Directions: The SAT Reading test consists of five passages on a variety of topics. Each passage is followed by a series of eleven questions. Carefully read the passage that is provided and answer the multiple choice questions based on what is stated or implied. The answers and explanations will be provided at the end of the test
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They have identical markings.
The Coluberquatuorlineatus is unrelated to the Colubersauromates.
The adult snakes do not resemble their young.
Colubersauromates evolved before Coluberquatuorlineatus.
Paragraph 2, Sentence 1 (“It is … confirmation)
Paragraph 2, Sentence 3 (“Yet, if we…primitive.”)
Paragraph 3, Sentence 1 (“It is…explained.”)
Paragraph 3, Sentence 2 (“Let us consider…primitive.”)
Establishing a framework for additional discussion.
Pointing out features unique to a particular animal species.
Explaining evolutionary trends in snake color and markings.
Comparing the appearance of multiple species.
Choices (B) and (D) are specific to one paragraph only, while (C) is outside the scope of the passage as a whole; nothing about “evolutionary trends” is learned from this passage.
Coloring can be classified by a finite number of reducible patterns.
Coloring can be as reliable an indicator of species as markings.
Two different species of snake will not have the same coloring and markings.
Coloring sometimes helps distinguish snake species.
“It is therefore always advisable to resort in the first instance to structural characters for the purpose of specific identification, and to fall back on coloration only as a means of confirmation.”
If coloring can be used as a ‘fall back,’ then it is reasonable to infer that it can sometimes be used to distinguish snake species. Choice (D) is the “most supported” inference and therefore correct. It is important to note that “sometimes helps” implies that there are cases in which coloring does not help, which is a statement supported in the passage.
It presents a hypothesis that disproves an earlier statement.
It offers an alternate interpretation of a previous idea.
It distills the broader point of the passage into a specific example.
It answers an anticipated question that the reader might have based on prior information.
If you chose (A): nothing is disproved with this example. If you chose (C): the inclusion of this snake species does not really exemplify a specific point that the author is making. In fact, the overall tone of the passage is informational, not persuasive. If you chose (D): there is nothing in this paragraph to indicate that the reader may have an anticipated question.
Color and tail characteristics.
Body markings and head shape.
Body length and markings.
Pupil shape and body width.
The first believes one method of classification is less valuable than another form, while the second believes all forms of classification are helpful.
The first does not believe that it is possible to identify two separate species without looking at the markings, while the second believes it is.
The first believes it is possible to determine whether a snake is poisonous based on its physical characteristics, while the second does not.
The first does not believe that variable markings can be scientifically explained, while the second posits that they can be if enough analysis is done on each specific snake.
If you chose (B): while tempting, this is too-extreme an interpretation of the position held by the author of Passage 1. Just because he emphasizes the importance of analyzing the markings of a snake, does not mean that he thinks there is not an alternate way of identifying a particular species.
If the snake’s body has specific markings.
If the snakes pupils are a specific shape.
If the snake’s tail has a specific shape.
It cannot generally be determined.
It is relatively easy to categorize a snake if you can get close enough to it.
Snakes can be easily categorized by the color of their skin and the markings on their bodies.
Snake categorization may be more challenging than it first appears.
Snake categorization should only be attempted by a scientific professional with experience working with reptiles.
Recording the climate, windfall, temperature, and humidity of the area in which a snake has been found.
Recording the length, width, and weight of each individual snake found in the habitat.
Recording the types of soil found in the area in which snakes have been seen.
Recording the regular behavior of the snake in relation to its environment.
“Some snakes are almost identical, and it is these snakes that need the assistance of habitat evaluation. If a snake cannot be identified by appearance alone, the habits of the species will come into play. Some snakes like rocky soil. Some snakes like sand. Some snakes eat only certain animals, or will only be found out at certain times of day.”
Habitat evaluation most likely involves finding out the snakes’ habits—what soil they prefer, what their eating habits are, and where they are located throughout the day.
Choice (C) may be tempting, but there is a difference between recording soil samples and recording the snake’s preference for one soil type versus another.
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