ACT Aspire 10 Essentials TM
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®
Math and Science 2017–18 Edition
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Student Workbook
MasteryPrep
ACT is the registered trademark of ACT Inc. Aspire is a trademark of ACT Inc. MasteryPrep LLC has no affiliation with ACT Inc., and the Aspire Essentials program is not approved or endorsed by ACT Inc. ®
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®
Table of Contents Lesson 1: Math Pacing (Part 1)......................................................................................................... 7 Lesson 2: Solving Equations: Word Problems................................................................................. 15 Lesson 3: Circle Area and Circumference....................................................................................... 31
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Lesson 4: Exponents and Roots...................................................................................................... 47 Lesson 5: Science Pacing (Part 1).................................................................................................. 65 Lesson 6: Reading Charts and Graphs........................................................................................... 75
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Lesson 7: Math Strategy.................................................................................................................. 91 Lesson 8: Math Pacing (Part 2)......................................................................................................111 Lesson 9: Percentages...................................................................................................................119 Lesson 10: Pythagorean Theorem................................................................................................. 135 Lesson 11: Variables and Mathematical Relationships.................................................................. 153 Lesson 12: Support or Contradiction of Hypotheses and Conclusions.......................................... 171 Lesson 13: Angle Properties.......................................................................................................... 193 Lesson 14: Math Pacing (Part 3)................................................................................................... 211
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Lesson 15: Science Strategy......................................................................................................... 223 Lesson 16: Science Pacing (Part 2)............................................................................................... 243 Glossary........................................................................................................................................ 256
Lesson 3
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Circle Area and Circumference
ACT Aspire 10 Essentials – Math and Science Ž
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Learning Targets 1. Calculate circumference and area of circles
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2. Work backwards to find dimensions of circles
Self-Assessment
Circle the number that corresponds to your confidence level in your knowledge of this subject before beginning the lesson. A score of 1 means you are completely lost, and a score of 4 means you have mastered the skills. After you
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finish the lesson, return to the bottom of this page and circle your new confidence level to show your improvement.
1
1
Learning Targets
Before Lesson
2
3
4
After Lesson
2
Circumference
3
Area
32
4
Aspire Practice
Sum It Up
Lesson 3 – Circle Area and Circumference
Circumference
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The Circonian Martians travel the outermost ring of Saturn three times before realizing they are going in circles. How far out of their way have they traveled before they get back on the route toward their destination?
Learning Targets
Circumference
Area
33
Aspire Practice
Sum It Up
ACT Aspire 10 Essentials – Math and Science ®
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Circumference What is the circumference of Circle A?
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1.
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2. What is the circumference of Circle B?
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3. What is the radius of Circle C?
Math Tip
Math Mirror: Items on both sides of the equal sign are part of the formula. This means that in the formula area = πr2, area is part of the formula. It is one of the variables. If you are given the area but not the radius or diameter, you can plug the area into the formula and solve for the unknown.
Learning Targets
Circumference
Area
34
Aspire Practice
Sum It Up
Lesson 3 – Circle Area and Circumference
Area
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The Circonians leave behind cryptic messages in the form of crop circles all over the fields of this planet called Earth. Solve for the area of each circle to decipher the message that explains what the aliens demand from the citizens of Earth.
1.
2.
3.
4.
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5.
Learning Targets
6.
Circumference
Area
35
Aspire Practice
Sum It Up
ACT Aspire 10 Essentials – Math and Science ®
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Area Code Key
What do the Circonians demand from the humans?
Circle 3
Circle 4
Circle 5
Circle 6
N 50 O 28 P 99 Q 314 R 8 S 79 T 1,256 U 707 V 100 W 15 X 0 Y 571 Z 10
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Circle 2
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Circle 1
A 19 B 31 C 6 D 113 E 2 F 44 G 201 H 378 I 21 J 1 K 47 L 92 M 9
Learning Targets
Circumference
Area
36
Aspire Practice
Sum It Up
Lesson 3 – Circle Area and Circumference
2
2
Set One DO YOUR FIGURING HERE.
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1. What is the circumference, in inches, of a circle with a radius of 8 inches? A. 4π B. 8π C. 12π D. 16π E. 64π
2. The circle shown below has a diameter of 14 inches. What is the circumference of the circle, in inches?
14 in
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F. 7π G. 14π H. 28π J. 49π K. 196π
3. The perimeter of a circular field is 500 feet. Which of the following is closest to the radius of the field, in feet? (Note: π ≈ 3.14) A. 10 B. 50 C. 80 D. 160 E. 250
Learning Targets
Circumference
END OF SET ONE STOP! DO NOT GO ON TO THE NEXT PAGE UNTIL TOLD TO DO SO.
Area
37
Aspire Practice
Sum It Up
ACT Aspire 10 Essentials – Math and Science ®
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Set Two DO YOUR FIGURING HERE.
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4. Circles A, B, and C have radii with measures of x centimeters, 3x centimeters, and 6x centimeters, respectively. What is the ratio of the radius of Circle B to the diameter of Circle C ? F. 1:2 G. 1:4 H. 1:12 J. 2:1 K. 4:1
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5. The circle shown in the figure below has a diameter of 12 meters. What is the area of the circle, in square meters?
12 m
A. B. C. D. E.
6π 12π 24π 36π 144π
GO ON TO THE NEXT PAGE
Learning Targets
Circumference
Area
38
Aspire Practice
Sum It Up
Lesson 3 – Circle Area and Circumference
2
2
DO YOUR FIGURING HERE.
6. The figure below shows a small circle with a diameter AC and a large circle with a diameter AB that is 32 inches long. Point C is the center of the large circle. What is the area, in square inches, of
C
B
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A
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the small circle?
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F. 8π G. 16π H. 32π J. 40π K. 64π
Learning Targets
END OF SET TWO STOP! DO NOT GO ON TO THE NEXT PAGE UNTIL TOLD TO DO SO.
Circumference
Area
39
Aspire Practice
Sum It Up
ACT Aspire 10 Essentials – Math and Science ®
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Set Three
2
DO YOUR FIGURING HERE. 6 π centimeters, 5 how long is its radius, in centimeters? 3 A. 5 5 6
C.
6 5
D.
5 3
E.
6 5
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7. If a circle has a circumference of
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8. A circle that lies on the standard (x,y) coordinate plane has its center at (8,–6) and passes through the origin. What is the area of this circle, in square coordinate units? F. 14π G. 20π H. 36π J. 64π K. 100π
9. Richard brought his dog to the park and tied his leash to a flagpole while he had a picnic. The dog could reach 12 feet from the flagpole in any direction. What is the approximate area of the ground, in square feet, that the dog could reach from the flagpole? (Note: π ≈ 3.14) A. 19 B. 38 C. 75 D. 113 E. 452
Learning Targets
Circumference
END OF SET THREE STOP! DO NOT GO ON TO THE NEXT PAGE UNTIL TOLD TO DO SO.
Area
40
Aspire Practice
Sum It Up
Lesson 3 – Circle Area and Circumference
2
Set Four DO YOUR FIGURING HERE.
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10. The figure below shows four congruent semicircles that touch only at the corners of a square. The path from point X, along the diameters of the semicircles, back to point X is 96 inches long. How long is the path from point X, along the arcs of the semicircles, back to point X, in inches?
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X
F. G. H. J. K.
2
24π 48π 96π 144π 288π
circle has a circumference of 108π inches, many inches long is its radius? 108 27 54 108 216
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11. If a how A. B. C. D. E.
GO ON TO THE NEXT PAGE
Learning Targets
Circumference
Area
41
Aspire Practice
Sum It Up
2
ACT Aspire 10 Essentials – Math and Science ®
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2
DO YOUR FIGURING HERE.
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12. Natalia’s teacher asks her how the area of a circle changes when its diameter is tripled. Natalia responds that if the diameter is tripled, then the area should also be tripled. Is Natalia correct? If not, how does the area change? Justify your answer.
Learning Targets
Circumference
END OF SET FOUR STOP! DO NOT GO ON TO THE NEXT PAGE UNTIL TOLD TO DO SO.
Area
42
Aspire Practice
Sum It Up
Lesson 3 – Circle Area and Circumference
2
2
13. The figure below shows a circular well that has a diameter of 7 feet. What is the circumference of the well, in feet?
DO YOUR FIGURING HERE.
7 ft
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Set Five
7 π 2
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A.
B. 7π C.
49 π 4
D. 14π E. 49π
14. Rectangle ABCD, shown below, has side lengths of 8 inches and 10 inches. What is the area, in square inches, of the largest circle that can fit within rectangle ABCD ? A
B
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8 in
D
10 in
C
F. 8π G. 16π H. 20π J. 64π K. 100π
GO ON TO THE NEXT PAGE
Learning Targets
Circumference
Area
43
Aspire Practice
Sum It Up
2
ACT Aspire 10 Essentials – Math and Science ®
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2
DO YOUR FIGURING HERE.
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15. What is the circumference, in centimeters, of a circle whose radius is 16 centimeters? Show and explain your work.
Learning Targets
Circumference
END OF SET FIVE STOP! DO NOT GO ON TO THE NEXT PAGE UNTIL TOLD TO DO SO.
Area
44
Aspire Practice
Sum It Up
Lesson 3 – Circle Area and Circumference
Sum It Up Circle Area and Circumference Circumference of a Circle = 2πr Remember this formula by saying “Circle circumference is 2-pi-rimeter.”
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Area of a Circle = πr2 Remember this formula by saying “Circle area is pi-are-sq’area.”
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Tips and Techniques
Draw It Out: It does not have to be pretty. On the Aspire test, everyone is an artist.
Drawn to Scale: It is usually safe to assume that figures in Aspire math problems are drawn to scale. If it looks like a midpoint, it probably is. If two angles look the same size, they probably are.
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Math Mirror: Items on both sides of the equal sign are part of the formula. This means that in the formula area = πr2, area is part of the formula. It is one of the variables. If you are given the area but not a radius or diameter, you can plug the area into the formula and solve for the unknown.
Learning Targets
Circumference
Area
45
Aspire Practice
Sum It Up
Lesson 11
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Variables and Mathematical Relationships
ACT Aspire 10 Essentials – Math and Science Ž
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Learning Targets 1. Identify relationships between variables
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2. Determine the mathematical formula for the relationship between variables
Self-Assessment
Circle the number that corresponds to your confidence level in your knowledge of this subject before beginning the lesson. A score of 1 means you are completely lost, and a score of 4 means you have mastered the skills. After you
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finish the lesson, return to the bottom of this page and circle your new confidence level to show your improvement.
1
1
Learning Targets
Reading Variables
Before Lesson
2
3
4
After Lesson
2
Careful Reading
3
4
Reading Science Figures
154
Aspire Practice
Sum It Up
Lesson 11 – Variables and Mathematical Relationships
Reading Variables Experiment 1 A herd of dairy cattle were given various amounts of forage dry matter and grain as a percentage of their body weight, and their average milk output was measured.
Forage dry matter intake (%)
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Table 1 Grain intake (%) 1.0 1.5 2.0
60 67 73
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1.0 1.2 1.4
Average milk output (lb)
Experiment 2 Three herds of dairy cattle were each fed a constant amount of forage dry matter and a randomly assigned percentage of grain. Each herd’s average milk output was measured.
Table 2
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Herd A B C
Learning Targets
Reading Variables
Grain intake (%)
Average milk output (lb)
3.0 2.5 2.0
Careful Reading
60 63 71
Reading Science Figures
155
Aspire Practice
Sum It Up
ACT Aspire 10 Essentials – Math and Science ®
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Reading Variables Table 1 Current (mA)
Distance (cm)
1 2 3 4
5 10 15 20
9.68 5.74 4.19 3.29
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Trial
Table 2
Lake
Water temperature (°F)
Blue-green algae coverage (%)
5 6 7
A B C
80 82 85
5 11 28
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Trial
Learning Targets
Reading Variables
Careful Reading
Reading Science Figures
156
Aspire Practice
Sum It Up
Lesson 11 – Variables and Mathematical Relationships
Reading Variables Table 1 Temperature (°C)
0 200 400 1,200 2,400 3,600
100 90 80 70 60 50
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Time (s)
temperature (°C)
100 80 60 40 20 0
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0
Learning Targets
Reading Variables
10
20
30 40 time (min)
50
60
Figure 1
Careful Reading
Reading Science Figures
157
Aspire Practice
Sum It Up
ACT Aspire 10 Essentials – Math and Science ®
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Reading Variables Table 2 Time (s)
Temperature (°C) 50 60 70 80 90 100
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400 800 1,000 1,400 2,400 3,200
temperature (°C)
100
80 60 40 20 0
10
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0
Learning Targets
Reading Variables
20
30 40 time (min)
50
60
Figure 2
Careful Reading
Reading Science Figures
158
Aspire Practice
Sum It Up
Lesson 11 – Variables and Mathematical Relationships
16.5 16.0 2000
15.5
1980
15.0
1940
14.5 14.0 1820 1860
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1920 1880
13.5
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average global temp. (°C)
Reading Variables
approximate number of pirates
5.0 4.8
9 8 7
4.6
6
4.4
5
4.2
4
4.0
3
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Key divorce rate in Maine consumption of margarine
Reading Variables
pounds of margarine
divorce rate per 1000 people
Figure 1
Figure 2
Careful Reading
Reading Science Figures
159
Aspire Practice
Sum It Up
ACT Aspire 10 Essentials – Math and Science ®
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Careful Reading Table 1 Temperature (°F)
Refrigerant pressure (psi)
1 2 3
–40 –35 –30
0.5 2.6 4.9
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Trial
Table 2
Zone
Average number of children per household
Number of cases of measles reported
70k 300k 180k 240k 115k
81% 84% 94% 90% 96%
92 57 22 19 3
2.1 2.2 2.4 1.7 2.2
36 21 7 5 0
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A B C D E
Population
Vaccination rate
Households exposed to measles
Science Tip
Keep Your Pencil Moving: It is important to pay attention to details, such as axis labels and quantities, and to read tabulated data from top to bottom to ensure you are looking at the data correctly. Use your pencil to keep track of the information by underlining, circling, or writing down important facts, such as variables, units, or trends.
Learning Targets
Reading Variables
Careful Reading
Reading Science Figures
160
Aspire Practice
Sum It Up
Lesson 11 – Variables and Mathematical Relationships
Reading Science Figures
60 40 Key water air
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temperature rise (°C)
80
0 0
1
2 3 heating time (min)
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Figure 1
Based on the above figure, the relationship between water temperature rise (T) and heating time (t) is best represented by which of the following examples? A. T = 11.6 × t B. T =
11.6 t
C. T = 4.9 × t 4.9 t
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D. T =
Science Tip
Plug In: For questions that ask you to identify which mathematical expression represents a relationship shown in a graph or table, you should plug data points from the figure into the answer choices to determine which one gives the correct value.
Learning Targets
Reading Variables
Careful Reading
Reading Science Figures
161
Aspire Practice
Sum It Up
ACT Aspire 10 Essentials – Math and Science Ž
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Set One
Passage I
Life cycle of mosquitoes and the cycle of West Nile virus transmission
West Nile is a virus that is transmitted to humans via bites from infected mosquitoes. While the majority of cases are mild and often go unnoticed, a more severe and potentially fatal neurological illness can develop. The following figure, Figure 1, describes the life cycle of the mosquito and its transmission of West Nile virus.
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Mosquito lays eggs in water on egg rafts
Mosquito larva comes to the surface of the water
Infected adult mosquito feeds on an uninfected human and passes on the infection
Mosquito in pupa stage is dormant for two days
Infected adult mosquito feeds on uninfected bird and passes on the infection
Adult mosquito lays on the surface of the water and begins to feed after two days
Adult mosquito feeds on bird infected with West Nile virus and becomes infected
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Exposure to West Nile virus is more likely in the midwestern and southern United States than in other areas of the country. A study looked at five regions in a midwestern state and divided them into five zones. People who lived within each study zone were tested monthly for West Nile virus. Table 1 shows the number of households in each study zone, as well as the percentage of the zone covered in standing water, the number of dead crows and blue jays, and the number of mosquitoes captured over the course of the week in each zone. In addition, the percentage of households within the zone that had at least one family member test positive for West Nile virus is also reported.
Learning Targets
Reading Variables
Careful Reading
Figure 1
Reading Science Figures
162
Aspire Practice
Sum It Up
Lesson 11 – Variables and Mathematical Relationships
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Table 1 Number of‌
A B C D E
10 12 12 13 15
429 209 234 115 92
% households with at least 1 case of West Nile virus
4 2 0 3 1
54 42 38 27 16
60 54 46 32 21
1. According to the information in Table 1, as the number of mosquitoes captured within a zone increased, the number of dead crows and blue jays:
Figure 2 shows the number of cases of West Nile virus infection and the number of deaths reported in 2003 and 2004. It further illustrates how this data is distributed between West Nile virus infection with and without neurological complications. 160,000
A. B. C. D.
8,000
2. According to the information in Table 1, as the percentage of area covered by water increased from 38% to 42%, the number of trapped mosquitoes:
400
F. G. H. J.
20 1
increased only. decreased only. decreased, then remained the same. varied, but with no general trend.
Key cases deaths
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reported numebr of cases and deaths due to West Nile virus
% area with standing water
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Households
Dead crows/ blue jays
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Zone
Trapped mosquitoes
2003 2004 with neuro
increased from 234 to 209. decreased from 234 to 209. increased from 209 to 234. decreased from 209 to 234.
2003 2004 without neuro
Figure 2
Learning Targets
Reading Variables
Careful Reading
Reading Science Figures
163
Aspire Practice
Sum It Up
ACT Aspire 10 Essentials – Math and Science Ž
4
TM
4
3. According to the information in Figure 2, as reported cases of West Nile virus increased, deaths from West Nile virus:
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A. increased for West Nile virus both with and without neurological involvement. B. increased for West Nile virus with neurological involvement and decreased for West Nile virus without neurological involvement. C. decreased for West Nile virus both with and without neurological involvement. D. remained the same for West Nile virus both with and without neurological involvement.
4. According to Table 1, as the number of dead crows and blue jays increased from 0 to 4, the percentage of households in which one or more people were infected by West Nile virus: F. G. H. J.
increased only. decreased only. increased, then decreased. alternated between decreasing and increasing.
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5. Explain your answer using numbers from the table.
Learning Targets
Reading Variables
Careful Reading
END OF SET ONE STOP! DO NOT GO ON TO THE NEXT PAGE UNTIL TOLD TO DO SO.
Reading Science Figures
164
Aspire Practice
Sum It Up
Lesson 11 – Variables and Mathematical Relationships
4
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Set Two
Passage II Photosynthesis is the process by which plants use light energy to convert carbon dioxide into chemical energy in the form of sugar. There are two stages in photosynthesis that, when both occur, result in this reduction reaction: light-dependent reactions and light-independent reactions. During light-dependent reactions, light energy is absorbed by chlorophyll in the chloroplast of plants. This energy is then converted into chemical energy as NADPH (a reducing agent) and ATP. The light-independent reaction is then able to proceed using the NADPH and high-energy ATP produced in the light-dependent reaction to reduce carbon dioxide to sugar.
5 Key Tube 1 Tube 2
absorbance
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4 3 2
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1 0
In this study, students studied the rate of CO2 reduction in chloroplasts. Students were asked to extract the chloroplasts from crushed spinach leaves. They used Table 1 to determine appropriate centrifuge settings to spin down a concentrated pellet of chloroplasts (Tube 1) for 10 min at 95 g.
2
4
6
8
10 12 14 time (min)
16
18
20
Figure 1
The remaining liquid (supernatant) from Tube 1 was transferred to Tube 2. A small amount of DCPIP, a blue reducing agent that becomes colorless once it has been oxidized, was then added to both tubes, and the absorption was recorded at each minute until both solutions became colorless (Figure 1).
Table 1
Conversion table to find the g-force experienced by the sample in a centrifuge | g = (1.118 × 10 –5) RS 2
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Rotor radius from the center of the centrifuge to sample (cm)
Speed (rpm)
4
5
6
7
8
9
10
11
12
13
1,000 1,500 2,000 2,500 3,000 3,500 4,000 4,500 5,000
45 101 179 280 402 548 716 906 1,118
56 126 224 349 503 685 894 1,132 1,398
67 151 268 419 604 822 1,073 1,358 1,677
78 176 313 489 704 959 1,252 1,585 1,957
89 201 358 559 805 1,096 1,431 1,811 2,236
101 226 402 629 906 1,233 1,610 2,038 2,516
112 252 447 699 1,006 1,370 1,789 2,264 2,795
123 277 492 769 1,107 1,507 1,968 2,490 3,075
134 302 537 839 1,207 1,643 2,147 2,717 3,354
145 327 581 908 1,308 1,780 2,325 2,943 3,634
Learning Targets
Reading Variables
Careful Reading
Reading Science Figures
165
Aspire Practice
Sum It Up
ACT Aspire 10 Essentials – Math and Science Ž
4
TM
4
6. According to Table 1, as speed increases for any given rotor radius, the g-force felt by the sample: increases only. decreases only. varies, but with no general trend. remains constant.
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F. G. H. J.
A. B. C. D.
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7. A sample is spun in a centrifuge 9 cm from the center for 5 minutes, and it experiences a g-force of 906 g. It is spun a second time at 4 cm from the center for the same amount of time, and it experiences the same g-force. Between the first and second spins, the centrifuge speed: increases only. decreases only. varies, but with no general trend. remains constant.
8. In Figure 1, as time increases, absorption: F. G. H. J.
increases for Tube 1 and decreases for Tube 2. increases for Tubes 1 and 2. decreases for Tube 1 and increases for Tube 2. decreases for both Tubes 1 and 2.
9. Time increases and absorption decreases as:
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A. CO2 concentration increases. B. chloroplast activity increases. C. concentration of blue form of DCPIP decreases. D. O2 concentration decreases.
Learning Targets
Reading Variables
Careful Reading
Reading Science Figures
166
Aspire Practice
Sum It Up
Lesson 11 – Variables and Mathematical Relationships
4
4
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10. Based on the introductory material in the passage, give ONE difference between the light-dependent and light-independent reactions that happen as a part of photosynthesis. Do NOT use the presence or absence of light as the difference described in your answer.
Learning Targets
Reading Variables
END OF SET TWO STOP! DO NOT GO ON TO THE NEXT PAGE UNTIL TOLD TO DO SO.
Careful Reading
Reading Science Figures
167
Aspire Practice
Sum It Up
ACT Aspire 10 Essentials – Math and Science ®
4
TM
4
Set Three
Passage III The Carlingford Igneous Centre (CIC) was a site of volcanic activity in Ireland during the Ordovician Period that spanned 485 to 483 million years ago. This type of volcanism is an example of “bimodal volcanism” in which both basalt and rhyolite magma are found in the core of the volcano. This results in particularly violent eruptions. Scientists studied the geological makeup of the CIC and discovered that this bimodal volcanism may be caused by the geological features of the rocks underneath the volcano. Figure 1 illustrates the rare earth element content of various rocks at the CIC site. Figure 2 shows the relationship between the niobium (Nb) and zirconium (Zr) content of crustal rocks found at the CIC site.
40 35 30
90 80
Nb (ppm)
E LC limestone
0
basalt
rhyolite
andesite
0
100
25
400
Key total volcanic non-volcanic
20
trachyandesite
15 10 5 0
60 50
200 300 Zr (ppm)
Figure 2
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70
contamination
5
number of events
100
MS
15
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110
X
20 10
Volcanic activity can influence global climate and trigger cold events. The injection of sulfur dioxide gas (SO2), which is ultimately converted to sulfuric acid aerosol particles (H2SO4), scatters shortwave solar radiation and absorbs near-infrared solar radiation and outgoing longwave terrestrial radiation. This results in cooling of the troposphere and heating of the stratosphere. Figure 3 shows the results of a study that examined the effect of erupting volcanoes on the number of cold events in Ireland. Key Key
25
Figure 3
La Ce Pr Nd Sm Eu Gd Tb Dy Ho Er Tm Yb Lu
Figure 1
Learning Targets
Reading Variables
Careful Reading
Reading Science Figures
168
Aspire Practice
Sum It Up
500
Lesson 11 – Variables and Mathematical Relationships
4
14. According to Figure 1, what is the effect of the decrease in rare earth content of basalt from La to Nd on the rare earth content of rhyolite and andesite?
11. According to the information in Figure 1, as the rare earth content of trachyandesite increases from Sm to Eu, the rare earth content of the andesite:
F. G. H. J.
Rhyolite increases; andesite increases. Rhyolite increases; andesite decreases. Rhyolite decreases; andesite increases. Rhyolite decreases, andesite decreases.
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A. increases. B. remains the same. C. increases, then decreases. D. decreases.
15. According to Figure 2, the relationship between Nb content and Zr content is best represented by:
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12. According to Figure 3, as the number of volcanic events increases from 4 to 12, the overall number of cold events: F. G. H. J.
4
increases only. decreases only. increases, then decreases. decreases, then increases.
A. Nb = 3.0 × Zr
B. Nb =
Zr 3.0
C. Nb =
Zr 12.2
D. Nb = 12.2 × Zr
13. According to the information in Figure 3, does the total number of cold events depend on volcanic activity?
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A. Yes, because as volcanic activity-based cold events increase, the total number of cold events increase. B. Yes, because as volcanic activity-based cold events increase, the total number of cold events remain constant. C. No, because as volcanic activity-based cold events increase, the total number of cold events increase. D. No, because as volcanic activity-based cold events increase, the total number of cold events remain constant.
Learning Targets
Reading Variables
END OF SET THREE STOP! DO NOT GO ON TO THE NEXT PAGE UNTIL TOLD TO DO SO.
Careful Reading
Reading Science Figures
169
Aspire Practice
Sum It Up
ACT Aspire 10 Essentials – Math and Science Ž
TM
Sum It Up Variables and Mathematical Relationships Bar Graph A graph that relays information using bars of varying sizes to denote value
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Line Graph A graph that relays information through individual points that are connected to each other on a line
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Table A non-graphical way to relay information about a system, in which columns or rows are used to display data
Tips and Techniques
Keep Your Pencil Moving: Remember to mark the key information on the figures in the passage, such as units, variables, and patterns.
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Plug In: If you are working with an equation, try to plug data from the figures into the passage.
Learning Targets
Reading Variables
Careful Reading
Reading Science Figures
170
Aspire Practice
Sum It Up