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45 Earth Science
AZ-SG-FLD045-01
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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
0711
PART 1:
GENERAL INFORMATION ABOUT
THE AEPA® AND TEST PREPARATION
®
®
Part 1 of this study guide is contained in a separate PDF file. Click the link below to view or print
this section:
General Information About the AEPA and Test Preparation
PART 2:
FIELD-SPECIFIC INFORMATION
®
®
Field 45: Earth Science
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.
Arizona Educator Proficiency Assessments Study Guide
2-1
TEST OBJECTIVES
Field 45: Earth Science
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
2-2
Arizona Educator Proficiency Assessments Study Guide
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
Arizona Educator Proficiency Assessments Study Guide
2-3
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
2-4
Arizona Educator Proficiency Assessments Study Guide
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
Arizona Educator Proficiency Assessments Study Guide
2-5
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
2-6
Arizona Educator Proficiency Assessments Study Guide
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
•
•
0019
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
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
Arizona Educator Proficiency Assessments Study Guide
2-7
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
2-8
Arizona Educator Proficiency Assessments Study Guide
Earth Science
DISTRIBUTION OF SELECTED-RESPONSE ITEMS ON THE TEST FORM
Arizona Educator Proficiency Assessments Study Guide
2-9
PRACTICE QUESTIONS
Field 45: Earth Science
1.
2-10
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 generated during minor earthquakes
C.
the deformation of the bedrock prior
to minor earthquakes
D.
the frequency of fault activity
resulting in minor earthquakes
Arizona Educator Proficiency Assessments Study Guide
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.
5.
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.
B.
C.
D.
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
A magnetic field is generated by
electric currents in the Earth's outer
core.
6.
4.
Radiometric dating of which of the
following materials has provided an
estimate for the earliest date at which the
Earth could have formed?
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.
calculating the age of lava flows
from Pleistocene era volcanic
eruptions
differential erosion of volcanic
rocks and sedimentary rocks over
several million years
B.
determining relative changes in
global temperature during the
Quaternary period
tensional forces that produced
crustal extension of this section of
the North American Plate
C.
calculating the concentration of
carbon dioxide in gas bubbles
trapped in ice sheets
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
determining sedimentation rates on
the abyssal plains of the deep oceans
Arizona Educator Proficiency Assessments Study Guide
2-11
Earth Science
7.
Scientists believe that the rapid evolution and diversification of species that
occurred at the beginning of the Mesozoic
era was to a great extent a consequence of:
A.
B.
C.
D.
8.
2-12
Pegmatites are intrusive igneous rocks
composed of unusually large crystals.
Geologists believe that pegmatites
typically form under which of the
following conditions?
the breakup of the supercontinent
Pangaea in the Late Paleozoic
period.
A.
at the bottom of the solidifying
magma bodies below extinct
volcanoes
changes in atmospheric composition
resulting from the appearance of
photosynthetic organisms.
B.
at very slow rates of crystallization
and high temperatures near the
mantle-crust boundary
the extinction of the majority of
species near the end of the Permian
period.
C.
in the fluid-rich residual melt left
over after most of a granitic
batholith has solidified
D.
at relatively fast rates of crystallization as magma flows rapidly away
from its source to form a sill
changes in the rate of genetic
mutations resulting from the Sun's
increased output of harmful
radiation.
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.
9.
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
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
Arizona Educator Proficiency Assessments Study Guide
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 drinkingwater 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
Arizona Educator Proficiency Assessments Study Guide
2-13
Earth Science
12.
13.
2-14
Changes to the Earth's climate system
resulting from the 1991 eruption of Mount
Pinatubo in the Philippines were primarily
caused by:
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.
sulfur dioxide that was ejected into
the lower stratosphere.
A.
divergent wind flow at the base of
the low-pressure system
B.
particulates that became trapped in
the upper troposphere.
B.
cold-air advection above the lowpressure system
C.
carbon dioxide that was ejected into
the upper stratosphere.
C.
convection of relatively warm air
within the low-pressure system
D.
nitrogen oxide that increased smog
in the lower troposphere.
D.
convergent wind flow above the
low-pressure system
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.
Arizona Educator Proficiency Assessments Study Guide
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 development of this hypoxic dead zone?
A.
B.
runoff of nutrient-rich water into the
bay from large-scale farming
operations
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
Arizona Educator Proficiency Assessments Study Guide
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.
2-15
Earth Science
17.
Use the information below to answer the question that follows.
planet
area X
Sun
area Y
area X = area Y
Not 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:
18.
2-16
A.
orbital speed increases.
B.
rotational speed increases.
C.
gravitational force decreases.
D.
linear momentum decreases.
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
Arizona Educator Proficiency Assessments Study Guide
Earth Science
Use the information below to answer the two questions that follow.
Fractional Crystallization in the Differentiation of a Granitic Magma
Stage 1
Stage 2
1200°C
Stage 3
Stage 4
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
Arizona Educator Proficiency Assessments Study Guide
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
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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.
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Arizona Educator Proficiency Assessments Study Guide
Earth Science
Below is the scoring scale for the Earth Science performance assignment.
SUBJECT TESTS—PERFORMANCE ASSIGNMENT SCORING SCALE
Score
Point
4
3
2
1
U
B
Score Point Description
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.
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.
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.
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.
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.
There is no response to the assignment.
Arizona Educator Proficiency Assessments Study Guide
2-19
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:
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•
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.
Arizona Educator Proficiency Assessments Study Guide
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.
Arizona Educator Proficiency Assessments Study Guide
2-21
ANSWER KEY
Field 45: Earth Science
Question
Number
2-22
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.
Arizona Educator Proficiency Assessments Study Guide
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.
Arizona Educator Proficiency Assessments Study Guide
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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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Arizona Educator Proficiency Assessments Study Guide