<p>I just decided to stick with the ACT and not take the SAT. Most people think I am crazy but my reasons are very logical. I did 0 prep my first time and only got my score up by 1 on the 3rd time. This time I am hoping to get 1 or 2 points above that. In some ways I actually over studied and what I did naturally worked better. For this one, I didn’t study after the October test and it seemed to benefit me. I guess I am crazy!</p>
<p>did anyone get more and more?</p>
<p>what are you asking?</p>
<p>You mean decreasing and decreasing? >_></p>
<p>I believe that was the answer. If a stronger titrant (.2 M as opposed to .1 M) is used, you don’t need to use as much of it.</p>
<p>I am actually feeling so confident with this science section. I don’t think someone has posted one I got wrong. Being a chem/physics kid helps for once! Instead of a bunch on bio</p>
<p>For that one question of .2 M…wasn’t it asking something about the pH, I don’t remember - but I put increasing_increasing…is that incorrect?</p>
<p>@thirrdplanet
I’m taking chem, phys, and bio all this year. Plus chem and bio are double blocked. So 5 of my 7 class periods are science lol. I better get a 36 dammit</p>
<p>@RR2022
Yeah it was decreasing and decreasing</p>
<p>No .2 M means there are twice as many atoms in the same volume. Both decrease.</p>
<p>Yeah I spend half a day five days a week at Reed college doing chem. I would be so happy if I got a 36 on science.</p>
<p>You definitely got lowers air resistance right? I just read that old thread.</p>
<p>Yes. The difference in the gravitational force would be so minuscule. Who would climb to a high altitude for a difference of only like .00001m/s^2</p>
<p>Yup I got lower air resistance, which is a result of higher altitude. Force of gravity would slightly decrease but it would be basically negligible. And even if it wasn’t negligible, they would have no reason to change altitude because of it. They were at a higher altitude to reduce the experimental error caused by air resistance. Air resistance would likely effect the balls differently due to different surface areas for instance.</p>
<p>AND just to be more accurate as a good chem student should >_> the .2M means there are twice as many moles in the same volume, but in this case it would specifically be twice as many molecules (rather than atoms). lol I’m actually not a hardass but I’m ****ed off from missing 40 math questions</p>
<p>Whoops I meant molecules. # of moles is just another way of saying # of atoms or molecules. For some reason on the other thread they really seem to be debating whether it is air resistance or gravity. I was pretty sure about air resistance because that would actually affect the results. Also it’s funny they seemed to think the science was super hard. I thought it was the easiest out of 4 ACTs I’ve done. But yes, I am ****ed about math. Last time I got a 30. This time I HOPE it is no lower than a 28 but I will be screwed if it is. It would be so nice to get a 30 on math for this test.</p>
<p>Was the answer to the “How would particle size discoveries affect Student 3’s Explanation” be that “It wouldn’t affect it”? Because his explanation revolved around polarity and wouldn’t depend on the size of any of the molecules?</p>
<p>That is correct evi</p>
<p>how high did the ball bounce? what was the different between the concrete and the foam?</p>
<p>What ball should be tested to see what surface was being used? </p>
<p>I just looked for the ball with the greatest difference between the C’s… looking back, I’m not sure if that was correct.</p>
<p>What will be the curve on science? What do you guys think -1 will be? a 36? a 35?</p>
<p>there were 1 meter lower or .5 meters lower for the ball (?)</p>
<p>0.5 higher</p>
<p>Can someone answer my question?</p>