evhs act prep course 2008-2009 this program has been written expressly for the purpose of the evhs...

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 [email protected]

mailto:[email protected]

EVHS ACT Prep Course Outline

Topic 1 - IntroductionTopic 2 – Test Overview

Practice Tests

Test Results / Survey

Topic 3 – English TestTopic 4 – Math Test

Topic 5 – Reading TestTopic 6 - Science Test

Topic 7 – Writing Test

Topic 8 – Ready, Set, Go!Practice Questions

Acknowledgements

04/21/23 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

http://www.district196.org/evhs/academics/actprep/

04/21/23 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

http://www.actstudent.org/regist/index.html

http://www.actstudent.org/regist/nextdates.html

Topic 1 - Introduction

ACT Online Account• Creating log-in: use a simple username

and password / record it in a safe place (username: firstnamelastname –

password:eastview)• Any questions regarding log-in are sent

to [email protected] (Do NOT contact ACT)

• Begin with Visitor Information Center for a tour and overview of web site04/21/23 5

mailto:[email protected]

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

04/21/23 6

http://www.actonlineprep.com/

Your online ACT Your online ACT account will be account will be active for one active for one year from your year from your

first use.first use.

http://www.actonlineprep.com/

04/21/23 7

Topic 2 – Test Overview

• 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

215 questions215 questions

approx. 3 hoursapprox. 3 hours

1 question every 1 question every 81 seconds81 seconds

……read, calculate, decide…read, calculate, decide…


04/21/23 8

• Listen & Participate• Ask Questions

• Remove Distractions (homework, cell phones, Internet, etc. )

• Take Notes / Learning Journal• Complete the Daily Work

04/21/23 9


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• 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?

04/21/23 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

04/21/23 16


• Usage & Mechanics (procedure & function)

– punctuation– grammar & usage– sentence structure

• Rhetorical Skills (the art of speaking or writing effectively)

– writing strategy– organization– style

04/21/23 17


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

04/21/23 18


• Punctuation

So, there he stood, that learned professor of mine, lecturing about the ideas, that have 11

engaged people's minds for centuries. Then he'd interrupt himself to announce, with smiling eyes, that the Sox had taken a two-to-nothing lead. Here was a …

11. A. NO CHANGE

B. ideas that

C. ideas. That

D. ideas, which

Answer

Tips

Skills

04/21/23 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

04/21/23 20


Punctuation Tips

Next Topic

Read through the text Read through the text without the without the

punctuation.punctuation.

What looks or sounds What looks or sounds best?best?

Choosing the Choosing the ‘no ‘no punctuation’punctuation’ option option may be appropriate.may be appropriate.

Get the meaning of Get the meaning of the sentence.the sentence.

04/21/23 21


• Grammar & Usage Skills– Grammatical agreement:subject/verb,

pronouns, adjectives, adverbs– Verb forms– Pronoun forms and cases– Comparative/superlative forms– Idioms Question

04/21/23 22


• Grammar & Usage

When Hank Aaron stretched out a sinewy arm to pull one down, striding up to a rack of ash-hewn bats, he became a modern-day knight selecting their lance. 8

8. F. NO CHANGE

G. there

H. his

J. one’s

Answer

Tips

Skills

Note: Note: ABCD ABCD vs. vs. FGHJFGHJ

-avoid mismarking!-avoid mismarking!

04/21/23 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

04/21/23 24


Grammar & Usage Tips

Next Topic

Place each of the Place each of the possible answers in possible answers in

the sentence and read the sentence and read to yourself.to yourself.

What sounds right?What sounds right?

Consider the meaning Consider the meaning of the sentence.of the sentence.

04/21/23 25


• 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

04/21/23 26


• Sentence StructureWho knows, I thought, with

8

a little ingenuity I might be able to pack enough into

the thing for some really long trips.8. F. NO CHANGE

G. Who could have known that, thinking that

H. He knew that

J. Not having had that thought, with

Answer

Tips

Skills

04/21/23 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

04/21/23 28


Sentence Structure Tips

Next Topic

Place each of the Place each of the possible answers in possible answers in

the sentence and read the sentence and read to yourself.to yourself. Observe punctuation.Observe punctuation.

Look for complete Look for complete ideas.ideas.

Focus on the options Focus on the options that the test gives you, that the test gives you, not what you want to not what you want to

say.say.

04/21/23 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

04/21/23 30

Topic 3 – English Test• Rhetorical Skills

7They wear expensive, fashionable outfits, perfectly fit and sleek, always new-looking. Neither these runners nor their clothes, ever look sweaty or messy . One young man ran for two hours, and his sweatband was dry, his hair in place, and his shoes unscuffed. Such runners don't so much exercise as perform.7. The writer wishes to begin Paragraph 3 with a sentence that

strengthens the focus of the paragraph, while providing a transition from Paragraph 2. Which of the following would be the best choice?

7. A. Some runners run for health reasons.

B. Some runners run to be admired.

C. Runners come in a wide range of ages.

D. Some people like money and the things money can buy.

Answer

Tips

Skills

04/21/23 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

04/21/23 32

Topic 3 – English TestRhetorical Skills Tips

Next Topic

Read and reread carefully.Read and reread carefully.

Sometimes you are looking Sometimes you are looking for the for the best best answer out of answer out of

several correct.several correct.

Replace underlined text with Replace underlined text with each answer choice and each answer choice and decide what sounds best.decide what sounds best.

04/21/23 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

04/21/23 34


Two Strategies1.Plug & Play! Use the answers in the

reading by plugging in each option until you find the one that works best.

2.Seek & Find! Anticipate what sounds good or correct and look for an answer that matches that.Pacing

04/21/23 35


Pacing75 questions – 45 minutes

36 seconds /question Or

1 ½ minutes to skim and 30 seconds /question

Or9 minutes per essay

04/21/23 36

Topic 4 – Math Test


• Purpose: to test your ability to solve basic and intermediate math problems

• All 60 questions are scored with sub scores in six areas

04/21/23 37


• 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

http://www.actstudent.org/faq/answers/calculator.html

http://www.actstudent.org/faq/answers/calculator.html

04/21/23 38


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

04/21/23 39


• 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

04/21/23 40


• Basic Math Strategies 2. A rectangle is twice as long as it is wide. If the width of the rectangle is 3 inches, what is the rectangle's area, in square inches?

F. 6G. 9H. 12J. 15K. 18

Answer

Tips

http://www.actstudent.org/sampletest/math/math_01.html#math_02f

http://www.actstudent.org/sampletest/math/math_01.html#math_02g

http://www.actstudent.org/sampletest/math/math_01.html#math_02h

http://www.actstudent.org/sampletest/math/math_01.html#math_02j

http://www.actstudent.org/sampletest/math/math_01.html#math_02k

04/21/23 41


• 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

04/21/23 42


Basic Math Tips

Next Topic

Make marks or Make marks or drawings in the book.drawings in the book.

Quickly recheck your Quickly recheck your problem when problem when

possible.possible.

Don’t overuse your Don’t overuse your calculator.calculator.

Read problems Read problems carefully.carefully.

04/21/23 43


• More Basic Math Strategies

Answer

Tips

04/21/23 44


• More Basic Math Strategies

Return to Question

04/21/23 45


More Basic Math Tips

Next Topic

Sometimes estimating Sometimes estimating will give you enough will give you enough

information.information.

Rule out any Rule out any impossible/incorrect impossible/incorrect

answers.answers.

Don’t overuse your Don’t overuse your calculator.calculator.

There is often more There is often more than one way to solve than one way to solve

most problems.most problems.

04/21/23 46


• Intermediate Math Strategies

Before you answer


• Consider what you need and what you don’t

• Draw diagrams or write out equations

• Look at the answers for clues

04/21/23 47• What information can we isolate?


• Consider what you need and what you don’t

• Draw diagrams or write out equations

• Look at the answers for clues

04/21/23 48• What information can we isolate?Answer

04/21/23 49


Return to Question

Tips

04/21/23 50


• Intermediate Math Strategies

Next Topic

Tips

04/21/23 51

Topic 4 – Math TestIntermediate Math Tips

Next Topic

Look for information in Look for information in the options.the options.

Read problems Read problems carefully.carefully.

Don’t spend too much Don’t spend too much time on any one time on any one

question.question.

Identify & isolate the Identify & isolate the information that you information that you

need. need.

Sometimes you are Sometimes you are setting up the setting up the

problem, not solving it.problem, not solving it.

04/21/23 52

Topic 4 – Math Test• Math Test – Fastest Fingers vs. Your Brain

Answer

04/21/23 53


Next Question

04/21/23 54

Topic 4 – Math Test• Math Test – Fastest Fingers vs. Your Brain

Answer

04/21/23 55


Tips

04/21/23 56

Topic 4 – Math TestMath Tips

Final Thoughts

Answer the easy Answer the easy questions first and then questions first and then

return to the difficult return to the difficult ones.ones.

Questions are usually Questions are usually given in sets.given in sets.

Make drawings, Make drawings, especially for visual especially for visual

learners.learners.

Check your answers.Check your answers.

Show your work – Show your work – saves time and allows saves time and allows

you to recheck.you to recheck.Use reason & common Use reason & common sense.sense.

04/21/23 57



Move quickly through the easy ones

Don’t stay too long on any one question

Skip the hardest ones until the end

04/21/23 58

Topic 5 – Reading Test


• 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.

04/21/23 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 Note the details, details,

but don’t but don’t memorize memorize

them.them.

Look for Look for clues in clues in the text.the text.

Social Studies / Sciences

Arts / Literature

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

04/21/23 60


Reading Selections:#1 (your choice) – read all titles and choose the one that

sounds most interestingTime down (8.5 minutes)

#2 (teacher choice) – reading from opposite styleTime 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

04/21/23 61

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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

http://www.freerice.com/

04/21/23 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

04/21/23 64

Topic 5 – Reading TestThat’s too hard… / I can’t find

it…Two Strategies

1.Mark it! Pick an answer and mark it in your book to review later.

2.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!

04/21/23 65


• 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

04/21/23 66


Pacing4 readings / 40 questions – 35

minutes

2-3 minutes to skim and 35 seconds per question

Or8 1/2 minutes per reading

04/21/23 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

04/21/23 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• thermodyna

mics• eletromagne

tism• fluids• solids• optics

– Earth/Space Sciences

• geology• meteorolo

gy• oceanogra

phy• astronomy• environme

ntal science

04/21/23 69

Topic 6 – Science Test

I’m 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

04/21/23 70

Topic 6 – Science TestFormats

• 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)

04/21/23 71

Topic 6 – Science TestSample Layouts

Practice Test #1 Practice Test #2

Practice Test #3 Practice Test #4

04/21/23 72

Topic 6 – Science TestTables, 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 (4:38)

04/21/23 73


Preview the information given.Preview the information given.

Read titles, labels and look at pictures.Read titles, labels and look at pictures.

04/21/23 74


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.)

Ecological Succession – what is it? Ecological Succession – what is it?

It is not necessary to know – just It is not necessary to know – just read the chart…read the chart…

04/21/23 75


Sample Question #1On 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 bookletMake notes in your test booklet

Quickly decide which chart(s) are needed only for Quickly decide which chart(s) are needed only for the question you are currently answering.the question you are currently answering.

04/21/23 76


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 won’t workCross off answers that won’t work

Correct Answer = DCorrect Answer = D

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.

04/21/23 77

Topic 6 – Science TestTables, Figures and GraphsSample 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

Don’t miss obvious information – work efficientlyDon’t miss obvious information – work efficiently

Correct Answer = HCorrect Answer = H

04/21/23 78


Answer Key:http://www.actstudent.org/

sampletest/science/sci_01.html

04/21/23 79

Topic 6 – Science TestExperiments & 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 (5:25)

04/21/23 80

Topic 6 – Science TestExperiments & StudiesThe 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 learnRead carefully, but quickly – you are not trying to learn

Write / sketch in your test bookWrite / sketch in your test book

04/21/23 81


Table 1- Experiment #1

Shadow

Day 1 Day 2 Day 3

Length(m)

Shadow direction

Length (m)

Shadow direction

Length (m)

Shadow

direction

A 5.0 SW 8.6 NW 6.8 W

B 1.2 W 2.9 NNW 1.7 NW

C 0.3 N 2.3 N 0.9 N

D 1.2 E 3.0 NNE 1.8 NE

E 5.0 SE 8.6 NE 6.9 E

Table 2-Experiment #2

Shadow

Day 1 Day 2 Day 3

Length(m)

Shadow direction

Length

(m)

Shadow direction

Length

(m)

Shadow direction

A 9.0 SW 5.0 NW 6.9 W

B 3.2 SSW 1.1 W 1.8 SW

C 2.5 S 0.3 S 1.0 S

D 3.2 SSE 1.1 E 1.8 SE

E 9.1 SE 5.0 NE 6.9 E

Know what the data saysKnow what the data says

Northern Hemisphere Southern Hemisphere

04/21/23 82



Shadow

Day 1 Day 2 Day 3

Length(m)

Shadow direction

Length (m)

Shadow direction

Length (m)

Shadow direction

A 5.0 SW8.6

NW6.8

W

B 1.2 W2.9

NNW

1.7

NW

C 0.3 N2.3

N0.9

N

D 1.2 E3.0

NNE

1.8

NE

E 5.0 SE8.6

NE6.9

E


Shadow

Day 1 Day 2 Day 3

Length(m)

Shadow direction

Length (m)

Shadow direction

Length (m)

Shadow direction

A 9.0 SW 5.0NW

6.9 W

B 3.2SSW

1.1 W 1.8 SW

C 2.5 S 0.3 S 1.0 S

D 3.2SSE

1.1 E 1.8 SE

E 9.1 SE 5.0 NE 6.9 E

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

Go through each option quicklyGo through each option quickly

Give it a try!Give it a try!Correct Answer = FCorrect Answer = F

04/21/23 83



Shadow

Day 1 Day 2 Day 3

Length(m)

Shadow direction

Length (m)

Shadow direction

Length (m)

Shadow direction

A 5.0 SW8.6

NW6.8

W

B 1.2 W2.9

NNW

1.7

NW

C 0.3 N2.3

N0.9

N

D 1.2 E3.0

NNE

1.8

NE

E 5.0 SE8.6

NE6.9

E


Shadow

Day 1 Day 2 Day 3

Length(m)

Shadow direction

Length (m)

Shadow direction

Length (m)

Shadow direction

A 9.0 SW 5.0NW

6.9 W

B 3.2SSW

1.1 W 1.8 SW

C 2.5 S 0.3 S 1.0 S

D 3.2SSE

1.1 E 1.8 SE

E 9.1 SE 5.0 NE 6.9 E

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

Give it a try!Give it a try!


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Answer Key: (Passage II)

http://www.actstudent.org/sampletest/science/sci_02.html

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Topic 6 – Science TestConflicting 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

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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.

Read carefully, but quicklyRead carefully, but quickly

Watch for definitions and information Watch for definitions and information that the test provides (i.e. that the test provides (i.e.

combustible)combustible)

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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 Guess and return to questions that seem too hard or need detailed readingseem too hard or need detailed reading

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

Don’t give up!Don’t give up!

Correct Answer = BCorrect Answer = B

Give it a try!Give it a try!

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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


One last challenge!One last challenge!

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Answer Key:http://www.actstudent.org/

sampletest/science/sci_05.html

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Topic 6 – Science TestTips for problem solving

Have a strategy of Have a strategy of how to approach each how to approach each

questionquestion

Isolate important Isolate important informationinformation

Read Read carefullycarefully

Take notes and make Take notes and make drawings to highlight drawings to highlight

important information or dataimportant information or data


•Which one should I do first?–most interesting–most/least questions–what I think I understand

Know your strengths & know the test!!

•Don’t get “hung up” on the topic, focus on the data and process.

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•Timing: If all questions were of equal difficulty–5 question sets = 4:38 min. each (Tables,

Figures and Graphs)

–6 question sets = 5:25 min. each (Experiments & Studies)

–7 question set = 6:11 min. each (Conflicting Viewpoints)

Remember: not all sections are of equal length or difficulty

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Answers

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A little less than one minute per question

Or5 minutes per passage & set of

questions (note: all sections are not equal)

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•1 writing prompt – 30 minutes

•Purpose: to test your ability to show your personal writing skills

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•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.

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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.

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Topic 7 – Writing TestFormats

• 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

Topic 7 – Writing TestPre-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?

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Sample Essay Question

Online Writing Samples

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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

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Topic 7 – Writing TestPacing

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 sheetDO – reread your essay when you finish for

obvious errors or inconsistencies.

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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

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Topic 8 – Ready, Set, Go!Educated Guessing!

Have a strategy of Have a strategy of how to approach each how to approach each

questionquestion

Isolate important Isolate important informationinformation

Eliminate answers that Eliminate answers that cannot be correctcannot be correct

Go with your gut Go with your gut instinctinstinct

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Topic 8 – Ready, Set, Go!Preparation for Test Day

• Get a good night’s 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

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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

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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!!!

Practice Questions

You have many opportunities for accessing practice questions.

• Online Free ACT Prep: http://www.actstudent.org/sampletest/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.

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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.

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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.

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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.

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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

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Survey

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.

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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 <http://www.actstudent.org/onlineprep/index.html>.

evhs act prep course 2008-2009 this program has been written expressly for the purpose of the evhs...

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