Informational passages on the ACT, whether from the natural sciences, the social sciences or the humanities, reward a different kind of reading from fiction. The writer explains a process, often corrects a belief along the way, and marks carefully how certain each claim is. On a long passage the challenge is to keep the chain of causes straight while moving quickly between paragraphs, with the whole section allowing 40 minutes for 36 questions on the enhanced ACT.
This material is one complete set built around an original science article of about 630 words in seven numbered paragraphs. It explains why leaves change color in autumn and sets aside the popular idea that frost paints them. The article distinguishes two processes: yellow and orange pigments that were in the leaf all summer and are revealed when chlorophyll breaks down, and red pigments that many trees manufacture in the fall from sugar trapped in the leaf. It then explains why the weather of a particular autumn matters, and ends with a question scientists have not settled: why a tree would spend energy coloring a leaf it is about to drop.
Nine questions follow. You identify the article's main purpose, find stated details in a named paragraph, and follow a cause-and-effect chain from a layer of cells at the base of the leaf stalk to the red of a maple. You compare the two processes, apply a condition the writer states to a new case (which autumn would produce the dullest reds), explain what a paragraph that poses a question does, describe the writer's measured attitude toward two competing hypotheses, and recognize how the conclusion returns to the article's opening.
Each question reprints the full article so that it stands on its own; paragraph numbers let you practice going straight to the lines a question names. Explanations quote the sentences that decide each answer and say why each wrong choice fails. The flashcards summarize what a long informational set tends to ask and how to handle it: located details, causal chains, revealed versus made, and qualifiers such as "the question is not settled." Try the set in about ten minutes before reading the explanations.
The material offers a quiz and a flashcard deck. The article is original. It is written for students preparing for the ACT and is not produced or endorsed by ACT.
Practice material written by Zestly, based on ACT's published description of the ACT Reading section (reporting categories Key Ideas and Details, Craft and Structure, Integration of Knowledge and Ideas; act.org, retrieved September 2026). All passages are original.
Read the following article. Its paragraphs are numbered. [1] Every October, visitors crowd the back roads of Vermont and New Hampshire to see the hillsides turn. Many of them could tell you why it happens: the first frosts of fall, they would say, paint the leaves. It is a pleasing idea, and it is mostly wrong. Frost has something to do with the show, but chiefly as a spoiler. The colors are made, or uncovered, by the tree itself, as part of its preparations for winter. [2] All summer a leaf is a factory, and its most important machinery is chlorophyll, the green pigment that captures the energy of sunlight and uses it to turn water and carbon dioxide into sugar. Chlorophyll is not a durable substance. Sunlight breaks it down constantly, and the leaf constantly builds more, so that through June and July the supply stays high and the leaf stays green. [3] As summer ends, the nights lengthen and the air cools. For many trees the lengthening night is the decisive signal. The tree slows and then stops making new chlorophyll, and as the old supply breaks down, the green drains out of the leaf. What appears in its place was there all along. Leaves also contain carotenoids, yellow and orange pigments that help gather light during the summer but are hidden by the far larger amount of chlorophyll. When the green fades, the yellows of birches and hickories and the golds of many maples are simply revealed, the way a painted wall shows through when wallpaper is stripped away. [4] The reds and purples are a different story. They come from pigments called anthocyanins, and in most trees these are not present during the summer at all. They are manufactured in the fall. At about the time chlorophyll production stops, a layer of special cells begins to form where the leaf stalk joins the twig. This layer will eventually cut the leaf loose, but first it gradually blocks the veins that carry sugar out of the leaf. Sugar trapped in the leaf, together with bright light, supplies what many species, such as red maples, sumacs and sweetgums, need to build anthocyanins. [5] This is why the weather of a particular autumn matters so much. A run of warm, sunny days followed by cool nights that never quite reach freezing produces the most brilliant reds: the sun drives sugar production during the day, and the cool nights keep the sugar in the leaf. An unusually warm fall tends to dull the display, and an early hard frost can kill the leaves before much red has formed. Frost, in other words, is not the painter; at the wrong moment it ends the painting. [6] The reds raise a question the yellows do not. If a leaf is about to fall, why should a tree spend energy making a new pigment for it? One explanation holds that anthocyanins act as a sunscreen. Before a leaf drops, the tree draws valuable nutrients such as nitrogen out of it and stores them for spring, and this salvage work may go better if the leaf's weakened machinery is shaded from harsh light. Another explanation proposes that bright red is a signal to insects, such as aphids, that lay their eggs on trees in autumn, advertising that a tree is vigorous enough to defend itself. Many plant physiologists find the first idea more persuasive, since in some studies leaves unable to make the red pigment recovered less of their nitrogen, but the question is not settled. [7] So the visitors on the back roads are watching two processes at once: an unveiling of colors that were present all summer and a late burst of new color made at considerable cost. Neither has anything to do with frost, except that frost can bring both to an early end. The main purpose of the article is to
explain how the colors of autumn leaves are produced and correct a common belief about their cause
The article opens by naming the belief that frost paints the leaves and calling it "mostly wrong," then explains how yellows are revealed and reds are made, and closes by returning to frost. It does not try to attract visitors, it presents the aphid idea as only one of two hypotheses, and it never compares regions.