Question refer to the following information.Ms. Simon drives her car from her home to her workplace every workday morning. The table above shows the distance, in miles, and her average driving speed, in miles per hour (mph), when there is no traffic delay, for each segment of her drive.One morning, Ms. Simon drove directly from her home to her workplace in 24 minutes. What was her average speed, in miles per hour, during her drive that morning?Correct answer is '43.5'. Can you explain this answer?

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Question refer to the following information.

Ms. Simon drives her car from her home to her workplace every workday morning. The table above shows the distance, in miles, and her average driving speed, in miles per hour (mph), when there is no traffic delay, for each segment of her drive.

One morning, Ms. Simon drove directly from her home to her workplace in 24 minutes. What was her average speed, in miles per hour, during her drive that morning?

Correct answer is '43.5'. Can you explain this answer?

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Question refer to the following information.Ms. Simon drives her car f...

The distance from Ms. Simon’s home to her workplace is 0.6 + 15.4 + 1.4 = 17.4 miles. Ms. Simon took 24 minutes to drive this distance. Since there are 60 minutes in one hour, her average speed, in miles per hour, for this trip is

miles per hour. Based on the directions, 87/2 or 43.5 can be gridded as the correct answer. We are accepting 43 and 44 as additional correct answers because the precision of the measurements provided does not support an answer with three significant digits.

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Question refer to the following information.Ms. Simon drives her car f...

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Question refer to the following information.Ms. Simon drives her car from her home to her workplace every workday morning. The table above shows the distance, in miles, and her average driving speed, in miles per hour (mph), when there is no traffic delay, for each segment of her drive.If Ms. Simon starts her drive at 6:30 a.m., she can drive at her average driving speed with no traffic delay for each segment of the drive. If she starts her drive at 7:00 a.m., the travel time from the freeway entrance to the freeway exit increases by 33% due to slower traffic, but the travel time for each of the other two segments of her drive does not change. Based on the table, how many more minutes does Ms. Simon take to arrive at her workplace if she starts her drive at 7:00 a.m. than if she starts her drive at 6:30 a.m.? (Round your answer to the nearest minute.) Correct answer is '6'. Can you explain this answer?

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Directions: Each passage below is accompanied by a number of questions. For some questions, you will consider how the passage might be revised to improve the expression of ideas. For other questions, you will consider how the passage might be edited to correct errors in sentence structure, usage, or punctuation. A passage or a question may be accompanied by one or more graphics (such as a table or graph) that you will consider as you make revising and editing decisions.Some questions will direct you to an underlined portion of a passage. Other questions will direct you to a location in a passage or ask you to think about the passage as a whole.After reading each passage, choose the answer to each question that most effectively improves the quality of writing in the passage or that makes the passage conform to the conventions of Standard Written English. Many questions include a "NO CHANGE" option. Choose that option if you think the best choice is to leave the relevant portion of the passage as it is.Question based on the following passage.Platonic FormsWhen we look at the moon, we see a spherical object. But do “spheres” really exist? This may seem to be a silly question, because its not hard to understand the definition of a sphere: “the set of all points in space that are a fixed distance (called the radius) from a fixed point (called the center).” We see examples of “spherical” objects all the time, dont we?(1) First, nothing that we can observe in our physical world (2) complies perfectly to this mathematical definition of a sphere. The moon, a beach ball, and even water droplets are all “bumpy,” at least at the atomic level. So can we say that the concept of “sphere” is real (3) if there is no such thing as a real sphere?Pondering this question as so many ancient Greek philosophers did, (4) the argument Plato made was that the sphere is an “ideal form,” inaccessible to our physical senses yet (5) the mind can apprehend itthrough pure reason. He also reasoned that, since our senses can be fooled, logic provides a much more reliable path to the truth. Therefore, a Platonic idealist believes that these abstract forms are (6) as effective, if not more so, than sensory experience at revealing the nature of reality. (7)Modern scientists and philosophers are unlikely to be Platonic idealists. Today, we can understand the origin of abstract concepts (8) and not having to believe that they come from a higher, physically inaccessible reality. We simply need to understand (9) the process by which our brains make inferences.Take an abstract idea like “orangeness.” Most of us would say that orangeness “exists” because we see examples of it every day, such as carrots, traffic cones, and pumpkins. But what if, by some magic, we could remove all orange-colored objects from the universe? In other words, what if, as with “sphereness,” no real examples of “orangeness” (10) would exist? Would “orangeness” still exist?In an important sense, the answer is yes. We can demonstrate the existence of “orangeness” without appealing to any higher reality. We could measure the wavelength of red light (about 650 nm), and yellow light (about 570 nm) and make the reasonable inference, because wavelengths fall on a continuum, that a color exists with an intermediate wavelength, of 610 nm, even if we have never directly measured such light.Our brains do not contain sophisticated instruments for measuring wavelengths of light, but they do make similar inferences constantly. (11) For instance, when you drive, you unconsciously make inferences about quantities like the speeds of surrounding cars and qualities like dangerous driving conditions. Our brains are continually making inferences based on the limited information from our senses, and these inferences are the substance of abstract thought.Q.Which of the following changes would best improve this sentence’s cohesiveness with the rest of the paragraph?

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Directions: Each passage below is accompanied by a number of questions. For some questions, you will consider how the passage might be revised to improve the expression of ideas. For other questions, you will consider how the passage might be edited to correct errors in sentence structure, usage, or punctuation. A passage or a question may be accompanied by one or more graphics (such as a table or graph) that you will consider as you make revising and editing decisions.Some questions will direct you to an underlined portion of a passage. Other questions will direct you to a location in a passage or ask you to think about the passage as a whole.After reading each passage, choose the answer to each question that most effectively improves the quality of writing in the passage or that makes the passage conform to the conventions of Standard Written English. Many questions include a "NO CHANGE" option. Choose that option if you think the best choice is to leave the relevant portion of the passage as it is.Question based on the following passage.Platonic FormsWhen we look at the moon, we see a spherical object. But do “spheres” really exist? This may seem to be a silly question, because its not hard to understand the definition of a sphere: “the set of all points in space that are a fixed distance (called the radius) from a fixed point (called the center).” We see examples of “spherical” objects all the time, dont we?(1) First, nothing that we can observe in our physical world (2) complies perfectly to this mathematical definition of a sphere. The moon, a beach ball, and even water droplets are all “bumpy,” at least at the atomic level. So can we say that the concept of “sphere” is real (3) if there is no such thing as a real sphere?Pondering this question as so many ancient Greek philosophers did, (4) the argument Plato made was that the sphere is an “ideal form,” inaccessible to our physical senses yet (5) the mind can apprehend itthrough pure reason. He also reasoned that, since our senses can be fooled, logic provides a much more reliable path to the truth. Therefore, a Platonic idealist believes that these abstract forms are (6) as effective, if not more so, than sensory experience at revealing the nature of reality. (7)Modern scientists and philosophers are unlikely to be Platonic idealists. Today, we can understand the origin of abstract concepts (8) and not having to believe that they come from a higher, physically inaccessible reality. We simply need to understand (9) the process by which our brains make inferences.Take an abstract idea like “orangeness.” Most of us would say that orangeness “exists” because we see examples of it every day, such as carrots, traffic cones, and pumpkins. But what if, by some magic, we could remove all orange-colored objects from the universe? In other words, what if, as with “sphereness,” no real examples of “orangeness” (10) would exist? Would “orangeness” still exist?In an important sense, the answer is yes. We can demonstrate the existence of “orangeness” without appealing to any higher reality. We could measure the wavelength of red light (about 650 nm), and yellow light (about 570 nm) and make the reasonable inference, because wavelengths fall on a continuum, that a color exists with an intermediate wavelength, of 610 nm, even if we have never directly measured such light.Our brains do not contain sophisticated instruments for measuring wavelengths of light, but they do make similar inferences constantly. (11) For instance, when you drive, you unconsciously make inferences about quantities like the speeds of surrounding cars and qualities like dangerous driving conditions. Our brains are continually making inferences based on the limited information from our senses, and these inferences are the substance of abstract thought.Q. (2)

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Directions: Each passage below is accompanied by a number of questions. For some questions, you will consider how the passage might be revised to improve the expression of ideas. For other questions, you will consider how the passage might be edited to correct errors in sentence structure, usage, or punctuation. A passage or a question may be accompanied by one or more graphics (such as a table or graph) that you will consider as you make revising and editing decisions.Some questions will direct you to an underlined portion of a passage. Other questions will direct you to a location in a passage or ask you to think about the passage as a whole.After reading each passage, choose the answer to each question that most effectively improves the quality of writing in the passage or that makes the passage conform to the conventions of Standard Written English. Many questions include a "NO CHANGE" option. Choose that option if you think the best choice is to leave the relevant portion of the passage as it is.Question based on the following passage.Platonic FormsWhen we look at the moon, we see a spherical object. But do “spheres” really exist? This may seem to be a silly question, because its not hard to understand the definition of a sphere: “the set of all points in space that are a fixed distance (called the radius) from a fixed point (called the center).” We see examples of “spherical” objects all the time, dont we?(1) First, nothing that we can observe in our physical world (2) complies perfectly to this mathematical definition of a sphere. The moon, a beach ball, and even water droplets are all “bumpy,” at least at the atomic level. So can we say that the concept of “sphere” is real (3) if there is no such thing as a real sphere?Pondering this question as so many ancient Greek philosophers did, (4) the argument Plato made was that the sphere is an “ideal form,” inaccessible to our physical senses yet (5) the mind can apprehend itthrough pure reason. He also reasoned that, since our senses can be fooled, logic provides a much more reliable path to the truth. Therefore, a Platonic idealist believes that these abstract forms are (6) as effective, if not more so, than sensory experience at revealing the nature of reality. (7)Modern scientists and philosophers are unlikely to be Platonic idealists. Today, we can understand the origin of abstract concepts (8) and not having to believe that they come from a higher, physically inaccessible reality. We simply need to understand (9) the process by which our brains make inferences.Take an abstract idea like “orangeness.” Most of us would say that orangeness “exists” because we see examples of it every day, such as carrots, traffic cones, and pumpkins. But what if, by some magic, we could remove all orange-colored objects from the universe? In other words, what if, as with “sphereness,” no real examples of “orangeness” (10) would exist? Would “orangeness” still exist?In an important sense, the answer is yes. We can demonstrate the existence of “orangeness” without appealing to any higher reality. We could measure the wavelength of red light (about 650 nm), and yellow light (about 570 nm) and make the reasonable inference, because wavelengths fall on a continuum, that a color exists with an intermediate wavelength, of 610 nm, even if we have never directly measured such light.Our brains do not contain sophisticated instruments for measuring wavelengths of light, but they do make similar inferences constantly. (11) For instance, when you drive, you unconsciously make inferences about quantities like the speeds of surrounding cars and qualities like dangerous driving conditions. Our brains are continually making inferences based on the limited information from our senses, and these inferences are the substance of abstract thought.Q. (1)

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Directions: Each passage below is accompanied by a number of questions. For some questions, you will consider how the passage might be revised to improve the expression of ideas. For other questions, you will consider how the passage might be edited to correct errors in sentence structure, usage, or punctuation. A passage or a question may be accompanied by one or more graphics (such as a table or graph) that you will consider as you make revising and editing decisions.Some questions will direct you to an underlined portion of a passage. Other questions will direct you to a location in a passage or ask you to think about the passage as a whole.After reading each passage, choose the answer to each question that most effectively improves the quality of writing in the passage or that makes the passage conform to the conventions of Standard Written English. Many questions include a "NO CHANGE" option. Choose that option if you think the best choice is to leave the relevant portion of the passage as it is.Question based on the following passage.Platonic FormsWhen we look at the moon, we see a spherical object. But do “spheres” really exist? This may seem to be a silly question, because its not hard to understand the definition of a sphere: “the set of all points in space that are a fixed distance (called the radius) from a fixed point (called the center).” We see examples of “spherical” objects all the time, dont we?(1) First, nothing that we can observe in our physical world (2) complies perfectly to this mathematical definition of a sphere. The moon, a beach ball, and even water droplets are all “bumpy,” at least at the atomic level. So can we say that the concept of “sphere” is real (3) if there is no such thing as a real sphere?Pondering this question as so many ancient Greek philosophers did, (4) the argument Plato made was that the sphere is an “ideal form,” inaccessible to our physical senses yet (5) the mind can apprehend itthrough pure reason. He also reasoned that, since our senses can be fooled, logic provides a much more reliable path to the truth. Therefore, a Platonic idealist believes that these abstract forms are (6) as effective, if not more so, than sensory experience at revealing the nature of reality. (7)Modern scientists and philosophers are unlikely to be Platonic idealists. Today, we can understand the origin of abstract concepts (8) and not having to believe that they come from a higher, physically inaccessible reality. We simply need to understand (9) the process by which our brains make inferences.Take an abstract idea like “orangeness.” Most of us would say that orangeness “exists” because we see examples of it every day, such as carrots, traffic cones, and pumpkins. But what if, by some magic, we could remove all orange-colored objects from the universe? In other words, what if, as with “sphereness,” no real examples of “orangeness” (10) would exist? Would “orangeness” still exist?In an important sense, the answer is yes. We can demonstrate the existence of “orangeness” without appealing to any higher reality. We could measure the wavelength of red light (about 650 nm), and yellow light (about 570 nm) and make the reasonable inference, because wavelengths fall on a continuum, that a color exists with an intermediate wavelength, of 610 nm, even if we have never directly measured such light.Our brains do not contain sophisticated instruments for measuring wavelengths of light, but they do make similar inferences constantly. (11) For instance, when you drive, you unconsciously make inferences about quantities like the speeds of surrounding cars and qualities like dangerous driving conditions. Our brains are continually making inferences based on the limited information from our senses, and these inferences are the substance of abstract thought.Q. (10)

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Question refer to the following information.Ms. Simon drives her car from her home to her workplace every workday morning. The table above shows the distance, in miles, and her average driving speed, in miles per hour (mph), when there is no traffic delay, for each segment of her drive.One morning, Ms. Simon drove directly from her home to her workplace in 24 minutes. What was her average speed, in miles per hour, during her drive that morning?Correct answer is '43.5'. Can you explain this answer?

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Question refer to the following information.Ms. Simon drives her car from her home to her workplace every workday morning. The table above shows the distance, in miles, and her average driving speed, in miles per hour (mph), when there is no traffic delay, for each segment of her drive.One morning, Ms. Simon drove directly from her home to her workplace in 24 minutes. What was her average speed, in miles per hour, during her drive that morning?Correct answer is '43.5'. Can you explain this answer? for SAT 2025 is part of SAT preparation. The Question and answers have been prepared according to the SAT exam syllabus. Information about Question refer to the following information.Ms. Simon drives her car from her home to her workplace every workday morning. The table above shows the distance, in miles, and her average driving speed, in miles per hour (mph), when there is no traffic delay, for each segment of her drive.One morning, Ms. Simon drove directly from her home to her workplace in 24 minutes. What was her average speed, in miles per hour, during her drive that morning?Correct answer is '43.5'. Can you explain this answer? covers all topics & solutions for SAT 2025 Exam. Find important definitions, questions, meanings, examples, exercises and tests below for Question refer to the following information.Ms. Simon drives her car from her home to her workplace every workday morning. The table above shows the distance, in miles, and her average driving speed, in miles per hour (mph), when there is no traffic delay, for each segment of her drive.One morning, Ms. Simon drove directly from her home to her workplace in 24 minutes. What was her average speed, in miles per hour, during her drive that morning?Correct answer is '43.5'. Can you explain this answer?.

Solutions for Question refer to the following information.Ms. Simon drives her car from her home to her workplace every workday morning. The table above shows the distance, in miles, and her average driving speed, in miles per hour (mph), when there is no traffic delay, for each segment of her drive.One morning, Ms. Simon drove directly from her home to her workplace in 24 minutes. What was her average speed, in miles per hour, during her drive that morning?Correct answer is '43.5'. Can you explain this answer? in English & in Hindi are available as part of our courses for SAT. Download more important topics, notes, lectures and mock test series for SAT Exam by signing up for free.

Here you can find the meaning of Question refer to the following information.Ms. Simon drives her car from her home to her workplace every workday morning. The table above shows the distance, in miles, and her average driving speed, in miles per hour (mph), when there is no traffic delay, for each segment of her drive.One morning, Ms. Simon drove directly from her home to her workplace in 24 minutes. What was her average speed, in miles per hour, during her drive that morning?Correct answer is '43.5'. Can you explain this answer? defined & explained in the simplest way possible. Besides giving the explanation of Question refer to the following information.Ms. Simon drives her car from her home to her workplace every workday morning. The table above shows the distance, in miles, and her average driving speed, in miles per hour (mph), when there is no traffic delay, for each segment of her drive.One morning, Ms. Simon drove directly from her home to her workplace in 24 minutes. What was her average speed, in miles per hour, during her drive that morning?Correct answer is '43.5'. Can you explain this answer?, a detailed solution for Question refer to the following information.Ms. Simon drives her car from her home to her workplace every workday morning. The table above shows the distance, in miles, and her average driving speed, in miles per hour (mph), when there is no traffic delay, for each segment of her drive.One morning, Ms. Simon drove directly from her home to her workplace in 24 minutes. What was her average speed, in miles per hour, during her drive that morning?Correct answer is '43.5'. Can you explain this answer? has been provided alongside types of Question refer to the following information.Ms. Simon drives her car from her home to her workplace every workday morning. The table above shows the distance, in miles, and her average driving speed, in miles per hour (mph), when there is no traffic delay, for each segment of her drive.One morning, Ms. Simon drove directly from her home to her workplace in 24 minutes. What was her average speed, in miles per hour, during her drive that morning?Correct answer is '43.5'. Can you explain this answer? theory, EduRev gives you an ample number of questions to practice Question refer to the following information.Ms. Simon drives her car from her home to her workplace every workday morning. The table above shows the distance, in miles, and her average driving speed, in miles per hour (mph), when there is no traffic delay, for each segment of her drive.One morning, Ms. Simon drove directly from her home to her workplace in 24 minutes. What was her average speed, in miles per hour, during her drive that morning?Correct answer is '43.5'. Can you explain this answer? tests, examples and also practice SAT tests.

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