FTCE ELEMENTARY EDUCATION SUBTEST 3: SCIENCE WEBINAR HANDOUT

Test at a Glance
Test Name FTCE Elementary Education Subtest 3: Science
Format Computer-based test (CBT)
Time 70 minutes; approximately 1 minute and 16 seconds per question
Number of Questions Approximately 55 (field testing items may be added)
Passing Score A scaled score of at least 200,
Approximately 71%, or 39 out of 55 questions correct.
You can miss approximately 16 questions and still pass.
Items Provided Spiral-bound work pad and marker
Format of Questions Multiple choice (A, B, C, D)

Test Competency Breakdown

Approximate Approximate
Percentage of Number of
COMPETENCY
Total Test Total Test
Questions Questions
1. Knowledge of effective
20% 11
science instruction
2. Knowledge of the nature
18% 10
of science
3. Knowledge of physical
20% 11
sciences
4. Knowledge of Earth and
19% 10-11
space

5. Knowledge of life science 23% 12-13

TOTAL 100% 55

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Competency 1—Knowledge of effective science instruction
1. Analyze and apply developmentally appropriate researched-based strategies for teaching science
practices.
2. Select and apply safe and effective instructional strategies to utilize manipulatives, models, scientific
equipment, real-world examples, and print and digital representations to support and enhance
science instruction.
3. Identify and analyze strategies for formal and informal learning experiences to provide science
curriculum that promotes students’ innate curiosity and active inquiry (e.g., hands-on experiences,
active engagement in the natural world, student interaction).
4. Select and analyze collaborative strategies to help students explain concepts, to introduce and clarify
formal science terms, and to identify misconceptions.
5. Identify and apply appropriate reading strategies, mathematical practices, and science-content
materials to enhance science instruction for learners at all levels.
6. Apply differentiated strategies in science instruction and assessments based on student needs.
7. Identify and apply ways to organize and manage a classroom for safe, effective science teaching that
reflect state safety procedures and restrictions (e.g., procedures, equipment, disposal of chemicals,
classroom layout, use of living organisms).
8. Select and apply appropriate technology, science tools and measurement units for students’ use in
data collection and the pursuit of science.
9. Select and analyze developmentally appropriate diagnostic, formative and summative assessments
to evaluate prior knowledge, guide instruction, and evaluate student achievement.
10. Choose scientifically and professionally responsible content and activities that are socially and
culturally sensitive.
Competency 2—Knowledge of the nature of science
1. Analyze the dynamic nature of science models, laws, mechanisms, and theories that explain natural
phenomena (e.g., durability, tentativeness, replication, reliance on evidence).
2. Identify and apply science and engineering practices through integrated process skills (e.g.,
observing, classifying, predicting, hypothesizing, designing and carrying out investigations,
developing and using models, constructing and communicating explanations).
3. Differentiate between the characteristics of experiments (e.g., multiple trials, control groups,
variables) and other types of scientific investigations (e.g., observations, surveys).
4. Identify and analyze attitudes and dispositions underlying scientific thinking (e.g., curiosity, openness
to new ideas, appropriate skepticism, cooperation).
5. Identify and select appropriate tools, including digital technologies, and units of measurement for
various science tasks.
6. Evaluate and interpret pictorial representations, charts, tables, and graphs of authentic data from
scientific investigations to make predictions, construct explanations, and support conclusions.
7. Identify and analyze ways in which science is an interdisciplinary process and interconnected to
STEM disciplines (i.e., science, technology, engineering, mathematics).
8. Analyze the interactions of science and technology with society including cultural, ethical, economic,
political, and global factors.
Competency 3—Knowledge of physical sciences
1. Identify and differentiate among the physical properties of matter (e.g., mass, volume, texture,
hardness, freezing point).
2. Identify and differentiate between physical and chemical changes (e.g., tearing, burning, rusting).
3. Compare the properties of matter during phase changes through the addition and/or removal of
energy (e.g., boiling, condensation, evaporation).
4. Differentiate between the properties of homogeneous mixtures (i.e., solutions) and heterogeneous
mixtures.
5. Identify examples of and relationships among atoms, elements, molecules, and compounds.

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6. Identify and compare potential and kinetic energy.
7. Differentiate among forms of energy, transformations of energy, and their real-world applications
(e.g., chemical, electrical, mechanical, heat, light, sound).
8. Distinguish among temperature, heat, and forms of heat transfer (e.g., conduction, convection,
radiation).
9. Analyze the functionality of an electrical circuit based on its conductors, insulators, and components.
10. Identify and apply the characteristics of contact forces (e.g., push, pull, friction), at-a-distance forces
(e.g., magnetic, gravitational, electrostatic), and their effects on matter (e.g., motion, speed).
Competency 4—Knowledge of Earth and space
1. Identify characteristics of geologic formations (e.g., volcanoes, canyons, mountains) and the
mechanisms by which they are changed (e.g., physical and chemical weathering, erosion,
deposition).
2. Identify and distinguish among major groups and properties of rocks and minerals and the processes
of their formations.
3. Identify and analyze the characteristics of soil, its components and profile, and the process of soil
formation.
4. Identify and analyze processes by which energy from the Sun is transferred (e.g., radiation,
conduction, convection) through Earth’s systems (e.g., biosphere, hydrosphere, geosphere,
atmosphere, cryosphere).
5. Identify and analyze the causes and effects of atmospheric processes and conditions (e.g., water
cycle, weather, climate).
6. Identify and analyze various conservation methods and their effectiveness in relation to renewable
and nonrenewable natural resources.
7. Analyze the Sun-Earth-Moon system in order to explain repeated patterns such as day and night,
phases of the Moon, tides, and seasons.
8. Compare and differentiate the composition and various relationships among the objects of our Solar
System (e.g., Sun, planets, moons, asteroids, comets).
9. Identify major events in the history of space exploration and their effects on society.
Competency 5—Knowledge of life science
1. Identify and compare the characteristics of living and nonliving things.
2. Analyze the cell theory as it relates to the functional and structural hierarchy of all living things.
3. Identify and compare the structures and functions of plant and animal cells.
4. Classify living things into major groups (i.e., Linnaean system) and compare according to
characteristics (e.g., physical features, behaviors, development).
5. Compare and contrast the structures, functions, and interactions of human and other animal organ
systems (e.g., respiration, reproduction, digestion).
6. Distinguish among infectious agents (e.g., viruses, bacteria, fungi, parasites), their transmission, and
their effects on the human body.
7. Identify and analyze the processes of heredity and natural selection and the scientific theory of
evolution.
8. Analyze the interdependence of living things with each other and with their environment (e.g., food
webs, ecosystems, pollution).
9. Identify and analyze plant structures and the processes of photosynthesis, transpiration, and
reproduction (i.e., sexual, asexual).
10. Predict the responses of plants to various stimuli (e.g., heat, light, gravity).
11. Identify and compare the life cycles and predictable ways plants and animals change as they grow,
develop, and age.

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Competency 1—Knowledge of effective science instruction

1. Analyze and apply developmentally appropriate researched-based strategies for teaching science
practices.
2. Select and apply safe and effective instructional strategies to utilize manipulatives, models, scientific
equipment, real-world examples, and print and digital representations to support and enhance
science instruction.
3. Identify and analyze strategies for formal and informal learning experiences to provide science
curriculum that promotes students’ innate curiosity and active inquiry (e.g., hands-on experiences,
active engagement in the natural world, student interaction).
4. Select and analyze collaborative strategies to help students explain concepts, to introduce and clarify
formal science terms, and to identify misconceptions.
5. Identify and apply appropriate reading strategies, mathematical practices, and science-content
materials to enhance science instruction for learners at all levels.
6. Apply differentiated strategies in science instruction and assessments based on student needs.
7. Identify and apply ways to organize and manage a classroom for safe, effective science teaching that
reflect state safety procedures and restrictions (e.g., procedures, equipment, disposal of chemicals,
classroom layout, use of living organisms).
8. Select and apply appropriate technology, science tools and measurement units for students’ use in
data collection and the pursuit of science.
9. Select and analyze developmentally appropriate diagnostic, formative and summative assessments
to evaluate prior knowledge, guide instruction, and evaluate student achievement.
10. Choose scientifically and professionally responsible content and activities that are socially and
culturally sensitive.
Safety
Safety is important when providing students the opportunity to learn in science classrooms. Teachers must
communicate procedures and guidelines repeatedly so students understand what is expected in terms of
safety and security.

Remember Developmentally Appropriate

Practices (DAP): Match the students’ age to
the appropriate task. For example, 4–6
graders might have to interact with chemicals
during labs, while K–3 graders might not.

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Here are some do’s and don’ts when it comes to science classroom safety:

Do Don’t

Communicate procedures repeatedly and provide Post procedures on the wall and expect students
plenty of practice with students to engage in review them on their own.
procedures and emergency operations. Practice
makes perfect! Send procedures home for parents
to read and sign, indicating they received the
procedures and understood them.

Lock up chemicals, sharp tools, and other Leave chemicals, sharp tools, and other hazardous
hazardous materials used in labs. materials near your desk.

Leave the chemical safety manual out where Lock up the chemical manual with the chemicals so
students can access it in case there is an only the person with a key can access it.
emergency with chemicals.

Predetermine student lab groups to maximize time Let students get into groups on their own before
on task and minimize student misbehavior, the lab.
accidents, or mishaps.

Keep your principal and administration informed Administer complex or dangerous labs without
when you are doing a lab or controversial science informing administration.
unit.

ELLs and Science Instruction

Science is a great way to engage with your ELL students. Science, in many ways, transcends language
because every student has a sense of wonder and inquiry.
To maximize ELL participation and mastery of science concepts:

• Provide ELL students with science materials in their native language.

• Use translators or paraprofessionals to help you explain complex science concepts in students’ native
language.
Professionally, Socially, and Culturally Responsible Science Instruction
Just like in English class, science class should give all students an opportunity to engage in socially
and culturally responsive topics. Students should have the opportunity to learn about women in
science and the contributions all cultures have made in science.
Bias
Textbooks can be biased. They are written from one perspective. Therefore, it is important for
teachers to draw from an array of material that explains concepts. Teachers should also try to
refrain from inserting any bias into science instruction. Remember, textbooks are resources, NOT the
curriculum.

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Competency 1 Practice Problems

1. The most important thing a teacher can do for students in a science classroom is:
grade fairly
encourage inquiry
make observations
conduct labs

2. Ms. Rodriguez wants to introduce her students to the structure of cells. What would be the most
appropriate tool to use to enhance student learning of this concept?
an online virtual tour of a cell
microscopes so students can observe cells in onion skin
the science textbook
a guest speaker on the uniqueness of cells

3. Ms. Rodriguez wants students to understand the diet of an owl. The best way for students to
understand this is by:
dissecting an owl pellet.
researching owls in an encyclopedia.
reading a chapter on owls in the textbook.
using a Venn diagram to compare and contrast the owl diet with the hawk diet.

4. Mr. Lopez is teaching a unit on seasons. He explains why summer days are longer and winter days
are shorter. What should Mr. Lopez emphasize regarding Earth when explaining this phenomenon?
revolution around the sun
position in the solar system
distance away from the sun
tilt on its axis

5. Mrs. Wilson wants her students to perform a lab in class, but her school does not have all the
necessary materials she needs for the lab. What is the best course of action for Mrs. Wilson to take
so that her students will have the best possible experience about the topic?
Have her students read about the topic and create a presentation.
Talk through the lab with the students and show them pictures of what would happen during
the lab.
Have students perform a virtual lab about the topic online.
Choose another topic to teach because the resources are not available.

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6. After a lab on planting and growing seeds, the teacher is having each lab group share their findings
with the class. Which of the following is the best method for students to share their findings?
Presentation software
A short speech
A large poster board
An online quiz site

7. A new teacher is getting ready for a lab on chemical reactions that the students will be performing.
Which of the following should the teacher do to ensure safety procedures are followed?
Warn the students to be very careful when handling chemicals.
Communicate with parents about the possible dangers of the chemicals being used in the
lab.
Provide students a copy of the Material Safety Data Sheet (MSDS) about the chemicals
being used.
Ask all students with long hair to make sure they pull it back or wear a hair net.

8. Which of the following is NOT an example of a manipulative that could be used for hands-on learning
in a science classroom?
Battery
Magnets
Copper wire
Flash cards

9. After 3rd grade students complete a unit on different types of landforms, which of the following
assignments should the teacher have the students complete to best help the students understand the
actual physical reality of various land forms?
Have students complete a worksheet on landforms.
Have students make a model of a landform out of clay.
Have students watch a short video about landforms.
Have students take a quiz on landforms to see what they know.

10. Which of the following is a developmentally appropriate strategy for teaching science to elementary
students?
Relate science history to real-world ethical issues.
Dress up as Isaac Newton when teaching.
Play music during the lesson.
Use student’s prior knowledge to begin a lesson.

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Competency 1 Practice Problems Answer Explanations

Number Answer Explanation

1. B Science is all about inquiry. A science teacher should always encourage

inquiry in a science classroom.

2. B Having students look at real cells is the best approach. Bringing science
education into the real world is key.

3. A Dissecting owl pellets (undigested parts of a bird's diet that some bird species
occasionally regurgitate) is the best way to see the diet of an owl. In the
pellets, students will often find small bones of tiny rodents.

4. D The seasons are caused as Earth, tilted on its axis, travels around the sun.
Summer happens in the hemisphere tilted toward the sun, and winter
happens in the hemisphere tilted away from the sun.

5. C Virtual labs are a great resource for students when a physical lab is not
available or not possible. They also eliminate the need for safety equipment
and are a good tool for struggling learners.

6. A Presentation software is best for students to present their findings to the

class. With presentation software, they can include pictures, tables, and
notes. Using presentation software, such as PowerPoint, in this manner
enhances the learning both for the students creating the presentation and the
students watching the presentation.

7. C The best answer choice is answer choice C. The teacher is required to provide
a Materials Safety Data Sheet for students where they can easily access it in
the event there is an accident with the chemicals being used.

8. D Batteries, magnets, and copper wire are all examples of items that could be
used as manipulatives to teach science. Flash cards are possibly a good
resource for quizzing students or checking basic facts, but they are not a
concrete, hands-on tool that could be used for learning a concept.

9. B The best choice for having students make sense of the physical reality of what
they learned in this case is to have them make a model out of clay. Because
the model is a scale of an actual landform, students are creating the landform
themselves, showing what they’ve learned.

10. A The developmentally appropriate response is to activate or use students’ prior

knowledge on the subject. Activating prior knowledge gives students a starting
point for learning and increases their engagement in the learning process.

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Competency 2—Knowledge of the nature of science

1. Analyze the dynamic nature of science models, laws, mechanisms, and theories that explain natural
phenomena (e.g., durability, tentativeness, replication, reliance on evidence).
2. Identify and apply science and engineering practices through integrated process skills (e.g.,
observing, classifying, predicting, hypothesizing, designing and carrying out investigations,
developing and using models, constructing and communicating explanations).
3. Differentiate between the characteristics of experiments (e.g., multiple trials, control groups,
variables) and other types of scientific investigations (e.g., observations, surveys).
4. Identify and analyze attitudes and dispositions underlying scientific thinking (e.g., curiosity, openness
to new ideas, appropriate skepticism, cooperation).
5. Identify and select appropriate tools, including digital technologies, and units of measurement for
various science tasks.
6. Evaluate and interpret pictorial representations, charts, tables, and graphs of authentic data from
scientific investigations to make predictions, construct explanations, and support conclusions.
7. Identify and analyze ways in which science is an interdisciplinary process and interconnected to
STEM disciplines (i.e., science, technology, engineering, mathematics).
8. Analyze the interactions of science and technology with society including cultural, ethical, economic,
political, and global factors.

Scientific Method
Scientists use models to communicate ideas and to represent abstract phenomena. For example, the
solar system is impossible to see in a classroom or lab; however, a model of the solar system is easily
accessible in a classroom or lab. Scientific theories are based on a body of evidence and many
experiments, trials, and tests. Theories are explanations for observable phenomena. Scientific theories
are based on a body of evidence developed over time. Scientific explanations describe the
mechanisms for natural events. Scientific laws are regularities or mathematical descriptions of natural
phenomena. A hypothesis is used by scientists as an idea that may contribute important new knowledge
for the evaluation of a scientific theory.
Students in science:
• Observe – Employ the five senses to interact with
phenomena and recording findings. Steps to the Scientific Method
• Classify – Arrange living and nonliving things based 1. Make an observation.
on attributes. 2. Ask a question.
• Predict – Make assumptions based on evidence. 3. Form a hypothesis.
4. Conduct an experiment.
• Hypothesize – State a prediction based on evidence.
5. Analyze the data and draw a conclusion.
• Investigate – Conduct experiments.
Scientific method – The scientific method is a body of
techniques for investigating phenomena, acquiring new knowledge, or correcting and integrating previous
knowledge. To be termed scientific, a method of inquiry is commonly based on empirical or measurable
evidence subject to specific principles of reasoning.
An experiment is a procedure carried out to refute or validate a hypothesis. Experiments help students
understand cause-and-effect relationships by demonstrating what outcome occurs when a particular factor
is manipulated.

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Experiments
An experiment usually has three kinds of variables: independent, dependent, and control. The
independent variable is the one that is changed by the scientist.
• Independent variable is the element manipulated in the experiment.
• Dependent variable is what the scientist is measuring during the experiment.
• Control variables are the elements of the experiment that a scientist wants to remain constant, and she
must observe them as carefully as the dependent variables.

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Competency 2 Practice Problems

1. When a scientist makes a discovery in an experiment, what should she do?

Publish the results in an academic journal.
Conduct the experiment repeatedly to see if she gets the same results.
Form a hypothesis.
Change the variables in the experiment.

2. A student is looking at different types of rocks. He notices the texture, size, and hardness of the
rocks. The student is making a(n):
hypothesis
observation
prediction
experiment

Use the following scenario to answer questions 3-6.

A student is conducting an experiment. She is testing the effectiveness of fertilizer A and fertilizer B. She
has done research on both fertilizers and predicts that fertilizer A will be more effective than fertilizer B
because fertilizer A contains more phosphorous.
She has 3 pots. In the first pot, she adds 5 seeds, fertilizer A, and 4 quarts of dirt. In the second pot, she
adds 5 seeds, fertilizer B, and 4 quarts of dirt. In the third pot, she adds 5 seeds, no fertilizer, and 4 quarts
of dirt. She uses the same amount of water every day to water the plants. All of the plants receive the
same amount of sunlight. In two weeks, she measures the difference in growth among the three plants.

3. In this experiment, the student’s prediction is called the:

Control
Constant
Independent variable
Hypothesis

4. In this experiment, the fertilizer is the:

Control
Constant
Independent variable
Dependent variable

5. In this experiment, the pot with no fertilizer is the:

Control
Constant
Independent variable
Hypothesis

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6. In this experiment, the difference in growth is the:
Control
Constant
Independent variable
Dependent variable

7. Which of the following is NOT an attribute of the nature of science?

Tentativeness
Skepticism
Durability
Replication

8. A prediction is an assumption based on _____ .

Evidence
A hunch
An idea
Communication

9. Which of the following is not a step to the scientific method?

Make an observation.
Read background information.
Form a hypothesis.
Conduct an experiment.

10. Which of the following is NOT a type of variable in a scientific experiment?

Relational
Dependent
Control
independent

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Competency 2 Practice Problems Answer Explanations

Number Answer Explanation

1. B Scientific theories are based on a body of evidence and many experiments,

trials, and tests. Therefore, when a scientist makes a discovery, she should
replicate the experiment repeatedly to make sure the results are not a
random occurrence.

2. B An observation consists of receiving knowledge of the outside world through

the senses.

3. D A hypothesis is a prediction based on evidence. She conducted research on

the fertilizers before making the prediction. Therefore, she made a
hypothesis.

4. C The independent variable is the variable that is changed in the experiment. In

this case, it is the fertilizer. Everything else remains the same.

5. A The control is what is kept the same throughout the experiment. In this case,
the pot with no fertilizer is the control. Having a control is essential. It is
difficult to see the difference in growth between fertilizers without having a pot
with no fertilizer.

6. D The dependent variable is the thing that changes because of the experiment.
In this case, the growth was affected by fertilizer A, fertilizer B, or no fertilizer.

7. B Science is about inquiry and skepticism is the opposite of inquiry.

Characteristics of the nature of science include tentativeness (uncertainty, not
fixed), durability, and replication.

8. A A prediction is an assumption based on evidence.

9. B Although reading background information about a topic is a way to learn more

about it, this is not part of the scientific method. The steps to the scientific
method are:
1. Make an observation.
2. Ask a question.
3. Form a hypothesis.
4. Conduct an experiment.
5. Analyze the data and draw a conclusion.

10. A Answer choice A is a nonsense answer. In a science experiment there may be

a dependent variable, an independent variable, and a control variable.

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Competency 3—Knowledge of physical sciences

1. Identify and differentiate among the physical properties of matter (e.g., mass, volume, texture,
hardness, freezing point).
2. Identify and differentiate between physical and chemical changes (e.g., tearing, burning, rusting).
3. Compare the properties of matter during phase changes through the addition and/or removal of
energy (e.g., boiling, condensation, evaporation).
4. Differentiate between the properties of homogeneous mixtures (i.e., solutions) and heterogeneous
mixtures.
5. Identify examples of and relationships among atoms, elements, molecules, and compounds.
6. Identify and compare potential and kinetic energy.
7. Differentiate among forms of energy, transformations of energy, and their real-world applications
(e.g., chemical, electrical, mechanical, heat, light, sound).
8. Distinguish among temperature, heat, and forms of heat transfer (e.g., conduction, convection,
radiation).
9. Analyze the functionality of an electrical circuit based on its conductors, insulators, and components.
10. Identify and apply the characteristics of contact forces (e.g., push, pull, friction), at-a-distance forces
(e.g., magnetic, gravitational, electrostatic), and their effects on matter (e.g., motion, speed).

States of Matter

• Solid – Particles are very close together.

• Liquid – Particles are closer together than a gas but farther apart than a solid.

• Gas – Particles are very far apart.

Changes in Matter

Physical – Results in change in the size and Chemical – Results in any change that forms
shape by: new substances at the molecular level by:
tearing rotting
folding burning
melting cooking
freezing rusting
evaporating
cutting

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Phase Changes in Matter
Changes in matter can happen by removing or adding energy in the form of boiling, condensation, and
evaporation.

• Boiling – Rapid vaporization of a liquid (liquid to gas).

• Condensation – Water that collects as droplets on a cold surface when humid air is in contact with it
(gas to liquid).

• Evaporation – Vaporization of a liquid that occurs from the surface of a liquid into a gaseous phase
(liquid to gas).
Mixtures
A mixture is a material system made up of two or more different substances that are mixed but are not
combined chemically. The identities of the mixed elements are retained in a mixture. There are two
types of mixtures: homogeneous and heterogeneous.

Homogeneous Heterogeneous Colloid Suspension Solutions

Mixture Mixture

homo = same hetero = different homogeneous heterogeneous homogeneous

mixture mixture mixture

You cannot see You can see One substance of Contains solid The dissolving
different parts of the different parts of microscopically particles that agent is the
mixture. the mixture. dispersed are sufficiently solvent.
insoluble large for
particles is sedimentation.
suspended
throughout
another
substance.
Particles do not
settle and cannot
be separated out
by ordinary
filtering.

coffee, creamy chicken noodle gels, emulsions orange juice, salt water, sugar
peanut butter, Kool- soup, cereal salad dressing water
Aid

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Atoms
Atoms are the smallest part of an element that retains its chemical properties. More than 99.94% of an
atom’s mass is in the nucleus.

• Electrons – Negatively charged subatomic particles that circle around

the atom’s nucleus.

• Neutrons – Neutrally charged subatomic particles that are located in the

atom’s nucleus.
• Protons – Positively charged subatomic particles that are located in the
atom’s nucleus.
Energy
Energy is a property that can be transferred in between and among objects. Energy can also be converted
into different forms.
Kinetic energy – Object is in motion; the actual movement of an object. For example, a rock rolling down
a hill or a swing swinging in the air both have kinetic energy. Because the objects are in motion, they have
kinetic energy.
Potential energy – The energy possessed by an object or individual by virtue of its position relative to
others, stresses within itself, electric charge, and other factors. For example, a rock on the top of the hill
has potential to roll down; therefore, the rock has potential energy. A swing being pulled to the top before it
is released has potential energy.

Highest potential energy

Highest kinetic energy

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Heat Transfer
Heat transfer is the exchange of thermal energy between physical systems.
• Convection. The transfer of heat by the actual movement of the warmed matter. For example, in a
convection oven, air is moved by a fan around the food.
• Conduction. The transfer of heat from particle to particle. For example, if a cold spoon is placed
in hot soup, the spoon will get hotter until the soup and the spoon become the same temperature.
• Radiation. The transfer of heat from electromagnetic waves through space. Sunlight is a form of
radiation.
Conductors and Insulators

Conductors – Good for Electricity Insulators – Bad for Electricity

Wire Rubber

Metal Cloth

Water polystyrene (Styrofoam)

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Competency 3 Practice Problems

1. Which of the following is considered the least resistant to electricity and the best conductor of
electricity?
Wood
Copper
Rubber
Plastic

2. Which of the following is an accurate depiction of how lightning works?

A. B.

C. D.

3. Which of the following is a chemical reaction? Check all that apply.

Rust forming on a bike left out in the rain
Plants going through photosynthesis
Water boiling on the stove
A pendulum swinging back and forth

4. At what point on the graphic below is kinetic energy the highest?

A.

B.

C.

D.

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5. At what point on the graphic below is potential energy the highest?

A.
B.

C.

D.

6. Which of the following is the smallest part of an element that retains its chemical properties?
Atom
Electron
Proton
Neutron

7. In a glass of water, ice floats to the surface of the water. Why does this happen?
The water weighs more than the ice.
The ice weighs more than the water.
The ice is less dense than the water.
The water is less dense than the ice.

8. Why is it easier to compress a gas rather than a solid?

The particles in a gas are further apart than they are in a solid.
The particles in a gas are closer together than they are in a solid.
The particles in a solid are moving faster than they are in a gas.
The particles in a solid are moving the same speed as they are in a gas.

9. The image below shows what type of circuit?

The batteries are on a series circuit, and the light bulbs are on a parallel circuit.
The batteries are on a parallel circuit, and the light bulbs are on a parallel circuit.
The batteries are on a series circuit, and the light bulbs are on a series circuit.
The batteries are on a parallel circuit, and the light bulbs are on a series circuit.

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10. This is considered a homogenous mixture.
orange juice
gel
salad dressing (oil and vinegar)
cereal

20
Competency 3 Practice Problems Answer Explanations

Number Answer Explanation

1. B Copper is a type of metal and therefore the best conductor of electricity of all
the choices. A good conductor of electricity resists the electricity the least.

2. D Lightning occurs between opposite charges in the cloud and on the ground
(cloud-to-ground lightning).

3. A&B A chemical reaction is a process that involves rearrangement of the molecular

structure of a substance. Rust and photosynthesis both involve the
rearrangement of molecules.
Note: Although the FTCE Elementary Education K-6 exam will not ask for
more than one answer, it is important to know that both the processes in the
correct answer choices are chemical reactions.

4. D Kinetic energy is at its highest when potential energy is at its lowest. When a
motorcycle is traveling down a hill, the bottom of the hill is the highest kinetic
energy.

5. A Potential energy is at its highest when kinetic energy is at its lowest. When a
motorcycle is traveling down a hill, the very top of the hill is when the highest
potential energy occurs.

6. A Atoms are the smallest part of an element that retains its chemical properties.
Electrons, protons, and neutrons are parts of the atom.

7. C This is a density question. In this case, because the ice is floating in the water,
the ice is less dense than the water.

8. A Particles in a gas are more spread out and move more freely than in a solid.

9. A A parallel circuit has two or more paths for an electric current to flow through.
A series circuit has only one path.

10. B A gel is a homogenous solution because the particles in a gel do not settle and
cannot be separated out by ordinary filtering.

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Competency 4—Knowledge of Earth and space

1. Identify characteristics of geologic formations (e.g., volcanoes, canyons, mountains) and the
mechanisms by which they are changed (e.g., physical and chemical weathering, erosion,
deposition).
2. Identify and distinguish among major groups and properties of rocks and minerals and the processes
of their formations.
3. Identify and analyze the characteristics of soil, its components and profile, and the process of soil
formation.
4. Identify and analyze processes by which energy from the Sun is transferred (e.g., radiation,
conduction, convection) through Earth’s systems (e.g., biosphere, hydrosphere, geosphere,
atmosphere, cryosphere).
5. Identify and analyze the causes and effects of atmospheric processes and conditions (e.g., water
cycle, weather, climate).
6. Identify and analyze various conservation methods and their effectiveness in relation to renewable
and nonrenewable natural resources.
7. Analyze the Sun-Earth-Moon system in order to explain repeated patterns such as day and night,
phases of the Moon, tides, and seasons.
8. Compare and differentiate the composition and various relationships among the objects of our Solar
System (e.g., Sun, planets, moons, asteroids, comets).
9. Identify major events in the history of space exploration and their effects on society.
Geologic formations

Divergent - pulling apart

Convergent - coming together

Subduction - sideways and downward

movement of the edge of a plate into the
mantle beneath another plate

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Rocks
A rock is any naturally occurring solid mass or aggregate of minerals or mineraloid matter. Rocks are
categorized by the minerals they include, their chemical composition, and their formation (origin). Rocks
are usually grouped into three main categories: igneous, metamorphic and sedimentary. Rocks form the
Earth's outer solid layer: the lithosphere.

Type Igneous Metamorphic Sedimentary

Made from… lava, magma heat pressure deposition, cementation

Looks like… glassy, smooth surface, sparkly crystals, ribbon- sand grains or visible
gas bubble holes, like layers pebbles; fossils may be
random arrangement of visible
minerals

Examples granite, pumice, marble, slate, gneiss conglomerate,

obsidian sandstone, limestone,
shale

Earth’s Layers

Soil

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Soil is a mixture of minerals, organic matter, gases, liquids, and many organisms that together support life
on Earth.

The Water Cycle

The water cycle, also called the hydrologic cycle, is a continuous circulation of water throughout Earth and

Earth’s atmosphere.

• Precipitation is rain and snow.

• Evaporation is when water turns from a liquid to a gas (water vapor).
• Condensation is when water vapor turns back into liquid—water collects as droplets on a cold surface
when humid air is in contact with it, forming clouds.
• Transpiration is when plants suck water from roots to the small pores in leaves, releasing the water
vapor into the atmosphere.

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Earth, Sun, and Moon
Earth is the third planet from the sun, the densest planet in the solar system, the largest of the solar
system's four terrestrial planets, and the only astronomical object known to harbor life.
The sun is the star at the center of the solar system. It is the most important source of energy for life on
Earth.
The moon is the Earth’s only natural satellite. The moon is thought to have formed approximately 4.5
billion years ago, not long after Earth.
A lunar eclipse occurs when the moon passes directly behind Earth into its umbra (shadow).

Earth’s Tilt
Seasons are a result of Earth’s tilt on its axis. When Earth is tilted toward the sun, it is warmer
(summer). When Earth is tilted away from the sun, it is colder (winter). During spring and fall, Earth is
tilted on its side. See diagram below.

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The moon affects the tides. In addition, when the moon is getting bigger, or when its face is more visible,
it is waxing. When the moon is getting smaller or less visible, it is waning.

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Competency 4 Practice Problems

1. Where are aquifers located?

beneath Earth’s crust
beneath the bedrock
in Earth’s mantle
in Earth’s core

2. What happens during a solar eclipse?

Earth casts a shadow on the moon.
Earth and the moon are on opposite sides of the sun.
The moon moves in front of the sun relative to Earth.
Earth and the sun align.

3. Which planet is closest in size and density to Earth?

Venus
Uranus
Saturn
Mercury

4. Gravity is responsible for:

rotation of Earth on its axis.
phases of the moon.
Earth’s orbit.
Earth’s seasons.

5. This type of rock was originally liquid below Earth’s crust and is formed by lava and magma:
sedimentary
igneous
metamorphic
fossils

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6. The picture below is an example of the:

geosphere.
cryosphere.
biosphere.
hydrosphere.

7. In the diagram below, number 6 is:

topsoil
subsoil
bedrock
mantle

8. This area is located around the outer edge of the Pacific Ocean and is where most volcanic activity
occurs.
Ring of Fire
Horn of Africa
San Francisco Bay
Arctic Circle

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9. Which of the following is a result of the Space Race between the United States and Russia?
An increase in funding for science and other STEM related education.
The launch of the first satellite, Sputnik, into space.
An increase in the number of U.S. astronauts.
Legislation to include more hands-on science labs in schools.

10. Which of the following is the densest part of Earth?

stratosphere
lithosphere
mantle
core

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Competency 4 Practice Problems Answer Explanations

Number Answer Explanation

1. Aquifers are below Earth’s crust, below the water table, and above the
A
bedrock. The mantle and the core are very deep below Earth’s crust.

2. C A solar eclipse happens when the moon moves in front of the sun.

3. A Venus and Earth are similar in size, density, and mass.

4. Earth remains in an orbit around the sun because of the gravitational pull of
C
the sun and the other planets.

5. B Igneous rocks are formed from magma or lava.

6. Hydro means water. The picture is of the water cycle; therefore, it is the
D
hydrosphere.

7. B The top layer of soil is called topsoil. The layer under topsoil is subsoil (sub
means under). The rock below the subsoil is bedrock. The mantle is not
pictured here.

8. A The Ring of Fire is a ring of volcanoes around the outer edge of the Pacific
Ocean. These volcanoes are a result of subduction of oceanic plates beneath
lighter continental plates. Most of Earth's volcanoes are located in the Ring of
Fire.

9. A During the time of the Space Race, the U.S. committed to getting to the moon
before Russia and called on all scientists, technology specialists, engineers,
and mathematicians to help meet this goal. As a result, more funding was
allocated to education so that the U.S. could regain the control it appeared to
have lost to Russia when they launched Sputnik.

10. D The center of Earth is also the densest part of Earth. Therefore, Earth’s core is
the answer.

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Competency 5—Knowledge of life science

1. Identify and compare the characteristics of living and nonliving things.

2. Analyze the cell theory as it relates to the functional and structural hierarchy of all living things.
3. Identify and compare the structures and functions of plant and animal cells.
4. Classify living things into major groups (i.e., Linnaean system) and compare according to
characteristics (e.g., physical features, behaviors, development).
5. Compare and contrast the structures, functions, and interactions of human and other animal organ
systems (e.g., respiration, reproduction, digestion).
6. Distinguish among infectious agents (e.g., viruses, bacteria, fungi, parasites), their transmission, and
their effects on the human body.
7. Identify and analyze the processes of heredity and natural selection and the scientific theory of
evolution.
8. Analyze the interdependence of living things with each other and with their environment (e.g., food
webs, ecosystems, pollution).
9. Identify and analyze plant structures and the processes of photosynthesis, transpiration, and
reproduction (i.e., sexual, asexual).
10. Predict the responses of plants to various stimuli (e.g., heat, light, gravity).
11. Identify and compare the life cycles and predictable ways plants and animals change as they grow,
develop, and age.
Living things and nonliving things
Living things have physical entities and biological processes, such as homeostasis, cell division, cellular
respiration, and photosynthesis. Nonliving things do not have these processes and are classified as
inanimate.
Cell theory made up of three components:
1. All living things are composed of cells.
2. The cell is the smallest unit of life.
3. All cells come from pre-existing cells.

The organization of life is as follows:

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Plant Cells vs. Animal Cells

Plant Cells Animal Cells

cell wall plasma membrane

chloroplast No chloroplast

photosynthesis (CO2 + H2O + light = cellular respiration (Carbohydrates + O2 =

Carbohydrates) CO2 and H2O

Classification
The classification of living things was first done by Carl Linnaeus, as set forth in his Systema Naturae
(1735).

Within ecosystems there is an interdependence among organisms of the same or different species. There
is also interdependence between living and nonliving elements in the environment. For example, organisms
in an ecosystem interact with one another in complex feeding hierarchies, which together represent a food
web.

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Producers (plants) – Produce their own food from sunlight, carbon dioxide, and water. These are usually
the bottom tier of the food web/energy pyramid.
Consumers – Eat their food.
Decomposers – These organisms turn dead material, such as an animal carcass or a dead tree, into soil
by recycling nutrients as food. Decomposers are not shown below, but they live underground. Decomposers
include earthworms, small soil beetles, fungi, and bacteria.

Structures and Functions of Humans and Animals

The circulatory system is an organ system that permits blood to circulate and transport nutrients through
an organism’s body. There are two types of circulatory systems: open and closed.
• Open circulatory system. A primitive circulatory system where blood does not remain enclosed
in the tubes or vessels and comes in direct contact with the body cells or tissues.
– invertebrates – mollusks – insects
• Closed circulatory system. A sophisticated and elaborate system as compared to open circulatory
system. In closed circulatory system, blood is restricted in the blood vessels during circulation.
– vertebrates – snakes
– humans – cows
Energy Conversion
1. Photosynthesis (plants) is a process used in plants to convert light energy from the sun into
chemical energy that can be later released as fuel in the form of carbohydrates for other organisms.
2. Cellular respiration (animals) is a set of metabolic reactions and processes that take place in the
cells of animals to convert energy acquired from plants into ATP.
Heredity and Genes
Heredity is the passing on of physical or mental characteristics genetically from one generation to
another.
Mendel was named the “father of genetics” because of his work with pea plants and heredity. Mendel
cross-pollinated pea plants and figured out dominant and recessive traits.
Dominance in when the effect of one phenotype of one allele masks the contribution of a second allele at
the same locus. The first allele is dominant, and the second allele is recessive. For example, in humans,
brown eye color is dominant over blue eye color. For a person to display blue eyes, she must have both
recessive alleles.

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Competency 5 Practice Problems

1. Which of the following cell structures appears in plant cells but not in animal cells?
plasma membrane
mitochondria
chloroplast
nucleus

2. Mr. Rodriguez is helping students understand how the common cold is transmitted. He is most likely
giving a lesson on:
bacteria
viruses
cell structures
eukaryotic cells

3. A eukaryote that does not make its own food and that does not contain cells with a cell wall is a(n):
Animalia
Plantae
Protista
Algae

4. During this stage of mitosis, chromosomes line up in the middle of the cell and spindle fibers attach to
the center of the chromosomes.
prophase
metaphase
anaphase
telophase

5. Sometimes during cell division, sex cells contain three copies of chromosomes instead of two. This
results in:
mutations
meiosis III
trisomy
DNA replication

6. Red plants have the dominant trait for color (R), while white plants have the recessive trait for color
(r). How many red plants and white plants are produced when Rr x Rr are crossed?
3 red plants; 1 one white plant
1 red plant; 3 white plants
2 red plants; 2 white plants
All red plants

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7. Which of the following is a producer?
hawk
snake
bunny
grass

8. A symbiotic relationship where both organisms benefit is called:

competition
predation
commensalism
mutualism

9. What is the term called for a plant in a room growing toward the light coming from a window?
photosynthesis
phototropism
cellular respiration
angiosperm

10. Which organ(s) filter the blood of toxins?

bladder
kidneys
small intestine
colon

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Competency 5 Practice Problems Answer Explanations

Number Answer Explanation

1. C Chloroplasts are only present in plant cells. Chloroplasts are used in

photosynthesis to absorb light.

2. B Viruses cause diseases like the common cold. Therefore, Mr. Rodriquez is
most likely teaching the students about viruses. Eukaryotes, bacteria, and cell
structures do not relate to the common cold.

3. A Animalia (or animals) do not make their own food. Instead, animals got
through a process of cellular respiration, where they eat food. Answers B, C,
and D all make their own food during photosynthesis.

4. B Metaphase is the stage where the chromosomes move the middle of the cell
and prepare to be separated. An easy way to remember this is to think middle
when thinking metaphase.

5. C Trisomy means that each cell in the body has three copies (tri) of a
chromosome instead of the usual two copies.

6. A When Rr and Rr are crossed, it results in 1 RR, 2 Rr, and 1 rr. RR and Rr
show red. The only way to show white (recessive) is if the offspring inherit rr.

R r

R RR Rr

r Rr rr

7. D Grasses go through photosynthesis; therefore, they are producers. They

produce their own food and are at the bottom of the energy pyramid. Bunnies
eat the grass; snakes eat the bunnies; and hawks eat the snakes.

8. D A symbiotic relationship where both organisms benefit is called mutualism.

Predation and competition benefit only one organism. Commensalism is a
symbiotic relationship where one organism benefits and one does not benefit
but is unharmed.

9. B Plants growing toward a window in response to the light coming through the
window is an example of phototropism.

10. B All of the answer choices are part of the digestive and excretory system.
However, kidneys filter the blood.

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