For The Love of ACT Science - Michael Cerro

onap pregom Act
HaNIHIDS ' D v A O 3 A 0 j H I L L 11 0 d
ACKNOWLEDGMENTS
Iwouldlike todedicatethispageoftheguidetothefollowingpeopleformakingthisjourneypossible.
Tomymotherandfather, foralwayssupportingmethroughoutmylife. I lovetheboth ofyou

dearly.
TomyyoungersisterNinaandyoungerbrotherStephen,for lookingup tomejustasmuchas I
lookupto theboth ofyou.
Tomyauntsandgrandmothers,forbeingmyguardianangels.
Tomyunclesandgrandfathers,forteachingmethemeaningofhardwork.
TomymentorJeremyCohen,for givinginceveryopportunity tosucceed.
ToScottLevensonandSteveFeldman,forteachingmehowleadershipcomesfromtheheart.
Tomy"Test-Prep-Better-Half"HeidiFisher,forbeinganamazingverbalspecialistthroughoutthe
years.Workingalongsideyouis ablessing.
TotheoriginalAJAteam:AdamDressler,JonathanWeed,andAndrewBurten, forteachingme
what itmeanstobeatestprepprofessional.
TothenewAJAMmembers:MicheleO'Brien,AndrewDahl,IlanCaplan,KalyanRay-Mazumder,
KylaHaggerty,andTehyaBaxter working with all ofyouisaprivilegeeachandeveryday.
Tothe editors of thisguide:ChanceGautneyandJacksonShain,yourrecommendationswere
invaluable.Thankyou.
ToLindsayBressman,for all yourefforts inhelpingmebrandthisguide.
Toall the PrivatePrepLongIslanddirectors:StacyBerlin,JenMorganstern,JennyLaMonica,
AllysonStumacher,andShanaWallace,foryourimmensesupportwitheveryfamily.
Toeveryonein thePrivatePrepfamily,youare allamazing,
To"TheCrew":StephenDagnell,JohnCastles,PaarusSohi,JamesPanagos,LouMarinos,
CharlieCastillo,JaredLevy,MikeRyan,Tim Kolchinskiy,andStanShvartsberg, for beingthe
mostincrediblegroupof friends.Yougentlemenmeantheworld tome.
Tomydearfriend,BernadetteVingerhoets.Theworld I seeisalwaysbrighter withyouaround.
Andtomybestfriend(anddiagramcreator)DavidHintz, forcontinuing topushmetowardsnew
heights.We're just gettingstarted.
Contents
Page
Howa Children'sBookTaughtMeACTScience 7
1The Basics 9
1.1The TypesofPassages 1 0
1.2Locators,Locators,Locators 1 1
1.3NumberBehavior:TrendsinTablesandFigures 1 3
1.4Math 1 5
1.5ExtrapolationandEstimation 1 6
1.6The DataBridge 1 7
1.7ChapterTest:TheBasics 1 9
2AdvancedQuestionsTypes 3 1
2.1Yes,Yes,No,No 32
2.2CannotBeDetermined * * 34
2.3EquationsasAnswerChoices 35
2.4Mixing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
2.5Scatter Plots . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
2.6WaterandDrying . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . • 38 I .
2.7ChapterTest:AdvancedQuestionTypes .. . . . . . . . . . . . . . . . . . . . . . . . . . . • • • • .39
3ScientificMethod 51
52
3.1The ElementsofanExperiment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... • • •
• •
HOWACHILDREN'SBOOKTAUGHTMEACTSCIENCE
I started tutoringmathandsciencepart-timeduringthesummerof2011asasidejobwhilecompletingmy
Master'sdegree.At that time I wasonmywaytomedicalschoolwhenI suddenlyfoundmyselffalling inlove
withtutoring,especialySATandACTpreparation.Aftersomeheavyconsideration, I decidedtoembarkon
thisjourneyfull-time, fine-tuningmyskillsasa tutor.Then,whiletutoringprivately IdiscoveredPrivatePrep,
atutoringcompanybasedinNewYork,andbegantutoring full-time inthe fall of2012.Asthespringofmyfirst
schoolyearapproached I foundmyselfseeingmoreandmorestudents,eventuallyreachingapeakofaround30
perweek.Given all myexperience,thepartnersofthecompanyaskedmeto join their trainingteamandwritea
guideofwhatwastobecometheACTSciencesection.So, I did. I tookwhatresourceswecurrentlyhad,gave
myselfoneweektogothrough all ofthem,anddevelopedthe first iteration oftheACTScienceStrategyGuide.
Itwasrawandneededa lot of finetuning-but it wasastart. Still, I knewIneededtogainevenmore
experience.Thefollowingschoolyear I pushedto tutorevenmore,andeachyearsincehavestriventoeclipse
theyearbefore; I knewthiswouldbemypath to gainingmoreknowledge,andeventuallysharing it.
Themore I tutored, themoreconsistencies I foundinACTScience.Eachyear Iaddedmoretotheguide
andcameup with betterwaysto trainnewtutors. But, I still felt Iwasmissinganoverallapproach,theglueto
tieall ofthestrategiestogether. I wantedtobeabletocapturetheessenceofACTSciencein justonesentence.
Finally, in thespring of2013, I foundmyanswer. I hadthepleasureofworkingwithastudentwhowasscoring
approximatelyfive to six pointshigheronACTSciencethananyothersection,whichisatypicalDuringoneof
ourlessons I askedthestudentwhyhethought thiswasthecase.Hisresponsewas,"It's likethebookWhere's
Waldo.There isabsolutechaoshappeningonthepage,butyourmainjob is just to findWaldo."Brilliant, I
thought! I finallyhadmyanswer (If youareunfamiliar with thischildren'sbook,pleasesearchtheinternet for
pictures. It willmakemymessageclearer!).
Whenyouworkthroughtheproblemsof thisguide Iencourageyoutorememberthesewordsofwisdom.
Thisistheonlysection,SATorACT,wheretheanswerisstaring right atyou.Yousimplyneedto find it Do
nottry tousecomprehension,donot try tounderstandwhattheexperimentsareabout,just...findWaldo.This
isasectionthat testsyour ability tounderstandwhatis important, toknowwhatisnotimportant, touselogic
anddeductivereasoning, tomoveefficiently,andtodismissfatigue (it is thelastsectionafter all!).Oncethat
mindsetsinks in, I guaranteeyou will behappywithyourscoreincreases.
Pleasereachout tomeatmichael@privateprep.com if youhaveanyquestions I wouldwishyouthebestof
luckonyourjourney to improve,butyouwon'tneed it. Youarealreadyabrightstudentwith acravingto
linprove--youjustneedthe rightapproach. I amhumbledby this opportunity toshowyouwhat I believetobe
themostefficientroute to whatyouareseeking.
Forscience!
CHAPTER1
THEBASICS
1.1 The TypesofPassages
Beformless.Shapeless.Like water. BRUCELEE
MostACTSciencestudyguides will informyou that therearethree differentpassagetypes in the follow,

formats:
PASSAGETYPEAMOUNT INSECTIONNUMBEROFQUESTIONS
DataRepresentation 3 5
ResearchSummary 3 6
ConflictingViewpoints 1 7
Thisanalysisisnotwrong,but it'salsonotcompletelycorrect.TheACTisforeverchanging,andyouneedtoh
adaptableonthedayofyourexam.Thestructureshownabovehasbeendependableformanyyears.Howeve
inlate2014andearly2015,thestructureshifted.Instead,thoseexamscontained6passagesin total, not 7,an
eachpassagehadonemorequestionthanyouwouldanticipate.This is theACTafterall,socurveballsshould
expectedeverynowandthen.Fortunatelyforus,thesechangesreallydonoteffectus.Theapproach in thisboo
ensuresthatyouwillbepreparedfor structuralchanges.
WewillbetacklingtheACTSciencesectionwiththefollowingstructure in mind:
•
PASSAGETYPEAMOUNT INSECTIONNUMBEROFQUESTIONS
ConflictingViewpoints 1,maybe2? 7 , maybe8?
EverythingElse TheRest 5 - 7
Thismayseemsilly, buthavingaflexiblestructure will allowyou to mentallyadjust to whateverstructure

presentedontestday.Theconflictingviewpointspassagehasacertainapproach(you willknowthispassagewh€
youseeit), buttheothersallfollowthesamemethods.Donotworrytoomuchaboutthe structure of thesectio
Worryaboutthetactics.
If it will putyourmindateasetoknowhowmanypassagesare in a particularsection, this information isofte
statedinthe firstsentenceofthedirectionsat thebeginningof thesection. •
DIRECTIONS:Therearesevenpassagesin thistest.
Eachpassageisfolowedbyseveralquestions.Afterread-
ingapassage,choosethebestanswertoeachquestion
andfill inthecorrespondingovalonyouranswerdocu-
m en.t.Youmayrefertothepassagesasoftenasneces-
sary
YouareNOTpermittedtouseacalculatoronthistest.
„.
10IFortheLoveofACTScience
1.2Locators,Locators,Locators
C
C
Alwaysgobacktothepassagewithapurpose. 77
Ifyoureadnothingelsebut thisonesectionyou will probablyimproveyoursciencescore.Themostimportant

partofproperlytacklingACTScienceisknowingwheretolookfirst.Wecannotstressthisenough.Inorder
tofigureoutwhereto look first, attempt to locatethefollowing "first locators" in thequestion:
t Figure1,Figure 2,Table 1,Table 2, etc. - Yourmostimportantlocator. This isyourstartingpoint for

mostquestions.
ft "Basedontheresults of study..." - Lookat thedataofaparticularstudy.
, e "Basedonstudy...." - Yourlocatorcouldbein thetext ofthestudy,orthedata.
ai"Accordingtotheinformationprovided","Accordingtothepassage","Basedonthepassage"-Yourlocator
isin the text.
Onceyouhaveidentifiedwhereto look, the nextstepisknowingwhat to lookfor. This isyourWaldo,or

"secondlocators". Do not goback to thepassagewithout apurpose.Attempt to locatethefollowing in the
questionandpassage:
• Units - m,s,kg, N, etc.Yourmostimportantsecondlocator.

•Scienceterminology-pH,temperaturebath,detector,deposit-Anyphrasethatpopsoutandfeelsdifferent
fromthedirections of thequestion.
• XandYaxeslabels
• Answerchoices.Sometimesyourbestlocatorisfoundbycomparingthekeyphrasesofthechoices.
Deveol pthehabit of findingyourfirstandsecondlocatorsbeforeattemptingtosolveeachquestionDoingsowill

improveyourspeedandefficiencywhengoingthroughtheACTsciencesection. In addition,youraccuracyon
earlyquestions will benearlyflawlessandyouwilluselessenergywhenansweringquestions.All ofthepreceding
locatorsmatterwhenhandlingthelastsectionofyourACT.
MichaelCerroj11
YourObjective:Circlethefirstandsecondlocatorsinthequestionsandanswerchoicesbelow.
correspondinglocatorsinthepassage. ( 1 1 , 1 , 1
LOCATOREXAMPLE1 QUESTIONS
Experiment1 1.BasedonTable 1, asthevolumeofNaOriith
Astudentdecidedtoperformatitrationexperiment creased,thepHofthesolution:
toneutralizeaHOsolution.50mLofa3mmole/mL A.increasedonly.
HOsolutionwaspouredintoabeakerandplacedunder 13.decreasedonly.
aburet(atall,thin,graduatedcylinderwithastopvalve C.remainedconstant.
atthebottom).TheburetwasfilledwiththeNaOH D.cannotbedeterminedfromthegiveninfor-
solution.Thestudentslightlyopenedthestopvalveon mation.
theburetandrecordedthepHusingvariousindicators.
Sherecordedherresultsinthetablebelow. 2. The studenthypothesizedthatastheamounto
USXincreasedinthebeaker,thepHofthesoluton
wouldincrease. Do theresultsofExperiment2
Table1 supportthishypothesis?
VolumeofNaOH(mL) pHofsolution F.Yes,asthevolumeofUSXincreasedthepH
0 3 ofthesolutionincreased.
2 5 G.Yes,asthevolumeofUSXincreasedthepfl
ofthesolutiondecreased.
4 6 H.No,asthevolumeofUSXincreasedthepH
6 7 ofthesolutionincreased.
J.No,asthevolumeofUSXincreasedthepH
Experiment2 ofthesolutiondecreased.
Next,thestudentpouredanunknownsolution,
USX,intothebeakerandmeasuredthepH.Sherecorded 3.Basedonthepassage,if100mLofHC1wasusedin-
herresultsinTable2. steadof50mL,howmanymmoleofHOwouldbe
presentinthebeakerbeforethestartofthetitra-
tion?
Table2 A. 3 nunole
VolumeofUSX(mL) pHofsolution B. 50 nunole
0 7 C.100nnnole
D.300unnole
2 4
4 2
6 2
121FortheLoveofACTScience
1.3NumberBehavior:Trends inTablesandFigures
CC 71
It is notabouttheactualnumbers, it isabouthowtheybehave.
Whenlookingat a tableorfigure,developahabitofinstantlyidentifyingtrends.Thiswillallowyoutointerpet
datawithspeedandensurethatyouarereadyformanyofthebasicquestionspresentedontheACTScience
section.Moreimportantly,donotconcernyourselfwiththenumbersthemselves.Moreadvancedquestionsare
lookingtotestwhetherornotyoucandeveloptrendsbetweendifferentvariablesandthencorrelatethesetrends
withthecorrectanswerchoice.
"YourObjective: Identifytheappropriatetrendsandanswerthequestionsinthefollowingexamples.
TRENDSEXAMPLE1 Q U E S T I O N S
4.BasedonTable1,asmassincreases,F:
F.increasesonly.
Table1 G.decreasesonly.
mass a H.remainsconstant.
Trial (kg) (m/s2) (°C) (N) J.varies,butwithnogeneral.
1 2 3 25 6 5.BasedonTable1,asaincreases,F:
3 25 18 A.increasesonly.
2 6 B.decreasesonly.
3 10 3 25 30 C.remainsconstant.
4 14 3 25 42 D.varies,butwithnogeneral.
•
5 2 3 25 6 6.BasedonTable1,asTincreases,F: •
6 2 6 25 12 F.increasesonly.
7 2 12 25 24 G.decreasesonly.
8 2 24 25 48 H.remainsconstant.
J.varies,butwithnogeneral.
9 2 3 25 6
10 2 3 27 3.7 7.BasedonTable2,asthenumberofweeksincrease,
11 2 3 29 2.4 thepesticideconcentration:
31 1.9 A.increasesonly.
12 2 3 B.decreasesonly.
C.remainsconstant.
Table2 D.varies,butwithnogeneral.
PesticideConcentration Bioniass BasedonTable2,aspesticideconcentrationin-
Weeks (kg/m3) (kg) creases,biomass:
22 151 F.increasesonly.
1 G.decreasesonly.
2 49 177 H.remainsconstant.
3 51 180 J.varies,butwithnogeneral.
4 28 162
QUESTIONS
TRENDS EXAMPLE 2
9. According to Figure 1, for Trial 1, as time incr(sos
Trial 1 temperature:
- e -Trial 2 A. increases only.
20 B. decreases only.
C. remains constant.
D. varies, but with no general.
15
10. According to Figure 1, for Trial 2, as time increases,
temperature:
F. increases only.
10
G. decreases only.
H. remains constant.
J. varies, but with no general.
11. According to Figure 2, as species A underwenteach

43-e. 4)-
successive treatment, the percent that survived:
0 A. increased only.
0 2 4 6 8 10 12
time (s) B. decreased only.
C. remained constant.
Figure 1 D. varied, but with no general.
12. According to Figure 2, as species B underwenteach

r--1 Treatment 1 successive treatment, the percent that survived:
[ i i i Treatment 2 F. increased only.
Treatment 3 G. decreased only.
H. remained constant.
J. varied, but with no general.
13. According to Figure 2, as species C underwent each

A. increased only.
B. decreased only.
D. varied, but with no general.
41( 14. According to Figure 2, as species D underwenteach

F. increased only.
G. decreased only.
J. varied, but with no general.
Figure 2
14 For the Love of ACT Science

1.4 M a t h
GG ) )
Don't be a mathematician, be a scientist.
There was a joke we commonly told while I was obtaining my engineering degree: "Mathematicians calculate ir
as 3.14159..., engineers calculate ir as 3.14, and scientists calculate 7r as approximately 3." I n the ACT science
section, when you come across a problem that requires simple math, do not be exact with your calculation. The
answer choices are forgiving and the test-makers want you to round, to estimate, and approximate. Let's look at
a mini-example together:
MATH EXAMPLE 1 Ql11„S'TIONS
15. According to Table 1, approximately how many

minutes did it take for the water to runoff?
Table 1 A.5
B. 10
Time for water runoff (sec) 629 C. 20
D. 40
The goal of this example is to convert 629 seconds into minutes. First, we should know that 60 seconds is equivalent
to 1 minute. Next, decide how to go about doing the calculation. 629 is not a pretty number to work with, so
let's round! Give yourself -200 points if you rounded it to 630 in your mind. Round more! Let's try rounding to
600 and then performing the calculation.
629 6 0 0 60
--6- - 4 10
60 6 0
Notice that when you use rounded multiples of 10, the zeros cancel out and make your calculations much easier.
The lesson here: round, then round some more!
Your Objective: Here are a set of math drills to help you practice estimation. Do NOT use your calculator and
do not try to obtain exact answers. The goal here is to do these calculations swiftly with just your pencil.
ml. How many minutes are in 1249 seconds? m8. What is 11 times 55?
m9. What is 162 divided by 50?
m2. What is 9 times 14?
m10. How many hours are there in July?
D13. What is 120 times 2.5?
m u . What is 10% of 244?
m4. What is 10% of 52?
m12. What is 100,111 divided by 101?
n15. How many days are in 22 weeks?
m13. How many seconds are there in 12 minutes?
1116. How many inches are there in 99 feet?
m14. What is 19 times 302?
n17. What is 50% of 3,933?
Michael Cerro 1 5
1.5 Extrapolation and Estimation
There will be questions on the ACT Science section that require you to extend the trend of a figure or table
its given boundaries. For line graphs, extend the line with your pencil to ensure the best estimation.
ACT is very good at anticipating incorrect answer choices that look correct when you only glance to extrapoi,
the line. For tables or bar graphs, look for the best answer choice that fits your drawn estimation. The majori,
of these questions have only one answer choice that fits the correct range. For example, if you deduce
the correct answer should be between 1 cm and 4 cm and there are two answer choices available in that ra „ t
you have likely done something wrong.
Your Objective: Answer the extrapolation questions in the examples below.
EXTRAPOLATION EXAMPLE 1 QUESTIONS
16. According to Figure 1, at 90°C, the mass of NaNO3

—NaCI that is soluble in 100 mL of H20 is:
--4—HCI F. less than 35 kg.
--e— NaNO3 G. between 35 kg and 40 kg.
80 H. between 45 kg and 55 kg.
J. greater than 55 kg.
60 17. According to Figure 1, at -10°C, The mass of NaC1

that is soluble in 100 mL of H20 is:
0
0 A. less than 0 kg.
40 B. between 0 kg and 30 kg.
C. between 30 kg and 60 kg.
D. greater than 60 kg.
.E) 2 0
18. According to Figure 1, at 100°C, the mass of HCI
0 that is soluble in 100 mL of H20 is:
F. less than 0 kg.
20 4 0 6 0 8 0 G. between 0 kg and 30 kg.
H. between 30 kg and 60 kg.
T (°C)
J. greater than 60 kg.
Figure 1 19. Suppose Thal 3 had been repeated with a block

mass of 10 kg. According to Table 1, the block
speed measured would most likely have been:
Table 1
A. less than 1.7 m/s.
block mass incline block speed
B. between 1.7 m/s and 2.2 m/s.
Trial (kg) 0(°) (m/s) C. between 2.2 m/s and 2.4 m/s.
D. greater than 2.4 m/s.
1 4 30 1.7
6 30 2.2 20. Suppose Trial 4 had been repeated with an incline
2.4
8 30 elevation of 35°. According to Table 1, the block
7 i
4 40 3.7 speed measured would most likely have been:
5 6 45 4.4 F. less than 3.7 m/s.
6 6 50 4.8 G. between 3.7 m/s and 4.4 m/s.
H. between 4.4 m/s and 4.8 m/s.
J. greater than 4.8 m/s.
16 F o r the Love of ACT Science

1.6 tril. Ppita.Blida
C
C
Findwhatthedatahaveincommon... that'syourbridge.
TheDataBridge skill linksmultiplefiguresortablestoarriveatthecorrectanswerandhasasimilarfeeltothe

transitivepropertyinmathematics.Hereishowyoucanidentify thatyouwillbeusingthis skillandwhattodo
afteryou'verecognizedthequestiontype:
DATABRIDGEEXAMPLE1 _ EXPLANATION
Device1
0-Device2 0 BasedonFigures1and2,whentheresistanceof
:al Device3 Device2is3Q,thecurrent, I, isapproximately:
10 A. 3 mA.
B. 4 mA.
8 C. 5 mA.
D. 6 mA.
6
e'
0 13 Noticehowthequestionmentionsmultiplefigures,
-cr cr "Figures1and2".Wheneveraquestionmentionsmul-
13.sia5 tiplefiguresand/ortables it isprobablycalling foryou
2 ea-a toapplytheDataBridgetactic.
•Et••S'Ar
0 1 2 3 4 Thekeylocator ofthequestionis3Q.This unit (Q) is

e(V) locatedinFigure2.ForDevice2,Figure2yieldsavalue
ofapproximately3.25 V. Thevoltage(V) is ourbridge
FIGURE1 becauseit islocatedinbothfigures.Thebridgevariable,
typically, will appearon thesameaxisthroughout all
--a—Device1 data. In thisexamplevoltage is onthex-axis of both
e-Device2 figures.
•in••Device3
Next,weuse3.25 V in Figure1 forDevice2andfind
thecurrent (I) to beapproximately6mA.Thecorrect
answerischoiceD
Try it again:
0 BasedonFigures1and2,whenthecurrentofDe-
vice1is1mA,theresistanceisapproximately:
F. 211.
•
G. 3 Q.
1 2 3 4 H. 42
c(V) J. 511.
FIGURE2
MichaelCerro117
Your Objective: Answer the following questions by using the Data Bridge skill.
DATABRIDGE EXAMPLE 2 QUESTIONS

23. Based on Tables 1 and 2, a power of 300 W j
likely associated with which rock cluster?
Table 1 A. Rock cluster I
Rock cluster Av percentage B. Rock cluster II
C. Rock cluster III
I 20%
D. Rock cluster IV
II 40%
III 60% 24. Based on Tables 1 and 2, which rock cluster most
IV 80% likely has the greatest power?
F. Rock cluster I
G. Rock cluster II
H. Rock cluster III
Table 2 J. Rock cluster IV
Av percentage Power (W)
25. Based on Tables 1 and 2, which of the following
10% 593 values is closest to the power of Rock cluster II?
30% 482 A. 250W
50% B. 350W
361
C. 435W
70% 244 D. 500W
26. Which variable represents the bridge?

F. Rock cluster
G. Av percentage
H. Power
J. None of the above
1.7 Chapter Test: The Basics
The chapter test you are about to complete will test your knowledge of the skills introduced throughout Chapter
sone. we recommend timing yourself and seeing how quickly you can traverse through the questions. Your eventual
/goat should be the 35 minutes allotted for the actual science section of the ACT, but do not rush to hit that mark
just yet,. ( I f you have timing accommodations, shoot for that goal instead!) Simply have a clock running to see
bow long it takes you to complete 40 questions. I f you are using the proper mindset, finding your Waldos, and,
refraining from over-thinking the questions, you should come close to that mark.
Here are some simple tips to help you move faster on this science section, or any other science section you take:
1. Do not worry about reading the passages first. Instead, go straight to the questions. You will find your first
locators in the questions. Know what you are looking for before you look for it.
2. Questions within a single passage get harder as you progress. Do not spend much time trying to figure out
the last questions. I f you must, guess and move on.
3. I f you catch yourself getting lost or trying to understand the nuances of the experiment, stop, reset, and
tackle the question from the start.
4. Remember your training. You've learned a great deal from the first chapter of this guide - apply it.
5. *The ACT is always changing and keeping us guessing. So, in the spirit of the ACT, there will be some
questions that grab skills from later chapters in this book. This is an opportunity to prove to yourself that
ACT Science is not that bad! You're welcome.
Good luck!
Michael Cerro I 19
SCIENCE
35 Minutes- 4 0 Questions
DIRECTIONS: There are six passages in this test.

Each passage is followed by several questions. After read-
ing a passage, choose the best answer to each question
and fill in the corresponding oval on your answer docu-
ment. You may refer to the passages as often as neces-
sary.
You are NOT permitted to use a calculator on this test.
Passage I Study 2
The same three mazes were again constructed, each
Researchers studied the effectiveness of different containing a dish with a 10% sugar medium at the far
stimuli and the ability to smell of normal cockroaches end. In each maze one of three stimuli was sprayed near
compared to cockroaches lacking a protein required to the sugar medium, either: lemon oil, 5% acetic acid, or
detect a wide range of odors. 35% ethanol. No additional substances were added to the
mazes. Then, 10 cockroaches lacking a necessary protein
Study 1 to detect a wide range of odors were placed in each maze.
Three mazes were constructed, each containing a The average time for the cockroaches to reach the end of
dish with a 10% sugar medium at the far end. I n each maze was determined. T h e results are tabulated
each maze, one of three stimuli was sprayed near the
below (see Table 2).
sugar medium, either: lemon oil, 5% acetic acid, or 35%
ethanol. N o additional substances were added to the
mazes. Then, 10 normal cockroaches were placed in each
maze. T h e average time for the cockroaches to reach Table 2: Abnormal cockroaches
the end of each maze was determined. The results are Stimulus introduced Time to reach medium (s)
tabulated below (see Table 1).
Lemon oil 30
5% acetic acid 55
Table 1: Normal cockroaches
35% ethanol 41
Stimulus introduced Time to reach medium (s)
Lemon oil 15
Study 3
5% acetic acid 27 Study 1 was repeated using different concentratiom
35% ethanol 18 of acetic acid: 2%, 5%, and 10%. The results are tabu-
lated below (see Table 3).
Table 3
Stimulus introduced Time to reach medium (s)
2% acetic acid 15
5% acetic acid 27
7
10% acetic acid 48
20 I For the Love of ACT Science

According to the results of Study 1, which stimuli
1. 5. Based on Table 2, how many minutes, on average,
proved to be most effective in attracting the cock-
did it take the cockroaches to reach the medium
roaches? when exposed to lemon oil?
A. Lemon Oil A. 0.25 minutes
13. 5% acetic acid
B. 0.50 minutes
c. 35% ethanol C. 0.75 minutes
D. Cannot be determined from the given infor- D. 1.00 minutes
mation.
6. Suppose an additional trial in Study 1 had been
2. Based on Table 3, as the concentration of acetic performed using a 40% ethanol stimulus. Assume
acid increased, the time to reach the medium: changing the concentration of ethanol yields the
F. increased only. same effect as changing the concentration of acetic
G. decreased only. acid. Based on Studies 1 and 3, the time for the
H. remained constant. normal cockroaches to reach the medium would
j. varied, but with no general trend. most likely have been:
F. less than 15 seconds.
3. A researcher wanted to reproduce a study that G. between 15 and 16.5 seconds.
yielded the slowest time to reach the medium. Ac- H. between 16.5 and 18 seconds.
cording to the results of Studies 1 and 2, the re- J. greater than 18 seconds.
searcher would construct a study containing:
A. normal cockroaches and a lemon oil stimulus. 7. Suppose Study 3 had been repeated using abnormal
B. abnormal cockroaches and a lemon oil stimu- cockroaches instead of normal cockroaches. Based
lus. on the results of Studies 1 and 2, how would this
C. normal cockroaches and a 5% acetic acid change the results of Study 3? The time for the
stimulus. cockroaches to reach the sugar medium would:
D. abnormal cockroaches and a 5% acetic acid A. decrease for all stimuli tested.
stimulus. B. increase for all stimuli tested.
C. both decrease and increase depending on the
4. Suppose an additional trial in Study 3 had been stimuli tested.
performed using a 7% acetic acid stimulus. Accord- D. not change for any stimuli tested.
ing to Table 3, the time for the normal cockroaches
to reach the medium would most likely have been:
F. less than 15 seconds.
G. between 15 and 27 seconds.
H. between 27 and 48 seconds.
J. greater than 48 seconds.
Michael Cerro I 21
Passage I I
Students recorded data on the various thermal prop-
erties of liquid water, H20, at 1 atmosphere (atm) o f
pressure.
Figures 1-3 each show a property of water at differ-
ent temperatures. The den-sity of water, which is defined
as the mass per unit volume, is displayed in Figure 1 at
various temperatures. T h e absolute pressure of water,
which is the pressure measured relative to the absolute
zero pressure, is displayed in Figure 2 at various temper-
atures. The specific entropy, which measures the avail-
ability of energy of the molecules, is displayed in Figure
3 at various temperatures.
20 40 6 0 80 1(X)
1000 Temperature (C)
990 Figure 3
5
-a) 980
.7' 9 7 0
8. According to Figure 1, at 1 atm, as temperature
increases, the density of water:
960 F. increases only.
G. decreases only.
H. increases, then decreases.
20 4 0 6 0 8 0 J. decreases, then increases.
Temperature (C)
9. A c c o r d i n g to Figure 2, a t 1 atm, as temperature
Figure 1 increases, the absolute pressure of water:
A. increases only.
120 B. decreases only.
C.- increases, then decreases.
"5 100 D. decreases, then increases.
'?--4 8 0 10. According to Figure 3, at 1 atm, as temperature

increases, the specific entropy of water:
61 6 0 F. increases only.
G. decreases only.
L). 4 0
H. increases, then decreases.
J. decreases, then increases.
<20
11. According to Figure 2, at 1 atm, a temperature of
oo 130°C would most likely yield an absolute pressure:
20 40 6 0 80 100 A. less than 80 kN/m2.
Temperature (C) B. between 80 and 100 kN/m2.
C. between 100 and 120 kN/m2.
Figure 2 D. greater than 120 liN/m2.

14
12. Based on Figures 1 and 2, at 1 atm, water with a 14. A student was asked to choose the variable that
best exhibited a linear relationship with respect to
density of 970 kg/m3 will have an absolute pressure
closest to which of the following? temperature. Based on Figures 1-3, the student
F. 1 0 kN/m2 should choose:
G. 30 kN/m2 F. density.
H. 50 kN/m2 G. absolute pressure.
J. 7 0 kN/m2 H. specific entropy.
J. n o n e of the above.
13. According to Figure 3, at 1 atm, a temperature of
110°C would most likely yield a specific entropy of:
A. less than 1 kJ/kg-K.
B. between 1 and 1.25 kJ/kg-K.
C. between 1.25 and 1.5 kJ/kg-K.
D. greater than 1.5 kJ/kg-K.
40.".
Michael Cerro I 23
16. According t o the data, as the experiment pro,
Passage I I I gressed from Trial 7 to Trial 9, the time it took lot
the toy object to reach the bottom of the inclincli
Students tabulated data regarding the fall time of
different toy objects sliding down an inclined plane. plane:
F. increased only.
In each trial, the students released a toy from rest G. decreased only.
and recorded the time it took to fall down the inclined 11. increased, then decreased.
plane over various surfaces. The toy objects tested were J. decreased, then increased.
a sphere, a cube, and a pyramid, all made of wood and
having roughly the same mass of 2.0 kg. The surfaces 17. According t o the passage, i f 5 toy spheres were
tested were sandpaper, wood, and glass. The students placed on a balance, the balance reading would
recorded their results in Table 1. most likely be closest to which of the following?
A. 5 kg
B. 8 kg
C. 10 kg
Trial Object Surface Time (s) D. 13 kg
1 Sphere Sandpaper 5.4 18. Based on the results of the study, the object that
4.7 experienced the fastest speed sliding down the in-
2 Sphere Wood
clined plane occurred during:
3 Sphere Glass 3.3
F. Trial 1.
4 Cube Sandpaper 7.9 G. Trial 3.
H. Trial 4.
5 Cube Wood 6.2
J. Tr i a l 7.
6 Cube Glass 5.5
19. Suppose an additional trial had been conducted us-
7 Pyramid Sandpaper 8.1 ing a sphere and a brick surface. I f the time for the
8 Pyramid Wood 6.3 sphere to reach the bottom of the brick inclined
plane was 3.8 seconds, based on the data, approxi-
9 Pyramid Glass 5.4
mately how long would it take for a cube to reach
,the bottom of the brick inclined plane?
A. Less than 5.5 seconds
B. Between 5.5 and 6.2 seconds
C. Between 6.2 and 7.9 seconds.
D. More than 7.9 seconds
15. According to the data, as the experiment pro- 20. Suppose the experiment were repeated except the
gressed from Trial 1 to Trial 3, the time it took for objects were made of glass. Based on the data and
the toy object to reach the bottom of the inclined other information given, how would the time for
plane: the glass objects to reach the bottom of the in-
A. increased only. clined plane compare to the results tabulated for
B. decreased only. the original objects?
C. increased, then decreased. F. T h e time for the glass objects to reach the
D. decreased, then increased. bottom would be greater for all surfaces.
G. The time for the glass objects to reach the
bottom of the inclined plane would be less for
all surfaces.
H. The time for the glass objects to reach the
bottom would be greater for some surfaces,
and less for others.
J. Cannot be determined from the information
given.

Radiationlevel(m
G
)
passage I V
21. According to Table 1, as the distance from the
Researchers conducted a study to see if various pa- power plant increased, the pH level:
rameters, such as proximity and pH, altered radiation A. increased.
levels in waters near nuclear power plants. B. decreased.
C. increased, then decreased.
Study I D. cannot be determined.
• T h r e e different water sources near a nuclear power
plant in North Carolina, United States were chosen to 22. According to Figure 1, as the number of days in-
test for radiation levels. The researchers collected a 100 creased, the radiation level:
mL sample of water from each source and determined F. increased for all water sources.
the pH using titration methods. T h e distance from the G. decreased for all water sources.
'power plant and pH levels are shown in Table 1. H. increased for sonic water sources, and de-
creased for others.
Table 1 J. iecreased for some water sources, and de-
creased for others.
Water Source Distance (in) pH
1 20 6.7 23. According to the data, as the pH level increased,
the radiation level:
2 25 7.0 A. increased.
3 30 B. decreased.
7.2
C. varied, hut with no general trend.
D. stayed constant.
Study 2 24. According to the data, as the distance from the
The researchers left a measuring probe in the three
power plant increased, the radiation level:
water sources for 20 days, which recorded radiation to
F. increased.
the nearest millzgray (mG) once a day. Their results are
G. decreased.
shown in Figure 1. H. increased, then decreased.
J. remained constant.
—e— Water Source 1
—N—Water Source 2 25. Suppose the study was allowed t o take place an
—g— Water Source 3 additional 5 days. Based on the results of Study
2, the radiation level for Water Source 2 after an
1000
additional 5 days would most likely have been:
A. less than 850 mG
900 B. between 850 mG and 900 mG.
C. between 900 naG and 950 mG.
D. greater than 950 mG.
800
26. Suppose an additional water source was discovered
at a distance 27 m from the power plant. I f Study
700
2 were repeated, the radiation level for this water
source after 10 days would be approximately:
F. less than 550 mG.
G. between 550 mG and 600 mG.
H. between 600 mG and 650 mG.
5°°0 5 1 0 15 20 J. greater than 650 mG.
Days
Figure 1
Michael Cerro 1 25
Study 3
The student planted five Helianthus ambigvas
Passage V
side in five different areas, each with a different typ,,,
In 3 studies a student investigated how the amount the soil. T h e nutrient composition of the soils vari,,i;
of water, amount of sunlight, and soil type would affect The student watered each plant three times a day, to,
the growth of a sunflower. 60 days, each with 20 mL of water. A t the conclusio
of the 60 days the student measured the height of eacf'
Study I sunflower. She recorded her results in Table 3.
Five sunflowers Helianthus ambiguus (1-5) were
planted outside in the same area and placed inside of
containers which allowed different amounts of sunlight
Table 3
to enter. The student used a generic type of soil and wa-
tered each plant three times a day with 20 inL of water. Sunflower Soil type Final height
The sunflowers were tended to over the course of 60 days. (cm)
At the conclusion of the 60 days the student measured
the height of each sunflower. She recorded her results in 1 A 98
Table 1. 80
2
3 57
Table 1
4 42
Sunflower Amount of Final height
sunlight (%) (cm) 5 33
1 0% 15
2 25% 22
3 50% 39 27. According to the results of Study 1, as the amount
4 75% 52 of sunlight given to the sunflowers increased, the
64 final height of each sunflower:
5 100% 80 A. increased only.
B. decreased only.
Study 2
D. varied, with no general trend.
The student planted five Helianthus ambiguus out-
side in the same area. A generic type of soil was used
28. According to the results of Study 2, as the amount
and the plants were watered three times a day, for 60
days, with a different amount of water. A t the conclu- of water per day given to the sunflowers increased.
sion of the 60 days the student measured the height of the final height of each sunflower:
F. increased only.
each sunflower. She recorded her results in Table 2.
G. decreased only.
H. increased, then decreased.
Table 2 J. decreased, then increased.
Sunflower Amount of Final height 29. Suppose the student wanted to plot a graph with
water per day (cm) the sunflower number on the x-axis and the final
(mL) height on the y -xis. Suppose a best-fit line viP
1 0 mL drawn. Based on Study 3, the slope of this line
48
2 would be best described as:
10 mL 55 A. a positive slope.
3 20 inL B. a negative slope.
80
4 C. a slope of 0.
30 mL 87 D. no slope.
5 40 mL
102
26 j For the Love of ACT Science

30. The student desired to grow an additional sun- 32. Based on the results of the studies, which sunflower
flower to approximately 66 cm. Based on the re- finished with a final height of approximately
sults of Studies 1 and 2, the amount of sunlight 1meter?
and amount of water per day, respectively, that the F. Sunflower 1 in Study 1
student should give the plant would be: G. Sunflower 5 in Study 2
F. 20 % and 10 mL. H. Sunflower 2 in Study 3
G. 20 % and 15 mL. J. Sunflower 5 in Study 3
H. 80 % and 10 mL.
J. 8 0 % and 15 mL. 33. Based on Tables 1-3, which soil type was used in
Studies 1 and 2?
31. Suppose a sixth sunflower was tested in Study 1. A. Soil type A
Based on Table 1, if the amount of sunlight given B. Soil type B
to this sunflower was 40%, the final height, approx- C. Soil type C
imately, would be: D. Soil type D
A. 17 cm.
B. 30 cm.
C. 45 cm.
D. 71 cm.
The balls were allowed to cool over the next 12
Passage VI while the temperature of the freezer was kept constau
at 0°C. The students constructed a graph of the tenipv,
Three students performed an experiment to deter- ature of each ball over the 12 min cooling period. Tip,s,
mine the rate at which four spherically shaped metal balls results are shown in Figure 2. For each ball, the cool*
cooled in a freezer. rate at a given time is defined as the slope of the grapi.
Each of the four balls were fitted with a thermo- at that time.
couple to measure the core temperature. Then, the four
balls were set to different temperatures and the students —0—Ball A
placed them in a freezer set to 0°C at time = 0 min (see
—B—Ball B
Figure 1).
Ball C
20
15
Figure 1
5
The students measured various physical properties
of the four balls to help them better understand their
cooling properties. Their results are shown in Table 1.
0o 2 4 6 8 10 12
time (min)
Table 1
Figure 2
Volume Surface Area
Ball Mass (kg)
(cm3) (cm')
A 2.0 4.0 9.2
34. Based on the results of the experiment, as the mass
B 5.5 8.0 18.7 of the ball increased, the volume:
C 8.9 12.0 F. increased only.
26.3
G. decreased only.
D 14.3 16.0 41.8 H. remained constant.
J. varied, with no general trend.
35. Based on the results of the experiment, as the mass

of the ball increased, the surface area:
A. increased only.
B. decreased only.
D. varied, with no general trend.
28 I For the Lave of ACT Science

36. m Bod on the results of the experiment, for a given 39. Suppose the experinwnt was allowed to continue for
ball, w the time the ball was in the freezer i n - an additional 10 minutes. Basffl on the passage,
the temperature of the ball: the temperature of Ball C measured at that time
F. increased only. would be closest to which of the following?
G. decreased only. A. -2°C
remained constant. B. 0 ° C
3. varied, with no general trend. C. 2 ° C
D. 5 ° C
37. Suppose an additional ball was introduced into the
experiment. According to Table 1, i f the IllaSS of 40. Suppose an additional 2.0 kg plastic ball was in-
the ball was measured to be 3.1 kg, the volume of troduced into the experiment. Based on the data
the ball would be closest to which of the following? and other information provided, how would using
A. 3.1 cm3 plastic, instead of metal, change the results of the
B. 4.8 cm3 experiment?
C. 11.1 cm3 F. T h e cooling rate of the 2.0 kg plastic ball
D. 13.6 cm3 would be higher than the 2.0 kg metal ball.
G. The cooling rate of the 2.0 kg plastic ball
would be lower than the 2.0 kg metal ball.
38. Based on Figure 2, the cooling rate of Ball C, if it
were measured, would have which of the following H. The cooling rate of the 2.0 kg plastic ball
would be the same as the 2.0 kg metal ball.
units?
J. Cannot be determined from the given infor-
F. m i n / k g
mation.
G. cm3/kg
cm3/min
J. ° C / m i n
Michael Cerro 2 9
CHAPTER 2
ADVANCED QUESTIONS TYPES

2.1 Yes, Yes, No, No
71
'C — ALBERT EINSTEIN
The only source of knowledge is experience.
Welcome to the next step in your journey towards properly tackling the ACT science section! In this chapter Al
will be introducing more advanced question types and adding new layers to your already expanding repertoire
These types of questions comprise approximately 5-10% of the science section. That may not seem like much, but
the experience you will gain in this chapter can make the difference between the score you really want and th(
score you kind of want.
We will begin with a unique question type, the Yes, Yes, No, No. These questions are very popular throughout
the ACT science section, so you are likely to spot a few in any set of 40 questions. Let us begin with an example
QUESTION
YES,YES, No, No ExAmPLE 1
1. A n expert predicted that the hare would finish the
race first. Does Table 1 support this claim?
Table 1 A. Yes; The tortoise finished with a faster time
than the hare.
Contestant Time to finish race (mm)
B. Yes; The tortoise finished with a slower time
Tortoise 11.8 than the hare.
Hare 12.2 C. No; The tortoise finished with a faster time
than the hare.
D. No; The tortoise finished with a slower time
than the hare.
You were probably able to answer the above question without a special tactic. However, the approach we are
going to use will help you, at the very least, whittle these question types down to two answers and give you a
clearer picture as to which answer choice is correct. Each answer choice consists of two parts—the answer and the
explanation. The explanation are facts and easier to check, while the yes/no part takes more thought. You should
NOT try to figure out whether the answer is Yes or No first. Instead, look at the second half, or explanation, of
each answer choice to verify whether or not the fact is supported by the data.
Looking at the above example we can see that the tortoise finishes with a faster time than the hare. Based oil
their explanations, the correct answer must then be answer choice A or C. Next, we use our reasoning skills to
determine if the correct explanation, "The tortoise finished with a faster time than the hare" agrees or disagree
with the question. In this case the explanation disagrees with the prediction. Answer choice C is correct.
Verifying the explanations is always an efficient way to eliminate incorrect answer choices. I n some cases, the
explanations of three answer choices are incorrect, leaving only the correct answer choice even before Pu ve
verified the Yes or No.
Lastly, the answer choices need not say Yes, Yes, No, No for this skill to apply. Whenever you see a comparison
between two items, each with two different explanations, you should fall back on this strategy.

your Objective: Revisit these figures shown in Chapter One and answer the following questions using the Yes,
No. No skill.
Yes,
YES, YES, No, No EXAMPLE 2 QUESTIONS
2. A chemist claimed that NaC1 would have the high-

—NaCI est solubility at 20°C. Does Figure 1 support this
—4--HC1 claim?
NaNO3 F. Yes, because at 20°C NaCI has the lowest sol-
ubility among the three compounds.
80
G. No, because 20°C NaC1 has the lowest solu-
bility among the three compounds.
H. Yes, because 20°C NaCl has the highest sol-
60
J. N o , because 20°C NaCI has the highest solu-
8 bility among the three compounds.
00
3. A chemist claimed that HC1 would have the high-
est solubility at 40°C. Does Figure 1 support this
claim?
A. Yes, because at 40°C HCl has the lowest sol-
20 4 0 6 0 8 0 B. No, because at 40°C HC1 has the lowest sol-
T (°C)
C. Yes, because at 40°C HC1 has the highest sol-
Figure 1 D. No, because at 40°C HC1 has the highest sol-
EMI Treatment 1
Tr e a t m e n t 2 4. A biologist predicted Treatment 3 would yield the
I I I I Treatment 3 highest survival percentage for species D. Does Fig-
100 ure 2 support this claim?
F. Yes; Species D exhibited the highest survival
percentage when exposed to Treatment 3.
80 G. Yes; Species D exhibited the lowest survival
percentage when exposed to Treatment 3..
H. No; Species D exhibited the highest survival
J. No; Species D exhibited the lowest survival
20 5. F o r a specific experiment, a survival percentage less

than 40% is required. After analyzing the results
of the experiment, which species should be chosen
for the experiment?
A. Species A, because the survival percentage
species was lower than 40% for all treatments.
B. Species B, because the survival percentage
Figure 2 was lower than 40% for all treatments.
C. Species A, because the survival percentage
was higher than 40% for all treatments.
D. Species B, because the survival percentage
was higher than 40% for all treatments.
Michael Cerro j 33
2.2 C a n n o t B e Determined
))
I f your answer is not there, that's the answer.
The cannot b e determined answer choice tends to distract students. Y h e n you see this as a possible an•
si
rhoice, do not change your approach!. Search for your locators; i f you fail to find them, you can be confident
choosing cannot be determined as the correct answer.
Your Objective: Answer the following questions by determining whether or not you can locate the corn
answer. I f you can, do so. I f not, choose cannot be determined.
CANNOT BE DETERMINED EXAMPLE 1 QUESTIONS

6. According to Study 1, the greatest amount of peo-
Study 1 ple were assigned to which group?
829 people were placed into four different groups: F. Group B
A, B, C and D. Each group was given the same task to G. Group C
complete in 60 minutes. The completion percentages of H. Group D
the four groups are shown in Figure 1. J. Cannot be determined from the given infor-
mation.
100
7. According to Study 2, the greatest amount ofpeo-
ple were assigned to which group?
80 A. Cannot be determined from the given infor-
mation.
B. Group B
C. Group C
D. Group D
8. Based on Studies 1 and 2, did completing thetask

a second time improve the completion percentages
20 - of the groups?
F. Yes; The completion percentages of Study I
are generally higher than those of Study 2. -
A G. Yes; The completion percentages of Study2
are generally higher than those of Study 1.
H. No; The completion percentages of Study I
Figure 1
are generally higher than those of Study 2.
J. N o ; The data is insufficient.
Study 2
The same 829 people were shuffled into different 9. Suppose the 829 people consisted of ages17-23
groups and asked to repeat the task from Study 1. The e i f pasage, t a r would
cBhasanegdehelto
th
n h o this
w inforatO
m
results are tabulated below.
A. T h e completion percentages would be higher.
Table 1 B. T h e completion percentages would be lower(
Group Number of people C. T h e results of the study would not 6°e,',
Completion (%)
A D. Cannot be determined from the given too
140 89
327 mation.
93
255
91
107
90

2.3 Equations as Answer Choices
cc ) )
Pick a point and plug it in.
voeu equations appear as answer choices, pick a point on the figure or a row on the table and plug those
yaws in ' to the answer choices. Remember to use your estimation skills to avoid challenging math calculations. For
„„, coinplex questions, the passage can hold a clue as to which numbers to plug in. h i s , of course, is assuming
que5ti0n directs you to the passage with a first locator. turthermore, solving these types of questions correctly
1111sometimes help you answer extrapolation questions later in the passage. Let's look at an example together.
your objective: Complete the following questions by plugging values into the answer choices. Some questions
maybe easily solved using the correct answers of preceding questions.
EQUATIONSASANSWER CHOICES EXAMPLE 1 QUESTIONS
10. According to Figure 1, the results of the experiment

are best modeled by which equation?
F. mass (g) = 0.2 x force (N)
G. mass (g) = 5.0 x force (N)
H. force (N) = 0.2 x mass (g)
J. force (N) = 5.0 x macs (g)
11. Suppose an object with a mass of 14 g was tested.

Based on Figure 1, the force of this object would
be which of the following?
A. 50N
B. 60N
C. 7 0 N
D. 8 0 N
10
12. According to Table 1, the results of the experiment
are best modeled by which equation?
F. time (s) = 2.0 x speed (m/s)
Figure 1 G. time (s) = 3.0 x speed (m/s)
H. speed (m/s) = 2.0 x time (s)
J. speed (m/s) = 3.0 x time (s)
Table 1 13. Suppose an additional time of 15 sec was added to

Table 1. Based on Table 1, a time of 15 sec would
Time (sec) Speed (m/sec) equate to which speed?
A. 30 m/s
0 0 B. 35 mis
C. 40 mis
1.00 3.00 D. 45 mis
2.00 6.00
4.00 12.00
8.00 24.00
2.4 M i x i n g
77
Do not add the points, pick the number in the middle.
Mixing problems, if they do pop up, tend to be the last question of a passage. Whenever you see the words rti.
inbdng, you must be keen on taking the average of the two data points you will be required to locate. A corti41
niistake is to choose the answer choice that represents the sum of the two points. The idea is that, typicanylik
question refers to a concentration of a solution. Mixing two different concentrations results in a new con centraltiti I
that is somewhere iii the middle of the original two. For example: Mixing lightly salted water and heavily saii:
water does not yield even more heavily salted water. The result is somewhere between lightly and heavily salt"
Your Objective: Answer the following mixing questions.
MIXING EXAMPLE 1, QUESTIONS -

14. Suppose that 5 mL of a 100 mmol/L NaCI-water.so.
lution is mixed with 5 mL of a 200 mmol/L NaCl-
--4— Water
water solution. According to Figure 1, the con-
—e—Acetone ductivity of the resulting solution will be closest to
35
which of the following?
30 F. 7 S/m
G. 9 S/m
g. 25 H. 11 S/m
J. 1 8 S/m
20
:E 15. Suppose that 20 mL of a 100 mmol/L NaCI-acetone
g 15
solution is mixed with 20 mL o f a 300 mmol/L
NaCI-acetone solution. According to Figure 1, the
conductivity of the resulting solution will be closest
5 to which of the following?
A. 14 S/m
B. 2 0 S/m
100 2 0 0 3 0 0 4 0 0 500
NaCI concentration (mmol/L) C. 25 S/m
D. 40 S/m
Figure 1
16. Suppose that 50 mL of a 200 mmol/L NaCI-water
solution is mixed with 50 mL o f a 200 mmol/L
NaCI-acetone solution. According to Figure 1, the
conductivity of the resulting solution will be closest
to which of the following?
F. 9 S/m
G. 11 S/m
H. 16 S/m
J. 2 0 S/m

2.5 Scatter Plots
plots are very popular on the ACT Science section. Knowing how to properly read a scatter plot will help
Scatter
betteocate
r l correcta n s w e r s . O n a scatter plot, each point represents data that the experimenter obtained
34)hn-ii,Conducting the experiment. Yo u will aLso notice a line of best-fit going through the pattern o f oints.
delling with scatter plots require you to find how often the ex erimenter obtained results.
quesbons
e i t i a r c i , 7 n T t - e tim
ec o u . n t m & L o w reqzentl
mis information will not help you answer
t lest! types of questions.
Your Objective: Answer the following scatter plot questions.
SCATTER PLOT EXAMPLE 1 QUESTIONS

17. According to Figure 1, from 0 min until 25 mm,
40 - how often was the sample removed from the device
for analysis?
A. Every 0.5 min
B. Every 1.0 min
C. Every 5.0 min
D. Every 8.0 min
18. According to Figure 1, i f an additional 5 minutes

had been added to the experiment, the concentra-
tion of all three trials would most likely have:
F. increased.
G. decreased.
10 1 5 2 0 2 5 J. varied, with no general trend.
exposure time (min)
19. According t o Figure 2, from 0 min until 5 mm,
how often was the specimen cut and placed into
Figure 1 the device for testing?
A. Every 1.0 min
B. Every 5.0 min
C. Every 10.0 min
D. T h e frequency of the plots is not constant.
20. According to Figure 2, from 10 min until 50 min,

how often was the specimen cut and placed into the
device for testing?
F. E v e r y 1.0 min
G. Every 5.0 min
H. Every 10.0 min
J. E v e r y 15.0 min
10 2 0 3 0 4 0 5 0
exposure time (min)
Figure 2
Michael Cerro I 37
2.6 W a t e r and Drying
71
GG Water is the driving force of all nature. — LEONARDO DA VINCI
A lot of science experiments in the world deal with the properties of water and how i t behaves with
pounds. The ACT Science section mimics this pattern and many answer choices deal directly with th:ther,
of water, specifically the boiling point of water: 100°C. These questions do not always give specific io Prope;i,
require a bit of outside knowledge. To best prepare for these questions, we want you to anticipate water,
or boiling water as the correct answers. 1 ist
Your Objective: Answer the following questions based on your knowledge of water.
QUESTIONS
WATERAND DRYING EXAMPLE
21. Suppose an additional salt was tested that yielded
Experiment 1 a AT value of 7.5°C. The relative humidity of this
Before the salt, mixtures were administered a dry- additional salt would most likely be closest towhich
ing agent was placed in each tank and allowed to sit for of the following?
two days. Then, 3 salt mixtures were made with water A. 15.5%
and stirred in separate tanks. Several properties were B. 16.3%
measured and the results organized in Table 1. C. 17.6%
D. 18.8%
Table 1
22. What was the purpose of allowing the mixtures to
Salt Relative sit for two days before recording the results in Ex-
Tank in mixture AT(°C) Humidity (%) periment 1?
F. To ensure the relative humidity of each salt
1 NaCl 5.9 15.8 mixture in each tank was constant
2 MgCl2 6.2 17.2 G. To ensure the temperature of each tank was
constant
3 KOH 6.8 18.1
H. To remove any H20 present in the tanks
J. T o remove any salts present in the tanks
The questions below do not refer to any set of data.
23. I n all 3 studies, the purpose of oven-drying the

medium was to remove the:
A. organic matter.
B. salts.
C. electrostatic force.
D. moisture.
24. What was the most likely reason the scientist kept
the wet soil in a heater, set to 105°C, for 1 houi
before beginning the experiment?
F. To remove the moisture.
G. To remove any organic matter in the soil
H. To ensure the soil was room temperature.
J. T o thoroughly clean the soil of unwanted con
taminants.

chapter Test: Advanced Question Types
, ,thapter test will focus on the basics from Chapter One and the advanced questions presented in Chapter
This 10:you did with the first chapter test, time yourself and aim to finish the test in the prescribed 35 minutes
TO1.11 your timing accommodation. This test will feel a bit tougher than the previous one since we are adding
or*4°1 es of questions. Do your best to stay focused and remember what you've learned from Chapter Two.
ore tYP
important thing to remember, and we will remind you of this each time, is to use the proper mindset and
Therdebnthe tactics. Answering questions by solely relying on your science knowledge will hurt your progression
torelYin°°veforward. Stick to your locators to start your thought process so you develop a flexible approach.
asyou
Good luck!
SCIENCE
35 Minutes- 4 0 Question.s
i•
D I R E C T I O N S : There are s i x passages i n t h i s test.

Each passage is followed by several questions. A f t e r read-
ing a passage, choose the best answer t o each question
aitd fill in the corresponding oval on your answer docu-
2
sary.
Passage I
Respiration rates were studied for two different ,,,^
types of bacteria,: aerobic bacteria and E. coli (an anaer- 8 0 Ec.)
obic bacterium). When aerobic bacteria undergo respi-
ration, 02 is consumed and o 60C
E
n
h
.W
e
c
u
d
ro
p
is
2
O
coii undergo respiration, NO3- is consumed and NO2- v )
is produced. . 8 ,,
w 40
.-..
Study 2 0
At the start of spring, 3 soil sections — each 1.0 m e U
12 3 12 3
long, 1.0 in wide, and 3.0 m deep — were removed from Month Month
the surface of two different sources. B o t h sources are
Figure 1
known to contain aerobic bacteria and E. coli. Each soil
section was placed in a different tank made entirely of
glass to allow sunlight to penetrate. Gas emissions were
measured using an available instrument and the tanks Source 2
were left outside near their respective sources. co" 6 0 c 30
5
Gas emissions were measured, in mol/cm3, once a `)
0
month for 3 months. T h e temperature inside of each E 40 5 20
tank equaled the temperature of its respective source at
all times. Water was fed to each tank through a hose at a .0
constant rate to ensure proper respiration of the bacteria. '4 2 0
10
5 5
Figure 1 shows the total emission of CO2 and NO2- from
(4
Source 1. Figure 2 shows the total emission of CO2 and 0"
NO2- from Source 2. 0 - 1
12 3 MO.
Month
Figure 2
40 I For the Love of A c T Science

1. According to the results of the study, the CO2 emis- 5. Based on the study, the volume of each soil section
sions for Source 1 each month: is which of the following?
A. increased only. A. 3 m3
}3. decreased only. B. 4 m 3
C. remained constant. C. 5 m3
D. varied, with no general trend. D. 6 m3
2. T h e researchers most likely chose to conduct this 6. Suppose the tanks were allowed to stay near their
particular study in the spring, rather than the win- respective source for an additional month. Artord-
ter, because: ing to the data, the NO2" emissions for Source 2, in
F. only aerobic bacteria undergo respiration in the additional month, would be closest to which of
the spring. the following?
G. only E. eoli undergo respiration in the spring. F. 5 11101/cm3
H. microorganism activity in soil is better in the G. 10 mol/cm3
spring. H. 15 mol/cm3
microorganism activity in soil is better in the J. 2 0 mol/cm3
winter.
7. According to the information provided, which of
3. Based on the results o f the study, were E. coli t h e following chemical equations represents anaer-
present in both sources for all 3 mouths? obic respiration?
A. Yes; CO2 was emitted from both sources. A. C6111206 + 602 -4 6CO2 6 H 2 0 + ATP
B. Yes; NO2- was emitted from both sources. B. 6CO2 + 6H20 + ATP -4 C6111206 + 602
C. No; CO2 was emitted from both sources. C. 2NO2- + 0 2 —> 2 N 0 i
D. No; NO2- was emitted from both sources. D. 2 N 0 2 N O 2 - + 0 2
4. According to Figure 1, the total CO2 emissions for

Source 1 is closest to which of the following?
F. 6 0 mol/cm3
G. 8 0 mol/cm3
H. 100 mol/cm3
J. 120 mol/cm3
Michael Cerro I 41
MI
Passage I I
To treat pool water for recreation, chlorine tablets • 5 0 wall
can be used to kill bacteria. Chlorine breaks down into o I (x)wh,
different chemicals, one of which is hypochlorous acid x
-
(Hod). HOC1 kills bacteria by attacking fats in the cell 40
walls and destroying the enzymes inside the bacterium
cell.
Two studies examined how water pH and chlo-
rine concentration (g/mL) affected bacteria concentra-
tion (kg/L) in 25°C pool water during the summer.
Study 1
Before the start of the study, three water pools, each
40,000 liters, had pH levels set to 5, 7, and 9 using various
acids and bases. Then, chlorine tablets were placed in
all three water pools to yield a chlorine concentration of
75 g/mL. The bacteria concentration was measured over _
time using a unique device for a 50 min duration (see 5 10 1 5 2 0
Figure 1). exposure time (min)
• pH 5 Figure 2
OpH 7
x pH 9
40
8. According to the results of Study 1, at 25°Cand

20 mm, as the pH increased the bacteria concen-
tration:
F. increased only.
G. decreased only.
J. cannot be determined.
9. Suppose a 10 m L sample of the pool water used

in Study 2 is removed at the 10 min mark for ari
initial chlorine concentration of 100 g/mL. Thea
10 2 0 3 0 4 0 5 0 a second 10 mL sample is removed from thesame
exposure time (min) pool at the 25 m i n mark. T h e two samplesare
then mixed. W h i c h o f the following is closest to
Figure 1 the bacteria concentration of the mixture?
A. 2 0 kg/L
B. 2 5 kg/L
',Study 2
C. 3 0 kg/L
Three water pools, each 40,000 liters and having a D. 3 5 kg/L
pH of 7, were subjected to different initial chlorine con-
'centrations: 5 0 g/mL, 100 g/mL, and 200 g/mL. The
10. According to Figure 2, from 0 mm u n t i l 25
bacteria concentration was measured using the same de-
'vice from Study 1 for a 25 min duration (see Figure 2). how often was the bacteria concentration measur
using the device?
F. E v e r y 1 min
G. Every 2 min
H. Every 5 min
J. E v e r y 10 min
I For the Love of ACT Science

11. Which variable did not have the same value in 13. Suppose the pool water was kept constant at a tem-
study 1, but did have the same value in Study 2?
perature of 30°C. How would this change affect the
A. PH
B. Water temperature (°C) results of the study?
A. The bacteria concentrations for all three pools
c. Chlorine concentration (g/mL)
D. Bacteria concentration (kg/L) would be higher.
B. The bacteria concentration for all three pools
would be lower.
12. A student hypothesized that as the initial concen- C. The bacteria concentration for all three pools
tration of chlorine increased, the bacteria concen-
would be similar to the current study.
tration at a given time would decrease. D o the D. The information given is insufficient to deter-
results of the study support this hypothesis? mine a change in the results.
F. Yes; A t a given time, as the initial concen-
tration of chlorine increased the bacteria con- 14. A researcher stated that a more acidic water would
centration increased. be better for eliminating bacteria. Do the results
G. No; At a given time, as the initial concentra- of Study 1 support this claim?
tion of chlorine increased the bacteria concen- F. Yes; The acidic water sample resulted in a
tration increased. higher bacteria concentration at all times.
H. Yes; At a given time, as the initial concentra- G. Yes; The basic water sample resulted in a
tion of chlorine decreased the bacteria con- higher bacteria concentration at all times.
centration increased. H. No; The acidic water sample resulted in a
J. No; At a given time, as the initial concentra- higher bacteria concentration at all times.
tion of chlorine decreased the bacteria con- J. No; The basic water sample resulted in a
centration increased. higher bacteria concentration at all times.
Michael Cerro I 43
Passage I I I
15. According to Figure 2, at 275 K, the value uf
An ideal gas is a theoretical gas that behaves ac- CH4 is approximately: f ‘ t
cording to the ideal gas law. I t is composed of randomly A. 0.9925.
moving particles that avoid one another, except for elas- B. 0.9950.
tic collisions. The compressability factor (z) is a value C. 0.9975.
that determines the deviation of a real gas from ideal D. 1.0000.
behavior and is defined by the following equation:
16. According to Figure 1, for CO2, as pressur
Actual volume of real gas e1.4
creases the compressability factor:
z— F. increases only.
Ideal volume of gas
G. decreases only.
Figure 1 shows how the compressability factor varies with
pressure for 5 real gases at 298 K. Figure 2 shows how
J. varies, but with no general trend.
the compressability factor varies with temperature for 5
real gases at 1 atm.
17. A student attempted to find a best-fit linear
proximation for cornpres.sability factor versuspres.
1.05 - sure for SF6. Which of the following bestmodels
this approximation?
A. z = -0.01 x pressure (atm) + 1
H2 B. z = 0.01 x pressure (atm) + 1
CO C. pressure (atm) = z +1
tos
CH4 D. pressure (atm) = 0.01 x z + 1
F-11 0.95 C O 2 -
18. A n ideal gas has a constant compressability factor
dD of 1. Among the gases tested, a chemist hypothe-
sized that CO2 would deviate most from idealbe-
0
SF6 - havior. Does Figure 1 agree with this claim?
F. Yes; Among the gases tested, CO2 deviated
most from ideal behavior.
0.850 2 4 6 8 G. Yes; Among the gases tested, SF6 deviated
10 12
pressure (atm) most from ideal behavior.
H. No; Among the gases tested, CO2 deviated
Figure 1 most from ideal behavior.
J. N o ; Among the gases tested, SF6 deviated
most from ideal behavior.
1.005
19. Suppose the data for z had been generated at271
K instead of 298 K for Figure 1. Based on Figure;
H2 1 and 2, the value of z at 273 K, compared to 20
CO K, would be:
CH4 A. lower for most gases tested.
, 0 9 R B B G B B B B B . 9 9 B B B e n CO2 B. higher for most gases tested.
C. identical for all gases tested.
D. unable to be determined.
SF6
20. Based on the passage, which real gas has an acttol,
volume greater than its ideal gas volume at 10 ato
F. H 2
0.985 G. C O
275 2 8 0 2 8 5 2 9 0 2 9 5 3 0 0 3 0 5
temperature (K) H. C H 4
J. C O 2
Figure 2
44 I For the Love of ACT' RelPriPi.

Passage IV
21. Suppose a sample contained 500 U-235 atoms at
. Radioactive decay is a process that depends on the time = a. Based on Table 1, how much time will
instability of a particular atom. When a radioactive iso- have elapsed when 250 U-235 atoms remain?
tope undergoes radioactive decay, the atom transmutates A. 3 x 108 yr
into a different atom. The half-life, T112, is the amount B. 5 x 108 yr
of time it takes for half of the initial number of atoms to C. 7 x 108 yr
decay. It is calculated using the following equation: D. 9 x 108 yr
T112 = 0.7T 22. A scientist guessed that Plutonium-239 would have
where r represents the mean lifetime of the radioisotope. a longer half-life than Technetium-99. Does Table
Table 1 gives the value of T o (in yr) for 7 different 1support this claim?
radioisotopes. F. Yes; Plutonium-239 has a longer half-life than
Technetium-99.
G. Yes; Technetium-99 has a longer half-life than
Plutonium-239.
Table 1
H. No; Plutonium-239 has a longer half-life than
Element Isotope T1/2 (yr) Technetium-99.
J. No; Technetium-99 has a longer half-life than
Carbon C-14 5,715 Plutonium-239.
Plutonium Pu-239 2.4 x 104
23. According to Figure 1, how long did it take for 150
Uranium U-233 1.6 x 105 Uranium-238 atoms to decay?
Technetium Tc-99 2.1 x 105 A. 10 yr
B. 7.0 x 108 yr
Uranium U-235 7.0 x 108 C. 10 x 108 yr
Uranium U-238 4.5 x 109 D. 4.5 x 109 yr
Thorium Th-232 1.4 x 1010 24. According to Figure 1, at 12 x 108 years, approxi-
mately how many Uranium-235 atoms will remain?
F. 300 atoms
Figure 1 shows, for each of 5 isotopes listed in Table G. 400 atoms
1, the number of atoms, N, versus time (in 108 yr) for a H. 500 atoms
sample initially containing 1,000 atoms. J. 600 atoms
. 1000 25. Based on Table 1 and Figure 1, i f a sample ini-

Th-232 tially contains 1,000 Tc-99 atoms, how many atoms
U-238, would remain after 4 x 108 years?
800 A. less than 180 atoms
B. between 180 and 700 atoms
C. between 700 and 900 atoms
D. more than 900 atoms
-235 26. Based on the passage and Table 1, the mean life-
time, T, for Carbon-14 is closest to which of the
200 following?
F. 3,707 yr
U-233
Pu-239 G. 5,470 yr
H. 5,715 yr
2 4 6 8 10 1 2
J. 8,150 yr
Time (yr) x 108
Figure 1
Michael Cerro 4 5
Passage V Study 3
One of the five cars from Study 1 was selected.1,6
Two college students decided to perform an exper- engine horsepower component of the car was altered
iment to test the different components of cars and the different times. One student stood by and measured t‘i:
effect the components have on travel time. time it. took for the other student to accelerate from
and travel the 1/4-mile track. The students recorded0;14
Study 1 data in Table 3.
Five cars were placed on a V4-mile straight track.
Each car had the same 750 ft3/tnin (cfm) supercharger Table 3
and 450 horsepower .(111)) engine. The weights of the cars
were documented. One student stood by and measured Trial Engine horsepower (hp) 4-mile time (s)
the time it took for the other student to accelerate from 350 10.2
1
rest with each car and travel the 1/4-mile track. The
students recorded their data in Table 1. 2 400 9.7
3 450 9.3
Table 1
4 500 8.9
Car Weight (kg) 1/4-mile tune (s)
5 550 8.4
A 1,814 10
B 1,886 10.6
27. According to Table 1, as the weight of the carM.
C 1,619 9.3 creased, the 1/4-mile time:
D 1,675 9.8 A. increased only.
B. decreased only.
E 2,013 12.3 C. increased, then decreased.
D. decreased, then increased.
Study 2 28. Before the study, one of the students hypothesized
One of the five cars from Study 1 was selected. that the car with the lightest mass would yield the
The supercharger component of the car was altered five fastest time. Do the results of Study 1 support this
different times. One student stood by and measured the claim?
time it took for the other student to accelerate from rest F. Yes; Car E had the lightest mass and yielded
and travel the 1/4-mile track. The students recorded their the slowest time.
data in Table 2. G. Yes; Car C had the lightest mass and yielded
the fastest time.
Table 2 H. No; Car C had the lightest mass and yielded
Trial Supercharger (cfm) 1/4-mile time (s) the slowest time.
J. N o ; Car E had the lightest mass and yielded
1 750 12.3 the fastest time.
2 825 12.0
29. Suppose an additional trial had been tested with
3 900 11.6 a 950 cfm supercharger. Based on the results of
11.2 Study 2, the 1/4-mile time would most likely be
4 1,000
closest to which of the following?
5 1,050 10.9 A. 11.2 cfm
B. 11.4 cfm
C. 11.6 cfm
D. 11.8 cfm
30. Based on Studies 1 and 2, which car was used in 32. Based on Studies 1 and 3, which car was used in
Study 2? Study 3?
F. Car A F. Car A
G. Car B G. Car B
H. Car H. Car C
J. Cannot be determined from the given infor- J. Cannot be determined from the given infor-
mation mation
31. Which variable had the same value throughout 33. Suppose the procedure in Study 1 for Car E had
Study 1, but did not have the same value through- been repeated, except with a 300 hp engine instead
out Study 3? of a 450 hp engine. Based on the results of Studies
A. Weight (kg) 1 and 2, the 1/4-mile time would most likely have
B. 1/4-mile time (s) been:
C. Supercharger (cfm) A. less than 9.8 s.
D. Engine horsepower (hp) B. between 9.8 s and 10.6 s.
C. between 10.6 s and 12.3 s.
D. greater than 12.3 s.
Experiment 2
Passage V I
Four 100 mL samples of water containing ou
Water pollution occurs when pollutants are dis- the bacteria species from Experiment 1 were collect,
charged into bodies of water. Numerous water treat- The temperatures of the water samples were adjust;
ments are available to cleanse water bodies of unnec- A measuring device was connected to a computer to
essary pollutants. A researcher conducted an experi- culate the survival percentage of the bacteria. A war
ment to test the effectiveness of certain water treatments cleanser was placed in each sample and allowed tu sit!
against unwanted bacteria. for 1 day. A t the same time the next day, the survivai
percentage of the bacteria was measured. The exp%
Experiment / merit was repeated for three different water treatnienC
Four 100 mL samples of clean water at 25°C were (see Figure 2).
each subjected to a different unknown strain of bacteria
(A-D). A measuring device was connected to a computer
to calculate the survival percentage of the bacteria. A
water cleanser was placed in each sample and allowed to EMTreatment I
sit for 1 day. A t the same time the next day, the survival FATreatmentll
percentage of the bacteria was measured. T h e experi- Treatment lfl
ment was repeated for three different water treatements
(see Figure 1). The different pH values of the water treat-
ments are shown in Table 1.
Treatment I
F-1Treatment II
I I I Treatment III
20 2 5 3 0 3 5
Water temperature (C)
Figure 2
34. According to the results Experiment 2, for a given

water treatment, a s the water temperature in-
creased the survival percentage:
F. increased only.
G. decreased only.
Figure 1 H. remained constant.
J. varied, but with no general trend.
35. Based on the results of Experiment 1, which bac-

Table 1 mteerinaseies was most resistant to the water trea
Water treatment pH level t s A .
5 B. Species B
C. Species C
II 7 D. Species D
III 10

36. Bat.,ed on Table 1 and Figure 2, at 20°C, as the pH
level of the water treatment increased, the survival 39. Based on the results of the experiments, which bac-
percenta.ge: teria species was used in Experiment 2?
A. Species A
F. increased only.
G. decreased only. B. Species B
increased, then decreased. C. Species C
j. varied, but with no general trend. D. Species D
37. Which variable had the same value throughout 40. Suppose an additional species, Species E, had
Experiment 1, but did not have the same value yielded a survival percentage of 60% at 25°C with
Treatment II. According to the results of the ex-
throughout Experiment 2?
periments, if the researcher wanted to promote the
A. Bacteria species
growth of Species E, the researcher would use:
B. Survival % F. colder water, because as water temperature
C. Water treatment decreases survival percentage decreases.
D. Water temperature (°C) G. warmer water, because as water temperature
decreases survival percentage decreases.
38. The researcher predicted, for a given treatment, the H. colder water, because as water temperature
highest water temperature would kill the most bac- increases survival percentage decreases.
teria. Do the results of Experiment 2 support this J. warmer water, because as water temperature
claim? increases survival percentage decreases.
F. No; A water temperature of 20°C yielded the
highest survival percentage.
G. No; A water temperature of 35°C yielded the
H. Yes; A water temperature of 20°C yielded the
J. Yes; A water temperature of 35°C yielded the
Michael Cerro I 49
CHAPTER 3
SCIENTIFIC METHOD
3.1 T h e Elements o f an E x p e r i m e n t
CC
What you change, what you measure, everything else is constant.
This chapter focuses on helping you better understand the experiments.. .without reading any of th
There are certainly some questions that require you to find specific locators in the passage. But scientific
4 ,e„.
questions require you to be able to extract the different elements of the experiments efficiently. The t
times, will distract you. e x t
ELEMENT TABLE LOCATION FIGURE LOCATION HOW TO REMEMBER l'1'

vaiabo Left-most column(s) X-axis, Legend "What you change"
p 9 e n d e n t variabig Right-most column(s) Y-axis "What you measure"
(-Constants, Not there Not there "Everything else"
tntro_ u l gro?C
•
5 n/a n/a "Basis of comparison"
Your Objective: Let me walk you through an example analyzing the table below.
First, look at samples 1-3. Notice that theamot

Sample Sun Soil Water (mL) Height (cm) of sun is changing, the soil is constant, the waterisca
1 20% A 100
stant, and the height is being measured. We can
20.1
tinguish between the sun being changed andtheher
2 40% A 100 23.7 being measured because the sun is to the left (inder
3 60% A 100
dent variable) and the height is to the right(depend,.
27.5
variable). Another way to tell the difference isthese
4 20% A 100 20.1 being changed to pretty round numbers and theheigh
5 20% B 100
measured with ugly decimals. If you were toconduct,
17.2
experiment, you would purposely change to prettyroe
6 20% C 100 15.8 numbers (independent variable) and you wouldmesg
7 20% A 100 ugly numbers (dependent variable).
20.1
Now, look at samples 4-6. Notice the sunis
8 20% A 150 22.9 constant and the soil is being changed. In scienceyoul
9 20% A 200 only allowed to change one variable at a time.We(.4!,
25.3
change the sun and the soil simultaneouslybecause.IP
we will not know which variable is causing the hog!.
fluctuate. The independent variable is now the sal;
the dependent variable is still the height. It 18
the dependent variable to be the same for
studies.
We did all of this without needing anY
You can do the same for samples 7-9. diffo

Objective: Answer the questions below u • t h e same table.
your
SCIENTIFIC METHOD EXAMPLE 1
sun Soil Water (mL) Height (cm)

QUESTIONS
1.
A 100 20.1 Based on Samples 7-9, which element represents the
1 independent variable?
40% A 100 23.7 A. Sun
2 13. Soil
60% A 100 27.5
3 C. Water (mL)
20% A 100 20.1. D. Height (cm)
4
20% 100 17.2 2.
5 Based on Samples 7-9, which element represents the
20% 100 dependent variable?
6 15.8 F. S u n
7 20% A 100 20.1 G. Soil
A 150 H. Water (mL)
8 20% 22.9 J. Height (cm)
9 20% A 200 25.3
3.
Based on Samples 7-9, which element(s)
represent
constants? (more than one answer may be correct)
A. Sun
B. Soil
C. Water (mL)
D. Height (cm)
Your Objective: L e t me walk you through an example analyzing the figure below.
First, look at the legend (pH) and the x-axis (time).

• pH 5 Both can be considered independent variables because
OpH 7 they are both being purposely changed. However, when
• pH you see time as your x-axis, we want to ignore it. For
the purpose of taking this test it is not optimal for us to
think of time as our independent variable. When looking
at this figure, understand that pH is the variable be-
ing purposely changed and concentration (kg/L) is being
measured.
Do you notice any other variables besides pH, ex-
posure time, and concentration? How about water tem-
perature? O r air pressure? No? I f you are looking for
additional variables because of a locator in a question
and the locator directs you to a figure where you cannot
810 find those variables, then you know they are constants.
We can look at the figure to the left and deduce that
anything besides pH, exposure time, and concentration,
is constant.. .without needing any text yet again!
10 2 0 3 0 4 0 50 So, when you look at a figure, find what is being
exposure time (min) 4C changed, what is being measured, and then understand
that everything else is constant.
Michael Cerro I 53
Your Objective: Answer the scientific method questions concerning the figure below.
QUESTIONS
SCIENTIFICMETHODEXAMPLE 2
4. Based on the figure, which element re 'Nese
Treatment 1 independent variable?
I 'Treatment 11 F. Water temperature (°C)
I I I I Treatment III G. survival %
H. A i r humidity
100
J. A i r pressure
80 5. Based on the figure, which element represen

pendent variable'? a r t ,
60 A. Water temperature (°C)
-a B. survival %
C. Treatment type
40 D. A i r pressure
20 6. Bused on the figure, which element represent,

constant?
i I I i F. Water temperature (°C)
0 30 35 G. survival %
20 25
Water temperature CC) H . Treatment type
J. A i r pressure
The control group is best identified from experience. A good way to define a control group is it's the bat
comparison. Let's say you are changing the amount of water you give plants and measuring their growth
order to compare the r o ,th r o erlv you need to have one l a n t that does not receive any water. That isi
control group. ,=',c-t:',1M1411***-41intriAtoylik0-4010,11it,0004110011tritlai P'its . I f you genetically du
a tomato.. .you need a normal tomato. I f you plant different types of enhanced fertilizer in fields.. .you needa:
with normal fertilizer. Let's get more comfortable with experiments by coming up with our own!
Your Objective: Create your own experiment. T r y to avoid using a boring science experiment. Get co
and use one of your hobbies. We will use basketball as an example.
ELEMENT MY EXPERIMENT YOUR EXPERIMENT

Independent variable Shoot from different spots on the court
Dependent variable Field goal %
Constants The person, the ball, weather
Control group The free-throw line shot

CHAPTER 4
BEATING THE LAST QUESTIONS

4.1 I n v e r s e Trends
4
GG ) )
Early questions like direct trends, late questions like inverse trends.
An inverse trend feels a bit more complex than a direct trend. After reading a figure and seeing the vain .
there is a tendency to want to pick the answer choice that also increases. This works well early on :111N
But, as you progress towards the later quetsions, and specifically the last question, the ACT Science se(arlIk
to use inverse trends. 1 ° 4 °
There are some inverse trends that you are used to identifying. For example, the faster you drive to your d(t.
the less time it will take to get there. However, there arc also a lot of inverse trends in science that you illki
familiar with. These trends tend to be at the center of last questions. So, when you see a value increasinar.
question, lean towards the answer choice that is decreasing. This will riot work 100% of the time, hut it wigi:h.
the vast majority of the time. I f you are certain you understand the science behind the question, then go ‘‘itill!
answer choice you feel confident picking. However, if you get in trouble always go with the inverse trend
Your Objective: The problems below are indicative of ones typically found as the last question of apassat
Study 1
A student performed an experiment to measure the 1. Suppose that, in a new study, the studentused
temperature of a beaker of water over time. The student hot plate to heat 400 mL of water. Basedon
measured 200 mL of water and placed the beaker in a Figure 1 and other information provided, at
freezer at -2°C. A thermometer was placed inside of the time = 6 s, the temperature of the water insidedip
beaker and the temperature was recorded every 2 seconds beaker would most likely be:
(Trial 1). Then, the student measured 200 mL of water A. less than 5°C
and placed the beaker on a hot plate. The hot plate was B. between 5°C and 7.5°C
turned to 75% power. A thermometer was placed inside C. between 7.5°C and 10°C
of the beaker and the temperature was recorded every D. greater than 10°C
2 seconds (Trial 2). The student recorded the results in
Figure 1.
—N—Trial 1
The questions below do not refer to any set ofdata.
- e - Trial 2
2. A s acceleration increases, will the time it takesa
object to reach the bottom of an inclined planein-
crease or decrease, and why?
F. Decrease, because velocity will decrease.
G. Increase, because velocity will decrease.
H. Decrease, because velocity will increase.
J. Increase, because velocity will increase.
3. T h e LED would best conduct electricity if theresis•

tance of the circuit equaled which of the followa
values?
A. 2 0 Q
B. 30 Q
6 C. 40 Q
time (s)
D. 5 0 l
Figure 1

4.2 Anticipating the Extra Step
GG ) 1
Logic is the beginning of wisdom, not the end. — LEONARD N1MOY
L aquestions
Last h a v e a certain logic to them. Typically they require exactly two steps. The first step is relatively
-- F o r examPle, finding a value on a figure or table. The second step requires a bit more work. For example,
eal'ying an inverse trend from a different study to the value in the first step. However, we can skip this second
sa
.P
thinkin about the structure of the answer choices. Sometimes your initial value splits the answer choices
i etPop t b l y v o g
groups: answer choices that are higher than your value and answer choices that are lower than your value.
u
you did the question correctly there will be one answer choice in one group and three answer choices in the other
If
grup. Whichever group holds only one answer choice is the correct answer.
So, why does this work? The exam is testing your knowledge about number behavior and identifying trends, but
e do not want you to calculate an exact value. They just want you to figure out whether the answer would
they
increase or decrease from that initial value. I t is impossible, then, for them to have a correct answer and structure
the answer choices any way else. Let's give it a shot!
*For the first problem listed below notice how the initial value for survival % for Species B using Treatment 2 is
40%. There are three answer choices smaller than 40%, but only one larger than 40%. The larger answer choice
is correct.
Your Objective: Anticipate the extra step on the problems below.
4. Suppose Treatment 2 were repeated, except the

bacteria species were shielded from all sources of
F l Treatment 1
light. Based on Figure 1, the survival % for species
Tr e a t m e n t 2
B would most likely be:
IMITreatment 3 F. less than 20%.
100 G. between 20% and 30%.
H. between 30% and 40%.
J. greater than 40%.
80
bacteria species were placed i n smaller groups.
Based on Figure 1, the survival % for species C
would most likely be:
A. less than 60%.
B. between 60% and 70%.
C. between 70% and 80%.
20
D. greater than 80%.

B C bacteria species were given a more concentrated
species food medium. Based on Figure 1, the survival %
Figure 1 for species D would most likely be:
F. less than 80%.
G. between 80% and 85%.
H. between 85% and 90%.
J. greater than 90%.
Michael Cerro 5 7
4.3 O u t s i d e Knowledge
CC ) )
The greatest enemy of knowledge is not ignorance, i t is the illusion of knowledge. STEpqN
Outside knowledge questions on the ACT are easy to identify. T h e y typically, nowadays, appear as
question of some of the passages in a section and have science terms or equations as answer choic..._.
us I t is the
to quickly identify an outside knowledge question so time is not wasted going back to the passage attenIN
locate the correct answer. I f you know the correct answer, great! I f you do not, then guess and ineviniltillg
NEED NOT be a science master to do well on ACT Science. This represents a small fraction of questionsne:11'
on the exam. Feel free to glance over the cheat sheet on the next page, but do not feel the need to inemor'es%
ize
Below are outside knowledge questions that may appear in a passage, but do not need the information in
to be answered correctly.
Your Objective: Answer the outside knowledge questions below.
7. W h e n honeybees synthesize proteins, the RNA ge- 11. The salt used b y the experimenter createsat
netic code is converted into a long polypeptide ionic bond when placed in solution. I f a differft
chain. Which of the following molecules represent molecule were chosen for the experiment, theex.
the building blocks of this polypeptide chain? perimenter would choose which molecule tocrean
A. AT P a similar type of bond?
B. D N A A. NaCl
C. Carbohydrates B. CO2
D. Amino acids C.03
D. C3H603
8. T h e plants atop the green roof absorb and release
various molecules and forms of energy. Which equa- 12. A t the end of the experiment, the studentsneutra
tion best represents the exchange of molecules be- ized the acidic solution in the beaker with anla
tween the plants and the atmosphere? known solution. What was the pH of theunknont
F. light + sugar + water —>CO2 + 02 solution used by the students?
G. light + water -4 CO2 + 02 + sugar F. p 11 3
H. light + water + CO2 -4 sugar + 02 G. p H 5
J. l i g h t + water --4 CO2 + sugar + 02 H. p H 7
J. p H 9
9. A protein channel, which facilitates diffusion, helps
starch molecules pass through a semi-permeable 13. When calculating the weight of the object, thestif
barrier. Which component of the cell do starch dents multiplied the mass of the object by thegrav
molecules pass through? ity of Earth, g. What value of g did the student:
A. Lysosomes use?
B. Mitochondria A. 1.0 rnis2
C. Cell membrane
B. 4.9 m/s2
D. Endoplastic Reticulum
C. 9.8 m/s2
D. 12.0 m/s2
10. Monosaccharides are the basic form of carbohy-
drates and are organic molecules. Which molecule
represents a monosaccharide?
F. NaC1
G. CO2
H.03
J. C3H603

There h o w e v e r, certain topics in science that are beneficial to know in preparation for this exam (genetics
nowing the basic terminology of these topics will help you move through the passages with more
euer''
confidence.
(ThTsIDE KNOWLEDGE CHEAT SHEET
GENETICS
ENERGY
DOIiiifiant alleles: Capital letters (T) Potential energy: Energy at rest. There is typically more
Ressessivealleles: Lowercase letters (t) potential energy at higher heights and objects at rest.
Heterozygous: Two different alleles (Tt)
Homozygous: Two similar alleles (TT) Kinetic energy: Energy in motion. There is typically more
kinetic energy at lower heights and higher speeds.
*Knowhow to construct a Punnett square. Assume we are
crossing: Bb x bb. The Punnett square would be:
B b
b Bb bb
b Bb bb
Assumewe are crossing BbRr x bbrr. Constructing two

Punnett squares is best:
B b R .
b Bb bb r l i z Tr
b Bb b b r H r rr T h e cart at Point A has more potential energy and less
kinetic energy than the cart at Point B. /
BIOLOGY CHEMISTRY PHYSICS

Gametes: sex cells, which hold half the Freezing point of 1120 = 0°C Total mechanical energy: the sum of
number of chromosomes potential and kinetic energy of an ob-
Boiling point of H20 = 100°C ject
ATP: primary source of energy, pro-
duced by mitochondria Solubility: T h e property of a solute Velocity equation: d = vt
(salt) to dissolve in a solvent (H20) to
Amino acids: building blocks of pro- form a solution Forces: gravity pulls down towards
tein, contain nitrogen (N) Earth and frictional forces are opposite
Radiation: energy lea'ves an object the direction of motion
Starch: sugars through a material medium
Circuit units: voltage (volts—V), cur-
Gene: a combination of related alleles Convection: energy leaves an object' rent (amps—A), resistance (ohms—SO
via circulation in fluids
Alleles: the individual pieces of a gene Current and resistance have an inverse
Conduction: energy leaves an object relationship
Endotherms: warm-blooded 'Via direct contant with another object
Positive and negative signs denote di-
Ectotherms: cold-blooded *Understand chemical equations: rection, not magnitude. For example,
-5 m/s is faster than 2 m/s.
Vertebrates: organisms that have back- 3112 N 2 -4 2NI-13
bones Like charges and poles repel, unlike
charges and poles attract.
If 6 moles of hydrogen gas are con-
Invertebrates: organisms that do not sumed, how many moles of ammonia
havebackbones
are produced? [4]
Michael Cerro I 59
chapters 3 and 4 Test: Scientific M e t h o d and Last Questions
chapter test you are about to take will test your knowledge on the skills introduced in the first four chapters.
Tilc i f f be tested on the full slate of questions presented in the ACT Science section. Use this chapter test a.s the
111' 11%- test to measure how comfortable you are tackling ACT Science.
first real
Afew reminders about what you learned in Chapters 3 and 4:
Remernber the elements of an experiment: "What are they changing and what are they measuring?"
1.
2. Look for inverse trends on late questions in passages.
3. Anticipate the second step when dealing with last questions. T h e first step will be there as an incorrect
answer choice.
4. Sometimes it is all about outside knowledge. I f you know it, great. I f not, leave it up to the science Gods.
5. And never forget to, when you get in trouble, stick to our main approach: Finding Waldo.
Good luck!
Michael Cerro I 6
SCIENCE
35 Minutes-- 40 Questions
DIRECTIONS: There are six passages i n this test.

sary.
Passage I Cross 3
Two pea plants, each with genotype YyRi.,wer,
crossed. T h e genotype, color phenotype, shape pherii
A cross-breeding experiment of common pea plants type, and number of offspring are shown in Table 3.
(Pisum sativum) was maducted. T h i s species of pea
plant can have the color yellow or green, and its shape
Table 3
can be round or wrinkled. Pea color in Pisum sativum is
controlled by Gene Y, which has 2 alleles, Y and y. Pea Color Shape Numberof
shape in Pisum sativum is controlled by Gene R, which Genotype
has 2 alleles, R and r. phenotype phenotype offspring
YYRR yellow round 25
Cross I
Two yellow pea plants, each with genotype Yy, were YYRr yellow round 50
crossed. The color phenotypes and number of offspring
are shown in Table 1. YYrr yellow wrinkled 11
YyRR yellow round 48
Table 1
YyRr yellow round 125
Color phenotype Number of offspring
Yyrr yellow wrinkled 50
yellow 295
yyRR green round 231
green 105
yyRr green round 52
yyrr . green wrinkled 16
Cross 2
Two round pea plants, each with genotype Rr, were
crossed. T h e shape phenotype and number of offspring
are shown in Table 2.
Table 2 1. What was the genotype for Gene Y in the offsprig

from Cross 2?
Shape phenotype Number of offspring A. Y Y only
round B. Y y only
301
C. B o t h Y Y and Y y
wrinkled 99 D. Cannot be determined from the experiment.

The percent of offspring from Cross 1 that were 5. A graduate student hypothesized that about half
green in color was closest to which of the following? of the offspring from Cross 3 would be yellow awl
F. 25% round. Are the results of Cross 3 consistent, with
G. % the student's hypothesis?
A. Yes; There were 400 total offspring and close
J. 90% to 200 were yellow and round.
B. Yes; There were 500 total offspring and close
Ba,sed on the results of Cross 1 and 2, which phe- to 250 were yellow and round.
3.
noty-pes are recessive traits? C. No; There were 400 total offspring and close
A. yellow and round to 250 were yellow and round.
B. yellow and wrinkled D. No; There were 500 total offspring and close
c. green and round to 200 were yellow and round.
D. green and wrinkled
6. Assume a green and wrinkled Pisum sativum plant
4. Suppose a scientist wants to produce yellow and is crossed with a green and round Pisum sativum
wrinkled Pisum sativum plants. Based on the re- plant. W h a t percent of offspring will yield the
sults of Cross 3, which of the following crosses yyRR phenotype?
would only produce offspring with these pheno- F. 0 %
types? G. 25%
F. YYrr and Yyrr H. 50 %
G. YYRr and Yyrr J. 100%
YYRR and Yyrr
J. yyrr and Yyrr
Michael Cerro I 63
-
yl
Passage I I
For Trials 1-4, graduate students nu„
load:lo(f)odNiffienrei2nt,awndeigp,slo•k(%rlikisst,
Graduate students conducted an experiment to in- eachIpSnitpuedbearingt, E
vestigate the stiffness of cylindrical pipes based on vari-
ous physical properties.
Table 1
Throughout each trial, a 10 kg pipe was fixed at Trial W (N) D (10-3 in)
both ends with clamps. A load of weight, W, measured
in Newtons (N), was placed on the center of each pipe. 1 30 2.5
The pipes were measured for the extent of deformation, 2 40 3.3
D, which was recorded in 10-3 in (see Figure 1). After
the amount of bend was measured, the load was removed. 3 5()
4.2
The experiment was repeated for various ambient room 1 (ill 5.1
temperatures, T.
Study 2
For Thais 5-8, graduate studentsmeasurpdh.
four different pipes, each having a different E
2). The pipes were labeled A-D. In eachtrial,w
N and T = 25°C.
• T a b l e 2
Trial Label E (N/m2) D (10-3 ni)-
5 A 50 4.7
Figure 1
6 B 100 ' 2.5
7 C 150 1.3
Young's modulus, E, is a physical parameter of an 8 D 200 0.6
elastic solid. I t measures the force per unit area that
is needed to compress a material and is calculated as
follows. Study 3
For Trials 9-12, graduate studentsmeasuredD
tensile stress pipes while changing the air temperature oftheroom
E=
extensional strain Table 3). In each trial, W = 30 N and E =100Nil
The graduate students repeated the experiment for

Table 3
various unknown metals (A -D), each with a different
value of E. Trial T (*C) D (10-3 ni)
9 25 2.5
10 26 2.8
11 27 3.1
12 28 3.4
Act,ording to the results of Study 1, as the load 11.
'' aced on the center of the pipe increased, D: The graduate students wanted to set up conditions
that would result in the lowest extent of deforma-
A. increased only.
tion. Based on the results of Studies 1 and 3, which
B. decreased only.
c. increased, then decreased. conditions listed below would the students choose?
D. varied, but with no general trend. A. A load of 20 N and a laboratory temperature
of 20°C
in Study 2, an additional trial were con- B. A load of 25 N and a laboratory temperature
s ductSuPPedwhere E ---,- 175 N/m2. T h e value for D of 20°C
C. A load of 25 N and a laboratory temperature
would most likely have been: of 25°C
F. 0.6 x 10-3 m
D. A load of 30 N and a laboratory temperature
G. 0.9 x 10-3 m of 25°C
1.3 x 10-3 m
J. 1.7 x 10-3 m 12. Which variable had the same value for all trials
tested in Study 2, but did not have the same for all
9. In physics textbooks, the amount of work done on a trials tested in Study 1?
system is calculated as W x D. Which trial yielded F. The load on the pipe, W (N)
the greatest amount of work? G. Young's modulus, E (N/m2)
A. Trial 1 H. Laboratory air temperature, T (°C)
B. Trial 5 J. Extent of deformation, D (10-3m)
C. Trial 8
D. Trial 9 13. According to the information provided, the force
due to gravity acting on each pipe during the ex-
10.The pipe tested in Study 1 was most likely made periment was closest to which of the following?
up of which metal? A. 1 0 N
F. Metal A B. 5 0 N
G. Metal B C. 100 N
H. Metal C D. 1 5 0 N
J. Metal D
Michael Cerro I 65
Passage I I I
Electrical circuits are connmtions of electrical el-

ements, such as resistors, voltage sources, and current
sources. Physics students studied the relationship be-
tween voltage, electrical current, and electrical resistance
using the circuit shown in Figure 1.
15
A Ammeter '0. 10,

El
ii
— Battery
Voltmeter N I )
Electrical
Device
a.a e a
a
00 1 2 3
E (V)
Figure 1 Figure 3
The students measured the electrical current, I ,

flowing through 3 circuit devices — a filament lamp, an
LED, and a diode - - as a function of voltage, E. A t each
voltage the students also measured the electrical resis-
tance, R, of each circuit device.
Figure 2 shows the data collected comparing I, in

milliamperes (mA) and c, in volts (V) for each device.
Figure 3 shows the data collected comparing R, in ohms
(Si) and c, in volts (V) for each device.
14. According to Figure 3, for each device tested,&
the voltage (c) increased, R:
—»—Filament Lamp F. increased only.
- e - LED G. decreased only.
•••0•• Diode H. remained constant.
10 J. varied, but with no general trend.
15. According t o Figure 2, a t a voltage of 5. V. th'

8 current flowing through the diode would becic6e5
to which of the following?
A. 1 m A
B. 8 mA
C. 1 0 mA
' D . 1 4 mA
4:;,-
a _ 0 e. a - 0-
e -43" a
--e,--
ODD e -c-y 4)-
-o-

nasedon Figures 2 and 3, for each device tested,
16'at,'" the resistance decreased, the current fl 19. I n physics, if the ratio of voltage, e, to resistance,
through the device: I?, of an electrical device is constant, the device is
F. increased only. said to be "ohmic". A student argued that the LED
decreased only. device should be considered ohmic. Does Figure 3
increased, then decreased. support the student's statement?
.1.decreased, then increased. A. Yes; The diode shows a linear relationship be-
tween voltage and resistance.
17.Basedon Figures 2 and 3, at a resistance of 5SZ, the B. Yes; The diode shows a nonlinear relationship
current, 1, flowing through the LED is most likely: between voltage and resistance.
A. less than 1 mA. C. No; The diode shows a linear relationship be-
B. between 1 mA and 2 mA. tween voltage and resistance.
C. between 2 mA and 3 mA. D. No; The diode shows a nonlinear relationship
D. greater than 4 mA. between voltage and resistance.
18.According to Figure 2, which variables were inten- 20. According to Figure 3, at a given e, which electri-
tionally varied? cal device conducted the least amount of electrical
current?
F. The electrical current and the voltage
F. T h e filament lamp
G. The electrical current and the type of electri- G. The LED
cal device H. The Diode
H. The voltage and the type of electrical device J. A l l three devices conducted identical amounts
J. The voltage and the resistance of electrical current.
Passage I V
The serpentinization reaction occurs in the absence _t)cao

il n
of atmospheric oxygen (02) and leads to the formation "'Cation ,
LOCati
of magnetite (Fe304):
-
3Fe2SiO4 2 H 2 0 --* 2F0304 + 3Si02 3 H 2
This reaction can be found in places far away from

the Earth's atmosphere, typically deep in ocean waters
(see Figure 1). Olivine (Fe2SiO4) is unstable in seawater
and reacts to form the mineral magnetite. T h e produc-
tion of 112, which seeps out of the rocks, provides vital
energy sources for surrounding microbial species.
20 4 0 6 0 8 0
air H2 concentration (g/m3)
Figure 2
ocean surface
seawater H 2 gas rises

Table 1
20 m Location Olivine concentration (kg/m3)
formation of magnetite
A 10,201
B 15,038
C 27,402
Figure 1 D 9,293
Scientists conducted a study to measure the differ-

ent quantities of H2 gas resulting from serpentinization Study 2
in 4 different locations within the Pacific Ocean. The scientists repeated the sameprocedureft(
Study 1, except a device which measures theconcept
tion of silicon dioxide (SiO2) was utilized. After(
Study 1 lecting the device from the same four locations,they
A device which measures the concentration of hy- teed it had been damaged and the dataunreadable:.1
drogen gas within a 10 m circular radius of water was scientists hypothesized that the concentration ofs.lh'
placed in 4 different locations within the Pacific Ocean. dioxide would directly correlate to the concentratior
The locations had known quantities of Olivine on the hydrogen gas.
ocean floor. After a period 10 days, the devices were col-
lected and the concentration of hydrogen gas at various
depths was recorded (see Figure 2). The various concen-
trations of Olivine within a 10 m radius of the measuring
device are tabulated in Table 1.
on the results of Study 1, as the concentra-
25.
21.13.00of olivine increases, the concentration of H2 at Consider a 10 m3 sample of water from Location
dtlepthsgreater than 0 m: B at a depth of 20 m below the ocean-air surface.
4. increa
s e s only. How
0. decreases only. in themany grams of hydrogen gas would be present
sample?
c. varies, but with no general trend. A. 10 g
B. 70g
D.remains constant.
C. 100 g
nasedon the description of Study 1, the device D. 700g
22.1) a r e a of approximately how many square
coveredan
!peters? 26. Suppose a 5 m3 sample of water from Location D
571.in2 at a depth of 15 m below the ocean air surface were
F. mixed with a 5 m3 sample of water from Location A
G.101"m2
11.507r m2 at a depth of 15 m. The concentration of hydrogen
j. 1007r m2 gas in the resulting solution would be closest to
which of the following?
F. 10 g/m3
23.Basedon Figure 2, the hydrogen gas concentration,
G. 20-g/m3
ing/m3, for Location B at a depth of 25 m would
H. 30 g/m3
beclosest to which of the following? J. 4 0 g/m3
A. 60 g/m3
B. 75 g/m3 27. Based on the balanced chemical equation in the
C. 90 g/m3 passage, as 6 moles of olivine are consumed, how
D. 105 g/m3 many moles of magnetite are produced?
A. 2
24.According to Figure 2, over the first 20 m below the B.4
ocean-air surface, how did the hydrogen gas con- C.6
centration at Location B compare to the hydrogen D.8
gasconcentration at Location A? The hydrogen gas
concentration at Location B was:
F. less at each depth.
G. greater at each depth.
H. less at some depths but greater at all other
depths.
J. greater at some depths but lesser at all other
depths.
Passage V
1
The N B gene milt roLs hung(4, and appetite in blow
flies (family (?alliphoridae). The normal form oft his gene
(H) produces regular hunger habits. A mutated form
(11-) causes abnormal behavior. 10(
Scientists st udied I he hunger patterns and survival
of blow flies that had genotvpes 1111. HH t i n d 11 1-1 80
Figure 1 showsfor
exploration the amount
f o oof d searchmg (duration
of food) conducted by I he blow flies per
day. Figure 2 shows the number of food searching events 60
conducted by the blow flies per day. Figure 3 shows how
percent survival varied with age for each genotype. 40
20
10 2 0 3 0
age (days)
Figure 3
percentsurvial
28. Based on Figures 2 and 3, the blow flies thatexinb.

HH H H - 1 1 - H - ited the most food searching events in a dayhada
genotype maximum life span of:
F. 2 0 days
Figure 1 G. 35 days
H. 50 days
J. 6 5 days
29. According to Figure 1 and other informationpm.

'laded, does a blow fly with two normal allelesIs
the HgR gene spend more or less time exploringfor
food than a blow fly with two abnormal alleles?
A. More time; According to Figure 1, theblow
flies with genotype HH spent the most tins
searching for food.
B. Less time; According to Figure 1, the blow
flies with genotype HH spent the most no
HH H H - H - H - searching for food.
genotype
C. More time; According to Figure 1, theblow
with genotypefotoyrpfeooHi.H- spent the na
Figure 2
time
D. Less time; According to Figure 1, thebkns
timeflieswseiatrhchgineoftoyrp feooHd-. s p e n t the wog

vordiitivng to Figurefli 2, the food searching events
30. • f o r blow e s with the HH genotype was 32. Suppose a blow fly with genotype HH is crossed
Pflepr:Lxiniatelyhow many times as great as that for with a blow fly with genotype 11- H . Assume 200
'[,i0.‘vttlies with the I -1-H- genotype? offspring are produed. Based on Figure 3, the num-
F. 2 ber of offspring that will survive at the end of 40
G. 3 days will most likely be closest to which of the fol-
lowing?
0. 5 F. 0
J. 10
G. 20
Astudent hypothesized that the blow flies with the H. 40
31.mutated alleles of the HgR gene would live longer J. 6 0
than blow flies with the normal form of the HgR
aene. Do the results of the study support this hy- 33. Suppose a certain population of blow flies all con-
pothesis? tained the genotype HH. If this population were
A. yes; Blow flies with the HH genotype lived forced to mate with a different population that only
the longest. contained the genotypelt , based on Figure 3,
B. yes; Blow flies with the H f t - genotype lived the average life span of resulting offspring would
be:
the longest.
A. less than 35 days.
C. No; Blow flies with the HH genotype lived
B. between 35 and 40 days.
the longest. C. between 40 and 50 days.
D. No; Blow flies with the H H - genotype lived D. greater than 50 days.
the longest.
T7h(e,n2ptro
Experiment
Passage V I from Experiment 1wasr_
('('pt the initial height, H, of the sphereswas
Physics students perlbrmed tlu.‘ following experi- 9 trials conducted are shown below in Table2kte,.1
ments in their science (lass:
Table 2
Sphere H (m) Spring compri '&S1on ( t h :
A 2 0.18
A 3 • 0 . 2 7
A 4 0.36
B 2 0.42
1 B 3 0.63
I 4 OM
(! 2 0.60
C 3 0.90
C 4 1.20
Figure 1 Experiment 3
The procedure from Experiment 1wasrepestk,1
cept the spring was moved 0.5 m away fromtheh,
Experiment I of the quarter-pipe. The students measuredtheavera
A quarter-pipe ramp was setup on a long table in spring compression for each sphere. The results d.:
the classroom (see Figure 1). A spring, with spring con- experiment are shown in Table 3.
stant k = 100 N/m, was fixed at the bottom of the ramp.
Three different spheres — Sphere A (1 kg), Sphere B (2
Table 3
kg), and Sphere C (3 kg) — were dropped from the same
initial height, H, of 1 m. The compression of the spring Sphere Average spring compression(m)
was recorded for multiple trials and the average com-
pression calculated for each sphere. The results of the A 0.04
experiment are shown in Table 1. 0.10
0.13
Table 1
Sphere Average spring compression (m)
A 0.09
0.21
0.30

on the passages which sphere, A or B, had
ri
n sed 38. One of the students hypothesized that the sphere
34.11-plarger force due to gravity? with the greatest mass would reach the bottom of
sphere A, because it had the lesser mass.
the ramp with the most kinetic energy. D o the
G,Sphere A, because it had the greater mass. results of Experiment 3 support the student's hy-
0: sphere B, because it had the lesser mass. pothesis?
j. Sphere B, because it had the greater mass. F. Yes; Sphere C, which had the greatest mass,
produced the greatest average spring com-
35.suppose 250 N of force was applied to the spring pression.
usedin Experiment 1. Based on the description of G. Yes; Sphere A, which had the lowest mass,
Experiment 1, how many meters would the spring produced the lowest average spring compres-
compress? sion.
A. 2.5 in H. No; Sphere C, which had the greatest mass,
B. 10 in produced the greatest average spring com-
C.1(X) in pression.
D. 250m J. N o ; Sphere A, which had the lowest mass,
produced the lowest average spring compres-
36.Basedon Experiment 1, as the mass of the spheres sion.
increased, the average spring compression:
F. increased only. 39. In Experiment 2, while testing Sphere B, what was
G.decreased only. the independent variable and what was the depen-
H. varied, but with no general trend. dent variable of the experiment?
J. remained constant. independent dependent
A. spring compression
37.How did the procedure for measuring the average B.
spring compression in Experiment 3 differ from the C. spring compression
procedure for measuring the spring compression in D.
Experiment 2? The procedure for measuring aver-
agespring compression in Experiment 3: 40. The gravitational potential energy, GPE, of an ob-
A. required changing the initial height o f each ject is defined as GPE = mgH, where m is the
sphere, whereas the procedure of Experiment mass of the object, g is the acceleration due to grav-
2required changing the type of spring. ity (approximately 10 m/s2), and H is the initial
B. required changing the initial height o f each height of the object. Based on the description of
sphere, whereas the procedure of Experiment Experiment 1, the gravitational potential energy of
2required changing the location of the spring. Sphere C, at the start of the experiment, was:
C.required changing the location of the spring, F. 1 0 J
whereas the procedure o f Experiment 2 re- G. 20 J
quired changing the initial height o f each H. 30 J
sphere, J. 4 0 3
a required changing the location of the spring,
Whereas the procedure of Experiment 2 re-
quired changing the type of spring.
CHAPTER 5
ATTACKING CONFLICTING VIEWPOINTS

5.1 step One
GG
In our experience, the conflicting viewpoints passage is the most polarizing of all the ACT
Students find it to be either
Use the most
the same challenging
approach you didorwith
the figures
easiest and
passage of now
tables' themjust
all. rwefi
This
itnhipass,‘ scieke i
edntetztra:.:1:):::
different than all of the other passages. However, we assure you that approaching it in 0,:ge
you've approached all other passage types will go a long way. " ' l e saite 041)i,
We recommend that some students skip this passage and save it for last. Doing so may h-eIshelpful t
on how much you like or dislike the passage. And although our mindset regarding lzovictahtotritseacnodnwfils:Isti,evkit
true, there are indeed some minor differences. This chapter will walk you through a PProachtoat
this passage with purpose.
r e al-Wity—s-rec-ominend jninphig straight to the questions... except when dealing

:'. assage, that is.. Before you look at Ow questions, read the last sentence .„of the
ihe first sentence o f each viewpoint. 4The last sentence of the introduction gives an overview of
si;intists, students, or hypotheses are about to debate. The first sentence of each viewpoint typici wrilal.
the main difference between these viewpoints. Then, having properly oriented yourself with thepassagY,'"(1.1
the questions. e . Mt
Your Objective: Answer the questions below based on the first sentences of each viewpoint.
CONFLICTING VIEWPOINTS EXAMPLE 1 QUESTIONS
The sky's blue hue was a popular topic of conver- 1. W h i c h scientist, if any, would assert thattheCOIT
sation in the early 17th century. Three 17th century sci- of the sky is dependent upon Earth'soceans?
entists attempt to explain the color of the sky. A. Scientist 1
B. Scientist 2
Scientist 1 C. Scientist 3
The sky is blue because light from the sun reflects D. None of the scientists
off of ocean waters. At night, when no sunlight is present,
the sky is black.
2. W h i c h scientist, if any, would assert thattheoil
Scientist 2 of the sky is dependent upon Earth'sclouds?
F. Scientist 1
The sky is blue because shorter wavelengths of light
scatter more strongly. The color blue has the shortest G. Scientist 2
wavelength, and therefore scatters prominently through- H. Scientist 3
out the sky. J. N o n e of the scientists
Scientist 3 3. W h i c h scientist(s), i f any, would assert thati

I agree with Scientist 2, but with one exception. color of the sky is dependent upon thediffer''
The color of the sky is actually a mixture of short wave- wavelengths of light?
lengths, largely comprised o f t a l a n d reenj A. Scientist 2 only
B. Scientists 1 and 2
C. Scientists 2 and 3
D. None of the scientists
76 For the Love of AcT Science

Stec' T w o
r
J.
w given yourself a solid foundation with which to tackle the questions of a conflicting viewpoints
thatlet's
N:sage, YOUa`-'k0l p
a layer
h r a of
s estrategy to pas.
s in the our approach. L e p Two is the idea that phrases in the questions hay/
sages., When you read through a Conti. • •
el)xact c°I.creiP ictingand
viewpoints
o renhum.idthee problem. Instead, search for important key words or phrases then findquestion do
those words
in the passage.
orPhral'('
your ° bective:
j Answer the questions below by finding corresponding phrases in both the questions and the
Passage.
CONFLICTINGVIEWPOINTS EXAMPLE; 2
QUESTIONS
Thesky's blue hue was a popular topic of conver-
4. T h e present day electromagnetic spectrum shows
sationin the early 17th century. Three 17th century sci_
the color purple to have the shortest wavelength.
mastsattempt to explain the color of the sky.
This evidence weakens, if at all, the viewpoint of
which scientist?
Scientist I F. Scientist 1
Thesky is blue because light from the sun reflects G. Scientist 2
offofoceanwaters. Water, which has a high reflective H. Scientist 3
coefficient,is able to reflect most of the light it receives J. None of the scientists
backinto the atmosphere. The majority of the Earth is
coveredin water, creating the sky's rich blue hue during 5. Suppose ocean waters contained a layer .of parti-
theday.However, since some of the light enters the water cles on its surface that yielded a low reflective co-
dueto refraction, not all light is reflected. A t night, when efficient. This discovery would weaken the view-
nosunlight is present, the sky is black. point(s) of which scientist?
A. Scientist 1 only
Scientist2 B. Scientist 2 only
Thesky is blue because the shorter wavelengths of C. Scientists 1 and 2
lightarescattered more strongly. The color blue has the D. Scientists 3 and 4
shortestwavelength, and therefore scatters prominently
throughoutthe sky. The human eye then sees the color 6. Assume that light from the sun is comprised of all
bluewhenlooking towards the sky. wavelengths of light except blue. The present day
• electromagnetic spectrum shows the color purple to
Scientist3
have the shortest wavelength and the color red to
Iagree with Scientist 2, but with two exceptions. have the longest wavelength. Based on this infor-
Bluedoesnot have the shortest wavelength. The color of mation, Scientist 3 would most likely agree that the
theskyis actually a mixture of short wavelengths, largely human eye would perceive the sky as:
onPrised of blue and green. Blue, however, is slightly F. purple, because light from the sun reflects off
Toredominant than green due to its shorter wavelength. of ocean waters.
Furthermore, the human eye will not see the color blue G. red, because light from the sun reflects off of
Z.t11looking closely at the sun. T h e light coming di- ocean waters.
e,IY.f.romthe sun travels a straight path to the human H. purple, because shorter wavelengths of light
.n1ddi
1 1thnisgthe light of scattered particles. The human .are scattered more strongly.
u e a S e l wIs only able
ght, h
to seei longerc wavelengths
h
of J. red, because longer wavelengths of light are
translate to colors like red and orange. scattered more strongly.
•
Michael Cerro 7 7
5.3 T h e I r r e l e v a n t A r g u m e n t
Suppose a question on a conflicting viewpoints passage refers to Viewpoint A. The ACT will often ,.
argument of other viewpoints in the question or answer choices. I f you see these arguments as answer
ain to the viewpoint referred to in the question.r, s ch4icetkit
free to eliminate them since they do not p e r t
the main argument of Viewpoint B in the question, and the question is referring you to Viewpoint IIPPose „ci'isl
the correct answer is typically something along the lines of, "Has no effect on Viewpoint A”.
,
Again, think of the conflicting viewpoints passage as a debate. I f you and your friends are debat'np L
next best baseball player and another person enters the conversation talking about basketball, thelr v i e , .1It Vto
no bearing on your debate. The same goes for questions like these on the A C T. - Polkil.
Yo u r Objective: Answer the irrelevant argument questions below.
CONFLICTINGVIEWPOINTSEXAMPLE, 3 QUESTIONS
The sky's blue hue was a popular topic of conver- 7. Suppose ocean waters dried up and wereeliminated
sation in the early 17th century. Three 17th century sci- from the surface of Earth. What impact, if my
entists attempt to explain the color of the sky. would this have on Scientist 3's explanation? n
A. I t would prove that the explanation iscorrect,
Scientist 1 B. I t would have no impact on the explanation.
The sky is blue because light from the sun reflects C. I t would weaken the explanation.
off of ocean waters. Water, which has a high reflective D. I t would support the explanation, but not
coefficient, is able to reflect most of the light it receives prove that the explanation is correct.
back into the atmosphere. The majority of the Earth is
covered in water, creating the sky's rich blue hue during 8. T h e present day electromagnetic spectrumSI1OP
the day. However, since some of the light enters the water the color purple to have the shortest wavelength.
due to refraction, not all light is reflected. A t night, when How does this information impact, if at all,Scien-
no sunlight is present, the sky is black. tist l's viewpoint?
F. I t would prove that the explanation is correct.
Scientist 2 G. I t would have no impact on the explanation.
The sky is blue because the shorter wavelengths of H. I t would weaken the explanation.
light are scattered more strongly. The color blue has the J. I t would support the explanation, but not
shortest wavelength, and therefore scatters prominently prove that the explanation is correct.
throughout the sky. The human eye then sees the color
blue when looking towards the sky. 9. A student hypothesized that air particles tendto
attract packets o f light that have shorterwave-
Scientist 3
lengths. H o w does this information impact, if at
I agree with Scientist 2, but with two exceptions.
all, Scientist l's viewpoint?
Blue does not have the shortest wavelength. The color of
A. I t would prove that the explanation is correct.
the sky is actually a mixture of short wavelengths, largely
B. I t would have no impact on the explanation.
comprised of blue and green. Blue, however, is slightly
more dominant than green due to its shorter wavelength. C. I t would weaken the explanation.
Furthermore, the human eye will not see the color blue D. I t would support the explanation, but not
when looking closely at the sun. T h e light coming di- prove that the explanation is correct.
rectly from the sun travels a straight path to the human
eye, ridding the light of scattered particles. The human
eye, in this case, is only able to see longer wavelengths of
light, which translate to colors like red and orange.

5.4 Chapter Test: Conflicting Viewpoints
iflicting viewpoints test is a bit different. than previous chapter tests. The following 6 passages are all
TheCul
codictillgl1:‘wpoints passages. y
: 0 practice 011 need
your conflicting not
. time
viewpoints yourself on this chapter test. Instead, use this test as an
approach
opportimi
Rememberyour steps:
Read the last sentence of the introduction, then the first sentence of each viewpoint. The goal is to find the
1.main differences between the viewpoints.
2.Find phrases in the Passages that exactly match those in the questions. Your mission is to locate, not to
comprehe1d.
If you stick to the proper mindset and try to interpret the text just as you did figures and tables in other
passages.your progress will be reflected in this chapter test. I f you find yourself using your comprehensive skills
todetermine correct answers, remember: Doing so may help you in the short run but will certainly limit your
potential to improve your ACT Science score.
Good luck!
Passage I 1. T h e salt solute the teacher added to on
beakers could have been which of thefohowc:Ii.
Apo.wHid2s?
A teacher in a chemistry class placed two beakers
with pure water inside of a fume hood. T h e teacher B. CO2
added a small quantity of salt to one of the beakers and C. NaCI
stirred the solution until the salt solute was completely
D.02
dissolved. Then, the teacher added an unknown solid
metal to the solutions. The metal reacted !wavily with
the salty water, causing a spark, but did not react with 2. W h i c h of the student(s) would agree that tit,
was charged before being placed in th
the pure water. F. Student 1 only eb(„Ltill'ik
The teacher asked three students to explain what G. Students 2 only
had occurml. H. Students 1 and 2
J. Students 2 and 3
3. S t u d e n t l ' s explanation relates best to wh•

Student I periment? 'ehet
The metal lia.s a rough surface that produced fric-
A. A kite flying during a thunderstorm.
tion with the salts in the water. Once the metal touched
B. A ball thrown up in the air.
the salt particles, heat was generated from the frictional
C. A block sliding across sandpaper.
force between the metallic surface and the salts. I t was
this heat which caused the spark in the water. The salts, D. A n acid solution neutralized with abaseso.
lution.
therefore, must have also contained a rough surface to
produce the proper amount of friction. Without any salts
4. D o Students 2 and 3 differ in their explanatiori
present in the pure water, there were no particles avail-
to why a spark occurred?
able to produce friction with the metallic surface.
F. N o ; both students claim the chargedoutpt
Student 2 surface of the metal caused a spark.
The metal has a charged ionic surface that inter- G. No; both students claim the chargedcenterof
acted with the salts in the water. Once the surface of the metal caused a spark.
the metal touched the salty water the positive and nega- H. Yes; Student 2 argues the charged safari,
tive charged particles reacted with one another, causing caused a spark, whereas Student 3arguestit
the spark. T h e metal, therefore, must have contained charged center caused the spark.
a charged center to hold the ions on its surface. W i t h - J. Ye s ; Student 2 argues the chargedcenter
out any charged particles present in the pure water, it is caused a spark, whereas Student 3 arguethe
evident that no reaction would have occurred. charged surface caused the spark.
Student 3 5. Suppose the experiment is repeated withanothe

I agree with Student 2, but with one exception. The metal having a smooth uncharged surface,but3
metal did not contain a charged center. The ionic surface charged center. W h i c h o f the students, ifanv
is held together through ipnic bonds between the charged would claim that this metal would cause aspoil
particles. This forms an outer layer on the surface of the with the salty water?
metal, which reacted with the salt particles in the wa- A. Student 1
ter. Had the metal contained a charged center, it would B. Student 2
have reacted with its own outer layer and grounded any C. Student 3
positive or negative charges on its surface. D. None of the students

is produced when negative and positive
7.
Lightni
6. charged
n g particles in the clouds come in close prox_ Suppose the teacher conducted the same experi-
of one another, creating a spark. W h i c h ment, but used an acetone (C3H60) solvent instead
imity
viewpeint(s) best help to describe the natural pile_ of water in the beakers. Based on the teacher's
noinenon known as lightning? demonstration and the 3 viewpoints, how would
F. Student 1 only this affect the results of the experiment?
G. student 3 only A. N o reaction wmild occur in the salty solution.
0. Students 2 and 3 B. A spark would Occur in the pure acetone so-
lution.
J. A l l of the students
C. T h e salt would dissolve readily in the acetone.
D. Cannot be determined from the given infor-
mation.
Michael Cerro 8 1
Passage I I 8. W h i c h of the scientists, i f c i a i _
atom has a positively charged center7d
Four early 1900s scientists discuss atomic structure, F. Scientists 1 and 2
specifically the architecture of the atom. They attempt G. Scientists 3 and 4
to explain the locations of electrons, protons, and neu- H. A l l of the scientists
trons within an atom. j . N o n e of the scientists
9. The positively charged center of which .

model is most massive? s e i eh,;
Scientist 1 A. Scientist 1 4°11
Atoms consist of positively charged centers called B. Scientist 2
nuclei. Since the nuclei are positively charged, they must C. Scientist 3
contain protons. T h e nucleus of the atom is the most D. Scientist 4
dense, holding the most mass in a tiny space, whereas
the area outside the nucleus is not very dense. Because
10. According to Scientist 1, as one movesfarther
foreign particles do not experience deflection when within
close proximity of an atom, electrons must be located from the center of the nucleus, the density oft:
atom:
outside of the nucleus. T h e location of the neutron is F. increases.
impossible to pinpoint because of its neutral charge. G. decreases.
Scientist 2
J. varies, but with no general trend.
I agree with Scientist 1, but with one exception.
The neutron must be located within the nucleus. T h e
mass-to-volume ratio of the nucleus is too large for the 11. I t was eventually proven that all protonswithinat
nucleus to only contain protons. There must be an addi- atom are located inside the lindens. Thisdiscover;
tional subatomic particle located within the center and, is most inconsistent with which scientist?
A. Scientist 1
due to the positive nature of the nucleus, that particle
B. Scientist 2
cannot be the electron.
C. Scientist 3
Scientist 3 D. Scientist 4
Atoms consist of positively charged centers called
nucleoid regions. The region is not very dense, but does 12. Suppose a neutral metallic ball is brought intocoa
house most of the positively charged subatomic parti- tact with a positively charged rod. Becausecharm
cles. Some protons exist outside of this region, however. of like sign repel one another, more positivepan
Because foreign particles experience high amounts of de- cies aggregate to the center of the ball thantk
flection when within close proximity of an atom, neutrons outer layer. Wo u l d Scientist 3 agree or disap
and electrons must be located outside of the nucleus. The with the distribution of positive particles withinti
electron is too small to cause the high frequency of de- ball, assuming the ball mimics the samemedialia
flections alone. as an atom?
F. Agree, because the center region of theatom
Scientist 4 has more positive particles than the outerre-
I agree with Scientist 3, but with one exception. A n gion.
identical amount of protons exist outside of the nucleoid G. Agree, because the center region of theatom
region, as well as inside. T h e mass-to-volume ratio of has fewer positive particles than theouterre-
the nucleus is too small to house the majority of pro- gion.
tons. Taking into account the high frequency of deflec- H. Disagree, because the center region ofthe
tions outside of the nucleoid region, it is more probable rheasgionm.ore positive particles than tile
for an increased number of protons to be located outside outer
of this region. J. Disagree, because the center regionofthe
rheasgionfe.wer positive particles than I
outer

, 4ist 1, when attempting to pinpoint the loca_ 14.
is. Sew' f the neutron, was most likely using which Science textbooks show the evolution of atomic
tIon structure frotn its inception to present clay. Which
deviAt'.e.bojance, which measures mass. scientist
ture? best models the present day atomic struc-
electrometer, which measures electrical
F. Scientist 1
charge' G. Scientist 2
barometer, which measures pressure.
H. Scientist 3
CD:A to meter, which measures the intensity of
J. Scientist 4
tight.
Michael Cerro I 83
-0\A
Passage I I I
The Arctic tern (Sterna paradisaea) has one of

15. Which hypothesis, i f any, asserts that
tern acquires energy through the eensu'L*441.
organisms from the Plantae
1
A. Hypothesis 1 -ingdow nitkioti
the longest migration patterns of any bird. Seeing two
summers every year, the Arctic tern begins its journey B. Hypothesis 2
from the Arctic breeding grounds and heads towards the C. Hypothesis 3
Antarctic coast. In order to have enough energy for the D. None of the hypotheses
migration, the Arctic tern has refined methods for ac-
quiring and storing energy. 16. Which hypothesis, if any, asserts
tern never stops its flight during nikthat
i the L
Consider the 3 hypotheses explaining how the Arc- F. Hypothesis 1 gratioogrqi
tic tern acquires the necessary energy for migration arid G. Hypothesis 2
how that energy is stored during flight. H. Hypothesis 3
J. None of the hypotheses
17. Which of the following statements d'

Hypothesis 1
trlciet
alA.3ThhyepArctic
rees
The Arctic tern acquires energy through consump-
tion of fish during the flight. The bird flies down to the sicestern never stops flying during
gration.
surface of the water and catches fish that are nearby.
,Without pausing during flight, the Arctic tern is able to B. T h e Arctic tern will delay flying during
gration.
consume the prey and continue with migration. The en-
ergy is stored mostly in muscle cells 'due to the high pro- C. En
e
rg
yacquired by the Arctic ternthrough
tein content of fish. When energy is necessary to continue consumption is never used during
flight.
migration, the Arctic tern prioritizes the break down of D. Energy acquired by the Arctic tern throto
muscle cells. consumption is used during flight.
----------Hypathcsis 2 18. A different species of bird is observedduring11

The Ai—Rlietern acquires energy through consump- gration. I t is noted that the wings of thisbirdiç
tion of invertebrates. The bird lands and preys on inver- erate most efficiently when extractingenergyfril
tebrates that are nearby. Flight must be paused briefly proteins. Does this observation help supportII.
during the consumption of invertebrates, after which the pothesis 1?
Arctic tern immediately restarts its flight. T h e energy F. Yes, because the hypothesis states thatthe
from the prey is stored mostly in fat cells due to the high Arctic tern prioritizes the breakdownofmus
energy content of lipids. When energy is necessary to cle cells.
continue migration, the Arctic tern prioritizes the break G. Yes, because the hypothesis states thatthe
down of fat cells. Arctic tern prioritizes the breakdownnib
cells.
Hypothesis 3 H. No, because the hypothesis states thatthe
The Arctic tern acquires energy through consump- Arctic tern prioritizes the breakdownof1111E,
tion o f berries. T h e bird will stop flight and build a cle cells.
nest for a duration of 1-2 days. Here, the Arctic tern J. N o , because the hypothesis states that tin
gathers enough berries necessary in order to ensure an Arctic tern prioritizes the breakdownoffat
adequate amount of energy to continue migration. N o cells.
berries are consumed during flight. The energy acquired
from berries is mostly stored in fat cells due to the high
energy content o f lipids. W h e n energy is necessary to
continue migration, the Arctic tern prioritizes the break
down of fat cells.

A,Tientist studying an ecosystem notices a dan-
19. l'Iously high level of honey bee ants (a native in- 21. When the Arctic tern breaks down cells to ex-
rtsftebra.te) in the region. T h e scientist decides to tract energy for flight, which high-energy molecule
itrod the Arctic tern into the region in hopes of is most likely produced?
iiuce A. Amino acids
eliminating some of the honey bee ant population.
B. Glucose
which hypotheses would best support the decision
C. AT P
made by the scientist? D. Lipids
A. Hypothesis 1 only
flypothesis 2 only
c. Hypotheses 1 and 2
ri. Hypotheses 1 and 3
20.SuPP°se it is discovered that a majority o f bird

species prefer to migrate to locations near the equa-
tor than the Arctic or Antarctic regions. How does
this discovery strengthen or weaken the 3 hypothe-
ses?
F. This discovery strengthens Hypothesis 1.
G. This discovery weakens Hypotheses 2 and 3.
H. This discovery strengthens Hypotheses 2 and
3.
J. This discovery has no effect on the hypothe-
ses.
Michael Cerro 8 5
Passage I V H Y P ° tillib(eiiiiS 3etheb l i o a c h a n g ee
ssain
Tnechgat
ghethe eriiestmie
code of abr.
d b. fibrin i n,k4-
intryminction to‘gictedAher and form the blood clot j°'disabldto-..:r
Blood coagulation, or clotting, is the transformation though the other molecules of the blood clotting 'vea
of blood from a liquid into a solid gel. Formation of a are unaltered, the disabling of fibrin prevents,'DreeN
Clot strengthens the seal over a break in a blood vessel. step of blood clotting from occurring. the kli
As blood in the proximity of the vessel solidifies, it can
no longer How.
HyP°the,sinsi
Hemophilia changes the genetic code of proth
The clotting cascade (see Figure 1) helps visualize bin produced by the body. When active, koth rtInt
the proems. When a cut occurs, platelets attach to col- , excess fibrinogen instead of thrombin - r"otiyaa.
pro(hices
lagen fibers and become sticky. This seal is reinforced thrombin is never produced fibrinogen is neverC•Beea
onvetist,
by fibrin, which is a derivative of fibritiogrn. Fibrin is Cootnvert
into fibrin. Thus, the final step of the blood Cl
formed when prothrombin is activated, forming thrombin. occurs.ocurs.
Thrombin catalyzes the conversion of fibrinogen into fib-
rin. The threads of fibrin form the final step of the blood
clot. 22. Both Hypothesis 2 and 3 indicate that the •
geneticc.
code of which molecule is altered by the genetj
disorder hemophilia?
F. Prothrombin
G. Thrombin
H. Fibrinogen
J. Fibrin
23. According t o the information provided, is pm.

Figure 1 thrombin directly involved in the formation ofa
blood clot?
A. Yes, because the threads of prothrombinform
the final step of the blood clot.
Hemophilia, a genetic mutation, causes excessive B. Yes, because the threads of fibrin formthe
bleeding from even minor cuts and bruises. Four hy- final step of the blood clot.
potheses discuss how hemophilia could interfere with the C. No, because the threads of prothrombinform
blood clotting process. the final step of the blood clot.
D. No, because the threads of fibrin form thefi-
nal step of the blood clot.
Hypothesis I
Hemophilia changes the genetic code of prothrom- 24. I n which of the following ways do Hypothesesland
bin produced by the body. The outer protein coat is al- 2 differ with regard to how hemophilia affectsthe
tered, which disables the enzyme that converts prothrom- blood clotting process? Hypothesis 1 assertsthat
bin into thrombin from properly identifying the molecule. hemophilia changes the genetic code of:
Because thrombin is never produced fibrinogen is never F. prothrombin, which prevents conversioninto
converted into fibrin. Thus, the final step of the blood thrombin; Hypothesis 2 asserts that fibrinis
clot never occurs. altered.
G. prothrombin, which prevents conversioninte
Hypothesis 2 en.; Hypothesis
tfiebrri d a that
2 asserts l fibrin
- is
Hemophilia changes the genetic code of fibrin pro-
duced by the body. T h e outer protein coat is altered H. fibrin, whichhichprevents conversion int° thr°11:ad:
to such a point that the body believes i t to be for- bin; Hypothesis 2 asserts that prothrombin
eign. White blood cells then attack fibrin when pro-
duced, never allowing the final step of blood clotting to whichypproetvhiseenstsconversion into Pro.'
occur.
J. thrombin; 2 asserts that Pr
thrombin is altered.

bstance, which behaves identically to throm-
0.A.suis injected into a patient with hemophilia. 7. Suppose healthy fibrin molecules were injected into
Hypothesis 3 or Hypothesis 4 argue that this a patient with hemophilia. Which hypotheses, if
patientwould experience normal blood clotting? any, would support the claim that this patient
Hypothesis 3, which argues hemophilia stops would experience normal blood clotting?
A. Hypotheses 1 and 4
11.the production of healthy thrombin.
B. Hypotheses 2 and 3
13.Hypothesis 3, which argues hemophilia stops
C. A l l four hypotheses
the production of healthy fibrin.
D. None of the hypotheses
c. Hypothesis 4, which argues hemophilia stops
the production of healthy thrombin.
28. Assume that hemophilia does not cause any ab-
0. Hypothesis 4, which argues hemophilia stops
normal disturbances in the body's immune system.
the production of healthy fibrin.
This statement is inconsistent with which hypoth-
esis?
26,suppose it were discovered that a secondary effect F. Hypothesis 1
0/hemophilia is an abnormally low concentration of G. Hypothesis 2
thrombin in the blood. This discovery would best H. Hypothesis 3
agreewith which hypotheses? J. Hypothesis 4
F. Hypotheses 1 and 3
G.Hypotheses 1 and 4
H.Hypotheses 2 and 3
J.Hypotheses 1, 3, and 4
Michael Cerro I 87
Student 3
Passage V The solute dissolved in both the
toluene solvent. Because the solute was water
able
in both solvents, i t must have bees a4,
A teacher performed a solubility test in front of a
fl ° ° isr 1 \
1tel 44N
chemistry class. 10 mg of an unknown solute was placed lar molecules have no charge and would no, ( :NO/i
into a reaction tube at 25°C with 0.25 mL of water, a po- charge of the water molecules. Thus, the wate "iPttli
lar solvent. The mixture was stirred with a fire-polished solve the nonpolar solute into solution. This :1_4111i
stirring rod. After waiting for two minutes the class was true for the toluene solvent since there
charges . . . .. ouid
4'144
asked to record whether or not the solute dissolved in the in either the solute or solvent. NoupoL 4.
solvent. T h e experiment was repeated using toluene, a vents seem to be the most useful for d w i n
nonpolar solvent, instead of water. any solute. galric4t
The teacher listed some properties of each solvent

(see Table 1).
Table 1 29. Which is the most likely reason why theteaehet

Properties waited t w o minutes before allowing students
Solvent Tested
Arec.Or(T0o1their otbhseervunatkinoonn
Water Contains an -0II group and ionic ws solute to dissolve it
B . solution
T oa
Toluene An aromatic hydrocarbon
w the temperature of the solutiontn
reach room temperature
The teacher then asked 3 students to recite their ob- C. To allow the solution to settle after stirring
servations and state whether or not the solute was polar D. To allow the temperature of the soluteto
or nonpolar. equal the temperature of the solvent
30. Which student, if any, asserts that the solute lei

Student 1 in the experiment was nonpolar?
The solute dissolved in the water solvent, but did F. Student 1
not dissolve in the toluene solvent. Polar molecules seem G. Student 2
to be attracted to each other because of the differences in H. Student 3
charge. Without this difference, the molecules would not J. N o n e of the students
exhibit any force of attraction. Because of the difference
in charge and the force of attraction created, the solute 31. The teacher declared to the class that thesolute
used in the experiment must have also been polar. When used in the experiment was polar. This statement
the solute was placed in toluene there was no force of agrees with which of the following student(s)?
attraction created since toluene is a nonpolar solvent. A. Student 1 only
B. Student 3 only
Student 2 C. Students 1 and 2
I agree with Student 1 but with one exception. Not D. Students 2 and 3
all polar molecules are attracted to each other. The so-
lute used in the experiment dissolved in the water be-
cause i t had a dipole moment (a measure of polarity)
that matched that of the water molecules. Had the so-
lute been more polar, or less polar, i t would not have
dissolved as readily in the water. This also holds true for
the toluene solvent. A nonpolar solvent like toluene has
a lower polarity difference than the solute in question.
Due to the discrepancy in polar differences, a solution
was not possible.
88 F o r the Love of A C T Science

chi41 of the following statements most weakens
34.
wpoint of Student 3? Ligroin, a commonly used laboratory solvent, is a
t'e polar solvents dissolve polar solutes. mixture of aliphatic hydrocarbons. Based on Table
Fa:Polar solvents do not dissolve polar solutes. 1and other information provided, Student 3 would
0: sonpoiar solvents dissolve polar solutes. argue that Ligroin could dissolve which chemical
J. N-onpolar solvents do not dissolve polar compound (s)?
F. NaC1
lutes. G. CH4
SuPP''' additional trial utilizing a nonpolar so- H. Both NaCI and CH4
33. " conducted. Based on Student l ' s expla- J. Neither NaC1 nor CH4
lute was
nation, would the solute dissolve in the water or
toluene solvent?
A. Water, because Student 1 states that polar
solvents dissolve polar solutes.
B. Water, because Student 1 states that polar
solvents dissolve nonpolar solutes.
C. Toluene, because Student 1 states that polar
solvents dissolve polar solutes.
D. Toluene, because Student 1 states that polar
solvents dissolve nonpolar solutes.
Graduate Student I
Passage V I The two athletes reached the same inazdrnu
on the half-pipe because the acceleration duetornElleight
gravity was constant. Without a constant gravi,
Three graduate students conducted a study to an-
force, the maximum height reached Would a t
alyze the effects of gravity on snowboarders riding a U- cirY. be7:4
tion, the starting positions of the athletes must
shaped half-pipe (see Figure 1).
tical to achieve the same height on the other side1(1(11,
half pipe, which was the case in this study. The !the
•X ence in mass between the athletes had no effect :et.
results.
1m
Graduate Student 2
The two athletes reached the samemaximumhe.
on the half-pipe because the difference in their inLght
was negligible. Had we conducted the study using aT''
ger difference in starting mass, there would havebaxevni'
•Y a noticeable change in the a t t r a t . m i m u m h tatained
ig
e
the right side of the half-pipe. The gravitational
tion between Earth and the athletes had no effectmale
Figure 1 results of this study.
Graduate Student 3
Procedure
Two different snowboarders were chosen for the The two athletes reached the same maximumheight
study. A 50 kg athlete, Snowboarder A, and a 60 kg ath- on the half-pipe because their initial positions wereiden.
lete, Snowboarder B, were released from rest, at different tical. T h e gravitational attraction between Earthand
times, from Point X on the left side of U-shaped half-pipe the athletes had no effect on the results of thisstudy
(neglect the effects of friction). The snowboarders were Furthermore, the difference in mass between theathletes
told to launch as far up the right side of the half-pipe played no role whatsoever in the mechanics of thestudy
without exerting extra force. The maximum height at-
tained in the air on the right side of the half-pipe for
each snowboarder was recorded. I n addition, the gravi-
tational potential energy (GPE) and kinetic energy (KE)
of both snowboarders at points X and Y were calculated
(see Table 1). 35. Which graduate student(s) would agree thatgrav-
ity played a significant role in the results ofthe
study?
Table 1 A. Graduate Student 1 only
Maximum B. Graduate Student 3 only
GPE at KE at KE at
Athlete C. Graduate Students 1 and 2
height (m) X (J) X (J) Y (J) D. Graduate Students 2 and 3
A 1 500 0 500
B 1 600 n/a 36. During the experiment, the device used to cal,cu-
600
late energy was disrupted the for KE at PointXof
Athlete B. According to Table 1 and Figure 1,the
The 3 graduate students discussed the results of the value for KE at Point X for Athlete B is:
study. F. 0 J
G. 5 0 J
H. 500 J
J. 6 0 0 J
90 F o r the i,nuc. ra A !I'm,

suppose a 2 kg sphere underwent the same proce-
37* jure m the study conducted by the graduate stu- 39. Suppose the procedure were repeated except the
duents.Which graduate student(s), if any, would as- initial position (Point X) of both athletes was 2 m
sert that the sphere would reach a maximum height above the half-pipe. Based on the passage, what
would most likely have been the maximum height
of
A.1Graduate Student 1 only attained on the right side of the half-pipe by the
athletes?
13,Graduate Students 1 and 3 A. 1 m
c, Graduate Students 2 and 3 B. 2 m
D. None of the Graduate Students C. 10 m
D. 20 m
38Consider the theoretical experiment where a 7.0 kg
bowling ball and a 0.6 kg tennis ball are dropped
40. The gravity of Earth, g, has an approximate value
from the same height. The fall time of each ball is
of 9.81 m/s2. T h e gravity of Earth's Moon has
found to be identical. Would this finding mostly an approximate value of 1.63 m/s2. Suppose the
weaken the viewpoint of Graduate Student 1 or procedure were repeated on the surface of Earth's
Graduate Student 2? Moon instead of on the surface of Earth. According
F. Graduate Student 1; According to the stu- to Graduate Student 3, how would this affect the
dent, a difference in mass would NOT have results of the study?
aneffect on the results. F. The maximum height reached by both ath-
G. Graduate Student 1; According to the stu- letes would be lower.
dent, a difference in mass would have an effect G. The GPE at Point X would not equal the KE
on the results. at Point Y.
H. Graduate Student 2; According to the stu- H. The loss of friction on Earth's Moon would
dent, a difference in mass would NOT have prevent the completion of the experiment.
aneffect on the results. J. I t would have no effect on the results of the
J. Graduate Student 2; According to the stu- study.
dent, a difference in mass would have an effect
on the results.
CHAPTER 6
PUTTING IT ALL TOGETHER: PRACTICE TEST 1
CC
Success is a journey, not a destination. — ARTHURASHE
11havemade it through all 5 chapters and arrived at this page, we salute you. We hope what you have learned
hashelpedyoubecome more comfortable tackling ACT Science.
t6
Thetut p of tutoring
bitersweetaspect r e that one
is p day, aif your students
r eare well d
prep and have success, you as
havenothing more to share. Well, we have reached that point in our preparation. Take what you have
40Inthis guide and attack the practice tests to follow with confidence.
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SCIENCE

sary.
Passage I
Scientists collected data on native tiger species tiger

within the Asia-Pacific region. I f enough data could be U.etanus
thib
gathered for a particular species, then the species was 1200
placed within one of five categories on the Red List (a sys-
tem assessing the global conservation status of a species).
The data collected is shown below in Table 1.
Table 1
• Category Percent of species
Least concern (LC) 10
Vulnerable (VU) 20
200
Endangered (EN) 5
Critically endangered (CR) 30
2004 2 0 0 6 2 0 0 8 2010
Extinct (EX) 25 year
Figure 1
The scientists attempted to determine the cause of
the depreciation of tiger populations in the Asia-Pacific
region. The Asian black bear ( U. thibetanus) is one of the
main predators of tigers. The scientists collected yearly
data from 2002-2010 on the U. thibetanus population ver-
sus tiger populations in the Asia-Pacific region. T h e y
attempted to identify whether the populations matched
a predator-prey model (see Figure 1). 1. According to Figure 1, in what year werethetiger
and the Asian black bear populations nearlyIdell"
tical?
A. 2003
B. 2005
C. 2007
D. 2009

of the tiger species placed in a category on the
5. Generally, predator-prey models suggest that the
2. Red List, based on Table 1, what percent are NOT population of a predator and its prey have an in-
extinct? verse relationship. Based on Figure 1, do the tiger
F. 25% and U. thibetanus populations in the Asia-Pacific
G.45% region fit a predator-prey model?
fl. 65% A. No; In the Asia-Pacific region, as the tiger
J. 75% population decreases, the U. thibetanus pop-
ulation increases.
Assume that all Asian black bears were removed B. No; In the Asia-Pacific region, as the tiger
. from the Asia -Pacific region in 2010. Based on Fig-
population decreases, the U. thibetanus pop-
ure1and other information provided, the tiger population decreases.
ulation in the region in the year 2014 would most C. Yes; In the Asia-Pacific region, as the tiger
likely have been: population decreases, the U. thibetanus pop-
A. less than or equal to 10 million. ulation increases.
B. between 10 million and 100 million. D. Yes; In the Asia-Pacific region, as the tiger
C. between 100 million and 200 million. population decreases, the U. thibetanus pop-
D. greater than 200 million. ulation decreases.
4. Based on Table 1, what percent of tiger species did 6. Suppose 300 tiger species were sorted into Red List
the scientists fail to place in one of the Red List categories and the percentages calculated in Table
categories? 1. Approximately how many tiger species would be
F. 10% considered Vulnerable (VU) or Endangered (EN)?
G. 20% F. 2 5
H. 30% G.75
J. 40% H. 150
J. 300
• . . • • • I a n .
Passage I I
500
In chemistry the mean free path, A, is the average
distance traveled by an atom between consecutive colli- 400
sions with other atoms. T h i s distance is dependent on
various parameters, such as atomic radius, temperature, Li
and pressure. Table 1 lists the name, symbol, and atomic
radii o f 4 metals. Figure 1 shows, for each metal, the
mean free path (in mu) as a function of temperature (in Na
°C) a t a pressure of 760 nun Fig. Figure 2 shows, for
each metal, the mean free path (in nm) as a function of
pressure (min Hg) at a temperature of 270 K.
Rh
_
Element rianie Symbol Atomic radii (pm) 950 8 0 0 8 5 0 9 0 0
Pressure (mm Hg) 950
Lithium Li 145
Sodium Na 180 Figure 2
Potassium 220
Rnbidium Rb 235
Table 1
7. A c c o r d i n g to Figure 2, for a given element, asthe
pressure increases the mean free path:
450 A. increases only.
B. decreases only.
400 C. increases, then decreases.
D. remains constant. .
350
-g 300 8. A c c o r d i n g to Figure 1, at 285 K and 760 mmHg,

what is the order of metals from longest A to short,
<-4 250 est A?
F. L i , Na, K, Rb
200 G. N a , Li, K, Rb
H. R b , K, Na, L i
150 J. L i , Rb, K, Na
100
265 270 2 7 5 2 8 0 285 290 2 9 5 9 . B a s e d on Figure 2, for the L i and Na samplesat
Temp (K) 270 K , compared to A for Li, approximately how
much shorter is A for Na?
Figure 1 A. 1 0 0 nm
B. 1 2 5 nm
C. 1 5 0 nm
D. 1 7 5 nm

vasieti on Table 1 and Figure 1, as atomic radii
.creases, the mean free path: 12. In chemical kinetics, the frequency of collisions (Z)
; increases only. is defined as the average number of collisions be-
G.decreases only. tween particles per unit of time. Assuming all
0. increases, then decreases. metal atoms have the same average speed at a con-
j. decreases, then increases. stant temperature, based on Figure 2, in which el-
ement
higher?would the collision frequency more likely be
Cesium(Cs) is an alkali metal located in Group 1
onthe periodic table with an atomic radius of F. Lithium, because the Li atoms, on average,
260pm. Based on Table 1 and Figure 1, at 760 mm travel longer distances between consecutive
figand270 K, A for Cs would be approximately: collisions and therefore collide less often.
A. 120 Pin G. Lithium, because the Li atoms, on average,
Et.160 Pal travel shorter distances between consecutive
C. 200 pm collisions and therefore collide more often.
H. Rubidium, because the Rb atoms, on aver-
D. 240 pm
age, travel longer distances between consecu-
tive collisions and therefore collide less often.
J. Rubidium, because the Rb atoms, on average,
travel shorter distances between consecutive
collisions and therefore collide more often.
michad cerro I 97
Passage H I 13. How does Scientist 3's idea differ froSecriee"as—st.
idea? Scientist 3 proposes that physical
theresult of: aDNA damage,
g rn7wh
With advancm in medicine and nutrition, human A. accumulation s
t o f
en
life expectancy continues to increase from generation to
proposes that physical aging is thl'
generation. As human life expectancy increa.ses, new dis-
result of random DNA mutation causedhey
coveries concerning physical aging are in demand. World
human life expectancy has been increasing with each gen-
eration since the Middle Ages. Accordingly, scientists are B. rparlordamnDaNgAe. mutation, whereas Scientist 4
motivated to investigate and better understand the phys- proposes that physical aging is the result of
ical aging process, which largely remains a mystery. random DNA mutation caused by DNA dais.
age.
Four scientists propose ideas to explain human life ex- C. accumulation of DNA damage, whereas sci.
pectancy and the physical aging process. elitist 4 proposes that physical aging is there..
stilt of DNA damage caused by random DNA
Scientist I
Human life expectancy is predetermined by our mi- D. irandommitation.
NA mutation, whereas Scientist 4
tochondria' DNA code. I n order for cells to replicate, proposes that physical aging is the result of
they require energy in the form of ATP to complete the random DNA mutation caused by DNAdam.
process. A s we age, the amount of times our cells can age.
replicate reaches a physical limit due to the deteriora-
tion of mitochondria. Once this limit is reached, life is 14. Based on the passage, would Scientist 2 or 4be
no longer sustainable. more likely to argue that the aging of an organism
is already programmed at birth?
Scientist 2
F. Scientist 2, because according to Scientist 2,
Human life expectancy is predetermined by our nu-
human life expectancy is predetermined by
clear DNA code. This leads to a process called apoptosis,
-DNA code.
which is a "programmed cell death". After a cell receives
G. Scientist 2, because according to Scientist 2,
the stimulus to undergo degradation, the cell shrinks and
aging is the result of random DNA mutation.
all remnants of DNA and RNA decay rapidly. The tim-
H. Scientist 4, because according to Scientist 4,
ing of this stimulus is built into the nuclear DNA code.
human life expectancy is predetermined by
Once the programmed cell death stimulus is released, life
DNA code.
is no longer sustainable.
J. Scientist 4, because according to Scientist 4,
Scientist 3 aging is the result of random DNA mutation.
Physical aging is the result o f DNA damage ac-
cumulating throughout t h e lifespan o f the organism. 15. Suppose i t were discovered that apoptosis hasno
Metabolic processes release compounds t h a t damage bearing on human life expectancy. What impact.
DNA, such as oxygen ions and peroxides. Free radicals if any, would this discovery have on Scientist 4's
attached to these compounds seek stabilization. D u r - viewpoint?
ing stabilization, subatomic particles are removed er- A. I t would prove that Scientist 4's viewpoint is
roneously from nearby molecules and cause permanent correct.
DNA damage. This damage reaches a certain threshold B. I t would strengthen Scientist 4's viewpoint,
over time beyond which life is no longer sustainable. but not prove it is correct.
C. I t would weaken Scientist 4's viewpoint and
Scientist 4 prove i t incorrect.
Physical aging is the result o f random D N A mu- D. I t would have no impact on Scientist 4's view-
tation. Mutations happen periodically throughout the point.
lifetime of an organism and are caused by DNA damage
which is not repaired. A s D N A damage accumulates,
random mutations occur more frequently and eventually
lead to a complete denaturing of the genetic code. A f t e r
the genetic code has denatured, cells are devoid o f the
ability to replicate and life is no longer sustainable.

itist 2.$ model would be most weakened i f
16-':1`,1t o f the following discoveries were made?
Oltv' NAdamage accumulates throughout the 18. Assume antioxidants help slow down the human
aging process by safely removing free oxygen rad-
I. lifetime of an organism.
icals that cause DNA damage. T h i s notion helps
G Human life expectancy can be calculated to a
support the viewpoints of which scientist(s)?
. certain degree at birth. F. Scientist 3 only
0. Human life expectancy is based on random G. Scientists 2 and 3
environmental factors. H. Scientists 3 and 4
j. DNA mutations have no effect on human life J. Scientists 2, 3, and 4
expectancy
19. According t o Scientist 3, which of the following
yr. Ail four scientists would most likely agree with compounds would most likely cause DNA damage?
which of the following statements? A. 1120
A An organism eventually reaches a certain B. 11202
• C. CH4
point where life is no longer sustainable.
D. HC1
B. DNA damage directly influences the physical
aging process.
C. DNA mutations have no influence o n the
physical aging process.
D.Human life expectancy is a function of genetic
codeand environmental stimuli.
Michael Cerro I 99
Study 2
Passage I V
The procedure from Study 1 was repeated
with fertilizer PK. The results of the study are Q1(1)
To increase the quantity of lima beans (P. lunatus), h o w
farmers experimented with different types of fertilizer:
NP, PK, and NPK. NP fertilizers contain nitrogen (N)
and phosphorus (P). PK fertilizers contain phosphorus ,.., 160
(P) and potassium (K). NPK fertilizers contain nitrogen
(N), phosphorus (P), and potassium (K). The farmers
set up a study to compare the new types of fertilizer to a 140
normal fertilizer. I f the new fertilizer increased the quan- a.,
tity of lima beans above normal leveLs, the fertilizer was
said to be active. I f a new fertilizer failed to increase the 120
quantity of lima beans above normal levels, the fertilizer
was said to be dormant.
.E 100
•
Study I
100 1 2 0 1 4 0 160
The farmers used 20 lima bean fields and sprayed viable lima beans with normal fertilizer
the top 10 cm of soil with fertilizer NP. During the first
day of the study, the soil was left to dry in the sun for viablelimab
w
s
n
a
e
ith
fertilzer
K
P
N Figure 2
24 hours. Typical conditions were given to the fields
to promote lima bean growth. A t the end of 30 days
the quantity of viable lima beans from each field was Study 3
recorded. This data was plotted against historical lima The procedure from Study 1 was repeated,excep
bean data utilizing a normal fertilizer for each field. The with fertilizer NPK. The results of the study areshown
results of the study are shown in Figure 1. in Figure 3.
180
160
140
120
100
100 120 1 4 0 160

viable lima beans with normal fertilizer 90 100 1 2 0 1 4 0
viable lima beans with normal fertilizer
Figure 1
Figure 3

ording to Figure 1, the NP fertilizer produced
24.
20. Accroxirnateiy bow many more viable lima beans
Based on the results of the studies and other infor-
waPbPenthe normal fertilizer produced 120 viable lima mation provided, which fertilizers could be consid-
ered active?
beans? F. Fertilizers NP and PK
F. 10 lima beans
G. Fertilizers PK and NPK
a. 20 lima, beans
H. Fertilizers NP and NPK
H. 30 lima beans
J. Fertilizers NP, PK, and NPK
.1. 40 lima beans
Based on the results of Studies 1 and 2, which fertil- 25. Synergy is the cooperation of two
or more compo-
21. izer, NP or PK, produced more viable lima beans, nents to produce a combined effect greater than the
onaverage, than the normal fertilizer? sum of their separate effects. Based on the results
A. The NP fertilizer, because, on average, there of Studies 1-3, do the elements nitrogen, pota.ssium,
were more viable lima beans than with normal and phosphorous have synergy with one another in
Producing more viable lima beans?
fertilizer.
The NP fertilizer, because, on average, there A. N o ; The results of Studies 1-2 show that when
B. two elements are used, more viable lima beans
were less viable lima beaus than with normal are prod !iced.
fertilizer. B. N o ; The results of Studies 1-2 show that when
C. The PK fertilizer, because, on average, there
two elements are used, less viable lima beans
were more viable lima beans than with normal are produced.
fertilizer. C. Yes; The result of Study 3 shows that when all
D. The PK fertilizer, because, on average, there three elements are used together, more viable
were less viable lima beans than with normal lima beans are produced.
fertilizer. D. Yes; The result of Study 3 shows that when all
three elements are used together, less viable
22. Based on the description of the studies, the purpose lima beans are produced.
of the procedure conducted on the first day was to
remove unwanted: 26. A student hypothesized that fertilizers containing
F. moisture. nonmetal elements are more active than fertiliz-
G. organic matter. ers containing metallic elements. D o the results
H. P. lunatus lima beans. of Studies 1 and 2 support this claim?
J. debris. F. Ye s ; T h e fertilizer from Study 2 contained
a metal and yielded more viable lima beans
23. For all fields tested, the farmers ensured that all than Study 1, which did not contain a metal.
other parameters, besides the variables of the ex- G. Yes; The fertilizer from Study 2 contained a
metal and yielded less viable lima beans than
periment, did not change in value. Based on the
Study 1, which did not contain a metal.
results of Studies 1-3, which parameters did not
H. N o ; T h e fertilizer from Study 2 contained
change in value between the fields during each of
a metal and yielded more viable lima beans
the studies?
than Study 1, which did not contain a metal.
A. The type of fertilizer used and the ambient No; The fertilizer from Study 2 contained a
air temperature J.
metal and yielded less viable lima beans than
B. The type of fertilizer used and the amount of Study 1, which did not contain a metal.
precipitation
C. The ambient air temperature and the amount
of precipitation
D.
All parameters were held constant through-
out the study.
Michael Cerro 1 101

Table 2 lists the symbol, charge, and
Passage V leptons discovered by the scientists. l o i a 8 8 of
A team o f three 1900s Scientists researched the Table 2

building blocks o f matter. T h e y discovered matter is
made up o f different elementary particles. T h e team Lepton Symbol Charge
Mass (MeV)
named the particles crews and leptons. There were six
Electron -1 0.5
"flavors" o f crews discovered. Three crews in composi-
tion make up a trio. The most notable trios are the neu- Pan -1 100
tron and proton. Electrons, which are the other known
major component of the atom, are leptons. Leptons are Mar IL -1 175
elementary, half-integer spill particles. There are two ma- a— -1
Byn 825
jor dames of leptons: charged (electron-like) and neutral
(neutrinos). Lev -1 1,800
Table 1 lists the symbol, makeup, and mass of 10

trios discovered by the scientists.
Table 1
Trios Symbol Makeup Mass (MeV)
Neutron n ssd 1,000 Table 3 lists the symbol, charge, and mass of the6
Sigma-plus E+ ddt 1,190 flavors of crews discovered by the scientists.
Sigma-zero E° dst 1,192

Sigma-minus E— sst 1,197 Table 3
Delta-plus A+ dds 1,230 Crews Symbol Charge Mass (MeV)
Delta-zero Ao dss 1,230 Dag +2/3 2.5
Delta-minus A— sss 1,230 Soh _1/3 5.0
Omega Si ttt 1,700 Hnz +2/3 1300
top Lambda At dsc n/a* Tlo _1/3 100
Proton _ p dds 1,000 Cas
_ +2/3 170,000
*unobservable particle because the cas-crew Brg _113 4,200
decays too rapidly

cording to Table .2 and other information pro-
A ..
he 5 leptons listed belong to which class(es) 30. Based on Tables 1 and 3, the A - trio has the same
vided, t charge as which other trio listed?
of F. Proton
A lePt°11s.
A l l 5 leptons listed belong t o the charged,
G. Neutron
electron-like, class. H. E0
13. All 5 leptons listed belong to the neutral, neu- J. S I
trinos, class.
c, Some leptons listed belong to the charged,
electron-like class, and others listed belong to 31. A cas-crew is known to rapidly decay into a brg-
the neutral, neutrinos, class. crew. Based on this information and Table 1, what
p, some listed cannot be classified based on the will be the total charge of the At trio after the cas-
crew decays?
information provided. A. -1/3
B.0
28. A physics student predicted that the mass of a pro- C. +1/3
is calculated by adding the masses of the three D. +2/3
crews of which it is composed. D o the results of
Table 1 and Table 3 support this prediction? 32. Suppose a physics student wanted to obtain a neu-
F. yes; The mass of the proton equals the sum tral charge of 0 by combining a pan-lepton, p- , with
of the three crews of its makeup. a trio. Based on Tables 2 and 3, a trio containing
G. Yes; The mass of the proton does not equal which of the following crew combinations would the
the sum of the three crews of its makeup. student choose?
H. No; The mass of the proton equals the sum F. dcb
of the three crews of its makeup. G. stb
J. No; The mass of the proton does not equal H. sht
the sum of the three crews of its makeup. J. h t b
29. Do the data in Tables 1 and 3 agree with the known 33. The element helium, He, has an atomic number of 2,
charge of the neutron? is electrically neutral, and contains the same num-
A. Yes, because Tables 1 and 3 show that the ber of protons, electrons, and neutrons. Based on
neutron has a charge of 0. Tables 1 and 2, what is the total mass, in MeV, of
B. Yes, because Tables 1 and 3 show that the the elementary particles in helium?
neutron has a charge of +1. A. 2,000 MeV
C. No, because Tables 1 and 3 show that the B. 2,001 MeV
neutron has a charge of 0. C. 4,000 MeV
D. No, because Tables 1 and 3 show that the D. 4,001 MeV
neutron has a charge of +1.
Michael Cerro 103

Experiment 2
Passage VI A teacher handed the students four unknow
tions. Three of the unknown solutions contained ,n NU.
Osmosis is the net movement of water through • ter mixture and one of the unknown
solutions •
a semi-permable membrane (such as a cell membrane). tamed
wa a NaCl-water mixture. The solutions were i,14
During osmosis, H20 flows from an area of low solute inside of polyamide bags. Excess air was rernnVeed
concentration to an area of high solute concentration. each bag and the bags were sealed tight. The initivew
Small molecules, such as water, are able to pass through of each bag and its contents was measured.Thelli1;188
the membrane freely. Large molecules, such as salts were placed into separate beakers containing pureRags
and sugars, are too large to pass through the membrane at room temperature, 25°C, for 4 hours. Each bag20
freely. Biology students conducted three experiments to removed and the final mass of the bag and its e00:84
study the process of osmosis. was measured. The results of the experiment aresh149
in Table 2. o i l s
Experiment I
0.02 g of NaCl were added to 100 mL of pure H20
to create a 0.2 g/L solution. A 0.4 g/L, 0.6 g/L, 0.8 g/L,
Table 2
and 1.0 g/L solution were made similarly. The solutions
were placed inside of bags composed of polyamide (a ma- Solution Initial Final
•••.,
Difference ir
terial that is permeable to water and impermeable to salt
ions and sugars). Excess air was removed from each bag (g/L) mass (g) mass (g) mass(g)
and the bags were sealed tight. The initial mass of each M 105.2 149.8
bag and its contents was measured. The bags were placed +44.6
into sep;arate beakers containing pure H20 at room tem- N 113.5 168.2
perature, 25°C, for 4 hours. Each bag was removed and 0 108.4 157.0
the final mass of the bag and its contents was measured. +48.6
The results of thf experiment are shown in Table 1. P 102.5 122.0 +19.5
( Table 1 /
---
Solution Initial Final Difference in Experiment 3
(g/L) mass (g) mass (g) The students hypothesized one of the solutionsfrom
mass (g)
Experiment 2 to be the NaChwater mixture andseper-
0.2 102 121 +19 ated it into five different polyamide bags. The bagswere
0.4 104 128 placed in each solution used in Experiment 1. Aftermea-
+24
1-.)•5* suring the final mass of each bag, the students foundthe
0.6 106 133 +27 final mass increased for four of the trials, butdecreased
0.8 108 137 +29
for one of the trials.
1.0 110 141 +31

to Table 1, as the concentration of th
ke ding 38.
the final mass of the polyarnidee
3 '4sb
° o—n 1increased,
0 c t i r
oathat was measured:
Before the results of the experiments were recorded,
one of the students hypothesized that the solutions
v.g increased only. with relatively more solute would result in a smaller
Gdecreased only. difference in initial to final mass than solutions with
varied, but with no general trend. relatively less solute. Do the results of the experi-
1j1.remained constant. ments support this hypothesis?
F. Yes; According to Table 1, the solution with
5suppose that in Experiment 1 the students had the highest initial mass yielded the greatest
3• tested a solution with a concentration of 0.7 g/L. difference in mass.
G.
easedon the results of Experiment 1, the differnce Yes; According to Table 1, the solution with
inmass would most likely have been between: the lowest initial mass yielded the greatest
difference in mass.
A. 19 and 24 grams.
B. 24 and 27 grams. H. No; According to Table 1, the solution with
C. 27 and 29 grams. the highest initial mass yielded the greatest
difference in mass.
D. 29 and 31 grams.
J. N o ; According to Table 1, the solution with
36. If the students wanted to create a 0.5 g/L solution, the lowest initial mass yielded the greatest
difference in mass.
basedon the description of Experiment 1, the stu-
dentsmost likely would mix which of the following?
39. In Experiment 1, which of the following parameters
F. 0.05 g of NaC1 with 5 mL of pure H20
was intentionally varied to explore the process of
G. 0.05 g of NaC1 with 100 mL of pure H20 osmosis?
H. 5 g of NaC1 with 5 mL of pure H20 A. Solution concentration (g/L)
J. 5 g of NaCl with 100 mL of pure H20 B. The molecule of salt
C. Difference in mass (g)
37.Based on the results of the experiments, which un- D. The material of each bag
known solution in Experiment 2 most likely con-
tained the NaCI-water mixture? 40. In biology, the extracellular fluid, or fluid outside
A. Solution M of cells, typically has a higher solute concentra-
B. Solution N tion than intracellular fluid, or fluid inside of cells.
C. Solution 0 Based on the passage, how would the transport of
D. Solution P particles behave through a cell membrane between
extracellular and intracellular fluid?
F. Salts and sugars would exit the cell through
the cell membrane.
G. Salts and sugars would enter the cell through
the cell membrane.
H. Water would exit the cell through the cell
membrane.
J. Water would enter the cell through the cell
membrane.
Michael Cerro 1105

CHAPTER 7
PUTTING IT ALL TOGETHER: PRACTICE TEST 2

SCIENCE

sary.
PaRsage I
1. Based on the pedigree chart, which of the follow
ing pairs of individuals most likely have themost'
A pedigree chart is a visual representation of the similar genetic information?
frequency and appearance of phenotypes of a particular A. Individuals 3 and 5
gene. The figure below shows a pedigree chart for red- B. Individuals 5 and 7
green color blindness in a human family. The disorder C. Individuals 4 and 9
(X-) is sex-linked recessive. Since the genes for the red D. Individuals 7 and 23
and green color receptors are located on the X chromo-
some, males are more likely to be affected than females.
2. According to the information provided, what isthe
Typically, each individual in a pedigree chart is as- genotype of Individual 6?
signed a number. The genotype for Individual 1 is X-Y, F. X X
the genotype for Individual 4 is XX-, and the genotype G. X X -
for Individual 24 is X-X-. H. X -X-
J. X -Y
malefemale
II normal vision 3. Suppose Individuals 21 and 22 have only malebi-
ological children. Based on the pedigree chart,
E • color blind
on average, what percent of the children arecolor
parents f e m a l e carrier blind?
A. 0 %
children unknown B. 25%
C. 50%
D. 100%
4. According to the pedigree chart, and other infor-

mation provided, is Individual 20 color blind?
F. t r a i t . Y
e
s,because color blindness is a dominant
G. tYes, because color blindness is a recess°

10 1 1 1 2 1 3
14 1 5 1 6 1 7
a b. ecause color
H. tNro i blindnesst is a 6111inalit
18 1 9 2 0 2 1 2 2 J. tNrt.oai because color blindness is a receEsive

23 2 4 2 5

student, when looking at the pedigree
bioloa 6.
art propose that Individual 25 would have the Suppose a female carrier for red-green color blind-
r D o e s the information provided sup- ness had 4 biological children with a normal vision
notYpe XY.
di this claim?
ge, male. How many of the offspring, on average, would
yes,because a color blind mother is sufficient be color blind?
F. 0
A. to conclude all male biological children will G. 1
alsobe color blind. H. 2
0 yes, because a color blind father is sufficient
to conclude all male biological children will J. Cannot be determined from the given infor-
mation
also be color blind.
c. No, because a color blind mother is sufficient
to conclude all male biological children will
alsobe color blind.
D. No, because a color blind father is sufficient
to conclude all male biological children will
alsobe color blind.
Michael Cerro I 109

Passage I I
2000
Introduction
Broiler litter (an organic matter) has excellent fer-
tilizing value. Graduate students set up 2 studies to test 75%1500
the efficacy of broiler litter on different plant species:
Persea americana (avocado) and Solanum melongena 7.15
(eggplant). The students defined plant yield as the mass l(X)0
of fruit produced per plant.
Five composites (Composites 1-5) of broiler litter le 500

and soil were prepared as specified in Table 1.
0
1 2 3
Composite
Table 1
Composite Broiler litter (%) Soil (%) Figure 1
1 0 100
2 25 75
3 50 50 Study 2
4 75 25 The procedure from Study 1 was repeated,except
10 Solanum melongena seeds were added to eachofthe25
5 100 0 samples instead of Persea americana seeds. Thesampe ls
were exposed to the same environmental conditionsfor
the next 150 days. On Day 150, the average plantyield
of all surviving plants was calculated. The resultsstudy
are shown in Figure 2.
Study I
Twenty five samples were prepared by placing equal
amounts of Composites 1-5 into each pot. 2 kg of Com-
posite 1 were placed into samples 1-5, 2 kg of Composite
2 were placed into samples 6-10, 2 kg of Composite 3
were placed into samples 11-15, and so on. Then, the
students added 5 Persea americana seeds to each of the
25 samples. The samples were exposed to the same en-
vironmental conditions for the next 100 days. O n Day
100, the average plant yield of all surviving plants was
calculated. The results are shown in Figure 1.
3 4
Composite
Figure 2

on Table 1 and Figure 20, as the soil percent-
-A from 100% to OA, the average plant 11. How did the procedure in Study 1 differ from the
procedure in Study 2? In Study 1:
agedecreas`—
-ield: A. avocado seeds were planted for 100 days, but
Ywcreased °nIY. in Study 2 eggplant seeds were planted for 100
days.
decrealcil only. B.
13. increa, then decreased. eggplant seeds were planted for 100 days, but
IC):decreased, then increased. in Study 2 avocado seeds were planted for 1(X)
days.
suppose that, i n Study 2, t h e students calcu-
plant yield in kilograms per plant C. avocado seeds were planted for 100 days, but
ra,ge in Study 2 eggplant seeds were planted for 150
8.kited the ave
instead of grams per plant (g/plant).
(hg/plant) days.
According to Figure 2, the average plant yield for
D. eggplant seeds were planted for 150 days, but
Composite5 would have been: in Study 2 avocado seeds were planted for 100
F. 0.3 kg/plant. clays.
G, 3 kg/plant
H.30 kg/plant 12. The average plant yield in Study 2 is generally
J. 3000 kg/plant. greater than the average plant yield in Study 1.
Which of the following statements gives the most
Oneof the students, before attempting the study, likely reason for this difference?
9. hypothesized that eggplants require a high percent- F. There were twice as many eggplant seeds used
ageof broiler litter in the composite to achieve a in Study 2 than avocado seeds used in
highaverage plant yield. Do Table 1 and the results Study 1.
ofStudy 2 support this hypothesis? G. There were twice as many avocado seeds used
A.Yes; the highest average plant yield was pro- in Study 1 than eggplant seeds used in
duced in Composite 3, which had the highest Study 2.
percentage of broiler litter. H. Avocado plants, i n general, produce more
B.Yes; the highest average plant yield was pro- mass per plant of vegetable than eggplants.
duced in Composite 3, which did NOT have J. Eggplants, in general, produce more mass per
the highest percentage of broiler litter. plant of vegetable than avocado plants.
C.No; the highest average plant yield was pro-
duced in Composite 3, which had the highest 13. The fruit produced by both Persea americana and
percentage of broiler litter. Solanum melongena primarily contains which of
D.No; the highest average plant yield was pro- the following compounds?
duced in Composite 3, which did NOT have A.02
the highest percentage of broiler litter. B. C O 2
C. C H 3 O H
10.In bothStudies 1 and 2, which of the following com- D. C6H1206
positeswas most likely intended by the students to
serveasthe control group?
F. Composite 1
D.Composite 2
11.Composite 3
J. Composite 5
Michael Cerro I 111

Passage I I I
10
The snake plant (Sansevieria trifasciata) and the ..--,
areca palm (Dypsis lutescens) are known to be efficacious '5 8
oxygen-producing plants. The snake plant typically con- -as •
verts carbon dioxide to oxygen at night, while the areca, 5
plans converts carbon dioxide to oxygen during the day. 6 •
o=
.—
Biology students conducted a study to measure the oxy-
gen emission rate of both species in various anibient con- V 4 •
dition.s. 0
U
0 •
0 • •
U •
2 •
0" •
Study I •
Snake plant leaves were collected and air-dried. A 0 —
0 5 10 1 5 20
small quantity, approximately 2-5 grams, was placed in time (hours) 25
a 1 m3 glass box with a device that measures 02 concen-
tration (in mg/m3). The tank was placed outside at 6:00
Figure 2
A.M. and not disturbed for 24 hours. The lid of the tank
was closed. T h e oxygen gas concentration was recorded
every 2 hours (see Figure 1).
Study 3
* • • A small quantity, approximately 2-5 grams, ofeach
•
species was collected and air-dried. T h e sampleswere
• placed together in a 1 m3 glass box with a device that
measures 02 concentration (in mg/m3). The tankwas
placed outside a t 6:00 A . M . and not disturbed for 24
• hours. T h e lid of the tank was closed. The oxygengas
concentration was recorded every 2 hours (see Figure3).
•
6
•
•
5 1 0 1 5 2 0 2 5
time (hours)
Figure 1
3 •
•
2 2
•
0-1
Study 2
The procedure of Study 1 was repeated except that
areca palm leaves were tested instead o f snake plant 0 5 1 0 1 5 2 0
leaves (see Figure 2). time (hours)
Figure 3

g 4to the results of Study 3, as time elapsed,
. " 18.
1Acc"—II n concentration:
./2
What was
students the most
placed the likely reason why the biology
rincreased only.
G. decreased only. plant samples in boxes made of
jj•increased, then decreased. glassTO
F. e n s u r e the plant samples received a proper
j. decreased, then increased. amount of precipitation
G.
1, at approximately what time did To ensure the plant samples receivd a proper
15 amount of sunlight
•eased on Studyth
concentrationof the snake plant leaves reach
2
0
e H.
To protect the plant samples from native her-
2nig/111:3? bivores
J.
A. 10:00 A.M. To protect the plant samples from harmful
H. 12:00 A.M. ultraviolet radiation
C. 2:00 P.M.
D. 4:00 P.M. 19. During which time interval (lid the 02 concentra-
tion inside of the box containing the snake plant
16.Consider the statement, "When both plant species leaves increase more rapidly than the 02 concen-
areplaced together, the 02 concentration is greater tration inside of the box containing the areca palm
at the end of 24 hours than either plant species leaves?
A. 6:00 A.M. - 11:00 A.M.
individually." Do the results of Studies 1-3 support
B. 4:00 P.M. - 9:00 P.M.
this statement?
C. 9:00 P.M. - 2:00 A.M.
F. Yes; Figure 3 shows a maximum 02 concen-
D. 2:00 A.M. - 6:00 A.M.
tration at the end of 24 hours that is greater
than either Figure 1 or Figure 2.
G. Yes; Figure 1 or 2 shows a maximum 0 2 20. Do the results of Studies 1 and 2 support the intro-
concentration at the end of 24 hours that is ductory information, which states that Sansevieria
greater than Figure 3. trifasciata typically converts CO2 to 02 during the
H. No; Figure 3 shows a maximum 02 concen- daytime, whereas Dypsis lutescens typically con-
verts CO2 to 02 during the nighttime?
tration at the end of 24 hours that is greater
than either Figure 1 or Figure 2. F. Yes; For Sansevieria trifasciata, the 02 con-
centration increased rapidly in the middle of
J. No; Figure 1 or 2 shows a maximum 0 2
the day, whereas the 02 concentration for
concentration at the end of 24 hours that is
Dypsis lutescens increased rapidly at the be-
greater than Figure 3.
ginning and end of the day.
G. Yes; For Sansevieria trifasciata, the 02 con-
17.Based on Study 1, what was the average 02 con-
centration decreased rapidly in the middle of
centration per leaf of Sansevieria trifasciata after
20hours had elapsed? the day, whereas the 02 concentration for
A. 1 mg/[rn3.1eaf]
13. 5 ing/Im3.1eafl
H. No; For Sansevieria trifasciata, the 02 con-
C. 10 mg/[m3.1eaf]
centration increased rapidly in the middle of
D. Cannot be determined from the given infor- the day, whereas the 02 concentration for
mation
J. itfiasca
v
e
s
n
a
rS
;F
o
N i ta, the 02 con-
centration decreased rapidly in the middle of
the day, whereas the 02 concentration for
Michael Cerro1113
Experiment 2
Passage I V Experiment 1 was repeated except proper ,
of NaOH, instead o f HCI, were added to the-4"ot%
Acid-base indicators, or pH indicators, are organic beakers, each containing a different indicator, to hier
a pH level of 7-13. T h e students recorded their out;
molecules (typically weak acids) that respond to a change obserl
in the hydrogen ion ( I I + ) concentration o f a solution. tions in Table 2.
The most common type of pH indicators are ones that
change the color of the solution. T h e pH range where a
Table 2
color change occurs is often referred to as the transition
range. pH Indicator 7 8 9 10 11
13
Methyl orange Y Y y y y y
Chemistry students attempted to identify the pH of
4 unknown solutions using 4 different pH indicators. Bromthymol blue G B B B B B
Phenolphthalein X X P I) p p
Bromcresol green B B B B B B
Experiment I
The students filled 8 clean beakers each with 100
mL of H20. Using an pipette, 2 drops of the pH indicator
methyl orange were added to 2 of the beakers. This pro- Experiment 3
cess was repeated for bromthymol blue, phenolphthalein, The teacher handed the chemistry students 490
and bromcresol green. T h e n , proper amounts o f HCI lutions ( A -D) o f unknown p H and 16 clean beakers
were added to 4 of the beakers, each containing a differ- The students poured 25 m L o f Solution A into 4 of thi
ent indicator, to obtain a pH level of 1-7. T h e students beakers. Using an pipette, 2 drops of methyl orangewen
recorded their observations in Table 1. added to one of the 4 beakers. This process wasrepeate0
for bromthymol blue, phenolphthalein, and bromcres6
(Note: R = red, 0 = orange, Y = yellow, G = green, green, and then again for Solutions B -D. The student
B = blue, P = pink, and X = colorless) recorded their observations in Table 3.
Table 1 Table 3
pH Indicator 1 2 3 4 5 6 7 pH Indicator A B C D
Methyl orange 0 Methyl orange Y Y 0 Y
Bromthymol blue Bromthymol blue Y B Y G
Phenolphthalein X X X X X X X Phenolphthalein X P X X
Bromcresol green Bromeresol green G B G B

went 2, before the addition of NaOH, the 25.
DiEx,Pert •
21. o i the solution was approximately: At the conclusion of the experiments, one of the
students concluded that the pH of Solution A was
6 between 3-4. D o the results of Experiments 1-3
support this conclusion?
0. 1
c,8 A. Yes, because in Solution A methyl orange was
.9 yellow.
B.
, f l o w did the procedure of Experiment 3 differ from Yes, because in Solution A bronithymol blue
of Experiment 2? I n Experiment 3, the stu- Was yellow.
C.
that No, because in Solution A methyl orange was
deiim tested: yellow.
onl y 4 pH indicators, whereas in Experiment D.
F. 2 More than 4 pH indicators were tested. No, because in Solution A bromthymol blue
was yellow.
G.only 4 indicators, whereas in Experiment
2less than 4 pH indicators were tested.
solutions of unknown pH, whereas in Exper- 26. The teacher informed the class that the pH of one
H• iment 2 students tested solutions of known of the unknown solutions could not be determined
given the 4 i n d i c a t o r s chosen for the experi-
ments. Based on the results of Experiments 1-3,
solutions of known pH, whereas in Experi- which unknown solution was it?
ment2 students tested solutions of unknown F. Solution A
G. Solution
H. Solution C
23.Basedon the passage and the results of Study 1, J. Solution D
whichof the following best describes the transition
rangeof methyl orange? 27. In chemistry, the p0H(the measure of the concen-
A. a pH range of 1.2 - 3.5 tration of the OH- ion) and the pH of a solution
B. a pH range of 3.3 - 5.1 always add to 14. Based on this information, and
C. a pH range of 5.5 - 6.8 the results of the experiments, which unknown so-
D. a pH range of 7.2 - 8.1 lution has the highest p011?
A. Solution A
24.A chemist has 2 solutions, one with pH = 5 and B. Solution B
theother with pH =11. Based on the results of the C. Solution C
experiments, would phenolphthalein be a good pH D. Solution D
indicator to use to differentiate the 2 solutions?
F. Yes, because phenolphthalein is colorless at
both pH = 5 and pH = 11.
G.No, because phenolphthalein is colorless at
pH = 5 and pink at pH = 11.
H. No, because phenolphthalein is colorless at
both pH = 5 and pH = 11.
J. Yes, because phenolphthalein is colorless at
pH = 5 and pink at pH = 11.
Michael Cerro1115
4
Passage V c 4
Objects A and B will reach the bot
Sitiundedeptbl L Oneat the exact same time because till):t the ils
tional forces acting on both objects are the s_gravita.
A physics teacher described the following theoretical
variable m, which represents the mass of eacTe• iiit
experiment to her class. becomes obsolete when correctly manipulating th
c'bieet,
equations in the inclined plane experiment. um e fokt
cal factors, such as friction, are unequally
tc'disnitribYinthi.
the surface of the inclined plane, it will result i„ —oil
ference in fall time between the objects. Howev'eur,adif,
the inclined plane is frictionless we need not worryah,silee
these terms in the equations. Moreover, because Z
objects are starting from the same height above thei2
tom of the inclined plane, the recorded times
the bottom will be identical. r e a c h
Figure 1
Object A and Object 13, with masses 10 kg and 20

kg respectively, are released from rest from the top of a 28. According to Student 1, as the mass of anObject
frictionless inclined plane (see Figure 1). The only force increases, the average speed of that object traveling
acting on each object is the force due to gravity, Fg. The down the inclined plane:
acceleration due to gravity on Earth, g, is constant (g = F. increases.
9.8 m/s2). The time it takes for each object to reach the G. decreases.
bottom of the inclined plane is recorded. H. varies, but with no general trend.
J. remains constant.
The teacher asks 3 students to predict which object
will reach the bottom of the inclined plane first and to 29. Suppose a bowling ball and a baseball aredropped
support their claim using their understanding of physics. from the same height above the surface of Earth.
Would Student 1 or Student 2 more likelyargue
that the bowling ball would fall and reachthesur-
Student I face of the Earth before the baseball?
Object A will reach the bottom of the inclined plane A. Student 1, because Student 1 argues that
first because lighter objects move faster. Since the force lighter objects travel faster than heavierob-
of gravity is constant near the surface of the Earth, the jects.
object with less mass will experience a greater average B. Student 1, because Student 1 argues that
speed down the inclined plane. This is evident in other lighter objects travel slower than heavierob-
experiments as well. F o r example, an average human jects.
pushing a shopping cart will travel faster than the same C. Student 2, because Student 2 argues that
individual pushing a motor vehicle. Moreover, since both lighter objects travel faster than heavierob-
objects need to travel the same distance to reach the jects.
bottom, the speed of each object is the only factor worth D. Student 2, because Student 2 arguesthat.
noting. ilighter
t robjects travel slower
* than heavier
Student 2
Object B will reach the bottom of the inclined plane 30. Which of the student(s) would agree that the get
first because heavier objects experience greater momen- eration of the object varies with the object'sn10
tum. This is evident in the equation p = my, where p is F. Student 1 only
the object's momentum, m is the object's mass, and v is G. Student 2 only
the object's speed. According to this equation, p and m H. Students 1 and 2
are directly related. Since Object B has twice the mass J. Students 2 and 3
of Object A, it will also have twice the momentum. I t is
easier for heavier objects to gain momentum, and thus,
gain greater speeds.

due to gravity on Earth, Fg, of an object 33.
e thass of the object t i m e s A c - Two new similar objects, Object C and Object D,
31. T be tom
10,1 .
l a to the information 9
provided, .
which of the are introduced into the same theoretical experi-
coll---",70. is closest to the force due to gravity of ment. Object D is known to have a greater mass
fohowiPt,7 than Object C. A fourth student predicts that Ob-
objectA. ject C will reach the bottom of the inclined plane
A. ooN first. Which student, if any, would agree with the
}3. prediction stated by the fourth student?
A. Student 1
C.3°° N B. Student 2
1),400N
C. Student 3
inethe inclined plane had an equal distribu-
D. None of the students
32'Inioffriction on its surface. According to Student
t31hawwould the time it takes to reach the bottom
34. Newton's second law states that the force of an ob-
oftheinclined for Object A compare to Object B?
ject equals the mass of that object multiplied by
Thefall time of Object A would be: its acceleration. Based on Student 3's argument,
F. twice as great as the fall time of Object B.
how would the acceleration of Object A compare
G.equal to the fall time of Object B. to the acceleration of Object B? The acceleration
H.halfasgreat as the fall time of Object B. of Object A would be:
J.one-fourth as great as the fall time of F. less, because Object A has a greater mass
Object B. than Object B.
G. less, because Object B has a greater mass
than Object A.
H. greater, because Object B has a greater mass
J. than Object A.
equal to the acceleration of Object B.
Passage V I
A double-slit experiment demonstrates that light
111111
simultaneously exhibits properties of both a wave and
a particle. I n the demonstration, a wave is split into
two separate waves that later combine into a single
wave. This creates an interference pattern, producing
both bright and dark bands on a screen. A n interfer-
ence pattern would not take place if light consisted only
of particles. Furthermore, light is known to travel only
through one slit and not both. This is a property of 43 2 1 0 23 4
particles, whereas waves would travel through both slits.
Physics students constructed 3 double-slit experi- Figure 2

ments to better understand how various parameters af-
fect the distance between bands on the scre('n.
Experiment 1 Table 1
A monochromatic light source, producing a wave-
Trial d (cm) x (cm)
length (A) of 625 nm, was placed on a platforni. Scissors
were used to cut 2 vertical parallel slits, a distance d = 1 0.1 2.50
0.1 cm apart, through a flat piece of paper. T h e pa-
per was positioned at the same height as the light source 2 0.2 1.25
so that the light beam precisely hit both slits. Another 3 0.3 0.83
piece of paper was positioned a distance L = 10 m away
from the two slits (see Figure 1).
Experiment 2
The procedure from Experiment 1 wasrepeatedfor
various values of L (see Table 2). Each trial hadado(
0.1 cm and a A of 625 nm.
Table 2
0 0
Trial L (m) x (cm)
4 20 5.0
5 30 7.5
6 40 10.0
Figure 1 Experiment 3
The procedure from Experiment 1 wasrepeatedfar
various wavelengths of monochromatic light (seeTable
All sources of external light were blocked from en- 3). Each trial had a d of 0.1 cm and a L of 10tn.
tering the room. T h e monochromatic light source was
turned on, producing a double-slit band pattern on the
Table 3
far piece of paper (see Figure 2). T h e students high-
lighted the double-slit band pattern with pencil. T h e Trial A (nm) x (c111)
distance, x, between the center band (n = 0) and the
7 650 2.6
4th band (n = 4) was recorded. The experiment was re-
peated for various values of d and the results recorded in 8 700 2.8
Table 1.
9 750 3.0

11 O n t 2' a trial had been conducted in 38.
peri
io --;‘•,ualed 60 'fl, x would most likely have Suppose that the procedure used in Trial 7 had
36.hich " w h o f the following values? been repeated in a new trial, except L equaled
vlbeepclosest t ° i c h 5 m. Based on the results of Experiments 2 and 3,
8.75on x would most likely have been:
F. less than 2.6 cm.
0. 1 0 cfn
c.12.5 cul G. between 2.6 cm and 2.8 cm.
0,15.0cm H. between 2.8 cm and 3.0 cm.
J. greater than 3.0 cm.
inExperiment 1, which of the following is the most
the students blocked all sources
36' ly reaOn 39. Based on the results of the experiments, which of
likfenatural light from entering the room?
Tobetter see the double-slit band pattern the following equations correctly relates x to d, L,
and A?
G.To avoid other sources of light causing unnec-
(Note: k is an unknown constant.)
essaryinterference
Toremoveexcess heat from the room A. x k —
dA
j. To ensure the laboratory setup would not be
, Ld
disturbed B. x = K—
A
37.In Experiment 1, which variable was independent, , LA

C. x K —
andwhich variable was dependent? d
indepenent
d d e p e n d e n t ,A
D. x = K—
A. A Ld
B. A
C. 40. Based on the procedure used in Trial 3 and Figure
D. 2, which of the following equations gives the angle
of elevation, 0, measured from the center of the two
slits to the 4th band (n = 4) on the interference
pattern?
(0.83
F. 0 = sin-1
10 )
( 0.83
G. 0 = sin-I
1,000)
H. 0 = tan-1 ( 0 1.803)
0.83
J. 0 = tan-1 (1, 000)
CHAPTER 8
ANSWERSAND EXPLANATIONS
8.1 C h a p t e r Questions
CHAPTER TWO CHAPTER THREE CHAPTER FOUR

CHAPTER ONE
3.1 4.1
1.2 2.1
i.e 1. A
1. A i.e
2.J 2. J 2.H
2.H
3.D 3. A or B 3.A
3.B
4. J 4. F
1.3 5.B 4.2
5.A
4. F 6. J 4. J
5.A 2.2 5.A
6.G 6.J 6. J
7.D 7.B
8.F 4.3
8.G
9.B 7.D
9.D
10. 8.H
11. A 2.3 9.0
12.J 10. 10. J
13.B 11 . 0 11 . A
14.G 12.J 12. J
13. D 13.0
1.4
15.B 2.4
ml. 20 14.G
m2. 140 15.B
m3. 300 16.H
m4. 5
m5. 140 2.5
m6. 1,200 17.0
m7. 2,000 18. F
19.A CHAPTER FIVE
m8. 550
20.H 5.1
m9. 3
1. A
m10. 720
2.6 2. J
m11. 25
21.D 3.0
m12. 1,000
22.11
m13. 600 5.2
23.D
m14. 6,000 4.G
24. F
5.A
1.5
6.H
16. J
17.D 5.1
18. J ' 7 . B
19.D
8.G
20. F
9.B
1.6
21.D
22.G
23.0
24. F
25.0
26.G

chapter 1 Test: The Basics
EXPLANATION
SKILL
ANSWER Locators The lowest time to reach the medium implies the stimulus is niost
effective.
A
1
Number Behavior
Table 3 shows a direct trend between stimulus introduced and time to
reach medium.
2
Locators The results of Study 1 show shorter times than Study 2. This im-
3 plies normal cockroaches complete the maze faster than abnormal cock-
roaches. T h e acetic acid stimulus, according to Table 2, results in a
slower time than lemon oil.
Number Behavior
FL According to Table 3, a new data point of 7% would result in a time
4 between 27 and 48 seconds.
Math The time for lemon oil in Table 2 is 30 seconds. Conversion to minutes
5 yields 1/2 or 0.50 minutes.
Number Behavior Table 3 shows a direct trend. Using this trend for ethanol, and the
6
result for ethanol in Table 1 of 18 seconds, an increase in ethanol con-
centration would result in a longer time to reach the medium.
7 Number Behavior Comparing Table 1 and Table 2, the abormal cockroaches have longer
times for all stimuli than the normal cockroaches. Since Study 3 re-
peated the procedure from Study 1, which used normal cockroaches,
using abnormal cockroaches instead would yield longer times for all
stimuli.
8 G Number Behavior Figure 1 shows an inverse trend between temperature and density.
9 A Number Behavior Figure 2 shows a direct trend between temperature and absolute pres-
sure.
10 F Number Behavior Figure 3 shows a direct trend between temperature and specific entropy.
11 D Extrapolation and A x-axis value of 130°C would yield a y-axis value much greater than
Estimation 120 kN/m2.
12 H Data Bridge Given a density of 970 kg/m3, a value of approximately 82°C is de-
termined from Figure 1. Using that value for temperature in Figure 2
yields an absolute pressure of approximately 50 kN/m2.
13 C Extrapolation and A x-axis value of 110°C would yield a y-axis value between 1.25 and
Estimation 1.5 kJ/kg-K.
14 H
Outside Knowledge Figure 3 best resembles a line.
15 B
Number Behavior Trials 1 to 3 show an inverse trend with respect to time.
16 G
Number Behavior Trials 7 to 9 show an inverse trend with respect to time.
17 c
Math The passage states each object is 2.0 kg. I f 5 objects were used then
the total weight would be 10 kg.
18 c
Number Behavior The fastest speed would result from the lowest time to fall down the
19 B inclined plane.
Number Behavior The new brick surface for a sphere yields a time between Trials 2 and
20 j 3. This would be the same for the cube and Trials 5 and 6.
Cannot Be Determined The passage does not provide any information about glass objects.
Michael Cerro 123

chapter 2 Test: Advanced Question Types
,3
EXPLANATION
SKILL
PsWEI{ Number Behavior Figure 1 shows a direct trend between months elapsed and CO2 emis-
sions for Source 1.
A
L
s e at:ia
j e fiMethod Soil activity is most likely better in months that promote plant growth.
yes, Yes, No, No Since E. coli produce NO2-, and there is at least some NO2- present in
all 3 months, then E. coli were present,.
Math Figure 1 gives approximately 20, 40, and 60 mol/cm3 for months 1, 2,
and 3 respectively. The total emissions would be the sum, or approxi-
4 mately 120 mol/cm3.
Math The passage describes the dimensions of the soil section as 1.0 m, 1.0
5 m, a.nd 3.0 in. T h e volume, therefore, would be the product of these
dimensions, or 3.0 m3.
Extrapolation and Figure 2 shows an inverse trend between months elapsed and N O ;
6 Estimation emissions for Source 2. An additional month would yield an even lower
value for NO2- emissions, leaving Answer F as the best choice.
Locators The passage describes anaerobic respiration as the consumption of NO
and production of NO2-. Answer D is the only choice with these com-
pounds on the appropriate sides of the chemical equation.
Number Behavior Figure 1 shows a direct trend between pH level and bacteria concen-
8
tration at 20 min.
9B Mixing Figure 2 yields a value of 30 kg/L at 10 mm a n d a value of 20 kg/L at

25 min. T h e correct answer of a mixing problem will be between the
two data points.
10 H Scatter Plots In Figure 2, the data is plotted once every 5 minutes.
11 A Scientific Method pH is an independent variable in Study 1 but a constant in Study 2.
Water temperature is a constant in both studies. Chlorine concentra-
tion is a constant in Study 1 but an independent variable in Study 2.
Bacteria concentration is the dependent variable in both studies.
12 G Yes, Yes, No, No Answer choices H and J have incorrect explanations. The correct ex-
planation disagrees with the hypothesis of the student.
13 D Cannot Be Determined The water temperature is constant through the experiment. There is no
way of knowing, based on what is giving, how changing this parameter
would affect the results.
14 G
Outside Knowledge Knowledge of the pH scale is needed. Acids have a pH lower than 7.
Bases have a pH higher than 7.
Locators All y-axis values for CH4 in Figure 2 are between 0.995 and 1.000.
16 a
Number Behavior Figure 1 shows an inverse trend between pressure and compressability
17 A factor for CO2.
Equations as The best point to test for SF6 in Figure 1 is (10,0.9). Answer choices B
Answer Choices and D can be removed because the slope in Figure 1 is negative. Only
Answer A works with the given data point.
Michael Cerro I 125

# ANSWER SKILL EXPLANATION
A e r choices F and H have the incorrect explanation. Theueco
18 J Yes, Yes, No, No t tihnptheerachemist
explanation disagrees wie N t
In Figure 2, generally, d
19 A Number Behavior
direct relationship. Had Figure 1 been recorded at a lower tern—per: a
all values of z would also decrease. —L4te,
Based on the equation in the passage, an actual volume a t
20 F Locators
than the ideal volume would yield a value greater than 1. H greattr
only gas in either Figure 1 or 2 with values greater than 1. 2 iS $k
21 C Locators The half-life of U-235, according to Table 1, is 7 x 108 yr.
22 J Yes, Yea, No, No Answer choices F and H have the incorrect explanation. The eorrett
explanation disagrees with the scientist.
23 C Locators If 150 atoms decayed, then 850 remain. A y-axis value of 850yieldsa
x-axis value of 10 x 108 yr.
24 F Extrapolation and Extending the U-235 line to a x-axis value of 12 x 108 yearsWouldyield.
Estimation a y-axis value lower than 400 atoms.
25 B Data Bridge Using Table 1, Tc-99 is located between 1J-233 and U-235. Jumpingto
Figure 1, the number of atoms, for any given amount of time, will*
be between U-233 and U-235.
26 J Math Using the equation in the passage, if C-14 has a half-life of 5,715yew
then: r = 5,715
0.7 . This will yield a value for T greater than 5,715.
27 A Number Behavior Table 1 shows a direct trend between weight and 1/4-mile time.
28 G Yes, Yes, No, No Answer choices F, H, and J have incorrect explanations.
29 B Locators A value of 950 cfm, in Table 2, is located between Trials 3 and4.
30 H Scientific Method Based on the description of Study 1, 750 chn was a constantthroughout
the study. In Study 2, this value yielded a 1/4-mile time of 12.3seconds
The car in Study 1 that also resulted in the same 1/4-mile timeis
Car E.
31 D Scientific Method Engine horsepower is a constant in Study 1, but the independentvari-
able in Study 3.
32 H Scientific Method Based on the description of Study 1, 450 hp was a constantthroughout
the study. In Study 2, this value yielded a 1/4-mile time of 9.3seconds
The car in Study 1 that also resulted in the same 1/4-mile timeis
Car C.
33 D Number Behavior Table 3 shows an inverse trend between Engine horsepowerand;lir
mile time. I f Engine horsepower is decreased from 450 hp to
the 1/4-mile time will increase. The original 1/4-mile time forCar "
Study 1 is 12.3 seconds.
34 F Number Behavior Figure 2 shows a direct trend between water temperature aildsur'
percentage.
35 C pcies
Locators Most resistant implies the survival percentage is high. C
the highest survival percentage.

EXPLANATION
SKILL
ANsW6g Number Behavior Table 1 shows a direct trend between the water treatment number and
pH level. Figure 2 shows a direct trend between the water treatment
level and the survival percentage at a given temperature. Thus, there
is a direct trend between the pH level and survival percentage.
Scientific Method Water temperature is a constant in Experiment 1 but an independent
0 variable in Experitnent 2.
37
Yes, Yes, No, No Answer choices F and H have incorrect explanations. The correct ex-
38 planation disagrees with the researcher's prediction.
Scientific Method The water temperature used in Experiment 1 was 25°C. At this tem-
39 B perature, the results of Species B in Figure 1 best match the results of
25°C in Figure 2.
Yes, Yes, No, No Answer choices H and J have incorrect explanations T o promote
40 growth would imply a higher survival percentage. According to
Figure 2, as temperature incr(!ases so does survival percentage.
8.4Chapters 3 and 4 Test: Scientific Method and Last Questions
D Cannot Be Determined Gene Y is present in Cross 1, not Cross 2.
2 F Math Approximately 100 out of 400 offspring from Cross 1 were green.
3 D Outside Knowledge Recessive phenotypes generally appear less often than dominant phe-
notypes. Table 1 shows green is a recessive trait and Table 2 shows
wrinkled is a recessive trait.
4 F Outside Knowledge A double Punnett square here is needed. Answer choice J is wrong be-
cause it would have a chance to produce the green phenotype. Answer
choices G and H are wrong because those crosses would produce round
and wrinkled offspring.
5 C Math There are a total of 400 offspring, of which 250 are yellow and round.
6 F Outside Knowledge A double Punnett square here is needed. Since both plants are green,
only green offspring would result. A n d since one of the plants is al-
ready wrinkled, there is a 0% chance of yielding homozygous dominant
offspring for shape.
7 A Table 1 shows a direct trend between W and D.
Number Behavior
8
Number Behavior A value of 175 N/m2 would be between Trials 7 and 8 in Table 2.
9 B
Locators All of the answer choices have a value of 30 N for W. The highest value
of D occurs in Trial 5.
10 G
Scientific Method Study 2 has a constant value for W of 30 N. This value in Study 1
yields a D of 2.5 x 10-3. That same value for D occurs in Trial 6 using
Metal B.
Michael Cerro I 127

# ANSWER SKILL Eax::::, 1sIosANA
TIl:NT
adirect trend between W and D. Tabwwleeei3lanhstihsotowflos:ai_o•Navity
11 A Number Behavior trend between T and D. Thus, if the students wanted the lown,., dirett
of deformation, the lowest values for both W and D would CeLchexteilt
W is a constant in Study 2 and the independent variable in. (.. 11 '
°tIldy 1.
12 F Scient ihr N1et hod
"According to the information provided" indicates
1:1 C Outside Knowledge passage. Each pipe lui.s a mass of 10 kg. The force due to g:a.a.tthe
the product. of an object's mas5. times the acceleration due to g q is
(which is approximately 10 m/s2). The result
Figure 3 shows an inverse trend between voltage and resistance.
14 G Number Behavior
Extending the curve for the diode off the chart would yield curreilt
15 D Ext rapolat ion and
Estimation well above 10 IIIA. a
16 F Number Behavior In Figure 3, as the resistance decreases the voltage increases,

lin, 2, us the voltage increases the current increases. Hence, as' Ig•
resistance decreases the current increases. the
17 B Data Bridge A y-axis value of 5 it for the LED in Figure 3 yields a x-axis valueof
approximately 1.8 V. In Figure 2, this same x-axis value yields ay.
value of approximately 1.7 niA.
18 H Scientific Method "Intentionally varied" implies independent variable. The x-axisand
key display independent variables in a figure.
19 D Yes, Yes, No, No Answer choices A and C have incorrect explanations. The correct
planation disagrees with the student's statement.
20 F Inverse Trends The least amount of electrical current is a result of the greatestresis.
tance. The filament lamp in Figure 3 has the greatest resistance atany
given voltage.
21 A Number Behavior In increasing order of olivine concentration: D , A, B, then C.This
order is also present in Figure 2 with regard to increasing hydrogen
concentration.
22 J Math The description states the device has a circular radius of 10 m.Ac-
cording to the equation A = irr2, this would yield an area of 1007.
23 B Extrapolation and Location B has a hydrogen concentration that is approximately 7003
Estimation at a depth of 20 m. Based on the curve, the hydrogen concentration
would not change by much from 20 m to 25 m.
24 G Locators The hydrogen gas concentration of Location B is to the right ofLocation
A at all depths, indicating a higher value.
25 D Math
At a depth of 20 m, Location B has a hydrogen concentration ofap-
proximately 70 g/m3. I f a volume of 10 m3 is collected, there Ionic:
have to be 700 grams in order for the concentration to equal70 gill •
26 G Mixing
A depth of 15 m for Location D yields a hydrogen concentrationofa
approximately 10 g/m3. A depth of 15 m for Location A !lieldsir
hydrogen concentration of approximately 30 g/m3. The correct 8115'el
for mixing problems is always between the two data Points'
27 B Outside Knowledge aoge•
Olivine is Fe2SiO4 and magnetite is Fe304 as described in theP.n.fro
According to the, chemical equation, doubling the moles of oily' e
3 to 6 would double the moles of magnetite from 2 to 4.
128 I For the Love of AcT Science

EXPLANATION
Figure 2 shows genotype HH as having the most food searching events

per day. Figure 3 shows genotype HH vvith a maximum age of 50days.
Answer choices C and D have incorrect explanations. The correct ex-
planation suggests blow flies with two normal alleles spend more time
searching for food than ones with abnormal alleles.
Figure 2 shows genotype HH with approximately 15 and1-1-1-1- with

approximately
times as great. 3 food searching events per day. The ratio is 5:1 or 5
Answer choices B and D have incorrect explanations. The correct ex-

planation disagrees with the student's hypothesis.
Outside Knowledge A Punnett square is required to determine that all Offspring will have
the heterozygous genotype. According to Figure 3, genotype Hit has
a 0 percent survival rate after 40 days.
Anticipating the A Punnat square shows that, 50% of the offspring will have genotype
Extra Step 1111", and the other 50% will have genotype 11-11-. According to Fig-
ure 3, the correct answer will fall between 20 days and 35 days, the
maximum lifespan of genotypes Hit and fl-H- respectively.
Yes, Yes, No, No Answer choices G and H have incorrect explanations. The heavier mass
will experience a greater force due to gravity.
Math The spring constant is k = 100 N/m. The 250 N force in the question
is 2.5 times as great, resulting in 2.5 meters of compression.
Number Behavior The mass of the spheres in increasing order are: A, B, then C. This
results in an increase in average spring compression according to
Table 1.
Scientific Method Experiment 3 states that the spring was moved 0.5 m away from the
base of the quarter-pipe. In Experiment 2, the initial height, H, is an
independent variable.
Outside Knowledge All answer explanations are correct. The greatest kinetic energy would
yield the largest spring compression. Sphere C, since it is the most
massive, would have the greatest amount of kinetic energy.
Scientific Method In Table 2, the initial height is intentionally varied while the spring
compression is measured.
Math The mass of Sphere C is 3 kg, the acceleration due to gravity is 10
m/s2, and the initial height is 1 m. Substituting all values into the
given equation yields a result of 30 J.
8.5 C h a p t e r 5 Test: Conflicting Viewpoints
# ANSWER. SKILL EXPLANATION

1 C Outside Knowledge NaC1, or sodium chloride, is a common salt in chemistry.
2 J Step One The first sentences of each student show us that Students 2 meriti
a charged center and Student 3 agrees with Student 2's viewpoini°48
3 C Step One S t u d e n t 1 mentions a rough surface producing friction. TisU,
18matches
the sandpaper mentioned in answer choice C.
4 F Step One A l t h o u g h Student 3 deviates from Student 2, they both agree •
notion that the surface of the metal caused the spark. W i t h the
5 D Step One T h e smooth surface eliminates Student 1. The unchargedsurfaceout.
mates Students 2 and 3.
6 H S t e p Two T h e key phrase in the question is "negative and positivechargedpat.
ticks." Students 2 and 3 argue the charged surface of the metal
the spark.
7 D T h e Irrelevant Argument I t is Impossible based on the information given how introducing adif
ferent solvent would change the experiment.
Step One T h e first sentences of Scientists 1 and 3 state a positivelychargedcen.
ter. Scientists 2 and 4 agree with these statements.
9 B S t e p Two T h e key phrase in the question is "most massive." Scientist 1stares
a larger mass than Scientist 3, eliminating Scientists 3 and 4. The
exception stated by Scientist 2 argues a more massivenucleus.
10 G S t e p Two The key term in the question is "density." Scientist 1 states thatthe
nucleus is most dense, "whereas the area outside...is not verydense.'
11 D S t e p Two T h e key phrase in the question is "all protons.. .are locatedinsidethe
nucleus." Scientists 3 and 4 mention protons outside of thenucleus.
However, Scientist 4 mentions there are an equal amount ofprotons
outside of the nucleoid region, whereas Scientist 3 states thatmost
protons are located inside the nucleoid region.
12 F Y e s , Yes, No, No T h e key phrase in the question is "positive particles aggegratetothe
center." All Scientists would agree with this statement.Answerchoices
G and 3 have incorrect explanations.
13 B Step Two The last sentence of Scientist 1 states the neutron has a neutralcharge.
The only device that relates to "charge" is an electrometer.
14 G Outside Knowledge It is known that all protons and neutrons are located withinthenucleus,
which is stated by Scientist 2.
15 C Outside Knowledge Berries are classified under the Plantae kingdom.
16 F Step One The opening sentences of each hypothesis are vastly different.Hypoti
esis 1 mentions "without pausing during flight."
Thelastsen
17 C Step Two The key phrase of the answer choices is "energy acquired."
•Hight
•ved dung
tence of all 3 hypotheses mention energy being reticle

SKILL EXPLANATION
Yes, Yes, No, No
Hypothesis 1 mentions the break down of muscle cells. Answer Choi
G andthe
with J have incorrect explanations. The correct explanation agreeses
question.
Step Two
The key phrase of the question is "invertebrate". Hypothesis 2 is the
19 only viewpoint that mentions invertebrates.
The Irrelevant Argument
The viewpoints are discussing acquisition of energy and how that energy
20 J is stored during flight. The discovery in the question is irrelevant.
Outside Knowledge
ATP, o r adenosine triphosphate, i s the primary energy carrying
21 molecule found in the cells of all living organisms.
Step One
First sentences show the genetic code of fibrin is altered in Hypotheses
22
21 and
and 3,
4. while the genetic code of prothrombin is altered in Hypotheses
Yes, Yes, No, No
23 D Answer choices A and C have incorrect explanations. The correct ex-
planation disagrees with the question.
Step Two
24 F First sentences show Hypothesis 1 states prothrombin is altered. Ac-
cording to the text, when prothrombin is activated it causes thrombin
to form.
25 C Step Two
The key phrase of the question is "a substance.., identical to throm-
bin." Hypothesis 4 states that "because thrombin is never produced
fibrinogen is never converted into fibrin."
26 G Locators Hypotheses 1 and 4 both state that "thrombin is never produced." This
implies a low concentration of thrombin.
27 B Step One First sentences of Hypotheses 2 and 3 state the genetic code of fibrin
is altered by hemophilia.
28 G Outside Knowledge White blood cells are a component of the immune system.
29 A Scientific Method The entire passage is about dissolving a solute into different solvents.
30 H Step One The second sentence of Student 3 states the solute "must have been
nonpolar."
31 C Step Two Student 1 states "the solute.. .must have also been polar." Student 2
agrees with Student 1.
32 j
Step Two The last sentence of Student 3 states that nonpolar solvents can dissolve
any solute. This disagrees with answer choice J.
Yes, Yes, No, No Answer choices B and D have incorrect explanations. According to
Student 1 a nonpolar solute would not dissolve in water.
Outside Knowledge Table 1 tells us that Ligroin is similar to Toluene, which is a nonpolar
solvent. Methane, CH4, is also nonpolar.
Step One First sentences show Graduate Student l's main argument concerns
36 p Earth's gravity.
Number Behavior According to the data, Snowboarder A had a kinetic energy at Point
X of 0. Because the athletes underwent the same experiment, it can
be concluded that Snowboarder B would also have a kinetic energy at
Point X of 0. I n addition, objects at rest have a value of 0 for kinetic
energy.
Michael Cerro1131
ANSWER SKILL EXPLANATION
#
The main phrase of the question is "2k g . " Graduates St
37 B Step Two 3 both state that "mass.. .had no effect on the results." t i " n i t a 1 ttild
Answer choices G and H have incorrect explanations since
38 J Yes, Yes, No, No
masses had identical fall times it would weaken Graduate ncestutclhetwo
viewpoint, who is the only student to argue that a differe .ent
would affect the results. i n r4as
39 B According to Table 1, the maximum height reached by

Number Behavior
was identical to the initial position of Point X. b ° L n athiett
40 J Step Two Graduate Student 3 states that "gravitational attraction ..h

on the results." n o effect
8.6 Practice Test 1
1 B Locators The lines in Figure 1 intersect at a x-axis value of 2005.

2 H Math 10 + 20 + 5 + 30 = 65
3 D Locators The passage states that the Asian black bear is one of the main pre.
tors of tigers. This implies that, i f all Asian black bears are removed
the population of tigers in the region would increase. Figure 1show;
a population of approximately 200 million for tigers in the year2010,
Four years later, if their predator is removed, the tiger population would
be higher than 200 minion.
4 F Math The percent of species in Table 1 add up to 90%. This meansthe
scientists failed to place 10% of tiger species in a Red List category.
5 C Yes, Yes, No, No Answer choices B and D, according to Figure 1, have incorrect expla-
nations. T h e correct explanation agrees with the inverse relationship
stated in the question.
6 G Math According to Table 1, a total of 25% of tiger species are either Vulner-
able (VU) or Endangered (EN). I f 300 species were sorted, 25% of300
equals 75.
7 B Number Behavior Figure 2 shows an inverse trend between pressure and A.
8 F Locators At 285 K in Figure 1, L i has a y-axis value of approximately 425not
Na a value of 275 nm, K a value of 190 run, and Rb a value of 160nol.
9 B Locators Sodium (Na) is approximately 125 nm less at any given x-value. Far
example, at 900 mm Hg, the y-value for Na is approximately 210aol
and the y-value for Li is approximately 330 nm.
10 G Data Bridge The order of increasing atomic radii is: Li, Na, K, then Rb. Usingtin$
same order, the mean free path decreases according to Figure 1-
11 A Data Bridge Cesium would be located below Rb in Table 1. Jumping to FlPre
at 270 K, the mean free path for Cesium would be lower than that.
Rb, which is 150 nm. Answer choice A is the only option lower tlow
150 nm.

EXPLANATION
SKILL
Yes,Yes, No, No Answer choices G and H have incorrectas t o n z Rubidium
has the shorter mean free path, the frequency oo
higher. f 11' ' would be
step One First sentences indicate Scientist 3 is arguing DNA damage accumula-
tion, while Scientist 4 is arguing random DNA mutation. This elimi-
nates answer choices B and D. Scientist 4 mentions that DNAdamage
causes DNA mutation, not the other way around.
Yes,Yes, No, No Answer choices G and H do not match their respective viewpoints.
The key phrase of the question is "programmed", which is mentioned
by Scientist 2.
The Irrelevant Argument Apoptosis is mentioned by Scientist 2, not Scientist 4.
Step One Scientist 2 argues life expectancy is predetermined. Random environ-
mental factors, as stated by answer choice H, would contradict that
viewpoint.
Step Two The last sentences of each viewpoint all state that, at a certain point,
ITA life is no longer sustainable.
Step Two The key phrase of the question is "antioxidants." The only Scien-
is F
tist that mentions anything resembling antioxidants is Scientist 3, who
mentions "oxygen ions" and "peroxides."
1g B O u t s i d e Knowledge H202 is hydrogen peroxide. Scientist 3 mentions peroxides cause DNA

damage.
20F L o c a t o r s Figure 1 shows that, at a x-wds value of 120, the y-axis value for one
of the data points is approximately 130. This value is 10 units greater.
EA Y e s , Yes, No, No Figure 1 shows the results of the NP fertilizer, which are generally
higher than the normal fertilizer line. This eliminates answer choices
C and D. Answer choice A has the correct explanation.
F W a t e r and Drying Study 1 mentions the soil was left to dry in the sun. Any mention of
drying implies the removal of water or moisture.
23C S c i e n t i f i c Method The type of fertilizer used was intentionally varied between the studies.
This eliminates answer chocies A, B, and D.
21H L o c a t o r s The passage mentions that "active" means the fertilizer increased the
lima bean count above normal levels. Figures 1 and 3, which represent
fertilizers NP and NPK respectively, display data points above the
normal line.
Answer choices A, B, and D have incorrect explanations. Figure 3,
Yes, Yes, No, No
which is the fertilizer containing all three elements, yields the highest
quantity of viable lima beans.
Nitrogen and phosphorous are nonmetals while potassium is a metal.
Outside Knowledge Study 1 did not contain potassium and yielded more viable lima beans
than Study 2, which did contain potassium.
EXPLANATION
SKILL
# ANSWER The last sentence of the passage states charged leptons areA
r.elect,.011.1
c
g
v
h
2
b
a
iT
s
n
to
p
e
l5
27 A Locators
Table 1 shows the proton is composed of two dag-crews sofi
Data Bridge crew. Adding the IDOSSCS of these crews: 2.5 + 2.5 4_ 5.0 and
28 J This does not equal the mass of a proton listed in Table . 0 MeV.
The neutron is neutral with a charge of 0. Table 1 shows the
29 A Outside Knowledge is composed of two soh-crews and one dag-crew. Adding the chileutro4
uargesof
these crews: -1/3 + -1/3 + 2/3 = 0.
Table 1 shows the Delta-minus trio is composed of three soh
30 J Data Bridge no alsoha8
Based on Table
a charge of -1. 3, this equals a charge of -1. The O m a t D. Will yield
Table 1 indicates the top Lambda trio is composed of one dag.erew,orie
31 B Data Bridge soh-crew, and one ca.s-crew. When the cas-crew decays to A h.arg.crovi,
the math using Table 3 is as follows: 2/3 + -1/3 + -1/3 0 .
Calculating the total charge for answer choices A, B, C and
32 F Math
+1, -1, 0, and 0 respectively. A charge of +1 is desired to "
the -1 charge of a pan-lepton.
Math Each
MeV, proton
m a hassa mass
s 2of 1,000
1 1 MeV,
f t each
r i neutron
a l ohasn n ) i
33 D
MeV, and each electron has a mass of 0.5 MeV. H o
2(1,000) + 2(0.5) = 4,001 MeV.
34 F Number Behavior Table 1 shows a direct trend between solution and final mass.
35 C Locators A solution of 0.7 g/L in Table 1 would be located between 0.6 g/L
and 0.8 g/L, which yielded a difference in mass of 27 and 29grams
respectively.
36 G Locators The passages states that 0.02 g of NaCl was mixed with 100 mL ofpure
H20 to create a 0.2 g/L solution. A 0.5 g/L solution would usethe
same amount of water and a similar 0.05 g of NaCl.
37 D Scientific Method Table 2 yields much greater differences in mass than Table 1, except
for Solution P.
38 H Yes, Yes, No, No Answer choices G and J have incorrect explanations. The correctex-
planation disagrees with the hypothesis of the student.
39 A Scientific Method "Intentionally varied" implies the independent variable of the exper-
iment. Since the solution concentration is listed first in Table 1,we
can conclude it was purposely changed. The molecule of salt andma-
terial of each bag are not stated in the data, which means theywere
held constant. The difference in mass is measured and the dependent
variable.
40 H Locators
The passage states that osmosis is the net movement of water. Thu!
eliminates answer choices A and B. Since water "flows from anarea01
low solute to an area of high solute", the water would move from t.11
intracellular fluid to the extracellular fluid.
134 I For the LOW! nf

EXPLANATION
SKILL
Individuals 3 and 5 are siblings, both with normal vision.
Locators
The key of the pedigree chart lists Individual 6 as a female carrier. The
Locators
passage states Individual 4, who is also a female carrier, has genotype
XX-.
Outside Knowledge A Punnett square is required ( X X crossed with X -Y). A l l the male
children will have normal vision.
3 A
yes, Yes, No, No A n s w e r choices F and H have incorrect explanations. A carrier of a
4 recessive trait does not show the dominant phenotype.
Outside Knowledge A n s w e r choices B and D have incorrect explanations. Fathers give the
Y chromosome to male children. According to the passage, color blind-
ness is located on the X chromosome. This implies all male biological
children obtain the disorder from their mothers. Individual 25 has a
color blind mother, which would yield a genotype of X-Y.
Outside Knowledge A Punnett square is required (XX- crossed with XY). Two of the four
6 children have normal vision, one child is a carrier, and the last is color
blind.
7 C Data Bridge In Table 1, as the soil percentage decreases, the composite number
increases. In Figure 2, as the composite number increases, the average
plant yield increases then decreases.
Math Figure 2 yields an average plant yield for Composite 5 of 3,000 g/plant.
Since there are 1,000 grams in 1 kilogram, this would be equal to
3 kg/plant.
9 D Yes, Yes, No, No Answer choices A and C have incorrect explanations. The correct ex-
planation disagrees with the student's hypothesis.
10 F Scientific Method Table 1 shows that 0% of broiler litter was used in Composite 1. This
is the standard of comparison for all composites in the studies.
11 C Locators Study 1 states that 100 days elapsed, while Study 2 states that 150
days elapsed. The introduction specifies the scientific name of both the
avocado and eggplant.
12 j
Scientific Method Answer choices F and G can be eliminated since Studies 1 and 2 are
measuring the average plant yield. The quantity of seeds is irrelevant.
13 D
Outside Knowledge Fruits primarily contain sugars. C6111206 is the chemical formula for
glucose.
14 p
Number Behavior Figure 3 shows a direct trend between time and oxygen concentration.
15
Math Figure 1 shows the oxygen concentration reached 2 mg/m3 10 hours
after the experiment started. Based on the description of Study 1, the
16 j
experiment began at 6:00 A.M. 10 hours after 6:00 A.M. is 4:00 P.M.
Yes, Yes, No, No Answer choices F and H have incorrect explanations. The correct ex-
planation disagrees with the statement in the question. Figure 2 has
the highest oxygen concentration at 24 hours.
Michael Cerro 1 135

# ANSWER SKILL EXPLANATION
17 D Study 1 mentions 2-5 grams of leaves were used, but not the
Cannot Be Determined exact
quantity of leaves.
18 G The glass box ensures the plants will be exposed to sunlight.
Scientific Method
19 B Figure 1 shows the oxygen concentration inside of the box coutai
Locators
snake plant leaves increases rapidly 1045 hours after the start ofeiag
experiment. Since the experiment began at 6:00 A.m., m i tuhours the
after that time would be 4:00 P.M. - 9:00 P.M.
20 F Answer choices G and J have incorrect explanations. The correctex,
Yes, Yes, No, No
planation agrees with the introductory information.
21 B Experiment 2 states the procedure from Experiment 1 was re
Outside Knowledge
In Experiment 1, the students beganwith pure water, which hPealed.
of 7. e 8 a NI
22 H Locators Experiment 3 states "4 Solutions (A-D) of unknown pH" were
Experiments 1 and 2 test known pH samples.
23 B The passage states that the transition range is "where a color har,,,,
Locators
occurs". According to Table 1, methyl orange is changinng Color
r yetween
a pH of 3-5.
24 j * Yes, Yes, No, No Answer choices F and H have incorrect explanations. The correctex.
planation states that phenolphthalein is 2 different col a t tb
pH values, which is desirable for differentiating betwee - c desired
25 C Locators All answer choice explanations are correct. According to Table 3, so.
diasstated
lution A has a "Y..y..x.-G" pattern with respect to the4ofp3_114i,n
This pattern is also shown in Table 1 for a pH of 5. Hence, Sohitic A
n
has a pH close to 5. This eliminatesanswer choices A and B. A
choice D would not help to differentiate between a H cat°rR
in the question, and a pH of 5.
26 G Locators Solution B in Table 3 has a "Y-B-P-G" pattern. This samepattera
also appears for pH values 9-13 in Table 2. Using this logic, Solution
A would have a pH of 5, Solution C a pH of 4, and Solution D a pHof
7. Solution B has the most uncertainty in determining its pH.
27 C Inverse Trends The highest p0H would equate to the lowest pH. Since Solution Chas
the lowest pH (see solution for Question 26) it would have thehighest
p0H.
28 G Step One The first sentence of Student 1 states an inverse relationshipbetween
speed and mass.
29 D Step One Answer choices B and C have incorrect explanations. The correctexpla-
nation for Student 2 would agree that the heavier object, thebowling
ball, would reach the surface first.
30 H Step One The first sentences of both Students 1 and 2 state that massaffects
the movement of the objects. Student 3 states that mass"becomes
obsolete" when manipulating the force equations.
31 A Math The force due to gravity of Object A would be:
F9 ,--- 10 kg x 9.8 m/s2 = 98 N.

SKILL EXPLANATION
ANsw'
Step Two
32 Student 3 states
distributed" "if any
on the Pnhsicia.1factors, such as friction, are unequally
incliedY
Pane, that it would result in a difference
in fall time. The question states that the friction is equally distributed
This would not change the viewpoint of Student 3, which argues both
objects will reach the bottom at the exact same time.
A S t e p One
33 Student 1 argues lighter objects move faster. Since Object D is heavier
than Object C, Object C will move faster according to Student 1 and
reach the bottom of the inclined plane first.
34 ' I S t e p Two
Student 3 states h e mass of each object becomes obsolete when cor-
rectly deducing the force equations Since the only other variable in
Newton's second law is acceleration, we can conclude that the acceler-
ation of both objects must be equal to result in equal fall times.
35 j Number Behavior T a b l e 2 shows that as the value for L increases by 10 m, the value for
x increases by 2.5 cm. Hence, a L of 50 m results in a x of 12.5 cm,
and furthermore, a L of 60 m resulting in a x of 15.0 cm.
36 F S c i e n t i f i c Method T h e students are recording bands of light which appear on a piece of pa-
per. The darker the room in which the experiment is being conducted,
the easier to see the band patterns.
37 D S c i e n t i f i c Method T h e independent variable typically appears first in tables and is in-
tentionally varied in equal intervals. The dependent variable typically
appears to the right in tables and is measured.
38 F Anticipating the Extra Step Experiment 2 shows a direct trend between L and x. In Experiment 3
L equals 10 m. I f L were instead 5 m, this would result in a decrease
of all values of x based on the trend identified in Table 2. This leaves
answer choice A as the correct answer.
39 C
Outside Knowledge T a b l e 1 shows an inverse trend between d and x, Table 2 shows a direct
trend between L and x, and Table 3 shows a direct trend between A
and x. I n a variation equation, variables with a direct relationship
with x are placed in the numerator, while variables with an inverse
relationships with x are placed in the denominator.
40 J M a t h T h e distance from the slits to the band pattern is L = 10 m, or 1,000
cm. T h e distance between the n = 0 and n = 4 band, in Trial 3, is
0.83 cm. The angle generated from the double slit paper, from n = 0
to n = 4, would be inside of a right triangle with opposite side 0.83 cm
and adjacent side 10 m. The trig function that uses the Foppositeand
adjacent sides is tangent. This eliminates answer choices a n d G I n.
addition, answer choices F and H could be eliminated because they fail
to convert L into centimeters. This leaves answer choice J.
Michael Cerro I 137

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onap pregom Act

Tomymotherandfather, foralwayssupportingmethroughoutmylife. I lovetheboth ofyou

MostACTSciencestudyguides will informyou that therearethree differentpassagetypes in the follow,

Thismayseemsilly, buthavingaflexiblestructure will allowyou to mentallyadjust to whateverstructure

Ifyoureadnothingelsebut thisonesectionyou will probablyimproveyoursciencescore.Themostimportant

t Figure1,Figure 2,Table 1,Table 2, etc. - Yourmostimportantlocator. This isyourstartingpoint for

Onceyouhaveidentifiedwhereto look, the nextstepisknowingwhat to lookfor. This isyourWaldo,or

• Units - m,s,kg, N, etc.Yourmostimportantsecondlocator.

Deveol pthehabit of findingyourfirstandsecondlocatorsbeforeattemptingtosolveeachquestionDoingsowill

11. According to Figure 2, as species A underwenteach

12. According to Figure 2, as species B underwenteach

13. According to Figure 2, as species C underwent each

41( 14. According to Figure 2, as species D underwenteach

14 For the Love of ACT Science

MATH EXAMPLE 1 Ql11„S'TIONS

15. According to Table 1, approximately how many

Your Objective: Answer the extrapolation questions in the examples below.

EXTRAPOLATION EXAMPLE 1 QUESTIONS

16. According to Figure 1, at 90°C, the mass of NaNO3

60 17. According to Figure 1, at -10°C, The mass of NaC1

Figure 1 19. Suppose Thal 3 had been repeated with a block

16 F o r the Love of ACT Science

TheDataBridge skill linksmultiplefiguresortablestoarriveatthecorrectanswerandhasasimilarfeeltothe

0 1 2 3 4 Thekeylocator ofthequestionis3Q.This unit (Q) is

DATABRIDGE EXAMPLE 2 QUESTIONS

26. Which variable represents the bridge?

DIRECTIONS: There are six passages in this test.

20 I For the Love of ACT Science

'?--4 8 0 10. According to Figure 3, at 1 atm, as temperature

22 I For the Love of ACT Science

24 I For the Love of ACT Science

26 j For the Love of ACT Science

35. Based on the results of the experiment, as the mass

28 I For the Lave of ACT Science

ADVANCED QUESTIONS TYPES

32 I For the Love of ACT Science

YES, YES, No, No EXAMPLE 2 QUESTIONS

2. A chemist claimed that NaC1 would have the high-

20 5. F o r a specific experiment, a survival percentage less

CANNOT BE DETERMINED EXAMPLE 1 QUESTIONS

8. Based on Studies 1 and 2, did completing thetask

34 F o r the Love of ACT Science

EQUATIONSASANSWER CHOICES EXAMPLE 1 QUESTIONS

10. According to Figure 1, the results of the experiment

11. Suppose an object with a mass of 14 g was tested.

Table 1 13. Suppose an additional time of 15 sec was added to

Your Objective: Answer the following mixing questions.

MIXING EXAMPLE 1, QUESTIONS -

36 I For the Love of ACT Science

Your Objective: Answer the following scatter plot questions.

SCATTER PLOT EXAMPLE 1 QUESTIONS

18. According to Figure 1, i f an additional 5 minutes

20. According to Figure 2, from 10 min until 50 min,

The questions below do not refer to any set of data.

23. I n all 3 studies, the purpose of oven-drying the

38 I For the Love of ACT Science

D I R E C T I O N S : There are s i x passages i n t h i s test.

40 I For the Love of A c T Science