psat 10 with key s cognitive

www.liuxue.la ----

www.liuxue.la

:

:http://www.liuxue.la/

:http://bbs.liuxue.la/

http://www.liuxue.la/ranking/

http://www.liuxue.la/school.html

http://www.liuxue.la/undergraduate/

http://www.liuxue.la/graduate/

http://www.liuxue.la/major/

http://www.liuxue.la/book/

http://www.liuxue.la/exam.html

http://www.liuxue.la/download/

1 "SECTIONl

]iJne , .' 25 ntilll~tes . 24 Qllestions , (1~24) .

Directions:

Each sentence belpwhas 'oneortwoblanks, eacq bialik; . indicating that s&methinghas been omitted: Benea,th :.

1 1 The passages below are followed by questions basedon theirconttmt; questions following a pair bfrelatedpassages may also be based on the relationship between the paired passages. i\p.swer the qaestiolls on the basis of what is stated or implied in the passages and in any introductory material that may be provided. . . " . ....... ' "

QuestioQ.S 9-12 are based on the following passages.

Passagel

RealitY television offers a se.riesoftemptations simultaneously repellent tind irresistible. It offers us the chance to see human wreckage and to feel superior to the people involved in itor victimized by it. But it, also gives

5 us a chance to admire people wheritheydo well or SOf!l" above their circumstan:ces:lt is not so easy to separate the illicit pleasures of voyeurism .l-the. sesretlyhoped-for injury..:..-from the higher pleasures of admiration. In its OWn way, what is offered in/teility television resembles . the cgmbinati()n?feIernentsthat has prOvided sports .fans withcompeUing entert:aillment f6r :millennia, minus the " rules. ' " , - -

Passage 2

Reality television is universanYInaligned for being vapid and uncreative, andeverybodyseems to think it's

15 acceptable to admit to watching these programs only as a so-called guilty pleasure. Just ab()ut every sm,art ." person these days agrees that this stuffis devoid or vahie. But there will be a day inthe future when peop1eJb.iilI( differently. There 'will ~eaday .vvhell this'era ()f~kvi$io ~o is remembered as groundl?r~apng and vital, be

1 Questions 13-24 'are based on the follow.mg passages.

The passages below discuss genetically modified (OM) crops, which are the product of a technology that alters the genetic structure of plants in order to improve their viability, longevity, and/or nutritional value. Some people fear that GM crops will ultimately prove dangerous both ' to the ecosystem and to hliman health.

Passage 1 , ' '

Zoe Elford, a young woman employed by a nonprofit " group that works with poor communities around the world, , has spent years picketing grocery stores and talking to '

Line shoppers aboutgeneticallyellgineered food. In 1998 she 5 was arrested, along with several of her friends"for ' ,

uprooting genetically altered plants in a research fi~ld ll,l' , Oxfordshire, England. The case hassincewanrlereduumd out of several courtrooms. Elford explains, "I feltthe Urge to stop .the stuffgrowing, .because when 'youreleas~

10 genetically altered plants up and down this country, those sites are living pollution, and that pollution willteplicate itself. Once it'soutthere, you can't get it back, 'solt's Ii .. kind of now "or-never situation. It's an immediate threat." ,

That threa~ the possibility of unkno\\in consequences, 'is 15 the theme of Mary Shelley'stale about the fateful curiosity

and ambition of Victor FraIikenstein, a scientist who could not withstand theJure of knowledge.'Heedless of the consequences, Frankenstein created new life; a creature that returned to haunt and destroihim.

20 Shelley'stalecturnsarnirroron modern soci~ty's love affair with the ne\V, capturing it andreversing theirnage. Where so mariy are captivated by the possibilities Of technology, others are caught up in arixiety about where such ventures rnight lead., Sh~lley's tale is' fiction; But the

25 insecticide DDt 6ncehailed as a savior from malaria and insect pests, really did poison fish an{j birds, even as insects developed resistance toit,~9. it became ineffective in its original purpose~ . .', , ' ",

Fear of techIlology's upforeseen. consequences coUrses 30 through debatesandconvers'::itions about genetically

engineeredplapts,especially in countries with strong environmental movements. In England, consumer protests and fears h!lve forced most grocery stores to bart products with genetically modified ,ingredients from their shelves.

35 Such outcomes are an' eno,rmbustriumph for committed campaigners like Zoe Elford. Whatbothers, Elford is not so much theiec~ology itself liS the forces she sees behind.it, theHgrotesquejuggefnaut" of corporations that produce ' genetically modified f09d~ ':Wearerapidly losing the

40 natural world tOlllultination,al corporations and ' governments coWplicit in their myopic, inanic scheme," , she wrote in 'lQQ8,~xp~~irlg her dedsion to uproot the ., genetically mOdifierlplants.Sbe called on her fellow ' , citizens to "atfoidemocracy ,Jor diversity, andtb~stqre '

45 aland lush ,?,i~fields,.free of geneticpoUutioIl,8.Q.tlfreeQf genetic cQntalniQ*tion.:'.. ' ' '

1 .8 "

'.-' .'--j .. --

;>~~~ Passage 2

The defensiveness and lltrllctabilityofth.e'

biotecbI1ologyin,dustrydid not rleyelopin a vacuum. ' It ,,' " ','. , grew and hardenedirtreaction to unreasonable, irrational, ,

50 and emotional atta~ks by~n"irorD:ne~talandconsumer : ' groups. Itis easyalld' t~inpyng tQ'p?-w=ayindustry as the bad guy, 'butoPP9UentS0f65 to bacteria are not backed up with publicly acceSSible data. Passiolls inflamed by these and other misrepresentations of biotechnology have led to the damaging of university , ' " buildings, clandestine uprootingsofGMcrops from ," farmers' fields, and claims that genetically ID.

states the primary relationship between the pas~ages? 'Passage 2 examines the history .ofthe argument '

put forth inPassage l. Pa~sage2 critici~es the tactics,ofa particular

group while Passage fdiscllsses a representative of that group.

Passage 2 characterizes a person favorably that passage 1 openly mocks.

Passage 2 describes new evidence that challenges the idea.t; espollsed in Passage L

Jlassage 2 celebrates the achievements of a group while Passage 1 presents information about the group objectively .

'14 .. Both passages acknowledge which of the following ' about genetically modified crops?

(A)

(B)

(C)

CD) (E)

Genetic modification of crops will make the world less dependent On harmful pesticides. _

Genetically modified crops are more difficult to grow than are conventional crops. '

Scientists need to urge caution in the acceptance of genetically modified crops.

Activism has had an impact on tht! debate over genetically modified crops.

Genetically modified crops will be an important worldwide source of food in the .future.

15~ . The primary purpose of the opening paragraph of

. ~ \: ,

.,t

Passage 1 (lines 1-13) is to (A)

(B)

(C) (D) (E) '"

present the views and actions ofaparticular individual

place the work of anorgaI1izatio~ina sodal context .

urge readers to adopt a politicalstarice 'claiify the extent ofan ongoing threat discredit the work of acominitted idealist

(~ The author of Passage 2 would most likely characterize ;';< Elford's actions described in lines 4-7 of Bassage 1 ?',,("In 1998 ... England") as i.'(M a result of her desire for personal attention ; '(B) a response to an unusual circumstance ",,, (C) sparking useful dialogue among normally

antagonistic groups , CD) concurring with the recommendations of the

scientific community , (E) damaging the credibility of her point of view

17. The author of Passage 1 mentions '"DDT" (line 25) as an example of a substance that '

(A) is now being reconstituted ,chemically (B) is not well understood by the public

1

(C) has notbeen thoroughly studied .... . (D) eventually proved harmful to the environment (E) has become expensive to produce commercially

18. In line 29, "courses" most nearly means (A) pursues (B) lectures (C) runs CD) hunts (E) examines

19. Zoe Elford most likely intended her comments in lines 44-46 ("act for ... contamination") to (A) offer a defense (B) incite a response (C) suggest 1\ compromise (D) clarify a question

,(E) criticize a solution

, 20. In line 45, "free of" most nearly means (A) unaffected by (B) cheated of (C) un penalized by (D) opento (E) liberated by

21.m Passage 2, the statements in lines 47-51 ("The defensiveness . . . groups") serve primarily to (A) provide a solution to a vexing issue (B) discuss the findings of a scientific study (C) contextualize a particular state of affairs (D) defend the theory underlying a practice (E) analyze specific demands made by a group

22. The author's tone in lines 57-71 (''The rhetoric .. . tainted") is best characterized as (A) disapproving (B) anxious (C) bemused CD) defiant (E) sanctimonious

I GO ON TO TH~ NEXT PAGE>

1 23. In line 72, '~rrused" most nearly means

(A) nurtured (B) broached (C) erected (D) increased (E) collected

. .. . STO P If"nufir'lillih hefhre tim~ ilC:callert vou mav check vour work on thissectiort onhl.

o o SECTION 2

Time. -25 minuteS 20 Questions

(h20)

o

QirectioniS: For this sedion, solve eac;:h. probl~I1l':Uld decide whichis the best of the choices given. Fili in the corresponding the answer sheet. You may use any :available space for scratch work.

1. The use of acalculatbt is permItted. 2. All numbers used are real numbers. 3. Figures that accompany problems in this t~st are intended to provideinformation useful insolvin~ the problems.

They are drawn as aCr;urately as possi?leEXCEPT when it isstated in a specific problem that the figure is not drawn to scale. All figures lie in a plane unless otherwise indicated.

4. Unless otherwise specified, the d()plainofanyfu'nctionj is assumed to be the set of all real numbers x for which f(x) is a real number ..

G C} ~. ~"8h b~ At:} 'u--,--:-,=-~ x-13 A =7rr2

C=27rr A= .ew

The number of degrees of arcin a The sum ofthe me~sures in del~reies)5f1he

. If k is 3 more thantwi~~ ll,llien n+6

2n+3

2n ~3 n+3

2 2(n +3)

.,9-

V =7rr'lfl SpeCial Right Triangies

2. If 21xl-3 < 7, which of the following is NOT a possible value for ?

- (A) -5 (B) -2 (C) 0 CD) -1 (E) 4

GO ONTO THE NEXT PAGE

2

3. In the figure above, what is the value of x ? (A) 10 (B) 12 (C) 18 (D) 24 (E) 36

> -

4. The numbersincirclesX, Y,ruid Zab6verepreserit the numbers of12thgradersat A4an.1s High School who are-applyingtoCollegf.:X,College y, .and College Z, respectively; Forexampl~, 6 s1l:Idents are applying to all threecolleg~s. How many 12th graders

, at Adams High School are applying to College X: _ College Y, or both, but are not applying to College Z?

21 30

--

- 5. If the average (arithmetic meant of3 nUInQers is 30, what is the sum of the 3 numbers?

-(A) 10 (B) - 15 (C) 30 (D) 60 -(E) 90-

6. --For the 20 pomtsshown inthefigurellbov~~ what y-cootdinatevalue occurs most frequently? (A) 3 (B) 4 (C) 5 (D) 6 (E) 7

. "i{~:

IGO ON TO THE N~XT~k~ ,;;,;i

7. If (x+y)3 = 64, whatisth~valueofx+y+-2? (Al 4 (B) "" 6 (C) 5

- (D) 10 "" (E) 12 ,

I. Broad and Fern n. Main and Oak ". "

In. Oak and Broad "

.7." "9. Lettheoperati.on:* bedefmedforal1values of xby

~*=2x + L WhatiSthevatueof{-4)*?

9

10. Ageneralrule fordetefI11ining whether a person can afford to buy a particular h0tne is that the price of th~homeshould not exceed 2,5 times the annual inconieofthebuyer. AC90rding to this rule, what shQutdbeaperson'sminimuniaveragemonthly income to afford a home that sells for$120,OOO?

- ""

I G()ON.TQTHENEXTPAG~

11. '1 x andy~epositive'iirt~egers~dx2 i.,-'- y2:::15, ' which' ()ftbef~llow#ig~()rildPethe value of i 1'"

. - ' ,. -

(A) '2 -. -' ~

(B) 3 (C) 5 (D) 8 (E) 16

12. hi theflfuife, ~~Q0t!~:t6~bu:g1e 'has radius,4 center. , What isthepeime\.efof/:,PQR?

, -

(A) 8 ,,' ,'> (B) 12 'Ii ?:::'{'

(C) ,, 4F3 (appr~~~t~~y().~3) , (D) . 8J3;- (ap.pt9ij!ll~te~y 1?,.86L

(E) ' 8+c2J3 , (l;lP~iJ~~teIYJI.46) . : ~: .. ';!> '. . .

' x 13., If4 =

(A) 1 12 1 (B) 3

(C) 3 4

, (D) 3

(E) 12

(A) 3 (B) 4.5

, (C) 5 (D) 9 (E) - 12,5

" ,

15. In a set of30 il'ltegers,18 oftbe integers are multiples '" of 5; If 1Q of the multiples of Sare odd integers,

then at most how many even integers could be in the set of30 7 ,

2 8

10 12 20

POPULATION OF STATE.Q

16. In the graph above, the S9lidli~r -segiiienfuconnect the dots that represenJtl;ie acN~l.rpp'plllati,onof~tate Q, recorded ,at 20-year interva1s.i.t~ .. q.ash

. . ~' ., " . .

", I I I I > . 1 ,I V Y;;:f(x)

3 3 :3 33 -3 SECTION 3

Time - 25 minutes 24 Questions ,

(2548)

Directions: For each question in this section, select the best answer from among the choices given and fiUiu the corresponding oval on the answer sheet. '

Each sentence below has one or two blanks, eachblaDk indicating thatsomethiIig has been omitted. Beneath the sentence are five words or sets of words labeled A through E. Choose the word ot set of words that;wben inserted in the sentence,best fits the meaning of the sentence as a whole.

Example:

Hoping to ------- the dispute, negotiators proposed a compromise thaUbey felt would be------- to bOth . labor and management.

(A) enforce .. useful (B) end .. divisive (C) overcome .. unattractive (D) extend .. satisfae;tory (E) resolve .. (icceptaN9 CD

25. Never especially eager to go climbing with his friends, Mick felt ev~n less -~----~ when he actually saw the mountain.

(A) resourceful (B) fastidious (C) inquisitive . (D) enthusiastic (E)weary

26. Telling our own life stories has -~-----eff~ct: it helps us to overcome fe;rrs. and to heal psychological wounds. ' ,

(A) a harmful (B) a typical (C)' a therapegtic (D) an endearing (?) an enervating

27. Many animaIs migrate early in certam years, apparently to avoid the ------- of particularly barsh, sriowy winters. (A) regression . (B) severity (C) stigma

(D) ' aridity : (E) p~edictability

28. Althoughprof~~$Or 'Kru~Y~ ''\ligorouslY ------.;,the developi:nellt of, Iift?lelir:teFbpology, she nonetheless

adoptsasomber~d ;.cL' tone when speaking of its potential safety is~ues. (A) supports .. cautionary

. (B) analyzes .. scholarly (C) proposes .. favorable (D) monitors .. respectful

_ (E) "condemns .. critical

29. "Alvarez is far less------~ than, his 'peers, tending rather to flout tradition and disdaincbnventional behavior. ' (A) indecorous

CD) inventive (B) intuitive (C) combative (E) punctilious

3 3 Each passage belo\\f is !leStiOlls based on its content. Ans~er the questions on the basis of what is' stated or implied in each passag~ and in any material that may be provided. .

Questions 30~31 are based ()ll~[)w:jnl! passage. We are witnessing a key mCHl}~~nl:@the history of

our species. For the. first time, are living in cities than outside them. Now future, we will

Line be Homo urbanus-the city transition is 5 profound. Farone thing, it is irt:eversible.For

another, it is a. manifestation trend. It has taken a few millennia for the cities to reach 3 billion. It will double that number.

30. The tone of the fIrst sent~n,*1 (A) playful (B) sympathetic (C) ironic (D) dramatic (E) defiant

. 31. In context, the phrase described as a

(A) (B) (c)" (D) (E)

, Questions 32-33 are based on the following passage. In the age of science, belief in phenomena like

astrology, telepathy, and the healing power of crystals is raging out of control. Author Wendy Kaminer thinks she

Line knows why: "The more limited your understanding of 5 science," she tells us, "the more that scientists resemble

masters of the Q(1CUlt, and themote thatparanotmal phenomena seelnlikely to reflect undiscovered scientific, truths ... . A persistent irony of scientific progress is , its encouragementof pseudoscientific claims." So science

10 actually begets pseudoscience. Scientists regale the public with speculatiollsabout parallel universes, quantum teleportation, and lO-dimensional, superstrings, Bllt what some nonscientists take from this is that the uruverse is

-17-

so strange that anything canhappen.

32. Which of the following situationsisinostsimilarto the "persistent irony" (line 8) ? (A)

(B)

(C)

A hospital's efforts todevelop'procedllres for coying with a natunil disaster prove pointless because a disaster doesn't occur.

A legislature's efforts to pass new.ethics rules are thwarted bycorruptlegislatots.

A ,company's efforts to sell its products' i~ . a ne~ market target Ii resistant population of potential customers.

(I,)) A team's efforts to winacharripionship cause some team members to engage inunsport:iJig conduct. , -

(PO) A school's efforts to .eduatechilgren in good manners lead td an increase. in antisocial behavior.

3~. , The 'passage suggests which of the-following about 1he "speculations" (line II)?

. (A) "They are diffi~ultevenfortrain~clrese.archers to understand. '

(B) They have an unintendedeffecton some laypersons. .

(C) They arouse cynicism toward science on the part of the public.

CD) Theyencouwge nonsci~ntists to take an active interest inscie;nti:ficr~s~arch.

(E) They gamer, att~ntion for those 'scientists who cravepublicit}'. . .

I GO ON TO THE Nfi)(TP~

3 "3 3 3 Questious 34 .. 40 are based on the following passage.

The following passage isadaptedfrom a 1999 novel about a family living in1ndia.

MamandPapa. MamaPapa. PapaMama. It was hard to believe theyhadever had separate existences, that they had been separate entities and not MamaPapain one breath.

Line Yet Mama had been born to a merchant family ill the City 5 of Kanpur and lived in the bosom of her enormous family

till at sixteen she married Papa. Papa, in Patna, the son ofa tax inspector with one burning ambition, to give his son the best available education, had won prizes at school meanwhile, played tennls as a young man, trained for the

10 bar, and eventually built up a solid practice. This much ' the children learned chiefly from old'photographs, framed certificates, tarnished medals, and the conversation of visiting relatives. MamaPapa themselves rarely spoke of a time when they were notone. The few anecdotes they

15 related separately acquired great significance because of their rarity, their singUlarity. '

Mama said, "In my day, girls in the family were not given sweets, nuts, good things to eat. If something special had been boughtiuthe market, like sweets or nuts, it was

20 given to the boys in the family. But ours was not such an orthodox home that our mother and aunts did not slip us something on the sly." She laughed, remembering that-sweets, sly.

Papa said, "We did not have electricity when we 25 were children. If we wanted to study, we . were sent out

to sit under the streetlight with our books. Duripg the examinations, -there wouldbe a circle of studen~ sitting and reciting theiI' less~ns ~oud.lt would be difficultto concentrate oulaw becauseotheis'were re iring theorems

30 or Sanskrit slokas or dates from British history. But we did it-we passed our exiUIls."

Papa said, "The best student in my year studied day and night, daY,and nightWefoundout how he could study so much. During the exams, he trimmed his

35 eyelashes. Then. whenever J?is,eyes shut, they would prick him and hewouldwake apso he could study more."

Papa's storiest~nded to emphasize hard work and sacrifice. Mama',shad to do with food-'-IDostly sweets-and family. But the stones were few, and brief. That

40 could have been tanthlizing-soIDuchunsaid, feft to be imagined-but the children did not give the past that much thought because MamaPapa seemed sufficient in themselves, Having fusedirtto one, they-had gained so much in sl1bstance:instarure, in authority, that they

45 loomed largeenoughas it was; they did not need separate histories and backgrounds to make them even more immense.

3

-18-

33 .3 34. In context, the fIrst three words of line 1 are best

understood to be a

(A) linguistic construction peculiar to India

3 (B) criticism of the parents' lack of individuality (C) play on words that establishes a dreamlikemood CD) verbal representation of the children's perception (E) dramatic re-creation of a childhood event '

35. The phrase "MamaPapa in one breath" (line 3) is used primarily to suggest

(A) a hasty response (B) an uncertain attitude (C) an indivisible entity (D) aconiused remembrance (E) a sense of desperation

36. The narrator uses tl!eword "Yet" (line 4) to convey a shift from

(A) feeling to fact (B) optimism to cynicism (C) prediction to recollection (D) speculation to conclusion (E) remembrance to anticipation

37. In line 21, "slip" most nearly means

(A) fall (B) pass (C) slink (D) elude (E) unfasten

38. Why did the children "not give the pastthat much thought" (lines 4142)? (A)

(B.)

(C)

(D)

(E)

They had decidedtoQ.wdlon future'events rather than previous misfortunes.

They had become impatient with stories that seemed to moralize.

They were satisfiedtokllowtheir parents as they existed in the preseIl,t.

Their imaginations were more stimulated by possibilities .!:hart by reality . Theirp:I(ents'chil~~oqd e~periences seemed dull

compared to their own. .

3 3 3 3 39. In line AS, the word "loomed" is used to suggest an

(A) indistinct appearance (B) impressive status (C) impending action (D) imminent moral danger ', (E) imposing physical size

3

19

333 40. The last sentence of the passage ("Having ...

immense") primarily serves to (A) call into question ,a description of the children, (B) reiterate a minorobjection made by the narrator

' (C) expand on a previous impression of the parents (D) draw it moral lesson rroma setO(experiences (E) conclude on a note of nostalgic regret

1 GOpN TOTBENEXTPAGE >

/

3 3 . 3 Questio~s 41-4S'are basedonthe following passage.

This passage isadapte.djfrom a bOQkof essays published in 2000. Here the authorshares his .thoughts on Socraies.

A few years ago, durmg a bitter New York winter, with an aftemoonto spare, 1 found myself in a deserted gallery on the upper level of the Metropolitan Museum of Art.

Line Suddenly, my eye was caught bya canvas that it caption 5 explained had been painted in P;U:iS in the aUtumn of 1786 .

by JaGques-Louis David. . In the paintWg, the ancient Greek philosopber Socrates,

condemned to death by the people . of Athens, prepares to drink a cup ofp()ison.berplock, SUfTolP1ded by woebegone

10 friends. In 39913.C.~ thre( Athenian citizens had brought legal proceedings against thephUesopher. They had '.

ac~used him of failing toworsbipilie city's gods and of corrupting the youth of Atbens~and, such was the . severity of their charges, they bad called for the death

15 penalty . . Though afforded an opportunity to renounce his

philosophy in court, Socrates had sided with what he believed to be true.nltherthan what he knew would be popular. Allegedly, he told thejury: "So long as T draw

20 breath and have my faculties, I shall never stop practicing philosophy andexhorung you and elucidating the truth for everyone that I meet ... whether you acquit me or not, you knowthatI am not going to alter my conduct, not even if I have to die a hundred deaths."And so Socrates had been

25 led to meet his end in an AtheI;lianjail. . If the painting strUck llleforcefully, if was perhaps

because the behavior it dt;pidte'd

r, ,

" conciliatory , compas~i6nate pr9~~~ti.oris '

aiml~ss . lIIJ,pemOU$

, In line45, "sancti9Il:d" J,llost n.early means (A) restricted (ll)protcctetl ,. (C) approved (D) revered. ' $) penalized

47. In.Jines 5~51,the aqthor indicates thatthe "task'; . js)npart

(A) incomprehensible ,CBT unavoidable ' ( C)uullecessary (D): il.ldicrOus . (E) riskY ' '

48. 'The flUalparagraph ' (lines 48-60)primarilYS~rv9S to '(A) as.sessthe significance of David's painting (B) contrast ancient and modem approaches to

phj}0sOphy . .' ' .... . ... .... , . .......... ". '. . .. ...... ', (C) ' exposeth~ ineaningl~ssness . of philosophical

language . " , (D) indic~tehowtheauthor in.tenclstoproceed (E) 'summarize Socrates'influenceou later

philosophers

If you fini~t1 befor~till'Il!iS caned, you, m~Yc.h~ckyour work on,t"i$S~cti()nol1jv. , ' Do ,l1otturn to avy ()therl;ectlg.n' inthete~t. ,

o 0 '0 4.' -. SECTiON 4

TiIile ~. 25 ininutes '18 Questions

(21-38)

Directions: This secti~Il contanistwo types of questions. You have 25miniltes to 'complete bothtyl'es. For questions 21-28, golveeach problem and ,decide which is the best of the choices given. Fill in the corresponding oval on the answer sheet. You rn:ay use any available space fof sctatch work. . .

1. The use ofa calculator is permitted. 2. All riumbers usedarere~lnumber~. 3. Figurestp3Jaccompany problems in this t~stare intended to provide infonnation usefulin sohring the probJems.

They edJ.:awn as accurately as possible EXCEPT when it is stated in a specific; probkm that the figure is not '. diawn.to.scale.All figures lie in a plane unless otherwise indicated .

. 4. Unless ,btherwise specified, the domain of any function f is assumed to be the set of all real numbers:x for which I(x) is a teal number.

V=fwh SpeciaJRight Triangles

The number of degrees of arc in a iitcle is .360. The sum of t~e measures in degreesbft4~angles ofa triangle is 180.

(A) . 9 (B) 18 (e) -27 . (D) 28 (E) 36

22~ Whic~?fthe following numbers lies between ~ and 3 . ' .

. "4 ,on a number line?

(A)

(13)

' .(C) ",

(D)

(E)

1 8 3 8 -5 8 7 8 9 8

Recreation

Clothing

1929

Recreation

1997

23. The circle graphsabove showthe typical expenses a person had for vi:\rious c(A) Medical Care (B) Housing (C)Food (D) Other (E) Recreation .'.

24.. In the figureab()ye; ilie sides of the 8':side~polygon and the sides of tlle5~sided polygofictlJ.ha"ye equal length. What .is ',th~ ,'ratio of the pemn,eter(;fttie. 8-sided. polygon to the periinetetof the 57sidedpolygon? .

(A) 8 to 5 (B) 7 to 4 (C) 5 to 3 (D) 3 to.5 (E) 3 to 1

, . .'

'EJ ',e" [) , [J ~ -' _::' - ,

r~: . ~

.[] . ',i,,;,

'.'.11 '1'

i I

1'.:

. '.'

i

lj.' ' . .

';fiit~fjI-nqti()n jis shOwn above" is, the yalue , '

~LJ.: :,:2x ''~.' , T'" , ~" . . " d h '.':,,. 1

",., . ...

",, -{.:

, 28 . . Therigl;ltcircularcylind,ersJ. 2j and J 'shown

'r] D 4 ", ',.,'[J." . ~. - ", , Directions for Student-Produced Response Questions

Each oftheremaining l o questions requires you to solve the problem !l,j1d enter y(mranswerby :marking the ovals ' in the special grid, as shown in the examples below. You may use anyavaUabfe spaCe for 'scratch work.

. ' . ~ . - - . ' .. '.

A ' , 7 Answer: 201 ', nswe:r: 12

Write anSwer '--in boxes.

Grid in~ result. '

Fraction line

Mark no :more thallone ovalin any column.

Because the answer sheet will be machine-scored, you will receive credit only if the ' ovals are filled in correctly.

Although not required, it is suggested that you write your answer in the boxes at the top of the columnsto help you fill in tlie ovals accurately.

Some problems may have more .than ohe COlTect answer. In such cases; grid only one answer.

- ,~ ., .' .. - ' ,.

No question has ar,legatiVe answer. , , '~~ , 1 .

Mixed numbers such as 3'2 must be gridded as . . . .

3.5 or 7/2. (If~J,l,*~J. iS gridded, it will be , . , 31 ' 1 mterpreted as I' not 32,) ,

P =(2~5)Toundedto ~~ar:stwhole~rimber. 29. Fred uses the formula above to calculate P, the number

of pizzas to order for agtoup o.fn people. For

example. he would?rder 4 pizzas for 9 people. ,since {5 == 3.6 and 3.6rotmds t04. Accordingto this

, formula, what isthe~~ber of piZzas he would order for a group of 17 people?

' ,'i\,o.~~ ' You may start your answers column,spaceperttlltting

.Q)1prnns not needed should be left

~~~Gil~~~' If you obtaina d~ciina}answet .u~",">." .",,,,f;'

L.J

is the value of x?

32. A bookstore sells only hardback books~dp~perb~ck . books. For a particular sale, 40 percent of the ' .

hardbacks and 60 percent of the paperbacks are on .. sale. If the store has an inventory of 10,000 books, 75 percent ofwhicIl are hardbacks, how many beoks are on sale? . . . .

........ .. . ...

>: . ,, ' . . LJ .

. . BD = ~. What is the area of triangle ABC? . 3 .

I GO ON TO THE NExT PAGE\

.. : . ,',,:: :

~S. A group of people consistsof6n wpmen and;8n mell' . wh(!re n>O~ If o,ne .. ofthese p,eople iS~Q b~selectedat

random. what ,is the prol;>abilityof selecting' ~woman?

.' . :-.

3. Thevalue of x +8l is directly'proportionalto the . value of l. If x ':;: 19 when .;' = 5, what is the value

.'

. ~Yo~filJ.i~ttb,.e!~r:~ ' time, is cau~~"y,~u m'=-\1 ~."A~1 ': . ..... ", .',',:: '. '. 00 nopum to any other

5 5 I 5 SECTION 5

Time -- 30 Ii:liitutes 39 Questions

(1-39) Directions: For. each questiort in this . section, select the best answer from among the choices given and fill in the corresponding oval on the answer sheet.

The following sentencestest correctness and effectiyepess of ex.pression, Part of each. sentence or the entire .. sentence is underlined; beneath each sentence are five ways of ', phrasing the underlined materiaL Choice A repeats the origin&! phrasing; the otherfourchoices are different. If you think the original phrasing produces abetter sentence than any of the alternatives, select choice A; if not, select one of the other choices.

In 'making your selection, follow the requirements , of standard writtenEn~Iish;thl:ltis, pay attention togranunar, choice of words, sentence construction, and punctuation; Your selection sho~1d result in the most effective sentence-clear, and precise" without , awkwardness or ambiguity.

EXAMPLE:

Laura Ingalls Wilder published her first book and she was sDctj-fiveyea:rsold then. (A) and she wassiXty-fiv'e years old then (B) whenshewassixtr,.~ve (C) at age sixty~fiveyearsold (D) upon the reaching of sixty-five years (E) at the time Wh~nshe wassixty~five

.@

-30 ..

1. Hearing thesoldiersawroaching waS whenHuaM)llan ', decided to save h~r elderly father by disguising hers,elf as a manandialcinghis place in the army,

(A) Hearingthe!)pldiers approachingwaswhen ,(B) HeariIlgth~s()ldiers approacl!, that was when (C) Sheh~at"

5 ( '5 I , ..... ~ I 4. In the nineteentltcentury. scholars were amazed

to discoVel'th~ttpe.sWneti~~pic of Gilgamesh containsa: st~!yofa great.flb.od similar to the

. bibliCa1st6.s'bfi~oafi '~;;'~: 'E1~Od, , tA) , con~s ai~tOrY!~il;1i~!lVtlOOd similar

to thebm~Cal ;$t.' '.o" f,~qhlland the Flood (B) containing-afl~ . " Z$lP:ilartothe biblical

story of N(jah$d;t1!~!Fl90:d' (C) ' and it containedu'fi ' ..... imi),arto the

, biblical story of N ' .. . '. .. ' F16d .. (D) "being similar to thebihH >... ?~f.~()ahaIl.d the

Flood which alsocontairi#l~~9 ; -.\' / :->':' (A) learned of (B) learns of (C) has learned of (D) had learned .th~t (E) learning that

s' ... . .. .. - " " -;~~:

-31-

I 5,. " " ..

. 7. LaborleaderCes~~hayzbegan his . ~areer as an ... . ~divistby helping;nianyCaliforiria farmworkers to register. to' vote: which"",assuccessfuL

(AY .(B)

(C)

(D) (E)

activist J>Yhelpi~g.many California. fapnwQi."kei."s . toregistertovote,;wlrichwas succ~ssful ... .. :: activist by. help~ngmany CalifonriaJarmworkers'

ryglsteiiilg .to vpte, which he was successful . actiyistby~~ccessfully helping. many. Ciilifornia ,

fmJn",,()rkers r~gister to vote . .... '. . .....' activist, p,eJutcessfullY helped many C~ornia

fami'\V.Q~JWJ;& register to yote .. activist wi~lis~cc,essftlUyheIping many Ca~o!'ill~ .

farinwor~~rsregJster to beayoter '.

8. Finding itsway_fhioughsedinlellt onethe seafioor,the 400:-700 whisk~rsoIla"Yalrus' snout are used. to sense the presence'of clams angotherinvertebrates on which ' it feeds. '

'; ' y->,: .. , ". " -

(A) the 4dOs700.~~ps~~rs9n,aWalnis'snout are used (B) the wal:rtIsg~~s ,.ttle10O;:-7QO V{,hiskerson its snollt (C) walruse~ u~~t1l.~4~ 190\~~ers on their snout ," (D) a walrus'sn()\lt{Q,a'Ying 40~7QO whiskers, is used (E) thesnollts of,warriisesuse4QO;,700 whiskers

9. Although Jonas,Sa)kreceivedgreat acclaim for developing avaccjI;le'tbatvirtuallyellininated polio in the UnitedStates'; outhls:brea1cthrough waS made possiblebythewQrof ~arlier scientists. (A) States, btIPiisbteakthrough Was made possible (B) States; his brea!cthroughwas made possible, .

however, '.. . (C) States; yet.hisbreakthrough was made possible (D) States,hisbteakthrough was made possible ..... (E) States; making Jl,is ,breakthrough possible was

I':. ;:

5 I 5' 10. Able to swiinby rapidly opening and closing their

shell, a scallopmm flee predators more effectiv~ly than 'can a clamor musseL

(A) rapidly opening andcl()sing their shell (B) rapidly opening and closing their shells (C) rapidly opening and closing its shell . CD) rapid openings and closings of their shells (E) the rapidly opening and closing of its shell

11. A best seller when it was firstpublished more than 45 years ago, many still regard Rachel Carson's Silent Spring as the cornerstone of the environmentalist movement.

(A)

(B)

(C)

(D)

many still regard Rachel Carson's Silent Spring as

many still regard Rachel Carson's Silent Spring to be .

there are many who still regard Rachel Carson' s Silent Spring as .

Rachel Carson's SilentSpring is still regarded by many as

(E) Rachel Carson's Silent Sp ring, . which is .still regarded by many to be

i2: Most of the founders of the United States had hoped that the new country coUld bS( governed without political parties; .

(A) could be (B) could be able to be (C) could have been abIetobe (D) can be (E) will be

5 .,

-32-

5 I I 5 13. Until about 135 years ago, when the reniainsof an

ancient City were discovered on the plain of Troy, there . has been a general assumption that the events depiCted in Homer's Iliad are pureIyfictitious. . (A) there has been a generalas,sumption that the

events depicted in Homet'.slli,~dare . (B) it had generally been assume,dthatilie events

depicted in Homer's Iliaawete . .......... " .. (C) . the general assumption was for the events

depicted in Homer's Iliad to have ~&een (D) the events depicted in Homer's lliadhaye

generally been assumedto be ........ (E) "Homer's Iliad is generally assumed tbhave

depicted events that are . .

14. Even his closest friends believe thatthec~c;lidateis unethical, they acknowledge that this lack of integrity may cause him to lose the election . .

(A) they acknowledge that this lack of integrity (B) they acknowledge that tolackintegrity (C) which they acknowledge that this lack of integrity (D) and they adcnowledge that this lack of integrity (E) acknowledging thislackingof integrity .

1S.Since hotwaXdoesnotadher~ to itth~tis~hythe mineral carnelian .w~s used in ancient times to make signet rings for imprinting waX seals on letters ..

(A) Since hotwaX qoesnotadhere to it, that is why (B) BeingjQ:l.ownthat hotwax doysnot adhere to it, (C) !(riowing that hot waX does not adhere to it, (D) Because hot w~ does nOLa,dhere to it, (E) Hot wa~ does not adhere toit, therefore

I GOONTOTHENE~P;~Q

5 16. If she would have been offered an internship

in Atlanta, Tamika wOl,lld have to rent out her ap.mm

5 The following sentences test your ability to recognize' gram.IIlar and usage errors. Each sentence contains either a single error or no erroratall. No sentencecolltains more than oneerror. Theerror; .ifthere is one, is und~rlined and lettered. lithe sentenr;e contains an error, select the one ~nderlined part that must be changed to make the sentence correct. If the sentence is correct, select choice E. In choosing answers, follow the requiJementsof standard written English.

EXAMPLE:

The other delegates an~ him immediately ABC

!iccepted the resolution drafted by the

neutral states. No error E

.D

@.CDCD

21. Unwilling to delay the verdict aIlY longer,

. the other jurors ana me, deadlocked throughout A1f C

the proceedings, now sought to resolve our . D

disagreements. No error E

22 . . Katherine Cheung, who had .flew asa licensed pilot .. A

throughout the 1930s;was recognized asa pioneer B C

in aviation and inducted into the Women in Aviation D

International Pioneer Hall of Fame in 2000. No error E

-34-

s 23. Current opposition to . the publication of the history:

A

book proceedS. not so much from concern .about the B C

future as because of a desire to shape perceptions D

of the past No error E

24. The word "seltzer,"rtowused torefertoany A -B--

carbonated watet,onc;teferredonly to .the

effervescent mineral w~terC?btained from natural C

springs near thevillageq.f~i~derSeJters,Germany. D .. . No error

E

2S~ The TCzle of Peter Rabbit, like ano! Beatri](Pqtter's

23 children's books, were printed in a small format A

so that children couldeasily hold it, No error -B- C D E

26. From 1851, when she joined the Underground . ~ B

Railroad, and the beginning of the CivilWarin1861,. C

Harriet Tubman helpeclnearly 300 people escape D

slavery. No error E

5., .... -." 27 . Because . read.ersrysponde(j so positive to her A '" . .. .. B

hUmorous newspaper coluIDns 'about suburban life, ,_. 5- ' .. , '" --.

ErmaBornbeck wrote anurnber of books on the C- D

&ubject. No error E

28 .. Ir. iS . inlperatiY~ .w.~t thegoyernrnent not censor!bis , A

eihibit; norha.tt:efli~vI of'fensl"etheimagesmay be, . B "';"'>"';';';"}":' '-C-, -butcoiltinuest61lti)t~t ' ifliSfs':freedom bfexpression.

. D '''i,:. ".:, ..

No error E

29. The tht;:ory of continentald.rlft, Whioh" :origiD.:U:ed in . . ,.. .' .. , . '.c. ',,, . ... . ':A

1912 and holdS that Earth'scontiIlJnisII1o~e '. ' ,.,1,::,

continually iiirelati()n ' t6~me~9tlier, it became. . B.,'" c-

more plausible as new geolrigi~t-ll~vid~~2i6merged D ..... ..

5 5 Directions: .. The following. passage is an early draft of an essay. Some parts of the passage need to be rewritten.

Read the passageaIld selectthe.best answers for the questions that follow. Some questions are about particular sentences or parts of sentences and ask you to improve sentence structure or word choice. Other questions ask you to consider organization and development. In choosing answers, follow the requirements of standard written English.

Questions 35-39 refer to the. following passage.

(1) At the beginning of the twentieth century, textile workers in Lowell, Massach\isetts, worked andlivedunder deplorable conditions. (2) The average worker earned between $6 and $8 for a56-hour workweek and lived in an overcrowded slum. (3) Industrial accidents occurred, and workers suffered injuries. (4) This might have resulted in the fact.thatmorethan 33 percent of all mill workers died before they reached the age of 26. (5) As if conditions were not bad enough, unscrupulous employers took advantage of workers.

(6) . In 1912 the Massachusetts legislatureredu

37. In context, which of the following sentences would be best to place immediatf

,ut c\llS'WerS See test questions and review explanEltions of the answers at www.C:ollegeboard.com/

quic~start.

YoLJ can .also ask your counselor for a copyof your tls.tboo;k back soyou can 'reyilwthe questions. .

,Key vi' Correct o Omitted u Unscorable

e Easy mMedium h Hard

Scoring Correct answer = PLUS lPOINT .. Omitted answers = 0 POINTS. Wrong answers to multiple-choice

questions = MINUS 1/4 POI NT. -Wrong answers to math questions

29- 38.= NO LOST POINTS. Points are'totaled, then converted to

scores on the 2!HlO sea.le. .

r.o..~,t ' St, ~ .' .. . ' .~.. ..if!' Go online to seeyourpr()jl:lcted SAT scores, learn how to improve them, and find critic,!1 college and career plannin g information.

.~ ;; :'

i

Jf I ~ ~ i ,c,\. ~ ~ ~ ~ " .. ~ ""'~ .~ ~ .Ii:: ~ 1 2 A " D I

E'I e

.~ , ... ' . : :f~.i~.: : : ,5 ::.0 6 B 7 8 E 9 A

14 1 5 ~ A 16 E 17. D 18 C 19 . 6 20 A 21 C

A m .f ' e I h Ie I m A ' m / ~ . o h

22 A 0 'm 23 Bo h 24.c 0 m \

~ j ~ ~ ~ :!' ~ -~ (J'q' "" 11 $ ~ ~ ~ cJ>. ~"'" .is'

25 .0 .~ '26 C ".e

.'27 6 ,;, 'e,', ' e '2S' A' /e 29 E ;j h 30 0 / e 31 .th 32 E ~; 6 34 ,0 3s c

3~ A '37; 6 38 C 3913 40' C 41. E

o . h

~ J',;~ . >v 'm C m / e / m I ' m / m

., 0/ ' m 42 0 A h 43 C I. .. ' m 44 C . D .. m 45 A 46 C 47 0 48 D

/ , h / m 6 , h

h

On test day, :yqu told us that you're int~rested in '.

Filt11{vldeo & :Ph~tOgr~"hlc Arts To learnmoreabout coJlege,lJ)ajors, My'College Q uickSlart. The~e yciu can-als( Learn apout related careers

Search for colleges Take a petsonality test

J; / J; ~ ~ . j ~ . ~~ / ~ ~~!'>,c,\. ~:!,!'>~ ~ ~ ~ ~ ~ , ~ ~ ~

11 $ ~ ~ r 11 $ ~ ~ i. . cJ>. . . .. .Ii::. ""'.... . is' . i .. . . .. ~ .. Q. ~"'" is'. '. 1 B ' . J e 15T-r-;:; 2 A/ , e 16 C ./ h 3 C / e 17A B h

. 4 .. 9 "e 18 0 0 h '5 .E- / m 19 C A h 66 /e 20E Bh 7 6 / m 21 6 0/ e 8E /m 22C /e 99 ' V m 23 A I e

10 0 0 m 24 A / e 11 0 / m 25 ' 0/ m 126 / m 26 D 6 h 13 0 / m 27 E " h 14 A / m 28 E / h

. _ _ I!.,!ec!~nswer -29 7 '60 12 31 14

,. 32 4500 33 1/3 0r .333 34 2 35 317, A280r .42.9 36 63 37 , 5 < x < 6 38 720

V'!ur Answer 3 'e 17 m / . m 8000 m 1m ./ h 0/ m / h 0/ h 9 h

Take the next step today! Go to

and sign in using your code below.

. ~ ~ 11 ~

2 3 4 5 6 7 8 9

10 11

~ ,-. !.. ~ ~q,

:!' ~ #-! :! Si J~$ o " e B / e C / e A ./ e o / e A / e C / m 9 ./ m 'D / m C / m o / m

12 A C m 13 B I m' 14 0 / m 15 D / h 16 B / m 17 E 6 ' h 18 E / h 19 . E / h 20 A . / h

I J; ,- ~ ~ ~ / .~ :!' ~ #-~ ~ ~ Si 11 ~ . ~ G' ~ I:$' 21B- --r-e' 22 A / m 23 DIe 24 E / e 25 A / m 26 C / m 27 6 / m 28 D / m 29 'c I m 30 E 31 A 32 0 33 C 34 B 35 C 36 D 37 A 38 C 39 C

[!) m / m E h / h / h / m / m / m I e ./ m

www.liuxue.la ----

SAT

http://www.liuxue.la/download/sat/

SAT,,

:SAT,,

SAT

SAT/

SAT

SAT

SAT

SAT

SAT

SAT

SAT2

SAT2

SAT2

SAT2

-------------------------------------------------------------------------------

SAT+OC+OG

SAT

1995 11 1996 5 1996 11 1997 1 1997 5 97 5 Sunday

2000 1 2000 5 2002 5 2004 5 2005 3 2005 10

2006 1 2006 5 2006 10 2007 1 2007 5 07 5 Sunday

2007 10 2008 1 2008 5 2008 10 2009 1 2009 5

2009 10 2010 1 2010 5 2010 10

SAT 15-21

SAT 8-14

SAT 1-7

SAT

www.liuxue.la ----

2008 1 SAT 2008 5 SAT

2008 10 SAT 2009 1 SAT

2009 5 SAT 2009 10 SAT

2010 1 SAT 2010 5 SAT

SAT OC

SAT OC 1 SAT OC 2

SAT OC 3 SAT OC 4

SAT OC 5 SAT OC 6

SAT OC 1 SAT OC 2

SAT OC 3 SAT OC 4

SAT OC 5 SAT OC 6

SAT OC 1 SAT OC 2

SAT OC 3 SAT OC 4

SAT OC 5 SAT OC 6

SAT OC

SAT Online Course SAT OC Sentence Completion

SAT OG

SAT OG 1 SAT OG 1

SAT OG 2 SAT OG 2

SAT OG 3 SAT OG 3

SAT OG 4 SAT OG 4

SAT OG 5 SAT OG 5

SAT OG 6 SAT OG 6

SAT OG 7 SAT OG 7

SAT OG 8 SAT OG 8

SAT OG 1 SAT OG 2

SAT OG 3 SAT OG 4

SAT OG 5 SAT OG 6

SAT OG 7 SAT OG 8

SAT OG

SAT OG

152SAT OG Sentence Completion

www.liuxue.la ----

2009SAT OG 10

SAT OG

SAT OGSentence Completion

SAT

Barron's How to Prepare for the SAT 2007-2008

SAT GRUBER'S COMPLETE SAT GUIDE 2009

McGraw Hill'sSAT2008

McGraw Hill'sSAT2010

McGraw Hill's SAT 2011 6

SATMcGraw Hills SAT I

SATMcGraw Hill's SAT 2009

McGraw-Hill's SAT12

Mastering the SAT Critical Reading Test

MASTER CRITICAL READING FOR THE SAT

BARRONSAT

SATGruber's Complete SAT Math

McGraw Hill's Conquering SAT Math2

Barron's Writing Workbook for the New SAT

-----------------------------------------------------------------------

SAT

SAT2

SAT2

SAT2quiz3

SAT22

SAT21

SAT2

SAT2Work, Energy, Power, Momentum, Conservation Laws

SAT2Kinematics

SAT2Electric Charges, DC Circuits, Magnetism

SAT2Dynamics

SAT2

SAT2

SAT II pdf

SAT2 Peterson

SAT2 sparknotes

SAT2 from OG

SAT2Formula Sheet

Cracking the SAT Physics Subject Test

SAT2

www.liuxue.la ----

SAT2

McGraw Hill's SAT2

SAT2 pdf

SAT2 official guide

SAT2:The States of Matter

SAT2:The Structure of Matter

SAT2:Thermodynamics

SAT2Chemistry

SAT2:Chemical Formulas Review Nomenclature and Formula Writing Naming

SAT2:Descriptive Chemistry

SAT2 Chemistry:Equilibrium and Reaction Rates Factors That Affect Reaction Rates

SAT2:Laboratory

SAT2:Reaction Types

SAT2:Core Concept

SAT2pdf

SAT2 Chemistry pdf:Honors_chemistry

SAT2

SAT2:Stoichiometry

SAT2:Basic Measurement and Calculation Review

SAT2

SAT2

McGraw-Hill'sSAT22

McGraw-Hill'sSAT21

SAT2Level 11

SAT2 Math Level 12

SAT2Level 13

SAT2 Math Level 21

SAT2Level 22

SAT2Level 23

SAT21

SAT22

SAT2 from og

SAT2

SAT2 Math Level2

SAT2

SAT II -&

SAT2 ARCO

SAT2 peterson

Cracking SAT Math 1 2 Subject Test

SAT

www.liuxue.la ----

College Board SAT2

McGraw Hill's SAT2

SAT2Literature peterson's

SAT2outline

SAT2

SAT2 peterson's

SAT2 Sparknotes

SAT2Key Terms 1861-1877


SAT2 Key Terms 1814-1850


SAT2 Key Terms 1700-1783


McGraw Hill'sSAT2

SAT2&

SAT2 peterson

SAT2 sparknotes

SAT2:Cracking the SAT Biology Subject Test

SAT+SAT OG+SAT OC:

http://www.liuxue.la/download/sat/real.html

SAT2:

http://www.liuxue.la/download/sat/sat2.html

SAT&SAT2

http://www.liuxue.la/download/sat/

SAT

http://bbs.liuxue.la/

http://www.liuxue.la/ranking/

http://www.liuxue.la/school.html

http://www.liuxue.la/undergraduate/

http://www.liuxue.la/graduate/

http://www.liuxue.la/major/

http://www.liuxue.la/book/

http://www.liuxue.la/exam.html

http://www.liuxue.la/download/

17_Page_0117_Page_0217_Page_0317_Page_0417_Page_0517_Page_0617_Page_0717_Page_0817_Page_0917_Page_1017_Page_1117_Page_1217_Page_1317_Page_1417_Page_1517_Page_1617_Page_1717_Page_1817_Page_1917_Page_2017_Page_2117_Page_2217_Page_2317_Page_2417_Page_2517_Page_2617_Page_2717_Page_2817_Page_2917_Page_3017_Page_3117_Page_32

psat 10 with key s cognitive

Documents