Queen09

I find this approach most convincing so far! Thanks.

CassieY, Yes the OA is correct -39¼ can be scored by 0 correct and 157 Wrongs ..rest unanswered.

DISCLAIMER: This is NOT GMAT Q. Looking for any help from people... An examination consists of 160 questions. For each correct answer, a student earns 1 mark and for each wrong answer, a student loses 1/4th of the a mark. Find the number of distinct net scores that a student could earn in the examination. i) 790 2) 797 3) 795 4) 801

S= 1(2) + 2(2^2) + 3(2^3) + ... ..........+ 100(2^100) 2*S= 1(2^2) + 2(2^3) + 3 (2^4) + ...................+ 100 (2^101) In 2*S and S match and subtract the terms with same values of 2^n we get, 2*S - S = last term of 2*s - first term of S - [g.p of 2^2 + 2^3 ....2^100] => 100 (2^101) - 1 (2) - [2^2 + 2 ^ 3 + ......2^100] S = 100 (2^101) - 2 (2^100 -1) S = 100 (2^101) - 2^101 + 2 => S= 99(2^101) + 2

hey 12rk34 ..out of topic question. How do you type that radical/root sign? :) oh .. I think I got it .. ALT Codes - Alt codes for Mathematical Symbols

Shooter, (A) He ate ten pizzas, bringing the count to thirty. Is correct sentence because 'bringing' is modifying the whole preceding clause.In this sentence He is not bringing the count down to thirty. This whole preceding act (He ate ten pizzas) is. (B)They were inside the building, having the magical powers. Here reference for having is ambiguous. The sentence needs to be re-written to convey the correct meaning. The sentence (A) has no ambiguity, but sentence (B) has. Besides, please go through this post. Some good expln given by 800bob for "ing"/"ed" phrases.

Area of a ||gm = Multiplication of two adjacent side * Sin(Angle between them) => 6* 6* Sin X = 18 => Sim X = 1/2 X can be 30 , (180-30)

30? 6*6*sin X = 18 X can be 30 , 150

I feel E Cannot be the answer because the Q asks "likely to be damaged" Commuters who do not live near public transportation routes will not get advantage of new plan BUT they will also NOT get damaged.

Imo A

One often hears that biographies are autobiographies, that the biographer is always writing about himself. On the contrary, serious biographers seek and welcome the unfamiliar, however troublesome to account for. Ron Chernow, the author of rich biographies of the American businessmen J.P. Morgan and John D. Rockefeller, remarks that biographers "like to stub their toes on hard, uncomfortable facts strewn in their paths." Such encounters with the unaccountable are opportunities for breaking out and breaking through, in new directions, to fresh understanding. One also often hears that biographers must like their subjects. That would of course rule out such vastly important subjects as Hitler or Stalin. In practice, the biographer must like the subject not as a person but as a subject. Some are good subjects for the author, some bad. And what makes one subject better than another for any particular biographer varies dramatically. Some of the reasons are purely practical. Does the subject need a biography? Are the materials available? How much time is needed? A biographer's knowledge and ability also determine the choice. Great scientists are great subjects, but can one write about their achievements with insight and authority? Personal idiosyncrasies matter, too. Biographers tend to be attracted to subjects who display particular personality traits, whether they be ambition, cruelty, ingenuity, or any other characteristic that separates a potential subject from the multitudes. In choosing a subject, the biographer's main question should be, "Can an effective book be made out of this person's life?" Day after day for years, the biographer will try to untangle chronology, compress relationships without distorting them, and keep the main narrative clear while carrying forward several intricate strands of the subject's life. What pushes most biographers on in this endeavor is not necessarily affection for the subject but the feeling that they are writing a good book. It can be inferred that the author makes which of the following assumptions about biographies? A. Their main purpose is to inform readers about key aspects of the subjects' personalities. B. Only subjects who share traits with biographers make good subjects for biographies. C. Compelling biographies cannot be written about ordinary citizens. D. The biographer's credibility with readers is a factor in the critical success of a biography. E. Practical considerations are most important in the selection of a subject for a biography. Source is MGMAT test.

I really doubt the OA . The answer has to be E. What is the source ? genius_in_the_gene, You cannot conclude c>d unless you know the sign K and L Shobby, greater x intercept => greater y intercept -- is INCORRECT. Imagine two parallel lines cutting Quad I II and III. In that case, the line with greater x-intercept will have smaller y-intercept. Point to be noted is that x-intercept is sign sensitive !

I too picked D. :( But OA is C.

Here is the another Q with exactly same structure. The credited answer is C. So, I think then the Ans for this (Sprained ankle Q should also be C)

Collection of 800Bob's explanations: Adhamjon's SC notes - eSnips, share anything