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The materials provide a shared reference for understanding learning expectations and support educators in interpreting performance data to identify strengths and growth areas. Examples reflect ACT-style clusters with stimuli followed by multiple-choice questions, including evaluating scientific arguments and models with evidence, interpreting data, and applying results to scientific investigations.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/science-grades-high-school-samples-to-success/538213/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/science-grades-high-school-samples-to-success/538213.png","ImageObject",300,407,{"name":92,"@type":93},"pixelkiddo","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-10","2026-10-10",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of the high school science sample items?","Question",{"text":112,"@type":113},"The sample items show how students engage with different texts, tasks, and contexts. They help define proficiency expectations and support the assessment’s role in measuring learning.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How are the ACT science items structured in these samples?",{"text":117,"@type":113},"Each item is part of a cluster where one stimulus (or related stimuli) is provided and then followed by multiple-choice questions.",{"name":119,"@type":110,"acceptedAnswer":120},"What types of skills do the sample questions emphasize?",{"text":121,"@type":113},"The samples include evaluating scientific arguments and models with evidence, interpreting data, and reasoning through scientific investigations.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},538213,1791757876,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":81,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":39,"preview_page_count":4},962090883892,"https://ap-avatar.wpscdn.com/avatar/e00115db34f3e0f11b?x-image-process=image/resize,m_fixed,w_180,h_180&k=1790152879550218658","SCIENCE GRADES HIGH SCHOOL  \nSamples to Success  \nSample items provide valuable insight into how students engage with different texts, tasks, and contexts, highlighting the types of opportunities they need for success in the classroom. These items offer a shared reference point for understanding proficiency expectations, complementing the assessment's role in measuring learning.  \nBy analyzing items alongside performance data, educators can gain a deeper understanding of students' strengths and areas for growth. Students thrive in environments rich with diverse materials, challenges that vary in task type, and multiple avenues for demonstrating understanding. High-quality instruction, aligned with the learning goals, is the most effective way to support students' growth and prepare them for success.  \nThe items featured below are representative of those found on the ACT. The ACT assesses content in clusters where a single  \nstimulus or related stimuli are provided and then followed by a series of multiple-choice items. The samples below represent a single item taken from a larger cluster of items to illustrate the different types of stimuli with which students interact.  \nEvaluating Scientific Arguments and Models with Evidence  \nUse HS Item Stimuli with items below  \nBelow Proficient  \n(CAT1-A)  \nApproaching Proficient  \n(CAT1-B)  \nProficient (CAT1-C)  \nAbove Proficient  \n(CAT1-D)  \n\n| According to Scientist 2, friction between the rocks and the clay is reduced by which of the following?\u003Cbr>A. Ice only\u003Cbr>B. Algae only\u003Cbr>C. Ice and mud only\u003Cbr>D. Mud and algae only | Consider the statement “The B. germanica ate the food between 0 hr and 4 hr, between 4 hr and 16 hr, between 16 hr and 24 hr, and between 24 hr and 28 hr.” This statement is consistent with the data in Figure 1 for how many of the 4 foods?\u003Cbr>A. 1\u003Cbr>B. 2\u003Cbr>C. 3\u003Cbr>D. 4 | The phylogenetic tree constructed by which of the students supports the hypothesis that turtles are more closely related to archosaurs than to squamate?\u003Cbr>A. Student 2 only\u003Cbr>B. Student 3 only\u003Cbr>C. Students 1 and 2 only\u003Cbr>D. Students 1 and 3 only | Consider the trial in Experiment 2 that produced 550 kg of NH3. Based on Figure 1, the number of cycles that were needed to complete thereaction in this trial was most likely:\u003Cbr>A. less than 5.\u003Cbr>B. between 5 and 10.\u003Cbr>C. between 10 and 15.\u003Cbr>D. greater than 15. |\n| --- | --- | --- | --- |\n\nProficient  \nBelow Proficient  \nAccording to Figure 1, the mass of cheese remaining at 4 hr was closest to which of the following values?  \nA. 140 mg  \nB. 176 mg  \nC. 185 mg  \nD. 190 mg  \nAccording to Figure 2, the maximum positive value of Vs was approximately?  \nA. 125 V.  \nB. 200 V.  \nC. 250 V.  \nD. 275 V.  \nAccording to Figure 2, in a given year, solar time is ahead of meantime for approximately how many months in total?  \nA. 3.5  \nB. 5.5  \nC. 7.5  \nD. 9.5  \nAbove Proficient  \nBased on Figure 2, at which of the following times was the current in the circuit flowing counterclockwise?  \nA. 0 msec  \nB. 5 msec  \nC. 10 msec  \nD. 15 msec  \nInterpretation of Data  \nUse HS Item Stimuli with items below  \nApproaching Proficient  \nScientific Investigation  \nUse HS Item Stimuli with items below  \nBelow Proficient Approaching Proficient Proficient Above Proficient  \nWhich of the following expressions best shows the direction of the flow of soil gas through the apparatus shown in Figure 2?  \nA. Teflon tube-> pump > Rn detector  \nB. Teflon tube-> Rn detector-> pump  \nC. Pump-> Rn detector->Teflon tube  \nD. Pump->Teflon tube-> Rn detector  \nHow many temperatures were tested in Experiment 1, and how many temperatures were tested in Experiment 2?  \nExperiment 1  Experiment 2  \nA. 1 1  \nB. 1 5  \nC. 5 1  \nD. 5 5  \nBased on the results of Study 1, if a mixture with 60% by volume of compost had been tested in Study 1, the bulk density of this mixture would most likely have been:  \nA. less than 159 mg/mL.  \nB. between 159 mg/mL and 213 mg/mL.  \nC. between 213 mg/mL and 255","cbCaiozSHhILCzz6","https://ap.wps.com/l/cbCaiozSHhILCzz6","pdf",277723,"English","# Evaluating Scientific Arguments and Models with Evidence\n# Interpretation of Data\n# Scientific Investigation","[{\"question\":\"What is the purpose of the high school science sample items?\",\"answer\":\"The sample items show how students engage with different texts, tasks, and contexts. They help define proficiency expectations and support the assessment’s role in measuring learning.\"},{\"question\":\"How are the ACT science items structured in these samples?\",\"answer\":\"Each item is part of a cluster where one stimulus (or related stimuli) is provided and then followed by multiple-choice questions.\"},{\"question\":\"What types of skills do the sample questions emphasize?\",\"answer\":\"The samples include evaluating scientific arguments and models with evidence, interpreting data, and reasoning through scientific investigations.\"}]","SCIENCE GRADES HIGH SCHOOL - Samples to Success | PDF",1791606369]