text:
A Guide to Inkscape/About

About
Inkscape is a free and open source (FOSS) Scalable Vector Graphics (SVG) editor software program. The creations can be used in web, print and screen design as well as user interface designs, logos, icons, banners and material cutting. Its capabilities are similar to those of commercial products and can be used for any number of pratical reasons such as letterheads, computer and material wallpapers, brochures, business cards and web page designs.

Inkscape's stated goal is to become a powerful graphic tool and being fully compliant with the World Wide Web Consortium's (W3C) Scalable Vector Graphics (SVG) 1.1 standard. As part of this challenge for standard compliance, Inkscape changed its version release notation to reflect its progress of the SVG 1.1 standard and changed its release identification between releases v0.48 and v0.91. The v0.91 reflects that Inkscape is at 82% compliance of the SVG 1.1 standard. While the SVG 1.1 standard compliance is its main goal, other closely related standards are also on the horizon: XML, CSS and HTML5. Most notably, it does not support animations or SVG fonts. As of this writing, Inkscape is at version 0.91.

Inkscape is for Linux, Windows and Mac OS X (under X11), and other Unix-like operating systems. As of 2016, Inkscape is under active development, with new features being added regularly.

Inkscape has good multi-lingual support particularly for complex scripts, something currently lacking in most commercial vector graphics applications.

History
Inkscape began in 2003 as a fork of the Sodipodi project. Sodipodi, developed since 1999, was itself based on Gill, the work of Raph Levien.

The fork was led by a team of four former Sodipodi developers (Ted Gould, Bryce Harrington, Nathan Hurst, and MenTaLguY) who identified differences over project objectives, openness to third-party contributions, and Scalable Vector Graphics (SVG) compliance as their reasons for forking. Inkscape, they claimed, would seek to focus development on implementing the complete SVG standard, whereas Sodipodi development had emphasized creating a general-purpose vector graphics editor, possibly at the expense of SVG.

Since the fork, Inkscape has, among other things, changed from using C to C++; changed to the GTK+ toolkit C++ bindings (gtkmm); redesigned the user interface and added a number of new features. Its implementation of the SVG standard has shown gradual improvement, but is still incomplete.

Rather than top-down governance, its developers claim to encourage an equal culture where authority stems from an individual developer's abilities and active involvement in the project. As a result, the project places special emphasis on giving all active developers full access to its source code repository, and on active participation in the larger open source community, often in the form of inter-project initiatives and secondary projects like the Open Clip Art Library. While the project founders are still well-represented in the decision-making process, many newcomers have also come to play prominent roles. Among them is "bulia byak", architect of the profound user interface changes that have given Inkscape its present appearance.

Inkscape is currently a Google Summer of Code and linuxfund.org project.

Object creation

 * Shape tools:

 * Rectangles and Squares (optionally with rounded corners)
 * 3D Boxes
 * Ellipses, Circles and Arcs

 * Stars and Polygons (optionally rounded or randomized)
 * Spirals (inner/outer controls, divergence)

 * Path and Rendering Tools:

 * Pencil tool (freehand drawing w/stroked paths)
 * Bezier Curves and Straight lines

 * Calligraphy tool (freehand drawing with calligraphic objects, graphics tablet pressure/angle support)

 * Text and other tools:

 * Text tool (support for unicode characters (Ctrl+U))
 * Tweak tool (tweak objects by scuplting or painting)
 * Measurement tool (angle and distance viewer)
 * Spray tool (duplicate pre-selected objects by sculpting or painting)

 * Erase tool (erase existing path)
 * Bucket tool (fill bounded areas)
 * Diagram Connector tool, create path diagram connectors (i.e., flow charts, circuit boards)

 * Menu bar rendering:

 * Linked or Embedded bitmap images, either imported or rasterized from selected objects.
 * >Edit>Clones ("live" linked copies of objects)
 * >Extensions>Render (create 18 menu driven objects)
 * >File>Import Open Clipart...(search and download from openclipart.org)

 * >Object >Symbols...(Copying and pasting symbols from file being edited and from symbol libraries)
 * >Path >Trace pixel art... (trace an imported pixel image, .png/.jpg)
 * >Extensions >Generate from Path (render 8 menu driven objects based on selected path(s))

Object manipulation

 * Object transformations (positioning, scaling, rotating, skewing), via freehand, snapped, locked, key combinations, by numeric values or dedicated dialogs (menus)
 * Z-order operations, object stacking order within a layer
 * Grouping objects, with a way to "select in group" without ungrouping, or "enter the group"
 * Layers, with a way to lock and/or hide individual layers, rearrange them, etc; layers form a stacking order
 * Cut, Copy and Paste operations of objects
 * Alignment and Distribution commands, including grid arrange, randomization, unclamping
 * A tool to create patterns of clones, using wallpaper symmetries plus arbitrary scales, shifts, rotates, and color changes, optionally randomized
 * Grid, Guide, Node, Object and other options for snapping

Styling objects

 * Fill and Stroke dialog (RGB, HSL, CMYK, Color Wheel, CMS)
 * Color palettes
 * Color picker ("dropper") tool
 * Opacity (master, gradient stop)
 * Gradients: multi-point linear and radial
 * Pattern fills (bitmap/vectors)
 * Filters (menu bar, over 260 filters)

 * Mask and Clip effects
 * Dashed strokes, with many predefined dashes
 * Extensions (menu bar, 141 effects)
 * Path Markers (start, middle and end markers, e.g. arrowheads)
 * Copy/Paste styles
 * Per file Swatch

Operations on paths

 * Node editing: positioning nodes and segments, curve handles, node alignment and distribution, scaling and rotating node groups, "node sculpting" (proportional editing of multiple nodes)
 * Converting to path (for text, images or shapes), including converting stroke to path
 * Boolean operations (union, intersection, difference, exclusion, division)
 * Path simplification, with variable threshold
 * Path insetting and outsetting, including dynamic and linked offset objects
 * Clipping paths (non-destructive clipping)
 * Bitmap tracing (both color and b/w)
 * ‣Path ‣‣Path Effects... contains over a dozen effects that can be manipulated on canvas and via menu settings.
 * ‣Extensions ‣‣Modify Path, to add effects to existing paths and ‣‣Generate from Path for additional operations on paths.

Text Tool

 * Multi-line text
 * Adjustable font sizes
 * Use of any fonts installed in the Operating System
 * Condensed, Normal, Italic,  Italic Condensed , Bold, Bold Italic,  Bold Italic Condensed ,  Heavy
 * Align left, Align center, Align right, Justified (flowed text only)

 * Superscript(s) and Subscript(s)
 * Line spacing, Text spacing, Word spacing, Horizontal character spacing (kerning), Vertical character shift, Character rotation
 * Horizontal text frame, Vertical text frame
 * Unicode character support (Ctrl+U while in the 'Create and Edit Text' tool)

Text Menu bar

 * Text and Font... (Dialog)
 * SVG Font Editor...(Dialog)
 * Glyphs...(Dialog)
 * Put on path (text and path remain editable)
 * Remove from path

 * Flow into frame
 * Unflow
 * Convert (flowed) to text (retains margins)
 * Remove Manual Kerns
 * Spell Checking...(Dialog)

Viewer

 * Zoom options
 * Display mode: Normal, No filters, Outline
 * Color mode: Normal, Grayscale
 * Page Grid
 * Guides
 * Show/Hide interface bars
 * Show/Hide Dialogs

 * Swatches...
 * Previous Window
 * Next Window
 * Icon Preview...
 * Duplicate Window
 * Full Screen
 * Default, Custom and Wide

File formats

 * SVG compliant file generation and editing
 * PNG, OpenDocument Drawing, DXF, sk1, PDF, EPS, PostScript and more export formats

 * Live watching and editing the document tree in the XML editor
 * Command line options for export and conversions

Miscellaneous

 * Collaborative editing over a network (whiteboard)
 * RDF metadata (authorship, date, license, etc.)
 * Graphic tablet support

 * Extension support
 * User interface is translated in more than 40 languages

Interface and usability
One of the priorities of the Inkscape project is interface consistency and usability. This includes efforts to follow the GNOME Human Interface Guidelines compliance, universal keyboard accessibility, and convenient on-canvas editing. Inkscape has achieved significant progress in usability since the project started.

The interface of Sodipodi (Inkscape's predecessor) was partly based on those of CorelDRAW and GIMP. The current Inkscape interface has been partially influenced by that of Xara Photo and Graphic Designer.

The number of floating dialog boxes has been reduced, with their functions available using keyboard shortcuts or in the docked toolbars in the editing window. The tool controls bar at the top of the window always displays the controls relevant to the current tool.

All transformations (not only moving but also scaling and rotating) have keyboard shortcuts with consistent modifiers (e.g. Alt transforms by 1 screen pixel at the current zoom, Shift multiplies the transformation by 10, etc.); these keys work on nodes in Node tool as well as on objects in Selector. The most common operations (such as transformations, zooming, z-order) have convenient one-key shortcuts.

Inkscape provides floating/mouse-over tooltips and status bar hints for all buttons, controls, commands, keys, and on-canvas handles. It comes with a complete keyboard and mouse reference (in HTML and SVG) and several interactive tutorials in SVG.

title: A Guide to Inkscape/About


text:
Physics with Calculus/Thermodynamics/The Ideal Gas

Kinetic Theory
An ideal gas is one which has molecules of negligible size, and with negligible interactions, excluding elastic collisions with each other and perhaps the walls of the container. Furthermore, when dealing with ideal gases, we assume that they have a uniform pressure, temperature, and that they fill up the container (although there are times when we will drop this assumption, but we will always assume it is true for a sufficiently small volume). We will also neglect gravitational potential energy. While it seems that we are placing too many restrictions on the gas, it is gives very accurate results when applied to gases of relatively high temperature and relatively low pressure -- that is, the molecules are far apart and moving quickly. For example, it would be a good approximation of neon at atmospheric pressure and 20 degrees Celsius.

From our postulates, we will derive some useful information about ideal gases. First, let's look at pressure. If we have a piston, and molecules are colliding with it (i.e. there is a pressure on it), how much force do we need to keep it in place? If during each second, the piston were to gain some momentum from the molecules, it is the forces job to impart the same momentum the other way. In other words, the momentum per second delivered by the molecules is the force we need to apply. We know this is equal to the pressure times the area (we assumed the pressure is uniform). If the molecules make perfectly elastic collisions, then the total momentum delivered is $$2mv_x$$. That is, nothing heats up; when the piston is in thermal equilibrium with the environment, then the collisions are essentially elastic, because nothing is getting hotter.

Now, we will find how many molecules hit the piston in a given time dt. If the molecules are traveling in the x direction with velocity $$v_x$$, and there are n molecules per unit volume, then there are $$1/2 n v_x A dt$$ collisions. You can easily see this by imagining a rectangular prism of area A and thickness v_x dt, and since half (because half are going the other way) of these molecules are going to hit the wall, you get the desired result. Therefore, the collisions per second is $$1/2 n v_x A$$. By multiplying the momentum per collision by the collisions per second, we get momentum per second, $$ n A m v_x^2$$. The pressure is therefore $$nmv_x^2$$. However, this is only true if all the molecules have the same x-velocity component. If we average the force over all the different speeds the molecules could have, we get $$ nm  $$. This is not the same as $$nm ^2$$ because the second one is zero! It is important that we find the pressure, then average, because the average momentum per collision times the average collisions per second is not the average momentum per second.

In any case, the pressure is

$$P = nm $$.

Since the gas is uniform, $$ =  = $$. Therefore,

$$P = 1/3 nm  = 2/3 n (1/2 m ) = 2/3 n U$$

where U is the total internal energy of the gas. Actually, this is only true if there is no machinery inside the molecule, like vibrations and the sort. Replacing n by N/V, we have

$$PV = 2/3 U$$.

license: Creative Commons - Attribution Share-Alike - https://creativecommons.org/licenses/by-sa/4.0/


text: Wikibooks:Requests for deletion/Algebra I in Simple English


text:
User:Peteturtle~enwikibooks/Sandbox

An Introduction
(tones, initials, finals)

 * Chinese/Pinyin Pronunciation
 * Chinese/Pronunciation of Initials
 * Chinese/Pronunciation of Finals
 * Chinese/Using Tones

First Words in Mandarin
These first words you'll learn are called pictographic characters. They are characters that look similar to what they represent (although over the years they may have deformed slightly). Numbers, although not pictographic, will also be introduced.

Numbers 100. 百 bǎi
 * 1) 一 yī
 * 2) 二 èr
 * 3) 三 sān
 * 4) 四 sì
 * 5) 五 wǔ
 * 6) 六 liù
 * 7) 七 qī
 * 8) 八 bā
 * 9) 九 jiǔ
 * 10) 十 shí

If you want to go over 10, just do (for example, 15, 21, 99): 十五 shíwǔ (ten-five), 二十一 èrshíyī (two-ten-one), & 九十九 jiǔshíjiǔ (nine-ten-nine)

First Words
 * 人 rén person
 * 土 tǔ earth, land
 * 大 dà big
 * 木 mù wood**
 * 目 mù eye**
 * 王 wáng king
 * 口 kǒu mouth
 * 小 xiǎo small
 * 手 shǒu hand
 * 月 yuè moon***
 * 日 rì sun, day***
 * 田 tián farmland

.* *You may have noticed that and are pronounced the same, but are different characters. This happens frequently in Chinese, since there are only a limited amount of combinations that can be used with tones, initials, and finals.

.* * *These may be used in dates (三月二日 sānyuè èrrì [third moon, second sun] March 2nd)

title: User:Peteturtle~enwikibooks/Sandbox


text:
User talk:66.24.109.68

Thanks for experimenting with Wikibooks. Your test worked, and has now been removed. Please use Sandbox for any other tests you want to do, since testing material in modules will normally be removed quickly. Please see the welcome page if you would like to learn more about contributing to our project. Thanks. --dark lama  22:49, 11 September 2007 (UTC)

title: User talk:66.24.109.68


text:
User talk:69.125.20.145

Thanks for experimenting with Wikibooks. Your test worked, and has now been removed. Please use Sandbox for any other tests you want to do, since testing material in modules will normally be removed quickly. Please see the welcome page if you would like to learn more about contributing to our project. Thanks. --dark lama  23:01, 11 September 2007 (UTC)

title: User talk:69.125.20.145


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User talk:24.199.96.137

Regarding edits made during September 12 2007
You have been blocked from editing Wikibooks  as a result of your .  Please note that page blanking, addition of random text or spam, deliberate misinformation, privacy violations, personal attacks; and repeated, blatant violations of our neutral point of view policy are considered vandalism. If you wish to make useful contributions, you are welcome to come back after the block expires. – Mike.lifeguard  | talk 04:16, 12 September 2007 (UTC)

title: User talk:24.199.96.137


text:
User talk:62.60.98.134

Thanks for experimenting with the page Do-It-Yourself/A sample project on Wikibooks. Your test worked, and has been reverted or removed. Please use the sandbox for any other tests you want to do. Take a look at the welcome page if you would like to learn more about contributing to our project. Thanks.

Az1568(Talk) 02:07, 12 September 2007 (UTC)

title: User talk:62.60.98.134


text:
Wikijunior:How Things Work/Pulley

A pulley is a wheel with a groove along its edge, that holds a rope or cable. Usually, two or more pulleys are used together. When pulleys are used together in this way, they reduce the amount of force needed to lift a load. A crane uses pulleys to help it lift heavy loads. Pulleys are one of the six simple machines.

Who invented the pulley?
The origin of pulleys is not known, but there is evidence that they were used in the building of Stonehenge, in England. One of the first names we associate with pulleys is that of Archimedes, a famous Greek scientist born in Syracuse (a Greek seaport colony). Archimedes studied many areas of science and invented many devices, and it is said that he used pulleys to drag a ship out of the ocean and onto land. Archimedes did not hold public office but devoted his entire life to research and experiment. He was educated at Euclid's school in Alexandria, a major world city of the time, located in modern-day Egypt. His experiments impact our daily lives today.

How does it get power?
It gets its power by trading effort for distance. With a 2 pulley system, you can use half as much force to lift something, but you have to pull the rope two meters to lift an object one meter.

Why does that work? It's actually because of a concept called work. You know that if you walk 2 miles (3km) to school, it's harder than if you had to walk 1 mile to school. How much effort does each step take? The effort is however much it takes to move your body. Scientists and engineers call how much effort you use over a distance work. A real rough equation is to say $$W=F*d$$ (this isn't exactly true). So, if you pull the rope in a 2 pulley system 2-ft (60cm) (. with 1-lb force, then you did 2-ftlbs. (read "foot pounds") of work, which is the same amount of work as pulling just a rope 1-ft. with 2-lb force. One consequence of the 1st Law of Thermodynamics is doing the same process (like lifting a box 1 ft) takes the same amount of work, no matter what.  So you can use any force you want, as long as you do the same amount of work.

How does it work?
A pulley is a rope or wire wrapped around a wheel. It changes the direction of force. A basic compound pulley has a rope or wire attached to a stationary point looped around one wheel and then around a second wheel. Pulling on the rope pulls the two wheels closer together.

How dangerous is it?
It depends. So care must be taken to avoid getting fingers, loose clothing, and hair caught in its workings. Also since pulleys are often used to lift heavy objects one should be careful. If the rope, cable, or hardware which mounts a pulley were to fail, serious injury could result if you happen to be under the load. One must be careful not to exceed the documented rating of lifting equipment.

What does it do?
It is used to pull two things closer together. It can be used to lift heavy objects (by pulling the heavy object closer to something above). It is sometimes used as a trap. the person would hook a net to the pulley's rope and then the person would wait until what he wanted to catch is caught.

How does it vary?
You can add or subtract pulleys from the system. More pulleys makes it easier to pull (or they allow you to pull a heavier load), but you have to pull more rope to move the load by the same amount.

Many different types of pulley systems exist. For an example, the average sailboat may have 3 or 4 different pulley systems (boomvang, cunningham, outhaul, mainsheet), all doing different things.

How has it changed the world?
Pulleys allow people to pull heavier objects around than they could using only their muscles. This allowed ancient countries to build large sailing ships and explore the world, because people would not be able to pull the sails into the right place without them. Pulleys can also pull large stone blocks upward, and so they help people to build large buildings.

What ideas and/or inventions had to be developed before it could be created?
Rope and the wheel, because Archimedes needed both in order to create the compound pulley system. He needed the wheels for the actual pulley and the rope to lift heavy objects. Later, the wheel would be adapted to fit the rope, by creating a small groove in it. When Archimedes invented the compound pulley system, there were only wooden wheels. Now, metal wheels are more efficent and easy to work with.

title: Wikijunior:How Things Work/Pulley


text:
User talk:151.48.167.120

Regarding edits made during September 12 2007
Please do not add inappropriate external links to Wikibooks. Wikibooks is intended to be read without the need for external reference and requires content rather than external links particularly those which are for advertising or promotion. Inappropriate links may include (but are not limited to) links to personal web sites, links to web sites with which you are affiliated, and links that exist to attract visitors to a web site or promote a product. If you feel the link should be added to the article, then please discuss it on the article's talk page rather than re-adding it. See the welcome page to learn more about Wikibooks. Thank you. If this is an IP address, and it is shared by multiple users, ignore this warning if you did not make any unconstructive edits. Az1568(Talk) 02:20, 12 September 2007 (UTC)

title: User talk:151.48.167.120


text:
User:Kathryn.rebecca42

things about me

 * I live in Chicago with my best friend and our German Shepherd/Border Collie mix, Cecily.
 * I just started law school.
 * I am a Christian libertarian.

things I love

 * Johnny Depp
 * The X-Files
 * Bollywood movies
 * James Spader and Daniel Craig
 * John Douglas
 * Anita Shreve

things I work on

 * Muggles' Guide to Harry Potter

title: User:Kathryn.rebecca42


text:
User talk:Jim-henry-utc-edu

Your page Auto-A-C was just deleted because it is outside of project scope and seemed to be a copyright violation. If you continue to add content which is a copyright violation you will be blocked. You're welcome to stay and contribute, but please try to do so in ways that are constructive. I've included a standard welcome message below as a starting point.  – Mike.lifeguard  | talk 04:47, 12 September 2007 (UTC)

Come introduce yourself at the new users page. If you have any questions, you can ask there or contact me personally.  – Mike.lifeguard  | talk 04:49, 12 September 2007 (UTC)

title: User talk:Jim-henry-utc-edu


text:
User talk:Sustaindane

Please be aware that the new page you created, The Natural Step for Communities Study Circle Guide:Content, doesn't follow our naming conventions. (The same applies to the rest of those recently-created pages) Please try to follow them; click the move tab at the top of the page to rename it. If you need help you can ask at WB:SLN or on my talk page.  – Mike.lifeguard  | talk 04:51, 12 September 2007 (UTC)

title: User talk:Sustaindane


text:
User talk:24.223.176.173

Thanks for experimenting with Wikibooks. Your test worked, and has now been removed. Please use Sandbox for any other tests you want to do, since testing material in modules will normally be removed quickly. Please see the welcome page if you would like to learn more about contributing to our project. Thanks. – Mike.lifeguard  | talk 04:56, 12 September 2007 (UTC)

title: User talk:24.223.176.173


text:
User talk:Poorfirst

International boundary laws Kashmir case study has been tagged for speedy deletion because it seems like a copyright violation.  – Mike.lifeguard  | talk 05:01, 12 September 2007 (UTC)

title: User talk:Poorfirst


text:
User talk:209.150.54.84

 – Mike.lifeguard  | talk 05:26, 12 September 2007 (UTC)

title: User talk:209.150.54.84


text:
Past LSAT Explained/PrepTest 35

October 2001 Form 1LSS51

Question 01
IDENTIFY

This is a Conclusion question.
 * Mozart

Question 05
IDENTIFY

This is a Method of Argument question.
 * gamma ray
 * salmonella

READ

Proponent and Opponent discusses the merit of gamma ray radiation of food.

ANALYZE

Your task is to evaluate how the opponent's argument proceeds.

CHOOSE

(A) Incorrect. There is no ambiguity in a crucial term here.

(B) Incorrect. No self-contradiction mentioned.

(C) Incorrect. The proponent only proposes one remedy which is irration by gamma ray.

(D) Incorrect. Safety with respect to producers is not discussed at all in the passage.

(E) Correct. This response suggests an alternative means- using a safe chemical dip. This method without the particular disadvantage which is leaving Salmonella intact.

Question 12

 * gene splicing

Question 14
IDENTIFY

This is an Assumption question. You need to analyze the formal logic strcture of this passage to answer the question.
 * novelist
 * academia

READ

Some difficult words are here such as intersperse.

ANALYZE

CHOOSE

(A) Incorrect. This response introduces a foreign concept of impartiality which is irrelevant in the passage.

(B) Incorrect. the powers of observation and analysis is only useful but not required. This needs not be assumed. The passage focuses on the intuitive grasp of the emotions and response (B) does not impact the central logic.

(C) Incorrect. Participation in life is not required at all. The logic of the argument hinges on the intuitive grasp which does not require participation.

(D) Correct. To see if this assumption is vital, suppose this response is negated. Novelists can be great without an grasp of the emotions. The factor which prevented the people in the academia from becoming a great novelist is gone! The author can no longer argue that you can't be great if one remain in the academia.

(E) Incorrect. This one is an attractive choice. The key here is the difference between knowledge and an intuitive grasp. The passage leads us to differentiate the aspects of emotions that can be grasped by observing and analyzing them as a dutiful scholar would do. The author argues that there are intangible aspects of the emotions that the scholars miss and that aspects had to be experienced by immersing oneself in real life. Just like you can read about law school but it is nothing like experiencing one.

Question 16

 * Antarctica

Question 19

 * physiology
 * lathyrism
 * lathyrus sativus
 * legume

Question 21

 * fatigue

Question 22
Formal logic question
 * chordate
 * tracheophyte
 * Pteropsida
 * Hominidae

The argument follows:
 * c --> ~t
 * p --> t (cpositive: ~t --> ~p)
 * ~p --> h

So it leads: c --> ~t --> ~p --> h, thus All members of the family H are C.

Question 26

 * Malthusian catastrophe

Section II Reading Comprehension
Passage 1 Social Science French Revolution Women La Villirouet

Question 06
Passage 2 Humanity Romare Bearden African American History

Question 14
Passage 3 Natural Science
 * Philosophy of Science
 * biology
 * physics
 * DNA
 * Biological determist

Question 20
Passage 4 Law
 * Ronald Dworkin
 * natural law
 * legal positivism

Question 24
I can NOT figure out why the answer is E here. Can anyone help??

Another reminder why reading a sentence for its full meaning is so important on the LSAT. Look at line 27. "According to Dworkin, this account is incompatible with the actual practice of judges and lawyers, who act as if there is a fact of the matter even in cases where there is no consensus. The theory he proposes seeks to validate this practice without falling into what Dwokin correctly sees as the error of natural law theory."

Reading the entire sentence gives you E, and helps on question 25 as well.

Question 08
Can someone figure out why E is the correct answer for this question? I am having trouble making the deductions that make it logical that Z has a sunroof.

Question 26
The materials adapted for LSAT.
 * J. Madeleine Nash, "Fighting a Crippler." 1993 Copyright Time Inc.
 * Robert J. Samuelson, "A Nation of Experts." Copyright 1995 by Newsweek, Inc.
 * Anthony J. Sebock, "Judging the Fugitive Slave Acts." Copyright 1991 by The Yale Law Journal.
 * Marilyn Yalom, Blood Sisters: The French Revolution in Women's Memory. Copyright by BasicBooks.

|35

title: Past LSAT Explained/PrepTest 35


text:
Past LSAT Explained/The Official LSAT SuperPrep

October 2001 Form 1LSS51

Question 26

 * Sandy Fritz, "Membrane Refrigerators." Copyright 1993 by Popular Science.

 * Edward Hallet Carr, What is History? Copyright by Edward Hallet Carr.

 * Feng-hsiung Hsu et al., "A Grandmaster Chess Machine." Copyright by Scientific American, Inc.

 * Octavio Paz, Convergences: Essays on Art and Literature, tr. Helen Lane. 1987 by Harcourt Brace Jovanovich, Inc.

 * David Roberts, "The Old Ones of the Southwest." Copyright 1996 by the National Geographic Society.

 * Jonathan Rose, "The Invisible Sources of Nineteen Eight-Four." 1992 by the Journal of Popular Culture.

 * William Raspberry, "Maturity Ends Delinquency" 1983 by Greenhaven Press, Inc.


text:
Past LSAT Explained/The Official LSAT PrepTest With Explanations and the LSAT Itemwise

October 2001 Form 1LSS51

Question 14
As with all games, the key to understanding this game is to understand the rules behind it. Because the explanation of the rules can be confusing I will lay them out in an easier format.

1. "A train makes 5 stops around a loop through 5 stations P Q R S T, in that order - stopping at exactly three of the stations on each trip." Because the game does not state which states are stopped at first, any 3 of the 5 options can be picked as the first stations. Even though this is a 'loop' do not bother yourself with drawing a circle describing the stops. Simply write five vertical lines of the stations that are stopped at during each trip.

2. "The train stops at any given station on exactly 3 trips, but not on three consecutive trips." This is says the train will hit every station exactly 3 times in the course of 5 stops, but will not stop at that stations 3 times in a row.

3. "The train stops at any given station at least once in any two consecutive trips." This says that the train must stop at least once, could be more than once, at a station within two trips.

The inferences on this game are tricky, but try to map it out on paper. If you try to move more than one station per trip, you end up over lapping too many stations by the 5th trip and you are left with stations that have 3 consecutive trips. You can only move one station per trip to keep the rules in line.


text:
Past LSAT Explained/PrepTest 03

October 2001 Form 2LSS13

Game 1
This is an easy game. Each person needs to be assigned a food. There are six people and five entrees.

Question 01
This is an elimination question. In this case a subset of the foods he could eat isn't sufficient -- the correct answer will have all possible foods. Pork chops is in all answers, so forget about it-- he can eat it.

Roast beef from answer A -- going through the rules one by one, there is no reason he can't eat it. This eliminates answer B which doesn't have roast beef. A is still in the running.

Sword fish from C -- Lewis' wife is Marie, Marie orders swordfish, and two people in a couple can't order the same food. This eliminates answer C and E.

This leaves us with B and D. If Lewis can eat either tilefish or veal cutlet, D is the answer. Going through the rules, there is no reason he couldn't eat either.

(Two rules to watch out for here is the one specifying that neither John nor Nat orders fish, and that none of the men order the same thing. This could run into a situation that once Lewis chooses a non-fish entree, such as veal cutlet, that either John or Nat have to choose a fish dish. This is not the case, however, as there are two other non-fish entrees. This could have been important, and will likely prove critical later in the game.)

The answer is D.

Question 02
A - John can't order fish. False.  B - No obvious problem with this -- Kate and Nat aren't married and there aren't other restrictions on her. C - Two men can't eat the same thing. False D - Marie order swordfish, Olive roast beef. False E - Nat and Olive are married and can't order the same thing. False.  The answer is B.

Question 03
A - Neither John nor Nat order fish dishes. Thus they must order from among pork chops, roast beef and veal cutlet. They can't order the same thing as each other, and Nat can't order roast beef. Thus Nat must order veal cutlet or pork chops. A is true. B - Since A is true, we don't have to go further, but if you want to confirm, Nat must order veal or pork chops. John can order pork chops, roast beef or veal cutlet. We know from 1 that Lewis can order four different dishes. False. C - one woman orders roast, one orders swordfish. False. D - Lewis can order a fish entree. False. E. We know Marie orders swordfish, and Olive doesn't order fish. Could Kate order a fish entree? There's no reason why she couldn't from the rules. False.

The answer is A.

Question 04
A - If John orders veal cutlet, Kate could order roast beef. Does she have to? No. B - Same as A. Not necessarily true. C - Lewis can eat all the things in 1D, but not veal cutlet now because John ordered it and no men can order the same entree. D - Lewis can't order what John orders. False. E - Working from reasoning in Question 3, Nat must order veal or pork chops. If John has already ordered veal, Nat must order pork chops. Must be true. <BR> The answer is E.

Question 01
IDENTIFY

This is a Formal Logic & Parallel Reasoning question.

READ

This is an argument about your money and spending power.

ANALYZE

A→B B→C A→C

CHOOSE

(A) Incorrect.

(B) Incorrect.

(C) Correct.

(D) Incorrect.

(E) Incorrect.

Question 02

 * astrology
 * Gemini
 * personality test
 * poll
 * correlation

IDENTIFY

This is a Flaw question.

READ

A reporting about a survey to uncover a relationship between two factors.

ANALYZE

The first part of the passage describes a survey and how it was done. The last sentence, the conclusion claims that one's astrological birth sign influence one's personality. You need to find a choice that discredits the survey result since the conclusion bases its validity on it.

CHOOSE

(A) Incorrect. This is not a flaw. We need a further evidence that the scorers were incompetent or the administration suffered from poor management. The passage provides none of such evidence.

(B) Incorrect. This strengthens the argument. Remember this is not a Strengthen/Weaken question.

(C) Incorrect. This does not address the flaw and somewhat strengthens the argument.

(D) Incorrect. This does not address the flaw but somewhat strengthens the argument since it provides some credence to the survey result.

(E) Correct. If the survey result is not representative of the whole population that it is skewed. This type of question appeals often on the LSAT. For instance, when a political party surveys voter's preference using an online survey, it is going to overpresent younger and more tech savvy people who tend to be more liberal.

Question 03

 * calisthenics
 * education

IDENTIFY

This is an Assumption question.

READ

The author is arguing for the merit of calisthenics in improving the American kids' physical fitness.
 * indispensable

ANALYZE To show that, you need to prove that there are some causal link between calisthenics and improved fitness. A good test is to see if the argument still stands if you falsify the choice.

CHOOSE

(A) Incorrect. This is not necessary. What if a majority or significant number of students still benefit from calisthenics? The author's argument still works. So when you see a choice like this, pay attention to words like "All", "Every". These words should ring a bell to you.

(B) Incorrect.

(C) Incorrect. This choice is totally out of scope. It is so important to not bring in any preconception or bias into the question. Maybe we are not concerned about health really- you could say we want the children to be fit to train them as better soldiers.

(D) Correct.

(E) Incorrect.

Passage 2 Social Science

 * Robert Boyle

Passage 3 Law

 * antitrust
 * monopoly
 * economies of scale

Question 18
IDENTIFY

This is a Main Idea question.

READ

ANALYZE

CHOOSE

Passage 4 Art/Humanity

 * Amsden
 * Navajo

Question 24
|03

title: Past LSAT Explained/PrepTest 03


text:
Past LSAT Explained/PrepTest 12

October 2001 Form 1LSS51

Question 01
IDENTIFY
 * Mars
 * technology
 * Breathing apparatus

This is a Main Point/Conclusion question.

READ

This is a long stimulus discussing human technology and Mars. The author is arguing in favor of research on how to change the Martian climate.

ANALYZE

Your job is to find the main conclusion of the argument. All the points are leading you to endorse the Project Mars- Make it Livable. Why? The author is saying that even if the effort fails to produce the end result, we will gain something.

CHOOSE

(A) Incorrect. This is only a premise of the argument. It only restates the first sentence of the passage. For this choice to be correct the stimulus should look like this:

It is probably within the reach of human technology to make the climate of Mars inhabitable. After several centuries of efforts, humans built great temples and cathedrals that were deemed impossible when they began. As the human triggered global warming shows that humans are capable of changing the climate of Earth, we are more than capable to change the climate of Mars, which is only a fraction in size compare to Earth.

(B) Incorrect. This is another point discussed in the passage. The sentence 2 states that "It might be several centuries before...". For this choice to be correct, the passage should look like:

It is probably within the reach of human technology to make the climate of Mars inhabitable. But some of the world's great temples and cathedrals took centuries to build and it might take more than that to alter the climate of Mars. Based on the current technology we have available, we estimate that it would take 1000 years of continuous efforts before the Martian climate becomes similar to the climate of Earth.

(C) Incorrect. This is an analogy mentioned in the passage. This statement is too un-conclusion like to be considered the main point. Rarely an argument is constructed to argue that A is like B. One is a traditional construction project while the other is space science project.

(D) Correct. The sentence 3 nicely expresses the main point. Note that the main point is located in the middle of the passage.

(E) Incorrect. This is a premise that preempts any counterargument that the effort to change climate is wasted. OK, the isuccess rate is so low that we may never succeed but we will learn something along the way that is worthwhile. Good.

Additional Questions

The claim that some temples and cathedrals took centuries plays which of the following roles in the argument?

(A) Provides an example of a project that took a long time to complete

Which of the following weakens the argument?

(B) Any human effort to influence the climate of Mars is so destructive to the planet that it makes it even less inhabitable.

Question 02

 * adult
 * adolescent

IDENTIFY

This is a first part of Dual question. You need to identify the hidden assumption.

READ

The question discusses two things- adults and adolescents.

ANALYZE

The key to look for is the link between the premises and conclusion. If you severe that link, the argument collapses. The structure of the argument is like:

AT has v so AS should have v too. AT and AS are not same so AT can't represent the aspect of AS that is different. If AT cannot represent the interests of AS, then AS should have v.

A and B are different. Sentence 4 say "If adults cannot represent the interests of adolescents.."

CHOOSE

(A) Incorrect. This is a sweeping claim that has inadequate support in the passage. There are people other than adolescents and adults such as infants. Moreover, your instinct should tell you that this argument is not true in reality because minors usually do not have the right to vote.

(B) Incorrect.

(C) Correct.

(D) Incorrect.

(E) Incorrect.

Additional question

The main point of the argument is that

Adolescents should be allowed to vote.

If the statement above is true, which of the following must be true?

(A) Adults can represent the interests of adolescents if adolescents cannot vote.

(B) If adults cannot represent the interests of adolescents and adolescents are not allowed to vote, the interests of adolescents will not be represented.

(C) Though superficially different, adults and adolescents are similar in one crucial aspect.

Question 03
IDENTIFY

This question is a Method of Argument question.

READ

Same as the question 02.

ANALYZE

The sentence 2 says "Admittedly". The author concedes that they are not the same.

CHOOSE

(A) Incorrect. The passage is not about proving that adults and teenagers are different.

(B) Incorrect. Nowhere there is any clarification. For this choice to be true, the passage should say something like "Admittedly, adults include anyone over the age of 18 while adolescents are anyone between 12 to 18."

(C) Incorrect. This choice is tempting but see Sentence 2 actually weakens the main point. AT and AD aren't same so why give AD what AT has?

(D) Incorrect. It addresses a point but it does not distract. The point is actually relevant.

(E) Correct.

Additional Questions ''' The main point of the argument is that ''' Adolescents should be given the right to vote just like adults.

Question 04
IDENTIFY

This is a discrepancy question.

READ

Not being close to market or raw material can be reason for businesses to leave while high business tax isn't. That is strange. So your job is to find the reason why is so.

ANALYZE

Your job is to find the reason that resolves the paradox.

CHOOSE

(A) Incorrect. So what? The share in the city's revenue does not explain anything.

(B) Correct. This statement converts high tax rate into a plus. So tax wasn't bad after all.

(C) Incorrect. Pay attention to the word "sometimes". You don't expect the businesses to stick with the city for eternity. They could leave the city for some other reason. This is not a communist country.

(D) Incorrect.

(E) Incorrect.

Question 05

 * plagiarism
 * cite
 * copyright

IDENTIFY

This question is a Strengthen question.

READ

ANALYZE

CHOOSE

(A) Incorrect.

(B) Incorrect.

(C) Incorrect.

(D) Correct.

(E) Incorrect.

Question 06
IDENTIFY This question is.

READ

ANALYZE

CHOOSE

(A) Incorrect.

(B) Incorrect.

(C) Incorrect.

(D) Incorrect.

(E) Incorrect.

Question 07
IDENTIFY This question is.

READ

ANALYZE

CHOOSE

(A) Incorrect.

(B) Incorrect.

(C) Incorrect.

(D) Incorrect.

(E) Incorrect.

Question 08
IDENTIFY This question is.

READ

ANALYZE

CHOOSE

(A) Incorrect.

(B) Incorrect.

(C) Incorrect.

(D) Incorrect.

(E) Incorrect.

Question 09
IDENTIFY This question is.

READ

ANALYZE

CHOOSE

(A) Incorrect.

(B) Incorrect.

(C) Incorrect.

(D) Incorrect.

(E) Incorrect.

Question 10
IDENTIFY This question is.

READ

ANALYZE

CHOOSE

(A) Incorrect.

(B) Incorrect.

(C) Incorrect.

(D) Incorrect.

(E) Incorrect.

Question 11
IDENTIFY This question is.

READ

ANALYZE

CHOOSE

(A) Incorrect.

(B) Incorrect.

(C) Incorrect.

(D) Incorrect.

(E) Incorrect.

Question 12
IDENTIFY This question is.

READ

ANALYZE

CHOOSE

(A) Incorrect.

(B) Incorrect.

(C) Incorrect.

(D) Incorrect.

(E) Incorrect.

Question 13
IDENTIFY This question is.

READ

ANALYZE

CHOOSE

(A) Incorrect.

(B) Incorrect.

(C) Incorrect.

(D) Incorrect.

(E) Incorrect.

Question 14
IDENTIFY This question is.

READ

ANALYZE

CHOOSE

(A) Incorrect.

(B) Incorrect.

(C) Incorrect.

(D) Incorrect.

(E) Incorrect.

Question 15
IDENTIFY This question is.

READ

ANALYZE

CHOOSE

(A) Incorrect.

(B) Incorrect.

(C) Incorrect.

(D) Incorrect.

(E) Incorrect.

Question 16
IDENTIFY This question is.

READ

ANALYZE

CHOOSE

(A) Incorrect.

(B) Incorrect.

(C) Incorrect.

(D) Incorrect.

(E) Incorrect.

Question 17
IDENTIFY This question is.

READ

ANALYZE

CHOOSE

(A) Incorrect.

(B) Incorrect.

(C) Incorrect.

(D) Incorrect.

(E) Incorrect.

Question 18
IDENTIFY This question is.

READ

ANALYZE

CHOOSE

(A) Incorrect.

(B) Incorrect.

(C) Incorrect.

(D) Incorrect.

(E) Incorrect.

Question 19
IDENTIFY This question is.

READ

ANALYZE

CHOOSE

(A) Incorrect.

(B) Incorrect.

(C) Incorrect.

(D) Incorrect.

(E) Incorrect.

Question 20
IDENTIFY This question is.

READ

ANALYZE

CHOOSE

(A) Incorrect.

(B) Incorrect.

(C) Incorrect.

(D) Incorrect.

(E) Incorrect.

Question 21
IDENTIFY This question is.

READ

ANALYZE

CHOOSE

(A) Incorrect.

(B) Incorrect.

(C) Incorrect.

(D) Incorrect.

(E) Incorrect.

Question 22
IDENTIFY This question is.

READ

ANALYZE

CHOOSE

(A) Incorrect.

(B) Incorrect.

(C) Incorrect.

(D) Incorrect.

(E) Incorrect.

Question 23
IDENTIFY This question is.

READ

ANALYZE

CHOOSE

(A) Incorrect.

(B) Incorrect.

(C) Incorrect.

(D) Incorrect.

(E) Incorrect.

Question 24
IDENTIFY This question is.

READ

ANALYZE

CHOOSE

(A) Incorrect.

(B) Incorrect.

(C) Incorrect.

(D) Incorrect.

(E) Incorrect.

Question 25
IDENTIFY This question is a Formal logic question.

READ

ANALYZE

shy < actor < exuberant < extrovert

CHOOSE

(A) Incorrect.

(B) Correct.

(C) Incorrect.

(D) Incorrect.

(E) Incorrect.

Question 26
IDENTIFY This question is a Method of Argument question.

READ

ANALYZE

CHOOSE

(A) Incorrect.

(B) Incorrect.

(C) Incorrect.

(D) Incorrect.

(E) Incorrect.

Question 01

 * arabica
 * coffee
 * robusta
 * decaffeination

IDENTIFY

This is a Conclusion question.

READ

For decaf coffee, people prefer robusta (inferior) over arabica (superior). Making decaf coffee involves removing some coffee flavor.

ANALYZE

Your job is to draw a valid inference based on the passage.

CHOOSE

(A) Incorrect. The passage does not discuss the world output of arabica beans. Out of the scope.

(B) Incorrect. This is factually true but not necessarily supported by the passage. You must not draw any conclusion based on your prior knowledge. Moreover, It does not explain why people prefer robusta over arabica when it comes to decaf coffee.

(C) Incorrect. This choice is not supported by the passage. Be careful with the word "exclusively".

(D) Correct. Sound reasonable.

(E) Incorrect. The passage mentions nothing about which is more pricey. (In reality, arabica is more expensive.) So not supported.

Question 02

 * guidance counselor
 * career counselling

IDENTIFY

READ

ANALYZE

CHOOSE

Question 08

 * history

IDENTIFY

This is a strengthen question.

READ

A history book contains inconsistencies and the author argues that it is because the author used info from divergent sources.

ANALYZE

You need to find the choice that strengthens the argument.

CHOOSE

(A) Incorrect. This choice is, tempting but contains ambiguous word "generally". What if authors sometimes do not reconcile discrepancies and leave then as they are?

(B) Incorrect. This is irrelevant. The inconsistencies may not be apparent to the laymen but obvious to professional historians.

(C) Correct. If the author used sources that contained consistencies, then the inconsistencies are not due to the use of divergent sources. So this must be true.

(D) Incorrect. Even if the author did not know that the inconsistencies could arise, the argument still holds. The fact that the inconsistencies occurred as a result of the historian's practice of using several sources does not change.

(E) Incorrect. OK, but so what?

Question 26
|12

title: Past LSAT Explained/PrepTest 12


text:
Past LSAT Explained/PrepTest 19

October 2001 Form 1LSS51

The Set Up
This logic games asks us to order six factories on six consecutive days numbered 1-6. Each factory is inspected only once during those six days: F, G, H, J, Q, R (Bold is the unaffected factory) This is a simple linear order problem

Rules: 1. F is inspected on day 1 or day 6 2. J is inspected on some day earlier than Q 3. Q is inspected the exactly one day before R 4. If G is inspected on day 3, then Q is inspected on day 5

Deductions:

Because Q is immediately inspected before R, then we can add this statement (statement 3) to statement 4 and statement 1: If G is inspected on day 3, then Q is inspected on day 5 and R is inspected on day 6 and F is inspected on day 1.

Question 26
|19

title: Past LSAT Explained/PrepTest 19


text:
Past LSAT Explained/PrepTest 22

October 2001 Form 1LSS51

Question 01
The advertisement erroneously concludes that all Sturdimades can drive long distances because some Sturdimades have driven for at least 100,000 miles. The flaw in the advertisement's logic is similar to one thinking that because some highschool graduates have gone to Harvard, all highschool graduates will go to Harvard.

Therefore, choice A is the correct answer. As the answer says, the advertisement draws a general conclusion (that any Studrdimade one purchases can be relied upon to drive for a very long distance) from cases selected only on the basis of having a characteristic that favors that conclusion (the cases were selected from a group of cars belonging to the "long distance" club).

Choice B - This choice is wrong because the conclusion doesn't actually restate the evidence. It just uses the evidence to make an illogically drawn recommendation.

Choice C - This choice is incorrect because there is no ambiguous term used in the premises that is in need of clarification.

Choice D - This choice is incorrect because even though the evidence doesn't logically support the conclusion (it is flawed), it doesn't undermine it either.

Choice E - This choice is incorrect because there is no mention of popular opinion in the advertisement. While members of the "long-distance" club are said to boast about how long they have driven their Sturdimade, no opinion is offered as evidence. The only opinions offered are those by the advertisement--"Among popular automobiles, Sturdimades stand apart." and "Clearly, if you buy a Sturdimade you can rely on being able to drie it for a very long distance."

Question 02
As the question indicates, this is an assumption question. Basically, the conclusion of this statement is that the university's computer center will not be able to operate for the coming year. The evidence given to support this is that the university's board of trustees reduced the computer center's budget from $4 million to $1.5 million and that the center cannot operate on less than $2.5 million. One other fact that is mentioned is that the board cannot divert funds from other programs to the computer center, but this fact is irrelevant because we've already been told that the budget was cut from $4 million to $1.5 million, which is a given. So, we have to assume that if funds could be diverted, this option would have already been used.

Choice A - Although this choice may be plausible, it should be put on hold until the other choices are considered. Once the other choices are considered this can be eliminated because it's not the BEST choice. Besides, even if this is assumed, it would not guarantee the conclusion to be properly drawn.

Choice B - This choice is incorrect because the conclusion is not affected by whether or not one assumes the budgets of other programs at the university were also reduced. If this assumption is not made, one can still conclude based on other assumptions that "there is no way that the center can be kept operating for the coming year."

Choice C - This is the correct choice because the statement says that the center cannot operate on less than $2.5 million. Assuming this is true and knowing that the board of trustees reduced the computer center's budget to $1.5 million, then the only way that the board could operate is to receive funding from another source. Assuming that this is not a possibility, the statement's conclusion can be properly drawn.

Choice D - This choice is incorrect because the statement actually says that the board cannot divert funds from other programs to the computer center. Because it is stated explicitly, it is not something that must be assumed for the conclusion to be logically drawn.

Choice E - While this statement may be true, it is not relevant and, therefore, is not a necessary assumption for the conclusion to be logically drawn.

Question 03
According to Muriel's statement, she does not consider Favilla to be a great writer because her subject matter is not varied enough. John argues that Muriel is wrong to use that criterion because a great writer doesn't need varied subject matter. According to John, a great writer needs to have the ability to explore a particular theme deeply. The question asks what is a point at issue between Muriel and John. Before reading the answer choices, you should be able to sift through the extraneous information to get to the core difference in John and Muriel's statements. Muriel thinks it is necessary for a writer to have varied subject matter in order to be great; whereas, John thinks it is necessary for a writer to explore a particular theme deeply in order to be considered great.

Choice A - This choice is incorrect because even though Muriel mentions that Favilla's subject matter is not varied enough, John never mentions whether or not he believes Favilla's subject matter to be varied or not.

Choice B - This choice is incorrect because even though it is not clear whether or not Muriel believes this to be a measure of a great writer, it is certain that John never mentions whether Favilla should or should not be a great writer or that he believes Favilla's style to be distinctive.

Choice C - This is the correct choice because it is clear that they represent opposing view points on this issue. Muriel says that Favilla does not deserve to be considered a great writer because her subject matter is not varied enough. John responds by stating that he believes she is wrong to use that criterion. He then says, "A great writer does not need any diversity in subject matter." Thus, Muriel believes this to be a necessary or "prerequisite" for someone to be considered a great writer, and John thinks that it is not.

Choice D - This choice should be eliminated immediately because it mentions "the number of novels" as an issue, and the two statements never make mention of anything related to the number of books a writer produces.

Choice E - Like choice D, this one can be eliminated immediately. While Muriel does state that Favilla does not deserve to be considered a great writer, there is no other mention of any author, let alone many authors, deserving or not deserving the status of great.

Question 04
See question 3 for a summary of the two statements.

The question asks to which one of the following positions would John's statements commit him. Remember, John argues that an author does not have to be diverse in subject matter to be considered great. This does not mean that he believes a writer cannot be diverse in his/her subject matter. Also, John says that a great writer must have (at least) have the ability to explore a particular theme deeply.

Choice A - This is the correct choice because John states that an author does not have to have diverse (or varied) subject matter to be considered a great writer. Therefore, one should conclude that he does not believe that Favilla should be excluded from being considered a great writer based on this writing style alone. Notice, that this choice doesn't say that John would consider Favilla a great writer; based on the statements, that would be concluding too much. It simply notes that he would not exclude her from consideration.

Choice B - This choice directly contradicts John's criterion for a great writer. According to his standard, if Favilla cannot explore any particular theme deeply in her writings, then she could not be considered a great writer.

Choice C - This statement might trick some, but one should notice that it concludes too much. Yes, John believes that it is necessary for a writer to explore some particular theme deeply to be considered great, but John never says that this is sufficient. Therefore, one cannot assume that based on this criterion alone, John would considered Favilla great.

Choice D - This choice is wrong because it does not follow logically from John's statement. We know that Muriel believes varied writing is a requirement for a great writer, and we know from John's statements that he doesn't believe varied writing is a necessary condition to be a great writer. But, it is important to realize that just because John doesn't believe it's a necessary condition doesn't mean that it is a disqualifying condition. John never says that a writer with a varied writing style does not deserve to be considered a great writer. He just says it's not necessary to be considered a great writer.

Choice E - Muriel uses this phrase--a distinctive style--to describe Favilla's novels. Neither Muriel nor John indicate that a distinctive style is a necessary condition to be considered a great writer.

Question 05
This is an assumption question. To know what is assumed, one should first determine what is concluded. The statement concludes that the moons in solar system S4 all orbit the planet Alpha. This conclusion is based on the premise that any moon orbits some planet in a solar system. To get from this premise to the conclusion something has to be assumed, and the question asks you, the test taker, what is the assumption?

Choice A - Even if choice A is true, it would not mean that that one moon in the entire solar system would orbit the planet Alpha unless something else is assumed. So, this choice can be eliminated.

Choice B - This choice simply restates the conclusion, and even if this were true, one could not properly conclude that all moons in the solar system orbit Alpha unless something else is assumed. So, this choice can be eliminated.

Choice C - This is the correct choice. If one knows that any moon by definition, orbits some planet in a solar system, then one must assume that Alpha is the only planet in S4 in order to conclude that all the moons in solar system S4 orbit planet Alpha.

Choice D - Assuming every planet in S4 is orbited by more than one moon would actually contradict the conclusion that all the moons in S4 orbit the planet Alpha. This choice can be eliminated.

Choice E - Assuming that there is at least one moon that orbits Alpha, would not ensure that all the moons in S4 orbit the planet Alpha. This choice can be eliminated.

Question 26
|22

title: Past LSAT Explained/PrepTest 22


text:
Past LSAT Explained/PrepTest 30

October 2001 Form 1LSS51

Question 01
"argument" Less emphasis should be placed on mathematical principles. Since more computer programs that solve mathematical problems are being created.

You are looking for something that weakens the argument.

Correct answer is A - It weakens the argument since it points out that understanding of the principles is essential in order to be able to use the computers effectively.

B- wrong, this doesn't weaken the questions, it brings irrelevant information C-irrelevant as well does not weaken the argument D-it does not weaken the argument, E-Does not weaken, does not attack the argument.

Question 09
Question type: Semi-flaw

Argument: Premise- Because a runner's feet remain in contact with the ground for shorter period of time on a hard running surface than on a softer one. Conclusion- Running tracks with a hard surface allows you to run faster, under dry conditions.

You're looking for an answer that shows that the argument provided only partial evidence for the conclusion.

Correct answer (C): This answer choice tells us that hard tracks affect the posture of the runners which minimizes wind resistance. This shows that the time a runner's feet remains on the surface isn't the only reason why hard surfaces allows runners to run faster.

A) Incorrect, since the conclusion already stated 'under dry conditions', we're looking for something that would affect running speed on hard surfaces in dry conditions.

B) Incorrect, irrelevant to the argument since it's stating differences between runners, not the running surface.

D) Incorrect, tempting since it seems to give another reason for running speed variations, but remember, we're looking for something that explains why running speed varies between hard and soft surfaces. Also remember, we're not looking to disprove the original argument, we're looking for another explanation with which to prove the argument.  If we go with this answer choice, then the argument would fall apart, since we would ask ourselves, 'would a soft surface track at high altitude allow runners run faster than a hard surface track at sea level?'

E) Incorrect, all this answer choice does is try to throw us off, does nothing to the argument.

Question 26
|30

title: Past LSAT Explained/PrepTest 30


text:
Past LSAT Explained/PrepTest 36

December 2001 Form 1LSS50

Question 01
Joanna: The only way for a company to be successful, after emerging from bankruptcy, is to produce the same goods or services that it did before going bankrupt. It is futile for such a company to try to learn a whole new business.

Ruth: Wrong. The Kelton Company was a major mining operation that went into bankruptcy. On emerging from bankruptcy, Kelton turned its mines into landfills and is presently a highly successful waste-management concern. Ruth uses which one of the following argumentative techniques in countering Joanna's argument?

(A) She Presents a counterexample to claim. (B) She offers an alternative explanation for a phenomenon

(C) She supports a claim by offering a developed and relevant analogy

(D) She undermines a claim by showing that it rests on an ambiguity (E) She establishes a conclusion by excluding the only plausible alternative to that conclusion

Answer: In this question, Joanna advances a principle about business that her interlocutor, Ruth, attempts to refute. Making a claim about businesses, she proposes the following principle: that if a company emerges from bankruptcy, the only way for it to emerge successfully is to produce the same goods as it did before bankruptcy. The reasoning that underlies this argument, as stated by Joanna, is that, presumably, it will be too hard for a company emerging from bankruptcy to start over and produce all new goods and services, so their best bet is to stick to what they were doing before.

In order to refute this principle, there are several techniques that one could employ. One could, for example, provide a counterexample which could undercut the principle. And this is precisely what Ruth does. She argues that this principle is false by referencing the Kelton Company, a company that went through bankruptcy but emerged very successfully by changing what they used to do. Thus, the answer is A.

This is a fairly easy question

Question 26
Steven Keeva, "Defending the Revolution." Copyright Time by ABA Journal.

|36

title: Past LSAT Explained/PrepTest 36


text:
Past LSAT Explained/PrepTest 38

October 2002 Form 2LSS53

Question 01
The argument says that because of the new health program; there will be an increase in heart attack. We have to find a way to bridge the gap from the health program to increase in heart attack. According to the passage a sudden increase in exercise can increase heart attack. This bridges the gap. Hence, the new health care much have an extensive exercise plan. Let’s look at the options.
 * A.	I think this is it but let’s confirm by POE
 * B.	Doesn’t bridge the gap, so what if its strenuous how do we know if increases heart attack
 * C.	Yeah, but does not mean that it will be intense enough to induce a heart attack not strong enough
 * D.	No bride in the gap- does not solve
 * E.	So what if they participate; doesn’t increase the chances of heart attack

Question 02
This is a main conclusion it tells us about how two companies both released two products that are identical. The key word is they CLAIM that they did not work together. Thus showing that the person is doubtful hence that is the main conclusion. Which is what we should be looking for.
 * A.	That’s true but it is not the main point
 * B.	It does not say who copied who.
 * C.	This is perfect
 * D.	No it says that the problems are similar; this is not mentioned in the argument
 * E.	Nope, does not say that anywhere in the passage.

Question 03
The argument here is about an Anthropologist who did a study and did not report the finding. A chemist found out about it and called her a fraud. However, she countered by saying that the test was invalid since the sample was compromised. We are looking for an argument that supports the chemist and does not account for the anthologist reply.
 * A.	This does not apply we know that Anth. Conducted both experiments
 * B.	No, the scientist did not report disconfirmations
 * C.	No, argument says she Is guilty of frad
 * D.	Not applicable they do not know if it is invalid
 * E.	Best, match

Question 04
What strengthens the arguments? We need something to strengthen the fact that the results do not need to be reported.
 * A.	Does not strengthen the argument.
 * B.	Yes, but not strengthen since we do not know how long it was out for
 * '''C.	Perfect, we know that the toxin was in acidic solution, if it is undectable the test are null and void.
 * D.	Irrelevant
 * E.	Doesn’t do anything to argument

Question 05
Naima- Says that the computer system will be faster and should be done as soon as possible. While Nakai, argues that they should keep the current system for as long as possible since the cause is not worth it. The questions as what they disagree on.
 * A.	They do not disagree about this. Nakai makes no mention of it.
 * B.	Nakia, does not disagree she just says that it is too early
 * C.	Not saying its impossible
 * D.	Irrelevant
 * E.	Yes, Naima says as soon as possible while, Nakia, says later

Question 06

 * coffee

Question 08
pundit

Question 09

 * Yucatán Peninsula
 * asteroid

Question 10

 * Keyboard layout
 * QWERTY

Question 13

 * folic acid
 * Homocysteine

Question 15

 * John Watson (Sherlock Holmes)

Question 16
stopgap

Question 17

 * automobile insurance
 * insurance premium

Question 19

 * Happiness

Section II Analytical Reasoning
Game 1

Question 07
Game 2

Question 13
Game 3

Question 19
Game 4

Section III Reading Comprehension
Passage 1 Natural Science

Question 08
Passage 2 Law

Question 14
Passage 3 Social Science
 * historical sociology
 * Philip Abrams

Question 20
Passage 3 Humanity

Question 12
Withheld from Scoring.

Question 15

 * loggerhead turtle
 * Baja peninsula

Question 18

 * artificial intelligence

Question 22

 * protein
 * amino acid
 * insulin
 * tryptophan
 * serotonin
 * anxiety

Question 23

 * Civil disobedience
 * Civil Disobedience (Thoreau)

Question 26

 * vignette

The following materials are adapted for this LSAT.

 * Charles W. Collier, "Intellectual Authority and Institutional Authority." 1992 by the Association of American Law Schools.

 * Bruce Curtis, "Mapping the Social: Note s from Jacob Keefer's Educational Tours, 1845." 1993 by Bruce Curtis.

 * William M. Denevan, "The Pristine Myth: The Landscape of the Americas in 1492." 1992 by Association of American Geographers.

 * Hubert L. Dreyfus, "What Computers Can't Do." 1994 by the Phi Beta Kappa Society.

 * John O'Toole, "The Story of Ethics: Narrative as a Means for Ethical Understanding and Action." 195 by the American Medical Association.

 * Edward Rothstein, Emblems of Mind. 1995 by Edward Rothstein.

|38

title: Past LSAT Explained/PrepTest 38


text:
Past LSAT Explained/PrepTest 39

December 2002 Form 2LSS54

Question 19
Which could be a complete & accurate list of the fish selected:

(a) 3 J, 1 K, 2 M: If she selects M, she must also have 2O and 1P.

(b) 1J, 1K, 1M, 3O: Cannot have K and O.

(c) 1J, 1M, 2O, 1P: This is the correct answer.

(d) 1J, 1N, 1O, 2P: Cannot have only 1O; must have 2.

(e) 1M, 1N, 2O, 1P: Cannot have M and N.

Question 20
If she does not select P, what could she select:

Since P is required to select O, M, and N, that leaves J, K, and L. Option (a) J and K is the only option which includes ONLY J, K, or L.

Question 21
There is no limit to the number of fish Barbara can select, so the only thing to consider in this question is Not Laws. If she wants as many types fish as possible, she needs to select O, since M, N, and P all require the selection of O. If she selects K, she cannot select O, so the species she cannot select is K.

Question 22
The question asks which must be false.

(a) Barbara selects 4 fish, at least one is J: She can select 4 J fish.

(b) 4 fish, at least one L: Again, she can select 4 L.

'''(c) 3 fish, at least one is M: If she selects M, she must select O and P, and if she selects O, she must have 2. Therefore, (c) is the correct answer, because she cannot select M without having at least 4 fish.'''

(d) 3 fish, at least one is O: She can select 2 O and 1 P.

(e) 3 fish, one is P: Same scenario as in answer (d).

Question 23
If you diagrammed potential selections in Question 21, that diagram should have the answer for question 23: minimum of 1 fish, maximum of 5. (M or N, O, P, J, L). It is a maximum of five because you cannot select K and O, or M and N, which leaves 5 options without any Not Laws.

Question 12
IDENTIFY

This is a Conclusion question.
 * Liberty

READ

Politician proposes a principle for restricting individual liberty.

ANALYZE

CHOOSE (A) (B) (C) (D) (E)

Question 19

 * animal testing

Question 20

 * productivity

Section III Reading Comprehension

 * Mexican art
 * muralism
 * Rivera
 * José Clemente Orozco
 * David Alfaro Siqueiros
 * Mexican revolution

Question 08

 * fairy tale
 * Hansel and Gretel
 * Bruno Bettelheim
 * child psychology
 * psychoanalysis

Question 16

 * blackbody radiation
 * photoelectric effect
 * Max Planck
 * Albert Einstein

Question 23
Canadian copyright law Internet fair use

Question 16

 * Cezanne
 * modernist
 * Francoise Cachine

Question 26
Lesile Judd Ahlander, "Mexico's Muralists and the New York School." 1979 by The General Secretariat of the Organization of American States.

Barbara Kantrowitz, Andrew Cohen, and Melinda Liu, "My Info is NOT Your Info." 1994 by Newsweek, Inc.

Thomas S. Kuhn, Black-Body Theory and the Quantum Discontinuity 1894-1912. 1978 by Oxford University Press, Inc.

Marina Tatar, Off with Their Heads!: Fairy Tales and the Culture of Childhood. 1992 by Princeton University Press.

|39

title: Past LSAT Explained/PrepTest 39


text:
Past LSAT Explained/PrepTest 42

October 2001 Form 1LSS51

Question 08
Disagree (point at issue) Larew concludes that over the past ten years the poorest increased their economic prosperity increased and Mendota does not believe that this increase in economic prosperity occurred; he cites average income in absolute numbers as evidence.

A) Correct, Larews agrees that differential percentage is an accurate measure of economic prosperity and Mendota thinks this is not an accurate measure. B) Both compare bottom and top quintiles, so this is irrelevant. C) Both Larew and Mendota compare the bottom and top quintiles. D) Larews agrees that there were improvements, but Mendota does not disagree that there were any improvements. E) Can both agree with this

Question 14
In 1963, a young macaque monkey was observed venturing into a hot spring to retrieve food which had fallen in. Soon other macaques began to enter the spring, and over a few years this behavior was adopted by the entire troop. Prior to 1963, no macaques had ever been observed in the hot spring; by 1990, the troop was regularly spending time there during the winters. Thus, these macaques are able to adopt and pass on new patterns of social behavior, and are not complete captives of their genetic heritage.

Which one of the following is an assumption required by the argument above?

A) Mutations in the genetic heritage of a certain variety of macaques can occur over a time span as short as a few years or decades

B) New patterns of behavior that emerge in macaque populations over the course of a few years or decades are not necessarily genetically predetermined.

C) only when behaviors become typical among an animal population can we conclude that a genetic alteration has occurred in that variety or species

D) The social behaviors of macaques are completely independent of their genetic heritage

E) The macaques' new pattern of behavior will persist over several generations.

Question 16
MBT - Two kinds of horror story (1) Monsters (2) Mad Scientist's Experiments - Monsters sometimes symbolize the protagonist's psychological issues. - Stories about mad science experiments usually express author's feelings. - Both describe violations of laws of nature and are intended make readers feel dread.

A) Some descriptions of monsters describe the laws of nature, not all B) Not MBT C) Only stories about monsters. D) Out-of-scope E) (Correct) Yes, some stories about monsters describe violations of the laws of nature

Question 01
IDENTIFY

This is a Weaken question.

READ

Conclusion: Carl is incompetent. Premise: Lowest rate of solving cases- a statistic- among the detectives.

ANALYZE

The logic hinges on the job performance statistic for Carl. How shall we attack this statistic? We need to find a way to discredit this statistic or make it irrelevant.

CHOOSE

(A) Correct. This fact makes the statistic loses its force. He was assigned to the toughest cases because he was the best. A similar example- because there are fewer A grades given at MIT than at LSAC Community College does not mean the MIT students are worsen than those of the LSAC College.

(B) Incorrect. This is not relevant. Carl’s performance after he became a detective is the issue here and he being respected by the resident isn’t outside the scope. We can use this fact to strengthen the argument, saying that he is incompetent because he is unwilling to risk his reputation among the residents and always plays Mr. Nice guy to everyone.

For Choice B to be correct, the passage should look something like this:

(C) Incorrect. Since Carl and other detectives are provided with the same kind of resources, it does not weaken the conclusion (and thus defending Carl’s position within the police force) necessarily. Carl performed miserably despite having all the same resources as the others.
 * Carl is clearly the most competent detective. Though he has been a detective for less than a year, he is by far the most respected detective on the police force, which includes many who have been detective for more than ten years.  Since people generally show the greatest respect to the most capable detectives, Carl’s excellent reputation can only have come from the display of his extraordinary ability in such a short period of time.

 * Detectives on the police force must be clairvoyant. They seem to know everything about the suspects and all the relevant information that can potentially lead to the solution.  A normal person is incapable of remembering and keeping track of all the information that detectives handle daily and this can only be possible if the detectives have some supernatural powers.

(D) Incorrect. This fact only shows that he improved but does not show that he is not incompetent. We can actually use this fact to argue that Carl is truly helpless. You can say his rate of improvement is so low and performance so dismal for someone with 4 years of prior detective experience.

 * Carl is clearly an extremely competent detective. No other detective on the police force has solved a greater percentage of the cases assigned than Carl- 1 out of 25- despite that he has been on the police force only for three years.  His impressive performance despite of his relative inexperience now rivals those of detectives who have worked for more than 7 years.

(E) Incorrect. Promotion is totally out of scope. We can concerned with competence here. Moreover, promotion is not always based on merit- in many government organizations, it is based on seniority.

 * This yellow page, only six years old, has so many typographical errors. I’ve called dozens of people on the police department using the number on the page and they were all wrong.  Carl who is a detective on the police department said that the department always submits the correct and up to date contact information to the publisher.

Question 02
IDENTIFY

This is a Method of Argument question.
 * linguistics
 * diction
 * psychology

READ

The passage presents a hypothesis.

ANALYZE The structure of the passage is: Premise 1. Old fact (established) Premise 2. New fact (newly revealed) Conclusion. A hypothesis which incorporates the old fact and new fact.

An example of an argument parallel this structure is:

It is well documented that people who take an intensive LSAT coaching course have a strong aversion to the analytical reasoning section. Recently, the LSAC research data have revealed that people who self-study without any outside help also dislike the analytical reasoning section very much. This shows that people's preferences for a certain LSAT section are conditioned not only by some LSAT prep courses but also by independent study.

CHOOSE

(A) (B) (C) (D) (E)

Question 03
IDENTIFY

This is a Weaken question.
 * high blood presure
 * hypertensive personality

READ

A typical medical topic question.

ANALYZE

A correlation is shown on the first sentence and the second sentence establishes a causal relationship. An LSAT favorite- correlation and causation aren't the same!

CHOOSE

(A) Incorrect. The passage does define the term "hypertensive personality" to be the personality combination of nervousness and anxiousness. Moreover, even if the passage doesn't define the term, it is still incorrect because the flaw is not in the absence of adequate definition. Imagine having to define every single term in any argument if failing to do so would make the argument vulnerable to criticism.

(B) Incorrect. Nowhere in the argument you see the world "permanent". The passage does not presuppose it at all so it is a completely groundless criticism so you can safely ignore it.

(C) Incorrect. The argument goes further than simply restating the claim that hypertensive personality exists. It links it to development of high blood pressure. A nice try but it tackles a flaw that does not exist.

(D) Correct. Exactly what we are looking for.

(E) Incorrect. This is an attractive choice but it does not address the critical flaw of the argument. Moreover, the argument does not preclude other personality traits from causing high blood pressure. The argument did not say "is the only cause of high blood pressure".

Section III Reading Comprehension
Passage I Law Thurgood Marshall Supreme Court justice NAACP civil rights movement public interest law expert testimony public interest litigation

Question 08
Passage 2 Humanity Roy Lichtenstein expressionism Pop Art

Question 01
IDENTIFY This is a Strengthen question.
 * bilirubin

READ

ANALYZE

CHOOSE

Question 02

 * capitalism

READ

An economist makes an argument in favor of capitalism.

ANALYZE

The argument proceeds like this. The communal ties are weakened. The large corporations come in. The communal ties are promoted. The assumption required is that the large corporations somehow have the effect of reversing the effect of weakening the communal ties.

CHOOSE

(A) Incorrect.

(B) Incorrect.

(C) Incorrect.

’’’(D) Correct.’’’

(E) Incorrect.

Question 03
IDENTIFY

This is a Method of Argument question.

READ

ANALYZE

CHOOSE (A) Correct. (B) Incorrect. (C) Incorrect. (D) Incorrect. (E) Incorrect.

Question 26
|42

title: Past LSAT Explained/PrepTest 42


text:
Past LSAT Explained/PrepTest 43

October 2001 Form 1LSS51

Section I Reading Comprehension
Passage 1: Science Passage: Oil Well Drilling

Question 01
This is a Main Idea question.

(A) Incorrect. "...without appropriate safeguards, wells that penetrate both groundwater and oil or saline water formations inevitably contaminate the groundwater." (Lines 30-33) This implies that there exist safe guards, and in fact, the passage goes on to describe a safeguard that protects and groundwater contamination--hence, the contamination is not "inevitable whenever drilling for oil occurs".

(B) Incorrect. This is a restatement of the last sentence of the passage, and this topic is not addressed in any of the other paragraphs.

(C) Incorrect. The passage does not state the hindsight has been the only reliable way, it says "most attempts to regulate the industry have relied on hindsight."

(D) Correct. This correctly summarizes the main point of the passage. This can be seen by examining the first paragraph.

(E) Incorrect. The passage states that this used to be the case, but no longer is.

The first paragraph of the passage can often, especially in a scientific article, help key one into the main point of the passage (Consider the five paragraph essay format).

Question 02
(A) Incorrect. There is no evidence provided in the passage for this statement.

(B) Incorrect. There is no evidence provided in the passage for this statement; in fact, the passage discusses several oil wells in or near coastal regions.

(C) Incorrect. There is no evidence provided in the passage for this statement.

(D) Incorrect. "...regulations reflected the industry's concern for the purity of the well's oil" (12-14). This does not necessarily mean that oil wells are usually contaminated.

(E) Correct. "...groundwater is usually found...near the earth's surface, whereas petroleum...[is] generally found in similar formations but at greater depths" (24-28).j

Question 03
Author's attitude

(A) This response is too restricting by limiting it to "without international concern." The last paragraph gives example of undesirable events that will/did lead to more research, but these are not restricted to events causing "international concern".

(B) There is no evidence in the passage to suggest the author thinks this, in fact, the last paragraph clearly shows the authors concern that more undesirable events will occur.

(C) Correct. This is best gleaned from the tone and examples from the last paragraph.

(D) Incorrect. "...there is no guarantee that wells drilled in compliance with existing regulations will not expose a need for research in additional areas" (52-54). The author seems to think the opposite, that an event will show that regulation is inadequate and spur research.

(E) Incorrect. "...there is no guarantee that wells drilled in compliance with existing regulations will not expose a need for research in additional areas" (52-54).

Question 23
This question is asking what you can infer from the passage about the author's viewpoint.

(A) This is the credited response. Line 56-58 state that "most major institutions behave in the ways that maximize university ownership and profit participation."

(B) Lines 4-7 point out that "many institutions have invested heavily in the...infrastructure to develop...these discoveries", implying that their mission is in line with making the discoveries, not antithetical to it (against it).

(C) The purpose of the quote in lines 16-19 is to show that if universities don't consider their policies, they could lose their professors to institutions "responsive to their commercialized desires". This implies that the policies do have an impact on the research of the faculty.

(D) Just because the policies generally work to the benefit of the universities doesn't mean they will definitely harm the professors, just that they will tend to benefit the universities more than the professors. A counter-example could be a resource-provider university (line 40), where it certainly seems to be more of a gray area.

(E) Line 52 points out that this is an area of uncertain legal boundaries, so it may or may not be illegal - we don't know.

Question 07
This question is a must be true inference question. In other words, the answer must be an inference that must be true in all possible situations. The stimulus gives a number of details regarding crops and vegetables. There is no conclusion here, just information. This question is made difficult by the length of the stimulus and the confusing conditional statements. We learn the following details from the stimulus:

• Unless preventative measures (left unspecified) are taken, failure to rotate crops will lead to a depletion of soil nutrients.

• If the soil's nutrients are completely depleted, fertilizer is necessary to grow crops.

• If vegetables are grown in fertilized soil instead of non-fertilized soil, they are more vulnerable to pests and must be treated with more pesticides.

• The more pesticides used on veggies, the greater health risks to humans eating the veggies.

The prompt then asks what must be true for some vegetables that were grown in unfertilized soil.

(A): This answer is incorrect because the scenario given in this answer could never be true. The second conditional statement says that fertilizer is necessary to grow crops in the case of nutrition depletion in the soil. The prompt states that the soil is not fertilized. Therefore, if the soil was depleted of nutrients, no crops (including vegetables) could have grown.

(B): If the crops have been rotated, then we know that there will not be a depletion of soil nutrients due to a failure to rotate crops. This leaves open the possibility of the soil nutrients remaining. This possibility does not conflict with any of the other conditions given in the stimulus or prompt. Therefore, (B) is incorrect. There is nothing in the stimulus that makes this scenario impossible.

(C): This is guaranteed by the conditions given in the stimulus. The first condition states that if the crop rotation failure will lead to soil nutrition depletion "'unless preventative measures are taken.'" In other words, a failure to rotate crops need not inevitably lead to the nutrients being depleted from the soil. We know that there are nutrients in the soil because the vegetables are being grown without fertilizer. If the nutrients were completely depleted, the second conditional statement would be violated. The fact that there are nutrients in the soil, however, does not tell us for sure whether or not someone rotated the crops. It may be that someone failed to rotate the crops but performed preventative maintenance. The given information is not enough to know if the crops were rotated. Therefore, the possibility invariably exists that the crops weren't rotated but the soil still has nutrition. Therefore, (C) must be true.

Identifying the correct answer here is made a little more difficult by the fact that choosing (C) as the correct answer is basically saying, "The possibility that the vegetables were grown in soil of crops not rotated is guaranteed to be true." Guaranteeing the possibility of something is a lot less directing than simply guaranteeing that something is true.

(D): There are two main ways in which this answer is incorrect. Although the third condition of the stimulus guarantees that more pesticides would be used on vegetables grown in fertilized soil, there is nothing stating that no pesticides would be used on vegetables in non-fertilized soil. It could be that a ton of pesticides are already used on veggies in non-fertilized soil, and just a little bit more than a ton is used on veggies in fertilized soil. "More" is an ambiguous term because it is relative. It tells us nothing about the absolute values. Furthermore, we don't know the amount of pesticide applied to vegetables in non-fertilized soil is below the threshold of toxicity to humans. In other words, it could be that even a tiny amount of pesticide use is toxic to humans, and that toxicity goes up as more pesticide is used (as stated in the fourth condition). Since the scenario given in the prompt leaves open the possibility that any amount of pesticide could be used on the vegetables grown in non-fertilized soil and that the tiniest amount of pesticide is a health risk to humans, (D) may or may not be true. Thus, (D) is incorrect. (Remember, the correct answer must be guaranteed to be true)

(E): Again, we have no idea what amount of pesticides will be applied to these vegetables in non-fertilized soil. Thus, we can't make any kind of comparisons with other vegetables. (E) may or may not be true is thus, incorrect.

Question 14
This is a strengthen question. That is, what information, if added, would support the given conclusion. The conclusion of the argument is that "residents of this locale should not consider their loss of farming as a way of life to be a tragedy." The evidence is that it was economically depressed when it was a rural area, but now it is a high tech area that supports many jobs.

(A) This answer is outside the scope of the argument, ie, it is irrelevant to the conclusion.

(B) Again, this is irrelevant. We don't know or care about national security.

(C) This is the credited response. This is correct because it fills in a major gap left by the argument, that is, regardless of their newfound prosperity, do they have any other reason to miss farming as a way of life? Since this statement is that they don't (inherently) value farming any more than economic prosperity, it strengthens the argument.

(D) This is the sucker punch - many readers will assume that this is an improvement, and therefore strengthens the argument. Although it is more evidence along the same lines as that already given in the passage, it doesn't help to directly support the conclusion that "residents should not consider the loss of farming as a...tragedy"

(E) This would actually weaken the argument. Even though no financial hardship is resulting, if this were true, the farmers would definitely still consider the loss of their way of life a tragedy.

Question 15
This is a resolve question. There is an apparent contradiction between the two statements, so you are looking for an additional piece of evidence that makes the other two statements work together.

(A) This is the opposite of what both statements are arguing - they are saying cigarette ads shouldn't be illegal because fatty foods ads aren't illegal, not that both should be illegal.

(B) This doesnt resolve the contradiction, it merely offers additional support for cigarette ads being blocked and fatty foods not being blocked, which doesnt help because fatty foods are still unhealthy.

(C) The first statement implies the government should have some kind of moral responsibility, not the advertisers, so this doesnt resolve anything.

(D) This is the credited response. This is what would really resolve the idea. The two statements are saying that the government is justified in trying to limit the numbers of ads, but it making them illegal would be going too far. The solution of providing financial disincentives would fulfill the government's obligation to try to prevent ads that encourage people from engaging in an unhealthy practice (statement 1), but still not make it illegal because there are other unhealthy practices that can be legally advertised (statement 2).

(E) This doesn't resolve the contradiction in the idea that if government is trying to keep ads from encouraging people to participate in unhealthy practices, then they should discourage cigarette ads as well as fatty foods ads. It is correct in that it is saying they should restrict but not prevent, another element of the two arguments, but it isnt quite there.

Question 16
This is a necessary assumption question. The correct answer will be a piece of evidence that is required for the claim to stand. Without the correct answer, the argument falls apart.

In the stimulus, an environmentalist argues that "government mandated environmental protection can help those regions' economies overall, even if such protection harms some older local industries." This claim is based off of the following premises:

• Many people prefer living in regions of natural beauty.

• These regions often have an influx of new residents.

• Population growth encourages businesses to relocate to these regions.

The environmentalist has made quite a jump to make claims about helping the economies overall, even if the older local industries are harmed. The correct answer will probably address these new elements.

(A): Adding this piece of evidence to the argument would destroy the argument. If (A) were indeed true, then government mandated protection could not help the economies overall because new businesses would stop relocating to the region if older local industries were harmed. The environmentalist has claimed that the economy would be helped notwithstanding the harming of local industries. Therefore, (A) is incorrect.

"'(B)'": Even if the economies of these regions were based primarily on local industries that would be harmed by the government mandates, the argument can still stand as long as the new incoming businesses buoy up the economy enough to make up for the damages to the local industries. If there weren't enough new incoming businesses, (B) might be a necessary assumption but that's not good enough to make (B) the correct answer. A necessary assumption is an assumption that is guaranteed in all cases to be required. (B) is incorrect.

"'(C)'": The environmentalist's argument never required encouraging an influx of new businesses to be the primary means for a govt mandate to help a region's economy. A government mandate for environmental protection could help a region's economy in many other ways. The environmentalist has only addressed one potential outcome of such a mandate. There are many other possible outcomes that the environmentalist never denied the existence of. (C) is not required to be true and is thus, incorrect.

"'(D)'": The environmentalist never stated that a government mandated protection of the environment was the most beneficial to a region's economy. Other means could be more beneficial and the argument could still stand. Therefore, (D) is not a required assumption and is incorrect.

"'(E)'": If it was true that a factor harmful to some older local industries in a region "discouraged" other businesses from relocating to the region, then the argument would not stand. The environmentalist has made an assumption that a potential side effect of the government mandate will not prevent the desired boost to the economy. If the environmentalist is wrong, then the given premises can no longer support the claim. (E) is required and is the correct answer.

Question 25
This is a parallel reasoning question. The reasoning in the given argument is one of mutual exclusivity. If good things cause no harm at all, and wealth is often harmful to people, then it is impossible for wealth to ever be a good thing. So we have to find an answer that uses that same line of reasoning.

(A) This is the credited response. Alex loves to golf, and no one in the chess club loves to golf, so it is impossible for Alex to be in the chess club, since he loves to golf.

(B) There is no exclusivity here; Isabella can be a contented, smiling, hardly ever crying baby, and therefore be like happy people.

(C) This doesn't state what would be mutually exclusive. LSAC wants us to assume that industry's growth would cause unbearable levels of pollution, and they want us to assume that would be a bad thing for the town. But they don't say either of those things, so as far as we know, none of those things are true, and there is nothing mutually exclusive here.

(D) This one matches on the structure of the sentence, but its reasoning is not the same. Even if most daschunds hunt poorly, that still leaves room for some that could hunt well (like Sarah's).

(E) Even though there is usually more traffic at this time of day, there can still be little traffic. Who cares if it is surprising or not: there is nothing that makes it impossible to happen.

Question 22
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title: Past LSAT Explained/PrepTest 43


text:
Past LSAT Explained/PrepTest 44

October 2004 Form 1LSS51 /Directions/

Section I Reading Comprehension
Passage 1 Law 469 Words
 * CAW Legal Services Plan

Question 01
This is a main idea question.

(A) Incorrect.

(B) Incorrect.

(C) Incorrect.

(D) Incorrect.

(E) Correct.

Question 02
This is a purpose question.

(A) Incorrect.

(B) Incorrect.

(C) Incorrect.

(D) Correct.

(E) Incorrect.

Question 07

 * historiography
 * Chinese American
 * Asian American studies

Question 17
This is a purpose question.

Question 20
Passage 4 Humanity
 * Rita Levi-Montalcini
 * Nerve growth factor
 * Modernist Movement
 * Frank Lloyd Wright
 * Otto Wagner

Question 21
This is a main idea question.

Question 27
This is a purpose question.

Question 01
IDENTIFY

This is a flaw question.
 * tide
 * Bay of Fundy

Question 02
This question is a Must Be True question.

When searching for the correct answer, look for an answer that has the weakest burden of proof. You find that in answer choice E. The operative word "sometimes" lowers the threshold of necessary evidence to make it true. In the prompt you find that at least one (some) therapy is equally effective and are less risky.

Answer: E

Question 26

 * Marsha Kideckel, "Pre-Paid Legal Plans: Legal Help for Less or Less Help?" Copyright October 1989 by Canadian Lawyer.

 * Patty Limerick, "American Landscape Discovered from the West." Copyright 1992 by the Journal of American History.

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title: Past LSAT Explained/PrepTest 44