#act science

Despite its name, the ACT Science Test is not really a test of your knowledge of science. You won’t be asked to explain the second law of thermodynamics, or quantum entanglement, or who Galileo was.

It is a test, instead, of your scientific reasoning capabilities. Do you know how to make deductions from data visualizations? Can you spot general trends in charts and graphs? Are you able to parse the similarities and differences between different scientific explanations?

Much like the reading test of the ACT, you’ll be provided multiple passages (6-7, to be precise) that test your ability to read and interpret scientific writing, graphs, and charts.

Because the test does not typically assess prior knowledge, the best way to prepare for it is to take practice tests, identify your difficulties and weaknesses, and get used to the timing of the test.

The timing of this test is a challenge for most students. You get just 35 minutes to answer 40 questions. That leaves you just 52.5 seconds per question. When you take practice tests, make sure to time yourself accordingly.

Answering questions efficiently requires that you be able to zero in on only the information necessary for each question. As you prepare for the exam, you’ll soon find that the test demands a certain kind of critical reading. Specifically, it asks you to cut through what can sometimes seem like a mess of data to find what are often pretty simple solutions.

Take this passage as an example:

If you’re not science minded, the scientific terminology and symbols here might leave your head spinning. You might be intimidated by this passage if you’re unfamiliar with the terms “genotype” and “allele,” and all those capital and lower-case S’s and G’s likely cause at least a bit of confusion if you’re trying to read silently to yourself.

But remember: this isn’t so much a test of your scientific knowledge as of your scientific reasoning skills.  For the questions that follow, there is no advantage to knowing what a genotype or an allele is. In fact, replace those with terms of your choosing, if it makes things easier.

Now, let’s look at a couple of questions:

1. Based on Table 1, which of the following crosses would produce only spherical, yellow peas?

A. ssgg × ssgg B. SsGg × SsGg C. SSgg × SSgg D. SSGg × SSGG

In answering this question, make sure to keep things simple. Intelligent students sometimes get overly speculative with a question like this one by introducing complications to the information provided: What if an ssgg genotype mixed with another ssgg genotype somehow produces a totally different shape and color? How do I know it couldn’t? This is a stupid question!

If you’re one of those students, turn off the curious, expansive part of your brain and keep things grounded. This question is far too simple for you, and you need to come down to its level.

In fact, to answer this first question, you really only need a first grader’s ability to match letters with shapes and colors. It’s really that simple. The trick here is finding simplicity in what might seem to be a bog of complexity.

Give the question a try on your own before reading on.

To keep things simple, take notes next to each answer choice. The first thing you should notice is that there’s a very simple consistency across choices A through C. All three list the same genotypes twice, a pattern that would result in a consistent shape and color combination. The exception is choice D, but once you match these genotypes with Table 1, you’ll see that both genotypes listed there belong to the same shape and color category. Here are the results:

A. ssgg × ssgg = dented, yellow B. SsGg × SsGg = spherical, green C. SSgg × SSgg = spherical, yellow D. SSGg × SSGG = spherical, green

The answer, of course, is choice C.

Here’s another question:

5. Which of the following crosses would produce the greatest fraction of dented, green peas?

A. ssgg × SSGG B. ssGG × SSgg C. SsGg × SsGg D. SsGG × ssGG

Again, all you have to do at first is turn these genotype symbols into their equivalent shapes and colors. Think kindergarten, not college.

A. ssgg × SSGG = dented, yellow x spherical, green B. ssGG × SSgg = dented, green x spherical, yellow C. SsGg × SsGg = spherical, green x spherical, green D. SsGG × ssGG = spherical, green x dented, green

How do you figure out the genotype distribution for each of these choices? The nice thing is that you don’t have to, really.

Look back at Table 2. There you have the results of a spherical, green genotype mixed with a dented, yellow genotype. The result is an even 25% distribution across each of the four shape and color combinations. The test thus tips you off to choices A and B.

As for choice C: you’re obviously not going to get any dented, green from two spherical genotypes.

A. ssgg × SSGG = dented, yellow x spherical, green (25% dented, green) B. ssGG × SSgg = dented, green x spherical, yellow (25% dented, green) C. SsGg × SsGg = spherical, green x spherical, green (0% dented, green) D. SsGG × ssGG = spherical, green x dented, green

That leaves us to figure out choice D. Again, no need to make a new table. Look back at Table 2. Notice how half the offspring are dented and half are spherical? Choice D would give us the same distribution in regards to shape, since one genotype is dented and the other is spherical.

The only difference between Table 2 and choice D is that choice D would produce no yellow offspring. Focusing on shape first, then color is an example of finding simplicity among what might seem chaotic. Keep it as simple as possible.

Since choice D would produce no yellow offspring, we’re left with this distribution:

D. SsGG × ssGG = spherical, green x dented, green (50% spherical, green x 50% dented, green)

50 is bigger than 25. Twice as big, even. So, the answer is D.

Easy, right? Or at least you can see now how simple these questions really are.

Not every question on the ACT Science Test is this simple, but most are. (Though question 4 from this passage, featured in Elite’s ACT Science materials, does require you know the meaning of “homozygous” and “heterozygous,” which isn’t as difficult as it might seem.)

The trick here and throughout much of the test is to sort through complexity to find simplicity.

While your English teachers might get you to look intensely at every word in a poem, this test asks you to separate the wheat from the chaff, so to speak—that is, to find only that information that is necessary for each question.

Despite its name, the ACT Science Test is not really a test of your knowledge of science. You won’t be asked to explain the second law of thermodynamics, or quantum entanglement, or who Galileo was.

It is a test, instead, of your scientific reasoning capabilities. Do you know how to make deductions from data visualizations? Can you spot general trends in charts and graphs? Are you able to parse the similarities and differences between different scientific explanations?

Much like the reading test of the ACT, you’ll be provided multiple passages (6-7, to be precise) that test your ability to read and interpret scientific writing, graphs, and charts.

Because the test does not typically assess prior knowledge, the best way to prepare for it is to take practice tests, identify your difficulties and weaknesses, and get used to the timing of the test.

The timing of this test is a challenge for most students. You get just 35 minutes to answer 40 questions. That leaves you just 52.5 seconds per question. When you take practice tests, make sure to time yourself accordingly.

Answering questions efficiently requires that you be able to zero in on only the information necessary for each question. As you prepare for the exam, you’ll soon find that the test demands a certain kind of critical reading. Specifically, it asks you to cut through what can sometimes seem like a mess of data to find what are often pretty simple solutions.

Take this passage as an example:

If you’re not science minded, the scientific terminology and symbols here might leave your head spinning. You might be intimidated by this passage if you’re unfamiliar with the terms “genotype” and “allele,” and all those capital and lower-case S’s and G’s likely cause at least a bit of confusion if you’re trying to read silently to yourself.

But remember: this isn’t so much a test of your scientific knowledge as of your scientific reasoning skills.  For the questions that follow, there is no advantage to knowing what a genotype or an allele is. In fact, replace those with terms of your choosing, if it makes things easier.

Now, let’s look at a couple of questions:

1. Based on Table 1, which of the following crosses would produce only spherical, yellow peas?

A. ssgg × ssgg B. SsGg × SsGg C. SSgg × SSgg D. SSGg × SSGG

In answering this question, make sure to keep things simple. Intelligent students sometimes get overly speculative with a question like this one by introducing complications to the information provided: What if an ssgg genotype mixed with another ssgg genotype somehow produces a totally different shape and color? How do I know it couldn’t? This is a stupid question!

If you’re one of those students, turn off the curious, expansive part of your brain and keep things grounded. This question is far too simple for you, and you need to come down to its level.

In fact, to answer this first question, you really only need a first grader’s ability to match letters with shapes and colors. It’s really that simple. The trick here is finding simplicity in what might seem to be a bog of complexity.

Give the question a try on your own before reading on.

To keep things simple, take notes next to each answer choice. The first thing you should notice is that there’s a very simple consistency across choices A through C. All three list the same genotypes twice, a pattern that would result in a consistent shape and color combination. The exception is choice D, but once you match these genotypes with Table 1, you’ll see that both genotypes listed there belong to the same shape and color category. Here are the results:

A. ssgg × ssgg = dented, yellow B. SsGg × SsGg = spherical, green C. SSgg × SSgg = spherical, yellow D. SSGg × SSGG = spherical, green

The answer, of course, is choice C.

Here’s another question:

5. Which of the following crosses would produce the greatest fraction of dented, green peas?

A. ssgg × SSGG B. ssGG × SSgg C. SsGg × SsGg D. SsGG × ssGG

Again, all you have to do at first is turn these genotype symbols into their equivalent shapes and colors. Think kindergarten, not college.

A. ssgg × SSGG = dented, yellow x spherical, green B. ssGG × SSgg = dented, green x spherical, yellow C. SsGg × SsGg = spherical, green x spherical, green D. SsGG × ssGG = spherical, green x dented, green

How do you figure out the genotype distribution for each of these choices? The nice thing is that you don’t have to, really.

Look back at Table 2. There you have the results of a spherical, green genotype mixed with a dented, yellow genotype. The result is an even 25% distribution across each of the four shape and color combinations. The test thus tips you off to choices A and B.

As for choice C: you’re obviously not going to get any dented, green from two spherical genotypes.

A. ssgg × SSGG = dented, yellow x spherical, green (25% dented, green) B. ssGG × SSgg = dented, green x spherical, yellow (25% dented, green) C. SsGg × SsGg = spherical, green x spherical, green (0% dented, green) D. SsGG × ssGG = spherical, green x dented, green

That leaves us to figure out choice D. Again, no need to make a new table. Look back at Table 2. Notice how half the offspring are dented and half are spherical? Choice D would give us the same distribution in regards to shape, since one genotype is dented and the other is spherical.

The only difference between Table 2 and choice D is that choice D would produce no yellow offspring. Focusing on shape first, then color is an example of finding simplicity among what might seem chaotic. Keep it as simple as possible.

Since choice D would produce no yellow offspring, we’re left with this distribution:

D. SsGG × ssGG = spherical, green x dented, green (50% spherical, green x 50% dented, green)

50 is bigger than 25. Twice as big, even. So, the answer is D.

Easy, right? Or at least you can see now how simple these questions really are.

Not every question on the ACT Science Test is this simple, but most are. (Though question 4 from this passage, featured in Elite’s ACT Science materials, does require you know the meaning of “homozygous” and “heterozygous,” which isn’t as difficult as it might seem.)

The trick here and throughout much of the test is to sort through complexity to find simplicity.

While your English teachers might get you to look intensely at every word in a poem, this test asks you to separate the wheat from the chaff, so to speak—that is, to find only that information that is necessary for each question.

Despite its name, the ACT Science Test is not really a test of your knowledge of science. You won’t be asked to explain the second law of thermodynamics, or quantum entanglement, or who Galileo was.

It is a test, instead, of your scientific reasoning capabilities. Do you know how to make deductions from data visualizations? Can you spot general trends in charts and graphs? Are you able to parse the similarities and differences between different scientific explanations?

Much like the reading test of the ACT, you’ll be provided multiple passages (6-7, to be precise) that test your ability to read and interpret scientific writing, graphs, and charts.

Because the test does not typically assess prior knowledge, the best way to prepare for it is to take practice tests, identify your difficulties and weaknesses, and get used to the timing of the test.

The timing of this test is a challenge for most students. You get just 35 minutes to answer 40 questions. That leaves you just 52.5 seconds per question. When you take practice tests, make sure to time yourself accordingly.

Answering questions efficiently requires that you be able to zero in on only the information necessary for each question. As you prepare for the exam, you’ll soon find that the test demands a certain kind of critical reading. Specifically, it asks you to cut through what can sometimes seem like a mess of data to find what are often pretty simple solutions.

Take this passage as an example:

If you’re not science minded, the scientific terminology and symbols here might leave your head spinning. You might be intimidated by this passage if you’re unfamiliar with the terms “genotype” and “allele,” and all those capital and lower-case S’s and G’s likely cause at least a bit of confusion if you’re trying to read silently to yourself.

But remember: this isn’t so much a test of your scientific knowledge as of your scientific reasoning skills.  For the questions that follow, there is no advantage to knowing what a genotype or an allele is. In fact, replace those with terms of your choosing, if it makes things easier.

Now, let’s look at a couple of questions:

1. Based on Table 1, which of the following crosses would produce only spherical, yellow peas?

A. ssgg × ssgg B. SsGg × SsGg C. SSgg × SSgg D. SSGg × SSGG

In answering this question, make sure to keep things simple. Intelligent students sometimes get overly speculative with a question like this one by introducing complications to the information provided: What if an ssgg genotype mixed with another ssgg genotype somehow produces a totally different shape and color? How do I know it couldn’t? This is a stupid question!

If you’re one of those students, turn off the curious, expansive part of your brain and keep things grounded. This question is far too simple for you, and you need to come down to its level.

In fact, to answer this first question, you really only need a first grader’s ability to match letters with shapes and colors. It’s really that simple. The trick here is finding simplicity in what might seem to be a bog of complexity.

Give the question a try on your own before reading on.

To keep things simple, take notes next to each answer choice. The first thing you should notice is that there’s a very simple consistency across choices A through C. All three list the same genotypes twice, a pattern that would result in a consistent shape and color combination. The exception is choice D, but once you match these genotypes with Table 1, you’ll see that both genotypes listed there belong to the same shape and color category. Here are the results:

A. ssgg × ssgg = dented, yellow B. SsGg × SsGg = spherical, green C. SSgg × SSgg = spherical, yellow D. SSGg × SSGG = spherical, green

The answer, of course, is choice C.

Here’s another question:

5. Which of the following crosses would produce the greatest fraction of dented, green peas?

A. ssgg × SSGG B. ssGG × SSgg C. SsGg × SsGg D. SsGG × ssGG

Again, all you have to do at first is turn these genotype symbols into their equivalent shapes and colors. Think kindergarten, not college.

A. ssgg × SSGG = dented, yellow x spherical, green B. ssGG × SSgg = dented, green x spherical, yellow C. SsGg × SsGg = spherical, green x spherical, green D. SsGG × ssGG = spherical, green x dented, green

How do you figure out the genotype distribution for each of these choices? The nice thing is that you don’t have to, really.

Look back at Table 2. There you have the results of a spherical, green genotype mixed with a dented, yellow genotype. The result is an even 25% distribution across each of the four shape and color combinations. The test thus tips you off to choices A and B.

As for choice C: you’re obviously not going to get any dented, green from two spherical genotypes.

A. ssgg × SSGG = dented, yellow x spherical, green (25% dented, green) B. ssGG × SSgg = dented, green x spherical, yellow (25% dented, green) C. SsGg × SsGg = spherical, green x spherical, green (0% dented, green) D. SsGG × ssGG = spherical, green x dented, green

That leaves us to figure out choice D. Again, no need to make a new table. Look back at Table 2. Notice how half the offspring are dented and half are spherical? Choice D would give us the same distribution in regards to shape, since one genotype is dented and the other is spherical.

The only difference between Table 2 and choice D is that choice D would produce no yellow offspring. Focusing on shape first, then color is an example of finding simplicity among what might seem chaotic. Keep it as simple as possible.

Since choice D would produce no yellow offspring, we’re left with this distribution:

D. SsGG × ssGG = spherical, green x dented, green (50% spherical, green x 50% dented, green)

50 is bigger than 25. Twice as big, even. So, the answer is D.

Easy, right? Or at least you can see now how simple these questions really are.

Not every question on the ACT Science Test is this simple, but most are. (Though question 4 from this passage, featured in Elite’s ACT Science materials, does require you know the meaning of “homozygous” and “heterozygous,” which isn’t as difficult as it might seem.)

The trick here and throughout much of the test is to sort through complexity to find simplicity.

While your English teachers might get you to look intensely at every word in a poem, this test asks you to separate the wheat from the chaff, so to speak—that is, to find only that information that is necessary for each question.

It’s a particular skill that you’ll need to sort through the complexities and opportunities of college life … and to ace the ACT Science Test.

Despite its name, the ACT Science Test is not really a test of your knowledge of science. You won’t be asked to explain the second law of thermodynamics, or quantum entanglement, or who Galileo was.

It is a test, instead, of your scientific reasoning capabilities. Do you know how to make deductions from data visualizations? Can you spot general trends in charts and graphs? Are you able to parse the similarities and differences between different scientific explanations?

Much like the reading test of the ACT, you’ll be provided multiple passages (6-7, to be precise) that test your ability to read and interpret scientific writing, graphs, and charts.

Because the test does not typically assess prior knowledge, the best way to prepare for it is to take practice tests, identify your difficulties and weaknesses, and get used to the timing of the test.

The timing of this test is a challenge for most students. You get just 35 minutes to answer 40 questions. That leaves you just 52.5 seconds per question. When you take practice tests, make sure to time yourself accordingly.

Answering questions efficiently requires that you be able to zero in on only the information necessary for each question. As you prepare for the exam, you’ll soon find that the test demands a certain kind of critical reading. Specifically, it asks you to cut through what can sometimes seem like a mess of data to find what are often pretty simple solutions.

Take this passage as an example:

If you’re not science minded, the scientific terminology and symbols here might leave your head spinning. You might be intimidated by this passage if you’re unfamiliar with the terms “genotype” and “allele,” and all those capital and lower-case S’s and G’s likely cause at least a bit of confusion if you’re trying to read silently to yourself.

But remember: this isn’t so much a test of your scientific knowledge as of your scientific reasoning skills.  For the questions that follow, there is no advantage to knowing what a genotype or an allele is. In fact, replace those with terms of your choosing, if it makes things easier.

Now, let’s look at a couple of questions:

1. Based on Table 1, which of the following crosses would produce only spherical, yellow peas?

A. ssgg × ssgg B. SsGg × SsGg C. SSgg × SSgg D. SSGg × SSGG

In answering this question, make sure to keep things simple. Intelligent students sometimes get overly speculative with a question like this one by introducing complications to the information provided: What if an ssgg genotype mixed with another ssgg genotype somehow produces a totally different shape and color? How do I know it couldn’t? This is a stupid question!

If you’re one of those students, turn off the curious, expansive part of your brain and keep things grounded. This question is far too simple for you, and you need to come down to its level.

In fact, to answer this first question, you really only need a first grader’s ability to match letters with shapes and colors. It’s really that simple. The trick here is finding simplicity in what might seem to be a bog of complexity.

Give the question a try on your own before reading on.

To keep things simple, take notes next to each answer choice. The first thing you should notice is that there’s a very simple consistency across choices A through C. All three list the same genotypes twice, a pattern that would result in a consistent shape and color combination. The exception is choice D, but once you match these genotypes with Table 1, you’ll see that both genotypes listed there belong to the same shape and color category. Here are the results:

A. ssgg × ssgg = dented, yellow B. SsGg × SsGg = spherical, green C. SSgg × SSgg = spherical, yellow D. SSGg × SSGG = spherical, green

The answer, of course, is choice C.

Here’s another question:

5. Which of the following crosses would produce the greatest fraction of dented, green peas?

A. ssgg × SSGG B. ssGG × SSgg C. SsGg × SsGg D. SsGG × ssGG

Again, all you have to do at first is turn these genotype symbols into their equivalent shapes and colors. Think kindergarten, not college.

A. ssgg × SSGG = dented, yellow x spherical, green B. ssGG × SSgg = dented, green x spherical, yellow C. SsGg × SsGg = spherical, green x spherical, green D. SsGG × ssGG = spherical, green x dented, green

How do you figure out the genotype distribution for each of these choices? The nice thing is that you don’t have to, really.

Look back at Table 2. There you have the results of a spherical, green genotype mixed with a dented, yellow genotype. The result is an even 25% distribution across each of the four shape and color combinations. The test thus tips you off to choices A and B.

As for choice C: you’re obviously not going to get any dented, green from two spherical genotypes.

A. ssgg × SSGG = dented, yellow x spherical, green (25% dented, green) B. ssGG × SSgg = dented, green x spherical, yellow (25% dented, green) C. SsGg × SsGg = spherical, green x spherical, green (0% dented, green) D. SsGG × ssGG = spherical, green x dented, green

That leaves us to figure out choice D. Again, no need to make a new table. Look back at Table 2. Notice how half the offspring are dented and half are spherical? Choice D would give us the same distribution in regards to shape, since one genotype is dented and the other is spherical.

The only difference between Table 2 and choice D is that choice D would produce no yellow offspring. Focusing on shape first, then color is an example of finding simplicity among what might seem chaotic. Keep it as simple as possible.

Since choice D would produce no yellow offspring, we’re left with this distribution:

D. SsGG × ssGG = spherical, green x dented, green (50% spherical, green x 50% dented, green)

50 is bigger than 25. Twice as big, even. So, the answer is D.

Easy, right? Or at least you can see now how simple these questions really are.

Not every question on the ACT Science Test is this simple, but most are. (Though question 4 from this passage, featured in Elite’s ACT Science materials, does require you know the meaning of “homozygous” and “heterozygous,” which isn’t as difficult as it might seem.)

The trick here and throughout much of the test is to sort through complexity to find simplicity.

While your English teachers might get you to look intensely at every word in a poem, this test asks you to separate the wheat from the chaff, so to speak—that is, to find only that information that is necessary for each question.

It’s a particular skill that you’ll need to sort through the complexities and opportunities of college life ... and to ace the ACT Science Test.

For high school students aspiring to pursue careers in engineering and science, taking standardized college admission tests like the SAT or ACT can be a crucial step in preparing for the challenges of higher education. 

While some colleges have adopted test-optional policies, standardized tests remain a significant factor in college admissions, particularly for STEM (Science, Technology, Engineering, and Mathematics) fields. These exams not only help students demonstrate their academic abilities but also provide them with opportunities for scholarships, competitive program placements, and future career success. 

Here’s why students planning to study engineering and science should strongly consider taking the SAT and ACT.

1. Demonstrating Strong Math and Analytical Skills

Engineering and science programs place a heavy emphasis on mathematical and analytical skills. Standardized tests like the SAT and ACT evaluate these skills through rigorous math sections that include algebra, geometry, trigonometry, and, in the case of the ACT, some pre-calculus. By scoring well on these tests, students can showcase their ability to handle complex problem-solving and logical reasoning, which are essential for success in STEM majors.

College admissions officers use these scores as a standardized measure to compare students from different educational backgrounds. High school curricula and grading systems can vary widely, making it difficult for colleges to assess a student’s true academic potential. A strong SAT or ACT math score provides concrete evidence of a student’s ability to succeed in advanced math and science courses.

2. Strengthening College Applications and Increasing Competitiveness

Even in the age of test-optional admissions, standardized test scores remain an important differentiator for students applying to competitive engineering and science programs. Many colleges and universities, especially those with highly competitive engineering and science programs, still require or recommend standardized test scores.

Several STEM-focused universities, such as MIT, Caltech, Georgia Tech, and Purdue University, require applicants to submit SAT or ACT scores as a part of the college application. 

Many other prestigious universities–including Brown University, Cornell University, Harvard University, Johns Hopkins University, Stanford University, and Yale University–require standardized tests from applicants as well.

Taking the SAT or ACT ensures that students meet the admission requirements for a broader range of programs. Choosing not to take these tests could limit college options, especially for students aiming for top-tier engineering or science institutions.

In addition, some colleges may use standardized test scores to place students in appropriate math and science courses, helping them bypass introductory classes and move directly into more advanced coursework. (See for example, Cal State University Long Beach, Miami University (Ohio), Old Dominion University, Purdue University, Seattle University, University of South Florida, University of Wisconsin (Milwaukee), U.S. Air Force ROTC, and Virginia Commonwealth University.)

3. Unlocking Scholarship Opportunities

Beyond admissions, standardized test scores play a significant role in determining eligibility for scholarships and financial aid. Many universities and private organizations offer merit-based scholarships that require SAT or ACT scores as part of the application process. (See for example, National Merit Scholarships, Ohio State University, Texas Tech University, University of Iowa, University of Texas (Arlington), and Utah State University.)

For students pursuing engineering and science degrees—fields that often require costly lab courses, specialized materials, and advanced technology—securing financial assistance can help reduce the burden of tuition and other educational expenses. High SAT or ACT scores can make students eligible for generous scholarships, allowing them to focus more on their studies and less on financial concerns.

4. Preparing for Future Standardized Tests in STEM Fields

Taking the SAT or ACT also helps students build the test-taking skills they will need for future standardized exams. Many engineering and science careers require additional testing, such as:

The Fundamentals of Engineering (FE) Exam, a requirement for becoming a licensed engineer.

The Graduate Record Examination (GRE), which is often required for admission to graduate programs in science and engineering.

The Medical College Admission Test (MCAT), which does not contain a math test but requires mathematical calculations and reasoning in the context of the sciences (biology, chemistry, and physics) 

Professional certification exams, such as those required for specialized fields like data science, cybersecurity, or environmental engineering.

By taking standardized college admission tests, students gain experience with time management, critical thinking, and problem-solving under pressure—skills that will serve them well in both academics and professional licensing exams.

Final Thoughts

For students planning to pursue careers in engineering and science, taking standardized college admission tests like the SAT and ACT is not only a smart decision but also increasingly a requirement. These exams serve as a valuable tool for demonstrating math and analytical skills, strengthening college applications, securing scholarships, and meeting the requirements of competitive STEM programs. Additionally, they help students prepare for future standardized tests that are often required in engineering and science careers.

Even with test-optional policies becoming more common, strong standardized test scores provide an advantage that can open doors to top universities and scholarship opportunities. For any student serious about a future in engineering or science, investing time in preparing for and taking these exams can pay off significantly in their academic and professional journey.

Elite Prep offers the best test prep program for the new digital SAT with multiple full-length online practice tests and lessons and practice problems covering all of the topics and skills you need to achieve an outstanding score.

Despite its name, the ACT Science Test is not really a test of your knowledge of science. You won’t be asked to explain the second law of thermodynamics, or quantum entanglement, or who Galileo was.

It is a test, instead, of your scientific reasoning capabilities. Do you know how to make deductions from data visualizations? Can you spot general trends in charts and graphs? Are you able to parse the similarities and differences between different scientific explanations?

Much like the reading test of the ACT, you’ll be provided multiple passages (6-7, to be precise) that test your ability to read and interpret scientific writing, graphs, and charts.

Because the test does not typically assess prior knowledge, the best way to prepare for it is to take practice tests, identify your difficulties and weaknesses, and get used to the timing of the test.

The timing of this test is a challenge for most students. You get just 35 minutes to answer 40 questions. That leaves you just 52.5 seconds per question. When you take practice tests, make sure to time yourself accordingly.

Answering questions efficiently requires that you be able to zero in on only the information necessary for each question. As you prepare for the exam, you’ll soon find that the test demands a certain kind of critical reading. Specifically, it asks you to cut through what can sometimes seem like a mess of data to find what are often pretty simple solutions.

Take this passage as an example:

If you’re not science minded, the scientific terminology and symbols here might leave your head spinning. You might be intimidated by this passage if you’re unfamiliar with the terms “genotype” and “allele,” and all those capital and lower-case S’s and G’s likely cause at least a bit of confusion if you’re trying to read silently to yourself.

But remember: this isn’t so much a test of your scientific knowledge as of your scientific reasoning skills.  For the questions that follow, there is no advantage to knowing what a genotype or an allele is. In fact, replace those with terms of your choosing, if it makes things easier.

Now, let’s look at a couple of questions:

1. Based on Table 1, which of the following crosses would produce only spherical, yellow peas?

A. ssgg × ssgg B. SsGg × SsGg C. SSgg × SSgg D. SSGg × SSGG

In answering this question, make sure to keep things simple. Intelligent students sometimes get overly speculative with a question like this one by introducing complications to the information provided: What if an ssgg genotype mixed with another ssgg genotype somehow produces a totally different shape and color? How do I know it couldn’t? This is a stupid question!

If you’re one of those students, turn off the curious, expansive part of your brain and keep things grounded. This question is far too simple for you, and you need to come down to its level.

In fact, to answer this first question, you really only need a first grader’s ability to match letters with shapes and colors. It’s really that simple. The trick here is finding simplicity in what might seem to be a bog of complexity.

Give the question a try on your own before reading on.

To keep things simple, take notes next to each answer choice. The first thing you should notice is that there’s a very simple consistency across choices A through C. All three list the same genotypes twice, a pattern that would result in a consistent shape and color combination. The exception is choice D, but once you match these genotypes with Table 1, you’ll see that both genotypes listed there belong to the same shape and color category. Here are the results:

A. ssgg × ssgg = dented, yellow B. SsGg × SsGg = spherical, green C. SSgg × SSgg = spherical, yellow D. SSGg × SSGG = spherical, green

The answer, of course, is choice C.

Here’s another question:

5. Which of the following crosses would produce the greatest fraction of dented, green peas?

A. ssgg × SSGG B. ssGG × SSgg C. SsGg × SsGg D. SsGG × ssGG

Again, all you have to do at first is turn these genotype symbols into their equivalent shapes and colors. Think kindergarten, not college.

A. ssgg × SSGG = dented, yellow x spherical, green B. ssGG × SSgg = dented, green x spherical, yellow C. SsGg × SsGg = spherical, green x spherical, green D. SsGG × ssGG = spherical, green x dented, green

How do you figure out the genotype distribution for each of these choices? The nice thing is that you don’t have to, really.

Look back at Table 2. There you have the results of a spherical, green genotype mixed with a dented, yellow genotype. The result is an even 25% distribution across each of the four shape and color combinations. The test thus tips you off to choices A and B.

As for choice C: you’re obviously not going to get any dented, green from two spherical genotypes.

A. ssgg × SSGG = dented, yellow x spherical, green (25% dented, green) B. ssGG × SSgg = dented, green x spherical, yellow (25% dented, green) C. SsGg × SsGg = spherical, green x spherical, green (0% dented, green) D. SsGG × ssGG = spherical, green x dented, green

That leaves us to figure out choice D. Again, no need to make a new table. Look back at Table 2. Notice how half the offspring are dented and half are spherical? Choice D would give us the same distribution in regards to shape, since one genotype is dented and the other is spherical.

The only difference between Table 2 and choice D is that choice D would produce no yellow offspring. Focusing on shape first, then color is an example of finding simplicity among what might seem chaotic. Keep it as simple as possible.

Since choice D would produce no yellow offspring, we’re left with this distribution:

D. SsGG × ssGG = spherical, green x dented, green (50% spherical, green x 50% dented, green)

50 is bigger than 25. Twice as big, even. So, the answer is D.

Easy, right? Or at least you can see now how simple these questions really are.

Not every question on the ACT Science Test is this simple, but most are. (Though question 4 from this passage, featured in Elite’s ACT Science materials, does require you know the meaning of “homozygous” and “heterozygous,” which isn’t as difficult as it might seem.)

The trick here and throughout much of the test is to sort through complexity to find simplicity.

While your English teachers might get you to look intensely at every word in a poem, this test asks you to separate the wheat from the chaff, so to speak—that is, to find only that information that is necessary for each question.

Despite its name, the ACT Science Test is not really a test of your knowledge of science. You won’t be asked to explain the second law of thermodynamics, or quantum entanglement, or who Galileo was.

It is a test, instead, of your scientific reasoning capabilities. Do you know how to make deductions from data visualizations? Can you spot general trends in charts and graphs? Are you able to parse the similarities and differences between different scientific explanations?

Much like the reading test of the ACT, you’ll be provided multiple passages (6-7, to be precise) that test your ability to read and interpret scientific writing, graphs, and charts.

Because the test does not typically assess prior knowledge, the best way to prepare for it is to take practice tests, identify your difficulties and weaknesses, and get used to the timing of the test.

The timing of this test is a challenge for most students. You get just 35 minutes to answer 40 questions. That leaves you just 52.5 seconds per question. When you take practice tests, make sure to time yourself accordingly.

Answering questions efficiently requires that you be able to zero in on only the information necessary for each question. As you prepare for the exam, you’ll soon find that the test demands a certain kind of critical reading. Specifically, it asks you to cut through what can sometimes seem like a mess of data to find what are often pretty simple solutions.

Take this passage as an example:

If you’re not science minded, the scientific terminology and symbols here might leave your head spinning. You might be intimidated by this passage if you’re unfamiliar with the terms “genotype” and “allele,” and all those capital and lower-case S’s and G’s likely cause at least a bit of confusion if you’re trying to read silently to yourself.

But remember: this isn’t so much a test of your scientific knowledge as of your scientific reasoning skills.  For the questions that follow, there is no advantage to knowing what a genotype or an allele is. In fact, replace those with terms of your choosing, if it makes things easier.

Now, let’s look at a couple of questions:

1. Based on Table 1, which of the following crosses would produce only spherical, yellow peas?

A. ssgg × ssgg B. SsGg × SsGg C. SSgg × SSgg D. SSGg × SSGG

In answering this question, make sure to keep things simple. Intelligent students sometimes get overly speculative with a question like this one by introducing complications to the information provided: What if an ssgg genotype mixed with another ssgg genotype somehow produces a totally different shape and color? How do I know it couldn’t? This is a stupid question!

If you’re one of those students, turn off the curious, expansive part of your brain and keep things grounded. This question is far too simple for you, and you need to come down to its level.

In fact, to answer this first question, you really only need a first grader’s ability to match letters with shapes and colors. It’s really that simple. The trick here is finding simplicity in what might seem to be a bog of complexity.

Give the question a try on your own before reading on.

To keep things simple, take notes next to each answer choice. The first thing you should notice is that there’s a very simple consistency across choices A through C. All three list the same genotypes twice, a pattern that would result in a consistent shape and color combination. The exception is choice D, but once you match these genotypes with Table 1, you’ll see that both genotypes listed there belong to the same shape and color category. Here are the results:

A. ssgg × ssgg = dented, yellow B. SsGg × SsGg = spherical, green C. SSgg × SSgg = spherical, yellow D. SSGg × SSGG = spherical, green

The answer, of course, is choice C.

Here’s another question:

5. Which of the following crosses would produce the greatest fraction of dented, green peas?

A. ssgg × SSGG B. ssGG × SSgg C. SsGg × SsGg D. SsGG × ssGG

Again, all you have to do at first is turn these genotype symbols into their equivalent shapes and colors. Think kindergarten, not college.

A. ssgg × SSGG = dented, yellow x spherical, green B. ssGG × SSgg = dented, green x spherical, yellow C. SsGg × SsGg = spherical, green x spherical, green D. SsGG × ssGG = spherical, green x dented, green

How do you figure out the genotype distribution for each of these choices? The nice thing is that you don’t have to, really.

Look back at Table 2. There you have the results of a spherical, green genotype mixed with a dented, yellow genotype. The result is an even 25% distribution across each of the four shape and color combinations. The test thus tips you off to choices A and B.

As for choice C: you’re obviously not going to get any dented, green from two spherical genotypes.

A. ssgg × SSGG = dented, yellow x spherical, green (25% dented, green) B. ssGG × SSgg = dented, green x spherical, yellow (25% dented, green) C. SsGg × SsGg = spherical, green x spherical, green (0% dented, green) D. SsGG × ssGG = spherical, green x dented, green

That leaves us to figure out choice D. Again, no need to make a new table. Look back at Table 2. Notice how half the offspring are dented and half are spherical? Choice D would give us the same distribution in regards to shape, since one genotype is dented and the other is spherical.

The only difference between Table 2 and choice D is that choice D would produce no yellow offspring. Focusing on shape first, then color is an example of finding simplicity among what might seem chaotic. Keep it as simple as possible.

Since choice D would produce no yellow offspring, we’re left with this distribution:

D. SsGG × ssGG = spherical, green x dented, green (50% spherical, green x 50% dented, green)

50 is bigger than 25. Twice as big, even. So, the answer is D.

Easy, right? Or at least you can see now how simple these questions really are.

Not every question on the ACT Science Test is this simple, but most are. (Though question 4 from this passage, featured in Elite’s ACT Science materials, does require you know the meaning of “homozygous” and “heterozygous,” which isn’t as difficult as it might seem.)

The trick here and throughout much of the test is to sort through complexity to find simplicity.

While your English teachers might get you to look intensely at every word in a poem, this test asks you to separate the wheat from the chaff, so to speak—that is, to find only that information that is necessary for each question.