NY-SG-FLD008-02

This test is now delivered as a computer-based test. See www.nystce.nesinc.com for current program information.

Copyright © 2006 by National Evaluation Systems, Inc. (NES®)

"NYSTCE®," "New York State Teacher Certification Examinations™," and the "NYSTCE®" logo are trademarks of the New York State Education Department and National Evaluation Systems, Inc. (NES®).

"NES®" and its logo are registered trademarks of National Evaluation Systems, Inc.™

PREPARATION GUIDE Earth Science CST (08)

Table of Contents

1 ....................................................................................................................... Introduction

2 ..................................................................... General Information about the NYSTCE

4 ...................................................................................................... Test-Taking Strategies

6 ......................................................................................... About the Earth Science Test

7 ....................................................................................... Earth Science Test Objectives

16 ............................................................................................... Multiple-Choice Section

17 .........................................Sample Test Directions for Multiple-Choice Questions

18 ...... Sample Multiple-Choice Questions, Correct Responses, and Explanations

43 ......................................................................................... Written Assignment Section

44 ............................................... Sample Test Directions for the Written Assignment

45 ......................................................................................... Sample Written Assignment

46 .............................................. Strong Response to the Sample Written Assignment

48 ...................................................... Performance Characteristics and Scoring Scale

49 ............................................................................. Evaluation of the Strong Response

The State Education Department does not discriminate on the basis of age, color, religion, creed, disability, marital status, veteran status, national origin, race, gender, genetic predisposition or carrier status, or sexual orientation in its educational programs, services, and activities. Portions of this publication can be made available in a variety of formats, including braille, large print, or audiotape, upon request. Inquiries concerning this policy of nondiscrimination should be directed to the Department's Office for Diversity, Ethics, and Access, Room 530, Education Building, Albany, NY 12234.

¢ INTRODUCTION Purpose of This Preparation Guide

This preparation guide is designed to help familiarize candidates with the content and format of a test for the New York State Teacher Certification Examinations (NYSTCE®) program. Education faculty and administrators at teacher preparation institutions may also find the information in this guide useful as they discuss the test with candidates.

The knowledge and skills assessed by the test are acquired throughout the academic career of a candidate. A primary means of preparing for the test is the collegiate preparation of the candidate.

This preparation guide illustrates some of the types of questions that appear on a test; however, the set of sample questions provided in this preparation guide does not necessarily define the content or difficulty of an entire actual test. All test components (e.g., directions, question content and formats) may differ from those presented here. The NYSTCE program is subject to change at the sole discretion of the New York State Education Department.

Organization of This Preparation Guide Contained in the beginning sections of this preparation guide are general information about the NYSTCE program and how the tests were developed, a description of the organization of test content, and strategies for taking the test.

Following these general information sections, specific information about the test described in this guide is presented. The test objectives appear on the pages following the test-specific overview. The objectives define the content of the test.

Next, information about the multiple-choice section of the test is presented, including sample test directions. Sample multiple-choice questions are also presented, with the correct responses indicated and explanations of why the responses are correct.

Following the sample multiple-choice questions, a description of the written assignment section of the test is provided, including sample directions. A sample written assignment is presented next, followed by a sample strong response to the assignment and an evaluation of that response.

For Further Information

If you have questions after reading this preparation guide, you may wish to consult the NYSTCE Registration Bulletin. You can view or print the registration bulletin online at www.nystce.nesinc.com.

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¢ GENERAL INFORMATION ABOUT THE NYSTCE How Were the NYSTCE Tests Developed?

The New York State Teacher Certification Examinations are criterion referenced and objective based. A criterion-referenced test is designed to measure a candidate's knowledge and skills in relation to an established standard rather than in relation to the performance of other candidates. The explicit purpose of these tests is to help identify for certification those candidates who have demonstrated the appropriate level of knowledge and skills that are important for performing the responsibilities of a teacher in New York State public schools.

Each test is designed to measure areas of knowledge called subareas. Within each subarea, statements of important knowledge and skills, called objectives, define the content of the test. The test objectives were developed for the New York State Teacher Certification Examinations in conjunction with committees of New York State educators.

Test questions matched to the objectives were developed using, in part, textbooks; New York State learning standards and curriculum guides; teacher education curricula; and certification standards. The test questions were developed in consultation with committees of New York State teachers, teacher educators, and other content and assessment specialists.

An individual's performance on a test is evaluated against an established standard. The passing score for each test is established by the New York State Commissioner of Education based on the professional judgments and recommendations of New York State teachers. Examinees who do not pass a test may retake it at any of the subsequently scheduled test administrations.

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Organization of Content The content covered by each test is organized into subareas. These subareas define the major content domains of the test.

Subareas typically consist of several objectives. Objectives provide specific information about the knowledge and skills that are assessed by the test.

Each objective is elaborated on by focus statements. The focus statements provide examples of the range, type, and level of content that may appear on the tests.

Test questions are designed to measure specific test objectives. The number of objectives within a given subarea generally determines the number of questions that will address the content of that subarea on the test. In other words, the subareas that consist of more objectives will receive more emphasis on the test and contribute more to a candidate's test score than the subareas that consist of fewer objectives.

The following example, taken from the field of Social Studies, illustrates the relationship of test questions to subareas, objectives, and focus statements.

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SOCIAL STUDIES (05)SUBAREA I—HISTORY

0003

A.

B.

C.D.

Which of the following was an important goal of nineteenth-century Latin American liberals?

establishing governments based on the separation of church and state reducing the influence of competitive individualism in social and economic lifecreating strong centralized governmentsmaking plantation agriculture the foundation of economic development

The focus statements provide examples of the range, type, and level of content that may appear on the test for questions measuring the objective.

This is the name and field number of the test.

Understand the major political, social, economic, scientific, and cultural developments and turning points that shaped the course of world history from 1500 through 1850.

analyzing the roles, contributions, and diverse perspectives of individuals and groups involved in independence struggles in Latin America

The field is divided into major content subareas. The number of objectives in each subarea may vary, depending on the breadth of content contained within it.

The objectives define the knowledge and skills that New York State teachers and teacher educators have determined to be important for teachers to possess.

Each multiple-choice question is designed to measure one of the test objectives.

¢ TEST-TAKING STRATEGIES Be On Time.

Arrive at the test center on time so that you are rested and ready to begin the test when instructed to do so.

Follow Directions. At the beginning of the test session and throughout the test, follow all directions carefully. This includes the oral directions that will be read by the test administrators and any written directions in the test booklet. The test booklet will contain general directions for the test as a whole and specific directions for individual test questions or groups of test questions. If you do not understand something about the directions, do not hesitate to raise your hand and ask your test administrator.

Pace Yourself. The test schedule is designed to allow sufficient time for completion of the test. Each test session is four hours in length. The tests are designed to allow you to allocate your time within the session as you need. You can spend as much time on any section of the test as you need, and you can complete the sections of the test in any order you desire; however, you will be required to return your materials at the end of the four-hour session.

Since the allocation of your time during the test session is largely yours to determine, planning your own pace for taking the test is very important. Do not spend a lot of time with a test question that you cannot answer promptly; skip that question and move on. If you skip a question, be sure to skip the corresponding row of answer choices on your answer document. Mark the question in your test booklet so that you can return to it later, but be careful to appropriately record on the answer document the answers to the remaining questions.

You may find that you need less time than the four hours allotted in a test session, but you should be prepared to stay for the entire time period. Do not make any other commitments for this time period that may cause you to rush through the test.

Read Carefully. Read the directions and the questions carefully. Read all response options. Remember that multiple-choice test questions call for the "best answer"; do not choose the first answer that seems reasonable. Read and evaluate all choices to find the best answer. Read the questions closely so that you understand what they ask. For example, it would be a waste of time to perform a long computation when the question calls for an approximation.

Read the test questions, but don't read into them. The questions are designed to be straightforward, not tricky.

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Mark Answers Carefully. Your answers for all multiple-choice questions will be scored electronically; therefore, the answer you select must be clearly marked and the only answer marked. If you change your mind about an answer, erase the old answer completely. Do not make any stray marks on the answer document; these may be misinterpreted by the scoring machine.

IF YOU SKIP A MULTIPLE-CHOICE QUESTION, BE SURE TO SKIP THE CORRE-SPONDING ROW OF ANSWER CHOICES ON YOUR ANSWER DOCUMENT.

You may use any available space in the test booklet for notes, but your answers and your written response must be clearly marked on your answer document. ONLY ANSWERS AND WRITTEN RESPONSES THAT APPEAR ON YOUR ANSWER DOCUMENT WILL BE SCORED. Answers and written responses in your test booklet will not be scored.

Guessing As you read through the response options, try to find the best answer. If you cannot quickly find the best answer, try to eliminate as many of the other options as possible. Then guess among the remaining answer choices. Your score on the test is based on the number of test questions that you have answered correctly. There is no penalty for incorrect answers; therefore, it is better to guess than not to respond at all.

Passages or Other Presented Materials Some test questions are based on passages or other presented materials (e.g., graphs, charts). You may wish to employ some of the following strategies while you are completing these test questions.

One strategy is to read the passage or other presented material thoroughly and carefully and then answer each question, referring to the passage or presented material only as needed. Another strategy is to read the questions first, gaining an idea of what is sought in them, and then read the passage or presented material with the questions in mind. Yet another strategy is to review the passage or presented material to gain an overview of its content, and then answer each question by referring back to the passage or presented material for the specific answer. Any of these strategies may be appropriate for you. You should not answer the questions on the basis of your own opinions but rather on the basis of the information in the passage or presented material.

Check Accuracy. Use any remaining time at the end of the test session to check the accuracy of your work. Go back to the test questions that gave you difficulty and verify your work on them. Check the answer document, too. Be sure that you have marked your answers accurately and have completely erased changed answers.

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¢ ABOUT THE EARTH SCIENCE TEST

The purpose of the Earth Science Content Specialty Test (CST) is to assess knowledge and skills in the following six subareas:

Subarea I. Foundations of Scientific Inquiry

Subarea II. Space Systems

Subarea III. Atmospheric Systems

Subarea IV. Geological Systems

Subarea V. Water Systems

Subarea VI. Geological Systems: Constructed-Response Assignment

The test objectives presented on the following pages define the content that may be assessed by the Earth Science CST. Each test objective is followed by focus statements that provide examples of the range, type, and level of content that may appear on the test for questions measuring that objective.

The test contains approximately 90 multiple-choice test questions and one constructed-response (written) assignment. The figure below illustrates the approximate percentage of the test corresponding to each subarea.

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Subarea II.Approx. 18%

Subarea III.Approx. 22%

Subarea I.Approx. 25%

Subarea IV.Approx. 14%

Subarea V.Approx. 11%

Subarea VI.Approx. 10%

Constructed-ResponseAssignment

The section that follows the test objectives presents sample test questions for you to review as part of your preparation for the test. To demonstrate how each objective may be assessed, a sample question is presented for each objective. The correct response and an explanation of why the response is correct follow each question. A sample written assignment is also presented, along with an example of a strong response to the assignment and an evaluation of that response.

The sample questions are designed to illustrate the nature of the test questions; they should not be used as a diagnostic tool to determine your individual strengths and weaknesses.

¢ EARTH SCIENCE TEST OBJECTIVES

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Foundations of Scientific Inquiry

Space Systems Atmospheric Systems Geological Systems

Water Systems Geological Systems: Constructed-Response Assignment

The New York State earth science educator has the knowledge and skills necessary to teach effectively in New York State public schools. The earth science teacher is a skilled problem solver who understands the historical development of ideas in science and the connections among science, mathematics, and technology. The earth science teacher knows how to access, generate, process, and transfer information using appropriate technologies and can apply knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions. Most importantly, the earth science teacher understands the process of scientific inquiry and applies scientific concepts, principles, and theories to pose questions, seek answers, and communicate explanations of natural phenomena.

SUBAREA I—FOUNDATIONS OF SCIENTIFIC INQUIRY

0001 Understand the general relationships and common themes that connect mathematics, science, and technology.

For example:

• analyzing similarities among systems in mathematics, science, and technology (e.g., magnitude and scale, equilibrium and stability, optimization)

• applying concepts and theories from mathematics, biology, chemistry, and physics to an earth science system

• analyzing the use of earth science, mathematics, and other sciences in the design of a technological solution to a given problem

• using a variety of software (e.g., spreadsheets, graphing utilities, statistical packages, simulations) and information technologies to model and analyze problems in mathematics, science, and technology

0002 Understand the historical and contemporary contexts of the earth sciences and their

application to everyday life. For example:

• analyzing the significance of key events in the history of the earth sciences (e.g., the development of solar system models, the discovery of a galactic universe, the development of the plate tectonics model)

• recognizing the impact of society on the study of the earth sciences (e.g., increasing commercial demand for more accurate meteorological analyses; growing populations in earthquake-prone regions; expanding markets for oil, gas, and other nonrenewable resources)

• assessing the implications for society of earth science phenomena in a variety of regions (e.g., volcanoes, earthquakes, erosion, rising sea levels)

• analyzing Earth's hazards (e.g., earthquakes, volcanoes, hurricanes, tornadoes, drought) and their effects upon humans to develop plans for emergency preparedness

• recognizing the applications of earth-science-related technology to everyday life (e.g., GPS, weather satellites, cellular communication)

0003 Understand the process of scientific inquiry and the role of observation and experimentation in explaining natural phenomena.

For example:

• analyzing processes by which scientific knowledge develops

• assessing the appropriateness of a specified experimental design to test a given hypothesis

• assessing the role of communication among scientists in promoting scientific progress

0004 Understand the processes of gathering, organizing, reporting, and interpreting scientific data; and apply this understanding in the context of earth science investigations.

For example:

• evaluating the appropriateness of a given method or procedure for collecting data for a specified purpose

• selecting an appropriate and effective graphic representation (e.g., graph, table, diagram) for organizing, analyzing, and reporting given data

• applying procedures and criteria for reporting investigative procedures and data

• analyzing relationships between factors (e.g., cyclic, inverse, direct, linear) as indicated by data

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0005 Understand types and uses of natural resources, the effects of human activities on

the environment, and the need for stewardship to preserve the environmental integrity of Earth systems.

For example:

• demonstrating an understanding of the uses and importance of natural resources

• recognizing methods of locating and obtaining natural resources

• assessing the positive and negative effects of human activities (e.g., mining, waste disposal) on Earth's environment

• evaluating strategies for dealing with environmental concerns (e.g., buying and selling carbon credits)

0006 Understand how to create, use, and interpret physical and mathematical models (e.g., maps, charts, graphs, diagrams, equations) commonly used in earth science.

For example:

• evaluating the appropriateness of alternative models for conveying given information from earth science

• demonstrating an understanding of the methods by which given physical and graphic models are created

• classifying different types of maps (e.g., topographic, star charts, weather) used in earth science and analyzing the information conveyed by each type of map

• interpreting diagrams relating to earth science (e.g., cross-sections, seismic wave graphs)

0007 Understand equipment and materials used in earth science investigations, and apply procedures for their proper and safe use.

For example:

• identifying the principles upon which given instruments (e.g., telescope, spectroscope, compass) are based

• demonstrating knowledge and applications of basic safety procedures in laboratory and field situations

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SUBAREA II—SPACE SYSTEMS

0008 Understand the structure, composition, and features of Earth, the Moon, and the Sun. For example:

• demonstrating an understanding of the physical characteristics of Earth (e.g., diameter, tilt of axis, distance from the Sun) and how they can be determined

• identifying characteristics of the Sun (e.g., nucleogenesis)

• relating surface features of Earth's moon (e.g., maria, craters, mountains) to events in the history of the Moon

• recognizing the importance of density in the formation of the internal structure of Earth, the Moon, and the Sun

0009 Understand the interactions among the components of the Earth, Moon, and Sun

system (including energy transmission and absorption). For example:

• demonstrating an understanding of the consequences of Earth's relative position and motion with respect to the Sun (e.g., length of day, change of seasons, length of year)

• relating Earth's coordinate system (e.g., latitude and longitude) to astronomical observations

• analyzing the consequences of the relative positions and motions of Earth, the Moon, and the Sun (e.g., phases of the Moon, tides, eclipses)

• demonstrating an understanding that the Sun is the major source of energy for Earth's surface

• analyzing the Sun's activity (e.g., sunspots, solar flares) and its possible effects on Earth

0010 Understand the scale and organization of the solar system, the role of gravity in the solar system, and characteristics of the bodies within the solar system.

For example:

• analyzing characteristics of the planets (e.g., size, density, inferred interior structure, surface temperature)

• analyzing the apparent motion of celestial objects to infer solar system models (i.e., geocentric and heliocentric)

• recognizing physical and mathematical models (e.g., Newton's and Kepler's laws) that describe objects in the solar system and their real and apparent motions

0011 Understand the properties, motions, and life cycles of stars and the methods and technology used to study them.

For example:

• comparing and contrasting types of telescopes (e.g., optical, radio, infrared, ultraviolet) and the ways in which they are used to acquire information on star characteristics

• comparing and contrasting types of stars (e.g., pulsars, Cepheid variables) and their characteristics

• using the Hertzsprung-Russell (H-R) diagram to analyze the life cycle of stars

• analyzing stellar life cycles to understand the formation and initial development of the solar system

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0012 Understand evidence regarding the origin, age, size, structure, scale, and motions of

the universe, the Milky Way galaxy, and the solar system. For example:

• analyzing evidence for the location of the solar system within the Milky Way galaxy

• analyzing historical methods of inferring the size, structure, and motions of the galaxy and the solar system (e.g., star observations and counts)

• analyzing the evidence for current theories of the origin and evolution of Earth, the solar system, and the universe (e.g., Big Bang, inflation)

• analyzing types of evidence used to infer scales of the solar system, the Milky Way galaxy, and the universe (e.g., in relation to relative size and distance)

• recognizing the historical, present, and future role of technology and exploration in obtaining knowledge about the universe

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SUBAREA III—ATMOSPHERIC SYSTEMS

0013 Understand the composition, structure, and properties of Earth's atmosphere and the mechanisms and effects of energy transfer involving the Earth-atmosphere system.

For example:

• comparing and contrasting properties of the atmosphere (e.g., density, composition, temperature) from Earth's surface through the thermosphere and understanding the significance of changes in these properties

• analyzing how various wavelengths of solar radiation (e.g., ultraviolet, visible light, infrared) are affected as the radiation enters and passes through the atmosphere and is absorbed and re-radiated from Earth's surface

• analyzing the processes by which energy is transferred to and within the atmosphere (e.g., radiation, convection, conduction)

• analyzing global wind patterns in terms of latitudinal and altitudinal variations in insolation and the Coriolis effect

0014 Understand the properties of water, conditions in the atmosphere that result in phase changes, and the energy relationships of phase changes to cloud formation and precipitation.

For example:

• relating the physical properties of water (e.g., high specific heat, surface tension) to the chemical structure and properties of water molecules

• analyzing energy changes involved in the transition between phases of water (e.g., latent heat)

• analyzing atmospheric conditions under which fog and clouds with various characteristics form (e.g., adiabatic temperature changes, dew point, atmospheric stability)

• understanding conditions under which precipitation forms and predicting the type of precipitation that will fall to Earth's surface under given conditions

0015 Understand characteristics of weather systems and local weather, the relationship

between them, and the methods and instruments used to collect and display weather data.

For example:

• interpreting symbols used on weather maps and analyzing the methods used to generate weather maps (e.g., computer models)

• analyzing types and characteristics of air masses, their movements, and the kinds of fronts that form between air masses

• analyzing the relationship between the jet stream and weather

• analyzing the horizontal and vertical movements of surface air in high-pressure and low-pressure systems

• analyzing the effects of the relationship between land and water on weather (e.g., lake-effect snow, land and sea breezes)

• demonstrating an understanding of the use of weather instruments (e.g., thermometer, barometer, psychrometer) for collecting given types of weather data

0016 Understand the impact of weather on humans and the principles and technology of weather forecasting.

For example:

• analyzing the use of weather models in forecasting

• predicting weather in a given location based on one or more weather maps

• evaluating the role of computers, satellites, and radars in weather forecasting

• analyzing types and effects of hazardous weather to determine appropriate precautions and demonstrating an understanding of the role of weather services in issuing weather alerts

• analyzing the impact of weather on humans in different climatic regions

0017 Understand the locations and characteristics of Earth's major climatic regions and analyze factors that affect local climate and the relationship between weather and climate.

For example:

• inferring the climatic zone in which a given area is located based on temperature and precipitation data

• analyzing factors that affect the climate in a given region (e.g., insolation, water vapor, wind patterns, topography)

• analyzing the relationship between the climate of a region and its weather

• recognizing seasonal changes in weather in various world regions and analyzing factors that influence these changes (e.g., insolation, ocean current patterns)

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0018 Understand the impact of human activities and natural processes on the atmosphere,

theories about the long-range effects of human activities on global climate, and methods of controlling and minimizing these effects.

For example:

• identifying common air pollutants (e.g., sulfur dioxide, chlorofluorocarbons) and their sources and demonstrating an understanding of the effects of air pollutants and atmospheric chemical reactions involving these pollutants

• demonstrating an understanding of factors that affect local air pollutant concentrations (e.g., population density)

• analyzing theories of global climate change (e.g., greenhouse effect, glaciation)

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SUBAREA IV—GEOLOGICAL SYSTEMS

0019 Understand geochemical systems, the processes of mineral and rock formation, and the characteristics of different types of minerals and rocks and the methods used to identify and classify them.

For example:

• demonstrating the ability to utilize a classification scheme (e.g., based on physical properties, crystal structure, chemical composition) to identify common rock-forming minerals

• analyzing the processes by which different kinds of rocks are formed (e.g., rock cycle)

• classifying a given rock as sedimentary, igneous, or metamorphic

0020 Understand the structure of Earth, the dynamic forces that shape its surface, theories and evidence of crustal movements, and the effects of crustal movements on landscapes.

For example:

• demonstrating an understanding of how Earth's internal structure can be inferred from the behavior of seismic waves

• relating lithospheric plate movements to circulation in the mantle

• analyzing evidence for seafloor spreading and plate tectonics (e.g., magnetic reversals)

• applying the theory of plate tectonics to explain ocean floor topography, landscape development, and geologic phenomena (e.g., volcanism, earthquakes) and to predict plate motions

0021 Understand weathering-erosional-depositional processes that change Earth's surface

and the relation between these processes and landscape development. For example:

• demonstrating an understanding of the processes of mechanical/physical, chemical, and biological weathering and factors that affect the rate at which rocks weather and soils are produced

• demonstrating an understanding of the processes of erosion by various agents (e.g., wind, water, glaciers) and factors that affect erosion rates and patterns

• relating depositional patterns to the properties of the transported particles

• demonstrating an understanding of the processes by which given landscape features are formed

0022 Understand characteristics of the major geologic time divisions and theories and supporting evidence regarding Earth's geologic history and the evolution of life.

For example:

• applying the principles of stratigraphy (e.g., principle of original horizontality, principle of superposition) to interpret diagrams of rock strata

• demonstrating an understanding of the principles, applications, and limits of radioactive dating

• comparing and contrasting the environmental conditions and characteristic fossils of the various geologic periods

• using stratigraphic and paleontological information to infer the geologic history of a given area

• Applying the fossil record as evidence for evolutionary change

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SUBAREA V—WATER SYSTEMS

0023 Understand the processes by which water moves through the hydrologic cycle, and use this knowledge to analyze local water budgets.

For example:

• analyzing the components of the hydrologic cycle (e.g., evaporation, runoff, transpiration, infiltration)

• evaluating the effects of various factors (e.g., vegetation, gradient, rock characteristics) on components of a local water budget

• analyzing the energy transformations that occur as water moves through the hydrologic cycle

0024 Understand the processes by which water moves on and beneath Earth's surface.

For example:

• analyzing the role of the hydrologic cycle in shaping Earth's surface

• analyzing the factors affecting the flow of water in streams (e.g., discharge, sediment load, cross-sectional shape)

• analyzing factors affecting the movement of groundwater (e.g., permeability, aquifers, gradient)

• analyzing a cross-sectional diagram of a water table and surrounding regolith and bedrock to predict the movement of groundwater and the behavior of wells

• analyzing the interactions between groundwater and surface water (e.g., springs, swamps, marshes)

0025 Understand the structure, composition, and properties of Earth's oceans and the causes and properties of currents and waves.

For example:

• analyzing the composition of seawater (e.g., elements, dissolved gases, salinity)

• analyzing the relationship between the physical properties of ocean water (e.g., temperature, pressure, density, light) and depth

• analyzing forces that affect ocean currents (e.g., Coriolis effect, wind, density)

• analyzing the effects of waves and changing sea levels on coastline formation

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SUBAREA VI—GEOLOGICAL SYSTEMS: CONSTRUCTED-RESPONSE ASSIGNMENT

The content to be addressed by the constructed-response assignment is described in Subarea IV, Objectives 19–22.

¢ MULTIPLE-CHOICE SECTION

This preparation guide provides sample multiple-choice questions and a sample written assignment for the test. The multiple-choice questions illustrate the objectives of the test—one sample question for each objective.

Three pieces of information are presented for each test question:

1. the number of the test objective that the sample question illustrates,

2. a sample test question,

3. an indication of the correct response and an explanation of why it is the best available response.

Keep in mind when reviewing the questions and response options that there is one best answer to each question. Remember, too, that each explanation offers one of perhaps many perspectives on why a given response is correct or incorrect in the context of the question; there may be other explanations as well.

On the following page are sample test directions similar to those that candidates see when they take the test.

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¢

SAMPLE TEST DIRECTIONS FOR MULTIPLE-CHOICE QUESTIONS

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DIRECTIONS

This test booklet contains a multiple-choice section and a section with a single written assignment. You may complete the sections of the test in the order you choose.

Each question in the first section of this booklet is a multiple-choice question with four answer choices. Read each question CAREFULLY and choose the ONE best answer. Record your answer on the answer document in the space that corresponds to the question number. Completely fill in the space that has the same letter as the answer you have chosen. Use only a No. 2 lead pencil.

Sample Question: 1. What is the capital of New York?

A. Buffalo B. New York City C. Albany D. Rochester

The correct answer to this question is C. You would indicate that on the answer document as follows:

1.

You should answer all questions. Even if you are unsure of an answer, it is better to guess than not to answer a question at all. You may use the margins of the test booklet for scratch paper, but you will be scored only on the responses on your answer document.

The directions for the written assignment appear later in this test booklet.

FOR TEST SECURITY REASONS, YOU MAY NOT TAKE NOTES OR REMOVE ANY OF THE TEST MATERIALS FROM THE ROOM.

The words "End of Test" indicate that you have completed the test. You may go back and review your answers, but be sure that you have answered all questions before raising your hand for dismissal. Your test materials must be returned to a test administrator when you finish the test.

If you have any questions, please ask them now before beginning the test.

DO NOT GO ON UNTIL YOU ARE TOLD TO DO SO.

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SAMPLE MULTIPLE-CHOICE QUESTIONS, CORRECT RESPONSES, AND EXPLANATIONS

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Objective 0001 Understand the general relationships and common themes that connect mathematics, science, and technology.

1. Statistical evaluation of temperature changes indicates that the rate of increase in global temperatures experienced during the past 100 years is greater than at any time during the past 1,000 years. Which of the following best explains why the rate of increase in average global temperatures over the last 100 years implicates human activities as being partly responsible for the increase?

A. Natural systems do not generally shift that quickly unless perturbed by some external mechanism.

B. Natural systems normally show decreasing rates of change as the system matures.

C. Natural systems are always changing, but generally at an almost constant rate.

D. Natural systems usually show randomly fluctuating rates of change over time.

Correct Response: A. Scientists believe that Earth’s climate acts as a complex system, reacting and changing over long periods of time. Current models suggest that global changes in temperature are rising too rapidly to be caused by natural phenomena, and must be driven by some external mechanism. A growing body of evidence drawn from numerous investigations has led many scientists to the conclusion that human activities have resulted in a dramatic increase of greenhouse gases, resulting in an unusually rapid rise of mean global temperature.

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Objective 0002 Understand the historical and contemporary contexts of the earth sciences and their application to everyday life.

2. A small town in the northwestern United States is located near a dormant volcano. As part of an emergency preparedness plan for the town, the USGS installs seismographs near the volcano to detect increases in tremors that might indicate a coming eruption. Which of the following additional actions would be most useful in providing information for predicting an eruption of the volcano?

A. monitoring the pH of rainfall in the area to detect increases in acidity due to the aboveground release of hydrogen sulfide gas

B. installing tiltmeters to detect slight changes in elevation of the land surrounding the volcano due to upward movement of magma

C. recording daily variations in the humidity of the air in the vicinity of the volcano due to release of steam from volcanic vents

D. inspecting land in the vicinity of the town for sinkholes that have developed due to collapse of underground magma chambers

Correct Response: B. Magma, which moves upward from within the earth, may intrude into regions just below the earth’s surface. Pressure from the intruding magma can actually lift the land surface preceding a volcanic eruption. Detecting slight changes in land elevation can indicate a coming eruption.

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Objective 0003 Understand the process of scientific inquiry and the role of observation and experimentation in explaining natural phenomena.

3. As part of a project studying acid rain in New York, a scientific team collects data on twenty lakes in different regions of the state. The team places a rain gauge at each lake and records the amount and pH of precipitation that falls each week. At the same time, the scientists measure the pH of each lake's water and the slope of the ground within 100 meters of each lake's shore. In this study, the dependent variable is the:

A. precipitation pH.

B. precipitation amount.

C. slope of the ground around each lake.

D. pH of each lake.

Correct Response: D. In experimental research, the dependent variable is determined by changes in an independent variable, while all other factors are held constant. In the case of the acid-rain study, researchers record changes in two independent variables (the pH of the rainwater and the slope of the land surrounding the lakes) to determine their effect on the dependent variable (the pH of the lakes).

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Objective 0004 Understand the processes of gathering, organizing, reporting, and interpreting scientific data; and apply this understanding in the context of earth science investigations.

4. A group of scientists is analyzing the physical factors associated with the propagation of tsunamis. Which of the following methods would be most useful and appropriate for this study?

A. Examine historical records of large earthquakes that have produced sea swells.

B. Use depth charges to create underwater explosions and record the waves that are produced.

C. Use a large tank in the laboratory to produce waves under a wide range of different conditions.

D. Examine patterns that are produced when other types of waves, such as sound or light waves, are disrupted.

Correct Response: C. Scientists often use models to simulate phenomena that occur infrequently or have associated variables that are difficult to study in nature. Tsunamis are unusual waves, which have high speeds and long wavelengths. The physical factors associated with their propagation are more easily examined by the use of models such as the waves created under controlled conditions in a laboratory tank.

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Objective 0005 Understand types and uses of natural resources, the effects of human activities on the environment, and the need for stewardship to preserve the environmental integrity of Earth systems.

5. Which of the following properties of seismic waves is most useful for locating deposits of oil and natural gas?

A. Seismic waves are refracted as they pass through rock layers with different densities.

B. Seismic waves are scattered as they pass through pockets filled with air or gas.

C. Seismic waves are reflected by nonporous layers of igneous or metamorphic rock.

D. Seismic waves oscillate within subterranean cavities filled with liquid or gas.

Correct Response: A. Seismic waves are mechanical waves, which depend upon a medium through which to propagate. The speed of mechanical waves, including seismic waves, depends largely on the density of the medium. A seismic wave will refract or change speeds and direction as it enters a medium of a different density. By studying such refractions, geologists can locate rock layers that may contain deposits of oil and natural gas.

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Objective 0006 Understand how to create, use, and interpret physical and mathematical models (e.g., maps, charts, graphs, diagrams, equations) commonly used in earth science.

6. Use the passage below to answer the question that follows.

Scientists have had difficulty using previously reliable computer models to accurately predict the duration of El Niño episodes. El Niño episodes are periods during which changes in ocean currents cause large areas of the eastern Pacific to have much warmer surface water temperatures than normal. This in turn disrupts global weather patterns. In the past, available computer models have accurately projected the duration of El Niño episodes. However, the models, which simulate the interaction between atmospheric and oceanic conditions, predicted that the El Niño that began in mid-1991 would end by late 1992. Instead, El Niño conditions strengthened and persisted well past that time.

The problems experienced with the computer models described in this passage were most likely caused by the fact that the models:

A. include significant accuracy errors in the data used to develop them.

B. focus on isolated data points rather than exploring patterns and relationships in data gathered over time.

C. rely too heavily on empirical data, which makes it difficult to use the models to recognize and predict qualitative changes.

D. do not accurately represent the influence and interactions of every variable that may affect the system.

Correct Response: D. The interactions between atmospheric and oceanic phenomena are extremely complex and are incompletely understood by scientists. Since computer modeling programs generally are based on current scientific understanding of particular phenomena, there are likely to be factors that actually influence these systems that are not incorporated into the programs.

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Objective 0007 Understand equipment and materials used in earth science investigations, and apply procedures for their proper and safe use.

7. When measuring the pH of water with a pH meter, which of the following steps must be taken to insure the accuracy of the results?

A. The pH meter must be adjusted to account for the conductivity of the water and calibrated with a dilute solution of sodium chloride and water.

B. The pH meter must be adjusted to account for the atmospheric pressure and the temperature of the water.

C. The pH meter must be adjusted for the temperature of the water and calibrated with a buffer of known pH.

D. The pH meter must be adjusted to account for the percentage of dissolved oxygen in the water and the conductivity of the water.

Correct Response: C. A pH meter records the pH of a solution by measuring the potential difference across two electrodes. Since the potential difference varies with temperature as well as pH, the meter must be adjusted for the temperature of the solution being measured. To maintain the accuracy of the pH meter, the meter must also be regularly calibrated with a buffer of known pH.

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Objective 0008 Understand the structure, composition, and features of Earth, the Moon, and the Sun.

8. According to current scientific theory, Earth has a core composed of iron and nickel. Which of the following is the most accurate explanation for the presence of this core?

A. The intense gravitational field at the center of Earth has pulled the heavier elements toward the core.

B. Earth was solid as it first formed but then it melted, and the denser iron and nickel sank down through the less dense layers of silicate material to the center.

C. The original planetesimal that became Earth was composed of iron and nickel, and the rest of the planet was added later by accretion.

D. Earth's magnetic field exerts a powerful attractive force that pulls molten iron and nickel toward the center, leaving nonmagnetic silicates behind.

Correct Response: B. Scientists believe that the terrestrial planets, including Earth, formed by planetary accretion. Part of the evolution of the terrestrial planets included a melting phase during which heavier iron-rich liquids sank to the center of the planets, while less dense materials such as silicon, aluminum, sodium and potassium floated to the surface. This melting phase is thought to have occurred at the climax of the accretion process, about 4.56 billion years ago.

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Objective 0009 Understand the interactions among the components of the Earth, Moon, and Sun system (including energy transmission and absorption).

9. Which line of the table matches an event on the Sun with a likely consequence on Earth

when that event occurs?

Line Solar Event Consequence on Earth

1 an increase in the release of neutrinos disruption of television and radio communications

2 a reversal in the sun's magnetic field changes in the upper-level jet stream direction

3 eruption of a solar flare strong display of the aurora borealis

4 reaching a higher than normal sunspot maximum

decreased production of ozone in the stratosphere

A. Line 1

B. Line 2

C. Line 3

D. Line 4

Correct Response: C. Solar flares are the visible signs of the release of a tremendous amount of energy and outrushing of material from the surface of the Sun. Particles in the solar wind are accelerated by solar flares, and when these particles reach Earth, they excite atoms in the atmosphere, resulting in greatly enhanced auroral displays.

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Objective 0010 Understand the scale and organization of the solar system, the role of gravity in the solar system, and characteristics of the bodies within the solar system.

10. Most of the outer planets are vastly larger than the inner planets because:

A. the outer planets contain the same amount of matter as the inner planets, but since this matter is in a gaseous state, the outer planets are large and much less dense.

B. the weaker solar gravitational field in the outer part of the Solar System allowed more material to avoid being captured and incorporated into the growing Sun.

C. the original gas cloud from which the Solar System was formed was thicker in the regions where the outer planets formed than in the regions where the inner planets formed.

D. low temperatures allowed planets condensing in the outer Solar System to capture and retain hydrogen-rich gases and ice, which were far more abundant farther from the Sun.

Correct Response: D. With the exception of Pluto, which many astronomers believe is a surviving icy planetesimal, the outer planets are much larger than the inner planets because the outer part of the solar nebula contained an estimated 10 times as much ice as did the inner nebula. The planets in this region grew rapidly by accreting ice, dust, and abundant hydrogen. Once the outer planets got large enough, they were able to attract and retain additional ice and gas with the pull of their gravitational fields. Conversely, due to their proximity to the Sun and initial small size, the inner planets were unable to capture the abundant hydrogen and therefore remained relatively small.

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Objective 0011 Understand the properties, motions, and life cycles of stars and the methods and technology used to study them.

11. Which of the following best describes the formation of a neutron star?

A. When a massive star reaches the end of the stellar life cycle, the stellar gravity crushes its core, triggering a supernova that can leave behind the star's superdense core composed entirely of neutrons.

B. As a black hole ages, it no longer totally annihilates matter, but causes matter pulled into its gravitational field to become so dense that electrons and protons merge into neutrons.

C. When an aging red giant burns up the remaining hydrogen surrounding its core, its dense iron core becomes so hot that all electrons and protons are driven off, creating a mass of superdense neutrons.

D. As a white dwarf uses up all of its lighter fuels, it begins to contract and compress its core, creating a dense mass of neutrons that remains after all available fuels have been used up.

Correct Response: A. Cosmologists believe that a neutron star is the remnant of a supernova. The inner core of a supernova implodes with such immense force that electrons and protons are forced together to form a solid mass of neutrons.

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Objective 0012 Understand evidence regarding the origin, age, size, structure, scale, and motions of the universe, the Milky Way galaxy, and the solar system.

12. Astrophysicists have proposed that during the first microseconds of the universe, an inflationary period occurred in which the universe expanded explosively in size. Models proposed by astrophysicists that incorporate an inflationary period have been developed to:

A. replace the Big Bang theory.

B. resolve why some data suggest the universe is collapsing, while other observations indicate it is expanding.

C. explain the relationship between quantum mechanics and Newtonian physics.

D. accommodate theories that unify all known forces and to solve riddles presented by cosmological observations.

Correct Response: D. The Big Bang theory provides cosmologists with an understanding of the universe approximately 1 microsecond after its birth. However, what led up to the Big Bang is best explained by inflationary models. These models are based on theories that try to unify all the basic forces: electromagnetism (and the weak force component of electromagnetism), the strong force, and gravity. Inflationary models also provide possible explanations for several unresolved questions and observations of the universe, including the scarcity of antimatter, the balance between expansion of the universe and the collective gravitational force of galaxies, and the contrast between the smooth distribution of background radiation and the uneven distribution of matter.

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Objective 0013 Understand the composition, structure, and properties of Earth's atmosphere and the mechanisms and effects of energy transfer involving the Earth-atmosphere system.

13. Which of the following best explains how water vapor and carbon dioxide affect the radiation emitted by the Sun and Earth?

A. Water vapor and carbon dioxide absorb ultraviolet radiation from the Sun, but they transmit infrared radiation from Earth's surface into the upper atmosphere.

B. Water vapor and carbon dioxide absorb much of the ultraviolet radiation emitted by the sun, but they transmit visible light reflected from Earth's surface.

C. Water vapor and carbon dioxide absorb the infrared radiation emitted by the Sun, but they trap the ultraviolet radiation emitted by Earth in the lower atmosphere.

D. Water vapor and carbon dioxide allow much of the Sun's radiation to reach Earth's surface, but they absorb much of the infrared radiation emitted by Earth.

Correct Response: D. Solar radiation from the sun streams to Earth in a wide range of wave-lengths. The relatively short wavelengths of solar radiation travel easily through the water vapor and carbon dioxide in Earth’s atmosphere. Some of the solar radiation absorbed by Earth is re-radiated in the longer wavelength infrared part of the electromagnetic spectrum. Infrared radiation cannot easily pass through water vapor and carbon dioxide in the atmosphere, so it cannot escape into space. The result is a warming of the atmosphere near Earth’s surface.

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Objective 0014 Understand the properties of water, conditions in the atmosphere that result in phase changes, and the energy relationships of phase changes to cloud formation and precipitation.

14. When sunlight strikes damp ground shortly after sunrise, there is often a measurable drop in the temperature of the air nearest the ground surface. Which of the following provides the most accurate explanation for this early morning cooling?

A. The condensation of water from water vapor produces the cooling.

B. Sublimation of water vapor from the ground surface cools the air.

C. The phase change of water from liquid to gas causes the cooling.

D. Increased humidity near the ground surface decreases the sensible heat.

Correct Response: C. When sunlight first warms the ground just after sunrise, water, in the form of dew, begins to evaporate. The heat energy absorbed during this phase change is taken from the area immediately surrounding the evaporating dew, including the air near the ground. As heat energy is removed from the air, the temperature of the air is reduced.

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Objective 0015 Understand characteristics of weather systems and local weather, the relationship between them, and the methods and instruments used to collect and display weather data.

15. Which of the following most accurately represents the air circulation patterns likely to develop on a hot

summer afternoon in a coastal area?

A. B.

SeaLand

Tide

Cold AirWarm Air

Key

Cold AirWarm Air

SeaLand

Tide

C.

SeaLand

Tide

Cold AirWarm Air

Key

D.

SeaLand

Tide

Cold AirWarm Air

Key

Correct Response: B. A key to answering this question is the fact that on hot summer afternoons in coastal areas, the land heats more quickly than the nearby water. The warm ground also heats the air above it, which creates a thermal low over the land. The air over the water remains cooler, creating a thermal high. This pressure gradient causes the denser, cooler air over the water to move inland along the surface, resulting in a sea breeze. The less dense warm air over the land rises and moves out over the water, where it cools and sinks back to the surface.

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Objective 0016 Understand the impact of weather on humans and the principles and technology of weather forecasting.

16. Use the table below to answer the question that follows.

Line Cause Effect

1 deforestation in tropical forests with seasonal rainfall

increased precipitation and localized flooding

2 above-average precipitation in arid mountainous regions

landslides and severe erosion

3 decreased average temperatures in western Europe

decreased average precipitation in western Europe

4 increased dust in the upper atmosphere in China

increased precipitation in western China

Which line in the table above most accurately represents a relationship between a cause and an effect?

A. Line 1

B. Line 2

C. Line 3

D. Line 4

Correct Response: B. Arid mountainous regions are characterized by steep dry terrain with limited vegetation. Excessive rainfall can permeate and destabilize the dry soil. Limited vegetation, as well as the steepness of mountainous areas, can further reduce slope stability causing slopes to fail, resulting in landslides and severe erosion.

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Objective 0017 Understand the locations and characteristics of Earth's major climatic regions and analyze factors that affect local climate and the relationship between weather and climate.

17. The formation of Atlantic hurricanes generally is limited to the period between June and November. This is primarily due to which of the following phenomena?

A. the position of the subtropical jet stream during this period

B. the increased activity of the northeast trade winds between June and November

C. the average sea surface temperature in the Atlantic during this period

D. the northward shift of the intertropical convergence zone between June and November

Correct Response: C. Due to the high specific heat capacity of water, it is June before the water temperature in the Atlantic warms significantly. As temperatures increase, evaporation and conduction help to bring the water and air to nearly the same temperature. These conditions are favorable for moist rising air to combine with surface winds to create hurricanes.

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Objective 0018 Understand the impact of human activities and natural processes on the atmosphere, theories about the long-range effects of human activities on global climate, and methods of controlling and minimizing these effects.

18. In 1991, the largest volcanic eruption of the twentieth century occurred in the Philippines. The material ejected from the volcano during this eruption had a measurable effect on Earth's average temperature during 1992 by:

A. increasing the concentration of carbon dioxide in the stratosphere.

B. diminishing the amount of sunlight reaching Earth's surface.

C. increasing the production of ozone in the troposphere.

D. releasing hot gases into the lower atmosphere in the tropics.

Correct Response: B. The eruption of Mount Pinatubo in the Philippines in June of 1991 created the largest stratospheric cloud of volcanic materials of the twentieth century. These materials increased the albedo, or reflective power, of Earth's atmosphere, thereby decreasing solar heating of Earth and temporarily lowering average global temperature by as much as 0.5° C.

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Objective 0019 Understand geochemical systems, the processes of mineral and rock formation, and the characteristics of different types of minerals and rocks and the methods used to identify and classify them.

19. One reason why mineraloids such as natural glasses, resins, and opals are not considered to be true minerals is that they:

A. lack a characteristic crystal structure.

B. contain more than one element.

C. are aggregates of several different minerals.

D. exhibit different properties depending on conditions when they formed.

Correct Response: A. True minerals are naturally occurring substances characterized by a crystal form—the visual expression of a mineral’s internal arrangement of atoms—with a definite chemical composition. Mineraloids, such as natural glasses, resins, and opals, are examples of substances that do not have a definite or characteristic crystal structure.

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Objective 0020 Understand the structure of Earth, the dynamic forces that shape its surface, theories and evidence of crustal movements, and the effects of crustal movements on landscapes.

20. Which of the following features is most often associated with an active seafloor spreading center?

A. island arcs

B. seamounts

C. hydrothermal vents

D. deep sea trenches

Correct Response: C. Studies of oceanic ridges and associated rifts have shown that the sea floor is moving perpendicularly away from the ridges, driven by rising magma just below Earth’s surface. These areas of spreading center volcanism are often characterized by hydrothermal vents, which release hot mineral-laden solutions into the ocean.

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Objective 0021 Understand weathering-erosional-depositional processes that change Earth's surface and the relation between these processes and landscape development.

21. Which of the following is the most accurate explanation for the occurrence of minerals such as gold, platinum, and native copper in concentrated placer deposits in alluvial sands and gravels?

A. These minerals are more resistant to chemical weathering than the surrounding matrix and are left behind when natural acids in streams erode the matrix away.

B. These minerals commonly occur as smaller grains than most other minerals and are carried farther by flowing water before settling to the bottom of the stream.

C. These minerals are characterized by irregularly shaped grains that tend to interlock and form a large mass that resists displacement by moving water.

D. These minerals have a higher specific gravity than most other minerals and are deposited more quickly than particles of similar size when stream velocity decreases.

Correct Response: D. One of the least variable properties of a mineral is its density, usually expressed in terms of specific gravity, or the ratio of the mineral's density to the density of water at 4°C. Gold, platinum, and native copper all have relatively high specific gravities, a property that separates them from other minerals in moving water. When water velocity in a river decreases, the denser minerals like gold, copper, and platinum settle out in placer deposits while less dense mineral grains continue moving downstream.

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Objective 0022 Understand characteristics of the major geologic time divisions and theories and supporting evidence regarding Earth's geologic history and the evolution of life.

22. Scientists believe that up to 99 percent of all the species of organisms that ever lived on Earth are now extinct. They also believe that humans will never know anything about many of these species because there are no fossils of them in the earth's fossil record. Which of the following statements best explain why this is true?

I. Most species had bodies that were too small to undergo fossilization.

II. Fossils of most extinct organisms have been converted to fossil fuels by geologic processes.

III. Many species did not possess hard body parts that would fossilize readily.

IV. Many species did not live in environments in which fossilization was likely to occur.

A. I and II only

B. II and III only

C. I and IV only

D. III and IV only

Correct Response: D. Fossilization is a relatively rare event that occurs only under certain conditions. First, in order for an organism's body parts to fossilize, they must escape the effects of predators, decomposers, weathering, and geological processes. Hard body parts such as bones are more likely to survive these processes than soft body parts. In addition, fossils typically form best under conditions where sediments bury the organisms quickly and then the sediments gradually turn into sedimentary rocks. Many extinct organisms had no hard body parts, and many of them likely lived under conditions that were not favorable to fossilization.

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Objective 0023 Understand the processes by which water moves through the hydrologic cycle, and use this knowledge to analyze local water budgets.

23. Use the passage below to answer the

question that follows.

The Catskills region of New York is characterized by steep and rolling hillsides. The area generally has cold winters with heavy snowfall and warm summers with moderate rainfall. The human population in the area has been steadily increasing. Homes, stores, and roads have been built on many steep hillsides in the region. Large areas of natural vegetation have been removed and replaced by pavement as a result of this development.

Which of the following changes to the local water budget is most likely to occur as a direct result of the changes described in this passage?

A. a rise in the level of the regional water table

B. an increase in runoff and surface erosion

C. an expansion of the saturation zone within the regional aquifer

D. an increase in the rate of flow of groundwater in all permeable rock layers

Correct Response: B. The replacement of vegetation with pavement significantly decreases the surface area over which rainfall can soak into the ground and decreases the ability of the soil to hold water. These factors lead to greater surface runoff on a slope, and because there is less vegetation to hold the soil in place, a significant amount of hillside erosion is likely to occur.

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Objective 0024 Understand the processes by which water moves on and beneath Earth's surface.

24. A hydrogeologist wants to determine if there is a hydraulic connection between a water-supply well and a nearby stream. Which of the following strategies would be the most likely first step in determining the relationship between a water-supply well and the stream?

A. Estimate the volume of flow in the stream from the size of the watershed, and compare this estimate with the actual volume of flow.

B. Collect water samples upstream and downstream of the well, and analyze them for surface contaminants not usually found in the water pumped from the well.

C. Drill observation wells upstream and downstream of the water-supply well, and measure the water level in each of the observation wells.

D. Measure the volume of flow in the stream at several locations upstream and downstream of the well when the well is pumping, and compare with similar measurements taken when the well is not pumping.

Correct Response: D. The water table is the upper boundary of a zone of saturation in which water that has percolated through the ground fills available pore spaces. Pumping water from a well removes ground water, lowering the water table near the well. Pumping can also lower the water table in nearby streams, reducing the flow of water. Measuring stream-flow volume when the well is pumping and when the well is not pumping can reveal whether water from the stream is being diverted to the well. Because it does not require the drilling of observation wells, this would be the appropriate first step in evaluating any hydraulic connection presumed to exist between a well and a nearby stream.

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Objective 0025 Understand the structure, composition, and properties of Earth's oceans and the causes and properties of currents and waves.

25. The steep-sided ocean inlets known as fiords exist in many high-latitude areas of the world. Fiords are formed when:

A. headward erosion by major rivers cuts through soft sedimentary rocks to the base level of the ocean.

B. glacial cut valleys are flooded by rising sea level.

C. wave erosion scours the less-resistant rocks within a fault zone weakened by tectonic activity.

D. fault-block valleys are flooded by rising sea level.

Correct Response: B. Rivers and streams flow to lower elevations, cutting characteristic V-shaped valleys. Glaciers also flow to lower elevations, but create broader U-shaped valleys as ice plucks and grinds steep walls and wide valley floors. When glacial valleys are formed near the coast and later flooded by rising sea levels, they create fiords. Many high latitude coastal areas such as Norway, Scotland and parts of Canada have coastlines with these submerged glacier-cut valleys.

¢ WRITTEN ASSIGNMENT SECTION

On the following pages are:

u Sample test directions for the written assignment section

u A sample written assignment

u An example of a strong response to the assignment

u The performance characteristics and scoring scale

u An evaluation of the strong response

On the actual test, candidates will be given a different written assignment from the one provided as a sample in this preparation guide.

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¢

SAMPLE TEST DIRECTIONS FOR THE WRITTEN ASSIGNMENT

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DIRECTIONS FOR THE WRITTEN ASSIGNMENT

This section of the test consists of a written assignment. You are to prepare a written response of about 150–300 words on the assigned topic. The assignment can be found on the next page. You should use your time to plan, write, review, and edit your response to the assignment.

Read the assignment carefully before you begin to write. Think about how you will organize your response. You may use any blank space provided on the following pages to make notes, write an outline, or otherwise prepare your response. However, your score will be based solely on the response you write on the lined pages of your answer document.

Your response will be evaluated on the basis of the following criteria.

• PURPOSE: Fulfill the charge of the assignment.

• APPLICATION OF CONTENT: Accurately and effectively apply the relevant knowledge and skills.

• SUPPORT: Support the response with appropriate examples and/or sound reasoning reflecting an understanding of the relevant knowledge and skills.

Your response will be evaluated on the criteria above, not on writing ability. However, your response must be communicated clearly enough to permit valid judgment of your knowledge and skills. The final version of your response should conform to the conventions of edited American English. This should be your original work, written in your own words, and not copied or paraphrased from some other work.

Be sure to write about the assigned topic. Please write legibly. You may not use any reference materials during the test. Remember to review what you have written and make any changes that you think will improve your response.

¢ SAMPLE WRITTEN ASSIGNMENT

WRITTEN ASSIGNMENT

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Use the information below to complete the exercise that follows.

The geologic block diagram above shows several features, labeled A–I, in a region.

Using your knowledge of geologic principles, prepare a response in which you:

• list all the labeled features, A through I, in order according to relative age, from oldest to youngest, and discuss how principles of stratigraphy helped in determining this order; and

• describe a likely geologic history for this region based on the features depicted in this diagram.

¢

STRONG RESPONSE TO THE SAMPLE WRITTEN ASSIGNMENT

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Sequence from oldest to most recent: B, D, H, F, I, A, G, E, C

Original Horizontality: Water-laid sediments are deposited in strata that are horizontal and parallel with the earth's surface. Superposition: In any sequence of sedimentary strata that have not been overturned or severely folded or faulted, the order in which the strata were deposited is from bottom to top. Crosscutting: Rock that cuts through another rock is younger than the rock it cuts through.

B) Sandstone forms from sand deposited in a near-shore environment.

D) As sea level rises and the ocean transgresses over the land, limestone is deposited in a shallow marine environment. The limestone might represent a fossil coral reef or precipitated calcium carbonate from the shells of marine organisms.

H) As sea level continues to rise, mud is deposited over the limestone in a deeper marine environment, possibly a subduction trench. However, this may represents a drop in sea level and the mud may be from a lagoon or estuary. Heat and pressure lithify the mud, thus forming shale.

F) Normal faulting occurs in the sandstone, limestone, and shale beds, which also exhibit folding, likely due to tectonic activity.

I) Breccia is composed of angular material that is not water worn, indicating this area is no longer below sea level. The breccia indicates rapid erosion, perhaps along the base of a mountain in a semi-arid environment.

A) A lava flow spreads over the breccia deposit, indicating tectonic activity, such as the subduction of an oceanic plate beneath a continental plate.

G) The alluvial fan sediments were then deposited over the breccia by a seasonal stream issuing from the mountains into a valley.

E) This deposit of breccia also indicates rapid erosion in a dry environment, perhaps from a talus slope along the edge of the valley.

C) Seasonal water that washes into the valley from the surrounding mountains evaporates producing evaporite salts. G, E, and C are typical features of the closed, arid basins of the western United States.

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¢

PERFORMANCE CHARACTERISTICS AND SCORING SCALE

Performance Characteristics The following characteristics guide the scoring of responses to the written assignment.

Purpose: Fulfill the charge of the assignment.

Application of Content: Accurately and effectively apply the relevant knowledge and skills.

Support: Support the response with appropriate examples and/or sound reasoning reflecting an understanding of the relevant knowledge and skills.

Scoring Scale Scores will be assigned to each response to the written assignment according to the following scoring scale.

Score Point Score Point Description

4

The "4" response reflects a thorough command of the relevant knowledge and skills. · The response completely fulfills the purpose of the assignment by responding fully to the given task. · The response demonstrates an accurate and highly effective application of the relevant knowledge and

skills. · The response provides strong support with high-quality, relevant examples and/or sound reasoning.

3

The "3" response reflects a general command of the relevant knowledge and skills. · The response generally fulfills the purpose of the assignment by responding to the given task. · The response demonstrates a generally accurate and effective application of the relevant knowledge and

skills. · The response provides support with some relevant examples and/or generally sound reasoning.

2

The "2" response reflects a partial command of the relevant knowledge and skills. · The response partially fulfills the purpose of the assignment by responding in a limited way to the given

task. · The response demonstrates a limited, partially accurate and partially effective application of the relevant

knowledge and skills. · The response provides limited support with few examples and/or some flawed reasoning.

1

The "1" response reflects little or no command of the relevant knowledge and skills. · The response fails to fulfill the purpose of the assignment. · The response demonstrates a largely inaccurate and/or ineffective application of the relevant knowledge

and skills. · The response provides little or no support with few, if any, examples and/or seriously flawed reasoning.

¢ EVALUATION OF THE STRONG RESPONSE

This response is considered a strong response because it reflects a thorough command of relevant knowledge and skills.

Purpose. The response fulfills the purpose of the assignment by listing the relative ages of the nine features in correct order from oldest to youngest. The three principles of stratigraphy have been stated and explanation was given as to how each was used to determine the relative age listing. A complete geologic history of the region was described. This geologic history was fully supported with high-quality, relevant examples and sound reasoning.

Application of Content. The response has accurately indicated the events resulting in the formation of the rocks, sediment deposits, and crustal shifts occurring in the area.

Support. The response concerning sandstone being formed in a near shore environment supports conditions of formation within a specific environment. The candidate supports this knowledge of environmental change due to transgression (advancing on land) or regression (retreats to expose terrestrial surface). The idea of calcareous material formation is supported by reference to existing corals or shelled animals; while the basaltic flow is understood to be a possible result of plate movements like oceanic-continental plate collisions. Finally, the development of alluvial fan sediments and its environmental conditions are clearly described and explained.

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