LESSON 2: DATA INTERPRETATION QUESTIONS

Instructor: Each 2-hour lesson is planned to include 90 minutes of lecture (including test review, expert tips, strategies, and reading practice) as well as a 30-minute buffer period to address students' questions and to allow to the instructor to incorporate outside materials, if need be.

DATA INTERPRETATION PASSAGES (10 min)

Let us consider the Data Interpretation passages (only three in the science section and five questions per passage), which test your ability to quickly interpret and analyze the data from the tables, bar charts, and graphs. These passages are generally easy and can be identified as Data Interpretation when you notice numerous tables, charts, or graphs compared to the word descriptions in the passage introduction. You are required to understand and instinctively spot the following: 1. units and descriptions in the x- and y-axes 2. increasing/decreasing trends 3. maximum and minimum points 4. +/- relationships between independent (x-axis) and dependent (y-axis) variables

GENERAL TIPS AND STRATEGIES (25 min)

*Always remember that there is NO GUESSING penalty, so you should answer every question! 1. To quickly answer these passage types, read the question for key words and match these terms with the correct units/descriptions in the x- and y-axes of the correct table, chart, or graph. Remember, sometimes the question does not refer you to which figure, so you need to match key terms in the question and in the units/descriptions in the data. 2. Becareful of picking answer choices that have the wrong units! Remember to perform necessary unit conversions (i.e. from kilometers to meters or hours to minutes). 3. Bar charts are usually one vertically rectangular box per one x-value, or sometimes there are two vertically juxtaposed rectangular boxes per one x-value. Remember to understand the variables, ACT - Science - Lesson 2 1

locate the short and tall boxes, spot any trends associated with the boxes, and find any simple ratios between any two boxes, if asked on a question. 4. When scanning the graphs, you need to look at the independent (x) and dependent (y) variables (factors being tested such as temperature, amount of sunlight, chemical concentration) and units (such as grams, meters per second, liters). Remember that some units can be expressed as percentages. 5. In addition, there are four types of coordinate graphs you need to know how to recognize: (1) linear, (2) curves, (3) scatter plots or diagrams, and (4) flat lines. (1) Linear graphs are either positive or negative in terms of the relationship between the independent (x) and dependent (y) variables. (2) Curves represent exponential or logistic growth/decay models, and so do not behave linearly. (3) Scatter plots/diagrams require you to understand the best-fit line (or average value) for the given data points. (4) Horizontal lines may be used to show no change (constants) in the dependent (y) variables. 6. Interpolation: There will be questions which require you to estimate values in between actual data points, either displayed in a table, chart, or graph. 7. Extrapolation: These questions require you to reasonably extend a line to include new data points as suggested by the relationship in the graph. Remember that you can extrapolate in any direction (left, right, up, or down), and make sure to extrapolate in the direction that is being asked of you in the question. 8. Conceptual Diagrams: There will be figures in data interpretation passages which will require you to understand the scientific concepts and key terms displayed in the diagrams. For example, you may be given the diagram of the nitrogen or water cycle and be asked to find relevant relationships/events in the cycle. Remember that the answers may be more conceptually-based. 9. Connecting Two Data Points: There will be questions which require you to connect data from different figures in order to answer the question. Becareful to follow the units and note the data of the figure you are connecting to! 10. Eliminate when Possible: Remember that if an answer choice has the wrong units, does not relate to the question, and has an unclear reference to the figures, then it is most likely wrong. Make sure that it is consistent with the hypothesis in the passage introduction and that it is reasonably supported by the data given in the figures. Let us train our eye to quickly spot the units/descriptions in the x- and y-axes, trends, max/min points, and +/- relationships between independent and dependent variables, by using the tips and strategies discussed, with the following sample passages below.

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PRACTICE EXERCISES
SAMPLE PASSAGE #1 (15 min):

Passage IV Spent fuel (SF), a radioactive waste, is often buried underground in canisters for disposal. As it decays, SF generates high heat and raises the temperature of the surrounding rock, which may expand and crack, allowing radioactivity to escape into the environment. Scientists wanted to determine which of 4 rock typesrock salt, granite, basalt, or shalewould be least affected by the heat from SF. Thethermal conductivity (how well heat is conducted through a material) and heating trends of the 4 rock types were studied. Study 1 Fifty holes, each 0.5 m across and 20 m deep, were dug into each of the following: a rock salt deposit, granite bedrock, basalt bedrock, and shale bedrock. A stainless steel canister containing 0.4 metric tons of SF was buried in each hole. The rock temperature was measured next to each canister after 1 year had passed. The results are shown in Table 1, along with the typical thermal conductivity of each rock type, in Watts per meter per C (W/mC), at 25C. The higher the thermal conductivity, the more quickly heat is conducted through the rock and away from the canisters. Table 1 Rock Thermal conductivity (W/mC) 5.70 2.80 1.26 1.57 Rock temperature (C)* 110 121 165 146

1. According to Study 2, the thermal conductivity of rock salt measured at a temperature of 500C would be closest to which of the following values? A. 1.0 W/mC B. 2.0 W/mC C. 3.5 W/mC D. 4.0 W/mC 2. According to Study 3, if another set of temperatures had been calculated for a time 1,000,000 years in the future, the calculated temperature increase in any of the 4 rock types would most likely be closest to: F. 0C G. 10C. H. 20C. J. 30C. 3. Welded tuff (another rock type) has a thermal conductivity of 1.8 W/mC at 25C. If measurements of the temperature of this rock type adjacent to SF canisters were taken as in Study 1, the recorded temperature would be closest to:

Rock salt Granite Basalt Shale

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*All rock types had an initial temperature of 10C.

Study 2 The scientists determined the thermal conductivity of the 4 rock types at a number of different temperatures between0C and 400C. The results are shown in Figure 1.

A. 100C. B. 110C. C. 120C. D. 130C. 4. According to the results of Study 1, which of the following best describes the relationship between thermal conductivity and rock temperature? As thermal conductivity increases, the rock temperature recorded adjacent to buried SF canisters: F. decreases only. G. increases only. H. increases, then decreases. J. remains the same. 5. Based only on the information provided, which of the following rock types would be the safest in which to bury SF ? A. Rock salt B. Granite C. Basalt D. Shale 6. Which of the following procedures, in addition to Studies 1, 2, and 3, would best test whether the amount of heat generated by SF is related to the mass of the SF ? F. Following the design of Study 1 but using concrete canisters containing 0.4 metric

Figure 1 Study 3 The scientists calculated the temperature increase that would be expected over a period of 100,000 yr in each rock type at a point within a site holding buried SF. The results are shown in Figure 2.

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tons of SF G. Following the design of Study 1 but using stainless steel canisters containing 0.8 metric tons of SF H. Following the design of Study 2 but determining the thermal conductivities of twice as much of each rock type J. Following the design of Study 3 but determining the rock temperatures 0.5 km from the sites of SF burial

Figure 2 Table and figures adapted from J. S. Y. Wang, D. C. Mangold, and C. F. Tsang, "Thermal Impact of Waste Emplacement and Surface Cooling Associated with Geologic Disposal of High-Level Nuclear Waste." 1988 by Springer-Verlag New York Inc.

SAMPLE PASSAGE #2 (15 min):

Passage VI Suppose that 1 gram (g) of Material A, initially a liquid, is kept in a cylinder fitted with a piston at a constant pressure of 1 atmosphere (atm). Table 1 and Figure 1, respectively, show how Material A's volume and temperature vary over time as Material A absorbs heat at a rate of 10 calories per second (cal/sec). Table 2 gives the boiling points of liquid Materials BD at 1 atm; the heat absorbed refers to the amount of heat that is needed to turn 1 g of a liquid at its boiling point into a gas.

1. Based on Figure 1, Material A's temperature increased the fastest during which of the following time intervals? A. 0 2 sec B. 212 sec C. 1222 sec D. 2224 sec 2. Based on the passage and Table 1, what was the density of liquid Material A ?

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Table 1 Time (sec) 0 2 4 6 8 10 12 14 16 18 20 22 24 Volume of Material A (cm3) 1 1 136 271 406 541 676 811 946 1,081 1,216 1,351 1,541

F. 0.5 g/cm3 G. 1 g/cm3 H. 5 g/cm3 J. 10 g/cm3 3. Suppose 1 g of Material D at 10C is heated at the rate of 10 cal/sec and kept at 1 atm until all of the liquid is vaporized. Based on Figure 1 and Table 2, a plot of Material D's temperature versus time would be best represented by which of the following graphs?

A.

B.

C.

Figure 1 D.

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Table 2 Boiling point (C) 13 19 28 Heat absorbed (cal) 500 610 270

Material B C D

4. Table 1 and Figure 1 best support which of the following hypotheses about the temperature and volume of Material A ? (Note: Pressure is assumed to stay constant.) F. If liquid Material A is in contact with gaseous Material A and the volume of the gas increases, the gas's temperature will increase. G. If liquid Material A is in contact with gaseous Material A and the volume of the gas increases, the gas's temperature will decrease. H. When the temperature of gaseous Material A increases, its volume will increase. J. When the temperature of liquid Material A increases, its volume will increase. 5. Suppose 1 g samples of liquid Materials AD are just beginning to boil. If each of the liquids absorbs heat at the rate of 10 cal/sec while kept at 1 atm, which of the liquids will be the first to be completely turned into a gas? A. Material A B. Material B C. Material C D. Material D

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SAMPLE PASSAGE #3 (15 min):

Passage VII
A photocell is a device for generating an electrical current from light (see Figure 1).

Figure 1 Each photocell contains a metal. A photon of light that strikes the metal can eject an electron from the metal if the photon's energy exceeds the metal's work function. The maximum kinetic energy the ejected electron can have is the photon's energy minus the metal's work function. The amount of electrical current varies with light's relative intensity (a measure of the number of photons with a given energy striking the metal each second). Table 1 shows the results of 9 trials in which a photocell was exposed to light.
Table 1 Maximum kinetic energy of electron if ejected from metal (eV) 0.0 0.0 0.0 0.9

Trial 1 2 3 4

Energy per photon (eV)* 2.0 2.0 2.0 4.0

Relative intensity of light low medium high low

Electrical current (mA) 0 0 0 29

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5 6 7 8 9

4.0 4.0 6.0 6.0 6.0

medium high low medium high

43 60 27 40 55

0.9 0.9 2.9 2.9 2.9

*eV = electron volts mA = milliamps 1. Based on Table 1, which of the following statements best explains the results of Trials 13 ?

A. The light was too intense to eject electrons from the metal in the photocell. B. The light was too intense to eject photons from the metal in the photocell. C. The energy per electron was too high to eject photons from the metal in the photocell. D. The energy per photon was too low to eject electrons from the metal in the photocell. 2. Consider the following results, obtained using 5.0 eV photons and the same photocell that is discussed in the passage. Relative intensity of light low medium high 28 42 58 Maximum kinetic energy of ejected electron (eV) 3.1 3.1 3.1

Electrical current (mA)

The maximum kinetic energy of the ejected electron, 3.1 eV, was not the expected value. The expected value was: F. 0.0 eV. G. between 0.1 eV and 0.8 eV. H. between 0.9 eV and 2.9 eV. J. greater than 3.0 eV.

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3. When 8.0 eV photons were shone on the photocell, electrons ejected from the metal in the photocell had a maximum kinetic energy of 4.9 eV. Based on this information and Table 1, the relative intensity of the light shone on the photocell: A. was high. B. was medium. C. was low. D. cannot be determined. 4. Based on the passage and Table 1, the work function of the metal used in the photocell was: F. 2.0 eV. G. 3.1 eV. H. 4.9 eV. J. 6.0 eV. 5. In the photocell discussed in the passage, suppose the work function of the metal had been 5.1 eV. If the energy per photon had been the same as in Trials 79, the maximum kinetic energy of electrons that were ejected from the metal would have been: A. 0.9 eV. B. 2.0 eV. C. 4.0 eV. D. 5.1 eV.

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LESSON 2 - HOMEWORK #1: INTERPRETING TABLES, BAR CHARTS, GRAPHS

SAMPLE FIGURE #1:

1. Based on this chart, which population had the least variation throughout the time period measured? A. turtles B. dinosaurs C. snakes D. crocodilians 2. Which period listed on the chart likely had the largest numbers of each species mentioned coexisting? A. Triassic B. Cretaceous

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C. Quaternary D. Permian 3. Of the five species on the chart, which reached the greatest numbers during the time spans measured? A. dinosaurs B. snakes C. turtles D. lizards 4. Based on the chart, which period was the last one in which all species co-existed? A. Jurassic B. Triassic C. Permian D. Pennsylvanian

SAMPLE FIGURE #2:

1. Given that all other variables (sunlight, water) were constant for this experiment, it could be reasonably inferred that growing trees in a CO2 enriched atmosphere led to what percentage increase in time to drop all leaves? A. 44% B. 46% C. 48% D. 50% ACT - Science - Lesson 2 12

2. What atmospheric additive appears to be most effective in speeding up the leaf-shedding period according to the chart? A. None B. CO2 C. O3 D. CO2 + O3 3. What is the total time variance experienced for leaf-shedding periods as demonstrated in the experiments listed on this chart? A. 8 B. 10 C. 16 D. 23 4. Based on the information listed on the chart, what natural process would the atmospheric additives tested in this experiment be most affected and likely cause the variance in leafshedding times? A. mitosis B. respiration C. photosynthesis D. replication

SAMPLE FIGURE #3:

1. Given the information in the chart, if a student were to apply heat to equal volumes of all four liquids along with a volume of water, which liquids would boil before the water? A. Q and S B. R and T C. Q and R D. S and T

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2. If a student were to pour samples of the fluids (all insoluble in water) listed in the table into flasks filled with water, which has a density of 0.998 g/mL, which liquid would form a layer at the top of the flask? I. Q II. S III. T A. I only B. II only C. I and III D. II and III 3. In working with these fluids in a lab environment, which liquid would require the greatest caution when working with Bunsen burners? A. Q B. R C. S D. T 4. If a student is performing an experiment that requires a liquid that has a density less than water, has a higher boiling point than water, and has a distinctive odor, which of the liquids on the chart would be best to use? A. Q B. R C. S D. T

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LESSON 1 - HOMEWORK #2: INTERPRETING CONCEPTUAL DIAGRAMS

SAMPLE CONCEPTUAL DIAGRAM #1:

1. What basic force in fluid dynamics is on display in this diagram? A. gravitation B. vortex formation C. compression D. buoyancy 2. In order to compute the buoyant force being exerted on an object in fluid, what measurements would be needed? I. volume of object II. density of fluid III. force of gravity A. I only B. I and II ACT - Science - Lesson 2 15

C. III only D. I, II and II 3. Given an object with volume V placed in a fluid with density p, what equation would yield the buoyant force F if measured in a lab with standard acceleration of gravity g? A. F = (p/V)g B. F = -p(V/g) C. F = -pVg D. F = pVg 4. Two folding metal boxes of the same mass and weight are placed in identical containers of fluid. The first box has a volume of 12 cubic inches and floats in the fluid. The second box has been folded into an identical shape as the first one but with a volume of 6 cubic inches. Of the listed outcomes, which is most likely? A. The second box will float because the buoyant force is unchanged B. The second box will sink because the buoyant force has been reduced C. The second box will float because the surface area has changed D. The second box will sink because the surface area has changed

SAMPLE CONCEPTUAL DIAGRAM #2:

1. Given the diagram showing identical levels of gas molecules in different containers, a reasonable inference could be made that there is a relationship between: A. temperature and pressure B. volume and pressure C. temperature and density D. volume and temperature 2. The relationship between the variables in this diagram is best described as what type of relationship?

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A. direct B. proportional C. inverse D. exponential 3. The expression of the relationship between the demonstrated variables is most commonly known as: A. Coulomb's law B. Newton's second law C. Ohm's law D. Boyle's law 4. Given the information displayed in the diagram, which equation using the terms p (pressure), V (volume) and k (constant value) best describes the relationship between the variables? A. V=p/k B. pV=k C. pk=V D. k=p/V

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