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PEARSON

Investigating
SCIENCE 10
Senior Author Senior Technology Consultant
Lionel Sandner Josef Martha
Science Education Consultant and Writer Science Education Consultant and Writer
formerly Lead Coordinator, Pan-Canadian Science Project

Authors
Clayton Ellis Igor Nowikow
Fletcher’s Meadow Secondary School Markham District High School
Peel District School Board York Region District School Board

Donald Lacy Pauline Webb

Stelly’s Secondary School Markham District High School
Saanich School District 63, British Columbia York Region District School Board

Catherine Little Otto Wevers

Program Coordinator Toronto District School Board
Science, Environmental and Ecological Studies
Toronto District School Board Sandy M. Wohl
Instructor, Curriculum Studies
Heather A. Mace Faculty of Education, University of British Columbia
Featherston Drive Public School
Ottawa-Carleton District School Board

Contributing Authors
Cathy Costello Jay Ingram
Education Consultant Science Journalist
formerly Curriculum Coordinator, Literacy Daily Planet
York Region District School Board Discovery Channel Canada
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Copyright © 2009 Pearson Canada Inc.

All rights reserved. This publication is protected by copyright, and permission should be
obtained from the publisher prior to any prohibited reproduction, storage in a retrieval
system, or transmission in any form or by any means, electronic, mechanical,
photocopying, recording, or likewise. For information regarding permission, write to the
Permissions Department at Pearson Education Canada.
The information and activities presented in this book have been carefully edited and
reviewed. However, the publisher shall not be liable for any damages resulting, in whole or
in part, from the reader’s use of this material.
Brand names that appear in photographs of products in this textbook are intended to
provide students with a sense of the real-world applications of science and technology and
are in no way intended to endorse specific products.

ISBN-13: 978-0-13-208071-2
ISBN-10: 0-13-208071-0

Printed and bound in Canada

2 3 4 5 6 TC 13 12 11 10 9

PUBLISHER: Reid McAlpine

MANAGING EDITOR: Lee Ensor
RESEARCH AND COMMUNICATION MANAGERS: Martin Goldberg, Patti Henderson

DIRECTOR OF PUBLISHING: Yvonne Van Ruskenveld (Edvantage Press)

PROJECT MANAGER: Lee Geller (Edvantage Press)
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This book was printed using paper containing recycled fibre content.

ii
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Acknowledgements

Consultants and Reviewers

Science, Technology, Program Unit Reviewers
Society, and the Philip Marsh John Atherton
Environment University of Toronto Schools Instructional Leader
Science 7–12
Marietta (Mars) Bloch Safety Toronto District School Board
Director, Education Services
Let’s Talk Science Peter Cudmore Anna-Marie Boulding
STAO Safety Committee Instructional Services
Erminia Pedretti Simcoe County District School Board
Director, Centre for Studies in Science, Ian Mackellar
Mathematics & Technology Education STAO Safety Committee Sai Chung
Ontario Institute for Studies in Education A.Y. Jackson Secondary School
University of Toronto Dr. Scott Weese Toronto District School Board
Ontario Veterinary College
Angela De Jong
Assessment and University of Guelph
Turner Fenton Secondary School
Differentiated Instruction Lab and Activity Testers Peel District School Board

Karen Hume Janet Dignem

Education Consultant and Writer
Radhika Artham
Wexford Collegiate School for the Arts
formerly Student Success Leader
Toronto District School Board
Durham District School Board
Deborah Brooks
Literacy The Yorkland School
Cathy Costello Kathleen Hewitt
Education Consultant Sir William Mulock Secondary School
formerly Curriculum Coordinator, Literacy York Region District School Board
York Region District School Board
Farrah Jaffer
Environmental Education Wexford Collegiate School for the Arts
Toronto District School Board
Jane Forbes
Instructor, Science and Technology Dr. Andrea Ricci
Ontario Institute for Studies in Education Eastview Secondary School
University of Toronto Simcoe County District School Board
Mark Roberts
Numeracy Sir William Mulock Secondary School
York Region District School Board
Bonnie Edwards
formerly Wellington Catholic District School Board Lianne Tan
Appleby College
Aboriginal Education
Michael Vlachopoulos
Corinne Mount Pleasant-Jette, C.M. Sir William Mulock Secondary School
Mount Pleasant Educational Services Inc. York Region District School Board
Dawn Wiseman Tricia Yantha
Mount Pleasant Educational Services Inc. Cardinal Carter Academy for the Arts
Toronto Catholic District School Board
Catholic Education
Expert Reviewers
Kathleen Mack
St. Thomas Aquinas Catholic Dr. Marina Milner-Bolotin
Secondary School Ryerson University
Catholic District School Board of
Eastern Ontario Dr. Nagina Parmar
Hospital for Sick Children (Toronto)
ELL/ESL Dr. Rashmi Venkateswaran
Pine Ridge Secondary School
Durham District School Board
Franca Fiset
Notre Dame High School
Ottawa Catholic School Board
Richard Gallant
Simcoe Muskoka Catholic District School Board
Julie Grando
Catholic Education Centre
Dufferin-Peel Catholic District School Board
Molly Hart-Cosgrove
Father John Redmond Catholic Secondary School
and Regional Arts Centre
Toronto Catholic District School Board
Roger Levert
Thistletown Collegiate Institute
Toronto District School Board
Jon McGoey
Mother Teresa Catholic Secondary School
London District Catholic School Board
Nadine Morrison
Westdale Secondary School
Hamilton-Wentworth District School Board
Louise Ogilvie
Notre Dame High School
Ottawa Catholic School Board
Helen Panayiotou
Leaside High School
Toronto District School Board
Dave Papa
Corpus Christi Catholic High School
Halton Catholic District School Board

Jane E. Sims University of Ottawa Scott Skemer

Education Consultant
formerly Sir Sandford Fleming Academy Dr. Andrew Weaver
Toronto District School Board School of Earth and Ocean Sciences
University of Victoria
Intergovernmental Panel on Climate Change
Bell High School
Ottawa-Carleton District School Board
Heather Troup
Port Credit Secondary School
Peel District School Board

Acknowledgements iii
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Contents
Welcome to Investigating Science 10 xvi 1.3 Specialized Plant and Animal Cells 38
Science 10 at a Glance xxii A10 STSE Quick Lab Tailor-Made Body Parts 39
During Reading 40
Science Safety Procedures xxiv
Learning Checkpoint 41
Learning Checkpoint 45
Take It Further 45
UNIT Tissues, Organs, A11 STSE Science, Technology, Society, and the

A
Environment Receiving Mixed Messages 45
and Systems of A12 Inquiry Activity Examining Plant and
Living Things 2 Animal Tissues 46
1.3 Check and Reflect 47
Investigating Careers in Science
Unit Task 3
Great Canadians in Science Sheela Basrur 48
Science in My Future Medical Laboratory
Exploring 4 Technologist 49
A1 STSE Science, Technology, Society, and the
Environment Questions about Quarantine 5
1.0 Chapter Review 50
After Reading 51
Cells are the basic unit of life and Unit Task Link 51
1 often combine with other cells to
form tissues. 6
An organ consists of groups of
Before Reading 7 2 tissues and works with other
organs to form organ systems. 52
1.1 Plant and Animal Cells DI 8
Before Reading 53
A2 Quick Lab What We Remember about the Cell 9
During Reading 15
2.1 Organs in Animals and Plants DI 54
Learning Checkpoint 16
A13 Quick Lab Mapping the Organs 55
Take It Further 20
During Reading 58
A3 Quick Lab Cells on Display 21
Take It Further 60
A4 Quick Lab Practice Makes Perfect! 21
Learning Checkpoint 60
A5 Inquiry Activity Creating Biological Diagrams
A14 STSE Decision-Making Analysis
of Plant and Animal Cells 22
A Look at Stem Cells 61
A6 Inquiry Activity Examining Plant and
A15 Inquiry Activity Dissecting a Flower 62
Animal Cells 24
2.1 Check and Reflect 63
1.1 Check and Reflect 25

2.2 Organ Systems in Animals and

1.2 The Cell Cycle and Mitosis 26
Plants 64
A7 STSE Quick Lab Taking Protective Actions 27
A16 Quick Lab Moving Materials 65
Learning Checkpoint 32
During Reading 69
During Reading 32
Learning Checkpoint 71
Take It Further 34
Take It Further 72
A8 Inquiry Activity Identifying the Stages of
A17 Skill Builder Activity Dissection Essentials 73
Mitosis in Plant and Animal Cells DI 35
A18 Inquiry Activity The Digestive System of an
A9 Quick Lab Comparing Cancer Cells and
Animal DI 74
Normal Cells 36
A19 Quick Lab A Look at Breathing 76
1.2 Check and Reflect 37
A20 Quick Lab Inquiring about Heart Disease 76
2.2 Check and Reflect 77
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2.3 Interdependent Organ Systems 78 3.3 Social and Ethical Issues in

A21 Quick Lab How Do They Do It? 79 Systems Biology 112
Learning Checkpoint 81 A28 Quick Lab Organs for Sale? 113
Learning Checkpoint 83 Learning Checkpoint 116
During Reading 83 During Writing 117
A22 STSE Science, Technology, Society, and the Take It Further 118
Environment Green Livers 84 Learning Checkpoint 118
A23 Design a Lab Responding to Environmental A29 STSE Science, Technology, Society, and the
Changes 85 Environment Accessing Public Health Programs 118
2.3 Check and Reflect 86 A30 STSE Decision-Making Analysis
Science Everywhere A Look at Transgenic Issues DI 119
Organ Transplants: Promise or Peril? 87 3.3 Check and Reflect 120
Cool Ideas The Five-Second Rule 121
2.0 Chapter Review 88
After Reading 89 3.0 Chapter Review 122
Unit Task Link 89 After Writing 123
Unit Task Link 123

Advances in biological technologies Unit A Summary 124

3 have an impact on individuals and
society. 90 Unit A Task 126
Before Writing 91 Unit A Review 128

3.1 Medical Imaging Technologies DI 92

A24 Quick Lab Looking at Your Hand Bones 93
During Writing 96
Learning Checkpoint 96
Take It Further 99
A25 STSE Decision-Making Analysis
Taking a Closer Look 100
3.1 Check and Reflect 101

3.2 Public Health Strategies to Prevent

Disease 102
A26 Quick Lab Catch Me If You Can 103
Learning Checkpoint 104
Learning Checkpoint 107
During Writing 108
Take It Further 109
A27 STSE Decision-Making Analysis Media
Messages: Short-Term Gain for Long-Term Pain? 110
3.2 Check and Reflect 111

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4.3 Chemical Reactions DI 172

UNIT B8 Quick Lab Observing Chemical Changes 173
Chemical
B
Learning Checkpoint 175
Reactions 134 During Reading 176
Learning Checkpoint 177
Take It Further 181
B9 STSE Science, Technology, Society, and
Unit Task 135
the Environment Everyday Chemistry 183
B10 Quick Lab The Flame Test 183
Exploring 136
B11 Inquiry Activity Does Mass Change During
B1 STSE Science, Technology, Society, and the
Chemical Reactions? 184
Environment How Does Chemistry Improve
My Life? 137 B12 Inquiry Activity Observing Chemical Change 186
4.3 Check and Reflect 187
Investigating Careers in Science
Chemical change occurs during
4 chemical reactions. 138
Great Canadians in Science
Dr. Robert D. Singer 188
Before Reading 139 Science in My Future Polymer Chemist 189

4.1 Matter and the Periodic Table 140 4.0 Chapter Review 190
B2 Quick Lab What Do I Know about Chemistry? 141 After Reading 191
During Reading 142 Unit Task Link 191
Learning Checkpoint 146
Learning Checkpoint 148
Acids and bases are important to
Learning Checkpoint 149
our health, industries, and
Learning Checkpoint 150
5 environment. 192
Take It Further 150
Before Reading 193
B3 Inquiry Lab Water and Calcium DI 151
B4 STSE Decision-Making Analysis 5.1 Acids and Bases DI 194
Ada Lockridge and the Chemical Valley 152
B13 Quick Lab What Do You Know about
4.1 Check and Reflect 153 Acids and Bases? 195
During Reading 196
4.2 Ions, Molecules, and Compounds 154
Learning Checkpoint 197
B5 Quick Lab Solubility of Chemical Compounds 155
Learning Checkpoint 200
During Reading 156
Learning Checkpoint 201
Learning Checkpoint 158
Take It Further 201
B6 Quick Lab Paper Models of Ionic Compounds 169
B14 Quick Lab The pH of Household Liquids 202
B7 Quick Lab Modelling Molecules 170
5.1 Check and Reflect 203
4.2 Check and Reflect 171

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5.2 Neutralization Reactions 204 6.2 Combustion Reactions and Displacement

B15 Quick Lab Testing Soil pH 205 Reactions 230
During Reading 206 B23 Quick Lab Observing Reactions in Solution 231

Learning Checkpoint 209 Take It Further 235

Learning Checkpoint 210 During Writing 236

Take It Further 211 B24 STSE Science, Technology, Society,

and the Environment A New Fertilizer Plant:
B16 STSE Science, Technology, Society, and Beneficial or Harmful? 237
the Environment Transporting Acids 212
B25 Skill Builder Activity Keeping Safe by
B17 Skill Builder Activity Making an Inference 212 Using MSDS 237
B18 Inquiry Activity Antacids and Neutralization B26 Design a Lab Iron and Copper(II) Chloride 238
Reactions DI 213
B27 Inquiry Activity Single-Displacement
B19 STSE Inquiry Activity Neutralizing Acidic Reactions 239
Lake Water Samples 214
6.2 Check and Reflect 240
5.2 Check and Reflect 216
Cool Ideas The Bombardier Beetle 241
Science Everywhere Phosphoric Acid 217

6.0 Chapter Review 242

5.0 Chapter Review 218
After Writing 243
After Reading 219
Unit Task Link 243
Unit Task Link 219
Unit B Summary 244
Chemical reactions can be grouped Unit B Task 246
6 according to the characteristics of
their reactants and products. 220 Unit B Review 248
Before Writing 221

6.1 Synthesis Reactions and

Decomposition Reactions DI 222
B21 Quick Lab Simulating Chemical Reactions 223
Take It Further 226
B22 Inquiry Activity Synthesis of Iron(III) Oxide 228
6.1 Check and Reflect 229

Contents vii
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Contents

7.2 Heat Transfer and the Natural

UNIT Greenhouse Effect DI 274
Climate Change
C
C6 Quick Lab Too Much Heat 275
During Reading 278
254
Learning Checkpoint 278
During Reading 283
Take It Further 285
Unit Task 255
C7 STSE Science, Technology, Society, and the
Environment Who Owns the Arctic Ocean? 286
Exploring 256
C8 Quick Lab The Coriolis Effect 286
C1 STSE Science, Technology, Society, and the
C9 Inquiry Activity Modelling a Greenhouse DI 287
Environment The Message in the Media 257
C10 Inquiry Activity Modelling Albedo in the
Biosphere 288
Earth’s climate system is a 7.2 Check and Reflect 289
7 result of interactions among Investigating Careers in Science
its components. 258 Great Canadians in Science
Sheila Watt-Cloutier 290
Before Reading 259
Science in My Future Environmental
Educators 291
7.1 Climate 260
C2 Quick Lab What Is the Weather Today? 261 7.0 Chapter Review 292
During Reading 262 After Reading 293
Learning Checkpoint 262 Unit Task Link 293
During Reading 267
Take It Further 268
C3 Just-in-Time Math Constructing a Earth’s climate system is influenced
Climatograph 270 8 by human activity. 294
C4 Inquiry Activity Toronto, Then and Now 270 Before Reading 295
C5 Quick Lab Your Biome and You 272
7.1 Check and Reflect 273 8.1 The Anthropogenic Greenhouse
Effect DI 296
C11 Quick Lab Climate and Tree Growth 297
During Reading 301
C12 Inquiry Activity Modelling the Natural and
Anthropogenic Greenhouse Effects 306
8.1 Check and Reflect 307

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Contents

8.2 Physical Effects of Climate Take It Further 357

Change DI 308 C22 STSE Science, Technology, Society, and the
C13 Quick Lab The Price of Choice 309 Environment Fast Fashion: A Growing Concern 357
During Reading 315 C23 Decision-Making Analysis Purchasing
Carbon Offsets DI 358
Take It Further 317
C24 STSE Case Study Transportation Decisions 359
C14 Design a Lab Test Your Hypothesis 318
9.2 Check and Reflect 360
8.2 Check and Reflect 319
Cool Ideas Human Volcano 361
8.3 Social and Economic Effects
of Climate Change 320 9.0 Chapter Review 362
C15 Quick Lab Climate Change and Societies 321 After Writing 363
During Reading 323 Unit Task Link 363
Learning Checkpoint 323
Take It Further 327 Unit C Summary 364
C16 STSE Science, Technology, Society, and the
Environment Reducing Climate Change Impacts Unit C Task 366
at School 327
C17 Skill Builder Activity Evaluating Evidence 328 Unit C Review 368
C18 Decision-Making Analysis
Where Do You Stand? DI 329
8.3 Check and Reflect 330
Science Everywhere
Green Electricity 331

8.0 Chapter Review 332

After Reading 333
Unit Task Link 333

9 Local, national, and international

governments are taking action on
climate change. 334
Before Writing 335

9.1 The Future of Climate Change 336

C19 Quick Lab What Is the Likelihood? 337
During Writing 345
Take It Further 345
C20 Decision-Making Activity Evaluating the
Future Effects of Climate Change DI 346
9.1 Check and Reflect 347

9.2 Action on Climate Change:

Mitigation and Adaptation 348
C21 Quick Lab Ounce of Prevention,
Pound of Cure 349
During Writing 353

Contents ix
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Contents

D9 STSE Science, Technology, Society, and the

Environment How Do You Choose a Sun
UNIT
Light and Protection Product? 406

D Geometric Optics
374
D10 Quick Lab Some Properties of Light
D11 Inquiry Activity Shadows and Rays
10.3 Check and Reflect
Investigating Careers in Science
407
408
409

Unit Task 375 Great Canadians in Science

Willard S. Boyle 410
Exploring 376 Science in My Future Optician 411
D1 STSE Science, Technology, Society, and the
Environment Using Optical Devices 377 10.0 Chapter Review 412
After Reading 413
Unit Task Link 413
Light is part of the
10 electromagnetic spectrum
and travels in waves. 378 Ray diagrams model
Before Reading 379 11 the behaviour of light
in mirrors and lenses. 414
10.1 Light and the Electromagnetic
Before Reading 415
Spectrum 380
D2 Quick Lab What Is White Light Made Of? 381
11.1 Mirrors DI 416
During Reading 382
D12 Quick Lab Mirror Images 417
Learning Checkpoint 383
During Reading 418
Learning Checkpoint 388
Learning Checkpoint 420
Take It Further 388
Learning Checkpoint 427
D3 Quick Lab Component Colours of Light 389
Take It Further 427
D4 Quick Lab Seeing the Invisible DI 390
D13 Quick Lab Plane Mirror Reflection 428
10.1 Check and Reflect 391
D14 Skill Builder Activity Drawing Ray Diagrams
for Concave and Convex Mirrors 429
10.2 Producing Visible Light DI 392 D15 Inquiry Activity Concave Mirrors DI 430
D5 Quick Lab Sources of Light Emission 393
D16 Problem-Solving Activity Laser Light
Learning Checkpoint 395 Security System 432
During Reading 396 11.1 Check and Reflect 433
Learning Checkpoint 398
D6 STSE Decision-Making Analysis Is a Plasma 11.2 The Refraction of Light 434
Television or an LCD Television Better for the D17 Quick Lab Observing Refraction 435
Environment? 399
During Reading 436
D7 Quick Lab Analyzing Light Sources 400
Learning Checkpoint 440
10.2 Check and Reflect 401
Take It Further 443
D18 Inquiry Activity Refraction Measurement
10.3 The Ray Model of Light 402 and Patterns 444
D8 Quick Lab Does a Plane Mirror Reverse
D19 Inquiry Activity Index of Refraction 445
Left and Right? 403
D20 Design a Lab Transmitting Light Rays
Take It Further 406
through Liquids 446
Learning Checkpoint 406
11.2 Check and Reflect 447

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Contents

11.3 Lenses 448 D32 Quick Lab Disassembling a

Disposable Camera 493
D21 Quick Lab Observing Lenses 449
D33 STSE Decision-Making Analysis Single-Use
During Reading 453
Cameras: Useful Convenience or Wasteful
Learning Checkpoint 454 Extravagance? 494
Take It Further 456 D34 STSE Decision-Making Analysis Visual
D22 STSE Science, Technology, Society, and the Recording Devices and Privacy DI 495
Environment Two-Way Mirrors 457 12.2 Check and Reflect 496
D23 Skill Builder Activity Drawing Ray Diagrams Cool Ideas A Wall of Water? 497
for Convex Lenses 458
D24 Quick Lab Focal Length 459 12.0 Chapter Review 498
D25 Inquiry Activity Convex Lens Images 460 After Writing 499
D26 Inquiry Activity Identifying the Properties of Unit Task Link 499
Images 461
11.3 Check and Reflect 462
Science Everywhere Unit D Summary 500
Self-Adjusting Glasses 463
Unit D Task 502
11.0 Chapter Review 464
Unit D Review 504
After Reading 465
Unit Task Link 465
Skills References 510
Answers to Numerical Questions 552
Optical devices help us
Glossary 557
12 see farther and more clearly
than we can with unaided eyes. 466 Index 565
Before Writing 467 Credits 572
Periodic Table 576
12.1 Human Perception of Light 468
D27 Quick Lab What Do You See? 469
Learning Checkpoint 473
During Writing 475
Learning Checkpoint 475
Take It Further 477
Learning Checkpoint 477
D28 Inquiry Activity Sheep Eye Dissection 478
D29 STSE Case Study: Decision-Making Activity
Evaluating Laser Vision Correction DI 480
12.1 Check and Reflect 481

12.2 Technologies That Use Light DI 482

D30 Quick Lab Extending Human Vision 483
Learning Checkpoint 486
During Writing 488
Learning Checkpoint 489
Take It Further 491
D31 STSE Science, Technology, Society, and the
Environment Digitally Edited Photographs 491

Contents xi
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Labs and Activities

UNIT UNIT
Tissues, Organs, and Systems
A of Living Things
B Chemical Reactions

Unit Task 3 Unit Task 135

A2 Quick Lab What We Remember about the Cell 9 B2 Quick Lab What Do I Know about Chemistry? 141
1 4
A3 Quick Lab Cells on Display 21 B3 Inquiry Lab Water and Calcium DI 151
A4 Quick Lab Practice Makes Perfect! 21 B4 STSE Decision-Making Analysis
A5 Inquiry Activity Creating Biological Diagrams Ada Lockridge and the Chemical Valley 152
of Plant and Animal Cells 22 B5 Quick Lab Solubility of Chemical Compounds 155
A6 Inquiry Activity Examining Plant and B6 Quick Lab Paper Models of Ionic Compounds 169
Animal Cells 24 B7 Quick Lab Modelling Molecules 170
A7 STSE Quick Lab Taking Protective Actions 27
A8 Inquiry Activity Identifying the Stages of B8 Quick Lab Observing Chemical Changes 173
Mitosis in Plant and Animal Cells DI 35 B10 Quick Lab The Flame Test 183
A9 Quick Lab Comparing Cancer Cells and
B11 Inquiry Activity Does Mass Change During
Normal Cells 36
Chemical Reactions? 184
A10 STSE Quick Lab Tailor-Made Body Parts 39
B12 Inquiry Activity Observing Chemical Change 186
A12 Inquiry Activity Examining Plant and
Animal Tissues 46 4.3 Check and Reflect 187
Unit Task Link 51 Unit Task Link 191

A13 Quick Lab Mapping the Organs 55 B13 Quick Lab What Do You Know about
2 5
Acids and Bases? 195
A14 STSE Decision-Making Analysis
A Look at Stem Cells 61 B14 Quick Lab The pH of Household Liquids 202
A15 Inquiry Activity Dissecting a Flower 62 5.1 Check and Reflect 203
A16 Quick Lab Moving Materials 65 B15 Quick Lab Testing Soil pH 205
A17 Skill Builder Activity Dissection Essentials 73 B17 Skill Builder Activity Making an Inference 212
A18 Inquiry Activity The Digestive System of an B18 Inquiry Activity Antacids and Neutralization
Animal DI 74 Reactions DI 213
A19 Quick Lab A Look at Breathing 76 B19 STSE Inquiry Activity Neutralizing Acidic
Lake Water Samples 214
A20 Quick Lab Inquiring about Heart Disease 76
Unit Task Link 219
A21 Quick Lab How Do They Do It? 79
A23 Design a Lab Responding to Environmental B21 Quick Lab Simulating Chemical Reactions 223
Changes 85 6
B22 Inquiry Activity Synthesis of Iron(III) Oxide 228
Unit Task Link 89
B23 Quick Lab Observing Reactions in Solution 231
A24 Quick Lab Looking at Your Hand Bones 93 B25 Skill Builder Activity Keeping Safe by
3 Using MSDS 237
A25 STSE Decision-Making Analysis
Taking a Closer Look 100 B26 Design a Lab Iron and Copper(II) Chloride 238
A26 Quick Lab Catch Me If You Can 103 B27 Inquiry Activity Single-Displacement
Reactions 239
A27 STSE Decision-Making Analysis Media
Messages: Short-Term Gain for Long-Term Pain? 110 Unit Task Link 243
A28 Quick Lab Organs for Sale? 113 Unit B Task 246
A30 STSE Decision-Making Analysis
A Look at Transgenic Issues DI 119
Unit Task Link 123

Unit A Task 126

xii Labs and Activities

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Labs and Activities

UNIT UNIT

C Climate Change
D Light and Geometric Optics

Unit Task 255 Unit Task 375

C2 Quick Lab What Is the Weather Today? 261 D2 Quick Lab What Is White Light Made Of? 381
10
D3 Quick Lab Component Colours of Light 389
C4 Inquiry Activity Toronto, Then and Now 270
D4 Quick Lab Seeing the Invisible DI 390
7 C5 Quick Lab Your Biome and You 272
D5 Quick Lab Sources of Light Emission 393
C6 Quick Lab Too Much Heat 275 D6 STSE Decision-Making Analysis Is a Plasma
C8 Quick Lab The Coriolis Effect 286 Television or an LCD Television Better for the
Environment? 399
C9 Inquiry Activity Modelling a Greenhouse DI 287 D7 Quick Lab Analyzing Light Sources 400
C10 Inquiry Activity Modelling Albedo in the D8 Quick Lab Does a Plane Mirror Reverse
Biosphere 288 Left and Right? 403
Unit Task Link 293 D10 Quick Lab Some Properties of Light 407
D11 Inquiry Activity Shadows and Rays 408
C11 Quick Lab Climate and Tree Growth 297 Unit Task Link 413
8
C12 Inquiry Activity Modelling the Natural and
Anthropogenic Greenhouse Effects 306 11 D12 Quick Lab Mirror Images 417
D13 Quick Lab Plane Mirror Reflection 428
C13 Quick Lab The Price of Choice 309
D14 Skill Builder Activity Drawing Ray Diagrams
C14 Design a Lab Test Your Hypothesis 318 for Concave and Convex Mirrors 429
C15 Quick Lab Climate Change and Societies 321 D15 Inquiry Activity Concave Mirrors DI 430
C17 Skill Builder Activity Evaluating Evidence 328 D16 Problem-Solving Activity Laser Light
Security System 432
C18 Decision-Making Analysis D17 Quick Lab Observing Refraction 435
Where Do You Stand? DI 329
D18 Inquiry Activity Refraction Measurement
Unit Task Link 333 and Patterns 444
D19 Inquiry Activity Index of Refraction 445
C19 Quick Lab What Is the Likelihood? 337 D20 Design a Lab Transmitting Light Rays
9 through Liquids 446
C20 Decision-Making Activity Evaluating the
Future Effects of Climate Change DI 346 D21 Quick Lab Observing Lenses 449
D23 Skill Builder Activity Drawing Ray Diagrams
C21 Quick Lab Ounce of Prevention, for Convex Lenses 458
Pound of Cure 349
D24 Quick Lab Focal Length 459
C23 Decision-Making Analysis Purchasing D25 Inquiry Activity Convex Lens Images 460
Carbon Offsets 358
D26 Inquiry Activity Identifying the Properties of
C24 STSE Case Study Transportation Decisions 359 Images 461
Unit Task Link 363 Unit Task Link 465

Unit C Task 366 D27 Quick Lab What Do You See? 469
12
D28 Inquiry Activity Sheep Eye Dissection 478
D29 STSE Case Study: Decision-Making Activity
Evaluating Laser Vision Correction DI 480
D30 Quick Lab Extending Human Vision 483
D32 Quick Lab Disassembling a
Disposable Camera 493
D33 STSE Decision-Making Analysis Single-Use
Cameras: Useful Convenience or Wasteful
Extravagance? 494
D34 STSE Decision-Making Analysis Visual
Recording Devices and Privacy DI 495
Unit Task Link 499

Unit D Task 502

Labs and Activities xiii
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Science, Technology, Society, and the Environment

UNIT UNIT
Tissues, Organs, and Systems
A of Living Things
C Climate Change

A1 STSE Science, Technology, Society, and the C1 STSE Science, Technology, Society, and the
Environment Questions about Quarantine 5 Environment The Message in the Media 257

A7 STSE Quick Lab Taking Protective Actions 27 C7 STSE Science, Technology, Society, and the
1 7
A10 STSE Quick Lab Tailor-Made Body Parts 39 Environment Who Owns the Arctic Ocean? 286

A11 STSE Science, Technology, Society, and the C16 STSE Science, Technology, Society, and the
Environment Receiving Mixed Messages 45 8
Environment Reducing Climate Change Impacts
at School 327
A14 STSE Decision-Making Analysis
2
A Look at Stem Cells 61 C22 STSE Science, Technology, Society, and the
A22 STSE Science, Technology, Society, and the
9 Environment Fast Fashion: A Growing Concern 357
Environment Green Livers 84 C24 STSE Case Study Transportation Decisions 359

A25 STSE Decision-Making Analysis

3
Taking a Closer Look 100
A27 STSE Decision-Making Analysis Media
Messages: Short-Term Gain for Long-Term Pain? 110
A29 STSE Science, Technology, Society, and the
Environment Accessing Public Health Programs 118
A30 STSE Decision-Making Analysis
A Look at Transgenic Issues DI 119

UNIT UNIT

B Chemical Reactions
D Light and Geometric Optics

B1 STSE Science, Technology, Society, and the D1 STSE Science, Technology, Society, and the
Environment How Does Chemistry Improve Environment Using Optical Devices 377
My Life? 137
D6 STSE Decision-Making Analysis Is a Plasma
10
B4 STSE Decision-Making Analysis Television or an LCD Television Better for the
4 Ada Lockridge and the Chemical Valley 152 Environment? 399
B9 STSE Science, Technology, Society, and D9 STSE Science, Technology, Society, and the
the Environment Everyday Chemistry 183 Environment How Do You Choose a Sun
Protection Product? 406
B16 STSE Science, Technology, Society, and
5 the Environment Transporting Acids 212 D22 STSE Science, Technology, Society, and the
11 Environment Two-Way Mirrors 457
B19 STSE Inquiry Activity Neutralizing Acidic
Lake Water Samples 214
D29 STSE Case Study: Decision-Making Activity
12 Evaluating Laser Vision Correction DI 480
B24 STSE Science, Technology, Society,
6 and the Environment A New Fertilizer Plant: D31 STSE Science, Technology, Society, and the
Beneficial or Harmful? 237 Environment Digitally Edited Photographs 491
D33 STSE Decision-Making Analysis Single-Use
Cameras: Useful Convenience or Wasteful
Extravagance? 494
D34 STSE Decision-Making Analysis Visual
Recording Devices and Privacy DI 495
xiv Science, Technology, Society, and the Environment
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Science Readings

UNIT UNIT
Tissues, Organs, and Systems
A of Living Things
C Climate Change

1 Investigating Careers in Science 7 Investigating Careers in Science

Great Canadians in Science Sheela Basrur 48 Great Canadians in Science
Science in My Future Medical Laboratory Sheila Watt-Cloutier 290
Technologist 49 Science in My Future Environmental
Science Everywhere Educators 291
2
Organ Transplants: Promise or Peril? 87 8 Science Everywhere
Green Electricity 331
3 Cool Ideas The Five-Second Rule 121
9 Cool Ideas Human Volcano 361

UNIT UNIT

B Chemical Reactions
D Light and Geometric Optics

4 Investigating Careers in Science 10 Investigating Careers in Science

Great Canadians in Science Great Canadians in Science
Dr. Robert D. Singer 188 Willard S. Boyle 410
Science in My Future Polymer Chemist 189 Science in My Future Optician 411
5 Science Everywhere Phosphoric Acid 217 11 Science Everywhere
Cool Ideas The Bombardier Beetle 241 Self-Adjusting Glasses 463
6
12 Cool Ideas A Wall of Water? 497

Science Readings xv
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PEARSON

Investigating SCIENCE
10
You are about to begin a scientific exploration using Investigating Science 10.
To assist you in your journey, this book has been designed with the following
features to help you.

1. Unit Overview — what you will learn

The book is divided into

four units. Each unit
opens with a large
photograph that captures
one of the ideas that will
be covered in the unit.

The unit Contents lists the Chapters, Key Ideas,

and sections in the unit. The orange DI box
indicates essential lessons that have additional
differentiated instruction support in the Teacher’s
Resource.

An introduction to the Unit Task is provided

below the unit Contents. This task is revisited
at the end of each chapter, providing you with
an opportunity to review key ideas covered in
the chapter that will be required to successfully
complete the Unit Task.

2. Exploring — adds interest

This spread is an
introduction. It has an
interesting real-world
example to introduce
the unit.

This activity connects the themes of Science,

Technology, Society, and the Environment to what
you are learning.

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3. Chapter Introduction — organizes the topics

Each chapter starts with

an engaging visual
designed to motivate
your interest and provide
discussion opportunities
for the class.

The right side of the page provides learning support

for you by listing What Skills You Will Use, Concepts
You Will Learn, and Why This Is Important.
A Before Reading or Before Writing strategy starts the
Before, During, and After literacy activities for each
chapter.

4. Sections — engaging information on the topics

There are two or three

sections in each chapter.
Each section starts with a
reading and a Quick Lab
activity.

The Quick Lab activity

is a short, informal
learning experience
using simple materials
Each section includes a summary of and equipment.
what you will learn in the section.

During Reading and During Writing

literacy activities provide you
with an opportunity to consolidate
your understanding.
The Learning Checkpoint allows you
to check your understanding of what
you have just read.
Words Matter helps you understand
a term by describing its origin.

xvii
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4. Sections — engaging information on the topics (continued)

Skill Builder Activity

reviews or reinforces
certain skills necessary Just-in-Time Math
for completing some provides an opportunity
of the activities. to review some of your
math skills before
using those skills in
an activity.

Example Problems show the detailed

steps in solving problems.

Practice Problems model the example problem

and provide opportunities for further practice.
Use these problems to check if you understand
the concept being discussed.

Check and Reflect

questions provide
opportunities for you to
review the main ideas
you have learned in
each section.

You will find many photos

and illustrations to help
explain or clarify many of At the end of the section is a Take It
the ideas in the unit. Further. This is an additional way to
study one of the ideas in the section.

After Reading or
After Writing literacy
activities provide you
with an opportunity
to consolidate your
understanding.
The Chapter Review contains
questions relevant to the whole
chapter. Answering the questions
will help you consolidate what
you have learned in the various
parts of the chapter.

The Unit Task Link provides you with an

opportunity to review key ideas covered
in the chapter that will be required to
successfully complete the Unit Task.

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5. Activities — develop your science skills

There are five main

types of activities: Inquiry
Activities, Quick Labs,
Decision-Making
Analyses, Problem-
Solving Activities, and Decision-Making Analysis: These activities present issues
or questions related to everyday life. You will need to
Design a Lab activities. analyze the issue and develop an opinion based on the
The Quick Lab was evidence you collect and make an informed decision.
discussed on page xvii. In many instances you will present your findings and
decisions to your classmates. If your Decision-Making
Analysis has a Case Study logo, then you will analyze a
particular issue that may involve several viewpoints or
have more than one solution. Here is an opportunity
for you to use the different ideas you have learned from
Inquiry Activity: These activities the unit or collected from other sources to form your
provide the oportunity for own opinion.
you to work in a lab setting.
You will develop scientific skills
of predicting, observing,
measuring, recording, inferring,
analyzing, and many more.
In these activities, you will
investigate many different
phenomena found in our world.

Problem-Solving Activity: These are open-ended activities

that allow you to be creative. You will identify a problem,
Design a Lab: These activities provide an opportunity make a plan, and then construct a solution. These
to apply the skills you have learned to investigate a activities tend to have very little set-up, and there is
question related to a concept. You will research, usually more than one correct solution.
plan, and carry out your own investigation. After
collecting data from your experiment, you will draw
conclusions and report on your findings.

6. Unit Summary — a review of what you’ve learned

At a glance, you can find

all of the key concepts you
have learned within the
unit. You can also read
the summary of ideas in
each section of the unit as
well as review vocabulary
and key visuals. This page
can help you organize
your notes for studying.

xix
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7. Unit Task — lets you demonstrate learned skills

A task at the end of

each unit presents an
opportunity for you to
demonstrate what you’ve
learned. You’ll work in a
group or individually.
The task requires you to
apply some of the skills
and knowledge that you
have acquired during
the unit.

8. Unit Review — connects what you have learned

The Unit Review is an

opportunity to review Connect Your Understanding
Questions that require you to
the concepts, skills, use the ideas in more than
and ideas you have one chapter in your answers
learned in the unit.

Key Terms Review

This is a chance to review the
Skills Practice
important terms in the unit.
Questions related to specific skills
you have learned in the unit

Key Concept Review

Questions designed to review your
basic understanding of the key
concepts in each chapter of the unit

Revisit the Big Ideas and

Fundamental Concepts
Questions that revisit the Big
Ideas and Fundamental Concepts
Science, Technology, Society, and the covered in the unit
Environment
Opportunities to express your thoughts
about ideas related to Science,
Reflection
Technology, Society, and the Environment
Opportunities to express your
issues discussed in the unit
thoughts about ideas you have
discovered in the unit

xx
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9. Other Features — bring science to life

Here are other features

you will find in each unit.
Each one has a different
purpose and is designed
to help you learn about
the ideas in the unit.

Investigating Careers in Science

Here you will find profiles of
great Canadians in science as
well as careers in science based
on the different types of science
studied in each unit.

Science Everywhere
This feature presents
interesting information about
concepts covered in the unit.

Cool Ideas
This feature is written by Discovery
Channel Daily Planet host Jay Ingram to
connect concepts covered in the unit to
findings coming from current research.

10. Skills References — provide skills information and practice

These pages provide

references to lab safety
and other basic scientific
skills that will help you
as you do the activities.
Remember to check the
Skills References when
you need a reminder
about these skills.

Now it’s time to start. We hope you will enjoy your scientific
exploration using Investigating Science 10!

xxi
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Science 10 at a Glance
Biology
UNIT A: Tissues, Organs, and Systems
of Living Things
Big Ideas
• Plants and animals, including humans, are
made of specialized cells, tissues, and organs
that are organized into systems.
• Developments in medicine and medical
technology can have social and ethical
implications.
Fundamental Concepts
• Systems and Interactions
• Structure and Function
• Sustainability and Stewardship
• Change and Continuity
Overall Expectations
1. evaluate the importance of medical and other
technological developments related to
systems biology, and analyse their societal and
ethical implications
2. investigate cell division, cell specialization,
organs, and systems in animals and plants,
using research and inquiry skills, including
various laboratory techniques
3. demonstrate an understanding of the
hierarchical organization of cells, from tissues,
to organs, to systems in animals and plants
xxii
Chemistry
UNIT B: Chemical Reactions
Big Ideas
• Chemicals react with each other in predictable
ways.
• Chemical reactions may have a negative
impact on the environment, but they can also
be used to address environmental challenges.
Fundamental Concepts
• Matter
• Energy
• Sustainability and Stewardship
Overall Expectations
1. analyse a variety of safety and environmental
issues associated with chemical reactions,
including the ways in which chemical reactions
can be applied to address environmental
challenges
2. investigate, through inquiry, the characteristics
of chemical reactions
3. demonstrate an understanding of the general
properties of chemical reactions, and various
ways to represent them
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Earth and Space Science
UNIT C: Climate Change
Big Ideas
• Earth’s climate is dynamic and is the result of
interacting systems and processes.
• Global climate change is influenced by both
natural and human factors.
• Climate change affects living things and
natural systems in a variety of ways.
• People have the responsibility to assess their
impact on climate change and to identify
effective courses of action to reduce this
impact.
Fundamental Concepts
• Energy
• Systems and Interactions
• Sustainability and Stewardship
• Change and Continuity
Overall Expectations
1. analyse some of the effects of climate change
around the world, and assess the effectiveness
of initiatives that attempt to address the issue
of climate change
2. investigate various natural and human factors
that influence Earth’s climate and climate
change
3. demonstrate an understanding of natural and
human factors, including the greenhouse
effect, that influence Earth’s climate and
contribute to climate change
Science 10 at a Glance
Physics
UNIT D: Light and Geometric Optics
Big Ideas
• Light has characteristics and properties that
can be manipulated with mirrors and lenses
for a range of uses.
• Society has benefited from the development of
a range of optical devices and technologies.
Fundamental Concepts
• Energy
• Structure and Function
• Sustainability and Stewardship
Overall Expectations
1. evaluate the effectiveness of technological
devices and procedures designed to make use
of light, and assess their social benefits
2. investigate, through inquiry, the properties of
light, and predict its behaviour, particularly with
respect to reflection in plane and curved
mirrors and refraction in converging lenses
3. demonstrate an understanding of various
characteristics and properties of light,
particularly with respect to reflection in mirrors
and reflection and refraction in lenses
xxiii
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Safety
Science Safety Procedures
You will be doing many activities in this book.
When doing an activity, it is very important
that you follow the safety rules below. Your
teacher may have safety instructions to add to
this list.
Before You Begin
1. Read and make sure you understand the
instructions in the text or in any handouts
your teacher may provide. Follow your
teacher’s direction always. Never change or
start an activity without approval.
2. Watch for “Caution” notes such as the one
below. These notes will tell you how to take
extra care as you work through the activity.
Make sure you understand what the cautions
mean.
CAUTION: Tie back long hair, and be careful around open
flames. Do not touch calcium metal with your bare hands
as the metal will react with moisture in your skin.
Wear proper safety equipment when doing science activities.
xxiv Safety
3. Learn to recognize the safety symbols and
the warning symbols for hazardous materials
as seen on the next page. These include
WHMIS symbols. WHMIS is the Workplace
Hazardous Materials Information System.
4. Keep your work area uncluttered and
organized.
5. Know the location of fire extinguishers and
other safety equipment.
6. Always wear safety goggles and any other
safety clothing as requested by your teacher
or identified in this book.
7. If you have long or loose hair, tie it back.
Roll up long sleeves.
8. Inform your teacher if you have any
allergies or medical conditions or anything
else that might affect your work in the
science classroom.
9. Review the Material Safety Data Sheet
(MSDS) for any chemicals you use in the
lab. See an example of one on the next page.
ist10_ch00_fm.qxd 7/22/09 3:21 PM Page xxv

Safety

Safety Symbols WHMIS Symbols

When you see this symbol, wear goggles or safety glasses

while doing the activity.
This symbol tells you that you will be using glassware during
compressed gas biohazardous infectious
the activity. Take extra care when handling it.
material
When you see this symbol, wear an apron while doing the
activity.
When you see this symbol, wear insulated gloves to protect
your hands from heat. dangerously reactive material corrosive material
This symbol tells you that you will be working with sharp
objects. Take extra care when handling them.
When you see this symbol, wear gloves while doing the
oxidizing material flammable and combustible
activity. material
This symbol tells you that you will be working with wires and
power sources. Take extra care when handling them.
This symbol tells you that you will be working with fire. Make
sure to tie back loose hair. Take extra care around flames. poisonous and infectious poisonous and infectious
material causing immediate material causing other toxic
and serious toxic effects effects

In Canada, manufacturers of all hazardous products used in workplaces, including schools, must provide
information sheets about their products. The Material Safety Data Sheet (MSDS) identifies the chemical and
physical hazards associated with each substance. It includes physical data, such as melting point and boiling
point, toxicity, health effects, first aid, and spill and leak clean-up procedures. WHMIS regulations require
employers to make these sheets available to employees who use hazardous substances in their work. The
above is an example of an MSDS for a substance that you might use in a science activity.

Safety xxv
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Safety

During the Activity 17. When you heat test tubes, make sure that
the open end is pointing away from you and
10. Report any safety concerns you have, or anyone else in the room.
hazards you see (such as spills) to your
teacher.
11. Don’t eat, drink, or chew gum in your
science classroom.
12. Never taste anything in science class.
13. Never smell any substance directly. Instead,
gently wave your hand over it to bring its
vapours toward your nose.

18. When heating a substance, make sure the

container does not boil dry.
19. If any part of your body comes in contact
with a chemical, wash the area immediately
and thoroughly with water. If you get
anything in your eyes, do not touch them.
Wash them immediately and continuously
with water for 15 min. Inform your teacher.

14. Handle all glassware carefully. If you see
cracked or broken glass, ask your teacher
how to dispose of it properly.
15. Handle knives and other sharp objects with
care. Always cut away from yourself, and
never point a sharp object at another
person.
16. Heat solids and liquids only in open heat-
resistant glass containers and test tubes.
Use tongs or protective gloves to pick up
hot objects.
20. Keep water or wet hands away from
electrical outlets or sockets.
21. Use tools safely when cutting, joining, or
drilling. Make sure you know how to use
any tools properly.
22. Use special care when you are near objects
in motion, gears and pulleys, and elevated
objects.

xxvi Safety
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23. Make sure equipment is placed safely so
that people will not knock it over or trip
over it. Report any damaged equipment to
your teacher immediately.
24. Treat all living things with respect. Follow
your teacher’s instructions when working
with living things in the classroom or on a
field trip.
When You Finish the Activity
25. Make sure you close the containers of
chemicals immediately after you
use them.
Learning Checkpoint
Your teacher will give you a copy of an MSDS for
hydrochloric acid solution (less than 10%). Use this
MSDS to answer questions 1–9.
1. List one synonym for the name “hydrochloric acid.”
2. Hydrochloric acid solution has two ingredients.
What are they? Which of these ingredients is
hazardous?
3. Find the hazard identification section. Under
“Emergency Overview,” there is a short summary.
Find the summary and record it.
4. Read the list of potential health effects. Copy the
potential health effect caused by skin contact.
5. Find the section under “First Aid Measures,” and
record the instructions for what to do in case of
ingestion.
6. Find out what is meant by the term “chronic
exposure.”
Safety
26. Follow your teacher’s instructions to safely
dispose of all waste materials.
27. Always wash your hands well with soap,
preferably liquid soap, after handling
chemicals or other materials. Always wash
your hands after touching plants, soil, or
any animals and their cages or containers.
28. When you have finished an experiment,
clean all the equipment before putting it
away. Be careful with hot plates and
equipment that have been heated as they
may take a long time to cool down.
7. If a fire were to break out near hydrochloric acid,
should the hydrochloric acid itself be considered a
fire hazard? What special equipment is required to
fight a fire in which hydrochloric acid is present?
8. Suppose someone splashed hydrochloric acid in
an eye. What should the first aid procedure
include?
9. What substance can be used to neutralize
hydrochloric acid?
10. List precautions used in the science laboratory to
minimize the following risks:
(a) scalding
(b) eye damage
(c) poisoning
11. Draw a sketch of your classroom or science lab
indicating the location of all emergency equipment
and exits.
12. List the steps you should take before starting a
science activity.
Safety xxvii