4. 40 Multiple Choice Items TIMED! 35 Minutes Data Representation (38%) Research Summaries (45%) Conflicting Viewpoints (17%) Content Includes: Biology, Chemistry, Physics, and Earth/space sciences

5. Constructing New Knowledge: ACT Science Reflecting on Scientific Knowledge: ACT Science In the Context of Biology, Chemistry, Physics, And Earth and Space Science

6. Students who are constructing science knowledge are able to ask questions that help them learn about the world; design and conduct investigations using appropriate methods and technology; learn from books and other sources of information; communicate their findings using appropriate technology; and reconstruct previously learned knowledge.

7. Reflecting means to be able to "step back" and analyze your own knowledge. You might be asked to justify your science understanding using the scientific method, supportive evidence, or science theories. You may also be asked to make connections among different areas of knowledge. You may be asked to share a perspective on concepts and theories or to discuss relationships among science, technology, and society. Finally, you may be asked to describe the limitations of your own knowledge.

8. 53 Multiple Choice Items Timed! 50 minutes

9. Using Life Science: MME’s Michigan Science Test Using Physical Science: MME’s Michigan Science Test Using Earth and Space Science: MME’s Michigan Science Test

10. Life sciences, include...

11. Physical Sciences include...

12. Earth and Space Science include...

13. When a question seems difficult, don’t let it throw you a curve! Work with what you DO KNOW. Many times you can answer a question when you know only part of the process or concept being tested.

14. This will increase the probability that you will determine the best answer. Use the process of elimination. When you read the multiple choice selections, you can identify at least one incorrect response most of the time. So look to eliminate the obviously wrong choices.

15. Note the labels on the charts and graphs. Sometimes a scale on one axis will provide a valuable clue. Read graphs twice.

16. Think carefully about the meaning of the science concepts used in the items. For example, if you know what the term consumer means you may be able to figure out how this term applies to a question about the food web. If you understand that energy is never destroyed then you may understand how energy relates to organisms in the food web, and how energy is transferred in the food web.

17. Keep your eyes peeled on the verbs in the items. These will help focus your response.

18. Describe Explain Construct/ Design /Prepare/Demonstrate/ Develop /Generate/ Manipulate Identify Compare and contrast/ Compare Integrate science concepts (other areas) Provide evidence for Classify Draw conclusions Predict Trace pathway of Commonly used Test Verbs

19. Draw or sketch out the question item. Often a question will become clear to you if you diagram the process, list what you know, and identify what you are to determine.

20. Water Cycle When reading diagrams, follow follow the entire cycle to understand the process. Read diagrams twice.

21. Use common sense and logic. Many times important clues for the information you need to know to be able to answer a question are found in the question you are answering or are found in another question within the group of questions you are answering, or, these clues may be found in the informational reading section prior to some of the test items.

22. Most parts of the ACT Science assess your ability to reason-- how you use and think about what you know regarding science-- more than measuring facts you have memorized.

23. Don’t wear down! Use your time wisely! attack each question thoughtfully and thoroughly.

25. carefully Read the question(s) carefully Check Check all the parts of the question including supporting graphs, charts, diagrams and informational reading Check Check the verbs Understand Understand the task Check Check the data Check Check the text

26. Brainstorm…with a concept map or outline, …as you begin to construct your response. Using this strategy will access your prior knowledge.

27. Begin with a clear, on-task, opening statement. Use the question to help you construct your opening statement.

28. Being sure to express all ideas Clearly! This will demonstrate to the reader that you understand the main idea(s) of the question. Arrange the response in an orderly, logical manner,

29. Support the answer completely, using “Science-Specific” vocabulary.

30. Reflect on your response...by checking the 3C’s Carefully, Clearly, Completely

32. Sample Question Jean did an experiment by placing pop cans of different temperatures on the table. She waited for fifteen minutes and then wiped the moisture off each can with a cotton ball. She then measured the mass of the moist cotton balls and graphed the results.

33. Jean’s graph shows that the amount of moisture collected from a can... A increases as the temperature increases B decreases and then increases as the temperature decreases C decreases as the temperature increases D remains the same as the temperature decreases How would choice A look on the graph? How would choice B look on the graph? How would choice C look on the graph? How would choice D look on the graph? C decreases as the temperature increases

34. Jean’s mother had half a glass of iced tea. Jean noticed that the moisture on the outside of the glass appeared only below the level of the iced tea in the glass. Jean said that this observation proved that the moisture on the outside of the glass came from the inside of the glass.

35. List one weakness of Jean’s statement. Identify and explain one scientific principle of her observation.

36. Check the verbs... Check all parts of the question for information... Because moisture appeared on the outside of the glass below the level of iced tea, Jean concluded that the moisture came from inside the glass.

37. Be sure that you understand what you are expected to do, before moving on to BRAINSTORMING.

38. Brainstorm a list of what could be weak about her explanation... Jean ran only one trial before forming a conclusion. Jean did not observe that the condensation was clear while the tea had color. Jean does NOT understand that moisture cannot travel through a glass. Jean does NOT understand that moisture cannot travel under its own power over the rim of the glass. Other Ideas???

39. Identify scientific Principles... Scientific method Condensation Temperature and water vapor Other ideas???

40. Brainstorm some acceptable explanations... Jean needed to duplicate the situation to prove/ to provide evidence for her claim (multiple trials) Moisture on the outside of the glass comes from the warmer, moist air on the outside condensing on the glass cooled by the iced tea. Moisture from the outside air condenses on the glass. Other Ideas???

41. Prepare a clear opening statement followed by logical supporting details for your reasoning. Be sure to provide a complete answer. Check over your answer so you are sure that you were... Careful, Clear, Complete

42. Now, I’ll bet you have some questions! So ask your science teacher. Be sure to use these strategies and you’ll catch yourself a passing performance on the Science MEAP!