Student Workbook 4th Edition
ACT MASTERY ®
Science
© 2018 MasteryPrep. All rights reserved. ACT® is a trademark of ACT, Inc. MasteryPrep is in no way affiliated with or endorsed by ACT Inc.
E
ACT Mastery Science
M PL
®
Student Workbook
SA
4th Edition
MasteryPrep
ACT is the registered trademark of ACT Inc. MasteryPrep has no affiliation with ACT Inc., and the ACT Mastery program is not approved or endorsed by ACT Inc. ®
®
E
M PL
SA
Table of Contents Lesson 1: Select Data and Features Part 1....................................................................................... 7 Lesson 2: Select Data and Features Part 2..................................................................................... 25 Lesson 3: Support of Hypotheses Part 1......................................................................................... 49
E
Lesson 4: Support of Hypotheses Part 2......................................................................................... 67 Lesson 5: Variables and Mathematical Relationships...................................................................... 85 Lesson 6: Interpolation and Extrapolation..................................................................................... 103
M PL
Lesson 7: New Information and Predictions on Models................................................................. 123 Lesson 8: Creating Figures............................................................................................................ 139 Lesson 9: Understanding Design................................................................................................... 163 Lesson 10: Controls....................................................................................................................... 181 Lesson 11: Terminology................................................................................................................. 199 Lesson 12: Compare Models......................................................................................................... 219 Lesson 13: Text and Experiments.................................................................................................. 235 Lesson 14: New Information.......................................................................................................... 253
SA
Lesson 15: Science Strategy......................................................................................................... 269 Lesson 16: Science Pacing............................................................................................................ 293 Science Glossary.......................................................................................................................... 310
E
M PL
SA
Lesson 8
SA
M PL
E
Creating Figures
ACT Mastery Science ÂŽ
8.1 Entrance Ticket Think about the last four years and recall the number of books you have read each year. Create a table, a bar graph, and a line graph depicting the number of
SA
M PL
E
books you read each year.
Entrance Ticket
Learning Targets
Creating Figures
140
Flower Picking
ACT Practice
Sum It Up
Lesson 8 – Creating Figures
8.2 Learning Targets 1. Create graphs and figures from scientific descriptions 2. Create graphs and figures from tables of data
M PL
E
3. Combine select information from multiple graphs into a single graph
Self-Assessment
Circle the number that corresponds to your confidence level in your knowledge of this subject before beginning the lesson. A score of 1 means you are completely lost, and a score of 4 means you have mastered the skills. After you
SA
finish the lesson, return to the bottom of this page and circle your new confidence level to show your improvement.
1
1
Entrance Ticket
Learning Targets
Before Lesson
2
3
4
After Lesson
2
3
Creating Figures
141
4
Flower Picking
ACT Practice
Sum It Up
ACT Mastery Science ®
8.3.1 Creating Figures Round 1
Time 1 2 3 4 5 6 7 8 9 10 11 12
Speed (mph) 10 10 15 15 15 10 5 5 10 10 15 15
Time 1 2 3 4 5 6 7 8 9 10 11 12
D
Speed (mph) 20 20 20 20 15 15 15 10 10 10 5 5
Time 1 2 3 4 5 6 7 8 9 10 11 12
SA
1 2 3 4 5 6 7 8 9 10 11 12
Speed (mph) 10 10 10 10 10 0 0 15 15 15 15 15
C
M PL
Time
B
Entrance Ticket
Learning Targets
Speed (mph) 0 0 0 0 5 5 10 10 15 15 10 5
E
A
Creating Figures
142
Flower Picking
ACT Practice
Sum It Up
Lesson 8 – Creating Figures
8.3.1 Creating Figures Round 2 B pH 2 3 5 7 8
Time 1 5 10 15 20
pH 8 3 7 4 5
Time 1 5 10 15 20
D pH 7 6 5 4 3
Time 1 5 10 15 20
SA
M PL
Time 1 5 10 15 20
C
Entrance Ticket
Learning Targets
pH 8 3 1 4 5
E
A
Creating Figures
143
Flower Picking
ACT Practice
Sum It Up
ACT Mastery Science ®
8.3.1 Creating Figures Round 3 A
A B C
NaOH (%) 6 8 10
Site A B C
NaOH (%) 10 6 8
Site A B C
Entrance Ticket
Learning Targets
NaOH (%) 8 6 10
E
Site
D
SA
A B C
NaOH (%) 8 10 6
C
M PL
Site
B
Creating Figures
144
Flower Picking
ACT Practice
Sum It Up
Lesson 8 – Creating Figures
8.3.1 Creating Figures Round 4 A
B
C
D
ppm
Year
ppm
Year
ppm
Year
ppm
2010 2011 2012 2013
250 275 280 300
2010 2011 2012 2013
250 280 275 295
2010 2011 2012 2013
260 250 260 280
2010 2011 2012 2013
260 260 280 300
SA
M PL
E
Year
Entrance Ticket
Learning Targets
Creating Figures
145
Flower Picking
ACT Practice
Sum It Up
ACT Mastery Science ÂŽ
8.3.1 Creating Figures Round 5
E
In an isotonic solution, there is little to no osmosis, or movement of water, between the cell and the solution. The cell remains stable.
B
M PL
A In a hypertonic solution, there is a higher concentration of solute outside the cell than inside, which causes water to move out of the cell and can result in a shriveled appearance.
SA
In a hypotonic solution, the concentration of solute is higher inside the cell than outside, which causes water to move into the cell and can cause the cell to burst.
Entrance Ticket
Learning Targets
Creating Figures
146
Flower Picking
ACT Practice
Sum It Up
Lesson 8 – Creating Figures
8.3.1 Creating Figures Round 6
normal neuron
A functioning neural synapse will produce an appropriate amount of dopamine resulting in normal signal movement between neurons.
E
normal movement
dopamine receptors A
B
Schizophrenia is a disorder in which an individual interprets reality abnormally. It is theorized that an overabundance of dopamine is associated with its occurrence.
SA
M PL
Parkinson’s disease is a disorder in which the dopamine producing neurons in the brain are attacked by acetylcholine. This results in neurons which are not able to produce the required dopamine.
Entrance Ticket
Learning Targets
Creating Figures
147
Flower Picking
ACT Practice
Sum It Up
ACT Mastery Science ÂŽ
10
40
8
30
6
20
4
10
2
0
1.
A.
E
0 1990
2000 2005 Key Oklahoma City rainfall Oklahoma City snowfall
1995
Salt Lake City
40 20 0
1.6 1.2 0.8 0.4
average snowfall
2
Portland
Salt Lake City
Oklahoma City
Portland
Salt Lake City
Oklahoma City
Portland
C.
1995
2000 2005 Key Portland rainfall Portland snowfall
Figure 2
15
75
10
50
5
25
0
1990
D. average snowfall
SA
100
yearly snowfall (in)
yearly rainfall (in)
Oklahoma City
0
1990
20
Salt Lake City
average snowfall
yearly rainfall (in)
60
Portland
B.
yearly snowfall (in)
80
Oklahoma City
M PL
Figure 1
100
Which of the following figures best represents the average snowfall level for each of the cities in 2000?
average snowfall
50
yearly snowfall (in)
yearly rainfall (in)
8.3.2 Flower Picking
0
1995
2000 2005 Key Salt Lake City rainfall Salt Lake City snowfall
Figure 3 Entrance Ticket
Learning Targets
Creating Figures
148
Flower Picking
ACT Practice
Sum It Up
Lesson 8 – Creating Figures
8.3.2 Flower Picking 2. Which of the following graphs best represents the information in Figures 1–3 for average rainfall during the year 1995?
Portland
Salt Lake City
Oklahoma City
Portland
average rainfall
D.
average rainfall
B.
Oklahoma City
M PL
Salt Lake City
E
average rainfall
C. average rainfall
A.
Oklahoma City
Portland
Salt Lake City
Oklahoma City
Portland
SA
Salt Lake City
Science Tip
Data is Key: Most questions on the ACT science test do not require you to read the passage text. Any time you see a question with graphs or tables in the answer choices, try answering it without reading the passage. Just focus on the data.
Entrance Ticket
Learning Targets
Creating Figures
149
Flower Picking
ACT Practice
Sum It Up
ACT Mastery Science ÂŽ
4
4
8.4.1 Set One
Passage I Trisomy 18 (Edwards syndrome), is a genetic condition caused by the presence of an additional 18th chromosome. Trisomies also commonly occur with the 21st chromosome (Down syndrome) and the 13th chromosome (Patau syndrome). In some cases, chromosomes may be missing information. This is called deletion. Chromosomes with deletions are shorter than normal chromosomes. Conversely, chromosomal duplications have an excess of genetic information and are longer than normal chromosomes.
E
Humans have 23 pairs of chromosomes. These chromosomes can be visualized by genetic testing such as G-banding, staining that can produce a visible karyotype of all 23 chromosomes simultaneously. Figure 1 shows a normal karyotype of a human male as visualized by G-banding.
M PL
Table 1 shows the incidence rates and survival rates of the three most common trisomies. Table 1
Incidence rate
Syndrome
(per 100,000 live births) Survival rate
T13 (Patau) T18 (Edwards) T21 (Down)
15 10 125
Figure 1
SA
The banding on each chromosome can be used to rule out various conditions and identify common chromosomal issues such as deletions, duplications, and trisomies. Figure 2 shows an example of Trisomy 18 as visualized by G-banding.
18 18 #
Figure 2
Entrance Ticket
Learning Targets
Creating Figures
150
Flower Picking
ACT Practice
Sum It Up
5-10% 1% 70-75%
Lesson 8 – Creating Figures
4
1. Based on the information from the passage, which of the following illustrations best represents an example of a chromosomal deletion?
4
2. Which of the following graphs best represents the survival rates of trisomies 13, 18, and 21? F.
A.
E
T21
T18
T13
M PL
9
survival incidence
#
G.
T21
B.
T18
#
22
T13
survival incidence
C.
H.
T21
SA
T18
T13
7
survival incidence
D.
8
8
J. T21
T18
T13
#
Entrance Ticket
survival incidence
Learning Targets
Creating Figures
151
Flower Picking
ACT Practice
Sum It Up
ACT Mastery Science ÂŽ
4
4
4. According to the information from the passage, which of the following pictures best represents an example of a chromosomal duplication?
3. Based on the information in Table 1, which of the following graphs best represents the relationship between incidence rate and survival rate?
F. survival rate
E
A.
0
9
M PL
0
incidence rate
survival rate
B.
#
G.
#
22
0
0
incidence rate
H.
SA
survival rate
C.
0
0
7
incidence rate
J.
survival rate
D.
0
0
8
incidence rate
Entrance Ticket
Learning Targets
Creating Figures
152
Flower Picking
8
#
ACT Practice
Sum It Up
Lesson 8 – Creating Figures
4
4
5. According to Table 1, which of the following graphs best shows the survival rates of each of the three trisomies listed in Table 1?
survival rate (%)
E
75
A.
50
25
T13
T18
T21
T13
T18
T21
75
survival rate (%)
B.
M PL
0
50
25
0
75
50
25
SA
survival rate (%)
C.
0
T13
T18
T21
T13
T18
T21
75
survival rate (%)
D.
50
25
END OF SET ONE STOP! DO NOT GO ON TO THE NEXT PAGE UNTIL TOLD TO DO SO.
0
Entrance Ticket
Learning Targets
Creating Figures
153
Flower Picking
ACT Practice
Sum It Up
ACT Mastery Science ®
4
4
8.4.2 Set Two
Passage II
1,800
Elevation (meters above sea level)
1,900
Site 1 Site 2
Site 3
E
2,000
Site 3
A
A B
1,900
B
C
K
1,800D
C
J
M PL
Table 1
Site 1 Site 2
2,000
Elevation (meters above sea level)
Scientists evaluated the composition of a cliff face by identifying the rock formations at three different sites. They recorded the thickness of each unique cross-sectional layer at all three sites from core samples (Figure 1). They then reported the range of elevations above sea level for 2–3 types of rocks from the main three categories of rocks—igneous, sedimentary, and metamorphic—in Tables 1–3.
Igneous rocks
Elevation range (m above sea level)
diorite
basalt
Lower limit Upper limit
1,600 1,710
1,930 1,960
1,700
E
J
D
E
F
1,700
J1
1,600
K
F
J1
1,600
Key
Igneous rocks
Sedimentary rocks
basalt
sandstone
Igneous rocks
Table 2
basalt
Sedimentary rocks
diorite
Elevation range (m above sea level) sandstone dolostone conglomerate 1,900 1,970
1,850 1,900
Sedimentary rocks
diorite
schist
dolostone conglomerate
gneiss marble
conglomerate
marble
dolostone
contact metamorphism
Other symbols
contact metamorphism Figure 1
Metamorphic Rocks
schist
gneiss
marble
Lower limit Upper limit
1,720 1,800
1,640 1,730
1,680 1,780
Entrance Ticket
Learning Targets
Creating Figures
154
Flower Picking
schist
sandstone
Table 3
Elevation range (m above sea level)
Metamorphic rocks
Metamorphic rocks
Other symbols
1,800 1,850
SA
Lower limit Upper limit
Key
ACT Practice
Sum It Up
gneiss
Lesson 8 – Creating Figures
4
7. According to the information in Figure 1, which illustration best represents the most likely rock configuration from a site with similar geologic history?
6. According to Figure 1, which of the graphs best represents the elevations (in meters above sea level) of the bottom of the schist layer at each of the three sites? 2,000
F.
A.
E
1,950 elevation (m)
1,900 1,850 1,800 1,750 1,700 1,650
M PL
1,600
Site 1
Site 2
Site 3
2,000
G.
4
B.
1,950
elevation (m)
1,900 1,850 1,800 1,750 1,700 1,650 1,600
Site 1
Site 2
Site 3
2,000
H.
C.
1,950
1,850 1,800 1,750
SA
elevation (m)
1,900
1,700 1,650 1,600
Site 1
Site 2
Site 3
2,000
J.
D.
1,950
elevation (m)
1,900 1,850 1,800 1,750 1,700 1,650 1,600
Site 1
Site 2
Entrance Ticket
Site 3
Learning Targets
Creating Figures
155
Flower Picking
ACT Practice
Sum It Up
ACT Mastery Science ÂŽ
4
4
9. Based on Figure 1 and Table 3, which of the following illustrations best represents the elevation range for the marble layer between Sites 2 and 3?
8. The relationship between the upper limit and lower limit of elevation measurements in Table 2 is best represented by which of the following graphs? F.
1,800
upper limit (m)
E
A.
M PL
1,700
lower limit (m)
B.
upper limit (m)
G.
1,800
1,700
lower limit (m)
C.
1,800
1,700
SA
upper limit (m)
H.
lower limit (m)
D.
upper limit (m)
J.
1,800
1,700
lower limit (m)
Entrance Ticket
Learning Targets
Creating Figures
156
Flower Picking
ACT Practice
Sum It Up
Lesson 8 – Creating Figures
4
4
10. Which of the following graphs best represents the information from Tables 1–3 for the upper limit of elevation for igneous, sedimentary, and metamorphic rocks? 2,000
F.
E
1,950 elevation (m)
1,900 1,850 1,800 1,750 1,700
M PL
1,650 1,600
G.
I
S
M
I
S
M
2,000 1,950
elevation (m)
1,900 1,850 1,800 1,750 1,700 1,650 1,600
H.
2,000 1,950
1,850 1,800 1,750
SA
elevation (m)
1,900
1,700 1,650 1,600
I
S
M
I
S
M
2,000
J.
1,950
elevation (m)
1,900 1,850 1,800 1,750 1,700 1,650
END OF SET TWO STOP! DO NOT GO ON TO THE NEXT PAGE UNTIL TOLD TO DO SO.
1,600
Entrance Ticket
Learning Targets
Creating Figures
157
Flower Picking
ACT Practice
Sum It Up
ACT Mastery Science ®
4
4
8.4.3 Set Three
Passage III A rainforest is a biome, or ecosystem, that can be found in many regions on Earth, especially along the Equator. Rainforests have four distinct layers: emergent, canopy, understory, and shrub. An illustration of these layers is shown in Figure 1.
E canopy
M PL
Each layer has unique features contributing to the water and nutrient cycle that allow rainforests to thrive. The dark, humid shrub layer allows fallen leaves and debris to decompose much more quickly than they do in other environments. This quick decomposition results in rapid absorption of nutrients across all layers of the rainforest. The canopy levels collect much of the rainwater; this prevents flooding in the shrub level which would disrupt decomposition. Statistics for each layer are shown in Table 1.
emergents
shrub layer
The rain collection at the canopy level also aids the convectional rainfall cycle. The canopy provides a source of water for evaporation to fuel the next day’s rain event as the humidity and heat begin to rise in the understory and shrub layers. Shallow roots absorb water from the shrub level and transport it to the upper emergent layers.
Figure 1
Table 1
SA
Rain forest layer
Entrance Ticket
Learning Targets
understory
Highest Average high vegetation temperature Example of (ft) Humidity (°F) plant life
Emergent
200
low
80
Canopy
130
mid
77
very high
75
high
74
Understory Shrub
12 3
Creating Figures
158
Flower Picking
ACT Practice
evergreen broad leaf trees liana very little vegetation
Sum It Up
Sunlight exposure full partial shaded minimal
Lesson 8 – Creating Figures
4
4
11. Based on Table 1, which of the following graphs best represents the relationship between humidity and temperature in the rainforest ecosystem? 100
100
B. temperature (°F)
80
60 40 20
60 40
20
M PL
temperature (°F)
80
E
A.
100
100
D.
80
temperature (°F)
60 40
20
40
20
Learning Targets
gh
ry
ve
ve
humidity
SA
humidity
Entrance Ticket
hi
gh
id
hi
lo
hi
w
gh
0
ry
hi
gh
id
m
lo
w
0
60
m
80
temperature (°F)
gh
ry
ve
ve
humidity
humidity
C.
hi
gh
hi
m
lo
w
gh
ry
hi
hi
gh
id
m
w
lo
id
0
0
Creating Figures
159
Flower Picking
ACT Practice
Sum It Up
ACT Mastery Science ÂŽ
4
12. According to Table 1, which of the following graphs best shows the changes in humidity across the four rainforest levels?
4
13. It is common for lianas (woody tree vines) to climb from the shrub layer into the understory layer to obtain more sunlight. Which of the following diagrams best illustrates the location of the growth of the lianas plant? B.
A.
M PL
humidity
E
F.
emergent canopy
G.
understory
shrub layer
D.
humidity
C.
emergent canopy
shrub layer
SA
humidity
H.
understory
emergent canopy
understory
shrub layer
emergent canopy
understory
shrub layer
humidity
J.
Entrance Ticket
Learning Targets
Creating Figures
160
Flower Picking
ACT Practice
Sum It Up
Lesson 8 – Creating Figures
4
14. Which of the following graphs represents the top tree height for the emergent, canopy, and understory rainforest layers?
F.
15. According to the information in Table 1, the high temperature at each layer is best represented by which graph?
A.
E
250
height (ft)
height (ft)
200 150 100
M PL
50 0
emergent
G.
4
canopy
temperature (°C)
understory
B.
250
150 100
height (ft)
height (ft)
200
50
0
emergent
H.
canopy
temperature (°C)
understory
C.
250
150
SA
100
height (ft)
height (ft)
200
50
0
emergent
J.
canopy
temperature (°C)
understory
D.
250
height (ft)
height (ft)
200 150 100 50
0 emergent
canopy
Entrance Ticket
temperature (°C)
understory
Learning Targets
Creating Figures
161
Flower Picking
ACT Practice
Sum It Up
ACT Mastery Science ÂŽ
Sum It Up Creating Figures Bar graph A graphical representation that uses either vertical or horizontal bars to display data
E
Line graph A graphical representation of data in which each data point is connected to the rest of the data points with a line that runs from point to point
M PL
Tips and Techniques
SA
Data Is Key: Most questions on the ACT science test do not require you to read the passage text. Any time you see a question with graphs or figures in the answer choices, try answering it without reading the passage. Just focus on the data.
Entrance Ticket
Learning Targets
Creating Figures
162
Flower Picking
ACT Practice
Sum It Up