{"id":24276,"date":"2026-09-29T06:43:35","date_gmt":"2026-09-29T06:43:35","guid":{"rendered":"https:\/\/www.examlabs.com\/certification\/?p=24276"},"modified":"2026-09-29T06:43:35","modified_gmt":"2026-09-29T06:43:35","slug":"test-prep-act-test-practice-test-questions-and-exam-dumps-part15-q281-300","status":"publish","type":"post","link":"https:\/\/www.examlabs.com\/certification\/test-prep-act-test-practice-test-questions-and-exam-dumps-part15-q281-300\/","title":{"rendered":"Test Prep ACT Test Practice Test Questions and Exam Dumps Part15 Q281-300"},"content":{"rendered":"

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

 <\/p>\n

Question 281.<\/b><\/p>\n

Choose the option that best corrects the underlined portion of the sentence:<\/b>
\n<\/b>The set of instructions included with the equipment <\/b>is easy<\/i><\/b> to follow.<\/b><\/p>\n

    \n
  1. <\/b> is easy<\/span>
    \n<\/span>2.<\/b> are easy<\/span>
    \n<\/span>3.<\/b> were easy<\/span>
    \n<\/span>4.<\/b> have been easy<\/span><\/li>\n<\/ol>\n

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

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

    The main subject is <\/span>set<\/b>, which is singular. The phrase \u201cof instructions included with the equipment\u201d modifies the subject but does not change its number. Therefore, the singular verb <\/span>is<\/b> correctly agrees with \u201cset.\u201d Choice 2 incorrectly agrees with the nearby plural noun \u201cinstructions.\u201d Choice 3 changes the sentence into past tense without any reason, while Choice 4 creates an awkward present-perfect construction. ACT English often tests subject-verb agreement by placing a plural noun between the true subject and the verb. A useful strategy is to temporarily remove the modifying phrase: \u201cThe set is easy to follow.\u201d This simplified sentence makes the correct verb immediately clear.<\/span><\/p>\n

    Question 282.<\/b><\/p>\n

    Which sentence is the clearest and most concise revision?<\/b>
    \n<\/b>The final conclusion that the researchers ultimately reached in the end surprised everyone.<\/b><\/p>\n

      \n
    1. <\/b> The final conclusion the researchers ultimately reached surprised everyone in the end.<\/span>
      \n<\/span>2.<\/b> In the end, everyone was surprised by the final conclusion ultimately reached by the researchers.<\/span>
      \n<\/span>3.<\/b> The researchers reached a final conclusion that was ultimately surprising to everyone.<\/span>
      \n<\/span>4.<\/b> The researchers’ conclusion surprised everyone.<\/span><\/li>\n<\/ol>\n

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

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

      Choice 4 communicates the same essential idea in the clearest and most economical way. The original sentence contains several redundancies: \u201cfinal conclusion,\u201d \u201cultimately,\u201d and \u201cin the end\u201d all repeat the idea that the researchers eventually reached a result. Choice 1 retains most of that repetition. Choice 2 is grammatically acceptable but wordy and passive. Choice 3 is shorter than the original but still includes \u201cfinal\u201d and \u201cultimately,\u201d which add little meaning. ACT English generally prefers concise wording when no important information is lost. When comparing answer choices, look for repeated ideas and unnecessary noun phrases. Direct verbs and straightforward sentence structure are usually stronger than padded expressions.<\/span><\/p>\n

      Question 283.<\/b><\/p>\n

      Choose the best punctuation for the sentence:<\/b>
      \n<\/b>The guide offered one piece of advice ___ carry more water than you think you will need.<\/b><\/p>\n

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

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

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

        A colon is the best choice because the words before the blank form a complete sentence: \u201cThe guide offered one piece of advice.\u201d The words after the colon state exactly what that advice was. Choice 3 therefore creates the clearest relationship. Choice 1 uses a comma where stronger punctuation is needed. Choice 2 uses a semicolon, but the second part functions as the content of the advice rather than as a separate independent clause. Choice 4 omits necessary punctuation. On ACT English, colons often introduce explanations, examples, lists, or direct elaborations. The most important rule is that the wording before the colon must be grammatically complete on its own.<\/span><\/p>\n

        Question 284.<\/b><\/p>\n

        Choose the transition that best completes the paragraph:<\/b>
        \n<\/b>The city introduced a program that offered free bus passes to high school students. Within six months, student ridership increased substantially. ___, officials voted to continue the program for another year.<\/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 instance<\/span><\/li>\n<\/ol>\n

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

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

          The decision to continue the program follows directly from the increase in student ridership. Therefore, <\/span>As a result<\/b> is the most logical transition because it expresses cause and effect. \u201cIn contrast\u201d would introduce an opposing idea, which is not present. \u201cNevertheless\u201d would signal an unexpected result despite earlier information, but extending a successful program is expected. \u201cFor instance\u201d would introduce an example rather than a consequence. ACT transition questions require you to identify the relationship between surrounding ideas. A good approach is to summarize the logic before looking at the options. Here, free passes increased ridership, so officials continued the program. That is clearly a result relationship.<\/span><\/p>\n

          Question 285.<\/b><\/p>\n

          Which sentence best supports the writer’s goal of emphasizing the popularity of a newly opened hiking trail?<\/b><\/p>\n

            \n
          1. <\/b> More than 5,000 hikers used the trail during its first month.<\/span>
            \n<\/span>2.<\/b> The trail passes through pine forest and open meadow.<\/span>
            \n<\/span>3.<\/b> Trail signs were installed near several intersections.<\/span>
            \n<\/span>4.<\/b> The parking area is located beside the visitor center.<\/span><\/li>\n<\/ol>\n

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

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

            Choice 1 directly demonstrates popularity by giving a specific number of hikers over a short period. More than 5,000 users in the first month provides clear evidence that the trail attracted substantial interest. Choice 2 describes scenery, Choice 3 concerns navigation, and Choice 4 describes access. Those details may be relevant to a general description of the trail, but they do not directly establish popularity. ACT rhetorical-purpose questions ask you to select the detail that best accomplishes a stated goal. When the goal involves popularity, size, speed, or growth, numerical evidence is often especially effective because it allows the reader to measure the phenomenon rather than rely on a vague statement.<\/span><\/p>\n

            Question 286.<\/b><\/p>\n

            If <\/b>4x+13=61<\/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>4x+13=61<\/span>. Subtract 13 from both sides to get <\/span>4x=48<\/span>. Then divide both sides by 4, giving <\/span>x=12<\/span>. Therefore, Choice 4 is correct. You can verify the result by substitution: <\/span>4(12)+13=48+13=61<\/span>. Choice 1 gives 45, Choice 2 gives 53, and Choice 3 gives 57. ACT Math linear-equation questions usually require basic inverse operations, but careful arithmetic is important. Work one step at a time, apply the same operation to both sides, and check the result when the numbers make verification easy.<\/span><\/p>\n

              Question 287.<\/b><\/p>\n

              A bicycle helmet originally costs $80 and is discounted by 30%. What is the sale price?<\/b><\/p>\n

                \n
              1. <\/b> $24<\/span>
                \n<\/span>2.<\/b> $50<\/span>
                \n<\/span>3.<\/b> $56<\/span>
                \n<\/span>4.<\/b> $64<\/span><\/li>\n<\/ol>\n

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

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

                A 30% discount means the customer pays 70% of the original price. Calculate <\/span>80<\/span>0.70=56<\/span>. Therefore, the sale price is <\/span>$56<\/b>, Choice 3. Another method is to calculate the discount first: <\/span>80<\/span>0.30=24<\/span>, then subtract <\/span>80-24=56<\/span>. Choice 1 is the amount of the discount rather than the final price. Choice 2 represents a larger discount, while Choice 4 represents only a 20% discount. ACT percentage questions often use the amount of the reduction as a distractor. Always identify whether the problem asks for the amount saved or the final amount after the percentage change.<\/span><\/p>\n

                Question 288.<\/b><\/p>\n

                A rectangle has a perimeter of 64 units and a length of 18 units. What is its width?<\/b><\/p>\n

                  \n
                1. <\/b> 12 units<\/span>
                  \n<\/span>2.<\/b> 14 units<\/span>
                  \n<\/span>3.<\/b> 16 units<\/span>
                  \n<\/span>4.<\/b> 20 units<\/span><\/li>\n<\/ol>\n

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

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

                  Use the perimeter formula <\/span>P=2L+2W<\/span>. Substitute <\/span>P=64<\/span> and <\/span>L=18<\/span>: <\/span>64=36+2W<\/span>. Subtract 36 from both sides: <\/span>28=2W<\/span>. Divide by 2 to get <\/span>W=14<\/span>. Therefore, Choice 2 is correct. Choice 1 would give a perimeter of 60, Choice 3 would give 68, and Choice 4 would give 76. ACT geometry problems often combine a standard formula with simple algebra. Writing the formula first helps prevent confusion between perimeter and area. Remember that perimeter is measured in linear units.<\/span><\/p>\n

                  Question 289.<\/b><\/p>\n

                  The mean of 5 numbers is 26. Four of the numbers are 18, 23, 29, and 31. What is the fifth number?<\/b><\/p>\n

                    \n
                  1. <\/b> 29<\/span>
                    \n<\/span>2.<\/b> 27<\/span>
                    \n<\/span>3.<\/b> 31<\/span>
                    \n<\/span>4.<\/b> 26<\/span><\/li>\n<\/ol>\n

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

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

                    If the average of five numbers is 26, the total sum must be <\/span>26<\/span>5=130<\/span>. Add the four known numbers: <\/span>18+23+29+31=101<\/span>. Subtract this from 130: <\/span>130-101=29<\/span>. Therefore, the fifth number is <\/span>29<\/b>, Choice 1. Choice 4 may look tempting because it equals the mean, but a single value does not have to equal the average. ACT average questions are often easiest when you first convert the average into a total sum. Then subtract the known values to determine the missing one.<\/span><\/p>\n

                    Question 290.<\/b><\/p>\n

                    A line passes through the points <\/b>(1,2)<\/b> and <\/b>(5,14)<\/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> 5<\/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>14-2<\/span>5-1<\/span>=<\/span>12<\/span>4<\/span>=3<\/span>. Therefore, Choice 4 is correct. A common mistake is reversing the subtraction order in only the numerator or denominator. Either direction works, but the order must remain consistent. ACT coordinate geometry frequently tests slope because it represents vertical change divided by horizontal change. Since both coordinates increase from the first point to the second, the slope should be positive, which also provides a quick reasonableness check.<\/span><\/p>\n

                      Question 291.<\/b><\/p>\n

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

                      Passage:<\/b>
                      \n<\/b>Clara had always believed that public speaking depended mostly on confidence. Because she was naturally quiet, she avoided volunteering for presentations whenever possible. During a history project, however, her teacher required each student to give a short talk. Clara prepared carefully, rehearsing her main points and practicing how to explain a complicated chart. She was still nervous when she stood in front of the class, but the presentation went smoothly. Afterward, Clara realized that preparation could make public speaking manageable even when nervousness did not disappear completely.<\/span><\/p>\n

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

                        \n
                      1. <\/b> She realizes that preparation can help her speak effectively even if she still feels nervous.<\/span>
                        \n<\/span>2.<\/b> She decides that confident people never need to prepare.<\/span>
                        \n<\/span>3.<\/b> She concludes that public speaking should be avoided whenever possible.<\/span>
                        \n<\/span>4.<\/b> She becomes convinced that nervousness always causes poor presentations.<\/span><\/li>\n<\/ol>\n

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

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

                        Clara initially assumes that successful public speaking mainly requires natural confidence, which she believes she lacks. Her experience shows her that preparation can compensate for nervousness. She remains anxious during the presentation, yet it still goes well because she rehearsed and understood her material. Choice 1 accurately captures this development. Choice 2 is unsupported and reverses the passage\u2019s lesson. Choice 3 reflects her original attitude rather than her new one. Choice 4 contradicts the successful outcome despite her nervousness. ACT Reading character-development questions often focus on how experience changes a person\u2019s assumptions. Look for evidence in both the character\u2019s actions and final realization.<\/span><\/p>\n

                        Question 292.<\/b><\/p>\n

                        Based on the passage in Question 291, why does the author mention that Clara practiced explaining a complicated chart?<\/b><\/p>\n

                          \n
                        1. <\/b> To prove that the chart was unnecessary<\/span>
                          \n<\/span>2.<\/b> To show that Clara disliked the assignment<\/span>
                          \n<\/span>3.<\/b> To suggest that Clara had memorized every sentence<\/span>
                          \n<\/span>4.<\/b> To provide a specific example of how preparation improved her readiness<\/span><\/li>\n<\/ol>\n

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

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

                          The chart detail provides a concrete example of Clara\u2019s preparation. Rather than simply saying she practiced, the author shows that she worked on explaining one of the more difficult parts of the presentation. This supports the larger point that careful preparation helped her perform effectively despite feeling nervous. Choice 1 is unsupported because the chart is part of the presentation. Choice 2 contradicts her effort, and Choice 3 goes beyond the information given. ACT Reading questions about why an author includes a specific detail often ask how that detail supports characterization or a central idea. Here, the detail reinforces the passage\u2019s message about preparation.<\/span><\/p>\n

                          Question 293.<\/b><\/p>\n

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

                          Passage:<\/b>
                          \n<\/b>Some communities are installing rain gardens beside streets and parking lots. These shallow planted areas collect runoff during storms and allow part of the water to soak into the soil. The plants can also trap some sediment and provide habitat for insects. Rain gardens cannot handle every flooding problem, but they can reduce the amount of water entering storm drains during smaller storms.<\/span><\/p>\n

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

                            \n
                          1. <\/b> Rain gardens eliminate the need for storm drains.<\/span>
                            \n<\/span>2.<\/b> Every parking lot should be replaced with a garden.<\/span>
                            \n<\/span>3.<\/b> Rain gardens can help manage runoff while providing additional environmental benefits.<\/span>
                            \n<\/span>4.<\/b> Rain gardens prevent all types of flooding.<\/span><\/li>\n<\/ol>\n

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

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

                            The passage explains that rain gardens collect runoff, allow some water to infiltrate the soil, trap sediment, and provide habitat. It also notes that they cannot solve every flooding problem. Choice 3 accurately captures both the storm-water function and the additional environmental benefits. Choice 1 is too strong because the passage still refers to storm drains as part of the system. Choice 2 is not suggested, and Choice 4 contradicts the statement that rain gardens cannot handle every flooding problem. ACT main-idea questions often include options that exaggerate a useful strategy into a complete solution. The best answer reflects both the benefit and the limitation stated by the author.<\/span><\/p>\n

                            Question 294.<\/b><\/p>\n

                            In the passage from Question 293, why does the author include the statement that rain gardens \u201ccannot handle every flooding problem\u201d?<\/b><\/p>\n

                              \n
                            1. <\/b> To prove that rain gardens are ineffective<\/span>
                              \n<\/span>2.<\/b> To qualify the benefits and acknowledge that rain gardens have limits<\/span>
                              \n<\/span>3.<\/b> To suggest that communities should stop building storm drains<\/span>
                              \n<\/span>4.<\/b> To show that planted areas always increase runoff<\/span><\/li>\n<\/ol>\n

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

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

                              The statement limits the claim being made about rain gardens. The author presents them as helpful for managing smaller amounts of runoff but does not suggest that they can solve every flooding problem. Choice 2 correctly identifies this purpose. Choice 1 goes too far because the passage clearly describes useful benefits. Choice 3 contradicts the continued role of storm drains, and Choice 4 reverses the effect described. ACT Reading frequently tests qualifying language because it helps distinguish a reasonable claim from an exaggerated one. Phrases such as \u201cmay,\u201d \u201csome,\u201d \u201cunder certain conditions,\u201d and \u201ccannot handle every\u201d signal that the author is intentionally limiting the scope of a claim.<\/span><\/p>\n

                              Question 295.<\/b><\/p>\n

                              Which inference is best supported by the passage in Question 293?<\/b><\/p>\n

                                \n
                              1. <\/b> Rain gardens are likely to be most useful as one part of a broader storm-water strategy.<\/span>
                                \n<\/span>2.<\/b> Rain gardens make every neighborhood flood-proof.<\/span>
                                \n<\/span>3.<\/b> Storm drains are unnecessary wherever plants can grow.<\/span>
                                \n<\/span>4.<\/b> Sediment never enters a rain garden.<\/span><\/li>\n<\/ol>\n

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

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

                                Because the passage says rain gardens can reduce runoff during smaller storms but cannot handle every flooding problem, it is reasonable to infer that they are best used as one component of a larger storm-water management system. Choice 1 is therefore well supported. Choice 2 exaggerates their effectiveness. Choice 3 incorrectly suggests that rain gardens replace storm drains entirely. Choice 4 contradicts the statement that plants can trap some sediment, which implies sediment does enter the garden. ACT inference questions reward limited conclusions that follow logically from the passage. Avoid universal claims unless the author clearly makes one.<\/span><\/p>\n

                                Question 296.<\/b><\/p>\n

                                A student investigates how soil temperature affects seed germination. Four groups of seeds are kept at 10\u00b0C, 15\u00b0C, 20\u00b0C, and 25\u00b0C. All other conditions are held constant. What is the independent variable?<\/b><\/p>\n

                                  \n
                                1. <\/b> Number of seeds germinated<\/span>
                                  \n<\/span>2.<\/b> Amount of water<\/span>
                                  \n<\/span>3.<\/b> Type of seed<\/span>
                                  \n<\/span>4.<\/b> Soil temperature<\/span><\/li>\n<\/ol>\n

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

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

                                  The independent variable is the factor deliberately changed by the researcher. Here, the student changes soil temperature among four groups, so Choice 4 is correct. The number of seeds that germinate would be the dependent variable because it is the outcome measured in response to temperature. Amount of water and seed type should be controlled so that differences in germination can be attributed more confidently to temperature. ACT Science frequently tests experimental design. Remember: the independent variable is manipulated, the dependent variable is measured, and controlled variables are kept consistent to reduce alternative explanations.<\/span><\/p>\n

                                  Question 297.<\/b><\/p>\n

                                  Why should each group in Question 296 contain the same number and type of seeds?<\/b><\/p>\n

                                    \n
                                  1. <\/b> To make all temperatures identical<\/span>
                                    \n<\/span>2.<\/b> To guarantee that every seed germinates<\/span>
                                    \n<\/span>3.<\/b> To reduce differences caused by sample size or seed characteristics<\/span>
                                    \n<\/span>4.<\/b> To create additional independent variables<\/span><\/li>\n<\/ol>\n

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

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

                                    Using the same number and type of seeds helps ensure that differences in germination are not caused by unequal sample sizes or biological differences among seed varieties. This makes soil temperature the primary factor that changes among groups. Choice 1 is incorrect because temperature is intentionally varied. Choice 2 is impossible because controlled conditions do not guarantee that every seed will germinate. Choice 4 would weaken the experiment because adding independent variables makes the results harder to interpret. ACT Science often asks why researchers control certain factors. The purpose is to reduce confounding variables and make comparisons among treatment groups more meaningful.<\/span><\/p>\n

                                    Question 298.<\/b><\/p>\n

                                    The seed experiment produced the following germination results out of 40 seeds:<\/b>
                                    \n<\/b>10\u00b0C: 12 seeds<\/b>
                                    \n<\/b>15\u00b0C: 24 seeds<\/b>
                                    \n<\/b>20\u00b0C: 35 seeds<\/b>
                                    \n<\/b>25\u00b0C: 29 seeds<\/b>
                                    \n<\/b>Which conclusion is best supported?<\/b><\/p>\n

                                      \n
                                    1. <\/b> Germination decreased at every increase in temperature.<\/span>
                                      \n<\/span>2.<\/b> Germination increased through 20\u00b0C and then decreased at 25\u00b0C.<\/span>
                                      \n<\/span>3.<\/b> The highest germination occurred at 10\u00b0C.<\/span>
                                      \n<\/span>4.<\/b> Temperature had no relationship with germination.<\/span><\/li>\n<\/ol>\n

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

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

                                      The number of germinated seeds rises from 12 at 10\u00b0C to 24 at 15\u00b0C and 35 at 20\u00b0C. At 25\u00b0C, however, the number decreases to 29. Choice 2 accurately describes this pattern. Choice 1 is incorrect because germination initially increases. Choice 3 contradicts the data because the 10\u00b0C group has the lowest value. Choice 4 ignores the substantial differences among temperature groups. ACT Science data questions often include patterns that rise to an optimum and then decline. Read all measurements carefully instead of assuming the response will always increase or decrease in a straight line.<\/span><\/p>\n

                                      Question 299.<\/b><\/p>\n

                                      Scientist A argues that a decline in a butterfly population is mainly caused by reduced habitat. Scientist B argues that pesticide exposure is the primary cause. Which evidence would most directly support Scientist A?<\/b><\/p>\n

                                        \n
                                      1. <\/b> Butterfly numbers decline most sharply where meadow habitat is removed while pesticide use remains stable.<\/span>
                                        \n<\/span>2.<\/b> Pesticide concentrations increase in several farming areas.<\/span>
                                        \n<\/span>3.<\/b> Butterflies feed on nectar from several flower species.<\/span>
                                        \n<\/span>4.<\/b> Some butterflies migrate long distances.<\/span><\/li>\n<\/ol>\n

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

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

                                        Scientist A proposes that habitat loss is the main cause of the butterfly decline. Choice 1 directly supports that explanation because butterfly numbers decrease where meadow habitat is removed while pesticide use remains relatively stable. This strengthens the habitat hypothesis and reduces pesticide exposure as the competing explanation. Choice 2 would support Scientist B instead. Choices 3 and 4 provide 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 choose evidence that specifically changes one factor while holding the competing factor relatively constant.<\/span><\/p>\n

                                        Question 300.<\/b><\/p>\n

                                        A researcher tests whether a new compost mixture improves plant growth. Group A receives the mixture and 12 hours of light each day. Group B receives no mixture and 7 hours of light each day. Group A grows taller. Why is the conclusion that the compost mixture caused the greater growth not fully justified?<\/b><\/p>\n

                                          \n
                                        1. <\/b> Plant growth cannot be measured accurately.<\/span>
                                          \n<\/span>2.<\/b> Compost mixtures never influence plant growth.<\/span>
                                          \n<\/span>3.<\/b> Seven hours of light always produces more growth than twelve hours.<\/span>
                                          \n<\/span>4.<\/b> The groups differed in both compost treatment and light exposure.<\/span><\/li>\n<\/ol>\n

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

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

                                          The experiment changes two important variables at the same time. Group A receives the compost mixture 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 increased height resulted from the compost mixture, the additional light, or a combination of both. This is a confounding-variable problem. A stronger experiment would keep daily light exposure the same for both groups and vary only the compost treatment. Choices 1, 2, and 3 are unsupported statements. ACT Science frequently tests whether an experimental design is controlled well enough to justify 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 281. Choose the option that best corrects the underlined portion of the sentence: The set of instructions included with the equipment is easy to follow. is easy 2. are easy 3. were easy 4. have been easy Correct Answer: 1 Explanation: […]<\/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\/24276"}],"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=24276"}],"version-history":[{"count":1,"href":"https:\/\/www.examlabs.com\/certification\/wp-json\/wp\/v2\/posts\/24276\/revisions"}],"predecessor-version":[{"id":24277,"href":"https:\/\/www.examlabs.com\/certification\/wp-json\/wp\/v2\/posts\/24276\/revisions\/24277"}],"wp:attachment":[{"href":"https:\/\/www.examlabs.com\/certification\/wp-json\/wp\/v2\/media?parent=24276"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.examlabs.com\/certification\/wp-json\/wp\/v2\/categories?post=24276"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.examlabs.com\/certification\/wp-json\/wp\/v2\/tags?post=24276"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}