Report on Religious Field Research Paper Example | Topics and Well Written Essays - 1500 words

Report on Religious Field - Research Paper Example This discussion is meant to investigate and discuss the misconceptions that people have about Buddhism religion. It will further, analyze the prior understanding about this religion, and if misconceptions about other people’s religion are common Buddhism exists in two different factions, Theravada, which is referred as school of elders and Mahayana. Theravada is found in Sri Lanka on the South-eastern side Asia and Mahayana is on the Eastern side of Asia. However, Buddhism is highly concentrated in Asia; it is scantly found in other parts of the world. The teachings of Buddhism differ in the kind on the course of freedom. The main teachings are on the dependent initiation and no self. The basis of this religion is the Buddha, Dharma, and Sangha. Association with any of those courses is an indication of being a Buddhist (Christopher, 2000). Misconceptions of Buddhism religion Buddhist is pagans Pagan is a term used to refer to people who do not ascribe to God commonly accepted by the Christian God. Buddhist on their part does not relate themselves to God or gods. Instead, Buddhist relates their faith to Dharma, which is not an idol. Buddhist concerns itself about the truth. Conversely, to other religion when an negative eventuality occur, Buddhist will not raise question as to such, this is because Buddhist do not belief in supreme being like the other religion that believe that there is a supernatural power that have control over everything. Buddhist concerns themselves with appreciation of happenings that take place in ones in life (Kuo, 2008). Idea of Reincarnation This misconception is appreciable. For instance, Tibetans Buddhists holds the belief of being born again and in different class of life higher than the one a person occupied before he died. There is a misconception, which might lure a person to believing Tibetan Buddhism symbolizes Buddhism in entirety. Shin Buddhist appreciate the belief of reincarnation in the same way as other people beli eve in their god but the difference is they do not give it much thought. The common ground of all Buddhist is concern about the truth, which exists in nature, and people ought to appreciate (Kuo, 2008). Kuo ( 2008) argues that Buddhist appreciate anguish, the argument behind this is the perception that Buddhist stands for the truth and honesty. Suffering is a common thing in nature, and the truth about this should not be dispelled in the minds of human beings. Lack of appreciation of this belief is seen by Buddhist as escapism. Buddhists do not appreciate suffering as an opportunity to learn through encounters. Further, to the Buddhist suffering is seen as a positive phenomenon that a person should experience in order to learn from it. Buddhist dressing in robes is another misconception. This is attributed to the time of the Hare Krishna a faction that was very evident. In the 70s and 80s when this faction used to be in many places that it was very simple to identify them in their r obes. Most of the American may have been lured into believing that the Faction of the Hare Krishna was Buddhists. While the Buddhists, Tibetan monks and the priests wear robes during religious ceremonies, the other followers of the religion wear normal clothes. Buddhist is a unique religion in that it encourages meditation. The forms of meditation one may involve in depend on

Concentration of sulfuric acid

Concentration of sulfuric acid Abstract My research question, as the topic states, is How would the concentration of sulfuric acid affect the rate of hydrogen gas produced when it reacts with iron? The reason that I want to do this experiment is to prove whether the collision theory in Chapter6.2 of the Chemistry textbook1 is true about the concentration will affect the rate of a reaction. And I also did another extend experiment about whether the temperature will affect the rate of a reaction. After a lot of calculations, and analysis of the experiments data I got, my conclusion is the collision theory is not very suitable on this particular experiment. Introduction In Chapter 6 of IB chemistry textbook about Kinetics, the factors that will affect the rate of a reaction are Concentration, pressure, temperature, surface area and catalyst. I want to choose one of these factors and prove if it will actually affect the reaction rate and I choose the concentration. Then I started to think about the experiment that can show whether the concentration of the reactants will affect the reaction rate. Because my schools laboratory is very limited, so I can only do the experiments that are easy to operate and will not use very sophisticated apparatus. So, after serious consideration, I decided to use the iron react with sulfuric acid, the formula is elaborated below: Fe + H2SO4 > FeSO4 + H2 The reason that I choose to do this experiment is that this experiment can generate gas and the tools to do this experiment are easy to obtain. In Chapter 6 of the Chemistry textbook, one of the techniques for measuring rate is a collection of an evolved gas. Because the rate that the gas generated can represent the rate of the whole reaction, so I just need to measure how fast does the hydrogen gas evolve. Development of the Experiment This experiment is not as simple as it looks like. The first way I use is let iron react with different concentration sulfuric acid, and use a stopwatch to measure the time for each different reaction to finish. But after I give a try of this method, I found out that for a reaction to completely stop will take hours or more, which means this way wastes too much time, so this method is not very practical. The second way that came out of my mind is let the hydrogen gas been evolved to fill a balloon, and see how much time it will take to let the balloon to explode. But as everyone knows, Hydrogen gas can burn, so when the balloon explodes, it may also set off the hydrogen gas, so this method is way too dangerous to operate. The final method I developed is close to perfect (I think), and it is better to be shown by a photograph: In the left part of this photo, the iron and sulfuric acid will generate hydrogen gas; the hydrogen gas will go into the beaker in the middle of this photo through the rubber tube. Because the beaker in the middle has been filled with water, the hydrogen gas go into the beaker will begin to push the water out of the beaker. Because there is another glass tube in the beaker (you can see it in the photograph), water will be push into the graduated flask in the right part of the photo through the glass tube and the rubber tube. I just need to measure the time for a certain amount of water that has been push into the graduated flask, and compare the time taken of every different reaction, I will know whether the concentration will affect the rate of the reaction. Although this method is perfect for me, I still made a mistake when I was assembling the apparatus together: As the photograph above shows, this is the beaker used to let the reaction took place. The mistake I made is: The glass tube is too deep. Because the glass tube is so deep that the mouth of the glass tube is totally immersed by the sulfuric acid, thus the hydrogen gas evolved cannot go through the glass tube, as a result, the hydrogen gas push the sulfuric acid into the glass tube! Luckily, this mistake is not very hard to correct, I just need to pull the glass tube out a little bit, as the photograph shows below: Experimental Procedure Material and instruments: pure iron powder, very concentrated sulfuric acid, gas collecting bottle, conical flask, balance, stop watch, grad cylinder, glass tubes and soft rubber tubes. Because the sulfuric acid I got is very concentrated (98%), so the first thing I need to do is preparing sulfuric acid which has different concentration. Use the grad cylinder to measure certain amount of 98% sulfuric acid. Use the grad cylinder to measure certain amount of water. Add the sulfuric acid very slowly into the water and use a glass stirs keep whisking the mixture. I have repeated these procedures for nine times because I raised the concentration of sulfuric acid by 10% each time, finally I got 9 solutions have different concentration: 10%, 20%, 30%, 40%, 50%, 60%,70%, 80% and 90%. Use the balance to measure exactly 5g of iron powder. Add the iron powder into the beaker on the left of the photograph. Add the 10% sulfuric acid into the beaker on the left of the photograph. The hydrogen gas will press the water in the bottle into the grad cylinder and use the stop watch to measure the time taken for the hydrogen gas to press out certain volume of water. Add the 5g of iron powder and 20% sulfuric acid into the left beaker then repeat step 6 and 7. Add the 5g of iron powder and 30% sulfuric acid into the left beaker then repeat step 6 and 7. Add the 5g of iron powder and 40% sulfuric acid into the left beaker, then repeat step 6 and 7. Add the 5g of iron powder and 50% sulfuric acid into the left beaker then repeat step 6 and 7. Add the 5g of iron powder and 60% sulfuric acid into the left beaker then repeat step 6 and 7. Add the 5g of iron powder and 70% sulfuric acid into the left beaker then repeat step 6 and 7. Add the 5g of iron powder and 80% sulfuric acid into the left beaker then repeat step 6 and 7. Add the 5g of iron powder and 90% sulfuric acid into the left beaker then repeat step 6 and 7. Add the 5g of iron powder and 98% sulfuric acid into the left beaker then repeat step 6 and 7. Data and Analysis From the table above, we can see a very strange trend: When the concentration of sulfuric acid increase from 10% to 60%, the time is decreasing, in other words, the rate of the reaction keeps speeding up; but when the concentration of sulfuric acid reaches 70%, theres no reaction between iron and sulfuric acid at all! At first, I cannot even believe what I saw, so I repeat the reaction between iron and 70% sulfuric acid for several times but eventually lead to the same result: Nothing happened. Then I search this strange thing among a lot of books and websites, and this is called passivation2. Definition of passivation: Passivation is the process of making a material passive in relation to another material prior to using the materials together. For example, prior to storing hydrogen peroxide in an aluminium container, the container can be passivated by rinsing it with a dilute solution of nitric acid and peroxide alternating with deionized water. The nitric acid and peroxide oxidizes and dissolves any impurities on the inner surface of the container, and the deionized water rinses away the acid and oxidized impurities. Another typical passivation process of cleaning stainless steel tanks involves cleaning with sodium hydroxide and citric acid followed by nitric acid (up to 20% at 120 Â °F) and a complete water rinse. This process will restore the film; remove metal particles, dirt, and welding-generated compounds (e.g. oxides). In the context of corrosion, passivation is the spontaneous formation of a hard non-reactive surface film that inhibits further corrosion. This layer is usually an oxide or nitride that is a few atoms thick. Mechanisms of passivation: Under normal conditions of pH and oxygen concentration, passivation is seen in such materials as aluminum, iron, zinc, magnesium, copper, stainless steel, titanium, and silicon. Ordinary steel can form a passivating layer in alkali environments, as rebar does in concrete. The conditions necessary for passivation are recorded in Roubaix diagrams. Some corrosion inhibitors help the formation of a passivation layer on the surface of the metals to which they are applied. Passivation of specific materials: Aluminum may be protected from oxidation by anodizing and/or valorizing (sometimes called Anodizing), or any of an assortment of similar processes. In addition, stacked passivation techniques are often used for protecting aluminum. For example, chromating is often used as a sealant to a previously-anodized surface, to increase resistance to salt-water exposure of aluminum parts by nearly a factor of 2 versus simply relying on anodizing. Ferrous materials, including steel, may be somewhat protected by promoting oxidation (rust) and then converting the oxidation to a metalophosphate by using phosphoric acid and further protected by surface coating. As the uncoated surface is water-soluble a preferred method is to form manganese or zinc compounds by a process commonly known as Parkerizing or phosphate conversion. Older, less-effective but chemically-similar electrochemical conversion coatings included bluing, also known as black oxide. Nickel can be used for handling elemental fluorine, thanks to a passivation layer of nickel fluoride. After we read the above explanation of passivation, the reason why iron does not react with concentrated sulfuric acid is pretty clear: Because concentrated sulfuric acid is extremely oxidizing, so as long the sulfuric touches the surface of iron, it will form an oxidized layer on the iron and this layer will stop iron and sulfuric acid being touch, thus there is no reaction would occur. An Extend of the Topic It seems that this experiment could be end here, but theres another idea came out of my mind: Since concentration cannot always affect the rate of the reaction, what about the other factors? Will other factors be suitable on this very particular case? Then I decided to do another experiment to see whether the temperature will affect the rate of this reaction. Procedure: Use the balance to measure 5 gram iron powder. Add the iron powder into a clean test tube. Add some 98% sulfuric acid into the same test tube. Use an alcohol burner to heat the test tube and observe what will happen. Not everything goes like we expected, and this experiment is not an exception. As you can see, in the photograph on page 15, theres a lot of gas evolved from the test tube, but I can definitely tell you that this gas is not hydrogen gas, there are two evidence I can found to prove that this is not hydrogen gas: We all know that hydrogen gas can burn, right? But when I put the mouth of the test tube very closely to the fire, I cant see any combustion. We all know that hydrogen gas doesnt have any odor, but when this gas evolved, I can smell a very strong pungent and smelly odor. This evidence can prove this gas is not hydrogen gas, but this evidence also leads to another question: What gas is it? I search on the internet and I found an equation that may be relevant to this experiment: 2Fe+6H2SO4(Hot, concentrated)=Fe2(SO4)3+3SO2+6H2O I also found out the reason for why would the experiment react like the equation above in a Chinese website, here is the translation: When the temperature is rising, the oxidized layer on the iron will be destroyed and prevent this layer regenerate. Thus, the concentrated sulfuric acid can react with the iron. Also, the rising temperature cause the sulfuric acid be more oxidizing than when its cold, so this directly cause the oxidation number of iron to increase, and this is the reason that when iron react with hot, concentrated sulfuric acid will generate sulfur dioxide(Which is the pungent and smelly odor I mentioned in the second evidence on page 16). Conclusion The Collision Theory in Chapter 6.2 of the Chemistry textbook, which states The rate at which particles collide is increased by increasing the concentration of the reactants, is not suitable on every reaction. In this case, increase the concentration of sulfuric acid can only increase the reaction rate in a certain range. Increase the temperature of the reactants will not always leads to the increase of reaction rate; instead, increase the temperature may leads to a totally different reaction. In this case, raise the temperature will cause the iron and sulfuric acid to react and generate sulfur dioxide, rather than hydrogen gas. Some limitation of the experiment: After I know iron will not react with 70% sulfuric acid, I decided to do more experiments to obtain the accurate Reaction-Stop Concentration, which must be in the range of 60%-70%, but because the experiments tools I have are very limited, so I cannot raise the concentration by1% at a time as I wanted, which leaves a little bit flaw to this experiment. Normally students should do experiments in the schools laboratory, but because of some reason, the lab cant give us the opportunity to do the experiment, so I have to buy the tools and materials and do the experiments at home, so this cause a lot of inconveniences to my experiments. Bibliography and References Damji, Sadru and Green, John, written place unknown, IBID Chemistry Book 2nd edition. Budinski, Kenneth G. (1988), written at Englewood Cliffs, New Jersey, Surface Engineering for Wear Resistance, Prentice Hall. Brimi, Marjorie A. (1965), written at New York, New York, Electrofinishing, American Elsevier Publishing Company, Inc.

Essay --

Elaine Tyler May’s Homeward Bound addresses two ideologies that ran rampant during the 50s, just after the conclusion of World War II. These Ideologies were anti- communism and suburban domesticity, both of which were sought to be resolved by the Americans through marriage and parenthood in a suitable and stable household. May discovers that domestic revival was key in addressing the ‘cold war ideology’; her book seeks to discover why post war Americans looked unto household stability as a means of solving the threat of communism at the time. It was, as she describes; â€Å"postwar Americans' intense need to feel liberated from the past and secure in the future." She believes that â€Å"Domestic containment† originated from the 30s and 40s, where people started to view the family structure in two different ways, â€Å"one with two breadwinners who shared tasks and the other with spouses whose roles were sharply differentiated." Society at the time chose the latter. Things like new deal programs aimed to improve employment opportunities for men. The American dream was at this time available to whit...

Speech introducing the poetry of Elizabeth Bishop

My fellow students and writers, welcome. The honour of speaking to you, the poets of the future, has been bestowed upon me and I hope I will not disappoint. As Stephen Spender once said ‘I fear I cannot make an amusing speech as I read that all geniuses are devoid of humour'. Today I will be speaking about one of the greatest female poets of the twentieth century, and one of my own personal favourites, Elizabeth Bishop. ‘There's nothing more embarrassing than being a poet really'. The words of this modest poet convey the shy hidden qualities of a woman who was spectacular in being unspectacular. Bishop was never preoccupied with the obsolescent idea of being a poet. This gave her a sincerity that transposed to her poetry in expressing the emotional journey that was her life. Her poetry echoes a life well lived with extremes of emotion from the joy of heightened awareness, to abject isolation and depression. Elizabeth Bishop was born in America in 1911. Her father died shortly after her birth and at the age of five Bishop lost her mother to mental illness. These harsh lessons of life, so early learned, left a void in Bishop's life, the void of a settled loving family. Her poem ‘Filling Station' explores the themes of love and family which depicts her longing to be loved and to belong. The poem describes a family living amongst the oil and dirt of a filling station. At first she dismisses the filthy place ‘Oh but it is dirty! ‘ But as in much of her poetry Bishop looks beyond the obvious to find a beauty and homeliness within all the dirt. In this poem she comes to the conclusion that ‘Somebody loves us all'. This short sentence has gained the power of a proverb for me in my life and I'm sure it will hold resonance with many of you too. This comforting thought, wise and true, shows how Bishop reveals the truth through her close observation of the little things in her quest for self-discovery. Bishop's original way of viewing situations is also clear in her poem ‘The Prodigal'. Have you ever wondered what happened to the prodigal son during his transgression from home? Well Bishop did in this clever poem which focuses on the lowest part of the prodical son's life. This effectively simple poem describes mankind's need for companionship, she herself being a self-proclaimed outsider. As an outsider Bishop led a very unsettled restless life described as desperately and energetically nomadic. She once said ‘All my life I have lived and behaved very much like the sandpiper – just running down the edges of different countries and continents'. Here Bishop confesses of a great desire to travel, discernibly in search of the home she never had. Bishop wrote the poem ‘Questions of Travel' which depicts the time she spent in Brazil. Although it was a place of immense beauty, she often felt separate and outside of it. She asks ‘Should we have stayed at home wherever that may be? ‘ which shows Bishop's great loneliness in searching for belonging. In this poem she also questions the human need to travel to strange foreign places. It foregrounds the issue of whether the tourist's quest stems from an innocent desire to savour landscapes of difference or whether it might have a darker motive, resembling the imperialistic desire to conquer and acquire other lands. She then asks if it is childishness that causes us ‘to rush to see the sun the other way around'. More humorously this poem signifies the limitations of human knowledge and understanding of foreign cultures. After all are we not all guilty of inwardly complaining of the intrusive tourists that plague our country annually? Bishop asks ‘Is it right to be watching strangers in a play in this strangest of theatres? ‘ However Bishop's argument promoting the merits of travel will banish the negative thoughts of even the most xenophobic among us. I feel many will enjoy the theatrical differences conveyed in this poem as Bishop is so wry and honest about the differences between locals and tourists. A striking photographic quality of images is atypical of Bishop's poetry. Her poem ‘The Fish' uses language that is imagistic and precise in describing the confrontation between an amateur fisher and a ‘tremendous' battle-worn fish. The poem is rich in imagery, simile and metaphor and uses layering of images which describes in intricate detail the newly caught fish. Bishop is an empathetic imaginative observer as she describes the fish inside and out down to ‘The dramatic reds and blacks of his shiny entrails, and the pink swim bladder like a big peony'. The final line ‘until everything was rainbow, rainbow, rainbow! And I let the fish go' describes a moment of epiphany and revelation common to Bishop's poetry. Bishop pronounces a merciful verdict on the life of the venerable old fish which contrasts strongly with man's attempt to conquer nature. This moral poem is one to think about the next time you go fishing. My favourite poem by Elizabeth Bishop is ‘First Death in Nova Scotia'. The full complexity of childhood is effectively evoked in this simple poem about the death of her cousin. This is a poem we can all relate to as it captures a child's first experience of death. Although written in her fifties, Bishop manages to capture the confusion she felt as she attempted to understand the finality of death. This poem has quite a chilling quality which echoes the wrong sequence death has taken in extinguishing the life of a child. The final stanza, although chilling, is one of my favourite pieces of poetry. The vulnerability and fear created as the child doubts the presence of an afterlife is true of my experience of death and I'm sure other's. The child Bishop asks ‘But how could Arthur go; clutching his tiny lily with his eyes shut up so tight and the roads deep in snow? ‘ This final line filled with poignancy is a perfect example of Bishop's simple but effective style. Oscar Wilde is quoted as saying ‘One should rejoice in the beauty, the joy and the wonder of life; the less said about life's sores the better'. However, Bishop manages to do both successfully in her striking and distinctive poetry that will give much pleasure for years to come. Her poetry covers topics from death to family and from travel to morality. Her keen eye for detail, her accurate observations and her simple, concise description of the world around us makes Elizabeth Bishop's poetry an animated read. Her poetry boasts genuine feeling which originates from her own harsh experiences in life and often expresses a greater understanding of life and death. Her pleasing style makes her poetry a firm favourite among many amateur writers and poetry lovers. I hope I have instilled in you today the joys of reading the poetry of one of the most influential females of the last century. I will now leave you with a final quote from Elizabeth Bishop's poem called ‘Poem'. This poem maps the reader's experience of reading poetry, from indifference to recognition of a common humanity. ‘Life and the memory of it cramped, dim, on a piece of Bristol board, dim, but how alive, how touching in detail–the little that we get for free, the little of our earthly trust'

Toefl Independent

Many people have learned a foreign language in their own country; others have learned a foreign language in the country in which it is spoken. Which is better? Give the advantages of each and support your viewpoint. Today the majority of ambitious young students try hard to learn as many languages as possible. Some prefer to learn a foreign language in just their own country. I think learning this way enables you to learn by using your native language in terms of difficulties you might face. Another advantage of this way is that you learn together with your friends, and this is very encouraging. However, learning a foreign language in the country where it is spoken helps you to improve your pronunciation, speak as clearly as native speakers and learn more new words. Moreover, in a foreign country you are just forced to speak everything in a foreign language. Learning a foreign language in your native country is very effective, especially, for beginners. In general, people of beginner level of a foreign language, frequently need translations or detailed explanations of matters. They might also need assistance in grammar structures. From these points of view, I believe that people of your own country would be more helpful by providing you useful guides in your native language. Moreover, learning a foreign language in your own country would be very encouraging because your friends are together with you. In my opinion, it would be more enjoyable as well as efficient if working together on a foreign language, speaking it and attending conversation clubs. In a foreign country, however, you can be able to pronounce words very clearly since you hear true pronunciations of words whole the day. In addition, you can learn more words from native speakers. You can also improve your speaking rate. Because you are not able to use your native language, it will always be needed to express your ideas in a foreign language as quickly as possible. In conclusion, I want to mention that I prefer learning a foreign language in my own country. First, I can get the help of my teachers when needed. Besides, staying in a foreign country and learning a language would cost me much.

Summary of Lpu-Manila Tanghalang Batingaws Recipe Essay Example

Summary of Lpu Summary of Lpu-Manila Tanghalang Batingaws Recipe Essay Summary of Lpu-Manila Tanghalang Batingaws Recipe Essay A young woman tells of her memories of the men in her life, with relation of Filipino recipes, from her childhood up until the present. Jessa, a renowned chef, came from a poor family with a drunkard and abusive stepfather, who she associates with the dog meat dish, Azucena. After the last beating she received from him, Jessa ran away from home and found a job as a cook to a rich young couple, who reminds her of the expensive Lechon. She praised them for their kindness but behind it was the sexual abuse she experienced from her senor in exchange of money to give to her poor mother and siblings.Jessa ran away from the mansion after being abused by her senor’s friend. A few years after, her life changed when her cooking skills gained recognition and met the last man in her life, Felix, who later became her husband for three years. Felix was a good husband until Jessa found out about his frequent womanizing. At the peak of her story, Jessa recounts how she took revenge on the three men. Her stepfather died of rabies after she served him the Azucena made from her neighbor’s infected dog.Her senor and two other people, namely his wife and friend, died in the fire caused by a gas tank she intentionally left open. Lastly, Jessa severed and cooked Felix’s head and called onto her house the other women he deceived to witness her deed. Out of all the things she had done, Jessa pitied and wept out of love for her husband but does not regret killing him and the other two. She promises to the platter-served Felix that the next man who’ll come to her life will be better off dead and so is she. Ending her life and misery, Jessa killed herself with a kitchen knife.

The Hardest ACT Science Questions and Strategies to Solve Them

The Hardest ACT Science Questions and Strategies to Solve Them SAT / ACT Prep Online Guides and Tips In every section on the ACT, there are some questions that are more difficult than the others.Science is no different.However, unlike the math section, where the questions progress from easy to hard in a linear fashion, each of the 7 passages tends to have 1-2 hard questions that can appear at any point in the passage (though they tend to be the last questions of the passage). These problems may seem challenging at first glance, but they're really just slightly more challenging than the others if you use the right ACT Science strategies and tips that we'll be covering in this guide. Here's what distinguishes easy from hard questions. Most of the easier problems on the ACT Science section are data grab problems, where you simply find the one data point or the single line in the paragraph, and you have your answer. Occasionally, you have to interpret that data, but not in a complicated way. In contrast, themostchallenging ACT Science questions ask you to use multiple data points to come to an answer. They'll take you longer to answer and are harder to get right. Here are the question types I'll cover: Sneaky data grab questions Using multiple visuals to answer the question Using multiple data points within a single visual to answer the question Questions that require outside knowledge Hopefully by the end of this article, you'll feel able to conquer any hard question! Difficult Type #1: Sneaky Data Grab Questions Some sneaky data grab questions will require you to look in strange places for the answer to your question, such as the introduction! ACT makers assume that with such a short time frame (35 minutes to answer 40 questions) students will skip the introduction. If you have time management issues on ACT Science, my recommended strategy is to answer the questions without reading the passage, using the visuals alone, skipping the questionsyou can’t answer with visuals and saving them for the end of the passage.Read more about thestrategy by learning about the 3 types of ACT Science passages. However, when you do go back and skim, includethe introduction in your skimming.The introduction typically holds nuggets of gold. Check out this sneaky data grab ACT science practice question: There was nothing in the visuals to help you answer the question.You had to read this short introduction to find the answer: All four substances are carried down by precipitation, and the process is known as wet deposition.The question is still phrased in a slightly confusing way.In the introduction, it tells you what happens if there is precipitation; it fails to mention what happens when there is no precipitation. It's safe to assume since it wasn’t mentioned that what normally happens during precipitation will NOT happen without precipitation.So, there will be no wet deposition of the 4 substances since all 4 are normally carried down by precipitation. NOTE: Do not get tricked by the flip in relationship. The ACT Science section often asks these questions to trick you. Don’t rule out any part of the passage!Sometimes the answer will be where you least expect it. Difficult Type #2: Synthesize 2 or More Different Graphs While most questions on the ACT Science section only require you to use one data point within one visual, some of the more difficult questions require you to find more information.Like this question below: Start by analyzing the question. What is it asking you to find? When you look at a question, and it asks you about 2 different values, you should realize that this means you will need to grab and compare at least two different pieces of data.In this case, the question asks you about the pressure exerted by O2 at 6 L and at 3 L at 22 degrees Celsius, two different values, so you should be looking for at least those two pieces of data. The question specifically asks you to compare the pressure in 6 L vessel to the pressure in the 3 L vessel at "a given mass of O2." That phrase, "a given mass of O2," is code for at ANY mass of O2added. In order to find this data, you will need to use Figure 1 and 2 (as the question told you). Your next step should be to figure out the difference between Figure 1 and 2 (see what I did there?). Figure 1 represents the results from the 3 L vessel, and Figure 2 represents the results from the 6 L vessel.Knowing this,we now need to compare the pressure across all masses of O2added in the 3 L and 6 L vessels, since as I said above that is what the question is really asking. To do an appropriate comparison, I recommend grabbing 2-3 data points, preferably widespread. Zero is always a safe place to start. In this case, in both the 3 L and 6 L vessel the pressure at 0 g of O2added is 0 torr, which makes logical sense since no O2added means nothing to exert the pressure. Note: it is not important to understand the units. Next data point: let's look at 2 g of O2added. In the 3 L vessel, the pressure is 400 torr, while in the 6 L vessel the pressure is 200 torr. I recommended spreading out the data points, so for our last point, we will look at the maximum mass of O2added, 10 g. In the 3 L vessel, the pressure is 1800 torr, and in the 6 L vessel, the pressure is 900 torr.Below I have synthesized all of the data into a table, this way we can clearly see the comparison of the pressure in the 6 L vessel to the pressure in the 3 L vessel: So for any given amount of O2added (outside of 0), the pressure in the 6 L vessel is half the amount of pressure in the 3 L vessel.So, the answer is A. Do you get the gist here? As a recap, our strategy for solving this practice question was: we understood what the question was asking for (comparing pressure in 6L vs. 3L containers) we found the two graphs representing the 6L and 3L containers we found the O2 line for each graph we picked the same mass of gas added for both graphs and compared the O2 pressures to find that the ratio between the 6L and 3L container was 1:2 Let’s attack one more of these, taking it step-by-step: Let's first figure out what the question is asking of us. The phrasing of this question is slightly more confusing than the last one. It mentions Figure 1 and 2, so we know that we will need to look at both. However, this question doesn't ask for a specific number to look at on the graph, like 10 meters or 550 wavelengths. When this happens, it's harder to pick out the data. When no numbers are mentioned, look for words indicating value such as highest, lowest, biggest, smallest. These words imply numbers and comparisons and give you a hint on how to read the graph. Reading the question closely, we see the question is asking us to find the wavelength with the highest rate of photosynthesis and then see what its relative absorption of chlorophyll a and b are. Let's take this step-by-step. Start by figuring out the difference between Figure 1 and 2. Figure 1 shows the relative absorptions of chlorophyll a and b by wavelength. Figure 2 shows the rate of photosynthesis for a variety of wavelengths. Since, the question first mentions the wavelength with the highest rate of photosynthesis, we will start by using Figure 2 below: You need to find the graph’s maximum.The maximum is where the rate of photosynthesis is highest.The highest peak in rate of photosynthesis is at about 108% at a wavelength of 440 nm. Now, we have completed the first step.The next step is finding the relative absorption of chlorophyll a and b of a wavelength of 440 nm.Looking at Figure 1, it is a little tricky because the intervals of wavelength measure are different.Figure 2 begins at 400 measuring in 20 nm intervals until 720, whereas Figure 1 measures in 25 nm intervals from 400 to 750. Finding 440 nm on Figure 1, in between the second tick mark and 450 mark, we see the dotted line is at it’s maximum and the solid line is low but not at the minimum.Reading the key, we see the dotted line represents the relative absorption of chlorophyll a. The solid line represents the relative absorption of chlorophyll B.So, the relative absorption of chlorophyll A is at a maximum, and the relative absorption of chlorophyll B is low but not at a minimum. Thus, the answer is C. When you are looking at multiple visuals to answer a question, take the problem step-by-step: Start by finding what the question is asking you. Next, figure out the difference between the figures. Find one data point, then move to the next. Take your time and use process of elimination to help you. Difficult Type #3:Analyze Multiple Data Points Within a Single Visual This is one of the trickiest question types on the ACT Science section. And here is one of the hardest tough questions I’ve seen.Not only is the graph crazy, the question requires you to analyze four data points within the graph. Here is the question: Let's break it down. The question is asking you which of the answer choices has the highest intensity at a given frequency. As we discussed above, whenever a question states "at a given X," it means across all values of X.In other words,this question is asking you to pick the answer choice with the highest intensityacross all frequencies. There is a lot of information in the graph below, but the answer choices only require us to consider four conditions:in air or in water, and at S of 100% or at 10^-8%. Looking at the graph below, you may have no idea where to begin: Start by finding the locations of S 100% and S 10^-8% (it is completely fine that you don’t understand what these mean).I don’t even think the passage helped you understand what these mean.I don’t know what they mean, but I can still answer the question correctly. You see S 10^-8% is represented by the two vertical lines at the far left of the graph.S 100% is represented by the two vertical lines at the far right of the graph. Now, you need to locate intensity, since the question asked specifically which has the highest intensity.Intensity is measured on the x-axis.Both lines for S 10^-8 % have a measured intensity between -20 and 0 db (again, understanding the units is not important). Both lines for S 100% have a measured intensity between 180 and 220 db. The S 100% are at a higher intensity, so we can eliminate both S 10^-8% answer choices, G and J. Now, to decide between F and H, we need to figure out whether the intensity was greater in water or air.To do this, we need to distinguish which S 100% line represents water and which one represents air. According to the key, the small dotted line represents water, and the thicker line represents air.The small dotted line is just to the right of the thicker line, so it is at a higher intensity than the thicker line.S 100% in water has an intensity of approximately 205 db and S 100% in air has an intensity of approximately 195 db, so the answer is F. Look how far we've come since the beginning of this section? This graph looked indecipherable, but step by step we were able to break it down. This question is very do-able, you just need to be diligent in your graph reading (if you need more help with this skill check out our article on Factual Questions).Take the problem step-by-step, use process of elimination and check every part of the graph for information (every axis and key). Difficult Type #4:Questions That Require Outside Knowledge There are around 4 questions per test that you will not be able to answer correctly without outside knowledge.Check out our other article for an overview of the topics the ACT expects you to know.Without memorizing these topics, it will be nearly impossible to score between 33 and 36. Recap Hard questions are not that hard.They require the same skills as the easy questions, but you need to do more steps.These questions take longer because they're more complex. ACT Science Tips toremember for these hardest questions: Don’t rule out any part of the passage! Sometimes the answer will be where you least expect it such as in the introduction. Do not get tricked by the flip in relationship. The ACT Science section often asks these types of questions to trick you. When you are looking at multiple visuals to answer a question, take the problem step-by-step. Figure out what the question is asking you. Figure out which figures you need to use. Find one data point, then move to the next. Take your time and use process of elimination to help you. When pulling multiple data points from one visual, also take the problem step-by-step. Start by analyzing the question. Figure out which figures you need to use and the difference between them (one last time!). Use process of elimination. Look at every piece of the graph. Make sure to read keys and scan every axis. Study the topics that the ACT Science section expects you to know. What’s Next? I hope you feel ready to tackle any hard question the ACT Science section throws at you!As your next steps in studying for the ACT Science section,learnthe 3 types of ACT Science passages,the only actual science you need to know for ACT Science, andthe best way to study and practice for ACT Science. Like this article? Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Sciencelesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial: