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Science 30 Science 30 Science 30 Science 30 Science 30 Science 30 Science 30 Science 30 Scien

0 Science 30 Science 30 Science 30 Science 30 Science 30 Science 30 Science 30 Science 30

Science 30 Science 30 Science 30 June 2001


Science 30 Science 30 Science 30 Science 30 Science 30 Scien

0 Science 30 Science 30 Science 30 Science 30 Science 30 Science 30 Science 30 Science 30

Science 30 Science 30 Science 30 Science 30 Science 30 Science 30 Science 30 Science 30 Scien

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Science 30
cience 30 Science 30 Science 30 Science 30 Science 30 Science 30 Science 30 Science 30 Scienc

0 Science 30 Science 30 Science 30 Science 30 Science 30 Science 30 Science 30 Science 30


Grade 12 Diploma Examination
Science 30 Science 30 Science 30 Science 30 Science 30 Science 30 Science 30 Science 30 Scien

0 Science 30 Science 30 Science 30 Science 30 Science 30 Science 30 Science 30 Science 30

Science 30 Science 30 Science 30 Science 30 Science 30 Science 30 Science 30 Science 30 Scien

0 Science 30 Science 30 Science 30 Science 30 Science 30 Science 30 Science 30 Science 30

Science 30 Science 30 Science 30 Science 30 Science 30 Science 30 Science 30 Science 30 Scien

0 Science 30 Science 30 Science 30 Science 30 Science 30 Science 30 Science 30 Science 30

Science 30 Science 30 Science 30 Science 30 Science 30 Science 30 Science 30 Science 30 Scien

0 Science 30 Science 30 Science 30 Science 30 Science 30 Science 30 Science 30 Science 30

Science 30 Science 30 Science 30 Science 30 Science 30 Science 30 Science 30 Science 30 Scien

0 Science 30 Science 30 Science 30 Science 30 Science 30 Science 30 Science 30 Science 30

Science 30 Science 30 Science 30 Science 30 Science 30 Science 30 Science 30 Science 30 Scien






 
   

   
 

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Science 30 June 2001 Diploma Examination
Multiple Choice and Numerical Response Keys

1. D 21. A
2. B 22. B
3. A 23. B
4. D 24. C
5. A 25. D
6. A 26. B
7. D 27. D
8. C 28. D
9. C 29. D
10. A 30. B
11. D 31. D
12. B or 32. D
C
13. A 33. A
14. C 34. B
15. C 35. B
16. A 36. B
17. A 37. A
18. D 38. A
19. A 39. D
20. C 40. D

1. 4231
2. 4213
3. 25 or 25.0 or 0.25 or .25
4. 1.33
5. 1235
6. 10.8
7. 2.58
8. 2345 in any order
9. 8.33 or 8.3
10. 312
11. 9.32
12. 3241 or 3214

08/16/01
June 2001 - Sample Answer

Short Answer

Helper T cells are responsible for recognizing foreign proteins. If these cells are
destroyed the body will be unable to recognize and identify antigens. As a result the
invading pathogens are allowed to increase in number and the B cells do not receive
the information they need to produce antibodies. Without antibodies, the pathogens
are not identified for the killer T cells. Killer T cells would normally destroy the
pathogens. Persons with AIDS usually die as the result of complications from other
pathogens.

SCORING GUIDE FOR SHORT ANSWER


Score Scoring Descriptions
4 The response reflects an accurate understanding of the immune
Standard response. The specific function of helper T cells in recognizing
of antigens is explained correctly. The specific action of HIV in
Excellence stopping the immune response to any pathogen is explained.
The response reflects an adequate understanding of the immune
3 response. The significance of helper T cells is understood.
The response reflects a sketchy understanding of the immune
2 response. The function of some immune cells in dealing with
Acceptable pathogens is explained correctly.
Standard
The response reflects a poor understanding of the immune response.
The function of immune cells in dealing with pathogens is explained
1 incorrectly.
0 The response does not address any of the major points of the question
at an appropriate level for a 30-level course.

08/16/01
June 2001 - Sample Answer for Long Answer 1

Check the pH of soils and rainwater around the refinery to see if there is a pattern of
lowered pH. Check the pH of soils and rainwater around the refinery over a period of
time to see if the pH changes.

Grow potatoes and alfalfa in plots of soil commonly found on the farm. Adjust the soil
pH to grow the crops under a variety of pHs. Monitor the number of plants that can
survive under the different pHs. Monitor the health of the plants.

If the number of alfalfa plants decreases and the condition of the plants deteriorates as the
pH decreases but the number of potato plants remains constant and the condition of the
plants does not deteriorate with a decrease in pH, it would be reasonable to assume acid
deposition from the sour gas plant is affecting the two crops.

pH of Soil 8 7 6 5
# Surviving
alfalfa plants
# Surviving
potato plants
Condition of
alfalfa plants
Condition of
potato plants

08/16/01
JUNE 2001 - SCORING GUIDE FOR LONG ANSWER 1
Score Scoring Descriptions
The response is complete, well organized, and reflects thorough
4 understanding and logical consistency of thought. The data table is
clear and correct. The response demonstrates a thorough
Standard understanding of variables involved in the study and how the results
of
Excellence relate to acid deposition.
The response is mostly complete, organized, and reflects correct
understanding. The data table is correct. The response
3 demonstrates a correct understanding of variables involved in the
study and how the results relate to acid deposition.
The response is organized, and is generally logical and consistent.
2 The data table is mostly correct. The response demonstrates a
general understanding designing a study.
Acceptable
Standard
The response is incomplete, disorganized, and reflects poor
understanding. The data table is incorrect. The response
1 demonstrates a poor understanding of designing a study.

08/16/01
June 2001 - Sample Answer for Long Answer 2

Wind vs. Coal-Fired Power

Both wind and coal-fired power are produced and delivered to the public at a
reasonable cost. In Alberta this is at an average cost of 11¢/kWh. A coal-fired
power plant is more costly to construct than a wind farm but is less costly to
maintain. Coal-fired plants are built to last approximately twenty years, at which
time they are reevaluated and their period of operation may be extended. Wind mills
last for an unlimited period of time with proper maintenance, but may need
upgrading as new technologies emerge.

The environmental impact of a wind farm is three-fold. The windmills are visually
imposing and their operation is noisy to anyone close by. They also are responsible
for bird deaths from the large blades. They are also restricted to locations that have
consistent winds.

Thermal power generating stations produce waste heat. In order that thermal
pollution is minimized, cooling ponds are constructed to accept the warmed water
resulting from the steam used to drive the turbines. Water exiting from the cooling
pond(s) is replaced to the lake (from which the water was originally taken to produce
steam), but still at a temperature higher than it was originally. This results in weed
and algae growth. The decay of these plants results in premature eutrophication of
the lake. Emissions from burning coal at thermal plants include, CO2, SO2, and
NO2. All contribute to acid rain, especially if sulphur content of the coal is high.
Efficient (complete) combustion also results in more oxides of nitrogen being
produced. Ash from burning the coal is a waste that needs to be disposed of and is
usually put back into the area where the coal was mined, if nearby. Coal mining
scars the land, especially if strip mining is done, and land needs to be reclaimed.
Land can never be reclaimed to the extent that the original ecosystem is restored; this
may take years to occur, if it ever does.

Wind is a renewable energy source as solar heating of the atmosphere generates it.
As such it is continuously renewed and dependent only on weather patterns. Coal
thermal power generation relies upon the burning of a finite, nonrenewable resource.
Although coal reserves are plentiful in Canada, especially in Alberta, this resource
will eventually be depleted sometime in the next century and an alternate source of
energy will have to be found.

08/16/01
JUNE 2001 - SCORING GUIDE FOR LONG ANSWER 2

SCORE SCORING DESCRIPTIONS

4 The response is complete, well organized, and reflects thorough


understanding and logical consistency of thought. The comparison of
Standard of the economic, environmental impact, and resource depletion aspects is
Excellence clear and correct.

3 The response is mostly complete, organized, and reflects correct


understanding. The comparison of the economic, environmental
impact, and resource depletion aspects are mostly accurate and complete.

2 The response is organized, and is generally logical and consistent.


The comparison of the economic, environmental impact, and resource
Acceptable depletion aspects are generally accurate and complete.
Standard
The response is incomplete, disorganized, and reflects poor
1 understanding. The comparison of the economic, environmental
impact, and resource depletion aspects are vague and lacking.

0 The response does not address any of the major points of the question.

08/16/01

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