4th Edition
ACT MASTERY ®
Science
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Teacher Manual
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ACT Mastery Science
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Teacher Manual
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4th Edition
MasteryPrep
ACT is the registered trademark of ACT Inc. MasteryPrep LLC has no affiliation with ACT Inc., and the ACT Mastery program is not approved or endorsed by ACT Inc. ®
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Table of Contents Lesson 1: Select Data and Features Part 1.................................................................................... 11 Lesson 2: Select Data and Features Part 2.................................................................................... 41 Lesson 3: Support of Hypotheses Part 1....................................................................................... 75
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Lesson 4: Support of Hypotheses Part 2......................................................................................111 Lesson 5: Variables and Mathematical Relationships.................................................................. 143 Lesson 6: Interpolation and Extrapolation.................................................................................... 173
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Lesson 7: New Information and Predictions on Models............................................................... 205 Lesson 8: Creating Figures.......................................................................................................... 237 Lesson 9: Understanding Design................................................................................................. 273 Lesson 10: Controls...................................................................................................................... 305 Lesson 11: Terminology................................................................................................................ 341 Lesson 12: Compare Models........................................................................................................ 381 Lesson 13: Text and Experiments................................................................................................. 409 Lesson 14: New Information......................................................................................................... 437
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Lesson 15: Science Strategy........................................................................................................ 469 Lesson 16: Science Pacing.......................................................................................................... 515
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Lesson 8 – Creating Figures
Creating Figures This lesson will cover understanding figures and diagrams presented in ACT passages as well as identifying illustrations that reflect changes in those figures. ACT Standard:
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IOD 403. Translate information into a table, graph, or diagram
Lesson 8
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Creating Figures
Creating Figures
Entrance Ticket
Learning Learning TargetsTargets
Quick Check
Creating Figures
Flower Picking
ACTÂŽ Practice
Exit Ticket
Student Page 139
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ACT Mastery Science Teacher Manual ÂŽ
8.1 Entrance Ticket >> Students answer the writing prompt by creating three figures. Ask for student volunteers to share their answers with the class.
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 books you read each year. Have a student volunteer come to the front of the class and draw one of his or her graphs on the board. As a class, review and analyze how the data is presented in the graph. If time allows, have another volunteer draw a different graph and discuss how the two compare.
>> This lesson teaches students how to turn provided data into a graph or table on the ACT. Use this activity to provide
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some simple, real-world context.
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 books you read each year.
8.1 Entrance Ticket
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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 books you read each year.
Entrance Ticket
Learning Targets
Creating Figures
Flower Picking
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Student Page 140
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ACT Practice
Sum It Up
Entrance Ticket
Learning Learning TargetsTargets
Quick Check
Creating Figures
Flower Picking
ACT Practice
Exit Ticket
Lesson 8 – Creating Figures
8.2 Learning Targets >> Review learning targets with your students, displayed on the slide and in their workbooks. >> After reviewing the learning targets, ask students to assess their knowledge and confidence level on these targets.
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They should rate themselves on a scale of 1 to 4, with 1 being not confident or uncertain, and 4 being completely confident or certain. They should circle this number in the designated section of their workbooks.
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
3. Combine select information from multiple graphs into a single graph
8.2 Learning Targets
Create graphs and figures from scientific descriptions
Create graphs and figures from tables of data
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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
Self-Assessment
finish the lesson, return to the bottom of this page and circle your new confidence level to show your improvement.
Before Lesson
1
2
3
4
After Lesson
1
Entrance Ticket
Learning Targets
2
3
Creating Figures
4
Flower Picking
ACT Practice
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 finish the lesson, return to the bottom of this page and circle your new confidence level to show your improvement. Entrance Ticket
Learning Learning TargetsTargets
Quick Check
Creating Figures
Flower Picking
ACT Practice
Exit Ticket
Sum It Up
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Student Page 141
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ACT Mastery Science Teacher Manual ®
8.2 Quick Check >> Teacher Dialogue: 8.2 Quick Check
Bar graph: A graphical representation of data that uses either vertical or horizontal bars to display data
Bar graph ►
A graphical representation of data that uses either vertical or horizontal bars to display data
>> Teacher Dialogue: Entrance Ticket
Learning Learning TargetsTargets
Quick Check
Creating Figures
Flower Picking
ACT Practice
Exit Ticket
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
8.2 Quick Check Line graph ►
Learning Learning TargetsTargets
Quick Check
Creating Figures
Flower Picking
ACT Practice
Exit Ticket
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Entrance Ticket
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
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Define line graph.
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Define bar graph.
Lesson 8 – Creating Figures
8.3.1 Creating Figures >> Use the following class activity to help students improve their ability to quickly associate figures with the data sets they represent:
ACT Mastery Science ®
8.3.1 Creating Figures Round 1
Students pair up. One student will be the artist and the other will be the guesser.
A
1 2 3 4 5 6 7 8 9 10 11 12
Students are provided four different data sets. For each round, you will tell the artists which set of data to use, and the artist will draw a graph that corresponds to the data. The guesser must then correctly determine which data set is being graphed. Groups that answer correctly get a point.
B
Speed (mph) 10 10 10 10 10 0 0 15 15 15 15 15
Time
Time 1 2 3 4 5 6 7 8 9 10 11 12
C
Speed (mph) 10 10 15 15 15 10 5 5 10 10 15 15
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
Speed (mph) 0 0 0 0 5 5 10 10 15 15 10 5
Time 1 2 3 4 5 6 7 8 9 10 11 12
Assign the following data sets: Round 1: data set A Round 2: data set D
Entrance Ticket
Round 4: data set A
Learning Targets
Creating Figures
ACT Practice
Flower Picking
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Student Page 142
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Round 3: data set C
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Before each round, write the letter indicating which data set should be drawn on a small slip of paper. Use this to go around the room and carefully show the artists which data set they should draw each round.
8.3.1 Creating Figures: Round 1
Only complete as many rounds as time allows. This activity can also be repeated for more than six rounds by cycling back to round one and selecting a different data set for the artists. (Note: Slide deck only provides answer examples for the first six rounds.) Students should switch after a certain number of rounds, so that the artist now guesses, and the guesser becomes the artist.
This can be a fun and challenging activity, even for high-performing students. Increase the difficulty by setting a timer and only giving a limited number of seconds for each round, so that the artist is forced to quickly sketch the data and the guesser must deduce from limited information. Alternately, you can award a point only to the group that guesses the data set the quickest.
Learning Learning TargetsTargets
Entrance Ticket
Creating Figures
Quick Check
Flower Picking
ACT Practice
Exit Ticket
Lesson 8 – Creating Figures
8.3.1 Creating Figures
Round 2
B
A
Time 1 5 10 15 20
pH 2 3 5 7 8
Time 1 5 10 15 20
C pH 8 3 7 4 5
D
Time 1 5 10 15 20
pH 7 6 5 4 3
Time 1 5 10 15 20
pH 8 3 1 4 5
>> Round 1
>> Teacher Dialogue:
Draw a line graph that models a car’s speed versus time.
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Artists draw a line graph depicting data set A.
>> After the round, click to reveal the answer on the slide, as well as an example of what the artist’s graph should look like.
Entrance Ticket
Draw a line graph that shows how pH changes with time.
Creating Figures
Flower Picking
ACT Practice
Sum It Up
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>> Round 2
>> Teacher Dialogue:
Learning Targets
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8.3.1 Creating Figures: Round 2
Artists draw a line graph depicting data set D.
>> After the round, click to reveal the answer on the slide, as well as an example
1
5
10
15
20
of what the artist’s graph should look like.
Entrance Ticket
Learning Learning TargetsTargets
Quick Check
Creating Figures
Flower Picking
ACT Practice
Exit Ticket
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ACT Mastery Science Teacher Manual ®
8.3.1 Creating Figures >> Round 3
ACT Mastery Science ®
8.3.1 Creating Figures Round 3 A Site A B C
B NaOH (%) 8 10 6
C NaOH (%) 6 8 10
Site A B C
A B C
>> Teacher Dialogue:
D NaOH (%) 10 6 8
Site
Site A B C
NaOH (%) 8 6 10
Draw a bar graph that represents the percentage of NaOH at three different testing sites.
Artists draw a bar graph depicting data set C.
>> After the round, click to reveal the answer on the slide, as well as an example >> Round 4 Entrance Ticket
Learning Targets
Creating Figures
ACT Practice
Flower Picking
>> Teacher Dialogue:
Draw a bar graph that represents how the atmospheric CO2 level changes yearly from 2010 to 2013.
Sum It Up
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Student Page 144
Artists draw a bar graph depicting data set A.
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>> After the round, click to reveal the answer on the slide, as well as an example
8.3.1 Creating Figures: Round 3
Learning Learning TargetsTargets
Entrance Ticket
of what the artist’s graph should look like.
Creating Figures
Quick Check
Flower Picking
ACT Practice
Exit Ticket
Lesson 8 – Creating Figures
8.3.1 Creating Figures Round 4 A
B
C
ppm
Year
ppm
250 275 280 300
2010 2011 2012 2013
250 280 275 295
D
Year
ppm
Year
ppm
2010 2011 2012 2013
260 250 260 280
2010 2011 2012 2013
260 260 280 300
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Year 2010 2011 2012 2013
Entrance Ticket
Learning Targets
Creating Figures
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ACT Practice
Sum It Up
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Student Page 145
8.3.1 Creating Figures: Round 4
Entrance Ticket
Learning Learning TargetsTargets
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Quick Check
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of what the artist’s graph should look like.
Creating Figures
Flower Picking
ACT Practice
Exit Ticket
Lesson 8 – Creating Figures
8.3.1 Creating Figures >> The next two rounds will involve ACT-level scientific figures.
ACT Mastery Science ®
In the workbook, students will be given a figure with a description, as well as information about two possible changes to the figure.
8.3.1 Creating Figures Round 5
In an isotonic solution, there is little to no osmosis, or movement of water, between the cell and the solution. The cell remains stable.
Tell the artist which change to illustrate, using the given figure as a starting point. The guesser chooses which description is being illustrated. Assign the following descriptions:
A
B
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.
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.
Round 5: description B
>> Round 5
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Round 6: description A
Entrance Ticket
>> Teacher Dialogue:
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Flower Picking
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Create an illustration that depicts the cell condition.
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Artists draw an illustration of description B.
>> After the round, click to reveal the answer on the slide, as well as an example of what the artist’s illustration should look like.
8.3.1 Creating Figures: Round 5
>> Round 6
>> Teacher Dialogue:
Create an illustration that depicts the dopamine condition.
Entrance Ticket
Learning Learning TargetsTargets
Quick Check
Creating Figures
Flower Picking
ACT Practice
Exit Ticket
Artists draw an illustration of description A.
>> After the round, click to reveal the answer on the slide, as well as an example
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of what the artist’s illustration should look like.
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.
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.
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
Flower Picking
ACT Practice
Sum It Up
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Student Page 147
8.3.1 Creating Figures: Round 6
Entrance Ticket
Learning Learning TargetsTargets
Quick Check
Creating Figures
Flower Picking
ACT Practice
Exit Ticket
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ACT Mastery Science Teacher Manual ®
8.3.2 Flower Picking >> Show the students pictures of three very different bouquets of flowers, all of which contain a single rose, and tell
them that we are interested in learning about the height of roses. Ask the students what we can do to investigate the height of the roses in the three flower arrangements shown. They should say that the roses need to be removed from the rest of the bouquets and compared.
For many questions in the science section of the ACT, you will be expected to pull information from multiple graphs or a combination of graphs and tables and create a new graph based on this information. In these types of questions, the “bouquets” are each of the different graphs presented in the passage, and the “roses” are the information you are expected to pull from each graph and then combine. Sometimes a "rose" might look larger or smaller than it really is because the "bouquet" it is wrapped up in has a larger or smaller scale.
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>> Teacher Dialogue:
>> Students work the two examples in their workbooks. Challenge them to identify which aspects are the “bouquets”
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and which are the “roses” they are supposed to pull from the information given.
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8.3.2 Flower Picking
Entrance Ticket
Learning Learning TargetsTargets
Quick Check
Creating Figures
Flower Picking
ACT Practice
Exit Ticket
Creating Figures
Flower Picking
ACT Practice
Exit Ticket
8.3.2 Flower Picking
Entrance Ticket
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Learning Learning TargetsTargets
Quick Check
Lesson 8 – Creating Figures
ACT Mastery Science ÂŽ
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8
30
6
20
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10
2
0
1.
A.
0 1995
2000 2005 Key Oklahoma City rainfall Oklahoma City snowfall
Salt Lake City
Oklahoma City
Portland
Salt Lake City
Oklahoma City
Portland
Salt Lake City
Oklahoma City
Portland
Salt Lake City
Oklahoma City
Portland
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1990
Which of the following figures best represents the average snowfall level for each of the cities in 2000?
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10
average snowfall
50
yearly snowfall (in)
yearly rainfall (in)
8.3.2 Flower Picking
Figure 1
B.
80
1.6
60
1.2
40
0.8
20
0.4
0
average snowfall
2
yearly snowfall (in)
0
1990
C.
1995
2000 2005 Key Portland rainfall Portland snowfall
average snowfall
yearly rainfall (in)
100
Figure 2
75
10
50
5
25
yearly rainfall (in)
0
1990
D. average snowfall
15
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100
yearly snowfall (in)
20
0
1995
2000 2005 Key Salt Lake City rainfall Salt Lake City snowfall
Figure 3
Entrance Ticket
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Creating Figures
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Sum It Up
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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? C. average rainfall
average rainfall
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A.
Oklahoma City
Portland
Salt Lake City
Oklahoma City
Portland
Salt Lake City
Oklahoma City
Portland
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Salt Lake City
average rainfall
D.
average rainfall
B.
Oklahoma City
Portland
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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
Flower Picking
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ACT Practice
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Lesson 8 – Creating Figures
8.3.2 Flower Picking >> Instruct students to pay close attention: the y-axis does not have the same
increments on each line graph, and the cities on the bar graphs are not listed in the same order as the line graphs appear. Students also must read the right side y-axis, not the left side, for the corresponding snowfall values.
Entrance Ticket
Learning Learning TargetsTargets
Quick Check
Creating Figures
Flower Picking
ACT Practice
Exit Ticket
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1. The correct answer is B. For this question, the “rose” is snowfall for the year 2000, so students should consult the graphs provided (these are the “bouquets”), pull all information related to the dotted line at 2000, and combine this data into a new bar graph. Salt Lake City had around 50 inches. Oklahoma City had around 9 inches, and Portland had 0 inches. This matches the bar graph in choice B, which shows the highest value for Salt Lake City, a small value for Oklahoma City, and 0 for Portland.
8.3.2 Flower Picking
1. Which of the following figures best represents the average snowfall level for each of the cities in 2000?
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2. The correct answer is B. For this question, the “rose” is rainfall for the year 1995, and the “bouquets” are the graphs of rainfall and snowfall in each city. To answer the question, students should pull all information related to the solid line at 1995 and combine this data into a new bar graph. Salt Lake City had around 17 inches. Oklahoma City had around 36 inches, and Portland had around 77 inches. This matches the bar graph in choice B, which shows the lowest value for Salt Lake City, a larger value for Oklahoma, and the highest value for Portland.
8.3.2 Flower Picking
Entrance Ticket
Learning Learning TargetsTargets
Quick Check
Creating Figures
Flower Picking
ACT Practice
Exit Ticket
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?
Most questions on the ACT science test do not require students to read the passage text. Any time you see a question with graphs or tables in the answer choices, try to answer it without reading the passage text. Only focus on the data.
Learning Learning TargetsTargets
Quick Check
Creating Figures
Flower Picking
ACT Practice
Exit Ticket
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Entrance Ticket
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ACT Mastery Science Teacher Manual ÂŽ
8.4 ACT Practice
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>> Have students work on questions from the ACT practice sets here. Pacing should be 5 minutes per practice set.
8.4 ACT Practice
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Work through the practice sets in your workbook to master creating figures on the ACT.
Entrance Ticket
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Learning Learning TargetsTargets
Quick Check
Creating Figures
Flower Picking
ACT Practice
Exit Ticket
Lesson 8 – Creating Figures
ACT Mastery Science ÂŽ
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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.
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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.
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
5-10% 1% 70-75%
Figure 1
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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
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ACT Practice
Sum It Up
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Lesson 8 – Creating Figures
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2. Which of the following graphs best represents the survival rates of trisomies 13, 18, and 21?
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1. Based on the information from the passage, which of the following illustrations best represents an example of a chromosomal deletion?
F.
A.
T21
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T18
T13
9
survival incidence
#
G.
T21
B.
T18
#
22
T13
survival incidence
C.
H.
T21
T18
T13
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7
survival incidence
D.
J. T21
T18
T13
8 8 #
Entrance Ticket
Learning Targets
survival incidence
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ACT Practice
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Lesson 8 – Creating Figures
ACT Mastery Science ÂŽ
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4. According to the information from the passage, which of the following pictures best represents an example of a chromosomal duplication?
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3. Based on the information in Table 1, which of the following graphs best represents the relationship between incidence rate and survival rate?
F.
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survival rate
A.
0
9
0
incidence rate
#
B.
survival rate
G.
#
22
0
0
incidence rate
H.
survival rate
C.
0
0
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incidence rate
J.
survival rate
D.
0
0
8 8 #
incidence rate
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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? 75
50
25
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survival rate (%)
A.
0
T13
T18
T21
T13
T18
T21
75
survival rate (%)
B.
50
25
0
75
survival rate (%)
C.
50
25
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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.
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ACT Practice
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Lesson 8 – Creating Figures
8.4.1 Set One Answer Explanations 1. The correct answer is B. The passage states that chromosomes with deletions are shorter than normal chromosomes. Only choice B shows a normal chromosome with a shorter chromosome beside it. 2. The correct answer is F. Based on Table 1, the survival rate of trisomy 21 is the highest and the survival rate of trisomy 18 is the lowest, which is represented in choice F.
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3. The correct answer is A. Trisomy 21 has the highest incidence rate and the highest survival rate, and trisomy 18 has the lowest incidence rate and the lowest survival rate. Thus, the graph should show a positive slope, indicating that survival rate increases as incidence increases. 4. The correct answer is F. The passage states that chromosomal duplications have an excess of genetic information and are longer than normal chromosomes. Only choice F shows a normal chromosome and a longer chromosome beside it.
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5. The correct answer is D. Based on Table 1, the survival rate of trisomy 18 is the lowest. The survival rate of trisomy 21 is the highest, and the survival rate of trisomy 13 is in the middle but much closer to the trisomy 18 rate than the trisomy 21 rate. This is represented by choice D, which shows the correct values for each survival rate as listed in the table.
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8.4.2 Set Two
Site 1 Site 2
2,000
1,900 Elevation (meters above sea level)
Elevation (meters above sea level)
2,000
Site 3
Site 1 Site 2
A
Site 3
A B
1,900
B
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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.
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Passage II
Table 1
Igneous rocks
Elevation range (m above sea level)
diorite
basalt
Lower limit Upper limit
1,600 1,710
1,930 1,960
1,800
1,700
C
K
1,800D
E
J
D
E
F
1,700
J1
1,600
C
K
J
F
J1
1,600
Key
Igneous rocks
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
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Lower limit Upper limit
Key
Sedimentary rocks
Sedimentary rocks
basalt
diorite
sandstone
schist
dolostone conglomerate
gneiss marble
conglomerate
marble
dolostone
Other symbols
contact metamorphism
Other symbols
1,800 1,850
contact metamorphism Figure 1
Metamorphic Rocks
Elevation range (m above sea level)
schist
gneiss
marble
Lower limit Upper limit
1,720 1,800
1,640 1,730
1,680 1,780
Learning Targets
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Student Page 154
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schist
sandstone
Table 3
Entrance Ticket
Metamorphic rocks
Metamorphic rocks
ACT Practice
Sum It Up
gneiss
Lesson 8 – Creating Figures
Lesson 8 – Creating Figures
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7. According to the information in Figure 1, which illustration best represents the most likely rock configuration from a site with similar geologic history?
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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.
1,950 1,900 elevation (m)
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1,850 1,800 1,750
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1,700 1,650 1,600
Site 1
Site 2
Site 3
2,000
G.
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
elevation (m)
1,900 1,850 1,800 1,750 1,700 1,650
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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
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ACT Mastery Science Teacher Manual ÂŽ
ACT Mastery Science ÂŽ
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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. upper limit (m)
A.
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4
1,800
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1,700
lower limit (m)
B.
upper limit (m)
G.
1,800
1,700
lower limit (m)
C.
upper limit (m)
H.
1,800
SA
1,700
lower limit (m)
D.
upper limit (m)
J.
1,800
1,700
lower limit (m)
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Lesson 8 – Creating Figures
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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.
1,950 1,900 elevation (m)
4
1,850 1,800 1,750
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1,700 1,650 1,600
I
S
M
I
S
M
2,000
G.
1,950
elevation (m)
1,900 1,850 1,800 1,750 1,700 1,650 1,600
2,000
H.
1,950
elevation (m)
1,900 1,850 1,800 1,750 1,700
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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
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8.4.2 Set Two Answer Explanations 6. The correct answer is G. According to Figure 1, the schist layer is represented by diagonal dashes. The bottom of this layer for Sites 1, 2, and 3 is approximately 1,770, 1,790, and 1,720, respectively. The best representation of this data is in choice G. 7. The correct answer is C. In Figure 1, sandstone and marble are separated by numerous other layers, so choice A can be eliminated. Diorite and sandstone are also separated by many layers, which eliminates choice B. Choice D is also incorrect because conglomerate and gneiss are not stacked on top of each other. Schist is stacked on top of marble in Figure 1, so choice C is correct.
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8. The correct answer is F. In Table 2, as the lower limit decreases, so does the upper limit. This is a direct correlation, which is best expressed as a positively sloping line. Choices G and J can be eliminated because they do not have a positive slope. Since the lower and upper limits decline at about the same rate, choice H is not the best representation. Choice F is correct because it best represents the relationship between the lower and upper limits.
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9. The correct answer is D. Table 3 shows the limits of the marble layer are between 1,680 and 1,780 m. Figure 1 represents marble with jagged connected lines. Only choice D shows this marble representation extending below 1,700 m and up to just under 1,800, so it is correct.
SA
10. The correct answer is G. According to Table 1, the upper limit of igneous rocks is 1,960. In Table 2, the upper limit of sedimentary rocks is 1,970, and in Table 3, the upper limit of metamorphic rock is 1,800. These numbers correspond to the graph shown in choice G.
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8.4.3 Set Three
Passage III emergents
canopy
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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.
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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.
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
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Rain forest layer
Entrance Ticket
Learning Targets
understory
Highest Average high vegetation temperature Example of (ft) Humidity (°F) plant life
Emergent
200
Canopy
130
Understory Shrub
12
3
Creating Figures
low
80
mid
77
very high
75
high
74
Flower Picking
ACT Practice
evergreen broad leaf trees liana very little vegetation
Sunlight exposure full partial shaded minimal
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100
100
A.
B. temperature (°F)
80
60 40
60 40
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temperature (°F)
80
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11. Based on Table 1, which of the following graphs best represents the relationship between humidity and temperature in the rainforest ecosystem?
20
20
100
100
D.
80
temperature (°F)
60 40
20
40
20
gh
hi
gh
ve
ry
hi
ve
ry
lo
id
w
gh
0
hi
gh
hi
id
m
lo
w
0
60
m
80
temperature (°F)
gh
ry
ve
ry
ve
humidity
humidity
C.
hi
gh
hi
m
lo
w
gh
hi
gh
hi
id
m
w
lo
id
0
0
humidity
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humidity
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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?
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12. According to Table 1, which of the following graphs best shows the changes in humidity across the four rainforest levels?
4 B.
A.
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humidity
F.
emergent canopy
understory
shrub layer
G.
D.
humidity
C.
emergent canopy
understory
shrub layer
SA
humidity
H.
emergent canopy
understory
shrub layer
emergent canopy
understory
shrub layer
humidity
J.
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4 F.
15. According to the information in Table 1, the high temperature at each layer is best represented by which graph?
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14. Which of the following graphs represents the top tree height for the emergent, canopy, and understory rainforest layers?
A.
250 200
height (ft)
150 100
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height (ft)
4
50
0
emergent
G.
canopy
temperature (°C)
understory
B.
250
height (ft)
height (ft)
200 150 100 50
0
emergent
H.
canopy
temperature (°C)
understory
C.
250
height (ft)
height (ft)
200 150 100
SA
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
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8.4.3 Set Three Answer Explanations 11. The correct answer is A. Based on Table 1, as humidity increases, average temperature decreases from low to high humidity and increases from high to very high humidity. The humidity data is not presented in Table 1 in order of low to very high, so students may be tempted to choose choice B, which shows that temperature decreases as humidity increases. However, choice B does not reflect the data in Table 1 and should be eliminated. Choice C is incorrect because it reverses the trend that appears in the table. Choice D is incorrect because it shows that as humidity increases, so does average temperature. Only choice A correctly shows that temperature decreases slightly as humidity increases, then changes to increasing at very high humidity.
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12. The correct answer is F. The best way to solve this type of question is to look for the highest or lowest value and eliminate any answer choice that contradicts this information. Understory is the only layer with very high humidity. Choices G and J do not reflect this and can be eliminated. Emergent has the lowest value, low humidity, which contradicts answer choice H. Only the line graph in choice F accurately represents the data in Table 1.
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13. The correct answer is C. According to Figure 1, the shrub layer is the lowest layer of the rainforest, and the understory is the next lowest layer. Only choice C correctly marks this area of the rainforest diagram where the liana plant would grow. 14. The correct answer is J. According to Table 1, the top tree height for the emergent layer is 200 feet, 130 feet for the canopy layer, and 12 feet for the understory layer. This is shown by the graph in choice J.
SA
15. The correct answer is D. Based on Table 1, as layer height goes down, average temperature goes down. Thus, the two are positively correlated, and the associated graph should have a positive slope, eliminating choices A and C, which have negative slopes. The relationship is also not neutral or uncorrelated, which eliminates choice B. This leaves choice D, which best represents the positive relationship and the sudden jump in height among the rainforest layers as temperature increases.
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Sum It Up Creating Figures
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Bar graph A graphical representation that uses either vertical or horizontal bars to display data
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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
Tips and Techniques
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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.
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Creating Figures
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8.5 Exit Ticket >> Students complete the three questions on their exit ticket. 8.5 Exit Ticket
Students are timed 3 minutes for the three questions. There is no break between questions.
Solve the questions on your exit ticket.
Learning Learning TargetsTargets
Quick Check
Creating Figures
Flower Picking
ACT Practice
Exit Ticket
E
Entrance Ticket
8.5 Exit Ticket Review
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The number of breaths a person takes per minute is known as the respiration rate. This measurement is a good indication of overall health because it tends to increase with illness or when lung capacity is compromised. To measure respiration rate, medical professionals count the number of inhalations and exhalations, either by visually observing the rising and falling of the chest or by using a stethoscope to listen to inhalations and exhalations.
Entrance Ticket
Learning Learning TargetsTargets
Quick Check
Creating Figures
Flower Picking
ACT Practice
Exit Ticket
8.5 Exit Ticket Review
Figure 1 shows a diagram of healthy breathing and normal respiration rate. It shows a wave-like pattern between inhalation, exhalation, and the pause between individual breaths. In the very elderly, the crests of these waves become further apart as respiration rate at rest decreases and breathing slows as a part of normal aging. In ill individuals, these waves become closer together as respiration rate increases. If a person is very ill, the waves become very close together with little to no pause between breaths. Respiration rate also varies between children and adults and between people at rest and engaging in activity. Tables 1–3 show the average respiration rates, in breaths/min, within these populations.
Entrance Ticket
Learning Learning TargetsTargets
Quick Check
Creating Figures
Flower Picking
ACT Practice
Exit Ticket
Flower Picking
ACT Practice
Exit Ticket
8.5 Exit Ticket Review
Learning Learning TargetsTargets
Quick Check
Creating Figures
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Name
Date
Exit Ticket
Table 2
Gender
Adult Male Adult Female
Rest (breaths/min)
Active (breaths/min)
12 12
17 16
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The number of breaths a person takes per minute is known as the respiration rate. This measurement is a good indication of overall health because it tends to increase with illness or when lung capacity is compromised. To measure respiration rate, medical professionals count the number of inhalations and exhalations, either by visually observing the rising and falling of the chest or by using a stethoscope to listen to inhalations and exhalations.
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Passage II
exhalation
volume
inhalation
Table 3
12 breaths/min
automatic pause time
Figure 1
SA
Figure 1 shows a diagram of healthy breathing and normal respiration rate. It shows a wave-like pattern between inhalation, exhalation, and the pause between individual breaths. In the very elderly, the crests of these waves become further apart as respiration rate at rest decreases and breathing slows as a part of normal aging. In ill individuals, these waves become closer together as respiration rate increases. If a person is very ill, the waves become very close together with little to no pause between breaths. Respiration rate also varies between children and adults and between people at rest and engaging in activity. Tables 1–3 show the average respiration rates, in breaths/ min, within these populations. Table 1
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Age
Rest (breaths/min)
Active (breaths/min)
Under 1 year 1-3 years 3-6 years
30 24 22
60 40 34
Age
Rest (breaths/min)
Active (breaths/min)
65+ 80+
12 10
28 30
Lesson 8 – Creating Figures
Lesson 8 – Creating Figures
Name
Date
Exit Ticket 1. Which of the following illustrations best represents the breathing patterns of a healthy two-year-old?
F.
40
E
A.
2. Which of the following graphs best represents the resting respiration rate for children under 1, 1–3, and 3–6?
35
volume
30 25 20 15
6 breaths/min
10
5
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time
0
B.
G.
under 1 year 1-3 years
3-6 years
under 1 year 1-3 years
3-6 years
under 1 year 1-3 years
3-6 years
under 1 year 1-3 years
3-6 years
40 35
volume
30 25 20 15
12 breaths/min
10
time
5 0
C.
H.
40 35
volume
30 25 20 15
18 breaths/min
10
time
5
SA
0
volume
D.
30 breaths/min
time
J.
40 35 30 25 20 15 10 5 0
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Name
Date
Exit Ticket 3. According to Tables 2 and 3, which of the following best illustrates the change in respiration rate compared to age? 13
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A.
12 11 10 9 8 7
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6 5
B.
40
65
80
40
65
80
40
65
80
13 12 11 10
9 8 7 6 5
C.
13 12 11 10
9 8 7 6
SA
5
D.
13 12 11 10
9 8 7 6 5
40
65
80
Answered Correctly
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8.5 Exit Ticket Review >> Students work the first question.
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1. The correct answer is D. According to Table 1, the respiration rate of a 2-year-old child is 24 breaths/minute at rest and 40 breaths/minute when active. Choices A, B, and C give values for breaths/min that are too low; only choice D falls within this range at 30 breaths/minute.
8.5 Exit Ticket Review
SA
1. Which of the following illustrations best represents the breathing patterns of a healthy two-year-old?
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8.5 Exit Ticket Review >> Students work the second question.
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2. The correct answer is H. Based on Table 1, the resting respiration rate decreases as children age. Choices G and J can be eliminated because the graphs show the opposite trend. Children under one year have a respiration rate of 30 breaths/minute, which is contradicted by the graph in Choice F. Only choice H accurately represents the values in Table 1, so it is the correct answer.
8.5 Exit Ticket Review
SA
2. Which of the following graphs best represents the resting respiration rate for children under 1, 1–3, and 3–6?
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Exit Ticket
Lesson 8 – Creating Figures
8.5 Exit Ticket Review >> Students work the third question. 3. The correct answer is B. Table 2 shows the adult rate for resting respiration is 12 breaths/minute. Table 3 shows a resting respiration rate of 12 breaths/minute for those at or over 65 years old and 10 breaths/minute for those at or over 80 years old. This data is best shown in choice B, which gives values of 12 and 12 for the ages 40 and 65, but a value of 10 for age 80.
>> After all three questions are completed, students exchange papers. Solve the three exit items step by step on the board. Students grade using their red pens and then return papers to their classmates.
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>> After solving the three exit items, revisit the learning targets slide. Students again assess their knowledge and
confidence on the same 1 to 4 scale that they used at the beginning of the lesson. Students write this number in the designated area at the start of the lesson in their workbooks, along with any comments or questions they might have.
>> Finally, to close the lesson, have students return to the cover page of the lesson and write a caption for the picture
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there. The caption should be a one-sentence summary of the lesson, a main rule or tip they want to remember, or an explanation of how the picture relates to the topic. If there is additional time, students can share and compare their captions with the class.
8.5 Exit Ticket Review
SA
3. According to Tables 2 and 3, which of the following best illustrates the change in respiration rate compared to age?
Entrance Ticket
Learning Learning TargetsTargets
Quick Check
Creating Figures
Flower Picking
ACT Practice
Exit Ticket
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