ACT Past Papers with Answers

Paper 36

ACT December 2015

Form 72E · Science Test · 40 questions

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Paper 36 · ACT December 2015 · Form 72E · Science Test

000 Mineral 2 500 250 Figures l aiid 2 show X-ray specti'oscopy results for Mineral l and Mincral 2, respcctivcly, undcr identical con- ditions. Energy is given in kiloelectron volts (kev); inten- sity is given in counts per second (sec). X-ray energy (kev) rigure 2 l. WhiLh ol Ihe lullowing eleinents emilted X-rays that had the Same rnaxiniuill intensity in both niiiiei"al89 B, Cr C, Fe 1,000 Miiiei'al I 750 -500 .Al

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Paper 36 · ACT December 2015 · Form 72E · Science Test

Based on Table I, how m<iny different P-type globins a nd how iiiaiiy d i ffereiit Q-tyi)e glcibijis, i'espec Lively, aro found among thc 3 human Flb variants? P-typc globins Q-typc globins C£IY2 28. ACT.72E 41 GO ON TO THE NEXT PAGE. 40000000004 Passage 111 Key Region X Regioii Y Rcgion Z Prey can use visual cues andlor chemical cues to iden- tify predators. Students conducted 2 experirnenLs to deter- ine if.visual cues andlor chemical cues affected how guppies (a prey fish) responded to cichlids (a guppy predator). 70 Experimenr I Four identical tanks (Tanks 1-4) were filled with water. A barrier was placed in each tank to divide each tank into 2 equal halves, the predator half and thc prey half. The type of barrier was different for each tank (see Table l). Three regions (Regions X-Z), each 10 cm wide, were des- ignated in the prey half of each tank (see diagram). 50 40 30 20 predator half prey half Tankl Tank2 Tank3 Tank4 Figurc I Ixperi17zeiit 2 I'anks 1-4 wcrc cmpticd. Thcn, Experiment I wa.8 repeated in every respect but the following.. 4 guppies worc added to the prey half of each tank, and the location of each ol Ihe ¥uppies was recurded di ihe lime of each obser- vatinn (see figiiie 2). barrier xyz region diagram of tank Table I Key C] Region X Region Y Re¥iuLI Z Cue(s) transmitted through thc barricr Tank Barrier 70 opaque without perforations transparent without perforations opaquc with perforations none ViSU21 only 40 30 chemical only transparent with perforations 10 visual and chernical 11,1 I I, Tankl Tank2 Tank3 Tank4 A guppy was added to the PL'ey Iialf of eacli tank, aiid a cichlid was added to the predator half of cach tallk. The guppy in each tank was observcd cvery 15 sec for the next 5 niin, and the region in which the guppy was located at the time of each observation was recorded. Then, Lhe percent of observations recorded for each region was determined (sce FiguTe l). Figure 2 Figures 1 and 2 adapted from Jason Jones et al., "Senses & Sensi- bility,, Predator-Prey Experiments Revoal How Fish Perceive & Respond lo Threats." @2008 by the American Biology Teacher. ACT-72E 42 GO ON TO THE NEXT PAGE. 40000000004 I l. In Experiment I, in which of the tanks was the guppy able to see the cichlid?

ATank l onlyBTanks 2 and 4 onlyCTanks 3 and 4 onlyDTanks 2, 3, and 4 only

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Paper 36 · ACT December 2015 · Form 72E · Science Test

The students conducting the experiments made which of the following assumptions aboui L.hemical cues7 wFien a l)arriei' wa,% pi'e8ent. ,hcn a barricr was abscnt. without perforations. ei"s without perforations. ACT-72E 43 GO ON TO THE NEXT PAGE. 40000000004 Passage IV Experiment 2 Pendulutlls with M- 100 g but vaiious values of L were released from rest at 8 - IO. The measured average T for each pendulum was obtained as in Experimcnt l (see Figure 3). Using the equipment shown in Figure I, a group of students performed 3 experiments involving pendulurns in motion. Each peiidulum consisted of a bob of mass M sus- pended from a rigid support by a string of length L. protractor predicted T measured average T stopwatch 100 150 200 250 300 350 400 L (crn) FiTrure I At the start of each trial, the %tiideiit,s disi)1aced tlie bob to a sclectcd angjc, g, mcasurcd trom thc vcrtical, using a protractor fastened to the support. The students then ieleased the bob from rest, allowing it to swing back aiicl forih. Tliey iised a sLopwalch to measure the period, T, ot the pendulum, defined a8 the time I'eqii li'ed fni. tlie bol) to complctc I full swiiig (t"rom l)oint A to l)oint ]3 and back to Point A). Figure 3 Experiment 3 PeLidLilums with L- 100 Lm but various values of M were released from re,8t at O - l 0° The nieasured average T for cach pcndulum was obtainod as in Experiment l (,8ee Figure 4). Belore eaLh experiment, the students derived an equa- tion, based on tlie law,s of physics, lo predicl T for e<lLh trial ot that cxpcrirnent. Thcn, after ohtaining their iiiea- surements, the students graphcd thcir prcdictcd I, data and their rneasured T data. Key predicted T measured average T Experiment I A penduluiii with M- 100 g aiid L- 100 Lm Wds released from rest at various valucs of Q, in degrees. The pendulum was timed for 10 full swings and thc incasurcd time was then divided by 10 to obtain a measured aver-, age T, in seconds (sec), for each e (see Figure 2). Key predicted T easured average T 50 100 150 200 250 300 M(g) Figuie 4 '2 2.10

AChemical Lues were nut produLed by Lhe cichlidsBC.liemical cue8 were not produccd by the cichlid,sCChemical cues could diffuse through the barriersDChemical LLies COLild not diffLise through Ihe barri- 4.00 3.50 3.00 2.50 2.00 2.10 2.10 2.05 2.05 2.00 2.00 1.95 1.95 1.90 1.90 2.35 2.30 2.25 2.20 2.05 2.00

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Paper 36 · ACT December 2015 · Form 72E · Science Test

Suppose Experiment 3 had been repeated, except that each pendulum had a string'lengtli of 200 cni. Based on the i-esiilis of Fxperiiiients 2 and 3, the graph of pre- dicted T versus M tor thc pcndulums would most likcly havc bccn a.. straight horizontal line crossing both vertical axes at approximately 2.01 sec. strai¥ht hori£oiilitl line crossiiig both veI'tical axes at api)roximately 2.81 .qec. curve cro.88ing the lett vertical axis at approxi- matcly 2.01 scc. incrcasing as JV increases. curve crossing the left vertical axis at approxi- mately 2.85 sec, increasing as M incredses. ACT-72E 45 GO ON TO THE NEXT PAGE. 40000000004 Passage V Student I No 'gas exited the apparatus because it 141as airtight. Gases, however, have no rnass, $0 as CO Mias produced, the mass of the apparatus decrcased. When vinegar (a solution of acctic acid, CH COOH, in H20) is mixed with baking soda (sodium bicarbonate, NaHCO ), the following reaction occurs: CH COOH +NaHCO3 -> CH COONa + H O + CO Siudent 2 Gases have mass, so the mass of the apparatus should not have changed. A balloon, however, will deflate over tim¢ bccausc thcre arc tiny porcs in its surface. Due to the rapid pressure increase in the apparatus, a mcasurable mass of CO2 exited through the pores in the quickly expanding balloon, which caused ihe rnass of the apparatus to decrease. A teacher constructed the apparatus shown in Figure I for a demonstration. First, 30 ML of vinegar was poured into a botile. Then, 5 g of baking soda was placed in a bal- loon. Tlie balloon was affixed to the top of the botiIe with wire to form an airtiglit seal. Student 3 Gases have mass. and although there clre tiny pores in a balloon's surface, there was not enough time for a mea- surable mass of gases to have exited the balloon. The air exerted ali upward ljucjya.ni fcJrc.'e on the ap[)ai-alLlS tli<lt was equal to thc wcight ot" thc volurne of air that was displaced by the apparatus. As the balloon inflatcd, thc volumc of the apparatus increased, causing it to displace a greater volume of dir. Thus, Ihe buoy<int force increased, which caused the niass I'eadiiig on the ba11( lice lo (leci-ease. Tlie aLLLldl iiiass ot thc apparatus did not measurably change. balloon baking soda vinegar Figure I The ai)paratus was placed on a balaiice, and the mass reading was 68.7 g. The balloon was then lifted up so that all thc baking soda fell into the bottle. As bubbles formed in the bottle, the balloon inflated and the mass reading on the balance steadily decreased. When the reaciion was fin- ished, the milSS' readin¥ was 68.1 g (see Figure 2).

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Paper 36 · ACT December 2015 · Form 72E · Science Test

111 Study 2, tlie average sedinient acciirnulation rate for Site 2 was calculatcd using which of the following expressions? END OF TEST 4 STOPI DO NOT RETURN TO ANY OTHER TEST. ACT-72E 51 阳王 Form 22N AC下 Writing Test Prompt (December2015) Tech-FreeTime People today are almost never free from their electronic devices. They constantly monitor theirphones, exchange texts and photos, mind their social media pages, work on their laptops and tablets, watch videos, play online games, and engage in countless other plugged-in pursuits. But a growing num比r of people are beginning to question this practice. They believe that an overdependence on electronic devices isharmful to their health, their relationships, and perhaps their humanity. Accordingly, they adopt and recommend deliberate "tech-free time" during which they avoid the use of the technologies so prevalent in the world around them. Given the predominance of digital technologies in our daily lives, it isworth considering whethersome self-imposed tech-free timemight have value. Read and carefullyconsider these perspectives. Each suggests a particular wayofthinking about the value oftech-free time. Perspective One Being connected to technology is what defmes us as modem people. There's no point in pretending that we do not depend on and enjoy our digital world. Perspective Two Some tech-free time is essential for restoring us to our true selves. Our devices keep us from experiencing and appreciatingthe real world around us. EssayTask Perspective Three Most people can't stay away from their digital devices even if they want to. Either their livelihoods or family relationships depend on being constantly connected, or else they're simply addicted to their devices and can't break free. Write a unified, coherent essay in which you evaluate multiple perspectives on the value of tech-free time. In your essay, be sure to: • analyze and evaluate the perspectives given • state and develop your own perspective on the issue • explain the relationship between your perspective and those given Your perspective may be in full agreement with any of the others, in partial agreement, or wholly different. Whatever the case, support your ideas with logical reasoning and detailed, persuasive examples. Explanation of Procedures Used to Obtain Scale Scores from Raw Scores On each of the lour tests.on which .you .marked any responses, the total number of correct responses yields a raw score. Use the table below to convert your raw scores to scale scores. For each tesl locate and circle your raw score or the range of raw scores that includes it in the table below. .Then. read across to either outside column of the table arid circle the scale score that corresponds. to that raw score. As you determine your scale scores. enter them in the blanks provided on the right. The highest possible scale score for each lest is

Form 72E · Science Test · 40 questions

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