2. Regents Earth Science Lab Performance Test - Part D Station 1 - Identification - Using a mineral Identification kit and key, the student will determine the characteristics of two mineral samples and identify each sample by name. Station 2 - Classification - Using rock identification charts, the student will classify two rock samples to identify each sample as Igneous, Metamorphic, or Sedimentary and state a reason for each classification based on the observed characteristics of the rock samples. Station 1 - Identification - Using a mineral Identification kit and key, the student will determine the characteristics of two mineral samples and identify each sample by name. Station 2 - Classification - Using rock identification charts, the student will classify two rock samples to identify each sample as Igneous, Metamorphic, or Sedimentary and state a reason for each classification based on the observed characteristics of the rock samples.

3. Station 3 - Angular Measurement - Using a plastic hemisphere that models the apparent path of the sun, an external protractor, a metric ruler, and masking tape, the student will locate the position of the sun at a given time and measure the distance between that position and a fixed point. Station 4 - Mass-Density - Using a decigram balance, a mineral density chart, and a calculator, the student will find the density, determine the mass, and calculate the volume of a given mineral sample. Station 3 - Angular Measurement - Using a plastic hemisphere that models the apparent path of the sun, an external protractor, a metric ruler, and masking tape, the student will locate the position of the sun at a given time and measure the distance between that position and a fixed point. Station 4 - Mass-Density - Using a decigram balance, a mineral density chart, and a calculator, the student will find the density, determine the mass, and calculate the volume of a given mineral sample. Regents Earth Science Lab Performance Test - Part D

4. Station 5 - Settling Time - Using a column of fluid, three sizes of plastic particles of the same density, a stopwatch, and a calculator, the student will determine the average settling time for each of the three sizes of particles. Station 6 - Graphing - Using data obtained from station 5, the student will construct a line graph of average settling time vs. particle diameter and will determine the settling time for another given particle diameter. Regents Earth Science Lab Performance Test - Part D

5. June 2007 – Regents Earth Science Written Exam All questions on Parts A, B, C of the written exam must be answered. There are no optional questions. Part A is approximately 35 multiple choice questions Part B is multiple choice based on diagrams; which seem to assess knowledge of the mechanics of PS:ES Part C is constructed response, assessing understanding of concepts. REMEMBER – NO Pronouns – Keep your answer simple BUT COMPLETE!!!! All questions on Parts A, B, C of the written exam must be answered. There are no optional questions. Part A is approximately 35 multiple choice questions Part B is multiple choice based on diagrams; which seem to assess knowledge of the mechanics of PS:ES Part C is constructed response, assessing understanding of concepts. REMEMBER – NO Pronouns – Keep your answer simple BUT COMPLETE!!!!

6. June 2007 - Regents Earth Science Written Exam The answer sheet that comes with the exam requires students to write the number of their answer to each multiple-choice question on a blank line. Students will be required to record all answers in ink, except when responses are marked on graphs, maps, diagrams, and machine-scored answer sheets. For example, a pencil may be used for constructing an isoline map. The answer sheet that comes with the exam requires students to write the number of their answer to each multiple-choice question on a blank line. Students will be required to record all answers in ink, except when responses are marked on graphs, maps, diagrams, and machine-scored answer sheets. For example, a pencil may be used for constructing an isoline map.

7. Should I get a review book? Definitely In addition to the BFRB, purchase a Barron’s Review Book. USE IT – 15 minutes per night – read the explanation of any missed question of the correct and incorrect responses Keep a list of the topics that you have trouble with so you know which review sessions to attend Definitely In addition to the BFRB, purchase a Barron’s Review Book. USE IT – 15 minutes per night – read the explanation of any missed question of the correct and incorrect responses Keep a list of the topics that you have trouble with so you know which review sessions to attend

8. How do I study? › START NOW › Take a practice test to determine your weaknesses › Concentrate your study on your weaknesses › ATTEND THE REVIEW SESSIONS ON THE TOPICS YOU’RE WEAK ON! › Ask questions of your teacher as they arise › Quietly - find a quiet place where you can concentrate › A little at a time - break it up into small pieces › KNOW AND USE YOUR REFERENCE TABLES › Conceptualize - don’t memorize - understanding will help you remember

9. What do I need to bring? › A well rested, well-fed brain and body › Two sharpened pencils › An eraser › A highlighter › Two blue or black pens (functional) › A calculator › A positive attitude › A well rested, well-fed brain and body › Two sharpened pencils › An eraser › A highlighter › Two blue or black pens (functional) › A calculator › A positive attitude

10. Be prepared before the test starts. › Plan on being finished with your studying by June 18 › Don’t study the night before – you’ll freak yourself out… › Get a good night’s sleep › Eat a good breakfast, drink WATER – it’s Brain food!!! › Be on time for the test (June 19 A.M.) › Be calm - you’re prepared › Plan on being finished with your studying by June 18 › Don’t study the night before – you’ll freak yourself out… › Get a good night’s sleep › Eat a good breakfast, drink WATER – it’s Brain food!!! › Be on time for the test (June 19 A.M.) › Be calm - you’re prepared