ACT Past Papers with Answers

Paper 82 · ACT January 2003 · Form 59F · Science Test

According to Figure 1, a Facies G rock will most likely form under which of the following pressure and tem- perature conditions? Pressure Temperature

Paper 82 · ACT January 2003 · Form 59F · Science Test

Figure 1 indicates that as depth increases, pressure:

Paper 82 · ACT January 2003 · Form 59F · Science Test

According to Figure 2, the presence of which of the following minerals in a metamorphic rock would be least helpful in determining that rock’s grade?

Paper 82 · ACT January 2003 · Form 59F · Science Test

Hornfels is a metamorphic rock formed when magma (molten rock) heats sedimentary rocks on Earth’s sur- face. According to Figure 1, hornfels is most likely a member of which of the following facies? 44 GO ON TO THE NEXT PAGE. ACT-59F-PRACTICE 4 4 4 4 4 4 Passage II In 1908, an object from outer space devastated 2,000 km2 of forest in Siberia. The object was between 10 m and 100 m in diameter and traveled at a maximum speed of 15 km/sec. It exploded at an altitude of 8 km and released energy equivalent to 20 million tons of TNT. Two scientists discuss whether this object was a comet or an asteroid. Scientist 1 The object was a comet, a body made of ices (such as frozen water or methane) and dust. Most of this cometary material is volatile (easily vaporized) and low in density. Friction in Earth’s atmosphere heated the comet to a tem- perature at which it exploded, high above the ground. The majority of the ices and dust were vaporized in the explo- sion, which explains why no crater was formed at the site and why no large, identifiable fragments of the object were found. An asteroid would not have been completely destroyed. Intact asteroid fragments that reached the ground would have created one or more craters upon impact and left behind recoverable pieces. Evidence shows that the object decelerated rapidly before it exploded. Because of their low density, comets are capable of such rapid deceleration, whereas high-density objects, such as asteroids, are not. Scientist 2 The object was a stony asteroid. As it entered Earth’s atmosphere, its high speed created a large air pressure dif- ference between the area just in front of the asteroid and the area just behind the asteroid. The large pressure differ- ence eventually exceeded the structural strength of the asteroid. The asteroid flattened, decelerated rapidly due to the dramatic increase in its surface area, and fragmented before reaching the ground. This fragmentation would have appeared like an explosion. Calculations show that a comet between 10 m and 100 m in diameter would explode at an altitude much higher than 8 km, but a stony asteroid of that size would fragment at or near an altitude of 8 km. Recovery of large asteroid fragments is difficult due to the area’s boggy soil; however, small, glassy fragments were recovered and are believed to be melted and resolidified pieces of the asteroid.

Paper 82 · ACT January 2003 · Form 59F · Science Test

Which of the following phrases best describes the major point of difference between the 2 scientists’ hypotheses?

Paper 82 · ACT January 2003 · Form 59F · Science Test

According to Scientist 2’s viewpoint, compared to the altitude at which a stony asteroid would have exploded in Earth’s atmosphere, a comet of similar size would most likely have exploded at:

Paper 82 · ACT January 2003 · Form 59F · Science Test

Scientist 1’s viewpoint indicates that when the mate- rials that compose most of a comet are sufficiently heated, they change to:

Paper 82 · ACT January 2003 · Form 59F · Science Test

Which of the following statements best describes how Scientist 2 would explain why no large, identifiable fragments of the object have been recovered? ground have been removed from the area by ero- sion. hundreds of kilometers from the site. reached the ground. been recovered due to the soil conditions in the area. 45 GO ON TO THE NEXT PAGE. ACT-59F-PRACTICE 4 4 4 4 4 4 10. How would the behavior of the asteroid differ from that described in Scientist 2’s viewpoint if the asteroid had not been flattened by the air pressure difference? The asteroid would:

Paper 82 · ACT January 2003 · Form 59F · Science Test

H _______

Paper 82 · ACT January 2003 · Form 59F · Science Test

Which of the following statements would both scien- tists most likely use to explain the damage to the forest caused by the object’s explosion? Energy from the explosion:

Paper 82 · ACT January 2003 · Form 59F · Science Test

Scientist 1’s viewpoint would be weakened by which of the following observations about comets, if true? sect Earth’s atmosphere. 46 GO ON TO THE NEXT PAGE. ACT-59F-PRACTICE 4 4 4 4 4 4 Passage III The seeds of some plants attract ants with a nutritious structure called an elaiosome. The ants carry the seeds to their nests, eat the elaiosomes, and then leave the seeds in a waste pile, where some seeds germinate (begin to grow). Three studies were conducted to examine this process. Study 1 For 2 plant species (A and B), seed mass per seed in milligrams (mg), elaiosome mass per seed (mg), and percentage of seed mass composed of elaiosome were recorded (see Table 1). Table 1 Percentage Seed Elaiosome of seed mass mass mass per composed Species (mg) seed (mg) of elaiosome A 6.8 0.420 6.2 B 14.9 0.924 6.2 Study 2 Three study sites were established in order to deter- mine the rate of seed collection by a single species of ant for the plants used in Study 1. In Site 1, Species A plants were absent; in Site 2, Species B plants were absent. Both plants were absent in Site 3. Two seed dishes were placed in each site: 1 con- taining 20 Species A seeds and 1 containing 20 Species B seeds. The dishes were left out for 48 hours and the number of seeds taken from each dish was recorded. The results appear in Table 2. Table 2 Number of seeds removed Plant from seed dishes containing: species Site absent Species A Species B 1 A 13 3 2 B 2 12 3 A and B 8 9 Tables 1 and 2 adapted from Brent H. Smith et al., “Frequency- Dependent Seed Dispersal by Ants of Two Deciduous Forest Herbs.” ©1989 by the Ecological Society of America. Study 3 The researchers planted 2,550 seeds from a third species, Species C. They also observed 2,550 Species C seeds that were planted by ants in similar environments. All seeds were observed for 2 years. Table 3 presents the results. Table 3 Results from: hand- ant- planted planted Maturation of Species C seeds seeds seeds Seeds that germinated 26 39 Plants alive after 1 year 9 20 Plants alive after 2 years 4 13 Seeds produced per plant after 2 years 2,187 2,163 Table 3 adapted from Frances M. Hanzawa, Andrew J. Beattie, and David C. Culver, “Directed Dispersal: Demographic Analysis of an Ant-Seed Mutualism.” ©1988 by The University of Chicago.

Paper 82 · ACT January 2003 · Form 59F · Science Test

Based on the results of Study 3, one could generalize that compared to hand-planting of seeds, ant-planting of seeds results in:

Paper 82 · ACT January 2003 · Form 59F · Science Test

Which of the following variables was controlled in the design of Study 2 ?

Paper 82 · ACT January 2003 · Form 59F · Science Test

According to the results of the studies, Species A and Species B are most similar in that their: same. same. 47 GO ON TO THE NEXT PAGE. ACT-59F-PRACTICE 4 4 4 4 4 4 16. In Study 2, Site 3 was used to study the: of both plant species. plant species were absent. area where ants were not present. of ants.

Paper 82 · ACT January 2003 · Form 59F · Science Test

F _______

Paper 82 · ACT January 2003 · Form 59F · Science Test

Which of the following is a weakness of the design of Study 2 ? by animals other than ants. than ants.

Paper 82 · ACT January 2003 · Form 59F · Science Test

The results of Study 2 suggest that which of the fol- lowing factors most affects the seed preference of ants? 48 GO ON TO THE NEXT PAGE. ACT-59F-PRACTICE 4 4 4 4 4 4 Passage IV Some students conducted experiments using different brands of adhesive tape, one kind each of paper and plastic, a board, and a spring scale. Experiment 1 A student stuck one end of a piece of tape onto the edge of a board that was wrapped with paper. The other end of the tape was clamped to a spring scale, as shown in Figure 1. Figure 1 While one student held the board, a second student pulled the spring scale until the tape came off the paper wrapping; a third student recorded the force in newtons, N, indicated on the spring scale at the moment the tape came off the paper wrapping. The procedure was repeated for 3 different brands of tape; each brand of tape came in many different widths, of which 2 or 3 were tested. The results are shown in Table 1. Table 1 Force (N) to remove tape: Tape Tape width brand (cm) Trial 1 Trial 2 Trial 3 Average

Paper 82 · ACT January 2003 · Form 59F · Science Test

The results of the 2 experiments support the conclu- sion that, for a given brand of tape, as the tape’s width increases, the force required to remove the tape from a given wrapping:

Paper 82 · ACT January 2003 · Form 59F · Science Test

In Experiment 2, had Brand X tape in a 4.0 cm width been tested, the force required to remove the tape from the plastic wrapping would have been closest to:

Paper 82 · ACT January 2003 · Form 59F · Science Test

Based on the average results of Experiments 1 and 2, which of the following brands of tape adhered better to the paper than to the plastic? I I I IIIIII I I I I I I I I I I I I I I clamp spring scale tape wrapped board 49 GO ON TO THE NEXT PAGE. ACT-59F-PRACTICE 4 4 4 4 4 4 22. Which brand(s) of tape was/were used at only 2 dif- ferent widths in both experiments?

Paper 82 · ACT January 2003 · Form 59F · Science Test

H _______

Paper 82 · ACT January 2003 · Form 59F · Science Test

For the students to determine the force required to remove tape from a wrapping, which of the following attractive forces had to exceed the adhesive force between the tape and the wrapping? plastic wrapping

Paper 82 · ACT January 2003 · Form 59F · Science Test

The students’ instructor gave them a strip of tape that was 2.5 cm wide and asked them to identify the brand. The students repeated the procedures from Experi- ments 1 and 2 using the tape and obtained average forces of 4.9 N for paper and 4.1 N for plastic. Which of the following brands would most likely have pro- duced these results? 50 GO ON TO THE NEXT PAGE. ACT-59F-PRACTICE 4 4 4 4 4 4 Passage V Researchers conducted an experiment to determine the factors affecting heat flow. In each trial, one or more blocks of a particular material was (were) placed between two walls at constant temperatures T1 and T2 in one of the configurations shown in Figure 1. Heat was transferred through the block(s) from the hotter wall to the cooler wall. This heat flow, measured in joules per second (J/sec), is shown in Table 1. (Note: All blocks used in the experiment were identical in size and shape. In each configuration, the contact area was the surface area of the end of the block(s) against one wall.) Figure 1 Table 1 Heat Block T1 T2 flow Trial material Configuration (°C) (°C) (J/sec) 1 glass wool A 50 20 0.025 2 glass wool B 50 20 0.050 3 glass wool C 50 20 0.013 4 glass wool D 50 20 0.025 5 glass wool A 100 70 0.025 6 glass wool A 20 50 0.025 7 wood A 50 20 0.072 8 brick A 50 20 0.500 9 concrete A 50 20 0.540 10 steel A 50 20 31 11 aluminum A 50 20 140 12 aluminum A 60 20 190 13 aluminum A 70 20 240

Paper 82 · ACT January 2003 · Form 59F · Science Test

According to the information provided, heat flowed from the wall at temperature T2 to the wall at tempera- ture T1 in which trial?

Paper 82 · ACT January 2003 · Form 59F · Science Test

Insulators are materials that are poor heat conductors. According to Trials 7 through 10, a wall of a given thickness built of which of the following materials would provide the best insulation between a room and the outdoors?

Paper 82 · ACT January 2003 · Form 59F · Science Test

The results of Trials 1 and 5 are consistent with the hypothesis that heat flow from a hotter wall to a cooler wall is dependent on the:

Paper 82 · ACT January 2003 · Form 59F · Science Test

Materials differ in their thermal conductivities: the higher the thermal conductivity, the greater the heat flow through the material. According to Trials 6 through 11, which of the following statements about relative thermal conductivities is NOT true? wool. minum. crete. T1 T2 T1 T2 block block block distance between walls walls walls ConfigurationA Configuration B distance between walls T1 T2 T1 T2 block block block block block block walls walls Configuration C Configuration D distance between walls distance between walls 51 GO ON TO THE NEXT PAGE. ACT-59F-PRACTICE 4 4 4 4 4 4 29. Trials 1 and 3 provide evidence that heat flow depends on which of the following factors? 52 GO ON TO THE NEXT PAGE. ACT-59F-PRACTICE 4 4 4 4 4 4 4 4 4 4 Passage VI Flameless ration heaters (FRHs) are used by combat soldiers to heat their meals in the field. The heat is pro- duced when magnesium reacts with water: Mg(s) + 2H2O(l) → Mg(OH)2(s) + H2(g) + heat The rate of the reaction increases in the presence of iron (Fe) and sodium chloride (NaCl). The following experi- ments were done to determine how to design FRHs. Experiment 1 A 1.0-mole (mol) piece of Mg ribbon, 0.10 mol of Fe powder, and 0.10 mol of NaCl were added to 25 mL of H2O at 20°C in an insulated container. The mixture was stirred constantly and its temperature was measured every 50 sec. The experiment was repeated with Mg ribbon cut into 100 pieces and with Mg powder (see Figure 1). Figure 1 Experiment 2 Powdered Mg (0.10 mol) was mixed with 0.10 mol of NaCl. The mixture was added to 100 mL of H2O at 20°C in an insulated container. The mixture was stirred constantly and the maximum temperature increase that occurred within 15 min was recorded. The procedure was repeated with different amounts of Fe powder added to each mixture (see Table 1). Table 1 Maximum temperature Fe added increase (mol) (°C) 0 4

Paper 82 · ACT January 2003 · Form 59F · Science Test

C _______

Paper 82 · ACT January 2003 · Form 59F · Science Test

F _______

Paper 82 · ACT January 2003 · Form 59F · Science Test

Based on the results of Experiment 3, one can reason- ably conclude that as the amount of NaCl added increased from 0 mol to 0.100 mol, the maximum rise in temperature within 15 min of the start of the reac- tion:

Paper 82 · ACT January 2003 · Form 59F · Science Test

If a trial had been done in Experiment 3 with 0.060 mol of NaCl added, the maximum temperature increase of the mixture that would have occurred within 15 min would have been closest to:

Paper 82 · ACT January 2003 · Form 59F · Science Test

Which of the following factors affecting the reaction of Mg and H2O was studied in Experiment 1, but not in Experiments 2 or 3 ?

Paper 82 · ACT January 2003 · Form 59F · Science Test

An engineer is designing an FRH, to be used with 100 mL of H2O, that will most rapidly generate the greatest amount of heat with the least amount of mate- rials. Based on the results of Experiments 1, 2, and 3, which of the following specifications should she choose? of Mg powder of Mg ribbon of Mg powder of Mg ribbon

Paper 82 · ACT January 2003 · Form 59F · Science Test

It has been observed that as Mg and H2O react, the Mg(OH)2 (magnesium hydroxide) that is produced forms an unreactive coating on the Mg surface. Which of the following models for why NaCl speeds up the reaction is most consistent with this observation and the results of the experiments? the Mg(OH)2 to melt off of the Mg surface. with H2O. rier against H2O. from the Mg, allowing more contact with H2O. 54 GO ON TO THE NEXT PAGE. ACT-59F-PRACTICE 4 4 4 4 4 4 4 4 4 4 Passage VII Enzymes are large protein molecules that increase the rate of chemical reactions in living systems. The substrate is the substance that interacts with the enzyme in a reac- tion. The acceleration factor is the factor by which the enzyme increases the rate of a reaction. Figures 1–3 show the effects that changes in temperature, pH, and substrate concentration have on the rate of reaction of a substrate when Enzymes A and B are present. Figure 4 shows the effects that changes in the concentrations of Enzymes A and B have on the rates of reaction in substrate solutions of the same concentration. Figure 1 Figure 2 Figure 3 Figure 4 Figures adapted from Carl M. Raab, Reviewing Biology. ©1987 by Amsco School Publications, Inc.

Paper 82 · ACT January 2003 · Form 59F · Science Test

According to Figure 2, Enzyme A has the fastest rate of reaction at a pH closest to:

Paper 82 · ACT January 2003 · Form 59F · Science Test

Based on the data in Figure 2, at which of the fol- lowing pHs, if any, do Enzymes A and B have the same acceleration factor? acceleration factor enzyme concentration (mg/mL) (initial substrate concentration constant) 10 9 8 7 6 5 4 3 2 1 0 0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 B A B substrate concentration (enzyme concentration constant) acceleration factor A 10 9 8 7 6 5 4 3 2 1 0 1 2 3 4 5 6 7 8 9 10 11 pH acceleration factor B A neutral more acidic less acidic 10 9 8 7 6 5 4 3 2 1 0 10 20 30 40 50 60 temperature (°C) acceleration factor B A 55 ACT-59F-PRACTICE 4 4 4 4 4 4 4 4 4 4 38. A scientist claims that the acceleration factor of Enzyme B is dependent on both enzyme and substrate concentration. Do the data in Figures 3 and 4 support her claim? concentration, but not on substrate concentration. either enzyme or substrate concentration. enzyme concentration, but not on substrate con- centration. enzyme and substrate concentration.

Paper 82 · ACT January 2003 · Form 59F · Science Test

J _______

Paper 82 · ACT January 2003 · Form 59F · Science Test

A scientist claims that for the conditions used to obtain the data for Figure 4, the acceleration factor of Enzyme B at a given concentration will always be greater than that of Enzyme A at the same concentra- tion. Do the data support his conclusion? at all the enzyme concentrations tested. at all the substrate concentrations tested. at all the enzyme concentrations tested. at all the substrate concentrations tested.

Paper 82 · ACT January 2003 · Form 59F · Science Test

The figure below shows the relative acceleration fac- tors for pepsin, an enzyme found in the stomach, and trypsin, an enzyme found in the small intestine. Based on this figure and Figure 2, one would best con- clude that compared to the acidity of solutions in the stomach, the solutions in the small intestine are: pH pepsin trypsin 0 2 4 6 8 10 12 END OF TEST 4 STOP! DO NOT RETURN TO ANY OTHER TEST. Note: If you plan to take the ACT Writing Test, take a short break and then continue testing on page 57. If you do not plan to take the ACT Writing Test, turn to page 59 for instructions on scoring your multiple-choice tests. ©2004 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 Your Social Security Number or ACT ID Number: Your Signature (do not print): ______________________________________________ Print Your Name Here: ______________________________________________ Form 03A 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 BOOK UNTIL YOU ARE TOLD TO DO SO. ACT Assessment ® Writing Test Booklet Practice Writing Test 57 630482 ® 58 ACT Assessment Writing Test Prompt In some high schools, many teachers and parents have encouraged the school to adopt a dress code that sets guidelines for what students can wear in the school building. Some teachers and parents support a dress code because they think it will improve the learning environment in the school. Other teachers and parents do not support a dress code because they think it restricts the individual student’s freedom of expression. In your opinion, should high schools adopt dress codes for students? 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. Note • Your actual test booklet will have blank space for you to plan your essay. For this practice test, you can use scratch paper. • You may wish to remove pages 75–78 to respond to this Writing Test prompt. • When you have finished, read pages 66–72 for information and instructions on scoring your practice essay. ACT-03A-PRACTICE 59 5 Scoring Your Practice Tests How to Score the Multiple-Choice Tests Follow the instructions below and on the following pages to score the multiple-choice portions of the practice test and to review 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 diffi- cult 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 cor- rect 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 sub- score 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 completed different test forms. For example, a scale score of 26 on the English Test has the same mean- ing 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 the total tests, 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 test would not be expected to match precisely the scale scores received from a national 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, a Composite score cannot be calculated. If you take the ACT Plus Writing, your Writing Test results do not affect your Composite score. Percent At or Below Even scale scores don’t tell the whole story of your test performance. You may want to know how your scores com- pare to the scores of other students who take the ACT. The norms table (Table 3 on page 65) enables you to compare your scores on the sample test with the scores of recent high school graduates who tested as sophomores, juniors, or seniors. The numbers reported in Table 3 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 50. This means that 50% 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 on an actual form 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 perfor- mance on the ACT, we have developed College Readiness Standards. These Standards help you to more fully under- stand 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. Standards are provided for six score ranges that reflect the progression and complexity of skills in the academic areas measured in the ACT tests. The College Readiness Stan- dards can be found at www.act.org/standards. Reviewing Your Performance on the Practice Multiple-Choice Tests After you have determined your scale scores, consider the following as you evaluate how you did on the multiple- choice portions of the practice test. • Did you run out of time before you completed a test? If so, reread the information in this booklet on pacing yourself. Per- haps you need to adjust the way you used your time in responding to the questions. It is to your advantage to answer every question and pace yourself so that you can do so. Remember there is no penalty for guessing. • Did you spend too much time trying to understand the directions to the tests? If so, read the directions for each test again thoroughly. The directions in the practice test are exactly like the directions that will appear in your test booklet on the test day. Make sure you understand them now, so you won’t have to spend too much time studying them when you take the actual test. • 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 to the practice test, check to see whether a particular type of question or a particular subscore area was more difficult for you or took more of your time. 60 Scoring Keys for the ACT Practice Test 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