ACT Prep Jeopardy Game Jeopardy Template

Math

Science

English

Reading

Grab-bag

100

What is the sum of the first 4 terms of the arithmetic sequence in which the 6th term is 8 and the 10th term is 13?

14.5

100

Acid-base titration is a technique in which precise volumes of a titrant (an acid or base solution) are added incrementally to a known volume of a sample solution (a base or acid solution, respectively). This process can be monitored by adding an acid-base indicator (a substance that changes color over a certain pH range) to the sample solution or by measuring the sample solution’s conductivity. Conductivity (measured in kilosiemens per centimeter, kS/cm) is a measure of a substance’s ability to conduct electricity.

Two titration experiments were done at 25°C using a 0.10 M sodium hydroxide (NaOH) solution and either a 0.0010 M hydrochloric acid (HCl) solution or a 0.0010 M acetic acid solution (where M is moles of acid or base per liter of solution). All solutions were aqueous. An acid-base indicator solution of nitrazine yellow was also used. Nitrazine yellow is yellow if the pH is less than 6.0 or blue if the pH is greater than 7.0.

Experiment 1

A drop of nitrazine yellow solution was added to a flask containing 100.0 mL of the HCl solution. A probe that measures conductivity was placed in the solution. The NaOH solution was slowly added to the HCl solution in small increments. After each addition, the HCl solution was stirred and then the solution’s color and conductivity were recorded (see Figure 1).

Figure 1

Experiment 2

Experiment 1 was repeated, except that the acetic acid solution was used instead of the HCl solution (see Figure 2).

Figure 2

In Experiments 1 and 2, the probe that was placed in the sample solution most likely did which of the following?

Passed an electrical current through a portion of the solution.

100

I remember nothing so delicious as a yellow prickly pear peeled, by my grandmother. I can see her, “Nana” Herlinda, rinsing out the red stone laundry sink on the patio, . Highlight start. preparing to peel a few prickly pears for we. Highlight end. preparing to peel a few prickly pears for we. I were allowed to eat before supper two, after school. On Mondays, Uncle Antonio, would bring our weekly box of yellow prickly pears, or tunas from the original Spanish, from the market. I would walk onto the patio and saw a wooden produce box filled with tunas my grandmother at work on one over the sink.

Using thumb and index finger and she would grasp the fruit by the ends; avoiding the tiny but sharp needles on the skin. I learned of this hazard one day in the afternoon of a day, when, in my excitement, I was given an unpeeled tuna just as Uncle Antonio set down the box. That was a painful lesson; about the value of experience. Uncle Antonio tended to my hand, I watched Grandmother first cut lengthwise along the fruit, then fold back the skin, but revealing the egg-shaped meat inside.

I now peel tunas for mine own children. I keep them away from the skin as much as I can conceivably do. Even though I learned the value of experience the hard way, but I don't think that lesson has to be painful.

Make the best choice for the highlighted portion.

Preparing to peel a few prickly pears for us.

100

For what purposes have lenses been used?

My choice for the greatest invention of the past two thousand years is the lens. I’m going to start, however, with plain old eyeglasses. We don’t really know when they first began to be used. By 1600 there were specialized artisans who carefully ground lenses. One of them, a Dutch eyeglasses maker named Lippershey, noticed that a combination of two lenses made distant objects appear bigger. He tried to use this discovery to get rich. He didn’t succeed, but several of his two-lens devices were made. By 1609 one of them had reached a transplanted Florentine named Galileo Galilei. He pointed his device—or telescope, as it was later called—at the night sky and looked out. What he saw changed our view of the world. The sun rotated around its axis, Venus revolved around the sun, the moon had mountains and valleys, and the Milky Way was made up of vast numbers of stars. It was crystal clear that the old Ptolemaic version of the universe was wrong. The earth was not the center of the universe, and there was no going back. We were launched on our exploration of outer space.

It is a short journey from the telescope to the microscope. Not surprisingly, they were discovered at around the same time. After all, they are both just the simple piecing together of the right two lenses in correct positions. The microscope, however, was a tool in search of a problem. The problem eventually did develop, and it was nothing less than understanding the origins of life. In 1678 Anton van Leeuwenhoek made a lens good enough to get a magnifying power close to 500. At that point, a whole rich substructure was revealed. A drop of pond water turned out to be filled with little “animalcules” swimming in it. Van Leeuwenhoek had discovered bacteria.

The passage implies that at the time the microscope was invented:

No one had, as yet, found a scientific use for it.

100

MATH:

Cameron took 4 tests, and his scores were as follows: 100, 60, 80, and 30. Cameron took another test that was scored x. The mean score of the 5 tests he took is 72. What is the value of x?

200

The expression (3x − 4y²)(3x + 4y²) is equivalent to:

9x² − 16y⁴

200

Experiment 1

Figure 1

Experiment 2

Experiment 1 was repeated, except that the acetic acid solution was used instead of the HCl solution (see Figure 2).

Figure 2

A chemist claimed that in Experiment 2, the pH of the sample solution was greater at a value of 0.2 mL of titrant added than at a value of 1.8 mL of titrant added. Do the results of Experiment 2 support this claim?

No; at a value of 0.2 mL of titrant added, the sample solution was yellow, and at a value of 1.8 mL of titrant added, the sample solution was blue.

200

I am the father of a curious five year old who is . Highlight start. forever testing his limits. semi-colon. and. comma. getting into trouble. period. Highlight end. forever testing his limits; and, getting into trouble. Pete likes to experiment he loves making bubbles in the bathroom sink with expensive shampoo and enjoys stirring up mud pies in my favorite mixing bowl. Whenever Pete does something and that he knows will meet with my disapproval, his catchphrase is, “I'm sorry!” To which I make this cleverly response, “Actions speak louder than words."

Pete and I am also worlds apart in our sense of time. While I am concerned with eating breakfast, Pete is studying the gold flecks in the cats eyes. As I am trying to hurry us off to school and get us quickly ready for school, Pete is busy gathering special rocks from our gravel driveway.

Last Friday at the grocery store, Pete being the one in a hurry. His closest compatriot was arriving for some recreation, and he desired to reach home. We waited a long time in the checkout line, but finally it will be our turn. Consequently, the cashier was engaged in an animated conversation with two customers. I was engrossed in a magazine. No one noticed the small boy, anxious to been checked out.

Careful, Pete began running our groceries over the scanner. At the sound of the bleeps, we all turned to stare. And then it was certainly the fact that Pete definitely looked up with big brown eyes and said, “I'm in a hurry. Actions speak louder than words!”

Make the best choice for the highlighted portion.

Forever testing his limits and getting into trouble.

200

What were the Rev. Dr. Martin Luther King Jr.’s views regarding civil disobedience of unjust laws?

For Dr. Martin Luther King Jr., civil disobedience of unjust laws had one purpose: change. And for a citizen who believes her society essentially just, change is necessarily the reason for action, because her faith in society's justice carries with it an optimism about the society's capacity to undo its acts of injustice. This is why King's civil disobedience was relentlessly optimistic, why he premised his justification for disobedience on the supposition that the hearts of others could be moved by the spectacle of the state's oppression. In this sense, he believed in the essential justice of the state, which is why he was able to say, in accepting the Nobel Peace Prize in 1964, “I refuse to accept the view that mankind is so tragically bound to the starless midnight of racism and war that the bright daybreak of peace and brotherhood can never become a reality.” His vision of the state and its people was much like the vision that animates contemporary liberal political theory: a nation of reflective, deliberate individuals who are willing to engage in dialogue about policy and to change their minds if convinced that they are wrong.

King's optimism is illustrated by his most famous writing on the topic of disobedience, “Letter from Birmingham City Jail.” His idea was to change the system (and society) by changing the minds and hearts of the people who ran it. This faith in dialogue was intimately linked to his justification for the claim that the disobedient citizen should stand punishment. Thus, in this essay, he penned this well-known passage:

“I submit that an individual who breaks a law that conscience tells him is unjust, and willingly accepts the penalty by staying in jail to arouse the conscience of the community over its injustice, is in reality expressing the very highest respect for the law.”

Which of the following best describes the type of supporting information the author uses in this passage?

Quotations from one of King's speeches and from something King wrote.

200

READING:

The bowl was perfect. Perhaps it was not what you’d select if you faced a shelf of bowls, and not the sort of thing that would inevitably attract a lot of attention at a crafts fair, yet it had real presence. It was as predictably admired as a mutt who has no reason to suspect he might be funny. Just such a dog, in fact, was often brought out (and in) along with the bowl.

Andrea was a real-estate agent, and when she thought that some prospective buyers might be dog-lovers, she would drop off her dog at the same time she placed the bowl in the house that was up for sale. She would put a dish of water in the kitchen for Mondo, take his squeaking plastic frog out of her purse and drop it on the floor. He would pounce delightedly, just as he did every day at home, batting around his favorite toy. The bowl usually sat on a coffee table, though recently she had displayed it on top of a pine blanket chest and on a lacquered table. It was once placed on a cherry table beneath a glorious still-life painting, where it held its own.

Everyone who has purchased a house or who has wanted to sell a house must be familiar with some of the tricks used to convince a buyer that the house is quite special: a fire in the fireplace in early evening; jonquils in a pitcher on the kitchen counter, where no one ordinarily has space to put flowers; perhaps the slight aroma of spring, made by a single drop of scent vaporizing from a lamp bulb.

The wonderful thing about the bowl, Andrea thought, was that it was both subtle and noticeable—a paradox of a bowl. Its glaze was the color of cream and seemed to glow no matter what light it was placed in. There were a few bits of color in it—tiny geometric flashes—and some of these were tinged with flecks of silver. They were as mysterious as cells seen under a microscope; it was difficult not to study them, because they shimmered, flashing for a split second, and then resumed their shape. Something about the colors and their random placement suggested motion. People who liked country furniture always commented on the bowl, but then it turned out that people who felt comfortable with opulence loved it just as much. But the bowl was not at all ostentatious, or even so noticeable that anyone would suspect that it had been put in place deliberately. They might notice the height of the ceiling on first entering a room, and only when their eye moved down from that, or away from the refraction of sunlight on a pale wall, would they see the bowl. Then they would go immediately to it and comment. Yet they always faltered when they tried to say something. Perhaps it was because they were in the house for a serious reason, not to notice some object.

Once, Andrea got a call from a woman who had not put in an offer on a house she had shown her. That bowl, she said—would it be possible to find out where the owners had bought that beautiful bowl? Andrea pretended that she did not know what the woman was referring to. A bowl, somewhere in the house? Oh, on a table under the window. Yes, she would ask, of course. She let a couple of days pass, then called back to say that the bowl had been a present and the people did not know where it had been purchased.

She was sure that the bowl brought her luck. Bids were often put in on houses where she had displayed the bowl. Sometimes the owners, who were always asked to be away or to step outside when the house was being shown, didn’t even know that the bowl had been in their house. Once—she could not imagine how—she left it behind, and then she was so afraid that something might have happened to it that she rushed back to the house and sighed with relief when the owner opened the door. The bowl, Andrea explained—she had purchased a bowl and set it on the chest for safekeeping while she toured the house with the prospective buyers, and she . . . She felt like rushing past the frowning woman and seizing her bowl. The owner stepped aside. In the few seconds before Andrea picked up the bowl, she realized that the owner must have just seen that it had been perfectly placed, that the sunlight struck the bluer part of it. Her pitcher had been moved to the far side of the chest, and the bowl predominated. All the way home, Andrea wondered how she could have left the bowl behind. It was like leaving a friend at an outing—just walking off. Sometimes there were stories in the paper about families forgetting a child somewhere and driving to the next city. Andrea had only gone a mile down the road before she remembered.

The point of view from which the passage is told is best described as that of a:

Third person narrator, not present in the action, who relates the thoughts and feelings of primarily one character.

300

George has 4 sets of socks, and 4 sets of shoes. Each pair has a different color: White, Brown, Black, and Blue.

If George selects a pair of socks (same color) and a pair of shoes (same color) at random, what is the theoretical probability that George will choose a white pair of shoes and a pair of socks that are not white?

0.1875

300

An astronomy class is given the following facts about stellar evolution.

1. A star’s evolution can be divided into 3 stages: pre-main sequence (pre-MS), main sequence (MS), and post-main sequence (post-MS).

2. Gravity causes part of a cloud of gas and dust to collapse and heat up, creating a pre-MS star. The star’s hot dust and gas emit its energy.

3. A pre-MS star becomes an MS star when the star produces the majority of its energy by fusing hydrogen nuclei (protons) at its center to make helium nuclei.

4. An MS star becomes a post-MS star when the star expands in volume and produces the majority of its energy by fusing hydrogen to make helium in a shell surrounding its center.

5. The more massive a star, the more rapidly the star passes through each of the 3 stages of its evolution.

Two students discuss the evolution of the Algol system—Algol A, a 3.6-solar-mass MS star; Algol B, a 0.8-solar-mass post-MS star; and Algol C, a 1.7-solar-mass MS star. (One solar mass = the Sun’s mass.) The 3 stars orbit a mutual center of mass, with Algol A and Algol B much closer to each other and to the center of mass than to Algol C.

Student 1

The 3 stars of the Algol system formed at the same time from the same cloud of gas and dust. Algol B, originally the most massive of the 3 stars, became a post-MS star and expanded in volume while Algol A remained an MS star. Because the matter in the outer parts of Algol B was more strongly attracted to Algol A than to the matter in the inner parts of Algol B, this matter flowed from Algol B to Algol A, and, over time, Algol A became more massive than Algol B.

Student 2

Algol B was not part of the original Algol system (Algol A and Algol C). Algol B and the original Algol system formed in different clouds of gas and dust at different times and moved in 2 different but intersecting orbits around the center of the galaxy. During a particular orbit, Algol B encountered the original Algol system at the intersection of the 2 orbits and became part of the Algol system.

Algol B became a post-MS star while Algol A and Algol C remained MS stars. Algol B never lost mass to Algol A. Algol B was always less massive than Algol A.

Based on Student 2's discussion, Algol B is part of the present Algol system because of which of the following forces exerted on Algol B by the original Algol system?

Gravitational force

300

Marine biologists at the University of California at Santa Cruz are training sea lions to research whales. Scientists have known for a long time . Highlight start. that abnormally whales behave when approached by human observers. Highlight end. that abnormally whales behave when approached by human observers. But there was no alternatives to the imperfect information collected from ships or by divers and submarines. If the Santa Cruz project succeeds however sea lions, who frequently swim with whales in the wild, were able to be videotaping their larger neighbors. Alternatively, scientists will be able to study the tapes to learn how whales behave when humans are not present.

Jenifer Zeligs, the projects sea lion scientist, first had to earn the animals trust by feeding and grooming them regularly. She gained their loyalty and got them use to the human voice by playing with them every day next, she will train the animals to obey a language of hand signals and words. She also will teach them to wear the harness on which someday will carry a video camera.

Soon, Zeligs hopes, that in not too terribly a very great amount of time, the sea lions were to have been performing precise, complicated movements on command. Previously, perhaps, Zeligs' trained sea lions will be ready to videotape whales in the ocean and bring back more accurate pictures of whose lives.

Make the best choice for the highlighted portion.

That whales behave abnormally when approached by human observers.

300

What do invertebrate animals such as worms, insects, and squids see?Some eyeless invertebrates respond to light by way of photoreceptors embedded in their integuments (skin). Others have dense arrays of photoreceptors in eyelike patches or depressions in the integument. Vision evolved first among fast-moving predators that had to discriminate quickly among prey and other objects in their rapidly changing visual field. Most invertebrates do not have good vision; they are too small to have enough photoreceptors. For instance, a planarian’s (flatworm’s) pigment cup has only about 200 photoreceptors. Each square millimeter of an octopus eye has 70,000.Image formation benefits from a lens, a transparent body that bends all light rays from a given point in the visual field so they converge on photoreceptors. The round abalone lens bends light rays but not to the same focal point, so images are blurred. Things improve with a cornea. This transparent cover directs light rays onto a lens, as in octopus eyes.Spiders have simple eyes, in which one lens services all of the photoreceptors. Crustaceans and insects have compound eyes. These eyes contain photosensitive units, each with a lens and a bundle of photoreceptors. Some have thousands of units called ommatidia. Each unit samples a small part of the visual field and contributes a small bit of sensory information that helps the brain form a visual mosaic.Of all invertebrates, octopuses and squids (cephalopods) have the most complex eyes. Like vertebrates, they have camera eyes, so-named because the eyeball is structured along the lines of a camera. Its interior is a darkened chamber. Light enters through a pupil, an opening in a ring of contractile tissue called the iris (equivalent to a camera diaphragm). Behind the pupil a lens focuses light onto a retina, a tissue packed with photoreceptors (in a camera, onto light-sensitive film). Cephalapods and vertebrates are only remotely related, so similarities in their eyes might be a result of convergent evolution.(Adapted from Cecie Starr, Biology: Concepts and Applications. © 2000 by Brooks/Cole.)

The passage compares the retina in the most complex invertebrate eye to the:

Light-sensitive film in a camera.

300

SCIENCE:

The coastline of Antarctica consists of many ice shelves (floating 100–1,000 m thick sheets of ice that extend from a landmass). Many of these ice shelves are melting, causing them to calve (break off) large pieces known as icebergs. Four students each explain iceberg calving.

Student 1

Antarctic ice shelves melt due to the warming of the air above the surface of the ice during the summer. When the air temperature increases, the surface ice melts and water pools. The meltwater moves downward into the ice shelf, causing fractures to form. The accumulation of many fractures in the ice over many summers gradually leads to icebergs calving from an ice shelf.

Student 2

Student 1 is correct that an increase in air temperature during the summer leads to surface ice melting and water pooling, causing fractures to form in the ice. However, the action of the meltwater alone is insufficient to produce fractures deep enough to cause calving. When the air temperature lowers at the beginning of winter, falling snow accumulates in the fractures, increasing the pressure on the ice, eventually causing calving. After a large snowfall, calving can occur within a few days.

Student 3

Antarctic ice shelves melt only from below. During the summer, ocean currents circulate water that is just above freezing into and out of the basal cavity (the area underneath an ice shelf), causing the ice within the cavity to melt. For every 0.1°C that the ocean water is above freezing, the water melts a thickness of 10 m of ice from the bottom per year. When the ice shelf thickness has been reduced by at least 50 m, calving occurs.

Student 4

The warmer water circulated by ocean currents melts the ice shelf as described by Student 3. However, calving cannot occur from this process alone. Snow accumulates on the surface of the ice each winter, but each following summer, warm air leads to the melting and compaction of the snow. The compaction lowers the surface of the ice shelf, pushing the ice down into the basal cavity, where it is melted by the ocean water. After several winter-summer cycles, the ice shelf becomes top-heavy due to the snow and the melting from below, and calving occurs.

Suppose that the air temperature along the Antarctic coastline is never warmer than –10°C and that the atmospheric pressure is always 1.0 atmosphere. Does this information support the description given by Student 1?

No, because ice can melt at those temperatures.

400

For what value of a would the following system of equations have an infinite number of solutions?

2x − y = 8
6x − 3y = 4a

400

An astronomy class is given the following facts about stellar evolution.

1. A star’s evolution can be divided into 3 stages: pre-main sequence (pre-MS), main sequence (MS), and post-main sequence (post-MS).

2. Gravity causes part of a cloud of gas and dust to collapse and heat up, creating a pre-MS star. The star’s hot dust and gas emit its energy.

3. A pre-MS star becomes an MS star when the star produces the majority of its energy by fusing hydrogen nuclei (protons) at its center to make helium nuclei.

4. An MS star becomes a post-MS star when the star expands in volume and produces the majority of its energy by fusing hydrogen to make helium in a shell surrounding its center.

5. The more massive a star, the more rapidly the star passes through each of the 3 stages of its evolution.

Student 1

Student 2

Algol B became a post-MS star while Algol A and Algol C remained MS stars. Algol B never lost mass to Algol A. Algol B was always less massive than Algol A.

Based on Student 1’s discussion and Fact 4, while matter flowed between Algol A and Algol B, Algol B produced the majority of its energy by fusing:

Hydrogen nuclei to make helium nuclei in a shell surrounding its center.

400

It was during a hurricane that I almost blown away. I was five years old. After hours of raging, the storm finally had subsided and had lessened. The hurricanes eye, that quiet center around which the winds swirl, was passing. Radio broadcasters advise us not to go outdoors. Nevertheless, we and our neighbors ventured into the calm.My father mother brother and I walked on the road and that it followed our high bluff. The way was strewn with tree limbs and debris. Below the bluff, in a still-raging torrent, furniture and parts of houses coursed. She remembers staring, amazed to see such heavy things afloat.We walked around the bend, down to the flooded creek that had rose over the road, our best way out. Highlight start. A truck that tried to cross and pass to get by over the flood. Highlight end.A truck that tried to cross and pass to get by over the flood had stalled, two men in the cab awaited rescue; the truck gently rocked back and forth in the water.We stood and watched. I was wearing a red coat that my mother had buttoned tightly. When a gust whipped sudden up under it, I felt my feet leave the ground, but my mother's hand was quicker than the wind. She grabbed my arm and pulled me back. I wasn't frightened until I seen the expression on her face.

Make the best choice for the highlighted portion.

A truck that tried to cross the flood.

400

Why does Wole go to school?

Then Lawanle, my sister Timu’s friend, saw me. She let out a cry of alarm and asked me what I thought I was doing. I ignored her. The teachers heard the commotion and came into the room. I appeared to be everybody’s object of fun. The man in charge of the infant section (preschool) next came in; he was also our father’s friend and came often to the house. I was pleased that he was not laughing with the others.

Instead, he asked, “Have you come to keep your sister company?”
“No, I have come to school.”
Then he looked down at the books I had plucked from my father’s table.
“Aren’t those your father’s books?”
“Yes, I want to learn them.”
“But you are not old enough, Wole.”
“I am three years old.”
Lawanle cut in, “Three years old, Wole? Don't . Highlight start. mind him. Highlight end.mind him, sir, he won't be three until July.”
“I am nearly three. Anyway, I have come to school. I have books.”
He turned to the class teacher and said, “Enter his name in the register.” He then turned to me and said, “Of course, you needn’t come to school every day—come only when you feel like it.”

I looked at him in astonishment. Not feel like coming to school! The colored maps and pictures on the walls, the markers, drawing books, a shelf laden with modeled objects—animals, human beings, implements—even the blackboards, chalk and duster…I had yet to see a more inviting playroom! In addition, I had made some vague, intuitive connection between school and the piles of books with which my father appeared to commune so religiously in the front room, and which had constantly to be snatched from me as my arms grew long enough to reach them on the table.

“I shall come everyday!” I confidently declared.

As it is used in the passage, what does the highlighted phrase “mind him” mean?

Take him seriously.

400

ENGLISH:

Alex Atala and Brazilian Cuisine

At first, Brazilian chef Alex Atala opened his restaurant in São Paulo in 1999, people told him he’d never succeed. In a country where European cuisine was held in the highest regard, they said, no one would patronize a restaurant serving Brazilian food. Atala, whose restaurant has consistently ranked among the world’s best, has long disproven the naysayers. Using traditional Brazilian ingredients, such as, manioc root and even ants—in innovative ways, he has thrilled diners from around the world.

Still, Atala felt he could do more for his country and its cuisine. In 2012, he founded Instituto Atá to help promote lesser-known ingredients, particularly those of the Amazon basin, while working to protect Brazil’s biodiversity. Hearts of palm, for example, were typically harvested from Brazil’s wild juçara palms in an unsustainable way. Needing eight years to mature, the tree dies once its large heart is removed. Atala began persuading producers to cultivate Amazonian pupunha palms, which grow clusters of stems, each with a small heart. Careful harvesting ensures that the tree will live to yield more hearts, resulting in environmentally friendly production.

Atala prioritizes his working relationships with Amazonian tribes. Utilizing their historical know‑how they have, he aims to bolster tribe members’ livelihoods while exposing a wider audience to Brazilian ingredients. For instance, Baniwa women have farmed distinctly flavorful chili peppers for centuries that use indigenous agricultural techniques, to create a seasoning called pimenta jiquitaia. Partnering with Instituto Atá have enabled these women from a remote rain forest region to scale up production and market their product globally.

Expanding awareness of the rich diversity of Brazil’s native ingredients, Atala continues to lead in deciphering the country’s food culture. With his characteristic passion and intensity, the renowned chef seeks to inspire Brazilians to rediscover the connections between culture, nature, and food.

Question 1 refers to the underlined passage text {At first,}.

Which choice makes the sentence most grammatically acceptable?

When

500

There is a regular deck of 52 cards. What is the probability that Joy will draw a card that is a red 5 OR a card that is a black 8?

4/52 or 1/13

500

Three experiments were done using CO₂, krypton (Kr), or O₂. For each gas:

1. A 3 L steel vessel was fitted with a cap that contained a gas inlet valve and a pressure and temperature sensor.

2. Air was pumped out of the vessel until the pressure measured 0.00 torr.

3. The vessel was placed on a balance, and the balance was reset to 0.000 g

4. Some of the gas was added to the vessel.

5. When the gas in the vessel reached room temperature (22°C), mass and pressure were recorded.

6. Steps 4 and 5 were repeated several times.

The experiments were then repeated, except that a 6 L vessel was used (see Figures 1 and 2).

Figure 1

Figure 2

Based on Figure 2, if 13 g of Kr had been added to the 6 L vessel, the pressure would have been:

Between 400 torr and 600 torr.

500

Today, in modern, contemporary times, people under extreme job pressure may suffer sleep loss, nervousness, or stomachaches. For a patient with such symptoms, a doctor's diagnosis of stress. During the nineteenth century, people had similar symptoms as a result of a busy life, . Highlight start. because the diagnosis then would have been neurasthenia. Highlight end.because the diagnosis then would have been neurasthenia.

In the 1800s, doctors had the super dumb idea that the body had a limited amount of “nerve force” that was spend during mind work and regenerated with exercise. Physically inactive people who did a lot of mind work used too much nerve force and you became neurasthenic, with symptoms similar to modern stress. Many Americans in the 1800s were leaving farm lives for urban jobs that required little physical activity, they became prone to neurasthenia. The people in these new urban business jobs formed the new middle class, so neurasthenia became a most proudest symbol of a successful life.

Exercise was the best prescription for neurasthenia. The resulting fitness movement created the first formal exercise programs; physical education classes; and recreation centers; all still with us today. Todays stressed-out workers who stop by the health club, take a jog, or play a sport after work will probably be more productive at there jobs.

Make the best choice for the highlighted portion.

But the diagnosis then would have been neurasthenia.

500

What is the difference between public power utilities and privately owned utilities?

The US electricity industry has been a mixed system of private and public enterprise from its inception in the 1880s. As early as 1882, there already existed four local public power utilities.

Properly defined, the public power segment is made up of those nonprofit electric utilities owned by local governments, or more specifically, by the citizens within those local governmental units. There are 2,008 public power utilities that serve over 40 million US citizens, amounting to about 15 percent of the country’s total electric load.

Public power’s lower residential electric rates in comparison with those of investor-owned utilities have been remarkably consistent since these numbers began to be kept and published by the federal government as required by a 1946 law. For example, for the last year of statistics published by the Department of Energy’s independent Energy Information Administration, residential customers of investor-owned utilities paid average rates that were 18 percent above those paid by customers of public power systems.

Some critics have charged that public power’s consistent rate advantage over its private utility competitors must be due to special tax advantages. Bypassing the logical explanation of public power choosing to be nonprofit as explaining most of the price difference, these critics cry foul and blame public power’s access to special tax and other benefits. Typically included are public power’s constitutional exclusion from federal income taxation, and its access to federal hydroelectric energy by many of its distribution systems.

The trouble with these glib diversionary efforts to rationalize away the public power rate advantages that continue year after year is that they do not stand up to the facts and they are one-sided. Empirical study of each of the public power “benefits” taken individually, as well as in total with econometric and other methods, demonstrates that these advantages “explain” less than 30 percent of public power’s relative rate advantage.

Why does the example provided in the third paragraph incompletely support the author’s claim in that paragraph?

The example covers rates for one year, but the author makes a claim about rates over a much longer time.

500

WRITING:

Prompt:

Some people believe that society should prioritize public health over individual freedom, while others argue that individual freedom should not be restricted for the sake of public health. What are your thoughts on this issue, and how does your perspective relate to the perspectives presented?

Sample Essay:

(This is a simplified example and not a full essay)

"I believe that a balance between public health and individual freedom is necessary for a just and prosperous society. While protecting public health is vital, it should not come at the expense of individual liberties.

One perspective argues that society should prioritize public health. This view suggests that restricting individual freedoms, such as requiring vaccines or implementing lockdowns, can be justified if it prevents widespread illness and death. However, this perspective can lead to a society where individual liberties are sacrificed for the sake of collective health.

Another perspective suggests that individual freedom should not be restricted for the sake of public health. This view emphasizes the importance of personal autonomy and the right to make choices about one's own body and lifestyle. While this perspective protects individual liberties, it may also lead to the spread of diseases if individuals choose not to follow public health recommendations.

My perspective is that a balanced approach is necessary. Society must protect public health through education, awareness campaigns, and targeted interventions. However, individuals should have the freedom to make informed decisions about their own bodies and lifestyles, as long as their choices do not endanger others. Finding this balance requires open dialogue, empathy, and a commitment to both individual rights and public well-being."