Graph 1 17. How long did it take for the resting heart rate to return after the exercising stopped? a. 1 minute 15 seconds b. 1 minute 30 seconds c. 1 minute 45 seconds d. 2 minutes 18. How long did it take for the heart rate to respond to the initial exercise? f. 1 minute g. 45 seconds h. 30 seconds j. 15 seconds 19. Which of the following is an accurate pattern found in Graph 1? a. The recovery time is shorter than the time it took for the heart rate to peak, due to the increase in exercise. b. The recovery time is longer than the time it took for the heart rate to peak, due to the increase in exercise. c. The recovery time is equal to the time it took for the heart rate to peak, due to the increase in exercise. d. The recovery time was equal to the resting heart rate time. 120 160 140 100 80 60 40 0 20 012 453 6 Heart beats per minute (heart rate) Time (minutes) – ACT SCIENCE REASONING TEST PRACTICE– 289 20. Which of the following statements is true? I. During exercise the blood needs to carry less nutrients throughout the body. II. The body does not need any nutrients when at rest. III. Waste is carried away from cells only during exercise. IV. During exercise the blood needs to carry more nutrients and wastes throughout the body. f. I and III g. III only h. II and III j. IV only 21. Using the data in Graph 1, what will the heart rate be in the 8th minute if the person continued to rest? a. The heart rate will be above the initial resting heart rate. b. The heart rate will be at about the same as the initial resting heart rate. c. The heart rate will be below the initial resting heart rate. d. The heart rate will be falling at a faster rate than during the resting period after exercise. 22. Which of the following tables accurately displays the information found in Graph 1? f. Minutes 0123456 Heart rate 76 78 138 148 146 106 77 g. Minutes 123456 Heart rate 78 138 148 146 106 77 h. Minutes 12345678 Heart rate 78 138 148 146 106 77 77 76 j. Minutes 012345678 Heart rate 76 78 138 148 146 106 77 77 77 23. If this experiment were to be recreated using a male participant, what would you expect the graph to look like? a. Exactly the same, everyone has the same resting heart rate and peak heart rate. b. The resting heart rate will be higher and the peak heart rate will be lower. c. The graph would show a similar pattern, but would reflect the amounts recorded for that participant. d. Both the resting heart rate and peak heart rate will be higher because males need more nutrients pumped through their bodies. – ACT SCIENCE REASONING TEST PRACTICE– 290 24. What would be an appropriate title for Graph 1? f. Female Heart Rates g. Heartbeats per Minute during Rest and Exercise h. Female Exercise Patterns j. Rest and Exercise Passage IV Lorna noticed that the amount of time needed to boil water was related to the shape of container she was using. She decided to measure the time necessary to bring 500 ml of water at room tem- perature to a boil on preheated hotplates. She used five cylindrical 500 milliliter Pyrex glass con- tainers, each having the same wall thickness but a different base radius and height. In other words some containers were narrow and long, others were wide and shallow. This is the table she pre- pared to record her data. Radius Height Volume Time to Container [cm] [cm] [ml] Boil [min] 1 2.0 75.0 300 2 3.4 26.0 300 3 4.0 18.8 300 4 5.0 12.0 300 5 1.0 3.0 300 She placed each container containing the same amount of water on a hotplate, and placed a ther- mometer in each one to monitor the temperature. She noticed that the temperature was increas- ing faster in the containers with a larger radius. After some time, she observed boiling in the 10 cm radius container. She was about to record the time in the table she had set up, but noticed that there seemed to be less water in that container than she originally put in. She transferred the water into a graduated cylinder, and indeed found that the volume was below 300 ml. She proceeded with her experiment. The boiling in container 5 was followed by boiling in containers 4, 3, 2, and 1, in that order. Lorna checked the volume of the water in each container and found that it was lower than 300 ml. She also found that the decrease in volume was highest in the container with the largest radius. In container 1, volume decrease was barely detectable. While the decrease in vol- umes prevented her from getting meaningful data on boiling, they gave her an idea of how con- tainer shapes affect boiling times. In addition, she got an idea for her next project—evaporation from containers of different shapes. – ACT SCIENCE REASONING TEST PRACTICE– 291 25. The experiment suggests that: a. as the container radius is increased, the time required to boil the water in the container is increased. b. as the container radius is increased, the time required to boil the water in the container is decreased. c. there is no correlation between the container radius and the boiling time for water. d. there may be a correlation between the container radius and the boiling time, but due to the volume decrease, it is not possible to state what the correlation is. 26. The decrease in water volume is most likely the result of: f. malfunction in the hotplate. g. evaporation. h. a careless spill. j. microorganisms. 27. What is a fair objection to Lorna’s experimental setup? a. The water she used was not distilled. b. She didn’t stir the water. c. She used different hotplates for different containers. d. She set up a data table before she performed the experiment. 28. Preliminary results suggest that: f. the rate of evaporation of water is higher from containers with a larger radius. g. the rate of evaporation of water is lower from containers with a larger radius. h. the rate of evaporation of water is the same from containers with a different radius, as long as the volume of water in the containers is the same. j. the rate of evaporation can’t be measured with the equipment Lorna used. 29. From the passage it can be inferred that a graduated cylinder is used: a. by students only. b. to measure how cylindrical a container is. c. to measure the rate of evaporation of water. d. to measure volumes. 30. 300 mL of water, placed in a 7.0 cm radius container, and heated as the rest of the water in the experi- ment described in the text would most likely boil after: f. the water in container 2. g. the water in container 3. h. the water in container 4. j. the water in container 5. – ACT SCIENCE REASONING TEST PRACTICE– 292 Passage V Why does an arrow shot from a bow eventually hit the ground? Impetus Theory The ancient theory of impetus was used to explain why objects continue to move even when they were no longer acted on, for example, an arrow shot by a bow. The theory of impetus says that the bow imparts a certain amount of the property of motion to the arrow. This property of motion is called impetus. Impetus is then a property of the bow that is imparted to the arrow. This is what causes the arrow to fly through the air. According to the theory of impetus, only a limited amount of motion is imparted to the arrow by the bow. Once this runs out, the arrow will fall abruptly to the ground. You can think of this theory as being similar to a gas tank. The action of the bow fills the tank of the arrow with a certain amount of “motion” or impetus; once the tank is empty the arrow doesn’t move anymore. Furthermore this theory predicts that the impetus is used up at a steady rate. So when it runs out, it runs out abruptly. This yields the prediction that when the arrow uses up the impetus imparted to it by the bow it will stop in mid air and then fall straight down to earth. For an object to continue moving forever in a straight line the impetus theory predicts that it would have to be given an infinite amount of impetus. Inertia Theory Inertia is the property of an object to remain at rest or in motion with constant velocity unless acted on by a net force. According to the theory of inertia, an arrow will continue to move in its state of motion with constant velocity unless acted on by a force. The force in this case is the grav- ity of the Earth acting on the arrow. The force of gravity gradually causes the arrow to fall toward the earth as it travels horizontally, which means the arrow follows a parabolic path. Finally, accord- ing to the theory of inertia, if an object is not acted on by a net force, it would continue moving forever in a straight line at constant velocity. 31. In which theory is the reason the arrow continues to move a property of the arrow itself and not something given to it by the bow? a. the impetus theory b. the inertia theory c. both the impetus and the inertia theories d. neither the impetus nor the inertia theories – ACT SCIENCE REASONING TEST PRACTICE– 293 32. Which theory would correctly predict the path of a projectile such as an arrow? f. The impetus theory says the impetus runs out gradually at a decreasing rate. This would explain why the projectile follows a parabolic path. g. The inertia theory says the inertia runs out gradually at a decreasing rate. This would explain why the projectile follows a parabolic path. h. The impetus theory says the force of gravity is acting on the projectile causing its motion to change and creating the parabolic path. j. The inertia theory says the force of gravity is acting on the projectile causing its motion to change and creating the parabolic path. 33. Which of the following statements are true? I. In the inertia theory, the net force acting on the arrow to cause it to slow down and fall to the earth is the force of the bow on the arrow. II. In the impetus theory, the arrow gains an infinite amount of impetus and will never slow down and fall to the ground. III. In the inertia theory, the net force acting on the arrow to cause it to slow down and fall to the earth is the force of gravity on the arrow. IV. In the impetus theory, the impetus imparted to the arrow by the bow is used up and that is why the arrow falls to the ground. a. I and II b. II and III c. III and IV d. III only 34. According to the impetus theory, for an object to continue moving in a straight line at constant veloc- ity what conditions must be true? f. According to the impetus theory, the object must be given infinite impetus. g. According to the impetus theory, the object must have no net force on it. h. According to the impetus theory, the object must be given infinite impetus. j. According to the impetus theory, the object must have gravity providing the impetus. 35. According to the inertia theory, for an object to continue moving in a straight line at constant velocity, what conditions must be true? a. According to the inertia theory, the object must be given infinite inertia. b. According to the inertia theory, the object must have an infinite net force on it. c. According to the inertia theory, the object must have gravity as the net force acting on it. d. According to the inertia theory, the object must have no net force acting on it. – ACT SCIENCE REASONING TEST PRACTICE– 294 . the resting heart rate time. 120 160 140 100 80 60 40 0 20 0 12 453 6 Heart beats per minute (heart rate) Time (minutes) – ACT SCIENCE REASONING TEST PRACTICE– 28 9 20 . Which of the following statements. after: f. the water in container 2. g. the water in container 3. h. the water in container 4. j. the water in container 5. – ACT SCIENCE REASONING TEST PRACTICE– 29 2 Passage V Why does an arrow. be higher because males need more nutrients pumped through their bodies. – ACT SCIENCE REASONING TEST PRACTICE– 29 0 24 . What would be an appropriate title for Graph 1? f. Female Heart Rates g.