<p>is there going to be a good math curve u guys think?</p>
<p>did you guys get </p>
<p>A)she requested we not throw out garbage…
B) Something with devices because of their</p>
<p>Vanserpie, do you remember that question from apes passage? I think it was like the second problem on the second page. It asked what the 2nd author did that the 1st author didn’t do…
In some other question, they both had observational evidence but this question asked their difference, focusing on the 2nd author I think</p>
<p>i am conceding that the answer should be carrier’s device
but i put these devices
and the sentence was talking about his device in factories and stuff and it’s implications later on so he’d obviously have to make multiple devices- so i don’t get that part
and for me the ‘these devices’ one was less wordy
idk though</p>
<p>Yeah Studious that’s correct. More specific and less redundant</p>
<p>What’s the best possible score I can get if I didn’t finish the essay and had about half a page to go? I had an intro and three examples but I stopped midway through the third example because my proctor didn’t tell us the time.</p>
<p>I put approximate a claim for one of them. was it validate a statement?</p>
<p>grapey
for the difference i put the 2nd author directly showed his POV about other scientist’s motives</p>
<p>Yeah, it was 0. The median of a set of consecutive integers will always equal the mean. Consider this example:</p>
<p>-3, -2, -1, 0, 1, 2, 3</p>
<p>The integers to the left and right of the 0 are cancelled out when you add them together, so the mean is 0, which is the same as the median. This works for any number of positive and negative integers, as long as they are consecutive and have an equal number on both sides (including 10, which would make 21 consecutive integers, as the question proposed).</p>
<p>did you guys get </p>
<p>A)she requested we not throw out garbage…
B) Something with devices because of their</p>
<p>yeah but was 11 an answer choice?!</p>
<p>@underwaterboy95 didn’t you just post that…
and if you tried reading the thread we said we put the ‘we not throw’ thing
and the devices one was ‘carrier’s devices…’</p>
<p>raj I’m pretty sure it was to validate a statement.</p>
<p>MATH EXPERIMENTAL </p>
<p>and was the math experimental with the “painted cube…which sides have only 2 sides painted” and the one with “the ice cream picto-chart”??</p>
<p>What was the Grid In where they have a giant cube consisting of 27 smaller cubes and 1 cube was shaded in? I got like 146 but i have no idea.</p>
<p>^^That’s was experimental, I believe.</p>
<p>I got behavioral evidence. I think that’s right. The passages described the ape’s little acting out hand motions thing until kingdom come. </p>
<p>Also I am still totally unconvinced that “major scientific implications” is the answer. Was there ever a more vague answer on the SAT? I don’t think so. Plus, the word “major” isn’t normally a word SAT writers like to use. Its pretty bold – do people really think that the idea (WHICH IS STILL HIGHLY CONTESTED AND LESS LIKELY THAN SOME WOULD HOPE) that apes POSSIBLY could speak English on the level that humans is worthy of the “MAJOR” scientific implications" status?</p>
<p>it was 54 for the cubes</p>
<p>Underwaterboy all you have to do is click previous a few times…</p>
<p>Vanserpie hmm i dont remember that! Ahh </p>
<p>Rajrajrajj yes the multiple discovery thingy was to validate a statement because they mentioned the number 148 in order to validate a previous statement that said “multiple discoveries are common”</p>
<p>Regarding the yo-yo question. “What changed in 1951 from 1950?”</p>
<p>Does anybody remember the answer choices?</p>