22. Which of the following phrases best describes the major point
of difference between the 2 scientists’ hypotheses?
A. The location of the event
B. The speed the object was traveling
C. The density of Earth's atmosphere
D. The type of object that entered Earth's atmosphere
23. According to Scientist 2’s viewpoint, compared to the altitude
at which a stony asteroid would have exploded in Earth’s
atmosphere, a comet of similar size would most likely have
exploded at:
A. the same altitude.
B. a higher altitude.
C. a slightly lower altitude.
D. a much lower altitude.
24. Scientist 1’s viewpoint indicates that when the materials that
compose most of a comet are sufficiently heated, they change
to:
A. solids.
B. gases.
C. liquids.
D. a vacuum.
25. Which of the following statements best describes how Scientist
2 would explain why no large, identifiable fragments of the
object have been recovered?
A. Any large, identifiable fragments that reached the ground have been removed from
the area by erosion.
B. Any large, identifiable fragments were thrown hundreds of kilometers from the
site.
C. No large, identifiable fragments of the object reached the ground.
D. No large, identifiable fragments of the object have been recovered due to the soil
conditions in the area.
26. How would the behavior of the asteroid differ from that
described in Scientist 2’s viewpoint if the asteroid had not been
flattened by the air pressure difference? The asteroid would:
A. not have entered Earth’s atmosphere.
B. have struck another planet in the solar system.
C. have decelerated more gradually.
D. have frozen.
27. Which of the following statements would both scientists most
likely use to explain the damage to the forest caused by the
object’s explosion? Energy from the explosion:
A. traveled rapidly down to Earth’s surface.
B. dissipated in the upper atmosphere.
C. was released less than 1 km above Earth’s surface.
D. was released as the object struck Earth’s surface.
28. Scientist 1’s viewpoint would be weakened by which of the
following observations about comets, if true?
A.
B.
C.
D.
Comets are composed mainly of frozen materials.
Comets are much larger than 100 m in diameter.
Comets often pass close enough to Earth to intersect Earth’s atmosphere.
Comets orbit the Sun.
TEACHER’S NOTES FOR PREPARING STUDENTS TO CORRECTLY
ANSWER CONFLICTING VIEWPOINT QUESTIONS. ACT describes
conflicting viewpoints as expressions of several related hypotheses or views that are
inconsistent with one another.
1. Make copies of the passage reading and the set of questions associated
with the reading for each student.
2. Let them know this is an actual ACT test question from an old test that has
since been released.
3. The first strategy associated with this type of question is to remind
students that they need not panic if they do not feel confident in their
content knowledge about comets and asteroids! This question is testing for
scientific reasoning skills given a set of facts (first introductory paragraph)
and 2 different scientific viewpoints. DON”T PANIC.
4. Students should very quickly note that there are several questions
associated with this reading so it would be important for them to read
carefully, once they do start reading.
5. Before reading the passage, students should read the questions and note
what the most important kernel of information they should look for is, for
each question, once they begin to read.
EXAMPLE: Altitude of explosion is a variable I should pay attention to so
I know which answer to pick for Question 23.
Have students brainstorm, individually or in small groups, about what the
most important piece of information they should look for in reading for
each of the other questions would be.
6. Might it be helpful to quickly set up a table before reading to note the
similarities and differences between asteroids and comets? What could
the table look like to gather the most relevant information most quickly?
Practicing organizing thoughts this way in a less stressful classroom
situation will prepare students to do this quickly, either in their head or on
test booklet, during the test. Possible table: Students will come up with a
variety, limit time for this component of practice to 4 or 5 minutes. Table
components should reflect the kernels of information they noted from
initial reading of questions.
Scientist
#1 #2
Object type
Altitude of explosion
Effects of heating
Effects of change in pressure
Deceleration factors
Residual pieces
Composition
7. NOW READ THE PASSAGE.
8.
Fill in table
Scientist
#1
Object type
Comet
Altitude of explosion “high above earth”
Effects of heating
Explosion
Effects of change in
pressure
Deceleration factors Low density, can decelerate
quickly
Residual pieces
None predicted and no
large pieces found.
Composition
Ices and dust
#2
Asteroid
Estimate 8km
Flattening
Flattening may have allowed for
rapid deceleration
Possible small, glassy fragments?
Sunk in boggy soil?
Stony solid
9. Answer questions. Review answers with group.
Answers:
22.
23.
24.
25.
26.
27.
28.
D
B
B
D
C
A
B
10. If time permits, review general ACT Test Taking Tips below.
Tips for Taking the ACT
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Carefully read the instructions on the cover of the test booklet.
Read the directions for each test carefully.
Read each question carefully.
Pace yourself—don't spend too much time on a single passage or question.
Pay attention to the announcement of five minutes remaining on each test.
Use a soft lead No. 2 pencil with a good eraser; do not use a mechanical pencil, ink
pen or correction fluid.
Answer the easy questions first, then go back and answer the more difficult ones.

On difficult questions, eliminate as many incorrect answers as you can, then make an

educated guess among those remaining.
Answer every question. Your scores on the multiple-choice tests are based on the

number of questions you answer correctly. There is no penalty for guessing.
Review your work. If you finish a test before time is called, go back and check your


work.
Mark your answers neatly. Erase any mark completely and cleanly without smudging.
Do not mark or alter any ovals on a test or continue writing the essay after time has
been called or you will be dismissed and your answer document will not be scored.
11. If students struggled with the conflicting viewpoints question you
modeled, more samples are available at:
http://www.actstudent.org/sampletest/science/sci_04.html.
12. Other strategies students could use are underlining or highlighting text
they recognize as important from pre-reading questions or writing in
margins to punctuate important pieces.
13. Depending on the specific test question, a quick graphic organizer with
similarities and differences may also be helpful.