![\"act](\"\/\/www.catharsisit.com\/hs\/files\/2016\/02\/image-act-header-actsciencegraph.jpg\")
<\/p>\n<\/p>\n
what can you expect to find when looking at act science<\/a> graphs and tables? i’ll go into great detail in just a minute about how to understand and approach these kinds of visuals on the exam. before that, though, let’s examine exactly what you’ll see on the test.<\/p>\n on the act, you can expect to encounter tables and graphs of many kinds. these include tables with passages, illustrative diagrams, bar graphs, scatter plots, line graphs, and region graphs. that’s quite a diverse collection of graphics! <\/p>\n in other words, you may find yourself confronted with tables or graphs that look like any or all of the following: but don’t worry too much about those images right now. we’ll discuss each of them and what they represent a little later on. with that in mind, this is a long post, covering everything you need to know about act science graphs and tables. i highly suggest you read it all through, but if you want to just take a look at the basics or skip down to the more complicated stuff, you can use this table of contents<\/strong> to jump to the relevant section:<\/p>\n one of the tricky parts of act science<\/a> is the visual literacy<\/em> component. by this, i mean the use of visually organized information\u2014tables and graphs. the act uses a lot of scientific visuals and many of them are more complicated than the kinds of visuals you\u2019d typically see in popular media. the good news is that these visuals can be mastered during act prep. the trick is to know what types of visuals you might see on the exam and to understand the components within each visual. in this post, we\u2019ll look specifically at tables on the act.<\/p>\n tables contain two basic visual elements: columns (information that runs up and down the table vertically) and rows (information that displays horizontally across the table). this can be seen in the table below, which describes different kinds of geometric shapes.<\/p>\n in this table we see that the far left column represents different types of polygons, while the narrower columns to the right of the \u201cpolygons\u201d column represent the number of sides, angles, vertices and diagonals (lines between two vertices) that different polygonal shapes have. there are 8 rows in this graph, each representing a different type of polygon. reading the rows horizontally from left to right, you can see how many sides, angles, vertices and diagonals a particular type of shape has.<\/p>\n to understand any table, you need to understand what each column and row represents. in a straightforward table like the one above, it\u2019s pretty easy to recognize what the columns and rows mean. on the act science table below (taken from page 48 of the free practice test<\/a> on the official act website) the purpose of each row and column is not-so-clear at a glance.<\/p>\n it\u2019s easy to look at a table like this and feel overwhelmed or confused. what you need to remember is that the act doesn\u2019t expect<\/em> you to understand a table like this just by looking at it. the act will always give a full explanation of chart columns in the text of a science passage. here is this table with full text explanation:<\/p>\n now obviously, even with text it\u2019s still not possible to identify every row and column at a glance<\/em>. you have all the information you need, but putting that information together requires some careful reading. let\u2019s scan for words in the reading that match up to the words in the table. here are the two key sentences, with the most important words in bold:<\/strong><\/p>\n so in just three steps, you\u2019ve defined every value in the table. this will allow you to answer table-related questions much more easily. it will also allow you to quickly understand the two similar tables that follow this table on page 48 of the practice exam<\/a>.<\/p>\n now, here\u2019s the most important thing to remember<\/strong>: when the act gives you table-based questions like this, you\u2019re being tested on the skill<\/em> of interpreting scientific tables, not the specific knowledge<\/em> of the scientific facts in the table. you may not know exactly what ph is, how ph balance can be changed in a chemical solution, or why a change in ph can change the colors of certain chemicals. and that\u2019s ok<\/em>. what\u2019s important is that you have the reading and thinking skills you need to learn<\/em> specific science information in your future university studies. the act measures those broad science skills and rising to this challenge will prove to universities that you\u2019re ready to learn from college-level science courses in your future studies.<\/p>\n there are many, many<\/em> types of graphs in the world. just as there are almost infinite ways to describe something, there are near-infinite different ways to visually represent information. fortunately, on most act questions, there are just five kinds of graphs you\u2019ll need to worry about.<\/p>\n other illustrative diagrams can be a lot simpler. take this diagram illustrating the concept of beak depth<\/em> in birds:<\/p>\n <\/p>\n as you can see, bar graphs visually represent the amount of things with long rectangular bars. the longer the bar is for a given thing, the higher the measured numbers are. in this case, you can see the growth rate for different kinds of flowers in different environmental conditions.<\/p>\n as shown, there are three different lines; a dotted line with white circles running along it, a solid line with black squares on it, and a solid line with white triangles on it. each line represents data related to a different plot of land. in each case, the variable that\u2019s being measured is the same: the average temperature of soil on each plot of land during different parts of the summer, measured in 5-day intervals from june 30 to august 9.<\/p>\n you may have found some\u2014or all\u2014of these graphs a little confusing to look at. and there are other, rarer act science graph formats that can be even more challenging. below, i\u2019ll give you some strategies for reading science graphs quickly and easily, even when they deal with highly sophisticated material.<\/p>\n <\/a><\/p>\n some common graph types are pretty easy to read. illustrative diagrams, for example, are what they are. they show a physical object that\u2019s described in detail in the text and label parts of that object clearly. bar graphs can<\/em> be easy, since they are very close in format to the kinds of bar graphs seen on popular news sites, but they can still be challenging at times. a bar graph on the act is likely more complicated than a simpler bar graph you might see on tv news or in a magazine, and the other formats can be quite complicated, the sort of thing you don\u2019t really see outside of a college or senior high school science textbook.<\/p>\n fortunately, there are a few simple strategies that will allow you to decode even the most complicated act science graphs. read on.<\/p>\n <\/p>\n most act science graphs have three key components: the axis<\/em> (the vertical and horizontal lines that run along the edges of a graph) the labels<\/em> (words, numbers and letters that name the different things that the graph measures or quantifies) and the key<\/em> (a guide to what different symbols mean on the graph).<\/p>\n you can see each of these parts in the graph below (from page 50 of the free practice test offered on the official act website<\/a>)<\/p>\n let\u2019s look at each part of the graph above and the information the parts contain. the x-axis on figure 2 and any other graph will always be the horizontal axis. in this line graph, the x-axis measures the passage of time in five day increments. the y-axis, which is always vertical, measures the average daily temperature of soil.<\/p>\n the labels in figure 2 tell you exactly what information is on each axis. \u201cdaily average soil temperature\u201d is clearly labeled on y-axis, and the exact dates of the five-day intervals are clearly shown on the x-axis.<\/p>\n the key, which appears in the upper right hand corner above the main part of the graph, labels the different lines that run along the x-axis and the y-axis. each line on the key represents a different plot of land which scientists subjected to slightly different conditions.<\/p>\n right now you may be wondering \u201cwell how can i know that \u2018plots\u2019 means plots of land<\/em>?\u201d after all, the key itself just uses the word \u201cplot,\u201d and doesn\u2019t explain that the graph is depicting plots of land or any details about science experiments on those plots of land. how can<\/em> you know those greater details? well, that brings me to my next strategy\u2026.<\/p>\n <\/p>\n no graph on the act science section exists in isolation. every single graph is connected to the text. without the explanation in the passage, you cannot be 100% sure how to read and use the graph. here is the full text leading up to the graph i showed you above (note that this full text contains an additional graph):<\/p>\n a cover of dm on plants and soil can affect the albedo (proportion of the total incoming solar radiation that is reflected from a surface), which in turn can affect the soil temperature. the effect of a cover of dm on the albedo and the soil temperature of an unsloped, semiarid grassland area was studied from july 1 to august 9 of a particular year.<\/p>\n on june 30, 3 plots (plots 1\u22123), each 10 m by 40 m, were established in the grassland area. for all the plots, the types of vegetation present were the same, as was the density of the vegetation cover. at the center of each plot, a soil temperature sensor was buried in the soil at a depth of 2.5 cm. an instrument that measures incoming and reflected solar radiation was suspended 60 cm above the center of each plot.<\/p>\n an amount of dm equivalent to 40 cubic meters per hectare (m3\/ha) was then sprayed evenly on plot 2. (one hectare equals 10,000 m2.) an amount equivalent to 80 m3\/ha was sprayed evenly on plot 3. no dm was sprayed on plot 1.<\/p>\n for each plot, the albedo was calculated for each cloudless day during the study period using measurements of incoming and reflected solar radiation taken at noon on those days (see figure 1).<\/p>\n for each plot, the sensor recorded the soil temperature every 5 sec over the study period. from these data, the average soil temperature of each plot was determined for each day (see figure 2).<\/p>\n every label on the graph and every variable in the key is explained in the text for both figures. by reading the text you can find the definition of albedo<\/em>, a potentially confusing label from figure 1 in the second paragraph. by the third paragraph you\u2019re told that \u201cplots,\u201d a word seen in the keys of both graphs, means plots of land.<\/p>\n of course, the finer points of how you need to use the graphs can\u2019t all be found in the graphs themselves or the science reading passage. your understanding of the graphs and their use isn\u2019t complete until you also read the graph-related questions. take this question for example:<\/p>\n a) july 10 from this question, you learn something new about both graphs: with additional information, they can be used to determine when rainfall happened, even though the focus of the graphs is cloudless weather conditions.<\/p>\n <\/p>\n these strategies can be pulled together in a graph comprehension checklist. here are the simple steps you can take to understand any graph you find on the act:<\/p>\n this four-step process will allow you to understand any graph on the act science test, no matter how complicated. most graphs on the act are about as complex as the ones i\u2019ve shown you in this post and the previous one, but you\u2019re likely to come across at least one graph that\u2019s more<\/em> complicated on the act. when you do, the four steps above can really be a life saver. below, i\u2019ll show you an unusually complex graph and apply the four-step process to it.<\/p>\n <\/a><\/p>\n you may occasionally see other graphs that are so complicated they defy description. here is an especially complex graph from a practice exam in the real act prep guide, third edition<\/em><\/a>.<\/p>\n it\u2019s easy to panic when you first see a graph like this, especially on a high-stakes standardized test, but panicking would be a mistake. in fact, even thinking this graph will be significantly harder to deal with than one of the more common graph types would also be a mistake.<\/p>\n just like any other graph, a complicated graph can be analyzed and understood with the use of the three-pronged strategy i gave you earlier under “understanding graphs”: know the parts of the graph, connect the text to the graph, and connect the questions to the graph. by identifying the parts of the graph, you\u2019ll know where to find every variable and number in the visual, and by checking the text and questions for information that relates to the graph, you\u2019ll know exactly what each variable and number means.<\/p>\n we\u2019ll start with the first strategy: knowing the parts of graph. like all act science graphs (except for some illustrative diagrams) this graph has a horizontal x-axis and a vertical y-axis.<\/p>\n along the x-axis, you see three different regions. one of them measures atmospheric density<\/em>, the other measures atmospheric pressure<\/em>, and the third measures average atmospheric temperature<\/em>. within the atmospheric temperature<\/em> region is an upward moving, wildly swerving arrow, showing temperature change based on some sort of variable.<\/p>\n what variable does the temperature change over? well, since the arrow is moving from down to up, or vertically<\/em>, the variable that relates to changes in average atmospheric temperature must be on the vertical <\/em>y-axis. if you look over at the y-axis, you\u2019ll see that the variable marked along its side is altitude, this provides one clue to the swerving arrow, and to the overall relationship between x<\/em> and y<\/em> variables.<\/p>\n don\u2019t stop there. on an exceptionally complicated chart like this one, always check carefully to see if each axis contains any other hidden<\/em> variables, ones that are not obviously connected to the axis itself, but run across a different part of the graph, either vertically (thus belonging to the y-axis) or horizontally (belonging to x).<\/p>\n starting the vertical y-axis, you\u2019ll notice there\u2019s another set of vertically-running labels. the labels appear on the right-hand end of the graph, but they seem to be associated with lines that run all the way across the bottom half of this visual, passing through each of the three \u201catmospheric\u201d regions on the x-axis.<\/p>\n although some of these labels are at the very farthest right edge of the graph while others are not-so-close to the right edge, it\u2019s best to read these labels in a strictly up-to-down vertical order, to match the vertical direction of the y-axis they sit on. read simply from highest to lowest, these labels are: thermosphere<\/em>, mesopause<\/em>, mesosphere<\/em>, stratopause<\/em>, stratosphere<\/em>, tropopause<\/em>, troposphere, <\/em>and surface<\/em>.<\/p>\n now, let\u2019s double-check the x-axis. are there any \u201chidden\u201d horizontal variables in this elaborate infographic? it turns out there are. and they\u2019re \u201chiding\u201d in the same general area as the harder-to-spot y-variables: they\u2019re off to the right.<\/p>\n in the upper right-hand part of the graph, you can see a horizontal series of labels under the heading incoming solar radiation<\/em>. these labels read x-rays and ultraviolet light<\/em>, ultraviolet light<\/em>, ultraviolet and visible light<\/em>, and infrared radiation<\/em>. notice an important visual clue here too: these horizontally arranged x-axis labels run along slightly slanted yet vertical arrows that point downward. these arrows are not completely horizontal, and they go through the vertical y-axis regions for thermosphere<\/em>, mesopause<\/em>, etc. thus, it\u2019s very likely that these incoming solar radiation<\/em> variables have a relationship with the \u201c-sphere\u201d and \u201c-pause\u201d regions on the y-axis.<\/p>\n so through methodical checking of all vertical and horizontal labels on each part of the graph, you now have a clear idea of the variables that are involved, by name at least. you also have at least some idea of the nature of the variables. these variables connect to each other in some way, and are related to altitude and atmospheric conditions.<\/p>\n from here, you\u2019ll be ready to get a truly complete idea of the graph\u2019s meaning, by connecting its parts to information in the reading passage and the questions. we\u2019ll deal with the second strategy, using the reading passage to better understand the graph, below.<\/p>\n <\/p>\n above, i showed you an unusually complex act science graph. this visual looks intimidating at a glance, but can be mastered by using the three graph-interpretation strategies that work for other more common types of act science graphs. strategy 1, which we went through step-by-step in part 1, is to identify each part of the graph.<\/p>\n by applying this strategy to the complex graph in question (pictured below) you can see that the horizontal x-axis has regions for the variables of atmospheric density<\/em>, atmospheric pressure<\/em>, average atmospheric temperature<\/em>, and incoming solar radiation<\/em> (with its four variable subcategories, x rays and ultraviolet light<\/em>, ultraviolet light<\/em>, ultraviolet and visible light<\/em>, and infrared radiation<\/em>).<\/p>\n you can also see that the vertical y-axis has regions for the variable of altitude<\/em>, as well as eight variables that seem to occur at different altitudes: thermosphere<\/em>, mesopause<\/em>, mesosphere<\/em>, stratopause<\/em>, stratosphere<\/em>, tropopause<\/em>, troposphere, <\/em>and surface<\/em>.<\/p>\n finally, by scrutinizing this graph, you can notice diagonal and zig-zagging arrows that move through the x and y axes simultaneously, hinting at possible relationships between x-axis and y-axis variables.<\/p>\n recognizing the parts of this graph can help you make some educated guesses as to what it all means. however, you\u2019ll need more than just educated guesses to get a top score in act science.<\/p>\n to get a more complete concept of what this graph means, let\u2019s look at the reading passage associated with the graph (both the graph and passage are from the real act prep guide, third edition<\/em><\/a>):<\/p>\n this is a very short passage, but a powerful one! every form of solar radiation named on the graph is in the text. and you can now explicitly understand that the \u201cincoming solar radiation\u201d is absorbed or partly absorbed at different layers of the earth\u2019s atmosphere.<\/p>\n moreover, with the passage\u2019s reference to atmospheric layers, you can easily infer that the labels thermosphere<\/em>, mesopause<\/em>, mesosphere<\/em> etc\u2026 indicate the names and locations of atmospheric layers.<\/p>\n from there we can be sure of the meaning of the arrows. the wavy line in the average atmospheric temperature<\/em> region of the graph shows temperature fluctuations within different layers of the atmosphere, and the diagonal arrows under incoming solar radiation<\/em> show the ways that different types of rays from the sun penetrate various parts of earth\u2019s atmosphere.<\/p>\n so now you\u2019ve effectively deciphered the entire graph. however, with a graph this complex, figuring out the meaning of everything doesn\u2019t necessarily give you a full understanding of how the infographic is used, and exactly what kinds of information can be gotten from it.<\/p>\n for this, you need to use the third chart-reading strategy: connecting the questions to the graph. you know if you\u2019ve practiced act questions before, questions on the exam don\u2019t just ask students to give answers, they also give new information to <\/em>test-takers. below, we\u2019ll look at a few of the questions associated with this graph and connect them to the image to get an even more complete idea of its meaning.<\/p>\n <\/a><\/p>\n
\n![\"\"](\"\/\/www.catharsisit.com\/hs\/files\/2016\/02\/screen-shot-2017-02-08-at-4.32.33-pm.png\")
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\n<\/a><\/p>\nunderstanding act science tables<\/u><\/h2>\n
intro to act science tables<\/h2>\n
![\"act](\"\/\/www.catharsisit.com\/hs\/files\/2016\/02\/act-table-prep.jpg\")
<\/div>\nphoto by\u00a0kidspot.com.au<\/a><\/div>\nreading act science tables<\/h2>\n
![\"act](\"\/\/www.catharsisit.com\/hs\/files\/2016\/02\/act-prep_science-tables-1.jpg\")
<\/div>\n![\"act](\"\/\/www.catharsisit.com\/hs\/files\/2016\/02\/act-prep_science-tables-2.jpg\")
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\nfrom this sentence, you can know that the column labeled \u201cindicator\u201d represents different chemical compounds that change colors when ph changes.<\/em><\/li>\n
\n<\/strong>now you know that the five rows labelled \u201cmetanil yellow,\u201d \u201cresorcin blue,\u201d \u201ccurucumin,\u201d and so on are the specific indicator substances that change color when ph value changes. and you can understand that the broad column labelled \u201ccolor in a solution with a ph of\u201d represents the different ph values. in turn, you can then understand that the sub-columns numbered 0-7 represent the different ph values.<\/em><\/li>\n
\nfrom this sentence, you can understand that the capital in the intersecting indicator rows and ph value columns represent the changing colors of the indicators when they\u2019re exposed to different ph balanced solutions.<\/em><\/li>\n<\/ul>\n
\n<\/a><\/p>\nact science graphs<\/u><\/h2>\n
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\n<\/em>illustrative graphs represent actual physical objects and give scientific information about them. some illustrative diagrams can be quite elaborate, such as this graphic of a device used to study the effects of lightning on ocean water:<\/li>\n<\/ul>\n![\"act](\"\/\/www.catharsisit.com\/hs\/files\/2016\/02\/act-prep_science_illustrative-diagrams.jpg\")
<\/div>\n![\"act](\"\/\/www.catharsisit.com\/hs\/files\/2016\/02\/act-prep_science_illustrative-diagrams2.jpg.png\")
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\n<\/em>bar graphs are the simplest form of graph on the act because of the straightforward way that they present information. bar graphs in act also appear very often in popular media, as you might see in an article on a site such as cnn or the week. the main difference is that act bar graphs will be less colorful and contain more detailed information. here\u2019s a typical example of an act-style bar graph:<\/li>\n<\/ul>\n![\"act](\"\/\/www.catharsisit.com\/hs\/files\/2016\/02\/act-prep_science_bargraphs.jpg\")
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\n<\/em>scatterplots are graphs that show the changing relationship between two sets of data in a science study. scatterplots are most often used to show unstable<\/em> relationships, where the way one thing effects another is not 100% predictable. this scatterplot shows the relationship between sunlight exposure and level of bacteria growth. since different types of bacteria have different sensitivity to sunlight, the number of bacteria fluctuates up and down a great deal, with more bacteria overall, when there\u2019s less sunlight.<\/li>\n<\/ul>\n![\"act](\"\/\/www.catharsisit.com\/hs\/files\/2016\/02\/act-prep_science_scaterplots.jpg\")
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\nline graphs are similar to scatter plots and also measure a relationship between different variables in a science experiment. basically, a line graph uses a line to connect the kinds of points you see on a scatterplot. the difference is that line graphs, with their added visual guidance, can represent multiple relationships, using lines of different color or quality to indicate different aspects of an experiment.this can be seen in a diagram from page 50 of the act\u2019s official free practice test<\/a>:<\/li>\n<\/ul>\n![\"act](\"\/\/www.catharsisit.com\/hs\/files\/2016\/02\/act-prep_science_linegraphs.png\")
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\n<\/em><\/strong>region graphs are not quite as common as the other graphs on this list, but region graphs can and do turn up on the act test for many test-takers. a region graph shows different scientific properties as regions\u2014areas on a chart. below is a fairly simple region graph:in this graph, p <\/strong>represents air pressure and t <\/strong>represents temperature. the regions all represent physical changes in one substance. at different combinations of air pressure and temperature, the substance may take a form as a liquid, solid, or gas.<\/li>\n<\/ul>\n![\"act](\"\/\/www.catharsisit.com\/hs\/files\/2016\/02\/act-prep_science_regiongraphs.jpg\")
<\/div>\nunderstanding act science graphs<\/u><\/h2>\n
strategy 1:<\/h2>\n
know the parts of a graph<\/h4>\n
![\"science_tablesgraphs3-figure\"](\"\/\/www.catharsisit.com\/hs\/files\/2016\/02\/science_tablesgraphs3-figure.png\")
<\/div>\nstrategy 2:<\/h2>\n
connect the text to the graph<\/h4>\n
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![\"science_tablesgraphs3-figure1\"](\"\/\/www.catharsisit.com\/hs\/files\/2016\/02\/science_tablesgraphs3-figure1.png\")
<\/div>\n![\"science_tablesgraphs3-figure2\"](\"\/\/www.catharsisit.com\/hs\/files\/2016\/02\/science_tablesgraphs3-figure2.png\")
<\/div>\nstrategy 3:<\/h2>\n
connect the questions to the graph<\/h4>\n
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\nb) july 12
\nc) july 26
\nd) july 28<\/p>\nbringing all of these strategies together
\n<\/strong><\/h2>\n\n
complicated act science graphs<\/u><\/h2>\n
![\"complicatedgraphs_1\"](\"\/\/www.catharsisit.com\/hs\/files\/2016\/02\/complicatedgraphs_1-600x501.jpg\")
<\/div>\n![\"complicatedgraphs_2\"](\"\/\/www.catharsisit.com\/hs\/files\/2016\/02\/complicatedgraphs_2-600x501.jpg\")
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connecting the graph and the question<\/u><\/h2>\n
![\"complicatedgraph_3\"](\"\/\/www.catharsisit.com\/hs\/files\/2016\/02\/complicatedgraph_3-600x501.jpg\")
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