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Science MME. Review. Structure and Format of the. MME Science. ACT Science. 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.

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ACT Science

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


Content Emphasis

Constructing New Knowledge:ACT Science

Reflecting on Scientific Knowledge:ACT Science

In the Context of Biology, Chemistry, Physics,

And Earth and Space Science


Constructing means

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.


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 connectionsamong

different areas of knowledge.

You may be asked to share aperspective

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.

Reflecting Means...


MME's Michigan Science Test

53 Multiple Choice ItemsTimed!

50 minutes


Content Emphasis

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


Life sciences, include...



Organization of Living Things




Physical Sciences include...

Motions of Objects

Changes in Matter

Waves and Vibrations

Matter and Energy


Earth and Space Science include...


Solar System, Galaxy, and Universe

H y d r o s p h e r e

Atmosphere and Weather


Hints for Test Takers

When a question seems difficult,

don’t let it throw youacurve!

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.


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.

This will increase the probability

that you will determine the best answer.


Note the labels on the charts and graphs.

Sometimes a scale on one axis

will provide a valuable clue.

Read graphs twice.


Think carefully about the meaning

of the science concepts used in the items.

For example,

if you know what the term consumermeans

you may be able to figure out how this term

applies to a question about the food web.

If you understand thatenergy is never destroyed

then you may understand how

energy relates to organisms in thefood web,

and how energy is transferred in the food web.


Keep your eyes peeled on the verbs in the items.

These will help focus your response.


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.


Water Cycle

When reading diagrams,

follow the entire cycle

to understand the process.

Read diagrams twice.


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.


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.


Don’t wear down!

Use your time wisely!

attack each question

thoughtfully and thoroughly.


Constructed Responses

W r i t i n g


Hints for Constructed Response

Read the question(s)carefully

Check the verbs

Check all the parts of the question including supporting

graphs, charts, diagrams and informational reading

Check the data

Check the text

Understand the task


Brainstorm…with a concept map or outline,

…as you begin to construct your response.

Using this strategy will

access your prior knowledge.


Begin withaclear, on-task,

opening statement.

Use the question to help you construct your opening statement.


Arrange the response in an orderly, logical manner,

Being sure to express all ideas Clearly!

This will demonstrate to the reader

that you understand

the main idea(s) of the question.


Support the answer completely,



Reflect on your response checking the 3C’s

Carefully, Clearly, Completely


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.


Jean’s graph shows that the amount

of moisture collected from a can...


A increases as the temperature increases

How would choice A look on the graph?

B decreases and then increases as the temperature decreases

How would choice Blook on the graph?

C decreases as the temperature increases

How would choice C look on the graph?

C decreases as the temperature increases

D remains the same as the temperature decreases

How would choice D look on the graph?


Sample Constructed Response

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.


List one weakness of Jean’s statement.

Identify and explain one scientific principle of

her observation.


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.


Be sure that you understand

what you are expected to do,

before moving on to



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???

Identify scientific Principles...

  • Scientific method
  • Condensation
  • Temperature and water vapor
  • Other ideas???

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???

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


Be sure to use these


and you’ll catch yourself

a passing performance

on the

Science MEAP!

Now, I’ll bet you have

some questions!

So ask your

science teacher.