COMPONENTS ISBN

Student Text 978-0-17-635528-9

Student eBook 978-0-17-635529-6
Teacher’s Resource 978-0-17-635530-2
ExamView ® Test Bank 978-0-17-635533-3
Interactive Toolkit DVD 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 N
IO
Martin Gabber
Doug Hayhoe
Jeff Major IT on
ly.
D se
s
Digital sample material for Science Perspectives 10 is available online.
E r
o
p n: i at
io
n

For more information about the program visit: N n pu ntai swers ronunc
I O luatiwill c ted Anwith P
o o
www.nelson.com/scienceperspectives Adam-Carr hs
Gabber T eva n elec ary r ap n ”
ly.
)
Hayhoe A or itio • S loss e o
g o
to ati T/K On
3
I C IAL fed ed
c “
Hayhoe G uid Ph ubli nd ent 45
x & p a m
• G e t - o
Hayhoe L ER ish d Ar e O” ce 0 t
In al e pr FP Pla
Sanader B AT ubl es • Fin th n “ or 31
s
To order the final U T al p uizz
M • ( I n itio s F
ed ean
e
ag res.
Student Text, please use: P F n
- DRAhe fi Self- s s Q m p
ISBN 978-0-17-635528-9
on eatu
E is T pte iew izz
r e e
ng nit
f
R Th
i s a e v u a u
Ch all
Q
P Ch t R lf-
ISBN-13 : 978-0-17-611660-6
: ok
• Uni Se ix A bo
ISBN-10 : 0-17-611660-5
t d t e
• Uni end an B: ce? a iew
p H x e n l i m v
• Ap lls di ci
i : C pre
• Sk pen Is S D to
Ap hat n it
• W U
9 780176 116606
e e
www.nelson.com S
Workplace Hazardous Materials Information System (WHMIS) Hazardous Household Product Symbols (HHPS)

Symbol Danger
compressed dangerously
gas reactive material Explosive This container can explode if it is
heated or punctured.
flammable and
biohazardous
combustible
infectious material
material
Corrosive This product will burn skin or eyes on
poisonous and contact, or throat and stomach
infectious material if swallowed.
oxidizing
causing immediate
material
and serious toxic
effects
Flammable This product, or its fumes, will catch
poisonous and fire easily if exposed to heat, flames,
corrosive infectious material or sparks.
material causing other
toxic effects CSH-F02-SHOS10SB.ai
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 Act Responsibly

• Come prepared with your textbook, CSH-F05-SHOS10SB.ai

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.
• 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 Authors Contributing Authors

Maurice DiGiuseppe Christine Adam-Carr Aaron Barry
Martin Gabber Doug Fraser
Program Consultants Christy Hayhoe Barry LeDrew
Doug Fraser Doug Hayhoe Mike Sipos
Martin Gabber Katharine Hayhoe Michael Stubitsch
Doug Hayhoe Milan Sanader Richard Towler
Jeff Major Judy Wearing

Vice President, Publishing Developmental Editors Cover Image

Janice Schoening Nancy Andraos Sebastian Kaulitzki/Shutterstock
Vicki Austin
General Manager, Mathematics, Barbara Booth Asset Coordinators
Science, and Technology Jessica Fung Renée Forde
Lenore Brooks Julia Lee Suzanne Peden

Publisher, Science Editorial Assistants Illustrators

John Yip-Chuck Vytas Mockus Steve Corrigan
Amy Rotman Deborah Crowle
Associate Publisher, Science Steven Hall
David Spiegel Wally Zeisig
Joel Harris
Managing Editor, Development Senior Content Production Editor Sharon Harris
Susan Ball Deborah Lonergan Stephen Hutching
Sam Laterza
National Director of Research Copy Editor Dave Mazierski
and Teacher In-Service, Holly Dickinson Dave McKay
Nelson Education Ltd. Proofreaders Allan Moon
Jennette MacKenzie Margaret Holmes Nesbitt Graphics, Inc.
Linda Szostak Jan-John Rivera
General Manager, Marketing, Theresa Sakno
Math, Science, and Technology Production Coordinator Ann Sanderson
Paul Masson Sharon Latta Patterson Bart Vallecoccia
Product Manager Design Director Compositor
Lorraine Lue Ken Phipps Nesbitt Graphics, Inc.
Secondary Sales Specialist Interior Design Photo Shoot Coordinator
Rhonda Sharpe Bill Smith Studio Lynn McLeod
Program Manager Greg Devitt Design
Photo/Permissions Researcher
Julia Lee Feature Pages Design David Strand
Project Managers Jarrel Breckon
Courtney Hellam Printer
Christina D’Alimonte Transcontinental Printing, Ltd.
Sarah Tanzini Julie Pawlowicz, InContext

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   graphic, electronic, or mechanical,
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 Every effort has been made to
this work covered by the copyright trace ownership of all copyrighted
herein, except for any reproducible material and to secure permission
pages included in this work, may from copyright holders. In the
be reproduced, transcribed, or event of any question arising as
used in any form or by any means— to the use of any material, we will
be pleased to make the necessary
including photocopying, recording, corrections in future printings.
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
permissionrequest@cengage.com.
REVIEWERS
Accuracy Reviewers Safety Consultant Stephen Haberer
Andrew P. Dicks, Ph.D. Jim Agban Limestone DSB
Senior Lecturer, Department of Past Chair, Science Teachers’ Kingston Collegiate and Vocational
Chemistry, University of Toronto Association of Ontario (STAO) Institute, Faculty of Education,
Michelle French, B.Sc., M.Sc., Ph.D. Safety Committee Queen’s University
Lecturer, Department of Cell and STSE Consultant Shawna Hopkins
Systems Biology, University of Joanne Nazir Niagara DSB
Toronto Ontario Institute for Studies in Chris Howes
William Gough, Education (OISE), University of Durham DSB
Professor of Environmental Science, Toronto Janet Johns
University of Toronto Upper Canada DSB
Technology/ICT Consultant
Dr. Elizabeth L. Irving, O.D., Ph.D. Luciano Lista, BA. B.Ed., MA Michelle Kane
Canada Research Chair in Animal Academic Information Communication York Region DSB
Biology Technology Consultant
Associate Professor, School of Dennis Karasek
Online Learning Principal, Toronto Thames Valley DSB
Optometry, University of Waterloo Catholic DSB
Meredith White-McMahon, Ph.D. Roche Kelly
Advisory Panel and Teacher Durham DSB
St. James-Assiniboia School Division
Reviewers Mark Kinoshita
Assessment Consultant Aaron Barry, M.B.A., B.Sc., B.Ed. Toronto DSB
Damian Cooper Sudbury Catholic DSB
Nelson Education Author Emma Kitchen
Christopher Bonner Near North DSB
Catholicity Reviewer Ottawa Catholic DSB
Stephanie Lobsinger-Rayson
Ted Laxton Charles J. Cohen Greater Essex DSB
Wellington Catholic DSB Community Hebrew Academy of
Alistair MacLeod
Toronto
Environmental Education Limestone DSB
Consultant Jeff Crowell
Doug McCallion
Allan Foster, Ed.D., Ph.D. Halton Catholic DSB
Halton Catholic DSB
Working Group on Environmental Tim Currie
Nadine Morrison
Education, Ontario Bruce Grey Catholic DSB
Hamilton-Wentworth DSB
Former Director of Education, Lucille Davies
Kortright Centre for Conservation Dermot O’Hara
Limestone DSB
Toronto Catholic DSB
ESL/Culture Consultant Greg Dick
Mike Pigeon
Vicki Lucier, B.A., B.Ed., Adv. Ed. Waterloo Region DSB
Toronto DSB
ESL/Culture Consultant, Simcoe Matthew Di Fiore
County DSB William J.F. Prest
Dufferin-Peel Catholic DSB
Rainbow DSB
Literacy Consultants Ed Donato
Mike Sipos, B.Ph.Ed., B.Ed.
Jill Foster Simcoe Muskoka Catholic DSB
Sudbury Catholic DSB
English/Literacy Facilitator, Dave Doucette
Durham DSB Charles Stewart
York Region DSB
Peel DSB
Jennette MacKenzie Chantal D’Silva
National Director of Research Richard Towler
Toronto Catholic DSB
and Teacher In-Service, Peel DSB
Nelson Education Ltd. Naomi Epstein
Carl Twiddy
Community Hebrew Academy of
Michael Stubitsch Formerly of York Region DSB
Toronto
Education Consultant Ron Ricci
Xavier Fazio
Numeracy Consultant Greater Essex DSB
Faculty of Education, Brock University
Justin DeWeerdt Charles Stewart
Daniel Gajewski
Curriculum Consultant, Trillium Peel DSB
Ottawa Catholic DSB
Lakelands DSB Jim Young
Limestone DSB

NEL Reviewers   iii

Contents
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
Try This: Analyze Data. . . . . . . . . . . . . . . . . . . 13
Try This: Getting Your Message Across. . . . . 15
1.2 Scientific Literacy for Living and
Working in Canada. . . . . . . . . . . . . . . . . . . . . . 16
Key Concepts Summary . . . . . . . . . . . . . . . . . . . . . . . . 19
Unit B: Tissues, Organs, and
Systems of Living Things . . . . . . 20
Focus on STSE: Medical Technology . . . . . . . . . . 21
Unit B Looking Ahead . . . . . . . . . . . . . . . . . . . . 22
Unit Task Preview: Family Health Supporter . . . 22
What Do You Already Know?. . . . . . . . . . . . . . . . . . 23
iv   Contents
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 Plant and Animal Cells. . . . . . . . . . . . . . . . . . . 29
Tech Connect: Seeing Inside. . . . . . . . . . . . . . . . . . . . . . 33
2.2 Perform an Activity:
Observing Plant and Animal Cells. . . . . . . . . 34
2.3 The Importance of Cell Division. . . . . . . . . . . 36
2.4 Conduct an Investigation:
What Limits Cell Size? . . . . . . . . . . . . . . . . . . . 38
2.5 The Cell Cycle. . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Try This: Identify the Phases
of Mitosis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Awesome Science: Aging: It Is in Our Cells. . . . . . . . . . 45
2.6 Perform an Activity:
Observing Cell Division. . . . . . . . . . . . . . . . . . 46
2.7 Cell Division Going Wrong: Cancer. . . . . . . . 48
Research This: Cancer Screening and
Prevention. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Citizen Action: Cancer Education
and Research. . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
2.8 Perform an Activity:
Comparing the Rate of Cell Division in
Cancerous and Normal Cells. . . . . . . . . . . . . . 56
2.9 Specialized Cells. . . . . . . . . . . . . . . . . . . . . . . . . 58
2.10 PERFORM 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
NEL
Chapter 3 What Do You Think Now? . . . . . . . . . . . . . . . . . . . . . . 115
Chapter 3 Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
Animal Systems. . . . . . . . . . . . . . . . . . . . . . . 68
Chapter 3 Self-Quiz. . . . . . . . . . . . . . . . . . . . . . . . . . . 118
Key Concepts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
Engage in Science: Trachea Transplant . . . . . . . . . . . . . 70
Chapter 4
What Do You Think? . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
Focus on Writing: Writing to Describe Plant Systems . . . . . . . . . . . . . . . . . . . . . . . 120
and Explain Observations. . . . . . . . . . . . . . . . . . . . . . . . . 72 Key Concepts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121
3.1 The Hierarchy of Structure in Animals . . . . . 73 Engage in Science: Plant Tissues:
3.2 Stem Cells and Cellular Differentiation. . . . . 77 Something to Chew On. . . . . . . . . . . . . . . . . . . . . . . . . . 122
Research This: Stem Cell Research What Do You Think? . . . . . . . . . . . . . . . . . . . . . . . . . . 123
in Canada . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78 Focus on Reading: Asking Questions. . . . . . . . . . . . . . 124
3.3 The Digestive System. . . . . . . . . . . . . . . . . . . . . 80 4.1 Systems in Plants. . . . . . . . . . . . . . . . . . . . . . . 125
3.4 The Circulatory System. . . . . . . . . . . . . . . . . . . 83 4.2 Plant Tissue Systems. . . . . . . . . . . . . . . . . . . . 129
Try This: Examining Blood Vessels . . . . . . . . 85 Research This: When Plants
Get Sick. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133
Research This: Problems in the
4.3 Explore an Issue Critically:
Circulatory System. . . . . . . . . . . . . . . . . . . . . . . 87
Transgenic Plant Products. . . . . . . . . . . . . . . 134
3.5 Perform an Activity:
Studying the Organ Systems of a Frog. . . . . . 88 4.4 Tissues Working Together . . . . . . . . . . . . . . . 136
Try This: Your Own Guard Cells . . . . . . . . . 138
Science Works: West Nile Virus . . . . . . . . . . . . . . . . . . . 90
4.5 Perform an Activity:
3.6 The Respiratory System. . . . . . . . . . . . . . . . . . . 91
Plant Cells and Tissues. . . . . . . . . . . . . . . . . . 140
Research This: Canadians in Science. . . . . . . 95
Science Works: For the Love of Plants:
3.7 Organ Transplantation . . . . . . . . . . . . . . . . . . . 96
The Royal Botanical Gardens. . . . . . . . . . . . . . . . . . . . . 142
Research This: The Ethics of
4.6 Plant Growth . . . . . . . . . . . . . . . . . . . . . . . . . . 143
Xenotransplantation . . . . . . . . . . . . . . . . . . . . . 98
3.8 The Musculoskeletal System. . . . . . . . . . . . . . . 99 Key Concepts Summary . . . . . . . . . . . . . . . . . . . . . . . 148
What Do You Think Now? . . . . . . . . . . . . . . . . . . . . . . 149
3.9 Perform an Activity:
Investigating Structure and Function Chapter 4 Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150
of Tissues in a Chicken Wing. . . . . . . . . . . . . 102 Chapter 4 Self-Quiz. . . . . . . . . . . . . . . . . . . . . . . . . . . 152
3.10 The Nervous System . . . . . . . . . . . . . . . . . . . . 104
Unit B Looking Back . . . . . . . . . . . . . . . . . . . . . 154
Try This: Mapping Sensory Receptors. . . . . 105
Key Concepts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154
Research This: DNA Screening. . . . . . . . . . . 107
Make a Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . 155
3.11 The Urinary System. . . . . . . . . . . . . . . . . . . . . 108
Career Links. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155
Research This: Sports Drinks . . . . . . . . . . . . 109
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
Unit B Self-Quiz. . . . . . . . . . . . . . . . . . . . . . . . . . . 164
of an Unborn Baby. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
3.13 Explore an Issue Critically:
To Immunize or Not to Immunize? . . . . . . . 113
Key Concepts Summary . . . . . . . . . . . . . . . . . . . . . . . 114
NEL Contents   v
Contents
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
Try This: Analyze Data. . . . . . . . . . . . . . . . . . . 13
Try This: Getting Your Message Across. . . . . 15
1.2 Scientific Literacy for Living and
Working in Canada. . . . . . . . . . . . . . . . . . . . . . 16
Key Concepts Summary . . . . . . . . . . . . . . . . . . . . . . . . 19
Unit B: Tissues, Organs, and
Systems of Living Things . . . . . . 20
Focus on STSE: Medical Technology . . . . . . . . . . 21
Unit B Looking Ahead . . . . . . . . . . . . . . . . . . . . 22
Unit Task Preview: Family Health Supporter . . . 22
What Do You Already Know?. . . . . . . . . . . . . . . . . . 23
iv   Contents
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 Plant and Animal Cells. . . . . . . . . . . . . . . . . . . 29
Tech Connect: Seeing Inside. . . . . . . . . . . . . . . . . . . . . . 33
2.2 Perform an Activity:
Observing Plant and Animal Cells. . . . . . . . . 34
2.3 The Importance of Cell Division. . . . . . . . . . . 36
2.4 Conduct an Investigation:
What Limits Cell Size? . . . . . . . . . . . . . . . . . . . 38
2.5 The Cell Cycle. . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Try This: Identify the Phases
of Mitosis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Awesome Science: Aging: It Is in Our Cells. . . . . . . . . . 45
2.6 Perform an Activity:
Observing Cell Division. . . . . . . . . . . . . . . . . . 46
2.7 Cell Division Going Wrong: Cancer. . . . . . . . 48
Research This: Cancer Screening and
Prevention. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Citizen Action: Cancer Education
and Research. . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
2.8 Perform an Activity:
Comparing the Rate of Cell Division in
Cancerous and Normal Cells. . . . . . . . . . . . . . 56
2.9 Specialized Cells. . . . . . . . . . . . . . . . . . . . . . . . . 58
2.10 PERFORM 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
NEL
Chapter 3 What Do You Think Now? . . . . . . . . . . . . . . . . . . . . . . 115
Chapter 3 Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
Animal Systems. . . . . . . . . . . . . . . . . . . . . . . 68
Chapter 3 Self-Quiz. . . . . . . . . . . . . . . . . . . . . . . . . . . 118
Key Concepts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
Engage in Science: Trachea Transplant . . . . . . . . . . . . . 70
Chapter 4
What Do You Think? . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
Focus on Writing: Writing to Describe Plant Systems . . . . . . . . . . . . . . . . . . . . . . . 120
and Explain Observations. . . . . . . . . . . . . . . . . . . . . . . . . 72 Key Concepts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121
3.1 The Hierarchy of Structure in Animals . . . . . 73 Engage in Science: Plant Tissues:
3.2 Stem Cells and Cellular Differentiation. . . . . 77 Something to Chew On. . . . . . . . . . . . . . . . . . . . . . . . . . 122
Research This: Stem Cell Research What Do You Think? . . . . . . . . . . . . . . . . . . . . . . . . . . 123
in Canada . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78 Focus on Reading: Asking Questions. . . . . . . . . . . . . . 124
3.3 The Digestive System. . . . . . . . . . . . . . . . . . . . . 80 4.1 Systems in Plants. . . . . . . . . . . . . . . . . . . . . . . 125
3.4 The Circulatory System. . . . . . . . . . . . . . . . . . . 83 4.2 Plant Tissue Systems. . . . . . . . . . . . . . . . . . . . 129
Try This: Examining Blood Vessels . . . . . . . . 85 Research This: When Plants
Get Sick. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133
Research This: Problems in the
4.3 Explore an Issue Critically:
Circulatory System. . . . . . . . . . . . . . . . . . . . . . . 87
Transgenic Plant Products. . . . . . . . . . . . . . . 134
3.5 Perform an Activity:
Studying the Organ Systems of a Frog. . . . . . 88 4.4 Tissues Working Together . . . . . . . . . . . . . . . 136
Try This: Your Own Guard Cells . . . . . . . . . 138
Science Works: West Nile Virus . . . . . . . . . . . . . . . . . . . 90
4.5 Perform an Activity:
3.6 The Respiratory System. . . . . . . . . . . . . . . . . . . 91
Plant Cells and Tissues. . . . . . . . . . . . . . . . . . 140
Research This: Canadians in Science. . . . . . . 95
Science Works: For the Love of Plants:
3.7 Organ Transplantation . . . . . . . . . . . . . . . . . . . 96
The Royal Botanical Gardens. . . . . . . . . . . . . . . . . . . . . 142
Research This: The Ethics of
4.6 Plant Growth . . . . . . . . . . . . . . . . . . . . . . . . . . 143
Xenotransplantation . . . . . . . . . . . . . . . . . . . . . 98
3.8 The Musculoskeletal System. . . . . . . . . . . . . . . 99 Key Concepts Summary . . . . . . . . . . . . . . . . . . . . . . . 148
What Do You Think Now? . . . . . . . . . . . . . . . . . . . . . . 149
3.9 Perform an Activity:
Investigating Structure and Function Chapter 4 Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150
of Tissues in a Chicken Wing. . . . . . . . . . . . . 102 Chapter 4 Self-Quiz. . . . . . . . . . . . . . . . . . . . . . . . . . . 152
3.10 The Nervous System . . . . . . . . . . . . . . . . . . . . 104
Unit B Looking Back . . . . . . . . . . . . . . . . . . . . . 154
Try This: Mapping Sensory Receptors. . . . . 105
Key Concepts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154
Research This: DNA Screening. . . . . . . . . . . 107
Make a Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . 155
3.11 The Urinary System. . . . . . . . . . . . . . . . . . . . . 108
Career Links. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155
Research This: Sports Drinks . . . . . . . . . . . . 109
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
Unit B Self-Quiz. . . . . . . . . . . . . . . . . . . . . . . . . . . 164
of an Unborn Baby. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
3.13 Explore an Issue Critically:
To Immunize or Not to Immunize? . . . . . . . 113
Key Concepts Summary . . . . . . . . . . . . . . . . . . . . . . . 114
NEL Contents   v
Unit C: Chemical Reactions. . . . 166
Focus on STSE: Aspirin and Heroin. . . . . . . . . . 167
Unit C Looking Ahead . . . . . . . . . . . . . . . . . . . . 168
Unit Task Preview: Acid Shock . . . . . . . . . . . . . . 168
What Do You Already Know? . . . . . . . . . . . . . . . . . 169
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
5.2 Perform an Activity:
Identifying Physical and Chemical
Changes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180
5.3 Hazardous Products and Workplace
Safety. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182
Research This: Which Bleach Is Best? . . . . . 183
vi   Contents
5.4 Patterns and the Periodic Table . . . . . . . . . . 184
5.5 Atoms and Ions . . . . . . . . . . . . . . . . . . . . . . . . 188
Try This: Halt the Salt . . . . . . . . . . . . . . . . . . 191
5.6 Ionic Compounds . . . . . . . . . . . . . . . . . . . . . . 192
Try This: Testing for Electrolytes . . . . . . . . . 194
5.7 Names and Formulas of Ionic
Compounds . . . . . . . . . . . . . . . . . . . . . . . . . . . 196
Try This: Two Shades of Iron . . . . . . . . . . . . 199
5.8 Explore an Issue Critically:
Chlorine Conclusions. . . . . . . . . . . . . . . . . . . 201
5.9 Polyatomic Ions . . . . . . . . . . . . . . . . . . . . . . . . 202
5.10 Molecules and Covalent Bonding. . . . . . . . . 206
Try This: Molecular Models. . . . . . . . . . . . . . 208
Research This: Slicks from Ships . . . . . . . . . 211
5.11 Conduct an Investigation:
Properties of Ionic and Molecular
Compounds . . . . . . . . . . . . . . . . . . . . . . . . . . . 213
Key Concepts Summary . . . . . . . . . . . . . . . . . . . . . . . 214
What Do You Think Now? . . . . . . . . . . . . . . . . . . . . . . 215
Chapter 5 Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 216
Chapter 5 Self-Quiz. . . . . . . . . . . . . . . . . . . . . . . . . . . 218
NEL
Chapter 6
Chemicals and Their Reactions. . . . . . . . . 220
Key Concepts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 221
Engage in Science: The Mint–Cola Fountain . . . . . . . . 222
What Do You Think? . . . . . . . . . . . . . . . . . . . . . . . . . . 223
Focus on Reading: Making Inferences . . . . . . . . . . . . . 224
6.1 Describing Chemical Reactions. . . . . . . . . . . 225
6.2 Conduct an Investigation:
Is Mass Gained or Lost During a
Chemical Reaction? . . . . . . . . . . . . . . . . . . . . 228
6.3 Conserving Mass in Chemical
Reactions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 230
Try This: Modelling Balanced Chemical
Equations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 232
6.4 Information in Chemical Equations. . . . . . . 233
Research This: Gas Furnace Technician . . . 236
6.5 Types of Chemical Reactions:
Synthesis and Decomposition . . . . . . . . . . . . 237
Research This: Proposal to Ban
Fertilizers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 239
6.6 Types of Chemical Reactions: Single
and Double Displacement . . . . . . . . . . . . . . . 240
Research This: When Gold Loses Its
Glitter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 241
6.7 Perform an Activity:
Synthesis and Decomposition Reactions. . . 244
6.8 Perform an Activity:
Displacement Reactions. . . . . . . . . . . . . . . . . 246
6.9 Types of Chemical Reactions:
Combustion . . . . . . . . . . . . . . . . . . . . . . . . . . . 248
Citizen Action: Carbon Monoxide
Detectors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 249
Research This: Firefighting with an
MSDS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 251
6.10 Corrosion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 252
Awesome Science: Poisonous Jewellery . . . . . . . . . . . 255
Key Concepts Summary . . . . . . . . . . . . . . . . . . . . . . . 256
What Do You Think Now? . . . . . . . . . . . . . . . . . . . . . . 257
Chapter 6 Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 258
Chapter 6 Self-Quiz. . . . . . . . . . . . . . . . . . . . . . . . . . . 260
NEL
Chapter 7
Acids and Bases. . . . . . . . . . . . . . . . . . . . . 262
Key Concepts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 263
Engage in Science: The Greening of Sudbury. . . . . . . . 264
What Do You Think? . . . . . . . . . . . . . . . . . . . . . . . . . . 265
Focus on Writing: Writing a Science Report . . . . . . . . . 266
7.1 Perform an Activity:
Classifying Acids and Bases . . . . . . . . . . . . . 267
7.2 Properties, Names, and Formulas. . . . . . . . . 268
7.3 The pH Scale. . . . . . . . . . . . . . . . . . . . . . . . . . . 272
Try This: Visualize the pH Scale. . . . . . . . . . 273
7.4 Perform an Activity:
The pH of Household Substances. . . . . . . . . 276
7.5 Neutralization Reactions. . . . . . . . . . . . . . . . . 278
Try This: Neutralize It . . . . . . . . . . . . . . . . . . 280
7.6 Perform 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
Unit C Looking Back . . . . . . . . . . . . . . . . . . . . . 298
Key Concepts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 298
Make a Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . 299
Career Links. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 299
Unit C Task: Acid Shock:
A Silent Killer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 300
Unit C Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 302
Unit C Self-Quiz. . . . . . . . . . . . . . . . . . . . . . . . . . . 308
Contents   vii
Unit C: Chemical Reactions. . . . 166
Focus on STSE: Aspirin and Heroin. . . . . . . . . . 167
Unit C Looking Ahead . . . . . . . . . . . . . . . . . . . . 168
Unit Task Preview: Acid Shock . . . . . . . . . . . . . . 168
What Do You Already Know? . . . . . . . . . . . . . . . . . 169
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
5.2 Perform an Activity:
Identifying Physical and Chemical
Changes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180
5.3 Hazardous Products and Workplace
Safety. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182
Research This: Which Bleach Is Best? . . . . . 183
vi   Contents
5.4 Patterns and the Periodic Table . . . . . . . . . . 184
5.5 Atoms and Ions . . . . . . . . . . . . . . . . . . . . . . . . 188
Try This: Halt the Salt . . . . . . . . . . . . . . . . . . 191
5.6 Ionic Compounds . . . . . . . . . . . . . . . . . . . . . . 192
Try This: Testing for Electrolytes . . . . . . . . . 194
5.7 Names and Formulas of Ionic
Compounds . . . . . . . . . . . . . . . . . . . . . . . . . . . 196
Try This: Two Shades of Iron . . . . . . . . . . . . 199
5.8 Explore an Issue Critically:
Chlorine Conclusions. . . . . . . . . . . . . . . . . . . 201
5.9 Polyatomic Ions . . . . . . . . . . . . . . . . . . . . . . . . 202
5.10 Molecules and Covalent Bonding. . . . . . . . . 206
Try This: Molecular Models. . . . . . . . . . . . . . 208
Research This: Slicks from Ships . . . . . . . . . 211
5.11 Conduct an Investigation:
Properties of Ionic and Molecular
Compounds . . . . . . . . . . . . . . . . . . . . . . . . . . . 213
Key Concepts Summary . . . . . . . . . . . . . . . . . . . . . . . 214
What Do You Think Now? . . . . . . . . . . . . . . . . . . . . . . 215
Chapter 5 Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 216
Chapter 5 Self-Quiz. . . . . . . . . . . . . . . . . . . . . . . . . . . 218
NEL
Chapter 6
Chemicals and Their Reactions. . . . . . . . . 220
Key Concepts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 221
Engage in Science: The Mint–Cola Fountain . . . . . . . . 222
What Do You Think? . . . . . . . . . . . . . . . . . . . . . . . . . . 223
Focus on Reading: Making Inferences . . . . . . . . . . . . . 224
6.1 Describing Chemical Reactions. . . . . . . . . . . 225
6.2 Conduct an Investigation:
Is Mass Gained or Lost During a
Chemical Reaction? . . . . . . . . . . . . . . . . . . . . 228
6.3 Conserving Mass in Chemical
Reactions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 230
Try This: Modelling Balanced Chemical
Equations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 232
6.4 Information in Chemical Equations. . . . . . . 233
Research This: Gas Furnace Technician . . . 236
6.5 Types of Chemical Reactions:
Synthesis and Decomposition . . . . . . . . . . . . 237
Research This: Proposal to Ban
Fertilizers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 239
6.6 Types of Chemical Reactions: Single
and Double Displacement . . . . . . . . . . . . . . . 240
Research This: When Gold Loses Its
Glitter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 241
6.7 Perform an Activity:
Synthesis and Decomposition Reactions. . . 244
6.8 Perform an Activity:
Displacement Reactions. . . . . . . . . . . . . . . . . 246
6.9 Types of Chemical Reactions:
Combustion . . . . . . . . . . . . . . . . . . . . . . . . . . . 248
Citizen Action: Carbon Monoxide
Detectors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 249
Research This: Firefighting with an
MSDS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 251
6.10 Corrosion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 252
Awesome Science: Poisonous Jewellery . . . . . . . . . . . 255
Key Concepts Summary . . . . . . . . . . . . . . . . . . . . . . . 256
What Do You Think Now? . . . . . . . . . . . . . . . . . . . . . . 257
Chapter 6 Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 258
Chapter 6 Self-Quiz. . . . . . . . . . . . . . . . . . . . . . . . . . . 260
NEL
Chapter 7
Acids and Bases. . . . . . . . . . . . . . . . . . . . . 262
Key Concepts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 263
Engage in Science: The Greening of Sudbury. . . . . . . . 264
What Do You Think? . . . . . . . . . . . . . . . . . . . . . . . . . . 265
Focus on Writing: Writing a Science Report . . . . . . . . . 266
7.1 Perform an Activity:
Classifying Acids and Bases . . . . . . . . . . . . . 267
7.2 Properties, Names, and Formulas. . . . . . . . . 268
7.3 The pH Scale. . . . . . . . . . . . . . . . . . . . . . . . . . . 272
Try This: Visualize the pH Scale. . . . . . . . . . 273
7.4 Perform an Activity:
The pH of Household Substances. . . . . . . . . 276
7.5 Neutralization Reactions. . . . . . . . . . . . . . . . . 278
Try This: Neutralize It . . . . . . . . . . . . . . . . . . 280
7.6 Perform 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
Unit C Looking Back . . . . . . . . . . . . . . . . . . . . . 298
Key Concepts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 298
Make a Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . 299
Career Links. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 299
Unit C Task: Acid Shock:
A Silent Killer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 300
Unit C Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 302
Unit C Self-Quiz. . . . . . . . . . . . . . . . . . . . . . . . . . . 308
Contents   vii
Unit D: Climate Change . . . . . . . 310 8.6 The Greenhouse Effect . . . . . . . . . . . . . . . . . . 338 Chapter 9 10.2 Global Impacts of Climate Change . . . . . . . 412

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
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
Try This: Testing A Model of
The Earth−Sun Energy System . . . . . . . . . . . 327
8.4 Components of Earth’s Climate System. . . . 330
Research This: Smog Days . . . . . . . . . . . . . . 332
8.5 Perform an Activity:
Comparing Canadian Climates. . . . . . . . . . . 336
viii   Contents
Try This: How Tiny Concentrations
Can Make a Difference. . . . . . . . . . . . . . . . . . 341
8.7 Perform an Activity:
Modelling the Greenhouse Effect . . . . . . . . . 343
8.8 Energy Transfer within the Climate
System: Air and Ocean Circulation. . . . . . . . 344
Try This: Examine Air and
Water Currents. . . . . . . . . . . . . . . . . . . . . . . . . 344
8.9 Long-Term and Short-Term Changes
in Climate. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 348
Research This: El Niño. . . . . . . . . . . . . . . . . . 352
Try This: Exploring the Sun’s Energy
Output. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 353
Science Works: Lake Agassiz: Studying
Past Climate. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 354
8.10 Feedback Loops and Climate. . . . . . . . . . . . . 355
Try This: Testing the Albedo Effect . . . . . . . 356
8.11 Studying Clues to Past Climates . . . . . . . . . . 358
Try This: Ancient Climates in Arctic
Lands. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 361
Key Concepts Summary . . . . . . . . . . . . . . . . . . . . . . . 362
What Do You Think Now? . . . . . . . . . . . . . . . . . . . . . . 363
Chapter 8 Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 364
Chapter 8 Self-Quiz. . . . . . . . . . . . . . . . . . . . . . . . . . . 366
NEL
Earth’s Climate: Out of Balance . . . . . . . . 368
Key Concepts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 369
Engage in Science: Changing Our Lives. . . . . . . . . . . . 370
What Do You Think? . . . . . . . . . . . . . . . . . . . . . . . . . . 371
Focus on Reading: Summarizing . . . . . . . . . . . . . . . . . 372
9.1 Evidence of a Changing Climate . . . . . . . . . 373
Try This: Calculate Sea Level Rise . . . . . . . . 375
Research This: Is Climate Change
Always Bad? . . . . . . . . . . . . . . . . . . . . . . . . . . . 378
Tech Connect: Using Satellites to Monitor Earth. . . . . . 379
9.2 Perform an Activity:
Analyzing Sea Ice Extent for Evidence
of Climate Change. . . . . . . . . . . . . . . . . . . . . . 380
9.3 Perform an Activity:
Thermal Expansion and Sea Level. . . . . . . . . 382
9.4 Greenhouse Gases: Changing the
Climate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 384
Try This: Comparing Carbon
Dioxide Concentrations with
Global Temperature. . . . . . . . . . . . . . . . . . . . . 387
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
Chapter 9 Self-Quiz. . . . . . . . . . . . . . . . . . . . . . . . . . . 400
Chapter 10
Assessing and Responding to Climate
Change. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 402
Key Concepts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 403
Engage in Science: Green Technologies . . . . . . . . . . . 404
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
NEL
Research This: Controversy about
Climate Change. . . . . . . . . . . . . . . . . . . . . . . . 414
Research This: Competition for the
Arctic. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 416
Citizen Action: How Can We Protect
the Arctic? . . . . . . . . . . . . . . . . . . . . . . . . . . . . 417
Awesome Science: Geoengineering to
Combat Climate Change? . . . . . . . . . . . . . . . . . . . . . . 418
10.3 Impacts of Climate Change on
Ontario . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 419
10.4 Taking Action to Limit Climate
Change. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 423
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
Key Concepts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 442
Make a Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . 443
Career Links. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 443
Unit D Task: Global Climate Change. . . . . . 444
Unit D Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 446
Unit D Self-Quiz. . . . . . . . . . . . . . . . . . . . . . . . . . . 452
Contents   ix
Unit D: Climate Change . . . . . . . 310 8.6 The Greenhouse Effect . . . . . . . . . . . . . . . . . . 338 Chapter 9 10.2 Global Impacts of Climate Change . . . . . . . 412

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
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
Try This: Testing A Model of
The Earth−Sun Energy System . . . . . . . . . . . 327
8.4 Components of Earth’s Climate System. . . . 330
Research This: Smog Days . . . . . . . . . . . . . . 332
8.5 Perform an Activity:
Comparing Canadian Climates. . . . . . . . . . . 336
viii   Contents
Try This: How Tiny Concentrations
Can Make a Difference. . . . . . . . . . . . . . . . . . 341
8.7 Perform an Activity:
Modelling the Greenhouse Effect . . . . . . . . . 343
8.8 Energy Transfer within the Climate
System: Air and Ocean Circulation. . . . . . . . 344
Try This: Examine Air and
Water Currents. . . . . . . . . . . . . . . . . . . . . . . . . 344
8.9 Long-Term and Short-Term Changes
in Climate. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 348
Research This: El Niño. . . . . . . . . . . . . . . . . . 352
Try This: Exploring the Sun’s Energy
Output. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 353
Science Works: Lake Agassiz: Studying
Past Climate. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 354
8.10 Feedback Loops and Climate. . . . . . . . . . . . . 355
Try This: Testing the Albedo Effect . . . . . . . 356
8.11 Studying Clues to Past Climates . . . . . . . . . . 358
Try This: Ancient Climates in Arctic
Lands. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 361
Key Concepts Summary . . . . . . . . . . . . . . . . . . . . . . . 362
What Do You Think Now? . . . . . . . . . . . . . . . . . . . . . . 363
Chapter 8 Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 364
Chapter 8 Self-Quiz. . . . . . . . . . . . . . . . . . . . . . . . . . . 366
NEL
Earth’s Climate: Out of Balance . . . . . . . . 368
Key Concepts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 369
Engage in Science: Changing Our Lives. . . . . . . . . . . . 370
What Do You Think? . . . . . . . . . . . . . . . . . . . . . . . . . . 371
Focus on Reading: Summarizing . . . . . . . . . . . . . . . . . 372
9.1 Evidence of a Changing Climate . . . . . . . . . 373
Try This: Calculate Sea Level Rise . . . . . . . . 375
Research This: Is Climate Change
Always Bad? . . . . . . . . . . . . . . . . . . . . . . . . . . . 378
Tech Connect: Using Satellites to Monitor Earth. . . . . . 379
9.2 Perform an Activity:
Analyzing Sea Ice Extent for Evidence
of Climate Change. . . . . . . . . . . . . . . . . . . . . . 380
9.3 Perform an Activity:
Thermal Expansion and Sea Level. . . . . . . . . 382
9.4 Greenhouse Gases: Changing the
Climate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 384
Try This: Comparing Carbon
Dioxide Concentrations with
Global Temperature. . . . . . . . . . . . . . . . . . . . . 387
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
Chapter 9 Self-Quiz. . . . . . . . . . . . . . . . . . . . . . . . . . . 400
Chapter 10
Assessing and Responding to Climate
Change. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 402
Key Concepts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 403
Engage in Science: Green Technologies . . . . . . . . . . . 404
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
NEL
Research This: Controversy about
Climate Change. . . . . . . . . . . . . . . . . . . . . . . . 414
Research This: Competition for the
Arctic. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 416
Citizen Action: How Can We Protect
the Arctic? . . . . . . . . . . . . . . . . . . . . . . . . . . . . 417
Awesome Science: Geoengineering to
Combat Climate Change? . . . . . . . . . . . . . . . . . . . . . . 418
10.3 Impacts of Climate Change on
Ontario . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 419
10.4 Taking Action to Limit Climate
Change. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 423
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
Key Concepts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 442
Make a Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . 443
Career Links. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 443
Unit D Task: Global Climate Change. . . . . . 444
Unit D Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 446
Unit D Self-Quiz. . . . . . . . . . . . . . . . . . . . . . . . . . . 452
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
Citizen Action: Thinking for the Future. . . 473
Try This: Glowing with Light . . . . . . . . . . . . 474
Try This: Eating Candy for the Sake
of Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 475
11.3 The Laser—A Special Type of Light. . . . . . . 477
Research This: Lasers for Different Uses. . . 478
11.4 The Ray Model of Light . . . . . . . . . . . . . . . . . 479
Try This: Seeing the Light . . . . . . . . . . . . . . . 480
11.5 Perform 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
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
What Do You Think Now? . . . . . . . . . . . . . . . . . . . . . . 581
Try This: Examine Light in a Window. . . . . 518 Chapter 13
Chapter 13 Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . 582
12.2 Perform an Activity: Lenses and Optical Devices. . . . . . . . . . . . 546
Chapter 13 Self-Quiz. . . . . . . . . . . . . . . . . . . . . . . . . . 584
The Path of Light—From Air into Key Concepts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 547
Acrylic. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 520 Engage in Science: Checking the Facts in Fiction . . . . 548 Unit E Looking Back . . . . . . . . . . . . . . . . . . . . . 586
12.3 Perform an Activity:
What Do You Think? . . . . . . . . . . . . . . . . . . . . . . . . . . 549 Key Concepts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 586
The Refraction of Light through
Focus on Writing: Writing a Critical Analysis. . . . . . . . . 550 Make a Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . 587
Different Media . . . . . . . . . . . . . . . . . . . . . . . . 522
13.1 Lenses and the Formation of Images . . . . . . 551 Career Links. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 587
12.4 The Index of Refraction . . . . . . . . . . . . . . . . . 524
13.2 Perform an Activity: Unit E Task: Building an Optical
12.5 Total Internal Reflection. . . . . . . . . . . . . . . . . 526
Locating Images in Lenses. . . . . . . . . . . . . . . 554 Device . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 588
12.6 Perform an Activity:
13.3 Images in Lenses . . . . . . . . . . . . . . . . . . . . . . . 556
Measuring the Critical Angle for Unit E Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 590
Various Media . . . . . . . . . . . . . . . . . . . . . . . . . 532 Try This: Investigate the Rectangular
Prism. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 556 Unit E Self-Quiz. . . . . . . . . . . . . . . . . . . . . . . . . . . 596
Science Works: Hiding in Plain Sight—
The Invisibility Cloak. . . . . . . . . . . . . . . . . . . . . . . . . . . . 534 13.4 The Lens Equations. . . . . . . . . . . . . . . . . . . . . 562
12.7 Phenomena Related to Refraction. . . . . . . . . 535 13.5 Lens Applications. . . . . . . . . . . . . . . . . . . . . . . 567
Appendix A: Skills Handbook . . . . . . . . . 598
Research This: Other Atmospheric Awesome Science: The Einstein Ring . . . . . . . . . . . . . 571
Optical Phenomena. . . . . . . . . . . . . . . . . . . . . 539 13.6 The Human Eye. . . . . . . . . . . . . . . . . . . . . . . . 572 Appendix B: What Is Science?
Key Concepts Summary . . . . . . . . . . . . . . . . . . . . . . . 540 Try This: Discover Your Blind Spot . . . . . . . 573 Answers
What Do You Think Now? . . . . . . . . . . . . . . . . . . . . . . 541 Research This: Other Vision Problems. . . . 577
Glossary
Chapter 12 Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . 542 13.7 Explore an Issue Critically:
Chapter 12 Self-Quiz. . . . . . . . . . . . . . . . . . . . . . . . . . 544 Laser Eye Surgery. . . . . . . . . . . . . . . . . . . . . . . 578 Index
Key Concepts Summary . . . . . . . . . . . . . . . . . . . . . . . 580
Credits
NEL NEL 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
Citizen Action: Thinking for the Future. . . 473
Try This: Glowing with Light . . . . . . . . . . . . 474
Try This: Eating Candy for the Sake
of Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 475
11.3 The Laser—A Special Type of Light. . . . . . . 477
Research This: Lasers for Different Uses. . . 478
11.4 The Ray Model of Light . . . . . . . . . . . . . . . . . 479
Try This: Seeing the Light . . . . . . . . . . . . . . . 480
11.5 Perform 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
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
What Do You Think Now? . . . . . . . . . . . . . . . . . . . . . . 581
Try This: Examine Light in a Window. . . . . 518 Chapter 13
Chapter 13 Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . 582
12.2 Perform an Activity: Lenses and Optical Devices. . . . . . . . . . . . 546
Chapter 13 Self-Quiz. . . . . . . . . . . . . . . . . . . . . . . . . . 584
The Path of Light—From Air into Key Concepts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 547
Acrylic. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 520 Engage in Science: Checking the Facts in Fiction . . . . 548 Unit E Looking Back . . . . . . . . . . . . . . . . . . . . . 586
12.3 Perform an Activity:
What Do You Think? . . . . . . . . . . . . . . . . . . . . . . . . . . 549 Key Concepts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 586
The Refraction of Light through
Focus on Writing: Writing a Critical Analysis. . . . . . . . . 550 Make a Summary. . . . . . . . . . . . . . . . . . . . . . . . . . . 587
Different Media . . . . . . . . . . . . . . . . . . . . . . . . 522
13.1 Lenses and the Formation of Images . . . . . . 551 Career Links. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 587
12.4 The Index of Refraction . . . . . . . . . . . . . . . . . 524
13.2 Perform an Activity: Unit E Task: Building an Optical
12.5 Total Internal Reflection. . . . . . . . . . . . . . . . . 526
Locating Images in Lenses. . . . . . . . . . . . . . . 554 Device . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 588
12.6 Perform an Activity:
13.3 Images in Lenses . . . . . . . . . . . . . . . . . . . . . . . 556
Measuring the Critical Angle for Unit E Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 590
Various Media . . . . . . . . . . . . . . . . . . . . . . . . . 532 Try This: Investigate the Rectangular
Prism. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 556 Unit E Self-Quiz. . . . . . . . . . . . . . . . . . . . . . . . . . . 596
Science Works: Hiding in Plain Sight—
The Invisibility Cloak. . . . . . . . . . . . . . . . . . . . . . . . . . . . 534 13.4 The Lens Equations. . . . . . . . . . . . . . . . . . . . . 562
12.7 Phenomena Related to Refraction. . . . . . . . . 535 13.5 Lens Applications. . . . . . . . . . . . . . . . . . . . . . . 567
Appendix A: Skills Handbook . . . . . . . . . 598
Research This: Other Atmospheric Awesome Science: The Einstein Ring . . . . . . . . . . . . . 571
Optical Phenomena. . . . . . . . . . . . . . . . . . . . . 539 13.6 The Human Eye. . . . . . . . . . . . . . . . . . . . . . . . 572 Appendix B: What Is Science?
Key Concepts Summary . . . . . . . . . . . . . . . . . . . . . . . 540 Try This: Discover Your Blind Spot . . . . . . . 573 Answers
What Do You Think Now? . . . . . . . . . . . . . . . . . . . . . . 541 Research This: Other Vision Problems. . . . 577
Glossary
Chapter 12 Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . 542 13.7 Explore an Issue Critically:
Chapter 12 Self-Quiz. . . . . . . . . . . . . . . . . . . . . . . . . . 544 Laser Eye Surgery. . . . . . . . . . . . . . . . . . . . . . . 578 Index
Key Concepts Summary . . . . . . . . . . . . . . . . . . . . . . . 580
Credits
NEL NEL Contents   xi
Discover Your Textbook
Chapter Opener
This textbook will be your guide to the exciting world of science. On the following Each Chapter has a number,
pages is a tour of important features that you will find inside. GET READY includes title, and a Key Question which
Key Concepts
all of the features of the introductory material that come before you begin each unit you should be able to answer
The Key Concepts
and chapter. GET INTO IT shows you all the features within each chapter. Finally, by the end of the chapter.
feature outlines the
WRAP IT UP shows you the features at the end of each chapter and unit. 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
Unit Opener
learning in the unit.
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.

Overall Expectations Engage in What Do You Think?

The Overall Expectations Science Using what you already know,
describe what you should be These articles form an opinion by agreeing or
able to do after completing connect the topics disagreeing with statements
the unit. you will learn in that connect to ideas that will
the chapter to be introduced in the chapter.
interesting real-world
Big Ideas
developments in
The Big Ideas summarize
science.
the concepts you need to
remember after you complete
the unit.

What Do You
Already Know?
This section gives you a list of concepts and
Concept Map skills you developed in previous grades that
The Concept Map is a description of the you will need to be successful as you work
topics, connected to picture clues, to help you through the unit. Use the questions to see what
predict what you will be learning in the unit. you already know before you start the unit.
Focus on Reading/
Unit Task Preview Focus on Writing
Find out about the Unit Task These reading and writing
that you will complete at the strategies help you learn
end of each unit. science concepts and develop
literacy skills in preparation for
the OSSLT.
Unit Task Bookmark
When you see the Unit Task
Bookmark, think about how the Reading/Writing Tip
section relates to the Unit Task. Reading Tips suggest reading
comprehension strategies
to help you understand the
Assessment Box science concepts presented in
The Assessment Box tells you the text. Writing Tips provide
how you will demonstrate what suggestions to help you
you have learned by the end of improve your writing skills.
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 Each Chapter has a number,
pages is a tour of important features that you will find inside. GET READY includes title, and a Key Question which
Key Concepts
all of the features of the introductory material that come before you begin each unit you should be able to answer
The Key Concepts
and chapter. GET INTO IT shows you all the features within each chapter. Finally, by the end of the chapter.
feature outlines the
WRAP IT UP shows you the features at the end of each chapter and unit. 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
Unit Opener
learning in the unit.
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.

Overall Expectations Engage in What Do You Think?

The Overall Expectations Science Using what you already know,
describe what you should be These articles form an opinion by agreeing or
able to do after completing connect the topics disagreeing with statements
the unit. you will learn in that connect to ideas that will
the chapter to be introduced in the chapter.
interesting real-world
Big Ideas
developments in
The Big Ideas summarize
science.
the concepts you need to
remember after you complete
the unit.

What Do You
Already Know?
This section gives you a list of concepts and
Concept Map skills you developed in previous grades that
The Concept Map is a description of the you will need to be successful as you work
topics, connected to picture clues, to help you through the unit. Use the questions to see what
predict what you will be learning in the unit. you already know before you start the unit.
Focus on Reading/
Unit Task Preview Focus on Writing
Find out about the Unit Task These reading and writing
that you will complete at the strategies help you learn
end of each unit. science concepts and develop
literacy skills in preparation for
the OSSLT.
Unit Task Bookmark
When you see the Unit Task
Bookmark, think about how the Reading/Writing Tip
section relates to the Unit Task. Reading Tips suggest reading
comprehension strategies
to help you understand the
Assessment Box science concepts presented in
The Assessment Box tells you the text. Writing Tips provide
how you will demonstrate what suggestions to help you
you have learned by the end of improve your writing skills.
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.
Sample Problems and
Communication Examples
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.
xiv   Discover Your Textbook
Learning Tip
Learning Tips are useful
strategies to help you learn new
ideas and make sense of what
you are reading.
Career Link
The Career icon lets you know
that you can visit the Nelson
Science website to learn about
science-related careers.
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.
NEL
Research This
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.
Did You Know?
Read interesting facts
about real-world
events that relate to
the topics you are
learning.
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.
NEL
Citizen Action
These activities encourage
you to be a good citizen and
a steward of the environment
by taking action in the world
around you.
Unit Task Bookmark
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
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.
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.
Sample Problems and
Communication Examples
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.
xiv   Discover Your Textbook
Learning Tip
Learning Tips are useful
strategies to help you learn new
ideas and make sense of what
you are reading.
Career Link
The Career icon lets you know
that you can visit the Nelson
Science website to learn about
science-related careers.
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.
NEL
Research This
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.
Did You Know?
Read interesting facts
about real-world
events that relate to
the topics you are
learning.
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.
NEL
Citizen Action
These activities encourage
you to be a good citizen and
a steward of the environment
by taking action in the world
around you.
Unit Task Bookmark
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
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.
Discover Your Textbook   xv
 Wrap It Up What Do You Think
Perform an Activity Now?
These are hands-on activities Think about what you learned
that allow you to observe the in the chapter and consider
science that you are learning. whether you have changed
Key Concepts
your opinion by agreeing
Summary or disagreeing with the
Skills Menu The Key Concepts statements.
The Skills Menu in each activity Summary feature
lists the skills that you will use outlines the main
to solve the problem or reach a ideas and skills you Vocabulary
conclusion. learned in the chapter. This feature lists all the key
terms you have learned and the
page number where the term
is defined.

Big Ideas
Skills Handbook Icon The checkmark indicates which
This icon directs you to Big Ideas were developed in the
the section of the Skills chapter.
Handbook that contains helpful
Explore an Issue information and tips. Chapter Review
Critically Complete these
These activities allow you questions to check
to examine social and your learning and
environmental issues related to apply your new
the unit and encourage you to knowledge from the
make a difference in your own chapter.
community by taking action.
Weblink
When you see this weblink Achievement
icon, you can visit the Nelson Chart Icons Online
Science website to learn more All questions are
Quiz Icon
about the topic, watch a video, tagged with icons
There is an online
do an online activity, or take that identify the types
study tool for each
a quiz. of knowledge and
chapter on the Nelson
skills you must use to
Science website.
answer the question.

Chapter Self-
Conduct an
Quiz
Investigation
The Chapter Self-Quiz
These experimental
is a helpful tool for
investigations are an
you to make sure you
opportunity for you to develop
understand all the
science process skills.
concepts you learned
in the chapter.

xvi   Discover Your Textbook NEL NEL Discover Your Textbook   xvii
 Wrap It Up What Do You Think
Perform an Activity Now?
These are hands-on activities Think about what you learned
that allow you to observe the in the chapter and consider
science that you are learning. whether you have changed
Key Concepts
your opinion by agreeing
Summary or disagreeing with the
Skills Menu The Key Concepts statements.
The Skills Menu in each activity Summary feature
lists the skills that you will use outlines the main
to solve the problem or reach a ideas and skills you Vocabulary
conclusion. learned in the chapter. This feature lists all the key
terms you have learned and the
page number where the term
is defined.

Big Ideas
Skills Handbook Icon The checkmark indicates which
This icon directs you to Big Ideas were developed in the
the section of the Skills chapter.
Handbook that contains helpful
Explore an Issue information and tips. Chapter Review
Critically Complete these
These activities allow you questions to check
to examine social and your learning and
environmental issues related to apply your new
the unit and encourage you to knowledge from the
make a difference in your own chapter.
community by taking action.
Weblink
When you see this weblink Achievement
icon, you can visit the Nelson Chart Icons Online
Science website to learn more All questions are
Quiz Icon
about the topic, watch a video, tagged with icons
There is an online
do an online activity, or take that identify the types
study tool for each
a quiz. of knowledge and
chapter on the Nelson
skills you must use to
Science website.
answer the question.

Chapter Self-
Conduct an
Quiz
Investigation
The Chapter Self-Quiz
These experimental
is a helpful tool for
investigations are an
you to make sure you
opportunity for you to develop
understand all the
science process skills.
concepts you learned
in the chapter.

xvi   Discover Your Textbook 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.
Unit Task
Demonstrate the skills and
knowledge you developed in
the unit by completing the
challenge described in the
Unit Task.
Skills Menu
The Skills Menu identifies the
skills you will use to complete
the Unit Task.
Unit Review
Complete the Unit
Review questions to
check your learning of
all the concepts and
skills in the unit.
xviii   Discover Your Textbook
Make a Summary
Unit Self-Quiz
Summarize what you
The Unit Self-Quiz is an
have learned in the unit
opportunity for you to make
by completing the Make a
sure that you understand all the
Summary activity.
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.
Glossary
This is a list of all
the key terms in
the textbook in
alphabetical order. Use
the Glossary to check
Assessment your understanding
Checklist of any key terms you
This checklist lists may need to review.
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
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.
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.
Unit Task
Demonstrate the skills and
knowledge you developed in
the unit by completing the
challenge described in the
Unit Task.
Skills Menu
The Skills Menu identifies the
skills you will use to complete
the Unit Task.
Unit Review
Complete the Unit
Review questions to
check your learning of
all the concepts and
skills in the unit.
xviii   Discover Your Textbook
Make a Summary
Unit Self-Quiz
Summarize what you
The Unit Self-Quiz is an
have learned in the unit
opportunity for you to make
by completing the Make a
sure that you understand all the
Summary activity.
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.
Glossary
This is a list of all
the key terms in
the textbook in
alphabetical order. Use
the Glossary to check
Assessment your understanding
Checklist of any key terms you
This checklist lists may need to review.
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
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.
NEL NEL Discover Your Textbook   xix
COMPONENTS ISBN
Student Text 978-0-17-635528-9
Student eBook 978-0-17-635529-6
Teacher’s Resource 978-0-17-635530-2
ExamView ® Test Bank 978-0-17-635533-3
Interactive Toolkit DVD 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 N
IO
Martin Gabber
Doug Hayhoe
Jeff Major IT on
ly.
D se
s
Digital sample material for Science Perspectives 10 is available online.
E r
o
p n: i at
io
n

For more information about the program visit: N n pu ntai swers ronunc
I O luatiwill c ted Anwith P
o o
www.nelson.com/scienceperspectives Adam-Carr hs
Gabber T eva n elec ary r ap n ”
ly.
)
Hayhoe A or itio • S loss e o
g o
to ati T/K On
3
I C IAL fed ed
c “
Hayhoe G uid Ph ubli nd ent 45
x & p a m
• G e t - o
Hayhoe L ER ish d Ar e O” ce 0 t
In al e pr FP Pla
Sanader B AT ubl es • Fin th n “ or 31
s
To order the final U T al p uizz
M • ( I n itio s F
ed ean
e
ag res.
Student Text, please use: P F n
- DRAhe fi Self- s s Q m p
ISBN 978-0-17-635528-9
on eatu
E is T pte iew izz
r e e
ng nit
f
R Th
i s a e v u a u
Ch all
Q
P Ch t R lf-
ISBN-13 : 978-0-17-611660-6
: ok
• Uni Se ix A bo
ISBN-10 : 0-17-611660-5
t d t e
• Uni end an B: ce? a iew
p H x e n l i m v
• Ap lls di ci
i : C pre
• Sk pen Is S D to
Ap hat n it
• W U
9 780176 116606
e e
www.nelson.com S