Act Practice Test Science Items

Act Practice Test Science Items

ACT Science Practice Test features a variety of questions designed to help students prepare for the ACT exam. The test includes passages on topics such as metamorphic rocks, the impact of celestial objects, and plant-animal interactions. Each section contains multiple-choice questions that assess scientific reasoning and comprehension skills. Ideal for high school students aiming to improve their science scores on the ACT, this resource provides a comprehensive review of essential concepts and problem-solving techniques.

Key Points

  • Includes 40 multiple-choice questions covering various scientific topics.
  • Features passages on geology, astronomy, and biology for comprehensive review.
  • Designed for high school students preparing for the ACT Science section.
  • Offers detailed explanations for each answer to enhance understanding.
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Act Practice Test Science Items
http://www.act.org/aap/pdf/preparing.pdf
SCIENCE TEST
35 Minutes—40 Questions
DIRECTIONS: There are seven 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.
Passage I
Metamorphic rocks form when temperature and/or
pressure cause changes in preexisting rock. Figure 1 shows
the temperature and pressure conditions in which certain
facies (categories of metamorphic rocks) are formed.
A rock’s metamorphic grade (a measure of the intensity
of metamorphism) is classified on a scale of low (very
similar to the original rock) to high (very different from the
original rock). Table 1 lists the grades of Facies A–G from
Figure 1. Figure 2 shows characteristic minerals that may
be present in rocks of a given grade.
1. According to Figure 2, which of the following minerals
would most typically be found only in rocks of a
medium grade?
A. Muscovite
B. Biotite
C. Kyanite
D. Plagioclase
2. According to Figure 1, a Facies G rock will most likely
form under which of the following pressure and temperature
conditions?
Pressure Temperature
F. 3 kb 800°C
G. 5 kb 400°C
H. 8 kb 1,000°C
J. 11 kb 600°C
3. Figure 1 indicates that as depth increases, pressure:
A. decreases only.
B. remains the same.
C. increases only.
D. increases, then decreases.
4. According to Figure 2, the presence of which of the
following minerals in a metamorphic rock would be
least helpful in determining that rock’s grade?
F. Chlorite
G. Muscovite
H. Staurolite
J. Plagioclase
5. Hornfels is a metamorphic rock formed when magma
(molten rock) heats sedimentary rocks on Earth’s surface.
According to Figure 1, hornfels is most likely a
member of which of the following facies?
A. Facies A
B. Facies C
C. Facies E
D. Facies G
Passage II
In 1908, an object from outer space devastated
2,000 km2 of forest in Siberia. The object was between
10 m and 100 m in diameter and traveled at a maximum
speed of 15 km/sec. It exploded at an altitude of 8 km and
released energy equivalent to 20 million tons of TNT. Two
scientists discuss whether this object was a comet or an
asteroid.
Scientist 1
The object was a comet, a body made of ices (such as frozen water or methane) and dust. Most of this
cometary material is volatile (easily vaporized) and low in density. Friction in Earth’s atmosphere heated
the comet to a temperature at which it exploded, high above the ground. The majority of the ices and dust
were vaporized in the explosion, which explains why no crater was formed at the site and why no large,
identifiable fragments of the object were found. An asteroid would not have been completely destroyed.
Intact asteroid fragments that reached the ground would have created one or more craters upon impact and
left behind recoverable pieces. Evidence shows that the object decelerated rapidly before it exploded.
Because of their low density, comets are capable of such rapid deceleration, whereas high-density objects,
such as asteroids, are not.
Scientist 2
The object was a stony asteroid. As it entered Earth’s atmosphere, its high speed created a large air pressure
difference between the area just in front of the asteroid and the area just behind the asteroid. The large
pressure difference eventually exceeded the structural strength of the asteroid. The asteroid flattened,
decelerated rapidly due to the dramatic increase in its surface area, and fragmented before reaching the
ground. This fragmentation would have appeared like an explosion. Calculations show that a comet
between 10 m and 100 m in diameter would explode at an altitude much higher than 8 km, but a stony
asteroid of that size would fragment at or near an altitude of 8 km. Recovery of large asteroid fragments is
difficult due to the area’s boggy soil; however, small, glassy fragments were recovered and are believed to
be melted and resolidified pieces of the asteroid.
6. Which of the following phrases best describes the major point of difference between the 2 scientists’
hypotheses?
F. The location of the event
G. The speed the object was traveling
H. The density of Earth’s atmosphere
J. The type of object that entered Earth’s atmosphere
7. According to Scientist 2’s viewpoint, compared to the altitude at which a stony asteroid would have
exploded in Earth’s atmosphere, a comet of similar size would most likely have exploded at:
A. the same altitude.
B. a higher altitude.
C. a slightly lower altitude.
D. a much lower altitude.
8. Scientist 1’s viewpoint indicates that when the materials that compose most of a comet are sufficiently
heated, they change to:
F. solids.
G. gases.
H. liquids.
J. a vacuum.
9. Which of the following statements best describes how Scientist 2 would explain why no large,
identifiable fragments of the object have been recovered?
A. Any large, identifiable fragments that reached the ground have been removed from the area by erosion.
B. Any large, identifiable fragments were thrown hundreds of kilometers from the site.
C. No large, identifiable fragments of the object reached the ground.
D. No large, identifiable fragments of the object have been recovered due to the soil conditions in the
area.
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FAQs of Act Practice Test Science Items

What types of questions are included in the ACT Science Practice Test?
The ACT Science Practice Test includes multiple-choice questions that assess students' understanding of scientific concepts and their ability to interpret data. Topics covered range from geology, such as the formation of metamorphic rocks, to biology, including plant-animal interactions. Each question is designed to challenge students' critical thinking and reasoning skills, making them better prepared for the actual ACT exam.
How does the ACT Science Practice Test help students prepare for the exam?
By simulating the format and content of the actual ACT Science section, this practice test allows students to familiarize themselves with the types of questions they will encounter. It helps them develop essential skills such as data interpretation, scientific reasoning, and analytical thinking. Additionally, the test provides explanations for each answer, enabling students to learn from their mistakes and reinforce their understanding of key scientific principles.
What scientific topics are covered in the ACT Science Practice Test?
The ACT Science Practice Test covers a variety of scientific topics, including geology, biology, and physics. Specific subjects include the processes involved in the formation of metamorphic rocks, the effects of celestial objects on Earth, and the interactions between plants and animals. This diverse range of topics ensures that students are well-rounded in their scientific knowledge and prepared for questions on the ACT.
Who is the target audience for the ACT Science Practice Test?
The primary audience for the ACT Science Practice Test is high school students preparing to take the ACT exam. It is particularly useful for those aiming to improve their science scores and enhance their understanding of scientific concepts. Additionally, educators may use this resource to help students practice and develop their skills in scientific reasoning and data analysis.

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