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SAT
Course: SAT > Unit 11
Lesson 1: Reading- Active Reading Step | Science passage | Reading test | SAT
- SAT Reading: How to approach a Science passage
- Survey step | Literature passage | Reading Test | SAT
- SAT Reading: How to approach a Literature passage
- Active reading step | History passage | Reading test | SAT
- SAT Reading: How to approach a History passage
- Survey step | Social Science passage | Reading Test | SAT
- SAT Reading: How to approach a Social Science passage
- Worked example: Science passage, part 1
- Worked example: Science passage, part 2
- Worked example: Literature passage, part 1
- Worked example: Literature passage, part 2
- Worked example: History passage, part 1
- Worked example: History passage, part 2
- Worked example: Social science passage, part 1
- Worked example: Social science passage, part 2
- Explicit information | Quick guide
- Implicit information | Quick guide
- Point of view | Quick guide
- Analyzing relationships | Quick guide
- Citing evidence | Quick guide
- Main idea | Quick guide
- Analogical reasoning | Quick guide
- Overall structure | Quick guide
- Purpose | Quick guide
- Part-whole relationships | Quick guide
- Words in context | Quick guide
- Word choice | Quick guide
- Evaluating evidence | Quick guide
- Graphs and data | Quick guide
- Paired passages | Quick guide
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Worked example: Science passage, part 2
Watch Sal work through Part 2 of an SAT Reading: Science passage.
Want to join the conversation?
- How do you pick if their are two choices, that may be correct?(32 votes)
- in a multiple choices test like SAT, there's only one correct answer, because how then can you choose between the two? If you are at that part where there seems to be two equally good answers, then there should be one that has some wrong details in it that makes it wrong (e.g contain pronouns/adjectives/etc.. that may be too extreme like 'never' or 'all', or too biased, etc...). So read the questions carefully.(73 votes)
- How do I focus all of my attention on the passage and stop myself from zoning out?(86 votes)
- Tips that may help:
-Think about the time limit. It will put pressure on you to not zone out or lose focus because otherwise you won't finish.
-Think about what motivates you to take the SAT. If you really want to succeed, you'll push yourself to focus.
-Like Sal said in Part 1, try to find something that interests you in the passage so that you'll want to read it.
-Push off worries and thoughts to later.
-Get good rest/food before starting so that you are energized.
-If you are just practicing, pick a good place to study.
Hope this helps! :)(59 votes)
- On question 4, I don't understand the reasoning.
Just because Putman works in Lohnmann's lab, that doesn't mean that he is building on Lohmann's research. Shouldn't he say that Putman built on the Lohmann's research because he expanded it to include longitude and not just latitude?(19 votes)- It is the same thing. Putnam expanding Lohmann's research means that he added something to Lohmann's work.(21 votes)
- Hello, I want to know if having a quick glance at the questions before reading the passage is a good strategy during the exam? - Feel free to share any better idea to cope with time... Thanks ^_^(13 votes)
- I've heard it works for some people but if you're not used to it, it can waste a lot of time as it will sometimes confuse you.(11 votes)
- Do you have any recommendations for interpreting graphs or charts on the science passage ? Thank you(14 votes)
- Is the preferable strategy for SAT Reading using the process of elimination?(2 votes)
- As Sal Khan does it in his videos, it seems like it is a good strategy(0 votes)
- Should you always read the article first before the questions?(4 votes)
- Not necessarily you can just go over the questions once before reading as it can help you to get an idea about what you are expected to give attention to...
But for some people who read with a speed, it is always better to have quick glances at the article especially reading the first and last sentences of a paragraph may help...
You should try both methods and follow the one through which you can be more accurate as well as speedy because, in the end, every person is different... :-)
HOPE IT HELPS...
😊😊😊(9 votes)
- Is it okay to underline important points in passages while taking the standardized test as seen in the video?(3 votes)
- You can write on your test if it helps you.(8 votes)
- Isn't there harder examples of some of these science readings? Looking over a complex passage and questions would be helpful.(6 votes)
- How i can do all 5 passages in 65 minutes? on every test, i can't save time for History passage. I only have 5 mins for History. How i can solve this problem? If i can't solve, do you think it can be more useful to do all passages in 15 minutes except History (and try to do it in 5 mins)?(3 votes)
- You should definitely try and make sure you give enough time for each question, so that you can identify which questions you can easily answer and which might take too long and you might possibly be better guessing on. For that reason, its probably better to give around the same time for all passages. There are still some easy questions in the history passage, and it wouldn't be nice if you missed those just because you ran out of time.
To go through the reading test as a whole faster, one thing you can do is just read faster. Try reading a passage normally, except move your finger along the page along with your eyes. It'll serve as a pace-setter that you should find your eyes and brain to be more than capable of following. It's like how everybody that walks can run, but it's just a little more involved than walking. In addition to reading faster, you can also do the questions in a specific order. If you tackle the questions that look at tiny details before you go for the big-picture questions, while answering the specific questions you'll be looking at the passage so much that you'll improve your general understanding of it too, and have an easier time with the big-picture questions. Hope this helps!(6 votes)
Video transcript
- [Instructor] Now that
we've read the passage, let's see if we can answer
some questions around it. So question number one. The passage most strongly suggests that Adelita used which of the following to navigate her 9,000-mile journey? So we remember that, if
I remember correctly, the passage started with Adelita. Adelita was this turtle,
and this 9,000-mile journey was across the Pacific Ocean, from Mexico, from the west coast of Mexico to Japan. So let's see what they're talking about. So the current of the North Atlantic gyre, or gyre, gyre, well, she couldn't have used the North Atlantic gyre. They do talk about that
later on in the passage, as a way that turtles in the Atlantic navigate across the Atlantic, but Adelita, the what
the passage started with, she was navigating across the Pacific. So she's not gonna be using the current of the North Atlantic gyre. Cues from electromagnetic coils designed by Putnam and Lohmann. Well, they definitely talk
about electromagnetic coils designed by Putnam and
Lohmann in the passage, and these researchers use those coils to test whether turtles respond to it, that it affects their sense of direction. But Adelita didn't use the cues
from electromagnetic coils. It's not like Putnam and
Lohmann were on a boat for 9,000 miles with kind
of electromagnetic coils near Adelita, and using
that to tell Adelita how does she navigate
her 9,000-mile journey. It's not like she had
access to these things. She did it on her own. The inclination and intensity
of Earth's magnetic field. Well yeah, well that's all
the whole passage is about. It kind of starts off
with, "Isn't it amazing "that this turtle can navigate
this 9,000-mile journey "on its own, without some
type of a GPS device?" And then it uses the research
of Putnam and Lohmann to show that turtles are able to do this by using the inclination and intensity of Earth's magnetic field. So that looks right. Now let's look at the last choice. A simulated "magnetic signature"
configured by Lohmann. Well once again, this is like choice B. Adelita did not have access to technology from the researcher or Lohmann, so this is, she was off
by herself in the Pacific. All right, number two. Which choice provides the best evidence for the answer to the previous question? So once again, the answer
to the previous question is that turtles use the
inclination and intensity of Earth's magnetic field. So what's the best evidence
for us to feel good about that? That turtles actually
do use the inclination and intensity of Earth's magnetic field, to navigate across the Pacific, or to navigate across an ocean? So let's see, lines one through
three, starting "In 1996". Let's see, lines one through three. So this is line one right over here, they give us every fifth line. "In 1996, a loggerhead
turtle called Adelita "swam across 9,000 miles
from Mexico to Japan, "crossing the entire Pacific on her way." Yeah, well this is what
they started off with, it was an amazing statement. This was kind of, starts
to serve the problems, we're like, isn't this amazing? But how does this happen? This doesn't give evidence
or explain why or how they use the inclination and intensity. So let me scroll back. That doesn't give evidence that they use the inclination and intensity
of Earth's magnetic field. So I'm gonna cross that one out. Lines 30 to 32, starting with "Using" and ending with "surface". Let's see, lines 30 to 32. Let's see, lines 30 to 32. "Using his coil-surrounded tank, "Lohmann could mimic the magnetic field "at different parts of
the Earth's surface." Well, we later do use this, you know, they, Lohmann
uses this technology that he's developed to test
whether turtles respond, but this sentence by itself
isn't providing evidence. It's just starting to say that, hey, Lohmann can mimic magnetic fields at different parts of the Earth's surface. So I don't think that this is, I don't think this is evidence either. And I'm sorry I have to
kind of keep scrolling back and forth like this. Lines 53 to 55, "In the wild, stars". Let's see. 53 to 55. 53 to 55. So let's see, that's this right over here. "In the wild, they might
well also use other landmarks "like the position of
the sea, sun and stars." Well, if we remember, this
is when they said look, the turtles use the magnetic field, and they might also use this other stuff. Like, you know, the stars, the position of the sea, sun
and stars might also help them. But once again, this isn't evidence for us believing that they
use Earth's magnetic field. This is just, these are just other things that they might use. So let me just cross that one out. So, deductive reasoning,
it's probably gonna be D, but let's check it out. Lines 64 to 67, starting with "Neither". Lines 64, 64 to 67. Starting with "Neither", so
that's right near the end. "Neither corresponds directly "to latitude or longitude," and when they're saying "neither", they're talking about,
"Different parts of the world "have unique combinations
of these two variables." And those two variables are the intensity, the intensity of the magnetic field, and the angle in that magnetic field. So, "Neither corresponds directly "to either latitude or longitude," And when they're saying "neither", they're saying neither the
intensity nor the angle, "but together, they provide
a 'magnetic signature' "that tells the turtle where it is." So this is the closest that I would say to actually providing
evidence that turtles, that the angle and intensity
of a magnetic field can provide a signature to turtles to tell them, to tell them where they are. So I like that one. It's actually the best of all of these, so I would go with D. As used in line three,
"tracked" most nearly means. All right, let's check out line three. As used in line three, so, "In 1996, a loggerhead
turtle named Adelita "swam across 9,000 miles
from Mexico to Japan, "crossing the entire Pacific on her way. "Wallace J. Nichols
tracked this epic journey "with a satellite tag." So he put a tag on this turtle and then was able to track it. So let's see. Tracked, as "tracked" most
nearly means followed. Followed, not hunted. He's not trying to kill
the turtles or anything. It's not like he's
traveling over the turtle, and it's not like he's, he's
not searching for the turtles, he actually knows where the turtle is because he has this satellite tag on it. So he followed the turtle. All right. Based on the passage,
which choice best describe the relationship between
Putnam's and Lohmann's research? Well, they seem to validate each other. They were both working on magnetic fields, and how magnetic fields can be
used by turtles to navigate. So the first one says Putnam research contradicts Lohmann's. No, that's not, that's not the case. Putnam's research builds on Lohmann's. So this one, this one seems interesting. Let's actually, I'm gonna
go back to the passage to make sure that it was
Putnam building on Lohmann, versus Lohmann building on Putnam. Lohmann's research confirms Putnam, this could be interesting as well. Lohmann's research corrects Putnam's, no, they, it wasn't like the passage said that Putnam's research was wrong. So we could rule these two out. But let's revisit the
passage a little bit, just so that we can make
sure we understand the work. So they told us, "How did she," Adelita, "steer across two oceans
to find her destination?" It says, "Putnam has the answer. "By testing hatchling
turtles in a special tank, "he has found that they can
use the Earth's magnetic field "as their own Global Positioning System. "By sensing the field, they can work out "both latitude and longitude "and head in the right direction." And then, "Putnam works in
the lab of Ken Lohmann," so Ken Lohmann is his advisor. He's his mentor. So I'm starting to feel
that he probably built on the work of Ken Lohmann. Who has been, 'cause
"Lohmann has been studying "the magnetic abilities of
loggerheads for over 20 years." So Putnam is a junior researcher. So I think it, he's building on the work. He's building on the work of Lohmann. He works in Lohmann's lab. Lohmann's been doing this for 20 years. The author refers to reed
warblers and sparrows in line 49 primarily to, so let's
see where they do that. Line 49, reed, so let's see. "Before now, we knew that
several animal migrants, "from loggerheads to reed
warblers to sparrows, "had some way of working out longitude, "but no one knew how." All right, so they're
giving these other examples to say hey look, turtles
are not the only ones that have this mysterious ability. So contrast the loggerhead
turtle's migration patterns with those of other species, no, that's not what they're trying to do. Provide examples of
species that share one of the loggerhead's turtle's abilities, yeah, this is feeling pretty good. Suggest that most animal species possess some ability to
navigate long distances. No, they're not saying most animals, they're just saying that
there's some other species that have this amazing ability. So they're not saying that most species, let me just cross it out like this. Illustrate some ways in which the ability to navigate long
distances can help species. No, they're not saying
that the reed warbler or the sparrow, because they
can travel a long distance, are able to this or
that, or find more food, they're just saying hey,
turtles are not the only one, there's other species
that also can do this. So I'll cross that out. And I'd go with B.