PrepTest 143
[lcid:3669] Prep Test 143 LSAT — Reading Comp — S2
Reading comp
Passage
Questions 21-27 . To glass researchers it seems somewhat strange . that many people throughout the world share the
Remaining source text redacted.
Passage walkthrough
Passage SummaryTopic: Science
Paragraph 1
Zanotto has shown that the persistent belief that glass flows like water and this explains the thicker bottoms of medieval glass is wrong, as it would take longer than the universe has existed for that to happen, and it's probably the result of manufacturing methods.
Key Lines:
Lines 1-5 - A common belief and the fact that scientists think it's weird are introduced
Lines 8-10 - A partial reason for it is stated
Lines 20-21 - A phenomenon is noted, and the Author says that she believes an explanation related to the common belief has been debunked
Lines 44-46 - An alternative explanation is presented
Meta-Structure:
Common Belief/New Belief - This passage introduces a persistent belief shared by many (Line 3) before showing it's wrong. This metastructure is very common on the LSAT, and especially so in science passages.
Phenomenon/Explanation - Here, the Author presents a phenomenon—medieval glass is thicker at the bottom (Lines 20-23). After ruling out one explanation (Lines 20-23), she presents another (Lines 44-46).
Last Thoughts:
Remember - You don't need to know science! We don't care if you know what an amorphous atomic structure is, or if you know the atomic weight of geranium is (it doesn't have one, it's a flower! It's germanium, but it still doesn't matter). What we do want is you to tag these phrases so you can find them in case it asks about them in context.
Second, the main point. This passage has a lot going on, and we want to make sure that our anticipation of the main point is comprehensive. As such, we need to make sure that it includes the phenomenon being explained, the incorrect explanation (in some way), and the explanation put forward by the Author, along with how certain she is about each element (mainly the debunking and the new explanation).
Finally, this passage brings up a really important thing to note—and it's especially common in science passages. That's the certainty of the verb that the Author uses to describe proof (in this case, studies). There's a world of difference between a study that argues a common belief is wrong, one that provides evidence it's wrong, and one that proves it's wrong. If the Author says "argues," then we don't know her opinion on it. If she says "provides evidence," then she thinks there's a good case, but she's not sold. And if she says the study "proves" the belief is wrong, then the Author is on board. "Debunks" here is in the third camp—you can't use that verb if you don't think that the study has disproved the belief with certainty. Start to analyze these words when the Author introduces evidence!
Paragraph 1
- Paragraph note
- A myth is presented, what partly led to it is proposed, and background info on glass
- Views, minor Meta-Structures, and the author's attitude
- Myth (weird to glass experts) - Glass flows down like a liquid
- Origin - Unknown, but probably in part because of mistake on atomic structure
- Science/Structure - Liquid and glass similar, but cooling it makes it an amorphous solid
- Paragraph note
- A related phenomenon is introduced, and an explanation is debunked in a study
- Views, minor Meta-Structures, and the author's attitude
- Phenomenon - Medieval cathedrals have glass thicker at the bottom
- Explanation - Glass flows down
- Author - Zanotto study debunks this
- Zanotto - Gravity can cause solids to flow, but it'd take longer than the universe
- Paragraph note
- Zanotto's conclusions are explained
- Views, minor Meta-Structures, and the author's attitude
- GO glass - flows best - would take trillions of years
- Impurities would lessen that, but not by that much
- Flow requires 350+C (temp)
- Author - Study shows what scientists had known
- Paragraph note
- A true explanation for the earlier phenomenon is noted
- Views, minor Meta-Structures, and the author's attitude
- Explanation for thicker bottoms of medieval cathedral glass - Manufacturing processes
- Early (until 19th C) - Glass blown, which thickened some edges, and those were placed down for stability
- Later - Pulled from rod, making it more uniform
- Now - Molten tin floating, making it extremely flat
Zanotto has shown that the persistent belief that glass flows like water and this explains the thicker bottoms of medieval glass is wrong, as it would take longer than the universe has existed for that to happen, and it's probably the result of manufacturing methods.
Key Lines:
Lines 1-5 - A common belief and the fact that scientists think it's weird are introduced
Lines 8-10 - A partial reason for it is stated
Lines 20-21 - A phenomenon is noted, and the Author says that she believes an explanation related to the common belief has been debunked
Lines 44-46 - An alternative explanation is presented
Meta-Structure:
Common Belief/New Belief - This passage introduces a persistent belief shared by many (Line 3) before showing it's wrong. This metastructure is very common on the LSAT, and especially so in science passages.
Phenomenon/Explanation - Here, the Author presents a phenomenon—medieval glass is thicker at the bottom (Lines 20-23). After ruling out one explanation (Lines 20-23), she presents another (Lines 44-46).
Last Thoughts:
Remember - You don't need to know science! We don't care if you know what an amorphous atomic structure is, or if you know the atomic weight of geranium is (it doesn't have one, it's a flower! It's germanium, but it still doesn't matter). What we do want is you to tag these phrases so you can find them in case it asks about them in context.
Second, the main point. This passage has a lot going on, and we want to make sure that our anticipation of the main point is comprehensive. As such, we need to make sure that it includes the phenomenon being explained, the incorrect explanation (in some way), and the explanation put forward by the Author, along with how certain she is about each element (mainly the debunking and the new explanation).
Finally, this passage brings up a really important thing to note—and it's especially common in science passages. That's the certainty of the verb that the Author uses to describe proof (in this case, studies). There's a world of difference between a study that argues a common belief is wrong, one that provides evidence it's wrong, and one that proves it's wrong. If the Author says "argues," then we don't know her opinion on it. If she says "provides evidence," then she thinks there's a good case, but she's not sold. And if she says the study "proves" the belief is wrong, then the Author is on board. "Debunks" here is in the third camp—you can't use that verb if you don't think that the study has disproved the belief with certainty. Start to analyze these words when the Author introduces evidence!
Question prompt
The author of the
Remaining source text redacted.
Why the credited answer is right
Credited answer: B
The notes below walk through why it fits the stem and how to eliminate the rest.
Question Type
Science
Answer choices
-
Athe atomic structure of Remaining source text redacted.
Why choice A is not credited
Incorrect. (Lines 9-12) The Author says that it's a "fact" that glass atoms aren't in a fixed crystal structure, and in this way liquid and solid glass are "very similar." This serves as the basis for the misunderstanding that underlies the opposing view, but they don't get this wrong—rather, they misunderstand what it means. -
Bthe amorphous atomic structure Remaining source text redacted.
Why choice B matches the stem
Correct. Question Type:
Must Be True
Strategy Overview:
Review where the Author talks about the erroneous basis for the opposing point, then find an answer reflecting it
Answer Anticipation/Relevant Lines:
When the Author of a passage notes an assumption of an opposing point, it's imperative that you understand and note it. Here, you should have noted (as we did) that the Author brings up the probable misunderstanding that led to the persistent belief that glass flows like water. This showed up starting in Line 8, and the Author in that sentence talks about a misunderstanding, which is one type of assumption.
What is that misunderstanding? It's stated that the belief formed because of a misunderstanding of "the fact" that glass atoms aren't in a fixed crystal structure. It's important to really understand this statement—that glass atoms aren't in a fixed crystal structure is a fact—it's true. So that can't be the erroneous assumption—it must be an erroneous implication of this that is the basis for the persistent (wrong) belief.
The passage then says that "[i]n this respect," solid and liquid glass are similar—i.e., they have the same unfixed crystal structure—but there's a difference in that they're not thermodynamically the same.
Let's head back to the original view to see where the mistake might be. The Author presents as a fact accepted by the common belief that glass doesn't have a fixed crystal structure. And this is true of both liquid and solid glass. Does that view treat liquid and solid glass as the same? It does—it assumes they both flow. However, the Author argues that solid glass doesn't flow like liquid glass, so the difference noted between the two must be relevant—that they don't have the same thermodynamic properties.
So, in other words, the Author must believe that the belief that window glass flows is based on the mistaken belief that it does so because it has the same unfixed crystal structure as liquid glass, when what actually matters are the thermodynamic properties. Or, the shorter version, the assumption is that if solid glass has an unfixed crystal structure, it'll flow.
Answer Explanation:
(Lines 7-13; Lines 16-19) The Author draws a line between the atomic structure of glass and its thermodynamic properties. She attributes the wrong belief to a focus on the atomic structure of liquid and solid glass being the same, which is referred to as "amorphous" in Lines 17-18, and then assuming this means that they both flow. However, in reality, the thermodynamic properties are what's important, and they're different between solid and liquid glass. This answer thus reflects the Author's view on what the common belief gets wrong, so it's the correct answer.
Key Takeaway:
This question can seem very science-y, but, in reality, it ends up being about comparisons. The Author brings up a way that solid and liquid glass are similar and different. The opposing point treats them as similar. As such, they must be assuming that the similarity is relevant and the dissimilarity isn't. That's a pretty common comparison-based argument that we would see in a Strengthen or Weaken question! Focusing on that common logical element would have made this question a lot easier. -
Cmethods of glass making Remaining source text redacted.
Why choice C is not credited
Incorrect. (Paragraph 4) The discussion of glass-making methods in the passage doesn't show up until Paragraph 4, and the discussion of what the opposing point gets wrong is in Paragraph 1. The two aren't tied together at all. -
Dthe transition temperature of Remaining source text redacted.
Why choice D is not credited
Incorrect. (Lines 35-36) The closest the passage gets to discussing this is when it brings up the impurities that might affect the medieval stained glass. However, it doesn't note that these same impurities aren't present in modern windows, nor does it offer any indication that this serves as a basis for the persistent myth. -
Eliquid glass and solid Remaining source text redacted.
Why choice E is not credited
Incorrect. (Lines 12-13) The Author notes that solid and liquid glass are thermodynamically dissimilar, so it's not an erroneous assumption that she points out in the opposing point.
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