{"id":24270,"date":"2026-09-29T06:42:45","date_gmt":"2026-09-29T06:42:45","guid":{"rendered":"https:\/\/www.examlabs.com\/certification\/?p=24270"},"modified":"2026-09-29T06:42:45","modified_gmt":"2026-09-29T06:42:45","slug":"test-prep-act-test-practice-test-questions-and-exam-dumps-part12-q221-240","status":"publish","type":"post","link":"https:\/\/www.examlabs.com\/certification\/test-prep-act-test-practice-test-questions-and-exam-dumps-part12-q221-240\/","title":{"rendered":"Test Prep ACT Test Practice Test Questions and Exam Dumps Part12 Q221-240"},"content":{"rendered":"

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

 <\/p>\n

Question 221.<\/b><\/p>\n

Choose the option that best corrects the underlined portion of the sentence:<\/b>
\n<\/b>The team of engineers who designed the bridge <\/b>have received<\/i><\/b> several awards for their work.<\/b><\/p>\n

    \n
  1. <\/b> have received<\/span>
    \n<\/span>2.<\/b> has received<\/span>
    \n<\/span>3.<\/b> were receiving<\/span>
    \n<\/span>4.<\/b> receive<\/span><\/li>\n<\/ol>\n

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

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

    The main subject is <\/span>team<\/b>, which is singular. The phrase \u201cof engineers who designed the bridge\u201d gives more information about the team but does not change the subject\u2019s number. Therefore, the singular verb phrase <\/span>has received<\/b> is correct. Choice 1 incorrectly agrees with the plural noun \u201cengineers,\u201d which is part of the modifying phrase. Choice 3 changes the tense and does not match the completed achievement described. Choice 4 also uses a plural verb form. ACT English frequently tests subject-verb agreement by placing a plural noun closer to the verb than the actual subject. A useful strategy is to temporarily remove the modifying phrase: \u201cThe team has received several awards.\u201d This simplified version makes the correct agreement much easier to identify.<\/span><\/p>\n

    Question 222.<\/b><\/p>\n

    Which sentence is the clearest and most concise revision?<\/b>
    \n<\/b>The final outcome at the end of the competition was completely unexpected and surprising to everyone.<\/b><\/p>\n

      \n
    1. <\/b> The competition’s outcome surprised everyone.<\/span>
      \n<\/span>2.<\/b> The final outcome at the end of the competition was completely unexpected and surprising.<\/span>
      \n<\/span>3.<\/b> Everyone was surprised by the unexpected final outcome at the end of the competition.<\/span>
      \n<\/span>4.<\/b> At the end of the competition, the final outcome was a surprising and unexpected result to everyone.<\/span><\/li>\n<\/ol>\n

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

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

      Choice 1 expresses the full idea clearly while eliminating several redundancies. \u201cFinal outcome\u201d is repetitive because an outcome is already the end result. \u201cAt the end\u201d repeats that idea again. Likewise, \u201cunexpected and surprising\u201d largely communicates the same meaning twice. Choice 2 preserves nearly all the redundancy. Choice 3 is shorter but still repeats \u201cfinal outcome\u201d and \u201cat the end.\u201d Choice 4 remains wordy and awkward. ACT English often tests whether a sentence can be made more concise without losing meaning. The best choice is usually direct, grammatically correct, and free of repeated concepts. Here, \u201cThe competition\u2019s outcome surprised everyone\u201d communicates all essential information efficiently.<\/span><\/p>\n

      Question 223.<\/b><\/p>\n

      Choose the best punctuation for the sentence:<\/b>
      \n<\/b>The professor emphasized one important rule ___ all laboratory equipment must be cleaned after use.<\/b><\/p>\n

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

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

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

        A colon is appropriate because the words before the blank form a complete sentence: \u201cThe professor emphasized one important rule.\u201d The statement after the colon explains exactly what that rule is. Choice 3 therefore creates the clearest relationship between the two parts. Choice 1 creates a comma splice by joining two complete clauses with only a comma. Choice 2 uses a semicolon, which can separate independent clauses, but the colon more precisely indicates that the second clause defines or explains the first. Choice 4 omits needed punctuation. On ACT English, colons are often used to introduce explanations, examples, or lists. Always verify that the material before a colon is a complete independent clause.<\/span><\/p>\n

        Question 224.<\/b><\/p>\n

        Choose the transition that best completes the paragraph:<\/b>
        \n<\/b>The company replaced its older delivery trucks with more fuel-efficient models. Fuel expenses decreased during the following year. ___, the company decided to replace several additional vehicles.<\/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 company\u2019s decision to replace more vehicles follows logically from the reduced fuel expenses. Therefore, <\/span>Consequently<\/b> is the best transition because it signals cause and effect. \u201cIn contrast\u201d would introduce an opposing idea, which is not present. \u201cNevertheless\u201d would indicate an unexpected result despite earlier information, but the decision to expand the program is expected after the cost savings. \u201cFor example\u201d would introduce an illustration rather than a consequence. ACT transition questions are easiest when you first identify the logical relationship between sentences. Here, the new trucks lowered fuel costs, so the company decided to continue the same strategy. That relationship is clearly one of result.<\/span><\/p>\n

          Question 225.<\/b><\/p>\n

          Which sentence best supports the writer’s goal of emphasizing how crowded a newly opened restaurant became?<\/b><\/p>\n

            \n
          1. <\/b> The restaurant serves dishes inspired by several regional cuisines.<\/span>
            \n<\/span>2.<\/b> More than 200 customers lined up outside during the first Saturday dinner service.<\/span>
            \n<\/span>3.<\/b> The dining room contains wooden tables and large windows.<\/span>
            \n<\/span>4.<\/b> The owner previously worked in another city.<\/span><\/li>\n<\/ol>\n

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

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

            Choice 2 directly demonstrates crowding by describing more than 200 customers waiting outside during a single dinner service. This concrete attendance detail provides strong evidence that the restaurant was extremely busy. Choice 1 describes the menu, Choice 3 describes the interior, and Choice 4 provides background on the owner. None of those details directly supports the specific goal of emphasizing crowding. ACT rhetorical-purpose questions require selecting evidence that most directly proves the point the writer wants to make. When the goal involves popularity, size, speed, difficulty, or scale, numerical evidence is often especially effective because it gives readers a measurable sense of the situation.<\/span><\/p>\n

            Question 226.<\/b><\/p>\n

            If <\/b>8x+5=69<\/b>, what is the value of <\/b>x<\/b>?<\/b><\/p>\n

              \n
            1. <\/b> 6<\/span>
              \n<\/span>2.<\/b> 7<\/span>
              \n<\/span>3.<\/b> 8<\/span>
              \n<\/span>4.<\/b> 9<\/span><\/li>\n<\/ol>\n

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

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

              Begin with <\/span>8x+5=69<\/span>. Subtract 5 from both sides to get <\/span>8x=64<\/span>. Then divide both sides by 8, giving <\/span>x=8<\/span>. Therefore, Choice 3 is correct. You can verify by substitution: <\/span>8(8)+5=64+5=69<\/span>. Choice 1 gives 53, Choice 2 gives 61, and Choice 4 gives 77. ACT Math linear-equation questions often require only basic inverse operations, but careful arithmetic is important. Work one step at a time and perform the same operation on both sides. If possible, check the final value by substituting it back into the original equation.<\/span><\/p>\n

              Question 227.<\/b><\/p>\n

              A bicycle originally costs $560 and is discounted by 15%. What is the sale price?<\/b><\/p>\n

                \n
              1. <\/b> $84<\/span>
                \n<\/span>2.<\/b> $456<\/span>
                \n<\/span>3.<\/b> $476<\/span>
                \n<\/span>4.<\/b> $500<\/span><\/li>\n<\/ol>\n

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

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

                A 15% discount means the customer pays 85% of the original price. Calculate <\/span>560<\/span>0.85=476<\/span>. Therefore, the sale price is <\/span>$476<\/b>, Choice 3. Another method is to calculate the discount first: <\/span>560<\/span>0.15=84<\/span>, then subtract <\/span>560-84=476<\/span>. Choice 1 is the amount of the discount, not the final price. Choice 2 corresponds to a larger discount, while Choice 4 represents a smaller one. ACT percentage questions frequently include the discount amount as a distractor. Always determine whether the question is asking for the amount saved or the price remaining after the discount.<\/span><\/p>\n

                Question 228.<\/b><\/p>\n

                A rectangle has a length of 17 units and a width of 9 units. What is its area?<\/b><\/p>\n

                  \n
                1. <\/b> 26 square units<\/span>
                  \n<\/span>2.<\/b> 52 square units<\/span>
                  \n<\/span>3.<\/b> 153 square units<\/span>
                  \n<\/span>4.<\/b> 306 square units<\/span><\/li>\n<\/ol>\n

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

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

                  The area of a rectangle is <\/span>A=L<\/span>W<\/span>. Substitute the given dimensions: <\/span>A=17<\/span>9=153<\/span> square units. Therefore, Choice 3 is correct. Choice 1 simply adds the dimensions. Choice 2 doubles their sum and is related to the perimeter, not the area. Choice 4 doubles the correct area. ACT geometry questions often test whether students correctly distinguish between area and perimeter. Area measures the two-dimensional space inside a figure and is expressed in square units. Perimeter measures the total distance around the figure and is expressed in linear units.<\/span><\/p>\n

                  Question 229.<\/b><\/p>\n

                  The average of 4 numbers is 27. Three of the numbers are 20, 26, and 31. What is the fourth number?<\/b><\/p>\n

                    \n
                  1. <\/b> 29<\/span>
                    \n<\/span>2.<\/b> 30<\/span>
                    \n<\/span>3.<\/b> 31<\/span>
                    \n<\/span>4.<\/b> 32<\/span><\/li>\n<\/ol>\n

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

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

                    If the mean of four numbers is 27, the total of the four numbers must be <\/span>27<\/span>4=108<\/span>. Add the three known values: <\/span>20+26+31=77<\/span>. Subtract this from the required total: <\/span>108-77=31<\/span>. Therefore, the fourth number is <\/span>31<\/b>, Choice 3. ACT average questions are often easiest when you first calculate the total sum implied by the mean. Then subtract the known values. Remember the relationship: average = total \u00f7 number of values, so total = average \u00d7 number of values.<\/span><\/p>\n

                    Question 230.<\/b><\/p>\n

                    A line passes through the points <\/b>(2,5)<\/b> and <\/b>(7,20)<\/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 points: <\/span>m=<\/span>20-5<\/span>7-2<\/span>=<\/span>15<\/span>5<\/span>=3<\/span>. Therefore, Choice 2 is correct. A common mistake is subtracting the coordinates in different orders. You can subtract the second point from the first or the first from the second, but the order must remain consistent in both numerator and denominator. ACT coordinate geometry questions frequently test slope because it represents vertical change divided by horizontal change. Since both coordinates increase, a positive slope is reasonable.<\/span><\/p>\n

                      Question 231.<\/b><\/p>\n

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

                      Passage:<\/b>
                      \n<\/b>When Marcus first joined the community theater crew, he expected to spend most of his time moving scenery. Instead, the technical director asked him to help operate the lighting system. Marcus was nervous because the control board contained dozens of unfamiliar buttons. During rehearsals, however, he learned how lighting could change the mood of a scene and direct the audience’s attention. By opening night, Marcus was adjusting lights confidently and had begun thinking of technical work as part of the storytelling process.<\/span><\/p>\n

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

                        \n
                      1. <\/b> He comes to see technical theater work as a creative part of storytelling.<\/span>
                        \n<\/span>2.<\/b> He decides that lighting is less important than scenery.<\/span>
                        \n<\/span>3.<\/b> He concludes that theater technology is too difficult to learn.<\/span>
                        \n<\/span>4.<\/b> He stops being interested in theater productions.<\/span><\/li>\n<\/ol>\n

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

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

                        Marcus initially thinks his role will involve simple physical tasks such as moving scenery. After learning the lighting system, he realizes that technical choices can shape mood and audience attention. By opening night, he views technical work as part of storytelling itself. Choice 1 accurately captures this change. Choice 2 contradicts his growing appreciation of lighting. Choice 3 is false because Marcus becomes confident using the system. Choice 4 is also unsupported because his interest increases rather than decreases. ACT Reading character-development questions often require comparing a character\u2019s initial expectation with a later understanding. Look for evidence in both actions and attitudes.<\/span><\/p>\n

                        Question 232.<\/b><\/p>\n

                        Based on the passage in Question 231, why does the author mention that the control board had \u201cdozens of unfamiliar buttons\u201d?<\/b><\/p>\n

                          \n
                        1. <\/b> To emphasize why Marcus initially felt nervous about the assignment<\/span>
                          \n<\/span>2.<\/b> To prove that the equipment was broken<\/span>
                          \n<\/span>3.<\/b> To suggest that the technical director was poorly trained<\/span>
                          \n<\/span>4.<\/b> To show that Marcus preferred moving scenery<\/span><\/li>\n<\/ol>\n

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

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

                          The detail about the unfamiliar buttons helps explain Marcus\u2019s initial nervousness. The equipment looks complicated, making his hesitation understandable. This makes his later confidence more meaningful because the reader can see how much he learned. Choice 1 therefore best explains the purpose of the detail. Choice 2 introduces an equipment failure that is not mentioned. Choice 3 makes an unsupported judgment about the technical director. Choice 4 does not follow from the passage because Marcus\u2019s preference changes as he learns the lighting system. ACT Reading questions about details often ask how a specific description contributes to characterization, contrast, or development.<\/span><\/p>\n

                          Question 233.<\/b><\/p>\n

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

                          Passage:<\/b>
                          \n<\/b>Some cities are installing green roofs on public buildings. These roofs use layers of soil and vegetation instead of leaving the entire surface covered by conventional roofing material. Green roofs can absorb some rainfall, provide insulation, and reduce surface temperatures during hot weather. They can also create habitat for insects and birds. However, structural capacity, maintenance requirements, and installation costs must be considered before a building is selected.<\/span><\/p>\n

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

                            \n
                          1. <\/b> Green roofs can provide several environmental benefits but require careful evaluation before installation.<\/span>
                            \n<\/span>2.<\/b> Every city building should immediately receive a green roof.<\/span>
                            \n<\/span>3.<\/b> Green roofs eliminate all maintenance costs.<\/span>
                            \n<\/span>4.<\/b> Conventional roofs are never useful.<\/span><\/li>\n<\/ol>\n

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

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

                            The passage describes multiple potential benefits of green roofs, including rainfall absorption, insulation, cooling, and habitat creation. It also explains that planners must consider structural strength, maintenance, and cost before installing one. Choice 1 accurately captures both the advantages and the limitations. Choice 2 is too broad because not every building will be suitable. Choice 3 directly contradicts the mention of maintenance requirements. Choice 4 makes an unsupported absolute claim about conventional roofing. ACT main-idea questions often include answer choices that exaggerate a passage\u2019s positive findings. The strongest answer reflects the overall balance of the text rather than only one side.<\/span><\/p>\n

                            Question 234.<\/b><\/p>\n

                            In the passage from Question 233, why does the author mention \u201cstructural capacity\u201d?<\/b><\/p>\n

                              \n
                            1. <\/b> To show that some buildings may not be able to support a green roof safely<\/span>
                              \n<\/span>2.<\/b> To prove that green roofs weigh nothing<\/span>
                              \n<\/span>3.<\/b> To argue that public buildings should be demolished<\/span>
                              \n<\/span>4.<\/b> To show that maintenance is unnecessary<\/span><\/li>\n<\/ol>\n

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

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

                              A green roof includes soil, vegetation, water, and other materials that add weight to a building. Mentioning structural capacity highlights the need to determine whether a building can safely support that added load. Choice 1 therefore best explains the purpose of the detail. Choice 2 is false, Choice 3 goes far beyond the passage, and Choice 4 contradicts the explicit mention of maintenance requirements. ACT Reading often asks why an author includes a technical or practical detail. The correct answer usually explains how that detail supports the broader argument. Here, structural capacity illustrates why green roofs require careful planning rather than being suitable for every building automatically.<\/span><\/p>\n

                              Question 235.<\/b><\/p>\n

                              Which inference is best supported by the passage in Question 233?<\/b><\/p>\n

                                \n
                              1. <\/b> Green roofs may be more appropriate for some buildings than for others.<\/span>
                                \n<\/span>2.<\/b> Green roofs completely prevent storm-water runoff.<\/span>
                                \n<\/span>3.<\/b> Every green roof costs the same amount to install.<\/span>
                                \n<\/span>4.<\/b> Birds can live only on green roofs.<\/span><\/li>\n<\/ol>\n

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

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

                                Because the passage says structural capacity, maintenance, and installation cost must be evaluated before selecting a building, it is reasonable to infer that some buildings are better candidates for green roofs than others. Choice 1 is therefore supported. Choice 2 is too strong because the passage says green roofs can absorb <\/span>some<\/b> rainfall, not all of it. Choice 3 is unsupported because costs can vary. Choice 4 makes an extreme claim that the passage does not suggest. ACT inference questions reward cautious conclusions that follow directly from the evidence. Be especially wary of absolute words such as \u201ccompletely,\u201d \u201cevery,\u201d and \u201conly.\u201d<\/span><\/p>\n

                                Question 236.<\/b><\/p>\n

                                A student investigates how fertilizer amount affects tomato production. Four groups of plants receive 0 g, 5 g, 10 g, or 15 g of fertilizer each week. All other conditions are kept constant. What is the independent variable?<\/b><\/p>\n

                                  \n
                                1. <\/b> Number of tomatoes produced<\/span>
                                  \n<\/span>2.<\/b> Amount of fertilizer applied<\/span>
                                  \n<\/span>3.<\/b> Type of tomato plant<\/span>
                                  \n<\/span>4.<\/b> Amount of sunlight<\/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 researcher. In this experiment, fertilizer amount varies among the four groups, so Choice 2 is correct. The number of tomatoes produced is the dependent variable because it is measured as the outcome. Plant type and sunlight should be controlled to reduce other possible causes of differences in production. ACT Science frequently tests experimental design vocabulary. A useful rule is: the independent variable is manipulated, the dependent variable is measured, and controlled variables are kept as similar as possible among groups.<\/span><\/p>\n

                                  Question 237.<\/b><\/p>\n

                                  Why should the plants in Question 236 receive approximately the same amount of sunlight?<\/b><\/p>\n

                                    \n
                                  1. <\/b> To prevent differences in sunlight from affecting tomato production<\/span>
                                    \n<\/span>2.<\/b> To make fertilizer amounts identical<\/span>
                                    \n<\/span>3.<\/b> To create another independent variable<\/span>
                                    \n<\/span>4.<\/b> To ensure that every plant produces the same number of tomatoes<\/span><\/li>\n<\/ol>\n

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

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

                                    Sunlight can strongly influence plant growth and fruit production. If one group receives much more sunlight than another, differences in tomato production might result from light rather than fertilizer. Keeping sunlight similar therefore helps isolate fertilizer amount as the independent variable. Choice 2 is incorrect because fertilizer amounts are intentionally varied. Choice 3 would weaken the design by introducing another changing factor. Choice 4 is also incorrect because controlling conditions does not guarantee identical biological outcomes. ACT Science frequently asks why variables are controlled. The purpose is to reduce confounding factors and make the comparison among treatment groups more meaningful.<\/span><\/p>\n

                                    Question 238.<\/b><\/p>\n

                                    The fertilizer experiment produced the following average numbers of tomatoes per plant:<\/b>
                                    \n<\/b>0 g: 8<\/b>
                                    \n<\/b>5 g: 13<\/b>
                                    \n<\/b>10 g: 17<\/b>
                                    \n<\/b>15 g: 14<\/b>
                                    \n<\/b>Which conclusion is best supported?<\/b><\/p>\n

                                      \n
                                    1. <\/b> Tomato production increased through 10 g of fertilizer but decreased at 15 g.<\/span>
                                      \n<\/span>2.<\/b> Tomato production decreased steadily as fertilizer increased.<\/span>
                                      \n<\/span>3.<\/b> The 0 g group produced the most tomatoes.<\/span>
                                      \n<\/span>4.<\/b> Fertilizer amount had no relationship with tomato production.<\/span><\/li>\n<\/ol>\n

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

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

                                      The data increase from 8 tomatoes at 0 g to 13 at 5 g and 17 at 10 g. At 15 g, production drops to 14. Choice 1 accurately summarizes the complete pattern. Choice 2 is incorrect because production initially rises. Choice 3 directly contradicts the data because the 0 g group has the lowest average. Choice 4 ignores the clear differences among fertilizer levels. ACT Science often includes data that rise to an optimum and then decline. Do not assume that more of an independent variable always produces more of the dependent variable. Read all data points before selecting a conclusion.<\/span><\/p>\n

                                      Question 239.<\/b><\/p>\n

                                      Scientist A argues that a decrease in a wetland bird population is mainly caused by habitat loss. Scientist B argues that declining food availability is the primary cause. Which evidence would most directly support Scientist B?<\/b><\/p>\n

                                        \n
                                      1. <\/b> Bird numbers decline most in wetlands where insect abundance falls sharply even though habitat area remains stable.<\/span>
                                        \n<\/span>2.<\/b> Several wetlands have been drained for construction.<\/span>
                                        \n<\/span>3.<\/b> The birds migrate during certain seasons.<\/span>
                                        \n<\/span>4.<\/b> Some wetlands contain deeper water than others.<\/span><\/li>\n<\/ol>\n

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

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

                                        Scientist B argues that declining food availability is the main cause. Choice 1 directly supports this explanation because bird numbers decline where insect abundance decreases while habitat area remains stable. This strengthens the food hypothesis and reduces habitat loss as a competing explanation. Choice 2 would instead support Scientist A. Choices 3 and 4 provide general information but do not directly test either proposed cause. ACT conflicting-viewpoints questions require matching evidence to the exact mechanism proposed by each scientist. Evidence is strongest when the proposed factor changes while the competing factor remains relatively constant.<\/span><\/p>\n

                                        Question 240.<\/b><\/p>\n

                                        A researcher tests whether a new nutrient solution increases plant growth. Group A receives the solution and 12 hours of light each day. Group B receives no solution and 7 hours of light each day. Group A grows taller. Why is it difficult to conclude that the nutrient solution caused the greater growth?<\/b><\/p>\n

                                          \n
                                        1. <\/b> The groups differed in both nutrient treatment and light exposure.<\/span>
                                          \n<\/span>2.<\/b> Plant height cannot be measured reliably.<\/span>
                                          \n<\/span>3.<\/b> Nutrient solutions never affect growth.<\/span>
                                          \n<\/span>4.<\/b> Seven hours of light always produces taller plants than twelve hours.<\/span><\/li>\n<\/ol>\n

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

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

                                          The two groups differ in more than one important variable. Group A receives the nutrient solution and also receives five additional hours of light each day. Because light can influence plant growth, the researcher cannot determine whether the increased height resulted from the nutrient solution, the greater light exposure, or a combination of both. This is a confounding-variable problem. A stronger experiment would keep light exposure the same for both groups and vary only the nutrient solution. Choices 2, 3, and 4 are unsupported claims. ACT Science frequently tests whether an experiment is controlled well enough to support a causal conclusion. Strong designs 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 221. Choose the option that best corrects the underlined portion of the sentence: The team of engineers who designed the bridge have received several awards for their work. have received 2. has received 3. were receiving 4. receive Correct Answer: 2 […]<\/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\/24270"}],"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=24270"}],"version-history":[{"count":1,"href":"https:\/\/www.examlabs.com\/certification\/wp-json\/wp\/v2\/posts\/24270\/revisions"}],"predecessor-version":[{"id":24271,"href":"https:\/\/www.examlabs.com\/certification\/wp-json\/wp\/v2\/posts\/24270\/revisions\/24271"}],"wp:attachment":[{"href":"https:\/\/www.examlabs.com\/certification\/wp-json\/wp\/v2\/media?parent=24270"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.examlabs.com\/certification\/wp-json\/wp\/v2\/categories?post=24270"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.examlabs.com\/certification\/wp-json\/wp\/v2\/tags?post=24270"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}