Exsanguination
No longer here
1) Three numbers are considered a "prime set" if their sum is a prime number. If 31, -8, and n are a prime set, what is the least possible value of n?
Solution: ETS says the answer is 6, because 31 + -8 + 6 = 29, a prime number. HOWEVER, that is not the "least possible value n". If n=0, the result is 23. A prime number? As far as I know!
Nowhere in the problem did it say positive integers, or greater than 0, so 0 is a valid answer (btw it was a grid-in).
2)
PN and OM are line segments.
Which value is greater? A) g+h B) i+j
Solution: Assuming ray l is at 90 degrees (which it LOOKS like), it is obvious that g+h=i+j (one of the possible answers). However, ETS says it "cannot be determined from the info given". Why? We don't know that ray l is at 90 degrees. Fair enough.
BUT - in several earlier problems involving given geometric figures, the answer keys say that "it LOOKS like they are equal/not equal, so assume so". This is the way I have always known the SAT to be (unless noted otherwise). Another infamous problem like this involves the area of a WHAT APPEARS TO BE a diamond is made into two triangles, where two sides of one of the triangles is given. If you ASSUME the triangles are congruent, then the problem is trivial. However, not knowing so, it requries advanced trig beyond HS to prove their similarity.
(this was a quant comp)
I'm in a hurry, so I can't explain much further other than that I found these in a SAT-prep book. Would someone like to shed light on to how the ETS maybe right (because thousands of HSers are being told they are wrong when they are RIGHT)? I find this ridiculous (esp. the first one). The SAT takes advantage of those who are higher-learned by not giving adequate info, sothose who know beyond what they need get confused because the SAT does not adequately define itself.
I'll be back in a bit with some more insight.
--Ex
Solution: ETS says the answer is 6, because 31 + -8 + 6 = 29, a prime number. HOWEVER, that is not the "least possible value n". If n=0, the result is 23. A prime number? As far as I know!
Nowhere in the problem did it say positive integers, or greater than 0, so 0 is a valid answer (btw it was a grid-in).
2)
PN and OM are line segments.
Which value is greater? A) g+h B) i+j
Solution: Assuming ray l is at 90 degrees (which it LOOKS like), it is obvious that g+h=i+j (one of the possible answers). However, ETS says it "cannot be determined from the info given". Why? We don't know that ray l is at 90 degrees. Fair enough.
BUT - in several earlier problems involving given geometric figures, the answer keys say that "it LOOKS like they are equal/not equal, so assume so". This is the way I have always known the SAT to be (unless noted otherwise). Another infamous problem like this involves the area of a WHAT APPEARS TO BE a diamond is made into two triangles, where two sides of one of the triangles is given. If you ASSUME the triangles are congruent, then the problem is trivial. However, not knowing so, it requries advanced trig beyond HS to prove their similarity.
(this was a quant comp)
I'm in a hurry, so I can't explain much further other than that I found these in a SAT-prep book. Would someone like to shed light on to how the ETS maybe right (because thousands of HSers are being told they are wrong when they are RIGHT)? I find this ridiculous (esp. the first one). The SAT takes advantage of those who are higher-learned by not giving adequate info, sothose who know beyond what they need get confused because the SAT does not adequately define itself.
I'll be back in a bit with some more insight.
--Ex
Better now. Sorry about that.
. However, its not the math portion that I condemn so much (I only used math examples because they can be PROVEN). I think ANY test that administers a "reading portion" is biased and completely invalid. ETS does not test a student's ability to reason or comprehend, it tests a student's ability to think like the qeustion-writers. It complete bulls***. I have nothing against setnence completions or analogies, as definitions are proveable by checking a dictionary. Reading is NOT proveable, it is subject to opinion and personal experience. If I were allowed to argue with an ETS question-writer, I could argue ANY (thats right, ANY) reading question could have more than one sensible answer. There is no BEST answer, only right answerS.
That's what I'm going for.
