TExES Core Subjects EC-6 Fine Arts, Health & PE (905) practice test

An original work is the actual object an artist made, not a photograph or print of it. A local quilter brings real artworks into the classroom, so students can examine their true size, colors and stitching up close and ask the artist about her choices. Community artists are an especially valuable resource where museums are out of reach.

A

Misconception: a virtual tour shows photographs of museum works on a screen, which are reproductions rather than the original works the stem asks for.

B

Misconception: posters are printed reproductions whose size, color and surface differ from the original paintings.

D

Sound practice, other goal: a contest exhibits the students' own art making rather than giving them original works by other artists to respond to.

Perception develops when several senses work together, not through sight alone. Handling the pinecone, shell and feather lets students feel ridges, smooth curves and soft edges, and putting those sensations into words sharpens what they will look for and show when they draw. Photographs and models keep the experience visual, and new supplies do not change how carefully students perceive the objects.

A

Sound practice, other goal: close-up photographs support visual observation, but they engage only sight, not the multisensory experience the teacher intends.

C

Ignores the stated goal: new supplies may help students draw finer lines, but they do nothing to develop their perception of the objects.

D

Misconception: a model drawing leads first graders to copy another person's version instead of perceiving the objects through their own senses.

A pentatonic song is built on do, re, mi, sol and la, so the teacher removes the fa and ti bars, the two pitches that would form half steps with mi and do. Every remaining bar then belongs to the song's scale, so nothing a student plays clashes with the melody and students can improvise freely.

A

Misconception: reading 'pentatonic' as the first five notes of the scale removes la, which the song uses, and keeps fa, which clashes a half step against mi.

B

Half the target: removing both notes of the mi–fa half step leaves ti, which clashes a half step against do, and takes away mi, a pitch the song uses.

C

Error model: removing the lower note of each half step takes away mi, a pitch the song uses, and keeps fa, which clashes a half step against the melody's mi.

German and Czech immigrants who settled in Texas in the 1800s brought the button accordion and the polka. Tejano musicians in South Texas adopted both and, by the 1930s, paired the accordion with the twelve-string bajo sexto to create conjunto, a clear case of Texas music blending the heritages of its people.

A

Misconception: Spanish colonial rule in Texas ended in 1821, before the accordion and the polka spread from Central Europe, so neither came from Spanish colonists.

C

True but not responsive: Irish and Scottish settlers carried fiddle tunes and ballads into Texas music, not the accordion or the polka.

D

True but not responsive: Anglo-American settlers brought the fiddle music, ballads and hymns that shaped Texas country music, not conjunto's accordion and polka.

Flavor combines the basic tastes sensed by the tongue with aromas that travel from the back of the mouth to the nose, so smell supplies much of what people think of as taste. Chewing a jelly bean with the nose pinched leaves little more than sweetness, and releasing the nose lets the full flavor appear, so students feel the contribution of smell directly. Comparing the two moments is what makes the activity a discovery rather than a statement from the teacher.

A

Sound practice, other goal: sorting pictures by taste involves neither eating nor smelling, so it cannot show how smell shapes flavor.

B

Half the target: blindfolded smelling exercises the sense of smell alone and never connects it to how food tastes.

C

Misconception: the tongue map is a myth, since taste buds for every basic taste are spread across the tongue, and the activity leaves smell out entirely.

A vaccine exposes the immune system to a weakened or inactivated germ, a harmless piece of one or instructions for making one of its proteins, so the body makes antibodies and memory cells without having the disease. If the real germ enters the body later, the memory cells recognize it and the immune system responds quickly enough to prevent the illness or make it milder.

A

Misconception: destroying germs already causing an infection describes medicines such as antibiotics, whereas a vaccine works before exposure by building immune memory.

B

Neighboring concept: the skin and mucous membranes are the body's physical barriers against germs, and a vaccine does not create or strengthen them.

D

Neighboring concept: antibodies taken from another person give short-lived passive immunity, while a vaccine leads the body to make its own antibodies and memory cells.

Intensity is how hard the body works during exercise, usually monitored through heart rate or perceived exertion, so jumping at a faster pace raises it directly. The other changes adjust frequency, time or type, the remaining parts of the FITT principle, without making each minute of exercise harder.

A

Misconception (intensity taken to mean more exercise): adding days raises frequency, how often the student exercises, not how hard each session is.

B

Neighboring term: longer sessions raise time, the duration of exercise, while the effort per minute stays the same.

C

Neighboring term: switching to swimming changes the type of activity rather than making the workout harder.

Aerobic training strengthens the heart muscle, so each contraction pushes out more blood, a larger stroke volume. Because the body needs about the same amount of blood at rest, the trained heart supplies it with fewer beats per minute, and a lower resting heart rate is one sign of improved cardiorespiratory endurance.

A

Misconception: a stronger heart does pump more blood per beat, but that is why it needs fewer beats at rest, not more.

B

Error model: this reverses both effects of training, which lowers the resting heart rate and raises the amount of blood pumped per beat.

D

Half the target: the resting rate does fall, but because each beat pumps more blood, not less.

Young children's first story dramatizations work best with short tales that have a clear, simple plot, plenty of action, repetition and few characters, because children can remember the sequence and show it through movement. A folktale such as "The Three Billy Goats Gruff," in which three goats cross a bridge in turn, gives every child an action to play and a pattern to predict.

A

Ignores the stated need: many characters and changes of setting are hard for kindergartners to track in a first enactment, which calls for few characters and a simple plot.

B

Ignores the stated need: a story told through private thoughts offers little outward action, which is what young children use to act a story out.

D

Right idea, wrong level: a fairy tale suits kindergartners, but long conversations ask them to recall or invent much dialogue, whereas a first dramatization rests on simple, repeated actions.

Story dramatization moves through a cycle: the leader shares the story, the group plans a scene, students play it, the group reflects on the playing, and the scene is played again, often with new players. Discussing what worked and what could be added after the first playing is what makes each replaying richer, since the aim is growth through the process rather than a finished show.

A

Misconception: story dramatization is a form of creative drama, which is not rehearsed for an audience, so casting for a public performance mistakes the process for a production.

B

Misconception: the dialogue is improvised and changes from one playing to the next, so memorizing it turns the process into scripted theatre.

C

Wrong step in a sequence: moving on skips the reflection and replaying that follow each playing and deepen the students' work.