Guided Highlighted Reading Grade ACT Science 2008: 61C Passage 4 Passage Type: ACT Science: Chemistry Data Representation 61C Passage 4

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1 Guided Highlighted Reading Grade ACT Science 2008: 61C Passage 4 These selections and questions are from Preparing for the ACT , 2009 by ACT, Inc. All rights reserved.. Passage Type: ACT Science: Chemistry Data Representation Passage Title and Source: Preparing for the ACT , 61C Passage 4 Background Knowledge (The overview given by the teacher prior to reading) Procedure: Students will need a copy of the passage for highlighting. Build the context for the reading by activating prior knowledge using the following: Anticipatory Set: Engage prior knowledge by referring to food calories on food labels and to where calories come from. How is burning corn in corn-based ethanol different from how our bodies access the energy from the same corn? How is it similar? Vocabulary: When you come to the vocabulary words in the highlighting process, give definition, have students say the word 5 times (if time permits) and continue highlighting process. Calorimeter (bomb calorimeter): used to determine the amount of heat released when a substance is burned in the presence of oxygen Successive: in a row Before having students begin highlighting, the teacher has students skim the text and review the questions quickly. The teacher reads the prompts s/he has prepared for each section and has the students scan through the text, highlighting. The teacher reads as rapidly as students can follow. The purpose is to get students to push their eyes rapidly across the text and graphics to find the text to be highlighted. Optional: The teacher has students go back to the text and graphics with partners to determine the answers to prompts and vocabulary meaning from context or from their prior knowledge. Have students share their results. Use the definitions for your reference as students share their results. Students answer the questions at the end of each selection and check their answers. Students should be more successful with the questions after going through the highlighting process. Share some or all of this information before or after highlighting: Summary: (you may wish to have students complete their own summaries first) The selection is about the varying amounts of energy that are released when certain foods are eaten. The experiment is run using a bomb calorimeter that captures energy released from burning in the surrounding water. These results are tested and compared against varying amounts of sucrose of other hydrocarbon sources. How the text is written: This is a chemistry data representation accompanied by one diagram and three tables. The author uses italics to set off the name of a scientific apparatus. The passage contains five questions. This informational science article is organized by enumeration/ description and written with a formal scientific/technical tone. The source (Chemistry, Addison Wesley and American Chemical Society) and the date of publication (1995, 1993) are given. (Words in boldface refer to author s craft, structure, and perspective.) The goals for this activity are to prepare for reading a selection, to build silent reading fluency, to determine what is important in a paragraph, to make inferences, to determine the author s perspective, and to read with a larger context in mind.

2 ACT Science Passage 4 61C (35 Minutes 40 Questions Total) DIRECTIONS: After reading a passage, choose the best answer to each question. You may refer to the passages as often as necessary

3 4 5 Question Directions: Review these questions before doing the highlighting with your teacher. Answer the questions after highlighting. 1. According to Tables 1 and 2, as the mass of successive sucrose samples increased, the change in the water temperature produced when the sample was burned most likely: F. increased only. G. decreased only. H. increased, then decreased. J. remained the same. 2. Which of the following graphs best illustrates the relationship between the heat released by the foods listed in Table 1 and the change in water temperature?

4 3. Based on the data in Table 2, one can conclude thatwhen the mass of sucrose is decreased by one-half, the amount of heat released when it is burned in a bomb calorimeter will: F. increase by one-half. G. decrease by one-half. H. increase by one-fourth. J. decrease by one-fourth. 4. Which of the following lists the foods from Tables 1 and 2 in increasing order of the amount of heat released per gram of food? A. Potato, egg, bread, sucrose, cheese B. Sucrose, cheese, bread, egg, potato C. Bread, cheese, egg, potato, sucrose D. Sucrose, potato, egg, bread, cheese 5. Based on the information in Tables 1 and 2, the heat released from the burning of 5.0 g of potato in a bomb calorimeter would be closest to which of the following? F. 5 kj G. 10 kj H. 15 kj J. 20 kj

5 Passage Answers: ACT E61, Passage 4 1 F ACT E61, Passage 4 2 B ACT E61, Passage 4 3 G ACT E61, Passage 4 4 A ACT E61, Passage 4 5 H Guided Highlighted Reading for Data Representation (Close and Critical Reading Question 1) With a highlighter pen, follow the prompts of the teacher and highlight what the prompts instruct you to highlight. The teacher reads the following: Using Section #3 as the temperature increases, indicate what happens to the amount of heat released by marking: =,, or Section #3: Highlight the food with the lowest heat that is released. Section #3: Highlight the food that has the highest heat that is released. Section #3: Highlight the amount of heat released for 1.0 g of potato. Using Section #3, take the amount of heat released from the previous highlighting and multiply by 5. Section #4: Highlight the bottom and second to bottom row. Using Section #4, write the relationship between the amount of sucrose and how the heat is released (using words like decreased by, increased by, etc.). Using Section #4, as the amount of sucrose is added, indicate how the amount of heat changes. (mark as an =,, )