SAT Question of the Day
2012-06-22 09:00:35
If one were looking for the clearest example of modernist poetry,
(A) (B)
T.S. Eliot's The Wasteland would certainly be a more accessible
example than would anything by either Ezra Pound or W. H. Auden.
(C) (D)
No error (E)
The correct choice is E
Explanation: There is no error in this sentence, and none of the underlined portions contains an error.
(A) is incorrect because "were" is the appropriate verb to use in the subjunctive mood. This sentence is in the subjunctive, since it opens with "if," a word that makes it clear this sentence is a hypothetical.
(B) is incorrect because the adjective "clearest" is in the proper superlative form. The superlative is needed because the sentence compares three examples of modernist poetry. When three or more items are compared, the superlative is needed.
(C) is incorrect because "than" is the proper form of "then/than" to use in this case. "Than" is used for comparisons, and this sentence makes a comparison.
(D) is incorrect because "either" agrees idiomatically with "or."
SAT Question of the Day
2012-06-25 09:00:18
Keith's lottery number consists of three two-digit numbers. The number satisfies the following conditions:
- One number is even
- One number is a multiple of 7
- One number is prime
If each number satisfies exactly one of the conditions, which of the following could be Keith's lottery number?
A) 18 - 14 - 11
B) 44 - 21 - 31
C) 21 - 17 - 19
D) 28 - 21 - 13
E) 32 - 7 - 15
The correct choice is B
Explanation: The prompt states that each number (all of which must be two-digits) must satisfy only one condition. Check each answer choice, crossing off any that contain either a number that satisfies more than one condition or does not satisfy all three conditions:
(A) 18 - 14 - 11: This does not work because 14 is both a multiple of 7 and even.
(B) 44 - 21 - 31: 44 is even but not prime or a multiple of 7; 21 is a multiple of 7 but not even or a prime; and 31 is a prime but not even or a multiple of 7.
(C) 21 - 17 - 19: This does not work because it does not contain any even numbers.
(D) 28 - 21 - 13: This does not work because both 28 and 21 are multiples of 7, and 28 is both even and a multiple of 7.
(E) This does not work because 7 is not a two-digit number.
Choice (B) is correct, because it is the only answer that does not break a rule.
SAT Question of the Day
2012-06-27 09:00:44
Though President Truman knew the atomic bombs were likely to ______ Hiroshima and Nagasaki, it is unlikely he knew how long the devastating effects of the bombs would last.
(A) ameliorate
(B) alter
(C) bolster
(D) collate
(E) decimate
The correct answer is E
Explanation: To predict the missing word, look for keywords in the sentence. Here, the most important word is "devastating," which describes the effects of the bombs. The missing word likewise describes what the bombs did, meaning the missing word must relate to "devastating." "Decimate" means "to destroy a large percentage of something," so choice (E) is correct.
None of the other choices work, either:
ameliorate: to improve or make something bad better (this is the opposite of what a bomb would do to a city)
alter: to modify (this is not extreme enough to work in context; modifying something would only change it, not have "devastating effects" on it)
bolster: to strengthen or reinforce (this is the opposite of what a bomb would do to a city)
collate: to collect and combine in proper order (this has no relationship to the "devastating effects" of a bomb)
SAT Question of the Day
2012-06-29 09:00:05
If f(x) = x + 7, g(x) = (3x)², and h(x) = x/4, what does 2f(g(h(12))) equal?
The correct answer is 176
Explanation: In nested functions, start with the innermost set of parentheses. The outcome of that equation will become the input of the next function and so forth. Thus, start by finding h(12). h(12) is (12)/4, or 3. Use 3 in the g function. g(3) is (3(3))², or (9)², which is 81. Use this value in the f function. f(81) is (81) + 7, or 88. Finally, to find 2f, multiply 88 by 2 to get 176.
How to Achieve Your Goals, Part 1: Planning for Long-Term Success
2012-06-26 18:54:36
One day, Aristotle, an ancient Greek philosopher, was asked by a young student, “How do you get to Mount Olympus?” Aristotle replied, “By simply ensuring that each step you take is toward Mount Olympus.”
Aristotle’s response is surprising. Usually when someone asks me for directions, I lay out a comprehensive plan. Walk straight for 5 blocks, I might say. Turn right at the church and you’ll see the mountain on your left. Instead of specifying a plan or worrying about the future, however, Aristotle instructs his student to simply concentrate on the present step. Only when this step is complete should the student concern himself with the next.
Back in February, Marcus (an awesome tutor here at Sentia) argued for the importance of setting goals when studying for admissions tests. In this blog entry, I will give some suggestions for how to make these goals actually happen. To do this, we don’t need to create a comprehensive final plan. We merely must identify and complete a series of next steps.
How to Achieve Your Long-Term Goals:
1.) Define your goals.
To achieve your goals, you must first figure out what they are. Since you have stumbled across the Sentia Education blog, I’m going to assume you’re a student aiming for a college or graduate degree. A lofty goal indeed!
Once you’ve identified your ultimate, long-term goal (COLLEGE! GRAD SCHOOL!), you must make a list of sub-goals. Sub-goals are all the projects you’ll need to complete before attaining your ultimate goal. For example, most colleges require applicants to submit SAT or ACT scores. Thus, if you’re a high school student applying to college, taking the SAT or ACT is an important sub-goal.
As you move forward with the method I describe below, you will continue to break your goals down into smaller and smaller pieces.
2.) Force yourself to Just Get Started!
Beginning work on a big project can be daunting—especially if you’re not sure where to start or how much work you’ll need to do. In the germinal stage of any endeavor, it’s generally best to suspend such worries and focus on getting something—anything—done. This is the first step. Once you have taken the first step, you will find it easier to identify the next.
Setting a precise, limited work-time will make it easier to start work on your goal. To begin, challenge yourself to work for 30 minutes today. Stop working after 30 minutes, no matter how paltry your progress. You have made admirable headway just by forcing yourself to sit down, “break the ice,” and attack your goal. (Keep working, of course, if you’re being productive and don’t want to stop!)
When you are finished for today, schedule your next short work session. And so forth.
3.) Break your goal into a series of small tasks.
The first step here is figuring out exactly how long you have to complete your goal. Then, you will make a list of things you know you need to do to complete this goal.
For instance, if you’re studying for the SAT, one of your first actions will be to register for the exam. Perhaps you will take it this October?
There are 15 weeks between now and the October 6 SAT. What do you need to do before then? A diligent student might write: I need to take & review practice sections; learn grammar concepts; and memorize 300 vocab words.
Continue to break down this list until you have a series of mini-goals to complete at specific times in the immediate future. Once again, our diligent student might here resolve to: learn 20 vocab words each week to memorize 300 in 15 weeks; take and review 3 practice sections each week; study grammar concepts for 1 hour each week.
And there we have it! We have defined our next steps.
4.) Make a schedule of times to complete your mini-goals.
Once you’ve established a series of mini-goals, you will want to create a regular work-schedule to get them done. Creating a schedule for completing your mini-goals will not only cause the overall project to feel less overwhelming, but it will also force you to make this work a priority.
Treat each one of your scheduled work-sessions as a commitment you cannot break. I cannot emphasize this enough. Unless there is a serious (and I mean serious) emergency, you must honor and abide by the schedule you make.
Tip: Establishing a regular place (or—better yet—a few places) to go to work on your goal will help these sessions feel more like actual appointments. In addition, your brain will begin to associate such special spots with working on your goal, so you can get focused faster.
5.) Monitor your progress every step of the way.
Let’s say you’re studying for the SAT. You have made a schedule whereby you take 3 practice exam sections each week. On Monday, you take a Math section, grade it, and learn you got all but 4 questions wrong. Ouch!
Sounds like it’s time to re-evaluate your work schedule and set some new mini-goals!
At this moment in time, you might set a mini-goal of getting a Sentia tutor to help you with math. You might also set a goal of re-learning concepts covered in the questions you got wrong. In either case, you are rethinking your plan to counter unexpected challenges. In other words, you less concerned with sticking to a pre-formed plan than with identifying and taking the appropriate next steps.
Glossary:
These Key SAT Words are Expertly Identified by Sentia Tutors
Lofty: exalted in rank, dignity, or character; noble
Germinal: being in the earliest stage of development
Paltry: ridiculously small
How to Achieve Your Goals, Part 2: Getting into a Good Routine
2012-06-28 12:00:53
When I was in high school, I hated the idea of routine. It sounded so stiff, fixed, and boring. I wanted to be passionate! Friends, teachers, and parents should see me as spontaneous and creative, I thought.
As I have gotten older, however, I’ve come to realize that routines and goals are like yin and yang—they are interdependent and bring one another to fruition. Routines allow us to take control of our lives. Instead of flaking out, procrastinating, or becoming overwhelmed by banal tasks, routine followers calmly navigate their daily duties and make steady progress toward long-term goals.
On Tuesday, I explained that long-term goals must be broken down into a series of small steps. Since achieving long-term goals means prioritizing such steps, we must work them into our daily routines. In this blog entry, I will therefore outline a good daily routine for high school students that emphasizes daily progress toward long-term goals.
A Good Daily Routine for High School Students:
Before Bed:
1.) A few hours before bed, identify twomain goals for the next day. These can be large and time consuming, like writing an essay, or as simple as signing up for SAT prep. Your two main goals are the most important tasks you have for the day. Even if you get nothing else done, completing your two main goals will mean you’ve had a productive day.
2.) After you’ve identified your 2 main goals, write a longer list of things to do if you have time.
3.) Prepare for the next day by laying out your clothes, packing your lunch, and making sure everything you need for school is already in your backpack.
4.) Relax a little by reading a book before bed. Not only is this an enjoyable activity, but independent reading will also help you prepare for the SAT/ACT!
5.) Go to bed early enough to guarantee you’ll feel rested in the morning.
In the Morning:
1.) Wake up in plenty of time to get ready for school. Nothing throws off a productive day like rushing out of the house unclean, unkempt, and unprepared.
2.) Eat breakfast!
3.) Do a little reading or a crossword puzzle over breakfast or on your way to school. This light mental workout will have you sharp and focused just in time for school.
After School and Extracurricular Activities:
1.) Take a break, but do not let this break turn into procrastination. Taking a break is a productive activity; it refreshes your mind so you can continue attacking important tasks. A productive break lasts about 30 minutes–1 hour.
2.) Get to work on the 2 main goals you identified the night before. As these are your most important tasks for the day, you should complete them before working on anything else. Remember, procrastinating by doing less important (though still productive) tasks is still procrastinating! Starting work on these projects right away will also ensure you have enough time to do them well.
3.) Finish your homework and/or household chores. If one of your main goals was a homework assignment, you have one less thing to worry about!
4.) Take 30 minutes–1 hour every day to work on tasks you dread and tend to put off. For some students, this will turn into SAT/ACT study time. Dedicating a specific (short!) amount of time each day to working on dreaded tasks not only ensures steady progress, but it will also make these tasks feel less daunting.
5.) At some point, you’ll obviously need to eat dinner. Eat something nutritious!
Before Bed (We've come full circle, eh?)
1.) Reflect for a bit on the day that has just passed. Did you manage your daily responsibilities and accomplish your main goals? If not, why? Did you procrastinate? Forget to do something? Or were your main goals too ambitious to complete in one day? Now is the time to think about what went wrong so you can make adjustments for tomorrow.
2.) Repeat the process. You know the drill.
Glossary:
These Key SAT Words are Expertly Identified by Sentia Tutors
Fruition: completion; accomplishment; maturity
Banal: commonplace; everyday; mundane
Abide by: to follow
SAT Question of the Day
2012-07-02 09:00:09
A group of writers in the 1920s who wrote about their experiences in World War I were dubbed "the Lost Generation" by a fellow writer named Gertrude Stein.
A) were dubbed "the Lost Generation" by a fellow writer named Gertrude Stein.
B) was dubbed "the Lost Generation" by a fellow writer named Gertrude Stein.
C) was dubbed by Gertrude Stein, who is a fellow writer, "the Lost Generation."
D) Gertrude Stein, a fellow writer, dubbed them "the Lost Generation."
E) were dubbed "the Lost Generation" by Gertrude Stein, a fellow writer.
The correct answer is B.
Explanation: As written, this sentence contains a subject-verb disagreement. The plural verb "were" does not agree in number with its singular subject, the noun clause "a group of writers in the 1920s who wrote about their experiences in World War I." Choice (B) corrects this by replacing "were" with the singular "was."
SAT Question of the Day
2012-07-06 09:00:54
A certain fruit stand has a new shipment of oranges coming in on Wednesday. As such, it discounts the prices of the oranges it currently has by 20% each day to make room for the new oranges. If on Sunday, oranges cost $1.50 each, how much did five oranges cost on Tuesday?
A) $.30
B) $1.20
C) $3.50
D) $4.80
E) $6.00
The correct answer is D
Explanation: Start by finding the price of an individual orange on Tuesday. If oranges were $1.50 each on Sunday and decreased by 20% each day, then on Monday, they would have sold for 80% of $1.50 (since a 20% reduction in price is equivalent to 80% of the price, since 100% - 20% is 80%). 80% of $1.50 is $1.20. On Tuesday, this price would have decreased an additional 20%, meaning the Tuesday price is 80% of $1.20, or $.96. This is the price of an individual orange.
The question asks about the price of 5 oranges, so take the price of one orange, and multiply it by 5: $.96 x 5 = $4.80, making choice D correct.
SAT Question of the Day
2012-07-09 09:00:00
The Donner Party ended up trapped in the wilderness in the middle of winter and had to do the unthinkable just to survive; however, even in such a hopeless situation, most of its members remained surprisingly ______ that they would be rescued.
(A) naive
(B) sanguine
(C) dejected
(D) ruddy
(E) melancholy
The correct choice is B
Explanation: To predict the meaning of the missing word, try to identify keywords in the sentence. Here, the best clue is the word "however," which implies an opposite relationship between the state the members of the Donner Party were in and how they felt about it. Since they were in a "hopeless" situation, it would complete the opposite relationship if they remained hopeful. "Sanguine" means "optimistic or positive," so choice B is correct.
None of the other answer choices work, either:
Naive: lacking experience, wisdom, or judgment (nothing in the prompt suggests the Donner Party lacked experience, wisdom, or judgment)
Dejected: sad and depressed (this is the opposite of a correct choice)
Ruddy: having a healthy red color (the missing word describes how they felt, not how they looked)
Melancholy: deeply sad (this is the opposite of a correct choice)
SAT Question of the Day
2012-07-11 09:00:31
If x and y are both negative integers, which of the following must be true?
I. xy > x
II. x/y < x
III. x - y > x
A) I only
B) II only
C) I and II
D) I and III
E) I, II, and III
The correct choice is D
Explanation: Take this one Roman Numeral at a time.
I. is true because xy is the product of two negatives, and the product of two negatives will always be positive. Thus xy will be greater than x, since x is negative. To check this, pick two numbers for x and y. Let x be -2 and y be -3: (-2)(-3) = 6, and 6 > -2.
II. is never true. The quotient of two negatives is always positive, and a positive number will never be lower in value than a negative one. To check this, pick two numbers for x and y. Let x be -2 and y be -3: -2/-3 = 2/3, but 2/3 is not less than -2.
III. is always true. When two negatives are subtracted from each other, the result is a larger number (either a negative number closer to 0 or a positive number). To check this, pick two numbers for x and y. Let x be -2 and y be -3: (-2) - (-3) = 1, and 1 > -2. This holds true with different numbers too. Let x be -10 and y be -4: (-10) - (-4) = -6, and -6 > -10.
Since I and III work, choice D is correct.