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.
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
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
It is expected that students will:
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
Assessment Department (Issued September 2004) - 2 - Science 10 – Curriculum Connections
PRESCRIBED LEARNING OUTCOMES
10A APPLICATIONS OFSCIENCE
It is expected that students will:
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
Assessment Department (Issued September 2004) - 3 - Science 10 – Curriculum Connections
PRESCRIBED LEARNING OUTCOMES
10B LIFE SCIENCE
(Cells)
It is expected that students will:
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)
It is expected that students will:
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
Assessment Department (Issued September 2004) - 4 - Science 10 – Curriculum Connections
PRESCRIBED LEARNING OUTCOMES
10D PHYSICAL SCIENCE
(Chemicals andReactions)
It is expected that students will:
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)
It is expected that students will:
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
Assessment Department (Issued September 2004) - 5 - Science 10 – Curriculum Connections
PRESCRIBED LEARNING OUTCOMES
10F PHYSICAL SCIENCE
(Radioactivity)
It is expected that students will:
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
Assessment Department (Issued September 2004) - 6 - Science 10 – Curriculum Connections
PRESCRIBED LEARNING OUTCOMES
10G EARTH ANDSPACE SCIENCE
(Earth Forces)
It is expected that students will:
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
Assessment Department (Issued September 2004) - 2 - Science 10 – Exemplars for Question Styles
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
Assessment Department (Issued September 2004) - 3 - Science 10 – Exemplars for Question Styles
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.
Assessment Department (Issued September 2004) - 4 - Science 10 – Exemplars for Question Styles
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
Assessment Department (Issued September 2004) - 5 - Science 10 – Exemplars for Question Styles
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
Assessment Department (Issued September 2004) - 2 - Science 10 – Sample Questions
A. APPLICATIONSOF SCIENCE
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
A. APPLICATIONSOF SCIENCE
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
Assessment Department (Issued September 2004) - 3 - Science 10 – Sample Questions
A. APPLICATIONSOF SCIENCE
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.
Assessment Department (Issued September 2004) - 4 - Science 10 – Sample Questions
Higher Mental Processes Prescribed Learning Outcomes – 10B1
Use the following diagram to answer question 7.
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
Assessment Department (Issued September 2004) - 5 - Science 10 – Sample Questions
Understanding Prescribed Learning Outcomes – 10B2
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
Higher Mental Processes Prescribed Learning Outcomes – 10B2
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
Knowledge Prescribed Learning Outcomes – 10B3
11. Cell size is limited by its surface area to volume ratio.
* A. TrueB. False
Understanding Prescribed Learning Outcomes – 10B3
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
Assessment Department (Issued September 2004) - 6 - Science 10 – Sample Questions
Higher Mental Processes Prescribed Learning Outcomes – 10B3
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)
Knowledge Prescribed Learning Outcomes – 10B4
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.
Assessment Department (Issued September 2004) - 7 - Science 10 – Sample Questions
Understanding Prescribed Learning Outcomes – 10B4
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
Assessment Department (Issued September 2004) - 8 - Science 10 – Sample Questions
B. LIFE SCIENCE
(Cells)
10B5 – describe the ways in which viruses and bacteria can affect cellfunctioning
Knowledge Prescribed Learning Outcomes – 10B5
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
Assessment Department (Issued September 2004) - 9 - Science 10 – Sample Questions
Use the following information to answer question 18.
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
Higher Mental Processes Prescribed Learning Outcomes – 10B5
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
Knowledge Prescribed Learning Outcomes – 10B6
19. Caffeine consumed by a pregnant mother decreases the fetal heart rate.
A. True* B. False
Assessment Department (Issued September 2004) - 10 - Science 10 – Sample Questions
Understanding Prescribed Learning Outcomes – 10B6
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
Understanding Prescribed Learning Outcomes – 10B7
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.
Assessment Department (Issued September 2004) - 11 - Science 10 – Sample Questions
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
Assessment Department (Issued September 2004) - 12 - Science 10 – Sample Questions
Higher Mental Processes Prescribed Learning Outcomes – 10C2
Use the following information to answer question 25.
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)
Knowledge Prescribed Learning Outcomes – 10C3
26. A change in DNA structure can be caused by a virus.
* A. TrueB. False
Assessment Department (Issued September 2004) - 13 - Science 10 – Sample Questions
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
Knowledge Prescribed Learning Outcomes – 10C4
28. Radiation may cause positive genetic mutations.
* A. TrueB. False
Understanding Prescribed Learning Outcomes – 10C4
Use the following diagram to answer question 29.
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
Assessment Department (Issued September 2004) - 14 - Science 10 – Sample Questions
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
Assessment Department (Issued September 2004) - 15 - Science 10 – Sample Questions
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
Use the following diagram to answer question 31.
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
Assessment Department (Issued September 2004) - 16 - Science 10 – Sample Questions
Understanding Prescribed Learning Outcomes – 10D2
Use the following information to answer question 32.
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
Assessment Department (Issued September 2004) - 17 - Science 10 – Sample Questions
D. PHYSICALSCIENCE
(Chemical andReactions)
10D3 – distinguish among atoms, isotopes, and ions
Knowledge Prescribed Learning Outcomes – 10D3
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
Assessment Department (Issued September 2004) - 18 - Science 10 – Sample Questions
Understanding Prescribed Learning Outcomes – 10D3
REFER TODATA BOOKLET
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
Assessment Department (Issued September 2004) - 19 - Science 10 – Sample Questions
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
(Chemical andReactions)
10D5 – demonstrate a knowledge of chemical formulæ and balancedchemical equations
∑ including ionic and covalent compounds∑ including writing names, formulæ, and balanced equations
Knowledge Prescribed Learning Outcomes – 10D5
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.
Assessment Department (Issued September 2004) - 20 - Science 10 – Sample Questions
Understanding Prescribed Learning Outcomes – 10D5
Use the following information to answer question 43.
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
(Chemical andReactions)
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 +
Understanding Prescribed Learning Outcomes – 10D6
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
Assessment Department (Issued September 2004) - 21 - Science 10 – Sample Questions
Understanding Prescribed Learning Outcomes – 10D6
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
Assessment Department (Issued September 2004) - 22 - Science 10 – Sample Questions
E. PHYSICALSCIENCE
(Electricity andMagnetism)
10E1 – state the relationships between charged objects
Knowledge Prescribed Learning Outcomes – 10E1
51. Charged objects attract neutral objects.
* A. TrueB. False
Assessment Department (Issued September 2004) - 23 - Science 10 – Sample Questions
Understanding Prescribed Learning Outcomes – 10E1
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
Assessment Department (Issued September 2004) - 24 - Science 10 – Sample Questions
E. PHYSICALSCIENCE
(Electricity andMagnetism)
10E2 – demonstrate how electricity results from the movement of chargedparticles such as electrons and ions
∑ current and static electricity
Knowledge Prescribed Learning Outcomes – 10E2
53. Which of the following best describes electric potential energy per unit of charge?
A. powerB. current
* C. voltageD. resistance
Understanding Prescribed Learning Outcomes – 10E2
54. A student standing on an insulated surface can develop a static charge when touching anoperating Van de Graaff generator.
* A. TrueB. False
Assessment Department (Issued September 2004) - 25 - Science 10 – Sample Questions
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
(Electricity andMagnetism)
10E3 – describe the interactions between magnetism and electricity andrelate these to common devices
∑ common devices include motors, generators and solenoids
Understanding Prescribed Learning Outcomes – 10E3
56. A motor is to mechanical energy as a generator is to
A. thermal energy.B. nuclear energy.
* C. electrical energy.D. magnetic energy.
Assessment Department (Issued September 2004) - 26 - Science 10 – Sample Questions
Use the following diagram to answer questions 57 and 58.
1 2
+–
3 4
+–
Battery Battery
Two solenoids are connected to batteries.
X Y
Knowledge Prescribed Learning Outcomes – 10E3
57. The north pole of solenoid X is located at 1.
* A. TrueB. False
Higher Mental Processes Prescribed Learning Outcomes – 10E3
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
Assessment Department (Issued September 2004) - 27 - Science 10 – Sample Questions
E. PHYSICALSCIENCE
(Electricity andMagnetism)
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
Knowledge Prescribed Learning Outcomes – 10E4
Use the following diagram to answer question 59.
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
Understanding Prescribed Learning Outcomes – 10E4
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
Assessment Department (Issued September 2004) - 28 - Science 10 – Sample Questions
Higher Mental Processes Prescribed Learning Outcomes – 10E4
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
(Electricity andMagnetism)
10E5 – relate power and energy to common electrical devices
Knowledge Prescribed Learning Outcomes – 10E5
62. Which unit is used to measure the energy consumption of major electrical appliances?
A. WB. kWC. kW/ h
* D. kW h◊
Understanding Prescribed Learning Outcomes – 10E5
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
Assessment Department (Issued September 2004) - 29 - Science 10 – Sample Questions
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
(Electricity andMagnetism)
10E6 – describe the distribution and safety considerations of electricity fromits generated source to its use within the home
∑ focus on distribution and safety considerations
Knowledge Prescribed Learning Outcomes – 10E6
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
Assessment Department (Issued September 2004) - 30 - Science 10 – Sample Questions
Understanding Prescribed Learning Outcomes – 8A4, 9A3, 10E6
Use the following diagram to answer question 66.
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
Higher Mental Processes Prescribed Learning Outcomes – 10E6
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.
Assessment Department (Issued September 2004) - 31 - Science 10 – Sample Questions
E. PHYSICALSCIENCE
(Electricity andMagnetism)
10E7 – apply knowledge and data to make recommendations for reducingenergy waste
Knowledge Prescribed Learning Outcomes – 10E7
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
96 kWhof electricity per month when
tested in accordance with CSA standards
Cet appareil, de modèle no GSM392vérifié conformément aux
normes de l’ACNOR, consomme
96 kWhd‘électricité par mois
ENER UIDE
C.This appliance
model #5419 uses
112 kWhof electricity per month when
tested in accordance with CSA standards
Cet appareil, de modèle no 5419vérifié conformément aux
normes de l’ACNOR, consomme
112 kWhd‘électricité par mois
ENER UIDE
D.This appliance
model #886B uses
127 kWhof electricity per month when
tested in accordance with CSA standards
Cet appareil, de modèle no 886Bvérifié conformément aux
normes de l’ACNOR, consomme
127 kWhd‘électricité par mois
ENER UIDE
Assessment Department (Issued September 2004) - 32 - Science 10 – Sample Questions
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◊( )
Assessment Department (Issued September 2004) - 33 - Science 10 – Sample Questions
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
REFER TODATA BOOKLET
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
Knowledge Prescribed Learning Outcomes – 10F2
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
Assessment Department (Issued September 2004) - 34 - Science 10 – Sample Questions
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
Knowledge Prescribed Learning Outcomes – 10F3
76. Which of the following joins two small nuclei to make one larger nucleus?
A. binary fusionB. binary fission
* C. nuclear fusionD. nuclear fission
Assessment Department (Issued September 2004) - 35 - Science 10 – Sample Questions
Understanding Prescribed Learning Outcomes – 10F3
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
Assessment Department (Issued September 2004) - 36 - Science 10 – Sample Questions
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)
Knowledge Prescribed Learning Outcomes – 10F4
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
Assessment Department (Issued September 2004) - 37 - Science 10 – Sample Questions
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
Knowledge Prescribed Learning Outcomes – 10F5
81. Skin cancer can be caused by exposure to ultraviolet radiation.
* A. TrueB. False
Assessment Department (Issued September 2004) - 38 - Science 10 – Sample Questions
Understanding Prescribed Learning Outcomes – 10F5
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
Assessment Department (Issued September 2004) - 39 - Science 10 – Sample Questions
Understanding Prescribed Learning Outcomes – 10G1, 10A4
Use the following graph to answer question 84.
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
Assessment Department (Issued September 2004) - 40 - Science 10 – Sample Questions
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.
Assessment Department (Issued September 2004) - 41 - Science 10 – Sample Questions
G. EARTH ANDSPACE SCIENCE
(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
REFER TODATA BOOKLET
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
Assessment Department (Issued September 2004) - 42 - Science 10 – Sample Questions
Understanding Prescribed Learning Outcomes – 10G2, 10G3
REFER TODATA BOOKLET
Use The Geological Time Scale on page 5 of the Data Bookletto answer question 87.
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
Assessment Department (Issued September 2004) - 43 - Science 10 – Sample Questions
Higher Mental Processes Prescribed Learning Outcomes – 10G2
REFER TODATA BOOKLET
Use The Geological Time Scale on page 5 of the Data Bookletto answer question 88.
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
Assessment Department (Issued September 2004) - 44 - Science 10 – Sample Questions
G. EARTH ANDSPACE SCIENCE
(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
Understanding Prescribed Learning Outcomes – 10G3
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
Assessment Department (Issued September 2004) - 45 - Science 10 – Sample Questions
Higher Mental Processes Prescribed Learning Outcomes – 10G3, 10A4, 8A5
Use the following graph to answer question 95.
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
Assessment Department (Issued September 2004) - 46 - Science 10 – Sample Questions
G. EARTH ANDSPACE SCIENCE
(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
Assessment Department (Issued September 2004) - 47 - Science 10 – Sample Questions
Understanding Prescribed Learning Outcomes – 10G4
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
Assessment Department (Issued September 2004) - 48 - Science 10 – Sample Questions
Higher Mental Processes Prescribed Learning Outcomes – 10G4
REFER TODATA BOOKLET
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.
Assessment Department (Issued September 2004) - 49 - Science 10 – Sample Questions
G. EARTH ANDSPACE SCIENCE
(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
Knowledge Prescribed Learning Outcomes – 10G5
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
Assessment Department (Issued September 2004) - 50 - Science 10 – Sample Questions
Higher Mental Processes Prescribed Learning Outcomes – 10G5
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
Assessment Department (Issued September 2004) - 51 - Science 10 – Sample Questions
G. EARTH ANDSPACE SCIENCE
(Earth Forces)
10G6 – assess impacts of volcanoes and earthquakes on the environment
Knowledge Prescribed Learning Outcomes – 10G6
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
Understanding Prescribed Learning Outcomes – 10G6
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
Assessment Department (Issued September 2004) - 52 - Science 10 – Sample Questions
Higher Mental Processes Prescribed Learning Outcomes – 10G6
REFER TODATA BOOKLET
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
Science 10 2 Data Booklet
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
Science 10 3 Data Booklet
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
Science 10 4 Data Booklet
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
=
=
=
Science 10 5 Data Booklet
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
Science 10 6 Data Booklet
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
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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
Science 10 7 Data Booklet
Tect
on
ic P
late
Bo
un
dar
ies
Map
North American PlateJuanDe FucaPlatePacific PlateNazca PlateSouthAmericanPlateCocos PlateEurasian PlateIndian-AustralianPlateEastPacificRiseMid-A
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antic
R idge
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E
Tr ansform boundaryConvergent boundaryDivergent boundary
vM
ountains
Plate m
ovem
ent relative to the A
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n P
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te
Science 10 8 Data Booklet
Legend
transformfault
divergent
convergent
platemovement
V volcanoes
SA
N A
ND
RE
AS
FAU
LT
V V VV
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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
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EW
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