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Directions
PASSAGE I
Celebrating Powwows
Pauwau is an Algonquin word that once
referred to medicine men, who danced, during
tribal ceremonies. However, Europeans
whom witnessed these ceremonies for the first
time thought the word referred to the whole event
and began calling the events “powwows,” the term
now used by most American Indians. These early
ceremonies were held, by individual tribes to cure
disease or to ensure success in battle or hunting.
At modern-day powwows, people gather to dance,
sing, socialize, and witness ceremonies honoring
the achievements of individuals or groups.
At most modern powwows, the main focus is
dance. Attendees can be apart of the competitive
dances or the open social dances called intertribals.
1. A. NO CHANGE
B. men; who danced
C. men who danced,
D. men who danced
2. F. NO CHANGE
G. who witnessing
H. witnessing
J. which witnessed
3. A. NO CHANGE
B. begun
C. would began
D. will begin
4. F. NO CHANGE
G. held by individual tribes
H. held by individual tribes,
J. held by, individual tribes,
5. A. NO CHANGE
B. ensuring
C. by ensuring
D. for ensuring
6. F. NO CHANGE
G. become apart of
H. take part within
J. take part in
ENGLISH TEST
45 Minutes—75 Questions
DIRECTIONS: In the five passages that follow, certain
words and phrases are underlined and numbered. In
the right-hand column, you will find alternatives for the
underlined part. In most cases, you are to choose the
one that best expresses the idea, makes the statement
appropriate for standard written English, or is worded
most consistently with the style and tone of the passage
as a whole. If you think the original version is best,
choose “NO CHANGE.” In some cases, you will find in
the right-hand column a question about the underlined
part. You are to choose the best answer to the question.
You will also find questions about a section of the pas-
sage, or about the passage as a whole. These questions
do not refer to an underlined portion of the passage, but
rather are identified by a number or numbers in a box.
For each question, choose the alternative you consider
best and fill in the corresponding oval on your answer
document. Read each passage through once before you
begin to answer the questions that accompany it. For
many of the questions, you must read several sentences
beyond the question to determine the answer. Be sure
that you have read far enough ahead each time you
choose an alternative.
2
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ACT-G01
11
1
2
3
4
5
6
T
he participants danced
t
o the music of drums.
E
ach group of people who sit around a large skin
d
rum, singing and playing the drum in unison,
i
s
known as a “Drum.” These Drums provide the music
for each
powwow activities. While smaller powwows
may host only one Drum, larger powwows (which
can last for days) usually involve several Drums.
Many American Indians mark important events
of their lives at powwows. At a recent powwow
at Stanford University, one family paid tribute to
their son, who was soon to graduate from law school.
A special dance was announced, and the crowd
grew quiet. The young man’s father stepped up to
the microphone and began describing his son’s many
achievements. When he was finished, a Drum began
to sing and play. Some of the young man’s family
members began to dance in a circle. Before that,
people came from out of the crowd to shake hands
with the young man and dance with his family. In
this way, his achievements were honored by the
entire community.
Today, American Indians attend powwows
due to the fact that they want to celebrate their culture
as well as the achievements of their family members.
Powwows provide and afford a chance to mark
important transitions, to visit with old friends and
meet new ones, dance and singing take place, and to
celebrate the future as well as the past.
7
. A. NO CHANGE
B
. dance
C
. were dancing
D
. would have danced
8
. F. NO CHANGE
G
. drum, singing and playing the drum in unison
H. drum singing and playing the drum in unison,
J. drum singing, and playing the drum in unison
9. A. NO CHANGE
B. every
C. all
D. this
10. F. NO CHANGE
G. lasting for days, larger powwows usually involve
several Drums.
H. larger powwows usually involve several Drums
lasting for days.
J. larger powwows usually involve (which can last
for days) several Drums.
11. A. NO CHANGE
B. For example,
C. In particular,
D. Soon,
12. F. NO CHANGE
G. in order to be there
H. because of their desire and wish
J. DELETE the underlined portion.
13. A. NO CHANGE
B. a chance
C. the opportunity for a chance
D. a chance and opportunity
14. F. NO CHANGE
G. for dancing and singing,
H. to dance and sing,
J. dancing and singing are enjoyed,
3
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ACT-G01
11
7
8
9
10
10
11
12
13
14
1
5. Suppose the writer had intended to write a brief essay
o
n an American Indian tradition that has been modified
and continues to the present day. Would this essay suc-
cessfully fulfill the writer’s goal?
A. Yes, because the essay describes tribal ceremonies
that predated the arrival of Europeans and the
powwows that are a modern adaptation of those
ceremonies.
B. Yes, because the essay explains in considerable
detail the concept of the Drum and its central role
in present-day powwows.
C. No, because the essay states that the powwows
that exist today serve entirely different purposes
from those of the earlier tribal ceremonies.
D. No, because the essay points out that the word
powwow originally referred to medicine men and
then doesn’t indicate whether their role still exists
today.
16. F. NO CHANGE
G. vials, notebooks and pencils
H. vials, notebooks, and pencils,
J. vials, notebooks, and pencils
17. A. NO CHANGE
B. will have discovered
C. had discovered
D. discovers
18. F. NO CHANGE
G. thinking
H. studying
J. study about
19. If the writer were to delete the phrase “in whole ant
colonies” from the preceding sentence, it would pri-
marily lose:
A. an interesting illustration.
B. redundant information.
C. unnecessary overstatement.
D. a defining detail.
4
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ACT-G01
11
Question 15 asks about the preceding passage
a
s a whole.
PASSAGE II
Edward O. Wilson’s Ants
Careful of where he steps, carrying tweezers,
vials notebooks and pencils, Edward O. Wilson has
looked over, under, and into the world of ants. He
has discovered that the influence of ants’ behavior
on their success as a species is as great as their
number is vast. By thinking about and contemplating
ants, which are among the planet’s smaller creatures,
Wilson has arrived at significant conclusions about
their social organization and survival.
[1] Wilson studies patterns of organization and
behavior in whole ant colonies. 3 [2] Because ants
resume normal behavior quickly, ant colonies are
easy to maintain and study in a laboratory. [3] By
observing ants in a few colonies in the field and in
the lab, Wilson can describe an entire species.
16
17
18
[4]
He designs his studies with two questions in
t
he notebooks of his mind.
[5]
First, how do colony
m
embers differentiate and divide labor? [
6]
And
second, why has
some combinations of these
divisions of labor more successful than others?
[7] Wilson has found that worker ants are at the
center of a colonies success. [8] They integrate the
colony and provide labor specialization. [9] Some
worker ants dedicate their lives to feeding the colony,
foraging for and retrieving fifteen to twenty times
their weight in food daily. 7 [10] Additionally,
some foraging ants work in pairs. [11] In another
example of individual sacrifice for colony welfare,
worker ants that specialize as guards devoting their
lives to the protection of the colony’s territorial
boundaries. :
2
0. F. NO CHANGE
G
. mind.
H
. his processing unit.
J
. his consciousness.
21. A. NO CHANGE
B. do
C. have
D. are
22. F. NO CHANGE
G. colony’s
H. colonys
J. colonies’
23. The writer is considering adding the following to the
end of the preceding sentence (placing a comma after
the word daily):
usually bits of human food debris.
Should the writer make this addition here?
A. Yes, because it adds an important detail that helps
answer Wilson’s questions.
B. Yes, because it shows how hard ants are able to
work.
C. No, because it distracts from the focus on the spe-
cialization of the ant population.
D. No, because it does not provide a measure of how
much debris equals the weight of one ant.
24. Given that all the choices are true, which one indicates
most specifically a contribution made to the colony by
worker ants?
F. NO CHANGE
G. a majority of worker ants do not reproduce, offer-
ing their eggs to feed larvae and the queen.
H. when they are out of the nest, ants find each other
by following lingering vapor trails.
J. every day a mature ant colony uses as much vege-
tation as a mature cow.
25. A. NO CHANGE
B. devote
C. devoted
D. were devoting
26. If the writer were to divide this paragraph into two—
one about what Wilson is looking for and another
about his findings—where should the new paragraph
begin?
F. Sentence 4
G. Sentence 5
H. Sentence 7
J. Sentence 8
5
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ACT-G01
11
20
2
1
2
2
24
25
2
7. Which of the following alternatives to the underlined
p
ortion would NOT be acceptable?
A. labels
B. says
C. speaks of
D. describes
28. F. NO CHANGE
G. is, in his view,
H. is in his view,
J. is in, his view
29. A. NO CHANGE
B. otherwise,
C. in contrast,
D. for the purposes of his study,
30. Which choice would best conclude this sentence so
that it emphasizes one of the essay’s main points about
Wilson’s investigations of ants?
F. NO CHANGE
G. some ants become workers and some become
queens.
H. without a doubt, ants are everywhere.
J. ants will prevail.
31. A. NO CHANGE
B. being
C. were
D. is
32. F. NO CHANGE
G. find
H. had found
J. will be finding
33. A. NO CHANGE
B. pleasurable, though
C. pleasurable, though,
D. pleasurable, though;
6
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ACT-G01
11
W
ilson identifies
t
his selfless behavior among worker
a
nts as altruism. Dedication to the benefit of the colony
is, in his view
the single most important feature of ant
social behavior. In his observations, Wilson has seen
ants alter colony populations by adjusting their
foraging and feeding patterns, exemplifying their
zeal to survive. Ant societies can be fragmented and
divided, Wilson has discovered, but their devotion
to their queen and colony ensures that ants are cool.
PASSAGE III
The Pleasure of Tea
[1]
Much has been written about the Japanese tea
ceremony and its sophisticated ritual. It is very beautiful,
though unavailable to most people in the United States.
Equally inaccessible are the British afternoon tea in the
company of friends, with its bone china, cucumber
sandwiches, and outstretched pinkies. What I found
utterly pleasurable though, is my solitary microwave tea.
31
32
33
27
28
29
30
[
2]
I
t is this ritual tea that has taught me to take pleasure
i
n the familiar. Often in the past, I would find myself
w
aiting for the big event, the grand finale that would solve
all my problems and make everything perfect. In time I
have come to learn that there are no fairy-tale endings: I
must find joy in the things I do every day. And my three-
part ritual evening tea is special because of that.
[3]
I reach for my mug and choose the tea—will it
be a Darjeeling or the special-occasion jasmine? I slowly
poured
the water over the teabag, set the mug in the
microwave, and punch the familiar sequence, wait for
the start of the hum, and watch the carousel turn—these
are all part of that magic ceremony. Next comes the two
minutes of absolute freedom, time in which I can do
anything I want: listen to a bit of news on the radio, D
wash the cereal bowl from breakfast, or just lean back
against the counter, close my eyes, and take a few
deep breaths. E
34. F. NO CHANGE
G. would pour
H. had poured
J. pour
35. Which choice best summarizes the writer’s attitude
toward this two-minute period, as described in the rest
of this sentence?
A. NO CHANGE
B. of complete inactivity,
C. of decision time,
D. for finishing my chores,
36. At this point, the writer is considering adding the fol-
lowing clause:
which my sister Chitra does not like at all
because of the noise,
Should the writer make this addition here?
F. Yes, because it introduces another character into
this essay.
G. Yes, because it provides information about the
writer’s family.
H. No, because the sudden reference to family is a
digression from Paragraph 3’s primary focus.
J. No, because it does not give a complete picture of
the writer’s family.
37. The writer wants to add a sentence here that would
emphasize this sense of relaxation. Which of the follow-
ing would most effectively accomplish this purpose?
A. There is nothing like a few deep breaths.
B. I can feel my tension draining away.
C. Any of these will work for me.
D. It is a slow time.
7
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ACT-G01
11
3
4
35
[
4]
T
herefore,
t
he ding of the microwave
announcing
the end of the first part of the ritual and the
beginning of the next. I pull out the teabag, wring out the
last few drops, toss it into the wastebasket with a wet
thwop, spoon in the sugar, stir in the milk, in the rehearsed
motions of a familiar choreography. Finally, satisfied with
the bright orange-brown color that the well-made cup
of tea must have, I took the mug to my couch and set it
down on a marble coaster.
[5]
Now I am ready for the third and best part of
my ritual: sipping the tea while I reflect on whatever
takes my fancy. It is the best and most perfect way
to end my day.
3
8. F. NO CHANGE
G
. However,
H
. Then,
J
. Nevertheless,
39. A. NO CHANGE
B. was announced
C. announces
D. is announced
40. F. NO CHANGE
G. Finally satisfied;
H. Finally satisfied,
J. Finally, satisfied,
41. A. NO CHANGE
B. had taken
C. am taking
D. take
42. F. NO CHANGE
G. third, and best part
H. third, and, best part
J. third, and best part,
43. Which of the following alternatives to the underlined
portion would NOT be acceptable?
A. while reflecting
B. while I’m reflecting
C. as I reflect
D. as one reflects
44. F. NO CHANGE
G. perfectly best
H. best and perfect
J. perfect
45. The writer is considering inserting the following sen-
tence at the beginning of Paragraph 3:
The first part of my ritual includes several
steps.
The writer should add this sentence because it will:
A. provide an effective transition and serve to distin-
guish one part of the ritual from the others.
B. reinforce the idea that the writer’s solitary
microwave tea is a special ritual.
C. introduce the idea that there is more than one part
to the ritual.
D. further support the idea of the writer’s taking plea-
sure in the familiar, mentioned in Paragraph 2.
8
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ACT-G01
11
38
3
9
40
41
42
43
44
Question 45 asks about the preceding passage
as a whole.
PASSAGE IV
E
veryday People
R
ita Dove’s poems are sometimes described as
i
ntimate. They are identified as such
b
ecause they
focus on people involved in the pure and simple act
of being human. An African American writer, Dove
tackles stuff
that crosses and undermines racial
boundaries. Her vision includes ordinary people from
diverse walks of life as she explores the depth of their
reactions to the world. An example of this perception
is her poetry collection Thomas and Beulah, for
which she won a Pulitzer Prize in 1987.
Seventy-nine pages long, Thomas and Beulah
is loosely based on the lives of Dove’s maternal
grandparents. Q Their story is neither tragic nor
dramatic, but it does portray people who Dove states
have been “ignored and lost.” Although the characters,
Thomas and Beulah, live together for decades; the
poems reveal lives that rarely link. T
4
6. F. NO CHANGE
G. identified, as such,
H. identified, as such
J. identified as such:
47. A. NO CHANGE
B. contemporary substance
C. topics of concern
D. subject matter
48. F. NO CHANGE
G. world, an
H. world, one
J. world one
49. If the writer were to delete the phrase “Seventy-nine
pages long,” the preceding sentence would primarily
lose:
A. a sense of the length and complexity of Dove’s
grandparents’ lives.
B. an indication of the literary importance of this
book.
C. information about how long it took Dove to write
this book.
D. nothing of significance, since this information is
irrelevant here.
50. F. NO CHANGE
G. whose
H. and
J. as
51. A. NO CHANGE
B. decades. These
C. decades. The
D. decades, the
52. In order to clarify the preceding sentence’s main point,
the writer has decided to add a phrase to the end of that
sentence (replacing the period after link with a
comma). Given that all the following are true, which
one would best accomplish this purpose?
F. with a chronology of family history providing
helpful background information.
G. the couple living out their years in Akron, Ohio, as
Dove’s grandparents did.
H. the husband and wife more often moving along
their own separate paths.
J. as personal and social history are gracefully
combined.
9
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ACT-G01
11
46
47
48
50
51
D
ivided into two sections, consisting of
t
wenty-three and twenty-one poems, respectively,
t
he volume opens with an explanation from Dove
t
hat the poems “tell two sides of a story and are
meant to be read in sequence.” In telling this story,
the skillful revelation of lives are
disjoined by a lack
of understanding or shared perspectives. For example,
while Beulah is pregnant with their third daughter,
Thomas plans what he will teach a son. Although
Thomas certainly loves his daughters, his longing for
a son whom he can teach to be a man, according to
his conception of what it means to be a man, is
evident. Beulah’s life, on the other hand, is centered
around her daughters.
Dove conveys the sadness in Thomas and Beulah’s
relationship, but she helps ourselves to accept their
marital differences by depicting the grace and goodness
of their individual lives. In Thomas and Beulah, Dove
demonstrates her ability to highlight the vitality and
insight that reside in her otherwise unremarkable
characters. At it’s heart, Thomas and Beulah offers
us a testament to the human spirit.
5
3. Given that all the choices are true, which one best
h
elps the writer to continue developing the point made
i
n the last sentence of the preceding paragraph?
A. NO CHANGE
B. the first told from Thomas’s perspective and the
second from Beulah’s,
C. which combine to tell the story of Thomas and
Beulah Hord,
D. entitled “Mandolin” and “Canary in Bloom,”
54. F. NO CHANGE
G. lives are skillfully revealed by Dove
H. Dove skillfully reveals lives
J. skillfully revealed lives are
55. A. NO CHANGE
B. In the meantime,
C. After all,
D. Besides,
56. Which of the following alternatives to the underlined
portion would be LEAST acceptable?
F. conversely,
G. additionally,
H. in contrast,
J. however,
57. A. NO CHANGE
B. ourselves with accepting
C. us for accepting
D. us to accept
58. F. NO CHANGE
G. their
H. its’
J. its
59. A. NO CHANGE
B. standing ovation
C. big cheer
D. high five
10
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ACT-G01
11
53
53
54
5
5
5
6
57
58
59
PASSAGE V
The Compost Pile
I never met a true gardener who won’t break into
philosophical rapture when the topic of conversation was
compost. To avid gardeners, the compost pile—a heap of
decomposing kitchen scraps and yard waste—is at once
the most profound and practical of beasts.
A compost pile may look like just a mound of
decaying muck—apple cores, coffee grounds, and grass
clippings, for example—but they are host to a community
of living things. Indeed, it teems with microscopic beings
whose business it is to eat and excrete. By doing things to
a variety of dead organic matter, these microbes supply the
nutrients plants need to grow.
6
0. After reviewing this essay, the writer is considering
a
dding the following true statement at the end of the
opening paragraph:
In her senior year in high school Rita Dove
was honored at the White House as one of the
one hundred Presidential Scholars.
Should the writer add this sentence there?
F. Yes, because it adds relevant and interesting back-
ground information about Dove.
G. Yes, because it helps to explain how Dove became
a successful writer.
H. No, because it would cause the paragraph to stray
from its focus on Dove’s writing.
J. No, because it fails to explain exactly what a Pres-
idential Scholar is.
61. A. NO CHANGE
B. didn’t
C. doesn’t
D. will not
62. F. NO CHANGE
G. subject of controversy
H. reason to be alarmed
J. topic of dispute
63. A. NO CHANGE
B. their
C. it is
D. its
64. Which choice best helps the reader conceptualize a
specific process?
F. NO CHANGE
G. digesting
H. modifying
J. altering
11
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ACT-G01
11
Question 60 asks about the preceding passage
a
s a whole.
61
62
63
64
I
n as little as four to six weeks,
t
he omnivorous
m
icrobes recycle kitchen waste into a rich, black,
crumbly soil. When finished compost, or humus, are
raked into garden beds flowers and vegetables are
almost guaranteed to be healthy and productive. Besides
providing nutrients, humus, while acting like a sponge,
retaining water and giving plant roots access to air.
Thus, composting completes the cycle of life: new
life grows out of the broken-down elements of the old.
That is why gardeners love compost. Of course, the
compost pile also helps them hide their mistakes. g
Gardeners also enjoy the hidden, unseen complexity
of compost. Some people rake their leaves to the curb
and are happy when the truck hauls them away, while
composters use their leaves and their ingenuity. Compost
needs a balanced diet of leaves and other “fresh”
ingredients. But other conditions must be carefully
balanced as well for the microbes to perform their best.
6
5. Which choice provides the most logical transition to
t
his new paragraph?
A. NO CHANGE
B. Meanwhile,
C. Until this happens,
D. On the other hand,
66. F. NO CHANGE
G. were
H. is
J. was
67. A. NO CHANGE
B. beds, flowers, and vegetables,
C. beds, flowers, and vegetables
D. beds, flowers and vegetables
68. F. NO CHANGE
G. humus, which acts
H. humus, acting
J. humus acts
69. A. NO CHANGE
B. holding and retaining
C. retaining by holding
D. retaining which holds
70. Which of the following alternatives to the underlined
portion would NOT be acceptable?
F. life; that is, new
G. life, new
H. life. New
J. life; new
71. The writer is considering adding to the end of the pre-
ceding sentence the following statement (deleting the
period):
—like the vegetable they planted that no one
in the family would eat!
Should this addition be made here?
A. Yes, because it helps explain what the writer
means by “mistakes.”
B. Yes, because it informs the reader about which
vegetables should not be planted.
C. No, because it contradicts the essay’s assertion that
compost guarantees productive vegetable gardens.
D. No, because it fails to maintain the paragraph’s
focus on why gardeners love composting.
72. F. NO CHANGE
G. hidden complexity
H. hidden complexity and intricacy
J. hidden, intricate complexity
12
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ACT-G01
11
65
66
6
7
68
69
7
0
72
I
s the compost too wet? Too dry? Does it need to be
t
urned? i Only experience and experimentation can
t
ell for sure.
If it’s not decomposing properly, a compost pile
can literally stink.
That’s just one reason why some
gardeners treat this voracious beast as attentively as
a pet. When I feed mine potato peels, I can almost
hear it purr.
7
3. The writer is considering deleting the preceding three
q
uestions from this paragraph. Should the writer delete
t
hese sentences?
A. Yes, because they provide an unnecessary repeti-
tion of previously stated ideas.
B. Yes, because they cause a disruption in the flow of
the paragraph.
C. No, because they clarify what is meant by
“conditions.”
D. No, because they support the essay’s focus on the
ease of composting.
74. Given that all the choices are true, which one most
specifically describes a particular negative effect of
improper composting?
F. NO CHANGE
G. can produce problems.
H. creates an unpleasant outcome.
J. doesn’t work very well.
75. Suppose the writer’s goal had been to write a personal
essay comparing her favorite hobbies. Would this
essay fulfill that goal?
A. Yes, because the essay focuses on comparing the
natural processes of the compost pile to that of the
cycle of life.
B. Yes, because the essay focuses on describing how
compost piles work, which is an important hobby
to the writer.
C. No, because the focus of the essay is on how other
gardeners like composting, not on the writer’s per-
sonal feelings about the hobby.
D. No, because although the writer expresses enthusi-
asm for composting, the essay does not focus on
comparing this activity to other hobbies.
13
ACT-G01
11
74
Question 75 asks about the preceding passage
as a whole.
END OF TEST 1
STOP! DO NOT TURN THE PAGE UNTIL TOLD TO DO SO.
1. Tisha is building a wooden drying rack. The top of the
rack is in the shape of a trapezoid. The trapezoid’s
bases are 24 inches long and 38 inches long,
respectively. Tisha will add a brace that joins the
midpoints of the trapezoid’s 2 nonparallel sides to
support her drying rack, as shown in the figure below.
How many inches long will the brace be?
A. 26
B. 28
C. 31
D. 32
E. 33.5
2 . Five different stores have different prices for a
particular brand and style of T-shirts. Those prices are
shown in the table below. Which of the 5 stores offers
the lowest price for 6of these T-shirts?
F. 1
G. 2
H. 3
J. 4
K. 5
24
38
?
Store Price
1 $7.00 each
2 2 for $14.99
3 3 for $20.95
4 6 for $41.95
5 Buy 2 for $21.10, get 1free
DO YOUR FIGURING HERE.
14
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MATHEMATICS TEST
60 Minutes—60 Questions
ACT-G01
22
DIRECTIONS: Solve each problem, choose the correct
answer, and then fill in the corresponding oval on your
answer document.
Do not linger over problems that take too much time.
Solve as many as you can; then return to the others in
the time you have left for this test.
You are permitted to use a calculator on this test. You
may use your calculator for any problems you choose,
but some of the problems may best be done without
using a calculator.
Note: Unless otherwise stated, all of the following should
be assumed.
1. Illustrative figures are NOT necessarily drawn to scale.
2. Geometric figures lie in a plane.
3. The word line indicates a straight line.
4. The word average indicates arithmetic mean.
3
. What is the cost of 4 pounds of apples at $1.50 per
pound?
(Note: No sales tax is charged.)
A. $4.40
B. $5.40
C. $6.00
D. $6.30
E. $7.20
4. A ball was dropped from a table, and the maximum
rebound height, in inches, after each of the first
4 bounces was measured and recorded in the bar graph
below. One of the following values is the mean of the
4 recorded heights. Which one?
F. 2.30
G. 2.50
H. 4.50
J. 5.75
K. 7.00
5. Matt works for the city of Centerville checking for
expired parking meters. When checking meters, he
travels a rectangular path that starts and ends at the
corner of Main Street and 1st Avenue, as shown in the
figure below. Matt travels this path 15 times in a
typical day. In traveling this path 15 times, about how
many miles does Matt travel?
(Note: 1mile= 5,280feet)
A. 13
B . 16
C. 31
D. 88
E . 352
4
__
5
2
0
4
6
8
10
12
14
1st 2nd 3rd 4th
height (inches)
bounce
2,000 ft
3,500 ft
10th Ave.
1st Ave.
Main St.
Oak St.
DO YOUR FIGURING HERE.
15
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ACT-G01
22
DO YOUR FIGURING HERE.
16
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ACT-G01
22
6
. Brian had $12.80 to spend at the flea market. He
b
ought a portable CD player for $5.50 and wants to
b
uy some CDs that are $0.75 each. Brian can
d
etermine n, the number of CDs he can buy, using
w
hich of the following inequalities?
F. 0.75n ≤ 12.80
G.
,000n − 5.50≤ 12.80
H. ,000n + 5.50≤ 12.80
J. 0.75n − 5.50≤ 12.80
K. 0.75n + 5.50≤ 12.80
7. What is the value of y − x when y =− and x = ?
A.
B.
C. −
D. −
E. −
8. Ms. Clark is scoring her class’s geography test. The
test had 30 questions, each worth 1 point. Ms. Clark is
currently scoring Tomás’s test paper. So far, she has
marked 24of his answers correct and 3 incorrect. What
is the maximum percent correct, to the nearest percent,
that Tomás can earn on the test?
F. 80%
G. 88%
H. 89%
J. 90%
K. 97%
9. Chris can paint of a fence per hour. Sandy can paint
of the same fence per hour. What fraction of the
fence will be painted when Chris and Sandy work at
these rates for 2 hours?
A.
B .
C.
D.
E .
18
___
32
11
___
16
7
___
32
1
__
8
1
__
8
5
__
4
29
___
32
1
__
6
1
__
8
1
___
12
2
__
7
7
___
24
7
___
12
7
__
8
1
0. The scales on both axes of the standard (x,y)
c
oordinate plane below are the same. Of the following
v
alues, which one is the best estimate for the slope of
t
he line graphed in the plane?
F. −5
G. −
H.
J.
K. 5
11. What is the value of
⎪
(−2)(−3)(−2)
⎪
−
⎪
− 3− 12
⎪
?
A. − 3
B. −2
C. 3
D. 22
E. 27
12. (k + 2m)(3k − 2m) is equivalent to:
F. 3k
2
− 4m
2
G. 3k
2
+ 4m
2
H. 3k
2
+ 2km − 4m
2
J. 3k
2
+ 3km − 4m
2
K. 3k
2
+ 4km − 4m
2
13. The dimensions of a hallway floor are shown below.
Each pair of adjacent walls meets at a right angle.
Teresa plans to completely carpet this entire hallway
floor. At a cost of $2 per square foot, how much will
carpeting this hallway floor cost?
A. $ 95
B. $150
C. $190
D. $285
E. $300
O
x
y
1
__
5
1
__
5
3
__
5
DO YOUR FIGURING HERE.
17
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ACT-G01
22
DO YOUR FIGURING HERE.
18
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ACT-G01
22
1
4. If 2x + 3y = 7, then which of the following is an
e
xpression for y in terms of x ?
F.
G.
H. −6x + 21
J. −2x +
K. x − 7
15. Which of the following is a possible sum of the
complex numbers
√•••
− 9 and
√••••
−16 ?
A. 7i
B. 5i
C. 7
D. 5
E. −5
16. What is the solution for w in the equation
4(2w + 3)= (−4w + 9)?
F. −
G. −
H.
J.
K.
17. Which of the following values is equal to
4
√••
24 − 5
√••
54 ?
A.
0,−29
å
6
B . 0,0−7
å
6
C. 00,−2
å
6
D. 00,−
√••
30
E . −
√•••••
1,296
1 8. The cost of 2 notebooks and a package of pencils is
$7.00. The cost of 3 notebooks and 2 packages of
pencils is $11.00. What is the cost of 1 notebook and
1package of pencils?
F. $1.00
G. $3.00
H. $4.00
J. $4.40
K. $4.66
−2x + 7
_
______
3
2x − 7
______
3
7
__
3
2
__
3
1
__
2
3
__
4
3
___
10
1
__
2
3
__
5
33
___
20
1
9. Which of the following equations expresses a
r
elationship between D, the length of the diagonal of
t
he square shown below, and S, the length of a side of
t
he square?
A. D = S
B. D =
å
2S
C. D =
å
3S
D. D = 2S
E. D = 3S
20. One neon sign flashes every 6 seconds. Another neon
sign flashes every 8 seconds. Given that the signs
sometimes flash simultaneously, how many seconds
are there between consecutive simultaneous flashings?
F.
02
G. 07
H. 14
J. 24
K. 48
21. What is the slope of the line passing through the points
(−1,4) and (2,−1) in the standard (x,y) coordinate
plane?
A. −
B. −
C. −
D.
E. 3
22. Each side of square ABCD has a length of 48 m. A
certain rectangle whose area is equal to the area of
ABCD has a width of 12 m. What is the length, in
meters, of the rectangle?
F. 036
G. 048
H. 060
J. 144
K. 192
23. How many miles does a jet plane travel in 30 seconds
if its speed is 840 miles per hour?
A. 07
B . 16
C. 28
D. 32
E . 60
S
S
D
5
__
3
3
__
5
1
__
3
3
__
5
DO YOUR FIGURING HERE.
19
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ACT-G01
22
2
4. The cost of a hotel room, y dollars, based on the rating,
x
, provided by a travel agency is modeled by the linear
e
quation y = 2.34x + 67.75. Which of the following
s
tatements describes the rate of change of this model?
F. For every increase of 1.00 in the rating, the cost
increases by $2.34.
G. For every increase of 1.00 in the rating, the cost
increases by $67.75.
H. For every increase of 2.34 in the rating, the cost
increases by $1.00.
J. For every increase of 2.34 in the rating, the cost
increases by $67.75.
K. For every increase of $1.00 in the cost, the rating
increases by 2.34.
25. In a 145-member choir of only altos and sopranos,
there are 37more altos than sopranos. What is the ratio
of altos to sopranos?
A.
054:91
B. 054:145
C. 091:54
D. 091:145
E. 108:37
26. For the triangle shown below, what is tan,∠A ?
F.
G.
H.
J.
K.
27. Hoshi is building a circular pond in a square section of
her backyard. The square section measures 20 feet on
each side. The pond touches all 4 sides of the square
section. Approximately what is the total area, in square
feet, of the region inside this square section but outside
the circular pond?
A. 086
B . 126
C. 314
D. 337
E . 714
3
c
m
5
c
m
3
4
c
m
A
B
C
3
__
5
5
__
3
3
_____
√••
34
5
_____
√••
34
√••
34
_____
5
DO YOUR FIGURING HERE.
20
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ACT-G01
22
DO YOUR FIGURING HERE.
21
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ACT-G01
22
Consider the function f (t) =−10t
2
+ 20t + 80, graphed in
the coordinate plane below.
28. What is the value of f (− 10)?
F. −1,280
G. −1,120
H. 0,−720
J. 00,−10
K. ,00080
29. Which of the following is the set of all possible values
of t for which f(t) is defined?
A. {t:t≥ 4}
B. {t:t≥−2}
C. {t:t≤ 90}
D. {t:−2≤ t≤ 4}
E. {t:t is any real number}
30. In order to obtain the graph of a new function, g(t), the
graph of f (t) is translated 2 units to the right and then
reflected over the x-axis. The point (1,90) on the graph
of f(t) corresponds to what point on the graph of g(t)?
F. (03,−90)
G. (−3, 90)
H. (−1,−90)
J. (−1, 90)
K. (90, 03)
3 1. For 2 similar triangles, nABC and nDEF, such that
∠A, ∠B, and ∠C correspond to ∠D, ∠E, and ∠F,
respectively, how many feet long is DE
___
when
AB = 10ft, BC = 12ft, AC = 15ft, and DF = 12ft?
A.
08
B . 10
C. 12.5
D. 14.4
E . 15
(1,90)
−1
−20
−2
234
1
t
O
f(t)
20
40
60
80
100
Use the following information to answer
q
uestions 28–30.
3
2. Rafael wrapped a gift box l inches long, w inches wide,
a
nd h inches high. He tied a decorative rope around it
a
nd used an extra 6 inches for a tie at the top, as shown
b
elow. On both the top and the bottom, he formed right
a
ngles where the rope crossed. About how many inches
o
f decorative rope did Rafael use?
F. 2l + 2w + 2h
G. 2l + 2w + 2h + 6
H. 2l + 2w + 4h + 6
J. 2l + 4w + 2h + 6
K. 4l + 2w + 2h + 6
33. A piece of chocolate candy enclosing an almond in the
center is made in a rectangular mold that has inside
dimensions 4 cm, 3 cm, and 2 cm. If the volume of the
almond is 2 cubic centimeters, what is the maximum
volume, in cubic centimeters, of the chocolate in the
piece of candy?
A.
07
B. 12
C. 16
D. 22
E. 24
34. An automobile gasoline tank is full. After
6 gallons of gasoline are added to the tank, it is full.
Gasoline sells for $1.50 per gallon. If the tank is
empty, what would be the cost to fill it full?
F. $06.00
G. $09.00
H. $15.00
J. $18.00
K. $24.00
3 5. In a certain triangle that has an area of 12 square
inches, the length of one altitude is the length of its
corresponding base. What is the length of that base, in
inches?
A. 2
B . 3
C. 6
D. 9
E .
√••
18
3
__
8
3
__
4
3
__
4
2
__
3
DO YOUR FIGURING HERE.
22
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ACT-G01
22
3
6. A circle is tangent to the x-axis and to the y-axis. The
c
oordinates of its center are both positive. The area of
t
he circle is 64π. What are the coordinates of the point
o
f tangency on the y-axis?
F. (0,
04)
G. (0,08)
H. (0,16)
J. (0,32)
K. (0,64)
37. The probability distribution for both values of a
random variableX is given in the table below.
Given that the expected value of X is 20, what is the
value of k ?
A. 06
B. 08
C. 16
D. 24
E. 28
38. For what values of x, if any, is −
⎪
− x
⎪
< 0true?
F. No real values of x
G. Only negative values of x
H. Only positive values of x
J. All real values of x except 0
K. All real values of x
39. Two functions, f and g, are defined over all real
numbers by f (x) = 2x − 1 and g(x) = 3x
2
− 7. What is
g
_
f(5x)
+
?
A. 150x
2
− 15
B . 300x
2
− 60x
0
− 04
C. 060x
3
− 60x
2
− 20x
D. 750x
3
− 75x
2
− 70x
0
+ 07
E . 030x
4
− 15x
3
− 70x
2
+ 35x
4 0. An investment doubles in worth every 7 years. The
worth of this investment was $24,000 exactly 21 years
after the investment was made. The worth of the
investment exactly 8 years after the investment was
made was between:
F. $0000,0 and $03,000
G. $03,000 and $06,000
H. $06,000 and $09,000
J. $09,000 and $12,000
K. $12,000 and $24,000
Value of X Probability of X
12
1
__
3
k
2
__
3
DO YOUR FIGURING HERE.
23
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ACT-G01
22
DO YOUR FIGURING HERE.
24
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ACT-G01
22
4
1. You want to list all the positive two-digit numbers for
w
hich the units digit is larger than the tens digit and
f
or which the sum of the digits is 12. How many
t
wo-digit numbers should be on your list?
A. 1
B. 3
C. 5
D. 6
E. 7
42. Which of the following points is NOT on the graph of
the function y =
⎪
2x
⎪
− 4 in the standard (x,y)
coordinate plane?
F. (−2, 0)
G. (−1, 2)
H. ( 1,−2)
J. ( 2, 0)
K. ( 4, 4)
43. Five points (P, Q, R, S, and T ) are on a line in the order
given. The length of PR
___
is 12 inches, the length of QT
___
is 15 inches, QR
___
is the same length as ST
___
, and PQ
___
is
the same length as RS
___
. How many inches long is PT
___
?
A. 18
B. 21
C. 24
D. 27
E. 30
44. Let K and J be independent events. Given that
P(K) = 0.40 and P(J) = 0.20, what is the probability
that K and J will both occur?
_
Note: P(A) is the probability that EventA will occur.
+
F. 0.08
G. 0.20
H. 0.40
J. 0.52
K. 0.60
4 5. Vector AB
→
is shown in the standard (x,y) coordinate
plane below. Point C will be placed on AB
___
so that
AC
→
= AB
→
. What will be the coordinates of pointC ?
A.
1
,
2
B .
1
1,
2
C.
1
2,
2
D. (3, 4)
E .
1
5,
2
1
__
4
O
B(7,7)
A(−1,1)
y
x
5
__
2
1
__
2
5
__
2
3
__
2
11
___
2
DO YOUR FIGURING HERE.
25
GO ON TO THE NEXT PAGE.
ACT-G01
22
4
6. Let a and b be unknown nonzero constants such that
t
he equation below is true for all values of θ.
a sin
2
,θ+a cos
2
,θ=b
What is the value of ?
F. −1
G. 0
H.
J. 1
K. 2
47. What is the area, in square millimeters, of a triangle
whose side lengths are 5 millimeters, 5 millimeters,
and 6 millimeters?
A. 06
B. 12
C. 15
D. 25
E. 30
48. Matrix A has dimensions 3
×
2, and matrix B has
dimensions 2
×
3. One of the following matrices is the
matrix product AB. Which one?
F. [290]
G.
34
H.
34
J.
34
K.
34
4 9. Two of the sides of a triangular garden have lengths of
100 feet and 80 feet, respectively. The angle formed by
these 2 sides measures 60°. Which of the following is
closest to the length, in feet, of the 3rd side of the
garden?
(Note: The law of cosines states that for any triangle
with vertices A, B, and C, where the sides opposite
those vertices have lengths a, b, and c, respectively,
c
2
= a
2
+ b
2
− 2ab cos,C; cos,60°= 0.5.)
A. 060
B . 090
C. 092
D. 120
E . 156
b
_
_
a
1
__
2
90
0
105
0
0
5
3
7
9
1
0
0
2
9
8
5
0
0
10
27
24
29
81
72
47
DO YOUR FIGURING HERE.
26
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ACT-G01
22
The table below gives the average daily attendance for each
grade level at JFK High School for 4 months of the current
school year. The boxplots below show the distribution of
JFK’s total daily attendance figures for the previous school
year (180 days) and for half of the current school year
(90days).
50. Considering only the attendance for the months given
in the table, which grade level, if any, has the strongest
negative linear correlation between the number of
months into the current school year and the average
daily attendance for the month?
F. 09th
G. 10th
H. 11th
J. 12th
K. No grade level has a negative correlation.
51. The number of school days at JFK High School in each
of the 4months is given below.
Using the attendance numbers in the table, which of
the following expressions gives the average daily
attendance for the 9thgrade for this 4-month period?
A.
B .
C.
D.
E .
Grade
Month
Sept. Oct. Nov. Dec.
09th 267 295 310 244
10th 425 414 395 341
11th 382 398 395 389
12th 441 384 414 407
previous
current
1,200 1,300 1,400 1,500 1,600
Month School days
September 20
October 20
November 18
December 15
267 + 295 + 310 + 244
____________________
4
20(267 + 295) + 18(310) + 15(244)
______________________________
20 + 18 + 15
20(267 + 295) + 18(310) + 15(244)
______________________________
4(20 + 18 + 15)
20(267 + 295) + 18(310) + 15(244)
______________________________
20(2) + 18 + 15
20(267) + 20(295) + 18(310) + 15(244)
_________________________________
4
Use the following information to answer
q
uestions 50–52.
5
2. One of the following statistics is greater for the data
f
rom the previous school year than for the data from
t
he current school year. Which one?
F. 1st quartile
G. 3rd quartile
H. Median
J. Maximum
K. Variance
53. If −2 ≤ x ≤ 4 and −1 ≤ y ≤ 5, what is the maximum
value of
⎪
x − y
⎪
?
A. 9
B. 7
C. 6
D. 5
E. 4
54. In the triangular arrangement of fractions below, the
first and last fraction in row n is . Any other entry is
the sum of the 2 fractions on either side of that entry in
the row directly beneath it. What is the 3rdfraction in
the 5throw?
F.
G.
H.
J.
K.
1
__
n
1
__
1
1
___
20
1
___
20
1
___
12
1
___
12
1
__
2
1
__
2
1
__
3
1
__
3
1
__
6
1
__
4
1
__
4
1
__
5
1
__
5
?
1
__
4
1
___
15
1
___
25
1
___
30
1
____
100
DO YOUR FIGURING HERE.
27
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ACT-G01
22
5
5. Of the 300 juniors at Northeast High School, 130 are
t
aking both math and English, 139 are taking both
s
cience and English, 119 are taking both math and
s
cience, and 98 are taking all 3 courses. Only
1
8 students are taking none of the 3 courses. The data
a
re shown in the Venn diagram below.
One of the juniors from Northeast High School will be
chosen at random. What is the probability that the
chosen student is taking exactly 1 of these 3 courses?
A. 0.30
B. 0.33
C. 0.36
D. 0.64
E. 0.67
56. What is the value of x in the equation
log
3
54− log
3
2= log
2
x ?
F. 003
G. 008
H. 009
J. 052
K. 108
57. The rational equation += has
the same solution set as which of the following
equations?
A. y( y+ 1)+ 2(y− 4)= y− 5
B . y( y+ 1)+ 2(y− 4)= y
2
− 3y − 4
C. y( y+ 1)+ 2(y− 4)= (y− 5)( y
2
− 3y − 4)
D. y( y− 4)+ 2(y+ 1)= (y− 5)( y
2
− 3y − 4)
E . (y + 2)(y
2
− 3y − 4)= ( y− 5)(y− 4)( y+ 1)
5 8. For what positive value of k will the expression
9x
2
+ kx + 25 factor into the form (ax + b)
2
for some
real number a and some real number b ?
F. 30
G. 16
H. 15
J. 08
K. 02
math
English
science
32
98
21
18
41
y
_____
y − 4
2
_____
y + 1
y − 5
__________
y
2
− 3y − 4
DO YOUR FIGURING HERE.
28
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ACT-G01
22
5
9. A class of 32 students took a 10-point quiz. The
f
requency distribution of their scores is given below.
W
hat was the median score for the class?
A. 3
B. 5
C. 6
D. 7
E. 8
60. For certain positive integers a and b, the greatest
common divisor of a and b is 1, and 9a = 4b. If it can
be determined, which of the following statements must
be true for a and b ?
F. 2 is a prime factor of a, and 3 is a prime factor of
b.
G. 2 is a prime factor of a, and 3 is not a prime factor
of b.
H. 2 is not a prime factor of a, and 3 is a prime factor
of b.
J. 2 is not a prime factor of a, and 3 is not a prime
factor of b.
K. Cannot be determined from the given information
S
core Frequency
000
010
021
033
045
052
063
075
086
094
10 3
DO YOUR FIGURING HERE.
29
ACT-G01
22
END OF TEST 2
STOP! DO NOT TURN THE PAGE UNTIL TOLD TO DO SO.
DO NOT RETURN TO THE PREVIOUS TEST.
Passage I
LITERARY NARRATIVE: This  passage  is  adapted  from  the
title  story  of  the  collection  Hunger by  Lan  Samantha  Chang
(©1998 by Lan Samantha Chang).
I often dream about the restaurant where I first
met Tian. Late at night, the memory flickers up before
me, dim and silent, never changing. I see the simple
neon sign that reads “Vermilion Palace.” The drifting
snow blows up against the scarlet double doors. I see
myself walking toward those doors—a slight, brown
girl with hair like an inkbrush, tilted eyes, and a wary
mouth.
For my first few months in New York City, I
could not stay warm. I wore a heavy coat and wound
myself in woolen scarves, but the chill went deep
beneath my skin, and the winter wind found every
crevice as I walked to the restaurant on numb feet, past
the subway stop, the university, and the music school,
my gaze fixed on the icy pavement to keep myself from
falling. I could not taste my food or feel the softness of
my narrow bed. I had been in the city for two months
before I even noticed the music school. And then one
evening I heard a student practicing. Walking past a
basement window, I caught the thread of a violin
melody, high and sweet. The sound rose up through a
crack in the window and between the safety bars; it
shimmered through me, a wave of color, blooming past
the gray tenements and toward the narrow sky. I drew
one cold, sweet breath of air and truly understood that I
had arrived in America.
A few days later, I saw Tian. He might have been
to the restaurant a dozen times before, but I do not
remember seeing him until after the music. I noticed
him on a stormy evening near the end of winter. I was
standing at the window, watching the falling snow
make bright flecks in the headlamps of the taxicabs,
when a man appeared in the doorway, carrying a violin
case.
“One person,” he said, in confident English. At
that time, in 1967, many new Chinese had come to live
on Manhattan’s Upper West Side. Most of them turned
up at the restaurant, sooner or later. But not many
spoke English with such ease. He wore a brown felt
hat, and his overcoat seemed cut to fit his shoulders;
most of the other men seemed content to wear whatever
would make do.
“Come with me,” I replied, in Mandarin.
I seated him and poured his tea, looking down at
the swirl of leaves in the water. I felt the heat of the
steam in my face, the warm steel handle in my hands; I
watched the tea leaves drift and slide against the blue
and white cup. He thanked me in Chinese. His dark
eyes followed me. For the first time, I felt warm.
Before I left Taiwan, my mother had said,
“Beware a man whose cheekbones are too high or low.
Watch out for one who smiles too much.” Her warnings
implied that I had a choice; that these things lay under
my control. But when I was a child she had often talked
about the Chinese myth that every man and every
woman was joined at birth to their mate by an invisible,
enchanted thread. With this story, she said that there
could be no controlling fate.
The man ordered beef noodle soup and drank it
quickly. He had placed his violin case in the opposite
chair, upright and facing him. Then he glanced at his
watch. He flung down a dollar, seized his coat and
violin, and walked out the door. I looked twice to make
sure it was true: he had forgotten his hat on the chair.
To this day I don’t know why I kept Tian’s hat.
Perhaps his solitude gave me strength. I looked around
to make sure no one watched me. Then I slipped over
to his table and picked up the hat, brought it back
behind my counter. He had printed his name inside:
Tian Sung.
Late that night, the man reappeared in the door-
way. I still remember his bare, wet head and sodden
trench coat, creased with snow. He walked over and
stood before me.
“You might have something of mine,” he said, in
Mandarin this time.
“I don’t think so.”
“Would you please take a look?”
I bent and looked under the counter. There was the
hat, where I had put it. I knelt and took it into my
hands. Seconds passed.
I could not give him the hat. My hands grew cold;
I could not breathe. I looked at him. The storm had
READING TEST
35 Minutes—40 Questions
DIRECTIONS: There  are  several  passages  in  this  test.
Each  passage  is  accompanied  by  several  questions.
After reading a passage, choose the best answer to each
question  and  fill  in  the  corresponding  oval  on  your
answer  document.  You  may  refer  to  the  passages  as
often as necessary.
30
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ACT-G01
33
5
10
15
20
25
30
35
40
45
50
55
60
65
70
75
80
s
treaked his hair into his eyes—surely the blackest eyes
o
f any man I’d ever met, the eyelashes laid flat with
m
elting snow. They held an expression of deep and
p
ainful privacy. And at that moment I believed I knew
w
hat would come to be. When I returned the hat, I
w
ould exchange it for the man who wore it. My senses
o
pened; I grew large. I believed I heard, in the howling
wind, a voice of admonition, but in the end I listened to
the plunge and whistle of my blood. I put the hat into
his beautiful, long-fingered hands.
1. The passage is best described as telling the story of:
A. two people who meet in a restaurant, but who,
because of an odd twist of fate, will never meet
again.
B. a person who loses his hat in a restaurant and of
the restaurant worker who searches hard for it and
then returns it.
C. a meeting in a restaurant that leads to something
very close to love at first sight for one of the two
people.
D. a hat that is misplaced and of the love that emerges
in a man when he meets the woman who recovers
the hat for him.
2. Which of the following phrases best describes how the
concepts of coldness and warmth are used in the
passage?
F. In a literal way to describe the narrator’s physical
discomfort in the United States
G. In a literal way to illustrate the need for the layers
of clothing worn by Tian and the narrator
H. In both a metaphorical and an ironic way to sug-
gest that the narrator eventually came to enjoy the
cold weather she had at first disliked
J. In both a literal way to describe the narrator’s
physical state and a metaphorical way to suggest
her emotional state
3 . In describing the first time she remembers seeing Tian
at the restaurant, the narrator most nearly implies that
for him, the visit was:
A. enjoyable.
B . complicated.
C. hurried.
D. entertaining.
4
. The wave of color the narrator describes in line 23
r
efers to:
F. snow reflecting against buildings in Manhattan.
G. the sound of a violin from the music school.
H. the exterior of the tenements she is walking past.
J. the sky above the Manhattan street she is walking
on.
5. Upon first meeting Tian, the narrator most nearly
judges him to be:
A. arrogant.
B. ordinary.
C. contented.
D. confident.
6. All of the following aspects of Tian make a strong
impression on the narrator EXCEPT his:
F. smile.
G. eyes.
H. hands.
J. eyelashes.
7. The narrator states that her dreams about the Vermilion
Palace are:
A. colorful and noisy.
B. almost surreal to her.
C. warm and comforting.
D. the same every time.
8. Which of the following best captures the literal mean-
ing of the phrase caught the thread (line20)?
F. Could almost hear the sound
G. Understood the unusual tone
H. Recognized the faint sound
J. Witnessed the powerful feeling
9. It can reasonably be inferred from lines 79−83 (ending
with the word breathe) that at that moment, the narra-
tor felt:
A. analytical.
B. anxious.
C. annoyed.
D. assertive.
10. What does the narrator most likely mean by her state-
ment in lines 88−89?
F. Giving back the hat means that she will never see
Tian again.
G. Giving back the hat is the right thing to do because
it belongs to Tian.
H. Giving back the hat is symbolic of becoming an
American.
J. Giving back the hat means that Tian will become a
part of her life.
31
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ACT-G01
33
85
90
P
assage II
SOCIAL SCIENCE: Passage A  is  adapted  from  an  essay  by
Alan  Williams.  Passage B  is  adapted  from  an  essay  by  Joan
Simon.  Both  essays  are  from  the  book  Alice Guy Blaché:
Cinema Pioneer (©2009  by  the Whitney Museum  of  American
Art and Yale University).
Passage A by Alan Williams
Alice Guy, later Guy Blaché, has fascinated film
critics and historians since the publication of her
memoir in 1976, eight years after her death and more
than fifty years after her last activities as a professional
filmmaker. Guy is a compelling figure for several rela-
tively distinct reasons. There are very few obvious,
clear “firsts” in film history. But Guy was definitely,
unquestionably the first woman filmmaker in the his-
tory of cinema. Guy had wanted, with her memoir, to
reestablish her position in film history, and this is
exactly what happened in the archives after 1976. For it
turns out that many of her films were there all the time,
but had not been identified as hers. This was and is the
fate of most early filmmakers. Film prints had a dis-
tressing tendency to lose beginnings and endings with
repeated showing, and directors were almost never
identified in the initial titles that did survive. But armed
with her book, and with a list she provided researchers
of the films that she could remember making, it has
been possible to put her name to many “orphan” prints.
But her importance goes well beyond her films: a
second way in which she is a compelling figure is her
decisive participation in the elaboration of film produc-
tion as an organized, industrial process. When cinema
first appeared as a for-profit enterprise, filmmaking fol-
lowed an artisanal model. Louis Lumière, who first
clearly demonstrated the commercial possibilities of the
new medium, trained his operators to photograph his
cinematographer’s celebrated “views,” to develop them
and make positive contact prints, and to project them to
a paying audience: all the work of one person, with a
single machine. George Méliès made more elaborate
works, but he also did almost everything himself: he
was scriptwriter, set designer, cinematographer, publi-
cist, and star. When Guy proposed to Léon Gaumont
that his company make its own films, and that she do
the job, she did most work herself, assisted by a camera
operator. By the time she left the company ten years
later, in 1907, production had been organized, and Guy
was, in modern terms, the company’s head of produc-
tion. She hired, oversaw, and coordinated the work of
set designers, directors, actors, and so forth, though she
herself continued to direct her own films.
Passage B by Joan Simon
Alice Guy’s confidence in her ability to write a
story was one of the factors in Léon Gaumont’s grant-
ing her permission to make her first film. As she said,
“In the beginning, everyone was always shooting street
scenes, parades or moving trains, which I did not find
terribly interesting. So one day I said to Monsieur
Gaumont: ‘It seems to me we could do something
b
etter.’ Gaumont and Lumière were both inventors, and
t
hey were not interested in developing new possibili-
t
ies. They were content with their technical achieve-
m
ent. Gaumont said to me: ‘OK . . . if you would like
t
o . . . it’s a young girl’s thing! You want to make a
f
ilm. You want to do something. Have you written a
s
tory?’, ‘Yes, I can write a story; I think I’m capable of
doing something.’” Like many young people to this day
who work at a second job to explore their independent
creative work apart from the more quotidian ways of
earning a living, Guy followed up Gaumont’s permis-
sion by working a second shift. And so, at the age of
twenty-three, by her own account, Alice Guy made her
first film, La Fée aux choux (The Cabbage Fairy).
The complexities of specifically dating her first
film have puzzled historians. A more fundamental ques-
tion seems to be this: how would a young woman, with
no experience, have thought to suggest making a film,
and one with a story? The short answer is that she asked
and that Gaumont already had confidence in her admin-
istrative skills. The slightly longer version is that
Gaumont had little reason to say no. Guy assured
Gaumont that her filmmaking would not interfere with
her secretarial chores. Moreover, what she proposed
didn’t yet exist. At the time Gaumont saw motion-
picture filmmaking as an adjunct to selling cameras,
and the thought of projected motion pictures being a
commercial endeavor as popular entertainment was not
yet on the horizon. This “young girl’s thing”—what he
may have meant by this specifically is not clear—seems
to refer to something apart from the other uses of the
motion-picture and other cameras, the scientific demon-
strations, for example, in which Guy herself as well as
Gaumont had taken part. Indeed, had commercial
potential been envisioned permission might not have
been so easily granted to her.
11. It can reasonably be inferred from Passage A that the
organized industrial process of filmmaking differed
from the artisanal model in that artisanal filmmaking
was accomplished through the work of:
A. a head of production and numerous film crew
artists.
B. one person doing almost all of the film production
jobs.
C. one set designer and a company owner.
D. a publicist, a scriptwriter, and a star.
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ACT-G01
33
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45
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55
60
65
70
75
80
85
Questions 11–15 ask about Passage A.
1
2. Passage A most strongly suggests that Guy is primarily
r
ecognized for her role as:
F. a writer of film history.
G. a camera technician at Gaumont studios.
H. the first woman filmmaker.
J. Lumière’s favorite cinematographer.
13. Based on Passage A, what is one reason many early
film prints lost their beginnings and endings?
A. Repeated showings
B. Researchers’ handling of films
C. The quality of the archive storage facility
D. Directors’ lack of skill in film production
14. The author of Passage A indicates that researchers
were able to identify some early film prints as Guy’s
partly because:
F. each film was shelved alphabetically by the film-
maker’s name.
G. Guy created a list of the films she made.
H. the prints had original labels with Guy’s name
written on them.
J. historians and film critics kept accurate records.
15. As it is used in line 20, the word put most nearly
means:
A. position.
B. deposit.
C. assign.
D. gauge.
16. The main purpose of the last paragraph in Passage B is
to:
F. describe how Guy’s filmmaking career came to an
end.
G. detail Gaumont’s confidence in Guy’s technical
abilities as a filmmaker.
H. explain why Guy was given the opportunity to
make films.
J. clarify the differences between Guy’s and
Gaumont’s work as filmmakers.
1
7. Details in Passage B most strongly suggest that Guy
w
as initially employed by Gaumont as:
A. an inventor of cameras.
B. a camera salesperson.
C. a film publicist.
D. a secretary.
18. Compared to Passage B, Passage A provides more
information about the:
F. complexities of identifying the early films of Guy
and other filmmakers.
G. films Guy made with her husband later in her
career.
H. process leading up to Guy making her first film.
J. tasks Guy carried out for Lumière and Gaumont.
19. Which of the following statements is supported by
both passages?
A. Guy made her first film at the age of twenty-three.
B. Guy believed that many films in the historical film
archives were hers.
C. Guy wrote her memoir to reestablish her place in
film history.
D. Guy helped to shape the role of filmmaker in the
early days of film.
20. Which of the following statements best captures a
main difference in the focus of the passages?
F. Passage A focuses on Guy’s overall importance to
film history, while Passage B focuses on the
details regarding her start in filmmaking.
G. Passage A focuses on Guy’s work in the early part
of the twentieth century, while Passage B focuses
on her work in the 1970s.
H. Passage A focuses on Guy’s work with Lumière,
while Passage B focuses on her work with
Gaumont.
J. Passage A focuses on Guy as a camera operator,
while Passage B focuses on her work as a film
producer.
33
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ACT-G01
33
Questions 16 and 17 ask about Passage B.
Questions 18–20 ask about both passages.
P
assage III
HUMANITIES: This  passage  is adapted from the book Martha
Graham: A Dancer’s Life by  Russell  Freedman  (©1998  by 
Russell  Freedman).  Denishawn refers  to  the  Denishawn
School of Dancing, where Graham was once a student.
In 1926, Martha Graham’s first company, billed as
“Martha Graham and Dance Group,” made its debut.
Most of the dances, with titles like The Three Gopi
Maidens and Maid with the Flaxen Hair, were reminis-
cent of her Denishawn days, though there were sparks
of freshness and originality. Newspaper critics found
Martha and her trio of dancers “decorative, pretty and
undisturbing.” Graham herself would later describe
those early dances as “childish things, dreadful.”
In the next few years her dances would prove
daring and innovative. From 1926 through 1930 she
created seventy-nine new dances for herself and her
Dance Group.
In 1927 she stunned her audience with a short solo
called Revolt, a dance that was anything but “decora-
tive, pretty and undisturbing.” Revolt was Martha’s
first dance of social protest, a stark, forceful comment
on injustice and the outraged human spirit.
The 1920s were a decade of experimentation in all
the arts—in painting, music, literature, and the the-
ater—and a new breed of young dancers wanted to
speak for the changing times in which they lived.
While they respected classical ballet as an art, they felt
that it could never say enough about the pressing con-
cerns of contemporary life.
Classical ballet dated back more than three hun-
dred years to its origins as an elegant spectacle in the
royal courts of Europe. With its five basic positions of
the feet, prescribed positions of the body, and geomet-
ric relationships among the dancers, ballet was a highly
controlled dance form.
To the rebellious young American dancers of the
time, traditional European ballet seemed decadent and
undemocratic. They regarded its dashing princes and
dying swans as escapist and antiquated, and its elabo-
rate formal technique as artificial and restricting. In
place of ballet’s fanciful stories they explored serious
themes dealing with ordinary people and modern life.
They did away with glamorous costumes and scenery
and danced in simple outfits on bare stages. Their
dances were meant to be challenging and disturbing.
In 1929 Martha Graham and Dance Group gave
the first performance of Heretic, regarded today as her
earliest major work. Dressed in white, and with loose,
flowing hair, Martha danced in opposition to a double
row of women clad in black Puritan garb, their hair
drawn straight back and knotted, their stern faces set
like white masks. Again and again the solitary heretic
struggles to advance, trying to break through a barrier
formed by the women in black. But each time they
move rigidly in unison, blocking her way like automa-
tons, as their bare feet slam down onto the floor. Some
o
f the dancers lunge at the heretic, some seem to be
s
pitting at her, while others turn their backs. Heretic
w
as meant to be provocative. The dance can be seen as
a
powerful condemnation of intolerance, especially
t
oward people who are different in some way—a theme
t
hat Graham would return to again. “To many people, I
w
as a heretic,” she wrote. “In many ways, I showed
onstage what most people came to the theater to
avoid.”
This new kind of dance wasn’t to everyone’s
liking. It was neither beautiful nor romantic. Some crit-
ics complained that Graham’s spare, stark, unsmiling
dance style seemed tortured and distorted.
Martha and her fellow “modern” dancers were
often the butt of ridicule and hostile jokes. Women in
America had won the right to vote only a few years ear-
lier, in 1920, and many people were still uncomfortable
with the image of the “new woman” who sought a
career, spoke out on social issues, and went knowl -
edgeably to the polls. It was all right to be a high-
kicking, scantily clad chorus girl, but a woman who ran a
dance company and created works that commented on
war, poverty, and intolerance seemed unnatural and
suspicious.
Martha’s work was so startlingly different, people
did not always know how to react. After one of her
early recitals, a friend from her Denishawn days went
backstage and said, “Martha, dear, how long do you
expect to keep up this dreadful dancing?”
“As long as I have an audience,” Martha replied.
Graham’s last complete work, composed when she
was ninety-six years old, is one of her most joyful.
Maple Leaf Rag, a self-mocking commentary on human
foibles and on her own legend, is set to the ragtime
tunes of Scott Joplin. At the time of her death, she was
working on a new dance, commissioned by the govern-
ment of Spain.
“Many people have asked me if I have a favorite
role,” Graham once said. “To which I always answer
that my favorite role is the one I am dancing now.”
21. Which of the following statements best describes the
nature of this passage?
A. A biographical sketch that gives nearly equal
attention to both Graham’s work and her personal
life
B. A chronological account of Graham’s life begin-
ning with her early childhood and ending with her
Denishawn days
C. A description of Graham’s work and philosophy
that focuses on placing her early dances into his-
torical context
D. A depiction of Graham’s philosophy of dance and
how that philosophy had come to be seen as out-
dated by the time of her death
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ACT-G01
33
5
10
15
20
25
30
35
40
45
50
55
60
65
70
75
80
85
90
2
2. The author would most likely describe Graham’s danc-
i
ng as:
F. decorative and pretty.
G. joyful and lighthearted.
H. stark and overly simplistic.
J. daring and rebellious.
23. Based on the passage, Graham in later life would most
likely characterize her dance company’s debut as:
A. a promising beginning.
B. an immature presentation.
C. an appeal for understanding.
D. a quest for modern expression.
24. According to the passage, which of the following fea-
tures is NOT associated with classical ballet?
F. Whimsical story lines
G. Challenging themes
H. Prescribed positions
J. Restrictive techniques
25. As depicted in the passage, Graham’s role in Heretic
can best be described as one in which her character is:
A. unwilling to accept rigid social standards.
B. able to overcome difficulties easily.
C. ignorant of what others think of her.
D. unaware of differences that make her unusual.
26. The author claims that many people in the 1920s who
were uncomfortable with the activities of the “new
woman” found it more acceptable for women to:
F. vote knowledgeably in elections.
G. run a business.
H. dance to advocate social causes.
J. dance suggestively in a chorus line.
2
7. It can reasonably be inferred from the passage that part
o
f the encouragement Graham received for her dancing
c
ame from:
A. the reaction of friends from her Denishawn days.
B. early and widespread support from critics.
C. recognition of her growth as a classical dancer.
D. the appreciation of an accepting audience.
28. Based on the passage, the period from 1926 to 1930 for
Graham’s dance company could best be described as a
time of:
F. uninterrupted tranquility.
G. critical acclaim.
H. rich productivity.
J. popular acceptance.
29. As quoted in the passage, Graham suggests that
Heretic is symbolic of:
A. her painful childhood experiences.
B. the reaction to her work as an adult.
C. her experience of being criticized for her religious
beliefs.
D. the way she was often rejected while attending the
Denishawn School of Dancing.
30. The critics referred to in the eighth paragraph (lines
62−65) were most nearly complaining that Graham’s
dancing was:
F. misleading and sentimental.
G. awkward and contorted.
H. meandering and second-rate.
J. agonizing and unoriginal.
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ACT-G01
33
P
assage IV
NATURAL SCIENCE: This passage is adapted from the article
“When Birds of a Feather Mob Together, It’s Usually Bad News
for  Predators”  by  Mariette  Nowak  (©2000  by  National  Wildlife
Magazine).
Ornithologist Millicent Ficken was recording bird
calls in Arizona’s Chiricahua Mountains when she
heard the screams of a Cooper’s hawk on a nearby pon-
derosa pine. “After the hawk’s last scream, a Steller’s
jay sounded the alarm with its harsh wah call,” recalls
Ficken. Seconds later, a half-dozen jays were flocking
about the hawk, darting in close to its back and head,
and joining in a raucous chorus of wahs. Then one of
the jays, despite being half the size of its target, struck
the hawk on its back and sent the raptor plummeting to
the ground. The hawk stood there briefly and then flew
off.
Zoologists call this massing together of birds to
attack a common enemy “mobbing.” In this case, the
jays were mobbing a hawk that specializes in eating
birds their size. A widespread phenomenon among
birds, mobbing may involve a mix of bird species or, as
with the jays, just one species attacking a predator.
Rarely, however, do the birds actually strike the object
of their wrath; the jay’s attack was the only instance
that Ficken, a professor emerita at the University of
Wisconsin-Milwaukee, has witnessed in more than
20 years of research.
In many cases, mobbing is a noisy affair in which
each species uses its own special calls to bring out its
allies. By surveying the mobbing calls of more than
50 species of birds, Ficken has provided additional
insights into this behavior. “I discovered that there is
no one stereotypic pattern to the calls as had been pre-
viously believed, but an array of different vocalizations
among the various species of birds,” she says.
Earlier research had suggested that mobbing calls
enabled other birds to locate the bird sounding the
alarm. Such calls would start abruptly and cover a wide
range of frequencies, so they could be readily picked
up by other birds. “The black-capped chickadee’s mob-
bing call is a classic example of this type,” says Ficken.
But she discovered that less than half the species she
studied conformed to this classic pattern.
Among other species, she found different kinds of
mobbing calls. Some flock associates—birds that often
hang out together—have mobbing calls unique to their
groups. “Brown creepers, golden-crowned kinglets and
Mexican chickadees, for instance, are frequent flock
associates,” says Ficken, “and their high-pitched, buzzy
mobbing calls are strikingly similar.” Bridled titmice
and ruby-crowned kinglets give mobbing calls that are
nearly identical. “The similarity in their calls may help
to coordinate the group mobbing responses,” she adds.
Her research has also revealed some similarities
within groups of birds with a common ancestry such as
corvids (crows and jays), nuthatches and vireos. But
u
nderscoring the complexities of the avian world, she
f
ound that the mobbing calls within other related
g
roups of birds such as flycatchers and chickadees
w
ere very different. Why the variation? “There are
m
any possible reasons, such as differences in ancestry
a
nd flock associations,” says Ficken. “But we really
d
on’t know. It’s a poorly understood area.”
Despite the differences in calls, however, the main
function of mobbing appears to be to get the predator to
move out of the vicinity. Stanley Temple, a wildlife
ecologist at the University of Wisconsin-Madison, sees
evidence for this theory in his observations as a fal-
coner. On one occasion, one of his red-tailed hawks
caught a crow and brought it to the ground. The
screaming of the captured crow sounded the alarm for
the crows in a huge nearby roost and “they descended
like a black tornado on the hawk,” Temple recalls, and
the captured crow got away.
Ficken’s observations also bear out the “move
along” hypothesis. The Steller’s jays she watched in
Arizona certainly sent the Cooper’s hawk on its way in
a hurry. With its initial mobbing call, the first jay also
put other jays on the alert, averting any surprise attacks
by the hawk—another likely reason for mobbing.
One thing about mobbing is clear: It helps little
birds even the odds against big predators. Ficken
recently observed this in Arizona, where she saw five
hummingbirds mob and chase away a northern pygmy-
owl more than three times their size. Says Ficken:
“Even small prey species can defeat their larger ene-
mies by mass action.”
31. Which of the following statements is NOT supported
by the passage?
A. Brown creepers, nuthatches, and Steller’s jays
share a common ancestry.
B. Ficken has been witnessing mobbing incidents for
at least 20 years.
C. Temple has made observations that support the
“move along hypothesis.”
D. Ficken’s research disproves an earlier belief that
mobbing calls conformed to one stereotypic
pattern.
32. It can reasonably be inferred from the passage that the
average life span of members of a small-bird species is
increased by the birds’ ability to:
F. travel with large predators.
G. eat birds their own size.
H. avoid contact with flock associates.
J. participate in mass action.
36
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ACT-G01
33
5
10
15
20
25
30
35
40
45
50
55
60
65
70
75
80
3
3. What is the function of the first two paragraphs (lines
1
−23) in relation to the passage as a whole?
A. To introduce the idea that Cooper’s hawks special-
ize in eating Steller’s jays and are the most common
predators in mobbing incidents
B. To identify Ficken as the leading authority on mob-
bing and highlight her credentials and background
C. To provide a definition of mobbing and illustrate
an unusual example of it
D. To present the opposing points of view held by
ornithologists and zoologists on a widespread phe-
nomenon among birds
34. According to the passage, the Steller’s jay’s initial
mobbing call resulted in all of the following EXCEPT
that it:
F. signaled other jays to flock around the predator.
G. put other jays on the alert.
H. motivated the Cooper’s hawk’s raucous chorus of
screams.
J. prevented surprise attacks by the predator.
35. When Temple compares the flock of crows mobbing
the red-tailed hawk to a “black tornado” (line 69), he
illustrates a point made earlier in the passage that:
A. crows are the birds most commonly associated
with violent mobbing attacks.
B. some birds have the ability to aggressively attack a
predator.
C. mobbing typically involves a mix of aggressive
bird species.
D. crows often physically strike the object of their
wrath.
36. According to the passage, Ficken concludes that the
“classic” mobbing call is used by:
F. most of the mobbing species she studied.
G. fewer than half of the species she studied.
H. birds she studied in Arizona but not other places.
J. birds that often hang out together.
3
7. Which of the following statements best expresses the
m
ain idea of the sixth paragraph (lines 50−59)?
A. Ficken finds it difficult to explain the variation in
mobbing calls within certain related groups of
birds and feels there is still a lot to be learned.
B. Flycatchers and chickadees have similar mobbing
calls to those of crows and jays because they are
connected by common ancestry.
C. Differences in ancestry and flock associates are
the primary reasons for the variation in the mob-
bing calls of certain related groups of birds.
D. Similarities of mobbing calls within certain related
groups of birds underscore the complexities of the
avian world.
38. As it is used in line 5, the phrase “harsh wah” most
nearly refers to the:
F. last scream of the Cooper’s hawk.
G. combined screams of the Cooper’s hawk and
Steller’s jay.
H. alarm call of the first Steller’s jay.
J. Steller’s jay’s imitation of a human scream.
39. As it is used in line 24, the word affair most nearly
means:
A. occasion.
B. observation.
C. catastrophe.
D. accident.
40. According to the passage, which of the following pairs
of bird species has similar mobbing responses because
of common ancestry?
F. Hawks and jays
G. Chickadees and crows
H. Hawks and kinglets
J. Crows and jays
37
ACT-G01
33
END OF TEST 3
STOP! DO NOT TURN THE PAGE UNTIL TOLD TO DO SO.
DO NOT RETURN TO A PREVIOUS TEST.
Passage I
Mass extinctions on Earth may be caused by bombard-
ments of Earth by comets from the Oort cloud, a spherical
swarm of comets occupying the outer part of our solar
system. Three scientists share their viewpoints about possi-
ble causes of the bombardments.
Scientist 1
The Sun is orbited by a dim, unseen object called a
brown dwarf, an object that is less than 0.08 times the
Sun’s mass and therefore is not massive enough to become
a star. Each complete orbit of the brown dwarf takes
26 million years. Once each orbit, the brown dwarf passes
through the Oort cloud. The brown dwarf’s gravitational
force alters the orbits of many comets, causing 1 or more
of them to enter the inner part of the solar system and to
collide with Earth, producing a mass extinction.
Scientist 2
The Sun is part of an open cluster, a type of star clus-
ter in which the stars are bound to each other by gravity.
The Sun revolves around the center of mass of the cluster
once every 26 million years. Once every orbit, the Sun
passes through the densest part of the cluster. The gravita-
tional force exerted by the stars in this part of the cluster
causes many comets to leave the Oort cloud. One or more
of these comets enter the inner part of our solar system and
collide with Earth, causing a mass extinction.
Scientist 3
Our galaxy is disk shaped, and the Sun lies within the
disk. The galaxy also contains high-velocity stars, stars
following orbits that are highly inclined with respect to the
disk. The bombardments that produce mass extinctions are
caused by the gravitational effects of high-velocity stars.
High-velocity stars cause bombardments whenever these
stars pass near the Oort cloud. This hypothesis is prefer-
able because, rather than occurring every 26 million years,
mass extinctions occur at irregular intervals. Moreover, the
Sun cannot be part of an open cluster, because the Sun is
5 billion years old. The stars in open clusters all form at
approximately the same time and then drift apart after a
few hundred million years.
1. Based on Scientist 3’s viewpoint, which of the follow-
ing quantities is approximately equal for the stars in an
open cluster?
A. Mass
B. Diameter
C. Age
D. Temperature
2. Based on Scientist 3’s viewpoint, high-velocity stars
pass through or near our solar system:
F. at irregular intervals.
G. once each year.
H. every 13 million years.
J. every 26 million years.
3. Suppose that the last mass extinction occurred 13 million
years ago. Based on Scientist 1’s viewpoint, the next
mass extinction would most likely occur how many
million years from now?
A. 5
B. 13
C. 26
D. 32
4. Scientist 1 implies that the unseen object might be
observable from Earth if the object:
F. orbited the center of an open cluster instead of the
center of our galaxy.
G. orbited the center of our galaxy instead of the
center of an open cluster.
H. were a star instead of a brown dwarf.
J. were a brown dwarf instead of a star.
SCIENCE TEST
35 Minutes—40 Questions
DIRECTIONS: There are several passages in this test.
Each passage is followed by several questions. After
reading a passage, choose the best answer to each
question and fill in the corresponding oval on your
answer document. You may refer to the passages as
often as necessary.
You are NOT permitted to use a calculator on this test.
38
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ACT-G01
44
5
. The viewpoints of Scientists 1 and 2 are inconsistent
w
ith that of Scientist 3 regarding which of the follow-
i
ng factors?
A. How regularly brown dwarfs form
B. Whether comets cause mass extinctions at regular
intervals of time
C. Whether Earth has been bombarded by extraterres-
trial objects at any time in the past
D. Whether mass extinctions will occur in the future
6. Proving that the Sun is a member of an open cluster
would directly contradict a statement made by:
F. Scientist 1 only.
G. Scientist 3 only.
H. Scientists 1 and 3.
J. Scientists 2 and 3.
7
. The stars in an open cluster are bound together by
g
ravity. Scientist 3 supports the conclusion that the
g
ravitational force of an open cluster is:
A. strong enough to keep the cluster together
indefinitely.
B. too weak to keep the cluster together indefinitely.
C. present only among the stars more massive than
the Sun.
D. present only among the stars less massive than the
Sun.
39
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ACT-G01
44
P
assage II
A
study was conducted to identify the properties of a
t
ype of sand being mined at a given site. Natural processes
b
ring this sand to the mining site from 1 of 4 possible
s
ources, all located within a few miles of the site: a river,
i
nland dunes, underwater offshore dunes, or a beach to the
north (see Figure 1). A second study examined sand from
each of these possible sources to determine which of the
sources supplies sand to the mining site.
Figure 1
S
tudy1
Samples of the mined sand were collected at the
mining site by taking a 2.5 cm diameter core 30 cm deep at
3 locations, 1 m apart. All organic matter, and all clay, silt,
and gravel, were separated from the samples, leaving only
sand-size particles (0.0625−2 mm in diameter). The col-
oration of each particle and the average diameter of the
particles were determined. A thin layer of the sand was
glued to a glass slide, ground down until it was only
25 micrometers thick, and then examined under magnifica-
tion using transmitted polarized light to determine the
composition of each particle. The results are in Table1.
Study2
The process of collecting and analyzing sand samples
described in Study 1 was repeated at the 4 sites that were
possible sources for the mined sand (see Table2).
north
beach
sand
mining
site
offshore
dunes
inland
dunes
ocean
r
i
v
e
r
2 km
N
0
x
40
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ACT-G01
44
Table 1
Sample
Average
diameter
(mm)
Composition (% of all particles) Coloration (% of all particles)
quartz K-feldspar plagioclase
granite
fragments amber white colorless dark
Mined
sand 0.4 48 17 14 7 17 75 71
41
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ACT-G01
44
Figure 1 and Tables 1 and 2 adapted from Rodney Combellick and Robert Osborne, “Sources and Petrology of Beach Sand from Southern
Monterey Bay, California.” ©1977 by The Society of Economic Paleontologists and Mineralogists.
Table 2
Sample
Average
diameter
(mm)
Composition (% of all particles) Coloration (% of all particles)
quartz K-feldspar plagioclase
granite
fragments amber white colorless dark
River sand 0.2 44 15 12 8475 18 3
Underwater
offshore
dune sand 0.4 49 16 14 7 17 72 92
Inland dune
sand 0.4 52 14 14 7 11 76 11 1
North beach
sand 0.3 50 10 11 5 13 58 20 9
8. How did the average particle diameter of river sand
compare to those of the other sands in Study 2 ? River
sand had an average particle diameter that was:
F. smaller than the average particle diameter of all of
the other sands.
G. smaller than the average particle diameter of only
some of the other sands.
H. the same as the average particle diameter of one of
the other sands.
J. larger than the average particle diameter of all of
the other sands.
9. If a minimum of 10% of the particles in a sand are
amber-colored, the entire sand will appear reddish-
brown. Which sand from the studies would NOT
appear reddish-brown?
A. Mined sand
B . River sand
C. Underwater offshore dune sand
D. North beach sand
1 0. Which of the following statements best explains why
the sum of the particle composition percents for any of
the sands did not equal 100%?
F. The number of particles composed of quartz was
actually much lower than measured.
G. The number of particles that were granite frag-
ments was actually much lower than measured.
H. Some particles were composed of materials other
than quartz, K-feldspar, plagioclase, or granite
fragments.
J. All of the particles were composed of either quartz,
K-feldspar, plagioclase, or granite fragments.
11. In Study 2, based on the average particle diameter for
north beach sand, a north beach sand sample most
likely contained:
A. only particles that were 0.3 mm in diameter.
B. only particles that were larger than 0.3 mm in
diameter.
C. only particles that were smaller than 0.3 mm in
diameter.
D. some particles that were larger than 0.3 mm in
diameter and some particles that were smaller than
0.3mm in diameter.
12. The description in Study 1 of the methods used to pre-
pare the sand sample for viewing under magnification
indicates that intact sand particles are most likely too:
F. heavy to be fixed to a glass slide.
G. large to be fixed to a glass slide.
H. thick to allow light to pass through.
J. thin to allow light to pass through.
13. Based on the results of Studies 1 and 2, sand is most
likely brought to the mining site from the:
A. river.
B. underwater offshore dunes.
C. inland dunes.
D. north beach.
14. If sand is being supplied to the mining site from the
inland dunes, one or both of which 2 erosion processes
are most likely capable of moving the sand directly
from the inland dunes to the mining site?
F. Ocean waves and wind
G. Ocean waves and glaciers
H. Running water and wind
J. Running water and glaciers
P
assage III
A
researcher performed 2 experiments to investigate
s
eed germination in violet seeds.
Experiment1
On Day 0, the experimenter placed a piece of sterile
filter paper inside each of 30 sterile Petri dishes, moistened
each filter paper with the same aqueous solution, and
placed 25 seeds on each filter paper.
Next, 5 of these Petri dishes were placed in each of
6 growth chambers. No light was present in the growth
chambers. Each chamber was maintained at 1 of 6 tempera-
tures throughout the experiment. The percent of seeds that
had germinated by Days4, 8, 12, and 16 at each tempera-
ture appears in Figure1.
Figure 1
E
xperiment2
On Day 0, the experimenter placed a piece of sterile
filter paper inside each of 30 sterile Petri dishes, moistened
each filter paper with 1 of 6 aqueous solutions, and placed
25 seeds on each filter paper. Each aqueous solution had a
different pH, and each was used to moisten the filter paper
in 5of the Petri dishes.
All 30 Petri dishes were then placed in a growth
chamber that was maintained at 20°C throughout the exper-
iment. No light was present in the growth chamber. The
percent of seeds that had germinated by Days 4, 8, 12, and
16 at each pH appears in Figure2.
Figure 2
Figures adapted from William C. Mitchell et al., “Analysis of Horned
Violet, Viola cornuta L., Seed Germination.” ©2000 by the New
Jersey Academy of Science.
100
95
90
85
80
75
70
65
60
55
50
45
40
10 15 20 25 30 35
temperature (°C)
germination (%)
Day 16
Day 12
Day 8
Day 4
Key
100
95
90
85
80
75
70
65
60
55
50
45
40
35
30
25
20
14131211109876543210
pH
germination (%)
Day 16
Day 12
Day 8
Day 4
Key
42
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ACT-G01
44
1
5. In which of the following ways did the experimental
p
rocedures used in Experiments1 and2 differ?
A. More seeds were used in Experiment1.
B. Fewer seeds were used in Experiment1.
C. More temperatures were used in Experiment1.
D. Fewer temperatures were used in Experiment1.
16. In Experiment 2, as pH increased from 2 to 12, percent
germination:
F. decreased only.
G. increased only.
H. decreased, then increased.
J. increased, then decreased.
17. Based on the results of Experiments 1 and 2, violet
seeds exposed to which of the following sets of condi-
tions would most likely have the highest percent ger-
mination after 8days of exposure?
A. A 16°C growth chamber and filter paper moistened
with a solution with a pHof4
B. A 16°C growth chamber and filter paper moistened
with a solution with a pHof8
C. A 21°C growth chamber and filter paper moistened
with a solution with a pHof4
D. A 21°C growth chamber and filter paper moistened
with a solution with a pHof8
18. If the seeds that were maintained at 18°C in Experi-
ment 1 had been examined on Day 10, the percent ger-
mination would most likely have been closest to which
of the following?
F. 80%
G. 85%
H. 90%
J. 95%
1
9. Suppose one Petri dish in Experiment 1 had been
m
aintained at 33°C. On Day 8, percent germination
w
ould most likely have been closest to which of the
f
ollowing values?
A. 50%
B. 60%
C. 70%
D. 80%
20. The pH of the aqueous solution used in Experiment 1
was equal to the pH of 1 of the 6 aqueous solutions
used in Experiment 2. Based on this information and
the results of Experiments 1 and 2, what was the pH of
the aqueous solution used in Experiment1?
F. 4
G. 6
H. 10
J. 12
21. A student concluded that on Day 16 of Experiment 2
the seeds exposed to the most acidic solution had the
lowest percent germination. Do the results support this
conclusion?
A. Yes; on Day 16, the lowest percent germination
was observed in the seeds exposed to pH2.
B. Yes; on Day 16, the lowest percent germination
was observed in the seeds exposed to pH12.
C. No; on Day 16, the lowest percent germination
was observed in the seeds exposed to pH2.
D. No; on Day 16, the lowest percent germination
was observed in the seeds exposed to pH12.
43
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ACT-G01
44
P
assage IV
I
n the following experiments, a student studied some
p
roperties of inductors and capacitors, devices used to
s
tore electrical energy.
Experiment 1
The student constructed an electrical circuit (see
Figure 1) containing a 6 V battery, a switch, a 10 ohm
resistor, a 50 H (henry, a unit of inductance) inductor, and
an ammeter (a device used to measure the amount and
direction [+ or −] of an electrical current).
Figure 1
She closed the switch at time = 0.0 sec and immedi-
ately began recording the current over time. The results are
shown in Table1.
Experiment 2
She replaced the inductor in the electrical circuit with
one having a different inductance. She closed the switch
and 10.0 sec later recorded the electrical current. She
repeated these steps using various inductors (see Table2).
E
xperiment 3
The student charged a capacitor using the circuit
shown in Figure2.
Figure 2
Next, using the inductor from Experiment 1 and the
charged capacitor, she assembled the circuit shown in
Figure3.
Figure 3
She closed the switch at time = 0.0 sec and recorded the
current in the circuit over time (see Table3).
She determined from the data in Table 3 that the
period of this circuit (twice the time between successive
zeros of the current) was 4.0 sec.
Experiment 4
Using the procedures from Experiment 3 and various
capacitors, the student studied how the period of the circuit
in Figure3 varied with capacitance (see Table4).
ammeter inductor
resistor
battery
switch
A
Table 1
Time
(sec)
Current
(amp)
0.0
1.0
5.0
10.0
20.0
30.0
+0.00
+0.11
+0.38
+0.52
+0.59
+0.60
Table 2
Inductance
(H)
Current
(amp)
10
30
50
70
+0.60
+0.58
+0.52
+0.46
c
apacitor
A
A
Table 3
Time
(sec)
Current
(amp)
0.0
1.0
2.0
3.0
4.0
5.0
0.00
−0.08
0.00
+0.08
0.00
−0.08
Table 4
Capacitance
(μF)*
Period
(sec)
2,050 2.0
4,100 2.8
8,200 4.0
16,400 5.7
*μF (microfarad) is a unit of capacitance.
44
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ACT-G01
44
2
2. The results of Experiment 2 are best represented by
w
hich of the following graphs?
23. The circuit shown in Figure 3 and used in Experiment 4
would most likely have had a period of 1.0 sec if the
capacitor in the circuit had a capacitance of which of
the following?
A.
,512 μF
B. 3,015 μF
C. 6,100 μF
D. 20,800 μF
24. In Experiment 1, as soon as the switch was closed,
which of the following energy conversions most likely
occurred?
F. Chemical potential energy to electrical energy
G. Chemical potential energy to nuclear energy
H. Electrical energy to nuclear energy
J. Nuclear energy to gravitational potential energy
2
5. Which of the following objects acted as the main
v
oltage source in a circuit during at least 1 of the
4
experiments?
I. Copper wire
II. Charged capacitor
III. Resistor
A. I only
B. II only
C. I and III only
D. I, II, and III
26. Based on the results of Experiment 4, the capacitance
of the capacitor used in Experiment 3 was most likely
which of the following?
F. 2,050 μF
G. 4,100 μF
H. 8,200 μF
J. 16,400 μF
27. In a circuit like the one shown in Figure 3, when the
switch is closed, the current varies over time as shown
in the following figure.
Based on Experiment 3, what is the period of this
circuit?
A.
03sec
B. 06sec
C. 09sec
D. 12sec
28. The student is attempting to determine the inductance
of a new inductor. Following the procedure in Experi-
ment 1 with the new inductor, the student finds that
after 20.0 sec the current is 0.46 amp. Based on the
results of Experiments 1 and 2, the inductance of the
new inductor is most likely:
F. less than 10 H.
G. between 10 H and 30 H.
H. between 31 H and 50 H.
J. greater than 50 H.
F.
0.4
0.2
0
0.6
0.8
0
current (amps)
inductance (H)
80604020
G.
H.
0.4
0.2
0
0.6
0.8
0
current (amps)
inductance (H)
80604020
J.
0.4
0.2
0
0.6
0.8
0
current (amps)
inductance (H)
80604020
0.4
0.2
0
0.6
0.8
0
current (amps)
inductance (H)
80604020
time (sec)
current
+
–
3 6 9 12
0
45
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ACT-G01
44
P
assage V
S
everal trials were performed with helium gas in a
c
ylinder. The cylinder was fitted with a piston that could be
l
ocked in place or allowed to freely move up and down (see
F
igure1).
Figure 1
For each trial, the volume (V ), temperature (T ),
pressure (P in atmospheres, atm), and amount (number of
atoms) of the gas in the cylinder were known or measured.
For each trial, 2 of these values were held constant (as
shown in Tables1−4).
29. A student claimed that for a given amount of gas at a
constant temperature, decreasing the volume of the gas
would increase the rate of collisions (per unit area) by
the atoms of the gas with the sides of its container. Do
the data in Table2 support this claim?
A. Yes; as the volume decreased, the pressure
increased.
B. Yes; as the volume decreased, the pressure
decreased.
C. No; as the volume decreased, the pressure
increased.
D. No; as the volume decreased, the pressure
decreased.
gas
piston
cylinder
Table 1
V = 0.4L; T = 20°C
Trial
Amount
(
×
10
22
atoms)
P
(atm)
1 2.0 2.0
2 4.0 4.0
3 6.0 6.0
4 8.0 8.0
Table 2
amount = 2.5
×
10
22
atoms; T = 20°C
Trial
P
(atm)
V
(L)
5 0.25 4.0
6 0.50 2.0
7 0.75 1.3
8 1.00 1.0
9 1.50 0.7
Table 3
amount = 2.5
×
10
22
atoms; P = 1.0 atm
Trial
T
(°C)
V
(L)
10 00 0.93
11 20 1.00
12 40 1.07
13 60 1.14
14 80 1.21
Table 4
amount = 2.7
×
10
2
2
atoms; V = 1.0 L
Trial
T
(°C)
P
(atm)
15 000 1.0
16
027 1.1
17 127 1.5
18 227 1.8
19 327 2.2
46
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ACT-G01
44
3
0. According to Table 1, as the number of atoms of the
g
as increased, the pressure of the gas:
F. remained constant.
G. decreased only.
H. increased only.
J. increased, then remained constant.
31. Consider the data in the table below for 2 samples of
the gas:
Based on Table 1, how do the masses of Samples 1
and2 compare? The mass of Sample1 is:
A. greater, because Sample 1 is composed of fewer
atoms.
B. greater, because Sample 1 is composed of more
atoms.
C. smaller, because Sample 1 is composed of more
atoms.
D. smaller, because Sample 1 is composed of fewer
atoms.
3
2. Which of the following diagrams best compares how
t
he cylinder appeared when the data were produced for
T
rials8 and15?
33. The piston was locked in place in each of the trials
listed in both:
A. Tables1 and2.
B. Tables1 and4.
C. Tables2 and3.
D. Tables3 and4.
34. As the temperature increased in Trials 15−19, how
were the volume of the gas and the average speed of
the atoms of the gas affected?
volume
average speed
F. increased increased
G. increased stayed constant
H. stayed constant increased
J. stayed constant stayed constant
Trial 8 Trial 15
Trial 8 Trial 15
F.
Trial 8 Trial 15
Trial 8 Trial 15
G.
H.
J.
Sample V (L) T (°C) P (atm)
1350 4
2350 8
47
ACT-G01
44
GO ON TO THE NEXT PAGE.
P
assage VI
P
arcel lapse rate is the measured air temperature
c
hange per unit distance for a parcel of rising air. Figure 1
s
hows the temperature versus the altitude for a particular
d
ry air parcel and a particular moist air parcel. If the atmo -
s
phere around a parcel decreases in temperature with alti-
tude at a rate greater than that of the parcel itself, the
parcel may, at some altitude, be warmer than the surround-
ing atmosphere. In this case, the parcel will continue to rise
from that altitude, increasing the probability of strong
storms. Figure 2 shows, for a given location, the tempera-
ture versus the altitude for 4 parcels of dry air, each of
which began to rise at a different time on a particular day.
Figure 1
Figure 2
Figure 2 adapted from K. Paterson, “Atmospheric Stability” (class
lecture notes). ©1995 by Michigan Technological University.
35. As shown in Figure 1, the dry air parcel at an altitude
of 3 km was approximately how many degrees colder
than the moist air parcel at that same altitude?
A. 6°C
B. 13°C
C. 23°C
D. 35°C
5
4
3
2
1
0
−40 −30 −20 −10 0 10 20 30 40
altitude (km)
temperature (°C)
dry air parcel
(air not saturated with moisture)
moist air parcel
(air saturated with moisture)
Key
temperature (°C)
4
A
.
M
.
9
A
.
M
.
4
P
.
M
.
2
P
.
M
.
altitude (km)
0
48
GO ON TO THE NEXT PAGE.
ACT-G01
44
3
6. It was hypothesized that the moist air parcel lapse rate
i
s constant as altitude increases from 0 km to 5 km. Is
t
his hypothesis supported by Figure1?
F. No, because the plot of temperature versus altitude
for the moist air parcel is curved from 0 km to
5km.
G. No, because the plot of temperature versus altitude
for the moist air parcel is a straight line from 0 km
to 5km.
H. Yes, because the plot of temperature versus altitude
for the moist air parcel is curved from 0 km to
5km.
J. Yes, because the plot of temperature versus altitude
for the moist air parcel is a straight line from 0km
to 5km.
37. Based on the information provided, which of the fol-
lowing temperature conditions at a given altitude
would cause a parcel of air to continue to rise from that
altitude?
temperature of
temperature of
air parcel surrounding atmosphere
A. 10°C 10°C
B. 10°C 20°C
C. 20°C 10°C
D. 20°C 30°C
3
8. Consider the 4 dry air parcels represented in Figure 2.
I
mmediately after the parcels left Earth’s surface, the
t
emperature of which parcel decreased the most per
u
nit distance?
F. The parcel that began to rise at 4 a.m.
G. The parcel that began to rise at 9 a.m.
H. The parcel that began to rise at 2 p.m.
J. The parcel that began to rise at 4 p.m.
39. What is the parcel lapse rate, in °C/km, for the dry air
parcel represented in Figure1?
A.
006°C/km
B. 0−6°C/km
C. 010°C/km
D. − 10°C/km
40. Relative humidity is defined by the equation below:
relativehumidity=
×
100
Based on Figure 1, the relative humidity of a moist air
parcel is closest to which of the following?
F. 0%
G. 20%
H. 50%
J. 100%
actual amount of moisture
in a unit volume of air
__________________________
maximum amount of moisture
possible in a unit volume of air
49
ACT-G01
44
END OF TEST 4
STOP! DO NOT RETURN TO ANY OTHER TEST.
50
Scoring Keys for Form G01
Use the scoring key for each test to score your answer document for the multiple-choice tests. Mark a “1” in the
blank for each question you answered correctly. Add up the numbers in each reporting category and enter the total
number correct for each reporting category in the blanks provided. Also enter the total number correct for each test
in the blanks provided. The total number correct for each test is the sum of the number correct in each reporting
category.
Test 1: English—Scoring Key
Number Correct (Raw Score) for:
Production of Writing (POW) _______
(24)
Knowledge of Language (KLA) _______
(11)
Conventions of Standard English (CSE) _______
(40)
Total Number Correct for English Test _______
(POW + KLA + CSE) (75)
Key
Reporting
Category*
POW KLA CSE
1. D ___
2. H ___
3. A ___
4. G ___
5. A ___
6. J ___
7. B ___
8. F ___
9. C ___
10. F ___
11. D ___
12. J ___
13. B ___
14. H ___
15. A ___
16. H ___
17. A ___
18. H ___
19. D ___
20. G ___
21. D ___
22. G ___
23. C ___
24. G ___
25. B ___
26. H ___
27. B ___
28. G ___
29. A ___
30. J ___
31. D ___
32. G ___
33. C ___
34. J ___
35. A ___
36. H ___
37. B ___
38. H ___
Key
Reporting
Category*
POW KLA CSE
39. C ___
40. F ___
41. D ___
42. F ___
43. D ___
44. J ___
45. A ___
46. F ___
47. D ___
48. F ___
49. D ___
50. F ___
51. D ___
52. H ___
53. B ___
54. H ___
55. A ___
56. G ___
57. D ___
58. J ___
59. A ___
60. H ___
61. B ___
62. F ___
63. C ___
64. G ___
65. A ___
66. H ___
67. D ___
68. J ___
69. A ___
70. G ___
71. A ___
72. G ___
73. C ___
74. F ___
75. D ___
*Reporting Categories
POW = Production of Writing
KLA = Knowledge of Language
CSE = Conventions of Standard English
51
Number Correct (Raw Score) for:
Preparing for Higher Math (PHM) _______
(N + A + F + G + S) (35)
Integrating Essential Skills (IES) _______
(25)
Total Number Correct for Mathematics Test _______
(PHM + IES) (60)
Modeling (MDL) _______
(Not included in total number correct for (16)
mathematics test raw score)
*Reporting Categories
PHM = Preparing for Higher Math
N = Number & Quantity
A = Algebra
F = Functions
G = Geometry
S = Statistics & Probability
IES = Integrating Essential Skills
MDL = Modeling
Test 2: Mathematics—Scoring Key
Key
Reporting Category*
PHM
IES MDLN A F G S
1. C ___
2. H ___
3. E ___
4. J ___ ___
5. C ___
6. K ___ ___
7. D ___
8. J ___ ___
9. D ___
10. G ___
11. A ___
12. K ___
13. C ___ ___
14. F ___
15. A ___
16. F ___
17. B ___
18. H ___ ___
19. B ___ ___
20. J ___ ___
21. A ___
22. K ___
23. A ___ ___
24. F ___ ___
25. C ___
26. G ___
27. A ___ ___
28. G ___
29. E ___
30. F ___
Key
Reporting Category*
PHM
IES MDLN A F G S
31. A ___
32. H ___ ___
33. D ___
34. J ___
35. C ___
36. G ___
37. D ___ ___
38. J ___
39. B ___
40. H ___ ___
41. B ___
42. G ___
43. C ___
44. F ___
45. B ___
46. J ___
47. B ___
48. K ___
49. C ___ ___
50. G ___
51. D ___ ___
52. K ___
53. B ___
54. J ___
55. A ___ ___
56. G ___
57. A ___
58. F ___
59. D ___
60. F ___
5
Combine the totals of these columns and put in the blank for PHM in the box below.
5
Test 3: Reading—Scoring Key
Number Correct (Raw Score) for:
Key Ideas & Details (KID) _______
(25)
Craft & Structure (CS) _______
(11)
Integration of Knowledge & Ideas (IKI) _______
(4)
Total Number Correct for Reading Test _______
(KID + CS + IKI) (40)
Test 4: Science—Scoring Key
Number Correct (Raw Score) for:
Interpretation of Data (IOD) _______
(18)
Scientic Investigation (SIN) _______
(10)
Evaluation of Models, Inferences &
Experimental Results (EMI) _______
(12)
Total Number Correct for Science Test _______
(IOD + SIN + EMI) (40)
Key
Reporting
Category*
IOD SIN EMI
1. C ___
2. F ___
3. B ___
4. H ___
5. B ___
6. G ___
7. B ___
8. F ___
9. B ___
10. H ___
11. D ___
12. H ___
13. B ___
14. H ___
15. C ___
16. J ___
17. C ___
18. G ___
19. A ___
20. G ___
Key
Reporting
Category*
IOD SIN EMI
21. D ___
22. H ___
23. A ___
24. F ___
25. B ___
26. H ___
27. B ___
28. J ___
29. A ___
30. H ___
31. D ___
32. F ___
33. B ___
34. H ___
35. B ___
36. F ___
37. C ___
38. H ___
39. D ___
40. J ___
*Reporting Categories
IOD = Interpretation of Data
SIN = Scientic Investigation
EMI = Evaluation of Models,
Inferences & Experimental Results
Key
Reporting
Category*
KID CS IKI
1. C ___
2. J ___
3. C ___
4. G ___
5. D ___
6. F ___
7. D ___
8. H ___
9. B ___
10. J ___
11. B ___
12. H ___
13. A ___
14. G ___
15. C ___
16. H ___
17. D ___
18. F ___
19. D ___
20. F ___
Key
Reporting
Category*
KID CS IKI
21. C ___
22. J ___
23. B ___
24. G ___
25. A ___
26. J ___
27. D ___
28. H ___
29. B ___
30. G ___
31. A ___
32. J ___
33. C ___
34. H ___
35. B ___
36. G ___
37. A ___
38. H ___
39. A ___
40. J ___
*Reporting Categories
KID = Key Ideas & Details
CS = Craft & Structure
IKI = Integration of Knowledge & Ideas
52
53
Raw Scores
On each of the four tests on which you marked any
responses, the total number of correct responses yields a raw
score. Use the table below to convert your raw scores to scale
scores. For each test, locate and circle your raw score or the
range of raw scores that includes it in the table below. Then,
read across to either outside column of the table and circle the
scale score that corresponds to that raw score. As you
determine your scale scores, enter them in the blanks provided
on the right. The highest possible scale score for each test is
36. The lowest possible scale score for any test on which you
marked any responses is 1.
Next, compute the Composite score by averaging the four
scale scores. To do this, add your four scale scores and divide
the sum by 4. If the resulting number ends in a fraction, round it
off to the nearest whole number. (Round down any fraction less
than one-half; round up any fraction that is one-half or more.)
Enter this number in the blank. This is your Composite score.
The highest possible Composite score is 36. The lowest
possible Composite score is 1.
ACT Test G01 Your Scale Score
English _________
Mathematics _________
Reading _________
Science _________
Sum of scores _________
Composite score (sum ÷ 4) _________
NOTE: If you left a test completely blank and marked no items,
do not list a scale score for that test. If any test was completely
blank, do not calculate a Composite score.
Explanation of Procedures Used to Obtain
Scale Scores from Raw Scores
Scale
Score
36
35
34
33
32
31
30
29
28
27
26
25
24
23
22
21
20
19
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
Test 1
English
73-75
71-72
70
69
68
67
66
65
64
63
61-62
59-60
57-58
54-56
51-53
48-50
46-47
43-45
42
39-41
36-38
32-35
30-31
27-29
25-26
21-24
17-20
14-16
12-13
10-11
8-9
6-7
5
3-4
2
0-1
Test 2
Mathematics
58-60
56-57
54-55
53
52
50-51
49
47-48
45-46
42-44
40-41
37-39
35-36
33-34
31-32
30
28-29
26-27
23-25
20-22
17-19
13-16
10-12
8-9
6-7
5
4
—
3
—
2
—
1
—
—
0
Test 3
Reading
39-40
37-38
36
35
34
33
—
32
31
30
—
29
27-28
26
25
23-24
22
20-21
19
18
16-17
15
13-14
12
10-11
9
7-8
6
—
5
4
3
—
2
1
0
Test 4
Science
39-40
38
37
—
36
35
34
—
33
32
30-31
29
27-28
25-26
23-24
22
20-21
18-19
17
15-16
14
12-13
11
10
9
8
7
6
5
4
3
—
2
1
—
0
Scale
Score
36
35
34
33
32
31
30
29
28
27
26
25
24
23
22
21
20
19
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
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IOWA CITY, IA 52243-0168