Name: ____________________________
This worksheet consists of ACT questions to help
you prepare for the style of questions you may
receive on the upcoming practice ACT. Explain
your choice. You will work on these questions
silently until everyone is done with the test.
Once everyone is done you may consult with
other people at your table ONLY. If you do not
finish in class it becomes homework due 9/27.
Email me Qs.
Passage I
Urease is an enzyme used by plants to
break down urea (a nitrogen-containing
compound) into carbon dioxide and ammonia.
Plants need nitrogen to grow and can obtain it
from ammonia, but not from urea. In soybean
plants there are 2 different kinds of urease, one
produced in the seeds and the other produced in
the leaves of the plant. Mutations in the
chromosomes of the soybean can stop production
of either enzyme. In the following experiments, 3
types of soybean plants were used: normal
soybeans and 2 mutant strains, 1 lacking the
seed urease (Strain 1) and 1 lacking the leaf
urease (Strain 2).
Experiment 1
Separate areas in a field were planted with
normal, Strain 1, and Strain 2 soybeans. All types
of soybeans appeared to grow, flower, and
produce seeds equally well. There were no
externally detectable differences among the
strains.
Experiment 2
Small pieces of plant tissue of equal
weight were obtained from each type of soybean
plant and separately placed on media in culture
dishes. Tissue growing in this way will become an
unorganized clump of cells referred to as callus.
To provide a controlled nitrogen source, half the
tissue samples of each type were placed on
media containing urea, and the other half of the
samples were placed on media containing
ammonia. After 30 days, the weight gain for each
of the callus samples was determined. Results are
shown in the table below.
1. Which of the following best describes the role
of urease in the plants grown in the field?
F. Urease activity in leaves is essential
for soybean growth.
G. Urease activity in seeds is essential
for soybean growth.
H. The soil nutrients make the mutant
soybeans grow like the normal strains.
J. Urease is not essential to the growth
of soybeans.
ACT Science Practice Question Set #1
Explain: draw arrows to answers or write
out
2. Which of the nitrogen sources in Experiment
2 served as the control group?
A. Ammonia, because all 3 strains of
soybeans can use it
B. Ammonia, because it will inhibit the
effects of urease
C. Urea, because it can be broken down
by urease
D. Urea, because it cannot be used
by Strain 2
Explain
3. Mutant strains are most useful in experiments
like those in the passage because they:
F. may produce unexpected results.
G. provide a natural, noninvasive way
to vary a characteristic.
H. differ from normal strains in
unknown, unpredictable ways.
J. can be modified to suit almost any
type ofresearch.
Explain
4. In studying the metabolic needs of the
soybean strains, Experiment 2 was probably more
accurate than Experiment 1 because in
Experiment 2 the:
A. nutrients in the media were more
controlled.
B. nutrients in the soil could not be
measured.
C. nutrients in the soil were more
controlled.
D. callus was much different from the
plants.
Explain
5. Suppose a third strain were found that was
unable to produce either form of urease. If this
strain were subjected to the same procedures as
those in the passage, what would be the
expected results?
F. Callus would grow on urea and on
ammonia; the plant would grow in the
field.
G. Callus would not grow on urea but
would grow on ammonia; the plant
would not grow in the field.
H. Callus would not grow on urea but
would grow on ammonia; the plant
would grow in the field.
J. Callus would not grow on urea or on
ammonia; the plant would not grow in
the field.
Explain
Name: ____________________________ ACT Science Practice Question Set #1
Passage II Experiment 1 was repeated, but the temperature
A student studying how gases diffuse derived the was held constant at 20°C and the diameter of
following formula: the tube was varied for each trial (see Table 2).

Table 2
The Tube
following experiments were conducted to test her Tria Time Distance of ring
diameter
formula and to study factors affecting the rate at l (sec) from HCl swab (cm)
(cm)
which gases diffuse.
5 1.0 33 4.0
6 1.2 33 4.0
Experiment 1
7 1.4 33 4.1
8 1.6 33 4.0
When hydrogen chloride (HCl) and ammonia
(NH3) vapors react, they form solid ammonium
chloride (NH4Cl): Experiment 3

HCl(g) + NH3(g) → NH4Cl(s) Experiment 2 was repeated, but the diameter of

the tube was kept constant at 1 cm and longer
tubes were used so that the distance between the
A swab soaked with HCl solution was inserted into
swabs could be varied for each trial (see Table 3).
one end of a glass tube (1 cm diameter), and,
simultaneously, a swab soaked with NH3 solution
was inserted into the other end, so that the Table 3
swabs were 10 cm apart. The distance that each Distance Distance of ring
Tria Time
vapor traveled could be determined because, at between swabs from HCl swab
l (sec)
the point they made contact, a white ring of (cm) (cm)
NH4Cl formed (see Figure 1). The reaction was 9 10 33 4.0
done at different temperatures. The time it took 10 20 67 8.1
for the ring to start to form and its distance from 11 30 101 12.2
the HCl swab were measured for each trial (see 12 40 133 16.2
Table 1).
1. Which of the following best describes the
Table 1 difference between the procedures used in
Tria Temperature Time Distance of ring Experiments 1 and 2 ? In Experiment 1,
l (°C) (sec) from HCl swab (cm) the:
1 20 33 4.0 A. temperature was varied; in
2 30 30 4.1 Experiment 2, the diameter of the
3 40 26 4.1 tube was varied.
4 50 23 4.0
B. diameter of the tube was varied; in
Experiment 2, the temperature was
Using the formula, the student predicted that the varied.
distance of the ring from the HCl swab would be
4.06 cm, so the student concluded that her C. distance between the swabs was
formula was correct. varied; in Experiment 2, the
temperature was varied.

D. temperature was varied; in

Experiment 2, the distance
between the swabs was varied.
Explain:
2. Which of the following sets of trials in
Experiments 1, 2, and 3 were conducted
with identical sets of conditions?
F. Trials 2, 3, and 4
G. Trials 1, 5, and 9
Figure 1 H. Trials 4, 7, and 9
J. Trials 10, 11, and 12
Experiment 2 Explain
Name: ____________________________
3. Based on the results of Experiment 1,
which of the following graphs best shows
the relationship between the temperature
and the distance of the ring from the HCl
swab?
A.
ACT Science Practice Question Set #1
4. If a trial in Experiment 3 had been
performed with the swabs 25 cm apart,
the distance from the HCl swab to the ring
would most likely have been closest to:
F. 8 cm.
G. 10 cm.
H. 12 cm.
J. 14 cm.
Explain
5. If another student wanted to test a factor
that was not studied in Experiments 1–3,
which of the following should he do next?
He should test how the diffusion rates of
gases are affected by:
A. atmospheric pressure.
B. tube length.
C. temperature.

D. tube diameter.
Explain
6. The student concluded that NH3 diffuses at
B. a greater rate than HCl. Do the results of
Experiments 1–3 support her conclusion?
F. No; in Trials 1–9 the HCl vapors
traveled farther than the NH3
vapors.
G. No; in Trials 1–9 the NH3 vapors
traveled farther than the HCl
vapors.

C. H. Yes; in Trials 1–9 the HCl vapors

traveled farther than the NH3
vapors.
J. Yes; in Trials 1–9 the NH3 vapors
traveled farther than the HCl
vapors.
Explain:

D.

Explain
Name: ____________________________
Passage 3
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 (figure 1)
During the early stages of succession, the
principle community (living unit) that dominates
is the pioneer community. Pioneer plants are
depicted in figure 2.
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.
1. On the basis of the data presented in
Figure 1, approximately 80 years after the
abandonment of cropland, the land would
contain:
ACT Science Practice Question Set #1
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.
Explain
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:
A. 3,000 trees per unit area.
B. 5,000 trees per unit area.
C. 15,000 trees per unit area.
D. 20,000 trees per unit area.
Explain
3. On the basis of the data depicting the
gradual change from pine forest to an oak-
hickory forest, after 100 years, as the
density of the pine trees:
A. increases, the density of the oak-
hickory trees increases.
B. increases, the density of the oak-
hickory trees decreases.
C. decreases, the density of the oak-
hickory trees increases.
D. decreases, the density of the oak-
hickory trees decreases.
Explain
4. Given the information in Figure 1, which of
the following conclusions concerning
ecological succession in an abandoned
cornfield is most correct?
A. Succession in an abandoned
cornfield begins on bare rock.
B. Succession is characterized by the
replacement of one plant
community by another until a
climax community has been
achieved.
C. The height of the plants in the
communities decreases as
succession progresses to the
climax stage.
D. The plant species change
continuously during succession, but
the change is more rapid in the
later stages than in the earlier
stages.
Name: ____________________________
Explain
5. According to Figure 2, pioneer plant(s)
showing a progressive increase in
summed diameter of stems per unit area
over the course of several years of
succession is(are):
A. horseweed only.
B. broomsedge only.
C. aster and broomsedge only.
D. horseweed, aster, and
broomsedge.
Explain
Passage 4
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 combustion 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.
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 (H20).
The rusting of iron involves the slow reaction of
iron with oxygen to produce iron oxides such as
Fe203. 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
ACT Science Practice Question Set #1
products in a chemical reaction). In these
reactions matter is neither created nor destroyed,
but merely transformed.
34. Which of the following assumptions is
implicit in the Phlogiston Theory?
A. All combustible substances
combine with phlogiston as they
burn.
B. All substances that burn contain
phlogiston.
C. Metals cannot be broken down by
chemical means.
D. The loss of phlogiston by a
substance will always result in the
production of heat and light.
Explain
35. The Phlogiston Theory could best be
tested by measuring the:
A. amount of light produced in the
burning of a variety of combustible
substances.
B. amount of heat produced in the
burning of a variety of combustible
substances.
C. masses of all the reactants and
products before and after the
reaction.
D. amount of water produced when a
substance burns.
Explain
36. According to the Oxygen Theory, the
gases produced from the complete
combustion of a candle:
A. can support the breathing of a
mouse.
B. are nonflammable.
C. are toxic to growing plants.
D. are rich in hydrogen gas.
Explain
37. According to the Phlogiston Theory, the
complete corrosion of zinc metal in air will
yield a powdery substance that:
A. cannot be converted back to zinc
metal.
B. contains pure phlogiston.
Name: ____________________________ ACT Science Practice Question Set #1
C. contains no phlogiston.

D. is a combination of the zinc metal

and phlogiston.

Explain

38. According 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. A. The Phlogiston Theory, because the
red powder resembled an ash
B. forming oxygen-containing
B. The Phlogiston Theory, because the
compounds from the elements in
air in the reservoir could not
the material.
support combustion and therefore
C. removing oxygen from the material did not contain oxygen
and releasing it into the air.
C. The Oxygen Theory, because the
D. producing high temperatures as a mercury level dropped in the air
result of the chemical reactions. reservoir indicating increased
oxygen content
Explain D. The Oxygen Theory, because the
mercury level rose in the air
reservoir indicating decreased
oxygen content
39. According to the Phlogiston Theory, the
gases collected from the complete burning Explain
of a piece of charcoal in air would be
capable of:
A. converting the ash from corroded
tin back to tin metal.

B. supporting combustion of another

piece of charcoal.

C. rusting iron.

D. converting wood ash into rust.

Explain

40. 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?
Name: ____________________________ ACT Science Practice Question Set #1
Name: ____________________________ ACT Science Practice Question Set #1