2025 고1 교육청 학력평가
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— 왜 그 답인지 알려 주는 풀이

(A)But the numerical values of the digits are irrelevant; what is important is that there are nine distinct symbols. They could be nine letters or nine shapes. It's the pattern that matters. One Irish daily paper publishes these puzzles with the statement 'There's no maths involved, simply use reasoning and logic!'

(B)Take, for example, the Sudoku puzzles that appear daily in newspapers. The objective is to complete a 9 × 9 grid, starting from a few given numbers or clues, while ensuring that each row, each column and each 3 × 3 block contains all the digits from 1 to 9 once and only once.

(C)It seems that even the idea that something might be spoiled by mathematics is enough to scare off potential solvers! Could you imagine the promotion of an exhibition in the National Gallery with the slogan 'No art involved, just painting and sculpture'? If you can do Sudoku, you can do maths!

(A)Using a telescope, the Italian scientist Galileo Galilei discovered the four largest moons of Jupiter and observed craters on Earth's Moon. He also confirmed that Copernicus' theory was correct. Over the centuries, scientific discoveries and information from telescopes advanced our knowledge of how the universe works.

(B)He concluded that the view of the universe accepted at the time ─ that the Sun traveled around Earth ─ was wrong, and that it was in fact Earth that traveled around the Sun. Despite widespread objections to his ideas, he published his theory in a book. Later astronomers built on Copernicus' work. Technological improvements led to the development of the telescope in the early 17th century.

(C)The Egyptians, Babylonians, Greeks, and Maya were among the first peoples to map the movements of the stars. In Europe, a 16th-century Polish mathematician named Nicolaus Copernicus put forth a revolutionary idea. Copernicus watched the stars and took measurements by eye.

(A)This doesn't imply that squirrels lack concepts, simply that they don't need them for this concrete form of thinking. For us to be able to say that an animal has concepts, we have to show not just that she's capable of thinking, but also that she has certain specific abilities.

(B)To do this, in principle she doesn't need a concept of branch nor a concept of tree. It might be enough for her to have, for example, the ability to think in images; to make a mental map of the tree where she can imagine and try out different routes.

(C)This doesn't necessarily mean that they possess concepts, for some forms of thought may be nonconceptual. We can imagine, for instance, a squirrel who is planning how to get from the branch she's currently standing on to a branch from the tree in front.

(A)This squeezing of joint fluid into and out of the cartilage helps it respond to the off-and-on pressure of walking without breaking under the pressure.

(B)The cartilage in your left knee then "drinks in" synovial fluid, in much the same way that a sponge soaks up liquid when put in water. When you take another step and transfer the weight back onto your left leg, much of the fluid squeezes out of the cartilage.

(C)Imagine for a moment that you're looking into the inner workings of your left knee as you walk down the street. When you shift your weight from your left leg to your right, the pressure on your left knee is released.

(A)If so, archaeology would be pretty boring; one thing would happen again and again. But that's not what archaeologists see. Some civilizations end suddenly, like the Aztec and Inca, conquered by invaders in the 1520s AD.

(B)Civilizations expand, get overextended, and then collapse as in the cases of Rome, which went under in 476 AD, and the British Empire, which fell apart more than a thousand years later in the post-World War II era. But is this always the case?

(C)Those empires never had the chance to collapse as a result of overexpansion. So in the case of civilizations, "history repeats itself" seems to be an oversimplification.

(A)These kids end up taking on tougher things, and feel better about themselves. "Emphasizing effort gives a child a variable that they can control," Dweck has explained.

(B)In contrast, Dweck found, kids who are praised not for their smarts but for their effort develop what Dweck calls a "growth mindset." They learn that their effort is what led to their success, and if they continue to try, over time they'll improve and achieve more things.

(C)Dweck found that kids who are told they're "smart" actually underperform in future tasks, by choosing easier tasks to avoid evidence that they are not smart, which Dweck calls having a "fixed mindset."

(A)But to stay supplied with water through its extended hibernation, the reptile relies on something else — its highly sophisticated bladder. Unlike most animals, the tortoise's bladder acts as a holding tank, allowing it to reabsorb water back into its body. Incredibly, a desert tortoise can go a full year without taking in any freshwater at all.

(B)The slow-moving creature hibernates during the winter and stays in its tunnel for much of the summer, meaning that it spends more than 90 percent of its life immobile. In fact, the tortoise usually only surfaces after a good rain. Then, it gets to work. The tortoise stocks up on water by eating plants and digging holes to collect rain.

(C)And because its bladder is so important to a tortoise's survival, park rangers often remind visitors not to stop and help the slow-movers across the road. Tortoises become so terrified when people pick them up that they empty their bladders, losing their precious water reserves.

(A)One of these is friction in the wheels rubbing on the axles. Another is air resistance, which you can feel, pushing you backwards as you and the bicycle move forwards. When you apply these ideas to something around you, like a cart, you can see what could be generating friction: mainly the axles rubbing on the body as they rotate.

(B)You gradually slow down. How could you slow down more suddenly, in a shorter distance? By putting the brakes on. Because the brakes change your movement, making you slow down more suddenly, they must be exerting a force on the bicycle and you, as they grip and rub on the wheel-rims.

(C)This is the force called friction, which tends to slow down moving things by acting in the direction opposite to movement, that is backwards. Even without the brakes on, there are other friction forces acting on you and your bicycle, which also slow you down.

(A)And it does not stop there. Even the sounds that come both from the atmospheres in which we eat and our interactions with the food (such as chewing) and the tools we use to eat influence our eating experience.

(B)However, closer inspection to any, even the most ordinary experiences, reveals the remarkable multisensory world in which we live. Consider the experience of eating a regular meal.

(C)At first, it may seem like an ordinary experience, but it is actually a fusion of the senses. We first eat with our eyes, but we are also exposed to countless sensory signals that influence our eating experience such as food textures, tastes, and smells.

(A)The same applies to the logical connection between 'Yes' and 'No' as perceived by parents. When we were children and were told, for example, "No, don't eat with your hands," we were confused and didn't know what our parents expected from us.

(B)For many children, for instance, it is not clear that 'Right' is the opposite of 'Left'. A vivid example of this can be seen when children learn to ride a bicycle. If parents tell their child "Don't go to the left," they will often find that the child will continue riding straight ahead and not automatically turn to the right.

(C)Our confusion was about whether we should continue eating or not and if so, how? Only later did we recognize the connection and understand that we should continue eating, but not with our hands but with a fork or a spoon.

Piaget put the same amount of water into two different glasses: a tall narrow glass and a wide glass, then asked kids to compare two glasses. ( ① ) Kids younger than six or seven usually say that the tall narrow glass now holds more water, because the level is higher. ( ② ) And when they are ready, they figure out the conservation of volume for themselves just by playing with cups of water. ( ③ ) Rather, it is self-constructed as kids play with other kids. ( ④ ) Taking turns in a game is like pouring water back and forth between glasses. ( ⑤ ) Once kids have reached the age of five or six, then playing games and working things out together will help them learn about fairness far more effectively than any teaching from adults.

The rise of air-conditioning accelerated the construction of sealed boxes, where the building's only airflow is through the filtered ducts of the air-conditioning unit. It doesn't have to be this way. Look at any old building in a hot climate, whether it's in Sicily or Marrakesh or Tehran. ( ① ) Architects understood the importance of shade, airflow, light colors. ( ② ) They oriented buildings to capture cool breezes and block the worst heat of the afternoon. ( ③ ) They built with thick walls and white roofs and transoms over doors to encourage airflow. ( ④ ) Anyone who has ever spent a few minutes in a mudbrick house in Tucson, or walked on the narrow streets of old Seville, knows how well these construction methods work. ( ⑤ ) In this sense, air-conditioning is not just a technology of personal comfort; it is also a technology of forgetting.

To monitor our surroundings is to focus on what's outside of ourselves: what we see, hear, smell, feel, and perhaps even taste. But sometimes what really marks a place is something less specific — a feeling within us. ( ① ) An interesting example emerged from a study of subway passenger behavior. ( ② ) Researchers trying to understand why people sit where they sit or stand where they stand in subway and metro trains examined the factors that shape the way riders used and navigated that space in different situations. ( ③ ) One of their findings involved the reasons many riders like to plant themselves close to the train's doors. ( ④ ) But it was shaped partly by a more abstract sensation — the desire to avoid the sometimes uncomfortable feeling of accidentally making eye contact with seated passengers. ( ⑤ ) We can't see feelings — but they're very real, and they influence our experience of the world.

We have a 'diving reflex', like other marine mammals. ( ① ) This means that special nerve endings on our faces, around the mouth and nose, trigger this reflex only when the facial region goes under water. ( ② ) If we are in the water, with our head out in the air, there is no diving reflex. ( ③ ) It automatically closes down the airway, reducing the risk of swallowing water, and it narrows the small air-passages in the lungs. ( ④ ) At the same time the heart rate is slowed down to half speed and blood is shunted to the vital organs, protecting them from the effects of the brief stop in breathing. ( ⑤ ) By contrast, if a chimpanzee or a gorilla found itself in water with its face below the surface, it would panic, its heart would race and it would quickly drown.

All editing systems are now nonlinear computer-based systems that allow random access to any video shot or scene without having to fast forward or fast reverse to find it. Nonlinear systems can create a range of special effects, such as slow motion, wipes and dissolves. ( ① ) Another highlight of a digital nonlinear system is its random access process that makes it easy for an editor to find desired shots or scenes without having to spend time fast forwarding or rewinding videotape. ( ② ) With nonlinear editing, shots or scenes can be easily added or removed anywhere in the program, and the computer adjusts the program length automatically. ( ③ ) Linear editing was like composing a paper on a typewriter. ( ④ ) If a mistake was made or new information needed to be added the whole piece had to be retyped. ( ⑤ ) If a mistake is made, it is easily deleted and fixed with a few keystrokes, and new information can be added easily.

A morally good person is one who does morally bad actions significantly less often than most and does morally good ones significantly more often than most. In judging a person not only her actions but also her intentions and motives are relevant. ( ① ) A morally good person must intend to do morally good actions and intend to avoid morally bad ones. ( ② ) A person who unintentionally prevents harm to others and does not harm them simply because things do not turn out as she intends is not morally good. ( ③ ) Although this kind of situation generally occurs only in slapstick movies, it is worth mentioning to avoid the false impression that it is the actual consequences of a person's actions that count toward her being judged morally good or bad. ( ④ ) But actual consequences are important. ( ⑤ ) Of such a person, it may be said that she means well; but, contrary to Kant, some results are necessary before she is regarded as morally good.

Humans are not the most social animal. Ants, bees, and termites put humanity to shame on many metrics of sociality. A wide variety of relatives live together with perfectly harmonious behavior and collectively care for their young. ( ① ) But while insect colonies are impressively social places, it's not our kind of social life. ( ② ) Bees always build hexagonal hives, ants march in lines, and termites move in zigzag formations. ( ③ ) We humans are more free, less tightly programmed genetically, so our social patterns can be more diverse and dynamic. ( ④ ) Every group dances a slightly different dance, and these choreographies change across generations. ( ⑤ ) We still think and act in ways that are in harmony with others around us, but it is through patterns that are more shaped by nurture, not just nature.

Those who purchase the goods of a company are called customers. Individuals who purchase goods for personal use are called consumers: beings who consume. ( ① ) Therefore, companies have invented multiple ways to ensure that their customers consume the produced items in larger and larger quantities and more and more frequently. ( ② ) Those who sell food have an easy time, for food is literally consumed, so there is always a need to purchase new food. ( ③ ) One approach is to make the stuff that people already have outdated by convincing them that it is no longer fashionable. ( ④ ) The entire fashion industry is built to convince people that fashion matters, so they must purchase new clothing, even though the old is still perfectly functionable. ( ⑤ ) Fashion today extends to far more things than clothes: automobiles, mobile phones, computers — the list is extended indefinitely, limited only by the limits of the creative minds of the marketing divisions of companies.

What does it mean for a character to be a hero as opposed to a villain? In artistic and entertainment descriptions, it's essential for the author to establish a positive relationship between a protagonist and the audience. ① In order for tragedy or misfortune to draw out an emotional response in viewers, the character must be adjusted so as to be recognizable as either friend or enemy. ② Likewise, the line between friends and enemies is not clear in reality. ③ Whether the portrayal is fictional or documentary, we must feel that the protagonist is someone whose actions benefit us; the protagonist is, or would be, a worthy companion or valued ally. ④ Violent action films are often filled with dozens of incidental deaths of minor characters that draw out little response in the audience. ⑤ In order to feel strong emotions, the audience must be emotionally invested in a character as either ally or enemy.

In the 1930s, the British psychologist Sir Frederic Bartlett asked people to listen to folktales from other countries and then recall these stories at a later date. As you might guess, unfamiliar stories were not remembered as well as familiar stories. ① Surprisingly, however, errors in memory were not random. ② Rather, subjects often rewrote similar parts of the stories in their own minds — particularly the parts that made the least sense to them. ③ To attract a wide audience, stories should focus on topics that interest many people. ④ Bartlett concluded that when facing problems, humans draw upon mental schemata, or shelves of stored knowledge in our brains, to fill in any minor gaps in our memories. ⑤ Therefore, remembering is an imaginative process that involves building upon past experiences.

Humans for centuries have dreamed of machines that could become intelligent and make human-like decisions. There have been myths about robots, automatons, and artificial beings since ancient Greece (e.g., the myth of Pandora, who released ills upon the world). ① Likewise, literature throughout history has dreamed of creating human-like creatures and thinking machines (e.g., Mary Shelley's Frankenstein). ② In 1950, British mathematician Alan Turing asked whether machines could think and reason like humans and then developed the Turing test to measure a machine's intelligence and whether the machines can think autonomously. ③ A few years later, MIT professor John McCarthy coined "artificial intelligence," replacing the previously used expression "automata studies." ④ But artificial intelligence didn't stop there; its first major appearance was in a movie where feeling artificial intelligence replaced human characters with robots. ⑤ Since then, artificial intelligence has become the study and practice of "making intelligent machines" that are programmed to think like humans — endowed by their creators with reasoning and learning.

Social media serves as an important context to facilitate autobiographical remembering. ① Personal events posted on social media platforms are better remembered and less forgotten than those not posted, independent of the characteristics of the events. ② This may be because sharing memories online allows individuals to rehearse and make sense of what happened, thus facilitating long-term memory retention. ③ Online feedback such as comments and likes as well as technological features such as algorithms and periodic reminders can further serve as memory cues for the posted event details. ④ Upward social comparisons on social media are particularly harmful for low self-esteem individuals, who tend to make more frequent comparisons when browsing. ⑤ As a result, event details shared on social media are likely stabilized and remembered over time, whereas those not shared may become inaccessible or forgotten.