0.00066 mol 3. Find concentration in mol/L C= mol L C= 0.00066 mol = 0.00088 mol/L 0.7500 L Marking Scale 2 marks Appropriate procedure with correct answer to 3 significant figures 1 mark Partially appropriate procedure with minor error or answer to 2 significant figures 0 marks Inappropriate procedure, incorrect answer, or no work shown Secondary 4 SE, WQSB June 2017 Teacher Guide Page 10 14. Examples of Appropriate Responses a) Kinetic energy is the energy of motion of an object. It depends on the mass of the object and its speed. The mathematical relationship

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2. SE-400.A1 3
PUBLICATION
2017
This theory examination was developed in accordance with Ministry guidelines at the time of its
publication.
DESIGN TEAM
Jeremy Cameron, New Frontiers School Board
Karolina Jadah, New Frontiers School Board
Amanda Kiley, New Frontiers School Board
Mary Lum, New Frontiers School Board
COORDINATION
Barbara Choquette, GRICS
Richard Drapeau, New Frontiers School Board
VALIDATION
Team Validation
Imma lenaro, English Montreal School Board
Stephanie Dufort, English Montreal School Board
Jessica Fogel, English Montreal School Board
Local Validation
John Davis, D’Arcy McGee High School
Ben Basu, Philemon Wright High School
Magnus Eriksson, St. Michael’s High School
LINGUISTIC REVISION
This examination has not been revised linguistically.
COMPUTERIZATION
Diane Nadeau, GRICS
I LLUSTRATIONS
Hernan Forcada, GRICS
Diane Nadeau, GRICS
Jean-Philippe Richard, GRICS

3. Table of Contents
General information 1
Presentation of the Examination 2
Procedure for Administering the Examination 5
Instructions for Marking the Examination 6
Marking Guide 7
Appendix
Feedback Questionnaire Appendix
(The feedback questionnaire is also available online http://bimonline.qc.ca).

4. S
General Information
Discipline
Science and the Environment
Subject-Specific Competencies
Makes the most of his/her scientific knowledge.
Communicates in the scientific languages.
Time Allotted
2 hours
An additional 5 minutes per hour (10 minutes) may be allotted if needed.
Provided Documents
For the Teacher:
• Administration and Marking Guide
For the Student:
*
Question Booklet
• Student Booklet
Authorized Materials
• Calculator with or without a graphic display*
• Writing instruments
• Rulers
*
Calculators with or without graphic displays designed mainly to perform mathematical
calculations are authorized during official exams. Before the exam starts, data and programs
stored in calculators’ memories must be deleted. Calculators equipped with formal
calculation software are not authorized for the exams. These models are allowed under the
sole condition that the formal calculation functions are deactivated during the exam.
Computers, tablet computers, electronic organizers and calculators with alphanumeric
keyboards (QWERTY or AZERTY) are not authorized. All calculator peripherals, such as
instruction manuals and memory expansion devices, are forbidden. It is strictly forbidden to
use memory expansion cards or chips, as well as data or program libraries. Communication
between calculators is not allowed during the exam. Using a calculator containing stored
data or programs will be considered as cheating. Students cannot share their calculators.
tAdapted from MELS Information Document, Science and Technology, Applied Science and Technology,
June/August 2072/January 2073, and provided as a recommendation.]
Secondary 4 SE, WQSB June 2017
Teacher Guide Page 1

5. Presentation of the Examination
Structure
This theory examination was developed and validated in collaboration with teams of teachers
and pedagogical consultants from various school boards in Québec.
The evaluation criteria to be considered are as follows:
• Proficiency of subject-specific knowledge
• Relevant use of scientific and technological knowledge
• Appropriate formulation of explanations or solutions
The examination consists of 20 questions in two parts:
• Part A: Multiple-Choice Questions
• Part B: Constructed-Response Questions
NOTE: Significant figures will be evaluated in question 73.
The following table provides a distribution of the questions in each content area of the program,
a breakdown of the types of questions and the percentage value for the exam.
Content The The The
Area Living Material Earth
World World and Space
Weighting 10 ¾ 70 % 20 ¾
Part A
Multiple-Choice 1 2, 3, 4, 5, 6, 7 8, 9, 10
50%
Part B
Constructed-
11
12, 13, 14, 15, 16
20Response 17, 18, 19
50%
Secondary 4 SE, WQSB June 2017
Teacher Guide Page 2

6. 1
Secondary 4 SE, WQSB June 2017
Teacher Guide Page 3
ELEMENTS TARGETED
Question
World Progression of Learning
Number
A. Diversity of life forms
1. Ecology
f. Ecotoxicology
iv. Toxicity threshold
. . - Defines the toxicity threshold of a substance as the minimum concentration of
The Living World
a substance that produces a significant harmful effect in an organism (mg/kg
of the organism’s mass)
- Describes factors that influence the toxicity of a contaminant
(e.g. concentration, characteristics of the environment into which it is released,
nature of the organisms with which it is in contact, duration of exposure)
B. Changes
2. Physical changes
. c. Dilution
2 The Material World ..
ii. Determines the final volume or concentration of an aqueous solution after
dilution (e.g. the concentration of a solution decreases by half when the
volume of solvent is doubled)
B. Changes
3. Chemical changes
m. Endothermic and exothermic reactions
3 The Material World i. Distinguishes an endothermic reaction from an exothermic reaction according
to perceptible signs (e.g. temperature variations, emission of light)
ii. Distinguishes an endothermic reaction from an exothermic reaction according
to the position of the energy term in the chemical equation
B. Changes
3. Chemical changes
. i. Type of bonds
4 The Material World
ii. Ionic
- Defines an ionic bond as a bond resulting from the gain or loss of electrons
- Associates an ionic bond with an electrolytic substance
C. Organization
I. Nomenclature and notation rules
i. Applies nomenclature and notation rules to name the molecule or write the
. molecular formula of binary compounds
5 The Material World
m. Polyatomic ions
i. Recognizes the common polyatomic ions
(e.g. NH4, OH, NO3, C03, SO4, P04) by their name, their formula or their
composition
B. Changes
4. Transformation of energy
6 The Material World
e. Relationship between thermal energy, specific heat capacity and temperature
variation
ii. Applies the mathematical relationship between thermal energy, mass, specific
heat capacity and temperature variation (AE = 0 mcfl
C. Organization
7 The Material World h. Simplified atomic model
i. Represents an atom of a given element using the simplified atomic model
A. Characteristics of the Earth
3. Hydrosphere
d. Eutrophication
8 The Earth and Space . . .
i. Explains the natural process of eutrophication of a body of natural water
ii. Explains how human activities accelerate the eutrophication of a body of
natural water
The statements are taken from the Progression of Learning (MELS 2070).

7. ELEMENTS TARGETED (CONT’D)
Question
World Progression of LearningNumber
A. Characteristics of the Earth
4. Atmosphere
9 The Earth and Space d. Atmospheric circulation
ii. Describes the effect of prevailing winds on the dispersal of air pollutants in a
given region
A. Characteristics of the Earth
4. Atmosphere
b. Greenhouse effect
10 The Earth and Space i. Describes the greenhouse effect
ii. Explains some consequences of a higher concentration of greenhouse gases
(e.g. global warming that could result in higher sea levels, disturbances in
ecosystems or the melting of glaciers)
A. Diversity of life forms
1. Ecology
i. Ecotoxicology
i. Contaminant
11 The Living World
- Defines a contaminant as an agent that causes changes in the physical,
chemical or biological properties of an environment or an organism
ii. Bioaccumulation
- Defines bioaccumulation as the process by which a contaminant from the
environment or food supply accumulates in an organism
- Explains bioaccumulation in food chains (biomagnification)
B. Changes
3. Chemical changes
g. Acid-base neutralization reaction
12 The Material World ii. Names the products formed during acid-base neutralization (salt and water)
iii, Recognizes an acid-base neutralization from its equation
j. Law of conservation of mass
i. Explains the law of conservation of mass during a chemical reaction
A. Properties
3. Properties of solutions
The Material World d. Concentration
v. Determines the concentration of an aqueous
13
solution(g/L,percentage,ppm,mol!L Concentration in mol/L
C. Techniques common to Science and Technology
b. Interpreting the results of measurement
Techniques iii. Expresses a result with a significant number of digits that takes into account
the errors related to the measure (e.g. a measurement of 10.35 cm taken with
a ruler graduated in millimetres should be expressed as 10.4 cm or 104 mm)
B. Changes
5. Transformation of energy
14 The Material World j. Relationship between kinetic energy, mass and speed
ii. Applies the mathematical relationship between kinetic energy, mass and
speed_(Ek = 4mv2)
B. Changes
3. Chemical changes
15 The Material World I. Stoichiometry
i. Determines the quantities of reactants or products using stoichiometric
calculations (gram or mole)
C. Organization
i. Lewis notation
i. Determines the number of valence electrons in an element
ii. Represents atoms using Lewis notation
16 The Material World B. Changes
i. Types of Bonds
ii. Ionic
- Defines an ionic bond as a bond resulting from the gain or loss of electrons
- Makes a schematic representation of an ionic bond
Secondary 4 SE, WQSB June 2017
Teacher Guide Page 4

8. ELEMENTs TARGETED (C0NT’D)
Question
World Progression of Learning
Number
C. Organization
m. Relative atomic mass and isotopes
17 The Material World i. Defines isotopes as atoms of the same element whose nuclei have different
numbers of neutrons and therefore different atomic masses
u. Explains qualitatively the concept of relative atomic mass
C. Organization
18 The Material World
n. Concept of the mole
i. Defines the mole as the unit of measure of the amount of a substance
ii. Expresses an amount of a substance in moles
F. Electricity and electromagnetism
2. Electromagnetism
c. Magnetic field of a solenoid
i. Describes the magnetic field produced by a solenoid fright-hand rule or left-
19 The Material World hand rule)
ii. Names ways of changing the intensity of the magnetic field produced by a
solenoid (nature of the core, intensity of the current, number of tums)
iii. Explains the use of solenoids in technological applications
fe.g. earphones, electric motor, magnetic crane)
A. Characteristics of the Earth
2. Lithosphere
20 The Earth and Space g. Buffering capacity of the soil
i. Defines the buffering capacity of a soil as its ability to limit pH variations
ii. Explains the advantages of a good soil buffering capacity
Procedure for Administering the Examination
• Distribute the Question Booklets and the Student Booklets.
• Have students read the examination questions and reference materials presented in the
Question Booklet. Students must answer all questions in the Student Booklet
provided.
• Ensure that students work alone.
• Collect all Question Booklets and Student Booklets at the end of the examination
period.
Secondary 4 SE, WQSB
Teacher Guide
June 2017
Page 5

9. Instructions for Marking the Examination2
In order to determine what is expected of the students and to ensure a uniform understanding of
the evaluation tools, it is suggested that teachers in each school form a marking committee to
analyze the work of a sample of students. —
Guidelines for correcting questions requiring
an explanation, a justification or a representation:
Analyze the student’s work and determine if it is appropriate.
• An explanation, a justification or a representation is appropriate if most of the elements of
the answer are correct and if appropriate terminology or symbolism is used.
• An explanation, a justification or a representation is partially appropriate if:
> Most of the elements of the answer are correctly indicated, but the terminology or
symbolism used is not appropriate.
> Some elements of the answer are indicated, and some of the terminology or
symbolism used is appropriate.
• An explanation, a justification or a representation is inappropriate if most of the elements
of the answer are incorrect or missing or if the terminology or symbolism used is
inappropriate.
Guidelines for correcting questions requiring
the use of formal mathematical solutions:
Step 1
Analyze the work to understand the procedure used by the student, and then decide if the
procedure is appropriate or not.
A procedure is appropriate if most of the steps are relevant and could lead to the correct
answer.
A procedure is partially appropriate if the steps presented do not lead to the correct answer,
but include at least one step that is relevant and correct.
A procedure is inappropriate if none of the steps presented are relevant or if the student has
not shown any work.
Step 2
If the procedure is deemed appropriate or partially appropriate, then evaluate the answer. If
the answer is incorrect, identify the type of error(s) made.
An error is considered minor if it is an error in calculation or transcription, or if the unit of
measurement is incorrect or missing.
An error is considered major if a law, rule or formula has been applied incorrectly.
No marks are allotted for a correct answer when the procedure used is inappropriate, or no
work is shown.
.........•
.
2. Adapted from: MELS, 555-470, Science and Technology, Marking Guide, June 2072, and provided as a recommendation.
Secondary 4 SE, WQSB June 2017
Teacher Guide Page 6

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11. NOTE: • The following examples of appropriate responses are guidelines and are not
exhaustive. Teachers should use their professional judgment when correcting this
exam.
Significant figures will be evaluated in question 13.
11.
Examples of Appropriate Explanations
a) Herbicides are considered to be contaminants because:
A contaminant is a chemical agent that causes changes in physical, chemical or
biological properties of an environment or in an organism.
Accept any appropriate explanation e.g.
• The chemicals in the herbicides have a negative impact on wildlife
• The chemicals in the herbicides have caused a biological change in frogs
• The frogs were unable to reproduce
• The birds of prey were negatively affected by the herbicides.
Marking Scale
2 marks Appropriate definition of contaminant and appropriate explanation
1 mark Appropriate definition of contaminant OR appropriate explanation
o marks Inappropriate response, or did not provide a response
b) Owls are at the top of the trophic relationship. They will accumulate the
contaminants from the trophic levels below them. Concentration levels of
contaminants increase with every trophic level.
Marking Scale
2 marks Appropriate explanation
1 mark Partially appropriate explanation
o marks Inappropriate explanation, or did not provide an explanation
NOTE: Accept any other appropriate explanations.
Secondary 4 SE, WQSB
Teacher Guide
PartE
Constructed-Response Questions 11 to 20
June 2017
Page 8

12. 12.
Examples of Appropriate Responses
a)
I. The unknown product is water fH20).
ii. This is an acid-base neutralization reaction.
Marking Scale
2 marks Two correct answers
1 mark One correct answer
0 marks Incorrect answers, or no response provided
______
b)
HBr±KOH—*KBr+ 7
80.91 g+56.11 g—*119 g+ .....
137.02g— 119 g= 18.02g
The mass of the unknown product produced is 18.02 g.
Marking Scale
2 marks Appropriate procedure with a correct answer
1 mark Partially appropriate procedure with a minor error such as a calculation or transcription
error or an incorrect or missing unit of measure in the answer
0 marks Inappropriate procedure, or did not show any work, regardless of the answer
Secondary 4 SE, WQSB June 2017
Teacher Guide Page 9

13. 13.
Example of an Appropriate Procedure
Given variables:
m of LiNO3 = 45.6 mg
V =O.7500L
1. Find molar mass of lithium nitrate, LINO3
M = 6.94 g!mol + 14.01 g!mol + 3(16.00)g!mol
M = 68.95 g/mol
3. Find number of moles of LiNO3
1fl
12=—
Al
11=
45.6g
68.95 g/mol
n=O.661348mo1
4. Find molar concentration
c=!1
V
— 6.61 mol
— 0.7500L
C=0.$8moiJL
Answer
The molar concentration of this solution is 0.88 molIL.
Marking Scale
4 marks Appropriate procedure with a correct answer
3 marks Appropriate procedure with a minor error such as a calculation or transcription error or an
incorrect or missing unit of measure in the answer
2 marks Appropriate procedure with a major error such as incorrectly calculating the molar mass
I mark Partially appropriate procedure with a major error such as an incorrect application of a law,
formula or rule e.g. only found molar mass
o marks Inappropriate procedure, or did not show any work, regardless of the answer
Secondary 4 SE, WQSB June 2017
Teacher Guide Page 10

14. 14.
Example of an Appropriate Procedure
Given variables:
iii=5.Okg
g = 9.8 mIs2
Ahshed = 2.5 in
Ahgreenhouse = 0.5 in
1. Find energy of snow at roof (2.5 m)
Etotai =
Etotai = mgAh
Etotai = (5.0 kg) (9.8 mIs2)(2.5 m)
Etotai =122.5J
2. Find speed of snow at 0.5 m above ground
Etotai = + Ek
Ek = Etotai — Eg
Vim’2 = 122.5 J — ingAh
1/(5o kg)v2 = 122.5 J —(5.0 kg)9.8 mls2)(0.5 m)
½(5.0 kg)v2 = 122.5 J — 24.5 J
V(5.0 kg)v2 = 98 J
/2(12 5)
v= I— — =6.261...
V 5.0
v = 6.261 rn/s
Answer
The speed of the snow when it hits the top of the greenhouse is 6.3 mIs.
Marking Scale
4 marks Appropriate procedure with a correct answer
3 marks Appropriate procedure with a minor error such as a calculation or transcription error, or an
incorrect or missing unit of measure in the answer
2 marks Appropriate procedure with a major error such as an incorrect application of a law, formula
or rule
1 mark Partially appropriate procedure or incomplete procedure e.g. only finds potential energy
OR energy at the top of the greenhouse
0 marks Inappropriate procedure, or did not show any work, regardless of the answer
June 2017
Page 11
Secondary 4 SE, WQSB
Teacher Guide

15. 15.
Example of an Appropriate Procedure
Given variables:
m of butane used = 150 g
1. Find molar mass of butane, C4H10
MCH = 4(12.01) g/mol + 10 (1 .01)g!mol
McH0 = 58.14 g!mol
2. Find molar mass of carbon dioxide, CO2
Mc02 = 1 (1 2.01)g!mol + 2 (16.00) g!mol
= 44.01 g/mol
3. Determine mass of carbon dioxide, CO2
2 C4H10(g) + 13 °2(g) > 8 CO2(g) + 10 H20
150g m0,
mco =150 gC4H10
imol C4H10 8mol 002 144.01 9C0245419
2
58.14 g C4H10 ) 12 mol C4H10 J l 1 mol 002 )
cc = 454 g
Answer
The mass of carbon dioxide, CC2, produced was 454 g.
Marking Scale
4 marks
3 marks
2 marks
1 mark
0 marks
Appropriate procedure with a correct answer
Appropriate procedure with a minor error such as a calculation or transcription error, or an
incorrect or missing unit of measure in the answer
Appropriate procedure with a major error such as an incorrect application of a law, formula
or rule e.g. solves for mass of water
Partially appropriate procedure or incomplete procedure e.g. determines molar mass of
either butane or carbon dioxide
Inappropriate procedure, or did not show any work, regardless of the answer
I
ISecondary 4 SE, WQSB
Teacher Guide
June 2017
Page 12

16. 16.
Exampie of an Appropriate Procedure
Marking Scale
2 marks Correct Lewis notation
1 mark Partially correct Lewis notation e.g. a minor error
O marks Incorrect Lewis notation, or did not provide a response
c) Magnesium chloride forms a(n) ionic bond.
Marking Scale
1 mark Correct response
O marks Incorrect response
Magnesium Atom Chlorine Atom
Mg’
a)
Marking Scale
1 mark
O marks
b)
..
• fbsI •
•
Two correct Lewis notations
Only one correct Lewis notation, or did not provide a response
Formation of Magnesium Chloride
••
• •
• MgJ
••
Secondary 4 SE, WQSB
Teacher Guide
June 2017
Page 13

17. 17.
Examples ofAppropriate Responses
Answer
a) The masses for Boron’s two isotopes are:
10 amu
11 amu
Marking Scale
2 marks Two correct answers
1 mark One correct answer
0 marks Incorrect answers, or did not provide a response
Marking Scale
I
I
Secondary 4 SE, WQSB
Teacher Guide
June 2017
Page 14
-
b) Boron has an atomic mass of 10.87 amu because it is the relative atomic mass. ft is
an average of the masses of the different isotopes of boron; boron-JO, boron-Il.
This is calculated by working out the relative abundance of each isotope.
2 marks Appropriate explanation
1 mark Partially appropriate explanation
Omarksppropriate explanation, or did not provide an explanation

18. 18.
Example of an Appropriate Procedure
Given variables:
Ammonium hydrogen phosphate formula (NH4)2HP04
m=175g
1. Find molar mass of ammonium hydrogen phosphate (NH4)2HP04
M=2N+9H+1P+40
M = 2(14.01 g/mol) + 9(1.01 g!mol)+ 1(30.97 g/mol)+ 4(16.00 g!mol)
M = 132.08 g/mol
2. Find number of moles of ammonium hydrogen phosphate (NH4)2HP04
M=
n
m
n
M
175 g
n=
132.08 g/mol
n = 1.3249... mol
Answer
There are 1.32 moles of ammonium hydrogen phosphate in the 175 g sample.
Marking Scale
4 marks Appropriate procedure with a correct answer
3 marks Appropriate procedure with a minor error such as a calculation or transcription error, or an
incorrect or missing unit of measure in the answer
2 marks Appropriate procedure with a major error such as an incorrect application of a law, formula
or rule
1 mark Partially appropriate procedure or incomplete procedure e.g. finds molar mass
o marks inappropriate procedure, or did not show any work, regardless of the answer
Secondary 4 SE, WQSB June 2017
Teacher Guide Page 15

19. 19.
Example of an Appropriate Diagram and Response
a) Magnetic field lines and direction arrows
Core
Battery
Marking Scale
2 marks Correct drawing with magnetic field lines AND direction arrow
1 mark Correct drawing with magnetic field lines OR direction arrows
o marks Inappropriate drawing, or did not provide a response
b)
Answer
Accept any two of the following.
• Increase the number of turns of the current bearing wire on the ferromagnetic core.
• Change the nature of the core by substituting a core with stronger ferromagnetic
properties.
• Increase the intensity of the current in the coiled wire (stronger battery).
Marking Scale
2 marks
1 mark
0 marks
Two correct descriptions -
One correct description
No correct descriptions, or did not provide a response
Secondary 4 SE, WQSB
Teacher Guide
June 2017
Page 16

20. 20.
Example of Appropriate Responses
Answer
a) The crops on farm B will be most affected by acid rain.
b) Since buffering capacity is the ability of the soil to maintain its pH level when acids
or bases are introduced into the soil, a soil with a high buffering capacity would be
least affected by acid rain. The soil with the higher buffering capacity will maintain
its pH value better.
Marking Scale
4 marks Correct answer and explanation
3 marks Correct answer with an incomplete explanation
2 marks Incorrect answer with an incomplete explanation
1 mark Correct answer only
o marks Incorrect answer and explanation, or did not provide a response
_______
H!
Secondary 4 SE, WQSB June 2017
Teacher Guide Page 17

21. Feedback Questionnaire (also available on hffn/ihimnnAnp
SE-400.A 13
Science and the Environment — Secondary 4
4 Very satisfied 3 = Satisfied 2 = Not very satisfied 1 =Dissaflsfied —
Teacher’s Guide 4 3 2
Visual presentation (layout)
Time allotted for the examination
Procedure / Instructions
Information regarding materials (provided, required, authorized)
Quality and use of the evaluation tools provided (rubrics, observable
elements, etc.)
In accordance with the QEP, Progression of learning, Evaluation Framework
Visual presentation (layout)
Student Booklets 4 3 2
Level of difficulty
Instructions
Reading level
Language accuracy
Other supporting reference materials (video, magazine, etc.)
If you indicated Not very satisfied or Dissatisfied to any of the above, please comment and provide
recommendations:
Overall assessment of the evaluation situation:
Comments or recommendations:
School Board:
Name: Telephone / Email:
Please return to:
BIM, GRICS, 5100, Sherbrooke Street East, Suite 300 3rd
floor, Montréal (Québec) H1V 3R9
Fax: 514 251-3920, email: bim(grics.gc.ca