|
DRAFT
November 2002 Authorized for Distribution by the
New York State Education Department
A pdf file
of this Content Specialty Test Framework as well as other Test Frameworks
may be found at NYSTCE Test Frameworks.
The
following is the Test Framework for the Content Specialty Test
(CST) in Earth Science for Certification as an Earth Science Teacher.
NEW YORK
STATE TEACHER CERTIFICATION EXAMINATIONS TM
FIELD 08:
EARTH SCIENCE
TEST FRAMEWORK
- Contents
The New York State earth
science educator has the knowledge and skills necessary to teach
effectively in New York State public schools. The earth science teacher is
a skilled problem solver who understands the historical development of
ideas in science and the connections among science, mathematics, and
technology. The earth science teacher knows how to access, generate,
process, and transfer information using appropriate technologies and can
apply knowledge and thinking skills of mathematics, science, and
technology to address real-life problems and make informed decisions. Most
importantly. the earth science teacher understands the process of
scientific inquiry and applies scientific concepts, principles, and
theories to pose questions, seek - answers, and communicate explanations
of natural phenomena.
SUBAREA
I-FOUNDATIONS OF SCIENTIFIC INQUIRY
0001 Understand the general relationships
and common themes that connect mathematics, science, and technology.
For example:
 |
analyzing similarities among systems in mathematics, science, and
technology (e.g., magnitude and scale, equilibrium and stability,
optimization) |
|
applying concepts and theories from mathematics, biology, chemistry,
and physics to an earth science system |
|
analyzing the use of earth science, mathematics, and other sciences
in the design of a technological solution to a given problem |
|
using a variety of software (e.g., spreadsheets, graphing utilities,
statistical packages, simulations} and information technologies to
model and analyze problems in mathematics, science, and technology |
0002 Understand the historical and
contemporary contexts of the earth sciences and their application to
everyday life.
For example:
|
analyzing the significance of key events in the history of the earth
sciences (e.g., the development of solar system models, the discovery
of a galactic universe, the development of the plate tectonics model) |
|
recognizing the impact of society on the study of the earth sciences
(e.g., increasing commercial demand for more accurate meteorological
analyses; growing populations in earthquake-prone regions; expanding
markets for oil, gas, and other nonrenewable resources) |
|
assessing the implications for society of earth science phenomena in
a variety of regions (e.g., volcanoes, earthquakes, erosion, rising
sea levels} |
|
analyzing Earth's hazards (e.g., earthquakes, volcanoes, hurricanes,
tornadoes, drought) and their effects upon humans to develop plans for
emergency preparedness |
|
recognizing the applications of earth-science-related technology to
everyday life (e.g., GPS, weather satellites, cellular communication) |
0003 Understand the process of scientific
inquiry and the role of observation and experimentation in explaining
natural phenomena
For example:
|
analyzing processes by which scientific knowledge develops |
|
assessing the appropriateness of a specified experimental design to
test a given hypothesis |
|
assessing the role of communication among scientists in promoting
scientific progress |
0004 Understand the processes of gathering,
organizing, reporting, and interpreting scientific data; and apply this
understanding in the context of earth science investigations
For example:
|
evaluating the appropriateness of a given method or procedure for
collecting data for a specified purpose |
|
selecting an appropriate and effective graphic representation (e.g.,
graph, table, diagram} for organizing, analyzing, and reporting given
data |
|
applying procedures and criteria for reporting investigative
procedures and data |
|
analyzing relationships between factors (e.g., cyclic, inverse,
direct, linear} as indicated by data |
0005 Understand types and uses of natural
resources, the effects of human activities on the environment, and the
need for stewardship to preserve the environmental integrity of Earth
systems.
For example:
|
demonstrating an understanding of the uses and importance of natural
resources |
|
recognizing methods of locating and obtaining natural resources |
|
assessing the positive and negative effects of human activities
(e.g., mining, waste disposal) on Earth's environment |
|
evaluating strategies for dealing with environmental concerns (e.g.,
buying and selling carbon credits) |
0006 Understand how to create, use, and
interpret physical and mathematical models (e.g., maps, charts, graphs,
diagrams, equations) commonly used in earth science.
For example:
|
evaluating the appropriateness of alternative models for conveying
given information from earth science |
|
demonstrating an understanding of the methods by which given
physical and graphic models are created |
|
classifying different types of maps (e.g., topographic, star charts,
weather) used in earth science and analyzing the information conveyed
by each type of map |
|
interpreting diagrams relating to earth science (e.g.,
cross-sections, seismic wave graphs) |
0007 Understand equipment and materials used
in earth science investigations, and apply procedures for their proper and
safe use.
For example:
|
identifying the principles upon which given instruments (e.g.,
telescope, spectroscope, compass) are based |
|
demonstrating knowledge and applications of basic safety procedures
in laboratory and field situations |
SUBAREA II-SPACE SYSTEMS
0008 Understand the structure, composition,
and features of Earth, the Moon, and the Sun.
For example:
|
demonstrating an understanding of the physical characteristics of
Earth (e.g., diameter, tilt of axis. distance from the Sun) and how
they can be determined |
|
identifying characteristics of the Sun (e.g., nucleogenesis) |
|
relating surface features of Earth's moon (e.g., maria, craters.
mountains) to events in the history of the Moon |
|
recognizing the importance of density in the formation of the
internal structure of Earth, the Moon, and the Sun |
0009 Understand the interactions among the
components of the Earth, Moon, and Sun system (including energy
transmission and absorption).
For example:
|
demonstrating an understanding of the consequences of Earth's
relative position and motion with respect to the Sun (e.g., length of
day, change of seasons, length of year) |
|
relating Earth's coordinate system (e.g., latitude and longitude) to
astronomical observations |
|
analyzing the consequences of the relative positions and motions of
Earth, the Moon, and the Sun (e.g.. phases of the Moon, tides,
eclipses) |
|
demonstrating an understanding that the Sun is the major source of
energy for Earth's surface |
|
analyzing the Sun's activity (e.g., sunspots, solar flares) and its
possible effects on Earth |
0010 Understand the scale and organization
of the solar system, the role of gravity in the solar system, and
characteristics of the bodies within the solar system.
For Example:
|
analyzing characteristics of the planets (e.g., size, density,
inferred interior structure. surface temperature) |
|
analyzing the apparent motion of celestial objects to infer solar
system models (i.e., geocentric and heliocentric) |
|
recognizing physical and mathematical models (e.g.. Newton's and
Kepler's laws) that describe objects in the solar system and their
real and apparent motions |
0011 Understand the properties, motions, and
life cycles of stars and the methods and technology used to study them.
For example:
|
comparing and contrasting types of telescopes (e.g., optical, radio,
infrared, ultraviolet) and the ways in which they are used to acquire
information on star characteristics |
|
comparing and contrasting types of stars (e.g., pulsars, Cepheid
variables) and their characteristics |
|
using the Hertzsprung-Russell (H-R) diagram to analyze the life
cycle of stars |
|
analyzing stellar life cycles to understand the formation and
initial development of the solar system |
0012 Understand evidence regarding the
origin, age, size, structure, scale, and motions of the universe, the
Milky Way galaxy, and the solar system.
For example:
|
analyzing evidence for the location of the solar system within the
Milky Way galaxy |
|
analyzing historical methods of inferring the size, structure, and
motions of the galaxy and the solar system (e.g., star observations
and counts) |
|
analyzing the evidence for current theories of the origin and
evolution of Earth, the solar system, and the universe (e.g., Big
Bang, inflation) |
|
analyzing types of evidence used to infer scales of the solar
system, the Milky Way galaxy, and the universe (e.g., in relation to
relative size and distance) |
|
recognizing the historical, present, and future role of technology
and exploration in obtaining knowledge about the universe |
SUBAREA
III-ATMOSPHERIC SYSTEMS
0013 Understand the composition, structure,
and properties of Earth's atmosphere and the mechanisms and effects of
energy transfer involving the Earth- atmosphere system.
For example:
|
comparing and contrasting properties of the
atmosphere (e.g., density, composition, temperature) from Earth's surface
through the thermosphere and understanding the significance of changes in
these properties |
|
analyzing how various wavelengths of solar
radiation (e.g., ultraviolet, visible light, infrared) are affected as the
radiation enters and passes through the atmosphere and is absorbed and
re-radiated from Earth's surface |
|
analyzing the processes by which energy is
transferred to and within the atmosphere (e.g., radiation, convection,
conduction) |
|
analyzing global wind patterns in terms of
latitudinal and altitudinal variations in insolation and the Coriolis
effect |
0014 Understand the properties of water,
conditions in the atmosphere that result in phase changes, and the energy
relationships of phase changes to cloud formation and precipitation.
For example:
| relating the physical properties of water
(e.g., high specific heat, surface tension) to the chemical structure and
properties of water molecules |
| analyzing energy changes involved in the
transition between phases of water (e.g., latent heat) |
| analyzing atmospheric conditions under
which fog and clouds with various characteristics form (e.g., adiabatic
temperature changes, dew point, atmospheric stability) |
| understanding conditions under which
precipitation forms and predicting the type of precipitation that will
fall to Earth's surface under given conditions |
0015 Understand characteristics of weather
systems and local weather, the relationship between them, and the methods
and instruments used to collect and display weather data.
For example:
| interpreting symbols used on weather maps
and analyzing the methods used to generate weather maps (e.g., computer
models) |
| analyzing types and characteristics of air
masses, their movements, and the kinds of fronts that form between air
masses |
| analyzing the relationship between the jet
stream and weather |
| analyzing the horizontal and vertical
movements of surface air in high- pressure and low-pressure systems |
| analyzing the effects of the relationship
between land and water on weather (e.g., lake-effect snow, land and sea
breezes) |
| demonstrating an understanding of the use
of weather instruments (e.g., thermometer, barometer, psychrometer) for
collecting given types of weather data |
0016 Understand the impact of weather on
humans and the principles and technology of weather forecasting.
For example:
| analyzing the use of weather models in
forecasting |
| predicting weather in a
given location based on one or more weather maps |
| evaluating the role of
computers, satellites, and radars in weather forecasting |
| analyzing types and effects of hazardous
weather to determine appropriate precautions and demonstrating
an understanding of the role of weather services in issuing weather alerts |
| analyzing the impact of weather on humans
in different climatic regions |
0017 Understand the locations and
characteristics of Earth's major climatic regions and analyze factors that
affect local climate and the relationship between weather and climate.
For example:
| inferring the climatic zone in which a
given area is located based on temperature and precipitation data |
| analyzing factors that affect the climate
in a given region (e.g., insolation, water vapor, wind patterns,
topography} |
| analyzing the relationship between the
climate of a region and its weather recognizing seasonal changes in
weather in various world regions and |
| analyzing factors that influence these
changes (e.g., insolation, ocean current patterns) |
0018 Understand the impact of human
activities and natural processes on the atmosphere, theories about the
long-range effects of human activities on global climate, and methods of
controlling and minimizing these effects.
For example:
| identifying common air pollutants (e.g.,
sulfur dioxide, chlorofluorocarbons} and their sources and demonstrating
an understanding of the effects of air pollutants and atmospheric chemical
reactions involving these pollutants |
| demonstrating an understanding of factors
that affect local air pollutant concentrations (e.g., population density} |
| analyzing theories of global climate change
(e.g., greenhouse effect, glaciation} |
SUBAREA
IV-GEOLOGICAL SYSTEMS
0019 Understand geochemical systems, the
processes of mineral and rock formation, and the characteristics of
different types of minerals and rocks and the methods used to identify and
classify them.
For example:
|
demonstrating the ability to utilize a
classification scheme (e.g., based |
|
on physical properties, crystal structure,
chemical composition} to identify common rock-forming minerals |
|
analyzing the processes by which different
kinds of rocks are formed (e.g., rock cycle} |
|
classifying a given rock as sedimentary,
igneous. or metamorphic |
0020 Understand the structure of Earth, the
dynamic forces that shape its surface, theories and evidence of crustal
movements, and the effects of crustal movements on landscapes.
For example:
| demonstrating an understanding of how
Earth's internal structure can be inferred from the behavior of seismic
waves |
| relating lithospheric plate movements to
circulation in the mantle |
| analyzing evidence for seafloor spreading
and plate tectonics (e.g., magnetic reversals) |
| applying the theory of plate tectonics to
explain ocean floor topography, landscape development, and geologic
phenomena (e.g., volcanism, earthquakes) and to predict plate motions |
0021 Understand
weathering-erosional-depositional processes that change Earth's surface
and the relation between these processes and landscape development.
For example:
| demonstrating an understanding of the
processes of mechanical/ physical, chemical, and biological weathering and
factors that affect the rate at which rocks weather and soils are produced |
| demonstrating an understanding of the
processes of erosion by various agents (e.g., wind, water, glaciers) and
factors that affect erosion rates and patterns |
| relating depositional patterns to the
properties of the transported particles |
| demonstrating an understanding of the
processes by which given landscape features are formed |
0022 Understand characteristics of the major
geologic time divisions and theories and supporting evidence regarding
Earth's geologic history and the evolution of life.
For example:
| applying the principles of stratigraphy
(e.g., principle of original |
| horizontality, principle of superposition)
to interpret diagrams of rock strata |
| demonstrating an understanding of the
principles, applications, and limits of radioactive dating |
| comparing and contrasting the environmental
conditions and characteristic fossils of the various geologic periods |
| using stratigraphic and paleontological
information to infer the geologic history of a given area |
| applying the fossil record as evidence for
evolutionary change |
SUBAREA
V-WATER SYSTEMS
0023 Understand the processes by which water
moves through the hydrologic .\ cycle, and use this knowledge to analyze
local water budgets.
For example:
| analyzing the components of the hydrologic
cycle (e.g., evaporation, runoff, transpiration, infiltration) |
| evaluating the effects of various factors
(e.g., vegetation, gradient, rock characteristics) on components of a
local water budget |
| analyzing the energy transformations that
occur as water moves through the hydrologic cycle |
0024 Understand the processes by which water
moves on and beneath Earth's surface.
For example:
| analyzing the role of the hydrologic cycle
in shaping Earth's surface |
| analyzing the factors affecting the flow of
water in streams (e.g., discharge, sediment load, cross-sectional shape) |
| analyzing factors affecting the movement of
groundwater (e.g., permeability, aquifers, gradient) |
| analyzing a cross-sectional diagram of a
water table and surrounding regolith and bedrock to predict the movement
of groundwater and the behavior of wells |
| analyzing the interactions between
groundwater and surface water (e.g., springs, swamps, marshes) |
0025 Understand the structure, composition,
and properties of Earth's oceans and the causes and properties of currents
and waves.
For example:
| analyzing the composition of seawater
(e.g., elements, dissolved gases, salinity) |
| analyzing the relationship between the
physical properties of ocean water (e.g., temperature, pressure, density,
light) and depth |
| analyzing forces that affect ocean currents
(e.g., Coriolis effect, wind, density) |
| analyzing the effects of waves and changing
sea levels on coastline formation |
SUBAREA
VI-GEOLOGICAL SYSTEMS: CONSTRUCTED-RESPONSE ASSIGNMENT
The content to be addressed by the constructed-response
assignment is described in Subarea IV , Objectives 19-22.
|
