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NYSTCE - New York State Teacher Certification - Dump Information
|Exam Name||:||New York State Teacher Certification|
|Questions and Answers||:||279 Q & A|
|Updated On||:||January 8, 2018|
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NYSTCE Questions and Answers
- does not scream in pain while having a heart attack
- shows no evidence of heart muscle damage
- always dies of a myocardial infarction
A woman who is 53 years old has a heart attack. Compared with a man, she is more likely to
- die of coronary artery disease before age 65
- have a "silent coronary"
- die within an hour of the attack
- die as the result of a heart attack after age 65
Which conclusion is consistent with the results of the study?
- Chances of death within one hour of a heart attack are greater for women than men.
- Chances of death from coronary artery disease are less for men than women.
- Evidence of coronary artery disease is equal among men and women.
- Sudden death is more likely for both men and women if they are under age 55 at the time of the attack.
Based on the results of this experiment, of the people who died of coronary artery disease before age 65
- 18 percent were women
- 20 percent were women
- 85 percent were men
- 102 percent were men
A group of 1000 men and 1200 women between the ages of 50 and 65 are to be studied for coronary artery disease. Based on the original study, which of the following results could be predicted most reliably?
- Eight (8) women will die of coronary heart disease after they reach age 65.
- Sixteen (16) women will show significant evidence of coronary artery disease.
- Forty-four (44) men will die of coronary artery disease after they reach age 65.
- Sixty-five (65) men will show no significant evidence of coronary artery disease.
A chemistry student placed a strip of blue litmus paper and a strip of pink litmus paper in a glass dish. Then she added a drop of dilute sulfuric acid to each strip of litmus paper. She observed that the blue litmus paper turned pink, but the pink litmuspaper did not change color. Next she placed a drop of sodium hydroxide (NaOH) on other strips of blue and pink litmus paper. This time, the pink litmus paper turned blue, but the blue litmus paper did not change. Finally, she put a drop of distilled water onstrips of blue and pink litmus paper. Neither strip changed color. She repeated the tests several times with the same results. The student concluded that acids turn blue litmus paper pink; bases, such as sodium hydroxide, turn pink litmus paper blue.As water did not affect either pink or blue litmus paper, she reasoned that water was not an acid or a base, but a neutral substance. Keeping these results in mind, the student poured a little sodium hydroxide into a beaker containingpink and blue litmus paper. Then she added hydrochloric acid (HCl) drop by drop until the solutionbecame neutral. She determined that a new, neutral substance had formed in the beaker. The substance was table salt, or sodium chloride (NaCl), which isone of many salts formed from an acid and a base. If a drop of an unknown substance turns blue litmus paper pink, but does not change pink litmus paper, the substance is a(n):
- blue litmus paper turns pink
- pink litmus paper turns blue
- blue litmus paper becomes darker
- pink litmus paper does not change
When strips of blue and pink litmus paper are put in a beaker filled with a clear solution, neither litmus paper changes color. The solution:
- must be water
- must be neutral
- may be an acid
- may be a base
In another experiment, the student added hydrochloric acid drop by drop to a solution of sodium hydroxide containing strips of originally blue and originally pink litmus paper. As she continued adding acid, the originally:
- pink litmus paper remained pink
- blue litmus paper remained blue
- blue litmus paper turned from pink back to blue
- pink litmus paper turned from blue back to pink
In setting up an aquarium, several factors must be considered before introducing fish. Which of the following factors could be tested using litmus paper?
The complex behavior of the poor-sighted, three-spined male stickleback fish has been studied extensively as a model of species behavior in courtship and mating. After a male has migrated to a suitable spot, he builds a spawning nest of sand and sediment. In courting, he performs a special "zigzag" dance. The female then follows the male to the nest where she spawns and he fertilizes the spawned eggs. Also, male sticklebacks have been shown to exhibit territorial behaviors. A biologist performed three experiments to learn more about the behavior of the stickleback. Experiment 1 Tank 1 and Tank 2 are set up with identical conditions and one male stickleback is placed in each tank. Both fish build nests in their respective tanks. The male from Tank 1 is removed from his tank and is replaced with an egg-laden female; the male from Tank 2 is removed from his tank and is introduced into Tank 1. In Tank 1, the male does not perform the zigzag dance and no spawning occurs. The male retreats to a corner of the tank. Experiment 2 A male stickleback in an aquarium builds his nest. A fat, round male is introduced into the environment. The original male performs the zigzag dance and attempts to lead the round male to the nest. The round male refuses and begins to flap his fins and swim in circles. The first male then begins to flap his fins, circle his nest, and occasionally prod the other fish to a far corner of the tank. Experiment 3 A small, flat-shaped female is introduced into a tank where a male has built a nest. The male circles the female a few times, and then retreats to a corner of the tank.
The experimental data would support the hypothesis that the purpose of the male stickleback's mating dance is to:
- keep away other male sticklebacks.
- fertilize the eggs.
- lure and entice the female to the nest
- establish territorial rights.
Which experiment supports the hypothesis that the male exhibits territorial behavior?
- 1 only.
- 2 only.
- 1 and 2 only.
- 1, 2, and 3.
To further investigate the territorial behavior of the stickleback, the biologist should vary which of the following factors in Experiment 2?
- The temperature of the water.
- The fatness of the male fish.
- The sediment and sand in the tank.
- The size of the tank.
To clarify the results of Experiment 1, the biologist should set up which of the following test situations?
- Maintain the positions of the male sticklebacks and add another egg-laden female to Tank 1.
- Place both male sticklebacks in Tank 2.
- Return the original male stickleback to Tank 1 and observe its behavior with the female fish.
- Repeat the experiment using a different species of fish.
A male stickleback has been established in an aquarium and has built a nest. If one egg-laden female and several flat-shaped male sticklebacks are placed in the tank, one would most likely observe:
- all the males would perform the zigzag dance.
- all the males would circle the female.
- only the male that was originally in the tank would perform the zigzag dance.
- the female would retreat to a corner.
Teacher-Certification NYSTCE Exam (New York State Teacher Certification) Detailed Information
">NYSTCE - New York State Teacher Certification Examinations: LAST/ATS-W, 4th Edition Plus Timed Exams on CD-ROMPassing the LAST and ATS-W Tests
About this Book & TestWare®
This book provides a complete and accurate representation of New York state’s LAST and ATS-W tests. Known formally as the Liberal Arts and Sciences Test and the Elementary and Secondary Assessments of Teaching Skills-Written, these tests are part of one of the most broadly-based teacher certification programs used in the United States today.
We include subject reviews correlating to each of the test sections on the LAST and ATS-W exams, along with a full-length practice test for each exam based on the current format of the New York State Teacher Certification Examinations, or ">NYSTCE. REA’s practice tests contain every type of question that you can expect to encounter on the actual exam. We also present detailed explanations of each answer—as well as sample essays—to help you master the test material. The full-length practice exams are presented in two forms—in written form in the book and in our exclusive TestWare® format on the enclosed CD. We strongly recommend you take the practice exams on CD first, to get the full benefit of enforced time conditions and instantaneous scoring.
About the Test
Who Takes the Test and What Is It Used for?
The LAST and ATS-W tests are taken by individuals seeking certification to teach in any of New York state’s 704 public school districts. In most cases, candidates are beginning their teaching career or seeking additional certification.
While you’re free to take the LAST or ATS-W at any time during college, most candidates find it best to attempt the former in their sophomore or junior year (after they have most basic liberal arts and sciences coursework behind them) and the latter after having completed pedagogical coursework and fieldwork (and in some cases even student teaching).
Senior year is the time to consider taking the Content Specialty Test to help you peg what additional coursework will be required in your area of concentration. Finally, to do well on the Assessment of Teaching Skills-Performance, you should have at least two years of classroom experience under your belt.
Who Administers the Test?
The LAST and ATS-W tests are administered by Pearson Education’s Evaluation Systems Group, in conjunction with the New York State Education Department. A comprehensive test development process was designed and implemented specifically to ensure that the content and difficulty level of the exam are appropriate. This process involved hundreds of teachers and teacher educators from across the state.
When and Where Is the Test Given?
The LAST and ATS-W are usually offered seven times a year at a number of locations throughout the state of New York. Selective administrations are offered in Puerto Rico as well. To receive information on upcoming test dates and locations, contact either of the following:
New York State Education DepartmentOffice of TeachingRoom 5N Education BuildingAlbany, NY 12234
">NYSTCEEvaluation SystemsPearson Box 660Amherst, MA 01004-9008 (413) 256-2882 or (800) 309-5225TTY for Deaf: (413) 256-8032 .nystce.nesincm
Registration information, as well as test dates and locations, is provided in the registrationbulletin and on the ">NYSTCE website. Information regarding testing accommodationsfor candidates with special needs is also included.
Accommodations for Students with DisabilitiesAlternative testing arrangements for students with both physical and learning disabilitiesare available for the ">NYSTCE exams. Please visit the ">NYSTCE website at.nystce.nesincm for more information, including registration and documentationrequirements.
Is There a Registration Fee?You must pay a registration fee in order to take the LAST or ATS-W. A complete outlineof registration fees is provided in your registration bulletin.
The ">NYSTCE ProgramThe ">NYSTCE Program embraces seven tests to measure a candidate’s knowledge andskills in the liberal arts and sciences, in teaching theory and practice, and in the contentarea of the candidate’s field of certification.
• Liberal Arts and Sciences Test (LAST)
• Elementary Assessment of Teaching Skills—Written (ATS–W)
• Secondary Assessment of Teaching Skills—Written (ATS–W)
• Content Specialty Tests (CSTs)
• Bilingual Education Assessments (BEAs)
• Communication and Quantitative Skills Test (CQST)
• Assessment of Teaching Skills—Performance (ATS–P) (Video)
Format of the LAST
The Liberal Arts and Sciences Test is composed of roughly 80 multiple-choice questionsand one essay. You will have four hours to complete the exam. The five subject areasit covers are as follows:
• Scientific, Mathematical and Technical Processes
• Historical and Social Scientific Awareness
• Artistic Expression and the Humanities
• Communication and Research Skills
• Written Analysis and Expression
The exact number of questions in each area will vary, as will the total number of questionson the exam and in each subarea. The test administrators often include a number ofso-called pretest, or experimental, questions that do not count toward your score but areused to prepare future exams. In general, be prepared to make broad assessments and pickout underlying assumptions and inferences.
Format of the ATS -WLike the LAST, the Assessment of Teaching Skills-Written is composed of roughly 80multiple-choice questions and one essay. The test is offered in two versions: Elementaryand Secondary. Candidates for K-12 Certification may elect to take either test. The numberof questions may vary. The breakdown of the ATS-W subject matter is as follows:
• Knowledge of the Learner
• Instructional Planning, Assessment, and Delivery
• The Professional Environment
Computer-based testing (CBT) for the ">NYSTCE LAST and the ATS-W tests is availableMonday through Saturday (excluding holidays) at Pearson Professional Centers. Thecomputer-based test is more expensive than the paper-based test but you can choose totake the test at a convenient time that is convenient to you. For more information .pearsonvuemnystce.
Scoring the ">NYSTCE
How Do I Score My Written Practice Test?
Each of the ">NYSTCE tests has a score range of 100–300 points. In each case youmust achieve a minimum of 220 to pass the exam. Achieving a passing score on a particulartest means you’ll have satisfied that portion of the certification requirement. Your totalscore will derive from a combination of the number of multiple-choice questions that youanswer correctly and your essay scores; the multiple-choice sections, however, accountfor a larger percentage of your overall score than your essays do.
In order to achieve a passing score on the practice tests, you need to answer atleast 60% of the multiple-choice questions correctly and your essay grades can fall nolower than the middle of the scoring range (as set forth in our Detailed Explanations ofAnswers). It may be helpful to have a friend or colleague score your essays, since you willbenefit from his or her ability to be more objective in judging the clarity and organizationof your written responses.
When Will I Receive My Score Report?Your score report should arrive about six weeks after you take the test. No scoringinformation will be given over the telephone. Remember, your score report will showyour scaled score, not the number of questions you answered correctly.
Studying for the TestsThere is no one correct way to study for these exams. You must find the method thatworks best for you. Some candidates prefer to set aside a few hours every morning tostudy, while others prefer to study at night before going to sleep. Only you can determinewhen and where your study time will be most effective, but it is helpful to be consistent.You may retain more information if you study every day at roughly the same time. Astudy schedule appears at the end of this chapter to help you budget your time.
When taking the practice tests you should try to duplicate the actual testing conditionsas closely as possible. A quiet, well-lit room, free from such distractions as the televisionor radio, is preferable. After you score the practice test, thoroughly review the explanations.Information that is wrong for one item may be correct for another, so it will behelpful for you to absorb as much data as possible.
How to Use this Book & TestWare®When Should I Start Studying?We provide a six-week study schedule on page 8 to assist you in preparing for theexam. Our schedule allows for a great deal of flexibility. If your test date is only threeweeks away, you can halve the time allotted to each section—keep in mind, however,that this is not the most effective way to study. If you’re fortunate enough to have severalmonths before your test date, you may want to extend the time allotted to each section.Remember, the more time you spend studying, the better your chances of achieving apassing score.
About the Review SectionsBy using our review material in conjunction with our practice tests, you should bewell prepared for the actual exams. At some point in your educational experience, youhave probably studied all the material that’s on the test. For most candidates, however,this was most likely some time ago. Our review material, while fact-rich, is not intendedto have you memorize dates, names, and places. Rather, it’s meant to provide the narrativethread to reinforce contextual memory. Because both the LAST and the ATS-W testreview sections contain an essay, the Writing Skills review included in the LAST reviewsection will be helpful in preparing for either test.
This book includes the best test preparation materials based on the latest informationavailable from test administrators. The number and distribution of questionscan vary from test to test. Accordingly, prospective examinees shouldpay strict attention to their strengths and weaknesses and not depend on specificproportions of any subject areas appearing on the actual exam.
LAST and ATS-W Test-Taking TipsAlthough you may have taken standardized tests like these before, it is crucial thatyou become familiar with the format and content of each section of the exam you’ll betaking. This will help to alleviate any anxiety about your performance. Here are severalways to help you become accustomed to the test.
• Become comfortable with the format of the test. The exams cover agreat deal of information, and the more comfortable you are with theformat, the more confidence you will have when you take the actualexam. If you familiarize yourself with the requirements of each sectionindividually, the whole test will be much less intimidating.
• Read all of the possible answers. Even if you believe you have foundthe correct answer, read all four options. Often answers that initiallylook right prove to be “magnet responses” meant to distract you fromthe correct choice.
• Eliminate obviously incorrect answers. In this way, even if you donot know the correct answer, you can make an educated guess.
• Work quickly and steadily. Remember, the final question on boththe Liberal Arts and Sciences Test and the Assessment of TeachingSkills–Written is in essay form. You need more time to composea clear, concise, well-constructed essay than you do to answer amultiple-choice question, so don’t spend too much time on any oneitem. Pace yourself. If you feel that you are spending too much timeon any one question, mark the answer choice that you think is mostlikely the correct one, circle the item number in your test booklet,and return to it if time allows. Timing yourself while you take thepractice tests will help you learn to use your time wisely.
• Be sure that the oval you are marking corresponds to the numberof the question in the test booklet. Multiple-choice tests like the">NYSTCE are graded by a computer, which has no sympathy for clericalerrors. One incorrectly placed response can upset your entire score.
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Here's a little "secret" about the ">NYSTCE: the ">NYSTCE is what we in the test preparation field call a "content driven" test.
While some tests are looking to see what you are ABLE to learn, the purpose of the New York State Teacher Certification Examinations (">NYSTCE), offered by the New York State Education Department (NYSED) and National Evaluation Systems (NES), is to test your understanding of what you have already learned. The goal of the ">NYSTCE is to use a standardized testing process to create an objective assessment of a test taker's knowledge and skills.
In other words, it's more about what you know than your ability to solve clever puzzles. This is good news for those who are serious about being prepared, because it boils down to a very simple strategy:
You can succeed on the ">NYSTCE by learning critical concepts on the test so that you are prepared for as many questions as possible.
Repetition and thorough preparation is a process that rewards those who are serious about being prepared, which means that succeeding on the ">NYSTCE is within the reach of virtually anyone interested in learning the material.
This is great news! It means that if you've been worried about your upcoming ">NYSTCE, you can rest easy IF you have a good strategy for knowing what to study and how to effectively use repetition to your advantage.
But it also creates another set of problems.
If you tried to memorize every single possible thing you can for the ">NYSTCE, the field of possible things to review would be so huge that you could not hope to cover everything in a reasonable time.
That's why we created the ">NYSTCE Flashcard Study System: we have taken all of the possible topics and reduced them down to the hundreds of concepts you must know and provided an easy-to-use learning method to guarantee success on the ">NYSTCE.
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Here Are Some of the Features of Our">NYSTCE Flashcard Study System
Don't get us wrong: we're not saying that memorization alone will automatically result in a passing ">NYSTCE score- you have to have the ability to apply it as well. However, without the foundation of the core concepts, you cannot possibly hope to apply the information. After all, you can't apply what you don't know.
">NYSTCE Flashcard Study System is a compilation of the hundreds of critical concepts you must understand to pass the ">NYSTCE. Nothing more, nothing less.
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Detailed answer explanations are included for each question. It may sound obvious, but you have to know which questions you missed (and more importantly why you missed them) to be able to avoid making the same mistakes again when you take the real test. That's why our ">NYSTCE practice test questions include answer keys with detailed answer explanations. These in-depth answer explanations will allow you to better understand any questions that were difficult for you or that you needed more help to understand.
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By Peter RenchThis Page Last Updated: 05022014
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">NYSTCE Assessment of Teaching Assistant Skills (ATAS) (095) Test Secrets Study Guide:"***ludes Practice Test Questions***
">NYSTCE Assessment of Teaching Assistant Skills (ATAS) (095) Test Secrets helps you ace the New York State Teacher Certification Examinations, without weeks and months of endless studying.
Our comprehensive ">NYSTCE Assessment of Teaching Assistant Skills (ATAS) (095) Test Secrets study guide is written by our exam experts, who painstakingly researched every topic and concept that you need to know to ace your test. Our original research reveals specific weaknesses that you can exploit to increase your exam score more than you've ever imagined.
">NYSTCE Assessment of Teaching Assistant Skills (ATAS) (095) Test Secrets includes:
The 5 Secret Keys to ">NYSTCE Success: Time is Your Greatest Enemy, Guessing is Not Guesswork, Practice Smarter, Not Harder, Prepare, Don't Procrastinate, Test Yourself; Introduction to the ">NYSTCE Series including: ">NYSTCE Assessment Explanation, Two Kinds of ">NYSTCE Assessments; A comprehensive General Strategy review including: Make Predictions, Answer the Question, Benchmark, Valid Information, Avoid Fact Traps, Milk the Question, The Trap of Familiarity, Eliminate Answers, Tough Questions, Brainstorm, Read Carefully, Face Value, Prefixes, Hedge Phrases, Switchback Words, New Information, Time Management, Contextual Clues, Don't Panic, Pace Yourself, Answer Selection, Check Your Work, Beware of Directly Quoted Answers, Slang, Extreme Statements, Answer Choice Families; Along with a complete, in-depth study guide for your specific ">NYSTCE exam, and much more...
Mometrix Media LLC, the publisher of this product, is not affiliated with or endorsed by any official testing organization. All organizational and test names are trademarks of their respective owners."
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