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P E A R S O N
10InvestigatingSCIENCE
Senior Author
Lionel SandnerScience Education Consultant and Writerformerly Lead Coordinator, Pan-Canadian Science Project
Senior Technology Consultant
Josef MarthaScience Education Consultant and Writer
Contributing Authors
Cathy CostelloEducation Consultantformerly Curriculum Coordinator, LiteracyYork Region District School Board
Jay IngramScience JournalistDaily PlanetDiscovery Channel Canada
Authors
Clayton EllisFletcher’s Meadow Secondary SchoolPeel District School Board
Donald LacyStelly’s Secondary SchoolSaanich School District 63, British Columbia
Catherine LittleProgram CoordinatorScience, Environmental and Ecological StudiesToronto District School Board
Heather A. MaceFeatherston Drive Public SchoolOttawa-Carleton District School Board
Igor NowikowMarkham District High SchoolYork Region District School Board
Pauline WebbMarkham District High SchoolYork Region District School Board
Otto WeversToronto District School Board
Sandy M. WohlInstructor, Curriculum StudiesFaculty of Education, University of British Columbia
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ii
Copyright © 2009 Pearson Canada Inc.
All rights reserved. This publication is protected by copyright, and permission should beobtained from the publisher prior to any prohibited reproduction, storage in a retrievalsystem, or transmission in any form or by any means, electronic, mechanical,photocopying, recording, or likewise. For information regarding permission, write to thePermissions Department at Pearson Education Canada.
The information and activities presented in this book have been carefully edited andreviewed. However, the publisher shall not be liable for any damages resulting, in whole orin part, from the reader’s use of this material.
Brand names that appear in photographs of products in this textbook are intended toprovide students with a sense of the real-world applications of science and technology andare 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
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MANUFACTURING MANAGER: Jane Schell
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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.
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iiiAcknowledgements
Science, Technology,Society, and theEnvironmentMarietta (Mars) BlochDirector, Education ServicesLet’s Talk Science
Erminia PedrettiDirector, Centre for Studies in Science, Mathematics & Technology EducationOntario Institute for Studies in EducationUniversity of Toronto
Assessment andDifferentiated InstructionKaren HumeEducation Consultant and Writerformerly Student Success LeaderDurham District School Board
LiteracyCathy CostelloEducation Consultantformerly Curriculum Coordinator, LiteracyYork Region District School Board
Environmental EducationJane ForbesInstructor, Science and TechnologyOntario Institute for Studies in EducationUniversity of Toronto
NumeracyBonnie Edwardsformerly Wellington Catholic District School Board
Aboriginal EducationCorinne Mount Pleasant-Jette, C.M.Mount Pleasant Educational Services Inc.
Dawn WisemanMount Pleasant Educational Services Inc.
Catholic Education Kathleen MackSt. Thomas Aquinas Catholic Secondary SchoolCatholic District School Board of Eastern Ontario
ELL/ESLJane E. SimsEducation Consultantformerly Sir Sandford Fleming AcademyToronto District School Board
Program Philip MarshUniversity of Toronto Schools
Safety Peter CudmoreSTAO Safety Committee
Ian Mackellar STAO Safety Committee
Dr. Scott Weese Ontario Veterinary CollegeUniversity of Guelph
Lab and Activity TestersRadhika ArthamWexford Collegiate School for the ArtsToronto District School Board
Deborah BrooksThe Yorkland School
Kathleen HewittSir William Mulock Secondary SchoolYork Region District School Board
Farrah JafferWexford Collegiate School for the ArtsToronto District School Board
Dr. Andrea RicciEastview Secondary School Simcoe County District School Board
Mark RobertsSir William Mulock Secondary SchoolYork Region District School Board
Lianne TanAppleby College
Michael VlachopoulosSir William Mulock Secondary SchoolYork Region District School Board
Tricia YanthaCardinal Carter Academy for the Arts Toronto Catholic District School Board
Expert ReviewersDr. Marina Milner-BolotinRyerson University
Dr. Nagina ParmarHospital for Sick Children (Toronto)
Dr. Rashmi VenkateswaranUniversity of Ottawa
Dr. Andrew WeaverSchool of Earth and Ocean Sciences University of VictoriaIntergovernmental Panel on Climate Change
Unit ReviewersJohn AthertonInstructional LeaderScience 7–12 Toronto District School Board
Anna-Marie BouldingInstructional ServicesSimcoe County District School Board
Sai ChungA.Y. Jackson Secondary SchoolToronto District School Board
Angela De JongTurner Fenton Secondary SchoolPeel District School Board
Janet DignemPine Ridge Secondary SchoolDurham District School Board
Franca FisetNotre Dame High SchoolOttawa Catholic School Board
Richard GallantSimcoe Muskoka Catholic District School Board
Julie GrandoCatholic Education CentreDufferin-Peel Catholic District School Board
Molly Hart-CosgroveFather John Redmond Catholic Secondary Schooland Regional Arts CentreToronto Catholic District School Board
Roger LevertThistletown Collegiate Institute Toronto District School Board
Jon McGoeyMother Teresa Catholic Secondary SchoolLondon District Catholic School Board
Nadine MorrisonWestdale Secondary SchoolHamilton-Wentworth District School Board
Louise OgilvieNotre Dame High School Ottawa Catholic School Board
Helen PanayiotouLeaside High SchoolToronto District School Board
Dave PapaCorpus Christi Catholic High SchoolHalton Catholic District School Board
Scott SkemerBell High SchoolOttawa-Carleton District School Board
Heather TroupPort Credit Secondary SchoolPeel District School Board
Consultants and Reviewers
Acknowledgements
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iv Contents
1.3 Specialized Plant and Animal Cells 38A10 STSE Quick Lab Tailor-Made Body Parts 39
During Reading 40
Learning Checkpoint 41
Learning Checkpoint 45
Take It Further 45
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
Great Canadians in Science Sheela Basrur 48
Science in My Future Medical LaboratoryTechnologist 49
1.0 Chapter Review 50After Reading 51
Unit Task Link 51
An organ consists of groups oftissues and works with other organs to form organ systems. 52
Before Reading 53
2.1 Organs in Animals and Plants 54A13 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 64A16 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 anAnimal 74
A19 Quick Lab A Look at Breathing 76
A20 Quick Lab Inquiring about Heart Disease 76
2.2 Check and Reflect 77
Unit Task 3
Exploring 4A1 STSE Science, Technology, Society, and the Environment Questions about Quarantine 5
Cells are the basic unit of life andoften combine with other cells toform tissues. 6
Before Reading 7
1.1 Plant and Animal Cells 8A2 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 26A7 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 35
A9 Quick Lab Comparing Cancer Cells and Normal Cells 36
1.2 Check and Reflect 37
Contents
Tissues, Organs,and Systems ofLiving Things 2A
U N I T
Welcome to Investigating Science 10 xvi
Science 10 at a Glance xxii
Science Safety Procedures xxiv
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2.3 Interdependent Organ Systems 78A21 Quick Lab How Do They Do It? 79
Learning Checkpoint 81
Learning Checkpoint 83
During Reading 83
A22 STSE Science, Technology, Society, and theEnvironment Green Livers 84
A23 Design a Lab Responding to EnvironmentalChanges 85
2.3 Check and Reflect 86
Science EverywhereOrgan Transplants: Promise or Peril? 87
2.0 Chapter Review 88After Reading 89
Unit Task Link 89
Advances in biological technologieshave an impact on individuals andsociety. 90
Before Writing 91
3.1 Medical Imaging Technologies 92A24 Quick Lab Looking at Your Hand Bones 93
During Writing 96
Learning Checkpoint 96
Take It Further 99
A25 STSE Decision-Making AnalysisTaking a Closer Look 100
3.1 Check and Reflect 101
3.2 Public Health Strategies to PreventDisease 102A26 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 MediaMessages: Short-Term Gain for Long-Term Pain? 110
3.2 Check and Reflect 111
3.3 Social and Ethical Issues in Systems Biology 112
A28 Quick Lab Organs for Sale? 113
Learning Checkpoint 116
During Writing 117
Take It Further 118
Learning Checkpoint 118
A29 STSE Science, Technology, Society, and theEnvironment Accessing Public Health Programs 118
A30 STSE Decision-Making AnalysisA Look at Transgenic Issues 119
3.3 Check and Reflect 120
Cool Ideas The Five-Second Rule 121
3.0 Chapter Review 122After Writing 123
Unit Task Link 123
Unit A Summary 124
Unit A Task 126
Unit A Review 128
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4.3 Chemical Reactions 172B8 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 DuringChemical Reactions? 184
B12 Inquiry Activity Observing Chemical Change 186
4.3 Check and Reflect 187
Investigating Careers in Science
Great Canadians in ScienceDr. Robert D. Singer 188
Science in My Future Polymer Chemist 189
4.0 Chapter Review 190After Reading 191
Unit Task Link 191
Acids and bases are important toour health, industries, andenvironment. 192
Before Reading 193
5.1 Acids and Bases 194B13 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
Unit Task 135
Exploring 136B1 STSE Science, Technology, Society, and theEnvironment How Does Chemistry Improve My Life? 137
Chemical change occurs duringchemical reactions. 138
Before Reading 139
4.1 Matter and the Periodic Table 140B2 Quick Lab What Do I Know about Chemistry? 141
During Reading 142
Learning Checkpoint 146
Learning Checkpoint 148
Learning Checkpoint 149
Learning Checkpoint 150
Take It Further 150
B3 Inquiry Lab Water and Calcium 151
B4 STSE Decision-Making AnalysisAda Lockridge and the Chemical Valley 152
4.1 Check and Reflect 153
4.2 Ions, Molecules, and Compounds 154B5 Quick Lab Solubility of Chemical Compounds 155
During Reading 156
Learning Checkpoint 158
B6 Quick Lab Paper Models of Ionic Compounds 169
B7 Quick Lab Modelling Molecules 170
4.2 Check and Reflect 171
ChemicalReactions 134B
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5.2 Neutralization Reactions 204B15 Quick Lab Testing Soil pH 205
During Reading 206
Learning Checkpoint 209
Learning Checkpoint 210
Take It Further 211
B16 STSE Science, Technology, Society, and the Environment Transporting Acids 212
B17 Skill Builder Activity Making an Inference 212
B18 Inquiry Activity Antacids and NeutralizationReactions 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 218After Reading 219
Unit Task Link 219
Chemical reactions can be groupedaccording to the characteristics oftheir reactants and products. 220
Before Writing 221
6.1 Synthesis Reactions and Decomposition Reactions 222B21 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
6.2 Combustion Reactions and DisplacementReactions 230B23 Quick Lab Observing Reactions in Solution 231
Take It Further 235
During Writing 236
B24 STSE Science, Technology, Society, and the Environment A New Fertilizer Plant:Beneficial or Harmful? 237
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
6.0 Chapter Review 242After Writing 243
Unit Task Link 243
Unit B Summary 244
Unit B Task 246
Unit B Review 2486
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7.2 Heat Transfer and the NaturalGreenhouse Effect 274C6 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 theEnvironment Who Owns the Arctic Ocean? 286
C8 Quick Lab The Coriolis Effect 286
C9 Inquiry Activity Modelling a Greenhouse 287
C10 Inquiry Activity Modelling Albedo in theBiosphere 288
7.2 Check and Reflect 289
Investigating Careers in Science
Great Canadians in ScienceSheila Watt-Cloutier 290
Science in My Future Environmental Educators 291
7.0 Chapter Review 292After Reading 293
Unit Task Link 293
Earth’s climate system is influencedby human activity. 294
Before Reading 295
8.1 The Anthropogenic Greenhouse Effect 296C11 Quick Lab Climate and Tree Growth 297
During Reading 301
C12 Inquiry Activity Modelling the Natural andAnthropogenic Greenhouse Effects 306
8.1 Check and Reflect 307
Unit Task 255
Exploring 256C1 STSE Science, Technology, Society, and theEnvironment The Message in the Media 257
Earth’s climate system is a result of interactions among its components. 258
Before Reading 259
7.1 Climate 260C2 Quick Lab What Is the Weather Today? 261
During Reading 262
Learning Checkpoint 262
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
Climate Change254C
U N I T
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8.2 Physical Effects of Climate Change 308C13 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 320C15 Quick Lab Climate Change and Societies 321
During Reading 323
Learning Checkpoint 323
Take It Further 327
C16 STSE Science, Technology, Society, and theEnvironment Reducing Climate Change Impacts at School 327
C17 Skill Builder Activity Evaluating Evidence 328
C18 Decision-Making AnalysisWhere Do You Stand? 329
8.3 Check and Reflect 330
Science EverywhereGreen Electricity 331
8.0 Chapter Review 332After Reading 333
Unit Task Link 333
Local, national, and internationalgovernments are taking action onclimate change. 334
Before Writing 335
9.1 The Future of Climate Change 336C19 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 346
9.1 Check and Reflect 347
9.2 Action on Climate Change: Mitigation and Adaptation 348C21 Quick Lab Ounce of Prevention, Pound of Cure 349
During Writing 353
Take It Further 357
C22 STSE Science, Technology, Society, and theEnvironment Fast Fashion: A Growing Concern 357
C23 Decision-Making Analysis Purchasing Carbon Offsets 358
C24 STSE Case Study Transportation Decisions 359
9.2 Check and Reflect 360
Cool Ideas Human Volcano 361
9.0 Chapter Review 362After Writing 363
Unit Task Link 363
Unit C Summary 364
Unit C Task 366
Unit C Review 368
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Light andGeometric Optics
374
x Contents
D9 STSE Science, Technology, Society, and theEnvironment How Do You Choose a Sun Protection Product? 406
D10 Quick Lab Some Properties of Light 407
D11 Inquiry Activity Shadows and Rays 408
10.3 Check and Reflect 409
Investigating Careers in Science
Great Canadians in ScienceWillard S. Boyle 410
Science in My Future Optician 411
10.0 Chapter Review 412After Reading 413
Unit Task Link 413
Ray diagrams model the behaviour of light in mirrors and lenses. 414
Before Reading 415
11.1 Mirrors 416D12 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 430
D16 Problem-Solving Activity Laser Light Security System 432
11.1 Check and Reflect 433
11.2 The Refraction of Light 434D17 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
Unit Task 375
Exploring 376D1 STSE Science, Technology, Society, and theEnvironment Using Optical Devices 377
Light is part of the electromagnetic spectrum and travels in waves. 378
Before Reading 379
10.1 Light and the Electromagnetic Spectrum 380D2 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 390
10.1 Check and Reflect 391
10.2 Producing Visible Light 392D5 Quick Lab Sources of Light Emission 393
Learning Checkpoint 395
During Reading 396
Learning Checkpoint 398
D6 STSE Decision-Making Analysis Is a PlasmaTelevision or an LCD Television Better for theEnvironment? 399
D7 Quick Lab Analyzing Light Sources 400
10.2 Check and Reflect 401
10.3 The Ray Model of Light 402D8 Quick Lab Does a Plane Mirror Reverse Left and Right? 403
Take It Further 406
Learning Checkpoint 406
DU N I T
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11.3 Lenses 448D21 Quick Lab Observing Lenses 449
During Reading 453
Learning Checkpoint 454
Take It Further 456
D22 STSE Science, Technology, Society, and theEnvironment Two-Way Mirrors 457
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 ofImages 461
11.3 Check and Reflect 462
Science EverywhereSelf-Adjusting Glasses 463
11.0 Chapter Review 464After Reading 465
Unit Task Link 465
Optical devices help us see farther and more clearly than we can with unaided eyes. 466
Before Writing 467
12.1 Human Perception of Light 468D27 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
D29 STSE Case Study: Decision-Making ActivityEvaluating Laser Vision Correction 480
12.1 Check and Reflect 481
12.2 Technologies That Use Light 482D30 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 theEnvironment Digitally Edited Photographs 491
D32 Quick Lab Disassembling a Disposable Camera 493
D33 STSE Decision-Making Analysis Single-UseCameras: Useful Convenience or WastefulExtravagance? 494
D34 STSE Decision-Making Analysis Visual Recording Devices and Privacy 495
12.2 Check and Reflect 496
Cool Ideas A Wall of Water? 497
12.0 Chapter Review 498After Writing 499
Unit Task Link 499
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
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xii Labs and Activities
Unit Task 3
A2 Quick Lab What We Remember about the Cell 9
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 24A7 STSE Quick Lab Taking Protective Actions 27A8 Inquiry Activity Identifying the Stages of Mitosis in Plant and Animal Cells 35A9 Quick Lab Comparing Cancer Cells and Normal Cells 36A10 STSE Quick Lab Tailor-Made Body Parts 39
A12 Inquiry Activity Examining Plant and Animal Tissues 46
Unit Task Link 51
A13 Quick Lab Mapping the Organs 55
A14 STSE Decision-Making Analysis A Look at Stem Cells 61
A15 Inquiry Activity Dissecting a Flower 62
A16 Quick Lab Moving Materials 65
A17 Skill Builder Activity Dissection Essentials 73
A18 Inquiry Activity The Digestive System of anAnimal 74
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 EnvironmentalChanges 85
Unit Task Link 89
A24 Quick Lab Looking at Your Hand Bones 93
A25 STSE Decision-Making AnalysisTaking a Closer Look 100
A26 Quick Lab Catch Me If You Can 103
A27 STSE Decision-Making Analysis MediaMessages: Short-Term Gain for Long-Term Pain? 110
A28 Quick Lab Organs for Sale? 113
A30 STSE Decision-Making AnalysisA Look at Transgenic Issues 119
Unit Task Link 123
Unit A Task 126
Unit Task 135
B2 Quick Lab What Do I Know about Chemistry? 141
B3 Inquiry Lab Water and Calcium 151
B4 STSE Decision-Making AnalysisAda Lockridge and the Chemical Valley 152
B5 Quick Lab Solubility of Chemical Compounds 155
B6 Quick Lab Paper Models of Ionic Compounds 169
B7 Quick Lab Modelling Molecules 170
B8 Quick Lab Observing Chemical Changes 173
B10 Quick Lab The Flame Test 183
B11 Inquiry Activity Does Mass Change DuringChemical Reactions? 184
B12 Inquiry Activity Observing Chemical Change 186
4.3 Check and Reflect 187
Unit Task Link 191
B13 Quick Lab What Do You Know about Acids and Bases? 195
B14 Quick Lab The pH of Household Liquids 202
5.1 Check and Reflect 203
B15 Quick Lab Testing Soil pH 205
B17 Skill Builder Activity Making an Inference 212
B18 Inquiry Activity Antacids and NeutralizationReactions 213
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
B26 Design a Lab Iron and Copper(II) Chloride 238
B27 Inquiry Activity Single-Displacement Reactions 239
Unit Task Link 243
Unit B Task 246
Tissues, Organs, and Systemsof Living ThingsA
U N I T
Chemical ReactionsBU N I T
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xiiiLabs and Activities
Labs and Activities
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 287
C10 Inquiry Activity Modelling Albedo in theBiosphere 288
Unit Task Link 293
C11 Quick Lab Climate and Tree Growth 297
C12 Inquiry Activity Modelling the Natural andAnthropogenic 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 AnalysisWhere Do You Stand? 329
Unit Task Link 333
C19 Quick Lab What Is the Likelihood? 337
C20 Decision-Making Activity Evaluating the Future Effects of Climate Change 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
Unit Task 375
D2 Quick Lab What Is White Light Made Of? 381D3 Quick Lab Component Colours of Light 389D4 Quick Lab Seeing the Invisible 390D5 Quick Lab Sources of Light Emission 393D6 STSE Decision-Making Analysis Is a PlasmaTelevision or an LCD Television Better for theEnvironment? 399D7 Quick Lab Analyzing Light Sources 400D8 Quick Lab Does a Plane Mirror Reverse Left and Right? 403D10 Quick Lab Some Properties of Light 407D11 Inquiry Activity Shadows and Rays 408Unit Task Link 413
D12 Quick Lab Mirror Images 417D13 Quick Lab Plane Mirror Reflection 428D14 Skill Builder Activity Drawing Ray Diagrams for Concave and Convex Mirrors 429D15 Inquiry Activity Concave Mirrors 430D16 Problem-Solving Activity Laser Light Security System 432D17 Quick Lab Observing Refraction 435D18 Inquiry Activity Refraction Measurement and Patterns 444D19 Inquiry Activity Index of Refraction 445D20 Design a Lab Transmitting Light Rays through Liquids 446D21 Quick Lab Observing Lenses 449D23 Skill Builder Activity Drawing Ray Diagrams for Convex Lenses 458D24 Quick Lab Focal Length 459 D25 Inquiry Activity Convex Lens Images 460D26 Inquiry Activity Identifying the Properties ofImages 461Unit Task Link 465
D27 Quick Lab What Do You See? 469D28 Inquiry Activity Sheep Eye Dissection 478D29 STSE Case Study: Decision-Making ActivityEvaluating Laser Vision Correction 480D30 Quick Lab Extending Human Vision 483D32 Quick Lab Disassembling a Disposable Camera 493D33 STSE Decision-Making Analysis Single-UseCameras: Useful Convenience or WastefulExtravagance? 494D34 STSE Decision-Making Analysis Visual Recording Devices and Privacy 495Unit Task Link 499
Unit D Task 502
Climate ChangeCU N I T
Light and Geometric Optics DU N I T
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xiv Science, Technology, Society, and the Environment
D1 STSE Science, Technology, Society, and theEnvironment Using Optical Devices 377
D6 STSE Decision-Making Analysis Is a PlasmaTelevision or an LCD Television Better for theEnvironment? 399
D9 STSE Science, Technology, Society, and theEnvironment How Do You Choose a Sun Protection Product? 406
D22 STSE Science, Technology, Society, and theEnvironment Two-Way Mirrors 457
D29 STSE Case Study: Decision-Making ActivityEvaluating Laser Vision Correction 480
D31 STSE Science, Technology, Society, and theEnvironment Digitally Edited Photographs 491
D33 STSE Decision-Making Analysis Single-UseCameras: Useful Convenience or WastefulExtravagance? 494
D34 STSE Decision-Making Analysis Visual Recording Devices and Privacy 495
C1 STSE Science, Technology, Society, and theEnvironment The Message in the Media 257
C7 STSE Science, Technology, Society, and theEnvironment Who Owns the Arctic Ocean? 286
C16 STSE Science, Technology, Society, and theEnvironment Reducing Climate Change Impacts at School 327
C22 STSE Science, Technology, Society, and theEnvironment Fast Fashion: A Growing Concern 357
C24 STSE Case Study Transportation Decisions 359
B1 STSE Science, Technology, Society, and theEnvironment How Does Chemistry Improve My Life? 137
B4 STSE Decision-Making AnalysisAda 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
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 61
A22 STSE Science, Technology, Society, and theEnvironment Green Livers 84
A25 STSE Decision-Making Analysis Taking a Closer Look 100
A27 STSE Decision-Making Analysis MediaMessages: Short-Term Gain for Long-Term Pain? 110
A29 STSE Science, Technology, Society, and theEnvironment Accessing Public Health Programs 118
A30 STSE Decision-Making Analysis A Look at Transgenic Issues 119
Tissues, Organs, and Systemsof Living ThingsA
U N I T
Climate ChangeCU N I T
Light and Geometric Optics DU N I T
1
2
3
4
5
6
7
9
8
10
11
12
Science, Technology, Society, and the Environment
Chemical ReactionsBU N I T
DI
DI
DI
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xvScience Readings
Science Readings
Investigating Careers in Science
Great Canadians in ScienceWillard S. Boyle 410
Science in My Future Optician 411
Science EverywhereSelf-Adjusting Glasses 463
Cool Ideas A Wall of Water? 497
Investigating Careers in Science
Great Canadians in ScienceSheila Watt-Cloutier 290
Science in My Future Environmental Educators 291
Science EverywhereGreen Electricity 331
Cool Ideas Human Volcano 361
Investigating Careers in Science
Great Canadians in ScienceDr. Robert D. Singer 188
Science in My Future Polymer Chemist 189
Science Everywhere Phosphoric Acid 217
Cool Ideas The Bombardier Beetle 241
Investigating Careers in Science
Great Canadians in Science Sheela Basrur 48
Science in My Future Medical LaboratoryTechnologist 49
Science EverywhereOrgan Transplants: Promise or Peril? 87
Cool Ideas The Five-Second Rule 121
Tissues, Organs, and Systemsof Living ThingsA
U N I T
Climate ChangeCU N I T
Light and Geometric Optics DU N I T
1
2
3
4
5
6
7
9
8
10
11
12
Chemical ReactionsBU N I T
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P E A R S O N
10
The book is divided intofour units. Each unitopens with a largephotograph that capturesone of the ideas that willbe covered in the unit.
This spread is anintroduction. It has aninteresting real-worldexample to introduce the unit.
The unit Contents lists the Chapters, Key Ideas, and sections in the unit. The orange DI boxindicates essential lessons that have additionaldifferentiated instruction support in the Teacher’sResource.
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 successfullycomplete the Unit Task.
This activity connects the themes of Science,Technology, Society, and the Environment to whatyou are learning.
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 followingfeatures to help you.
1. Unit Overview — what you will learn
2. Exploring — adds interest
Investigating SCIENCE
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Each chapter starts withan engaging visualdesigned to motivateyour interest and providediscussion opportunitiesfor the class.
The right side of the page provides learning supportfor you by listing What Skills You Will Use, ConceptsYou Will Learn, and Why This Is Important.
A Before Reading or Before Writing strategy starts theBefore, During, and After literacy activities for eachchapter.
There are two or threesections in each chapter.Each section starts with areading and a Quick Labactivity.
Each section includes a summary ofwhat you will learn in the section.
4. Sections — engaging information on the topics
The Quick Lab activity is a short, informallearning experienceusing simple materialsand equipment.
During Reading and During Writingliteracy 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.
3. Chapter Introduction — organizes the topics
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Just-in-Time Mathprovides an opportunityto review some of yourmath skills before using those skills in an activity.
4. Sections — engaging information on the topics (continued)
The Chapter Review containsquestions relevant to the wholechapter. Answering the questionswill help you consolidate what you have learned in the variousparts of the chapter.
After Reading or After Writing literacyactivities provide youwith an opportunity to consolidate yourunderstanding.
Check and Reflectquestions provideopportunities for you toreview the main ideasyou have learned ineach section.
The Unit Task Link provides you with anopportunity to review key ideas coveredin the chapter that will be required tosuccessfully complete the Unit Task.
You will find many photosand illustrations to helpexplain or clarify many ofthe ideas in the unit.
At the end of the section is a Take ItFurther. This is an additional way to study one of the ideas in the section.
Example Problems show the detailedsteps in solving problems.
Practice Problems model the example problemand provide opportunities for further practice.Use these problems to check if you understandthe concept being discussed.
Skill Builder Activityreviews or reinforcescertain skills necessaryfor completing some of the activities.
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At a glance, you can findall of the key concepts youhave learned within theunit. You can also readthe summary of ideas ineach section of the unit aswell as review vocabularyand key visuals. This pagecan help you organizeyour notes for studying.
Decision-Making Analysis: These activities present issuesor questions related to everyday life. You will need toanalyze the issue and develop an opinion based on theevidence you collect and make an informed decision. In many instances you will present your findings anddecisions to your classmates. If your Decision-MakingAnalysis has a Case Study logo, then you will analyze aparticular issue that may involve several viewpoints orhave more than one solution. Here is an opportunity for you to use the different ideas you have learned fromthe unit or collected from other sources to form yourown opinion.
Design a Lab: These activities provide an opportunityto apply the skills you have learned to investigate aquestion related to a concept. You will research,plan, and carry out your own investigation. Aftercollecting data from your experiment, you will drawconclusions and report on your findings.
5. Activities — develop your science skills
6. Unit Summary — a review of what you’ve learned
There are five main types of activities: InquiryActivities, Quick Labs,Decision-MakingAnalyses, Problem-Solving Activities, andDesign a Lab activities.The Quick Lab wasdiscussed on page xvii.
Inquiry Activity: These activitiesprovide the oportunity for you to work in a lab setting. You will develop scientific skillsof predicting, observing,measuring, recording, inferring,analyzing, and many more. In these activities, you willinvestigate many differentphenomena found in our world.
Problem-Solving Activity: These are open-ended activitiesthat allow you to be creative. You will identify a problem,make a plan, and then construct a solution. Theseactivities tend to have very little set-up, and there isusually more than one correct solution.
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A task at the end of each unit presents anopportunity for you todemonstrate what you’velearned. You’ll work in agroup or individually. The task requires you toapply some of the skillsand knowledge that youhave acquired during the unit.
The Unit Review is anopportunity to reviewthe concepts, skills,and ideas you havelearned in the unit.
7. Unit Task — lets you demonstrate learned skills
8. Unit Review — connects what you have learned
Key Terms ReviewThis is a chance to review theimportant terms in the unit.
Skills PracticeQuestions related to specific skillsyou have learned in the unit
Connect Your UnderstandingQuestions that require you touse the ideas in more thanone chapter in your answers
Reflection Opportunities to express yourthoughts about ideas you havediscovered in the unit
Key Concept ReviewQuestions designed to review your basic understanding of the keyconcepts in each chapter of the unit
Science, Technology, Society, and theEnvironment Opportunities to express your thoughtsabout ideas related to Science,Technology, Society, and the Environmentissues discussed in the unit
Revisit the Big Ideas andFundamental Concepts Questions that revisit the Big Ideas and Fundamental Conceptscovered in the unit
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Here are other featuresyou will find in each unit.Each one has a differentpurpose and is designedto help you learn aboutthe ideas in the unit.
These pages providereferences to lab safetyand other basic scientificskills that will help you as you do the activities.Remember to check theSkills References whenyou need a reminderabout these skills.
9. Other Features — bring science to life
10. Skills References — provide skills information and practice
Now it’s time to start. We hope you will enjoy your scientificexploration using Investigating Science 10!
Cool IdeasThis feature is written by DiscoveryChannel Daily Planet host Jay Ingram toconnect concepts covered in the unit tofindings coming from current research.
Science EverywhereThis feature presentsinteresting information aboutconcepts covered in the unit.
Investigating Careers in ScienceHere you will find profiles ofgreat Canadians in science aswell as careers in science basedon the different types of sciencestudied in each unit.
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Science 10 at a Glance
BiologyUNIT A: Tissues, Organs, and Systemsof Living Things
ChemistryUNIT B: Chemical Reactions
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.
Big Ideas
• 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
• Structure and Function
• Sustainability and Stewardship
• Change and Continuity
Fundamental Concepts• Matter
• Energy
• Sustainability and Stewardship
Overall Expectations1. evaluate the importance of medical and other
technological developments related tosystems biology, and analyse their societal andethical implications
2. investigate cell division, cell specialization,organs, and systems in animals and plants,using research and inquiry skills, includingvarious laboratory techniques
3. demonstrate an understanding of thehierarchical organization of cells, from tissues,to organs, to systems in animals and plants
Overall Expectations1. analyse a variety of safety and environmental
issues associated with chemical reactions,including the ways in which chemical reactionscan be applied to address environmentalchallenges
2. investigate, through inquiry, the characteristicsof chemical reactions
3. demonstrate an understanding of the generalproperties of chemical reactions, and variousways to represent them
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Science 10 at a Glance
Earth and Space ScienceUNIT C: Climate Change
PhysicsUNIT D: Light and Geometric Optics
Big Ideas• Earth’s climate is dynamic and is the result of
interacting systems and processes.
• Global climate change is influenced by bothnatural and human factors.
• Climate change affects living things andnatural systems in a variety of ways.
• People have the responsibility to assess theirimpact on climate change and to identifyeffective courses of action to reduce thisimpact.
Big Ideas• Light has characteristics and properties that
can be manipulated with mirrors and lensesfor a range of uses.
• Society has benefited from the development ofa range of optical devices and technologies.
Fundamental Concepts• Energy
• Systems and Interactions
• Sustainability and Stewardship
• Change and Continuity
Fundamental Concepts• Energy
• Structure and Function
• Sustainability and Stewardship
Overall Expectations1. analyse some of the effects of climate change
around the world, and assess the effectivenessof initiatives that attempt to address the issueof climate change
2. investigate various natural and human factorsthat influence Earth’s climate and climatechange
3. demonstrate an understanding of natural andhuman factors, including the greenhouseeffect, that influence Earth’s climate andcontribute to climate change
Overall Expectations1. evaluate the effectiveness of technological
devices and procedures designed to make useof light, and assess their social benefits
2. investigate, through inquiry, the properties oflight, and predict its behaviour, particularly withrespect to reflection in plane and curvedmirrors and refraction in converging lenses
3. demonstrate an understanding of variouscharacteristics and properties of light,particularly with respect to reflection in mirrorsand reflection and refraction in lenses
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You will be doing many activities in this book.When doing an activity, it is very important
that you follow the safety rules below. Yourteacher may have safety instructions to add tothis list.
Before You Begin
1. Read and make sure you understand theinstructions in the text or in any handoutsyour teacher may provide. Follow yourteacher’s direction always. Never change orstart an activity without approval.
2. Watch for “Caution” notes such as the onebelow. These notes will tell you how to takeextra care as you work through the activity.Make sure you understand what the cautionsmean.
3. Learn to recognize the safety symbols andthe warning symbols for hazardous materialsas seen on the next page. These includeWHMIS symbols. WHMIS is the WorkplaceHazardous Materials Information System.
4. Keep your work area uncluttered andorganized.
5. Know the location of fire extinguishers andother safety equipment.
6. Always wear safety goggles and any othersafety clothing as requested by your teacheror 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 anyallergies or medical conditions or anythingelse that might affect your work in thescience classroom.
9. Review the Material Safety Data Sheet(MSDS) for any chemicals you use in thelab. See an example of one on the next page.
Science Safety Procedures
Safety
CAUTION: Tie back long hair, and be careful around openflames. Do not touch calcium metal with your bare handsas the metal will react with moisture in your skin.
Wear proper safety equipment when doing science activities.
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xxvSafety
Safety Symbols WHMIS Symbols
In Canada, manufacturers of all hazardous products used in workplaces, including schools, must provideinformation sheets about their products. The Material Safety Data Sheet (MSDS) identifies the chemical andphysical hazards associated with each substance. It includes physical data, such as melting point and boilingpoint, toxicity, health effects, first aid, and spill and leak clean-up procedures. WHMIS regulations requireemployers to make these sheets available to employees who use hazardous substances in their work. Theabove is an example of an MSDS for a substance that you might use in a science activity.
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.
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.
compressed gas biohazardous infectiousmaterial
dangerously reactive material corrosive material
oxidizing material flammable and combustiblematerial
poisonous and infectiousmaterial causing immediate
and serious toxic effects
poisonous and infectiousmaterial causing other toxic
effects
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Safety
xxvi Safety
17. When you heat test tubes, make sure thatthe open end is pointing away from you andanyone else in the room.
18. When heating a substance, make sure thecontainer does not boil dry.
19. If any part of your body comes in contactwith a chemical, wash the area immediatelyand thoroughly with water. If you getanything in your eyes, do not touch them.Wash them immediately and continuouslywith water for 15 min. Inform your teacher.
20. Keep water or wet hands away fromelectrical outlets or sockets.
21. Use tools safely when cutting, joining, ordrilling. Make sure you know how to useany tools properly.
22. Use special care when you are near objectsin motion, gears and pulleys, and elevatedobjects.
During the Activity
10. Report any safety concerns you have, orhazards you see (such as spills) to yourteacher.
11. Don’t eat, drink, or chew gum in yourscience classroom.
12. Never taste anything in science class.
13. Never smell any substance directly. Instead,gently wave your hand over it to bring itsvapours toward your nose.
14. Handle all glassware carefully. If you seecracked or broken glass, ask your teacherhow to dispose of it properly.
15. Handle knives and other sharp objects withcare. Always cut away from yourself, andnever point a sharp object at anotherperson.
16. Heat solids and liquids only in open heat-resistant glass containers and test tubes.Use tongs or protective gloves to pick uphot objects.
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23. Make sure equipment is placed safely sothat people will not knock it over or tripover it. Report any damaged equipment toyour teacher immediately.
24. Treat all living things with respect. Followyour teacher’s instructions when workingwith living things in the classroom or on afield trip.
When You Finish the Activity
25. Make sure you close the containers ofchemicals immediately after you use them.
26. Follow your teacher’s instructions to safelydispose of all waste materials.
27. Always wash your hands well with soap,preferably liquid soap, after handlingchemicals or other materials. Always washyour hands after touching plants, soil, orany animals and their cages or containers.
28. When you have finished an experiment,clean all the equipment before putting itaway. Be careful with hot plates andequipment that have been heated as theymay take a long time to cool down.
Learning Checkpoint
Your teacher will give you a copy of an MSDS forhydrochloric acid solution (less than 10%). Use thisMSDS to answer questions 1–9.
1. List one synonym for the name “hydrochloric acid.”
2. Hydrochloric acid solution has two ingredients.What are they? Which of these ingredients ishazardous?
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 thepotential health effect caused by skin contact.
5. Find the section under “First Aid Measures,” andrecord the instructions for what to do in case ofingestion.
6. Find out what is meant by the term “chronicexposure.”
7. If a fire were to break out near hydrochloric acid,should the hydrochloric acid itself be considered afire hazard? What special equipment is required tofight a fire in which hydrochloric acid is present?
8. Suppose someone splashed hydrochloric acid inan eye. What should the first aid procedureinclude?
9. What substance can be used to neutralizehydrochloric acid?
10. List precautions used in the science laboratory tominimize the following risks:(a) scalding(b) eye damage(c) poisoning
11. Draw a sketch of your classroom or science labindicating the location of all emergency equipmentand exits.
12. List the steps you should take before starting ascience activity.
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