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40 Multiple Choice ItemsTIMED!
35 Minutes
Data Representation (38%)Research Summaries (45%)
Conflicting Viewpoints (17%)
Content Includes: Biology, Chemistry,Physics, and Earth/space sciences
Constructing New Knowledge: ACT Science
Reflecting on Scientific Knowledge: ACT Science
In the Context of Biology, Chemistry, Physics,And Earth and Space Science
Students who are constructing science knowledge are able to ask questions
that help them learn about the world; design and conduct investigations using
appropriate methods and technology; learn from books and other sources of information;
communicate their findings using appropriate technology; and reconstruct previously learned knowledge.
Reflecting means to be able to "step back"
and analyze your own knowledge.
You might be asked to justify
your science understanding using the scientific
method, supportive evidence, or science theories.
You may also be asked to make connections among
different areas of knowledge.
You may be asked to share a perspective
on concepts and theories or to discuss relationships
among science, technology, and society .
Finally, you may be asked to describe the limitations
of your own knowledge.
Using Life Science: MME’s Michigan Science Test
Using Physical Science:MME’s Michigan Science Test
Using Earth and Space Science:MME’s Michigan Science Test
When a question seems difficult, don’t let it throw you a curve!
Work with what you DO KNOW.
Many times you can answer a question when you know only part of the process or concept being tested.
This will increase the probabilitythat you will determine the best answer.
Use the process of elimination.
When you read the multiple choice selections, you can identify at least one incorrect response most of the time.
So look to eliminate the obviously wrong choices.
Note the labels on the charts and graphs. Sometimes a scale on one axis
will provide a valuable clue.
00.5
11.5
22.5
Mass of Cotton Balls
5 10 15 20
Temperature of Can (degrees Celsius)
Grams of Moisture on Cans of Different Temperatures
Read graphs twice.
Think carefully about the meaning of the science concepts used in the items.
For example, if you know what the term consumer means you may be able to figure out how this term
applies to a question about the food web.
If you understand that energy is never destroyed then you may understand how
energy relates to organisms in the food web, and how energy is transferred in the food web.
Describe
Explain
Construct/ Design /Prepare/Demonstrate/ Develop /Generate/ Manipulate
Identify
Compare and contrast/ Compare
Integrate science concepts (other areas)
Provide evidence for
Classify
Draw conclusions
Predict
Trace pathway of
Commonly used Test Verbs
Draw or sketch out the question item.
Often a question will become clear to you
if you diagram the process, list what you know, and
identify what you are to determine.
Water Cycle
When reading diagrams, followfollow the entire cycle
to understand the process.
Read diagrams twice.Read diagrams twice.
Use common sense and logic.Use common sense and logic.
Many times important clues for the information you need to know
to be able to answer a question are found in the question you are answering
or are found in another question within the group of questions you are answering,
or, these clues may be found in the informational reading section prior to
some of the test items.
Most parts of the ACT Science assess your ability to reason--
how you use and think aboutwhat you know regarding science--
more than measuring facts you have memorized.
Read the question(s) carefullycarefully
CheckCheck all the parts of the question including supportinggraphs, charts, diagrams and informational reading
CheckCheck the verbs
UnderstandUnderstand the task
CheckCheck the data
CheckCheck the text
Brainstorm…with a concept map or outline,
…as you begin to construct your response.
Using this strategy will access your prior knowledge.
Begin with a clear, on-task, opening statement.
Use the question to help you construct your opening statement.
Being sure to express all ideas Clearly!
This will demonstrate to the reader that you understand
the main idea(s) of the question.
Arrange the response in an orderly, logical manner,
Sample QuestionSample QuestionJean did an experiment by placing pop cans of
different temperatures on the table. She waited for fifteen minutes and then
wiped the moisture off each can with a cotton ball. She then measured the mass of the moist
cotton balls and graphed the results.
00.5
11.5
22.5
Mass of Cotton Balls
5 10 15 20
Temperature of Can (degrees Celsius)
Grams of Moisture on Cans of Different Temperatures
Jean’s graph shows that the amount of moisture collected from a can...
A increases as the temperature increases
B decreases and then increases as the temperature decreases
C decreases as the temperature increases
D remains the same as the temperature decreases
00.5
11.5
22.5
Mass of Cotton Balls
5 10 15 20
Temperature of Can (degrees Celsius)
Grams of Moisture on Cans of Different Temperatures
How would choice A look on the graph?
How would choice B look on the graph?
How would choice C look on the graph?
How would choice D look on the graph?
C decreases as the temperature increases
Jean’s mother had half a glass of iced tea. Jean noticed that the moisture
on the outside of the glassappeared only below
the level of the iced tea in the glass.
Jean said that this observation proved that the moisture
on the outside of the glass came from the inside of the glass.
List one weakness of Jean’s statement.
Identify and explain one scientific principle ofher observation.
Check the verbs...
Check all parts of the question for information...
Because moisture appeared on the outside of the glassbelow the level of iced tea,
Jean concluded that the moisture came from inside the glass.
Brainstorm a list of what could be weak about her explanation...
•Jean ran only one trial before forming a conclusion.
•Jean did not observe that the condensation was clearwhile the tea had color.
•Jean does NOT understand that moisture cannottravel through a glass.
•Jean does NOT understand that moisture cannottravel under its own power over the rim of the glass.
•Other Ideas???
Identify scientific Principles...
•Scientific method
•Condensation
•Temperature and water vapor
•Other ideas???
Brainstorm some acceptable explanations...
•Jean needed to duplicate the situation to prove/to provide evidence for her claim (multiple trials)
•Moisture on the outside of the glass comes fromthe warmer, moist air on the outside condensingon the glass cooled by the iced tea.
•Moisture from the outside air condenses on the glass.
•Other Ideas???
Prepare a clear opening statement followed bylogical supporting details for your reasoning.
Be sure to provide a complete answer.
Check over your answer so you are sure thatyou were... Careful, Clear, Complete