SCIENCEFOCUS 9

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The information and activities in this textbook have been carefully developed
and reviewed by professionals to ensure safety and accuracy. However, the
publisher shall not be liable for any damages resulting in whole or in part,
from the reader’s use of this material. Although appropriate safety procedures
are discussed in detail and highlighted throughout the text, safety of students
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Our cover The radio telescope dish at Parkes Observatory, in south-east

Australia, is run by the Australian Telescope National Facility, a division of
the Commonwealth Scientific and Industrial Research Organization. The
dish is 64 m in diameter and is used for tracking space probes.
You may have seen photographs of other radio telescope dishes such as this.
What kinds of telescopes were used to investigate space before radio tele-
scopes? How much more powerful are radio telescopes than the ones that
were previously used? Find out what you can in answer to these questions as
you read Unit 5 in this textbook. Do some library or Internet research to
add to your knowledge.
 S CIENCE F OCUS 9
S c i e n c e • Te c h n o l o g y • S o c i e t y

Author/Consultant Team Dale Makar Stephen L. Jeans

Montgomery Junior High School University of Calgary
Dawn Lindenberg Calgary, Alberta Calgary, Alberta
Former Biology Teacher
Ross Sheppard High School Barry Edgar Trudy L. Rising
Edmonton, Alberta Strathcona Composite High School President, Trifolium Books Inc.
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Simon Fraser Junior High School Barry McGuire
University of Calgary
Calgary, Alberta Former Physics Teacher
Calgary, Alberta
Western Canada High School
Jeff Goldie Calgary, Alberta
Strathcona Composite High School
Edmonton, Alberta

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Acknowledgements
Senior Program Consultant Patrick Perri Dr. Douglas Hube
Douglas A. Roberts Mount Royal College Department of Physics
Calgary, Alberta University of Alberta
University of Calgary
Guy Pomahac Edmonton, Alberta
Calgary, Alberta
Wilson Middle School David Lunn
Teacher Reviewers Lethbridge, Alberta Former Head of Science
Bruce Beamer Shawn Russell Western Canada High School
Former Head of Science Deer Meadow School Calgary, Alberta
John G. Diefenbaker High School Chinook’s Edge School District Jim Martin
Calgary, Alberta Olds, Alberta Executive Director, FEESA
Sven Danzinger Dr. Charles Yonge Edmonton, Alberta
Steel Heights School Adjunct Professor Barry McGuire
Edmonton, Alberta University of Calgary Former Physics Teacher
Richard Gerlach Calgary, Alberta Western Canada High School
William D. Cuts School Nick Zaparyniuk Calgary, Alberta
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Accuracy Reviewers
Medicine Hat, Alberta
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Camille J. LeRouge School
Calgary, Alberta Department of Chemistry
Red Deer, Alberta
Dr. Audrey Chastko University of Alberta
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Springbank Community High School Edmonton, Alberta
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Calgary, Alberta
The publisher wishes to express thanks to the following teachers who field-tested SCIENCEFOCUS 9 for Alberta
Learning. Their feedback, comments, and suggestions for practical classroom procedures were of immeasurable assistance
during the final revision stage. We would also like to express our sincere appreciation to all of the Gr. 9 students who were
part of this field test. Their responses to our material both pleased and challenged us to make the resources better.
Brian Leclaire Chantel Stefanich Erin Sawchuk Shannon Tennant Cam Chauvet
St. Francis Junior Wellington School Hythe Regional Junior Duchess School John Paul II School
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Calgary, Alberta Edmonton, Alberta Woodman Junior Shannon Hauck School
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Edmonton, Alberta Wanda Hasiuk Thorhild, Alberta Canmore Collegiate
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Drayton Valley, Alberta Lethbridge, Alberta

MHR v
 Contents
To the Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xiv
A Tour of Your Textbook . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xviii
Safety in Your Science Classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxvi

Unit 1 Biological Diversity 2

Unit 1 Preview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Topic 1 Biological Diversity and Survival. . . . . . . . . . . . . . . . . . . 6

Find Out Activity: Exploring Variation . . . . . . . . . . . . . . . . . . . . . . 8
Find Out Activity: A Classroom of Differences . . . . . . . . . . . . . . . . 9
Think & Link Investigation 1–A: The Galápagos Finches . . . . . . . 11
Inquiry Investigation 1–B: Using the Diversity Index . . . . . . . . . . 14
Topic 1 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Topic 2 Habitat and Lifestyle . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Find Out Activity: Bird Watching . . . . . . . . . . . . . . . . . . . . . . . . . 19
Find Out Activity: Introducing. . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
This signals
Inquiry Investigation 1–C: Clover and Soil Bacteria . . . . . . . . . . . 22
Extension material
Topic 2 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Wrap-up Topics 1–2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Topic 3 Passing It On . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Find Out Activity: Asexual Reproduction in Duckweed . . . . . . . . . 28
Decision-Making Investigation 1–D:
The Cloning Controversy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Inquiry Investigation 1–E: Making a Mould. . . . . . . . . . . . . . . . . . 31
Topic 3 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

Topic 4 Wearing Your Genes . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

Find Out Activity: Observing Human Characteristics . . . . . . . . . . 38
Find Out Activity: Dermal Ridge Counts. . . . . . . . . . . . . . . . . . . . 39
Think & Link Investigation 1–F:
Inheritance of Human Characteristics . . . . . . . . . . . . . . . . . . . . . 41
Find Out Activity: Reducing Cancer Risks . . . . . . . . . . . . . . . . . . . 43
Think & Link Investigation 1–G: Causes of Human Variation . . . 44
Topic 4 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

Topic 5 When Plans Change . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

Problem-Solving Investigation 1–H: Modelling DNA . . . . . . . . . . 48
Find Out Activity: Survival: The Ultimate Advantage . . . . . . . . . . 52
Decision-Making Investigation 1–I:
Genetically Engineered Foods . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
Topic 5 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
Wrap-up Topics 3–5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
vi MHR • Contents
Topic 6 The Best Selection . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
Find Out Activity: Why Are There So Many
Different Kinds of Dogs? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
Find Out Activity: Thoughts on Food . . . . . . . . . . . . . . . . . . . . . . 61
Think & Link Investigation 1–J: Diversity in the Galápagos . . . . . 63
Topic 6 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65

Topic 7 The Sixth Extinction?. . . . . . . . . . . . . . . . . . . . . . . . . . . 66

Think & Link Investigation 1–K:
Where Have the Grizzlies Gone? . . . . . . . . . . . . . . . . . . . . . . . . 68
Find Out Activity: How High Can It Go? . . . . . . . . . . . . . . . . . . . 70
Decision-Making Investigation 1–L: The Suffield Horses . . . . . . . 71
Topic 7 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72

Topic 8 Pains and Gains. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73

Think & Link Investigation 1–M: Assessing Breeding Potential . . 74
Find Out Activity: Protected Areas of the World . . . . . . . . . . . . . . 77
Topic 8 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
Wrap-up Topics 6–8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
Ask an Expert: John Acorn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
Unit 1 An Issue to Analyze: To Burn or Not to Burn? . . . . . . . . . . . . . . 82
Unit 1 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84

Unit 2 Matter and Chemical Change 88

Unit 2 Preview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90

Topic 1 Exploring Matter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92

Find Out Activity: Put Safety First . . . . . . . . . . . . . . . . . . . . . . . . . 93
Find Out Activity: Fasten Your Safety Seat Belt . . . . . . . . . . . . . . . 94
Find Out Activity: A Classification Puzzle . . . . . . . . . . . . . . . . . . . 96
Find Out Activity: Keep It Together . . . . . . . . . . . . . . . . . . . . . . . 98
Topic 1 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98

Topic 2 Changes in Matter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99

Inquiry Investigation 2–A:
Physical and Chemical Changes in Ancient Alberta . . . . . . . . . . 100
Find Out Activity: What’s in the Bag? . . . . . . . . . . . . . . . . . . . . . 102
Topic 2 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105

Topic 3 What Are Elements? . . . . . . . . . . . . . . . . . . . . . . . . . . 106

Inquiry Investigation 2–B: Mass and Chemical Change . . . . . . . . 108
Find Out Activity: Collect the Elements . . . . . . . . . . . . . . . . . . . 110
Topic 3 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114
Wrap-up Topics 1–3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115

Contents • MHR vii

 Topic 4 Classifying Elements . . . . . . . . . . . . . . . . . . . . . . . . . . 116
Find Out Activity: Symbols for Elements . . . . . . . . . . . . . . . . . . . 117
Find Out Activity: Identifying Metals. . . . . . . . . . . . . . . . . . . . . . 119
Find Out Activity: A Chemical Family . . . . . . . . . . . . . . . . . . . . . 120
Inquiry Investigation 2–C: Ready to React . . . . . . . . . . . . . . . . . . 122
Topic 4 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125

Topic 5 The Periodic Table . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126

Find Out Activity: Chemical Solitaire . . . . . . . . . . . . . . . . . . . . . 127
Think & Link Investigation 2–D:
Meet the Modern Periodic Table . . . . . . . . . . . . . . . . . . . . . . . . 129
Find Out Activity: Infer and Identify . . . . . . . . . . . . . . . . . . . . . . 134
Topic 5 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135

Topic 6 Chemical Compounds . . . . . . . . . . . . . . . . . . . . . . . . . 136

Find Out Activity: Building Model Molecules . . . . . . . . . . . . . . . 138
Think & Link Investigation 2–E:
Interpreting Chemical Formulas . . . . . . . . . . . . . . . . . . . . . . . . 139
Find Out Activity: Formulas for Ionic Compounds . . . . . . . . . . . 141
Inquiry Investigation 2–F:
Comparing Ionic and Molecular Properties . . . . . . . . . . . . . . . . 142
Find Out Activity: Multimedia Models. . . . . . . . . . . . . . . . . . . . . 144
Topic 6 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144
Wrap-up Topics 4–6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145

Topic 7 Chemical Reactions. . . . . . . . . . . . . . . . . . . . . . . . . . . 146

Find Out Activity: Is It a Chemical Reaction? . . . . . . . . . . . . . . . 147
Design Your Own Investigation 2–G:
Hot Potato, Cold Potato . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151
Find Out Activity: Exothermic or Endothermic? . . . . . . . . . . . . . 152
Topic 7 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152

Topic 8 Reaction Rate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153

Find Out Activity: Changing with the Times . . . . . . . . . . . . . . . . 154
Inquiry Investigation 2–H: Reaction Time . . . . . . . . . . . . . . . . . . 156
Find Out Activity: Corrosion Collection . . . . . . . . . . . . . . . . . . . 158
Inquiry Investigation 2–I: An Illuminating Experience . . . . . . . . 160
Find Out Activity: Where’s the Fire? . . . . . . . . . . . . . . . . . . . . . . 163
Topic 8 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164
Wrap-up Topics 7–8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165
Ask an Expert: Merle Fuller . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166
Unit 2 Design Your Own Investigation: Tough as Nails . . . . . . . . . . . . 168
Unit 2 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170

viii MHR • Contents

Unit 3 Environmental Chemistry 174
Unit 3 Preview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176

Topic 1: A Hair-raising Dilemma . . . . . . . . . . . . . . . . . . . . . . . . 178

Inquiry Investigation 3–A: Effects of Fertilizer
Nutrients on Seed Germination and Growth . . . . . . . . . . . . . . . . 183
Find Out Activity: An Analysis of Fertilizer Nitrogen . . . . . . . . . 185
Topic 1 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186

Topic 2: A Growing Concern . . . . . . . . . . . . . . . . . . . . . . . . . . . 187

Think & Link Investigation 3–B: DDT in a Food Chain. . . . . . . 189
Find Out Activity: The Use of Insecticides in Agriculture . . . . . . 193
Decision-Making Investigation 3–C: Organic Agriculture . . . . . . 194
Topic 2 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196

Topic 3: How Do You Spell Relief?. . . . . . . . . . . . . . . . . . . . . . . 197

Find Out Activity: What Is the pH of Your Rain? . . . . . . . . . . . . 200
Inquiry Investigation 3–D:
The pH of Common Acids and Bases . . . . . . . . . . . . . . . . . . . . 201
Inquiry Investigation 3–E: The Effect of pH on a Population . . . 206
Inquiry Investigation 3–F: Drop-by-Drop Neutralization . . . . . . 208
Topic 3 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 211
Wrap-up Topics 1–3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 212

Topic 4: How Much Is Too Much?. . . . . . . . . . . . . . . . . . . . . . . 213

Inquiry Investigation 3–G: Where Does Pollution Begin? . . . . . . 214
Topic 4 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 221

Topic 5: Getting Away From It All? . . . . . . . . . . . . . . . . . . . . . . 222

Inquiry Investigation 3–H: Measuring the Amount
of Phosphates and Nitrates in a Water Supply . . . . . . . . . . . . . . 225
Inquiry Investigation 3–I: Testing Water Quality . . . . . . . . . . . . . 228
Decision-Making Investigation 3–J:
Assessing Water Quality with Macroinvertebrates . . . . . . . . . . . . 232
Topic 5 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 235

Topic 6 N.I.M.B.Y--There Is No Away in Throwing. . . . . . . . . . 236

Inquiry Investigation 3–K: A Survey of Household
Hazardous Wastes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 245
Find Out Activity: Garbage In, Garbage Out . . . . . . . . . . . . . . . . 251
Topic 6 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 252
Wrap-up Topics 4–6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 253
Ask An Expert: Heather Sumner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 254
Unit 3 An Issue to Analyze: Not in My Backyard . . . . . . . . . . . . . . . . . 256
Unit 3 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 258

Contents • MHR ix
 Unit 4 Electrical Principles and Technologies 262
Unit 4 Preview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 264

Topic 1 Electric Charges . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 266

Find Out Activity: Charge It . . . . . . . . . . . . . . . . . . . . . . . . . . . . 266
Find Out Activity: Putting Electrostatics to Work . . . . . . . . . . . . 271
Topic 1 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 271

Topic 2 Electricity Within a Circuit . . . . . . . . . . . . . . . . . . . . . . 272

Find Out Activity: Light That Bulb? . . . . . . . . . . . . . . . . . . . . . . 272
Inquiry Investigation 4–A: Current and Voltage . . . . . . . . . . . . . . 276
Topic 2 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 278

Topic 3 Resisting the Movement of Charge . . . . . . . . . . . . . . 279

Find Out Activity: Resistance Roadblock . . . . . . . . . . . . . . . . . . . 280
Inquiry Investigation 4–B: Voltage, Current, and Resistance . . . . 284
Inquiry Investigation 4–C: Series and Parallel Circuits . . . . . . . . 287
Problem-Solving Investigation 4–D: Is Resistance Futile? . . . . . . 290
Topic 3 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 291
Wrap-up Topics 1–3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 292

Topic 4 The Energy Connection . . . . . . . . . . . . . . . . . . . . . . . . 293

Find Out Activity: Something to Electricity:
Electricity to Something. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 293
Find Out Activity: Flashing Rocks . . . . . . . . . . . . . . . . . . . . . . . . 296
Find Out Activity: Show Me the Light. . . . . . . . . . . . . . . . . . . . . 298
Topic 4 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 299

Topic 5 Portable Power . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 300

Find Out Activity: Pile of Power . . . . . . . . . . . . . . . . . . . . . . . . . 300
Inquiry Investigation 4–E: Super Cell Sleuth . . . . . . . . . . . . . . . . 302
Find Out Activity: Select a Cell . . . . . . . . . . . . . . . . . . . . . . . . . . 305
Problem-Solving Investigation 4–F: Building a Battery . . . . . . . . 306
Topic 5 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 307
Wrap-up Topics 4–5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 308

Topic 6 Generators and Motors . . . . . . . . . . . . . . . . . . . . . . . . 309

Find Out Activity: Electric-Current Generating Tube . . . . . . . . . 309
Problem-Solving Investigation 4–G:
The Attractive Electromagnet . . . . . . . . . . . . . . . . . . . . . . . . . . 311
Problem-Solving Investigation 4–H: Let's Get Motoring! . . . . . . 316
Topic 6 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 317

Topic 7 Electricity in the Home . . . . . . . . . . . . . . . . . . . . . . . . 318

Find Out Activity: Build a Transformer . . . . . . . . . . . . . . . . . . . . 318
Find Out Activity: Circuit Training in Your Room. . . . . . . . . . . . 321

x MHR • Contents
 Think and Link Investigation 4–I: You've Got the Power . . . . . . 327
Topic 7 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 331

Topic 8 Electricity Production and the Environment . . . . . . . . 332

Find Out Activity: Seek the Source . . . . . . . . . . . . . . . . . . . . . . . 333
Inquiry Investigation 4–J: Efficiency of Electric
Lighting from Coal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 334
Find Out Activity: Alternative Methods of
Generating Electricity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 342
Topic 8 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 342
Wrap-up Topics 6–8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 343
Ask an Expert: Su Ling Chong . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 344
Unit 4 Project: My Amazing Electrical Invention . . . . . . . . . . . . . . . . . 346
Unit 4 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 348

Unit 5 Space Exploration 352

Unit 5 Preview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 354

Topic 1: For Our Eyes Only . . . . . . . . . . . . . . . . . . . . . . . . . . . . 356

Find Out Activity: Pleiades Myths . . . . . . . . . . . . . . . . . . . . . . . . 358
Inquiry Investigation 5–A: Where in the Sky? . . . . . . . . . . . . . . . 360
Topic 1 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 365

Topic 2: Stronger Eyes and Better Numbers . . . . . . . . . . . . . . 366

Inquiry Investigation 5–B: Construct and Test a Telescope . . . . . 368
Find Out Activity: Draw an Ellipse . . . . . . . . . . . . . . . . . . . . . . . 371
Find Out Activity: Predicting Events . . . . . . . . . . . . . . . . . . . . . . 372
Problem-Solving Investigation 5–C:
The Scale of the Heavens. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 373
Topic 2 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 374
Wrap-up Topics 1–2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 375

Topic 3: The Spectroscope: New Meanings in Light . . . . . . . . 376

Inquiry Investigation 5–D: Identifying Spectra. . . . . . . . . . . . . . . 379
Think & Link Investigation 5–E: Long-Distance Chemistry:
Using Spectral Analysis to Identify Star Composition . . . . . . . . 381
Topic 3 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 384

Topic 4: Bigger and Smarter Telescopes . . . . . . . . . . . . . . . . . 385

Find Out Activity: Comparing the Effects of Light Pollution . . . 386
Inquiry Investigation 5–F: Using Triangulation
to Measure an Unknown Distance . . . . . . . . . . . . . . . . . . . . . . . 390
Topic 4 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 392

Contents • MHR xi
 Topic 5: What Channel Is That? . . . . . . . . . . . . . . . . . . . . . . . . 392
Find Out Activity: Give Me Some Static! . . . . . . . . . . . . . . . . . . . 393
Topic 5 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 394
Wrap-up Topics 3–5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 395

Topic 6: Above the Atmosphere and Under Control. . . . . . . . . 399

Problem-Solving Investigation 5–G: Blast Off! . . . . . . . . . . . . . . 401
Find Out Activity: Interpreting Satellite Photographs . . . . . . . . . 406
Find Out Activity: Where Are You? . . . . . . . . . . . . . . . . . . . . . . . 408
Topic 6 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 408

Topic 7: The Solar System Up Close . . . . . . . . . . . . . . . . . . . . 409

Find Out Activity: Planetary Profiles . . . . . . . . . . . . . . . . . . . . . . 411
Inquiry Investigation 5–H: Ecosystems and Stability . . . . . . . . . . 416
Problem-Solving Investigation 5–I: Mars Colony . . . . . . . . . . . . 417
Topic 7 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 419

Topic 8: People in Space. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 420

Problem-Solving Investigation 5–J:
Design a Space Capsule . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 422
Decision-Making Investigation 5–K:
A Debate: Merits of Space Travel Using Astronauts. . . . . . . . . . 427
Topic 8 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 428
Wrap-up Topics 6–8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 429
Ask an Expert: Robert Thirsk . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 430
Unit 5 Project: An Arm of Your Own . . . . . . . . . . . . . . . . . . . . . . . . . . 432
Unit 5 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 434

Appendix A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 438
Appendix B. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 440
Appendix C. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 442

xii MHR • Contents

Science Skills Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 446

SkillFOCUS 1 Safety Symbols . . . . . . . . . . . . . . . . . . . . . . . . . . . . 447

SkillFOCUS 2 Using Your Textbook as a Study Tool . . . . . . . . . . . 448

SkillFOCUS 3 Solving Numerical Problems (GRASP) . . . . . . . . . 451

SkillFOCUS 4 Units of Measurement and Scientific Notation . . . 453

SkillFOCUS 5 Estimating and Measuring . . . . . . . . . . . . . . . . . . . 456

SkillFOCUS 6 Scientific Inquiry . . . . . . . . . . . . . . . . . . . . . . . . . . 460

SkillFOCUS 7 Technological Problem Solving . . . . . . . . . . . . . . . 464

SkillFOCUS 8 Societal Decision Making . . . . . . . . . . . . . . . . . . . . 466

SkillFOCUS 9 Using Technology in Science . . . . . . . . . . . . . . . . . 469

SkillFOCUS 10 Organizing and Communicating

Scientific Results . . . . . . . . . . . . . . . . . . . . . . . . . . . 473

SkillFOCUS 11 Scientific and Technological Drawing . . . . . . . . . . . 479

SkillFOCUS 12 Using Models in Science . . . . . . . . . . . . . . . . . . . . 481

SkillFOCUS 13 Using a Microscope . . . . . . . . . . . . . . . . . . . . . . . . .483

SkillFOCUS 14 Connecting and Reading Ammeters

and Voltmeters . . . . . . . . . . . . . . . . . . . . . . . . . . . . .488

Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 491
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 500
Credits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 509

Contents • MHR xiii

 To the Teacher
We are very pleased to have been part of the team of experienced science educators
and editors working together to bring you and your students this new program —
the SCIENCEFOCUS 7-9 series of textbooks, and its French equivalent,
CONVERGENCES 7-9. The SCIENCEFOCUS and CONVERGENCES
student and teacher resources were specifically developed to provide 100 percent
congruence with the Alberta curriculum. As the titles SCIENCEFOCUS and
CONVERGENCES suggest, these resources are designed to have students focus on
science — the way it functions as a means for explaining natural events, how it
relates to technology, and its role in analyzing and making decisions about issues of
societal and environmental importance.
SCIENCEFOCUS 9/ CONVERGENCES 9 provide:
• A science inquiry emphasis, in which students address questions about the nature
of science involving broad explorations as well as focussed investigations. Skill
areas emphasized include: careful observing; questioning; proposing ideas; pre-
dicting; hypothesizing; making inferences; designing experiments; gathering,
processing, and interpreting data; and explaining and communicating.
• A technological problem-solving emphasis, in which students seek answers to
practical problems. Problem solving may either precede knowledge acquisition or
provide students with opportunities to apply their newly acquired science know-
ledge in novel ways. Skill areas emphasized include: understanding the problem;
setting and/or understanding criteria; developing a design plan, carrying out the
plan; evaluating; and communicating.
• A societal decision-making emphasis, in which students draw upon those science
and technology concepts and skills that will inform the question or issue under
consideration. Students are encouraged to give particular attention to sustainability.
Skill areas emphasized include: identifying the issue; identifying alternatives;
researching, reflecting, and deciding; taking action; evaluating; and communicating.
The particular emphases within a unit are, in part, suggested by the topic
itself. The primary and secondary emphases for SCIENCEFOCUS 9 and
CONVERGENCES 9 are listed in the table opposite.
Scientific literacy has become the goal in science education throughout the world,
and this goal has been given expression in Canada in the Common Framework of
Science Learning Outcomes, K-12: Pan-Canadian Protocol for Collaboration on School
Curriculum (Council of Ministers of Education, Canada, 1997).
“Scientific literacy is an evolving combination of the science-related
attitudes, skills, and knowledge students need to develop inquiry,
problem-solving, and decision-making abilities, to become lifelong
learners, and to maintain a sense of wonder about the world around
them. To develop scientific literacy, students require diverse learning
experiences which provide opportunity to explore, analyze, evaluate,
synthesize, appreciate, and understand the interrelationships among
science, technology, society, and the environment that will affect their
personal lives, their careers, and their future.”

xiv MHR • To the Teacher

 SCIENCEFOCUS 9/
CONVERGENCES Unit Primary Emphasis Secondary Emphasis
Life Systems Unit 1 Social and Nature of Science
Biological Diversity Biological Diversity Environmental
Context (STS)
Matter and Materials Unit 2 Nature of Science Science and
Matter and Chemical Matter and Chemical Technology
Change Change
Matter and Materials Unit 3 Social and Nature of Science
Environmental Chemistry Environmental Environmental
Chemsitry Context (STS)
Structures and Mechanisms Unit 4 Science and Social and
Electrical Principles Electrical Principles Technology Environmental
and Technologies and Technologies Context (STS)

Earth and Space Systems Unit 5 Science and Nature of Science

Space Exploration Space Exploration Technology

Through varied text features, SCIENCEFOCUS 9 enables students to understand

basic concepts in Biology (Unit 1: Biological Diversity), Chemistry (Unit 2: Matter
and Chemical Change, Unit 3: Environmental Chemistry), Physics (Unit 4: Electrical
Principles and Technology),and Earth and Space Sciences (Unit 5: Space Exploration).
The program also develops skills in the processes of scientific inquiry, and in relating
science to technology and society.
In SCIENCEFOCUS 9, students learn scientific theories and conduct investiga-
tions related to bacterial growth; a comparison of ionic and molecular properties; the
effects of pH on a population; the principles of electricity; and space exploration.
Like the other textbooks in our series, SCIENCEFOCUS 9 builds on the three
basic goals of the curriculum, and reflects the essential triad of knowledge, skills,
and the ability to relate science to technology and society (STS). Science is
approached both as an intellectual pursuit, and also as an activity-based enterprise
operating within a social context.
Our extensive Teacher’s Resource Binder provides essential planning and imple-
mentation strategies that you will find helpful and practical. Our Blackline Masters
provide you with materials that you can use for vocabulary building, skill building,
concept clarification, alternative activities for multiple learning styles, forms for
performance task assessment of student achievement that are specific to the unit of
study, and others that focus on larger encompassing skills of science, technology,
and societal decision making. Our Computerized Assessment Bank will assist you in
your full implementation of the SCIENCEFOCUS 9 program.
We feel confident that we have provided you with the best possible program to
help ensure your students achieve excellence and a high degree of scientific literacy
in their course of study.

The Authors and Consultants

To the Teacher • MHR xv

Focus on
Key Concepts Unit 1
In this unit, you will investigate
the role of variation in helping
organisms to survive changing
environmental conditions
advantages and disadvantages of
sexual and asexual reproduction in
the transmission of characteristics
from parents to offspring
how genetic information is stored by
the body’s cells and molecules
how people increase variation in
other organisms
strategies for minimizing the
impacts of human action on the sur-
vival of organisms
Key Skills
In this unit, you will
observe interactions of organisms in
soil communities
observe and analyze a variety of
human characteristics
design an investigation to identify
the circumstances under which
bread mould will grow
research and analyze a scientific
issue on your own and as part of a
group; then develop solutions to the
ethical problem it raises
analyze data relating to genetics and
the environment and their influence
on human variation
Key Attitudes
In this unit, you will be encouraged to
recognize that science can help us to
assess our impact on the environ-
ment, but it cannot accurately pre-
dict future impacts
carefully analyze data in order to
assess problems accurately and
work toward effective decisions
appreciate the effects of changing
the environment on living organisms
consider the needs of other organ-
isms when attempting to meet
human needs
xvi MHR • Focus On Key Concepts, Skills, and Attitudes
Unit 2
In this unit, you will investigate
the importance of safe procedures
when you are working with chemicals
differences between physical and
chemical changes
ideas used in interpreting evidence
of the chemical nature of matter
the development and use of the
periodic table
the composition and interpretation
of chemical forumalas
patterns in chemical reactions and
reaction rate
In this unit, you will
identify and work with WHMIS
symbols
conduct an investigation to test the
Law of Conservation of Mass
use a chemical reaction to
recover solute from a solution
identify elements, using the periodic
table
identify ionic and non-ionic substances
and compare their properties
design an investigation to find out
whether an endothermic or an
exothermic reaction is produced
when hydrogen peroxide is com-
bined with certain substances
In this unit, you will be encouraged to
appreciate that scientists use models
which are not always verifiable to
further their research
follow appropriate procedures in
obtaining and reporting accurate and
complete data
ensure your own understanding and
that of others in your class of safety
symbols and their use
ensure that chemicals used in
investigations are disposed of
appropriately
 Unit 3
In this unit, you will investigate
the role of chemicals in maintaining
the health of an organism and sup-
plying its nutrients
the positive and sometimes unfore-
seen negative effects of chemicals in
the environment
the acidity of common substances
and the effect of its variation on
organisms
methods of detecting the presence
of chemicals in the environment and
assessing any risks they pose
the presence of chemicals in water
methods of waste management
In this unit, you will
test the reaction of a plant to the
addition of certain chemicals
trace the path of a harmful chemical
through the food chain
conduct tests to find the pH of a
number of common substances
observe the effects of variations in
pH on the growth of yeast
test the effectiveness of bases in
neutralizing an acid
use macroinvertebrates to test water
quality
conduct a survey of household
hazardous wastes
In this unit, you will be encouraged to
appreciate that many valid view-
points must be heard when deci-
sions about environmental quality
need to be made
carefully collect and analyze evi-
dence when assessing a problem
or situation
develop your awareness of the envi-
ronmental consequences of dispos-
ing of the items that contribute to
our lifestyle
Unit 4
In this unit, you will investigate
electric charge and its movement in
circuits
electric current, voltage, and resistance
differences between series and par-
allel circuits
energy transformations in electric
circuits
construction and features of differ-
ent types of electrochemical cells
and batteries
the operation of generators and motors
environmental impacts of different
ways of generating electricity
In this unit, you will
construct a simple circuit and use an
ammeter and voltmeter to find cur-
rent and voltage at different points
examine the relationship between
the current in a circuit, the voltage
across the load, and the resistance
of the load
design and construct an electrical
circuit with specific characteristics
construct electrochemical cells and
batteries
construct a working electric motor
calculate the efficiency of an electri-
cal device
In this unit, you will be encouraged to
continue to work on problems or
designs until you find the best solu-
tion
take a responsible part in problem
solving and trouble shooting in any
group activity you undertake
demonstrate awareness of the need
to balance human needs and wants
with sustaining the environment
practise safe procedures when work-
ing with electricity
Focus On Key Concepts, Skills, and Attitudes • MHR
Unit 5
In this unit, you will investigate
different perspectives on the nature
of Earth and space
the technology of space exploration:
optical and radio telescopes,
spectral analysis, and space travel
techniques for determining the posi-
tion and motion of objects in space
technologies used in global position-
ing systems and in remote sensing
life-support technologies used in
space
materials and processes developed
for use in space and risks associated
with space exploration
In this unit, you will
build a device to measure altitude-
azimuth co-ordinates and organize
data using a format that is appropri-
ate to the task
identify and correct practical prob-
lems in the function of a simple
telescope you have constructed
examine light sources using a spec-
troscope and predict the kind of
spectra you will see
select and integrate information
from print and electronic sources on
the planets in the solar system
test the design of a remote manipu-
lation device you have constructed
In this unit, you will be encouraged to
show concern for safety in planning,
carrying out, and reviewing activities
appreciate the role, contributions,
and limits of science and technology
in space exploration
work collaboratively in carrying out
investigations related to space
exploration
appreciate the diversity of people
and cultures that have contributed to
our understanding of space
xvii
 A Tour of Your Textbook
Welcome to SCIENCEFOCUS 9. This textbook introduces you to the won-
ders of biodiversity; the amazing world of chemicals and their positive and
negative effects on the environment; the “magic” of electricity; and explo-
ration into the far reaches of space To understand the book’s structure, begin
by taking the brief tour on the following pages. Then do the Feature Hunt on
page xxv to check your understanding of how to use this book.

Unit Opener U N I T

• SCIENCEFOCUS 9 has five major

units.
Unit Contents
• Each unit opener provides a clear Matter and TOPIC 1

overview of the unit’s contents.

Exploring Matter 92

Chemical Change TOPIC

Changes
in Matter
2

99
• The unit opener sparks interest Ah, pizza! How appetizing! Imagine the taste of melted cheese, fresh veggies,
TOPIC

What
3

in the subject by suggesting a

and tangy tomato sauce. Pizza is a colourful, fragrant, mouth-watering
Are Elements? 106
assortment of ... chemicals?
TOPIC 4
Yes, when you bite into pizza you are tasting a mouthful of chemicals.
Classifying
technological challenge to think When you watch a spectacular fireworks display, you are observing chemical
properties. And when you fry an egg, bake a cake, or observe autumn leaves,
Elements
TOPIC 5
116

you are seeing chemicals at work. What other chemical changes can you name?

about, presenting science ideas The matter that surrounds you constantly
interacts and changes both chemically and
The
Periodic Table 126
6

to investigate, or highlighting a
TOPIC
physically. How is matter sorted out and classi-
Chemical
fied? Which substance is which? Can the Compounds 136
changes be understood or predicted? Which

societal issue to explore. chemicals are safe to handle? What is the dif-
ference between the chemicals in fireworks
TOPIC

Chemical
Reactions
7

146
and the chemicals in the food we eat?

• The unit opener identifies each of Investigate the fascinating world of chemi-
cal change in Unit 2. Observe and compare
TOPIC

Reaction
Rate
8

153

the unit’s Topics.

chemical substances and the ways they interact.
What mysteries about chemicals would
you like to solve?

88

Unit Preview
Each unit preview draws you into the major emphasis of the unit:
science inquiry, technological problem solving, or societal decision making.
• Focussing questions invite you to reflect on what you already know (or
will learn) about the upcoming Topics.
• Interesting photographs are combined with brief descriptions of what you
will find in each cluster of Topics.

U N I T 4
• Looking Ahead helps you to
prepare for your end-of-unit
• How do we turn coal in
Hey presto! Bring an electric charge into
existence! Make the charge do some work for
Electric power might seem like magic, but
it isn’t. Much of Alberta’s electric power
challenge. It gives you an idea
the ground or water
behind a dam into electric
you. Now make it stop. And find out when
electric charges can be a nuisance for people
and machinery. You can do all of these things
comes from burning a fossil fuel (coal).
Besides causing pollution, fossil fuels will
eventually run out. How can you help solve
of what you will be doing and
energy that you can use
in your home?
by reading Topics 1–3. these problems? See what ideas you can
come up with as you read Topics 6–8. provides suggestions to get you
• How are we able to
control the energy so started on this group task. This
that the various appli-
ances we use receive feature is always presented in a
just the right amount?
• What new technologies Palm Pilot™ frame to remind
can we develop to
help us use energy in
less environmentally
you to make the best use of the
demanding ways?
current technology that is
ing
346–347, My Amaz
Look ahead to pages
Electric Invention.
In this project,
t and build your
you will work with
own electric devic
e available to you.
a group to inven learned throughou
t the
princ iples you
based on the unit, pay close
work through the
Topics. As you electric devices
and
ation about
attention to inform t and build your
may help you inven
components that
want to
device. You may devices as you
ns for possible
draw several desig resist ors, and other
, circui ts,
learn about loads
electric principles keep track of
electronic file to
use a paper or aid in making
ation that could
important inform
Is it possible to use chemical energy to produce electricity? Can you your invention work ic knowledge
n ideas and electr
produce electricity by using light? And when you’ve figured out how to discuss your desig
members
do that, can you find a way to store the electricity until you need it? with your group
You’ll be able to do all of these and more after reading Topics 4–5!

264 MHR • Electrical Principles and Technologies Unit 4 Preview • MHR 265

xviii MHR • A Tour of Your Textbook

Problem-Solving Investigation S K I L L C H

Initiating and Planning

Performing and Recording

E C K

5-C
Analyzing and Interpreting

• These hands-on activities set challenges to design and construct Communication and Teamwork

The Scale of the Heavens

your own models, systems, or products. They teach design skills The mathematical work of Kepler and Newton
made it possible for astronomers to calculate the
Design Specifications
A. You may use any objects for your moons and

and blend science and technology in new and different ways. scale of the solar system. In this investigation you
will design and construct your own scale model.
planets.

Plan and Construct

Challenge
• The co-operative group work icon signals that you will be doing
Design and construct a scale model of all or a part
of the solar system. Here are some ideas:
• Earth and the Moon, including the dis-
After you choose what you will model, you
must select a scale that works. Use the skills
you learned in math to figure out the best
scale for you. Your model will not be as pre-

these investigations in a team. •

•
tance between them
The distances of the planets from the Sun
A planet other than Earth and its moons
cise as the data in the data table, so rounding
off the numbers will be necessary.

Think about what kind of model you will

• The Design Specifications provide a way to evaluate your results. • The sizes and distances of the planets to
the same scale. This is challenging, but it
can be done!
make (drawings, actual objects). It may be nec-
essary to use the whole room, hallway, or even
the outdoors to fit your model. Be creative!

• You and your team members are then on your own to design and Materials
Think of objects that can function as planets, such
as pinheads, marbles, balls.
Evaluate
1. When you look at your model and the

construct!
models of the other students, how “empty”
Planetary Data for Your Model does space seem to be?
Planet Distance from Sun Diameter
2. How precise was your model? (How
(and the Moon) (million km) (km)
rounded off are your distances?)
Mercury 57.9 4 879
Venus 108.2 12 104
Earth 149.6 12 756
Mars 227.9 6 794

Skill Focus Jupiter

Saturn
Uranus
778.3
1 429.4
2 875.0
142 980
120 540
51 120
For tips on using scientific models, turn to Skill Focus 12.

Neptune 4 504.4 49 530

The Sun is about 400 times as far from Earth as is the

• Skill development tips refer you to the Science Skills Guide at the Pluto
The Moon
5 915.8
385 000 km
(from Earth)
2 300
3 475
Moon. The Sun’s diameter is about 400 times the Moon’s
diameter. The result of this is
that when the Moon comes
directly between Earth and the

back of the student text. (The Contents page of the Science Skills Sun, we see a solar eclipse.

Guide is shown on page xxv, “Wrapping Up the Tour.”)

• These tips provide specific skill development strategies and activities
Stronger Eyes and Better Numbers • MHR 371

as they are needed, for example, in using problem-solving processes

and in using scientific models.

Other characteristics are examples of discrete variation. These

How many people do you
know who are left-handed?
Do you think being left-
handed is an inherited
trait? Actually, no one
knows for sure — not
even scientists!
characteristics have a limited number of possibilities. For example, the
ability to curl your tongue is genetic. There are
only two possibilities: you can do it or you cannot.
The ABO blood group is another example of
Did You Know?
a discrete genetic characteristic. In this case
there are four possibilities: blood group A,
B, AB, or O. Sex (male or female) is another
example of discrete variation. Discrete
• These features present interesting facts related to science, technology,
variation is like a report card that uses
letter grades such as A, B, C, D, or F.
Our knowledge of genetics is focussed on
nature, and the universe.
“discrete” characteristics because they are
easier to understand and test.

Figure 1.38 Tongue rolling is a genetic trait.

Find Out Activity
• A short, informal inquiry activity that usually involves hands-on
Find Out
Observing Human Characteristics
Every person is a collection of characteristics, What Did You Find Out? Analyzing and Interpreting
exploration.
or traits. Some traits occur in distinct forms. 1. Are some forms of a trait more common
For example, your hairline can be either smooth
or pointed. In this activity, you will observe some
traits displayed by your fellow students.
than others?

2. What can you conclude about the way traits

• These activities call for simple materials and equipment.
vary among your class members? Why do
Procedure Performing and Recording
Communication and Teamwork

1. Study the forms of each trait shown in

you think some students show one form of
a trait while others show a different form? • In these activities, as well as in the investigations, you will use important
the illustrations. Copy and complete a 3. Do you think most traits are continuous
table such as the one below, using the
total number of students in your class.
or discrete?
science process skills: predicting, estimating, hypothesizing, and so on.
Characteristic Middigital Hair Tongue Thumb Earlobe Hairline
Can Cannot Bent
Traits Hair No Hair Roll Roll Back Straight Attached Detached Smooth Pointed
Student 1

2. In your table, check off which of the two Middigital Tongue Thumb Earlobe Hairline
forms of each trait each class member hair
displays. Plot your results on a bar graph.
hair can roll bent back detached smooth

To review how to prepare a bar graph, turn to Skill Focus 10. S K I L L C H E C K

no hair cannot roll straight attached pointed
Initiating and Planning

Performing and Recording

2–C
38 MHR • Biological Diversity Analyzing and Interpreting

Communication and Teamwork

Ready to React Add 5 mL of hydrochloric

acid (3 mol/L) to the beaker.
Scientists have been able to arrange metals in order of activity. Metals high on the Record your observations.
activity series table react readily. Metals lower on the table react less readily. A CAUTION: Handle the
metal will replace any metal beneath it in the table during a reaction. This type of acid and anything that it
reaction is called a displacement reaction. Notice that copper, silver, and gold are touches with caution. Be
sure to rinse out the gradu-
at the bottom of the list. These elements are relatively inactive, so they often occur
in Earth as veins of relatively pure elements. Most other metals are more active ated cylinder when you are
Carefully pour the acidic
solution through the filter
paper. Do not let the solu-
tion pour over the sides of
the filter paper. If particles
remain in the beaker, add a
small amount of water to
rinse them into the filter
Unfold the filter paper.
Place the filter paper and
residue in a safe place to dry.
Rinse stirring rod, funnel,
and beakers to remove acid.
Day Two
Measure the mass of the

Inquiry Investigation and occur as compounds.

Question
done. Neutralize any spills
with baking soda. Wipe up
any spills immediately. Wash
your hands after cleaning
paper.

Pour 20 mL of water
through the residue on the
residue and filter paper.
Record. Subtract the mass
of the clean piece of filter
How do you recover the solute from a solution using an active metal? filter paper to get rid of any paper. Record.
spills.
excess acid. Place the residue in the con-
• One-to four-page “formal” labs Hypothesis
As a group, make a hypothesis
Apparatus
triple beam or electronic balance
mortar and pestle
scoopula
Safety Precautions Cut a small piece of alu-
minum foil (4 cm  4 cm).
Measure the mass of the
tainer provided by your
teacher.
about what will happen when
provide an opportunity to develop aluminum foil is placed in a
solution of copper (II) sulfate
2 400 mL beakers
10 mL graduated cylinder
stirring rod
funnel
• Don’t let the hydrochloric
acid touch your skin. If you
accidentally spill it on your
foil and record.

Roll the foil around the stir-

Analyze
1. What colour was the first copper (II) sulfate solution
and hydrochloric acid. Refer to retort stand ring rod. Place the foil in

science process skills using various

the Activity Series of Metals
table to help you make the
hypothesis.
skin, wash it off immediately you made?
ring clamp or burette the beaker of copper (II) sul-
with lots of cool water and
inform your teacher. fate and acid. Gently sub- 2. What happened to the solution when you added
Materials
merge the foil in the solu- hydrochloric acid?
copper (II) sulfate

equipment and materials. Activity Series of Metals

lithium Most active
water
hydrochloric acid (3 mol/L)
box of baking soda for spilled acid
aluminum foil
Day One
Part 1
tion with the stirring rod.
Observe carefully. Touch
the outside bottom of the
3. Was there a chemical or physical change in this experiment?
Give reasons for your answers.
potassium
filter paper beaker with your hand.
Procedure 4. What substance was recovered in this investigation?

• These investigations provide a

barium
calcium
Record your observations. How do you know?
Make an observation chart
sodium to use for this investigation.
magnesium Part 2

chance to ask questions about aluminum

zinc
iron
Measure about 2.5 g of cop-
per (II) sulfate. Place the
copper (II) sulfate in the
Procedure
Conclude and Apply
5. Compare the mass of the original metal (aluminum) to the
mass of the residue. What conclusion can you draw based on
Measure and record the

science, to develop a hypothesis or

nickel mortar and grind until you your evidence?
tin have a fine powder. mass of the filter paper.
lead 6. What would happen if you added more aluminum foil to the
(hydrogen) Use the scoopula to scoop Fold a piece of filter paper
beaker after the reaction was complete?

a prediction, to make observations, copper the powder into a 400 mL and place it in the funnel.
mercury beaker. Dampen the filter paper
with water so it will stay
silver
Add 30 mL of water to the Extension
gold Least active in place.

and to obtain results. copper (II) sulfate in the

beaker. Stir until the powder
has dissolved. Observe and
record your observations on
Attach the funnel to a retort
stand with a ring clamp or
7. How could displacement reactions be used in mining metals?
Research in the library or on the Internet. Present your
answer in the form of a flowchart.
burette clamp. Place an empty

• You then analyze your results to the chart. beaker under the funnel.

122 MHR • Matter and Chemical Change Classifying Elements • MHR 123

determine what they tell you about

the topic you are investigating.
• Photographs showing each major step in the Procedure help you to
carry out the investigation.
• Safety icons and Safety Precautions alert you to any special precautions
you should take to help maintain a safe classroom environment.

A Tour of Your Textbook • MHR xix

 Mathconnect
• Reviews math skills as they are required to
do activities.
• Makes connections between your science studies and
Binary Fission
Many one-celled organisms such as the amoeba reproduce asexually using How many microscopic
your math studies.
a form of cell division called binary fission. The cell first duplicates its spores do you think
contents, including its nucleus and other organelles. After the amoeba might be produced by
divides, each new cell has one mushroom? In one
a copy of the genetic mate- species, each of the
rial, as well as half of the gills underneath the cap
of a single mushroom
cytoplasm. As a result, the
produces about 13 550
offspring are identical. spores on one side of
Figure 1.22 Binary fission in an one gill. Keep in mind
amoeba results in two “daughter” cells. that each cap of this
species of mushroom
Asexual Spores has about 150 gills.
Some fungi, such as mushrooms, can reproduce asexually by forming Calculate the approximate
single-celled, reproductive structures called spores. When asexual number of spores
spores are formed, only one parent organism supplies the genetic produced by the cap of
one mushroom. (Hint:
material. Many spores are produced to ensure that at least some of them
Remember that each gill
survive. Some fungi and algae, such as the green algae Chlamydomonas has two sides.)
and Ulva, produce zoospores, which move using tail-like flagella.
Interestingly, fungi can also reproduce sexually — a process we will
look at in more detail shortly.
spores

• These brain teasers are often mathematics-related.

(cap) gill
pileus
Figure 1.23 The Earth
star fungus releases

• They draw upon your problem-solving skills and

millions of tiny spores.

Figure 1.24 Chlamydomonas is a unicellular
green alga (magnification: 500x). It can
reproduce asexually by forming zoospores.
Why do you think zoospores have flagella?
Why are relatively few mushrooms
seen growing in our yards when the
number of spores produced is so high?
Write a possible reason in your
Science Log.
Suppose you get on a bus to go to school. At 8:20 A.M., you yawn and a
your imagination.
single Streptococcus bacterium drifts into your open mouth and settles
in your throat. Under ideal conditions, a single bacterium can reproduce
by binary fission in 20 min. So, by the time the bus drops you off at
school at 8:40 A.M., there are two bacteria in your throat. When your
homeroom period starts at 9:00 A.M., there are four.
1. Assume that the bacteria continue to reproduce asexually every 20
min and your body does not fight them off. How many bacteria will
be in your throat by: (a) lunchtime (12:00 noon); (b) by the time you
get the bus in the afternoon (3:20 P.M.); (c) suppertime (6:00 P.M.);
(d) bedtime (10:00 P.M.)?
2. Make a graph showing the growth of the Streptococcus population
in your throat over the 14 h period. You may create your graph using
a computer.
3. Do you think bacteria can keep multiplying in this way indefinitely?
Explain.
4. At what time do you think your throat may feel sore? How many
bacteria will be present in your throat?

Passing It On • MHR 27

• These items supply opportunities to reflect on what

you know (or do not know) and to make connec-
tions among ideas throughout the text.
• This recurring feature encourages you to construct
your own learning on an ongoing basis and to keep
track of how your knowledge is building.

Cool Tools
• This feature provides information about some of Bee Probes
Honeybee colonies have been used for centuries to provide honey and
pollinate flowers, fruit trees, and other crops. But now, scientists have

the instruments and equipment invented to help found a new use for the busy insect. Honeybee colonies are used globally
to indicate the presence of hazardous materials in the environment.
Millions of established colonies provide constant monitoring. Because
honeybees can live under many different environmental conditions, small

humans explore the unknown. colonies can be introduced almost anywhere hazardous substances are
suspected.
Scientists at the University of Montana have designed electronic beehives
(right) that provide useful information about the environment. Electronic

• The information is often related to a variety of hives record the behaviour of every bee, including how often it flies, the
pollen it gathers, and how the bees control the environment in the hives.
Pollutants brought into the hives by the bees are detected using electronic

occupations and situations. instruments attached to the hives.

1. Bees leave the hives and pick up water, nectar, pollen, and airborne
water particles.
2. When bees return to the hives, they fan their wings to control the air
temperature in the hives.
3. Pollutants in the environment that were picked up by the bees are
released into the air of the hives as the bees fan their wings.
4. Pollutants released by the bees are measured using chemical probes

Internetconnect attached to the hives.

5. The chemical data are analyzed to determine which pollutants were
brought into the hives from the local environment.

Thinking Critically
• This feature encourages productive use of the 1. Why are bees useful animals for detecting pollution?
2. What are common causes of pollution in your area?

Internet by offering content-appropriate sites.

3. Research how a miner’s canary was used to warn about hazardous substances. How is this
similar to how honeybee colonies are being used?

• Web site suggestions will save you time as you www.mcgrawhill.ca/links/sciencefocus9

Would you like to know more about the use of bees as a

do research. tool for detecting environmental hazards? Go to the web site

above, and click on Web Links to find out where to go next. In
your notebook, write how you think other environmentally
sensitive organisms could be used to protect
the environment.

224 MHR • Environmental Chemistry

xx MHR • A Tour of Your Textbook

Decision-Making S K I L L C H

Initiating and Planning

Performing and Recording

E C K

3-J

Investigation Analyzing and Interpreting

Communication and Teamwork * Sensitive

stonefly nymph
Moderately sensitive

dragonfly nymph
Tolerant

midge larvae
Assessing Water Quality mayfly nymph damselfly nymph blackfly larvae

• These investigations appear in units with Macroinvertebrates (a) Dragonfly Nymph (b) Caddisfly Larva
caddisfly larvae
water penny
cranefly larvae
clams and mussels
pouch snail
leech
beetle
Think About It thermometer
riffle beetle sowbug aquatic worm

that invite you to look at societal

pH paper or universal indicator
According to WHO’s Global Water Supply and portable water test kit (optional) gilled snail crayfish planorbid snail
illustrated classification keys to the macroinvertibrates
Sanitation Assessment for the year 2000, nearly (A Guide to the study of Fresh-Water Biology by (c) Mayfly Nymph (d) Crane Fly Larva
1.1 billion people lack access to improved sources Needham and Needham is a good reference) Index value Index value

issues related to science and/or tech- of water. What affects the quality of water sources
in your area and what issues are involved? In this
investigation you will use a technique that provides
Procedure
(B) (C)
Boxes checked  2  ___ Boxes checked  1  ___

nology. They present a problem a scientific basis for assessing water quality. Collect a sample of organisms from the river or (e) Stonefly Nymph (f) Black Fly Larva
Total Index Value = ____ + ____ + ____ = ____
stream bottom by placing the nylon screen or (A) (B) (C)

How Can Science Help? mesh net against the bottom and kicking Water Quality Rating (by total index value)
against the bottom upstream of the net for at

related to the issues you are consid- By 2015, the United Nations Millennium
Declaration pledges “to reduce by one-half the
proportion of people without sustainable access
least 1 min. You should overturn and scrape any
rocks that are present. Be sure that your net is
placed to intercept all of the floating debris
Excellent (>22) Good (17–22) Fair (11–16) Poor (<11 )

*Sensitive organisms require water of good or excellent quality.

to adequate quantities of affordable and safe (g) Aquatic Earthworm (h) Damselfly Nymph

ering in the unit. water.” Efforts by WHO, UNICEF, and other

international organizations have contributed to
stirred up by the kicking.

Note: If you are testing a pond or lake where

or Bristleworm

Analyze
global awareness of the problem and the estab- there is no current, use the net with a metal rim

• In these investigations, you will usu-

lishment of international programs. Between the to scoop material from the bottom mud, especially (i) True Midge Larva (j) Water Penny Beetle 1. Using the measurements and results
years 1990 and 2000, these programs increased around the base of any weedy areas. obtained in your survey, assess the quality
access to improved sources of water from 79 to As you identify an organism, record this fact of water at your sample site.
82 percent of the world’s population. Since the You should examine the larger bits of wood

ally work with your group to consid-

early 1990s, organizations worldwide have been
participating in monitoring programs for water
supplies. These monitoring programs provide the
that are disturbed by your kicking, since some
of the organisms you are attempting to collect
may be stuck to the underside of the wood.
in a data table such as the one shown. Check
2. Identify any sources of material entering
the box next to the name of the organism.
the body of water where you are sampling,
Return the organisms to the water as close as and suggest how the material might affect

er alternatives to the problem and reliable and consistent statistics needed for
informed policy making.
Wash away the mud and dirt by shaking the
screen or net while holding it partly under
possible to the site from which they were
obtained.
the water quality.

3. If the source(s) in #2 are from human

the surface of the water. As a group, collect some or all of the activity, identify an alternative course of

present some alternatives that your

Safety Precautions
• Conduct this investigation only under the supervision
group can analyze and discuss. of your teacher.
• Be careful when handling living organisms.
• Be sure to wash your hands when you are finished
the investigation.
• These investigations include the Apparatus
1.2 m3 nylon screen or mesh net with a metal rim
turkey baster or plastic forceps
following information. action for each source, to diminish any
Using the turkey baster or plastic forceps,
• a photograph or sketch of the collection site negative effect on water quality.
transfer any organisms collected to the pan or
• the appearance of the water
paper plate and group them by shape.
4. You were asked to return the organisms to
• the pH of the water
their original location. Why?
Using a classification key and a hand lens to • the temperature of the water
examine each organism, identify as many of the • evidence of human activity near the water
organisms as you can. The following illustra- (structures, artifacts)
tions may help in your identifications. • water quality measurements using a
water test kit (dissolved oxygen,
nitrates, phosphates)

heading, “How Can Science Help?”. pan or paper plate

hand lens
Wash your hands before eating or drinking.

It will remind you to use the scien- 232 MHR • Environmental Chemistry Getting Away from It All? • MHR 233

tific concepts, skills, and processes

that you are learning to obtain the S K I L L C

Initiating and Planning

H E C K

information you need for your deci- 2-E

Performing and Recording

Analyzing and Interpreting

Communication and Teamwork

sion-making task. Interpreting Chemical Formulas

Chemists have described many groups and types of Part 2
compounds. What do the chemical formulas indicate Think About It
about molecular compounds?
Many elements exist as molecules under ordinary

Think & Link Investigation Part 1

Think About It
conditions. For example, the air you inhale with
every breath is mostly a mixture of two compounds
and two elements, as shown in the following table.
Most compounds are made of molecules. Examples
Some Components of Air
include water, carbon dioxide, propane, and glucose

• These one- to two-page “thought” or “paper-based” investigations let (sugar). Interpret the formulas for these compounds
by using the example of water in this table as a guide.
The Composition of Four Compounds
Name
of gas
Compound
or element?
Made of
molecules? Formula
Number of
atoms per
molecule

you explore ideas or connections that might be impractical or danger-

water compound yes H2O 3
Name of Formula of Elements How many vapour
compound molecule present atoms of
carbon
each?
dioxide

ous in the science classroom. water

carbon dioxide
H2O

CO2
hydrogen,
oxygen
2 atoms H,
1 atom 0 oxygen
nitrogen

propane C3H8

• These investigations emphasize a variety of skills. These skills include glucose C6H12O6 What to Do
The first line in the table is complete. Copy
What to Do the table and fill in the missing information in

analyzing data, interpreting diagrams or photographs and forming ideas, Based on the table above, how many atoms, in
total, are present in the following molecules?
the other three lines.

(a) one water molecule

opinions, or recommendations based on analysis of a societal issue. (b) one carbon dioxide molecule ok
in

g
Lo
Have you had your plan approved by your
(c) one propane molecule

d
A teacher for your End of Unit Investigation:
(d) one glucose molecule hea
Tough as Nails? Depending on your
design, it may be time to start your investigation in
the next few days so it will be finished by the end of
the unit.
Dalton and others of his time used the terms “compound
particles” and “compound atoms” when theorizing about
what happens to atoms when elements combine. The
Italian physicist Amedeo Avogadro (1776–1856) intro-
duced the term “molecule.” What did “molecule” original-
ly mean? Check print or electronic sources to find out.

Chemical Compounds • MHR 139

Across Canada
Across Canada
The metallic element cobalt can be used in the treatment of cancer. Canada led the world in this life-
saving application, and Dr. Sylvia Fedoruk was one of its pioneers. She was chief medical physicist for
the Saskatchewan Cancer Foundation for 35 years, and during this time she helped pioneer one of the
• These “mini-essays” feature information on Canadian scientists involved in
world’s first nuclear medicine scanning machines.
Sylvia was born in Canora, Saskatchewan. As a teenager, she loved sports, including hockey, basket-
ball, volleyball, track, and curling. She has remained active in athletics, and in 1986 she was inducted
into the Canadian Curling Hall of Fame. Sylvia has also been active in public life. From 1988 to 1994,
important research and discoveries.
she served as Lieutenant-Governor of Saskatchewan. She has promoted causes such as environmental
conservation and excellence in education.
Dr. Sylvia Fedoruk

When Sylvia Fedoruk entered physics, there were few women in the field. When she became Saskatchewan’s Lieutenant-
• Across Canada increases awareness and appreciation of the work of
Governor, she was the first woman in that office. What is her advice to young women of today? “Set personal goals. Dream
of doing better than you ever thought you could. If you dream of accomplishing the impossible, you can!”
Canadian scientists. The essays also provide role models for those of you
TOPIC 3 Review
1. How did methods of scientific inquiry help in the search for elements?
interested in careers or further study in science.
2. In your own words, write out the two laws mentioned in this topic.
How much of the atom
is empty space? 3. Compare the particle model of matter and Dalton’s atomic theory.
Consider this analogy:
If the nucleus were the 4. What is the difference between a law and a theory?
size of a grain of sand,
the atom would have a
diameter bigger than a
football field.
5. Define element and compound.

6. Name the scientists who discovered the proton, the electron, and the
neutron. Why were these discoveries significant?
Topic Review
7. Copy and complete the following table to summarize what you know
about the parts of an atom.

Electron Proton Neutron

• A set of review questions appears at the end of each Topic.
Charge

Could there be parti-

cles even smaller than
Mass
Location
very light heavy
• These questions provide opportunities for ongoing self-assessment.
a proton or electron? 8. Apply Air contains some carbon dioxide, but you exhale more carbon
What would such a
particle do? What
would it be called?
dioxide than you inhale. How would you design an experiment to confirm
this statement? • “Apply” and “Thinking Critically” questions give you additional challenges.
Make some guesses in
about the answers to ok
g
Lo

these questions. Then Have you met with your group yet
d

use the library or A to design your End of Unit

hea
Internet to research Investigation: Tough as Nails?
“quarks” and Canadian
Nobel Prize winner,
Richard E. Taylor.
Looking Ahead
114 MHR • Matter and Chemical Change

• This feature reminds you to keep planning your end-of-unit challenge.

Off the Wall

• This item features intriguing situations, odd events, or weird facts.
• Ideas for connecting science with other curriculum areas are often included.

A Tour of Your Textbook • MHR xxi


End-of-Unit Features
U N I T
Ask an Expert
For the past six years, Su Ling Chong has been involved in a
research project at the University of Alberta. Along with a
neurophysiologist, mechanical engineer, and system
developer, Su Ling works as the medical clinician in a
fascinating project that allows people in wheelchairs to use
electronic stimulation to propel themselves. This invention
means that people who cannot use their leg muscles will
have the opportunity to exercise them and stay active.
Q Have you always been interested in science?
A Yes. I had great science teachers in schools,
and in grade eleven I participated in the
Science Olympics and in the Women in
Scholarship engineering Science and
Technology program (WISEST). As a
result, I got the opportunity to participate
in an actual research project for six weeks
in the summer.
Q How did you become involved in the wheelchair
A
project at the U of A?
As a clinician working with the elderly, I
was always very interested in wheelchairs.
The community rehabilitation program in
which I was working in 1997 was being
cut back and I noticed the job posting for
a part-time physiotherapist working with
electrical stimulation. I got the job. My
role in this project is to provide clinical
expertise on the wheelchair, determine a
subject's suitability to participate, co-ordi-
nate monthly testing and other required
appointments, and help analyze the results.
Q How long has this design been in development?
A About five or six years. We took all the
feedback from our subjects for each of our
wheelchair prototypes and continued to
improve on it. Biomotion, a medical
344 MHR • Electrical Principles and Technologies
xxii MHR • A Tour of Your Textbook
device manufacturing company, bought
the intellectual property from the University
of Alberta and has been providing all the
prototypes for our research.
Q Why is this wheelchair unusual?
A A standard wheelchair allows people to
use only their feet on the ground to move
along. Paralyzed people are not able to do
this at all. They have to use their arms to
propel the wheelchair, which may cause
overuse injuries in the shoulders. As well,
people who have weak leg muscles may
not be able to propel effectively with their
feet on the floor. This new wheelchair
allows people with poor standing balance,
weak leg muscles, or an injured spinal
cord to drive the wheelchair easily.
Q
A
How does the wheelchair work?
The wheelchair is a standard manual
wheelchair with a modified footrest. The
footrest is linked to a gear system under the
wheelchair, which drives the wheelchair.
Users’ feet are strapped to the footrest and
they propel the wheelchair by bending and
straightening their knees. There is a rod on
the left side of the wheelchair in the shape
of a seven that they can steer with. They
can use their hands to help propel the
wheelchair when going up ramps. For users
End-of-Unit Challenge:
Project
An Issue to Analyze
Design Your Own Investigation
• Each unit in SCIENCEFOCUS 9 presents a challenge that will provide an
opportunity for you and your group to use what you have learned throughout the
unit. These challenges will take three different forms, depending on the emphasis
of the unit.
• Early in the unit, your teacher will ask you to begin to consider how you might
research, organize, plan, and complete your end-of-unit challenge.
Wrap-up
• Located at the end of each
cluster of Topics, this page
provides self-assessment
opportunities as you look back
over two or three Topics.
• It gives parents or guardians
an overview of what you have
accomplished.
who are paralyzed, electrical stimulation is
used on their legs to stimulate the muscles
Q
that bend and straighten the knees to pro-
pel the wheelchair.
How does the electronic stimulator on the wheel-
A
chair work?
The brain activates muscles in the body by
sending electrical impulses to the spinal
cord down to the nerve that stimulates the
muscles. With spinal cord injuries, the
electrical impulses from the brain do not
get through, so a person is unable to move
his or her legs voluntarily. The custom-
made stimulator provides these electrical
impulses to the muscles through electrodes
placed over the motor points — that’s
where the nerves are the most superficial
in the muscle.
Q How does this stimulation propel the wheelchair?
A
It can stimulate up to eight muscle groups
at the same time or alternately. Once we
find all the motor points of the desired
muscles for stimulation, we make a cuff to
keep the electrodes in place. The user then
has only to put on the cuff and the elec-
trodes will be in the right positions. We
use three rectangular electrodes on the top
of the thigh for the quadriceps muscles and
two or three electrodes on the bottom of
each thigh for the hamstring muscles. In
the “functional” mode, the stimulator is
connected to the wheelchair.
You have been reading about an electronic wheel-
chair that enables paraplegics to move their legs.
You may also have heard of devices such as elec-
tronic pacemakers that help to regulate irregular
heartbeats. How do such devices work? What is
the connection between electricity inside and
outside the body?
Q How do the muscles know when to react?
A
When the knees are bent in the resting
position, the signal of the knee angle is
sent to the Bio8 unit from the wheelchair
to stimulate the top thigh muscles to
straighten the legs. When the quadricep
muscles are stimulated, the legs straighten.
Once the knees have straightened or
reached a threshold level that we have set,
the signal is sent to stop the quadricep
stimulation and to start the hamstring
stimulation to bend the knees. These leg
movements drive the wheelchair. The
cycle is repeated until the muscles fatigue
or the user stops the stimulation.
Q What does this design mean for people confined to
wheelchairs?
A The implications of this method of pro-
pelling are wide. It prevents chronic wear
and tear of the shoulder muscles, and it
can prevent osteoporosis in the leg bones
or increase bone density in the legs. The
design helps users maintain muscle tone
and muscle bulk and prevent atrophy in
the legs while providing good circulation
in the legs. It also requires less effort to
propel the wheelchair than using the arm-
propelled model, and it is easier for users
to navigate slopes because they can use
both their legs and their hands to propel
the wheelchair. Lastly, it’s a good cardio-
vascular workout if the wheelchair is used
for long distances.
How are electrical charges produced and trans-
mitted in the human body? How do they help to
keep the human body functioning? Conduct some
research into the human nervous system and pre-
pare a report, including diagrams, based on your
findings. See if you can find out how positive and
negative charges occur in the nervous system.
Ask An Expert Unit 4
Wrap-up
TOPICS 6–8
If you need to check an item, Topic numbers are provided in brackets below.
Key Terms
domestic animal natural selection seed bank
artificial selection
selective breeding
extirpation
bioindicator species
global treaties
protected areas
Reviewing Key Terms
1. How are new breeds of domestic animals
developed? (6)
2. Which species are closely monitored to assess
human impacts on ecosystems? (7)
3. How can governments ensure wildlife habitats
are preserved? (8)
4. What can be done to preserve the genetic
diversity of plants? (8)
Understanding Key Concepts
5. Darwin noted that organisms produce more
offspring than can survive. How is this
12. Forty or 50 years ago one of the main tourist
attractions in Banff was the town dump. Why?
What problems did this create? (7)
important in understanding how natural
selection occurs? (6)
6. What accounts for Earth’s biodiversity? (6)
13. Through natural selection, organisms can
adapt to changing environments. Why would
changes we make to the environment threaten
7. New discoveries of large animals are extremely biodiversity? (6, 7)
rare. Does this mean scientists have a complete 14. In the rain forests of Borneo, there is a
catalogue of all of Earth’s species? Explain. (7) swimming ant that lives inside the
8. Why did the process of artificial selection carnivorous pitcher plant. The ant promotes
lead Darwin to understand natural selection? proper digestion for the pitcher plant by
Compare and contrast artificial and natural removing larger prey insects. How might
selection. (6) the pitcher plant be affected should the
swimming ant go extinct? How might the
9. There have been five major declines in Earth’s loss of the pitcher plant affect the survival of
biodiversity in the past. Why should we be the swimming ant? What do your answers
concerned that biodiversity is once again suggest about the consequences of decreasing
declining? (7) biodiversity? (7, 8)
10. Is the “sixth extinction” inevitable? Why or 15. How can zoos preserve the genetic diversity of
why not? (7, 8) certain species? (8)
11. Does natural selection result in variation, or does 16. Which areas of the world are the most at risk
variation cause natural selection? Explain. (6) of losing biodiversity? Why? (7)
Wrap-up Topics 6–8 • MHR 79
Ask an Expert
• Experts in every area of science
and technology are working to
understand better how the world
“works” and to try to find solu-
tions to difficult problems. The
Ask an Expert feature at the end
of each unit is an interview with
one of these many people.
• After the interviews, you will
have a chance to do an activity
that is related to the kind of
work the expert does.
345
An Issue to Analyze
• You, your community, and society
in general face complex issues in
today’s world. Understanding sci-
ence and technology cannot provide
a “correct” answer to the problems
these issues present, but under-
standing will lead to more informed
decisions. An Issue to Analyze gives
you a chance to start thinking now
about how you can use your under-
standing of Science Skills and
Concepts to help make the best
decisions for yourself and your com-
munity, today and in the future.
• This feature takes the form of either
a simulation or a debate.
T
2
5
C
E
J
O
An Arm of Your Own
R
P
120°
Canada has designed the Canadarm for the shut-
tles, and a giant arm for the International Space
Station. Gears move the “joints” of the Canadarm.
The arms move as the gears turn. The Canadarm
helps launch and recover satellites. As you learned
at the beginning of Unit 5, the Canadarm helped
repair the Hubble space telescope.
Remote manipulation technology is important
on Earth too. Many materials are too dangerous
to handle directly. For example, radioactive mate-
rials, toxic waste, and hot metals cannot be han-
dled directly by humans.
Challenge
Design and construct a device that can remove
two objects from the centre of a 6 m diameter cir-
cle without you going into the circle.
Safety Precautions
Be careful of sharp objects and tools while
constructing your device.
Materials
You may use any materials that your teacher
deems safe. Look around your house or garage for
old pipes, wood, long-handled tools, and even
curtain rods might come in handy.
432 MHR • Space Exploration
Design Your Own
Investigation
• As you work through each unit,
you will find answers to some sci-
ence questions. You will also think
of more questions of your own.
• The Design Your Own
Investigation challenge enables you
to develop an experimental proce-
dure to answer your question. You
will work with your group to come
up with a hypothesis or a predic-
tion that you can test. Your ques-
tion will be based on what you have
learned in the unit.
• You will design and carry out your
experimental procedure and then
evaluate the results.
Plan and Construct
1. This is a big project. You and your group will
2. There are many ways to do this. Brainstorm
3. Your arm will need to reach the centre of the
For tips on problem-solving, turn to
Design Specifications
A. The two objects will be placed at the centre
of the circle, either on the floor or on a table.
Skill Focus 7. For help with technological
drawing, turn to Skill Focus 11.
(Your teacher will tell you which.)
B. You will know in advance what the two
objects are. One will be heavier and larger
than the other.
C. At your turn, you and your group may posi-
tion yourselves anywhere outside one third of
the circle to operate your device. At no time
may anyone in the group step into the circle.
D. You may change the grasping end of your
device after retrieving one of the objects.
E. A successful retrieval occurs if an object is
removed from the circle without the device
touching the floor, and is set down outside
the circle undamaged.
F. You have 5 min to remove the objects from
the time your teacher calls on your group.
U N I T 3
A n I s s u e to A n a l y z e
A S I M U L A T I O N
Not in My Backyard
Think About It
Ammonia (NH3) is a colourless, pungent gas at
room temperature. One of its compounds, ammoni-
um nitrate is used to make fertilizers and explosives.
Commercially, ammonia is produced by reacting
nitrogen with hydrogen at high temperatures
and pressures. The hydrogen for this reaction is
purchased from industries that use hydrocarbons.
Thus ammonia plants are near petrochemical plants.
Suppose that you live in a small, rural community
that has grown up around a petrochemical plant.
The president of a new chemical company wants
to build a chemical plant nearby. This plant will
process ammonia to produce fertilizer and precursors
for explosives. The president assures the Town
Council that the plant will not manufacture the
explosives. The company will purchase land near
the edge of town, very close to a marsh that is a
nesting area for wetland birds such as cormorants,
ducks, bitterns, and red-winged blackbirds.
256 Light and Optical Systems
need to brainstorm ideas well in advance of
the day of the event. A good rule of thumb is
that you want to be able to lift the objects one
week before the event. This gives you a week
to fine-tune your arm.
for lots of ideas. Sometimes a crazy idea will
trigger an excellent one.
circle and grasp the objects. Keep both of
these things in mind.
Research one specific application of a remote manipulator on Earth (for handling
toxic waste, for example). Design (or re-design your existing manipulator) to suit
the specific needs of this application. For example, will you need to reduce the
chances of the item being dropped? How can you re-design your manipulator to
increase its hold reliability? Will you have to shield your device from its environ-
ment? What other considerations will you have to take into account? You do not
need to build your new design, just create technical drawings of your new plans.
Tough as Nails
Think About It
Corrosion is a common chemical reaction. Every
year many items made of steel, such as railway
tracks, bridges, and automobiles are slowly eaten
away. Steel can be protected from oxidation if it is
coated with a more active metal such as zinc. Zinc
loses electrons to oxygen more readily than iron
does, forming a tough protective layer of zinc
oxide. The coating of zinc and zinc oxide prevents
the formation of rust by keeping oxygen from
reaching the iron.
Figure 2.68 The bucket on the
left has been galvanized.
For tips on how to set up a controlled
experiment, turn to Skill Focus 6.
168 MHR • Matter and Chemical Change
The company expects to employ up to 150 local
residents, mostly for manufacturing jobs. There
will also be openings for engineers and chemists.
Local farmers expect to benefit from reduced
fertilizer costs. Some townspeople, however, are
concerned about the consequences for the environ-
ment and human health, especially the effects of
fumes, gaseous emissions, and potential spills.
The plant will be equipped with pollution-
control technologies. As well, every effort will be
made to minimize spills and leaks. The proposal
includes an action plan, explaining what to do if a
spill or leak does occur. This action plan will be
delivered to every home.
A town-hall meeting is scheduled for next week
so people can ask questions and voice their concerns
at this meeting.
Evaluate
1. Most designs start out complicated, and a
simplifying idea comes from hard work. Was
there a point in your design where a simplify-
ing idea emerged? Explain the process you
went through to come up with your final
design.
2. How many completely different ways did
your class solve this problem? How are your
classmates’ designs like the one your group
designed? How are they different?
3. What would you change about your design if
you were to begin again?
4. Think of three places on Earth where a
design like yours would be useful to people in
real-life situations.
5. What modifications would you have to make
if you were asked to make a prototype for one
of these applications?
Unit 5 Project • MHR 433
The amount of corrosion that occurs is depen-
dent on factors such as amount of moisture, amount
of oxygen, type of metal, and whether a protective
coating covers the metal. In this investigation you
and your team members will study corrosion in
Alberta and think of a question about corrosion you
would like to investigate. Formulate your question
based on information you have studied in this unit
and information you may find by researching on
the Internet. (Hint: Use the key words Alberta+cor-
rosion+metals when you do your search.)
Your task is to think of a question to investigate
about corrosion. Be sure to have your materials and
experimental steps approved by your teacher before
you assemble any materials or begin your investiga-
tion. You may use other metals, but consider using
nails, which can be easily purchased at a local hard-
ware store. You might investigate the protection
provided by galvanizing nails. Or you might want
to investigate the factors necessary to cause corro-
sion. The diagram of test tubes on this page indi-
cates one possible experiment you could perform.
1 2 3 procedure. Decide on the feature you will
wet
cotton
clean
iron
nail
ball
4
rubber
5
stopper
olive oil
boiled water
anhydrous
calcium
chloride
Plan and Act
The following people have submitted requests
to make formal presentations at the meeting:
When the Town Council has made its decision,
go back to your group and evaluate the decision
on the basis of all that you have learned. If it is
• an area farmer a good decision, you may decide to vote for
• a member of an environmental advocacy the plant as a community. If you feel that
group there were some faulty steps in the above
• a chemist who lives in the community process, you may wish to repeat it.
• a town resident who has a respiratory illness
The following company representatives will
How Can Science Help?
also speak at the meeting:
• the president of the company
• the architect who will design the plant
• a chemical engineer
With your group, write down some of the ways
that science could help you examine and assess this
issue thoroughly, find and evaluate alternatives,
As a class, discuss the information presented in
Think About It. Clearly identify the issue
faced by the community.
and come to a decision. You might want to moni-
tor the area now for environmental and human
health and obtain the plant's forecasts for how this
is expected to change and how any harm can be
Your teacher will give your group the role of
one of the people making presentations at the
meeting. As a group, discuss the point of view
mitigated. You will need to decide what data you
require and the most efficient way to collect and
record it. You might want to set up a comparison
you are likely to hold in your role. Think
about the kind of information you will be
expected to supply to others and how you will
study with another community with a similar plant
to find out if spills and leaks have occurred and
what kinds of remediation were undertaken, with
obtain that information. How could you per-
suade others to your point of view? If in your
role you are in favour of the plant, what alter-
what level of success. Be as thorough as you can in
preparing this part of the task. The better
informed you are and the more concrete informa-
natives might you present that will lessen the
tion you can provide, the better equipped you will
risks people anticipate or increase the benefits?
be to discuss the issue and to develop alternatives
If in your role you are against the plant, what
that will help to resolve the issue.
alternatives could you present?
As a class, your task is to assess the alternatives
that are presented at the meeting and to ensure
that the consequences of each alternative have
Analyze
1. Compare the presentations on the basis of
been explained clearly so that you can assess
the risks and benefits of the new chemical
company. You will then recommend to the
their scientific soundness, logic, and passion.
2. In what ways did your understanding
of science and technology help you in
mayor (your teacher or another person)
whether the application for the new company
should be accepted or rejected.
this project?
Unit 3 Review 257
Project
• A Unit Project gives you a chance
to use key ideas and skills from
the unit to create your own
device, system, model, or (in
Unit 4) a research presentation.
• You will complete the project as
part of a team.
• More Project Ideas offers additional
suggestions for enjoyable ways to
demonstrate your learning.
Materials Analyze and Interpret
Brainstorm a list of the materials that will be most
appropriate in answering your question. You may
also need electronic resources, art materials, or
construction materials.
(Draw Conclusions)
Draw conclusions based on the results of your
experiment. Discuss your conclusions with
Safety Precautions
• Do not mix chemicals without your teacher’s
knowledge and approval.
your group.
Did your findings support your hypothesis?
Explain.
• List additional safety precautions as you design
your experiment.
Write up your findings in a laboratory report.
Be sure to include the following:
Initiate and Plan
With your group, decide on an experimental
question to investigate. You might need to do
•
•
Introduction
Hypothesis or Prediction
• Procedure (step by step), including a
some further research in order to decide on
diagram
the question.
• Data/Observations in the form of words
Formulate a hypothesis or a prediction that combined with graphs, tables, etc.
will answer your question. Base your
hypothesis on previous knowledge and on
inferences that you can make as a result of
• Conclusions
that knowledge. Experimental Design Checklist
Design an experiment to test your hypothesis
or prediction. Use words and diagrams to
1. Have you clearly stated the purpose of
your experiment, the question you want
to answer?
explain your design. Think about the order in
which you could carry out the steps in your 2. Have you written your best guess
(hypothesis) about what you expect the
change (the manipulated variable) and the
feature you will observe changing (the
responding variable). Decide what your
answer will be?
3. Have you written a step-by-step procedure?
control will be. You might find it helpful to
tap water refer to the Experimental Design Checklist.
4. Have you obtained all the information you
need from a variety of sources?
5. Did you make a complete list of all the
Perform and Record
(Test Your Hypothesis)
Set up and perform your experiment. If
materials you need?
6. Have you identified all of the variables in
your experiment?
necessary, carry out second and third trials.
Make any modification to your experiment,
7. Identify all sources of error that you can
if necessary.
think of in your design.
Gather and record data and observations as
8. Did you repeat your experiment several
you conduct your experiment. Decide how to
times? How many?
record and present your data in a clear format
(table, graph, diagram, etc.).
Unit 2 Design Your Own Investigation • MHR 169
A Tour of Your Textbook • MHR xxiii
Unit Review U N I T
• This final wrap-up of each unit
3 Review
Unit at a Glance
reviews basic concepts, skills of • Nutrients are compounds or elements that are
essential for production of the organic matter
inquiry and communication, and
that makes up living organisms.
• Organic nutrients are carbon-based compounds
such as carbohydrates, proteins, lipids, and vita-
mins, which are produced by green plants and
skills relating science to technolo- modified by animals.
• Inorganic nutrients — the minerals — are divided
into macrominerals and trace elements, depending
gy, society, and the environment. on how much is needed for normal health.
• Minerals are essential components of enzymes
and vitamins, the molecules that help regulate
• These questions help you recall, the chemical reactions in living organisms.
• Artificial fertilizers greatly increase the amount
and types of plant crops that can be grown for
think about, and apply what you human consumption, but also require large
amounts of fresh water.
• Agriculture influences the environment by effec-
have learned.
tively decreasing biodiversity.
• The use of chemical poisons and toxins to con-
trol pests is widespread and although they are
effective in reducing disease-causing organisms,
they should be carefully controlled and regulated.
• Fossil fuel combustion results in the emission
of nitrogen, sulfur, and carbon oxides that
react with moisture in the atmosphere to form
acid compounds.
258 MHR • Environmental Chemistry
Other Important Features
• Word origins and a variety of language activities
provide links to language arts.
• Portrays people with various levels of education
making practical use of science and technology in
their jobs.
• Highlights opportunities where using spreadsheets
or data base applications would be helpful.
Design Your Own
• This signals opportunities in investigations, activities,
Topic Reviews, and Topic Wrap-ups for you to
plan, design, and conduct your own experimental
investigations.
• This signals material that adds extra
interest and understanding to the
concepts you are learning.
xxiv MHR • A Tour of Your Textbook
• Acid precipitation results in the leaching of min-
erals from soils, and damage to living organisms.
• Acid-base neutralization reactions between min-
erals, such as limestone (calcium carbonate) and
acidified waters in lakes and streams, can lead to
more neutral pH water.
• The amount or dose of a pollutant that will
cause harm is established by observing the
effects of the pollutant on living organisms.
• Toxicity is usually expressed in parts per million
(ppm) or parts per billion (ppb).
• Since different organisms respond to toxic chem-
icals in different ways, toxicity is commonly mea-
sured by the LD50 — the dose needed to kill
50 percent of the population that it is applied to.
• The monitoring of the levels of pollutants in any
ecosystem requires knowledge of how to detect
those pollutants or their effects, either by chemi-
cal testing or direct observation of biological
organisms.
• Biological indicators are organisms whose pres-
ence or absence gives clues as to the amount of
pollution affecting any ecosystem.
• The dispersal of atmospheric pollutants is affect-
ed by global wind patterns. Pollutants may be
carried great distances before their effects are felt.
• Biodegradable wastes are those wastes that can
be broken down by the action of living organ-
isms. The rate of biodegradability is determined
by the chemical structure of the waste material.
• Bioremediation is the use of living organisms,
such as plants and bacteria, to control or remove
the presence of pollutants from the general
environment.
Understanding Key Concepts
1. The elements calcium, phosphorus, and
magnesium are all essential to human health.
What common role do these elements have in
the human body?
2. What is a nutrient? 16. What is the meaning of the symbol pH? How
3. What are the four major classes of organic
nutrients? Specify their roles in nutrition.
does the acidity of a liquid with a pH of 3.4
compare to one with a pH of 4.4?
4. What connection do plants have to the
mineral content in our bodies?
5. How do bacteria in the soil help provide
nutrients for plants?
6. What are the three main elemental ingredients
found in a bag of fertilizer? What are the roles
of those ingredients in plant growth?
7. List two potential problems associated with a
move to high-yield agricultural methods that
rely on fertilizer use and high-yield crop
varieties.
8. What are the three main types of pesticides in
use? In general, how are they different?
9. Explain why DDT was such an important dis-
covery in the quest to improve human health.
10. Describe why the use of DDT was eventually 17. What are two consequences of acid precipita-
banned on a global scale. tion falling to the ground in a forest?
11. What is the difference between a poison and a 18. Why is acid precipitation so dangerous to
toxin? Is it realistic to use the term “toxic” to plants and animals living in water?
describe both poisons and toxins?
19. Which regions of Canada are most affected by
12. Describe at least two advantages and two dis- acid precipitation? Give two reasons why
advantages of using pesticides in agriculture. regions may be affected differently.
13. What are the health benefits of organic farming? 20. Why do all new model cars require a catalytic
What are the disadvantages? converter attached to the exhaust system?
Describe how a catalytic converter operates.
14. What alternatives might there be to the use of
pesticides? 21. Describe the difference between pollution and
a pollutant. Is it possible to use the two terms
15. Which acids are the main cause of acid precipi- interchangeably?
tation? Write their names and formulas. What
is the main source of each of these acids? 22. How does the dose of a chemical relate to
whether that chemical is defined as having
acute or chronic toxicity?
Unit 3 Review • MHR 259
Wrapping Up the Tour
At the back of SCIENCEFOCUS 9, you will find some additional
Science Skills Guide
features to help you review and develop skills and knowledge that SkillFOCUS Safety Symbols . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 447

you will need to be successful in this course. Are you having trouble SkillFOCUS Using Your Textbook as a Study Tool .
Graphic Organizers: . . . . . . . . . . . .
Network tree . . . . . . . . . . . . . . . .
Events chain concept map . . . . .
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448
448
449
449

with graphing? Would you like help setting up a data table? Have Cycle concept map . . . . . . . . . . .
Spider map . . . . . . . . . . . . . . . . .
Venn diagram. . . . . . . . . . . . . . . .
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450
450
450

SkillFOCUS Solving Numerical Problems (GRASP) . . . . . . . . . . . . . . . . . . . 451

you forgotten how to make a concept map? Do you need a reminder SkillFOCUS

SkillFOCUS
Units of Measurement and Scientific Notation . . . . . . . . . . . . . 453

Estimating and Measuring . . . . . . . . . . . . . . . . . . . . . . . . . . . . 456

about scientific notation or the metric system? The Science Skills Estimating . . . . . . . . . . .
Measuring Area . . . . . . .
Measuring Volume. . . . .
Measuring Mass . . . . . .
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Guide will help you review or improve your skills. A Glossary SkillFOCUS

SkillFOCUS
Scientific Inquiry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 460

Technological Problem Solving . . . . . . . . . . . . . . . . . . . . . . . . . 464

provides all the key vocabulary for the whole course, and an Index SkillFOCUS

SkillFOCUS
Societal Decision Making . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 466

Using Technology in Science . . . . . . . . .

Using a Word Processor . . . . . . . . . . .
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469
469

will help you find your way to a topic.

Using a Database . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 469
Using Graphics Software. . . . . . . . . . . . . . . . . . . . . . . . . . . . 470
Developing Multimedia Presentations. . . . . . . . . . . . . . . . . . 470
Using E-mail . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 470
Using an Electronic Spreadsheet . . . . . . . . . . . . . . . . . . . . . 471
Using a CD-ROM. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 471
Using the Internet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 471
Using Probeware . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 472

SkillFOCUS Organizing and Communicating Scientific Results . . . . . . . . . . 473

Special Icons Making a Table . . . . . . . . . . . . . . . . . . . . . . . . . .

Graphing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Drawing a Line Graph . . . . . . . . . . . . . . . . . . . . .
Constructing a Bar Graph . . . . . . . . . . . . . . . . . .
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Constructing a Histogram . . . . . . . . . . . . . . . . . . . . . . . . . . . 476
Constructing a Circle Graph . . . . . . . . . . . . . . . . . . . . . . . . . 477

The co-operative group work icon alerts you to opportunities to SkillFOCUS

SkillFOCUS
Scientific and Technological Drawing . . . . . . . . . . . . . . . . . . . . 479

Using Models in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 481

work within a group. The safety icons are extremely important SkillFOCUS

SkillFOCUS
Using a Microscope . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 483

Connecting and Reading Ammeters and Voltmeters . . . . . . . . 488

because they alert you to any safety precautions you must take, for 446 MHR • Science Skills Guide

example, the need for safety goggles or a lab apron. Other safety
icons used in this book are shown on page 447. Make certain you
become familiar with what they mean, and make sure that you follow
their precautions.

Instant Practice — Feature Hunt

To acquaint yourself further with your textbook before you start using it, see
if you can find some of the features it contains. Work with a partner.
1. Find the following features. Briefly tell what each feature is about and
record the page number where you found it.
(a) a Pause & Reflect in Unit 3
(b) an Off the Wall in Unit 2
(c) a CareerConnect in Unit 4
(d) a DidYouKnow? in Unit 1
(e) an Inquiry Investigation entitled “Drop-by-Drop Neutralization”
in Unit 3
(f) a Find Out Activity entitled “Light That Bulb?” in Unit 4
(g) an Across Canada in Unit 2

2. Find these words and Extension

their meanings. 3. Prepare your own feature hunt
(a) speciation (Unit 1) for a classmate to do.
(b) bioremediation (Unit 3)
(c) interferometry (Unit 5)
(d) reactants (Unit 2)
(e) resistor (Unit 4)
(f) cycle concept map
(Skill Focus 2)
(g) bar graph (Skill Focus 10)

A Tour of Your Textbook • MHR xxv

 Safety in Your Science Classroom
Become familiar with the following safety rules and procedures. It is up to you to
use them and your teacher’s instructions to make your activities and investigations
in SCIENCEFOCUS 9 safe and enjoyable. Your teacher will give you specific
information about any other special safety rules to be used in your school.
1. General Rules
• Listen carefully to any instructions your teacher gives you.
• Inform your teacher if you have any allergies, medical conditions, or other
physical problems that could affect your work in the science classroom. Tell
your teacher if you wear contact lenses or a hearing aid.
• Obtain your teacher’s approval before beginning any activity or investiga-
tion you have designed yourself.
• Know the location and proper use of the nearest fire extinguisher, fire blan-
ket, first aid kit, and fire alarm.
2. Before Each Activity or Investigation
• Before starting any activity or investigation, read all of it carefully. If you
do not understand how to do a step, ask your teacher for help.
• Be sure you have read and understand the Safety Precautions.
• Begin an activity only after your teacher tells you to start.
3. Special Dress Precautions
• When you are directed to do so, wear protective clothing, such as a lab
apron, safety goggles, and/or safety gloves. Always wear protective clothing
when you are using materials that could pose a safety problem, such as
when you are using unidentified materials, or when you are heating any-
thing.
• Tie back long hair, and avoid wearing scarves, ties, long necklaces, and
earrings.
4. Doing Activities and Investigations
• Work carefully with a partner and make sure your work area is clear.
• Handle equipment and materials carefully.
• Make sure stools and chairs are resting securely on the floor.
• If other students are doing something that you consider dangerous, report
it to your teacher.
• Do not chew gum, eat, or drink in your science classroom.
• Do not taste any substances or draw any material into a tube with your
mouth.
• Make sure you understand all safety labels on school materials or those you
bring from home. Familiarize yourself, as well, with the WHMIS symbols
and the special safety symbols used in this book found on page 445.
• Be careful when carrying equipment for an activity or investigation. Carry
only one object or container at a time.
• Be aware of others during activities and investigations. Make room for stu-
dents who may be carrying equipment to their work station.

xxvi MHR • Safety in Your Science Classroom

5.Sharp Object Precautions
• Always cut away from yourself and others when using a knife or razor
blade.
• Always keep the pointed end of scissors or any pointed object facing away
from yourself and others if you have to walk with such objects.
• If you notice sharp or jagged edges on any equipment, take special care
with it and report it to your teacher.
• Dispose of broken glass as your teacher directs.
6. Electrical Equipment Precautions
• Make sure your hands are dry when touching electrical cords, plugs, or sock-
ets.
• Pull the plug, not the cord when unplugging electrical equipment. Report
damaged equipment or frayed cords to your teacher.
• Place electrical cords in places where people will not trip over them.
7. Heat Source Precautions
• Wear safety goggles, heat-resistant safety gloves, and any other safety
equipment that the text or your teacher suggests, when heating any item.
• Always use heat-proof containers.
• Do not use broken or cracked containers.
• Point the open end of a container that is being heated away from yourself
and others.
Use this method to smell a
• Do not allow a container to boil dry. substance in the laboratory.
• Handle hot objects carefully. Be especially
careful with a hot plate that might look as
though it has cooled down.
• If you use a Bunsen burner, make sure you
understand how to light and use it safely.
• If you do receive a burn, inform your
teacher. Apply cold water to the burned
area immediately.
8. Chemical Precautions

• If any part of your body comes in contact

with a potentially dangerous substance, wash
the area immediately and thoroughly with
water. If you get anything in your eyes, do
not touch them. Wash them immediately
and continuously for 15 min, and inform
your teacher.

Safety in Your Science Classroom • MHR xxvii

 • Always handle substances carefully. If you are
asked to smell a substance, never smell it
directly. Hold the container slightly in front
of and beneath your nose, and waft the fumes
toward your nostrils, as shown here.
• Hold containers away from your face when
pouring liquids, as shown on the next page.
9.Working with Living Things
On a field trip:
• Try not to disturb the area any more than is
absolutely necessary.
• If you move something, do it carefully, and
always replace it carefully.
• If you are asked to remove plant material,
remove it gently, and take as little as possible.
In the classroom:
• Treat living creatures with respect.
• Make sure that living creatures receive humane treatment while they are in
your care.
• If possible, return living creatures to their natural environment when your
work is complete.
10. Cleaning Up in the Science Classroom
• Clean up any spills, according to your teacher’s instructions.
• Clean equipment before you put it away.
• Wash your hands thoroughly after doing an activity or an investigation.
• Dispose of materials as directed by your teacher. Never discard materials in
the sink unless your teacher requests it.
11. Technology Projects
• Use tools safely to cut, join, and shape objects.
• Handle modelling clay correctly. Wash your hands after using modelling
clay.
• Follow proper procedures when comparing mechanical systems and their
operations.
• Use special care when observing and working with objects in motion (e.g.,
objects that spin, swing, bounce, or vibrate; gears and pulleys; and elevated
objects).
• Do not use power equipment such as drills, sanders, saws, and lathes unless
you have specialized training in handling such tools. Make sure you obtain
information and support for designing and building devices from a special-
ist teacher in this area for all Problem-Solving Investigations and Unit Projects
that ask you to design and build models and/or devices or structures.

xxviii MHR • Safety in Your Science Classroom

Instant Practice
1. Select four or five of the main safety points listed and use them to create a
video that communicates the message of the importance of safety.

2. Use the SkillFocus on page 447 to ensure that you are familiar with all of the
safety icons used in this textbook and in workplaces.

Safety in Your Science Classroom • MHR xxix