{"id":24264,"date":"2026-09-29T06:29:44","date_gmt":"2026-09-29T06:29:44","guid":{"rendered":"https:\/\/www.examlabs.com\/certification\/?p=24264"},"modified":"2026-09-29T06:29:44","modified_gmt":"2026-09-29T06:29:44","slug":"test-prep-act-test-practice-test-questions-and-exam-dumps-part9-q161-180","status":"publish","type":"post","link":"https:\/\/www.examlabs.com\/certification\/test-prep-act-test-practice-test-questions-and-exam-dumps-part9-q161-180\/","title":{"rendered":"Test Prep ACT Test Practice Test Questions and Exam Dumps Part9 Q161-180"},"content":{"rendered":"

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

 <\/p>\n

Question 161.<\/b><\/p>\n

Choose the option that best corrects the underlined portion of the sentence:<\/b>
\n<\/b>The series of lectures on climate science <\/b>have attracted<\/i><\/b> students from several departments.<\/b><\/p>\n

    \n
  1. <\/b> have attracted<\/span>
    \n<\/span>2.<\/b> has attracted<\/span>
    \n<\/span>3.<\/b> were attracting<\/span>
    \n<\/span>4.<\/b> attract<\/span><\/li>\n<\/ol>\n

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

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

    The subject of the sentence is <\/span>series<\/b>, which is singular. The phrase \u201cof lectures on climate science\u201d provides additional information but does not change the number of the subject. Therefore, the singular verb phrase <\/span>has attracted<\/b> is correct. Choice 1 incorrectly agrees with the nearby plural noun \u201clectures.\u201d Choice 3 changes the tense and suggests an ongoing past action that does not fit the sentence as naturally. Choice 4 uses a plural verb form. ACT English frequently places plural nouns between the subject and verb to make agreement more difficult to identify. A good strategy is to simplify the sentence to \u201cThe series has attracted students.\u201d Once the modifying phrase is removed, the correct verb becomes obvious.<\/span><\/p>\n

    Question 162.<\/b><\/p>\n

    Which sentence is the clearest and most concise revision?<\/b>
    \n<\/b>The hikers returned back to the campsite again after realizing that they had accidentally left their map behind.<\/b><\/p>\n

      \n
    1. <\/b> The hikers returned to the campsite after realizing they had left their map behind.<\/span>
      \n<\/span>2.<\/b> The hikers returned back again to the campsite after realizing that their map had been accidentally left behind.<\/span>
      \n<\/span>3.<\/b> After realizing that they had accidentally left their map behind, the hikers returned back to the campsite again.<\/span>
      \n<\/span>4.<\/b> The hikers made a return back to the campsite because their map had been left behind accidentally.<\/span><\/li>\n<\/ol>\n

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

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

      Choice 1 is the clearest and least repetitive version. The verb <\/span>returned<\/b> already means \u201cwent back,\u201d so \u201creturned back\u201d is redundant. Adding \u201cagain\u201d repeats the same idea a third time. The word \u201caccidentally\u201d is also unnecessary because the fact that the hikers had to return for the forgotten map already implies that leaving it was unintentional. Choice 2 keeps multiple redundancies, Choice 3 repeats \u201creturned back\u201d and \u201cagain,\u201d and Choice 4 is awkwardly worded. ACT English often rewards concise language when meaning remains unchanged. Look for phrases where two or more words communicate the same idea, and prefer the version that states the action directly.<\/span><\/p>\n

      Question 163.<\/b><\/p>\n

      Choose the best punctuation for the sentence:<\/b>
      \n<\/b>The principal announced one major change to the schedule ___ classes would begin thirty minutes later.<\/b><\/p>\n

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

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

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

        The first part of the sentence is complete: \u201cThe principal announced one major change to the schedule.\u201d The words after the blank explain exactly what that change was. A colon is the best punctuation because it introduces an explanation after a complete clause. Choice 1 creates a comma splice by joining two complete ideas with only a comma. Choice 2 uses a semicolon, which can connect independent clauses, but the colon more clearly signals that the second clause explains the first. Choice 4 creates a run-on sentence. On ACT English, use a colon when the second part identifies, illustrates, or explains something stated in the first complete clause.<\/span><\/p>\n

        Question 164.<\/b><\/p>\n

        Choose the transition that best completes the paragraph:<\/b>
        \n<\/b>The city installed brighter LED lights along several poorly lit sidewalks. Residents reported feeling safer when walking at night. ___, nighttime pedestrian activity in the area increased.<\/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 example<\/span><\/li>\n<\/ol>\n

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

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

          The increase in nighttime pedestrian activity is presented as a consequence of the improved lighting and residents\u2019 greater sense of safety. Therefore, <\/span>As a result<\/b> is the best transition. \u201cIn contrast\u201d would introduce an opposing idea, which is not present. \u201cNevertheless\u201d would suggest an unexpected outcome despite the earlier information, but the increased activity follows logically from the improvements. \u201cFor example\u201d would introduce an illustration rather than a consequence. ACT transition questions test the relationship between ideas, so identify whether the relationship is cause and effect, contrast, example, sequence, or continuation. Here, the logical pattern is clearly cause and effect.<\/span><\/p>\n

          Question 165.<\/b><\/p>\n

          Which sentence best supports the writer’s goal of emphasizing the popularity of a local music festival?<\/b><\/p>\n

            \n
          1. <\/b> The festival takes place in a public park near downtown.<\/span>
            \n<\/span>2.<\/b> More than 40,000 people attended the three-day event last year.<\/span>
            \n<\/span>3.<\/b> Several performers traveled from neighboring states.<\/span>
            \n<\/span>4.<\/b> Food vendors begin setting up early each morning.<\/span><\/li>\n<\/ol>\n

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

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

            Choice 2 most directly demonstrates popularity because it provides a large attendance figure over a short event period. More than 40,000 visitors clearly indicates substantial public interest. Choice 1 gives location information, Choice 3 describes where some performers came from, and Choice 4 discusses event preparation. Those details may be useful in a broader article, but they do not directly prove popularity. ACT rhetorical-purpose questions require selecting evidence that most precisely supports the stated goal. When the goal involves popularity, scale, growth, or demand, attendance figures or participation totals are often stronger evidence than descriptive background details.<\/span><\/p>\n

            Question 166.<\/b><\/p>\n

            If <\/b>7x+9=58<\/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>7x+9=58<\/span>. Subtract 9 from both sides to get <\/span>7x=49<\/span>. Then divide both sides by 7, giving <\/span>x=7<\/span>. Therefore, Choice 3 is correct. You can verify the answer by substitution: <\/span>7(7)+9=49+9=58<\/span>. Choice 1 gives 44, Choice 2 gives 51, and Choice 4 gives 65. ACT Math algebra questions often require only basic inverse operations, but careful arithmetic matters. A useful habit is to isolate the variable one step at a time and then substitute the result back into the original equation when the numbers are simple enough to check quickly.<\/span><\/p>\n

              Question 167.<\/b><\/p>\n

              A laptop originally costs $1,200 and is discounted by 18%. What is the sale price?<\/b><\/p>\n

                \n
              1. <\/b> $216<\/span>
                \n<\/span>2.<\/b> $984<\/span>
                \n<\/span>3.<\/b> $1,020<\/span>
                \n<\/span>4.<\/b> $1,080<\/span><\/li>\n<\/ol>\n

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

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

                An 18% discount means the buyer pays 82% of the original price. Calculate <\/span>1,200<\/span>0.82=984<\/span>. Therefore, the sale price is <\/span>$984<\/b>, Choice 2. Another method is to calculate the discount first: <\/span>1,200<\/span>0.18=216<\/span>, then subtract <\/span>1,200-216=984<\/span>. Choice 1 is the amount of the discount rather than the final price. Choices 3 and 4 represent smaller discounts. ACT percentage problems often include the amount changed as a distractor, so always determine whether the question asks for the reduction itself or the remaining amount after the reduction.<\/span><\/p>\n

                Question 168.<\/b><\/p>\n

                A rectangle has a perimeter of 70 units and a width of 12 units. What is its length?<\/b><\/p>\n

                  \n
                1. <\/b> 17 units<\/span>
                  \n<\/span>2.<\/b> 23 units<\/span>
                  \n<\/span>3.<\/b> 29 units<\/span>
                  \n<\/span>4.<\/b> 35 units<\/span><\/li>\n<\/ol>\n

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

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

                  Use the perimeter formula <\/span>P=2L+2W<\/span>. Substitute <\/span>P=70<\/span> and <\/span>W=12<\/span>: <\/span>70=2L+24<\/span>. Subtract 24 from both sides to get <\/span>46=2L<\/span>. Divide by 2, giving <\/span>L=23<\/span>. Therefore, Choice 2 is correct. Choice 1 comes from incorrect subtraction, while Choice 4 is half of the total perimeter and ignores the width. ACT geometry questions often combine standard formulas with straightforward algebra. Writing the formula first helps prevent confusion between area and perimeter. Remember that perimeter measures the distance around a figure, so it is expressed in linear units rather than square units.<\/span><\/p>\n

                  Question 169.<\/b><\/p>\n

                  The mean of 8 numbers is 14. What is the sum of the 8 numbers?<\/b><\/p>\n

                    \n
                  1. <\/b> 22<\/span>
                    \n<\/span>2.<\/b> 56<\/span>
                    \n<\/span>3.<\/b> 96<\/span>
                    \n<\/span>4.<\/b> 112<\/span><\/li>\n<\/ol>\n

                    Correct Answer: 4<\/b><\/p>\n

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

                    The mean is the total sum divided by the number of values. If the mean is 14 and there are 8 numbers, then the total must be <\/span>14<\/span>8=112<\/span>. Therefore, Choice 4 is correct. Choice 1 incorrectly adds 14 and 8. Choice 2 is only half of the correct total, and Choice 3 does not produce an average of 14. ACT Math average questions can often be solved quickly by rearranging the relationship: average = total \u00f7 number of values. Therefore, total = average \u00d7 number of values. Recognizing this relationship saves time and avoids unnecessary work.<\/span><\/p>\n

                    Question 170.<\/b><\/p>\n

                    A circle has a radius of 6 units. What is its area?<\/b><\/p>\n

                      \n
                    1. <\/b> 12<\/span> square units<\/span>
                      \n<\/span>2.<\/b> 24<\/span> square units<\/span>
                      \n<\/span>3.<\/b> 36<\/span> square units<\/span>
                      \n<\/span>4.<\/b> 72<\/span> square units<\/span><\/li>\n<\/ol>\n

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

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

                      The area of a circle is <\/span>A=<\/span>r<\/span>2<\/span>. With radius 6, substitute to get <\/span>A=<\/span>(<\/span>6<\/span>2<\/span>)=36<\/span>. Therefore, Choice 3 is correct. Choice 1 resembles part of the circumference formula because <\/span>2r=12<\/span>. Choice 2 does not correspond to the correct area or circumference, and Choice 4 doubles the correct area. ACT geometry questions often test whether students distinguish area from circumference. Area uses the square of the radius, while circumference uses <\/span>2<\/span>r<\/span>. Because area measures a two-dimensional region, the units should also be squared.<\/span><\/p>\n

                      Question 171.<\/b><\/p>\n

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

                      Passage:<\/b>
                      \n<\/b>Aisha had always preferred studying alone because she believed group work would slow her down. When her biology teacher assigned a complex research project, however, Aisha was placed in a group with three classmates. At first, she divided the project into separate sections so everyone could work independently. During their first meeting, she noticed that one classmate’s question led another to identify an error in their data. As the project continued, the group regularly discussed ideas before making decisions. By the end, Aisha realized that collaboration could reveal problems she might have missed on her own.<\/span><\/p>\n

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

                        \n
                      1. <\/b> She learns that collaboration can improve the quality of her work.<\/span>
                        \n<\/span>2.<\/b> She decides that independent study is always ineffective.<\/span>
                        \n<\/span>3.<\/b> She concludes that group projects require no planning.<\/span>
                        \n<\/span>4.<\/b> She decides that biology is too difficult to study alone.<\/span><\/li>\n<\/ol>\n

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

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

                        Aisha initially believes that working alone is faster and more effective. Her group experience challenges that assumption when discussion helps identify an error in the data and improves decision-making. By the end, she recognizes that collaboration can reveal issues she might overlook independently. Choice 1 accurately captures this change. Choice 2 is too extreme because the passage does not say independent study is always ineffective. Choice 3 contradicts the organized work shown in the passage. Choice 4 shifts the focus from collaboration to the difficulty of biology, which is not the main point. ACT Reading questions about character development often require comparing the character\u2019s initial belief with the lesson learned through experience.<\/span><\/p>\n

                        Question 172.<\/b><\/p>\n

                        Based on the passage in Question 171, why does the author mention that a classmate’s question helped reveal an error in the data?<\/b><\/p>\n

                          \n
                        1. <\/b> To provide a specific example of how collaboration benefited the project<\/span>
                          \n<\/span>2.<\/b> To prove that Aisha’s classmates were more intelligent than she was<\/span>
                          \n<\/span>3.<\/b> To show that the project should have been canceled<\/span>
                          \n<\/span>4.<\/b> To suggest that Aisha refused to participate in the group<\/span><\/li>\n<\/ol>\n

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

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

                          The detail about the question leading to discovery of an error provides concrete evidence that collaboration can improve work. It is the moment that begins to challenge Aisha\u2019s belief that working alone is always better. Choice 1 therefore best explains the purpose of the detail. Choice 2 makes an unsupported comparison of intelligence. Choice 3 is not suggested anywhere in the passage, and Choice 4 contradicts Aisha\u2019s active participation. ACT Reading often asks why an author includes a specific example. The correct answer usually connects that example to the passage\u2019s larger theme or character development. Here, the discovered error demonstrates the practical value of group discussion.<\/span><\/p>\n

                          Question 173.<\/b><\/p>\n

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

                          Passage:<\/b>
                          \n<\/b>Many cities have begun planting trees along streets that experience unusually high summer temperatures. Tree canopies provide shade that can lower surface temperatures on sidewalks and parked cars. Trees may also release moisture through their leaves, contributing to local cooling. Although street trees cannot eliminate urban heat by themselves, planners often include them as one component of broader heat-reduction strategies.<\/span><\/p>\n

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

                            \n
                          1. <\/b> Street trees can help reduce urban heat but are most effective as part of a broader strategy.<\/span>
                            \n<\/span>2.<\/b> Trees can completely eliminate high temperatures in cities.<\/span>
                            \n<\/span>3.<\/b> Cities are replacing all streets with parks.<\/span>
                            \n<\/span>4.<\/b> Urban heat is caused only by parked cars.<\/span><\/li>\n<\/ol>\n

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

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

                            The passage describes how trees can reduce heat through shade and moisture release while clearly stating that trees alone cannot eliminate urban heat. It then explains that planners use them as one element in broader strategies. Choice 1 accurately includes both the benefit and the limitation. Choice 2 exaggerates the effect, Choice 3 is not mentioned, and Choice 4 incorrectly identifies a single cause for urban heat. ACT main-idea questions often include answers that take one detail and make it too broad. The best choice should reflect the passage\u2019s overall position, including any qualifications the author provides.<\/span><\/p>\n

                            Question 174.<\/b><\/p>\n

                            In the passage from Question 173, why does the author include the phrase \u201ccannot eliminate urban heat by themselves\u201d?<\/b><\/p>\n

                              \n
                            1. <\/b> To qualify the benefits of street trees and acknowledge their limitations<\/span>
                              \n<\/span>2.<\/b> To argue that cities should stop planting trees<\/span>
                              \n<\/span>3.<\/b> To prove that shade has no effect on temperature<\/span>
                              \n<\/span>4.<\/b> To suggest that all cooling strategies are ineffective<\/span><\/li>\n<\/ol>\n

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

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

                              The phrase prevents the reader from interpreting street trees as a complete solution. The author still presents them as useful but emphasizes that they should be combined with other heat-reduction approaches. Therefore, Choice 1 is correct. Choice 2 contradicts the passage\u2019s favorable discussion of tree planting. Choice 3 directly conflicts with the statement that shade can lower surface temperatures. Choice 4 is unsupported. ACT Reading often tests qualifying language such as \u201cmay,\u201d \u201csome,\u201d \u201coften,\u201d or \u201ccannot by themselves.\u201d These phrases are important because they define the limits of an author\u2019s claim and help distinguish reasonable answers from exaggerated ones.<\/span><\/p>\n

                              Question 175.<\/b><\/p>\n

                              Which inference is best supported by the passage in Question 173?<\/b><\/p>\n

                                \n
                              1. <\/b> Cities may combine tree planting with other methods to address excessive heat.<\/span>
                                \n<\/span>2.<\/b> Trees make every city neighborhood equally cool.<\/span>
                                \n<\/span>3.<\/b> Street trees eliminate the need for any other climate planning.<\/span>
                                \n<\/span>4.<\/b> Tree canopies increase the temperature of sidewalks.<\/span><\/li>\n<\/ol>\n

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

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

                                The passage states that planners include street trees as one component of broader heat-reduction strategies. This directly supports the inference that cities may combine tree planting with other methods. Choice 1 is therefore well supported. Choice 2 is too absolute and ignores differences among neighborhoods. Choice 3 contradicts the idea of a broader strategy, and Choice 4 reverses the stated effect of shade. ACT inference questions require conclusions that follow logically from the text without introducing unsupported assumptions. Limited statements such as \u201cmay combine\u201d are often more accurate than universal claims using words like \u201cevery\u201d or \u201celiminate.\u201d<\/span><\/p>\n

                                Question 176.<\/b><\/p>\n

                                A student investigates how water temperature affects the rate at which yeast produces gas. Four containers are kept at 10\u00b0C, 20\u00b0C, 30\u00b0C, and 40\u00b0C. All other conditions are kept constant. What is the independent variable?<\/b><\/p>\n

                                  \n
                                1. <\/b> Amount of gas produced<\/span>
                                  \n<\/span>2.<\/b> Water temperature<\/span>
                                  \n<\/span>3.<\/b> Amount of yeast<\/span>
                                  \n<\/span>4.<\/b> Observation time<\/span><\/li>\n<\/ol>\n

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

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

                                  The independent variable is the factor deliberately changed by the student. In this experiment, the temperature differs among the four containers, so water temperature is the independent variable. The amount of gas produced would be the dependent variable because it is measured in response to temperature. The amount of yeast and observation time should be kept constant so that temperature is the main difference among groups. ACT Science frequently tests the distinction among independent, dependent, and controlled variables. A simple rule is: what the researcher changes is independent; what the researcher measures is dependent; and what is kept the same is controlled.<\/span><\/p>\n

                                  Question 177.<\/b><\/p>\n

                                  Why should each container in Question 176 contain the same amount of yeast?<\/b><\/p>\n

                                    \n
                                  1. <\/b> To prevent differences in yeast quantity from affecting gas production<\/span>
                                    \n<\/span>2.<\/b> To make all temperatures identical<\/span>
                                    \n<\/span>3.<\/b> To create another independent variable<\/span>
                                    \n<\/span>4.<\/b> To guarantee that every container produces the same amount of gas<\/span><\/li>\n<\/ol>\n

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

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

                                    The amount of yeast could influence the amount of gas produced, so it should be held constant if the experiment is meant to test only temperature. If one container had much more yeast than another, it might produce more gas because of quantity rather than temperature. Choice 1 correctly identifies the reason for controlling this variable. Choice 2 is incorrect because temperature is intentionally varied. Choice 3 would weaken the experimental design by introducing another variable. Choice 4 is false because different temperatures may lead to different gas-production rates even when the amount of yeast is the same.<\/span><\/p>\n

                                    Question 178.<\/b><\/p>\n

                                    The yeast experiment produced the following average gas volumes after 20 minutes:<\/b>
                                    \n<\/b>10\u00b0C: 3 mL<\/b>
                                    \n<\/b>20\u00b0C: 8 mL<\/b>
                                    \n<\/b>30\u00b0C: 15 mL<\/b>
                                    \n<\/b>40\u00b0C: 9 mL<\/b>
                                    \n<\/b>Which conclusion is best supported?<\/b><\/p>\n

                                      \n
                                    1. <\/b> Gas production increased through 30\u00b0C but decreased at 40\u00b0C.<\/span>
                                      \n<\/span>2.<\/b> Gas production decreased steadily as temperature increased.<\/span>
                                      \n<\/span>3.<\/b> The highest gas production occurred at 10\u00b0C.<\/span>
                                      \n<\/span>4.<\/b> Temperature had no relationship with gas production.<\/span><\/li>\n<\/ol>\n

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

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

                                      Gas production rises from 3 mL at 10\u00b0C to 8 mL at 20\u00b0C and 15 mL at 30\u00b0C. At 40\u00b0C, however, it drops to 9 mL. Choice 1 accurately describes the observed pattern. Choice 2 is incorrect because gas production initially increases. Choice 3 contradicts the measurements because the greatest value occurs at 30\u00b0C. Choice 4 ignores the clear differences among temperatures. ACT Science questions often include data that increase to an optimum and then decline. Do not assume that increasing an independent variable will always produce a straight-line increase in the dependent variable.<\/span><\/p>\n

                                      Question 179.<\/b><\/p>\n

                                      Scientist A argues that a decline in a salamander population is mainly caused by reduced stream flow. Scientist B argues that a fungal infection is the main cause. Which evidence would most directly support Scientist A?<\/b><\/p>\n

                                        \n
                                      1. <\/b> Salamander numbers decline most in streams where water flow has fallen sharply while infection rates remain stable.<\/span>
                                        \n<\/span>2.<\/b> Fungal infections are detected in several salamander populations.<\/span>
                                        \n<\/span>3.<\/b> Salamanders are active mostly at night.<\/span>
                                        \n<\/span>4.<\/b> Some streams contain more rocks than others.<\/span><\/li>\n<\/ol>\n

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

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

                                        Scientist A identifies reduced stream flow as the main cause. Choice 1 directly supports that explanation because salamander numbers decline where flow decreases while infection rates remain stable. This strengthens the stream-flow hypothesis while reducing the competing disease explanation. Choice 2 would provide more support for Scientist B. Choices 3 and 4 do not directly address either proposed cause. ACT conflicting-viewpoints questions require matching evidence to the precise variable emphasized by each scientist. The strongest evidence often supports one explanation while keeping the competing factor relatively unchanged.<\/span><\/p>\n

                                        Question 180.<\/b><\/p>\n

                                        A researcher tests whether a new fertilizer improves plant growth. Group A receives fertilizer and is kept at 26\u00b0C. Group B receives no fertilizer and is kept at 18\u00b0C. Group A grows taller. Why is the conclusion that fertilizer caused the greater growth not fully justified?<\/b><\/p>\n

                                          \n
                                        1. <\/b> The groups differed in both fertilizer treatment and temperature.<\/span>
                                          \n<\/span>2.<\/b> Plant height cannot be measured accurately.<\/span>
                                          \n<\/span>3.<\/b> Fertilizers never affect plant growth.<\/span>
                                          \n<\/span>4.<\/b> Lower temperatures always produce taller plants.<\/span><\/li>\n<\/ol>\n

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

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

                                          The experiment changes two important variables: fertilizer treatment and temperature. Group A receives the fertilizer and is also kept 8\u00b0C warmer than Group B. Because temperature can influence plant growth, the researcher cannot determine whether the greater height resulted from fertilizer, warmer conditions, or a combination of both. This is a confounding-variable problem. A stronger experiment would keep temperature the same and vary only fertilizer use. Choices 2, 3, and 4 are unsupported absolute statements. ACT Science often tests whether a study is designed well enough to support a causal conclusion. Reliable experiments isolate the independent variable while keeping other relevant 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 161. Choose the option that best corrects the underlined portion of the sentence: The series of lectures on climate science have attracted students from several departments. have attracted 2. has attracted 3. were attracting 4. attract Correct Answer: 2 Explanation: The […]<\/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\/24264"}],"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=24264"}],"version-history":[{"count":1,"href":"https:\/\/www.examlabs.com\/certification\/wp-json\/wp\/v2\/posts\/24264\/revisions"}],"predecessor-version":[{"id":24265,"href":"https:\/\/www.examlabs.com\/certification\/wp-json\/wp\/v2\/posts\/24264\/revisions\/24265"}],"wp:attachment":[{"href":"https:\/\/www.examlabs.com\/certification\/wp-json\/wp\/v2\/media?parent=24264"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.examlabs.com\/certification\/wp-json\/wp\/v2\/categories?post=24264"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.examlabs.com\/certification\/wp-json\/wp\/v2\/tags?post=24264"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}