COMPONENTS ISBN Student Text Student eBook Teacher’s Resource ExamView ® Test Bank Interactive Toolkit DVD 978-0-17-635528-9 978-0-17-635529-6 978-0-17-635530-2 978-0-17-635533-3 978-0-17-635532-6 GRADE 10 AUTHOR TEAM Christine Adam-Carr Martin Gabber Christy Hayhoe Doug Hayhoe Katharine Hayhoe Milan Sanader SENIOR PROGRAM CONSULTANT Maurice DiGiuseppe PROGRAM CONSULTANTS Doug Fraser Martin Gabber Doug Hayhoe Jeff Major Adam-Carr Gabber Hayhoe Hayhoe Hayhoe Sanader www.nelson.com/scienceperspectives To order the final Student Text, please use: ISBN 978-0-17-635528-9 ISBN-13 : 978-0-17-611660-6 ISBN-10 : 0-17-611660-5 9 780176 116606 www.nelson.com P R N ly. on s n se io o p n: at i r N n pu ntai swers ronunc o o I O luatiwill c ted Anwith P hs ap n ” ) T eva n elec ary r g o ly. to ati T/K On A or itio • S loss e o c “ 3 Ph ubli nd ent 45 G uid & a I C IAL fed ed m x p • G e t o d Ar e O” ce 0 t L ER ish In al e pr FP Pla • Fin th n “ or 31 B AT ubl es s n itio s F I • e ( M U T al p uizz ed ean ag res. F p P Q n m - DRAhe fi Self- s s on eatu e e r f E is T pte iew izz ng nit v s u i a a e Q u : ok Ch t R lfTh Ch all • Uni Se ix A bo e t t d a iew • Uni end an B: ce? m n H p i v l e x • Ap lls di ci C pre i : • Sk pen Is S D to it Ap hat n • W U e e S E Digital sample material for Science Perspectives 10 is available online. For more information about the program visit: D IT IO Workplace Hazardous Materials Information System (WHMIS) compressed gas dangerously reactive material flammable and combustible material biohazardous infectious material oxidizing material poisonous and infectious material causing immediate and serious toxic effects corrosive material Hazardous Household Product Symbols (HHPS) Symbol Danger Explosive This container can explode if it is heated or punctured. Corrosive This product will burn skin or eyes on contact, or throat and stomach if swallowed. Flammable This product, or its fumes, will catch fire easily if exposed to heat, flames, or sparks. poisonous and infectious material causing other CSH-F02-SHOS10SB.ai toxic effects Poisonous Licking, eating, drinking, or sometimes smelling, this product is likely to cause illness or death. CSH-F03-SHOS10SB.ai CSH-F04-SHOS10SB.ai Practice Safe Science in the Classroom Be Science Ready CSH-F01-SHOS10SB.aiSafe Science in the Classroom • Come prepared with your textbook, notebook, pencil, and anything else you need. • Tell your teacher about any allergies or medical problems. • Keep yourself and your work area tidy and clean. Keep aisles clear. • Keep your clothing and hair out of the way. Roll up your sleeves, tuck in loose clothing, and tie back loose hair. Remove any loose jewellery. • Wear closed shoes (not sandals). • Do not wear contact lenses while doing investigations. • Read all written instructions carefully before you start an activity or investigation. Act Responsibly CSH-F05-SHOS10SB.ai • Do not enter a laboratory unless • Pay attention to your own safety and a teacher is present, or you have the safety of others. permission to do so. • Know the location of MSDS (Material • Listen to your teacher’s directions. Read written instructions. Follow them carefully. • Ask your teacher for directions if you are not sure what to do. • Wear eye protection or other safety equipment when instructed by your teacher. • Never change anything, or start an activity or investigation on your own, without your teacher’s approval. • Get your teacher’s approval before you start an investigation that you have designed yourself. Safety Data Sheet) information, exits, and all safety equipment, such as the first aid kit, fire blanket, fire extinguisher, and eyewash station. • Alert your teacher immediately if you see a safety hazard, such as broken glass, a spill, or unsafe behaviour. • Stand while handling equipment and materials. • Avoid sudden or rapid motion in the laboratory, especially near chemicals or sharp instruments. • Never eat, drink, or chew gum in the laboratory. • Do not taste, touch, or smell any substance in the laboratory unless your teacher asks you to do so. • Clean up and put away any equipment after you are finished. • Wash your hands with soap and water at the end of each activity or investigation. Grade 10 Author Team Christine Adam-Carr Ottawa Catholic School Board Martin Gabber Formerly of Durham District School Board Christy Hayhoe Science Writer and Editor Douglas Hayhoe, Ph.D. Department of Education, Tyndale University College Katharine Hayhoe, B.Sc., M.S., Professor, Department of Geosciences, Texas Tech University Milan Sanader, B.Sc., B.Ed., M.Ed Department Head of Science, Holy Name of Mary Catholic Secondary School Senior Program Consultant Maurice DiGiuseppe, Ph.D. University of Ontario Institute of Technology (UOIT) Formerly of Toronto Catholic District School Board Program Consultants Doug Fraser District School Board Ontario North East Martin Gabber Formerly of Durham District School Board Douglas Hayhoe, Ph.D. Department of Education, Tyndale University College Jeff Major, M.Ed. Thames Valley District School Board Nelson Science Perspectives 10 Evaluation Copy Senior Program Consultant Maurice DiGiuseppe Authors Christine Adam-Carr Martin Gabber Christy Hayhoe Doug Hayhoe Katharine Hayhoe Milan Sanader Contributing Authors Aaron Barry Doug Fraser Barry LeDrew Mike Sipos Michael Stubitsch Richard Towler Judy Wearing Developmental Editors Nancy Andraos Vicki Austin Barbara Booth Jessica Fung Julia Lee Cover Image Sebastian Kaulitzki/Shutterstock Associate Publisher, Science David Spiegel Editorial Assistants Vytas Mockus Amy Rotman Wally Zeisig Managing Editor, Development Susan Ball Senior Content Production Editor Deborah Lonergan National Director of Research and Teacher In-Service, Nelson Education Ltd. Jennette MacKenzie Copy Editor Holly Dickinson Production Coordinator Sharon Latta Patterson Illustrators Steve Corrigan Deborah Crowle Steven Hall Joel Harris Sharon Harris Stephen Hutching Sam Laterza Dave Mazierski Dave McKay Allan Moon Nesbitt Graphics, Inc. Jan-John Rivera Theresa Sakno Ann Sanderson Bart Vallecoccia Product Manager Lorraine Lue Design Director Ken Phipps Compositor Nesbitt Graphics, Inc. Secondary Sales Specialist Rhonda Sharpe Interior Design Bill Smith Studio Greg Devitt Design Photo Shoot Coordinator Lynn McLeod Program Consultants Doug Fraser Martin Gabber Doug Hayhoe Jeff Major Vice President, Publishing Janice Schoening General Manager, Mathematics, Science, and Technology Lenore Brooks Publisher, Science John Yip-Chuck General Manager, Marketing, Math, Science, and Technology Paul Masson Program Manager Julia Lee Project Managers Christina D’Alimonte Sarah Tanzini Proofreaders Margaret Holmes Linda Szostak Feature Pages Design Jarrel Breckon Courtney Hellam Julie Pawlowicz, InContext Asset Coordinators Renée Forde Suzanne Peden Photo/Permissions Researcher David Strand Printer Transcontinental Printing, Ltd. Cover Design Eugene Lo Copyright © 2010 by Nelson Education Ltd. ISBN-13: 978-0-17-635528-9 ISBN-10: 0-17-635528-6 Printed and bound in Canada 1 2 3 12 11 10 09 For more information contact Nelson Education Ltd., 1120 Birchmount Road, Toronto, Ontario M1K 5G4. Or you can visit our Internet site at http://www.nelson.com. All rights reserved. No part of this work covered by the copyright herein, except for any reproducible pages included in this work, may be reproduced, transcribed, or used in any form or by any means— graphic, electronic, or mechanical, including photocopying, recording, taping, Web distribution, or information storage and retrieval systems—without the written permission of the publisher. For permission to use material from this text or product, submit all requests online at www.cengage.com/permissions. Further questions about permissions can be e-mailed to [email protected]. Every effort has been made to trace ownership of all copyrighted material and to secure permission from copyright holders. In the event of any question arising as to the use of any material, we will be pleased to make the necessary corrections in future printings. REVIEWERS Accuracy Reviewers Andrew P. Dicks, Ph.D. Senior Lecturer, Department of Chemistry, University of Toronto Michelle French, B.Sc., M.Sc., Ph.D. Lecturer, Department of Cell and Systems Biology, University of Toronto William Gough, Professor of Environmental Science, University of Toronto Dr. Elizabeth L. Irving, O.D., Ph.D. Canada Research Chair in Animal Biology Associate Professor, School of Optometry, University of Waterloo Meredith White-McMahon, Ph.D. St. James-Assiniboia School Division Assessment Consultant Damian Cooper Nelson Education Author Catholicity Reviewer Ted Laxton Wellington Catholic DSB Environmental Education Consultant Allan Foster, Ed.D., Ph.D. Working Group on Environmental Education, Ontario Former Director of Education, Kortright Centre for Conservation Safety Consultant Jim Agban Past Chair, Science Teachers’ Association of Ontario (STAO) Safety Committee Stephen Haberer Limestone DSB Kingston Collegiate and Vocational Institute, Faculty of Education, Queen’s University STSE Consultant Joanne Nazir Ontario Institute for Studies in Education (OISE), University of Toronto Shawna Hopkins Niagara DSB Technology/ICT Consultant Luciano Lista, BA. B.Ed., MA Academic Information Communication Technology Consultant Online Learning Principal, Toronto Catholic DSB Advisory Panel and Teacher Reviewers Aaron Barry, M.B.A., B.Sc., B.Ed. Sudbury Catholic DSB Christopher Bonner Ottawa Catholic DSB Charles J. Cohen Community Hebrew Academy of Toronto Jeff Crowell Halton Catholic DSB Tim Currie Bruce Grey Catholic DSB Lucille Davies Limestone DSB ESL/Culture Consultant Vicki Lucier, B.A., B.Ed., Adv. Ed. ESL/Culture Consultant, Simcoe County DSB Greg Dick Waterloo Region DSB Literacy Consultants Jill Foster English/Literacy Facilitator, Durham DSB Ed Donato Simcoe Muskoka Catholic DSB Jennette MacKenzie National Director of Research and Teacher In-Service, Nelson Education Ltd. Chantal D’Silva Toronto Catholic DSB Michael Stubitsch Education Consultant Numeracy Consultant Justin DeWeerdt Curriculum Consultant, Trillium Lakelands DSB NEL Matthew Di Fiore Dufferin-Peel Catholic DSB Dave Doucette York Region DSB Naomi Epstein Community Hebrew Academy of Toronto Xavier Fazio Faculty of Education, Brock University Daniel Gajewski Ottawa Catholic DSB Chris Howes Durham DSB Janet Johns Upper Canada DSB Michelle Kane York Region DSB Dennis Karasek Thames Valley DSB Roche Kelly Durham DSB Mark Kinoshita Toronto DSB Emma Kitchen Near North DSB Stephanie Lobsinger-Rayson Greater Essex DSB Alistair MacLeod Limestone DSB Doug McCallion Halton Catholic DSB Nadine Morrison Hamilton-Wentworth DSB Dermot O’Hara Toronto Catholic DSB Mike Pigeon Toronto DSB William J.F. Prest Rainbow DSB Mike Sipos, B.Ph.Ed., B.Ed. Sudbury Catholic DSB Charles Stewart Peel DSB Richard Towler Peel DSB Carl Twiddy Formerly of York Region DSB Ron Ricci Greater Essex DSB Charles Stewart Peel DSB Jim Young Limestone DSB Reviewers iii Contents Chapter 3 Animal Systems. . . . . . . . . . . . . . . . . . . . . . . 68 Discover Your Textbook . . . . . . . . . . . . . . . . xii Unit A: Introduction to Scientific Investigation Skills and Career Exploration. . . . . . . . . . . . . . . . . . . 2 Focus on STSE: Science and Your Life . . . . . . . . . . 3 Chapter 1 Living and Working with Science . . . . . . . . . 4 Key Concepts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Engage in Science: A Breath of Fresh Air! . . . . . . . . . . . . 6 Focus on Reading: How to Read Non-Fiction Texts. . . . . . 7 1.1 Skills of Scientific Investigation. . . . . . . . . . . . . 8 Try This: Identifying Variables and Making Predictions. . . . . . . . . . . . . . . . . . . . . . 11 Chapter 2 Cells, Cell Division, and Cell Specialization. . . . . . . . . . . . . . . . . . . . . . . . . 24 Key Concepts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Engage in Science: You Can Make a Difference. . . . . . . 26 What Do You Think? . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Focus on Reading: Making Connections. . . . . . . . . . . . . 28 2.1 1.2 Scientific Literacy for Living and Working in Canada. . . . . . . . . . . . . . . . . . . . . . 16 Key Concepts Summary . . . . . . . . . . . . . . . . . . . . . . . . 19 The Hierarchy of Structure in Animals . . . . . 73 3.2 Stem Cells and Cellular Differentiation. . . . . 77 Engage in Science: Plant Tissues: Something to Chew On. . . . . . . . . . . . . . . . . . . . . . . . . . 122 Research This: Stem Cell Research in Canada . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78 Focus on Reading: Asking Questions. . . . . . . . . . . . . . 124 3.4 The Circulatory System. . . . . . . . . . . . . . . . . . . 83 2.4 Conduct an Investigation: What Limits Cell Size? . . . . . . . . . . . . . . . . . . . 38 2.5 Chapter 4 3.1 2.2Perform an Activity: Observing Plant and Animal Cells. . . . . . . . . 34 The Importance of Cell Division. . . . . . . . . . . 36 Chapter 3 Self-Quiz. . . . . . . . . . . . . . . . . . . . . . . . . . . 118 Plant Systems . . . . . . . . . . . . . . . . . . . . . . . 120 The Digestive System. . . . . . . . . . . . . . . . . . . . . 80 2.3 Chapter 3 Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116 Focus on Writing: Writing to Describe and Explain Observations. . . . . . . . . . . . . . . . . . . . . . . . . 72 Plant and Animal Cells. . . . . . . . . . . . . . . . . . . 29 Key Concepts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121 What Do You Think? . . . . . . . . . . . . . . . . . . . . . . . . . . 123 4.1 Systems in Plants. . . . . . . . . . . . . . . . . . . . . . . 125 4.2 Plant Tissue Systems. . . . . . . . . . . . . . . . . . . . 129 Research This: When Plants Get Sick. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133 Try This: Examining Blood Vessels . . . . . . . . 85 Research This: Problems in the Circulatory System. . . . . . . . . . . . . . . . . . . . . . . 87 4.3 The Cell Cycle. . . . . . . . . . . . . . . . . . . . . . . . . . . 40 3.5Perform an Activity: Studying the Organ Systems of a Frog. . . . . . 88 Explore an Issue Critically: Transgenic Plant Products. . . . . . . . . . . . . . . 134 4.4 Tissues Working Together . . . . . . . . . . . . . . . 136 Try This: Identify the Phases of Mitosis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 Science Works: West Nile Virus . . . . . . . . . . . . . . . . . . . 90 Awesome Science: Aging: It Is in Our Cells. . . . . . . . . . 45 Research This: Canadians in Science. . . . . . . 95 2.6Perform an Activity: Observing Cell Division. . . . . . . . . . . . . . . . . . 46 2.7 3.6 3.7 Research This: Cancer Screening and Prevention. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 Citizen Action: Cancer Education and Research. . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 Unit Task Preview: Family Health Supporter . . . 22 What Do You Already Know?. . . . . . . . . . . . . . . . . . 23 2.9 Specialized Cells. . . . . . . . . . . . . . . . . . . . . . . . . 58 2.10PERFORM AN ACTIVITY: Observing Specialized Cells. . . . . . . . . . . . . . . 61 Key Concepts Summary . . . . . . . . . . . . . . . . . . . . . . . . 62 What Do You Think Now? . . . . . . . . . . . . . . . . . . . . . . . 63 Chapter 2 Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64 Chapter 2 Self-Quiz. . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 The Respiratory System. . . . . . . . . . . . . . . . . . . 91 Organ Transplantation . . . . . . . . . . . . . . . . . . . 96 Research This: The Ethics of Xenotransplantation . . . . . . . . . . . . . . . . . . . . . 98 Cell Division Going Wrong: Cancer. . . . . . . . 48 2.8Perform an Activity: Comparing the Rate of Cell Division in Cancerous and Normal Cells. . . . . . . . . . . . . . 56 Unit B Looking Ahead . . . . . . . . . . . . . . . . . . . . 22 What Do You Think? . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 3.3 Unit B: Tissues, Organs, and Systems of Living Things . . . . . . 20 Focus on STSE: Medical Technology . . . . . . . . . . 21 Engage in Science: Trachea Transplant . . . . . . . . . . . . . 70 Tech Connect: Seeing Inside. . . . . . . . . . . . . . . . . . . . . . 33 Try This: Analyze Data. . . . . . . . . . . . . . . . . . . 13 Try This: Getting Your Message Across. . . . . 15 Key Concepts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69 What Do You Think Now? . . . . . . . . . . . . . . . . . . . . . . 115 Try This: Your Own Guard Cells . . . . . . . . . 138 4.5 Perform an Activity: Plant Cells and Tissues. . . . . . . . . . . . . . . . . . 140 Science Works: For the Love of Plants: The Royal Botanical Gardens. . . . . . . . . . . . . . . . . . . . . 142 4.6 Plant Growth . . . . . . . . . . . . . . . . . . . . . . . . . . 143 The Musculoskeletal System. . . . . . . . . . . . . . . 99 Key Concepts Summary . . . . . . . . . . . . . . . . . . . . . . . 148 3.9Perform an Activity: Investigating Structure and Function of Tissues in a Chicken Wing. . . . . . . . . . . . . 102 Chapter 4 Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150 3.8 3.10 The Nervous System . . . . . . . . . . . . . . . . . . . . 104 Try This: Mapping Sensory Receptors. . . . . 105 Research This: DNA Screening. . . . . . . . . . . 107 3.11 The Urinary System. . . . . . . . . . . . . . . . . . . . . 108 Research This: Sports Drinks . . . . . . . . . . . . 109 What Do You Think Now? . . . . . . . . . . . . . . . . . . . . . . 149 Chapter 4 Self-Quiz. . . . . . . . . . . . . . . . . . . . . . . . . . . 152 Unit B Looking Back . . . . . . . . . . . . . . . . . . . . . 154 Key Concepts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154 Make a Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . 155 Career Links. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155 3.12 The Reproductive System. . . . . . . . . . . . . . . . 110 Unit B Task: Family Health Supporter. . . . . 156 Research This: Cloning Animals . . . . . . . . . 111 Unit B Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158 Tech Connect: Monitoring the Health of an Unborn Baby. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112 Unit B Self-Quiz. . . . . . . . . . . . . . . . . . . . . . . . . . . 164 3.13 Explore an Issue Critically: To Immunize or Not to Immunize? . . . . . . . 113 Key Concepts Summary . . . . . . . . . . . . . . . . . . . . . . . 114 iv Contents NEL NEL Contents v Contents Chapter 3 Animal Systems. . . . . . . . . . . . . . . . . . . . . . . 68 Discover Your Textbook . . . . . . . . . . . . . . . . xii Unit A: Introduction to Scientific Investigation Skills and Career Exploration. . . . . . . . . . . . . . . . . . . 2 Focus on STSE: Science and Your Life . . . . . . . . . . 3 Chapter 1 Living and Working with Science . . . . . . . . . 4 Key Concepts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Engage in Science: A Breath of Fresh Air! . . . . . . . . . . . . 6 Focus on Reading: How to Read Non-Fiction Texts. . . . . . 7 1.1 Skills of Scientific Investigation. . . . . . . . . . . . . 8 Try This: Identifying Variables and Making Predictions. . . . . . . . . . . . . . . . . . . . . . 11 Chapter 2 Cells, Cell Division, and Cell Specialization. . . . . . . . . . . . . . . . . . . . . . . . . 24 Key Concepts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Engage in Science: You Can Make a Difference. . . . . . . 26 What Do You Think? . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Focus on Reading: Making Connections. . . . . . . . . . . . . 28 2.1 1.2 Scientific Literacy for Living and Working in Canada. . . . . . . . . . . . . . . . . . . . . . 16 Key Concepts Summary . . . . . . . . . . . . . . . . . . . . . . . . 19 The Hierarchy of Structure in Animals . . . . . 73 3.2 Stem Cells and Cellular Differentiation. . . . . 77 Engage in Science: Plant Tissues: Something to Chew On. . . . . . . . . . . . . . . . . . . . . . . . . . 122 Research This: Stem Cell Research in Canada . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78 Focus on Reading: Asking Questions. . . . . . . . . . . . . . 124 3.4 The Circulatory System. . . . . . . . . . . . . . . . . . . 83 2.4 Conduct an Investigation: What Limits Cell Size? . . . . . . . . . . . . . . . . . . . 38 2.5 Chapter 4 3.1 2.2Perform an Activity: Observing Plant and Animal Cells. . . . . . . . . 34 The Importance of Cell Division. . . . . . . . . . . 36 Chapter 3 Self-Quiz. . . . . . . . . . . . . . . . . . . . . . . . . . . 118 Plant Systems . . . . . . . . . . . . . . . . . . . . . . . 120 The Digestive System. . . . . . . . . . . . . . . . . . . . . 80 2.3 Chapter 3 Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116 Focus on Writing: Writing to Describe and Explain Observations. . . . . . . . . . . . . . . . . . . . . . . . . 72 Plant and Animal Cells. . . . . . . . . . . . . . . . . . . 29 Key Concepts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121 What Do You Think? . . . . . . . . . . . . . . . . . . . . . . . . . . 123 4.1 Systems in Plants. . . . . . . . . . . . . . . . . . . . . . . 125 4.2 Plant Tissue Systems. . . . . . . . . . . . . . . . . . . . 129 Research This: When Plants Get Sick. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133 Try This: Examining Blood Vessels . . . . . . . . 85 Research This: Problems in the Circulatory System. . . . . . . . . . . . . . . . . . . . . . . 87 4.3 The Cell Cycle. . . . . . . . . . . . . . . . . . . . . . . . . . . 40 3.5Perform an Activity: Studying the Organ Systems of a Frog. . . . . . 88 Explore an Issue Critically: Transgenic Plant Products. . . . . . . . . . . . . . . 134 4.4 Tissues Working Together . . . . . . . . . . . . . . . 136 Try This: Identify the Phases of Mitosis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 Science Works: West Nile Virus . . . . . . . . . . . . . . . . . . . 90 Awesome Science: Aging: It Is in Our Cells. . . . . . . . . . 45 Research This: Canadians in Science. . . . . . . 95 2.6Perform an Activity: Observing Cell Division. . . . . . . . . . . . . . . . . . 46 2.7 3.6 3.7 Research This: Cancer Screening and Prevention. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51 Citizen Action: Cancer Education and Research. . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 Unit Task Preview: Family Health Supporter . . . 22 What Do You Already Know?. . . . . . . . . . . . . . . . . . 23 2.9 Specialized Cells. . . . . . . . . . . . . . . . . . . . . . . . . 58 2.10PERFORM AN ACTIVITY: Observing Specialized Cells. . . . . . . . . . . . . . . 61 Key Concepts Summary . . . . . . . . . . . . . . . . . . . . . . . . 62 What Do You Think Now? . . . . . . . . . . . . . . . . . . . . . . . 63 Chapter 2 Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64 Chapter 2 Self-Quiz. . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 The Respiratory System. . . . . . . . . . . . . . . . . . . 91 Organ Transplantation . . . . . . . . . . . . . . . . . . . 96 Research This: The Ethics of Xenotransplantation . . . . . . . . . . . . . . . . . . . . . 98 Cell Division Going Wrong: Cancer. . . . . . . . 48 2.8Perform an Activity: Comparing the Rate of Cell Division in Cancerous and Normal Cells. . . . . . . . . . . . . . 56 Unit B Looking Ahead . . . . . . . . . . . . . . . . . . . . 22 What Do You Think? . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 3.3 Unit B: Tissues, Organs, and Systems of Living Things . . . . . . 20 Focus on STSE: Medical Technology . . . . . . . . . . 21 Engage in Science: Trachea Transplant . . . . . . . . . . . . . 70 Tech Connect: Seeing Inside. . . . . . . . . . . . . . . . . . . . . . 33 Try This: Analyze Data. . . . . . . . . . . . . . . . . . . 13 Try This: Getting Your Message Across. . . . . 15 Key Concepts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69 What Do You Think Now? . . . . . . . . . . . . . . . . . . . . . . 115 Try This: Your Own Guard Cells . . . . . . . . . 138 4.5 Perform an Activity: Plant Cells and Tissues. . . . . . . . . . . . . . . . . . 140 Science Works: For the Love of Plants: The Royal Botanical Gardens. . . . . . . . . . . . . . . . . . . . . 142 4.6 Plant Growth . . . . . . . . . . . . . . . . . . . . . . . . . . 143 The Musculoskeletal System. . . . . . . . . . . . . . . 99 Key Concepts Summary . . . . . . . . . . . . . . . . . . . . . . . 148 3.9Perform an Activity: Investigating Structure and Function of Tissues in a Chicken Wing. . . . . . . . . . . . . 102 Chapter 4 Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150 3.8 3.10 The Nervous System . . . . . . . . . . . . . . . . . . . . 104 Try This: Mapping Sensory Receptors. . . . . 105 Research This: DNA Screening. . . . . . . . . . . 107 3.11 The Urinary System. . . . . . . . . . . . . . . . . . . . . 108 Research This: Sports Drinks . . . . . . . . . . . . 109 What Do You Think Now? . . . . . . . . . . . . . . . . . . . . . . 149 Chapter 4 Self-Quiz. . . . . . . . . . . . . . . . . . . . . . . . . . . 152 Unit B Looking Back . . . . . . . . . . . . . . . . . . . . . 154 Key Concepts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154 Make a Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . 155 Career Links. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155 3.12 The Reproductive System. . . . . . . . . . . . . . . . 110 Unit B Task: Family Health Supporter. . . . . 156 Research This: Cloning Animals . . . . . . . . . 111 Unit B Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158 Tech Connect: Monitoring the Health of an Unborn Baby. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112 Unit B Self-Quiz. . . . . . . . . . . . . . . . . . . . . . . . . . . 164 3.13 Explore an Issue Critically: To Immunize or Not to Immunize? . . . . . . . 113 Key Concepts Summary . . . . . . . . . . . . . . . . . . . . . . . 114 iv Contents NEL NEL Contents v Unit C: Chemical Reactions. . . . 166 5.4 Patterns and the Periodic Table . . . . . . . . . . 184 Focus on STSE: Aspirin and Heroin. . . . . . . . . . 167 5.5 Atoms and Ions . . . . . . . . . . . . . . . . . . . . . . . . 188 Unit C Looking Ahead . . . . . . . . . . . . . . . . . . . . 168 Unit Task Preview: Acid Shock . . . . . . . . . . . . . . 168 What Do You Already Know? . . . . . . . . . . . . . . . . . 169 Try This: Halt the Salt . . . . . . . . . . . . . . . . . . 191 5.6 Try This: Testing for Electrolytes . . . . . . . . . 194 5.7 Chapter 5 Chemicals and Their Properties . . . . . . . . 170 Key Concepts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171 Engage in Science: Space Elevator. . . . . . . . . . . . . . . . 172 What Do You Think? . . . . . . . . . . . . . . . . . . . . . . . . . . 173 Focus on Writing: Writing a Summary. . . . . . . . . . . . . . 174 5.1 Properties and Changes . . . . . . . . . . . . . . . . . 175 Citizen Action: Cadmium Cleanout . . . . . . 176 Research This: Chemicals for Your Hair. . . 177 Science Works: Processing Hazardous Waste . . . . . . . 179 Ionic Compounds . . . . . . . . . . . . . . . . . . . . . . 192 Names and Formulas of Ionic Compounds . . . . . . . . . . . . . . . . . . . . . . . . . . . 196 Try This: Two Shades of Iron . . . . . . . . . . . . 199 5.8 5.9 Explore an Issue Critically: Chlorine Conclusions. . . . . . . . . . . . . . . . . . . 201 Polyatomic Ions . . . . . . . . . . . . . . . . . . . . . . . . 202 5.10 Molecules and Covalent Bonding. . . . . . . . . 206 Chapter 7 Chemicals and Their Reactions. . . . . . . . . 220 Acids and Bases. . . . . . . . . . . . . . . . . . . . . 262 Key Concepts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 221 Key Concepts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 263 Engage in Science: The Mint–Cola Fountain . . . . . . . . 222 Engage in Science: The Greening of Sudbury. . . . . . . . 264 What Do You Think? . . . . . . . . . . . . . . . . . . . . . . . . . . 223 What Do You Think? . . . . . . . . . . . . . . . . . . . . . . . . . . 265 Focus on Reading: Making Inferences . . . . . . . . . . . . . 224 Focus on Writing: Writing a Science Report . . . . . . . . . 266 6.1 Describing Chemical Reactions. . . . . . . . . . . 225 6.2 Conduct an Investigation: Is Mass Gained or Lost During a Chemical Reaction? . . . . . . . . . . . . . . . . . . . . 228 7.1Perform an Activity: Classifying Acids and Bases . . . . . . . . . . . . . 267 6.3 Try This: Molecular Models. . . . . . . . . . . . . . 208 5.11 Conduct an Investigation: Properties of Ionic and Molecular Compounds . . . . . . . . . . . . . . . . . . . . . . . . . . . 213 Key Concepts Summary . . . . . . . . . . . . . . . . . . . . . . . 214 Hazardous Products and Workplace Safety. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182 Chapter 5 Self-Quiz. . . . . . . . . . . . . . . . . . . . . . . . . . . 218 Conserving Mass in Chemical Reactions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 230 Try This: Modelling Balanced Chemical Equations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 232 Research This: Slicks from Ships . . . . . . . . . 211 5.2Perform an Activity: Identifying Physical and Chemical Changes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180 5.3 Chapter 6 6.4 Information in Chemical Equations. . . . . . . 233 Research This: Gas Furnace Technician . . . 236 6.5 What Do You Think Now? . . . . . . . . . . . . . . . . . . . . . . 215 Types of Chemical Reactions: Synthesis and Decomposition . . . . . . . . . . . . 237 Research This: Proposal to Ban Fertilizers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 239 Chapter 5 Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 216 6.6 Research This: Which Bleach Is Best? . . . . . 183 Types of Chemical Reactions: Single and Double Displacement . . . . . . . . . . . . . . . 240 Research This: When Gold Loses Its Glitter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 241 6.7Perform an Activity: Synthesis and Decomposition Reactions. . . 244 6.8Perform an Activity: Displacement Reactions. . . . . . . . . . . . . . . . . 246 6.9 7.2 Properties, Names, and Formulas. . . . . . . . . 268 7.3 The pH Scale. . . . . . . . . . . . . . . . . . . . . . . . . . . 272 Try This: Visualize the pH Scale. . . . . . . . . . 273 7.4Perform an Activity: The pH of Household Substances. . . . . . . . . 276 7.5 Neutralization Reactions. . . . . . . . . . . . . . . . . 278 Try This: Neutralize It . . . . . . . . . . . . . . . . . . 280 7.6Perform an Activity: Analyzing an Acid Spill . . . . . . . . . . . . . . . . . 282 7.7 Explore an Issue Critically: Minimizing Risk for a Community . . . . . . . 283 Awesome Science: Painting Out Pollution . . . . . . . . . . 284 7.8 Acid Precipitation . . . . . . . . . . . . . . . . . . . . . . 285 Tech Connect: Scrubbers: Antacids for Smokestacks. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 291 Key Concepts Summary . . . . . . . . . . . . . . . . . . . . . . . 292 What Do You Think Now? . . . . . . . . . . . . . . . . . . . . . . 293 Chapter 7 Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 294 Chapter 7 Self-Quiz. . . . . . . . . . . . . . . . . . . . . . . . . . . 296 Types of Chemical Reactions: Combustion . . . . . . . . . . . . . . . . . . . . . . . . . . . 248 Unit C Looking Back . . . . . . . . . . . . . . . . . . . . . 298 Citizen Action: Carbon Monoxide Detectors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 249 Make a Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . 299 Research This: Firefighting with an MSDS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 251 Key Concepts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 298 Career Links. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 299 6.10 Corrosion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 252 Unit C Task: Acid Shock: A Silent Killer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 300 Awesome Science: Poisonous Jewellery . . . . . . . . . . . 255 Unit C Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 302 Key Concepts Summary . . . . . . . . . . . . . . . . . . . . . . . 256 What Do You Think Now? . . . . . . . . . . . . . . . . . . . . . . 257 Unit C Self-Quiz. . . . . . . . . . . . . . . . . . . . . . . . . . . 308 Chapter 6 Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 258 Chapter 6 Self-Quiz. . . . . . . . . . . . . . . . . . . . . . . . . . . 260 vi Contents NEL NEL Contents vii Unit C: Chemical Reactions. . . . 166 5.4 Patterns and the Periodic Table . . . . . . . . . . 184 Focus on STSE: Aspirin and Heroin. . . . . . . . . . 167 5.5 Atoms and Ions . . . . . . . . . . . . . . . . . . . . . . . . 188 Unit C Looking Ahead . . . . . . . . . . . . . . . . . . . . 168 Unit Task Preview: Acid Shock . . . . . . . . . . . . . . 168 What Do You Already Know? . . . . . . . . . . . . . . . . . 169 Try This: Halt the Salt . . . . . . . . . . . . . . . . . . 191 5.6 Try This: Testing for Electrolytes . . . . . . . . . 194 5.7 Chapter 5 Chemicals and Their Properties . . . . . . . . 170 Key Concepts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171 Engage in Science: Space Elevator. . . . . . . . . . . . . . . . 172 What Do You Think? . . . . . . . . . . . . . . . . . . . . . . . . . . 173 Focus on Writing: Writing a Summary. . . . . . . . . . . . . . 174 5.1 Properties and Changes . . . . . . . . . . . . . . . . . 175 Citizen Action: Cadmium Cleanout . . . . . . 176 Research This: Chemicals for Your Hair. . . 177 Science Works: Processing Hazardous Waste . . . . . . . 179 Ionic Compounds . . . . . . . . . . . . . . . . . . . . . . 192 Names and Formulas of Ionic Compounds . . . . . . . . . . . . . . . . . . . . . . . . . . . 196 Try This: Two Shades of Iron . . . . . . . . . . . . 199 5.8 5.9 Explore an Issue Critically: Chlorine Conclusions. . . . . . . . . . . . . . . . . . . 201 Polyatomic Ions . . . . . . . . . . . . . . . . . . . . . . . . 202 5.10 Molecules and Covalent Bonding. . . . . . . . . 206 Chapter 7 Chemicals and Their Reactions. . . . . . . . . 220 Acids and Bases. . . . . . . . . . . . . . . . . . . . . 262 Key Concepts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 221 Key Concepts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 263 Engage in Science: The Mint–Cola Fountain . . . . . . . . 222 Engage in Science: The Greening of Sudbury. . . . . . . . 264 What Do You Think? . . . . . . . . . . . . . . . . . . . . . . . . . . 223 What Do You Think? . . . . . . . . . . . . . . . . . . . . . . . . . . 265 Focus on Reading: Making Inferences . . . . . . . . . . . . . 224 Focus on Writing: Writing a Science Report . . . . . . . . . 266 6.1 Describing Chemical Reactions. . . . . . . . . . . 225 6.2 Conduct an Investigation: Is Mass Gained or Lost During a Chemical Reaction? . . . . . . . . . . . . . . . . . . . . 228 7.1Perform an Activity: Classifying Acids and Bases . . . . . . . . . . . . . 267 6.3 Try This: Molecular Models. . . . . . . . . . . . . . 208 5.11 Conduct an Investigation: Properties of Ionic and Molecular Compounds . . . . . . . . . . . . . . . . . . . . . . . . . . . 213 Key Concepts Summary . . . . . . . . . . . . . . . . . . . . . . . 214 Hazardous Products and Workplace Safety. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182 Chapter 5 Self-Quiz. . . . . . . . . . . . . . . . . . . . . . . . . . . 218 Conserving Mass in Chemical Reactions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 230 Try This: Modelling Balanced Chemical Equations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 232 Research This: Slicks from Ships . . . . . . . . . 211 5.2Perform an Activity: Identifying Physical and Chemical Changes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180 5.3 Chapter 6 6.4 Information in Chemical Equations. . . . . . . 233 Research This: Gas Furnace Technician . . . 236 6.5 What Do You Think Now? . . . . . . . . . . . . . . . . . . . . . . 215 Types of Chemical Reactions: Synthesis and Decomposition . . . . . . . . . . . . 237 Research This: Proposal to Ban Fertilizers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 239 Chapter 5 Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 216 6.6 Research This: Which Bleach Is Best? . . . . . 183 Types of Chemical Reactions: Single and Double Displacement . . . . . . . . . . . . . . . 240 Research This: When Gold Loses Its Glitter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 241 6.7Perform an Activity: Synthesis and Decomposition Reactions. . . 244 6.8Perform an Activity: Displacement Reactions. . . . . . . . . . . . . . . . . 246 6.9 7.2 Properties, Names, and Formulas. . . . . . . . . 268 7.3 The pH Scale. . . . . . . . . . . . . . . . . . . . . . . . . . . 272 Try This: Visualize the pH Scale. . . . . . . . . . 273 7.4Perform an Activity: The pH of Household Substances. . . . . . . . . 276 7.5 Neutralization Reactions. . . . . . . . . . . . . . . . . 278 Try This: Neutralize It . . . . . . . . . . . . . . . . . . 280 7.6Perform an Activity: Analyzing an Acid Spill . . . . . . . . . . . . . . . . . 282 7.7 Explore an Issue Critically: Minimizing Risk for a Community . . . . . . . 283 Awesome Science: Painting Out Pollution . . . . . . . . . . 284 7.8 Acid Precipitation . . . . . . . . . . . . . . . . . . . . . . 285 Tech Connect: Scrubbers: Antacids for Smokestacks. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 291 Key Concepts Summary . . . . . . . . . . . . . . . . . . . . . . . 292 What Do You Think Now? . . . . . . . . . . . . . . . . . . . . . . 293 Chapter 7 Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 294 Chapter 7 Self-Quiz. . . . . . . . . . . . . . . . . . . . . . . . . . . 296 Types of Chemical Reactions: Combustion . . . . . . . . . . . . . . . . . . . . . . . . . . . 248 Unit C Looking Back . . . . . . . . . . . . . . . . . . . . . 298 Citizen Action: Carbon Monoxide Detectors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 249 Make a Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . 299 Research This: Firefighting with an MSDS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 251 Key Concepts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 298 Career Links. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 299 6.10 Corrosion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 252 Unit C Task: Acid Shock: A Silent Killer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 300 Awesome Science: Poisonous Jewellery . . . . . . . . . . . 255 Unit C Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 302 Key Concepts Summary . . . . . . . . . . . . . . . . . . . . . . . 256 What Do You Think Now? . . . . . . . . . . . . . . . . . . . . . . 257 Unit C Self-Quiz. . . . . . . . . . . . . . . . . . . . . . . . . . . 308 Chapter 6 Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 258 Chapter 6 Self-Quiz. . . . . . . . . . . . . . . . . . . . . . . . . . . 260 vi Contents NEL NEL Contents vii Unit D: Climate Change . . . . . . . 310 8.6 Try This: How Tiny Concentrations Can Make a Difference. . . . . . . . . . . . . . . . . . 341 Focus on STSE: Who Is to Blame? . . . . . . . . . . . 311 Unit D Looking Ahead . . . . . . . . . . . . . . . . . . . . 312 Unit Task Preview: Global Climate Change . . . 312 What Do You Already Know? . . . . . . . . . . . . . . . . . 313 8.7Perform an Activity: Modelling the Greenhouse Effect . . . . . . . . . 343 8.8 Chapter 8 Earth’s Climate System and Natural Change. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 314 Key Concepts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 315 Engage in Science: Evidence of a Different Climate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 316 What Do You Think? . . . . . . . . . . . . . . . . . . . . . . . . . . 317 Focus on Reading: Finding the Main Idea. . . . . . . . . . . 318 8.1 Weather and Climate. . . . . . . . . . . . . . . . . . . . 319 8.2 Classifying Climate . . . . . . . . . . . . . . . . . . . . . 322 Research This: Classify Your Climate . . . . . 324 8.3 The Sun Powers Earth’s Climate System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 325 The Greenhouse Effect . . . . . . . . . . . . . . . . . . 338 8.9 Earth’s Climate: Out of Balance . . . . . . . . 368 Key Concepts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 369 Engage in Science: Changing Our Lives. . . . . . . . . . . . 370 Energy Transfer within the Climate System: Air and Ocean Circulation. . . . . . . . 344 What Do You Think? . . . . . . . . . . . . . . . . . . . . . . . . . . 371 Try This: Examine Air and Water Currents. . . . . . . . . . . . . . . . . . . . . . . . . 344 9.1 Focus on Reading: Summarizing . . . . . . . . . . . . . . . . . 372 Evidence of a Changing Climate . . . . . . . . . 373 10.2 Global Impacts of Climate Change . . . . . . . 412 Research This: Controversy about Climate Change. . . . . . . . . . . . . . . . . . . . . . . . 414 Research This: Competition for the Arctic. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 416 Citizen Action: How Can We Protect the Arctic? . . . . . . . . . . . . . . . . . . . . . . . . . . . . 417 Try This: Calculate Sea Level Rise . . . . . . . . 375 Awesome Science: Geoengineering to Combat Climate Change? . . . . . . . . . . . . . . . . . . . . . . 418 Long-Term and Short-Term Changes in Climate. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 348 Research This: Is Climate Change Always Bad? . . . . . . . . . . . . . . . . . . . . . . . . . . . 378 10.3 Impacts of Climate Change on Ontario . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 419 Research This: El Niño. . . . . . . . . . . . . . . . . . 352 Tech Connect: Using Satellites to Monitor Earth. . . . . . 379 Try This: Exploring the Sun’s Energy Output. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 353 9.2Perform an Activity: Analyzing Sea Ice Extent for Evidence of Climate Change. . . . . . . . . . . . . . . . . . . . . . 380 10.4 Taking Action to Limit Climate Change. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 423 Science Works: Lake Agassiz: Studying Past Climate. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 354 8.10 Feedback Loops and Climate. . . . . . . . . . . . . 355 Try This: Testing the Albedo Effect . . . . . . . 356 9.3Perform an Activity: Thermal Expansion and Sea Level. . . . . . . . . 382 9.4 8.11 Studying Clues to Past Climates . . . . . . . . . . 358 Key Concepts Summary . . . . . . . . . . . . . . . . . . . . . . . 362 Components of Earth’s Climate System. . . . 330 What Do You Think Now? . . . . . . . . . . . . . . . . . . . . . . 363 Research This: Smog Days . . . . . . . . . . . . . . 332 Chapter 8 Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 364 8.5Perform an Activity: Comparing Canadian Climates. . . . . . . . . . . 336 Chapter 8 Self-Quiz. . . . . . . . . . . . . . . . . . . . . . . . . . . 366 Greenhouse Gases: Changing the Climate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 384 Try This: Comparing Carbon Dioxide Concentrations with Global Temperature. . . . . . . . . . . . . . . . . . . . . 387 Try This: Ancient Climates in Arctic Lands. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 361 Try This: Testing A Model of The Earth−Sun Energy System . . . . . . . . . . . 327 8.4 Chapter 9 9.5 Canadian Emissions of Greenhouse Gases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 390 9.6 Computer Modelling: Evidence that Human Activity Is Causing Current Changes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 393 Key Concepts Summary . . . . . . . . . . . . . . . . . . . . . . . 396 What Do You Think Now? . . . . . . . . . . . . . . . . . . . . . . 397 Chapter 9 Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 398 Research This: Greenhouse Gas Emissions in Your Community. . . . . . . . . . . 426 10.5 What Can Individuals Do? . . . . . . . . . . . . . . 429 Research This: Buying ENERGY STAR Appliances. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 429 Research This: Eating Local. . . . . . . . . . . . . . 430 Citizen Action: Everyone Can Make a Difference. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 431 10.6 Explore an Issue Critically: Taking Action on Climate Change Now or Later? . . . . . . . . . . . . . . . . . . . . . . . . . 434 Key Concepts Summary . . . . . . . . . . . . . . . . . . . . . . . 436 What Do You Think Now? . . . . . . . . . . . . . . . . . . . . . . 437 Chapter 10 Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . 438 Chapter 10 Self-Quiz. . . . . . . . . . . . . . . . . . . . . . . . . . 440 Unit D Looking Back . . . . . . . . . . . . . . . . . . . . . 442 Chapter 9 Self-Quiz. . . . . . . . . . . . . . . . . . . . . . . . . . . 400 Key Concepts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 442 Chapter 10 Career Links. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 443 Assessing and Responding to Climate Change. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 402 Key Concepts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 403 Engage in Science: Green Technologies . . . . . . . . . . . 404 Make a Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . 443 Unit D Task: Global Climate Change. . . . . . 444 Unit D Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 446 Unit D Self-Quiz. . . . . . . . . . . . . . . . . . . . . . . . . . . 452 What Do You Think? . . . . . . . . . . . . . . . . . . . . . . . . . . 405 Focus on Reading: Synthesizing. . . . . . . . . . . . . . . . . . 406 10.1 Climate Models and Clean Energy. . . . . . . . 407 Try This: Estimate Ontario’s Future Climate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 409 viii Contents NEL NEL Contents ix Unit D: Climate Change . . . . . . . 310 8.6 Try This: How Tiny Concentrations Can Make a Difference. . . . . . . . . . . . . . . . . . 341 Focus on STSE: Who Is to Blame? . . . . . . . . . . . 311 Unit D Looking Ahead . . . . . . . . . . . . . . . . . . . . 312 Unit Task Preview: Global Climate Change . . . 312 What Do You Already Know? . . . . . . . . . . . . . . . . . 313 Key Concepts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 315 Engage in Science: Evidence of a Different Climate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 316 What Do You Think? . . . . . . . . . . . . . . . . . . . . . . . . . . 317 Focus on Reading: Finding the Main Idea. . . . . . . . . . . 318 8.1 Weather and Climate. . . . . . . . . . . . . . . . . . . . 319 8.2 Classifying Climate . . . . . . . . . . . . . . . . . . . . . 322 Research This: Classify Your Climate . . . . . 324 8.3 The Sun Powers Earth’s Climate System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 325 Earth’s Climate: Out of Balance . . . . . . . . 368 Key Concepts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 369 Engage in Science: Changing Our Lives. . . . . . . . . . . . 370 Energy Transfer within the Climate System: Air and Ocean Circulation. . . . . . . . 344 What Do You Think? . . . . . . . . . . . . . . . . . . . . . . . . . . 371 Focus on Reading: Summarizing . . . . . . . . . . . . . . . . . 372 Try This: Examine Air and Water Currents. . . . . . . . . . . . . . . . . . . . . . . . . 344 9.1 8.8 8.9 Evidence of a Changing Climate . . . . . . . . . 373 10.2 Global Impacts of Climate Change . . . . . . . 412 Research This: Controversy about Climate Change. . . . . . . . . . . . . . . . . . . . . . . . 414 Research This: Competition for the Arctic. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 416 Citizen Action: How Can We Protect the Arctic? . . . . . . . . . . . . . . . . . . . . . . . . . . . . 417 Try This: Calculate Sea Level Rise . . . . . . . . 375 Awesome Science: Geoengineering to Combat Climate Change? . . . . . . . . . . . . . . . . . . . . . . 418 Long-Term and Short-Term Changes in Climate. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 348 Research This: Is Climate Change Always Bad? . . . . . . . . . . . . . . . . . . . . . . . . . . . 378 10.3 Impacts of Climate Change on Ontario . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 419 Research This: El Niño. . . . . . . . . . . . . . . . . . 352 Tech Connect: Using Satellites to Monitor Earth. . . . . . 379 Try This: Exploring the Sun’s Energy Output. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 353 9.2Perform an Activity: Analyzing Sea Ice Extent for Evidence of Climate Change. . . . . . . . . . . . . . . . . . . . . . 380 10.4 Taking Action to Limit Climate Change. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 423 Science Works: Lake Agassiz: Studying Past Climate. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 354 8.10 Feedback Loops and Climate. . . . . . . . . . . . . 355 Try This: Testing the Albedo Effect . . . . . . . 356 9.3Perform an Activity: Thermal Expansion and Sea Level. . . . . . . . . 382 9.4 8.11 Studying Clues to Past Climates . . . . . . . . . . 358 Key Concepts Summary . . . . . . . . . . . . . . . . . . . . . . . 362 Components of Earth’s Climate System. . . . 330 What Do You Think Now? . . . . . . . . . . . . . . . . . . . . . . 363 Research This: Smog Days . . . . . . . . . . . . . . 332 Chapter 8 Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 364 8.5Perform an Activity: Comparing Canadian Climates. . . . . . . . . . . 336 Chapter 8 Self-Quiz. . . . . . . . . . . . . . . . . . . . . . . . . . . 366 Greenhouse Gases: Changing the Climate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 384 Try This: Comparing Carbon Dioxide Concentrations with Global Temperature. . . . . . . . . . . . . . . . . . . . . 387 Try This: Ancient Climates in Arctic Lands. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 361 Try This: Testing A Model of The Earth−Sun Energy System . . . . . . . . . . . 327 8.4 Chapter 9 8.7Perform an Activity: Modelling the Greenhouse Effect . . . . . . . . . 343 Chapter 8 Earth’s Climate System and Natural Change. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 314 The Greenhouse Effect . . . . . . . . . . . . . . . . . . 338 9.5 Canadian Emissions of Greenhouse Gases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 390 9.6 Computer Modelling: Evidence that Human Activity Is Causing Current Changes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 393 Key Concepts Summary . . . . . . . . . . . . . . . . . . . . . . . 396 What Do You Think Now? . . . . . . . . . . . . . . . . . . . . . . 397 Chapter 9 Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 398 Research This: Greenhouse Gas Emissions in Your Community. . . . . . . . . . . 426 10.5 What Can Individuals Do? . . . . . . . . . . . . . . 429 Research This: Buying ENERGY STAR Appliances. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 429 Research This: Eating Local. . . . . . . . . . . . . . 430 Citizen Action: Everyone Can Make a Difference. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 431 10.6 Explore an Issue Critically: Taking Action on Climate Change Now or Later? . . . . . . . . . . . . . . . . . . . . . . . . . 434 Key Concepts Summary . . . . . . . . . . . . . . . . . . . . . . . 436 What Do You Think Now? . . . . . . . . . . . . . . . . . . . . . . 437 Chapter 10 Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . 438 Chapter 10 Self-Quiz. . . . . . . . . . . . . . . . . . . . . . . . . . 440 Unit D Looking Back . . . . . . . . . . . . . . . . . . . . . 442 Chapter 9 Self-Quiz. . . . . . . . . . . . . . . . . . . . . . . . . . . 400 Key Concepts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 442 Chapter 10 Career Links. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 443 Assessing and Responding to Climate Change. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 402 Key Concepts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 403 Engage in Science: Green Technologies . . . . . . . . . . . 404 Make a Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . 443 Unit D Task: Global Climate Change. . . . . . 444 Unit D Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 446 Unit D Self-Quiz. . . . . . . . . . . . . . . . . . . . . . . . . . . 452 What Do You Think? . . . . . . . . . . . . . . . . . . . . . . . . . . 405 Focus on Reading: Synthesizing. . . . . . . . . . . . . . . . . . 406 10.1 Climate Models and Clean Energy. . . . . . . . 407 Try This: Estimate Ontario’s Future Climate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 409 viii Contents NEL NEL Contents ix Unit E: Light and Geometric Optics . . . . . . . . . . . . . . . . . . . . . . 454 Focus on STSE: Window on the World . . . . . . . 455 Unit E Looking Ahead. . . . . . . . . . . . . . . . . . . . . 456 Unit Task Preview: Building an Optical Device. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 456 What Do You Already Know? . . . . . . . . . . . . . . . . . 457 Chapter 11 The Production and Reflection of Light. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 458 Key Concepts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 459 Engage in Science: The LASER . . . . . . . . . . . . . . . . . . 460 What Do You Think? . . . . . . . . . . . . . . . . . . . . . . . . . . 461 Focus on Writing: Writing Persuasive Text. . . . . . . . . . . 462 11.1 What Is Light? . . . . . . . . . . . . . . . . . . . . . . . . . 463 Research This: Protecting Yourself from the Sun. . . . . . . . . . . . . . . . . . . . . . . . . . . 465 Try This: Viewing the Visible Spectrum . . . 467 11.2 How Is Light Produced? . . . . . . . . . . . . . . . . 470 11.8 Conduct an Investigation: Locating Images in a Plane Mirror. . . . . . . . 494 11.9 Images in Curved Mirrors . . . . . . . . . . . . . . . 496 11.10 Conduct an Investigation: Locating Images in Curved Mirrors. . . . . . . 502 Key Concepts Summary . . . . . . . . . . . . . . . . . . . . . . . 504 What Do You Think Now? . . . . . . . . . . . . . . . . . . . . . . 505 Chapter 11 Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . 506 Chapter 11 Self-Quiz. . . . . . . . . . . . . . . . . . . . . . . . . . 508 Chapter 12 The Refraction of Light. . . . . . . . . . . . . . . . 510 Key Concepts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 511 Engage in Science: From Earth to the Moon and Back! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 512 What Do You Think? . . . . . . . . . . . . . . . . . . . . . . . . . . 513 Focus on Reading: Evaluating. . . . . . . . . . . . . . . . . . . . 514 12.1 What Is Refraction? . . . . . . . . . . . . . . . . . . . . 515 Try This: Explore with Light. . . . . . . . . . . . . 515 Try This: Examine Light in a Window. . . . . 518 Chapter 13 What Do You Think Now? . . . . . . . . . . . . . . . . . . . . . . 581 Chapter 13 Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . 582 12.2Perform an Activity: The Path of Light—From Air into Acrylic. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 520 Lenses and Optical Devices. . . . . . . . . . . . 546 Engage in Science: Checking the Facts in Fiction . . . . 548 Unit E Looking Back . . . . . . . . . . . . . . . . . . . . . 586 What Do You Think? . . . . . . . . . . . . . . . . . . . . . . . . . . 549 Key Concepts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 586 11.3 The Laser—A Special Type of Light. . . . . . . 477 12.3Perform an Activity: The Refraction of Light through Different Media . . . . . . . . . . . . . . . . . . . . . . . . 522 Focus on Writing: Writing a Critical Analysis. . . . . . . . . 550 Make a Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . 587 Research This: Lasers for Different Uses. . . 478 12.4 The Index of Refraction . . . . . . . . . . . . . . . . . 524 13.1 Lenses and the Formation of Images . . . . . . 551 Career Links. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 587 11.4 The Ray Model of Light . . . . . . . . . . . . . . . . . 479 12.5 Total Internal Reflection. . . . . . . . . . . . . . . . . 526 Try This: Seeing the Light . . . . . . . . . . . . . . . 480 12.6 Perform an Activity: Measuring the Critical Angle for Various Media . . . . . . . . . . . . . . . . . . . . . . . . . 532 13.2Perform an Activity: Locating Images in Lenses. . . . . . . . . . . . . . . 554 Unit E Task: Building an Optical Device . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 588 Citizen Action: Thinking for the Future. . . 473 Try This: Glowing with Light . . . . . . . . . . . . 474 Try This: Eating Candy for the Sake of Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 475 11.5Perform an Activity: Reflecting Light Off a Plane Mirror . . . . . . . 482 11.6 The Laws of Reflection . . . . . . . . . . . . . . . . . . 484 Try This: Reflecting Light. . . . . . . . . . . . . . . . 484 Try This: Retro-Reflectors. . . . . . . . . . . . . . . 486 Tech Connect: Cleaning with Light. . . . . . . . . . . . . . . . 487 11.7 Images in Plane Mirrors. . . . . . . . . . . . . . . . . 488 Try This: Writing Reflectively. . . . . . . . . . . . 488 Try This: Producing Images, and More Images, and More Images …. . . . . . . . . . . . . 489 x Contents Science Works: Hiding in Plain Sight— The Invisibility Cloak. . . . . . . . . . . . . . . . . . . . . . . . . . . . 534 Key Concepts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 547 13.3 Images in Lenses . . . . . . . . . . . . . . . . . . . . . . . 556 Try This: Investigate the Rectangular Prism. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 556 13.4 The Lens Equations. . . . . . . . . . . . . . . . . . . . . 562 12.7 Phenomena Related to Refraction. . . . . . . . . 535 13.5 Lens Applications. . . . . . . . . . . . . . . . . . . . . . . 567 Research This: Other Atmospheric Optical Phenomena. . . . . . . . . . . . . . . . . . . . . 539 Awesome Science: The Einstein Ring . . . . . . . . . . . . . 571 13.6 The Human Eye. . . . . . . . . . . . . . . . . . . . . . . . 572 Key Concepts Summary . . . . . . . . . . . . . . . . . . . . . . . 540 Try This: Discover Your Blind Spot . . . . . . . 573 What Do You Think Now? . . . . . . . . . . . . . . . . . . . . . . 541 Research This: Other Vision Problems. . . . 577 Chapter 12 Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . 542 13.7 Explore an Issue Critically: Laser Eye Surgery. . . . . . . . . . . . . . . . . . . . . . . 578 Chapter 12 Self-Quiz. . . . . . . . . . . . . . . . . . . . . . . . . . 544 NEL Key Concepts Summary . . . . . . . . . . . . . . . . . . . . . . . 580 NEL Chapter 13 Self-Quiz. . . . . . . . . . . . . . . . . . . . . . . . . . 584 Unit E Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 590 Unit E Self-Quiz. . . . . . . . . . . . . . . . . . . . . . . . . . . 596 Appendix A: Skills Handbook . . . . . . . . . 598 Appendix B: What Is Science? Answers Glossary Index Credits Contents xi Unit E: Light and Geometric Optics . . . . . . . . . . . . . . . . . . . . . . 454 Focus on STSE: Window on the World . . . . . . . 455 Unit E Looking Ahead. . . . . . . . . . . . . . . . . . . . . 456 Unit Task Preview: Building an Optical Device. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 456 What Do You Already Know? . . . . . . . . . . . . . . . . . 457 Chapter 11 The Production and Reflection of Light. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 458 Key Concepts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 459 Engage in Science: The LASER . . . . . . . . . . . . . . . . . . 460 What Do You Think? . . . . . . . . . . . . . . . . . . . . . . . . . . 461 Focus on Writing: Writing Persuasive Text. . . . . . . . . . . 462 11.1 What Is Light? . . . . . . . . . . . . . . . . . . . . . . . . . 463 Research This: Protecting Yourself from the Sun. . . . . . . . . . . . . . . . . . . . . . . . . . . 465 Try This: Viewing the Visible Spectrum . . . 467 11.2 How Is Light Produced? . . . . . . . . . . . . . . . . 470 11.8 Conduct an Investigation: Locating Images in a Plane Mirror. . . . . . . . 494 11.9 Images in Curved Mirrors . . . . . . . . . . . . . . . 496 11.10 Conduct an Investigation: Locating Images in Curved Mirrors. . . . . . . 502 Key Concepts Summary . . . . . . . . . . . . . . . . . . . . . . . 504 What Do You Think Now? . . . . . . . . . . . . . . . . . . . . . . 505 Chapter 11 Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . 506 Chapter 11 Self-Quiz. . . . . . . . . . . . . . . . . . . . . . . . . . 508 Chapter 12 The Refraction of Light. . . . . . . . . . . . . . . . 510 Key Concepts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 511 Engage in Science: From Earth to the Moon and Back! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 512 What Do You Think? . . . . . . . . . . . . . . . . . . . . . . . . . . 513 Focus on Reading: Evaluating. . . . . . . . . . . . . . . . . . . . 514 12.1 What Is Refraction? . . . . . . . . . . . . . . . . . . . . 515 Try This: Explore with Light. . . . . . . . . . . . . 515 Try This: Examine Light in a Window. . . . . 518 Chapter 13 What Do You Think Now? . . . . . . . . . . . . . . . . . . . . . . 581 Chapter 13 Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . 582 12.2Perform an Activity: The Path of Light—From Air into Acrylic. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 520 Lenses and Optical Devices. . . . . . . . . . . . 546 Engage in Science: Checking the Facts in Fiction . . . . 548 Unit E Looking Back . . . . . . . . . . . . . . . . . . . . . 586 What Do You Think? . . . . . . . . . . . . . . . . . . . . . . . . . . 549 Key Concepts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 586 11.3 The Laser—A Special Type of Light. . . . . . . 477 12.3Perform an Activity: The Refraction of Light through Different Media . . . . . . . . . . . . . . . . . . . . . . . . 522 Focus on Writing: Writing a Critical Analysis. . . . . . . . . 550 Make a Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . 587 Research This: Lasers for Different Uses. . . 478 12.4 The Index of Refraction . . . . . . . . . . . . . . . . . 524 13.1 Lenses and the Formation of Images . . . . . . 551 Career Links. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 587 11.4 The Ray Model of Light . . . . . . . . . . . . . . . . . 479 12.5 Total Internal Reflection. . . . . . . . . . . . . . . . . 526 Try This: Seeing the Light . . . . . . . . . . . . . . . 480 12.6 Perform an Activity: Measuring the Critical Angle for Various Media . . . . . . . . . . . . . . . . . . . . . . . . . 532 13.2Perform an Activity: Locating Images in Lenses. . . . . . . . . . . . . . . 554 Unit E Task: Building an Optical Device . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 588 Citizen Action: Thinking for the Future. . . 473 Try This: Glowing with Light . . . . . . . . . . . . 474 Try This: Eating Candy for the Sake of Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 475 11.5Perform an Activity: Reflecting Light Off a Plane Mirror . . . . . . . 482 11.6 The Laws of Reflection . . . . . . . . . . . . . . . . . . 484 Try This: Reflecting Light. . . . . . . . . . . . . . . . 484 Try This: Retro-Reflectors. . . . . . . . . . . . . . . 486 Tech Connect: Cleaning with Light. . . . . . . . . . . . . . . . 487 11.7 Images in Plane Mirrors. . . . . . . . . . . . . . . . . 488 Try This: Writing Reflectively. . . . . . . . . . . . 488 Try This: Producing Images, and More Images, and More Images …. . . . . . . . . . . . . 489 x Contents Science Works: Hiding in Plain Sight— The Invisibility Cloak. . . . . . . . . . . . . . . . . . . . . . . . . . . . 534 Key Concepts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 547 13.3 Images in Lenses . . . . . . . . . . . . . . . . . . . . . . . 556 Try This: Investigate the Rectangular Prism. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 556 13.4 The Lens Equations. . . . . . . . . . . . . . . . . . . . . 562 12.7 Phenomena Related to Refraction. . . . . . . . . 535 13.5 Lens Applications. . . . . . . . . . . . . . . . . . . . . . . 567 Research This: Other Atmospheric Optical Phenomena. . . . . . . . . . . . . . . . . . . . . 539 Awesome Science: The Einstein Ring . . . . . . . . . . . . . 571 13.6 The Human Eye. . . . . . . . . . . . . . . . . . . . . . . . 572 Key Concepts Summary . . . . . . . . . . . . . . . . . . . . . . . 540 Try This: Discover Your Blind Spot . . . . . . . 573 What Do You Think Now? . . . . . . . . . . . . . . . . . . . . . . 541 Research This: Other Vision Problems. . . . 577 Chapter 12 Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . 542 13.7 Explore an Issue Critically: Laser Eye Surgery. . . . . . . . . . . . . . . . . . . . . . . 578 Chapter 12 Self-Quiz. . . . . . . . . . . . . . . . . . . . . . . . . . 544 NEL Key Concepts Summary . . . . . . . . . . . . . . . . . . . . . . . 580 NEL Chapter 13 Self-Quiz. . . . . . . . . . . . . . . . . . . . . . . . . . 584 Unit E Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 590 Unit E Self-Quiz. . . . . . . . . . . . . . . . . . . . . . . . . . . 596 Appendix A: Skills Handbook . . . . . . . . . 598 Appendix B: What Is Science? Answers Glossary Index Credits Contents xi Discover Your Textbook Chapter Opener This textbook will be your guide to the exciting world of science. On the following pages is a tour of important features that you will find inside. GET READY includes all of the features of the introductory material that come before you begin each unit and chapter. GET INTO IT shows you all the features within each chapter. Finally, WRAP IT UP shows you the features at the end of each chapter and unit. Each Chapter has a number, title, and a Key Question which you should be able to answer by the end of the chapter. Key Concepts The Key Concepts feature outlines the main ideas and skills you will learn in the chapter. Focus on STSE Get Ready These articles introduce real-world connections to the science topics you will be learning in the unit. Unit Opener Each of the five units has a letter and a title. Use the photo to help you predict what you might be learning in the unit. Engage in Science Overall Expectations The Overall Expectations describe what you should be able to do after completing the unit. These articles connect the topics you will learn in the chapter to interesting real-world developments in science. Big Ideas The Big Ideas summarize the concepts you need to remember after you complete the unit. What Do You Think? Using what you already know, form an opinion by agreeing or disagreeing with statements that connect to ideas that will be introduced in the chapter. What Do You Already Know? Concept Map The Concept Map is a description of the topics, connected to picture clues, to help you predict what you will be learning in the unit. This section gives you a list of concepts and skills you developed in previous grades that you will need to be successful as you work through the unit. Use the questions to see what you already know before you start the unit. Unit Task Preview Focus on Reading/ Focus on Writing These reading and writing strategies help you learn science concepts and develop literacy skills in preparation for the OSSLT. Find out about the Unit Task that you will complete at the end of each unit. Unit Task Bookmark When you see the Unit Task Bookmark, think about how the section relates to the Unit Task. Reading/Writing Tip Reading Tips suggest reading comprehension strategies to help you understand the science concepts presented in the text. Writing Tips provide suggestions to help you improve your writing skills. Assessment Box The Assessment Box tells you how you will demonstrate what you have learned by the end of the unit. xii Discover Your Textbook NEL NEL Discover Your Textbook xiii Discover Your Textbook Chapter Opener This textbook will be your guide to the exciting world of science. On the following pages is a tour of important features that you will find inside. GET READY includes all of the features of the introductory material that come before you begin each unit and chapter. GET INTO IT shows you all the features within each chapter. Finally, WRAP IT UP shows you the features at the end of each chapter and unit. Each Chapter has a number, title, and a Key Question which you should be able to answer by the end of the chapter. Key Concepts The Key Concepts feature outlines the main ideas and skills you will learn in the chapter. Focus on STSE Get Ready These articles introduce real-world connections to the science topics you will be learning in the unit. Unit Opener Each of the five units has a letter and a title. Use the photo to help you predict what you might be learning in the unit. Engage in Science Overall Expectations The Overall Expectations describe what you should be able to do after completing the unit. These articles connect the topics you will learn in the chapter to interesting real-world developments in science. Big Ideas The Big Ideas summarize the concepts you need to remember after you complete the unit. What Do You Think? Using what you already know, form an opinion by agreeing or disagreeing with statements that connect to ideas that will be introduced in the chapter. What Do You Already Know? Concept Map The Concept Map is a description of the topics, connected to picture clues, to help you predict what you will be learning in the unit. This section gives you a list of concepts and skills you developed in previous grades that you will need to be successful as you work through the unit. Use the questions to see what you already know before you start the unit. Unit Task Preview Focus on Reading/ Focus on Writing These reading and writing strategies help you learn science concepts and develop literacy skills in preparation for the OSSLT. Find out about the Unit Task that you will complete at the end of each unit. Unit Task Bookmark When you see the Unit Task Bookmark, think about how the section relates to the Unit Task. Reading/Writing Tip Reading Tips suggest reading comprehension strategies to help you understand the science concepts presented in the text. Writing Tips provide suggestions to help you improve your writing skills. Assessment Box The Assessment Box tells you how you will demonstrate what you have learned by the end of the unit. xii Discover Your Textbook NEL NEL Discover Your Textbook xiii Get Into It Vocabulary You will learn many new terms as you work through the chapter. These key terms are in bold print. Their definitions can be found in the margins and in the Glossary at the back of the book. Research This Citizen Action These research-based activities will help you relate science and technology to the world around you and improve your critical thinking and decision-making skills. These activities encourage you to be a good citizen and a steward of the environment by taking action in the world around you. Learning Tip Learning Tips are useful strategies to help you learn new ideas and make sense of what you are reading. Unit Task Bookmark Did You Know? Career Link The Career icon lets you know that you can visit the Nelson Science website to learn about science-related careers. Read interesting facts about real-world events that relate to the topics you are learning. This icon lets you know that the concepts you learned in the section will help you to complete the Unit Task. In Summary At the end of each content section, this quick summary of the main ideas will help you review what you learned. Check Your Learning Sample Problems and Communication Examples Magazine Features Look for these special feature sections in each unit to learn about exciting developments in science, cool new technology, career links, or how science relates to your everyday life. This feature shows you how to solve numerical problems using the GRASS method. Make sure to check your learning by completing Practice problems. Communication Examples are an opportunity to follow the steps of the Sample Problem to make sure you understand the process. Complete these questions at the end of each content section to make sure you understand the concepts you have just learned. OSSLT Icon This icon lets you know that the material will help you develop literacy skills in preparation for the OSSLT. Try This These are quick, fun activities designed to help you understand concepts and improve your science skills. Safety Precautions Look for these warnings about potential safety hazards in investigations and activities. They will be in red print with a safety icon. xiv Discover Your Textbook NEL NEL Discover Your Textbook xv Get Into It Vocabulary You will learn many new terms as you work through the chapter. These key terms are in bold print. Their definitions can be found in the margins and in the Glossary at the back of the book. Research This Citizen Action These research-based activities will help you relate science and technology to the world around you and improve your critical thinking and decision-making skills. These activities encourage you to be a good citizen and a steward of the environment by taking action in the world around you. Learning Tip Learning Tips are useful strategies to help you learn new ideas and make sense of what you are reading. Unit Task Bookmark Did You Know? Career Link The Career icon lets you know that you can visit the Nelson Science website to learn about science-related careers. Read interesting facts about real-world events that relate to the topics you are learning. This icon lets you know that the concepts you learned in the section will help you to complete the Unit Task. In Summary At the end of each content section, this quick summary of the main ideas will help you review what you learned. Check Your Learning Sample Problems and Communication Examples Magazine Features Look for these special feature sections in each unit to learn about exciting developments in science, cool new technology, career links, or how science relates to your everyday life. This feature shows you how to solve numerical problems using the GRASS method. Make sure to check your learning by completing Practice problems. Communication Examples are an opportunity to follow the steps of the Sample Problem to make sure you understand the process. Complete these questions at the end of each content section to make sure you understand the concepts you have just learned. OSSLT Icon This icon lets you know that the material will help you develop literacy skills in preparation for the OSSLT. Try This These are quick, fun activities designed to help you understand concepts and improve your science skills. Safety Precautions Look for these warnings about potential safety hazards in investigations and activities. They will be in red print with a safety icon. xiv Discover Your Textbook NEL NEL Discover Your Textbook xv Wrap It Up Perform an Activity These are hands-on activities that allow you to observe the science that you are learning. Key Concepts Summary Skills Menu The Key Concepts Summary feature outlines the main ideas and skills you learned in the chapter. The Skills Menu in each activity lists the skills that you will use to solve the problem or reach a conclusion. What Do You Think Now? Think about what you learned in the chapter and consider whether you have changed your opinion by agreeing or disagreeing with the statements. Vocabulary This feature lists all the key terms you have learned and the page number where the term is defined. Big Ideas The checkmark indicates which Big Ideas were developed in the chapter. Skills Handbook Icon This icon directs you to the section of the Skills Handbook that contains helpful information and tips. Explore an Issue Critically These activities allow you to examine social and environmental issues related to the unit and encourage you to make a difference in your own community by taking action. Weblink Complete these questions to check your learning and apply your new knowledge from the chapter. Achievement Chart Icons When you see this weblink icon, you can visit the Nelson Science website to learn more about the topic, watch a video, do an online activity, or take a quiz. All questions are tagged with icons that identify the types of knowledge and skills you must use to answer the question. Online Quiz Icon There is an online study tool for each chapter on the Nelson Science website. Chapter SelfQuiz Conduct an Investigation The Chapter Self-Quiz is a helpful tool for you to make sure you understand all the concepts you learned in the chapter. These experimental investigations are an opportunity for you to develop science process skills. xvi Discover Your Textbook Chapter Review NEL NEL Discover Your Textbook xvii Wrap It Up Perform an Activity These are hands-on activities that allow you to observe the science that you are learning. Key Concepts Summary Skills Menu The Key Concepts Summary feature outlines the main ideas and skills you learned in the chapter. The Skills Menu in each activity lists the skills that you will use to solve the problem or reach a conclusion. What Do You Think Now? Think about what you learned in the chapter and consider whether you have changed your opinion by agreeing or disagreeing with the statements. Vocabulary This feature lists all the key terms you have learned and the page number where the term is defined. Big Ideas The checkmark indicates which Big Ideas were developed in the chapter. Skills Handbook Icon This icon directs you to the section of the Skills Handbook that contains helpful information and tips. Explore an Issue Critically These activities allow you to examine social and environmental issues related to the unit and encourage you to make a difference in your own community by taking action. Weblink Complete these questions to check your learning and apply your new knowledge from the chapter. Achievement Chart Icons When you see this weblink icon, you can visit the Nelson Science website to learn more about the topic, watch a video, do an online activity, or take a quiz. All questions are tagged with icons that identify the types of knowledge and skills you must use to answer the question. Online Quiz Icon There is an online study tool for each chapter on the Nelson Science website. Chapter SelfQuiz Conduct an Investigation The Chapter Self-Quiz is a helpful tool for you to make sure you understand all the concepts you learned in the chapter. These experimental investigations are an opportunity for you to develop science process skills. xvi Discover Your Textbook Chapter Review NEL NEL Discover Your Textbook xvii Master Concept Map This feature brings together the Key Concepts from each chapter to summarize all the main ideas in the unit. Make a Summary Summarize what you have learned in the unit by completing the Make a Summary activity. Unit Self-Quiz The Unit Self-Quiz is an opportunity for you to make sure that you understand all the main ideas from the unit. Career Links Make connections between what you learned in the unit and future careers by completing the Careers Links activity. Unit Task Glossary Demonstrate the skills and knowledge you developed in the unit by completing the challenge described in the Unit Task. This is a list of all the key terms in the textbook in alphabetical order. Use the Glossary to check your understanding of any key terms you may need to review. Assessment Checklist Skills Menu The Skills Menu identifies the skills you will use to complete the Unit Task. This checklist lists the criteria that your teacher will use to evaluate your work on the Unit Task. Read this list carefully before completing the task. Skills Handbook Unit Review The Skills Handbook is your resource for useful science skills and information. It is divided into numbered sections. Whenever you see a Skills Handbook Icon, it will direct you to the relevant section of the Skills Handbook. Complete the Unit Review questions to check your learning of all the concepts and skills in the unit. xviii Discover Your Textbook NEL NEL Discover Your Textbook xix Master Concept Map This feature brings together the Key Concepts from each chapter to summarize all the main ideas in the unit. Make a Summary Summarize what you have learned in the unit by completing the Make a Summary activity. Unit Self-Quiz The Unit Self-Quiz is an opportunity for you to make sure that you understand all the main ideas from the unit. Career Links Make connections between what you learned in the unit and future careers by completing the Careers Links activity. Unit Task Glossary Demonstrate the skills and knowledge you developed in the unit by completing the challenge described in the Unit Task. This is a list of all the key terms in the textbook in alphabetical order. Use the Glossary to check your understanding of any key terms you may need to review. Assessment Checklist Skills Menu The Skills Menu identifies the skills you will use to complete the Unit Task. This checklist lists the criteria that your teacher will use to evaluate your work on the Unit Task. Read this list carefully before completing the task. Skills Handbook Unit Review The Skills Handbook is your resource for useful science skills and information. It is divided into numbered sections. Whenever you see a Skills Handbook Icon, it will direct you to the relevant section of the Skills Handbook. Complete the Unit Review questions to check your learning of all the concepts and skills in the unit. xviii Discover Your Textbook NEL NEL Discover Your Textbook xix COMPONENTS ISBN Student Text Student eBook Teacher’s Resource ExamView ® Test Bank Interactive Toolkit DVD 978-0-17-635528-9 978-0-17-635529-6 978-0-17-635530-2 978-0-17-635533-3 978-0-17-635532-6 GRADE 10 AUTHOR TEAM Christine Adam-Carr Martin Gabber Christy Hayhoe Doug Hayhoe Katharine Hayhoe Milan Sanader SENIOR PROGRAM CONSULTANT Maurice DiGiuseppe PROGRAM CONSULTANTS Doug Fraser Martin Gabber Doug Hayhoe Jeff Major Adam-Carr Gabber Hayhoe Hayhoe Hayhoe Sanader www.nelson.com/scienceperspectives To order the final Student Text, please use: ISBN 978-0-17-635528-9 ISBN-13 : 978-0-17-611660-6 ISBN-10 : 0-17-611660-5 9 780176 116606 www.nelson.com P R N ly. on s n se io o p n: at i r N n pu ntai swers ronunc o o I O luatiwill c ted Anwith P hs ap n ” ) T eva n elec ary r g o ly. to ati T/K On A or itio • S loss e o c “ 3 Ph ubli nd ent 45 G uid & a I C IAL fed ed m x p • G e t o d Ar e O” ce 0 t L ER ish In al e pr FP Pla • Fin th n “ or 31 B AT ubl es s n itio s F I • e ( M U T al p uizz ed ean ag res. F p P Q n m - DRAhe fi Self- s s on eatu e e r f E is T pte iew izz ng nit v s u i a a e Q u : ok Ch t R lfTh Ch all • Uni Se ix A bo e t t d a iew • Uni end an B: ce? m n H p i v l e x • Ap lls di ci C pre i : • Sk pen Is S D to it Ap hat n • W U e e S E Digital sample material for Science Perspectives 10 is available online. For more information about the program visit: D IT IO
