Download 8.E.4B.1 Obtain and communicate information to model and

BCSD 8th Grade Science Item Bank
Standard 8.P.2
8.P.2A.1
8.P.2A.2
8.P.2A.3
8.P.2A.4
8.P.2A.6
8.P.2A.5
8.P.2A.7
Standard 8.P.3
8.P.3A.1
8.P.3A.2
8.P.3A.3
8.P.3A.4
8.P.3A.5
8.P.3A.6
Standard 8.E.4
8.E.4A.1
8.E.4A.2
8.E.4B.1
8.E.4B.4
8.E.4B.2
8.E.4B.3
8.E.4B.6
8.E.4B.5
Standard 8.E.5
8.E.5A.1
8.E.5A.2
8.E.5A.3
8.E.5A.4
8.E.5A.5
8.E.5B.1
8.E.5B.2
8.E.5B.3
8.E.5C.1
Standard 8.E.6
8.E.6A.1
8.E.6A.2
8.E.6A.3
8.E.6A.4
8.E.6A.5
8.E.6B.1
8.E.6B.2
8th Grade Science
1
BCSD Item Bank
8.P.2 The student will demonstrate an understanding of the effects
of forces on the motion and stability of an object.
8.P.2A.1 Plan and conduct controlled scientific investigations to test
how varying the amount of force or mass of an object affects the
motion (speed and direction), shape, or orientation of an object.
You can change the motion (speed and direction) of an object by varying the
____________or __________?
a. mass, gravity
c. force, inertia
b. mass, inertia
d. force, mass
8.P.2A.1
A softball player hits a ball with a bat exerting 2N of force. The ball flies past the pitcher
and into the outfield. Which of the following explains the initial change in the direction of
the ball?
a. The bat is moving at the same rate of Earth’s rotation and changed the ball’s
direction.
b. The ball is now being accelerated by the gravity of the Earth.
c. Air resistance provides the force to change the direction of the ball.
d. The bat is exerting a greater force in the opposite direction on the ball.
8.P.2A.1
You can push a crate with a force of 10N to the right, and your friend pushes on the crate
with a force of 25N to the left. Calculate the net force and explain the motion of the
crate.
8.P.2A.1
8.P.2A.2 Develop and use models to compare and predict the
resulting effect of balanced and unbalanced forces on an object’s
motion in terms of magnitude and direction.
You are pushing a box to the right with 5N, while your friend is pushing the box to the
left with 15N. What is the net force and which direction will the box move?
a. 10N to the left
c. 10N to the right
b. 20N to the left
d. 20N to the right
8.P.2A.2
A force has both a(n) _______________ and a(n) ___________________.
a. direction, resistance
c. magnitude, direction
b. magnitude, strength
d. strength, intensity
8.P.2A.2
You can push a crate with a force of 10N to the right, and your friend pushes on the crate
with a force of 25N to the left. Calculate the net force and explain the motion of the
crate.
8.P.2A.2
8th Grade Science
2
BCSD Item Bank
Use the diagram to answer the following questions
a. What two things do the arrows represent?
b. Why is one arrow longer than the other?
c. In what direction will the 1kg object move?
d. In what direction must a force be applied so that the forces on the 2kg object are
balanced?
8.P.2A.2
8.P.2A.3 Construct explanations for the relationship between the
mass of an object and the concept of inertia (Newton’s First Law of
Motion).
The tendency of an object to resist change in its motion is known as ________.
a. mass
c. force
b. inertia
d. balance
8.P.2A.3
In the above picture, the crash test dummy continues to move forward even after the
wall has stopped the car. This occurrence is best explained by which of the following?
a. Inertia
c. Gravity
b. Unbalanced Force
d. Direction
8.P.2A.3
Newton’s 1st Law of Motion states that an object at rest or moving at a constant speed in
a(n) _____ will continue to do so until an outside or unbalanced force acts on it.
a. curved path
c. state of acceleration
b. elliptical orbit
d. straight line
8.P.2A.3
8th Grade Science
3
BCSD Item Bank
8.P.2A.4 Analyze and interpret data to support claims that for every
force exerted on an object there is an equal force exerted in the
opposite direction (Newton’s Third Law of Motion).
A book is sliding along a desktop. Because the book is in motion, you know that the
forces acting on the book are ______? What is the force acting against the book?
a. balanced (equal), friction
c. unbalanced (unequal), gravity
b. balanced (equal), gravity
d. unbalanced (unequal), friction
8.P.2A.4
A softball player hits a ball with a bat exerting 2N of force. The ball flies past the pitcher
and into the outfield. Which of the following explains the initial change in the direction of
the ball?
a. The bat is moving at the same rate of Earth’s rotation and changed the ball’s
direction.
b. The ball is now being accelerated by the gravity of the Earth.
c. Air resistance provides the force to change the direction of the ball.
d. The bat is exerting a greater force in the opposite direction on the ball.
8.P.2A.4
Explain why you move forward and a boat moves backward when you jump from a boat
to a pier.
8.P.2A.4
8.P.2A.5 Analyze and interpret data to describe and predict the
effects of forces (including gravitational and friction) on the speed
and direction of an object.
The force that one surface exerts on another when the two rub against each other is
called _______.
a. inertia
c. friction
b. gravity
d. acceleration
8.P.2A.5
The force of __________ exists between any two objects that have mass.
a. acceleration
c. gravity
b. free fall
d. rolling friction
8.P.2A.5
8th Grade Science
4
BCSD Item Bank
An identical object was placed onto the three different surface and set into motion with
an identical force. The bars show how long it took the object to travel 10 meters. Based
on the graph, which surface had the greatest friction?
a. Surface A
c. Surface C
b. Surface B
d. Friction is the same on every surface
8.P.2A.5
As a space shuttle approaches the Earth, it begins to get hot and glow. Which of the
following best explains why this happens?
a. The increasing force of gravity causes the space shuttle to become hot.
b. Friction heats the space shuttle as it passes through the Earth’s atmosphere.
c. Sunlight reflected from the space shuttle’s surface heats it.
d. Electricity in the air heats up the space shuttle.
8.P.2A.5
8.P.2A.6 Use mathematical and computational thinking to generate
graphs that represent the motion of an object’s position and speed
as a function of time.
The graph below shows the progress made by an ant moving along a straight line.
If the ant keeps moving at the same speed, how far will it have traveled at the end of the
30 seconds?
a. 5 cm
c. 20 cm
b. 6 cm
d. 30 cm
8.P.2A.6
8th Grade Science
5
BCSD Item Bank
Use the diagram to answer the following questions:
a. What was Kathy’s distance at 1 minute
(use units)? ___________________
b. What is Kathy’s speed at 4 minutes (use
units)? _______________________
c. What was Rachel’s speed from 7-9
minutes?______________________
d. Which person is jogging at a constant
speed?________________________
8.P.2A.6
Complete the data table below for a car traveling at a constant speed.
Construct a proper graph of the motion of this car. Remember to include all parts of a
proper line graph for full credit. (6 points)
How would you describe the speed of the car?
8.P.2A.6
8th Grade Science
6
BCSD Item Bank
8.P.2A.7 Use mathematical and computational thinking to describe
the relationship between the speed and velocity (including positive
and negative expression of direction) of an object in determining
average speed (v=d/t).
Andrew determines that his dog can run 124m in 6.2s. Determine his dog’s average
speed.
a. 768.8 m/s
c. 130.2 m/s
b. 20 m/s
d. 0.05 m/s
8.P.2A.7
Antonio takes a plane from New York to Miami for vacation. The flight lasted 4 hours and
the plane flew 1000 kilometers. What was the average speed of Antonio’s flight?
a. 4000 kilometers/hour
c. 500 kilometers/hour
b. 1000 kilometers/hour
d. 250 kilometers/hour
8.P.2A.7
It takes 10 seconds for the ball to go from the starting line to the finishing line. If its
speed was 2 meters per second, what was the distance from start to finish?
a. 5 meters
c. 10 meters
b. 20 meters
d. there is not enough information to solve the problem
8.P.2A.7
8.P.3 The student will demonstrate an understanding of the
properties and behaviors of waves.
8.P.3A.1 Construct explanations of the relationship between matter
and energy based on the characteristics of mechanical and light
waves.
Which of these can travel through empty space?
a. sound waves
c. seismic wave
b. light waves
d. mechanical waves
8.P.3A.1
A mechanical wave travels in a ___________
a. transverse wave
c. compressional (longitudinal) wave
b. electromagnetic wave
d. light wave
8.P.3A.1
8th Grade Science
7
BCSD Item Bank
Waves that require a medium are called
a. Mechanical waves
c. Light waves
b. Electromagnetic waves
d. Gamma waves
8.P.3A.1
The lowest point of a transverse wave is called ______________.
a. vibration
c. trough
b. medium
d. crest
8.P.3A.1
Use the diagram to answer
a. If the wave is moving in the direction of the arrow, how would you
describe the motion of the particles?
b. What does point B represent?
c. What kind of wave is represented by this diagram?
8.P.3A.1
8.P.3A.2 Develop and use models to exemplify the basic properties
of waves (including frequency, amplitude, wavelength, and speed).
Label the parts: a.________________
b.________________
c.________________
d.________________
8.P.3A.2
8th Grade Science
8
BCSD Item Bank
What type of wave is shown in the above diagram _______________________?
8.P.3A.2
How does increasing the amplitude of a sound wave affect the sound?
a. it makes the sound louder
b. it makes the sound travel faster
c. it increases the wavelength of the sound
d. it increases the frequency of the sound
8.P.3A.2
For a given wave, if the frequency doubles, the wavelength __________.
a. doubles
c. stays the same
b. is halved
d. quadruples
8.P.3A.2
Diagram A
Diagram B
Use wave diagram B to answer the following questions.
a. What is the amplitude of this wave? ________________________________
b. What is the wavelength of this wave? _______________________________
8.P.3A.2
8th Grade Science
9
BCSD Item Bank
Diagram A
Diagram B
Compare wave diagram A to wave diagram B. Answer the following questions.
a. Which wave has the greatest energy? ____________________
b. How do you know? ______________________________________________
8.P.3A.2
8.P.3A.3 Analyze and interpret data to describe the behavior of
waves (including refraction, reflection, transmission, and
absorption) as they interact with various materials.
List the 4 behaviors of waves that occur when acting with different materials/mediums
a._____________________
b._____________________
c._____________________
d._____________________
8.P.3A.3
Your friend is wearing a shirt that your eyes see as red in color. This is because the red
wavelengths of light are being _____________.
a. absorbed
c. emitted
b. diffracted
d. reflected
8.P.3A.3
the figure above, the light waves are being refracted because_____.
a. the wavelength increases
c. the amplitude increases
b. the wave speed is decreasing
d. the frequency decrease
8.P.3A.3
8th Grade Science
10
BCSD Item Bank
8.P.3A.4 Analyze and interpret data to describe the behavior of
mechanical waves as they intersect.
List the 4 behaviors of waves that occur when acting with different materials/mediums
a._____________________
b._____________________
c._____________________
d._____________________
8.P.3A.4
A mechanical wave travels in a ___________
a. transverse wave
c. compressional (longitudinal) wave
b. electromagnetic wave
d. light wave
8.P.3A.4
In the figure shown, the light waves change direction as a result of _____.
a. diffraction
c. reverberation
b. reflection
d. refraction
8.P.3A.4
Waves that require a medium are called
a. Mechanical waves
c. Light waves
b. Electromagnetic waves
d. Gamma waves
8.P.3A.4
Which of the following is the only thing that can change the path of a wave
a. the boundary between two media/medium
b. empty space
c. going through the same medium
d. the amplitude of the wave
8.P.3A.4
Explain how wave interference may be constructive and destructive. How are the
behaviors and properties of waves affected by wave interference? Then explain how wave
interference can change what we hear using constructive and destructive.
8.P.3A.4
8th Grade Science
11
BCSD Item Bank
8.P.3A.5 Construct explanations for how humans see color as a
result of the transmission, absorption, and reflection of light waves
by various materials.
List the 4 behaviors of waves that occur when acting with different materials/mediums
a._____________________
b._____________________
c._____________________
d._____________________
8.P.3A.5
When white light shines on Peter’s shirt, the shirt looks blue. Why does the shirt look
blue?
a. it absorbs all the white light and turns most if it into blue light
b. it reflects the blue part of the light and absorbs most of the rest of the light
c. it absorbs only the blue part of the light
8.P.3A.5
If a material absorbs all the light waves that reach it, which color will the human eye
see?
a. black
c. red
b. white
d. nothing
8.P.3A.5
Your friend is wearing a shirt that your eyes see as red in color. This is because the red
wavelengths of light are being _____________.
a. absorbed
c. emitted
b. diffracted
d. reflected
8.P.3A.5
In the figure above, light waves are being refracted because_____.
a. the wavelength increases
c. the amplitude increases
b. the wave speed is decreasing
d. the frequency decrease
8.P.3A.5
What will you see if you look at a red strawberry with green leaves through a green color
filter?
a. a green strawberry with green leaves
b. a red strawberry with green leaves
c. a red strawberry with black leaves
d. a black strawberry with green leaves
8.P.3A.5
8th Grade Science
12
BCSD Item Bank
The paragraph below describes the path a light wave makes as it travels through the eye.
Fill in the blanks with the appropriate word(s).
Light enters the eye through the __________ . Here the light is ______________. It
then passes through the ____________, the size of which is controlled by the muscles
of the iris. Next, the light travels through the _____________ where it is refracted
again. This causes the light waves to come together at a focal point on the backside of
the eye, which is called the _________________. Here, _______________ (which
allow us to see color) and __________________ (which help us to see at night) are
activated by the light energy. The light energy is converted to an electrical impulse,
which is then carried to the brain along the _______________.
8.P.3A.5
8.P.3A.6 Obtain and communicate information about how various
instruments are used to extend human senses by transmitting and
detecting waves (such as radio, television, cell phones, and wireless
computer networks) to exemplify how technological advancements
and designs meet human needs.
List types of technology influenced by waves that you use.
8.P.3A.6
Use the diagram to answer
Which type of electromagnetic wave has the lowest frequency and the
longest wavelength?
a. X-ray waves
c. Radio waves
b. Infrared waves
d. Visible light waves
8.P.3A.6
Describe how a radio, television, or cell phone transmits and sends information to
humans. Make sure to include the electromagnet spectrum in your description.
8.P.3A.6
8th Grade Science
13
BCSD Item Bank
8.E.4 The student will demonstrate an understanding of the universe
and the predictable patterns caused by Earth’s movement in the
solar system
Directions to teacher:
Students will work in groups of 3 to 4, creating a model of our solar system. Once the
model is created, they will write an explanation of how the Sun-Earth-Moon affect each
other.
Please note: This pre-assessment is based off the Lesson 11 in the Earth in Space book
and can be found online called Earth as a Peppercorn.
Materials: The following can be found in the kit – Rubber balls, Marbles, Balloons, Oat
Cereal, Ping-Pong balls, Beads, Fishing Bobber, Peppercorn; other items - different sized
beans, sprinkles, glitter, yarn, bag trash bags (feel free to use what materials work best
for you and your students)
Procedures:
1. Break students up into groups and have tables set up to allow students to create a
scale model of the solar system. Each group will need to be given a box filled with the
provided materials or have an area that students can gather their materials when ready
to build. They will need to include the following parts in their model solar system: Sun,
Earth, Earth’s moon, Mercury, Mars, Venus, Neptune, Jupiter, Asteroid Belt, Saturn, and
Uranus (comets if you want as well).
2. Students will be given an allotment of time to create what they think our solar system
looks like. They need to try their best to put the planets in the correct order and distance
from the Sun (thinking as a scale model). They should also pick objects that would best
represent the size of the planets, Sun, moon, and asteroid belt.
3. Students should record what they have chosen to represent each item found in the
solar system as well as why they chose this item. Students should also draw what their
model looks like to show the arrangement of planets, Sun, moon, and asteroid belt.
(Teacher can take a photo of each group’s solar system to show at the end of the unit.
Students can then go back and correct any mistakes.)
4. The final step is for each student to write a list of how the Sun, Earth, and Moon
might work together.
8th Grade Science
14
BCSD Item Bank
Use the following rubric to assess student prior knowledge but not to assign a
grade.
Knowledge of Standard
4
Shows complete
understanding of 8.E.4
Student has completed a correct model of the
Solar System and has a well written
explanation of how the Sun-Earth-Moon affect
each other. The student included the Sun, all
the Planets, Earth’s Moon, Asteroid Belt, and
Comets. The explanation should include tides,
seasons, phases of the moon, year, day, and
eclipses.
3
Student has completed a model of the Solar
Has a good
System with 2 to 3 parts in the wrong place,
understanding/prior
distance, or size. The explanation of Sunknowledge of parts of
Earth-Moon is missing examples, but has the
8.E.4
majority or well done explanations.
2
Student has completed a model of the Solar
Has little to some prior
System but has many parts in the wrong
knowledge/understanding order, distance, and size. The explanation of
of 8.E.4
the Sun-Earth-Moon is not complete with too
few reasons of how the three relate.
1
Student has an incomplete model of the Solar
Has no prior knowledge
System. All parts are in the incorrect order,
of 8.E.4
distance, and size. Student is unable to give
an explanation of how the Sun-Earth-Moon
relate to each other.
8.E.4
8.E.4A.1 Obtain and communicate information to model the position
of the Sun in the universe, the shapes and composition of galaxies,
and the measurement unit needed to identify star and galaxy
locations.
Put an x where our Sun is located in the Milky Way Galaxy. Then identify the shape of the
Milky Way galaxy.
The shape of the Milky Way galaxy is _____________________
8.E.4A.1
How does the Sun, Earth, and Moon connect? Describe 4 cause and effect of the
interaction between the Sun-Earth-Moon. This needs to be well written, complete
sentences, including support facts, and at least two paragraphs. Include at least one
diagram to use as support.
8.E.4A.1
8th Grade Science
15
BCSD Item Bank
8.E.4A.2 Construct and analyze scientific arguments to support
claims that the universe began with a period of extreme and rapid
expansion using evidence from the composition of stars and gases
and the motion of galaxies in the universe.
What support do scientist use to explain the start of the universe (The Big Bang
Theory)?
a. from stars colliding into each other creating a big bang
b. from the composition of stars and gases and the motion of galaxies in the
universe
c. from the movement of the planets and the position of the Sun
d. from the composition of stars
8.E.4A.2
8.E.4B.1 Obtain and communicate information to model and compare
the characteristics and movements of objects in the solar system
(including planets, moons, asteroids, comets, and meteors).
Small rocky bodies that are mostly found in an orbit between Mars and Jupiter are
_________________.
a. Meteoroids
b. Asteroids
c. Comets
d. Moons
8.E.4B.1
8.E.4B.2 Construct explanations for how gravity affects the motion
of objects in the solar system and tides on Earth.
Which diagram below represents the positions of the Sun, Moon, and Earth that would
result in the highest tide?
a. I
c. III
b. II
d. IV
8.E.4B.2
8th Grade Science
16
BCSD Item Bank
8.E.4B.3 Develop and use models to explain how seasons, caused by
the tilt of Earth’s axis as it orbits the Sun, affects the length of the
day and the amount of heating on Earth’s surface.
Why is the same side of the moon always visible from Earth?
a. The far side of the moon does not reflect sunlight
b. The moon stays in one location while Earth revolves around it
c. The period of rotation and the period of revolution for the moon are about the
same
d. The moon rotates clockwise on its axis while Earth rotates counterclockwise on
its axis
8.E.4B.3
How does the Sun, Earth, and Moon connect? Describe 4 cause and effect of the
interaction between the Sun-Earth-Moon. This needs to be well written, complete
sentences, including support facts, and at least two paragraphs. Include at least one
diagram to use as support.
8.E.4B.3
8.E.4B.4 Develop and use models to explain how motions within the
Sun-Earth-Moon system cause Earth phenomena (including day and
year, moon phases, solar and lunar eclipses, and tides).
How does the Sun, Earth, and Moon connect? Describe 4 cause and effect of the
interaction between the Sun-Earth-Moon. This needs to be well written, complete
sentences, including support facts, and at least two paragraphs. Include at least one
diagram to use as support.
8.E.4B.4
8.E.4B.5 Obtain and communicate information to describe how data
from technologies (including telescopes, spectroscopes, satellites,
space probes) provide information about objects in the solar system
and the universe.
Which of the following tools separates light into its characteristic colors?
a. Radio telescope
b. Satellite
c. Optical telescope
d. Spectroscope
8.E.4B.5
8.E.4B.6 Analyze and interpret data from the surface features of the
Sun (including photosphere, corona, sunspots, prominences, and
solar flares) to predict how these features may affect Earth.
8.E.5 The student will demonstrate an understanding of the
processes that alter the structure of Earth and provide resources for
life on the planet
What is the difference between a rock and a mineral?
8.E.5
Name the 3 main groups or types of rocks.
8.E.5
8th Grade Science
17
BCSD Item Bank
What is the rock cycle?
8.E.5
What causes earthquakes?
8.E.5
How do volcanoes form?
8.E.5
What 3 main physical processes cause erosion?
8.E.5
Name the 3 main layers of the Earth?
8.E.5
What is the difference between a fossil fuel and an ore?
8.E.5
8.E.5A.1 Develop and use models to explain how the processes of
weathering, erosion, and deposition change surface features in the
environment.
Which of the following is the correct order for formation of a sedimentary rock?
a. Weathering, Erosion, Compaction, Deposition, Cementation
b. Weathering, Erosion, Deposition, Compaction, Cementation
c. Erosion, Weathering, Compaction, Cementation, Deposition
d. Cementation, Compaction, Deposition, Erosion, Weathering
8.E.5A.1
The Nile River is a major river system in North Africa that forms a delta where the river
dumps into the Mediterranean Ocean. Describe the physical processes that are involved
in creating this delta.
8.E.5A.1
8.E.5A.2 Use the rock cycle model to describe the relationship
between the processes and forces that create igneous, sedimentary,
and metamorphic rocks.
Which statement best expresses the relationship between rocks and minerals?
a. Minerals are usually made of rocks.
b. Rocks are usually made of minerals.
c. Rocks and minerals are the same thing.
d. Rocks and minerals are both made of gems.
8.E.5A.2
8th Grade Science
18
BCSD Item Bank
In the rock cycle diagram below, label the three rock types and put the correct letter for each
process in the boxes provided. Note – you may use a letter more than once, if necessary.
A – Cooling
C – Weathering/Erosion
B – Compaction/Cementation
D – Melting
8.E.5A.2
8.E.5A.3 Obtain and communicate information about the relative
position, density, and composition of Earth’s layers to describe the
crust, mantle, and core.
Which of the following is the correct order of Earth’s layers, going from least dense to
most dense?
a.
b.
c.
d.
Core, Crust, Mantle
Mantle, Core, Crust
Crust, Mantle, Core
Crust, Core, Mantle
8.E.5A.3
The diagram below shows a cross section of a tectonic plate boundary.
Which terms best describe features 1, 2, and 3?
A. 1 – continental crust, 2 – mantle, 3 – oceanic crust
B. 1 – mantle, 2 – oceanic crust, 3 – continental crust
C. 1 – oceanic crust, 2 – mantle, 3 – continental crust
D. 1 – continental crust, 2 – oceanic crust, 3 – mantle
8.E.5A.3
8th Grade Science
19
BCSD Item Bank
8.E.5A.4 Construct explanations for how the theory of plate tectonics
accounts for (1) the motion of lithospheric plates, (2) the geologic
activities at plate boundaries, and (3) the changes in landform areas
over geologic time.
Which of the following best explains why the tectonic plates of Earth move?
a.
b.
c.
d.
conduction from solar heating
heat convection from the upper mantle (asthenosphere)
global winds
ocean currents
8.E.5A.4
The Red Sea marks a boundary between two tectonic plates that are moving apart. What
name is given to this type of plate tectonic boundary?
a. divergent boundary
b. convergent boundary
c. phase boundary
d. transform boundary
8.E.5A.4
8.E.5A.5 Construct and analyze scientific arguments to support
claims that plate tectonics accounts for (1) the distribution of fossils
on different continents, (2) the occurrence of earthquakes, and (3)
continental and ocean floor features (including mountains,
volcanoes, faults and trenches).
Which geologic feature is evidence that the North American plate once collided with the
Eurasian and African plates?
a.
b.
c.
d.
the
the
the
the
Appalachian Mountains
Mohave Desert
Mississippi River
Great Lakes
8.E.5A.5
The oldest known rocks on the ocean floor are about 300-400 million years old, whereas
the oldest known rocks from the continents date back as far as 3.8 to 4.1 billion years
old. Develop an explanation of the process that creates such a big difference in age
between oceanic and continental crustal rocks. Be sure to include names of specific
features that develop as a result of this process. You may draw a diagram to help with
your explanation.
8.E.5A.5
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8.E.5B.1 Analyze and interpret data to describe patterns in the
location of volcanoes and earthquakes related to tectonic plate
boundaries, interactions, and hot spots.
Where do most volcanoes and earthquakes occur?
a.
b.
c.
d.
in the middle of the ocean floor
at plate boundaries
in the center of continents
on hot spots
8.E.5B.1
Examine the boundaries illustrated in Figure 10-1. At what plate boundary would one
most likely experience dangerous and destructive earthquakes?
a. Pacific – Cocos plate boundary
b. North American - African plate boundary
c. Nazca – South American plate boundary
d. Arabian – African plate boundary
8.E.5B.1
8.E.5B.2 Construct explanations of how forces inside Earth result in
earthquakes and volcanoes.
In what layer of the Earth do earthquakes occur? Why do they only occur in this layer
and not in the other layers?
8.E.5B.2
Construct an explanation of how forces inside the Earth create volcanoes.
8.E.5B.2
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8.E.5B.3 Define problems that may be caused by a catastrophic
event resulting from plate movements and design possible devices
or solutions to minimize the effects of that event on Earth’s surface
and/or human structures.
The diagram above shows the Mariana Islands, a series of volcanic islands that form an
arc. The island arc is located in the North Pacific Ocean. These islands were formed by
converging tectonic plates. As a geoscientist specializing in building earthquake-resistant
structures, you have been hired by 3 Tiny Swine Island Construction company to design
and build a residential and business complex on one of the islands. Because of the
remote location, you only have three types of material that you can use for these
buildings – straw, wood, or bricks. Of these three types of building materials, which will
be the least likely to provide protection from earthquakes and why?
8.E.5B.3
In recent years, earthquakes of similar intensity have struck Haiti and Chile. In Haiti, a
very poor nation, the damage and loss of life was great, whereas in Chile, a much richer
and better developed country, the damage and loss of life was minimal. What factors do
you think caused such a difference in the damage and loss of life observed in these
affected areas?
8.E.5B.3
8.E.5C.1 Obtain and communicate information regarding the physical
and chemical properties of minerals, ores, and fossil fuels to
describe their importance as Earth resources.
An inorganic, naturally-occurring solid with a definite chemical composition and
crystalline form is called a(n) ____________.
a. igneous rock
b. metamorphic rock
c. mineral
d. sedimentary rock
8.E.5C.1
Describe the difference between an ore and a fossil fuel.
8.E.5C.1
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8.E.6 The student will demonstrate an understanding of Earth’s
geologic history and its diversity of life over time.
What is the geologic time scale?
8.E.6
How do scientists use fossils to help them uncover what types of life forms existed on
Earth in the past?
8.E.6
How can fossils help scientists piece together environmental conditions that existed on
the Earth in the past?
8.E.6
What type of catastrophes have affected life on the Earth through history? How did these
catastrophes affect life?
8.E.6
What does the fossil record tell us about the diversity of life that has existed on the
planet?
8.E.6
How do fossils form?
8.E.6
How can differences between members of the same s0pecies help that species survive?
8.E.6
What factors can contribute to a species going extinct?
8.E.6
8.E.6A.1 Develop and use models to organize Earth’s history
(including era, period, and epoch) according to the geologic time
scale using evidence from rock layers.
From earliest history to most recent history, the order of eras is
A) Cenozoic, Mesozoic, Paleozoic
B) Paleozoic, Mesozoic, Cenozoic
C) Mesozoic, Paleozoic, Cenozoic
D) Mesozoic, Cenozoic, Paleozoic
8.E.6A.1
What is the correct order, going from shortest time span to longest time span?
A) Epoch,
B) Epoch,
C) Epoch,
D) Epoch,
Eon, Period, Era
Period, Eon, Era
Period, Era, Eon
Eon, Era, Period
8.E.6A.1
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Explain what information scientists use to divide the geologic time scale into the main
eras.
8.E.6A.1
8.E.6A.2 Analyze and interpret data from index fossil records and
the ordering of rock layers to infer the relative age of rocks and
fossils.
You are a paleontologist investigating several rock outcrops, including the two shown
above. Using radiometric dating techniques, your lab has determined the age of layers C
and X to be 302 million years old, which puts it at the beginning of the Carboniferous
period.
A) What does that indicate about the ages of layers B and D, and how do you
know?
B) What is the relative age of layer V and how do you know?
C) How do you explain the lack of fossils in layers C, X, and E?
D) Which layer at Site 1 is the same relative age as layer Y at Site 2? Explain your
answer.
8.E.6A.2
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Part of your investigation involves comparing fossils from other outcrops to determine
the ages of the rock layers. When you do not have absolute ages of rock layers from
radiometric dating techniques, you have to rely on relative ages based on index fossils.
Use the diagrams of the 4 outcrops above to answer the following:
A) Describe what an index fossil is and how it is used.
B) Determine which of the species (A through D, below) found in these outcrops
would make the best index fossil. Justify your answer.
8.E.6A.2
8.E.6A.3 Construct explanations from evidence for how catastrophic
events (including volcanic activities, earthquakes, climatic changes,
and the impact of an asteroid/comet) may have affected the
conditions on Earth and the diversity of its life forms.
Explain the different kinds of events that contributed to the change in diversity observed
at the major divisions of the geologic time scale.
8.E.6A.3
For each of the events you described in the previous question, provide descriptions of
how the environmental conditions changed and what impacts each had on life present
during that time span.
8.E.6A.3
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8.E.6A.4 Construct and analyze scientific arguments to support
claims that different types of fossils provide evidence of (1) the
diversity of life that has been present on Earth, (2) relationships
between past and existing life forms, and (3) environmental
changes that have occurred during Earth’s history.
One of the primary ways that scientists know that life has changed over time is by
looking at the different types of fossils found in the rock layers.
A) Describe how fossils are formed, and provide examples of at least 4 different
modes of preservation.
8.E.6A.4
Although incomplete, the fossil record still provides scientists with a good picture of how
life changed through time. What two major changes have occurred to life on Earth
throughout geologic history, as illustrated by the fossil record?
8.E.6A.4
8.E.6A.5 Construct explanations for why most individual organisms,
as well as some entire taxonomic groups of organisms, that lived in
the past were never fossilized.
One of the primary ways that scientists know that life has changed over time is by
looking at the different types of fossils found in the rock layers.
A) While reading up on fossils, you come across the following statement in your
book - “Most of the organisms that have ever lived on the Earth were never
preserved as fossils.” Provide an explanation of why this is an accurate
statement.
8.E.6A.5
8.E.6B.1 Construct explanations for how biological adaptations and
genetic variations of traits in a population enhance the probability of
survival in a particular environment.
Within any population of a species, there are differences. Each of these differences in
individual organisms is called a(an) _______________________, and if this difference
helps that individual survive and reproduce, it is referred to a(an) ________________.
8.E.6B.1
Charles Darwin explored South America and the Galapagos Islands on his 5-year journey
aboard the HMS Beagle. Years later, Alfred Russell Wallace spent years collecting
samples of the wide array of organisms found in the Malay Archipelago. Both men,
independently, came to develop the theory of evolution by means of natural selection.
A) Explain what Darwin and Wallace meant by natural selection.
B) Describe how the process of natural selection can produce changes within
species, and may eventually lead to the evolution of new species.
8.E.6B.1
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8.E.6B.2 Obtain and communicate information to support claims that
natural and human-made factors can contribute to the extinction of
species.
Scientists have made the claim that we are currently in the middle of the sixth great
extinction.
A) What natural factors can contribute to the extinction of a species?
B) Describe at least 3 ways in which humans may be contributing to the loss of
species.
8.E.6B.2
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