Dopamines serve as enhancers or catalysts (a substance that initiates or increases the rate of impulses during a chemical reaction, but is not depleted during the process) to certain reactions involved in the activity of human thought. The dopamine intropin is involved in the stimulation of the neurotransmitters in the brain when thought is initiated. A student investigated the effects of dopamine activity on a specific neurotransmitter. Experiment 1 To each of 10 test tubes, 7 milliliters (mL) of a peptide (a neurotransmitter) solution was added. Two mL of an intropin solution was added to each of Tubes 1–9. Tube 10 received 2 mL of water without intropin. The tubes were then stirred at a constant rate in water baths at various temperatures and incubated (heated) from 0 to 15 minutes (min). At the end of the incubation period, 0.3 mL of NaCl solution was added to each tube. The NaCl stopped the reaction between the intropin and the peptide. The precipitates, solids formed in a solution during a chemical reaction, which in this case were caused by the reaction of NaCl and the pep tide, were removed from the tubes and dried. The masses of the precipitates, in milligrams (mg), were measured to determine the relative amount of enhancer that remained in the tube. The results are shown in Table 1. Experiment 2
Peptide solution (8 mL) was added to an additional 8 test tubes to which 2 mL of intropin solution was then added. The tubes were incubated at 10 degrees Celsius and stirred at a constant rate for 15 min. The effect of acidity on the neurotransmitter was observed by varying the acidity levels (using the pH scale). The relative amount of neurotransmitter present in each tube was determined in the same manner as Experiment 1, by adding NaCl solution to each test tube. The results are in shown in Table 2.
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In the complex plane, the horizontal axis is called the real axis and the vertical axis is called the imaginary axis. The complex number a + bi graphed in the complex plane is comparable to the point (a, b) graphed in the standard (x, y) coordinate plane. The modulus of the complex number a + bi is given by:
\[\sqrt{a^2 + b^2}\]
Question:
Which of the complex numbers z1, z2, z3, z4 and z5 below has the greatest modulus?
Question:Consider the functions f(x) = sqrt(x) and g(x) = 7x + b. In the standard (x,y) coordinate plane, y = f(g(x)) passes through (4,6). What is the value of b?
A. 8 B. 8 C. 25 D. 26 E. 4  7. sqrt(6) Question:
N.B: This question is for SAT Subject Test Math Level 2
\[if \ log_a 5 = x \ and \ log_a 7 = y, \ then \ log_a \sqrt{1.4} = \]
(A) (xy)/2
(B) x/2  y (C) (x + y)/2 (D) (y  x)/2 (E) y/(2x) Two whole numbers have a greatest common factor of 8 and a least common multiple of 48. Which of the following pairs of whole numbers will satisfy the given conditions?
F. 4 and 9 G. 5 and 10 H. 10 and 16 J. 14 and 20 K. 16 and 24 A group of students conducted several experiments using a variety of nonstick cookware, a spring scale, and several different weighted objects. Their goal was to determine which brand of cookware products had the best nonstick surface by measuring the coefficient of static friction, which is a measure of how resistant a stationary object is to movement. Experiment 1 A student connected the spring scale to a weighted object that was placed inside a piece of nonstick cookware as shown in Figure 1. The students planned to calculate the coefficient of static friction by determining the force required to disturb an object from rest. During the experiment, one student anchored the nonstick cookware be holding tightly to the handle while the other student attached a weighted, smooth steel object to the spring scale. The student pulled on the spring until the object began to move. A third student recorded the force in newtons, N, indicated on the spring scale at the moment the object began to move across the nonstick surface. This procedure was repeated for 3 different brands of cookware; each brand of cookware was tested with various weighted objects. The coefficient of static friction was calculated by dividing the average force required to move the object by its weight (mass × g, the gravitational constant). The results are shown in Table 1. Experiment 2
The students performed an experiment similar to Experiment 1, except three different brands of cooking spray were applied to the same cookware surface before the weights were put in place. The results are shown in Table 2. Directions:In the passages that follow, some words and phrases are underlined and numbered. In the answer column, you will find alternatives for the words and phrases that are underlined. Choose the alternative that you think is best, and fill in the corresponding bubble on your answer sheet. If you think that the original version is best, choose “NO CHANGE,” which will always be either answer choice A or F. You will also find questions about a particular section of the passage, or about the entire passage. These questions will be identified either by an underlined portion or by a number in a box. Look for the answer that clearly expresses the idea, is consistent with the style and tone of the passage, and makes the correct use of standard written English. Read the passage through once before answering the questions. For some questions, you should read beyond the indicated portion before you answer. Questions:Need for Speed
As an avid skier and inline skater, I thought I had already achieved some incredible downhill speeds. On a recent trip to Quebec City, nevertheless [1], my concept of how fast humans can move was radically altered. It was Carnaval season, the time when people from across the province and the world flocking [2] to the old walled city for two weeks of food, drink, revelry, and winter sports. Normally, I go to Carnaval looking for the rare thrill, all the better if it requires a helmet and my signature on a release of liability. This time for me, it was fullcontact downhill iceskating. [3], [4] The course looked a lot like a bobsled run. From the top of the mountain a sturdy metal chute descended that wound left and right on its way down. About eight inches of icepack covered the metal surface, which was wetted twice daily to maintain an ideal slickness. If by the time you reach the end of the chute you still haven’t regained your footing, there’s a line of meterthick foam padding [4] to absorb your crash. [1]. A. NO CHANGE B. thus C. therefore D. though [2]. F. NO CHANGE G. flock H. flocked by J. are flocking [3]. A. NO CHANGE B. It was fullcontact for me this time, I was iceskating downhill. C. Iceskating downhill this time for me, it was fullcontact. D. This time, I was fullcontact iceskating downhill. [4]. At this point, the author wants to add a sentence to the paragraph that further illustrates his adventurous nature. Which of the options does this best? F. I certainly didn’t know what I had signed up for! G. Downhill iceskating sounded much more exciting than normal iceskating! H. I could easily have been injured, but the thrill I got was worth the risk! J. I normally wouldn’t sign up for such a thing, but anything goes at Carnaval! [5]. A. NO CHANGE B. footing; there’s a line of meterthick foam padding C. footing there’s a line of meterthick foam padding, D. footing; there’s a line of meterthick foam padding, ProblemA total of f men went on a fishing trip. Each of the r boats that were used to carry the fishermen could accommodate a maximum number of m passengers. If one boat had 5 open spots and the remaining boats were filled to capacity, which of the following expresses the relationship among f , r, and m?
F. rm+5=f G. rm−5=f H. r+m+5=f J. rf = m + 5 K. rf = m − 5 ProblemSamantha is making gluten free brownies for the family picnic. If the recipe calls for 2 ½ cups of cocoa to serve 4 people, how many cups will he need if there will be 60 people at the picnic?
N.B: Recipe is on the next page. Alexa was attempting to make muffins with blueberries. Her recipe required 3/4 cup of sugar and 1/8 cup of butter. Alexa accidentally put a whole cup of butter in the mix. Problem:A.
B. This got Alexa wondering how she could remedy similar mistakes if she were to dump in a single cup of some of the other ingredients. Assume she wants to keep the ratios the same.
Problem:
An interior designer is creating a custom coffee table for a client. The top of the table is a glass triangle that needs to balance on a single support. If the coordinates of the vertices of the triangle are at (3, 6), (5, 2), and (7, 10), at what point should the support be placed?
A proportion is a set of 2 fractions that equal each other. This article focuses on how to use proportions to solve cooking problems, especially when the numbers are not friendly. But first, let's start with an easy problem.
Let's say you are cooking rice to serve exactly 3 people. The recipe calls for 2 cups of water and 1 cup of dry rice. However, you found out that there are 12 guests coming. How would the recipe change? If you’ve ever made rice, you know that this ratio — 1 part dry rice and 2 parts water — is important. Mess it up, and your rice will become soggy or something else. Because you are quadrupling your guest list (3 people * 4 = 12 people), you must quadruple your recipe. Cook 8 cups of water and 4 cups of dry rice. This demonstrates how you can use ration to solve proportion problems in real life. What happens when the numbers are not so friendly? Let's say you are throwing a party for 25 people. How much water do you need? Questions:
A Hillview Prep student is currently preparing for her SAT Subject Test in Physics. We started her on a test using the Smart Scoring System. What we found is quite interesting: on easy questions, she was guessing and thus making simple errors. The question on the test is below:
Relate to the following physical principles or topics. (A) pressure (B) energy (C) work (D) force (E) centripetal acceleration Select the quantity that each expression defines.
Problem: (SAT Subject Test Math Level 2)Three cards are drawn from an ordinary deck of 52 cards. Each card is replaced in the deck before the next card is drawn. What is the probability that at least one of the cards will be a spade?
(A) 3/52 (B) 9/64 (C) 3/8 (D) 37/64 (E) 3/4 Problem:If a square prism is inscribed in a right circular cylinder of radius 3 and height 6, the volume inside the cylinder but outside the prism is:
(A) 2.14 (B) 3.14 (C) 61.6 (D) 115.6 (E) 169.6 Questions:The Great Lakes—Huron, Ontario, Michigan, Erie, and Superior—form the largest freshwater system in the world. Each of the lakes tends to stratify, or form layers of warmer and colder water, depending on the season. This is called seasonal turnover. In winter, for example, the coldest water in the lake lies just below the surface ice. The water gets progressively warmer at deeper levels. In spring, the sun melts the ice, and the surface water warms. Because the surface water is still cooler than the layers below, the water at the surface sinks to the bottom of the lake, forcing the cooler water at the bottom of the lake to the surface. This mixing, known as spring turnover, eliminates the temperature stratification that was established during the winter. In the absence of this thermal layering, wind continues to mix the water to a greater depth, bringing oxygen (O2) to the bottom of the lake and nutrients to the surface. This results in a relatively even distribution of O2 throughout the lake. When summer arrives, the lake again becomes stratified, with warm water at the surface, and cold water at the bottom. A narrow zone of water undergoing rapid temperature changes separates these layers. This zone is called the thermocline. Cool, fall temperatures cause the lake water to mix again, until the surface begins to freeze and the winter stratification is reestablished. The stability of the lake’s stratification depends on several factors: the lake’s depth, shape, and size, as well as the wind and both the inflow and outflow of lake water. Lakes with a lot of water flowing into and out of them do not develop consistent and lasting thermal stratification. Figure 1 shows an example of lake stratification during the summer.
The following problem appeared on the SAT.
A cubic box with edge of length x inches is tied with a string 106 inches long. The string crosses itself at right angles on the top and bottom of the box. If the bow required 10 inches of string, what is the maximum number of inches x could be? 1. Write an equation based on this information. 2. Solve the equation for x. Are we born with the ability to tell which things are close and which are far away? Or, do we learn it? Two psychologists at Cornell University, Eleanor Gibson and Richard Walk, did an interesting experiment to answer this question.
The kitten in the photograph above is sitting on a strip in the middle of a sheet of glass. Behind the kitten is a floor directly underneath the glass; in front of it is another floor several feet below the glass. Even when the kitten is just old enough to move about, it is afraid to move off the "cliff" to the "deep" side. Chicks and baby goats just 1 day old and human infants just old enough to crawl behave exactly the same way. What explains this phenomenon? Surprisingly, it all about inequalities! Question:A certain perfect square has exactly 4 digits (it is an integer between 1,000 and 9,999). The positive square root must have how many digits?
A) 4 B) 3 C) 2 D) 1 E) Cannot be determined from the given information. Randall is scheduling his classes for next term. He has a choice of 3 different science classes, 4 different math classes, and 5 different humanities classes. How many different class schedules can Randall create if he must take 1 science class, 1 math class, and 1 humanities class?
F. 14 G. 23 H. 30 J. 45 K. 60 Moroccan MosaicThe mosaic above was created in the fourteenth century for a wall in Morocco. Write an expression for each of the following parts of it shown in the detail below in terms of a or b or both a and b. Find:1. The perimeter of the square.
2. Its area. 3. The perimeter of the other rectangle. 4. Its area. 5. The perimeter of one of the trapezoids. 6. Its area. SAT Subject Math Test Level 2
When a certain radioactive element decays, the amount at any time t can be calculated using the function
\[E(t) = ae^{t/500}\]
where a is the original amount and t is the elapsed time in years. How many years would it take for an initial amount of 250 milligrams of this element to decay to 100 milligrams?
(A) 125 years (B) 200 years (C) 458 years (D) 496 years (E) 552 years The figure above appeared in a problem on an SAT exam. All of the triangles are congruent, the area of the shaded region is 84, and the area of square ABCD is 100.
1. What is the area of one of the triangles? 2. What is the total area of the entire figure? There are some weird analogies on the SSAT, and they usually contain words you know. The problem with the weird analogies is that the words don't have a nice, normal, definitional relationshipat least not in a horizontal sense. Often, weird analogies have vertical relationships. Let's look at an example: Racket is to bat as (A) puck is to hockey (B) rifle is to duck (C) hammer is to nail (D) goalie is to soccer (E) tennis is to baseball You definitely know the words racket and bat. So you try making a sentence. You can't make a definitional sentence with these two words, even though you know them. Your next step is to loo for a vertical relationship: Most weird analogies are verticaland even these are not commonbut there may be one or two analogies that are just plain odd. If you see one, do your best to figure it out quickly and then move on. See if racket is related to any of the words that are in the "C" position. Is racket related to puck? No. Rifle? No. Hammer? No. Goalie? No. Tennis? Maybe. A racket is used to hit the ball in tennis. Does that sentence work for bat and baseball? Sure. Bingo. Practice DrillWeird Analogy Techniques1. Sad is to interested as (A) friendly is to ebullient (B) pleased is to unhappy (C) despair is to obsession (D) angry is to neutral (E) talkative is to anxious 2. Possible is to required as can is to (A) might (B) could (C) reading (D) may (E) must 3. Grape is to tree as (A) water is to pesticide (B) wine is to paper (C) fruit is to vegetable (D) olive is to oil (E) spruce is to pine 4. August it to November as
(A) February is to April (B) March is to June (C) July is to May (D) January is to December (E) September is to November What is an Analogy?An analogy, on the SSAT, asks you to: 1. Decide how two words are related. 2. Choose another set of words that has the same relationship. One way to solve analogy problems is the make a sentence. For example: Kitten is to cat as (A) bull is to cow (B) snake is to frog (C) squirrel is to raccoon (D) puppy is to dog (E) spider is to fly You want to be sure you get an easy question like this one right because it's words just as much as a hard one. Here's how to be sure you don't make a careless mistake. Picture what the first two words ("A" and "B") stand for and how those two words are related. Kitten is to cat as (Cross out "is to" and "as". Just picture a kitten and a cat). Kitten ... Cat Make a sentence to describe what you see. A good sentence will do two things: 1. Define one of the words using the other one. 2. Stay short and simple. A kitten ______________________________ cat. Now look at the answer choices and eliminate any that cannot have the same relationship as the one you've gotten in your sentence. (A) bull is to cow (B) snake is to frog (C) squirrel is to raccoon (D) puppy is to dog (E) spider is to fly If your sentence was something like "A kitten is a young cat," you can eliminate all but (D). Stay away from sentences that do not DEFINE the relationship. So, "A kitten is a cat," does not tell you a definition or description of one of the words. Practice DrillsMaking SentencesTry making a sentence for each of these analogies for which you know both words. Ask questions below as a guide.

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