3. PART A
MULTIPLE-CHOICE QUESTIONS
The Ministëre de I’Education et de I’Enseignement superieur will mark the answers to the
questions in Part A, which are recorded on a scannable answer sheet.
PARTS B AND C
Instructions for marking the examination
Educational institutions are responsible for marking Parts B and C in accordance with
instructions provided by the Ministëre. An answer key is provided for each question in Parts B
and C. In order to determine what is expected of students and to ensure a common
understanding of the evaluation tools, it is suggested that teachers in each school form a
marking committee to analyze the exam papers of a certain number of students.
Note: Tables indicating the expectations for each question are included in the Student Booklet.
However, in order to ensure consistent grading, it is essential that teachers refer to the
Marking Guide for all the details on how to assign marks for each question.
PARTS B AND C
_Marking questions that require
an explanation, a justification or a representation
For questions requiring an explanation, a justification or a representation, analyze the student’s
work and decide whether or not it is appropriate.
• An explanation, a justification or a representation is appropriate if most of the elements of
the answer are correctly indicated and if correct terminology or symbols are 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
symbols used are not as correct as they should be
OR
if some elements of the answer are indicated more or less correctly and if the
terminology or symbols used are more or less correct
• 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 symbols used are incorrect.
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4. — Marking questions that require
the use of formal mathematics
There are two steps involved in marking questions that require the use of formal mathematics.
Step 1
Analyze the student’s work to understand the procedure he or she has used, and decide
whether or not the procedure is appropriate.
• A procedure is appropriate if most of the steps are relevant and correctly completed.
• A procedure is partially appropriate if at least one of the steps is relevant and correctly
completed.
• A procedure is inappropriate if the steps are irrelevant or incorrectly completed.
Step 2
If you deem the procedure appropriate or partially appropriate, then determine whether
the answer is correct or incorrect.
If the answer is incorrect, identify the type of error(s) in the student’s work and assign marks
according to the instructions in the marking scale.
• An error is considered minor if it is an arithmetic or transcription error, or if the unit of
measure required for the answer is incorrect or has been omitted.
• An error is considered major if a law, formula or rule has been applied incorrectly.
If the student uses an inappropriate procedure or does not show any work, no marks
are allotted even if the answer is correct.
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5. Answer Key for Part B (Constructed-Response Questions)
16. While major repairs are being carried out at its waste water treatment plant, Town A,
which is located next to a river, must empty its waste water into that river.
Will the waste water emptied into the river affect Towns B and C?
For each town, check off your answer and explain it.
Answer Explanation
- Town B is upstream from the mouth of the river that flows
from Town A.
Yes
ORTown B
• No - The water from Town A cannot flow up to Town B.
OR
- Town B is not downstream from Town A.
- Town C is downstream from Town A (so the waste water will
. flow down to Town C).
Yes
ORTownC
No - Town A is upstream from Town C.
OR
- The water from Town A will flow past Town C.
Note: The parenthetical information indicated above in grey type is regarded as additional
information and is not an essential part of the expected answer.
Appropriate answer AND explanation for Town B
Give only 1 mark if students did not check off the answer OR if they provided
an incomplete explanation. 2 1 0
Give no marks if students only checked off the answer without providing an
Appropriate answer AND explanation for Town C
Give only 1 mark if students did not check off the answer OR if they provided
an incomplete explanation. 2 1 0
Give no marks if students only checked off the answer without providing an
Ministére de ‘Education et de l’Enseignement supérieur 5 Marking Guide
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6. 17. During a parachute jump, John travels 2 160 m in 9 minutes.
In m/s or in km/h, what is John’s average speed during his parachute jump?
Appropriate Procedure
Converting the unit of measure
60s
At=9minx . =540 seconds
7 mm
OR
At=9min÷6Omm=0.l5hours AND d=2160m÷lOOOm_2.16km
lh 1km
Calculating the speed
U
v=—
At
2160 m
v= =4m/s
540s
OR
2.76 km
v= =74.4 km/h
0.75 h
John’s average speed is 4 rn/s Q•R 1.4 4.1cm
Note: Do not penalize students who do not indicate the units of measure at each step in their
calculations.
Give 4 marks for a correct answer and an appropriate procedure. 4
[äi krr rpriate diire ith I Iption errdrR with the unit
of measure converted incorrectly.
[Give 2 marks for a partially appropriate procedure involving an incorrect application
of the formula for calculating speed. 2
[Give 1 mark for a procedure in which students only convert the unit of measure
correctly.
Give no marks for an inappropriate procedure or if no work is shown, regardless of
the answer. 0
Unit of measure in the final answer
Deduct 1 mark if the unit of measure is incorrect or has been omitted.
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7. 18. Two electric motors are used to produce mechanical energy.
a) The energy efficiency of the first motor is 75%, and it consumes 350 000 J of electrical
energy.
How much mechanical energy does this motor produce?
Example of an Appropriate Procedure
Amount of useful energy
Energy efficiency (%)= x 100
Amount of energy consumed
Energy efficiency x Amount of energy consumed
Amount of useful energy =
100
75 x 350 000 J
Amount of useful energy =
100
Amount of useful energy = 262 500 J
This motor produces ..262 5.00 J of mechanical energy.
b) The second motor produces 165 000 J of mechanical energy.
How much (non-useful) energy is dissipated by this motor if it consumes 210 000 J of
electrical energy?
Appropriate Procedure
210 000 J—765 000 J=45 000J
The amount of energy dissipated by this motor is .4..QQ0 J.
Note: Do not penalize students who do not indicate the units of measure at each step in their
calculations.
Calculation of the mechanical energy produced
Give 2 marks for a correct answer and an appropriate procedure.
Give I mark for an appropriate procedure with a transcription error. 2 i o
Give no marks for an inappropriate procedure (incorrect application of the
formula for calculating energy efficiency) or if no work is shown, regardless
of the answer.
Calculation of the energy dissipated
Give 2 marks for a correct answer and an appropriate procedure.
Give I mark for an appropriate procedure with a transcription error. 2 1 0
Give no marks for an inappropriate procedure or if no work is shown,
regardless of the answer.
Unit of measure in the two final answers
Deduct a maximum of 1 mark if the unit of measure is incorrect or has been omitted.
Ministére de ‘Education et de l’Enseignement superieur 7 Marking Guide
557410 — Applied Science and Technology June 2017
8. 19. The top view and the front view of the orthogonal projection of the following object have been
drawn below.
Draw the right-side view of this object in the grid below without indicating the dimensions.
4 4
4
:4
I I
I I
I I
I I
I I
I I
I I
I I I
Complete right-side view (10 lines are correctly drawn.) 4
Right-side view with a minor error (The right-side view is correctly drawn, but not aligned with the front
view. OR The hidden contour lines are drawn as dotted lines, but are not aligned with the other views or do not 3
reachthetopoftheview’1,
T I____
Right-side view with a major error (The hidden contour lines are not drawn as doffed lines. OR 1 or 2
2
visible contour lines are omitted or incorrectly positioned.)
______I
Right-side view partially drawn (The hidden contour lines are omitted. OR 3 or 4 visible contour lines
are omitted or incorrectly positioned.)
______
Right-side view incorrectly drawn (5 or more lines are omitted or incorrectly drawn.) 0
The dimensioning has been simplified to facilitate
the students’ understanding
I .
t .‘ — —
I
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June 2017
8 Ministere de l’Education el de lEnseignement superieur
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9. Answer Key for Part C (Technological Analysis Questions)
20. Explain how the cat food dispenser operates by describing how each listed set of
components works together, mechanically or electrically.
Spring plate magnet, magnetic switch (bowl) and motor
When the (spring plate) magnet approaches the bowl’s (magnetic) switch, (a part or a branch
of) the electrical circuit closes and the motor is turned on (to provide another portion of food).
OR The motor is turned on when the (spring plate) magnet approaches the bowl’s (magnetic)
switch, which allows the current to flow. OR The motor stops when the (spring plate) magnet
moves away from the bowl’s (magnetic) switch and opens the electrical circuit.
Motor, pulley, belt and notched pulley
The motor gives the pulley rotational motion (because they are interdependent). The pulley
transmits this (rotational) motion to the notched pulley by means of the belt (the intermediate
component). OR The motor activates the belt and pulley system.
Notched pulley and microswitch
When the notch on the pulley reaches the microswitch, the microswitch opens (and the
electrical circuit opens and the motor stops). OR When the notch on the pulley reaches the
microswitch, the microswitch changes position (and stops the flow of cut’rent. OR When the
microswitch comes out of the notch on the pulley, it closes the electrical circuit (and the motor
is turned on). 7
Valve magnet, magnetic switch (valve) and indicator light
When the (valve) magnet reaches the valve’s (magnetic) switch, (a part or a branch of) the
electrical circuit closes and the indicator light comes on (meaning that the hopper is empty).
OR When the (valve) magnet reaches the valve’s (magnetic) switch, the electric current starts
to flow and the indicator light comes on. OR As the hopper is filled, the (valve) magnet moves
down and away from the valve’s (magnetic) switch, the electrical circuit then opens and the
indicator light goes oft
Note: The parenthetical information indicated above in grey type is regarded as additional
information and is not an essential part of the expected answer.
4 appropriate explanations using correct technological language 4
3 appropriate explanations using correct technological language 3
2 appropriate explanations using correct technological language 2
1 appropriate explanation using correct technological language I
No appropriate explanations 0
Ministëre de ‘Education et de I’Enseignement supedeur 9 Marking Guide
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10. 21. The clasp and the hinge are two of the components of the lid. They are located at
opposite ends of the lid and serve to connect the lid to the hopper.
Clasp and Hopper Hinge and Hopper
Removable
Rid
?
2
Partial
/
Check off the appropriate boxes to identify the two missing characteristics for each link and
explain your answers.
. Missing
Link . . Explanations
Characteristics
. Because. . . there is no (int&tniedIi) linking component.
Direct OR
LI Indirect . .
. the components are complementary in shape, which
means that they fit together.
Clasp Note: Also accept Indirect if the explanation refers to the motion of the clasp
and tongue, which makes it possible to regard the clasp as a linking component.
Hopper Because. . . once the lid is closed, the clasp does not move
• Complete on the hopper.
LI
. OR
Partial . .
. the components cannot move independently of each other
when the dispenser is in operation.
. Missing
Link . . Explanations
Characteristics
LI
. Because.. . there is a (an intermediate) linking component
. Direct (the Chica9o screw).
Hinge
• inciirect OR
and ..
. there is a (Chicago) screw to connect the two components.
Hopper • Removable Because. . . the components can be separated without
LI Non-removable damaging them (and the linking component).
Note: Give no marks if students identify a characteristic without explaining it or provide an
explanation without identifying the related characteristic.
The parenthetical information indicated above in grey type is regarded as additional
information and is not an essential part of the expected answer.
Give 1 mark for the correct characteristic AND an appropriate explanation. 1 0
Give 1 mark for the correct characteristic AND an appropriate explanation. 1 0
Hinge and Hopper
Give I mark for the correct characteristic AND an appropriate explanation. 1 0
Give 1 mark for the correct characteristic AND an appropriate explanation 1 0
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11. 22. a) Using the diagram on the previous page, identify a combination of components
that involves a rotational guiding control along the x axis (Rx).
A
b) Using the diagram on the previous page, identify a combination of components
that involves a rotational guiding control along the y axis fRy).
E
Note: Do not accept Rotational for combination B, because the basic operational
principle of the food dispenser is such that the valve moves up and down within
the neck, which represents an instance of translational rather than rotational
guiding.
c) Using the diagram on the previous page, identify two combinations of components
in which one of the components has freedom of translational movement.
B. and D
4 correct answers 4
3 correct answers 3
2 correct answers 2
1 correct answer .__I
No correct answers 0
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12. 23. a) From a mechanical point of view, explain what the following components are used for.
Components Explanation
/ Flanges The flanges of the motor are necessary to.
fpP allow the pulley to rotate (because they make the pads interdependent).
H OR
] t prevent the pulley from rotating freely.
OR
-.j--— Motor secure the pulley to the axis of rotation.
(pioicie a tally fixed conn77on between the motor and the pulley.)
The collar is necessary to.
keep the carousel in place as it rotates.
OR
prevent the carousel from shifting as it rotates.
OR
guide the rotational motion of the carousel.
(limit_the_carousel’s_freedom_of movement.)
b) What should the interior diameter and the exterior diameter of the spring be so that it
can always fit over the valve and into the neck?
‘ Valve
Partially assembled view ext. 0: 1.20 mm
.__— Spring ?
Neck
i. 0: 1.40 mm
Minimum Interior Diameter of the Spring Maximum Exterior Diameter of the Spring
LI (<) less than • (<) less than
1.20 mm IA mm
• (>) greater than LI (>) greater than
Note: The parenthetical information indicated above in grey type is regarded as additional
information and is not an essential part of the expected answer.
Appropriate explanation for the flanges of the motor 1 0
Appropriate explanation for the collar 1 0
Comparison symbol (>) AND minimum interior diameter of the spring correctly indicated 1 0
Comparison symbol (<) AND maximum exterior diameter of the spring correctly indicated I 0
, )Marking Guide
June 2017
12 Ministére de ‘Education et de i’Enseignement superieur
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13. 24. Complete the circuit diagram of the cat food dispenser shown below by drawing the
following symbols in the appropriate boxes.
OR
I—’
9v
4correct symbols that are properly posWoned 4
3 correct symbols that are properly positioned 3
2 correct symbols that are properly positioned 2
1 correct symbol that is properly positioned I
No symbol that is properly positioned 0
13 Marking Guide
June 2017
Symbols
HF9v
Note: Do not penalize students who did not write 9 V below the battery symbol.
Ministére de lEducation et de Enseignement superieur
557-410 — Applied Science and Technology
14. 25. a) In order for the dispenser to provide larger servings of cat food, the carousel cylinder
and the bowl must be made bigger. Explain why.
Carousel cylinder—.
Bowl
cK1.1
For the portions to be larger,
we must. .
. Explanation
Because... the carousel cylinder determines the
. . . make the carousel cylinder size of the portions.
a bigger cylinder makes it possible to provide more
food.
Because... the size of the bowl should be adjusted
to the size of the portions provided so that the food
. . . make the bowl bigger. does not spill over.
the bowl will have to be bigger to hold a larger
portion of food.
b) Using words from the following vocabulary list, name the constraint to which the
hopper valve is subjected when the cat food dispenser is used and the property of
the material used to make the hopper valve.
Suggested vocabulary
Compression - Deflection - Shearing - Tension - Torsion
Ductility - Elasticity - Fragility - Malleability - Stiffness
Component Constraint Material Property of the Material
Hopper valve Compression Thermoplastic Stiffness
Appropriate explanation for the carousel cylinder 1 0
Appropriate explanation for the bowl 1 0
Constraint correctly named 1 0
Property of the material correctly named 1 0
Marking Guide 14 Ministére de Education et de I’Enseignement superieur
June 2017 557-410 — Applied Science and Technology
15. APPENDIX I
MINISTERIAL EXAMINATIONS AND COPYRIGHT
GOVERNMENT DOCUMENTS
The Québec government holds the rights to the content of all ministerial examinations apart
from copyrighted material and documents covered by the agreement between the Ministëre de
l’Education et de l’Enseignement superieur (MEES) and the Société quebécoise de gestion
collective des droits de reproduction, better known as Copibec. However, educational
institutions are permitted to use the June examinations for pedagogical purposes once the
session is over. MEES also authorizes users to reproduce June examinations on paper for
pedagogical and non-profit purposes. They have permission to make one copy per student
over the three years after the examination is administered.
Uniform and compulsory examinations cannot be modified in any way. The content of the
original version of the examination, including its layout and origin (i.e. MEES), must be kept
intact.
For students with a perceptual disability,* a digital version can be used to reproduce the
examinations in an appropriate manner (printed copy, audio recording, reproduction in sign
language, etc.).
To use or reproduce examinations for purposes other than pedagogical and not for profit, the
educational institution must first obtain written authorization from the Québec government as
well as from any other copyright holders. Further information about such requests is available
at the following address:
http://www.droitauteur.qouv.gc.ca/en/autorisation .php.
*
Definition under section 2 of the Copyright Act:
Perceptual disability” means a disability that prevents or inhibits a person from reading or hearing a literary, musical,
dramatic or artistic work in its original format, and includes such a disability resulting from:
(a) severe or total impairment of sight or hearing or the inability to focus or move one’s eyes
(b) the inability to hold or manipulate a book
(c) an impairment relating to comprehension
Ministére de lEducation et de lEnseignement superieur 15 Marking Guide
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16. APPENDIX II
FEEDBACK QUESTIONNAIRE
Uniform Examination — June 2017
Applied Science and Technology
(Also available online at http://retroaction.educationevaluation.gc.ca)
OVERALL ASSESSMENT
Check off the box beside the number that corresponds to your opinion
4 = Very satisfactory 3 = Satisfactory 2 = Not very satisfactory I = Unsatisfactory
Degree of satisfaction LI 4 LI 3 LI 2 LI 1
Time allotted for the exam LI 4 LI 3 LI 2 LI 1
Level of difficulty LI 4 LI 3 LI 2 LI 1
Marking tools LI 4 LI 3 LI 2 LI 1
COMMENTS
Overall opinion of the examination and its administration
What is your opinion of the examination as a whole (e.g. the three parts, the level of
difficulty, the quality of the animated demonstration of the technical object)?
Marking Guide
June 2017
What is your opinion of the conditions for administering the examination (e.g. time allotted,
permitted materials for students, projection of the animated demonstration of the technical
object)?
16 Ministère de Education et de I’Enseignement superieur
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17. Marking the examination
How did you mark the examination (e.g. alone or as part of a marking committee, question
by question, or one booklet at a time)?
Were the evaluation tools easy to use?
Did everyone concerned have the same understanding of the evaluation tools? If not, what
elements required clarification?
How long did the marking process take (e.g. per student, per class, for all the classes as a
whole)?
Suitability of the examination for the student group in question
This examination is suitable for students in the AST program: Yes LI No LI
Comments (Add one or more extra pages if needed.)
Please mail, fax or email your duly completed questionnaire as follows:
By mail: Alain Couture
Direction de l’évaluation des apprentissages
Ministëre de l’Education et de l’Enseignement supérieur
600, rue Fullum, 9 etage
Montréal (Québec) H2K 4L1
By fax: 514-873-2571
By email: retroactionST-ATSeducation.gouv.qc.ca
Ministére de l’Education et de lEnseignement superleur 17 Marking Guide
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