Synthesis questions and the Kaplan Method for infographics - Reading - Reading

PSAT/NMSQT Prep 2019 - Princeton Review 2019

Synthesis questions and the Kaplan Method for infographics
Reading
Reading

CHAPTER OBJECTIVES

By the end of this chapter, you will be able to:

1. Apply the Kaplan Strategy for Paired Passages to History/Social Studies and Science paired passages and question sets

2. Synthesize, compare, and contrast information from two different but related passages

3. Use the Kaplan Method for Infographics to analyze quantitative information and infographics

4. Combine information from infographics and text to answer questions about charts and graphs

SMARTPOINTS

Point Value

SmartPoint Category

Point Builder

The Kaplan Method for Infographics

25 Points

Quantitative Synthesis

20 Points

Paired Passage Synthesis

Prepare

SYNTHESIS QUESTIONS

There are two types of Synthesis questions on the PSAT:

1. Questions that ask you to synthesize information from both passages of a Paired Passage set

2. Questions that are associated with an infographic

Synthesis questions require you to analyze information from separate sources and then understand how those sources relate to each other.

Let’s take a closer look at the two types of Synthesis questions.

PAIRED PASSAGES

There will be exactly one set of Paired Passages on the PSAT Reading Test. These passages will be either History/Social Studies passages or Science passages.

The Kaplan Strategy for Paired Passages helps you attack each pair you face by dividing and conquering, rather than processing two different passages and 9—10 questions all at once:

· Read Passage 1, then answer its questions.

· Read Passage 2, then answer its questions.

· Answer questions about both passages.

By reading Passage 1 and answering its questions before moving on to Passage 2, you avoid falling into wrong-answer traps that reference the text of Passage 2. Furthermore, by addressing each passage individually, you will have a better sense of the central idea and purpose of each passage. This will help you answer questions that ask you to synthesize information about both passages.

Remember

Even though the individual passages are shorter in a Paired Passage set, you should still map both of them. Overall, there is still too much information to remember effectively in your head. Your Passage Maps will save you time by helping you locate key details.

Fortunately, questions in a Paired Passage set that ask about only one of the passages will be no different from questions you’ve seen and answered about single passages. Use the same methods and strategies you’ve been using to answer these questions.

Other questions in a Paired Passage set are Synthesis questions. These questions will ask you about both passages. You may be asked to identify similarities or differences between the passages or how the author of one passage may respond to a point made by the author of the other passage.

THE KAPLAN METHOD FOR INFOGRAPHICS

The PSAT Reading Test will contain two passages that include infographics. One History/Social Studies passage (or Paired Passage set) and one Science passage (or Paired Passage set) will include infographics. Infographics will convey or expand on information related to the passages. Questions about infographics may ask you to read data, to draw conclusions from the data, or to combine information from the infographic and the passage text.

The Kaplan Method for Infographics consists of three steps:

· Step 1: Read the question

· Step 2: Examine the infographic

· Step 3: Predict and answer

Let’s take a closer look at each step.

Expert Tip

Expert test takers consider infographics as part of the corresponding passages, so they make sure to take notes on the infographic as part of their Passage Map.

Step 1: Read the question

Assess the question stem for information that will help you zero in on the specific parts of the infographic that apply to the question.

Step 2: Examine the infographic

Make sure to:

· Identify units of measurement, labels, and titles

· Circle parts of the infographic that relate directly to the question

Expert Tip

For more data-heavy infographics, you should also make note of any trends in the data or relationships between variables.

Step 3: Predict and answer

Just as in Step 3 of the Kaplan Method for Reading Comprehension, do not look at the answer choices until you’ve used the infographic to make a prediction.

Let’s look at the following example of a test-like passage and question set. After the mapped passage, the left column contains questions similar to those you’ll see on the PSAT Reading Test on Test Day. The column on the right features the strategic thinking a test expert employs when approaching the passage and questions presented. Pay attention to how test experts vary the approach to answer different question types.

Strategic Thinking

Step 1: Read actively

Read the paired passages and the notes provided. Remember, a well-crafted Passage Map should summarize the central idea of each paragraph as well as important topics or themes. Use your Passage Map to help you answer each question.

Remember

When answering Paired Passage questions, first read and answer questions about Passage 1. Then read and answer questions about Passage 2. Finally, answer the questions about both passages.

1. Questions 1-3 are based on the following passages and supplementary material.

2.

Passage 1 recommends more action to address the problem of obesity in the United States. Passage 2 questions how the issue of obesity has been portrayed.

Passage 1


Researchers have consistently proven obesity to be a leading risk factor for several diseases, includ- ing diabetes, hypertension, coronary heart disease, and many types of cancer. Disturbingly, obesity is





¶1: obesity -> disease; ↑ rate = ↑ costs

on the rise. From 1960 to 2000, the obesity rate rose from 13.3 to 30.9 percent of the population and jumped nearly 75 percent from 1991 to 2001 alone. As the prevalence of obesity increases, so too do the economic consequences of the condition. Missed work and the escalating expense of health care are


part of the hundred-billion-dollar-plus total cost of obesity that affects the nation’s economy. Intensi-


fied government efforts to address obesity and its consequences would benefit not only the nation’s economy, but also the well-being of its citizens.

¶1, cont.: gov’t should do more

Passage 2


The United States of America is getting fatter. Statistics show that obesity rates more than doubled from 1960 to 2000. However, advocates who cite such statistics and demand government action ignore existing initiatives. The U.S. government

¶1: US obesity ↑; stats ignore gov’t actions = incomplete pic

has responded to the obesity epidemic by creat- ing many programs aimed at obesity awareness, prevention, and control. In addition, its healthcare system continues to improve and respond to the


needs of the obese population. Statistics describing rising obesity rates are alarmist and neglect exist- ing antiobesity efforts, as well as the nonquantita- tive factors that affect health. Fighting obesity is a noble objective, but the overzealous use of statistics contributes to an incomplete and ultimately inac- curate portrayal of the situation.


3. A bar graph titled Overweight and Obesity in Adults. Percent of population is plotted along the vertical axis from zero to 45 in increments of five. The following categories are plotted along the horizontal axis: Men Overweight with a BMI of 25 to 29 point 9; Men Obese with a BMI of 30 plus; Women Overweight with a BMI of 25 to 29 point 9; Women Obese with a BMI of 30 plus; . There are four countries represented in each category. The graph key indicates which bars represent which countries. The data by country is as follows: India: Men Overweight, four percent; Men Obese, zero point five percent; Women Overweight, four percent; Women Obese, one percent. China: Men Overweight, 30 percent; Men Obese, two percent; Women Overweight, 29 percent; Women Obese, five percent. Mexico: Men Overweight, 41 percent; Men Obese, 19 percent; Women Overweight, 36 percent; Women Obese, 29 percent. USA: Men Overweight, 39 percent; Men Obese, 28 percent; Women Overweight, 28 percent; Women Obese, 34 percent.

4.

Questions

Strategic Thinking

1. One difference between the responses described in the passages is that, unlike the author of Passage 1, the author of Passage 2

1. suggests that new government efforts to combat obesity would be largely ineffective.

2. recommends conducting additional research before intensifying government efforts.

3. cites existing programs and improved healthcare efforts that already address the problem.

4. claims fighting obesity should not be a national concern.

Step 2: Examine the question stem

What is this question asking you to do? Describe one of the differences between the opinions of the authors of the two passages

Step 3: Predict and answer

Review your Passage Map to find each author’s central idea. How do the authors’ opinions differ? Author 1 claims the government should do more to combat obesity. Author 2 states the government already has programs to this effect and argues that statistics about obesity can be misleading.

Which answer choice matches your prediction? Choice (C)

2. Are the benefits of addressing the consequences of obesity described in Passage 1 consistent with the main conclusion drawn by the author of Passage 2?

1. Yes, because the conclusion suggests that addressing obesity has societal value.

2. Yes, because the conclusion implies that government is best suited to pursue such goals.

3. No, because the conclusion offers alternative benefits associated with a different approach.

4. No, because the conclusion focuses only on the use of statistics to evaluate the problem.

Step 2: Examine the question stem

What is this question asking you to do? Compare part of one passage with the conclusion of another passage

Step 3: Predict and answer

What is the conclusion in Passage 2? Fighting obesity is good, but statistics can be misleading.

Does this conclusion match the benefits mentioned in Passage 1? Yes. Lines 14-15 state that fighting obesity would help the “economy” and “the well-being of its citizens.”

Which answer choice best matches your prediction? Choice (A)

3. Based on the information in Passage 2 and the chart, it can be reasonably inferred that

1. obesity rates for U.S. women are increasing more rapidly than are the rates for U.S. men.

2. in the United States, the proportion of overweight men to overweight women suggests that existing initiatives are more effective for women.

3. the statistics displayed in the graph suggest a serious problem, but don’t present a complete picture.

4. governments in other countries have spent too much time fighting obesity.

Step 1: Read the question

Assess the question for clues to determine what parts of the infographic are needed for this question.

Step 2: Examine the infographic

What are the units of measurement, labels, or titles? The units on the y-axis are population percentages. The labels on the x-axis are four countries: India, China, Mexico, and USA. The key also provides labels for the four different categories: men and women who are overweight and obese. The title of the chart is “Overweight and Obese Adults.”

Step 3: Predict and answer

What part(s) of the infographic should you circle? This question does not specify what information is needed from the infographic, so just note any overall trends. For instance, the overweight and obese percentages are relatively high in the USA (and Mexico) compared to the other countries depicted.

This question requires you to evaluate each answer choice. Keep in mind the conclusion of Passage 2. Choice A is incorrect because the chart does not display change over time, so it’s impossible to know whether the rates are increasing more rapidly. Choice B is incorrect because no information is given concerning the relative effectiveness of initiatives according to gender. There could be many other causes for the difference in percentages. Choice D is incorrect because neither the infographic nor the text addresses government actions in other countries.

Which is the correct answer? Choice (C)

Practice

You have seen the ways in which the PSAT tests you on Synthesis questions in Reading passages and the way a PSAT expert approaches these types of questions.

You will use the Kaplan Method for Reading Comprehension to complete this section. Part of the test-like passage has been mapped already. Your first step is to complete the Passage Map. Then you will continue to use the Kaplan Method for Reading Comprehension and the strategies discussed in this chapter to answer the questions. Strategic thinking questions have been included to guide you—some of the answers have been filled in, but you will have to fill in the answers to others.

Use your answers to the strategic thinking questions to select the correct answer, just as you will on Test Day.

When answering Paired Passage questions, remember to first read and answer questions about Passage 1. Then read and answer questions about Passage 2. Finally, answer the questions about both passages.

Strategic Thinking

Step 1: Read actively

The paired passage set below is partially mapped. Read the first passage and its Passage Map. Then complete the Passage Map for the second passage on your own. Remember to focus on the central ideas of each paragraph as well as the central idea of the overall passage. Use your Passage Map as a reference when you’re answering questions.

1. Questions 4-6 are based on the following passages and supplementary material.

2. The following passages both argue for changes related to the American election system, but differ in their recommendations about how to achieve reform.

Passage 1

In the United States, we should make it an


urgent priority to reform the process of campaign- ing for elective office. The vast sums necessary to


mount credible presidential and congressional campaigns are especially detrimental. They threaten to limit the pool of candidates to the very wealthy and also give disproportionate influence to lob- byists and other special interests. We should also change the length of such campaigns. In the United


Kingdom, campaigns for parliamentary elections last for weeks; in the United States, the process lasts for well over a year. Finally, the two major parties should establish norms for campaign advertising,


with the goal of sharply curtailing “attack ads.”

Passage 2

American elections would be more democratic if candidates were required to debate and if every- one eligible to vote were required to do so. Under the present system, a candidate with the advantages of incumbency or widespread name recognition is free to sidestep an opponent’s challenge to debate. This puts the opponent at a disadvantage and com- promises the goals of our two-party system. De- bates needn’t play the determining role in elections, but they should be an important factor as the public evaluates candidates’ positions on issues. Of course, a well-informed public is irrelevant if people don’t vote. Many foreign countries have a far higher elec- tion turnout than we do in the United States. We should consider legislation requiring people to vote in national elections. Citizenship has its privileges, but it also involves responsibilities.

¶1: argue U.S. reform campaigns; why: costly, too long, ads mean

3.

4.

Questions

Strategic Thinking

4. The arguments presented in Passage 1 and Passage 2 share what element?

1. Recommendation of changes to campaign finance rules

2. Citation of supporting evidence from foreign countries

3. Recommendation of a mix of voluntary and required actions

4. Support of an expanded debate schedule

Step 2: Examine the question stem

What is this question asking you to do? Find an argumentative element shared by both passages.

Keep in mind the argument made in each passage. Author 1 argues that U.S. campaigns should be reformed. Likewise, author 2 argues for two changes that would make U.S. elections more democratic. However, note that the question asks for an element both arguments have in common.

Step 3: Predict and answer

What element do both authors employ when making their arguments? Passage 1 cites United Kingdom affairs while Passage 2 describes the election turnout in foreign countries.

Which answer matches this?

5. Is the author of Passage 1 likely to agree with the changes to the current debate system as presented in Passage 2?

1. Yes, because the changes could increase voter turnout.

2. Yes, because the changes could put the focus on candidates’ views rather than accusatory advertising.

3. No, because the changes could reduce the influence of special interests.

4. No, because the changes could reduce the number of candidates.

Step 2: Examine the question stem

What is this question asking you to do?

Step 3: Predict and answer

What change to the current debate system does author 2 propose?

Review author 2’s argument. What would author 1 say about that?

Which answer best matches this?

6. Based on the information in Passage 2 and the graphic, which answer choice, if true, would weaken the argument made by the author of Passage 2?

1. The graph shows voter turnout in the United States before and after campaigns began and lasting over a year.

2. The graph shows voter turnout after campaign reforms have been enacted.

3. The graph shows voter turnout in the European Union before and after mandatory voting laws were enacted in 1998.

4. The graph shows voter turnout in the European Union after laws requiring citizens to vote were repealed in 1989.

Step 1: Read the question

Assess the question for clues to determine what parts of the infographic are needed for this question.

Step 2: Examine the infographic

What are the units of measurement, labels, or titles? Is there any important information you are not given in this infographic?

What part(s) of the infographic should you circle? This question does not specify what information is needed from the infographic, so just note any overall trends.

Step 3: Predict and answer

What trend do you notice in the graph?

What recommendation did author 2 make about voting in national elections?

What situation could make the data in the graph weaken the argument that required voting in national elections would make the U.S. more democratic?


Which answer choice matches this?

Perform

Now, try a test-like PSAT Reading passage on your own. Give yourself 6 minutes to read the passage and answer the questions.

Remember to first read and answer questions about Passage 1. Then read and answer questions about Passage 2. Finally, answer the questions about both passages.

1. Questions 7—9 are based on the following passages and supplementary material.

2. The infringement of one species on the habitat of another can cause serious biological and environmental damage, especially when this infringement is caused by human intervention. To what extent should we work to prevent this? The following passages address differing aspects of this issue.

Passage 1

A plant or animal species is considered invasive when it spreads to an area where it does not natu- rally occur, causing economic or environmental harm. Biologists have long recognized that invasive species can present problems for native ecosystems, but recent developments have intensified their con- cern. In May 2002, hundreds of invasive northern snakehead fish were found in a Maryland pond, having been spawned by a pair of fish released by a man who had bought them at a live fish market. Unlike native fish, which have natural predators to keep their populations in check, snakeheads, which evolved in Asia, can destroy ecosystems where they have no natural predators by eating huge amounts of smaller fish and plant life. Their ability to survive for up to four days out of water and to “walk” with their fins on land for short distances has made their potential spread especially worrisome. Measures that have been taken to contain the spread of invasive fish include banning the impor- tation or possession of snakeheads, draining ponds or lakes where they have been found, poisoning ponds with herbicides and pesticides, and inspect- ing pet stores to make sure they are not illegally selling the fish. The United States, however, does not appear to be acting swiftly enough either to prevent the further spread of invasive fish or, more generally, to minimize other plant or animal inva- sions in the future. Although laws are now in place to prevent the introduction and spread of invasive species, they were slow to be enacted, despite ample evidence from Australia and elsewhere that non- native animals can cause severe and irreversible environmental harm. The number of scientists and environmentalists who recognize invasive species as a serious environ- mental problem, however, is increasing. If scien- tists, government officials, and the general popula- tion work together and make it a priority to identify and prevent the spread of invasive species in the early stages where containment or eradication is still feasible, we may at least be able to minimize the unwelcome impact of exotic species on native ecosystems.

Passage 2

Lately, much attention has been focused on the snakehead fish and other invasive species. Environmentalists issue dire warnings about the disappearing habitats of native species and sug- gest that ecological disaster will follow if we do not take immediate action to contain exotic plant and animal invasions whenever and wherever they are perceived as a threat. While they are surely right that the uncontrolled spread of nonnative plants and animals may have undesirable consequences for the ecosystem, they seem to forget that the environmental concerns raised by invasive species must be weighed against many other environmental issues competing for adequate funding. The discov- ery of snakehead fish in Maryland, for instance, was highly publicized and prompted a great expenditure of time and resources to eradicate them, and the spread of carp in the Great Lakes has likewise been addressed at great cost. While these fish do pose very real problems, pollution, deforestation, and a host of other environmental problems are at least as worthy of funding. The fact that invasive species are currently a “hot topic” in the media does not mean they should overshadow larger environmen- tal issues, even if discussion of the larger issues has become more mundane. Containing invasive species is a worthwhile goal, but it is not the only worthwhile environmental goal. Scientific evidence is lacking about what con- tainment measures work and about how serious the threat posed by various invasive species actually is. Recently, the discovery of a single snakehead fish in one lake prompted officials to drain and refill the lake at a cost of more than $10,000, yet no additional snakeheads were even found there. Instead of taking drastic and expensive measures every time a potential problem is reported, we should strive for a balance between environmental protection and economic responsibility. Scientific data can be valuable because they alert us to an is- sue we should watch closely, but simply identifying an environmental threat does not mean we should automatically give it priority over other important issues. Instead, scientific data should be treated as just that—data that allow us to make informed and balanced policy decisions after reflecting on the consequences of various courses of action.


Annual Spending in $1,000s of Dollars

Year

2010

2011

2012

Environmental Protection Agency

$6,663,000

$6,848,000

$6,071,000

National Invasive Species Council

$2,207,000

$2,238,000

$2,221,000

Total

$8,870,000

$9,086,000

$8,292,000

7. One difference between the assessment of environmental issues described in the two passages is that unlike the author of Passage 1, the author of Passage 2

1. minimizes the risk associated with invasive species.

2. considers invasive species as only one of a number of environmental concerns.

3. questions whether scientific data have a role when larger economic or environmental issues are concerned.

4. argues that the legislative response to the threat posed by invasive species has been rapid and effective.

8. The authors of Passage 1 and Passage 2 would most likely agree on which of the following statements?

1. Greater expenditures to reduce the impact of invasive species are justified.

2. The economic benefits of environmental protection must be weighed against the severity of the environmental threat.

3. Effective use of the media can increase public awareness of mundane environmental issues.

4. Efforts by scientists and environmentalists to contain environmental damage are worth continuing.

9. Based on the information in Passage 1 and the graphic, it can be reasonably inferred that the author considers spending by the National Invasive Species Council to be

1. continually overshadowed by spending on other environmental issues.

2. an important part of a coalition working to prevent the spread of invasive species.

3. less effective than the EPA in combatting invasive species.

4. most effective when the council works in partnership with the EPA.

On your own

The following questions provide an opportunity to practice the concepts and strategic thinking covered in this chapter. While many of the questions pertain to Synthesis, some touch on other concepts tested on the Reading Test to ensure that your practice is test-like, with a variety of question types per passage.

1.

1. Questions 1-10 are based on the following passages and supplementary materials.

2. In the 1980s to early 1990s, Biosphere 2 was a highly anticipated scientific endeavor in which people were going to live for years in an isolated, completely self-contained environment composed of five biomes. Passage 1 explains problems with the project, while Passage 2 describes the experiment in light of its media coverage.

Passage 1

In 1984, great fanfare and optimism accompa- nied the funding of an ecosystem research project called “Biosphere 2.” The project’s mission was to create an airlock-sealed habitat that could support a human crew for several years without contact with or resources from the outside world. Less than a decade later, however, enthusiasm for the project had almost entirely eroded after serious questions were raised about adherence to that mission. The problems that hampered expectations for the project from the start involved the construction of the Biosphere itself. Shaping bodies of water to have waves and tidal changes posed troublesome issues. During the mission, unforeseen difficulties included overstocked fish dying and clogging filtra- tion systems. Unanticipated condensation made the “desert” too wet. Populations of greenhouse ants and cockroaches exploded. Morning glories overran the “rainforest,” blocking out other plants. These issues did not draw media fire, however, until it was revealed that the project team had allowed an injured member to leave and return, carrying new material inside. Although the administrators claimed the only new supplies brought in were plas- tic bags, other sources accused mission members of bringing food and other items. More criticism was raised when it was learned that the project had been pumping oxygen inside, to make up for a fail- ure in the balance of the system that resulted in the amount of oxygen steadily declining. This scrutiny only intensified when these same administrators denied having tampered with the project. As an unfortunate result, doubts regarding the integrity of all the scientific data generated by the project ham- pered the perceived value of the overall project.

Passage 2

An amazing undertaking, despite its ultimate failure, Biosphere 2 was a colossal Arizona-desert space-age ark devoted to exploration and ex- perimentation. As promised by its promoters, Biosphere 2 inhabitants would produce all their own food and oxygen and recycle their own waste. However, despite currying the initial favor of media sources, the project became riddled with contro- versy. The story of its start is an awkward page of scientific history but also incidentally a chronicle of the metamorphosis of media relations from auspi- cious beginnings to recriminating endings. Promoters of Biosphere 2 were not shy about putting the project into the public eye and on the radar of the scientific community. In July 1987, SBV and The Institute of Ecotechnics held the First International Workshop on Closed Ecological Systems in conjunction with the Royal Society in London. This workshop brought together for the first time pioneers in the field from Russia, NASA, and Europe’s biological life support programs. The architectural-engineering team of Allen, Augustine, Hawes, and Dempster authored the preliminary Biosphere 2 designs. In addition, Biosphere 2 was from the beginning consistently propped up by the press. Biosphere 2 came to be regarded as an indicator of the possibility of human habitation in space. Even as many scientists worked to temper such lofty goals, the media dubbed Biosphere 2 the most exciting scientific project undertaken since the moon landing. But, in the aftermath, the proj- ect’s first crew emerged from a supposed two-year isolation only to be greeted by a swirl of negative at- tention and controversy. The publications that had trumpeted the project quickly reversed direction. Frustrated with Biosphere 2’s failures, the project’s financiers fired their management team and, in a reversal of their own, lashed out at the same press they had once courted.

image

1. As used in line 18, “exploded” most nearly means

1. burst.

2. increased.

3. destroyed.

4. opened.

2. The author of Passage 1 supports the claim about the Biosphere 2 project with

1. hypothetical scenarios.

2. analogous situations.

3. supporting details.

4. comparative analyses.

3. The main structure used in the second paragraph of Passage 1 can best be described as

1. cause-and-effect.

2. sequential.

3. compare and contrast.

4. continuation.

4. The author of Passage 1 would most likely agree with which of the following statements?

1. The Biosphere 2 project was doomed to fail despite the fanfare it generated.

2. The problems with how the project was conducted call into question the usefulness of its results.

3. The project should be reevaluated given the significant value of its scientific data.

4. The problems associated with Biosphere 2 were directly caused by media bias.

5. As used in line 63, “temper” most nearly means

1. anger.

2. strengthen.

3. calm.

4. anneal.

6. The author of Passage 1 would most likely describe the statement in lines 39—41 ("As promised . . . waste") as a

1. fair assessment of the project’s results.

2. clear example of the media hype surrounding the project.

3. misleading statement regarding the project’s outcome.

4. compelling argument requiring a new review of the project.

7. Which choice provides the best evidence for the answer to the previous question?

1. A) Lines 1—3 (“In 1984 . . . Biosphere 2”)

2. B) Lines 14—16 (“During . . . systems”)

3. C) Lines 26—30 (“More criticism . . . declining”)

4. D) Lines 32—35 (“As an . . . project”)

8. Passage 1 and Passage 2 differ mainly in that

1. Passage 1 describes problems with Biosphere 2, while Passage 2 suggests possible solutions to those problems.

2. Passage 1 relies on press reports for the basis of its argument, while Passage 2 provides internal documents to refute those claims.

3. Passage 1 strikes a balance between initial optimism and subsequent pessimism, while Passage 2 remains neutral throughout.

4. Passage 1 focuses on the internal causes of the problems with Biosphere 2, while Passage 2 focuses on how external perceptions of the project changed.

9. According to the chart, which of the following was the most consistently published research based on Biosphere 2?

1. Human experiments

2. Non-manipulative experiments

3. Manipulative experiments

4. None of the above

10.When read together, Passage 1 and Passage 2

1. provide an overview of how the project was perceived and specific reasons for those perceptions.

2. agree in their conclusions, but differ in their descriptions of how the project was initially viewed by outsiders.

3. offer contrasting opinions on a controversial undertaking.

4. demonstrate how both the media and administrators may hamper exciting scientific discoveries.