In our dimension, students in math classes have an odd habit of making run-on sentences, based on the misconception that “=” means “next step,” so on calculus tests, students tend to write madness like

Q: Find the critical point of 

A:

At Raglinus University in another dimension, students have this problem in history class.  Just look at what fell through the wormhole:

Q: What are the constitutional responsibilities of the office of president of the United States?

A: the president is the Oval Office is the executive branch is the White House is 1600 Pennsylvania Avenue is George Washington is Barack Obama

Math students in our universe also like to write disembodied formulas and ramble:

Q: Find the critical point of 

A:

• 
• 
• 
• 
• 
• 
• 

which must be what inspired this Raglinus response:

Q: What caused the First World War?

A:

1914

duke

debutante

alliance

Austria-Hungary-Germany-Russia

Belgium

Hitler

slavery

Then there’s the tendency to answer the wrong question.  Even the ones that underline the critical part of the question go on to solve something else entirely:

Q: The total cost function for a product is .  The price at which units can be sold is  What is the minimum average cost?

A: profit = revenue – cost

• 
• 

A psychologist might say this is the result of priming, since any sort of business scenario usually implies profit.  Which I suppose explains this:

Q: What were the four most important consequences of the Prohibition movement?

A: Four score and seven years ago, our forefathers brought forth on this continent…

Calculus students are also supposed to be able to solve absolute maximum/minimum problems, which are guaranteed to have a solution by the extreme value theorem:

Q: Find the absolute maximum and minimum values of

where

A: the function does not exist.

I guess that student’s evil twin must be taking history at Raglinus:

Q: What is the capital city of Virginia?

A: Virginia does not exist.