Science in Action 10 PDF

10 Authors Lionel Sandner Hyacinth Schaeffer Curriculum Coordinator Director of Learning Saanich School District #63 Science Alberta Foundation Saanichton, British Columbia Calgary, Alberta formerly Lead Coordinator formerly Supervisor of Scien...

10 Authors Lionel Sandner Hyacinth Schaeffer Curriculum Coordinator Director of Learning Saanich School District #63 Science Alberta Foundation Saanichton, British Columbia Calgary, Alberta formerly Lead Coordinator formerly Supervisor of Science, K-12 Pan Canadian Science Project Calgary Catholic School District Calgary, Alberta Donald Lacy Science Department Head Cliff Sosnowski Stelly's Secondary School Science Department Head Saanich School District #63 Louis St. Laurent Catholic School Saanichton, British Columbia Edmonton Catholic Schools Edmonton, Alberta Contributing Author Technology Consultant Mary McDougall Josef Martha Science Consultant Science Department Head Calgary Catholic School District Onoway Junior-Senior High School Calgary, Alberta Northern Gateway Schools Onoway, Alberta Copyright © 2004 Pearson Education Canada Inc., Managing Editor Toronto, Ontario Cecilia Chan Developmental Editors All rights reserved. This publication is protected by Jackie Dulson, Ph.D copyright, and permission should be obtained from Louise MacKenzie the publisher prior to any prohibited reproduction, Eileen Pyne-Rudzik, Ph.D storage in a retrieval system, or transmission in any Yvonne Van Ruskenveld form or by any means, electronic, mechanical, photo- Coordinating Editor copying, recording, or likewise. For information Lynne Gulliver regarding permission, write to the Permissions Department at Pearson Education Canada Inc. Production Editor May Look The information and activities presented in this book Editorial Assistants have been carefully edited and reviewed. However, Gay McKellar the publisher shall not be liable for any damages Alanna Rudzik resulting, in whole or in part, from the reader’s use of Cover and Text Design this material. Alex Li Production Coordinators Brand names that appear in photographs of products Zane Kaneps in this textbook are intended to provide students with Sandra Magill a sense of the real-world applications of science and technology and are in no way intended to endorse Photo Research specific products. Nancy Cook Karen Taylor Printed and bound in U.S.A. Text Composition 1 2 3 4 5 08 07 06 05 04 Word & Image Design Studio Inc. Publisher Reid McAlpine Product Manager David Le Gallais Associate Publisher Susan Green Acknowledgment Expert Reviewers The authors and Pearson Education Canada would like Dr. George Bourne, Faculty of Science, University of to thank Alberta Learning for their guidance in the Calgary development of this book. Doug Bright, Ph.D., Royal Roads University, Victoria, BC Dr. David Cass, Faculty of Science, University of Alberta Advisory Panel Fraser Hunter, Environment Canada Carmen Berg, formerly John G. Diefenbaker High School, Dr. Ronald A. Kydd, Department of Chemistry, Calgary Board of Education University of Calgary Daryl Chichak, Science Consultant, Edmonton Catholic Bevan Lawson, Environment Canada Schools Ann Lukey, Black Gold School Division Bob Constantin, Bishop McNally High School, Calgary Catholic School Division Dr. David A. Naylor, Department of Physics, University of Lethbridge Wes Irwin, Grande Prairie Composite High School, Grande Prairie Public School District Professor Jean-Michel Maillol, Ph.D., Department of Geology and Geophysics, University of Calgary Lorraine Lastiwka, Science Consultant, Edmonton Public Schools Brian Waddell, Alberta Environment Josef Martha, Onoway High School, Northern Gateway Dr. Andrew Weaver, School of Earth and Ocean Regional Division Sciences, University of Victoria, Victoria, BC Mary McDougall, Science Consultant, Calgary Catholic School Division Social Considerations Norma Nocente, Faculty of Education, University of Alberta Reviewer David Paraschuk, Bishop O’Byrne High School, Calgary Don Kindt, Consultant, formerly Yellowknife Catholic Catholic School Division Schools, Yellowknife, NT Ruth Roth, St. Mary’s Senior High School, Calgary Catholic School Division Allan Stewart, Holy Trinity Senior High School, Safety Reviewer Edmonton Catholic Schools Lois M. Browne, Ph.D., Department of Chemistry, University of Alberta Thomas Verenka, formerly James Fowler High School, Calgary Board of Education David Warawa, Archbishop O’Leary High School, Edmonton Catholic Schools iii Program Reviewers Danielle Barthel, Edmonton Christian School, Edmonton Public Schools Karen Anderson, formerly John G. Diefenbaker High Allison Belt, Rundle College High School, Calgary School, Calgary Board of Education Colin Bulger, Catholic Central High School, Holy Spirit Kim Burley, Lindsay Thurber Composite High School, Roman Catholic Separate Regional Division Red Deer Public School District George Cormie, Leduc Composite High School, Black Jayni Caldwell, Foothills Composite High School, Gold Regional Division Foothills School Division Carl Davidse, Camrose Composite High School, Battle John Callegari, M.E. LaZerte High School, Edmonton River Regional School Division Public Schools Leno Delcioppo, Harry Ainlay High School, Edmonton Steven Daniel, Department of Education, Yellowknife, Public Schools NT Dave Devin, W. P. Wagner School, Edmonton Public Lara Keehn, Bert Church High School, Rocky View Schools School Division Michael Enyedy, Wm. E. Hay Composite High School, Colette Krause, Christ the King School, St. Thomas Clearview School Division Aquinas Catholic Schools Bill Forster, Spruce Grove Composite High School, Bob Lekivetz, NorQuest College, Edmonton Public Parkland School Division Schools Tracy From, Archbishop Jordan High School, Elk Island Virginia Lo Pinto, John G. Diefenbaker High School, Catholic Schools Calgary Board of Education Ron Fukushima, John G. Diefenbaker High School, Dianne Lohr, William E. Hay Composite High School, Calgary Board of Education Clearview School Division Diane Gee, Camrose Composite High School, Battle River Cathy MacAdam, Glenmary School, Holy Family Regional School Division Catholic Regional School District Amy Hancsicsak, Lester B. Pearson High School, Calgary Brian MacConnell, Central Memorial High School, Board of Education Calgary Board of Education Morris Heffel, Brooks Composite High School, Dr. Rick Mrazek, Professor of Science Education, Grasslands Regional Division University of Lethbridge Natasha L. Heron, Henry Wise Wood High School, Orest Olesky, New Sarepta Community High School, Calgary Board of Education Black Gold Regional Division K. Jenkins, Harry Ainlay High School, Edmonton Public Heidi Paterson, Prairie Jr./Sr. High School, Three Hills Schools Deborah Schroder, Sturgeon Composite High School, Woody Knebel, William Aberhart High School, Calgary Sturgeon School Division Board of Education Steve Schultz, Lacombe Composite High School, Wolf Mark Koebel, Consort School, Prairie Land Regional Creek School Division Division Kandy Songer, Bonnyville Centralized High School, Sharon MacPherson, Earnest Manning High School, Northern Lights School Division Calgary Board of Education Greg Voigt, Archbishop O’Leary High School, Edmonton Kevin Manias, Henry Wise Wood High School, Calgary Public Schools Board of Education Dwayne Wenaas, George McDougall High School, Rocky Erin McBride, Henry Wise Wood High School, Calgary View School Division Board of Education Cheryl Whipple, Matthew Halton Community High T. J. Sadler, Harry Ainlay High School, Edmonton Public School, Livingstone Range School Division Schools Henrik Asfeldt, Edwin Par Composite School, Aspen Dave Sherbinin, Glenmary School, Holy Family Catholic View Regional Division Regional District iv Shauna Stevens, Harry Ainlay High School, Edmonton Ron Pollmann, Sturgeon Composite High School, Public Schools Sturgeon School Division Ron Terakita, Kate Andrews High School, Palliser Lisa Preston, Sir Winston Churchill High School, Regional Schools Calgary Board of Education Trevor Wooff, Innisfail Jr. Sr. High School, Chinook’s Teraza Real, Holy Trinity Academy, Christ the Redeemer Edge School Division School Division Jennifer Yadlowski, Springbank High School, Rocky Harriet Skagen, Leduc Composite High School, Black View School Division Gold Regional Division Liane Zutz, Paul Kane High School, St. Albert Protestant Dion Skitsko, Bishop McNally High School, Calgary Schools Catholic School Division Kevin Sommer, St. Jerome’s School, Vermilion, Field-Test Teachers East Central Alberta Catholic Separate Schools Regional Division Dave Brecht, Edgerton Public School, Buffalo Trail Shirley Tkachuk, Bev Facey Community High School, Public Schools Elk Island Public School District Richard J. Cadieux, J. A. Williams High School, Northern Lights School Division Leanne Dyck, Grande Prairie Composite High School, Denise Chiles, Forest Lawn High School, Calgary Board Grande Prairie Public School District of Education Claudia Fehres, James Fowler High School, Calgary Henry Czarnota, Coronation School, Clearview School Board of Education Division Dean Johnston, Hunting Hills High School, Red Deer Susanne Czentye, Bishop Grandin High School, Calgary Public School District Catholic School Division Jeannette Kucher, St. Francis Xavier High School, Nicole Duigou-Jones, Archbishop O’Leary High School, Edmonton Catholic Schools Edmonton Catholic Schools Carolyn Pawelko, Chestermere High School, Rocky View Barbara Duncan, St. Mary’s Senior High School, Calgary School Division Catholic School Division Don W. Rogowski, James Fowler High School, Calgary Nicole Egli, Bassano School, Grasslands Regional Board of Education Division Olof Sandblom, John G. Diefenbaker High School, Caroline Heppell, Strathcona High School, Edmonton Calgary Board of Education Public Schools Jay Smith, Grande Prairie Composite High School, Gail M. Holland, Lethbridge Collegiate Institute, Grande Prairie Public School District Lethbridge School Division Pamela Timanson, Victoria School of Performing and Judy Huber, Kipohtakaw Education Centre, Morinville Visual Arts, Edmonton Public Schools James Kriese, St. Francis Xavier Catholic High School, Kim Webb, Chestermere High School, Rocky View Edmonton Catholic Schools School Division Catherine LeBlanc, Ross Sheppard High School, Edmonton Public Schools Theresa Lema, Austin O’Brien High School, Edmonton Catholic Schools The authors and Pearson Education Canada would also Philip Lenko, Hilltop High School, Northern Gateway like to thank all the students who participated in the Regional School Division field-test. v  UNIT A Contents Energy and Matter in Chemical Change Focus 3 The Quantum Mechanical Model of the Atom 25 Exploring 4 A1.3 Check and Reflect 25 Activity A1 QuickLab: Combustible Career and Profile: Chemical Engineer 26 Bubbles 5 A1.0 Section Review 27 A 1.0 The understanding that particles make A 2.0 Elements combine to form many up the underlying structure of matter substances, each with its own set of has led to advancements in technology. 6 properties. 28 A1.1 Safety in the Laboratory 7 A2.1 The Periodic Table and Atomic Structure 29 Understanding the Rules 7 The Elements 29 Science Laboratory Safety Rules 7 The Periodic Table 31 Safety Hazard Symbols 8 Atomic Theory 32 WHMIS 8 Atomic Number 33 Minds On… Reading an MSDS for Mass Number and Atomic Molar Mass 33 Household Bleach Solution 9 Formation of Ions 34 The Most Important Safety Feature 10 Elements Combine to Form Compounds 36 Activity A2 Decision-Making Activity A4 Problem-Solving Investigation: Investigation: Chemical Information 10 Classifying Unknown Liquids 37 Environmental Safety 11 The Octet Rule 38 A1.1 Check and Reflect 11 A2.1 Check and Reflect 39 A1.2 Properties and Classification of Matter 12 A2.2 Naming Ionic and Molecular Compounds 40 Minds On… Classification 12 Ionic Compounds 40 Properties Used to Classify Substances 13 Naming Ionic Compounds 42 Pure Substances and Mixtures 14 Formulas for Ionic Compounds 42 Chemical Reactions 15 Compounds with Multivalent Elements 44 Skill Practice: Preparing for a Polyatomic Ions 44 Lab Activity 15 Molecular Compounds 46 Activity A3 Inquiry Lab: Evidence Sharing Electrons—Covalent Bonds 47 of Chemical Change 16 Molecular Elements 48 Recognizing Chemical Reactions 17 Molecular Compounds That Do Not A1.2 Check and Reflect 17 Contain Hydrogen 48 Molecular Compounds That Contain A1.3 Developing Ideas about Matter 18 Hydrogen 49 Food Chemistry 18 A2.2 Check and Reflect 50 Metallurgy—An Early Branch of A2.3 Properties and Classification of Ionic and Chemistry 19 Molecular Compounds 51 Aristotle’s Description of Matter 20 Alchemy 21 Skill Practice: Writing a Hypothesis 51 Developing Hypotheses about Matter 21 Activity A5 Inquiry Lab: Ionic or Minds On… Atomic Models 22 Molecular? 52 John Dalton 22 Identifying Ionic Compounds 53 J. J. Thomson 22 Properties of Ionic Compounds 54 Ernest Rutherford 23 Activity A6 Inquiry Lab: Constructing a Neils Bohr 24 Small Solubility Table 56 Solubility of Ionic Compounds 57 Minds On… Using the Solubility Chart 58 vi Addison Wesley Science 10  Properties of Molecular Compounds 58 Characteristics of Chemical Reactions 84 Special Properties of Water 60 Conservation of Mass 84 A2.3 Check and Reflect 61 A3.1 Check and Reflect 85 A2.4 Acids and Bases 62 A3.2 Writing Chemical Equations 86 Acids and Bases in Your Body 62 Symbolizing Chemical Change 86 Properties of Acids and Bases 63 Writing Word Equations 86 Indicators 63 Writing Balanced Formula Equations 87 The pH Scale 64 A3.2 Check and Reflect 90 Naming Acids 64 A3.3 Five Common Types of Chemical Reactions 91 Skill Practice: Controlling Variables 65 Activity A7 Design a Lab: Vitamin C in Formation Reactions 91 Beverages 66 Skill Practice: Formation Reactions 93 Recognizing Bases by Their Decomposition Reactions 94 Formulas 67 Hydrocarbon Combustion 95 Acids and Bases in the Home 67 Single Replacement Reactions 96 Activity A8 QuickLab: The pH of Skill Practice: Decomposition and Common Household Materials 68 Single Replacement Reactions 97 Neutralization 68 Activity A10 Inquiry Lab: Formation, A2.4 Check and Reflect 69 Decomposition, and Single Replacement Reactions 98 A2.5 Our Chemical Society 70 Double Replacement Reactions 100 Issues Related to Chemicals 70 Activity A11 QuickLab: Double Health Concerns 71 Replacement Reactions 101 Minds On… Passive Smoking in Predicting the Products of Chemical Restaurants and Pubs 73 Reactions 102 Benzene—A Regulated Substance 73 Activity A12 QuickLab: Classifying Chemistry-Related Careers 74 Chemical Reactions 104 Minds On… Chemistry Careers in Your A3.3 Check and Reflect 106 Community 74 A3.4 The Mole 107 Working with Chemistry 75 A2.5 Check and Reflect 75 Avogadro’s Number and the Mole 107 Molar Mass 108 A2.0 Section Review 76 The Factor-Label Method of Converting between Quantities 108 Activity A13 Inquiry Lab: Moles of A 3.0 Chemical change is a process that Copper and Iron 110 involves recombining atoms and energy flows. The Mole Concept and the Law of 78 Conservation of Mass 111 A3.1 Important Examples of Chemical Change 79 A3.4 Check and Reflect 112 Minds on... Energy Flow through Systems 79 A3.0 Section Review 113 Reactions That Form Gases 79 Reactions That Form Solids 80 Case Study: Air Quality 114 Showing States in Chemical Formulas 80 Project: Classifying Chemical Reactions Energy Changes 81 Involving Magnesium 115 Biochemical Reactions 82 Unit Summary 116 Skill Practice: Making Inferences 82 Unit Review 117 Activity A9 Inquiry Lab: Mass Change in Chemical Reactions 83 Contents vii  UNIT B Contents Energy Flow in Technological Systems Focus 123 B1.4 Work and Energy 155 Activity B4 QuickLab: Forces 155 Exploring 124 Force 156 Activity B1 QuickLab: All Kinds of Energy 125 Work 157 Activity B5 Inquiry Lab: Doing Work 158 B 1.0 Investigating the energy flow in The Relationship between Work Output technological systems requires an and Work Input 159 understanding of motion, work, and B1.4 Check and Reflect 161 energy. 126 B1.0 Section Review 162 B1.1 Motion 127 Uniform Motion 127 B 2.0 Energy in mechanical systems can be Average Speed 128 described both numerically and Using Formulas to Analyze Average graphically. 164 Speed 128 Using Graphs to Analyze Average Speed 128 B2.1 Forms of Energy 165 Plotting a Distance–Time Graph 129 Chemical Energy 165 Plotting a Speed–Time Graph 131 Electrical Energy and Magnetism 165 Skill Practice: Using Significant Digits 132 Nuclear and Solar Energy 167 Skill Practice: Taking Measurements 133 Motion and Energy 167 Activity B2 Inquiry Lab: Studying Activity B6 Inquiry Lab: Mechanical Uniform Motion 134 Energy and Heat 168 B1.1 Check and Reflect 135 Heat and Energy 169 Heat and Mechanical Energy 169 B1.2 Velocity 137 Joule’s Experiments 170 Scalar and Vector Quantities 137 Career and Profile: Power Engineer 171 Distance Travelled and Displacement 137 B2.1 Check and Reflect 172 Minds on… Classroom Scavenger Hunt 138 How to Identify Vector Directions 139 B2.2 Potential Energy 173 Speed and Velocity 141 Gravitational Potential Energy 173 Using Formulas to Analyze Average Elastic Potential Energy 175 Velocity 141 Activity B7 Inquiry Lab: Catapults 176 Using Graphs to Analyze Average Elastic and Gravitational Potential Velocity 142 Energy and Catapults 177 B1.2 Check and Reflect 145 Chemical Potential Energy 178 B2.2 Check and Reflect 178 B1.3 Acceleration 146 Types of Acceleration 146 B2.3 Kinetic Energy and Motion 179 Using Formulas and Graphs to Analyze Activity B8 Inquiry Lab: Kinetic Energy Accelerated Motion 147 and Motion 180 Plotting a Position–Time Graph 148 B2.3 Check and Reflect 182 Activity B3 Inquiry Lab: Get in Motion! 150 Plotting a Velocity–Time Graph 152 B1.3 Check and Reflect 154 viii Addison Wesley Science 10  B2.4 Mechanical Energy 183 B3.2 The Development of Engine Technology 206 Law of Conservation of Energy 184 Developing a Technology 207 Activity B9 Inquiry Lab: Mechanical Minds On… Motors and Engines Today 211 Energy and the Pendulum 186 Activity B12 Problem-Solving Conversion and Conservation of Energy Investigation: Using Steam to in a Pendulum 188 Power Boats 212 B2.4 Check and Reflect 188 Developing Future Technologies 213 B3.2 Check and Reflect 214 B2.5 Energy Conversions 190 Evidence of Energy Conversions 190 B3.3 Useful Energy and Efficiency 215 Energy Conversions in Natural Systems 190 Useful Energy 215 Minds On… Identifying Energy Efficiency 216 Conversions in Nature 191 Activity B13 Inquiry Lab: Efficiency Energy Conversions in Technological of a Thermal Device 218 Systems 192 B3.3 Check and Reflect 220 Nuclear Energy Conversions 193 B3.4 Energy Applications 221 Solar Energy Conversions 193 Energy Supply 221 Activity B10 Design a Lab: Kinetic Energy Demand 223 Energy or Potential Energy? 194 Activity B14 Decision-Making Fuel Cells 195 Investigation: Comparing the B2.5 Check and Reflect 195 Energy Content of Fossil Fuels B2.0 Section Review 196 Used in Alberta 224 The Effects of Energy Use 224 B 3.0 Principles of energy conservation and Minds On… Hydro versus Coal-Burning thermodynamics can be used to Electricity Generation 225 describe the efficiency of energy Energy Consumption and Conservation 225 transformations. 198 Sustainable Development and Planning for the Future 227 B3.1 Laws of Thermodynamics 199 B3.4 Check and Reflect 227 Systems 199 B3.0 Section Review 228 The First Law of Thermodynamics and the Law of Conservation of Energy 199 Activity B11 Inquiry Lab: Bouncing Case Study: Cost-Benefit Analysis of Energy Balls 201 Sources for Transportation 229 The Perfect Machine Cannot Be Project: Build an Energy Conversion Device 230 Achieved 202 Unit Summary 231 The Second Law of Thermodynamics 202 Unit Review 232 Heat Engines and Heat Pumps 204 B3.1 Check and Reflect 205 Contents ix  UNIT C Contents Cycling of Matter in Living Systems Focus 239 C1.4 Cell Research at the Molecular Level 261 Gene Mapping 261 Exploring 240 Activity C5 QuickLab: Extracting DNA Activity C1 QuickLab: Pore Size in from Pea Soup 262 Various Materials 241 Cell Communication 262 Activity C6 Decision-Making Investigation: C 1.0 Our current understanding of the cell is Gene Mapping: Opportunity or Risk? 263 due in part to developments in imaging Three-Dimensional Structure of Molecules 264 technology. 242 Green Fluorescent Protein (GFP) Technology and Genetic Studies 264 C1.1 A Window on a New World 243 C1.4 Check and Reflect 264 Early Microscopes and Microscopists 243 C1.0 Section Review 265 Improvements in Lens Technology 244 Skill Practice: Calculating Magnification 244 Activity C2 Inquiry Lab: Estimating an C 2.0 Living systems are dependent upon the Object’s Size with the Microscope 245 functioning of cell structures and C1.1 Check and Reflect 246 organelles. 266 C1.2 Development of the Cell Theory 247 C2.1 The Cell as an Efficient, Open System 267 Spontaneous Generation 247 Activity C7 Inquiry Lab: Comparing Activity C3 Inquiry Lab: Examining Structures in Plant and Animal Cells 271 Pond Water 250 The Chemical Composition of Cell The Cell Theory 251 Structures 271 C1.2 Check and Reflect 252 A Model of the Cell Membrane 272 C1.3 Developments in Imaging Technology and C2.1 Check and Reflect 273 Staining Techniques 253 C2.2 The Role of the Cell Membrane in Transport 274 Contrast 253 The Particle Model of Matter 274 Activity C4 QuickLab: Staining Cells 254 Minds On… Diffusion 274 Resolution 255 Diffusion 275 Contrast Enhancing Techniques and Activity C8 Inquiry Lab: Movement Fluorescence Microscopy 256 across a Semi-Permeable Membrane 276 Confocal Technology 257 Osmosis 277 Electron Microscopy 258 Facilitated Diffusion 278 C1.3 Check and Reflect 260 Active Transport 278 Skill Practice: Linking Conclusions to Hypotheses 279 Activity C9 QuickLab: The Incredible Egg 280 Endocytosis and Exocytosis 281 Activity C10 Problem-Solving Investigation: Building Exhibit Models 282 C2.2 Check and Reflect 283 x Addison Wesley Science 10  C2.3 Applications of Cellular Transport in Industry Gas Exchange in Plants 313 and Medicine 284 C3.3 Check and Reflect 314 Membrane Proteins and Disease 284 C3.4 Transport in Plants 315 Synthetic Membrane Technology 285 Activity C16 QuickLab: Capillary Action 315 Transport of Protein Hormones 286 Minds On... The Movement of Materials Peritoneal Dialysis 286 in Plants 316 Minds On… Simulating Peritoneal Dialysis 287 Cohesion and Adhesion 316 Reverse Osmosis 287 Root Pressure 316 C2.3 Check and Reflect 288 Minds-on… Colourful Carnations 317 C2.4 Is Bigger Better? 289 From Root to Leaf: Water Transport in The Ratio of Surface Area to Volume 289 Plants 317 Activity C11 Inquiry Lab: Is Bigger Activity C17 Inquiry Lab: Tonicity and Better? 290 Plant Cells 319 The Size and Shape of Organisms 292 The Effect of Tonicity on Plant Cells 320 Maximizing Potential 292 From Source to Sink: Sugar Transport C2.4 Check and Reflect 293 in Plants 320 Activity C18 Design a Lab: C2.0 Section Review 294 Environmental Conditions and Water Movement 322 C 3.0 Plants are multicellular organisms with C3.4 Check and Reflect 322 specialized structures. 296 C3.5 Control Systems 323 C3.1 Cells, Tissues, and Systems 297 Activity C19 Inquiry Lab: Investigating Plant Structure 297 Gravitropism and Phototropism 324 Specialization in Plant Cells 301 Investigations of Phototropism 326 C3.1 Check and Reflect 302 The Mechanism of Gravitropism 327 Other Control Mechanisms 328 C3.2 The Leaf and Photosynthesis 303 C3.5 Check and Reflect 328 The Chloroplast: A Unique Plant Career and Profile: Dr. Olga Kovalchuk— Organelle 303 Biotechnology Research Scientist 329 Activity C12 Inquiry Lab: Counting C3.0 Section Review 330 Chloroplasts 304 Gas Production in Plants 305 Activity C13 Inquiry Lab: Evidence of Case Study: Help Wanted 331 Carbon Dioxide Production 306 Project: The Impact of Environmental Factors C3.2 Check and Reflect 308 on Plant Function 332 Unit Summary 333 C3.3 The Leaf Tissues and Gas Exchange 309 Unit Review 334 Dermal Tissue 309 Activity C14 Inquiry Lab: Analyzing Stomata 310 Ground Tissue 311 Activity C15 QuickLab: Airtight 312 Vascular Tissue 313 Contents xi  UNIT D Contents Energy Flow in Global Systems Focus 339 D2.0 Global systems transfer energy through the biosphere. 356 Exploring 340 Activity D1 QuickLab: Climate and D2.1 Energy Relationships and the Biosphere 357 Tree Growth 341 Insolation and the Angle of Inclination 357 Insolation and the Angle of Incidence 359 D1.0 Climate results from interactions Activity D5 Inquiry Lab: Angle of Incidence among the components of the biosphere. 342 and Rate of Temperature Change 360 Absorption and Reflection by the D1.1 Earth—Our Biosphere 343 Biosphere 362 The Atmosphere 343 Albedo—Reflection by the Lithosphere Activity D2 QuickLab: Modelling and Hydrosphere 363 Atmospheres 344 Activity D6 Inquiry Lab: The Lithosphere 346 Modelling Albedo in the Biosphere 364 The Hydrosphere 346 Natural Greenhouse Effect 365 The Components of the Biosphere Interact 346 Activity D7 Inquiry Lab: Activity D3 Inquiry Lab: Air Temperature The Greenhouse Effect 366 and Altitude 347 Net Radiation Budget 367 Altitude and Temperature 348 Activity D8 QuickLab: D1.1 Check and Reflect 348 Earth’s Net Radiation Budget 367 D2.1 Check and Reflect 369 D1.2 Climate 349 Climate Affects Daily Life 349 D2.2 Thermal Energy Transfer in the Atmosphere 370 Climate Affects All Organisms 350 Conduction and Convection 370 Minds On... The Importance of Climate 351 Activity D9 QuickLab: Convection 371 Climate Change 352 Effects of Thermal Energy Transfer in the Activity D4 Decision-Making Investigation: Atmosphere 372 Climate Change Today 353 Activity D10 QuickLab: The Coriolis Effect 373 Interpreting Climate Data 354 Global Wind Patterns 374 D1.2 Check and Reflect 354 D2.2 Check and Reflect 375 D1.0 Section Review 355 D2.3 Thermal Energy Transfer in the Hydrosphere 376 Specific Heat Capacity 377 Quantity of Thermal Energy, Q 378 Activity D11 Inquiry Lab: Investigating Specific Heat Capacity 381 The Hydrologic Cycle and Energy Transfer 382 Heat of Fusion and Heat of Vaporization 383 Activity D12 QuickLab: Temperature and Phase Change 384 xii Addison Wesley Science 10  Calculating Heat of Fusion and Heat of Other Views on Climate Change 418 Vaporization 385 D3.1 Check and Reflect 418 Activity D13 Inquiry Lab: D3.2 International Collaboration on Climate Change 419 Thermal Energy and Melting Ice 388 Scientific Collaboration on Climate Activity D14 Design a Lab: Change 419 Variables Affecting the Evaporation Career and Profile: Andrew Weaver 420 of Water 389 Political Collaboration on Climate Phase Changes and Global Energy Transfer 389 Change 421 D2.3 Check and Reflect 390 Activity D19 Decision-Making D2.4 Earth’s Biomes 391 Investigation: Future Options 423 Biomes Are Open Systems 391 Economics and the Kyoto Protocol 423 Minds on… Open Systems 392 Stabilizing Greenhouse Gas Levels 424 Earth’s Biomes 392 D3.2 Check and Reflect 425 Biomes and Climate 400 D3.3 Assessing the Impacts of Climate Change 426 Activity D15 Problem-Solving Investigation: Impacts of Climate Change on Alberta 427 Planning for Climate 401 Activity D20 Decision-Making Canada’s Biomes 402 Investigation: The Impact of Climate D2.4 Check and Reflect 402 Change on a Taiga Biome 428 D2.5 Analyzing Energy Flow in Global Systems 403 Canada’s Action Plan on Climate Change 429 Activity D16 QuickLab: Balancing Environmental, Social, and Constructing a Climatograph 405 Economic Goals 430 Activity D17 Inquiry Lab: D3.3 Check and Reflect 430 Using Climatographs to Compare D3.0 Section Review 431 Biomes 406 D2.5 Check and Reflect 407 D2.0 Section Review 408 Case Study: Risky Solutions 432 Project: A Personal Plan for Reducing Carbon Dioxide Emissions 433 D3.0 Changes in global energy transfer could Unit Summary 434 cause climate change, and impact Unit Review 435 human life and the biosphere. 410 D3.1 Climate Change—Examining the Evidence 411 Glossary 440 Student Reference 454 Changes in Greenhouse Gases 411 Answers to Numerical Questions 493 Skill Practice: Extrapolating Data 412 Index 503 Greenhouse Gases and Human Activity 413 Evaluating the Evidence of Climate Change 415 Activity D18 Decision-Making Investigation: Evaluating the Potential Effects of Climate Change 417 Contents xiii  Welcome to Addison Wesley You are about to begin a scientific exploration using Science 10 Addison Wesley Science 10. To assist you in this journey, this book has been designed with the following features. An Outline gives you an overview of what you will be learning. You may want to use this as a guide to help you study. Unit Outline This book is divided into four units. Each unit opens with a large photograph that captures one of the ideas that will be covered in the unit. Exploring This section is an introduction. It has an interesting real-world example to introduce the unit. The Focus section has several questions to help you think about what you learn as you work through the unit. The questions focus on one of three areas or emphases of science: the nature of science, the relationship between science and technology, and the relationship of science and technology to society and the environment. The QuickLab is a short, informal hands-on activity that is designed to introduce one of the topics of study in the unit. xiv Addison Wesley Science 10 The Sections The Lesson Each section title summarizes what you The text is further divided into lessons will learn in this section. These titles to make the ideas easier to follow. can help you organize your thoughts when you study. The Key Concepts are the main ideas you will learn in this section. By the end of the section, you should be able to describe or explain each concept. The Learning Outcomes are what you should know and be able to demonstrate your understanding of on completing the section. An infoBIT is an You can further interesting fact explore and study a relevant to the topic in reSEARCH content of the text. using the Internet. This may provide an additional way to study the idea of the section or for enrichment. Example Problems show the detailed steps in solving problems. Practice Problems model the example problem and provide opportunities for further practice. Use these problems to check if you understand the concept Photos and labelled diagrams help being discussed. If you explain or clarify many of the have trouble with a practice ideas in the unit. problem, you should ask for help before continuing. Introduction xv  Minds On… activities are designed to stimulate thinking about key aspects of the topic being studied. These activities are usually done in small groups or sometimes by yourself. A Skill Practice reviews or reinforces certain skills necessary for completing some of the lab activities in this course. Throughout the book QuickLabs help explore specific topics or concepts in a hands-on manner. QuickLabs tend to take less time than the formal labs and do not require the same level of analysis and interpretation. In some situations, your teacher may demonstrate the activity. Check and Reflect questions allow you to review what you have learned in a lesson and consolidate your understanding. The Section Review provides questions relevant to the whole section. Answering these questions will help you consolidate what you have learned in the various lessons in the section. xvi Addison Wesley Science 10 The Lab Activities There are four main types of lab activities. Inquiry Lab These activities provide opportunities for you to work in a lab setting. You will develop scientific skills of predicting, observing, measuring, recording, inferring, analyzing, and much more. In these activities, you investigate many different phenomena that occur in our world. Problem-Solving Investigation These are open-ended activities that allow you to be creative. You will identify a problem, make a plan, and then construct a solution. These activities usually have more than one solution. Decision-Making Investigation These activities present issues or questions related to everyday life. You will analyze the issue and develop a conclusion based on the evidence you collect. Be prepared to present your conclusion to your classmates. Design a Lab For this type of lab you are given some criteria that define what a successful result would look like. You then plan an experiment, write the procedure, and perform it. You analyze your data and draw your own conclusions. Introduction xvii  Career and Profile Here you will find interesting profiles or interviews with people whose careers are related to the science and technology you study in the unit. The Culminating Tasks Project This provides a hands-on opportunity for you to demonstrate what you have learned. The project requires you to apply some of the skills and knowledge that you have acquired to a new situation. Case Study This features an issue that may involve several viewpoints or have Unit Summary more than one solution. Here is an At a glance, you can find opportunity for you to use the out all the key concepts different ideas you have learned you have learned within from the unit or collected from other the unit. You can also sources to form your own opinion. read the summary of ideas in each section of the unit. This page can help you organize your notes for studying. xviii Addison Wesley Science 10 Unit Review The Unit Review presents different categories of questions: Vocabulary—a chance to demonstrate your understanding of the important terms in the unit Knowledge—questions to test your basic understanding of the key concepts in each section of the unit Applications—questions that require you to use the ideas in more than one section in the unit Extensions—questions that have you apply your learning beyond what you have studied in the unit Skills Practice—questions that are related to specific skills you have learned in the unit Self Assessment—opportunities to express your thoughts about ideas you have discovered in the unit Glossary The Glossary provides a comprehensive alphabetical list of the important terms in the book and their definitions. Student Reference These pages provide references to lab safety and other basic scientific skills that will help you as you do the activities. Refer to these pages when you need a reminder about some of those skills. Icons means you will be working with toxic or unknown materials and should wear safety goggles for protection or as a precaution means you should wear a lab apron to protect clothing means you should wear rubber gloves for protection Now it’s time to begin. We when handling the materials hope you will enjoy your means you will be working with glassware and you scientific exploration using should exercise caution to avoid breakage and possible Addison Wesley Science 10! injury means opportunities exist for research on the Internet Introduction xix UNIT Energy and Matter A in Chemical Change A technician (lower right) monitors reactions in a factory that produces chemicals for the pharmaceutical industry.  In this unit, you will cover the following ideas: A 1.0 The understanding that particles make up the underlying structure of matter has led to advancements in technology. A1.1 Safety in the Laboratory A1.2 Properties and Classification of Matter A1.3 Developing Ideas about Matter A 2.0 Elements combine to form many substances, each with its own set of properties. A2.1 The Periodic Table and Atomic Structure A2.2 Naming Ionic and Molecular Compounds A2.3 Properties and Classification of Ionic and Molecular Compounds A2.4 Acids and Bases A2.5 Our Chemical Society A 3.0 Chemical change is a process that involves recombining atoms and energy flows. A3.1 Important Examples of Chemical Change A3.2 Writing Chemical Equations A3.3 Five Common Types of Chemical Reactions A3.4 The Mole Focus on the Nature of Science In this unit, you will study transformations of matter in chemical changes and the role that energy plays in these changes. You will learn to identify and classify chemical changes, and write word and balanced chemical equations for signifi- cant chemical reactions. As you work through this unit, think about the following questions: 1. How has knowledge of the structure of matter led to other scientific advancements? 2. How do elements combine? Can these combinations be classified, and can the products be predicted and quantified? 3. Why do scientists classify chemical change, follow guidelines for nomenclature, and represent chemical change by equations? At the end of the unit, you may be asked to do these tasks: Case Study Air Quality In this case study, you will analyze some of the factors that affect air quality. Based on your analysis, you will recommend legislation that should be developed to address one of these factors. Project Classifying Chemical Reactions Involving Magnesium For the project, you will perform tests to distinguish between several types of chemical reactions. By noting the reactants and observing the chemical changes, you will classify the reactions and write balanced equations to describe them. Unit A: Energy and Matter in Chemical Change 3 Exploring Ice burning like a candle! Is this a trick photograph? No, this substance is called methane hydrate, and it’s a combi- nation of ice and natural gas (methane). Found at depths of 500 m to 3000 m, it forms under conditions of cold and great pressure. Methane is a molecule made up of atoms of carbon and hydrogen. (A molecule is a group of atoms bonded together.) In methane hydrate, the methane mole- cules are trapped in tiny cages formed by molecules of water freezing together to form ice. Methane hydrate is no mere curiosity. It has now been discovered under the seabed at the edges of every conti- nent in the world and under the arctic permafrost. It is the most abundant hydrocarbon in the world. An estimated 10 to 25 thousand billion cubic metres of natural gas is trapped in methane hydrate. This is greater than the total of all known coal and petroleum reserves. In 2002, a group formed by the Canadian Geological Survey, the Japanese National Oil Company, and agencies Burning methane hydrate, a compound of ice from the United States, Germany, and India demonstrated and methane (natural gas) the first commercial extraction process for methane from methane hydrate deposits in the Northwest Territories. Hot water piped underground melted the ice and released the methane. Why has this only been done recently? The total amount of methane is vast, but it is not very concen- trated when compared with conventional sources of methane and oil. That makes it more expensive to extract. This vast new energy source raises many issues. Here is a low-cost, plentiful supply of natural gas that could be exploited commercially. But would we want to do so? Methane is a greenhouse gas. When it is burned it produces carbon dioxide, another greenhouse gas. Do we want to continue using substances that could contribute to climate change? An interesting aspect of methane hydrate is that it may already have had a significant impact on global climate. It might be a controlling factor in the ice age cycle. Scientists know that in the past, vast amounts of ice formed on the continents over thousands of years, but then melted in Locations where methane hydrates have several hundred years. A large release of methane hydrate been discovered may have been responsible for the end of the ice ages. The hypothesis works like this. During an ice age, water evaporates from the oceans and freezes in glaciers on land. Sea level drops. Less water in the oceans means 4 Unit A: Energy and Matter in Chemical Change less pressure on the methane hydrate under the ocean floor. At some point, this pressure drops below a critical value, and a worldwide release of methane gas occurs. A massive amount of methane in Earth’s atmosphere would have caused sudden global warming, ending the ice age. It is known that at the end of the last ice age 14 000 years ago, sea levels were 100 m lower than they are today. The ice age ended abruptly in North America at that time. Temperatures increased and sea levels rose. Is the role of methane in ending ice ages a scientific fact? No, it is a methane hypothesis that needs evidence to support or disprove it. Scientists continue water molecule molecule (H2O) (CH4) to do research on methane hydrate, sharing ideas and individual insights. Methane hydrate Activity A1 QuickLab Combustible Bubbles (Teacher Demonstration) bent glass flexible rubber tubing 1-hole stopper hydrogen gas A safe and interesting chemical reaction is the combustion of hydrogen gas inside a soap bubble. Note that safety glasses are necessary, but gloves are not—even if you are holding 3 mol/L HCl the bubble in your hand when you light it. soapy water zinc Purpose To observe the combustion of hydrogen and oxygen in a Apparatus for generating hydrogen gas soap bubble $ Use the hydrogen gas to blow a soap bubble. Materials and Equipment Sometimes, it helps to pick one of the larger bubbles and blow hydrogen gas directly into that. soapy water (use liquid Erlenmeyer flask dishwashing soap) Important: Place the end of the tubing back under water one-holed rubber before lighting the soap bubble. hydrochloric acid stopper with glass (3 mol/L) fitting and flexible CAUTION: Never light the hydrogen gas coming directly out rubber tubing of the generator. It will backflash into the flask, causing 5 g mossy zinc candle it to shatter. 400-mL beaker 50-mL graduated Part 2: Causing Hydrogen Combustion cylinder % Place your hand into the water under a large hydrogen bubble and carefully lift the bubble out onto the palm of Procedure your hand. Part 1: Getting Ready (Your teacher will do this part.) & Bring the bubble over to the candle flame. Watch as the bubble ignites. ! Fill the beaker with soapy water. " Set a lit candle in a handy place near the apparatus. Question # Place 20 mL of hydrochloric acid in the Erlenmeyer 1. Suppose you could put both hydrogen gas and oxygen flask, and drop in 5 g of mossy zinc. Place the rubber gas together into the soap bubbles. How do you think stopper–tubing set on the flask, and place the end of the this would affect the way the bubbles ignite? tubing in the soapy water, as shown in the diagram. Exploring 5  UNIT A 1.0 The understanding that particles make up the underlying structure of matter has led to advancements in technology. Key Concepts In this section, you will learn about the following key concepts: Workplace Hazardous Materials Information System (WHMIS) and safe practices evidence of chemical change how chemical substances meet human needs Learning Outcomes When you have completed this section, you will be able to: illustrate an awareness of WHMIS guidelines, and demonstrate safe practices in the handling, storage, and disposal of chemicals in the laboratory and at home identify examples of how early humans worked with chemical substances to meet their basic needs outline the role of evidence in the development of the atomic model consisting FIGURE A1.1 All the materials we wear and use result from the various ways that atoms of nucleons (protons and neutrons) and electrons through the work of Dalton, combine. These combinations form substances with different properties. Thomson, Rutherford, and Bohr describe evidence for chemical change O ur world is full of a rich and complex variety of materials, both natural and manufactured. Cotton and wool fabrics clothe us. Precious jewels decorate our bodies. Metal and concrete form skyscrapers. Plastics are everywhere. We wear them; we eat off them; and we drive in them. They are one of the most commonly used materials in the world today. People have discovered and taken advantage of different proper- ties of materials for thousands of years. To do this, they have invented a variety of chemical technologies. In this section, you will begin by reviewing lab safety rules and safety symbols. Then you will review the differences between phys- ical and chemical properties of substances and how to recognize chemical reactions. You will also read about various ways in which early human societies discovered and used naturally occurring mate- rials. Finally, you will learn how an understanding of matter developed gradually over the centuries, and how experimental evidence led to changing models of the atom. 6 Unit A: Energy and Matter in Chemical Change A 1.1 Safety in the Laboratory Safety must be an essential part of all your science studies. Your safety and the safety of your classmates and your teacher are of the highest importance. info BIT Safety depends on awareness, knowledge, and action. You must be aware According to the Alberta of known hazards and alert to the possibility of unforeseen ones. You must Department of Human Resources and Employment, know how to use the right equipment and what to do in an emergency. But workers with less than six knowing isn’t enough. Ultimately, it’s what you do that makes the difference months of experience are to your being an asset or a liability to others. Fooling around is forbidden. three times more likely to be Everyone in the class must act safely and responsibly. injured than those with a Working in the science laboratory involves taking precautions and mini- year or more of experience. mizing hazards. For example, to avoid poisoning, we take the precaution of Young workers are 33% more never eating in the lab. We also minimize the chance of poisoning by washing likely to be injured on the our hands. We avoid scalding by keeping far enough away from beakers with job than older workers. boiling water so that, even if they break, the water will not reach us. If we must move a beaker of hot water, we make sure to inform others so they can stay out of the way, and we use the correct kind of tongs for lifting. Eye safety, in particular, is critically important. The eye’s surface is very fragile tissue, and damaging it can have life-long consequences. Regular eyeglasses are not enough protection. Eyewear approved by your teacher will have side shielding and other safety features. Understanding the Rules Safety rules also help you minimize the risks of working in the lab. It’s impor- tant to understand and follow the list of safety rules below. Your teacher will discuss any other specific rules that apply to your classroom. For more infor- mation on lab safety, see Student Reference 1: Safety. Science Laborator y Safety Rules 1. Read all written instructions carefully before doing an 10. Clean up any spilled substances immediately as activity. instructed by your teacher. 2. Listen to all instructions and follow them carefully. 11. Never look into test tubes or containers from the top. 3. Wash your hands thoroughly after each activity and after Always look through the sides. handling chemicals. 12. Never use cracked or broken glassware. Make sure you 4. Wear safety goggles, gloves, or an apron as required. follow your teacher’s instructions when getting rid of 5. Think before you touch. Equipment may be hot and broken glass. substances may be dangerous. 13. Label any container you put chemicals in. 6. Smell a substance by fanning the smell toward you with 14. Report all accidents and spills immediately to your your hand. Do not put your nose close to the substance. teacher. 7. Do not taste anything in the lab. 15. Read the WHMIS (Workplace Hazardous Materials 8. Tie back loose hair and roll up loose sleeves. Information System) safety symbols on any chemical you will be using and make sure that you understand all 9. Never pour liquids into containers held in your hand. Place the symbols. See Student Reference 1 at the back of this a test tube in a rack before pouring substances into it. book. The Understanding That Particles Make Up the Underlying Structure of Matter Has Led to Advancements in Technology 7  Safety Hazard Symbols The first step in doing any science activity is to read the procedures all the way through to make sure you understand them. Carefully note any flammable toxic “Caution” boxes containing specific safety warnings. All activities in this text that require special precautions have safety icons next to the “Materials and Equipment” heading. These icons will alert you when you need to wear safety goggles, gloves, or an apron, and when you must be careful handling glassware. The next step before beginning an activity is to check the warning symbols in the list of materials you will be using. Also check for hazard explosive corrosive symbols on the containers of these materials. All hazardous materials have a label showing a hazard symbol. You may have seen these labels on chemical FIGURE A1.2 Hazard symbols substances in your kitchen or garage. For example, window cleaner may indicate both the type of hazard and contain ammonia, which is toxic and corrosive. Spray paint cans show labels the degree of hazard. warning that they are flammable and explosive. Each hazard symbol shows two pieces of information: the degree of hazard, indicated by the shape and colour of the border. The degree increases from a yellow triangle meaning “caution,” to an orange diamond meaning “warning,” to a red octagon meaning “danger.” the type of hazard, indicated by a symbol inside the border Examples of these hazard symbols are shown in Figure A1.2. Figure A1.3 shows an example of hazard symbols on a common household product. WHMIS The Workplace Hazardous Materials Information System (WHMIS) is another system of easy-to-see warning symbols on hazardous materials, shown in Figure A1.4. These eight symbols are designed to help warn and protect people who use hazardous materials at work. You will see the symbols for dangerously reactive material, corrosive material, and poisonous material next to the names of some of the chemicals you will be using in this unit. Follow your teacher’s instructions in carefully handling and disposing of all chemicals. compressed dangerously reactive oxidizing material poisonous and infectious gas material material causing immediate FIGURE A1.3 This spray paint and serious toxic effects is both flammable and explosive. flammable and biohazardous corrosive poisonous and infectious combustible material infectious material material material causing other toxic effects FIGURE A1.4 WHMIS symbols 8 Unit A: Energy and Matter in Chemical Change FIGURE A1.5 An MSDS provides information about a specific chemical. Material Safety Data Sheets In Canada, manufacturers of all hazardous products used in workplaces, including schools, must provide information sheets about their products. The Material Safety Data Sheet (MSDS) identifies the chemical and physical hazards associated with each substance. It includes physical data, such as melting point and boiling point, toxicity, health effects, first aid, and spill and leak cleanup procedures. WHMIS regulations require employers to make these sheets available to employees who use hazardous substances in their work. Figure A1.5 shows an example of an MSDS for a substance that you might use in a science activity. Minds On… Reading an MSDS for Household Bleach Solution Your teacher will give you a copy of an MSDS for bleach 5. Find the section under “First Aid Measures” and record solution. Use this MSDS to answer the following questions. the instructions for what to do in case of eye contact. 1. List three synonyms for the name “bleach.” 6. If a fire were to break out near bleach, should the bleach itself be considered a fire hazard? What special equip- 2. Bleach solution has two ingredients. What are they? ment is required to fight a fire in which bleach is Which of these ingredients are hazardous? present? 3. Find the hazard identification section. Under 7. Suppose someone drank bleach. Should the first aid “Emergency Overview,” there is a short summary. Find procedure include inducing vomiting to get the solution the summary and record it. out of the person? What other treatments are possible? 4. Read the list of potential health effects. Copy down the 8. Find out what is meant by the term “chronic exposure.” potential health effect caused by eye contact. The Understanding That Particles Make Up the Underlying Structure of Matter Has Led to Advancements in Technology 9 re SEARCH The Most Important Safety Feature You are the most important safety feature in the lab. If you or your classmates If you have a job, find out what questions you should do not behave safely, all the safety information, equipment, and procedures be prepared to ask your will not protect you. Know how and when to use safety equipment in your employer about your safety science lab. Be aware that emergencies can happen suddenly and unexpect- on the job. Also find out the edly. Spend some time working out emergency scenarios, and decide in answers you should expect advance what needs to be done. Know where the safety equipment is and to get. Begin your search at where the MSDSs are. www.pearsoned.ca/ school/science10 Activity A2 Required Skills Decision-Making Investigation Student Reference 4, 9 Initiating and Planning Performing and Recording Analyzing and Interpreting Chemical Information Communication and Teamwork Begin your search at www.pearsoned.ca/school/science10 The Issue Analyze and Evaluate You will be given a list of the top 20 chemicals by volume 1. From your research, do you think your chemical would produced in North America. Most of these chemicals have be safe to use in the home and in the lab? Explain. hazards of some sort associated with them. Your teacher will assign you one of these chemicals to research. 2. Prepare an information pamphlet or a poster that can be read easily from a distance of about 1 m. Set up your Background Information poster in three parts: Using the Internet or other information resources, find an a) Description: the chemical’s name or names, its MSDS for your chemical. Look for the basic safety informa- ranking by volume, relevant safety information, and tion about it. In particular, investigate chronic and acute most common uses hazards, and handling procedures. Look up the terms b) Issues About Its Use: any special considerations or “chronic” and “acute” if you do not know what they mean. regulations