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Grade 10 Provincial ExaminationSpecifications

Science

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September 2004 Examination Specifications

Beginning in January 2005, the Science 10 Provincial Examination will become a mandated part of astudent's graduation requirements. The provincial examination will represent 20% of the student's finalletter grade and the classroom mark will represent 80%.

The Table of Specifications shows teachers and students how the Science 10 curriculum will betested on provincial examinations. The Table of Specifications provides percentage weightings for eachof the curriculum organizers and the relative weighting of each cognitive level.

It is expected that there will be a difference between school marks and provincial examination marks forindividual students. Some students perform better on classroom tests and others on provincialexaminations. School assessment measures performance on all curricular outcomes, whereas provincialexaminations may only evaluate performance on a sample of these outcomes.

Students will require the use of a calculator. Aside from an approved calculator, electronic devices arenot permitted in the examination room.

Cognitive Levels provide a description of what each cognitive level means.

Curriculum Connections provide a list of the examinable Prescribed Learning Outcomes. Becausethe Science 8–10 Integrated Resource Package, 1996 states, “An application introduced at a particulargrade level is not limited to that grade level,” some Applications of Science outcomes from grade 8 and 9have been included. The following Prescribed Learning Outcomes have been elaborated upon todescribe how they apply to the examination.

8A3 10A4 10B1 10B2 10B3 10B4 10B6 10B7 10C2

10C3 10D2 10D5 10D6 10E2 10E3 10E4 10E6 10F1

10F2 10F3 10F4 10G1 10G2 10G3 10G4 10G5

Exemplars for Question Styles illustrate the types of questions students may need to answer.

Sample Questions show the range of questions students may need to answer.

http://www.bced.gov.bc.ca/exams/specs/pdfs/sc10_specifications_fULL.pdf

http://www.bced.gov.bc.ca/webmaster/

A Vocabulary List provides some common science terms which may be used in context in the wording ofquestions on the Provincial Science 10 examinations.

Sample Examination shows the format of an examination and the balance of questions across thecurriculum organizers.

Answer Sheet Teacher Answer Key Feedback

http://www.bced.gov.bc.ca/exams/specs/grade10/science/sc10_exam.pdf

http://www.bced.gov.bc.ca/exams/specs/grade10/science/sc10_ans.pdf

http://www.bced.gov.bc.ca/exams/specs/grade10/science/sc10_key.pdf

http://www.bced.gov.bc.ca/exams/specs/grade10/science/questionnaire.htm

Assessment Department (Issued September 2004) - 1 - Science 10 – Table of Specifications

SCIENCE 10

TABLE OF SPECIFICATIONS FOR THE PROVINCIAL EXAMINATION

CURRICULUM COGNITIVE LEVEL

ORGANIZERS SUB-ORGANIZERS SUB-TOTAL

KnowledgeUnderstanding

andApplication

HigherMental

Processes

TOTAL%

Applications ofScience

A. Applications ofScience

5 ¨ææ 5 ææÆ 5

Life ScienceB. Cells

C. Genetics

15

10¨ææ 25 ææÆ 25

PhysicalScience

D. Chemicals andReactions

E. Electricity andMagnetism

F. Radioactivity

20

25

5

¨ææ 50 ææÆ 50

Earth andSpace Science G. Earth Forces 20 ¨ææ 20 ææÆ 20

TOTAL % 100 28–32 56–64 8–12 100

The values in this table are approximate. The weighting of each topic reflects approximately the amountof instructional time spent on that topic. Since it is not possible to test all Prescribed Learning Outcomes(PLOs), the examination will be based on a sampling of the curriculum.

The time allotted for the provincial examination is two hours. Students may, however, take up to30 minutes of additional time to finish.

Examination configuration:

Matching Questions up to 20% of the examination

True-and-False Questions up to 20% of the examination

Multiple-Choice Questions up to 75% of the examination

Acknowledgement

The Assessment Department wishes to acknowledge the contribution of British Columbia teachersin the preparation and review of this document.

Assessment Department (Issued September 2004) - 2 - Science 10 – Table of Specifications

SCIENCE 10

DESCRIPTION OF THE PROVINCIAL EXAMINATION

The Table of Specifications outlines the curriculum organizers, sub-organizers and the percentageweighting at each cognitive level.

The provincial examination is divided into three types of questions:

Matching questions worth up to 20% of the examination. The format of matching questions isshown in the section of this document titled Exemplars for Question Styles.

True-and-False questions worth up to 20% of the examination.

Multiple-Choice questions worth up to 75% of the examination. The format of somemultiple-choice questions is shown in the section of the document titled Exemplars for Question Styles.

Teachers and students should become familiar with using the Data Booklet. It will be a valuable resourcefor answering some of the questions on each examination.

Assessment Department (Issued September 2004) - 1 - Science 10 – Cognitive Levels

COGNITIVE LEVELS

The following three cognitive levels are based on a modified version of Bloom’s taxonomy (Taxonomy ofEducational Objectives, Bloom et al., 1956). Bloom’s taxonomy describes six cognitive categories:Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. For ease of classification,the six cognitive categories have been collapsed into three.

KNOWLEDGE

Knowledge is defined as including those behaviours and test situations that emphasize the remembering,either by recognition or recall, of ideas, material, or phenomena. Incorporated at this level is knowledgeof terminology, specific facts (dates, events, persons, etc.), conventions, classifications and categories,criteria, methods of inquiry, principles and generalizations, theories and structures.

UNDERSTANDING AND APPLICATION

Understanding refers to responses that represent a comprehension of the literal message contained in acommunication. This means that the student is able to translate, interpret or extrapolate. Interpretationinvolves the reordering of ideas (inferences, generalizations, or summaries). Extrapolation includesestimating or predicting based on an understanding of trends or tendencies.

Application requires the student to apply an appropriate abstraction (theory, principle, idea, method) to anew situation.

HIGHER MENTAL PROCESSES

Included at this thought level are the processes of analysis, synthesis, and evaluation.

Analysis involves the ability to recognize unstated assumptions, to distinguish facts from hypotheses, todistinguish conclusions from statements that support them, to recognize which facts or assumptions areessential to a main thesis or to the argument in support of that thesis, and to distinguish cause-effectrelationships from other sequential relationships.

Synthesis involves the production of a unique communication, the ability to propose ways of testinghypotheses, the ability to design an experiment, the ability to formulate and modify hypotheses, and theability to make generalizations.

Evaluation is defined as the making of judgments about the value of ideas, solutions, and methods. Itinvolves the use of criteria as well as standards for appraising the extent to which details are accurate,effective, economical, or satisfying. Evaluation involves the ability to apply given criteria to judgments ofwork done, to indicate logical fallacies in arguments, and to compare major theories and generalizations.

Questions at the Higher Mental Processes level subsume both the Knowledge and the Understanding andApplication levels.

Assessment Department (Issued September 2004) - 1 - Science 10 – Curriculum Connections

CURRICULUM CONNECTIONS

Shaded text indicates that the Prescribed Learning Outcomes will not be assessed on theScience 10 Provincial Examination. It is expected that these PLOs will be assessed in the classroom.

PRESCRIBED LEARNING OUTCOMES

8A APPLICATIONS OF

SCIENCE

It is expected that students will:

8A1 – identify dangers in particular procedures and equipment, takingresponsibility for their safe and accurate use

8A2 – plan appropriate procedures to test hypotheses and predictions

8A3 – identify variables responsible for changes in systems∑ variety of cause-and-effect relationships (e.g. the effect of

changing current and voltage on resistance)∑ systems should be in all Grade 10 content area

8A4 – use models to demonstrate how systems operate

8A5 – use graphs and simple statistics to analyse data

8A6 – use information and conclusions as a basis for furthercomparisons, investigations or analyses

8A7 – critique information presented in a variety of media

8A8 – analyse the costs and benefits of making alternative choices thatimpact on a global problem

8A9 – describe how scientific principles are applied in technology

9A APPLICATIONS OFSCIENCE


9A1 – assess dangers in particular procedures and equipment, takingresponsibility for their safe and accurate use

9A2 – identify advantages of controlled experiments

9A3 – analyse a system by identifying the interactions between thevarious parts

9A4 – identify sources of error in measurement techniques

9A5 – describe relationships and analyse patterns of change

9A6 – evaluate the use of data when considering scientific claims

9A7 – compare and contrast how different models can be used torepresent scientific understandings

9A8 – debate a variety of socioscientific issues

9A9 – explain how scientific principles are applied in technology



10A APPLICATIONS OFSCIENCE


10A1 – evaluate dangers in particular procedures and equipment, takingresponsibility for safety

10A2 – relate the limitations of techniques and instruments to theaccuracy and reliability of an investigation

10A3 – describe some important scientific discoveries that resulted fromscientists applying their knowledge and creativity to exploreunexpected events

10A4 – devise appropriate methods of presenting information∑ interpret data from graphs and tables

10A5 – analyse data and conclusions that may be subject to bias

10A6 – describe the interactions between scientific developments and thebeliefs and values of society

10A7 – identify and consider ethical implications of scientificinvestigations

10A8 – analyse costs and benefits of alternatives in resolvingsocioscientific issues



10B LIFE SCIENCE

(Cells)


10B1 – relate organelles to their function within the cell∑ cell structures could include nucleus, mitochondria, cell wall,

cell membrane, chloroplast, vacuole, centriole and ribosomes∑ osmosis and diffusion

10B2 – distinguish between cells based on their different structures andfunctions

∑ refer to the differences between plant and animal cells

10B3 – describe factors that limit cell size∑ surface area to volume ratio

10B4 – compare the changes that occur during the stages of a cell’sdevelopment

∑ interphase and the stages of mitosis (prophase, metaphase,anaphase, telophase)

10B5 – describe the ways in which viruses and bacteria can affect cellfunctioning

10B6 – assess the factors that can affect fetal development∑ prescription and non-prescription drugs including caffeine,

nicotine, and alcohol

10B7 – compare and contrast asexual and sexual reproduction∑ including the outcomes of mitosis and meiosis∑ including methods of asexual and sexual reproduction

10C LIFE SCIENCE

(Genetics)


10C1 – relate the genetic code to the assembly of different proteins

10C2 – apply the principles that govern the inheritance of traits to solveproblems involving simple Mendelian genetics

∑ including sex linkage, codominance, and incompletedominance

10C3 – summarize factors that may lead to different types of mutations∑ factors include chemical (e.g. PCB), biological (e.g. virus),

and physical (e.g. radiation)

10C4 – distinguish among positive, neutral, and negative effects ofvarious mutations

10C5 – analyse implications of current and emerging biomedical,genetic, and reproductive technologies



10D PHYSICAL SCIENCE

(Chemicals andReactions)


10D1 – research and illustrate the development of our understanding ofthe structure of matter from early times to the present

10D2 – describe the arrangement of subatomic particles (electrons,protons, neutrons) in elements

∑ Bohr Model of elements 1 to 20

10D3 – distinguish among atoms, isotopes, and ions

10D4 – explain how chemical and physical characteristics of substancesare due to differences in the bonding of their constituent parts

10D5 – demonstrate a knowledge of chemical formulæ and balancedchemical equations

∑ including ionic and covalent compounds∑ including writing names, formulæ, and balanced equations

10D6 – give evidence for and classify the following chemical reactions:synthesis, decomposition, replacement, and acid-base

∑ including single and double replacement∑ including neutralization

10E PHYSICAL SCIENCE

(Electricity andMagnetism)


10E1 – state the relationships between charged objects

10E2 – demonstrate how electricity results from the movement ofcharged particles such as electrons and ions

∑ current and static electricity

10E3 – describe the interactions between magnetism and electricity andrelate these to common devices

∑ common devices include motors, generators and solenoids

10E4 – use apparatus to determine the relationships between current,voltage, and resistance in different types of circuits

∑ relating to Ohm’s Law∑ correct placement of apparatus in a circuit

10E5 – relate power and energy to common electrical devices

10E6 – describe the distribution and safety considerations of electricityfrom its generated source to its use within the home

∑ including step-up and step-down transformers∑ focus on distribution and safety considerations

10E7 – apply knowledge and data to make recommendations forreducing energy waste



10F PHYSICAL SCIENCE

(Radioactivity)


10F1 – summarize the characteristics of the major components of theelectromagnetic spectrum

∑ characteristics include relative wavelength and frequency

10F2 – differentiate among the following major decay products:alpha ( a) and beta (b) particles, gamma ( g ) rays

∑ including recognizing nuclear equations∑ including half-life

10F3 – compare and contrast fusion and fission reactions and their use inenergy production (e.g. plutonium, U-238, U-235)

∑ including recognizing nuclear equations

10F4 – describe technological applications of radiation∑ technological applications will include, but are not limited to,

1) home (e.g. microwave ovens, smoke detectors, TV)2) medical (e.g. X rays, cancer therapy, nuclear medicine)3) industry (e.g. structural flaw detection)4) scientific (e.g. carbon dating)5) recreational (e.g. tanning machines)

10F5 – evaluate the effects of radiation on living organisms



10G EARTH ANDSPACE SCIENCE

(Earth Forces)


10G1 – compare a variety of techniques used to learn about the earth∑ techniques include: seismology, remote sensing,

volcanology, geological field work (mapping, drilling, andexamining of rocks and structures)

∑ recognizing the Earth’s layers

10G2 – use fossil evidence to illustrate how life forms change over time∑ refer to the Geological Time Scale in the Data Booklet

10G3 – compare techniques used for establishing geological time scales∑ relative dating and absolute dating∑ law of superposition∑ cross-cutting rule∑ half-life

10G4 – identify major factors responsible for earthquakes, volcaniceruptions, mountain building, and formation of ocean ridges

∑ including divergent, convergent, and transform faultboundaries and tectonic mapping symbols(see pages 7 and 8 of the Data Booklet)

∑ tectonic plates∑ mantle convection∑ hot spots

10G5 – identify evidence that supports the theory of plate tectonics∑ magnetic reversals, earthquake and volcano patterns, ocean

ridges and trenches, mountain building∑ include continental drift theory, fossil evidence, mountain

belts, paleoglaciation

10G6 – assess impacts of volcanoes and earthquakes on the environment

Assessment Department (Issued September 2004) - 1 - Science 10 – Exemplars for Question Styles

SCIENCE 10 — EXEMPLARS FOR QUESTION STYLES

Some specialized styles of multiple-choice and matching questions are included in the Science 10Examination. In this section of the Examination Specifications sample items are provided so students andteachers can become familiar with the nuances of each style.

1. Matching

2. Analogy Multiple Choice

3. Quantitative Comparison Multiple Choice

4. Interpretive Exercise Multiple Choice

5. Rank Order Multiple Choice

1. Matching

Matching questions test a student’s ability to distinguish a relationship between a termand a concept.

The bubble sheet will accommodate six letters of answers in a row as shown here.

1. A B C D E F

2. A B C D E F

3. A B C D E F

4. A B C D E F

5. A B C D E F


Understanding Prescribed Learning Outcomes – 10E3, 10E4, 10E5

For each Meter on the left, choose the Quantity it measures on the right.Each Quantity may be used as often as necessary. Record your answers on the Response Form.

Example: thermometer and temperature

Meter Quantity

1. ammeter

2. voltmeter

3. ohmmeter

4. residential electricity meter

A. resistance

B. energy

C. static electric charge

D. radiation

E. current

F. voltage

Answers

1. A B C D E F 3. A B C D E F

2. A B C D E F 4. A B C D E F

2. Analogy Multiple Choice

This style of item tests a student’s ability to recognize a relationship between a pair of words or phrases.

Understanding Prescribed Learning Outcomes – 10A2, 10E4

1. A pair of words with a relationship is given below. Identify another pair of words from the listthat shows a similar relationship.

graduated cylinder : volume

* A. ammeter : currentB. voltmeter : powerC. ohmmeter : radiationD. seismometer : heat energy


3. Quantitative Comparison Multiple Choice

This style of item tests content as well as a student’s ability to analyse quantitatively.

Understanding Prescribed Learning Outcomes – 10E4

Use the following circuit diagrams to answer question 1.

Circuit I Circuit II

Legend: 1.5 V dry cell lamp

1. Which of the following statements is correct in terms of the brightness of the lamp?

* A. Circuit I will produce a brighter lamp.B. Circuit II will produce a brighter lamp.C. Either circuits will produce the same brightness.D. Not enough information is given to make a comparison.


4. Interpretive Exercise Multiple Choice

This style of item tests a student’s ability to interpret information presented in a diagram, graph orwritten passage.

Understanding Prescribed Learning Outcomes – 10G3, 10F4, 10A4

Use the following information to answer questions 1 to 4.

Radioactive Decay of Isotope X

Time (billion years)

% ofparent isotoperemaining

20

40

60

80

100

2 4 6 8 10 12 14 160

18

The graph above represents a decay curve for a radioactive isotope X.

∑ Shade in Bubble A if the statement is supported by the graph.

∑ Shade in Bubble B if the statement is refuted by the graph.

∑ Shade in Bubble C if the statement is neither supported nor refuted by the graph.

Answers1. The element has a half-life of 4.5 billion years. A B C D E F

2. There is only 40% of the original sample after 6 billion years. A B C D E F

3. After 2 billion years, there is less than half the original sample left. A B C D E F

4. This graph suggests that isotope X was found in a meteorite. A B C D E F


5. Rank Order Multiple Choice

This style of item tests a student’s ability to sequence an event or concept.

Higher Mental Process Prescribed Learning Outcomes – 10C2

1. For the gene that controls height in a pea plant, the tall allele (T) is dominant while the shortallele (t) is recessive. Four crosses were attempted. Arrange these crosses from the lowestprobability to the highest probability of producing short pea plant offspring.

I Tt x Tt

II tt x tt

III Tt x tt

IV TT x Tt

lowest probability highest probability

* A. IV I III II

B. IV III I II

C. II III I IV

D. II I III IV

Assessment Department (Issued September 2004) - 1 - Science 10 – Sample Questions

SCIENCE 10 – SAMPLE QUESTIONS FOR PRESCRIBED LEARNING OUTCOMES

Sample questions are provided for most Prescribed Learning Outcomes at the three cognitive levels:Knowledge (K), Understanding and Application (U), and Higher Mental Processes (H). Refer to theTable of Specifications for the percentage weightings at each cognitive level.

While a sample item for each PLO of the curriculum organizer Applications of Science is not provided,some Application exemplars are provided for guidance.

The sample questions provided are intended to illustrate a relatively high level of difficulty at eachof the cognitive levels.

A. APPLICATIONSOF SCIENCE

9A4 – identify sources of error in measurement techniques

10A2 – relate the limitations of techniques and instruments to the accuracyand reliability of an investigation

Knowledge Prescribed Learning Outcomes – 9A4, 10A2

Use the following diagram to answer question 1.

Cube to be Measured

Millimetre Ruler

Centimetre Ruler

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14

0 10 20 30 40 50 60 70 80 90 100 110 120 130 140

1. The centimetre ruler would provide more precise information than the millimetre ruler whenmeasuring the cube.

A. True* B. False



8A2 – plan appropriate procedures to test hypotheses and predictions

10A4 – devise appropriate methods of presenting information∑ interpret data from graphs and tables

Understanding Prescribed Learning Outcomes – 8A2, 10A4

2. A student was asked to devise a controlled experiment to test the following hypothesis:“The resistance of a conducting wire increases with the length of the wire.”

Which set of wires would correctly test her hypothesis?

* A. Type ofWire

CopperCopperCopperCopperCopper

WireThickness

(mm)

0.50.50.50.50.5

WireLength(cm)

10255075

100

B. Type ofWire

CopperCopperCopperCopperCopper

WireThickness

(mm)

0.10.20.30.40.5

WireLength(cm)

10255075

100

C.Type of

Wire

CopperNichromeAluminumIronTungsten

WireThickness

(mm)

0.50.50.50.50.5

WireLength(cm)

10255075

100

D.Type of

Wire

CopperCopperNichromeNichromeAluminum

WireThickness

(mm)

0.20.40.20.40.4

WireLength(cm)

10255075

100


10A2 – relate the limitations of techniques and instruments to the accuracyand reliability of an investigation

Understanding Prescribed Learning Outcomes – 10A2

3. Which of the ammeter scale ranges would best measure a current of 5.5 mA?

A. 1 – 5 mA* B. 1 – 10 mA

C. 1 – 25 mAD. 1 – 50 mA



10A5 – analyse data and conclusions that may be subject to bias

Higher Mental Processes Prescribed Learning Outcomes – 10A5

4. As part of her research, a scientist instructed five people to take a Vitamin C pill whenever theyfelt cold symptoms developing. Four of the five people reported that when they did so, they feltbetter the next day.

What conclusion can be correctly drawn from this research?

* A. None.B. Vitamin C cures cold symptoms.C. Vitamin C helps most people overnight.D. Vitamin C cures cold symptoms four times out of five.

B. LIFE SCIENCE

(Cells)

10B1 – relate organelles to their function within the cell∑ organelles should include nucleus, mitochondria, cell wall,

cell membrane, chloroplast, vacuole, centriole and ribosomes

Knowledge Prescribed Learning Outcomes – 10B1

5. Which of the following is controlled by the nucleus of a cell?

A. The external environment of the cell.B. The storage of energy within the cell.

* C. The chemical reactions occurring in the cell.D. The entry of oxygen into the cell and exit of carbon dioxide from the cell.

Understanding Prescribed Learning Outcomes – 10B1

6. A green plant is kept in a brightly lit area for three days. Which of the following is most likelyto occur if the light intensity is reduced slightly for the next three days?

A. The rate of photosynthesis will increase.* B. The rate of O2 production will decrease.

C. The rate of CO2 production will decrease.D. The rate of glucose production will increase.


Higher Mental Processes Prescribed Learning Outcomes – 10B1


Dish I

water

Dish II

saltsolution

potatoslices

7. In an experiment, slices of potato were placed into two dishes containing different solutions.Dish I contains water and Dish II contains a strong salt solution. After two hours which of thefollowing best describes the condition of the potato slices?

Dish I Dish II

* A. cells gain water cells lose water

B. cells lose water cells gain water

C.cells neither gain

nor lose water cells lose water

D.cells neither gain

nor lose water cells gain water

B. LIFE SCIENCE

(Cells)

10B2 – distinguish between cells based on their different structures andfunctions

∑ refer to the differences between plant and animal cells

Knowledge Prescribed Learning Outcomes – 10B1, 10B2

8. Generally, vacuoles are larger in plant cells than in animal cells.

* A. TrueB. False



9. Which organelles would generally be found in a plant’s root cell?

* A. a cell wall and a vacuoleB. a cell wall and chloroplastsC. a cell wall, a vacuole and chloroplastsD. a cell wall, a vacuole, chloroplasts and mitochondria


10. Which plant organelles are most responsible for the sunflower being as tall as the deer?

* A. cell wall and vacuoleB. cell membrane and cell wallC. ribosomes and mitochondriaD. mitochondria and cell membrane

B. LIFE SCIENCE

(Cells)

10B3 – describe factors that limit cell size∑ surface area to volume ratio


11. Cell size is limited by its surface area to volume ratio.

* A. TrueB. False


12. Assume two cells are spherical. If cell A is twice the size of cell B, then cell A will have alarger surface area to volume ratio.

A. True* B. False



Use the following diagram of three spherical cells to answer question 13.

W X Y

13. Which cell could be the most efficient in the transportation of nutrients for chemical reactionswithin the cell?

* A. WB. XC. YD. The cells are equally efficient.

B. LIFE SCIENCE

(Cells)

10B4 – compare the changes that occur during the stages of a cell’sdevelopment

∑ interphase and the stages of mitosis (prophase, metaphase,anaphase, telophase)


Use the following information about mitosis to answer question 14.

Before mitosis After mitosis

The number of chromosomes in theparent cell.

The number of chromosomes in adaughter cell.

14. Which statement is correct about the relative number of chromosomes?

* A. The number of chromosomes are equal.B. The number of chromosomes in the parent cell is greater.C. The number of chromosomes in a daughter cell is greater.D. The relationship cannot be determined from the information given.



Use the following information to answer question 15.

STAGES OF MITOSIS

Stage Event

I The chromosomes line up at the equator.

II The chromatids separate and move to opposite poles.

III The nuclear membrane starts to disappear.

IV The nuclear membrane reforms and chromosomesuncoil, becoming less visible.

15. What is the order of the stages in mitosis?

first stage last stage

* A. III I II IV

B. III IV I II

C. IV I II III

D. IV III I II


B. LIFE SCIENCE

(Cells)

10B5 – describe the ways in which viruses and bacteria can affect cellfunctioning


16. Viruses use cellular material to reproduce.

* A. TrueB. False

Understanding Prescribed Learning Outcomes – 10B5, 10B7

17. Warts are formed when certain viruses attack skin cells and cause them to reproduce at ahigh rate. Which of the following processes is being affected by the virus?

* A. mitosisB. meiosisC. buddingD. fragmentation



Population ecologists Roman Biek and Mary Poss of the University of Montanahave been using the presence of a cougar virus (FIV) to track the cougars’movement and family history.

Researchers often look at an animal’s DNA to track genetic change, but in slow-breeding, long-lived animals such as cougars, changes occur at a much slower ratethan environmental changes. That’s where a virus like FIV can help.

FIV seems to have no negative effects on cougars, although it infects a largeproportion of individuals in wild populations. It is passed from mothers to kittensand is most likely transmitted among other individuals through mating and fighting.Since FIV DNA mutates quickly—changing its sequence aboutone per cent per decade (1% per 10 years)—FIV is becoming a good indicator ofthe cougars’ movements throughout the Rocky Mountains.

adapted from Karen Hortopan, “Cougar Connections” in Wildlife, Winter 2003


18. Which of the following is suggested by the article above?

* A. FIV reproduces in cougar cells.B. FIV interferes with cellular respiration.C. Cougars should be vaccinated against FIV.D. FIV is difficult to transmit from cougar to cougar.

B. LIFE SCIENCE

(Cells)

10B6 – assess the factors that can affect fetal development∑ prescription and non-prescription drugs including caffeine,

nicotine, and alcohol


19. Caffeine consumed by a pregnant mother decreases the fetal heart rate.

A. True* B. False



20. Why is the fetus at risk when a pregnant mother smokes cigarettes?

A. Nicotine can enter the fetus during birth.* B. Nicotine can cross the placental membrane.

C. The fetus is exposed to second-hand smoke.D. The fetus’ blood will mix with the mother’s blood.

B. LIFE SCIENCE

(Cells)

10B7 – compare and contrast asexual and sexual reproduction∑ including the outcomes of mitosis and meiosis∑ including methods of asexual and sexual reproduction


21. Which of the following is an advantage of sexual reproduction?

A. It only requires one parent.B. It provides for the rapid spread of a desirable trait.

* C. It provides for increased variety in the offspring.D. It provides for rapid growth when a species is spreading into a new environment.

Understanding Prescribed Learning Outcomes – 10B4, 10B7

22. Which of the following diagrams represents the results of mitosis of this parent cell?

parent cell:

cell

chromosomes

* A. B.

C. D.


C. LIFE SCIENCE

(Genetics)

10C2 – apply the principles that govern the inheritance of traits to solveproblems involving simple Mendelian genetics

∑ including sex linkage, codominance, and incomplete dominance

Knowledge Prescribed Learning Outcomes – 10C2

23. Which term identifies different forms of the same gene?

* A. allelesB. genotypeC. homozygousD. heterozygous

Use the following diagram of a Punnett square to answer question 24.

sperm

eggX X

X

Y

XX XX

XYXY

Understanding Prescribed Learning Outcomes – 10C2

24. Which of the following describes the purpose of the diagram?

A. to show the birth order of the offspring in the familyB. to show that half the offspring in a family are femaleC. to show the number of females and males in the family

* D. to show the probability of an offspring being male or female


Higher Mental Processes Prescribed Learning Outcomes – 10C2


A pet store owner mated a black male guinea pig with awhite female guinea pig. The colours of the offspringfrom 5 litters are shown in the table.

Litter White Black

First 5 3

Second 3 4

Third 2 4

Fourth 5 1

Fifth 2 4

25. What is the probability of the offspring from the sixth litter being white?

A. 0%B. 25%

* C. 50%D. 100%

C. LIFE SCIENCE

(Genetics)

10C3 – summarize factors that may lead to different types of mutations∑ factors include chemical (e.g. PCB), biological (e.g. virus), and

physical (e.g. radiation)


26. A change in DNA structure can be caused by a virus.

* A. TrueB. False


Understanding Prescribed Learning Outcomes – 10C3, 10C1

27. Which of the following is a result of a mutation?

* A. a change in the geneB. the viral DNA is copiedC. reproductive capabilities are improvedD. cytokinesis occurs in both plant and animal nuclei

C. LIFE SCIENCE

(Genetics)

10C4 – distinguish among positive, neutral, and negative effects of variousmutations


28. Radiation may cause positive genetic mutations.

* A. TrueB. False

Understanding Prescribed Learning Outcomes – 10C4


normal wingshortened wing

29. A mutation resulting in shortened wings has a positive effect upon the survival of a fruit fly.

A. True* B. False


Higher Mental Processes Prescribed Learning Outcomes – 10C4

30. Which of the following shows the mutations in order from most negative to most positive as itwould affect each organism?

I a bacterium with antibiotic resistance

II a squirrel that is albino

III a human with uncontrolled reproduction in skin cells

most negative effects most positive effects

* A. III II I

B. II III I

C. II I III

D. I II III


D. PHYSICALSCIENCE

(Chemical andReactions)

10D2 – describe the arrangement of subatomic particles (electrons, protons,neutrons) in elements

∑ Bohr Model of elements 1 to 20

Knowledge Prescribed Learning Outcomes – 10D2


Diagram of an atom

X Y

31. Which of the following is correct?

SubatomicParticle

Location inthe Atom

Charge of theParticle

A. Proton X negative

* B. Electron Y negative

C. Neutron Y no charge

D. Proton X no charge


Understanding Prescribed Learning Outcomes – 10D2


45

?21

? represents the symbol of the element

32. Which of the following is the name and sub-atomic particle arrangement for a neutral atom ofthe element?

Element Sub-Atomic Particles

* A. Scandium 24 neutrons, 21 electrons

B. Scandium 21 neutrons, 24 protons

C. Rhodium 45 protons, 24 neutrons

D. Rhodium 45 protons, 45 electrons

Higher Mental Processes Prescribed Learning Outcomes – 10D2, 10E1

33. A new element Xg has been recently discovered. It forms compounds with thefollowing formulæ:

XgCl2, XgF and XgN

What are the likely ion charges for Xg?

A. +2, –2B. +1, +2

* C. +1, +2, +3D. +1, +2, +3, –1, –2, –3


D. PHYSICALSCIENCE


10D3 – distinguish among atoms, isotopes, and ions


REFER TODATA BOOKLET

Use The Periodic Table on page 3 of the Data Bookletto answer question 34.

34. Which of the following is a common characteristic of the outermost shell ofan alkali metal atom?

* A. 1 electronB. 2 electronsC. 7 electronsD. 8 electrons




Use The Periodic Table on page 3 of the Data Bookletto answer questions 35 to 39.

Chlorine-35

For the above isotope, match each Term on the left withthe correct Number on the right. Each Number may be used as often as necessary.

Record your answers on the Response Form.

Term Number

35. atomic number

36. number of neutrons

37. number of electrons in the most common ion

38. ion charge

39. number of shells occupied by electrons for the atom

A. –1

B. 17

C. 16

D. 3

E. 35

F. 18

Answers

35. A B C D E F 38. A B C D E F

36. A B C D E F 39. A B C D E F

37. A B C D E F


Higher Mental Processes Prescribed Learning Outcomes – 10D3

40. The atomic mass of tellurium is greater than that of iodine. Which of the following bestexplains this?

A. Iodine has one less proton than tellurium.B. Tellurium has one less proton than iodine.

* C. The naturally occurring isotopes of iodine have fewer neutrons than those of tellurium.D. The naturally occurring isotopes of tellurium have fewer neutrons than those of iodine.

D. PHYSICALSCIENCE


10D5 – demonstrate a knowledge of chemical formulæ and balancedchemical equations

∑ including ionic and covalent compounds∑ including writing names, formulæ, and balanced equations


Use the following equation to answer question 41.

2H O 2H O2 2 2Æ +

41. In this equation, O2 represents 2 molecules of oxygen.

A. True* B. False

Higher Mental Processes Prescribed Learning Outcomes – 10D3, 10D5, 10D6

Use the following equation to answer question 42.

Fe CuSO FeSO Cu4 4+ Æ +

42. Which statement is supported by the equation above?

A. Iron gains electrons.B. Copper loses electrons.

* C. Copper gains electrons.D. Copper and iron gain electrons.




43. Which of the following statements is correct?

A. The number of atoms in aluminum nitrite is less.* B. The number of atoms in copper (II) nitrate is less.

C. The number of atoms is equal in both compounds.D. The relationship cannot be determined from the information given.

D. PHYSICALSCIENCE


10D6 – give evidence for and classify the following chemical reactions:synthesis, decomposition, replacement, and acid-base

∑ single and double replacement∑ neutralization

Knowledge Prescribed Learning Outcomes – 10D5, 10D6

44. Which of the following is a single replacement reaction?

A. H Cl 2HCl2 2+ Æ

B. 2KClO 2KCl 3O3 2Æ +

* C. Mg 2HCl MgCl H2 2+ Æ +

D. AgNO KCl AgCl KNO3 3+ Æ +


45. Which of the following diagrams best illustrates the concept of a double replacement reaction?

A. Æ+ B. Æ +

C. + Æ + * D. + Æ +

Compound I Compound II

copper (II) nitrate aluminum nitrite



Match each Chemical Reaction on the left with the correct Reaction Type on the right.Each Reaction Type may be used as often as necessary.

Record your answers on the Response Form.

Chemical Reaction Reaction Type

46. Ca(OH) 2HCl CaCl 2H 02 2 2+ Æ +

47. 2AgNO Cu 2Ag Cu NO3 3 2+ Æ + ( )

48. 2H 0 2H 0 02 2 2 2Æ +

49. 8Ni S 8NiS8+ Æ

A. synthesis

B. decomposition

C. single replacement

D. neutralization

Answers

46. A B C D E F

47. A B C D E F

48. A B C D E F

49. A B C D E F

Higher Mental Processes Prescribed Learning Outcomes – 10D6

50. Scrap iron metal can be used to inexpensively obtain copper metal from wastecopper sulphate solution.

Which reaction type best describes this procedure?

A. synthesis* B. replacement

C. neutralizationD. decomposition


E. PHYSICALSCIENCE


10E1 – state the relationships between charged objects

Knowledge Prescribed Learning Outcomes – 10E1

51. Charged objects attract neutral objects.

* A. TrueB. False



52. Which of the following combinations will attract each other?

I)

II)

III)

IV)

V)

VI)

+ + + ++ – + +

+ + + ++ – + +

– + – –– – – –

– – – –– – + –

+ – + –– + – +

– + – ++ – + –

+ + + ++ – + +

– + – –– – – –

+ + + ++ – + +

– + – ++ – + –

– + – –– – – –

– + – ++ – + –

A. I and IIB. V and VIC. I, II and III

* D. IV, V and VI


E. PHYSICALSCIENCE


10E2 – demonstrate how electricity results from the movement of chargedparticles such as electrons and ions

∑ current and static electricity


53. Which of the following best describes electric potential energy per unit of charge?

A. powerB. current

* C. voltageD. resistance


54. A student standing on an insulated surface can develop a static charge when touching anoperating Van de Graaff generator.

* A. TrueB. False


Higher Mental Processes Prescribed Learning Outcomes – 10E2

55. Which of the following demonstrates the movement of charged particles?

I. 12V

HCl + water

III.

rubbing a balloon on hair

II.

lightning

IV.

A 0.0 mA

circuit

A. IVB. I and IVC. II and III

* D. I, II and III

E. PHYSICALSCIENCE


10E3 – describe the interactions between magnetism and electricity andrelate these to common devices

∑ common devices include motors, generators and solenoids


56. A motor is to mechanical energy as a generator is to

A. thermal energy.B. nuclear energy.

* C. electrical energy.D. magnetic energy.


Use the following diagram to answer questions 57 and 58.

1 2

+–

3 4

+–

Battery Battery

Two solenoids are connected to batteries.

X Y


57. The north pole of solenoid X is located at 1.

* A. TrueB. False


58. Which of the following describes the forces between the solenoids X and Y?

A. repulsion* B. attraction

C. attraction and then repulsionD. neither attraction nor repulsion


E. PHYSICALSCIENCE


10E4 – use apparatus to determine the relationships between current,voltage, and resistance in different types of circuits

∑ relating to Ohm’s Law∑ correct placement of apparatus in a circuit



battery

Legend:

switch

lamp

X unknownmeter

X

59. Assuming meter X is correctly placed, what type of meter is it?

A. ammeter* B. voltmeter

C. radiometerD. magnetometer


60. What is the resistance of a circuit that has a voltage of 12V and a current of 3A?

A. 3 W* B. 4 W

C. 15 WD. 36 W



61. Two resistors are connected in parallel to a 12 V battery as shown. The total current in thecircuit is 2 A.

Battery

Resistor

Legend:

A Ammeter

A

12 V18 Ω

9 Ω

What is the reading on the ammeter?

* A. 0.67 AB. 1.33 AC. 1.5 AD. 2 A

E. PHYSICALSCIENCE


10E5 – relate power and energy to common electrical devices


62. Which unit is used to measure the energy consumption of major electrical appliances?

A. WB. kWC. kW/ h

* D. kW h◊


63. How much energy is used if a 30 watt appliance is operated for 1 minute?

A. 0.03 JB. 0.5 JC. 30 J

* D. 1800 J


Higher Mental Processes Prescribed Learning Outcomes – 8A5, 10E5

Use the following graph to answer question 64.

Relationship Between Energy Use and Timefor a Household Appliance

1

2

3

4

5

6

7

8

0 1 2 3 4 5 6 7 8

Time (hours)

Ene

rgy

(kW

•h)

64. What is the power consumption during the interval between 3 and 5 hours?

* A. 1 kWB. 2 kWC. 4 kWD. 5 kW

E. PHYSICALSCIENCE


10E6 – describe the distribution and safety considerations of electricity fromits generated source to its use within the home

∑ focus on distribution and safety considerations


65. You should not overload household circuits because there is a limit to the amount of current thatthe circuit can carry without overheating.

* A. TrueB. False


Understanding Prescribed Learning Outcomes – 8A4, 9A3, 10E6


X

High VoltagePower Line

W

GeneratingStation

Y

LocalDistributionNetwork

Z

ResidentialElectricityMeter House

66. At what places in this pathway would you expect to find a step-down transformer?

* A. X and YB. Y and ZC. W and ZD. W, X and Y


Use the following illustration to answer question 67.

67. The crow standing on the 5000 V power line is not electrocuted. Which of the following bestexplains this?

A. Feathers insulate the crow.B. The crow’s resistance is too high.C. The current passes outside the crow’s body.

* D. There is minimal voltage difference between the crow’s two feet.


E. PHYSICALSCIENCE


10E7 – apply knowledge and data to make recommendations for reducingenergy waste


68. Which of the Energuide labels below indicates the lowest cost of operation?

* A.This appliance

model #BL 12 uses

92 kWhof electricity per month when

tested in accordance with CSA standards

Cet appareil, de modèle no BL 12vérifié conformément aux

normes de l’ACNOR, consomme

92 kWhd‘électricité par mois

ENER UIDE

B. This appliancemodel #GSM392 uses



Cet appareil, de modèle no GSM392vérifié conformément aux



ENER UIDE

C.This appliance

model #5419 uses



Cet appareil, de modèle no 5419vérifié conformément aux



ENER UIDE

D.This appliance

model #886B uses



Cet appareil, de modèle no 886Bvérifié conformément aux



ENER UIDE


Use the following data table to answer questions 69 and 70.

Understanding Prescribed Learning Outcomes – 10E7, 10A4

69. Assuming the reading was taken at the end of the day, how much energy was used on Saturday?

A. 18 kW h◊* B. 32 kW h◊

C. 36 kW h◊D. 68 kW h◊

Higher Mental Processes Prescribed Learning Outcomes – 10E7, 10A4

70. Assuming the reading was taken at the end of the day, which hypothesis is supportedby the data?

A. Tuesday was colder than Sunday.B. On Sunday, the lights were turned off.C. Electricity rates are higher on Tuesday than on Sunday.

* D. People spent more time at home on Sunday than on Tuesday.

DayHousehold

Meter Reading Energy Consumed

Monday 74 645 —

Tuesday 74 665 20

Wednesday 74 680 15

Thursday 74 702 22

Friday 74 720 18

Saturday 74 752 ?

Sunday 74 788 36

kW h◊( ) kW h◊( )


F. PHYSICALSCIENCE

(Radioactivity)

10F1 – summarize the characteristics of the major components of theelectromagnetic spectrum

∑ characteristics include relative wavelength and frequency

Knowledge Prescribed Learning Outcomes – 10F1

71. Visible light is part of the electromagnetic spectrum.

* A. TrueB. False


Use The Electromagnetic Spectrum on page 6 of the Data Bookletto answer question 72.

Understanding Prescribed Learning Outcomes – 10F1, 10A4

72. Which of the following electromagnetic waves have the lowest frequency?

A. MicrowavesB. FM radio waves

* C. AM radio wavesD. Green light waves

F. PHYSICALSCIENCE

(Radioactivity)

10F2 – differentiate among the following major decay products:alpha ( a) and beta (b) particles, gamma ( g ) rays

∑ including recognizing nuclear equations∑ including half-life


73. Which of the following has the same mass as a beta particle?

A. a proton* B. an electron

C. a gamma rayD. an alpha particle


Understanding Prescribed Learning Outcomes – 10F2

Use the following legend to answer questions 74 and 75.

+ = proton = neutron = electron

74. Which of the following represents an alpha particle?

A.

B. +

C. +

* D.+

+

Higher Mental Processes Prescribed Learning Outcomes – 10F2

75. Which of the following describes the changes that take place in the nucleus of an atom as aresult of gamma (g) decay?

Number of Protons Number of Neutrons

A. increase by 1 decrease by 1

B. increase by 2 decrease by 2

C. decrease by 2 decrease by 2

* D. no change no change

F. PHYSICALSCIENCE

(Radioactivity)

10F3 – compare and contrast fusion and fission reactions and their use inenergy production (e.g. plutonium, U-238, U-235)

∑ including recognizing nuclear equations


76. Which of the following joins two small nuclei to make one larger nucleus?

A. binary fusionB. binary fission

* C. nuclear fusionD. nuclear fission



77. Which of the following is a nuclear fission reaction?

A. UF U 3F6 2Æ +

B. 100255Es Fm101

255Æ + b

C. 92238

90 234U ThÆ + a

* D. n U Ba Kr 3n92235

36+ Æ + +56141 92

Higher Mental Processes Prescribed Learning Outcomes – 9A9, 10F3

Use the following letter from World War II to answer question 78.

Sir:

Some recent work by E. Fermi and L. Szilard, which has beencommunicated to me in manuscript, leads me to expect that the elementuranium may be turned into a new and important source of energy in theimmediate future….I believe, therefore, that it is my duty to bring to yourattention the following facts and recommendations.

In the course of the last few months, it has been made probable—throughthe work of Joliot in France as well as Fermi and Szilard in America—thusit may become possible to set up nuclear chain reactions in a large mass ofuranium, by which vast amounts of power…would be generated. Now itappears almost certain that this could be achieved in the immediate future.

This new phenomenon would also lead to the construction of bombs. Asingle bomb of this type, carried by boat or exploded in a port, might verywell destroy the whole port together with some of the surrounding territory.

I understand that Germany has actually stopped the sale of uranium fromthe Czechoslovakian mines which she has taken over. That she should havetaken such early action might well be understood on the ground that the sonof the German Undersecretary of State, von Weizsacker is attached to theKaiser Wilhelm Institute of Berlin, where some of the American work onuranium is now being repeated.

Yours very truly,A. Einstein.

78. The energy referred to by Einstein is produced by which of the following?

A. fusion* B. fission

C. exothermic chemical reactionsD. uranium spontaneously decomposing


F. PHYSICALSCIENCE

(Radioactivity)

10F4 – describe technological applications of radiation∑ technological applications will include, but are not limited to,

1) home (e.g. microwave ovens, smoke detectors, TV)2) medical (e.g. X rays, cancer therapy, nuclear medicine)3) industry (e.g. structural flaw detection)4) scientific (e.g. carbon dating)5) recreational (e.g. tanning machines)


79. Which of the following are used in the identification and treatment of cancer?

I X rays

II gamma rays

III ultra-violet rays

IV microwaves

A. I only* B. I and II

C. II and IIID. III and IV


Understanding Prescribed Learning Outcomes – 10F4, 10G3, 10A4, 8A5

Use the following graph which shows the radioactive decayof Uranium-238 to Lead-206 to answer question 80.

0.000

0.100

0.200

0.300

0.400

0.500

0.600

0.700

0.800

0.900

1.000

1.100

1.200

1.300

0.0 1.0 2.0 3.0 4.0 5.0 6.0

Time (billions of years)

Pb–206U–238

80. What is the approximate age of a sample when the Pb -U - 238

206 is equal to 0.40?

A. 1.0 billion yearsB. 1.3 billion years

* C. 2.2 billion yearsD. 3.8 billion years

F. PHYSICALSCIENCE

(Radioactivity)

10F5 – evaluate the effects of radiation on living organisms


81. Skin cancer can be caused by exposure to ultraviolet radiation.

* A. TrueB. False



82. In 1986, a nuclear reactor in Chernobyl experienced a meltdown and leaked radiation to thesurrounding area. There have since been widespread effects due to this radiation. Which of thefollowing was not directly caused by the radiation?

A. leukemiaB. thyroid cancerC. contaminated crops

* D. outbreak of influenza

G. EARTH ANDSPACE SCIENCE

(Earth Forces)

10G1 – compare a variety of techniques used to learn about the earth∑ techniques include: seismology, remote sensing, volcanology,

geological field work (mapping, drilling, and examining of rocksand structures)

∑ recognizing the Earth’s layer

Understanding Prescribed Learning Outcomes – 10G1

83. Which technique was used to discover the thickness of Earth’s layers?

* A. seismologyB. volcanologyC. remote sensingD. deep-sea drilling


Understanding Prescribed Learning Outcomes – 10G1, 10A4


0

250

500

750

1000

1250

1500

1750

2000

2250

2500

2750

3000

I II III IV

Earth’s Layers

Th

ickn

ess

of

Lay

ers

(km

)

84. Which of the following correctly matches bars I to IV with the appropriate layers of Earth?

I II III IV

A. mantle inner core outer core crust

B. crust outer core mantle inner core

C. outer core inner core mantle crust

* D. inner core outer core mantle crust


Higher Mental Processes Prescribed Learning Outcomes – 10G1

Use the following maps to answer question 85.

SouthAmerica

Antarctica Australia

India

Africa

Past

LEGEND:

direction of ancientglacial movement

Present

adapted from: A Teachers’ Guide to the Geology of Hawaii Volcanoes National ParkStephen R. Mattox, PhD., Hawaii Natural History Association, 1994

in cooperation with the National Park Foundation

85. Which of the following best explains why the location and direction of ancient glacialmovement is evidence for Continental Drift theory?

* A. The glaciers are older than the breakup of Pangea.B. Direction of flow of glaciers points towards the centre of Pangea.C. The present direction of ice flow arrows at the equator did not make sense.D. Remaining ice blocks from all of the glaciers could only have formed from one ice field.



(Earth Forces)

10G2 – use fossil evidence to illustrate how life forms change over time∑ refer to the Geological Time Scale in the Data Booklet.

Knowledge Prescribed Learning Outcomes – 10G2, 10A4


Use The Geological Time Scale on page 5 of the Data Bookletto answer question 86.

86. Which of the following lists the geological eras, from oldest to youngest?

oldest youngest

A. Precambrian Paleozoic Cenozoic Mesozoic

* B. Precambrian Paleozoic Mesozoic Cenozoic

C. Paleozoic Precambrian Mesozoic Cenozoic

D. Mesozoic Cenozoic Paleozoic Precambrian


Understanding Prescribed Learning Outcomes – 10G2, 10G3



Use the following geological cross-section to answer question 87.

mudstone

sandstone

limestone

shale

I

IIIII

IV

ammonoidhorse trilobite dinosaur

87. The four fossils shown were found in this rock sequence. According to thelaw of superposition, which fossil was most likely found in layer IV?

A. horse* B. trilobite

C. dinosaurD. ammonoid





Use the following diagram of fossils in rock layers to answer question 88.

88. Which diagram best explains the sequence of fossils found in layers X, Y and Z?

A.

XY

Z

* B. XYZ

XY

Z

C.XY

Z

D.

XY

Z

Trilobite

Ammonoid

EoceneSand dollar

X

Y

Z



(Earth Forces)

10G3 – compare techniques used for establishing geological time scales∑ relative dating and absolute dating∑ law of superposition∑ cross-cutting rule∑ half-life

Knowledge Prescribed Learning Outcomes – 10G3, 9A6

89. A geologist discovers two fossils in a rock layer and states: “the trilobite is older thanthe mammal tooth.” What technique allowed him to make that statement about the agesof the fossils?

* A. relative datingB. absolute datingC. Carbon-14 datingD. Radiometric dating


Use the following diagram to answer questions 90 to 94.

KEY

sandstone

shale

igneous rock

conglomerate

limestone

erosion

dike fracture

The diagram above shows a cross-section of geological structures.

∑ Shade in Bubble A if the statement is supported by the diagram.

∑ Shade in Bubble B if the statement is refuted by the diagram.

∑ Shade in Bubble C if the statement is neither supported nor refuted by the diagram.

Answers90. The fracture is the most recent geological event. A B C D E F

91. The dike was formed after all the sedimentary layers were formed. A B C D E F

92. Erosion occurred after the dike formed. A B C D E F

93. The layer of conglomerate is older than the layer of limestone. A B C D E F

94. The dike is 3.4 million years old. A B C D E F


Higher Mental Processes Prescribed Learning Outcomes – 10G3, 10A4, 8A5


Radioactive Decay of Element X to Element Y

00 1 2 3 4

Half-Lives

Am

ou

nts

of

X a

nd

Y (

g)

Amount ofelement Y

Amount ofelement X

4

8

12

16

2

6

10

14

95. If 16 g of radioactive element X decays, what would be the ratio of element X to element Yafter 3 half-lives?

A. 1:1B. 1:3

* C. 1:7D. 1:8



(Earth Forces)

10G4 – identify major factors responsible for earthquakes, volcaniceruptions, mountain building, and formation of ocean ridges

∑ include divergent, convergent, and transform fault boundariesand tectonic mapping symbols(see pages 7 and 8 of the Data Booklet)

∑ tectonic plates∑ mantle convection∑ hot spots

Knowledge Prescribed Learning Outcomes – 10G4

96. Which of the following is the name given to a plate boundary where two tectonicplates collide?

A. slidingB. divergentC. transform

* D. convergent



Use the following map and tables to answer question 97.

HawaiianIslands

PacificPlate

Indo-AustraliaPlate

Eurasian Plate

African Plate

SouthAmerican

Plate

NorthAmerican

Plate

NorthAmerican

Plate

Iceland

Legend Plate motion relative to AfricaPlate boundary

Plate Boundary Crust Interaction

I divergent IV continent-continent

II convergent V continent-ocean

III transform VI ocean-ocean

97. Identify the type of plate boundary and the type of crust interaction found in Iceland.

A. I and IV* B. I and VI

C. III and VD. III and VI




Use Tectonic Plate Boundaries Map on page 7 of the Data Bookletto answer question 98.

Nazca plate

SouthAmerican

plate

N

Earthquake Depth

Legend

= deep 301–700 km

= moderate 71–300 km

= shallow 0–70 km

98. Why is there a change in earthquake depth, from west to east, on the map above?

A. The South American plate is splitting apart.* B. The subducting plate is sinking deeper into the mantle.

C. The continent is much thicker under the Andes Mountains.D. Shallow earthquakes only occur at the surface where the plates are in contact.



(Earth Forces)

10G5 – identify evidence that supports the theory of plate tectonics∑ magnetic reversals, earthquake and volcano patterns, ocean

ridges and trenches, mountain building∑ include continental drift theory, fossil evidence, mountain belts,

paleoglaciation


99. The presence of magnetic reversal was evidence used to identify convergent plate boundaries.

A. True* B. False

Understanding Prescribed Learning Outcomes – 10G5, 9A7

100. Identical fossil reptiles were found in South America and South Africa. In order to concludethat these fossils support the Theory of Continental Drift, which of the following must be true?

I The reptiles were unable to fly across an ocean.

II The fossils are older than 200 million years old.

III The reptiles were unable to swim across oceans.

IV The fossils are younger than 280 million years old.

V Individual reptiles were able to survive for several decades.

A. I and IIIB. I, III and IV

* C. I, II, III and IVD. I, II, III, IV and V



Use the following maps to answer question 101.

IV

NihoaN

Necker

Gardner Pinnacles

II

Maui Nui

Nihoa

Kauai

Oahu

Kaula

N

IIIKauai

Kaula

N

Oahu

Maui

Hawaii

Loihi seamount

I

Nihoa

Kauai

Oahu

KaulaN

Maps I to IV illustrate the Hawaiian Island chainat different times from 7.5 million years (Ma) to the present.

All of the maps cover the same geographic area.

adapted from: A Teachers’ Guide to the Geology of Hawaii Volcanoes National ParkStephen R. Mattox, PhD., Hawaii Natural History Association, 1994

in cooperation with the National Park Foundation

101. Which of the following lists the correct order of the maps, from oldest to most recent?

oldest most recent

A. II I IV III

* B. IV I II III

C. I IV II III

D. IV I III II



(Earth Forces)

10G6 – assess impacts of volcanoes and earthquakes on the environment


102. On what kind of material should the foundation of a building be built to best resist damage dueto earthquakes?

A. soil* B. rock

C. sandD. gravel


103. At which of the following plate boundaries do deep earthquakes occur?

I subduction zones

II mid-ocean ridges

III transform fault boundaries

* A. IB. IIC. I and IIID. II and III




Use the Map of the Pacific Coast of North Americaon page 8 of the Data Booklet to answer question 104.

Use the following map to answer question 104.

Prince George

NorthAmerican

Plate

PacificPlate

500 km

Victoria

oilexploration

area

104. Which of the following could make off-shore oil development in the area shown in the mapabove environmentally hazardous?

A. landslides* B. earthquakes

C. shield volcanoesD. composite volcanoes

Assessment Department (Issued September 2004) - 53 - Science 10 – Vocabulary List

VOCABULARY LIST

Albino Inferred

Allele Intermediate phenotype

Ash fall Ion charge

Associated

Atomic Mass Masked

Atomic Number Mass Number

Mid-Ocean Ridge System

Centromere Monohybrid cross

Chromatids

Cilia Osmosis

Compass

Cytokinesis Phenotypic percentage

Phenotypic Ratio

Diatomic Placenta

Dike Polyatomic ion (radical)

Diffusion Precise

Diploid (2n) Probability

Distilled Punnett Square

Purebred

Emit

Radioactivity

F1 generation Replication

F2 generation Residential electricity meter

Fictitious Refuted

Fluorescent bulb Right-hand Rule

Haploid (n) Self-sustaining

Hemophilia Semi-permeable

Homologous Shell (Bohr model)

Hybrid Sill

Spindle fibre

Implied Subduction

Incandescent bulb(filament bulb) Toxins

Induced charge

© Ministry of Education June 2003

Teachers and students should become familiarwith using this Data Booklet. It will be a valuableresource for answering some of the questions oneach examination.

Work done in this bookletwill not be marked.

SCIENCE 10

DataBooklet

Science 10 1 Data Booklet

NAMES, FORMULAE AND CHARGES OF SOME COMMON IONS

Positive Ions

Bromide

Carbonate

Chlorate

Chloride

Chlorite

Chromate

Cyanide

Dichromate

Dihydrogen phosphate

Ethanoate, acetate

Fluoride

Hydrogen carbonate, bicarbonate

Hydrogen oxalate, binoxalate

Hydrogen sulphate, bisulphate

Hydrogen sulphide, bisulphide

Hydrogen sulphite, bisulphite

Negative Ions

Aluminum

Ammonium

Barium

Calcium

Chromium (II)

Chromium (III)

Copper (I)

Copper (II)

Hydrogen

Hydronium

Iron (II)

Iron (III)

Lead (II)

Lead (IV)

Lithium

Magnesium

Manganese (II)

Manganese (IV)

Mercury (I)

Mercury (II)

Potassium

Silver

Sodium

Tin (II)

Tin (IV)

Zinc

Hydroxide

Hypochlorite

Iodide

Monohydrogen phosphate

Nitrate

Nitrite

Oxalate

Oxide

Perchlorate

Permanganate

Phosphate

Sulphate

Sulphide

Sulphite

Thiocyanate

Pb+4

Li+1

Mg+2

Mn+2

Mn+4

Hg2+2

Hg+2

K+1

Ag+1

Na+1

Sn+2

Sn+4

Zn+2

Al+3

NH4+1

Ba+2

Ca+2

Cr+2

Cr+3

Cu+1

Cu+2

H+1

H3O+1

Fe+2

Fe+3

Pb+2

Br-1

CO3–2

ClO3-1

Cl-1

ClO2-1

CrO4–2

CN-1

Cr2O7–2

H2PO4-1

CH3COO-1

F-1

HCO3-1

HC2O4-1

HSO4-1

HS-1

HSO3-1

OH-1

ClO-1

I-1

HPO4–2

NO3-1

NO2-1

C2O4–2

O–2

ClO4-1

MnO4-1

PO4–3

SO4–2

S–2

SO3–2

SCN-1


ActiniumAluminumAmericiumAntimonyArgonArsenicAstatineBariumBerkeliumBerylliumBismuthBoronBromineCadmiumCalciumCaliforniumCarbonCeriumCesiumChlorineChromiumCobaltCopperCuriumDubniumDysprosiumEinsteiniumErbiumEuropiumFermiumFluorineFranciumGadoliniumGalliumGermaniumGoldHafniumHeliumHolmiumHydrogenIndiumIodineIridiumIronKryptonLanthanumLawrenciumLeadLithiumLutetiumMagnesiumManganeseMendelevium

AcAlAmSbArAsAtBaBkBeBiBBrCdCaCfCCeCsClCrCoCuCmDbDyEsErEuFmFFrGdGaGeAuHfHeHoHInIIrFeKrLaLrPbLiLuMgMnMd

891395511833855697

483

535482098

658551724272996

10566996863

1009

876431327972

267

1495377263657

10382

3711225

101

(227)27.0

(243)121.8

39.974.9

(210)137.3

(247)9.0

209.010.879.9

112.440.1

(251)12.0

140.1132.9

35.552.058.963.5

(247)(262)162.5

(252)167.3152.0

(257)19.0

(223)157.3

69.772.6

197.0178.5

4.0164.9

1.0114.8126.9192.2

55.883.8

138.9(262)207.2

6.9175.0

24.354.9

(258)

200.695.9

144.220.2

(237)58.792.914.0

(259)190.2

16.0106.4

31.0195.1

(244)(209)

39.1140.9

(145)231.0

(226)(222)

186.2102.9

85.5101.1

(261)150.4

45.079.028.1

107.923.087.632.1

180.9(98)127.6158.9204.4232.0168.9118.747.9

183.8238.0

50.9131.3173.0

88.965.491.2

ALPHABETICAL LISTING OF THE ELEMENTSAny value in parentheses is the mass number of the most stable or

best known isotope for elements that do not occur naturally.

MercuryMolybdenumNeodymiumNeonNeptuniumNickelNiobiumNitrogenNobeliumOsmiumOxygenPalladiumPhosphorusPlatinumPlutoniumPoloniumPotassiumPraseodymiumPromethiumProtactiniumRadiumRadonRheniumRhodiumRubidiumRutheniumRutherfordiumSamariumScandiumSeleniumSiliconSilverSodiumStrontiumSulphurTantalumTechnetiumTelluriumTerbiumThalliumThoriumThuliumTinTitaniumTungstenUraniumVanadiumXenonYtterbiumYttriumZincZirconium

HgMoNdNeNpNiNbNNoOsOPdPPtPuPoKPrPmPaRaRnReRhRbRuRfSmScSeSiAgNaSrSTaTcTeTbTlThTmSnTiWUVXeYbYZnZr

80426010932841

7102

768

461578948419596191888675453744

10462213414471138167343526581906950227492235470393040

Element Symbol AtomicNumber

AtomicMassElement Symbol Atomic

NumberAtomicMass


100

Ne

Neo

n

20.2

20

He

Hel

ium

4.0

8–2

O Oxy

gen

16.0

1–1

H Hyd

roge

n

1.0

540

Xe

Xeno

n

131.

3

51+

3

Sb

+5

Antim

ony

121.

8

860

Rn

Rad

on

(222

)

71+

3

Lu

Lute

tium

175.

0

103

+3

Lr

Law

renc

ium

(262

)

6+

4

C Car

bon

12.0

83+

3

Bi

+5

Bism

uth

209.

0

17–1

Cl

Chl

orin

e

35.5

35–1

Br

Brom

ine

79.9

53–1

I Iodi

ne

126.

9

85–1

At

Asta

tine

(210

)

15–3

P Phos

phor

us

31.0

33–3

As

Arse

nic

74.9

68+

3

Er

Erbi

um

167.

3

101

+2

Md

+3

Men

dele

vium

(258

)

180

Ar

Argo

n

39.9

9–1

F Fluo

rine

19.0

102

+2

No

+3

Nob

eliu

m

(259

)

7–3

N Nitr

ogen

14.0

16–2

S Sulp

hur

32.1

34–2

Se

Sele

nium

79.0

84+

2

Po

+4

Polo

nium

(209

)

69+

3

Tm

+2

Thul

ium

168.

9

Bas

ed o

n m

ass

of C

-12

at 1

2.00

.

Any

val

ue in

par

enth

eses

is th

e m

ass

of th

e m

ost

stab

le o

r be

st k

now

n is

otop

e fo

rel

emen

ts w

hich

do

not o

ccur

nat

ural

ly.

PER

IOD

IC T

AB

LE

OF

TH

E E

LE

ME

NT

S

14 Si

Silic

on

28.1

Ato

mic

Num

ber

Sym

bol

Nam

eA

tom

ic M

ass

22+

4

Ti

+3

Tita

nium

47.9

Ion

char

ge(c

ombi

ning

capa

citie

s)

ME

TAL

SN

ON

-ME

TAL

S

Hal

ogen

sN

oble

Gas

es

Alk

ali

Met

als

Alk

alin

eE

arth

Met

als

+3

+4

+5

+6

+4

+6

+3

+5

+5

+3

+4

+6

+6

+4

+5

95 Am

Amer

icium

(243

)

360

Kr

Kryp

ton

83.8

70+

3

Yb

+2

Ytte

rbiu

m

173.

0

57+

3

La

Lant

hanu

m

138.

9

72+

4

Hf

Haf

nium

178.

5

4+

2

Be

Bery

llium

9.0

11+

1

Na

Sodi

um

23.0

12+

2

Mg

Mag

nesi

um

24.3

19+

1

K Pota

ssiu

m

39.1

20+

2

Ca

Cal

cium

40.1

37+

1

Rb

Rub

idiu

m

85.5

55+

1

Cs

Ces

ium

132.

9

56+

2

Ba

Bariu

m

137.

3

87+

1

Fr

Fran

cium

(223

)

88+

2

Ra

Rad

ium

(226

)

21+

3

Sc

Scan

dium

45.0

22+

4

Ti

+3

Tita

nium

47.9

39+

3

Y Yttri

um

88.9

40+

4

Zr

Zirc

oniu

m

91.2

89

+3

Ac

Act

iniu

m

(22

7)

10

4

Rf

Rut

herfo

rdiu

m

(26

1)

23+

5

V+

4

Vana

dium

50.9

24+

3

Cr

+2

Chr

omiu

m

52.0

41+

3

Nb

+5

Nio

bium

92.9

42+

2

Mo

+3

Mol

ybde

num

95.9

73+

5

Ta Tant

alum

180.

9

74+

6

W Tung

sten

183.

8

105

Db

Dub

nium

(262

)

106

Sg

Seab

orgi

um

(263

)

25 Mn

Man

gane

se

54.9

26+

3

Fe

+2

Iron

55.8

43+

7

Tc

Tech

netiu

m

(98)

44+

3

Ru

+4

Rut

heni

um

101.

1

75+

4

Re

+7

Rhe

nium

186.

2

76+

3

Os

+4

Osm

ium

190.

2

107

Bh

Bohr

ium

(262

)

108

Hs

Has

sium

(265

)

27+

2

Co

+3

Cob

alt

58.9

45+

3

Rh

+4

Rho

dium

102.

9

77+

3

Ir+

4

Iridi

um

192.

2

109

Mt

Mei

tner

ium

(266

)

28+

2

Ni

+3

Nic

kel

58.7

78+

4

Pt

+2

Plat

inum

195.

1

29+

2

Cu

+1

Cop

per

63.5

47+

1

Ag

Silv

er

107.

9

79+

3

Au

+1

Gol

d

197.

0

30+

2

Zn

Zinc 65

.4

48+

2

Cd

Cad

miu

m

112.

4

80+

2

Hg

+1

Mer

cury

200.

6

5+

3

B Boro

n

10.8

13+

3

Al

Alum

inum

27.0

31+

3

Ga

Gal

lium

69.7

49+

3

In Indi

um

114.

8

81+

1

Tl

+3

Thal

lium

204.

4

14+

4

Si

Silic

on

28.1

32+

4

Ge

Ger

man

ium

72.6

50+

4

Sn

+2

Tin 11

8.7

82+

2

Pb

+4

Lead

207.

2

52–2

Te Tellu

rium

127.

6

58+

3

Ce

+4

Cer

ium

140.

1

90+

4

Th

Thor

ium

232.

0

59+

3

Pr

+4

Pras

eody

miu

m

140.

9

91+

5

Pa

+4

Prot

actin

ium

231.

0

60+

3

Nd

Neo

dym

ium

144.

2

92 U Ura

nium

238.

0

61+

3

Pm

Prom

ethi

um

(145

)

93 Np

Nept

unium

(237

)

62+

3

Sm

+4

Sam

ariu

m

150.

4

94 Pu

Plut

onium

(244

)

63+

3

Eu

+2

Euro

pium

152.

0

64+

3

Gd

Gad

olin

ium

157.

3

96+

3

Cm

Cur

ium

(247

)

65+

3

Tb

+4

Terb

ium

158.

9

97+

3

Bk

+4

Berk

eliu

m

(247

)

66+

3

Dy

Dys

pros

ium

162.

5

98+

3

Cf

Cal

iforn

ium

(251

)

67+

3

Ho

Hol

miu

m

164.

9

99+

3

Es

Eins

tein

ium

(252

)

100

+3

Fm

Ferm

ium

(257

)

1+

1

H Hyd

roge

n

1.0

46+

2

Pd

+4

Palla

dium

106.

4

38+

2

Sr

Stro

ntiu

m

87.6

3+

1

Li

Lith

ium

6.9

+2

+3 +4


Units and Abbreviations

Quantity Unit Symbol

Distance (d) metre m

Voltage (V) volt V

Current (I) ampere A

Resistance (R) ohm W

Power (P) watt W

Work (W) joule J

Force (F) newton N

Energy (E) joule J

Time (t) second s

Time (t) minute min

Time (t) hour h

Time (t) year a

Formulæ

V IR

RVI

IVR

=

=

=

P IV

IPV

VPI

=

=

=

E Pt

PEt

tEP

=

=

=


Bur

gess

sha

le d

epos

ited

GE

OL

OG

ICA

L T

IME

SC

AL

E

Dat

es a

ccor

ding

to G

eolo

gica

l Tim

e Sc

ale,

199

9. G

eolo

gica

l Sur

vey

of C

anad

a O

pen

File

304

0. I

t is

reco

gniz

ed th

at th

ere

is s

ome

vari

atio

n in

the

date

s gi

ven

in th

e lit

erat

ure.

ER

A

Hol

ocen

e

Plei

stoc

ene

Plio

cene

Mio

cene

Olig

ocen

e

Eoc

ene

Pale

ocen

e

Cen

ozoi

c

Mes

ozoi

c

Pre

cam

bria

n

Qua

tern

ary

Tert

iary

Cre

tace

ous

Jura

ssic

Tri

assi

c

Perm

ian

Car

boni

fero

us

Dev

onia

n

Silu

rian

Cam

bria

n

Ord

ovic

ian

PER

IOD

EPO

CH

TIM

E (

Ma)

Pal

eozo

ic

0.01 1.6

5.3

24 34 55 65 145

200

251

300

355

418

441

490

544

MAJOR EXTINCTIONS

O2

LIT

HO

SPH

ER

EB

IOSP

HE

RE

Mul

ticel

lula

r aqu

atic

life

Sing

le-c

elle

d aq

uatic

life

The

Age

of

Mam

mal

s

Rep

tiles

Am

phib

ians

Fish

Inve

rteb

rate

s

Oxygen in the Atmosphere O%

Him

alay

an M

ount

ains

for

min

g

Pang

ea b

reak

ing

apar

t

Red

iron

oxi

de d

epos

its

Gra

nd C

anyo

n fo

rmin

g

Roc

ky M

ount

ains

for

min

g

Pang

ea f

orm

ing

Atla

ntic

Oce

an f

orm

ing

21%

4600

Form

atio

n of

the

Ear

th

Cam

bria

n E

xplo

sion

Ammonoids

Dinosaurs

Mammals

Flowering plants

Birds

Primates

Conifers

Land plants

Trilobites


THE ELECTROMAGNETIC SPECTRUM

Short WavelengthHigh Frequency

High Energy

Long WavelengthLow FrequencyLow Energy

Aircraft andShippingBands

AMRadio

TV andFM Radio

ShortwaveRadio

MicrowavesRadar

InfraredLight

X raysUltravioletLight

Gamma-rays

Vis

ible

© N

ASA

COMMON ISOTOPE PAIRS CHART

Uranium-238Potassium-40Carbon-14

Isotope Half-lifeof Parent(years)

EffectiveDating Range(years)

Lead-206Argon-40Nitrogen-14

4.5 billion1.3 billion5730

1 million to 4.5 billion10 000 to 3 billionup to 50 000

Parent Daughter


Tect

on

ic P

late

Bo

un

dar

ies

Map

North American PlateJuanDe FucaPlatePacific PlateNazca PlateSouthAmericanPlateCocos PlateEurasian PlateIndian-AustralianPlateEastPacificRiseMid-A

tl

antic

R idge

AfricanPlatev vvv v

vv vvv

vvvv v

vvv vvvvv

v

v

v

vv

v v v

v

v

v

v

v

v

v

v

v

v

v

v

v

v

v

v

vv

v

v

v

v

v

v

v

v

v

v

v

v

v

NSW

E

Tr ansform boundaryConvergent boundaryDivergent boundary

vM

ountains

Plate m

ovem

ent relative to the A

frica

n P

la

te


Legend

transformfault

divergent

convergent

platemovement

V volcanoes

SA

N A

ND

RE

AS

FAU

LT

V V VV

V V

VVVV

V VV

V

VV

VV

VVV

VVV

VV

V

V

V

Map of the Pacific Coast of North America

DENALI FAULT

STIKINEVOLCANICBELT

ANAHIMVOLCANICBELT

ALEUTIAN TRENCH

QU

EE

NC

HA

RL

OT

TE

FAU

LT

YUKONN.W.T.B.C.

ALB

ER

TA

ALASKA

JUAN DE FUCA

RIDGE

JUAN DE FUCAPLATE

EXPLORER PLATE

EXPLORER RIDGE

GORDA RID

GE

GORDAPLATE

WASHMONTANA

OREGONIDAHO

CALIF.

CA

SCA

DE

VOLC

AN

OES

NORTHAMERICAN

PLATE

N

S

EW

PACIFICPLATE

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