SAT I: Reasoning Test
Saturday, May 2002

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SAT ® I: Reasoning Test — General Directions
Timing••••••

You will have three hours to work on this test.
There are five 30-minute sections and two 15-minute sections.
You may work on only one section at a time.
The supervisor will tell you when to begin and end each section.
If you finish a section before time is called, check your work on that
section. You may NOT turn to any other section.
Work as rapidly as you can without losing accuracy. Don't waste
time on questions that seem too difficult for you.

Marking Answers
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Carefully mark only one answer for each question.
Make sure each mark is dark and completely fills the oval.
Do not make any stray marks on your answer sheet.
If you erase, do so completely. Incomplete erasures may be scoredas intended answers.
Use only the answer spaces that correspond to the question
numbers.
For questions with only four answer choices, an answer marked in
oval E will not be scored.
Use the test book for scratchwork, but you will not receive credit foranything written there.
You may not transfer answers to your answer sheet or fill in ovals
after time has been called.
You may not fold or remove pages or portions of a page from thisbook, or take the book or answer sheet from the testing room.

Scoring••••

For each correct answer, you receive one point.
For questions you omit, you receive no points.
For a wrong answer to a multiple-choice question, you lose a fractionof a point.
䉴
If you can eliminate one or more of the answer choices aswrong, however, you increase your chances of choosing thecorrect answer and earning one point.
䉴
If you can't eliminate any choice, move on. You can return tothe question later if there is time.
For a wrong answer to a math question that is not multiple-choice,
you don't lose any points.

IMPORTANT: The codes below are unique to yourtest book. Copy them on your answer sheet in boxes 8
and 9 and fill in the corresponding ovals exactly as
shown.

8. Form Code

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9. Test Form

The passages for this test have been adapted from published material. The
ideas contained in them do not necessarily represent the opinions of theCollege Board or Educational Testing Service.

DO NOT OPEN THIS BOOK UNTIL THE
SUPERVISOR TELLS YOU TO DO SO.
UNAUTHORIZED REPRODUCTION OR USE OF ANY PART OF THIS TEST IS PROHIBITED.

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SECTION 1
Time — 30 minutes
35 Questions
Directions: For each question in this section, select the best answer from among the choices given and fill in the corresponding
oval on the answer sheet.
Each sentence below has one or two blanks, each blankindicating that something has been omitted. Beneath thesentence are five words or sets of words labeled A throughE. Choose the word or set of words that, when inserted in
the sentence, best fits the meaning of the sentence as awhole.
Example:Medieval kingdoms did not become constitutional
republics overnight; on the contrary, the change
was -------.
(A) unpopular (B) unexpected(C) advantageous(D) sufficientA(E) gradual

B

C

D

E

1. In the Renaissance, when few women were formallyeducated and most were forced to marry, the rebellious
Cecilia Gonzaga succeeded in ------- scholarship and------- the marriage planned for her.
(A) obtaining . . succumbing to(B) escaping . . subverting(C) pursuing . . avoiding(D) ignoring . . observing(E) disavowing . . enjoying(B) spontaneous(E) endemic(C) periodic

3. As a physicist, Veronica is a gifted -------; she loves togo beyond particular facts and speculate about generalprinciples.
(A) dogmatist(B) consultant(D) materialist(E) theorist(C) prodigy

4. Although hostile demonstrations and ------- marred
James Meredith’s 1962 enrollment at the University ofMississippi, the commencement ceremony in which hebecame the university’s first African American
graduate was surprisingly -------.
(A) discord . . tranquil(B) pomp . . daunting(C) banality . . conventional(D) turmoil . . controversial(E) serenity . . opportune(A) query(B) confession (C) dismissal(D) condemnation(E) credo
6. Although Clifton often appeared -------, he actually
devoted ------- amount of time trying to keep up a neat
appearance.
(A) orderly . . an enormous(B) disheveled . . an inordinate(C) annoyed . . an unfortunate(D) distracted . . an unrealistic(E) agitated . . a considerable
7. In 1991 salsa ------- ketchup as the best-selling
condiment in the United States, outselling ketchup
by $40 million in retail stores.
(A) supplanted (B) redoubled(D) brandished (E) evaded(C) augmented

8. The Earth’s oceans sustain a ------- of marine creatures,
an abundance that makes the seas teem with life andactivity.

2. During the day, downpours were -------, starting andstopping at nearly regular intervals.
(A) unmediated(D) incidental

5. The editor’s comment was not intended as a criticism,
but as a ------- by which she sought further clarification.

(A) melee (B) profusion(C) configuration(D) symmetry(E) dimension
9. The gentle flow of the speaker’s words became
increasingly balanced and rhythmic; such ------oratory was quite hypnotic.
(A) cadent(B) specious(C) convoluted(D) adulatory (E) impassioned
10. The ------- of the art world, its “apparent inviolability,”
was sullied in 1997 when investigators uncovered
several dubious art transactions.
(A) turpitude(B) sacrosanctity (C) perspicuity(D) verisimilitude(E) duplicity

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Each question below consists of a related pair of words
or phrases, followed by five pairs of words or phrases
labeled A through E. Select the pair that best expresses a
relationship similar to that expressed in the original pair.
Example:CRUMB : BREAD ::(A) ounce : unit(B) splinter : wood(C) water : bucket(D) twine : rope(E) cream : butterA

11. COAL : MINERAL ::(A) oxygen : water(B) river : dam(C) gold : metal(D) silver : mine(E) laboratory : chemical
12. TRAIL : HIKERS ::(A) airport : pilots(B) pasture : horses(C) highway : motorists(D) forest : animals(E) track : footprints
13. COMPETITION : CONTESTANT ::(A) trial : witness(B) journey : traveler(C) royalty : monarch(D) cure : patient(E) election : candidate
14. GONG : MALLET ::(A) guitar : string(B) orchestra : baton(C) clarinet : reed(D) maraca : rattle(E) drum : stick
15. ARCHIVE : DOCUMENTS ::(A) warehouse : merchandise(B) theater : plays(C) cinema : projector(D) library : shelves(E) farm : crops

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16. RIDDLE : PUZZLEMENT ::(A) comedy : stage(B) clown : costume(C) quip : wit(D) jest : laughter(E) pun : meaning

B

C

D

E

17. INVENTORY : GOODS ::(A) agenda : meeting(B) snapshot : image(C) ballot : voters(D) compass : directions(E) roll : members
18. INNUMERABLE : QUANTITY ::(A) superficial : surface(B) impotent : strength(C) invaluable : worth(D) finite : size(E) inexpressive : feeling
19. REHASH : DISCUSS ::(A) reprimand : scold(B) reject : want(C) rejoice : praise(D) reiterate : state(E) relish : taste
20. EPITAPH : COMMEMORATE ::(A) badge : identify(B) letter : address(C) contract : agree(D) inscription : write(E) invoice : pay
21. DISINTERESTED : FAVORITISM ::(A) urbane : civility(B) modest : reserve(C) adversarial : cooperativeness(D) dilatory : procrastination(E) dissipated : pleasure
22. WHEEDLE : CAJOLERY ::(A) deceive : subterfuge(B) distribute : parity(C) delight : mimicry(D) alienate : cohesion(E) dissemble : demeanor
23. REMISS : DUTIFULNESS ::(A) redoubtable : awe(B) careful : compulsion(C) hysterical : calamity(D) intemperate : moderation(E) diplomatic : tact

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The passage below is followed by questions based on its content. Answer the questions on the basis of what is stated or impliedin the passage and in any introductory material that may be provided.
Questions 24-35 are based on the following passage.
This discussion of vervet monkeys is from a 1984 bookabout animal communication.

Line
5

10

15

20

25

30

35

40

45

Vervet monkeys have at least three different categoriesof alarm calls. When a leopard or other large carnivorous
mammal approaches, the monkeys give one type of alarm
call; quite a different call is used at the sight of a martial
eagle, one of the few flying predators that captures vervet
monkeys. A third type of alarm call is given when a large
snake approaches the group. This degree of differentiationof alarm calls is not unique, although it has been describedin only a few kinds of animals. When ethologists, whostudy animal behavior, interpret data of this kind, theyrequire proof that variations in animal communication
signals convey anything more than information about thecommunicator’s internal state.
The first and relatively simple question is whether thevervet monkey’s three types of alarm calls convey to othermonkeys information about the type of predator. Suchinformation is important, because the animal’s defensive
tactics are different in the three cases. When a leopard
approaches, the monkeys climb into trees. But leopards aregood climbers, so the monkeys can escape them only byclimbing out onto the smallest branches, which are too
weak to support a leopard. When the monkeys see a martial
eagle, they move into thick vegetation close to a tree trunkor at ground level. Thus the tactics that help escape from aleopard make them highly vulnerable to a martial eagle,
and vice versa. In response to the threat of a large snake,they stand on their hind legs and look around to locate thesnake, then simply move away from it, either along the
ground or by climbing into a tree.
Knowing that the monkeys give different alarm calls
when they see different predators does not establish beyond
a doubt that the calls actually describe the type of predator.
When the monkeys, which are usually close to each other,hear an alarm call, each one quickly looks around at thecaller. Like many other animals, they are adept at judging
the direction in which another animal is looking, so theycan easily see what the caller is looking at. This serves
much the same function as pointing. When monkeys otherthan the caller take the appropriate action to avoid thedanger, it is difficult to be sure whether they are acting
solely on the basis of the call or whether the call simply ledthem to look at the source of the danger.
To clarify this situation, researchers conducted somecarefully controlled playback experiments under natural
conditions. The basic idea was to play from a concealed

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55

60

65

70

75

80

loudspeaker tape recordings of vervet alarm calls whenvervets had just seen a leopard, a martial eagle, or a large
python, and to inquire whether these playbacks, in theabsence of a predator, would elicit the normal response.
The experiments required many precautions and refinements. For instance, vervet monkeys come to know eachother as individuals, not only by visual appearance but by
minor differences in their vocalizations. They might not
respond even to an alarm call recorded from one of theirown companions if that individual was in plain sight somedistance from the vegetation concealing the speaker. In all
experiments, the loudspeaker reproduced calls of a memberof the group, and the speaker was hidden in a place where
the monkeys would expect that individual to be. The experiments had to be prepared with tape recordings of a known
member of a well-studied group of vervet monkeys and ahidden speaker located where this individual frequently
spends time.
When all these conditions were satisfied, the playbacksof alarm calls did indeed elicit the appropriate responses.
The monkeys responded to the leopard alarm call byclimbing into the nearest tree; the martial eagle alarm
caused them to dive into thick vegetation; and the python
alarm produced the typical behavior of standing on the hindlegs and looking all around for the nonexistent snake.
Not all ethologists have accepted the straightforward
interpretation that the alarm calls convey information about
the type of predator. One alternative interpretation is thatthe alarm calls are injunctions to behave in certain ways.
Thus the leopard alarm might mean “Go climb into a tree.”But even this interpretation necessarily ascribes three
specific types of injunction to the vocabulary of vervet
monkeys. Even such postulated injunctions would be morethan a simple reflection of the internal state of thecommunicator.
24. The passage indicates that the calls described inlines 1-7 are significant primarily because they(A) show that animals are capable of expressing
emotion(B) prove that some animals are more intelligent
than others(C) noticeably improve the monkeys’ rate of
reproduction(D) represent a departure from the monkeys’
predictable patterns of communication(E) prompt questions about the potential extent
of animal communication

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25. In lines 9-13 (“When . . . state”), the author’s
observation about ethologists implies that they(A) are dismissive of issues that concern otherbiologists(B) limit themselves by their reliance on traditional
explanations of animal behavior(C) fail to account for discrepancies between field
and laboratory observations(D) try to avoid unjustified conclusions about themeaning of a phenomenon(E) use an approach that sometimes arouses
resentment
26. What is the relationship between the first paragraph(lines 1-13) and the “simple question” mentioned inlines 14-16 ?
(A) The first paragraph contains evidence that willanswer the question.
(B) The question arises from information in the firstparagraph.
(C) The question makes light of the view presented in
the first paragraph.
(D) The first paragraph outlines the way the question
will be answered in the rest of the passage.
(E) The question defines an unorthodox view that was
discounted in the first paragraph.
27. In lines 18-24 (“When a leopard . . . level”), the author
juxtaposes two kinds of behavior in order to(A) show how the presence of more than one observerin the field yields conflicting information(B) provide evidence that challenges an accepted
theory about monkey communication(C) compare a unique form of defense to a morecommon form of defense(D) explain how the monkeys imitate behavior ofother animals(E) emphasize the usefulness of different responses indifferent situations
28. The third paragraph (lines 30-42) contributes to thedevelopment of the passage primarily by(A) indicating an interpretation that is eventuallyruled out(B) showing the necessity of multiple explanations(C) describing an alternate method of observation(D) supporting a hypothesis with observations fromthe field(E) drawing an analogy between animal and humanbehavior

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29. When designing the experiments described inlines 43-63, researchers had to consider all of
the following EXCEPT(A) the location of certain monkeys in the group(B) the monkeys’ familiarity with one another(C) the location of the equipment(D) the vocalization of predators(E) individual differences among the monkeys’ calls
30. According to lines 43-63, which action would likely
keep the monkeys from responding to the recorded
calls?
(A) Locating the loudspeaker far from where theindividual whose voice it broadcasts can be seen(B) Playing the calls during feeding or grooming
periods(C) Playing the calls so often that the monkeys
become accustomed to them and fail to react(D) Allowing the monkeys to detect the presence ofthe human observers(E) Interfering with the hunting routines of the usual
predators
31. In line 64, “satisfied” most nearly means(A) convinced(B) dispelled(C) fulfilled(D) appeased(E) compensated
32. The experiments described in the passage provide evidence that most directly supports the conclusion thatvervet monkeys(A) are highly adaptable to changing environmental
conditions(B) respond to the presence of predators with calls
particular to each danger(C) tolerate individuals who do not pose an immediate
threat(D) protect themselves by mimicking the calls ofcertain predators(E) illustrate the ability of most mammals to communicate information

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33. The author’s reaction to an “alternative interpretation”(line 73) is best characterized as

35. The author uses vervet monkeys to convey which point
about animal communication?

(A) offended, because it disregards the author’s own
observations(B) skeptical, because it perpetrates the falsehood thatmonkeys possess human traits(C) supportive, because it provides proof for ahypothesis(D) receptive, because it is consistent with the data(E) respectful, because it is shared by many experienced field researchers(A) Animal vocalizations are modeled after humansounds.
(B) Some animals can impart vocally specificinformation about their observations.
(C) Most animals respond differently to different
alarm calls.
(D) Animals vocalize primarily to communicate aninternal state.
(E) Most animals exhibit an acute sense of hearing
when sensing predators.

34. The final paragraph primarily serves to(A) show how an objection to a hypothesis actuallyconfirms one of its central elements(B) introduce a personal interpretation of the findings(C) suggest that responses to alarm calls are genetically determined(D) cast doubt on the importance of a field of inquiry(E) indicate the kinds of questions that are not susceptible to further study

STOP
If you finish before time is called, you may check your work on this section only.
Do not turn to any other section in the test.

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SECTION 2
Time — 30 minutes
25 Questions
Directions: In this section solve each problem, using any available space on the page for scratchwork. Then decide
which is the best of the choices given and fill in the corresponding oval on the answer sheet.
Notes:
1. The use of a calculator is permitted. All numbers used are real numbers.

Reference Information

2. Figures that accompany problems in this test are intended to provide information useful in solving the problems.
They are drawn as accurately as possible EXCEPT when it is stated in a specific problem that the figure is not
drawn to scale. All figures lie in a plane unless otherwise indicated.

r
A = pr 2

C = 2 prlw
A = lwhhb
A = 1– bh2l
V = lwh

r
h

w

c

b

2x

60° x s 45° √2 s

30°

a
V = pr 2hc2 = a2 + b2

√3 x

45°

s

Special Right Triangles

The number of degrees of arc in a circle is 360.
The measure in degrees of a straight angle is 180.
The sum of the measures in degrees of the angles of a triangle is 180.

2

x + n
1. If 2
= 1, then n =
x + 4
(A)

4

(B)

3

(C)

1

(D)

1
4

(E) −3

2. On a certain job, Robin was paid $6 an hour for
the first 10 hours she worked. For the time she
worked beyond 10 hours, she was paid $9 anhour. If she worked 20 hours on this job, howmuch was Robin paid?
(A) $60(B) $90(C) $120(D) $150(E) $180

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6. A class has twice as many boys as girls. The students
in the class stand in one line, with a girl at the front of
the line. Which of the following must be true?
(A) The last person in line is a girl.
(B) The last person in line is a boy.
(C) There are more girls than boys in the class.
(D) There are at least two girls standing next to eachother.
(E) There are at least two boys standing next to eachother.
3. In the figure above, lines l and m are not parallel.
Which of the following CANNOT be the value of x ?
(A) 89(B) 90(C) 91(D) 92(E) 932

4. If x = k , where x and k are integers, which of thefollowing could be the value of k ?
(A) 3
(B) 6
(C) 9
(D) 12(E) 15

7. In the triangle above, which of the following must betrue?

5. When a number x is subtracted from 36 and thedifference is divided by x, the result is 2. What is thevalue of x ?
(A) 12(B) 17(C) 18(D) 21(E) 24

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

p = r
p < r
p > r
p = 4
p > 4

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8. For all positive integers a and b, if a ≠ b, let a 䉫 b
a +b
be defined as. What is the value of 1,011 䉫 11 ?
a −b(A) 1.011(B) 1.022(C) 1.121(D) 2.111(E) 10.220

9. If 3x −2

11. If a card is to be selected at random from those in the
figure above, which of the following has the greatest
probability of being selected?
(A) A card with a letter(B) A card with a number(C) A card with stripes(D) A card with dots(E) A card with both a letter and stripes= 3, then x =

(A) 1
(B) 2
(C) 3
(D) 4
(E) 5

12. If a is an even integer and b is an odd integer, whichof the following must be even?
(A) ab + 1(B) a 2 + 3
2(C) a + b
2 22(D) a b + 1(E) b 2 + 3

10. In the figure above, points B and C divide line
segment AD as shown. What is the length of the line
segment whose endpoints are the midpoints of line
segments AB and CD ?
(A) 15(B) 13(C) 11(D) 8(E) 7Unauthorized copying or reuse ofany part of this page is illegal.

16. The ratio of j to k to l to m to p is
5 to 4 to 3 to 2 to 1. If j = 60, what is thevalue of m ?
(A)
(B)
(C)
(D)
(E)

8
12
24
55
57

13. In the figure above, what is the value of x ?
(A) 72(B) 70(C) 68(D) 66(E) 64

14. The sum of four consecutive odd integers w, x, y, andz is 24. What is the median of the set {w, x, y, z, 24} ?
(A) 3
(B) 5
(C) 7
(D) 9
(E) 24

17. Lines l and m and two circles lie in a plane. If lpasses through the centers of the two circles andif m is parallel to l, which of the following could
NOT be the number of points at which m intersects
the circles?
(A) 0
(B) 1
(C) 3
(D) 4
(E) 5

15. Which of the following is equal in value to 1 plus
(100 percent of 1) ?
(A) 100 percent of 1
(B) 101 percent of 1
(C) 110 percent of 1
(D) 200 percent of 1
(E) 201 percent of 1

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18. The first term of a sequence of numbers is -3.
Each term after the first is obtained by multiplying
the preceding term by -1 and then subtracting 1.
What is the 75th term of the sequence?
(A) −73(B) −3(C)
2(D)4(E) 73

21. In the figure above, if k = 30, what is the
x-coordinate of point P ?
(A)

1

(B)
(C)
(D)

2
3
2

(E)

5

19. In a certain school, there are k classes with n students
in each class. If a total of p pencils are distributed
equally among these students, how many pencils are
there for each student?
(A)

p
kn

kn
p
kp
(C)
n
np
(D)
k
(B)

(E) npk

20. If 14 milliliters of a certain liquid has a mass of
16 grams, what is the mass, in grams, of 28 litersof this liquid? (1 liter = 1,000 milliliters.)
(A)
8
(B)
32
(C) 3,200(D) 8,000(E) 32,000

22. If x - 3 < 2 and y + 1 < -3, then the value ofx + y could be
(A) 0
(B) 1
(C) 2
(D) 4
(E) 8

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a
0
-

a
b
c
d

b
4
0
-

c
7
3
0
-

1
1
of the marbles are red, of2
41them are green, and of them are blue. If the5

25. In a bag of marbles,

d
8
4
1
0

remaining 2 marbles are white, what is the number

23. The table above shows the results of subtracting thenumbers a, b, c, and d from each other. Each numberin the body of the table gives the difference when thenumber at the far left of the table is subtracted fromthe number at the top of the table. For example,d - a = 8. If c = 20, what is the value ofa +b + c+ d ?

of green marbles in the bag?
(A) 4
(B) 5
(C) 8
(D) 10(E) 40(A) 63(B) 65(C) 67(D) 69(E) 71

24. If a and x represent real numbers for which2
x = - a, which of the following statements
could be true?
I. a > 0
II. a = 0
III. a < 0(A) None(B) II only(C) III only(D) I and II only(E) II and III only

STOP
If you finish before time is called, you may check your work on this section only.
Do not turn to any other section in the test.

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SECTION 3
Time — 30 minutes
25 Questions
Directions: This section contains two types of questions. You have 30 minutes to complete both types. You may use
any available space for scratchwork.
Notes:
1. The use of a calculator is permitted. All numbers used are real numbers.

Reference Information

2. Figures that accompany problems in this test are intended to provide information useful in solving the problems.
They are drawn as accurately as possible EXCEPT when it is stated in a specific problem that the figure is not
drawn to scale. All figures lie in a plane unless otherwise indicated.

r
A = pr 2

C = 2 prlw
A = lwhhb
A = 1– bh
2

l

r
h

w

c

b

2x

60° x s 45° √2 s

30°a

V = lwhV = pr 2h

45°

s

√3 x

c2 = a2 + b2

Special Right Triangles

The number of degrees of arc in a circle is 360.
The measure in degrees of a straight angle is 180.
The sum of the measures in degrees of the angles of a triangle is 180.

Directions for Quantitative Comparison Questions
Questions 1-15 each consist of two quantities inboxes, one in Column A and one in Column B.
You are to compare the two quantities and on theanswer sheet fill in oval
A if the quantity in Column A is greater;
B if the quantity in Column B is greater;
C if the two quantities are equal;
D if the relationship cannot be determinedfrom the information given.

EXAMPLES

E1

Column A

Column B

52

20

A

B

C

D

E

30

A

B

C

D

E

A

B

C

D

E

AN E RESPONSE WILL NOT BE SCORED.

150°

Answersx°

Notes:
1. In some questions, information is given about
one or both of the quantities to be compared.
In such cases, the given information is centered
above the two columns and is not boxed.
2. In a given question, a symbol that appears in bothcolumns represents the same thing in Column A as
it does in Column B.
3. Letters such as x, n, and k stand for real numbers.

E2xr and s are integers.
E3

r+1

s−1

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SUMMARY DIRECTIONS FOR COMPARISON QUESTIONS
Answer:A if the quantity in Column A is greater;
B if the quantity in Column B is greater;
C if the two quantities are equal;
D if the relationship cannot be determined from the information given.
Column B

Column A

Column A

k > 0
1.

0 5

( −1) ( −2) − k

x > 2

05

(1)(2) k

5.

x

On a map, a 2-inch line segment represents an actual
distance of 5 miles.
2.

The length of a line
segment on the mapthat represents an actual
distance of 3 miles

Column B

2.5

3
x
=
y
5
6.

1 inch2xy2yxm and k are positive integers.
m+ k = 33.

mk
The rectangular solid is to be cut into two rectangular solids.
7.

The rectangular lot is divided into six subdivisions
whose areas, in acres, are shown. The total area ofthe lot is 100 acres.
4.

20( x + y ) acres

25 percent of the areaof the rectangular lot

The total surface areaof the two resulting
pieces if the cut is madethrough point P

The total surface areaof the two resulting
pieces if the cut is madethrough point Q(n + 3)2 − 9 = y
n > 0
8.

n

2

y

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SUMMARY DIRECTIONS FOR COMPARISON QUESTIONS
Answer:A if the quantity in Column A is greater;
B if the quantity in Column B is greater;
C if the two quantities are equal;
D if the relationship cannot be determined from the information given.
Column B

Column A

Column A

Column B

h is a multiple of 4.
k is a multiple of 8.
9.

h

k

The diagonals of quadrilateral ABCD intersect atright angles at E. AE = 10, BE = 8, CE = 6,
and DE = 4.
13.
The outer circle has center O and circumference p.
OT is a diameter of the inner circle.
10.

AB2 + CD2

AD2 + BC 21
p2

The circumference of
the inner circle

For all positive integers j and k, let j䉫kbe defined to be the sum of the k consecutive
integers beginning with j. For example,

9䉫4 = 9 + 10 + 11 + 12.

1 < s + t < r
14.
11.

r + s +tr − s −tx, y, s, and t are positive integers.
x < y < 10s < t < 10
12.

The maximum possible
value of y - x

100䉫9999䉫1000

The minimum possible
value of s + t

Angle B in 䉭 ABC and angle S in 䉭RST are rightangles. The lengths of sides AC and RT are equal.
15.

The length of side AB

The length of side RS

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Directions for Student-Produced Response Questions
Each of the remaining 10 questions requires you to solve the problem and enter your answer by marking the ovals
in the special grid, as shown in the examples below.
7
Answer: 12 or 7 12
Write answer
in boxes.
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Either position is correct.

Answer: 2.5

Fraction
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• Mark no more than one oval in any column.
• Because the answer sheet will be machine-scored, you will receive credit only if the ovals
are filled in correctly.

not required, it is suggested that you• Althoughwrite your answer in the boxes at the top of thecolumns to help you fill in the ovals accurately.

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Note: You may start your answers
in any column, space permitting.
Columns not needed should be left
blank.

Accuracy: If you obtain a decimal• Decimal
answer, enter the most accurate value the grid
will accommodate. For example, if you obtainan answer such as 0.6666 . . . , you should
record the result as .666 or .667. Less accurate
values such as .66 or .67 are not acceptable.
Acceptable ways to grid2
= .6666 . . .
3problems may have more than one correct• Someanswer. In such cases, grid only one answer.

• No question has a negative answer.
• Mixed numbers such as 2 12 must be gridded as
2.5 or 5 2. (Ifinterpreted as

is gridded, it will be
21, not 2 1 .)2
2

16. If 3 x - 5 = x + 8, what is the value of x ?

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17. A store has 660 books in stock. If 30 percent of thesebooks are on sale, how many books are not on sale?

Unauthorized copying or reuse ofany part of this page is illegal.

l inches1
4
of is subtracted from 2, what is the resulting
4
3
value?

20. Ifw inches

Note: Figure not drawn to scale.

18. The perimeter of the rectangle above is p inches andthe area of the rectangle is 36 square inches. If l andw are integers, what is one possible value of p ?

19. If x +1
1= 2, what is the value of x 2 + 2 ?
xx

21. Tim wrote a seven-digit phone number on a piece of
paper. He later tore the paper accidentally and the lasttwo digits were lost. What is the maximum number ofarrangements of two digits, using the digits 0 through9, that he could use in attempting to reconstruct thecorrect phone number?

Unauthorized copying or reuse ofany part of this page is illegal.

22. If the slope of the line that passes through the points
1
a, 0 and 1, − 2 is , what is the value of a ?
2

0 5

0 5

24. In the figure above, if the angle (not shown) wherelines n and p intersect is twice as large as the angle(also not shown) where lines l and m intersect, whatis the value of x ?

23.

is defined as the greatest integer less than x.
is defined as the least integer greater than x.
What is the value of

25. One adult and 10 children are in an elevator. If theadult’s weight is 4 times the average (arithmetic mean)
weight of the children, then the adult’s weight is whatfraction of the total weight of the 11 people in theelevator?

STOP
If you finish before time is called, you may check your work on this section only.
Do not turn to any other section in the test.

24Unauthorized copying or reuse ofany part of this page is illegal.

SECTION 4
Time — 30 minutes
30 Questions
Directions: For each question in this section, select the best answer from among the choices given and fill in the corresponding
oval on the answer sheet.
Each sentence below has one or two blanks, each blankindicating that something has been omitted. Beneath thesentence are five words or sets of words labeled A throughE. Choose the word or set of words that, when inserted in
the sentence, best fits the meaning of the sentence as awhole.
Example:B

CD(A) digest(B) extol(C) impugn(D) forgo (E) relish
6. At first merely -------, his actions grew so bewilderingand bizarre as to appear entirely ------- to us.
(A) dignified . . mystifying(B) perplexing . . inexplicable(C) eccentric . . stolid(D) intriguing . . reasonable(E) logical . . questionable

Medieval kingdoms did not become constitutional
republics overnight; on the contrary, the change
was -------.
(A) unpopular (B) unexpected(C) advantageous(D) sufficientA(E) gradual

5. Steven tried hard to give up sweets, but he found it
particularly difficult to ------- chocolate.

E

1. Despite the wide-ranging curiosity about her personal life, Eleanor Roosevelt enjoyed a degree of------- that today’s highly scrutinized public figures
can only -------.
(A) privacy . . envy(B) popularity . . celebrate(C) privilege . . imitate(D) isolation . . regret(E) generosity . . refuse
2. Unable to decide between a career in biology and one
in philosophy, Gwen ------- her two interests andbecame a medical ethicist.
(A) reclaimed(B) merged(C) defined(D) abandoned (E) conveyed
3. The incompetent judge conducted the hearing inso ------- a manner that the entire proceeding wasconsidered a -------, an insult to the standards ofthe judicial system.
(A) apathetic . . victory(B) exacting . . spectacle(C) astute . . debacle(D) negligent . . travesty(E) surreptitious . . triumph

7. Rather than focusing on the ------- sequence of events,
the historian E.M.W. Tillyard ------- a chronologicalapproach and portrays, instead, the dominant belief
patterns of an age.
(A) rational . . acknowledges(B) temporal . . avoids(C) universal . . embraces(D) qualitative . . employs(E) unseen . . forsakes
8. The fashion designer’s new line of spring clothing
was described in the style section of the newspaper
as -------, even -------; the runway collection had
dazzled the audience.
(A) unassuming . . audacious(B) capricious . . innocuous(C) tawdry . . precocious(D) vivacious . . insipid(E) resplendent . . incandescent
9. Robb Armstrong’s Jump Start fills a void in the cartoon
industry, namely, a ------- of comic strips representing
African Americans.
(A) spate(B) revision(C) dearth(D) dispersal(E) consensus

4. Constance was -------- by the speech, regarding such
criticisms of her company as extremely annoying.
(A) fascinated(D) soothed(B) galled (C) uplifted(E) disoriented25

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Each question below consists of a related pair of words
or phrases, followed by five pairs of words or phrases
labeled A through E. Select the pair that best expresses a
relationship similar to that expressed in the original pair.
Example:CRUMB : BREAD ::(A) ounce : unit(B) splinter : wood(C) water : bucket(D) twine : rope(E) cream : butter

10. COOKBOOK : RECIPES ::(A) film : reviews(B) manual : instructions(C) magazine : subscriptions(D) paperback : editions(E) museum : tours
11. STONE : SCULPTURE ::(A) mural : painting(B) opera : stage(C) canvas : easel(D) clay : pottery(E) plot : novel

26

A

B

C

D

E

12. LIBERTARIAN : CENSORSHIP ::(A) merchant : profit(B) legislator : order(C) vegetarian : health(D) anarchist : confusion(E) pacifist : violence
13. BRINE : PRESERVATIVE ::(A) grass : fertilizer(B) foam : detergent(C) fuse : explosive(D) grease : lubricant(E) germ : antiseptic
14. OSTENTATION : SIMPLICITY ::(A) stereotype : prejudice(B) hypocrisy : sincerity(C) hypothesis : experiment(D) illusion : allure(E) fallacy : appearance
15. ARBOREAL : TREE ::(A) edible : fruit(B) aquatic : water(C) humid : desert(D) granular : sand(E) carnivorous : animal

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Each passage below is followed by questions based on its content. Answer the questions on the basis of what is stated or impliedin each passage and in any introductory material that may be provided.
Questions 16-24 are based on the following passage.

In this passage, the narrator considers his family’s history
and migration from Mexico to Texas, which was once partof Mexico.

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35

40

I never understood people’s fascination with immortality. The idea of life without end gave me chills. Even asa kid, I wanted to be among my family and my ancestors,
walking through our short time together. I wanted to bind
Texas and Mexico together like a raft strong enough tofloat out onto the ocean of time, with our past trailing in
the wake behind us like a comet tail of memories.
But the past can be difficult to conjure again when solittle has been left behind. Some families in Mexico havetroves of their ancestors’ belongings, from pottery of theancients and paintings of Mexico City in the eighteenth
century to helmets and shields of the Spaniards. By comparison my family, the Santos, are traveling light throughtime. Virtually nothing has been handed down, not because
there was nothing to give, but after leaving Mexico tocome to Texas —so many loved ones left behind, cherishedplaces and things abandoned —they ceased to regard anything as a keepsake. Everything was given away. Or they
may have secretly clung so closely to treasured objects thatthey never passed them on. Then these objects were lost.
My uncle Lico ferreted out the past as a passionate
genealogist who used research, fantasy, and spells ofbreathless madness to craft his ancestral charts of the
branches of our family. Some are elaborate discs, in which
each outward concentric ring represents a new generation.
In others, quickly dashed off as notes to himself, ragged
trees and jagged lines are drawn between names like
Evaristo, Viviano, Blas, and Hermenegilda. In one, goingback to 1763, the capstone slot contains the cryptic entry“King of Spain,” from whom, presumably, he believed
we were descended. Subtle faculties and proclivities werepassed, speechlessly, through the flesh of successive generations. The ghosts of Spanish royalty mingled with
Indians, Black people, and others from every part of theworld in Uncle Lico’s secret genealogy. Yet, despite theridicule of many, he managed to recover numerous names
and stories. Lico knew I had some of the same magnetic
attraction to the past that fueled his manic genealogies,
as if the molecules of our bodies were polarized in a waythat drew us both back in time, back, inexorably, toward
the ancestors.
In my dreams, the ancestors who have passed on visit
with me in this world. They ask me questions they wereonce asked: Where did our forbears come from and what

have we amounted to in this world? Where have we cometo in the span of time, and where are we headed, like anarrow shot long ago into an infinite empty space? Whatmessages and markings of the ancient past do we carryin these handed-down bodies we live in today?
50
With these questions swirling inside me, I have rediscovered some stories of the family past in the landscapesof Texas and Mexico, in the timeless language of stone,
river, wind, and trees. My great-uncle Abrán was a masterof making charcoal. He lived in the Texas hill country,
55 where the cedars needed to make charcoal were planted
a century ago. Today, long after he worked there, walking
in that central Texas landscape crowded with deep cedar,
I feel old Abrán’s presence, like the whisper of a tale still
waiting to be told, wondering whether my intuition and the
60 family’s history are implicitly intertwined. Even if everything else had been lost — photographs, stories, rumors, andsuspicions — if nothing at all from the past remained for us,
the land remains, as the original book of the family. It wasalways meant to be handed down.
45

16. The image of the “raft” (line 5) most clearly conveys
the narrator’s childhood(A) wish to escape his circumstances(B) desire to merge his family’s Texan and Mexican
identities(C) consideration of leaving Texas and returning to
Mexico(D) belief that Texas and Mexico are more similar
than not(E) awareness that he is neither a Texan nor a
Mexican
17. The objects mentioned in lines 10-12 (“frompottery . . . Spaniards”) are examples of(A) artifacts discovered by Uncle Lico(B) possessions viewed as impediments to asimple life(C) gifts bestowed on departing loved ones(D) necessities valued by earlier generations(E) items bearing both cultural and personal meaning
18. In line 13, “light” most nearly means(A) unencumbered(B) illuminated(C) nimbly(D) faintly(E) gently

27Unauthorized copying or reuse ofany part of this page is illegal.

19. The primary effect of lines 21-35 (“My uncle . . .
genealogy”) is to depict the(A) collaboration between the narrator andhis uncle(B) influence of the uncle on the narrator’s
generation(C) unorthodox nature of Uncle Lico’s
methodology(D) family’s enthusiasm for Uncle Lico’s
research(E) rigors of conducting genealogicalinvestigations
20. The scientific language used in lines 37-41(“Lico . . . ancestors”) emphasizes the(A) forcefulness of a shared fascination(B) chaotic methods used by the narrator’suncle(C) distillation of information about thenarrator’s past(D) place of family systems in the natural
world(E) intersection of two separate family lines
21. The narrator indicates that the questions his ancestors
pose (lines 43-49) are ones that(A) he cannot possibly answer truthfully(B) are meant to forewarn as well as confuse(C) are not really intended to elicit a response(D) contain the answers hidden within themselves(E) have been asked before and will be asked again

28

22. The characterization of the “bodies” in line 49
underscores the narrator’s preoccupation with(A) genealogical method(B) personal destiny(C) family harmony(D) familial identity(E) genetic variability
23. The last paragraph suggests that the narrator has
discovered(A) a collection of cedar mementos left by his
great-uncle(B) a way to remain in touch with his family’s
past without keepsakes(C) an area in Texas that reminds him of thehome he had left(D) stories that supply direct answers to thequestions in his dreams(E) a method of using the land as a valuable
source of income
24. The overall tone of the passage is best described as(A) analytical(B) whimsical(C) dramatic(D) reflective(E) speculativeUnauthorized copying or reuse ofany part of this page is illegal.

Questions 25-30 are based on the following passage.
This passage is excerpted from an essay about the novelist
Jane Austen (1775-1817).

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30

35

40

When I read collections of letters by eminent authors,
I am now and then disposed to suspect that the writers had
at the back of their minds the notion that one day the letters
might find their way into print. When I learn that they had
kept copies of their letters, the suspicion is changed into
certainty. When André Gide wished to publish his correspondence with Claudel, and Claudel, who perhaps didn’t
wish it to be published, told him that the letters had been
destroyed, Gide answered that it was no matter since hehad kept copies of them. Whenever Charles Dickens went
on a journey, he wrote long letters to his friends in which
he eloquently described the sights he had seen, and which,as his first biographer justly observes, might well have been
printed without the alteration of a single word. People weremore patient in those days. Still, one would have thought
it a disappointment to receive a letter from a friend only tofind that it provided word pictures of mountains and monuments when you would have been glad to know whether
your friend had run across anyone of interest, had been to
any interesting parties, and had been able to get you thebooks you wanted.
Most of the letters of Jane Austen that have survived
were written to her sister Cassandra. Many of Austen’s
warmest admirers have found the letters to be paltry. These
people have said they showed that she was cold and unfeeling and that her interests were trivial. I am surprised. The
letters are very natural. Austen never imagined that anyone
but Cassandra would read them, and she told her sister justthe sort of things she knew would interest her. She wrote
about what people were wearing, how much she had paid
for the flowered muslin she had bought, what acquaintances she had made, what old friends she had met, andwhat gossip she had heard.
In one of her letters, Austen said, “I have now attained
the true art of letter writing, which we are always told is toexpress on paper exactly what one would say to the same
person by word of mouth. I have been talking to you almost
as fast as I could the whole of this letter.” Of course, she
was right. That is the art of letter writing. She attained itwith consummate ease. Since she says that her conversation
was exactly like her letters, and her letters are full of witty,
ironic, and malicious remarks, we can be pretty sure that
her conversation was delightful.

25. The “suspicion” mentioned in line 5 refers to(A) an uncertainty about how a letter will end(B) a doubt about the literary merit of some authors(C) a skepticism about Austen’s letters to her sister(D) a belief about the way a certain group of people
behave(E) a feeling about how a particular event willturn out
26. The list in lines 18-21 (“whether . . . wanted”) provides
examples of(A) individual insight(B) personal information(C) embarrassing revelations(D) eloquent musings(E) dramatic statements
27. The author of the passage discusses Jane Austen (lines
22-43) primarily in order to(A) compare the novels of Austen to those of Dickens
and Gide(B) contrast letters written by ordinary people withthose written by celebrities(C) explain why letters written by eminent authors areusually interesting to read(D) emphasize the distinctive style of Austen’s novels(E) champion a particular kind of letter writing
28. The “people” mentioned in line 25 would
probably consider the subjects listed inlines 30-33 (“what . . . heard”) to be(A) representative of Austen’s artistry(B) worthy of more detailed investigation(C) witty and ironic critiques(D) interesting only to academic specialists(E) boring and mundane matters

29

Unauthorized copying or reuse ofany part of this page is illegal.

29. The author of the passage demonstrates which attitude
toward the “malicious remarks” (line 42) ?
(A) Appreciation(B) Curiosity(C) Puzzlement(D) Regret(E) Cynicism

30. The author of the passage suggests that an importantdifference between the letters of Gide and Dickens andthe letters of Austen is the(A) ultimate intended audience of the letters(B) era during which the letters were written(C) gender and nationality of the letter writers(D) number of surviving letters by each author(E) influence of the letters on each author’s novels

STOP
If you finish before time is called, you may check your work on this section only.
Do not turn to any other section in the test.

30

Unauthorized copying or reuse ofany part of this page is illegal.

SECTION 6
Time — 15 minutes
10 Questions
Directions: In this section solve each problem, using any available space on the page for scratchwork. Then decide
which is the best of the choices given and fill in the corresponding oval on the answer sheet.
Notes:
1. The use of a calculator is permitted. All numbers used are real numbers.

Reference Information

2. Figures that accompany problems in this test are intended to provide information useful in solving the problems.
They are drawn as accurately as possible EXCEPT when it is stated in a specific problem that the figure is not
drawn to scale. All figures lie in a plane unless otherwise indicated.

r
A = pr 2

C = 2 prlw
A = lwhhb
A = 1– bh2l
V = lwh

r
h

w

c

b

2x
30°

a
V = pr 2hc2 = a2 + b2

√3 x

60° x s 45° √2 s
45°

s

Special Right Triangles

The number of degrees of arc in a circle is 360.
The measure in degrees of a straight angle is 180.
The sum of the measures in degrees of the angles of a triangle is 180.

1. Which of the following numbers is between 0 and 1 ?
(A)

10
5

(B)

9
4

(C)

8
3

(D)

7
9

(E)

6
5

2. If the four regions shown in the graph above are theonly regions in Town T, the total of which two regions
accounts for exactly 70 percent of all cable televisionsubscribers in Town T ?
(A) Regions M and N(B) Regions M and O(C) Regions N and O(D) Regions N and P(E) Regions O and P

31

Unauthorized copying or reuse ofany part of this page is illegal.

1. If 3 is added to2
its numerator and 2 is added to its denominator, the3resulting fraction is equivalent to . What is the4numerator of the original fraction?

6. A certain fraction is equivalent to

(A) 2
(B) 3
(C) 4
(D) 5
(E) 6
3. In the figure above, points A and B lie on the circle
with center O. If x = 80, what is the value of z ?
(A) 80(B) 60(C) 50(D) 40(E) 104. If x = -2 and y = −3, what is the value of2x ( x − y) ?
(A) -20(B) −4(C)
4(D)8(E) 207. On the staircase shown above, both the depth and theheight of each step are s, and each step forms a rightangle. What is the value of t in terms of s ?
(A) 10s(B) 14s

5. In a certain game, each of 5 players received ascore between 0 and 100, inclusive. If their average(arithmetic mean) score was 80, what is the greatest
possible number of the 5 players who could havereceived a score of 50 ?
(A) None(B) One(C) Two(D) Three(E) Four32(C) 7 s 2
(D) 7 s 3
2(E) 2 s8. What is the least positive integer that is the productof 3 different prime numbers greater than 2 ?
(A) 27(B) 45(C) 63(D) 75(E) 105

Unauthorized copying or reuse ofany part of this page is illegal.

10. In the figure above, the four circles have the same
center and their radii are 1, 2, 3, and 4, respectively.
What is the ratio of the area of the small shaded ringto the area of the large shaded ring?
(A) 1:2(B) 1:4(C) 3:5(D) 3:7(E) 5:7

9. A person selects a value for a and then follows thesteps shown in the diagram above to result in a valueof f. Which of the following statements must be true
for all positive integer values of a ?
I. f is even.
II. f has 5 as a factor.
III. b < c < f(A) I only(B) II only(C) III only(D) II and III only(E) I, II, and III

STOP
If you finish before time is called, you may check your work on this section only.
Do not turn to any other section in the test.

33

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34

Unauthorized copying or reuse ofany part of this page is illegal.

SECTION 7
Time — 15 minutes
13 Questions
Directions: For each question in this section, select the best answer from among the choices given and fill in the corresponding
oval on the answer sheet.
The two passages below are followed by questions based on their content and on the relationship between the two passages.
Answer the questions on the basis of what is stated or implied in the passages and in any introductory material that may beprovided.
Questions 1-13 are based on the following passages.
Passage 1 is adapted from a 1994 report by a major U.S.
educational task force. Passage 2 is from a 1999 book
written by a consultant on educational issues.
Passage 1

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The first three years of life appear to be a crucial starting
point — a period particularly sensitive to the protective
mechanisms of parental and family support. For millennia,
parents have recognized the newborn’s basic need forsafety, nourishment, warmth, and nurturing. Now sciencehas added stunning revelations about human developmentfrom birth to age three, confirming that parents and other
adult caregivers play a critical role in influencing thechild’s development. The importance of the first three
years of life lies in the pace at which the child is growing
and learning. In no other period do such profound changes
occur so rapidly: the newborn grows from a completelydependent human being into one who walks, talks, plays,
and explores. Babies raised by caring, attentive adults in
safe, predictable environments are better learners thanthose raised with less attention in less secure settings.
Unfortunately, in contrast to all the other leadingindustrialized nations, the United States fails to giveparents time to be with their newborns, it fails to ensurepre- and postnatal health care for mothers and infants,
and it fails to provide adequate child care. The result issignificant losses in the quality of its future workforce,
citizenry, and parents. There are, of course, reasons otherthan economic ones for protecting young children andtheir families. Children need to be treasured for theirown sake, not merely for what they do for the labormarket when they are grown. But the issues of “humancapital” — the combined skills, knowledge, and ideasof a nation’s people —are real.
America’s business and political leaders are understandably worried about the nation’s children and its
educational system. Their concern is well founded,
but school reform alone is not the answer. Any effort
to strengthen the workforce must begin with the family,a key factor in the development of human capital. By
supporting families during the child’s earliest years,
society ensures that children will enter school readyto learn and will be ready, in time, to enter the workforce and be good parents. It is time to sound —and
40 answer —the alarm about the neglect of our nation’s
young children and their families. All Americans musttake responsibility for reversing this trend. As the risks
to our children intensify, so must our determination toenact family-centered programs and policies to ensure
45 all of our youngest children the decent start that they
deserve.
35

Passage 2

50

55

60

65

70

Much early childhood literature suggests that the first
three years of life is the critical period for brain development. It’s a time when the young brain’s learning poweris almost limitless. After this period, as child psychiatrist
Felton Earls remarks, “A kind of irreversibility sets in.
There is this shaping process that goes on early, and thenat the end of this process, you have essentially designed
a brain that probably is not going to change very muchmore.” Neuroscientists see it a little differently. In areview of child development and neuroscience issues,
Charles Nelson and Floyd Bloom discuss some genuinely
new findings in neuroscience —what happens in the brain
when adults learn new motor skills and the rapidity withwhich the adult brain can reorganize after loss of sensory
input from an amputated limb. The new findings that
Nelson and Bloom allude to suggest that the brain retains
its ability to reorganize itself in response to experience or
injury throughout life. They conclude, “It may be useful
to question the simplistic view that the brain becomes
unbendable and increasingly difficult to modify beyond
the first few years of life. Although clearly much of brain
development occurs through the first years of life, the brain
is far from set in its trajectory, even at the completion ofadolescence.” If so, we should be wary of claims thatparents have only a single, biologically delimited, oncein-a-lifetime opportunity to help their children build better
brains.

35

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Some might ask why we should care about the scientificaccuracy of a view put forth by those who want to help
children: isn’t any argument leading to improved opportunities and outcomes for children a good argument? Many
well-intentioned early childhood advocates do take thisposition. It’s the hard-nosed but often realistic view that80 everyone knows that policy arguments are merely exercisesin political rhetoric. Helping society’s children is a worthy
aim. But if we want to take the science seriously, then we
have to care if we are acting on a science-based agenda
or a myth. What a science-based policy argument should
85 do is add some evidence, beyond our own prejudices andideological tastes, for what the preferable policy might be.
What the science can add to the policy debate are insights
about leverage points that we could most effectively exploit
to reach our goal. If the science is wrong, then we are
90 trying to achieve our policy goals by pushing the wrong
buttons.
75

1. The first sentence of Passage 1 (lines 1-3) functions
primarily as a(A) illustrate an inappropriate phrase(B) introduce a note of irony(C) refer to an archaic notion(D) highlight an unusual term(E) challenge an established concept
5. The author of Passage 1 implies that attempting
to strengthen the workforce by reinforcing the
educational system is(A) necessary but not sufficient(B) pragmatic but not idealistic(C) feasible but not probable(D) possible but not important(E) overwhelming but not impossible
6. The quotation from Felton Earls in lines 51-55 serves
primarily to(A) statement that its author later undermines(B) foundation for a particular argument(C) facetious paraphrase of a well-known claim(D) disclosure of a personal bias
(E) celebration of early childhood(A) voice an incontrovertible fact(B) challenge an atypical claim(C) rectify an unjust misconception(D) express a widely held point of view(E) support the argument made by the author of
Passage 2

2. Lines 3-9 (“For millennia . . . development”) draw aparallel between

7. The author of Passage 2 refers to “Neuroscientists”(line 55) specifically in order to(A) traditional practices and contemporary critiques(B) basic human needs and intellectual endeavors(C) widespread beliefs and scientific findings(D) parental anxieties and developmental advances(E) experimental hypotheses and proven theories(A) criticize the notion of scientific infallibility(B) cite further evidence in support of Earls’
remarks(C) provide a historical overview of an intriguing
new field(D) argue against a particular public policy(E) pose a challenge to a common belief

3. In the second paragraph of Passage 1 (lines 17-29), theauthor implies that the(A) future workforce of other major industrializedcountries will be better prepared than that of theUnited States(B) United States Congress is unlikely to legislate amandate for parental leave from work(C) health care issues affecting the United States have
not yet been addressed by other nations(D) long-term economic effects of deficient child careare insignificant when compared to each child’s
individual comfort(E) political agenda of policymakers in the UnitedStates exaggerates the need to plan for a future
workforce36

4. The use of quotation marks in lines 27-28 primarily
serves to

8. In line 69, “set” most nearly means(A) ready to go(B) agreed upon(C) prepared(D) arranged(E) fixed
9. Lines 74-77 (“Some . . . argument?”) primarily serve to(A) illustrate an unlikely misunderstanding(B) discourage a possible investigation(C) anticipate a potential objection(D) reveal a conflict of interest(E) reject a scientific claim

Unauthorized copying or reuse ofany part of this page is illegal.

10. The author of Passage 2 suggests that the need for“family-centered programs and policies” (line 44)
argued for in Passage 1 is

12. The authors of both passages agree on the merits of(A) acute but difficult to satisfy fully(B) pressing but politically sensitive(C) possibly real but scientifically unproven(D) widely recognized but contrary to economic
interests(E) often cited but rarely meant sincerely(A) adults continuing to acquire new skills(B) society supporting children’s development(C) parents learning from as well as teaching theirchildren(D) scientists setting realistic and fiscally responsible
goals(E) the United States developing a strong and skilledworkforce

11. The author of Passage 1 and Nelson and Bloom in
Passage 2 all agree that

13. The author of Passage 2 would most likely characterize
the author of Passage 1 as(A) logical but arrogant(B) well meaning but inaccurate(C) persuasive but patronizing(D) precise but impersonal(E) well intentioned but abstruse(A) adults are able to learn new behaviors rapidly
and successfully(B) the human brain is able to withstand a great
deal of trauma(C) children are able to acquire motor skills moreeasily than language skills(D) much brain development takes place during
the early years of childhood(E) the brain becomes increasingly difficult tomodify after the first three years of life

STOP
If you finish before time is called, you may check your work on this section only.
Do not turn to any other section in the test.

37

NO TEST MATERIAL ON THIS PAGE

38

SAT I: Reasoning Test Answer Key
Saturday, May 2002

39

The Scoring Process
Machine-scoring is done in three steps:• Scanning. Your answer sheet is “read” by a scanningmachine and the oval you filled in for each question isrecorded on a computer tape.
• Scoring. The computer compares the oval filled in for eachquestion with the correct response. Each correct answer
receives one point; omitted questions do not count toward
your score. For each wrong answer to the multiple-choicequestions, a fraction of a point is subtracted to correct for
random guessing. For questions with five answer choices,
one-fourth of a point is subtracted for each wrong response;
for questions with four answer choices, one-third of a point
is subtracted for each wrong response. The SAT I verbal
test has 78 questions with five answer choices each. If, forexample, a student has 44 right, 32 wrong, and 2 omitted,
the resulting raw score is determined as follows:
44 right –32 wrong= 44 – 8 = 36 raw score points
4

Obtaining raw scores frequently involves the rounding of
fractional numbers to the nearest whole number. For example,a raw score of 36.25 is rounded to 36, the nearest whole
number. A raw score of 36.50 is rounded upward to 37.
• Converting to reported scaled score. Raw test scores arethen placed on the College Board scale of 200 to 800
through a process that adjusts scores to account for minor differences in difficulty among different editions of the test. This
process, known as equating, is performed so that a student’s
reported score is not affected by the edition of the test taken
or by the abilities of the group with whom the student takes
the test. As a result of placing SAT I scores on the College
Board scale, scores earned by students at different times canbe compared. For example, an SAT I verbal score of 400 on
a test taken at one administration indicates the same level ofdeveloped verbal ability as a 400 score obtained on a different edition of the test taken at another time.

How to Score the Test
SAT I Verbal Sections 1, 4, and 7

SAT I Mathematical Sections 2, 3, and 6

Step A: Count the number of correct answers for Section 1
and record the number in the space provided on the worksheeton the next page. Then do the same for the incorrect answers.
(Do not count omitted answers.) To determine subtotal A, use
the formula:number incorrect= subtotal A
number correct –4

Step A: Count the number of correct answers and the numberof incorrect answers for Section 2 and record the numbers inthe spaces provided on the worksheet. To determine subtotal A,
use the formula:number incorrect
number correct –= subtotal A
4
Step B: Count the number of correct answers and the numberof incorrect answers for the four-choice quantitative comparison questions (questions 1 through 15) in Section 3 andrecord the numbers in the spaces provided on the worksheet.
Note: Do not count any E responses to questions 1 through 15
as correct or incorrect. Because these four-choice questions
have no E answer choices, E responses to these questions aretreated as omits. To determine subtotal B, use the formula:number incorrect
number correct –= subtotal B
3
Step C: Count the number of correct answers for the studentproduced response questions (questions 16 through 25) in
Section 3 and record the number in the space provided on theworksheet. This is subtotal C.

Step B: Count the number of correct answers and the numberof incorrect answers for Section 4 and record the numbers inthe spaces provided on the worksheet. To determine subtotal
B, use the formula:number incorrect= subtotal B
number correct –4
Step C: Count the number of correct answers and the numberof incorrect answers for Section 7 and record the numbers inthe spaces provided on the worksheet. To determine subtotal
C, use the formula:number incorrect= subtotal C
number correct –4
Step D: To obtain D, add subtotal A, subtotal B, and subtotalC, keeping any decimals. Enter the resulting figure on theworksheet.
Step E: To obtain E, your raw verbal score, round D to thenearest whole number. (For example, any number from 44.50
to 45.49 rounds to 45.) Enter the resulting figure on theworksheet.
Step F: To find your SAT I verbal score, use the conversion
table on page 42 to look up the total raw verbal score you
obtained in step E. Enter this figure on the worksheet.

40

Step D: Count the number of correct answers and the numberof incorrect answers for Section 6 and record the numbers inthe spaces provided on the worksheet. To determine subtotal
D, use the formula:number incorrect
number correct –= subtotal D
4
Step E: To obtain E, add subtotal A, subtotal B, subtotal C, andsubtotal D, keeping any decimals. Enter the resulting figure on
the worksheet.
Step F: To obtain F, your raw mathematical score, round E to thenearest whole number. (For example, any number from 44.50 to
45.49 rounds to 45.) Enter the resulting figure on the worksheet.
Step G: To find your SAT I mathematical score, use the conversion table on page 42 to look up the total raw mathematicalscore you obtained in step F. Enter this figure on theworksheet.

SAT I Scoring Worksheet
SAT I Verbal Sections
A. Section 1:– (no. correct

no. incorrect– (B. Section 4:
no. correct

no. incorrect– (C. Section 7:
no. correct

no. incorrectz 4) =z 4) =z 4) =

subtotal A
subtotal B
subtotal C

D. Total unrounded raw score(Total A + B + C)

D

E. Total rounded raw score(Rounded to nearest whole number)

E

F. SAT I verbal reported scaled score(See the conversion table.)
SAT I verbal
score

SAT I Mathematical Sections
A. Section 2:– (no. correct

B. Section 3:
Questions 1-15 (quantitative comparison)no. correct

C. Section 3:
Questions 16-25 (student-produced response)

no. correct

no. incorrect– (no. incorrectz 4) =z 3) =

subtotal A
subtotal B=
subtotal C– (D. Section 6:
no. correct

no. incorrectz 4) =

subtotal D

E. Total unrounded raw score(Total A + B + C + D)

E

F. Total rounded raw score(Rounded to nearest whole number)F

G. SAT I mathematical reported scaled score(See the conversion table.)
SAT I
mathematical
score

41

SAT I Score Conversion Table
Recentered Scale, Saturday, May 2002

This table is for use only with this test.

42