{"id":24268,"date":"2026-09-29T06:42:28","date_gmt":"2026-09-29T06:42:28","guid":{"rendered":"https:\/\/www.examlabs.com\/certification\/?p=24268"},"modified":"2026-09-29T06:42:28","modified_gmt":"2026-09-29T06:42:28","slug":"test-prep-act-test-practice-test-questions-and-exam-dumps-part11-q201-220","status":"publish","type":"post","link":"https:\/\/www.examlabs.com\/certification\/test-prep-act-test-practice-test-questions-and-exam-dumps-part11-q201-220\/","title":{"rendered":"Test Prep ACT Test Practice Test Questions and Exam Dumps Part11 Q201-220"},"content":{"rendered":"

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

 <\/p>\n

Question 201.<\/b><\/p>\n

Choose the option that best corrects the underlined portion of the sentence:<\/b>
\n<\/b>The collection of historical photographs <\/b>were donated<\/i><\/b> to the university archive last month.<\/b><\/p>\n

    \n
  1. <\/b> were donated<\/span>
    \n<\/span>2.<\/b> was donated<\/span>
    \n<\/span>3.<\/b> have donated<\/span>
    \n<\/span>4.<\/b> donate<\/span><\/li>\n<\/ol>\n

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

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

    The subject of the sentence is <\/span>collection<\/b>, which is singular. The phrase \u201cof historical photographs\u201d simply describes what the collection contains and does not change the number of the subject. Therefore, <\/span>was donated<\/b> is the correct verb phrase. Choice 1 incorrectly agrees with the plural noun \u201cphotographs.\u201d Choice 3 changes the grammatical structure and incorrectly suggests that the collection performed the action. Choice 4 also uses the wrong verb form. ACT English often tests subject-verb agreement by placing a plural noun closer to the verb than the true subject. A useful strategy is to temporarily remove the modifying phrase and read the simplified sentence: \u201cThe collection was donated.\u201d This makes the required agreement much easier to recognize.<\/span><\/p>\n

    Question 202.<\/b><\/p>\n

    Which sentence is the clearest and most concise revision?<\/b>
    \n<\/b>The students cooperated together with one another in order to complete the project by the final deadline.<\/b><\/p>\n

      \n
    1. <\/b> The students cooperated to complete the project by the deadline.<\/span>
      \n<\/span>2.<\/b> The students cooperated together with one another to complete the project by the final deadline.<\/span>
      \n<\/span>3.<\/b> In order to complete the project by the final deadline, the students worked cooperatively together.<\/span>
      \n<\/span>4.<\/b> The students were cooperating together with one another for the purpose of completing the project.<\/span><\/li>\n<\/ol>\n

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

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

      Choice 1 conveys the full meaning while eliminating several redundancies. The verb <\/span>cooperated<\/b> already means \u201cworked together,\u201d so phrases such as \u201ctogether\u201d and \u201cwith one another\u201d are unnecessary. The phrase \u201cfinal deadline\u201d is also repetitive because a deadline is already a final time limit. Choice 2 preserves most of the redundancy. Choice 3 uses both \u201ccooperatively\u201d and \u201ctogether,\u201d which repeat the same idea. Choice 4 is wordy and less direct. ACT English rewards concise expression when no meaning is lost. When several answer choices are grammatically acceptable, look for unnecessary synonyms, repeated concepts, and overly long phrases. The best answer is usually the one that communicates the intended meaning directly and efficiently.<\/span><\/p>\n

      Question 203.<\/b><\/p>\n

      Choose the best punctuation for the sentence:<\/b>
      \n<\/b>The committee reached one important conclusion ___ the building needed a complete electrical inspection.<\/b><\/p>\n

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

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

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

        The words before the blank form a complete sentence: \u201cThe committee reached one important conclusion.\u201d The clause after the blank explains exactly what that conclusion was. A colon is therefore the best punctuation. Choice 1 creates a comma splice because it joins two complete clauses with only a comma. Choice 2 uses a semicolon, which can join independent clauses, but the colon is more precise because the second clause explains the first. Choice 4 creates a run-on sentence. ACT English often tests whether students understand how colons introduce explanations, examples, or lists. The key rule is that the words before a colon must form a complete independent clause.<\/span><\/p>\n

        Question 204.<\/b><\/p>\n

        Choose the transition that best completes the paragraph:<\/b>
        \n<\/b>The school replaced several old windows with energy-efficient models. Heating costs fell during the following winter. ___, administrators decided to replace the remaining windows the next year.<\/b><\/p>\n

          \n
        1. <\/b> Consequently<\/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 final sentence describes a decision that resulted from the lower heating costs. Therefore, <\/span>Consequently<\/b> is the most appropriate transition because it signals cause and effect. \u201cIn contrast\u201d would introduce an opposing idea, but the decision to replace more windows logically follows the success of the first replacement. \u201cNevertheless\u201d would suggest an unexpected outcome despite the earlier information, which does not fit. \u201cFor example\u201d would introduce an illustration rather than a result. ACT transition questions are best solved by identifying the logical relationship between the sentences before looking at the choices. Here, the sequence is simple: the new windows reduced costs, so administrators expanded the project.<\/span><\/p>\n

          Question 205.<\/b><\/p>\n

          Which sentence best supports the writer’s goal of emphasizing the difficulty of constructing a mountain trail?<\/b><\/p>\n

            \n
          1. <\/b> The trail begins near a visitor center.<\/span>
            \n<\/span>2.<\/b> Workers spent eight months moving rock by hand across steep slopes where heavy machinery could not operate.<\/span>
            \n<\/span>3.<\/b> Several hikers use the trail each weekend.<\/span>
            \n<\/span>4.<\/b> The trail provides views of a nearby valley.<\/span><\/li>\n<\/ol>\n

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

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

            Choice 2 most directly emphasizes difficulty because it describes the length of the work, the challenging terrain, and the need to move rock by hand. These concrete details demonstrate why construction was demanding. Choice 1 only gives the trail\u2019s starting location. Choice 3 describes current use, and Choice 4 focuses on scenery. ACT rhetorical-purpose questions ask which detail most effectively accomplishes a stated goal. The strongest answer usually provides evidence tied directly to the goal. When emphasizing difficulty, information about time, physical effort, obstacles, or unusual working conditions is particularly useful. Choice 2 does exactly that.<\/span><\/p>\n

            Question 206.<\/b><\/p>\n

            If <\/b>6x-11=43<\/b>, what is the value of <\/b>x<\/b>?<\/b><\/p>\n

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

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

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

              Start with <\/span>6x-11=43<\/span>. Add 11 to both sides to get <\/span>6x=54<\/span>. Then divide both sides by 6: <\/span>x=9<\/span>. Therefore, Choice 3 is correct. You can verify by substitution: <\/span>6(9)-11=54-11=43<\/span>. Choice 1 gives 31, Choice 2 gives 37, and Choice 4 gives 49. ACT Math linear-equation problems usually require basic inverse operations, but accuracy matters. A good approach is to undo addition or subtraction first, then undo multiplication or division. When the arithmetic is simple, substitution provides a quick way to check the result.<\/span><\/p>\n

              Question 207.<\/b><\/p>\n

              A phone originally costs $900 and is discounted by 22%. What is the sale price?<\/b><\/p>\n

                \n
              1. <\/b> $198<\/span>
                \n<\/span>2.<\/b> $702<\/span>
                \n<\/span>3.<\/b> $720<\/span>
                \n<\/span>4.<\/b> $738<\/span><\/li>\n<\/ol>\n

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

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

                A 22% discount means the buyer pays 78% of the original price. Calculate <\/span>900<\/span>0.78=702<\/span>. Therefore, the sale price is <\/span>$702<\/b>, Choice 2. Another method is to find the discount first: <\/span>900<\/span>0.22=198<\/span>, then subtract <\/span>900-198=702<\/span>. Choice 1 is the discount amount, not the final price. Choices 3 and 4 represent smaller discounts. ACT percentage questions frequently include the amount of the reduction as a distractor. Always determine whether the question asks for the amount saved or the price remaining after the discount.<\/span><\/p>\n

                Question 208.<\/b><\/p>\n

                A rectangular room is 14 feet long and 11 feet wide. What is its area?<\/b><\/p>\n

                  \n
                1. <\/b> 25 square feet<\/span>
                  \n<\/span>2.<\/b> 50 square feet<\/span>
                  \n<\/span>3.<\/b> 154 square feet<\/span>
                  \n<\/span>4.<\/b> 308 square feet<\/span><\/li>\n<\/ol>\n

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

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

                  The area of a rectangle is found by multiplying length by width. Here, <\/span>A=14<\/span>11=154<\/span> square feet. Therefore, Choice 3 is correct. Choice 1 simply adds the two dimensions, which does not produce area. Choice 2 doubles that sum but still represents a perimeter-related calculation rather than area. Choice 4 doubles the correct area. ACT geometry questions often test whether students distinguish area from perimeter. Area measures the two-dimensional space inside a figure and is expressed in square units. Perimeter measures distance around the outside and is expressed in linear units.<\/span><\/p>\n

                  Question 209.<\/b><\/p>\n

                  The average of 5 numbers is 32. Four of the numbers are 24, 29, 35, and 38. What is the fifth number?<\/b><\/p>\n

                    \n
                  1. <\/b> 30<\/span>
                    \n<\/span>2.<\/b> 32<\/span>
                    \n<\/span>3.<\/b> 34<\/span>
                    \n<\/span>4.<\/b> 36<\/span><\/li>\n<\/ol>\n

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

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

                    If the mean of five numbers is 32, their total sum must be <\/span>32<\/span>5=160<\/span>. Add the four known numbers: <\/span>24+29+35+38=126<\/span>. Subtract this from the total: <\/span>160-126=34<\/span>. Therefore, the fifth number is <\/span>34<\/b>, Choice 3. Choice 2 may look appealing because it equals the average, but individual values do not have to equal the mean. ACT average problems are often easiest when you first calculate the total required sum. Then subtract the known values to determine the missing one.<\/span><\/p>\n

                    Question 210.<\/b><\/p>\n

                    A right triangle has legs of length 8 and 15. What is the length of the hypotenuse?<\/b><\/p>\n

                      \n
                    1. <\/b> 16<\/span>
                      \n<\/span>2.<\/b> 17<\/span>
                      \n<\/span>3.<\/b> 18<\/span>
                      \n<\/span>4.<\/b> 23<\/span><\/li>\n<\/ol>\n

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

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

                      Use the Pythagorean theorem: <\/span>a<\/span>2<\/span>+<\/span>b<\/span>2<\/span>=<\/span>c<\/span>2<\/span>. Substitute the leg lengths: <\/span>8<\/span>2<\/span>+1<\/span>5<\/span>2<\/span>=<\/span>c<\/span>2<\/span>. This gives <\/span>64+225=289<\/span>, so <\/span>c<\/span>2<\/span>=289<\/span>. Taking the square root gives <\/span>c=17<\/span>. Therefore, Choice 2 is correct. The 8-15-17 triangle is also a common Pythagorean triple. Recognizing common triples can save time on the ACT, but using the theorem is always reliable. Remember that the hypotenuse is the longest side and lies opposite the right angle.<\/span><\/p>\n

                      Question 211.<\/b><\/p>\n

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

                      Passage:<\/b>
                      \n<\/b>Sofia had always assumed that museums were places where visitors quietly observed objects behind glass. When she visited a new science museum, however, she found exhibits that required visitors to operate machines, compare results, and solve problems. At first, she worried that touching the displays might damage them. After a staff member explained that the exhibits were designed for experimentation, Sofia spent nearly an hour testing a model bridge. She later told her family that the museum felt more like a laboratory than a gallery.<\/span><\/p>\n

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

                        \n
                      1. <\/b> She realizes that museums can encourage active experimentation as well as observation.<\/span>
                        \n<\/span>2.<\/b> She decides that museum exhibits should never be touched.<\/span>
                        \n<\/span>3.<\/b> She concludes that galleries are more interesting than science museums.<\/span>
                        \n<\/span>4.<\/b> She becomes concerned that museums are unsafe.<\/span><\/li>\n<\/ol>\n

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

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

                        Sofia begins with the assumption that museum visitors should only look at objects quietly. The interactive science museum challenges that belief by inviting visitors to operate equipment and test ideas. After understanding that the exhibits are intended for hands-on use, she becomes actively involved and compares the museum to a laboratory. Choice 1 accurately captures this change. Choice 2 represents her original hesitation rather than her final view. Choice 3 is unsupported because she never compares the quality of galleries and science museums. Choice 4 is also unsupported. ACT Reading character-development questions often ask how a person\u2019s assumptions change after a new experience.<\/span><\/p>\n

                        Question 212.<\/b><\/p>\n

                        Based on the passage in Question 211, why does the author mention that Sofia spent nearly an hour testing the model bridge?<\/b><\/p>\n

                          \n
                        1. <\/b> To show that she became engaged with the museum’s interactive approach<\/span>
                          \n<\/span>2.<\/b> To prove that the bridge was difficult to repair<\/span>
                          \n<\/span>3.<\/b> To show that she wanted to leave the museum early<\/span>
                          \n<\/span>4.<\/b> To suggest that the staff member ignored her questions<\/span><\/li>\n<\/ol>\n

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

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

                          The detail demonstrates that Sofia moved from hesitation to active participation. Spending nearly an hour with one interactive exhibit shows that she became interested in the museum\u2019s hands-on approach. Choice 1 therefore best explains the purpose of the detail. Choice 2 introduces repair work that is not mentioned. Choice 3 contradicts the fact that she spent a long time experimenting, and Choice 4 is also unsupported because the staff member helped explain the exhibit\u2019s purpose. ACT Reading questions about specific details often ask how those details support a broader theme or character change. Here, the bridge activity provides concrete evidence that Sofia\u2019s attitude toward museums changed significantly.<\/span><\/p>\n

                          Question 213.<\/b><\/p>\n

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

                          Passage:<\/b>
                          \n<\/b>Some schools have begun creating outdoor classrooms in courtyards and gardens. Teachers may use these spaces for science observations, reading activities, or group discussions. Outdoor classrooms can provide students with a different learning environment and may increase opportunities to observe natural processes directly. However, weather, noise, and accessibility must be considered when schools design and schedule these spaces.<\/span><\/p>\n

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

                            \n
                          1. <\/b> Outdoor classrooms can offer educational benefits but require practical planning.<\/span>
                            \n<\/span>2.<\/b> Outdoor classrooms should replace all indoor classrooms.<\/span>
                            \n<\/span>3.<\/b> Weather never affects outdoor learning.<\/span>
                            \n<\/span>4.<\/b> Only science classes can use outdoor spaces.<\/span><\/li>\n<\/ol>\n

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

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

                            The passage describes several potential benefits of outdoor classrooms, including varied learning environments and direct observation of nature. It also notes practical concerns such as weather, noise, and accessibility. Choice 1 accurately captures both the advantages and the limitations. Choice 2 is too extreme because the passage does not suggest replacing indoor classrooms. Choice 3 directly contradicts the mention of weather. Choice 4 is incorrect because the passage also mentions reading activities and group discussions. ACT main-idea questions often include answers that focus only on one part of a balanced passage. The best answer reflects the overall message.<\/span><\/p>\n

                            Question 214.<\/b><\/p>\n

                            In the passage from Question 213, why does the author mention weather, noise, and accessibility?<\/b><\/p>\n

                              \n
                            1. <\/b> To identify practical factors schools must consider when using outdoor classrooms<\/span>
                              \n<\/span>2.<\/b> To show that outdoor classrooms are always ineffective<\/span>
                              \n<\/span>3.<\/b> To prove that indoor classrooms have no disadvantages<\/span>
                              \n<\/span>4.<\/b> To argue that students should never learn outside<\/span><\/li>\n<\/ol>\n

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

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

                              Weather, noise, and accessibility are examples of real-world conditions that can influence whether an outdoor classroom works effectively. Their inclusion shows that although outdoor learning spaces can be useful, schools must plan carefully. Choice 1 correctly identifies this purpose. Choice 2 goes too far because the author does not reject outdoor classrooms. Choice 3 is unrelated, and Choice 4 contradicts the positive educational uses described earlier. ACT Reading often tests why authors include limitations after presenting benefits. Such details show that the author is presenting a qualified, balanced argument rather than making an absolute claim.<\/span><\/p>\n

                              Question 215.<\/b><\/p>\n

                              Which inference is best supported by the passage in Question 213?<\/b><\/p>\n

                                \n
                              1. <\/b> Outdoor classrooms may be more useful for some activities and conditions than for others.<\/span>
                                \n<\/span>2.<\/b> Every lesson should take place outdoors.<\/span>
                                \n<\/span>3.<\/b> Outdoor classrooms eliminate the need for school buildings.<\/span>
                                \n<\/span>4.<\/b> Noise never affects students outdoors.<\/span><\/li>\n<\/ol>\n

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

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

                                Because the passage lists multiple possible uses while also mentioning weather, noise, and accessibility limitations, it is reasonable to infer that outdoor classrooms will work better for some activities and circumstances than others. Choice 1 is therefore supported. Choice 2 is far too broad and contradicts the practical limitations. Choice 3 makes an unsupported claim that school buildings are unnecessary. Choice 4 directly contradicts the mention of noise as a concern. ACT inference questions reward cautious conclusions that follow logically from the text. Answers using words such as \u201cmay\u201d are often more appropriate than absolute statements such as \u201cevery\u201d or \u201cnever.\u201d<\/span><\/p>\n

                                Question 216.<\/b><\/p>\n

                                A student investigates how temperature affects the dissolving rate of a solid. Identical samples are placed in water at 15\u00b0C, 25\u00b0C, 35\u00b0C, and 45\u00b0C. All other conditions remain constant. What is the independent variable?<\/b><\/p>\n

                                  \n
                                1. <\/b> Dissolving time<\/span>
                                  \n<\/span>2.<\/b> Water temperature<\/span>
                                  \n<\/span>3.<\/b> Sample size<\/span>
                                  \n<\/span>4.<\/b> Volume of water<\/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 student. Here, the water temperature varies among the four trials, so Choice 2 is correct. Dissolving time is the dependent variable because it is the measured response. Sample size and water volume are controlled variables because they are kept the same. ACT Science frequently tests experimental design terminology. Remember that the independent variable is what the experimenter manipulates, the dependent variable is the measured result, and controlled variables are held constant to make comparisons fair.<\/span><\/p>\n

                                  Question 217.<\/b><\/p>\n

                                  Why should the solid samples in Question 216 be identical in size and composition?<\/b><\/p>\n

                                    \n
                                  1. <\/b> To prevent sample differences from affecting dissolving rate<\/span>
                                    \n<\/span>2.<\/b> To make all water temperatures identical<\/span>
                                    \n<\/span>3.<\/b> To introduce another independent variable<\/span>
                                    \n<\/span>4.<\/b> To guarantee the same dissolving time in every trial<\/span><\/li>\n<\/ol>\n

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

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

                                    Sample size and composition can influence how quickly a solid dissolves. If one sample were larger or made differently, the dissolving time might change for reasons unrelated to water temperature. Using identical samples therefore helps isolate temperature as the independent variable. Choice 2 is incorrect because temperature is intentionally varied. Choice 3 would weaken the experiment by adding another changing factor. Choice 4 is also incorrect because different temperatures are expected to produce potentially different dissolving times. ACT Science often asks why controls are important: keeping relevant factors constant reduces confounding variables and strengthens the interpretation of results.<\/span><\/p>\n

                                    Question 218.<\/b><\/p>\n

                                    The experiment in Question 216 produces the following average dissolving times:<\/b>
                                    \n<\/b>15\u00b0C: 210 seconds<\/b>
                                    \n<\/b>25\u00b0C: 160 seconds<\/b>
                                    \n<\/b>35\u00b0C: 105 seconds<\/b>
                                    \n<\/b>45\u00b0C: 70 seconds<\/b>
                                    \n<\/b>Which conclusion is best supported?<\/b><\/p>\n

                                      \n
                                    1. <\/b> Dissolving time decreased as temperature increased.<\/span>
                                      \n<\/span>2.<\/b> Dissolving time increased as temperature increased.<\/span>
                                      \n<\/span>3.<\/b> Temperature had no relationship with dissolving time.<\/span>
                                      \n<\/span>4.<\/b> The solid dissolved fastest at 15\u00b0C.<\/span><\/li>\n<\/ol>\n

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

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

                                      The dissolving time decreases steadily as temperature rises: 210 seconds at 15\u00b0C, 160 seconds at 25\u00b0C, 105 seconds at 35\u00b0C, and 70 seconds at 45\u00b0C. Choice 1 accurately describes this trend. Choice 2 reverses the relationship. Choice 3 ignores the clear pattern, and Choice 4 is incorrect because 15\u00b0C has the longest dissolving time, not the shortest. ACT Science data questions often require identifying whether two variables have a positive or negative relationship. Here, temperature increases while dissolving time decreases, showing an inverse relationship over the tested range.<\/span><\/p>\n

                                      Question 219.<\/b><\/p>\n

                                      Scientist A argues that a decline in a fish population is mainly caused by reduced dissolved oxygen. Scientist B argues that the main cause is increased predation. Which evidence would most directly support Scientist A?<\/b><\/p>\n

                                        \n
                                      1. <\/b> Fish numbers decline most in areas where dissolved oxygen decreases while predator abundance remains stable.<\/span>
                                        \n<\/span>2.<\/b> Predator numbers increase in several parts of the lake.<\/span>
                                        \n<\/span>3.<\/b> Some fish migrate between shallow and deep water.<\/span>
                                        \n<\/span>4.<\/b> The lake contains several different fish species.<\/span><\/li>\n<\/ol>\n

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

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

                                        Scientist A proposes that reduced dissolved oxygen is the primary cause. Choice 1 directly supports this explanation because fish numbers fall where oxygen decreases while predator abundance remains stable. This strengthens the oxygen hypothesis and reduces increased predation as the competing explanation. Choice 2 would instead support Scientist B. Choices 3 and 4 provide general information but do not directly test either proposed cause. ACT conflicting-viewpoints questions are easiest when you identify the central variable in each explanation and choose evidence that specifically supports one while controlling or minimizing the other.<\/span><\/p>\n

                                        Question 220.<\/b><\/p>\n

                                        A researcher tests whether a new fertilizer increases plant growth. Group A receives fertilizer and 11 hours of light per day. Group B receives no fertilizer and 6 hours of light per day. 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 light exposure.<\/span>
                                          \n<\/span>2.<\/b> Plant height cannot be measured accurately.<\/span>
                                          \n<\/span>3.<\/b> Fertilizer never affects plant growth.<\/span>
                                          \n<\/span>4.<\/b> More light always reduces plant growth.<\/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. Group A receives the fertilizer and also receives five more hours of light each day than Group B. Because light can strongly influence plant growth, the researcher cannot determine whether the greater height resulted from fertilizer, additional light, or a combination of both. This is a confounding-variable problem. A better experiment would keep light exposure the same for both groups and vary only fertilizer use. Choices 2, 3, and 4 are unsupported statements. ACT Science frequently tests whether experimental designs justify causal conclusions. Strong experiments isolate the independent variable and keep 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 201. Choose the option that best corrects the underlined portion of the sentence: The collection of historical photographs were donated to the university archive last month. were donated 2. was donated 3. have donated 4. donate 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\/24268"}],"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=24268"}],"version-history":[{"count":1,"href":"https:\/\/www.examlabs.com\/certification\/wp-json\/wp\/v2\/posts\/24268\/revisions"}],"predecessor-version":[{"id":24269,"href":"https:\/\/www.examlabs.com\/certification\/wp-json\/wp\/v2\/posts\/24268\/revisions\/24269"}],"wp:attachment":[{"href":"https:\/\/www.examlabs.com\/certification\/wp-json\/wp\/v2\/media?parent=24268"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.examlabs.com\/certification\/wp-json\/wp\/v2\/categories?post=24268"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.examlabs.com\/certification\/wp-json\/wp\/v2\/tags?post=24268"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}