<p>@thuglyfe
that wasn’t the question. it was asking what would make the equation produce a rational answer</p>
<p>@thuglyfe</p>
<p>But putting in an irrational number won’t get you a rational one…</p>
<p>@teamonster</p>
<p>What was the context of that question/the choices? I don’t remember one like that…</p>
<p>@ teamonster, yes i put that too. what mada34 saying would be correct, but there was a punctuation error before that.</p>
<p>so far</p>
<p>english
-1 (not really but probably did make a mistake copying an answer down somewhere)</p>
<p>math
-t64 (2080)
-8 edges (16)
-arc (45, possibly 60, not 90)
-rational vs. 2/3 (i put rational)
-AB length problem (not sure, could be wrong)
probably like (-8)</p>
<p>reading
- some question which answer might have had something about a restaurant, but not sure.
(-1)</p>
<p>science
-.5 higher/lower, i put 1.0 or something
-last problem: wavelength, and amplitude not freq.
-student 1 DISAPPROVES, i put 2/3 approve.
-can’t remember it if it decrease/increase air resistance, decrease/increase gravity.
-a student is wrong because the pk is less why 1) equivalence point or 2) half point pH
(-4)</p>
<p>any predictions for the curve?</p>
<p>@mada34
it was the english passage about Dorothy West who wanted to create a resurgence of African American literature that was so prevalent during the harlem renaissance. her magazine was called challenge.</p>
<p>the rational/integer question is definitely x is rational. 2/3 does make the equation an integer, but surely other x values make integers as well</p>
<p>Really? I thought the question was asking what type of number the answer would be? Correct me if I’m wrong…</p>
<p>the question asked about x. the “answer” was already defined as a rational number.</p>
<p>@neuroscience</p>
<p>i put air resistance not gravity and half point not equivalence point.
thoughts anyone?</p>
<p>what was the half point equivalence point question?</p>
<p>I put air resistance as well.</p>
<p>For the sum of the lines of a triangle, what were the options?? I know that I put a whole number, but I can’t remember if it was 16… was there a number close to that one?</p>
<p>For the very last problem of the science section, was there the option of “frequency/amplitude”? Again, I can’t remember what I put, but I believe it was the last one… whether that’s freq/amp or wave/amp, I dunno…</p>
<p>Also, for the student X disapproves, what was the statement? I believe that I put 1 AND 2 disapprove, and I was fairly confident.</p>
<p>^It was minimizing air resistance. Minimizing gravity would make the experiment not work…at all. And I don’t remember half point/equivalence point exactly, but I think it was half point.</p>
<p>teamonster, for the air resistance one, I put that it would increase if the height was at 2.00m or something, and this would make sense I think. For the half point vs. equivalence point, I said half way point, but I did not understand the passage correctly. Keep the questions coming guys!</p>
<p>Why was the plant washed every trial? Was it to keep the measuring of the mass accurate or to make sure it would grow?</p>
<p>wow, I got the question about air resistance wrong. I put minimizing the affects of gravity because the passage said that the air resistance remained constant, or something. I took this as constant to the air resistance before they changed altitudes but I now realize that the air resistance was kept constant throughout the test.</p>
<p>For the half point or equivalence point question I put half point.</p>
<p>This science section keeps seeming worse and worse…</p>
<p>For the gravity/air resistance one, I’m 90% sure that it was “decrease effect of gravity,” so that the ball rebound will be…higher. As I’m typing this, I’m realizing that this doesn’t make too much sense, but going to a higher altitude DOES decrease the effect of gravity, but I don’t see how it would impact air resistance in a lab experiment…also, air resistance was kept constant, and taken into account already.</p>
<p>@joepaterno, keep the measuring mass accurate</p>
<p>the plant was washed to remove stuff from the roots</p>
<p>@mada that’s what I was thinking. They can control the air pressure in the lab but can’t control the gravity (within reason). I still think I got the question wrong but I’m not sure.</p>
<p>for the violin passage, was mr. kaplan’s statement at the end a joke? there was a question about that.</p>