SCIENCE FUNDAMENTALS CLASS HANDBOOK …The final mark for each module (1X and 1Y)will be made up as...

SCIENCE FUNDAMENTALS

CLASS HANDBOOK

2006 - 2007

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SCIENCE FUNDAMENTALS-1 CLASS HANDBOOK 2006 - 2007

UNIVERSITY OF GLASGOW FOREWORD How can birds and bees, which are denser than air, fly with ease? What is light, and how do we perceive it? How do flies and geckos stick to surfaces, sometimes upside down? What are the properties of water which make it suitable for living organisms? Why is life based on carbon, rather than on any other element? How do the 2 strands of DNA (deoxyribonucleic acid) stay together, yet separate for replication of the genetic material? You may have wondered about the answers to these and many other questions about our planet and the many organisms that live on it. Answers to these questions are dependent on the properties of the physical world we live in. Many of you studying this course will be starting on a degree in the biological sciences. But we believe that your understanding of how living organisms work will be greatly enhanced by achieving a thorough grasp of the ideas, facts and concepts included in this course. Colleagues in mathematics, statistics, physics and chemistry have put this integrated course together as a foundation in those aspects of the physical and mathematical sciences most relevant to biologists. A number of you may have struggled with some of these ideas in your previous education: try to put these negative experiences aside and approach this course with a fresh mind. We believe that putting mathematical and physical ideas into a biological context will help them come alive for you, and greatly deepen your understanding of living organisms. It is worth emphasising that a good understanding of this course will greatly help you in your future studies. Modern biology is full of mathematical and physico-chemical concepts, and is highly dependent on statistical techniques for the rigorous evaluation of data. At university, with the large classes, you will have to organise your study time, check your progress and, if you have difficulties, ask for help. Nobody is penalised for asking for help or further explanation. The staff are here to help you, but we can only help if we know you have a problem. There are regular tutorials where you can ask questions. You can also ask the lecturer or any member of staff in a problem session if you require help. For any matters relating to administration or personal problems please consult the class head, Dr A. Lapthorn. It is essential that you read this Handbook carefully. I would draw your attention, particularly, to the sections dealing with the Award of Credits and Absence. It is important that we have full details of any absences through illness or other problems during the year in order that these may be taken into account in the assessment of your work at the end of the course. I am sure that you will find the Science Fundamentals course interesting and enjoyable and that you will be successful at the end of the course.

Professor N. C. Price, IBLS & Dr A. J. Lapthorn, Dept. of Chemistry

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CONTENTS Page Number 3 Aims

3 Enrolment and Text Books

4 Teaching & Learning, Workshops 5 Assessment

5, 6 Credits, Examinations

6 Absence from Classes

7 Grade Point Averages 8 Workshop Problem Sessions 9,10 Revision Tutorials, Class Notices, Mobile Phones

Staff-Student Committee 10 Staff Contact Details 11 Timetable 12 – 25 Lecture Content 26 – 68 Specimen Exam Questions and Model Answers

AIMS To provide a broad science course spread over two modules, 1X and 1Y; one module to be taught per semester, which will:-

Be appropriate to the interests, aptitudes, background and future intentions of its entrants. Build on common experience. Illustrate interactions of science and everyday life. Present facts, applications, theories and calculations. Develop general concepts, abstract ideas, numerical skills, physical and mathematical models and confidence in their use. Develop understanding through group work and discussion and developing communication skills.

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ENROLMENT All students in the class must register and complete a class enrolment form. RECOMMENDED TEXTBOOK All students MUST have a copy of

Science Fundamentals, University of Glasgow, Pearson custom publication.

This textbook has been compiled to cover the chemistry, physics and statistics components of the course.

TEACHING AND LEARNING

LECTURES There are 80 lectures and workshops, given over two semesters of 12 weeks

each. The class meets in two sections, one at 10 am and one at 3 pm. All Lectures will be in the Gregory Building Lecture Theatre, unless notice is given otherwise

Lectures provide facts, theories, demonstrations, textbook references and background. A detailed timetable is given later in the Handbook. Guidance will be given on what you should be able to do at the end of each group of lectures.

REVISION Each block of lectures will have an associated revision tutorial. TUTORIALS These are intended to give practice in the kinds of questions likely to occur in

tests and exams. WORKSHOP On these days the lecture time is used for problem solving workshops and SESSIONS a short ( 10 minute ) test. Answers will be posted on the notice board the

following week and the lecturer will be able to help you with any particular difficulties you have. The short workshop tests count towards your final mark for the year - regular attendance is essential.

TESTS There will be two one hour tests per module in lecture times. The one hour

tests also contribute towards your final assessment so you must not miss any.

LEARNING Means that you make the most of all the above, plus text books (see above),

private study and practice, general reading and discussion.

There is also material that you may find useful at the website: http://www.chem.gla.ac.uk/teaching/GenChemWeb/Contents/Home.htm

In lectures try to note down what is on the board and as much as you can of the key points of what is said. As soon as possible fill out your notes from memory, by collaborating with a friend and by looking up books to reconstruct the full story. Please also see the "Plagiarism" paragraph on page 5.

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We know that you will not always understand topics fully during the lecture. Later reading, digestion and discussion are needed. Book references will be given in lectures. Look them up and incorporate diagrams, examples etc. from them into your notes. Keep the lecture notes safe, in a binder with your name. Lecturers cannot provide copies and it is expensive to photocopy other students' notes if you lose yours. Furthermore other students’ notes can never be as good as your own.

ASSESSMENT The final mark for each module (1X and 1Y)will be made up as follows:

Degree exam (2h) 60% (covering each modules work) Class tests (1h) 20% (2 tests in lecture times) Coursework 20% (covering the workshop tests)

Last year’s exam papers, together with specimen answers, can be found at the back of this handbook. Examinable topics include lecture, revision tutorial, and workshop material, knowledge, understanding and applications of these. As 40% of the final mark is from continuous assessment it is important to work steadily throughout the year.

MINIMUM REQUIREMENTS FOR THE AWARD OF CREDITS

Students may be awarded credits for each of the courses Science Fundamentals 1X and Science Fundamentals 1Y separately. To be awarded the credits for a course you must meet the following requirements in respect of that course:-

• Attend lectures. • Perform satisfactorily in the degree examinations • Sit the two class tests in each module • Have a good attendance record in workshop problem sessions and submit answers to the

associated brief tests.

Normally no grade or credits shall be awarded to a candidate who has not met these requirements.

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EXAMINATIONS The Degree Examinations (2 hours each) will take place in January and May (time still to be fixed). Details will be posted later on the Science Fundamentals notice board in the Joseph Black Building. Resits for both exams will take place in August. Advice will be available on the format of the exams, and papers from previous years will be available from the University Library.

It is important that you do well in the Degree Examinations as these form 60% of your final assessment. A poor performance in the tests will put pressure on you to work significantly harder for the degree exam. It is vitally important for you to plan your work from the start with this in mind. Extenuating circumstances (e.g. illness) at exam times must be reported to Dr. Lapthorn at the time ([email protected]) and supported by a medical certificate or other appropriate documentation.

Please note that all examinations should be written on the right hand pages of the exam book in ink . Please do not use red pens as this can cause confusion when the papers are marked. Only clean, green periodic tables will be allowed in tests and workshops and a copy will be included in the final examination papers. General scientific calculators are allowed in examinations, but programmable or graphical calculators where information can be stored are not permitted.

PLAGIARISM

Students are reminded that regulations regarding plagiarism (copying) apply to all work contributing to assessment, including brief workshop tests and class tests. Except where specifically directed, as part of a group project for example, all assessed work must be your own. The University's policy on plagiarism is detailed at the web address below.

http://senate.gla.ac.uk/discipline/plagiarism/plagstate.pdf

ABSENCE FROM CLASSES ABSENCE FROM CLASSES FOR MORE THAN FIVE DAYS should be explained by a doctor's medical certificate or similar document which MUST be submitted to the:

Registrar’s Enquiry Office, Main University Buildin g The medical certificate will be copied by the Registrar’s Office to all the Class Heads of the subjects you take and your Adviser of Studies. ABSENCE FROM CLASSES FOR LESS THAN FIVE DAYS may be explained by a 'Self Certificate of Absence' (available in the Science Faculties Office) and submitted to

Science Faculties Office, Boyd Orr Building A copy of this certificate must also be submitted to the class head. For the overall assessment of the course, attendance credits will only be given if absence was adequately explained by one or other of these routes. In addition you should inform Dr A. Lapthorn, promptly, by letter or email ([email protected]). Certificates submitted long after the event will not normally be recognised.

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It is vitally important that these procedures are adhered to. A number of students lose credits to which they are entitled, every year, because they do not submit certificates, or do not submit them promptly enough.

GRADE POINT AVERAGES: GUIDELINES The grade awarded at the end of the course contributes towards you Grade Point Average. As a guide, the approximate mark/grade correlations used for Science Fundamentals are as follows.

Grade Grade descriptor Grade points

A excellent 16 B very good 14 C good 12 D satisfactory 10 E weak 8 F poor 6 G very poor 2 H 0

Total grade points = sum of credits x grade points Grade point average (GPA) = Total grade points/ Total credits The grade point average and credit level requirement for B.Sc. and M.Sci. are given in full in the University of Glasgow Calendar and the Catalogue of Courses found at the following web address http://senate.gla.ac.uk/calendar/current/contents.html. Please consult your adviser of studies for full details. Some of the key points are listed below. 1. Your grade point average should be at 10 or above in each year of study.

2. Faculty entry requirements into level-3 courses requires a grade point average over the first two years of above 12 for M.Sci, above 11 for B.Sc (Hons), and above 10 for B.Sc. (Des.). Departmental entry requirements may be higher.

3. Entry to many level-3 courses is on a competitive basis with a preference given to those

students with a high grade point average. 4. In addition some level-3 courses have a minimum grade requirement for entry. It is therefore important that you make sure you work steadily throughout the year in every subject. Low grades may cause problems with progress.

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WORKSHOP PROBLEM SESSIONS These will be held at the normal lecture times and their purpose is for you to practise using the knowledge you have gained from lectures. Each problem session will last for 40 mins with a 10min assessed test at the end. You must sit as instructed, leaving ALTERNATE VACANT ROWS to allow staff to circulate and reach everyone. Equipment You will need a calculator giving scientific notation, logs to base 10 (log x), logs to base e (ln x), and inverse functions. Please note that programmable and/or graphical calculators are not allowed in University examinations. If you have problem using your calculator then there is a calculator workshop provided in week 5 of the first semester. You will be provided with a periodic table which will be needed at some of the chemistry problem sessions (also for use in tests, and exams) - keep this periodic table clean for examination purposes. Procedure The topics of the sessions will be announced in advance. After a short introduction you will be asked to work through the problems collaborating with friends if you wish. Several tutors will be available. Raise your hand if you need help with the problems or related lecture material. Answers and explanations will be given as the session progresses but it's no use sitting waiting till they are written up - you won't have learned anything. Towards the end of the workshop you will be given a brief written test to complete and hand in for marking. Sometimes supplementary problems will be provided for you to try at home. Solutions Complete solutions will be displayed on the Science Fundamentals Noticeboard near the Main Entrance to the Joseph Black Building. It is not intended that these solutions should be copied - they are there to help you make another attempt yourself. They will remain on display for several weeks until the space is needed for new ones. Attendance is compulsory. Absence for good reason should be explained (see page 5). If you were absent for good reason you can get copies of the sheets from the appropriate staff member.

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REVISION TUTORIALS If you are having problems with a particular course you should see the lecturer concerned. Revision tutorial sessions have been time-tabled on certain days at normal lecture times in the Gregory Building Lecture Theatre. These give an opportunity for students to ask questions and to practice test/exam style questions. Tutorials are normally given by the course lecturer.

CLASS NOTICES These are posted in the SCIENCE FUNDAMENTALS-1 display case on the ground floor of the Joseph Black Building. Get into the habit of checking the notices regularly. Also class notices will be displayed on the Science Fundamentals website; http://www.chem.gla.ac.uk/teaching/student_notices/notices.htm .

WEB SITE Science Fundamentals has teaching materials and other useful information on the web, please see http://www.chem.gla.ac.uk/local/teaching/coursework.htm Several websites are available that are useful for helping you understand certain aspects of Chemistry. The following site has some useful links: http://www.chemistry.about.com/

MOBILE PHONES Mobile phones must be switched off during lectures, problem sessions, tests, examinations, and in the University Libraries.

STAFF-STUDENT COMMITTEES AND OPINION SURVEYS Two students from SCIENCE FUNDAMENTALS-1 will join a committee including staff members from the Departments of Mathematics, Statistics, Physics, and Chemistry, which will discuss course issues once a term. All students will have an opportunity sometime to comment on aspects of the course via questionnaires. Difficulties are most quickly resolved by informing Dr Lapthorn ([email protected]) or the lecturer involved.

STUDENT CLUBS The Mathematics students club is called Mac Soc. It organises a programme of lectures and social events during the year, as well as a very popular Ceilidh just before Xmas. The Physical Society meets on alternate Wednesdays in the first two terms for talks on subjects that are usually -- but not always -- related to physics. The society also organises social events, including an annual Christmas Ceilidh. For details see the PhySoc website at http://www.gla.ac.uk/clubs/physics/ . The Chemistry students club organises lectures, sports etc. and sells reprints of past exam papers. If you have problems getting them see the Alchemists Club in room A4-30 of the Joseph Black Building.

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OFFICE NUMBERS

Name Room Tel Number E-mail

(Maths & Statistics Building)

Dr D J Moore 406 330 6060 [email protected]

Dr N Friel 225 330 4047 [email protected]

Prof D M Titterington 222 330 5022 [email protected]

(Kelvin Building)

Dr J Courtial 155 330 6081 [email protected]

Dr S McVitie 308a 330 6895 [email protected]

(Joseph Black Building)

Dr A Lapthorn, Class Head B4-03 330 5940 [email protected]

Dr L Farrugia A4-36 330 5137 [email protected]

Prof D Jackson A4-42 330 4443 [email protected]

Dr S.R Armstrong C5-03 330 4199 [email protected]

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The Science Fundamentals lectures, Revision Tutorials, Workshops and Tests will take place at 10 - 11 am and 3 - 4 pm in the Gregory Building Lecture Theatre.

2006-2007

Week 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

Begins18

Sep25

Sep02 Oct

09 Oct

16 Oct

23 Oct

30 Oct

06 Nov

13 Nov

20 Nov

27 Nov

04 Dec 11 Dec08 Jan

15 Jan

22 Jan

29 Jan

05 Feb

12 Feb

19 Feb

26 Feb

05 Mar

12 Mar

09 Apr16 Apr

23 Apr

Mon am HOL SDJ SDJ LF LF LF WS JC JC JC SM SM DM DM DM DM JC JC SM SM HOL NF NF

pm SDJ SDJ LF LF LF WS JC JC JC SM SM DM DM DM DM JC JC SM SM NF NF

chem

Tues am IL SDJ SDJ LF LF SA SA JC JC WS SM SM DM DM DM DM JC JC SM SM NF NF NF

pm IL SDJ SDJ LF LF SA SA JC JC WS SM SM DM DM DM DM JC JC SM SM NF NF NF

chem

Wed am Enrol DM DM DM DM DM LF R SA SA SA SA WS R AL AL WS AL AL RT SM NF NF RT

pm Enrol DM DM DM DM DM LF T SA SA SA SA WS T AL AL WS AL AL RT SM NF NF RTchem phys phys maths AL stats

Thu am DM DM WS DM DM SA SA SA SA SA SA RT AL AL AL AL AL AL WS RT NF

pm DM DM WS DM DM SA SA SA SA SA SA RT AL AL AL AL AL AL WS RT NF

maths SA phys phys

Fri am SDJ DM SDJ DM calc. R T T AL AL R WS T WS Tpm HOL SDJ DM SDJ DM WS T T T AL AL T WS T WS T

math math chem stats

M MATHS (10+ 8) 18 T Tests

DM Dr D J Moore

C CHEMISTRY (12 + 24) 36 WS Workshops (Stats/Maths/etc.)

AL Dr A Lapthorn (Class Head) Calc WS Calculator Workshop

LF Dr L Farrugia RT Revision Tutorials

SDJ Prof D Jackson

SA Dr S Armstrong IL Introductory Lecture

P PHYSICS (9 + 9) 18

JC Dr J Courtial (Physics Class Head)

SM Dr S McVitie

S STATISTICS (8 + 0) 8

NF Dr N Friel

MT Dr M Titterington

Exams

Exams

Course Documentation Aims and Objectives Science Fundamentals 1

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Title: Mathematics 1X. Duration: 11 Hours Lecturer: Dr D J Moore Aims: To understand the importance of units of quantities and to be familiar with the SI system of units. To be able to undertake simple arithmetic exercises without the use of a calculator and be competent at making appropriate approximations in calculations. To be able to do calculations involving proportion. To understand the relationship between two variables connected by a linear equation and be able to calculate the equation of a given straight line. To be able to solve simultaneous equations. To know and be able to use the index laws. Know about roots of a number. Be able to use the distributive laws. Be able to factorise and expand expressions. Know and be able to use the Binomial Theorem in expansions. Be able to manipulate equations in order to solve them. Be able to complete the square in a quadratic and hence sketch a quadratic function. Be able to apply all of the above to a variety of practical and other problems. Topics: 1. The SI unit system. 2. Simple arithmetic exercises 3. Proportion 4. Gradient and equation of a line 5. Intersecting lines-simultaneous equations 6. Index laws 7. Factorisation and expansion 8. The Binomial Theorem 9. Solving equations 10. Completing the square 11. Graphs of quadratic functions 12. Applications to problems Intended Learning Outcome: At the end of this course the student should have covered and consolidated fundamental skills in numeracy, algebraic manipulation, graphical work and applications of these skills to practical problems.


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Title: Atoms and Molecules 1X Duration: 6 Hours Lecturer: Prof S D Jackson Aims: To introduce students, new to chemistry, to some properties of atoms, molar quantities, and bonding in small molecules. Topics: 1. Atomic number, isotope, atomic mass unit and name. The symbols of some

elements and the size of atoms. 2. Which elements are metals, semi-metals and non-metals. 3. Chemical formulae, simple chemical equations, and the hydration of ions. The

litre, mole, and elementary calculations using molar quantities. 4. The use of the Periodic Table in understanding the properties of the elements. 5. The eight electron rule and Lewis formulae for simple diatomic molecules. 6. Bonding in simple organic compounds. Intended Learning Outcome: At the end of this course the student will have learnt about the basic concepts of atoms and molecules, the periodic table, molar quantities, and how to apply this knowledge to new problems.


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Title: The Elements and the Periodic Table 1X. Duration: 6 Hours Lecturer: Dr L J Farrugia Aims: To review elements and their compounds, their occurrence, and importance. To look for generalizations about behaviour and properties of elements using the Periodic Table. To discuss ionic and covalent bonding in compounds, relate this to the position in the Periodic Table of the elements involved, and to examine chemical reactivity. To discuss non-metals (C,H,N.O,P,S) and metals (Na.K,Mg,Ca,Fe,Cu,ZN) of biological significance. Topics: 1. The names and symbols for elements of groups 1, 2, 12-18, and of the first

transition series (Sc-Cu). The names and formulae of the ions [NH4]+, [NO3]

-, [CO3]

2-, [SO4]2-, [OH]-, and [CN]-.

2. The concept and derivation of oxidation states of the elements above, when in

their common compounds. 3. The electronic configuration of the elements, and the ions formed from them. 4. The basis of the periodic table in terms of electronic structures of the atoms.

The use of a Periodic table to rationalise or predict the properties of elements and compounds.

5. Ionization energy, electron affinity and electronegativity of elements. How these

properties vary across the periodic table. 6. The formation of single, double, or triple covalent bonds by electron pair sharing

between atoms. Sharing of electron pairs between atoms of different electronegativities can lead to polar covalent bonds, and in the extreme case transfer of electrons from one element to another can lead to ionic bonds. Metallic bonds.

7. The Periodic Table position of constituent elements of simple compounds in

relation to the type of bonding (ionic, covalent, or metallic) encountered. The properties and structures of compounds and their dependence on the types of bonding involved.

Intended Learning Outcome: At the end of this course the student understand the Periodic Table, the electronic structure of atoms and its relation to each element’s position in the Table, and the relationship of element position to the nature and bonding of the compounds it forms.


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Title: Waves, Light, and Sound 1X. Duration: 4 Hours Lecturer: Dr J Courtial Aims: To provide, by study of the relevant physical principles, answers to questions such as: What is a wave? Why are all waves basically similar? What is light and how do we perceive it? What are the relative advantages of communicating using light and sound, and what limits the frequencies that organisms use? Topics: 1. Waves : wavelength, frequency and period, speed - relation between

them. 2. Electromagnetic waves, speed of light. 3. Wave nature of light : wavelength, frequency, reflection,

refraction. 4. Light rays and the focusing of light in the eye. 5. Particle nature: photons, relationship between energy of photon

and frequency, no of photons required to stimulate retinal sensors, damage to biological systems by high energy photons.

6. Sound waves in air : speed, wavelength, frequency, detection of

sound, limits to range of frequencies which can be detected by humans and other animals.

Intended Learning Outcome: At the end of this course the student should understand and be able to use the relation between wavelength and frequency for common waves; identify different regions of the electromagnetic spectrum; describe the phenomena which can be explained by light acting as a wave; describe an example of light behaving as particles; set down the limits of audible frequencies.


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Title: Scales of length and time 1X Duration: 1 Hour Lecturer: Dr S McVitie Aims: To describe the various scales of length time and mass which are important in the physical universe and for biological systems. Topics: 1. Scales of length and time from different parts of electromagnetic spectrum.

Powers of 10. 2. Scales of length in physical world. (Universe, galaxy), solar system, earth, living

creatures, cells, atoms, nuclei of atoms. (Or in opposite order). Length scales of animals.

3. Scales of time. Atomic processes, electrical signals in orthodox conductors,

electrical signals in nerves, chemical reaction rates, times in solar system, geological time. Lifespans of living organisms and how they scale. Scales of mass. Atoms, cells, organisms, astronomical objects.

Intended Learning Outcome: At the end of this course the student should be able to: identify which length scales (in powers of 10) are appropriate for sub-atomic, biological, and astronomical systems; identify which time scales (powers of 10) are appropriate for sub-atomic, biological, and astronomical systems; identify which mass scales (powers of 10) are appropriate for sub-atomic, biological, and astronomical systems.


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Title: Energy, Heat and Temperature 1X Duration: 4 Hours Lecturer: Dr S McVitie Aims: To provide, by study of the relevant physical principles, answers to questions such as:- Why is fat such an efficient means of storing energy? What physical processes do animals use to keep warm and to keep cool? What is the ozone layer and why is it important for life on earth? What is global warming and why is it occurring? Topics: 1. What is energy? Units of energy. Energy in different forms. Conservation of

energy. Storage and conversion of energy. Heat as the ultimate form of energy. 2. Temperature as degree of hotness. Units of temperature. Simple calculations.

Transfer of heat from hotter to colder bodies. Low and high temperatures, (absolute zero of temperature, temperature of sun).

3. Power as rate of energy use. Unit. Simple calculations. 4. Energy in biological systems. Storage. Energy balance. 5. Energy carried by electromagnetic radiation. Absorption of EM radiation –

dependence on thickness of absorber, X-ray photographs, absorption of UV by ozone layer. Global warming.

6. Energy balance of earth. Importance of atmosphere and of water to life as we

know it. Greenhouse effect and global warming. Intended Learning Outcome: At the end of this lecture course the student should be able to: explain the meaning of energy, temperature and power; describe how energy can change its form but the amount of energy is conserved; explain how heat energy is transferred from a hotter to a colder body; describe systems in energy balance, and what happens when energy balance breaks down; sketch the amount of light remaining as a function of thickness after passing through materials; show that earth must lie in the temperature zone which allows water to be liquid; understand why Earth's atmosphere acts like a greenhouse.


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Title : Organic chemistry 1X Duration : 6 hours Lecturer: Dr S Armstrong Aims: To discuss the distinctive characteristics, structures, shapes, naming, reactions, applications and natural occurrence of organic molecules and to interpret their reactions and bonding using general principles Topics: 1. The unique ability of carbon to form elaborate molecules found in living things,

the nature of the covalent bond and the limitations on bond angles and lengths. 2. The importance of charge and polarity in determining properties, solubility and

intermolecular interactions. 3. The various conventions for drawing molecules and molecular models. 4. Structural isomers, geometric isomers, chirality and the importance of lone pairs

for shape and reactivity. The concept of nucleophiles and electrophiles. 5. "Functional groups"; their recognition and correlation with names of types of

compound and of individual compounds. 6. The structure of alkenes and their addition reactions and understand the stability

of benzene. 7. Examples of important alcohols and sugars and correlation of their structures

with their solubility in water. 8. The oxidation and metabolism of alcohols leading to aldehydes, ketones, acids

and carbon dioxide. 9. The structure and hydrolysis of esters and fats. 10. The uses of phosphate and sulfate esters and the mode of action of detergents

and their biodegradation. Intended Learning Outcome: At the end of this course the student should know about the following topics. Carbon and its compounds, natural and synthetic; isomers, nomenclature, unsaturated fats, addition reactions, Alcohols, oxidation to acids, vinegar, esters, fats.


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Title: Biological molecules 1X Duration: 5 hours Lecturer: Dr S. Armstrong Aims: To consider the chemistry of some biological molecules and polymers and their uses and to illustrate how their properties depend on their structures. Topics: 1. The relationship between amines and ammonia, the naming of amines and their

basicity. 2. The importance of lone pairs for the hydrogen bonding, basicity and shape of

amines. 3. The structures of the amino acids. 4. The formation of zwitterions and the meaning of 'isoelectric point'. 5. Prediction of the products of hydrolysis of amides. 6. The factors involved in drug transport. 7. The water solubility, shape, neutrality and biological role of urea. 8. The primary structure of proteins, peptide linkages, and chiral centres. 9. How enzymes operate (in simple terms) and the role of side-chain functional

groups. 10. The structure of polysaccharides and the effect of stereochemistry on water

solubility and biodegradability. Intended Learning Outcome: At the end of this course the student know about amines and amides and their roles in biological systems; as well as sugars and polysaccharides and their biological function.


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Title: Mathematics 1Y. Duration: 8 Hours Lecturer: Dr D J Moore Aims: To know the laws of logarithms. To understand the exponential function and its application to exponential growth and decay problems. To be able to apply logarithms and exponential functions to a variety of practical and other problems. To be able to convert between radian and degree measure. Know how to use a calculator to find the values of the trigonometric functions and be able to sketch the graphs of the trigonometric functions. Understand the motivation for the development of differentiation. Know and be able to apply the rules for differentiating combinations of the standard functions. Understand the connection between differentiation and rate of change. Be able to apply all of the above to a variety of practical and other problems. Topics: 1. Logarithms 2. The exponential function and exponential growth and decay 3. Applications of the logarithmic and exponential functions 4. Angles; degree and radian measure 5. The trigonometric functions; sine, cosine and tangent 6. Graphical representation; periodicity, phase and amplitude 7. Differentiation of the standard functions 8. Rates of change Intended Learning Outcome: At the end of this course the student should have an elementary understanding of the logarithmic and exponential functions, trigonometry and differentiation


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Title: Aqueous Solutions 1Y Duration: 6 Hours Lecturer: Dr A J Lapthorn Aims: To consider the general nature of aqueous solutions of all types and to introduce simple quantitative ideas for some of their properties. To apply these concepts to biological systems. Topics: 1. The special nature of water as a solvent, its polarity, and its ability to solvate

molecules and ions. 2. Hydrogen bonding and its great significance in nature. 3. The qualitative and simple quantitative aspects of ionic equilibria in aqueous

media. These include concepts of electrolytes, acid and bases, hydrogen ion concentration, pH and its measurement.

4. Weak acid, bases and their salts. The definitions of Ka, Kb, and Kw as well as of

pKa, pKb, and pKw. Calculating the pH of acid, base and salt solutions. 5. Acid and base buffer solutions. The Henderson Hasselbalch equation and the

pH of buffer solutions. Carbonate and phosphate buffers in biological systems. 6. How the extent of protonation of species in solution varies with pH. Apply this

knowledge to determine the extent of protonation of amino acids. Intended Learning Outcome: At the end of this course the student will be familiar with the following concepts. The unique nature of water as a solvent. Some of the special properties of aqueous solutions and their general significance in nature. Ideas relating to electrolytes in solution and acid-base phenomena. The relation of these concepts to biological systems, using simple quantitative treatments where appropriate.


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Title: Chemical Kinetics 1Y Duration: 6 Hours Lecturer: Dr A J Lapthorn Aims: To consider the various factors that determine how fast chemical reactions may go. To study basic kinetics and their application to enzyme kinetics. Topics: 1. Explain in simple molecular terms why the rate of reaction may depend on

physical factors such as size, shape, form, and temperature of the reactants. 2. Expressions showing how the rates of chemical reactions might depend on

concentrations of reactants and define what is meant by rate constant. 3. Determining the order of a chemical reaction from experimental measurements.

The form of first and second order rate equations and what is meant by a rate determining step.

4. Concepts such as reaction co-ordinate, transition states, and activation energy.

The Arrhenius equation and rate constants in relation to temperature. 5. Catalysis and the various ways it might come about (surface, acid, base

enzymes ). 6. Enzyme catalysis and the Michaelis-Menten mechanism. The Michaelis

constant, the maximum velocity, and the maximum turnover number. Intended Learning Outcome: At the end of this course the student will be able to start from simple molecular and everyday concepts and explore the various factors that control how fast chemical reactions may go. These ideas will be used to explore simple ideas of enzyme kinetics.


22

Title: Forces in Nature 1Y Duration: 4 Hours Lecturer: Dr S McVitie Aims: To provide, by study of the relevant physical principles, answers to questions such as:- How do birds manage to fly? How do fish control buoyancy? What would organisms be like if gravity on Earth were like gravity on the moon? Why can a flea jump so many more times its body length than we can? How do flies, frogs and geckos stick to surfaces, sometimes upside down? Topics: 1. What is force? Magnitude and direction. Unit. Weight as gravitational force.

Pressure. 2. Static equilibrium as balance of forces. (Newton's first and possibly second Law) 3. Lift in wings and fins caused by pressure differences – basic Bernouilli equation

explanation 4. Concept of density and Archimedes principle. Buoyancy force. 5. Relative forces on human form. Relative sizes of gravitational attraction on earth

and moon and consequences. 6. Frictional forces. 7. Conservation of total mechanical energy. 8. Air and water resistance and their influence on different classes of animals. Intended Learning Outcome: At the end of this course the student will be able to: explain the concept that static equilibrium occurs when forces are balanced; sketch streamlines around an aerofoil and explain lift; reproduce Archimedes' principle, and explain buoyancy; know the relative size of the gravitational force on the Earth's surface and on the moon's surface; describe the relative size of common forces at different length scales.


23

Title: Atoms, Radioactivity and Electricity 1Y Duration: 5 Hours Lecturer: Dr J Courtial Aims: To provide, by study of the relevant physical principles, answers to questions such as: How do we know the age of the earth and the earliest life forms? (And why did Lord Kelvin get this wrong in the 19th Century)? How is it that inside living organisms, signals are communicated by electric currents, circulatory systems and diffusion? What factors determine which is the most appropriate communication method for a particular signal? Topics: 1. Structure of atoms - nucleus and electrons, charge, chemical

processes. 2. Nuclear decay processes, types of radiation emitted. Exponential

decay, simple calculations. 3. The Universe - galaxies stars and planets 4. Dating techniques to determine age of universe and bodies within

it, and calibrate fossil records of life on earth. 5. Kelvin's calculation of the age of the earth and why it is wrong. 6. Electricity : voltages and currents, size and nature of

electrical signals in the body, how electricity kills. Intended Learning Outcome: At the end of this course the student will be able to: describe the basic (Bohr) model of the atom; identify the different types of radioactive decay; sketch the behaviour of activity of a radioactive sample as a function of time, and define the half-life; identify galaxies, stars and planets in our universe; describe how modern archaeological dating techniques work and why Kelvin's calculations of earth's age were wrong; explain the difference between voltages and currents; write down the magnitudes of voltages and currents which make the nervous system work, in comparison with the size of those which cause damage in the body.


24

Title: Statistics 1Y. Duration: 8 Hours Lecturer: Dr N Friel & Prof D M Titterington Aims: To introduce basic ideas in exploratory data analysis, including data types, graphical displays and numerical summaries. Topics: 1. Illustrative scientific data sets with questions of interest: Univariate data,

including quantitative data (measurements or counts), categorical data, circular data and time-series.

2. Graphical displays: Stem-and-Leaf plot, Dotplot, Histogram, Barchart, line plot,

circular plot. Description of data distributions (location, spread, shape). 3. Numerical Data Summaries: Mean, median, mode, standard deviation, quartiles,

coefficient of variation, five-number summary and boxplot, proportion, percentage.

4. Making Comparisons: Graphical comparison of data distributions; Comparison

of numerical summaries, including means, medians, percentages and coefficients of variation.

5. Exploring Relationships. Bivariate data: measurement data, categorical data.

Scatterplots. Tables. Pearson’s correlation coefficient and its interpretation. 6. Fitting Regression Lines: Computation of linear regression equation based on

the method of least squares. Making predictions and inverse predictions from a fitted model. Transformations to linearity, illustrated by power laws and exponential laws.

7. The Need for Statistical Inference: Samples and Populations. Generalising

statistical findings to the population(s). Sample statistics. Sampling variability. Intended Learning Outcome: At the end of this course the student should be able to understand and be able to distinguish among various different types of data; produce an appropriate graphical display of various different types of data; compute appropriate numerical summaries of a given set of data; describe a sample of quantitative data in terms of location spread and shape; compare two or more data sets using numerical summaries and graphical displays; produce and interpret tables of bivariate categorical data; compute and interpret Pearson’s coefficient of correlation and interpret a scatterplot of bivariate quantitiative data; compute linear regression equations and to use these to make predictions from a fitted model; produce transformations to linearity, illustrated by power and expontential laws; describe the need for statistical inference; use these methods with real scientific data.

Course Documentation Specimen Papers Science Fundamentals 1

25

Specimen Paper, 2004/2005 2.30 p.m. – 4.30 p.m.

Degree Examination

Level-1

SCIENCE FUNDAMENTALS – 1X

This paper has FOUR Sections A, B, C & D. Answer 10 questions ONLY , which

must include at least ONE from each Section. Where a question has several parts,

answer ALL parts of the question.

Use a separate book f or each Section. Write all answers in INK in the exam book

ON THE RIGHT HAND PAGES ONLY . Number the questions carefully.


26

SECTION A

1.

(a) Without using a calculator, find 326 x 47. (All working must be shown).

[2]

(b) The speed of sound is approximately 332 m·s-1 (metres per second). Express

this in terms of km·h-1 (kilometres per hour).

[5]

(c) Express in factorised form

2 2( 2 ) ( )x y x y+ − +

[3]

2.

(a) In a certain University course, students are assessed on their performance in

Workshops, Tests and the Degree Examination. The performance in the

Workshops contributes 20% towards the final score, while the Tests contribute

20% and the Degree Examination contributes the remaining 60%.

A certain student scores 8, 6, 10, 7 and 9 in the Workshops, which are each

marked out of 10. The student also scores 15 and 18 in the two Tests, which are

each marked out of 25. The student then scores 54 out of 100 in the Degree

Examination. Find the final percentage score that the student has achieved on

the course on which the student's performance will be assessed.

[4]

(b) Two types of feed are available with which to feed a particular animal. One

gram of the first feed supplies the animal with 7 mg of nutrient A and 2 mg of

nutrient B. One gram of the second feed supplies the animal with 1 mg of

nutrient A and 5 mg of nutrient B. In order to stay healthy, the animal needs to

receive 24 mg of nutrient A and 21 mg of nutrient B daily. How much of each

feed should the animal receive each day in order to stay healthy?

[6]


27

3.

(a) Write in scientific notation

45,216,000,000.

[2]

(a) Find the equation of the line joining the points (5, 2) and (9, 22).

[4]

(c) It is known from experimental evidence that the probability of a seed of a

particular type germinating is 2

3. If 12 seeds of this type are planted, find the

probability of 9 of the seeds germinating.

[4]

4.

(a) It is given that y is proportional to x3 and that y = 2 when x = 1. Find the value

of y when x = 3.

[4]

(b) Find the equation of the line with gradient ─ 4 that passes through the point

(3, 15).

[2]

(c) Solve the pair of simultaneous equations

4x + 6y = 8

x + 2y = 3.

[4]


28

SECTION B

5.

Write chemical formulae for each of the following:

Strontium carbonate Sodium nitrate Silver bromide

Copper(I)sulphate Phosphorous pentachloride [10]

6.

Write balanced equations for:

(a) The reaction of Cu(II) oxide with aqueous hydrochloric acid

(b) The reaction of barium carbonate with nitric acid

(c) The reaction of elemental sulphur with fluorine gas to give sulphur hexafluoride

(d) The reaction between potassium hydroxide and sulphuric acid

(e) The reaction of sodium metal with water to give sodium hydroxide and hydrogen

[10]

7.

(a) Classify the following molecules as covalent or ionic

H2O NaCl NF3 CaO SCl2

[5]

(b) How many atoms are there in 1 mole of:

(i) chlorine gas, Cl2 (ii) yellow sulphur, S8?

[5]

[Avogadro's constant = 6.023 x 1023 mol-1]

8.

(a) Write the electron configurations for: (i) atoms of the elements carbon, magnesium, phosphorus, selenium and iron

[5]

(ii) the ions Ca2+, Cl-, O2-, Rb+ and P3-

[5]


29

9.

From the list of elements given below

fluorine silicon sodium sulfur

(a) Which element has the lowest value of the first ionisation energy, I1?

(b) Which element is the most electronegative?

(c) Which combination of two elements is likely to result in the formation of an ionic compound?

(d) Which combination of two elements is likely to result in the formation of a

covalent compound?

(e) Which element is chemically the most reactive ?

[10]


30

SECTION C

10.

(a) We see and hear through light waves and sound waves. What are the

approximate speeds of those waves in air?

[2]

(b) State the relationship between the speed, wavelength and frequency of a wave.

Does this also hold for (i) water waves; (ii) Mexican waves; (iii) radio waves?

[3]

(c) The speed of a sound wave in water is approximately 1.4 km/s. What

wavelength does a sound wave of frequency f = 440 Hz have in water?

[3]

(d) What is the range of audible frequencies? Are other animals also restricted to

that range?

[2]

11.

(a) Define power. Explain what is meant by metabolic rate for a given activity.

Write down the units that are associated with metabolic rate.

[4]

(b) The power consumption for someone who is awake but resting is 80 W.

Calculate the basal metabolic rate for this person in kcal/m2-hr assuming their

surface area is 1.8 m2. (You may assume 1 kcal = 4184 J)

[6]


31

12.

The human body obtains energy from food with the following chemical reaction:

(a) Explain what is required for this reaction to occur and comment on how this

energy is utilised by the human body.

[4]

(b) A particular person cycling has a power consumption of 450 kcal/hr. How many

minutes would this person have to cycle to work off the energy provided by

100 g of protein? (Assume the energy content of protein is 4 kcal/g). Without

calculation state how this figure would differ if 100 g of fat were consumed

(energy content of 9 kcal/g)?

[4]

(c) State what forms of energy this power consumption appears as during the

exercise.

[2]

6 12 6 2 2 2C H O 6O 6CO 6H O energy+ → + +


32

SECTION D

13

(a) Draw structural formulae for the following compounds:

[5]

hex-2-ene-1-ol pent-2-yne octanal

ethyl ethanoate cyclobutanone

HO2CHN

OCH3

O

O

NH2

A (b) Redraw the structure of aspartame A (an artificial sweetener) and indicate the

chiral center(s).

[2]

(c) Mark the peptide bond in A.

[1]

(d) Draw the zwitterionic form of A.

[2]

14

(a) Draw the molecular structure of n-heptane, C7H16.

[1]

(b) Draw all isomers of dimethylbenzene

[3]

(c) Draw both geometrical isomers (cis and trans) of hept-3-ene, C7H14.

[2]

(d) Reaction of hept-3-ene with Br2 gives a product C7H14Br2. Draw this product

and state what type of reaction has occurred.

[4]


33

15

(a) Using chemical formulae, show the chemical basis of the conversion of fat into

biodiesel.

[4]

(b) Which of the molecules shown below (B – G) constitute building blocks of

RNA:

[6]

O

OH

HO

OHO

OH

HO

OH

OH

N

NNH

N

NH2

B C D E

N

NH

H2SO4 H3PO4

F G

16

Explain the following terms; use chemical formulae:

Carbohydrate.

[1]

Polysaccharide.

[2]

Lipid.

[2]

Racemate.

[1]

Resolution of a racemate.

[1]

Aromatic compound (you may use benzene as example).

[3]


34


Degree Examination

Level-1

SCIENCE FUNDAMENTALS – 1Y

This paper has three Sections A, B & C. Answer 10 questions only, which must

include at least one from each Section. Where a question has several parts, answer

ALL parts of the question.

Use a separate book for each Section. Write all answers in INK in the exam book ON

THE RIGHT HAND PAGES ONLY . Number the questions carefully.


35

SECTION A

1

n 1 4 16 64 256 1024 4096 16384 65536 262144

log4 n 0 1 2 3 4 5 6 7 8 9

n 1048576 4194304 16777216 67108864 268435456 1073741824

log4 n 10 11 12 13 14 15

(a) The table above gives the value of log4 n for various values of n.

Showing all working, use this table to calculate to calculate 64 x 65536

[3]

(b) Simplify

(i) log8 85 (ii) 6log 136

[3]

(c) Express as a single logarithm

5 log x2y2 + 2 log x3y – 3 log x4y2

[4]

2.

(a) Express 2.4 radians in degrees.

[2]

(b) State the amplitude and period of the curve y = 3 sin 2x.

[3]

(c) A doorway is 42.0 cm (centimetres) above the ground, which is horizontal. A

ramp is to be built to provide access to the doorway for the disabled. The ramp

is to be built at an angle of 6o to the ground. How long will the ramp be, and

how far does it project horizontally from the doorway?

[5]


36

3.

(a) Differentiate with respect to x

(i) 9x4 + 14x3 - 8 + 2

3

x

(ii) 5 cos x - 4 sin x + 3 ln x

[5]

(b) Find the coordinates of all points on the curve

y = x3 - 3x2 + 4x - 20

at which the slope of the tangent to the curve is 28.

[5]


37

SECTION B

4.

(a) Describe what types of particles make up an atom and what their electrical

charges are.

[3]

(b) Describe what isotopes are.

[1]

(c) Approximately how many atoms can be put side-by-side in one millimetre?

[2]

(d) Approximately what percentage of the weight of an atom is in its nucleus?

1% 10% 50% 99.9%

[1]

(e) An electron jumps from an energy level with E1 = 10eV to a second level with

E2 = 3.3eV. Calculate the energy and wavelength of the photon released in this

process (use 1eV = 1.6 x 10-19J, h = 6.6 x 10-34Js, and c = 3 x 108m/s).

[3]


38

5.

(a) Hubble found in the 1930s the approximate rule that the further away a galaxy is

from us the faster it also moving away from us. Describe in a few words what

his evidence was and what it tells us about the Universe.

[2]

(b) The sun is about 8 light minutes away from the Earth. How far is this in meters?

Use c = 3 x 108m/s.

[2]

The Cassini probe landed on one of Saturn's moons. How far did it travel?

a few light minutes a few light hours a few light years

[1]

(c) How far away is the nearest star, Alpha Centauri?

a few light days a few light years a few million light years

[1]

(d) Using a diagram, explain briefly why the sun does not set at the North Pole

during summer there.

[2]

(e) Using a diagram, explain briefly how the distance to a nearby star can be

measured using parallax.

[2]

6.

(a) Force is a vector, explain what this means.

[2]

(b) Describe briefly the nature of 2 forces commonly encountered.

[4]

(c) A person of mass 60 kg is standing on a set of scales.

(i) draw a diagram indicating all the forces acting on them.

(ii) calculate their weight.

[4]

You may assume the acceleration due to gravity is 9.8 m/s2


39

7.

Beronoulli’s equation for fluid flow may be written:

Explain the meaning of the symbols appearing in this equation.

[4]

A strong wind of 20 m/s blows across the outside surface of a window. Calculate the

pressure difference between inside and outside the window if the room contains still

air.

[6]

The density of air may be taken as 1.29 kg/m3

constantv2

1ghP 2 =++ ρρ


40

SECTION C

8.

The following data were collected for the decomposition of dinitrogen pentaoxide at

45 ºC, dissolved in chloroform.

2N2O5 → 4NO2 + O2

Expt. [N2O5] (M) Reaction rate (M s-1)

1 0.15 1.56 x 10-6

2 0.30 3.12 x 10-6

3 0.75 ?

(a) What are the rates of the reaction in terms of ∆[N2O5]/∆t, ∆[NO2]/∆t and

∆[O2]/∆t?

[3]

(b) What is the reaction order with respect to N2O5?

[1]

(c) Write the rate law for this reaction.

[2]

(d) Calculate the rate constant for the reaction.

[2]

(e) Determine the rate of reaction in experiment 3.

[2]

9.

(a) Name two factors that can affect reaction rate.

[2]

(b) What is a catalyst?

[2]

(c) Name two different classes of catalyst. [2]

(d) Draw an energy profile for the reaction CH3NC → CH3CN, clearly identifying

the transition state, activation energy and the difference in energy between

reactant and product.


41

[4]

10.

(a) Phosphoric acid (H3PO4) has three ionisations with pKa1 = 2.12, pKa2 = 7.2

and pKa3 = 12.32.

(i) Draw a diagram to illustrate the effect on pH of adding an increasing

concentration of NaOH to phosphoric acid.

[3]

(ii) Draw a diagram to illustrate the effect on pH of adding an increasing

Describe the properties necessary for an effective buffer. Explain whether

phosphate would make an effective buffer in blood.

[3]

(b) (i) What is the pH of an aqueous solution containing 0.3M acetic acid and

0.36M sodium acetate. (pKa of acetic acid = 4.75)?

[2]

(ii) What will be the pH after addition of 0.1moles NaOH

[2]

11.

(a) If a solution has a pH of 4.3, what is the concentration of H+ ions?

[2]

(b) What is the equilibrium constant for water (Kw) given [H+] is 1.0 x 10-7 M at

25 ºC?

[2]

(c) Calculate the pH of a 1 x 10-8M solution of HCl.

[3]

(d) Explain the difference, using chemical equations, between a strong acid and a

weak acid.

[3]


42

SECTION D

12.

A study was carried out to investigate the effect of training programmes. Two groups

of male students were recruited. One group was given a programme of mild aerobic

exercise, while the other group was given exercises based on walking. At the end of

the study period cardiovascular performance measures were collected. The data is

displayed below:

The following are summary statistics of the data where the variable x represents the

aerobic group and the variable y represents the walking group:

n = 20 n = 20

301.6ix =∑ 235.7iy =∑

2 4617.1ix =∑ 2 2826.53iy =∑

(a) Construct back-to-back stem-and-leaf plots of the data.

[3]

(b) Compute sample means and standard deviations for both groups.

[3]

(c) Comment of whether there is any evidence of a difference between the two

groups.

[4]


43

13.

In a study of cats, the body weight (kg) and heart weight (gm) of fifteen females was

measured. A boxplot of the data is presented below.

In addition, summary statistics of the data are given below. The variable x represents

body weight, while y represents heart weight:

n = 15 548.7842i ix y =∑

46.44ix =∑ 171.4iy =∑

2 149.136ix =∑ 2 2037.019iy =∑

(a) Describe briefly the relationship between body weight and heart weight.

[3]

(b) Compute the correlation coefficient between the two variables.

[4]

(c) Interpret the value of the correlation coefficient.

[3]


44

14. Using the data supplied in Question 6:

(a) Compute the least squares regression line of heart weight on body weight.

[4]

(b) Interpret the regression line.

[3]

(c) What is the predicted value of the heart weight of male cat when its body weight

is 2.2 kg.

[3]

Course Documentation Specimen Papers Answers Science Fundamentals 1

45


Degree Examination

Level-1

SCIENCE FUNDAMENTALS – 1X

MODEL ANSWERS


46

SECTION A

Question 1.

a)

15322

2282

13040

47

326

+

×

b) 1 hour = 3600 seconds so 11

3600 =h

s.

1 km = 1000 m, so 11000

1 =m

km

Hence sm

h

s

m

kms

m1

3600

1000

1332332 ××==

11 .1200.2.11951000

3600332 −− ==×= hkmhkmhkm ( to 3

significant figures)

c) Using the difference of squares formula,

( x + 2y)2 - (x + y)2 = [(x + 2y) + (x + y)] [(x + 2y) − (x + y)]

= [ x + 2y + x + y] [x + 2y − x − y] = [2x + 3y] y

Question 2.

a) In the workshops, the student scores 8 + 6 + 10 + 7 + 9 = 40 out of

5 x 10 = 50

In the Tests, the student scores 15 + 18 = 33 out of 2 x 25 = 50

In the Degree Examination, the student scores 54 out of 100

Hence the final percentage score for the student is

60100

5420

50

3320

50

40 ×+×+×


47

5

1626680

5

354

5

233

5

240 ++=×+×+×=

6.615

308 ==

so the student has a score of 61.6 %

b) Let the animal be fed xg of the first feed and yg of the second feed.

Now for the first feed

1 g supplies 7 mg of A and 2 mg of B so x g supplies 7 x mg of A

and 2 x mg of B

For the second feed

1 g supplies 1 mg of A and 5 mg of B so y g supplies y mg of A and

5 y mg of B

So the animal is receiving a total of 7x + y mg of A and 2x + 5 y mg of

B. For the animal to remain healthy, it needs 24 mg of A and 21 mg of

B. So we must solve

7x + y = 24 (1)

2x + 5y = 21 (2)

(1) x 5 35x + 5y = 120 (3)

2x + 5y = 21 (2)

(3) - (2) 35x − 2x + 5y − 5y = 120 − 21

i.e. 33x = 99 ∴ x = 3

Substituting x = 3 into (1), we get

21 + y = 24

i.e. y = 24 − 21 ∴ y = 3

Hence the animal should receive 3 mg of the first feed and 3 mg of the

second feed.


48

Question 3.

a) 45,216,000,000 = 4.5216 x 1010

b) The gradient of the line joining (5,2) and (9,22) is 54

20

59

222 ==−−

Hence the equation for the line is y − 2 = 5 ( x − 5 )

i.e. y − 2 = 5x - 25 ∴ y = 5x - 23

c) Using the binomial probability formula,

( ) ( ) rnr ppr

nP −−

= 1

n = number of trials = no. of seeds planted = 12

p = probability of success = prob. of seed germinating = 2/3

r = number of successes = no. of seeds germinating = 9.

The probability of 9 seeds germinating from 12 planted is

9129

3

1

3

2

9

12.)9(

−

=germseedsP

= 531441

112640

3

2220

3

1

3

2220

12

9

3

3

9

9

=×=××

= 0.212 ( to 3 significant figures)

Question 4.

a) y is proportional to x3, so kx

y =3

a constant

let y1 = 2, x1 = 1 and y2 be unknown when x2 = 3.

Then ky

==32

3 31

2

so that 541

2723

1

2 332 =×=×=y

so that y = 54 when x = 3


49

b) The line with gradient -4 passing through (3,15) has the equation

y − 15 = −4 ( x −3 ) i.e. y − 15 = −4x + 12

therefore y = 27 −−−− 4x

c) 4x + 6y = 8 (1)

x + 2y = 3 (2)

(2) x 3 3x + 6y = 9 (3)

4x + 6y = 8 (1)

(1) - (3) 4x − 3x + 6y − 6y = 8 − 9

i.e. x = −1

substituting x = −1 into (2) gives

−1 + 2y = 3

i.e. 2y = 4 ∴ y = 2

so the solution is x = −−−−1 and y = 2


50

SECTION B

Question 5.

SrCO3 NaNO3 AgBr Cu2SO4 PCl5

Question 6.

a) CuO + 2HCl = CuCl2 + H2O

b) BaCO3 + 2HNO3 = Ba(NO3)2 + H2O

c) S8 + 24F2 = 8SF6

d) 2KOH + H2SO4 = K2SO4 + H2O

e) 2Na + 2H2O = 2NaOH + H2

Question 7.

a) H2O covalent, NaCl ionic, NF3 covalent,

CaO ionic, SCl2 covalent

b)

(i) 1.2046 x 1024 mol-1

(ii) 4.8184 x 1024 mol-1

Question 8.

a) i) Carbon 1s22s22p2 magnesium 1s22s22p63s2 Phosphorus 1s22s22p63s23p3 Selenium 1s22s22p63s23p64s23d104p4 Iron 1s22s22p63s23p64s23d6

ii) Ca2+ 1s22s22p63s23p6 Cl- 1s22s22p63s23p6 O2- 1s22s22p6 Rb+ 1s22s22p63s23p64s23d104p6 P3- 1s22s22p63s23p6

Question 9.

a) sodium b) fluorine c) sodium and fluorine d) silicon and sulfur e) fluorine


51

SECTION C

Question 10.

a) Speed of light: 3.0 x108 m/s

Speed of sound: 340 m/s

b) v = AI this holds for water waves, Mexican waves and radio

waves.

c) Rearrange v = AI A=v/I

v = 1400 m/s and I = 440 Hz

A=1400/440 = 3.2m

d) Approximately 20Hz to 20,000 Hz however other animals are not

necessarily restricted to that range.

Question 11.

a) Power is defined as: the amount of energy change in a given time

interval i.e. the rate of change of energy.

The metabolic rate for a given activity is :

energy consumption (power) ÷ the surface area of the body

and is measured in kcal/m2-hr or W/m

b) Basal metabolic rate for someone awake but resting. In this case will

be:

80/1.7 = 47 W/m2

However the question asks for the value in kcal/m2-hr. Also need to

note that :

W/m2 = J/m2-s

So converting from J/m2-s to kcal/m2-hr

1J = 1/4184 kcal and 1s = 1hr/3600

therefore 1 W/m2 = J/m2-s = (1/4184) x 3600 kcal/m2-hr


52

= 0.86 kcal/m2-hr

So the basal metabolic rate: 47 W/m2 = 47 x 0.86 kcal/m2-hr

= 40.42 kcal/m2-hr

Question 12.

a) Chemical energy is available from food through the chemical reaction of oxidation of glucose (a sugar molecule C6H12O6). Enzymes within the body act as catalysts for this reaction. Intake of oxygen through the lungs is required. Most of the energy is expended in keeping the body warm i.e. it is converted into heat.

b) 100g of protein has energy of 100 x 4 = 400 kcal Cycling at a rate of 450 kcal/hr will require : 400/450 hr To consume the energy content of the protein = 0.89hr In minutes this is 0.89 x 60 = 53.4 minutes If fat was consumed, more energy would be input into the body. Therefore the person would need to cycle for longer to work off this energy. The majority of this energy will appear as heat within the body. The rest will be used to work the muscles to propel the bicycle.


53

SECTION D

Question 13.

a)

CH3CH2CH2CH=CHCH2OH OH C C C C CH

CH

OHH

HH

H

H

H H

H H

CH3CH2C CCH3

CH3CH2CH2CH2CH2CH2CH2CH=OO

H3CO

OCH2CH3

CH3

O

OCH2CH3

O

or but not

hex-2-ene-1-ol

2-pentyne

or

octanal

or

ethyl ethanoateor

cyclobutanone

HO2CHN

OCH3

O

O

NH2

HO2CHN

OCH3

O

O

H2N−O2C

HN

OCH3

O

O

H3N

**

(b) (c) (d)+

Question 14.

CH3

CH3

CH3CH2CH2CH

CH3CH2CH2CH2CH2CH2CH3

CHCH2CH3

CH3

CH3

CH3

CH3

CH3CH2CH2CH

Br

CHCH2CH3

Br

or

(b)

(a)

(c)

cis trans

(d) + Br2

bromination reaction; addition


54

Question 15.

a)

CH2

CH2

O

CH2 O

C

O CO

CO

O

(CH2)xCH3

(CH2)zCH3

(CH2)yCH3

CH3OH

H+

CH2

CH2

OH

CH2 OH

OH

glycerol

+ CH3(CH2)nCO2CH3

mixture of methyl esters offatty acidsfat

b) D, E, G


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Question 16.

HC O

HC OH

HC OH

HC OH

HCCH2OH

OH

O

HO

OH

OH

OH

CH2OH

OH

OH

CH2OH

OO

OH

OH

CH2OH

O

O

O

OH

OH

CH2OH

OO

CH2

CH2

O

O

CH2 O

C

CO

CO

O(CH2)xCH3

(CH2)zCH3

(CH2)yCH3

Carbohydrate, general formula (CH2O)n; contains aldehyde (aldose) or ketone group (ketose) and some hydroxy groups; predominantly exists in the cyclic (hemiacetal) form, e.g.:

Polysaccharide: a polymeric chain consisting of monosaccharide units, e.g., cellulose (or starch or chitin)

Lipid: a mixture of triesters of glycerol with fatty acids (having long alkyls with even numb er of carbons, either saturated or with one or more double bonds)

Racemate: a 50:50 mixture of enantiomers

Resolution of racemate: sepration to pure enantiomers

Aromatic compounds: those with a benzene or similar ring (e.g., pyridine); you need to explain the delocalisation of double bonds in benzene.

equal to


56


Degree Examination

Level-1

SCIENCE FUNDAMENTALS – 1Y

MODEL ANSWERS

SECTION A

Question 1.

a) 64 x 65536 → 3 + 8 = 11 → 4,194,304

b) i) log8 85 = 5

ii) 13log66 = 13

c) 5 log x2y2 + 2 log x3y – 3 log x4y2

= log (x2y2)5 + log (x3y)2 – log (x4y2)3

= log x10y10 + log x6y2 – log x12y6

= [ ] ( )64621012610612

261010

logloglog yxyxyx

yxyx ==

−+−+

Question 2.

a) 2.4 rads = 2.4 x 180°/π = 137.5098°

so 2.4 radians = 137.5° ( to 1 decimal place)

b) The amplitude of y = 3 sin 2x is 3 and the period is 2π/2 = π

c) Let the ramp have length l cm and project a distance of p cm


57

Then tan 6° = 42 / p

so p = 42 / tan 6° = 399.603 = 400cm ( to nearest cm)

Also sin 6° = 42 / l, so l = 42 / sin 6° = 401.804 = 402cm ( to nearest

cm)

Question 3.

a) i)

+−+2

34 38149

xxx

dx

d

= [ ] ( )323234 2303144938149 −− −×+−×+×=+−+ xxxxxxdx

d

= 323 64236 −−+ xxx

ii) [ ]xxxdx

dln3sin4cos5 +−

= ( ) ( ) xxx 13cos4sin5 ×+−−

= xxx 3cos4sin5 +−

b) 2043 23 −+−= xxxy

so 463 2 +−= xxdx

dy

The slope of the tangent to the curve is 28 when 28463 2 =+− xx

i.e. when 02463 2 =−− xx

i.e. ( ) 0823 2 =−− xx

i.e. ( )( ) 0423 =−+ xx

i.e. x + 2 = 0 or x − 4 = 0 so when x = -2 and x = 4

When x = -2, y = (-2)3 − 3(-2)2 + 4(-2) − 20

y = -8 −12 −8 −20 = -48

When x = 4, y = (4)3 − 3(4)2 + 4(4) − 20


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y = 64 −48 +16 −20 = 12

hence the required points are ( -2, -48) and (4, 12)


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SECTION B

Question 4.

a) protons (charge +1.6 x 10-19C), neutrons (charge 0),

electrons (charge -1.6 x 10-19C)

b) Isotopes are atoms with the same number of protons and electrons, but

a different number of neutrons

c) The size of atoms ≈ 10-10m; the number of atoms that can be put side

by-side in one mm: 1mm / lO-10m = 10-3/10-10 = 1010/103 = 107

d) Approximately 99.99% of the weight of an atom is in its nucleus

e) photon energy E = E1 – E2

E = 10 - 3.3eV =6.7eV = 6.7 x 1.6 x 10-19J = 1.1 x 10-18J

E = hf = hcλ so λ = hcE = 1.8 x l0-7m

Question 5.

a) Hubble found in the 1930s the approximate rule that the further away a galaxy is from us the faster it also moving away from us. Describe in a few words what his evidence was and what it tells us about the Universe. - the further away a galaxy, the more was its spectrum Doppler-shifted to the red - this means that the further away a galaxies, faster it moves away from

us - ... so the Universe is expanding

b) Use c = 3 x 108m/s.

c = ∆x/∆t, so ∆x = c∆t put in the numbers: ∆x = 3 x 108 x 8 x 60s = 1.44 x 1011 m

The Cassini probe travelled a few light hours. c) A few light years


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d)

e)

Question 6.

a) Force is a vector this means it has magnitude and direction

b) Two forces could be from:

Springs

- compressed or extended springs have a restoring force

- the magnitude depends on the distance they are extended

- the force is such as to return the spring to its unextended length

Electric charges

- opposite charges attract each other, like charges repel

- the strength depends on the magnitude of the charges and the inverse

of their separation squared


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Gravity

- any two masses have a force of gravitational attraction

- the strength depends on the mass of the objects and how far they are

apart

c) i) Person on scales, the forces are : their weight (W) and the reaction

force of the scales (Fr)

ii) Their weight is given by: W= m x g = 60 x 9.8 = 588 N


62

Question 7.


63

SECTION C

Question 8.

a) rate = - 1/2 ∆[N2O5]/∆t = + ¼ ∆[ NO2]/∆t = + ∆[O2]/∆t

b) The reaction is first order with respect to N2O5

c) - 1/2 ∆[N2O5]/∆t = k [N2O5]

d) k = 1.04 x 10-5 s-1

e) 7.8 x 10-6 M s-1

Question 9.

a) Anything sensible, e.g. heat, pressure, reactant concentration, catalyst etc.

b) A catalyst is a molecules that speeds up a reaction (increases its rate)

without being used up in the reaction.

c) Homogeneous, heterogeneous or enzyme catalyst.

d)


64

Question 10.

a) (i)

(ii) Need to consider pKa and concentration. Phosphate is potentially a

good buffer in the body as it has a pKa at pH 7.2. It will only play a

significant role if the concentration of phosphate is high enough so acts

as an intracellular buffer but not in blood etc.

(b) (i) 0.3M acetic acid [HA], 0.36M sodium acetate [A-].

pKa of acetic acid = 4.75

pH = pKa + log10 [A-]/[HA]

pH= 4.75 + log10 (0.36/0.3) = 4.75 + 0.08

pH = 4.83

(ii) NaOH neutralizes H+ ∴[HA] decreases as more dissociates to keep

[H+] constant, there is a resulting in increased [A-] so …

[HA] = 0.3 - 0.1 = 0.2

[A -] = 0.36 + 0.1 = 0.46

pH= 4.75 + log10 (0.46/0.2) = 4.75 + 0.36

pH = 5.11


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Question 11.

a) Use pH = -log10 [H+] ∴ -4.3 = log10 [H

+]

∴ anti log (-4.3) = [H+] = 5.0 x 10-5M

b) Kw = [H+] [OH-], water is neutral pH ∴ [H+] = [OH-]

∴ Kw = [1.0 x 10-7] x [1.0 x 10-7] = 1.0 x 10-14

c) This is to test the students remember that in dilute solutions they must

consider the [H+] of water. pH = -log10 [H+], [H+] = [H+]water +

[H+]acid = 1.0 x 10-7 M + 1 x 10-8M = 1.1 x 10-7 M ∴pH = 6.96 (just

acidic) not pH 8.0

d) A strong acid is completely dissociated in water into it's constituent ions e.g. HCL. A weak acid only partially dissociated in water and exists as an equilibrium between undissociated acid and ions.


66

SECTION D

Question 12.

a) Decimal point is at the colon Aerobic Walking

9 : 57 10 : 12469 0 : 11 : 01379 94 : 12 : 157 863 : 13 : 278 8661 : 14 : 0 43 : 15 : 3 9721 : 16 9811 : 17

b) Mean for Aerobic = 301.6/20 = 15.08 Mean for Walking = 235.7/20 = 11.785 Standard deviation for the aerobic group:

9053.119

08.15201.4617 2

=×−

Standard deviation for the walking group:

6027.119

785.112053.2826 2

=×−

d) The sample mean for the aerobic group (15.08) is much lager than for the sample mean for the walking group (11.785). The standard deviation of both groups is similar. For the boxplot we see that the values for the aerobic group are on average larger than those of the walking group and we would imagine that such differences would carry over to the population.

Question 13.

a) There appears to be a positive linear relationship between the body weight and heart weight in cats - As body weight increases, so too does heart weight.

b) Mean of body weight = 46.44 / 15 = 3.096 Mean of heart weight = 171.4 / 15 = 11.4267 Standard deviation of body weight:


67

6186.014

096.315136.149 2

=×−

Standard deviation of heart weight:

3676.214

4267.1115019.2037 2

=×−

2949.114

4267.11096.3157842.548 =××−=xys

and so the Correlation coefficient

8841.03676.26186.0

2949.1 =×

==yx

xy

ss

sr

c) The correlation coefficient of 0.8841 is positive and very large. This indicates that a linear relationship is very plausible.

Question 14.

a) First we must calculate ∧β and then

∧α :

3836.3096.315136.149

4267.11096.3157842.5482

=×−

××−=∧β

and then

9510.0096.33836.34267.11 =×−=∧α

The regression line is therefore :

y = 0.951 + 3.3836x

or Heart weight = 0.951 + 3.3836 x Body weight

b) For every increase in Body weight of 1 Kg, we would expect an increase in Heart weight of 3.3836gm.

c) Expected (or predicted) heart weight when body weight = 20Kg:

0.951 + 3.3836 x 2.2 = 8.395Kg

SCIENCE FUNDAMENTALS CLASS HANDBOOK …The final mark for each module (1X and 1Y)will be made up as...

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Transcript of SCIENCE FUNDAMENTALS CLASS HANDBOOK …The final mark for each module (1X and 1Y)will be made up as...