<p>The science section was not like the practice tests I have taken. In the practice tests all the information could be derived from what they give you but on the test there were several questions that you either knew or you didn't. Oh well...there is always december LOL</p>
<p>nope, this was it for me. I'm applying EA december first, so I'm done with my tests.</p>
<p>Well if I get into Columbia for spring then I won't take it again either. /fingers crossed</p>
<p>I am done with it as well, regardless. I need to apply within the next month or two for sure, I am already a bit late. Science was tough, no doubt tougher than any other (April 28 ACT had a tough science, but not nearly as bad as todays).</p>
<p>Are you guys being serious? Why would the ACT trick you like that?
Read this excerpt from <a href="http://www.actstudent.org/testprep/descriptions/scidescript.html:%5B/url%5D">http://www.actstudent.org/testprep/descriptions/scidescript.html:</a></p>
<p>"The test assumes that students are in the process of taking the core science course of study (three years or more) that will prepare them for college-level work and have completed a course in Earth science and/or physical science and a course in biology."</p>
<p>Where did they say that all the information necessary to answer the question comes from the passage?</p>
<p>Also, remember that this test is called a "Science" Test not a "Scientific Reasoning" Test.</p>
<p>hmm... well the books and test guides all say the information is in the passages....</p>
<p>I've already quoted what ACT says will be asked of students in Science questions, and it all is supposed to come from the passage.</p>
<p>And I'm pretty sure that it is Science "Reasoning"</p>
<p>does anyone know the last three answers to the science section? I put all B/G's</p>
<p>"The content of the Science Test includes biology, chemistry, physics, and the Earth/space sciences (for example, geology, astronomy, and meteorology). Advanced knowledge in these subjects is not required, but background knowledge acquired in general, introductory science courses is needed to answer some of the questions. The test emphasizes scientific reasoning skills over recall of scientific content, skill in mathematics, or reading ability."</p>
<p>I found the directions on the turtle one and the bacteria one VERY confusing. </p>
<p>I believe one referred to "Experiment 4." (I think it was the turtle one.) There were four graphs, then a table that had Experiment 4, then another table below it that had just experiment 4. Ahhhhhh.</p>
<p>Luckily, I'm in AP Chem so that last section was fairly easy. I got bogged down on the plant section, for some reason.</p>
<p>i dont get it, the september was easier than this one. and the june was easier than september. are the act tests getting harder and harder?</p>
<p>I don't remember the question about the ion very clearly...was it basically asking for a definition? I do know that an ion is a charged atom, meaning that it has a different number of protons than electrons, giving the atom an overall positive or negative charge. Was one of the choice something about a differing number of protons and electrons?</p>
<p>what about the question that talked about staining; no where in the entire reading did it ever mention when it stains the "whatever it stains" pink or purple! How did you guys go about getting that one right? I thought all of the sections were significantly higher than the test in June, maybe with an exception to the math section</p>
<p>The question said that gram-positive bacteria were stained purple, gram-negative bacteria pink. It asked which colors two types of bacteria would be stained, so you look up whether they're gram-positive or negative in one of the tables provided.</p>
<p>I put cell membrane, but I wasn't completely sure. The last part (I had 66A) of the science test was the easiest, you just looked at the example and did some basic math. But I had no idea what they were talking about on the seawater questions or whatever . . . something about some type of sea weed didn't reach 20 cm or something.</p>
<p>The answer to the Ion one, if nobody already explained it, was that the number of protons and electrons are equal. To become an ion, an electron must be LOST or GAINED. Though I only got that one right because I am taking a chemistry class at a community college (the fission part was new to me, and I had to guess on some of them due to lack of time). I also got the Cell Membrane right because of my biology background. I'm surprised that they asked questions that weren't based on reading the passage, graphs, or logical conclusions; a lot were based on outside knowledge.</p>
<p>Bacteria don't have organelles, hence bacteria don't have any of the structures except cell membranes. End of story. </p>
<p>The definition of an ion is day 1 chemistry, and knowing that would give iamnervous' answer.</p>
<p>"The answer to the Ion one, if nobody already explained it, was that the number of protons and electrons are equal. To become an ion, an electron must be LOST or GAINED."</p>
<p>Huh? Didn't the question ask something along the lines of how can you tell if something is an ion (So the answer would be that there's an unequal number of protons and electrons?)?</p>
<p>I think the question asked why it WASN'T an ion, then had a choice about it being equal in protons and electrons.</p>
<p>Blah, I guess I missed it then (I guess I put that there's a different number of protons/electrons) :(</p>