Digital SAT Blue Book | Test 7 | Module 2 Hard Logical Conclusions | 12-14

By Mr. Osama Ahmad February 17, 2025 17 min read

Digital SAT Reading: Ace Logical Conclusion Questions (Blue Book Test 7 Guide)

Ace Digital SAT Reading: Logical Conclusion Questions (Blue Book Test 7 Guide)

Welcome back, beautiful people! It's your TT Pro, Mr. O, here again. Today, we're diving into Test 7 from the official College Board Blue Book app – specifically, the challenging Module 2 (Hard). Our mission? To master Domain 1: Logical Conclusion questions. These can be tricky, but getting them right is vital for hitting your target score.

Mastering these skills is exactly what our online SAT prep focuses on. We provide the practice and strategies you need. Let's break down some examples and learn how effective SAT test preparation can make a difference.

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Question 12: Uto-Aztecan Languages and Maize

Question Text:

The Uto-Aztecan language family is divided into a northern branch, which includes the Shoshone language of present-day Idaho and Utah, and a southern one, whose best-known representative is Nahuatl, the language of the Aztec Empire in Mexico. Lexical similarities across the family, including of botanical terms, confirm descent from a single language spoken millennia ago, and the family's geographical distribution suggests an origin in what is now the US Southwest. However, vocabulary pertaining to maize isn't shared between northern and southern branches, despite the crop's universal cultivation among Uto-Aztecan tribes. Given archaeological evidence that maize originated in Mexico and diffused northward into what became the US Southwest, some linguists reason that _______.

Which choice most logically completes the text?

northern Uto-Aztecan tribes likely obtained the crop directly from a southern Uto-Aztecan tribe rather than from a non-Uto-Aztecan tribe.
variation in maize-related vocabulary within each branch of the Uto-Aztecan family likely reflects regionally specific methods for cultivating the crop.
southern Uto-Aztecan tribes likely acquired maize at roughly the same time as northern Uto-Aztecan tribes did, though from different sources.
the family's division into northern and southern branches likely preceded the acquisition of the crop by the Uto-Aztecan tribes.

Strategy: Breaking Down the Text

Logical conclusion questions demand careful reading. You need to synthesize *all* the pieces. Avoid making assumptions! Let's track the logic:

Premise: Uto-Aztecan = Northern (S) + Southern (N) branches. Shared words show a common ancestor (1) from the US Southwest. They had mixed vocabulary.
1 (Original Lang - US SW) → S + N = MIXED Vocabulary
The SHIFT ("However"): This signals a contrast! Vocabulary for MAIZE is *NOT* shared. This is weird because *both* groups grew it.
1 (Original Lang - US SW) → S + N = MIXED Vocabulary (- MAIZE words)
The Clue: Maize came from Mexico and spread north to the US Southwest.
Mexico (Maize Origin) → US SW (Ancestor Language Origin)

Following these steps is crucial. It's a process we emphasize in our SAT classes online, ensuring you don't miss vital clues.

Explanation: Drawing the Conclusion

The text sets up a puzzle: why don't the branches share words for maize if they share other words and both grew maize? The simplest explanation connecting all points is that the language split *before* maize arrived.

Imagine this timeline:

1. Ancestor Language (US SW) - Shares basic words ↓ 2. Language SPLITS into Northern (S) & Southern (N) ↓ 3. Maize Arrives (from Mexico) ↓ 4. S develops its OWN word for maize. N develops its OWN word for maize. = NO shared maize vocabulary.

Now, let's evaluate the choices using this logic. Good SAT exam coaching always involves checking every option:

(A) Discusses *how* they got the crop, not *why* the words differ. Irrelevant to the core puzzle. Incorrect.
(B) Suggests farming methods caused different words. The text focuses on the *lack* of shared root words despite *shared cultivation*. Doesn't fit. Incorrect.
(C) Claims different *sources* for maize, contradicting the text stating it spread from Mexico. Factually wrong based on the passage. Incorrect.
(D) Fits perfectly. The split happened *before* maize. This explains why they have shared roots for older concepts but not for the newer concept of maize. Correct.

Finding this logical flow becomes easier with practice using high-quality digital SAT practice tests like those included in our subscription.

Key Takeaway:

Signal words like "However," "Despite," and "But" are critical. They highlight the core contrasts you need to resolve for the conclusion. Our SAT study material focuses on training you to spot these instantly.
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Question 13: Interpreting "Instant Mural"

Question Text:

For its 1974 work Instant Mural, the Chicano art collective Asco taped members Patsi Valdez and Humberto Sandoval to an outdoor wall in East Los Angeles. The work is manifestly a commentary on constraint, but many critics focus on Valdez and the social constraints women faced at the time, which is understandable but leaves the presence of Valdez's male collaborator Sandoval unexplained. We should instead consider that in 1974, the art establishment's recognition of Chicano artists was (and had long been) restricted to sociohistorical muralists, leaving nonmuralist Chicano artists—like Asco's members—struggling to even exhibit their work. Attending to this context opens an interpretation that accounts for all the evidence, allowing us to conclude that _______.

Which choice most logically completes the text?

while Valdez's presence in Instant Mural represents the social constraints placed on women at the time, Sandoval's presence represents Chicano muralists' frustration at their lack of recognition by the art establishment.
the main subject of Instant Mural is female Chicano artists' experience of being doubly constrained by gender-role expectations and the marginalization of certain types of art.
Instant Mural is a reflection on the constraining aesthetic expectations placed on Chicano artists in general rather than on the social constraints placed on women specifically.
Instant Mural is best understood not as a critique of the social constraints placed on women but rather as a critique of sociohistorical muralists' depictions of Chicano culture.

Strategy: Find the Flaw and the Fix

The text presents an initial interpretation, points out its flaw, and offers a better one. Your job is to pick the conclusion that aligns with the *better* interpretation.

Initial Idea: Art = Constraint. Critics see Valdez (woman) → focus on Women's Constraints. Seems okay...
The Flaw (BUT): This ignores Sandoval (man). Why is *he* taped to the wall too? His presence is unexplained by the "women's constraints" idea.
The Fix (INSTEAD CONSIDER): Look at the 1974 art world. It only valued Muralists. Asco = NONMURALISTS. They were excluded/constrained *as artists*, regardless of gender.

Initial Idea: Valdez → Women's Constraints (Problem: Ignores Sandoval) ↑ FIX (Context): Art World → Recognizes ONLY Muralists → Excludes Nonmuralists (Asco = BOTH Valdez & Sandoval)

This type of analysis, pinpointing flaws and evaluating context, is a key skill honed through dedicated sat exam study material.

Explanation: Aligning with the Broader Context

The text explicitly guides us away from *just* the women's constraint angle because it doesn't explain Sandoval. The better explanation involves the *artistic constraints* faced by *all* nonmuralist Chicano artists (like Asco members Valdez *and* Sandoval).

Let's check the options against this improved understanding. Being precise is essential for the best SAT score:

(A) Almost got me! It addresses both artists but incorrectly says Sandoval represents muralists' frustration. The text *clearly* states Asco were NONMURALISTS frustrated by the establishment favoring muralists. Huge difference! Incorrect.
(B) Focuses again *only* on female artists' "double constraint." Still doesn't properly explain Sandoval's role based on the text's preferred context. Incorrect.
(C) This aligns perfectly. It talks about "constraining aesthetic expectations" (muralist vs. nonmuralist) applying to "Chicano artists in general," which covers both Valdez and Sandoval as nonmuralists. It correctly prioritizes this over *just* women's issues. Correct. Yes, this captures the broader issue presented as the better interpretation.
(D) Shifts the critique to the *content* of murals. The text's focus is on the *exclusion* of nonmuralists, not what muralists painted. Off-topic. Incorrect.

Mastering these nuances is why focused practice with resources like an effective SAT question bank is so beneficial.

Key Takeaway:

Precision is everything! Read answer choices *hyper-carefully*. One wrong word ("muralist" vs. "nonmuralist") can sink an answer. I nearly fell for (A)! This is where our platform's focus on the best sat prep materials mirroring real exam tricks helps you train your eye.
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Question 14: The Case of the Yellow Coins

Question Text:

An analysis by Alain Elayi and colleagues of coins minted in Sidon in the fifth and fourth centuries BCE reveals a change in their composition over time: while a coin from circa 450 BCE contains about 98% silver and 1% copper, a coin from 367 BCE (the end of Ba'alšillem II's reign) contains 74.2% silver and 24.7% copper, giving it a relatively yellowish appearance that traders would have noticed. Because coins with a silver content below 80% were widely considered unsuitable for trade, Elayi et al. speculate that a crisis in confidence in the currency occurred in Sidon around 367 BCE, which was likely relieved—despite Sidon's persistent oppressive financial obligations—as a result of Ba'alšillem II's successor Abd'aštart I's decision to _______.

Which choice most logically completes the text?

proclaim that the percentage of silver in coins suitable for trade would be raised to a threshold higher than 80%.
keep the amount of silver in Sidonian coins consistent with that in coins minted in 367 BCE but decrease their weight.
begin minting heavier coins with a proportion of silver to copper similar to that in coins minted in 367 BCE.
fund the mining of some copper deposits that were not available to Ba'alšillem II.

Strategy: Follow the Problem → Constraint → Solution Chain

This question presents a sequence: a problem arises, there's a limiting factor, and a solution is implemented. We need to find the solution that works *within* the constraint.

Problem: 367 BCE coins = Low Silver (74.2%) → Yellowish → Unsuitable for trade (Need >80% Silver) → Currency Crisis.
Constraint: Sidon had "oppressive financial obligations." This strongly implies they couldn't just *add more silver* – they likely didn't have it or couldn't afford it.
Outcome: The crisis was Relieved (fixed) by the successor.
Goal: Find *how* the successor fixed the "unsuitable/yellowish" problem *without* needing more silver (due to financial constraints).

Problem: Yellow Coin (Low Silver %) → Crisis Constraint: Financial Obligations (Can't easily add Silver) Solution: ??? → Crisis Relieved

Thinking through constraints is a common SAT challenge. Our online sat coaching methods teach you to identify and work within these limits.

Explanation: Finding the Clever (and Shady) Solution

So, the successor fixed the crisis, but *how*, given they couldn't just magically make higher-silver coins? The core issue for traders was the *appearance* (yellowish) linked to the low silver *percentage*. Let's think creatively about fixing the *appearance/percentage problem* without adding silver.

Consider a 100g coin in 367 BCE: ~74g Silver, ~25g Copper. This looks too yellow. People reject it.

Now analyze the choices, keeping the "no extra silver" constraint in mind. Effective SAT tutoring (even self-guided through our platform) involves testing each possibility:

(A) Raising the silver threshold solves the problem *in theory*, but Sidon couldn't *meet* it due to financial obligations. Impractical. Incorrect.
(B) This is clever! Keep the *amount* (grams) of silver roughly the same (~74g), but reduce the *total weight* (say, to 80g instead of 100g). How? By removing *copper*.
Old Coin: 100g = [~74g Silver + ~25g Copper] → (~74% Silver) → Looks Yellow
New Coin: 80g = [~74g Silver + ~6g Copper] → (~92% Silver) → Looks Silvery!
This fixes the *appearance* and the *percentage* problem without needing *more* silver. It matches the constraints and solves the crisis. Shady? Maybe. Logical? Yes. Correct.
100g Coin [74g Ag / 25g Cu] → 74% Ag → LOOKS YELLOW (BAD) ↓ (Keep Ag, Reduce Weight by removing Cu) 80g Coin [74g Ag / 6g Cu] → 92% Ag → LOOKS SILVERY (GOOD)
(C) Making *heavier* coins with the same bad *proportion* makes things worse – still yellow, still unacceptable percentage. Incorrect.
(D) Adding *more copper* is the opposite of what's needed. It would make the coins even more yellow! Incorrect.

This kind of problem requires both reading comprehension and logical deduction, skills best sharpened through consistent practice with resources like an official sat study guide or equivalent high-quality prep.

Key Takeaway:

Always consider constraints! The phrase "despite...oppressive financial obligations" is the key here. The correct answer must work *within* that limitation. Many SAT problems have these crucial context clues. Using the best online SAT prep course helps you practice finding solutions that respect all given conditions.
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Digital SAT Blue Book | Test 7 | Module 2 Hard Logical Conclusions | 12-14

Ace Digital SAT Reading: Logical Conclusion Questions (Blue Book Test 7 Guide)

Question 12: Uto-Aztecan Languages and Maize

Question 13: Interpreting "Instant Mural"

Question 14: The Case of the Yellow Coins

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