CFE Study Guide Periods 2, 4, 6 Wednesday 5/16 Periods 1, 3, 5, 7 Tuesday 5/17 1. SC.8.N.1.1 Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions. (9 questions – 22.5%) 1. 2. 3. 4. 5. What is a dependent (outcome) variable? What is an independent (test) variable? What is a control or constant variable? How can information in data tables help a scientist make a conclusion? What can be said about tourists from Mainland Europe using the graphs below? 2. SC.8.E.5.3 Distinguish the hierarchical relationship between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition. (3 questions – 7.5%) Compare/Contrast Size, Distance, Composition of Objects in Space 1. 2. Order the parts of space by size – start with the biggest and go to the smallest 3. Using AUs, list the planets in order from greatest distance to shortest distance from the Sun. 3. SC.8.E.5.5 Describe and classify specific physical properties of stars: apparent magnitude, temperature, size, and luminosity. (3 questions – 7.5%) 1. 2. 3. 4. 5. 6. What information is provided on an HR Diagram to help you classify a star? What do negative numbers represent on the HR diagram? What is the hottest color star? What is the coolest color star? What color/temp is our Sun? How is temperature recorded on an HR Diagram chart? 4. SC.8.P.9.3 Investigate and describe how temperature influences chemical changes. (2 questions – 5%) 1. How does the temperature of a substance affect the rate of a chemical change? 2. Think back to the glow stick lab… what happened to the glow stick in the Hot water, room temp water and the ice water? 5. SC.8.L.18.2 Describe and investigate how cellular respiration breaks down food to provide energy and releases carbon dioxide. (2 questions – 5%) Refer to Model 1. 1. In what cell organelle does cellular respiration occur? 2. What two reactants are needed for cellular respiration? 3. What are three products of cellular respiration? 4. Are mitochondria found in plant cells? Explain. 5. Are mitochondria found in animal cells? Explain. 6. Explain how the energy used by an athlete during a football game comes from the energy of sunlight. 6. SC.8.E.5.8 Compare various historical models of the Solar System, including geocentric and heliocentric. (2 questions – 5%) 1. Explain the difference between the heliocentric model and the geocentric model. 2. Which model of the solar system do we currently use? 3. What caused the change in the solar system model that we use? 7. SC.8.E.5.4 Explore the Law of Universal Gravitation by explaining the role that gravity plays in the formation of planets, stars, and solar systems and determining their motion. (2 questions – 5%) 1. What role does gravity play when astronauts work on the Moon? 2. How does gravity and mass determine with object orbits which object? 3. What role does gravity play in the formation of objects in the solar system? 8. SC.8.L.18.4 Cite evidence that living systems follow the Laws of Conservation of Mass and Energy. (2 questions – 5%) 1. Earth is considered a closed system. How is carbon cycled within this system? 2. How do the carbon cycle, photosynthesis, and cellular respiration follow the Laws of Conservation? 9. SC.8.N.6.1 Understand that scientific investigations involve the collection of relevant empirical evidence. (1 questions – 2.5%) 1. What is empirical evidence? 2. Why is it important? 3. What is it used for? 10. SC.8.P.8.5 Recognize that there are a finite number of elements and that their atoms combine in multiple ways to produce compounds that make up all of the living and nonliving things that we encounter. (1 questions – 2.5%) 1. How are elements and compounds related? 2. Compare/contrast the properties of an element to that of a compound. 11. SC.8.P.9.2 Differentiate between physical changes and chemical changes. (2 questions – 5%) 1. 2. 3. 4. What is a physical change? What is a chemical change? Provide 3 examples of a physical change and justify your choice. Provide 3 example of a chemical change and justify your choice. 12. SC.8.E.5.9 - Explain the impact of objects in space on each other, including: 1. the Sun on the Earth, including seasons and gravitational attraction; 2. the Moon on the Earth, including phases, tides, and eclipses, and the relative position of each body. (3 questions – 7.5%) 1. Why does the Earth experience seasons? 2. Draw a quick sketch that shows the Earth revolving around the Sun, being sure to include its tilt, its direction of travel, labels indicating Northern/Southern hemispheres, equator, and season for both hemispheres. 3. Why does the Earth stay in orbit and the same basic distance from the Sun all the time? 4. Explain the moon’s lit appearance. 5. What causes the moon phases? 6. Which moon phases are associated with spring/neap tides? Draw an image of how the E-M-S are lined up during spring/neap tides. 7. What is special about spring/neap tides? 8. What happens during eclipses? Solar/Lunar - Speak about how they line up. 13. SC.8.P.8.3 - Explore and describe the densities of various materials through measurement of their masses and volumes. (3 questions – 7.5%) 1. 2. 3. 4. What is the formula for density? If the mass is 4g and the volume is 6 mL, what is the density of the object? If an object has a density of 5 g/mL and a mass of 11g, what is the volume of the object? Will the objects in question 2 and 3 sink or float and explain why. 14. SC.8.P.8.9 - Distinguish among mixtures (including solutions) and pure substances. (2 questions – 5%) 1. What is the difference between a mixture and pure substance? 2. Name and describe (draw) the 2 types of mixtures. 3. Name and describe (draw) the 2 types of pure substances. 15. SC.8.P.8.4 - Classify and compare substances on the basis of characteristic physical properties that can be demonstrated or measured; for example, density, thermal or electrical conductivity, solubility, magnetic properties, melting and boiling points, and know that these properties are independent of the amount of the sample. (3 questions – 7.5%) 1. If you have a large piece of aluminum and a small piece of aluminum, compare the densities of each. 2. Which physical properties don’t change when you have more/less of a same substance? 3. If you had sand, metal bits, and water in a bottle, how could you separate them into independent piles? 4. How does sample size change an object’s physical properties, such as color, density, boiling/melting points. 16. SC.8.P.8.1 Explore the scientific theory of atoms (also known as atomic theory) by using models to explain the motion of particles in solids, liquids, and gases. (5 questions – 12.5%) 1. Draw three diagrams: one that represent particles in each of the following: a solid, liquid and gas. 2. Below each diagram, describe how the particles move in a solid, liquid and a gas. 3. Below this, write a sentence to describe what happens in terms of particle motion, if you increase the temperature? And what happens if you decrease the temperature? 17. SC.8.P.9.1 Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes. (5 questions – 12.5%) 1. What is the Law of Conservation of Mass. 2. For each of the situations below: Give a brief summary (create a math equation) of the scenario and then answer the question for that scenario. 1. A student measures 10g of vinegar and puts it in a zip-loc bag. Then measures 5 g of baking soda and puts it in the bag and quickly zips it. The vinegar and baking soda chemically react bubbling/creating a gas. The student lets the reaction end then measures the mass of the bag. The mass of the bag is 15g. Does this experiment demonstrate the law of conservation of mass? Explain. 2. Now, the student does the same experiment, 10g of vinegar, 5 grams of baking soda, but this time in an OPEN beaker. When the reaction is done the student measures the beaker of materials. They find that its mass is 12 grams. According to the law of conservation of mass the amount of matter before and after a chemical change should be the same. Explain why there seems to be missing mass/Where did it go? 3. A student measures the mass of a plastic container. The mass is 10g. The student then breaks the container into 15 pieces and then measures the mass of all the pieces. What type of change took place? Predict the mass of the pieces and explain why?
