May 2004 Written Test
Performance Test Form A
Reference to Elementary-Level Science Core Curriculum
Grades K-4
Reference to Process Skills Based on Standard 4
Reference to Core Curriculum
for Individual Test Questions
Note: Core curriculum is based on NYS Learning Standards for Mathematics,
Science, and Technology.
NYS Learning Standards for
Mathematics, Science, and Technology
Standard/Area |
Reference to Elementary-Level Science Core Curriculum Grades K-4 Key Idea
or Performance Indicator |
Performance
Test Form A Question
Number |
May 2004
Written Test Question
Number |
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Station 1 |
Station 2 |
Station 3 |
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Standard 1 Mathematical
Analysis |
M1 Abstraction and symbolic representation
are used to communicate mathematically. |
1, 2, 4, 5 |
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1 |
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M2 Deductive and inductive reasoning are used
to reach mathematical conclusions. |
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3, 5 |
16 |
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M3 Critical thinking skills are used in the
solution of mathematical problems. |
1, 2, 4 |
1, 3 |
1 |
23 |
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Standard 1 Scientific Inquiry Key Idea 1
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S1.1
Ask “why” questions in
attempts to seek greater understanding concerning objects and events they
have observed and heard about. |
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S1.2 Question the explanations they hear from others and
read about, seeking clarification and comparing them with their own
observations and understandings. |
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4 |
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S1.3 Develop
relationships among observations to construct descriptions of objects and
events and to form their own tentative explanations of what they have
observed. |
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2 |
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34 |
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Standard 1 Scientific Inquiry Key Idea 2
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S2.1 Develop written plans for exploring phenomena or for
evaluating explanations guided by questions or proposed explanations they
have helped formulate. |
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S2.2
Share their research plans
with others and revise them based on their suggestions. |
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S2.3 Carry out their plans
for exploring phenomena through direct observation and through the use of
simple instruments that permit measurement of quantities such as length,
mass, volume, temperature, and time. |
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1 |
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Standard 1 Scientific Inquiry Key Idea 3
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S3.1 Organize
observations and measurements of objects and events through classification
and the preparation of simple charts and tables. |
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1, 3 |
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S3.2 Interpret
organized observations and measurements, recognizing simple patterns,
sequences, and relationships. |
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2, 4 |
2, 3 |
16, 31, 32, 33 |
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S3.3 Share
their findings with others and actively seek their interpretations and ideas. |
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4 |
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S3.4 Adjust
their explanations and understandings of objects and events based on their
findings and new ideas. |
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4, 5 |
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Standard 1 Engineering Design |
T1.1 -T1.5 Engineering design is an iterative process
involving modeling and optimization to develop technological solutions to
problems within given constraints. |
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4 |
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Standard 2 Information
Systems |
1 Information technology is used to
retrieve, process, and communicate information as a tool to enhance learning. |
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18 |
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2 Knowledge of the impacts and limitations
of information systems is essential to its effectiveness and ethical use. |
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3 Information technology can have positive
and negative impacts on society, depending upon how it is used. |
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Standard 4 Physical Setting |
1 Earth and celestial phenomena can be described by
principles of relative motion and perspective. |
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1, 16 |
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2 Many of the phenomena that we observe on Earth involve
interactions among components of air, water, and land. |
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2, 7, 8, 18 |
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3 Matter is made up of particles whose properties
determine the observable characteristics of matter and its reactivity. |
1, 2, 3, 4, 5 |
1, 2 |
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3, 4, 6, 17, 19, 20, 21, 23, 28 |
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4 Energy exists in many forms, and when these forms
change energy is conserved. |
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1, 2 |
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4, 5, 6, 22, 25, 26 |
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5 Energy and matter interact through forces that result
in changes in motion. |
|
3, 4 |
1, 2, 3, 4, 5 |
27, 30 |
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Standard 4 Living Environment |
1 Living
things are both similar to and different from each other and from nonliving
things. |
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36, 37 |
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2 Organisms inherit genetic information in a variety of
ways that result in continuity of structure and function between parents and
offspring. |
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9 |
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3 Individual organisms and species change over time. |
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10, 11, 12, 13, 24, 34 |
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4 The continuity of life is sustained through
reproduction and development. |
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14, 31, 32 |
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5 Organisms maintain a dynamic equilibrium that sustains
life. |
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15, 29, 35, 36, 37 |
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6 Plants and animals depend on each other and their
physical environment. |
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34, 38, 39, 40 |
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7 Human decisions and activities have had a profound
impact on the physical and living environment. |
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41 |
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Standard 6
Interconnectedness:Common Themes |
1 Systems Thinking Through systems thinking, people can recognize the
commonalities that exist among all systems and how parts of a system
interrelate and combine to perform specific functions. |
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25 |
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2 Models Models are simplified
representations of objects, structures, or systems used in analysis,
explanation, interpretation, or design. |
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17, 18, 25, 36, 37, 38, 39, 40 |
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3 Magnitude and Scale The grouping of magnitudes of
size, time, frequency, and pressures or other units of measurement into a
series of relative order provides a useful way to deal with the immense range
and the changes in scale that affect the behavior and design of systems.
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4 Equilibrium and
Stability Equilibrium is a
state of stability due either to a lack of change (static equilibrium) or a
balance between opposing forces (dynamic equilibrium). |
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30 |
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5 Patterns of
Change Identifying
patterns of change is necessary for making predictions about future behavior
and conditions. |
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2, 3 |
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6
Optimization In order to arrive
at the best solution that meets criteria within constraints, it is often
necessary to make trade-offs. |
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5 |
41 |
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Standard 7 Interdisciplinary Problem Solving
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1 Connections The knowledge and skills of mathematics,
science, and technology are used together to make informed decisions and
solve problems, especially those related to issues of
science/technology/society, consumer decision- making, design, and inquiry
into phenomena. |
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19 |
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2 Strategies Solving interdisciplinary problems
involves a variety of skills and strategies, including effective work habits;
gathering and processing information; generating and analyzing ideas;
realizing ideas; making connections among the common themes of mathematics,
science, and technology; and presenting results. |
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Grade 4 Elementary-Level Science Core Curriculum Grades K-4
Reference to Process Skills Based On
Standard 4
Process Skills–General Skills
|
Performance Test Form A Question Number |
May 2004 Written Test Question Number |
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Station 1 |
Station 2 |
Station 3 |
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i |
follow safety procedures in the classroom,
laboratory, and field |
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ii |
safely and accurately use the following
tools: hand lens, ruler (metric), balance, gram weights, spring scale,
thermometer (Cº, Fº), measuring cups, graduated cylinder, timepiece(s) |
1, 2, 4 |
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iii |
develop an appreciation of and respect for
all learning environments (classroom, laboratory, field, etc.) |
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iv |
manipulate materials through teacher
direction and free discovery |
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