Read know english 9 pot

■ London weather is beautiful. ■ The grass is always greener on the other side of the fence. ■ Auckland should be the capital of New Zealand. Can you come up with a list of opinions from the example passage? After you write your own, look at the list below. ■ Vegetarianism is clearly the superior choice. ■ The problem is the meat industry, which has sacrificed healthy animal conditions, sustainable environ- ment, and quality control for profits. ■ Vegetarians are avoiding this problem, but they are not fighting it in the most efficient way. ■ A healthy diet should include healthy meat, and we should demand its availability. A fact is a statement based on scientific data or objective observations. Facts can be measured or observed, tested and reproduced. Here are some facts: ■ It rains often in London. ■ Grass in the majority of North American backyards is green. ■ Wellington is the capital of New Zealand. Can you come up with a list of facts from the passage? Here are a few: ■ Research has shown that vegetarians are less likely to suffer from heart disease, hypertension, obesity, diabetes, certain cancers, gall stones, kidney stones, and osteoporosis. ■ In a study of over 88,000 women 34 to 59 years old, women eating red meat daily ran twice the risk of developing colon cancer than women eating red meat less than once a month. ■ Meat, eggs, and dairy products are the source of 95% of food poisoning. ■ Recent research has demonstrated the importance of antioxidants including beta-carotene and vitamin C and E found in fresh fruit and vegetables. ■ Meat offers important nutrients, including, iron, protein, and vitamin B 12 . Let’s match up the arguments presented in the two conflicting viewpoints. 1. Article 1 says vegetarian diets are healthier. Article 2 says this is due to increased fruit and vegetable intake. 2. Article 1 says that animal products are the source of most food poisonings. Article 2 says that this is due to poor quality control, rather than the inherent nature of meat. – ACT SCIENCE REASONING TEST PRACTICE– 279 Article 2 states that meat contains important nutrients. It also states that these nutrients are difficult to obtain from vegetarian diets, but doesn’t back that statement with facts. Here, article 2 changes focus from a discussion of healthy diets to the politics of the meat industry. Types of Conflicting Viewpoints Questions The questions on conflicting viewpoints usually fall into a category that you are bound to encounter over, and over. The categories are: ■ comparison of different hypotheses or viewpoints ■ finding detail in the passage ■ making an inference or drawing a conclusion C OMPARISON OF DIFFERENT HYPOTHESES OR VIEWPOINTS When asked to compare different hypotheses or viewpoints, you will be analyzing how are they similar, and how they differ. Let’s take an example. 1. In the passage, what do the two viewpoints have in common? Both passages agree that certain health risks are lower in vegetarians. Can you find the statements that support this in both articles? The second article states that the vitamins found in fruits and vegetables are responsible for the health benefits of vegetarianism. Which statement in the first article supports this viewpoint as well? Both passages also seem to agree that there are unresolved quality control issues with meat. Article 1 discusses food poisoning, while Article 2 discusses lack of sufficient inspection and the overuse of antibiotics and other drugs. 2. How do the viewpoints differ? Article 1 supports the view that given the benefits of vegetarian diets and the health risks associated with eating meat, vegetarianism is a good choice. Article 2 supports the view that the benefits of vege- tarianism can be enjoyed by increasing fruit and vegetable intake, that meat has important nutritional value not easily obtained from a vegetarian diet, and that demanding quality meat is a better solution than becoming vegetarian. FIND DETAIL IN THE PASSAGE Finding detail in the passage questions, asks you exactly that—to find or recall some piece of information that was buried in the passage. You have had practice with this already. Here’s a practice question from the example. 1. Which argument was NOT used to support the viewpoint that a vegetarian diet is a good choice? a. Vegetarians have a lower incidence of many diseases. b. Animal products are the major cause of food poisoning. c. Beans and nuts contain plenty of protein. d. Vegetarians have lower cholesterol levels than health conscious non-vegetarians. The correct choice is c. While it is true, it was not mentioned in the passage. – ACT SCIENCE REASONING TEST PRACTICE– 280 INFERENCE AND CONCLUSION Deal with inference and conclusion questions in this section using the same skills you used for this type of question in data representation and reading passages. In other words, get the facts straight, put them together, and make a prediction. Specific to the conflicting viewpoint passage, however, is a common question in this category: one that makes a statement and asks you to determine which viewpoint that statement would sup- port. Or, you could be given a set of statements and asked which of the statements listed would best support one of the viewpoints. As an example, consider the passage presented at the beginning of the lesson once more. Here is a question: 1. Which statement best supports the viewpoint presented in the second passage? a. The healthiest diet would be one with lots of fruits and vegetables, as well as healthy meat. b. Mad cow disease is a prime example that the meat industry is out of control. c. Essential antioxidants can be found in citrus fruits and carrots. d. Energy drinks often consumed by vegetarians contain too much sugar, which is bad for the health. The correct choice is a. While statements b, c, and d could be true, the main purpose of Article 2 is to show that a diet that includes meat would be healthier than a vegetarian diet if good quality meat were available. Summary The skills outlined in this chapter have given you some idea on how to handle conflicting theory passages. You have learned to obtain an overview of the conflict from the introductory paragraph, to recognize and match up conflicting arguments, to distinguish facts from opinions, and to recognize common types of Con- flicting Viewpoint questions on the ACT. Make sure you experiment with these strategies and determine which ones work best for you.  Tips and Strategies For Standardized Tests If you have read the overview of the ACT Success, you already know lots of tips and strategies to help you suc- ceed. These include making sure you: ■ learn about the test. ■ know what to do before the test. ■ take notes on the test. ■ never leave an answer blank. ■ read each question carefully. ■ read all of the answers carefully. ■ answer the easiest questions first. – ACT SCIENCE REASONING TEST PRACTICE– 281 ■ pace yourself. ■ ignore all distractions. ■ spot-check your answers. For Multiple-Choice Questions When answering multiple-choice questions, don’t forget to: ■ circle or underline key words in the passages. ■ cross out clearly incorrect choices. ■ beware of distracter techniques. ■ make sure you know what is being asked. ■ watch out for absolute statements. ■ answer the easiest questions first. For Science Reasoning Questions Here are the best tips from the Science Reasoning lessons. ■ Skim the questions before you read the passage or analyze the data, to get a sense of what information to look out for. ■ As you are reading the passage or looking at data, don’t be intimidated by technical words that are unfamiliar to you. ■ Underline unfamiliar concepts and make notes in the margins of the passage to help you locate essen- tial information if you need to return to the text after reading the questions. ■ Ask yourself questions to help you focus on the important elements of the description of an experi- ment, data set, or theory. ■ When looking at data representation passages, determine what is changing and how. ■ When looking at data representation try to observe a trend. ■ If asked to make a prediction, assume that whatever trend you have observed will continue. ■ Look at graph, chart and diagram titles, labels, axis names, and legends to get a quick overview of important facts. ■ When several experiments or theories are described, think about how they are different and how they are similar. ■ Think of a quick summary for a passage or for data. ■ Practice, and practice, and practice some more. – ACT SCIENCE REASONING TEST PRACTICE– 282  Practice Questions Directions Each passage on this practice section is followed by several questions. After reading a passage, choose the best answer from the choices given. When you are taking the official ACT Science Reasoning Test, it’s a good idea to first mark all of your answer choices on your test booklet, and then transfer them to your bubble answer sheet. This will keep you focused on the test questions (and not on filling in bubbles), and will also reduce your chances of misnumbering your answers. Passage I A mixture that is made by dissolving one compound (solute) in another (solvent) is called a solu- tion. The amount of solute that can be dissolved in a solvent at a given temperature is called sol- ubility. For most substances, solubility increases with temperature. When the amount of solute dissolved in a solvent exceeds the solubility, the solution is called supersaturated. Rock candy can be made by dissolving as much sugar in water, as solubility would allow at a high temperature, and then slowly cooling the solution to room temperature. If a thin string is dipped into it and left in the solution, the sugar in excess of the solubility at room temperature will form sugar crystals around the string, making the sweet rock candy. The solubility (in grams of sugar per 100 grams of water) as a function of temperature (in degrees Celsius) is plotted in the graph below. 1. A solution of sugar in water is NOT supersaturated when 300 g of sugar and 100 g of water are mixed at a temperature of: a. 20 degrees Celsius. b. 40 degrees Celsius. c. 50 degrees Celsius. d. 70 degrees Celsius. Solubility of Sugar in Water 100 150 200 250 300 350 400 450 500 550 600 50 0 0 102030405060708090100 110 Solubility [g of sugar/100 g of water] Temperature [degrees Celsius] – ACT SCIENCE REASONING TEST PRACTICE– 283 2. In order for 250 g of sugar to completely dissolve in 100 g of water, the temperature of the solution would have to be at a minimum of: f. 15 degrees Celsius. g. 25 degrees Celsius. h. 45 degrees Celsius. j. 65 degrees Celsius. 3. At 100 degrees Celsius the solubility of sugar in water would most likely be: a. less than 250 g of sugar in 100 g of water. b. between 250 g of sugar and 350 g of sugar in 100 g of water. c. between 350 grams of sugar and 400 g of sugar in 100 g of water. d. more than 400 grams of sugar in 100 g of water. 4. In order to produce rock candy at 20 degrees Celsius from a solution of 300 g of sugar not completely dissolved in 100 g of water, the solution must be: f. first heated above 60 degrees Celsius, then slowly cooled to 20 degrees Celsius. g. slowly stirred at 20 degrees Celsius. h. slowly cooled to 0 degrees Celsius. j. slowly cooled below 0 degrees Celsius, then heated to 20 degrees Celsius and stirred. 5. How much sugar must be added to a solution of 50 g of sugar in 100 g of water at 45 degrees Celsius in order for the solution to be supersaturated? a. more than 10 grams b. more than 20 grams c. more than 100 grams d. more than 200 grams 6. Solubility is defined as: f. a supersaturated mixture. g. a mixture that is made by dissolving a solute in a solution. h. the amount of solute that can be dissolved in a solvent at a given temperature. j. the temperature that causes supersaturation. 7. What is the approximate difference in temperature for the solubility of 200 grams of sugar/100 grams of water and 250 grams of sugar/100 grams of water? a. 10 degrees Celsius b. 20 degrees Celsius c. 30 degrees Celsius d. 40 degrees Celsius – ACT SCIENCE REASONING TEST PRACTICE– 284 . Tests If you have read the overview of the ACT Success, you already know lots of tips and strategies to help you suc- ceed. These include making sure you: ■ learn about the test. ■ know what to do. different hypotheses or viewpoints ■ finding detail in the passage ■ making an inference or drawing a conclusion C OMPARISON OF DIFFERENT HYPOTHESES OR VIEWPOINTS When asked to compare different hypotheses. 59 years old, women eating red meat daily ran twice the risk of developing colon cancer than women eating red meat less than once a month. ■ Meat, eggs, and dairy products are the source of 95 %