Tutor profile: Oisin C.
Subject: Computer Science (General)
Why do I want to make a constructor for my Java class?
A constructor will allow you to customize your class, maintain best practices when initializing private variables, and allows you to modularize your class more, so you can have different sets of information in similar structures. So, instead of having two classes that do similar things, you can have a class with the same variables, but contains the two data sets by initializing the constructor with each set's data. We see this type of practice when we initialize an ArrayList in Java. Instead of creating two different list classes that specifically conform to what we need out of two completely different data sets, ArrayLists give us a known set of functions that can be used over any type of object in the list. We can input any object, such as a string, integer, or even another list, but the ArrayList constructor allows us to input whatever object we need into the list because its constructor was cleverly created to allow for many different data types.
I do really well on the other sections of the ACT, but the science section always brings my score down. The questions seem really confusing, and I never have enough time to finish all of the questions. What can I do?
The ACT Science section always seems like a completely different beast to anything else seen in other standardized testing, and makes the ACT that much harder to score high in. However, if you don't finish all of the questions, that's totally OK! The ACT does not punish you for not answering questions, but you miss out on the points that you could have had. Anyway, the science section always looks intimidating, with the scientific data splurged with text in what seems to be a very confusing way, and it seems like you have very little time to finish it. So, we have to make sure to be efficient with our time. When you first arrive at the section, skim over the title of the experiment, then read the questions. Highlight any words that seem important and unique to the experiment and would seem useful if you were doing the experiment yourself. Then, read the text, highlighting pertinent text and circling content that seems to match up with the questions that you read. Finally, look at the data and find pertinent content. The ACT likes to insert useless data that will confuse you if you don't look carefully, but since you have read all the other passages, you will be ready to find what you need. Answer the questions as best as you can with the information you have obtained, then continue on. Try and check your answers at the end, but the ACT's brisk pace means you must continue working as efficiently as possible.
How can I use the Law of Sines to find the lengths and sides of a triangle?
The Law of Sines allows us to find each length and corresponding angle of a triangle through the use of the convenient ratio of the sine of the angle, divided by the length of the opposite leg (or, the leg that does not form the angle). We can take all three of these ratios, and equate them to find the missing variables. However, we first have to note that the Law of Sines only applies to angles smaller than 90 degrees, and there is an ambiguous case that can create problems if we need to solve for an obtuse angle. In those cases, the Law of Cosines will provide an easier solution. However, after determining that a triangle does not meet the criteria for the ambiguous case, where the triangle's unknown side can have two different angles that satisfy the triangle's unknown length, we can use the ratios to determine the angles and length. Imagine a triangle with sides A, B, and C, with opposite angles of a, b, and c, respectively. We can then use sin(A)/a = sin(B)/b = sin(C)/c to determine these missing angles and sides.
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