Earth and space sciences: content knowledge

The Praxis® Study Companion

Earth and Space Sciences:
Content Knowledge
5571

www.ets.org/praxis


Welcome to the Praxis® Study Companion

Welcome to The Praxis® Study Companion
Prepare to Show What You Know
You have been working to acquire the knowledge and skills you need for your teaching career. Now you are
ready to demonstrate your abilities by taking a Praxis® test.
Using the Praxis® Study Companion is a smart way to prepare for the test so you can do your best on test day.
This guide can help keep you on track and make the most efficient use of your study time.
The Study Companion contains practical information and helpful tools, including:
• An overview of the Praxis tests
• Specific information on the Praxis test you are taking
• A template study plan
• Study topics
• Practice questions and explanations of correct answers
• Test-taking tips and strategies
• Frequently asked questions
• Links to more detailed information
So where should you start? Begin by reviewing this guide in its entirety and note those sections that you need
to revisit. Then you can create your own personalized study plan and schedule based on your individual needs
and how much time you have before test day.
Keep in mind that study habits are individual. There are many different ways to successfully prepare for your
test. Some people study better on their own, while others prefer a group dynamic. You may have more energy

early in the day, but another test taker may concentrate better in the evening. So use this guide to develop the
approach that works best for you.
Your teaching career begins with preparation. Good luck!

Know What to Expect
Which tests should I take?
Each state or agency that uses the Praxis tests sets its own requirements for which test or tests you must take for
the teaching area you wish to pursue.
Before you register for a test, confirm your state or agency’s testing requirements at www.ets.org/praxis/states.

How are the Praxis tests given?
Praxis tests are given on computer. Other formats are available for test takers approved for accommodations (see
page 41).

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Welcome to the Praxis® Study Companion

What should I expect when taking the test on computer?
When taking the test on computer, you can expect to be asked to provide proper identification at the test
center. Once admitted, you will be given the opportunity to learn how the computer interface works (how to
answer questions, how to skip questions, how to go back to questions you skipped, etc.) before the testing time
begins. Watch the What to Expect on Test Day video to see what the experience is like.

Where and when are the Praxis tests offered?
You can select the test center that is most convenient for you. The Praxis tests are administered through an
international network of test centers, which includes Prometric® Testing Centers, some universities, and other

locations throughout the world.
Testing schedules may differ, so see the Praxis web site for more detailed test registration information at www.
ets.org/praxis/register.

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Table of Contents

Table of Contents
The Praxis® Study Companion guides you through the steps to success
1. Learn About Your Test.....................................................................................................5
Learn about the specific test you will be taking
2. F
 amiliarize Yourself with Test Questions.................................................................... 11
Become comfortable with the types of questions you’ll find on the Praxis tests
3. Practice with Sample Test Questions.......................................................................... 15
Answer practice questions and find explanations for correct answers
4. Determine Your Strategy for Success.......................................................................... 24
Set clear goals and deadlines so your test preparation is focused and efficient
5. Develop Your Study Plan.............................................................................................. 27
Develop a personalized study plan and schedule
6. Review Study Topics..................................................................................................... 31
Detailed study topics with questions for discussion
7. Review Smart Tips for Success..................................................................................... 39
Follow test-taking tips developed by experts
8. Check on Testing Accommodations............................................................................ 41
See if you qualify for accommodations to take the Praxis test

9. Do Your Best on Test Day.............................................................................................. 42
Get ready for test day so you will be calm and confident
10. Understand Your Scores............................................................................................. 44
Understand how tests are scored and how to interpret your test scores
Appendix: Other Questions You May Have .................................................................... 46

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Step 1: Learn About Your Test

1. Learn About Your Test
Learn about the specific test you will be taking

Earth and Space Sciences: Content Knowledge (5571)

Test at a Glance
Test Name

Earth and Space Sciences: Content Knowledge

Test Code 5571
Time

2.5 hours

Number of Questions125
Format

Selected-response questions

Test Delivery

Computer delivered



Content Categories




VI

II

V



I.

I

IV

III

Basic Principles and Processes

Approximate Approximate
Number of
Percentage of
Questions Examination
15

12%

II. Tectonics and Internal Earth Processes

21

17%

III. Earth Materials and Surface Processes

29

23%

IV. History of the Earth and its Life-Forms

17

14%

V. Earth’s Atmosphere and Hydrosphere

24

19%

VI.Astronomy

19

15%

About This Test
The Earth and Space Sciences: Content Knowledge test is designed to measure the knowledge and
competencies necessary for a beginning teacher of secondary school Earth and Space Science. Examinees have
typically completed or nearly completed a bachelor’s degree program with appropriate coursework in Earth
and Space Science topics and education. This test may contain some questions that will not count toward your
score.
The development of the test questions and the construction of the test reflect the National Science Education
Standards (N S E S) and the National Science Teacher Association (N S T A) standards and recognize that there
are conceptual and procedural schemes that unify the various scientific disciplines. These fundamental
concepts and processes (systems, models, constancy and change, equilibrium, form and function) are useful
in understanding the natural world. Insofar as possible, then, the test questions have the primary objective of
evaluating the content areas by using questions that focus on conceptual understanding, critical thinking, and
problem solving in science. The test content is developed and reviewed in collaboration with practicing high
school earth and space science teachers, teacher-educators, and higher education content specialists to keep
the test updated and representative of current standards.
The 125 selected-response questions include concepts, terms, phenomena, methods, applications, data analysis,
and problem solving in Earth and Space Science, and include an understanding of the impact of science and
technology on the environment and human affairs. The topics are typically those covered in introductory

college-level earth and space science courses, although some questions of a more advanced nature are

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Step 1: Learn About Your Test

included, because secondary school teachers must
understand the subject matter from a more advanced
viewpoint than that presented to their students.
The test covers the six broad content areas of basic
scientific principles and processes, tectonics and
internal Earth processes, Earth materials and surface
processes, history of the Earth and its life-forms, Earth’s
atmosphere and hydrosphere, and astronomy.
Examinees will not need to use calculators in taking
this test. The periodic table of the elements is available
as a Help screen, along with a table of information
that presents various physical constants and a
few conversion factors among S I units. Whenever
necessary, additional values of physical constants are
included with the text of a question.

Test Specifications
Test specifications in this chapter describe the
knowledge and skills measured by the test. Study
topics to help you prepare to answer test questions
can be found on page 31.

I. Basic Scientific Principles and Processes
A. Science Methodology, Techniques, and
History

1. Scientific inquiry methods
a.

Observations, hypotheses, experiments,
conclusions, theories, models, and laws
b. Experimental design, including variables,
controls, and sources of error
c. Scientific knowledge is consistent with
evidence, subject to change

2. C
ollect, evaluate, process, interpret, and report
data
a. Units of measurement
b. Scale (orders of magnitude), uncertainty in
measurement, accuracy versus precision
c. Appropriate calculations and conversions
d. Scientific notation and significant figures
e. Organization and presentation of data
f. Interpretation of data using inductive and
deductive reasoning processes

3. Interpret and draw conclusions from models
and data presented in various forms
a.

b.
c.
d.
e.

Trends in data
Maps (e.g., geologic, topographic, weather)
Models (e.g., Earth systems, solar system)
Map projections
Tables, graphs, charts, and cross sections

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4. U
se materials and equipment in the laboratory
and the field safely and appropriately
a.

Preparation, use, storage, and disposal of
materials
b. Use and calibration of equipment
c. Safety procedures
d. Value and limitations of investigative
technology
–– computer as a tool (e.g., modeling,
Internet)
–– data gathering and collection of evidence
(e.g., ground-based versus space-based
telescope)

5. O
cean and space exploration and the use of
various technologies to gather data
a.
b.
c.
d.

Satellites, space probes, remote sensing
Telescopes, spectroscopy
Search for water and life on other planets
Submersibles, research ships, sonar

6. H
istorical roots of the Earth and Space
Sciences
a.

How current concepts in Earth and Space
Science developed over time
b. Major historical figures and their
contributions
B. Basic Principles of Matter and Energy

1. Structure of matter
a.

Atoms, molecules, ions, elements, and
compounds
b. Mixtures, solutions, and precipitates

c. Solids, liquids, gases, plasmas
d. Kinetic molecular theory of gases and the
ideal gas laws

2. Relationships between energy and matter
a.
b.
c.
d.
e.
f.
g.
h.

Conservation of matter in chemical
processes
Conservation of energy
Forms of energy
Methods of thermal energy transfer
Specific heat capacity
Energy required for phase transitions
Temperature scales
Thermal expansion and contraction

3. Nuclear reactions
a.

Radioactive decay processes (e.g., isotopes,
half-life)
b. Fusion and fission

c. Heat production in nuclear reactions

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4. Biological, chemical, and physical processes
a.

Chemical and physical properties and
changes (e.g., solubility, pH, oxidation, phase
changes)
b. Chemical bonding
c. Wave properties and phenomena (e.g.,
wavelength, frequency, amplitude,
reflection, refraction)
d. Electromagnetic spectrum (e.g., visible,
infrared, ultraviolet, gamma)
e. Photosynthesis and respiration
f. Forces and motion (e.g., gravity, friction)
C. Science, Technology, and Society

1. Impact of science and technological
advancements on the environment
a.

Interrelationships between humans and the
hydrosphere (e.g., water pollution and
treatment, acid rain, impact of sea level rise

on populations, availability of water
resources, irrigation, desalinization)
b. Interrelationships between humans and the
atmosphere (e.g., air pollution, greenhouse
gases, importance of UV absorption by
stratospheric ozone, ozone layer depletion)
c. Impact of human activity on the natural
fluctuations in global systems (e.g., rate of
climate change, rate of sea level change, rate
of depletion of aquifers)

2. Issues associated with the use of various
energy sources
a.

Renewable and nonrenewable energy
sources
b. Energy conservation
c. Pros and cons of power production based
on various types of sources, such as fossil
fuel, nuclear, hydro, solar, wind, and
geothermal

3. Issues associated with the use and extraction
of various Earth resources
a.
b.
c.
d.

Mining-related effects
Increased erosion
Deforestation
Degradation of soils (e.g., agricultural
practices)

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4. Importance of Earth and Space Sciences to
everyday life
a.

Conservation of resources (e.g., recycling,
sustainable technology)
b. Waste management
c. Technology (e.g., satellites, G P S)
d. Human health (e.g., radon in basements of
homes)
e. Identification and prediction of natural
hazards (e.g., tsunamis, earthquakes,
hurricanes, coastal erosion)

II. Tectonics and Internal Earth Processes
1. T heory of plate tectonics and its supporting
evidence
a. Plate movement
b. Convergent, divergent, and transform
boundaries
c. Hot spots
d. Potential driving forces (e.g., mantle

convection)
e. Seismic, magnetic, fossil, and other evidence
for plate tectonics
f. Geographic features (e.g., trenches,
mountains, rift zones)

2. D
eformation of Earth’s crust and resulting
features
a.
b.
c.
d.

Folds and faults
Mountain building and rifting
Compression, tension, and shear stresses
Isostasy (e.g., postglacial rebound)

3. C
haracteristics of earthquakes and how they
provide information about Earth’s interior
a.
b.
c.
d.
e.

Distribution and types (deep versus shallow)
Magnitude and intensity

Seismic waves and seismograms
Epicenter, focus
Causes of earthquakes

4. L ayered structure of Earth and related
processes
a.

Characteristics and composition of the crust,
mantle, and core
b. Properties of the lithosphere and
asthenosphere
c. Evidence from seismic waves
d. Shape and size of Earth
e. Magnetic field and geomagnetic reversals

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5. Volcanic characteristics and processes
a. How volcanoes are formed
b. Features of volcanoes (e.g., vent, magma
chamber) and eruptive products (e.g.,
pyroclastics, gases)
c. Types of volcanoes and their characteristics
d. Distribution (e.g., ring of fire, hot spots)

III. Earth Materials and Surface Processes

1. Identification of minerals
a. Definition of a mineral
b. Physical properties (e.g., density, streak,
cleavage, luster, crystal structure)
c. Identification tools (e.g., Mohs’ hardness
scale)

2. Cycling of Earth materials
a. Rock cycle
b. Water cycle
c. Carbon cycle

3. C
haracteristics and formation of igneous,
sedimentary, and metamorphic rocks
a. Rock identification and classification
b. Formation and characteristics of the
following:
–– intrusive and extrusive igneous rock
–– clastic, chemical, and biological
sedimentary rocks
–– regional and contact metamorphic rocks

IV. History of the Earth and its Life-Forms
1. R
ocks are used to determine geologic time
and provide a record of Earth’s history
a.

Principle of uniformitarianism (e.g.,

definition, applications, limitations)
b. Principles of relative age dating including:
–– principle of original horizontality
–– principle of superposition
–– principle of cross-cutting relationships
–– principle of fossil succession
–– stratigraphic correlation
–– unconformities
c. Principles of absolute (radiometric) age
dating
d. Geologic time scale (e.g., Earth’s age, scope
of time)

2. F ossil record as evidence of the origin and
development of life
a.
b.
c.
d.

Origin of major groups of life-forms
Fossilization methods
Mass extinctions
Fossil evidence for major divisions of the
geologic time scale

3. Theories of Earth’s formation and development
of its systems including the history of the
following:
a. Earth’s atmosphere

b. Earth’s hydrosphere
c. Earth’s landmasses

4. Earth’s surface changes over time
a.
b.
c.
d.

e.

f.

Chemical and physical weathering
Erosion and deposition
Uplift
Interaction between the biosphere and the
geosphere (e.g., weathering caused by
plants, nutrient uptake from soil by plants)
Interaction between the hydrosphere and
the geosphere (e.g., cave formation, ocean
salinity, streams, and drainage systems)
Processes of soil formation and resulting
characteristics (e.g., soil profiles, factors such
as geology, climate, time)

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V. Earth’s Atmosphere and Hydrosphere
1. U

nusual properties of water and effect on
Earth systems
a.
b.
c.
d.

Density changes (e.g., ice floats in water)
Excellent solvent
High specific heat and heat of vaporization
Exists as solid, liquid, and gas on Earth

2. Water cycle and the energy transfers involved
a.

Phase changes (e.g., vaporization,
condensation, sublimation)
b. General structure of the water cycle
c. Distribution of water on Earth

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3. B
asic structure and composition of the
atmosphere
a. Chemical composition
b. Various layers and their physical properties

(e.g., stratosphere, troposphere,
thermosphere)
c. Interaction of the atmosphere with
hydrosphere/biosphere/geosphere (e.g.,
respiration, transpiration, photosynthesis,
nitrogen fixation, evaporation, precipitation,
effect of the atmosphere on weathering)

4. B
asic physical principles and processes
involved in meteorology
a.
b.
c.
d.
e.
f.
g.
h.
i.

Variations in atmospheric temperature,
pressure, and density
Energy budget (e.g., energy absorption and
reflection)
Processes involving greenhouse gases
Circulation, Coriolis effect
Cloud formation
Origin of wind
Absolute and relative humidity

Dew point and frost point
Daily/seasonal/annual variations in
meteorology (e.g., sea breezes, monsoons,
El Niño)

5. D
evelopment and movement of weather
systems
a. Cloud types
b. Formation of various types of precipitation
c. Air masses, fronts, storms, and severe
weather such as hurricanes and tornados
d. Development and movement of weather
patterns
e. Interpretation of atmospheric data (e.g., dew
point, isobars)
f. Fundamentals of weather forecasting

6. F actors and processes that influence climate
and lead to climate zones
a.

Effects of the following:
–– latitude, geographical location, and
elevation
–– atmospheric circulation (e.g., trade winds,
jet stream)
–– ocean circulation
b. Characteristics and locations of climate
zones

c. Effect of the Earth’s tilt on seasons

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7. E ffects of natural phenomena on climate
change
a. Volcanic eruptions
b. Asteroid impacts
c. Variations in solar radiation

8. C
haracteristics and processes of surface water
and groundwater
a.
b.
c.
d.
e.
f.
g.
h.

Streams (e.g., erosion, deposition, channel
migration)
Lakes and wetlands
Geysers and springs
Groundwater, aquifers, water table
Runoff and infiltration
Porosity and permeability
Hazards (e.g., flooding, sinkholes)

Human interactions (e.g., wells, levees,
diversion for irrigation, saltwater intrusion)

9. C
haracteristics of glaciers and polar ice and
how they move and change over time
a.

Characteristics of continental and mountain
glaciers
b. Glacial-interglacial cycles, advance and
retreat
c. Depositional and erosional features
d. Icebergs
e. Sea ice

10.Physical and chemical characteristics and
processes of the oceans
a.
b.
c.
d.
e.

Salinity, temperature, and density
Surface currents, deep-ocean circulation
El Niño, La Niña
Wave formation
Seafloor topography

11.Interrelationships between the oceans and the
solid Earth
a. Tidal effects (e.g., tidal range, tidal patterns)
b. Wave effects (e.g., coastal erosional and
depositional processes)
c. Tsunamis
d. Island formation and change (e.g., barrier
islands, volcanic islands, atolls)
e. Hydrothermal vents
f. Estuaries (e.g., characteristics, formation)
g. Marine sediments (e.g., origin, rate of
deposition)
h. Sea level changes

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12.Interrelationships between the hydrosphere
and the biosphere/atmosphere
a.

Light penetration and photosynthesizers in
oceans
b. Upwelling of nutrients
c. Coral reefs
d. Organisms around hydrothermal vents

6. T heories and observations that relate to the

origin and development of the universe
a. Theories about the origin of the universe
b. Redshift and background radiation

VI.Astronomy
1. E arth’s motions and their characteristics and
consequences
a. Rotation and revolution
b. Time zones
c. Effect of axial tilt (e.g., seasons, solstices, and
equinoxes)
d. Long-term changes in Earth’s motions

2. R
elationships within the Earth-Moon-Sun
system
a.
b.
c.
d.

Tides (e.g., causes, cycles, spring, neap)
Eclipses (solar, lunar)
Phases of the Moon
Effect of solar wind on Earth

3. C
haracteristics of the components of our solar
system and how they formed
a. Laws of motion

b. Theories of the formation of the solar system
c. Location, orbits, and characteristics of the
planets
d. Structure and characteristics of the Sun
e. Structure, characteristics, and orbit of the
Earth’s moon
f. Natural satellites
g. Characteristics of asteroids, meteoroids,
comets, dwarf/minor planets

4. C
haracteristics of stars and the processes that
occur within them
a.

Stages in the life cycle of stars (e.g., protostar,
main sequence, white dwarf, supernova)
b. Color, temperature, apparent brightness, and
luminosity, including Hertzsprung-Russell
diagram
c. Formation of elements (e.g., carbon, iron)

5. C
haracteristics of the Milky Way and other
galaxies
a.

Structure and classification of galaxies (e.g.,
spiral, elliptical)
b. Relative distances and motions

c. Supermassive black holes
d. Dark matter

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Step 2: Familiarize Yourself with Test Questions

2. Familiarize Yourself with Test Questions
Become comfortable with the types of questions you’ll find on the Praxis tests
The Praxis assessments include a variety of question types: constructed response (for which you write a
response of your own); selected response, for which you select one or more answers from a list of choices or
make another kind of selection (e.g., by clicking on a sentence in a text or by clicking on part of a graphic); and
numeric entry, for which you enter a numeric value in an answer field. You may be familiar with these question
formats from taking other standardized tests. If not, familiarize yourself with them so you don’t spend time
during the test figuring out how to answer them.

Understanding Computer-Delivered Questions
Questions on computer-delivered tests are interactive in the sense that you answer by selecting an option
or entering text on the screen. If you see a format you are not familiar with, read the directions carefully. The
directions always give clear instructions on how you are expected to respond.
For most questions, you respond by clicking an oval to select a single answer from a list of answer choices.
However, interactive question types may also ask you to respond by:
• Clicking more than one oval to select answers from a list of choices.
• Typing in an entry box. When the answer is a number, you may be asked to enter a numerical answer.
Some questions may have more than one place to enter a response.
• Clicking check boxes. You may be asked to click check boxes instead of an oval when more than one
choice within a set of answers can be selected.

• Clicking parts of a graphic. In some questions, you will select your answers by clicking on a location (or
locations) on a graphic such as a map or chart, as opposed to choosing your answer from a list.
• Clicking on sentences. In questions with reading passages, you may be asked to choose your answers by
clicking on a sentence (or sentences) within the reading passage.
• Dragging and dropping answer choices into targets on the screen. You may be asked to select answers
from a list of choices and drag your answers to the appropriate location in a table, paragraph of text or
graphic.
• Selecting answer choices from a drop-down menu. You may be asked to choose answers by selecting
choices from a drop-down menu (e.g., to complete a sentence).
Remember that with every question you will get clear instructions.
Perhaps the best way to understand computer-delivered questions is to view the Computer-delivered Testing
Demonstration on the Praxis web site to learn how a computer-delivered test works and see examples of
some types of questions you may encounter.

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Step 2: Familiarize Yourself with Test Questions

Understanding Selected-Response Questions
Many selected-response questions begin with the phrase “which of the following.” Take a look at this example:
Which of the following is a flavor made from beans?
(A) Strawberry
(B) Cherry
(C) Vanilla
(D) Mint

How would you answer this question?

All of the answer choices are flavors. Your job is to decide which of the flavors is the one made from beans.
Try following these steps to select the correct answer.
1) L
 imit your answer to the choices given. You may know that chocolate and coffee are also flavors made
from beans, but they are not listed. Rather than thinking of other possible answers, focus only on the choices
given (“which of the following”).
2) E
 liminate incorrect answers. You may know that strawberry and cherry flavors are made from fruit and
that mint flavor is made from a plant. That leaves vanilla as the only possible answer.
3) V
 erify your answer. You can substitute “vanilla” for the phrase “which of the following” and turn the
question into this statement: “Vanilla is a flavor made from beans.” This will help you be sure that your answer
is correct. If you’re still uncertain, try substituting the other choices to see if they make sense. You may want
to use this technique as you answer selected-response questions on the practice tests.

Try a more challenging example
The vanilla bean question is pretty straightforward, but you’ll find that more challenging questions have a
similar structure. For example:
Entries in outlines are generally arranged according
to which of the following relationships of ideas?
(A) Literal and inferential
(B) Concrete and abstract
(C) Linear and recursive
(D) Main and subordinate
You’ll notice that this example also contains the phrase “which of the following.” This phrase helps you
determine that your answer will be a “relationship of ideas” from the choices provided. You are supposed to find
the choice that describes how entries, or ideas, in outlines are related.
Sometimes it helps to put the question in your own words. Here, you could paraphrase the question in this way:
“How are outlines usually organized?” Since the ideas in outlines usually appear as main ideas and subordinate
ideas, the answer is (D).

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Step 2: Familiarize Yourself with Test Questions

QUICK TIP: Don’t be intimidated by words you may not understand. It might be easy to be thrown by words
like “recursive” or “inferential.” Read carefully to understand the question and look for an answer that fits. An
outline is something you are probably familiar with and expect to teach to your students. So slow down, and
use what you know.

Watch out for selected-response questions containing “NOT,” “LEAST,” and “EXCEPT”
This type of question asks you to select the choice that does not fit. You must be very careful because it is easy
to forget that you are selecting the negative. This question type is used in situations in which there are several
good solutions or ways to approach something, but also a clearly wrong way.

How to approach questions about graphs, tables, or reading passages
When answering questions about graphs, tables, or reading passages, provide only the information that the
questions ask for. In the case of a map or graph, you might want to read the questions first, and then look at the
map or graph. In the case of a long reading passage, you might want to go ahead and read the passage first,
noting places you think are important, and then answer the questions. Again, the important thing is to be sure
you answer the questions as they refer to the material presented. So read the questions carefully.

How to approach unfamiliar formats
New question formats are developed from time to time to find new ways of assessing knowledge. Tests may
include audio and video components, such as a movie clip or animation, instead of a map or reading passage.
Other tests may allow you to zoom in on details in a graphic or picture.
Tests may also include interactive questions. These questions take advantage of technology to assess

knowledge and skills in ways that standard selected-response questions cannot. If you see a format you are
not familiar with, read the directions carefully. The directions always give clear instructions on how you are
expected to respond.

QUICK TIP: Don’t make the questions more difficult than they are. Don’t read for hidden meanings or tricks.
There are no trick questions on Praxis tests. They are intended to be serious, straightforward tests of
your knowledge.

Understanding Constructed-Response Questions
Constructed-response questions require you to demonstrate your knowledge in a subject area by creating
your own response to particular topics. Essays and short-answer questions are types of constructed-response
questions.
For example, an essay question might present you with a topic and ask you to discuss the extent to which you
agree or disagree with the opinion stated. You must support your position with specific reasons and examples
from your own experience, observations, or reading.
Take a look at a few sample essay topics:
• “ Celebrities have a tremendous influence on the young, and for that reason, they have a responsibility to
act as role models.”
• “ We are constantly bombarded by advertisements—on television and radio, in newspapers and
magazines, on highway signs, and the sides of buses. They have become too pervasive. It’s time to put
limits on advertising.”
• “Advances in computer technology have made the classroom unnecessary, since students and teachers
are able to communicate with one another from computer terminals at home or at work.”

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Step 2: Familiarize Yourself with Test Questions

Keep these things in mind when you respond to a constructed-response question
1) A
 nswer the question accurately. Analyze what each part of the question is asking you to do. If the
question asks you to describe or discuss, you should provide more than just a list.
2) A
 nswer the question completely. If a question asks you to do three distinct things in your response,
you should cover all three things for the best score. Otherwise, no matter how well you write, you will
not be awarded full credit.
3) A
 nswer the question that is asked. Do not change the question or challenge the basis of the
question. You will receive no credit or a low score if you answer another question or if you state, for
example, that there is no possible answer.
4) G
 ive a thorough and detailed response. You must demonstrate that you have a thorough
understanding of the subject matter. However, your response should be straightforward and not filled
with unnecessary information.
5) R
 eread your response. Check that you have written what you thought you wrote. Be sure not to
leave sentences unfinished or omit clarifying information.

QUICK TIP: You may find that it helps to take notes on scratch paper so that you don’t miss any details. Then
you’ll be sure to have all the information you need to answer the question.
For tests that have constructed-response questions, more detailed information can be found on page 5.

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Step 3: Practice with Sample Test Questions

3. Practice with Sample Test Questions
Answer practice questions and find explanations for correct answers

Computer Delivery
This test is available via computer delivery. The following sample question provides a preview of an actual
screen used in a computer-delivered test. For the purposes of this Study Companion, the sample questions are
shown as they would appear in a paper-delivered test.

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Step 3: Practice with Sample Test Questions

Sample Test Questions
The sample questions that follow illustrate the kinds of questions
on the test. They are not, however, representative of the entire
scope of the test in either content or difficulty. Answers with
explanations follow the questions.

Directions: Each of the questions or statements below is
followed by four suggested answers or completions. Select
the one that is best in each case.

1. Place the following steps of the scientific
method in the order a scientist would follow.
Analyze data

Perform an experiment
Formulate a question
Form a conclusion
Form a hypothesis
First step

2. Using the chart below, which of the following
explains why a plagioclase crystal in an
igneous rock is calcium rich in the center but
becomes progressively higher in sodium
content toward the edges?
(A) Calcium-rich plagioclase crystals need
more oxygen to form, and sodium-rich
plagioclase crystals need less oxygen.
(B) Calcium-rich plagioclase crystals contain
more olivine, and sodium-rich
plagioclase crystals contain quartz.
(C) Calcium-rich plagioclase crystals are
usually found in basalt, and sodium-rich
plagioclase crystals are usually found in
granite.

Last step

The Praxis® Study Companion

(D) Calcium-rich plagioclase crystallizes at
higher temperatures, and sodium-rich
plagioclase crystallizes at lower
temperatures.

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Step 3: Practice with Sample Test Questions

3. The Burgess Shale is a rock formation in
Canada that has a large number of fossils
from the Cambrian period preserved in
exquisite detail. Many primitive members of
modern phyla, including arthropods, mollusks,
and chordates, can be found among the
fossils exposed in this region. Based on these
fossils, it can be concluded that most of the
modern groups of animal life first appeared
roughly
(A) 3 billion years ago
(B) 540 million years ago
(C) 65 million years ago
(D) 200,000 years ago
4. A well on the side of a hill penetrates the
water table at an elevation of 550 feet above
sea level. If someone plans to drill on the top
of the hill, where would the water table most
likely be found?
(A) The water table would be found at sea
level.
(B) The water table would be found at an
elevation lower than 550 feet above sea
level but above sea level.

(C) The water table would be found at an
elevation higher than 550 feet above sea
level but many feet below the land
surface.
(D) The water table would intersect with the
land surface at the top of the hill, forming
a spring.
5. Which of the following types of stress
dominates at divergent boundaries?
(A)Compressional
(B) Left-lateral shear
(C) Right-lateral shear

7. The map above shows a midlatitude lowpressure cell with accompanying fronts in the
Northern Hemisphere. Which of the following
statements about this weather system is most
likely true?
(A) The absolute humidity of the surface air
at station I is higher than that at station
III .
(B) The surface wind at station II is coming
from the west.
(C) The wind at station III will shift in a
counterclockwise direction as the system
moves eastward.
(D) The atmospheric pressure at station IV is
higher than at stations I , II , or III .
8. Which of the following has provided evidence
that the Sun’s atmosphere contains sodium
atoms?

(A) Absorption lines in the solar spectrum are
consistent with the presence of sodium.
(B) Stars with the same spectral class as the
Sun are made mostly of sodium.
(C) Solar samples returned to Earth by the
Voyager spacecraft contained sodium.
(D) The Sun gives off energy produced by
the nuclear fusion of sodium in its core

(D)Tensional
6. Which of the following rocks would most likely
form from the metamorphism of a shale?
(A)Granite
(B)Quartzite
(C)Schist
(D)Marble

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Step 3: Practice with Sample Test Questions

12. Which of the following states that geological
processes and natural laws that operate now
have operated in the past?
(A) The evolutionary theory
(B) The law of superposition
(C) The law of thermodynamics

(D) The principle of uniformitarianism
13. Water’s high heat capacity allows it to
(A) change density significantly as its
temperature changes
(B) gain and lose large amounts of heat
without significantly changing the
temperature of the water
9. The geologic map above, from an area with
low topographic relief, shows four rock units,
labeled A through D, from oldest to youngest.
What structure is represented on the map?
(A)Basin
(B)Dome
(C)Anticline
(D)Syncline
10. Normally, S-P arrival intervals from a minimum
of how many seismic stations are required to
uniquely locate the epicenter of an
earthquake?

(C) conduct sound efficiently without
significant loss of velocity as the sound
waves travel long distances
(D) cause the ocean’s surface temperature to
fluctuate rapidly as the seasons change
14. Astronomers have proposed that the solar
system formed from a vast rotating cloud of
gas and dust. This explanation is known as
which of the following?
(A) Kepler’s laws

(B) Big bang theory
(C) Cosmic string theory
(D) Nebular hypothesis

(A)1
(B)2
(C)3
(D)4
11. The atmospheric concentration of which of
the following gases is most likely to be directly
affected by widespread deforestation?
(A) Carbon dioxide
(B)Ozone
(C) Nitrous oxide
(D)Argon

15. Which of the following has provided the most
information about the structure of Earth’s
core, mantle, and lower crust?
(A) Measurement of the intensity and
fluctuations of Earth’s magnetic field
(B) Examination of flowing lava
(C) Collection of samples from deep
boreholes drilled into Earth
(D) Studies of the speeds and travel paths of
seismic waves passing through Earth
16. Which of the following structures is most
susceptible to damage by acid precipitation?
(A) A monument made of granite
(B) A roof made of slate

(C) A tombstone made of marble
(D) A statue made of gabbro

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Step 3: Practice with Sample Test Questions

17. Which of the following best helps explain why
some localities have normally large tidal
ranges (up to 60 feet) and others have one- to
two-foot tidal ranges?

19. Which of the following states of matter is
characterized by a closely packed
arrangement of particles, resulting in a stable,
definite shape and definite volume?

(A) The position of the Sun is different at
different localities.

(A)Solid

(B) The Coriolis effect and rotation of Earth
tend to enhance tidal flow in the higher
latitudes.

(C)Gas

(C) Ocean floor topography and the shape of
the coastline serve to amplify tidal flow
at specific localities.
(D) Trade winds push the water into large
tidal bulges near rocky shorelines.

(B)Liquid
(D)Plasma
20. Which of the following is most likely to result
from a collision between a continental
lithospheric plate and an oceanic lithospheric
plate?
(A) A chain of coastal volcanic mountains

18. Which of the following graphs best shows the
relationship between mass and luminosity for
main sequence stars? (Axes for all graphs
have logarithmic scales.)
(A)

(B) A magnetic reversal
(C) A mid-oceanic ridge
(D) A transform fault
21. The dissolved salts in Earth’s oceans are
principally derived from
(A) marine biological activity
(B) atmospheric deposition
(C) the weathering of continental rocks

(B)

(C)

(D)

(D) the eruptions of undersea hot-spot
volcanoes
22. Which of the following sequences of events is
consistent with the presence of a layer of
sandstone in bedrock just above a layer of
shale?
(A) A volcano erupted, sending lava out over
a layer of shale. The lava cooled and
hardened into sandstone.
(B) The water level of a large lake lowered. A
beach then formed where previously
there had been lake bottom.
(C) One-celled organisms developed a
colony on the seafloor. Shells made by
these organisms accumulated and
lithified, forming the sandstone.
(D) Mud was deposited and lithified.
Subsequent contact metamorphism
resulted in localized recrystallization of
the shale into sandstone.

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Step 3: Practice with Sample Test Questions

23. Which TWO of the following are correct
statements about cloud formation?
(A) Clouds are formed from small water
droplets or ice crystals.

26. Which of the following diagrams best shows
where erosion and deposition take place on a
river meander?
(A)

(B) Clouds form as humidity decreases.
(C) Clouds often form when air rises and
cools.
(D) Clouds typically form as air masses sink to
the ground

(B)

(C)
24. In the illustration above of Earth’s orbit about
the Sun, which of the following is most likely
true of Earth at location X?
(A) The spring equinox occurs.
(B) The fall equinox occurs.
(C) The winter solstice occurs in the Northern
Hemisphere

(D) The summer solstice occurs in the
Northern Hemisphere.

(D)

25. Which of the following best helps explain why
volcanoes tend to form along subduction
zones?
(A) Rock material carried deep below Earth’s
surface results in material melting and
rising to the surface.
(B) Two plates pull away from each other, and
magma oozes out.
(C) The friction resulting from the collision of
two continents causes rock to melt.
(D) There is a row of hot spots at these
boundaries.

27. During which of the following processes
within the hydrologic cycle do water
molecules absorb energy?
(A) Formation of ice from water
(B) Formation of a cloud from water vapor
(C) Runoff along the land surface
(D) Evaporation from the ocean surface

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