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Grade 10 Author Team
Christine Adam-Carr Email Senior Program Consultant
Maurice DiGiuseppe, Ph.D.
Ottawa Catholic School Board University of Ontario Institute
of echnology (UOI)
Martin Gabber
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Nelson Science Perspectives 10

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Contents

Discover Your Textbook  . . . . . . . . . . . . . . . . xii CHAPTER 2

Cells, Cell Division, and Cell

UNIT A: INTRODUCTION TO SCIENTIFIC Specialization. . . . . . . . . . . . . . . . . . . . . . . . 24
INVESTIGATION SKILLS AND CAREER Key Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

EXPLORATION . . . . . . . . . . . . . . . . . . . 2 Engage in Science: You Can  Make a Difference . . . . . . . 26

What Do You Think? . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Focus on STSE: Science and Your Life . . . . . . . . . . 3
Focus on Reading: Making Connections . . . . . . . . . . . . . 28
2.1 Plant and Animal Cells . . . . . . . . . . . . . . . . . . . 29
CHAPTER 1
Tech Connect: Seeing Inside . . . . . . . . . . . . . . . . . . . . . . 33
Living and Working with Science . . . . . . . . 4
2.2 PERFORM AN ACTIVITY:
Key Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Observing Plant and Animal Cells . . . . . . . . . 34
Engage in Science: A Breath of Fresh Air!  . . . . . . . . . . . . 6
2.3 e Importance of Cell Division . . . . . . . . . . . 36
Focus on Reading: How to Read Non-Fiction Text . . . . . . . 7
2.4 CONDUCT AN INVESTIGATION:
1.1 Skills of Scientific Investigation . . . . . . . . . . . . . 8 What Limits Cell Size? . . . . . . . . . . . . . . . . . . . 38
Try is: Identifying Variables and 2.5 e Cell Cycle. . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Making Predictions . . . . . . . . . . . . . . . . . . . . . . 11
Try is:  Identify the Phases
Try is: Analyzing Data . . . . . . . . . . . . . . . . . 13 of Mitosis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Try is: Getting Your Message Across . . . . . 15  Awesome Science: Aging: It Is in Our Cells  . . . . . . . . . . 45
1.2 Scientific Literacy for Living and 2.6 PERFORM AN ACTIVITY:
Working in Canada . . . . . . . . . . . . . . . . . . . . . . 16 Observing Cell Division . . . . . . . . . . . . . . . . . . 46
Key Concepts Summary  . . . . . . . . . . . . . . . . . . . . . . . . 19 2.7 Cell Division Going Wrong: Cancer . . . . . . . . 48
Research is: Cancer Screening and
UNIT B: TISSUES, ORGANS, AND Prevention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51

SYSTEMS OF LIVING THINGS . . . . . . 20 Citizen Action: Cancer Education

and Research. . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
Focus on STSE: Medical Technology . . . . . . . . . . 21
2.8 PERFORM AN ACTIVITY:
Unit B Looking Ahead . . . . . . . . . . . . . . . . . . . .22 Comparing Cancer Cells
Unit Task Preview: Family Health Supporter . . . 22 and Normal Cells . . . . . . . . . . . . . . . . . . . . . . . . 56
What Do You Already Know? . . . . . . . . . . . . . . . . . . 23 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

iv  Contents   NEL

CHAPTER 3
Key Concepts Summary  . . . . . . . . . . . . . . . . . . . . . . . 114
What Do You Think Now? . . . . . . . . . . . . . . . . . . . . . . 115
 Animal Systems . . . . . . . . . . . . . . . . . . . . . . 68
Chapter 3 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
Key Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
Chapter 3 Self-Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . 118
Engage in Science: Growing a New Trachea . . . . . . . . . . 70
What Do You Think? . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
CHAPTER 4
Focus on Writing: Writing to Describe
and Explain Observations . . . . . . . . . . . . . . . . . . . . . . . . . 72 Plant Systems . . . . . . . . . . . . . . . . . . . . . . 120
3.1 e Hierarchy of Structure in Animals . . . . . 73 Key Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121
3.2 Stem Cells and Cellular Differentiation . . . . . 77 Engage in Science: Plant Tissues:
Something to Chew On . . . . . . . . . . . . . . . . . . . . . . . . . . 122
Research is: Stem Cell Research
in Canada . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78 What Do You Think? . . . . . . . . . . . . . . . . . . . . . . . . . . 123
3.3 e Digestive System. . . . . . . . . . . . . . . . . . . . . 80 Focus on Reading: Asking Questions . . . . . . . . . . . . . . 124
3.4 e Circulatory System . . . . . . . . . . . . . . . . . . . 83 4.1 Systems in Plants . . . . . . . . . . . . . . . . . . . . . . . 125
Try is: Examining Blood Vessels . . . . . . . . 85 4.2 Plant Tissue Systems . . . . . . . . . . . . . . . . . . . . 129
Research is: Problems in the Research is: When Plants
Circulatory System. . . . . . . . . . . . . . . . . . . . . . . 87 Get Sick . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133
3.5 PERFORM AN ACTIVITY: 4.3 EXPLORE AN ISSUE CRITICALLY:
Studying the Organ Systems of a Frog . . . . . . 88 Transgenic Plant Products . . . . . . . . . . . . . . . 134
Science Works: West Nile Virus  . . . . . . . . . . . . . . . . . . . 90 4.4 Tissues Working Together . . . . . . . . . . . . . . . 136
3.6 e Respiratory System . . . . . . . . . . . . . . . . . . . 91 Try is: Your Own Guard Cells . . . . . . . . . 138
Research is: Canadians in Science . . . . . . . 95 4.5 PERFORM AN ACTIVITY:
3.7 Organ Transplantation . . . . . . . . . . . . . . . . . . . 96   Plant Cells and Tissues . . . . . . . . . . . . . . . . . . 140
Science Works: For the Love of Plants:
Research is: e Ethics of
The Royal Botanical Gardens  . . . . . . . . . . . . . . . . . . . . . 142
Xenotransplantation . . . . . . . . . . . . . . . . . . . . . 98
4.6 Plant Growth . . . . . . . . . . . . . . . . . . . . . . . . . . 143
3.8 e Musculoskeletal System. . . . . . . . . . . . . . . 99
3.9 PERFORM AN ACTIVITY:
Key Concepts Summary  . . . . . . . . . . . . . . . . . . . . . . . 148
Exploring the Structure and Function What Do You Think Now? . . . . . . . . . . . . . . . . . . . . . . 149
of Tissues in a Chicken Wing. . . . . . . . . . . . . 102 Chapter 4 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150
3.10 e Nervous System . . . . . . . . . . . . . . . . . . . . 104 Chapter 4 Self-Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . 152
Try is: Mapping Sensory Receptors . . . . . 105
Unit B Looking Back . . . . . . . . . . . . . . . . . . . . . 154
Research is: DNA Screening. . . . . . . . . . . 107
Key Concepts  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154
3.11 Interactions of Systems . . . . . . . . . . . . . . . . . . 108
Make a Summary  . . . . . . . . . . . . . . . . . . . . . . . . . . . 155
Research is:
Career Links . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155
Systems Working Together . . . . . . . . . . . . . . . 111
Tech Connect: Monitoring the Health Unit B Task: Family Health Supporter  . . . . . 156
of an Unborn Baby . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
Unit B Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158
3.12 EXPLORE AN ISSUE CRITICALLY:
To Immunize or Not to Immunize? . . . . . . . 113 Unit B Self-Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . 164

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UNIT C: CHEMICAL REACTIONS . . . . 166 5.4 Patterns and the Periodic Table . . . . . . . . . . 184
5.5 Atoms and Ions . . . . . . . . . . . . . . . . . . . . . . . . 188
Focus on STSE: Aspirin and Heroin . . . . . . . . . . 167
Try is: Ions and the Periodic Table . . . . .191
Unit C Looking Ahead  . . . . . . . . . . . . . . . . . . . . 168
5.6 Ionic Compounds . . . . . . . . . . . . . . . . . . . . . . 192
Unit Task Preview: Acid Shock . . . . . . . . . . . . . . 168
Try is: Testing for Electrolytes . . . . . . . . . 194
What Do You Already Know? . . . . . . . . . . . . . . . . . 169
5.7 Names and Formulas of Ionic
Compounds . . . . . . . . . . . . . . . . . . . . . . . . . . .196
CHAPTER 5
Try is: Two Shades of Iron . . . . . . . . . . . . 199
Chemicals and Their Properties . . . . . . . 170
5.8 EXPLORE AN ISSUE CRITICALLY:
Key Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171 Chlorine Conclusions . . . . . . . . . . . . . . . . . . . 201
Engage in Science: Space Elevator . . . . . . . . . . . . . . . . 172 5.9 Polyatomic Ions . . . . . . . . . . . . . . . . . . . . . . . . 202
What Do You Think? . . . . . . . . . . . . . . . . . . . . . . . . . . 173 5.10 Molecules and Covalent Bonding . . . . . . . . . 206
Focus on Writing: Writing a Summary . . . . . . . . . . . . . . 174 Try is: Molecular Models . . . . . . . . . . . . . . 208
5.1 Properties and Changes . . . . . . . . . . . . . . . . . 175 Research is: Slicks from Ships . . . . . . . . . 211
Citizen Action: Cadmium Cleanout . . . . . . 176 5.11 CONDUCT AN INVESTIGATION:
Research is: Chemicals for Your Hair . . . 177   Properties of Ionic and Molecular
Science Works: Processing Hazardous Waste . . . . . . . 179 Compounds . . . . . . . . . . . . . . . . . . . . . . . . . . . 213
5.2 PERFORM AN ACTIVITY: Key Concepts Summary  . . . . . . . . . . . . . . . . . . . . . . . 214
Identifying Physical and Chemical What Do You Think Now? . . . . . . . . . . . . . . . . . . . . . . 215
Changes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180 Chapter 5 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 216
5.3 Hazardous Products and Workplace Chapter 5 Self-Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . 218
Safety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182
Research is: Which Bleach Is Best? . . . . . 183

vi  Contents   NEL

CHAPTER 6 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 7.1 PERFORM AN ACTIVITY:
6.2 CONDUCT AN INVESTIGATION: Classifying Acids and Bases . . . . . . . . . . . . . 267
Is Mass Gained or Lost During a 7.2 Properties, Names, and Formulas . . . . . . . . . 268
Chemical Reaction? . . . . . . . . . . . . . . . . . . . . 228 7.3 e pH Scale . . . . . . . . . . . . . . . . . . . . . . . . . . . 272
6.3 Conserving Mass in Chemical Try is: Visualize the pH Scale . . . . . . . . . .273
Reactions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 230
7.4 PERFORM AN ACTIVITY:
Try is: Modelling Balanced Chemical e pH of Household Substances . . . . . . . . . 276
Equations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 232
7.5 Neutralization Reactions. . . . . . . . . . . . . . . . . 278
6.4 Information in Chemical Equations . . . . . . . 233
Try is: Neutralize It . . . . . . . . . . . . . . . . . .280
Research is: Gas Furnace Technician . . . 236
7.6 PERFORM AN ACTIVITY:
6.5 Types of Chemical Reactions: Analyzing an Acid Spill . . . . . . . . . . . . . . . . .282
Synthesis and Decomposition . . . . . . . . . . . . 237
7.7 EXPLORE AN ISSUE CRITICALLY:
Research is: Proposal to Ban Minimizing Risk for a Community . . . . . . . 283
Fertilizers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 239
 Awesome Science: Painting Out Pollution . . . . . . . . . . 284
6.6 Types of Chemical Reactions:
7.8 Acid Precipitation . . . . . . . . . . . . . . . . . . . . . . 285
Single and Double Displacement. . . . . . . . . . 240
Tech Connect: Scrubbers: Antacids for
Research is: When Gold Loses
Smokestacks  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 291
Its Glitter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 241
Key Concepts Summary  . . . . . . . . . . . . . . . . . . . . . . . 292
6.7 PERFORM AN ACTIVITY:
What Do You Think Now? . . . . . . . . . . . . . . . . . . . . . . 293
Synthesis and Decomposition Reactions . . . 244
Chapter 7 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 294
6.8 PERFORM AN ACTIVITY:
Displacement Reactions . . . . . . . . . . . . . . . . . 246 Chapter 7 Self-Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . 296
6.9 Types of Chemical Reactions: Unit C Looking Back . . . . . . . . . . . . . . . . . . . . . 298
Combustion . . . . . . . . . . . . . . . . . . . . . . . . . . .248
Key Concepts  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 298
Citizen Action: Carbon Monoxide
Make a Summary  . . . . . . . . . . . . . . . . . . . . . . . . . . . 299
Detectors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 249
Career Links . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 299
Research is: Firefighting with an
MSDS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 251 Unit C Task:
6.10 Corrosion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 252  Acid Shock: A Silent Killer  . . . . . . . . . . . . . . . . 300
 Awesome Science: Poisonous Jewellery . . . . . . . . . . . 255 Unit C Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 302
Key Concepts Summary  . . . . . . . . . . . . . . . . . . . . . . . 256
Unit C Self-Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . 308
What Do You Think Now? . . . . . . . . . . . . . . . . . . . . . . 257
Chapter 6 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 258
Chapter 6 Self-Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . 260

NEL Contents  vii

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UNIT D: CLIMATE CHANGE . . . . . . . 310 8.6 e Greenhouse Effect . . . . . . . . . . . . . . . . . . 338

Try is: How Tiny Concentrations
Focus on STSE: Who Is to Blame? . . . . . . . . . . . 311
Can Make a Difference . . . . . . . . . . . . . . . . . . 341
Unit D Looking Ahead  . . . . . . . . . . . . . . . . . . . . 312
8.7 PERFORM AN ACTIVITY:
Unit Task Preview: Global Climate Change . . . 312
Modelling the Greenhouse Effect . . . . . . . . . 343
What Do You Already Know? . . . . . . . . . . . . . . . . . 313
8.8 Energy Transfer within the Climate
System: Air and Ocean Circulation. . . . . . . . 344
CHAPTER 8 Try is: Examine Air and
Earth’s Climate System and Natural Water Currents . . . . . . . . . . . . . . . . . . . . . . . . . 344
Change . . . . . . . . . . . . . . . . . . . . . . . . . . . . 314 8.9 Long-Term and Short-Term Changes
Key Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 315 in Climate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 348
Engage in Science: Evidence of a Different Research is: El Niño. . . . . . . . . . . . . . . . . . 352
Climate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 316 Try is: Exploring the Sun’s Energy
What Do You Think? . . . . . . . . . . . . . . . . . . . . . . . . . . 317 Output . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 353
Focus on Reading: Finding the Main Idea . . . . . . . . . . . 318 Science Works: Lake Agassiz: Studying
8.1 Weather and Climate . . . . . . . . . . . . . . . . . . . . 319 Past Climate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 354

8.2 Classifying Climate . . . . . . . . . . . . . . . . . . . . . 322 8.10 Feedback Loops and Climate . . . . . . . . . . . . . 355

Research is: Classify Your Climate . . . . . 324 Try is: Testing the Albedo Effect . . . . . . . 356
8.3 e Sun Powers Earth’s Climate 8.11 Studying Clues to Past Climates . . . . . . . . . . 358
System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 325 Try is: Ancient Climates in Arctic
Try is: Testing A Model of Lands . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 361
e Earth−Sun Energy System . . . . . . . . . . . 327 Key Concepts Summary  . . . . . . . . . . . . . . . . . . . . . . . 362
8.4 Components of Earth’s Climate System . . . . 330 What Do You Think Now? . . . . . . . . . . . . . . . . . . . . . . 363
Research is: Smog Days . . . . . . . . . . . . . . 332 Chapter 8 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 364
8.5 PERFORM AN ACTIVITY: Chapter 8 Self-Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . 366
Comparing Canadian Climates . . . . . . . . . . . 336

viii  Contents   NEL

CHAPTER 9
10.2 Global Impacts of Climate Change . . . . . . . 412
Research is: Controversy about
Earth’s Climate: Out of Balance . . . . . . . 368
Climate Change . . . . . . . . . . . . . . . . . . . . . . . . 414
Key Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 369
Research is: Competition for the
Engage in Science: Changing Our Lives . . . . . . . . . . . . 370 Arctic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 416
What Do You Think? . . . . . . . . . . . . . . . . . . . . . . . . . . 371 Citizen Action: How Can We Protect
Focus on Reading: Summarizing  . . . . . . . . . . . . . . . . . 372 the Arctic? . . . . . . . . . . . . . . . . . . . . . . . . . . . . 417
9.1 Evidence of a Changing Climate . . . . . . . . . 373  Awesome Science: Geoengineering to
Try is: Calculate Sea Level Rise . . . . . . . . 375 Combat Climate Change? . . . . . . . . . . . . . . . . . . . . . . 418
Research is: Is Climate Change 10.3 Impacts of Climate Change on
Always Bad? . . . . . . . . . . . . . . . . . . . . . . . . . . . 378 Ontario . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 419
Tech Connect: Using Satellites to Monitor Earth  . . . . . . 379 10.4 Taking Action to Limit Climate
9.2 PERFORM AN ACTIVITY: Change. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 423
Analyzing Sea Ice Extent for Evidence Research is: Greenhouse Gas
of Climate Change . . . . . . . . . . . . . . . . . . . . . . 380 Emissions in Your Community . . . . . . . . . . . 426
9.3 PERFORM AN ACTIVITY: 10.5 What Can Individuals Do? . . . . . . . . . . . . . . 429
ermal Expansion and Sea Level. . . . . . . . . 382 Research is: Buying ENERGY STAR ® 
9.4 Greenhouse Gases: Changing the Appliances . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 429
Climate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 384 Research is: Eating Local. . . . . . . . . . . . . .430
Try is: Comparing Carbon Citizen Action: Everyone Can Make a
Dioxide Concentrations with Difference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 431
Global Temperature . . . . . . . . . . . . . . . . . . . . . 387 10.6 EXPLORE AN ISSUE CRITICALLY:
9.5 Canadian Emissions of Greenhouse Taking Action on Climate Change
Gases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 390 Now or Later? . . . . . . . . . . . . . . . . . . . . . . . . . 434
9.6 Computer Modelling: Evidence that Key Concepts Summary  . . . . . . . . . . . . . . . . . . . . . . . 436
Human Activity Is Causing Current What Do You Think Now? . . . . . . . . . . . . . . . . . . . . . . 437
Changes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 393
Chapter 10 Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . 438
Key Concepts Summary  . . . . . . . . . . . . . . . . . . . . . . . 396
Chapter 10 Self-Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . 440
What Do You Think Now? . . . . . . . . . . . . . . . . . . . . . . 397
Chapter 9 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 398 Unit D Looking Back . . . . . . . . . . . . . . . . . . . . . 442
Chapter 9 Self-Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . 400 Key Concepts  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 442
Make a Summary  . . . . . . . . . . . . . . . . . . . . . . . . . . . 443
CHAPTER 10 Career Links . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 443

 Assessing and Responding to Climate Unit D Task: Global Climate Change  . . . . . . 444
Change . . . . . . . . . . . . . . . . . . . . . . . . . . . . 402
Unit D Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 446
Key Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 403
Engage in Science: Green Technologies . . . . . . . . . . . 404 Unit D Self-Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . 452
What Do You Think? . . . . . . . . . . . . . . . . . . . . . . . . . . 405
Focus on Reading: Synthesizing . . . . . . . . . . . . . . . . . . 406
10.1 Climate Models and Clean Energy . . . . . . . . 407
Try is: Estimate Ontario’s Future
Climate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 409

NEL Contents  ix

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UNIT E: LIGHT AND GEOMETRIC 11.8 CONDUCT AN INVESTIGATION:

Locating Images in a Plane Mirror . . . . . . . . 494
OPTICS . . . . . . . . . . . . . . . . . . . . . . 454
11.9 Images in Curved Mirrors . . . . . . . . . . . . . . . 496
Focus on STSE: Window on the World . . . . . . . 455
11.10 CONDUCT AN INVESTIGATION:
Unit E Looking Ahead  . . . . . . . . . . . . . . . . . . . . . 456   Locating Images in Curved Mirrors . . . . . . . 502
Unit Task Preview: Building an Optical Key Concepts Summary  . . . . . . . . . . . . . . . . . . . . . . . 504
Device . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 456
What Do You Think Now? . . . . . . . . . . . . . . . . . . . . . . 505
What Do You Already Know? . . . . . . . . . . . . . . . . . 457
Chapter 11 Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . 506
Chapter 11 Self-Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . 508
CHAPTER 11

The Production and Reflection

CHAPTER 12
of Light . . . . . . . . . . . . . . . . . . . . . . . . . . . . 458
The Refraction of Light . . . . . . . . . . . . . . . 510
Key Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 459
Key Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 511
Engage in Science: The LASER  . . . . . . . . . . . . . . . . . . 460
Engage in Science: From Earth to the Moon
What Do You Think? . . . . . . . . . . . . . . . . . . . . . . . . . . 461
and Back! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 512
Focus on Writing: Writing Persuasive Text  . . . . . . . . . . . 462
What Do You Think? . . . . . . . . . . . . . . . . . . . . . . . . . . 513
11.1 What Is Light? . . . . . . . . . . . . . . . . . . . . . . . . . 463
Focus on Reading: Evaluating . . . . . . . . . . . . . . . . . . . . 514
Research is: Protecting Yourself
12.1 What Is Refraction? . . . . . . . . . . . . . . . . . . . . 515
from the Sun . . . . . . . . . . . . . . . . . . . . . . . . . . . 465
Try is: Exploring with Light . . . . . . . . . . . 515
Try is: Viewing the Visible Spectrum . . . 467
Try is: Examining Light in a Window . . . 518
11.2 How Is Light Produced? . . . . . . . . . . . . . . . . 470
12.2 PERFORM AN ACTIVITY:
Citizen Action: inking for the Future . . . 473
e Path of Light—From Air into
Try is: Glowing with Light . . . . . . . . . . . . 474 Acrylic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 520
Try is: Eating Candy for the Sake 12.3 PERFORM AN ACTIVITY:
of Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 475 e Refraction of Light through
11.3 e Laser—A Special Type of Light . . . . . . . 477 Different Media . . . . . . . . . . . . . . . . . . . . . . . . 522
Research is: Lasers for Different Uses . . . 478 12.4 e Index of Refraction . . . . . . . . . . . . . . . . . 524
11.4 e Ray Model of Light . . . . . . . . . . . . . . . . . 479 12.5 Total Internal Reflection . . . . . . . . . . . . . . . . . 526
Try is: Seeing the Light . . . . . . . . . . . . . . . 480 12.6 PERFORM AN ACTIVITY:
11.5 PERFORM AN ACTIVITY: Measuring the Critical Angle for
Reflecting Light Off a Plane Mirror . . . . . . . 482 Various Media . . . . . . . . . . . . . . . . . . . . . . . . . 532
11.6 e Laws of Reflection . . . . . . . . . . . . . . . . . . 484 Science Works: Hiding in Plain Sight—
Try is: Reflecting Light. . . . . . . . . . . . . . . . 484 The Invisibility Cloak  . . . . . . . . . . . . . . . . . . . . . . . . . . . . 534

Try is: Retro-Reflectors . . . . . . . . . . . . . . . 486 12.7 Phenomena Related to Refraction. . . . . . . . . 535

Tech Connect: Cleaning with Light  . . . . . . . . . . . . . . . . 487 Research is: Other Atmospheric
Optical Phenomena . . . . . . . . . . . . . . . . . . . . . 539
11.7 Images in Plane Mirrors . . . . . . . . . . . . . . . . . 488
Key Concepts Summary  . . . . . . . . . . . . . . . . . . . . . . . 540
Try is: Writing Reflectively . . . . . . . . . . . . 488
What Do You Think Now? . . . . . . . . . . . . . . . . . . . . . . 541
Try is: Producing Images, and More
Images, and More Images … . . . . . . . . . . . . . 489 Chapter 12 Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . 542
Chapter 12 Self-Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . 544

x  Contents   NEL

CHAPTER 13
What Do You Think Now? . . . . . . . . . . . . . . . . . . . . . . 581
Chapter 13 Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . 582
Lenses and Optical Devices . . . . . . . . . . . 546
Chapter 13 Self-Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . 584
Key Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 547
Engage in Science: Checking the Facts in Fiction . . . . 548 Unit E Looking Back . . . . . . . . . . . . . . . . . . . . . 586
What Do You Think? . . . . . . . . . . . . . . . . . . . . . . . . . . 549 Key Concepts  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 586
Focus on Writing: Writing a Critical Analysis  . . . . . . . . . 550 Make a Summary  . . . . . . . . . . . . . . . . . . . . . . . . . . . 587
13.1 Lenses and the Formation of Images . . . . . . 551 Career Links . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 587
13.2 PERFORM AN ACTIVITY:
Unit E Task: Building an Optical
Locating Images in Lenses . . . . . . . . . . . . . . . 554 Device . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 588
13.3 Images in Lenses . . . . . . . . . . . . . . . . . . . . . . . 556
Unit E Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 590
Try is: Exploring the Rectangular
Prism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 556 Unit E Self-Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . 596
13.4 e Lens Equations . . . . . . . . . . . . . . . . . . . . . 562
13.5 Lens Applications. . . . . . . . . . . . . . . . . . . . . . . 567
 Appendix A: Skills Handbook  . . . . . . . . . 598
 Awesome Science: The Einstein Ring  . . . . . . . . . . . . . 571
13.6 e Human Eye . . . . . . . . . . . . . . . . . . . . . . . . 572  Appendix B: What Is Science?  . . . . . . . . 648
Try is: Discovering Your Blind Spot . . . . 573 Numerical and Short Answers  . . . . . . . . 658
Research is: Other Vision Problems . . . . 577
Glossary  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 667
13.7 EXPLORE AN ISSUE CRITICALLY:
Laser Eye Surgery . . . . . . . . . . . . . . . . . . . . . . . 578 Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 674
Key Concepts Summary  . . . . . . . . . . . . . . . . . . . . . . . 580
Credits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 683
NEL Contents  xi

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Discover Your Textbook 

is 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.

Focus on STSE
Get Ready These articles introduce
real-world connections to the
science topics you will be
Unit Opener
learning in the unit.
     T

C
Each of the five units has a      I Chemical
     N
letter and a title. Use the photo      U Reactions
to help you predict what you
Focus on STSE

might be learning in the unit. OVERALL

Expectations
 ASPIRIN AND HEROIN
Gotaheadache?Likemillionsofotherpain suffere rsaroundtheworld,youmayturn
analyze avarietyof toAspirinfor quickrelief.Surprisingly,Aspirinwas firstmade usingthesame chemical
safetyand environmental reactionthatproduced heroin—ahighlyaddictiveand illegalnarcotic.
issues associated with
TheBayer drugcompanyfirst madeAspirinin the1890s, butofficialsinitiallyignored the
chemicalreactions,
newproduct.In 1898,Bayer chemistsusedthe samereaction onmorphine,a well-known

Overall Expectations including the ways in

which chemicalreactions
can be applied to address
painrelieveratthetime.Tests onthe newproductwereimpress ive:itwas agoodpain
relie verandanevenbettercoughremedy.Plus,itmadethepatientfeelwonderful!Bayer
environmentalchallenges hadinventedheroin. Soon,a newBayer coughsyrupcalled “Heroin”wasin drugstores

The Overall Expectations   investigate,

through inquiry,the
characteristicsof
aroundthe world.Shortlythereafter,reportsabout heroinaddictionbegan toappear.
PublicpressureforcedBayer tostop producingtheirheroin-lacedcoughsyrup in1913.
Heroinmedicationsare nolonger available.Bayereventuallyrecognized Aspirin’s
chemicalreactions

describe what you should be

potential,anditisnowwidelyusedaroundtheworldasapainkiller.
  demonstrate an Thehistoryof Aspirinandheroin teachesus theimportanceof thoroughlytestinga new
understanding ofthe
productbeforemaking itavailable. Italso showshow thechemicalswe producethrough
generalprinciplesof
chemicalreactionscan haveboth costsand benefits.

able to do after completing chemicalreactions,

andvariouswaysto
representthem
1. Listsomecosts andsomebenefitsforeachofthefollowingsubstances.Consid er
variousperspectives(environmental,social,economical,and soon) asyou thinkabout
thecosts andbenefits.

the unit.
T/I  A 
   
( a ) c l e an i ng p r o du c st ( c ) e x p ol s vi e s ( e ) p l a st i c
BIG Ideas (b) salt (d) fuels (f) pesticides
  Chemicalsreact with 2. Discussthefollowing questionswithyour partner. C  A 
   
each other in predictable (a) Whatothercostsandbenefitscouldyouaddtoyourtable?
ways. (b)Whymightsomechemicalcompanie sbewillingtointroducenewchemicals
  Chemicalreactions may intosocietyand theenvironmentwithout thoroughlytestingthemfirst?
have anegative impact (c) Howcanwemaximizethebenefitsofchemicals andminimizethecosts?
on the environment,but

Big Ideas theycan also be used to

addressenvi ronmental
challenges.

The Big Ideas summarize

the concepts you need to
166 UnitC• ChemicalReactions NEL NEL Focus on STSE  167

remember after you complete

the unit.

What Do You Already Know?

This feature lists the concepts and skills,
Concept Map developed in previous grades, that you will
The Concept Map is a description of the need to be successful as you work through the
topics, connected to picture clues, to help you unit. Use the questions to see what you already
predict what you will be learning in the unit. know before you start the unit.

Unit Task Preview UNIT

LOOKING AHEAD
Find out about the Unit Task C
UNIT C
 What Do You Already Know?
that you will complete at the Chemical
PREREQUISITES
Concepts Skills
Reactions • Density and buoyancy • Writing chemical formulas

end of each unit. • Model sof theatom

• Classification ofmatter
• Observing properties ofsubstances

• Following safetyprecautions in thelab

1. Twocans ofcolaare placedin atankofwater.Thecan 5. In 1909,ErnestRutherford fired positivelycharged alpha

containingregularcolasinksto thebottomofthetankand particles at averythin sheetof gold foil.As heexpected, the
CHAPTER 5 CHAPTER 6 CHAPTER 7 thecan containing dietcola floats tothe surface. T/I majorityof theparticles passed through thefoil. However,a
(a) Using theprovided observations,comparethe densities small numberof alphaparticles rebounded offthe foil.Which
Chemicals and Chemicals and  Acids and Bases ofthefollowingmodelsof theatombestexplains these
ofthecans of colawith thedensity of water.
Their Properties Their Reactions observations.Why? K/U
(b) Whymighttherebeadifferencein the densities ofthe
twocolas? Model A Model B Model C
  2. In yournotebook,writethechemical formula(selected from

Unit Task Bookmark

Theatomisahard Theatomisa Theatomhasa
theliston theright) ofeach ofthesesubsta nces.   K/U sphere—likethese positivesphere small,densepositive
billiardballs. withembedded coreorbitedby
(a) hydrogen H 2O electrons—like electrons—like
(b) carbon dioxide NaCl raisinsina muffin. planetsorbitastar.

When you see the Unit Task (c) tablesalt

(d) hydrogen chloride
CO2
H2
 






 




 

 

  


(e) water O2
Scientists and engineers thinkabout Chemicals areall around us,and can  Acids and bases are important

Bookmark, think about how the theproperties ofthe materials usedin

new products.
sometimes reactin surprising ways. substances in ourlives and in the
environment.
(f) oxygen

3. Listsomeofthepropertiesof thesubstancesshownin
HCl

6. (a) Whatfundamental particleinside theatom is responsible

Figure1. K/U forthe “hair-raisingexperience”shown in Figure2?

section relates to the Unit Task. UNIT TASK Preview

Acid Shock  In the Unit Task,you will use the k nowledge and skills
In this unit,you will explore the chemical reactions that
chemicals undergo.Some reactions, like those nvolved
i in 
the formation of acid rain, have a negative impact on the
environment.But there is a good side to chem ical reactions
as well. Chemical reactions can also be used to undo some
of the environmental damage caused by human activity.
acquired in this unit to
• use a model to test whether the amount of acid released
by a melting solid varies as the solid melts
• suggest how chemical reactions can be used to prevent the (a) (b) Figure 2
loss of tadpoles in the stream during the first thaw of spring Figure 1  (a) thegold in aring (b) thewaterin a kettle
(b) Compare thethree fundamental particles inan atomwith
UNIT TASK  Bookmark 4. Draw Bohr-Rutherford diagrams ot represent thefollowing respectto size,mass, charge,and location.  K/U 
atoms:  C

 Assessment
In the Unit Task, you are part of a research team investigating 7. Whatsafety precautions arebeing taken inFigure3? K/U
 
TheUnit Taskis described indetail on page300.As you
tadpoles and frogs in a local stream.W ith each spring thaw, workthroughthe unit,lookforthisbookmarkandseehow (a) lithium
the population of these organisms crashes and then recovers. thesection relates tothe UnitTask. (b) carbon
Preliminary research shows that the cause of their death is (c) chlorine

The Assessment box tells you

the acidity of the melting snow.Ho wever,what remains a  ASSESSMENT (d) argon 
mystery is the sudden drop in the population followed by a
gradual recovery.  You will beassessed on how well you

 Your task is to find the reason fo r this dip by using a model of • plan and conducta testofthemodel

how you will demonstrate what the situation.You will also suggest ways to prevent the loss
of the tadpoles each spring.
•

•
communicatethe results ofyour test
evaluateyour model
•  justifyyour suggestion forpreventing acid shock  Figure 3

you have learned by the end of 168 UnitC • ChemicalReactions NEL NEL LookingAhead   169

the unit.

xii  Discover Your Textbook NEL

 
 
 

CHAPTER

5
UNIT C

Chapter Opener Chemicals and Chemical

Reactions
Their Properties
Each chapter has a number, a
title, and a Key Question which KEY QUESTION: How do the properties of CHAPTER 5 CHAPTER 6 CHAPTER 7

compounds inuence the technologies we develop, Chemicals and Chemicals and  Acids Key Concepts
you should be able to answer the products we buy, and the world we live in? Their Properties Their Reactions and Bases

The Key Concepts

by the end of the chapter.
feature outlines the
KEY CONCEPTS

main ideas and skills

you will learn in the
 A substance’s chemical Changes can be classied We can classify pure
chapter.
and physical properties as chemical or physical. substances by observing
determine its usefulness their properties.
and effects.

Ionic compounds are Molecular compounds Many consumer products

made up of positive and are made up of distinct are developed from
negative ions. molecules. petrochemicals.

Thisis an artist’simpression ofa spaceelevator. Wewouldrequire

materials with veryspecialproperties ifwe ever actually designed
andbuiltit.

170  Chapter 5 • ChemicalsandTheir Properties NEL NEL LookingAhead   171

ENGAGE IN  WHAT DO YOU

Engage in SCIENCE THINK?

What Do You Think?
Many of the ideas you will explore in this chapter are ideas that you have already

Science encountered. You may have encountered these ideas in school, at home, or in
the world around you. Not all of the following statements are true. Consider each
statement and decide whether you agree or disagree with it.
Using what you already know,
These articles form an opinion by agreeing or
Na
connect the topics disagreeing with statements
you will learn in that connect to ideas that will
Imagine stepping onto an elevator,pressing the button for

the chapter to the 12 millionth floor,and going for the ri de of your life.
Within an hour or two, the land beneath your feet and
Thelabel on a chemical productprovides all the
1 information you need touse theproduct safely.
Elements aremorereactive and morehazardous than the
4 compounds thatthey form.
be introduced in the chapter.
the warmth of the Sun are replaced by the cold darkness Agree/disagree? Agree/disagree?

interesting real-world of space.

Gettingpeopleand cargointo spacethe old-fashioned
way—byusingrockets—isexpensive,dangerous,and
unreliable,soNASA engineersarelooking fora betterway.
developments in Somebelievethata spaceelevato rmaybetheanswer.
Thespace elevatorwouldconsist ofa longcable—more
thanthreetimesaslongasthediameterof Earth —firmly

science. attachedtoapointonEarth’sequator. Attheotherend,

about40000km straightup,wouldbealargemass.As
longasthismassorbits Earthat thesamerate as Earth
isrotatin g,thecableconnectin gitto Earth remainstaut.
Thiswould allowa “space-proof”elevatorcar toclimb the 2 Recycling used motoroil is common practice.
Agree/disagree?
5 Bottled wateris betterfor yourhealth than tap water.
Agree/disagree?
cable.But plentyof questionsneedto beanswered before
westartputtingthisplanintoaction.Forexample,what
doesthiscablehavetodo,andwheremustitoperate?
Whatphysicaland chemicalpropertiesshould the
cablehave?Are thereany commonsubstances
thathave at leastsomeof theseproperties?Do
thesecommonsubstanceshave anyproperties
thatmakethem unsuitable?Couldthe
substancesbechanged toovercomethis
problem?And,perhaps mostimportantly,
howwouldthisdeviceimpactourlives
andour planetaryhome?
Pool wateris amuch betterconductorof electricitythan
3 purewater. 6  Adding manufactured chemicals totheenvironment is a
bad thing.
Agree/disagree? Agree/disagree?

172 Chapter 5 •Chemicalsand Their Properties NEL NEL WhatDoYou Think?   173

Focus on Reading/  FOCUS ON FOCUS ON

Focus on Writing READING  WR I T IN G

Making Inferences Writing a Science Report

These reading and writing When you make inferences, you make sense of what an author is implying When you write a science report, you use a standard format with
 WRITING    TIP
but not stating explicitly. It is a form of problem-solving using evidence organizationalheadingsto explainthepurpose, procedure,andfindings

strategies help you learn from the text, personal knowledge, and reasoning. Use the following
strategies to make inferences:
 As you workthrough thechapter,
lookfortips likethis.They will help
youdevelopliteracystrategies.
of your investigation. Use the strategies listed next to the report to
improve your report-writing skills.
• lookfor contextcluessuchas significantwords,comparisons,or contrasts

science concepts and develop READING    TIP

• think about what you already know about the circumstance, issue,
problem, cause, or effect
Properties of IonicandMolecular Compounds
 As you workthrough thechapter,
• combine the clues and your prior knowledge or experience to draw
Question
lookfortips likethis.They will help

literacy skills in preparation for youdevelop literacystrategies. a conclusion or form an opinion

•  revise yourinferenceif youfindnew informationor cluesthat challengeit
Stateyourpurpose,question,
andhypothesisconcisely.
Are the followingsubstances molecular or ioniccompounds: lauricacid,C 12H 24O 2 ;sodium
hydrogencarbonate, NaHCO 3;glucose,C6H 12O6;potassium chloride,KCl ? 
Hypothesis/Prediction
the OSSLT. T ypes of Chemical Reactions: Combustion
Lauricacid andglucose are molecular compounds because they only have non-metallicelements
inthem. Potassium chloride isanionic compoundbecause it containsametal anda non-metal.
In theearly hours ofAugust 2, 2008, a north Toronto neighbourhood
Sodium hydrogencarbonate is also ionicbecause it contains the hydrogen carbonate ion.
wasrocked by a loud explosion. Startledresidents stared out their
windowsin disbeliefas a giant reballrose high into thenight sky. ExperimentalDesign
Why? Anearby propanestorage depot wason re(Figure1)! Large Eachsubstance will be mixedwithwater to see if it dissolves.Eachsolutions will be testedfor
Brieflydescribetheinvestigation.
chunksof metal, probablyfrom exploded propanestorage tanks, littered conductivity.The meltingpoint of eachsubstance will be researched.
the area. Shockwavesfrom theexplosion shattered windowsand ripped
Figure 1  Propanewas the fuel in this doorso their hinges.Fireghtersrushed to thescene, but all they Equipment andMaterials
dramatic combustion reaction in north
Toronto.
could do wascool theremainingpropane tankswith waterand wait for
Outlinewhatis required to
eye protection conductivity tester  well plate
the reballto burn itselfout. conducttheinvestigation. apron lauricacid ,C 12H 24O 2  glucose,C 6H 12 O6
Reading/Writing Tip 4 small test tubes &stoppers sodium hydrogencarbonate,
test tube rack NaHCO 3
potassium chloride,KCl
water 
Making Inferences in Action   Procedure
Reading Tips suggest reading  Authors often tell you more than they say directly through their words.
Use the clues in the text and what you already know to make an
Usea numberedlistof
directions todescribeeach
 1.Eye protection andan apronwere obtained.
 2.A small amount of each solidwas placed inits own test tube.
inference. Inferences help you to have a deeper understanding of the step oftheprocedure.  3.Each test tube will filledabout half full with water,stoppered, andinverted to mix.
comprehension strategies text. Here is how one student made inferences as she read the paragraph
about combustion.
4.Observations were recorded for how well the solids dissolved.
5.A small amount of eachliquidwas poured into its ownwell inthe well plate.
6.The conductivity tester wasdippedinto eachliquid .
to help you understand the C lu es f ro m T ex t

explosion happened
+ P ri or K no wl ed ge

• firecauses explosions
= I nf er en ce

an arsonistmight have
Writein thethird person
using an objectivetone.  7.Observations were recorded for whether eachliquid conducts electricity.
8.The meltingpoint of eachsolid was researchedin areference book. Presentallobservations,
at night • arsonists usuallywork  caused this explosion
Observations whethertheysupport your

science concepts presented in explosion is in a

residential area
at night

mosthomes areheated by
natural gas
acracked natural gas
pipemighthavecaused
Evaluatetheextentto
which yourevidence
Substance
lauric acid
Diss olv esinwate r?
no
Cond uct ive
no
Meltingpoint( C)
45
o  prediction ornot.

theexplosion supportsyourhypothesis.

the text. Writing Tips provide firefighters letfireball

burn out
firefighters usuallyuse water
toextinguish afire
maybewatercannotbeused
toputouta propanefire
Analyze andEvaluate Reviseyourdrafts toimprove
organization and completeness.
(a) Sodium hydrogencarbonate andpot assium chloride are the only ionic

suggestions to help you 224 Chapter 6 •Chemicals andTheir Reactions NEL 266 Chapter 7 • Acids andBases
compounds because theyconductedelectricity whendissolved inwater.
NEL

improve your writing skills.

NEL Discover Your Textbook  xiii

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Get Into It

8.1
 Vocabulary  Weather and Climate
Istoday a warm, sunny day oris it cold andrainy? When youdescribe the

 You will learn many new terms as you work Learning Tip
conditionsoutside on a particular day, youare describingthe weather. weather atmospheric conditions,
Describ e today’sweathertoa classmate,usingasmuchdetailasyou includingtemperature,precipitation,wind,
and humidity,in aparticularlocation over
can. Includethe temperatureand precipitation (ifpresent). What other
ashort period oftime,such as aday or
conditionscan youdescribe?
through the chapter. These key terms are in Learning Tips are useful
aweek 

Describing the Weather

Scientists who studythe weatherare called meteorologists.Meteorologists
bold print. Their definitions can be found in the usually providethe following information when they describe the weather:
•te mperature
LEARNING    TIP

Humidityand Temperature
Watervapour (thegaseous state
strategies to help you learn new
• type andamount ofprecipitation ofwater) forms when liquid

margins and in the Glossary at the back of the • wind speed

• relati vehumidit y (theamountof watervapourin theair relativ eto the
waterevaporates. When water
evaporates,the vapourmixes with ideas and make sense of what
air.Warmair can hold morewater
maximumamountofwaterthat it is possib leforthe air toholdat that
book.
vapourthan cold air.This is why
temperature)
• atmosphericpressure (theforce exertedon a surfaceby the weight ofthe
warmair is oftenmorehumid
than cold air.
you are reading.
airaboveit)
• presenceof fog,mist,orcloud cover
A typical description ofthe weatheron a summerday might be likethis: Tolearnmoreaboutthe workof
a high of28 ° C today, sunny with cloudy periods, probability ofprecipitation ameteorologist,
30 %, windfrom the westat 20 km/h,andrelative humidity of40 %. GO TO NELSON SCIENCE

In somepartsof the world,the weatherstaysmoreorless the samefrom

day today. Forexample, the Saharadesert in Africa isusually hotand dry
duringthe day. In Canada,however, the weathercan changedramatically
fromone day tothe next(Figure1). e weathermay be warmandsunny
today, but it could becomecool andrainy tomorrow. However, youwould
notexpect snow in Ontario in Augustor a temperatureof 30 °C in Nova
Scotia in February.

Career Link
The Career icon lets you know
that you can visit the Nelson
Science website to learn about
Figure 1  Theweatherin an areacan
changedramaticallyin amatterof
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hours.

NEL 8.1 Weather andClimate   319

Sample Problems
This feature shows you how to solve numerical
problems using the GRASS method. Make sure
to check your learning by completing Practice
problems.

The Crisscross Method for Determining Formulas Naming Compounds Involving Elements with Multiple
 WRITING   TIP Now that youunderstand the meaningof thesymbols and numbers in Ionic Charges
Writing aSummary
Sometimes atext describes aprocess
orprocedure,such as theCrisscross
chemicalformulas, try usinga shortcut known asthe“crisscross”method.

SAMPLE PROBLEM 3 Using the Crisscross Method

Namingcompoundscontaining elementswithmultiple ioniccharges involves
thesameprocedureasbefore.Youmustalsodeterminetheionicchargeof 
themetalsothatyoucanincludeitinthe name.Forexample,FeCl2 iscalled
LEARNING    TIP

SpecifyingtheCharge
ThenameofCuCl2 iswritten“copper(II)
Try This
Method.In yoursummary,organize chloride.”This is read as “coppertwo
iron(II)chlorid ebecausetheionicchargeof ironis+2.Similarly,FeCl3 is
ideas and information in thesameorder
as in theoriginal text.
Whatis thechemical formulaofmagnesium chloride?

Step 1 Writethe symbols oftheelements and theirionic charges.

callediron(III)chlorid ebecausetheionicchargeofironis +3. chloride.”Rememberthatthe“two”
refers tothecharge on ht ecopper ion,
nottothenumberofions ofcopperin
These are quick, fun activities
Mg2+ Cl−
SAMPLE PROBLEM 4 Considering Multiple Ionic Charges thecompound.
Step2 Crisscrossthe numbersofthe ionicchargesso thatthey nowbecome subscripts.
Mg2+ Cl−
Writethechemical nameofCuBr2.Notethat coppercouldhaveeitheroftwo ionic
charges (Table3).
designed to help you
  MgCl2
Step 1  As you do notknow whether thecharge on thecopper ion is +1 or+2, use
Thechemical of rmulaof magnesiumchloride is MgCl 2. x torepresent this unknown value.Remember thatthe chargeon all theions
musttotal zero.Each bro mideion has achargeof–1, sothetotal chargeof
understand concepts and
Practice bromideions is 2(–1).
Whatis thechemical formulaofaluminum sulfide? CuBr2
x +2(–1) =0
x =+2
improve your science skills.
Occasionally, thismethod of ndingthe chemicalformula of a compound   Theionic chargeof copperin this compound is +2.
givesyou an answerwith twoidentical subscripts.Forexample, thechemical Step 2 Writethenameofthe compound.RememberthatRoman numera ls are
formula of aluminumnitride appearsto beAl3N3. Youknow that the included only ifthe metal has morethan one ionic charge.
chemicalformula ofa n ioniccompound isalways the simplest possibleratio ThenameofCuBr 2 is copper(II) bromide.
oftheions, so Al 3N3 mustbe simplied to AlN.
Practice
Elements with Multiple Ionic Charges Whatis thechemical nameofPbO2 ?
Chemistshavediscovered,throughexperiments,thatthereare twostable
cationsofiron:Fe 2+ andFe3+.ese ionsarenamed likeothercations,except Wheneveryouhave towrite thechemicalname ofa compoundcontaining
thatRomannumeralsin roundedbracketsareused toindicatetheionic charge ametal,rstcheckwhetherthemetalhasmorethanoneioniccharg e.
(not thenumberofions)ofthemeta l.eFe 2+ ionis called“iron(II)ion,”and
theFe3+ ionis called“iron(III)ion.”Becauseof this,ironmayform twodierent
compoundswithaparticular anion.Forexample,there aretwodierent  
TRY THIS   TWO SHADES OF IRON
T 
SKILLS: Observing,Analyzing
SKILLS  HANDBOOK 
1.B., 3.B.
Safety Precautions
compoundsofironand chlorine:FeCl2 andFeCl3.Each compoundhasitsown

Figure 3  Because iron has w

differentionic charges,it makes w
to
to
distinctproperties:solid FeCl2 islightgreen, whileFeCl3 isyellowish-brown
(Figure3). Severalothermetals,besides iron,formmultiplecations.In each
In thisactivity,you will comparethe properties ofthe twoionic
forms ofiron. Todo this,you will usetwo differentcompounds of
iron:iron(III) chlorideand iron(II) sulfate.Thechloride and sulfate
 3. Add about100 mLof distilled watertothe250 mL flask.
 4. Add the1.0 g ofiron(II) sulfatetothewaterin theflask.
  5. Swirltodissolvethe solid.Recordyourobservations.
Look for these warnings about
differentcompounds with chlorine: case,twoor morecompoundscanbe formedwiththesame anion(Table3).
ions arecolourless and donot reactwith oxygen.This means

potential safety hazards in

iron(II) chloride(left) and iron(III)   6. Contin ueswirling gentlyforabout1 min.Comparethecolour
Table 3  Names and MultipleIonic Charges forCommon Metals thatthe iron ions aloneare responsiblefor all observablecolour
chloride(right). ofyour solution with thatof theiron(III) chloridesolution.
differences/changes.
Chemicalsymbol Chemicalsymbols   7. Follow yourteacher’s instructions forthe disposal ofthe
Equipmentand Materials: eye protection;lab apron;100 mL
Metal ofelement of io ns Names of io ns solutions.Clean up yourwork areaand wash yourhands.

copper Cu
Cu + 
Cu 2+
copper(I)
copper(II)
graduatedcylinder; 250 mLErlenmeyer flask;laboratory scoop;
scale;weighing paper;500 mLErlenmeyerflask containing
iron(III)chloride solution;distilled water;1.0 giron(II) sulfate
  A. Swirling thesolution allows oxygen fromthe atmosphere
toenter thesolution and reactwith thechemicals inthe
investigations and activities.
Fe2+  iron(II) solution.What evidenceof achemical changedid you
iron Fe

They will be in red print with a

Fe3+ iron(III)   oth iron compounds areirritants.Wash anyspills on the
B observe?   K/U
skin,in theeyes, oron clothing immediatelywith plentyof
Pb2+  lead(II)   B. Suggesta possibleexplanationfortheevidenceyou
lead Pb cold water.Report anyspills toyour teacher.
Pb4+ lead(IV)
observed. C
Mn 2+  manganese(II)   1. Puton youreyeprotection and lab apron.

safety icon.
manganese Mn
Mn 4+ manganese(IV)   2. Observ ethesolutionofiron(III)chloridethatyourteacherhas
Sn2+  tin(II) prepared.Record yourobservations.
tin Sn
Sn4+ tin(IV)

198 Chapter 5 • Chemicals andTheir Properties NEL NEL 5.7 NamesandFormulas ofIonicCompounds   199

xiv  Discover Your Textbook NEL

Resea ch Th s C zen Ac on

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SCIENCE   OSSLT 
O S S
Lake Agassiz: Studying Past Climate
Hugesheets ofice covered muchofNorth Americaduring thelast
iceage.Whentheice ageended,mostofthisice graduallymelted
as Earth’stemperaturebegan torise. Several largelakes formed
alongthesouthernedgeof theicesheetas itmelted.Thelargest
ofthese lakes,Lake Agassiz,formed across south-central Canada
and intotheUnited States (Figure1). EC H ConnEct
Hudson 
Bay 
    N
    A  Anyobject thatorbits a largerobject is called asatellite. For
    W
    E example,the Moon isanatural satellitethat orbits Earth.Since
    H
    C 1957,humans have been launching artificial satellites toorbit
    T MANITOBA
    A
    K Lake  Earth.Canada was thethird countrytolaunch an artificial satellite,
    S
    A
    S Agassiz 

ONTARIO
afterthe SovietUnion and theUnited States (Figure1).
SC ENCE

NORTH Su p e  r   i   o   r     
 k e    
DAKOTA   MINNESOTA   L a

0 1 50 3 00 k m
Figure 3  Devil’s Craterin northern Ontariois justone ofthe features
Figure 1  LakeAgassiz, as mappedbyTeller and colleagues.Lake caused bywaterdraining fromLakeAgassiz thousands ofyears ago.
 Agassizprobably held morefresh water than all thelakes in the
world dotoday.
Lake Agassiz and Climate Change
Research suggests thatlarge changes inthevolume ofLak e
Lake Agassiz and Global Flooding  Agassizhappened at about thesame timeas Earth’s temperature
James T.Teller is ageologistat the decreased.Changes in LakeAgassizcould have caused abrupt  Artificialsatellitesprovideservice fortelephones,radio, Internet
Universityof Manitoba(Figure 2).Teller changes in Earth’s climate.How could changes in a lake’s size access,TV,and navigation.Today,manydifferenttypes ofartificial
and otherscientists havereconstructed affectclim ate?FreshwaterfromLakeAgassiz would havepoured satellitesareorbiting Earth.Some examplesincludethe following:
thehistory of LakeAgassizby examining intothe North Atlantic Ocean.This fresh watermay havehindered   • Earth observation satellites ht atmonitor environmental
ancientbeaches and sediments from theflow ofwarm waternorth fromtheequatortotheNorth conditions such as temperature,ice cover,forests,a nd
theancientlakebottom.In 2004,Teller  Atlantic.This change in waterflow would have interrupted the volcanic eruptions
received theMichael J.Keen medal from northward transferofthermal energy.These events could have   • communication satellites thattransmit telephone
theGeological Association ofCanada for triggered aperiod of cooling in Europeand North America. conversations
Figure 2  James T.Teller his research on LakeAgassiz.   • broadcasting satellites thatbroadcast radioand television
Scientistsbelievethat thevolume Connections to Today’s Climate programs
ofwaterinLakeAgassizchangedabruptlyseveraltimesduringits Today,land-based icein theArctic is beginning tomelt.Fresh   • navigational satellites thathelp a irplanes and ships navigate
histo ry(Figure 3).At thosetimes,theice aroundthelakebroke, wateris pouring intotheAtlantic Ocean as thisicemelts. Sea   • weathersatellites thattake photographs andradarimages of
allowinghugequantitiesofwatertodrainintotheocean.The levels areexpected torise,just as theydid whenLakeAgassiz weathersystems
additionalwatercausedsealevelsaroundtheworldtoriseslightly . drained.Scientists wanttoknow whetherthe flow offresh water
Telle rbelievesfloodingfromLakeAgassizmaybethesourceof will interruptocean currents and affectworld climate.Information Satellites Monitoring Climate Change
floodstoriesfoundintheBible,FirstNationlegends,andother fromLake Agassizmay help scientists determinehow Earth’s RADARSAT-1
ancientstories. climatewill changeover thenext century. TheCanadian RadioDe tection and Ranging Satellite1
(RADARSAT-1) is oneof theCanadian satellites used toconduct
scientific research.Itwas launched in 1995.RADARSAT-1
354 NEL monitors glaciers,polar icecaps, and permafrost,among other
environmental conditions.For example,images fromRADARSAT-1
areusedto measuretheflow ofglaciericeintooceans.These
images havehel

D scove You Tex book xv

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