Grade 10 Provincial Examination Specifications Science NOTE: PDFs require Acrobat Reader to view and print. Full PDF document September 2004 Examination Specifications Beginning in January 2005, the Science 10 Provincial Examination will become a mandated part of a student's graduation requirements. The provincial examination will represent 20% of the student's final letter grade and the classroom mark will represent 80%. The Table of Specifications shows teachers and students how the Science 10 curriculum will be tested on provincial examinations. The Table of Specifications provides percentage weightings for each of 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 for individual students. Some students perform better on classroom tests and others on provincial examinations. School assessment measures performance on all curricular outcomes, whereas provincial examinations 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 are not 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. Because the Science 8–10 Integrated Resource Package, 1996 states, “An application introduced at a particular grade level is not limited to that grade level,” some Applications of Science outcomes from grade 8 and 9 have been included. The following Prescribed Learning Outcomes have been elaborated upon to describe 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.
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Grade 10 Provincial ExaminationSpecifications
Science
NOTE: PDFs require Acrobat Reader to view and print.
Full PDF document
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.
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
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.
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.
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
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
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
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
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
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
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
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.
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
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.
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
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
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.
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
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
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
Teachers and students should become familiarwith using this Data Booklet. It will be a valuableresource for answering some of the questions oneach examination.