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U///////////////// '////// '///////////////// ////// ////////////////// '/////, '////////////////h ~//// ////////////////// '////// '/////////////////, //////. ////////////////// '/////, '////////////////// /////, 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 Y2 -Y1 m= X2 - Xl a=nr2 v=nr2h of = 9 - C + 32 5 C = ~ eF - 32) 9 K= C + 273 E V=IR P=- t M D=v P1V 1 =P2V 2 PV PV -1-1 - -2-2 T T 1 2 -P1 - -P2 T 1 T2 FORMULAS (y - Y2) (xl - X2) = (Y1 - Y.) (X - X2) = = f).e eaf).T a 11 xlO- 6(OC)-1 A = f).v d v= - v = g t d 1 =-gt 2 /).t t 2 F = Mg g = 9.8 m1s2 PE = mgh KE = -1mv2 2 w F= ma W=fd P=- t Mm F=G- P=mv r2 F Fe P= - y= - v=f'A A 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 TeT 06 90D1 en +-' C Q) E -Q) LU Q) ..c l- o"+- -Q) .0 ~ -(-) --o~ C- aQ..) ===N ~t::u) N - Ce:tl'C'C - ~:z:- N .... C'C "';CIQ. ::! 1ft '"e:t V) :N:!~1ft1ft Ol 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. TCT06 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 100 >0- +-' > '13 80 J 0- 60 -cN:: W 0 40 Q) +-' C'O Cl:: I /V Q) > +-' C'O Q) 20 / Cl:: 0 o 0.2 0.4 0.6 0.8 1.0 1.2 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 TCT06 24 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 TCT06 25 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 TCT06 26 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 TCT06 27 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. TCT06 28 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. TCT 06 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. TO 06 30 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 TCT06 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. T(T 06 32 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 TCT06 33 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 TCT06 34 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 TCT06 35 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. TCT06 36 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 TCT 06 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 T(T06 38 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 TCT06 39 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 TCT06 40 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 TCT06 41 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. TCT06 42 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. TCT06 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. TCT06 44 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. TCT06 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