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The Earth Science Regents is typically administered at the completion of a New York State Regents level high school course in Earth Science. The examination is based on the Earth Science Core Curriculum which is based on Standards 1, 2, 4, 6, and 7 of the New York State Learning Standards for Mathematics, Science, and Technology.
When do I take the Earth Science Regents?

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Your school and science program will determine when exactly you should take the Earth Science Regents exam. The test is administered January, June and August of each school year.

How is the Earth Science Regents set up?

THE LABORATORY PERFORMANCE TEST
Since laboratory experience are an essential part of a science course, a portion of the Physical Setting/Earth Science Regents Examination is devoted to assessing laboratory skills. Tasks have been identified from laboratory experiments that you will have performed during the school year. These tasks, which represent skills that are expected to have mastered, change only slightly, if at all, from year to year.
The performance portion of the examination is administered separately from the written portion, normally two weeks earlier. Arrangements for administering the performance exam are made at each school in accordance with guidelines set by the New York State Education Department.
The scoring for each task is based upon accuracy. Values within a certain range are granted the full 2 points allotted to each task. Values within a slightly larger, less precise range earn 1 point. It is possible to accumulate a maximum of 10 points on the performance on the examination.
Additional information regarding the performance test, including an indication of the six tasks to be completed, will be provided by your teacher when this portion of the examination is given. The following is an outline of the six tasks that have been included in past examinations. The time allowed for completing the tasks at each station is 6 minutes.

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The achievements of Muslims in the field of mathematics are extremely remarkable. A regular study of this science, like all other sciences, was begun during the reign of the second Abbasi Caliph, Al-Mansür in. the second half of the eighth century A.C. During this period the work on mathematics was exclusively done by Muslims.1 Some stimulus came from Indian and Greek works which were later translated into ‘Arabic. The investigations were carried out, and until the end of the fifth century A.H. /the 11th century A.C., nearly all of the original and creative work was done by Muslims, and even the non-Muslims wrote all the works on mathematics in Arabic. In the 12th century the Christians and Jews started the work of translation from Arabic into Latin and Hebrew, and also began to conduct research in this field. But until, the end of the 13th century no mathematical work comparable to that of Muslims could be done by the Christians or Jews.

                                    The Muslims used numerals including zero for counting in contrast with writing the amounts in words, or counting with the letters of alphabet. Thus they made arithmetic simple and applicable to the problems of everyday life in connection with commerce and trade and the division of estates and inheritance. The zero has a great importance in arithmetic. Without zero it is not possible to indicate the figures like tens, hundreds, etc. If zero is not used it becomes necessary to use a table (named abacus) with columns of units, tens, hundreds, etc., to keep each figure in its place.2 The zero was used by the Muslims centuries before it was known in the West. The Latin word ciphra for zero is of Arabic origin; the Arabic word for it being sifr, meaning empty or nil.

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Study of celestial objects Astronomy is one of natural sciences directed at research of phenomena of the surrounding world. The primary domain of this study concentrates on celestial objects, like stars, comets and planets. One more important problem is study of natural phenomena originated outside the Earth (such as cosmic background radiation or historical development of the galaxy). Being one of the oldest sciences, Astronomy encompasses a lot of scientific theories plus hypotheses and also the recent improvements of contemporary researchers. Learners are interested in the theme of space and current attempts to learn it. Though the professional Astronomy is typically determined with Astrophysics, teachers might include aspects of Astrometry and Astrology into the programs. In addition to reviewing the present literature and professional scientists, this academic discipline gives numerous opportunities for practical implementation of the acquired knowledge. The learners might look at the stellar sky and watch the celestial objects in a telescope. It allows combining the useful with the pleasing. Widening one’s perspectives Understanding of Astronomy is a necessary portion of person’s general literacy. Knowledge of various special phenomena is beneficial for widening one’s perspectives and explaining significant Earth procedures. Taking a program of Astronomy, a student might choose to deepen one’s knowledge in the future and become a professional astronomer. The other student community, staying only amateur experts of celestial objects might benefit from their knowledge using it in other associated sciences: 1.Understanding of Astronomy is anticipated to broaden one’s scope. Different astronomical issues may be an exciting topic for conversation under different circumstances. 2.Knowledge of this academic discipline is helpful for a more comprehensive understanding of the related sciences. 3.Taking a program of Astronomy, a learner is anticipated to develop one’s observation abilities as well as conception thinking.

Introduction:

The UNESCO World Conference on Higher Education, held in Paris in 1998, recognized quite emphatically the importance of education and particularlyly higher education for sustainable endogenous development, for democracy and peace, for strengthening  defense of peace as one of the  human values, and for the respect and protection of human rights and fundamental freedom. The far reaching changes now taking place in the world and the entry of human values into a society based on knowledge and information, reveal how overwhelmingly important education and higher education are.( UNESCO 2001, p.1). A renewal of higher education is essential for the whole society to be able to face up to the challenges of the twenty-first century and  to ensure its intellectual independence. Quality higher education needs to be restored  to create and advance knowledge, educate and train responsible, enlightened citizens and qualified specialists, without whom no nation can progress economically, socially, culturally or politically.

The Global scenario of socio-economic development is changing while knowledge supplants physical capital as the source of present (and future) wealth. Technology is the driving force behind  this process. Information technology, biotechnology and other innovations are leading to remarkable  changes in the way we like to work.

As knowledge becomes increasingly important, so does higher education. Countries need to educate more of their young people to reach a global standard. The quality of

knowledge generated within higher educational institutions and its accountability to the wider economy is becoming increasingly critical for national competitiveness. This poses a serious challenge to the countries of the developing world like Bangladesh many of whom are undergoing a rapid transformation in all fronts, and are keenly striving to become a member of the global community of modern nations.

Objectives of the Paper: