Cracking the ACT Science Code: A Professor’s Insider Tips

I love teaching students how to prepare for the ACT test, specifically for the Science section. As a scientist and college professor, I see the value of this section in so many ways, and I use my knowledge to explain to students the value of utilizing scientific literacy in their everyday lives. Thanks to the pandemic, many students are already aware of the value of developing scientific literary skills, as they experienced firsthand the importance of reading scientific articles and interpreting data and graphics. 

There are three types of Science passages featured on the ACT:   

1. Research summaries – these passages have an introductory section that defines scientific terminology, the experiment in question, followed by two to four studies or experiments to analyze. 
2. Data representation – these passages have an introductory section that defines scientific terminology, the experiment in question, followed by one or more sets of data representation.
3. Conflicting viewpoints – these passages may have an introductory section that defines scientific terminology, a scientific phenomenon posed for discussion, followed by two to four explanations or viewpoints on said scientific phenomenon.

Although Science knowledge isn’t explicitly tested on the ACT, students are asked to consider Science topics and work with data. Below are some of my top recommendations to students seeking to improve their score on the ACT Science section. 

1. Annotation is important. Start by reading each passage and underlining anything that is in italics or parentheses. There are usually 1-2 questions per passage that directly ask about a definition from the passage. By annotating at the beginning, students activate their short-term memory and provide themselves with an easy guide to where the answer will be found.
2. Understand the process and application of the scientific method. Be able to identify a hypothesis—or in the case of the test format—the experiment that is being tested in the passage. 
3. Identify variables. Be able to read an experiment and know what is being manipulated (independent), what is being measured (dependent), and what is being done the same (control). Some of the questions directly ask students to identify one or more of these variables.
   1. Identify independent and dependent variables: In many experiments or studies, there is an independent variable (the variable that is manipulated or changed) and a dependent variable (the variable that is measured or observed in response to changes in the independent variable). It can be helpful to identify these variables in the context of the passage or in the context of a particular question. 
   1. Consider control variables: Control variables are variables that are kept constant or controlled during an experiment to ensure that the results are valid. Identify any control variables mentioned in the passage or are implied by the experimental setup.
4. After reading the experiment and design, become familiar with the data. Data on the Science section comes in many forms (tables, graphs, infographics).
   1. Graphs – look at axis labels, axis scales, and identify trends such as linear vs exponential slopes, increasing vs decreasing values, and positive vs negative values.
   1. Tables – look at the column and row headings and recognize if there are any trends in the data.
   1. Infographics – briefly look over the image to see how it applies to the passage and experiment. 
5. Utilize Grasp/Prove/Eliminate throughout this section to improve accuracy. My first lesson with all students is the “Grasp/Prove/Eliminate” Reading lesson, which helps them learn how to identify the “what” of a text, prove correct answers, and eliminate incorrect ones. 
   1. It is useful to consider the “what” of an experimental design. Usually, the “what” will be the hypothesis or experiment being conducted.
   1. Remember that proof is needed for the data questions. Questions that directly refer back to graphs and tables should not be over-analyzed. Once the student has familiarized themselves with the graphs and tables, they should be able to know where to find proof to support their answer. 
   1. Elimination is useful when questions ask about inference of design (such as “why did students use deionized water in their experiments?”) I tell students that even if something was never explicitly mentioned in the passage, if they read the answer choices and mark each as either possible or not possible, they will likely arrive at the correct answer without even realizing it!
6. Finally…practice, practice, practice! The more practice tests students complete, the more they are able to see the patterns of the Science section and recognize the kinds of questions or skills they still need to master. 

Academic Approach instructors like me work hard to instill students’ confidence in the ACT Science section. We are here to remind students that they can get a great score by just making a few changes to their testing method!