ist10_ch00_fm.qxd 7/22/09 3:21 PM Page i PEARSON Investigating SCIENCE 10 Senior Author Senior Technology Consultant Lionel Sandner Josef Martha Science Education Consultant and Writer formerly Lead Coordinator, Pan-Canadian Science Project Science Education Consultant and Writer Authors Clayton Ellis Igor Nowikow Fletcher’s Meadow Secondary School Peel District School Board Markham District High School York Region District School Board Donald Lacy Pauline Webb Stelly’s Secondary School Saanich School District 63, British Columbia Markham District High School York Region District School Board Catherine Little Otto Wevers Program Coordinator Science, Environmental and Ecological Studies Toronto District School Board Toronto District School Board Heather A. Mace Sandy M. Wohl Instructor, Curriculum Studies Faculty of Education, University of British Columbia Featherston Drive Public School Ottawa-Carleton District School Board Contributing Authors Cathy Costello Jay Ingram Education Consultant formerly Curriculum Coordinator, Literacy York Region District School Board Science Journalist Daily Planet Discovery Channel Canada ist10_ch00_fm.qxd 7/22/09 3:21 PM Page ii Copyright © 2009 Pearson Canada Inc. All rights reserved. This publication is protected by copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. For information regarding permission, write to the Permissions Department at Pearson Education Canada. The information and activities presented in this book have been carefully edited and reviewed. However, the publisher shall not be liable for any damages resulting, in whole or in part, from the reader’s use of this material. Brand names that appear in photographs of products in this textbook are intended to provide students with a sense of the real-world applications of science and technology and are in no way intended to endorse specific products. ISBN-13: 978-0-13-208071-2 ISBN-10: 0-13-208071-0 Printed and bound in Canada 2 3 4 5 6 TC 13 12 11 10 9 PUBLISHER: Reid McAlpine MANAGING EDITOR: Lee Ensor RESEARCH AND COMMUNICATION MANAGERS: Martin Goldberg, Patti Henderson DIRECTOR OF PUBLISHING: Yvonne Van Ruskenveld (Edvantage Press) PROJECT MANAGER: Lee Geller (Edvantage Press) DEVELOPMENTAL EDITORS: Tricia Armstrong (Edvantage Press), Julie Bedford, Jackie Dulson, Rosemary Tanner CONTRIBUTING WRITERS: Bonnie Edwards, Mike Szojka COPY EDITORS: Maja Grip, Jennifer Hedges, Christine McPhee, Kathy Vanderlinden PROOFREADERS: Maja Grip, Kari Magnuson, Christine McPhee INDEXER: Noeline Bridge SENIOR PRODUCTION EDITOR: Susan Selby PRODUCTION COORDINATORS: Sharlene Ross, Shonelle Ramserran MANUFACTURING MANAGER: Jane Schell DESIGN: Alex Li COMPOSITION: Carolyn E. Sebestyen; Word & Image Design Studio Inc. ILLUSTRATORS: Kevin Cheng, Crowle Art Group, Imagineering Media Services, Jane Whitney PHOTO RESEARCHERS: Nancy Belle Cook, Rose Gowsell-Pattison, Alison Lloyd This book was printed using paper containing recycled fibre content. ii ist10_ch00_fm.qxd 7/22/09 3:21 PM Page iii Acknowledgements Consultants and Reviewers Science, Technology, Society, and the Environment Program Unit Reviewers Philip Marsh John Atherton University of Toronto Schools Marietta (Mars) Bloch Safety Instructional Leader Science 7–12 Toronto District School Board Director, Education Services Let’s Talk Science Erminia Pedretti Director, Centre for Studies in Science, Mathematics & Technology Education Ontario Institute for Studies in Education University of Toronto Assessment and Differentiated Instruction Karen Hume Education Consultant and Writer formerly Student Success Leader Durham District School Board Literacy Cathy Costello Education Consultant formerly Curriculum Coordinator, Literacy York Region District School Board Environmental Education Jane Forbes Peter Cudmore STAO Safety Committee Ian Mackellar STAO Safety Committee Anna-Marie Boulding Instructional Services Simcoe County District School Board Sai Chung Dr. Scott Weese A.Y. Jackson Secondary School Toronto District School Board Ontario Veterinary College University of Guelph Angela De Jong Lab and Activity Testers Radhika Artham Wexford Collegiate School for the Arts Toronto District School Board Deborah Brooks Turner Fenton Secondary School Peel District School Board Janet Dignem Pine Ridge Secondary School Durham District School Board Franca Fiset The Yorkland School Notre Dame High School Ottawa Catholic School Board Kathleen Hewitt Richard Gallant Sir William Mulock Secondary School York Region District School Board Farrah Jaffer Wexford Collegiate School for the Arts Toronto District School Board Simcoe Muskoka Catholic District School Board Julie Grando Catholic Education Centre Dufferin-Peel Catholic District School Board Molly Hart-Cosgrove Instructor, Science and Technology Ontario Institute for Studies in Education University of Toronto Dr. Andrea Ricci Eastview Secondary School Simcoe County District School Board Father John Redmond Catholic Secondary School and Regional Arts Centre Toronto Catholic District School Board Numeracy Mark Roberts Roger Levert Bonnie Edwards formerly Wellington Catholic District School Board Aboriginal Education Corinne Mount Pleasant-Jette, C.M. Sir William Mulock Secondary School York Region District School Board Lianne Tan Appleby College Michael Vlachopoulos Mount Pleasant Educational Services Inc. Sir William Mulock Secondary School York Region District School Board Dawn Wiseman Tricia Yantha Mount Pleasant Educational Services Inc. Cardinal Carter Academy for the Arts Toronto Catholic District School Board Catholic Education Kathleen Mack St. Thomas Aquinas Catholic Secondary School Catholic District School Board of Eastern Ontario ELL/ESL Expert Reviewers Dr. Marina Milner-Bolotin Thistletown Collegiate Institute Toronto District School Board Jon McGoey Mother Teresa Catholic Secondary School London District Catholic School Board Nadine Morrison Westdale Secondary School Hamilton-Wentworth District School Board Louise Ogilvie Notre Dame High School Ottawa Catholic School Board Helen Panayiotou Ryerson University Leaside High School Toronto District School Board Dr. Nagina Parmar Dave Papa Hospital for Sick Children (Toronto) Corpus Christi Catholic High School Halton Catholic District School Board Dr. Rashmi Venkateswaran Jane E. Sims University of Ottawa Scott Skemer Education Consultant formerly Sir Sandford Fleming Academy Toronto District School Board Dr. Andrew Weaver Bell High School Ottawa-Carleton District School Board School of Earth and Ocean Sciences University of Victoria Intergovernmental Panel on Climate Change Heather Troup Port Credit Secondary School Peel District School Board Acknowledgements iii ist10_ch00_fm.qxd 7/23/09 1:08 PM Page iv Contents Welcome to Investigating Science 10 xvi 1.3 Specialized Plant and Animal Cells 38 Science 10 at a Glance xxii A10 STSE Quick Lab Tailor-Made Body Parts 39 During Reading 40 Learning Checkpoint 41 Learning Checkpoint 45 Take It Further 45 Science Safety Procedures UNIT A xxiv Tissues, Organs, and Systems of Living Things 2 A11 STSE Science, Technology, Society, and the Environment Receiving Mixed Messages 45 A12 Inquiry Activity Examining Plant and Animal Tissues 46 1.3 Check and Reflect 47 Investigating Careers in Science 1 Unit Task 3 Exploring 4 A1 STSE Science, Technology, Society, and the Environment Questions about Quarantine 5 Cells are the basic unit of life and often combine with other cells to form tissues. 6 Before Reading 7 1.1 Plant and Animal Cells DI A2 Quick Lab What We Remember about the Cell 9 During Reading 15 Learning Checkpoint 16 Take It Further 20 A3 Quick Lab Cells on Display 21 A4 Quick Lab Practice Makes Perfect! 21 A5 Inquiry Activity Creating Biological Diagrams of Plant and Animal Cells 22 A6 Inquiry Activity Examining Plant and Animal Cells 24 1.1 Check and Reflect 25 1.2 The Cell Cycle and Mitosis iv 8 26 A7 STSE Quick Lab Taking Protective Actions 27 Learning Checkpoint 32 During Reading 32 Take It Further 34 A8 Inquiry Activity Identifying the Stages of Mitosis in Plant and Animal Cells DI 35 A9 Quick Lab Comparing Cancer Cells and Normal Cells 36 1.2 Check and Reflect 37 Contents Great Canadians in Science Sheela Basrur 48 Science in My Future Medical Laboratory Technologist 49 1.0 Chapter Review 50 After Reading 51 Unit Task Link 51 An organ consists of groups of tissues and works with other organs to form organ systems. 52 Before Reading 53 2 2.1 Organs in Animals and Plants DI 54 A13 Quick Lab Mapping the Organs 55 During Reading 58 Take It Further 60 Learning Checkpoint 60 A14 STSE Decision-Making Analysis A Look at Stem Cells 61 A15 Inquiry Activity Dissecting a Flower 62 2.1 Check and Reflect 63 2.2 Organ Systems in Animals and Plants 64 A16 Quick Lab Moving Materials 65 During Reading 69 Learning Checkpoint 71 Take It Further 72 A17 Skill Builder Activity Dissection Essentials 73 A18 Inquiry Activity The Digestive System of an Animal DI 74 A19 Quick Lab A Look at Breathing 76 A20 Quick Lab Inquiring about Heart Disease 76 2.2 Check and Reflect 77 ist10_ch00_fm.qxd 7/22/09 3:21 PM Page v Contents 2.3 Interdependent Organ Systems 78 79 3.3 Social and Ethical Issues in Systems Biology A21 Quick Lab How Do They Do It? 112 Learning Checkpoint 81 A28 Quick Lab Organs for Sale? 113 Learning Checkpoint 83 Learning Checkpoint 116 83 During Writing 117 A22 STSE Science, Technology, Society, and the Environment Green Livers 84 Take It Further 118 Learning Checkpoint 118 A23 Design a Lab Responding to Environmental Changes 85 A29 STSE Science, Technology, Society, and the Environment Accessing Public Health Programs 118 2.3 Check and Reflect 86 Science Everywhere Organ Transplants: Promise or Peril? 87 During Reading A30 STSE Decision-Making Analysis A Look at Transgenic Issues DI 119 3.3 Check and Reflect 120 Cool Ideas The Five-Second Rule 121 2.0 Chapter Review 88 After Reading 89 3.0 Chapter Review 122 Unit Task Link 89 After Writing 123 Unit Task Link 123 3 Advances in biological technologies have an impact on individuals and society. 90 Unit A Summary 124 Unit A Task 126 Before Writing Unit A Review 128 3.1 Medical Imaging Technologies DI 91 92 A24 Quick Lab Looking at Your Hand Bones 93 During Writing 96 Learning Checkpoint 96 Take It Further 99 A25 STSE Decision-Making Analysis Taking a Closer Look 100 3.1 Check and Reflect 101 3.2 Public Health Strategies to Prevent Disease 102 A26 Quick Lab Catch Me If You Can 103 Learning Checkpoint 104 Learning Checkpoint 107 During Writing 108 Take It Further 109 A27 STSE Decision-Making Analysis Media Messages: Short-Term Gain for Long-Term Pain? 110 3.2 Check and Reflect 111 Contents v ist10_ch00_fm.qxd 7/22/09 3:21 PM Page vi Contents 4.3 Chemical Reactions DI UNIT B Chemical Reactions 134 Unit Task 135 Exploring 136 B1 STSE Science, Technology, Society, and the Environment How Does Chemistry Improve My Life? 137 B8 Quick Lab Observing Chemical Changes 173 Learning Checkpoint 175 During Reading 176 Learning Checkpoint 177 Take It Further 181 B9 STSE Science, Technology, Society, and the Environment Everyday Chemistry 183 B10 Quick Lab The Flame Test 183 B11 Inquiry Activity Does Mass Change During Chemical Reactions? 184 B12 Inquiry Activity Observing Chemical Change 186 4.3 Check and Reflect 4 4.1 Matter and the Periodic Table 139 140 Great Canadians in Science Dr. Robert D. Singer 188 Science in My Future Polymer Chemist 189 4.0 Chapter Review 190 B2 Quick Lab What Do I Know about Chemistry? 141 After Reading 191 During Reading 142 Unit Task Link 191 Learning Checkpoint 146 Learning Checkpoint 148 Learning Checkpoint 149 Learning Checkpoint 150 Take It Further 150 B3 Inquiry Lab Water and Calcium DI 151 B4 STSE Decision-Making Analysis Ada Lockridge and the Chemical Valley 152 4.1 Check and Reflect 4.2 Ions, Molecules, and Compounds 153 154 B5 Quick Lab Solubility of Chemical Compounds 155 During Reading 156 Learning Checkpoint 158 B6 Quick Lab Paper Models of Ionic Compounds 169 vi 187 Investigating Careers in Science Chemical change occurs during chemical reactions. 138 Before Reading 172 B7 Quick Lab Modelling Molecules 170 4.2 Check and Reflect 171 Contents 5 Acids and bases are important to our health, industries, and environment. 192 Before Reading 193 5.1 Acids and Bases DI 194 B13 Quick Lab What Do You Know about Acids and Bases? 195 During Reading 196 Learning Checkpoint 197 Learning Checkpoint 200 Learning Checkpoint 201 Take It Further 201 B14 Quick Lab The pH of Household Liquids 202 5.1 Check and Reflect 203 ist10_ch00_fm.qxd 7/22/09 3:21 PM Page vii Contents 5.2 Neutralization Reactions 204 B15 Quick Lab Testing Soil pH 205 6.2 Combustion Reactions and Displacement Reactions 230 During Reading 206 B23 Quick Lab Observing Reactions in Solution 231 Learning Checkpoint 209 Take It Further 235 Learning Checkpoint 210 During Writing 236 Take It Further 211 B16 STSE Science, Technology, Society, and the Environment Transporting Acids 212 B24 STSE Science, Technology, Society, and the Environment A New Fertilizer Plant: Beneficial or Harmful? 237 B17 Skill Builder Activity Making an Inference 212 B25 Skill Builder Activity Keeping Safe by Using MSDS 237 B26 Design a Lab Iron and Copper(II) Chloride 238 B27 Inquiry Activity Single-Displacement Reactions 239 6.2 Check and Reflect 240 Cool Ideas The Bombardier Beetle 241 B18 Inquiry Activity Antacids and Neutralization Reactions DI 213 B19 STSE Inquiry Activity Neutralizing Acidic Lake Water Samples 214 5.2 Check and Reflect 216 Science Everywhere Phosphoric Acid 217 5.0 Chapter Review 6 218 After Reading 219 Unit Task Link 219 Chemical reactions can be grouped according to the characteristics of their reactants and products. 220 Before Writing 6.1 Synthesis Reactions and Decomposition Reactions DI 6.0 Chapter Review 242 After Writing 243 Unit Task Link 243 Unit B Summary 244 Unit B Task 246 Unit B Review 248 221 222 B21 Quick Lab Simulating Chemical Reactions 223 Take It Further 226 B22 Inquiry Activity Synthesis of Iron(III) Oxide 228 6.1 Check and Reflect 229 Contents vii ist10_ch00_fm.qxd 7/22/09 3:21 PM Page viii Contents UNIT C 7.2 Heat Transfer and the Natural Greenhouse Effect DI Climate Change 254 Unit Task 255 Exploring 256 7 Before Reading 7.1 Climate viii C6 Quick Lab Too Much Heat 275 During Reading 278 Learning Checkpoint 278 During Reading 283 Take It Further 285 C7 STSE Science, Technology, Society, and the Environment Who Owns the Arctic Ocean? 286 C1 STSE Science, Technology, Society, and the Environment The Message in the Media 257 Earth’s climate system is a result of interactions among its components. 274 C8 Quick Lab The Coriolis Effect 286 C9 Inquiry Activity Modelling a Greenhouse DI 287 C10 Inquiry Activity Modelling Albedo in the Biosphere 288 7.2 Check and Reflect 289 Investigating Careers in Science 258 259 260 Great Canadians in Science Sheila Watt-Cloutier 290 Science in My Future Environmental Educators 291 C2 Quick Lab What Is the Weather Today? 261 7.0 Chapter Review 292 During Reading 262 After Reading 293 Learning Checkpoint 262 Unit Task Link 293 During Reading 267 Take It Further 268 C3 Just-in-Time Math Constructing a Climatograph 270 C4 Inquiry Activity Toronto, Then and Now 270 C5 Quick Lab Your Biome and You 272 7.1 Check and Reflect 273 Contents 8 Earth’s climate system is influenced by human activity. 294 Before Reading 8.1 The Anthropogenic Greenhouse Effect DI 295 296 C11 Quick Lab Climate and Tree Growth 297 During Reading 301 C12 Inquiry Activity Modelling the Natural and Anthropogenic Greenhouse Effects 306 8.1 Check and Reflect 307 ist10_ch00_fm.qxd 7/22/09 3:21 PM Page ix Contents Take It Further 8.2 Physical Effects of Climate Change DI 308 C13 Quick Lab The Price of Choice 309 During Reading 315 Take It Further 317 C14 Design a Lab Test Your Hypothesis 318 8.2 Check and Reflect 319 8.3 Social and Economic Effects of Climate Change C23 Decision-Making Analysis Purchasing Carbon Offsets DI 358 C24 STSE Case Study Transportation Decisions 359 9.2 Check and Reflect 360 Cool Ideas Human Volcano 361 320 9.0 Chapter Review 362 321 After Writing 363 During Reading 323 Unit Task Link 363 Learning Checkpoint 323 Take It Further 327 C15 Quick Lab Climate Change and Societies Unit C Summary 364 C16 STSE Science, Technology, Society, and the Environment Reducing Climate Change Impacts at School 327 Unit C Task 366 C17 Skill Builder Activity Evaluating Evidence 328 Unit C Review 368 C18 Decision-Making Analysis Where Do You Stand? DI 329 8.3 Check and Reflect 330 Science Everywhere Green Electricity 331 8.0 Chapter Review 332 After Reading 333 Unit Task Link 333 9 357 C22 STSE Science, Technology, Society, and the Environment Fast Fashion: A Growing Concern 357 Local, national, and international governments are taking action on climate change. 334 Before Writing 9.1 The Future of Climate Change 335 336 C19 Quick Lab What Is the Likelihood? 337 During Writing 345 Take It Further 345 C20 Decision-Making Activity Evaluating the Future Effects of Climate Change DI 346 9.1 Check and Reflect 347 9.2 Action on Climate Change: Mitigation and Adaptation 348 C21 Quick Lab Ounce of Prevention, Pound of Cure 349 During Writing 353 Contents ix ist10_ch00_fm.qxd 7/22/09 3:21 PM Page x Contents UNIT D D9 STSE Science, Technology, Society, and the Environment How Do You Choose a Sun Protection Product? 406 Light and Geometric Optics D10 Quick Lab Some Properties of Light 374 407 D11 Inquiry Activity Shadows and Rays 408 10.3 Check and Reflect 409 Investigating Careers in Science Unit Task 375 Great Canadians in Science Willard S. Boyle 410 Exploring 376 Science in My Future Optician 411 D1 STSE Science, Technology, Society, and the Environment Using Optical Devices 377 10 Light is part of the electromagnetic spectrum and travels in waves. Before Reading 10.1 Light and the Electromagnetic Spectrum 412 After Reading 413 Unit Task Link 413 378 379 380 D2 Quick Lab What Is White Light Made Of? 381 During Reading 382 Learning Checkpoint 383 Learning Checkpoint 388 Take It Further 388 D3 Quick Lab Component Colours of Light 389 D4 Quick Lab Seeing the Invisible DI 390 10.1 Check and Reflect 391 10.2 Producing Visible Light DI 392 11 Ray diagrams model the behaviour of light in mirrors and lenses. Before Reading 11.1 Mirrors DI 414 415 416 D12 Quick Lab Mirror Images 417 During Reading 418 Learning Checkpoint 420 Learning Checkpoint 427 Take It Further 427 D13 Quick Lab Plane Mirror Reflection 428 D14 Skill Builder Activity Drawing Ray Diagrams for Concave and Convex Mirrors 429 D15 Inquiry Activity Concave Mirrors DI 430 D5 Quick Lab Sources of Light Emission 393 Learning Checkpoint 395 D16 Problem-Solving Activity Laser Light Security System 432 During Reading 396 11.1 Check and Reflect 433 Learning Checkpoint 398 11.2 The Refraction of Light 434 D6 STSE Decision-Making Analysis Is a Plasma Television or an LCD Television Better for the Environment? 399 x 10.0 Chapter Review D7 Quick Lab Analyzing Light Sources 400 10.2 Check and Reflect 401 10.3 The Ray Model of Light 402 D8 Quick Lab Does a Plane Mirror Reverse Left and Right? 403 Take It Further 406 Learning Checkpoint 406 Contents D17 Quick Lab Observing Refraction 435 During Reading 436 Learning Checkpoint 440 Take It Further 443 D18 Inquiry Activity Refraction Measurement and Patterns 444 D19 Inquiry Activity Index of Refraction 445 D20 Design a Lab Transmitting Light Rays through Liquids 446 11.2 Check and Reflect 447 ist10_ch00_fm.qxd 7/22/09 3:21 PM Page xi Contents 11.3 Lenses 448 D21 Quick Lab Observing Lenses 449 During Reading 453 Learning Checkpoint 454 Take It Further 456 D22 STSE Science, Technology, Society, and the Environment Two-Way Mirrors 457 D23 Skill Builder Activity Drawing Ray Diagrams for Convex Lenses 458 493 D33 STSE Decision-Making Analysis Single-Use Cameras: Useful Convenience or Wasteful Extravagance? 494 D34 STSE Decision-Making Analysis Visual Recording Devices and Privacy DI 495 12.2 Check and Reflect 496 Cool Ideas A Wall of Water? 497 D24 Quick Lab Focal Length 459 12.0 Chapter Review 498 D25 Inquiry Activity Convex Lens Images 460 After Writing 499 Unit Task Link 499 D26 Inquiry Activity Identifying the Properties of Images 461 11.3 Check and Reflect 462 Science Everywhere Self-Adjusting Glasses 463 11.0 Chapter Review 464 After Reading 465 Unit Task Link 465 12 D32 Quick Lab Disassembling a Disposable Camera Optical devices help us see farther and more clearly than we can with unaided eyes. 466 Before Writing 12.1 Human Perception of Light 467 468 D27 Quick Lab What Do You See? 469 Learning Checkpoint 473 During Writing 475 Learning Checkpoint 475 Take It Further 477 Learning Checkpoint 477 D28 Inquiry Activity Sheep Eye Dissection 478 Unit D Summary 500 Unit D Task 502 Unit D Review 504 Skills References 510 Answers to Numerical Questions 552 Glossary 557 Index 565 Credits 572 Periodic Table 576 D29 STSE Case Study: Decision-Making Activity Evaluating Laser Vision Correction DI 480 12.1 Check and Reflect 481 12.2 Technologies That Use Light DI 482 D30 Quick Lab Extending Human Vision 483 Learning Checkpoint 486 During Writing 488 Learning Checkpoint 489 Take It Further 491 D31 STSE Science, Technology, Society, and the Environment Digitally Edited Photographs 491 Contents xi ist10_ch00_fm.qxd 7/22/09 3:21 PM Page xii Labs and Activities UNIT A 1 3 B 3 A2 Quick Lab What We Remember about the Cell 9 A3 Quick Lab Cells on Display 21 B3 Inquiry Lab Water and Calcium DI 151 A4 Quick Lab Practice Makes Perfect! 21 A5 Inquiry Activity Creating Biological Diagrams of Plant and Animal Cells B4 STSE Decision-Making Analysis Ada Lockridge and the Chemical Valley 152 22 B5 Quick Lab Solubility of Chemical Compounds 155 Unit Task 4 135 B2 Quick Lab What Do I Know about Chemistry? 141 B6 Quick Lab Paper Models of Ionic Compounds 169 24 27 B7 Quick Lab Modelling Molecules 170 B8 Quick Lab Observing Chemical Changes 173 35 B10 Quick Lab The Flame Test 183 B11 Inquiry Activity Does Mass Change During Chemical Reactions? 184 36 39 B12 Inquiry Activity Observing Chemical Change 186 A12 Inquiry Activity Examining Plant and Animal Tissues 46 4.3 Check and Reflect 187 Unit Task Link 51 Unit Task Link 191 A13 Quick Lab Mapping the Organs 55 5 B13 Quick Lab What Do You Know about Acids and Bases? 195 202 A14 STSE Decision-Making Analysis A Look at Stem Cells 61 B14 Quick Lab The pH of Household Liquids A15 Inquiry Activity Dissecting a Flower 62 5.1 Check and Reflect 203 A16 Quick Lab Moving Materials 65 B15 Quick Lab Testing Soil pH 205 A17 Skill Builder Activity Dissection Essentials 73 B17 Skill Builder Activity Making an Inference 212 A18 Inquiry Activity The Digestive System of an Animal DI 74 B18 Inquiry Activity Antacids and Neutralization Reactions DI 213 A19 Quick Lab A Look at Breathing 76 A20 Quick Lab Inquiring about Heart Disease 76 A21 Quick Lab How Do They Do It? 79 A23 Design a Lab Responding to Environmental Changes 85 Unit Task Link 89 A24 Quick Lab Looking at Your Hand Bones 93 6 B19 STSE Inquiry Activity Neutralizing Acidic Lake Water Samples 214 Unit Task Link 219 B21 Quick Lab Simulating Chemical Reactions 223 B22 Inquiry Activity Synthesis of Iron(III) Oxide 228 B23 Quick Lab Observing Reactions in Solution 231 B25 Skill Builder Activity Keeping Safe by Using MSDS 237 A25 STSE Decision-Making Analysis Taking a Closer Look 100 B26 Design a Lab Iron and Copper(II) Chloride 238 A26 Quick Lab Catch Me If You Can 103 B27 Inquiry Activity Single-Displacement Reactions 239 Unit Task Link 243 A27 STSE Decision-Making Analysis Media Messages: Short-Term Gain for Long-Term Pain? 110 A28 Quick Lab Organs for Sale? 113 A30 STSE Decision-Making Analysis A Look at Transgenic Issues DI 119 Unit Task Link 123 Unit A Task xii Chemical Reactions Unit Task A6 Inquiry Activity Examining Plant and Animal Cells A7 STSE Quick Lab Taking Protective Actions A8 Inquiry Activity Identifying the Stages of Mitosis in Plant and Animal Cells DI A9 Quick Lab Comparing Cancer Cells and Normal Cells A10 STSE Quick Lab Tailor-Made Body Parts 2 UNIT Tissues, Organs, and Systems of Living Things Labs and Activities 126 Unit B Task 246 ist10_ch00_fm.qxd 7/22/09 3:21 PM Page xiii Labs and Activities UNIT UNIT C 7 8 9 D Climate Change Unit Task 255 C2 Quick Lab What Is the Weather Today? 261 C4 Inquiry Activity Toronto, Then and Now 270 C5 Quick Lab Your Biome and You 272 C6 Quick Lab Too Much Heat 275 C8 Quick Lab The Coriolis Effect 286 C9 Inquiry Activity Modelling a Greenhouse DI 287 C10 Inquiry Activity Modelling Albedo in the Biosphere 288 Unit Task Link 293 C11 Quick Lab Climate and Tree Growth 297 C12 Inquiry Activity Modelling the Natural and Anthropogenic Greenhouse Effects 306 C13 Quick Lab The Price of Choice 309 C14 Design a Lab Test Your Hypothesis 318 C15 Quick Lab Climate Change and Societies 321 C17 Skill Builder Activity Evaluating Evidence 328 C18 Decision-Making Analysis Where Do You Stand? DI 329 Unit Task Link 333 C19 Quick Lab What Is the Likelihood? 337 C20 Decision-Making Activity Evaluating the Future Effects of Climate Change DI 346 C21 Quick Lab Ounce of Prevention, Pound of Cure 349 C23 Decision-Making Analysis Purchasing Carbon Offsets 358 C24 STSE Case Study Transportation Decisions 359 Unit Task Link 363 Unit C Task 366 10 11 12 Light and Geometric Optics Unit Task 375 D2 Quick Lab What Is White Light Made Of? D3 Quick Lab Component Colours of Light D4 Quick Lab Seeing the Invisible DI D5 Quick Lab Sources of Light Emission D6 STSE Decision-Making Analysis Is a Plasma Television or an LCD Television Better for the Environment? D7 Quick Lab Analyzing Light Sources D8 Quick Lab Does a Plane Mirror Reverse Left and Right? D10 Quick Lab Some Properties of Light D11 Inquiry Activity Shadows and Rays Unit Task Link 381 389 390 393 399 400 403 407 408 413 D12 Quick Lab Mirror Images 417 D13 Quick Lab Plane Mirror Reflection 428 D14 Skill Builder Activity Drawing Ray Diagrams for Concave and Convex Mirrors 429 DI D15 Inquiry Activity Concave Mirrors 430 D16 Problem-Solving Activity Laser Light Security System 432 D17 Quick Lab Observing Refraction 435 D18 Inquiry Activity Refraction Measurement and Patterns 444 D19 Inquiry Activity Index of Refraction 445 D20 Design a Lab Transmitting Light Rays through Liquids 446 D21 Quick Lab Observing Lenses 449 D23 Skill Builder Activity Drawing Ray Diagrams for Convex Lenses 458 D24 Quick Lab Focal Length 459 D25 Inquiry Activity Convex Lens Images 460 D26 Inquiry Activity Identifying the Properties of Images 461 Unit Task Link 465 D27 Quick Lab What Do You See? 469 D28 Inquiry Activity Sheep Eye Dissection 478 D29 STSE Case Study: Decision-Making Activity Evaluating Laser Vision Correction DI 480 D30 Quick Lab Extending Human Vision 483 D32 Quick Lab Disassembling a Disposable Camera 493 D33 STSE Decision-Making Analysis Single-Use Cameras: Useful Convenience or Wasteful Extravagance? 494 D34 STSE Decision-Making Analysis Visual Recording Devices and Privacy DI 495 Unit Task Link 499 Unit D Task 502 Labs and Activities xiii ist10_ch00_fm.qxd 7/22/09 3:21 PM Page xiv Science, Technology, Society, and the Environment UNIT A 1 UNIT Tissues, Organs, and Systems of Living Things C A1 STSE Science, Technology, Society, and the Environment Questions about Quarantine 5 A7 STSE Quick Lab Taking Protective Actions 27 A10 STSE Quick Lab Tailor-Made Body Parts 39 A11 STSE Science, Technology, Society, and the Environment Receiving Mixed Messages 45 A14 STSE Decision-Making Analysis A Look at Stem Cells 2 A25 STSE Decision-Making Analysis Taking a Closer Look 3 C1 STSE Science, Technology, Society, and the Environment The Message in the Media 257 7 C7 STSE Science, Technology, Society, and the Environment Who Owns the Arctic Ocean? 286 8 C16 STSE Science, Technology, Society, and the Environment Reducing Climate Change Impacts at School 327 9 C22 STSE Science, Technology, Society, and the Environment Fast Fashion: A Growing Concern 357 61 A22 STSE Science, Technology, Society, and the Environment Green Livers 84 Climate Change C24 STSE Case Study Transportation Decisions 359 100 A27 STSE Decision-Making Analysis Media Messages: Short-Term Gain for Long-Term Pain? 110 A29 STSE Science, Technology, Society, and the Environment Accessing Public Health Programs 118 A30 STSE Decision-Making Analysis A Look at Transgenic Issues DI 119 UNIT UNIT B D Chemical Reactions D1 STSE Science, Technology, Society, and the Environment Using Optical Devices 377 B1 STSE Science, Technology, Society, and the Environment How Does Chemistry Improve My Life? 137 4 5 6 10 B4 STSE Decision-Making Analysis Ada Lockridge and the Chemical Valley 152 B9 STSE Science, Technology, Society, and the Environment Everyday Chemistry 183 B16 STSE Science, Technology, Society, and the Environment Transporting Acids 212 B19 STSE Inquiry Activity Neutralizing Acidic Lake Water Samples 214 B24 STSE Science, Technology, Society, and the Environment A New Fertilizer Plant: Beneficial or Harmful? 237 Light and Geometric Optics D6 STSE Decision-Making Analysis Is a Plasma Television or an LCD Television Better for the Environment? 399 D9 STSE Science, Technology, Society, and the Environment How Do You Choose a Sun Protection Product? 406 11 D22 STSE Science, Technology, Society, and the Environment Two-Way Mirrors 457 12 D29 STSE Case Study: Decision-Making Activity Evaluating Laser Vision Correction DI 480 D31 STSE Science, Technology, Society, and the Environment Digitally Edited Photographs 491 D33 STSE Decision-Making Analysis Single-Use Cameras: Useful Convenience or Wasteful Extravagance? 494 D34 STSE Decision-Making Analysis Visual Recording Devices and Privacy DI xiv Science, Technology, Society, and the Environment 495 ist10_ch00_fm.qxd 7/22/09 3:21 PM Page xv Science Readings UNIT A UNIT Tissues, Organs, and Systems of Living Things C Investigating Careers in Science 1 Great Canadians in Science Sheela Basrur Science in My Future Medical Laboratory Technologist Investigating Careers in Science 7 48 49 2 Science Everywhere Organ Transplants: Promise or Peril? 87 3 Cool Ideas The Five-Second Rule 121 8 9 UNIT B 4 Climate Change Great Canadians in Science Sheila Watt-Cloutier 290 Science in My Future Environmental Educators 291 Science Everywhere Green Electricity 331 Cool Ideas Human Volcano 361 UNIT D Chemical Reactions Investigating Careers in Science 10 Light and Geometric Optics Investigating Careers in Science Great Canadians in Science Dr. Robert D. Singer 188 Great Canadians in Science Willard S. Boyle 410 Science in My Future Polymer Chemist 189 Science in My Future Optician 411 5 Science Everywhere Phosphoric Acid 217 6 Cool Ideas The Bombardier Beetle 241 11 12 Science Everywhere Self-Adjusting Glasses 463 Cool Ideas A Wall of Water? 497 Science Readings xv ist10_ch00_fm.qxd 7/22/09 3:21 PM Page xvi PEARSON Investigating SCIENCE 10 You are about to begin a scientific exploration using Investigating Science 10. To assist you in your journey, this book has been designed with the following features to help you. 1. Unit Overview — what you will learn The book is divided into four units. Each unit opens with a large photograph that captures one of the ideas that will be covered in the unit. The unit Contents lists the Chapters, Key Ideas, and sections in the unit. The orange DI box indicates essential lessons that have additional differentiated instruction support in the Teacher’s Resource. An introduction to the Unit Task is provided below the unit Contents. This task is revisited at the end of each chapter, providing you with an opportunity to review key ideas covered in the chapter that will be required to successfully complete the Unit Task. 2. Exploring — adds interest This spread is an introduction. It has an interesting real-world example to introduce the unit. This activity connects the themes of Science, Technology, Society, and the Environment to what you are learning. xvi ist10_ch00_fm.qxd 7/22/09 3:21 PM Page xvii 3. Chapter Introduction — organizes the topics Each chapter starts with an engaging visual designed to motivate your interest and provide discussion opportunities for the class. The right side of the page provides learning support for you by listing What Skills You Will Use, Concepts You Will Learn, and Why This Is Important. A Before Reading or Before Writing strategy starts the Before, During, and After literacy activities for each chapter. 4. Sections — engaging information on the topics There are two or three sections in each chapter. Each section starts with a reading and a Quick Lab activity. Each section includes a summary of what you will learn in the section. The Quick Lab activity is a short, informal learning experience using simple materials and equipment. During Reading and During Writing literacy activities provide you with an opportunity to consolidate your understanding. The Learning Checkpoint allows you to check your understanding of what you have just read. Words Matter helps you understand a term by describing its origin. xvii ist10_ch00_fm.qxd 7/22/09 3:21 PM Page xviii 4. Sections — engaging information on the topics (continued) Skill Builder Activity reviews or reinforces certain skills necessary for completing some of the activities. Just-in-Time Math provides an opportunity to review some of your math skills before using those skills in an activity. Example Problems show the detailed steps in solving problems. Practice Problems model the example problem and provide opportunities for further practice. Use these problems to check if you understand the concept being discussed. Check and Reflect questions provide opportunities for you to review the main ideas you have learned in each section. You will find many photos and illustrations to help explain or clarify many of the ideas in the unit. At the end of the section is a Take It Further. This is an additional way to study one of the ideas in the section. After Reading or After Writing literacy activities provide you with an opportunity to consolidate your understanding. The Chapter Review contains questions relevant to the whole chapter. Answering the questions will help you consolidate what you have learned in the various parts of the chapter. The Unit Task Link provides you with an opportunity to review key ideas covered in the chapter that will be required to successfully complete the Unit Task. xviii ist10_ch00_fm.qxd 7/22/09 3:21 PM Page xix 5. Activities — develop your science skills There are five main types of activities: Inquiry Activities, Quick Labs, Decision-Making Analyses, ProblemSolving Activities, and Design a Lab activities. The Quick Lab was discussed on page xvii. Inquiry Activity: These activities provide the oportunity for you to work in a lab setting. You will develop scientific skills of predicting, observing, measuring, recording, inferring, analyzing, and many more. In these activities, you will investigate many different phenomena found in our world. Design a Lab: These activities provide an opportunity to apply the skills you have learned to investigate a question related to a concept. You will research, plan, and carry out your own investigation. After collecting data from your experiment, you will draw conclusions and report on your findings. Decision-Making Analysis: These activities present issues or questions related to everyday life. You will need to analyze the issue and develop an opinion based on the evidence you collect and make an informed decision. In many instances you will present your findings and decisions to your classmates. If your Decision-Making Analysis has a Case Study logo, then you will analyze a particular issue that may involve several viewpoints or have more than one solution. Here is an opportunity for you to use the different ideas you have learned from the unit or collected from other sources to form your own opinion. Problem-Solving Activity: These are open-ended activities that allow you to be creative. You will identify a problem, make a plan, and then construct a solution. These activities tend to have very little set-up, and there is usually more than one correct solution. 6. Unit Summary — a review of what you’ve learned At a glance, you can find all of the key concepts you have learned within the unit. You can also read the summary of ideas in each section of the unit as well as review vocabulary and key visuals. This page can help you organize your notes for studying. xix ist10_ch00_fm.qxd 7/22/09 3:21 PM Page xx 7. Unit Task — lets you demonstrate learned skills A task at the end of each unit presents an opportunity for you to demonstrate what you’ve learned. You’ll work in a group or individually. The task requires you to apply some of the skills and knowledge that you have acquired during the unit. 8. Unit Review — connects what you have learned The Unit Review is an opportunity to review the concepts, skills, and ideas you have learned in the unit. Key Terms Review This is a chance to review the important terms in the unit. Connect Your Understanding Questions that require you to use the ideas in more than one chapter in your answers Skills Practice Questions related to specific skills you have learned in the unit Key Concept Review Questions designed to review your basic understanding of the key concepts in each chapter of the unit Science, Technology, Society, and the Environment Opportunities to express your thoughts about ideas related to Science, Technology, Society, and the Environment issues discussed in the unit xx Revisit the Big Ideas and Fundamental Concepts Questions that revisit the Big Ideas and Fundamental Concepts covered in the unit Reflection Opportunities to express your thoughts about ideas you have discovered in the unit ist10_ch00_fm.qxd 7/22/09 3:21 PM Page xxi 9. Other Features — bring science to life Here are other features you will find in each unit. Each one has a different purpose and is designed to help you learn about the ideas in the unit. Investigating Careers in Science Here you will find profiles of great Canadians in science as well as careers in science based on the different types of science studied in each unit. Science Everywhere This feature presents interesting information about concepts covered in the unit. Cool Ideas This feature is written by Discovery Channel Daily Planet host Jay Ingram to connect concepts covered in the unit to findings coming from current research. 10. Skills References — provide skills information and practice These pages provide references to lab safety and other basic scientific skills that will help you as you do the activities. Remember to check the Skills References when you need a reminder about these skills. Now it’s time to start. We hope you will enjoy your scientific exploration using Investigating Science 10! xxi ist10_ch00_fm.qxd 7/22/09 3:21 PM Page xxii Science 10 at a Glance Biology Chemistry UNIT A: Tissues, Organs, and Systems of Living Things UNIT B: Chemical Reactions Big Ideas Big Ideas • Plants and animals, including humans, are made of specialized cells, tissues, and organs that are organized into systems. • Developments in medicine and medical technology can have social and ethical implications. Fundamental Concepts • Chemicals react with each other in predictable ways. • Chemical reactions may have a negative impact on the environment, but they can also be used to address environmental challenges. Fundamental Concepts • Systems and Interactions • Matter • Structure and Function • Energy • Sustainability and Stewardship • Sustainability and Stewardship • Change and Continuity Overall Expectations 1. evaluate the importance of medical and other technological developments related to systems biology, and analyse their societal and ethical implications 2. investigate cell division, cell specialization, organs, and systems in animals and plants, using research and inquiry skills, including various laboratory techniques 3. demonstrate an understanding of the hierarchical organization of cells, from tissues, to organs, to systems in animals and plants xxii Overall Expectations 1. analyse a variety of safety and environmental issues associated with chemical reactions, including the ways in which chemical reactions can be applied to address environmental challenges 2. investigate, through inquiry, the characteristics of chemical reactions 3. demonstrate an understanding of the general properties of chemical reactions, and various ways to represent them ist10_ch00_fm.qxd 7/22/09 3:21 PM Page xxiii Science 10 at a Glance Earth and Space Science Physics UNIT C: Climate Change UNIT D: Light and Geometric Optics Big Ideas Big Ideas • Earth’s climate is dynamic and is the result of interacting systems and processes. • Global climate change is influenced by both natural and human factors. • Climate change affects living things and natural systems in a variety of ways. • Light has characteristics and properties that can be manipulated with mirrors and lenses for a range of uses. • Society has benefited from the development of a range of optical devices and technologies. • People have the responsibility to assess their impact on climate change and to identify effective courses of action to reduce this impact. Fundamental Concepts Fundamental Concepts • Energy • Energy • Systems and Interactions • Structure and Function • Sustainability and Stewardship • Sustainability and Stewardship • Change and Continuity Overall Expectations 1. analyse some of the effects of climate change around the world, and assess the effectiveness of initiatives that attempt to address the issue of climate change Overall Expectations 1. evaluate the effectiveness of technological devices and procedures designed to make use of light, and assess their social benefits 2. investigate various natural and human factors that influence Earth’s climate and climate change 2. investigate, through inquiry, the properties of light, and predict its behaviour, particularly with respect to reflection in plane and curved mirrors and refraction in converging lenses 3. demonstrate an understanding of natural and human factors, including the greenhouse effect, that influence Earth’s climate and contribute to climate change 3. demonstrate an understanding of various characteristics and properties of light, particularly with respect to reflection in mirrors and reflection and refraction in lenses xxiii ist10_ch00_fm.qxd 7/22/09 3:21 PM Page xxiv Safety Science Safety Procedures You will be doing many activities in this book. When doing an activity, it is very important that you follow the safety rules below. Your teacher may have safety instructions to add to this list. 3. Learn to recognize the safety symbols and the warning symbols for hazardous materials as seen on the next page. These include WHMIS symbols. WHMIS is the Workplace Hazardous Materials Information System. Before You Begin 4. Keep your work area uncluttered and organized. 1. Read and make sure you understand the instructions in the text or in any handouts your teacher may provide. Follow your teacher’s direction always. Never change or start an activity without approval. 2. Watch for “Caution” notes such as the one below. These notes will tell you how to take extra care as you work through the activity. Make sure you understand what the cautions mean. CAUTION: Tie back long hair, and be careful around open flames. Do not touch calcium metal with your bare hands as the metal will react with moisture in your skin. 5. Know the location of fire extinguishers and other safety equipment. 6. Always wear safety goggles and any other safety clothing as requested by your teacher or identified in this book. 7. If you have long or loose hair, tie it back. Roll up long sleeves. 8. Inform your teacher if you have any allergies or medical conditions or anything else that might affect your work in the science classroom. 9. Review the Material Safety Data Sheet (MSDS) for any chemicals you use in the lab. See an example of one on the next page. Wear proper safety equipment when doing science activities. xxiv Safety ist10_ch00_fm.qxd 7/22/09 3:21 PM Page xxv Safety Safety Symbols WHMIS Symbols When you see this symbol, wear goggles or safety glasses while doing the activity. This symbol tells you that you will be using glassware during the activity. Take extra care when handling it. compressed gas biohazardous infectious material dangerously reactive material corrosive material oxidizing material flammable and combustible material poisonous and infectious material causing immediate and serious toxic effects poisonous and infectious material causing other toxic effects When you see this symbol, wear an apron while doing the activity. When you see this symbol, wear insulated gloves to protect your hands from heat. This symbol tells you that you will be working with sharp objects. Take extra care when handling them. When you see this symbol, wear gloves while doing the activity. This symbol tells you that you will be working with wires and power sources. Take extra care when handling them. This symbol tells you that you will be working with fire. Make sure to tie back loose hair. Take extra care around flames. In Canada, manufacturers of all hazardous products used in workplaces, including schools, must provide information sheets about their products. The Material Safety Data Sheet (MSDS) identifies the chemical and physical hazards associated with each substance. It includes physical data, such as melting point and boiling point, toxicity, health effects, first aid, and spill and leak clean-up procedures. WHMIS regulations require employers to make these sheets available to employees who use hazardous substances in their work. The above is an example of an MSDS for a substance that you might use in a science activity. Safety xxv ist10_ch00_fm.qxd 7/22/09 3:21 PM Page xxvi Safety During the Activity 10. Report any safety concerns you have, or hazards you see (such as spills) to your teacher. 17. When you heat test tubes, make sure that the open end is pointing away from you and anyone else in the room. 11. Don’t eat, drink, or chew gum in your science classroom. 12. Never taste anything in science class. 13. Never smell any substance directly. Instead, gently wave your hand over it to bring its vapours toward your nose. 18. When heating a substance, make sure the container does not boil dry. 19. If any part of your body comes in contact with a chemical, wash the area immediately and thoroughly with water. If you get anything in your eyes, do not touch them. Wash them immediately and continuously with water for 15 min. Inform your teacher. 14. Handle all glassware carefully. If you see cracked or broken glass, ask your teacher how to dispose of it properly. 15. Handle knives and other sharp objects with care. Always cut away from yourself, and never point a sharp object at another person. 16. Heat solids and liquids only in open heatresistant glass containers and test tubes. Use tongs or protective gloves to pick up hot objects. xxvi Safety 20. Keep water or wet hands away from electrical outlets or sockets. 21. Use tools safely when cutting, joining, or drilling. Make sure you know how to use any tools properly. 22. Use special care when you are near objects in motion, gears and pulleys, and elevated objects. ist10_ch00_fm.qxd 7/22/09 3:21 PM Page xxvii Safety 23. Make sure equipment is placed safely so that people will not knock it over or trip over it. Report any damaged equipment to your teacher immediately. 24. Treat all living things with respect. Follow your teacher’s instructions when working with living things in the classroom or on a field trip. When You Finish the Activity 25. Make sure you close the containers of chemicals immediately after you use them. 26. Follow your teacher’s instructions to safely dispose of all waste materials. 27. Always wash your hands well with soap, preferably liquid soap, after handling chemicals or other materials. Always wash your hands after touching plants, soil, or any animals and their cages or containers. 28. When you have finished an experiment, clean all the equipment before putting it away. Be careful with hot plates and equipment that have been heated as they may take a long time to cool down. Learning Checkpoint Your teacher will give you a copy of an MSDS for hydrochloric acid solution (less than 10%). Use this MSDS to answer questions 1–9. 7. If a fire were to break out near hydrochloric acid, should the hydrochloric acid itself be considered a fire hazard? What special equipment is required to fight a fire in which hydrochloric acid is present? 1. List one synonym for the name “hydrochloric acid.” 2. Hydrochloric acid solution has two ingredients. What are they? Which of these ingredients is hazardous? 8. Suppose someone splashed hydrochloric acid in an eye. What should the first aid procedure include? 9. What substance can be used to neutralize 3. Find the hazard identification section. Under “Emergency Overview,” there is a short summary. Find the summary and record it. 4. Read the list of potential health effects. Copy the potential health effect caused by skin contact. 5. Find the section under “First Aid Measures,” and record the instructions for what to do in case of ingestion. 6. Find out what is meant by the term “chronic exposure.” hydrochloric acid? 10. List precautions used in the science laboratory to minimize the following risks: (a) scalding (b) eye damage (c) poisoning 11. Draw a sketch of your classroom or science lab indicating the location of all emergency equipment and exits. 12. List the steps you should take before starting a science activity. Safety xxvii
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