45 Earth Science - aepa.nesinc.com€¦ · Field 45: Earth Science Subareas: Characteristics of Science Origin and Evolution of the Earth System Geologic Materials, Processes, and

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AZ-SG-FLD045-01

45 Earth Science

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TABLE OF CONTENTS

Field 45: Earth Science

PART 1: GENERAL INFORMATION ABOUT THE AEPA AND TEST PREPARATION

AN OVERVIEW OF THE AEPA........................................................................................... 1-1

Test Development Process Characteristics of the AEPA Test Administration How AEPA Test Scores Are Computed and Reported

HOW TO PREPARE FOR THE TESTS ................................................................................... 1-3

Study the Test Objectives Focus Your Studies Identify Resources Develop Study Techniques Answer the Practice Questions Review the Sample Answer Sheet and Written Response Booklet Test Directions Sample Answer Sheet Sample Written Response Booklet

WHAT TO EXPECT THE DAY OF THE TEST........................................................................ 1-12

The Morning of the Administration At the Test Site

SAMPLE TEST OBJECTIVES AND QUESTIONS .................................................................. 1-13

Organization of the Test Objectives Question Formats and Strategies Selected-Response-Question Formats Performance Assignment Formats Evaluation of the Sample Written Performance Assignment Response

PART 2: FIELD-SPECIFIC INFORMATION

INTRODUCTION ................................................................................................................. 2-1

TEST OBJECTIVES .............................................................................................................. 2-2

PRACTICE QUESTIONS ...................................................................................................... 2-10

ANSWER KEY ..................................................................................................................... 2-22

PREPARATION RESOURCES............................................................................................... 2-23

STUDY GUIDE ORDER FORM

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PART 1: GENERAL INFORMATION ABOUT THE AEPA® AND TEST PREPARATION

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Arizona Educator Proficiency Assessments Study Guide 2-1

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PART 2: FIELD-SPECIFIC INFORMATION


INTRODUCTION

This section includes a list of the test objectives, practice questions, an answer key for the selected-response questions, and a list of preparation resources. Test objectives. As noted earlier, the test objectives are broad, conceptual statements that reflect the knowledge, skills, and understanding an entry-level educator needs to practice effectively in Arizona schools. The list of test objectives for each test field is the only source of information about what a specific test will cover and therefore should be studied carefully. Practice questions. The practice questions for the selected-response and performance assignment sections included in this section are designed to give you an introduction to the nature of the questions included in the AEPA tests. The practice questions represent the various types of questions you may expect to see on an actual test; however, they are not designed to provide diagnostic information to help you identify specific areas of individual strength or weakness or to predict your performance on the test as a whole. When you answer the practice questions, you may wish to use the sample answer sheet and sample Written Response Booklet provided in Part 1 to acquaint yourself with these materials. Use the answer key located after the practice questions to check your answers. Sample responses are provided immediately following each written performance assignment. The sample responses in this guide are for illustrative purposes only. Your written response should be your original work, written in your own words, and not copied or paraphrased from some other work. To help you identify how the test objectives are measured, the objective statement to which the question corresponds is listed in the answer key. When you are finished with the practice questions, you may wish to go back and review the entire list of test objectives and descriptive statements for your test field. Preparation resources. The list of preparation resources has been compiled to assist you in finding relevant materials as you prepare to take the Earth Science test. This list is to be considered not as complete, but as representative of the kinds of resources currently available. There may be other materials that may be helpful to you in preparing to take the test. You may also wish to consult a representative from an Arizona educator preparation program in your area regarding other potential resources specific to this field. Keep in mind that the use of these materials does not guarantee successful performance on the test.

2-2 Arizona Educator Proficiency Assessments Study Guide

TEST OBJECTIVES


Subareas:

Characteristics of Science Origin and Evolution of the Earth System

Geologic Materials, Processes, and Cycles The Hydrosphere and the Atmosphere

Astronomy

CHARACTERISTICS OF SCIENCE

0001 Understand the historical and contemporary contexts of the study of Earth and space science.

For example:

• analyzing the development of major ideas in Earth and space science and the historical relationship of Earth and space science to other scientific disciplines

• recognizing the contributions to the development of Earth and space science made by individuals and societies from different periods and cultures

• demonstrating knowledge of the ways in which the contemporary practice of Earth and space science relies on other scientific disciplines, mathematics, and technology

• demonstrating knowledge of the social and cultural contexts of the historical development and contemporary practice of Earth and space science

0002 Understand the nature of science and scientific inquiry.

For example:

• analyzing processes by which science advances and new scientific knowledge and hypotheses are generated

• recognizing the roles of empirical data, verifiable evidence, and logical reasoning in carrying out scientific investigations

• recognizing the definitions of and interrelationships among scientific hypotheses, theories, and laws

• demonstrating knowledge of ethical issues related to the practice of science (e.g., accurately reporting experimental results, researcher bias)

0003 Understand the principles and procedures of scientific investigations.

For example:

• identifying the types of questions that can be answered using methods of scientific inquiry

• analyzing what procedures and considerations need to be taken into account in setting up and conducting a scientific investigation

• recognizing different sampling and measurement techniques that are appropriate for different types of scientific investigations

• demonstrating knowledge of the use of independent variables, dependent variables, and controls in testing scientific hypotheses

• analyzing the appropriateness of a specified observational approach or experimental design for testing a particular hypothesis in Earth and space science

• applying critical-thinking and reasoning skills in Earth and space science contexts

Earth Science


0004 Understand the processes of gathering, organizing, reporting, and analyzing scientific data in the context of Earth and space science investigations.

For example:

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

• demonstrating knowledge of the design and use of maps and models to analyze Earth and space science phenomena

• recognizing the type of graph, diagram, or table that is most appropriate for organizing and representing a particular data set

• demonstrating knowledge of the application of descriptive statistics (e.g., mean, median, mode, standard deviation) for interpreting scientific data, making predictions, and drawing conclusions

• recognizing the criteria for formally reporting the results of scientific investigations to the scientific community

• demonstrating knowledge of spatial concepts (e.g., latitude, topography, scale)

0005 Understand how Earth and space science interrelates with society, technology, and the other sciences and

applies to everyday life.

For example:

• demonstrating knowledge of the unifying concepts and principles (e.g., systems, entropy, conservation of matter and energy, cause and effect, classification) that are common among different sciences

• analyzing the effects of technological developments (e.g., computers, remote sensing, satellites) on Earth and space science

• demonstrating knowledge of how Earth and space science is affected by developments in other scientific disciplines (e.g., DNA analysis to study evolutionary relationships, chemical analysis of gases trapped in ice sheets to evaluate historical changes in climate)

• recognizing the effects that research in Earth and space science has on society and everyday life

• analyzing how water scarcity, pollution, natural hazards, and a changing climate have affected society and personal decision making

• demonstrating knowledge of how the interaction among science, society, and the popular media affects the development of policies related to Earth and space science

ORIGIN AND EVOLUTION OF THE EARTH SYSTEM 0006 Understand the formation and structure of the Earth and the role of internal and external energy in the

Earth's formation.

For example:

• demonstrating knowledge of evidence for the age of the Earth

• demonstrating knowledge of the origin and characteristics of the chemical and physical layers of the Earth

• demonstrating knowledge of the internal and external sources of energy involved in the Earth's formation and dynamics

• demonstrating knowledge of the processes involved in the formation of continental and oceanic crust

• recognizing the stages in the development of the Earth's oceans and atmosphere and changes in the composition of the atmosphere over time

• demonstrating knowledge of the characteristics and origin of the Earth's magnetic field

Earth Science


0007 Understand plate tectonics and the internal dynamics that drive plate movements.

For example:

• demonstrating knowledge of the evidence used to establish the theory of plate tectonics

• analyzing mechanisms that drive tectonic plate motions and the different types of boundaries formed between tectonic plates

• recognizing how the movement and interaction of tectonic plates has changed the Earth's surface over geologic time, including the formation and breakup of supercontinents and the accretion of materials during subduction

• analyzing crustal deformation in terms of plate boundary processes (e.g., faulting, folding, orogenesis)

• demonstrating knowledge of the origin, age, and evolution of the ocean basins

0008 Understand the Earth's history, the geologic time scale, and the theory and application of relative and

absolute dating techniques.

For example:

• demonstrating knowledge of the principles and applications of relative dating and stratigraphy

• demonstrating knowledge of the theory and practice of radiometric dating

• demonstrating knowledge of the geologic time scale, the fossil record, and the processes involved in fossilization

• analyzing changes to the biosphere over geologic time and the effects these changes had on the Earth system

• recognizing the causes and characteristics of changes in the Earth's climate system over geologic time

• demonstrating knowledge of the theories of the origin and evolution of life over geologic time

0009 Understand the processes that create and change landforms.

For example:

• analyzing the processes of mechanical, chemical, and biological weathering and factors that affect the rate at which rocks weather

• analyzing the processes of erosion by wind, water, and glaciers and the characteristic landforms and geologic features produced by different types of erosion

• demonstrating knowledge of depositional processes and the different types of landforms and deposits formed by wind, water, and glacial activity

• recognizing how soils form and the characteristics of soils formed in different climate regions

• demonstrating knowledge of the relationship between climate and tectonics in landscape evolution

Earth Science


GEOLOGIC MATERIALS, PROCESSES, AND CYCLES 0010 Understand the physical and chemical properties of Earth materials.

For example:

• demonstrating knowledge of the structure of the atom and the characteristics of isotopes and radioactive decay

• demonstrating knowledge of the periodic table and how atoms combine to form molecules and compounds through different types of chemical bonding

• demonstrating knowledge of how bonding and structure influence properties of Earth materials

• demonstrating knowledge of the physical and chemical properties of water

0011 Understand minerals and rocks, their formation, and their identification.

For example:

• identifying common minerals based on their physical and chemical properties (e.g., hardness, cleavage, specific gravity, reaction with acid)

• demonstrating knowledge of common minerals associated with the major mineral groups (e.g., silicates, carbonates, oxides, sulfides, sulfates, halides)

• identifying common rocks (e.g., granite, basalt, limestone, shale, schist, gneiss) based on their composition, texture, and processes of formation

• demonstrating knowledge of the processes involved in the formation of sedimentary rocks and their relationship to the rock cycle

• demonstrating knowledge of the processes involved in the formation of igneous rocks and their relationship to the rock cycle

• demonstrating knowledge of the processes involved in the formation of metamorphic rocks and their relationship to the rock cycle

0012 Understand volcanoes and other types of igneous activity.

For example:

• demonstrating knowledge of the different types of volcanoes and volcanic eruptions

• demonstrating knowledge of the relationship between plate tectonics and global patterns of igneous activity

• analyzing the origins of different types of magma

• analyzing the damage caused by volcanic eruptions in different geologic settings

0013 Understand earthquakes.

For example:

• analyzing the causes and characteristics of earthquakes and the relationships among earthquakes, volcanism, and plate tectonics

• demonstrating knowledge of the propagation and analysis of seismic waves generated by earthquakes, including how seismology is used to determine the size, location, and energy release of earthquakes

• demonstrating knowledge of the relationship between faulting and earthquakes

• analyzing the damage caused by earthquakes in different geologic settings

Earth Science


0014 Understand geochemical cycles.

For example:

• demonstrating knowledge of the physical and chemical processes involved in the cycling of Earth materials among the lithosphere, hydrosphere, atmosphere, and biosphere

• analyzing the carbon cycle and its role in the climate system

• recognizing the characteristics of the biogeochemical cycles of nitrogen, phosphorus, and oxygen

• demonstrating knowledge of the processes by which mineral ores and energy resources are formed

THE HYDROSPHERE AND THE ATMOSPHERE 0015 Understand freshwater systems.

For example:

• demonstrating knowledge of watersheds, wetlands, lakes, and streams, including factors affecting the movement of water through a watershed (e.g., vegetation, gradient, topography) and the development and characteristics of river systems

• recognizing the characteristics of aquifer systems, including the use and recharge of groundwater resources

• analyzing the interactions between groundwater and subsurface geology

• demonstrating knowledge of factors that affect current and future water quantity and quality in the southwestern United States and globally

• demonstrating knowledge of the distribution, use, pollution, and management of freshwater resources, including methods for reclaiming and conserving freshwater in arid and semiarid regions

0016 Understand the structure and composition of different layers in the atmosphere and atmospheric

processes.

For example:

• demonstrating knowledge of the structure and composition of the atmosphere

• analyzing how the different components of the atmosphere interact with energy from the Sun and energy radiated from the Earth's surface, including the function of the ozone layer

• analyzing the processes by which energy is transferred to and within the atmosphere by radiation, convection, and conduction

• demonstrating knowledge of how particulate matter and aerosols in the atmosphere affect the climate system

• recognizing the causes of different types of atmospheric pollution and the effects various pollutants have on people and the environment

Earth Science


0017 Understand the Earth's climate system.

For example:

• demonstrating knowledge of the cause of Earth's seasons

• analyzing how the energy imbalance at different latitudes, the Coriolis effect, and friction produce prevailing wind patterns

• recognizing global factors that affect the Earth's climate in different regions (e.g., the subtropical high-pressure belt, the intertropical convergence zone) and the physical characteristics of different geographic climate regions, such as deserts and tropics

• demonstrating knowledge of climate phenomena, including the El Niño-Southern Oscillation and monsoon wind systems

• analyzing regional factors that influence climate (e.g., altitude, latitude, proximity to bodies of water, topography)

• recognizing the characteristics of the polar and subtropical jet streams, prevailing surface winds, and air masses

• demonstrating knowledge of the effects of greenhouse gases, volcanic eruptions, and long-term changes in insolation on the climate system

0018 Understand weather and weather prediction.

For example:

• analyzing the characteristics of high- and low-pressure systems, including factors affecting the vertical and horizontal movement of air associated with high and low atmospheric pressure (e.g., pressure gradients, friction, the Coriolis effect)

• demonstrating knowledge of the conditions under which different types of severe weather develop (e.g., thunderstorms, tornadoes, hurricanes) and the precautions that can be taken in preparation for severe weather

• analyzing how weather is influenced by geographic features (e.g., mountain ranges, bodies of water), cities, and atmospheric pollution

• analyzing weather conditions using weather-map symbols and the station model

0019 Understand the characteristics of ocean water, currents, and waves.

For example:

• demonstrating knowledge of the physical and chemical characteristics of ocean water

• analyzing the characteristics of ocean surface currents and thermohaline circulation, the factors that influence them, and their relationship to climate

• demonstrating knowledge of the properties of ocean waves and coastal currents and their effects on coastal geomorphology, barrier islands, and coastal sediment transport

• demonstrating knowledge of tsunamis, including their causes, propagation over large distances, and effects on coastal regions

• recognizing how human activities affect the chemical and physical properties of the oceans

Earth Science


ASTRONOMY 0020 Understand the characteristics and interactions of the Earth-Moon-Sun system.

For example:

• demonstrating knowledge of the motions of the Earth and Moon

• analyzing how the motions and interactions of the Earth, Moon, and Sun produce solar and lunar eclipses, changes in length of day, tides, and the phases of the Moon

• analyzing how the Earth's rotation and orbit cause the apparent motions of the stars, planets, and Sun

• demonstrating knowledge of the Sun's structure, evolution, and energy production

• recognizing characteristics of the solar cycle, solar flares, and prominences and the effects of the solar cycle on the Earth

0021 Understand the characteristics and formation of the solar system.

For example:

• demonstrating knowledge of the solar nebula theory of the origin of the solar system and its components, including comets and asteroids

• demonstrating knowledge of the position of the planets in relation to the Sun and their physical characteristics

• analyzing the properties of planets, asteroids, and comets

• demonstrating knowledge of the motions of objects in the solar system, the effects of gravity on objects in the solar system, and Kepler's three laws of planetary motion

• recognizing the characteristics of the celestial sphere and its use in astronomy

0022 Understand characteristics of stars and galaxies.

For example:

• recognizing the different types of stars and their characteristics

• demonstrating knowledge of the life cycles of different types of stars

• applying knowledge of the Hertzsprung-Russell diagram to analyze the characteristics of different types of stars

• demonstrating knowledge of the spectroscopic analysis of stars and how stellar characteristics can be used to determine the age, distance, and relative motion of stars

• recognizing the characteristics of different types of galaxies (e.g., spiral, elliptical), including the Milky Way

0023 Understand theories of the origin and evolution of the universe.

For example:

• demonstrating knowledge of the big bang theory of the origin of the universe, the cosmic inflation hypothesized to have occurred shortly after the big bang, and the evidence supporting these theories

• demonstrating knowledge of Hubble's law and the evidence on which it is based

• demonstrating knowledge of the different types of telescopes and technology used in studying objects in the universe

• recognizing the concepts of dark matter and dark energy and the evidence supporting their existence

Earth Science


DISTRIBUTION OF SELECTED-RESPONSE ITEMS ON THE TEST FORM


PRACTICE QUESTIONS

Field 45: Earth Science 1. In the eleventh century, the Arabic scholar

Avicenna proposed that mountains could only have formed over long periods of time. He based this hypothesis on his knowledge of geologic processes that he had observed, such as water erosion and the localized uplift caused by earthquakes. In applying his knowledge of geologic processes that he had observed firsthand to understand the geologic past, Avicenna was employing which of the following geologic principles fundamental to modern geology?

A. original horizontality B. superposition C. cross-cutting relationships D. uniformitarianism

2. In a 20-year project, a team of scientists

sets up multiple strainmeters on either side of an active strike-slip fault to determine how the bedrock deforms prior to minor earthquakes. The collected deformation data is correlated with seismograms for the area from the same period. The correlation of the two data sets will help the scientists determine if there are patterns in the deformation data that consistently precede minor earthquakes on the fault. In this experiment, which of the following factors is the dependent variable?

A. the movement of the land surface

during minor earthquakes B. the types of seismic waves gener-

ated during minor earthquakes C. the deformation of the bedrock prior

to minor earthquakes D. the frequency of fault activity

resulting in minor earthquakes

Earth Science


3. Which of the following events would be

least likely to occur at a significantly smaller scale?

A. The erosion of a hillside produces

sediment that is washed into a stream.

B. An interstellar dust cloud forms a

star as a result of gravitational attraction.

C. The discharge of static electricity

during a storm produces a lightning bolt.

D. A magnetic field is generated by

electric currents in the Earth's outer core.

4. Analysis of the ratio of the oxygen

isotopes 18O and 16O has been extremely useful in which of the following areas of Earth and space science research?

A. calculating the age of lava flows

from Pleistocene era volcanic eruptions

B. determining relative changes in

global temperature during the Quaternary period

C. calculating the concentration of

carbon dioxide in gas bubbles trapped in ice sheets

D. determining sedimentation rates on

the abyssal plains of the deep oceans

5. Radiometric dating of which of the

following materials has provided an estimate for the earliest date at which the Earth could have formed?

A. ultramafic rocks from deep below

the Earth's surface B. Precambrian rocks from the

Canadian Shield C. banded iron formations from ancient

sedimentary rocks D. meteorites collected from the Earth's

surface 6. Which of the following geologic processes

is responsible for the formation of the horst and graben structures of the Basin and Range Province of the western United States?

A. differential erosion of volcanic

rocks and sedimentary rocks over several million years

B. tensional forces that produced

crustal extension of this section of the North American Plate

C. cycles of erosion and deposition

associated with the multiple glaciations of the Pleistocene

D. compressional forces that generated

uplift of this section of the North American Plate

Earth Science


7. Scientists believe that the rapid evolu-

tion and diversification of species that occurred at the beginning of the Mesozoic era was to a great extent a consequence of:

A. the breakup of the supercontinent

Pangaea in the Late Paleozoic period.

B. changes in atmospheric composition

resulting from the appearance of photosynthetic organisms.

C. the extinction of the majority of

species near the end of the Permian period.

D. changes in the rate of genetic

mutations resulting from the Sun's increased output of harmful radiation.

8. In the Sierra Nevada mountain range of

California, many of the large mountain tops are exposed granitic batholiths that have eroded into rounded domes, known as exfoliation domes. Which of the following processes is specifically involved in the formation of these exfoliation domes?

A. sheeting of large concentric slabs

from pressure unloading B. chemical weathering of potassium

ions on the rock surface C. erosion of granite during periods of

high runoff D. fluctuating temperatures that shrink

and swell the rock face

9. Pegmatites are intrusive igneous rocks

composed of unusually large crystals. Geologists believe that pegmatites typically form under which of the following conditions?

A. at the bottom of the solidifying

magma bodies below extinct volcanoes

B. at very slow rates of crystallization

and high temperatures near the mantle-crust boundary

C. in the fluid-rich residual melt left

over after most of a granitic batholith has solidified

D. at relatively fast rates of crystalli-

zation as magma flows rapidly away from its source to form a sill

10. A structure built on which of the

following types of geologic materials would typically experience the most damage from shaking caused by a major earthquake?

A. heavily fractured shale B. karstic limestone C. unconsolidated silt and clay D. massive granite

Earth Science


11. Use the diagram below to answer the question that follows.

The diagram shows four well logs from different locations in a valley. The wells were drilled as test wells to determine the best location for a municipal drinking-water well for a nearby town. Presuming water quality is similar in each test well, which of the following locations will most likely provide the best source of drinking water? A. Location A B. Location B C. Location C D. Location D

Earth Science


12. Changes to the Earth's climate system

resulting from the 1991 eruption of Mount Pinatubo in the Philippines were primarily caused by:

A. sulfur dioxide that was ejected into

the lower stratosphere. B. particulates that became trapped in

the upper troposphere. C. carbon dioxide that was ejected into

the upper stratosphere. D. nitrogen oxide that increased smog

in the lower troposphere. 13. Wind flow aloft is typically parallel to

atmospheric pressure isobars, while winds at the Earth's surface typically cross the isobars that separate a high-pressure center from a low-pressure center. This difference between wind flow aloft and at the Earth's surface is primarily caused by:

A. increased frictional drag on wind

flow at the Earth's surface. B. reduced strength of the Coriolis

effect on wind flow aloft. C. greater divergence of winds above a

low-pressure system. D. decreased atmospheric pressure with

increased altitude.

14. Which of the following conditions must be

met for a low-pressure system to continue to develop into a stronger low-pressure system?

A. divergent wind flow at the base of

the low-pressure system B. cold-air advection above the low-

pressure system C. convection of relatively warm air

within the low-pressure system D. convergent wind flow above the

low-pressure system

Earth Science


15. Chesapeake Bay on the eastern coast of

the United States was one of the first locations where a hypoxic dead zone was identified in a marine habitat. Which of the following factors has been identified as the major contributor to the develop-ment of this hypoxic dead zone?

A. runoff of nutrient-rich water into the

bay from large-scale farming operations

B. acidification of bay waters from an

increased concentration of dissolved carbon dioxide

C. warming of bay waters caused by

the increase in average global temperatures

D. accumulation in bay sediments of

heavy metals produced by industrial manufacturing

16. The dark side of the Moon is never visible

from the Earth's surface because:

A. the Moon's rotational period matches the Earth's rotational period.

B. the Moon's orbital period matches

the Earth's orbital period. C. the Moon rotates on its axis once

every time it orbits the Earth. D. the Moon completes one lunar orbit

for every full day on the Earth.

Earth Science


17. Use the information below to answer the question that follows.

Sun

planet

area X area Y

area X = area YNot to scale

In the diagram of a planet's orbit of the

Sun, area X is equal to area Y. According to Kepler's second law, the equivalence of these two areas indicates that when the planet is closer to the Sun, the planet's:

A. orbital speed increases. B. rotational speed increases. C. gravitational force decreases. D. linear momentum decreases.

18. In developing Hubble's law, which of the

following types of evidence did Edwin Hubble use to determine the recessional velocities of galaxies?

A. the spectral redshift of the

electromagnetic energy emitted by the galaxies

B. the calculated age of the galaxies C. the change in the observed parallax

of the local group of galaxies over several years

D. the observed shape of the galaxies

Earth Science


Use the information below to answer the two questions that follow.

Stage 1 Stage 2 Stage 3 Stage 4

Fractional Crystallization in the Differentiation of a Granitic Magma

1200°C Cooling of Magma 650°C

Key

melt remaining as crystals form

19. During the process of magmatic

differentiation shown in the graphic, which of the following minerals is most likely to crystallize from the magma in stage 1?

A. quartz B. potassium feldspar C. olivine D. muscovite mica

20. Relative to the other stages, the melt

remaining in stage 4 would most likely be enriched in which of the following substances?

A. iron B. plagioclase feldspars C. calcium D. metallic ions

Earth Science


Below are the directions for the Earth Science performance assignment.

DIRECTIONS FOR THE PERFORMANCE ASSIGNMENT This section of the test consists of a performance assignment. The assignment can be found on the next page. You are asked to prepare a written response of approximately 2–3 pages on the assigned topic. You should use your time to plan, write, review, and edit your response for the assignment. Read the assignment carefully before you begin to work. Think about how you will organize your response. You may use any blank space in this test booklet to make notes, write an outline, or otherwise prepare your response. However, your score will be based solely on the version of your response written in Written Response Booklet B. As a whole, your response must demonstrate an understanding of the knowledge and skills of the field. In your response to the assignment, you are expected to demonstrate the depth of your understanding of the content area through your ability to apply your knowledge and skills rather than merely to recite factual information. Your response will be evaluated based on the following criteria.

• PURPOSE: the extent to which the response achieves the purpose of the assignment

• SUBJECT MATTER KNOWLEDGE: accuracy and appropriateness in the application of subject matter knowledge

• SUPPORT: quality and relevance of supporting details

• RATIONALE: soundness of argument and degree of understanding of the subject matter The performance assignment is intended to assess subject knowledge content and skills, not writing ability. However, your response must be communicated clearly enough to permit scorers to make a valid evaluation of your response according to the criteria listed above. Your response should be written for an audience of educators in this field. 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 your work and make any changes you think will improve your response.

Earth Science


Below is the scoring scale for the Earth Science performance assignment. SUBJECT TESTS—PERFORMANCE ASSIGNMENT SCORING SCALE

Score Point

Score Point Description

4 The "4" response reflects a thorough knowledge and understanding of the subject matter.

• The purpose of the assignment is fully achieved. • There is a substantial, accurate, and appropriate application of subject matter knowledge. • The supporting evidence is sound; there are high-quality, relevant examples. • The response reflects an ably reasoned, comprehensive understanding of the topic.

3 The "3" response reflects an adequate knowledge and understanding of the subject matter.

• The purpose of the assignment is largely achieved. • There is a generally accurate and appropriate application of subject matter knowledge. • The supporting evidence is adequate; there are some acceptable, relevant examples. • The response reflects an adequately reasoned understanding of the topic.

2 The "2" response reflects a limited knowledge and understanding of the subject matter.

• The purpose of the assignment is partially achieved. • There is a limited, possibly inaccurate or inappropriate, application of subject matter knowledge. • The supporting evidence is limited; there are few relevant examples. • The response reflects a limited, poorly reasoned understanding of the topic.

1 The "1" response reflects a weak knowledge and understanding of the subject matter.

• The purpose of the assignment is not achieved. • There is little or no appropriate or accurate application of subject matter knowledge. • The supporting evidence, if present, is weak; there are few or no relevant examples. • The response reflects little or no reasoning about or understanding of the topic.

U The response is unrelated to the assigned topic, illegible, primarily in a language other than English, not of sufficient length to score, or merely a repetition of the assignment.

B There is no response to the assignment.

Earth Science


Practice Performance Assignment

21. Read the information below; then complete the exercise that follows.

The Grand Canyon in Arizona consists of metamorphic and igneous basement rocks separated by a major unconformity from the many overlying sedimentary rock strata. Among the sedimentary rocks exposed in the canyon walls are marine and freshwater limestone, sandstone, mudstone, conglomerate, and shale. Throughout the sequence of sedimentary rock strata there are a number of unconformities. Write an essay that includes a discussion of the processes involved in the formation of the sedimentary rock strata and unconformities exposed in the canyon. In your essay: • present a hypothesis that addresses how the sequence of sedimentary rocks and unconformities

exposed in the Grand Canyon formed; • describe two different types of evidence or data that support your hypothesis; • explain the characteristics of both types of evidence or data and why they provide support for your

hypothesis; and • explain the methods geologists would typically use to collect these types of evidence or data.

Earth Science


Sample Performance Assignment Response: Score Point 4

The sedimentary rock strata and unconformities of the Grand Canyon represent periods of marine, terrestrial, and freshwater sediment deposition interrupted by periods of erosion that produced unconformities between some strata. The majority of the sedimentary rocks in the Grand Canyon were deposited in warm shallow seas over extremely long periods of time. However, some of the sedimentary rocks exposed in the canyon walls formed from sediments deposited in fresh water and on land.

The characteristics of sedimentary rocks, including any fossils they contain, can be used to determine the depositional environment in which the sediments were originally deposited. These characteristics include the different types of bedding, ripple marks, or clasts in the strata, the chemical composition of the different types of sedimentary rock, and the size and shape of sediment grains. When available, fossils can be used to help determine the environments in which various types of sediments were deposited. Indeed, paleontologists have established the environments in which many fossilized organisms lived. These types of fossils can therefore be used to reconstruct the ancient environments in which the sediments were originally deposited. Index fossils are especially helpful because they can be used to correlate sedimentary rock strata with known geologic periods.

Stratigraphic relationships can also help determine the origin of a particular sedimentary rock stratum based on the stratum's association with other sedimentary rock strata. For example, a bedded sandstone stratum of uncertain origin might be directly over a layer of marine limestone and below a stratum of shale that contains diagnostic fossils indicating it formed from mud deposited in a freshwater swamp. This might tell a geologist that over time sea level was slowly dropping (either from tectonic uplift or a drop in global sea level) and that the sandstone had formed from coastal beach deposits.

Geologists would typically map the strata exposed in the canyon wall by drawing a scaled cross-section of the part of the canyon wall being investigated. This would involve mapping the strike and dip of the strata and recording the physical characteristics of different strata, including the presence of faults and folds and the character of contacts between different strata (e.g., unconformities). For sedimentary rock strata, a geologist would also record bedding features, the size and sorting of sediment grains, the presence and location of fossils and clasts, and the color of the strata. Photographs of the rock face would be taken and samples from different strata would be collected to support and clarify written field notes and the information presented in the cross-section.

A geologist would apply principles of stratigraphy (i.e., the principles of original horizontality, superposition, uniformitarianism, and of cross-cutting relationships) to analyze the physical and temporal relationships of different strata. Application of these principles would allow the geologist to establish the relative age of the various strata and unconformities without having to know or assign calendar dates to the strata or events. Ultimately, radiometric dating (e.g., potassium-argon dating of lava flows) could provide a calendar date for igneous rocks that might lie above and below sedimentary strata. In this way lava flows above and below the sedimentary rock strata can be used to bracket the age of the sedimentary rocks being investigated.


ANSWER KEY


Question Number

Correct Response

Objective

1. D Understand the historical and contemporary contexts of the study of Earth and space science.

2. C Understand the principles and procedures of scientific investigations.

3. B Understand the processes of gathering, organizing, reporting, and analyzing scientific data in the context of Earth and space science investigations.

4. B Understand how Earth and space science interrelates with society, technology, and the other sciences and applies to everyday life.

5. D Understand the formation and structure of the Earth and the role of internal and external energy in the Earth's formation.

6. B Understand plate tectonics and the internal dynamics that drive plate movements.

7. C Understand the Earth's history, the geologic time scale, and the theory and application of relative and absolute dating techniques.

8. A Understand the processes that create and change landforms.

9. C Understand minerals and rocks, their formation, and their identification.

10. C Understand earthquakes.

11. B Understand freshwater systems.

12. A Understand the structure and composition of different layers in the atmosphere and atmospheric processes.

13. A Understand the Earth's climate system.

14. C Understand weather and weather prediction.

15. A Understand the characteristics of ocean water, currents, and waves.

16. C Understand the characteristics and interactions of the Earth-Moon-Sun system.

17. A Understand the characteristics and formation of the solar system.

18. A Understand theories of the origin and evolution of the universe.

19. C Understand volcanoes and other types of igneous activity.

20. D Understand geochemical cycles.


PREPARATION RESOURCES

Field 45: Earth Science The resources listed below may help you prepare for the AEPA test in this field. These preparation resources have been identified by content experts in the field to provide up-to-date information that relates to the field in general. You may wish to use current issues or editions to obtain information on specific topics for study and review.

ONLINE SOURCES:

American Association for the Advancement of Science. Project 2061, Benchmarks for Science Literacy On-line. http://project2061.org/publications/bsl/online/bolintro.htm

Arizona Department of Education. (2005) Academic Standards: Science Standard Articulated by Grade

Level–by Strand. http://www.ade.state.az.us/standards/science/articulated.asp Center for Science Teaching and Learning. Northern Arizona University.

http://www4.nau.edu/cstl/cstl/index.html Coconino County Math and Science Teachers Resources.

http://www.coconino.az.gov/schools.aspx?id=534 MadSci Network. http://www.madsci.org/libs/index.html National Oceanic and Atmospheric Administration: Education Resources. http://www.education.noaa.gov/

JOURNALS:

American Scientist, Sigma Xi, The Scientific Research Society. Science and Children, National Science Teachers Association. Science News, Science Service. The Science Teacher, National Science Teachers Association.

OTHER SOURCES:

Aherns, C. D. (2007). Meteorology Today: An Introduction to Weather, Climate, and the Environment (8th ed.). Florence, KY: Thomson Brooks/Cole.

Arny, T. T., & Schneider, S. (2008). Explorations: An Introduction to Astronomy (5th ed.). New York:

McGraw-Hill. Garrison, T. (2007). Oceanography: An Invitation to Marine Science (6th ed.). Florence, KY: Thomson

Brooks/Cole. Hewitt, P. G., Suchocki, J., & Hewitt, L. (2007). Conceptual Physical Science (4th ed.). Boston: Pearson

Addison-Wesley.

Earth Science


Kehew, A. E. (2006). Geology for Engineers & Environmental Scientists (3rd ed.). Upper Saddle River, NJ:

Pearson Prentice Hall. Keller, E. A. (2008). Introduction to Environmental Geology (4th ed.). Upper Saddle River, NJ: Pearson

Prentice Hall. Luft, J., Bell, R., & Gess-Newsome, J. (Eds.), National Science Teachers Association. (2008). Science as

Inquiry in the Secondary Setting. Arlington, VA: NSTA Press. Lutgens, F. K., & Tarbuck, E. J. (2009). Essentials of Geology (10th ed.). Upper Saddle River, NJ: Pearson

Prentice Hall. Tarbuck, E. J., Lutgens, F. K., & Tasa, D. (2008). Earth Science (12th ed.). Upper Saddle River, NJ: Pearson

Prentice Hall. Wright, R. T. (2008). Environmental Science: Toward a Sustainable Future (10th ed.). Upper Saddle River,

NJ: Pearson Prentice Hall.

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45 Earth Science - aepa.nesinc.com€¦ · Field 45: Earth Science Subareas: Characteristics of Science Origin and Evolution of the Earth System Geologic Materials, Processes, and