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- But if you've got some idea of what the answer can and—just as important—what it can't be, it's time to eliminate some answer choices and make an educated guess. For example, let's look at an ACT math problem: Even if you don't have...
- But when you have to make a blind guess like this or multiple blind guesses , are you better off choosing C than any other answer choice? Let's see. Don't let their cheerful smiles fool you—three of them are hiding the wrong answer, dun dun...
- So How Should You Guess? If C isn't the most common answer on the ACT, then which letter should you guess? The truth is that it doesn't matter which letter you pick, only that you stick to the one you choose. The best strategy, and the one that will maximize your overall point gain, is to pick your favorite letter and fill it in for every blind guess. Just be sure to stick with it every single time. Just don't expect C to be any better an answer choice than A, B, or D. But maybe you're thinking that sounds completely illogical. Why should you fill in the same letter over and over? Your overall score will improve if you stick to choosing the same letter again and again when making blind guesses. This is because people are never truly random. But by sticking to your designated letter when making blind guesses, you are re-introducing an element of randomness. You have 15 questions left to go and only a few seconds to bubble in your answers.
- You are left with two options: make a random guess spread, or fill in every letter with the same answer choice. Note: for our random spread, we tried to guess as randomly as we could without looking at the answer key, and for our consistent letter, we simply went with C.
- The nutrient agar with the oil. D The amount of growth of the bacteria. Question 2 Explanation: The correct answer is D. The dependent variable is always what occurs in response to the independent variable. In this case, the amount of growth displayed is the response. Question 3 Which bacterial culture had the greatest rate of growth throughout the 8 day period? A Only the culture grown on nutrient agar had significant growth. Question 3 Explanation: The correct answer is A. The nutrient agar plate is the only plate that showed any significant growth. Question 4 What is the best explanation for why the E. Question 4 Explanation: The correct answer is B. The bacteria had to mutate in order to survive in a hostile environment. Question 5 Why did the nutrient agar bacteria plateau and then drop in numbers as they approached Day 8?
- A The bacteria died because they had reached their mature age. B The bacteria ran out of nutrients and had reached the carrying capacity of the plate. C The bacteria always die after Day 6 in culture. D There is no definitive reason why the bacteria died off after Day 6. Question 5 Explanation: The correct answer is B. In a closed, small environment, all organisms will eventually reach carrying capacity. Carrying capacity is that point at which food resources have been depleted and wastes have accumulated. As a result, there is a massive die off of the organisms as the environment can no longer sustain growth.
- Question 6 An excellent way to demonstrate that the scientists have induced E. D Try new bacteria with the same experiment to see if that is the only bacteria that can accomplish this. Question 6 Explanation: The correct answer is A. One way to validate the results of any experiment is to show that the results are reproducible. A reproducible result demonstrates that there is proof of the experiment working each time. This means the results were not a one time event and can be considered a norm. Once you are finished, click the button below. Any items you have not completed will be marked incorrect. Get Results There are 6 questions to complete.
- The test presents several authentic scientific scenarios, each followed by a number of multiple-choice test questions. Advanced knowledge in these areas is not required, but background knowledge acquired in general, introductory science courses may be needed to correctly answer some of the questions. The science test focuses on multidimensional assessment, with questions that assess science content in concert with science skills and practices. The questions require you to recognize and understand the basic features of, and concepts related to, the provided information; to examine critically the relationship between the information provided and the conclusions drawn or hypotheses developed; and to generalize from given information to gain new information, draw conclusions, or make predictions.
- Note: You are not permitted to use a calculator on the science test. The scientific information appears in one of three formats: 1. The questions associated with this format measure skills such as recognizing relationships among data in tables and graphs; interpolation and extrapolation; and translating tabular data into graphs. The questions focus on the design of the experiments and the interpretation of experimental results. The questions focus on the understanding, analysis, and comparison of alternative viewpoints or hypotheses. Four scores are reported for the science test: a total test score based on all 40 questions and three reporting category scores based on scientific knowledge, skills, and practices.
- This question asks which study Study 1 or Study 2 had fruit flies that lived for more than 75 days, and what diet these fruit flies ate. Figure 1 shows the data from Study 1 and Figure 2 shows the data from Study 2. The number of days that the fruit flies lived is on the x-axis, and the percentage of fruit flies that were alive is plotted on the y-axis. This means that none of the fruit flies in Study 1 lived for more than 75 days. The passage states that virgin female Strain N fruit flies were added to the test tubes in Study 1 and Study 2. This means that the initial population only contained females and did not contain males.
- This means that as the fruit flies died, there were no newborn flies to counterbalance their population, so their population decreased instead of increasing. The passage states that in both Study 1 and Study 2, virgin female Strain N fruit flies were added to each test tube. The other answer choices describe the percent of sugar in the SY mediums that were tested in Studies 1 and 2. This means that Study 1 contained a greater percentage of sugar than did Study 2. The passage states that Strain X flies could not detect many odors. From Table 1, we can see that the average life span of Strain X fruit flies was greater than that of the Strain N fruit flies, regardless of the percentages of sugar or killed yeast in the SY medium. Thus, the results of Study 3 indicate that having a decreased ability to smell odors resulted in an increased life span. If the researches want to determine whether a defect in the ability to detect odors would affect the life span of fruit flies, they should test fruit flies with a defect in the ability to detect odors.
- Therefore, researchers should test Strain X fruit flies, which lack the protein required to detect a wide range of odors, because these flies have a defect in their ability to detect odors. To determine how a reduced calorie diet affects life span of fruit flies, the two test tubes that are compared must have different caloric amounts. If this comparison is being done for fruit flies in the absence of live yeast and additional odors from live yeast, then the test tubes cannot contain live yeast or additional odors from live yeast. Tubes 2, 3, 5, and 6 all contain either live yeast or additional odors from live yeast. Tubes 1 and 4 are the only two test tubes without additional substances that contain different SY mediums.
- Therefore, they are the two test tubes that should be compared. Hypothesis 2 states that the butterflies store lipids at the beginning of migration, but there is no need for them to store lipids for the overwintering period. Hypothesis 3 states that the butterflies do not store lipids at the beginning of migration or during the overwintering period, but they do store them during migration. Hypotheses 2 and 3 both state that the butterflies only store lipids during one period. Meanwhile, Hypothesis 1 states that the butterflies store lipids during 2 different periods.
- Hypothesis 1 claims that the butterflies require energy from stored lipids for migration and for the overwintering period. Hypothesis 2 claims that the butterflies require energy from stored lipids for migration only. Hypothesis 3 claims that the butterflies require energy from stored lipids during the overwintering period only. None of these hypotheses claim that the butterflies do not require energy from stored lipids during migration or during the overwintering period.
ACT Science Practice Test 2021 [PDF] With Answers And Solution
This question tests your ability to interpret data. In the figure, B represents the beginning of migration and E represents the end of migration. If the lipid mass continuously increases from B to E, this means that the slope of the line in the figure should always be positive. Answer choice J is the only one where the figure contains a line that only increases. Hypothesis 1 states that the butterflies store lipids before migration, and then during migration, their lipid mass continuously decreases. Therefore, Hypothesis 1 supports the statement. Hypothesis 2 states that the butterflies store lipids before migration and that during migration, lipid mass continuously decreases. Therefore, Hypothesis 2 also supports the statement.- Therefore, Hypothesis 3 contradicts the statement. The question is asking which hypothesis claims that the butterflies store lipids for the overwintering period. Hypothesis 1 states that the butterflies must store lipids again before beginning the overwintering period. Meanwhile, Hypotheses 2 and 3 both state that the butterflies do not store lipids while at the overwintering sites. Therefore, Hypothesis 1 would be most likely to claim that nectar must be present at the overwintering sites so that the butterflies can store lipids for the overwintering period. This question asks which statement is consistent with all 3 hypotheses. Hypothesis 1 states that the butterflies must store lipids before beginning the overwintering period, indicating that the butterflies use the lipids as energy during the overwintering period.
ACT Science Practice Test 1 (40 Questions) With Answers And Explanation
Therefore, this statement is not consistent with all 3 hypotheses. This is a change in lipid mass during migration. Hypothesis 2 also states that lipid mass continuously decreases during migration, which is also a change in lipid mass during migration. Hypothesis 2 states that lipid mass continuously increases during migration. This indicates that the lipid masses change during migration. Therefore, this statement is consistent with all 3 hypotheses.- The question asks which molecule is produced as a direct result of the breakdown of lipids. Starch can be broken down to produce ATP, which then serves as the true energy source for cells. DNA is not an inherent source of energy. Rather, it is the source of genetic material for cells. Amino acids can be broken down to produce energy, but cells cannot use amino acids as energy-rich molecules themselves. Figure 2 plots the solar radiation intensity and the methane concentration in the atmosphere over the last 10, years. The solar radiation intensity is indicated by the dotted line. The question asks what the concentration at present would be if the concentration trendline had followed the trend in the solar radiation intensity.
- Looking at Figure 2, we can see that the solar radiation intensity the dotted line continued to decrease from 10, years ago to now. However, the concentration did not follow this trend. Instead of continuously decreasing over the past 10, years, the concentration decreased for 5, years and then continuously increased for the next 5, years. Therefore, we can infer that the concentration in the present would be less than ppb if the concentration trend had followed the solar radiation intensity trend.
9 ACT Science Practice Questions With Explanations - Magoosh Blog | High School
This question tests your ability to evaluate models and infer results. The question states that whenever concentration increases, the average global temperature also increases, and whenever concentration decreases, the average global temperature also decreases. This indicates that the average global temperature follows the same trend as the trend in concentration.Answer Explanations To The Previously Released 2015-18 ACT Science Test
Therefore, a graph of average global temperature over the past 11, years would look similar to the graph of concentration over the past 11, years. Looking at Figure 2, we can see that concentration decreased for the first half of that 11, year period, and then increased for the next 5, years. Answer choice B is correct because it is the only answer choice that contains a graph where the average global temperature decreases for the first half and increases for the second half of the 11, year period.- To find the average solar radiation intensity over the past , years from looking at Figure 1, we must find the midpoint between the maxima the crests and the minima the troughs of the solar radiation trendline, which is indicated by the dotted line. This question asks how much time elapses between two maxima on the solar radiation intensity trendline. Looking at Figure 1, we can see that the first maximum of solar radiation intensity occurred , years ago and the next maximum after that occurred a little less than , years ago.
- This indicates that the time interval between two maxima of solar radiation intensity is about 20, years. The other answer choices are incorrect because their time ranges are too small or too large. Friction works against the pulling force. Therefore, if the block is being pulled across a flat surface toward the east, then there is also a frictional force being exerted on the box in the opposite direction. Figure 2 plots the speed of the blocks versus the time as the blocks are pulled across a surface.
- The 2. This question asks for the acceleration of the 3. Acceleration is equal to change in velocity divided by change in time. We can find the acceleration of the 3. The 3. Figure 1 plots the pulling force in newtons versus the block mass in kilograms. Looking at Figure 1, we can see that when the block mass was 1 kg, the pulling force was 5 N. When the block mass was 2 kg, the pulling force was 10 N.
- The pulling force is equal to the block mass multiplied by 5. In Figure 2, we can see the different block speeds for different block masses. As the block mass increased, we can see that the block speed decreased. Looking at Table 2 and Table 3, metanil yellow is present as an indicator for both. Therefore, both experiments 2 and 3 used metanil yellow.
- The passage states that in Experiment 3, students were given 4 solutions of unknown pH. In Experiment 2, the solutions had a pH of 8 or greater, and Table 2 shows that there was a solution of each pH value from This means that the solutions in Experiment 2 were of known pH, but the solutions in Experiment 3 were of unknown pH. This question is asking what color the empty well plate is. If the well plate is being used to hold colorless solutions and to see what color they turn into when the indicator is added, then the well plate cannot be any of the colors that the solution might turn into. The well plate needs to contrast against the color of the solution, so it is most likely that the well plate is white. Looking at Table 2, curcumin resulted in an orange color for the solution with a pH of 8, and curcumin also resulted in a red color for solutions with pHs greater than 8.
- When added to a solution with a pH of 1, indigo carmine turned the solution blue. When added to a solution of pH 6, indigo carmine turned the solution blue. This question asks which indicator has a similar transition range to that of the indicator propyl red. However, looking at Table 3, we can see that resorcin blue was red when added to Solution III, not blue.
- Exam Description: Additional Information Register for this exam To beat the ACT, one of the most important things you can do is educate yourself for what to expect. The testing day is very structured and strict in terms of what is allowed, but it is pretty straight forward and simple to follow as long as you keep focus in the place where it belongs, and that is on the test itself. We've taken a moment to break it down for you. The following represents the type of content you should expect and what you should know about scoring. During this time, you will demonstrate your skill level for word usage, mechanics and rhetorical skills through a series of multiple choice questions.
- The testing battery is designed to weigh what you do know against a national scale of high school students. Technically, you are not penalized for guessing as the assessment involves determining how many questions you answered correctly. When your test results come back a few weeks later, you will learn where you stand compared to others throughout the country. College readiness usually begins at 18, but the average is a tad higher Anything north of that is considered above the average, though a 22 or 23 on this part of the exam - or any part of the exam - will not necessarily make you eligible for a scholarship or award. More on that later. Math Math scores tend to improve throughout one's secondary education pathway, so it pays to take the ACT more than once. You will not necessarily be exposed to trigonometry in the ninth or tenth grade, so you may be at a disadvantage if taking the ACT early in your high school career.
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