Lesson 2 Science Act - Teacher Copy (1)

8/4/2019 Lesson 2 Science Act - Teacher Copy (1)

1/17

ACT - Science - Lesson 2 1

LESSON 2: DATA INTERPRETATION

QUESTIONS

Instructor:Each2-hour lesson is planned to include90 minutes of lecture (including test review,

expert tips, strategies, and reading practice) as well as a 30-minute buffer period to address students'

questions and to allow to the instructor to incorporate outside materials, if need be.

DATA INTERPRETATION PASSAGES (10 min)

Let us consider the Data Interpretation passages (only three in the science section and five questionsper passage), which test your ability to quickly interpret and analyze the data from the tables, barcharts, and graphs. These passages are generally easy and can be identified as Data Interpretation

when you notice numerous tables, charts, or graphs compared to the word descriptions in the passage

introduction.

You are required to understand and instinctively spot the following:

1. units and descriptions in the x- and y-axes2. increasing/decreasing trends

3. maximum and minimum points

4. +/- relationships between independent (x-axis) and dependent (y-axis) variables

GENERAL TIPS AND STRATEGIES (25 min)

*Always remember that there is NO GUESSING penalty, so you should answer every question!

1. To quickly answer these passage types, read the question for key words and match these terms

with the correct units/descriptions in the x- and y-axes of the correct table, chart, or graph.Remember, sometimes the question does not refer you to which figure, so you need to match key terms

in the question and in the units/descriptions in the data.

2. Becareful of picking answer choices that have the wrong units! Remember to perform necessary

unitconversions (i.e. from kilometers to meters or hours to minutes).

3. Bar charts are usually one vertically rectangular box per one x-value, or sometimes there are two

vertically juxtaposed rectangular boxes per one x-value. Remember to understand the variables,

8/4/2019 Lesson 2 Science Act - Teacher Copy (1)

2/17

ACT - Science - Lesson 2 2

locate the short and tall boxes, spot any trends associated with the boxes, and find any simple ratios

between any two boxes, if asked on a question.

4. When scanning the graphs, you need to look at the independent (x) and dependent (y) variables

(factors being tested such as temperature, amount of sunlight, chemical concentration) and units (suchas grams, meters per second, liters). Remember that some units can be expressed as percentages.

5. In addition, there are four types ofcoordinate graphs you need to know how to recognize: (1)linear, (2) curves, (3) scatter plots or diagrams, and (4) flat lines.

(1) Linear graphs are either positive or negative in terms of the relationship between the

independent (x) and dependent (y) variables.

(2) Curves represent exponential or logisticgrowth/decay models, and so do not behave

linearly.

(3) Scatter plots/diagrams require you to understand the best-fit line (or average value) for the

given data points.

(4) Horizontal lines may be used to show no change (constants) in the dependent (y) variables.

6. Interpolation: There will be questions which require you to estimate values in between actual datapoints, either displayed in a table, chart, or graph.

7. Extrapolation: These questions require you to reasonably extend a line to include newdata

points as suggested by the relationship in the graph. Remember that you can extrapolate in anydirection (left, right, up, or down), and make sure to extrapolate in the direction that is being asked of

you in the question.

8. Conceptual Diagrams: There will be figures in data interpretation passages which will require you

to understand the scientific concepts and key terms displayed in the diagrams. For example, you may

be given the diagram of the nitrogen or water cycle and be asked to find relevant relationships/events

in the cycle. Remember that the answers may be more conceptually-based.

9. Connecting Two Data Points: There will be questions which require you to connect data from

differentfigures in order to answer the question. Becareful to follow the units and note the data of thefigure you are connecting to!

10. Eliminate when Possible: Remember that if an answer choice has the wrong units, does not relate

to the question, and has an unclear reference to the figures, then it is most likely wrong. Make surethat it is consistent with the hypothesis in the passage introduction and that it is reasonably supported

by the data given in the figures.

Let us train our eye to quickly spot the units/descriptions in the x- and y-axes, trends, max/min points,

and +/- relationships between independent and dependent variables, by using the tips and strategies

discussed, with the following sample passages below.

8/4/2019 Lesson 2 Science Act - Teacher Copy (1)

3/17

ACT - Science - Lesson 2 3

PRACTICE EXERCISES

SAMPLE PASSAGE #1 (15 min):

Passage IV

Spent fuel(SF), a radioactive waste, is often buried undergroundin canisters for disposal. As it decays, SF generates high heat andraises the temperature of the surrounding rock, which may expandand crack, allowing radioactivity to escape into the environment.

Scientists wanted to determine which of 4 rock typesrock salt,granite, basalt, or shalewould be least affected by the heat fromSF. Thethermal conductivity(how well heat is conducted through amaterial) and heating trends of the 4 rock types were studied.

Study 1

Fifty holes, each 0.5 m across and 20 m deep, were dug into eachof the following: a rock salt deposit, granite bedrock, basaltbedrock, and shale bedrock. A stainless steel canister containing0.4 metric tons of SF was buried in each hole. The rock temperaturewas measured next to each canister after 1 year had passed. The

results are shown in Table 1, along with the typical thermalconductivity of each rock type, in Watts per meter per C (W/mC),at 25C. The higher the thermal conductivity, the more quickly heatis conducted through the rock and away from the canisters.

Table 1

RockThermal conductivity

(W/mC)

Rock temperature

(C)*

Rock salt

Granite

Basalt

Shale

5.70

2.80

1.26

1.57

110

121

165

146

1. According to Study 2, the

thermal conductivity of rock

salt measured at a

temperature of 500C would

be closest to which of the

following values?

A. 1.0 W/mCB. 2.0 W/mC

C. 3.5 W/mCD. 4.0 W/mC

2. According to Study 3, if

another set of temperatures

had been calculated for a time

1,000,000 years in the future,

the calculated temperature

increase in any of the 4 rocktypes would most likely be

closest to:

F. 0C

G. 10C.H. 20C.J. 30C.

3. Welded tuff(another rock

type) has a thermal

conductivity of 1.8 W/mC at25C. If measurements of the

temperature of this rock type

adjacent to SF canisters were

taken as in Study 1, the

recorded temperature would

be closest to:

8/4/2019 Lesson 2 Science Act - Teacher Copy (1)

4/17

ACT - Science - Lesson 2 4

*All rock types had an initial temperature of 10C.

Study 2

The scientists determined the thermal conductivity of the 4 rocktypes at a number of different temperatures between0C and400C. The results are shown in Figure 1.

Figure 1

Study 3

The scientists calculated the temperature increase that would beexpected over a period of 100,000 yr in each rock type at a pointwithin a site holding buried SF. The results are shown in Figure 2.

A. 100C.B. 110C.C. 120C.

D. 130C.

4. According to the results of

Study 1, which of the

following best describes the

relationship between thermal

conductivity and rock

temperature? As thermal

conductivity increases, the

rock temperature recorded

adjacent to buried SFcanisters:

F. decreases only.

G. increases only.H. increases, thendecreases.J. remains the same.

5. Based only on the

information provided, which

of the following rock types

would be the safest in whichto bury SF ?

A. Rock salt

B. GraniteC. BasaltD. Shale

6. Which of the following

procedures, in addition to

Studies 1, 2, and 3, would best

test whether the amount ofheat generated by SF is

related to the mass of the SF ?

F. Following the design ofStudy 1 but usingconcrete canisterscontaining 0.4 metric

8/4/2019 Lesson 2 Science Act - Teacher Copy (1)

5/17

ACT - Science - Lesson 2 5

Figure 2

Table and figures adapted from J. S. Y. Wang, D. C. Mangold, and C.F. Tsang, "Thermal Impact of Waste Emplacement and SurfaceCooling Associated with Geologic Disposal of High-Level NuclearWaste." 1988 by Springer-Verlag New York Inc.

tons of SFG. Following the design

of Study 1 but using

stainless steel canisterscontaining 0.8 metric

tons of SF

H. Following the design ofStudy 2 but determiningthe thermalconductivities of twice asmuch of each rock typeJ. Following the design ofStudy 3 but determiningthe rock temperatures

0.5 km from the sites ofSF burial

SAMPLE PASSAGE #2 (15 min):

Passage VI

Suppose that 1 gram (g) of Material A, initially a liquid, is

kept in a cylinder fitted with a piston at a constant pressureof 1 atmosphere (atm). Table 1 and Figure 1, respectively,show how Material A's volume and temperature vary overtime as Material A absorbs heat at a rate of 10 calories persecond (cal/sec). Table 2 gives the boiling points of liquidMaterials BD at 1 atm; the heat absorbed refers to theamount of heat that is needed to turn 1 g of a liquid at itsboiling point into a gas.

1. Based on Figure 1, Material A's

temperature increased the fastest

during which of the following time

intervals?

A. 0 2 secB. 212 secC. 1222 secD. 2224 sec

2. Based on the passage and

Table 1, what was the density of

liquid Material A ?

8/4/2019 Lesson 2 Science Act - Teacher Copy (1)

6/17

ACT - Science - Lesson 2 6

Table 1

Time(sec)

Volume of Material A(cm3)

0

2

4

6

8

10

1214

16

18

20

22

24

1

1

136

271

406

541

676811

946

1,081

1,216

1,351

1,541

Figure 1

F. 0.5 g/cm3G. 1 g/cm3

H. 5 g/cm3

J. 10 g/cm3

3. Suppose 1 g of Material D at

10C is heated at the rate of

10 cal/sec and kept at 1 atm until all

of the liquid is vaporized. Based on

Figure 1 and Table 2, a plot of

Material D's temperature versus

time would be best represented by

which of the following graphs?

A.

B.

C.

D.

8/4/2019 Lesson 2 Science Act - Teacher Copy (1)

7/17

ACT - Science - Lesson 2 7

Table 2

MaterialBoiling point

(C)Heat absorbed

(cal)

B

C

D

13

19

28

500

610

270

4. Table 1 and Figure 1 best support

which of the following hypotheses

about the temperature and volume

of Material A ?

(Note: Pressure is assumed tostay constant.)F. If liquid Material A is incontact with gaseous Material Aand the volume of the gasincreases, the gas'stemperature will increase.G. If liquid Material A is incontact with gaseous Material A

and the volume of the gasincreases, the gas'stemperature will decrease.H. When the temperature of

gaseous Material A increases,

its volume will increase.

J. When the temperature ofliquid Material A increases, itsvolume will increase.

5. Suppose 1 g samples of liquid

Materials AD are just beginning to

boil. If each of the liquids absorbsheat at the rate of 10 cal/sec while

kept at 1 atm, which of the liquids

will be the first to be completely

turned into a gas?

A. Material A

B. Material BC. Material CD. Material D

8/4/2019 Lesson 2 Science Act - Teacher Copy (1)

8/17

ACT - Science - Lesson 2 8

SAMPLE PASSAGE #3 (15 min):

Passage VII

Aphotocellis a device for generating an electrical current from light (see Figure 1).

Figure 1

Each photocell contains a metal. A photon of light that strikes the metal can eject an electronfrom the metal if the photon's energy exceeds the metal's work function. The maximum kineticenergy the ejected electron can have is the photon's energy minus the metal's work function. Theamount of electrical current varies with light's relative intensity(a measure of the number of

photons with a given energy striking the metal each second).

Table 1 shows the results of 9 trials in which a photocell was exposed to light.

Table 1

Trial Energy per photon (eV)* Relative intensity of light Electrical current (mA)

Maximum

kinetic

energy of

electron if

ejected frommetal (eV)

1

2

3

4

2.0

2.0

2.0

4.0

low

medium

high

low

0

0

0

29

0.0

0.0

0.0

0.9

8/4/2019 Lesson 2 Science Act - Teacher Copy (1)

9/17

ACT - Science - Lesson 2 9

5

6

7

8

9

4.0

4.0

6.0

6.0

6.0

medium

high

low

medium

high

43

60

27

40

55

0.9

0.9

2.9

2.9

2.9

*eV = electron volts

mA = milliamps

1. Based on Table 1, which of the following statements best explains the results of Trials 13 ?

A. The light was too intense to eject electrons from the metal in the photocell.

B. The light was too intense to eject photons from the metal in the photocell.

C. The energy per electron was too high to eject photons from the metal in the photocell.

D. The energy per photon was too low to eject electrons from the metal in the photocell.

2. Consider the following results, obtained using 5.0 eV photons and the same photocell that is

discussed in the passage.

Relative

intensity

of light

Electrical

current (mA)

Maximum kinetic

energy of ejected

electron (eV)

low

medium

high

28

42

58

3.1

3.1

3.1

The maximum kinetic energy of the ejected electron, 3.1 eV, was not the expected value. Theexpected value was:

F. 0.0 eV.

G. between 0.1 eV and 0.8 eV.

H. between 0.9 eV and 2.9 eV.

J. greater than 3.0 eV.

8/4/2019 Lesson 2 Science Act - Teacher Copy (1)

10/17

ACT - Science - Lesson 2 10

3. When 8.0 eV photons were shone on the photocell, electrons ejected from the metal in the

photocell had a maximum kinetic energy of 4.9 eV. Based on this information and Table 1, the

relative intensity of the light shone on the photocell:

A. was high.

B. was medium.

C. was low.

D. cannot be determined.

4. Based on the passage and Table 1, the work function of the metal used in the photocell was:

F. 2.0 eV.

G. 3.1 eV.

H. 4.9 eV.

J. 6.0 eV.

5. In the photocell discussed in the passage, suppose the work function of the metal had been

5.1 eV. If the energy per photon had been the same as in Trials 79, the maximum kinetic energy

of electrons that were ejected from the metal would have been:

A. 0.9 eV.

B. 2.0 eV.

C. 4.0 eV.

D. 5.1 eV.

8/4/2019 Lesson 2 Science Act - Teacher Copy (1)

11/17

ACT - Science - Lesson 2 11

LESSON 2 - HOMEWORK #1: INTERPRETING

TABLES, BAR CHARTS, GRAPHS

SAMPLE FIGURE #1:

1. Based on this chart, which population had the leastvariation throughout the time periodmeasured?

A. turtlesB. dinosaursC. snakes

D. crocodilians

2. Which period listed on the chart likely had the largestnumbers of each species mentioned co-existing?

A. TriassicB. Cretaceous

8/4/2019 Lesson 2 Science Act - Teacher Copy (1)

12/17

ACT - Science - Lesson 2 12

C. QuaternaryD. Permian

3. Of the five species on the chart, which reached the greatestnumbers during the time spansmeasured?

A. dinosaursB. snakesC. turtlesD. lizards

4. Based on the chart, which period was the last one in which all species co-existed?

A. JurassicB. TriassicC. PermianD. Pennsylvanian

SAMPLE FIGURE #2:

1. Given that all other variables (sunlight, water) were constant for this experiment, it could be

reasonably inferred that growing trees in a CO2 enriched atmosphere led to what percentageincrease in time to drop all leaves?

A. 44%B. 46%C. 48%D. 50%

8/4/2019 Lesson 2 Science Act - Teacher Copy (1)

13/17

ACT - Science - Lesson 2 13

2. What atmospheric additive appears to be most effective in speeding up the leaf-sheddingperiod according to the chart?

A. NoneB. CO2C. O3

D. CO2 + O3

3. What is the total time variance experienced for leaf-shedding periods as demonstrated in theexperiments listed on this chart?

A. 8B. 10C. 16D. 23

4. Based on the information listed on the chart, what natural process would the atmosphericadditives tested in this experiment be most affected and likely cause the variance in leaf-shedding times?

A. mitosisB. respirationC. photosynthesisD. replication

SAMPLE FIGURE #3:

1. Given the information in the chart, if a student were to apply heat to equal volumes of all fourliquids along with a volume of water, which liquids would boil before the water?

A. Q and SB. R and TC. Q and RD. S and T

8/4/2019 Lesson 2 Science Act - Teacher Copy (1)

14/17

ACT - Science - Lesson 2 14

2. If a student were to pour samples of the fluids (all insoluble in water) listed in the table intoflasks filled with water, which has a density of 0.998 g/mL, which liquid would form a layer atthe top of the flask?

I. QII. S

III. T

A. I onlyB. II onlyC. I and IIID. II and III

3. In working with these fluids in a lab environment, which liquid would require the greatestcaution when working with Bunsen burners?

A. QB. R

C. SD. T

4. If a student is performing an experiment that requires a liquid that has a density less thanwater, has a higher boiling point than water, and has a distinctive odor, which of the liquids onthe chart would be best to use?

A. QB. RC. SD. T

8/4/2019 Lesson 2 Science Act - Teacher Copy (1)

15/17

ACT - Science - Lesson 2 15

LESSON 1 - HOMEWORK #2: INTERPRETING

CONCEPTUAL DIAGRAMS

SAMPLE CONCEPTUAL DIAGRAM #1:

1. What basic force in fluid dynamics is on display in this diagram?

A. gravitationB. vortex formationC. compressionD. buoyancy

2. In order to compute the buoyant force being exerted on an object in fluid, what measurements

would be needed?

I. volume of objectII. density of fluidIII. force of gravity

A. I onlyB. I and II

8/4/2019 Lesson 2 Science Act - Teacher Copy (1)

16/17

ACT - Science - Lesson 2 16

C. III onlyD. I, II and II

3. Given an object with volume V placed in a fluid with density p, what equation would yield thebuoyant force F if measured in a lab with standard acceleration of gravity g?

A. F = (p/V)gB. F = -p(V/g)C. F = -pVgD. F = pVg

4. Two folding metal boxes of the same mass and weight are placed in identical containers offluid. The first box has a volume of 12 cubic inches and floats in the fluid. The second box hasbeen folded into an identical shape as the first one but with a volume of 6 cubic inches. Of thelisted outcomes, which is most likely?

A. The second box will float because the buoyant force is unchangedB. The second box will sink because the buoyant force has been reducedC. The second box will float because the surface area has changedD. The second box will sink because the surface area has changed

SAMPLE CONCEPTUAL DIAGRAM #2:

1. Given the diagram showing identical levels of gas molecules in different containers, areasonable inference could be made that there is a relationship between:

A. temperature and pressureB. volume and pressureC. temperature and densityD. volume and temperature

2. The relationship between the variables in this diagram is best described as what type ofrelationship?

8/4/2019 Lesson 2 Science Act - Teacher Copy (1)

17/17

ACT - Science - Lesson 2 17

A. directB. proportionalC. inverseD. exponential

3. The expression of the relationship between the demonstrated variables is most commonly

known as:

A. Coulomb's lawB. Newton's second lawC. Ohm's lawD. Boyle's law

4. Given the information displayed in the diagram, which equation using the terms p (pressure),V (volume) and k (constant value) best describes the relationship between the variables?

A. V=p/kB. pV=k

C. pk=VD. k=p/V