EVHS ACT Prep Course

1
EVHS ACT Prep Course
2008-2009
This program has been written expressly for the
purpose of the EVHS ACT Prep Course. You may not
reproduce, revise or copy this presentation for
any purpose without written permission.
Permission can be obtained from
evhsactprep_at_district196.org
2
EVHS ACT Prep Course Outline
Topic 1 - Introduction
Topic 7 Writing Test
Topic 2 Test Overview
Topic 8 Ready, Set, Go!
Topic 3 English Test
Practice Questions
Practice Tests
Topic 4 Math Test
Test Results / Survey
Topic 5 Reading Test
Topic 6 - Science Test
Acknowledgements
3
Topic 1 - Introduction

• Introductions
• Course Overview handout with dates and lesson
  plan
• Course Expectations review of behavior and
  attendance policies
• Learning Log / Skill Builder / Practice Log -
  handout
• Student Experience Survey fill out and hand in
  before you leave
• Intro to ACT Online purpose and benefits
• choose log-in password carefully
  (firstnamelastname / eastview)
• hand out log-in information sheet
• Other resources
• ACT Prep Guide (book)
• EVHS ACT Prep Web Page http//www.district196.org/
  evhs/academics/actprep/
• EVHS ACT Prep Power Point (this document) /
  password eastview

4
Topic 1 - Introduction

• What should I prepare? / How do I prepare?
• (3 approaches)
• Know the structure of the test
• Know the style of the test questions
• Know the content
• Registration Process (for actual test)
• Go to http//www.actstudent.org/regist/index.html
  
• Create account / record information
• Register Early! 2008-09 ACT Test Dates

5
Topic 1 - Introduction

• ACT Online Account
• Creating log-in use a simple username and
  password / record it in a safe place
• (username firstnamelastname passwordeastview)
• Any questions regarding log-in are sent to
  evhsactprep_at_district196.org (Do NOT contact ACT)
• Begin with Visitor Information Center for a tour
  and overview of web site

9/16/2009
5
6
Topic 1 - Introduction

• Layout
• Practice area for each topic includes
• Overview
• Specific academic topic related information
• Sample questions
• Test taking strategies
• Testing Center includes
• Diagnostic test
• 2 Practice tests with review (can only be taken
  once)
• ACT Test score information
• Test taking strategies

Your online ACT account will be active for one
year from your first use.
http//www.actonlineprep.com/
9/16/2009
6
7
Topic 2 Test Overview
215 questions

• Test Overview
• 4 multiple choice tests
• English 75 questions, 45 minutes
• Mathematics 60 questions, 60 minutes
• Reading 40 questions, 35 minutes
• Science 40 questions, 35 minutes
• Writing Test (optional) 1 prompt, 30 minutes

approx. 3 hours
1 question every 81 seconds
read, calculate, decide
8
Topic 2 Test Overview
BE PREPARED!

• Listen Participate
• Ask Questions
• Remove Distractions (homework, cell phones,
  Internet, etc. )
• Take Notes / Learning Journal
• Complete the Daily Work

9
Topic 2 Test Overview
10
Topic 2 Test Overview
11
Topic 2 Test Overview
12
Topic 2 Test Overview
13
Topic 2 Test Overview
14
Topic 2 Test Overview

• Strategies for each section
• Know the question styles
• Know what academic areas of the topic you will be
  tested on
• Pre-read the directions
• Pace yourself
• Read for detail or skim read?

15
Topic 3 English Test

• 45 minutes 75 questions
• Purpose to test your ability to read and revise
  writing
• All questions are based on standard written
  English

16
Topic 3 English Test

• Usage Mechanics (procedure function)
• punctuation
• grammar usage
• sentence structure
• Rhetorical Skills (the art of speaking or writing
  effectively)
• writing strategy
• organization
• style

17
Topic 3 English Test

• Punctuation Skills
• Commas
• Apostrophes
• Colons, semicolons
• Periods
• Question marks
• Exclamation points

Question
18
Topic 3 English Test

• Punctuation

Skills
Answer
Tips
19
Topic 3 English Test

• 11. The best answer is B. The phrase "ideas that"
  properly creates a restrictive (essential)
  clause, which is called for in the sentence,
  since the sentence is not about ideas in general
  but only about those ideas that "have engaged
  people's minds for centuries." The other choices
  introduce errors such as an improper relationship
  of the clauses, unnecessary punctuation, and an
  unacceptable sentence fragment. The use of a
  comma in Choices A and D signals that what
  follows is a nonrestrictive (nonessential)
  clause, which is not the case. Apart from the
  issue of restrictiveness, the comma needlessly
  disrupts the flow of the sentence with a pause.
  Choice C creates an unacceptable sentence
  fragment.

Return to Question
20
Topic 3 English Test

• Punctuation Tips

Read through the text without the punctuation.
Get the meaning of the sentence.
What looks or sounds best?
Choosing the no punctuation option may be
appropriate.
Next Topic
21
Topic 3 English Test

• Grammar Usage Skills
• Grammatical agreementsubject/verb, pronouns,
  adjectives, adverbs
• Verb forms
• Pronoun forms and cases
• Comparative/superlative forms
• Idioms

Question
22
Topic 3 English Test

• Grammar Usage

Skills
Note ABCD vs. FGHJ -avoid mismarking!
Answer
Tips
23
Topic 3 English Test

• 8. The best answer is H, because only the pronoun
  his agrees with the antecedent knight. The other
  choices either do not agree with the antecedent,
  fail to match an earlier pronoun style, or are
  not pronouns. Choice F does not agree in number
  with the antecedent. Choice G is an adverb, not a
  pronoun. Choice J is wrong because it uses an
  impersonal pronoun, one's, when earlier in the
  sentence the personal pronoun he was used.

Return to Question
24
Topic 3 English Test

• Grammar Usage Tips

Place each of the possible answers in the
sentence and read to yourself.
Consider the meaning of the sentence.
What sounds right?
Next Topic
25
Topic 3 English Test

• Sentence Structure Skills
• Clauses
• Run-on or fused sentences
• Comma splices
• Sentence fragments
• Misplaced modifiers
• Shifts in verb tense or voice
• Shifts in pronoun person or number

Question
26
Topic 3 English Test

• Sentence Structure

Skills
Answer
Tips
27
Topic 3 English Test

• The best answer is F, which continues the line of
  thinking started in the preceding sentence in a
  way that is sound in terms of content and
  grammatical structure. The other choices are
  wrong because they are wordy and/or create an
  inconsistency in point of view and/or because
  they provide information that contradicts what is
  suggested elsewhere in the essay. Choice G is
  wordy, redundant, and grammatically flawed the
  relative pronoun that is followed by a comma
  instead of being connected without interruption
  to the subordinate clause it introduces. While
  Choice H results in a grammatically sound
  sentence, it proposes a shift in narrative voice
  from first person (I) to third person (He) that
  is not logical or appropriate. Choice J results
  in a sentence whose content contradicts the
  statement in the preceding sentence, and not in a
  way that might be defensible. Also, Choice J is
  flawed in that it sets up a faulty subordination
  in the sentence.

Return to Question
28
Topic 3 English Test

• Sentence Structure Tips

Place each of the possible answers in the
sentence and read to yourself.
Look for complete ideas.
Observe punctuation.
Focus on the options that the test gives you, not
what you want to say.
Next Topic
29
Topic 3 English Test

• Rhetorical Skills
• Writing Strategy
• What is the focus of the writing?
• What does the writer want to say?
• Organization
• Is the order logical?
• Is there an introduction, transitions, closing?
• Style
• Effective word choice
• Wordy, vague, redundant, ambiguous
• What is the purpose of the writing?
• Formal or informal?

Question
30
Topic 3 English Test

• Rhetorical Skills

Skills
Answer
Tips
31
Topic 3 English Test

• 7. The best answer is B. Paragraph 3's detailed
  description of the clothes these kinds of runners
  wear, the image of the young man's unruffled hair
  and unscuffed shoes, and especially the statement
  that these runners are performing more than
  exercising all point to the idea that these
  people run in order to be looked at or admired.
  Adding the sentence provided by Choice B sharpens
  the focus of the paragraph. The sentence proposed
  by Choice A is at odds with the reason why the
  people discussed in the paragraph are running
  There is nothing about health in the four
  following sentences. Choice C is incorrect
  because Paragraph 3 makes no mention of people of
  different ages running. Although the people
  described in the rest of this paragraph do seem
  to like to dress in fancy (and probably
  expensive) clothes, Choice D draws the reader
  away from the main focus of the essay, which is
  the different kinds of people who enjoy running.

Return to Question
32
Topic 3 English Test

• Rhetorical Skills Tips

Sometimes you are looking for the best answer out
of several correct.
Read and reread carefully.
Replace underlined text with each answer choice
and decide what sounds best.
Next Topic
33
Topic 3 English Test

• Tips for entire test
• Decide when you need to read for detail and when
  to skim
• Be aware of writing style and purpose of the
  writing
• Sometimes you need to read beyond the sentence
  the question is asking about
• Vocabulary is not tested, but knowing more is
  helpful
• Read the question carefully for questions that
  contain a not acceptable option
• Sometimes it is better to answer the questions
  out of order, but be careful when marking answers
  on the answer sheet.

Next
34
Topic 3 English Test

• Two Strategies
• Plug Play! Use the answers in the reading by
  plugging in each option until you find the one
  that works best.
• Seek Find! Anticipate what sounds good or
  correct and look for an answer that matches that.

Pacing
35
Topic 3 English Test

• Pacing
• 75 questions 45 minutes
• 36 seconds /question
• Or
• 1 ½ minutes to skim and 30 seconds /question
• Or
• 9 minutes per essay

36
Topic 4 Math Test

• 60 minutes 60 questions
• Purpose to test your ability to solve basic and
  intermediate math problems
• All 60 questions are scored with sub scores in
  six areas

37
Topic 4 Math Test

• Calculator Use
• an approved calculator can be used only on the
  math portion of the ACT test
• it is your responsibility to know if you
  calculator is acceptable http//www.actstudent.org
  /faq/answers/calculator.html
• you CAN take the test without a calculator

38
Topic 4 Math Test

• Pre-Algebra
• Elementary Algebra
• Intermediate Algebra
• Coordinate Geometry
• Plane Geometry
• Trigonometry

39
Topic 4 Math Test

• Types of Questions usually presented from
  easiest to most difficult
• Basic Math
• Simple short
• Offer little information
• Test your basic math skills
• Intermediate Problems
• Offer more information than you need
• Require you to isolate/identify necessary
  information

Question
40
Topic 4 Math Test

• Basic Math Strategies

Answer
Tips
41
Topic 4 Math Test

• The correct answer is K. The rectangle is 3
  inches by 6 inches, so the area is 3(6) 18
  square inches.
• F. If the area were 6, then l 2, but this
  length isn't twice the width.
• G. If the area were 9, then l 3, but this
  length isn't twice the width.
• H. If the area were 12, then l 4, but this
  length isn't twice the width.
• J. If the area were 15, then l 5, but this
  length isn't twice the width.

Return to Question
42
Topic 4 Math Test

• Basic Math Tips

Make marks or drawings in the book.
Read problems carefully.
Quickly recheck your problem when possible.
Dont overuse your calculator.
Next Topic
43
Topic 4 Math Test

• More Basic Math Strategies

Answer
Tips
44
Topic 4 Math Test

• More Basic Math Strategies

Return to Question
45
Topic 4 Math Test

• More Basic Math Tips

Dont overuse your calculator.
Sometimes estimating will give you enough
information.
There is often more than one way to solve most
problems.
Rule out any impossible/incorrect answers.
Next Topic
46
Topic 4 Math Test

• Intermediate Math Strategies

Before you answer
47
Topic 4 Math Test

• Consider what you need and what you dont
• Draw diagrams or write out equations
• Look at the answers for clues

• What information can we isolate?

48
Topic 4 Math Test

• Consider what you need and what you dont
• Draw diagrams or write out equations
• Look at the answers for clues

• What information can we isolate?

Answer
49
Topic 4 Math Test
Return to Question
Tips
50
Topic 4 Math Test

• Intermediate Math Strategies

Next Topic
Tips
51
Topic 4 Math Test

• Intermediate Math Tips

Look for information in the options.
Read problems carefully.
Dont spend too much time on any one question.
Identify isolate the information that you need.
Sometimes you are setting up the problem, not
solving it.
Next Topic
52
Topic 4 Math Test

• Math Test Fastest Fingers vs. Your Brain

Answer
53
Topic 4 Math Test
Next Question
54
Topic 4 Math Test

• Math Test Fastest Fingers vs. Your Brain

Answer
55
Topic 4 Math Test
Tips
56
Topic 4 Math Test

• Math Tips

Answer the easy questions first and then return
to the difficult ones.
Questions are usually given in sets.
Make drawings, especially for visual learners.
Show your work saves time and allows you to
recheck.
Use reason common sense.
Check your answers.
Final Thoughts
57
Topic 4 Math Test

• Pacing
• 60 questions 60 minutes
• Move quickly through the easy ones
• Dont stay too long on any one question
• Skip the hardest ones until the end

58
Topic 5 Reading Test

• 35 minutes 40 questions
• Purpose to test your ability to understand what
  you read, not to memorize
• KEY to SUCCESS Read carefully think the
  information you need is IN the passage.

59
Topic 5 Reading Test

• Purpose of the reading selections include
  presenting
• Information/research
• Feeling
• Character sketch
• Analyze ideas
• Fact or fiction
• Point of view
• Cause/effect
• Comparisons
• Sequence of events

Note the details, but dont memorize them.
Look for clues in the text.
60
Topic 5 Reading Test

• 4 readings from each of the following categories
• Prose fiction includes narration of events or a
  revelation of a character
• consider plot, mood, emotion
• Humanities describes or analyzes ideas or works
  of art
• consider information, point of view, events,
  ideas, people, trends
• Social studies presents information gathered by
  research
• consider names, dates, concepts, who said what,
  cause-effect, comparisons, sequence of events
• Natural sciences presents a science topic and
  its significance
• consider relationships, cause-effect,
  comparisons, sequence of events, laws, rules,
  theories

Arts / Literature
Social Studies / Sciences
61
Topic 5 Reading Test

• Reading Selections
• 1 (your choice) read all titles and choose the
  one that sounds most interesting
• Time down (8.5 minutes)
• 2 (teacher choice) reading from opposite style
• Time up / Read answers first / Highlight (max.
  12 minutes)
• 3 (your choice) Time down (8.5 minutes)
• Skill read answers first (1 min.)
• 4 (last reading) Time down (8.5 minutes)
• Skill skim read article (2 min.) / Highlight
  with pencil

62
Topic 5 Reading Test

• Vocabulary
• New and unfamiliar vocabulary may appear in these
  texts
• do not linger on new words unless they appear in
  the questions
• use the context of the sentence/paragraph to
  discover the meaning
• consider similar words and meanings to get clues
• Vocabulary building (independent)
• read, read, read
• SAT word a day
• Google vocabulary building
• www.freerice.com

63
Topic 5 Reading Test

• To preview or not to preview the reading?
• Consider how fast you read
• Skim for key words
• Look for the overall meaning of the reading
• Remember to manage your time
• Find a strategy that fits you
• There is more than one way to approach this test
  - you need to have a plan before test day.

Sample Strategies
64
Topic 5 Reading Test

• Thats too hard / I cant find it
• Two Strategies
• Mark it! Pick an answer and mark it in your book
  to review later.
• Skip it and come back! Consider how well you
  will remember the text if you return later.
• There is more than one way to approach this test
  - you need to have a plan before test day!

65
Topic 5 Reading Test

• Tips for entire test
• Keep the general topic of the text in mind note
  the introduction at the beginning of each text
• Focus on what the text tells you avoid applying
  what you may already know about a topic
• Read each question carefully
• Some questions will ask for the Best Answer
• Consider all the options
• Eliminate incorrect answers

66
Topic 5 Reading Test

• Pacing
• 4 readings / 40 questions 35 minutes
• 2-3 minutes to skim and 35 seconds per question
• Or
• 8 1/2 minutes per reading

67
Topic 6 Science Test

• 35 minutes 40 questions
• Text and questions are unequally divided by
  skill.
• Purpose to test your ability to interpret,
  analyze, evaluate and use problem-solving skills
  related to science

68
Topic 6 Science Test

• Areas of content include
• Biology
• cell biology
• botany
• zoology
• microbiology
• ecology
• genetics
• evolution

• Chemistry
• properties of matter
• acids and bases
• kinetics and equilibria
• thermo-chemistry
• organic chemistry
• biochemistry
• nuclear chemistry

• Physics
• mechanics
• thermodynamics
• eletromagnetism
• fluids
• solids
• optics

• Earth/Space Sciences
• geology
• meteorology
• oceanography
• astronomy
• environmental science

69
Topic 6 Science Test

• Im not a rocket scientist!
• Test assumes that students have taken 3 years of
  core science courses
• No advanced math skills are necessary, but simple
  arithmetic computations may be necessary (no
  calculators!)
• Test emphasizes application of scientific
  reasoning rather than recall of content

70
Topic 6 Science Test

• Formats
• Tables, Figures and Graphs
• You will need to understand, evaluate and
  interpret information from a graph, table,
  diagram or chart. (5 questions x 3)
• Experiments Studies
• You will need to understand, evaluate and
  interpret the design and procedures of
  experiments or studies and analyze the results.
  (6 questions x 3)
• Conflicting Viewpoints
• You will need to understand, evaluate and compare
  several theories, hypotheses or viewpoints. (7
  questions x 1)

71
Topic 6 Science Test

• Sample Layouts
• Practice Test 1 Practice Test 2
• Practice Test 3 Practice Test 4

72
Topic 6 Science Test

• Tables, Figures and Graphs
• (5 question sets x 3)
• You will need to understand, evaluate and
  interpret information from a graph, table,
  diagram or chart.
• This is about reading graphs, tables, etc.
• Knowledge of science is minimal!
• Sample Questions hand out / students work
  problems (438)

73
Topic 6 Science Test

• Tables, Figures and Graphs

Preview the information given.
Read titles, labels and look at pictures.
74
Topic 6 Science Test
Ecological Succession what is it?

• Tables, Figures and Graphs

Abandoned cornfields have been the sites of
investigations concerning ecological succession,
the orderly progression of changes in the plant
and/or animal life of an area over time (see
Figure 1).(Note The plants are ordered
according to their appearance during ecological
succession.)
It is not necessary to know just read the chart
75
Topic 6 Science Test

• Tables, Figures and Graphs

Sample Question 1 On the basis of the data
presented in Figure 1, approximately 80 years
after the abandonment of cropland, the land would
contain   A. pine seedlings only.   B.
oak-hickory hardwood forests only.   C. early
invading species like horseweed, aster, and
broomsedge.   D. large pine trees with an
understory of hardwood trees.
Make notes in your test booklet
Quickly decide which chart(s) are needed only
for the question you are currently answering.
76
Topic 6 Science Test
Correct Answer D

• Tables, Figures and Graphs

On the basis of the data presented in Figure 1,
approximately 80 years after the abandonment of
cropland, the land would contain   A. pine
seedlings only.   B. oak-hickory hardwood
forests only.   C. early invading species like
horseweed, aster, and broomsedge.   D. large
pine trees with an understory of hardwood trees.
Cross off answers that wont work
77
Topic 6 Science Test
Correct Answer H

• Tables, Figures and Graphs

Dont miss obvious information work efficiently
The final stage of ecological succession is
characterized by the presence of the climax
community, the oak-hickory forest. Figure 3
depicts the gradual change from pine to hardwoods.
Sample Question 2- According to the information
in Figure 3, a 150-year-old climax community
would contain oak and hickory trees with a
density of approximately F. 3,000 trees per
unit area.   G. 5,000 trees per unit area.   H.
15,000 trees per unit area.   J. 20,000 trees
per unit area
78
Topic 6 Science Test

• Tables, Figures and Graphs
• Answer Key
• http//www.actstudent.org/sampletest/science/sci_0
  1.html

79
Topic 6 Science Test

• Experiments Studies
• (6 question sets x 3)
• You will need to understand, evaluate and
  interpret the design and procedures of multiple
  experiments/studies.
• This is about analyzing results.
• Knowledge of science is helpful!
• Sample Questions hand out / students work
  problems (525)

80
Topic 6 Science Test

• Experiments Studies

The Sun's path from sunrise to sunset varies with
the time of year. A student performed the
following experiments on three clear, sunny days
at three- or four-month intervals throughout the
course of a year to study the path of the Sun
through the sky. Experiment 1     At a chosen
Northern Hemisphere location, the student placed
a stick vertically into the ground so that 1
meter of its length was left above ground. The
student knew that the length of the shadow was
related to the height of the Sun above the
horizon and that the shadow would point away from
the direction of the Sun. The length in meters
(m) and direction of the shadow cast by the stick
were measured one hour after sunrise (Shadow A),
at mid-morning (B), at noon (C), at mid-afternoon
(D), and one hour before sunset (E) on each of
the three days. The direction of each shadow was
determined by placing a magnetic compass at the
base of the stick and aligning the north arrow
with the north mark on the compass. The direction
of each shadow was then determined by a
comparison with the compass face markings. The
results are recorded in Table 1. Experiment
2 The following year, the student repeated
Experiment 1 at a chosen location in the Southern
Hemisphere. The results are in Table 2.
Read carefully, but quickly you are not trying
to learn
Write / sketch in your test book
81
Topic 6 Science Test
Know what the data says

• Experiments Studies

Northern Hemisphere
Southern Hemisphere
82
Topic 6 Science Test
Correct Answer F
Give it a try!
Go through each option quickly
Sample 3- Which of the following was a constant
in both experiments?   F. Length of vertical
stick exposed   G. Shadow direction   H. Day
of the year   J. Shadow length
83
Topic 6 Science Test
Correct Answer D
Give it a try!
Sample 4- When the Sun is at an altitude 45
above the horizon, a vertical object will cast a
shadow with a length equal to the object's
height. Which of the following days included a
measurement taken when the Sun was at an altitude
of 45 ? A. Day 1 in Experiment 1   B. Day
1 in Experiment 2   C. Day 2 in Experiment 1  
D. Day 3 in Experiment 2
84
Topic 6 Science Test

• Experiments Studies
• Answer Key (Passage II)
• http//www.actstudent.org/sampletest/science/sci_0
  2.html

85
Topic 6 Science Test

• Conflicting Viewpoints
• (7 question set x 1)
• You will need to understand, evaluate and compare
  several theories, hypotheses or viewpoints.
• Sample Question hand out / students work
  problems

86
Topic 6 Science Test

• Conflicting Viewpoints

Read carefully, but quickly
During the development of chemistry, many
chemists attempted to explain the changes that
occur when combustible (capable of burning)
materials burn and metals corrode or rust. The
following are two proposed theories. Phlogiston
Theory     According to this theory, combustible
materials, such as wood, coal, or metal contain a
massless "essence" or presence called phlogiston.
When combustion occurs, the phlogiston is
released from the combusting object and is
absorbed by the air. For example, when a piece of
wood is burned, phlogiston is released to the air
and the wood is converted to ash. The ash is free
of phlogiston and can no longer support
combustion. Similarly, if a metal is heated, the
phlogiston is lost to the air and the metal is
converted into a nonmetallic, powdery substance
called ash, or calx. The corrosion (changing of a
substance by a chemical reaction) of metals, such
as the rusting of iron (Fe), also involves the
loss of phlogiston from the metal, but at a
slower rate than burning. Rust can be turned back
into metal by heating it in air with a substance
rich in phlogiston, such as charcoal. A transfer
of phlogiston from the charcoal to the rust
converts the rust back to metal.
Watch for definitions and information that the
test provides (i.e. combustible)
87
Topic 6 Science Test
Correct Answer B

• Conflicting Viewpoints

Oxygen Theory     According to this theory,
burning and rusting involve an element called
oxygen, which is found in the air. The complete
combustion of a piece of wood involves the rapid
reaction of the wood with oxygen gas (O2) to
produce carbon dioxide (CO2), which is a
nonflammable gas, and water (H2O). The rusting of
iron involves the slow reaction of iron with
oxygen to produce iron oxides such as Fe2O3.
These iron oxides are known as rust. Heating rust
with charcoal produces iron because the charcoal
combines with the oxygen in the rust. In these
transformations, there is a conservation of mass
(the total mass of the reactants must equal the
total mass of the products in a chemical
reaction). In these reactions matter is neither
created nor destroyed, but merely transformed.
Guess and return to questions that seem too hard
or need detailed reading
Dont give up!
Give it a try!

• Sample 5
• According to the Oxygen Theory, both the burning
  of a material and the rusting of a metal involve
• converting the elements of the material into
  gaseous compounds.  
• forming oxygen-containing compounds from the
  elements in the material.  
• removing oxygen from the material and releasing
  it into the air.  
• producing high temperatures as a result of the
  chemical reactions.

88
Topic 6 Science Test
Correct Answer D

• Conflicting Viewpoints

One last challenge!
Sample 6 - A chemist heated a sample of mercury
for several days in the apparatus shown below. As
the experiment proceeded, the mercury in the
retort became covered with a red powder, and the
volume of mercury increased in the air reservoir.
The remaining material in the reservoir would not
support combustion. Which of the following
theories is supported by the results of this
experiment? A. The Phlogiston Theory, because
the red powder resembled an ash   B. The
Phlogiston Theory, because the air in the
reservoir could not support combustion and
therefore did not contain oxygen   C. The
Oxygen Theory, because the mercury level dropped
in the air reservoir indicating increased oxygen
content   D. The Oxygen Theory, because the
mercury level rose in the air reservoir
indicating decreased oxygen content
89
Topic 6 Science Test

• Conflicting Viewpoints
• Answer Key
• http//www.actstudent.org/sampletest/science/sci_0
  5.html

90
Topic 6 Science Test

• Tips for problem solving

Have a strategy of how to approach each question
Read carefully
Isolate important information
Take notes and make drawings to highlight
important information or data
91
Topic 6 Science Test

• Which one should I do first?
• most interesting
• most/least questions
• what I think I understand
• Know your strengths know the test!!
• Dont get hung up on the topic, focus on the
  data and process.

92
Topic 6 Science Test

• Timing If all questions were of equal difficulty
• 5 question sets 438 min. each (Tables, Figures
  and Graphs)
• 6 question sets 525 min. each (Experiments
  Studies)
• 7 question set 611 min. each (Conflicting
  Viewpoints)
• Remember not all sections are of equal length or
  difficulty

Answers
93
Topic 6 Science Test

• Pacing
• 40 questions 35 minutes
• A little less than one minute per question
• Or
• 5 minutes per passage set of questions
• (note all sections are not equal)

94
Topic 7 Writing Test

• 1 writing prompt 30 minutes
• Purpose to test your ability to show your
  personal writing skills

95
Topic 7 Writing Test

• Writing prompts cover a wide range of subjects.
• Each prompt is intended to be related to the
  experiences of high school students.
• No specialized knowledge is necessary.

96
Topic 7 Writing Test

• Standard directions for all prompts
• In your essay, take a position on this
  question. You may write about either one of the
  two points of view given, or you may present a
  different point of view on this question. Use
  specific reasons and examples to support your
  position.

97
Topic 7 Writing Test

• Formats
• Prewriting
• Make sure you understand the question
• Keep it brief, but meaningful
• Write it down in your book (reference as you
  write)
• List ideas, reasons, arguments, examples
• Consider the order in which to present your
  thoughts

98
Topic 7 Writing Test

• Pre-writing practice prompt Make a note of how
  long it takes you to pre-write/outline the
  following prompt
• Educators debate extending high school to five
  years because of increasing demands on students
  from employers and colleges to participate in
  extracurricular activities and community service
  in addition to having high grades. Some educators
  support extending high school to five years
  because they think students need more time to
  achieve all that is expected of them. Other
  educators do not support extending high school to
  five years because they think students would lose
  interest in school and attendance would drop in
  the fifth year. In your opinion, should high
  school be extended to five years?

Sample Essay Question
Online Writing Samples
99
Topic 7 Writing Test

• Writing
• More or less is better?
• Make an opening and closing statement
• Support, support, support!
• Review your practice outline / final essay, if
  time allows
• Look for spelling errors
• Word usage
• Flow
• Incomplete ideas

100
Topic 7 Writing Test

• Pacing
• DO spend a little time carefully reading the
  question for understanding (1-3 minutes)
• DO take a few minutes to plan your essay with a
  brief outline or other form of prewriting (3-7
  minutes)
• DO NOT plan to write a rough draft and then
  copy it onto your final answer sheet
• DO reread your essay when you finish for
  obvious errors or inconsistencies.

101
Topic 8 Ready Set Go

• What did we cover?
• Know the style of each individual test
• Read directions in the practice tests to reduce
  time needed during the real test
• Stay calm, think logically
• Focus on what you CAN do first, approach the more
  difficult problems with a strategy

102
Topic 8 Ready, Set, Go!

• Educated Guessing!

Go with your gut instinct
Have a strategy of how to approach each question
Isolate important information
Eliminate answers that cannot be correct
103
Topic 8 Ready, Set, Go!

• Preparation for Test Day
• Get a good nights rest
• Eat a healthy breakfast
• Bring a Picture ID registration letter
• Bring a bottle of water light snack (for break
  only)
• Bring calculator sharpened No. 2 pencils (no
  mechanical)
• Leave your house early allow time for
  unfamiliar location parking
• Arrive on time - look for check-in information
• Use the restroom before testing

104
Topic 8 Ready, Set, Go!

• Pacing
• Keep your cool
• Listen carefully to directions
• Use the clock as a tool
• Be responsible for your own time
• Allow time to fill in ovals before the time is
  called answer ALL questions every time
• Check your work!! (if time allows)
• Use your stand up breaks

105
Topic 8 Ready, Set, Go!

• DO NOT!!!!
• DO NOT Work ahead or behind on tests. You will
  be dismissed for cheating.
• DO NOT Use your calculator on tests other than
  mathematics.
• DO NOT Eat or drink during the test.
• DO NOT Arrive late or return late from break
  late.
• DO NOT FORGET YOUR PICTURE ID!!!

106
Practice Questions

• You have many opportunities for accessing
  practice questions.
• Online Free ACT Prep http//www.actstudent.org/sa
  mpletest/index.html
• ACT Prep Online Account https//actonlineprep.act
  .org/ePrep/browserInfo.do
• Various ACT Prep books offer the opportunity to
  do practice with paper and pencil.

107
Practice Questions

• What is your weakness?
• Speed - Do you have test anxiety? Time yourself
  to keep the testing situation realistic.
• Focus - Choose a time when you can work without
  distraction. (No music, TV, phone, etc)
• Content - Do you have a particular area of
  content that needs more attention? Slow down and
  study question styles and topics.
• Should I memorize/analyze the questions/answers?
• Are the questions material that you have
  encountered before? Review common/repeated
  principles or topics.
• Keep a study journal.
• Consider creating a study group.

108
Practice Tests

• Your ACT Online account includes a second
  practice test
• Once you complete these tests, you cannot retake
  them, but you can review them
• You can take them in segments as timed or untimed
• Consider taking one a week or so before the
  actual test
• Review your errors to see if you can find
  patterns for what type of questions you are
  getting wrong. Review strategies for those types
  of questions.

109
Practice Tests

• We will also take a practice test on paper during
  this course.
• The test will be administered by a trained
  instructor to replicate the actual testing
  situation (full-length, timed)
• Students will have the opportunity to correct and
  evaluate the test results.

110
Test Results

• Using the test booklet, you will be able to
  calculate an approximate ACT score
• Raw score vs. scaled score make sure you know
  what the numbers mean
• Consider each area of test scores what areas
  need the most attention
• Remember that each test has variations in level
  of difficulty
• Review test strategies and consider how you can
  continue to improve

Survey
111
Survey

• Thank you for participating in this course. Your
  input is important.
• The following survey has been developed to get
  valuable feedback to continue improving this
  program for future students. Please take the
  time to fill it out with your comments and/or
  suggestions.

112
Acknowledgements

• ACT Inc. The Real ACT Prep Guide. 2nd ed.
  Peterson's, 2008. 1-623.
• ACT Inc. "ACT Online Prep." ACT. 2008. 24 June
  2008 lthttp//www.actstudent.org/onlineprep/index.h
  tmlgt.