Grade 10 Author Team
Christine Adam-Carr
Ottawa Catholic School Board
Martin Gabber
Formerly of Durham District
School Board
Christy Hayhoe
Science Writer and Editor
Douglas Hayhoe, Ph.D.
Department of Education,
Tyndale University College
Katharine Hayhoe, B.Sc., M.S.,
Professor, Department of Geosciences,
Texas Tech University
Milan Sanader, B.Sc., B.Ed., M.Ed
Dufferin-Peel Catholic District
School Board
Senior Program Consultant
Maurice DiGiuseppe, Ph.D.
University of Ontario Institute
of Technology (UOIT)
Formerly of Toronto Catholic
District School Board
Program Consultants
Douglas Fraser
District School Board
Ontario North East
Martin Gabber
Formerly of Durham District
School Board
Douglas Hayhoe, Ph.D.
Department of Education,
Tyndale University College
Jeffrey Major, M.Ed.
Thames Valley District
School Board
 Nelson Science Perspectives 10

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REVIEWERS
Accuracy Reviewers Numeracy Consultant Daniel Gajewski, Hon. B.Sc., B.Ed.
Andrew P. Dicks, Ph.D. Justin DeWeerdt Ottawa Catholic DSB
Senior Lecturer, Department of Curriculum Consultant, Trillium Stephen Haberer
Chemistry, University of Toronto Lakelands DSB Kingston Collegiate and Vocational
Michelle French, B.Sc., M.Sc., Ph.D. Safety Consultant Institute, Limestone DSB
Lecturer, Department of Cell and Jim Agban Faculty of Education,
Systems Biology, University of Past Chair, Science Teachers’ Queen’s University
Toronto Association of Ontario (STAO) Shawna Hopkins, B.Sc., B.Ed., M.Ed.
William Gough, Safety Committee Niagara DSB
Professor of Environmental Science, Chris Howes, B.Sc., B.Ed.
STSE Consultant
University of Toronto Durham DSB
Joanne Nazir
Dr. Elizabeth L. Irving, O.D., Ph.D. Ontario Institute for Studies in Janet Johns
Canada Research Chair in Animal Education (OISE), University Upper Canada DSB
Biology of Toronto
Associate Professor, School of Michelle Kane
Optometry, University of Waterloo Technology/ICT Consultant York Region DSB

Meredith White-McMahon, Ph.D. Luciano Lista, B.A. B.Ed., M.A. Dennis Karasek
St. James-Assiniboia School Division Academic Information Communication Thames Valley DSB
Technology Consultant Roche Kelly, B.Sc., B.Ed.
Assessment Consultants Online Learning Principal, Toronto Durham DSB
Aaron Barry, M.B.A., B.Sc., B.Ed. Catholic DSB
Sudbury Catholic DSB Mark Kinoshita
Advisory Panel and Teacher Toronto DSB
Damian Cooper
Nelson Education Author Reviewers Emma Kitchen, B.Sc., B.Ed.
Mike Sipos, B.Ph.Ed., B.Ed. Christopher Bonner Near North DSB
Sudbury Catholic DSB Ottawa Catholic DSB
Stephanie Lobsinger
Charles J. Cohen St. Clair Catholic DSB
Catholicity Reviewer
Community Hebrew Academy of
Ted Laxton Alistair MacLeod, B.Sc., P.G.C.E.,
Toronto
Sacred Heart Catholic School, M.B.A.
Wellington Catholic DSB Jeff Crowell Limestone DSB
Halton Catholic DSB
Environmental Education Doug McCallion, B.Sc., B.Ed., M.Sc.
Tim Currie Halton Catholic DSB
Consultant Bruce Grey Catholic DSB
Allan Foster, Ed.D., Ph.D. Nadine Morrison
Working Group on Environmental Lucille Davies Hamilton-Wentworth DSB
Education, Ontario Limestone DSB
Dermot O’Hara, B.Sc., B.Ed., M.Sc.
Former Director of Education, Greg Dick Toronto Catholic DSB
Kortright Centre for Conservation Waterloo Region DSB
Mike Pidgeon
ESL/Culture Consultant Matthew Di Fiore Toronto DSB
Vicki Lucier, B.A., B.Ed., Adv. Ed. Dufferin-Peel Catholic DSB
William J.F. Prest
ESL/Culture Consultant, Simcoe Ed Donato Rainbow DSB
County DSB Simcoe Muskoka Catholic DSB
Ron M. Ricci, B.E.Sc., B.Ed.
Literacy Consultants Dave Doucette, B.Sc., B.Ed. Greater Essex DSB
Jill Foster York Region DSB
Charles Stewart, B.Sc., B.Ed.
English/Literacy Facilitator, Chantal D’Silva, B.Sc., M.Ed. Peel DSB
Durham DSB Toronto Catholic DSB
Richard Towler
Jennette MacKenzie Naomi Epstein Peel DSB
National Director of Research Community Hebrew Academy of
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and Teacher In-Service, Toronto
Formerly of York Region DSB
Nelson Education Ltd. Xavier Fazio
Jim Young
Michael Stubitsch Faculty of Education, Brock University
Limestone DSB
Education Consultant

NEL Reviewers iii

Contents
Discover Your Textbook . . . . . . . . . . . . . . . . xii
UNIT A: INTRODUCTION TO SCIENTIFIC
INVESTIGATION SKILLS AND CAREER
EXPLORATION . . . . . . . . . . . . . . . . . . . 2
Focus on STSE: Science and Your Life . . . . . . . . . . 3
CHAPTER 1
Living and Working with Science . . . . . . . . 4
Key Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Engage in Science: A Breath of Fresh Air! . . . . . . . . . . . . 6
Focus on Reading: How to Read Non-Fiction Text . . . . . . . 7
1.1 Skills of Scientific Investigation . . . . . . . . . . . . . 8
Try This: Identifying Variables and
Making Predictions . . . . . . . . . . . . . . . . . . . . . . 11
Try This: Analyzing Data . . . . . . . . . . . . . . . . . 13
Try This: Getting Your Message Across . . . . . 15
1.2 Scientific Literacy for Living and
Working in Canada . . . . . . . . . . . . . . . . . . . . . . 16
Key Concepts Summary . . . . . . . . . . . . . . . . . . . . . . . . 19
UNIT B: TISSUES, ORGANS, AND
SYSTEMS OF LIVING THINGS . . . . . . 20
Focus on STSE: Medical Technology . . . . . . . . . . 21
Unit B Looking Ahead . . . . . . . . . . . . . . . . . . . .22
Unit Task Preview: Family Health Supporter . . . 22
What Do You Already Know? . . . . . . . . . . . . . . . . . . 23
iv Contents
CHAPTER 2
Cells, Cell Division, and Cell
Specialization. . . . . . . . . . . . . . . . . . . . . . . . 24
Key Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Engage in Science: You Can Make a Difference . . . . . . . 26
What Do You Think? . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Focus on Reading: Making Connections . . . . . . . . . . . . . 28
2.1 Plant and Animal Cells . . . . . . . . . . . . . . . . . . . 29
Tech Connect: Seeing Inside . . . . . . . . . . . . . . . . . . . . . . 33
2.2 PERFORM AN ACTIVITY:
Observing Plant and Animal Cells . . . . . . . . . 34
2.3 The Importance of Cell Division . . . . . . . . . . . 36
2.4 CONDUCT AN INVESTIGATION:
What Limits Cell Size? . . . . . . . . . . . . . . . . . . . 38
2.5 The Cell Cycle . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Try This: Identify the Phases
of Mitosis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Awesome Science: Aging: It Is in Our Cells . . . . . . . . . . 45
2.6 PERFORM AN ACTIVITY:
Observing Cell Division . . . . . . . . . . . . . . . . . . 46
2.7 Cell Division Going Wrong: Cancer . . . . . . . . 48
Research This: Cancer Screening and
Prevention . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Citizen Action: Cancer Education
and Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
2.8 PERFORM AN ACTIVITY:
Comparing Cancer Cells
and Normal Cells . . . . . . . . . . . . . . . . . . . . . . . . 56
2.9 Specialized Cells . . . . . . . . . . . . . . . . . . . . . . . . . 58
2.10 PERFORM AN ACTIVITY:
Observing Specialized Cells . . . . . . . . . . . . . . . 61
Key Concepts Summary . . . . . . . . . . . . . . . . . . . . . . . . 62
What Do You Think Now? . . . . . . . . . . . . . . . . . . . . . . . 63
Chapter 2 Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
Chapter 2 Self-Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
NEL
CHAPTER 3
Animal Systems . . . . . . . . . . . . . . . . . . . . . . 68
Key Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
Engage in Science: Growing a New Trachea . . . . . . . . . . 70
What Do You Think? . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
Focus on Writing: Writing to Describe
and Explain Observations . . . . . . . . . . . . . . . . . . . . . . . . . 72
3.1 The Hierarchy of Structure in Animals . . . . . 73
3.2 Stem Cells and Cellular Differentiation . . . . . 77
Research This: Stem Cell Research
in Canada . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
3.3 The Digestive System . . . . . . . . . . . . . . . . . . . . . 80
3.4 The Circulatory System . . . . . . . . . . . . . . . . . . . 83
Try This: Examining Blood Vessels . . . . . . . . 85
Research This: Problems in the
Circulatory System. . . . . . . . . . . . . . . . . . . . . . . 87
3.5 PERFORM AN ACTIVITY:
Studying the Organ Systems of a Frog . . . . . . 88
Science Works: West Nile Virus . . . . . . . . . . . . . . . . . . . 90
3.6 The Respiratory System . . . . . . . . . . . . . . . . . . . 91
Research This: Canadians in Science . . . . . . . 95
3.7 Organ Transplantation . . . . . . . . . . . . . . . . . . . 96
Research This: The Ethics of
Xenotransplantation . . . . . . . . . . . . . . . . . . . . . 98
3.8 The Musculoskeletal System . . . . . . . . . . . . . . . 99
3.9 PERFORM AN ACTIVITY:
Exploring the Structure and Function
of Tissues in a Chicken Wing. . . . . . . . . . . . . 102
3.10 The Nervous System . . . . . . . . . . . . . . . . . . . . 104
Try This: Mapping Sensory Receptors . . . . . 105
Research This: DNA Screening . . . . . . . . . . . 107
3.11 Interactions of Systems . . . . . . . . . . . . . . . . . . 108
Research This:
Systems Working Together . . . . . . . . . . . . . . . 111
Tech Connect: Monitoring the Health
of an Unborn Baby . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
3.12 EXPLORE AN ISSUE CRITICALLY:
To Immunize or Not to Immunize? . . . . . . . 113
NEL
Key Concepts Summary . . . . . . . . . . . . . . . . . . . . . . . 114
What Do You Think Now? . . . . . . . . . . . . . . . . . . . . . . 115
Chapter 3 Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
Chapter 3 Self-Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . 118
CHAPTER 4
Plant Systems . . . . . . . . . . . . . . . . . . . . . . 120
Key Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121
Engage in Science: Plant Tissues:
Something to Chew On . . . . . . . . . . . . . . . . . . . . . . . . . . 122
What Do You Think? . . . . . . . . . . . . . . . . . . . . . . . . . . 123
Focus on Reading: Asking Questions . . . . . . . . . . . . . . 124
4.1 Systems in Plants . . . . . . . . . . . . . . . . . . . . . . . 125
4.2 Plant Tissue Systems . . . . . . . . . . . . . . . . . . . . 129
Research This: When Plants
Get Sick . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133
4.3 EXPLORE AN ISSUE CRITICALLY:
Transgenic Plant Products . . . . . . . . . . . . . . . 134
4.4 Tissues Working Together . . . . . . . . . . . . . . . 136
Try This: Your Own Guard Cells . . . . . . . . . 138
4.5 PERFORM AN ACTIVITY:
Plant Cells and Tissues . . . . . . . . . . . . . . . . . . 140
Science Works: For the Love of Plants:
The Royal Botanical Gardens . . . . . . . . . . . . . . . . . . . . . 142
4.6 Plant Growth . . . . . . . . . . . . . . . . . . . . . . . . . . 143
Key Concepts Summary . . . . . . . . . . . . . . . . . . . . . . . 148
What Do You Think Now? . . . . . . . . . . . . . . . . . . . . . . 149
Chapter 4 Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150
Chapter 4 Self-Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . 152
Unit B Looking Back . . . . . . . . . . . . . . . . . . . . . 154
Key Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154
Make a Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . 155
Career Links . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155
Unit B Task: Family Health Supporter . . . . . 156
Unit B Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158
Unit B Self-Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . 164
Contents v
UNIT C: CHEMICAL REACTIONS . . . . 166
Focus on STSE: Aspirin and Heroin . . . . . . . . . . 167
Unit C Looking Ahead . . . . . . . . . . . . . . . . . . . . 168
Unit Task Preview: Acid Shock . . . . . . . . . . . . . . 168
What Do You Already Know? . . . . . . . . . . . . . . . . . 169
CHAPTER 5
Chemicals and Their Properties . . . . . . . 170
Key Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171
Engage in Science: Space Elevator. . . . . . . . . . . . . . . . 172
What Do You Think? . . . . . . . . . . . . . . . . . . . . . . . . . . 173
Focus on Writing: Writing a Summary. . . . . . . . . . . . . . 174
5.1 Properties and Changes . . . . . . . . . . . . . . . . . 175
Citizen Action: Cadmium Cleanout . . . . . . 176
Research This: Chemicals for Your Hair . . . 177
Science Works: Processing Hazardous Waste . . . . . . . 179
5.2 PERFORM AN ACTIVITY:
Identifying Physical and Chemical
Changes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180
5.3 Hazardous Products and Workplace
Safety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182
Research This: Which Bleach Is Best? . . . . . 183
vi Contents
5.4 Patterns and the Periodic Table . . . . . . . . . . 184
5.5 Atoms and Ions . . . . . . . . . . . . . . . . . . . . . . . . 188
Try This: Ions and the Periodic Table . . . . . 191
5.6 Ionic Compounds . . . . . . . . . . . . . . . . . . . . . . 192
Try This: Testing for Electrolytes . . . . . . . . . 194
5.7 Names and Formulas of Ionic
Compounds . . . . . . . . . . . . . . . . . . . . . . . . . . . 196
Try This: Two Shades of Iron . . . . . . . . . . . . 199
5.8 EXPLORE AN ISSUE CRITICALLY:
Chlorine Conclusions . . . . . . . . . . . . . . . . . . . 201
5.9 Polyatomic Ions . . . . . . . . . . . . . . . . . . . . . . . . 202
5.10 Molecules and Covalent Bonding . . . . . . . . . 206
Try This: Molecular Models . . . . . . . . . . . . . . 208
Research This: Slicks from Ships . . . . . . . . . 211
5.11 CONDUCT AN INVESTIGATION:
Properties of Ionic and Molecular
Compounds . . . . . . . . . . . . . . . . . . . . . . . . . . . 213
Key Concepts Summary . . . . . . . . . . . . . . . . . . . . . . . 214
What Do You Think Now? . . . . . . . . . . . . . . . . . . . . . . 215
Chapter 5 Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 216
Chapter 5 Self-Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . 218
NEL
CHAPTER 6
Chemicals and Their Reactions . . . . . . . . 220
Key Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 221
Engage in Science: The Mint–Cola Fountain . . . . . . . . 222
What Do You Think? . . . . . . . . . . . . . . . . . . . . . . . . . . 223
Focus on Reading: Making Inferences . . . . . . . . . . . . . 224
6.1 Describing Chemical Reactions . . . . . . . . . . . 225
6.2 CONDUCT AN INVESTIGATION:
Is Mass Gained or Lost During a
Chemical Reaction? . . . . . . . . . . . . . . . . . . . . 228
6.3 Conserving Mass in Chemical
Reactions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 230
Try This: Modelling Balanced Chemical
Equations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 232
6.4 Information in Chemical Equations . . . . . . . 233
Research This: Gas Furnace Technician . . . 236
6.5 Types of Chemical Reactions:
Synthesis and Decomposition . . . . . . . . . . . . 237
Research This: Proposal to Ban
Fertilizers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 239
6.6 Types of Chemical Reactions:
Single and Double Displacement. . . . . . . . . . 240
Research This: When Gold Loses
Its Glitter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 241
6.7 PERFORM AN ACTIVITY:
Synthesis and Decomposition Reactions . . . 244
6.8 PERFORM AN ACTIVITY:
Displacement Reactions . . . . . . . . . . . . . . . . . 246
6.9 Types of Chemical Reactions:
Combustion . . . . . . . . . . . . . . . . . . . . . . . . . . . 248
Citizen Action: Carbon Monoxide
Detectors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 249
Research This: Firefighting with an
MSDS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 251
6.10 Corrosion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 252
Awesome Science: Poisonous Jewellery . . . . . . . . . . . 255
Key Concepts Summary . . . . . . . . . . . . . . . . . . . . . . . 256
What Do You Think Now? . . . . . . . . . . . . . . . . . . . . . . 257
Chapter 6 Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 258
Chapter 6 Self-Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . 260
NEL
CHAPTER 7
Acids and Bases . . . . . . . . . . . . . . . . . . . . 262
Key Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 263
Engage in Science: The Greening of Sudbury . . . . . . . . 264
What Do You Think? . . . . . . . . . . . . . . . . . . . . . . . . . . 265
Focus on Writing: Writing a Science Report . . . . . . . . . 266
7.1 PERFORM AN ACTIVITY:
Classifying Acids and Bases . . . . . . . . . . . . . 267
7.2 Properties, Names, and Formulas . . . . . . . . . 268
7.3 The pH Scale . . . . . . . . . . . . . . . . . . . . . . . . . . . 272
Try This: Visualize the pH Scale . . . . . . . . . . 273
7.4 PERFORM AN ACTIVITY:
The pH of Household Substances . . . . . . . . . 276
7.5 Neutralization Reactions. . . . . . . . . . . . . . . . . 278
Try This: Neutralize It . . . . . . . . . . . . . . . . . . 280
7.6 PERFORM AN ACTIVITY:
Analyzing an Acid Spill . . . . . . . . . . . . . . . . . 282
7.7 EXPLORE AN ISSUE CRITICALLY:
Minimizing Risk for a Community . . . . . . . 283
Awesome Science: Painting Out Pollution . . . . . . . . . . 284
7.8 Acid Precipitation . . . . . . . . . . . . . . . . . . . . . . 285
Tech Connect: Scrubbers: Antacids for
Smokestacks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 291
Key Concepts Summary . . . . . . . . . . . . . . . . . . . . . . . 292
What Do You Think Now? . . . . . . . . . . . . . . . . . . . . . . 293
Chapter 7 Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 294
Chapter 7 Self-Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . 296
Unit C Looking Back . . . . . . . . . . . . . . . . . . . . . 298
Key Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 298
Make a Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . 299
Career Links . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 299
Unit C Task:
Acid Shock: A Silent Killer . . . . . . . . . . . . . . . . 300
Unit C Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 302
Unit C Self-Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . 308
Contents vii
UNIT D: CLIMATE CHANGE . . . . . . . 310
Focus on STSE: Who Is to Blame? . . . . . . . . . . . 311
Unit D Looking Ahead . . . . . . . . . . . . . . . . . . . . 312
Unit Task Preview: Global Climate Change . . . 312
What Do You Already Know? . . . . . . . . . . . . . . . . . 313
CHAPTER 8
Earth’s Climate System and Natural
Change . . . . . . . . . . . . . . . . . . . . . . . . . . . . 314
Key Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 315
Engage in Science: Evidence of a Different
Climate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 316
What Do You Think? . . . . . . . . . . . . . . . . . . . . . . . . . . 317
Focus on Reading: Finding the Main Idea . . . . . . . . . . . 318
8.1 Weather and Climate . . . . . . . . . . . . . . . . . . . . 319
8.2 Classifying Climate . . . . . . . . . . . . . . . . . . . . . 322
Research This: Classify Your Climate . . . . . 324
8.3 The Sun Powers Earth’s Climate
System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 325
Try This: Testing A Model of
The Earth−Sun Energy System . . . . . . . . . . . 327
8.4 Components of Earth’s Climate System . . . . 330
Research This: Smog Days . . . . . . . . . . . . . . 332
8.5 PERFORM AN ACTIVITY:
Comparing Canadian Climates . . . . . . . . . . . 336
viii Contents
8.6 The Greenhouse Effect . . . . . . . . . . . . . . . . . . 338
Try This: How Tiny Concentrations
Can Make a Difference . . . . . . . . . . . . . . . . . . 341
8.7 PERFORM AN ACTIVITY:
Modelling the Greenhouse Effect . . . . . . . . . 343
8.8 Energy Transfer within the Climate
System: Air and Ocean Circulation. . . . . . . . 344
Try This: Examine Air and
Water Currents . . . . . . . . . . . . . . . . . . . . . . . . . 344
8.9 Long-Term and Short-Term Changes
in Climate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 348
Research This: El Niño . . . . . . . . . . . . . . . . . . 352
Try This: Exploring the Sun’s Energy
Output . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 353
Science Works: Lake Agassiz: Studying
Past Climate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 354
8.10 Feedback Loops and Climate . . . . . . . . . . . . . 355
Try This: Testing the Albedo Effect . . . . . . . 356
8.11 Studying Clues to Past Climates . . . . . . . . . . 358
Try This: Ancient Climates in Arctic
Lands . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 361
Key Concepts Summary . . . . . . . . . . . . . . . . . . . . . . . 362
What Do You Think Now? . . . . . . . . . . . . . . . . . . . . . . 363
Chapter 8 Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 364
Chapter 8 Self-Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . 366
NEL
CHAPTER 9
Earth’s Climate: Out of Balance . . . . . . . 368
Key Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 369
Engage in Science: Changing Our Lives . . . . . . . . . . . . 370
What Do You Think? . . . . . . . . . . . . . . . . . . . . . . . . . . 371
Focus on Reading: Summarizing . . . . . . . . . . . . . . . . . 372
9.1 Evidence of a Changing Climate . . . . . . . . . 373
Try This: Calculate Sea Level Rise . . . . . . . . 375
Research This: Is Climate Change
Always Bad? . . . . . . . . . . . . . . . . . . . . . . . . . . . 378
Tech Connect: Using Satellites to Monitor Earth . . . . . . 379
9.2 PERFORM AN ACTIVITY:
Analyzing Sea Ice Extent for Evidence
of Climate Change . . . . . . . . . . . . . . . . . . . . . . 380
9.3 PERFORM AN ACTIVITY:
Thermal Expansion and Sea Level. . . . . . . . . 382
9.4 Greenhouse Gases: Changing the
Climate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 384
Try This: Comparing Carbon
Dioxide Concentrations with
Global Temperature . . . . . . . . . . . . . . . . . . . . . 387
9.5 Canadian Emissions of Greenhouse
Gases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 390
9.6 Computer Modelling: Evidence that
Human Activity Is Causing Current
Changes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 393
Key Concepts Summary . . . . . . . . . . . . . . . . . . . . . . . 396
What Do You Think Now? . . . . . . . . . . . . . . . . . . . . . . 397
Chapter 9 Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 398
Chapter 9 Self-Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . 400
CHAPTER 10
Assessing and Responding to Climate
Change . . . . . . . . . . . . . . . . . . . . . . . . . . . . 402
Key Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 403
Engage in Science: Green Technologies . . . . . . . . . . . 404
What Do You Think? . . . . . . . . . . . . . . . . . . . . . . . . . . 405
Focus on Reading: Synthesizing . . . . . . . . . . . . . . . . . . 406
10.1 Climate Models and Clean Energy . . . . . . . . 407
Try This: Estimate Ontario’s Future
Climate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 409
NEL
10.2 Global Impacts of Climate Change . . . . . . . 412
Research This: Controversy about
Climate Change . . . . . . . . . . . . . . . . . . . . . . . . 414
Research This: Competition for the
Arctic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 416
Citizen Action: How Can We Protect
the Arctic? . . . . . . . . . . . . . . . . . . . . . . . . . . . . 417
Awesome Science: Geoengineering to
Combat Climate Change? . . . . . . . . . . . . . . . . . . . . . . 418
10.3 Impacts of Climate Change on
Ontario . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 419
10.4 Taking Action to Limit Climate
Change . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 423
Research This: Greenhouse Gas
Emissions in Your Community . . . . . . . . . . . 426
10.5 What Can Individuals Do? . . . . . . . . . . . . . . 429
Research This: Buying ENERGY STAR®
Appliances . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 429
Research This: Eating Local. . . . . . . . . . . . . . 430
Citizen Action: Everyone Can Make a
Difference . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 431
10.6 EXPLORE AN ISSUE CRITICALLY:
Taking Action on Climate Change
Now or Later? . . . . . . . . . . . . . . . . . . . . . . . . . 434
Key Concepts Summary . . . . . . . . . . . . . . . . . . . . . . . 436
What Do You Think Now? . . . . . . . . . . . . . . . . . . . . . . 437
Chapter 10 Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . 438
Chapter 10 Self-Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . 440
Unit D Looking Back . . . . . . . . . . . . . . . . . . . . . 442
Key Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 442
Make a Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . 443
Career Links . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 443
Unit D Task: Global Climate Change . . . . . . 444
Unit D Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 446
Unit D Self-Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . 452
Contents ix
UNIT E: LIGHT AND GEOMETRIC
OPTICS . . . . . . . . . . . . . . . . . . . . . . 454
Focus on STSE: Window on the World . . . . . . . 455
Unit E Looking Ahead . . . . . . . . . . . . . . . . . . . . . 456
Unit Task Preview: Building an Optical
Device . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 456
What Do You Already Know? . . . . . . . . . . . . . . . . . 457
CHAPTER 11
The Production and Reflection
of Light . . . . . . . . . . . . . . . . . . . . . . . . . . . . 458
Key Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 459
Engage in Science: The LASER . . . . . . . . . . . . . . . . . . 460
What Do You Think? . . . . . . . . . . . . . . . . . . . . . . . . . . 461
Focus on Writing: Writing Persuasive Text. . . . . . . . . . . 462
11.1 What Is Light? . . . . . . . . . . . . . . . . . . . . . . . . . 463
Research This: Protecting Yourself
from the Sun . . . . . . . . . . . . . . . . . . . . . . . . . . . 465
Try This: Viewing the Visible Spectrum . . . 467
11.2 How Is Light Produced? . . . . . . . . . . . . . . . . 470
Citizen Action: Thinking for the Future . . . 473
Try This: Glowing with Light . . . . . . . . . . . . 474
Try This: Eating Candy for the Sake
of Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 475
11.3 The Laser—A Special Type of Light . . . . . . . 477
Research This: Lasers for Different Uses . . . 478
11.4 The Ray Model of Light . . . . . . . . . . . . . . . . . 479
Try This: Seeing the Light . . . . . . . . . . . . . . . 480
11.5 PERFORM AN ACTIVITY:
Reflecting Light Off a Plane Mirror . . . . . . . 482
11.6 The Laws of Reflection . . . . . . . . . . . . . . . . . . 484
Try This: Reflecting Light . . . . . . . . . . . . . . . . 484
Try This: Retro-Reflectors . . . . . . . . . . . . . . . 486
Tech Connect: Cleaning with Light . . . . . . . . . . . . . . . . 487
11.7 Images in Plane Mirrors . . . . . . . . . . . . . . . . . 488
Try This: Writing Reflectively . . . . . . . . . . . . 488
Try This: Producing Images, and More
Images, and More Images … . . . . . . . . . . . . . 489
x Contents
11.8 CONDUCT AN INVESTIGATION:
Locating Images in a Plane Mirror . . . . . . . . 494
11.9 Images in Curved Mirrors . . . . . . . . . . . . . . . 496
11.10 CONDUCT AN INVESTIGATION:
Locating Images in Curved Mirrors . . . . . . . 502
Key Concepts Summary . . . . . . . . . . . . . . . . . . . . . . . 504
What Do You Think Now? . . . . . . . . . . . . . . . . . . . . . . 505
Chapter 11 Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . 506
Chapter 11 Self-Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . 508
CHAPTER 12
The Refraction of Light . . . . . . . . . . . . . . . 510
Key Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 511
Engage in Science: From Earth to the Moon
and Back! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 512
What Do You Think? . . . . . . . . . . . . . . . . . . . . . . . . . . 513
Focus on Reading: Evaluating . . . . . . . . . . . . . . . . . . . . 514
12.1 What Is Refraction? . . . . . . . . . . . . . . . . . . . . 515
Try This: Exploring with Light . . . . . . . . . . . 515
Try This: Examining Light in a Window . . . 518
12.2 PERFORM AN ACTIVITY:
The Path of Light—From Air into
Acrylic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 520
12.3 PERFORM AN ACTIVITY:
The Refraction of Light through
Different Media . . . . . . . . . . . . . . . . . . . . . . . . 522
12.4 The Index of Refraction . . . . . . . . . . . . . . . . . 524
12.5 Total Internal Reflection . . . . . . . . . . . . . . . . . 526
12.6 PERFORM AN ACTIVITY:
Measuring the Critical Angle for
Various Media . . . . . . . . . . . . . . . . . . . . . . . . . 532
Science Works: Hiding in Plain Sight—
The Invisibility Cloak . . . . . . . . . . . . . . . . . . . . . . . . . . . . 534
12.7 Phenomena Related to Refraction . . . . . . . . . 535
Research This: Other Atmospheric
Optical Phenomena . . . . . . . . . . . . . . . . . . . . . 539
Key Concepts Summary . . . . . . . . . . . . . . . . . . . . . . . 540
What Do You Think Now? . . . . . . . . . . . . . . . . . . . . . . 541
Chapter 12 Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . 542
Chapter 12 Self-Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . 544
NEL
CHAPTER 13
Lenses and Optical Devices . . . . . . . . . . . 546
Key Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 547
Engage in Science: Checking the Facts in Fiction . . . . 548
What Do You Think? . . . . . . . . . . . . . . . . . . . . . . . . . . 549
Focus on Writing: Writing a Critical Analysis . . . . . . . . . 550
13.1 Lenses and the Formation of Images . . . . . . 551
13.2 PERFORM AN ACTIVITY:
Locating Images in Lenses . . . . . . . . . . . . . . . 554
13.3 Images in Lenses . . . . . . . . . . . . . . . . . . . . . . . 556
Try This: Exploring the Rectangular
Prism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 556
13.4 The Lens Equations . . . . . . . . . . . . . . . . . . . . . 562
13.5 Lens Applications . . . . . . . . . . . . . . . . . . . . . . . 567
Awesome Science: The Einstein Ring . . . . . . . . . . . . . 571
13.6 The Human Eye . . . . . . . . . . . . . . . . . . . . . . . . 572
Try This: Discovering Your Blind Spot . . . . 573
Research This: Other Vision Problems . . . . 577
13.7 EXPLORE AN ISSUE CRITICALLY:
Laser Eye Surgery. . . . . . . . . . . . . . . . . . . . . . . 578
Key Concepts Summary . . . . . . . . . . . . . . . . . . . . . . . 580
NEL
What Do You Think Now? . . . . . . . . . . . . . . . . . . . . . . 581
Chapter 13 Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . 582
Chapter 13 Self-Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . 584
Unit E Looking Back . . . . . . . . . . . . . . . . . . . . . 586
Key Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 586
Make a Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . 587
Career Links . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 587
Unit E Task: Building an Optical
Device . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 588
Unit E Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 590
Unit E Self-Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . 596
Appendix A: Skills Handbook . . . . . . . . . 598
Appendix B: What Is Science? . . . . . . . . 648
Numerical and Short Answers . . . . . . . . 658
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 667
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 674
Credits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 683
Contents xi
Discover Your Textbook
This textbook will be your guide to the exciting world of science. On the following
pages is a tour of important features that you will find inside. GET READY includes
all of the features of the introductory material that come before you begin each unit
and chapter. GET INTO IT shows you all the features within each chapter. Finally,
WRAP IT UP shows you the features at the end of each chapter and unit.
Get Ready
Unit Opener
Each of the five units has a
letter and a title. Use the photo
to help you predict what you
might be learning in the unit.
Overall Expectations
The Overall Expectations
describe what you should be
able to do after completing
the unit.
Big Ideas
The Big Ideas summarize
the concepts you need to
remember after you complete
the unit.
Unit Task Preview
Find out about the Unit Task
that you will complete at the
end of each unit.
Unit Task Bookmark
When you see the Unit Task
Bookmark, think about how the
section relates to the Unit Task.
Assessment
The Assessment box tells you
how you will demonstrate what
you have learned by the end of
the unit.
xii Discover Your Textbook
Focus on STSE
These articles introduce
real-world connections to the
science topics you will be
C
learning in the unit.
UNIT
Chemical
Reactions
Focus on STSE
OVERALL ASPIRIN AND HEROIN
Expectations
Got a headache? Like millions of other pain sufferers around the world, you may turn
analyze a variety of to Aspirin for quick relief. Surprisingly, Aspirin was first made using the same chemical
safety and environmental reaction that produced heroin—a highly addictive and illegal narcotic.
issues associated with
chemical reactions, The Bayer drug company first made Aspirin in the 1890s, but officials initially ignored the
including the ways in new product. In 1898, Bayer chemists used the same reaction on morphine, a well-known
which chemical reactions pain reliever at the time. Tests on the new product were impressive: it was a good pain
can be applied to address reliever and an even better cough remedy. Plus, it made the patient feel wonderful! Bayer
environmental challenges had invented heroin. Soon, a new Bayer cough syrup called “Heroin” was in drug stores
investigate,
through inquiry, the
characteristics of
around the world. Shortly thereafter, reports about heroin addiction began to appear.
Public pressure forced Bayer to stop producing their heroin-laced cough syrup in 1913.
Heroin medications are no longer available. Bayer eventually recognized Aspirin’s
chemical reactions potential, and it is now widely used around the world as a painkiller.
demonstrate an The history of Aspirin and heroin teaches us the importance of thoroughly testing a new
understanding of the
product before making it available. It also shows how the chemicals we produce through
general principles of
chemical reactions can have both costs and benefits.
chemical reactions,
and various ways to 1. List some costs and some benefits for each of the following substances. Consider
represent them various perspectives (environmental, social, economical, and so on) as you think about
the costs and benefits. T / I A
(a) cleaning products (c) explosives (e) plastic
BIG Ideas (b) salt (d) fuels (f) pesticides
Chemicals react with 2. Discuss the following questions with your partner. C A
each other in predictable (a) What other costs and benefits could you add to your table?
ways. (b) Why might some chemical companies be willing to introduce new chemicals
Chemical reactions may into society and the environment without thoroughly testing them first?
have a negative impact (c) How can we maximize the benefits of chemicals and minimize the costs?
on the environment, but
they can also be used to
address environmental
challenges.
166 Unit C • Chemical Reactions NEL NEL Focus on STSE 167
What Do You Already Know?
This feature lists the concepts and skills,
Concept Map developed in previous grades, that you will
The Concept Map is a description of the need to be successful as you work through the
topics, connected to picture clues, to help you unit. Use the questions to see what you already
predict what you will be learning in the unit. know before you start the unit.
UNIT
LOOKING AHEAD
C
UNIT C What Do You Already Know?
Chemical
PREREQUISITES
Concepts Skills
Reactions
• Density and buoyancy • Writing chemical formulas
• Models of the atom • Observing properties of substances
• Classification of matter • Following safety precautions in the lab
1. Two cans of cola are placed in a tank of water. The can 5. In 1909, Ernest Rutherford fired positively charged alpha
containing regular cola sinks to the bottom of the tank and particles at a very thin sheet of gold foil. As he expected, the
CHAPTER 5 CHAPTER 6 CHAPTER 7 the can containing diet cola floats to the surface. T / I majority of the particles passed through the foil. However, a
(a) Using the provided observations, compare the densities small number of alpha particles rebounded off the foil. Which
Chemicals and Chemicals and Acids and Bases of the following models of the atom best explains these
of the cans of cola with the density of water.
Their Properties Their Reactions observations. Why? K / U
(b) Why might there be a difference in the densities of the
two colas? Model A Model B Model C
2. In your notebook, write the chemical formula (selected from The atom is a hard The atom is a The atom has a
the list on the right) of each of these substances. K / U sphere—like these positive sphere small, dense positive
billiard balls. with embedded core orbited by
(a) hydrogen H2O electrons—like electrons—like
(b) carbon dioxide NaCl raisins in a muffin. planets orbit a star.
(c) table salt
(d) hydrogen chloride
(e) water
CO2
H2
O2


 

 


 





Scientists and engineers think about Chemicals are all around us, and can Acids and bases are important
the properties of the materials used in
new products.
sometimes react in surprising ways. substances in our lives and in the
environment.
(f) oxygen HCl
3. List some of the properties of the substances shown in 6. (a) What fundamental particle inside the atom is responsible
Figure 1. K / U
for the “hair-raising experience” shown in Figure 2?
UNIT TASK Preview
Acid Shock In the Unit Task, you will use the knowledge and skills
acquired in this unit to
In this unit, you will explore the chemical reactions that
• use a model to test whether the amount of acid released
chemicals undergo. Some reactions, like those involved in
by a melting solid varies as the solid melts
the formation of acid rain, have a negative impact on the
• suggest how chemical reactions can be used to prevent the (a) (b) Figure 2
environment. But there is a good side to chemical reactions
loss of tadpoles in the stream during the first thaw of spring Figure 1 (a) the gold in a ring (b) the water in a kettle
as well. Chemical reactions can also be used to undo some (b) Compare the three fundamental particles in an atom with
of the environmental damage caused by human activity. UNIT TASK Bookmark 4. Draw Bohr-Rutherford diagrams to represent the following respect to size, mass, charge, and location. K / U
In the Unit Task, you are part of a research team investigating atoms: C 7. What safety precautions are being taken in Figure 3? K/U
The Unit Task is described in detail on page 300. As you
tadpoles and frogs in a local stream. With each spring thaw, work through the unit, look for this bookmark and see how (a) lithium
the population of these organisms crashes and then recovers. the section relates to the Unit Task. (b) carbon
Preliminary research shows that the cause of their death is (c) chlorine
the acidity of the melting snow. However, what remains a
mystery is the sudden drop in the population followed by a
gradual recovery.
ASSESSMENT
You will be assessed on how well you
(d) argon
• plan and conduct a test of the model
Your task is to find the reason for this dip by using a model of
the situation. You will also suggest ways to prevent the loss • communicate the results of your test
of the tadpoles each spring. • evaluate your model
• justify your suggestion for preventing acid shock Figure 3
168 Unit C • Chemical Reactions NEL NEL Looking Ahead 169
NEL
 CHAPTER

Chapter Opener 5 Chemicals and

UNIT C
Chemical
Reactions
Their Properties
Each chapter has a number, a
title, and a Key Question which KEY QUESTION: How do the properties of
Key Concepts
CHAPTER 5 CHAPTER 6 CHAPTER 7
compounds influence the technologies we develop, Chemicals and Chemicals and Acids
you should be able to answer the products we buy, and the world we live in? Their Properties Their Reactions and Bases

The Key Concepts

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

main ideas and skills

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

Ionic compounds are Molecular compounds Many consumer products

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

This is an artist’s impression of a space elevator. We would require

materials with very special properties if we ever actually designed
and built it.

170 Chapter 5 • Chemicals and Their Properties NEL NEL Looking Ahead 171

ENGAGE IN WHAT DO YOU

Engage in SCIENCE THINK? What Do You Think?

Science
Many of the ideas you will explore in this chapter are ideas that you have already
encountered. You may have encountered these ideas in school, at home, or in
the world around you. Not all of the following statements are true. Consider each
Using what you already know,
statement and decide whether you agree or disagree with it.

These articles form an opinion by agreeing or

Na
connect the topics disagreeing with statements
you will learn in that connect to ideas that will
be introduced in the chapter.
Imagine stepping onto an elevator, pressing the button for

the chapter to the 12 millionth floor, and going for the ride of your life.
Within an hour or two, the land beneath your feet and 1 The label on a chemical product provides all the
information you need to use the product safely.
4 Elements are more reactive and more hazardous than the
compounds that they form.
the warmth of the Sun are replaced by the cold darkness Agree/disagree? Agree/disagree?

interesting real-world of space.

Getting people and cargo into space the old-fashioned
way—by using rockets—is expensive, dangerous, and

developments in
unreliable, so NASA engineers are looking for a better way.
Some believe that a space elevator may be the answer.
The space elevator would consist of a long cable—more
than three times as long as the diameter of Earth—firmly

science. attached to a point on Earth’s equator. At the other end,

about 40 000 km straight up, would be a large mass. As
long as this mass orbits Earth at the same rate as Earth
is rotating, the cable connecting it to Earth remains taut.
This would allow a “space-proof” elevator car to climb the 2 Recycling used motor oil is common practice.
Agree/disagree?
5 Bottled water is better for your health than tap water.
Agree/disagree?
cable. But plenty of questions need to be answered before
we start putting this plan into action. For example, what
does this cable have to do, and where must it operate?
What physical and chemical properties should the
cable have? Are there any common substances
that have at least some of these properties? Do
these common substances have any properties
that make them unsuitable? Could the
substances be changed to overcome this
problem? And, perhaps most importantly,
how would this device impact our lives
and our planetary home?
3 Pool water is a much better conductor of electricity than
pure water.
6 Adding manufactured chemicals to the environment is a
bad thing.
Agree/disagree? Agree/disagree?

172 Chapter 5 • Chemicals and Their Properties NEL NEL What Do You Think? 173

Focus on Reading/ FOCUS ON FOCUS ON

Focus on Writing READING WRITING

Making Inferences Writing a Science Report
These reading and writing When you make inferences, you make sense of what an author is implying
WRITING TIP
When you write a science report, you use a standard format with

strategies help you learn

but not stating explicitly. It is a form of problem-solving using evidence organizational headings to explain the purpose, procedure, and findings
from the text, personal knowledge, and reasoning. Use the following As you work through the chapter, of your investigation. Use the strategies listed next to the report to
look for tips like this. They will help
strategies to make inferences: improve your report-writing skills.
you develop literacy strategies.
• look for context clues such as significant words, comparisons, or contrasts

science concepts and develop READING TIP

As you work through the chapter,
• think about what you already know about the circumstance, issue,
problem, cause, or effect
Properties of Ionic and Molecular Compounds
Question
• combine the clues and your prior knowledge or experience to draw

literacy skills in preparation for

look for tips like this. They will help
you develop literacy strategies. a conclusion or form an opinion State your purpose, question, Are the following substances molecular or ionic compounds: lauric acid, C12H24O2; sodium
• revise your inference if you find new information or clues that challenge it
and hypothesis concisely. hydrogen carbonate, NaHCO3; glucose, C6H12O6; potassium chloride, KCl ?
Hypothesis/Prediction
the OSSLT. Types of Chemical Reactions: Combustion
Lauric acid and glucose are molecular compounds because they only have non-metallic elements
in them. Potassium chloride is an ionic compound because it contains a metal and a non-metal.
In the early hours of August 2, 2008, a north Toronto neighbourhood Sodium hydrogen carbonate is also ionic because it contains the hydrogen carbonate ion.
was rocked by a loud explosion. Startled residents stared out their
windows in disbelief as a giant fireball rose high into the night sky. Experimental Design
Why? A nearby propane storage depot was on fire (Figure 1)! Large Each substance will be mixed with water to see if it dissolves. Each solutions will be tested for
Briefly describe the investigation.
chunks of metal, probably from exploded propane storage tanks, littered conductivity. The melting point of each substance will be researched.
the area. Shockwaves from the explosion shattered windows and ripped
Figure 1 Propane was the fuel in this doors off their hinges. Firefighters rushed to the scene, but all they Equipment and Materials
dramatic combustion reaction in north
Toronto.
could do was cool the remaining propane tanks with water and wait for eye protection conductivity tester well plate
Outline what is required to
the fireball to burn itself out. apron lauric acid, C12H24O2 glucose, C6H12O6
Reading/Writing Tip
conduct the investigation.
4 small test tubes & stoppers sodium hydrogen carbonate, potassium chloride, KCl
test tube rack NaHCO3 water
Making Inferences in Action Procedure
Reading Tips suggest reading Authors often tell you more than they say directly through their words.
Use the clues in the text and what you already know to make an
Use a numbered list of
directions to describe each
1. Eye protection and an apron were obtained.
2. A small amount of each solid was placed in its own test tube.
3. Each test tube will filled about half full with water, stoppered, and inverted to mix.
comprehension strategies
inference. Inferences help you to have a deeper understanding of the step of the procedure.
text. Here is how one student made inferences as she read the paragraph 4. Observations were recorded for how well the solids dissolved.
about combustion.
5. A small amount of each liquid was poured into its own well in the well plate.
6. The conductivity tester was dipped into each liquid .
to help you understand the Clues from Text

explosion happened
+ Prior Knowledge

• fire causes explosions

= Inference

an arsonist might have

Write in the third person
using an objective tone. 7. Observations were recorded for whether each liquid conducts electricity.
8. The melting point of each solid was researched in a reference book. Present all observations,
at night caused this explosion
• arsonists usually work Observations
science concepts presented in
whether they support your
at night
prediction or not.
Substance Dissolves in water? Conductive Melting point (oC)
explosion is in a most homes are heated by a cracked natural gas Evaluate the extent to
residential area natural gas pipe might have caused which your evidence lauric acid no no 45

the text. Writing Tips provide

the explosion supports your hypothesis.

firefighters let fireball firefighters usually use water maybe water cannot be used Analyze and Evaluate Revise your drafts to improve
burn out to extinguish a fire to put out a propane fire organization and completeness.
(a) Sodium hydrogen carbonate and potassium chloride are the only ionic

suggestions to help you 224 Chapter 6 • Chemicals and Their Reactions NEL 266 Chapter 7 • Acids and Bases
compounds because they conducted electricity when dissolved in water.

NEL

improve your writing skills.

NEL Discover Your Textbook xiii

 Get Into It
Vocabulary
You will learn many new terms as you work
through the chapter. These key terms are in
bold print. Their definitions can be found in the
margins and in the Glossary at the back of the
book.
Sample Problems
This feature shows you how to solve numerical
problems using the GRASS method. Make sure
to check your learning by completing Practice
problems.
WRITING TIP
Writing a Summary
Sometimes a text describes a process
or procedure, such as the Crisscross
Method. In your summary, organize
ideas and information in the same order
as in the original text.
Figure 3 Because iron has two
different ionic charges, it makes two
different compounds with chlorine:
iron(II) chloride (left) and iron(III)
chloride (right).
198 Chapter 5 • Chemicals and Their Properties
xiv Discover Your Textbook
Weather and Climate 8.1
Is today a warm, sunny day or is it cold and rainy? When you describe the
conditions outside on a particular day, you are describing the weather.
Describe today’s weather to a classmate, using as much detail as you
can. Include the temperature and precipitation (if present). What other
weather atmospheric conditions,
including temperature, precipitation, wind,
and humidity, in a particular location over
a short period of time, such as a day or
Learning Tip
conditions can you describe?
Learning Tips are useful
a week
Describing the Weather
Scientists who study the weather are called meteorologists. Meteorologists
usually provide the following information when they describe the weather:
• temperature
LEARNING TIP
Humidity and Temperature
Water vapour (the gaseous state
strategies to help you learn new
ideas and make sense of what
• type and amount of precipitation of water) forms when liquid
water evaporates. When water
• wind speed
evaporates, the vapour mixes with
• relative humidity (the amount of water vapour in the air relative to the air. Warm air can hold more water
you are reading.
maximum amount of water that it is possible for the air to hold at that vapour than cold air. This is why
temperature) warm air is often more humid
• atmospheric pressure (the force exerted on a surface by the weight of the than cold air.
air above it)
• presence of fog, mist, or cloud cover
A typical description of the weather on a summer day might be like this: To learn more about the work of
a high of 28 °C today, sunny with cloudy periods, probability of precipitation a meteorologist,
30 %, wind from the west at 20 km/h, and relative humidity of 40 %. GO TO NELSON SCIENCE
In some parts of the world, the weather stays more or less the same from
day to day. For example, the Sahara desert in Africa is usually hot and dry
during the day. In Canada, however, the weather can change dramatically
from one day to the next (Figure 1). The weather may be warm and sunny
today, but it could become cool and rainy tomorrow. However, you would
not expect snow in Ontario in August or a temperature of 30 °C in Nova
Scotia in February.
Career Link
The Career icon lets you know
that you can visit the Nelson
Science website to learn about
Figure 1 The weather in an area can
change dramatically in a matter of
science-related careers.
hours.
NEL 8.1 Weather and Climate 319
The Crisscross Method for Determining Formulas Naming Compounds Involving Elements with Multiple
Now that you understand the meaning of the symbols and numbers in Ionic Charges
Try This
chemical formulas, try using a shortcut known as the “crisscross” method. Naming compounds containing elements with multiple ionic charges involves LEARNING TIP
the same procedure as before. You must also determine the ionic charge of Specifying the Charge
SAMPLE PROBLEM 3 Using the Crisscross Method the metal so that you can include it in the name. For example, FeCl2 is called The name of CuCl2 is written “copper(II)
These are quick, fun activities
What is the chemical formula of magnesium chloride?
iron(II) chloride because the ionic charge of iron is +2. Similarly, FeCl3 is chloride.” This is read as “copper two
chloride.” Remember that the “two”
called iron(III) chloride because the ionic charge of iron is +3.
Step 1 Write the symbols of the elements and their ionic charges. refers to the charge on the copper ion,
not to the number of ions of copper in
Mg2+ Cl−
designed to help you
SAMPLE PROBLEM 4 Considering Multiple Ionic Charges the compound.
Step 2 Crisscross the numbers of the ionic charges so that they now become subscripts.
Write the chemical name of CuBr2. Note that copper could have either of two ionic
Mg 2+
Cl −
charges (Table 3).
MgCl2
understand concepts and
Step 1 As you do not know whether the charge on the copper ion is +1 or +2, use
The chemical formula of magnesium chloride is MgCl2. x to represent this unknown value. Remember that the charge on all the ions
must total zero. Each bromide ion has a charge of –1, so the total charge of
Practice bromide ions is 2(–1).
What is the chemical formula of aluminum sulfide? CuBr2
x + 2(–1) = 0
x = +2
improve your science skills.
Occasionally, this method of finding the chemical formula of a compound The ionic charge of copper in this compound is +2.
gives you an answer with two identical subscripts. For example, the chemical Step 2 Write the name of the compound. Remember that Roman numerals are
formula of aluminum nitride appears to be Al3N3. You know that the included only if the metal has more than one ionic charge.
chemical formula of an ionic compound is always the simplest possible ratio The name of CuBr2 is copper(II) bromide.
of the ions, so Al3N3 must be simplified to AlN.
Practice
Elements with Multiple Ionic Charges What is the chemical name of PbO2?
Chemists have discovered, through experiments, that there are two stable
cations of iron: Fe2+ and Fe3+. These ions are named like other cations, except Whenever you have to write the chemical name of a compound containing
that Roman numerals in rounded brackets are used to indicate the ionic charge a metal, first check whether the metal has more than one ionic charge.
Safety Precautions
(not the number of ions) of the metal. The Fe2+ ion is called “iron(II) ion,” and
the Fe3+ ion is called “iron(III) ion.” Because of this, iron may form two different T RY THIS TWO SHADES OF IRON
compounds with a particular anion. For example, there are two different SKILLS: Observing, Analyzing
SKILLS HANDBOOK
1.B., 3.B.
compounds of iron and chlorine: FeCl2 and FeCl3. Each compound has its own
distinct properties: solid FeCl2 is light green, while FeCl3 is yellowish-brown
(Figure 3). Several other metals, besides iron, form multiple cations. In each
case, two or more compounds can be formed with the same anion (Table 3).
In this activity, you will compare the properties of the two ionic
forms of iron. To do this, you will use two different compounds of
iron: iron(III) chloride and iron(II) sulfate. The chloride and sulfate
3. Add about 100 mL of distilled water to the 250 mL flask.
4. Add the 1.0 g of iron(II) sulfate to the water in the flask.
5. Swirl to dissolve the solid. Record your observations.
Look for these warnings about
ions are colourless and do not react with oxygen. This means
Table 3 Names and Multiple Ionic Charges for Common Metals
Chemical symbol Chemical symbols
that the iron ions alone are responsible for all observable colour
differences/changes.
6. Continue swirling gently for about 1 min. Compare the colour
of your solution with that of the iron(III) chloride solution.
7. Follow your teacher’s instructions for the disposal of the
potential safety hazards in
Equipment and Materials: eye protection; lab apron; 100 mL
investigations and activities.
Metal of element of ions Names of ions solutions. Clean up your work area and wash your hands.
graduated cylinder; 250 mL Erlenmeyer flask; laboratory scoop;
Cu+ copper(I) scale; weighing paper; 500 mL Erlenmeyer flask containing A. Swirling the solution allows oxygen from the atmosphere
copper Cu
Cu2+ copper(II) to enter the solution and react with the chemicals in the
iron(III) chloride solution; distilled water; 1.0 g iron(II) sulfate
Fe2+ iron(II) solution. What evidence of a chemical change did you
They will be in red print with a
iron Fe Both iron compounds are irritants. Wash any spills on the
Fe3+ iron(III) observe? K/U
Pb2+
lead(II)
skin, in the eyes, or on clothing immediately with plenty of
lead Pb B. Suggest a possible explanation for the evidence you
Pb4+ lead(IV) cold water. Report any spills to your teacher.
observed. C
1. Put on your eye protection and lab apron.
safety icon.
Mn2+ manganese(II)
manganese Mn
Mn4+ manganese(IV) 2. Observe the solution of iron(III) chloride that your teacher has
Sn2+ tin(II) prepared. Record your observations.
tin Sn
Sn4+ tin(IV)
NEL NEL 5.7 Names and Formulas of Ionic Compounds 199
NEL
 Research This Citizen Action
These research-based activities These activities encourage
will help you relate science and you to be a good citizen and
technology to the world around you a steward of the environment
and improve your critical thinking by taking action in the world
and decision-making skills. around you.

RESEARCH THIS COMPETITION FOR THE ARCTIC CITIZEN ACTION

SKILLS: Researching, Analyzing the Issue, Communicating, Evaluating

Unit Task Bookmark

As polar ice melts, many countries are beginning to see
possibilities for profit. Rich natural resources may be available to
Aboriginal peoples to claim. In addition, new routes for shipping
SKILLS HANDBOOK
4.A. How Can We Protect the Arctic?
A. Which countries do you think could claim rights to natural
resources found in the Arctic? Explain why. T/I A Climate change cannot be stopped entirely. The greenhouse
gases that we have already emitted will affect Earth’s climate
B. How could the melting polar ice affect shipping and

This icon lets you know that

may open up across the Arctic Ocean.
Equipment and Materials: globe; measuring tape
1. Using a globe, research which countries are likely to have a
for many years to come. However, the impacts of climate
transportation for Canada and other countries ? T/I
change can be reduced.
C. (a) How much shorter would the shipping route be between Think about things you can do in your own community to
Vancouver and Magadan if the Arctic route could be protect the Arctic from climate change. Put your suggestions

the concepts you learned in

political or economic interest in the Arctic. used instead of the Panama Canal route? into a short article for your local newspaper or for an e-zine.
2. Measure the distance for a ship to travel from St. John’s, NL, (b) What would be the potential impact on trade between Your article should persuade others that the Arctic should be
Canada, to Magadan, Russia. Assume that the ship can travel Canada and Russia? T/I A protected. The suggestions should be practical actions that the
average citizen can do.

the section will help you to

through the Panama Canal. D. Explain why so many explorers in the past attempted to find
3. Measure the distance for a ship to travel from St. John’s to the Northwest Passage. A

Did You Know?

Magadan if there were no polar ice. E. What impacts might development of the Northwest Passage
4. Research the history of the Northwest Passage. have on traditional ways of life? A

GO TO NELSON SCIENCE complete the Unit Task.

Read interesting facts How Can Changes in the Arctic Affect the Rest
UNIT TASK Bookmark
Think about the impacts of climate change that are mentioned in this section as you work

about real-world of the World? on the Unit Task, page 444.

DID YOU KNOW?
Climate Change Boomtown
events that relate to
The port of Churchill, Manitoba, on
the west coast of Hudson’s Bay, may
benefit from climate change. The port
is likely to see increased shipping with
Climate change in the Arctic will have major impacts for the rest of
the world.
IN SUMMARY
• Albedo effect: As Arctic ice melts, the ocean and land will reflect less of
the Sun’s energy and absorb more. As a result, the Arctic will warm up • The Intergovernmental Panel on Climate Change • Impacts of climate change will affect human society
faster than it would otherwise. Energy absorbed by the Arctic surface (IPCC) has summarized the latest scientific and the natural environment, including agriculture,
will be spread around the world by the climate system.

the topics you are

the possible opening of the Northwest research on climate change. ecosystems, and the spread of pests and diseases.
Passage. Unfortunately, the reduced • Release of carbon dioxide: Earth’s permafrost may contain more stored • Changes expected around the world include • Climate change is occurring more rapidly in the
ice also means that polar bears carbon dioxide and methane than exists in the atmosphere today. The

In Summary
wander into town looking for food.
increased temperatures, shifting precipitation Arctic than anywhere else.
permafrost in Canada, Alaska, and other parts of the world has already patterns, and a rise in sea level.

learning.
• Climate change in the Arctic will have economic
started to melt. If large amounts of carbon dioxide and methane are
and ecological repercussions worldwide.
released by melting permafrost, the greenhouse effect would be further
enhanced, and Earth’s climate could change much faster than expected.
• Sea level rise: More water will flow into the oceans as the Greenland ice
sheet and glaciers in Canada, Alaska, and Russia melt.
CHECK
C YOUR LEARNING
1. Choose one of the following impact areas of climate change. 4. Why is it important to have a strong consensus among
At the end of each content
section, this quick summary
• Ocean currents: Fresh water flowing into the Arctic Ocean from • rising sea level climate scientists regarding climate change? A
• changes to agriculture 5. Explain why the melting of permafrost in the Arctic may start
melting ice may slow or even stop ocean currents that transport thermal
• changes to ecosystems another positive feedback loop that further contributes to
energy around the globe (thermohaline circulation). Ocean currents • increased spread of diseases climate change. K/U

of the main ideas will help you

affect the climate in many countries. Describe how your chosen impact could affect Earth and its
6. Climate change in the Arctic will have major impacts on the
• Biodiversity: Many migratory species have breeding grounds in the people over the next century. A
rest of the world. Choose one of the six areas below. Describe
Arctic. If the Arctic ecosystems change, this could affect species around 2. For each of the four climate change impact areas listed in in several sentences why it will be negative or positive (or

review what you learned.

the world (Figure 10). question 1, name a country that might suffer severely. Briefly both) for the rest of the world. Be prepared to share your
describe how each country would be affected. T/I
• Changes in shipping and transportation: As the polar ice cap melts, thoughts with your peers. A
ships will be able to travel through the Arctic en route to other 3. Explain how the albedo effect of polar ice means that the • albedo effect and ice • sea level rise
Figure 10 The Arctic is an important largest climate change in Canada will occur in the Arctic • release of carbon dioxide • biodiversity
habitat for many species of migratory locations. The shorter route will save thousands of kilometres and
and not in southern Ontario. You may need to refer back to • ocean currents • navigation
birds. reduce transportation costs and energy use.
Section 8.10. K/U

416 Chapter 10 • Assessing and Responding to Climate Change NEL NEL 10.2 Global Impacts of Climate Change 417

Check Your Learning

Complete these questions at the end of each
content section to make sure you understand
Magazine Features the concepts you have just learned.
Look for these special features in
each unit to learn about exciting
developments in science, cool
new technology, careers involving
science, or how science relates OSSLT Icon
to your everyday life. This icon lets you know that the
material will help you develop
literacy skills in preparation for
SCI ENCE OSSLT

Lake Agassiz: Studying Past Climate

the Ontario Secondary School
Huge sheets of ice covered much of North America during the last
ice age. When the ice age ended, most of this ice gradually melted
as Earth’s temperature began to rise. Several large lakes formed
Literacy Test.
along the southern edge of the ice sheet as it melted. The largest
of these lakes, Lake Agassiz, formed across south-central Canada
and into the United States (Figure 1). TECH ConnEct OSSLT

Hudson
Bay
Using Satellites to Monitor Earth
EW AN

Any object that orbits a larger object is called a satellite. For RADARSAT-2
example, the Moon is a natural satellite that orbits Earth. Since In December 2007, RADARSAT-2 was launched to continue
AT CH

MANITOBA 1957, humans have been launching artificial satellites to orbit monitoring the environment and natural resources. RADARSAT-2
Lake Earth. Canada was the third country to launch an artificial satellite, circles Earth every 100 minutes with a different circle each time
SCIENCE
SA SK

Agassiz
ONTARIO
NORTH Su pe r i or
ke
DAKOTA MINNESOTA La
0 150 300 km
Figure 1 Lake Agassiz, as mapped by Teller and colleagues. Lake
Agassiz probably held more fresh water than all the lakes in the
world do today.
Lake Agassiz and Global Flooding
James T. Teller is a geologist at the
University of Manitoba (Figure 2). Teller
and other scientists have reconstructed
the history of Lake Agassiz by examining
ancient beaches and sediments from
the ancient lake bottom. In 2004, Teller
received the Michael J. Keen medal from
the Geological Association of Canada for
Figure 2 James T. Teller his research on Lake Agassiz.
Scientists believe that the volume
of water in Lake Agassiz changed abruptly several times during its
history (Figure 3). At those times, the ice around the lake broke,
allowing huge quantities of water to drain into the ocean. The
additional water caused sea levels around the world to rise slightly.
Teller believes flooding from Lake Agassiz may be the source of
flood stories found in the Bible, First Nation legends, and other
ancient stories.
354
Figure 3 Devil’s Crater in northern Ontario is just one of the features
caused by water draining from Lake Agassiz thousands of years ago.
Lake Agassiz and Climate Change
Research suggests that large changes in the volume of Lake
Agassiz happened at about the same time as Earth’s temperature
decreased. Changes in Lake Agassiz could have caused abrupt
changes in Earth’s climate. How could changes in a lake’s size
affect climate? Fresh water from Lake Agassiz would have poured
into the North Atlantic Ocean. This fresh water may have hindered
the flow of warm water north from the equator to the North
Atlantic. This change in water flow would have interrupted the
northward transfer of thermal energy. These events could have
triggered a period of cooling in Europe and North America.
Connections to Today’s Climate
Today, land-based ice in the Arctic is beginning to melt. Fresh
water is pouring into the Atlantic Ocean as this ice melts. Sea
levels are expected to rise, just as they did when Lake Agassiz
drained. Scientists want to know whether the flow of fresh water
will interrupt ocean currents and affect world climate. Information
from Lake Agassiz may help scientists determine how Earth’s
climate will change over the next century.
NEL
after the Soviet Union and the United States (Figure 1).
Figure 1 The Alouette 1, launched in 1962, was Canada’s first satellite.
Artificial satellites provide service for telephones, radio, Internet
access, TV, and navigation. Today, many different types of artificial
satellites are orbiting Earth. Some examples include the following:
• Earth observation satellites that monitor environmental
conditions such as temperature, ice cover, forests, and
volcanic eruptions
• communication satellites that transmit telephone
conversations
• broadcasting satellites that broadcast radio and television
programs
• navigational satellites that help airplanes and ships navigate
• weather satellites that take photographs and radar images of
weather systems
Satellites Monitoring Climate Change
RADARSAT-1
The Canadian Radio Detection and Ranging Satellite 1
(RADARSAT-1) is one of the Canadian satellites used to conduct
scientific research. It was launched in 1995. RADARSAT-1
monitors glaciers, polar ice caps, and permafrost, among other
environmental conditions. For example, images from RADARSAT-1
are used to measure the flow of glacier ice into oceans. These
images have helped scientists determine that Earth’s ice is melting
at an increasing rate, raising concerns about future sea level rise.
NEL
and revisits the same spot on Earth every 24 days.
Images from RADARSAT-2 show a difference between
open water and various types of ice (Figure 2). This will make
it easier for scientists to monitor changes in Earth’s ice cover
over time.
GO TO NELSON SCIENCE
Iqaluit
RADARSAT-2 Data and Products © MacDonald, Dettwiler and Associates Ltd. (2008)
- All Rights Reserved. RADARSAT is an official mark of the Canadian Space Agency.
Figure 2 This RADARSAT-2 image shows the community of Iqaluit,
next to Frobisher Bay, which is mostly covered by ice. Note the Iqaluit
airport runway to the north of the city. The resolution is 8 m.
379
Geoengineering to Combat Climate Change?
Some scientists are trying to figure out ways to use technology on
a global scale to address the issue of climate change. This kind of
problem-solving is called geoengineering : the use of technology
to modify Earth’s environment. Here are just three of the many
geoengineering ideas out there. Do you think they would work?
Mirrors in Space
Mirrors could be used to reflect some of the Sun’s radiation back
into space to decrease Earth’s temperature (Figure 1). To balance
out the effect of climate change, it would take 55 000 mirrors
orbiting Earth, each 100 km2 in size. Alternatively, we could
imitate a volcano by spraying millions of tonnes of sulfur into the
atmosphere. The sulfate droplets would act like tiny mirrors.
Sun
Earth mirrors
Figure 1 Mirrors in space
Fertilizing the Oceans
During photosynthesis, plants capture carbon dioxide from the
atmosphere. Scientists are investigating the effects of adding
fertilizers to the ocean to increase algal growth (Figure 2). The
algae would then absorb carbon dioxide from the atmosphere.
OSSLT
Farming Algae
Bags, vats, or tubes of algae can be used to absorb the carbon
dioxide produced by power plants and other factories (Figure 3).
The algae can be processed into fuel.
Figure 3 Farming algae
Risks of Geoengineering
There are many ways of using technology to counter climate
change. However, intentionally changing Earth’s climate system
could be a very bad idea. Why? Here are just a few of the reasons
why geoengineering is a big risk:
• We cannot predict all the consequences of changing Earth’s
climate. A geoengineering project could have enormous side
effects and cause great harm. For example, sulfate droplets in
the atmosphere are known to damage the ozone layer and to
cause acid rain.
• The projects may not work out as expected. For example,
research shows that dumping fertilizer into the ocean may not
result in as much carbon dioxide removal as hoped. And as
soon as you stop putting in the fertilizer, the ocean stops
absorbing carbon dioxide.
• Geoengineering might cause people to assume that climate
change is “being taken care of.” People might stop reducing
their emissions of greenhouse gases.
Geoengineering cannot fix the problems of climate change all by
itself. However, it could provide us with a backup plan if Earth’s
climate begins to change even more suddenly than expected.

GO TO NELSON SCIENCE

Figure 2 Fertilizing the oceans OSSLT

418 NEL

NEL Discover Your Textbook xv

 6.7
Perform an Activity
PERFORM AN ACTIVITY
Part B: Decomposition of 16. Test the gas produced by holding a glowing
Copper(II) Carbonate splint at the mouth of the test tube (Figure 3).
Record your observations.

These are hands-on activities

7. Half-fill a test tube with limewater. Place the test
Synthesis and Decomposition Reactions SKILLS MENU
Questioning Performing
tube in the test-tube rack.
glowing splint
Hypothesizing Observing 8. Add copper(II) carbonate crystals to another test
Do you remember hearing a loud “pop” in Activity 5.2, when you held a
tube to a depth of about 2 cm.

that allow you to observe the

Predicting Analyzing
burning splint at the mouth of a test tube containing hydrogen gas? You Planning Evaluating
were hearing evidence of a synthesis reaction: Controlling Variables Communicating 9. Hold the test tube in a test-tube holder at an
angle so that the copper(II) carbonate is spread
2 H2(g) + O2(g) → 2 H2O(g) + energy gas
along the inside of the test tube.

science that you are learning. Many metals also undergo synthesis reactions with oxygen to form
oxides. In this activity, you will consider two such reactions. You
will also look at two decomposition reactions. The second one—the
decomposition of hydrogen peroxide—normally occurs very slowly.
Fortunately, there are substances that speed up this reaction without
being consumed themselves. In this activity you will use iron(III) nitrate
to help hydrogen peroxide decompose.
Equipment and Materials
10. Gently heat the underside of the test tube in the
Bunsen burner flame. Move the test tube back
and forth above the flame to evenly distribute
the heat. Note any changes that occur. (Figure 2)
When heating the test tube, do not allow one part of the test
tube to heat up more than any other part. Doing so could
Figure 3 Glowing splint test
cause the contents to be ejected from the test tube.
Analyze and Evaluate
Procedure
SKILLS HANDBOOK
copper(II) (a) What evidence suggests that chemical changes

Skills Menu
1.B., 2.E., 3.B.
carbonate crystals
• eye protection 1. Put on your eye protection and lab apron. occur when magnesium and copper are heated? K/U

test tube (b) Write the word and chemical equations for
• lab apron
Part A: Reaction of Metals test tube
the reactions that occur when magnesium
• Bunsen burner clamp

The Skills Menu in each activity • retort stand with clamps

• spark lighter
with Oxygen
2. Secure a Bunsen burner to a lab stand with a
clamp. Carefully light the Bunsen burner with a Bunsen
retort stand
and clamp
and copper are heated. (Assume that the most
common ionic charge for copper is +2.)
(c) Based on your evidence, what molecular
K/U

• tongs

lists the skills that you will use

spark lighter. burner compound is produced when copper(II)
• heat-resistant pad 3. Clean a 5 cm length of copper wire with steel carbonate is heated? What ionic compound
• 3 test tubes wool until the copper is shiny. remains? Justify your inference. T/I

Figure 2
(d) Write the word and chemical equation for the
to solve the problem or achieve
• test-tube rack 4. Hold one end of the wire with tongs. Insert the
• scoopula 11. As the reaction begins, bring the mouth of the decomposition of copper(II) carbonate.
wire into the hottest part of a Bunsen burner
K/U

limewater test tube close to the mouth of the (e) What evidence suggests that hydrogen peroxide
• test-tube holder flame for 20 to 30 s.
test tube being heated. This will allow any gases decomposed into simpler substances? Justify

the purpose of the activity.

• copper wire 5. Remove the wire from the flame and allow produced to flow into the limewater. your inference. K/U

• steel wool it to cool on the heat-resistant pad. Look for

evidence of a chemical change and record your 12. Continue heating the test tube until no further (f) Write the word and chemical equations for the
• limewater, Ca(OH)2(aq)
observations. Save the wire for Part B. changes are observed. Compare the appearance decomposition of hydrogen peroxide. Assume
• copper(II) carbonate, CuCO3(s) of the wire from Part A with the contents of the that one of the two products of this reaction is
• dilute hydrogen peroxide, H2O2(aq) 6. Look at the burning magnesium in Figure 1.
hot test tube. Record your observations. liquid water. K/U

Record your observations.

• iron(III) nitrate, Fe(NO3)3(s) 13. Look for evidence of chemical change in the
Apply and Extend
SKILLS HANDBOOK

• wooden splint limewater. Record your observations. 3.B.

This activity involves open flames. Tie back long hair and
tuck in loose clothing.
Part C: Decomposition of
Hydrogen Peroxide
Copper(II) carbonate is toxic if swallowed.
14. Place a third test tube in the test-tube rack. Pour
Limewater, hydrogen peroxide, and iron(III) nitrate are hydrogen peroxide solution into the test tube
irritants. Avoid skin and eye contact. In case of skin contact,
until it is one-third full.
wash the affected area with a lot of cool water.
15. Add a small amount of iron(III) nitrate (enough
to cover the end of a wooden splint) to the
(g) Many natural chemicals, including substances in
liver, potatoes, and strawberries, speed up the
decomposition of hydrogen peroxide. Design a
controlled experiment that compares how these
substances affect the reaction. Write your
Procedure, including safety precautions. Proceed
with the experiment once your teacher has
approved your proposal. T/I C A

Figure 1 Magnesium burns in air.

solution. Record your observations.
244 Chapter 6 • Chemicals and Their Reactions NEL NEL 6.7 Perform an Activity 245

Skills Handbook Icon

This icon directs you to
the section of the Skills
Handbook that contains helpful
Explore an Issue
EXPLORE AN ISSUE CRITICALLY
7.7 information and tips.
Critically Minimizing Risk for a SKILLS MENU

Community
Defining the Issue Defending a
Researching Decision
Identifying Communicating

These activities allow you

An Ontario detergent manufacturer is considering Alternatives Evaluating
Analyzing the Issue
adding another shift to its production schedule at its
central Ontario plant (Figure 1). This will create 25
new jobs—great news for the nearby town with high You have been asked to present both options

to examine social and unemployment. Increased production requires more

raw materials, including concentrated sulfuric acid. The
to a meeting involving the town mayor, the local
Member of Parliament, a representative from an
challenge is how to supply the additional sulfuric acid environmental group, and the president of the

environmental issues related while minimizing the risk to the local environment. detergent company. You should outline the risks
and benefits of each option and then recommend
one of them.

to the unit. They often involve Goal

To decide which proposal best meets the needs of the

research, decision-making
community, the company, and the environment and
to recommend this decision at the meeting.

Gather Information
skills, and communication. Work in pairs or small groups to learn more about
• the manufacture of sulfuric acid

Weblink
• the hazards involved in storing and transporting
Figure 1 What is the best way to transport sulfuric acid?
sulfuric acid and sulfur
SKILLS HANDBOOK • rail accidents involving hazardous chemicals
The Issue 4.C.

When you see this weblink

• ways to minimize the risks of each option
You are a member of an independent consulting
firm hired to investigate possible solutions. In your GO TO NELSON SCIENCE
opinion, the two best options are as follows:

icon, you can visit the Nelson

Discuss the two options, comparing the risks and
• Build a small sulfuric acid production plant next
benefits of each. T/I C

to the detergent plant. The initial construction and

setup costs will be significant. The raw material
Make a Decision
for manufacturing sulfuric acid is sulfur, which is
a waste product from the smelting of nickel ore.
A nearby nickel company can supply the sulfur
Which proposal do you recommend for supplying the
detergent factory with sulfuric acid? What criteria did
Science website to learn more
you use to decide?

about the topic, watch a video,

at no cost. The company could recoup its initial
C A

investment in about five years. The sulfur would

have to be transported from the nickel smelter Communicate
by truck along the road through town. Once the Complete a report that will be presented to the
factory is in full production, large quantities of
sulfuric acid would be produced and stored on site.
meeting. The report should outline the benefits
and risks of each option and how those risks
could be minimized. It should conclude with a
do an online activity, or take
• Increase the current train shipments of sulfuric
acid to the factory from the supplier located recommendation.
a quiz.
C A

200 km away. The rail line runs near the river

that is the town’s main source of drinking water.
NEL 7.7 Explore an Issue Critically 283

6.2 CONDUCT AN INVESTIGATION

Conduct an 4. Your teacher will assign each lab group a

different volume of iron(III) nitrate solution.
Part B: Antacid Tablet in Water
11. Add 50 mL of tap water to the plastic cup.
Is Mass Gained or Lost During Pour your assigned volume of solution into the

Investigation
SKILLS MENU
12. Take an antacid tablet out of its package.
Questioning Performing small test tube.
a Chemical Reaction? Hypothesizing Observing
5. Tilt the flask and carefully slide the test tube into
13. Place the tablet and the cup of water on the scale.
Predicting Analyzing Measure and record the total mass of the cup,
During a chemical reaction, atoms, molecules, or ions collide, rearrange, Planning Evaluating it. Do not allow the test tube’s contents to spill
water, and tablet.

These experimental
Controlling Variables Communicating (Figure 1).
and form products. Word and chemical equations describe the chemical 14. Add the tablet to the water. Record your
changes that occur during a chemical reaction. observations.
15. When the visible reaction has stopped, measure

investigations are an Testable Question

How does the total mass of the products of a
Equipment and Materials
• eye protection
and record the total mass of the cup and its
contents.

opportunity for you to develop

chemical reaction compare with the total mass of • lab apron
the reactants? • test tube
Analyze and Evaluate
(a) Calculate and record the change in mass for each
• tongs
Prediction reaction. Note whether each change resulted in a

science process skills.

• 250 mL Erlenmeyer flask and stopper Figure 1 The test tube contains iron(III) nitrate solution, and
decrease, no change, or an increase in mass. K/U
Read the Experimental Design and Procedure. Create • 10 mL graduated cylinder there is sodium hydroxide solution in the bottom of the flask.
a table similar to Table 1. In the first row of your (b) Compare your results from Part A with
• balance 6. Seal the flask with the stopper.
table, predict an answer to the Testable Question. other students’ results. Account for any
• 100 mL graduated cylinder 7. Measure and record the total mass of the flask discrepancies.
Provide a possible explanation for your Prediction. T/I

• plastic cup and its contents. (c) For Part A, calculate and record the average
Table 1 Predictions and Observations • dilute solutions of 8. Slowly tip the flask to allow the two solutions to change in mass for your class. K/U

• sodium hydroxide, NaOH(aq) mix (Figure 2).

Reaction 1 Reaction 2 (d) Compare your results from Part B with
• iron(III) nitrate, Fe(NO3)3(aq) other students’ results. Account for any
predicted mass change: decrease, no • antacid tablet discrepancies. T/I
change, or increase?
initial mass of reactants + container (g)
Iron(III) nitrate and sodium hydroxide are both corrosive, (e) Compare your results in Part A with your results
toxic, and irritants. If splashed in the eyes, sodium in Part B. Suggest a reason for the differences. T/I

final mass of products + container (g) hydroxide can cause blindness. Wash any spills on skin or
(f) For Part B, calculate and record the average
change in mass (final − initial) (g)
clothing immediately with plenty of cold water. Report any
spills to your teacher. change in mass for your class. K/U

observed change in mass: decrease, (g) Would the class results for Part B differ if the
no change, or increase?
Procedure
SKILLS HANDBOOK
1.B., 1.D., 3.B. reaction were carried out in a sealed container?
observed class results: decrease, no Figure 2 The iron(III) nitrate solution is now mixed with the Explain. T/I

change, or increase? 1. Put on your eye protection and lab apron. sodium hydroxide solution in the flask.
(h) Why would it be unsafe to conduct Part B in a
Part A: Iron(III) Nitrate 9. Measure and record the total mass of the flask sealed container? T/I

Experimental Design and Sodium Hydroxide and its contents. (i) Answer the Question posed at the beginning of
You will investigate two different chemical reactions. 10. Return the flask and all its contents to your this investigation.
2. Practise holding the empty test tube with tongs
C

For each reaction, you will measure the total mass of teacher for disposal. (j) Compare your answer in (i) with your
and sliding it into the empty Erlenmeyer flask.
reactants before the reaction. You will also measure Prediction. Account for any differences.
Seal the flask to check that the test tube fits and A

the total mass of products after the reaction. You will

that the stopper forms a tight seal.
compare the total mass of reactants with the total
mass of products. 3. Measure 5 mL of sodium hydroxide solution in
the 10 mL graduated cylinder. Pour this solution
into the flask.

228 Chapter 6 • Chemicals and Their Reactions NEL NEL 6.2 Conduct an Investigation 229

xvi Discover Your Textbook NEL

 Wrap It Up What Do You Think
Now?
Think about what you learned
in the chapter and consider
CHAPTER
LOOKING BACK
whether you have changed
Key Concepts 5
KEY CONCEPTS SUMMARY W HAT DO Y O U Vocabulary your opinion by agreeing
Summary THINK NOW?
You thought about the following statements at the beginning of
physical property (p. 175)
chemical property (p. 175)
element (p. 184)
or disagreeing with the
The Key Concepts the chapter. You may have encountered these ideas in school,
at home, or in the world around you. Consider them again and
decide whether you agree or disagree with each one.
period (p. 184)
group (p. 184)
alkali metals (p. 184) statements.
Summary feature
alkaline earth metals (p. 184)
A substance’s chemical Changes can be classified as We can classify pure halogens (p. 184)
and physical properties chemical or physical. substances by observing noble gases (p. 184)
determine its usefulness
and effects. • Chemical changes involve new
their properties. Na Bohr–Rutherford diagram

outlines the main • Physical properties (for example,

state, colour, electrical conductivity)
substances being produced. (5.2)
• Evidence of chemical change
includes colour change, precipitate
• Elements can be grouped according
to their properties. (5.4)
• Metals and non-metals combine to
(p. 185)
compound (p. 186)
ion (p. 188)

ideas and skills that

involve a description of the production, release or absorption of form different kinds of compounds: cation (p. 190)

substance as it is. (5.1)
• Chemical properties describe a
substance’s behaviour (for example,
energy, and formation of a gas. (5.1)
• Physical change involves changes
in form (for example, state) but not
Vocabulary
ionic and molecular. (5.6, 5.10) anion (p. 190)
• Compounds are pure substances ionic compound (p. 192)
The label on a chemical product Elements are more reactive and more
that can be broken down into their 1 provides all the information you need
4 hazardous than the compounds that ionic bond (p. 192)

you learned in the

reactivity with acids, combustibility) in chemical identity. (5.1) individual elements. (5.4) electrolyte (p. 194)
to use the product safely. they form.

This feature lists all the key

as it becomes a completely different • Physical properties distinguish
Agree/disagree? Agree/disagree? polyatomic ion (p. 202)
substance(s). (5.1) molecular compounds from ionic
molecular compound (p. 206)
compounds. (5.11)

chapter. The numbers

covalent bond (p. 207)

terms you have learned and the

molecule (p. 207)
diatomic molecule (p. 207)

in brackets indicate the page number where the term

2 Recycling used motor oil is common
5 Bottled water is better for your health

section in which the

practice. than tap water.

is defined.
Agree/disagree? Agree/disagree?
Ionic compounds are made up Molecular compounds Many consumer products
of positive and negative ions. are made up of distinct have been developed from

concepts were taught.

molecules. petrochemicals.
• Atoms gain or lose electrons resulting
in a stable electron arrangement, thus • The majority of all known • Product chemists select chemicals
becoming ions. (5.5) compounds are molecular. (5.10) to perform specific functions
• Positively charged ions are cations; • Molecules consist of two or more in a product. (5.10)
negatively charged ions are anions. non-metal atoms linked by a BIG Ideas
(5.5) covalent bond. (5.10)
✓ Chemicals react with
• Ionic compounds consist of cations and • Covalent bonds form when atoms
3 Pool water is a much better
6 Adding manufactured chemicals to
each other in predictable

Big Ideas
anions linked by ionic bonds. (5.6) share electrons. (5.10) conductor of electricity than the environment is a bad thing.
ways.
• Many ionic compounds are • Molecular compounds are often pure water. Agree/disagree?
electrolytes: the solutions they form named using prefixes. (5.10) Agree/disagree? Chemical reactions may
conduct electricity. (5.6) have a negative impact

The checkmark indicates which

• The names of ionic compounds formed How have your answers changed since then? on the environment, but
by two elements end in “ide.” (5.7) they can also be used to
What new understanding do you have?
• The names of compounds that address environmental
include polyatomic ions usually end challenges.
in “ate.” (5.9)

214 Chapter 5 • Chemicals and Their Properties NEL NEL Looking Back 215
Big Ideas were developed in the
chapter.

Chapter Review CHAPTER

REVIEW
9
The following icons indicate the Achievement Chart K/U Knowledge/Understanding T/I Thinking/Investigation

Complete these
category addressed by each question. Communication Application
Create and Evaluate Reflect on Your Learning
C A

16. Examine Figure 1. You saw this previously 17. In Chapter 9, you learned that increases in
in Section 9.1 (Figure 2). Consider the two carbon dioxide concentrations in the atmosphere

questions to check What Do You Remember?

1. Describe five different signs that indicate
that climate change is already affecting the
11. Describe the feedback loops illustrating the
connection between each variable below and
climate change: (9.4, 9.5) K/U
following reports:
Average Global Temperature
cause increases in global temperatures.
(a) Did you find this concept difficult to
understand? Why or why not?
0.6

your learning and environment we live in. (9.1) (a) Raising the temperature of the ocean results (b) How did your learning in Chapter 8 prepare
K/U
Temperature anomaly (°C)

2. List three Canadian sources of greenhouse in more melting of the ice. 0.4 you for this concept?
gases. (9.5) K/U
(b) Higher temperatures result in increased (c) Did you find that the evidence used to
0.2

apply your new

evaporation of moisture from the soil, support this concept was reasonable and
3. What is the connection between fossil fuels and making it more likely that forest fires convincing? Explain.
0.0
greenhouse gases? (9.4) K/U
will occur, adding carbon dioxide to the (d) What further research can you do to help
4. List three different purposes for burning fossil atmosphere. –0.2 yourself understand this concept?

knowledge from the fuels in Canada. (9.5) K/U

5. The term “anthropogenic greenhouse gases”

(c) Increasing atmospheric carbon dioxide
raises the temperature of the ocean, reducing
the amount of carbon dioxide that can be
–0.4

1880 1910 1940 1970 2000

Web Connect
includes carbon dioxide and other gases. Name

chapter.
Year 18. The National Snow Information System for
absorbed by the ocean.
three of these other gases. (9.4) K/U
Figure 1 Annual mean
Water website provides projections of what
12. (a) When two variables, such as average world
6. (a) In your own words, define “carbon sink.” • In a 2007 report, an independent researcher drew might happen to the extent of snow over
temperature and sea level, change at the
(b) Give an example of a carbon sink. a line between the temperature data points for Canada in the future. (9.2) K/U T/I

same time, does this mean that one causes

(c) Explain why carbon sinks are 1998 and for 2006 (orange line). Looking at the (a) Is snow cover increasing or decreasing in
the other? Explain.
important. (9.4, 9.5) K/U C
horizontal line, the researcher concluded that Canada?
(b) Think about several reasons or a piece of
7. List three factors that affect whether Canadian Earth stopped warming after 1998. He concluded (b) How does snow help keep Earth cool?
evidence that strongly suggests that these
forests act as a source or a sink for greenhouse that we do not have anything to worry about. (c) What effect might a reduction in snow cover
two things are related. Write an argument of
gases. (9.5) K/U
several sentences that you can use to convince • Another 2007 report drew a trend line through the have on Earth’s climate?
annual temperature data points from 1996 to 2006

Achievement
friends and family members. (9.4) K/U T/I C (d) How is this an example of a feedback loop in
What Do You Understand? (yellow line). The writers of this report concluded climate change?
8. Scientists believe that today’s climate change is 13. In Chapter 5 you learned that nitrous oxide is a that since the line of best fit had a positive slope,
harmless gas administered to dental patients. In 19. Some people refuse to believe that climate
very likely caused by human activity. Summarize Earth’s temperature increased continuously over the

Chart Icons
this chapter you learned about a different aspect change is happening, or that its effects will be
the evidence that leads scientists to this past century. Since human use of fossil fuel increased
of nitrous oxide. Comment on the description of mainly negative.

Online
T/I C A

conclusion. (9.6) K/U

continuously over the past century, we do not have
nitrous oxide as a “harmless” gas. (9.4) T/I
to consider any other factors. (9.1) TI C A
(a) Research three common arguments skeptics
9. Draw a diagram that summarizes the relationship present that disagree with the IPCC’s

All questions are between using fossil fuels for transportation and Solve a Problem (a) For each report, write a sentence or two
findings. Summarize your findings.

Earth’s global temperature. (9.4)
K/U
10. The greenhouse effect is natural and important
Quiz Icon
describing a possible bias behind the report.
C
14. A scientist wants to examine the relationship (b) Come up with your own replies to these
How might the bias be related to the editor’s
between sea level rise and carbon dioxide three arguments, based on the information
knowledge? Belief? Values?

tagged with icons

concentrations in the atmosphere. Describe one in this book.
to life on Earth. Scientists today are concerned (b) Find an approximate trend line for other time
method the scientist could use. (9.1, 9.3)

There is an online
(c) Research responses to these three common
K/U C

about something called the “anthropogenic periods besides the ones above. Place a straight
greenhouse effect.” (9.4) 15. (a) Brainstorm with some friends to create a list arguments that have been written by climate
K/U
edge over the data points for a 10-year period

that identify the types

of extreme natural events related to climate. change experts. Summarize your findings.
(a) Distinguish between the anthropogenic (1996–2006), a 20-year period (1986–2006), a
Ask your parents and other people for (d) Compare the experts’ responses with your

study tool for each

greenhouse effect and the natural 30-year period (1976–2006), and another 30-year
additional examples. own. What new information did you learn
greenhouse effect. period (1940–1970). What do you conclude about
(b) Which, if any, of the events on your list had from the experts’ responses?

of knowledge and
(b) Explain why scientists consider the each time period?
anthropogenic greenhouse effect to be positive impacts?

chapter on the Nelson

(c) How would you interpret the reports summarized
a problem. (c) Outline what kind of research you could do
above?
to find out if extreme events have increased

skills you must use to in frequency and/or intensity over the past (d) If you were asked to draw your own line of best To do an online self-quiz or for all
fit, would it be more similar to the orange line or other Nelson Web Connections,

Science website.
50 years where you live. (9.1) T/I A
GO TO NELSON SCIENCE
the yellow line?

answer the question.

398 Chapter 9 • Earth’s Climate: Out of Balance NEL NEL Chapter 9 Review 399

CHAPTER
SELF-QUIZ
10
The following icons indicate the Achievement Chart K/U Knowledge/Understanding T/I Thinking/Investigation
category addressed by each question. C Communication A Application
15. Describe a series of global events that connect 20. Explain how the planting of trees can reduce the

Chapter
fossil-fuel-driven transportation activities to impact of climate change. Be sure to include the
the rise of sea level that could flood low-lying cause-and-effect steps between the act of planting
For each question, select the best answer from the four 6. Which of the following is likely to be a positive islands and coastal areas. (10.2) T/I trees and the effect on climate. (10.5) K/U A

alternatives. effect of rising global temperatures? (10.2)

Self-Quiz
16. Most scientists agree that humans must rapidly
K/U
21. Figure 1 shows glaciers on the sides of
1. What is one reason that that explains why (a) fewer crop pests reduce their dependence on fossil fuels and mountains in the Canadian Rockies. (10.2) A

scientists have trouble making exact projections (b) higher lake levels convert to energy sources that do not emit
about the rate of climate change? (10.3) K/U (c) longer growing season greenhouse gases. Some people think all nations

The Chapter Self-Quiz

(d) less spread of tropical diseases should cut back emissions by the same percentage.
(a) It is difficult to determine the relative
amounts of atmospheric gases. However, given that switching to alternative
Indicate whether each of the statements is true or false. If
(b) It is difficult to measure how the energy energy sources will be expensive, other people
you think the statement is false, rewrite it to make it true.

is a helpful tool for

radiated by the Sun varies over time. think that developing nations should not have to
(c) It is difficult to predict how quickly people 7. If nations drastically reduce greenhouse gas change their energy usage as much as the more
will switch from fossil fuels to other energy emissions, global temperatures will immediately industrialized nations. Write a short paragraph
sources. stop rising. (10.4) K/U
supporting one of these viewpoints. (10.4)

you to make sure you

K/U C

(d) It is difficult to calculate how much carbon 8. The rate of climate change can be reduced by 17. The warming of Canada’s far north and the Arctic
dioxide is produced by the burning of fossil relying less on power plants that burn fossil fuels Ocean may lead to the following changes: Figure 1
fuels. and more on nuclear power plants. (10.1) • less sea ice
understand all the
K/U

2. Which of the following is most likely to be a direct (a) Describe how climate change is likely to
• habitat loss for some species
Copy each of the following statements into your notebook. change the appearance of these glaciers.
result of rising global temperatures? (10.2) K/U
• rising sea level
Fill in the blanks with a word or phrase that correctly (b) Describe one global effect produced by the
(a) more sea ice (c) more freshwater • melting permafrost

concepts you learned

completes the sentence.
melting of these glaciers.
(b) more forest fires (d) more biodiversity • growth of trees farther north
9. The ___________ has summarized the latest 22. The area of the Arctic Ocean covered by sea
3. Which of the following projections best describes research on climate change. (10.2) • more open water for shipping
ice is decreasing at an accelerating rate because
K/U

how climate change may affect precipitation? • lowering of heating costs

in the chapter. (10.2) K/U

(a) Climate change will cause the patterns of

10. Carbon dioxide and methane will be released
into the atmosphere by melting ___________
in the Arctic. (10.2) K/U
Write a short paragraph explaining whether you
think these changes will be an overall benefit or
open water absorbs more solar energy than ice
does. Imagine you are a climatologist beginning
to create a computer model that will predict
precipitation to vary. problem for Canada. (10.2) T/I
changes in Arctic sea ice. Describe two physical
(b) Climate change will increase precipitation 11. To make climate ___________, scientists
18. Imagine you are planning a survey of local properties you would need to know in order to
everywhere. develop ___________ which specify the amount
businesses that advertise themselves as “green.” begin calculations for your model. (10.1) T/I

(c) Climate change will decrease precipitation of greenhouse gases produced. (10.1) K/U
Make a list of three questions you would ask the
everywhere. 23. Identify two ways in which you add to
Match each effect of climate change on the left with the
business owners to help you evaluate just how
(d) Climate change will increase snowfall and atmospheric carbon dioxide or other greenhouse
region most likely to be affected on the right. green their businesses are. (10.4, 10.5) C

decrease rainfall. gases while at home. Explain how each of these

12. (a) forest fires (i) Canada 19. A certain species of migratory songbird that once activities leads to the release of greenhouse gases.
4. Which of these has been proposed as a way (b) species loss (ii) Pacific islands spent its summers in southern Ontario has not In each case, explain how you could reduce the
to absorb excess carbon dioxide from the (c) sea level rise (iii) northern Africa been seen there for several years. (10.3) T/I
amount of greenhouse gas emissions. (10.5) A

atmosphere? (10.5) K/U

(d) expanding deserts (iv) Amazon rainforest (a) State a hypothesis that could explain
(a) fish farms (c) cattle herds (e) increasing storm (v) United States Gulf 24. Describe three ways that people can change their
the birds’ disappearance based on your
(b) large reservoirs (d) reforestation intensity Coast (10.2) shopping habits and dietary choices to reduce
K/U
understanding of climate change.
greenhouse gas emissions. In each case, explain
5. Approximately what fraction of Ontario’s (b) How would you go about testing this
Write a short answer to each of these questions. how the change reduces emissions. (10.5) A

greenhouse gas emissions are caused by the hypothesis?

activities of individuals? (10.5) K/U 13. Describe two ways in which planting grass on 25. Describe the role of the Intergovernmental Panel
(a) 10 % (c) 75 % a roof can reduce greenhouse gases. (10.5) K/U
on Climate Change (IPCC). (10.1) K/U

(b) 30 % (d) 85 % 14. Describe the relationship between global

population and climate change. (10.1) K/U

440 Chapter 10 • Assessing and Responding to Climate Change NEL NEL Chapter 10 Self-Quiz 441

NEL Discover Your Textbook xvii


Master
Concept Map
This feature brings
together the Key
Concepts from each
chapter to summarize
all the main ideas in
the unit.
Unit Task
Demonstrate the skills and
knowledge you developed in
the unit by completing the
challenge described in the
Unit Task.
Skills Menu
The Skills Menu identifies the
skills you will use to complete
the Unit Task.
Unit Review
Complete the Unit
Review questions to
check your learning of
all the concepts and
skills in the unit.
xviii Discover Your Textbook
UNIT
LOOKING BACK
D
MAKE A SUMMARY
Make a Summary
UNIT D
Climate Change
Imagine a doctor’s waiting room, with Earth waiting its turn. Here is how a doctor–patient conversation might go:
[DOCTOR] So, I hear you’re not feeling well. Can you describe 1. List the evidence for climate change contained in the
Summarize what you
your symptoms for me? dialogue between Earth and the doctor. K/U
[EARTH] I just don’t feel right. My sea level has been rising
for at least a hundred years—and it’s been rising
2. Write some more dialogue. (For example, have any symptoms
been missed? What is causing the rise in temperature? Why
is this cause happening? What can be done about Earth’s
have learned in the unit
faster in the last few years. As you can imagine, I’ve
CHAPTER 8 CHAPTER 9 CHAPTER 10
[DOCTOR]
had quite a lot of flooding. More of my ice has been
melting than usual. Do you think it’s connected?
Very likely. Do you have any swelling in your oceans?
problem? What is already being done?) T/I C
3. Present your completed dialogue in the form of a cartoon, a
dramatic presentation, or an FAQ on a web page. C
by completing the Make a
Earth’s Climate Earth’s Climate: Assessing and
Summary activity.
Are you feeling any thermal expansion?
System and Out of Balance Responding to [EARTH] Yes, I have noticed that my oceans seem to be
Natural Changes Climate Change expanding.
[DOCTOR] Hmm, yes. Ice melting, thermal expansion—that
would explain the sea level rise.
KEY CONCEPTS KEY CONCEPTS KEY CONCEPTS [EARTH] Speaking of oceans, I’ve been having a lot of trouble
with hurricanes. I always have hurricanes, of course,
Earth’s climate
system is powered
by the Sun.
We have evidence
that our climate is
changing.
The impacts of
climate change
will affect our
[DOCTOR]
but they seem to be getting worse.
Warmer ocean waters can increase the strength of
hurricanes. Let me examine you. I see a patch of
Earth’s climate Human activities environment desert forming here. Is that new?
system includes have increased and society.
[EARTH] Yes, it is.
the atmosphere, atmospheric levels of Impacts of climate
the hydrosphere, greenhouse gases. change will be felt [DOCTOR] It says here in your medical history that your seasons
the lithosphere, and the most in the have been changing lately. What else? Plants and
The increase in animals migrating toward the poles—I think I know
living things. greenhouse gases Arctic.
what’s happening here. Here’s a thermometer. I’m
The greenhouse is causing the Climate change in just going to take your temperature.
Career Links
effect keeps Earth anthropogenic Ontario is expected [DOCTOR EXAMINES THERMOMETER]
warm by trapping (human-caused) to bring warmer Just as I thought. Your temperature is rising.
thermal energy greenhouse effect. winters and hotter
radiated by Earth. The anthropogenic summers. © 2007. Dan Piraro. King Features Syndicate
Make connections between
Thermal energy is greenhouse effect Current initiatives
transferred within is the main cause will not prevent
Earth’s climate of today’s climate serious negative
system through air change. effects from climate CAREER LINKS
and ocean currents.
Earth’s climate
experiences long-
The largest sources
of greenhouse gases
in Canada are the
change.
Greenhouse gas
emissions must be
List the careers mentioned in this unit. Choose two of the careers that interest you
or choose two other careers that relate to climate change. For each of these careers,
what you learned in the
research the following information:
unit and future careers by
term and short-term production and reduced by 80 %
changes. burning of fossil by 2050 to avoid • educational requirements (secondary and • potential employers
fuels. the most serious post-secondary) • salary
Scientists use
impacts. • skill/personality/aptitude requirements • duties/responsibilities
natural ice cores, Scientists use climate
sediment layers,
fossils, and tree
rings to study past
models to figure out
how different factors
affect our climate.
Switching to clean
energy sources is
essential to reduce
Use the information you have assembled to create a brochure. Your brochure should
compare your two chosen careers and explain how they connect to climate change.
GO TO NELSON SCIENCE
completing the Career Links
activity.
climates. GHG emissions.
442 Unit D • Climate Change NEL NEL Looking Back 443
UNIT
D
UNIT TASK
4. Review the information about global climate • What steps have already been taken by local
change in this unit. What impacts of climate government, businesses, and individuals to adapt
Global Climate Change SKILLS MENU
change do you expect to occur in this region
over the next 100 years? Make a list of projected
to climate change?
• How can the local government, businesses, and
Defining the Issue Defending a changes for the region. individuals adapt to coming changes in climate?
The Issue
The Intergovernmental Panel on Climate Change
Researching
Identifying
Alternatives
Decision
Communicating
Evaluating
5. Research impacts of climate change in the
region. For example, look for changes in any of Make a Decision
SKILLS HANDBOOK
4.C.5.
(IPCC) is preparing an update to its previous
Analyzing the Issue the following factors. What would be the most practical solution(s) for the
reports on global climate change. The update will
include recommendations for actions. You are • Peru
• Bangladesh
• changes in river flow, ice cover, flooding,
and/or rainfall
people in this region, given what you have learned
about the region?
volunteering your expertise to contribute to these • changes to local ecosystems and/or species
Communicate
SKILLS HANDBOOK
recommendations. The panel’s findings will be • Southeastern coast of Australia • changes in severe weather patterns 4.C.6., 4.C.7.
presented at an international conference. • Uganda (Figure 2) (e.g., hurricanes, monsoons) Present your research at an international conference
Assessment
• a different location (with the permission of • unusual heat waves or droughts (i.e., with your classmates). In your presentation,
Goal your teacher) • changes in agricultural land include the following:
To collect climate information about a specific region, • a comparison of the climate 50 years ago and
• changes in the occurrence of insect-borne
Checklist
to use the information collected to identify any today
impacts of climate change, and to suggest specific diseases (such as malaria, dengue fever, West
Nile virus, Lyme disease) • climate-related changes that are already occurring
steps toward mitigation.
6. Research social and economic data for the • a projection of expected climate-related impacts
This checklist lists
SKILLS HANDBOOK
in the region over the next 100 years
Gather Information 4.A., 4.B., 6.A. region. For example, look for the following
factors: • the most appropriate steps for mitigation and
1. Choose a location such as one of the following
locations to research: • relative wealth or poverty of people in the adaptation for local government, businesses, and
the criteria that your
region individuals
• Churchill, Manitoba, Canada (Figure 1)
• traditional or cultural activities in the region Your presentation could be an in-person speech, a
• access to scientific information and/or
video, a poster presentation, or a written submission.
Figure 2 Uganda
2. Research the climate of the location you
technologies in the region
7. Compare your list of projected impacts from
ASSESSMENT CHECKLIST
teacher will use to
Your completed Performance Task will be
have chosen. Collect data (both current and, Step 4 with the impacts you identified from your evaluated according to how well you are able to
evaluate your work
if possible, from about 50 years ago) on the research in Step 5. Are any of your projected
Knowledge/Understanding
following: impacts already occurring?
✔ Thoroughly research and analyze the data.
• average monthly and yearly temperatures 8. Write a one-page summary of your report of
Thinking/Inquiry
on the Unit Task.
• average monthly and yearly precipitation observations from Steps 5 to 7.
✔ Plan and develop a clear search strategy for climate data.
• an estimate of how much precipitation falls as ✔ Record the data in an organized fashion.
Identify Solutions
SKILLS HANDBOOK
snow versus rain 4.C.3., 4.C.4. ✔ Compare projected impacts with actual impacts.
Figure 1 Churchhill, Manitoba
• severe weather patterns (e.g., storms,
hurricanes, yearly monsoons, seasonal floods,
droughts, heat waves)
Brainstorm a list of practical steps that people in the
region can take to mitigate or adapt to climate-related
changes. Consider these questions when generating
✔ Identify potential solutions.
Communication
✔ Clearly present data in a table or graph.
Read this list carefully
before completing the
• amounts of permanent ice or frozen soil your suggestions for the region: ✔ Prepare and present your current and projected climate-
• Vancouver, British Columbia, Canada
(glaciers, permafrost) • What major aspects of life in that region would related impacts in an organized manner.
• Whitehorse, Yukon, Canada
• extent and duration of ice cover on lakes in be affected by climate change? Application
• Baffin Island, Nunavut, Canada
winter • How can people in the region reduce their
task.
✔ Make recommendations on how to limit and prepare for
• Tuvalu emissions of greenhouse gases and/or reduce local and global climate change.
3. Analyze and present your data using tables and
• France graphs. Note any recent changes in climate that deforestation in the region? ✔ Demonstrate an understanding of natural and human
factors that influence climate in this region.
• United Kingdom you observe.
444 Unit D • Climate Change NEL NEL Unit D Task 445
UNIT
REVIEW
D
The following icons indicate the Achievement Chart K/U Knowledge/Understanding T/ I Thinking/Investigation
category addressed by each question. C Communication A Application
11. Which of the following statements correctly 14. Which statement correctly describes what
explains how greenhouse gases affect Earth’s happens to energy from the Sun once it reaches
temperature? (8.6) K/U
Earth? (8.3) K/U
What Do You Remember? 6. Scientists use proxy records to help them study (a) Greenhouse gases act as a protective layer in (a) Earth’s surface absorbs about half of the total
past climates. Proxy records include Earth’s atmosphere by reflecting most of the energy and re-radiates it as infrared energy.
For each question, select the best answer from the four
alternatives. (a) tree rings. incoming solar radiation. (b) Earth’s atmosphere reflects about half of the
(b) atmospheric weather records. (b) Greenhouse gases keep Earth cool by energy back to space.
1. What is the difference between weather and
(c) oceanic temperature measurements. removing moisture from the atmosphere (c) Earth’s forests absorb about half of the total
climate? (8.1) K/U
(d) satellite observations of polar ice cover. (8.11) that would otherwise increase Earth’s energy, converting it into chemical energy.
K/U
(a) Weather refers to wind and precipitation, temperature. (d) Earth’s oceans absorb about half of the total
whereas climate refers to the temperature of 7. Long-term natural changes in Earth’s climate
(c) Greenhouse gases absorb infrared radiation energy, causing them to warm up.
a region. over the past 400 000 years have most likely been
emitted by Earth’s surface and emit about
caused by
(b) Weather happens on a daily basis, whereas half of this radiation back toward Earth’s Indicate whether each of the statements is TRUE or FALSE. If
climate is the average of weather over long (a) changes in the total amount of ice and water surface. you think the statement is false, rewrite it to make it true.
periods of time. on Earth. (d) Greenhouse gases absorb ultraviolet
(c) Weather changes slowly, whereas climate (b) changes in Earth’s orbit and in the angle of 15. A location’s climate is affected by factors such as
radiation from the Sun, convert it to infrared distance from the equator, height above sea level,
changes quickly. its axis. radiation, and emit almost all of this
(d) Weather happens only over land, whereas (c) a decrease in the number of animals on and nearby bodies of water. (8.3, 8.4) K/U
radiation back into space.
climate happens over both the land and the Earth. 16. Ozone is harmful to life on Earth when it is high
(d) a decrease in the amount of oxygen in Earth’s 12. Which of the following is an example of thermal
ocean. up in the stratosphere and helpful when it is at
atmosphere. (8.9) expansion? (9.1, 9.3) K/U
ground level, in the troposphere. (8.4)
K/U
2. Which list includes all the key components of K/U
(a) Water increases in volume as its temperature
Earth’s climate system? (8.4) K/U 8. Which of the following is NOT evidence of
increases. 17. Earth absorbs much more energy from the Sun
(a) water, land, and living things current climate change? (9.1) K/U
(b) More salt dissolves in sea water as the water than it releases. (8.3) K/U
(b) air, water, ice, and land (a) rising average world temperatures travels to the poles.
(c) air, water, ice, and living things (b) rising sea levels 18. Gases in Earth’s atmosphere trap infrared
(c) Human activity has increased the amount of
(d) air, water, ice, land, and living things (c) increasing water pollution radiation from Earth and thus keep our climate
greenhouse gases in the atmosphere.
(d) decreasing Arctic ice cover warmer than it would otherwise be. (8.3) K/U
3. The hydrosphere is made up of (d) As global temperatures increase, organisms
(a) all living things and their habitats. 9. What is the most likely cause of current climate that carry disease may move farther north. 19. Earth’s climate changes naturally over very long
(b) all land on Earth’s surface. change? (9.4) K/U
13. Which of the following correctly describes an El periods of time. (8.9) K/U
(c) all frozen water on Earth. (a) melting ice at the poles Niño event? (8.9) K/U
20. Increases in global temperatures are caused by
(d) all water on Earth. (8.4) K/U (b) changes in solar radiation (a) Over time, the movement of Earth’s landmass damage to the ozone layer. (8.4) K/U
(c) volcanic eruptions produced today’s continents from one large
4. Which of the following mechanisms is NOT
(d) human emissions of greenhouse gases 21. Deforestation is a problem because cutting
significant in transferring thermal energy across supercontinent.
down forests releases carbon dioxide into the
Earth’s surface? (8.8) K/U 10. Which of the following actions is mainly (b) The vibration of atoms in certain molecules
atmosphere and prevents the absorption of
(a) air convection currents your responsibility and NOT that of your allows these molecules to absorb different
carbon dioxide. (9.4) K/U
(b) heat conduction through land masses municipality, the province of Ontario, or the types of energy from the Sun.
(c) the thermohaline circulation in the ocean government of Canada? (10.5) K/U
(c) The prevailing winds in the Pacific Ocean 22. CFCs are greenhouse gases. (9.4) K/U
(d) the Gulf Stream (a) support international treaties to reduce temporarily switch direction and push warm
water east, toward South America. 23. Most greenhouse gases in Canada are produced
carbon dioxide emissions
5. Which gases are the principal contributors to the (d) Clouds form at low altitudes where they can by household electricity use. (9.5) K/U
(b) collect methane from landfills for use as
natural greenhouse effect? (8.6) K/U
trap thermal energy near Earth’s surface,
energy 24. The leeward side of a mountain range receives
(a) carbon dioxide, methane, water vapour (c) change the power source of electricity- increasing Earth’s temperature. less precipitation than the windward side of the
(b) carbon dioxide, methane, oxygen generating stations away from coal mountain range. (8.4) K/U
(c) carbon dioxide, water vapour, oxygen (d) change transportation habits so that we
(d) argon, carbon dioxide, methane walk, bicycle, and use public transit more
frequently
446 Unit D • Climate Change NEL NEL Unit D Review 447
NEL
 UNIT
Unit Self-Quiz
The Unit Self-Quiz is an
For each question, select the best answer from the four
alternatives.
1. In which of the following would you expect
opportunity for you to make
convection currents to form? (8.8)
sure that you understand all the
2. Which of the following is a factor in causing
main ideas from the unit.
short-term variations in climate? (8.9)
3. Which of the following is an example of a proxy
record? (8.11)
4. Which of the following is a source of methane
emissions? (8.6, 9.4)
Indicate whether each of the statements is TRUE or FALSE. If
you think the statement is false, rewrite it to make it true.
5. Prevailing winds that come from the North Pole
will tend to make the regions they pass over
receive large amounts of precipitation. (8.8)
6. Melting icebergs will cause a great rise in sea
levels. (9.1)
7. The natural greenhouse effect is necessary for life
to exist on Earth. (8.6)
452
Skills Handbook
The Skills Handbook is your
APPENDIX A
resource for useful science
skills and information. It is
divided into numbered sections.
Whenever you see a Skills
Handbook Icon, it will direct you
to the relevant section of the
Skills Handbook.
598
NEL
D
SELF-QUIZ The following icons indicate the Achievement Chart
category addressed by each question.
K/U
(a) soil
(b) rock
(c) air
(d) ice
K/U
(a) continental drift
(b) volcanic eruptions
(c) the shape of Earth’s orbit
(d) ozone in the stratosphere
K/U
(a) data collected from tree rings
(b) a recent photo of a glacier in the Arctic
(c) a graph showing rainfall amounts in 1990
(d) the weather forecast from yesterday’s
newspaper
K/U
(a) nitrogen fertilizers
(b) aerosol spray cans
(c) cattle ranching
(d) photosynthesis in plants
K/U
K/U
K/U
Unit D • Climate Change
Skills Handbook
Glossary
A anaphase [AN-uh-fayz] the third
accommodation the changing of
shape of the eye lens by eye muscles to
allow a sharply focused image to form
on the retina (p. 574)
acid an aqueous solution that
conducts electricity, tastes sour, turns
blue litmus red, and neutralizes bases
(p. 268)
acid−base indicator a substance that
changes colour depending on whether
it is in an acid or a base (p. 270)
acid leaching the process of removing
heavy metals from contaminated soils
by adding an acid solution to the soil
and catching the solution that drains
through (p. 274)
acid precipitation any precipitation
(e.g., rain, dew, hail) with a pH less
than the normal pH of rain, which is
approximately 5.6 (p. 285)
albedo [al-BEE-do] a measure of how
much of the Sun’s radiation is reflected
by a surface (p. 355)
albedo effect [al-BEE-do uh-fekt]
the positive feedback loop in which
an increase in Earth’s temperature
causes ice to melt, so more radiation is
absorbed by Earth’s surface, leading to
further increases in temperature
(p. 356)
alkali metals the elements (except
hydrogen) in the first column of the
periodic table (Group 1) (p. 184)
alkaline earth metals the elements in
the second column of the periodic table
(Group 2) (p. 184)
alveolus [al-vee-O-luhs] (plural:
alveoli [al-vee-O-lye]) tiny sac of air
in the lungs that is surrounded by
a network of capillaries; where gas
exchange takes place between air and
blood (p. 92)
NEL
Knowledge/Understanding
K/U
C Communication
Copy each of the following statements into your notebook. Fill
in the blanks with a word or phrase that correctly completes
the sentence.
8. Grass has a higher albedo than dark-coloured
soil. Therefore, grass ________ more sunlight
than does dark soil. (8.10)
K/U
9. Geothermal energy and hydroelectric power are
considered clean energy sources because they do
not produce ________ . (10.1)
K/U
Match each term on the left with the most appropriate
description on the right.
10. (a) climate (i) graphs showing
projection temperature and moisture
(b) bioclimate conditions at a specific
profile location
(c) climate (ii) average of the
system weather in a region over a
(d) climate long period of time
(iii) global conditions
produced by the interactions
between Earth’s air, land,
liquid water, ice, and living
things
(iv) reasonable scientific
estimate of a region’s
future temperature and
precipitation conditions
(8.2, 8.4, 10.1)
11. (a) carbon (i) A gas that forms in the
dioxide atmosphere as lakes and
(b) methane rivers evaporate.
(c) water (ii) A gas that exists naturally in
vapour the stratosphere.
(d) nitrous (iii) A gas released into the
oxide atmosphere from certain
(e) ozone fertilizers.
(iv) A gas given off when fossil
fuels are burned.
(v) A gas produced by cattle
during their digestive
process. (9.4)
Skills
Handbook
phase of mitosis, in which the sister
chromatids separate into daughter
chromosomes, and each moves toward
opposite ends of the cells (p. 42)
angle of incidence the angle between
the incident ray and the normal (p. 481)
angle of reflection the angle between
the reflected ray and the normal
(p. 481)
angle of refraction the angle between
the refracted ray and the normal
(p. 516)
anion [AN-eye-awn] a negatively
charged ion (p. 190)
anthropogenic [AN-thruh-puh-JEN-
ik] resulting from a human influence
(p. 384)
anthropogenic greenhouse effect the
increase in the amount of lower-energy
infrared radiation trapped by the
atmosphere as a result of higher levels
of greenhouse gases in the atmosphere
due to human activities, which is
leading to an increase in Earth’s average
global temperature (p. 387)
apical meristem [AY-puh-kuhl MEH-
ruh-stem] undifferentiated cells at
the tips of plant roots and shoots; cells
that divide, enabling the plant to grow
longer and develop specialized tissues
(p. 143)
apparent depth the depth that an
object appears to be at, due to the
refraction of light in a transparent
medium (p. 535)
artery a thick-walled blood vessel
that carries blood away from the heart
(p. 84)
asexual reproduction the process
of producing offspring from only one
parent; the production of offspring that
are genetically identical to the parent
(p. 36)
atmosphere the layers of gases
surrounding Earth (p. 330)
Thinking/Investigation
T/I
A Application
K/U
K/U
NEL
NEL
NEL
B
base an aqueous solution that
conducts electricity and turns red
litmus blue (p. 270)
benign tumour a tumour that does
not affect surrounding tissues other
than by physically crowding them
(p. 48)
bioclimate profile a graphical
representation of current and future
climate data from a specific location
(p. 323)
bioluminescence [BYE-o-loo-muh-
NES-ens] the production of light
in living organisms as the result of a
chemical reaction with little or no heat
produced (p. 475)
biophotonics [BYE-o-fo-TAW-
niks] the technology of using light
energy to diagnose, monitor, and treat
living cells and organisms (p. 55)
Bohr−Rutherford diagram a model
representing the arrangement of
electrons in orbits around the nucleus
of an atom (p. 185)
buffering capacity the ability of a
substance to resist changes in pH
(p. 288)
C
cancer a broad group of diseases that
result in uncontrolled cell division
(p. 48)
capillary a tiny, thin-walled blood
vessel that enables the exchange of
gases, nutrients, and wastes between the
blood and the body tissues (p. 84)
carbon sink a reservoir, such as an
ocean or a forest, that absorbs carbon
dioxide from the atmosphere and stores
the carbon in another form (p. 339)
carcinogen [kahr-SIN-uh-juhn] any
environmental factor that causes cancer
(p. 49)
Glossary
Write a short answer to each of these questions. 22. This unit suggested several ways to conserve
12. Why would you expect a cloudy, summer night energy and reduce your greenhouse gas
to be warmer than a cloudless, summer night? emissions. Write down at least two other items
(8.8) K/U you could add to these suggestions. Explain why
these items should be included. (10.5) A
13. You decide to keep a record of the high and
low temperatures in your town for the next two 23. Climate affects how we live and what activities
weeks. What kind of research could you do to we can undertake. (8.1) T/I
find how the local temperatures from 50 years (a) Describe at least two ways in which the
ago compare to the data you collect? (8.1) K/U T/I
climate in your region affects the way
14. The Sun radiates energy onto all areas of Earth’s you live.
surface. Explain two reasons why the climate (b) Choose another region of Canada. How
would the climate in that region affect the
at Earth’s poles is colder than the climate at the
two things you described in part (a)?
equator. (8.3, 8.4) K/U
24. Earth’s surface is made up of more water than
15. Explain how the processes of evaporation and
land. Predict what influence it would have on
condensation move energy from one place to
Earth’s climate if Earth’s surface contained more
another. (8.4, 8.8) K/U
land than water. (8.4, 8.9) T/I
16. Predict how Earth’s average temperature would
25. Do you think that Canada should have agreed to
change if Earth had no atmosphere. Explain your
join the Kyoto Protocol? Write a short argument
prediction. (8.4) T/I
explaining your opinion. (10.4) A C
17. Describe an example of a positive feedback loop
26. This unit introduced many new concepts about
in daily life. (8.10) A
climate change. T/I
18. Explain how the disappearance of glaciers would
(a) Which concept in this unit did you find
affect some people in China. (10.2) T/I
difficult to understand? Why?
19. Predict at least two ways in which climate change (b) What further research can you do to help
you better understand this concept?
will impact your life. (10.2, 10.3) T/I
27. In this unit, you learned that ozone can be
20. You are writing an article for your school
helpful or harmful to life on Earth, depending on
newspaper about how your community is
its location in the atmosphere. You also learned
preparing for the impacts of climate change. To
that the greenhouse effect is essential to life on
collect information for your article, you have
scheduled an interview with a local official. List Earth, but the anthropogenic greenhouse effect
may be harmful. K/U A
at least three questions you will ask the official
during the interview. C (a) Write a general statement describing the
pattern contained in this information.
21. Describe how the shrinking of Arctic ice could
(b) Have you ever observed a similar pattern
affect
anywhere else in real life?
(a) animals such as polar bears and seals that
live there
(b) global climate (10.2) T/I
NEL Unit D Self-Quiz 453
CONTENTS
1. Safe Science 5. Using Mathematics in
1.A. Having a Safe Attitude . . . . .600
1.B. Specific Safety Hazards . . . .601
1.C. Accidents Can Happen . . . . .602
Science
5.A. SI Units . . . . . . . . . . . . . . .624
5.B. Solving Numerical Problems
1.D. Safety Conventions and Using the GRASS Method . . 626
Symbols . . . . . . . . . . . . . . .602 5.C. Scientific Notation . . . . . . . 626
5.D. Uncertainty in Measurement . .628
2. Scientific Tools and
5.E. Using the Calculator . . . . . . 631
Equipment
5.F. Working with Angles . . . . . . 633
2.A. Working with Dissecting
Equipment . . . . . . . . . . . . . .604 6. Data Tables and Graphs
2.B. Testing for Electrical
6.A. Graphing Data . . . . . . . . . .634
Conductivity . . . . . . . . . . . . .604 6.B. Using Computers for
2.C. Using the pH Meter . . . . . . .604 Graphing . . . . . . . . . . . . . .636
2.D. Using the Microscope . . . . .605 6.C. Interpreting Graphs . . . . . .636
2.E. Using Other Scientific
Equipment . . . . . . . . . . . . . .608 7. Study Skills
7.A. Working Together . . . . . . .637
3. Scientific Inquiry Skills 7.B. Setting Goals and Monitoring
3.A. Thinking as a Scientist . . . .610 Progress . . . . . . . . . . . . . .638
3.B. Scientific Inquiry . . . . . . . . .610 7.C. Good Study Habits. . . . . . .640
4. Research Skills 8. Literacy
4.A. General Research 8.A. Reading Strategies . . . . . .641
Skills . . . . . . . . . . . . . . . . . .618 8.B. Graphic Organizers . . . . . .642
4.B. Using the Internet . . . . . . . .619
4.C. Exploring an Issue 9. Latin and Greek Root Words
Critically . . . . . . . . . . . . . . .620
10. Periodic Table
NEL
NEL Contents 599
Glossary
This is a list of all
the key terms in
the textbook in
alphabetical order,
along with their
definitions. Use the
Glossary to check your
understanding of any
key terms you may
need to review.
667
Discover Your Textbook xix
Safe Science
Workplace Hazardous Materials Information System (WHMIS) Hazardous Household Product Symbols (HHPS)

compressed dangerously Symbol Danger

gas reactive material Explosive
This container can explode if it is
flammable and heated or punctured.
biohazardous
combustible
infectious material
material Corrosive
poisonous and This product will burn skin or eyes on contact,
infectious material or throat and stomach if swallowed.
oxidizing
causing immediate
material Flammable
and serious toxic
effects This product, or its fumes, will catch fire easily
if exposed to heat, flames, or sparks.
poisonous and
corrosive infectious material Poisonous
material causing other Licking, eating, drinking, or sometimes smelling,
toxic effects this product is likely to cause illness or death.

Practise Safe Science in the Classroom

Be science ready. Follow instructions. Act responsibly.

• Come prepared with your textbook, • Do not enter a laboratory unless • Pay attention to your own safety and
notebook, pencil, and anything else a teacher is present, or you have the safety of others.
you need. CSH-F01-SHOS10SB.ai permission to do so.
• Know the location of MSDS (Material
• Tell your teacher about any allergies • Listen to your teacher’s directions. Safety Data Sheet) information,
or medical problems. Read written instructions. Follow exits, and all safety equipment, such
them carefully. as the first aid kit, fire blanket, fire
• Keep yourself and your work area tidy
extinguisher, and eyewash station.
and clean. Keep aisles clear. • Ask your teacher for directions if you
are not sure what to do. • Alert your teacher immediately if you
• Keep your clothing and hair out of
see a safety hazard, such as broken
the way. Roll up your sleeves, tuck • Wear eye protection or other safety
glass, a spill, or unsafe behaviour.
in loose clothing, and tie back loose equipment when instructed by your
hair. Remove any loose jewellery. teacher. • Stand while handling equipment and
materials.
• Wear closed shoes (not sandals). • Never change anything, or start an
activity or investigation on your own, • Avoid sudden or rapid motion in the
• Do not wear contact lenses while
without your teacher’s approval. laboratory, especially near chemicals
doing investigations.
or sharp instruments.
• Get your teacher’s approval before
• Read all written instructions carefully
you start an investigation that you • Never eat, drink, or chew gum in the
before you start an activity or
have designed yourself. laboratory.
investigation.
• Do not taste, touch, or smell any
substance in the laboratory unless
your teacher asks you to do so.
• Clean up and put away any equipment
after you are finished.
• Wash your hands with soap and
water at the end of each activity
or investigation.