Put Your Short-Term Memory to the Test

Put Your Short-Term Memory to the Test Student Resources Study Guides and Tips Print Put Your Short-Term Memory to the Test By Kendra Cherry facebook twitter Kendra Cherry, MS, is an author, educational consultant, and speaker focused on helping students learn about psychology. Learn about our editorial policy Kendra Cherry Updated on July 23, 2019 Westend61 / Getty Images More in Student Resources Study Guides and Tips APA Style and Writing Careers Cant remember the name of the person you just metâ€"again? Forgot where you parkedâ€"again? Episodes of forgetfulness like these can be nerve-wracking. Some people find them a little scary. When this sort of thing happens a lot, some people go so far as to fear there’s something wrong with their brains or that they’re developing  dementia or Alzheimer’s disease. Forgetting something you’ve just thought of doing or just learned are lapses in short-term memory, which refers to any information that stays in your mind for up to a minute. By contrast, long-term memory is where you keep the information you “know by heart,” for example, like the names of the 50 states and also memories of experiences you’ve had. Why Short-Term Memory Matters Short-term memory is essential to daily living. It’s what allows you to find your car keys, remember if you left the water running in the tubâ€"even whether you’ve eaten breakfast or brushed your teeth. It’s also subject to all sorts of glitches. There are multiple reasons you may forget a piece of information practically the minute you receive, according to leading brain health expert Cynthia Green, Ph.D., author of Total  Memory Workout. For instance, it may simply be too much information to retain that quickly. Its long been believed that the human brain can hold onto no more than seven things at onceâ€"one reason phone numbers (minus the area code, of course), are seven digits. Other factors that can interfere with short-term memory are pain, stress, and  lack of sleep. Interruptions and distractions can be major memory-stealers: If the bell rings while you’re in the middle of a conversation with a neighbor, chances are your friend will need to repeat the last thing she said to you before you answered the door. Testing Your Short-Term Memory There’s a bit of truth in the phrase “senior moment.” After the age of 50, most people do find it a little harder to remember new information, but this doesnt mean theyre on the road to developing dementia or Alzheimers disease. One way to get a sense of how normal your own memory lapses are is to take a legitimate short-term memory test, such as the Memory Quiz from the Alzheimers Research Prevention Foundation. Its a simple true-false questionnaire that asks things like, Sometimes I get lost, even when Im driving somewhere Ive been before, and I often misplace my keys, and when I find them, I often cant remember putting them there. Of course, if after taking a test like this your answers suggest you might have more serious issues with your memory than simple age-related forgetfulness, you should see a doctor. Answering 15 questions online certainly isnt enough to make a diagnosis. At the same time, if your score doesnt indicate youve got a problem, keep in mind that even at an advanced age, the human brain is capable of developing new neurons, as long as it gets some exercise. So use your head as much as possible: read, study a new language, learn  how juggle or knit, spend a lot of time socializing, and your brain will get the workout it needs to stay sharp.

The Effects Of Corporal Punishment On Children - 2225 Words

Parents today are in a time where there is more research about how to raise their child than ever before. There is a staggering amount of information throughout the library’s and internet that will point out the simple pros and cons of Corporal punishment. Many children psychologists state that violence will always produce violence, it will never reduce aggression. This is a generally accepted fact that has been proven and studied for decades. Will someone such as a child, not act out against an aggressor because of the natural drive to preserve their inherited material? There are usually four things that children who have experienced child abuse will do in later years. One they themselves will become the abuser they will act out the situations that they themselves were put in. Two they will cower down to interaction and will raise children that take advantage of them or three they will never full grow up and will be mentally handicapped by the entire situation that the scars are irreversible. Or four they will grow up perfectly normal and learn for the mistakes of their abuser. Fear from an abuser may actually may not be an emotion caused by an aggressor, depending on the social situation, but it is one of the most fundamental facts of social psychology that aggression towards a subject will produce increased aggression in the affected subject, in terms of the population of course. Many parents face a dilemma when it comes to the punishing of their children. The debateShow MoreRelatedCorporal Punishment And Its Effect On Children1587 Words   |  7 PagesThe term corporal punishment is defined as the use of physical force with the intention of causing a child to experience pain, but not injury, for the purpose of correction or control of the child’s behavior Seven nations Sweden, Finland, Denmark, Norway, Austria, Italy and Cyprus-have laws making it illicit for parents to utilize physical discipline on their children. Corporal punishment in schools has been banned in every one of the nations in Europe, South and Central America, China and JapanRead MoreCorporal Punishment And Its Effect On Children1708 Words   |  7 Pagesviewpoint on corporal punishment; some of the reviews take a look at who is most affected by corporal punishment in terms of focusing their lens on race, socio-economic status, gender, culture etc. Some also take a critical look at the advantages and disadvantages of corporal punishment. Some take a look at the widespread of corporal punishment in the US. Cases against corporal punishment and the effect of corporal punishment on children were also looked into. With all the different ways corporal punishmentRead MoreCorporal Punishment And Its Effect On Children1617 Words   |  7 Pagesof any child’s life is a huge determinate of what their future will turn out to be. Parenting styles are the normative prototypes that parents utilize to socialize and manage their children. Different parents employ different styles of discipline to ensure that their children develop to be all-rounded adults. Children who have been nurtured well by their parents turn up as self-regulated with disciplined behavior. Child discipline is thus a key parenting skill, and the choice of discipline styleRead MoreThe Effects Of Corporal Punishment On Children932 Words   |  4 PagesChildren and Corporal Punishment Punishing children has been one of the most controversial parenting topics this generation has seen. Physical punishment or corporal punishment is simple defined as the use of physical force with the purpose of initiating pain, but not wound, to teach the proper behavior of a child. Corporal punishment has been used for many centuries in schools and in homes but the use of such techniques have since decreased and are not being used in many places today. EvidenceRead MoreCorporal Punishment And Its Effect On School Children1251 Words   |  6 Pagesdistribute our findings so that all of the public cannot ignore the wholesale infliction of pain and suffering onto our school children, and the role â€Å"paddling† schools play in teaching our children that physically aggressive and coercive resolutions of conflict are legitimate. Contributing to the problem of violence by making children feel rejected and isolated, corporal punishment is unsafe in and of itself, but its discr iminate application may be co-incident with problems unique to racial and genderRead MoreEffects of Corporal Punishment on Children Essay868 Words   |  4 Pagestrait both in and out of their homes. Misbehaving children cannot be avoided as they are curious little beings and they have a tendency to explore. But there are some parents, even teachers, who do not tolerate misbehaving and they resort to corporal punishments such as spanking to make sure the child never forgets how painful it is to misbehave as they will remember the punishment entailed to it and become more disciplined. However, not all children would understand the logic of the parent and theRead MoreThe Effects Of Corporal Punishment On Children953 Words   |  4 Pagesmany views of the past relating to corporal punishment have changed significantly. During my readings I read things that instantly stood out to me. The first being how many issues and their solutions revolved around religion. John Wesley, was the fou nder of the Methodist Movement, and he believed that children were born with sin and that it was the parental duty to discipline the unruly child, starting at an early age. During this time period, corporal punishment was a common practice. Wesley usedRead MoreCorporal Punishment And Its Effect On Children1860 Words   |  8 PagesReading/Writing L9 17 March 2015 Corporal Punishment by Spanking in Children Corporal punishment is hared way for children. According to Carol Bower, in the article Positive Discipline and a Ban on Corporal Punishment Will Help Stop Cycles of Violence. parents rely on corporal punishment on their children because violence is an acceptable way to solve problems. â€Å"The data showed that 57% of parents with children under 18 used corporal punishment, and 33% used severe corporal punishment in the form of beatings†Read MoreEssay on Effects of Corporal Punishment on Children1943 Words   |  8 Pagesspanking. Whichever terminology is used to help define corporal punishment, it all means the same. The very idea of physical discipline is based on an adult using his or her larger physique and power to intimidate and force someone much smaller and weaker into a state of compliance (Rathis, 2007). In the western culture, they publically frown at people who use their physical power to dominate someone smaller, yet when it comes to their children they take a pass, turn their heads, and call it spankingRead MoreThe Effects Of Parental Corporal Punishment On Children1499 Words   |  6 PagesAbstract This paper will explore published recent articles that talks about young children and their eyes being glued to screens. Many articles have different purposes of why children are so addict to an in motion screen, but Marcia Eckerd found the problem and solution to why this is a number one cause in our world today. There are creative ways in children that makes their mind wonder in a way to pay more attention to what is going on in the community and how to learn from it. Technology can

A Brave New World by Aldous Huxley - 614 Words

Humans live their day-to-day life searching for something that makes them truly happy. What if someone were to tell you that what you thought was true happiness was all an illusion. In a Brave New World by Aldous Huxley people in the world state are conditioned and drugged up by soma to not experience true happiness. In a world that is perfect, human beings do not have to depend on drugs to keep our world in balance. In a Brave New World by Aldous Huxley there is always a perfect drug called soma that keeps everyone happy, which they have based their society on. This drug makes everyone want the same thing and they always look forward to their next dose. While accomplishing their particular jobs these people are made to be happy from the very beginning. We also predestine and condition. We decant out babies as socialized human beings, as Alphas or Epsilons, as future sewage workers or future Directors of Hatcheries’’ (Huxley 13). The soma is the type of drug that helps the society to keep everything moving. Listen, I beg of you. Lend me your ears... Dont take that horrible stuff. Its poison, its poison’’ (Huxley 211). The savage showed us a different side of soma. The savage was born to an actual woman and not conditioned and has opinions about how soma is indeed not helping the society. Having the drug soma fulfills the needs of people, which they were taught, to desire. People have pleasure whenever they feel like it and soma helps with jobs they need to complete.Show MoreRelatedA Brave New World by Aldous Huxley668 Words   |  3 PagesIn Brave New World, there are similarities that have a deeper meaning that we can understand. There are personal effects in Aldous Huxley life that contribute to what he has written in the book. Aldous Huxley throughout his life have seen, done, and events have happened to him, just like all of us, but he has expressed it in his book. So when Aldous wrote the he had so many ideas. I have read the book; it’s notRead MoreBrave New World by Aldous Huxley811 Words   |  3 Pages Brave New World is based around characters who gave up the right of freedom for happiness; characters who ignored the truth so that they could live in a utopian civilization. The deceiving happiness was a constant reminder throughout the book. Almost every character in Brave New World did whatever they could to avoid facing the truth about their own situations. In this society, happiness is not compatible with the truth because the World State believes that happiness was at the expense of theRead MoreBrave New World By Aldous Huxley1525 Words   |  7 PagesA Brave New Feminist The novel Brave New World written by Aldous Huxley in 1932 is known for its social satire, utopian values, and unusual standpoints on stereotypical gender roles. In this time where futuristic technology has completely taken over, and men and women are given the same opportunities for everything, â€Å"the genders appear equal within the social order; both men and women work at the same jobs, have equal choice in sexual partners, and participate in the same leisure pursuits† (MarchRead MoreA Brave New World by Aldous Huxley664 Words   |  3 Pagesfor the fact being in the future and in the past time has changed and many differences were made. In his Dystopian Society Huxley portrays masses of niches where the government produces clones for specific reasons. Huxley decides throughout Brave New World that cloning humans is unethical. He then becomes in contact with the society’s most powerful Alphas and Betas clones. Huxley suggest in BNW that lower class groups in clo ning humans to act like servants to terrorize them into working hard conditionsRead MoreA Brave New World by Aldous Huxley1189 Words   |  5 Pages In the world of sex, drugs, and baby cloning you are going to be in many situations where you feel like the world we live in should be different. In the story Brave New World, they had sex with multiple partners along with a very bad use of drugs. It is weird that Aldous Huxley wrote this book in 1931 about the world he was living in during that time and how it is similar to the world we live in today. Nowadays, drugs are still being used and people are still engaging in sexual encounters withRead MoreBrave New World By Aldous Huxley968 Words   |  4 PagesAldous Huxley’s utopia in Brave New World foreshadowed and illuminated the complications within modern day society. Upon its release, the narrative became widely banned all over the United States due to the unorthodox thoughts and actions of multiple characters in it. Early readers, as well as modern day audiences, feared and rejected the ideals that Huxley incorporated into his perfect society; however, our society today is heading towards the dark paths the older generations desired to avoid. Read MoreA Brave New World by Aldous Huxley895 Words   |  4 Pagesthe novel Brave New World, Aldous Huxley tells of a society where everyone is the same but, compared to t oday’s society, everything is different. Huxley tells of a world where everything that happens or takes place is because of one’s own desire and nothing more. The hero in the novel, a â€Å"savage† named John, is Huxley’s main focal point. It is through his eyes and mind that the reader sees what’s going on. Now when I read this novel, I began to think, â€Å"Could this perfect, conformed world actuallyRead MoreA Brave New World by Aldous Huxley1684 Words   |  7 Pagesimperfect world and is usually only a hopeful dream. These types of worlds can greatly be described in detail through the world of science fiction. Aldous Huxley was an English writer who lived during a time when war and chaos were engulfing the world. His works reflect his view and thoughts on a dystopia, which is a false utopia, and describes what could occur in possible governments of the world. The ability to understand and dive into the thoughts of the author is what make s world literatureRead MoreA Brave New World by Aldous Huxley948 Words   |  4 PagesWelcome to a world were â€Å"Brave† is not just a word; It has a true meaning. This is a story were everything as you know it, doesn’t seem to be right and will completely change your way of thinking. When this story was written, life was very harsh for many people†¦.Mostly for the author who wrote â€Å"Brave New World† During this time (1930s) they didn’t have much sexual content Living The Future Of The Past In The Present†¦.. In the air; But Aldous made a future full of sex for them and we are theRead MoreBrave New World By Aldous Huxley1016 Words   |  5 Pages Brave New World shares a variety of similarities and differences with today’s society like drug use, love and marriage, religion, and technology. This novel explains the way at which a government was made to create a perfect society. This society was divided into five different classes. Each class held a different role or responsibility in the government, similar to our government today. Although this â€Å"perfect† society was created, it turned out to have many flaws. Some individuals, like Bernard

Are Americans Eating Themselves to Death Free Essays

Are Americans eating themselves to death? Obesity has been a bigger and bigger problem in the United States over the past few years. The percentage of overweight American children and teens has more than doubled in the past decade (Greenblatt). There are many reasons that could lead to the increasing percentage of people being obese in American. We will write a custom essay sample on Are Americans Eating Themselves to Death or any similar topic only for you Order Now The U. S. food industry aggressively markets high-fat, high-sugar, super-sized foods. Modern communities encourage driving rather than walking.Physical education is being dropped by schools even as fattening snack foods are welcomed onto campus (Greenblatt). None of these are the healthy ways to go for Americans but what is being promoted in our society. Americans are becoming less active and eating more fast food that is leading to our country becoming one of the most obese countries in the world. On every corner of every city there is a fast food restaurant waiting for the average American to stop by and get a quick meal. No matter what time or what day it is there is always a fast food restaurant opened.These places sell greasy, saturated, fatty foods to people for a very low price and a quick delivery which is probably why most Americans thrive on it. Everyday around lunch time the fast food restaurants are loaded with hungry people waiting to get their husky hamburger with all the trimmings, French fries and a soft drink. Few pay attention to a nutrition chart posted near the counter that reveals the combination has up to 1,340 calories — about two-thirds of the calories most adults need in a day (Bettelheim).There is no clear cut reason why many Americans insist on going to these places numerous times a week when they know that it is extremely unhealthy for them, but this is one of the main reasons our country is rapidly becoming such an obese nation. Could another reason for our obesity come from what we sell our students in middle and junior high schools? Sodas are now on sale at 60 percent of middle and high schools nationwide, according to the National Soft Drink Association. There are also vending machines full of junk food that are in mostly all of our schools.Teaching the students to make healthy choices in their daily nutrition/diet and then putting them into a campus full of soft drinks and poor nutritional snacks is being a little hypocritical. Schools have invited soft-drink and fast-food vendors onto campus for a simple reason: money (Greenblatt). Most agree that increasing physical activity in our schools would help solve obesity problems that run through a lot of our children. But with all the large corporations helping schools financially and schools want to ban the â€Å"un-educational† P. E. classes; this probably won’t happen too soon.Some people become so desperate to lose weight that they will do anything it takes just to lose a few pounds like taking diet pills. Diet pills are very risky because not a lot of them get approved by the FDA and they can have serious side effects to them. Many affect the central nervous system and can pose other health risks that don’t become apparent until they have been taken over several years (Bettelheim). Taking diet pills is a big risk because even if they work at the beginning, you never know what could happen to you in the long term.Part of the worrying about diet pills are the misuse of them. Some of the medications were originally developed for other medical conditions and now are sold on the black market (Bettelheim). Diet pills are looked down upon by doctors because of the uncertainty of them and the health risks that are being found out about them. Is the fat in the foods we eat really making us gain all the weight or is it the other stuff like carbohydrates and sodium? Doctors have told patients to change their diet from high carb, low fat to high fat, low carb to force your body to burn fat rather than the carbs you eat.Most recently a man named Robert Atkins invented this low carb high fat diet trend. The Atkins diet allows people to eat foods high in fat and protein, such as cheese, eggs and meats, limits the intake of certain fruits and vegetables and severely restricts the consumption of certain types of carbohydrates like breads, rice and pasta. A study presented at an American Heart Association conference in November suggested that over a six-month period, people on the Atkins diet lost more weight than a group on a high-carbohydrate diet (Greenblatt).This diet is extremely controversial though because of how unreasonable it is to say someone can eat a bacon cheeseburger without the bun and be on a healthy diet. It may not be the amount of fat in our foods that relates to our obesity; it could just be the amount of carbs and calories that people take in each day. Americans have always been vigorous eaters. The earliest settlers feasted on turkey, bear and venison and learned from Native Americans how to grow potatoes, pumpkins, beans and corn.The typical daily menu was probably the equivalent of several of today’s fast-food meals. But most early Americans weren’t overweight or obese because they spent their days burning off thousands of calories performing manual labor (Greenblatt). Physical exercise is the most important factor when trying to stay healthy and keeping off the pounds which is probably why people of the older days were so fit. They had to do manual labor for everything they had to do while kids and adults these are becoming lazy because of all the convinces there are in our everyday routine.People want to always point the finger at fast food restaurants and soda companies for promoting unhealthy habits and fatty food/drinks. No doubt all of these factors, and many more, are contributing to the creation of what Kelly Brownell, a noted expert on eating disorders and director of graduate studies at Yale University calls a â€Å"toxic food environment. † People are eating bigger and fattier meals, drinking more sodas and exercising less. There are fewer opportunities for children to play or for adults to strain themselves physically at work.People sit in cars rather than walking and tend to snack pretty heavily when they’re sedentary, w hether they’re watching TV, working at a computer, or trying to kill as many space aliens as their Xbox will allow (Greenblatt). Americans are becoming less active and eating unhealthier which is making our country more obese. Obesity is one of the biggest growing problems for Americans over the past few years becoming the leading cause of death. There are many reasons people think the cause of obesity is becoming so bad like all the fast food places, sodas and junk food being sold to young children, and the kind of diets we are trying to use.All of these are leading contributors but the leading cause of obesity is the amount of exercise people are doing now days. Americans are slowly become less and less active by driving and being chauffeured to any activity they go to. It has gotten so bad that schools are wanting to cut out physical education class and the ones who already have don’t even let the kids out for recess. Obesity is something no one wants to be faced with because of all the health risks that go with it and the way the ideal person should look based off the media. The people themselves are the only one that can be the one to blame because in the end it is self motivation that keeps people from being overweight and they are the ones who have the responsibility staying active being in shape.Work Cited Greenblatt, A. (2003, January 31). Obesity epidemic. CQ Researcher, 13, 73-104. Retrieved September 19, 2010, from CQ Researcher Online, http://library. cqpress. com/cqresearcher/cqresrre2003013100. Bettelheim, A. (1999, January 15). Obesity and health. CQ Researcher, 9, 25-48. Retrieved September 19, 2010, from CQ Researcher Online, http://library. cqpress. com/cqresearcher/cqresrre1999011500. How to cite Are Americans Eating Themselves to Death, Papers

Outline to Water Speech Essay Example

Outline to Water Speech Essay To in provide reliable information on the topic of tap water and bottle and why you should drink tap water. What are the types of waters and the facts of bottled water and tap water? What are the standards and regulations over bottled and tap water? Why you should drink tap water? Based on research I believe that tap water is a better choice because of the FDA regulations and standards places on it, the effect it has on the environment and the overall cost and health effects of tap water. Tap Water Vs Bottled Water What are the differences between these two glasses of water? Most would say there is no difference but the truth is there is. The one on the left is bottled Aquafina and the one on the right is regular tap water. I have always thought different types of water all tasted differently and I wanted to know why. So I have done some research which makes me more informed on this topic to share with you. What are types of water and some facts of bottled water and tap? The main types of water include; Spring which is water that is collected from an underground formation that collects water, purified which is water treated with processes such as distilling and de ionizing, mineral which is trace minerals that were contained from the source not added to the water, sparkling which is carbon dioxide that was obtained at the source and not added after collecting, artesian which is underground water sources where water is naturally purified by rock or sand, well is water from a hole made in the ground to tap a water source and lastly municipal or tap which is water piped right into your home from a water processing plant. We will write a custom essay sample on Outline to Water Speech specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Outline to Water Speech specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Outline to Water Speech specifically for you FOR ONLY $16.38 $13.9/page Hire Writer According to Reader’s Digest, It takes 3 times the amount of water to produce the bottle than to fill it with water, only 1 out of the 5 water bottles with be recycled the other 4 will contribute to 3 billion pounds of waste from plastic bottles. Another effect on the environment , It takes 17 million barrels of oil to produce water bottles, enough to fuel 1 million cars for a year. Bottled water costs consumers 10,000 times more than the cost of tap water. US consume 8. 6 billion gallons of water a year which is 53 billion gallons globally which generates 61 billion dollars a year! According to pulpfactor. com, Americans are paying 3 times as much per gallon of water than gasoline. Americans choose bottled water because of taste. Many taste tests have been conducted, tap water comes out on top. Many Americans believe it will taste differently from where it is bottled. Example, Dasani is bottled from the Detroit River; more than 25 percent of bottled water is from a public source. Many Americans believe bottle water is healthier; again this is not the case. Many bottled waters do not contain the trace elements that are added to tap water such as fluoride. Many dentists have seen an increase of cavities with the increasing liking of bottled water. Lastly many advertisements make bottled water convey a message of purity, healthy living and social status which consumer then use in their everyday lives. What are the standards and regulations over bottled and tap water? Bottled water does not have to be tested for ecoli, required to provide a source, required to produce quality reports while tap water does. Bottled water can be sold if these standards are not meant but tap water cannot. According to ABC news, tap water has strict standards of the EPA, environmental protection agency, again no standard for bottled water. In conclusion, drink tap water. Why, because it is cost effective, better for the environment and has better regulations and standards to keep us healthy and safe. What is next I pay for water and I would also like to pay for air too. JUST SAY NO TO BOTTLED WATER! Outline to Water Speech Essay Example Outline to Water Speech Essay To in provide reliable information on the topic of tap water and bottle and why you should drink tap water. What are the types of waters and the facts of bottled water and tap water? What are the standards and regulations over bottled and tap water? Why you should drink tap water? Based on research I believe that tap water is a better choice because of the FDA regulations and standards places on it, the effect it has on the environment and the overall cost and health effects of tap water. Tap Water Vs Bottled Water What are the differences between these two glasses of water? Most would say there is no difference but the truth is there is. The one on the left is bottled Aquafina and the one on the right is regular tap water. I have always thought different types of water all tasted differently and I wanted to know why. So I have done some research which makes me more informed on this topic to share with you. What are types of water and some facts of bottled water and tap? The main types of water include; Spring which is water that is collected from an underground formation that collects water, purified which is water treated with processes such as distilling and de ionizing, mineral which is trace minerals that were contained from the source not added to the water, sparkling which is carbon dioxide that was obtained at the source and not added after collecting, artesian which is underground water sources where water is naturally purified by rock or sand, well is water from a hole made in the ground to tap a water source and lastly municipal or tap which is water piped right into your home from a water processing plant. We will write a custom essay sample on Outline to Water Speech specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Outline to Water Speech specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Outline to Water Speech specifically for you FOR ONLY $16.38 $13.9/page Hire Writer According to Reader’s Digest, It takes 3 times the amount of water to produce the bottle than to fill it with water, only 1 out of the 5 water bottles with be recycled the other 4 will contribute to 3 billion pounds of waste from plastic bottles. Another effect on the environment , It takes 17 million barrels of oil to produce water bottles, enough to fuel 1 million cars for a year. Bottled water costs consumers 10,000 times more than the cost of tap water. US consume 8. 6 billion gallons of water a year which is 53 billion gallons globally which generates 61 billion dollars a year! According to pulpfactor. com, Americans are paying 3 times as much per gallon of water than gasoline. Americans choose bottled water because of taste. Many taste tests have been conducted, tap water comes out on top. Many Americans believe it will taste differently from where it is bottled. Example, Dasani is bottled from the Detroit River; more than 25 percent of bottled water is from a public source. Many Americans believe bottle water is healthier; again this is not the case. Many bottled waters do not contain the trace elements that are added to tap water such as fluoride. Many dentists have seen an increase of cavities with the increasing liking of bottled water. Lastly many advertisements make bottled water convey a message of purity, healthy living and social status which consumer then use in their everyday lives. What are the standards and regulations over bottled and tap water? Bottled water does not have to be tested for ecoli, required to provide a source, required to produce quality reports while tap water does. Bottled water can be sold if these standards are not meant but tap water cannot. According to ABC news, tap water has strict standards of the EPA, environmental protection agency, again no standard for bottled water. In conclusion, drink tap water. Why, because it is cost effective, better for the environment and has better regulations and standards to keep us healthy and safe. What is next I pay for water and I would also like to pay for air too. JUST SAY NO TO BOTTLED WATER!

Make Childhood Obesity Bad Again Professor Ramos Blog

Make Childhood Obesity Bad Again Photo Credit: https://www.choc.org/health-topics/childhood-obesity/ There is a saying for when it comes to eating and gaining weight - and no offense by the way. That saying is, â€Å"You are what you eat.† But letting this be the case for adults, what about for children, adolescents, and teenagers as well? For some youths that come from different backgrounds and descents of different ethnicities, their forms of obesity are based on their ethnicity. This is the case for children and adolescents of African-American descent, Latino-American descent, and Asian-American descent. As the experiences of obesity from different ethnicities are being shown, the solutions in combatting against obesity are shown as well so that the next generation of adolescents won’t have to suffer like some are. While there are some adolescents of different ethnicities that fall under the clutches of obesity, restaurants, companies, schools, and children and adolescents that fall under this disorder should change the foods that are served and consumed and alter their habits in order to fight against childhood obesity. Photo credit: https://www.owensworld.com/funny-pictures/cartoons/you-are-what-you-eat Among the various minorities in the United States, childhood obesity is â€Å"prevalent among African American children† (Davis et. al 1). In other words, obesity is a concern for African American adolescents due to causes that vary from family to socio-economic causes. According to a study conducted by Dr. Melvin Davis, Young, Sheila P. Davis, and Moll, they found out, in the state of Mississippi, that obesity in African American adolescents is high in girls than in boys. This is proven with the study showing that 49% of African American girls were obese while 39% of African American boys (Davis et. al 1) were obese. In a sense, gender role also plays a role in adolescent obesity. Another cause to adolescent obesity in African American adolescents and teenagers are parenting styles. According to researchers, they stated that â€Å"parenting style is likely to be a fruitful area of current research into childhood obesity etiology† (Davis et. al 2). The reason for this being that parenting styles are â€Å"essential for controlling childhood obesity† (Davis et. al 2). More specifically, the control factor towards childhood obesity is based on the interaction between children and parents. According to Davis and her research group, they stated that depression â€Å"appeared to compromise African American mothers abilities to engage in more optimal forms of parenting† (2). In other words, depression in parents is a negating factor when it comes to bonding with children while dealing with childhood obesity. Another factor for childhood obesity in African American adolescents is that the parents â€Å"have a history of trying unsuccessfully to help their child lose weight† (Davis et. al 2). That being said, parents sometimes have a misunderstanding of how their children deal with childhood obesity and find different ways in dealing with it. But while there may be ways for their children, there were unsuccessful outcomes to those so lutions. Another factor to childhood obesity in African American adolescents is the family’s history. According to Davis and her group, she stated, based on their research and interviews with the parents that participated in the experiment, that â€Å"14% of their siblings were obese, and 32% of the parents had an obese grandparent† (3). While African American children are affected by childhood obesity, Latino American children are also similarly affected in the same way as African American children. Photo credit: https://theblackdetour.com/the-obesity-crisis-in-black-america/ In a study conducted by Gloria P. Martinez, her research showed that 44% of Hispanic and 32.2% of non-white Hispanic adolescents (Martinez 1) suffered from childhood obesity. In comparison to African American children, her researched also proved that there is a â€Å"prevalence of obesity among Mexican Americans and Hispanic Blacks† (Martinez 2) with a percentage of 49.2% African American children (Martinez 1) that are found to be overweight. The main cause of child obesity in Latino American adolescents are the culture and habits absorbed once they spend time in the United States doing activities that increases their weight. Specifically, the main cause is that â€Å"they adopt American lifestyles behaviors and social norms† (Martinez 2) such as binge-watching and eating foods that are high in fat and sugar. Another cause to obesity in Latino American adolescents are the types of foods they would eat. In a study conducted by Guerrero, Ponce, and Chung, it is stated in their research that Latino American children have a higher tendency for fast food and sugary foods and drinks than vegetables and fruits (Guerrero et. al 4). Moreover, Guerrero and her group’s study shows that Latino American children are â€Å"less likely to consume 2 or more vegetable servings in the previous day than their non-Mexican Latino counterparts† (Guerrero et. al 3). Specifically, Latino American adolescents have less healthy foods in comparison to Asian American adolescents. According to Guerrero, Ponce, and Chung, their study showed that Asian American adolescents - specifically Korean, Filipino, and Vietnamese adolescents - have a tendency for vegetables and healthy foods than Latino adolescents (Guerrero et. al 4). When it comes to fast food, Korean and Filipino adolescents share the same rate of tendency in fast food as Latino adolescents (Guerrero et. al 4). In comparison between Asian and Latino American children and adolescent, their obesity rate s are almost similar except at the point where Latino American children prefer fast foods and high calorie foods and beverages than vegetables. Photo credit: https://www.mprnews.org/story/2012/01/15/youth-latino-health (left) ; https://asiancorrespondent.com/2015/01/new-study-reveals-40-of-chinese-urbanites-overweight/ (right) In regards to the aformentioned ethnicities, one of the places of childhood obesity can be found in schools. According to Suarez-Balcazar et. al, there are many cases in which schools â€Å"are grappling with the problem of unhealthy lunch options and unhealthy items in the vending machines† (1). In California, there was an instance in which the state banned junk foods and drinks from vending machines in schools and introduced salad bars in the luncheon menu (Suarez-Balcazar et. al 2). While that’s not enough, many people from schools were â€Å"concerned about the school luncheons and vending machines† (Suarez-Balcazar et. al 2) since it wasn’t enough to combat obesity. Another state that had a similar movement was in Illinois. Taking place in Chicago public schools, the CFSC, known as the Chicago Food System Collaborative, was formed in order â€Å"to help increase access to healthy foods in a minority community† (Suarez-Balcazar et. al 3). Furth ermore, Chicago public schools were given salad bar luncheons by the Cool Food group which â€Å"involved contracting with the existing school food service vendors in order to include a salad bar option in a few of schools at a time† (Suarez-Balcazar et. al 7). Photo credit: https://www.nytimes.com/2011/10/04/education/04vending.html Photo credit: https://www.fic.nih.gov/News/GlobalHealthMatters/september-october-2017/Pages/preventing-childhood-obesity-in-latin-america.aspx While adolescents may be enjoying fast foods, soft drinks, and anything else they can get their hands on, there are ways to fight against childhood obesity and change the lifestyles that these adolescents conform to when it comes to food, drinks, and activities that are easy to enjoy and indulge yourself in. One way children, adolescents, and teens can fight against obesity is reducing how much food and drinks they consume. Also known as dosing, it is a way to moderate how much children can intake so that they don’t accumulate too much body fat while indulging in food and drinks and not exercising. According to Hoelscher, Byrd-Williams, and Sharma, they stated that dosing â€Å"has been found to be significantly associated with outcomes in child obesity-prevention interventions† (2). Dosing is a common action when it comes to dieting and exercising in order to fight against obesity. Another factor that can be considered is considering environmental factors inside and o utside the places you go and in the food and drinks you consume. When it comes to kids’ meals in fast food restaurants and in other foods that are deemed healthy as inscribed on the label or as seen on TV, they may not be as healthy as it seems. As it turns out, â€Å"commercials still promote predominantly unhealthy food† (Hoelscher et. al 2). So while there are some foods that are not-so healthy, there are other healthy options to consider. Another factor in environmental causes to obesity are the limited number of places for children to play in. According to Hoelscher et. al, â€Å"the lack of safe play areas can decrease physical activity opportunities for preschool children† (2). It is not just in the play areas for small children, but also in the places that adolescents could go to for exercise as they grow. Sure they can’t go to a children’ playground - unless if they want to do so. But there are other places that adolescents can exercise i n, such as the park, basketball court, tennis court, and even the gym. Photo credit: https://www.star2.com/family/children/2016/11/20/tackling-the-problem-of-childhood-obesity/ With obesity being a common concern for today’s adolescents, especially children of different ethnicities, that concern can be combatted with the actions of moderating the intake of high calorie food and drinks, having more healthy options, and exercising. Obesity is not a joke, especially for some of us who may be in this problem. The problem of obesity comes from internal causes - such as what we eat and drink; if we exercise or not; what bad habits we have; history of obesity in the family bloodline - and external causes - such as how restaurants and companies give out their products; how the environment affects what children and adolescents eat, drink, and exercise. Annotated Bibliography Davis, Melvin, et al. â€Å"Parental Depression, Family Functioning and Obesity among African American Children.† Journal of Cultural Diversity, vol. 15, no. 2, Summer 2008, pp. 61– 65. EBSCOhost, http://search.ebscohost.com/login.aspx?direct=truedb=sihAN=32667343site=ehost-live. This article talks about the different causes of child obesity in African American children. These causes varied from social, from within the relationship between parents and children, to the background history of the family. This article will be used to show the causes and statistics regarding child obesity in African American children. Melvin Davis is a professor from Jackson State University and is a part of the university’s Department of Psychology. Sheila P. Davis is from the University of Southern Mississippi. George Moll is from the University of Mississippi’s Medical Center. Guerrero, Alma D., et al. â€Å"Obesogenic Dietary Practices of Latino and Asian Subgroups of Children in California: An Analysis of the California Health Interview Survey, 2007-2012.† American Journal of Public Health, vol. 105, no. 8, Aug. 2015, pp. e105– e112. http://search.ebscohost.com/login.aspx?direct=truedb=sihAN=108279158site=ehost-live. This article discusses childhood obesity in regards to Latino and Asian American children. Moreover, this article shows a comparison of obesity rates between Latino and Asian American adolescents. This article will be used to convey the statistics and characteristics of obesity in Latino American and Asian American children. Alma D. Guerrero is from UCLA’s Department of Pediatrics and David Geffen School of Medicine; she also has connections with the Children’s Discovery and Innovation Institute and Mattel Children’s Hospital. Paul J. Chung is from UCLA’s Department of Health Policy and Management and the UCLA Fielding School of Public Health. He also works with Guerrero in UCLA’s Department of Pediatrics and the David Geffen School of Medicine. Ninez A. Ponce is from the Center for Health Policy and Management, Center for Global and Immigrant Health, and UCLA’s Fielding School of Public Health. Hoelscher, Deanna M., et al. â€Å"Prevention of Obesity in Early Childhood: What Are the Next Steps?† American Journal of Public Health, vol. 108, no. 12, Dec. 2018, pp. 1585–1587. http://search.ebscohost.com/login.aspx?direct=truedb=sihAN=134666820site=ehost-live The article discusses some solutions in fighting against childhood obesity. These solutions range from dealing with restaurants and companies that supposedly give out healthy foods, the places where children can be active, and much more. This article will be used to show that there are solutions for children, adolescents, and teens in combatting against childhood obesity. Deanna M. Hoelscher and Courtney E. Byrd-Williams are affiliated with the Michael Susan Dell Center for Healthy Living, University of Texas’s Department of Health Promotion/Behavioral Sciences. Shreela V. Sharma is affiliated with the Michael Susan Dell Center for Healthy Living, the University of Texas’s Department of Epidemiology, Human Genetics, and Environmental Science. Martinez, Gloria. â€Å"52. Social and Cultural Correlates of Latino Children’s and Adolescent Obesity.† Conference Papers American Sociological Association, 2009 Annual Meeting 2009, p. 1. http://search.ebscohost.com/login.aspx?direct=truedb=sihAN=54430419site=ehost-live This article discusses the statistics of childhood obesity in African American and Latino American children. Moreover, this article specifically shows the perspective of Latino American adolescents being under the veils of childhood obesity and how they cope with it. This article will be used to compare the forms of childhood obesity between African American and Latino American children. Gloria P. Martinez is a professor at Texas State University and is a part of the Department of Sociology. Suarez-Balcazar, Yolanda, et al. â€Å"Introducing Systems Change in the Schools: The Case of School Luncheons and Vending Machines.† American Journal of Community Psychology, vol. 39, no. 3/4, June 2007, pp. 335–345. http://search.ebscohost.com/login.aspx?direct=truedb=sihAN=25277755site=ehost-live In this article, the story of unhealthy luncheons and vending machines are told in this article written by Yolanda Suarez-Balcazar and her group. These narratives are told based on their observations in public schools in both California and Chicago. This article will be used to discuss how schools were places that influenced childhood obesity through their unhealthy luncheons and junk foods and beverages given to adolescents through vending machines. Yolanda Suarez-Balcazar is from the University of Illinois’s College of Applied Health Sciences. LaDonna Redmond is Minnesota’s District 3 Hennepin County Commissioner and is currently a part of The Pollination Project as a part of the project of food justice. Joanne Kouba is a dietitian and a professor at Loyola University Chicago. Rochelle Davis is from the Healthy Schools Campaign. Louise I. Martinez is from the University of Illinois’s College of Applied Health Sciences. Lara Jones is from the Consortium to Lowe r Obesity in Chicago Children (CLOCC).

Sequences on ACT Math Strategy Guide and Review

Sequences on ACT Math Strategy Guide and Review SAT / ACT Prep Online Guides and Tips Sequences are patterns of numbers that follow a particular set of rules. Whether new term in the sequence is found by an arithmetic constant or found by a ratio, each new number is found by a certain rule- the same rule- each time. There are several different ways to find the answers to the typical sequence questions- †What is the first term of the sequence?†, â€Å"What is the last term?†, â€Å"What is the sum of all the terms?†- and each has its benefits and drawbacks. We will go through each method, and the pros and cons of each, to help you find the right balance between memorization, longhand work, and time strategies. This will be your complete guide to ACT sequence problems- the various types of sequences there are, the typical sequence questions you’ll see on the ACT, and the best ways to solve these types of problems for your particular ACT test taking strategies. Before We Begin Take note that sequence problems are rare on the ACT, never appearing more than once per test. In fact, sequence questions do not even appear on every ACT, but instead show up approximately once every second or third test. What does this mean for you? Because you may not see a sequence at all when you go to take your test, make sure you prioritize your ACT math study time accordingly and save this guide for later studying. Only once you feel you have a solid handle on the more common types of math topics on the test- triangles (comng soon!), integers, ratios, angles, and slopes- should you turn your attention to the less common ACT math topics like sequences. Now let's talk definitions. What Are Sequences? For the purposes of the ACT, you will deal with two different types of sequences- arithmetic and geometric. An arithmetic sequence is a sequence in which each term is found by adding or subtracting the same value. The difference between each term- found by subtracting any two pairs of neighboring terms- is called $d$, the common difference. -5, -1, 3, 7, 11, 15†¦ is an arithmetic sequence with a common difference of 4. We can find the $d$ by subtracting any two pairs of numbers in the sequence- it doesn’t matter which pair we choose, so long as the numbers are next to one another. $-1 - -5 = 4$ $3 - -1 = 4$ $7 - 3 = 4$ And so on. 12.75, 9.5, 6.25, 3, -0.25... is an arithmetic sequence in which the common difference is -3.25. We can find this $d$ by again subtracting pairs of numbers in the sequence. $9.5 - 12.75 = -3.25$ $6.25 - 9.5 = -3.25$ And so on. A geometric sequence is a sequence of numbers in which each successive term is found by multiplying or dividing by the same amount each time. The difference between each term- found by dividing any neighboring pair of terms- is called $r$, the common ratio. 212, -106, 53, -26.5, 13.25†¦ is a geometric sequence in which the common ratio is $-{1/2}$. We can find the $r$ by dividing any pair of numbers in the sequence, so long as they are next to one another. ${-106}/212 = -{1/2}$ $53/{-106} = -{1/2}$ ${-26.5}/53 = -{1/2}$ And so on. Though sequence formulas are useful, they are not strictly necessary. Let's look at why. Sequence Formulas Because sequences are so regular, there are a few formulas we can use to find various pieces of them, such as the first term, the nth term, or the sum of all our terms. Do take note that there are pros and cons for memorizing formulas. Pros- formulas are a quick way to find your answers, without having to write out the full sequence by hand or spend your limited test-taking time tallying your numbers. Cons- it can be easy to remember a formula incorrectly, which would lead you to a wrong answer. It also is an expense of brainpower to memorize formulas that you may or may not even need come test day. If you are someone who prefers to use and memorize formulas, definitely go ahead and learn these! But if are not, then you are still in luck; most (though not all) ACT sequence problems can be solved longhand. So if you have the patience- and the time to spare- then don’t worry about memorizing formulas. That all being said, let’s take a look at our formulas so that those of you who want to memorize them can do so and so that those of you who don’t can still understand how they work. Arithmetic Sequence Formulas $$a_n = a_1 + (n - 1)d$$ $$\Sum \terms = (n/2)(a_1 + a_n)$$ These are our two important arithmetic sequence formulas and we will go through how each one works and when to use them. Terms Formula $a_n = a_1 + (n - 1)d$ If you need to find any individual piece of your arithmetic sequence, you can use this formula. First, let us talk about why it works and then we can look at some problems in action. $a_1$ is the first term in our sequence. Though the sequence can go on infinitely, we will always have a starting point at our first term. $a_n$ represents any missing term we want to isolate. For instance, this could be the 4th term, the 58th, or the 202nd. Why does this formula work? Well let’s say we wanted to find the 2nd term in the sequence. We find each new term by adding our common difference, or $d$, so the second term would be: $a_2 = a_1 + d$ And we would then find the 3rd term in the sequence by adding another $d$ to our existing $a_2$. So our 3rd term would be: $a_3 = (a_1 + d) + d$ Or, in other words: $a_3 = a_1 + 2d$ And the 4th term of the sequence, found by adding another $d$ to our existing third term, would continue this pattern: $a_4 = (a_1 + 2d) + d$ Or $a_4 = a_1 + 3d$ So, as you can see, each term in the sequence is found by adding the first term to $d$, multiplied by $n - 1$. (The 3rd term is $2d$, the 4th term is $3d$, etc.) So now that we know why the formula works, let’s look at it in action. What is the difference between each term in an arithmetic sequence, if the first term of the sequence is -6 and the 12th term is 126? 3 4 6 10 12 Now, there are two ways to solve this problem- using the formula, or finding the difference and dividing by the number of terms between each number. Let’s look at both methods. Method 1: Arithmetic Sequence Formula If we use our formula for arithmetic sequences, we can find our $d$. So let us simply plug in our numbers for $a_1$ and $a_n$. $a_n = a_1 + (n - 1)d$ $126 = -6 + (12 - 1)d$ $126 = -6 + 11d$ $132 = 11d$ $d = 12$ Our final answer is E, 12. Method 2: finding difference and dividing Because the difference between each term is regular, we can find that difference by finding the difference between our terms and then dividing by the number of terms in between them. Note: be very careful when you do this! Though we are trying to find the 12th term, there are NOT 12 terms between the first term and the 12th- there are actually 11. Why? Let’s look at a smaller scale sequence of 3 terms. 4, __, 8 If you wanted to find the difference between these terms, you would again find the difference between 4 and 8 and divide by the number of terms separating them. You can see that there are 3 total terms, but 2 terms separating 4 and 8. 1st: 4 to __ 2nd: __ to 8 When given $n$ terms, there will always be $n - 1$ terms between the first number and the last. So, if we turn back to our problem, now we know that our first term is -6 and our 12th is 126. That is a difference of: $126 - -6$ $126 + 6$ $132$ And we must divide this number by the number of terms between them, which in this case is 11. $132/11$ $12$ Again, the difference between each number is E, 12. As you can see, the second method is just another way of using the formula without actually having to memorize the formula. How you solve these types of questions completely depends on how you like to work and your own personal ACT math strategies. Sum Formula $\Sum \terms = (n/2)(a_1 + a_n)$ This formula tells us the sum of the terms in an arithmetic sequence, from the first term ($a_1$) to the nth term ($a_n$). Basically, we are multiplying the number of terms, $n$, by the average of the first term and the nth term. Why does this work? Well let’s look at an arithmetic sequence in action: 4, 7, 10, 13, 16, 19 This is an arithmetic sequence with a common difference, $d$, of 3. A neat trick you can do with any arithmetic sequence is to take the sum of the pairs of terms, starting from the outsides in. Each pair will have the same exact sum. So you can see that the sum of the sequence is $23 * 3 = 69$. In other words, we are taking the sum of our first term and our nth term (in this case, 19 is our 6th term) and multiplying it by half of $n$ (in this case $6/2 = 3$). Another way to think of it is to take the average of our first and nth terms- ${4 + 19}/2 = 11.5$ and then multiply that value by the number of terms in the sequence- $11.5 * 6 = 69$. Either way, you are using the same basic formula, so it just depends on how you like to think of it. Whether you prefer $(n/2)(a_1 + a_n)$ or $n({a_1 + a_n}/2)$ is completely up to you. Now let’s look at the formula in action. Andrea is selling boxes of cookies door-to-door. On her first day, she sells 12 boxes of cookies, and she intends to sell 5 more boxes per day than on the day previous. If she meets her goal and sells boxes of cookies for a total of 10 days, how many boxes total did she sell? 314 345 415 474 505 As with almost all sequence questions on the ACT, we have the choice to use our formulas or do the problem longhand. Let’s try both ways. Method 1: formulas We know that our formula for arithmetic sequence sums is: $\Sum = (n/2)(a_1 + a_n)$ In order to plug in our necessary numbers, we must find the value of our $a_n$. Once again, we can do this via our first formula, or we can find it by hand. As we are already using formulas, let us use our first formula. $a_n = a_1 + (n - 1)d$ We are told that the first term in our sequence is 12. We also know that she sells cookies for 10 days and that, each day, she sells 5 more boxes of cookies. This means we have all our pieces to complete this formula. $a_n = 12 + (10 - 1)5$ $a_10 = 12 + (9)5$ $a_10 = 12 + 45$ $a_10 = 57$ Now that we have our value for $a_n$ (in this case $a_10$), we can complete our sum formula. $(n/2)(a_1 + a_n)$ $(10/2)(12 + 57)$ $5(69)$ $345$ Our final answer is B, 345. Method 2: longhand Alternatively, we can solve this problem by doing it longhand. It will take a little longer, but this way also carries less risk of mis-remembering a formula. The decision is, as always, completely up to you on how you choose to solve these kinds of questions. First, let us write out our sequence, beginning with 12 and adding 5 to each subsequence number, until we find our nth (10th) term. 12, 17, 22, 27, 32, 37, 42, 47, 52, 57 Now, we can either add them up all by hand- $12 + 17 + 22 + 27 + 32 + 37 + 42 + 47 + 52 + 57 = 345$ Or we can use our arithmetic sequence sum trick and divide the sequence into pairs. We can see that there are 5 pairs of 69, so $5 * 69 = 345$. Again, our final answer is B, 345. Whoo! Only one more formula to go! Geometric Sequence Formulas $$a_n = a_1( r^{n - 1})$$ (Note: there is a formula to find the sum of a geometric sequence, but you will never be asked to find this on the ACT, and so it is not included in this guide.) This formula, as with the first arithmetic sequence formula, will help you find any number of missing pieces in your sequence. Given two pieces of information about your sequence ($a_n$ $a_1$, $a_1$ $r$, or $a_n$ $r$), you can find the third. And, as always with sequences, you have the choice of whether to solve your problem longhand or with a formula. What is the first term in a geometric sequence if each number is found by multiplying the previous term by -3 and the 8th term is 4,374? -0.222 0.667 -2 6 -18 Method 1: formula If you’re one for memorizing formulas, we can simply plug in our values into our equation in place of $a_n$, $n$, and $r$ in order to solve for $a_1$. $a_n = a_1( r^{n - 1})$ $4374 = a_1(-3^{8 - 1})$ $4374 = a_1(-3^7)$ $4374 = a_1(-2187)$ $-2 = a_1$ So our first term in the sequence is -2. Our final answer is C, -2. Method 2: longhand Alternatively, as always, we can take a little longer and solve them problem by hand. First, set out our number of terms in order to keep track of them, with our 8th term, 4374, last. ___, ___, ___, ___, ___, ___, ___, 4374 Now, let’s divide each number by -3 down the sequence until we reach the beginning. ___, ___, ___, ___, ___, ___, -1458, 4374 ___, ___, ___, ___, ___, 486, -1458, 4374 And, if we keep going thusly, we will eventually get: -2, 6, -18, 54, -162, 486, -1458, 4374 Which means that we can see that our first term is -2. Again, our final answer is C, -2. As with all sequence solving methods, there are benefits and drawbacks to solving the question in each way. If you choose to use formulas, make very sure you can remember them exactly. And if you solve the questions by hand, be very careful to find the exact number of terms in the sequence. The ACT will always provide bait answers for anyone who is one or two terms off the nth term- in this problem, if you had accidentally assigned 4374 as the 7th term or the 9th term, you would have chosen answer B or D. Once you find the strategy that works best for you, the pieces will all fall into place. Typical ACT Sequences Questions Because all sequence questions on the ACT can be solved (if sometimes arduously) without the use or knowledge of sequence formulas, the test-makers will only ever ask you for a limited number of terms or the sum of a small number of terms (usually less than 12). As we saw above, you may be asked to find the 1st term in a sequence, the nth term, the difference between your terms (whether a common difference, $d$, or a common ratio, $r$), or the sum of your terms in arithmetic sequences only. You also may be asked to find an unusual twist on a sequence question that combines your knowledge of sequences. For example: What is the sum of the first 5 terms of an arithmetic sequence in which the 6th term is 14 and the 11th term is 22? 2.2 6.0 12.4 32.6 46.0 Again, let us look at both formulaic and longhand methods for how to solve a problem like this. Method 1: formulas In order to find our common difference, we can use our main arithmetic sequence formula. But this time, instead of beginning with the actual $a_1$, we are beginning with our 6th term, as this is what we are given. Essentially, we are designating our 6th term as our 1st term and our 11th term as our 6th term and then plugging these values into our formula. $a_n = a_1 + (n - 1)d$ $22 = 14 + (6 - 1)d$ $22 = 14 + 5d$ $8 = 5d$ $1.6 = d$ Now, we can find our actual 1st term by using the $d$ we just found and our 11th term value of 22. $a_n = a_1 + (n - 1)d$ $22 = a_1 + (11 - 1)1.6$ $22 = a_1 + (10)1.6$ $22 = a_1 + 16$ $6 = a_1$ The 1st term of our sequence is 6. Now, we need to find the 5th term of our sequence in order to use our arithmetic sequence sum formula to find the sum of the first 5 terms. $a_n = a_1 + (n - 1)d$ $a_5 = 6 + (5 - 1)1.6$ $a_5 = 6 + (4)1.6$ $a_5 = 6 + 6.4$ $a_5 = 12.4$ And finally, we can find the sum of our first 5 terms by using our sum formula and plugging in the values we found. $(n/2)(a_1 + a_n)$ $5/2(6 + 12.4)$ $2.5(18.4)$ $46$ Our final answer is E, 46. As you can see, this problem still took a significant amount of time using our formulas because there were so many moving pieces. Let us look at this problem were we to solve it longhand instead. Method 2: longhand First, let us find our common difference by finding the difference between our 6th term and our 11th term and dividing by how many terms are in between them, which in this case is 5. (Why 5? There is one term between the 6th and 7th terms, another between the 7th and 8th, another between the 8th and 9th, another between the 9th and 10th, and the last between the 10th and 11th terms. This makes a total of 5 terms.) This gives us: $22 - 14 = 8$ $8/5 = 1.6$ Now, let us simply find all the numbers in our sequence by working backwards and subtracting 1.6 from each term. ___, ___, ___, ___, ___, 14, ___, ___, ___, ___, 22 ___, ___, ___, ___, ___, 14, ___, ___, ___, 20.4, 22 ___, ___, ___, ___, ___, 14, ___, ___, 18.8, 20.4, 22 And so on, until all the spaces are filled. 6, 7.6, 9.2, 10.8, 12.4, 14, 15. 6, 17.2, 18.8, 20.4, 22 Now, simply add up the first 5 terms. $6 + 7.6 + 9.2 + 10.8 + 12.4$ $46$ Our final answer is E, 46. Again, you always have the choice to use formulas or longhand to solve these questions and how you prioritize your time (and/or how careful you are with your calculations) will ultimately decide which method you use. You've seen the typical ACT sequence questions, so let's talk strategies. Tips For Solving Sequence Questions Sequence questions can be somewhat tricky and arduous to slog through, so keep in mind these ACT math tips on sequences as you go through your studies: 1: Decide before test day whether or not you will use the sequence formulas Before you go through the effort of committing your formulas to memory, think about the kind of test-taker you are. If you are someone who lives and breathes formulas, then go ahead and memorize them now. Most sequence questions (though, as we saw above, not all of them) will go much faster once you have the formulas down straight. If, however, you would rather dedicate your time and brainpower to other math topics or to the method of performing sequence questions longhand, then don’t worry about your formulas! Don’t even bother to try to remember them- just decide here and now not to use them and forget about the formulas entirely. Unless you can be sure to remember them correctly, a formula will hinder more than help you when it comes time to take your ACT, so make the decision now to either memorize them or forget about them. 2: Write your values down and keep your work organized Though many calculators can perform long strings of calculations, sequence questions by definition involve many different values and terms. Small errors in your work can cause a cascade effect. One mistyped digit in your calculator can throw off your work completely, and you won’t know where the error happened if you do not keep track of your values. Always remember to write down your values and label them in order to prevent a misstep somewhere down the line. 3: Keep careful track of your timing No matter how you solve a sequence question, these types of problems will generally take you more time than other math questions on the ACT. For this reason, most all sequence questions are located in the last third of the ACT math section, which means the test-makers think of sequences as a â€Å"high difficulty† level problem. Time is your most valuable asset on the ACT, so always make sure you are using yours wisely. If you can answer two other math questions in the time it takes you to answer one sequence question, then maximize your point gain by focusing on the other two questions. Always remember that each question on the ACT math section is worth the same amount of points, so prioritize quantity and don’t let your time run out trying to solve one problem. If you feel that you can answer a sequence problem quickly, go ahead! But if you feel it will take up too much time, move on and come back to it later. Ready to put your knowledge to the test? Test Your Knowledge Now let’s test your sequence knowledge with real ACT math problems. 1. What is the first term in the arithmetic sequence if terms 6 through 9 are shown below? ...196, 210, 224, 238 7 14 98 126 140 2. What is the sum of the first 8 terms in the arithmetic sequence that begins: 7, 10.5, 14,... 143.5 154 162.5 168 176.5 3. Answers: D, B, E Answer Explanations: 1. As always, we can solve this problem with formulas or via longhand. For the sake of brevity, we will only use one method per problem here. In this case, let us solve our problem via longhand. We are told this is an arithmetic sequence, so we can find our common difference by subtracting neighboring terms. Let us take a pair and subtract to find our $d$. $238 - 224 = 14$ $d = 14$ We know our common difference is 14, and 196 is our 6th term. Let us work backwards to find our 1st term. ___, ___, ___, ___, ___, 196, 210, 224, 238 ___, ___, ___, ___, 182, 196, 210, 224, 238 ___, ___, ___, 168, 182, 196, 210, 224, 238 And so on, until we reach our first term. 126, 140, 154, 168, 182, 196, 210, 224, 238 As long as we kept our work organized, we will find the first term in our sequence. In this case, it is 126. Our final answer is D, 126. 2. Again, we have many options for solving our problem. In this case, we can use a combination of longhand and formula (in addition to the standard options of using either method alone). First, we must find our common difference between our terms by subtracting any neighboring pair. $14 - 10.5 = 3.5$ $d = 3.5$ Now that we have found our $d$, let us finish our sequence until the 8th term by continuing to add 3.5 to each successive term. 7, 10.5, 14, 17.5, 21, 24.5, 28, 31.5 And finally, we can plug in our values into our sum formula to find the sum of all our terms. $(n/2)(a_1 + a_n)$ $(8/2)(7 + 31.5)$ $(4)(38.5)$ $154$ The sum of the first 8 terms in the sequence is 154. Our final answer is B, 154. 3. Again, we can use multiple methods to solve our problem. In this case, let us use our formula for geometric sequences. First, we need to find our common ratio between terms, so let us divide any pair of neighboring terms to find our $r$. ${-27}/9 = -3$ $r = -3$ Now we can plug in our values into our formula. $a_n = a_1( r^{n - 1})$ $a_7 = 1(-3^{7 - 1})$ $a_7 = 1(-3^6)$ $a_7 = 1(-729)$ $a_7 = 729$ The 7th term of our sequence is 729. Our final answer is E, 729. You did it, you genius you! The Take Aways Sequence questions often take a little time and effort to get through, but they are usually made complicated by their number of terms and values rather than being actually difficult to solve. Just remember to keep all your work organized and decide before test-day whether you want to spend your study efforts memorizing, or if you would prefer to work out your sequence problems by hand. As long as you keep your values straight (and don’t get tricked by bait answers!), you will be able to grind through these problems without fail, using either method. What’s Next? Phew! You have officially mastered ACT sequence questions. So...now what? Well you're in luck because there are a lot more ACT math topics and guides to check out! Want to brush up on your ratios? How about your trigonometry? Coordinate geometry and slopes? No matter what ACT topic you want to master, we've got you covered. Feel like you're running out of time on ACT math? Check out our guide to help you beat the clock. Want to know the score you should aim for? Start by looking at how the scoring works and what that means for you. Looking to get a perfect score? Our guide to getting a 36 on ACT math (written by a perfect-scorer) will help you get to where you want to be! Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. 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. Check out our 5-day free trial: