The Praxis® Study Companion

Technology Education 5051

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 thePraxis 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 atwww.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 39).

The Praxis® Study Companion 2 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 thePraxis web site for more detailed test registration information at www. ets.org/praxis/register.

The Praxis® Study Companion 3 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. Familiarize Yourself with Test Questions...... 10 Become comfortable with the types of questions you’ll find on thePraxis tests

3. Practice with Sample Test Questions...... 14 Answer practice questions and find explanations for correct answers

4. Determine Your Strategy for Success...... 23 Set clear goals and deadlines so your test preparation is focused and efficient

5. Develop Your Study Plan...... 26 Develop a personalized study plan and schedule

6. Study Topics...... 30 Detailed study topics with questions for discussion

7. Review Smart Tips for Success...... 37 Follow test-taking tips developed by experts

8. Check on Testing Accommodations...... 39 See if you qualify for accommodations that may make it easier to take the Praxis test

9. Do Your Best on Test Day...... 40 Get ready for test day so you will be calm and confident

10. Understand Your Scores...... 42 Understand how tests are scored and how to interpret your test scores

Appendix: Other Questions You May Have ...... 44

The Praxis® Study Companion 4 Step 1: Learn About Your Test

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

Technology Education (5051)

Test at a Glance

Test Name Technology Education Test Code 5051 Time 2 hours Number of Questions 120 Format Selected-response questions Test Delivery Computer delivered Approximate Approximate Content Categories Number of Percentage of Questions Examination

I. Technology and Society 18 15% VI I II. Technological Design and Problem Solving 24 20% III. Energy, Power, and Transportation 18 15% V II IV. Information and Communication 18 15% IV III Technologies V. Manufacturing and Construction 18 15% Technologies VI. Pedagogical and Professional Studies 24 20%

About This Test The Technology Education test is designed for candidates seeking certification as a middle school or high school teacher. The test focuses on the knowledge and skills a teacher must have to support the technology education curriculum. It incorporates essential concepts from the Technological Literacy Standards prepared by the International Technology and Engineering Educators Association (ITEEA). In addition, the test reflects concepts from the International Society for Technology Standards for Teachers (ISTE® Standards•T).

The 120 selected-response questions cover topics in technology education, including knowledge of information and communication; construction, manufacturing, and energy/power/transportation technologies; and the impact of these areas on individuals, the environment, and society. The test taker is required to apply pedagogical and professional knowledge to answer questions focused on the individual understanding and application of current technology education principles.

This test may contain some questions that will not count toward your score.

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Test Specifications Test specifications describe the knowledge and skills measured by the test. Study topics to help you prepare to answer test questions can be found on page 30.

I. Technology and Society II. Technological Design and Problem Solving A. Understands the nature of technology, technology education, and technological A. Understands how to implement and literacy document the steps of a design process B. Understands how invention and innovation B. Knows how to select and use tools—especially occur, how they are influenced by cultural and software—in a design process, including the economic factors, and how they are built on creation, testing, evaluation, and existing technologies communication of solutions C. Understands how technological development C. Understands how to identify a problem and is influenced by knowledge from other fields define design requirements (criteria and of study, especially mathematics and the constraints) sciences D. Knows how to generate possible solutions to D. Understands the influence that significant design problems and how to select, develop, technological innovations have had on human and refine design proposals using analysis and history and on today’s world creativity E. Understands critical changes in technology E. Knows how to evaluate, test, and optimize through the different periods of human history designs using specifications, design principles, (e.g., the Iron Age, the Industrial Revolution, modeling, experimentation, and prototyping the information age) F. Understands how to organize and F. Understands how various factors (e.g., communicate the solution to a design marketing, economics, environment) affect problem—for example, by the use of verbal, technology development graphic, quantitative, written, and three- dimensional representations G. Understands the impact of technology on society and on social institutions such as the G. Understands systems thinking (i.e., input, family and the political system process, output, feedback) and knows how to model it for students H. Understands ways to decrease the negative environmental impact of technological H. Understands there is no such thing as a perfect systems and processes (e.g., by reducing design and that making design decisions resource inputs, reducing waste, recycling) and involves balancing trade-offs knows how to evaluate trade-offs with respect I. Knows how to operate, maintain, and to different approaches troubleshoot technological systems I. Understands the relationships between J. Knows how to apply the design process to engineering, mathematics, science, and systems and problems in energy, power, and technology transportation K. Knows how to apply the design process to problems in information technology and communications technology L. Knows how to apply the design process to problems in manufacturing and construction

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III. Energy, Power, and Transportation IV. Information and Communication Technologies A. Understands and knows how to utilize various types of control systems (e.g., electrical, A. Understands major concepts and terminology chemical, mechanical) related to information systems B. Knows how to apply mathematical and B. Given a communications problem or task, can scientific principles to solve problems identify and knows how to use appropriate involving the harness, transfer, loss, tools and materials, especially software and transmission, and conversion of power and hardware, to address it energy C. Knows how to use operating systems, software C. Understands energy utilization systems (e.g., applications, communication devices, and internal combustion, external combustion, networking components in the classroom/ hybrid) laboratory D. Knows the inputs used in transportation D. Recognizes the various types of network systems (e.g., capital, materials, people) structures (e.g., LAN, MAN, WAN) E. Understands the components of vehicles and E. Understands the concepts that make up a support systems, including infrastructures and communications system: source, encoding, subsystems for propulsion, suspension, transmission, reception, decoding, storage, control, and guidance retrieval, and destination F. Understands the different processes involved F. Understands concepts and terminology in transportation operations (e.g., receiving, related to audio, video, electronic, data, storing, loading, moving, unloading), along technical, and graphic communications with the part each process plays in the G. Knows how to arrange the elements of a efficiency of the overall system communication message so that the message G. Understands the different forms of energy— is effective and aesthetically pleasing mechanical, thermal, chemical, nuclear, etc.— H. Knows the impact of communication and the differences between them technology and media on society and culture H. Understands and can model the relationship I. Understands legal and ethical issues regarding between energy, power, and work the use of communications and information I. Knows how energy is measured and controlled technologies (e.g., copyright, privacy, security) J. Knows how to apply concepts of energy and J. Knows issues and trends in information and power to solve problems related to them communications technologies K. Knows the different ways power is generated and used, including the differences in efficiency and impact on the environment L. Knows and applies safety practices related to working with energy and power

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V. Manufacturing and Construction VI. Pedagogical and Professional Studies Technologies A. For a technology education program, knows A. Knows the management functions used in how to create and implement a curriculum construction and manufacturing (e.g., based on state and national standards (e.g., planning, organizing, directing) Standards for Technological Literacy) B. Knows how to apply a systems model to B. Knows how to select appropriate instructional manufacturing and construction processes content and develop learning activities (inputs, processes, outputs, feedback) C. Knows how to choose, adapt, and implement C. Knows the key concepts associated with the instructional strategies appropriate to both the efficiency of production (e.g., automation, content and the level at which the content is interchangeable parts, just-in-time inventory) being taught D. Understands the differences between D. Understands the importance of designing and manufacturing systems that involve flexible, implementing instructional activities that continuous, batch, and custom production emphasize problem solving E. Knows the variety and properties of materials E. Knows how to apply appropriate instructional used in the manufacture of products and can technology equipment, materials, processes, evaluate the suitability of material to different and tools to enhance teaching and to actively manufacturing purposes engage students in learning F. Knows the primary processing methods of F. Knows how to select and use a variety of converting raw materials into industrial assessment methods—formal and informal, materials or standard stock (e.g., formative and summative—to monitor and electrochemical, mechanical, thermal) and the evaluate both student learning and secondary processing methods of converting instructional effectiveness industrial materials into finished products (e.g., G. Knows how to create and maintain a safe and casting and molding, forming, assembling) healthy learning environment (e.g., in a G. Understands the key concepts and laboratory), where appropriate practices and terminology related to construction procedures are followed in the use of H. Knows the variety and properties of materials equipment, materials, and tools used in the construction of structures and can H. Is aware of the relationship between classroom evaluate the suitability of material to different learning and student organizations construction purposes I. Understands the relationship between I. Understands the numerous constraints on technology education programs and advisory structural designs, such as building codes, cost, committees and function J. Knows how to modify instructional activities J. Knows the systems and subsystems of and methods to address students’ diverse buildings and structures and the functions needs they perform K. Understands the importance of promoting K. Understands static and dynamic loads and technology education internally and externally how they produce forces (e.g., compression, (e.g., to the community, school staff, and tension, torsion) that affect stability and failure students) in a structure L. Understands the importance of becoming L. Understands the variety of processes used in involved in professional associations and construction, including on-site and organizations related to technology education prefabricated techniques M. Understands the importance of the professional growth of the technology education teacher via formal instruction, in- service activities, and professional association meetings

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N. Is familiar with current educational policy, Q. Is familiar with the management of resources, legislation, and funding opportunities records, and budgets O. Is familiar with opportunities for further R. Recognizes the importance of collaborating education and careers with other school faculty to design instruction P. Is aware of the history, issues, and trends that integrates knowledge and skills from other related to technology education core academic subject areas into instruction in technology

The Praxis® Study Companion 9 Step 2: Familiarize Yourself with Test Questions

2. Familiarize Yourself with Test Questions Become comfortable with the types of questions you’ll find on thePraxis 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.

The Praxis® Study Companion 10 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) Limit 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) Eliminate 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) Verify 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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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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Keep these things in mind when you respond to a constructed-response question 1) Answer 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) Answer 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) Answer 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) Give 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) Reread 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.

The Praxis® Study Companion 13 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. To illustrate what the computer-delivered test looks like, the following sample question shows an actual screen used in a computer-delivered test. For the purposes of this guide, sample questions are provided as they would appear in a paper-delivered test.

The Praxis® Study Companion 14 Step 3: Practice with Sample Test Questions

Sample Test Questions 2. If the student were asked to determine what caused the bridge to fail, which of the following would be the most appropriate next The sample questions that follow illustrate the step for the student to take? kinds of questions in the test. They are not, however, representative of the entire scope of the (A) Evaluate the materials and techniques test in either content or difficulty. Answers with used in the student’s design and explanations follow the questions. construction of the bridge Directions: Each of the questions or statements (B) Brainstorm new ideas for a bridge design below is followed by four suggested answers or (C) Change the design constraints completions. Select the one that is best in each (D) Identify the bridge in the class that held case. the most weight and construct a bridge just like it Questions 1–3 are based on the following situation. 3. Which of the following states an appropriate affective learning objective for the students A class of technology students has just completed engaged in the exercise described? an activity in designing and building bridges. Each student’s bridge has undergone destructive testing (A) Develop skills in bridge building by applying force to the bridge deck, and the point (B) Apply mathematical analysis to of failure has been identified. One student’s bridge determine why the bridge failed failed in the area that is circled in the picture below. (C) Document the design process (D) Recognize that risk-taking and failure are a normal part of learning

4. Which of the following components is present in both pneumatic and hydraulic systems? (A) Exhaust (B) Reservoir 1. Which of the following forces most likely caused the student’s bridge to fail? (C) Compressor (A) Compression (D) Control value (B) Shear (C) Tension (D) Torsion

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5. A student in the process of solving a 9. In which of the following is the battery short- fabrication problem in the manufacturing circuited? laboratory asks the teacher what assembly procedures should be used. The teacher’s best response would be to (A) give an opinion as to the best assembly (A) procedure for the particular problem (B) suggest two or three possible assembly procedures and have the student select one (B) (C) place the responsibility completely on the student for making the judgment (D) use leading questions to help the student review and analyze the relative merits of several assembly procedures (C)

6. Which of the following guidance systems is principally a materials-handling device? (A) Escalator (B) Conveyor (D) (C) Highway (D) Railroad

7. The most important consideration in designing successful messages to be 10. Which of the following is generally the first transmitted through graphic communications step taken in a large-scale commercial is knowledge and understanding of construction venture? (A) current technologies (A) Filing applications for building permits (B) the capabilities of the designer and variances (C) the limitations of the printer (B) Ordering the materials needed for the building foundation (D) the nature of the audience (C) Drafting a contract that spells out the details of the building plan 8. Which of the following is a renewable energy (D) Holding a discussion between the source? developer and the designer/contractor (A) Wood about the scope of the construction (B) Oil (C) Natural gas 11. A clothes dryer that is set to run for 30 minutes is an example of which of the (D) Coal following control systems? (A) Open loop (B) Closed loop (C) Negative feedback (D) Positive feedback

The Praxis® Study Companion 16 Step 3: Practice with Sample Test Questions

12. Of the following objectives, which is most 16. When scanning a drive for viruses, it is appropriate for a technology education typically important to check files having which program that has a goal of enabling students of the following extensions? to develop creative technical solutions to (A) .jpg present and future societal problems? (B) .pdf (A) Design and construct a three- dimensional model of a low-income, (C) .wav multifamily dwelling unit (D) .exe (B) Describe several construction careers that are related to home building 17. A committee of middle school teachers is (C) Categorize the components of a meeting to begin the process of finding a technical system software program to improve students’ drafting skills. Which of the following steps (D) Identify the major tools and equipment should the committee take first in the used in highway construction process? (A) Downloading a trial version of the most 13. Which of the following materials has a popular software for evaluation resistance that is LEAST affected by temperature changes? (B) Conducting a survey to determine the importance of drafting skills in the (A) Copper classroom (B) Carbon (C) Defining the learning objectives they (C) Germanium would like the software to meet (D) Silicon (D) Deciding what type of user interface would be most appropriate 14. An external circuit has a resistance of 7.0 ohms and a current of 2.0 amperes. The 18. Which of the following systems within a potential difference across the circuit is which vehicle produces the power needed to of the following? move it? (A) 14.0 volts (A) Guidance (B) 9.0 volts (B) Control (C) 3.5 volts (C) Propulsion (D) 0.28 volts (D) Structural

15. A person uses a remote control to change the volume level on a television. The signal that travels from the remote to the television is most likely encoded in a (A) visible light pulse (B) radio wave signal (C) series of infrared pulses (D) series of intense infrared beams

The Praxis® Study Companion 17 Step 3: Practice with Sample Test Questions

19. Which of the following is a type of wall that 22. A car-manufacturing factory is considering a helps support the weight of the ceiling and new site for its next plant. Which of the roof? following would community planners be most concerned with before allowing the plant to (A) Rafter-plate be built? (B) Ceiling-joist (A) The amount of materials stored in the (C) Stud-support plant (D) Load-bearing (B) The hours of operations of the new plant (C) The effect the plant will have on the environment (D) The work environment for the employees at the plant

23. Which of the following steps in the design of a dog house would be earliest? (A) Acquiring all the tools necessary for the 20. The vector arrow above symbolizes which of building the following types of mechanical stress? (B) Purchasing all the materials for building the structure (A) Compression (C) Identifying the color, shape, and style of (B) Shear the exterior surface (C) Tension (D) Accessing the measurements of the dog (D) Torsion and all the interior materials

24. Which of the following is the most effective way to evaluate the development of a student’s drafting skills throughout the school year? (A) Baseline assessment (B) Portfolio assessment (C) Short-answer unit assessment (D) Teacher-created assessment

21. The USDOT safety placard above indicates which of the following? (A) Biohazard (B) Corrosive substance (C) Electrical hazard (D) Recycling

The Praxis® Study Companion 18 Step 3: Practice with Sample Test Questions

25. Which of the following diagrams shows the 28. Which of the following geometric shapes is correct positions of the intake and exhaust most commonly used to give strength to the valves of a four-stroke internal combustion structure of truss bridges? engine during the intake stroke? (A) Circle (B) Triangle (A) (B) (C) Hexagon (D) Rectangle

29. Which of the following is a force that is most responsible for causing a fixed-wing aircraft to move forward? (A) Lift (B) Drag (C) (D) (C) Thrust (D) Weight

30. Which of the following charts is used in advanced manufacturing to record results data for a preproduction process? (A) R chart (B) Run chart (C) X-bar chart (D) Pareto chart 26. An early-nineteenth-century railroad steam engine is an excellent example of which of the following power systems? (A) Internal combustion engine (B) External combustion engine (C) Rotary engine (D) Reaction engine

27. In construction, the plates are horizontal structures at the top and bottom of a wall. Which of the following are the vertical structures? (A) Rafters (B) Studs (C) Headers (D) Joists

The Praxis® Study Companion 19 Step 3: Practice with Sample Test Questions

Answers to Sample Questions

1. The area of the bridge that is circled in the picture is 8. Renewable energy sources are those that can be being pulled on with sufficient tension force to cause replaced by natural processes within the limits of the the bridge to fail. The correct answer is (C). control of human beings. (B), (C), and (D) are fossil fuels and cannot be readily replaced. Only wood can be 2. The technological design process calls for students regrown. Thus, (A) is the correct answer. to design, evaluate, and redesign solutions to problems. Since the student’s original design has failed, it is 9. The correct answer is (B). In this diagram, the path of appropriate now for the student to evaluate the the circuit is such that current will be diverted from materials and techniques used in that design before passing through the resistor and the bulb. When the going on to build additional solutions. Therefore, the part of a circuit with the most resistance is bypassed, correct response is (A). and all of the current flows through the part with zero (negligible) resistance, a short circuit is said to exist. 3. Affective objectives concern students’ value judgments and their emotional responses in learning 10. A property owner or developer would need to meet situations. Students in a technology education class with the designer or contractor to discuss the scope of need to recognize that risk-taking and even failing is a the project before any other action is taken. Therefore, normal part of the learning process. They also need to the best answer is (D). understand that every solution to a technological 11. An open-loop system, sometimes referred to as a problem has the potential to fail. Therefore, the correct nonfeedback system, is a control system that follows its answer is (D). input command, or setting, regardless of the final result. 4. Both hydraulic and pneumatic systems share some In this case, a user sets the drying time for a load of of the same basic components. The components may clothes for 30 minutes, and the dryer will work look different, but they perform the same basic continuously for 30 minutes, regardless of whether the functions. Exhaust (A) is only present in a pneumatic clothes are fully dry at the end of that time. Therefore, system. Hydraulic systems return fluid to a reservoir (B) the correct answer is (A). to be recycled. Pneumatic systems use a compressor 12. A secondary instructional goal of technology (C) to build and store air pressure to be used. Hydraulic education is that of forecasting future technological systems use an electric pump to circulate the liquid. trends or possible problem solutions. (B), (C), and (D) Both systems use a control value. Thus, (D) is the correct address only present construction solutions. Only (A) answer. would allow the student to be creative and explore new 5. One instructional goal of technology education is to or future construction alternatives. Therefore, (A) is the offer opportunities for students to develop their correct answer. problem-solving abilities. (A) and (B) are teacher 13. Pure metals have a positive coefficient number, centered, and (C) does not provide the guidance a which means that resistance increases with increasing student would need. (D) is a teaching method that temperature. For the elements carbon, silicon, and requires the student to apply critical-thinking skills in germanium, the coefficient is a negative number, which selecting the best solution to a problem. Therefore, the means that resistance decreases with increasing correct answer is (D). temperature. For some metal alloys the temperature 6. (A) is a people-moving device, and (C) and (D) are coefficient of resistance is very close to zero, meaning used for moving both people and materials. (B) is the that the resistance hardly changes at all with variations only one that is not used to move both people and in temperature. The temperature coefficient of copper materials. Therefore, (B) is the correct answer. (near room temperature) is +0.393 percent per degree Celsius. This means that if the temperature increases by 7. All answer choices must be considered in producing 1° Celsius, the resistance will increase 0.393 percent. a graphic communication, and failing to meet Thus, the best answer is (A). established criteria on any one could result in a given product being rejected. However, regardless of how well the product meets all other criteria, if it does not consider the nature of the audience, it will not communicate successfully. Thus, the best answer is (D).

The Praxis® Study Companion 20 Step 3: Practice with Sample Test Questions

14. The mathematical equation that describes this 20. Compression is a force that is pushing against relationship is something. Shear is when a compression force is applied on a material in opposite directions across a V I = , perpendicular plane. Tension forces try to pull elements R apart. This image reflects a mechanical stress that is where I represents the current through the conductor twisted. Therefore, (D) is the correct answer. in units of amperes, V is the potential difference 21. Biohazard is hazardous biological materials and measured across the conductor in units of volts, and R organisms. The basic outline of the biohazard symbol is is the resistance of the conductor in units of ohms. a plain trefoil, which is three circles overlapping each Using the mathematical equation, I=2; R=7; and V is other equally like in a triple Venn diagram. Electrical V unknown, this would be illustrated as 2 = or hazard is any device that has the potential to injure or 7 cause death to an individual by the direct or indirect V =×27. Therefore, the correct answer is (A), 14.0 volts. exposure to an energized circuit. There are myriad 15. When changing the channel on a television with a warning and safety placards that can be used to warn remote control, a precise communication is taking of the potential dangers of electricity. Most of them use place through the use of infrared pulses. These pulses the universal symbol of a lightning bolt. The recycling allow the one device to react, as opposed to interacting symbol represents a Möbius loop consisting of three- with multiple items. Therefore, the correct answer is (C). chasing-arrows in the shape of a triangle with rounded vertices. Each arrow twists and turns itself, and all three 16. Viruses have the capability of infecting any file; arrows chase each other. It is a consummate however, they will generally infect executable (.exe) representation of recycling. Corrosive substance is a files or data files. Therefore, the correct answer is (D). graphic label showing drips of liquid from a lab tube 17. There are many issues to consider when selecting eroding the symbol of an object or hand, and indicates educational software. The main consideration is given that the contents are corrosive. Therefore, the correct to the evidence of its effectiveness; its ability to align to answer is (B). a school, state, or district’s standards; how it suits the 22. Reviewing the amount of materials stored in a students’ needs and learning styles; and the overall cost plant, the hours of operation, and the employee work of purchasing, maintaining, licensing, and upgrading, as environment are business concerns. The effect of the well as the hardware and software needed. Of the new site on the environment would be a serious answer choices provided, defining the learning concern to the community as the environment affects objectives the software would meet is the primary the community as a whole. Therefore, (C) is the correct concern. Therefore, the best answer is (C). answer. 18. Only a propulsion system, (C), would answer the 23. All engineering and construction design processes question correctly. The main function of the propulsion use a “planning, gathering data, or research” step. system is to convert energy into mechanical power Depending on the version used, the planning, that can be used to drive, fly, sail, or move a vehicle in gathering data, or research step would come before some other way. Guidance systems provide the any steps that include (A), (B), and (C). Therefore, the information required to make a vehicle follow a correct answer is (D). particular path or perform a certain task. Control systems are the parts of vehicles used to change a 24. A portfolio assessment is typically used by the vehicle’s direction and speed. Structural systems are the teacher to gauge a student’s understanding of material parts of vehicles that hold other vehicular systems and as the student’s skills develop. This type of assessment the loads they will carry. Therefore, (C) is the correct is designed so that the content of the assessment response. matches the content of the instruction. Thus, the best answer is (B). 19. A load-bearing wall is a wall specifically designed and built to support an imposed load in addition to its 25. The correct answer is (D). During the intake stroke, own weight. Therefore, (D) is the correct response. the intake valve (as labeled in the diagram) must be open so that fuel can enter the piston cylinder, and the piston must be moving down to pull the fuel into the cylinder. The exhaust valve must be closed during intake to prevent air from entering the cylinder instead of fuel.

The Praxis® Study Companion 21 Step 3: Practice with Sample Test Questions

26. All steam engines are external combustion engines. 29. A fixed-wing airplane has four major forces that External means that the power source is outside the affect its ability to fly. Thrust, Lift, Weight, and Drag. engine. Combustion refers to burning. Steam engines Thrust is the force that causes the aircraft to move use the heat from burning coal or wood to change forward. Therefore, (C) is the correct response. water into steam. Since the fire is under a boiler, which 30. The first step in establishing Statistical Process is outside the engine, the power source is external. Control (SPC) is to determine if a process is capable of Therefore, (B) is the correct response. meeting the parameters established by the design 27. In most houses, walls are made of wood framing. engineers. To do this, and operator will do a Wall frames are designed to be light and strong. They preproduction run that will provide data to determine include plates, studs, and headers. Plates are the the capability of the process. The operator records the horizontal parts at the top and bottom of the wall. data and then constructs a “run chart” to determine if They hold the studs, which are the vertical parts. there are instances of special (sporadic) variation. Therefore, (B) is the correct response Therefore, (B) is the correct response. 28. Truss bridges use a framework made of struts that are connected together in a triangular grid. Using triangular struts helps ensure that the resulting structure is rigid. A truss bridge resists bending when subjected to static and dynamic loads. Therefore, (B) is the correct response.

The Praxis® Study Companion 22 Step 4: Determine Your Strategy for Success

4. Determine Your Strategy for Success

Set clear goals and deadlines so your test preparation is focused and efficient

EffectivePraxis test preparation doesn’t just happen. You’ll want to set clear goals and deadlines for yourself along the way. Otherwise, you may not feel ready and confident on test day.

1) Learn what the test covers. You may have heard that there are several different versions of the same test. It’s true. You may take one version of the test and your friend may take a different version a few months later. Each test has different questions covering the same subject area, but both versions of the test measure the same skills and content knowledge.

You’ll find specific information on the test you’re taking onpage 5, which outlines the content categories that the test measures and what percentage of the test covers each topic. Visit www.ets.org/praxis/ testprep for information on other Praxis tests.

2) Assess how well you know the content. Research shows that test takers tend to overestimate their preparedness—this is why some test takers assume they did well and then find out they did not pass.

The Praxis tests are demanding enough to require serious review of likely content, and the longer you’ve been away from the content, the more preparation you will most likely need. If it has been longer than a few months since you’ve studied your content area, make a concerted effort to prepare.

3) Collect study materials. Gathering and organizing your materials for review are critical steps in preparing for the Praxis tests. Consider the following reference sources as you plan your study:

• Did you take a course in which the content area was covered? If yes, do you still have your books or your notes? • Does your local library have a high school-level textbook in this area? Does your college library have a good introductory college-level textbook in this area? Practice materials are available for purchase for many Praxis tests at www.ets.org/praxis/testprep. Test preparation materials include sample questions and answers with explanations.

4) Plan and organize your time. You can begin to plan and organize your time while you are still collecting materials. Allow yourself plenty of review time to avoid cramming new material at the end. Here are a few tips:

• Choose a test date far enough in the future to leave you plenty of preparation time. Test dates can be found at www.ets.org/praxis/register/centers_dates. • Work backward from that date to figure out how much time you will need for review. • Set a realistic schedule—and stick to it.

The Praxis® Study Companion 23 Step 4: Determine Your Strategy for Success

5) Practice explaining the key concepts. Praxis tests with constructed-response questions assess your ability to explain material effectively. As a teacher, you’ll need to be able to explain concepts and processes to students in a clear, understandable way. What are the major concepts you will be required to teach? Can you explain them in your own words accurately, completely, and clearly? Practice explaining these concepts to test your ability to effectively explain what you know.

6) Understand how questions will be scored. Scoring information can be found on page 42.

7) Develop a study plan. A study plan provides a road map to prepare for the Praxis tests. It can help you understand what skills and knowledge are covered on the test and where to focus your attention. Use the study plan template on page 28 to organize your efforts.

And most important—get started!

Would a Study Group Work for You?

Using this guide as part of a study group

People who have a lot of studying to do sometimes find it helpful to form a study group with others who are working toward the same goal. Study groups give members opportunities to ask questions and get detailed answers. In a group, some members usually have a better understanding of certain topics, while others in the group may be better at other topics. As members take turns explaining concepts to one another, everyone builds self-confidence.

If the group encounters a question that none of the members can answer well, the group can go to a teacher or other expert and get answers efficiently. Because study groups schedule regular meetings, members study in a more disciplined fashion. They also gain emotional support. The group should be large enough so that multiple people can contribute different kinds of knowledge, but small enough so that it stays focused. Often, three to six members is a good size.

Here are some ways to use this guide as part of a study group:

• Plan the group’s study program. Parts of the study plan template, beginning on page 28, can help to structure your group’s study program. By filling out the first five columns and sharing the worksheets, everyone will learn more about your group’s mix of abilities and about the resources, such as textbooks, that members can share with the group. In the sixth column (“Dates I will study the content”), you can create an overall schedule for your group’s study program.

• Plan individual group sessions. At the end of each session, the group should decide what specific topics will be covered at the next meeting and who will present each topic. Use the topic headings and subheadings in the Test at a Glance table on page 5 to select topics, and then select practice questions, beginning on page 14.

• Prepare your presentation for the group. When it’s your turn to present, prepare something that is more than a lecture. Write two or three original questions to pose to the group. Practicing writing actual questions can help you better understand the topics covered on the test as well as the types of questions you will encounter on the test. It will also give other members of the group extra practice at answering questions.

The Praxis® Study Companion 24 Step 4: Determine Your Strategy for Success

• Take a practice test together. The idea of a practice test is to simulate an actual administration of the test, so scheduling a test session with the group will add to the realism and may also help boost everyone’s confidence. Remember, complete the practice test using only the time that will be allotted for that test on your administration day.

• Learn from the results of the practice test. Review the results of the practice test, including the number of questions answered correctly in each content category. For tests that contain constructed- response questions, look at the Sample Test Questions section, which also contain sample responses to those questions and shows how they were scored. Then try to follow the same guidelines that the test scorers use.

• Be as critical as you can. You’re not doing your study partner(s) any favors by letting them get away with an answer that does not cover all parts of the question adequately. • Be specific. Write comments that are as detailed as the comments about the sample responses. Indicate where and how your study partner(s) are doing an inadequate job of answering the question. Writing notes in the margins of the answer sheet may also help. • Be supportive. Include comments that point out what your study partner(s) got right. Then plan one or more study sessions based on aspects of the questions on which group members performed poorly. For example, each group member might be responsible for rewriting one paragraph of a response in which someone else did an inadequate job.

Whether you decide to study alone or with a group, remember that the best way to prepare is to have an organized plan. The plan should set goals based on specific topics and skills that you need to learn, and it should commit you to a realistic set of deadlines for meeting those goals. Then you need to discipline yourself to stick with your plan and accomplish your goals on schedule.

The Praxis® Study Companion 25 Step 5: Develop Your Study Plan

5. Develop Your Study Plan Develop a personalized study plan and schedule

Planning your study time is important because it will help ensure that you review all content areas covered on the test. Use the sample study plan below as a guide. It shows a plan for the Core Academic Skills for Educators: Reading test. Following that is a study plan template that you can fill out to create your own plan. Use the “Learn about Your Test” and “Test Specifications" information beginning onpage 5 to help complete it. Use this worksheet to: 1. Define Content Areas: List the most important content areas for your test as defined in chapter 1. 2. Determine Strengths and Weaknesses: Identify your strengths and weaknesses in each content area. 3. Identify Resources: Identify the books, courses, and other resources you plan to use for each content area. 4. Study: Create and commit to a schedule that provides for regular study periods. Praxis Test Name (Test Code): Core Academic Skills for Educators: Reading (5712) Test Date: 9/15/16

How well do What Where can I Dates I will Description I know the resources do I find the Date Content covered study the of content content? have/need for resources I completed content (scale 1–5) the content? need? Key Ideas and Details Draw inferences and Middle school College library, implications from the Close reading 3 English middle school 7/15/16 7/15/16 directly stated content textbook teacher of a reading selection Identify summaries or Middle school College library, paraphrases of the main Determining Ideas 3 English middle school 7/17/16 7/17/16 idea or primary purpose textbook teacher of a reading selection Identify summaries Middle and College library, or paraphrases of the high school middle and Determining Ideas supporting ideas and 3 7/20/16 7/21/16 English high school specific details in a textbook teachers reading selection Craft, Structure, and Language Skills Determine the author’s Middle and College library, attitude toward material high school middle and Interpreting tone 4 7/25/16 7/26/16 discussed in a reading English high school selection textbook teachers Middle and Identify key transition College library, high school Analysis of words and phrases in a middle and 3 English 7/25/16 7/27/16 structure reading selection and high school textbook, how they are used teachers dictionary Identify how a reading College library, High school selection is organized course notes, Analysis of textbook, in terms of cause/effect, 5 high school 8/1/16 8/1/16 structure college course compare/contrast, teacher, college notes problem/solution, etc. professor Determine the role that College library, High school an idea, reference, or course notes, textbook, Author’s purpose piece of information 5 high school 8/1/16 8/1/16 college course plays in an author’s teacher, college notes discussion or argument professor

(continued on next page)

The Praxis® Study Companion 26 Step 5: Develop Your Study Plan

How well do What Where can I Dates Description I know the resources do I find the I will Date Content covered of content content? have/need for resources I study the completed (scale 1–5) the content? need? content Determine whether College library, High school information presented course notes, Language in textbook, in a reading selection 4 high school 8/1/16 8/1/16 different contexts college course is presented as fact or teacher, college notes opinion professor College library, Identify the meanings of High school course notes, Contextual words as they are used in textbook, 2 high school 8/1/16 8/1/16 meaning the context of a reading college course teacher, college selection notes professor College library, High school Understand figurative course notes, Figurative textbook, language and nuances in 2 high school 8/8/16 8/8/16 Language college course word meanings teacher, college notes professor Understand a range College library, High school of words and phrases course notes, textbook, Vocabulary range sufficient for reading at 2 high school 8/16/16 8/17/16 college course the college and career teacher, college notes readiness level professor Integration of Knowledge and Ideas Analyze content College library, presented in diverse High school course notes, Diverse media and media and formats, textbook, 2 high school 8/22/16 8/24/16 formats including visually and college course teacher, college quantitatively, as well as notes professor in words College library, High school Identify the relationship course notes, Evaluation of textbook, among ideas presented 4 high school 8/24/16 8/24/16 arguments college course in a reading selection teacher, college notes professor Determine whether College library, High school evidence strengthens, course notes, Evaluation of textbook, weakens, or is relevant 3 high school 8/27/16 8/27/16 arguments college course to the arguments in a teacher, college notes reading selection professor College library, Determine the logical High school course notes, Evaluation of assumptions upon textbook, 5 high school 8/28/16 8/30/16 arguments which an argument or college course teacher, college conclusion is based notes professor College library, High school Draw conclusions from course notes, Evaluation of textbook, material presented in a 5 high school 8/30/16 8/31/16 arguments college course reading selection teacher, college notes professor Recognize or predict College library, ideas or situations that High school course notes, Comparison of are extensions of or textbook, 4 high school 9/3/16 9/4/16 texts similar to what has been college course teacher, college presented in a reading notes professor selection College library, High school Apply ideas presented course notes, Comparison of textbook, in a reading selection to 2 high school 9/5/16 9/6/16 texts college course other situations teacher, college notes professor

The Praxis® Study Companion 27 Step 5: Develop Your Study Plan

My Study Plan Use this worksheet to: 1. Define Content Areas: List the most important content areas for your test as defined in chapter 1. 2. Determine Strengths and Weaknesses: Identify your strengths and weaknesses in each content area. 3. Identify Resources: Identify the books, courses, and other resources you plan to use for each content area. 4. Study: Create and commit to a schedule that provides for regular study periods.

Praxis Test Name (Test Code): ______Test Date: ______

How well do What Where can I Dates I will Description I know the resources do I find the Date Content covered study this of content content? have/need for resources I completed content (scale 1–5) this content? need?

(continued on next page)

The Praxis® Study Companion 28 Step 5: Develop Your Study Plan

How well do What Where can I Dates I will Description I know the resources do I find the Date Content covered study the of content content? have/need for resources I completed content (scale 1–5) the content? need?

The Praxis® Study Companion 29 Step 6: Study Topics

6. Study Topics

Detailed study topics with questions for discussion

Using the Study Topics That Follow The Technology Education test is designed to measure the knowledge and skills necessary for a beginning teacher.

This chapter is intended to help you organize your preparation for the test and to give you a clear indication of the depth and breadth of the knowledge required for success on the test.

Virtually all accredited programs address the topics covered by the test; however, you are not expected to be an expert on all aspects of the topics that follow.

You are likely to find that the topics below are covered by most introductory textbooks. Consult materials and resources, including lecture and laboratory notes, from all your coursework. You should be able to match up specific topics and subtopics with what you have covered in your courses.

Try not to be overwhelmed by the volume and scope of content knowledge in this guide. Although a specific term may not seem familiar as you see it here, you might find you can understand it when applied to a real-life situation. Many of the items on the actual test will provide you with a context to apply to these topics or terms.

Discussion Areas Interspersed throughout the study topics are discussion areas, presented as open-ended questions or statements. These discussion areas are intended to help test your knowledge of fundamental concepts and your ability to apply those concepts to situations in the classroom or the real world. Most of the areas require you to combine several pieces of knowledge to formulate an integrated understanding and response. If you spend time on these areas, you will gain increased understanding and facility with the subject matter covered on the test. You may want to discuss these areas and your answers with a teacher or mentor.

Note that this study companion does not provide answers for the discussion area questions, but thinking about the answers to them will help improve your understanding of fundamental concepts and will probably help you answer a broad range of questions on the test.

The Praxis® Study Companion 30 Step 6: Study Topics

Study Topics Discussion areas: Technology and Society • How do science, engineering, and math An overview of the areas covered on the test, along influence new technological developments? with their subareas, follows. • What type of impacts can a new technological innovation (e.g., a new type of I. Technology and Society water-purification system) have on a A. Understands the nature of technology, developing country? technology education, and technological • What are the primary differences between literacy science, technology, and engineering? B. Understands how invention and innovation occur, how they are influenced by cultural and • What ethical issues should be considered economic factors, and how they are built on when biotechnology is developed and existing technologies implemented? C. Understands how technological development • How have changes in societal norms is influenced by knowledge from other fields directed the evolution of technological of study, especially mathematics and the innovations? sciences • How have technological innovations D. Understands the influence that significant influenced the evolution of societal norms? technological innovations have had on human history and on today’s world • What technological innovations have been E. Understands critical changes in technology developed to reduce negative environmental through the different periods of human impacts? history (e.g., the Iron Age, the Industrial Revolution, the information age) • How has technological evolution contributed to the interrelationship of F. Understands how various factors (e.g., science, technology, engineering, and marketing, economics, environment) affect mathematics? technology development G. Understands the impact of technology on • How do cultural and economic factors society and on social institutions such as the influence both technological inventions and family and the political system innovations? H. Understands ways to decrease the negative • Describe the interplay of science, technology, environmental impact of technological engineering, and mathematics; are they systems and processes (e.g., by reducing equally valued among students, resource inputs, reducing waste, recycling) technologists, and society as a whole? and knows how to evaluate trade-offs with respect to different approaches • How does technology influence local, state, national, and international political systems? I. Understands the relationships between engineering, mathematics, science, and • Describe when and how desirable and technology undesirable technological developments occur and how they are supported by economic interests and highly developed marketing.

• How have the different ages and eras (e.g., Iron Age, Renaissance, Industrial Revolution, information age) influenced technological evolution?

The Praxis® Study Companion 31 Step 6: Study Topics

II. Technological Design and Problem Discussion areas: Technological Design Solving and Problem Solving A. Understands how to implement and • What are some common techniques used for document the steps of a design process troubleshooting technological systems, and B. Knows how to select and use tools— how are they documented and especially software—in a design process, communicated? including the creation, testing, evaluation, and • How can a design process be systematically communication of solutions created and applied to a given problem that C. Understands how to identify a problem and is relative to each of the Technology define design requirements (criteria and Educations of science, technology, constraints) engineering, and mathematics (STEM)? D. Knows how to generate possible solutions to • What are the typical steps used in a problem- design problems and how to select, develop, solving process? and refine design proposals using analysis and creativity • How is the universal systems model applied E. Knows how to evaluate, test, and optimize to various technology sectors (e.g., designs using specifications, design principles, transportation, manufacturing, modeling, experimentation, and prototyping biotechnology)? F. Understands how to organize and • How are design specifications (e.g., criteria, communicate the solution to a design constraints, form, function, cost, testing) problem—for example, by the use of verbal, applied? graphic, quantitative, written, and three- dimensional representations • What factors of a system’s design contribute G. Understands systems thinking (i.e., input, to proper maintenance and feedback to process, output, feedback) and knows how to optimize the system’s operation? model it for students • A student is disappointed that the design for H. Understands there is no such thing as a a vehicle using alternative fuels has failed. perfect design and that making design How should the technology education decisions involves balancing trade-offs teacher use the information as an I. Knows how to operate, maintain, and opportunity to teach the student about the troubleshoot technological systems advantages of design failure? J. Knows how to apply the design process to systems and problems in energy, power, and transportation K. Knows how to apply the design process to problems in information technology and communications technology L. Knows how to apply the design process to problems in manufacturing and construction

The Praxis® Study Companion 32 Step 6: Study Topics

III. Energy, Power, and Transportation Discussion areas: Energy, Power, and A. Understands and knows how to utilize various Transportation types of control systems (e.g., electrical, • How does a hybrid automobile differ from a chemical, mechanical) traditional internal combustion automobile?

B. Knows how to apply mathematical and • What information is needed for a designer to scientific principles to solve problems build an effective wind turbine? involving the harness, transfer, loss, transmission, and conversion of power and • What are some common methods used to energy transport people and goods? C. Understands energy utilization systems (e.g., • How are electronic components used in internal combustion, external combustion, series, parallel, and series-parallel circuits? hybrid) D. Knows the inputs used in transportation • How are the various forms of energy (e.g., systems (e.g., capital, materials, people) mechanical, thermal, electrical) used, measured, and transformed? E. Understands the components of vehicles and support systems, including infrastructures and • What safety procedures must be followed subsystems for propulsion, suspension, when someone is working with and around control, and guidance mechanical, electrical, and power systems? F. Understands the different processes involved in transportation operations (e.g., receiving, • Explain how a subsystem is part of a larger storing, loading, moving, unloading), along system and what their relationship is (e.g., with the part each process plays in the gears are part of a transmission system, efficiency of the overall system which is a subsystem of the drive system for a vehicle). G. Understands the different forms of energy— mechanical, thermal, chemical, nuclear, etc.— • How are logistics and distribution processes and the differences between them interrelated within local, state, national, and H. Understands and can model the relationship international transportation systems? between energy, power, and work • Name the different modes of transportation I. Knows how energy is measured and used by logistics and distribution entities. controlled J. Knows how to apply concepts of energy and power to solve problems related to them K. Knows the different ways power is generated and used, including the differences in efficiency and impact on the environment L. Knows and applies safety practices related to working with energy and power

The Praxis® Study Companion 33 Step 6: Study Topics

IV. Information and Communication Discussion areas: Information and Technologies Communication Technologies A. Understands major concepts and terminology • How does a wireless LAN differ from a wired related to information systems LAN? B. Given a communications problem or task, can • What is a cable modem, and how does it identify and knows how to use appropriate work? tools and materials, especially software and hardware, to address it • How does following the rule of thirds help a C. Knows how to use operating systems, person take better digital pictures? software applications, communication devices, and networking components in the • What are some of the causes and effects that classroom/laboratory have resulted from new communication technologies? D. Recognizes the various types of network structures (e.g., LAN, MAN, WAN) • Explain how copyright laws are applied to E. Understands the concepts that make up a students using music in a student video. communications system: source, encoding, • What are the various printing processes, and transmission, reception, decoding, storage, how are they applied? retrieval, and destination F. Understands concepts and terminology • Describe the elements of communication related to audio, video, electronic, data, (e.g., balance, weight, rhythm, harmony, technical, and graphic communications proportion) that are used in design layout processes. G. Knows how to arrange the elements of a communication message so that the message • What are the different modes of is effective and aesthetically pleasing communication systems (e.g., fiberoptic, H. Knows the impact of communication satellite, microwave), and how do they carry technology and media on society and culture various signals? I. Understands legal and ethical issues regarding • Explain how computer software is installed the use of communications and information and maintained on a computer in a lab or technologies (e.g., copyright, privacy, security) classroom network. J. Knows issues and trends in information and communications technologies

The Praxis® Study Companion 34 Step 6: Study Topics

V. Manufacturing and Construction Discussion areas: Manufacturing and Technologies Construction Technologies A. Knows the management functions used in • What are some common building materials construction and manufacturing (e.g., that can be used to construct a deck on the planning, organizing, directing) back of a home? B. Knows how to apply a systems model to • What types of information does a designer manufacturing and construction processes need to consider when building a home in (inputs, processes, outputs, feedback) the mountains near a ski resort? C. Knows the key concepts associated with the efficiency of production (e.g., automation, • What are some differences between interchangeable parts, just-in-time inventory) manufactured homes and site-built homes? D. Understands the differences between • Explain the components of the universal manufacturing systems that involve flexible, systems model as it is applied to the continuous, batch, and custom production manufacturing and construction sectors. E. Knows the variety and properties of materials used in the manufacture of products and can • What are some quality processes (e.g., just-in- evaluate the suitability of material to different time, TQM, Six Sigma) that are employed by manufacturing purposes the manufacturing sector? F. Knows the primary processing methods of • How are secondary processes (e.g., converting raw materials into industrial conditioning, separating, assembling) materials or standard stock (e.g., applied to various materials (e.g., ceramics, electrochemical, mechanical, thermal) and the metals, plastics, wood)? secondary processing methods of converting industrial materials into finished products • Explain how different forces (e.g., tension, (e.g., casting and molding, forming, compression, torsion) are calculated and assembling) accounted for in the design of a structure (e.g., bridge, home, highway, skyscraper). G. Understands the key concepts and terminology related to construction • What concerns do construction managers H. Knows the variety and properties of materials face regarding building permits, building used in the construction of structures and can codes, and hiring practices? evaluate the suitability of material to different • Identify current local, state, and national construction purposes safety regulations associated with the I. Understands the numerous constraints on manufacturing and construction industries. structural designs, such as building codes, cost, and function J. Knows the systems and subsystems of buildings and structures and the functions they perform K. Understands static and dynamic loads and how they produce forces (e.g., compression, tension, torsion) that affect stability and failure in a structure L. Understands the variety of processes used in construction, including on-site and prefabricated techniques

The Praxis® Study Companion 35 Step 6: Study Topics

VI. Pedagogical and Professional Studies O. Is familiar with opportunities for further education and careers A. For a technology education program, knows how to create and implement a curriculum P. Is aware of the history, issues, and trends based on state and national standards (e.g., related to technology education Standards for Technological Literacy) Q. Is familiar with the management of resources, B. Knows how to select appropriate instructional records, and budgets content and develop learning activities R. Recognizes the importance of collaborating C. Knows how to choose, adapt, and implement with other school faculty to design instruction instructional strategies appropriate to both that integrates knowledge and skills from other the content and the level at which the core academic subject areas into instruction in content is being taught technology D. Understands the importance of designing and Discussion areas: Pedagogical and implementing instructional activities that Professional Studies emphasize problem solving • How can the Standards for Technological E. Knows how to apply appropriate instructional Literacy be used to develop an effective technology equipment, materials, processes, technology education curriculum? and tools to enhance teaching and to actively engage students in learning • What are some typical instructional strategies or teaching methods used by today’s F. Knows how to select and use a variety of technology education teachers? assessment methods—formal and informal, formative and summative—to monitor and • How can technology education teachers stay evaluate both student learning and informed and current in their field by instructional effectiveness affiliating themselves with professional G. Knows how to create and maintain a safe and associations and organizations (e.g., healthy learning environment (e.g., in a SkillsUSA, FFA, HOSA, ITEEA, ACTE)? laboratory), where appropriate practices and procedures are followed in the use of • What are the benefits and challenges of equipment, materials, and tools collaborating with core academic colleagues on cross-curricular activities and lessons? H. Is aware of the relationship between classroom learning and student organizations • How should a technology education teacher I. Understands the relationship between address the local chamber of commerce to technology education programs and advisory promote and educate local business leaders committees about his or her program? J. Knows how to modify instructional activities • How should a technology teacher design a and methods to address students’ diverse poster to attract students to his or her needs program?

K. Understands the importance of promoting • Why should proper safety procedures be technology education internally and followed in an advanced manufacturing externally (e.g., to the community, school staff, training lab? and students) L. Understands the importance of becoming • What problem-solving methods can a involved in professional associations and technology education teacher use with organizations related to technology education students to help solve the challenge of budget cuts in career and technical M. Understands the importance of the education? professional growth of the technology education teacher via formal instruction, in- • What differentiated instructional strategies service activities, and professional association can technology education teachers use to meetings ensure that students with physical and N. Is familiar with current educational policy, emotional disabilities have access to career legislation, and funding opportunities and technical education?

The Praxis® Study Companion 36 Step 7: Review Smart Tips for Success

7. Review Smart Tips for Success

Follow test-taking tips developed by experts

Learn from the experts. Take advantage of the following answers to questions you may have and practical tips to help you navigate the Praxis test and make the best use of your time.

Should I guess? Yes. Your score is based on the number of questions you answer correctly, with no penalty or subtraction for an incorrect answer. When you don’t know the answer to a question, try to eliminate any obviously wrong answers and then guess at the correct one. Try to pace yourself so that you have enough time to carefully consider every question.

Can I answer the questions in any order? You can answer the questions in order or skip questions and come back to them later. If you skip a question, you can also mark it so that you can remember to return and answer it later. Remember that questions left unanswered are treated the same as questions answered incorrectly, so it is to your advantage to answer every question.

Are there trick questions on the test? No. There are no hidden meanings or trick questions. All of the questions on the test ask about subject matter knowledge in a straightforward manner.

Are there answer patterns on the test? No. You might have heard this myth: the answers on tests follow patterns. Another myth is that there will never be more than two questions in a row with the correct answer in the same position among the choices. Neither myth is true. Select the answer you think is correct based on your knowledge of the subject.

Can I write on the scratch paper I am given? Yes. You can work out problems on the scratch paper, make notes to yourself, or write anything at all. Your scratch paper will be destroyed after you are finished with it, so use it in any way that is helpful to you. But make sure to select or enter your answers on the computer.

Smart Tips for Taking the Test 1. Skip the questions you find extremely difficult. Rather than trying to answer these on your first pass through the test, you may want to leave them blank and mark them so that you can return to them later. Pay attention to the time as you answer the rest of the questions on the test, and try to finish with 10 or 15 minutes remaining so that you can go back over the questions you left blank. Even if you don’t know the answer the second time you read the questions, see if you can narrow down the possible answers, and then guess. Your score is based on the number of right answers, so it is to your advantage to answer every question.

The Praxis® Study Companion 37 Step 7: Review Smart Tips for Success

2. Keep track of the time. The on-screen clock will tell you how much time you have left. You will probably have plenty of time to answer all of the questions, but if you find yourself becoming bogged down, you might decide to move on and come back to any unanswered questions later.

3. Read all of the possible answers before selecting one. For questions that require you to select more than one answer, or to make another kind of selection, consider the most likely answers given what the question is asking. Then reread the question to be sure the answer(s) you have given really answer the question. Remember, a question that contains a phrase such as “Which of the following does NOT …” is asking for the one answer that is NOT a correct statement or conclusion.

4. Check your answers. If you have extra time left over at the end of the test, look over each question and make sure that you have answered it as you intended. Many test takers make careless mistakes that they could have corrected if they had checked their answers.

5. Don’t worry about your score when you are taking the test. No one is expected to answer all of the questions correctly. Your score on this test is not analogous to your score on the GRE® or other tests. It doesn’t matter on the Praxis tests whether you score very high or barely pass. If you meet the minimum passing scores for your state and you meet the state’s other requirements for obtaining a teaching license, you will receive a license. In other words, what matters is meeting the minimum passing score. You can find passing scores for all states that use the Praxis tests at http://www.ets.org/s/praxis/pdf/passing_scores.pdf or on the web site of the state for which you are seeking certification/licensure.

6. Use your energy to take the test, not to get frustrated by it. Getting frustrated only increases stress and decreases the likelihood that you will do your best. Highly qualified educators and test development professionals, all with backgrounds in teaching, worked diligently to make the test a fair and valid measure of your knowledge and skills. Your state painstakingly reviewed the test before adopting it as a licensure requirement. The best thing to do is concentrate on answering the questions.

The Praxis® Study Companion 38 Step 8: Check on Testing Accommodations

8. Check on Testing Accommodations See if you qualify for accommodations that may make it easier to take the Praxis test

What if English is not my primary language? Praxis tests are given only in English. If your primary language is not English (PLNE), you may be eligible for extended testing time. For more details, visit www.ets.org/praxis/register/plne_accommodations/.

What if I have a disability or other health-related need? The following accommodations are available for Praxis test takers who meet the Americans with Disabilities Act (ADA) Amendments Act disability requirements:

• Extended testing time • Additional rest breaks • Separate testing room • Writer/recorder of answers • Test reader • Sign language interpreter for spoken directions only • Perkins Brailler • Braille slate and stylus • Printed copy of spoken directions • Oral interpreter • Audio test • Braille test • Large print test book • Large print answer sheet • Listening section omitted

For more information on these accommodations, visit www.ets.org/praxis/register/disabilities.

Note: Test takers who have health-related needs requiring them to bring equipment, beverages, or snacks into the testing room or to take extra or extended breaks must request these accommodations by following the procedures described in the Bulletin Supplement for Test Takers with Disabilities or Health-Related Needs (PDF), which can be found at http://www.ets.org/s/disabilities/pdf/bulletin_supplement_test_takers_with_ disabilities_health_needs.pdf.

You can find additional information on available resources for test takers with disabilities or health-related needs at www.ets.org/disabilities.

The Praxis® Study Companion 39 Step 9: Do Your Best on Test Day

9. Do Your Best on Test Day

Get ready for test day so you will be calm and confident

You followed your study plan. You prepared for the test. Now it’s time to prepare for test day.

Plan to end your review a day or two before the actual test date so you avoid cramming. Take a dry run to the test center so you’re sure of the route, traffic conditions, and parking. Most of all, you want to eliminate any unexpected factors that could distract you from your ultimate goal—passing the Praxis test!

On the day of the test, you should:

• be well rested • wear comfortable clothes and dress in layers • eat before you take the test • bring an acceptable and valid photo identification with you • bring an approved calculator only if one is specifically permitted for the test you are taking (see Calculator Use, at http://www.ets.org/praxis/test_day/policies/calculators) • be prepared to stand in line to check in or to wait while other test takers check in You can’t control the testing situation, but you can control yourself. Stay calm. The supervisors are well trained and make every effort to provide uniform testing conditions, but don’t let it bother you if the test doesn’t start exactly on time. You will have the allotted amount of time once it does start.

You can think of preparing for this test as training for an athletic event. Once you’ve trained, prepared, and rested, give it everything you’ve got.

What items am I restricted from bringing into the test center? You cannot bring into the test center personal items such as:

• handbags, knapsacks, or briefcases • water bottles or canned or bottled beverages • study materials, books, or notes • pens, pencils, scrap paper, or calculators, unless specifically permitted for the test you are taking (see Calculator Use, at http://www.ets.org/praxis/test_day/policies/calculators) • any electronic, photographic, recording, or listening devices

Personal items are not allowed in the testing room and will not be available to you during the test or during breaks. You may also be asked to empty your pockets. At some centers, you will be assigned a space to store your belongings, such as handbags and study materials. Some centers do not have secure storage space available, so please plan accordingly.

Test centers assume no responsibility for your personal items.

The Praxis® Study Companion 40 Step 9: Do Your Best on Test Day

If you have health-related needs requiring you to bring equipment, beverages or snacks into the testing room or to take extra or extended breaks, you need to request accommodations in advance. Procedures for requesting accommodations are described in the Bulletin Supplement for Test Takers with Disabilities or Health-related Needs (PDF).

Note: All cell phones, smart phones (e.g., Android® devices, iPhones®, etc.), and other electronic, photographic, recording, or listening devices are strictly prohibited from the test center. If you are seen with such a device, you will be dismissed from the test, your test scores will be canceled, and you will forfeit your test fees. If you are seen using such a device, the device will be confiscated and inspected. For more information on what you can bring to the test center, visit www.ets.org/praxis/test_day/bring.

Are You Ready? Complete this checklist to determine whether you are ready to take your test. ❒ Do you know the testing requirements for the license or certification you are seeking in the state(s) where you plan to teach? ❒ Have you followed all of the test registration procedures? ❒ Do you know the topics that will be covered in each test you plan to take? ❒ Have you reviewed any textbooks, class notes, and course readings that relate to the topics covered? ❒ Do you know how long the test will take and the number of questions it contains? ❒ Have you considered how you will pace your work? ❒ Are you familiar with the types of questions for your test? ❒ Are you familiar with the recommended test-taking strategies? ❒ Have you practiced by working through the practice questions in this study companion or in a study guide or practice test? ❒ If constructed-response questions are part of your test, do you understand the scoring criteria for these questions? ❒ If you are repeating a Praxis test, have you analyzed your previous score report to determine areas where additional study and test preparation could be useful?

If you answered “yes” to the questions above, your preparation has paid off. Now take thePraxis test, do your best, pass it—and begin your teaching career!

The Praxis® Study Companion 41 Step 10: Understand Your Scores

10. Understand Your Scores Understand how tests are scored and how to interpret your test scores

Of course, passing the Praxis test is important to you so you need to understand what your scores mean and what your state requirements are.

What are the score requirements for my state? States, institutions, and associations that require the tests set their own passing scores. Visit www.ets.org/praxis/states for the most up-to-date information.

If I move to another state, will my new state accept my scores? The Praxis tests are part of a national testing program, meaning that they are required in many states for licensure. The advantage of a national program is that if you move to another state that also requires Praxis tests, you can transfer your scores. Each state has specific test requirements and passing scores, which you can find at www.ets.org/praxis/states.

How do I know whether I passed the test? Your score report will include information on passing scores for the states you identified as recipients of your test results. If you test in a state with automatic score reporting, you will also receive passing score information for that state.

A list of states and their passing scores for each test are available online at www.ets.org/praxis/states.

What your Praxis scores mean You received your score report. Now what does it mean? It’s important to interpret your score report correctly and to know what to do if you have questions about your scores.

Visit http://www.ets.org/s/praxis/pdf/sample_score_report.pdf to see a sample score report. To access Understanding Your Praxis Scores, a document that provides additional information on how to read your score report, visit www.ets.org/praxis/scores/understand.

Put your scores in perspective Your score report indicates: • Your score and whether you passed • The range of possible scores • The raw points available in each content category • The range of the middle 50 percent of scores on the test If you have taken the same test or other tests in the Praxis over the last 10 years, your score report also lists the highest score you earned on each test taken.

The Praxis® Study Companion 42 Step 10: Understand Your Scores

Content category scores and score interpretation Questions on the Praxis tests are categorized by content. To help you in future study or in preparing to retake the test, your score report shows how many raw points you earned in each content category. Compare your “raw points earned” with the maximum points you could have earned (“raw points available”). The greater the difference, the greater the opportunity to improve your score by further study.

Score scale changes E T S updates Praxis tests on a regular basis to ensure they accurately measure the knowledge and skills that are required for licensure. When tests are updated, the meaning of the score scale may change, so requirements may vary between the new and previous versions. All scores for previous, discontinued tests are valid and reportable for 10 years, provided that your state or licensing agency still accepts them.

These resources may also help you interpret your scores:

• Understanding Your Praxis Scores (PDF), found at www.ets.org/praxis/scores/understand

• The Praxis Passing Scores (PDF), found at www.ets.org/praxis/scores/understand

• State requirements, found at www.ets.org/praxis/states

The Praxis® Study Companion 43 Appendix: Other Questions You May Have

Appendix: Other Questions You May Have

Here is some supplemental information that can give you a better understanding of the Praxis tests.

What do the Praxis tests measure? The Praxis tests measure the specific knowledge and skills that beginning teachers need. The tests do not measure an individual’s disposition toward teaching or potential for success, nor do they measure your actual teaching ability. The assessments are designed to be comprehensive and inclusive but are limited to what can be covered in a finite number of questions and question types. Teaching requires many complex skills that are typically measured in other ways, including classroom observation, video recordings, and portfolios.

Ranging from Agriculture to World Languages, there are more than 80 Praxis tests, which contain selected- response questions or constructed-response questions, or a combination of both.

Who takes the tests and why? Some colleges and universities use the Praxis Core Academic Skills for Educators tests (Reading, Writing, and Mathematics) to evaluate individuals for entry into teacher education programs. The assessments are generally taken early in your college career. Many states also require Core Academic Skills test scores as part of their teacher licensing process.

Individuals entering the teaching profession take the Praxis content and pedagogy tests as part of the teacher licensing and certification process required by many states. In addition, some professional associations and organizations require the Praxis Subject Assessments for professional licensing.

Do all states require these tests? The Praxis tests are currently required for teacher licensure in approximately 40 states and United States territories. These tests are also used by several professional licensing agencies and by several hundred colleges and universities. Teacher candidates can test in one state and submit their scores in any other state that requires Praxis testing for licensure. You can find details atwww.ets.org/praxis/states .

What is licensure/certification? Licensure in any area—medicine, law, architecture, accounting, cosmetology—is an assurance to the public that the person holding the license possesses sufficient knowledge and skills to perform important occupational activities safely and effectively. In the case of teacher licensing, a license tells the public that the individual has met predefined competency standards for beginning teaching practice.

Because a license makes such a serious claim about its holder, licensure tests are usually quite demanding. In some fields, licensure tests have more than one part and last for more than one day. Candidates for licensure in all fields plan intensive study as part of their professional preparation. Some join study groups, others study alone. But preparing to take a licensure test is, in all cases, a professional activity. Because a licensure exam surveys a broad body of knowledge, preparing for a licensure exam takes planning, discipline, and sustained effort.

Why does my state require the Praxis tests? Your state chose the Praxis tests because they assess the breadth and depth of content—called the “domain”— that your state wants its teachers to possess before they begin to teach. The level of content knowledge, reflected in the passing score, is based on recommendations of panels of teachers and teacher educators in

The Praxis® Study Companion 44 Appendix: Other Questions You May Have

each subject area. The state licensing agency and, in some states, the state legislature ratify the passing scores that have been recommended by panels of teachers.

How were the tests developed? E T S consulted with practicing teachers and teacher educators around the country during every step of the Praxis test development process. First, E T S asked them what knowledge and skills a beginning teacher needs to be effective. Their responses were then ranked in order of importance and reviewed by hundreds of teachers.

After the results were analyzed and consensus was reached, guidelines, or specifications, for the selected- response and constructed-response tests were developed by teachers and teacher educators. Following these guidelines, teachers and professional test developers created test questions that met content requirements and E T S Standards for Quality and Fairness.*

When your state adopted the research-based Praxis tests, local panels of teachers and teacher educators evaluated each question for its relevance to beginning teachers in your state. During this “validity study,” the panel also provided a passing-score recommendation based on how many of the test questions a beginning teacher in your state would be able to answer correctly. Your state’s licensing agency determined the final passing-score requirement.

E T S follows well-established industry procedures and standards designed to ensure that the tests measure what they are intended to measure. When you pass the Praxis tests your state requires, you are proving that you have the knowledge and skills you need to begin your teaching career.

How are the tests updated to ensure the content remains current? Praxis tests are reviewed regularly. During the first phase of review, E T S conducts an analysis of relevant state and association standards and of the current test content. State licensure titles and the results of relevant job analyses are also considered. Revised test questions are then produced following the standard test development methodology. National advisory committees may also be convened to review and revise existing test specifications and to evaluate test forms for alignment with the specifications.

How long will it take to receive my scores? Scores for tests that do not include constructed-response questions are available on screen immediately after the test. Scores for tests that contain constructed-response questions or essays aren’t available immediately after the test because of the scoring process involved. Official score reports are available to you and your designated score recipients approximately two to three weeks after the test date for tests delivered continuously, or two to three weeks after the testing window closes for other tests. See the test dates and deadlines calendar at www. ets.org/praxis/register/centers_dates for exact score reporting dates.

Can I access my scores on the web? All test takers can access their test scores via My Praxis Account free of charge for one year from the posting date. This online access replaces the mailing of a paper score report.

The process is easy—simply log into My Praxis Account at www.ets.org/praxis and click on your score report. If you do not already have a Praxis account, you must create one to view your scores.

Note: You must create a Praxis account to access your scores, even if you registered by mail or phone.

*E T S Standards for Quality and Fairness (2014, Princeton, N.J.) are consistent with the Standards for Educational and Psychological Testing, industry standards issued jointly by the American Educational Research Association, the American Psychological Association, and the National Council on Measurement in Education (2014, Washington, D.C.).

The Praxis® Study Companion 45

Your teaching career is worth preparing for, so start today! Let the Praxis® Study Companion guide you.

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