Recommendation for individuals using a screenreader: please set your punctuation settings to "most."
Descriptive Statements:
- Demonstrate knowledge of theories on the origin, evolution, and evidence supporting the current understanding of the universe, including the technologies and methods used to gather that evidence.
- Demonstrate knowledge of the characteristics and evolution of stars, galaxies, and other objects in the universe.
- Demonstrate knowledge of the characteristics of objects in the solar system (e.g., planets, asteroids, comets, planetary satellites), including the formation of and the function of gravity within the solar system.
- Apply knowledge of the effects that occur from the interactions of the sun, the moon, and Earth systems (e.g., seasons, daylight, tides).
- Demonstrate knowledge of Earth's geological timescale and formation and the supporting geologic evidence (e.g., radioactive dating, relative dating, fossil record).
- Apply knowledge of relative dating and principles of stratigraphy, including models and diagrams of rock outcrops.
- Apply knowledge of Earth's structure and composition, including evidence used to support current models of the interior and exterior of Earth.
- Apply knowledge of tectonic processes, the mechanisms driving plate movements, and the landforms and geologic phenomena produced by movement at plate boundaries.
- Apply knowledge of the processes involved in the rock cycle and the characteristics and origins of various types of rocks and minerals.
- Apply knowledge of the constructive and destructive processes that shape the topographical features on Earth's surface (e.g., canyons, sinkholes, deltas, dunes), including weathering, erosion, transportation, and deposition processes.
- Demonstrate knowledge of scientific practices (e.g., asking questions; developing and using models; planning and carrying out investigations; analyzing and interpreting data, using mathematics and computational thinking; constructing explanations; engaging in argument from evidence; obtaining, evaluating, and communicating information) and the engineering design process (e.g., defining problems, iterative design, designing solutions) related to the universe, space, and geological systems, including safety procedures and the proper use of equipment.
Sample Item:
Two uniformly thick strata layers make an angle of 30° degrees with the horizontal. One layer is olivine, and the other is shale. Some olivine is present in the shale layer. Which of the following conclusions is best supported by this evidence?
- The shale layer was deposited first, then the olivine layer, and then the layers were uplifted.
- An uplifting of the land occurred, then the shale layer was deposited, and then the olivine was deposited.
- The olivine layer was deposited first, then the shale layer, and then the layers were uplifted.
- The olivine layer was deposited first, the layers were uplifted, and then the shale layer was deposited.
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
C. Since the shale layer includes olivine, then, according to the law of inclusion, the shale is likely younger. Based on the law of original horizontality, both layers were uplifted to form the 30° degree angle following the formation of the shale layer.
Descriptive Statements:
- Demonstrate knowledge of positive and negative feedback loops and factors that affect the relationships between the hydrosphere, biosphere, atmosphere, and lithosphere.
- Demonstrate knowledge of the properties of water, including their effects on the hydrosphere, biosphere, atmosphere, and lithosphere.
- Apply knowledge of the processes, sinks, and sources within elemental cycles (e.g., carbon, nitrogen, phosphorous), including their effect on other Earth spheres.
- Analyze the physical processes driving the hydrologic cycle (e.g., solar heating, evaporation, condensation).
- Demonstrate knowledge of the processes and characteristics of marine and freshwater systems, including oceans, rivers, lakes, glaciers, and groundwater systems.
- Demonstrate knowledge of the structure and characteristics of the different layers of the atmosphere, including the processes of precipitation, cloud formation, and atmospheric convection.
- Demonstrate knowledge of the atmospheric and geographic factors that produce different types of weather and climate conditions, including hazardous weather events.
- Analyze weather conditions, maps, and data to predict and explain weather events.
- Demonstrate knowledge of scientific practices (e.g., asking questions; developing and using models; planning and carrying out investigations; analyzing and interpreting data, using mathematics and computational thinking; constructing explanations; engaging in argument from evidence; obtaining, evaluating, and communicating information) and the engineering design process (e.g., defining problems, iterative design, designing solutions) related to characteristics of the Earth's spheres, weather, and climate, including safety procedures and the proper use of equipment.
Sample Item:
Which of the following types of weather is most likely to form where the arrival of a warm front rapidly moves into a region of a colder air mass that retreats slowly, resulting in a steady dew point as the front passes over the region?
- light precipitation
- hurricane
- severe thunderstorm
- tornado
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
A. Warm air is less dense than cold air, so, as the approaching warm front overtakes the cold front, the warm air mass is forced upwards where it begins to cool. The decrease in temperature leads to increased moisture condensation which results in light precipitation.
Descriptive Statements:
- Demonstrate knowledge of the sources and uses of renewable and nonrenewable resources, including energy and geological resources.
- Apply knowledge of the effect of using different renewable or nonrenewable energies on the climate and environment.
- Apply knowledge of how human activities affect the hydrosphere, biosphere, atmosphere, and lithosphere.
- Apply knowledge of how changes in one Earth sphere due to human activity can cause changes in other Earth spheres, including through feedback loops.
- Analyze the causes and effects of changes in global climate on ecosystems, the hydrosphere, the atmosphere, the lithosphere, and coastal processes.
- Apply knowledge of factors that influence human activity (e.g., natural resources, natural hazards, climate).
- Apply knowledge of methods and strategies used to mitigate climate change and human activity.
- Demonstrate knowledge of scientific practices (e.g., asking questions; developing and using models; planning and carrying out investigations; analyzing and interpreting data, using mathematics and computational thinking; constructing explanations; engaging in argument from evidence; obtaining, evaluating, and communicating information) and the engineering design process (e.g., defining problems, iterative design, designing solutions) related to resources and human interaction with the environment, including safety procedures and the proper use of equipment.
Sample Item:
Which of the following natural resources is mined primarily for the manufacturing of aluminum foil products?
- chalcopyrite
- bauxite
- kaolinite
- muscovite
Correct Response and Explanation (Show Correct ResponseHide Correct Response)
B. Bauxite is a type of sedimentary rock that contains many aluminum-bearing minerals. It is a primary source of ores used to manufacture aluminum products.
View Cart