Science 20

Units A and B Midterm

Multiple Choice Key

1. C

9.

2. A

10.

3. D

11.

4. A

12.

5. B

13.

6. C

14.

7. B

15.

8. D

Numerical Response Key

1.
2.
3.
4.
5.
6.
7.
8.
9.

1324
1356 in any order
2631
1234 or 1243
4132
369
1.46
352
112

Science 20 2006 Alberta Education (www.education.gov.ab.ca)

Science 20: Midterm

Units A and B: Answer Key

Use the following information to answer the next question.

A student performs an experiment to determine the concentration of
copper(II) sulfate, CuSO4(aq), in an aqueous solution using the following
experimental procedure.
Experimental Procedure
1
2

Use distilled water to clean a 10-mL volumetric pipette.

Use an electronic balance to measure the mass of a clean, dry 50-mL
beaker.

Use the volumetric pipette to transfer a 10.00-mL sample of the

copper(II) sulfate solution to a clean, dry 50-mL beaker.

Place the beaker containing the 10.00-mL sample of the

copper(II) sulfate solution to a hotplate. Turn the heat setting on
the hotplate to low.

Heat the beaker containing the solution until all the water has
evaporated.

Cool the beaker and its contents at room temperature; reweigh the
beaker and its contents using the electronic balance.

Short Answer4 marks

1. a. State reasons for the use of the electronic balance and the volumetric pipette in
the experimental procedure shown above.
Sample Response
Both pieces of laboratory equipment are used to increase the accuracy of the experiment.
An electronic balance can provide a measurement with a larger number of decimal
places (or significant digits), and in many cases may be more reliable than other
balances. The volumetric pipette can be used to ensure that not only an accurately sized
sample was taken, but if the experiment were to be repeated, the size of the sample taken
would be similar each time.

Science 20 2006 Alberta Education (www.education.gov.ab.ca)

Science 20: Midterm

Units A and B: Answer Key

Use the following additional information to answer the next question.

Data
Mass of clean, dry beaker (empty)
Mass of beaker containing solid CuSO4(s)
Molar mass of copper(II) sulfate, CuSO4(s)
Volume of CuSO4(aq) solution used

62.51 g
63.63 g
159.21 g/mol
10.00 mL

b. Use the information shown above to calculate the molar concentration of the
copper(II) sulfate solution that was tested in this experiment.
Sample Response
m = 63.63 g 62.51 g
= 1.12 g
M = 159.21 g/mol
n=?
1L
V = 10.00 mL
1000 mL
= 0.010 00 L
C =?

n=

m
M

1.12 g
159.21 g/mol
= 0.007 034 734 mol
=

n
V
0.007 034 734 mol
=
0.010 00 L
= 0.703 mol/L

C=

The molar concentration of the copper(II) sulfate solution was 0.703 mol/L.
Score

Scoring Description

4
Standard
of
Excellence

The response is well organized and addresses all the major points of the question.
Scientific concepts are correct, well organized, and the explanation demonstrates
thorough understanding and logical consistency of thought and use appropriate
scientific vocabulary. The data are accurately and completely analyzed.

The response is organized and addresses most the major points of the question.
Scientific concepts are identified, organized, and the explanation may demonstrate
a correct understanding. The data are accurately and completely analyzed.

2
Acceptable
Standard

The response is organized and addresses most the major points of the question.
Scientific concepts are identified, disorganized, and reflect correct
understanding. The data are partially analyzed.

The response is superficial and addresses some the major points of the question.
Scientific concepts are identified, but the explanation may demonstrate an
incorrect understanding. The data are incorrectly analyzed.

The response does not address any of the major points of the question at an
appropriate level for a 20-level course.
Science 20 2006 Alberta Education (www.education.gov.ab.ca)

Science 20: Midterm

Units A and B: Answer Key

Use the following information to answer the next question.

A group of Science 20 students plan to rebuild and modify a car. Their plan
involves replacing the cars motor with a more powerful motor and using
materials that will decrease the cars mass.
Long Answer8 marks
2. a. Newtons second law of motion is often stated as F = ma. Use Newtons
second law of motion to explain the effect that the modifications described
above could have on the performance of the car.
Sample Response
The response should indicate that both modifications will affect variables in the equation,
and that the overall effect will be to increase the acceleration for the car.
A more powerful motor will increase the force acting on the car, and thereby directly
influence its acceleration, as the relationship between these two variables is a direct one.
(An increase in force leads to an increase in acceleration provided mass remains
constant.)
The reduction of the mass of the vehicle will also increase the acceleration of the car, as
the relationship between mass and acceleration is an indirect one. (As mass decreases,
acceleration increases provided the force remains constant.) Students may attempt to
explain this relationship in a variety of ways. (The product of mass and acceleration has
to equal force. If mass decreases, then the value for acceleration must increase to keep
the product equal.)
Teachers should note that students may attempt to explain the combined effect of changes
to both variables at the same time rather than separately. Merit should be given to
students that can demonstrate an understanding of the impact that changes to the values
for these variables within this relationship.

Science 20 2006 Alberta Education (www.education.gov.ab.ca)

Science 20: Midterm

Units A and B: Answer Key

b. List two safety features that are present in the car or that could be added during
its modification. Use the principles of force, momentum, and impulse to
describe how these features would contribute to increased safety for the
occupants of the car if it were involved in a collision. State one risk associated
with each safety feature that is identified.
Sample Response
Safety
feature
Seat belts

Air bag

Scientific principles

Contribution to
increased safety

Risk associated with its use

Restrains occupants so they

decelerate at same rate as the car
versus a rapid deceleration if they
were to collide with other parts of
the car (e.g., dashboard and
steering wheel). If the occupants
were not restrained, their bodies
would be subject to a large
impulse and force exerted on
them during the collision.

Decrease in
injuries and/or
fatalities

Bruising, or other injury

Allows occupants to contact a

structure that will further
increase their time for
deceleration during a collision.
By increasing the time for
deceleration, the impulse and
force on the body is reduced.

Decrease in
injuries and/or
fatalities

Burns, irritation to face and

eyes

If improperly fitted, can result

in more severe injury

Injuries related to improper

discharge or position of
occupant
Public concern over whether
they are really helpful
Must be used in combination
with other safety devices

Padded
dashboard

Collapsible
steering
column

Allows occupants to contact a

structure that will further
increase their time for
deceleration during a collision.
By increasing the time for
deceleration, the impulse and
force on the body is reduced.

Decrease in
injuries and/or
fatalities

Allows the driver to contact a

structure that will act to increase
his or her time for deceleration
during a collision and not be too
rigid to cause a rapid
deceleration. By increasing the
time for deceleration, the impulse
and force on the body is reduced.

Decrease in
injuries and/or
fatalities

Padding not sufficient to reduce

injuries that would occur in
collisions that occur at even
moderate speeds
Must be used in combination
with other safety devices
Must be used in combination
with other safety devices
Padding not sufficient to reduce
injuries that would occur in
collisions that occur at even
moderate speeds
Injuries related to improper
discharge or position of
occupant

Other safety features may be listed and explained.

Science 20 2006 Alberta Education (www.education.gov.ab.ca)

Science 20: Midterm

Units A and B: Answer Key

Score

Scoring Description

4
Standard
of
Excellence

The response is well organized and addresses all the major points of the question.
The descriptions and/or explanations of these concepts are correct and reflect
thorough understanding and logical consistency of thought. The scientific
principles related to the function of the safety features are clearly explained. The
interrelationships among science, technology, and society are thoroughly understood.
An insightful risk is stated.

The response is organized and addresses most of the major points of the question.
The descriptions and/or explanations of these concepts reflect correct understanding.
The scientific principles related to the function of the safety features are explained.
The interrelationships among science, technology, and society are understood. An
insightful risk is stated.

2
Acceptable
Standard

The response is addresses most of the major points of the question. The descriptions
and/or explanations of these concepts reflect correct understanding. The scientific
principles related to the function of the safety features are identified. The
interrelationships among science, technology, and society are generally understood.
A risk is stated.

The response is addresses most of the major points of the question. The descriptions
and/or explanations of these concepts incorrect understanding. The scientific
principles related to the function of the safety features are incorrectly identified.
The interrelationships among science, technology, and society are poorly understood.
A plausible risk may be stated.

The response does not address any of the major points of the question at an
appropriate level for a 20-level course.

Science 20 2006 Alberta Education (www.education.gov.ab.ca)

Science 20: Midterm

Units A and B: Answer Key