MTTC Test (Lower Elementary Test #120)
Questions With Correct Answers
1. |A |second-grade |teacher |is |planning |a |unit |on |structure |and |properties |of |matter. |Which |of |
the |following |statements |about |scientific |phenomena |should |be |used |as |an |anchoring |
phenomena |for |this |grade?
A. |An |ice |cube |melts |in |a |glass |but |becomes |solid |again |when |the |water |is |frozen.
B. |Shadows |are |much |cooler |than |areas |of |ground |where |sunlight |strikes.
C. |Some |things |cling |to |a |balloon |after |it |has |been |rubbed |on |a |cloth.
D. |A |match |changes |its |appearance |after |it |burns. |- |CORRECT |ANSWER✔✔-A. |CORRECT. |The |
phenomenon |of |frozen |water |melting |and |re-freezing |is |a |good |anchor |because |it |is |
observable, |accessible |across |cultures, |requires |additional |instruction, |relates |to |both |structure
|and |properties |of |matter, |and |lends |itself |to |investigations, |including |those |related |to |
temperature |and |phase |changes.
B. |Shadows |are |engaging, |observable |phenomena; |however, |they |are |not |examples |of |matter |
and |therefore |are |not |a |good |anchor |for |this |unit.
C. |Items |clinging |to |a |balloon |is |an |engaging |and |observable |phenomenon; |however, |electric |
charge |as |a |property |of |matter |is |beyond |the |scope |of |second-grade |learning |and |therefore |
not |an |appropriate |anchor.
,D. |The |change |in |a |match |after |burning |is |an |interesting |and |observable |phenomenon; |
however, |it |would |fit |best |in |a |unit |on |physical |and |chemical |changes, |rather |than |in |an |
introduction |to |structure |and |properties |of |matter, |and |it |would |be |more |appropriate |for |older
|students |than |for |second-grade |students.
2. |A |kindergarten |science |classroom |investigates |changing |the |speed |and |direction |of |an |
object |with |a |push |or |a |pull. |Which |of |the |following |activities |most |appropriately |supports |the
|students |in |analyzing |and |interpreting |data?
A. |comparing |different |observations |of |what |occurred
B. |distinguishing |between |opinions |and |evidence |in |an |argument
C. |describing |how |specific |images |support |a |scientific |explanation
D. |making |valid |claims |to |determine |an |optimal |design |solution |to |a |problem |- |CORRECT |
ANSWER✔✔-A. |CORRECT. |This |investigation |offers |students |the |opportunity |to |observe |how |
the |speed |and/or |direction |of |an |object |changes |with |a |push |or |a |pull |(e.g., |pushing |or |pulling
|a |toy |car |with |various |amounts |of |force). |The |descriptions |of |what |they |observed |and |the |
comparisons |of |different |outcomes |provide |data |that |can |be |used |for |interpretation |and |
analysis |with |the |help |of |the |teacher.
B. |The |concept |of |change |due |to |force |is |the |focus |of |the |lesson |and, |while |opinions |and |
evidence |will |be |discussed, |distinguishing |them |isn't |the |result |of |analyzing |the |data. |In |this |
scenario, |students |are |more |engaged |in |the |practice |of |argument.
C. |Students |are |working |with |objects |in |this |lesson, |not |viewing |images, |and |they |are |working |
toward |the |practice |of |developing |an |explanation.
,D. |Students |are |investigating |how |speed |and |direction |can |change, |but |not |in |reference |to |a |
specific |goal, |such |as |designing |an |optimal |solution. |This |scenario |is |more |about |the |practices |
of |engaging |in |argument |and |designing |solutions |than |in |analyzing |and |interpreting |data.
3. |Students |in |a |third-grade |science |class |make |claims |about |how |a |prototype |design |that |they
|made |for |a |weather-related |problem |works. |This |activity |matches |which |of |the |following |
disciplinary |core |ideas?
A. |wave |properties
B. |natural |resources
C. |developing |possible |solutions
D. |defining |and |delimiting |engineering |problems |- |CORRECT |ANSWER✔✔-A. |Third-grade |
students |should |not |yet |be |learning |about |wave |properties, |which |would |include |discussions |
of |amplitude, |frequency, |and |wavelength. |Moreover, |these |properties |only |relate |to |weather |
tangentially.
B. |While |weather |is |a |naturally |occurring |phenomenon |and |so |might |be |considered |a |natural |
resource, |this |concept |is |not |helpful |in |designing |solutions |for |a |weather-related |problem.
C. |CORRECT. |Communicating |with |other |students |about |their |prototypes |is |an |important |part |
of |the |developing |possible |solutions |portion |of |the |engineering |design |process |and |aids |in |the |
development |of |ideas, |including |generating |improvements.
D. |The |students |should |have |already |completed |defining |and |delimiting |their |current |
engineering |problems |because |they |are |described |as |being |at |the |point |of |making |claims |
about |how |their |prototypes |work.
, 4. |Which |of |the |following |activities |effectively |integrates |the |patterns |crosscutting |concept |into
|a |first-grade |space |systems |unit?
A. |recording |information |to |describe |how |much |light |is |available |on |a |given |day
B. |providing |evidence |of |objects |only |being |seen |when |they |are |illuminated
C. |observing |the |sun, |moon, |and |stars |to |predict |daily |and |monthly |events
D. |communicating |solutions |to |reduce |the |amount |of |junk |orbiting |Earth |- |CORRECT |
ANSWER✔✔-A. |Examining |only |one |day's |data |will |not |provide |enough |information |to |find |a |
pattern |because |multiple |data |points |are |needed.
B. |Providing |evidence |in |this |way |relates |better |to |the |crosscutting |concept |of |cause |and |effect
|because |being |seen |relies |on |the |illumination |of |an |object.
C. |CORRECT. |By |making |observations |and |learning |about |the |sun, |moon, |and |stars, |students |
can |learn |to |recognize |patterns, |such |as |predicting |the |visible |shape |of |the |moon |over |time, |as
|well |as |the |positions |of |various |celestial |objects.
D. |Examining |the |amount |of |junk |orbiting |Earth |relates |better |to |scale, |proportion, |and |
quantity |because |it |involves |amounts |of |things.
5. |Prekindergarten |children |explore |the |concepts |of |sinking |and |floating |by |placing |items |in |
water. |Which |of |the |following |supplies |would |best |support |this |investigation?
A. |plastic |building |blocks |that |are |different |colors
B. |classroom |objects |made |of |different |materials
Questions With Correct Answers
1. |A |second-grade |teacher |is |planning |a |unit |on |structure |and |properties |of |matter. |Which |of |
the |following |statements |about |scientific |phenomena |should |be |used |as |an |anchoring |
phenomena |for |this |grade?
A. |An |ice |cube |melts |in |a |glass |but |becomes |solid |again |when |the |water |is |frozen.
B. |Shadows |are |much |cooler |than |areas |of |ground |where |sunlight |strikes.
C. |Some |things |cling |to |a |balloon |after |it |has |been |rubbed |on |a |cloth.
D. |A |match |changes |its |appearance |after |it |burns. |- |CORRECT |ANSWER✔✔-A. |CORRECT. |The |
phenomenon |of |frozen |water |melting |and |re-freezing |is |a |good |anchor |because |it |is |
observable, |accessible |across |cultures, |requires |additional |instruction, |relates |to |both |structure
|and |properties |of |matter, |and |lends |itself |to |investigations, |including |those |related |to |
temperature |and |phase |changes.
B. |Shadows |are |engaging, |observable |phenomena; |however, |they |are |not |examples |of |matter |
and |therefore |are |not |a |good |anchor |for |this |unit.
C. |Items |clinging |to |a |balloon |is |an |engaging |and |observable |phenomenon; |however, |electric |
charge |as |a |property |of |matter |is |beyond |the |scope |of |second-grade |learning |and |therefore |
not |an |appropriate |anchor.
,D. |The |change |in |a |match |after |burning |is |an |interesting |and |observable |phenomenon; |
however, |it |would |fit |best |in |a |unit |on |physical |and |chemical |changes, |rather |than |in |an |
introduction |to |structure |and |properties |of |matter, |and |it |would |be |more |appropriate |for |older
|students |than |for |second-grade |students.
2. |A |kindergarten |science |classroom |investigates |changing |the |speed |and |direction |of |an |
object |with |a |push |or |a |pull. |Which |of |the |following |activities |most |appropriately |supports |the
|students |in |analyzing |and |interpreting |data?
A. |comparing |different |observations |of |what |occurred
B. |distinguishing |between |opinions |and |evidence |in |an |argument
C. |describing |how |specific |images |support |a |scientific |explanation
D. |making |valid |claims |to |determine |an |optimal |design |solution |to |a |problem |- |CORRECT |
ANSWER✔✔-A. |CORRECT. |This |investigation |offers |students |the |opportunity |to |observe |how |
the |speed |and/or |direction |of |an |object |changes |with |a |push |or |a |pull |(e.g., |pushing |or |pulling
|a |toy |car |with |various |amounts |of |force). |The |descriptions |of |what |they |observed |and |the |
comparisons |of |different |outcomes |provide |data |that |can |be |used |for |interpretation |and |
analysis |with |the |help |of |the |teacher.
B. |The |concept |of |change |due |to |force |is |the |focus |of |the |lesson |and, |while |opinions |and |
evidence |will |be |discussed, |distinguishing |them |isn't |the |result |of |analyzing |the |data. |In |this |
scenario, |students |are |more |engaged |in |the |practice |of |argument.
C. |Students |are |working |with |objects |in |this |lesson, |not |viewing |images, |and |they |are |working |
toward |the |practice |of |developing |an |explanation.
,D. |Students |are |investigating |how |speed |and |direction |can |change, |but |not |in |reference |to |a |
specific |goal, |such |as |designing |an |optimal |solution. |This |scenario |is |more |about |the |practices |
of |engaging |in |argument |and |designing |solutions |than |in |analyzing |and |interpreting |data.
3. |Students |in |a |third-grade |science |class |make |claims |about |how |a |prototype |design |that |they
|made |for |a |weather-related |problem |works. |This |activity |matches |which |of |the |following |
disciplinary |core |ideas?
A. |wave |properties
B. |natural |resources
C. |developing |possible |solutions
D. |defining |and |delimiting |engineering |problems |- |CORRECT |ANSWER✔✔-A. |Third-grade |
students |should |not |yet |be |learning |about |wave |properties, |which |would |include |discussions |
of |amplitude, |frequency, |and |wavelength. |Moreover, |these |properties |only |relate |to |weather |
tangentially.
B. |While |weather |is |a |naturally |occurring |phenomenon |and |so |might |be |considered |a |natural |
resource, |this |concept |is |not |helpful |in |designing |solutions |for |a |weather-related |problem.
C. |CORRECT. |Communicating |with |other |students |about |their |prototypes |is |an |important |part |
of |the |developing |possible |solutions |portion |of |the |engineering |design |process |and |aids |in |the |
development |of |ideas, |including |generating |improvements.
D. |The |students |should |have |already |completed |defining |and |delimiting |their |current |
engineering |problems |because |they |are |described |as |being |at |the |point |of |making |claims |
about |how |their |prototypes |work.
, 4. |Which |of |the |following |activities |effectively |integrates |the |patterns |crosscutting |concept |into
|a |first-grade |space |systems |unit?
A. |recording |information |to |describe |how |much |light |is |available |on |a |given |day
B. |providing |evidence |of |objects |only |being |seen |when |they |are |illuminated
C. |observing |the |sun, |moon, |and |stars |to |predict |daily |and |monthly |events
D. |communicating |solutions |to |reduce |the |amount |of |junk |orbiting |Earth |- |CORRECT |
ANSWER✔✔-A. |Examining |only |one |day's |data |will |not |provide |enough |information |to |find |a |
pattern |because |multiple |data |points |are |needed.
B. |Providing |evidence |in |this |way |relates |better |to |the |crosscutting |concept |of |cause |and |effect
|because |being |seen |relies |on |the |illumination |of |an |object.
C. |CORRECT. |By |making |observations |and |learning |about |the |sun, |moon, |and |stars, |students |
can |learn |to |recognize |patterns, |such |as |predicting |the |visible |shape |of |the |moon |over |time, |as
|well |as |the |positions |of |various |celestial |objects.
D. |Examining |the |amount |of |junk |orbiting |Earth |relates |better |to |scale, |proportion, |and |
quantity |because |it |involves |amounts |of |things.
5. |Prekindergarten |children |explore |the |concepts |of |sinking |and |floating |by |placing |items |in |
water. |Which |of |the |following |supplies |would |best |support |this |investigation?
A. |plastic |building |blocks |that |are |different |colors
B. |classroom |objects |made |of |different |materials
