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Werner Rogers State Superintendent of Schools Georgia Department of Education

Georgia Teacher Certification
Tests
Field 06: Science Objectives and Assessment Characteristics
Produced by Georgia Assessment Project
Georgia State University
For Georgia Department of Education
Division of Assessment Atlanta, Georgia
Objectives effective June 1990 First printing March 1990
First revised printing June 1992

2
The Georgia Assessment Project (GAP) at Georgia State University has prepared this set of objectives for the Georgia Department of Education (GDE). These objectives have been verified as important content and professional knowledge required for certification in Science. The objectives defined in this document are based on an extensive job analysis carried out by the Georgia Assessment Project. Approximately 1,400 science educators statewide provided judgments on a comprehensive set of instructional tasks. Then, working with the guidance of GAP and GDE staff, groups of highly skilled content specialists-teachers, supervisors and teacher educators-examined the tasks and developed detailed descriptions of the knowledge that an educator must possess in order to perform those tasks competently. Over one hundred content specialists participated in this process. The objectives described in this publication, and their relative weighting on the examination, reflect the consensus of these educators. The objectives and assessment characteristics in this document are given to specially trained Georgia content specialists who write the actual test items. The items are then reviewed to ensure that they accurately assess the objective for which they are written and that they do not contain any element that will unfairly penalize the members of any group. The purpose of providing these objective specifications is to define the content and professional knowledge required of an applicant for certification in this field. The information contained in this guide will assist you in preparing for the test. We encourage applicants to study these materials to enhance their understanding of the requirements of the field and to allow realistic and confident expectations about the nature of the Georgia Teacher Certification Tests. Along with these materials go hopes for a productive and rewarding career in education. If you have questions or desire further information, please contact:
Teacher Assessment Unit Division of Assessment
Georgia Department of Education 1866 Twin Towers East Atlanta, Georgia 30334 (404) 656-2556
Werner Rogers State Superintendent of Schools
TCT06

3
Introduction
This guide is designed for those individuals preparing to take the Georgia Teacher Certification Test (TCT) in Science. Educators from across the state of Georgia participated in the preparation of these objectives. These objectives became effective with the June 1990 administration of the TCT in Science.
When preparing for the TCT, you should review each Objective, content component, and indicator. Carefully read the assessment characteristics and sample items that accompany them. The assessment characteristics and sample items are designed to show you how each objective will be assessed on the test. You should be aware that
1. A list of formulas, common polyatomic ions and their charges, and a periodic table of elements are included in this guide on pages 8-10. These items are also included on the first two pages of the test booklet.
2. Nonprogrammable scientific calculators may be used for the Teacher Certification Test in Science. Programmable calculators are not allowed.
3. TCT items are multiple-choice with four possible answers. Each multiple-choice item has only one correct answer.
4. There are no penalties for guessing.
5. While you will be given 3t hours of actual test time, you may request up to one hour of
additional time if needed.
6. There are different numbers of test questions for each objective. Look carefully at the content weighting information given with each objective statement on page 7 to determine the relative importance for each objective. The distribution of content across objectives is based on recommendations of content experts and practitioners. The distribution will remain the same in each edition of the test.
7. In order to pass the TCT, you do not have to pass each objective. The test score is determined by the number of correct answers on the total test.
Read the directions carefully before attempting to answer an item. Be sure you know what the item is asking you to do. If you need assistance in test-taking strategies or dealing with test anxiety, please seek help through a college or university counseling center.
Acknowledgements
The Georgia Department of Education wishes to express its appreciation to the group of Georgia science teachers who volunteered their time and expertise to develop these objective specifications.
TCT06

90D1

5
Using The Objective Specifications
Objective specifications define and describe the test content for a given certification field and are used to develop test items that will appear on the Georgia Teacher Certification Test for that field. Each objective is described in two ways. Objectives are first defined in a section called Assessment Characteristics. The assessment characteristics establish parameters for item development and describe items for that objective. A second section provides several sample test items for the objective. Statement of the Objective
Objectives have been constructed so that each statement contains three parts: a response term (e.g., identifies, analyzes ); a content term (e.g., laws, concepts, and principles of biology); and a context (e.g., in an academic context).
An objective might read, "The science educator identifies and applies laws, concepts, and principles of biology in an academic or application context."
Assessment Characteristics
Assessment characteristics define what an objective is intended to test, that is, the acceptable range of content to measure an objective. The characteristics may include definitions, limits to the complexity of item types, or rules that specify which content can or cannot be used to assess the objective.
A content component further defines content within an objective (e.g., within Objective 03, "0310 - molecular and cel/ular biology" is a content component). An indicator describes content within a content component (e.g., in Objective 03, "0313 - cellular structure" is an indicator under the component "0310 - molecular and cellular biology"). Some components have no indicators to subdivide them.
Examples Sample test items illustrate possible item content and formats used to assess each content
component or indicator of an objective. Examples are offered as suggestions, not as restrictive guides. Each sample test item in this document is labeled with a number and a descriptive phrase. Answers for sample items are indicated by bold italics.
Using the Objective Reference Numbers
The objective reference number is a six-digit code which identifies pertinent information about any test item. Objective reference numbers are used to designate test items by the objective, content component, indicator, and context for which they are written.
Prospective examinees should use the objective reference numbers only as a way of relating sample items to the content component or indicator which they illustrate or to determine the context in which an item is asked. Candidates should not concern themselves with learning the objective reference numbering system.
Each digit of the six-digit reference number contains specific information about a test item:
The first two digits (031301) identify the objective for which the item has been written. Objective 03 deals with biology.
The third digit (031301) indicates a specific content component within an objective. All
objectives have at least one content component. Content component ,1 for this objective refers to
molecular and cellular biology.
TCT06

6 The fourth digit (031~01) refers to an indicator, if there is one within a content component.
Indicator 3 in this case refers to cellular structure. If there are no indicators for the content
component, the fourth digit is ~ (e.g., 011 ~01).
The final two digits (0313Q.1) define the context in which the item is presented. Items for science have three possible contexts.
01 Academic materials - Items relate to factual or academic materials. Items written in this context require the recall or identification of facts, principles, or concepts related to the field. Items which have no setting are considered to be in an academic context. 02 Application - Items require the educator to apply knowledge in hypothetical situations. Items written in this context require the educator to assess specific situations and select appropriate strategies. Items written in this context require the educator to apply appropriate strategies in an instructional setting or environment. 03 Processing skills - Items require the educator to apply skills that scientists use to solve problems. Items written in this context require the educator to identify and apply concepts associated with scientific processes and skills. Items assessing process skills may include problem definition, operational definition, hypothesis formulation, identification of variables, observation, interpretation of results, making inferences, and conclusion development.
TCT06

Field 06: Science Objectives
Objective 01: The science educator identifies and applies concepts associated with scientific processes and skills in an academic, application, or processing context. This objective accounts for approximately 15-21 percent of the items on the test.
Objective 02: The science educator identifies and applies laws, concepts, and principles of chemistry in an academic or application context. This objective accounts for approximately 21-27 percent of the items on the test.
Objective 03: The science educator identifies and applies laws, concepts, and principles of biology in an academic or application context. This objective accounts for approximately 22-28 percent of the items on the test.
Objective 04: The science educator identifies and applies laws, concepts, and principles of earth and space science in an academic or application context. This objective accounts for approximately 12-18 percent of the items on the test.
Objective 05: The science educator identifies and applies laws, concepts, and principles of physics in an academic or application context. This objective accounts for approximately 15-21 percent of the items on the test.
T(T06

8

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t

Mm F=G- P=mv
r2

F

Fe

P= - y= -

v=f'A

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f).ef).

PV = nRT

R = .082057 liter eatmlmokeK

Avogadro's number = 6.02 X 1023

MolarvolumeofgasatSTP = 22.4 liters

1
Torr = - - ofan atmosphere
760

TCT06

COMMON RADICALS AND THEIR CHARGE

Symbol COs
OH NOs N0 2 P04,
804, 80s
NH4,

Charge -2 -1 -1 -1 -3 -2 -2 +1

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11
TEACHER CERTIFICATION TESTS Field 06: Science
Objective 01: The science educator identifies and applies concepts associated with scientific processes and skills in an academic, application, or processing context.
Assessment Characteristics
Items for this objective assess knowledge of laboratory management, science-related skills, and scientific investigation.
Content Component 0110 laboratory
Items require the science educator to identify and apply knowledge and skills related to appropriate laboratory equipment and procedures, arrangement, safety, and investigation procedures.
Indicator 0111 laboratory equipment Items may require the science educator to identify and apply knowledge and skills in the correct and safe use, care, storage, and disposal of materials, equipment, and chemicals as well as live and preserved specimens. Topics included are
collection, care, preservation, handling, and disposal of live and preserved biological specimens,
care and use of glassware, microscopes, centrifuges, bunsen burners and supplies, and care and use of electrical, optical, thermal, electronic and mechanical equipment. Indicator 0112 safety Items may require the science educator to identify procedures and concepts associated with safety. Concepts may include classroom and laboratory safety, personal safety, and accident prevention. Items may assess knowledge of student deportment, safety equipment: goggles, aprons, accident reporting, emergency equipment: fire extinguisher, first aid, eyewash, shower, fire blanket, gas and electrical hazards, chemicals: storage, handling, disposal, and chemical spill procedures.
TCT06

12
Content Component 0120 mathematical skills
Items may require the science educator to identify and apply knowledge and skills related to scientific mathematics.
Indicator 0121 estimating mass, length, volume, and time Indicator 0122 interpreting graphs, tables, and charts Indicator 0123 measurement: metric, temperature, frequency, density, mass, and
time Items may require the educator to solve for an unknown, attach appropriate units, or use time/space relations. Indicator 0124 standard scientific notation Indicator 0125 data analysis
Content Component 0130 research: professional readings and applications
Items may require the science educator to identify and interpret the purpose of a scientific paper, hypotheses, figures and graphs, logic of the arguments presented, conclusions that follow logically from the argument, scientific communications, and contributions to science.
Indicator 0131 investigation procedures Items may require the science educator to apply concepts associated with scientific process skills. Items may include
problem definition, review of relevant literature, hypothesis formulation, experimental design: control, variables, data collection: observation, inference, classification, measurement, data analysis, interpretation, and conclusion development.
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13

Examples for Objective 01:
011102
laboratory equipment
The best way to study budding in yeast cells is to turn the revolving nosepiece to the high-power objective of the microscope,
(A) use the fine adjustment, and adjust the diaphragm for optimal light.
(8) use the fine adjustment, and focus the mirror in direct sunlight.
(C) use the coarse adjustment, and open the diaphragm wide.
(0) use the coarse adjustment, and focus the mirror in strong indirect light.

012202

interpretation: graphs, tables, and charts

Num berofM ap Ie Trees

Acre Number

Number of Trees

1

8

2

9

3

6

4

10

5

6

6

7

7

6

8

10

9

10

10

10

A survey was conducted on 500 acres of timberland to estimate the number of maple trees suitable for sale. The table lists the number of maple trees counted on 10 randomly selected one-acre plots in this forest.

What is the approximate number of maple trees in the forest?

(A)

8

(8)

82

(C) 4,000

(0) 41,000

012202 interpretation: graphs, tables, charts
Data have been collected daily on the growth of several species of pea plants in response to several brands of fertilizers. All other conditions were held constant for all plants.
Which label is most appropriate for the horizontal axis on a line graph of this information?
(A) time in days (8) brands of fertilizer (C) length of pea pods (0) height in centimeters

012302
measurement
Which is the volume of one drop of a liquid if there are 35 drops of the liquid in 1cm3?
(A) 2.9 x 10-1 cm3 (8) 2.9 x 10-2 cm3 (C) 2.9 x 10-3 cm3 (0) 2.9 cm3

012401

scientific notation

Which expresses 0.0865 in standard scientific notation?

(A)

.0865 x 10

(8)

.865 x 10.1

(C) 8.65 X 10-2

(0) 86.5 x 10.3

TCT 06

14

Examples for Objective 01:
012401 scientific notation
How many significant digits are in the number 0.0784?
(A) 1 (8) 3 correct response (C) 4 (0) 5

013102 investigation procedures

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Enzyme Concentration (substrate concentration is constant)
Which best explains the information on the graph?

(A) The rate of enzyme action is maximized
when a certain enzyme concentration is
reached.
(8) The rate of enzyme action is directly proportional to the substrate concentration.
(C) The rate of enzyme action increases steadily with an increase in enzyme concentration.
(0) The rate of enzyme action is inversely proportional to the substrate concentration.

013103
investigation procedures
Which is the best procedure to test whether or not a new therapeutic drug would be effective in curing leukemia in grey mice?
(A) injecting the drug in saline solution into a dozen grey mice with leukemia and determining how many of them are cured of leukemia
(8) injecting the drug in saline solution into similar numbers of grey mice and grey rats with leukemia and comparing the number of mice with the number of rats that die of leukemia
(C) injecting different doses of the drug in saline solution into large numbers of grey mice with leukemia and determining the number of grey mice that are cured in each group
(0) injecting the drug in saline solution into a
large number of grey mice with leukemia and injecting the same amount of saline solution into another large number of grey mice with leukemia and comparing the numbers of mice in the two groups that die of leukemia
013101
investigation procedures
Scientists believe that the atom is the smallest unit of an element that can exist alone or in combination with atoms of the same or different elements.
This is an example of a(n)
(A) hypothesis. (8) inference. (C) law. (0) theory.

;(106

15
TEACHER CERTIFICATION TESTS Field 06: Science
Objective 02: The science educator identifies and applies laws, concepts, and principles of chemistry in an academic or application context.
Assessment Characteristics
Items for this objective assess the concepts of matter: atomic structure, the periodic table, chemical bonding, chemical equations, stoichiometry, gases, liquids and solids, solutions and colloids, acids and bases, kinetics, and nuclear chemistry. Application items include prediction using information given, interpretation of information, and calculation of solutions to problems in chemistry.
Content Component 0210 matter
Items may require the science educator to identify and apply knowledge and skills related to energy and to characteristics, states, properties, and conservation of matter.
Indicator 0211 characteristics and states
characteristics of matter difference between states of matter atom, ion, element, compound, mixtures, and their differences compound names and formulas: recognize compounds when oxidation states (including
polyatomic ions) are given law of definite proportions or constant composition and what this tells about a
compound isotopes and their differences organic and inorganic compounds and their differences
Indicator 0212 properties
physical and chemical properties and their differences physical and chemical changes and their differences identification of pure substances by their properties: density, melting point, boiling
point, solubility identification and separation of components of mixtures based on properties: as by
distillation or chromatography
Indicator 0213 energy
potential and kinetic energy and their differences
Indicator 0214 conservation
conservation of matter (mass) application of conservation in balancing chemical equations conservation of energy and its application to law of conservation of matter
TCT06

16
Content Component 0220 changes of state
Items may require the science educator to identify and apply knowledge and skills related to gases, liquids, and solids.
Indicator 0221 gases
characteristics: gases compared to liquids and solids postulates of the kinetic theory as they relate to properties of gases relationship between volume and pressure, volume and temperature, temperature and
pressure, pressure and number of moles, volume and number of moles, temperature and number of moles, and calculations involving these relationships the molar volume of a gas and the relationship among volume, pressure, or temperature and number of moles the ideal gas law
Indicator 0222 liquids and solids
relative strengths of attractive forces holding particles together in ionic, molecular (polar covalent, nonpolar covalent), metallic, and macromolecular liquids and solids
interpretation phase diagrams hydrogen bonding and its effect on the physical properties of water, such as density,
melting point, and boiling point
Content Component 0230 structure of the atom
Items may require the science educator to identify and apply knowledge and skills related to models, configuration, orbitals, and nuclear chemistry.
Indicator 0231 models
the changing model of the atom the three subatomic particles - their charge, mass, and location in the atom differences between nucleus and electron cloud: mass and volume
Indicator 0232 configuration, orbitals
determine electron configuration for any atom shapes of 5, p, and d orbitals order in which electrons occupy sublevels (aufbau order) maximum number of electrons for a given orbital, sublevel, and energy level electron configuration in terms of energy levels, numbers of electrons, levels, and
sublevels
Indicator 0233 nuclear chemistry
nuclear reactions and radioactivity nature and properties (charge and mass) of alpha and beta particles, gamma rays interpretation of nuclear equations involving these particles half-life applications of nuclear chemistry in industry, medicine, food preservation, dating of
objects, biology, and in branches of chemistry such as reaction mechanisms, structure studies hazards to man
TCT06

17
Content Component 0240 chemical bonding and periodic properties
Items may require the science educator to identify and apply knowledge and skills related to bond types and electron dot formulas.
Indicator 0241 bond types
predict bond type between two elements characteristics of ionic and covalent bonds
Indicator 0242 classification systems: relationships in the periodic table
atomic number and mass number: use to determine number of protons, neutrons, and electrons
atomic mass unit
structure of periodic table: related to electron configuration - 5, p, d sublevels
period, group, family - what elements are in them divisions: representative elements, noble gases, transition metals, inner transition
series elements of representative groups that have the same number of valence electrons
and similar chemical properties determining from periodic table the number of valence electrons for any representative
element periodic variations in metallic properties, atomic size, ionic size, ionization energy,
electronegativity: predict and explain using periodic table to predict what monatomic ions or elements might form ions or atoms that are isoelectronic with each other predicting oxidation states for representative metals, nonmetals and compounds properties of the elements in each family
Indicator 0243 electron dot formulas
electron dot formulas for molecules that exhibit an octet of electrons molecular geometry for simple carbon compounds and water
Content Component 0250 chemical formulas and equations
Items may require the science educator to identify and apply knowledge and skills related to balancing equations, identification of reaction types, measurement, and classification.
Indicator 0251 compound formulas
relationships determined from compound formulas such as percentage composition of elements and other mass relationships
calculations involving these relationships molecular formula determination given empirical formula and molecular weight predict formula of compounds using periodic table stoichiometry and solution calculations using mole relationships for reactions
Indicator 0252 balancing equations
correctly balance equations calculations involving mass or weight quantities from balanced equations, using mole
relationships
TCT06

18
Indicator 0253 reaction types
decomposition synthesis single replacement double replacement
Indicator 0254 oxidation-reduction
oxidation reduction oxidizing agents reducing agents
Indicator 0255 measurement terminology
symbols, formulas, equations and what they represent mole as mass and number of particles atomic mass scale; atomic masses calculations using moles, molecules (or formula units) and molecular or formula weight mm or em of Hg atmosphere constants (Avogadro)
Content Component 0260 solutions and colloids
Items may require the science educator to identify and apply knowledge and skills related to solubility, colligative properties, solution equilibria, and to identify and characterize solvents, solutes, solutions, and colloids.
Indicator 0261 characteristics
Indicator 0262 solvent and solute identification
Indicator 0263 solubility
saturated solution unsaturated solution supersaturated solution concentrated and dilute solutions concept of "like dissolves like" to predict possibility of solution factors affecting solubility: solute and solvent properties, temperature, pressure factors affecting rate of solution: particle size, rate of stirring, temperature calculations involving solution concentration using molar concentration
Indicator 0264 equilibria
conditions characteristic of a system in equilibrium effects of various stress on the system relationship of equilibrium to saturated solutions general expression for an equilibrium constant gas phase equilibrium
TCT06

19
Content Component 0270 acids and bases
Items may require the science educator to identify and apply knowledge and skills related to general properties of acids and bases, and related calculations, including pH, definition and identification of acids and bases, dissociation or ionization of acids and bases in solution, weak and strong as opposed to dilute and concentrated solutions, electrolytes and nonelectrolytes, and neutralization and titration.
Content Component 0280 kinetics
Items may require the science educator to identify and apply knowledge and skills related to factors that affect reaction rate and kinetics, endothermic and exothermic reactions and related energy diagrams, entropy changes, collision theory of reaction rates, and the effect on reaction rates of reactants, temperature, a catalyst, and concentration of reactants.
Content Component 0290 chemistry as a human endeavor
Items may require the science educator to identify and apply knowledge and skills related to human influence in chemistry, including contributions of specific scientists.
Indicator 0291 scientists and contributions Items may require identification of contributions made by scientists such as Bohr, Rutherford, Curie, Becquerel, and Avogadro.
TCT06

20
Examples for Objective 02: 021101 characteristics and states of matter
Which is a mixture?
(A) air (B) glucose (C) acetic acid (0) sodium chloride
021101 characteristics and states of matter
The source of oxygen liberated in the photosynthetic process from the two reactants, carbon dioxide and water, can be determined by the use of an
(A) ion of oxygen. (B) isomer of oxygen. (C) isotope of oxygen. (0) allotrope of oxygen.
021201 properties of matter
Water vaporizes at 100C and alcohol at 80C. Based on boiling points, which method is used to separate a mixture of these two substances?
(A) chromatography (B) distillation (C) electrophoresis (0) filtration
021301 energy
The kinetic energy that a particle possesses is due to the particle's
(A) charge. (B) direction. (C) motion. (0) weight.
TCT06

021402
conservation
Water, ash, and carbon dioxide are formed when wood burns in the presence of oxygen. What is the total mass of water, ash, and carbon dioxide if 20 grams of wood uses 80 grams of oxygen in the burning process?
(A) 20 grams (B) 60 grams (C) 80 grams (0) 100 grams
022102
gases
A given quantity of a gas when collected in a container 400 cubic centimeters in volume exerts a pressure of 520 millimeters of mercury. What is the pressure of the gas if it is collected in a 100 cubic centimeter container at the same temperature?
(A) 130 mm. of Hg (B) 0.58 mm. of Hg (C) 76.92 mm. of Hg (0) 2080 mm. of Hg
023202
configuration, orbitals
An atom of iron ionizes to form the Fe3 + ion. Which statement describes the loss of these electrons?
(A) Three electrons are lost from the 3d sublevel. (B) Three electrons are lost from the 4s sublevel. (C) Two electrons are lost from the 4s and
one is lost from the 3d sublevel. (0) Two electrons are lost from the 3d and one is
lost from the 4s sublevel.

Examples for Objective 02: 023301 nuclear chemistry
The nuclear equation is an example of beta decay.

e 214 Pb ----I>

a

82

I> X + -1

Which element is represented by the X?
(A) Pb (B) Bi (C) Hg (D) TI
024101 bond types
In the compound H20, the H-O bond is classified as
a(n)
(A) pi bond. (B) ionic bond.
(C) polar covalent bond.
(D) nonpolar covalent bond.
024202 relationships in the periodic table
Which element has the smallest atomic radius?
(A) chlorine
(B) magnesium (C) phosphorus (D) sulfur

21
024302 electron dot formulas
The electron configuration for calcium is 1S2 2s2 2p6 3s2 3p6 4s2. Which is the electron dot notation for calcium?
(A) Ca
(B) Ca: correct response
(C) Ca.
(D) Ca
025102 compound formulas
What is the percentage composition of barium by mass in the compound BaTe?
(A) 19.6% (B) 21.1% (C) 48.2% (D) 51.8%
025202 balancing equations
Which set of coefficients is needed to correctly balance the equation?
(A) 6, 1,2 (B) 6, 1, 1 (C) 3. 1, 1 (D) 3, 1, 2

TCT06

22

Examples for Objective 02:
025301
reaction types
Which reaction is a single replacement reaction?

(A) 2H2 + 02

~ 2H20

(B) CUC03

CuO + 02

(C) CI2 + 2NaBr

~ 2NaCI + Br2

(D) RbBr + AgCI

~ AgBr + RbCI

025401
oxidation reduction
4H202 + PbS ----.~ PbS04 + 4H20
Which element in the equation is oxidized? (A) H (B) 0 (C) S (D) Pb
026301
solvent and solute identification
In which solution is water the solute? (A) 2.0 M aqueous sodium hydroxide solution (B) .25 M sucrose solution (C) 70% alcohol solution (D) 5% iodine solution

TCT06

026402
equilibria
N2(g) + 3H2(g) <: > 2NH3(g) + heat
Which should be excluded from the list of optimum conditions for the formation of ammonia in the reaction?
(A) low pressure (B) low temperature (C) high concentration of hydrogen (D) high concentration of nitrogen

027001
acids and bases

HCI + H20

H30+ + CI-

According to the Bronsted-Lowry model of acids and bases, which describes the behavior of water in the equation?

(A) It acts as a strong acid.
(B) It acts as a strong base. (C) It acts as a weak acid.
n (D) acts as a weak base.

028001
kinetics
Which is an example of an endothermic process?
(A) Natural gas (CH4) is burned in a forced-air furnace.
(B) When solid KBr is dissolved in water, the solution gets colder.
(C) The combustion of a strip of magnesium ribbon produces both heat and light.
(D) When concentrated H2S04 is added to water,
the solution gets hot.

23
TEACHER CERTIFICATION TESTS Field 06: Science
Objective 03: The science educator identifies and applies laws, concepts, and principles of biology in an academic or application context.
Assessment Characteristics
Items for this objective assess the principles of molecular, cellular, and organismal biology, population, species, ecosystem, biome level biology, and biological science as a human endeavor.
Content Component 0310 molecular and cellular biology
Items require the science educator to identify and apply concepts of atomic structure, molecules, cellular structure, cellular metabolism, movement of materials, and cellular reproduction.
Indicator 0311 atomic structure in the biological context hydrogen bonding polar and nonpolar compounds primary, secondary, and quaternary structure of proteins
Indicator 0312 biological molecules structure of carbohydrates, proteins, lipids, nucleic acids function of carbohydrates, proteins, lipids, nucleic acids
Indicator 0313 cellular structure prokaryotic and eukaryotic cells structure of cellular organelles function of cellular organelles fluid-mosaic model cytoskeleton and ultrastructure electron microscopy
Indicator 0314 cellular metabolism role of enzymes in biological systems energy relationships involved in respiration, photosynthesis, and chemosynthesis synthesis and degradation of proteins, carbohydrates, nucleic acids, and lipids roles of vitamins and minerals in metabolism and the consequences of their deficiencies effects of drugs on metabolism role of ATP-ADP anabolism and catabolism
Indicator 0315 movement of materials differences between passive and active transport differences between hypotonic, hypertonic, and isotonic solutions
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Indicator 0316 cellular reproduction and principles of inheritance
mitosis meiosis gene regulation and environmental influences on gene action bases of genetic disorders applications of genetic engineering in medicine and industry studies of nucleic acid and protein related to evolution sexual and asexual reproduction
Content Component 0320 organismal biology
Items require the science educator to identify and apply concepts related to tissues, organs, systems, and organisms, including the behavior and inheritance of organisms and their ability to maintain homeostasis.
Indicator 0321 animal tissues: types and functions
functions: protection, secretion, defense, support, conduction muscle: cardiac, smooth, and skeletal connective nervous epithelial
Indicator 0322 plant tissues: type, function, and behavior
functions: conduction, storage, protection phloem xylem mesophyll cambium growth phototropism
Indicator 0323 animal organs and systems: structure, function, and dysfunction
reproductive system: development and embryology digestive system: including nutrition; malnutrition (such as scurvy); nutritional uses of
major food groups, vitamins, minerals; enzymes endocrine system muscular system skeletal system integumentary system nervous system circulatory and immunological systems (AIDS) respiratory system excretory system
Indicator 0324 plant organs: structure and function
vegetative or nonreproductive structures in vascular and nonvascular plants reproductive structures: asexual and sexual
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Indicator 0325 genetics: plant and animal
terminology, principles, phenomena replication, transcription, translation solve genetics problems and analyze genetic data monohybrid and dihybrid crosses Punnett squares Mendel's laws sex-linkage, incomplete dominance, selective breeding, hybridization human genetic disorders relationship between metabolic deficiencies and hereditary diseases
Indicator 0326 homeostasis
definition of homeostasis analysis of various homeostatic activities hibernation and estivation
Indicator 0327 animal behavior
biological rhythms: migration, circadian adaptive behaviors: visual communication - bee language; navigation in birds and
salmon innate behaviors reproductive behaviors chemotaxis pheromones
Content Component 0330 populations
Items require the science educator to identify and apply concepts related to changes in populations, population characteristics, and humans and the environment.
Indicator 0331 changes in population over time
major trends and evidence supporting evolution: fossils, homology and analogy, vestigal organs, comparative biology, taxonomy, artificial and natural selection, geological distribution
changes in gene frequency: population genetics, mutation, migration, differential survival, selection, genetic drift, nonrandom mating
isolating mechanisms (factors) and speciation: geographic distribution, morphological compatibility, behavioral (courtship) patterns, ecological preference (adaptations), chromosome (genetic) differences
equilibrium population: use of Hardy-Weinberg Law
Indicator 0332 population characteristics
limiting factors: abiotic (density independent), biotic (density dependent), predation, parasitism
age structure, rand k strategies, survivorship curves growth curves (J or S) social communication: food calls, alarm calls behavioral ecology
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Indicator 0333 humans and environment
effects of human populations on other populations, such as size of deer population resource depletion: fossil fuel consumption, greenhouse effect, salinization (salt water
intrusion), slash-and-burn (extinction) deforestation, extinction and endangered species pollution: bioaccumulation or biotic magnification, acid rain, mobility of heavy metals,
forest decline, smog, ozone
Content Component 0340 species
Items require the science educator to identify and apply concepts of interaction between and among species.
inter- and intraspecific competition; competitive exclusion principle symbiosis, parasitism, predation, mutualism, commensalism social behavior: cast system, territoriality, nonverbal communication individual behavior: learned and innate, rhythms speciation seasonal migration
Content Component 0350 communities
Items require the science educator to identify and apply concepts of community characteristics and succession.
Indicator 0351 community characteristics
dominance diversity sampling Indicator 0352 succession
primary succession secondary succession: disturbances such as fire, el Nino, Mt. St. Helens
Content Component 0360 ecosystems
Items require the science educator to identify and apply concepts of ecosystem components, energy flow, biogeochemical cycles, ecosystem diversity, and disruptive influences.
Indicator 0361 components
producers consumers decomposers raw materials Indicator 0362 energy flow
food web, food chain pyramids: biomass, energy sources: sun, vent communities First and Second Law of Thermodynamics
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Indicator 0363 biogeochemical cycles
carbon nitrogen, phosphorous: eutrophication water cycle Indicator 0364 diversity natural ecosystems (e.g., coral reef) green revolutions: loss of genetic diversity, potential for epidemics (e.g., potato blight,
1846-1847; corn leaf blight, 1970) Indicator 0365 disruptive influences
deforestation
greenhouse effect ozone salinity, irrigation erosion
Content Component 0370 biomes
Items require the science educator to identify and apply concepts related to the characteristics of biomes.
tundra, tiaga, tropical rain forest, temperate deciduous forest diversity of organisms limiting factors specialized examples: estuaries, marshes, vent communities
Content Component 0380 biological science as a human endeavor
Items require the science educator to identify and apply knowledge and skills related to measurement, classification, and related human influence in the life sciences, including contributions of specific scientists.
Indicator 0381 classification systems: levels, characteristics, examples animal taxonomy: hierarchical organization, use of taxonomic keys plant taxonomy basis for classification keys subcellular structures - viruses, rickettsia five kingdom classification - Monera, Protista, Fungi, Plantae, Animalia
Indicator 0382 scientists and contributions Items may require identification of contributions made by scientists such as Pasteur, Darwin, Watson and Crick, Mendel, and Gould.
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Examples for Objective 03: 031201 biological molecules
A-T-C-G-T-T-A-C-G
Which sequence represents the complementary strand of the DNA molecule?
(A) A-T-C-G-T-T-A-C-G (8) TA-G-C-A-A- T-G-C (C) C-G-A-T-G-G-C-A-T (D) G-C-T-A-C-C-G-T-A
031301 cellular structure
Which organelle is primarily responsible for cellular protein synthesis?
(A) ribosome (8) chloroplast (C) mitochondrion (D) Golgi apparatus
031401 cellular metabolism
The function of the enzyme amylase in the hydrolysis of starch is to
(A) speed up the reaction by decreasing the activation energy.
(8) speed up the reaction by increasing the activation energy.
(C) act as a competitive inhibitor. (D) act as a noncompetitive inhibitor.
031401 cellular metabolism
Anaerobic metabolism in higher animals results in the production of
(A) lactic acid. (8) citric acid. (C) ethyl alcohol. (D) acetyl-coenzyme A.
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032101 animal tissues: types and functions
Which is NOT a function of epithelial tissue?
(A) absorption (8) contraction (C) protection (D) secretion
032201 plant tissues: types and functions
Which term describes the growth of a plant toward or away from a stimulus?
(A) kinesis (8) taxis (C) transpiration (D) tropism
032401 plant organ structure and function
The complete female reproductive structure in a flower is the
(A) anther. (8) pistil. (C) stamen. (D) stigma.
032502 genetics: plant and animal
When a homozygous red (RR) snapdragon is crossed with a homozygous white (R'R') snapdragon, the offspring are all pink (RR'). In the cross-pollination of pink snapdragons, what is the predicted phenotypic ratio of the resulting offspring?
(A) 100% pink (8) 50% white, 25% red, and 25% pink (C) 50% pink, 25% red, and 25% white (D) 50% red, 25% pink, and 25% white

29

Examples for Objective 03: 033101 changes in populations
The increase in the number of photosynthetic organisms affected the earth dramatically because this
(A) required light energy. (B) produced carbon dioxide. (C) produced ATP in the dark reaction phase. (0) began the buildup of free molecular
oxygen.
033201 population characteristics
A density-independent factor that may limit the size of a deer population is
(A) disease. (B) rainfall. (C) predation. (0) intraspecific competition.
036101 components
Grass ~ Grasshopper ~ Toad ~ Garter Snake ~ Hawk Which is the final consumer in this food chain?
(A) hawk (B) toad (C) grasshopper (0) garter snake

036301 biogeochemical cycles
Which is the correct sequence of events in the nitrification process?
(A) ammonia, nitrites, nitrates (B) nitrates, protein, fertilizer (C) protein, ammonia, nitrates (0) fertilizer, nitrites, ammonia
036501 disruptive influences
Which is a cause of soil erosion?
(A) overgrazing (B) reforestation (C) shelterbelts (0) windbreaks
037001 biomes
Which are characteristic of the Antarctic polar biome?
(A) moose, bears, and lynx (B) needle-leafed evergreen trees (C) seals, whales, and penguins on or near
the coast (0) scattered grasses, sagebush, and succulent
plants with shallow roots

036101 energy flow
Which organism is a herbivore?
(A) cat (B) rabbit (C) mushroom (0) honeysuckle vine

037001 biomes
The northernmost biome is
(A) grassland. (B) chaparral. (C) tundra. (0) rain forest.

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Examples for Objective 03: 038101 classification systems
Which taxonomic division of biology is found below the level of family?
(A) class (8) genus (C) order (D) phylum
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31
TEACHER CERTIFICATION TESTS Field 06: Science
Objective 04: The science educator identifies and applies laws, concepts, and principles of earth and space science in an academic or application context.
Assessment Characteristics
Items for this objective assess the principles of oceanography, geology, meteorology, and astronomy. Application items include prediction using information given and interpretation of student-produced work in earth science.
Content Component 0410 oceanography
Items require the science educator to identify and apply concepts of physical, geological, biological, and chemical oceanography.
Indicator 0411 physical oceanography
wave characteristics: height, frequency, periods, resulting structures, reflection and diffraction, causes, effects
tide characteristics: causes, prediction, diurnal and semidiurnal, tidal ranges, effects on humans, spring, neap
currents characteristics: surface, deep, gyres, longshore, upwelling and sinking
Indicator 0412 geological oceanography
beach characteristics: features, nomenclature, formation, deformation, materials ocean basin bottoms: continental margins (plate tectonics, continental drift), continental
shelf features, continental slope features, deep bottom features (guyots, sea mountains, ridges, trenches, deep ocean vents), materials (size, clay) island characteristics: types, formation, barrier, volcanic island arcs reef characteristics: coral (fringing and atolls, barrier, platform), man-made (purpose, location) coastal features: marshes, swamps, estuaries, lagoons
Indicator 0413 biological oceanography
biozones: pelagic, benthic; plankton (phyto- and zoo-) plants: marine (algae), brackish (algae)
Indicator 0414 chemical oceanography
chemical components of sea water precipitation in oceans nutrient cycle: nutrient circulation, carbonate cycle, silicon cycle salinity
Content Component 0420 geology
Items require the science educator to identify and apply concepts of geology including uniformitarianism. isostasy, geomorphology, geochronology, and the rock cycle.
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Indicator 0421 mountain building

faults folds
Indicator 0422 volcanology

island formation magma lava vents
Indicator 0423 earthquakes

causes and effects Richter scale seismograph waves: surface, primary, secondary tsunami: seismic sea wave
Indicator 0424 glaciation

erosion transportation deposition causes of glaciation ice ages mountain glaciation continental glaciation
Indicator 0425 plate tectonics

continental drift plate tectonics: theory and evidence major plate systems
Indicator 0426 geochronology

fossils stratigraphy superposition correlation magnetic reversals

Indicator 0427 maps and globes

symbol interpretation

topographic maps
globes



geological maps various map projections contour maps

latitude, longitude
time zones

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Indicator 0428 rock cycle
rock and mineral physical characteristics: color, hardness, cleavage, streak, luster, heft
rock and mineral chemical characteristics: reactivity with Hel, elemental composition
formation: igneous, metamorphic, and sedimentary rocks weathering erosion Indicator 0429 earth layers
crust mantle inner and outer core
Content Component 0430 meteorology
Items require the science educator to identify and apply concepts of weather and climate, weather prediction based on the composition and properties of the atmosphere, variable atmospheric factors, the water cycle, and man's effect on the atmosphere.
Indicator 0431 climatic factors
latitude topography fog
storms
greenhouse effect ozone depletion
instrumentation forecasting
precipitation temperature
Indicator 0432 atmospheric factors related to weather conditions
pressure temperature humidity wind speed and direction high- and low-pressure system characteristics fronts convection, conduction, radiation Coriolis force
Indicator 0433 prediction from atmospheric changes
effects of pressure increase effects of pressure decrease
Indicator 0434 weather map
symbols: fronts, wind direction isobars, pressure systems, isotherms, temperature, precipitation
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Indicator 0435 relative humidity and saturation value
calculate relative humidity given formula recognize formula for relative humidity absolute and relative humidity saturation value
Indicator 0436 water cycle
sun: energy source of water cycle evaporation: changes of state and energy required condensation: changes of state and energy loss
Indicator 0437 effects of man on atmosphere and weather
acid rain: 804 and P04 sources, effects effect of C02 increase: heat retention in cities smog: effects chlorofluorocarbons and ozone depletion
Content Component 0440 astronomy
Items require the science educator to identify and apply concepts of astronomy, including physical and chemical properties and interrelationships of heavenly bodies; universal observations of scientists (past and present); and astronomical phenomena.
Indicator 0441 gravitational effects
tides centripetal and centrifugal forces orbital shape revolution rotation Newton's universal law of gravitation
Indicator 0442 moon and earth
eclipses distance and gravitational attraction to the earth surface features: craters, mountains, dust layer gravity compared to earth phases
Indicator 0443 universe and solar system and their origins
big bang theory expanding universe theory dust cloud theory other planets and location of earth in solar system asteroids comets meteors meteorites
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Indicator 0444 instrumentation in astronomy refracting telescope reflecting telescope radio telescope spectroscope satellites
Indicator 0445 classification
galaxy types: spiral, elliptical, irregular characteristics of this galaxy star classification and characteristics: temperature, brightness, color
Indicator 0446 measurement in space
light years astronomical units
Indicator 0447 sun
energy production effects on earth fusion sunspots and their effects on communications
Indicator 0448 space exploration and discoveries
satellites: weather, communications, probes NASA major manned-flight programs: Apollo, Gemini, Mercury, Skylab, Space Shuttle Goddard: father of modern rocketry
Content Component 0450 earth and space science as human endeavor
Items require the science educator to identify and apply knowledge and skills related to measurement, classification, and related human endeavor in earth and space science, including the contributions of specific scientists.
Indicator 0451 measurement terminology: geological timetable
era period epoch Indicator 0452 classification systems
rocks stars: color and temperature Indicator 0453 scientists and their contributions
Items may require identification of contributions made by scientists, such as Richter and Goddard.
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Examples for Objective 04: 041101 physical oceanography
Surface currents are set in motion by (A) movement of fish. (8) volcanic eruptions. (C) powerful trade winds. (0) the concentration of salt in the ocean.
041301 biological oceanography
Which oceanic biozone includes bottom dwellers such as corals, snails, starfish, and clams?
(A) benthic (8) nektonic (C) pelagic (0) planktonic
041401 chemical oceanography
Which ion, other than sodium, is most abundant in sea water?
(A) potassium (8) carbonate (C) chloride (0) sulfate
042301 earthquakes
Which are the three types of earthquake waves? (A) primary, ocean, surface (8) primary, secondary, surface (C) surface, secondary, subterranean (0) subterranean, secondary, surface
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042401 glaciation
Which are an accumulation of deposits left by a glacier on the ground over which it passes?
(A) dunes (8) deltas (C) moraines (0) alluvial fans
042701 maps and globes
Which type of map shows the surface features of a land mass?
(A) geological (8) meteorological (C) seismographical (0) topographical
042702 maps and globes
New York City is located at approximately 75W longitude and London at QOW longitude. When it is 7 a.m. in New York City, the time in London, England is
(A) 12 noon. (8) 2 p.m. (C) 12 midnight. (0) 2 a.m.
042801 rock cycle
Which mineral will scratch a fingernail but can be scratched itself by a penny?
(A) calcite (8) diamond (C) talc (0) topaz

Examples for Objective 04: 043201 atmospheric factors
Which are characteristics of a high pressure system?
(A) low temperature, high humidity (8) low temperature, low humidify (C) high temperature, high humidity (D) high temperature, low humidity
043401 weather map
The lines on a weather map that connect areas that have equal pressure are
(A) isobars. (8) isotachs. (C) isotherms. (D) isoseismals.
043501 relative humidity and saturation value
The saturation value of an air mass depends on the
(A) temperature. (8) wind velocity. (C) relative humidity. (D) absolute humidity.
043501 relative humidity and saturation value
Which is the formula for determining relative humidity?
(A) absolute humidity + air temperature
(8) saturation value x absolute humidity (C) absolute humidity ... saturation value (D) air pressure x absolute humidity

37
043501 relative humidity and saturation value
The absolute humidity of air is 13.5 g/m3 and the saturation value is 18 g/m3 . Which is the relative humidity?
(A) 4.5% (8) 31.5% (C) 75% (D) 133%
043601 water cycle
The main energy source of the water cycle is
(A) the sun. (8) the wind. (C) the ocean. (D) chemical energy.
044101 gravitational effects
The amplitude of the tides is greatest during which phase of the moon?
(A) crescent moon (8) gibbous moon (C) full moon (D) first quarter moon
044401 instrumentation in astronomy
Which instrument was used to discover quasars during the 1960s?
(A) spectroscope (8) radio telescope (C) reflecting telescope (D) refracting telescope

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Examples for Objective 04: 044601 measurement in space
Which are most appropriate to measure distances in outer space?
(A) meters (B) miles (C) kilometers (D) light-years
044801 space exploration and discoveries
Which space program landed the first man on the moon?
(A) Apollo (B) Pioneer (C) Voyager (D) Sputnik
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TEACHER CERTIFICATION TESTS Field 06: Science
Objective 05: The science educator identifies and applies laws, concepts, and principles of physics in an academic or application context.
Assessment Characteristics
Items for this objective assess the laws and principles of motion, force, energy, waves, light, electricity, magnetism, and atomic physics. Items require educators to identify and apply concepts in these areas. Application items include prediction using information given and interpretation of student-produced work in physics.
Content Component 0510 forces and motion
Items require the science educator to identify and apply laws and principles of forces and motions and to predict effects of forces and motion.
Indicator 0511 velocity
relationship between distance, velocity, and time Given: v=dlt, for uniform (constant) speed
speed and average speed Indicator 0512 acceleration
relationship between velocity, acceleration, and time Given: A=L1vlL1t, for uniform (constant) acceleration
recognize that objects fall with the same acceleration when near the surface of the earth
determine distances fallen under free fall Given: d=fgt2 , where g is acceleration due to gravity, 9.80 m/s2
Indicator 0513 force
an object at rest or in uniform motion has no unbalanced forces acting on it: Newton's first law
relationship between force, mass, and acceleration: Newton's second law
Given: F = ma
for every action there is an equal and opposite reaction: Newton's third law friction is a force that opposes motion
Indicator 0514 momentum
an object's momentum is the product of its mass and velocity Given: p=mv
principle of conservation of momentum in simple events
Indicator 0515 pressure
pressure is force per unit area relationship between liquid density, depth and flow rate
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Content Component 0520 energy
Items require the science educator to identify and apply laws and principles of energy.
Indicator 0521 sources of energy
mechanical chemical nuclear thermal radiant Indicator 0522 work
work as a form of energy transfer power as the rate of energy transfer
= Given: P Wit
work as the product of force and distance
Given: W=Fd
simple machines
Indicator 0523 conservation of energy
energy may be transferred from one form to another matter and energy remain constant: First Law of Thermodynamics
= = kinetic and potential energy: KE 1/2mv2 and PE mgh
Indicator 0524 heat
distinguish between temperature and heat friction as a heat-producing force
Content Component 0530 waves
Items require the science educator to identify and apply laws and principles of waves.
Indicator 0531 wave characteristics
wavelength, frequency, period, amplitude, speed relationship between speed, frequency, and wavelength
Given: v=f.l amplitude as a measure of the energy carried by a wave distinction between longitudinal and transverse waves
Indicator 0532 wave phenomena
refraction diffraction interference reflection
Indicator 0533 sound
sound as mechanical waves versus electromagnetic waves sound as longitudinal or compressional waves in matter pitch and loudness Doppler effect
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Content Component 0540 light
Items require the science educator to identify and apply laws and principles of light. Indicator 0541 principles of light light as wave phenomenon particle nature of light: Einstein's photoelectric effect quantum theory Indicator 0542 optics mirrors: plane, spherical (convex, concave) prisms associated applications: microscope, telescope, magnifier lens: convex, concave
Content Component 0550 electricity and magnetism
Items require the science educator to identify and apply laws and principles of electricity and magnetism.
Indicator 0551 magnetism attraction and repulsion magnetic fields magnetic field surrounding a straight conductor bearing electric currents application: electromagnets
Indicator 0552 electrostatics
attraction and repulsion electric fields application: static cling Indicator 0553 electric current
current as charges per unit time Ohm's law applied to simple circuits, voltage as a product of current and resistance
Given: V=IR
characteristics and formulas of series and parallel circuits Indicator 0554 electromagnetism
electromagnetic spectrum generators and motors fields of electromagnetic waves characteristics of the electromagnetic spectrum
Content Component 0560 atomic physics
Items require the science educator to identify and apply laws and principles of atomic physics, including characteristics of major types of radioactivity and isotopes.
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Examples for Objective 05: 051101 velocity
Which is the average speed of a car that travels 450 kilometers in 9 hours?
(A) 0.02 km/hr (8) 50 kmlhr (C) 2025 km/hr (D) 4050 km/hr
051201 acceleration
A car starts from rest and accelerates linearly at 3.0 m/s2 for 4.0 seconds. How fast is it going after 4.0 seconds?
(A) 1 m/s (8) 3 m/s (C) 7 m/s (D) 12 mls
051201 acceleration
A brick is dropped from a tall building. How far has it fallen after 5.0 seconds?
(A) 24.5 m
(8) 49.0 m
(C) 122.5 m
(D) 245.0 m
051202 acceleration
An object is projected upward with a velocity of 75 meters/second. To which height will it rise?
(A) 38 m (8) 88 m (C) 286 m
(D) 287 m

051301 force
An object is accelerating at 4.0 m/s2 under a net force of 1 newton. Its mass in kilograms is
(A) 0.25.
(8) 0.50. (C) 4.0. (D) 8.0.
051401 momentum
When an object's speed is doubled, the magnitude of its momentum increases by a factor of
(A) 1. (8) 2. (C) 3. (D) 4.
051401 momentum
A moving billiard ball collides with a set of motionless billiard balls on a table. The balls are scattered in all directions. The total momentum of all the balls immediately after the collision is
(A) greater than before the collision. (8) less than before the collision. (C) the same as before the collision. (D) changed by equal amounts in the same
direction.

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Examples for Objective 05:
051502 pressure
A 10.0 liter propane gas tank has an absolute pressure of 40.0 atmospheres. Assuming the temperature remains the same, how many one-liter portable camping cylinders at standard atmospheric pressure can be filled with the gas?
(A) 18 (8) 224
(C) 400 (0) 896
053301
sound
Which principle explains why the apparent frequency of a train whistle increases as it approaches a stationary observer and decreases as it moves further away?
(A) reflection (8) refraction (C) Doppler effect (0) Tyndall effect
054202
optics
A child stands 30 centimeters from a concave mirror that has a focal length of 30 centimeters. Which image of herself will she see?
(A) a real, enlarged image (8) a virtual, enlarged image (C) a virtual, reduced image (0) no image

43
055401 electromagnetism
Which regions of the electromagnetic spectrum are correctly ordered by increasing wavelength?
(A) gamma, UV, IR, radio (8) x-ray, radio, gamma, UV (C) radio, UV, x-ray, gamma (0) UV, IR, radio, x-ray
056001 atomic physics
Atom A has 8 protons, 8 electrons, and 8 neutrons. Atom B has 8 protons, 8 electrons, and 10 neutrons. What is the relationship between Atom A and Atom 8?
(A) They are isomers. (8) They are isotopes. (C) They have the same mass. (0) They are two different elements.

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Federal law prohibits discrimination on the basis ofrace, color or national origin (Title VI ofthe Civil Rights Act of1964); sex (Title IX ofthe Educational Amendments of1972 and Title II ofthe Vocational Education Amendments of 1976); or handicap (Section 504 ofthe Rehabilitation Act of1990) in educational programs or activities receiving federal financial assistance. Employees, students and the general public are hereby notified that the Georgia Department ofEducation does not discriminate in any educational programs or activities or in employment policies. The following individuals have been designated as the employees responsible for coordinating the department's effort to implement this nondiscriminatory policy.
Title II - Billy Tidwell, Vocational Equity Coordinator Title VI - Bill Gambill, Associate State Superintendent ofSchools, Coordinator Title IX -Ishmael Childs, Coordinator Section 504 - Wesley Boyd, Coordinator Inquiries concerning the application of Title II, Title IX or Section 504 to the policies and practices of the department may be addressed to the persons listed above at the Georgia Department of Education, Twin Towers East, Atlanta 30334; to the Regional Office for Civil Rights. Atlanta 30323; or to the Director, Office for Civil Rights, Education Department, Washington, D.C. 20201.
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Test Administration Unit Division of Assessment
Georia Department of Education 1866 win Towers East Atlanta, Georgia 303345030

..
FIRST CLASS

N 5/92

Test Administration Unit. Division of Assessment Georgia Department of Education. Atlanta, Georgia 303345030. (404) 656-2556
Werner Rogers. State Superintendent of Schools. 1992