Miss Otte's Class Website - Home Page

Toronto

Carey Booth Science Education Writer, Canmore, Alberta

George CormieBlack Gold Regional Schools, Leduc, Alberta

Dean Eichorn Langley School District, Langley, British Columbia

Aubry Farenholtz School Division 35, Langley, British Columbia

Josef Martha Northern Gateway Regional Division 10, Onoway, Alberta

Joanne Neal, Ph.D Faculty of Education, University of Alberta, Edmonton,Alberta

Shelagh Reading Calgary Board of Education, Calgary, Alberta

Lionel Sandner Saanich School Board, British Columbia

AddisonWesley ScienceAuthorsKyn BarkerCarey BoothSteve CampbellGeorge CormieDean EichornAubry FarenholtzGary GreenlandDouglas HayhoeDoug HerridgeKathy Kubota-ZarivnijJosef MarthaJoanne Neal, Ph.DShelagh ReadingLionel SandnerBeverley Williams

Copyright © 2001 Pearson Education Canada Inc.,Toronto, Ontario

All rights reserved. This publication is protected bycopyright, and permission should be obtained from thepublisher prior to any prohibited reproduction, storage in aretrieval system, or transmission in any form or by anymeans, electronic, mechanical, photocopying, recording, orlikewise. For information regarding permission, write to thePermissions Department.

The information and activities presented in this book havebeen carefully edited and reviewed. However, the publishershall not be liable for any damages resulting, in whole or inpart, from the reader’s use of this material.

Brand names that appear in photographs of products in thistextbook are intended to provide students with a sense of thereal-world applications of science and technology and are inno way intended to endorse specific products.

Addison Wesley would like to thank the teachers who field-tested theScience in Action resources prior to publication. Their feedback andconstructive recommendations have been most valuable in helping us todevelop a quality science program that we know will serve Albertastudents and teachers well.

Field Test TeachersDonna Bevan, Crescent Heights High School, Medicine Hat School DistrictNo. 76

Sheldon Bossert, Lacombe Christian School, The Lacombe Christian SchoolSociety

Catherine Ann Brown, Harold Panabaker Junior High School, Calgary SchoolDistrict No. 19

Linda Buchan, Glenmore Christian Academy, GCA Educational Society

Barry Byam, Hamilton Junior High School, Lethbridge School District No. 51

Mark Collard, Nickle Junior High School, Calgary School District No. 19

Carolyn Dozeman, Greely Road School, Fort McMurray School District No. 2833

Carol Gilbertson, F.R. Haythorne School, Elk Island Public Schools RegionalDivision No. 14

Arne Handley, Alexandra Junior High School, Medicine Hat School DistrictNo. 76

John Hodgson, Darwell School, Northern Gateway Regional Division No. 10

Don Kadatz, Sherwood Heights Junior High School, Elk Island PublicSchools Regional Division No. 14

Kenneth Kroeker, Rundle College Junior High School, Rundle College Society

Nora MacGregor, Wilson Middle School, Lethbridge School District No. 51

Laura Magowan, Blackie School, Foothills School Division No. 38

Ronald Miller, Westglen School, Chinook’s Edge School Division No. 73

Jason Moline, St. Thomas Aquinas School, Red Deer Catholic RegionalDivision No. 39, Christ the Redeemer Catholic Separate

Paula Paulgaard, Holy Trinity Academy, Regional Division No. 3

Brian Popowitch, Senator Riley School, Foothills School Division No. 38,East Central Alberta Catholic Separate Schools

Brian Prediger, School of Hope, Regional Division No. 16

Treva Readman, Prairie River Junior High School, High Prairie SchoolDivision No. 48

Brian Sanders, Louis Riel Elementary Junior High School, Calgary SchoolDistrict No. 19

John Schwonik, Gwynne School, Wetaskiwin Regional Division No. 11

Thomas Spackman, Gilbert Paterson Community School, Lethbridge SchoolDistrict No. 51

Erin Steele, Elmer S. Gish School, St. Albert Protestant Separate SchoolDistrict No. 6

Lisa Stuart, Branton Junior High School, Calgary School District No. 19

Linda Walker, Wilma Hansen Junior High School, Calgary School District No. 19

Michael Walmsley, Broxton Park School, Parkland School Division No. 70

Kelvin Webster, Ernest Morrow Junior High School, Calgary School DistrictNo. 19, Fort McMurray Roman Catholic Separate

Michael Wyatt, Father M. Beauregard Education Community Centre, SchoolDistrict No. 32

Project TeamLaurel BishopCecilia ChanEllen DavidsonDawna Day-HarrisJackie Dulson, Ph.DKathleen ffolliottLee GellerSusan GreenLynne GulliverMary HarganDominic HoKeith Lennox

Photo ResearchNancy Belle CookColborne Communications/Eva BlankPaulee KestinKaren Taylor

DesignWord & Image Design Studio Inc.

ISBN 0-201-70778-0Printed and bound in Canada1 2 3 4 5 — TR — 05 04 03 02 01

May LookLouise MacKenzieSandra MagillGeorgina MontgomeryAlex OdulakKathrine PummellJeff SiamonTheresa ThomasYvonne Van RuskenveldHeather WalterJudy Wilson

Contributors/ConsultantsDavid Blades, Ph.DDepartment of Secondary Education,University of Alberta, Edmonton,Alberta

Steve CairnsBuckingham Elementary School,Burnaby, British Columbia

Janet ChowBuckingham Elementary School,Burnaby, British Columbia

Julie CzernedaWriter, Orillia, Ontario

Clayton EllisCentral Technical School, Toronto,Ontario

Jane Forbes E.C. Drury High School, Milton,Ontario

Dianne Guy Windsor Elementary School, Burnaby,British Columbia

Don Kindt Consultant, formerly YellowknifeCatholic Schools, Yellowknife,Northwest Territories

Holly Lloyd Buckingham Elementary School,Burnaby, British Columbia

Mary McDougallCalgary Separate School Board,Calgary, Alberta

Gordon Spann H.D. Stafford Secondary School,Langley, British Columbia

ICT ConsultantJoanne Neal, Ph.DUniversity of Alberta, Edmonton,Alberta

Program ReviewersBill Andrews, Ph.DDepartment of Education,University of Toronto,Toronto, Ontario

Brenda Andrews, Ph.DDepartment of Medical Genetics andMicrobiology,University of Toronto,Toronto, Ontario

Melody Baxter Cardston Junior High School,Cardston, Alberta

Debby Belyea Siksika Nation High School, Siksika Nation, Alberta

Graham BestVancouver Technical SecondarySchool, Vancouver, British Columbia

Rob Bichel H.J. Cody School, Sylvan Lake, Alberta

Kim BurleyLindsay Thurber Composite HighSchool, Red Deer, Alberta

Jayni CaldwellFoothills Composite High School,Okotoks, Alberta

Linda Crandall Hamilton Junior High School,Lethbridge, Alberta

Michael Dzwiniel Harry Ainley High School, Edmonton,Alberta

Sandra Eix, Ph.D.Physical Sciences CuratorScience World British Columbia

Bruce GurneySutherland Secondary School, North Vancouver, British Columbia

Zenovia Lazaruik Siksika Nation High School, Siksika Nation, Alberta

Rick Stoltz Fox Creek School, Fox Creek, Alberta

SafetyMargaret-Ann Armour, Ph.DChemistry Department, University ofAlberta, Edmonton, Alberta

Language and ReadabilitySusan TywoniukMary Butterworth School, Edmonton, Alberta

Social ConsiderationsShelley Agecoutay Saskatoon Public School Division,Saskatoon, Saskatchewan

Social ConsiderationsDon Kindt Consultant, formerly YellowknifeCatholic Schools, Yellowknife,Northwest Territories

Accuracy ReviewsMichelle Arnot, Ph.D.Postdoctoral Research AssociateDepartment of Physiology andBiophysicsNeuroscience Research GroupUniversity of Calgary

Ronald A. KyddProfessor and HeadDepartment of ChemistryUniversity of Calgary

Dr. Alfredo A. LouroSenior InstructorDepartment of Physics & AstronomyUniversity of Calgary

Jean-Michel Maillol, Ph.D.Assistant Professor of Earth ScienceUniversity of Calgary

Dr. David A. NaylorProfessor of PhysicsUniversity of Lethbridge, Alberta

Kim H. Rensing, B.Sc., M.Sc., Ph.D.Department of BotonyUniversity of British Columbia

Dr. Robert I. ThompsonAssistant ProfessorDepartment of Physics & AstronomyUniversity of Calgary

Svein Vagle, Ph.D.Research ScientistOcean Sciences and ProductivityDivisionInstitute of Ocean SciencesDepartment of Fisheries and Oceans,Canada

vi

C O N T E N T SUnit A: Mix and Flow of Matter 2

Exploring 4

Using Science and Technology to Solve Problems 4

New Technology from Old 5

Adapting the Technology 5

Give it a TRY Activity: The New Drink 6

Focus On: Science and Technology 7

1.0 Fluids are used in technological devices and everyday materials. 8

1.1 WHMIS Symbols and Safety Procedures 9

WHMIS and Other Hazard Symbols 9

Understanding the Rules 11

Safety Begins with You 12

Check and Reflect 12

1.2 The Many Uses of Fluids 13

Fluids Make It Easier to Use Materials 13

Useful Properties of Fluids 15

Give it a TRY Activity: Another Property of Fluids 15


Section Review: Assess Your Learning 17


2.0 The properties of mixtures and fluids can beexplained by the particle model of matter. 18

2.1 Pure Substances and Mixtures 19

Give it a TRY Activity: Classifying Pure Substances and Mixtures 19

Pure Substances 19

Mixtures 19

Mechanical Mixtures and Solutions 20

Suspensions and Colloids 21

Pure Substance or Solution? 21

Paper Chromatography 21

Inquiry Activity: Paper Chromatography 22

Reading Chromatograms 23


2.2 Concentration and Solubility 24

Measuring Concentration 24

Give it a TRY Activity: Comparing Solutions 24

Comparing Concentrations 25

Saturated and Unsaturated Solutions 25

Inquiry Activity: Saturated and Unsaturated Solutions 26

Comparing Solubility of Common Substances 28


2.3 Factors Affecting Solubility 29

Give it a TRY Activity: Dissolving Solutes in Different Solvents 29

Types of Solutes and Solvents 29

Inquiry Activity: Temperature and Solubility 30

Solubility Changes with Temperature 31


2.4 The Particle Model of Matter and the Behaviour of Mixtures 32

The Particle Model of Matter 33

Give it a TRY Activity: Using the Particle Model of Matter 34

How the Particle Model Explains Mixing Substances 34

Factors Affecting the Rate of Dissolving 34




vii

3.0 The properties of gases and liquids can be explained by the particle model of matter. 38

3.1 Viscosity and the Effects of Temperature 39

The Effect of Temperature on Viscosity 40

Measuring Viscosity with the Ramp Method 40

Give it a TRY Activity: How Fast Can It Go? 40

Understanding Viscosity and Temperature 41


3.2 Density of Fluids 42

Give it a TRY Activity: Dense and Denser 42

Understanding Density 43

Calculating Density 43

Inquiry Activity: Calculating Mass/Volume Ratio 44


Careers and Profiles: Soft-DrinkManufacturer 46

3.3 Density, Temperature, and Buoyancy 47

Give it a TRY Activity: Measuring Density Changes 47

The Particle Model as an Explanation for Density Changes 47

Changing Density by Changing Concentration 49

Buoyancy 50

Applications of Buoyancy 50


TRY This at Home Activity: Sink or Swim 52

3.4 Compression of Fluids 53

Inquiry Activity: Compressing Fluids 54

Differences in Compressibility between Gases and Liquids 56


3.5 Pressure in Fluids—Pascal’s Law 57

Pressure and Depth 58

The Greater the Depth, the Greater the Pressure 58

Pascal’s Law 58

Hydraulic Devices 58

Pneumatic Devices 59

Maintaining the Pressure 60




4.0 Many technologies are based on the properties of fluids. 62

4.1 Technologies Based on Solubility 63

Inquiry Activity: Cleaning Solvents 64

Diving and Decompression 65


4.2 Technologies Based on Flow Rates and Moving Fluids 66

The Bicycle Pump 67

Pipeline Pigs 67

Valves 68


4.3 Designing a Working Model of a Fluid-Using Device 69

Problem Solving Activity: Diving Deeply 70

How a Submarine Works 71


Experiment on Your Own: Design and Build a Hydraulic or Pneumatic Elevator 72



Science World Case Study:The Alberta Oil Sands Deposits 74

Unit Summary 75

Project: Creating DrinkIT 76

Unit Review 77

viii

Unit B: Cells and Systems 80

Exploring 82

Blood and Guts 82

Give it a TRY Activity: Piecing Together the Body 83

Focus On: The Nature of Science 83

1.0 Living things share certain characteristicsand have structures to perform functions. 84

1.1 The Characteristics of Living Things 85

Give it a TRY Activity: Dead or Alive 86

Cells 86

Energy 86

Responding to the Environment 86

Growth and Development 87

Reproduction 87

Give it a TRY Activity: Misinterpreting the Evidence 87

Adaptations 88


1.2 Structure and Function 89

Give it a TRY Activity: Which Structure for What Function? 89

Different Structures for Similar Functions 90

Variations in Structure 91

Variations in Bill Shape 92


1.3 Organs and Organ Systems 93

Give it a TRY Activity: Drawing Systems 93

Circulatory System 93

Respiratory System 94

Digestive System 94

Nervous System 94

Excretory System 95

Skeletal System 95

Muscular System 95

Integumentary System 96




2.0 Cells play a vital role in living things. 98

2.1 The Microscope Extends the Sense of Sight 99

Give it a TRY Activity: How Small Can It Be? 99

Introducing the Compound Light Microscope 100

Microscope Parts and Their Functions 100

Give it a TRY Activity: Trying Out a Microscope 102

Peeking Inside 102


2.2 The Cell Is the Basic Unit of Life 103

Looking at Cells 103

Cell Structures You Can Usually See with a Classroom Light Microscope 103

Inquiry Activity: Comparing Plant and Animal Cells 104

Preparing Slides 106

Give it a TRY Activity: Testing Your Wet Mount 107

Viewing Plant and Animal Cells 108

The Vital Roles That Cell Structures Play 108


2.3 Organisms Can Be Single-Celled or Multicelled 110

Unicellular vs. Multicellular 111

Inquiry Activity: Observing Unicellular Organisms 112

Common Unicellular Organisms 114


2.4 How Substances Move Into and Out of Cells 115

Give it a TRY Activity: Diffusion in Action 115

The Cell Membrane and Diffusion 115

The Cell Membrane and Osmosis 116

Inquiry Activity: Effects of Different Solutions on Cells 117

Experiment on Your Own: How to Stop the Wilt 118

The Effect of Osmosis on Cells 119


2.5 Cells in Multicellular Organisms Combine to Form Tissues and Organs 120

Cells Reproduce 121

Multicellular Organisms Have Specialized Cells 121

Similar Cells Combine to Form Tissue 122

Tissues in Plants 123


ix



3.0 Healthy human function depends on a variety of interacting and reacting systems. 126

3.1 Digestive System 127

Give it a TRY Activity: A Taste of Digestion 127

Types of Digestion 127

Food’s Path through the Digestive System 128

The Mouth and Esophagus 128

The Stomach 129

The Small Intestine, Pancreas, Liver, and Gall Bladder 130

The Large Intestine 130


3.2 Respiratory System 132

Give it a TRY Activity: What’s in Your Breath? 132

Breathing 133

The Gas Exchange Process 133


3.3 Circulatory System 135

Give it a TRY Activity: What Do You Know? 135

The Heart 136

Arteries, Veins, and Capillaries 137

Inquiry Activity: Changes in Heart Rate 138

Give it a TRY Activity: The Sight of Blood 139

The Blood 139


3.4 Excretory System 141

Give it a TRY Activity: Where Does It Go? 141

Waste Products 141

The Liver 142

The Kidneys 142

The Formation of Urine 143

Ureters, Bladder, and Urethra 143

The Skin 143

Inquiry Activity: Testing Artificial Urine 144

Urine Can Reveal Diseases 145

Dialysis 145


3.5 Nervous System 146

Neurons 147

How the Nervous System Is Organized 147

The Reflex Response 149

Inquiry Activity: A Soft Touch 150

An Uneven Sense of Touch 151


TRY This at Home Activity: Cells in 3-D! 152

Careers and Profiles: Medical Lab Technologist 152



4.0 Scientific investigation leads to new knowledge about body systems and new medical applications. 154

4.1 Developing a Theory for Disease 155

The First Vaccine 155

Watch Out for Germs! 156

Cleaning Up the Germs 156

Inquiry Activity: Tracking Down Disease 157

Nutritional Research 158


4.2 Factors That Affect the Healthy Function of Body Systems 159

Give it a TRY Activity: Imitating Asthma 159

Factors That Affect Human Health 159

Decision Making Activity: The Science of Health 160

Factors Affecting the Respiratory System 161

Factors Affecting the Circulatory System 163

Factors Affecting the Digestive System 164




Science World Case Study: Do Energy Bars Boost Performance? 166

Unit Summary 167

Project: What Is Needed? 168

Unit Review 169

x

Unit C: Light and Optical Systems 172

Exploring 174

Optical Wonders 174

Give it a TRY Activity: Twisted Rays 175


1.0 Our knowledge about light and vision comes from explanations, inventions, and investigations. 176

1.1 The Challenge of Light 177

Early Light Ideas 177

Inquiry Activity: Light Up Your Life 178

Light Ideas in the Middle Ages 180

Newton’s Light Experiment 180

A Speedy Discovery 181

Some Properties of Light 181


1.2 Optical Devices 182

Microscopes 182

Telescopes 183

Inquiry Activity: Make a Pinhole Camera 185

Binoculars 186

Light Interactions 186




2.0 Light behaves in predictable ways. 188

2.1 Light Travels in Rays and Interacts with Materials 189

Give it a TRY Activity: Pencil Shadows 189

Ray Diagrams 190

Light Interacts with Materials 191

Inquiry Activity: Light Reflection 192

Types of Reflection 193


2.2 The Law of Reflection 194

Give it a TRY Activity: Which Side Is Which? 194

Inquiry Activity: The Law of Reflection 195

The Law of Reflection 196


2.3 Reflecting Light with Curved Mirrors 197

Concave Mirrors 197

Give it a TRY Activity: Concave Mirror Images 198

Concave Mirror Images 198

Convex Mirrors 199


2.4 Transparent Substances Refract Light 200

How Light Refracts 201

Inquiry Activity: From Air to Solids 202

Refraction in Different Media 203


2.5 Lenses Refract and Focus Light 204

Concave Lenses 204

Convex Lenses 205

Inquiry Activity: Checking Out Images 206

Image Formation with a Convex Lens 208


Experiment on Your Own: Lens Switch-a-Roo 209

Careers and Profiles: Say Cheese! 210



xi

3.0 Light is part of the electromagnetic spectrum and travels in waves. 212

3.1 The Wave Model of Light 213

Properties of Waves 213

Light Waves 214

Give it a TRY Activity: What Is White Light Made Of? 214


3.2 The Electromagnetic Spectrum 216

The Invisible Spectrum 216

Applications of Electromagnetic Radiation 218

Give it a TRY Activity: Give It a Glow 219


3.3 Producing Visible Light 221

Artificial Sources of Light 222

Incandescent vs. Fluorescent Lights 223

TRY This at Home Activity:The Look of Light 223

Inquiry Activity: Comparing Different Types of Light Bulbs 224

Energy-Efficient Light Bulbs 225

Natural Sources of Light 225


3.4 The Colours of Light 226

Adding Colours Together 226

Television 227


Careers and Profiles: Computer Graphic Artist 228



4.0 Eyes and cameras capture images using the properties of light. 230

4.1 Image Formation in Eyes and Cameras 231

How Light Gets In 231

When Light Gets Inside 232

Give it a TRY Activity: Where’s Your Blind Spot? 233

Focussing the Light 233

Image Formation 233

Correcting Vision Problems with Lenses 234

Laser Eye Surgery 234

Night Vision Goggles 235


4.2 Other Eyes in the Animal Kingdom 236

Give it a TRY Activity: Animal Eyes 236

Camera Eyes 236

Compound Eyes 238


4.3 Image Storage and Transmission 239

Stadium Images 240

Digital Images 241

Colouring a Digital Image 241

Give it a TRY Activity: Image Quality, Pixel by Pixel 242

Digital Image Quality 242

Capturing Digital Images 243

Transmitting Digital Images 244




Science World Case Study: Optics in Space! 246

Unit Summary 247

Project: Light Rays through Liquids 248

Unit Review 249

xii

Unit D: Mechanical Systems 252

Exploring 254

Mechanical Arm Provides More Control 255

A System of Components Working Together 256

Give it a TRY Activity: Emergency! 256


1.0 Machines are tools that help humans do work. 258

1.1 Simple Machines—Meeting Human Needs 259

Meeting the Same Need in Different Ways 260

Archimedes Invents a More Efficient Way 260

Simple Machines 261

Inquiry Activity: The Right Machine for the Job 266

The Effects of Simple Machines 268


1.2 The Complex Machine—A MechanicalTeam 269

Complex Machines 270

Give it a TRY Activity: Analyzing a Mechanical Device 271

Subsystems That Transfer Forces 272

Gears 273

Inquiry Activity: Bicycle Gears 274


TRY This at Home Activity: How Many Machines Are in Your Home? 276



2.0 An understanding of mechanical advantage and work helps in determining the efficiency of machines. 278

2.1 Machines Make Work Easier 279

Mechanical Advantage 280

Calculating Mechanical Advantage 280

Speed Ratio 281

Less Force but Greater Distance 282

A Mechanical Advantage Less than 1 282

Problem Solving Activity: Building a Mechanical System 283

Comparing Real Mechanical Advantage and Speed Ratio 284

The Effect of Friction 284

Efficiency 285


2.2 The Science of Work 287

The Meaning of Work 288

Calculating Work 289

Energy and Work 289

Work and Machines 290

Give it a TRY Activity: Work Input and Work Output 291

Work and Friction 292


2.3 The Big Movers—Hydraulics 293

Pressure in Fluids 294

A Piston Creates Pressure 295

Inquiry Activity: Mechanical Advantage in a Hydraulic Jack 296

Mechanical Advantage in Hydraulic Systems 298

Pressure and Mechanical Advantage 299

Larger Force—Greater Distance to Move 300


Experiment on Your Own: Build a Water-Driven Conveyor 301

Careers and Profiles: Practical Designers 302



xiii

3.0 Science, society, and the environment are all important in the development of mechanical devices and other technology. 304

3.1 Evaluating Mechanical Devices 305

Using Criteria to Evaluate a Device 305

Efficiency and Effectiveness 306

Function and Design 306

Evaluation for Development 307

Considering the Environment 308

Evaluating a Mechanical Device—A Case Study 308

Evolution of a Mechanical Device—The Pop Can Opener 309

Criteria for Evaluation 312

Decision Making Activity: Evaluating a Mechanical Device 313


TRY This at Home Activity: Choosing a New Set of Wheels 314

3.2 Technology Develops through Change 315

Advances in Science Result in New Technology 316

From Particles to Trains 316

Changes in Society Result in New Technology 317

Changes in the Environment Result in New Technology 319


Careers and Profiles: Inventor 320



Science World Case Study: Living with a Machine 322

Unit Summary 323

Project: Building a Mechanical Hand 324

Unit Review 325

xiv

Unit E: Fresh and Saltwater Systems 328

Exploring 330

Coping with a Dry Climate 331

Human Water Use 332

Give it a TRY Activity: Your Water Use 332

Using Water Indirectly 332

Focus On: Social and Environmental Context 333

1.0 Humans depend on water supply and

quality. 334

1.1 The Distribution of Water on Earth 335

Drinking Water for Humans 335

Inquiry Activity: Water, Water Everywhere 336

Water on Earth 338


1.2 Water Quality 339

Substances Dissolved in Water 339

Hard Water 340

Organisms in Drinking Water 340

Water Quality Testing 341

Inquiry Activity: Testing the Waters 342

Water Testing Criteria 344

Changing Salt Water to Fresh Water 344


TRY This at Home Activity:Salt Water into Fresh Water 346



2.0 Water in its various states affects Earth’s landforms and climate. 348

2.1 Waves and Tides 349

What’s a Wave? 349

Inquiry Activity: Making Waves 350

The Movement of Water Waves 351

Causes of Water Waves 351

Effects of Waves on Shorelines 352

What Are Tides? 353

The Causes of Tides 353


Careers and Profiles: Glaciologist 354

2.2 Erosion and Deposition 355

Stream Characteristics 355

Inquiry Activity: Stream Flow 356

Profile of a River 358

Erosion and Deposition 359

Chemical Weathering 359

What Makes a Watershed? 360


2.3 Processes That Shape Ocean Basins and Continental Drainage 361

Processes That Form Ocean Basins 361

Continental Drainage Systems 362

Glaciers 363

Recognizing Glacial Features 364


2.4 Water and Climate 366

Climate 366

The Effect of Large Bodies of Water on Climate 367

Decision Making Activity: Choosing a Winter Vacation 368

Current Events 369

Currents and Climate 369

Ocean Currents and Precipitation 370




xv

3.0 Living things in aquatic environments are affected by many factors. 372

3.1 The Diversity of Organisms in Salt and Freshwater Systems 373

Give it a TRY Activity: Pond Diversity 374

Diversity in Fresh and Salt Water 374

Adaptations of Organisms in Aquatic Environments 378


3.2 Populations in Fresh and Salt Water 381

Understanding Populations 381

Decision Making Activity: Can the Cod Fishery Be Saved? 382

Changes in Populations 383


3.3 Water Quality and Living Things 386

Changes in Water Quality 386

Inquiry Activity: Changing Water Quality 387

Examples of Water Quality Changes 388


Experiment on Your Own: Creating Your Own Aquarium 390



4.0 Human activities affect aquatic environments. 392

4.1 How Humans Use Water 393

The Major Uses of Water 394

Decision Making Activity: Holding Back the Water 396

Practices and Technologies Affect Water Quality 398


4.2 Measuring Impacts 400

Give it a TRY Activity: Keeping Our Water Safe 400

Monitoring to Protect Water Quality 401

Ongoing Monitoring 401

Decision Making Activity: Chlorine and the Environment 402

Problem Solving Needs More Than Science and Technology 403

A Success Story 403

People Working Together 404


TRY This at Home Activity: Pollution Dilution 404



Science World Case Study: Chemicals in Our Water Supply 406

Unit Summary 407

Project: To Log or Not to Log 408

Unit Review 410

Toolbox 414

Glossary 441

Index 449

Photo Credits and Acknowledgements 454

W E L C O M E T OW E L C O M E T O

- - - - - - - - - - - - - - -

- - - - - - - -

- - - - - - - -

xvi

2 ExploringThis section is anintroduction. It hasan interesting real-world exampleto introduce theunit.

1 Unit OutlineThe book is divided into fiveunits. Each unit opens with alarge photograph that captures one of the ideas that will be covered in the unit.

The Give It a Try Activity is ashort activity that helps introducethe topic of the unit and allowsyou to start thinking about whatyou will be exploring.

An outline gives you an overview ofwhat you will be learning. You maywant to use this as a guide to helpyou study.

You are about to begin a scientific explorationusing Science in Action 8. To assist you inyour journey, this book has been designedwith the following features to help you.

9Relationships Exist between Living Things and Their Environments

1.1 Defining an Ecosystem and Learning about Basic NeedsAny place on earth where living things interact with other livingthings and non-living things is called an ecosystem. The livingthings are called the biotic factors, or parts, of the ecosystem; thenon-living things are called the abiotic factors. The “bio” part of theword comes from a Greek word that means life, and the “a” partmeans not, so biotic means living, and abiotic means not living.

Figure 1.1 A rotting log ecosystem

Ecosystems may be large, such as an ocean or desert. They mayalso be small, such as a puddle or a rotting log.Imagine sitting quietly in a natural setting such as a field or on theside of a mountain. What sensations would you have? Therecertainly would be a wide variety of plants to look at. Would therebe rocks, sand piles, and soil, too? Would you see animals movingaround? What would you smell: flowers, pine needles, wet grass?Would you hear bird calls, the buzz of insects, rustling in thegrass or bushes? The environment in which we live is composedof a wide variety of living and non-living things. In fact, yourlife—all life—depends on and is connected with other livingthings.

Relationships exist between livingthings and their environments.

Key ConceptsIn this section, you will learnabout the following keyconcepts:• interactions andinterdependencies

• environmental monitoring• environmental impacts• environmental management

Learning OutcomesWhen you have completedthis section, you will be ableto:• define an ecosystem• identify abiotic and bioticfactors

• explain how basic needs aremet in an ecosystem

• describe interactionsamong living things

• identify human impacts onecosystems

• recognize that in order tomake an informed decisionabout an environmentalissue, scientific knowledgeand exploration are involved

1.0

8

B I O T I C A N D A B I O T I C F A C T O R S I N T H E C L A S S R O O MLook around your classroom. Try to find as many biotic (living) and abiotic (non-living) factors as possible. Work with a partner.Compare your table with those of other pairs. Did you have similar tables? Add any missing factors to your table.

Give i t a TRY A C T I V I T Y

An Ecosystem?

Is this an example of anecosystem?

i n f oBIT

Unit A: Interactions and Ecosystems For Web links relating to 1.0, visit www.pearsoned.ca/school/scienceinaction

xvii

At the end of the subsection is a reSEARCH. This is an additional way to study one of the ideas in the subsection.

To begin each subsection, yourteacher may choose to use ashort Give It a Try Activity.This helps you start thinkingabout what you will be learning.

Topic subheadings makethe text easier to follow.

Check out this Web sitefor relevant links.

The Focus On section hasseveral questions to helpyou think about what youlearn and how it connectsto your life as you workthrough the unit. The questions focus on one ofthree areas or emphases ofscience: the nature of science, the relationshipbetween science and technology, and the socialand environmental situations that involve science and technology.

An infoBIT is aninteresting fact relevant to whatyou will beinvestigating inthe subsection.

The Learning Outcomes arewhat you should know and beable to demonstrate your understanding of upon completing the section.

The Key Concepts are the mainideas you will learn in this section. By the end of the section, you should be able todescribe each concept.

3 The SectionsEach section heading summarizes what you willlearn in this section. Thesecan be very useful to help youorganize your thoughts whenyou have to study.

Each section has two to five subsections. Each subsectionheading clarifies and provides more information about thestatement in the section heading.

- - - - - - - -

- - - - - - - -

xviii

You will find numerous photosand illustrations to help explainor clarify many of the ideas inthis unit.

The Section Review hasquestions relevant to thewhole section. Answeringthe questions will help youconsolidate what you havelearned in the various partsof the section.There is also a Focus Onactivity to help you connectwhat you have learned inthis section to activities inyour own life.

4 Science ActivitiesThere are three main types of activities.

Inquiry Activity: These activities providethe opportunity for you to work in a labsetting. You will develop scientific skillsof predicting, observing, measuring,recording, inferring, analyzing, and muchmore. In these activities, you investigatemany different phenomena found in ourworld.

Check and Reflect questionsprovide opportunities for youto review the main ideas youhave learned.

----------------

----

----

- - - - - - - -

xix

U N I T SU M M A RY: IN T E R A C T I O N S A N D EC O S Y S T E M S

Section Summaries

1.0 Relationships exist between living things and their environments.

• Ecosystems are places on earth where biotic factors interact with abiotic factors and

other biotic factors.

• There are three major types of symbiotic relationships: commensalism, mutualism, and

parasitism.

• The basic needs of all organisms are water, energy, food, oxygen, and sustainable

living conditions such as space and a place for waste to go.

• There is a need for responsible decision-making and actions using scientific

information, and that involves consideration of environmental impacts.

2.0 The flow of energy and the cycling of matter can be traced and interpreted in

ecosystems.

• Ecosystems are composed of food webs that energy flows through. This energy is

supplied by the sun.

• Matter continually moves from the non-living things to the living things and back to the

non-living things. Two important cycles of matter are the water cycle and the carbon

cycle.

• If any part of a food web changes, it will have an effect on all living things in that

ecosystem.

3.0 Changes can be observed and monitored in ecosystems.

• Ecosystems provide living things with all their needs.

• Some of the ways that changes can occur in ecosystems include human activity,

bioinvasion, resources competition, predation, and weather.

• There are two types of succession: primary succession and secondary succession.

4.0 Maintaining sustainable environments requires knowledge, decisions, and

actions.

• Pesticides, such as DDT, can enter and move through an environment with deadly

effects.

• The consequences of human actions may have an impact on both the local and global

environments.

• The information that scientists collect can help them make informed decisions, but

unfortunately, not everything that happens in ecosystems can be explained by science

and technology.

• When looking at a local environmental problem, it helps to analyze information from

many sources to get a complete picture to make an informed decision.

Key Concepts

1.0

• interactions and

interdependencies

• environmental monitoring

• environmental impacts

• environmental management

2.0


interdependencies

• producers, consumers,

and decomposers

• nutrient cycles and energy

flow• environmental impacts

3.0


interdependencies



• species distribution

• succession

4.0

• endangered species



• extinction• environmental management

Unit Summary

86 Unit A: Interactions and Ecosystems

D E S I G N A L A N D - U S E P L A N

Getting StartedIn this unit, you learned thatecosystems develop and aremaintained by natural cycles andsuccession, and are impacted byhuman change. You haveinvestigated human impacts onecosystems, and you understandthat human actions have intendedand sometimes unintendedconsequences. Environmentalmonitoring and research areimportant in the decision-makingprocess. Look through your notesfrom this unit. Think about theways human actions can affectecosystems. With a partner,discuss the responsibilities thatpeople have for making sure thatecosystems are healthy. List thecategories you think people

should use when they makedecisions that affect ecosystems.Afterward, share your list withother groups. In what ways arethey similar and different? Arethere any additions you would liketo make to your list?

Your GoalYour goal is to balance the needs for human growth and developmentwith the needs of the biotic and abiotic factors of ecosystems.What You Need to KnowThe town of Forest Grove has a population of 1200 people. Theunemployment rate has been 20% for the past several years. Thetown council has decided to develop a piece of unused land. It hopesto attract businesses, industries, and people to Forest Grove. Thepiece of land has an area of 2000 ha. (One hectare, or 1 ha, measures100 m by 100 m.) Imagine you are a member of a land-use planninggroup. Forest Grove’s town council has hired your team to design aplan to develop this land.

The map shown here outlines the various features of the land. Study itclosely. Many different groups of people have ideas for developingthis land. You will have to decide which ideas to use, which to ignore,and which to change. Use the Impact Assessment Checklist to helpyou evaluate your plans.

P R O J E C T

- - - - - - - -

xix

6 Unit Project A project at the end of each unit presents ahands-on opportunity for you to demonstratewhat you’ve learned. You’ll work both in agroup and individually. The project requiresyou to apply some of the skills and knowledgethat you’ve acquired to a new situation.

5 Unit Summary At a glance, you can find out allthe key concepts you havelearned within the unit. You canalso read the summary of ideasin each section of the unit. This is a good page to help you organize your notes for studying.

Problem Solving Activity: Theseare open-ended activities thatallow you to be creative. Youwill identify a problem andmake a plan and then constructa solution. These activities tendto have very little set-up andthere is usually no one correctsolution.

Decision Making Activity: These activities present issuesor questions related to everyday life. You will need todevelop an opinion based on the evidence you collect andmake a decision. Be prepared to present your decision toyour classmates.

7 Unit Review

- - - - - - -

- - - - - - - -

xx

Careers and Profiles Here you will find profiles or interviews withpeople whose careers use the science andtechnology you study in the unit.

Science WorldThis feature is a case study related to an issue that can have more than one solution or opinion.

8 Other Features Here are other features you willfind in each unit. Each one has adifferent purpose and is designedto help you learn about the ideasin the unit.

• questions that are related to specificskills you have learned in the unit

• questions that relateto the specificemphasis of the unit

• questions designed to testyour basic understanding ofthe ideas in each section ofthe unit

• questions that requireyou to use the ideas inmore than one section inthe unit to answer

• opportunities toexpress your thoughtsabout ideas you havediscovered in the unit

The Unit Review presents:• a chance to review the important

terms in the unit

- - - - - - - - - - -

----

----------

- - - - - - - - - - ----------------

xxi

mathLink Theseare opportunitiesfor you to applysome of yourmath skills.

Experiment on YourOwnThis is your chanceto design your ownexperiment to checkout a hypothesis or tosolve a problem.

Try This atHomeThis is anactivity youcan try athome onyour own.

9 The ToolboxThese pages provide references to lab safety andother basic scientific skillsthat will help you as you dothe activities. Remember tocheck the toolbox when youneed a reminder about theseskills.

10 Iconsmeans you will be working with toxic or unknown materials and should wear safety goggles for protection or precaution

means you should wear a lab apron to protect clothing

means you should wear rubber gloves for protection when handling the materials

means you will be working with glassware and you should exercise caution to avoid breakage

reminds you that you can find more informationin the Toolbox section of the book

11 GlossaryThe Glossary provides a comprehensive,alphabetical list of the important termsin the book and their definitions.

Now it’s time to start. We hope you will enjoy your scientificexploration using Science in Action 8 !

Documents

Miss Otte's Class Website - Home Page