sc specimen science 06

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2006 School Certificate Specimen Test

SCIENCE

Introduction

This document accompanies the specimen test for the 2006 School Certificate test in

Science. A mapping grid is also included with the test. It shows how each question in

the test relates to the relevant syllabus outcomes and content, and to the performance

bandsused to report student achievement in the test.

In 2006, the first cohort of students studying the Science Years 710 Syllabus(2003)

will sit for the School Certificate Science test. The scope of the test and the test

specifications have been reviewed for 2006, and this specimen test is indicative of the

type of test that will be produced for 2006 and subsequent years. Because much of the

content of the new syllabus is similar to that in the previous syllabus, many of thequestions in past School Certificate Science tests would continue to be suitable for

tests from 2006. The inclusion of questions from past tests in the specimen paper

reflects this.

The purpose of the School Certificate tests

The School Certificate credential marks the end of compulsory schooling. It records

student achievement in the courses studied in Stage 5, and provides results in five

state-wide tests in areas considered foundational to subsequent achievement. Further

information about the School Certificate can be found on the Boards Assessment

Resource Centre (http://www.arc.nsw.edu.au/).

A major purpose of the School Certificate tests at the end of Year 10 is to strengthen

the foundation skills students need to pursue further learning or to succeed in the

workplace.

The scope of the School Certificate tests

The tests focus on foundational aspects of their related syllabuses, and do not cover all

areas of the syllabus. The Science test scope statementprovides further details of the

relationship between the School Certificate Science test and the Science syllabus.

Specimen tests

Specimen tests are produced in accordance with the BoardsPrinciples for SettingSchool Certificate Tests and Developing Marking Guidelines in a Standards-

Referenced Framework, published in Board Bulletin Volume 10 Number 1 (March2001).Questions are closely related to a subset of syllabus outcomes from the related

course. The test as a whole is structured to show how appropriate differentiation of

student performance at all levels on the performance scale can be obtained

The Science specimen test

The specimen test is an example of the type of test that could be prepared within the

School Certificate Science test specifications. Tests in Science will be based on a

representative sample of syllabus outcomes. The mapping grid accompanying the

specimen test shows how the test as a whole samples a range of content and
http://www.boardofstudies.nsw.edu.au/schoolcertificate/sc_pbd.htmlhttp://www.boardofstudies.nsw.edu.au/schoolcertificate/sc_pbd.htmlhttp://www.boardofstudies.nsw.edu.au/schoolcertificate/sc_pbd.htmlhttp://www.boardofstudies.nsw.edu.au/syllabus_sc/pdf_doc/science_710_syl.pdfhttp://www.boardofstudies.nsw.edu.au/syllabus_sc/pdf_doc/science_710_syl.pdfhttp://www.arc.nsw.edu.au/http://www.arc.nsw.edu.au/http://www.boardofstudies.nsw.edu.au/schoolcertificate/intro_scope_specs_06.htmlhttp://www.boardofstudies.nsw.edu.au/schoolcertificate/intro_scope_specs_06.htmlhttp://www.boardofstudies.nsw.edu.au/bulletins/pdf_doc/bbv10_1.pdfhttp://www.boardofstudies.nsw.edu.au/bulletins/pdf_doc/bbv10_1.pdfhttp://www.boardofstudies.nsw.edu.au/bulletins/pdf_doc/bbv10_1.pdfhttp://www.boardofstudies.nsw.edu.au/schoolcertificate/science_scope_specs_06.htmlhttp://www.boardofstudies.nsw.edu.au/schoolcertificate/science_scope_specs_06.htmlhttp://www.boardofstudies.nsw.edu.au/schoolcertificate/science_scope_specs_06.htmlhttp://www.boardofstudies.nsw.edu.au/bulletins/pdf_doc/bbv10_1.pdfhttp://www.boardofstudies.nsw.edu.au/bulletins/pdf_doc/bbv10_1.pdfhttp://www.boardofstudies.nsw.edu.au/schoolcertificate/intro_scope_specs_06.htmlhttp://www.arc.nsw.edu.au/http://www.boardofstudies.nsw.edu.au/syllabus_sc/pdf_doc/science_710_syl.pdfhttp://www.boardofstudies.nsw.edu.au/schoolcertificate/sc_pbd.htmlhttp://www.boardofstudies.nsw.edu.au/schoolcertificate/sc_pbd.html


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outcomes, and allows all students the opportunity to demonstrate their level of

achievement.

The range and balance of outcomes tested in the School Certificate tests in 2006 and

subsequent years may differ from those addressed in the specimen test.

There are a number of points to note in considering the Science specimen test:

The School Certificate Science test is now a two-hour test. The types of

question asked and the level of difficulty of the questions will be similar to

previous years. However, increasing the time available for students to

complete the test will enable them to have more time to answer all sections of

the paper to the best of their ability.

The format of the test has been simplified to make it easier for students to

work through the paper. Note that the test specifications on the Boards

website have been modified to include the ten objective questions,

Questions 51 to 60, in Section 1 rather than in Section 2. This specimen testhas been formatted accordingly.

A stimulus booklet has been included in this test. Questions from both

Section 1 and Section 2 draw on the material presented in the stimulus booklet.

The inclusion of the stimulus booklet will enable the stimulus material to be

used for a number of different questions, which can reduce the amount of

reading and allow students more time to demonstrate what they know,

understand and can do in Science.


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Science2006 School Certificate Specimen Test

Print run

General Instructions

Reading time: 10 minutes

Working time: 2 hours

Write using black or blue pen

You may use a pencil to drawor complete diagrams

Attempt ALL questions

Calculators may be used

A stimulus booklet is providedwith this paper

Write your Centre Number

and Student Number at thetop of pages 21, 25 and 29

Total marks 100

Section 1Pages 223

60 marksAllow about 1 hour and 10 minutes forthis section

This section has TWO partsPart A Questions 150 50 marksPart B Questions 5160 10 marks

Section 2Pages 2535

40 marksAllow about 50 minutes for this section

This section has SIX questionsQuestion 61 3 marksQuestion 62 10 marksQuestion 63 4 marksQuestion 64 6 marks

Question 65 9 marksQuestion 66 8 marks


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2

Section 1

60 marksAllow about 1 hour and 20 minutes for this section

Use the Section 1 Answer Sheet for Questions 160

Part A

Questions 150 50 marks

Instructions for answering multiple-choice questions

Select the alternative A, B, C or D that best answers the question. Fill in the

response oval completely.

Sample: 2 + 4 = (A) 2 (B) 6 (C) 8 (D) 9

A B C D

If you think you have made a mistake, put a cross through the incorrectanswer and fill in the new answer.

A B C D

If you change your mind and have crossed out what you consider to be thecorrect answer, then indicate the correct answer by writing the word correctand drawing an arrow as follows.

correct

A B C D


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3

1 What is the name of the solution represented by the formula HCl?

(A) Hydrochloric acid

(B) Hydrogen chlorine

(C) Sulfur hydroxide(D) Sulfuric acid

2 Which of the following is called a greenhouse gas?

(A) Carbon dioxide

(B) Hydrogen

(C) Nitrogen

(D) Oxygen

3 The table presents some properties of six rocks.

Which rock has large crystals and low silica content?

(A) Dolerite

(B) Gabbro

(C) Granite

(D) Obsidian

4 Which of the following is associated with the death explosion of a massive star?

(A) Asteroid

(B) Comet

(C) Galaxy

(D) Supernova

High silica content Low silica content

Rhyolite Basalt

Microgranite Dolerite

Granite Gabbro

Small crystals

Medium crystals

Large crystals


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What kind of argument is being used by the manufacturers to promote the useof biodiesel?

(A) Economic

(B) Ethical

(C) Legal

(D) Scientific

6 Which term names the change in the pathway of light as it passes from air intothe lens of a camera?

(A) Absorption

(B) Interference

(C) Refraction

(D) Scattering

7 Which of these human activities is likely to have a positive impact on the naturalenvironment?

(A) Generating electricity using coal

(B) Removing forest areas

(C) Recycling materials

(D) Using petrol-driven cars

Biodiesel is a new type of diesel fuel made from plants such ascanola. The manufacturers of biodiesel promote its use as it isconsidered to be environmentally friendly. This is because,when biodiesel burns, it makes some products that are used

by plants.

5

4


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Use the graph to answer Questions 8 and 9.

The graph shows some of the sources of solid particles in the atmosphere.

8 Which list ranks sources of solid particles in the atmosphere from greatest tosmallest?

(A) Ash, soil dust, sea salt, other particles

(B) Sea salt, soil dust, ash, volcanic dust

(C) Industrial emissions, sea salt, ash, volcanic dust

(D) Volcanic dust, industrial emissions, ash, soil dust

9 What mass of solid particles in the atmosphere comes from soil dust?

(A) 250 million tonnes

(B) 300 million tonnes

(C) 375 million tonnes

(D) 425 million tonnes

0

500

1000

1500

2000

Industrialemissions

Seasalt

Soildust

Ash Volcanicdust

Otherparticles

losfossaM

i

ra

pd

it

selc

niErat

at

m(erehpsom

illiontonn

)se

Sources of solid particles in the atmosphere

5

Awaiting Copyright Clearance

Graph showing sources of solid particles in the atmosphere.Available online in 2003 Science School Certificate Test, page 6.


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10 Which particle moves through a metal when the metal conducts electricity?

(A) Electron

(B) Neutron

(C) Nucleus(D) Proton

Use the diagram to answer Questions 11 and 12.

The diagram shows pebbles of different sizes cemented together to form a rock.

11 How was this rock formed?

(A) By magma cooling underground(B) By lava cooling above the ground

(C) By heat and pressure under the ocean

(D) By compaction of sediment and chemical changes

12 What is the average of the lengths of pebbles X and Yin the sample?

(A) 1.0 cm

(B) 1.6 cm

(C) 2.2 cm

(D) 3.2 cm

Cementingmaterial

(Actual size)

X

YFossil

6


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Use the newspaper article to answer Questions 1315.

13 What is one reason given for the increase in the total biomass of giant squid?

(A) They have more predators.

(B) Their body size has increased.

(C) The ocean temperatures have risen.

(D) They have a larger total biomass than humans.

14 Giant squid are taking over the world . . . The reasons have been put down tooverfishing of other species and climate change.

How would scientists classify these reasons?

(A) Arguments

(B) Conclusions

(C) Inferences

(D) Observations

15 Which of the following is the best reason why scientists should furtherinvestigate this issue?

(A) Giant squid may kill too many humans.

(B) Giant squid may overpopulate and become extinct.

(C) Giant squid may compete with humans for living space.

(D) Giant squid numbers may change the food webs on which humans depend.

Giant squid taking over the worldGiant squid are taking over the world well, at least the oceans as

they are getting bigger. According to scientists, giant squid haveovertaken humans in terms of total biomass. That means they take upmore space on the planet than us. The reasons have been put down tooverfishing of other species and climate change.

7

Awaiting Copyright Clearance

Newspaper article: Giant squid taking over the world.Available online in 2003 Science School Certificate Test, page 8.


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Use the graph to answer Questions 1618.

The graph represents Tristans journey as he rode his bicycle from his house to hisfriends house.

16 How far is it from Tristans house to his friends house?

(A) 2 km

(B) 5 km

(C) 9 km(D) 18 km

17 Tristan stopped for a rest during the ride. For how long did he stop?

(A) 1 minute

(B) 1.5 minutes

(C) 2 minutes

(D) 9 minutes

18 Between which times was Tristan travelling fastest?

(A) 09 minutes

(B) 910.5 minutes

(C) 10.515 minutes

(D) 1518 minutes

5

4

3

2

1

0 3 6 9 12 15 18 21

Time (minutes)

Distance(km)

8


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Use the diagram to answer Questions 1921.

The diagram illustrates the formation of a black hole. Objects in the diagram are notdrawn to scale.

19 Which element must be present in the cloud of gas and dust for a star to form?

(A) Carbon

(B) Helium

(C) Hydrogen

(D) Oxygen

20 How many times bigger is the radius of the star when it burns helium than whenit burns hydrogen?

(A) 2

(B) 10

(C) 14

(D) 140

21 Which of the following correctly compares the burning in stars with theburning of fossil fuels?

Burning of fossil fuels

Atoms do not rearrange

Carbon atoms do not combinewith oxygen

Carbon dioxide is not produced

Nuclei of atoms do not interact

Burning in stars

Atoms rearrange

Carbon atoms combine withoxygen

Carbon dioxide is produced

Nuclei of atoms interact

(A)

(B)

(C)

(D)

Star forms froma cloud of gasand dust

5 million km radius;star burns hydrogenfor 10 million years

Nuclear burning ends; starcollapses, explodes and thencollapses again

10 km radius;

black hole

50 million km radius;star burns heliumfor 1 million years

700 million km radius;

star burns carbon, neon,oxygen, then silicon for1000 years

9


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22 Jamie and Joanne mixed two clear, colourless liquids. A solid formed as theliquids mixed. What type of reaction were they observing?

(A) Absorption

(B) Combustion

(C) Corrosion

(D) Precipitation

Use the following information to answer Questions 23 and 24.

23 According to the article, what causes AIDS?

(A) Anti-retrovirus

(B) Bacterium

(C) Fungus

(D) Virus

24 What has caused the increase in resistance to anti-retroviral drugs?

(A) Acquired characteristics

(B) Cloning(C) Natural selection

(D) Virulence

AIDS virus resistant

Miracle drugs have transformed AIDS into a diseasethat can be much more successfully managed.

The virus that causes AIDS is rapidly developingresistance to anti-retroviral drugs designed toprolong the lives of those affected by the disease.

10


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25 What happens to atoms during a decomposition reaction?

(A) They are created.

(B) They are destroyed.

(C) They are rearranged to form more substances.(D) They are rearranged to form fewer substances.

Use the graph to answer Questions 26 and 27.

26 Approximately what percentage of the total energy is used by mining?

(A) 10%

(B) 15%

(C) 30%

(D) 60%

27 Which of the following combinations uses the most energy?

(A) Agriculture and domestic

(B) Agriculture and transport

(C) Domestic and mining

(D) Domestic and other industries

Key

Transport

Domestic

Agriculture

Other industries

Mining

How Australia uses its energy

11


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28 Where are you most likely to find DNA?

(A) Field mushroom

(B) Mineral crystal

(C) Natural gas(D) Snail shell

29 The diagram illustrates how the African and South American continents seem tofit against each other.

Which theory best explains this fit?

(A) Big Bang

(B) Evolution

(C) Natural selection

(D) Plate tectonics

AfricaSouth

America

12


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The diagram illustrates the fossils found at four different locations W, X, Yand Z.

30 Which of these fossils is younger than fossil ?

31 At which location was the oldest fossil found?

(A) W

(B) X(C) Y

(D) Z

32 In which of the following environments would these fossils most likely haveformed?

(A) Coastal lake

(B) Eucalyptus forest

(C) Fast-flowing river

(D) Sandy desert

(A)

(B)

(C)

(D)

ZXW Y

13


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Use the diagram to answer Questions 33 and 34.

The following tracks were found at the scene of a road accident.

33 Which of the following lists the order in which the tracks were made?

(A) Dog, kangaroo, motorbike, car

(B) Dog, motorbike, car, kangaroo

(C) Motorbike, dog, car, kangaroo

(D) Motorbike, kangaroo, dog, car

34 What could be inferred from the tracks?

(A) The dog was frightened by the car.

(B) The kangaroo was being chased by the dog.

(C) The rider of the motorbike was driving unsafely.

(D) The car crossed from one lane of the road to the other lane.

Dog

Kangaroo

Car

Motorbike

Key

14


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35 A car leaking oil at a constant rate left spots on the road as shown in the diagram.

Which statement describes the motion of the car as it moved from west to east?

(A) The car was accelerating.

(B) The car was slowing down.

(C) The car was not accelerating.

(D) The car was moving at a constant speed.

36 The diagram shows the arrangement of particles in brittle and non-brittle materials.

From the diagram, what may be one cause of brittleness in materials?

(A) The size of the particles

(B) The shape of the particles

(C) The space between the particles

(D) The way the particles are held together

37 Refer to SourceA in the stimulus booklet.

Which of the following correctly identifies a chemical reactant and a piece ofequipment used in making a superball?

Chemical reactant Piece of equipment

Wood glue Borax

Borax Toothpick

Toothpick Wood glue

Medicine droppers Bottle top

(A)

(B)

(C)

(D)

Non-brittle Brittle

West East

15


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Use Diagrams 1 and 2 to answer Questions 3841.

Diagram 1 represents the electromagnetic spectrum.

Diagram 2 illustrates two electromagnetic waves Q and R, both drawn to the samescale.

38 Which type of radiation has the shortest wavelength?

(A) Gamma rays

(B) Microwave

(C) Radio

(D) Visible light

W X

Y Z

Q

R

Diagram 2

60 m

Wavelength (m)

Gamma rays Radio

X-rays

Ultraviolet Infrared

MicrowaveVisible light

1013 1011 109 107 105 103 101 101 103

Diagram 1

16


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39 The distance from crest Wto crest X of wave Q is 60 m. What is the distance fromcrest Yto crest Z on wave R?

(A) 20 m

(B) 30 m

(C) 40 m

(D) 50 m

40 What type of wave is Q?

(A) Microwave

(B) Radio

(C) Visible light

(D) X-rays

41 Which statement is correct for waves Q and R?

(A) Q carries more energy than R.

(B) Q has more acceleration than R.

(C) Q has a greater frequency than R.

(D) Q has a longer wavelength than R.

17


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The diagram represents the geological time scale. Eras are divided into periods, andsome periods are divided into epochs. Ages are shown in millions of years before thepresent (MaBP).

42 How long did the Devonian period last?

(A) 50 million years(B) 54 million years

(C) 345 million years

(D) 395 million years

43 In which period is the Pliocene epoch?

(A) Cainozoic

(B) Mesozoic

(C) Quaternary

(D) Tertiary

Ordovician

Cambrian

Precambrian

Cainozoic Quaternary Recent < 5000 years

Palaeozoic

Mesozoic

Silurian

Devonian

Carboniferous

PermianTriassic

Jurassic

Cretaceous

TertiaryPleistocene

Pliocene

Miocene

Oligocene

Eocene

Palaeocene

Eras Periods Epochs

0

68

2.50

7

26

38

54

68

2.5

136

068

225

570

4500

190

225

280

345

395

430

500

570

Formation ofEarths crust

MaBP

MaBP

MaBP

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44 Which is the most recent?

(A) Mesozoic

(B) Miocene

(C) Pleistocene(D) Tertiary

45 Refer to Source B in the stimulus booklet.

Lavoisiers new theory is the one we still use today.

How do we now explain why coal and wood lose weight when they burn?

(A) They both give out heat energy, which has weight.(B) They both lose weight by drying out.

(C) They both lose other substances as gases that spread out into the air.

(D) They both make new substances that are gases and that spread out into air.

Refer to Source C in the stimulus booklet to answer Questions 4647.

46 The new lie detector test detects stress-related changes in the subjects voice.

Which statement best describes the accuracy of the new device?

(A) It can be easily attached to a mobile phone.

(B) The software claims to detect 8 out of 10 lies.

(C) The subject does not know that they are being tested.

(D) The LED emits a brighter light when a bigger lie is detected.

47 What is one scientific development that was needed before the polygraph couldbe developed?

(A) The ability to detect a lie.

(B) The ability to locate a pulse.

(C) The ability to measure sweat production.

(D) The production of LEDs.

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48 Why does an astronaut weigh less on the Moon than on Earth?

(A) There is no air on the Moon.

(B) The astronaut is out in space.

(C) The Moon has less mass than Earth.(D) The Moon is further away from the Sun than it is from Earth.

Use the diagrams to answer Questions 49 and 50.

49 Which diagram best represents the WatsonCrick model of DNA?

(A) P

(B) Q

(C) R

(D) S

50 What is one limitation of using the WatsonCrick model for DNA?

(A) The DNA model is too old.

(B) Scientists do not agree on the DNA model.

(C) The DNA model oversimplifies DNA structure.

(D) Scientists cannot use the DNA model to make predictions.

QP R S

20


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21

Section 1 (continued)

Part B


Use the Section 1 Part B Answer Sheet for Questions 5160

Instructions for answering Questions 5160

Write firmly and clearly.

Use BLOCK LETTERS for words.

Like this:

NOT like this:

Numbers must be used for numerical answers.

Decimal points and negative signs must be clearly shown in separate boxes.

Do NOT let any part of the letter or number touch the sides of the answerboxes.

Examples:

7

2 =

How many days are in a week?

What is the fifth month?

If you make a mistake, put a line through the incorrect answer, and write thecorrect answer above the boxes.

ENUJ

YAM

YAM

7

5.3

tebahpla

TEBAHPLA


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51 Name the component of an electric circuit represented by this symbol.

52 Name the organ that produces eggs in humans.

53 Complete the following general word equation.

acid + alkali salt + .............................

54 The human bodys functions are coordinated by two main systems. One is theendocrine system. Name the other system.

55 Name the section of a chromosome that carries information for a particularcharacteristic.

56 Name the smallest unit of an element.

57 Litmus, phenolphthalein, and some plant extracts are examples of chemicals that

change colour when added to acid or alkali.

Name this group of chemicals.

58 A common group of chemical compounds contains these substances:

H2CO3 , FeCO3 , Al2(CO3)3 , CaCO3 .

Name this group of chemical compounds.

59 Refer to Source D in the stimulus booklet. Name the particle made of twoprotons and two neutrons.

22


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60 Kim wants to identify a rock. She cannot see any crystals with the naked eye. Sheperforms two tests on the rock and observes that it does not react with dilute acidand it does not burn.

Use the following key to identify the rock.

1. Rock fizzes with dilute acid ............... limestoneRock does not fizz with dilute acid ............... go to 2

2. Crystals can be seen without a hand lens ............... go to 3Crystals cannot be seen without a hand lens ............... go to 4

3. Small pebbles visible ............... conglomerateGrains all look like sand ............... sandstone

4. Rock will burn ............... go to 5Rock will not burn ............... shale

5. Can be scratched with a fingernail ............... peatCannot be scratched with a fingernail ............... coal

23


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BLANK PAGE

24


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Science

Section 2

40 marksAllow about 50 minutes for this section


Answer the questions in the spaces provided.

Marks

Question 61 (3 marks)

Refer to SourceA in the stimulus booklet.

The diagram shows the steps written on a childrens kit for making andtesting a superball.

Describe THREE improvements you would need to include if this was aprocedure for a scientific investigation.

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3

Print run

25

Centre Number

Student Number


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(a) Use the information above to complete the flowchart.

Question 62 continued on page 27

Human andanimal wastes

Heat

Cooking andlighting

Decayedwastes

...........................

...........................

...........................

........................... ...........................

Fertilisers

...........................

Generator

4

The people of Xinbu, a village in China, are now generating

electricity and producing their own fertilisers using biogasdigesters.

A biogas digester is a place where plant and animal wastes decayto produce heat, methane gas and decayed waste. The wastesused include human and animal wastes, sugar, grass and

bananas. The methane gas produced is used for cooking, lightingand generating electricity. The decayed wastes are then recycledas fertilisers for crops.

Marks

26


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Marks

27

Question 62 (continued)

(b) Assess TWO impacts on the environment of using biogas digesters.

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29

Centre Number

Student Number


Science



MarksQuestion 63 (4 marks)

Refer to Source B in the stimulus booklet.

Using this example, or another historical case you have studied, describe how

advancements in science have led to the development of new technologies.

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The diagrams illustrate the South Pacific Ocean under normal climate conditions andunder El Nio conditions.

Question 64 continues on page 31

Normal climate conditions

El Nio conditions

Austra

l

i

a

Trade winds

Austra

l

i

a

PACIFIC OCEAN

Warm upperocean layer

The warm watersresult in moist airbeing carried onto

the mainlandcausing rain

Strong trade windsfrom South America keepwarm water near Australia

Warm upperocean layer

PACIFIC OCEAN

Trade winds

Central Pacific waterswarm, resulting in rainarea moving towardsSouth America

Weakened tradewinds allow warmwater to movetowards South America

Cold lowerocean layer

Cold lowerocean layer

SouthAmerica

SouthAmerica

N

E

S

W

N

E

S

W

30

D

iagram:ElNinoandUS-Climateconditions.The

SunHerald,November24,2002.


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(a) State ONE feature of the South Pacific Ocean that changes when normalclimate conditions are replaced by El Nio conditions.

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(b) Using information in the diagrams, explain why the east coast ofAustralia is likely to experience drought during El Nio conditions.

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1

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Print run

33

Centre Number

Student Number


Science



MarksQuestion 65 (9 marks)

Refer to Source D in the stimulus booklet.

(a) What does a deuterium particle consist of?

...............................................................................................................................

(b) Write a word equation to represent the third step in the chain of reactions.

...............................................................................................................................

...............................................................................................................................

(c) As part of a different chain of reactions occuring in the Sun, twohelium3 particles combine to form one helium4 particle, two protons, and

radiation. Using the same key as used in Source D, draw a diagram torepresent this reaction.

4

3

2


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A team of students wished to investigate how quickly two different materials absorband release heat energy. They set up this experimental model. The light bulb wasswitched on at the start of the investigation, and turned off after 10 minutes.

The results table that the students created is shown below.

Question 66 continues on page 35

Temperature (C)

Dry sand Water

Light bulb on

Light bulb off

02468

10

20.021.022.023.024.0

25.0

1214161820

26.027.027.026.526.0

20.020.521.021.522.0

22.5

23.023.023.023.023.0

Time(minutes)

Light bulb

Dry sand

Thermometer

Water

Evaporatingbasin

34


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(a) Name TWO variables that would have to be kept the same in thisexperiment.

...............................................................................................................................

...............................................................................................................................

(b) Graph the results for sand from the table.

(c) State ONE trend that is shown in your graph.

...............................................................................................................................

...............................................................................................................................

(d) Use your graph to predict the sand temperature 20 minutes after thelight bulb was turned off.

...............................................................................................................................

End of test

1

1

0 2 4 6 8 10 12 14 16 18 20 22 24 26 28 30

Time (minutes)

4

2

35



BLANK PAGE

36


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You

willneed:woodglu

ebo

rax

toothpicks

tw

omedicinedroppers

bottlet

op.

1.Use the droppers to mix the glue

and borax together in the bottle top.Use a toothpick to stir the mixture until

it begins to stick together.

2.Pick up the sticky lump and squeeze it with your fingers.

Roll it into a ball and see if it will bounce.

3.If it bounces, record the height of the bounce.

4.Add more glue or borax and stir again with

the toothpick.Repeat steps 2 and 3.

5.Record the highest bounce.

Source A How to make and test a Superball

1


Science

Stimulus Booklet


40/44

Source B

2

Science Foundation for Physics


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Source C Liar Liar

3

New software claims tomake lie detection possiblefor anyone with a computer.Unlike with the polygraph,you may not even knowyoure being tested.

For many centuries people ha

ve wanted tofind a way to

determine whether

a person wastelling the truth. In the Middle A

ges, lies weresometimes

tested by howquickly silver

metal changedcolour when held by the subject.

Last century the Polygraph

Lie Detector was developed.

It measures changes

in the body that occur when

a person tellsa lie. These in

clude changesin

pulse rate andincreased swe

ating.

A new lie detector has been

developed that detects stres

s-related change in

the subjects voice. It attache

s to a mobile phone. The LED

(light emitting

diode) displaylights up whe

n the softwareidentifies dish

onesty. The brighter

the lights, thebigger the lie.

The software claims to detec

t 8 out of 10 lies, and

the subject does not even know they are

being tested.

July - August 2001, reproduced by courtesy of Australian Geographic.

RMI

mageU17

2363INP.

Reproducedwithpermission

bytheAustrali

anPictureLibrary.


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Source D

4 Board of Studies NSW 2006

The Suns energy.

Deuterium

Helium3

Helium4

Helium4

Helium4

Beryllium7

Lithium7

Proton

KEY

Neutron

Neutrino

Positron

Electron

Radiation

Reaction Step

TheSun

isthe so

urce of e

nerg

y for allliving things at the Earths surface.The first step in most food chains andcycles is the use of ultra violet lightfrom the Sun by plants inthe processof photosynthesis producing sugarson which all the other organismsultimately depend.

The en

erg

y fromthe

Sunis prod

uced

by a series of nuclear reactions. Partof a series of reactions is showninthediagram below. It describes the fivesteps in the chain of reactions thatproduces helium4 particles in thecore of the Sun.


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Science2006 School Certificate Specimen Test Mapping Grid

For each item in the test, the grid shows the marks allocated, the syllabus content and syllabus

outcomes it relates to, and the bands on the performance scale it is targeting. The range of bandsshown indicates the performance candidates may be able to demonstrate in their responses. That

is, if an item is shown as targeting Bands 35, it indicates that candidates who demonstrate

performance equivalent to the Band 3 descriptions should be able to score some marks on the

item, while those who perform at Band 5 or above could reasonably be expected to gain high

marks. In the case of one-mark items, candidates who demonstrate performance at or above the

bands shown generally could be expected to answer the item correctly.

Question Marks ContentSyllabus

OutcomesK/S

Targeted

Performance

Bands

Section 1 Part A

1 1 5.7.3d 5.7 K 232 1 5.11.2b 5.11 K 34

3 1 4/5.16c, 4/5.17f 5.16, 5.17 S 23

4 1 5.9.3b 5.9 K 34

5 1 4/5.2b 5.2 K 45

6 1 5.6.4 5.6 K 34

7 1 5.10c 5.10 K 34

8 1 4/5.16c, 4/5.17f 5.16, 5.17 S 34

9 1 4/5.16c, 4/5.17g 5.16, 5.17 S 34

10 1 5.6.3b, 5.7.1c 5.6, 5.7 K 34

11 1 5.9.4b 5.9 K 45

12 1 4/5.16c, 4/5.17g 5.16, 5.17 S 3413 1 4/5.17b, 4/5.21e 5.17, 5.21 S 56

14 1 4/5.16c 5.16 S 56

15 1 4/5.3d, 5.10c 5.3, 5.10 K 34

16 1 5.6.2, 4/5.16c 5.6, 5.16 K/S 34

17 1 5.6.2, 4/5.16c 5.6, 5.16 K/S 34

18 1 5.6.2, 4/5.16c, 4/5.17f, g 5.6, 5.16, 5.17 K/S 23

19 1 4/5.16c 5.16 S 34

20 1 4/5.16c, 4/5.17g 5.16, 5.17 S 34

21 1 5.6.5a, 5.7.3e(i), 5.9.3b 5.6, 5.7, 5.9 K 56

22 1 5.7.3e(iii) 5.7 K 45

23 1 4/5.16c, 4/5.17b 5.16, 5.17 S 2324 1 5.8.3b 5.8 K 45

25 1 5.7.3a, e(vi) 5.7 K 45

26 1 4/5.16c, 4/5.17b, g 5.16, 5.17 S 45

27 1 4/5.16c, 4/5.17b, f 5.16, 5.17 S 34

28 1 5.8.2c 5.8 K 45

29 1 5.9.2a 5.9 K 23

30 1 5.9.4a, 4/5.16c 5.9, 5.16 K/S 34

31 1 5.9.4a, 4/5.16c, 4/5.19d 5.9, 5.16, 5.19 K/S 34

32 1 5.9.4b, 4/5.21e 5.9, 5.21 K/S 45

33 1 4/5.17f, 4/5.19c, d 5.17, 5.19 S 45

34 1 4/5.16c, 4/5.19c, d 5.16, 5.19 S 34

35 1 5.6.2, 4/5.16c 5.6, 5.16 K/S 45

36 1 4/5.17f 5.17 S 23


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Question Marks ContentSyllabus

OutcomesK/S

Targeted

Performance

Bands

37 1 4/5.17b 5.17 S 56

38 1 5.6.1b 5.6 K 45

391 5.6.1b, 4/5.17f, g 5.6, 5.17 K/S 45

40 1 5.6.1c 5.6 K 45

41 1 5.6.1b , 4/5.19d 5.6, 5.19 K/S 34

42 1 5.9.4c, 4/5.16c 5.9, 5.16 K/S 45

43 1 5.9.4c, 4/5.17f 5.9, 5.17 K/S 34

44 1 4/5.16c 5.16 S 34

45 1 5.7.3a, e(i), 4/5.16c 5.7, 5.16 K/S 34

46 1 4/5.16c 5.16 S 45

47 1 4/5.3a, 4/5.16c 5.3, 5.16 K/S 34

48 1 5.6.6a 5.6 K 45

49 1 5.8.2 , 4/5.16c 5.8, 5.16 K/S 34

50 1 4/5.2f 5.2 K 45

Section 1 Part B

51 1 5.6.3a 5.6 K 23

52 1 5.8.4c 5.8 K 34

53 1 5.7.3c, e(v) 5.7 K 45

54 1 5.8.4a 5.8 K 34

55 1 5.8.2d 5.8 K 34

56 1 5.7.2a 5.7 K 23

57 1 5.7.3f 5.7 K 34

58 1 5.7.3d 5.7 K 45

59 1 5.6.5a, 5.7.1, 4/5.17f 5.6, 5.7, 5.17 K/S 45

60 1 4/5.16c, 4/5.17b 5.16, 5.17 S 46

Section 261 3 4/5.14e 5.14 S 25

62a 4 4/5.16c, 4/5.17d, 4/5.18e 5.3, 5.16,

5.17, 5.18

S 24

62b 6 4/5.3b, 5.10c, 4/5.21e, f 5.3, 5.10, 5.21 K/S 26

63 4 4/5.1e 5.1 K 26

64a 1 5.9.4f, 4/5.16c, d,

4/5.21f

5.9, 5.16, 5.21 K/S 23

64b 5 5.9.4f, 4/5.16c, d,

4/5.18a, 4/5.21d, f

5.9, 5.16,

5.18, 5.21

K/S 26

65a 2 4/5.16c 5.16 S 24

65b3 5.6.5a, 4/5.16c 5.6, 5.16 K/S 35

65c 4 4/5.18d, e, 4/5.19f 5.18, 5.19 S 26

66a 2 4/5.13.2a 5.13 S 24

66b 4 4/5.18e, f 5.18 S 36

66c 1 4/5.17f 5.17 S 34

66d 1 4/5.16c, 4/5.19c 5.16, 5.19 S 45

sc specimen science 06

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