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This worksheet consists of ACT questions to help Explain: draw arrows to answers or write
you prepare for the style of questions you may out
receive on the upcoming practice ACT. Explain 2. Which of the nitrogen sources in Experiment
your choice. You will work on these questions 2 served as the control group?
silently until everyone is done with the test.
A. Ammonia, because all 3 strains of
Once everyone is done you may consult with
other people at your table ONLY. If you do not soybeans can use it
finish in class it becomes homework due 9/27. B. Ammonia, because it will inhibit the
Email me Qs. effects of urease
Passage I C. Urea, because it can be broken down
Urease is an enzyme used by plants to by urease
break down urea (a nitrogen-containing D. Urea, because it cannot be used
compound) into carbon dioxide and ammonia. by Strain 2
Plants need nitrogen to grow and can obtain it Explain
from ammonia, but not from urea. In soybean
plants there are 2 different kinds of urease, one 3. Mutant strains are most useful in experiments
produced in the seeds and the other produced in like those in the passage because they:
the leaves of the plant. Mutations in the F. may produce unexpected results.
chromosomes of the soybean can stop production G. provide a natural, noninvasive way
of either enzyme. In the following experiments, 3 to vary a characteristic.
types of soybean plants were used: normal H. differ from normal strains in
soybeans and 2 mutant strains, 1 lacking the unknown, unpredictable ways.
seed urease (Strain 1) and 1 lacking the leaf J. can be modified to suit almost any
urease (Strain 2). type ofresearch.
Experiment 1 Explain
Separate areas in a field were planted with
normal, Strain 1, and Strain 2 soybeans. All types 4. In studying the metabolic needs of the
of soybeans appeared to grow, flower, and soybean strains, Experiment 2 was probably more
produce seeds equally well. There were no accurate than Experiment 1 because in
externally detectable differences among the Experiment 2 the:
strains. A. nutrients in the media were more
Experiment 2 controlled.
Small pieces of plant tissue of equal B. nutrients in the soil could not be
weight were obtained from each type of soybean measured.
plant and separately placed on media in culture C. nutrients in the soil were more
dishes. Tissue growing in this way will become an controlled.
unorganized clump of cells referred to as callus. D. callus was much different from the
To provide a controlled nitrogen source, half the plants.
tissue samples of each type were placed on Explain
media containing urea, and the other half of the
samples were placed on media containing 5. Suppose a third strain were found that was
ammonia. After 30 days, the weight gain for each unable to produce either form of urease. If this
of the callus samples was determined. Results are strain were subjected to the same procedures as
shown in the table below. those in the passage, what would be the
expected results?
F. Callus would grow on urea and on
ammonia; the plant would grow in the
field.
G. Callus would not grow on urea but
would grow on ammonia; the plant
would not grow in the field.
H. Callus would not grow on urea but
1. Which of the following best describes the role would grow on ammonia; the plant
of urease in the plants grown in the field? would grow in the field.
F. Urease activity in leaves is essential J. Callus would not grow on urea or on
for soybean growth. ammonia; the plant would not grow in
G. Urease activity in seeds is essential the field.
for soybean growth. Explain
H. The soil nutrients make the mutant
soybeans grow like the normal strains.
J. Urease is not essential to the growth
of soybeans.
Name: ____________________________ ACT Science Practice Question Set #1
Passage II Experiment 1 was repeated, but the temperature
A student studying how gases diffuse derived the was held constant at 20°C and the diameter of
following formula: the tube was varied for each trial (see Table 2).
Table 2
The Tube
following experiments were conducted to test her Tria Time Distance of ring
diameter
formula and to study factors affecting the rate at l (sec) from HCl swab (cm)
(cm)
which gases diffuse.
5 1.0 33 4.0
6 1.2 33 4.0
Experiment 1
7 1.4 33 4.1
8 1.6 33 4.0
When hydrogen chloride (HCl) and ammonia
(NH3) vapors react, they form solid ammonium
chloride (NH4Cl): Experiment 3
D. tube diameter.
Explain
6. The student concluded that NH3 diffuses at
B. a greater rate than HCl. Do the results of
Experiments 1–3 support her conclusion?
F. No; in Trials 1–9 the HCl vapors
traveled farther than the NH3
vapors.
G. No; in Trials 1–9 the NH3 vapors
traveled farther than the HCl
vapors.
D.
Explain
Name: ____________________________ ACT Science Practice Question Set #1
A. pine seedlings only.
Explain
Passage 4
35. The Phlogiston Theory could best be
tested by measuring the:
Phlogiston Theory A. amount of light produced in the
According to this theory, combustible materials, burning of a variety of combustible
such as wood, coal, or metal contain a massless substances.
"essence" or presence called phlogiston. When
combustion occurs, the phlogiston is released B. amount of heat produced in the
from the combustion object and is absorbed by burning of a variety of combustible
the air. For example, when a piece of wood is substances.
burned, phlogiston is released to the air and the
wood is converted to ash. The ash is free of C. masses of all the reactants and
phlogiston and can no longer support products before and after the
combustion. Similarly, if a metal is heated, the reaction.
phlogiston is lost to the air and the metal is
converted into a nonmetallic, powdery substance D. amount of water produced when a
called ash, or calx. The corrosion (changing of a substance burns.
substance by a chemical reaction) of metals, such
as the rusting of iron (Fe), also involves the loss Explain
of phlogiston from the metal, but at a slower rate
than burning. Rust can be turned back into metal 36. According to the Oxygen Theory, the
by heating it in air with a substance rich in gases produced from the complete
phlogiston, such as charcoal. A transfer of combustion of a candle:
phlogiston from the charcoal to the rust converts A. can support the breathing of a
the rust back to metal. mouse.
Oxygen Theory B. are nonflammable.
According to this theory, burning and rusting
involve an element called oxygen, which is found C. are toxic to growing plants.
in the air. The complete combustion of a piece of
wood involves the rapid reaction of the wood with D. are rich in hydrogen gas.
oxygen gas (O2) to produce carbon dioxide (CO2),
which is a nonflammable gas, and water (H20). Explain
The rusting of iron involves the slow reaction of
iron with oxygen to produce iron oxides such as 37. According to the Phlogiston Theory, the
Fe203. These iron oxides are known as rust. complete corrosion of zinc metal in air will
Heating rust with charcoal produces iron because yield a powdery substance that:
the charcoal combines with the oxygen in the A. cannot be converted back to zinc
rust. In these transformations, there is a metal.
conservation of mass (the total mass of the
reactants must equal the total mass of the B. contains pure phlogiston.
Name: ____________________________ ACT Science Practice Question Set #1
C. contains no phlogiston.
Explain
C. rusting iron.
Explain