ACT Past Papers with Answers

Paper 71 · ACT April 2007 · Form 64E · Science Test

According to Figure 1, when p-waves encounter the boundary between the mantle and the core, the p-waves most likely:

Paper 71 · ACT April 2007 · Form 64E · Science Test

Based on Figure 3, for a given seismograph, the time elapsed between the arrival of the first p-waves and the arrival of the first s-waves from an earthquake focus 10,500 km away would most likely be:

Paper 71 · ACT April 2007 · Form 64E · Science Test

Based on the information provided, the “time earth- quake starts at the focus” in Figure 2 corresponds to which of the following points on Figure 3 ?

Paper 71 · ACT April 2007 · Form 64E · Science Test

According to Figure 2, which of the following state- ments best describes the relative amplitudes of the first p-waves to arrive at the seismograph and the first s-waves to arrive at the seismograph? The amplitude of the first p-waves to arrive at the seismograph is: arrive at the seismograph. arrive at the seismograph. s-waves to arrive at the seismograph. arrive at the seismograph. 22 20 18 16 14 12 10 8 6 4 2 0 time to reach seismograph from earthquake focus (min) distance along Earth’s surface from earthquake focus to seismograph (km) 0 1,000 2,000 3,000 4,000 5,000 6,000 7,000 8,000 9,000 10,000 s-waves p-waves GO ON TO THE NEXT PAGE. 4 4 ACT-64E-PRACTICE 43 Figure 2 1 minute time earthquake starts at the focus first p-waves arrive at seismograph first s-waves arrive at seismograph Passage II Lake Agassiz existed between 11,700 and 9,500 years ago in North America (see Figure 1). The lake was formed when a large glacier dammed several rivers. Groundwater trapped in lake and glacial sediments provides information about the climate at the time the sediments were deposited. Figure 2 shows a cross section of the sediments (lake clay and glacial till) and bedrock in the area. Figure 3 shows the δ18 O values of groundwater taken from samples of the top 40 m of sediment at 3 sites along the same cross section. δ18 O is calculated from a ratio of 2 oxygen isotopes (18 O and 16 O) in the groundwater. Smaller δ18 O values indicate cooler average temperatures. Figure 1 Hudson Bay maximum extent of Lake Agassiz Manitoba North Dakota Grand Forks Great Lakes • • • • Winnipeg Site 2 Site 1 Site 3 • GO ON TO THE NEXT PAGE. 4 4 ACT-64E-PRACTICE 44 Figure 2 elevation (m above sea level) Site 1 Site 2 Site 3 surface surface N S 250 200 150 250 200 150 Grand Forks, North Dakota Winnipeg, Manitoba Key sediment/rock lake clay glacial till bedrock

Paper 71 · ACT April 2007 · Form 64E · Science Test

According to Figure 2, the lake clay deposit is thinnest at which of the following cities or sites?

Paper 71 · ACT April 2007 · Form 64E · Science Test

According to Figure 3, at Sites 1, 2, and 3, the smallest δ18 O value of the groundwater in the lake clay was recorded at a depth between:

Paper 71 · ACT April 2007 · Form 64E · Science Test

According to Figure 2, as the thickness of the lake clay deposit increases from Grand Forks to Site 3, the thickness of the glacial till beneath it:

Paper 71 · ACT April 2007 · Form 64E · Science Test

According to Figure 2, which of the following graphs best represents the elevations, in m above sea level, of the top of the glacial till layer at Sites 1, 2, and 3 ?

Paper 71 · ACT April 2007 · Form 64E · Science Test

Precipitation that falls at Sites 1, 2, and 3 soaks into the soil until it reaches the groundwater table about 3 m below the surface. Based on Figure 3, and assum- ing no alteration of the precipitation, the δ18 O value of present-day precipitation in the study area is closest to: 225 200 175 150 elevation (m above sea level) 3 2 1 Site 225 200 175 150 3 2 1 Site 225 200 175 150 3 2 1 Site 225 200 175 150 3 2 1 Site elevation (m above sea level) elevation (m above sea level) elevation (m above sea level) GO ON TO THE NEXT PAGE. 4 4 ACT-64E-PRACTICE 45 Figure 3 Figures adapted from V. H. Remenda, J. A. Cherry, and T. W. D. Edwards, “Isotopic Composition of Old Ground Water from Lake Agassiz: Implications for Late Pleistocene Climate.” ©1994 by the American Association for the Advancement of Science. (surface) 40 30 20 10 0 –26 –22 –18 –14 depth (m) δ18 O glacial till lake clay Site 1 (surface) 40 30 20 10 0 –26 –22 –18 –14 depth (m) Site 2 (surface) 40 30 20 10 0 –26 –22 –18 –14 depth (m) lake clay Site 3 δ18 O δ18 O glacial till lake clay smaller larger smaller larger smaller larger Note: δ18 O = 冤冢 冣 – 1冥 × 1,000 18 O/16 O of groundwater sample ___________________________ 18 O/16 O of standard water sample Passage III Some students tested their hypothesis that the pres- ence of bubbles in cans of various liquids would affect the roll time (the time it took a can to roll, without slipping, down an incline between 2 fixed points; see Figure 1). Figure 1 Identical 1.2 L aluminum cans were used in the first two experiments. The angle of inclination of the incline was

Paper 71 · ACT April 2007 · Form 64E · Science Test

In Experiment 3, what is the most likely reason the stu- dents used the plastic bottle rather than an aluminum can? Compared to an aluminum can, the plastic bottle:

Paper 71 · ACT April 2007 · Form 64E · Science Test

Based on the results of Experiments 1 and 2, in which of the following trials, before shaking, were the aver- age speeds of the cans the same? angle of inclination incline fixed points can GO ON TO THE NEXT PAGE. 4 4 ACT-64E-PRACTICE 46

Paper 71 · ACT April 2007 · Form 64E · Science Test

In Experiment 2, a result of shaking the can of flat- tasting beverage was that the: decreased.

Paper 71 · ACT April 2007 · Form 64E · Science Test

In Trial 5, is it likely that bubbles were present in large numbers immediately before the can was shaken? bles produced in Trial 4 probably lasted for less than 15 min. bles produced in Trial 4 probably lasted for more than 2 hr. bles produced in Trial 4 probably lasted for less than 2 hr. bles produced in Trial 4 probably lasted for more than 3 hr.

Paper 71 · ACT April 2007 · Form 64E · Science Test

Suppose that in Experiment 2, two hours after the com- pletion of Trial 5, the students had measured the roll time of the can of liquid without first shaking the can. Based on the results of Trials 4 and 5, the roll time would most likely have been:

Paper 71 · ACT April 2007 · Form 64E · Science Test

Based on the results of Trials 3−5 and Experiment 3, if the students had added 1 L of the flat-tasting beverage to one of the empty aluminum cans, sealed the can, and shaken it, how long would it most likely have taken for the number of bubbles in the beverage to become too few to affect the roll time? GO ON TO THE NEXT PAGE. 4 4 ACT-64E-PRACTICE 47 Passage IV The chemical reactions associated with photosynthesis can be summarized with the following chemical equation: 6,CO2 + 12,H2O + energy → C6H12O6 + 6,O2 + 6,H2O Table 1 lists wavelength ranges for visible light and the color frequently associated with each range. Table 1 Wavelength Color (nm) Violet 380−430 Blue 430−500 Green 500−565 Yellow 565−585 Orange 585−630 Red 630−750 Table 1 adapted from Neil A. Campbell, Jane B. Reece, and Lawrence Figure 1 shows the relative absorption of light by chlorophyll a and chlorophyll b versus the wavelength of light from 400 nm to 750 nm. Figure 1 Figure 2 shows the average rate of photosynthesis at various wavelengths as a percent of the average rate of photosynthesis at 670 nm. Figure 2 Figures 1 and 2 adapted from Peter H. Raven, Ray F. Evert, and Susan E. Eichhorn, Biology of Plants, 4th ed. ©1986 by Worth Pub- lishers, Inc.

Paper 71 · ACT April 2007 · Form 64E · Science Test

Based on Table 1 and Figure 1, which color of light is associated with the wavelength of light that results in the greatest absorption by chlorophyll b ? rate of photosynthesis (as % of rate at 670 nm) wavelength (nm) 400 440 480 520 560 600 640 720 680 10 60 0 20 30 40 50 70 80 90 100 110 relative absorption wavelength (nm) 400 450 500 550 600 650 700 750 10 60 0 20 30 40 50 70 80 90 100 chlorophyll a chlorophyll b Key GO ON TO THE NEXT PAGE. 4 4 ACT-64E-PRACTICE 48

Paper 71 · ACT April 2007 · Form 64E · Science Test

In eukaryotic organisms, the chemical reactions associ- ated with the chemical equation shown in the passage typically occur within which of the following structures?

Paper 71 · ACT April 2007 · Form 64E · Science Test

In Figure 2, at which of the following wavelengths does the rate of photosynthesis exceed the rate of pho- tosynthesis at 670 nm ?

Paper 71 · ACT April 2007 · Form 64E · Science Test

In the chemical equation shown in the passage, the carbon in CO2 becomes part of which of the following types of molecules?

Paper 71 · ACT April 2007 · Form 64E · Science Test

Which of the following conclusions is best supported by Figures 1 and 2 ? The wavelength that results in the highest rate of photosynthesis also results in the: GO ON TO THE NEXT PAGE. 4 4 ACT-64E-PRACTICE 49 Passage V Students performed the following experiments to determine the density of common plastics. Experiment 1 A dry 100 mL graduated cylinder was placed on an electronic balance and tared (the balance was reset to

Paper 71 · ACT April 2007 · Form 64E · Science Test

In Experiment 1, the density of ethanol was found to be:

Paper 71 · ACT April 2007 · Form 64E · Science Test

Based on the results of Experiments 1−3, the density of PA-11 is most likely: GO ON TO THE NEXT PAGE. 4 4 ACT-64E-PRACTICE 50

Paper 71 · ACT April 2007 · Form 64E · Science Test

Suppose that a sixth KI/H2O solution had been mea- sured in Experiment 2 and the mass of the solution in the graduated cylinder was 67.54 g. The density of this solution would most likely have been closest to which of the following?

Paper 71 · ACT April 2007 · Form 64E · Science Test

A plastic bead was tested as in Experiment 3 using Liquids 1−4. Which of the following is NOT a plausi- ble set of results for the plastic? Liquid 1 2 3 4

Paper 71 · ACT April 2007 · Form 64E · Science Test

In Experiments 1 and 2, the students tared the gradu- ated cylinder in each trial so they could more easily determine: cylinder. equal to 50.0 mL.

Paper 71 · ACT April 2007 · Form 64E · Science Test

A student claimed that polycarbonate is more dense than PA-6. Do the results of Experiments 1−3 support his claim? the bottom and PA-6 rose. the bottom and PA-6 rose. PA-6 stayed at the bottom. PA-6 stayed at the bottom. GO ON TO THE NEXT PAGE. 4 4 ACT-64E-PRACTICE 51 Passage VI Bacteria break down sugars by fermentation. To study 2 fermentation pathways, researchers performed 2 experi- ments using broth that contained either the sugar sucrose or the sugar lactose. One of the fermentation pathways pro- duces CO2 gas and increases the acidity (lowers the pH) of the solution. The other pathway produces acid but not CO2. Experiment 1 Sucrose broth was added to 5 large test tubes. Next, phenol red (a pH indicator that is yellow if pH < 7, red if pH ≥ 7) was added to each large test tube. A Durham tube (a small test tube) was placed, inverted, in each large test tube to collect CO2 (see Figure 1). Figure 1 The large test tubes were capped, heated until the solutions were sterile, then cooled. One of 4 bacterial species (Species A−D) was added to each of 4 of the large test tubes. The procedure was repeated using lactose broth instead of sucrose broth. The 10 large test tubes (all con- taining solutions at a pH of 7) were then incubated at 37°C for 48 hr. The large test tubes and Durham tubes were exam- ined. If acid was produced, the solution was yellow. If no acid was produced, the solution remained red. If CO2 was produced, a gas bubble was observed at the top of the Durham tube (see Table 1). Table 1 Sucrose broth Lactose broth Species added acid CO2 acid CO2 A − − − − B − − + + C + + − − D + − + − None − − − − Experiment 2 Synergism occurs when 2 bacterial species act together to ferment a sugar by using a pathway that neither species can use alone. To investigate synergism, Experi- ment 1 was repeated, except that different pairs of bacterial species were added to each large test tube (see Table 2). Table 2 Sucrose broth Lactose broth Species added acid CO2 acid CO2 A and B − − + + A and C + + − − B and D + + + + C and D + + + +

Paper 71 · ACT April 2007 · Form 64E · Science Test

In Experiment 1, which of the bacterial species fer- mented lactose?

Paper 71 · ACT April 2007 · Form 64E · Science Test

Suppose that in Experiment 2 both Species B and Species C had been added to a large test tube contain- ing sucrose broth and to a large test tube containing lactose broth. Which of the following would most likely depict the results? Sucrose broth Lactose broth acid CO2 acid CO2 Durham tube broth (red) GO ON TO THE NEXT PAGE. 4 4 ACT-64E-PRACTICE 52

Paper 71 · ACT April 2007 · Form 64E · Science Test

Suppose a scientist isolates a bacterial species that is 1 of the 4 species used in Experiment 1. She adds the species to sucrose broth and observes that neither acid nor CO2 is produced. She then adds the species to lac- tose broth and observes that both acid and CO2 are pro- duced. Based on the results of Experiment 1, the species is most likely:

Paper 71 · ACT April 2007 · Form 64E · Science Test

What is the evidence from Experiments 1 and 2 that Species C and Species D acted synergistically in Experiment 2 ? alone in the sucrose broth, but acid was produced when the 2 species were together in the sucrose broth. alone in the lactose broth, but acid was produced when the 2 species were together in the sucrose broth. alone in the sucrose broth, but CO2 was produced when the 2 species were together in the sucrose broth. alone in the lactose broth, but CO2 was produced when the 2 species were together in the lactose broth.

Paper 71 · ACT April 2007 · Form 64E · Science Test

Which of the following figures best illustrates the results of Experiment 1 for Species D in the sucrose broth?

Paper 71 · ACT April 2007 · Form 64E · Science Test

Is the hypothesis that Species A and Species C acted synergistically supported by the results of Experi- ment 2 ? from sucrose. from lactose. from both sucrose and lactose. from lactose. Durham tube Durham tube Durham tube gas bubble Durham tube gas bubble broth (red) broth (yellow) broth (yellow) broth (red) GO ON TO THE NEXT PAGE. 4 4 ACT-64E-PRACTICE 53 Passage VII In the 1940s, scientists thought all genetic material was contained in structures called chromosomes and that chromosomes had been found only in the nucleus of a cell (not in the cytoplasm): Chromosomes are composed of 2 types of molecules, pro- teins and deoxyribonucleic acid (DNA). Proteins are com- posed of subunits called amino acids. DNA consists of chains of subunits called nucleotides. The parts of chromo- somes that are responsible for the transmission of genetic information are called genes. Two scientists in the 1940s debate whether genes are made of proteins or DNA. Protein Hypothesis Genes are made only of proteins. Proteins make up 50% or more of a cell’s dry weight. Cells contain 20 differ- ent amino acids that can be arranged in a virtually infinite number of ways to make different proteins. The number and arrangement of different amino acids within a protein form the codes that contain hereditary information. In contrast, only 4 different nucleotides make up the DNA found in cells, and they are believed to form chains only in certain ratios. As a result, the number of different combinations that DNA can carry is much smaller than the number that proteins can carry. DNA Hypothesis Genes are made only of DNA. DNA is found exclu- sively in the cell’s nucleus, whereas proteins are found throughout the nucleus and cytoplasm. Additionally, the amount of protein in a cell varies from cell type to cell type, even within the same animal. Though DNA is less abundant than proteins, the amount is consistent from cell type to cell type within the same animal, except for the gametes (the reproductive cells). Gametes have half the amount of DNA as other cells in the body. Gametes also have half the typical number of chromosomes. Thus, the amount of DNA in a cell is corre- lated with the number of chromosomes in the cell. No such correlation is found for proteins.

Paper 71 · ACT April 2007 · Form 64E · Science Test

Which of the following statements is most consistent with the DNA Hypothesis? The amount of DNA will generally increase from cell type to cell type as the number of: to cell type. type to cell type. type to cell type. type to cell type.

Paper 71 · ACT April 2007 · Form 64E · Science Test

By referring to the observation that DNA is found exclusively in the nucleus while proteins are found throughout the cell, the scientist supporting the DNA Hypothesis implies that genes are made only of DNA because which of the following are also found only in the nucleus?

Paper 71 · ACT April 2007 · Form 64E · Science Test

According to the passage, a similarity between DNA and proteins is that both types of molecules:

Paper 71 · ACT April 2007 · Form 64E · Science Test

According to the Protein Hypothesis, which of the fol- lowing observations provides the strongest evidence that genes are NOT composed of DNA ? proteins. cytoplasm. from cell to cell.

Paper 71 · ACT April 2007 · Form 64E · Science Test

Mitochondria are organelles located in the cytoplasm that are responsible for energy transformation in a cell. After the 1940s, it was observed that mitochondria contain their own genes. This observation contradicts evidence stated in which hypothesis? of DNA, the observation would show that DNA is present outside the nucleus. of DNA, the observation would show that DNA is present inside the nucleus. of proteins, the observation would show that pro- teins are present outside the nucleus. of proteins, the observation would show that pro- teins are present inside the nucleus. cytoplasm nucleus chromosomes GO ON TO THE NEXT PAGE. 4 4 ACT-64E-PRACTICE 54

Paper 71 · ACT April 2007 · Form 64E · Science Test

The scientist who describes the DNA Hypothesis implies that the Protein Hypothesis is weakened by which of the following observations? gametes is half that found in other types of cells. ferent types of cells is not the same.

Paper 71 · ACT April 2007 · Form 64E · Science Test

Which of the following illustrations of a portion of a DNA molecule is consistent with the description in the passage? AA N N N N N N AA AA AA AA AA AA AA N N Key AA- amino acid N- nucleotide 4 4 END OF TEST 4 STOP! DO NOT RETURN TO ANY OTHER TEST. ACT-64E-PRACTICE 55 [See Note on page 56.] 56 If you plan to take the ACT Plus Writing, sharpen your pencils and continue with the Writing Test on page 57. If you do not plan to take the ACT Plus Writing, skip to page 59 for instructions on scoring your multiple-choice tests. 57 Practice Writing T est Form 13G WritingTest Booklet Your Signature (do not print): Print Your Name Here: Your Date of Birth: Month Day Year ©2009 by ACT, Inc. All rights reserved. NOTE: This booklet is covered by Federal copyright laws that prohibit the reproduction of the test questions without the express, written permission of ACT, Inc. P.O. BOX 168 IOWA CITY, IA 52243-0168 Directions This is a test of your writing skills. You will have thirty (30) minutes to write an essay in English. Before you begin planning and writing your essay, read the writing prompt carefully to understand exactly what you are being asked to do. Your essay will be evaluated on the evidence it provides of your ability to express judgments by taking a position on the issue in the writing prompt; to maintain a focus on the topic throughout the essay; to develop a position by using logical reasoning and by supporting your ideas; to organize ideas in a logical way; and to use language clearly and effectively according to the conventions of standard written English. You may use the unlined pages in this test booklet to plan your essay. These pageswillnotbescored.Youmustwriteyouressayinpencilonthelinedpages in the answer folder. Your writing on those lined pages will be scored. You may not need all the lined pages, but to ensure you have enough room to finish, do NOT skip lines. You may write corrections or additions neatly between the lines of your essay, but do NOT write in the margins of the lined pages. Illegible essays cannot be scored, so you must write (or print) clearly. If you finish before time is called, you may review your work. Lay your pencil down immediately when time is called. DO NOT OPEN THIS BOOKLET UNTIL TOLD TO DO SO. You must take the multiple-choice tests before you take the Writing Test. ACT Writing T est Prompt Note • Your test booklet will have blank space for you to plan your essay. For this practice test, use scratch paper. • You may wish to remove pages 75–78 to respond to this prompt. • When you have completed your essay, read pages 66–72 for information and instructions on scoring your practice Writing Test. ACT-13G-PRACTICE 58 At some high schools, teachers have considered allowing each student to choose the books he or she will read for English class rather than requiring all students in class to read the same books. Some teachers support such a policy because they think students will greatly improve their reading skills if they read books they find interesting. Other teachers do not support such a policy because they think that students will learn more by participating in class discussion with others who have read the same books. In your opinion, should each individual student be allowed to choose the books he or she reads for English class? In your essay, take a position on this question. You may write about either one of the two points of view given, or you may present a different point of view on this question. Use specific reasons and examples to support your position. 59 5Scoring Your Tests How to Score the Multiple-Choice Tests Follow the instructions below and on the following pages to score your practice multiple-choice tests and to evaluate your performance. Raw Scores The number of questions you answered correctly on each test and in each subscore area is your raw score. Because there are many forms of the ACT, each containing different questions, some forms will be slightly easier (and some slightly harder) than others. A raw score of 67 on one form of the English Test, for example, may be about as difficult to earn as a raw score of 70 on another form of that test. To compute your raw scores, check your answers with the scoring keys on pages 60–62. Count the number of correct answers for each of the four tests and seven subscore areas, and enter the number in the blanks provided on those pages. These numbers are your raw scores on the tests and subscore areas. Scale Scores To adjust for the small differences that occur among different forms of the ACT, the raw scores for tests and subscore areas are converted into scale scores. Scale scores are printed on the reports sent to you and your college and scholarship choices. When your raw scores are converted into scale scores, it becomes possible to compare your scores with those of examinees who took different test forms. For example, a scale score of 26 on the English Test has the same meaning regardless of the form of the ACT on which it is based. To determine the scale scores corresponding to your raw scores on the practice test, use the score conversion tables on pages 63–64. Table 1 on page 63 shows the raw-to-scale score conversions for each test, and Table 2 on page 64 shows the raw-to-scale score conversions for the subscore areas. Because each form of the ACT is unique, each form has somewhat different conversion tables. Consequently, these tables provide only approximations of the raw-to-scale score conversions that would apply if a different form of the ACT were taken. Therefore, the scale scores obtained from the practice tests don’t match precisely the scale scores received from an actual administration of the ACT. Computing the Composite Score The Composite score is the average of the four scale scores in English, Mathematics, Reading, and Science. If you left any of these tests blank, do not calculate a Composite score. If you take the ACT Plus Writing, your Writing results do not affect your Composite score. Comparing Your Scores Even scale scores don’t tell the whole story of your test performance. You may want to know how your scores compare to the scores of other students who took the ACT. The multiple-choice norms table (Table 3A on page 65) enables you to compare your scores on the practice multiple-choice tests with the scores of recent high school graduates who took the ACT. The numbers reported in Table 3A are cumulative percents. A cumulative percent is the percent of students who scored at or below a given score. For example, a Composite score of 20 has a cumulative percent of 48. This means that 48% of the ACT- tested high school students had a Composite score of 20 or lower. Remember that your scores and percent at or below on the practice test are only estimates of the scores that you will obtain during an actual administration of the ACT. Test scores are only one indicator of your level of academic knowledge and skills. Consider your scores in connection with your grades, your performance in outside activities, and your career interests. College Readiness Standards™ To add to the information you receive about your performance on the ACT, we have developed College Readiness Standards. These standards help you to more fully understand what your total test score means for each academic area assessed: English, Mathematics, Reading, Science, and Writing. The College Readiness Standards describe the types of skills, strategies, and understandings you will need to make a successful transition from high school to college. For English, Mathematics, Reading, and Science, standards are provided for six score ranges that reflect the progression and complexity of the skills in each of the academic areas measured by the ACT tests. For Writing, standards are provided for five score ranges. The College Readiness Standards and benchmark scores for each test can be found at www.act.org/standard. Reviewing Your Performance on the Practice Multiple-Choice Tests After you have determined your scale scores, consider the following as you evaluate your performance. • Did you run out of time? If so, reread the information in this booklet on pacing yourself. Perhaps you need to adjust the way you used your time in responding to the questions. It is to your advantage to answer every question. There is no penalty for guessing. • Did you spend too much time trying to understand the directions for the tests? The directions for the practice tests are the same directions that will appear in your test booklet on test day. Make sure you understand them now, so you won’t have to spend too much time studying them on test day. • Review the questions that you missed. Did you select a response that was an incomplete answer or that did not directly respond to the question being asked? Try to figure out what you overlooked in answering the questions. • Did a particular type of question confuse you? Did the questions you missed come from a particular subscore area? In reviewing your responses, check to see whether a particular type of question or a particular subscore area was more difficult for you or took more time. 60 Scoring Keys for the ACT Practice Tests Use the scoring key for each test to score your answer document for the multiple-choice tests. Mark a “1” in the blank for each question you answered correctly. Add up the numbers in each subscore area and enter the total number correct for each subscore area in the blanks provided. Also enter the total number correct for each test in the blanks provided. The total number correct for each test is the sum of the number correct in each subscore area. Test 1: English—Scoring Key Subscore Area* Key UM RH