Science Meap Test


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Taking the Science Meap Test

Click Here the PPT version

Content Emphasis

Constructing
When constructing science knowledge students are able to ask questions that help them learn about the world; design and conduct investigations using appropriate methods and technology; learn from books and other sources of information; communicate their findings using appropriate technology; and reconstruct previously learned knowledge.

Reflecting
Reflecting means to be able to "step back" and analyze your own knowledge. You might be asked to justify your science understanding using the scientific method, supportive evidence, or science theories. You may also be asked to make connections among different areas of knowledge. You may be asked to share a perspective on concepts and theories or to discuss relationships among science, technology, and society . Finally, you may be asked to describe the limitations of your own knowledge.

Using Life Science
Cells, Organization of Living Things, Heredity, Evolution, Ecosystems

Using Physical Science
Matter and Energy, Changes in Matter, Motion of Objects, Waves and Vibrations

Using Earth and Space Science
Geosphere, Hydrosphere, Atmosphere and Weather, Solar System, Galaxy and Universe

Hints for Test Takers

• Don’t let a difficult question throw you a curve ball. Work with what you DO know. Many times you can answer a question when you know only part of the process or concept being tested.
   
• Use the process of elimination. When you read the multiple choice selections, you can identify at least one incorrect response most of the time. So look to eliminate the obviously wrong choices. This will increase the probability that you will determine the best answer.
   
• Note the labels on the charts and graphs. Sometimes a scale on one axis will provide a valuable clue. Read all graphs twice.
   
• Think carefully about the meaning of the science concepts used in the items. For example, if you know what the term consumer means you may be able to figure out how this term

• Keep your eyes peeled on the verbs in the items. These will help focus your response.
   
• Draw or sketch out the question item. Often a question will become clear to you if you diagram the process, list what you know, and identify what you are to determine.
   
• When reading diagrams, follow the entire cycle to understand the process. Read diagrams twice.
   
• Use common sense and logic. Many times important clues for the information you need to know to be able to answer a question are found in the question you are answering or are found in another question within the group of questions you are answering, or, these clues may be found in the informational reading section prior to some of the test items.
   
• Most parts of the Science ACT assess your ability to reason----how you use what you know and how you think about what you know ---- more than measuring, memorized factoids.

• Don’t wear down. Pace yourself as the ACT Science and Michigan Science Tests  which are both timed! Attack each question thoughtfully and thoroughly.
  
  
  
  
  

Constructed Response—Hints for Writing
The MME 2007 does not require science writing!

• Read each question CAREFULLY. CHECK the verbs. CHECK all the parts of the question including the supporting graphs, charts diagrams, and informational reading. CHECK the data. CHECK the text. Understand the task.
   
• BRAINSTORM using a concept map or outline as you begin to construct your response. Using this strategy will access your prior knowledge.
   
• Begin with a clear, on-task opening statement. Use the question to help you construct the opening statement.
   
• Arrange the response in an orderly, logical manner being sure to express ideas CLEARLY. This will demonstrate to the reader that you understand the main idea(s) of the question.
   
• Support the answer completely using "science specific" vocabulary.
   
• Reflect on your answer by checking the 3C’s—CAREFULLY, CLEARLY, COMPLETELY!

PRACTICE

Jean did an experiment by placing pop cans of different temperatures on the table. She waited for fifteen minutes and then wiped the moisture off each can with a cotton ball. She then measured the mass of the moist cotton balls and graphed the results.

Sample Multiple Choice

Jean’s graph shows that the amount of moisture collected from a can

A increases as the temperature increases

B decreases and then increases as the temperature decreases

C decreases as the temperature increases

D remains the same as the temperature decreases

Sample Constructed Response
The MME 2007 does not require science writing, but you will need to think through scenarios like this one and respond to multiple choice items.

Jean’s mother had half a glass of iced tea. Jean noticed that the moisture on the outside of the glass appeared only below the level of the iced tea in glass. Jean said that this observation proved that the moisture on the outside of the glass came from inside of the glass.

List one weakness of Jean’s statement.

Identify and explain one scientific principle of her observation.