ACT Past Papers with Answers

Paper 73 · ACT June 2006 · Form 63F · Reading Test

A flash was observed above & large thundersiDrm cloud. The flash bad a duration of 100 msec and an altitude between 50 km and 80 km. Based ori Figure I and Table I, that flash was most likely which of the following. S. t3ased Oll Figure 2, TLES wei.'e produced by approxi- m&tely wh&t.fraction of +CG lighuiing strokes with 'i)eak currents betwecn 75 kA and 100 ?

Paper 73 · ACT June 2006 · Form 63F · Reading Test

According io F.igure 2. the pcrcent of +CG lightning stTokes that PToduced a TLE more than doubled between which of the f.ollowing 2 peak C￿￿ent ranges? ACT-63F GO 014 TO TF3,E NEXT PAGE. OOOOooCOO ssage 11

Paper 73 · ACT June 2006 · Form 63F · Reading Test

The nttrrator indicaies Ihat she provides the informa-, tion in lines 37-42 in OFdei lo.. evoke Ihe sympathv of (he reader. explain why her CUTTent writing is UT]usually frank. .gesi ihat old aoe has robbed her of vilaliT)'. reveal Ihat she has iiothiiig lo 'lose and lit￿e mDI)- vaiion co write.

Paper 73 · ACT June 2006 · Form 63F · Reading Test

When the nariator talks about being 'ltft &liJne wit what was" (line 61), she most nearly means that she: enjojping Ihe present. fear ftf eontradietion. her. sometimes lonely. But. at the last. I think, Ihe hisiorian's view always sup¢rimposes iiself upon bistoiy. Oui of a vast atnollnl of available facts fr.om an infmite acreaoe he chooses wbal fils hi5 limiied and sintrle vision and writes one 90 SLory. In this case, Ihe story is mine 8lone. It is all l & able lo knowi

Paper 73 · ACT June 2006 · Form 63F · Reading Test

In the passage. how does the narrator respond to the Foundation's hypothetical reactloll to ljer account (linss 81-84)9 "Roberl's truili., uliimately the sarne. bul claims she has no oiher choice. She adrnit5 th&t ber account is biased bui feels that her wriiing is more boncsl than Robert's was. l. As presenied in Ibe passage, how does the llarriiior's attitude loward wriling her account change over time? ject a5 a useful opporlulllty. izes she can't tell "Robert's Iruth. C, She is reLuciant io write Lhe accouni buL relents Mihen the Foundation offers co publisli ii. lirniting effecis of her adv<inced age.

Paper 73 · ACT June 2006 · Form 63F · Reading Test

The J3arratL)r indic3les that unlike in modern times. in her youth and into her middle years: secrets Iwere better kept.

Paper 73 · ACT June 2006 · Form 63F · Reading Test

In Study 2, if & soil satnple had shown Vlrtu8lly no deci'tase in weight dllrin8 the healing process, the sci- entisl conducling the sivdy would most likcly have concluded which of the following? than 2 mrn in diameter. than 0.06 rjirn in diameter. proces5 remov¢d 6ignifi¢ant amouDts of waler. The lieating process re￿0Ve￿.]Itu¢ QT Waler. Study I Adry,500. sample of a %oil (Soil l) wab ivashcd througb 2 screen with 0.06 nirn holes to iemove all of the sili alljd c12y particles. The soil remaining oil the screeD was dried and w.eighed, then sified through a sefieq of screens, each successive Screen liaving smaller bole$ Ihan the onc before, to separate the particles in diffcreKIt cate- gorjes. The portic)es of each category were theD IN:ei8bed, and the procedure Mias repeated foi. saniples of 4 otlier 80ils (Soils 2-5). The resulLq are shown in Table 2.

Paper 73 · ACT June 2006 · Form 63F · Reading Test

As it is used ill line 29, the phrase dec£nt age most nearly refers to: the CXiTemely adv anced age of the naJTator. a ljme long.past that embraced propriety. an e8rly period in ihe history of the Comrnunity.

Paper 73 · ACT June 2006 · Form 63F · Reading Test

The sample of ll,hich soil in Study I would most like)y be consideTed the most poorly sorteAd? r. Soil I Sludy 2 Another garnple of eacli soil was (tried by. IieutinE At IOl°C for 24 houis, and ￿185 tben llreighed. The porosiry and the )Joid rafio (ratio of the ipoluTne of open space to the volui3)e of solid Inaierial) of each soil saTnple were calcu- lated (see Table 3). Table 3 moves through a soil) increases os Ilie proportion, by 'eight, of a <oil's paJ1icl2s that are coarse sand size or IA1.￿•￿ Br4Red on die r*6uly6 gf as sarnple of which of the follow'illg svils most li th e hi ohe8L perime,abi ljlii? Soil Porositv j<hJl Vold i'utic 45 Afft.53r 4( GO ON TO THE T4EXT PAGE. 400 004 Passage 111 FlgJies adapted Irom D. Glbbon et al., "The Themiodyn2ml¢8 of Home-viade Ice Cream.. Q1992 by Dlvlsioii of Chemical Educatlon, Inc., American Ch8mical So¢iety. Ice cream was made by stirring an ice CTeam Thixiure (MI ) at a const8llt raie irj the apparatus show'n in Figure l. electric inoior steel container ice crcaTA mixture saluice mixttire stirrin padd]e J2. Based on Fioures 2 and 3, for Ml. as the temperature of the saltlics mixture increased, the electrical ciirrent: increased OAIY. increased, then decreased. decreased. the4 increased. rigure I Figllre 2 sliows how the temperature of Ml 811d the le.mperature of the salt/ice tnkxture varied with mixing time. J3. A fourth ice cream ¥tkixrure (M,4 j. was monitored under the same cond.itions used to gather the data for Figure 3. The current at O tnin was 1.33 iiraperes. How did the inilial viscosity of M4 ¢omp8re w'ilh that of MI-M3 ? Tl)e initial viSCOSity of M4 was: of M3.

Paper 73 · ACT June 2006 · Form 63F · Reading Test

.%tralosphere III. Troposphere :Iccording to Figure 2, the probabiliiy that a TLE will follow a +CG lightning stroke is highest for wlJich of tlie following ranges of peak currents? 25kAto 50L4 75 kA to IQO kA

Paper 73 · ACT June 2006 · Form 63F · Reading Test

11 can reasonably be inferred frotD the passagt that Helm's attiiude tow.ard the pljoht of repair workers is that they: unknowingly helped create Ihe circumstances that are putring them out of business. are casualties of changes in manufacturing prac- Lices that have many Positive outcorncs for consnmers. result of the widespread success of extended warrantie.s. would be wise io specialize in the advanced elec- tronics products 011 Lhe.market today rather ihan on the products that dale back a decade or more.

Paper 73 · ACT June 2006 · Form 63F · Reading Test

A

Paper 73 · ACT June 2006 · Form 63F · Reading Test

Ivhicli of the following best expresscs tlie paradox described in the seventh p￿agraP17 (lines 50-56)? io Americaii consumers but liaving to 8pend les.g than ever on sajes promotions. befoTe and less thon ever otj adequate warranties. cans are spendiiig a great deal ou extended warrnnties. American consumers lire complfiining more than ever about Llie quality of manufactuied products, biit products have never been more reliable. alrnosl irrelevant to consumcrs,. buyink decisions. something thal coujd noi be achieved at the same tiffle as lowering prices. something that cost them a lot. an unnecessLry haidship on ihe repair industry and therefore to be avoided. IS, According to the paSSdge. Ilie impact of extended war- ranties on the financial Slallis of A TTJerican electronics busine8ses is tbELt the warianlies accollnl for a.. significant loss that is usually coJnpensated for bv high sales of Jiigh-qU&l1iry product8. srnall loss that is easily conipensattd for by sk-y- rocketing sajes of ali increasiugjv )'aried Tange of products. substantl81 portion of the profits eAilled by these companies. identify its inarkel.

Paper 73 · ACT June 2006 · Form 63F · Reading Test

Some ice cream rnakers auiomatically. shut (iff when the current drawn by the electric motor reaches amperes to indicate that ihe Process is complete. Based on Figure 3, in this type of ice cream maker, which Ice cream mixture, if any, would have the longest completion .time? Ml time.

Paper 73 · ACT June 2006 · Form 63F · Reading Test

The allthor liaces the qualiiy rcvolution back to it8 ori- 17illS in: the Uoited Stales in the 1980s..

Paper 73 · ACT June 2006 · Form 63F · Reading Test

The main point of the first paragraph is that: even highly competent and experienced ,Tepair technicians are struggjillg under current market condilions. tape-eating VCRS are harder to fix than CD play- er¥ wi.th errant lasers. fact thai be can't increase his rep&iT-wor.k rales. today he is an expert at il. 13, It can reasonably be inferT¢d from the passage Lliat before the 1980s, the percentage of mosi C&1teLyories of American maDufactuied PToducts Ibai required repair was:

Paper 73 · ACT June 2006 · Form 63F · Reading Test

According to the passage. which of the folloiAPing slate- ments is accurale regarding the decline, in Ihe numbcr of Tepair sh(IPS? only one in five 15 Still open. 5 perceni aTe still is) busines&. T4. Twenty pertent of the repair shops thal specialize in TV8 &Tkd VCRS are cY.petyled to close in the next five years. Half of the elecuonics i'epair shops in New York .Cit)' are expected to close in rhe iiext ten years.

Paper 73 · ACT June 2006 · Form 63F · Reading Test

Which of Èbe follomiing stalemenls besi d2scribcs the relationships between argininosuccinlte, ciln]Iline, and ornithine as shown in the ieaciion pathi¥ay represented in Figure 17 rgininosuccinale is a PTecDrsor of citrulline. is a precursor of ar8ininosuccinattt. citrullille is a precursor of ori)ithir)e. orniih'ine is a precursor of ci rrulline.

Paper 73 · ACT June 2006 · Form 63F · Reading Test

Accordin8 LO tlic ]nforn￿￿on yrovided, E. coli tb&t are argl, aro2- Jig3" arg4- CAhlNOT piodu¢e: H, E2 and E4, II. MM + aceiyIornitliin¢.

Paper 73 · ACT June 2006 · Form 63F · Reading Test

Based.on the information presented. (he highest con- centration of ar8ininosuc.cinate would most likely be found in ￿,b)Ch of ihe following E. coli ? II. MM + ortLithine.

Paper 73 · ACT June 2006 · Form 63F · Reading Test

Tj'pe l E. roll ivere most lik￿]Y NOT capable of converting". acetylornithine into oTii%iThc. o)mithip,e inio citrulline, 2rgininosuccinate into argiiiine. GO ON TO THE NEXT PAGE. 40000000•04 >assage V The results were av¢r&8i,d for each grollp. Figur¢ I shows how Lhe av¢ratre tiine to faLI aslce for thc 4 group¥ varied with the time of day that the tas was performed. Figiire 2 shows how the av¢rage oral temperatutt of 2 Of. the groups varied witb the time of day that the task was performed. In a study of human 51ecp cycles, f ubjetts iAi 4 differ- ttt 2£e gioups perforined a brief rnental t2%k at a scheduled time. Imn]edi8tely following Ibe task, their oral teThpera- tures were iaken aDd then the titne for eicli subject io fall asleep w&s rnea5ured. 24 .22 Key -Tr - yc)uth (9-13 yn old) IF adoles￿nI (1 @20 yrs old) --** middle-aged (3>58 yrs old) older-aged161-78 yrs old) 20 'è 18 14 10 9:30 11..30 1:30 3:30 5:30 7:30 9:30 11:30 1:30 3:30 5:30 7:30 9..30 AM. P.M. tin]e of day task ivas performed Figure I Ke), <- 3dolescenl ( l (￿20 yts old) . oldei'_aged (61-78 Y￿ old) E 98.0 9:3D 11-30 1:.30 3.JO i:AO 7-30 9-70 11.'3D I'.30 3.70 5:JO 7:30 Q..30 iitjie of dav lafik ￿laS performed rigure 2 Fiour8e 1 ond & 8fe ¢dapled Irom G. 3. Richardson El al. 'Circ¢dièn V(3rialion ol qIEep TerydenC￿ in Elderly and Youno Aduli Subjecle Figure 1 1¢ -Iso dd¢pled from M. A. Carsk-don & VQ. Demenl, 'De!limE S16epinese: OuanliSicBlioTh ol a 8eh2vior81 1081 by P&roèmon Journols Lio. 44 GO ON TO THE NEXT PAGE. 000000000

Paper 73 · ACT June 2006 · Form 63F · Reading Test

Puente is presented by the narrator as being: energeiic and accessible. trracious but intimidating. responsive and overconfident. indicate that in his relationship to ihe communilyl Puente is., overbeai'ing though commitled. supportive and loyal. blough tlie music

Paper 73 · ACT June 2006 · Form 63F · Reading Test

A scientist claimed thar tlie averlage oral iemperaiure of the subjecls in the oldei-aged group was &lways lower than that of the subjects in the adolescent group, The data for which of the following tin]es shown in F'igure 2 are inconsistent with this claitn.

Paper 73 · ACT June 2006 · Form 63F · Reading Test

According to Figure I, for the adolescent group, the aver6ige time to f811 aslGep wa8 greatesi at whicb time of day? 45 GO ON TO THE NEXT PAGE. OOOOOOOOO assage Vl Exp8fimeni J A glass column 50 cm tall and 7 cm in diameter was. packed with i kg of a noi"Mal-phase (highly polat) ad301- bent. A mixture containing 0.2 g each of Components A-D w&5 di%solvcd and then added to the top layer of the adsor- bent. Solfvent I was (hen allowed to flow, through the column at a consLAnt rate. The % eluled of each COrnPDnent as ineasllred for So MID. The procedure was repealed sing Solvents ll &nd Ill (see Figure 2). Polarity is a nieasure of ihe separation of cliarge in a molecule. Molecules are attracted lo other molecules based on polarity. In liquid column chroindlograpliy, a inixture is carried by the flow of solvent ihrough a g: ass coluilln cpii- iainillg an nd.sorbenl material. If the components of ihe Inixlure have different polarities, they Vs ill interact differ- ei)tly wilh the solvent 2nd adsorbenl, causing the mixiure to separate into it5 components. Ihlben the components elute (exil) from the column. tliey iJ&S.8 thTough a detecloI (see Figure l). -*solvent +- mixrnre iidsorljent defec(or Figure I 8Q Solvent 40 20 The fojlowing expei'iments were done to siudy hO￿Tr nsing SDJver)LS and fidsorbenis of differillg Pol￿.11]eR affecls ihe separlc t30n of a iDlXture. A ¢onipon¢nt's eluiioii lime is tjie l7me it takes (froDJ tlie Rtart of the flow) for 100% of the coniponent to be cluied. Table I shows tjie Telatiye polari- ties (O being nonpolar and l O being extreTreli' polar) of the components of the mixture and of Ihe solvenis u&ed, 100 80 Solvent 40 20 Table I 100 80 60 SLibstancc Polirity Component ' Solvent li 40 20 Solveiil 10 2Q 30 40 50 Iii Fi(Ture 2 4CT43r 46 GO ON TO IHE NEXT PACE. 0000000004 -x-pei"imeni 2 Expetiment I was repeated, bul 3 I'everse-phasé (non- polar) adsorbent was used in each triftl (see Figurp 3).

Paper 73 · ACT June 2006 · Form 63F · Reading Test

. ALCOTding io Pi£urp. I, the average timeilo ifall asleep at 3.,30 A.M. was keo&r for whicb age group? Youth

Paper 73 · ACT June 2006 · Form 63F · Reading Test

Which of the following best represents the narrator's baiiJ's i]JlCial opinions about Latin m)k8icq thcir rock miisic. "happening Jiow." in New York and wliai they aspired to Fi18y. ?8. When the n8Trator ststes that the band was "anxiou5 About missing something special" (liues 35-36). he most nearly means thilt the band: recugnized a fun opportunity to avoid practice for a day. El. was nervous they might: miss an opportunily to play musAC. was excited by the chance ro see a legend perform. ?9. As it is used in line 63. the phrase. off" tnosi nearly means to: ignore his audience. not give a full effort. shed his old music for newer sryles. 3fl. As it is used in line 83, Ihe word passed most nearly nieans=

Paper 73 · ACT June 2006 · Form 63F · Reading Test

In Experirnent I, when Solvellt III was used, exacily half the amount of Component B Iiad eluied from tlie column ai a time Clo￿￿¢8( Io.. 10 min.

Paper 73 · ACT June 2006 · Form 63F · Reading Test

Component X has a polarity of 3.9. The results.of Experiments l and 2 would have been rnost similar iQ those sho.wo in Figures 2 and 3 if: ID each trial. Com- ponenl X'had been substiiuied in the mixture for- n. CornponeT)t B.

Paper 73 · ACT June 2006 · Form 63F · Reading Test

Suppose that Experiment I w.ill be repeated Usin8 Solvent I, bul 0.2 g of ComponeDI Z (polxrity 0.7) will be part of the niixture. Which of the following best predicts the order of tbe elutioll times of the 5 components, frorn 8hoitest lo longest? 80 60 40 Solvent 20 i(K) 80 Solvent Ll 40 20 100 80 60 40 20

Paper 73 · ACT June 2006 · Form 63F · Reading Test

Thc main purpose of the passage is to: bornc insects. studying insecls.

Paper 73 · ACT June 2006 · Form 63F · Reading Test

Ir cat) reasonablv be iriferred that (he mosl importaiit and intense rcsearch ynlo insecls and in8eCt ttispeisal occurred iTJ whieh of the following dec3d&s? .AGT.53F 36 CO ON TO THE IIEXT PAGE.

Paper 73 · ACT June 2006 · Form 63F · Reading Test

Suppose that Experiment 2 was repeEte41 USiDg a sol- lent wilh a poliriiy of 9.3. The elution lime of Compo- ncnt D would most likely be: ACTkn63F 47 GO ON TO THE NEXT PAGE. 4000000000 ?assa9e vn Studeni 3 Tbe block rnoved on a frictionless, horizont&l sdrf.2ce. As 2 result of its molion, the block encountered air resis- tance. Air resistance alone caused the block lo slow dow and lose mecbanical eiiergy. The rate at which the bjock slowed down depended upon the amount of 211. resislsnce it eucountered. As tti¢ block's speed decreased, the &mount of air resistaJiCc decreased. Infmduciion Students studying a unit OD motion dnd COnseTh'alion of energy were Eiven the following inforniatioo: Kinetic enep"8y (eiiergy that chan8e5 ¥J3 an object's speed . changes) and gravllaiional'potenlial energy (energy that challges as an object's altitude bhangesl are for]ns of echanical eDergy. An object's foial mec!ianicril.:ener8y IS the sum of its kinetic energy arid its grnvil atlDfial potcntia] energy. If an object's total mer.tianical energy is consiant, its total niechan3cal euerr.., is said to be coiis.erved. Friction causcs sonie of an ob.ject's Lotal mechanical energy to be lost, in whjch case its total Jnechanical energy.is no¢ coj]qorved.

Paper 73 · ACT June 2006 · Form 63F · Reading Test

The author uses Ihe information in parentheses in lines 4-9 primarily to: undermine sort)e scientisls, claim tliat w'ind has a benign, convectjvc form. suggesi th&t biologists are divided ovei. whether insects can pick limes to travel. support her assertion that wind affects the lives of uillions of insects eyery day. prevent re<iders li'om misinterpreiing her claim that wind scatiers insects. widel),.

Paper 73 · ACT June 2006 · Form 63F · Reading Test

The 3 explap.aliorJs of ihe bjock's n)olion are sirnilar to cach cther in that all 3 expl<ioations: coniradicled tbe 12w ol conservation of.total mechanical energy. were based on 2 measurements. were foTmulaied using the assu￿PtioD that no fric- tioll would exist beiween the block and the air. were formulaled using ihe assuujpiion that there would be iio friction between the block and the surface OD whicl) it moved. Srudeni 2 When the 2 measureDient were njade, the block was movillg up a fr?ctionless, inclÉ ed sllrfacc a3 shollin in the figure, and was s10￿1}ng down at a conslant rate. No air was present. rurf.ace of incline bjock *- L li(uae of block 36, Based the explaD<1tions of Lhc 3 stiidcnts, whai did Ihe 3 Rtudents mosi likel) assunie aboul tlie blo¢k:s spoed betWD¢n i"l?tr tlh]pib tb• 2 m*AILyrp¥Dp.nlA NVP.rF. veniually: the block" would havc Eiopped moviiig up Lhc incline: then graYil}F alone would liave, caused the block to acceleraie douin ihe incline. At an!{ speLified alriiu6c, the block:t spced goino dO￿,n the incline would have been the Raine"_s jlq eaj'liex speeo oo2n£ up the incline. AC.T-63F 4e CO ON TO THE NEXT PAGE. 000000000 37, The teacher posed another question.. Suppo8e, in a second experiment. the siudeDt placed the block and the surface in an airless chamber. Then ihe studenl r¢pefited Lhe PToceduYe from ihe first experiment. except that he Jneasured the block's speed throughouL the experiment. If the block's speed i'emiiined constant throughout thi￿ second expcrimenu the explanation(s) of ￿Th]ch studeni(8) for Ihe resulis of ihe first cxperi- menl would be best supported?

Paper 73 · ACT June 2006 · Form 63F · Reading Test

The rnain Purpose of Ihe third paraErapli (lines 37-52) is to: suggest the need for Tesearch into highlv d¢strnc- tive iDsect species transported by wind. chronicle a ceniury of insect-rclated discoveries made by Arctic explorers. Lrace Ihe typical rJeo8raphiL£il range of insects such as niouarcli butterflies and locust8, offer several example£ higliljghtinLY the powei" of lind to tTansport insects.

Paper 73 · ACT June 2006 · Form 63F · Reading Test

SuppDse rhat a scientist were exactly repeating Glick's xperiments as described in the passig,e.' UndcT which ol the folloiving conditions would the scientist re2Son- ably exp¢ct to find the most insects? .38. Based on ihe passage, how should the claim that Glick c'all2ht rnally more bugs ai 1.000 feet" (lines 68-69) ost likely be read? Glick found inan more insects ot 1,000 feel than he ever did at 20 feeL iThscels al 1,000 feet tlian he normally did. Il. Glick fouiid m2ny iiisecls al I,QOO feel when his biplyne w88 acLidentally tossed to unusual heiglits. Strong thermals It 1,000 fL.el enabled Glick io trap 700 ideniifiable insect species.

Paper 73 · ACT June 2006 · Form 63F · Reading Test

Bas¢d on Sivdent 2's ¢xplaTJation. the block's gTavita- tional potential energy At Ihe highest point on its path osi likely equaled: the block's Eineiic energy one-third of tlie way up che incline. of the wa) up the imcline. zeTO. END OF TEST 4 STOP! DO NOT RETURN TO ANY OTHER TEST. CT-C-F 45 Explanation of Procedures Used to Obtain Scale Scores from Raw Scores On each of the four tesls on whlch you mE..rked any '.sponses, the total number of cotTecl responses yifilds a raw core. Usè the table below to Gonvert your raw scor¢)s to Scale cores. For each lest: locate and circle your raw srore or the ange of raw scores that includes il in the lable b(.ilow. Then. ead across lo either OLrtside Golumn of the table and circle the )cale SCDie thal corresponds to thal Taw score,. you deter- nine your SGale scores, énter them Jn the blanks provided on Ihe right. The hlghesl posslble scale score lor each test is 36. The lowesl posslble scale score lor any lest on which you marked any responses IÈ 1. Next, compute Ihe Composlle score by averaging the lour scale scores. To do this, add your four scale scores and divide Ihe sum by 4.11 the resulling number ends In a fraction, round It off to the nearest whole number. (Piound down any fraclion less than. one-half. round up any fra¢￿ilon that is one-hall or more.) Enter thls number in the blank. This is your Composlle score. The highest possible con1poo￿lie score is 36. The lowest possi- ble Composhe score is 1. ACT Test 63F Your Sc81e Score English Ivlathematics Fleading Science Sum of scores Composite score (sum + 4) NOTE:. If you lelt a test CDmpletely blank and matked no Fterns. do not list a scale score lol thal lest. If any tesl was compleie blank, do not calcLilate a Composlle score. Raw Scores Scale Score Test 1 nglish Test 2 Malhematics Test 2 R6aciing Test 4 Science Scale Score 36 35 34 75 73-74 72 71 70 69 68 66-67 65 63-64 61-62 59-60 57-58 55-56 52-54 49-51 46-48 44-45 41-43 3940 36-38 33-35 31-32 29-30 27-28 25-26 23-24 60 59 5B 57 56 54-55 53 51-52 49-50 4748 44-46 41-43 38-40 3S-37 34-35 32-33 31 28-29 2>27 22-24 18-21 15-17 12-14 1fN11 08-09 OS-07 05 04 40 38-39 36 35 34 33 32 31 30 29 39 3B 37 36 37 36 32 31 30 29 28 27 26 25 24 25 34 38 32 31 29-30 27-28 25-26 33 31-32 30 29 28 2&27 25 24 22-23 21 19-20 27 26 25 24 23 22 21 20 19 18 17 21 20 19 18 17 16 15. 14 13 12 11 10 20-21 18-19 1&17 14-15 13 12 15-16 15 14 12-13 11 og-10 08 07 06 05 04 10 09 08 07 06 D5 04 03 12 18-21 15-17 12-1¢ 09-11 07-08 05-06 03-04 00-02 03 02 03 02 01 01 01 00 00 oo 50 "Mor¥+ollq Ffon+ief JUNE 2006 ENGLISH MATH

Paper 73 · ACT June 2006 · Form 63F · Reading Test

According to Student I, wknile (he block was moving. did ihe block's speed affect the frictional force on the block? force on the blotk decreased only. force.on the block increa3ed..then decreased. force on ibe block decreased, thell increased. force on the block was unaffec￿1.

Paper 73 · ACT June 2006 · Form 63F · Reading Test

Assumin(F.that Student I's explonation is COrTec( whilc the block moved, w#s the total fftechanical cnergy of the block conserved? And its .gravitational potential. energy r.emained constant. its gravifational Potential energy increased. Il. No, because the black 8 kinetic energy decreased and its grav)tatjOnal puThtentl¥l eJ)ergy reznained constant. 'gTai'itational poteDtial energy decreased.