GO ON TO THE NEXT PAGE 1. The number that is of 60 is what fraction of 80? (A) (B) (C) (D) (E) 8 9 3 4 1 2 1 3 1 6 2 3 2. If 4x + 2y = 8, then (A) 0.25 (B) 0.5 (C) 1 (D) 2 (E) 4 xy+= 1 2 50 McGRAW-HILL’S SAT 7 7 777 7 SECTION 7 Time—20 minutes 16 questions Turn to Section 7 of your answer sheet to answer the questions in this section. Directions: For this section, solve each problem and decide which is the best of the choices given. Fill in the corresponding circle on the answer sheet. You may use any available space for scratchwork. 1. The use of a calculator is permitted. 2. All numbers used are real numbers. 3. Figures that accompany problems in this test are intended to provide information useful in solv- ing the problems. They are drawn as accurately as possible EXCEPT when it is stated in a spe- cific problem that the figure is not drawn to scale. All figures lie in a plane unless otherwise indicated. 4. Unless otherwise specified, the domain of any function f is assumed to be the set of all real num- bers x for which f(x) is a real number. The number of degrees of arc in a circle is 360. The sum of the measures in degrees of the angles of a triangle is 180. Notes r A = πr 2 C = 2πr ᐉ w A = ᐉw V = ᐉwh V = πr 2 h Special right triangles c 2 = a 2 + b 2 A = 1 / 2 bh h b ᐉ w h r h b c a 2x x x s s s 3 2 30° 60° 45° 45° Reference Information CHAPTER 2 / DIAGNOSTIC SAT 51 7 7 777 7 GO ON TO THE NEXT PAGE 3. 29 apples, 21 pears, and 64 oranges are to be distributed among three baskets, with each bas- ket getting an equal number of apples, each basket getting an equal number of pears, and each basket getting an equal number of oranges. If as much of the fruit as possible is distributed in this way, what fruit will remain undistributed? (A) 2 apples, 2 pears, and 1 orange (B) 2 apples, 1 pear, and 1 orange (C) 2 apples and 1 orange (D) 1 pear and 1 orange (E) 1 apple only 4. For all values of x and y, let x & y be defined by the equation x & y = x(x − 1) + y(y − 1). What is the value of 1 & 2? (A) 1 (B) 2 (C) 3 (D) 4 (E) 5 5. In ΔABC, AB = 15 and BC = 9. Which of the following could not be the length of AC? (A) 5 (B) 7 (C) 9 (D) 16 (E) 22 6. What is the surface area of a cube that has a vol- ume of 64 cubic centimeters? (A) 64 square centimeters (B) 96 square centimeters (C) 256 square centimeters (D) 288 square centimeters (E) 384 square centimeters 7. The average (arithmetic mean) of x, 2, 6, and 10 is 8. What is the median of x, 2, 6, and 10? (A) 4 (B) 6 (C) 7 (D) 8 (E) 9 Note: Figure not drawn to scale. 8. In the figure above, PS = SQ and SQ = QT. Which of the following expresses y in terms of x? (A) (B) 90 − x (C) (D) 180 − 2x (E) 180 − x 90 2 − x x 2 x° y° S P Q 7 7 777 7 GO ON TO THE NEXT PAGE 9. The graph above represents the set of all possible solutions to which of the following statements? (A) ⎟ x − 1⎟ > 1 (B) ⎟ x + 1⎟ < 1 (C) ⎟ x − 1⎟ < 1 (D) ⎟ x + 1⎟ > 1 (E) ⎟ x + 1⎟ > −1 a > b b < c a = 2c 10. If a, b, and c represent different integers in the statements above, which of the following statements must be true? I. a > c II. 2c > b III. ac > b 2 (A) I only (B) II only (C) I and II only (D) II and III only (E) I, II, and III 11. How many different positive three-digit inte- gers begin with an odd digit and end with an even digit? (A) 125 (B) 180 (C) 200 (D) 225 (E) 250 12. A machine uses a laser beam to cut circles from a sheet of plastic, as shown in the figure above. The beam cuts at the rate of 3 cm per second. If circle A has an area of 64␲ square centime- ters and circle B has an area of 16␲ square cen- timeters, how many more seconds will it take the machine to cut circle A than circle B? (A) 2π seconds (B) (C) (D) 8π seconds (E) 48 3 π seconds 16 3 π seconds 8 3 π seconds 52 McGRAW-HILL’S SAT -2-10123-3-4 4 CHAPTER 2 / DIAGNOSTIC SAT 53 7 7 777 7 Note: Figure not drawn to scale. 13. In the figure above, the slope of AC is the opposite of the slope of CB. What is the value of k? (A) 9 (B) 10 (C) 12 (D) 14 (E) 15 14. If m is the product of all of the integers from 1 to 10, inclusive, and 2 n is a factor of m, then what is the greatest possible value of n? (A) 2 (B) 4 (C) 8 (D) 16 (E) 32 15. An equilateral triangle with area square centimeters is divided into two triangles by the bisector of one of its angles. What is the sum of the perimeters of these two triangles? (A) (B) (C) (D) (E) 16. A culture of bacteria doubles in population every 2 hours. A sample of 100 bacteria grows to 1,000 bacteria by 4:00 p.m. At what time were there 250 bacteria in this sample? (A) 11:30 am (B) 12 noon (C) 12:30 pm (D) 1:00 pm (E) 2:00 pm 36 18 3+ 36 12 3+ 36 6 3+ 18 9 3+ 18 6 3+ 36 3 O x y C (8, 5) B (k, -1)A (1, -1) STOP If you finish before time is called, you may check your work on this section only. Do not turn to any other section of the test. GO ON TO THE NEXT PAGE 1. To Clara’s relief, the biopsy revealed that the tumor on her skin was (A) malignant (B) irreverent (C) serene (D) benign (E) mortal 2. The speaker’s message was by jargon that rendered it decipherable only to those few au- dience members familiar with her particular area of expertise. (A) elated (B) revealed (C) obscured (D) enlightened (E) consoled 3. To those consumers who are more influenced by style than by performance, the value of the sports car outweighs its functional flaws. (A) utilitarian (B) pragmatic (C) approximate (D) aesthetic (E) inexplicable 4. A student becomes a thinker only when he or she realizes that most so-called facts are merely claims, each serving its purpose only temporarily. (A) provisional (B) polemical (C) authoritative (D) dramatic (E) pedantic 54 McGRAW-HILL’S SAT 8 8 888 8 SECTION 8 Time—20 minutes 19 questions Turn to Section 8 of your answer sheet to answer the questions in this section. Directions: For each question in this section, select the best answer from among the choices given and fill in the corresponding circle on the answer sheet. Each sentence below has one or two blanks, each blank indicating that something has been omitted. Beneath the sentence are five words or sets of words labeled A through E. Choose the word or set of words that, when inserted in the sentence, best fits the meaning of the sentence as a whole. EXAMPLE: Rather than accepting the theory unquestion- ingly, Deborah regarded it with . (A) mirth (B) sadness (C) responsibility (D) ignorance (E) skepticism A C D E B CHAPTER 2 / DIAGNOSTIC SAT 55 8 8 888 8 GO ON TO THE NEXT PAGE deep understanding that human life is perhaps the ultimate gift of nature or God. This gift is made even more profound by the fact that we ourselves are not only its recipients but also its conduits: we receive life and we help create it. But our participation in the creation of life must never be misconstrued as control. Rather, we must be humbled by the power of the life force at the moment of conception. The idea of “outsourcing” the creation of human life, of relegating it to a laboratory, of reducing the anticipation of childbirth to a trip to the mall or a selection from a catalog, leaves us with a profoundly hollow feeling. The mys- tery is replaced by design; the surrender to nature is replaced by arrogant control. Should we turn our noses up at one who would offer us the most precious gift in the universe, only to say: “Sorry, but I think I can do better?” Cloning is the engineering of human life. We have for the first time the ability to determine the exact genetic makeup of a human being, to thwart the essential random (or seemingly ran- dom) processes that form the basis of natural selection, to employ unnatural selection. A child can be created that is no longer a unique cre- ation but the end product of an assembly line, with carefully designed and tested features. Are the astonishing products of natural selection that we find around us somehow deficient? Are we so full of hubris 1 as to think we have a better way than nature or God? If human cloning becomes acceptable, we will have created a new society in which the essence of human life is marginalized. Industries will arise that turn human procreation into a prof- itable free-market enterprise. The executive boards of these companies, rather than nature or God, will decide the course of human evolution, with more concern for quarterly profit reports than for the fate of humanity. 5. Traditionally, the role had been played demurely to provide a foil for the bolder personalities in the play, but Ms. Linney has decided to convention and emphasize her character’s (A) respect . . bluster (B) abandon . . solitude (C) forgo . . coyness (D) uphold . . bombast (E) eschew . . impudence 6. Despite the attempts of popular analysts to depict the stock market as driven by pre- dictable financial principles, an increasing number of investors believe that the price of any security is (A) invaluable (B) complacent (C) capricious (D) responsive (E) obscure The passages below are followed by questions based on their content; questions following a pair of related passages may also be based on the relationship between the paired passages. Answer the questions on the basis of what is stated or implied in the passage and in any introductory material that may be provided. Questions 7–19 are based on the following passages. Since 1996, when scientists at the Roslin Insti- tute in England cloned a sheep from the cells of another adult sheep, many inside and outside the scientific community have debated the ethics of cloning the cells of human beings. The following passages are excerpts of arguments on this issue. PASSAGE 1 With the specter of human cloning looming on the horizon, the dominant ethical question is: what is a human being? Until now, our respect for human life has rested fundamentally on the 1 Excessive pride or arrogance 5 10 15 20 25 30 35 40 45 Line 8 8 888 8 GO ON TO THE NEXT PAGE These are not idle concerns. Even as we pon- der the ethical implications of human cloning, companies are forging ahead with the cloning of human stem cells for seemingly beneficial purposes, marching steadily toward a Brave New World 2 in which humanity will be forever different from what it is today. PASSAGE 2 The irrational fears about human cloning that abound from all parts of the political spectrum should not surprise anyone who knows a little bit about the history of technology. Hardly anything significant has been invented that no segment of the population has denounced as evil: factories, trains, automobiles, telephones, televisions, computers. Not even medicine has been spared this vituperation, despite its obvi- ous benefits to humanity. Before the merits of surgery became obvious, it was unimaginable that slicing the flesh of a human being could do more harm than good. At first glance, it might seem that cloning is a whole new ballgame. After all, cloning is “the en- gineering of human life,” isn’t it? It is the mass production of designer babies. It is the end of evolution, or at least the beginning of its corpo- rate management. It is certainly a slap in the face of God. Or is it? One of scariest things to the opponents of cloning is the prospect of human beings having identical genetic codes. As cloning foe Jeremy Rifkin has said: “It’s a horrendous crime to make a Xerox of someone. You’re putting a human into a genetic straitjacket.” Logically, then, Mr. Rifkin must be repulsed by natural- born identical multiples: there is no scientific way to distinguish the DNA of one’s identical twin from that of one’s clone. Perhaps the whole system of natural human procreation is sus- pect, if it is capable of occasionally churning out such monstrosities. We need nothing more than the most rudi- mentary common sense to see how vacuous such an argument is. We all know identical twins who have their own unique thoughts, talents, experiences, and beliefs. They are not horrendous monsters. Human beings are more than merely their DNA; they are the products of the continual and inscrutably complex inter- actions of environment and biology. Human clones would be no different. The most common objection we hear from the anti-cloning lobby is that those who would clone human beings are “playing God,” and trespassing into territory that can only bring the wrath of nature or its creator. Most of these arguments are basically theological, and rest on the most effective tool of human control ever in- vented: fear of God. We can easily get people to hate something by calling it “unnatural.” But this argument is even more easily demolished than the previous one, because it falls so easily in line with so many obviously silly claims. This argument rests on the assumption that human ingenuity has essentially no value, that improv- ing on nature is the height of hubris. This is the reasoning of the Dark Ages. Nature presents veg- etables and meats only in raw form, so isn’t the cooking of food a human transgression against nature? Nature gives us feet, not wheels, so aren’t bicycles evil? If we were to abandon all of the “unnatural” practices and products from our lives, we would be shivering in caves eating uncooked leaves and bugs. Maybe human procreation is a different arena, however, more sacred than all of the others. But then, why have the technologies of fertility enhancement, in vitro fertilization, embryo transfer, and birth control become so widely accepted? They are telling examples: each of these procreational technologies had legions of vocal opponents—at first—but over time the protests mellowed as people realized that the sky wouldn’t fall after all. Familiarity dissipates fear. What most opponents of genetic technology don’t realize is that their supposedly “moral” objections are impeding true moral progress. With genetic engineering and stem cell research, scientists finally have within their grasp tech- nologies that can produce ample food for a starving world and cure devastating illnesses. Only ignorant superstition stands in their way. 56 McGRAW-HILL’S SAT 2 A futuristic novel by Aldous Huxley that describes the mass pro- duction of genetically identical human babies 50 55 60 65 70 75 80 85 90 95 100 105 110 115 120 125 130 135 CHAPTER 2 / DIAGNOSTIC SAT 57 8 8 888 8 GO ON TO THE NEXT PAGE 7. The “control” mentioned in line 11 is control over (A) the effects of cloning (B) the development of genetic technologies (C) the process of conception (D) the moral debate about cloning (E) activities in a laboratory 8. Which of the following best describes the attitude of the author of Passage 1 toward “outsourcing” (line 14)? (A) reluctant approval (B) disdain (C) strong support (D) ironic detachment (E) ambivalence 9. The statement “sorry, but I think I can do better” (line 23) is intended to represent a comment from (A) a religious person to a nonreligious person (B) an opponent of cloning to a scientist (C) a voter to a politician (D) the author to the reader (E) an advocate of cloning to nature or God 10. The parenthetical comment in lines 27–28 is intended to account for the possibility that (A) life might be designed by a power beyond humanity (B) cloning technologies might become uncontrollable (C) two human beings might have the same genetic makeup by chance alone (D) some scientific theories might not be reliable (E) cloning technology might not succeed 11. Passage 1 mentions which of the following as elements of “unnatural selection” (line 29)? I. mechanical procedures II. random processes III. selection of characteristics (A) I only (B) III only (C) I and II only (D) I and III only (E) I, II, and III 12. In the first paragraph of Passage 2, the author suggests that the opponents of human cloning, as a group, are all of the following EXCEPT (A) very religious (B) unreasonable about the implications of cloning (C) from widely varied political orientations (D) ignorant of scientific history (E) fearful of new ideas 13. Surgery is mentioned in lines 62–65 as an example of (A) a practice that requires a great deal of education (B) something that most people still fear (C) a medical technology that was once denounced (D) a viable alternative to genetic technologies (E) a skill in need of more practitioners 8 8 888 8 14. The author of Passage 2 quotes Jeremy Rifkin (lines 76–78) in order to (A) illustrate the dangers of cloning (B) show a well-reasoned perspective (C) indicate an illogical claim (D) represent the views of medical professionals (E) show how others support the author’s thesis 15. The author of Passage 2 mentions that identi- cal human twins “have their own unique thoughts” (line 89) in order to suggest that those twins (A) would likely oppose human cloning (B) are not simply the product of their DNA (C) are among the most vocal advocates of cloning (D) are able to provide alternatives to procreational technologies (E) are less likely to be swayed by illogical theories 16. Passage 2 suggests that those individuals who had previously denounced “procreational technologies” (line 125) have since come to accept them because those individuals (A) became more familiar with the technologies (B) realized that the technologies were indeed “natural” (C) understood the theories behind the technologies (D) realized that the technologies were inexpensive (E) themselves needed to use those technologies 17. The tone of the last paragraph of Passage 2 is best described as (A) indignant (B) analytical (C) resigned (D) humorous (E) whimsical 18. Which of the following best describes the rela- tionship between the pair of questions pre- sented in Passage 1 (“Are the astonishing products . . . nature or God?” [lines 32–36]) and the pair of questions presented in Passage 2 (“Nature presents . . . evil?” [lines 111–115])? (A) The first two are not intended to be answered, while the second two are. (B) The first two are scientific questions, while the second two are moral questions. (C) Both pairs of questions indicate points of view criticized by their respective authors. (D) The first two are intended as questions from cloning opponents, while the second two are intended as questions from cloning advocates. (E) The first two are common questions, the second two are asked only by experts. 19. The last paragraphs of both passages indicate that both authors share what assumption? (A) Cloning needs more scientific study. (B) Genetic engineering will have profound global effects. (C) Cloning will marginalize human life. (D) Procreational technology can benefit the poor. (E) Scientists are ill-suited to make moral decisions. 58 McGRAW-HILL’S SAT STOP If you finish before time is called, you may check your work on this section only. Do not turn to any other section of the test. CHAPTER 2 / DIAGNOSTIC SAT 59 GO ON TO THE NEXT PAGE 9 9 999 9 SECTION 9 Time—10 minutes 14 questions Turn to Section 9 of your answer sheet to answer the questions in this section. Directions: For each question in this section, select the best answer from among the choices given and fill in the corresponding circle on the answer sheet. The following sentences test correctness and effectiveness of expression. Part of each sen- tence or the entire sentence is underlined; beneath each sentence are five ways of phras- ing the underlined material. Choice A repeats the original phrasing; the other four choices are different. Select the choice that completes the sentence most effectively. In making your selection, follow the require- ments of standard written English; that is, pay attention to grammar, choice of words, sen- tence construction, and punctuation. Your selection should result in the most effective sentence—clear and precise, without awk- wardness or ambiguity. EXAMPLE: The children couldn’t hardly believe their eyes . (A) couldn’t hardly believe their eyes (B) could hardly believe their eyes (C) would not hardly believe their eyes (D) couldn’t nearly believe their eyes (E) couldn’t hardly believe his or her eyes 1. One way to improve the effectiveness of the treatment is by moving the source of radiation more closely to the patient. (A) by moving the source of radiation more closely (B) to move the source of radiation more closely (C) to move the source of radiation closer (D) in moving the source of radiation closer (E) to move more closely the source of radiation 2. Until becoming more affordable by standard iz- ing its technology, cell phones were quite rare. (A) Until becoming more affordable by standardizing its technology (B) Having become more affordable through standardizing their technology (C) Becoming more affordable through standardized technology (D) Until they became more affordable in standardized technology (E) Until standardized technology made them more affordable A C D E B . 8π seconds (E) 48 3 π seconds 16 3 π seconds 8 3 π seconds 52 McGRAW-HILL’S SAT -2 -1 012 3-3 -4 4 CHAPTER 2 / DIAGNOSTIC SAT 53 7 7 77 7 7 Note: Figure not drawn to scale. 13. In the figure above,. then (A) 0.25 (B) 0.5 (C) 1 (D) 2 (E) 4 xy+= 1 2 50 McGRAW-HILL’S SAT 7 7 77 7 7 SECTION 7 Time—20 minutes 16 questions Turn to Section 7 of your answer sheet to answer the questions in this. Information CHAPTER 2 / DIAGNOSTIC SAT 51 7 7 77 7 7 GO ON TO THE NEXT PAGE 3. 29 apples, 21 pears, and 64 oranges are to be distributed among three baskets, with each bas- ket getting an equal number