{"id":24260,"date":"2026-09-29T06:29:06","date_gmt":"2026-09-29T06:29:06","guid":{"rendered":"https:\/\/www.examlabs.com\/certification\/?p=24260"},"modified":"2026-09-29T06:29:06","modified_gmt":"2026-09-29T06:29:06","slug":"test-prep-act-test-practice-test-questions-and-exam-dumps-part7-q121-140","status":"publish","type":"post","link":"https:\/\/www.examlabs.com\/certification\/test-prep-act-test-practice-test-questions-and-exam-dumps-part7-q121-140\/","title":{"rendered":"Test Prep ACT Test Practice Test Questions and Exam Dumps Part7 Q121-140"},"content":{"rendered":"

View Full <\/b>Test Prep ACT Test Exam Dumps<\/b><\/a> and Practice Test Dumps<\/b><\/h2>\n

 <\/p>\n

Question 121.<\/b><\/p>\n

Choose the option that best corrects the underlined portion of the sentence:<\/b>
\n<\/b>One of the volunteers who works at the animal shelter <\/b>have organized<\/i><\/b> a weekend adoption event.<\/b><\/p>\n

    \n
  1. <\/b> have organized<\/span>
    \n<\/span>2.<\/b> has organized<\/span>
    \n<\/span>3.<\/b> were organizing<\/span>
    \n<\/span>4.<\/b> organize<\/span><\/li>\n<\/ol>\n

    Correct Answer: 2<\/b><\/p>\n

    Explanation:<\/b><\/p>\n

    The subject of the sentence is <\/span>One<\/b>, which is singular. The phrase \u201cof the volunteers who works at the animal shelter\u201d modifies the subject but does not make it plural. Therefore, the singular verb phrase <\/span>has organized<\/b> is correct. Choice 1 incorrectly agrees with the nearby plural noun \u201cvolunteers.\u201d Choice 3 changes the tense and does not fit the completed action. Choice 4 also uses a plural verb form. ACT English often places a plural noun near the verb to distract you from the real subject. A useful strategy is to simplify the sentence: \u201cOne has organized a weekend adoption event.\u201d Once the modifying phrase is removed, the required subject-verb agreement becomes clear.<\/span><\/p>\n

    Question 122.<\/b><\/p>\n

    Which sentence is the clearest and most concise revision?<\/b>
    \n<\/b>The new policy will begin starting on Monday morning at 8:00 a.m. in the morning.<\/b><\/p>\n

      \n
    1. <\/b> The new policy will begin Monday at 8:00 a.m.<\/span>
      \n<\/span>2.<\/b> The new policy will begin starting Monday morning at 8:00 a.m. in the morning.<\/span>
      \n<\/span>3.<\/b> Beginning and starting on Monday, the new policy will begin at 8:00 a.m.<\/span>
      \n<\/span>4.<\/b> The new policy will start beginning at 8:00 a.m. on Monday morning.<\/span><\/li>\n<\/ol>\n

      Correct Answer: 1<\/b><\/p>\n

      Explanation:<\/b><\/p>\n

      Choice 1 removes several redundant phrases while preserving the meaning. \u201cBegin starting\u201d repeats the same idea, and \u201c8:00 a.m. in the morning\u201d is also repetitive because <\/span>a.m.<\/b> already indicates morning. Choice 2 retains both problems. Choice 3 awkwardly uses \u201cbeginning,\u201d \u201cstarting,\u201d and \u201cbegin\u201d in the same sentence. Choice 4 repeats \u201cstart\u201d and \u201cbegin.\u201d ACT English frequently tests redundancy and concision. When two words or phrases communicate the same information, the shorter and more direct version is generally better. The best revision should remain grammatically complete and precise, not merely shorter. Here, \u201cThe new policy will begin Monday at 8:00 a.m.\u201d provides every necessary detail efficiently.<\/span><\/p>\n

      Question 123.<\/b><\/p>\n

      Choose the best punctuation for the sentence:<\/b>
      \n<\/b>The coach gave the team one final instruction ___ remain focused until the last second of the game.<\/b><\/p>\n

        \n
      1. <\/b> instruction, remain<\/span>
        \n<\/span>2.<\/b> instruction; remain<\/span>
        \n<\/span>3.<\/b> instruction: remain<\/span>
        \n<\/span>4.<\/b> instruction remain<\/span><\/li>\n<\/ol>\n

        Correct Answer: 3<\/b><\/p>\n

        Explanation:<\/b><\/p>\n

        A colon is appropriate because the words before the blank form a complete clause: \u201cThe coach gave the team one final instruction.\u201d The words after the colon state what that instruction was. Choice 3 therefore creates the clearest relationship. Choice 1 uses a comma where stronger punctuation is needed. Choice 2 uses a semicolon, but \u201cremain focused until the last second of the game\u201d is an imperative phrase rather than a separate independent clause in this construction. Choice 4 lacks necessary punctuation. On ACT English, colons often introduce explanations, lists, examples, or direct elaborations. Always check that the wording before the colon is complete enough to stand alone as a sentence.<\/span><\/p>\n

        Question 124.<\/b><\/p>\n

        Choose the transition that best completes the paragraph:<\/b>
        \n<\/b>The company introduced a flexible work schedule last year. Employee surveys showed higher satisfaction, and absenteeism decreased. ___, management decided to continue the policy permanently.<\/b><\/p>\n

          \n
        1. <\/b> As a result<\/span>
          \n<\/span>2.<\/b> In contrast<\/span>
          \n<\/span>3.<\/b> Nevertheless<\/span>
          \n<\/span>4.<\/b> For instance<\/span><\/li>\n<\/ol>\n

          Correct Answer: 1<\/b><\/p>\n

          Explanation:<\/b><\/p>\n

          The final sentence describes a decision that follows from positive results: employees were more satisfied and absenteeism decreased. Therefore, <\/span>As a result<\/b> correctly signals cause and effect. \u201cIn contrast\u201d would indicate an opposing idea, which is not present. \u201cNevertheless\u201d suggests that management continued the policy despite negative evidence, but the evidence is favorable. \u201cFor instance\u201d would introduce an example rather than a consequence. ACT transition questions require attention to the logical relationship between sentences. A strong strategy is to summarize the relationship first. Here, the policy produced good outcomes, so management kept it. That relationship is clearly one of result or consequence.<\/span><\/p>\n

          Question 125.<\/b><\/p>\n

          Which sentence best supports the writer’s goal of emphasizing the age of a historic bridge?<\/b><\/p>\n

            \n
          1. <\/b> The bridge carries traffic across a narrow river.<\/span>
            \n<\/span>2.<\/b> The bridge was completed in 1872 and still contains many of its original iron supports.<\/span>
            \n<\/span>3.<\/b> Several restaurants are located nearby.<\/span>
            \n<\/span>4.<\/b> The bridge is painted every few years.<\/span><\/li>\n<\/ol>\n

            Correct Answer: 2<\/b><\/p>\n

            Explanation:<\/b><\/p>\n

            Choice 2 directly supports the goal by giving a specific construction date and noting that original structural elements remain. These details clearly emphasize the bridge\u2019s age and historical character. Choice 1 describes function, not age. Choice 3 concerns nearby businesses, while Choice 4 describes maintenance without indicating how old the bridge is. ACT rhetorical-purpose questions ask you to select the information that most directly fulfills a stated writing goal. Concrete historical details such as dates, original materials, or duration are especially effective when emphasizing age. The strongest answer should not merely relate to the topic; it should provide evidence for the exact point the writer wants to make.<\/span><\/p>\n

            Question 126.<\/b><\/p>\n

            If <\/b>9x+4=67<\/b>, what is the value of <\/b>x<\/b>?<\/b><\/p>\n

              \n
            1. <\/b> 5<\/span>
              \n<\/span>2.<\/b> 6<\/span>
              \n<\/span>3.<\/b> 7<\/span>
              \n<\/span>4.<\/b> 8<\/span><\/li>\n<\/ol>\n

              Correct Answer: 3<\/b><\/p>\n

              Explanation:<\/b><\/p>\n

              Begin with <\/span>9x+4=67<\/span>. Subtract 4 from both sides to get <\/span>9x=63<\/span>. Then divide by 9: <\/span>x=7<\/span>. Therefore, Choice 3 is correct. You can verify by substitution: <\/span>9(7)+4=63+4=67<\/span>. Choice 1 gives 49, Choice 2 gives 58, and Choice 4 gives 76. ACT Math questions involving linear equations usually require only basic inverse operations, but careful arithmetic is essential. Work step by step rather than trying to solve mentally too quickly. If the numbers are manageable, substitute your answer back into the original equation as a fast check.<\/span><\/p>\n

              Question 127.<\/b><\/p>\n

              A tablet computer costs $640 before a 15% discount. What is the sale price?<\/b><\/p>\n

                \n
              1. <\/b> $96<\/span>
                \n<\/span>2.<\/b> $544<\/span>
                \n<\/span>3.<\/b> $560<\/span>
                \n<\/span>4.<\/b> $576<\/span><\/li>\n<\/ol>\n

                Correct Answer: 2<\/b><\/p>\n

                Explanation:<\/b><\/p>\n

                A 15% discount means the customer pays 85% of the original price. Calculate <\/span>640<\/span>0.85=544<\/span>. Therefore, the sale price is <\/span>$544<\/b>, Choice 2. Another method is to calculate the discount first: <\/span>0.15<\/span>640=96<\/span>, then subtract <\/span>640-96=544<\/span>. Choice 1 is only the discount amount. Choices 3 and 4 represent smaller discounts than 15%. ACT percentage questions often include the amount of the increase or decrease as a distractor. Always read carefully to determine whether the question asks for the change itself or the final amount after the percentage adjustment.<\/span><\/p>\n

                Question 128.<\/b><\/p>\n

                A rectangle has a length of 15 units and an area of 135 square units. What is its width?<\/b><\/p>\n

                  \n
                1. <\/b> 7 units<\/span>
                  \n<\/span>2.<\/b> 8 units<\/span>
                  \n<\/span>3.<\/b> 9 units<\/span>
                  \n<\/span>4.<\/b> 10 units<\/span><\/li>\n<\/ol>\n

                  Correct Answer: 3<\/b><\/p>\n

                  Explanation:<\/b><\/p>\n

                  The area formula for a rectangle is <\/span>A=L<\/span>W<\/span>. Substitute the known values: <\/span>135=15W<\/span>. Divide both sides by 15 to get <\/span>W=9<\/span>. Therefore, Choice 3 is correct. You can verify by multiplying <\/span>15<\/span>9=135<\/span>. Choice 1 would produce an area of 105, Choice 2 would produce 120, and Choice 4 would produce 150. ACT geometry questions often combine familiar formulas with simple algebra. Writing the formula first helps prevent mistakes, especially when the problem asks for a missing dimension rather than the area itself.<\/span><\/p>\n

                  Question 129.<\/b><\/p>\n

                  The median of the numbers 4, 9, 12, 17, 21, 26, and 30 is:<\/b><\/p>\n

                    \n
                  1. <\/b> 12<\/span>
                    \n<\/span>2.<\/b> 17<\/span>
                    \n<\/span>3.<\/b> 19<\/span>
                    \n<\/span>4.<\/b> 21<\/span><\/li>\n<\/ol>\n

                    Correct Answer: 2<\/b><\/p>\n

                    Explanation:<\/b><\/p>\n

                    The numbers are already arranged from least to greatest. Since there are seven values, the median is the fourth value, which is <\/span>17<\/b>. Therefore, Choice 2 is correct. Choice 1 is the third value, while Choice 4 is the fifth. Choice 3 is not part of the data set and would not be used because there is an odd number of values. When a data set has an odd number of entries, the median is simply the middle value after sorting. With an even number of values, you average the two middle numbers. ACT Math often tests whether you can distinguish median from mean, mode, and range, so identify the requested statistic before performing calculations.<\/span><\/p>\n

                    Question 130.<\/b><\/p>\n

                    A line passes through the points <\/b>(2,3)<\/b> and <\/b>(6,11)<\/b>. What is the slope of the line?<\/b><\/p>\n

                      \n
                    1. <\/b> 1<\/span>
                      \n<\/span>2.<\/b> 2<\/span>
                      \n<\/span>3.<\/b> 3<\/span>
                      \n<\/span>4.<\/b> 4<\/span><\/li>\n<\/ol>\n

                      Correct Answer: 2<\/b><\/p>\n

                      Explanation:<\/b><\/p>\n

                      Use the slope formula <\/span>m=<\/span>y<\/span>2<\/span>–<\/span>y<\/span>1<\/span>x<\/span>2<\/span>–<\/span>x<\/span>1<\/span>. Substitute the two points: <\/span>m=<\/span>11-3<\/span>6-2<\/span>=<\/span>8<\/span>4<\/span>=2<\/span>. Therefore, Choice 2 is correct. A common error is to reverse the subtraction in only the numerator or denominator. You may subtract in either direction as long as you use the same order for both coordinates. ACT coordinate geometry questions frequently test slope because it represents the rate of vertical change compared with horizontal change. A positive slope means the line rises from left to right, which is consistent with these points because both x and y increase.<\/span><\/p>\n

                      Question 131.<\/b><\/p>\n

                      Read the passage and answer the question.<\/b><\/p>\n

                      Passage:<\/b>
                      \n<\/b>When Rafael first started helping at his uncle’s bakery, he assumed that baking was mainly about following recipes exactly. He carefully measured every ingredient and became nervous whenever the dough looked different from the photographs in the cookbook. Over time, his uncle taught him to notice texture, temperature, and humidity. Rafael learned that flour sometimes absorbed more water on dry days and less on humid ones. Eventually, he understood that successful baking required observation as well as measurement.<\/span><\/p>\n

                      Which statement best describes Rafael’s change in perspective?<\/b><\/p>\n

                        \n
                      1. <\/b> He learns that good baking involves judgment in addition to following recipes.<\/span>
                        \n<\/span>2.<\/b> He decides that recipes should never be used.<\/span>
                        \n<\/span>3.<\/b> He concludes that humidity has no effect on baking.<\/span>
                        \n<\/span>4.<\/b> He stops measuring ingredients entirely.<\/span><\/li>\n<\/ol>\n

                        Correct Answer: 1<\/b><\/p>\n

                        Explanation:<\/b><\/p>\n

                        Rafael begins by believing that exact measurement is the main requirement for successful baking. His uncle then teaches him to pay attention to changing conditions such as texture, temperature, and humidity. By the end, Rafael understands that observation and judgment are also important. Choice 1 accurately captures this development. Choice 2 is too extreme because Rafael does not reject recipes. Choice 3 directly contradicts the example about humidity. Choice 4 is unsupported; he learns to supplement measurement with judgment, not abandon measurement. ACT Reading questions about character development often require identifying how a person\u2019s beliefs evolve as a result of experience.<\/span><\/p>\n

                        Question 132.<\/b><\/p>\n

                        Based on the passage in Question 131, why does the author mention that flour absorbs different amounts of water depending on humidity?<\/b><\/p>\n

                          \n
                        1. <\/b> To provide a concrete example of why bakers sometimes need to adjust a recipe<\/span>
                          \n<\/span>2.<\/b> To prove that recipes are useless<\/span>
                          \n<\/span>3.<\/b> To show that Rafael dislikes working in the bakery<\/span>
                          \n<\/span>4.<\/b> To suggest that flour should never be measured<\/span><\/li>\n<\/ol>\n

                          Correct Answer: 1<\/b><\/p>\n

                          Explanation:<\/b><\/p>\n

                          The humidity example demonstrates why strict adherence to a recipe may not always produce the same result. Because flour can behave differently depending on environmental conditions, a baker may need to adjust the amount of water based on observation. This directly supports Rafael\u2019s new understanding that baking involves judgment. Choice 2 is too strong because recipes remain useful. Choice 3 is unsupported, and Choice 4 incorrectly suggests that measurement should be abandoned. ACT Reading questions about specific details often ask how an example supports the passage\u2019s larger point. Here, the technical example illustrates the broader lesson about flexibility and experience.<\/span><\/p>\n

                          Question 133.<\/b><\/p>\n

                          Read the passage and answer the question.<\/b><\/p>\n

                          Passage:<\/b>
                          \n<\/b>In some cities, abandoned rail corridors are being converted into walking and cycling paths. These routes can connect neighborhoods that previously had limited pedestrian access and may encourage residents to travel without cars for short trips. Because the corridors already exist, planners can sometimes create these paths with less disruption than building entirely new transportation routes. However, successful projects still require attention to safety, maintenance, and neighborhood concerns.<\/span><\/p>\n

                          What is the main idea of the passage?<\/b><\/p>\n

                            \n
                          1. <\/b> Converting old rail corridors into paths can provide transportation benefits but still requires careful planning.<\/span>
                            \n<\/span>2.<\/b> Every abandoned railway should be converted into a bicycle path.<\/span>
                            \n<\/span>3.<\/b> Walking paths are always cheaper than every other transportation project.<\/span>
                            \n<\/span>4.<\/b> Neighborhood concerns are unimportant when designing public paths.<\/span><\/li>\n<\/ol>\n

                            Correct Answer: 1<\/b><\/p>\n

                            Explanation:<\/b><\/p>\n

                            The passage describes several potential benefits of converting old rail corridors into walking and cycling paths, including improved neighborhood connections and reduced disruption during construction. It also emphasizes that these projects still require attention to safety, maintenance, and community concerns. Choice 1 captures both the benefits and the limitations. Choice 2 is too broad because the passage discusses some cities, not every railway. Choice 3 makes an absolute cost claim that the passage does not support. Choice 4 contradicts the final sentence. ACT main-idea questions often include answer choices that represent only the positive or negative side of a passage. The strongest answer should account for the overall balance of the text.<\/span><\/p>\n

                            Question 134.<\/b><\/p>\n

                            In the passage from Question 133, why does the author mention that the corridors \u201calready exist\u201d?<\/b><\/p>\n

                              \n
                            1. <\/b> To explain one reason conversion may cause less disruption than constructing a new route<\/span>
                              \n<\/span>2.<\/b> To argue that all railroads should remain active<\/span>
                              \n<\/span>3.<\/b> To show that cities no longer need transportation planning<\/span>
                              \n<\/span>4.<\/b> To prove that converted paths require no maintenance<\/span><\/li>\n<\/ol>\n

                              Correct Answer: 1<\/b><\/p>\n

                              Explanation:<\/b><\/p>\n

                              The author explains that using an existing rail corridor may reduce the amount of new construction needed. Because the route already occupies a continuous strip of land, planners may avoid some of the disruption associated with creating an entirely new transportation corridor. Choice 1 therefore correctly identifies the purpose of this detail. Choice 2 is unrelated to the argument, while Choices 3 and 4 contradict the passage\u2019s emphasis on planning and maintenance. ACT Reading often asks why an author includes a specific detail. The correct answer should connect that detail to the broader reasoning of the passage rather than simply restating the sentence.<\/span><\/p>\n

                              Question 135.<\/b><\/p>\n

                              Which inference is best supported by the passage in Question 133?<\/b><\/p>\n

                                \n
                              1. <\/b> Existing infrastructure can sometimes be adapted for new transportation uses.<\/span>
                                \n<\/span>2.<\/b> Cycling paths eliminate all traffic congestion.<\/span>
                                \n<\/span>3.<\/b> Every neighborhood supports rail-trail projects.<\/span>
                                \n<\/span>4.<\/b> Converted corridors never require safety improvements.<\/span><\/li>\n<\/ol>\n

                                Correct Answer: 1<\/b><\/p>\n

                                Explanation:<\/b><\/p>\n

                                The passage describes abandoned rail corridors being reused as walking and cycling paths, directly supporting the idea that existing infrastructure can be adapted for new transportation purposes. Choice 1 is therefore well supported. Choice 2 is an unsupported absolute claim; the passage says such paths may encourage car-free short trips but does not say they eliminate congestion. Choice 3 contradicts the mention of neighborhood concerns, and Choice 4 conflicts with the need to consider safety. ACT inference questions reward careful, limited conclusions. Answers containing words such as \u201cevery,\u201d \u201call,\u201d or \u201cnever\u201d should be treated cautiously unless the passage explicitly supports those absolutes.<\/span><\/p>\n

                                Question 136.<\/b><\/p>\n

                                A student investigates how fertilizer concentration affects plant height. Four groups receive solutions containing 0%, 2%, 4%, or 6% fertilizer. All other conditions are kept the same. What is the independent variable?<\/b><\/p>\n

                                  \n
                                1. <\/b> Final plant height<\/span>
                                  \n<\/span>2.<\/b> Fertilizer concentration<\/span>
                                  \n<\/span>3.<\/b> Type of plant<\/span>
                                  \n<\/span>4.<\/b> Duration of the experiment<\/span><\/li>\n<\/ol>\n

                                  Correct Answer: 2<\/b><\/p>\n

                                  Explanation:<\/b><\/p>\n

                                  The independent variable is the factor the student deliberately changes. Here, fertilizer concentration varies among the groups from 0% to 6%, so Choice 2 is correct. Final plant height would be the dependent variable because it is the outcome being measured. Plant type and experimental duration should remain controlled so differences in growth can be linked more confidently to fertilizer concentration. ACT Science often tests experimental design vocabulary. Remember: the independent variable is manipulated by the researcher, the dependent variable is measured, and controlled variables remain as consistent as possible across groups.<\/span><\/p>\n

                                  Question 137.<\/b><\/p>\n

                                  Why should all plants in Question 136 receive the same amount of water?<\/b><\/p>\n

                                    \n
                                  1. <\/b> To prevent differences in watering from influencing plant height<\/span>
                                    \n<\/span>2.<\/b> To make fertilizer concentration identical<\/span>
                                    \n<\/span>3.<\/b> To create another independent variable<\/span>
                                    \n<\/span>4.<\/b> To guarantee that every plant reaches the same height<\/span><\/li>\n<\/ol>\n

                                    Correct Answer: 1<\/b><\/p>\n

                                    Explanation:<\/b><\/p>\n

                                    Water availability can influence plant growth, so it should be controlled when testing the effect of fertilizer concentration. If one group received more water, differences in plant height might be caused by watering rather than fertilizer. Keeping water constant helps isolate the independent variable. Choice 2 is incorrect because fertilizer concentration is intentionally different. Choice 3 would weaken the experiment by changing an additional factor. Choice 4 is impossible because controlled conditions do not guarantee identical biological outcomes. ACT Science frequently tests the purpose of controls: they reduce confounding variables and make comparisons among groups more meaningful.<\/span><\/p>\n

                                    Question 138.<\/b><\/p>\n

                                    The fertilizer experiment produced the following average plant heights:<\/b>
                                    \n<\/b>0%: 11 cm<\/b>
                                    \n<\/b>2%: 16 cm<\/b>
                                    \n<\/b>4%: 20 cm<\/b>
                                    \n<\/b>6%: 18 cm<\/b>
                                    \n<\/b>Which conclusion is best supported?<\/b><\/p>\n

                                      \n
                                    1. <\/b> Average height increased through 4% fertilizer but decreased at 6%.<\/span>
                                      \n<\/span>2.<\/b> Plant height decreased at every increase in fertilizer.<\/span>
                                      \n<\/span>3.<\/b> The 0% group produced the tallest plants.<\/span>
                                      \n<\/span>4.<\/b> Fertilizer concentration had no relationship with plant height.<\/span><\/li>\n<\/ol>\n

                                      Correct Answer: 1<\/b><\/p>\n

                                      Explanation:<\/b><\/p>\n

                                      Average plant height increases from 11 cm at 0% fertilizer to 16 cm at 2% and 20 cm at 4%. At 6%, however, average height falls to 18 cm. Choice 1 accurately summarizes this pattern. Choice 2 reverses the trend, while Choice 3 contradicts the data because the 0% group is the shortest. Choice 4 is also unsupported because the measurements clearly vary with fertilizer concentration. ACT Science data interpretation questions often include relationships that increase to an optimum and then decline. Read every data point rather than assuming the relationship must continue in a straight line.<\/span><\/p>\n

                                      Question 139.<\/b><\/p>\n

                                      Scientist A argues that a drop in a bee population is mainly caused by habitat loss. Scientist B argues that disease is the primary cause. Which evidence would most directly support Scientist A?<\/b><\/p>\n

                                        \n
                                      1. <\/b> Bee numbers decline most sharply in regions where flowering habitat has been removed, while disease rates remain stable.<\/span>
                                        \n<\/span>2.<\/b> Disease is detected in several bee colonies.<\/span>
                                        \n<\/span>3.<\/b> Bees collect pollen from many species of flowers.<\/span>
                                        \n<\/span>4.<\/b> Summer temperatures vary from year to year.<\/span><\/li>\n<\/ol>\n

                                        Correct Answer: 1<\/b><\/p>\n

                                        Explanation:<\/b><\/p>\n

                                        Scientist A proposes that habitat loss is the primary cause of the bee decline. Choice 1 directly supports that explanation because bee numbers fall where flowering habitat is removed while disease levels remain stable. This strengthens the habitat hypothesis while reducing the competing disease explanation. Choice 2 would provide more support for Scientist B. Choice 3 describes normal bee behavior but does not identify the cause of population decline. Choice 4 introduces temperature without connecting it directly to either viewpoint. ACT conflicting-viewpoints questions are easiest when you identify the specific variable each scientist emphasizes and then choose evidence that directly tests that variable.<\/span><\/p>\n

                                        Question 140.<\/b><\/p>\n

                                        A researcher tests whether a new fertilizer increases tomato production. Group A receives the fertilizer and 12 hours of sunlight each day. Group B receives no fertilizer and 7 hours of sunlight each day. Group A produces more tomatoes. Why is it difficult to conclude that the fertilizer caused the increase?<\/b><\/p>\n

                                          \n
                                        1. <\/b> The groups differed in both fertilizer treatment and sunlight exposure.<\/span>
                                          \n<\/span>2.<\/b> Tomato production cannot be measured reliably.<\/span>
                                          \n<\/span>3.<\/b> Fertilizer never influences tomato production.<\/span>
                                          \n<\/span>4.<\/b> Seven hours of sunlight always produces more tomatoes than twelve hours.<\/span><\/li>\n<\/ol>\n

                                          Correct Answer: 1<\/b><\/p>\n

                                          Explanation:<\/b><\/p>\n

                                          The researcher changes two important variables between the groups: fertilizer use and daily sunlight exposure. Because Group A receives fertilizer and also receives five additional hours of sunlight, the increased tomato production could result from fertilizer, extra sunlight, or a combination of both. This makes the experiment confounded. To test the fertilizer properly, both groups should receive similar sunlight and differ mainly in fertilizer treatment. Choices 2, 3, and 4 are unsupported claims. ACT Science frequently tests whether an experiment can support a causal conclusion. A well-controlled experiment isolates the independent variable and keeps other important conditions as similar as possible so alternative explanations are minimized.<\/span><\/p>\n

                                           <\/p>\n","protected":false},"excerpt":{"rendered":"

                                          View Full Test Prep ACT Test Exam Dumps and Practice Test Dumps   Question 121. Choose the option that best corrects the underlined portion of the sentence: One of the volunteers who works at the animal shelter have organized a weekend adoption event. have organized 2. has organized 3. were organizing 4. organize Correct Answer: […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":[],"categories":[1648,1647],"tags":[],"_links":{"self":[{"href":"https:\/\/www.examlabs.com\/certification\/wp-json\/wp\/v2\/posts\/24260"}],"collection":[{"href":"https:\/\/www.examlabs.com\/certification\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.examlabs.com\/certification\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.examlabs.com\/certification\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.examlabs.com\/certification\/wp-json\/wp\/v2\/comments?post=24260"}],"version-history":[{"count":1,"href":"https:\/\/www.examlabs.com\/certification\/wp-json\/wp\/v2\/posts\/24260\/revisions"}],"predecessor-version":[{"id":24261,"href":"https:\/\/www.examlabs.com\/certification\/wp-json\/wp\/v2\/posts\/24260\/revisions\/24261"}],"wp:attachment":[{"href":"https:\/\/www.examlabs.com\/certification\/wp-json\/wp\/v2\/media?parent=24260"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.examlabs.com\/certification\/wp-json\/wp\/v2\/categories?post=24260"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.examlabs.com\/certification\/wp-json\/wp\/v2\/tags?post=24260"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}