<p>The only thing I can say is that Science was terrible. I don’t even remember it.</p>
<p>Going into it, I knew I’d have to haul ass because the last science I took I was rushed for time and managed a 30. I went straight to the questions and felt reasonably good about it. The double the molarity of NaOH to 200 was the only one I was unsure on. I had about 5 minutes to go finish up the mangrove passage in the reading section.</p>
<p>Did anybody use Baron’s ACT 36? The best piece of advice that they gave was 5,6,7… the easiest passages (the data ones) have 5 questions and you should do those first. The 6 question passages are to be done next (research summary) and then the final 7 question one (which was the one with the students) should be done last. I had to rush with the students passage, but I had already completed the passage after that which was an easy 5 question one.</p>
<p>There are three 5 ques, three 6 ques, and one 7 ques. </p>
<p>It totally helped to all those ppl saying they guessed on the last five questions. its because the long passage takes the most time to complete</p>
<p>Definitely a lot of outside knowledge questions. But the curve for science is never generous so I’m not expecting more than a 30 </p>
<p>Johring: I used Barons’s ACT 36 and that was the very reason I skipped the students question and saved it for last. Worked out pretty well, I had a good 11 minutes to do those questions.</p>
<p>Does anyone remember the question on the last passage that had something about the difference between the maximum heights of the two areas? Was it less than 2x or greater than 5x? I don’t remember.</p>
<p>And there was another question on the first passage about something that would be included in the extinction chart. Does anyone remember bubbling in a 24%?</p>
<p>Potatoman: It was greater than 5x. I can’t remember my reasoning at the moment, but I was positive when I put down the answer. Not sure about the other question…I do remember bubbling in 65% somewhere in that same passage though.</p>
<p>Potatoman and Hazy, weren’t the two values in question extremely close together on the Y axis? It asked about the highest average dune height in one group compared to the highest average dune height in another group. I remember getting confused and bubbling in 5x and then getting confused again and changing it to less than 2x haha.</p>
<p>I though thought one dune was like 200 and another was 20, so its greater than 5X bigger.</p>
<p>If you looked closely at the y-axis, it was unevenly tick-marked. The top ones were around 200 units, while Desert X was around 20.</p>
<p>What about the fact that mineral oil was smaller than iodine? Would that have no effect or weaken scientist 3’s theory?</p>
<p>@Ted Jones are you sure you got the right graph? One was close to 200 and the other approximately 20, so they were pretty far apart.</p>
<p>Don’t mean to linger on this but on the gravity vs air resistance, didn’t the question ask why they went to that location-to reduce air resistance. I picked gravity first and then read it more carefully and picked the air resistance…</p>
<p>Sorry if this was already discussed- on the question, with dropping the different balls etc- where it asked something if it was 1 what happened to the ball. The answers were like it broke, it stuck, etc?</p>
<p>PotatoMan: I don’t think student 3 mentioned size, so i put that it would have no effect or something like that.</p>
<p>Yeah. Princesssparkle, I’m wrong. Haha.</p>
<p>Ugh. Too many careless mistakes on science. Any curve predictions?</p>
<p>-39 = 36 for the curve</p>
<p>I took Bio my freshman year and we never learned about genuses, either. It’s a shame; the only science subject I’m even halfway decent at is Biology, and I even bombed that. :(</p>
<p>Science was a killer. Like the rest of you, I also think that these questions required some outside knowledge. The chemistry and physics problems were torture. I think I guessed on half the questions. The science portion required so much outside knowledge that it was often hard to wrap your head around the question. Half the time I wasn’t even positive what the question was ASKING, let alone the answer.</p>
<p>Does anyone on here know how the ACT decides what the curves are? Is it based on how many people score poorly or what?</p>
<p>Don’t they already have the curve in mind before they administer the test?</p>