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This page shows questions in the Moon Phase Activity public release module at MSDE. 8th Grade MISA
"Moon Phase Activity"

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While studying the solar system, students investigated the phases of the moon. They developed a model to demonstrate the phases of the moon. In the model, a golf ball represented the moon, a basketball represented Earth, and a lamp represented the sun. The golf ball was moved in different positions around the basketball, and the students observed how the shadow on the golf ball changed. The students used their observations to construct the following diagram.

Figure. The figure shows a model of the phases of the moon. The model shows the sun to the right, Earth to the left, and the moon at eight intervals in its orbit around the earth with arrows indicating a counterclockwise path of the moon around the Earth. The following eight phases of the moon are shown in the model. (Note that descriptions of the sun lighting portions of the moon are meant to refer only to the lunar hemisphere that faces Earth, rather than the moon as a whole.) The first position of the moon is at 3 o’clock relative to the earth and is directly between the earth and the sun. The second position of the moon is at 1 o’clock relative to the earth. The third position shows the moon at 12 o’clock relative to the earth. The fourth position shows the moon at 11 o’clock relative to the earth. The fifth position is at 9 o’clock relative to the earth and the earth is directly between the sun and the moon. The sixth position is at 7 o’clock relative to the earth. The seventh position is at 6 o’clock relative to the earth. The eighth position is at 4 o’clock relative to the earth. End figure description.

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The students then researched the effect the sun has on Earth at different times of the year. The students drew the following diagrams showing Earth in four different locations.

Figure. The figure is titled “Diagram of Seasons,” and it shows diagrams of Earth in four locations in its orbit around the sun shown by a circular line all the way around the sun. In each diagram, the axis of Earth is shown tilted to the right. The first diagram shows Earth to the right of the sun. The second diagram shows Earth behind the sun. The third diagram shows Earth to the left of the sun. The fourth diagram shows Earth in front of the sun. End figure description.

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The students continued to research facts about Earth and other celestial objects in the solar system. The students constructed a table to display the data.

SUN AND PLANET DATA
Object Actual Diameter (km) Distance from Sun (Earth = 1)
Sun 1,391,900 —
Mercury 4,878 0.39
Venus 12,104 0.72
Earth 12,756 1.00
Mars 6,794 1.52
Jupiter 143,884 5.20
Saturn 120,536 9.54
Uranus 51,118 19.18
Neptune 49,528 30.06

Object Relative Mass (Earth = 1) Average Density grams per cubic centimeter
Sun — —
Mercury 0.06 5.4
Venus 0.82 5.2
Earth 1.00 5.5
Mars 0.11 3.9
Jupiter 317.87 1.3
Saturn 95.14 0.7
Uranus 14.54 1.3
Neptune 17.08 1.6

This is a multiple choice question that allows you to select only one option.

The students were asked to predict what would happen if the gravitational pull of Earth diminished.

Use the students’ model to identify the most likely motion of the moon if the gravitational pull of Earth diminishes.

  1. A.
    Figure, first answer choice. The figure shows the moon in a circular orbit around Earth. End figure description.
  2. B.
    Figure, second answer choice. The figure shows the moon in an oval shaped orbit around Earth. End figure description.
  3. C.
    Figure, third answer choice. The figure shows the moon moving in a straight path away from Earth. End figure description.
  4. D.
    Figure, fourth answer choice. The figure shows the moon moving in a straight path toward Earth. End figure description.

This is a multiple choice question that allows you to select several options.

A student extended the moon phase activity by placing the golf ball and basketball into the positions the objects would occupy during a solar eclipse. The student’s observations are shown in the following diagram.

Figure. The figure shows a diagram titled “Diagram of Solar Eclipse.” The moon is positioned between Earth and the sun such that the moon’s shadow falls on Earth in a region to the Multiple-choice question with five answer choices. The correct answer consists of two answer choices. Additional information needed to answer the question is provided.west of South America. End figure description.

As part of the moon phase investigation, the students made predictions about the positions of Earth, the moon, and the sun during a solar eclipse.

Which predictions would the students most likely make about a solar eclipse?

Select two.

  1. A.
    A solar eclipse occurs once a month.
  2. B.
    A solar eclipse affects only areas near the equator.
  3. C.
    A solar eclipse is only visible in certain areas on Earth.
  4. D.
    A solar eclipse is caused by the moon blocking sunlight.
  5. E.
    A solar eclipse occurs when Earth is between the sun and the moon.

This is a question with 2 parts, including a question with drop-down menus from which you must select an option to fill in the blank.

When Earth is in Location 1 on the Diagram of Seasons, the season in Maryland would be  
  because the Northern Hemisphere is tilted  
  the sun.

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When the students researched the planets in the solar system, one student learned that Jupiter has 67 moons.

Jupiter most likely has 67 moons because Jupiter

  1. A.
    is the gaseous planet closest to the sun.
  2. B.
    is the largest celestial object in the solar system.
  3. C.
    has less density and produces a weak gravitational force.
  4. D.
    has a large mass that produces a strong gravitational force.

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The students constructed another model of the solar system using round objects of various sizes.

If the students chose a volleyball, which is 25.6 centimeters in diameter, as the sun, then the round object the students need for Earth would be approximately

  1. A.
    half the diameter of the volleyball.
  2. B.
    twice the diameter of the volleyball.
  3. C.
    100 times less than the diameter of the volleyball.
  4. D.
    100 times more than the diameter of the volleyball.

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After the students constructed the table of the sun and planet data, the students examined the information to compare the differences between the inner planets and the outer planets.

Use evidence from the data tables to compare the inner and outer planets.