{"id":24262,"date":"2026-09-29T06:29:24","date_gmt":"2026-09-29T06:29:24","guid":{"rendered":"https:\/\/www.examlabs.com\/certification\/?p=24262"},"modified":"2026-09-29T06:29:24","modified_gmt":"2026-09-29T06:29:24","slug":"test-prep-act-test-practice-test-questions-and-exam-dumps-part8-q141-160","status":"publish","type":"post","link":"https:\/\/www.examlabs.com\/certification\/test-prep-act-test-practice-test-questions-and-exam-dumps-part8-q141-160\/","title":{"rendered":"Test Prep ACT Test Practice Test Questions and Exam Dumps Part8 Q141-160"},"content":{"rendered":"

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

 <\/p>\n

Question 141.<\/b><\/p>\n

Choose the option that best corrects the underlined portion of the sentence:<\/b>
\n<\/b>The group of musicians who perform at the annual festival <\/b>are planning<\/i><\/b> a special concert for next spring.<\/b><\/p>\n

    \n
  1. <\/b> are planning<\/span>
    \n<\/span>2.<\/b> is planning<\/span>
    \n<\/span>3.<\/b> were planning<\/span>
    \n<\/span>4.<\/b> plan<\/span><\/li>\n<\/ol>\n

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

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

    The subject of the sentence is <\/span>group<\/b>, which is singular. The phrase \u201cof musicians who perform at the annual festival\u201d gives additional information about the group but does not change the number of the main subject. Therefore, <\/span>is planning<\/b> is correct. Choice 1 incorrectly agrees with the nearby plural noun \u201cmusicians.\u201d Choice 3 changes the tense, and Choice 4 uses a plural verb form. ACT English often tests subject-verb agreement by placing a plural noun between the true subject and verb. A useful technique is to remove the modifying phrase temporarily: \u201cThe group is planning a special concert.\u201d Once the sentence is simplified, the correct agreement is easier to identify.<\/span><\/p>\n

    Question 142.<\/b><\/p>\n

    Which sentence is the clearest and most concise revision?<\/b>
    \n<\/b>The committee made the decision to postpone the vote until a later date in the future.<\/b><\/p>\n

      \n
    1. <\/b> The committee decided to postpone the vote.<\/span>
      \n<\/span>2.<\/b> The committee made a decision to postpone the vote until a later future date.<\/span>
      \n<\/span>3.<\/b> The decision made by the committee was to postpone the vote until a later date in the future.<\/span>
      \n<\/span>4.<\/b> The committee decided on a postponement of the vote to a date that would occur later.<\/span><\/li>\n<\/ol>\n

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

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

      Choice 1 states the idea directly and eliminates unnecessary wording. \u201cMade the decision to\u201d can be reduced to <\/span>decided to<\/b>, and \u201cuntil a later date in the future\u201d is redundant because postponing something already means moving it to a later time. Choice 2 still contains repetition, Choice 3 uses a wordy passive construction, and Choice 4 is awkward and indirect. ACT English frequently rewards concise expression when all essential meaning is preserved. The strongest revision is usually the one that avoids repeated ideas and unnecessary noun phrases. Here, \u201cThe committee decided to postpone the vote\u201d is grammatically complete, clear, and efficient.<\/span><\/p>\n

      Question 143.<\/b><\/p>\n

      Choose the best punctuation for the sentence:<\/b>
      \n<\/b>The engineer identified the source of the problem ___ a cracked pipe beneath the building.<\/b><\/p>\n

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

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

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

        The phrase before the blank forms a complete clause: \u201cThe engineer identified the source of the problem.\u201d The words after the blank explain what the source was. A colon is therefore appropriate because it introduces an explanation or identification after a complete statement. Choice 1 uses a comma where stronger punctuation is needed. Choice 2 uses a semicolon, but \u201ca cracked pipe beneath the building\u201d is not an independent clause. Choice 4 omits punctuation and creates an awkward construction. ACT English often tests colons in situations where the second part provides an example, list, explanation, or definition of the first. Always verify that the material before a colon could stand alone as a complete sentence.<\/span><\/p>\n

        Question 144.<\/b><\/p>\n

        Choose the transition that best completes the paragraph:<\/b>
        \n<\/b>The farmers installed a new irrigation system that used less water than the previous one. Crop yields remained stable throughout the growing season. ___, the farm reduced its overall water use without sacrificing production.<\/b><\/p>\n

          \n
        1. <\/b> Consequently<\/span>
          \n<\/span>2.<\/b> Nevertheless<\/span>
          \n<\/span>3.<\/b> In contrast<\/span>
          \n<\/span>4.<\/b> For example<\/span><\/li>\n<\/ol>\n

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

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

          The final sentence describes the result of using a more efficient irrigation system while maintaining crop yields. Therefore, <\/span>Consequently<\/b> is the most logical transition because it signals cause and effect. \u201cNevertheless\u201d would indicate an unexpected contrast, which is not the relationship shown. \u201cIn contrast\u201d would introduce an opposing idea. \u201cFor example\u201d would introduce a specific illustration rather than summarize an outcome. ACT transition questions depend on understanding the logical relationship between ideas. Here, the system used less water and yields stayed stable, so the farm successfully reduced water use without losing production. That is clearly a consequence of the earlier information.<\/span><\/p>\n

          Question 145.<\/b><\/p>\n

          Which sentence best supports the writer’s goal of emphasizing the size of a newly discovered cave chamber?<\/b><\/p>\n

            \n
          1. <\/b> The cave entrance is difficult to reach during heavy rain.<\/span>
            \n<\/span>2.<\/b> The chamber stretches nearly 300 feet from end to end and rises more than 80 feet at its highest point.<\/span>
            \n<\/span>3.<\/b> Several species of bats live in the cave system.<\/span>
            \n<\/span>4.<\/b> Researchers entered the cave using headlamps and climbing equipment.<\/span><\/li>\n<\/ol>\n

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

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

            Choice 2 directly supports the goal by providing specific measurements of the chamber\u2019s length and height. These numerical details clearly communicate its scale. Choice 1 describes access conditions, Choice 3 discusses wildlife, and Choice 4 describes the researchers\u2019 equipment. Although those details may be relevant to a broader passage about the cave, they do not emphasize the chamber\u2019s size. ACT rhetorical-purpose questions require you to choose evidence that most directly fulfills the stated objective. When the writer wants to emphasize size, distance, cost, duration, or growth, precise numerical information is often stronger than general description.<\/span><\/p>\n

            Question 146.<\/b><\/p>\n

            If <\/b>5x+12=47<\/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

              Start with <\/span>5x+12=47<\/span>. Subtract 12 from both sides to get <\/span>5x=35<\/span>. Then divide both sides by 5: <\/span>x=7<\/span>. Therefore, Choice 3 is correct. You can verify the result by substituting 7 into the original equation: <\/span>5(7)+12=35+12=47<\/span>. Choice 1 gives 37, Choice 2 gives 42, and Choice 4 gives 52. ACT Math questions involving linear equations usually require only basic inverse operations. Work carefully and perform the same operation on both sides. If the arithmetic is simple, substitution provides a quick and reliable way to check the answer.<\/span><\/p>\n

              Question 147.<\/b><\/p>\n

              A jacket originally costs $240 and is discounted by 35%. What is the sale price?<\/b><\/p>\n

                \n
              1. <\/b> $84<\/span>
                \n<\/span>2.<\/b> $144<\/span>
                \n<\/span>3.<\/b> $156<\/span>
                \n<\/span>4.<\/b> $180<\/span><\/li>\n<\/ol>\n

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

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

                A 35% discount means the customer pays 65% of the original price. Calculate <\/span>240<\/span>0.65=156<\/span>. Therefore, the sale price is <\/span>$156<\/b>, Choice 3. Another method is to calculate the discount first: <\/span>0.35<\/span>240=84<\/span>, then subtract <\/span>240-84=156<\/span>. Choice 1 is the discount amount, not the final price. Choice 2 corresponds to a 40% discount, while Choice 4 corresponds to only a 25% discount. ACT percentage questions often include the amount of the change as a distractor, so always check whether the question asks for the discount itself or the remaining price after the discount.<\/span><\/p>\n

                Question 148.<\/b><\/p>\n

                A triangle has a base of 18 units and a height of 11 units. What is its area?<\/b><\/p>\n

                  \n
                1. <\/b> 99 square units<\/span>
                  \n<\/span>2.<\/b> 108 square units<\/span>
                  \n<\/span>3.<\/b> 198 square units<\/span>
                  \n<\/span>4.<\/b> 216 square units<\/span><\/li>\n<\/ol>\n

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

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

                  The area of a triangle is <\/span>A=<\/span>1<\/span>2<\/span>bh<\/span>. Substitute the base and height: <\/span>A=<\/span>1<\/span>2<\/span>(18)(11)<\/span>. Multiplying 18 by 11 gives 198, and half of 198 is 99. Therefore, Choice 1 is correct. Choice 3 results from forgetting to divide by 2. Choices 2 and 4 come from incorrect multiplication or using the wrong formula. ACT geometry problems often test whether students distinguish the area formulas for different shapes. A rectangle with the same base and height would have area <\/span>18<\/span>11=198<\/span>, while a triangle with that base and perpendicular height has exactly half that area.<\/span><\/p>\n

                  Question 149.<\/b><\/p>\n

                  The average of 6 numbers is 25. Five of the numbers are 18, 22, 24, 27, and 31. What is the sixth number?<\/b><\/p>\n

                    \n
                  1. <\/b> 25<\/span>
                    \n<\/span>2.<\/b> 26<\/span>
                    \n<\/span>3.<\/b> 28<\/span>
                    \n<\/span>4.<\/b> 30<\/span><\/li>\n<\/ol>\n

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

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

                    If the mean of six numbers is 25, their total must be <\/span>25<\/span>6=150<\/span>. Add the five known values: <\/span>18+22+24+27+31=122<\/span>. Subtract this sum from 150: <\/span>150-122=28<\/span>. Therefore, the sixth number is <\/span>28<\/b>, Choice 3. Choice 1 may be tempting because 25 is the average, but the missing value does not need to equal the mean. ACT average problems are usually easiest when you first convert the average into a total sum. Then subtract the known values to determine the missing number.<\/span><\/p>\n

                    Question 150.<\/b><\/p>\n

                    A line passes through the points <\/b>(1,4)<\/b> and <\/b>(5,16)<\/b>. What is the slope of the line?<\/b><\/p>\n

                      \n
                    1. <\/b> 2<\/span>
                      \n<\/span>2.<\/b> 3<\/span>
                      \n<\/span>3.<\/b> 4<\/span>
                      \n<\/span>4.<\/b> 5<\/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 coordinates: <\/span>m=<\/span>16-4<\/span>5-1<\/span>=<\/span>12<\/span>4<\/span>=3<\/span>. Therefore, Choice 2 is correct. A common mistake is to subtract the coordinates in inconsistent directions. You can subtract either point from the other, but the order must match in both numerator and denominator. ACT coordinate geometry frequently tests slope because it represents the rate of vertical change relative to horizontal change. Since both x and y increase here, the slope should be positive, which also helps eliminate any negative result if one is obtained accidentally.<\/span><\/p>\n

                      Question 151.<\/b><\/p>\n

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

                      Passage:<\/b>
                      \n<\/b>Mia had always believed that drawing required natural talent more than practice. Because her early sketches did not look realistic, she rarely showed them to anyone. One summer, she joined a community art class where the instructor asked students to draw the same object once each week. Mia was surprised when, after several weeks, her lines became more confident and her proportions more accurate. By the end of the class, she had filled an entire sketchbook and had begun sharing her work with friends.<\/span><\/p>\n

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

                        \n
                      1. <\/b> She realizes that practice can improve artistic skill.<\/span>
                        \n<\/span>2.<\/b> She decides that realistic drawing is impossible.<\/span>
                        \n<\/span>3.<\/b> She concludes that natural talent is the only factor in art.<\/span>
                        \n<\/span>4.<\/b> She stops drawing because she dislikes criticism.<\/span><\/li>\n<\/ol>\n

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

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

                        At first, Mia believes artistic ability depends mainly on natural talent and is discouraged by her early drawings. The repeated weekly practice changes her perspective because she sees clear improvement in confidence and proportion. By the end, she fills a sketchbook and shares her work with others. Choice 1 accurately captures this development. Choice 2 contradicts her improvement, Choice 3 restates her original belief rather than her final one, and Choice 4 is unsupported because she becomes more willing to show her work. ACT Reading questions about character development often require comparing an initial belief with a later realization based on experience.<\/span><\/p>\n

                        Question 152.<\/b><\/p>\n

                        Based on the passage in Question 151, why does the author mention that Mia drew \u201cthe same object once each week\u201d?<\/b><\/p>\n

                          \n
                        1. <\/b> To show how repeated practice allowed Mia to observe her improvement over time<\/span>
                          \n<\/span>2.<\/b> To prove that the instructor disliked variety<\/span>
                          \n<\/span>3.<\/b> To suggest that Mia refused to learn new techniques<\/span>
                          \n<\/span>4.<\/b> To show that the class had only one object available<\/span><\/li>\n<\/ol>\n

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

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

                          Drawing the same object repeatedly gives Mia a consistent basis for comparison. As the weeks pass, she can clearly see that her lines and proportions improve. This supports the passage\u2019s broader point that practice, rather than fixed natural talent alone, can develop artistic skill. Choice 2 is unsupported, Choice 3 contradicts the progress described, and Choice 4 adds information not found in the passage. ACT Reading questions about a specific detail often ask how that detail supports the author\u2019s larger idea. Here, the repeated exercise provides concrete evidence of Mia\u2019s growth.<\/span><\/p>\n

                          Question 153.<\/b><\/p>\n

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

                          Passage:<\/b>
                          \n<\/b>Some cities are replacing portions of traditional pavement with permeable surfaces. Unlike ordinary pavement, these materials allow water to pass through small spaces and enter the soil below. During heavy rain, this can reduce the amount of water flowing immediately into storm drains. Permeable pavement is not suitable for every location, but planners are studying where it can be used effectively as part of broader flood-management strategies.<\/span><\/p>\n

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

                            \n
                          1. <\/b> Permeable pavement can help manage storm water in certain urban settings.<\/span>
                            \n<\/span>2.<\/b> Traditional pavement should be removed from every road.<\/span>
                            \n<\/span>3.<\/b> Permeable pavement prevents all flooding.<\/span>
                            \n<\/span>4.<\/b> Storm drains are no longer useful in cities.<\/span><\/li>\n<\/ol>\n

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

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

                            The passage explains how permeable pavement allows water to enter the soil and may reduce immediate runoff into storm drains. It also clearly states that the material is not appropriate everywhere and is being considered as one part of broader flood-management plans. Choice 1 accurately reflects this balanced central idea. Choice 2 is far too broad, Choice 3 exaggerates the benefit, and Choice 4 contradicts the idea of using permeable pavement alongside other infrastructure. ACT main-idea questions often include answers that overstate a limited finding. The best choice usually reflects both the benefit and the limitation described by the author.<\/span><\/p>\n

                            Question 154.<\/b><\/p>\n

                            In the passage from Question 153, why does the author include the phrase \u201cnot suitable for every location\u201d?<\/b><\/p>\n

                              \n
                            1. <\/b> To qualify the benefits of permeable pavement and show that its use has limits<\/span>
                              \n<\/span>2.<\/b> To prove that permeable pavement is ineffective everywhere<\/span>
                              \n<\/span>3.<\/b> To suggest that storm-water management is unnecessary<\/span>
                              \n<\/span>4.<\/b> To argue that ordinary pavement always performs better<\/span><\/li>\n<\/ol>\n

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

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

                              The phrase limits the claim being made. The author presents permeable pavement as potentially useful but does not suggest it is a universal solution. Choice 1 correctly identifies the purpose of this qualification. Choice 2 goes too far because the passage says planners are studying effective uses. Choice 3 is unrelated, and Choice 4 is not supported. ACT Reading frequently tests qualifying language such as \u201cmay,\u201d \u201csome,\u201d \u201cunder certain conditions,\u201d and \u201cnot every.\u201d Such phrases are important because they prevent readers from turning a limited claim into an absolute one. Careful readers should preserve those limits when selecting an answer.<\/span><\/p>\n

                              Question 155.<\/b><\/p>\n

                              Which inference is best supported by the passage in Question 153?<\/b><\/p>\n

                                \n
                              1. <\/b> Cities may combine permeable pavement with other flood-control methods.<\/span>
                                \n<\/span>2.<\/b> Permeable pavement makes storm drains unnecessary.<\/span>
                                \n<\/span>3.<\/b> Every street can be converted to permeable pavement.<\/span>
                                \n<\/span>4.<\/b> Flooding is caused only by traditional pavement.<\/span><\/li>\n<\/ol>\n

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

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

                                The passage explicitly says permeable pavement may be used \u201cas part of broader flood-management strategies.\u201d This supports the inference that cities may combine it with storm drains, green infrastructure, storage systems, or other approaches. Choice 1 is therefore well supported. Choice 2 contradicts the idea of broader strategies. Choice 3 ignores the statement that the material is not suitable everywhere. Choice 4 makes an unsupported claim that pavement is the only cause of flooding. ACT inference questions reward restrained conclusions that are closely tied to the text. Avoid choices that introduce universal claims or eliminate alternatives the passage still allows.<\/span><\/p>\n

                                Question 156.<\/b><\/p>\n

                                A student investigates how water salinity affects the growth of bean plants. Four groups receive water containing 0%, 1%, 2%, or 3% salt. All other conditions are kept constant. What is the independent variable?<\/b><\/p>\n

                                  \n
                                1. <\/b> Plant height<\/span>
                                  \n<\/span>2.<\/b> Salt concentration of the water<\/span>
                                  \n<\/span>3.<\/b> Type of bean plant<\/span>
                                  \n<\/span>4.<\/b> Length of the experiment<\/span><\/li>\n<\/ol>\n

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

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

                                  The independent variable is the factor intentionally changed by the researcher. In this experiment, the student changes the salt concentration among the four groups, so Choice 2 is correct. Plant height would be a likely dependent variable because it is measured in response to salinity. Plant type and experiment duration should remain controlled to reduce alternative explanations. ACT Science frequently tests the distinction between experimental variables. A simple rule is that the independent variable is manipulated, the dependent variable is measured, and controlled variables remain as consistent as possible across groups.<\/span><\/p>\n

                                  Question 157.<\/b><\/p>\n

                                  Why should all of the plants in Question 156 receive the same amount of light?<\/b><\/p>\n

                                    \n
                                  1. <\/b> To prevent differences in light exposure from affecting plant growth<\/span>
                                    \n<\/span>2.<\/b> To make the salt concentrations identical<\/span>
                                    \n<\/span>3.<\/b> To create a second independent variable<\/span>
                                    \n<\/span>4.<\/b> To guarantee that every plant grows at the same rate<\/span><\/li>\n<\/ol>\n

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

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

                                    Light can strongly influence plant growth, so it should be held constant if the experiment is intended to test salinity. If some plants receive more light than others, differences in growth could result from light exposure rather than salt concentration. Keeping light constant helps isolate the effect of the independent variable. Choice 2 is incorrect because salinity is deliberately varied. Choice 3 would introduce a confounding variable, making the experiment harder to interpret. Choice 4 is also incorrect because controlled conditions do not guarantee identical biological responses. ACT Science often asks why certain variables are controlled: the goal is to make comparisons among treatment groups more valid.<\/span><\/p>\n

                                    Question 158.<\/b><\/p>\n

                                    The salinity experiment produced the following average plant heights after four weeks:<\/b>
                                    \n<\/b>0% salt: 18 cm<\/b>
                                    \n<\/b>1% salt: 16 cm<\/b>
                                    \n<\/b>2% salt: 12 cm<\/b>
                                    \n<\/b>3% salt: 7 cm<\/b>
                                    \n<\/b>Which conclusion is best supported?<\/b><\/p>\n

                                      \n
                                    1. <\/b> Average plant height decreased as salinity increased.<\/span>
                                      \n<\/span>2.<\/b> Plant height increased as salinity increased.<\/span>
                                      \n<\/span>3.<\/b> Salt concentration had no relationship with plant height.<\/span>
                                      \n<\/span>4.<\/b> The 3% group produced the tallest plants.<\/span><\/li>\n<\/ol>\n

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

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

                                      The data show a consistent decrease in average height as salt concentration rises: 18 cm, 16 cm, 12 cm, and finally 7 cm. Choice 1 accurately describes that pattern. Choice 2 reverses the trend. Choice 3 ignores the clear differences among treatments, and Choice 4 is directly contradicted by the data because the 3% group is the shortest. ACT Science data questions often ask for the simplest conclusion directly supported by the numbers. Avoid adding explanations that were not tested. The data establish a negative relationship between salinity and growth under the conditions of this experiment, but they do not prove why the salt caused the effect.<\/span><\/p>\n

                                      Question 159.<\/b><\/p>\n

                                      Scientist A argues that a decline in a turtle population is mainly caused by loss of nesting beaches. Scientist B argues that the main cause is increased water pollution. Which evidence would most directly support Scientist B?<\/b><\/p>\n

                                        \n
                                      1. <\/b> Turtle numbers decline most sharply where pollution levels increase while available nesting habitat remains relatively unchanged.<\/span>
                                        \n<\/span>2.<\/b> Several nesting beaches have been developed for tourism.<\/span>
                                        \n<\/span>3.<\/b> Turtles migrate long distances during their lives.<\/span>
                                        \n<\/span>4.<\/b> Some nesting beaches have darker sand than others.<\/span><\/li>\n<\/ol>\n

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

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

                                        Scientist B proposes that water pollution is the primary cause of the decline. Choice 1 directly supports that explanation because turtle numbers fall as pollution rises while nesting habitat remains stable. This strengthens the pollution hypothesis and reduces habitat loss as the competing explanation. Choice 2 would instead support Scientist A. Choices 3 and 4 provide background information but do not directly test either proposed cause. ACT conflicting-viewpoints questions require matching new evidence to the exact variable emphasized by each scientist. Evidence is strongest when it supports one explanation while holding the competing factor relatively constant.<\/span><\/p>\n

                                        Question 160.<\/b><\/p>\n

                                        A researcher tests whether a new plant supplement increases growth. Group A receives the supplement and 10 hours of light daily. Group B receives no supplement and 6 hours of light daily. Group A grows taller. Why is the conclusion that the supplement caused the additional growth not fully justified?<\/b><\/p>\n

                                          \n
                                        1. <\/b> The groups differed in both supplement use and light exposure.<\/span>
                                          \n<\/span>2.<\/b> Plant height cannot be measured accurately.<\/span>
                                          \n<\/span>3.<\/b> Supplements never influence plant growth.<\/span>
                                          \n<\/span>4.<\/b> Six hours of light always produces faster growth than ten hours.<\/span><\/li>\n<\/ol>\n

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

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

                                          The experiment changes two important variables at the same time: supplement use and daily light exposure. Because Group A receives the supplement and also receives four additional hours of light, the researcher cannot determine whether its greater growth was caused by the supplement, the extra light, or both factors together. This creates a confounding-variable problem. A stronger experiment would keep light exposure equal between the groups and vary only the supplement. Choices 2, 3, and 4 are unsupported statements. ACT Science frequently tests whether an experimental design supports a causal conclusion. Reliable experiments isolate the independent variable while keeping other important conditions as similar as possible.<\/span><\/p>\n

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

                                          View Full Test Prep ACT Test Exam Dumps and Practice Test Dumps   Question 141. Choose the option that best corrects the underlined portion of the sentence: The group of musicians who perform at the annual festival are planning a special concert for next spring. are planning 2. is planning 3. were planning 4. plan […]<\/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\/24262"}],"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=24262"}],"version-history":[{"count":1,"href":"https:\/\/www.examlabs.com\/certification\/wp-json\/wp\/v2\/posts\/24262\/revisions"}],"predecessor-version":[{"id":24263,"href":"https:\/\/www.examlabs.com\/certification\/wp-json\/wp\/v2\/posts\/24262\/revisions\/24263"}],"wp:attachment":[{"href":"https:\/\/www.examlabs.com\/certification\/wp-json\/wp\/v2\/media?parent=24262"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.examlabs.com\/certification\/wp-json\/wp\/v2\/categories?post=24262"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.examlabs.com\/certification\/wp-json\/wp\/v2\/tags?post=24262"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}