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Science Part 1
- 1. 1 POINTS ACT Test Prep Science Slides
- 3. Test Structure – Science Passages 6 passages with 6–7 questions each Total of 40 questions Time 35 minutes to complete Passage Types 1. Data Representation (30-40%) 2. Research Summaries (45-55%) 3. Conflicting Viewpoints (15-20%) 3
- 4. Science Structure – Continued Order • Passage types can show up in any order • They do not necessarily progress from easiest to most difficult! Breakdown • 2 Data Representation Passages • 3 Research Summary Passages • 1 Conflicting Viewpoints Strategy • A question right is a point no matter how hard it is; make sure to answer the “easy” questions and passages first! 4
- 5. Science Critical Thinking Section 5
- 6. Science Critical Thinking Section Science section does not test rigorous science knowledge. 5
- 7. Science Critical Thinking Section Science section does not test rigorous science knowledge. Almost all of the answers you need are in the information provided. 5
- 8. Science Critical Thinking Section Science section does not test rigorous science knowledge. Almost all of the answers you need are in the information provided. The science section simply tests how well you can find information and apply it in the time provided. 5
- 9. Science Critical Thinking Section Science section does not test rigorous science knowledge. Almost all of the answers you need are in the information provided. The science section simply tests how well you can find information and apply it in the time provided. The test writers tend to hide the correct answer, and so our job is to simplify the questions and answer choices. 5
- 10. Table of Contents 6 I. Passage Types & Triaging II. Passage-Based Strategies III. Question-Based Strategies
- 11. I. Passage Types & Triaging 7 A. Data Representation B. Research Summary C. Conflicting Viewpoints D. Triaging
- 13. Data Representation Passages Emphasis on Figures and Tables 8
- 14. Data Representation Passages Emphasis on Figures and Tables Questions pertain to data interpretation and figure- reading 8
- 15. Data Representation Passages Emphasis on Figures and Tables Questions pertain to data interpretation and figure- reading Questions refer the test- taker directly to answers by stating “According to Figure 2,” ”Based on Table 1,” etc… 8
- 16. I. Passage Types & Triaging 9 A. Data Representation B. Research Summary C. Conflicting Viewpoints D. Triaging
- 18. Research Summary Passages Emphasis on Background and Methodology in addition to Results 10
- 19. Research Summary Passages Emphasis on Background and Methodology in addition to Results Questions require a deeper understanding of experimental set-up 10
- 20. Research Summary Passages Emphasis on Background and Methodology in addition to Results Questions require a deeper understanding of experimental set-up Often multiple experiments and more overall content 10
- 21. I. Passage Types & Triaging 11 A. Data Representation B. Research Summary C. Conflicting Viewpoints D. Triaging
- 22. Conflicting Viewpoints 1. Introduction with definitions and figures 2. Sentence explaining the main idea that is being debated 3. Two or more conflicting opinions or studies on the subject 4. Questions can refer to one, neither, or multiple viewpoints 12
- 24. Conflicting Viewpoints CV is not necessarily “harder” than the other passages; instead, it is different and can take more time! Plan accordingly. 13
- 25. Conflicting Viewpoints CV is not necessarily “harder” than the other passages; instead, it is different and can take more time! Plan accordingly. For many students, it makes sense to save the C&C passage for the end of the test 13
- 26. I. Passage Types & Triaging 14 A. Data Representation B. Research Summary C. Conflicting Viewpoints D. Triaging
- 27. Why do we care about passage types? 15
- 28. Why do we care about passage types? There are three reasons: 15
- 29. Why do we care about passage types? There are three reasons: 1. By quickly classifying passage types, we can TRIAGE Triaging means ordering the passages from easiest to hardest and approaching them in this order! 15
- 30. Why do we care about passage types? There are three reasons: 1. By quickly classifying passage types, we can TRIAGE Triaging means ordering the passages from easiest to hardest and approaching them in this order! 15 In medicine, triaging is the process of determining the order in which we will treat patients, usually in emergency situations. Think of the passages as your patients and choose the best order!
- 31. Why do we care about passage types? There are three reasons: 1. By quickly classifying passage types, we can TRIAGE Triaging means ordering the passages from easiest to hardest and approaching them in this order! 2. Different strategies for different passage types 15 In medicine, triaging is the process of determining the order in which we will treat patients, usually in emergency situations. Think of the passages as your patients and choose the best order!
- 32. Why do we care about passage types? There are three reasons: 1. By quickly classifying passage types, we can TRIAGE Triaging means ordering the passages from easiest to hardest and approaching them in this order! 2. Different strategies for different passage types 3. Knowledge gives familiarity, which gives comfort, which gives good results! 15 In medicine, triaging is the process of determining the order in which we will treat patients, usually in emergency situations. Think of the passages as your patients and choose the best order!
- 33. Characteristics that tend to Make Passages Harder 16
- 34. Characteristics that tend to Make Passages Harder 1. More overall content and/or multiple experiments 16
- 35. Characteristics that tend to Make Passages Harder 1. More overall content and/or multiple experiments 2. Unfamiliar topic 16
- 36. Characteristics that tend to Make Passages Harder 1. More overall content and/or multiple experiments 2. Unfamiliar topic 3. Unfamiliar figures (as opposed to bar charts and tables) 16
- 37. Characteristics that tend to Make Passages Harder 1. More overall content and/or multiple experiments 2. Unfamiliar topic 3. Unfamiliar figures (as opposed to bar charts and tables) 4. Few references to the figures 16
- 38. Characteristics that tend to Make Passages Harder 1. More overall content and/or multiple experiments 2. Unfamiliar topic 3. Unfamiliar figures (as opposed to bar charts and tables) 4. Few references to the figures Further reason to triage our passages! 16
- 39. Triaging Practice 2016-17 Preparing for the ACT Science Section 17
Editor's Notes
- Teacher Notes 1. The Science section is often the most “infamous” on the ACT. Not only is it the last section, but it’s also the one that is least familiar to many students. You might hear comments like “this doesn’t feel like science” because the passages call on students to interpret data and understand the experimental set-up instead of using chemical formulas or memorization of facts.
- Teacher Notes We expect 6 passages and a total of 40 questions in 35 minutes, which amounts to approximately 6 minutes to complete each 6-7 question passage. Students should keep in mind that given the varied (and inconsistent) difficulty of passages, we must bank time on “easier” passages to use on the “harder” passages. There are three passage types, and we will dig into each of them thoroughly in a few slides.
- Teacher Notes One of the biggest differences between the Science section and the other sections is that the passage types and difficulties can show up in any order. This is critical to our strategy, in which we will begin by “reordering” the passages from easiest to hardest. One of the biggest mistakes that a student can make is to assume that the prescribed order is the best order, only to run out of time during passage 5, not knowing if passage 6 was going to get easier. Again, passages do not necessarily progress from easiest to hardest (part of which is subjective anyway). The part of the structure that is consistent is the fact that there will be 2 Data Representation Passages, 3 Research Summaries, and 1 Conflicting Viewpoints on each test. To reiterate one component to the strategy, we will answer the easiest passages and questions first, knowing that everything is “equal” in value.
- Teacher Notes For some students, it can be helpful to adopt the mindset that this is a “Critical Thinking” section or a “Graphical Interpretation” section. The reason is that the Science section does not test rigorous scientific knowledge; in other words, students need a basic scientific background but do not necessarily benefit from extensive memorization or advanced science classes. Almost all of the answers you need are in the information provided. The exception is 2-4 questions per test that require “outside knowledge.” Examples of these questions from previous ACTs include Acid/Base chemistry (low pH in acidic, high is basic), Atom structure (nucleus of neutrons and protons circled by negatively charged electrons), and basic cell structure (i.e. that the cell membrane is the semi-permeable barrier that surrounds a cell).
- Teacher Notes For some students, it can be helpful to adopt the mindset that this is a “Critical Thinking” section or a “Graphical Interpretation” section. The reason is that the Science section does not test rigorous scientific knowledge; in other words, students need a basic scientific background but do not necessarily benefit from extensive memorization or advanced science classes. Almost all of the answers you need are in the information provided. The exception is 2-4 questions per test that require “outside knowledge.” Examples of these questions from previous ACTs include Acid/Base chemistry (low pH in acidic, high is basic), Atom structure (nucleus of neutrons and protons circled by negatively charged electrons), and basic cell structure (i.e. that the cell membrane is the semi-permeable barrier that surrounds a cell).
- Teacher Notes For some students, it can be helpful to adopt the mindset that this is a “Critical Thinking” section or a “Graphical Interpretation” section. The reason is that the Science section does not test rigorous scientific knowledge; in other words, students need a basic scientific background but do not necessarily benefit from extensive memorization or advanced science classes. Almost all of the answers you need are in the information provided. The exception is 2-4 questions per test that require “outside knowledge.” Examples of these questions from previous ACTs include Acid/Base chemistry (low pH in acidic, high is basic), Atom structure (nucleus of neutrons and protons circled by negatively charged electrons), and basic cell structure (i.e. that the cell membrane is the semi-permeable barrier that surrounds a cell).
- Teacher Notes For some students, it can be helpful to adopt the mindset that this is a “Critical Thinking” section or a “Graphical Interpretation” section. The reason is that the Science section does not test rigorous scientific knowledge; in other words, students need a basic scientific background but do not necessarily benefit from extensive memorization or advanced science classes. Almost all of the answers you need are in the information provided. The exception is 2-4 questions per test that require “outside knowledge.” Examples of these questions from previous ACTs include Acid/Base chemistry (low pH in acidic, high is basic), Atom structure (nucleus of neutrons and protons circled by negatively charged electrons), and basic cell structure (i.e. that the cell membrane is the semi-permeable barrier that surrounds a cell).
- Teacher Notes For some students, it can be helpful to adopt the mindset that this is a “Critical Thinking” section or a “Graphical Interpretation” section. The reason is that the Science section does not test rigorous scientific knowledge; in other words, students need a basic scientific background but do not necessarily benefit from extensive memorization or advanced science classes. Almost all of the answers you need are in the information provided. The exception is 2-4 questions per test that require “outside knowledge.” Examples of these questions from previous ACTs include Acid/Base chemistry (low pH in acidic, high is basic), Atom structure (nucleus of neutrons and protons circled by negatively charged electrons), and basic cell structure (i.e. that the cell membrane is the semi-permeable barrier that surrounds a cell).
- Teacher Notes 1. Before entering into passage-based and question-based strategies, we must make a distinction among passage types. By the end of this first lesson, the goal is to practice triaging, a process of “reordering” the passages.
- Teacher Notes 1. Our first passage type is “Data Representation,” and the name pretty much says it all! As we will see, these passages are data-driven. For many students, Data Representation passages are a great starting point, whether they show up as the first two, last two, or any combination therein.
- Teacher Notes Data Representation passages stand out to us because of the emphasis on figures and tables. An analogy is that Data Representation passages are like the Results section of a scientific journal. A quick glance at the questions reveals two other important characteristics: quantitative questions (figure reading) and references directly to the figures and tables. See if students can find the Data Representation passages in the 2016-17 Practice Test. Do not be surprised if they struggle to distinguish between Data Representation and Research Summary at this point. Passage 3 Passage 4
- Teacher Notes Data Representation passages stand out to us because of the emphasis on figures and tables. An analogy is that Data Representation passages are like the Results section of a scientific journal. A quick glance at the questions reveals two other important characteristics: quantitative questions (figure reading) and references directly to the figures and tables. See if students can find the Data Representation passages in the 2016-17 Practice Test. Do not be surprised if they struggle to distinguish between Data Representation and Research Summary at this point. Passage 3 Passage 4
- Teacher Notes Data Representation passages stand out to us because of the emphasis on figures and tables. An analogy is that Data Representation passages are like the Results section of a scientific journal. A quick glance at the questions reveals two other important characteristics: quantitative questions (figure reading) and references directly to the figures and tables. See if students can find the Data Representation passages in the 2016-17 Practice Test. Do not be surprised if they struggle to distinguish between Data Representation and Research Summary at this point. Passage 3 Passage 4
- Teacher Notes Data Representation passages stand out to us because of the emphasis on figures and tables. An analogy is that Data Representation passages are like the Results section of a scientific journal. A quick glance at the questions reveals two other important characteristics: quantitative questions (figure reading) and references directly to the figures and tables. See if students can find the Data Representation passages in the 2016-17 Practice Test. Do not be surprised if they struggle to distinguish between Data Representation and Research Summary at this point. Passage 3 Passage 4
- Teacher Notes 1. Research Summary passages look like the Background, Methods, and Results of a scientific journal. Accordingly, there is text associated with the figures, and the passage explains the experimental set-up. Many of our “Scientific Investigation” questions come out of this passage type.
- Teacher Notes Some of the most important characteristics of the Research Summary are that questions are lengthier, requiring an understanding of the experimental set-up, and that there are often multiple experiments. Make sure students do not confuse multiple experiments with multiple perspectives (Scientists or Students), which would be characteristic of a Conflicting Viewpoints passage. See if students can find the Research Summary passages in the 2016-17 Practice Test. Passage 1 Passage 5 Passage 6
- Teacher Notes Some of the most important characteristics of the Research Summary are that questions are lengthier, requiring an understanding of the experimental set-up, and that there are often multiple experiments. Make sure students do not confuse multiple experiments with multiple perspectives (Scientists or Students), which would be characteristic of a Conflicting Viewpoints passage. See if students can find the Research Summary passages in the 2016-17 Practice Test. Passage 1 Passage 5 Passage 6
- Teacher Notes Some of the most important characteristics of the Research Summary are that questions are lengthier, requiring an understanding of the experimental set-up, and that there are often multiple experiments. Make sure students do not confuse multiple experiments with multiple perspectives (Scientists or Students), which would be characteristic of a Conflicting Viewpoints passage. See if students can find the Research Summary passages in the 2016-17 Practice Test. Passage 1 Passage 5 Passage 6
- Teacher Notes Some of the most important characteristics of the Research Summary are that questions are lengthier, requiring an understanding of the experimental set-up, and that there are often multiple experiments. Make sure students do not confuse multiple experiments with multiple perspectives (Scientists or Students), which would be characteristic of a Conflicting Viewpoints passage. See if students can find the Research Summary passages in the 2016-17 Practice Test. Passage 1 Passage 5 Passage 6
- Teacher Notes 1. For many students, the Conflicting Viewpoints passage can be the most difficult because it is time consuming and requires integration of perspectives. Moreover, it does not have the neat organization of a Reading Compare and Contrast. By the end of the course, students should be able to identify a CC and apply strategies.
- Teacher Notes 1. A conflicting viewpoints passage begins with an introduction and figures (which is similar to any other passage at this point). It then has a sentence that explains the main idea being debated, which is helpful to students even if they read the background and do not understand what is happening. Next, there are two, three, or even four conflicting viewpoints on the subject. Finally, questions can refer to just one or to multiple perspectives, depending on the question. They are not laid out neatly into “Passage A Only” and “Passage B Only” as is characteristic of the Reading Compare and Contrast.
- Teacher Notes For most students, we recommend saving CC passages for last to avoid time traps. Others prefer CC because they are text-driven and resemble something closer to a Reading passage. In either case, we should have a well-defined strategy entering into the section. See if students can find the Conflicting Viewpoints passage in the 2016-17 Practice Test. Passage 2
- Teacher Notes For most students, we recommend saving CC passages for last to avoid time traps. Others prefer CC because they are text-driven and resemble something closer to a Reading passage. In either case, we should have a well-defined strategy entering into the section. See if students can find the Conflicting Viewpoints passage in the 2016-17 Practice Test. Passage 2
- Teacher Notes For most students, we recommend saving CC passages for last to avoid time traps. Others prefer CC because they are text-driven and resemble something closer to a Reading passage. In either case, we should have a well-defined strategy entering into the section. See if students can find the Conflicting Viewpoints passage in the 2016-17 Practice Test. Passage 2
- Teacher Notes 1. Finally, we have arrived at the concept of triaging. Begin by asking if anyone can define the word (hint: it is usually used in a medical context). Triaging is our first strategy on the Science section.
- Teacher Notes We just spent the majority of the lesson distinguishing among passage types, but why? There are three reasons, all of which are important. In the most formal sense, triaging is an investment of 1-2 minutes at the beginning of the test during which we “reorder” the passages based on the characteristics we see. For example, maybe we want to do the Data Representation passages first, followed by Research Summaries, and then finally the Conflicting Viewpoints. In the least formal sense, we at least want to have the discipline to skip a passage if we realize that it is going to be too difficult or time-consuming early in the passage. Use the medical analogy: you are a paramedic who receives a call to the scene of an accident. Upon arrival, you learn that there are six patients, but only one patient can come with you on each trip. There are “triaging” protocols in place that help us determine which patient to take first, second, etc… In the same way, we have to have a protocol in place to reorder our passages. Different strategies for different passage types: we will enter into the strategies in the next lesson.
- Teacher Notes We just spent the majority of the lesson distinguishing among passage types, but why? There are three reasons, all of which are important. In the most formal sense, triaging is an investment of 1-2 minutes at the beginning of the test during which we “reorder” the passages based on the characteristics we see. For example, maybe we want to do the Data Representation passages first, followed by Research Summaries, and then finally the Conflicting Viewpoints. In the least formal sense, we at least want to have the discipline to skip a passage if we realize that it is going to be too difficult or time-consuming early in the passage. Use the medical analogy: you are a paramedic who receives a call to the scene of an accident. Upon arrival, you learn that there are six patients, but only one patient can come with you on each trip. There are “triaging” protocols in place that help us determine which patient to take first, second, etc… In the same way, we have to have a protocol in place to reorder our passages. Different strategies for different passage types: we will enter into the strategies in the next lesson.
- Teacher Notes We just spent the majority of the lesson distinguishing among passage types, but why? There are three reasons, all of which are important. In the most formal sense, triaging is an investment of 1-2 minutes at the beginning of the test during which we “reorder” the passages based on the characteristics we see. For example, maybe we want to do the Data Representation passages first, followed by Research Summaries, and then finally the Conflicting Viewpoints. In the least formal sense, we at least want to have the discipline to skip a passage if we realize that it is going to be too difficult or time-consuming early in the passage. Use the medical analogy: you are a paramedic who receives a call to the scene of an accident. Upon arrival, you learn that there are six patients, but only one patient can come with you on each trip. There are “triaging” protocols in place that help us determine which patient to take first, second, etc… In the same way, we have to have a protocol in place to reorder our passages. Different strategies for different passage types: we will enter into the strategies in the next lesson.
- Teacher Notes We just spent the majority of the lesson distinguishing among passage types, but why? There are three reasons, all of which are important. In the most formal sense, triaging is an investment of 1-2 minutes at the beginning of the test during which we “reorder” the passages based on the characteristics we see. For example, maybe we want to do the Data Representation passages first, followed by Research Summaries, and then finally the Conflicting Viewpoints. In the least formal sense, we at least want to have the discipline to skip a passage if we realize that it is going to be too difficult or time-consuming early in the passage. Use the medical analogy: you are a paramedic who receives a call to the scene of an accident. Upon arrival, you learn that there are six patients, but only one patient can come with you on each trip. There are “triaging” protocols in place that help us determine which patient to take first, second, etc… In the same way, we have to have a protocol in place to reorder our passages. Different strategies for different passage types: we will enter into the strategies in the next lesson.
- Teacher Notes We just spent the majority of the lesson distinguishing among passage types, but why? There are three reasons, all of which are important. In the most formal sense, triaging is an investment of 1-2 minutes at the beginning of the test during which we “reorder” the passages based on the characteristics we see. For example, maybe we want to do the Data Representation passages first, followed by Research Summaries, and then finally the Conflicting Viewpoints. In the least formal sense, we at least want to have the discipline to skip a passage if we realize that it is going to be too difficult or time-consuming early in the passage. Use the medical analogy: you are a paramedic who receives a call to the scene of an accident. Upon arrival, you learn that there are six patients, but only one patient can come with you on each trip. There are “triaging” protocols in place that help us determine which patient to take first, second, etc… In the same way, we have to have a protocol in place to reorder our passages. Different strategies for different passage types: we will enter into the strategies in the next lesson.
- Teacher Notes We just spent the majority of the lesson distinguishing among passage types, but why? There are three reasons, all of which are important. In the most formal sense, triaging is an investment of 1-2 minutes at the beginning of the test during which we “reorder” the passages based on the characteristics we see. For example, maybe we want to do the Data Representation passages first, followed by Research Summaries, and then finally the Conflicting Viewpoints. In the least formal sense, we at least want to have the discipline to skip a passage if we realize that it is going to be too difficult or time-consuming early in the passage. Use the medical analogy: you are a paramedic who receives a call to the scene of an accident. Upon arrival, you learn that there are six patients, but only one patient can come with you on each trip. There are “triaging” protocols in place that help us determine which patient to take first, second, etc… In the same way, we have to have a protocol in place to reorder our passages. Different strategies for different passage types: we will enter into the strategies in the next lesson.
- Teacher Notes 1. These are four important characteristics that tend to make passages harder, though students may add characteristics as they see fit. We can use these characteristics as part of the triaging process.
- Teacher Notes 1. These are four important characteristics that tend to make passages harder, though students may add characteristics as they see fit. We can use these characteristics as part of the triaging process.
- Teacher Notes 1. These are four important characteristics that tend to make passages harder, though students may add characteristics as they see fit. We can use these characteristics as part of the triaging process.
- Teacher Notes 1. These are four important characteristics that tend to make passages harder, though students may add characteristics as they see fit. We can use these characteristics as part of the triaging process.
- Teacher Notes 1. These are four important characteristics that tend to make passages harder, though students may add characteristics as they see fit. We can use these characteristics as part of the triaging process.
- Teacher Notes 1. These are four important characteristics that tend to make passages harder, though students may add characteristics as they see fit. We can use these characteristics as part of the triaging process.
- Teacher Notes Give students a few minutes to triage. Do not worry about a “time limit” during the first experience triaging because we want to give students time to consider the various characteristics the first time around. At the end, call on students to discuss the triaging process. One possible order to the passages is as follows: Passage 3 (Data Representation) Passage 4 (Data Representation) Passage 1 (Research Summary – looks fairly straightforward) Passage 5 (Research Summary – intermediate) Passage 6 (Research Summary – Difficult) Passage 2 (Conflicting Viewpoints)