{"id":24274,"date":"2026-09-29T06:43:16","date_gmt":"2026-09-29T06:43:16","guid":{"rendered":"https:\/\/www.examlabs.com\/certification\/?p=24274"},"modified":"2026-09-29T06:43:16","modified_gmt":"2026-09-29T06:43:16","slug":"test-prep-act-test-practice-test-questions-and-exam-dumps-part14-q261-280","status":"publish","type":"post","link":"https:\/\/www.examlabs.com\/certification\/test-prep-act-test-practice-test-questions-and-exam-dumps-part14-q261-280\/","title":{"rendered":"Test Prep ACT Test Practice Test Questions and Exam Dumps Part14 Q261-280"},"content":{"rendered":"

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

 <\/p>\n

Question 261.<\/b><\/p>\n

Choose the option that best corrects the underlined portion of the sentence:<\/b>
\n<\/b>The committee of local volunteers <\/b>has organized<\/i><\/b> three neighborhood cleanups this year.<\/b><\/p>\n

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

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

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

    The subject of the sentence is <\/span>committee<\/b>, which is singular. The phrase \u201cof local volunteers\u201d describes the committee but does not change the grammatical number of the main subject. Therefore, <\/span>has organized<\/b> is the correct verb phrase. Choice 2 incorrectly agrees with the plural noun \u201cvolunteers,\u201d which appears closer to the verb but is not the subject. Choice 3 changes the tense and suggests an ongoing past action, while Choice 4 uses a plural verb form. ACT English often tests subject-verb agreement by placing a plural noun inside a prepositional phrase between the actual subject and the verb. A useful strategy is to remove the modifying phrase temporarily: \u201cThe committee has organized three cleanups.\u201d That simplified sentence makes the correct agreement clear.<\/span><\/p>\n

    Question 262.<\/b><\/p>\n

    Which sentence is the clearest and most concise revision?<\/b>
    \n<\/b>The coach repeated the instructions again a second time before the team entered the field.<\/b><\/p>\n

      \n
    1. <\/b> The coach repeated the instructions again before the team entered the field.<\/span>
      \n<\/span>2.<\/b> Before entering the field, the team heard the coach repeat the instructions again a second time.<\/span>
      \n<\/span>3.<\/b> The coach gave another repetition of the instructions before the team entered the field.<\/span>
      \n<\/span>4.<\/b> The coach repeated the instructions before the team entered the field.<\/span><\/li>\n<\/ol>\n

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

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

      Choice 4 is the strongest answer because it removes unnecessary repetition while preserving the complete meaning. The verb <\/span>repeated<\/b> already means that something was said again, so adding \u201cagain\u201d and \u201ca second time\u201d is redundant. Choice 1 still includes \u201cagain,\u201d while Choice 2 repeats both \u201cagain\u201d and \u201ca second time.\u201d Choice 3 is unnecessarily wordy because \u201cgave another repetition\u201d is a less direct way of saying \u201crepeated.\u201d ACT English generally prefers concise, direct wording when it remains grammatically correct and preserves meaning. When several choices seem possible, look for repeated concepts. Words such as \u201crepeat,\u201d \u201creturn,\u201d \u201cfuture,\u201d and \u201cpast\u201d often make nearby phrases such as \u201cagain,\u201d \u201cback,\u201d \u201clater,\u201d or \u201cprevious history\u201d unnecessary.<\/span><\/p>\n

      Question 263.<\/b><\/p>\n

      Choose the best punctuation for the sentence:<\/b>
      \n<\/b>The scientist needed three materials for the experiment ___ a thermometer, a glass container, and distilled water.<\/b><\/p>\n

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

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

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

        A colon is correct because the words before the blank form a complete independent clause: \u201cThe scientist needed three materials for the experiment.\u201d The words after the colon provide the list of those three materials. Choice 3 therefore creates the clearest structure. Choice 1 uses only a comma, which does not properly introduce the list after a complete clause. Choice 2 uses a semicolon, but the material after the semicolon is not an independent clause. Choice 4 omits punctuation entirely and creates an awkward sentence. ACT English frequently tests colons. A colon may introduce a list, explanation, example, or clarification, but the sentence must be grammatically complete before the colon. If the words before the colon cannot stand alone, the colon is usually incorrect.<\/span><\/p>\n

        Question 264.<\/b><\/p>\n

        Choose the transition that best completes the paragraph:<\/b>
        \n<\/b>The library extended its weekend hours during exam season. More students began using the study rooms late in the evening. ___, administrators decided to offer the extended schedule again the following semester.<\/b><\/p>\n

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

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

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

          The final sentence describes a decision that follows directly from the increased student use of the library. Therefore, <\/span>As a result<\/b> is the best transition because it expresses cause and effect. \u201cIn contrast\u201d would signal an opposing idea, which is not present. \u201cNevertheless\u201d suggests that the next idea is unexpected despite the previous information, but the decision to repeat the extended schedule is logical given the increased use. \u201cFor example\u201d would introduce an illustration rather than an outcome. ACT transition questions are easiest when you first identify the relationship between ideas without looking at the answer choices. Here, the library extended its hours, students used the service, and administrators responded by continuing the program. That is a clear cause-and-effect relationship.<\/span><\/p>\n

          Question 265.<\/b><\/p>\n

          Which sentence best supports the writer’s goal of emphasizing how old a historic lighthouse is?<\/b><\/p>\n

            \n
          1. <\/b> The lighthouse began operating in 1846 and still contains part of its original stone staircase.<\/span>
            \n<\/span>2.<\/b> The lighthouse can be seen from several miles offshore.<\/span>
            \n<\/span>3.<\/b> Visitors can reach the lighthouse by a narrow coastal road.<\/span>
            \n<\/span>4.<\/b> A small gift shop operates near the entrance.<\/span><\/li>\n<\/ol>\n

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

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

            Choice 1 directly supports the writer\u2019s goal by providing a specific date and noting that an original structural feature remains. Both details emphasize the lighthouse\u2019s age and historical character. Choice 2 describes visibility, Choice 3 concerns access, and Choice 4 discusses a modern visitor amenity. Those details may be relevant to a broader description of the site, but they do not establish its age. ACT rhetorical-purpose questions ask which sentence most effectively accomplishes a specific writing goal. When the goal involves age or historical significance, construction dates, original materials, and long periods of use are stronger evidence than general descriptive details. The best answer should directly support the intended point rather than merely relate to the same topic.<\/span><\/p>\n

            Question 266.<\/b><\/p>\n

            If <\/b>3x+14=50<\/b>, what is the value of <\/b>x<\/b>?<\/b><\/p>\n

              \n
            1. <\/b> 8<\/span>
              \n<\/span>2.<\/b> 10<\/span>
              \n<\/span>3.<\/b> 11<\/span>
              \n<\/span>4.<\/b> 12<\/span><\/li>\n<\/ol>\n

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

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

              Start with <\/span>3x+14=50<\/span>. Subtract 14 from both sides to isolate the term containing <\/span>x<\/span>: <\/span>3x=36<\/span>. Then divide both sides by 3 to get <\/span>x=12<\/span>. Therefore, Choice 4 is correct. You can verify by substitution: <\/span>3(12)+14=36+14=50<\/span>. Choice 1 gives 38, Choice 2 gives 44, and Choice 3 gives 47. ACT Math linear equations often require only basic inverse operations, but small arithmetic mistakes can lead to wrong answers. A good approach is to work one step at a time and perform the same operation on both sides. If the numbers are simple, substituting your answer back into the original equation is an efficient way to check your work.<\/span><\/p>\n

              Question 267.<\/b><\/p>\n

              A pair of headphones originally costs $160 and is discounted by 25%. What is the sale price?<\/b><\/p>\n

                \n
              1. <\/b> $40<\/span>
                \n<\/span>2.<\/b> $100<\/span>
                \n<\/span>3.<\/b> $120<\/span>
                \n<\/span>4.<\/b> $135<\/span><\/li>\n<\/ol>\n

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

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

                A 25% discount means the buyer pays 75% of the original price. Calculate <\/span>160<\/span>0.75=120<\/span>. Therefore, the sale price is <\/span>$120<\/b>, Choice 3. Another method is to find the discount first: <\/span>0.25<\/span>160=40<\/span>, then subtract <\/span>160-40=120<\/span>. Choice 1 is the amount of the discount rather than the final price. Choice 2 would represent a larger discount, while Choice 4 would represent a smaller one. ACT percentage questions often include the amount saved as a distractor. Always identify whether the problem asks for the percentage change itself or the final amount after the change. Multiplying by the remaining percentage is often the fastest method.<\/span><\/p>\n

                Question 268.<\/b><\/p>\n

                A rectangle has an area of 180 square units and a length of 15 units. What is its width?<\/b><\/p>\n

                  \n
                1. <\/b> 10 units<\/span>
                  \n<\/span>2.<\/b> 12 units<\/span>
                  \n<\/span>3.<\/b> 14 units<\/span>
                  \n<\/span>4.<\/b> 15 units<\/span><\/li>\n<\/ol>\n

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

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

                  The area of a rectangle is <\/span>A=L<\/span>W<\/span>. Substitute the known values: <\/span>180=15W<\/span>. Divide both sides by 15 to get <\/span>W=12<\/span>. Therefore, Choice 2 is correct. You can check by multiplying <\/span>15<\/span>12=180<\/span>. Choice 1 would give an area of 150, Choice 3 would give 210, and Choice 4 would give 225. ACT geometry questions often require rearranging a familiar formula rather than simply substituting numbers. Writing the formula first can help you identify which quantity is missing and what operation is needed. Also remember that width itself is measured in linear units, while the area is measured in square units.<\/span><\/p>\n

                  Question 269.<\/b><\/p>\n

                  The average of 5 numbers is 28. Four of the numbers are 20, 24, 31, and 35. What is the fifth number?<\/b><\/p>\n

                    \n
                  1. <\/b> 30<\/span>
                    \n<\/span>2.<\/b> 32<\/span>
                    \n<\/span>3.<\/b> 28<\/span>
                    \n<\/span>4.<\/b> 26<\/span><\/li>\n<\/ol>\n

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

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

                    If the mean of five numbers is 28, their total sum must be <\/span>28<\/span>5=140<\/span>. Add the four known numbers: <\/span>20+24+31+35=110<\/span>. Subtract the known total from the required total: <\/span>140-110=30<\/span>. Therefore, the fifth number is <\/span>30<\/b>, Choice 1. Choice 3 may be tempting because it equals the mean, but an individual value does not need to equal the average. ACT average questions are often easiest when you first convert the mean into a total sum. Then subtract the values that are already known. The key relationship is mean = total \u00f7 number of values, so total = mean \u00d7 number of values.<\/span><\/p>\n

                    Question 270.<\/b><\/p>\n

                    A line passes through the points <\/b>(2,6)<\/b> and <\/b>(6,18)<\/b>. What is the slope of the line?<\/b><\/p>\n

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

                      Correct Answer: 4<\/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>. Substituting the points gives <\/span>m=<\/span>18-6<\/span>6-2<\/span>=<\/span>12<\/span>4<\/span>=3<\/span>. Therefore, Choice 4 is correct. A common error is to subtract the coordinates in inconsistent orders, such as using <\/span>18-6<\/span> in the numerator but <\/span>2-6<\/span> in the denominator. Either order is acceptable as long as the same order is used for both coordinates. ACT coordinate geometry frequently tests slope because it represents the amount of vertical change for each unit of horizontal change. Since both x and y increase from the first point to the second, the slope should be positive.<\/span><\/p>\n

                      Question 271.<\/b><\/p>\n

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

                      Passage:<\/b>
                      \n<\/b>Noah had always thought that gardening required a large yard. Because he lived in an apartment, he assumed growing vegetables was not practical. One spring, a neighbor invited him to visit a community rooftop garden. Noah saw tomatoes growing in containers, herbs planted in shallow boxes, and climbing beans trained along railings. He volunteered to help for several weekends and eventually planted a small container garden on his own balcony.<\/span><\/p>\n

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

                        \n
                      1. <\/b> He realizes that gardening can be possible even without a large yard.<\/span>
                        \n<\/span>2.<\/b> He decides rooftop gardens are too difficult to maintain.<\/span>
                        \n<\/span>3.<\/b> He concludes that vegetables can grow only in community gardens.<\/span>
                        \n<\/span>4.<\/b> He becomes less interested in growing food.<\/span><\/li>\n<\/ol>\n

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

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

                        Noah initially believes that successful gardening requires a large yard, which makes him assume apartment living prevents him from growing vegetables. The rooftop garden challenges that belief by showing him examples of productive plants grown in containers and other compact spaces. His decision to create a balcony garden confirms that his perspective has changed. Choice 1 accurately captures this development. Choice 2 is contradicted by his continued involvement, while Choice 3 is disproved by his own balcony garden. Choice 4 is the opposite of what happens because his interest increases. ACT Reading questions about character development often require you to compare an initial assumption with a later realization supported by the character\u2019s actions.<\/span><\/p>\n

                        Question 272.<\/b><\/p>\n

                        Based on the passage in Question 271, why does the author mention tomatoes, herbs, and climbing beans?<\/b><\/p>\n

                          \n
                        1. <\/b> To show that the garden grew only one type of plant<\/span>
                          \n<\/span>2.<\/b> To describe several examples of plants growing successfully in limited spaces<\/span>
                          \n<\/span>3.<\/b> To prove that Noah preferred beans to tomatoes<\/span>
                          \n<\/span>4.<\/b> To suggest that the rooftop garden was failing<\/span><\/li>\n<\/ol>\n

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

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

                          The list of tomatoes, herbs, and climbing beans provides concrete examples of plants that can be grown successfully in containers, shallow boxes, and vertical spaces. These examples help challenge Noah\u2019s assumption that gardening requires a large yard. Choice 2 therefore best explains why the author includes the detail. Choice 1 is clearly false because several plant types are listed. Choice 3 introduces a preference that the passage never mentions. Choice 4 contradicts the successful examples described. ACT Reading questions about the purpose of a detail often ask how that detail supports the larger idea of the passage. Here, the examples provide evidence that productive gardening is possible even when space is limited.<\/span><\/p>\n

                          Question 273.<\/b><\/p>\n

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

                          Passage:<\/b>
                          \n<\/b>Some cities are replacing traditional bus stops with shelters that include solar panels. During daylight hours, the panels can generate electricity for lighting, information displays, and small charging stations. Because the shelters produce power where it is needed, they may reduce dependence on nearby electrical connections. However, their performance depends on available sunlight, maintenance, and local energy needs.<\/span><\/p>\n

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

                            \n
                          1. <\/b> Solar bus shelters should replace every conventional shelter immediately.<\/span>
                            \n<\/span>2.<\/b> Solar panels make public transportation unnecessary.<\/span>
                            \n<\/span>3.<\/b> Solar-powered bus shelters can provide useful electricity but have practical limitations.<\/span>
                            \n<\/span>4.<\/b> Bus shelters use more electricity than all other city infrastructure.<\/span><\/li>\n<\/ol>\n

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

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

                            The passage explains several potential uses of solar panels at bus shelters, including powering lights, displays, and charging stations. It also notes practical limitations involving sunlight, maintenance, and local energy demand. Choice 3 accurately summarizes both the benefits and the constraints. Choice 1 is too absolute because the passage does not recommend replacing every shelter. Choice 2 is unrelated because solar shelters support public transportation rather than eliminate it. Choice 4 makes a broad energy-use claim that the passage never supports. ACT main-idea questions often include options that exaggerate one part of a balanced passage. The strongest answer usually reflects the passage\u2019s complete message, including both advantages and qualifications.<\/span><\/p>\n

                            Question 274.<\/b><\/p>\n

                            In the passage from Question 273, why does the author mention \u201cavailable sunlight\u201d?<\/b><\/p>\n

                              \n
                            1. <\/b> To prove that solar panels never work in cities<\/span>
                              \n<\/span>2.<\/b> To identify one factor that can affect how much electricity the shelters produce<\/span>
                              \n<\/span>3.<\/b> To show that bus shelters should operate only during summer<\/span>
                              \n<\/span>4.<\/b> To argue that electrical connections are always unnecessary<\/span><\/li>\n<\/ol>\n

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

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

                              Solar panels generate electricity from sunlight, so the amount of available sunlight can directly affect their energy production. The author includes this factor to show that solar shelters may perform differently depending on local conditions. Choice 2 correctly explains the detail\u2019s purpose. Choice 1 is far too strong because the passage describes successful uses of solar power. Choice 3 is unsupported; even places with seasonal variation may still benefit from solar installations. Choice 4 contradicts the cautious wording that the shelters <\/span>may<\/b> reduce dependence on nearby electrical connections. ACT Reading often tests why authors include limiting factors. Such details show that a technology can be useful without being equally effective under every condition.<\/span><\/p>\n

                              Question 275.<\/b><\/p>\n

                              Which inference is best supported by the passage in Question 273?<\/b><\/p>\n

                                \n
                              1. <\/b> Solar bus shelters may work better in some locations than in others.<\/span>
                                \n<\/span>2.<\/b> Every bus shelter produces the same amount of electricity.<\/span>
                                \n<\/span>3.<\/b> Solar-powered shelters eliminate all maintenance needs.<\/span>
                                \n<\/span>4.<\/b> Cities cannot use both solar power and conventional electrical connections.<\/span><\/li>\n<\/ol>\n

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

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

                                Because the passage says performance depends on sunlight, maintenance, and local energy needs, it is reasonable to infer that some locations will be better suited to solar shelters than others. Choice 1 is therefore well supported. Choice 2 contradicts the idea that conditions affect performance. Choice 3 conflicts directly with the mention of maintenance as an important factor. Choice 4 creates a false either-or choice; the passage says solar power may reduce dependence on conventional connections, not that the two systems cannot be used together. ACT inference questions reward cautious conclusions that follow directly from the text. Answers with limited wording such as \u201cmay\u201d are often stronger than absolute statements using \u201cevery,\u201d \u201call,\u201d or \u201ccannot.\u201d<\/span><\/p>\n

                                Question 276.<\/b><\/p>\n

                                A student investigates how salt concentration affects the rate at which ice melts. Identical ice cubes are placed in solutions containing 0%, 2%, 4%, and 6% salt. All other conditions remain constant. What is the independent variable?<\/b><\/p>\n

                                  \n
                                1. <\/b> Melting time<\/span>
                                  \n<\/span>2.<\/b> Salt concentration<\/span>
                                  \n<\/span>3.<\/b> Size of the ice cube<\/span>
                                  \n<\/span>4.<\/b> Room temperature<\/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. Here, salt concentration is varied among the four solutions, so Choice 2 is correct. Melting time is the dependent variable because it is the outcome being measured. Ice-cube size and room temperature are controlled variables because they should remain the same to make the comparison fair. ACT Science frequently tests experimental design vocabulary. A simple rule is that the independent variable is what the researcher manipulates, while the dependent variable is what the researcher measures. Controlled variables are conditions kept constant so that differences in the results can be attributed more confidently to the factor being tested.<\/span><\/p>\n

                                  Question 277.<\/b><\/p>\n

                                  Why should the ice cubes in Question 276 be identical in size?<\/b><\/p>\n

                                    \n
                                  1. <\/b> To prevent cube size from affecting the melting-time comparison<\/span>
                                    \n<\/span>2.<\/b> To make every solution contain the same salt concentration<\/span>
                                    \n<\/span>3.<\/b> To guarantee that all cubes melt at exactly the same rate<\/span>
                                    \n<\/span>4.<\/b> To introduce another independent variable<\/span><\/li>\n<\/ol>\n

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

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

                                    Ice-cube size can affect melting time because a larger cube generally contains more ice and may take longer to melt. If the cubes were different sizes, any difference in melting time could be caused by cube size rather than salt concentration. Using identical cubes helps isolate the effect of the independent variable. Choice 2 is incorrect because salt concentration is intentionally varied. Choice 3 is also incorrect because different salt concentrations are expected to produce different outcomes. Choice 4 would make the experiment less controlled by adding another changing factor. ACT Science often asks why certain conditions must remain constant. The purpose is to reduce confounding variables and make the experiment\u2019s comparisons more meaningful.<\/span><\/p>\n

                                    Question 278.<\/b><\/p>\n

                                    The experiment in Question 276 produced the following average melting times:<\/b>
                                    \n<\/b>0% salt: 18 minutes<\/b>
                                    \n<\/b>2% salt: 15 minutes<\/b>
                                    \n<\/b>4% salt: 11 minutes<\/b>
                                    \n<\/b>6% salt: 8 minutes<\/b>
                                    \n<\/b>Which conclusion is best supported?<\/b><\/p>\n

                                      \n
                                    1. <\/b> Melting time increased as salt concentration increased.<\/span>
                                      \n<\/span>2.<\/b> Salt concentration had no relationship with melting time.<\/span>
                                      \n<\/span>3.<\/b> Melting time decreased as salt concentration increased.<\/span>
                                      \n<\/span>4.<\/b> The 0% solution produced the fastest melting.<\/span><\/li>\n<\/ol>\n

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

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

                                      The data show a clear decrease in melting time as salt concentration rises: 18 minutes at 0%, 15 minutes at 2%, 11 minutes at 4%, and 8 minutes at 6%. Therefore, Choice 3 accurately describes the pattern. Choice 1 reverses the observed relationship. Choice 2 ignores the consistent trend in the data. Choice 4 is incorrect because the 0% solution produces the longest melting time, not the shortest. ACT Science data-interpretation questions often require identifying whether two variables have a positive or negative relationship. Here, as salt concentration increases, melting time decreases. The safest answer is the one that describes the measured results directly without claiming more than the experiment actually tested.<\/span><\/p>\n

                                      Question 279.<\/b><\/p>\n

                                      Scientist A argues that a decline in a fish population is mainly caused by reduced water temperature. 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> Water temperatures have fallen slightly in several parts of the lake.<\/span>
                                        \n<\/span>2.<\/b> Fish numbers decline most where insect abundance falls sharply even though water temperature remains relatively stable.<\/span>
                                        \n<\/span>3.<\/b> Some fish move between shallow and deep water.<\/span>
                                        \n<\/span>4.<\/b> The lake contains several types of aquatic plants.<\/span><\/li>\n<\/ol>\n

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

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

                                        Scientist B proposes that declining food availability is the main cause of the fish population decrease. Choice 2 directly supports that explanation because fish numbers fall where insect abundance declines while water temperature remains relatively stable. This strengthens the food-supply hypothesis and reduces temperature as the competing explanation. Choice 1 would provide more support for Scientist A. Choices 3 and 4 offer general background information but do not directly test either proposed cause. ACT conflicting-viewpoints questions are easiest when you identify the key variable in each scientist\u2019s argument and then look for evidence that changes one factor while holding the competing factor relatively constant.<\/span><\/p>\n

                                        Question 280.<\/b><\/p>\n

                                        A researcher tests whether a new soil treatment increases plant growth. Group A receives the treatment and 14 hours of light per day. Group B receives no treatment and 9 hours of light per day. Group A grows taller. Why is the conclusion that the soil treatment caused the greater growth not fully justified?<\/b><\/p>\n

                                          \n
                                        1. <\/b> The plants were measured after the experiment.<\/span>
                                          \n<\/span>2.<\/b> The groups differed in both soil treatment and light exposure.<\/span>
                                          \n<\/span>3.<\/b> Soil treatments can never affect plant growth.<\/span>
                                          \n<\/span>4.<\/b> Fourteen hours of light always decreases growth.<\/span><\/li>\n<\/ol>\n

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

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

                                          The experiment changes two important factors at the same time: soil treatment and daily light exposure. Group A receives the treatment and also receives five additional hours of light compared with Group B. Because light can strongly influence plant growth, the researcher cannot determine whether the greater height resulted from the soil treatment, the extra light, or a combination of both. This creates a confounding-variable problem. A stronger experimental design would keep light exposure the same for both groups and vary only the soil treatment. Choice 1 simply describes normal measurement and does not explain the problem. Choices 3 and 4 are unsupported absolute claims. ACT Science often tests whether an experimental design is controlled well enough to support a causal conclusion.<\/span><\/p>\n

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

                                          View Full Test Prep ACT Test Exam Dumps and Practice Test Dumps   Question 261. Choose the option that best corrects the underlined portion of the sentence: The committee of local volunteers has organized three neighborhood cleanups this year. has organized 2. have organized 3. were organizing 4. organize Correct Answer: 1 Explanation: The subject […]<\/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\/24274"}],"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=24274"}],"version-history":[{"count":1,"href":"https:\/\/www.examlabs.com\/certification\/wp-json\/wp\/v2\/posts\/24274\/revisions"}],"predecessor-version":[{"id":24275,"href":"https:\/\/www.examlabs.com\/certification\/wp-json\/wp\/v2\/posts\/24274\/revisions\/24275"}],"wp:attachment":[{"href":"https:\/\/www.examlabs.com\/certification\/wp-json\/wp\/v2\/media?parent=24274"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.examlabs.com\/certification\/wp-json\/wp\/v2\/categories?post=24274"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.examlabs.com\/certification\/wp-json\/wp\/v2\/tags?post=24274"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}