FREE ACT® PRACTICE QUESTIONS

For Questions 1-3, The underlines with numbers will correspond with sets of alternative words/phrases. From the options, choose the answer choice that works best in context. You will usually be offered the option “NO CHANGE ,” which you should choose if you think the passage is fine as is.

STUDY ABROAD

For many years, my high school has offered a foreign exchange (1) program, this opportunity enables students to spend a year in another country. The students are paired with host families in the foreign country. The high school has sent students to France, Peru, Japan, and Egypt, among other places. Last year, I was able to take part in the program. My destination (2) country being Greece, (3) who is located in the southeastern part of Europe.

1. A) NO CHANGE
2. B) program, it was the sort that
3. C) program that
4. D) program it

For Questions 1-3, The underlines with numbers will correspond with sets of alternative words/phrases. From the options, choose the answer choice that works best in context. You will usually be offered the option “NO CHANGE ,” which you should choose if you think the passage is fine as is.

STUDY ABROAD

For many years, my high school has offered a foreign exchange (1) program, this opportunity enables students to spend a year in another country. The students are paired with host families in the foreign country. The high school has sent students to France, Peru, Japan, and Egypt, among other places. Last year, I was able to take part in the program. My destination (2) country being Greece, (3) who is located in the southeastern part of Europe.

1. A) NO CHANGE
2. B) country was
3. C) country, known as
4. D) country

For Questions 1-3, The underlines with numbers will correspond with sets of alternative words/phrases. From the options, choose the answer choice that works best in context. You will usually be offered the option “NO CHANGE ,” which you should choose if you think the passage is fine as is.

STUDY ABROAD

For many years, my high school has offered a foreign exchange (1) program, this opportunity enables students to spend a year in another country. The students are paired with host families in the foreign country. The high school has sent students to France, Peru, Japan, and Egypt, among other places. Last year, I was able to take part in the program. My destination (2) country being Greece, (3) who is located in the southeastern part of Europe.

1. A) NO CHANGE
2. B) which
3. C) in which
4. D) what

What is the y-coordinate of the point in the standard (x,y) coordinate plane at which the two lines y = x + 5 and y = 2x + 6 intersect?

1. A) -1
2. B) 2
3. C) 4
4. D) 5
5. E) 6

Parallelogram ABCD, with dimensions in feet, is shown in the diagram provided. What is the area of the parallelogram, in square feet?

1. A) 64
2. B) 128
3. C) 156
4. D) 160
5. E) 256

If y = x – 3, then (x – y)⁴ =

1. A) -81
2. B) -27
3. C) 1
4. D) 27
5. E) 81

Some star systems radiate strongly at both shorter and longer wavelengths: in the ultraviolet region and in the infrared/radio regions. This odd distribution is explained by the pairing of a red-giant star and a hot small star that travel around a common center. These are known as symbiotic stars.

According to the passage, the radiation emitted by symbiotic stars is distinctive in that it:

1. A) is visible on photographic plates
2. B) consists partly of visible waves
3. C) cannot be detected by the naked eye
4. D) is strong at the extreme ends of the spectrum

Some star systems radiate strongly at both shorter and longer wavelengths: in the ultraviolet region and in the infrared/radio regions. This odd distribution is explained by the pairing of a red-giant star and a hot small star that travel around a common center. These are known as symbiotic stars.

The primary purpose of the passage is to

1. A) argue that a great percentage of binary star systems are symbiotic
2. B) criticize the theory of symbiotic stars as overly speculative
3. C) describe symbiotic stars as a distinct type of star system
4. D) compare symbiotic stars to red giants and smaller stars

The opposition asks us to support Governor Stoppard's senatorial campaign, after his six previous losses, because "even if he is not Thomas Jefferson, he has tried harder than anyone in U.S. politics today." Ford tried hard to make the Edsel, but we should not all go buy this unsound automobile.

Which of the following best describes the main point of the passage?

1. A) Governor Stoppard's senatorial campaign is doomed to failure.
2. B) Jefferson is a superior to Stoppard as a political leader.
3. C) The opposition party is confusing effort with achievement.
4. D) Stoppard has not been very effective in his pursuit of a Senate seat.

Questions 10-12 relate to the following passage and table.

Pepsin is an enzyme in the human stomach that cleaves proteins from food into smaller peptides. Table 1 shows how the activity of pepsin—the rate at which it breaks down another compound, referred to as the substrate—is affected by pH. In each case, 100 units of pepsin were added to 1 ml of solution containing 1 mg/ml of one of two proteins and adjusted to a particular pH. After 1 minute, the amount of protein that had been broken down was measured.

10. Based on the information in Table 1, as the pH increased, the activity of the pepsin:

1. A) increased only.
2. B) decreased only.
3. C) decreased, then increased.
4. D) increased, then decreased.

Questions 10-12 relate to the following passage and table.

Pepsin is an enzyme in the human stomach that cleaves proteins from food into smaller peptides. Table 1 shows how the activity of pepsin—the rate at which it breaks down another compound, referred to as the substrate—is affected by pH. In each case, 100 units of pepsin were added to 1 ml of solution containing 1 mg/ml of one of two proteins and adjusted to a particular pH. After 1 minute, the amount of protein that had been broken down was measured.

11. According to the information in Table 1, which of the following conclusions can be made about the rate at which 100 units of pepsin cleave (break down) Protein 2 when the pH is 3? The rate is:

1. A) faster than the rate at which 100 units of pepsin cleave Protein 2 at pH 4
2. B) equal to the rate at which 100 units of pepsin cleave Protein 2 at pH 4
3. C) slower than the rate at which 100 units of pepsin cleaveProtein 2 at pH 4
4. D) slower than the rate at which 100 units of pepsin cleave Protein 1 at pH 4

Questions 10-12 relate to the following passage and table.

Pepsin is an enzyme in the human stomach that cleaves proteins from food into smaller peptides. Table 1 shows how the activity of pepsin—the rate at which it breaks down another compound, referred to as the substrate—is affected by pH. In each case, 100 units of pepsin were added to 1 ml of solution containing 1 mg/ml of one of two proteins and adjusted to a particular pH. After 1 minute, the amount of protein that had been broken down was measured.

12. Which of the following factors in Table 1 could NOT have been directly controlled by an experimenter?

1. A) the quantity of enzyme
2. B) the substrate protein
3. C) the pH of the solution
4. D) the optimal pH for the enzyme