On the
(30) chart Brynjolfsson likes to show, separate lines
represent productivity and total employment in the
United States. For years after World War II, the
two lines closely tracked each other, with increases in
jobs corresponding to increases in productivity. The
(35) pattern is clear: as businesses generated more value
from their workers, the country as a whole became
richer, which fueled more economic activity and
created even more jobs. Then, beginning in 2000, the
lines diverge; productivity continues to rise robustly,
(40) but employment suddenly wilts. By 2011, a
significant gap appears between the two lines,
showing economic growth with no parallel increase
in job creation. Brynjolfsson and McAfee call it the
“great decoupling.” And Brynjolfsson says he is
(45) confident that technology is behind both the healthy
growth in productivity and the weak growth in jobs.
It’s a startling assertion because it threatens the
faith that many economists place in technological
progress. Brynjolfsson and McAfee still believe that
(50) technology boosts productivity and makes societies
wealthier, but they think that it can also have a dark
side: technological progress is eliminating the need
for many types of jobs and leaving the typical worker
worse off than before. Brynjolfsson can point to a
(55) second chart indicating that median income is failing
to rise even as the gross domestic product soars. “It’s
the great paradox of our era,” he says. “Productivity
is at record levels, innovation has never been faster,
and yet at the same time, we have a falling median
(60) income and we have fewer jobs. People are falling
behind because technology is advancing so fast and
our skills and organizations aren’t keeping up.”
While technological changes can be painful for
workers whose skills no longer match the needs of
(65) employers, Lawrence Katz, a Harvard economist,
says that no historical pattern shows these shifts
leading to a net decrease in jobs over an extended
period. Katz has done extensive research on how
technological advances have affected jobs over the
(70) last few centuries—describing, for example, how
highly skilled artisans in the mid-19th century were
displaced by lower-skilled workers in factories.
While it can take decades for workers to acquire the
expertise needed for new types of employment, he
(75) says, “we never have run out of jobs. There is no
long-term trend of eliminating work for people. Over
the long term, employment rates are fairly
stable. People have always been able to create new
jobs. People come up with new things to do.”
(80) Still, Katz doesn’t dismiss the notion that there is
something different about today’s digital
technologies—something that could affect an even
broader range of work. The question, he says, is
whether economic history will serve as a useful
(85) guide. Will the job disruptions caused by technology
be temporary as the workforce adapts, or will we see
a science-fiction scenario in which automated
processes and robots with superhuman skills take
over a broad swath of human tasks? Though Katz
(90) expects the historical pattern to hold, it is “genuinely
a question,” he says. “If technology disrupts enough,
who knows what will happen?”


Q. Which choice provides the best evidence for the answer to the previous question?

Detailed Solution for OneTime: Digital SAT Mock Test - 10 - Question 17

Choice D is the best answer. The previous question asks how Katz’s attitude toward “today’s digital technologies” can best be characterized. The answer, that he is uncertain about their possible effects, is supported in the final sentence of the sixth paragraph: “If technology disrupts enough, who knows what will happen?”
Choices A, B, and C are incorrect because the lines cited do not support the answer to the previous question Katz’s attitude toward “today’s digital technologies”; instead, they describe some of his earlier research (choice A) and provide insight only into his initial thoughts but not his final conclusion on the matter (choices B and C).

OneTime: Digital SAT Mock Test - 10 - Question 18

Question based on the following passage and supplementary material.
This passage is adapted from David Rotman, “How Technology Is Destroying Jobs.” ©2013 by MIT TechnologyReview.
MIT business scholars Erik Brynjolfsson and
Andrew McAfee have argued that impressive
advances in computer technology—from improved
industrial robotics to automated translation
(5) services—are largely behind the sluggish
employment growth of the last 10 to 15 years. Even
more ominous for workers, they foresee dismal
prospects for many types of jobs as these powerful
new technologies are increasingly adopted not only
(10) in manufacturing, clerical, and retail work but in
professions such as law, financial services, education,
and medicine.
That robots, automation, and software can replace
people might seem obvious to anyone who’s worked
(15) in automotive manufacturing or as a travel agent. But
Brynjolfsson and McAfee’s claim is more troubling
and controversial. They believe that rapid
technological change has been destroying jobs faster
than it is creating them, contributing to the
(20) stagnation of median income and the growth of
inequality in the United States. And, they suspect,
something similar is happening in other
technologically advanced countries.
As evidence, Brynjolfsson and McAfee point to a
(25) chart that only an economist could love. In
economics, productivity—the amount of economic
value created for a given unit of input, such as an
hour of labor—is a crucial indicator of growth and
wealth creation. It is a measure of progress. On the
(30) chart Brynjolfsson likes to show, separate lines
represent productivity and total employment in the
United States. For years after World War II, the
two lines closely tracked each other, with increases in
jobs corresponding to increases in productivity. The
(35) pattern is clear: as businesses generated more value
from their workers, the country as a whole became
richer, which fueled more economic activity and
created even more jobs. Then, beginning in 2000, the
lines diverge; productivity continues to rise robustly,
(40) but employment suddenly wilts. By 2011, a
significant gap appears between the two lines,
showing economic growth with no parallel increase
in job creation. Brynjolfsson and McAfee call it the
“great decoupling.” And Brynjolfsson says he is
(45) confident that technology is behind both the healthy
growth in productivity and the weak growth in jobs.
It’s a startling assertion because it threatens the
faith that many economists place in technological
progress. Brynjolfsson and McAfee still believe that
(50) technology boosts productivity and makes societies
wealthier, but they think that it can also have a dark
side: technological progress is eliminating the need
for many types of jobs and leaving the typical worker
worse off than before. Brynjolfsson can point to a
(55) second chart indicating that median income is failing
to rise even as the gross domestic product soars. “It’s
the great paradox of our era,” he says. “Productivity
is at record levels, innovation has never been faster,
and yet at the same time, we have a falling median
(60) income and we have fewer jobs. People are falling
behind because technology is advancing so fast and
our skills and organizations aren’t keeping up.”
While technological changes can be painful for
workers whose skills no longer match the needs of
(65) employers, Lawrence Katz, a Harvard economist,
says that no historical pattern shows these shifts
leading to a net decrease in jobs over an extended
period. Katz has done extensive research on how
technological advances have affected jobs over the
(70) last few centuries—describing, for example, how
highly skilled artisans in the mid-19th century were
displaced by lower-skilled workers in factories.
While it can take decades for workers to acquire the
expertise needed for new types of employment, he
(75) says, “we never have run out of jobs. There is no
long-term trend of eliminating work for people. Over
the long term, employment rates are fairly
stable. People have always been able to create new
jobs. People come up with new things to do.”
(80) Still, Katz doesn’t dismiss the notion that there is
something different about today’s digital
technologies—something that could affect an even
broader range of work. The question, he says, is
whether economic history will serve as a useful
(85) guide. Will the job disruptions caused by technology
be temporary as the workforce adapts, or will we see
a science-fiction scenario in which automated
processes and robots with superhuman skills take
over a broad swath of human tasks? Though Katz
(90) expects the historical pattern to hold, it is “genuinely
a question,” he says. “If technology disrupts enough,
who knows what will happen?”


Q. As used in line 83, “range” most nearly means

Detailed Solution for OneTime: Digital SAT Mock Test - 10 - Question 18

Choice B is the best answer. The sixth paragraph of the passage states that “Katz doesn’t dismiss the notion that there is something different about today’s digital technologies — something that could affect an even broader range of work.” In the context of this sentence, the “range” of work being discussed means the scope of work or all the various kinds of work.
Choices A, C, and D are incorrect because in the context of the sentence, the “range” of work being discussed means the array or scope of work, not a physical delineation like a region (choice A) or distance (choice C), or the professional position of those who perform particular jobs (choice D).

OneTime: Digital SAT Mock Test - 10 - Question 19

Question based on the following passage and supplementary material.
This passage is adapted from David Rotman, “How Technology Is Destroying Jobs.” ©2013 by MIT TechnologyReview.
MIT business scholars Erik Brynjolfsson and
Andrew McAfee have argued that impressive
advances in computer technology—from improved
industrial robotics to automated translation
(5) services—are largely behind the sluggish
employment growth of the last 10 to 15 years. Even
more ominous for workers, they foresee dismal
prospects for many types of jobs as these powerful
new technologies are increasingly adopted not only
(10) in manufacturing, clerical, and retail work but in
professions such as law, financial services, education,
and medicine.
That robots, automation, and software can replace
people might seem obvious to anyone who’s worked
(15) in automotive manufacturing or as a travel agent. But
Brynjolfsson and McAfee’s claim is more troubling
and controversial. They believe that rapid
technological change has been destroying jobs faster
than it is creating them, contributing to the
(20) stagnation of median income and the growth of
inequality in the United States. And, they suspect,
something similar is happening in other
technologically advanced countries.
As evidence, Brynjolfsson and McAfee point to a
(25) chart that only an economist could love. In
economics, productivity—the amount of economic
value created for a given unit of input, such as an
hour of labor—is a crucial indicator of growth and
wealth creation. It is a measure of progress. On the
(30) chart Brynjolfsson likes to show, separate lines
represent productivity and total employment in the
United States. For years after World War II, the
two lines closely tracked each other, with increases in
jobs corresponding to increases in productivity. The
(35) pattern is clear: as businesses generated more value
from their workers, the country as a whole became
richer, which fueled more economic activity and
created even more jobs. Then, beginning in 2000, the
lines diverge; productivity continues to rise robustly,
(40) but employment suddenly wilts. By 2011, a
significant gap appears between the two lines,
showing economic growth with no parallel increase
in job creation. Brynjolfsson and McAfee call it the
“great decoupling.” And Brynjolfsson says he is
(45) confident that technology is behind both the healthy
growth in productivity and the weak growth in jobs.
It’s a startling assertion because it threatens the
faith that many economists place in technological
progress. Brynjolfsson and McAfee still believe that
(50) technology boosts productivity and makes societies
wealthier, but they think that it can also have a dark
side: technological progress is eliminating the need
for many types of jobs and leaving the typical worker
worse off than before. Brynjolfsson can point to a
(55) second chart indicating that median income is failing
to rise even as the gross domestic product soars. “It’s
the great paradox of our era,” he says. “Productivity
is at record levels, innovation has never been faster,
and yet at the same time, we have a falling median
(60) income and we have fewer jobs. People are falling
behind because technology is advancing so fast and
our skills and organizations aren’t keeping up.”
While technological changes can be painful for
workers whose skills no longer match the needs of
(65) employers, Lawrence Katz, a Harvard economist,
says that no historical pattern shows these shifts
leading to a net decrease in jobs over an extended
period. Katz has done extensive research on how
technological advances have affected jobs over the
(70) last few centuries—describing, for example, how
highly skilled artisans in the mid-19th century were
displaced by lower-skilled workers in factories.
While it can take decades for workers to acquire the
expertise needed for new types of employment, he
(75) says, “we never have run out of jobs. There is no
long-term trend of eliminating work for people. Over
the long term, employment rates are fairly
stable. People have always been able to create new
jobs. People come up with new things to do.”
(80) Still, Katz doesn’t dismiss the notion that there is
something different about today’s digital
technologies—something that could affect an even
broader range of work. The question, he says, is
whether economic history will serve as a useful
(85) guide. Will the job disruptions caused by technology
be temporary as the workforce adapts, or will we see
a science-fiction scenario in which automated
processes and robots with superhuman skills take
over a broad swath of human tasks? Though Katz
(90) expects the historical pattern to hold, it is “genuinely
a question,” he says. “If technology disrupts enough,
who knows what will happen?”


Q. According to figure 1, which of the following years showed the widest gap between percentages of productivity and employment?

Detailed Solution for OneTime: Digital SAT Mock Test - 10 - Question 19

Choice D is the best answer. Figure 1 shows the highest gap between the percentages of productivity and employment in relation to 1947 levels occurring in 2013, when there was a difference of approximately 150 percentage points between 2013 employment (under 400%) and 2013 productivity (well over 500%).
Choices A, B, and C are incorrect because Figure 1 shows a gap of well over 100 percentage points between 2013 employment and 2013 productivity in relation to 1947 levels, while 1987 (choice A) and 1997 (choice B) show a difference of about 30 percentage points or less between employment and productivity, and 2007 (choice C) indicates a difference of approximately 100 percentage points.

OneTime: Digital SAT Mock Test - 10 - Question 20

Question based on the following passage and supplementary material.
This passage is adapted from David Rotman, “How Technology Is Destroying Jobs.” ©2013 by MIT TechnologyReview.
MIT business scholars Erik Brynjolfsson and
Andrew McAfee have argued that impressive
advances in computer technology—from improved
industrial robotics to automated translation
(5) services—are largely behind the sluggish
employment growth of the last 10 to 15 years. Even
more ominous for workers, they foresee dismal
prospects for many types of jobs as these powerful
new technologies are increasingly adopted not only
(10) in manufacturing, clerical, and retail work but in
professions such as law, financial services, education,
and medicine.
That robots, automation, and software can replace
people might seem obvious to anyone who’s worked
(15) in automotive manufacturing or as a travel agent. But
Brynjolfsson and McAfee’s claim is more troubling
and controversial. They believe that rapid
technological change has been destroying jobs faster
than it is creating them, contributing to the
(20) stagnation of median income and the growth of
inequality in the United States. And, they suspect,
something similar is happening in other
technologically advanced countries.
As evidence, Brynjolfsson and McAfee point to a
(25) chart that only an economist could love. In
economics, productivity—the amount of economic
value created for a given unit of input, such as an
hour of labor—is a crucial indicator of growth and
wealth creation. It is a measure of progress. On the
(30) chart Brynjolfsson likes to show, separate lines
represent productivity and total employment in the
United States. For years after World War II, the
two lines closely tracked each other, with increases in
jobs corresponding to increases in productivity. The
(35) pattern is clear: as businesses generated more value
from their workers, the country as a whole became
richer, which fueled more economic activity and
created even more jobs. Then, beginning in 2000, the
lines diverge; productivity continues to rise robustly,
(40) but employment suddenly wilts. By 2011, a
significant gap appears between the two lines,
showing economic growth with no parallel increase
in job creation. Brynjolfsson and McAfee call it the
“great decoupling.” And Brynjolfsson says he is
(45) confident that technology is behind both the healthy
growth in productivity and the weak growth in jobs.
It’s a startling assertion because it threatens the
faith that many economists place in technological
progress. Brynjolfsson and McAfee still believe that
(50) technology boosts productivity and makes societies
wealthier, but they think that it can also have a dark
side: technological progress is eliminating the need
for many types of jobs and leaving the typical worker
worse off than before. Brynjolfsson can point to a
(55) second chart indicating that median income is failing
to rise even as the gross domestic product soars. “It’s
the great paradox of our era,” he says. “Productivity
is at record levels, innovation has never been faster,
and yet at the same time, we have a falling median
(60) income and we have fewer jobs. People are falling
behind because technology is advancing so fast and
our skills and organizations aren’t keeping up.”
While technological changes can be painful for
workers whose skills no longer match the needs of
(65) employers, Lawrence Katz, a Harvard economist,
says that no historical pattern shows these shifts
leading to a net decrease in jobs over an extended
period. Katz has done extensive research on how
technological advances have affected jobs over the
(70) last few centuries—describing, for example, how
highly skilled artisans in the mid-19th century were
displaced by lower-skilled workers in factories.
While it can take decades for workers to acquire the
expertise needed for new types of employment, he
(75) says, “we never have run out of jobs. There is no
long-term trend of eliminating work for people. Over
the long term, employment rates are fairly
stable. People have always been able to create new
jobs. People come up with new things to do.”
(80) Still, Katz doesn’t dismiss the notion that there is
something different about today’s digital
technologies—something that could affect an even
broader range of work. The question, he says, is
whether economic history will serve as a useful
(85) guide. Will the job disruptions caused by technology
be temporary as the workforce adapts, or will we see
a science-fiction scenario in which automated
processes and robots with superhuman skills take
over a broad swath of human tasks? Though Katz
(90) expects the historical pattern to hold, it is “genuinely
a question,” he says. “If technology disrupts enough,
who knows what will happen?”


Q. Which statement is supported by figure 2?

Detailed Solution for OneTime: Digital SAT Mock Test - 10 - Question 20

Choice C is the best answer. Figure 2 clearly shows an increase of worker output in all three countries between 1960 and 2011, with workers in each country producing on average less than 50 units of output in 1960 but more than 100 units by 2011.
Choice A is incorrect because figure 2 shows that Japan saw greater growth in output between 1960 and 1990 than Germany saw. Choice B is incorrect because figure 2 shows that Japan experienced its greatest increase in output from 2000 to 2011, not its smallest. Choice D is incorrect because figure 2 shows that the United States had the greatest output of all three countries only in 2011, not in each of the years shown.

OneTime: Digital SAT Mock Test - 10 - Question 21

Question based on the following passage and supplementary material.
This passage is adapted from David Rotman, “How Technology Is Destroying Jobs.” ©2013 by MIT TechnologyReview.
MIT business scholars Erik Brynjolfsson and
Andrew McAfee have argued that impressive
advances in computer technology—from improved
industrial robotics to automated translation
(5) services—are largely behind the sluggish
employment growth of the last 10 to 15 years. Even
more ominous for workers, they foresee dismal
prospects for many types of jobs as these powerful
new technologies are increasingly adopted not only
(10) in manufacturing, clerical, and retail work but in
professions such as law, financial services, education,
and medicine.
That robots, automation, and software can replace
people might seem obvious to anyone who’s worked
(15) in automotive manufacturing or as a travel agent. But
Brynjolfsson and McAfee’s claim is more troubling
and controversial. They believe that rapid
technological change has been destroying jobs faster
than it is creating them, contributing to the
(20) stagnation of median income and the growth of
inequality in the United States. And, they suspect,
something similar is happening in other
technologically advanced countries.
As evidence, Brynjolfsson and McAfee point to a
(25) chart that only an economist could love. In
economics, productivity—the amount of economic
value created for a given unit of input, such as an
hour of labor—is a crucial indicator of growth and
wealth creation. It is a measure of progress. On the
(30) chart Brynjolfsson likes to show, separate lines
represent productivity and total employment in the
United States. For years after World War II, the
two lines closely tracked each other, with increases in
jobs corresponding to increases in productivity. The
(35) pattern is clear: as businesses generated more value
from their workers, the country as a whole became
richer, which fueled more economic activity and
created even more jobs. Then, beginning in 2000, the
lines diverge; productivity continues to rise robustly,
(40) but employment suddenly wilts. By 2011, a
significant gap appears between the two lines,
showing economic growth with no parallel increase
in job creation. Brynjolfsson and McAfee call it the
“great decoupling.” And Brynjolfsson says he is
(45) confident that technology is behind both the healthy
growth in productivity and the weak growth in jobs.
It’s a startling assertion because it threatens the
faith that many economists place in technological
progress. Brynjolfsson and McAfee still believe that
(50) technology boosts productivity and makes societies
wealthier, but they think that it can also have a dark
side: technological progress is eliminating the need
for many types of jobs and leaving the typical worker
worse off than before. Brynjolfsson can point to a
(55) second chart indicating that median income is failing
to rise even as the gross domestic product soars. “It’s
the great paradox of our era,” he says. “Productivity
is at record levels, innovation has never been faster,
and yet at the same time, we have a falling median
(60) income and we have fewer jobs. People are falling
behind because technology is advancing so fast and
our skills and organizations aren’t keeping up.”
While technological changes can be painful for
workers whose skills no longer match the needs of
(65) employers, Lawrence Katz, a Harvard economist,
says that no historical pattern shows these shifts
leading to a net decrease in jobs over an extended
period. Katz has done extensive research on how
technological advances have affected jobs over the
(70) last few centuries—describing, for example, how
highly skilled artisans in the mid-19th century were
displaced by lower-skilled workers in factories.
While it can take decades for workers to acquire the
expertise needed for new types of employment, he
(75) says, “we never have run out of jobs. There is no
long-term trend of eliminating work for people. Over
the long term, employment rates are fairly
stable. People have always been able to create new
jobs. People come up with new things to do.”
(80) Still, Katz doesn’t dismiss the notion that there is
something different about today’s digital
technologies—something that could affect an even
broader range of work. The question, he says, is
whether economic history will serve as a useful
(85) guide. Will the job disruptions caused by technology
be temporary as the workforce adapts, or will we see
a science-fiction scenario in which automated
processes and robots with superhuman skills take
over a broad swath of human tasks? Though Katz
(90) expects the historical pattern to hold, it is “genuinely
a question,” he says. “If technology disrupts enough,
who knows what will happen?”


Q. Which additional information, if presented in figure 2, would be most useful in evaluating the statement in lines 57-60 (“Productivity... jobs”)?

Detailed Solution for OneTime: Digital SAT Mock Test - 10 - Question 21

Choice B is the best answer. In the fourth paragraph, Brynjolfsson asserts, “Productivity is at record levels, innovation has never been faster, and yet at the same time, we have a falling median income and we have fewer jobs.” In order to evaluate his statement that today “we have fewer jobs,” figure 2 would need to include accurate information about the number of jobs held by people employed in factories from 1960 to 2011. Without knowing those numbers, it’s not possible to determine whether Brynjolfsson’s statement is correct.
Choice A is incorrect because a comparison of the median income of all three nations’ factory workers within a single year would not aid in the evaluation of Brynjolfsson’s statement regarding changes in worker productivity over a span of 10 to 15 years. Choices C and D are incorrect because knowing either the types of organizations where those outputs were measured or which specific manufacturing jobs might have been lost to new technologies would not be helpful in evaluating Brynjolfsson’s statement about how median incomes have fallen and job growth has reduced over time.

OneTime: Digital SAT Mock Test - 10 - Question 22

Question based on the following passage.
This passage is adapted from Patricia Waldron, “Why Birds Fly in a V Formation.” ©2014 by American Association for the Advancement of Science.

Anyone watching the autumn sky knows that
migrating birds fly in a V formation, but scientists
have long debated why. A new study of ibises finds
that these big-winged birds carefully position their
(5) wingtips and sync their flapping, presumably to catch
the preceding bird’s updraft—and save energy
during flight.
There are two reasons birds might fly in a
V formation: It may make flight easier, or they’re
(10) simply following the leader. Squadrons of planes can
save fuel by flying in a V formation, and many
scientists suspect that migrating birds do the same.
Models that treated flapping birds like fixed-wing
airplanes estimate that they save energy by drafting
(15) off each other, but currents created by airplanes are
far more stable than the oscillating eddies coming off
of a bird. “Air gets pretty unpredictable behind a
flapping wing,” says James Usherwood, a locomotor
biomechanist at the Royal Veterinary College at the
(20) ​​​​​​​University of London in Hatfield, where the research
took place.
The study, published in Nature, took advantage of
an existing project to reintroduce endangered
northern bald ibises (Geronticus eremita) to Europe.
(25) ​​​​​​​Scientists used a microlight plane to show
hand-raised birds their ancestral migration route
from Austria to Italy. A flock of 14 juveniles carried
data loggers specially built by Usherwood and his lab.
The device’s GPS determined each bird’s flight
(30) ​​​​​​​position to within 30 cm, and an accelerometer
showed the timing of the wing flaps.
Just as aerodynamic estimates would predict, the
birds positioned themselves to fly just behind and to
the side of the bird in front, timing their wing beats
(35) ​​​​​​​to catch the uplifting eddies. When a bird flew
directly behind another, the timing of the flapping
reversed so that it could minimize the effects of the
downdraft coming off the back of the bird’s body.
“We didn’t think this was possible,” Usherwood
(40) ​​​​​​​says, considering that the feat requires careful
flight and incredible awareness of one’s neighbors.
“Perhaps these big V formation birds can be thought
of quite like an airplane with wings that go up and
down.”
(45) ​​​​​​​The findings likely apply to other long-winged
birds, such as pelicans, storks, and geese, Usherwood
says. Smaller birds create more complex wakes that
would make drafting too difficult. The researchers
did not attempt to calculate the bird’s energy savings
(50) ​​​​​​​because the necessary physiological measurements
would be too invasive for an endangered species.
Previous studies estimate that birds can use
20 percent to 30 percent less energy while
flying in a V.
(55) ​​​​​​​“From a behavioral perspective it’s really a
breakthrough,” says David Lentink, a mechanical
engineer at Stanford University in Palo Alto,
California, who was not involved in the work.
“Showing that birds care about syncing their wing
(60) ​​​​​​​beats is definitely an important insight that we didn’t
have before.”
Scientists do not know how the birds find
that aerodynamic sweet spot, but they suspect that
the animals align themselves either by sight or
(65) ​​​​​​​by sensing air currents through their feathers.
Alternatively, they may move around until they find
the location with the least resistance. In future
studies, the researchers will switch to more common
birds, such as pigeons or geese. They plan to
(70) ​​​​​​​investigate how the animals decide who sets the
course and the pace, and whether a mistake made by
the leader can ripple through the rest of the flock to
cause traffic jams.
“It’s a pretty impressive piece of work as it is, but
(75) ​​​​​​​it does suggest that there’s a lot more to learn,”
says Ty Hedrick, a biologist at the University of
North Carolina, Chapel Hill, who studies flight
aerodynamics in birds and insects. However they do
it, he says, “birds are awfully good hang-glider
(80) ​​​​​​​pilots.

Q. The main purpose of the passage is to

Detailed Solution for OneTime: Digital SAT Mock Test - 10 - Question 22

Choice C is the best answer. The main purpose of the passage is conveyed by the first sentence: “Anyone watching the autumn sky knows that migrating birds fly in a V formation, but scientists have long debated why.” The first paragraph continues by focusing on new research that might answer the question of why birds fly in that formation (“presumably to catch the preceding bird’s updraft — and save energy during flight”). As a whole, the passage can therefore be seen as a discussion of the biological motivation behind migrating birds’ reliance on the V formation.
Choice A is incorrect because the squadrons of planes mentioned in the second paragraph are used as an example to discuss migrating birds but are not themselves the main subject of this passage. Choice B is incorrect because although the fourth paragraph does discuss the role of downdrafts in V-formation flight, this discussion is brief and does not constitute a main purpose. Choice D is incorrect because the passage does not illustrate how birds sense air currents through their feathers; instead, the seventh paragraph suggests in passing that such sensation may play a role in maintaining the V formation: “Scientists do not know how the birds find that aerodynamic sweet spot, but they suspect that the animals align themselves either by sight or by sensing air currents through their feathers.”

OneTime: Digital SAT Mock Test - 10 - Question 23

Question based on the following passage.
This passage is adapted from Patricia Waldron, “Why Birds Fly in a V Formation.” ©2014 by American Association for the Advancement of Science.

Anyone watching the autumn sky knows that
migrating birds fly in a V formation, but scientists
have long debated why. A new study of ibises finds
that these big-winged birds carefully position their
(5) wingtips and sync their flapping, presumably to catch
the preceding bird’s updraft—and save energy
during flight.
There are two reasons birds might fly in a
V formation: It may make flight easier, or they’re
(10) simply following the leader. Squadrons of planes can
save fuel by flying in a V formation, and many
scientists suspect that migrating birds do the same.
Models that treated flapping birds like fixed-wing
airplanes estimate that they save energy by drafting
(15) off each other, but currents created by airplanes are
far more stable than the oscillating eddies coming off
of a bird. “Air gets pretty unpredictable behind a
flapping wing,” says James Usherwood, a locomotor
biomechanist at the Royal Veterinary College at the
(20) University of London in Hatfield, where the research
took place.
The study, published in Nature, took advantage of
an existing project to reintroduce endangered
northern bald ibises (Geronticus eremita) to Europe.
(25) ​​​​​​​Scientists used a microlight plane to show
hand-raised birds their ancestral migration route
from Austria to Italy. A flock of 14 juveniles carried
data loggers specially built by Usherwood and his lab.
The device’s GPS determined each bird’s flight
(30) ​​​​​​​position to within 30 cm, and an accelerometer
showed the timing of the wing flaps.
Just as aerodynamic estimates would predict, the
birds positioned themselves to fly just behind and to
the side of the bird in front, timing their wing beats
(35) ​​​​​​​to catch the uplifting eddies. When a bird flew
directly behind another, the timing of the flapping
reversed so that it could minimize the effects of the
downdraft coming off the back of the bird’s body.
“We didn’t think this was possible,” Usherwood
(40) ​​​​​​​says, considering that the feat requires careful
flight and incredible awareness of one’s neighbors.
“Perhaps these big V formation birds can be thought
of quite like an airplane with wings that go up and
down.”
(45) ​​​​​​​The findings likely apply to other long-winged
birds, such as pelicans, storks, and geese, Usherwood
says. Smaller birds create more complex wakes that
would make drafting too difficult. The researchers
did not attempt to calculate the bird’s energy savings
(50) ​​​​​​​because the necessary physiological measurements
would be too invasive for an endangered species.
Previous studies estimate that birds can use
20 percent to 30 percent less energy while
flying in a V.
(55) ​​​​​​​“From a behavioral perspective it’s really a
breakthrough,” says David Lentink, a mechanical
engineer at Stanford University in Palo Alto,
California, who was not involved in the work.
“Showing that birds care about syncing their wing
(60) ​​​​​​​beats is definitely an important insight that we didn’t
have before.”
Scientists do not know how the birds find
that aerodynamic sweet spot, but they suspect that
the animals align themselves either by sight or
(65) ​​​​​​​by sensing air currents through their feathers.
Alternatively, they may move around until they find
the location with the least resistance. In future
studies, the researchers will switch to more common
birds, such as pigeons or geese. They plan to
(70) ​​​​​​​investigate how the animals decide who sets the
course and the pace, and whether a mistake made by
the leader can ripple through the rest of the flock to
cause traffic jams.
“It’s a pretty impressive piece of work as it is, but
(75) ​​​​​​​it does suggest that there’s a lot more to learn,”
says Ty Hedrick, a biologist at the University of
North Carolina, Chapel Hill, who studies flight
aerodynamics in birds and insects. However they do
it, he says, “birds are awfully good hang-glider
(80) ​​​​​​​pilots.

Q. The author includes the quotation “Air gets pretty unpredictable behind a flapping wing” (lines 17-18) to

Detailed Solution for OneTime: Digital SAT Mock Test - 10 - Question 23

Choice A is the best answer. In the second paragraph of the passage, the quotation “Air gets pretty unpredictable behind a flapping wing” immediately follows the statement that “currents created by airplanes are far more stable than the oscillating eddies coming off of a bird.” The inclusion of the above quotation can therefore be seen as a way to explain that the current created by a bird’s flapping wings is different from the current coming off the fixed wing of an airplane.
Choice B is incorrect because the quotation’s explanation that air is “unpredictable” behind a bird’s wing stresses the bird’s lack of control over the air current. Choice C is incorrect because the quotation attributes the unpredictability of the current “behind a flapping wind” to the action of the wing rather than to wind, and in fact the passage makes no mention of wind. Choice D is incorrect because the quotation characterizes the flapping of the bird’s wings in terms of the unpredictability of its effects, not of its comparative strength.

OneTime: Digital SAT Mock Test - 10 - Question 24

Question based on the following passage.
This passage is adapted from Patricia Waldron, “Why Birds Fly in a V Formation.” ©2014 by American Association for the Advancement of Science.

Anyone watching the autumn sky knows that
migrating birds fly in a V formation, but scientists
have long debated why. A new study of ibises finds
that these big-winged birds carefully position their
(5) wingtips and sync their flapping, presumably to catch
the preceding bird’s updraft—and save energy
during flight.
There are two reasons birds might fly in a
V formation: It may make flight easier, or they’re
(10) simply following the leader. Squadrons of planes can
save fuel by flying in a V formation, and many
scientists suspect that migrating birds do the same.
Models that treated flapping birds like fixed-wing
airplanes estimate that they save energy by drafting
(15) off each other, but currents created by airplanes are
far more stable than the oscillating eddies coming off
of a bird. “Air gets pretty unpredictable behind a
flapping wing,” says James Usherwood, a locomotor
biomechanist at the Royal Veterinary College at the
(20) University of London in Hatfield, where the research
took place.
The study, published in Nature, took advantage of
an existing project to reintroduce endangered
northern bald ibises (Geronticus eremita) to Europe.
(25) Scientists used a microlight plane to show
hand-raised birds their ancestral migration route
from Austria to Italy. A flock of 14 juveniles carried
data loggers specially built by Usherwood and his lab.
The device’s GPS determined each bird’s flight
(30) ​​​​​​​position to within 30 cm, and an accelerometer
showed the timing of the wing flaps.
Just as aerodynamic estimates would predict, the
birds positioned themselves to fly just behind and to
the side of the bird in front, timing their wing beats
(35) ​​​​​​​to catch the uplifting eddies. When a bird flew
directly behind another, the timing of the flapping
reversed so that it could minimize the effects of the
downdraft coming off the back of the bird’s body.
“We didn’t think this was possible,” Usherwood
(40) ​​​​​​​says, considering that the feat requires careful
flight and incredible awareness of one’s neighbors.
“Perhaps these big V formation birds can be thought
of quite like an airplane with wings that go up and
down.”
(45) ​​​​​​​The findings likely apply to other long-winged
birds, such as pelicans, storks, and geese, Usherwood
says. Smaller birds create more complex wakes that
would make drafting too difficult. The researchers
did not attempt to calculate the bird’s energy savings
(50) ​​​​​​​because the necessary physiological measurements
would be too invasive for an endangered species.
Previous studies estimate that birds can use
20 percent to 30 percent less energy while
flying in a V.
(55) ​​​​​​​“From a behavioral perspective it’s really a
breakthrough,” says David Lentink, a mechanical
engineer at Stanford University in Palo Alto,
California, who was not involved in the work.
“Showing that birds care about syncing their wing
(60) ​​​​​​​beats is definitely an important insight that we didn’t
have before.”
Scientists do not know how the birds find
that aerodynamic sweet spot, but they suspect that
the animals align themselves either by sight or
(65) ​​​​​​​by sensing air currents through their feathers.
Alternatively, they may move around until they find
the location with the least resistance. In future
studies, the researchers will switch to more common
birds, such as pigeons or geese. They plan to
(70) ​​​​​​​investigate how the animals decide who sets the
course and the pace, and whether a mistake made by
the leader can ripple through the rest of the flock to
cause traffic jams.
“It’s a pretty impressive piece of work as it is, but
(75) ​​​​​​​it does suggest that there’s a lot more to learn,”
says Ty Hedrick, a biologist at the University of
North Carolina, Chapel Hill, who studies flight
aerodynamics in birds and insects. However they do
it, he says, “birds are awfully good hang-glider
(80) ​​​​​​​pilots.

Q. What can reasonably be inferred about the reason Usherwood used northern bald ibises as the subjects of his study?

Detailed Solution for OneTime: Digital SAT Mock Test - 10 - Question 24

Choice D is the best answer. The reason Usherwood used northern bald ibises as the subjects of his study is clearly stated at the beginning of the third paragraph: “The study, published in Nature, took advantage of an existing project to reintroduce endangered northern bald ibises (Geronticus eremita) to Europe.” Because the project reintroducing those birds was already underway, it was therefore easy for Usherwood and his team to join it.
Choice A is incorrect because it would not be accurate to say that ibises were well acquainted with their migration route, as the third paragraph explains that scientists needed to “show hand-raised birds their ancestral migration route.” Choice B is incorrect because the third paragraph states that the ibises wore “data loggers specially built by Usherwood and his lab” but never indicates that they had worn any such device before or undertaken migration previously. Choice C is incorrect because the passage never claims that ibises’ body shape is similar to the design of a modern airplane, instead comparing only a V formation of birds to an airplane in the fourth paragraph.

OneTime: Digital SAT Mock Test - 10 - Question 25

Question based on the following passage.
This passage is adapted from Patricia Waldron, “Why Birds Fly in a V Formation.” ©2014 by American Association for the Advancement of Science.

Anyone watching the autumn sky knows that
migrating birds fly in a V formation, but scientists
have long debated why. A new study of ibises finds
that these big-winged birds carefully position their
(5) wingtips and sync their flapping, presumably to catch
the preceding bird’s updraft—and save energy
during flight.
There are two reasons birds might fly in a
V formation: It may make flight easier, or they’re
(10) simply following the leader. Squadrons of planes can
save fuel by flying in a V formation, and many
scientists suspect that migrating birds do the same.
Models that treated flapping birds like fixed-wing
airplanes estimate that they save energy by drafting
(15) off each other, but currents created by airplanes are
far more stable than the oscillating eddies coming off
of a bird. “Air gets pretty unpredictable behind a
flapping wing,” says James Usherwood, a locomotor
biomechanist at the Royal Veterinary College at the
(20) University of London in Hatfield, where the research
took place.
The study, published in Nature, took advantage of
an existing project to reintroduce endangered
northern bald ibises (Geronticus eremita) to Europe.
(25) Scientists used a microlight plane to show
hand-raised birds their ancestral migration route
from Austria to Italy. A flock of 14 juveniles carried
data loggers specially built by Usherwood and his lab.
The device’s GPS determined each bird’s flight
(30) position to within 30 cm, and an accelerometer
showed the timing of the wing flaps.
Just as aerodynamic estimates would predict, the
birds positioned themselves to fly just behind and to
the side of the bird in front, timing their wing beats
(35) ​​​​​​​to catch the uplifting eddies. When a bird flew
directly behind another, the timing of the flapping
reversed so that it could minimize the effects of the
downdraft coming off the back of the bird’s body.
“We didn’t think this was possible,” Usherwood
(40) ​​​​​​​says, considering that the feat requires careful
flight and incredible awareness of one’s neighbors.
“Perhaps these big V formation birds can be thought
of quite like an airplane with wings that go up and
down.”
(45) ​​​​​​​The findings likely apply to other long-winged
birds, such as pelicans, storks, and geese, Usherwood
says. Smaller birds create more complex wakes that
would make drafting too difficult. The researchers
did not attempt to calculate the bird’s energy savings
(50) ​​​​​​​because the necessary physiological measurements
would be too invasive for an endangered species.
Previous studies estimate that birds can use
20 percent to 30 percent less energy while
flying in a V.
(55) ​​​​​​​“From a behavioral perspective it’s really a
breakthrough,” says David Lentink, a mechanical
engineer at Stanford University in Palo Alto,
California, who was not involved in the work.
“Showing that birds care about syncing their wing
(60) ​​​​​​​beats is definitely an important insight that we didn’t
have before.”
Scientists do not know how the birds find
that aerodynamic sweet spot, but they suspect that
the animals align themselves either by sight or
(65) ​​​​​​​by sensing air currents through their feathers.
Alternatively, they may move around until they find
the location with the least resistance. In future
studies, the researchers will switch to more common
birds, such as pigeons or geese. They plan to
(70) ​​​​​​​investigate how the animals decide who sets the
course and the pace, and whether a mistake made by
the leader can ripple through the rest of the flock to
cause traffic jams.
“It’s a pretty impressive piece of work as it is, but
(75) ​​​​​​​it does suggest that there’s a lot more to learn,”
says Ty Hedrick, a biologist at the University of
North Carolina, Chapel Hill, who studies flight
aerodynamics in birds and insects. However they do
it, he says, “birds are awfully good hang-glider
(80) ​​​​​​​pilots.

Q. Which choice provides the best evidence for the answer to the previous question?

Detailed Solution for OneTime: Digital SAT Mock Test - 10 - Question 25

Choice C is the best answer. The previous question asks why Usherwood used northern bald ibises as the subject of his study. The answer, that he had easy access to them because they were being used in another scientific study, is supported at the beginning of the passage’s third paragraph: “The study, published in Nature, took advantage of an existing project to reintroduce endangered northern bald ibises (Geronticus eremita) to Europe.” Choices A, B, and D are incorrect because the lines cited do not support the answer to the previous question as to why Usherwood chose northern bald ibises as the subject of his study; instead, they describe the results of the study (choice A), compare birds and planes in flight (choice B), and describe one element of the actual study (choice D) but not the reason ibises were chosen.

OneTime: Digital SAT Mock Test - 10 - Question 26

Question based on the following passage.
This passage is adapted from Patricia Waldron, “Why Birds Fly in a V Formation.” ©2014 by American Association for the Advancement of Science.

Anyone watching the autumn sky knows that
migrating birds fly in a V formation, but scientists
have long debated why. A new study of ibises finds
that these big-winged birds carefully position their
(5) wingtips and sync their flapping, presumably to catch
the preceding bird’s updraft—and save energy
during flight.
There are two reasons birds might fly in a
V formation: It may make flight easier, or they’re
(10) simply following the leader. Squadrons of planes can
save fuel by flying in a V formation, and many
scientists suspect that migrating birds do the same.
Models that treated flapping birds like fixed-wing
airplanes estimate that they save energy by drafting
(15) off each other, but currents created by airplanes are
far more stable than the oscillating eddies coming off
of a bird. “Air gets pretty unpredictable behind a
flapping wing,” says James Usherwood, a locomotor
biomechanist at the Royal Veterinary College at the
(20) University of London in Hatfield, where the research
took place.
The study, published in Nature, took advantage of
an existing project to reintroduce endangered
northern bald ibises (Geronticus eremita) to Europe.
(25) Scientists used a microlight plane to show
hand-raised birds their ancestral migration route
from Austria to Italy. A flock of 14 juveniles carried
data loggers specially built by Usherwood and his lab.
The device’s GPS determined each bird’s flight
(30) position to within 30 cm, and an accelerometer
showed the timing of the wing flaps.
Just as aerodynamic estimates would predict, the
birds positioned themselves to fly just behind and to
the side of the bird in front, timing their wing beats
(35) to catch the uplifting eddies. When a bird flew
directly behind another, the timing of the flapping
reversed so that it could minimize the effects of the
downdraft coming off the back of the bird’s body.
“We didn’t think this was possible,” Usherwood
(40) ​​​​​​​says, considering that the feat requires careful
flight and incredible awareness of one’s neighbors.
“Perhaps these big V formation birds can be thought
of quite like an airplane with wings that go up and
down.”
(45) ​​​​​​​The findings likely apply to other long-winged
birds, such as pelicans, storks, and geese, Usherwood
says. Smaller birds create more complex wakes that
would make drafting too difficult. The researchers
did not attempt to calculate the bird’s energy savings
(50) ​​​​​​​because the necessary physiological measurements
would be too invasive for an endangered species.
Previous studies estimate that birds can use
20 percent to 30 percent less energy while
flying in a V.
(55) ​​​​​​​“From a behavioral perspective it’s really a
breakthrough,” says David Lentink, a mechanical
engineer at Stanford University in Palo Alto,
California, who was not involved in the work.
“Showing that birds care about syncing their wing
(60) ​​​​​​​beats is definitely an important insight that we didn’t
have before.”
Scientists do not know how the birds find
that aerodynamic sweet spot, but they suspect that
the animals align themselves either by sight or
(65) ​​​​​​​by sensing air currents through their feathers.
Alternatively, they may move around until they find
the location with the least resistance. In future
studies, the researchers will switch to more common
birds, such as pigeons or geese. They plan to
(70) ​​​​​​​investigate how the animals decide who sets the
course and the pace, and whether a mistake made by
the leader can ripple through the rest of the flock to
cause traffic jams.
“It’s a pretty impressive piece of work as it is, but
(75) ​​​​​​​it does suggest that there’s a lot more to learn,”
says Ty Hedrick, a biologist at the University of
North Carolina, Chapel Hill, who studies flight
aerodynamics in birds and insects. However they do
it, he says, “birds are awfully good hang-glider
(80) ​​​​​​​pilots.

Q. What is the most likely reason the author includes the 30 cm measurement in line 30?

Detailed Solution for OneTime: Digital SAT Mock Test - 10 - Question 26

Choice A is the best answer. At the end of the third paragraph the author notes that the GPS tracking devices attached to the birds “determined each bird’s flight position to within 30 cm.” This detail, along with the author’s mention in the same sentence of another device that measured the timing of the wing flaps, provides evidence for the inference that the author likely specified 30 cm to underscore Usherwood’s use of precise data-collection methods.
Choice B is incorrect because the passage does not state that the distance an ibis flies between wing flaps was something that could be ascertained by Usherwood’s study. Choice C is incorrect because the passage does not discuss the wingspan length of juvenile ibises or suggest that this length could be determined from Usherwood’s tracking data. Choice D is incorrect because the passage does not discuss the distance maintained between the plane and the ibises in flight.

OneTime: Digital SAT Mock Test - 10 - Question 27

Question based on the following passage.
This passage is adapted from Patricia Waldron, “Why Birds Fly in a V Formation.” ©2014 by American Association for the Advancement of Science.

Anyone watching the autumn sky knows that
migrating birds fly in a V formation, but scientists
have long debated why. A new study of ibises finds
that these big-winged birds carefully position their
(5) wingtips and sync their flapping, presumably to catch
the preceding bird’s updraft—and save energy
during flight.
There are two reasons birds might fly in a
V formation: It may make flight easier, or they’re
(10) simply following the leader. Squadrons of planes can
save fuel by flying in a V formation, and many
scientists suspect that migrating birds do the same.
Models that treated flapping birds like fixed-wing
airplanes estimate that they save energy by drafting
(15) off each other, but currents created by airplanes are
far more stable than the oscillating eddies coming off
of a bird. “Air gets pretty unpredictable behind a
flapping wing,” says James Usherwood, a locomotor
biomechanist at the Royal Veterinary College at the
(20) University of London in Hatfield, where the research
took place.
The study, published in Nature, took advantage of
an existing project to reintroduce endangered
northern bald ibises (Geronticus eremita) to Europe.
(25) Scientists used a microlight plane to show
hand-raised birds their ancestral migration route
from Austria to Italy. A flock of 14 juveniles carried
data loggers specially built by Usherwood and his lab.
The device’s GPS determined each bird’s flight
(30) position to within 30 cm, and an accelerometer
showed the timing of the wing flaps.
Just as aerodynamic estimates would predict, the
birds positioned themselves to fly just behind and to
the side of the bird in front, timing their wing beats
(35) to catch the uplifting eddies. When a bird flew
directly behind another, the timing of the flapping
reversed so that it could minimize the effects of the
downdraft coming off the back of the bird’s body.
“We didn’t think this was possible,” Usherwood
(40) says, considering that the feat requires careful
flight and incredible awareness of one’s neighbors.
“Perhaps these big V formation birds can be thought
of quite like an airplane with wings that go up and
down.”
(45) ​​​​​​​The findings likely apply to other long-winged
birds, such as pelicans, storks, and geese, Usherwood
says. Smaller birds create more complex wakes that
would make drafting too difficult. The researchers
did not attempt to calculate the bird’s energy savings
(50) ​​​​​​​because the necessary physiological measurements
would be too invasive for an endangered species.
Previous studies estimate that birds can use
20 percent to 30 percent less energy while
flying in a V.
(55) ​​​​​​​“From a behavioral perspective it’s really a
breakthrough,” says David Lentink, a mechanical
engineer at Stanford University in Palo Alto,
California, who was not involved in the work.
“Showing that birds care about syncing their wing
(60) ​​​​​​​beats is definitely an important insight that we didn’t
have before.”
Scientists do not know how the birds find
that aerodynamic sweet spot, but they suspect that
the animals align themselves either by sight or
(65) ​​​​​​​by sensing air currents through their feathers.
Alternatively, they may move around until they find
the location with the least resistance. In future
studies, the researchers will switch to more common
birds, such as pigeons or geese. They plan to
(70) ​​​​​​​investigate how the animals decide who sets the
course and the pace, and whether a mistake made by
the leader can ripple through the rest of the flock to
cause traffic jams.
“It’s a pretty impressive piece of work as it is, but
(75) ​​​​​​​it does suggest that there’s a lot more to learn,”
says Ty Hedrick, a biologist at the University of
North Carolina, Chapel Hill, who studies flight
aerodynamics in birds and insects. However they do
it, he says, “birds are awfully good hang-glider
(80) ​​​​​​​pilots.

Q. What does the author imply about pelicans, storks, and geese flying in a V formation?

Detailed Solution for OneTime: Digital SAT Mock Test - 10 - Question 27

Choice C is the best answer. At the beginning of the fifth paragraph the passage states that “the findings likely apply to other long-winged birds, such as pelicans, storks, and geese, Usherwood says. Smaller birds create more complex wakes that would make drafting too difficult.” In these lines the author therefore implies that unlike smaller birds, pelicans, storks, and geese flying in a V formation likely create a similar wake to that of ibises.
Choice A is incorrect because the passage focuses entirely on bird flight, not bird communication. Choices B and D are incorrect because the passage discusses pelicans, storks, and geese only with respect to their drafting behavior, not in terms of their migration routes or how much energy they might expend when flying.

OneTime: Digital SAT Mock Test - 10 - Question 28

Question based on the following passage.
This passage is adapted from Patricia Waldron, “Why Birds Fly in a V Formation.” ©2014 by American Association for the Advancement of Science.

Anyone watching the autumn sky knows that
migrating birds fly in a V formation, but scientists
have long debated why. A new study of ibises finds
that these big-winged birds carefully position their
(5) wingtips and sync their flapping, presumably to catch
the preceding bird’s updraft—and save energy
during flight.
There are two reasons birds might fly in a
V formation: It may make flight easier, or they’re
(10) simply following the leader. Squadrons of planes can
save fuel by flying in a V formation, and many
scientists suspect that migrating birds do the same.
Models that treated flapping birds like fixed-wing
airplanes estimate that they save energy by drafting
(15) off each other, but currents created by airplanes are
far more stable than the oscillating eddies coming off
of a bird. “Air gets pretty unpredictable behind a
flapping wing,” says James Usherwood, a locomotor
biomechanist at the Royal Veterinary College at the
(20) University of London in Hatfield, where the research
took place.
The study, published in Nature, took advantage of
an existing project to reintroduce endangered
northern bald ibises (Geronticus eremita) to Europe.
(25) Scientists used a microlight plane to show
hand-raised birds their ancestral migration route
from Austria to Italy. A flock of 14 juveniles carried
data loggers specially built by Usherwood and his lab.
The device’s GPS determined each bird’s flight
(30) position to within 30 cm, and an accelerometer
showed the timing of the wing flaps.
Just as aerodynamic estimates would predict, the
birds positioned themselves to fly just behind and to
the side of the bird in front, timing their wing beats
(35) to catch the uplifting eddies. When a bird flew
directly behind another, the timing of the flapping
reversed so that it could minimize the effects of the
downdraft coming off the back of the bird’s body.
“We didn’t think this was possible,” Usherwood
(40) says, considering that the feat requires careful
flight and incredible awareness of one’s neighbors.
“Perhaps these big V formation birds can be thought
of quite like an airplane with wings that go up and
down.”
(45) The findings likely apply to other long-winged
birds, such as pelicans, storks, and geese, Usherwood
says. Smaller birds create more complex wakes that
would make drafting too difficult. The researchers
did not attempt to calculate the bird’s energy savings
(50) ​​​​​​​because the necessary physiological measurements
would be too invasive for an endangered species.
Previous studies estimate that birds can use
20 percent to 30 percent less energy while
flying in a V.
(55) ​​​​​​​“From a behavioral perspective it’s really a
breakthrough,” says David Lentink, a mechanical
engineer at Stanford University in Palo Alto,
California, who was not involved in the work.
“Showing that birds care about syncing their wing
(60) ​​​​​​​beats is definitely an important insight that we didn’t
have before.”
Scientists do not know how the birds find
that aerodynamic sweet spot, but they suspect that
the animals align themselves either by sight or
(65) ​​​​​​​by sensing air currents through their feathers.
Alternatively, they may move around until they find
the location with the least resistance. In future
studies, the researchers will switch to more common
birds, such as pigeons or geese. They plan to
(70) ​​​​​​​investigate how the animals decide who sets the
course and the pace, and whether a mistake made by
the leader can ripple through the rest of the flock to
cause traffic jams.
“It’s a pretty impressive piece of work as it is, but
(75) ​​​​​​​it does suggest that there’s a lot more to learn,”
says Ty Hedrick, a biologist at the University of
North Carolina, Chapel Hill, who studies flight
aerodynamics in birds and insects. However they do
it, he says, “birds are awfully good hang-glider
(80) ​​​​​​​pilots.

Q. Which choice provides the best evidence for the answer to the previous question?

Detailed Solution for OneTime: Digital SAT Mock Test - 10 - Question 28

Choice B is the best answer. The previous question asks what the author implies about pelicans, storks, and geese flying in a V formation. The answer, that they produce a similar wake to ibises, is supported at the beginning of the fifth paragraph: “Smaller birds create more complex wakes that would make drafting too difficult.” This sentence, in conjunction with the preceding sentence’s assertion of the probable applicability of Usherwood’s findings to pelicans, storks, and geese, underscores that the point of probable similarity between ibises and those other species is in their wake and the drafting it makes possible. Choices A, C, and D are incorrect because the lines cited do not support the answer to the previous question regarding what the author implies about pelicans, storks, and geese flying in a V formation. Instead, they explain one finding in the ibis study, with no reference to other long-winged species (choice A); highlight the findings of a previous study of energy use in bird flight, with no reference to the relationship between ibises and other species (choice C); and offer a theory about ibises in flight, again with no reference to other species (choice D).

OneTime: Digital SAT Mock Test - 10 - Question 29

Question based on the following passage.
This passage is adapted from Patricia Waldron, “Why Birds Fly in a V Formation.” ©2014 by American Association for the Advancement of Science.

Anyone watching the autumn sky knows that
migrating birds fly in a V formation, but scientists
have long debated why. A new study of ibises finds
that these big-winged birds carefully position their
(5) wingtips and sync their flapping, presumably to catch
the preceding bird’s updraft—and save energy
during flight.
There are two reasons birds might fly in a
V formation: It may make flight easier, or they’re
(10) simply following the leader. Squadrons of planes can
save fuel by flying in a V formation, and many
scientists suspect that migrating birds do the same.
Models that treated flapping birds like fixed-wing
airplanes estimate that they save energy by drafting
(15) off each other, but currents created by airplanes are
far more stable than the oscillating eddies coming off
of a bird. “Air gets pretty unpredictable behind a
flapping wing,” says James Usherwood, a locomotor
biomechanist at the Royal Veterinary College at the
(20) University of London in Hatfield, where the research
took place.
The study, published in Nature, took advantage of
an existing project to reintroduce endangered
northern bald ibises (Geronticus eremita) to Europe.
(25) Scientists used a microlight plane to show
hand-raised birds their ancestral migration route
from Austria to Italy. A flock of 14 juveniles carried
data loggers specially built by Usherwood and his lab.
The device’s GPS determined each bird’s flight
(30) position to within 30 cm, and an accelerometer
showed the timing of the wing flaps.
Just as aerodynamic estimates would predict, the
birds positioned themselves to fly just behind and to
the side of the bird in front, timing their wing beats
(35) to catch the uplifting eddies. When a bird flew
directly behind another, the timing of the flapping
reversed so that it could minimize the effects of the
downdraft coming off the back of the bird’s body.
“We didn’t think this was possible,” Usherwood
(40) says, considering that the feat requires careful
flight and incredible awareness of one’s neighbors.
“Perhaps these big V formation birds can be thought
of quite like an airplane with wings that go up and
down.”
(45) The findings likely apply to other long-winged
birds, such as pelicans, storks, and geese, Usherwood
says. Smaller birds create more complex wakes that
would make drafting too difficult. The researchers
did not attempt to calculate the bird’s energy savings
(50) because the necessary physiological measurements
would be too invasive for an endangered species.
Previous studies estimate that birds can use
20 percent to 30 percent less energy while
flying in a V.
(55) ​​​​​​​“From a behavioral perspective it’s really a
breakthrough,” says David Lentink, a mechanical
engineer at Stanford University in Palo Alto,
California, who was not involved in the work.
“Showing that birds care about syncing their wing
(60) ​​​​​​​beats is definitely an important insight that we didn’t
have before.”
Scientists do not know how the birds find
that aerodynamic sweet spot, but they suspect that
the animals align themselves either by sight or
(65) ​​​​​​​by sensing air currents through their feathers.
Alternatively, they may move around until they find
the location with the least resistance. In future
studies, the researchers will switch to more common
birds, such as pigeons or geese. They plan to
(70) ​​​​​​​investigate how the animals decide who sets the
course and the pace, and whether a mistake made by
the leader can ripple through the rest of the flock to
cause traffic jams.
“It’s a pretty impressive piece of work as it is, but
(75) ​​​​​​​it does suggest that there’s a lot more to learn,”
says Ty Hedrick, a biologist at the University of
North Carolina, Chapel Hill, who studies flight
aerodynamics in birds and insects. However they do
it, he says, “birds are awfully good hang-glider
(80) ​​​​​​​pilots.

Q. What is a main idea of the seventh paragraph (lines 62-73)?

Detailed Solution for OneTime: Digital SAT Mock Test - 10 - Question 29

Choice C is the best answer. The seventh paragraph speculates that further research may provide insight into how and why birds fly in formation: “In future studies, the researchers will switch to more common birds, such as pigeons or geese. They plan to investigate how the animals decide who sets the course and the pace.” In sum, the seventh paragraph can therefore be seen as recognizing that more research is needed to explain the phenomenon of flight formation more completely.
Choice A is incorrect because neither the seventh paragraph nor the passage as a whole is concerned with bird hierarchies; the decision as to which bird sets the “course” or “pace” is mentioned only as another aspect of bird flight that scientists have yet to explain fully. Choice B is incorrect because the seventh paragraph only briefly mentions mistakes in V-formation flight, and this subject is not a central focus of the paragraph. Choice D is incorrect because although the seventh paragraph mentions the sighting of a lead bird or “leader” as a possible factor in the V formation, this factor is mentioned briefly and in conjunction with other factors, so that to describe it as a main idea would misrepresent the paragraph as a whole.

OneTime: Digital SAT Mock Test - 10 - Question 30

Question based on the following passage.
This passage is adapted from Patricia Waldron, “Why Birds Fly in a V Formation.” ©2014 by American Association for the Advancement of Science.

Anyone watching the autumn sky knows that
migrating birds fly in a V formation, but scientists
have long debated why. A new study of ibises finds
that these big-winged birds carefully position their
(5) wingtips and sync their flapping, presumably to catch
the preceding bird’s updraft—and save energy
during flight.
There are two reasons birds might fly in a
V formation: It may make flight easier, or they’re
(10) simply following the leader. Squadrons of planes can
save fuel by flying in a V formation, and many
scientists suspect that migrating birds do the same.
Models that treated flapping birds like fixed-wing
airplanes estimate that they save energy by drafting
(15) off each other, but currents created by airplanes are
far more stable than the oscillating eddies coming off
of a bird. “Air gets pretty unpredictable behind a
flapping wing,” says James Usherwood, a locomotor
biomechanist at the Royal Veterinary College at the
(20) University of London in Hatfield, where the research
took place.
The study, published in Nature, took advantage of
an existing project to reintroduce endangered
northern bald ibises (Geronticus eremita) to Europe.
(25) Scientists used a microlight plane to show
hand-raised birds their ancestral migration route
from Austria to Italy. A flock of 14 juveniles carried
data loggers specially built by Usherwood and his lab.
The device’s GPS determined each bird’s flight
(30) position to within 30 cm, and an accelerometer
showed the timing of the wing flaps.
Just as aerodynamic estimates would predict, the
birds positioned themselves to fly just behind and to
the side of the bird in front, timing their wing beats
(35) to catch the uplifting eddies. When a bird flew
directly behind another, the timing of the flapping
reversed so that it could minimize the effects of the
downdraft coming off the back of the bird’s body.
“We didn’t think this was possible,” Usherwood
(40) says, considering that the feat requires careful
flight and incredible awareness of one’s neighbors.
“Perhaps these big V formation birds can be thought
of quite like an airplane with wings that go up and
down.”
(45) The findings likely apply to other long-winged
birds, such as pelicans, storks, and geese, Usherwood
says. Smaller birds create more complex wakes that
would make drafting too difficult. The researchers
did not attempt to calculate the bird’s energy savings
(50) because the necessary physiological measurements
would be too invasive for an endangered species.
Previous studies estimate that birds can use
20 percent to 30 percent less energy while
flying in a V.
(55) “From a behavioral perspective it’s really a
breakthrough,” says David Lentink, a mechanical
engineer at Stanford University in Palo Alto,
California, who was not involved in the work.
“Showing that birds care about syncing their wing
(60) ​​​​​​​beats is definitely an important insight that we didn’t
have before.”
Scientists do not know how the birds find
that aerodynamic sweet spot, but they suspect that
the animals align themselves either by sight or
(65) ​​​​​​​by sensing air currents through their feathers.
Alternatively, they may move around until they find
the location with the least resistance. In future
studies, the researchers will switch to more common
birds, such as pigeons or geese. They plan to
(70) ​​​​​​​investigate how the animals decide who sets the
course and the pace, and whether a mistake made by
the leader can ripple through the rest of the flock to
cause traffic jams.
“It’s a pretty impressive piece of work as it is, but
(75) ​​​​​​​it does suggest that there’s a lot more to learn,”
says Ty Hedrick, a biologist at the University of
North Carolina, Chapel Hill, who studies flight
aerodynamics in birds and insects. However they do
it, he says, “birds are awfully good hang-glider
(80) ​​​​​​​pilots.

Q. The author uses the phrase “aerodynamic sweet spot” in line 63 most likely to

Detailed Solution for OneTime: Digital SAT Mock Test - 10 - Question 30

Choice D is the best answer. In describing the way that long-winged birds like ibises fly in a V formation by drafting off each other, the seventh paragraph begins by stating, “scientists do not know how the birds find that aerodynamic sweet spot.” In context, the phrase “aerodynamic sweet spot” characterizes the particular spatial relationship among birds in the formation that affords the least amount of wind resistance and is thus beneficial for flock members to maintain.
Choice A is incorrect because the author uses the phrase “aerodynamic sweet spot” in relation to bird flight, not plane flight. Choice B is incorrect because the phrase is not meant to imply the joy of flight so much as the optimum efficiency that can be found by flying in a certain position. Choice C is incorrect because the phrase is not used to discuss synchronized wing movement among birds, nor is synchronization addressed anywhere in the seventh paragraph.

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