Wqsb sec 4 se june 2016 (guide)

Secondary 4 SE (558-402)Secondary 4 SE (558-402)
June 2016June 2016
Science and the EnvironmentScience and the Environment
Secondary 4 SESecondary 4 SE
Theory ExaminationTheory Examination
Teacher Guide

SSE-400.A11E-400.A11
PPUBLICATIONUBLICATION
2016
This examination was developed in accordance with Ministry guidelines at the time of its
publication.
DDESIGNESIGN TTEAMEAM
Shubha Chadha, Sir Wilfrid Laurier School Board
Francesca Fuoco, Sir Wilfrid Laurier School Board
Heather Mcpherson, Sir Wilfrid Laurier School Board
Andrea Venditti, Sir Wilfrid Laurier School Board
CCOORDINATIONOORDINATION
Barbara Choquette, GRICS
Phil Bazinet, Western Quebec School Board
Jeff Harvey, Western Quebec School Board
Michael Quinn, Sir Wilfrid Laurier School Board
VVALIDATIONALIDATION
Team Validation
Ben Basu, Western Quebec School Board
John Davis, Western Quebec School Board
Marie Gervais, Western Quebec School Board
Tracey McLaughlin, Western Quebec School Board
Kerry Cule, Learn Quebec
LLINGUISTICINGUISTIC RREVISIONEVISION
Kevin O’Donnell, GRICS
LLAYOUTAYOUT ANDAND CCOMPUTERIZATIONOMPUTERIZATION
Diane Nadeau, GRICS
IILLUSTRATIONSLLUSTRATIONS
Diane Nadeau, GRICS
Julie Phenix
Jean-Philippe Richard

TTable of Contentsable of Contents
General Information ...................................................................................................... Page 1
Presentation of the Examination ................................................................................... Page 2
Procedure for Administering the Examination ............................................................... Page 6
Instructions for Marking the Examination ...................................................................... Page 7
Marking Guide ............................................................................................................... Page 8
Appendix
Feedback Questionnaire
[Site for the electronic format: http://bimonline.qc.ca.]

GGeneral Informationeneral Information
DISCIPLINE
Science and the Environment
SUBJECT-SPECIFIC COMPETENCIES
 Makes the most of his/her knowledge of science and technology.
 Communicates in the languages used in science and technology.
TIME ALLOTTED
2 hours
An additional 5 minutes per hour may be allotted if needed.
PROVIDED DOCUMENTS
For the teacher
 Administration and Marking Guide
For the student
 Question Booklet
 Student Booklet
AUTHORIZED MATERIALS
The following materials are permitted during the examination:
 Calculators with or without graphic displays*
 Writing instruments
 Rulers
* Calculators with or without graphic displays designed mainly to perform mathematical calculations are
authorized during exams. Before the exam starts, data and programs stored in the calculator’s memory 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 an alphanumeric keyboard (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 with
others.
[Adapted from MELS Information Document, Science and Technology, Applied Science and Technology,
June/August 2012/January 2013, and provided as a recommendation.]
Secondary 4 SE, WQSB June 2016
Teacher Guide Page 1

PPresentation of the Examinationresentation 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:
 Mastery 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 20.
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
Area
The
Material
World
The
Living
World
The
Earth
and Space
Weighting 70 % 10 % 20 %
Part A
Multiple-Choice
50 %
2, 3, 4, 5
6, 7, 8
1 9, 10
Part B
Constructed-
Response
50 %
12, 13, 14, 15
16, 17, 20
11 18, 19

ELEMENTS TARGETED1
Question
Number
World Progression of Learning
1 The Living World
A. Diversity of life forms
f. Ecotoxicology
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)
iii. Bioconcentration
- Defines bioconcentration as a special case of bioaccumulation by which an
organism accumulates a contaminant through direct contact with its
environment (from sources other than food)
2 The Material World
A. Properties
3. Properties of solutions
c. pH scale
i. Describes the pH scale (acidity, alkalinity, neutrality, increasing and
decreasing values)
ii. Determines the pH of a few common substances (e.g. distilled water,
rainwater, saliva, lemon juice, cleaners)
A. Properties
b. Electrolytes
ii. Qualitatively speaking, associates the strength of an electrolyte with its
degree of dissociation
B. Changes
3. Chemical changes
i. Types of bonds
ii. Ionic
- Identifies molecules that feature an ionic bond (e.g. NaCl, NH4OH)
- Associates an ionic bond with an electrolytic substance
B. Changes
3. Chemical change
d. Precipitation
i. Describes the visible manifestation of precipitation (formation of a solid
deposit after two aqueous solutions are mixed)
B. Changes
4. Transformation of energy
e. Relationship between thermal energy, specific heat capacity, mass and
temperature variation
i. Describes qualitatively the relationship between the change in thermal
energy (quantity of heat) of a substance, its mass, its specific heat capacity
and the variations in temperature to which it is exposed
ii. Applies the mathematical relationship between thermal energy, mass,
specific heat capacity and temperature variation (ΔE = Q = mcΔT)
B. Changes
3. Chemical changes
j. Law of conservation of mass
i. Explains the law of conservation of mass during a chemical reaction
C. Organization
h. Simplified atomic model
i. Represents an atom of a given element using the simplified atomic model
9 The Earth and Space
A. Characteristics of the Earth
2. Lithosphere
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
4. Atmosphere
d. Atmospheric circulation
i. Describes the main factors responsible for atmospheric circulation
(e.g. pressure variations, uneven heating of the Earth's surface)
ii. Describes the effect of prevailing winds on the dispersal of air pollutants in a
given region
1
. The statements are taken from the Progression of Learning (MELS 2011).

ELEMENTS TARGETED (CONT’D)
Question
Number World Progression of Learning
11 The Living World
A. Diversity of life forms
1. Ecology
f. Ecotoxicology
i. Contaminant
- Defines a contaminant as an agent that causes changes in the physical,
chemical or biological properties of an environment or an organism
iv. Toxicity threshold
- Defines the toxicity threshold of a substance as the minimum concentration
of 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
3. Chemical changes
k. Balancing chemical equations
i. Balances chemical equations
B. Changes
3. Chemical changes
l. Stoichiometry
i. Determines the quantities of reactants or products using stoichiometric
calculations (gram or mole)
C. Organization
j. Nomenclature and notation rules
i. Applies nomenclature and notation rules to name the molecule or write the
molecular formula of binary compounds
k. Polyatomic ions
i. Recognizes the common polyatomic ions (e.g. NH4, OH, NO3, CO3, SO4,
PO4) by their name, their formula or their composition
B. Changes
3. Chemical changes
m. Endothermic and exothermic reactions
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
4. Transformation of energy
f. Relationship between potential energy, mass, acceleration and distance
travelled
ii. Applies the mathematical relationship between potential energy, mass,
gravitational acceleration and the distance travelled (Ep = mgh)
g. Relationship between kinetic energy, mass and speed
ii. Applies the mathematical relationship between kinetic energy, mass and
speed (Ek = ½ mv2)

ELEMENTS TARGETED (CONT’D)
Question
Number World Progression of Learning
A. Properties
a. Solutions
iv. Determines the concentration of an aqueous solution (g/L, percentage, ppm,
mol/L)
4. Atmosphere
b. Greenhouse effect
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)
3. Hydrosphere
d. Eutrophication
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
20
The Material World
G. Force and motion
e. Effective force
i. Defines effective force as the component of the applied force parallel to the
direction of travel
ii. Determines graphically the magnitude of the effective force in a given
situation
f. Relationship between work, force and distance travelled
ii. Applies the mathematical relationship between work, effective force and
distance travelled (W = FΔd)
Techniques
C. Techniques common to Science and Technology
b. Interpreting the results of measurements
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)

PProcedure for Administering the Examinationrocedure 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.

IInstructions for Marking the Examinationnstructions for Marking the Examination22
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, 555-410, Science and Technology, Marking Guide, June 2012, and provided as a recommendation.

MMarking Guidearking Guide
PartPart AA
Multiple-Choice Questions 1 to 10
1. A 4 0
2. C 4 0
3. B 4 0
4. C 4 0
5. B 4 0
6. A 4 0
7. B 4 0
8. D 4 0
9. D 4 0
10. C 4 0

PartPart BB
Constructed-Response Questions 11 to 20
NOTE: • The following examples of appropriate responses are guidelines and are not
exhaustive. Teachers should use their professional judgement when correcting this
exam.
• Significant figures will be evaluated in question 20.
11.
Examples of Appropriate Responses
1. Ecotoxicology: They are the effects that toxic chemicals have on biological
organisms, populations, communities and ecosystems.
Example: Heavy metals are toxic to fish and aquatic ecosystems.
2. Contaminant: An agent that causes changes in the physical, chemical or
biological properties of an environment or an organism.
Example: Heavy metals such as mercury, lead, aluminum and cadmium are
examples of contaminants.
3. Toxicity threshold: The minimum concentration of a substance that produces a
significant harmful effect.
Example: Concentrations of copper above 0.005 ppm and concentrations
of zinc above 0.026 ppm are found to produce genetic defects in
fish.
4. A factor that affects the toxicity threshold: (Any of the following)
• Concentration of contaminants
Example: 0.005 ppm for copper and 0.026 ppm for zinc
• Characteristics of the environment into which it is released
Example: Fish live and breathe in a contaminated environment
• Nature of the organisms with which it is in contact
Example: Rainbow trout and yellow perch
• Duration of exposure
Example: All their lives
NOTE: Accept other suitable responses.
Marking Scale
4 marks Appropriate responses with 4 correct explanations and 4 examples
3 marks Appropriate responses with 3 or 2 correct explanations and 3 examples
2 marks Appropriate responses with 2 or 1 correct explanations and 2 examples
1 mark Partially appropriate response with 1 correct explanation and 1 example
0 marks Inappropriate responses, or did not provide a response

12.
a) ( ) ( ) ( ) ( )l2g2g2l125 OH6CO5O8HC +→+
5 C 1 5
12 H 2 12
8 2 O 3 11 16
Answer
The balanced chemical equation:
( ) ( ) ( ) ( )l2g2g2l125 OHCOOHC 658 +→+
Marking Scale
2 marks Appropriate response, equation is correctly balanced
1 mark Partially appropriate response (e.g. did not reduce, or placed a 1 in front of C5H12)
0 marks Inappropriate response, or did not provide a response
b) ( ) ( ) ( ) ( )g2s6126l2g2 O6OHCOH6CO6 +→+
6 1 C 6
12 2 H 12
18 13 3 O 8 18
Answer
The balanced chemical equation:
( ) ( ) ( ) ( )g2s6126l2g2 OOHCenergyOHCO 666 +→++
Marking Scale
2 marks Appropriate response, equation is correctly balanced
1 mark Partially appropriate response (e.g. did not reduce, or placed a 1 in front of C6H12O6)

13.
Example of an Appropriate Procedure
Given variables
Mass of
6126 OHC : 1.00 g
1. Find molar mass of:
g/mol18.180massmolarTotal
g/mol96g/mol00.166:O
g/mol12.12g/mol01.112:H
g/mol06.72g/mol01.126:C
OHC 6126
=
=×
=×
=×
g/mol01.44massmolarTotal
g/mol32g/mol00.162:O
g/mol01.12g/mol01.121:C
CO2
=
=×
=×
2. Find mass of 2CO
g465.1COofMass
COmol1
g01.44
OHCmol1
COmol6
OHCg18.180
mol1
OHCg00.1
2
26126
2
6126
6126
=
×××
Answer
The mass of 2CO produced by a hummingbird in one day is 1.47 g.
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 or incomplete procedure (e.g. calculated molar mass for carbon
dioxide and glucose)
0 marks Inappropriate procedure, or did not show any work, regardless of the answer

14.
Name of Acid Molecular Formula Explanation
Hydrogen sulphate 42SOH
H has a +1 charge.
SO4 has a −2 charge, so
you need 2 H to cancel the
−2 charge of the SO4
2−
.
Hydrogen carbonate 32COH
Hydrogen phosphate 43POH
H has a +1 charge.
PO4 has a −3 charge, so
you need 3 H to cancel the
−3 charge of the PO4
3−
.
Marking Scale
4 marks Appropriate response with 5 correct answers
1 mark Partially appropriate response with 2 correct answers
0 marks Inappropriate response with 1 or 0 correct answers

15.
Endothermic Reactions Exothermic Reactions
Examples A and C Examples B and D
Marking Scale
1 mark Partially appropriate response with 1 correct answer

16.
Given variables
Mass of car and passengers: 2.20 × 103
kg
Height of hill A: 20.0 m
Height of hill B: 10.0 m
1. Find mechanical energy at hill A
( )( ) ( ) ( )( )
J800448
J60017J200431
m/s00.4kg1020.2½m0.20N/kg8.9kg1020.2
½
M
M
233
M
2
M
kpM
=
+=
×+×=
+=
+=
E
E
E
mvmghE
EEE
2. Find mechanical energy at hill B
( )( ) ( ) ( )
( )
( )
( )
( )
m/s56.14
J/kg212
kg1020.2½
J200233
kg1020.2½J200233
kg1020.2½J600215J800448
kg1020.2½m0.10N/kg8.9kg1020.2J800448
½
2
3
2
23
23
233
2
M
kpM
=
=
×
=
×=
×+=
×+×=
+=
+=
v
v
v
v
v
v
mvmghE
EEE
Answer
The speed of the roller coaster car at hill B is m/s14.6 .
Marking Scale
incorrect or missing unit of measure in the answer
or rule (e.g. student omits to take the square root of the speed for a final answer)
1 mark Partially appropriate or incomplete procedure(e.g. student only found the initial mechanical
energy)

17.
Given variables
Volume: 375 mL = 0.375 L
Concentration: 2.40 mol/L
1. Find molar mass of ( )23NOCa
g/mol10.164massMolar
g/mol02.28g/mol01.142:N
g/mol00.96g/mol00.166:O
g/mol08.40g/mol08.401:Ca
=
=×
=×
=×
2. Find number of moles
mol900.0
L375.0
mol/L40.2
volume
=
=
=
n
n
n
M
3. Find number of grams
( )
( )
g69.147
g/mol10.164
g
mol900.0
massmolar
soluteofmass
=
=
=
m
m
n
Answer
You need 148 g of ( )23NOCa to make the solution.
Marking Scale
3 marks Appropriate procedure with a minor error such as a calculation error or transcription error
or an incorrect or missing unit of measure in the answer (e.g. did not convert mL to L)
or rule
1 mark Partially appropriate or incomplete procedure (e.g. finds only the molar mass and/or
number of moles, and/or solves for concentration in g/L)
0 marks Inappropriate procedure or did not show any work, regardless of the answer

18.
a)
Human Activity Explanation
Heating houses, driving cars,
building factories
• Fossil fuels, oil, natural gas, and coal furnish most
of the energy used to produce electricity, run
automobiles, heat houses, and power factories.
When they are burned the carbon combines with
oxygen in the atmosphere to form carbon dioxide.
• Carbon dioxide from the burning of fossil fuels is
the largest single source of greenhouse gas
emissions from human activities.
• Burning coal and gasoline in automobiles produces
CO2 which adds to the greenhouse effect.
Agriculture, farming to produce
crops
• When forests are cleared for agriculture or
development, most of the carbon in the burned or
decomposing trees escapes to the atmosphere.
Recent deforestation has occurred mainly in the
tropics.
• Deforestation is the second largest source of
carbon dioxide production.
• Excessive use of nitrogen rich fertilizer produces
nitrous oxide N2O.
• Rice farming and manure storage and management
produces methane CH4, a greenhouse gas.
Animal farming • The second-most important greenhouse gas after
carbon dioxide is methane. Domesticated animals
emit methane. It is produced by cattle, dairy cows,
buffalo, goats, sheep, camels, pigs, and horses.
Most livestock-related methane emissions are
produced by "enteric fermentation" of food by
bacteria and other microbes in the animals'
digestive tracts. Another source is the
decomposition of animal manure.
• Raising animals for meat, poultry involves
increasing their population. Digestion in farm
animal produces methane.
Marking Scale
3 marks Appropriate response with 3 correct activities and 3 explanations
2 marks Appropriate response with 3 or 2 correct activities and 2 explanations
1 mark Appropriate response with 2 or 1 correct activity and 1 explanation

b)
Global warming may be reduced by… (any of the following)
• Taking public transport
• Reducing heating in homes
• Reducing consumption of manufactured products
• Planting trees
• Reducing consumption of meat products
Marking Scale
1 mark Appropriate response with correct description

19.
Increases in nitrogen and/or phosphorous affect water quality and eutrophication in the following
ways:
Any four of the following statements.
• These elements act as fertilizer to phytoplankton.
• Increased plant populations cause a change of wildlife species.
• Increase algae bloom results in decreased light penetration.
• Decreased light causes less photosynthesis and less oxygen production.
• Over time, the algae die. The decomposition of algae requires oxygen.
The result is the depletion of dissolved oxygen in the water.
• Lack of oxygen results in the death of marine animals. The end result is a dead
lake.
Marking Scale
4 marks Appropriate response with 4 correct statements
1 mark Partially appropriate response with 1 correct statement
0 marks Inappropriate responses or did not provide a response

20.
Given variable
Mass of block: 100.00 g
Length of incline: 19.20 cm
Angle of incline: 30.0°
1. Conversions
Convert mass into kg: kg100000.1g00.100 1−
×=
Convert length into m: m1092.1cm20.19 1−
×=
2. Find weight
( )( )
N108000.9
N/kg8.9kg100000.1
1
g
1
g
g
−
−
×=
×=
=
F
F
mgF
3. Find effective force
( )( )
N109000.4
0.30sinN108000.9
θsin
1
eff
1
eff
geff
−
−
×=
°×=
•=
F
F
FF
4. Find work
( )( )
J10408.9
m1092.1N109000.4
2
11
−
−−
×=
××=
=
W
W
FdW
Answer
The work needed for the mass to reach the bottom of the inclined plane is J109.41 2−
× of
work.
Marking Scale
incorrect or missing unit of measure in the answer or incorrect significant figures
or rule (e.g. used cosine instead of sine)
1 mark Partially appropriate or incomplete procedure (e.g. only found the weight)

Appendix
FFeedbackeedback QQuestionnaireuestionnaire (also available on(also available on HTTPHTTP://://BIMONLINEBIMONLINE..QCQC..CACA))
SE-400.A11
Science and the Environment – Secondary 4
4 = Very satisfied 3 = Satisfied 2 = Not very satisfied 1 = Dissatisfied
Teacher’s Guide 4 3 2 1
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.)
Accordance with the QEP, Progression of Learning, Evaluation
Framework
Student Booklet 4 3 2 1
Level of difficulty
Instructions
Reading level
Language accuracy
Other supporting reference materials (video, magazine, etc.)
If you have indicated Not very satisfied or Dissatisfied with any of the above, please comment and provide
recommendations:
Overall assessment of the examination:
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.ca
Appendix

Wqsb sec 4 se june 2016 (guide)

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