Best GMAT Preparation Advice

Soni

1. TienyChesney – mbaveggie.blogspot.com

2. D.G. – www.managingmagic.com

3. Ahembeea – trystwithmba.wordpress.com

4. MissionMBA – missionmba.wordpress.com

5. Soni – sonismbaadventure.blogspot.com

6. PaloAltoForAwhile – paloaltoforawhile.blogspot.com

7. Choc Heaven – dreamer-choc.blogspot.com

8. Helen – lifelessordinary.typepad.com/my_weblog

9. Samantha – bestmbablogever.blogspot.com

10. OMGParisHilton – omgmbaapps.blogspot.com

Here are the winners:

Best Essay Advice (tie)

MissionMBA

The Teacher – pulyanithinks.blogspot.com

Best School Selection Advice

Alex – pinchthebubble.blogspot.com

Best Single Post by a Student

MaybeMBA had a number of posts recognized, but Farewell was particularly popular

Best Representation of Student Life

MaybeMBA

Best Job/Internship Advice

MaybeMBA

Most Entertaining Student Blog

July Dream

Best Representation of Academics

MaybeMBA

Best Single Post by an Applicant

Ahembeea: MBA Applications – Lessons from the journey

Best Interview Advice (tie)

ChocHeaven & D.G.

Best Resource for Applicants

Iday

Clear Admit announced its Best of Blogging awards for 2008-09 for those MBA applicant and student bloggers “who have made significant contributions to the online MBA community over the last year.” The winners were chosen by a vote among the Clear Admit staff, nominated bloggers, and celebrity judges Dawna Clarke, Director of Admissions at the Tuck School of Business, Eric Bahn of Beat The GMAT, and Brad Garrison (a.k.a. Hella).

Most Entertaining Applicant Blog

OMGParisHilton

Congrautulations to the winners and thanks to Clear Admit for having best website that write essays the contest!

**Top Ten Student Blogs**

1. MaybeMBA – tombaornot.blogspot.com

2. JulyDream – julydream.blogspot.com

3. Paragon2Pieces – paragon2pieces.blogspot.com

4. Hairtwirler – mbajamey.blogspot.com

5. Iday – i4iday.blogspot.com

6. TinyDancer – tinydancermba.blogspot.com

7. CS – www.computersexy.com/blog

8. Andrew – www.andrewmchoi.com

9. Mandy – mandylozano.blogspot.com

10. M@ – speedywithchicken.wordpress.com

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]]>“But remember, the brick walls are there for a reason. The brick walls are not there to keep us out. The brick walls are there to give us a chance to show how badly we want something. Because the brick walls are there to stop the people who don’t want it badly enough. They’re there to stop the other people.”

Those occasions are the ones that you can use to illustrate your responses to failure, or brick walls, whether you are responding to Wharton’s #2, Fuqua’s 1c, Tepper’s C1 and a host of grad, MBA, college, and medical school essay questions.

Dr. Pausch took those words to heart and concludes “When you see yourself doing something badly and nobody’s bothering to tell you anymore, that’s a very bad place to be. Your critics are your ones telling you they still love you and care.”

When you look at the lessons and the anecdotes in Dr. Pausch’s life, can you find parallel incidents in your life that taught you hard-earned lessons? You can use Dr. Pausch’s techniques — combining anecdote with analysis, vivid description, and an incredible strength of spirit to write essays that are winners.

“”Coach Graham rode you pretty hard, didn’t he?’ I said, ‘yeah.’ He said,’that’s a good thing.’ He

said, ‘when you’re screwing up and nobody’s saying anything to you anymore, that means they gave

up.’

Another element that repeatedly appears in Dr. Pausch’s lecture: “brick walls. Dr. Pausch describes rejection letters, obstacles, and setbacks of all kinds throughout his life. Many would call them his “failures,” but he doesn’t bemoan them. He doesn’t even bemoan his prognosis. He describes these setbacks as brick walls and specifically in talking about rejection letters, or in his words “the damned nicest go-to-hell letters I have ever gotten” he says.:

This kind of approach can be very effective in responding to a question like Tuck’s #3 or any interview question that asks how you handle criticism. It can also allow you to highlight specific skills or interests.

What strength of spirit! He then goes on to describe how he got other jobs and eventually the job of his dreams from the company that sent him one of those nice letters. When have you traveled around, climbed over, or dug under a brick wall in your life? When have you failed, picked yourself up, dusted yourself off, and gone on to achieve more than you initially dreamed of doing?

Have you participated in an extra-curricular activity and had someone critique your efforts from top to bottom, A-Z? Or perhaps you had a demanding, but fair boss… Did you respond by improving? What concrete steps did you take? In what ways did you improve? Did you learn from the experience? Can you also derive a lesson, as Dr. Pausch did above, that has more to do with who you are as a person than the actual task at hand?

In my last blog post I discussed some of the ways Dr. Pausch enlivens his lecture and engages the reader, but his presentation is not just a collection of spiffy techniques, it has profound content and substance. Let’s look at the substance, not in the context of his tragic circumstances — he has cancer of the liver — but in an admissions context.

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]]>**1. Decide when to take the MCAT.** If you haven’t already registered to take a prep course and the exam, do so ASAP. You want to give yourself enough time to take the MCAT and then retake the exam if you receive a less-than-desirable score. If you already have your score or will have it shortly, congrats!

**For more med school admissions advice check out our popular Med School Admissions 101 resource pages.**

Here are 5 immediate to-do’s:

Accepted.com ~ Helping You Write Your Best

**4. Research med schools.** You’ll want to acquaint yourself with different approaches to medical education and focus on those schools that provide the approach that appeals to you

**Sounds like a lot? No one ever said applying to medical school was easy. But still, don’t stress **– completing these to-do’s puts you five steps ahead in the med school application process!

Planning to apply to medical school this summer? If so, then you’d better get busy! It’s just around the corner, but there are concrete steps you can take NOW that will smooth the application process later on.

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As the end of the school year draws near, here are some steps to take as you get ready for summer break:

Have any end of the year tips that you’d like to share? Leave us a comment below!

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Some teachers prefer to Archive their groups before classes start in the Fall. If you would like to allow students to continue accessing a group over the summer, make sure to set members to read-only access or turn on essay writing websites post moderation.

Join Writing Service Communities, or create new groups to stay in contact and exchange resources with other teachers over the summer. If your students will be graduating at the end of this year, try creating an alumni group to help students keep in touch!

**Archive Your Groups**

At the end of the school year we recommend that you archive your groups. Archiving a group saves all of the work and grades for the semester, and the group is automatically set to read-only access. When archiving your group, you may want to rename the group to include the specific school year or term that it was used. This way, you can easily locate the group in the future.

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**Use The Same Account For Next Year**

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]]>• Style is a consideration too, although we understand that those who speak other languages may have different manners of expression in English.We do check your essays for plagiarism, so make sure you always submit your own work.

The advice that UCLA Anderson provides below is excellent, not just for Anderson’s essays, but for most MBA essays. Read it carefully.

• Length does not equal strength. A well-written short essay can have even more impact than a longer essay. Please try to respect the word limits indicated below.

• Essays are more compelling if they include specific courses, programs, groups, opportunities, activities, etc. from which you would benefit, if admitted to UCLA Anderson. These references are best found through website research, personal discussions and a campus visit (if possible).

This is the key question in every MBA reapplication: How have you enhanced your candidacy? Career progress is an obvious place to start and something you must address, but if academics were a weakness, then what have you done since you last applied to show you can excel at Anderson? Finally, if your career goals have evolved since you last applied, discuss that evolution.

****Disclaimer: Information is subject to change. Please check with individual programs to verify the essay questions, instructions and deadlines.****

• All responses to essays must be on double-spaced pages that are uploaded as a document. We do not accept essays in any other media but written form.

**Related Resources:**

The following essay is optional. No preference is given in the evaluation process to applicants who submit an optional essay. Please note that we only accept written essays.

• Making a strong case for your future plans requires you to first do research on career paths and find one that resonates. Even if this target will change during business school, your application essays should lay out a clear trajectory for short-term and long-term goals. Do this by demonstrating how you expect to build on skills from your past, and those you expect to gain from the MBA.

My tips are in blue below.

**Essay:**

**Reapplicants – One Required Essay:**

**If you would like professional guidance with your UCLA Anderson application, please consider Accepted’s MBA essay editing and MBA admissions consulting or our MBA Application Packages, which include advising, editing, interview coaching, and a resume edit for the UCLA application. **

Reapplicants who applied for the class entering in fall 2014 or 2015 are required to complete the following essay:

Your particular story may benefit from a different order, and that’s fine. Just make sure that the reader can follow and that you include all the requested elements.

A great way to approach this essay would be to discuss an experience or anecdote that reveals you acting according to these principles. Then connect that story and your values to UCLA Anderson’s program and culture and your reasons for choosing its MBA program. Conclude by connecting relevant aspects of the Anderson MBA experience and program to achievement of your short- and long-term goals. Conclude by addressing the last part of the question: How Anderson’s principles and “environment” will help you realize your post-MBA career goals.

• UCLA Anderson Executive MBA 2016 Application Essay Tips & Deadlines

Your essays are the primary way for you to share your perspectives and plans with the admissions committee. The best essays are introspective, genuine and succinct in directly answering our questions and responding to our topics.

If there are extenuating circumstances that would add perspective on, context for, or “explain” a weakness, you can discuss them here. A few years ago, UCLA added the following: “Please do not submit redundant information in the Optional Essay.” Good advice for all optional questions. For more suggestions, please see The Optional Question: To Be or not To Be.

• You should try to distinguish yourself by showing what makes you different from essay service others who share similar profiles.

**UCLA 2017 Application Deadlines**

Anderson gives you enough room to write a revealing response. Make sure this essay shows that you can answer the question articulately and belong at Anderson.

By Linda Abraham, president and founder of Accepted and co-author of the definitive book on MBA admissions, MBA Admission for Smarties: The No-Nonsense Guide to Acceptance at Top Business Schools.

Please describe your career progress since you last applied and ways in which you have enhanced your candidacy. Include updates on short-term and long-term career goals, as well as your continued interest in UCLA Anderson. (750 words maximum)

• 5 Fatal Flaws to Avoid in your MBA Application Essay [Free Guide]

• Entrepreneurship at UCLA Anderson

First think about Anderson’s motto: Share success. Think fearlessly. Drive Change. Think about the ways you can show that those values are your values. How do those values motivate you to pursue the path your are pursuing? To apply to UCLA Anderson’s MBA program?

• Content and clarity are key elements, as we seek superior communication skills.

One essay is required, in written form only. One optional essay may also be submitted to supply information on extenuating circumstances.

We believe that the best results are achieved when you share success, think fearlessly and drive change. With this in mind, what are your goals at UCLA Anderson and in your short-term and long-term career? (750 words maximum)

• Personal expression is what we are looking for, not platitudes.

Are there any extenuating circumstances in your profile about which the Admissions Committee should be aware? Please use your best judgment. (250 words maximum)

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]]>$c$ gives us our y-intercept and, in this equation, we are told that it will be -1.

a

**4)**

$f(x) = 4$

**Our final answer is A**, -70.

The **$a$ value** tells us how the parabola is shaped and the direction in which it opens.

Before we begin, this problem may get slightly confusing, as the labels in the chart are different from that which we normally use. To visualize our data, we are given $x$ as a certain distance that the cart is at any given second, $t$.

Our potential equation is:

Nested functions can look beastly and difficult, but take them piece by piece. Work out the equation in the center and then build outwards slowly, so as not to get any of your variables or equations mixed up.

So if we want to find $f(5)$ for the equation $f(x) = x + 7$, we would plug in 5 for $x$.

$g(3) = 9 – 2$

**Answers: **F, C, A, F, A

$f(x) = √x$

You can always test whether a graph is a function graph using this understanding of inputs to outputs by using the **“vertical line test.”** A function will NEVER hit more than one point on any vertical line.

Once you’ve found the output of your innermost function, you can use that result as the input of the outer function.

$4(x)^2 – 7$

**2) **This question is a function table, so let us remember our function table tips and tricks.

If we remember how nested functions work (that we always work inside out), then we can plug in our own number for $x$ in the function $g(x)$. That way, we won’t have to work with variables and can use real numbers instead.

We know that the function passes through the coordinate point (4, 6), which means we can replace the x and y-values with our $x$ and $y$ in the function equation. So:

This gives us our curve.

$f(1) = 6 + 14$

$36 – 7$

**3) **This is a nested function problem that requires us to understand that coordinate points can act as inputs and outputs.

Why can the variable NOT be raised to a power higher than 1? Because $x^2$ can give you a single output ($y$-value) for two different inputs of $x$. For example, $-4^2$ and $4^2$ both equal 16, which means the graph cannot be a straight line. (We will look into this further in the next section on quadratic functions.)

$4(9) – 7$

**Our final answer is H**, $f(g(x)) = 4x^2 – 7$

**2) Test your equation against multiple ordered pairs**

$(6)^2 = 7(4) + b$

$g(3) = 7$

A function graph question will provide you with an already graphed function and ask you any number of questions about it.

We know our original answer choice is correct and we have successfully eliminated the others.

**Our final answer is, therefore, J.**

In this case, we can see that the two functions intersect at exactly two points. This means that they are equal at exactly two values of $x$.

$f(x) = 4x + 1$

So long as you remember your function definitions (and the corresponding graph shapes) and keep a clear head, and you’ll see that functions are not as difficult as they may have once appeared.

$f(x) = 2x + 10$

(Note: when $b = 0$, the y-intercept will also be the location of the vertex of the parabola.)

$f(x) = x^2 – 6x + 9$

The last way you may see a function is in its table.

$f(g(x)) = 4x^2 – 7$

A quadratic function is often written as:

$f$ is the **name** of the function

And our ordered pair is again:

**Aiming for a perfect score?** Our guide to getting a perfect 36 on the ACT math section (written by a perfect-scorer!) will help get you where you need to be.

Now, we replace our $x$ value with the $x$ value we chose originally–3.

This means that our y-intercept is 10.

a

The reason our variable must be squared (not cubed, not taken to the power of 1, etc.) is for the same reason that a linear function cannot be squared–because two input values can be squared to produce the same output (e.g. $5^2$ and $-5^2$ both equal 25).

So let us put them together.

The y-intercept is almost always the easiest piece to find, so it’s always a good place to begin.

$p(-1) = 2 – 72$

$f(g(3)) = 4(7) + 1$

A **small $a$** value gives us a wide parabola

We can automatically eliminate answer choices B, D, and E, since their y-intercepts are not at 14.

This matches the input and output we are given in our ordered pair. Answer choice C is correct.

Functions with graphs

Finally, the only way to get truly comfortable with any math topic is to practice as many different kinds of questions on that topic as you can. If functions are a weak area for you, then be sure to seek out more practice questions.

Our potential equation is:

$f(g(x)) = 4(x^2 – 2) + 1$

(Again, our input value will represent our $x$ value and the result of the equation once that input value has been processed will be our $y$ value.)

**$b$** is the **y-intercept**.

On the ACT, question difficulty is categorized by how familiar you are likely to be with any given question, and the only way to combat this challenge is to practice and get used to dealing with questions that are a little less familiar to you. You will generally see 3-4 function questions on any given ACT, so for those of you who are not yet comfortable with functions (or just want a tune up), this guide is for you.

**Each input ($x$ value) can produce only one output, but one output can have multiple inputs**. In other words, multiple inputs may produce the same output.

$h(-3) = 4(9) + 15$

This means we can eliminate answer choice H, as the y-intercept is not at -1.

Don’t stress if this feels like a lot of information for the moment–a little practice and organization will soon have you solving your function questions, no problem.

If you don’t properly FOIL, then you will get these questions wrong. Whenever possible, try not to let yourself lose points due to these kinds of careless errors.

$x^2 + 5$ is the equation that gives us the **output** once we plug in the input value of $x$

$f(x) = 14$

Here, you will be given a table of values both for the input and the output and then asked to either find the equation of the function or the graph of the function.

Though this function is named $h$ (instead of the usual $f$), the principles are exactly the same–we must plug in our input value of -3 in order to find our output.

Let us, as usual, start in the middle with answer choice H.

If necessary, you can always spot a genuine function from a non-function by using the vertical line test.

**Examples of functions:**

**Our final answer is H**, $4x^2 – 7$

$h(-3) = 51$

**3) Practice, practice, practice**

Because $g(x)$ is nested the deepest, we must use its output as the value of our input for $f(g(x))$.

**This means that a function graph can have potentially many x-intercepts, but only one y-intercept**. (Why? Because when the input is $x = 0$, there can only be one output, or $y$ value.)

**2) Use PIA and PIN as necessary**

$f(1) = 15$

$p(-1) = -70$

In order to solve these types of questions, think of them in terms of your order of operations. You must always work from the inside out, so first find the output for your innermost function.

(1, 20)

Answer choice A is incorrect. When $t = 2$, $x$ should equal 18.

a

$29$

A **large $a$** value gives us a skinny parabola

A **positive $a$** gives us a parabola that opens upwards

Even though there are many different ways you can be presented with a function problem, the core principles are always the same. No matter the equation or the graph, functions are always looking at inputs and outputs and the relationship between the two.

**5)**

Note that the reason this problem is tricky is due to the many negative signs and the placement of the square. But so long as we are careful and make sure to keep track of all our pieces, we can solve the problem just fine (without falling for bait answers!).

A function equation problem will give you a function in equation form and then ask you to use one or more inputs to find the output (or elements of the output).

An example of a function:

Our y-intercept is therefore 14, which means that the equation of our line will look like:

This means that our input is $t$ (seconds) and our output is $x$ (distance).

Now let’s put our function knowledge to the test, using real ACT math problems.

a

$g(x) = 7x + b$

Functions can always be graphed and different kinds of functions will produce different kinds of graphs. On a standard coordinate graph with axes of $x$ and $y$, the input of the graph will be the $x$ value and the output will be the $y$ value.

$g(x) = x^2 – 2$

Now that we’ve seen what functions do, let’s talk about the pieces of a function.

Now, we are told that the y-coordinate value is 1 less than the x-coordinate square. We know that our standard quadratic formula equation is:

The **$c$ value** gives us the y-intercept of the parabola.

$x = 4t + 10$

We know that answer choice G is incorrect, because we have already established that the two graphs intersect at two points and so have two values of $x$ at which they are equal, not 1.

For clarity, we’ve split these strategies into multiple sections–tips for all function problems and tips for function problems by type. So let’s look at each strategy.

Now that we’ve seen our definitions, let’s talk function strategy.

(Note: in this case our input is called $x$, but, just like with the name of our function, we can call our input anything. $f(q)$ or $f(\bananas)$ are both functions with the inputs of $q$ and $\bananas$, respectively.)

Functions with tables

$f(x) = 4x + 1$

$x = t + 10$

Algebra Functions on ACT Math: Lesson and Practice Questions

$a^2 + bx + c$

$x = 2 + 10$

$f(x) = x + 7$

$x = 12$

ACT function problems will always test you on whether you properly understand the relationship between inputs and outputs. These questions will generally fall into four question types:

Nested Functions

So let us test the point (2, 18) and see which of our remaining equations (answer choice A or answer choice C) gives us these coordinates.

(Note: we can call our function other names than $f$. This particular function is called $f$, but you may see functions written as $h(x)$, $g(x)$, $r(x)$, or anything else.)

$36 = 28 + b$

**Our final answer is A**, $b = 8$.

$h(-3) = 4(-3)^2 – 5(-3)$

$d = t +14$ (or, in other words: $f(t) = t + 14$)

$f(x) = -8x^2$

These questions will generally ask you to identify specific elements of the graph or have you find the equation of the function from the graph.

So if we solve the nested equation as we normally would (remembering to act inside out), we would see:

You’ve taken on (and conquered) one of the most difficult math topics on the ACT (go you!), but there are many more topics to cover. Next, take a gander at all the math topics on the test and then bulk up on any topic with which you feel rusty. Need to brush up on your rules of roots and exponents? How about your triangle rules and problems? All of our ACT math guides come complete with strategies and practice problems for any topic you need.

It may help to think of functions like an assembly line or like a recipe–input eggs, veggies, and cheese, and the output is an omelette.

$f(g(x)) = 4x^2 – 8 + 1$

And finally, answer choice K is also incorrect, as these are two different functions–quadratic and linear–not inverse functions. An inverse function would produce the same type of graph, just inverted.

Our program is entirely online, and it customizes what you study to your strengths and weaknesses. **If you liked this Math lesson, you’ll love our program.** Along with more detailed lessons, you’ll get thousands of practice problems organized by individual skills so you learn most effectively. We’ll also give you a step-by-step program to follow so you’ll never be confused about what to study next.

$p(-1) = -(-1) + (1) – 36 – 36$

Success! We have found our proper equation.

Let’s look at this in action to make more sense of this process.

So, to start with, we have two function equations.

>

(1, 20)

$x = 8 +10$

For instance, let’s look at our earlier nested function problem using PIN. (Remember–most any time a problem involves variables, you can use PIN).

$f(x) = x – 6$

$4x^2 – 7$

Success! We have found the answer choice that matches our found answer of 29. (Note: if you use this method on the test, make sure to test out your other answer choices to make sure you do not have any duplicate correct answers. We can skim over our answer options and see that none of them equal 29 after we replace our $x$ with 3.)

$p(x) = -x^5 + x^4 + 36x – 36$

**Our final answer is F. **

**1) **Here, we have a simple function equation. So let us replace our given input (-3) for our $x$ value in order to find our output.

One way to remember this is that you can have “many to one” (many inputs to one output), but NOT “one to many” (one input to many outputs).

So let us say that the $x$ is the $g(x)$ function is 3. (Why 3? Why not!)

Most often you’ll see functions written as $f(x) = \an \equation$. The equation of the function can be as complex as a multivariable expression or as simple as an integer.

You must match the equation to the graph (or the equation to the table) that works for every coordinate point/ordered pair, not just one or two.

Now, let us use the strategy of plugging in answers to make our lives simpler. This way, we don’t have to actually find the equation on our own–we can simply test which answer choices match the inputs and outputs we are given in our table.

Generally, the easiest place to begin when working with functions is by finding the y-intercept. From there, you can often eliminate several different answer choices that do not match our graph or our equation (as we did in some of the examples above).

$f(2) = -4$

First, let us find the y-intercept.

(Note: instead of using $x$ as our input, this problem has us use $t$. If you become very used to using $f(x)$, this may seem disorienting, so you can always rewrite the problem using $x$ in place of $t$. In this case, we will continue to use $t$, just so that we can keep the problem organized on the page.)

Answer choice A is incorrect.

aPosted by Courtney Montgomery | Sep 27, 2015 10:30:00 AM

(Note: it is generally a good idea to test more than one ordered pair, as two equations may occasionally get the same ordered pair. In this case, we stopped here as there were no other answer choices that could possibly match).

$f(1) = 6(1) + 14$

$g(x) = x^2 – 2$

But before we select answer choice F, let us also take the time to eliminate our other answer options.

**1) Keep careful track of all your pieces and write everything down**

A **negative $a$** gives us a parabola that opens downwards

$f(g(3)) = 29$

(Note: a parabola cannot open side to side because it would have to cross the y-axis more than once. This, we’ve already established, would mean it would fail the vertical line test and therefore NOT be a function.)

(For more on lines and slopes, check out our guide to ACT lines and slopes!)

The standard equation of a line is:

Now let us use our PIA strategy to find the equation of the line using our existing coordinate points.

The y-intercept is the point at which $x = 0$, so we can see that we are already given this with the first set of numbers in the table. When $t = 0$, $d$ (otherwise thought of as $f(t)$) equals 14.)

**2)**

The **$b$ value** tells us where the vertex of the parabola is, left or right of the origin.

**5) **This is a function that has two different equations depending on our input value. So we must first determine which equation we are using in order to find the output to our particular input.

$f(1) = 20$

A **negative $b$** puts the vertex of the parabola right of the origin

Though it may seem obvious, in the heat of the moment it can be far too easy to confuse your negatives and positives or misplace which piece of your function (or graph or table) is your input and which is your output. Parenthesis are crucial.

Functions will be presented to you either by their equations, their tables, or by their graph (called the “graph of the function”). Let’s look at a sample function equation and break it down into its components.

The creators of the ACT know how easy it is to get pieces of your function equations confused and mixed around (especially when your input is also an equation), so keep a sharp eye on all your moving pieces and don’t try to do function problems in your head.

The vertical line test applies to every type of function, no matter how “strange” looking.

This is incorrect, as it would mean that our output is 15 when our input is 1, and yet the ordered pair says that our output will be 20 when our input is 1.

Functions act as a way to **describe the relationship between inputs and outputs**. They can be in the form of equations, graphs, or tables, but they will always describe this input-output relationship.

Even “strange-looking” functions will adhere to the vertical line test.

$f(x) = 2x + 35$

Let us first test answer choice A.

And our ordered pair is:

$y^2 = 7x + b$

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$g(3) = (3)^2 – 2$

a

**Our final answer is C**, $d = 6t + 14$.

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$8 = b$

In order to find a particular output, we must plug in our given input for $x$ into our equation. This will give us our final output, once we then solve the equation.

**Running out of time on the ACT math section?** Check out how to best beat the clock and maximize your score.

This graph fails the vertical line test, which means it is NOT a function.

$p(-1) = -(-1)^5 + (-1)^4 + 36(-1) – 36$

Finally, we are told that the points on our graph are the ONLY place where the y-coordinate is less than the x-coordinate. This means that our graph must open upwards, which means we can eliminate answer choice K.

ACT Math

$f(5) = 5 + 7$

$f(5) = 12$

A quadratic function makes a graph of a parabola, which is a “horseshoe” type graph that curves to open either up or down. It also means that **our output variable will always be squared.**

Now that we can see this, let us work through the problem.

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**Have friends who also need help with test prep?**A function with multiple x-intercepts

So answer choice F is correct.

$f(x) = x – 24$

This is NOT a quadratic equation, as it fails the vertical line test.

So, when our input ($x$) is 5, our output ($y$) is 12.

Remembering that f(x) is essentially another way of saying $y$ (in terms of coordinates), we can say:

So our ordered pair is (2, -4).

**Answer Explanations:**

A **positive $b$** puts the vertex of the parabola left of the origin

**1)**

Now, let us get rid of the root by squaring both sides (for more on roots and squares, check out our guide to advanced integers). This gives us:

Knowing that this is a linear function and the graph of a line is $y = mx + b$, we can eliminate answer choices B, D, and E. None of those give the y-intercept as 10, so none of them can be the correct answer.

$y^2 = 7x + b$

Luckily for us, we are given a coordinate pair with $t = 0$, $x = 10$. Because $t$ is serving as our input value (our $x$-coordinate) and $x$ is serving as our output (our y-coordinate), we can see that our y-intercept is the point at which $t = 0$.

Our answer choices are between A and C, so let us first test A with the second ordered pair.

We are given that our input ($x$) is -1. We also know that we must use the second function equation for any $x$ that is less than 0.

$x = 4(2) + 10$

There may be some overlap between the three categories, but these are the main themes you’ll be tested on when it comes to functions. Let’s look at some real ACT math examples of each type.

$f(2) = 2 – 6$

Finally, let us test our answer choices to see which one matches our found answer of 29.

$f(x) = x^2 + 12$

An **ordered pair** is the coupling of a particular input with its output for any given function. So for the function $f(x) = x – 6$, with an input of 2, we can have an ordered pair of:

**This will be your complete guide to ACT functions.** We’ll walk you through exactly what functions mean, how to use, manipulate, and identify them, and exactly what kind of function problems you’ll see on the ACT.

Now, let us plug this number as the value for our $g(x)$ function into our nested function $f(g(x))$.

$x = 18$

$f(1) = 1 + 14$

$f(g(3)) = 28 + 1$

$d = 6t + 14$ (or, in other words: $f(t) = 6t + 14$)

A linear function makes a graph of a straight line. **The equation of a linear function can either be a simple number** (e.g. ,f(x) = 4) **or will have a variable that is NOT raised to a power higher than 1** (e.g., $f(x) = 3x + 3$).

We are told that the x-coordinate value will be squared, so we know for a fact that this graph will indeed form a parabola and be a quadratic equation. This means we can eliminate answer choices F and G, as they are straight lines, not parabolas.

$f(-3) = -8(9)$

Answer choices H and J are both wrong, because there are x-coordinate points at which the graph $f(x)$ is higher (larger) than that of $g(x)$ and x-coordinate points where $f(x)$ is smaller. Neither function is larger (or smaller) at all points of $x$ than the other function.

Now let us replace $x$ in our $f(x)$ equation with the full equation of $g(x)$.

So let us plug in -3 for our $x$.

So now we just plug in our input value of -1 (being very careful about all of our negative signs).

As we saw in our function table problem above, it can save a good deal of effort and energy to use the strategy of plugging in answers. You can also use the technique of plugging in your own numbers to test out points on function graphs, work with any variable function equation, or work with nested functions with variables.

It is always a good idea to find two or more points (ordered pairs) of your functions and test them against a potential function equation. Sometimes one ordered pair works for your graph and a second does not.

First, let us find the y-intercept.

So long as you understand that $x$ is your input and your equation is your output $y$, then these types of questions will not be as tricky as they appear.

So let us put them together.

Now that you’ve seen all the different kinds of function problems in action, let’s look at some tips and strategies for solving function problems.

**Our final answer is F**, -72.

**$m$** is the **slope** of the line.

$f(x) = a^2 + bx + c$

**2) Remember to FOIL**

But any graph that fails the vertical line test (by intersecting with the vertical line more than once) is automatically NOT a function.

$(x)$ is the **input **

Now that we have all of our function pieces and definitions, let’s look at how they work together.

**Examples of linear functions:**

**Feeling overwhelmed?** Make sure you take a practice test and then see how your score stacks up so that you can set realistic milestones and goals.

Ready to test your function knowledge?

$f(g(x)) = √{7x + b}$

Congrats! You’ve mastered ACT functions!

$h(-3) = 36 + 15$

**Our final answer is C**, $x = 4t + 10$

$f(t) = t + 14$

$f(x) = 4x + 1$

$f(-3) = -8(-3)^2$

**1) Start by finding the y-intercept**

$4(3)^2 – 7$

$y = mx + 14$

**Ordered pairs also act as coordinates**, so we can use them to graph our function graph.

**3)**

Essentially, instead of a number for $x$ in $f(x)$, we are given another equation, $g(x)$. And yet, the principle behind solving the function is exactly the same as we did above in our function equations section–replace whatever input we have with the variable in the output equation.

$f(t) = 6t + 14$

This means we must use the second function equation, $p(x) = -x^5 + x^4 + 36x – 36$

It is quite common for ACT to make you square an equation. This is because many students get these types of questions wrong and distribute their exponents instead of squaring the entire expression.

The second type of function problem you might encounter on the ACT is called a “nested” function. Basically, this is an equation within an equation.

$y = √{7x + b}$

**4)** In this type of graph question, we are being asked to identify how the two graphs interact. Even without knowing their equations, we can understand–just through the diagram–a good deal of information about our two functions.

$p(-1) = 1 + 1 – 36 – 36$

$y = mx + b$

Functions. Just hearing the word is enough to send some students running for the hills. But never fear! Though function problems are considered some of the more challenging questions on the ACT, this is only due to the fact that most of you will be far more used to dealing with other math topics (like fractions, exponents, or circles) than you are functions.

We saw before that functions can have all sorts of different equations for their output, which will change the shape of their corresponding graphs. Let’s look at each type of equation and its graph.

This question relies on us knowing how the formula for a quadratic equation works. If you remember from earlier, a quadratic equation requires a square power and will form a parabola.

Now let’s look at a real ACT example of this type:

$f(-3) = -72$

**1) Always work inside out**

Functions with given equations

$h(x) = 4x^2 – 5x$

By process of elimination, let us try answer choice C.

**Our final answer is D**, 51.

Michael casserly, the executive director of the council of the great city schools, based in washington, said http://eduessayhelper.org/ ms

]]>**4.** Setting a clear start and end date for the experience in your request

**Making the Most of the Shadowing Experience**

**3.** Contacting the doctor(s) with your request, as well as providing your qualifications in the form of a cover letter and updated resume or CV

**1.** Researching the areas of your interest

When looking for activities to include on your AMCAS application, shadowing is a powerful way to demonstrate your interest in and realistic knowledge of the field of medicine. Shadowing as many different kinds of doctors as you can is helpful. The only way to know whether you will enjoy a career in a particular area is to gain direct experience. You can start by:

Depending on the field, the doctor may request that you ask questions only after procedures are completed. Each doctor will have different preferences. By asking for clearly defined expectations, you can follow the etiquette requested to have the most positive experience possible.

**3. Be observant.**

**5.** Following through on completing HIPPA forms or any other requirements before the start date

In addition to shadowing, I recommend that you gain as much clinical experience as you can. Some admissions committees consider shadowing to be the most passive form of clinical experience since you really only should be observing. Other forms of more active clinical experience include: organizing and volunteering at free clinics or health fairs, translating for patients and doctors, becoming a medical scribe or EMT, and volunteering in hospitals and clinics, to name a few.

**1. Ask for clear guidelines about the doctor’s expectations while you are shadowing.**

Offer to help in any way that you can. Be open to filing records as well as taking notes during physical exams. Anything that you can do to help the doctor and medical staff as well as to improve the patient’s experience will be beneficial for everyone.

Since most patients will be giving their permission for you to be present while they meet with their doctor, you can be a positive and supportive presence in the room. Introducing yourself after the doctor’s introduction, making eye contact, and maintaining a calm demeanor will be important to establishing trust with each person. Learn as much as you can by observing how the doctor interacts bustling over here with each person and what kind of care they provide. This information may guide you in terms of how you want to practice medicine in the future. In the best case scenario, the doctor you shadow may become a mentor.

**2.** Locating doctors who practice in that field in your community by networking

**4. Be on time and be respectful of all requests.**

• 5 Reasons Why Med Applicants Should Volunteer

• What I Learned from My Shadowing Experiences

Now that you’ve identified the doctor and scheduled the shadowing time, how can you get the most out of the experience?

To be as unobtrusive as possible, be early and arrive prepared for the day. Some patients may not be comfortable having an observer present so you may not be able to shadow during all exams or procedures. Acquiesce to all requests as quickly and quietly as you can to be respectful of the doctor-patient relationship.

**Other Forms of Clinical Experience**

Your job is to observe. Keep a daily journal and take notes about what you do and do not like about the work. This information can help you assess whether you are indeed interested in this field or if medicine is perhaps not for you after all. Avoid the impulse to jump in and help, unless it is requested of you.

**2. Be helpful.**

**Related Resources:**

Alicia McNease Nimonkar is an Accepted advisor and editor specializing in healthcare admissions. Prior to joining Accepted, Alicia worked for five years as Student Advisor at UC Davis’ postbac program where she both evaluated applications and advised students applying successfully to med school and related programs.

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The 24-date tour kicks off March 1st at Phoenix’s Talking Stick Resort Arena and currently wraps five weeks later at San Diego’s Valley View Casino Center on April 8th.

Presale tickets for the trek first go live for members of the band’s Idiot Nation fan club on October 12th, followed by a general on-sale on October 14th. Check out Green Day’s site

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]]>The 24-date tour kicks off March 1st at Phoenix’s Talking Stick Resort Arena and currently wraps five weeks later at San Diego’s Valley View Casino Center on April 8th.

Presale tickets for the trek first go live for members of the band’s Idiot Nation fan club on October 12th, followed by a general on-sale on October 14th. Check out Green Day’s site

Driesler, noting that few help with writing term papers are willing to criticize the process publicly

]]>The 24-date tour kicks off March 1st at Phoenix’s Talking Stick Resort Arena and currently wraps five weeks later at San Diego’s Valley View Casino Center on April 8th.

Presale tickets for the trek first go live for members of the band’s Idiot Nation fan club on October 12th, followed by a general on-sale on October 14th. Check out Green Day’s site

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