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
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disability, marital status, veteran status, national origin, race, gender, genetic predisposition or carrier
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Department's Office for Diversity, Ethics, and Access, Room 530, Education Building, Albany,
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„ 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.
„1„
„ 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.
„2„
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.
SOCIAL STUDIES (05)
SUBAREA I—HISTORY
0003 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
Which of the following was an important
goal of nineteenth-century Latin American
liberals?
A. establishing governments based on the
separation of church and state
B. reducing the influence of competitive
individualism in social and economic life
C. creating strong centralized governments
D. making plantation agriculture the
foundation of economic development
Each multiple-choice question is designed to measure one of the test
objectives.
The focus statements provide examples of the range, type, and level of content
that may appear on the test for questions measuring the objective.
The objectives define the knowledge and skills that New York State teachers and teacher
educators have determined to be important for teachers to possess.
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.
This is the name and field number of the test.
„3„
„ 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.
„4„
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 CORRESPONDING 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.
„5„
„ 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 constructedresponse (written) assignment. The figure below illustrates the approximate percentage of
the test corresponding to each subarea.
Subarea I.
Approx. 25%
Constructed-Response
Assignment
Subarea VI.
Approx. 10%
Subarea V.
Approx. 11%
Subarea IV.
Approx. 14%
Subarea II.
Approx. 18%
Subarea III.
Approx. 22%
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.
„6„
„ EARTH SCIENCE TEST OBJECTIVES
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
„7„
0002
Understand the historical and contemporary contexts of the earth sciences and their
application to everyday life.
For example:
0003
•
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)
Understand the process of scientific inquiry and the role of observation and
experimentation in explaining natural phenomena.
For example:
0004
•
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
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
„8„
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:
0006
•
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)
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:
0007
•
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)
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
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
„9„
0009
Understand the interactions among the components of the Earth, Moon, and Sun
system (including energy transmission and absorption).
For example:
0010
•
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
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:
0011
•
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
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
„ 10 „
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
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:
0014
•
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
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
„ 11 „
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:
0016
•
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
Understand the impact of weather on humans and the principles and technology of
weather forecasting.
For example:
0017
•
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
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)
„ 12 „
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)
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:
0020
•
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
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
„ 13 „
0021
Understand weathering-erosional-depositional processes that change Earth's surface
and the relation between these processes and landscape development.
For example:
0022
•
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
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
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
„ 14 „
0024
Understand the processes by which water moves on and beneath Earth's surface.
For example:
0025
•
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)
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
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.
„ 15 „
„ 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.
„ 16 „
„ SAMPLE TEST DIRECTIONS FOR
MULTIPLE-CHOICE QUESTIONS
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.
B.
C.
D.
Buffalo
New York City
Albany
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.
„ 17 „
„ SAMPLE MULTIPLE-CHOICE QUESTIONS,
CORRECT RESPONSES, AND EXPLANATIONS
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.
„ 18 „
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.
„ 19 „
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).
„ 20 „
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.
„ 21 „
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.
„ 22 „
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.
„ 23 „
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.
„ 24 „
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.
„ 25 „
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.
„ 26 „
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.
„ 27 „
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.
„ 28 „
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.
„ 29 „
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 wavelengths. 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.
„ 30 „
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.
„ 31 „
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.
Land
Sea
Land
Sea
Tide
Tide
Key
Cold Air
Warm Air
Cold Air
Warm Air
C.
Sea
Tide
D.
Sea
Land
Land
Tide
Key
Key
Cold Air
Warm Air
Cold Air
Warm Air
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.
„ 32 „
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.
„ 33 „
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.
„ 34 „
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.
„ 35 „
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.
„ 36 „
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.
„ 37 „
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.
„ 38 „
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.
„ 39 „
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.
„ 40 „
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 lessresistant 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.
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„ WRITTEN ASSIGNMENT SECTION
On the following pages are:
X
Sample test directions for the written assignment section
X
A sample written assignment
X
An example of a strong response to the assignment
X
The performance characteristics and scoring scale
X
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
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.
„ 44 „
„ SAMPLE WRITTEN ASSIGNMENT
WRITTEN ASSIGNMENT
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.
„ 45 „
„ STRONG RESPONSE TO THE SAMPLE
WRITTEN ASSIGNMENT
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.
„ 46 „
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.
„ 47 „
„ 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
The "4" response reflects a thorough command of the relevant knowledge and skills.
4
• 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.
The "3" response reflects a general command of the relevant knowledge and skills.
3
• 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.
The "2" response reflects a partial command of the relevant knowledge and skills.
2
• 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.
The "1" response reflects little or no command of the relevant knowledge and skills.
1
• 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.
„ 48 „
„ 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.
„ 49 „