mdek12.org

ACT: Science

To create a world-class

educational system that gives

students the knowledge and

skills to be successful in

college and the workforce,

and to flourish as parents

and citizens

VISION

To provide leadership

through the development of

policy and accountability

systems so that all students

are prepared to compete in

the global community

MISSION

Mississippi Department of Education

ALL Students Proficient

and Showing Growth in All

Assessed Areas

EVERY Student Graduates

from High School and is Ready

for College and Career

EVERY Child Has Access

to a High-Quality Early

Childhood Program

EVERY School Has Effective

Teachers and Leaders

EVERY Community Effectively

Uses a World-Class Data System to

Improve Student Outcomes

EVERY School and District is

Rated “C” or Higher

State Board of Education S T R AT E G IC P L A N G O A L S

About the Test

Numbers & Timing

Content

Passage & Question Types

• 40 questions total

• 6-7 passages

• 35 minutes to read passages and answer questions

• ACT recommends 2 minutes per passage and 30 seconds

per question.

About the Science Test

• Science content of the passages comes from Biology,

Earth & Space Science, Chemistry, and Physics.

• The section is designed to test student ability to reason

from data rather than draw from preexisting knowledge.

• The most important factor for success is ability to recognize

patterns of data presented in graphic format and to

interpret questions logically from the patterns you see in

those instruments.

About the Science Test

Presents information in three formats:

• Data Representation

• Research Summaries

• Conflicting View Points

About the Science Test

• Passages do not appear in any particular order.

• All of the passages will contain data either represented

through charts/graphs or through a paragraph.

• While there is no standard appearance for each type of

passage, information is usually presented through data

and explication.

About the Science Test

• Presents graphic and tabular material similar to that found

in science journals and texts.

• Makes up 25-35% of the test

• These questions measure skills such as:

• Graph reading

• Interpretation of scatterplots

• Interpretation of information presented in tables

• These passages are all about charts & graphs and how to

understand and interpret data from them.

Data Representation

• Provides descriptions/results of one or more related

experiments

• Makes up 45-60% of the test

• The questions focus upon the design of experiments and

the interpretation of experimental results.

• Think of these types of summaries as data representation

placed in the context of an experiment.

Research Summaries

• Two or more possible explanations that are inconsistent

with one another, because they are based on differing

premises or incomplete data

• Makes up 15-20% of the test

• The questions focus upon the understanding, analysis, and

comparison of alternative viewpoints or hypotheses.

• In order to effectively answer the questions, test takers

must understand the differences between the two theories

presented.

Conflicting Viewpoints

Take the Next Step

Generalize/Compare/Handle the Graphs - Hard

Analysis/Use the Chart - Medium

Find the Answer/Read the Chart - Easy

General Types of Questions

• These are the easiest questions that ask you to simply

find information from the chart/graph/experiment

• These questions can be answered quickly.

• These questions will NOT try to trick you.

• These are like detail questions in the reading section with

one big difference: you have a chart.

Type 1: Find the Answer

• These are the medium questions that ask you for one-

step analysis utilizing the information from the passage

and/or the charts/graphs

• These questions might ask you to use the information on

the chart to find or derive some new data not found on the

chart.

• These may point you to a graphic or passage information

• Answers will have direct support from the passage

Type 2: Analysis

• These are hard questions that ask you to draw general

conclusions and draw comparisons between

charts/scientists/experiments

• These will most likely appear on the conflicting viewpoints

and research summary passages

• These questions often start with “What if.....” or

“Compare/contrast...”

• In these questions, you will either have to translate

numbers from the graphs into words or words into a chart.

Type 3: Generalize/Compare

• These questions require that you understand what the

next step might be in research.

• You will be provided with a goal for the question or

experiment in question.

• You will need to decide what the next step should be.

• These are very much like the main idea/big picture

questions from the reading portion; they require that you

know what the big picture of the entire

passage/experiment is.

Type 4: Take the Next Step

Strategies

• The Science portion of the ACT is very similar to the Reading

section, but with different passage content.

• Because the questions are preceded by passages and charts,

many of the same strategies can be used on this test.

• Most of the strategies present here will focus on reading

comprehension.

• These questions are considered the easiest passages

because they contain the least text and the most

graphics.

• Skim these passages and focus on what each graphic

represents. You can get an idea about how to reason

without knowing what the information means!

Data Representation Strategies

1. Read or skim the introductory text.

2. Look at the table, diagram or graph – quickly identify

what is being displayed.

3. Look at the columns and rows; focus on what the axes

represent and determine how they are related to one

another.

4. Note the units of measure.

Plan of Approach

5. Look for trends in the data, noting any significant shifts.

6. Go to the questions and refer to the appropriate graphic

to answer the question.

7. Rule out answers as necessary – use the process of

elimination!

8. Answer the questions in the easy to hard order to save

time.

Plan of Approach

• Skim the represented data, then carefully read the question(s) and

return to the tables, charts, or graphs to find the necessary

information.

• Underline or circle key words and points of information. This

makes referencing the graphics easier and quicker when actually

answering the question.

• If data is in the form of a graph or chart, pay close attention to the

scale, the units of measure, the legend, and any noted

information.

• Pay attention to trends in graphs – identify relationships quickly

(direct, inverse, etc.) and trends in charts

Observing and Analyzing Data

• One of the most difficult aspects of this test is the

language. Many students get bogged down and focus

too much on the terms they don’t know.

• There are two ways to get around jargon:

• Simply understand that it is just fluffy language and

move past it

• Take as many practice tests, read scientific articles,

and practice

Jargon

Technical language used in specific fields of study; typically, jargon is

fancy sounding words for simple concepts.

Read for General Understanding

• Similar to skimming; you should read through the passage

quickly and gain a general understanding of what is going on in

the passage.

• For Data Representations and Research Summaries, start with

the charts and the graphs and define what the variables and

factors are in the study.

• Remember: this is timed, so you cannot spend too much time

on reading the passages.

• If you get too bogged down in reading, you won’t have enough

time answer questions.

Active Reading

• As you read through, take notes and ask yourself questions

to better understand the information.

• Very similar to mapping the passage from Reading section

• Questions you should be asking yourself:

• What is being tested?

• Why is it being tested?

• What are the variables?

• What are the factors that stay the same?

Tips & Tricks

Working with tables, charts, and/or graphs

• Direct – when one variable increases, the

other increases (positive slope)

• Inverse – when one variable increases,

the other decreases (negative slope)

Working with tables, charts, and/or graphs

• Neither Direct or Indirect No trend can

be concluded from this data

• Mixed trends –increase in

temperature (heat is constant) then

heat decreases when temp reaches a

certain point

Scatterplots

Scatterplots may look confusing,

but there may be a trend present.

This could be considered an inverse relationship trend

from year one to year seven – when in doubt draw a “best fit” line on the

graphic to see if there is a trend.

Note: Do not spend time worrying about terms like AGTB (see y axis label) in

passages and questions – just analyze data and answer the question.

Bar Graphs

• Usually the simplest to analyze

• Read carefully and make sure you

look at the key to figures!

Note: You can also label the graphics for speedy analysis. See G, I, F, T on bars

showing the plants.

Ranking Data

Data in tables may be straight forward and easy to analyze, or it

may be mixed causing the student to rearrange. See the example

below.

Note: This data is not arranged in increasing or

decreasing order. This makes this table hard to

analyze when answering a question about this

table. The student could note this beside this

graphic when skimming the passage. If a question

is asked about Table 1, the student will know

extra work may be needed.

Ranking Data

If the heat released or change in temperature is the only

data observed, there is no correct answer due to the way

the data is presented. (The data are not listed in order.)

This would lead the student to possibly choose the

incorrect answer. The student will have to rearrange the

data by the increasing change in temperature (potato,

egg, bread, cheese). The answer will be B (direct

relationship) because as the water temp increases the

heat released increases.

Ranking Data

Note the question says “According to Tables 1 and 2...”, but the

question asks about sucrose which is NOT found in Table 1.

Sometimes questions are asked so the student can demonstrate that

they know how to locate information needed to answer the question

accurately. Students should not spend time wondering why sucrose is

not in Table 1 but focus on Table 2. Table 2 data is arranged “in order”

of increasing mass so the increasing trend is easily spotted – Correct

answer is A.

Ranking Data

This question asks about all of the substances in both Tables 1

and 2 in increasing order of heat released. Sucrose will have to

be placed into Table 1 – but which amount? If you notice the

mass of all substances in Table 1 is 1.0 g then the third

sucrose amount in Table 2 should be added between bread

and cheese. By rearranging the order in increasing heat in a

previous question, the increasing order of heat is potato, egg,

bread, sucrose, cheese. Option A is the correct answer.

Data Representation Example

• Always make sure you understand what the question is

asking and look for the relationships and trends.

• Based on the question information, decide which figure

or table should be analyzed. Make sure you are using

the right data!

• Make notes or drawings at each step as needed.

• Use process of elimination.

• Double-check your work if you have time.

When working with data, remember…

mdek12.org

Updated 2022

ACT Science