Test Design and 
Test Framework

Field 241: Science: Earth and Space Science

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The test design below describes general test information. The framework that follows is a detailed outline that explains the knowledge and skills that this test measures.

Test Design

Format	Computer-based test (CBT)
Number of Questions	100 multiple-choice questions
Time*	3 hours, 15 minutes
Passing Score	240

*Does not include 15-minute CBT tutorial

Test Framework

Subarea 1—Science Process Skills

0001—Understand practices of science and engineering.

For example:

• Apply knowledge of the development of scientific ideas and models, characteristics of models, and how models are used to build and revise scientific explanations and to design and improve engineering systems.
• Demonstrate knowledge of how to ask questions that arise from observation, to seek additional information, to identify relationships, and to pose problems that can be solved through scientific investigation.
• Apply knowledge of how to plan and conduct scientific investigations, including safety considerations and the use of appropriate tools and technologies.
• Demonstrate knowledge of how to obtain, evaluate, and communicate scientific information (e.g., recognizing appropriate sources of scientific information, integrating information from multiple sources, evaluating the validity of claims, recognizing bias).
• Demonstrate knowledge of how to collect, manage, analyze, and interpret scientific and engineering data and information; use mathematics and computational thinking to represent and solve scientific and engineering problems; and draw appropriate and logical conclusions based on evidence.
• Demonstrate the ability to construct and analyze scientific explanations and to evaluate scientific arguments and solutions in terms of their supporting evidence and reasoning (e.g., distinguishing between correlation and causation).
• Apply knowledge of grade-level-appropriate activities and investigations, instructional resources and technologies, and assessment methods for teaching students how to use basic concepts, materials, tools, and scientific and engineering practices; and to make connections between science and engineering, other learning areas, and daily life.

0002—Understand crosscutting concepts and their applications across science and engineering disciplines.

For example:

• Apply knowledge of patterns in natural and engineered systems.
• Analyze cause-and-effect relationships and their mechanisms in natural and engineered systems.
• Apply concepts of scale, proportion, and quantity to describe and analyze natural and engineered systems.
• Demonstrate knowledge of how systems are defined and studied and of how models of different types of natural and engineered systems are used to investigate and make predictions about a system.
• Identify relationships between the flow, cycling, and conservation of energy and matter to describe the inputs, outputs, and operation of natural and engineered systems and surroundings.
• Analyze the relationships between the structural components that make up natural and engineered systems and the functioning of these systems.
• Demonstrate knowledge of the factors that contribute to stability and change in systems (e.g., positive and negative feedback, static and dynamic equilibrium) and of the factors that can alter rates of change in systems (e.g., temperature, tipping points).
• Demonstrate knowledge of the ways that science, engineering, and technology are interdependent in modern society and the influence of science, engineering, and technology on nature and society.
• Apply knowledge of grade-level-appropriate activities and investigations, instructional resources and technologies, and assessment methods for promoting and evaluating students' understanding of crosscutting concepts and of the connections between science, engineering, technology, and society.

0003—Understand the process of reading, and apply knowledge of strategies for promoting students' reading development in the science classroom.

For example:

• Demonstrate knowledge of the reading process (e.g., the construction of meaning through interactions between a reader's prior knowledge, information in the text, and the purpose of the reading situation), and apply knowledge of strategies for integrating the language arts into science instruction to support students' reading and concept development (e.g., providing purposeful opportunities for students to read, write about, and discuss content in order to improve their understanding).
• Demonstrate knowledge of the role of vocabulary knowledge in supporting students' reading comprehension and concept development, and apply knowledge of strategies for promoting students' discipline-specific vocabulary development (e.g., recognizing structural and/or meaning-based relationships between words, using context clues, distinguishing denotative and connotative meanings of words, interpreting idioms and figurative language, consulting specialized reference materials).
• Apply knowledge of strategies for preparing students to read text effectively and teaching and modeling the use of comprehension strategies before, during, and after reading, including strategies that promote close reading (e.g., breaking down complex sentences, monitoring for comprehension to correct confusions and misunderstandings that arise during reading).
• Apply knowledge of strategies for developing students' ability to comprehend and critically analyze discipline-specific texts, including recognizing organizational patterns unique to informational texts; using graphic organizers as an aid for analyzing and recalling information from texts; analyzing and summarizing an author's argument, claims, evidence, and point of view; evaluating the credibility of sources; and synthesizing multiple sources of information presented in different media or formats.
• Apply knowledge of strategies for evaluating, selecting, modifying, and designing reading materials appropriate to the academic task and students' reading abilities (e.g., analyzing instructional materials in terms of readability, content, length, format, illustrations, graphs, tables, and other pertinent factors).
• Apply knowledge of strategies for providing continuous monitoring of students' reading progress through observations, work samples, and various informal assessments and for differentiating science instruction to address all students' assessed reading needs.

 

Subarea 2—Disciplinary Core Ideas

0004—Understand the disciplinary core ideas of chemistry.

For example:

• Apply knowledge of the structure of atoms and molecules and how to differentiate between ions, molecules, elements, and compounds.
• Apply knowledge of the development and organization of the periodic table and how to predict the properties of elements on the basis of their positions in the periodic table.
• Analyze and predict the outcome of a chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and patterns of chemical properties.
• Demonstrate knowledge of the composition of the nucleus and characteristics of nuclear decay, fission, and fusion.
• Recognize the types of chemical reactions and their applications and that chemical reactions can be understood in terms of the collisions between ions, atoms, or molecules and the rearrangement of particles.
• Apply the principles of conservation of matter to balance chemical equations.
• Apply knowledge of the nature of the forces between particles to the phases and properties of matter (e.g., mass, density, specific heat, melting point, solubility) and of the energy changes that accompany changes in states of matter.
• Demonstrate knowledge of the effect of temperature, pressure, and concentration on chemical equilibrium (i.e., Le Chatelier's principle) and reaction rate.
• Apply knowledge of the engineering design process (e.g., define the problem, design solutions, optimize solutions) and chemistry concepts, including their use in technology and scientific applications (e.g., synthesizing materials, designing a cold pack).
• Apply knowledge of grade-level-appropriate activities and investigations, instructional resources and technologies, and assessment methods for teaching students how to use basic concepts, materials, tools, and scientific practices in chemistry; and to make connections between chemistry, engineering, other learning areas, and daily life.

0005—Understand the disciplinary core ideas of physics.

For example:

• Apply knowledge of the description of motion and the use of Newton's second law to analyze situations and data (e.g., graphs, tables) involving the forces on and the motion of an object.
• Demonstrate knowledge of mathematical representations to support the claim that the total momentum of a system is conserved when there is no net external force on the system.
• Demonstrate knowledge of factors that influence the gravitational force and the Coulomb force between two objects.
• Apply relationships between force, work, energy, and power; concepts associated with mechanical energy (i.e., kinetic and potential); and the conservation of energy.
• Demonstrate knowledge of energy at the macroscopic level (e.g., motion, sound, light, thermal energy) and microscopic level (e.g., average molecular kinetic energy of particles).
• Demonstrate knowledge of factors that affect the transfer and transformations of energy between systems (e.g., type of matter, mass, change in temperature, phase).
• Demonstrate knowledge of electricity and magnetism, the source of electric and magnetic fields, and applications of electromagnetism (e.g., simple circuits, electromagnets, generators, motors).
• Demonstrate knowledge of the nature and properties of mechanical (i.e., matter) and electromagnetic waves (e.g., medium, frequency, wavelength, amplitude, polarization, reflection, refraction, diffraction, interference) and their applications (e.g., musical instruments, lenses).
• Demonstrate knowledge of relationships between waves, energy, transmission of information, and information technologies.
• Apply knowledge of the engineering design process (e.g., define the problem, design solutions, optimize solutions) and physics concepts, including their use in technology and scientific applications (e.g., build a device to convert one type of energy to another, modify a model that demonstrates the law of conservation of momentum).
• Apply knowledge of grade-level-appropriate activities and investigations, instructional resources and technologies, and assessment methods for teaching students how to use basic concepts, materials, tools, and scientific practices in physics; and to make connections between physics, engineering, other learning areas, and daily life.

0006—Understand the disciplinary core ideas of biology.

For example:

• Apply knowledge of the characteristics of viruses, the structures and functions of prokaryotic and eukaryotic cells, and how cellular organelles contribute to cell function.
• Demonstrate knowledge of the structure and function of different molecules (e.g., carbohydrates, proteins) in living organisms and how photosynthesis, respiration (both anaerobic and aerobic), and the breakdown of food all cycle energy and matter through the body.
• Demonstrate knowledge of the hierarchical structure of multicellular organisms (i.e., cells, tissues, organs, and organ systems), major anatomical structures and systems and life processes of plants and animals, and feedback mechanisms responsible for maintaining homeostasis.
• Demonstrate knowledge of processes of growth and development in unicellular and multicellular organisms, including mitosis and cellular differentiation.
• Apply knowledge of asexual and sexual reproduction in prokaryotes, plants, and animals and the nature of meiosis and its role in sexual reproduction.
• Demonstrate knowledge of the structure and function of DNA, genes, and chromosomes; their role in determining inherited traits; and how genotypes influence phenotypes (e.g., dominant and recessive traits).
• Demonstrate knowledge of how individuals and species adapt to their environments, how natural selection leads to increases of genetic traits within a population that favor the reproductive success of some individuals over others, and lines of evidence for biological evolution (e.g., fossil record, genetics).
• Apply knowledge of the engineering design process (e.g., define the problem, design solutions, optimize solutions) and biology concepts, including their use in technology and scientific applications (e.g., genetic engineering, modeling a food web).
• Apply knowledge of grade-level-appropriate activities and investigations, instructional resources and technologies, and assessment methods for teaching students how to use basic concepts, materials, tools, and scientific practices in biology; and to make connections between biology, engineering, other learning areas, and daily life.

0007—Understand the disciplinary core ideas of Earth and space science.

For example:

• Demonstrate knowledge of the Big Bang theory of the origin and evolution of the universe, including understanding supporting evidence of this theory (e.g., light spectra, composition of matter).
• Demonstrate knowledge of the theories explaining the formation of the solar system and planets, including understanding supporting evidence of these theories (e.g., composition of matter, lunar rocks, meteorites).
• Demonstrate knowledge of characteristics of objects in the universe (e.g., stars, galaxies), including understanding stellar life cycles and the basic process of nuclear fusion in stars.
• Apply knowledge of the regular and predictable patterns of movements of stars, planets, Earth, and the moon, including their effects on Earth's systems (e.g., seasons, eclipses, tides) and the physical laws that govern their movement (e.g., Kepler's laws, Newton's laws).
• Demonstrate knowledge of the structure and composition of Earth's interior and methods for studying Earth's interior (e.g., seismic waves, magnetic data).
• Demonstrate knowledge of the evidence used to develop the geologic timescale, including relative and absolute dating techniques (e.g., fossil record, stratigraphy, radiometric dating).
• Demonstrate knowledge of geologic processes (e.g., plate tectonics, weathering, transport) and recognize their role in the formation and presence of geographic features (e.g., mountains, valleys, seamounts) and in the formation and distribution of Earth materials (e.g., minerals; igneous, sedimentary, and metamorphic rocks).
• Demonstrate knowledge of the evidence for plate tectonics (e.g., ages of rocks, fossil distribution) and factors that affect the large-scale motions of tectonic plates (e.g., thermal convection, density and buoyancy of rock).
• Demonstrate knowledge of how the motions of tectonic plates relate to earthquakes, volcanoes, mountain building, and the formation of sea-floor structures (e.g., seafloor spreading at ocean ridges, subduction at ocean trenches).
• Demonstrate knowledge of the physical and chemical properties of water, the hydrological cycle, and how water affects Earth materials.
• Apply knowledge of the movement and interactions of air masses; convection, conduction, and radiation; and the rotation of Earth (e.g., day-night cycle, Coriolis effect) to the formation of local and global weather patterns.
• Apply knowledge of the engineering design process (e.g., define the problem, design solutions, optimize solutions) and Earth and space science concepts, including their use in technology and scientific applications (e.g., evaluate a design intended to mitigate a natural disaster).
• Apply knowledge of grade-level-appropriate activities and investigations, instructional resources and technologies, and assessment methods for teaching students how to use basic concepts, materials, tools, and scientific practices in Earth and space science; and to make connections between Earth and space science, engineering, other learning areas, and daily life.

0008—Understand the disciplinary core ideas of environmental science.

For example:

• Analyze energy flow, nutrient cycling, and matter transfer in ecosystems (e.g., food webs, biogeochemical cycles), including the roles of photosynthesis, respiration, and decomposition.
• Demonstrate knowledge of abiotic and biotic components of various types of ecosystems; interrelationships within and among ecosystems; and factors that affect population types, sizes, and carrying capacities in ecosystems (e.g., availability of resources, predation, competition, disease).
• Demonstrate understanding of the coevolution of Earth's systems and life on Earth (e.g., production of oxygen by early photosynthetic organisms, formation of soil through microbial action).
• Analyze how changes to physical or biological components of an ecosystem affect populations and how natural and human-caused factors affect biodiversity in different types and scales of ecosystems.
• Demonstrate knowledge of renewable and nonrenewable natural resources, including energy; the costs and environmental impacts of extracting natural resources; and how sustainable practices are used to minimize environmental damages and maintain access to renewable resources.
• Recognize the causes of natural hazards (e.g., earthquakes, volcanic eruptions, droughts, floods, hurricanes), their impact on human societies and infrastructure, and how human activities can affect the frequency and severity of natural hazards (e.g., climate change increasing droughts and hurricanes).
• Demonstrate knowledge of short-term (e.g., greenhouse effect, ocean acidification, burning of fossil fuels, volcanic eruptions), intermediate (e.g., solar cycles), and long-term (e.g., changes in the tilt of Earth's axis, changes in Earth's orbit) factors that affect Earth's climate.
• Analyze the various ways that humans affect Earth's systems (e.g., land use patterns, global climate change, water and air pollution, habitat destruction) and engineering strategies for mitigating and reversing human-caused adverse impacts on the environment.
• Demonstrate understanding of societal, economic, and cultural influences on the environmental decision-making process and the potential and actual impacts of local, state, national, and global policies on environmental issues.
• Apply knowledge of the engineering design process (e.g., define the problem, design solutions, optimize solutions) and environmental science concepts, including their use in technology and scientific applications (e.g., designing an efficient composting system, creating a soil erosion barrier).
• Apply knowledge of grade-level-appropriate activities and investigations, instructional resources and technologies, and assessment methods for teaching students how to use basic concepts, materials, tools, and scientific practices in environmental science; and to make connections between environmental science, engineering, other learning areas, and daily life.

 

Subarea 3—Astronomy

0009—Understand the characteristics and formation of the universe and the objects within it.

For example:

• Identify evidence supporting theories that explain the origin, scale, and evolution of the universe (e.g., background radiation, motion of distant galaxies).
• Demonstrate knowledge of the types and characteristics of matter and energy in the universe and the relationships between matter, energy, and the formation of galaxies.
• Demonstrate knowledge of the types, characteristics, and formation of objects in the universe (e.g., black holes, quasars, nebulae).
• Apply knowledge of the life cycle of stars, the Hertzsprung-Russell diagram, the role of nuclear fusion and gravity in stellar life cycles, and the processes of nuclear fusion and stellar nucleosynthesis.
• Demonstrate knowledge of the technologies and methods used to observe, explore, and understand the universe (e.g., particle detectors, types of telescopes, spectroscopy, redshift, parallax).
• Demonstrate knowledge of the history of astronomy and recent developments in the study of the universe (e.g., discovery of dark matter, gravity waves, and exoplanets).
• Apply pedagogical knowledge of grade-level-appropriate activities and investigations, instructional resources and technologies, safety considerations, and assessment methods for teaching students how to use concepts, materials, tools, and scientific practices to develop an understanding of the universe; and make connections between the study of the universe, other learning areas, and daily life.

0010—Understand the solar system and the characteristics and interactions of the objects within it.

For example:

• Recognize theories explaining the formation and evolution of the solar system and planets (e.g., the nebular hypothesis, the accretion model) and the role of gravity in the formation of the solar system.
• Demonstrate knowledge of the scale of the solar system and the characteristics of the planets and other objects in the solar system (e.g., comets, asteroids, moons).
• Demonstrate knowledge of Newton's and Kepler's laws and the roles of gravity and inertia in the real and apparent motion of objects in the solar system.
• Demonstrate knowledge of how Earth has evolved over time (e.g., molten Earth, appearance of life, changes in Earth's atmosphere), including the origin of the Earth-moon system.
• Analyze the predictable patterns that result from the motions and interactions of the Earth-moon-sun system (e.g., seasons, tides, phases of the moon, auroras, glacial epochs).
• Demonstrate knowledge of the history of space exploration, including manned and unmanned spaceflight, and the technologies used to advance our knowledge of the solar system (e.g., space probes, analysis of meteorites, discovery of liquid water, analysis of the composition of comets, analysis of outer planets and their moons).
• Apply pedagogical knowledge of grade-level-appropriate activities and investigations, instructional resources and technologies, safety considerations, and assessment methods for teaching students how to use concepts, materials, tools, and scientific practices to develop an understanding of the solar system; and make connections between the study of the solar system, other learning areas, and daily life.

 

Subarea 4—Earth Systems

0011—Understand features, characteristics, and interactions of Earth's geologic systems.

For example:

• Demonstrate knowledge of the geologic timescale, major events in Earth's history, and methods and technologies used to study Earth's history and geologic time (e.g., relative and absolute dating techniques, radiometric dating methods).
• Demonstrate knowledge of evidence used to identify Earth's layered structure and composition, and sources and effects of Earth's magnetic field and interior heat (e.g., convection currents, Van Allen belt).
• Apply knowledge of the principles of stratigraphy, including the use of stratigraphy to analyze geologic history.
• Identify evidence for plate tectonics (e.g., paleomagnetism, fossil distribution, ancient glaciations); causes of plate motion; and consequences of plate interaction.
• Apply knowledge of characteristics of major topographic features (e.g., mountains, ocean basins, plains), the processes that have shaped Earth's features throughout geologic time (e.g., erosion, deposition, orogeny), and technologies used to study these features.
• Demonstrate knowledge of the causes, types, and characteristics of volcanism, earthquakes, and faulting; and the characteristics and effects of different types of magma.
• Demonstrate knowledge of the rock cycle; the characteristics, formation, and distribution of sedimentary, igneous, and metamorphic rocks; the physical and chemical weathering of rocks; and the formation of soils.
• Demonstrate knowledge of mineral classification using various methods (e.g., Mohs hardness scale, Bowen's reaction series, specific gravity) and the processes of formation and properties of common minerals.
• Apply pedagogical knowledge of grade-level-appropriate activities and investigations, instructional resources and technologies, safety considerations, and assessment methods for teaching students how to use concepts, materials, tools, and scientific practices to develop an understanding of Earth's geologic systems; and make connections between the study of Earth's geologic systems, other learning areas, and daily life.

0012—Understand features, characteristics, and interactions of the hydrosphere.

For example:

• Apply knowledge of the physical and chemical properties of water and understand how its unique properties are central to the processes of each Earth system.
• Apply knowledge of state changes of water; the water cycle and its role in energy transfer; and the types and characteristics of water reservoirs (e.g., oceans, surface water, groundwater, aquifers, biosphere, glaciers).
• Demonstrate knowledge of the composition of ocean water; the structure and properties of oceans (e.g., ocean zones, salinity, properties of waves, processes of wave formation); and the types and characteristics of ocean landforms and undersea features (e.g., beaches, bars, spits, seamounts, hydrothermal vents).
• Demonstrate knowledge of ocean processes (e.g., currents, tides, upwelling); thermohaline and wind-driven circulation; the role of oceans in energy transfer; and the effects of oceans on climate and weather.
• Identify the types and characteristics of surface water (e.g., rivers, lakes, wetlands); processes affecting surface water (e.g., spring and fall turnover of lakes, eutrophication, erosion and deposition in rivers); landforms produced by surface water (e.g., deltas, flood plains); and the effects of surface water on climate and weather.
• Demonstrate knowledge of groundwater, groundwater storage systems (e.g., aquifers, karst topography), and factors associated with the movement of groundwater (e.g., percolation, permeability).
• Identify the types and characteristics of glaciers (e.g., mountain, continental); landforms produced by glaciers (e.g., hanging valleys, moraines); and the effects of glaciers on the lithosphere, hydrosphere, atmosphere, and climate (e.g., isostasy, erosion, sea-level changes, glacial lakes, changes in albedo).
• Apply pedagogical knowledge of grade-level-appropriate activities and investigations, instructional resources and technologies, safety considerations, and assessment methods for teaching students how to use concepts, materials, tools, and scientific practices to develop an understanding of the hydrosphere; and make connections between the study of the hydrosphere, other learning areas, and daily life.

0013—Understand features, characteristics, and interactions of the atmosphere, weather, and climate.

For example:

• Demonstrate knowledge of the composition, structure, and properties of the atmosphere (e.g., ionization, ozone formation, temperature profile, optical phenomena).
• Recognize the causes and effects of energy transfer in the atmosphere (e.g., uneven heating and cooling, Coriolis effect, prevailing wind patterns, movement of air masses).
• Apply knowledge of variables that affect weather (e.g., motions of air masses, fronts, geographic features, relative humidity, lapse rate, barometric pressure).
• Demonstrate knowledge of processes of cloud formation; the characteristics of clouds; conditions that cause severe weather (e.g., frontal boundaries, high evaporation from sea surface, adiabatic cooling); and the types of severe weather (e.g., hurricanes, tornados, ice storms).
• Demonstrate knowledge of procedures, tools, and technology (e.g., computer modeling, satellite imagery) used in weather forecasting and the use of weather maps and associated symbols.
• Analyze variables affecting regional and global climate systems (e.g., latitude, elevation, topography, prevailing winds, ocean circulation, albedo, vegetation, rain shadow effects).
• Demonstrate knowledge of the evidence for and effects of global climate change; regional variation in the effects of climate change (e.g., thawing of Arctic permafrost, cooling of northern Europe, sea-level rise on Pacific islands); and the use of global climate models to predict short- and long-term climate change.
• Apply pedagogical knowledge of grade-level-appropriate activities and investigations, instructional resources and technologies, safety considerations, and assessment methods for teaching students how to use concepts, materials, tools, and scientific practices to develop an understanding of the atmosphere; and make connections between the study of the atmosphere, other learning areas, and daily life.

0014—Understand the dynamic interactions between the atmosphere, biosphere, geosphere, and hydrosphere.

For example:

• Apply knowledge of the effects of the biosphere on the geosphere (e.g., formation of calcium carbonate rocks, reduction in albedo), atmosphere (e.g., production of oxygen), and hydrosphere (e.g., movement, filtration).
• Apply knowledge of how changes in the physical and chemical characteristics of the geosphere, atmosphere, and hydrosphere have affected the biosphere (e.g., soil erosion, separation of populations, resource availability).
• Demonstrate knowledge of the cycling of elements (e.g., carbon, nitrogen, phosphorus) through Earth systems and reservoirs (e.g., lithosphere, biosphere, atmosphere) and how elemental cycles form compounds that are used in a variety of ways throughout Earth systems.
• Demonstrate knowledge of the distribution, use, and management of natural resources (e.g., petroleum, gems, metals, groundwater); changes in the availability of natural resources due to human activity; and the effect that obtaining the natural resources has on Earth systems.
• Demonstrate knowledge of the relationships and feedbacks between Earth's atmosphere, biosphere, geosphere, and hydrosphere (e.g., El Niño's impact on global weather patterns and fisheries' productivity, relationship between burning fossil fuels and ocean acidification).
• Recognize the general functioning and application of technologies that are used to study the atmosphere, biosphere, geosphere, and hydrosphere (e.g., remote sensing, sonar mapping, LiDAR, deep-sea submersibles, glacial cores, isotope analysis).
• Apply pedagogical knowledge of grade-level-appropriate activities and investigations, instructional resources and technologies, safety considerations, and assessment methods for teaching students how to use concepts, materials, tools, and scientific practices to develop understanding of Earth's dynamic interactions; and make connections between the study of Earth's dynamic interactions, other learning areas, and daily life.

 

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