<p>the question was why did the students go to the location the passage specified, which was one at high altitude. I didnt think it would be gravity, but now I cant really justify it…</p>
<p>cool. was allegra accepting of the end of softball season and ready to enjoy music?</p>
<p>I said he was trying to gauge how willing she was to improve the piece. In the sentence before it, the instructor named a few things that weren’t up to par and that she needed to improve.</p>
<p>Also, the science question about location read something like “Why did the students conduct the experiment in the specific location they went to?” The location was a lab that happened to be in a high altitude setting. The lab allowed for minimization of air resistance, but it just happened to be in a high altitude setting. That was my reasoning, but I might be wrong.</p>
<p>Air resistance does decrease as altitude increases too.</p>
<p>When it says air resistance was kept constant, that just means within the room they tested in. It doesnt mean that air resistance DOESNT change from low to high altitudes. Why would they want less gravity? I could see why they want less air resistance though.</p>
<p>^ Agreed. Im not 100% sure about this, but I’m fairly confident.</p>
<p>The more that I think about that question, the weirder it gets… Gravity would affect bounceback height, but so would air resistance, I guess. Air resistance shouldn’t have been a prime concern, as the effects are generally fairly negligible. Also, in a lab setting air resistance is controllable/can be taken into account easily.</p>
<p>If all of the balls are bounced in the same environment, then neither should matter all that much, since the results, if affected, will all be affected equally. Still, gravity made the most sense to me at the time, and still does now due to it’s overt effect on bounceback height</p>
<p>I agree with njman and defianced, I made the mistake defianced specified</p>
<p>As for the teacher telling Allegra to practice 1000 more times I said it was to gauge her intrest. While he wasn’t completely serious, if Allegra had reacted like, “NO THERE’S NO WAY IM DOING THAT” the teacher would understand that she has no intention of practicing more.</p>
<p>If you are testing something in free fall, you want less air resistance. If you’ve ever done labs in physics with launching things, you’ll notice air resistance throws off the predicted answers done through kinematic equations.</p>
<p>Being on the top of Mt. Everest will throw off predicted answers due to the change in g, though.</p>
<p>EtherealCookie is right. In fact, this week we did a lab about a projectile in free fall in my honors phys class. One of the lab write up questions was why was the experimental data different from the calculated data. One of the answers was clearly air resistance. On my test I put down air resistance, erased it and put down gravity. ■■■!</p>
<p>Yeah, it will. But would they want the change in gravity? Probably not. What they’re trying to escape is the drag force from air, and as a byproduct they’ve screwed over their gravity but that’s irrelevant I suppose.</p>
<p>Ok, not to get too scientific and nerdy, but for the air resistance and gravity one, wouldn’t the answer be to decrease air resistance? My reasoning is that, atleast from what i’ve learned so far in ap physics this year, the effect of gravity is constant (-9.81 m/s^s) for all falling bodies. However, the pressure at higher altitudes is lower. Since pressure is proportional to moles (PV=NRT), less pressure would mean less air resistance. Haha, this could be complete bs, but that was my reasoning.</p>
<p>air resistance. im sure.</p>
<p>^Gravity is less the further you are from earth’s center but that doesn’t really matter, the results would still be proportional. You’re right, the reason they’re at a higher altitude is for less air resistance.</p>
<p>Ugh. I think I did absolutely horrible. And that was the last time I could take it, too.</p>
<p>English: Totally breezed through it. English is my best subject; probably got around a 33-35.</p>
<p>Math: Tons easier than when I took it February my junior year! One of the main reasons I retook the ACT was to bring up my math score (I got a 19 last time) so hopefully I got a somewhat decent score on this. Hoping for a 26-28.</p>
<p>Reading: I totally got distracted with the first passage about the music teacher and forgot to pace myself. Some of the questions on that passage were really hard; they took me forever! And if that wasn’t bad enough, then I was in the middle of like, the fifth question and completely zoned out. WHO ZONES OUT IN THE MIDDLE OF A TEST?!?!?! So in the end I had to guess on the last 7 questions. I’m so upset about this! I was getting a 32-34 on my practice tests for reading and then I completely blew the real thing!</p>
<p>Science: Bombed it, most definitely. I have no scientific reasoning ability whatsoever. I had no idea what they were talking about most of the time, and was only sure of myself on about 20 questions. I panicked at the mole part (apparently it had something to do with chemistry and was NOT the underground animal), and the three fighting students really threw me off. It seemed like a lot of questions concerned either really complicated biology or chemistry (which was my worst subject). In short, I ran out of time on science and guessed on at least the last 10 questions :(</p>
<p>Writing: I think I did pretty well. Last time I didn’t study for the essay and got an 8, so I’m hoping for a higher score this time.</p>
<p>In conclusion, I am deeply distraught over how I did on the test. I was really hoping for at least 30-32. Now I’m just hoping that I got better than a 26 (my previous score). Nnngh…the average ACT score for my first choice college is 30…I feel so depressed. I’m hoping my straight A’s for the past 3 semesters, and my college essay, and my two college classes, and my 7 extracurriculars will make up for it. But I just don’t know…</p>
<p>sorry to digress, but does anyone know when the multiple choice scores first come online?</p>
<p>What was the answer to the science question’s first thing on students? Heterogeneous for the substances that mixed and homogenous for the ones that didn’t, right?</p>
<p>^other way around sir</p>
<p>God damn it.
I was in bio mode with genetics and I didn’t remember how it applied in chemistry.</p>