ACT Science Quiz: Evaluating Trends And Making Predictions

PASSAGE IV

GEOPHYSICS: This passage is adapted from a study on the structure of Earth's interior using seismic waves.

Seismologists study the interior of the Earth by analyzing the propagation of seismic waves generated by earthquakes. There are two main types of body waves:

•P-waves (Primary waves): Compressional waves that travel through solids, liquids, and gases.

•S-waves (Secondary waves): Shear waves that travel only through solids.

The velocity of these waves depends on the density and physical state (solid or liquid) of the material they travel through. Abrupt changes in velocity indicate boundaries between Earth's layers.

Which of the following statements best describes the relationship between depth and density within the Mantle (0-2,900 km), according to Figure 2?

PASSAGE V

BIOLOGY: This passage is adapted from a study on the metabolic rates of vertebrates. Introduction

Metabolism is the set of chemical reactions that occur in living organisms to maintain life. The metabolic rate is often measured by the amount of oxygen ($O_2$) consumed per gram of body mass per hour.

Animals can be classified based on how they regulate body temperature:

•Endotherms (e.g., mammals, birds) generate their own body heat to maintain a constant internal temperature.

•Ectotherms (e.g., reptiles, amphibians) rely on external heat sources to regulate their body temperature.

Students conducted two studies to compare the metabolic rates of a Mouse (Endotherm) and a Lizard (Ectotherm) of similar body mass.

Study 1

The students placed the mouse and the lizard in separate metabolic chambers. They varied the environmental temperature from 5°C to 35°C in 10°C increments. The animals were kept at rest. The rate of oxygen consumption ($mL \ O_2 / g \cdot hr$) was measured after the animals had acclimated to each temperature for 30 minutes. Findings were reported in Figure 1.

Study 2

The students investigated the effect of activity level on metabolic rate. They maintained the environmental temperature at 25°C for both animals. They measured the oxygen consumption while the animals were at rest and while they were running on a treadmill at 1.0 km/hr. Findings were reported in Table 1.

Study 3

To determine if body mass affects metabolic rate within the same group, students measured the resting metabolic rate of three different lizards at 25°C. Findings were reported in Table 2.

Consider the data for the Mouse at 35°C in Figure 1. If the temperature were increased further to 45°C, which of the following predictions is most biologically likely?

A materials scientist measured the thickness of a coating after each pass of a sprayer. Based on the pattern in the table, what thickness would most likely be measured after 6 passes?

An engineer recorded the distance a test cart traveled after different numbers of identical pushes on a smooth track. Based on the pattern in the table, what distance would most likely be traveled after 6 pushes?

PASSAGE II

BIOLOGY: This passage is adapted from a study on the factors affecting the rate of photosynthesis in aquatic plants.

Introduction

Photosynthesis is the process by which green plants use sunlight to synthesize nutrients from carbon dioxide ($CO_2$) and water ($H_2O$). The process releases oxygen ($O_2$) as a byproduct according to the following chemical equation: $6CO_2 + 6H_2O + \text{light energy} \rightarrow C_6H_{12}O_6 + 6O_2$ Students conducted three studies to investigate how different environmental factors affect the rate of photosynthesis in Elodea, an aquatic plant. The rate was measured by counting the number of oxygen bubbles produced by a cut stem of Elodea submerged in water over a 5-minute period.

Study 1

To test the effect of light intensity, students placed a 10 cm sprig of Elodea into a test tube filled with a 0.5% sodium bicarbonate ($NaHCO_3$) solution (a source of $CO_2$). A light source was placed at various distances from the test tube. The temperature was maintained at 25°C. The number of bubbles produced in 5 minutes was recorded.

Study 2

To test the effect of light color (wavelength), students used the same setup as in Study 1. The light source was kept at a constant distance of 10 cm. Colored filters were placed between the light and the plant to isolate specific wavelengths. Clear cellophane was used as a control.

Study 3

To test the effect of $CO_2$ availability, students prepared five test tubes with different concentrations of sodium bicarbonate ($NaHCO_3$). A 10 cm sprig of Elodea was placed in each. The light source was kept constant at 10 cm (white light).

Based on Table 1, as the distance of the light source from the plant increases, the rate of photosynthesis:

PASSAGE V

BIOLOGY: This passage is adapted from a study on the metabolic rates of vertebrates. Introduction

Metabolism is the set of chemical reactions that occur in living organisms to maintain life. The metabolic rate is often measured by the amount of oxygen ($O_2$) consumed per gram of body mass per hour.

Animals can be classified based on how they regulate body temperature:

•Endotherms (e.g., mammals, birds) generate their own body heat to maintain a constant internal temperature.

•Ectotherms (e.g., reptiles, amphibians) rely on external heat sources to regulate their body temperature.

Students conducted two studies to compare the metabolic rates of a Mouse (Endotherm) and a Lizard (Ectotherm) of similar body mass.

Study 1

The students placed the mouse and the lizard in separate metabolic chambers. They varied the environmental temperature from 5°C to 35°C in 10°C increments. The animals were kept at rest. The rate of oxygen consumption ($mL \ O_2 / g \cdot hr$) was measured after the animals had acclimated to each temperature for 30 minutes. Findings were reported in Figure 1.

Study 2

The students investigated the effect of activity level on metabolic rate. They maintained the environmental temperature at 25°C for both animals. They measured the oxygen consumption while the animals were at rest and while they were running on a treadmill at 1.0 km/hr. Findings were reported in Table 1.

Study 3

To determine if body mass affects metabolic rate within the same group, students measured the resting metabolic rate of three different lizards at 25°C. Findings were reported in Table 2.

Based on Table 2, what is the relationship between body mass and metabolic rate per gram for lizards?

PASSAGE II

BIOLOGY: Research Summary

Introduction

Transpiration is the process by which moisture is carried through plants from roots to small pores on the underside of leaves, where it changes to vapor and is released to the atmosphere. A botanist conducted two studies to investigate how environmental factors affect the transpiration rate of Spathiphyllum (peace lily) plants.

Study 1

The botanist placed 5 identical Spathiphyllum plants into 5 identical environmentally controlled chambers. The relative humidity inside all chambers was kept constant at 40%, and the temperature was kept constant at 22°C. The botanist varied the light intensity—measured in micromoles of photons per square meter per second ($\mu mol/m^2/s$)—in each chamber. After 4 hours, the botanist measured the mass of water lost by each plant to calculate the transpiration rate in milligrams of water per square centimeter of leaf area per hour ($mg/cm^2/hr$). Results are shown in Table 1.

Study 2

The botanist obtained 5 new, identical Spathiphyllum plants and placed them in the chambers. This time, the light intensity in all chambers was kept constant at 400 $\mu mol/m^2/s$ and the temperature at 22°C. The botanist varied the relative humidity in each chamber. The transpiration rates were calculated after 4 hours. Results are shown in Table 2.

Suppose the botanist conducted a third study where a Spathiphyllum plant was exposed to a relative humidity of 50% and a light intensity of 400 μmol/m²/s. Based on Table 2, the transpiration rate for this plant would most likely be:

PASSAGE I

EARTH SCIENCE: Data Representation

Earth's atmosphere is divided into distinct layers based on how temperature changes with altitude. The boundary between each layer is called a pause (e.g., the tropopause separates the troposphere from the stratosphere). Figure 1 shows how average atmospheric temperature varies with altitude. Table 1 shows how average atmospheric pressure, measured in atmospheres (atm), changes with altitude.

A weather balloon is launched from sea level and ascends to an altitude of 25 km. Based on the provided data, during the balloon's flight, the atmospheric pressure it experiences will most likely:

PASSAGE VI

PHYSICS: This passage is adapted from a study on the forces acting on an object on an inclined plane. Introduction

A student conducted experiments to determine the factors that affect the force required to pull a block up an inclined plane at a constant velocity. The force ($F$) required depends on the mass of the block ($m$), the angle of the incline ($\theta$), and the friction between the block and the surface.

The experimental setup consisted of a wooden board (the inclined plane) and a spring scale attached to a rectangular block. The student pulled the block up the incline at a steady speed and recorded the force in Newtons (N).

Study 1

To test how the angle of the incline affects the force, the student used a standard wooden block with a mass of 1.0 kg. The surface of the inclined plane was smooth wood. The student varied the angle of the incline from 10° to 60°. Results were recorded in Table 1.

Study 2

To test how the surface material (friction) affects the force, the student fixed the angle of the incline at 30° and used the same 1.0 kg block. The student covered the wooden board with different materials: Sandpaper, Rubber, and Plastic. The force was measured for each surface. Results were recorded in Table 2.

Study 3

To test how the mass of the block affects the force, the student used the smooth wood surface and fixed the angle at 30°. The student added weights to the block to increase its total mass. Results were recorded in Table 3.

According to the results of Study 1, as the angle of the incline increases, the force required to pull the block:

PASSAGE VI

PHYSICS: This passage is adapted from a study on the forces acting on an object on an inclined plane. Introduction

A student conducted experiments to determine the factors that affect the force required to pull a block up an inclined plane at a constant velocity. The force ($F$) required depends on the mass of the block ($m$), the angle of the incline ($\theta$), and the friction between the block and the surface.

The experimental setup consisted of a wooden board (the inclined plane) and a spring scale attached to a rectangular block. The student pulled the block up the incline at a steady speed and recorded the force in Newtons (N).

Study 1

To test how the angle of the incline affects the force, the student used a standard wooden block with a mass of 1.0 kg. The surface of the inclined plane was smooth wood. The student varied the angle of the incline from 10° to 60°. Results were recorded in Table 1.

Study 2

To test how the surface material (friction) affects the force, the student fixed the angle of the incline at 30° and used the same 1.0 kg block. The student covered the wooden board with different materials: Sandpaper, Rubber, and Plastic. The force was measured for each surface. Results were recorded in Table 2.

Study 3

To test how the mass of the block affects the force, the student used the smooth wood surface and fixed the angle at 30°. The student added weights to the block to increase its total mass. Results were recorded in Table 3.

Based on the results of Study 3, if the student used a block with a mass of 5.0 kg on the smooth wood surface at 30°, the force required would be closest to:

PASSAGE V

BIOLOGY: Data Representation

Introduction

Photosynthesis is the process by which plants use light energy to synthesize glucose. Plants capture light energy using pigment molecules located in their leaves. Different pigments absorb different wavelengths of visible light. The visible light spectrum ranges from 400 nanometers (nm), which is violet light, to 700 nm, which is red light. Light that is not absorbed is reflected (which determines the color the plant appears to the human eye).

A botanist investigated the light absorption and photosynthetic activity of a specific species of green plant.

Study 1

The botanist extracted the three primary photosynthetic pigments from the plant's leaves: Chlorophyll a, Chlorophyll b, and Carotenoids. Figure 1 shows the absorption spectrum for each pigment, which indicates the relative amount of light absorbed by each pigment at different wavelengths.

Study 2

The botanist then measured the overall action spectrum of the living, intact plant. The action spectrum shows the actual relative rate of photosynthesis (measured by oxygen production) for the whole plant when it is exposed to different wavelengths of light. Findings are shown in Figure 2

Suppose the engineers conducted an additional trial in Study 2 using a pitch angle of 25°. Based on the data in Table 2, the power output would most likely be:

PASSAGE IV

CHEMISTRY: Research Summary

Introduction

Colligative properties are properties of a solution that depend on the ratio of the number of solute particles to the number of solvent molecules, and not on the identity of the solute. Two common colligative properties are freezing point depression (a lowering of the freezing point) and boiling point elevation (an increase in the boiling point).

At standard atmospheric pressure (1 atm), pure liquid water ($H_2O$) has a freezing point of $0.00^\circ\text{C}$ and a boiling point of $100.00^\circ\text{C}$. Students conducted two studies to investigate how adding different solutes to 1.00 kilogram (kg) of water affects these points.

Study 1

Sodium chloride (NaCl) is a salt that completely dissociates (breaks apart) into two separate ions ($Na^+$ and $Cl^-$) when dissolved in water. The students added varying amounts of NaCl, measured in moles (mol), to 1.00 kg of water. They measured the resulting freezing point and boiling point of the solutions. Measurements are shown in Table 1.

Study 2

The students wanted to see how the number of particles a molecule dissociates into ($n$) affects the freezing and boiling points. They gathered three different solutes:

•Sucrose ($C_{12}H_{22}O_{11}$): Does not dissociate in water (n \= 1).

•Sodium chloride (NaCl): Dissociates into 2 ions (n \= 2).

•Magnesium chloride ($MgCl_2$): Dissociates into 3 ions ($Mg^{2+}$ and two $Cl^-$ ions) (n \= 3).

They added exactly 1.00 mole of each solute to separate beakers containing 1.00 kg of water and recorded the results. Findings are shown in Table 2.

Based on the data in Study 2, if 1.00 mole of a hypothetical solute that completely dissociates into 4 ions (n = 4) were added to 1.00 kg of water, the boiling point of the solution would most likely be:

PASSAGE V

BIOLOGY: This passage is adapted from a study on the metabolic rates of vertebrates. Introduction

Metabolism is the set of chemical reactions that occur in living organisms to maintain life. The metabolic rate is often measured by the amount of oxygen ($O_2$) consumed per gram of body mass per hour.

Animals can be classified based on how they regulate body temperature:

•Endotherms (e.g., mammals, birds) generate their own body heat to maintain a constant internal temperature.

•Ectotherms (e.g., reptiles, amphibians) rely on external heat sources to regulate their body temperature.

Students conducted two studies to compare the metabolic rates of a Mouse (Endotherm) and a Lizard (Ectotherm) of similar body mass.

Study 1

The students placed the mouse and the lizard in separate metabolic chambers. They varied the environmental temperature from 5°C to 35°C in 10°C increments. The animals were kept at rest. The rate of oxygen consumption ($mL \ O_2 / g \cdot hr$) was measured after the animals had acclimated to each temperature for 30 minutes. Findings were reported in Figure 1.

Study 2

The students investigated the effect of activity level on metabolic rate. They maintained the environmental temperature at 25°C for both animals. They measured the oxygen consumption while the animals were at rest and while they were running on a treadmill at 1.0 km/hr. Findings were reported in Table 1.

Study 3

To determine if body mass affects metabolic rate within the same group, students measured the resting metabolic rate of three different lizards at 25°C. Findings were reported in Table 2.

Based on Table 2, what is the relationship between body mass and metabolic rate per gram for lizards?

PASSAGE IV

CHEMISTRY: Research Summary

Introduction

Colligative properties are properties of a solution that depend on the ratio of the number of solute particles to the number of solvent molecules, and not on the identity of the solute. Two common colligative properties are freezing point depression (a lowering of the freezing point) and boiling point elevation (an increase in the boiling point).

At standard atmospheric pressure (1 atm), pure liquid water ($H_2O$) has a freezing point of $0.00^\circ\text{C}$ and a boiling point of $100.00^\circ\text{C}$. Students conducted two studies to investigate how adding different solutes to 1.00 kilogram (kg) of water affects these points.

Study 1

Sodium chloride (NaCl) is a salt that completely dissociates (breaks apart) into two separate ions ($Na^+$ and $Cl^-$) when dissolved in water. The students added varying amounts of NaCl, measured in moles (mol), to 1.00 kg of water. They measured the resulting freezing point and boiling point of the solutions. Measurements are shown in Table 1.

Study 2

The students wanted to see how the number of particles a molecule dissociates into ($n$) affects the freezing and boiling points. They gathered three different solutes:

•Sucrose ($C_{12}H_{22}O_{11}$): Does not dissociate in water (n \= 1).

•Sodium chloride (NaCl): Dissociates into 2 ions (n \= 2).

•Magnesium chloride ($MgCl_2$): Dissociates into 3 ions ($Mg^{2+}$ and two $Cl^-$ ions) (n \= 3).

They added exactly 1.00 mole of each solute to separate beakers containing 1.00 kg of water and recorded the results. Findings are shown in Table 2.

Based on Table 1, if the students were to add 2.50 moles of NaCl to 1.00 kg of water, the freezing point of the resulting solution would most likely be:

PASSAGE II

BIOLOGY: This passage is adapted from a study on the factors affecting the rate of photosynthesis in aquatic plants.

Introduction

Photosynthesis is the process by which green plants use sunlight to synthesize nutrients from carbon dioxide ($CO_2$) and water ($H_2O$). The process releases oxygen ($O_2$) as a byproduct according to the following chemical equation: $6CO_2 + 6H_2O + \text{light energy} \rightarrow C_6H_{12}O_6 + 6O_2$ Students conducted three studies to investigate how different environmental factors affect the rate of photosynthesis in Elodea, an aquatic plant. The rate was measured by counting the number of oxygen bubbles produced by a cut stem of Elodea submerged in water over a 5-minute period.

Study 1

To test the effect of light intensity, students placed a 10 cm sprig of Elodea into a test tube filled with a 0.5% sodium bicarbonate ($NaHCO_3$) solution (a source of $CO_2$). A light source was placed at various distances from the test tube. The temperature was maintained at 25°C. The number of bubbles produced in 5 minutes was recorded.

Study 2

To test the effect of light color (wavelength), students used the same setup as in Study 1. The light source was kept at a constant distance of 10 cm. Colored filters were placed between the light and the plant to isolate specific wavelengths. Clear cellophane was used as a control.

Study 3

To test the effect of $CO_2$ availability, students prepared five test tubes with different concentrations of sodium bicarbonate ($NaHCO_3$). A 10 cm sprig of Elodea was placed in each. The light source was kept constant at 10 cm (white light).

Based on Table 1, as the distance of the light source from the plant increases, the rate of photosynthesis:

PASSAGE V

BIOLOGY: This passage is adapted from a study on the metabolic rates of vertebrates. Introduction

Metabolism is the set of chemical reactions that occur in living organisms to maintain life. The metabolic rate is often measured by the amount of oxygen ($O_2$) consumed per gram of body mass per hour.

Animals can be classified based on how they regulate body temperature:

•Endotherms (e.g., mammals, birds) generate their own body heat to maintain a constant internal temperature.

•Ectotherms (e.g., reptiles, amphibians) rely on external heat sources to regulate their body temperature.

Students conducted two studies to compare the metabolic rates of a Mouse (Endotherm) and a Lizard (Ectotherm) of similar body mass.

Study 1

The students placed the mouse and the lizard in separate metabolic chambers. They varied the environmental temperature from 5°C to 35°C in 10°C increments. The animals were kept at rest. The rate of oxygen consumption ($mL \ O_2 / g \cdot hr$) was measured after the animals had acclimated to each temperature for 30 minutes. Findings were reported in Figure 1.

Study 2

The students investigated the effect of activity level on metabolic rate. They maintained the environmental temperature at 25°C for both animals. They measured the oxygen consumption while the animals were at rest and while they were running on a treadmill at 1.0 km/hr. Findings were reported in Table 1.

Study 3

To determine if body mass affects metabolic rate within the same group, students measured the resting metabolic rate of three different lizards at 25°C. Findings were reported in Table 2.

Consider the data for the Mouse at 35°C in Figure 1. If the temperature were increased further to 45°C, which of the following predictions is most biologically likely?

PASSAGE I

CHEMISTRY: This passage is adapted from a study on the solubility of various substances in water.

Solubility is defined as the maximum amount of a solute (substance being dissolved) that can dissolve in a specific amount of solvent (usually water) at a given temperature. The solubility of most solids increases with temperature, while the solubility of most gases decreases with temperature. A student performed an experiment to measure the solubility of three solid salts—Potassium Nitrate ($KNO_3$), Sodium Chloride ($NaCl$), and Cerium(III) Sulfate ($Ce_2(SO_4)_3$)—and one gas, Oxygen ($O_2$).

Suppose the student wants to dissolve 10 g of Ce₂(SO₄)₃ in 100 g of water. According to Figure 1, to ensure all the solid dissolves, the temperature of the water must be:

PASSAGE VII

PHYSICS: Research Summary

Introduction

When an object falls through a fluid (like air), it experiences a downward gravitational force ($F_g$) and an upward air resistance, or drag force ($F_d$). As the object's falling speed increases, $F_d$ also increases. Eventually, $F_d$ becomes exactly equal to $F_g$. At this point, the net force on the object is zero, and it stops accelerating, falling at a constant maximum speed known as terminal velocity ($v_t$). Students investigated terminal velocity by dropping standard paper coffee filters from a height of 5 meters.

Study 1

The students nested (stacked) different numbers of coffee filters ($N$) together. Nesting the filters increased the total mass ($m$) of the falling object without significantly changing its cross-sectional area. They dropped the nested filters and used a motion sensor to record the terminal velocity ($v_t$) in meters per second (m/s). Findings are shown in Table 1.

Study 2

The students investigated how cross-sectional area ($A$) affects terminal velocity. They built 4 small parachutes of different cross-sectional areas. They attached a constant 10.0-gram mass to each parachute and dropped them from 5 meters, recording the $v_t$. Findings are shown in Table 2.

Based on the trend in Study 2, if the students built a 5th parachute with a cross-sectional area of 500 cm² and attached the same 10.0-gram mass, the terminal velocity would most likely be:

PASSAGE I

CHEMISTRY: This passage is adapted from a study on the solubility of various substances in water.

Solubility is defined as the maximum amount of a solute (substance being dissolved) that can dissolve in a specific amount of solvent (usually water) at a given temperature. The solubility of most solids increases with temperature, while the solubility of most gases decreases with temperature. A student performed an experiment to measure the solubility of three solid salts—Potassium Nitrate ($KNO_3$), Sodium Chloride ($NaCl$), and Cerium(III) Sulfate ($Ce_2(SO_4)_3$)—and one gas, Oxygen ($O_2$).

According to Figure 1, which of the three solid substances shows the least change in solubility as the temperature increases from 0°C to 100°C?

PASSAGE IV

GEOPHYSICS: This passage is adapted from a study on the structure of Earth's interior using seismic waves.

Seismologists study the interior of the Earth by analyzing the propagation of seismic waves generated by earthquakes. There are two main types of body waves:

•P-waves (Primary waves): Compressional waves that travel through solids, liquids, and gases.

•S-waves (Secondary waves): Shear waves that travel only through solids.

The velocity of these waves depends on the density and physical state (solid or liquid) of the material they travel through. Abrupt changes in velocity indicate boundaries between Earth's layers.

Which of the following statements best describes the relationship between depth and density within the Mantle (0-2,900 km), according to Figure 2?