{"id":24286,"date":"2026-09-29T06:45:15","date_gmt":"2026-09-29T06:45:15","guid":{"rendered":"https:\/\/www.examlabs.com\/certification\/?p=24286"},"modified":"2026-09-29T06:45:15","modified_gmt":"2026-09-29T06:45:15","slug":"test-prep-act-test-practice-test-questions-and-exam-dumps-part20-q381-400","status":"publish","type":"post","link":"https:\/\/www.examlabs.com\/certification\/test-prep-act-test-practice-test-questions-and-exam-dumps-part20-q381-400\/","title":{"rendered":"Test Prep ACT Test Practice Test Questions and Exam Dumps Part20 Q381-400"},"content":{"rendered":"

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

 <\/p>\n

Question 381.<\/b><\/p>\n

Choose the sentence that uses the modifier correctly.<\/b><\/p>\n

    \n
  1. <\/b> After completing the survey, the researchers organized the responses into categories.<\/span>
    \n<\/span>2.<\/b> After completing the survey, the responses were organized into categories by the researchers.<\/span>
    \n<\/span>3.<\/b> The responses, after completing the survey, were organized into categories.<\/span>
    \n<\/span>4.<\/b> After completing the survey, categories were created from the responses.<\/span><\/li>\n<\/ol>\n

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

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

    Choice 1 correctly places \u201cthe researchers\u201d immediately after the introductory phrase \u201cAfter completing the survey.\u201d The researchers are the people who actually completed the survey, so the modifier clearly refers to them. Choice 2 creates a dangling modifier because it grammatically suggests that \u201cthe responses\u201d completed the survey. Choice 3 creates the same logical problem by placing \u201cthe responses\u201d next to the introductory phrase. Choice 4 incorrectly suggests that \u201ccategories\u201d completed the survey. ACT English frequently tests modifier placement by separating the person or thing performing an action from an introductory phrase. A useful strategy is to ask who actually performed the action described at the beginning of the sentence. That person or thing should normally appear immediately after the comma.<\/span><\/p>\n

    Question 382.<\/b><\/p>\n

    Which sentence is the clearest and most concise revision?<\/b>
    \n<\/b>The final result that occurred in the end was completely unexpected by all of the participants.<\/b><\/p>\n

      \n
    1. <\/b> The final result in the end was completely unexpected by all participants.<\/span>
      \n<\/span>2.<\/b> All participants were completely surprised by the final result that occurred.<\/span>
      \n<\/span>3.<\/b> In the end, the final result was unexpected by all of the participants.<\/span>
      \n<\/span>4.<\/b> The result surprised all the participants.<\/span><\/li>\n<\/ol>\n

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

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

      Choice 4 communicates the complete idea directly and removes several unnecessary phrases. The original sentence repeats the same idea through \u201cfinal result,\u201d \u201coccurred in the end,\u201d and \u201cunexpected.\u201d Choice 1 preserves much of that redundancy. Choice 2 is shorter but still uses the unnecessarily wordy phrase \u201cfinal result that occurred.\u201d Choice 3 repeats \u201cin the end\u201d and \u201cfinal,\u201d which communicate similar ideas. ACT English often tests concision by presenting several grammatically acceptable choices that vary in efficiency. The strongest answer is usually the one that retains the intended meaning while removing repeated concepts and unnecessary words. A precise verb such as \u201csurprised\u201d can often replace a longer passive construction such as \u201cwas completely unexpected by.\u201d<\/span><\/p>\n

      Question 383.<\/b><\/p>\n

      Choose the option that correctly punctuates the sentence:<\/b>
      \n<\/b>The committee considered three possible locations ___ the library, the community center, and the old courthouse.<\/b><\/p>\n

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

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

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

        Choice 3 is correct because a colon can introduce a list when the words before the colon form a complete independent clause. \u201cThe committee considered three possible locations\u201d can stand alone as a complete sentence, and the material after the colon identifies those locations. Choice 1 uses only a comma and does not properly introduce the list after a complete clause. Choice 2 uses a semicolon, but the words after it are not an independent clause. Choice 4 provides no punctuation and creates an awkward sentence. ACT English often tests colons in list constructions. Before selecting a colon, check whether the sentence before it is grammatically complete. If the clause cannot stand alone, a colon is usually inappropriate.<\/span><\/p>\n

        Question 384.<\/b><\/p>\n

        Choose the transition that best completes the paragraph:<\/b>
        \n<\/b>The school introduced a composting program in the cafeteria. Within one semester, the amount of food waste sent to the landfill decreased noticeably. ___, administrators expanded the program to two additional buildings.<\/b><\/p>\n

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

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

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

          The expansion of the composting program is presented as a consequence of its successful first semester. Therefore, \u201cAs a result\u201d is the best transition. \u201cNevertheless\u201d would introduce an unexpected contrast, which does not fit the logical relationship. \u201cIn contrast\u201d would signal an opposing idea, but the final sentence continues the positive development. \u201cFor example\u201d would introduce an illustration rather than a consequence. ACT transition questions require you to identify how one idea relates to the next. A useful approach is to summarize the relationship before looking at the answer choices. Here, the program reduced landfill waste, so administrators expanded it. That is clearly a cause-and-effect relationship.<\/span><\/p>\n

          Question 385.<\/b><\/p>\n

          Which sentence best supports the writer’s goal of emphasizing the rapid growth of a local farmers market?<\/b><\/p>\n

            \n
          1. <\/b> The market expanded from 12 vendors to 75 vendors in only two years.<\/span>
            \n<\/span>2.<\/b> The market is held beside the city library every Saturday.<\/span>
            \n<\/span>3.<\/b> Several vendors sell handmade crafts in addition to food.<\/span>
            \n<\/span>4.<\/b> Visitors often arrive before the market officially opens.<\/span><\/li>\n<\/ol>\n

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

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

            Choice 1 directly demonstrates rapid growth by comparing the number of vendors over a short period. Increasing from 12 to 75 vendors in only two years provides measurable evidence of substantial expansion. Choice 2 describes location, Choice 3 describes the types of products sold, and Choice 4 suggests interest but does not quantify growth over time. ACT rhetorical-purpose questions ask you to select the detail that most directly accomplishes the writer\u2019s stated objective. When the goal is to emphasize growth, speed, scale, or popularity, numerical comparisons are especially effective because they allow the reader to measure the change. The best answer should not merely relate to the topic; it should directly prove the point being emphasized.<\/span><\/p>\n

            Question 386.<\/b><\/p>\n

            The equations <\/b>x+y=20<\/b> and <\/b>x-y=8<\/b> form a system. What is the value of <\/b>x<\/b>?<\/b><\/p>\n

              \n
            1. <\/b> 6<\/span>
              \n<\/span>2.<\/b> 10<\/span>
              \n<\/span>3.<\/b> 12<\/span>
              \n<\/span>4.<\/b> 14<\/span><\/li>\n<\/ol>\n

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

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

              Add the two equations together: <\/span>(x+y)+(x-y)=20+8<\/span>. The y terms cancel, leaving <\/span>2x=28<\/span>. Divide both sides by 2 to get <\/span>x=14<\/span>. Therefore, Choice 4 is correct. You can verify the solution by substituting 14 into the first equation: <\/span>14+y=20<\/span>, so <\/span>y=6<\/span>. Checking the second equation gives <\/span>14-6=8<\/span>, which is correct. ACT Math system-of-equations questions often become much faster when one variable has opposite coefficients in the two equations. Before using substitution, look for an opportunity to eliminate a variable by simply adding or subtracting the equations.<\/span><\/p>\n

              Question 387.<\/b><\/p>\n

              If <\/b>f(x)=2<\/b>x<\/b>2<\/b>+5x-4<\/b>, what is <\/b>f(3)<\/b>?<\/b><\/p>\n

                \n
              1. <\/b> 17<\/span>
                \n<\/span>2.<\/b> 24<\/span>
                \n<\/span>3.<\/b> 29<\/span>
                \n<\/span>4.<\/b> 35<\/span><\/li>\n<\/ol>\n

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

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

                Substitute 3 for every x in the function: <\/span>f(3)=2(<\/span>3<\/span>2<\/span>)+5(3)-4<\/span>. Evaluate the exponent first: <\/span>3<\/span>2<\/span>=9<\/span>. Then multiply: <\/span>2(9)=18<\/span> and <\/span>5(3)=15<\/span>. Finally, calculate <\/span>18+15-4=29<\/span>. Therefore, Choice 3 is correct. Function questions on the ACT often test careful substitution and order of operations rather than advanced algebra. A common mistake is forgetting to square the input before multiplying or failing to substitute the value into every x term. Writing the expression with parentheses around the substituted value can help prevent these errors and make each step easier to track.<\/span><\/p>\n

                Question 388.<\/b><\/p>\n

                A machine produces 84 parts in 6 minutes at a constant rate. At the same rate, how many parts will it produce in 15 minutes?<\/b><\/p>\n

                  \n
                1. <\/b> 168<\/span>
                  \n<\/span>2.<\/b> 210<\/span>
                  \n<\/span>3.<\/b> 224<\/span>
                  \n<\/span>4.<\/b> 252<\/span><\/li>\n<\/ol>\n

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

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

                  First find the production rate: <\/span>84<\/span>6=14<\/span> parts per minute. At that same rate for 15 minutes, the machine produces <\/span>14<\/span>15=210<\/span> parts. Therefore, Choice 2 is correct. Choice 1 corresponds to 12 minutes at the same rate, while Choices 3 and 4 use incorrect multiplication or rate calculations. ACT rate questions are usually easiest when you first determine the amount produced per unit of time. Then multiply that unit rate by the new time. Keeping the units visible can help prevent errors: parts per minute multiplied by minutes gives parts. The phrase \u201cat a constant rate\u201d tells you that proportional reasoning is appropriate.<\/span><\/p>\n

                  Question 389.<\/b><\/p>\n

                  A right triangle has legs measuring 5 units and 12 units. What is the length of the hypotenuse?<\/b><\/p>\n

                    \n
                  1. <\/b> 13 units<\/span>
                    \n<\/span>2.<\/b> 15 units<\/span>
                    \n<\/span>3.<\/b> 17 units<\/span>
                    \n<\/span>4.<\/b> 18 units<\/span><\/li>\n<\/ol>\n

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

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

                    Use the Pythagorean theorem: <\/span>a<\/span>2<\/span>+<\/span>b<\/span>2<\/span>=<\/span>c<\/span>2<\/span>. Substitute the two leg lengths: <\/span>5<\/span>2<\/span>+1<\/span>2<\/span>2<\/span>=<\/span>c<\/span>2<\/span>. This gives <\/span>25+144=169<\/span>, so <\/span>c<\/span>2<\/span>=169<\/span>. Taking the positive square root gives <\/span>c=13<\/span>. Therefore, Choice 1 is correct. The 5-12-13 triangle is also a common Pythagorean triple that is useful to recognize on the ACT. However, applying the formula directly is always reliable. The hypotenuse must be the longest side of a right triangle, so an answer smaller than 12 could immediately be rejected. Checking reasonableness in this way can help catch arithmetic mistakes.<\/span><\/p>\n

                    Question 390.<\/b><\/p>\n

                    A box contains 6 red cards, 4 blue cards, and 5 green cards. If one card is chosen at random, what is the probability that it is green?<\/b><\/p>\n

                      \n
                    1. <\/b> 1<\/span>5<\/span>
                      \n<\/span>2.<\/b> 2<\/span>5<\/span>
                      \n<\/span>3.<\/b> 5<\/span>9<\/span>
                      \n<\/span>4.<\/b> 1<\/span>3<\/span><\/li>\n<\/ol>\n

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

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

                      There are <\/span>6+4+5=15<\/span> cards in total. Five of them are green, so the probability of choosing a green card is <\/span>5\/15<\/span>, which simplifies to <\/span>1\/3<\/span>. Therefore, Choice 4 is correct. Choice 1 would represent 3 favorable outcomes out of 15, and Choice 2 would represent 6 favorable outcomes. Choice 3 uses an incorrect total number of possible outcomes. ACT probability questions typically use the relationship probability = favorable outcomes divided by total equally likely outcomes. Count the entire sample space first, then identify how many outcomes satisfy the condition. Simplifying the fraction can also help you match the result to the answer choices.<\/span><\/p>\n

                      Question 391.<\/b><\/p>\n

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

                      Passage:<\/b>
                      \n<\/b>Maya once assumed that scientific models were simply smaller copies of real objects. During an environmental science course, however, she worked with a computer model that predicted how rainfall might affect a watershed. The model did not reproduce every tree, road, or stream exactly. Instead, it used selected variables to represent the most important processes. Maya gradually understood that models are useful not because they duplicate reality perfectly, but because they simplify complex systems in ways that allow researchers to test ideas.<\/span><\/p>\n

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

                        \n
                      1. <\/b> She realizes that scientific models can simplify reality while still helping researchers investigate complex systems.<\/span>
                        \n<\/span>2.<\/b> She decides computer models are less useful than physical models.<\/span>
                        \n<\/span>3.<\/b> She concludes that scientific models should include every possible detail.<\/span>
                        \n<\/span>4.<\/b> She believes models are useful only when they look exactly like real objects.<\/span><\/li>\n<\/ol>\n

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

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

                        Maya begins with the belief that models are mainly physical copies of real objects. Her experience with the watershed model expands that understanding. She learns that models can intentionally leave out many details while representing the processes most important to a question. Choice 1 accurately captures this change. Choice 2 introduces a comparison between computer and physical models that the passage does not make. Choice 3 directly contradicts the idea of simplification. Choice 4 restates Maya\u2019s original misconception rather than her final understanding. ACT Reading questions about changes in perspective often require identifying how a character moves from a simple assumption to a more nuanced view after gaining experience.<\/span><\/p>\n

                        Question 392.<\/b><\/p>\n

                        Why does the author mention that the watershed model did not reproduce every tree, road, or stream exactly?<\/b><\/p>\n

                          \n
                        1. <\/b> To show that the computer program was defective<\/span>
                          \n<\/span>2.<\/b> To argue that maps are more accurate than models<\/span>
                          \n<\/span>3.<\/b> To suggest that researchers ignored important information<\/span>
                          \n<\/span>4.<\/b> To illustrate how a model can simplify reality while focusing on important variables<\/span><\/li>\n<\/ol>\n

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

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

                          The detail about omitted trees, roads, and streams helps explain the central idea that scientific models do not need to reproduce every feature of reality. Instead, they select variables that are important for the question being studied. Choice 4 therefore best explains the author\u2019s purpose. Choice 1 incorrectly assumes that simplification means the program is defective. Choice 2 introduces maps, which the passage does not compare with models. Choice 3 suggests careless research, but the passage presents selective simplification as intentional and useful. ACT Reading detail-purpose questions often ask how a specific example supports the larger argument. Here, the omitted details illustrate the function of abstraction in scientific modeling.<\/span><\/p>\n

                          Question 393.<\/b><\/p>\n

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

                          Passage:<\/b>
                          \n<\/b>Some communities are replacing sections of conventional pavement with permeable surfaces in parking areas and pedestrian zones. These materials allow some rainwater to pass through small openings and enter the soil below. This can reduce immediate runoff during storms and may help recharge groundwater. However, soil conditions, maintenance needs, and the amount of traffic determine where permeable pavement can be used effectively.<\/span><\/p>\n

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

                            \n
                          1. <\/b> Permeable pavement should replace every paved surface.<\/span>
                            \n<\/span>2.<\/b> Conventional pavement prevents all groundwater recharge.<\/span>
                            \n<\/span>3.<\/b> Permeable pavement can help manage runoff, but its usefulness depends on local conditions.<\/span>
                            \n<\/span>4.<\/b> Permeable pavement is suitable only for highways.<\/span><\/li>\n<\/ol>\n

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

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

                            The passage describes the potential benefits of permeable pavement, including reducing immediate runoff and allowing some water to enter the soil. It also explains that soil, maintenance, and traffic conditions affect where the material is practical. Choice 3 captures both the benefit and the limitation. Choice 1 is too absolute because the passage clearly says suitability depends on local conditions. Choice 2 exaggerates the effects of conventional pavement, and Choice 4 incorrectly restricts permeable pavement to highways when the passage specifically mentions parking and pedestrian areas. ACT main-idea questions often include extreme answer choices. The strongest answer usually reflects the balanced position expressed throughout the passage.<\/span><\/p>\n

                            Question 394.<\/b><\/p>\n

                            In the passage from Question 393, why does the author mention traffic levels?<\/b><\/p>\n

                              \n
                            1. <\/b> To prove that permeable pavement cannot support any vehicles<\/span>
                              \n<\/span>2.<\/b> To identify one factor that may influence where the material can be used successfully<\/span>
                              \n<\/span>3.<\/b> To argue that parking areas should be closed during storms<\/span>
                              \n<\/span>4.<\/b> To show that groundwater causes traffic problems<\/span><\/li>\n<\/ol>\n

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

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

                              Traffic level is mentioned as a practical consideration because different pavement materials may perform differently under different amounts or types of vehicle use. The detail supports the broader point that permeable pavement is not equally appropriate for every location. Choice 2 therefore best explains why the author includes it. Choice 1 is too extreme because the passage mentions parking areas, which obviously experience vehicle traffic. Choice 3 is not discussed, and Choice 4 invents a relationship between groundwater and traffic congestion. ACT Reading questions about supporting details often test whether you can connect a specific factor back to the author\u2019s larger qualification or argument.<\/span><\/p>\n

                              Question 395.<\/b><\/p>\n

                              Which inference is best supported by the passage in Question 393?<\/b><\/p>\n

                                \n
                              1. <\/b> Planners may need to evaluate a site before choosing permeable pavement.<\/span>
                                \n<\/span>2.<\/b> Permeable pavement completely eliminates storm-water runoff.<\/span>
                                \n<\/span>3.<\/b> Every soil type is equally suitable for permeable pavement.<\/span>
                                \n<\/span>4.<\/b> Maintenance is unnecessary once permeable pavement is installed.<\/span><\/li>\n<\/ol>\n

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

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

                                The passage identifies several site-specific factors, including soil conditions, traffic, and maintenance needs. It is therefore reasonable to infer that planners should evaluate individual locations before deciding whether permeable pavement is appropriate. Choice 1 is well supported. Choice 2 exaggerates the benefit because the passage says permeable pavement can reduce runoff, not eliminate it completely. Choice 3 contradicts the mention of soil conditions as a factor. Choice 4 directly conflicts with the statement that maintenance needs must be considered. ACT inference questions reward conclusions that follow naturally from the information provided without making absolute claims that go beyond the text.<\/span><\/p>\n

                                Question 396.<\/b><\/p>\n

                                A sample’s mass decreased from 80 grams to 60 grams. What was the percent decrease?<\/b><\/p>\n

                                  \n
                                1. <\/b> 20%<\/span>
                                  \n<\/span>2.<\/b> 25%<\/span>
                                  \n<\/span>3.<\/b> 33%<\/span>
                                  \n<\/span>4.<\/b> 40%<\/span><\/li>\n<\/ol>\n

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

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

                                  The sample lost <\/span>80-60=20<\/span> grams. Percent decrease is calculated by dividing the amount of decrease by the original value: <\/span>20\/80=0.25<\/span>, which equals 25%. However, the listed answer positions require identifying the numerical result carefully: 25% corresponds to Choice 2, not Choice 4. Therefore, Choice 2 is mathematically correct. When solving ACT percentage-change problems, always use the original value as the denominator. The formula is change divided by original amount, multiplied by 100%. In this case, \\(20\/80\\times100=25\\%\\). Checking the arithmetic against the choices is essential because selecting the correct computed value matters more than following any answer-position pattern.<\/span><\/p>\n

                                  Question 397.<\/b><\/p>\n

                                  A scientist tests whether a protective coating slows metal corrosion. Two identical metal samples are exposed to the same conditions. One sample receives the coating, and the other does not. What is the purpose of the uncoated sample?<\/b><\/p>\n

                                    \n
                                  1. <\/b> It provides a control for comparison with the coated sample.<\/span>
                                    \n<\/span>2.<\/b> It guarantees that both samples corrode at the same rate.<\/span>
                                    \n<\/span>3.<\/b> It increases the number of treatments being tested.<\/span>
                                    \n<\/span>4.<\/b> It prevents environmental conditions from affecting the experiment.<\/span><\/li>\n<\/ol>\n

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

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

                                    The uncoated sample provides a baseline showing how much corrosion occurs without the treatment. The coated sample can then be compared with that baseline to determine whether the coating changes the corrosion rate. Choice 1 is therefore correct. Choice 2 is the opposite of the purpose of the experiment because the scientist wants to determine whether corrosion rates differ. Choice 3 is misleading because the uncoated sample represents the control condition rather than another treatment. Choice 4 is incorrect because both samples are still exposed to environmental conditions. ACT Science often asks about control groups because they are essential for evaluating whether an experimental treatment actually produces a measurable effect.<\/span><\/p>\n

                                    Question 398.<\/b><\/p>\n

                                    An experiment measured the time required for a chemical reaction at four temperatures:<\/b>
                                    \n<\/b>15\u00b0C: 50 seconds<\/b>
                                    \n<\/b>25\u00b0C: 37 seconds<\/b>
                                    \n<\/b>35\u00b0C: 28 seconds<\/b>
                                    \n<\/b>45\u00b0C: 31 seconds<\/b>
                                    \n<\/b>Which statement best describes the results?<\/b><\/p>\n

                                      \n
                                    1. <\/b> Reaction time increased at every temperature.<\/span>
                                      \n<\/span>2.<\/b> Reaction time was greatest at 45\u00b0C.<\/span>
                                      \n<\/span>3.<\/b> Reaction time decreased through 35\u00b0C and then increased slightly at 45\u00b0C.<\/span>
                                      \n<\/span>4.<\/b> Temperature had no relationship with reaction time.<\/span><\/li>\n<\/ol>\n

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

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

                                      The reaction time falls from 50 seconds at 15\u00b0C to 37 seconds at 25\u00b0C and 28 seconds at 35\u00b0C. At 45\u00b0C, it rises slightly to 31 seconds. Choice 3 accurately describes this pattern. Choice 1 reverses the trend for the first three temperatures. Choice 2 is incorrect because the greatest reaction time occurs at 15\u00b0C, not 45\u00b0C. Choice 4 ignores the clear differences among the trials. ACT Science data questions often use patterns that change direction, so it is important to examine every value rather than assuming the relationship continues in one direction across the entire range.<\/span><\/p>\n

                                      Question 399.<\/b><\/p>\n

                                      Scientist A argues that a decline in a frog population is mainly caused by loss of wetland habitat. Scientist B argues that disease is the primary cause. Which evidence would most directly support Scientist A?<\/b><\/p>\n

                                        \n
                                      1. <\/b> Frog numbers decline most sharply where wetland area decreases while disease rates remain stable.<\/span>
                                        \n<\/span>2.<\/b> Disease is detected in several frog populations.<\/span>
                                        \n<\/span>3.<\/b> Frogs feed on insects near ponds.<\/span>
                                        \n<\/span>4.<\/b> Some wetlands contain more vegetation than others.<\/span><\/li>\n<\/ol>\n

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

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

                                        Scientist A proposes that habitat loss is the primary cause of the frog decline. Choice 1 directly supports that explanation because frog numbers decrease where wetland area declines while disease rates remain stable. This strengthens the habitat hypothesis while reducing disease as a competing explanation. Choice 2 would instead support Scientist B. Choices 3 and 4 provide ecological background but do not directly test either proposed cause. ACT conflicting-viewpoints questions are easiest when you identify the main variable in each scientist\u2019s explanation and then select evidence that supports one factor while keeping the competing factor relatively unchanged.<\/span><\/p>\n

                                        Question 400.<\/b><\/p>\n

                                        Researchers want to test whether background noise affects memory performance. Which experimental design would provide the strongest evidence?<\/b><\/p>\n

                                          \n
                                        1. <\/b> Give the noisy group a more difficult memory test than the quiet group.<\/span>
                                          \n<\/span>2.<\/b> Use similar participants and the same memory task, changing only the background-noise condition.<\/span>
                                          \n<\/span>3.<\/b> Give the quiet group twice as much study time.<\/span>
                                          \n<\/span>4.<\/b> Test one group in the morning and the other late at night.<\/span><\/li>\n<\/ol>\n

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

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

                                          Choice 2 is the strongest design because the groups are kept similar and complete the same task while only background noise changes. This isolates noise as the independent variable and makes differences in memory performance easier to interpret. Choice 1 changes both noise and test difficulty. Choice 3 changes noise and study time. Choice 4 changes noise and time of day, which could introduce fatigue or other effects. ACT Science experimental-design questions often test whether a study controls potential confounding variables. A strong comparison changes one main factor at a time 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 381. Choose the sentence that uses the modifier correctly. After completing the survey, the researchers organized the responses into categories. 2. After completing the survey, the responses were organized into categories by the researchers. 3. The responses, after completing the survey, […]<\/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\/24286"}],"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=24286"}],"version-history":[{"count":1,"href":"https:\/\/www.examlabs.com\/certification\/wp-json\/wp\/v2\/posts\/24286\/revisions"}],"predecessor-version":[{"id":24287,"href":"https:\/\/www.examlabs.com\/certification\/wp-json\/wp\/v2\/posts\/24286\/revisions\/24287"}],"wp:attachment":[{"href":"https:\/\/www.examlabs.com\/certification\/wp-json\/wp\/v2\/media?parent=24286"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.examlabs.com\/certification\/wp-json\/wp\/v2\/categories?post=24286"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.examlabs.com\/certification\/wp-json\/wp\/v2\/tags?post=24286"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}