12.Practice.Tests.for.the.SAT_2015-2016_1128p

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Section 6 172 Practice Test Two Questions 11-12 are based on the following passage. The fo llowing is adapted from an article about the increasing demand for public transportation as America's elderly population grows. America may be facing a transportation crisis as the remarkably populous post-World War II generation begins to approach the age of 65, a Line milestone many transportation researchers cite (5) as a time when it is advisable for some drivers to begin abandoning the luxury of private cars for the safety of public transportation. According to some statistics, each year hundreds of thousands of older people who have outlived their ability (10) or willingness to drive must depend on alternative transportation systems that, outside of the nation's most urbanized communities, are usually unable to meet their needs. This gap between driving expectancy and life expectancy has placed (15) significant and usually unforeseen economic and social burdens on many seniors. 12. According to the passage, which of the following is a reason why America may soon be facing a transportation crisis? (A) Some American cities have public transportation systems that can meet the needs of the elderly (B) The post-World War II generation is large and will increasingly rely upon public transportation as it ages (C) Researchers are increasingly advising seniors to abandon their cars for the safety of public transportation (D) Many seniors are burdened by social and economic problems when they depend only upon public transportation (E) Statistics indicate that life expectancies are rising while driving expectancies are falling 11. In line 14, "driving expectancy" most nearly refers to (A) the age at which most people decide to give up their cars (B) the number of seniors who expect to use public transportation ( C) the number of years that a person can be expected to drive (D) the year transportation researchers believe a crisis will begin (E) the rapidly aging post-World War II generation I GO ON TO THE NEXT PAGE>
Section 61 Practice Test Two 173 Questions 13-24 are based on the following passages. The fo llowing passages discuss recent changes in the way that museums in America construct their exhibits. Passage 1 is from a 2004 article by a museum critic. Passage 2 is adapted from a 2003 chapter by an educational researcher. Passage I Modern museums are earnestly trying everything they can to shore up declining attendance. Somehow, there always seems to be some crisis Line that they are valiantly struggling against-a severe (5) funding cut or building code renovations that are exceeding budget-and in the midst of it all, the unappreciative public is drifting farther and farther away. So museums do what they can to lure the people back, and the results are occasionally (10) wonderful and occasionally laughable. The worst of such results occurs when some condescending curator decides that the reason the audience isn't pouring through the doors is that the content is over their heads-that the history (15) presented is too complex and political, the art is too obscure, or the scientific explanations too in-depth. What occurs then is a uniform dumbing down of the exhibits. Content is explained rather than interpreted. Text is minimized, and (20) historically significant pieces are passed over in favor of those more aesthetically pleasing. The museum becomes a place where people go to look at pretty things instead of a temple to learning and understanding and appreciating different cultures, (25) aesthetics, and facets of the earth. Unnecessary and inexplicable "interactive" exhibits are introduced in which the hapless viewer is instructed to press various buttons for a predetermined result-the theory apparently being that the way to engage the (30) public is to cater to those whose attention span does not exceed five or ten seconds. All these efforts have given rise to the concept of " edutainment" -a hybrid in which learning is supposed to be accomplished without any effort (35) at all on the part of the visitor. Displays are constructed with an eye toward their entertainment value, with relevant facts slipped slyly in, as though learning were a bitter pill that must be sugarcoated before the average museum visitor ( 40) can be induced to swallow it. But true education is an active pursuit, not something one receives like a piece of candy from an automated dispenser. It requires a proactive inquiry on the part of the visitor. The museum's job should be to inspire (45) visitors to look deeper, not to force-feed them pre-digested facts. Ultimately, if a museum becomes indistinguishable from a theme park, it has failed. Nonprofit institutions exist because, if they did not, no for- (50) profit institution would serve their function. The grail of the successful curator is to identify the missing resource-the thing not already provided to a citizen by movies, parks, or other entertaining commercial enterprise-and provide it. If active (55) scholarship is missing, then by all means, supply it, instead of shaping the museum to resemble the successful entertainment enterprises already extant. Passage 2 There is a particular brand of elitist, intellectual snobbery that is currently decrying the innovations (60) being made in museum displays nationwide. It is the kind that believes that museums ought to be reserved for those who already know a great deal about the topic, whether it be eighteenth-century engineering, the Impressionist movement, or early (65) Paleolithic society. These people prefer museums that house a bewildering array of artifacts that cater to the specialized scholar, and they deride any attempt to broaden the appeal of these exhibits as a "dumbing down" of the museum interface. (70) This is a mistake. To broaden the audience of a museum's exhibit and make it accessible to a wide range of the populace is a worthy goal-and does not require "dumbing down" of material at all. In fact, in an effort to help audiences appreciate (75) the more specialized exhibits, museums are working to "write upward" for their exhibits and to bring those who may not have studied a particular subject up to speed enough to appreciate and marvel at the contents of an exhibit. New con- (80) cepts are presented in a digestible format that does not require condescension at all, but does present more information than before. I GO ON TO THE NEXT PAGE v
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