Science in Action Grade 9 PDF Textbook

AUTHORS Kirsten Mah Josef Martha Linda McClelland James Milross Joanne Neal Lionel Sandner ISBN 0-201-72963-6 www.pearsoned.ca/scienceinaction ™xHSKCKBy729634z Addison...

AUTHORS Kirsten Mah Josef Martha Linda McClelland James Milross Joanne Neal Lionel Sandner ISBN 0-201-72963-6 www.pearsoned.ca/scienceinaction ™xHSKCKBy729634z Addison Kirsten Mah Wesley Calgary Roman Catholic School District No. 1, Calgary, Alberta Science Josef Martha Authors Northern Gateway Regional Division 10, Onoway, Alberta Kyn Barker Carey Booth Linda McClelland Steve Campbell Formerly Calgary Board of Education, Calgary, Alberta George Cormie James Milross Dean Eichorn Fraser Heights School, Surrey, British Columbia Aubry Farenholtz Gary Greenland Joanne Neal, Ph.D. Douglas Hayhoe Faculty of Education, University of Alberta, Edmonton, Alberta Doug Herridge Lionel Sandner Kathy Kubota-Zarivnij Saanich School Board, Saanich, British Columbia Kirsten Mah Josef Martha Linda McClelland James Milross Joanne Neal, Ph.D. Shelagh Reading Lionel Sandner Beverley Williams Toronto 01_GR9_FRONTMATTER _R Fin 7/31/02 9:13 AM Page ii Copyright © 2002 Pearson Education Canada Inc., Toronto, Ontario Field Test Teachers Shelly Andersen, Assumption Junior High, Lakeland Roman Catholic All rights reserved. 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Kostash School, Aspen View Regional Division Printed and bound in Canada No. 19 2 3 4 5 — TR — 06 05 04 03 02 Dave Thiara, Crother Memorial, Golden Hills School Division No. 75 John Warenycia, Grande Cache Community High School, Grande Yellowhead Regional Division No. 35 Rhonda Williamson, Colonel Macleod School, Calgary School District No. 19 Kim Wright, Foremost School, Prairie Rose Regional Division No. 8 Contributors/Consultants Program Reviewers Peter Meurs St. Kevin Junior High School Jane Forbes Glen Barth Edmonton, Alberta formerly E.C. Drury High School St. Mary’s Junior High School Milton, Ontario Medicine Hat, Alberta Jason Moline St. Thomas Aquinas School Don Kindt Ken Boyko Red Deer, Alberta Consultant, formerly Yellowknife Cardinal Leger Jr. H.S. Catholic Schools, Yellowknife, Edmonton, Alberta Orest Olesky Northwest Territories New Sarepta Community H.S. Lance Burns New Sarepta, Alberta Mary McDougall Crestwood Elementary Calgary Separate School Board Edmonton, Alberta Jo-Ann Reil Calgary, Alberta Sir George Simpson Junior High Derek Collins St. Albert, Alberta ICT Consultant St. Jerome’s School Joanne Neal, Ph.D. Vermilion, Alberta Dave Sherbinin University of Alberta Glenmary School Steven Daniel Peace River, Alberta Edmonton, Alberta Department of Education Yellowknife, NT Eileen Stephens Daysland School Expert Reviewers Larissa Drozda Daysland, Alberta St. Margaret School April Broughton James Taylor Calgary, Alberta B.P. Canada Energy Corporation Fultonvale School Carol Gilbertson Sherwood Park, Alberta Dr. Wytze Brouwer F.R. Haythorne Junior High University of Alberta Ken Valgardson Sherwood Park, Alberta Igor Filanovsky, Ph.D. Rosalind School Richard Guest Rosalind, Alberta Professor, Department of Clover Bar School Electrical & Computer Engineering Safety Sherwood Park, Alberta University of Alberta Margaret-Ann Armour, Ph.D. Linda Hammond Department of Chemistry Tim Footz, Research Associate Hamilton Junior High School University of Alberta Department of Electrical & Computer Lethbridge, Alberta Edmonton, Alberta Engineering University of Alberta David Healing Lois M. Browne, Ph.D. Stanley Humphries Secondary School Department of Chemistry John Hoddinott, Ph.D. Castlegar, BC University of Alberta Professor, Biological Sciences University of Alberta Don Kadatz Edmonton, Alberta Sherwood Heights Junior High Language and Readability Dr. Douglas Hube Sherwood Park, Alberta Susan Tywoniuk Professor Emeritus University of Alberta Colette Krause Mary Butterworth School Christ the King School Edmonton, Alberta Ronald A. Kydd Leduc, Alberta Social Considerations Professor, Department of Chemistry University of Calgary Zenovia Lazaruik Shelly Agecoutay Tofield School Saskatoon Public School Division Denis A. Leahy, Ph.D. Saskatoon, Saskatchewan Tofield, Alberta Professor, Department of Physics and Astronomy Susan Mattie Social Considerations University of Calgary Holy Spirit School Don Kindt Cochrane, Alberta Consultant, formerly Yellowknife Jim Martin Catholic Schools Executive Director, FEESA Yellowknife, Northwest Territories Sam Yung Telus Corporation CONTENTS Unit A: Biological Diversity 2 2.0 As species reproduce, characteristics are passed from parents to offspring. 26 Exploring 4 Preserving Biological Diversity 4 2.1 A Closer Look at Variation 27 Skill Practice: Exploring Wolf Give It a Try: Observing Variation in Population Trends 6 Human Characteristics 27 Focus On: Social and Environmental Heritable and Non-heritable Context 7 Characteristics 28 Discrete and Continuous Variations 28 1.0 Biological diversity is reflected in the variety Variation and the Environment 28 of life on Earth. 8 Give It a Try: Is It Discrete or 1.1 Examining Diversity 9 Continuous? 29 Check and Reflect 29 Understanding Biological Diversity 9 Give It a Try: Trekking Through 2.2 Asexual and Sexual Reproduction 30 Alberta’s Landscape 10 Asexual Reproduction 30 Classifying Biological Diversity 12 Skill Practice: Representing Asexual Skill Practice: Representing Data 13 Reproduction 31 Activity A-1 Problem Solving: Sexual Reproduction 32 Representing Biological Diversity 14 Activity A-3 Inquiry: Investigating Biological Diversity Under the Sea 15 Flower Reproductive Structures 34 Check and Reflect 15 Advantages and Disadvantages of 1.2 Interdependence 16 Asexual and Sexual Reproduction 35 Organisms That Reproduce Both Sexually Symbiosis 17 and Asexually 35 QuickLAB: Searching for Symbiosis 18 Check and Reflect 36 Niches 18 Check and Reflect 19 Section Review: Assess Your Learning 37 1.3 Variation Within Species 20 Focus On: Social and Environmental Context 37 Variability and Survival 20 Skill Practice: Measuring Variation in the Human Hand 21 Activity A-2 Inquiry: Protective Coloration and Survival 22 Natural Selection 24 Check and Reflect 24 Section Review: Assess Your Learning 25 Focus On: Social and Environmental Context 25 iv 3.0 DNA is the inherited material responsible 4.0 Human activity affects biological diversity. 56 for variation. 38 4.1 Reduction of Biological Diversity 57 3.1 DNA—Transmitter of Genetic Code 39 Give It a Try: Choices in Our World 57 Give It a Try: Superdogs 39 Extinction and Extirpation 58 DNA 40 Natural Causes of Extinction Chromosomes 41 and Extirpation 59 Activity A-4 Decision Making: Human Causes of Extinctions and Useful Genes? 42 Extirpations 61 Genes 43 Activity A-6 Decision Making: Activity A-5 Problem Solving: Showing Balancing Act 63 the Relationships 44 Activity A-7 Experiment on your own: Check and Reflect 45 Changes in Biological Diversity 64 Effects of Extinctions and Extirpations 65 3.2 Cell Division 46 Check and Reflect 65 Cell Division and Asexual Reproduction 46 Cell Division and Sexual 4.2 Selecting Desirable Traits 66 Reproduction in Plants and Animals 46 Biotechnology 67 Give It a Try: Who Has What Number? 48 Biotechnology and Society 68 Check and Reflect 48 Activity A-8 Decision Making: Careers and Profiles 49 Salmon Farming and Variability 70 Check and Reflect 71 3.3 Patterns of Inheritance 50 Purebred Versus Hybrid 50 4.3 Reducing Our Impact on Biological Diversity 72 Dominant Traits 50 Strategies to Conserve Biological Diversity 72 Recessive Traits 51 Activity A-9 Decision Making: Give It a Try: Exploring Genetic Saving the Whooping Crane 77 Possibilities 52 Give It a Try: Do You Affect Other Patterns of Inheritance 53 Biological Diversity? 78 Check and Reflect 54 Check and Reflect 78 Section Review: Assess Your Learning 55 Section Review: Assess Your Learning 79 Focus On: Social and Environment Context 55 Focus On: Social and Environment Context 79 Unit Summary 80 Science World Case Study: Zoos and Biological Diversity 81 Project: Maintaining Local Biological Diversity 82 Unit Review 84 v  Unit B: Matter and Chemical Change 88 2.0 An understanding of the nature of matter has developed through observations Exploring 90 over time. 112 Aluminum Foam 90 QuickLAB: Foam in a Cup 91 2.1 Evolving Theories of Matter 113 Focus On: The Nature of Science 91 Stone Age Chemists 113 Give It a Try: Creating a Time Line 1.0 Matter can be described and organized Story of Matter 113 by its physical and chemical properties. 92 Early Interest in Metals and Liquid 1.1 Safety in the Science Class 93 Matter 114 Emerging Ideas About the Skill Practice: Safety in the Science Lab 93 Composition of Matter 116 Safety Hazard Symbols 94 From Alchemy to Chemistry 116 WHMIS Symbols 94 New Interest in Atoms 117 Understanding the Rules 95 Chemistry Develops as a New Science 117 Lab Safety Rules 95 An Atomic Theory Takes Shape 118 Keep Safety in Mind 96 Adding Electrons to the Atomic Model 118 Check and Reflect 96 A Canadian Contribution to 1.2 Organizing Matter 97 Atomic Theory 119 QuickLAB: Organizing the Properties Bohr’s Model 120 of Matter 97 Check and Reflect 121 Physical Properties of Matter 98 2.2 Organizing the Elements 122 QuickLAB: Observing a Physical Change 98 QuickLAB: Meet the Elements 122 Activity B-1 Inquiry: Looking for Patterns 123 Identifying Mystery Substances 100 Finding a Pattern 124 Chemical Properties of Matter 102 Predicting New Elements 125 Pure Substance or Mixture? 102 Check and Reflect 125 Check and Reflect 104 2.3 The Periodic Table Today 126 1.3 Observing Changes in Matter 105 Understanding the Periodic Table 127 Skill Practice: Identifying Physical Useful Information on Each Element 128 and Chemical Changes 105 Skill Practice: Using the Periodic Table 129 Activity B-2 Inquiry: Investigating Activity B-3 Inquiry: Physical and Chemical Changes 106 Building a Periodic Table 130 Controlling Changes in Matter to Patterns of Information in the Meet Human Needs 108 Periodic Table 132 From Corn to Nail Polish Remover Skill Practice: Exploring Patterns and Plastic Wrap 109 in the Periodic Table 133 Check and Reflect 109 Check and Reflect 134 Section Review: Assess Your Learning 110 Careers and Profiles 135 Focus On: The Nature of Science 111 Section Review: Assess Your Learning 136 Focus On: The Nature of Science 137 vi 3.0 Compounds form according to a set 4.0 Substances undergo a chemical change of rules. 138 when they interact to produce different substances. 156 3.1 Naming Compounds 139 Combining Elements to Make 4.1 Chemical Reactions 157 Compounds 139 QuickLAB: Rocket Science 157 Skill Practice: Make a Model of an Atom 139 Give It a Try: Identify the Reaction 158 Naming Chemical Compounds 140 Activity B-6 Inquiry: QuickLAB: Common Chemicals in Observing Chemical Reactions 159 Your Home 140 Endothermic and Exothermic Reactions 160 Interpreting Chemical Names and Chemical Changes Involving Oxygen 160 Formulas from Compounds 141 Activity B-7 Experiment on your own: Indicating the Physical State Reactions for Upset Stomachs 161 of a Compound 142 Check and Reflect 162 Skill Practice: Working with Compounds 142 4.2 Conservation of Mass in Chemical Reactions 163 Check and Reflect 143 Activity B-8 Inquiry: Conserving Mass 164 3.2 Ionic Compounds 144 Check and Reflect 165 QuickLAB: Using Batteries to 4.3 Factors Affecting the Rate of a Chemical Investigate a Chemical Reaction 145 Reaction 166 Ion Charges 146 Catalysts 166 Naming Ionic Compounds 146 QuickLAB: Hydrogen Peroxide and the Using Ion Charges and Chemical Catalyst Manganese(IV) Oxide 167 Names to Write Formulas 147 Activity B-9 Inquiry: Rates of Reaction 168 Ion Charges and the Periodic Table 147 Other Factors Affecting the Activity B-4 Inquiry: Rate of Reaction 169 Modelling Ionic Compounds 148 Check and Reflect 170 Check and Reflect 149 Section Review: Assess Your Learning 171 3.3 Molecular Compounds 150 QuickLAB: Ionic or Molecular Focus On: The Nature of Science 171 Compound? 150 Activity B-5 Inquiry: Unit Summary 172 Modelling Molecular Compounds 151 Writing Formulas for Molecular Science World Case Study: Metal Contamination Compounds 152 of the Environment 173 Comparing Ionic and Molecular Project: What’s in the Bottle? 174 Compounds 152 Unit Review 175 Check and Reflect 153 Section Review: Assess Your Learning 154 Focus On: The Nature of Science 155 vii  Unit C: Environmental Chemistry 178 1.4 How Organisms Take in Substances 204 Uptake of Substances by Plants 204 Exploring 180 Ingestion and Absorption of Materials Medicine from the Environment 180 by Animals 206 QuickLAB: Testing Health Products 181 Activity C-5 Inquiry: Focus On: Social and Environmental Breakdown of Starch by Hydrolysis 207 Context 181 Taking in Nutrients in 1.0 The environment is made up of chemicals Different Environments 208 that can support or harm living things. 182 Check and Reflect 209 Careers and Profiles 210 1.1 Chemicals in the Environment 183 Section Review: Assess Your Learning 211 Give It a Try: Chemicals in the Focus On: Social and Environmental Context 211 Environment 183 The Nitrogen Cycle 184 Processes and Activities That Affect Environmental Chemicals 185 2.0 The quantity of chemicals in the environment Human Activities 186 can be monitored. 212 Activity C-1 Decision Making: Viewpoints on Electric Power 189 2.1 Monitoring Water Quality 213 Check and Reflect 190 Biological Indicators 214 QuickLAB: Identifying Aquatic 1.2 Acids and Bases 191 Invertebrates 215 pH Scale 191 Aquatic Environments 215 Activity C-2 Inquiry: Chemical Factors That Affect Organisms 215 Measuring Acids and Bases 192 Measuring Chemicals in the Environment 216 Measuring pH 193 Skill Practice: Parts per Million 217 Neutralization 193 Dissolved Oxygen 217 Activity C-3 Inquiry: Neutralizing Acid 194 Activity C-6 Inquiry: How Does Neutralizing the Effects of Acid Rain 195 Oxygen Get into the Water? 218 Check and Reflect 195 Phosphorus and Nitrogen Content 219 1.3 Common Substances Essential to Living QuickLAB: Phosphorus and “Foggy” Things 196 Water 220 Acidity 220 Give It a Try: Organic or Inorganic? 196 Pesticides 221 Macronutrients 197 Measuring Toxicity 221 Maintaining the Right Level of Nutrients 198 Heavy Metals 222 Optimum Amounts 198 Activity C-7 Experiment on your own: Types of Organic Molecules 199 What Killed the Fish? 223 Activity C-4 Inquiry: Check and Reflect 224 Testing for Organic Molecules 200 Check and Reflect 203 viii 2.2 Monitoring Air Quality 225 3.3 Hazardous Chemicals Affect Living Things 248 Sulfur Dioxide 225 Biomagnification 248 Nitrogen Oxides 226 Activity C-11 Decision Making: Skill Practice: Measuring Nitrogen Oxides 226 Mosquito Control 249 Carbon Monoxide 227 A Case Study: The Exxon Valdez Ground-level Ozone 227 Oil Spill 250 Check and Reflect 228 New Oil Spill Clean-up Procedures 252 Check and Reflect 252 2.3 Monitoring the Atmosphere 229 Carbon Dioxide as a Greenhouse Gas 229 3.4 Hazardous Household Chemicals 253 Activity C-8 Inquiry: Analyzing Carbon Government Regulations 253 Dioxide Measurements 231 Give It a Try: Using a Hazardous The Ozone Layer 232 Product 254 Check and Reflect 233 New Product Regulations 255 Storage of Hazardous Chemicals 255 Section Review: Assess Your Learning 234 Activity C-12 Inquiry: Household Focus On: Social and Environmental Context 235 Chemicals and the Environment 256 Transportation of Consumer Goods 257 Disposal of Hazardous Chemicals 257 3.0 Potentially harmful substances are spread Hazardous Waste Collection Sites 257 and concentrated in the environment in Solid Waste Garbage 258 various ways. 236 Check and Reflect 259 Section Review: Assess Your Learning 260 3.1 Transport of Materials Through Air, Soil, and Water 237 Focus On: Social and Environment Context 261 Transport in Air 237 Unit Summary 262 QuickLAB: Environmental Transport 238 Science World Case Study: Fuel Combustion in Transport in Groundwater 239 Electrical Power Plants 263 Activity C-9 Inquiry: Acid Rain and Soil 240 Transport in Surface Water 241 Project: A Refinery Mega-Project—Considering Transport in Soil 241 the Options 264 Check and Reflect 242 Unit Review 266 3.2 Changing the Concentration of Harmful Chemicals in the Environment 243 Biodegradation 244 Activity C-10 Inquiry: Bury Your Garbage 245 Phytoremediation 246 Photolysis 247 Check and Reflect 247 ix  Unit D: Electrical Principles and Section Review: Assess Your Learning 295 Technologies 270 Focus On: Science and Technology 295 Exploring 272 Electrical Energy 272 2.0 Technologies can be used to transfer and QuickLAB: Charge It! 273 control electrical energy. 296 Focus On: Science and Technology 273 2.1 Controlling the Flow of Electrical Current 297 1.0 Electrical energy can be transferred and A Unique Circuit 297 stored. 274 Conductors and Insulators 298 Activity D-3 Inquiry: 1.1 Static Electricity 275 Investigating Conductivity 299 QuickLAB: Static Charge 275 Using Conductors, Resistors, and Electrical Charge 276 Insulators 300 Activity D-1 Inquiry: QuickLAB: Make Your Own Dimmer Investigating Static Electricity 277 Switch 301 Van de Graaff Generators 278 Switches and Variable Resistors 302 Check and Reflect 278 Check and Reflect 303 1.2 Current Electricity 279 Careers and Profiles 303 Electrical Current 279 2.2 Modelling and Measuring Electricity 304 QuickLAB: Electrical Current 279 QuickLAB: Funnel Power 304 Amperes 280 Modelling Voltage 305 Electrical Energy and Voltage 281 Modelling Resistance and Current 305 Measuring Voltage 281 Ohm’s Law 306 Skill Practice: Using Voltmeters 282 Applying Ohm’s Law 306 Check and Reflect 283 Skill Practice: Using Ohm’s Law 307 1.3 Electrical Safety 284 Using Test Meters 307 The Dangers of Electrical Shock 284 Skill Practice: Using Ammeters 308 Protecting Yourself from Activity D-4 Inquiry: Electrical Shock 285 What’s the Resistance? 309 Electrical Safety Pointers 285 Types of Resistors 310 Plugs, Fuses, and Breakers 285 Check and Reflect 310 QuickLAB: Blow a Fuse! 286 2.3 Analyzing and Building Electrical Circuits 311 The Danger of Lightning 287 QuickLAB: Flashlight Design 311 Check and Reflect 287 Circuit Drawings 311 1.4 Cells and Batteries 288 Circuit Analysis Example—Bulldozer 312 Dry Cells 288 Parallel and Series Circuits 312 Wet Cells 289 QuickLAB: How Does That Toy Work? 313 QuickLAB: Fruit Cells 290 Activity D-5 Problem Solving: Rechargeable Cells 290 Wiring a Secure and Safe Home 314 Activity D-2 Inquiry: Applications of Series and Choosing Electrolytes 291 Parallel Circuits 315 Batteries 292 Check and Reflect 316 Electrochemistry 292 Section Review: Assess Your Learning 317 Check and Reflect 294 Focus On: Science and Technology 317 x 3.0 Devices and systems convert energy with Activity D-11 Decision Making: What varying efficiencies. 318 Can We Do to Increase Efficiency? 341 Increasing Efficiency 342 3.1 Energy Forms and Transformations 319 Check and Reflect 342 Four Common Forms of Energy 319 Section Review: Assess Your Learning 343 Give It a Try: Going Shopping 320 Chemical Energy 320 Focus On: Science and Technology 343 Transformations Involving Chemical and Electrical Energy 321 4.0 The use of electrical energy affects society Activity D-6 Problem Solving: and the environment. 344 Transforming Heat into Electricity 322 Transformations Between Thermal 4.1 Electrical Energy Sources and Alternatives 345 and Electrical Energy 323 Using Heat to Generate Electricity 345 Check and Reflect 323 Using Water Power to Generate Electricity 346 3.2 Energy Transformations Involving Electrical Alternative Energy Sources 347 and Mechanical Energy 324 Give It a Try: Energy News 348 Electric Motors 325 Activity D-12 Problem Solving: Activity D-7 Problem Solving: Harness the Wind 349 Get Your Motor Running 326 Renewable and Nonrenewable Energy 350 The Steering Analogy 328 Check and Reflect 350 QuickLAB: St. Louis Motor 328 4.2 Electricity and the Environment 351 Direct and Alternating Current 328 Air Pollution 351 Generating Electricity 329 Other Environmental Effects 351 Activity D-8 Experiment on your own: Conserving Energy and Nonrenewable Generating Electricity 330 Resources 352 Generating DC and AC 331 A Sustainable Future 353 Check and Reflect 331 Check and Reflect 353 3.3 Measuring Energy Input and Output 332 4.3 Electrical Technology and Society 354 Power 332 Benefits of Electrical Technologies 354 Energy 333 Give It a Try: Number Race 355 Skill Practice: Power Practice 333 Drawbacks of Electrical Technologies 355 Activity D-9 Problem Solving: Computers and Information 355 Circuit Assessment 334 Electricity and Computers 356 Energy Dissipation 335 Electrical Transmission of Information 357 Understanding Efficiency 336 Check and Reflect 358 Skill Practice: Comparing Input and Output Energies 336 Section Review: Assess Your Learning 359 Activity D-10 Problem Solving: Focus On: Science and Technology 359 Kettle Efficiency 337 Comparing Efficiencies 338 Unit Summary 360 Check and Reflect 338 Science World Case Study: Three Gorges Dam 361 3.4 Reducing the Energy Wasted by Devices 339 Give It a Try: Shopping for Appliances 339 Project: Building an Electrical Device 362 Limits to Efficiency 340 Unit Review 363 xi  Unit E: Space Exploration 366 Tracking Objects in the Solar System 399 Check and Reflect 400 Exploring 368 1.5 Describing the Position of Objects in Space 401 Short Excursion to the Moon 368 Give It a Try: Estimating Positions in Give It a Try: Crater Patterns Space 401 on the Moon 369 Activity E-2 Problem Solving: Where Focus On: Science and Technology 369 Do We Look? 402 1.0 Human understanding of both Earth and Determining the Motion of Objects space has changed over time. 370 in Space 404 Check and Reflect 405 1.1 Early Views About the Cosmos 371 Section Review: Assess Your Learning 406 Give It a Try: Evolving Ideas About Planetary Motion 371 Focus On: Science and Technology 407 Tracking Cosmological Events 372 Models of Planetary Motion 373 QuickLAB: Elliptical Loops 375 2.0 Technological developments are making Check and Reflect 376 space exploration possible and offer benefits on Earth. 408 1.2 Discovery Through Technology 377 QuickLAB: Telling Sundial Time 377 2.1 Getting There: Technologies for Space The Astronomer’s Tools 378 Transport 409 The Immensity of Distance and QuickLAB: The Power of Steam 409 Time in Space 379 The Achievements of Rocket Science 410 Activity E-1 Inquiry: How Big Is the Sun? 380 QuickLAB: Stabilizing Rocket Flight 411 Give It a Try: Take a Walk Through The Science of Rocketry 412 the Solar System 382 The Future of Space Transport Check and Reflect 383 Technology 413 1.3 The Distribution of Matter in Space 384 Activity E-3 Problem Solving: Designing a Solar Sail-Powered Spacecraft 414 What Is a Star? 384 QuickLAB: What Colour and Shuttles, Space Probes, and Space Temperature Tell Us About Elements 385 Stations 416 The Birth of a Star 386 The Next Step 416 The Life and Death of Stars 387 Check and Reflect 417 Give It a Try: Classifying Stars by Size 389 2.2 Surviving There: Technologies for Living Star Groups 390 in Space 418 Galaxies 390 Give It a Try: Sharing a Small Place Check and Reflect 391 in Space 418 1.4 Our Solar Neighbourhood 392 Hazards of Living in Space 419 The Sun 392 The Space Suit 420 The Planets 393 A Home in Space 421 Skill Practice: Building a Activity E-4 Experiment on your own: Planetary Spreadsheet 393 Designing and Building a Water Other Bodies in the Solar System 397 Filter 423 Give It a Try: How Can Collisions Activity E-5 Problem Solving: Space Occur in All That Space? 397 Station Design: The Value of Teamwork 424 xii  Check and Reflect 425 Section Review: Assess Your Learning 455 Careers and Profiles 426 Focus On: Science and Technology 455 2.3 Using Space Technology to Meet Human Needs on Earth 427 Satellites 427 4.0 Society and the environment are affected QuickLAB: Data Relay from Space by space exploration and the to Earth 428 development of space technologies. 456 Skill Practice: On Location with GPS 430 4.1 The Risks and Dangers of Space Exploration 457 “Space Age” Inspired Materials and Systems 431 The Dangers of Manned Space Travel 458 Check and Reflect 432 Space Junk 458 Check and Reflect 459 Section Review: Assess Your Learning 433 4.2 Canadian Contributions to Space Focus On: Science and Technology 433 Exploration and Observation 460 Give It a Try: What Does It Take to Become an Astronaut? 462 3.0 Optical telescopes, radio telescopes, and Check and Reflect 463 other technologies advance our understanding of space. 434 4.3 Issues Related to Space Exploration 464 The Pros and Cons of Space Exploration 464 3.1 Using Technology to See the Visible 435 The Potential Value of Space’s Resources 465 Skill Practice: Sharpen Your Activity E-8 Decision Making: Star-Gazing Skills 435 Should We Continue Investing in Optical Telescopes 436 Space Exploration and Research? 466 Interferometry: Combining Telescopes Political, Ethical, and Environmental for Greater Power 437 Issues 467 The Hubble Space Telescope 438 Give It a Try: Who Owns Space? 467 Check and Reflect 439 Check and Reflect 468 3.2 Using Technology to See Beyond the Visible 440 Section Review: Assess Your Learning 469 QuickLAB: Comparing Light Spectra 441 Focus On: Science and Technology 469 Radio Telescopes 441 Radio Interferometry 442 Unit Summary 470 Viewing More Than What the Eye Can See 443 Space Probes 444 Science World Case Study: Babies Beyond Check and Reflect 445 Gravity’s Grip 471 3.3 Using Technology to Interpret Space 446 Project: Mission to Mars 472 Give It a Try: Light Bulb Stars 446 Unit Review 474 Measuring Distance 446 Activity E-6 Inquiry: How Far Is It? 448 Toolbox 476 Activity E-7 Inquiry: Analyzing Parallax 451 Glossary 511 Determining a Star’s Composition 452 Determining a Star’s Direction of Motion 452 Index 522 Give It a Try: Experiencing the Photo Credits and Acknowledgements 525 Doppler Effect 454 Check and Reflect 454 xiii  WELCOME TO You are about to begin a scientific exploration using Science in Action 9. To assist you in your journey, this book has been designed with the following features to help you. 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. 1 Unit Outline The book is divided into five units. Each unit opens with a large photograph that captures one of the ideas that -- - - in the unit. will be covered -- - -------- 2 Exploring This section is an introduction. It has an interesting SKILL PRACTICE activities real-world example to introduce the unit. A hands- - give you an opportunity to ------ on activity introduces the topic of the unit and practice and reinforce skills. allows you to start thinking about what you will be exploring. --- xiv  Each section has two to five subsections. Each subsection 3 The Sections heading clarifies and provides more information about the Each section heading statement in the section heading. summarizes what you will learn in this section. These 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 each concept. The Learning Outcomes outline what you should know and be able to 8 demonstrate your understanding of on Check out this Web site for relevant links. completing the section. An infoBIT is an interesting fact relevant to what you will be investigating in the subsection. GIVE IT A TRY activities will help you think about what you are learning. The Focus On section has QUICKLAB is a hands-on several questions to help you activity that explores a topic think about what you are in the section. learning and how it connects to your life as you work through the unit. The questions focus on one of three areas or emphases Topic subheadings make of science: the nature of the text easier to follow. science, the relationship between science and technology, and the relationship of science and technology to society and the environment. xv  At the end of the subsection You will find numerous photos is a reSEARCH. This is an and illustrations to help explain additional way to study one or clarify many of the ideas in of the ideas in the subsection. this unit. Check and Reflect questions provide opportunities for you to review the main ideas you have learned. The Section Review has questions relevant to the whole section. Answering the questions will help you consolidate what you have learned in the various parts of the section. The Focus On feature helps you organize and apply what you have learned in the section. 4 Science Activities There are three main types of activities. Problem Solving Activity: 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 tend to have -- - very little set-up and there is usually no - - ----- one correct solution. xvi  - -------- - -- -Inquiry - Activity: These activities provide the opportunity for you to work in a lab setting. You will develop scientific skills - - of predicting, observing, measuring, recording, inferring, analyzing, and many more. In these activities, you investigate many different phenomena found in our world. --- -- -- --- Decision Making Activity: These activities present issues or questions related to everyday life. You will need to analyze the issue and develop a conclusion based on the evidence you collect. Be prepared to present your conclusion to your classmates. 5 Unit Summary At a glance, you can find out all the key concepts you have learned within the unit. You can also read the summary of ideas in each section of the unit. This is a good page to help you organize your notes - for studying. ------- 6 Unit Project A project at the end of each unit presents a hands-on opportunity for you to demonstrate what you’ve learned. You’ll work both in a group and individually. The project requires you to apply some of the skills and knowledge - that you’ve acquired to a new situation. ------- xvii 7 Unit Review questions that The Extend Your opportunities require you to use Understanding has: to express your The Unit Review presents: the ideas in more questions that have thoughts about a chance to review the than one section in you apply your ideas you have important terms in the unit the unit to answer learning beyond what discovered in you studied in the unit the unit The Key Concept Review presents: questions designed to test your basic understanding of the key questions that are related to specific questions that relate concepts in each section of the skills you have learned in the unit to the specific unit emphasis of the unit 8 Other Features Here are other features you will find in each unit. Each one has a different purpose and is designed to help you learn about the ideas in the unit. Science World - This feature is a case study - - - - - - about an issue that can have more than one solution or may involve several viewpoints. - - Careers and Profiles - - - - --- Here you will find profiles or interviews with people whose careers use the science and technology you study in the unit. xviii  -- ------ -- -- - - - -- --- Experiment on ---- mathLink your own These are This is your opportunities for chance to design you to apply some your own of your math experiment to skills. check out a hypothesis or to solve a problem. 9 The Toolbox These pages provide references to lab safety and other basic scientific skills that will help you as you do the activities. Remember to check the toolbox when you need a reminder about these skills. 10 Icons means you will be working with toxic or unknown materials and should wear safety goggles for protection or precaution 11 Glossary means you should wear a lab apron to The Glossary provides a comprehensive, protect clothing alphabetical list of the important terms in the book and their definitions. 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 information in the Toolbox section of the book Now it’s time to start. We hope you will enjoy your scientific exploration using Science in Action 9 ! xix UNIT A 2  In this unit, you will cover the following sections: 1.0 Biological diversity is reflected in the variety of life on Earth. 1.1 Examining Diversity 1.2 Interdependence 1.3 Variation within Species 2.0 As species reproduce, characteristics are passed from parents to offspring. 2.1 A Closer Look at Variation 2.2 Asexual and Sexual Reproduction 3.0 DNA is the inherited material responsible for variation. 3.1 DNA—Transmitter of Genetic Code 3.2 Cell Division 3.3 Patterns of Inheritance 4.0 Human activity affects biological diversity. 4.1 Reduction of Biological Diversity 4.2 Selecting Desirable Traits 4.3 Reducing Our Impact on Biological Diversity 3 Exploring PRESERVING BIOLOGICAL DIVERSITY In 1991, researchers with the Central Rockies Wolf Project captured a female wolf. They fitted her with a satellite transmitter in Peter Lougheed Provincial Park, Alberta. Dubbed Pluie, the wolf remained in Kananaskis Country for six months. Then she took an amazing journey through 100 000 km2 of protected areas and legal hunting grounds in Alberta, Montana, Idaho, and British Columbia. Pluie’s story drew attention to how the Rocky Mountains are an important travel corridor for wide-ranging carnivores such as wolves and grizzly bears. Pluie has inspired the Yellowstone to Yukon Conservation Initiative (Y2Y), a joint Canadian-U.S. network of over 270 organizations. The mission of Y2Y is to “combine science and stewardship in order to ensure that the world-renowned wilderness, wildlife, native plants, and natural processes of the Yellowstone to Yukon region continue to function as an interconnected web of life capable of supporting all of the natural and human communities that reside within it, for now and for future generations.” 4 Unit A: Biological Diversity  To reach this goal, Y2Y is working to establish a connected network of protected areas and wildlife movement corridors that run from the Greater Yellowstone ecosystem in Montana to the MacKenzie Mountains in the Northwest Territories and Yukon. Co-operating organizations include environmental advocacy groups such as the Canadian Parks and Wilderness Society (CPAWS), research-based groups such as the Eastern Slopes Grizzly Bear Project, and groups that represent recreation groups, such as Orion—The Hunter’s Institute. MA CK NUNAVUT EN ZI EM OU NORTHWEST YUKON NTA TERRITORIES ALBERTA INS Edmonton BRITISH Jasper COLUMBIA ALBERTA Edmonton Banff Calgary Calgary Waterton WASHINGTON Pacific MONTANA Ocean Yellowstone OREGON IDAHO WYOMING The Y2Y initiative is based on the well-established guidelines of conservation biology. Conservation biology is a wide-ranging field. It combines aspects of landscape ecology, economics, species variation, and genetics to help solve the difficult problems of preserving biological diversity. How will protecting a fully functioning mountain ecosystem help to preserve biological diversity? In this unit, you will find out by investigating the processes that enable species to survive. Exploring 5  S K I L L PRACTICE EXPLORING WOLF POPULATION TRENDS Alberta is home to 95 species of mammals, second only to British Columbia. One mammal, the black-footed ferret, has disappeared from Alberta. Three of Alberta’s mammal species are considered at risk, 10 species are considered sensitive, while 57 species are considered secure by the Alberta Species at Risk Program. Wolf populations in Jasper National Park have been monitored throughout the past 60 years. The size of these populations has been influenced by factors such as environmental conditions, availability of prey, and control programs. Four wolves per 1000 km2 is considered to be a low number..Are Jasper’s wolves in danger? Graph the numbers from these studies to find out. Jasper National Park Wolf Date Average Number of Population Studies Wolves per 1000 km2 Study 1 1946 4 Study 2 1970 4 Study 3 1975 8 Study 4 1986 3 On a single graph, plot the data from the chart by date (oldest to most recent). What trends do you see in the data and in your graph? (You may wish to review Toolbox 7.) For each trend, suggest factors that may have affected the average number of wolves. Habitat loss can put a species at risk of extinction. It has been estimated that 97 ha of natural Canadian habitat are destroyed every hour. Use that figure to calculate the numbers of hectares lost in a day, a month, and a year. 6 Unit A: Biological Diversity  Focus SOCIAL AND ENVIRONMENTAL CONTEXT On As you work through this unit, you will observe the tremendous variety of life on Earth and how this diversity helps to ensure survival of species. You will learn how species reproduce and will consider the role of genetics in the continuation of species. You will explore how human activity affects biological diversity and how science and technology can have intended and unintended effects on species and the environment. Your major goals will include developing your inquiry and decision- making skills. Consider the following questions as you read and discuss, perform activities, and answer questions throughout the unit. 1. What is biological diversity? 2. How do living things pass their characteristics on to future generations and why is this important? 3. What impact does human activity have on biological diversity? The answers to these and other questions will guide your learning about various life forms and how humans affect biological diversity. The project at the end of this unit will allow you to apply your knowledge of ecosystem, species, and genetic diversity and your skills in developing a strategy to maintain biological diversity in a local area. Exploring 7  1.0 Biological diversity is reflected in the variety of life on Earth. Key Concepts In this section, you will learn about the following key concepts: biological diversity species and populations diversity within species habitat diversity niches natural selection of genetic characteristics Learning Outcomes When you have completed this section, you will be able to: describe the relative abundance of species on Earth and in different environments describe examples of variation among species and within species explain the role variation plays in survival If you took a trip to a wetland ecosystem or carefully observed the life identify examples of niches and forms underneath a rotting log, you would realize that we are describe how closely related surrounded by an incredible diversity of life forms. If you consider the living things can survive in the wide range of environmental conditions that exist on Earth, from the same ecosystem explain how the survival of one frigid cold of the poles to the steamy heat of the tropics, there is no species may be dependent on single kind of organism that can survive in all of Earth’s regions. Each another species area possesses its own unique community of characteristic life forms. identify examples of natural Tropical regions such as Costa Rica, Central America, contain the selection greatest variety of organisms. The picture above shows a small sample of the scarab beetles found in Costa Rica. Although they have many obvious similarities, each beetle is from a different species, each with its own unique characteristics. Globally, the rate of extinction is on the rise. In the past, natural forces have caused extinctions, but increasingly they are being attributed to human influences. As a consequence, the variety of genetic material is decreasing. 8 For Web links relating to 1.0, visit www.pearsoned.ca/scienceinaction  info BIT 1.1 Examining Diversity Species Numbers Life exists on our planet in many forms. Biologists have identified over Even though scientists 1.5 million species of animals and more than 350 000 species of plants. A estimate that millions of species is a group of organisms that have the same structure and can species live on Earth reproduce with one another. There are more species of insect than all of today, this is just a tiny the other kinds of life forms combined. It is no wonder that they are number compared with considered the most successful form of life. Biologists estimate that there the total number of are probably somewhere between 30 million and 100 million kinds of species believed to have organisms existing today. They have described only a small percentage of lived on Earth since life this total. Regardless of how unique they may appear, all life forms share began roughly 5 billion certain characteristics. All living things are made of cells, need energy, years ago. Scientists estimate that the species grow and develop, reproduce, and have adaptations that suit them for the alive today represent environment in which they live. only 1% of all the species that have ever lived. UNDERSTANDING BIOLOGICAL DIVERSITY Biological diversity refers to all the different types of organisms on Earth. However, scientists don’t usually examine the entire Earth’s biological diversity. They examine it in smaller groupings. Diversity Between Ecosystems In an ecosystem, living (biotic) things interact with other living and non- living (abiotic) things in a shared environment. Abiotic factors include air, water, and sunlight. Together, the living and non-living factors function as a system, hence the term “ecosystem.” There is a huge variety, or diversity, of ecosystems on Earth. The number and types of species and abiotic elements can vary from ecosystem to ecosystem. A boreal forest ecosystem (Figure 1.1) has different types and levels of abiotic factors than a prairie slough ecosystem (Figure 1.2). These differences affect the number and type of species that can live there. Figure 1.1 These woodland caribou share a boreal forest Figure 1.2 This prairie slough teems with life such as ecosystem with mosses, lichens, pine trees, black spruce, dragonflies, mosquitoes, mallards and ruddy ducks, red wing white spruce, poplars, wolves, grizzlies, wolverines, lynx, blackbirds, bulrushes, sedge, and muskrats. and a variety of birds. Biological Diversity Is Reflected in the Variety of Life on Earth 9  G I V E I T A TRY TREKKING THROUGH ALBERTA’S LANDSCAPE Alberta Environment and the provincial government Look at the map showing the location of these have approved the names of six natural regions regions supplied by your teacher or on the Web making up the vast landscape of Alberta. Each site below. Brainstorm with a partner at least region represents an ecological unit that has its own three plant and animal species you might plants, animals, landscapes, and weather patterns. expect to find on a trek through each region. Each ecological unit is home to many different Record your ideas in a table. ecosystems. These regions are the Canadian Shield Using the Internet or library resources, verify Natural Region, the Boreal Forest Natural Region, whether the plant and animal species you the Foothills Natural Region, the Rocky Mountain identified live in each region. Compile a class Natural Region, the Parkland Natural Region, and table of all the different species for each region the Grassland Natural Region. and post it in your class. Begin your search at www.pearsoned.ca/scienceinaction. Diversity Within Ecosystems Scientists often examine the biotic factors of an ecosystem. When members of a species live in a specific area and share the same resources, these individuals form a population. For example, a population might be all the magpies that live in a certain park. When populations of different species live in the same area, these populations form a community. For example, the park contains a community because there are other populations that live in the park besides the magpies. It has populations of aspen trees, grasses, gophers, and so on. The community is the biotic component of an ecosystem. Different communities can also vary widely. For example a park with many formal gardens (but no trees) has a different community because it contains different populations of species than the park mentioned above. Figure 1.3 The wildebeests, antelopes, and zebras in this picture are all different populations, but together they form part of the diverse community of living things on the Serengeti Plain in Tanzania, Africa. 10 Unit A: Biological Diversity Diversity Within Species A species is a group of organisms that all have the same basic structure. However, if you look closely at any population, you will notice that there are subtle variations between the individual members of the population. For example, if you examined a population of magpies very closely, you might notice that bill shape or wingspan varied between individuals. Genetic diversity refers to the variations between members of a population. In any population, these variations are, for the most part, caused by subtle variations in the cells of the organisms. An organism that shows a great deal of genetic diversity is the banded snail. Members of this species show a tremendous amount of variation in shell colouring as well as the banding on their shells. The colour can range from yellow to brown, and the bands on the shell can range from no Figure 1.4 In a field of wheat, bands to bands covering the whole of the shell. Each variation is a result individual wheat plants show of a variation in the genetic information in the animal’s cells. very little variation. This lack of Some variations between individuals aren’t even visible. For example, variation is a result of years of all human blood looks the same, but it can be classified into blood types. plant breeding. An individual can have one of four basic blood types: A, B, AB, or O. In certain cases, humans purposely reduce the amount of variation between individual organisms. Over time, humans have bred plants and animals so that as many individuals as possible show the same useful characteristics. For example, individual wheat plants in a crop all have strong stalks and many large seeds. You will learn more about genetic diversity in later sections. Species Distribution The species on our planet are not distributed evenly. Areas around the equator have the greatest number of plant species. These diverse plant communities 100 in turn provide food and shelter to a 100 wide variety of organisms. The number of plant and animal species is greatest in 50 tropical regions. So the tropical rain forests in equatorial regions contain the 150 greatest biological diversity. As you move north to the temperate and then the polar 200 regions, you will find less biological diversity. For example, a survey of snake 200 150 species in three regions revealed there were 293 species in tropical regions of 200 Mexico, 126 species in the United States, 200 100 and only 22 in Canada. This trend is 150 150 found for all organisms. The Arctic and 100 250 200 25 Antarctic regions contain the lowest 300 0 biological diversity. 350 300 400 350 450 400 500 550 0 450 60 650 Figure 1.5 This map shows the number of bird species in different regions of North and Central America. Biological Diversity Is Reflected in the Variety of Life on Earth