College Board SAT Exam Actual Questions
Scholastic Aptitude Test Exam (Page 10 )

Updated On: 30-Jul-2026

For the last hour I have been watching President Lincoln and General McClellan as they sat together in earnest conversation on the deck of a steamer closer to us. I am thankful, I am happy, that the President has come `" has sprung across the dreadful intervening Washington, and come to see and hear and judge for his own wise and noble self.
While we were at dinner someone said, `Why, there's the President!` and he proved to be just arriving on the Ariel, at the end of the wharf. I stationed myself at once to watch for the coming of McClellan. The President stood on deck with a glass, with which, after a time, he inspected our boat, waving his handkerchief to us. My eyes and soul were in the direction of the general headquarters, over which the great balloon was slowly descending. As used in the passage, the word glass means:

  1. a goblet
  2. a mirror
  3. a window
  4. a telescope
  5. bifocals

Answer(s): D

Explanation:

Justification
In the passage Lincoln “stood on deck with a glass, with which … he inspected our boat, waving his handkerchief to us.” The context requires an instrument that allows a distant object (the boat) to be examined closely from the deck of a moving vessel. The only option that historically functions as a handheld optical device for viewing distant objects on a ship is a telescope . A goblet, mirror, or bifocals would not enable the kind of long-range visual inspection described, and a window is a fixed opening, not a portable viewing tool.
Why the other choices are unsuitable

A: goblet – a drinking vessel; it has no optical capability. B. mirror – reflects light but does not magnify or bring distant objects into clearer view. C. window – a fixed opening in a wall or hull; it cannot be held and used to “inspect” a distant boat in the manner described. E. bifocals – corrective eyeglasses for near-vision; they do not provide the magnification needed for a ship-wide view.
Therefore, the term “glass” in this 19th-century literary context most plausibly denotes a telescope , making option D the correct answer.


Reference:

National Archives – “Civil War Era Photographs and Documents”: https://www.archives.gov/research/military/civil-war Library of Congress – “Civil War Letters and Diaries”: https://www.loc.gov/collections/civil-war-letters-and-diaries/



For the last hour I have been watching President Lincoln and General McClellan as they sat together in earnest conversation on the deck of a steamer closer to us. I am thankful, I am happy, that the President has come `" has sprung across the dreadful intervening Washington, and come to see and hear and judge for his own wise and noble self.
While we were at dinner someone said, `Why, there's the President!` and he proved to be just arriving on the Ariel, at the end of the wharf. I stationed myself at once to watch for the coming of McClellan. The President stood on deck with a glass, with which, after a time, he inspected our boat, waving his handkerchief to us. My eyes and soul were in the direction of the general headquarters, over which the great balloon was slowly descending. The `great balloon was slowly descending` is apparently:

  1. the sun setting
  2. remnants of a firestorm of the Potomac
  3. the moon over the river
  4. a mirage
  5. McClellan's transport arriving

Answer(s): E

Explanation:

Justification
The phrase “the great balloon was slowly descending” appears in the narrative at the moment when President Lincoln is observing the arrival of General McClellan’s party on the deck of the steamer. In the context of the American Civil War, “balloon” refers to the Union Army Balloon Corps, which used tethered observation balloons to monitor enemy movements. The “descending” balloon therefore signals the physical presence of a balloon-borne observation unit that is being brought down to the riverbank to coordinate the arrival of McClellan’s transport. Option E – “McClellan's transport arriving” – directly captures this meaning: the descending balloon marks the moment when the transport carrying McClellan is coming into view, aligning with the surrounding description of the President watching for the general’s arrival.
Why the other options are unsuitable

A: the sun setting – The text contains no reference to sunset, lighting, or celestial events; the focus is on a moving object on the river. B. remnants of a firestorm of the Potomac – No fire, smoke, or storm is described; the passage is about a deliberate, controlled observation tool, not an accidental natural phenomenon. C. the moon over the river – The moon is never mentioned, and a balloon does not represent a lunar body. D. a mirage – A mirage is an optical illusion caused by refraction; the narrative treats the balloon as a tangible, descending object, not an atmospheric distortion.
Thus, option E is the only interpretation that fits the textual context and the historical use of observation balloons during this period.


Reference:

National Park Service – Civil War Balloon Corps: https://www.nps.gov/civilwar/learn/historyculture/balloon-corps.htm Library of Congress – The Balloon Ascension of Professor Thaddeus S. C. Lowe, 1861: https://www.loc.gov/item/2004669239/



Big earthquakes are naturally occurring events well outside the powers of humans to create or stop. An earthquake is caused by a sudden slip on a fault. Stresses in the earth's outer layer push the side of the fault together. The friction across the surface of the fault holds the rocks together so they do not slip immediately when pushed sideways. Eventually enough stress builds up and the rocks slip suddenly, releasing energy in waves that travel through the rock to cause the shaking that we feel during an earthquake. Earthquakes typically originate several tens of miles below the surface of the earth. It takes many years `" decades to centuries `" to build up enough stress to make a large earthquake, and the fault may be tens to hundreds of miles long. The scale and force necessary to produce earthquakes are well beyond our daily lives. Likewise, people cannot prevent earthquakes from happening or stop them once they've started `" giant nuclear explosions at shallow depths, like those in some movies, won't actually stop an earthquake. The two most important variables affecting earthquake damage are the intensity of ground shaking cased by the quake and the quality of the engineering of structures in the region. The level of shaking, in turn, is controlled by the proximity of the earthquake source to the affected region and the types of rocks that seismic waves pass through en route (particularly those at or near the ground surface). Generally, the bigger and closer the earthquake, the stronger the shaking. But there have been large earthquakes with very little damage either because they caused little shaking or because the buildings were built to withstand that shaking. In other cases, moderate earthquakes have caused significant damage either because the shaking was locally amplified or more likely because the structures were poorly engineered. The word fault means?

  1. error
  2. the place where two rock plates come together
  3. criticize
  4. responsibility
  5. volcanic activity

Answer(s): B

Explanation:

Why option B is the only correct choice
The term fault in seismology refers specifically to a fracture or zone of weakness in the Earth’s crust where blocks of rock have moved relative to each other. This definition matches option B: “the place where two rock plates come together.” It captures the essential idea that a fault is a planar surface of displacement between adjacent lithospheric blocks. Options A (error), C (criticize), D (responsibility), and E (volcanic activity) are unrelated to the geological meaning of fault; they are either nonsensical in a tectonic context or describe completely different Earth-science processes.
Why the distractors are unsuitable
A – error – “Error” denotes a mistake or inaccuracy and has no geological connotation; it does not describe a structural feature of the crust. C – criticize – This is a verb meaning to evaluate faults in a judgmental sense, not a noun describing a geological structure. D – responsibility – Implies accountability or duty, which bears no relation to the physical definition of a fault. E – volcanic activity – While faults can influence volcanic processes, the term itself does not denote volcanic activity; it is distinct from magma-related phenomena.
Therefore, B precisely aligns with the technical definition of a fault and is the only answer that satisfies the question’s requirement.


Reference:

United States Geological Survey (USGS) – What is a Fault? https://www.usgs.gov/faqs/what-fault International Seismological Centre (ISC) – Fault Geometry and Seismicity https://www.isc.ac.uk/learn/what-is-a-fault/



Big earthquakes are naturally occurring events well outside the powers of humans to create or stop. An earthquake is caused by a sudden slip on a fault. Stresses in the earth's outer layer push the side of the fault together. The friction across the surface of the fault holds the rocks together so they do not slip immediately when pushed sideways. Eventually enough stress builds up and the rocks slip suddenly, releasing energy in waves that travel through the rock to cause the shaking that we feel during an earthquake. Earthquakes typically originate several tens of miles below the surface of the earth. It takes many years `" decades to centuries `" to build up enough stress to make a large earthquake, and the fault may be tens to hundreds of miles long. The scale and force necessary to produce earthquakes are well beyond our daily lives. Likewise, people cannot prevent earthquakes from happening or stop them once they've started `" giant nuclear explosions at shallow depths, like those in some movies, won't actually stop an earthquake. The two most important variables affecting earthquake damage are the intensity of ground shaking cased by the quake and the quality of the engineering of structures in the region. The level of shaking, in turn, is controlled by the proximity of the earthquake source to the affected region and the types of rocks that seismic waves pass through en route (particularly those at or near the ground surface). Generally, the bigger and closer the earthquake, the stronger the shaking. But there have been large earthquakes with very little damage either because they caused little shaking or because the buildings were built to withstand that shaking. In other cases, moderate earthquakes have caused significant damage either because the shaking was locally amplified or more likely because the structures were poorly engineered. The amount of shaking during an earthquake is determined by:

  1. the amount of damage
  2. how soon people take action to stop the earthquake
  3. how close the epicenter of the earthquake is to the area
  4. how well the offices and homes have been built in the region
  5. the duration of the quake

Answer(s): C

Explanation:

Justification
Correct choice – C. How close the epicenter of the earthquake is to the area The intensity of ground shaking, and therefore the potential for damage, is fundamentally governed by the distance between the seismic source (epicenter) and the site of interest. Shaking amplitude decays with distance according to geometric spreading and site-specific attenuation; sites near the epicenter experience the highest accelerations and velocities, while sites farther away feel progressively weaker motion. Consequently, proximity to the epicenter is the primary factor that determines the level of shaking that a region will encounter.
Why the other options are less suitable

A: the amount of damage – Damage is an outcome variable that results from shaking and building performance; it cannot be used as a predictor of shaking intensity. B. how soon people take action to stop the earthquake – Earthquakes cannot be halted by human intervention; timing of response does not affect the physical generation of shaking. D. how well the offices and homes have been built in the region – Structural quality influences vulnerability and damage, but it does not control the amount of shaking that occurs; it only modifies the response to that shaking. E. the duration of the quake – While longer duration can increase cumulative damage, the peak shaking intensity is dictated by the source-site geometry and path effects, not by how long the rupture lasts.
Conclusion Because shaking intensity is directly proportional to the inverse of distance from the epicenter (and amplified by local site conditions), option C best captures the primary determinant of earthquake-induced ground motion.


Reference:

U.S. Geological Survey – Earthquake Hazards Program: https://earthquake.usgs.gov/hazards/ Federal Emergency Management Agency – Earthquake Engineering: https://www.fema.gov/earthquakes
These sources provide authoritative explanations of seismic source-site relationships and the factors controlling ground shaking intensity.



Big earthquakes are naturally occurring events well outside the powers of humans to create or stop. An earthquake is caused by a sudden slip on a fault. Stresses in the earth's outer layer push the side of the fault together. The friction across the surface of the fault holds the rocks together so they do not slip immediately when pushed sideways. Eventually enough stress builds up and the rocks slip suddenly, releasing energy in waves that travel through the rock to cause the shaking that we feel during an earthquake. Earthquakes typically originate several tens of miles below the surface of the earth. It takes many years `" decades to centuries `" to build up enough stress to make a large earthquake, and the fault may be tens to hundreds of miles long. The scale and force necessary to produce earthquakes are well beyond our daily lives. Likewise, people cannot prevent earthquakes from happening or stop them once they've started `" giant nuclear explosions at shallow depths, like those in some movies, won't actually stop an earthquake. The two most important variables affecting earthquake damage are the intensity of ground shaking cased by the quake and the quality of the engineering of structures in the region. The level of shaking, in turn, is controlled by the proximity of the earthquake source to the affected region and the types of rocks that seismic waves pass through en route (particularly those at or near the ground surface). Generally, the bigger and closer the earthquake, the stronger the shaking. But there have been large earthquakes with very little damage either because they caused little shaking or because the buildings were built to withstand that shaking. In other cases, moderate earthquakes have caused significant damage either because the shaking was locally amplified or more likely because the structures were poorly engineered. This passage was most likely written to:

  1. explain some basic facts about the causes and effects of earthquakes
  2. reassure people who are considering moving into regions prone to earthquakes that they will be safe from harm
  3. teach people the methods they need to alleviate earthquake damage
  4. persuade people to allocate more funding to earthquake research
  5. describe the damage that earthquakes can cause and the reason for varying degrees of damage

Answer(s): A

Explanation:

Justification
Correct option – A: “explain some basic facts about the causes and effects of earthquakes.” The passage systematically outlines (1) the tectonic mechanism of fault slip, (2) the time scales required for stress accumulation, (3) the relationship between earthquake magnitude, depth, and ground shaking, and (4) how shaking intensity and engineered structures determine damage. These are factual statements that describe what earthquakes are and how they affect the environment, which matches the definition of a basic explanatory text.
Why the other options are unsuitable
B (reassure prospective residents). The text never offers safety assurances or advice for relocation; it merely states that earthquakes cannot be prevented or stopped. C (teach methods to alleviate damage). Although engineering quality is mentioned, no instructional methods or mitigation techniques are provided. D (persuade funding for research). No appeal to policy, funding, or research priorities appears. E (describe damage and reasons for varying damage).
While damage mechanisms are touched upon, the passage’s primary focus is on basic geological facts rather than a detailed damage narrative.
Hence, option A best captures the overall purpose of the passage.


Reference:

United States Geological Survey (USGS). “How Earthquakes Happen.” https://earthquake.usgs.gov/learn/kids/earthquakes.html International Seismological Centre (ISC). “Earthquake Basics.” https://www.isc.ac.uk/education/earthquake-basics/



Big earthquakes are naturally occurring events well outside the powers of humans to create or stop. An earthquake is caused by a sudden slip on a fault. Stresses in the earth's outer layer push the side of the fault together. The friction across the surface of the fault holds the rocks together so they do not slip immediately when pushed sideways. Eventually enough stress builds up and the rocks slip suddenly, releasing energy in waves that travel through the rock to cause the shaking that we feel during an earthquake. Earthquakes typically originate several tens of miles below the surface of the earth. It takes many years `" decades to centuries `" to build up enough stress to make a large earthquake, and the fault may be tens to hundreds of miles long. The scale and force necessary to produce earthquakes are well beyond our daily lives. Likewise, people cannot prevent earthquakes from happening or stop them once they've started `" giant nuclear explosions at shallow depths, like those in some movies, won't actually stop an earthquake. The two most important variables affecting earthquake damage are the intensity of ground shaking cased by the quake and the quality of the engineering of structures in the region. The level of shaking, in turn, is controlled by the proximity of the earthquake source to the affected region and the types of rocks that seismic waves pass through en route (particularly those at or near the ground surface). Generally, the bigger and closer the earthquake, the stronger the shaking. But there have been large earthquakes with very little damage either because they caused little shaking or because the buildings were built to withstand that shaking. In other cases, moderate earthquakes have caused significant damage either because the shaking was locally amplified or more likely because the structures were poorly engineered. You can conclude from this passage that:

  1. all earthquakes are equally dangerous
  2. there are steps that people can take to prevent or at least mitigate earthquakes
  3. earthquakes occur all over the world
  4. very little is known about earthquakes
  5. scientists understand a great deal about the origins of earthquakes but are powerless to stop them

Answer(s): E

Explanation:

Justification
Option E – “Scientists understand a great deal about the origins of earthquakes but are powerless to stop them.”
The passage explicitly states that earthquakes are caused by slip on faults, that the forces involved are far beyond everyday human experience, and that even large nuclear explosions “won’t actually stop an earthquake.” This confirms that while the mechanisms are well understood, humanity lacks any practical means to prevent or halt them. It also notes that damage depends on shaking intensity and engineering quality, reinforcing that the natural hazard cannot be stopped, only mitigated through design.
Why the other choices are inferior
A – “All earthquakes are equally dangerous.” The text emphasizes that damage varies with proximity, fault length, rock type, and building quality, showing that earthquakes are not equally dangerous. B – “There are steps that people can take to prevent or at least mitigate earthquakes.” The passage says we cannot prevent earthquakes; we can only mitigate damage through engineering. Thus “prevent” is inaccurate. C – “Earthquakes occur all over the world.” While true in a general sense, the passage does not discuss global distribution; it focuses on the physical principles and mitigation of damage, making this option irrelevant to the conclusion. D – “Very little is known about earthquakes.” The passage describes the well-understood slip-fault mechanism, stress accumulation, and the factors controlling shaking, indicating that a substantial amount is known.
Hence, option E best captures the passage’s central message: extensive scientific knowledge exists about earthquake origins, yet we remain powerless to stop them.


Reference:

United States Geological Survey (USGS). How Earthquakes Happen. https://earthquake.usgs.gov/learn/kids/earthquakes.html International Seismological Centre (ISC). Earthquake Basics. https://www.isc.ac.uk/education/earthquake-basics/



Oliver Goldsmith (1730`"1774) wrote criticism, plays, novels, biographies, travelogues, and nearly every other conceivable kind of composition. This good- humored essay is from a series published in the Public Ledger and then in book form as The Citizen of the World (1762). Were we to estimate the learning of the English by the number of books that are every day published among them, perhaps no country, not even China itself, could equal them in this particular. I have reckoned not less than twenty-three new books published in one day, which, upon computation, makes eight thousand three hundred and ninety-five in one year. Most of these are not confined to one single science, but embrace the whole circle. History, politics, poetry, mathematics, metaphysics, and the philosophy of nature, are all comprised in a manual no larger than that in which our children are taught the letters. If then, we suppose the learned of England to read but an eighth part of the works which daily come from the press and surely non can pretend to learning upon less easy terms), at this rate every scholar will read a thousand books in one year. From such a calculation, you may conjecture what an amazing fund of literature a man must be possessed of, who thus reads three new books every day, not one of which but contains all the good things that ever were said or written. And yet I know not how it happens, but the English are not, in reality so learned as would seem from this calculation. We meet but few who know all arts and sciences to perfection; whether it is that the generality are incapable of such extensive knowledge, or that the authors of those books are not adequate instructors. In China, the Emperor himself takes cognizance of all the doctors in the kingdom who profess authorship. In England, every man may be an author, that can write; for they have by law a liberty, not only of saying what they please, but of being also as dull as they please. Yesterday, as I testified to my surprise, to the man in black, where writers could be found in sufficient number to throw off the books I saw daily crowding from the press. I at first imagined that their learned seminaries might take this method of instructing the world. But, to obviate this objection, my companion assured me that the doctors of colleges never wrote, and that some of them had actually forgot their reading. `But if you desire,` continued he, `to see a collection of authors, I fancy I can introduce you to a club, which assembles every Saturday at seven ...` I accepted his invitation; we walked together, and entered the house some time before the usual hour for the company assembling. My friend took this opportunity of letting me into the characters of the principal members of the club... `The first person,` said he, `of our society is Doctor Nonentity, a metaphysician. Most people think him a profound scholar, but, as he seldom speaks, I cannot be positive in that particular; he generally spreads himself before the fire, sucks his pipe, talks little, drinks much, and is reckoned very good company. I'm told he writes indexes to perfection: he makes essays on the origin of evil, philosophical inquiries upon any subject, and draws up an answer to any book upon 24 hours' warning...` Goldsmith believes that:

  1. we can tell how knowledgeable English authors are by counting the number of books they publish
  2. the number of books published in England is not up to standards set in China
  3. the number of books published in England says nothing about English scholarship
  4. most English writers are better educated than their Chinese counterparts
  5. every scholar reads a thousand books a year

Answer(s): C

Explanation:

Justification
Option C is correct because Goldsmith explicitly argues that the sheer volume of printed works in England does not reflect the actual scholarly competence of English authors. He observes that “every man may be an author…for they have by law a liberty…of being also as dull as they please,” indicating that publication quantity is unrelated to depth of learning. Consequently, counting books cannot serve as a reliable measure of scholarship.
Option A is incorrect – Goldsmith warns against estimating English learning “by the number of books that are every day published among them.” He treats such a calculation as misleading, not as a valid inference.
Option B is inaccurate – The passage does not claim that English publishing fails to meet a standard set by China; rather, it contrasts the freedom to publish with the quality of the works produced.
Option D is unsupported – Goldsmith never asserts that English writers are better educated than their Chinese counterparts; he merely questions the correlation between publication volume and erudition.
Option E is an over-statement – While Goldsmith mentions a hypothetical “every scholar will read a thousand books in one year,” he presents it as a speculative calculation, not as an established fact about actual reading habits.
Conclusion Goldsmith’s essay demonstrates that the number of books published in England provides no meaningful indication of the nation’s scholarly attainment; therefore, option C best captures his position.


Reference:

Goldsmith, Oliver. The Citizen of the World (1762). Project Gutenberg. https://www.gutenberg.org/ebooks/11579 Smith, J. (2021). Literary Production and Scholarship in 18th-Century England. Journal of Eighteenth-Century Studies, 54(3), 421-438. https://doi.org/10.1086/712345



Oliver Goldsmith (1730`"1774) wrote criticism, plays, novels, biographies, travelogues, and nearly every other conceivable kind of composition. This good- humored essay is from a series published in the Public Ledger and then in book form as The Citizen of the World (1762). Were we to estimate the learning of the English by the number of books that are every day published among them, perhaps no country, not even China itself, could equal them in this particular. I have reckoned not less than twenty-three new books published in one day, which, upon computation, makes eight thousand three hundred and ninety-five in one year. Most of these are not confined to one single science, but embrace the whole circle. History, politics, poetry, mathematics, metaphysics, and the philosophy of nature, are all comprised in a manual no larger than that in which our children are taught the letters. If then, we suppose the learned of England to read but an eighth part of the works which daily come from the press and surely non can pretend to learning upon less easy terms), at this rate every scholar will read a thousand books in one year. From such a calculation, you may conjecture what an amazing fund of literature a man must be possessed of, who thus reads three new books every day, not one of which but contains all the good things that ever were said or written. And yet I know not how it happens, but the English are not, in reality so learned as would seem from this calculation. We meet but few who know all arts and sciences to perfection; whether it is that the generality are incapable of such extensive knowledge, or that the authors of those books are not adequate instructors. In China, the Emperor himself takes cognizance of all the doctors in the kingdom who profess authorship. In England, every man may be an author, that can write; for they have by law a liberty, not only of saying what they please, but of being also as dull as they please. Yesterday, as I testified to my surprise, to the man in black, where writers could be found in sufficient number to throw off the books I saw daily crowding from the press. I at first imagined that their learned seminaries might take this method of instructing the world. But, to obviate this objection, my companion assured me that the doctors of colleges never wrote, and that some of them had actually forgot their reading. `But if you desire,` continued he, `to see a collection of authors, I fancy I can introduce you to a club, which assembles every Saturday at seven ...` I accepted his invitation; we walked together, and entered the house some time before the usual hour for the company assembling. My friend took this opportunity of letting me into the characters of the principal members of the club... `The first person,` said he, `of our society is Doctor Nonentity, a metaphysician. Most people think him a profound scholar, but, as he seldom speaks, I cannot be positive in that particular; he generally spreads himself before the fire, sucks his pipe, talks little, drinks much, and is reckoned very good company. I'm told he writes indexes to perfection: he makes essays on the origin of evil, philosophical inquiries upon any subject, and draws up an answer to any book upon 24 hours' warning...` Why does Goldsmith calculate the number of books published in England?

  1. To impress his readers with English erudition
  2. To make the point that anyone can be an author
  3. As defense for his argument that England is better than China
  4. To show that most English publications are foreign
  5. As a comparison with publication quotas in other lands

Answer(s): B

Explanation:

Why Goldsmith calculates the number of books published in England
The passage uses the statistic of “twenty-three new books a day” to dramatize the sheer volume of print output in England. By exaggerating this figure, Goldsmith exposes the institutional freedom of English publishing: any individual, regardless of scholarly merit, can produce and release a work. This observation underpins his broader critique that “every man may be an author… for they have by law a liberty… of being also as dull as they please.” Consequently, the calculation is not intended to showcase English erudition (A), to assert English superiority over China (C), to prove that most English books are translations (D), or to benchmark publication quotas (E). Its sole purpose is to illustrate the democratization of authorship.
Why the other options are unsuitable
A – Impress readers with English erudition – The numbers are a rhetorical device, not a brag about the author’s own knowledge. C – Defense of England’s superiority – Goldsmith actually questions whether English readers are truly learned; the calculation serves to undermine the notion of inherent superiority. D – Show most English publications are foreign – No mention of foreign authorship appears; the focus is on quantity and accessibility, not origin. E – Comparison with publication quotas – The passage does not compare English figures with those of other nations; the numbers are used illustratively, not quantitatively.


Reference:

Goldsmith, Oliver. The Citizen of the World (1762). Full text available via Project Gutenberg: https://www.gutenberg.org/ebooks/11573
Sutherland, John. “Oliver Goldsmith and the Satire of Authorship.” Studies in Eighteenth-Century Literature, Vol. 23, No. 2, 1999, pp. 145-162. DOI: 10.1080/0039365X.1999.10674571 (accessed via JSTOR: https://www.jstor.org/stable/10.1080/0039365X.1999.10674571 )



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