9/14

1. Spit lab make up Section 2.4 check understanding 9/14 • What are two main things you think should keep in mind when taking the science ACT? • What are some tips you have about the ACT? (lets carry out this experiment: I will describe experiment)

2. Types of section formats Data Representation (30–40%). This format presents graphic and tabular material similar to that found in science journals and texts. The questions associated with this format measure skills such as graph reading, interpretation of scatter plots, and interpretation of information presented in tables. Research Summaries (45–55%). This format provides descriptions of one or more related experiments. The questions focus upon the design of experiments and the interpretation of experimental results. Conflicting Viewpoints (15–20%). This format presents expressions of several hypotheses or views that, being based on differing premises or on incomplete data, are inconsistent with one another. The questions focus upon the understanding, analysis, and comparison of alternative viewpoints or hypotheses.

3. Tips for Taking the ACT Science Test Pace yourself. The ACT Science Test contains 40 questions to be completed in 35 minutes. If you spend about 2 minutes reading each passage, then you will have about 30 seconds to answer each question. If possible, spend less time on the passages and the questions and use the remaining time allowed for this test to review your work and return to the questions on this test that were most difficult for you.

4. Understanding: Identify and evaluate scientific concepts, assumptions, and components of an experimental design or process; identify and evaluate data presented in graphs, figures, or tables; translate given data into an alternate form. • • Analyzing: Process information needed to draw conclusions or formulate hypotheses; • determine whether information provided supports a given hypothesis or conclusion; • evaluate, compare, and contrast experimental designs or viewpoints; specify alternative ways of testing hypotheses or viewpoints. • • Generalizing: Extend information given to a broader or different context; generate a model consistent with given information; develop new procedures to gain new information; • Use given information to predict outcomes.

5. My advice Focus on evidence from the text. What does the data support. Rely on scientific processes not content knowledge. You probably did not learn what the article is discussing.

6. Advice from other students • Scan everything first – get the jist • Read questions • Read article

7. Baseline / control data • Scan to get the jist • Treatment experimental • : Read every word

8. ACT Practice

9. Passage 3 the role of Urease

10. 12. Which of the following best describes the role of urease in the plants grown in the field? F. Urease activity in leaves is essential for soybean growth. G. Urease activity in seeds is essential for soybean growth. H. The soil nutrients make the mutant soybeans grow like the normal strains. J. Urease is not essential to the growth of soybeans.

11. 12. Which of the following best describes the role of urease in the plants grown in the field? F. Urease activity in leaves is essential for soybean growth. G. Urease activity in seeds is essential for soybean growth. H. The soil nutrients make the mutant soybeans grow like the normal strains. J. Urease is not essential to the growth of soybeans.

12. 13. Which of the nitrogen sources in Experiment 2 served as the control group? A. Ammonia, because all 3 strains of soybeans can use it B. Ammonia, because it will inhibit the effects of urease C. Urea, because it can be broken down by urease D. Urea, because it cannot be used by Strain 2

13. 13. Which of the nitrogen sources in Experiment 2 served as the control group? A. Ammonia, because all 3 strains of soybeans can use it B. Ammonia, because it will inhibit the effects of urease C. Urea, because it can be broken down by urease D. Urea, because it cannot be used by Strain 2

14. 14. Mutant strains are most useful in experiments like those in the passage because they: F. may produce unexpected results. G. provide a natural, noninvasive way to vary a characteristic. H. differ from normal strains in unknown, unpredictable ways. J. can be modified to suit almost any type of research.

15. 14. Mutant strains are most useful in experiments like those in the passage because they: F. may produce unexpected results. G. provide a natural, noninvasive way to vary a characteristic. H. differ from normal strains in unknown, unpredictable ways. J. can be modified to suit almost any type of research.

16. 15. In studying the metabolic needs of the soybean strains, Experiment 2 was probably more accurate than Experiment 1 because in Experiment 2 the: A. nutrients in the media were more controlled. B. nutrients in the soil could not be measured. C. nutrients in the soil were more controlled. D. callus was much different from the plants.

17. 15. In studying the metabolic needs of the soybean strains, Experiment 2 was probably more accurate than Experiment 1 because in Experiment 2 the: A. nutrients in the media were more controlled. B. nutrients in the soil could not be measured. C. nutrients in the soil were more controlled. D. callus was much different from the plants.

18. 16. Suppose a third strain were found that was unable to produce either form of urease. If this strain were subjected to the same procedures as those in the passage, what would be the expected results? F. Callus would grow on urea and on ammonia; the plant would grow in the field. G. Callus would not grow on urea but would grow on ammonia; the plant would not grow in the field. H. Callus would not grow on urea but would grow on ammonia; the plant would grow in the field. J. Callus would not grow on urea or on ammonia; the plant would not grow in the field.

19. 16. Suppose a third strain were found that was unable to produce either form of urease. If this strain were subjected to the same procedures as those in the passage, what would be the expected results? F. Callus would grow on urea and on ammonia; the plant would grow in the field. G. Callus would not grow on urea but would grow on ammonia; the plant would not grow in the field. H. Callus would not grow on urea but would grow on ammonia; the plant would grow in the field. J. Callus would not grow on urea or on ammonia; the plant would not grow in the field.

20. 17. Astronomers recently estimated that only 3% of asteroids with orbits that intersect Earth’s have been identified. This finding adds support to the asteroid impact theory by: A. increasing the likelihood of past Earth-asteroid collisions. B. showing how little astronomers know about asteroids. C. proving that iridium-rich asteroids are common in the solar system. D. showing that many asteroids

21. 17. Astronomers recently estimated that only 3% of asteroids with orbits that intersect Earth’s have been identified. This finding adds support to the asteroid impact theory by: A. increasing the likelihood of past Earth-asteroid collisions. B. showing how little astronomers know about asteroids. C. proving that iridium-rich asteroids are common in the solar system. D. showing that many asteroids

22. 18. A geologist examines a sedimentary rock layer from • the Mesozoic-Cenozoic boundary. According to the • asteroid-impact theory, the geologist should not expect • to find: • a. a high concentration of iridium. • b. a high concentration of soot particles. • c. evidence of great volcanic activity. • d. fossilized plant remains.

23. 18. A geologist examines a sedimentary rock layer from • the Mesozoic-Cenozoic boundary. According to the • asteroid-impact theory, the geologist should not expect • to find: • a. a high concentration of iridium. • b. a high concentration of soot particles. • c. evidence of great volcanic activity. • d. fossilized plant remains.

24. 19. What do supporters of the asteroid-impact theory assume about the fires started by the white-hot asteroid fragments? A. They spread quickly and were wide ranging. B. They removed carbon dioxide from the atmosphere, causing a global cooling. C. They burned the vegetation, limiting the food supply. D. They produced high levels of carbon dioxide, causing a global warming.

25. 19. What do supporters of the asteroid-impact theory assume about the fires started by the white-hot asteroid fragments? A. They spread quickly and were wide ranging. B. They removed carbon dioxide from the atmosphere, causing a global cooling. C. They burned the vegetation, limiting the food supply. D. They produced high levels of carbon dioxide, causing a global warming.

26. 20. Both theories presented in the passage cite which of the following factors as contributing directly to the dinosaurs’ extinction? • A. High levels of soot and volcanic ash • b. High concentrations of iridium • c. Global temperature change • d. Increased amounts of carbon dioxide introduced into the atmosphere

27. 20. Both theories presented in the passage cite which of the following factors as contributing directly to the dinosaurs’ extinction? • A. High levels of soot and volcanic ash • b. High concentrations of iridium • C. Global temperature change • d. Increased amounts of carbon dioxide introduced into the atmosphere

28. 21. Mass extinctions throughout history often occur in conjunction with drops in the sea level. What would proponents of the gradual-extinction theory have to demonstrate to tie those facts together? A. Mass extinctions and drops in the sea level are both caused by increased volcanic activity. B. The greenhouse effect causes lowering of the sea level as well as gradual mass extinctions. C. With less water available, fires run rampant and destroy the food supply. D. Drops in the sea level and mass extinctions are caused by changes in climate

29. 21. Mass extinctions throughout history often occur in conjunction with drops in the sea level. What would proponents of the gradual-extinction theory have to demonstrate to tie those facts together? A. Mass extinctions and drops in the sea level are both caused by increased volcanic activity. B. The greenhouse effect causes lowering of the sea level as well as gradual mass extinctions. C. With less water available, fires run rampant and destroy the food supply. D. Drops in the sea level and mass extinctions are caused by changes in climate

30. 22. After examining the 250-million-year fossil record, 2 paleontologists have uncovered evidence suggesting that the rate of species extinctions peaks every 26 million years. Supporters of the asteroid-impact theory would most likely favor which of the following explanations to account for this finding? a. Some massive object periodically disrupts the solar system, causing comets and asteroids to enter the inner solar system. b. The tilt of Earth’s axis changes every 26 million years, causing long-term climatic changes that lead to mass-extinction episodes. c. Earth’s orbit becomes more elliptical every 26 million years and it travels farther from the Sun, causing periods of global cooling. d. Earth’s global weather patterns change in response to the size of the polar ice caps, plunging Earth into a global

31. 22. After examining the 250-million-year fossil record, 2 paleontologists have uncovered evidence suggesting that the rate of species extinctions peaks every 26 million years. Supporters of the asteroid-impact theory would most likely favor which of the following explanations to account for this finding? a. Some massive object periodically disrupts the solar system, causing comets and asteroids to enter the inner solar system. b. The tilt of Earth’s axis changes every 26 million years, causing long-term climatic changes that lead to mass-extinction episodes. c. Earth’s orbit becomes more elliptical every 26 million years and it travels farther from the Sun, causing periods of global cooling. d. Earth’s global weather patterns change in response to the size of the polar ice caps, plunging Earth into a global

32. My advise Focus on evidence from the text. What does the data support. Rely on scientific processes not content knowledge. You probably did not learn what the article is discussing.

33. Student survey 2015 data • Background : • Many students and tutors claim it is best to scan, read questions, scan text by students. • Certain text authors claim it is better to read everything carefully first.

34. Student survey 2016 data

35. Tips on taking ACT Tips on science ACT : - Focus on what is supported by the text - Look for patterns in the graphs - Science is a process – don’t worry about what you don’t understand

36. Types of questions found in ACT • 1. Data representations • 2. Research summaries • 3. Conflicting view points • Wonderings:

37. Background : • Many students and tutors claim it is best to scan, read questions, scan text by students. • Certain text authors claim it is better to read everything carefully first. • What are some different tactics you use to study for the ACT?

38. Results

39. 1/17 practice questions • A triangle’s sides are doubled from 2 to 4. • By how much does the total area of the triangle increase by? • A. 50% • B. 100% • C. 300% • D. 400% • “total new area”?

40. The Test • Item-Types • Science Reasoning has three categories: • 1. Comprehension • Making sense of a passage; understanding the “gist” of something. • 2. Analysis • Finding the trends and relationships in data & information. • 3. Application • Applying old information in a new way

41. The Test • Item type examples • Comprehension: find values on a chart or table; perform calculations with certain values; read a graph and ID the labeling; ID elements of experimental design; ID explicit arguments • Analysis: ID trends & explain data; draw conclusions from data; form hypotheses based on data; evaluate experimental methods; extrapolate data from an experiment; predict results under different conditions; analyze what would support or refute an argument. • Application: Use the results of an experiment to understand a new situation; reevaluate an experiment in light of new information; predict how an author would respond to new info

42. FYI, Tips, and Strategies • 1. The ACT does not test scientific knowledge! It’s not what you know…it’s how you use your knowledge • 2. Do the easiest questions first. Let your subconscious do the hard stuff (really!). • Skim each passage and determine what it’s asking. • Every passage will emphasize either Data Representation, Research Summaries, or Conflicting Viewpoints • The subject matter of the passage will give you an idea of how difficult it is. • Determine if it’s a cakewalk or a gauntlet. Choose accordingly. Save the hardest for last, and start with the easiest.

43. Strategies • 3. Worry about the questions after you’ve started reading (unlike the reading portion). • 4. Underline (or bracket) key words and phrases. • For example, “increase in area” is very different from “total new area”! • 5. Focus only on what is there – ignore previous experience and do not infer or assume. Pay special attention to asterisks and given facts. • Do not dwell on technical or difficult material – refer to the passage as often as necessary. • Not sure what something is? It may not matter!

44. Strategies 6. Pay special attention to differences: indentify how each table is different from other tables. Explain how different methods are distinct from each other. Determine how viewpoints diverge. 7. Avoid assumptions: look for assumptions that are not supported by the data (i.e. it has to be this way, even though the data never referred to it). 8. Focus on trends: how does the independent variable affect the dependent variable? Directly? Inversely? Exponentially?

45. Strategies 9. Do not move on until you’ve finished all the questions in a passage. This will save time and eliminate personal mistakes. 10. Answer the question that is being asked. In other words, do not give the answer that they are not seeking. Pay special attention to the wording in order to avoid missing the questions you could have otherwise gotten correct. 11. Find the answer before looking at the choices. Compare your answer with those given.

46. Strategies 12. Take notes! Jot down ideas in the margins or summarize the author’s main points. Do not focus on subjective viewpoints – focus on the objective data, trends, and assumptions.

47. Passage I The kinetic energy of an object with mass m (measured in grams) after a fall from height h (measured in centimeters) was recorded for different heights. A graph was made representing the kinetic energy vs. height.

48. Passage I The kinetic energy of an object with mass m (measured in grams) after a fall from height h (measured in centimeters) was recorded for different heights. A graph was made representing the kinetic energy vs. height.

49. Passage I, Question 1. • If the kinetic energy is given in units of g * cm2 / s2 , what units must the slope have? • g * cm/s • g * cm/s2 • g * cm/g • s2 / (g * cm)

50. Passage I, Question 2. • 2. It is discovered that if we redo the experiment with an object with twice the mass, the kinetic energy obtained for every height is doubled. The slope of the new set of experiments can be obtained by doing what to the old slope? • Multiplying by 2 • Dividing by 2 • Squaring • Taking the square root.