Grade 8 Science Content Guide and Five Items Resource CPI Links Content Guide and Five Items Resource
Introduction
The following information should be used as a companion to the CPI Links. It provides
clarifications concerning the content and skills contained in the CPI Links.
Remember that instruction should be much richer than assessment and that the examples
contained herein do not represent the variety of instructional strategies and supports necessary
for meaningful teaching and learning of academic content. The examples are intended to clarify
the intentions of the CPI Links so that assessment activities aligned to the links, and thus to the
state standards, can be developed or chosen for students who participate in the NJ APA.
What’s Included


Content Guide
o Test Specifications, for each standard
o A glossary of terms contained in the CPI Links, for each standard
o Further clarifications concerning specific content, skills, and/or language
contained in the CPI Links, for each standard
“Five Items” Examples
o Examples that show what constitutes five items for certain links where that may
not be clear, for each standard
How to Use This Resource
First, review the “Steps to Developing an Entry” Modules IV and V of the Fall Training. As you
plan your instruction and select a link to use for assessment, use this information in conjunction
with the CPI Links to better understand the intentions of the CPIs, Essence statements, and CPI
Links. The glossary, clarifications, and Five Items examples should give you a good idea of how
to design or choose appropriate assessment activities.
NJ Alternate Proficiency Assessment 2013‐2014 1 Grade 8 Science Content Guide and Five Items Resource About the Test Specifications…
The APA test specifications were produced in consultation with New Jersey educators in the
fields of general and special education. These specifications by grade level and content area
delineate which standards and strands are required for the APA assessment. Also specified is a
limited number of CPIs available for assessment, of which one per strand must be selected to
assess in each portfolio entry. Use these test specifications to obtain an understanding of which
standards and strands are required for the APA and which CPIs are available for assessment.
Then, use the CPI Links appendix to select which CPIs and CPI Links you want to use to assess
your student.
About the Glossaries and Further Clarifications…
A Content Guide and Five Items Resource is presented for each grade and content area assessed
for the APA. The Content Guide contains a Glossary for each standard as well as a Further
Clarifications section for each standard. Each Glossary contains definitions for content-specific
terms used in the CPI Links. The definitions reflect the way the terms are to be understood and
used for APA purposes. The Further Clarifications section contains additional information
pertaining to the nuances of the CPI Link statements. Some of the clarifications are specific to
certain links while others are more general. All of this information was compiled in light of
evidence from the NJ APA Scoring process as well as questions from teachers. It should be used
in conjunction with the Five Items Resource section of this document when planning instruction
and assessment activities.
About the Five Items Resource…
Each activity included in a student’s portfolio must have at least five test items representing the
skills and concepts of the CPI Links. The examples included in the Five Items Resource are
intended to clarify what constitutes “five items” for CPI Links that have caused some confusion
in the past. Although not every link is included, it is a good idea to use this reference after
selecting CPI Links in which there is a question as to what is considered five items. You might
also find this document helpful if you have questions about the content of the CPI Links. The
examples themselves are for reference only. They are offered to show one way of appropriately
and adequately meeting the five items requirement. If you do not see the CPI Link in question,
then the skills in the link must be repeated five times within a piece of evidence. Also note that
most of the five item examples provided have not been adapted or modified to show how to
access the links. They are provided to specifically describe the requirement of five items. Each
activity planned for assessment of a CPI Link should be designed to provide access for each
student and incorporate each student’s mode of communication within the item requirement.
However, since that is not the purpose of this resource, the examples do not reflect the numerous
ways the skills can be modified or adapted for each student.
Each CPI Link referenced in the five items resource is noted with an asterisk at the end of the
link statement in the CPI Links contained in the 2013-2014 Procedures Manual.
NJ Alternate Proficiency Assessment 2013‐2014 2 Grade 8 Science Content Guide and Five Items Resource Grade 8 APA Test Specifications - Science
The following are the required CPIs for Standard 5.5: Characteristics of Life. All three
CPIs are from Strand B: Diversity and Biological Evolution. You must select a CPI Link
from one of the CPIs to develop an entry for the APA portfolio.
5.5 Characteristics of Life
5.5.8B1 Compare and contrast kinds of organisms using their internal
Strand B:
and external characteristics
Diversity and
Biological
Or
Evolution
5.5.8B2 Discuss how changing environmental conditions can result in
evolution or extinction of a species
Or
5.5.8B3 Recognize that individual organisms with certain traits are more
likely to survive and have offspring
NJ Alternate Proficiency Assessment 2013‐2014 3 Grade 8 Science Content Guide and Five Items Resource Glossary – 5.5
Acquired Traits - characteristics that are acquired (learned) by an organism during its lifetime
Adaptation - the evolutionary process by which a species develops certain traits overtime that
helps the species survive in its habitat (e.g., camels have developed broad feet, which helps them
walk on the soft sands of the deserts where they live)
Characteristics of organisms - May include internal and external features of an organism.
Internal characteristics: includes cold blooded vs. warm blooded, reproduction via live
birth vs. reproduction by laying eggs, vertebrates vs. invertebrates
External characteristics: includes skin covering (scales, fur, feathers), wings, legs, ears,
eyes, nose, claws, size, etc. External characteristic does NOT include behaviors such as
raising young, building nests, hibernating, etc.
Compare - to examine (two or more objects, ideas, people, etc.) in order to note similarities
and/or differences
Contrast - to compare in order to show differences; to note the opposite natures, purposes, etc.
Ecosystem - all of the living organisms (biotic) in a particular area as well as the nonliving
components (abiotic) of that same environment
Extinct - no longer living (e.g., passenger pigeon, quagga, saber-tooth cat, dinosaurs)
Habitat - the natural conditions and environment in which an organism lives
Inherited Traits - in genetics, characteristics that can be passed onto offspring are called
inherited traits (e.g., natural hair color, eye color, blood type)
Kingdom - the largest grouping in an organism classification, i.e., Animal Kingdom
Animals: members of this kingdom are multi-cellular, heterotrophic eukaryotes that
digest food outside their cells and then absorb the digested nutrients – Some examples of
animal classes include mammals, reptiles, amphibians, insects, fish, birds, etc.
Plants: members of this kingdom are multi-cellular, (mostly) autotrophic eukaryotes that
(usually) conduct photosynthesis (e.g., elm tree, poison ivy, cacti)
Fungi: multi-cellular, non-photosynthetic organisms that absorb food in solution directly
through their cell walls and many reproduce through spores (e.g., mushrooms, mildews,
molds, truffles, yeasts)
NJ Alternate Proficiency Assessment 2013‐2014 4 Grade 8 Science Content Guide and Five Items Resource Protists: composed of single-celled and multi-cellular eukaryotes without highly
specialized tissues; protists include all microscopic organisms that are not bacteria, not
animals, not plants, and not fungi (e.g., protozoa and some types of algae)
Archaebacteria: single-celled organisms that are found in extreme environments such as
deep ocean thermal vents (very hot water), oxygen-free environments, or highly acidic
environments.
Eubacteria: single-celled organisms that are found almost everywhere on Earth.
Natural Selection - The theory of evolution by natural selection forms a central part of modern
evolutionary theory. Typically there is a natural variation among individual organisms within a
reproducing population. These variations are genetic variations that may be passed onto
offspring. Examples of variations are (1) some individual organisms in a population may have
thicker fur than others; (2) some individual organisms may be smaller than others; (3) some
individual organisms may have longer legs than others. If the variation benefits the survival of
that individual organism, that individual organism is more likely to survive and reproduce than
are individual organisms who do not have the variation. Overtime, more and more individual
organisms in the population will have the variation. This is called adaptation of a species.
Species - organisms that are able to interbreed and produce fertile offspring
Variation - natural genetic differences among individual organisms in a species
NJ Alternate Proficiency Assessment 2013‐2014 5 Grade 8 Science Content Guide and Five Items Resource Further Clarifications – 5.5

For 5.5.8B1 Matched and Near Links that mention “internal” and “external” characteristics:
o Examples of Internal Characteristics - cold blooded vs. warm blooded,
reproduction by laying invertebrates.
o Examples of External Characteristics - Scales, fur, feathers, wings

For 5.5.8B2 Matched Link, “Explain how advantageous traits increase the proportion of
individuals with that trait within a species,” students need to understand the concept of
natural selection (see glossary), which suggests that advantageous genetic traits are passed
on to offspring at a higher rate than non-advantageous traits. (Natural selection is also the
focus of the Essence of 5.5.8B3.) Sexual selection is also a part of natural selection. In sexual
selection, a mate is chosen based on an advantageous trait. For example, female peacocks
prefer to mate with male peacocks that have large, bright, tail feathers. So, big, bright, tail
feathers are an advantageous trait for male peacocks to have because they increase the
likelihood that female peacocks will want to mate with them, which leads to an increase in
the proportion of individuals with that trait.

An example for 5.5.8B2 Matched Link, “Explain how a change in habitat will affect a
particular species based on at least one specific trait” would be explaining change in habitat
over time. For example, scientists believe the Hawaiian goose or Nene was once nearly
identical to the Canada goose, but after thousands of years of evolution on an isolated, rocky
island with a warm climate, they are now quite different. Today, the Nene has feet that are
only half as webbed as other geese, with longer toes for climbing on the rocky lava flows.
(http://identify.whatbird.com/obj/1103/overview/Nene_Goose.aspx)

Notice that the Links for 5.5.8B2 and 5.5.8B3 are not exclusive to animals. Realize that
changes to the environment and natural selection affect the survival of species from all of the
kingdoms of living things (see Glossary). So, for example, the first Far Link for 5.5.8B2
says, “Classify organisms as living or extinct—both living and extinct must be represented,”
the “organisms” used do not have to be animals. They certainly can be, but they do not have
to be. It would be acceptable to classify examples of plants (or fungi or protists or bacteria)
as living or extinct. The same holds true for the other Links of this CPI.

5.5.8B3 Near and Far Links, Inherited traits that contribute to the survival of the organism
are required for the Near Link, but the Far Link does not require traits that contribute to
survival.
NJ Alternate Proficiency Assessment 2013‐2014 6 Grade 8 Science Content Guide and Five Items Resource Five Items Resource – 5.5
CPI
Link
Five Items
Examples
5.5.8B1
Compare and
contrast kinds
of organisms
using their
internal and
external
characteristics
Matched:
Using internal and
external
characteristics
compare and
contrast two
animals from
different classes of
the animal kingdom
Each
characteristic =
1 item; must
include at least
one
characteristic,
for each
organism and
one
characteristic
that is similar
to both
Teacher may provide student with
photographs of a bear and an alligator clearly
showing physical characteristics of each
animal.
Student will identify characteristics of a bear
(mammal) and an alligator (reptile) that are
different AND characteristics of a bear and an
alligator that are similar. Characteristics may
include internal and external physical
characteristics. A Venn diagram may also be
used.
Sample Response:
Bear Characteristics Warm‐blooded (body temperature self‐
regulates) Characteristics similar to both Backbone (spine) Fur Breathe air with lungs Give birth to fully Four legs/feet formed young Short tail Two eyes Heart Produce milk to feed to young Alligator Characteristics Cold‐blooded (body temperature is affected by surrounding temperature) Large bumpy scales Lay eggs Long tail = fourteen items
NJ Alternate Proficiency Assessment 2013‐2014 7 Grade 8 Science Content Guide and Five Items Resource CPI
Link
Five Items
5.5.8B1
Compare and
contrast kinds
of organisms
using their
internal and
external
characteristics
Near:
Classify various
organisms into two
or more kingdoms
of life using their
internal and/or
external
characteristics
Need five
organisms
Examples
Seed plants
(Student read descriptions of each organism’s
internal and external characteristics then
correctly pasted the names of the organisms in
the T-chart.)
= five items
5.5.8B2
Discuss how
changing
environmental
conditions can
result in
evolution or
extinction of a
species.
Matched:
Explain how a
change in habitat
will affect a
particular species
based on at least
one specific trait
Each response
to a question =
1 item
Teacher will provide student with a scenario
in a series of diagrams.
Sample responses:
Diagram #1 (trees with light-colored bark; more light-colored moths resting on bark
than dark-colored moths resting on bark)
1. Describe a characteristic of the moth population that you can observe in the
diagram. Ans. Some light-colored and some dark-colored moths.
2. Birds are predators of the moth. What is the most likely reason there are more
light-colored than dark-colored moths in the population? Ans. The lightcolored moths are camouflaged on the tree bark.
Diagram #2 (black smoke pouring out of factories near the trees; the tree bark gets
darker and darker)
3. How is the moth’s habitat changing? Ans. The bark on the trees is getting
darker.
Diagram #3 (trees with dark-colored bark; more light colored moths resting on bark
than dark colored moths)
NJ Alternate Proficiency Assessment 2013‐2014 8 Grade 8 Science Content Guide and Five Items Resource CPI
Link
Five Items
Examples
4. As the habitat changes, which moth is easier for birds to catch and eat? Ans.
Light-colored
5. How will this change in habitat affect the moth population? Ans. There will be
more dark-colored than light-colored moths.
6. Why does this change affect the moth species and not just the individual moths
in the population? Ans. Because more dark-colored moths than light-colored
moths survive long enough to reproduce; the dark-color trait is passed to
offspring.
= six items
5.5.8B2
Discuss how
changing
environmental
conditions can
result in
evolution or
extinction of a
species
Near:
Explain how an
adaptation has
affected an
organism’s ability
to survive in a
given environment
Need five
explanations
(all five
explanations
may be about
the same
animal or they
may be about
different
animals)
= five items
5.5.8B3
Recognize that
individual
organisms with
certain traits
are more likely
to survive and
have offspring
Matched:
Identify and
explain why
inherited and
acquired traits
influence an
individual
organism’s survival
rates and identify
which of those
traits would be
passed down to the
next generation
Need five
items
NJ Alternate Proficiency Assessment 2013‐2014 1. Identify an inherited trait. Ans. color
of fur, eye color, size, color of flower,
shape of body
2. Explain why an inherited trait
influences the survival of an
organism. Ans. Organisms that have
traits that are beneficial for survival
are more likely to reproduce and pass
on those traits to offspring.
3. Identify an acquired trait. Ans.
learning how to use a tool, grooming,
parenting
9 Grade 8 Science Content Guide and Five Items Resource CPI
Link
Five Items
Examples
4. Which kind of trait (inherited or
acquired) most affects the survival of
a species? Ans. Inherited
5. Which kind of trait is passed from
parent to offspring? Ans. Inherited
= 5 items
5.5.8B3
Recognize that
individual
organisms with
certain traits
are more likely
to survive and
have offspring.
Near:
Identify inherited
traits that affect an
organism’s ability
to survive
Each
characteristic =
1 item
Each
explanation = 1
item
Teacher will provide pictures of a duck and
ducks in a wetland habitat [pictures should
show ducks swimming and flying; ducks in a
wetland area; ducks camouflaged when on
shore; and physical characteristics of ducks
such as webbed feet, feathers, wings, and
beak].
Student will identify physical characteristics
of a duck that help it survive in this habitat.
Explain why the physical characteristic helps
it survive.
Sample Response:
Characteristics of a Duck that Help It Survive in Its Habitat Characteristic Explanation Feathers Helps duck fly Oily coating on feathers Repels water to keep duck dry when in water Coloring and pattern on Camouflages duck when on shore feathers Webbed feet Helps duck paddle in water Beak shape Suited for gathering the food that they eat Hollow bones Makes duck lighter weight which helps with flying Streamlined body shape Helps duck fly and swim = fourteen items
NJ Alternate Proficiency Assessment 2013‐2014 10 Grade 8 Science Content Guide and Five Items Resource Grade 8 APA Test Specifications - Science
The following are the required CPIs for Standard 5.6: Chemistry. All three CPIs are from
Strand B: Chemical Reactions. You must select a CPI Link from one of the CPIs to develop
an entry for the APA portfolio.
5.6 Chemistry
Strand B:
Chemical Reactions
5.6.8B1 Show how substances can chemically react with each other to
form new substances having properties different from those of the
original substances
Or
5.6.8B2 Show that in most chemical reactions energy is transferred into
or out of a system
Or
5.6.8B3 Demonstrate that regardless how substances within a simple
closed system interact, the total mass of the system remains the same
NJ Alternate Proficiency Assessment 2013‐2014 11 Grade 8 Science Content Guide and Five Items Resource Glossary – 5.6
Chemical Reaction - a process in which a chemical substance (s) undergoes a change into a
different chemical substance (s). The new substance (s) has different properties than the original
substance. (e.g., iron rusting, wood burning, cake baking)
Compare - to examine (two or more objects, ideas, people, etc.) in order to note similarities
and/or differences
Contrast - to compare in order to show differences; to note the opposite natures, purposes, etc.
Decomposition reaction - the process in which a substance is broken down into two or more
simpler substances. (e.g., carbonic acid [H2CO3] in carbonated beverages breaks down into
carbon dioxide [CO2] gas and water [H2O]; hydrogen peroxide [H2O2] breaks down into oxygen
[O2] gas and water; and during baking [heating] baking soda [sodium bicarbonate- NaHCO3]
breaks down into carbon dioxide gas and water.)
Endothermic - a process or chemical reaction during which heat is absorbed (e.g., ice melting is
considered an endothermic process because the ice absorbs heat from its surroundings)
Energy Exchange/Energy Transfer - the transfer of energy from one body to another
Exothermic - a process or chemical reaction during which heat is released (e.g., wood burning is
considered an exothermic process because heat is given off) (Source: Dictionary of Common Chemical
Terminology) Mass - the amount of matter in an object
Physical Change - involves a change in physical properties but does not alter an object’s
chemical nature (A common example is water freezing or an ice cube melting. The physical
properties of the water are changing, while its chemical makeup is not.) Other examples of
physical changes: cutting, bending, mashing, change in state of matter (i.e., freezing, melting,
boiling, condensing, evaporating), etc.
Synthesis reaction - a combination of two or more chemical substances that form a new
chemical substance (e.g., cake baking, silver tarnishing)
System - Encompasses all of the mass in a specific container or space
Open system: A container or space that allows mass to move in and out (i.e., open
aquarium)
Closed system: A container or space that does not allow mass to move in or out (i.e., an
unopened bag of cookies)
NJ Alternate Proficiency Assessment 2013‐2014 12 Grade 8 Science Content Guide and Five Items Resource Weight - the weight of an object is the force exerted on it by gravity (Force = mass x
acceleration due to gravity, F = ma)
NJ Alternate Proficiency Assessment 2013‐2014 13 Grade 8 Science Content Guide and Five Items Resource Further Clarifications – 5.6

Some of the Matched Links for Science Standard 5.6 also reference particular CPIs from
Standard 5.1. Scientific Processes which is a vital part of scientific thinking yet difficult
to assess without also assessing understanding of science content. Therefore, certain CPI
Links must be assessed within the context of a specified scientific process. When a
Matched Link includes 5.1 CPI in bold, the Matched CPI Link should be assessed within
the context of the specified scientific process such as completing an experiment using the
Scientific Method or being able to identify evidence used in an explanation. (See
examples in the Five Items Resource on the next page.) 
For 5.6.8B1 Near Link, “Identify examples of chemical reactions as synthesis and
decomposition,” the examples are typically scenarios (e.g., hydrogen gas combined with
oxygen gas produces water, which is an example of synthesis). They can be, but do not
have to be, the chemical formulas and equations (e.g., H2CO3(aq) → H2O(l) + CO2(g)
which is an example of decomposition). 
For 5.6.8B1, common signs of a chemical change/chemical reaction include:
o Bubbles of gas appear in the system
o A precipitate forms in the system
o Light is emitted from the system
o Flames are produced in the system
o Changes in color of the system
o Increase or decrease in the temperature of the system
o Differences between reactants and products:

density or volume or state of matter

electrical conductivity

boiling or melting point

odor
NJ Alternate Proficiency Assessment 2013‐2014 14 Grade 8 Science Content Guide and Five Items Resource 
For 5.6.8B2 Near Link, “Describe the effect that temperature may have on various
chemical reactions,” the rate of all chemical reactions increases with increasing
temperature. Particle/molecular motion always increases with increasing temperature
which causes the frequency of interaction between the reacting particles to increase. 
For 5.6.8B3 Far Link, “Determine the mass of various substances,” mass is typically
“determined” by using a balance scale. Mass is typically expressed in metric units
(milligrams, grams, kilograms).
NJ Alternate Proficiency Assessment 2013‐2014 15 Grade 8 Science Content Guide and Five Items Resource Five Items Resource – 5.6
CPI
Link
Five Items
Examples
5.6.8B1
Show how
substances
can
chemically
react with
each other
to form new
substances
having
properties
different
from those
of the
original
substances
Matched:
Predict what
sign/change
of a
chemical
reaction will
occur,
observe
chemical
reactions,
and collect
data on the
signs a
reaction
occurred;
compare the
prediction to
the results
5.1.8B1
Five items,
across the skills
of predict,
observe, and
evaluate
evidence.
Remember that
the Scientific
Process
(5.1.8B1) must
be used when
assessing this
Link.
1. Student will predict whether burning a piece of
wood is a chemical reaction.
Matched:
Describe
substances
before and
after a
chemical
reaction
5.1.8B3
Five items across
the skills of
predict, observe,
and making a
conclusion using
quantitative
evidence.
1. Student will make a prediction about whether
mixing calcium chloride (CaCl2), baking soda, and
water will produce a chemical reaction.
Remember that
the Scientific
Process
(5.1.8B3) must
be used when
assessing this
Link.
2. Student will mix a sample of CaCl2 (white crystals)
in a baking soda and water solution. Student will
make the following observations. Student will
measure the temperature of the solution before and
after adding the CaCl2.
5.1.8B1: Design
investigations
and use scientific
instrumentation
to collect,
analyze, and
evaluate
evidence as part
of building and
revising models
and
explanations.
NJ Alternate Proficiency Assessment 2013‐2014 Burning wood is a chemical reaction. (1 prediction)
2. Student will make observations of burning wood
(video may be used).
Before burning, the wood was brown and hard. (2
observations)
During burning, smoke and flames/heat were given
off. (2 observations)
After burning, gray ash remained (1 observation)
3. Student will analyze observational data.
The prediction is supported by the results. Burning
wood is a chemical reaction based on heat being
released, a color change, and a change in odor. (= 4
items for evaluation of evidence)
= ten items
Yes, I predict that a chemical reaction will occur. (1
prediction)
16 Grade 8 Science Content Guide and Five Items Resource CPI
Link
Examples
Five Items
5.1.8B3: Use
qualitative and
quantitative
evidence to
develop
evidence-based
arguments.
Change in color? If yes, describe. no Change in odor? If yes, describe. no Change in temperature of the water? If yes, describe. Yes, the temperature increases from 20 ºC to 45 °C. Is a gas produced? Yes, bubbles form. Is the product different from the reactants? Yes, a white cloudy precipitate forms (5 observations)
http://www.inquiryinaction.org/classroomactivities/act
ivity.php?id=26
3. Student will use evidence to support his/her
prediction.
The change in temperature, release of gas, and
difference between reactants and products supports
the claim that a chemical reaction took place. Note:
only one piece of evidence is necessary. (3 pieces of
evidence)
5.6.8B1
Show how
substances
can
chemically
react with
each other
to form new
substances
having
properties
different
from those
of the
original
substances
Near:
Compare
and contrast
a mixture
and a
chemical
reaction
= nine items
Student will compare the characteristics of a mixture
and a chemical reaction. A template for a Venn
diagram may be used. Teacher may provide sentence
strips for each characteristic.
Need five items
Sample Response:
Mixture only Comparison of a Mixture and a Chemical Reaction Both Chemical reaction only Substances in mixture may be physically separated. Two or more substances added together Substances in chemical reaction combine to form a new substance. Example is iron filings and sand. Example is vinegar and baking soda. NJ Alternate Proficiency Assessment 2013‐2014 17 Grade 8 Science Content Guide and Five Items Resource CPI
Link
Examples
Five Items
May use a magnet to separate iron filings from sand. Mixing vinegar and baking soda produces carbon dioxide gas. = seven items
5.6.8B2
Show that in
most
chemical
reactions
energy is
transferred
into or out
of a system
Matched:
Predict and
explain the
effect of
temperature
on a
chemical
reaction,
observe the
effects, and
compare the
results to the
prediction
5.1.8B1
Five items across
the skills of
predict, observe,
and making a
conclusion using
quantitative
evidence.
Remember that
the Scientific
Process
(5.1.8B1) must
be used when
assessing this
Link.
5.1.8B1: Design
investigations
and use scientific
instrumentation
to collect,
analyze, and
evaluate
evidence as part
of building and
revising models
and explanations.
Teacher will help student do the following
investigation. Student will answer questions.
Determine the effect of temperature on the motion
of water (molecules) particles.
Materials:
 hot plate to heat up water
 hot pad to use with the warm water
 ice for cold water
 3 - 250 mL beakers
 room temperature water
 stop watch
 food coloring
 thermometer
http://utahscience.oremjr.alpine.k12.ut.us/Sciber01/7t
h/matter/html/7.htm
Hypothesis: Predict what you think will happen to the motion of water particles as
the water temperature increases.
Ans. I predict the motion of water particles will increase as the temperature of water
increases. (1 prediction)
Note to teacher: The rate of dispersion of food coloring represents the speed of the water
particles. Increased rate of dispersion means that the water particles are moving faster.
Procedure:
1. Place 100 mL of room temperature water into a beaker.
2. Place three drops of food coloring to the beaker.
3. Time how long it takes for the food coloring to completely diffuse throughout the
beaker. Record time in data table.
4. Repeat steps 1-3 for hot water and cold water.
NJ Alternate Proficiency Assessment 2013‐2014 18 Grade 8 Science Content Guide and Five Items Resource CPI
Link
Five Items
Examples
Data Table (3 observations) Conditions Time to diffuse (seconds) Water at room temperature (25°C) Hot water (90ºC) Cold water (10°C) Make a conclusion about particle motion and temperature. Support your
conclusion with evidence:
Ans. The food coloring dispersed the fastest in the hot water which means that particle
motion increases with increasing temperature.(=2 items: conclusion supported by
evidence)
= 6 items
Note to teacher: Increasing temperature increases the rate of all chemical reactions
because increased molecular motion at the higher temperature causes the molecules to
bump into each other and therefore react a faster rate
Each
Near:
Student and teacher will perform the following
Explain how identification of
investigations.
to determine type of reaction
(exothermic or
if an
endothermic) = 1
energy
item
transfer is
exothermic
Each explanation
or
= 1 item
endothermic,
given
various
examples
Investigation #1
1. Pour 50 ml hot tap water into a cup.
2. After 30 s measure the temperature of the water.
3. Add 5 tsp of Epsom salt to the water and stir.
4. After 10 s measure the temperature of the water.
5. Compare the two temperature measurements.
Is this an endothermic or exothermic reaction? How do you know? Ans. exothermic,
the temperature of the water increased
Investigation #2
A chemical reaction takes place in the body of a firefly. Watch a video of a firefly.
Is this an endothermic or exothermic reaction? How do you know? Ans. exothermic,
light is given off
Investigation #3
Photosynthesis is a chemical reaction.
What does a plant need in order to perform photosynthesis? Ans. energy from sunlight
NJ Alternate Proficiency Assessment 2013‐2014 19 Grade 8 Science Content Guide and Five Items Resource CPI
Link
Five Items
Examples
Is photosynthesis an endothermic or exothermic reaction? How do you know? Ans.
endothermic, energy needs to be added to the system
Investigation #4
Watch a video of a piece of sodium metal (Na) added to a beaker of water.
Is this an endothermic or exothermic reaction? How do you know? Ans. exothermic,
the sodium is giving off a flame
Investigation #5
1. Pour 10 ml vinegar into a beaker.
2. Put a thermometer into the vinegar.
3. Measure the temperature of the vinegar.
4. Add ½ tsp baking soda to the vinegar.
5. Observe the temperature.
Is this an endothermic or exothermic reaction? How do you know? Ans. endothermic,
the temperature decreased.
= eleven items
5.6.8B3
Demonstrate
that
regardless
how
substances
within a
simple
closed
system
interact, the
total mass of
the system
remains the
same
Matched:
Compare the
mass of
substances
before and
after
chemical
reactions,
determine if
the mass is
the same or
different,
then make
predictions
about other
chemical
reactions
5.1.8B3
Need five items
Remember that
the Scientific
Process
(5.1.8B3) must be
used when
assessing this
Link.
5.1.8B3: Use
qualitative and
quantitative
evidence to
develop
evidence-based
arguments.
Example:
1. Student and teacher will do the following experiment.
 Place 1 ½ tablespoons of baking soda in the center of a paper towel and fold up the
towel into a square package to hold the powder inside.
 Weigh and record the mass of the baking soda ‘package’
 Add ½ cup vinegar and ¼ cup warm water into a gallon-size zip-lock bag
 Weigh and record the mass of the zip-lock bag containing the vinegar and warm
water.
 Put the paper towel package into the mouth of the zip-lock bag and hold it out of the
vinegar by pinching the sides of the plastic bag.
NJ Alternate Proficiency Assessment 2013‐2014 20 Grade 8 Science Content Guide and Five Items Resource CPI
Link
Five Items
Examples
 Zip the bag closed then let the paper towel drop into the vinegar.
 The vinegar and baking soda react to form carbon dioxide gas.
 Weigh and record the mass of the zip-lock bag after the chemical reaction is
complete.
 Calculate the total mass of the reactants by adding the masses of the baking soda
‘package’ and the vinegar and water in the zip-lock bag.
 Compare the total mass of the reactants to the total mass of the products.
Step Object 1 2 3 Baking soda wrapped in paper towel Vinegar and water in zip‐lock bag Total mass of reactants [sum of step 1 and 2] Mass of product (zip‐lock bag and contents after reaction takes place) Difference in mass between reactants and products [subtract step 3 from step 4] 4 5 Mass (grams) 2. Student will make a conclusion about the mass of substances before and after a
chemical reaction. Ans. The masses are the same. OR Mass is conserved.
= six items (each step = 1 item; conclusion = 1 item)
Near:
Determine
the mass of
objects
before and
after a
physical
change and
compare the
masses
before and
after
Original mass
data for each
object = 1 item;
After physical
change mass data
for each object =
1 item each
comparison = 1
item; each
conclusion = 1
item
Teacher will provide various objects such as a piece
of paper, a piece of metal wire, a piece of clay, a piece
of fruit, bowl of ice cream, and an object made of
Legos blocks.
Student will find the mass of each object using a
balance and record the results. Student will physically
change the object, then find and record the mass of the
changed object.
Examples of physical changes:
 Cut the piece of paper into several pieces; find the mass of all of the pieces and record
 Bend the metal wire into different shapes; find the mass of each different shape and
record
 Shape the clay into different forms; find the mass of each shape and record
 Allow the ice cream to melt in the bowl; find the mass of the melted ice cream and
bowl and record
 Peel the fruit; find the mass of the fruit and peelings and record
NJ Alternate Proficiency Assessment 2013‐2014 21 Grade 8 Science Content Guide and Five Items Resource CPI
Link
Examples
Five Items
 Make a new object using all of the Legos blocks in the original object; find the mass of
the new object and record
Student will compare the original mass for each object to the mass after the physical
change. Student will make a conclusion that is supported by the data.
Sample Response:
Object Piece of paper Ball of clay Bowl of ice cream Legos object Original Mass (grams) Physical Change 4 Cut paper into 5 pieces 50 Made clay into a bowl shape 75 Ice cream melted Mass after physical change (grams) 4 50 25 Put pieces together differently 75 25 Comparison:
Ans. The mass of the ball of clay is the same as the mass of the clay bowl.
Conclusion*
Ans. The mass of an object is not affected by a physical change.
*Note to teacher: may include a conclusion for each object based on the comparison of
masses
= ten items
NJ Alternate Proficiency Assessment 2013‐2014 22 Grade 8 Science Content Guide and Five Items Resource Grade 8 APA Test Specifications - Science
The following are the required CPIs for Standard 5.7: Physics. All Three CPIs are from
Strand B: Energy Transformations. You must select a CPI Link from one of the CPIs to
develop an entry for the APA portfolio.
5.7 Physics
Strand B:
Energy
Transformations
5.7.8B1 Recognize that the sun is a major source of the Earth’s energy
and that solar energy includes visible, infrared, and ultraviolet radiation.
Or
5.7.8B3 Describe how heat can be conducted through materials or
transferred across space by radiation and know that if the material is a
fluid, convection currents may aid the transfer of heat
Or
5.7.8B4 Show light is reflected, refracted, or absorbed when it interacts
with matter and that colors may appear as a result of this interaction
NJ Alternate Proficiency Assessment 2013‐2014 23 Grade 8 Science Content Guide and Five Items Resource Glossary – 5.7
Compare - to examine (two or more objects, ideas, people, etc.) in order to note similarities
and/or differences
Conduction, Convection, and Radiation:
Conduction - the transfer of heat by molecular motion through a solid or a liquid from a
region of high temperature to a region of lower
temperature
Convection - the movement of heated molecules of a
gas or a liquid from a heat source to another area due
to density differences within the gas or liquid
Radiation - the transfer of heat energy by waves of
visible or infrared light moving through space
Conductors - materials through which heat flows easily; most familiar conductors are metallic;
for instance, copper is an excellent conductor of heat; pots and pans made of copper transfer heat
quickly. The heat in the pan also moves quickly into the surrounding cooler air. (Sources:
PhysicsClassroom .com, TeachEngineering.org, National Digital Science Library.org)
Contrast - to compare in order to show differences; to note the opposite natures, purposes, etc.
Electromagnetic spectrum - Electromagnetic energy travels in waves. It is composed of a
variety of wavelengths that span from very long waves (called radio waves) to very short waves
(called gamma rays). Long waves have a low frequency and low energy; short waves have a high
frequency and high energy. The entire span of energy is called the electromagnetic spectrum.
The human eye can detect only a small portion of these waves called visible light (see visible
light in Glossary).
http://science.hq.nasa.gov/kids/imagers/ems/index.html
NJ Alternate Proficiency Assessment 2013‐2014 24 Grade 8 Science Content Guide and Five Items Resource Insulators - materials through which heat does not flow easily; wood, some plastics, and some
ceramics are poor conductors of heat
Reflection, Refraction, and Absorption:
Reflection - a change in the direction of a light ray when it strikes an object (A light ray
reflecting off a mirror is a common example.) Angle of reflection is equal the angle of
incidence (the angle at which the light ray strikes the object)
Refraction - a change in the direction of a light ray as it passes from one medium (i.e.,
air, glass, water) into another. The change in direction is due to a change in the velocity
of the light ray in different mediums.
NJ Alternate Proficiency Assessment 2013‐2014 25 Grade 8 Science Content Guide and Five Items Resource Absorption - a substance takes in some of the energy from a light ray and generally
increases in temperature (e.g., absorption of sunlight by a black t-shirt)
(Source for diagrams: http://science.howstuffworks.com)
(Source for definitions: National Science Digital Library/Teach Engineering.org)
Solar Energy - radiant heat and light from the Sun
Thermal Energy - the internal energy of a substance determined by the motion, number, and
arrangement of the particles (atoms or molecules) in the substance
White or Visible Light - is composed of electromagnetic radiation of varying wavelengths.
When the wavelengths combine, the light appears ‘white.’ Objects that reflect all
wavelengths of visible light appear white. Objects that absorb all wavelengths of light appear
black. If an object absorbs red and blue wavelengths, and reflects the green wavelength, the
object will appear green. The colors that make up white light are (in order of decreasing
wavelength/increasing frequency):







Red
Orange
Yellow
Green
Blue
Indigo
Violet
NJ Alternate Proficiency Assessment 2013‐2014 26 Grade 8 Science Content Guide and Five Items Resource Further Clarifications – 5.7

For 5.7.8B1, Far Link, “Identify characteristics of the sun,” characteristics need to relate to
solar energy as well as visible, infrared, and ultraviolet radiation. This is not asking for
characteristics of the sun as it relates to astronomy and space.

Notice that the CPI, Essence, and Links for 5.7.8B3 are specific to conduction and insulation
of heat—not electricity. Near Link, “Classify objects as insulators or conductors of heat––
both insulators and conductors must be represented,” the movement of heat through a solid
substance is conduction; the energy in an atom moves into the adjacent atom. However, the
movement of electricity through a substance is the movement of electrons. The free electrons
in the atomic structure of a metal explain why metals are good conductors of electricity.

An example for 5.7.8B4 Matched Link, “Compare and contrast light absorption on two
different objects,” would be to compare and contrast how light is absorbed by a black t-shirt
vs. a white t-shirt.

For 5.7.8B4 Far Link, “Recognize the colors that make up white light,” coloring a picture of
a rainbow does not suffice for this Link. See the Glossary for the seven colors that make up
white light. Assessment activities should aimed at assessing the student’s understanding of
which colors are part of white light as opposed to which colors are not (e.g., blue is but
brown is not).
NJ Alternate Proficiency Assessment 2013‐2014 27 Grade 8 Science Content Guide and Five Items Resource Five Items Resource – 5.7
CPI
Link
Five Items
Examples
5.7.8B1
Recognize that
the sun is a
major source of
the Earth’s
energy and that
solar energy
includes visible,
infrared, and
ultraviolet
radiation
Matched:
Describe how
the sun warms
the Earth’s
surface, water,
and air
Each statement =
1 item
Example #1
= five items
Example #2:
1. Energy from the Sun travels to Earth as
electromagnetic radiation.
2. Energy from the Sun convects through air
and water.
3. Energy from the Sun heats the water on
Earth such as oceans, lakes, and rivers.
4. Energy from the Sun heats all of the land
on Earth such as continents and islands.
5. Energy from the Sun heats all of the
atmosphere/air surrounding Earth.
6. The land, water, and air at Earth’s equator
receives more energy from the Sun than the
land, water, and air at Earth’s poles, therefore
it’s much hotter at the equator than at the poles.
7. The difference in heating between the
equator and the poles forms ocean currents
and wind patterns on Earth.
8. Ocean currents and wind move (transfers)
heat to other locations on Earth.
= eight items
NJ Alternate Proficiency Assessment 2013‐2014 28 Grade 8 Science Content Guide and Five Items Resource CPI
Link
Five Items
Examples
Matched:
Predict how an
organism would
be impacted by
the absence of
solar energy
over time
Need five
predictions
(predictions may
be about
different aspects
of how one
organism would
be affected or
may have one
prediction for
each of five
organisms)
= five items (two predictions for the oak tree,
one prediction for the horse, and two
predicitons for the toucan)
Far:
Identify
characteristics of
the sun
Each identified
characteristic = 1
item
Student will identify five characteristics of the
Sun that relate to energy.
Sample Responses:
1. The Sun is composed mostly of hydrogen
and helium gases.
2. A nuclear fusion reaction[hydrogen atoms
join together to form helium] takes place
on the Sun and releases energy that is
called sunlight and heat.
3. The temperature of the Sun is about 15
million degrees Celsius.
4. The Sun emits electromagnetic radiation
which is made up of infrared, visible, and
ultraviolet light.
5. Electromagnetic radiation from the Sun
travels through space to Earth and other
planets by radiation.
NJ Alternate Proficiency Assessment 2013‐2014 29 Grade 8 Science Content Guide and Five Items Resource CPI
Link
Five Items
Examples
6. The Sun is Earth’s main source of energy.
7. The Sun gives off heat.
= seven items
Far:
Identify reasons
that the Earth
needs the sun
5.7.8B3
Describe how
heat can be
conducted
through
materials or
transferred
across space by
radiation and
know that if the
material is fluid,
convection
currents may aid
the transfer of
heat
Matched:
Describe an
insulator and
conductor and
explain how
they work
Each statement =
1 item
Need five items
NJ Alternate Proficiency Assessment 2013‐2014 Why do living things on Earth need the Sun?
1. All living things need a source of
energy (food). Energy from the Sun is
used to make food on Earth
(photosynthesis).
2. All living things need liquid water.
Energy from the Sun heats the water
on Earth so that it is not frozen.
3. Energy from the Sun provides warmth
so that Earth is livable.
4. The uneven heating of Earth by the
Sun drives weather patterns, which
causes precipitation needed to help
plants grow and survive.
5. The Sun’s gravitational field keeps
Earth (and other planets) in constant
orbit so that we have sunlight and heat
every day.
6. Vitamin D is an essential to human
health. Sunlight helps human bodies
make vitamin D.
= six items
1. Heat moves easily through which kind of
material?
a. Conductor*
b. insulator
2. Heat moves through solids by
___________?
a. Conduction*
b. Convection
c. Radiation
3. Heat moves through water and air by
____________?
a. Conduction
b. Convection*
c. Radiation
30 Grade 8 Science Content Guide and Five Items Resource CPI
Link
Five Items
Examples
4. Heat moves through space by
___________?
a. Conduction
b. Convection
c. Radiation*
5. Heat moves from a ______object to a
______object.
warmer1, colder2*
6. Insulators ________ the movement of
heat.
a. Slow*
b. Speed up
= seven items
Matched:
Distinguish the
difference
between
temperature
variations in
several locations
Each selection =
1 item
Student will circle or select the location
that is hotter.
Note: unless specified, assume that the
locations are at the same latitude.
Various Locations Coastal land at noon* Coastal water at noon Coastal water at midnight* Coastal land at midnight Equator* North Pole City parking lot* Rural farm field Deep water Surface water* *hotter location
= five items
Near:
Classify objects
as
insulators or
conductors
of heat––both
insulators
and conductors
must be
represented
Include 5 items
NJ Alternate Proficiency Assessment 2013‐2014 Teacher will provide student will a list of five
objects (at least one insulator and one
conductor). Student will sort the listed objects
into two groups based on how easily heat
passes through the object.
31 Grade 8 Science Content Guide and Five Items Resource CPI
Link
Five Items
Examples
Sample Response:
Insulator Conductor Oven mit Cooking pan Thermal underwear Metal spoon Wood spoon Metal stirring rod Styrofoam cup Rubber stopper Glass stirring rod Polymer handle on cooking pot = 10 items
5.7.8B4
Show light is
reflected,
refracted, or
absorbed when it
interacts with
matter and that
colors may
appear as a
result of this
interaction
Matched:
Explain the
impact glass and
water have on
light
Need to explain
five different
examples of
glass and water
having an impact
on light
Example:
1. A student uses a net to try to catch a fish in an aquarium. When the student places
the net where she sees the fish, she doesn’t catch it. Explain why. Ans. Light reflected
from the fish bends as it passes from the water through the glass so the fish appears
in a location that is different from where the fish is actually located.
2. A student observes a straw in a glass of water. The straw looks broken. Explain
why. Ans. Light reflected from the part of the straw that is underwater bends so the
straw appears in a location that is different from where the straw is actually located.
3. A student uses a hand lens to look at an insect. The insect appears much larger
when looking through the hand lens. Explain why. Ans. The shape of the lens (two
convex lenses) bends the light and makes the insect look bigger NJ Alternate Proficiency Assessment 2013‐2014 32 Grade 8 Science Content Guide and Five Items Resource CPI
Link
Five Items
Examples
4. A student places a penny in the center of the bottom of a glass of water. When the
student looks straight down at the penny, the penny appears in the center of the
bottom of the glass. When the student looks at the penny from the side, the penny
appears off-center. Explain why. Ans. Refraction (bending of light) occurs only when
the light passes through the medium at an angle. When light passes perpendicular
through the medium, refraction does NOT occur.
5. A student looks into the sky and sees a rainbow. Explain how a rainbow forms.
Ans. When the air is filled with droplets of water (precipitation) and sunlight shines
on the water droplets, a rainbow forms. Light from the sun refracts (bends) as it
enters the water droplet, then reflects back through the droplet from the opposite
side, then refracts (bends) again as it leaves the water droplet. Every droplet is
refracting and dispersing the entire visible light spectrum (ROYGBIV). Red light is
refracted out of a droplet at steeper angles towards the ground than the blue light.
Droplets of water within this line of sight are refracting the red light to the observer's
eye. The blue light from these same droplets is directed at a less steep angle and is
directed along a trajectory that passes over the observer's head. Thus, it is the red
light that is seen when looking at the steeper angles relative to the ground. As so on,
for all of the colors of the visible spectrum. http://www.physicsclassroom.com/Class/refrn/u14l4b.cfm
NJ Alternate Proficiency Assessment 2013‐2014 33 Grade 8 Science Content Guide and Five Items Resource CPI
Link
Five Items
Examples
= five items
Near: Illustrate
examples of
refracted light
vs. reflected
light
Need five
illustrations
= two items
NJ Alternate Proficiency Assessment 2013‐2014 34 Grade 8 Science Content Guide and Five Items Resource CPI
Link
Five Items
Examples
Far:
Recognize the
colors that
make up white
light
Each identified
color = 1 item
Teacher will provide student with 10 colored
cards: Red, Orange, Yellow, Green, Blue,
Indigo, Violet, Brown, Black, and White.
Teacher will shine a light through a prism and
project the dispersed light onto a white wall or
white sheet of paper. See diagram below.
Student will select five colored cards that
make up white/visible light based on
observation of the light dispersed by the
prism.
Sample Response:
Red, Orange, Yellow, Green, Blue, Indigo,
Violet
= seven items
NJ Alternate Proficiency Assessment 2013‐2014 35 Grade 8 Science Content Guide and Five Items Resource Grade 8 APA Test Specifications - Science The following is the CPI required for Standard 5.9: Astronomy and Space Science. This
CPI is from Strand B: Solar System. You must select a CPI Link from this CPI to develop
an entry for the APA portfolio.
5.9 Astronomy and Space Science
5.9.8B1 Describe the physical characteristics of the planets and other
Strand B:
objects within the solar system and compare Earth to the rest of the
Solar System
planets
NJ Alternate Proficiency Assessment 2013‐2014 36 Grade 8 Science Content Guide and Five Items Resource Glossary – 5.9
Compare - to examine (two or more objects, ideas, people, etc.) in order to note similarities
and/or differences
Contrast - to compare in order to show differences; to note the opposite natures, purposes, etc.
Dwarf Planet - Unlike planets, dwarf planets lack the gravitational force to clear objects from
their orbital paths.
Gaseous Planets - planets that are not primarily composed of rock or other solid matter - The
gas giants, Jupiter and Saturn, are composed primarily of hydrogen and helium. Uranus and
Neptune are sometimes called ice giants, as they are mostly composed of water, ammonia, and
methane ices.
Terrestrial Planets - planets that are primarily composed of silicate rocks and/or metals - The
terrestrial planets are the inner planets closest to the Sun: Mercury, Venus, Earth, and Mars.
NJ Alternate Proficiency Assessment 2013‐2014 37 Grade 8 Science Content Guide and Five Items Resource Further Clarifications – 5.9

For 5.9.8B1, the phrase “other objects within the solar system” refers to asteroids,
comets, moons, meteoroids, dwarf planets (Pluto, Ceres, Eris), and the sun.
o “Other objects” does not include man-made satellites, space crafts, or the International
Space Station nor does it include objects outside the solar system, such as other solar
systems, black holes, and stars other than the sun.
o Note that Pluto (as of 2006) is no longer considered a planet. It is considered a dwarf
planet, which is why it is listed as an “other object.” However, the way the Links are
worded, the only Link for which Pluto may NOT be included in an assessment would be
the 5.9.8B1 Far Link, “Identify physical characteristics of planets” because that is the
only Link that is exclusive to planets.

For 5.9.8B1 Near Link, “Classify planets and other objects in our solar system as terrestrial
(rocky) or gaseous,” the evidence must include planets and at least one of the “other objects”
listed in the bullet above. An example of a rocky “other object” would be an asteroid. An
example of a gaseous “other object” would be the sun.

For 5.9.8B1 Near Link, “Compare the physical aspects of planets and other various objects in
our solar system to each other,” “physical aspects” and “physical characteristics” include
size, composition (i.e., rocky/gaseous), type of atmosphere, amount of water, degree of axial
tilt, surface temperature, speed of rotation (length of day), distance from Sun, orbital path,
number of moons, speed of revolution around the sun (length of year), etc.
NJ Alternate Proficiency Assessment 2013‐2014 38 Grade 8 Science Content Guide and Five Items Resource Five Items Resource – 5.9
CPI
Link
Five Items
5.9.8B1
Describe the
physical
characteristics of
the planets and
other objects
within the solar
system and
compare Earth to
the rest of the
planets
Near:
Compare the
physical aspects
of planets and
other various
objects in our
solar system to
each other
Need five
comparisons
Examples
= five items
Near:
Classify planets
and other
objects in our
solar system as
terrestrial (rocky)
or gaseous
Far:
Identify various
objects in our
solar system––
must include
more than planets
Must include at
least one
terrestrial object
and one gaseous
object for a total
of 5 items
Identification of
five objects = 5
items
Student will classify planets and other objects in
our solar system as terrestrial or gaseous.
Terrestrial (Rocky) Mercury Venus Earth Mars Pluto Asteroid Dwarf planet Comet Gaseous Sun Jupiter Saturn Neptune Uranus = 13 items
Teacher will provide a list of possible objects in
the solar system and photographs of these
objects. [Teacher may provide scaled images of a
planet/asteroid versus a dwarf planet/meteoroid.
Teacher may provide photographs of moons in
context (orbiting a planet). Teacher may include
descriptions of the objects.]
Student will match five photographs to the name
of the object in the photograph.
Photographs may include five of the following
objects:
NJ Alternate Proficiency Assessment 2013‐2014 39 Grade 8 Science Content Guide and Five Items Resource CPI
Link
Five Items
Examples







Far:
Identify physical
characteristics of
planets
Each specific
characteristic = 1
item
Planets
Moons
Sun
Comets
Meteoroids
Asteroids
Dwarf planets
Student will identify physical characteristics of
Earth.
Distance from the Sun 149.6 km Period of revolution 345.25 days (length of year) Period of rotation (length Approx. 24 hours of day) Number of moons 1 Type of planet terrestrial Atmosphere mostly nitrogen and oxygen gases Average surface 14 °C temperature Degree of axis tilt 23.5 degrees Shape of orbital path Almost circular = nine items
NJ Alternate Proficiency Assessment 2013‐2014 40