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The teacher has theoretical and practical knowledge about teaching science and about how students learn science.

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The teacher has theoretical and practical knowledge about teaching science and about how students learn science.

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The beginning teacher:

1. Understands how the developmental characteristics, prior knowledge and experience and attitudes of students influence science learning.

2. Selects and adapts science curricula, content, instructional materials and activities to meet the interests, knowledge, understanding, abilities, experiences and needs of all students, including English-language learners.

3. Understands how to use situations from students' daily lives to develop instructional materials that investigate how science can be used to make informed decisions.

4. Understands common misconceptions in science and effective ways to address these misconceptions.

5. Understands the rationale for the use of active learning and inquiry processes for students.

6. Understands questioning strategies designed to elicit higher-level thinking and how to use them to move students from concrete to more abstract understanding.

7. Understands the importance of planning activities that are inclusive and accommodate the needs of all students.

8. Understands how to sequence learning activities in a way that allows students to build upon their prior knowledge and challenges them to expand their understanding of science.

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The teacher understands the process of scientific inquiry and its role in science instruction.

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The teacher understands the process of scientific inquiry and its role in science instruction.

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The beginning teacher:

1. Plans and implements instruction that provides opportunities for all students to engage in nonexperimental and experimental inquiry investigations.

2. Focuses inquiry-based instruction on questions and issues relevant to students and uses strategies to assist students with generating, refining and focusing scientific questions and hypotheses.

3. Instructs students in the safe and proper use of a variety of grade-appropriate tools, equipment, resources, technology and techniques to access, gather, store, retrieve, organize and analyze data.

4. Knows how to guide and manage students in making systematic observations and measurements.

5. Knows how to promote the use of critical-thinking skills, logical reasoning and scientific problem solving to reach conclusions based on evidence.

6. Knows how to teach students to develop, analyze and evaluate different explanations for a given scientific result.

7. Knows how to teach students to demonstrate an understanding of potential sources of error in inquiry-based investigation.

8. Knows how to teach students to demonstrate an understanding of how to communicate and defend the results of an inquiry-based investigation.

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The teacher knows the varied and appropriate assessments and assessment practices to monitor science learning in laboratory, field and classroom settings.

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The teacher knows the varied and appropriate assessments and assessment practices to monitor science learning in laboratory, field and classroom settings.

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The beginning teacher:

1. Understands the relationships among science curriculum, assessment and instruction and bases instruction on information gathered through assessment of students' strengths and needs.

2. Understands the importance of monitoring and assessing students' understanding of science concepts and skills on an ongoing basis.

3. Understands the importance of carefully selecting or designing formative and summative assessments for the specific decisions they are intended to inform.

4. Selects or designs and administers a variety of appropriate assessment methods (e.g., performance assessment, self-assessment, formal/informal, formative/summative) to monitor student understanding and progress.

5. Uses formal and informal assessments of student performance and products (e.g., projects, lab journals, rubrics, portfolios, student profiles, checklists) to evaluate student participation in and understanding of the inquiry process.

6. Understands the importance of sharing evaluation criteria and assessment results with students.

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36. Of the following, which would be most helpful in expanding the students' knowledge after a short introductory lesson about forces?

1. A video showing how various batting styles affect the distance a baseball travels

2. A teacher demonstration in which forces are applied to several objects

3. A homework assignment in which students write examples of forces in everyday life

4. A lab activity in which students slide objects made from various materials down an inclined plane

Answer is D

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37. Which of the following student statements is an example of a student misconception about science?

1. When a net force is continuously applied to an object, it accelerates.

2. Objects must have a large amount of air in them in order to float.

3. Not all animals have a heart as part of their circulatory system.

4. Many chemical compounds are highly insoluble in water.

Answer is B

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38. Of the following, which best illustrates a student inquiry-based activity?

1. Students conduct an acid-base titration with vinegar and baking soda after developing a hypothesis about neutralization.

2. Students write the formulas for some compounds based on the location on the periodic table of the elements in the compound.

3. Students write down observations as the teacher conducts a demonstration of a combustion reaction.

4. Students use the Internet to research the causes of the outbreak of a disease that has recently been reported in the news.

Answer is A

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39. Students are asked to build model windmills using materials found in the home or classroom. Small generators and electrical connectors are provided by the teacher, as well as fans to simulate wind. Once the models have been built and tested, which of the following questions asked by the teacher would best encourage students to develop hypotheses about ways to improve the energy efficiency of their models?

1. Is your model energy efficient?

2. How can you determine the energy efficiency of your model?

3. How would changing the shape or position of the windmill blades affect the energy efficiency of your model?

4. How would reducing the number of components used to build your model increase the energy efficiency of your model?

Answer is C

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40. Giving a written multiple-choice final examination at the end of the school year is an example of

1. a performance assessment.

2. a formative assessment.

3. a summative assessment.

4. an informal assessment.

Answer is C

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Some students collected leaf samples. The students used the leaf identification key shown below to identify a leaf sample.Based on the identification key, which type of tree is this sample from?

F Ginkgo

G  Honey locust

H  Horse chestnut

J Black maple

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The diagram below shows four phases of the moon as it revolves around Earth.A student builds a model based on this diagram. The student uses foam balls to represent the moon and Earth and a flashlight to represent the sun. The student should shine the flashlight on the model of Earth from Position —

A1
B2
C3
D4