Sat FLT 16 PDF

1 1
Question-and-Answer Service
Reading Test
65 MIN UTES, 52 QUEST I O NS
Turn to Section 1 of your answer sheet to answer the questions in this section.
Each passage or pair of passages below is followed by a number of questions. After reading
each passage or pair, choose the best answer to each question based on what is stated or
implied in the passage or passages and in any accompanying graphics (such as a table or
graph).
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SAT TEST 16 1
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SAT TEST 16 2
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C) Professor Kaufmann admits that she had not
expected a reply.
D) Professor Kaufmann reveals that she has little
9
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B) Proper; ample; therapeutic
C) Accurate: pure; healthy 10
D) Favorable; full; correct
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SAT TEST 16 3
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% #+12%1+-&@"c-."10'+."<%&=2+#0'("$-)7'1+1-.#"-,"10'" B) support the establishment of a democratic
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% 10')"-(+-2#"1-"10'"7'-73'5 D) express regret over humanity's propensity
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% 9+&("-,"/%.,%.'"4'1/''&"10'"8-<'.&+&8"%&("
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!
!
!
SAT TEST 16 4
!
!
1 1
12 14
S#"2#'("+&"3+&'"\>"W%,,%+.#W")-#1"&'%.3*")'%&# According to Franklin, the continuous unrest in
Britain is ultimately due to the
A) 'P7'$1%1+-&#5
B) %$1+<+1+'#5 A) 3-##"-,".'<'&2'",.-)",-.)'."$-3-&+'#5
C) $-&1.-<'.#+'#5 B) 1'&#+-&#"4'1/''&"10'"(+,,'.'&1"4.%&$0'#"-,"
D) 7.-$'(2.'#5 10'"8-<'.&)'&15
C) $-)7'1+1+-&",-."10'"&2)'.-2#"7-#1#"+&"10'"
8-<'.&)'&15
13 D) 4%113'#"4'1/''&"10'"3-$%3".23+&8"$-2&$+3#5
S#"2#'("+&"3+&'"`>"W',,'$1#W")-#1"&'%.3*")'%&#
A) )'%&+&85 15
B) %77'%.%&$'5
C) %(<%&1%8'5 D0'")%+&"72.7-#'"-,"10'"#'$-&("7%.%8.%70"V3+&'#"UbA
D) +)7%$15 aaY"+#"1-
A) detail the routes by which self-interested

individuals typically ascend to power.
B) examine the corrupting influence of money on
a nation's most upstanding leaders.
C) describe how citizens' trust is affected by the
decisions of selfish rulers.
D) characterize those who seek power and money
in government posts.
!
!
!
SAT TEST 16 5
!
!
1 1
16 19
In the passage, Franklin argues that profitable E0+$0"$0-+$'"7.-<+('#"10'"4'#1"'<+('&$'",-."10'"
positions in government are likely to attract %&#/'."1-"10'"7.'<+-2#"=2'#1+-&:
individuals who are primarily
A) Lines 12-17 VWD0'"#1.2883'#X7'%$'WY
A) shrewd judges of their political opponents. B) Lines 50-55 ("T0'")-.'X73'%#2.'WY
B) relentlessly determined to achieve their goals. C) Lines 55-59 VWD0'.'"+#X,-.'<'.WY
C) able to lead under adverse conditions. D) Lines 60-62 ("But thereXgovernment")
D) strong advocates of the rule of law.
20
17
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18
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A) 42.('&'("/+10"1%P'#"10%1"'&.+$0'("10'"8-<'.&+&8"
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.23'.#;".+<%3#5
D) .23'("4*"3'%('.#"/0-"3%$9'("#2,,+$+'&1"%210-.+1*5
!
!
!
SAT TEST 16 6
!
!
1 1
!
)-('.&"F-("G-7+#1'"7-723%1+-&>"10'"3+L%.(#"-&"F-("
!"#$%&'($)8*+9*)-.#)/-$#0)'()%1#)2'33'4&(5) B.$%.2"0%("#0+,1'("1-"%"3%.8'3*"<'8'1%.+%&"(+'1>"
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TL#*(15(),.-)TL.H4+#.1 =)>?@@V)CD)P#5"&-*)Q&R8#1$=! % %&+)%3>"$'33"/%33#"%.'"#1+,,'&'("4*"$'3323-#'5"
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% ?0>.0:5"!&"10%1"*'%."'P7'.+)'&1'.#"1.%&#7-.1'(",+<'" % %11%$0)'&1#"V10+&9"-,"10'"#1-21")+(3+&'"$.'#1"%3-&8"
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!
!
!
SAT TEST 16 7
!
!
1 1
23
S#"2#'("+&"3+&'#"UZ"%&("Ub>"W-.+8+&%3W")-#1"&'%.3*"
)'%&#
A) innovative.
B) initial.
C) standard.
D) resourceful.
24
E0+$0"$0-+$'"4'#1"#277-.1#"10'"$-&$32#+-&"10%1"10'"
3+L%.(#"-&"F-("B.$%.2"#0-/'("'<-321+-&%.*"$0%&8'#"
-10'."10%&"10-#'"(+.'$13*".'3%1'("1-"$0'/+&8"%&("
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21 A) Lines 20-23 ("The scientistsXbefore")

B) Lines 40-]]"VWS"$0%&8'XF-("G-7+#1'WY
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C) Lines 52-56 (W6'.4+<-.-2#X+&#'$1+<-.'#WY
A) present an example of evolution in lizards D) Lines 86-b["VWD0'"7-723%1+-&X(+(WY
occurring over a relatively short period of time.
B) compare the environments of lizards living on
two nearby islets. 25
C) illustrate the physical changes that have occurred
in lizards throughout the years. T%#'("-&"10'"7%##%8'>"0-/")+801"10'"#$+'&1+#1#"0%<'"
O2#1+,+%43*".'#7-&('("1-"%"$0%33'&8'"1-"10'+."
D) analyze the results of two different scientific
%##2)71+-&"('#$.+4'("+&"3+&'#"\_A\a:
studies about lizard evolution.
A) T*"$-&$'(+&8"10%1",2.10'."#12(+'#"&''('("1-"4'"
2&('.1%9'&"+&"-.('."1-"$-&,+.)"10'"'<-321+-&%.*"
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B) T*"#288'#1+&8"10%1"10'"F-("G-7+#1'"3+L%.(#"
T%#'("-&"10'"7%##%8'>"6'..'3"%&("0+#"$-33'%82'#;" 0%<'"3'##"+&"$-))-&"/+10"10'"3+L%.(#"-&"F-("
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B.$%.2"10%&"0%("7.'<+-2#3*"4''&"%##2)'(
('#$'&('(",.-)"10'",+<'"7%+.#"10'"'%.3+'."#$+'&1+#1#"
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A) determining that the physical characteristics 1-"10'")-#1"+)7-.1%&1"+)73+$%1+-&#"-,"10'"#12(*
observed in the lizards on Pod Mrcaru were also
D) T*".'73*+&8"10%1"10'.'"+#"#2,,+$+'&1"7.--,"1-"
found in some individuals on Pod Kopiste.
#277-.1"10'"$-&1'&1+-&"10%1"10'"F-("G-7+#1'"
B) identifying the lizards as Podarcis sicula and
assuming that the species was absent from Pod 3+L%.(#"'<-3<'(")2$0"3'##".%7+(3*"10%&"10'"F-("
Mrcaru until 1971. B.$%.2"3+L%.(#
C) using DNA analysis to determine family
relationships between lizards on Pod Mrcaru and
those on Pod Kopiste.
D) eliminating the possibility that any lizards other
than Podarcis sicula could have become
established on Pod Mrcaru since 1971.
!
!
!
SAT TEST 16 8
!
!
1 1
!
26 30
E0+$0"$0-+$'"7.-<+('#"10'"4'#1"'<+('&$'",-."10'" E0+$0"#1%1')'&1"$-)7%.+&8"10'"#2))'."(+'1#"-,"
%&#/'."1-"10'"7.'<+-2#"=2'#1+-&: 10'"3+L%.(#"-&"10'"1/-"+#3'1#"+#"4'#1"#277-.1'("4*"
10'"8.%70:
A) K+&'#"UUAUa"VWD0'*",-2&(X<)=.0>#&'&#>:2.WY
B) K+&'#"UZAU["VW6'..'3X+#3%&(WY A) D0'"7.-7-.1+-&"-,",--(")%##"10%1"+#"&'+10'."
C) K+&'#"\aA\`"VW!&"-10'.XF-("9-7+#1'WY 73%&1")%11'."&-."+&#'$1#"+#".-2803*"'=2+<%3'&1"
D) K+&'#"\Àaa"VWR<'&"+,X3+,'1+)'WY ,-."10'"3+L%.("-,"F-("G-7+#1'"%&("10'"3+L%.(#"
-,"F-("B.$%.25
B) D0'"7.-7-.1+-&"-,"1-1%3",--(")%##"('.+<'("
,.-)"73%&1")%11'."-&"F-("G-7+#1'"+#"
27
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B.$%.25
A) rough.
C) D0'"%)-2&1"-,"73%&1")%11'."$-&#2)'("4*"10'"
B) versatile. 3+L%.(#"-,"F-("B.$%.2"+&$.'%#'(")-.'"
C) sturdy. 8.%(2%33*"10%&"10'"%)-2&1"-,"73%&1")%11'."
D) vigorous. $-&#2)'("4*"10'"3+L%.(#"-,"F-("G-7+#1'5
D) D0'"1-1%3")%##"-,"+&#'$1#"$-&#2)'("4*"10'"
3+L%.(#"-,"F-("G-7+#1'"0%#"+&$.'%#'(")-.'"
28 10%&"0%#"10'")%##"-,"+&#'$1#"$-&#2)'("4*"
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+&$32('("+&"3+&'#"ZbAZ["+#"1-
A) illustrate the strength and agility of Pod Mrcaru 31

lizards compared with that of other animals.
B) offer a contrast between Pod Mrcaru lizards and T%#'("-&"10'"7%##%8'>"/0+$0"$0-+$'"4'#1"+('&1+,+'#"
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SAT TEST 16 9
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1 1
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SAT TEST 16 10
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1 1
33
S#"2#'("+&"3+&'"^>"W4%#+$W")-#1"&'%.3*")'%&#
A) indispensable.
B) fundamental.
C) undeveloped.
D) simple.
34
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A) perfect.
B) arbitrary.
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35
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Adapted from Adam L. Alter and Daniel M. Oppenheimer,
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SAT TEST 16 11
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A) reinforce the credibility of currency that is A) most everyday objects are significantly
encountered infrequently. overpriced.
B) reassure users of paper money that it is as B) unfamiliar currency is used more often than
legitimate as coins made of precious metals. most people assume.
C) inspire confidence in the financial system that C) people often make irrational economic
uses that currency. judgments.
D) make a particular denomination of currency D) the use of actual currency is becoming
seem more valuable than it really is. increasingly outmoded.
37 39
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SAT TEST 16 12
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the currency used make the least difference to % -,"$%1%3*#1"%&("+&,-.)%1+-&"1.%&#,'.5"M<'."10'"*'%.#>"
the perceived quantity purchasable? % WdfS"E-.3(W"0%#"$-)'"1-")'%&"(+,,'.'&1"10+&8#"1-"
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perceived value in familiar currency than they )&% %33"<'.#+-&#"-,"10'"10'-.*@"VUY"M&$'"27-&"%"1+)'>"
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proportional difference between the perceived % dfS"73%*'("10'"#%)'"$%1%3*1+$".-3'#"%#")-('.&"
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and the perceived quantity purchasable using % /%#"#+)73*"%"#'3,A.'73+$%1+&8"#1.%&("-,"dfS>"
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SAT TEST 16 13
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1 1
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A) It was conceptually interesting but of little
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practical value.
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!
!
!
SAT TEST 16 14
!
!
1 1
46 49
S#"2#'("+&"3+&'"Z[>"W+#-3%1'(W")-#1"&'%.3*")'%&# Which molecules are presented in Passage 2 as
the earliest ancestors of modern enzymes?
A) =2%.%&1+&'(5
B) 'P1.%$1'(5 A) Lipids
C) $-&$'%3'(5 B) Peptides
D) %3+'&%1'(5 C) Urzymes
D) Ribozymes
47
50
T%#'("-&"F%##%8'"\>"10'".'#231#"-,"N%.1'.;#"#1.2$12.%3"
%3+8&)'&1"#12(+'#"#288'#1"10%1"10'"h.L*)' E0+$0"$0-+$'"4'#1"('#$.+4'#"10'".'3%1+-&#0+7"
4'1/''&"10'"1/-"7%##%8'#:
A) +#"10'".'8+-&"-,")-('.&A(%*"'&L*)'#"10%1"0%#"
.')%+&'(".'3%1+<'3*"2&$0%&8'("-<'."1+)'5 A) F%##%8'"U"'P73%+&#"%&"+&,32'&1+%3"10'-.*>"/0+3'"
B) +#"10'"$0')+$%3"$-)7-&'&1"+&")-('.&A(%*"$'33#" F%##%8'"\"(+#$2##'#"%&"%773+$%1+-&"-,"10%1"10'-.*"
10%1"#1-.'#"8'&'1+$"+&,-.)%1+-&5 %&("+1#"#0-.1$-)+&8#5
C) '<-3<'(",.-)"dfS"%&(",2&$1+-&#"1-")%9'" B) F%##%8'"U"7.-<+('#"%&"-<'.<+'/"-,"%"10'-.*>"
)'1%4-3+#)")-.'"',,+$+'&1"+&")-('.&A(%*"$'33#5 /0+3'"F%##%8'"\"$.+1+=2'#"10%1"10'-.*"%&("
D) %.-#'",%+.3*".'$'&13*"+&"'<-321+-&%.*"1+)'"%&("+#" ('#$.+4'#"%&"%31'.&%1+<'"1-"+15
&-/"$-&#+('.'("%")-('.&A(%*"'&L*)'5 C) F%##%8'"U"#2))%.+L'#"1/-"<+'/7-+&1#"-,"%"
10'-.*>"/0+3'"F%##%8'"\"%.82'#"10%1"%33"
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$-&#+#1'&15
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'#1%43+#0'("10'-.*>"/0+3'"F%##%8'"\"%.82'#"10%1"
E0+$0"$0-+$'"7.-<+('#"10'"4'#1"'<+('&$'",-."10'" 10'.'"+#"+&#2,,+$+'&1"'<+('&$'"1-"'<%32%1'"10%1"
%&#/'."1-"10'"7.'<+-2#"=2'#1+-&: 10'-.*5
A) Lines 64-^b"VWM2.X%3+8&'(W)
B) Lines 68-à"VWN%.1'.X2&,-3('(W)
C) Lines 77-81 VWM&$'X(+(W)
D) Lines 89-[\"VWD0'",+&(+&8X3+,'",-.)#W)
!
!
!
SAT TEST 16 15
!
!
1 1
51 52
T%#'("-&"10'"7%##%8'#>"/0+$0"-,"10'"10.''"7.'$'71#"-," According to the passages, which choice describes the
10'"dfS"E-.3("10'-.*"3+#1'("+&"F%##%8'"U"/-23(" role of ancient RNA according to the RNA World
N%.1'."VF%##%8'"\Y")-#1"#1.-&83*"-4O'$1"1-"%&("/0*: theory and the Peptide-RNA World scenario,
respectively?
A) F.'$'71"U>"4'$%2#'"N%.1'."4'3+'<'#"10%1"+&"'%.3*"
3+,'A,-.)#>"efS".%10'."10%&"dfS"#1-.'("8'&'1+$" A) To synthesize lipid membranes; to store the
+&,-.)%1+-&5 genetic code and act as a catalyst
B) F.'$'71"\>"4'$%2#'"N%.1'."4'3+'<'#"10%1"%&$+'&1" B) To store the genetic code; to activate protein
dfS".'73+$%1+-&"(+("&-1",-33-/"10'"#%)'".23'#"%#" enzymes
)-('.&"efS".'73+$%1+-&5 C) To convert uracil to thymine; to accelerate
C) F.'$'71"\>"4'$%2#'"N%.1'."4'3+'<'#"10%1"%&$+'&1" chemical reactions
3+,'",-.)#"(+("&-1"$-&1%+&"10'"7*.+)+(+&'"2.%$+35 D) To store the genetic code and act as a catalyst; to
D) F.'$'71"a>"4'$%2#'"N%.1'."4'3+'<'#"10'"$%1%3*1+$" store the genetic code only
.-3'"/%#"73%*'("4*"7.-1'+&"'&L*)'#".%10'."10%&"
4*"dfS5
STOP
If you finish before time is called, you may check your work on this section only.
Do not turn to any other section.
!
!
!
SAT TEST 16 16
!
!
2 2
Writing and Language Test

Each passage below is accompanied by a number of questions. For some questions, you
will consider how the passage might be revised to improve the expression of ideas. For
other questions, you will consider how the passage might be edited to correct errors in
sentence structure, usage, or punctuation. A passage or a question may be accompanied by
one or more graphics (such as a table or graph) that you will consider as you make revising
and editing decisions.
Some questions will direct you to an underlined portion of a passage. Other questions will
direct you to a location in a passage or ask you to think about the passage as a whole.
After reading each passage, choose the answer to each question that most effectively
improves the quality of writing in the passage or that makes the passage conform to the
conventions of standard written English. Many questions include a “NO CHANGE” option.
Choose that option if you think the best choice is to leave the relevant portion of the
passage as it is.
!"#$%&'($)*+**)-.#)/-$#0)'()%1#)2'33'4&(5)
6-$$-5#7)
1
!"#$%&'()*$%' +,%(-+*.% A) fM"N6SfJR

B) /.+1+&8Q
B-#1",%&#"-,"N0%.3'#"e+$9'&#"9&-/"0+) 4'$%2#'"-," C) /.+1+&85
0+#"7-723%."&-<'3#>"421"0+#"1%3'&1#"'P1'&('("1-"10'"10'%1'." D) /.+1+&8>
%#"/'335"6%<+&8"%$1'("+&"#'<'.%3"73%*#"4',-.'"12.&+&8"1-"
/.+1+&8?e+$9'&#"$-&1+&2'("1-"7%.1+$+7%1'"+&"%"<%.+'1*"
2
-,"7.-(2$1+-&#"/0+3'"/.+1+&8 #2$0 &-<'3# %# 72#@/0 !1#&(>"
!"/'<#>+1#>+'<.-/0&>"%&("A#>")2.&'A#>+2/3B5"!&"UbZa>"0'" A) fM"N6SfJR
(+#$-<'.'("%"/%*"1-"$-)4+&'"10'#'"7%##+-&#5"h#+&8"0+#" B) 0+#
10'%1.+$%3",3%+.>"e+$9'&#"#1%8'( (*&%)+$"7243+$".'%(+&8# -," C) +1#
10'+. /-.9#"10%1"+&#7+.'("%2(+'&$'#"1-"'&8%8'"/+10 10'" D) -&'i#
%210-."%&("0+#"/.+1+&8"+&"&'/"/%*#5
SAT TEST 16 17
2 2
!
3
" D+$9'1#",-."%"e+$9'&#"7'.,-.)%&$'"/'.'"
7.+$'("+&'P7'&#+<'3*"#-"10%1"/-.9+&8A$3%##"%2(+'&$'#" E0+$0"$0-+$'"4'#1"+&1.-(2$'#"10'")%+&"+('%"-,"10'"
$-23("%,,-.("10')5"D0-280"0+#"#1%8'"#'1"/%#"%2#1'.'? 7%.%8.%70:
$-&#+#1+&8"-,"3+113'")-.'"10%&"%".'%(+&8"('#9>"%"7+1$0'." A) fM"N6SfJR
-,"/%1'.>"%&("%"(.+&9+&8"83%##?e+$9'&#"#'1"10'"#$'&'"
B) Audiences of the time tended to favor humorous
/+10" " O2#1"0+#"7.'#'&$'"%&("<-+$'5"d'%(+&8",.-)"
entertainment.
%&"%&&-1%1'("$-7*"-,"%" " 4--9Q"+&"/0+$0"0'"0%("
#$.%/3'("#1%8'"(+.'$1+-&#>"0'"/-23("+)7'.#-&%1'"%#" C) A Dickens reading was not simply a recitation;
)%&*"%#"\a",+$1+-&%3"$0%.%$1'.#"+&"%"#+&83'"1/-A0-2." it was a one-man show.
7'.,-.)%&$'5 D) Future publishing success was not guaranteed,
so Dickens needed another source of income.
4
A) fM"N6SfJR
B) O2#1"0+#"7.'#'&$'"%&("0+#"<-+$'"%#"/'335
C) #+)73*"0+#"7.'#'&$'"%&("O2#1"0+#"<-+$'>"1--
D) 0+#"7.'#'&$'"%&("/+10"10'"%((+1+-&"-,"0+#"<-+$'5
5
A) fM"N6SfJR
B) 4--9
C) 4--9@
D) 4--9?
!
!
!
SAT TEST 16 18
!
!
2 2
" S#"%"*-2&8")%&>"e+$9'&#"0%("721"-&"73%*#" 6
/+10"0+#",.+'&(#5"S$$-.(+&8"1-"-&'"%2(+'&$'" E0+$0"$0-+$'"4'#1"#'1#"27"10'"('1%+3#"10%1",-33-/"+&"
)')4'.>"e+$9'&#" " /+33"7'.,-.)"10'"$0%.%$1'." 10'"&'P1"#'&1'&$':
-,"C$.--8'",.-)"C'D"0#&(4.&'D.0)2"4*"(.%/+&8" A) NO CHANGE
W0+#",%$'"(-/&"+&1-"0+#"$-33%.>"3+9'"%"8.'%1"12.13'" B) However, he was unprepared for the rigorous
(.%/+&8"+&"0+#"0'%(>"oF211+&8p"-&"%"#2.3*"3--9"%&(" travel schedule his performances required.
o#7'%9+&8p"+&"%"8.2,,"<-+$'WQ"10'&>"+&"10'"&'P1" C) John Forster, a close friend, argued that the
)-)'&1>"0'"#7-9'"%#"C$.--8';#"$3'.9"T-4"N.%1$0+1>" performances were inappropriate for a
gentleman.
/+10"%"#-,1"<-+$'"%&("$-/'.+&8"7-#12.'5"T.+&8+&8"
D) Each character was dramatized with distinctive
$0%.%$1'.#"1-"3+,'"+&"/%*#"10%1"#2.7.+#'("%&("
gestures, mannerisms, and speech patterns.
('3+801'("%2(+'&$'#>"e+$9'&#"$.'%1'("
7'.,-.)%&$'#"10%1"%28)'&1'("0+#"1'P1#5
7
A) fM"N6SfJR
B) /-23("0%<'"7'.,-.)'(
C) +#"7'.,-.)+&8
D) 7'.,-.)'(
!
!
!
SAT TEST 16 19
!
!
2 2
!
" e+$9'&#;#"7.'<+-2#"'P7'.+'&$'"/+10"#1%8'" 8
7.-(2$1+-&"+&$32('("$.'%1+&8"#$'&'.*"%&("('#+8&+&8" E0+$0"$0-+$'"7.-<+('#"10'")-#1"',,'$1+<'"1.%&#+1+-&"
$-#12)'#5"!&"0+#"/%.)"8.''1+&8#"1-"10'"%2(+'&$'" ,.-)"10'"7.'<+-2#"7%.%8.%70"1-"10+#"-&':
4',-.'"'%$0"7'.,-.)%&$'>"10'"%210-."$'%#'("4'+&8"%" A) NO CHANGE
.')-1'" " ,+82.'>"0'"4'$%)'"%",.+'&(5"e+$9'&#" B) Dickens admired Charles Mathews, a
,2.10'."'&0%&$'("10+#"+&1+)%$*"4*"+&<+1+&8"%2(+'&$'" contemporary comic actor who was famous for
his impersonations.
)')4'.#"1-"'P7.'##"10'+.".'%$1+-&#"-7'&3*>"%&("0'"/%#"
-,1'&"+&#7+.'("4*"10'+."8%#7#>"$02$93'#>"%&("%773%2#'" C) These animated performances enabled fans to
connect with Dickens himself as well as with
1-"+)7.-<+#'"3+&'#"1-"7.-3-&8")-)'&1#"-,"$-)'(*"-." his characters.
7%10-#5"c-."'P%)73'>"/0'&"%$1+&8"-21"%"#$'&'",.-)"C'
D) Dickens's enthusiasm for the theater is evident
D"0#&(4.&'D.0)2"+&"/0+$0",+((3'."%1"%"7%.1*"W732&8'(" in works such as Nicholas Nickleby.
0+#"0-1",%$'"+&1-"%"7-1"-,"7-.1'.>W"e+$9'&#"%(('("
0*7'.4-3+$"'P$3%)%1+-&#"1-"'&$-2.%8'"10'"%2(+'&$'"1-" 9
3%2805"6'"3%280'(" " 4+8"1+)'"%3-&8"/+10"10')5
A) fM"N6SfJR
c.-)"UbZa"1-"Ub`_>"e+$9'&#"7'.,-.)'("%&" B) ,+82.'Q"%&(
%#1-&+#0+&8"]`\".'%(+&8#"10.-280-21"J.'%1"T.+1%+&"%&(" C) ,+82.'n421
10'"h&+1'("C1%1'#5"6+#1-.+%&#"0%<'"#%+("10%1"e+$9'&#>" D) ,+82.'@
/0-"#-3("-21"'<'.*"#0-/"0'"#$0'(23'(>"/%#"7'.0%7#"
10'",+.#1"%210-."1-"4'$-)'"%"$'3'4.+1*"%#")2$0",-."0+#" 10
7'.,-.)%&$'#"%#",-."0+#"/.+11'&"/-.9#5" " N.'%1+&8"
E0+$0"$0-+$'"+#")-#1"$-&#+#1'&1"/+10"10'"1-&'"
%&"2&7.'$'('&1'(".-3'",-."4-10"%210-."%&("%2(+'&$'>" '#1%43+#0'("10.-280-21"10'"7%##%8':
e+$9'&#"231+)%1'3*"4'$%)'"%"7243+$",+82.'"%#"/'33" A) NO CHANGE
9&-/&"%&("%#"4'3-<'("%#"0+#")-#1"7-723%."$0%.%$1'.#5"
B) his head off
C) heartily
D) himself silly
11
E0+$0"$0-+$'"4'#1"#'1#"27"10'"#2))%.*"-,"10'")%+&"
+('%"-,"10'"7%##%8':
A) NO CHANGE
B) Though he continued to perform as his health
waned,
C) Proving that comedic acting could be lucrative,
D) With a solid background in journalism,
!
!
!
SAT TEST 16 20
!
!
2 2
! )
!"#$%&'($)*8+88)-.#)/-$#0)'()%1#)2'33'4&(5) 12
6-$$-5#7)
A) fM"N6SfJR
/0"+1(2344*05(6%73&5(+,%(80"5"03& B) $-&#+('.'(
C) $-&#-3+(%1'(
c.'('.+$9"e-283%##"Wc.+1LW"F-33%.(",+.#1"4'$%)'" D) $-&#+('.%43'
,%)-2#",-."0+#"+)7.'##+<'"%$0+'<')'&1#"%#"%",--14%33"
73%*'."%&("$-%$0"4'1/''&"U[UZ"%&("U[a`5"M<'."10'"
$-2.#'"-,"%"3-&8"%&("'&1.'7.'&'2.+%3"$%.''.>"F-33%.("
2#'("10'" " $-&#+('.%1'"$'3'4.+1*"0'"8%+&'(",.-)"
#7-.1#"1-"%(<%&$'"7.-,'##+-&%3"-77-.12&+1+'#",-."0+#"
,'33-/"S,.+$%&"S)'.+$%&#5
!
!
!
SAT TEST 16 21
!
!
2 2
M&'"-,"10'")%&*"'&1.'7.'&'2.+%3"<'&12.'#"F-33%.("
13
72.#2'("/%#"7243+#0+&8"%"&'/#7%7'.>"("/'A/1'E)0+'
E0+$0"$0-+$'")-#1"',,'$1+<'3*"$-)4+&'#"10'"#'&1'&$'#"
F$=/-/$=/$(' ' A/1&5"6'"/.-1'"%"/''93*"#7-.1#" %1"10'"2&('.3+&'("7-.1+-&:
$-32)&",-."10'"&'/#7%7'."$%33'("C7-.1#"4*"c.+1L5"6'"
A) A/1&Q",-."+1>"0'"/.-1'"%"/''93*"#7-.1#"$-32)&n+1"
2#'("10+#"73%1,-.)"1-"0+803+801"10'"%$$-)73+#0)'&1#" /%#"$%33'("C7-.1#"4*"c.+1L5
-,"S,.+$%&"S)'.+$%&"%103'1'#>"#2$0"%#"0'%<*/'+801" B) A/1&>"%&("%"/''93*"#7-.1#"$-32)&"+&"+1>"C7-.1#"4*"
4-P+&8"$0%)7+-&"k-'"K-2+#>"%&("1-"%(<-$%1'"10'"'&(" c.+1L>"/%#"/.+11'&"4*"0+)5
C) A/1&>",-."/0+$0"0'"/.-1'"%"/''93*"#7-.1#"
-,".%$+%3"#'8.'8%1+-&"+&"10'"f%1+-&%3"c--14%33"K'%82'"
$-32)&>"C7-.1#"4*"c.+1L5
%&("-10'."7.-,'##+-&%3"#7-.1#"-.8%&+L%1+-&#5"F-33%.(" D) A/1&Q",-."10%1"&'/#7%7'.>"0'"/.-1'"%"/''93*"
%3#-"2#'("0+#"$-32)&"1-"(+#$2##"10'"7%.%33'3".-3'#" #7-.1#"$-32)&>"C7-.1#"4*"c.+1L5
73%*'("4*"%103'1'#"%&("'&1'.1%+&'.#"+&"10'"S,.+$%&"
S)'.+$%&"$-))2&+1*5" " S1"%"1+)'"/0'&"S,.+$%&" 14
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SAT TEST 16 22
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)2#+$+%&#")2$0A&''('("#7%$'"1-".'$-.("%&(".'0'%.#'5" C) T'8+&&+&8"0+#"$%.''."%#"%&"%8'&1>"F-33%.("4'$%)'"
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SAT TEST 16 23
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SAT TEST 16 24
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SAT TEST 16 25
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2 2
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)%7#"%$$2.%1'3*".',3'$1"%"/-.3("+&"7'.7'12%3",32P>"
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2#'.#5 27
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SAT TEST 16 26
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29
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-/&"#)%33"73-1"-,"3%&(n421"#'3(-)"(-"/'"7%2#'"1-" %$$-)73+#0'#"10+#"8-%3:
(''73*"$-&#+('."0-/"10%1"73%$'"+&0%4+1#"2#5W A) NO CHANGE
B) "Infinite City examines that San Francisco, a
physically compact place that contains
multitudes."
C) "This book alters the focus and point of view; it
tells the story of a city through the voices of its
inhabitants' obsessions, dreams, predilections,
passions. It allows what lies beneath the surface
to speak."
D) "Passing through these newly mapped
territories, we begin to see that 'place,' as Solnit
emphasizes, is an imprecise word."
!
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SAT TEST 16 27
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2 2
B%7#"#2$0"%#"10-#'"+&"F$5#$#(/'D#(B"(-&;1"
31
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#'&1'&$'5"C0-23("10'"/.+1'.")%9'"10+#"('3'1+-&:
A) Yes, because the sentence interrupts the flow of
the paragraph with irrelevant information.
B) Yes, because the sentence contradicts the

passage's point about the role of mapmakers.
C) No, because the sentence provides concrete
details about a career as a mapmaker.
D) No, because the sentence supports the passage's

argument about the viability of mapmaking
careers.
33
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A) Maps are valuable historical artifacts.
B) The work they have done will endure for
centuries.
C) The maps of our world are constantly changing.
D) Without them, we'd be lost.
!
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SAT TEST 16 28
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A) NO CHANGE
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$2.3#"0'."1-&82'"(-/&5"!&"-10'."/-.(#>"#0'"4.+&8#"10'" B) The film also showed a hummingbird in flight,
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filmmakers to determine the number of times a
C)+10"+&"10'"U[]_"#0-.1"(-$2)'&1%.*"L:#>+/06$'.'
hummingbird's wings stroke per second.
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1'$0&+=2'"%33-/'("<+'/'.#"1-"7'.$'+<'"('1%+3#"10%1>"+&" credited with creating stroboscopic photography

and recognizing its educational value.
%&"'<'.*(%*"#'11+&8>"-$$2."1--"=2+$93*",-."10'"02)%&"
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SAT TEST 16 29
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#12(*+&8"10'".'$-.(+&8#>"10'*"('1'.)+&'("10%1"C)+10;#" C) 1'%)"-,".'#'%.$0'.#
'P73%&%1+-&"/%#"7%.1+%33*"1.2'@"%"0-2#'"$%1;#"1-&82'" D) 1'%)>"-,".'#'%.$0'.#
(-'#"$2.3"-&"+1#"/%*"1-"%"/%1'."4-/3>"%&("/%1'."10'&"
%(0'.'#"1-"10'"4%$9"-,"10'"1-&82'5"oap"D0'".'#'%.$0'.#"
38
(+#$-<'.'("10%1"10'"#7''("%&("7.'$+#+-&"-,"%"0-2#'"$%1;#"
A) fM"N6SfJR
3%7#"%3#-" " 73%*#"+)7-.1%&1".-3'#"+&"10'"3%77+&8"
B) %.'"73%*+&8
7.-$'##5"o]p"E0'&"3%77+&8>"%"0-2#'"$%1;#"1-&82'",3+$9#"
C) 73%*
(-/&/%.("%1"%&"'P1.%-.(+&%.*"#7''("%&("1-2$0'#"10'"
D) 0%<'"73%*'(
/%1'.;#"#2.,%$'"/+10"O2#1"+1#"1+75"oZp"D0'"1-&82'"10'&"
=2+$93*".'1.%$1#>"/0+$0"$%2#'#"10'"/%1'."1-"4'"(.%/&"
" 27/%.(>"+1",-.)#"%"$-32)&"-,"3+=2+(5"o^p"D0'""$%1" 39
$3-#'#"+1#")-210"%.-2&("10'"$-32)&"O2#1"4',-.'"+1" A) fM"N6SfJR
#'7%.%1'#>"10'.'4*"$%712.+&8"10'"8.'%1'#1"<-32)'"-," B) 27/%.(>",-.)+&8
/%1'.5"o`p"D0'"$-32)&"#1.'1$0'#"(2'"1-"10'")-1+-&"-," C) 27/%.(",-.)#
10'"$%1;#"1-&82'>"421"10'"7233"-,"8.%<+1*"$%2#'#"10'" D) 27/%.(Q",-.)+&8
$-32)&"1-"10+&5"
40
D-")%9'"10+#"7%.%8.%70")-#1"3-8+$%3>"#'&1'&$'"^"
#0-23("4'"73%$'(
A) where it is now.
B) after sentence 3.
C) after sentence 4.
D) after sentence 7.
!
!
!
SAT TEST 16 30
!
!
2 2
D0'".'#'%.$0'.#"10'&"$-33'$1'("(%1%",.-)"%"L--"+&" 41
f'/"R&83%&(" " %&("/%1$0'("-&3+&'"<+('-#"-," A) fM"N6SfJR
3%.8'."$%1#"3%77+&8"3+=2+(5"D0'*",-2&("10%1"10'"
B) /%1$0+&8
,.'=2'&$*"-,"3%77+&8"<%.+'#" " ('7'&('&1"-,"10'"
C) %&("/%1$0+&8
)%##"-,"10'"$%15"c-."'P%)73'>"/0+3'"0-2#'"$%1#"3%7"
D) /%1$0'(
4'1/''&"10.''A%&(A%A0%3,"%&(",-2.
42
A) fM"N6SfJR
B) ('7'&(+&8"-&
C) ('7'&('&1"/+10
D) ('7'&(+&8",-.
!
!
!
SAT TEST 16 31
!
!
2 2
1+)'#"'<'.*"#'$-&(>"3+-&#"3%7" " 4'1/''&"-&'A%&(A 43

%A0%3,"%&("1/-"1+)'#"'<'.*"#'$-&(5" " 6-/"(+("10'"
Which choice offers the most accurate interpretation
.'#'%.$0'.#"#-3<'"10+#")*#1'.*:"D0'".'#'%.$0'.#"
of the data in the graph?
.'%#-&'("10%1"3%.8'.",'3+&'#;"/+('."1-&82'#"$.'%1'"
$-32)&#"-,"3+=2+("10%1"%.'"10+$9'."%&("/'+80")-.'>" A) fM"N6SfJR
#-"10'#'"$%1#")2#1"4'"%112&'("1-"10'"10.'%1"-,"8.%<+1*5" B) 4'1/''&"1/-A%&(A%A0%3,"%&("10.''
!,"(.%/&"27"1--".%7+(3*>"10'+."0'%<+'."$-32)&#"/+33"
$-33%7#'5"K%.8'.",'3+&'#>"10'.',-.'>"3%7"#3-/'."1-" C) %77.-P+)%1'3*"1/-
'&#2.'"10'*"#'$2.'"10'")%P+)2)"%)-2&1"-,"3+=2+("+&" D) 'P%$13*"-&'A%&(A%A0%3,
10'+."O%/#5"K%77+&8>"+1"#'')#>".'%33*"+#"%"7.'$+#'"%.15
44
Which choice provides the best transition from the
previous sentence to the next one?
A) fM"N6SfJR
B) E0%1"%.'"10'".%1'#"-,"-10'."3%.8'",'3+&'#;"3%7#:
C) e-"#7''("%&("8.%<+1*>"10'&>"%,,'$1"10+#"7.-$'##:
D) C-"/0%1"%$$-2&1#",-."10+#"(+,,'.'&$':
!
S(%71'(",.-)"F'(.-"B5"d'+#"'1"%35>"W6-/"N%1#"K%7@"E%1'."
h71%9'"4*"I/2#&'>.(:&5W"q\_U_"4*"F'(.-"B5"d'+#"'1"%35
STOP
!
!
SAT TEST 16 32
!
!
3 3
Math Test – No Calculator
For questions 1-15, solve each problem, choose the best answer from the choices
provided, and fill in the corresponding bubble on your answer sheet. For questions 16-20,
solve the problem and enter your answer in the grid on the answer sheet. Please refer to
the directions before question 16 on how to enter your answers in the grid. You may use
any available space in your test booklet for scratch work.
1. The use of a calculator is not permitted.

2. All variables and expressions used represent real numbers unless otherwise indicated.
3. Figures provided in this test are drawn to scale unless otherwise indicated.
4. All figures lie in a plane unless otherwise indicated.
5. Unless otherwise indicated, the domain of a given function f is the set of all real numbers x for
which f(x) is a real number.
ℓ
r c 2x 60° s 45° s√2
w h b x
30° 45°
b a x√3 s
A = pr 2 A = ℓw 1
A = bh c 2 = a2 + b 2 Special Right Triangles
2
C = 2pr
h r r h h
h
w r w
ℓ ℓ
V = ℓwh V = pr 2h 4
V = pr 3
1
V = pr 2h V = 1 ℓwh
3 3 3
The number of degrees of arc in a circle is 360.
The number of radians of arc in a circle is 2p.
The sum of the measures in degrees of the angles of a triangle is 180.
CO NTI N U E
SAT TEST 16 33
3 3
1 3
y=x+3 M&"S7.+3"U>"%"4%)4--"#1%39"0%("%"0'+801"-,"Ub"
+&$0'#5"D0+#"1*7'"-,"4%)4--"8.-/#"%1 %& %<'.%8'"
In the equation above, what is the value of y when
.%1'"-,"U\"+&$0'#"7'."(%*5"S1"10+#".%1'>"/0+$0"-,"
x = 3?
10'",-33-/+&8".'7.'#'&1#"10'"'#1+)%1'("0'+801"">"+&"
A) 6 +&$0'#>"-,"10'"4%)4--"#1%39"="(%*#"%,1'."S7.+3"U:
B) 3 A) h = 12d
C) _ B) h = 12d + 18
D) ra C) h = 18d
D) h = 18d + 12
2
4
E0%1"+#"10'"#-321+-&"1-"aN"s"Z"t"]VN"u"\Y:
!"
A)
#
"
B)
#
C) r`
D) rUa
S3+$'"+#"#0-77+&8"%1"%"8%.('& $'&1'. /0'.' 123+7"

4234#"$-#1"j U5Z_"'%$0"%&("(%,,-(+3"4234#"$-#1"
j_5Z_"'%$05"R%$0"7-+&1"-&"10'"8.%70"%4-<'"
.'7.'#'&1#"-&'"$-)4+&%1+-&"-,"123+7"%&("(%,,-(+3"
4234#"10%1"S3+$'"$%&"42*"2#+&8"0'."'&1+.'"
8%.('&+&8"42(8'15"T%#'("-&"10'"8.%70>"+,"S3+$'"
#7'&(#"0'. '&1+.'"42(8'1"-&"(%,,-(+3"4234#>"0-/"
)%&*"(%,,-(+3"4234#"(-'# #0'"42*:
A) 20
B) 30
C) 60
D) 80
SAT TEST 16 34
3 3
5 7
D0'"8.%70"-,"B"t"5 VNY"+#"#0-/&"+&"10'"NBA73%&'5
E0+$0"-,"10'",-33-/+&8"8.%70#"$-23("4'"10'"8.%70"
-,"B"t"5 VNY"u"\"+&"10'"NBA73%&':
D0'"8.%70"%4-<'"#0-/#"10'"=2%(.%1+$",2&$1+-&5"
SY
D0'"#1-77+&8"(+#1%&$'> +&")'1'.#"V)Y> +#"10'"
(+#1%&$' .'=2+.'("1-"#1-7"%"<'0+$3'"4%#'( -&"10'"
#7''(>"+&"9+3-)'1'.#"7'."0-2."V9)v0.Y>"-,"10'"
<'0+$3'5"E0+$0"-,"10'",-33-/+&8"+#"10'"4'#1"
+&1'.7.'1%1+-&"-,"10'"'=2%1+-&"+&"10'"$-&1'P1"-,"10'"
7.-43'):
A) S"<'0+$3'"1.%<'3+&8"[U"9)v0.".'=2+.'#"UU_")"1- TY
#1-75
B) S"<'0+$3'"1.%<'3+&8"UU_"9)v0.".'=2+.'#"[U")"1-
#1-75
C) D0'"<'.1'P"-,"10'"8.%70"-,"+#"V[U>"UU_Y5
D) D0'"NA"%&("BA"+&1'.$'71#"-,"10'"8.%70"-,"5"%.'"[U
%&("UU_>".'#7'$1+<'3*5
NY
E0%1"+#"10'"('8.''")'%#2.'"-,"%&"%&83'"/+10"%"
)'%#2.' -,"w".%(+%&#: eY
A) [_x
B) Ub_x
C) \\Zx
D) \`_x
SAT TEST 16 35
3 3
8 10
$%&" t"U_ & ' ( )*

E0%1"%.' %33 <%32'# -,"N"10%1"#%1+#,* 10'"8+<'& & (+
'=2%1+-&: E0+$0"-,"10'",-33-/+&8"+#"'=2+<%3'&1"1-"10'"
'P7.'##+-&"%4-<'> /0'.' N"y"\:
A) \"-&3*
A) Na r"b
B) \_"-&3*
B) Na u"b
C) r\ %&("\
C) VN r"\YVN\ r"]Y
D) r\_"%&("\_
D) VN u"\YVN\ u"]Y
E0+$0"-,"10'",-33-/+&8"+#"%& '=2%1+-&"-,"10'"
=2%(.%1+$",2&$1+-&"8.%70'("+&"10'"NBA73%&'"%4-<':
A) B"t"rVN"s"aY\"r"U
B) B"t"rVN"u"aY\ r"U
C) B"t"VN u"aY\ u"U
D) B"t"VN"s"aY\"u"U
SAT TEST 16 36
3 3
11 13
A small rectangular box has a volume of 2

cubic feet. A large rectangular box is 5 yards
long, 3 yards wide, and 6 inches deep. What is
the ratio of the volume of the large box to the
volume of the small box?
(1 yard=3 feet, and 1 foot= 12 inches.)
A) 45 to 2
B) 45 to 1
D0'"'P7-&'&1+%3 ,2&$1+-&"%"+#"8.%70'( +&"10'"NBA C) 135 to 4

73%&'"#0-/&>"/0'.'"B"t"% VNY5"!,"% V4Y"t"_>"/0'.' 4"
D) 135 to 1
+#"%"$-&#1%&1>"/0%1 +#"10'"<%32'"-,"4:
A) rb
B) r`
C) _
D) a
12
E0+$0"-,"10'",-33-/+&8"+#"%"#-321+-&"-,"10'"
'=2%1+-&"N\ u"\"t"ZN:
,-.$/!
A)
/
,-.$!#
B)
/
-,$/!
C)
/
-,$!#
D)
/
SAT TEST 16 37
3 3
!
14 15
3x s 5y = 17
O
ax + 15y = 11
Nx
In the system of equations above, a is a constant. If
the system of equations has no solution, what is the
value of a? Qx Bx
P C D
A) s9
B) s3 f-1'@"c+82.'"&-1"(.%/&"1-"#$%3'5
C) 3 2222" +#"'P1'&('("1-"
!&"1.+%&83'"COD"%4-<'>"#+('" 01
D) 9 7-+&1"P5"E0+$0"-,"10'",-33-/+&8"'P7.'##'#"N"+&"
1'.)#"-,"B"%&("Q:
A) y + z
B) ry + z
C) r2y + z
D) 180 r y + z
!
!
!
!
SAT! TEST 16 38
3 3
For questions 16-20, solve the problem and 7

Answer: 12 Answer: 2.5
enter your answer in the grid, as described
below, on the answer sheet. Write
answer in
boxes. 7 / 1 2 2 . 5
Fraction
1. Although not required, it is suggested that line Decimal
you write your answer in the boxes at the top point
of the columns to help you fill in the bubbles
accurately. You will receive credit only if the
bubbles are filled in correctly. Grid in
2. Mark no more than one bubble in any column. result.
3. No question has a negative answer.
4. Some problems may have more than one
correct answer. In such cases, grid only one
answer.
5. Mixed numbers such as 3 1 must be gridded
2
as 3.5 or 7/2. (If 3 1 / 2 is entered into the 2
Acceptable ways to grid 3 are:
grid, it will be interpreted as 31, not 3 1 .) 2 / 3 . 66 6 . 667

2 2
6. Decimal answers: If you obtain a decimal
answer with more digits than the grid can
accommodate, it may be either rounded or
truncated, but it must fill the entire grid.
Answer: 201 – either position is correct
201 201
NOTE:
You may start your
answers in any column,
space permitting.
Columns you don’t
need to use should be
left blank.
CO NTI N U E
SAT TEST 16 39
3 3
!
16 18
!,"\N"u"a"t"b>"/0%1"+#"10'"<%32'"-,"^N"u"[: x y
7 4
4 10
1 16
The table above shows the coordinates of three

17 points on a line in the xy-plane. What is the value
of x when y = 0?
If (2x + 3)(x + 2) = ax2 + bx + c for all x, what is

the value of a + b + c?
!
!
!
!
SAT! TEST 16 40
3 3
19 20
S1"%"$'.1%+&"$-33'8'>"10'"'$-&-)+$#"$324"73%&#" _"z"N"z"B"z"^
1-"#'33"DA#0+.1#"%#"%",2&(A.%+#'.5"D0'"7.'#+('&1"-,"
E0%1"+#"10'"%.'%>"+&"NBA73%&'>"-,"10'".'8+-&"
10'"$324"'#1+)%1'#"10%1"/0'&"10'"7.+$'"-,"%"DA
$-&#+#1+&8"-,"%33"7-+&1#"10%1"#%1+#,*"10'"
#0+.1"+#"jUb>"10'.'"/+33"4'"^_"DA#0+.1#"#-3(>"%&("
+&'=2%3+1*"%4-<':
,-."'<'.*"jU"10'"7.+$'"-,"10'"#0+.1"+#".'(2$'(>"U_"
%((+1+-&%3"DA#0+.1#"/+33"4'"#-3(5"T%#'("-&"10+#"
'#1+)%1'>"/0%1"+#"10'")%P+)2)"%)-2&1"-,"
.'<'&2'>"+&"(-33%.#>"10'"$324"$%&"'%.&",.-)"DA
#0+.1"#%3'#:"Vd'<'&2'"'=2%3#"7.+$'"1+)'#"&2)4'."
#-3(5"e+#.'8%.("10'"j"#+8&"/0'&"8.+((+&8"*-2."
%&#/'.5Y
STOP
! !
!
!
!
SAT! TEST 16 41
4 4
Math Test – Calculator
55 MIN UTES, 38 QUES T I O NS
For questions 1-30, solve each problem, choose the best answer from the choices
provided, and fill in the corresponding bubble on your answer sheet. For questions 31-38,
solve the problem and enter your answer in the grid on the answer sheet. Please refer to
the directions before question 31 on how to enter your answers in the grid. You may use
any available space in your test booklet for scratch work.
1. The use of a calculator is permitted.

2. All variables and expressions used represent real numbers unless otherwise indicated.
3. Figures provided in this test are drawn to scale unless otherwise indicated.
4. All figures lie in a plane unless otherwise indicated.
5. Unless otherwise indicated, the domain of a given function f is the set of all real numbers x for
which f (x) is a real number.
ℓ
r c 2x 60° s 45° s√2
w h b x
30° 45°
b a x√3 s
A = pr 2 A = ℓw 1
A = bh c 2 = a2 + b 2 Special Right Triangles
2
C = 2pr
h r r h h
h
w r w
ℓ ℓ
V = ℓwh V = pr 2h 4
V = pr 3
1
V = pr 2h V = 1 ℓwh
3 3 3
The number of degrees of arc in a circle is 360.
The number of radians of arc in a circle is 2p.
The sum of the measures in degrees of the angles of a triangle is 180.
CO NTI N U E
SAT TEST 16 42
4 4
1 3
R<'.*"U"+&$0 -&"%"#$%3' )-('3"-,"%"$%.".'7.'#'&1#"
a\"+&$0'# -&"10'"%$12%3"$%.5 D0'"(+%)'1'. -,"%"
/0''3"-&"10'"#$%3'")-('3"+#"_5Z"+&$05"E0+$0"-,"10'"
,-33-/+&8"+#"10'"(+%)'1'.>"+&"+&$0'#>"-,"%"/0''3"-&"
10'"%$12%3"$%.:
T%#'("-&"10'"1/-"4-P"73-1#"%4-<'>"/0+$0"-,"10'"
A) a\ ,-33-/+&8"#1%1')'&1#"+#"1.2':
B) U^
A) D0'".%&8'"-,"4-P"73-1"C"+#"8.'%1'."10%&
C) \
10'".%&8'"-,"4-P"73-1"O5
D) U
B) D0'".%&8'"-,"4-P"73-1"C"+#"3'##"10%&"10'
.%&8'"-,"4-P"73-1"O5
C) D0'".%&8'"-,"4-P"73-1"C"+#"'=2%3"1-"10'
.%&8'"-,"4-P"73-1"O5
2
D) !1"$%&&-1"4'"('1'.)+&'( +,"10'".%&8'"-,"
N0+.%8"/%# 8+<'& %"jZ_"8+,1"$%.( 1-"%"3-$%3")%.9'15" 4-P"73-1"C +#"(+,,'.'&1",.-)"10'".%&8'"-,"
4-P"73-1"O5
R%$0"(%*>"N0+.%8"2#'("10'"8+,1"$%.("1-"72.$0%#'"
-&3*"4.'%9,%#1",.-)"10'")%.9'15"D0'"1-1%3"$-#1"7'."
4.'%9,%#1>"+&$32(+&8"1%P'#>"/%#"j]5Z_>"%&("&-"
%((+1+-&%3")-&'* /%# %(('( 1-"10'"$%.(5"E0+$0"-,"
4
10'",-33-/+&8"'P7.'##+-&#".'7.'#'&1#"10'"%)-2&1"
E0+$0"-,"10'",-33-/+&8"'P7.'##+-&#"+#"'=2+<%3'&1"
C> +&"(-33%.#>"3',1 -&"10'"8+,1 $%.( %,1'. ="(%*#"-,"
1-"\VN\ "s"UY"u"aVN \"u"\Y:
2#':
A) \N\"s"^
A) C"t"Z_"s"]5Z_= B) ZN\ u"a
B) C"t"Z_"u"]5Z_= C) ZN\"u"]
C) C"t"Z_="s"]5Z_ D) ^N\ s"\
D) C"t"Z_="u"]5Z_
SAT TEST 16 43
4 4
5 7
S"$-)7%&*"$0%.8'#"j_5a_"7'."/-.("1-"/.+1'"10'"
Purchase Rent
Total ,+.#1"]__"/-.(#"-,"%".'#2)'"%&("j_5\_"7'."/-.("1-"
equipment equipment
/.+1'"'%$0"/-.("%,1'."10'",+.#1"]__"/-.(#5"D0'"
Floor
sander
347 211 558 $-)7%&*"$0%.8'#"%"#1%&(%.("jU_",-.)%11+&8",''",-."
Power '%$0".'#2)'5"E0%1"+#"10'"$-)7%&*;#"1-1%3"$0%.8'"
286 134 420
washer ,-."/.+1+&8"%"]`ZA/-.(".'#2)':
Total 633 345 978
A) jU]Z
D0'"1%43'"%4-<'"#0-/#"10'"&2)4'.#"-,"$2#1-)'.#" B) jUaZ
/0-"0%<'"72.$0%#'("-.".'&1'("'+10'."%",3--." C) jU\Z
#%&('."-."%"7-/'."/%#0'.",.-)"%"0-)'"
D) jUUZ
+)7.-<')'&1"#1-.'5"T%#'("-&"10'"1%43'>"/0%1"
7.-7-.1+-&"-,"10'",3--.A#%&('."$2#1-)'.#"
72.$0%#'("10'+."'=2+7)'&1:
"'#
A)
3""
--4
B)
5#4
"'#
C)
--4
3""
D)
5#4 8
M-&%"72.$0%#'("-"7-2&(#"-,"7'%&21#"%&("."7-2&(#"
-,"%3)-&(#5"D0'"7'%&21#"$-#1"j\5]Z"7'."7-2&(>"%&("
6 10'"%3)-&(#"$-#1"ja5UZ"7'."7-2&(5"M-&%"#7'&1"%"
1-1%3"-,"jU]5aZ"-&"7'%&21#"%&("%3)-&(#5"D0'"
'=2%1+-&"4'3-/".'7.'#'&1#"10+#"#+12%1+-&5
S"$'.1%+&"4'<'.%8'"$-&1%+&#"^{",.2+1"O2+$'"4*"
<-32)'5"6-/")2$0",.2+1"O2+$'>"+&"-2&$'#>"+#"+&"%" \5]Z-"u"a5UZ."t"U]5aZ
4-113'",+33'("/+10"\_"-2&$'#"-,"10+#"4'<'.%8':
E0%1"+#"10'")'%&+&8"-,"10'"1'.)"a5UZ."+&"10+#"
A) " _5^ $-&1'P1:
B) " U5\
A) D0'"1-1%3"$-#1"-,"%3)-&(#"+&"M-&%;#"72.$0%#'
C) " ^5_
B) D0'"1-1%3"$-#1"-,"7'%&21#"+&"M-&%;#"72.$0%#'
D) U\5_
C) D0'"1-1%3"7-2&(#"-,"%3)-&(#"M-&%"72.$0%#'(
D) D0'"1-1%3"7-2&(#"-,"7'%&21#"M-&%"72.$0%#'(
!
SAT TEST 16 44
4 4
CD%'+"3&'(EFGG(0%?%0(+3(+,%(?3443H"&.("&?30=*+"3&I 10
Average distance(AU) Absolute magnitude
1.83 18.4 M,"10'"%#1'.-+(#"+&"10'"1%43'"0%<+&8"%&"%<'.%8'"
1.99 16.6 (+#1%&$'",.-)"10'"C2&"-,"3'##"10%&"\5Z_"Sh>"-&'"
2.24 16.8 %#1'.-+("+#"1-"4'"#'3'$1'("%1".%&(-)5"E0%1"+#"10'"
2.35 16.2 7.-4%4+3+1*"10%1"10'"#'3'$1'("%#1'.-+("/+33"0%<'"%&"
2.37 17.9 %4#-321'")%8&+12('"8.'%1'."10%&"U`5_:
2.40 17.2 /
2.51 16.5 A)
-
2.61 17.6
!
2.66 17.3 B)
2.75 15.8 /
2.82 17.1 "
C)
2.91 15 .6 -
2.98 17.0 "
3.14 15.4 D)
'
3.23 15.8
D0'"%<'.%8'"(+#1%&$'",.-)"10'"C2&>"+&"
%#1.-&-)+$%3"2&+1#"VShY>"%&("10'"$-..'#7-&(+&8"
%4#-321'")%8&+12('"-,"UZ"%#1'.-+(#"%.'"#0-/&" 11
+&"10'"1%43'5
S&"%#1.-&-)+$%3"2&+1"VShY"+#"%77.-P+)%1'3*"
E0%1"+#"10'".%&8'"-,"10'"%4#-321'")%8&+12('#"-,"
UZ_")+33+-&"9+3-)'1'.#5"S4#-321'")%8&+12('"+#"
10'"%#1'.-+(#"3+#1'("+&"10'"1%43':
%")'%#2.'"-,"4.+801&'##5
A) " _5U
B) " a5_
9 C) 15.8
D) 16.8
E0%1"+#"10'")'(+%&"-,"10'"(+#1%&$'#",.-)"10'"C2&>"
+&"Sh>"-,"10'"UZ"%#1'.-+(#"3+#1'("+&"10'"1%43':
A) \5Z^
B) \5Z[
C) \5Û
D) \5^^
!
SAT TEST 16 45
4 4
12 14
ZN"u"\B"t"]_
ZN"u"]B"t"^_
!,"VN>"BY"+#"10'"#-321+-&"1-"10'"#*#1')"-,"'=2%1+-&#"
%4-<'>"/0%1"+#"10'"<%32'"-,"B:
A) "Z
B) U_
C) UZ
D) \_
D0'"#$%11'.73-1"%4-<'"#0-/#"10'"%<'.%8'"0'%.1".%1'"
13 %&("3-&8'<+1*",-."`"(+,,'.'&1"1*7'#"-,"%&+)%3#5"S"
3+&'"-,"4'#1",+1",-."10'"(%1%"+#"%3#-"#0-/&5"
<"t"_5U`]`"u"_5_â[( S$$-.(+&8"1-"10'"3+&'"-,"4'#1",+1>"/0+$0"-,"10'"
,-33-/+&8"4'#1"'#1+)%1'#"10'"('$.'%#'"+&"3-&8'<+1*>"
D0'"'=2%1+-&"%4-<'")-('3#"10'"%<'.%8'"7.+$'"<>"
+&"*'%.#>",-."'%$0"+&$.'%#'"-,"U_"4'%1#"7'.")+&21'"
+&"(-33%.#>"-,"%"3-%,"-,"/0+1'"4.'%("+&"10'"h&+1'("
-,"0'%.1".%1':
C1%1'#"("*'%.#"%,1'."U[`_5"S$$-.(+&8"1-"10'")-('3>"
/0+$0"-,"10'",-33-/+&8"+#"10'"4'#1"+&1'.7.'1%1+-&"-," A) "U
10'"$-',,+$+'&1"_5_â["+&"10+#"$-&1'P1: B) U\
A) !&"U[`_>"10'"7.'(+$1'("%<'.%8'"7.+$'"-,"%"3-%," C) \]
-,"/0+1'"4.'%("/%#"%77.-P+)%1'3*"j_5_â[5 D) a\
B) D0'"7.'(+$1'("%<'.%8'"7.+$'"-,"%"3-%,"-,"/0+1'"
4.'%("("*'%.#"%,1'."U[`_"+#"_5_â["1+)'#"
8.'%1'."10%&"10'"7.'(+$1'("%<'.%8'"7.+$'"-,"%"
3-%,"-,"/0+1'"4.'%("+&"U[`_5
C) R%$0"*'%."%,1'."U[`_>"10'"7.'(+$1'("%<'.%8'"
7.+$'"-,"%"3-%,"-,"/0+1'"4.'%("0%#"+&$.'%#'("4*"
%77.-P+)%1'3*"j_5_â[5
D) R<'.*"_5_â["*'%."%,1'."U[`_>"10'"7.'(+$1'("
%<'.%8'"7.+$'"-,"%"3-%,"-,"/0+1'"4.'%("0%#"
+&$.'%#'("4*"jU5
!
SAT TEST 16 46
4 4
15 16
!VNY"t"\]V_5[`Y N N B
_ \
S"#%)73'"-,"4%$1'.+%"+&"%"3+=2+("8.-/10")'(+2)" a _
10%1"0%#"%&"+&+1+%3"1')7'.%12.'"-,"\]"('8.''#"
N'3#+2#"VxNY"+#"73%$'("+&"%".',.+8'.%1-."/+10"10'"
D0'"1%43'"%4-<'"#0-/#"10'"$--.(+&%1'#"-,"1/-"
1')7'.%12.'"#'1"1-"_"xN5"D0'",2&$1+-&"%4-<'"
7-+&1#"10%1"3+'"-&"3+&'"2"+&"10'"NBA73%&'5"!,"10'"#3-7'"
%77.-P+)%1'#"10'"1')7'.%12.'"!>"+&"xN>"-,"10'"
-,"3+&'"2"+#"4>"/0%1"+#"10'"<%32'"-,"4:
)'(+2)"N")+&21'#"%,1'."4'+&8"73%$'("+&"10'"
"
.',.+8'.%1-.5"E0+$0"-,"10'",-33-/+&8"4'#1" A) r
/
%77.-P+)%1'#"10'"%)-2&1"10%1"10'"1')7'.%12.'>"
/
+&"xN>"-,"10'")'(+2)"0%#"('$.'%#'("%,1'."\_" B) r
"
)+&21'#: /
C) "
A) !V_Y "
"
D) "
B) !V\_Y /
67/89
C)
6789
D) !V_Y'r"!V\_Y 17
!&"10'"NBA73%&'>"3+&'"+"0%#"%"#3-7'"-,"sa"%&("7%##'#"
10.-280"10'"7-+&1"Vr\>"`Y5"E0+$0"-,"10'",-33-/+&8"
+#"%&"'=2%1+-&"-,"3+&'"+:
A) aN"u"B"t"U
B) \N"u"B"t"a
C) r\N"u"B"t"UU
D) raN"u"B"t"Ua
!
SAT TEST 16 47
4 4
18 19
S".+801"1.+%&83'"+#"#0-/&"%4-<'5"E0%1"+#"10'"<%32'"
-,"$-#VNxY:
-
A)
!/
!/
B) E0+$0"-,"10'",-33-/+&8"+#"%&"'=2%1+-&"-,"10'"
-
7%.%4-3%"#0-/&"+&"10'"NBA73%&'"%4-<':
-
C) !
!" A) y= x(x + 6)
/
!/ !
D) B) y= x(x r"^Y
!" /
C) y t"r\x(x + 6)
D) y = 2x(x r"^Y
!
SAT TEST 16 48
4 4
20 22
! !
If + = 2, where x > 0, what is the value of
: /:
/:
?
"
A) 8
"
B)
/
!
C)
/
!
D)
5
D0'"#$%11'.73-1"%4-<'"#0-/#"10'"7'.$'&1"-,"
.'#+('&1#"/0-"/'.'".'8+#1'.'("1-"<-1'>"N>"%&("10'"
7'.$'&1"-,".'#+('&1#"/0-"%$12%33*"<-1'(>"B>"-&"
'3'$1+-&"(%*"+&"\_U_>",-."'%$0"-,"10'"Z_"#1%1'#"+&"
10'"h&+1'("C1%1'#5"E0+$0"-,"10'",-33-/+&8"$-23("4'"
10'"#3-7'"-,"%"3+&'"-,"4'#1",+1",-."10'"(%1%:
23
A) r6.4
B) 0.8
C) 6.4 In ancient Egypt, from 2810 BC to 2800 BC. the
D) 8.8 course of the Nile riverbed moved eastward at least
2 meters per year but no more than 3 meters per
year. Which of the following inequalities represents
all possible values for the total distance d, in
meters, the Nile riverbed moved eastward for 4
consecutive years during this time period?
21
A) _"z"d z"\
D0'"\_U_"7-723%1+-&"-,"D23#%>"M93%0-)%>"/%#"
B) \"z"d z"a
a[U>bb^5"D0.''"*'%.#"3%1'.>"10'"7-723%1+-&"0%("
8.-/&"4*"U5Z[{5"D0'"\_Ua"7-723%1+-&"/%#"0-/" C) ]"z"d z"b
)%&*"1+)'#"10'"\_U_"7-723%1+-&: D) b"z"d z"U\
A) 1.0159
B) 1.159
C) 1.59
D) 2.59
!
SAT TEST 16 49
4 4
24 25
B"t"\N"u".
B"t"N\"u".
!&"10'"#*#1')"-,"'=2%1+-&#"%4-<'>"."+#"%"7-#+1+<'"
$-&#1%&15"!,"10'"#*#1')"+#"8.%70'("+&"10'"NBA73%&'>"
/0+$0"-,"10'",-33-/+&8"-.('.'("7%+.#".'7.'#'&1#"%"
7-+&1"/0'.'"10'"1/-"8.%70#"+&1'.#'$1:
A) (0, a)
B) (a, 0)
E0+$0"-,"10'",-33-/+&8"'P7-&'&1+%3"'=2%1+-&#"4'#1" C) (2, a)
)-('3#"10'"(%1%"#0-/&: D) (a, 2)
A) y = 2rx
B) y = 2x
C) y = 3rx
D) y = 3x 26
C70'.'"C"0%#".%(+2#"+>"%&("#70'.'"O"0%#".%(+2#"a+5"
E0+$0"-,"10'",-33-/+&8"%.'"1.2':"VD0'"#2.,%$'"
%.'%"-,"%"#70'.'"/+10".%(+2#"0"+#"]w0\ 5Y
I. D0'"#2.,%$'"%.'%"-,"#70'.'"O"+#"["
1+)'#"10'"#2.,%$'"%.'%"-,"#70'.'"C5
II. D0'"<-32)'"-,"#70'.'"O"+#"\`"1+)'#"
10'"<-32)'"-,"#70'.'"C5
A) I only
B) II only
C) I and II
D) Neither I nor II
!
SAT TEST 16 50
4 4
27 28
S"1-/&"&'/#7%7'."7-33'("Z__"<-1'.#"#'3'$1'("%1" D0'"0'+801"-,"%"1.+%&83'"+#"-&'A,-2.10"10'"3'&810"-,"
.%&(-)",.-)"%"3+#1"-,"%33".'8+#1'.'("<-1'.#"+&"10'" +1#"4%#'5"E0+$0"-,"10'",-33-/+&8"'=2%1+-&#"8+<'#"
1-/&5"M,"10-#'"7-33'(>"]U{"%77.-<'("-,"10'+."#1%1'" 10'"%.'%>"C>"-,"10+#"1.+%&83'"+&"1'.)#"-,"+1#"4%#'>"3:
8-<'.&-.;#"7'.,-.)%&$'5"E0+$0"-,"10'",-33-/+&8"+#"
10'"3%.8'#1"7-723%1+-&"1-"/0+$0"10'".'#231#"-,"10'" ;<
A) C"t"
7-33"$%&"4'"%773+'(: !3
A) S33".'8+#1'.'("<-1'.#"/0-".'$'+<'"10'" ;<
B) C"t"
&'/#7%7'. 4
B) S33".'8+#1'.'("<-1'.#"/0-"7%.1+$+7%1'("+&" ;<
C) C"t"
10'"7-33 '
C) S33".'8+#1'.'("<-1'.#"+&"10'"#1%1' ;<
D) C"t"
/
D) S33".'8+#1'.'("<-1'.#"+&"10'"1-/&
!
SAT TEST 16 51
!
4 4
29 30
\N"s"aB"t"Z4
A study estimated that the mean number of times
per year each person in the town of Shelton shops U_N"u"+B"t"\Z
at a grocery store is 91, with an associated margin !&"10'"#*#1')"-,"'=2%1+-&#"%4-<'>"+"%&("4"%.'"
of error of 3. The study also estimated that the $-&#1%&1#5"!,"10'"#*#1')"0%#"+&,+&+1'3*")%&*"
mean number of times per year each person in the =
#-321+-&#>"/0%1"+#"10'"<%32'"-," :
town of Whitsville shops at a grocery store is 95, >
with an associated margin of error of 4. Based on A) r15
the study, which of the following is an appropriate
)
conclusion? B) r?
)%
A) The people of Whitsville shop at a grocery !
C)
store more times per person per year than the !-
people of Shelton.
D) 15
B) The people of Shelton shop at a grocery store
more times per person per year than the
people of Whitsville.
C) The people of both towns shop at a grocery
store the same number of times per person
per year.
D) There is insufficient information to
determine which town's people shop at a
grocery store more times per person per year.
!
SAT TEST 16 52
4 4
For questions 31-38, solve the problem and 7

Answer: 12 Answer: 2.5
enter your answer in the grid, as described
below, on the answer sheet. Write
answer in
boxes. 7 / 1 2 2 . 5
Fraction
1. Although not required, it is suggested that line Decimal
you write your answer in the boxes at the top point
of the columns to help you fill in the bubbles
accurately. You will receive credit only if the
bubbles are filled in correctly. Grid in
2. Mark no more than one bubble in any column. result.
3. No question has a negative answer.
4. Some problems may have more than one
correct answer. In such cases, grid only one
answer.
5. Mixed numbers such as 3 1 must be gridded
2
as 3.5 or 7/2. (If 3 1 / 2 is entered into the 2
Acceptable ways to grid 3 are:
grid, it will be interpreted as 31, not 3 1 .) 2 / 3 . 66 6 . 667

2 2
6. Decimal answers: If you obtain a decimal
answer with more digits than the grid can
accommodate, it may be either rounded or
truncated, but it must fill the entire grid.
Answer: 201 – either position is correct
201 201
NOTE:
You may start your
answers in any column,
space permitting.
Columns you don’t
need to use should be
left blank.
CO NTI N U E
SAT TEST 16 53
4 4
31 33
aVN"r"\Y"t"raVN"r"\Y
Each point in the scatterplot below shows the
distance between two cities and the price of a !,"10'"'=2%1+-&"%4-<'"+#"1.2'>"/0%1"+#"10'"
ticket for a direct airplane flight between those <%32'"-,"N:
cities. A line of best fit is also shown.
How many of the nine tickets have a higher price

than the price predicted by the line of best fit?
34
S")+$.-4+-3-8+#1"+#"8.-/+&8")%))%3+%&"$'33#"+&"
%"3+=2+("$2312.'5"S1"10'"4'8+&&+&8"-,"'%$0"(%*>"
10'.'"%.'"1/+$'"%#")%&*"$'33#"+&"10'"$2312.'"%#"
10'.'"/'.'"%1"10'"4'8+&&+&8"-,"10'"7.'$'(+&8"
(%*5"!,"10'.'"%.'"U__"$'33#"%1"10'"4'8+&&+&8"-,"
(%*"3>"0-/")%&*"$'33#"/+33"4'"+&"10'"$2312.'"%1"
32 10'"4'8+&&+&8"-,"(%*"^:
S"$-&1.%$1-."+#"+&#1%33+&8"%"&'/"$-&$.'1'".2&/%*"%1"
%&"%+.7-.1>"%&("\b>^\_"$24+$"*%.(#"-,"$-&$.'1'"/+33"
4'".'=2+.'(5"D0'"$-&$.'1'"#2773+'."$%&"7-2."Ub_"
$24+$"*%.(#"-,"$-&$.'1'"7'."0-2.5"!,"]a\_"$24+$"
*%.(#"-,"$-&$.'1'"0%<'"%3.'%(*"4''&"7-2.'(>"0-/"
)%&*")-.'"0-2.#"/+33"+1"1%9'"1-"7-2."10'".'#1"-,"10'"
$-&$.'1':
!
SAT TEST 16 54
4 4
35 36
S",+#0"1%&9"+&"%"7'1"#1-.'"/%#"3'##"10%&"0%3,",233"-,"
/%1'."/0'&"%"/-.9'."12.&'("-&"%"0-#'"1-",+33"10'"
1%&9"%1"%"$-&#1%&1".%1'5"S,1'."10'"0-#'"/%#"-&",-."Z"
)+&21'#>"10'"1%&9"/%#"'P%$13*"0%3,",2335"S,1'."10'"
0-#'"/%#"-&",-."a_")+&21'#>"10'"1%&9"/%#"10.''A
=2%.1'.#",2335"6-/")%&*")+&21'#"(+("+1"1%9'"%,1'."
10'"0-#'"/%#"12.&'("-&",-."10'"1%&9"1-"4'"
$-)73'1'3*",+33'("/+10"/%1'.:
2222 " +#"7%.%33'3"1-"

!&".+801"1.+%&83'"CDP"%4-<'>" @A
2222 2222 :
0B5"E0%1"+#"10'"3'&810>"+&"+&$0'#>"-," 1@
!
SAT TEST 16 55
4 4
38
CD%'+"3&'(JK(*&5(JL(0%?%0(+3(+,%(?3443H"&.(
"&?30=*+"3&I S"3%.8'."<'.#+-&"-,"10'"#%)'")%7"-,"10'"
42#+&'##"(+#1.+$1"+#"7.+&1'("/+10"10'"#+('"3'&810"
S"1-/&;#"$0%)4'."-,"$-))'.$'"7.+&1'("%")%7"-," Z_{"3-&8'."10%&"10'"#+('"3'&810"-,"10'"7.'<+-2#"
10'"42#+&'##"(+#1.+$15"D0'")%7"+#"U\ square"+&$0'#>" )%75"M&"10'"3%.8'.")%7>"/0%1"+#"10'"%$12%3"
%&("U"+&$0"-&"10'")%7".'7.'#'&1#"%&"%$12%3" (+#1%&$'>"+&",''1>".'7.'#'&1'("4*"U"+&$0:
(+#1%&$'"-,"a__",''15
37
M&"10'")%7>"%"7%.9+&8"3-1",-."-&'"42#+&'##"+#"
.'7.'#'&1'("4*"%"#=2%.'"/+10"#+('"3'&810"_5\Z"
+&$0'#5"E0%1"+#"10'"%$12%3"%.'%>"+&"#=2%.'",''1>"-,"
10'"7%.9+&8"3-1:
STOP
SAT TEST 16 56
SAT Practice Essay
®
The essay gives you an opportunity to show how effectively you can read and
comprehend a passage and write an essay analyzing the passage. In your
essay, you should demonstrate that you have read the passage carefully,
present a clear and logical analysis, and use language precisely.
Your essay must be written on the lines provided in your answer booklet ;
except for the Planning Page of the answer booklet, you will receive no other
paper on which to write. You will have enough space if you write on every line,
avoid wide margins, and keep your handwriting to a reasonable size. Remember
that people who are not familiar with your handwriting will read what you write.
Try to write or print so that what you are writing is legible to those readers.
1. Do not write your essay in this booklet. Only what you write
on the lined pages of your answer booklet will be evaluated.
2. An off-topic essay will not be evaluated.
You have 50 minutes (standard time) to read the passage and write an essay in response to
the prompt provided inside this booklet.
SAT TEST 16 57
As you read the passage below, consider how Leo W. Gerard uses
• evidence, such as facts or examples, to support claims.

• reasoning to develop ideas and to connect claims and evidence.
• stylistic or persuasive elements, such as word choice or appeals to emotion,
to add power to the ideas expressed.
Adapted from Leo W. Gerard, “Grading Colleges on Access to the American

Dream.” ©2013 by TheHuffingtonPost.com, Inc. Originally published
August 26, 2013.
1 Right now, eager 18-year-olds from across the country are tweeting with bravado
photos of their newly postered dorm rooms and scanning with private fear their
freshmen class schedules. They’re embarking on a journey to capture their piece of
the American Dream. . . .
2 To expand access to the dream, President Obama announced . . . that he intends to

grade colleges, just as colleges grade students. The U.S. Department of Education will
evaluate the affordability of schools based on tuition, scholarships and financial aid.
The department will look at outcomes including graduation rates, employment
and salaries. Ultimately, Obama would like to reward colleges that earn good
grades—those that graduate more students at lower costs. . . . The idea is to restore
equal opportunity to attain the American Dream.
3 The parents and grandparents of today’s 18-year-olds witnessed diminishing access

to the dream. When they were teens, in the 1960s and 1970s, they could buy a year of
college with three months’ labor in a factory or mill. Also, a summer in a mill with
good union wages and benefits persuaded some that this was the life for them, no
college necessary.
4 But too many mills are gone now, lost to government’s failure to enforce
international trade regulations and to the corporate greed that swapped middle class
wages for foreign sweatshop pittances. That means to attain the American Dream,
even more youngsters now must get higher education or technical training.
5 And now, paying for that additional education is much more difficult. One of those
old-time mill jobs—if it were still available—wouldn’t cover a year’s tuition now.
Over the past three decades, the average tuition at a public four-year college
increased more than 250 percent. Meanwhile, typical family income rose
only 16 percent.
6 Tuition has risen even faster than health insurance costs. If the current trend
continues through 2016, the cost of a public college diploma will have more than
doubled in just 15 years.
7 Part of the reason for that is dubious expenditures by some schools, including paying
coaches and college presidents multi-million dollar salaries and building fancy
SAT TEST 16 58
dormitories and gymnasiums. But a crucial factor is the withdrawal of state and local
support for public institutions—from community colleges and trade schools to
state-owned colleges and land grant universities. It dropped 24 percent nationally
from 2001 to 2011. Adjusted for inflation, it reached a 25-year low in 2012. . . .
8 The result of these cut backs is that governments shifted costs to the 70 percent of
students who attend public colleges and universities as tuition skyrocketed.
9 For many teenagers, this foreclosed a college degree. It was too daunting to borrow
tens of thousands of dollars then graduate into a shaky job market. For other young
people, it has meant massive borrowing and debt.
10 Just a short time ago in the early 1990s, 45 percent of graduates borrowed money,
including from family, banks and the government. Now, the figure is more than
66 percent, and that does not include students who borrow from family. . . .
11 Most student debt is to the federal government, which is now owed $1 trillion.
Demos1 calculates that to be a $4 trillion lifetime wealth loss for those students.
That’s significant both to them and to the economy. They won’t be able to buy as
many new cars or refrigerators or infant strollers. So no matter how hard they
worked to graduate college and labor on the job, their American Dream is
permanently encumbered. In addition, their non-spending impairs the economy.
And that diminishes everyone’s American Dream.
12 The United States has a long history of accepting education as a public responsibility.
Publicly funded colleges and universities gave America teachers, engineers,
architects, doctors and lawyers who helped build and care for a strong country. . . .
These publicly supported institutions also provided scientists and researchers who
discovered cures for dread diseases, put astronauts on the moon and invented the
cell phone.
13 America cannot afford to return to the days when only the scions of the wealthiest
could attend college. The nation is most prosperous when prosperity is most shared.
The administration’s plan to grade colleges and encourage resumed state support for
public institutions will help restore equal access to the American Dream.
Write an essay in which you explain how Leo W. Gerard builds an argument to
persuade his audience that American colleges and universities should be
affordable for all students. In your essay, analyze how Gerard uses one or more
of the features listed in the box above (or features of your own choice) to
strengthen the logic and persuasiveness of his argument. Be sure that your
analysis focuses on the most relevant features of the passage.
Your essay should not explain whether you agree with Gerard’s claims, but
rather explain how Gerard builds an argument to persuade his audience.
SAT TEST 16 59

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Writing and Language Test

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For questions 16-20, solve the problem and 7

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Answer: 201 – either position is correct

The table above shows the coordinates of three

If (2x + 3)(x + 2) = ax2 + bx + c for all x, what is

1. The use of a calculator is permitted.

For questions 31-38, solve the problem and 7

grid, it will be interpreted as 31, not 3 1 .) 2 / 3 . 66 6 . 667

Answer: 201 – either position is correct

How many of the nine tickets have a higher price

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• evidence, such as facts or examples, to support claims.

Adapted from Leo W. Gerard, “Grading Colleges on Access to the American

2 To expand access to the dream, President Obama announced . . . that he intends to

3 The parents and grandparents of today’s 18-year-olds witnessed diminishing access

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