Science 30 Diploma Prep– General Diploma Info
For All You Need to Know about Science 30 (Well most of it anyway…)
Your school-awarded mark is worth 50% of your final mark in Science 30. Your Science 30Diploma Examination mark is worth the other 50% of your final mark.
The Science 30 Diploma Examination consists of 39 multiple-choice questions and
16 numerical-response questions worth one mark each (may shift slightly). There is no penalty for guessing—never leave a blank on your answer sheet. Numerical-response questions are worth one mark each and require you to fill in the correct sequence of numbers on your answer sheet.
The best way to prepare to write the Science 30 Diploma Examination is to start with a positive attitude and establish good study habits. The skills and knowledge that you gain in the course are essential to your success on the diploma examination.
Your exam is on Wednesday January 30th from 9:00am-11:30am (You should arrive at least 15 minutes prior to your exam as we will take you into the gymportables early to setup)
Breakdown of Exam
Outcome / Unit and Topic / Focus / Approx Number of Q’sGeneral / Manipulated/Responding/Controlled Variables or Perspectives Question / 2% / 1
A1/A2 / Circulatory and immune systems / 10–15% / 7
A3 / Genetics / 10–15% / 7
B1/B2 / Environmental Chemistry and Acid Deposition / 20% / 9
B3 / Organic Chemistry / 10% / 4
C1 / Fields and Circuits / 13–18% / 9
C2 / Electromagnetic system and Astronomy / 7–12% / 5
D1/D2 / Energy and the environment / 20–30% / 13
Getting Ready to Write the Exam
Schedule review periods well in advance. Keep your reviews short and frequent. Create reviewtools, such as summaries of class notes for each unit and flashcards of scientific diagrams andprocesses. Prepare a checklist of everything you need to know for the exam (included). Include major unittopics, chapter quizzes, labs, and assignments. Check-off concepts from the Diploma Prep material once you have mastered it.
Suggested 9-day Study Schedule for Science 30
Day 1Circulatory System (Unit A – A1 and A2) / Day 2
Genetics (Unit A – A3) / Day 3
Acids and Bases (Unit B – B1) / Day 4
Organic Chemistry (Unit B – B2 and B3) / Day 5
Field Theory and Circuits (Unit C – C1)
Day 6
EMR
(Unit C – C2) / Day 7
Environment
(Unit D – D1/D2) / Day 8
Review / Day 9
Review / Exam Day
Exam-Day
On exam day, arrive early and get organized. You are responsible for providing your ownHB pencil, eraser, and calculator for writing the diploma exam. Double-check your batteries! No print or electronicdictionaries or texts are allowed. Remember to relax and do your best. Mark questions thatyou can’t answer immediately and come back to them later. Pace yourself and answer everyquestion.
Read the instructions, and then read the context and the question or questions you will be answering.Carefully read all the information given in the context provided. For multiple-choice questions, read the stem of the question and formulate an answer to the question in your mind beforelooking at the four alternatives given. Then look at the four alternatives and find the answeramong them. Some questions are more difficult than others and will require you to choose thebest answer. For numerical-response questions, pay close attention to the instructions below thequestion so that your answers are expressed or rounded appropriately with the correct numberof digits.
Numeric Response
The numeric response will follow the same format as during our exams. Note there will be only four boxes. There are no negative values and there may be more than one correct answer for numeric response questions. Use all the digits during your calculations and make sure you round correctly at the end.
Pay attention to how many digits it says to record.
Example
The hydronium ion concentration, [H3O+(aq)], for a solution witha pH of 5.500, expressed in scientific notation, is a.bc× 10–d mol/L.
The values of a, b, c, and d are ______, ______, ______, and ______.
(Record all four digits of your answer in the numerical-response
section on the answer sheet.)
General Science 30
One of the major goals of Science 30 is to produce scientific-literate members of society. Being safe, inquisitive, respectful and competent are all STS-goals associated with these goals. Many of these goals are difficult to test in a multiple choice test, so we will focus on the few that may come up.
Scientific Method
To be termed scientific, a method of inquirymust be based on gathering observable empiricalandmeasurable evidencesubject to specific principles ofreasoning. A scientific method consists of the collection ofdatathroughobservationand experimentation, and the formulation and testing ofhypotheses.
Manipulated variableThe variable that is deliberately changed by the scientist.
“What is the scientist changing in this experiment?” / Responding variable
The variable that changes as a result of the change in the manipulated variable.
What is the scientist looking for or trying to measure? / Controlled variables
All the variables that are kept the same so that any change in the responding variable can be attributed to the change in the manipulated variable.
What does the scientist have to do in order for this to be a fair test?
General Safety – WHMIS Symbols and MSDS Safety Sheets
WHMIS is a symbol of symbols used in schools and workplaces to identify and classify potentially dangerous materials. Each substance is shipped with an MSDS that states the information about the material including hazards, safety precautions, disposal, etc.
Warming / Symbol / Risks / ExamplesCompressed Gas / / •Could explode due to pressure
•Could explode if heated or dropped / Acetylene, hydrogen gas and oxygen gas.
Flammable
and
Combustible / / May ignite spontaneously
May be a material which will release flammable products / Methane, acetone
Oxidizing
Material / / Increase fire and explosion hazard
May cause combustibles to explode or react
violently / Ozone, chlorine, and nitrogen dioxide
Poison (Short Term) / / May be fatal if ingested or inhaled
May be absorbed through the skin
Small volumes have a toxic effect / Cyanide, mercury, drano, anti-freeze
Toxic (Long Term) / / May cause death or permanent injury
May cause birth defects or sterility
May cause cancer / Asbestos causes cancer, ammonia is an irritant.
Biohazardous / / Infectious agents or biological hazard. / Viruses, Yeasts, Moulds, Bacteria
and Parasites
Corrosive / / Eye and skin irritation on exposure
Severe burns/tissue damage on longer exposure
Lung damage if inhaled / Acids, ammonia.
Dangerously Reactive / / May be chemically unstable
May explode if exposed to shock or heat
May release toxic or flammable vapour / Ozone, radioactive material
Science 30 Diploma Prep Unit A – Circulatory and Genetics
The two major outcomes for this unit are:
- analyze the function of the circulatory and immune systems in maintaining human health (Unit A, GO A1 and A2) 10–15%
- apply the principles of heredity and molecular genetics to human diseases and technological applications (Unit A, GO A3) 10–15%
General Outcome 1
Students will analyze how the human circulatory system facilitates interaction between blood cells and the external environment and investigate cardiovascular health.
The heart and blood flow - Know the four chambers of the heart, the septum, where the valves are located, and how the valves work (specific names of valves are not needed). Know how blood circulates through the body, the differences in structure and function between arteries and veins, and that gas exchange happens at the cellular level in capillaries. Remember arteries are oxygen rich and veins are oxygen poor. In addition, remember the two exceptions to the rule: the pulmonary artery and pulmonary vein.
Be able to trace the pathway of the blood from the vena cava, through the heart, to the lungs, back to the heart, and out of the aorta. Understand the chambers work at the same time with one another. Know that a natural pacemaker is responsible for the rhythmic contractions of the heart chambers. The heart receives oxygen through the coronary arteries. The systolic pressure is when the ventricles contract and diastolic is when the ventricles relax (i.e. 120/80 blood pressure – measured in the arteries).
Know the shape and function of the main components of blood- red blood cells, white blood cells, platelets, and plasma. Be able to recognize the relationship between iron, hemoglobin, and oxygen transport.
Health of one’s heart can depend on a number of factors including exercise, lifestyle, diet, gender, and family history. Understand higher blood pressure, sustained high heart rate, and high cholesterol levels have a negative impact on your heart. Understand in general a number of blood/heart diseases and the immediate and long-term impacts (i.e. heart attack, arthrosclerosis, and stroke).
General Outcome 2
Students will analyze the defense mechanisms used by the human body to protect itself from pathogens found in the external environment.
Pathogens in the environment enter the circulatory system by getting by your body’s first line of defence (things like tear, skin, mucous, and stomach acid). These pathogens may be in the form bacteria, viruses, or mosquito-borne parasites. Washing your hands and improving sanitation in areas reduces the amount of harmful pathogens entering your body.
The Immune Response – a pathogen will break the first line of defence and is consumed by a macrophage (white blood cell). Pathogens contain markers called antigens that are now displayed by the macrophage. Helper T-Cells recognize the antigen as foreign material and signal for help. They signal to the B-Cells, who help produce antibodies that attach to the antigens and make it easier to identify foreign pathogens. They also signal to killer T-cells who destroy the foreign pathogens. Memory cells (both B and T) remember the antigen so that it can be easily tracked and killed if it returns. Suppressor T-cells signal an end to the immune response.
Vaccines act by using a partially dead or completely dead pathogen and injecting it into the blood stream. The immune response is then carried out in order for the body to remember the disease. Vaccination programs are beneficial in controlling epidemics or dealing with concerns about the spread of possible infection, such as tetanus, smallpox and the latest cases of H1N1. Scientific studies have shown there are very small possibilities for reactions from vaccination, yet people will often listen to anecdotal stories over scientific studies. (For instance, study after study has found no link between autism and vaccinations, yet the rumour continues).
Problems with the immune system can result in people getting sicker more often. Antibiotics are often used to kill bacteria, however if they are not used correctly they can create resistant strains in the environment. An autoimmune disease is when the body starts attacking its own cells mistaking them for foreign pathogens ( For example, multiple sclerosis is when the immune system attacks the nerve cells in the spinal cord and brain).
General Outcome 3
Students will apply the principles of heredity and molecular genetics to explain how human diseasescan arise from inherited traits, the risks and benefits of genetic technology, and the need for ethicalconsiderations in the application of scientific knowledge.
The general characteristics of the structure and function of DNA should be understood. Students are expected to know the base names and how the bases pair. They should be able to describe chromosomes, alleles, and DNA. A general description of the main events of DNA replication (such as the molecule unzipping down the middle and new specific bases linking) and protein synthesisusing the amino acid table in the data booklet is required. Use the data book to correctly know the names of the nitrogen bases.
A general description of the sequence of events for mitosis and meiosis is needed. For example, students should know that chromosomes double, line up at the equator, and separate and pull to opposite poles. Students will need to know the terms haploid (n) and diploid (2n), homozygousand heterozygousin their descriptions. Students should be able to make the connection between fertilizationand crosses in Punnett squares. Know the difference between phenotypes – what is expressed (i.e. blonde hair and blue eyes) and genotypes – what the gene looks like (i.e. BB or Tt). Be able to read a pedigree chart and infer phenotypes and genotypes.
To understand the role of DNA, students need to know that proteins make up the structure of the cell and regulate the chemical reactions in the cell. Know the terms enzyme and hormone. Diploma examinations will place more emphasis on the risks and benefits of genetic technologies and their ethical considerations from a variety of perspectives than in previous years.
Genetic engineering is the manipulation of genes and the DNA code. Genetic therapy involves isolation of a gene involves identifying and extracting a certain gene. Next a gene spliced into a cell (like bacteria) to grow and multiply and transform the target DNA. The new DNA then replicates and multiplies.
Key Advantages of genetic engineering: producing new medications (ex. Insulin or vaccines), genetically modified foods resistant to insects, pests, or bacteria with a decreased focus on fertilizers and pesticides. Larger yields (production), stay fresh longer, or more nutrients. Future possibilities of elimination genetic diseases in human beings (ex. Cystic fibrosis)
Key Disadvantages of genetic engineering: Can introduce unwanted resistant strains of plants or organisms into an environment. Allergies with genetically modified foods. Ethical issues of playing with the DNA “playing God”. Ethical issues of using animals for testing purposes. Using stem cells, female eggs for testing. Unintended consequences on ecosystems not foreseen when a new organism is introduced.
Health Problems : Cause – Effect
Know the basics about each below:
Classification / Description / ExamplesAutoimmune Diseases / Improper immune response – body starts attacking it’s own healthy cells / Multiple sclerosis, Type 1 Diabetes, Rheumatoid arthritis
Autosomal Recessive / Two copies of an abnormal gene must be present in order for the disease or trait to develop. / Cystic fibrosis, Tay-Sachs, Albinism
Autosomal Dominant / You only need to get the abnormal gene from one parent in order for you to inherit the disease. One of the parents may often have the disease. / Huntington's disease ,Polydactyl
Pathogen Diseases / Diseases caused by pathogens (bacteria, virus, fungi) and not genetically inherited. / Strep throat, syphilis, influenza, pneumonia, food poisoning.
Science 30 Diploma Prep Unit B – Chemistry
The two major outcomes for this unit are (20-30%):
- analyze the sources of acids and bases and their effects on the environment
- analyze the sources of organic compounds and their effects on the environment
- analyze, from a variety of perspectives, the risks and benefits of using chemical processes in meeting human needs and assess technologies for reducing the impact of chemical compounds on the environment.
General Outcome 1
Students will analyze the sources of acids and bases and their effects on the environment.
Before analyzing chemical reactions, you will need to be able to balance chemical equations. Based on the chemical formula, you should be able to identify acid, basic, or neutral based substances.
Acids and Bases
- common acids can be found in your data booklet on p.12
- most acids produce H+ions in aqueous solutions (Ex. Hydrochloric, nitric, acetic acid)
- most bases produce OH-ions in aqueous solutions (Ex. NaOH, ammonia, calcium hydroxide)
- Better definition
- acids are proton donors (lose a H+ ion)
- bases are proton acceptors (accept a H+ ion)
Properties of Acids
taste sour, electrolytes, react with bases to form salts and water, corrsoive, evolve hydrogen gas (H2) upon reaction with an active metal and turn litmus paper RED.
Properties of Bases
taste bitter, feel slippery or soapy, turn litmus back to BLUE, electrolytes, some are also corrosive, react with acids to form salts and water
The pH Scale
The pH scale measures how acidic or basic a substance is. The pH scale commonly ranges from 0 to 14. A pH of 7 is neutral. A pH less than 7 is acidic. A pH greater than 7 is basic.
The pH scale is logarithmic and as a result, each whole pH value below 7 is ten times more acidic than the next higher value. For example, pH 4 is ten times more acidic than pH 5 and 100 times (10 times 10) more acidic than pH 6.
Concentration of [H+] ions is found to be a logarthimic scale (multiply concentration by 10 for every 1 pH change)
When writing acid-base reactions: identify the acid and the base using the table on p. 12 of your data table. Stronger acids are higher up in the acid column, stronger bases are lower down in the base column. Identify the conjugate forms of each by moving across the table.