BC Science 9 Pre-Publication Booklet

NEW!
From McGraw-Hill Ryerson & Edvantage Press

BC Science 9
Pre-Publication Booklet
1 0 BC SCIENCE 8 –10
An all NEW British Columbia Science 8-10 program
written specifically to support the new Science 8-10 IRP.
8
Available
NOW!
BC Science 8-10 Program Features

Coming
March 2007!
Written specifically to the new British Columbia IRP

Coming
February 2008!
The start of a new British Columbia Science 8-10
program to support the new Science 8-10 IRP.
BC Science 9 provides current, relevant, and
rigorous content that stresses science process skill
development, mastery of knowledge outcomes, and
the connections between science, technology,
society, and the environment. Developed by
McGraw-Hill Ryerson, Edvantage Press, and a team
of experienced reviewers, consultants, and advisory
panel members.
Comprehensive Professional Development support to assist in implementation of the new Science curriculum
Current and relevant science content designed to engage a diverse range of learners
British Columbia content featuring photographs,references, and researchers
A variety of motivating hands-on activities
Student-friendly features throughout the text, supporting Multiple Intelligences and students' different learning
styles, including FoldablesTM—a proven study tool providing hands-on/minds on opportunities for students to organize
their learning
High-interest special features, including interdisciplinary connections and National Geographic “Visualizing Science,”
extend the learning in the text and open students' eyes to the wonders of Science
Professional Development
McGraw-Hill Ryerson is committed to providing curriculum implementation support through a variety of ongoing
learning opportunities. In addition to online learning support, Professional Development will be offered at provincial
conferences, regional meetings and board wide workshops. A variety of topics will be offered to help facilitate the
implementation of the new Science 8-10 IRP. Contact us to find the most appropriate option to meet your needs.
This Pre-publication contains DRAFT MATERIAL and is not to be taken as final

0
DEVELOPMENT TEAM
1
Authors Advisory Team Members
Lionel Sandner Dr. Gurmit Bains
Saanich School District #63 Elgin Park Secondary School
Saanichton, British Columbia Surrey, British Columbia
Glen Fatkin Briar Ballou
8
North Surrey Secondary School Handsworth Secondary School
Surrey, British Columbia North Vancouver, British Columbia
Donald Lacy Van Chau
Stelly’s Secondary School Delview Secondary School
Saanichton, British Columbia Delta, British Columbia
Josef Martha Bruce Gurney
Northern Gateway Regional Sutherland Secondary School
Division No. 10 North Vancouver, British Columbia
Onoway, Alberta Leslie Johnstone
James Milross Point Grey Secondary School
Fraser Heights Secondary School Vancouver, British Columbia
Surrey, British Columbia David Oakley
Karen Naso Eric Hamber Secondary School
David Thompson Secondary School Vancouver, British Columbia
Vancouver, British Columbia Vijay Pereira
Parkland Secondary School
Contributing Authors Sidney, British Columbia
Karen Charleson Cheri Smith

Hooksum Outdoor School Yale Secondary School
Hesquiat Harbour, British Abbotsford, British Columbia
Columbia Christopher Toth
Dinah Zike St. Thomas More Collegiate
Educational Consultant Burnaby, British Columbia
Josie Wilson
Ashcroft Secondary School
Senior Pedagogical Consultant Ashcroft, British Columbia
Sandy M. Wohl
King David High School
Vancouver, British Columbia
Safety Consultant
Dr. David J. Berg
Department of Chemistry
University of Victoria
Victoria, British Columbia
0810
Pedagogical Reviewers
Aaron Bohnem
St. Patrick’s Regional Secondary School
Doug Cunnian
Rutland Senior Secondary School
Kelowna, British Columbia
David Dutton
Dover Bay Secondary School
Nanaimo, British Columbia
Doug Earl
Robert Bateman Secondary School
Abbotsford, British Columbia
Peter Freeman
Charles Hays Secondary School
Prince Rupert, British Columbia
Stephen Fuerderer
Burnaby South Secondary School
Burnaby, British Columbia
Lori Giacometti
Selkirk Secondary School
Kimberley, British Columbia
Dal Kang
Fleetwood Park Secondary School
Surrey, British Columbia
Grace Lai
L.A. Matheson Secondary School
Grahame Rainey
Ashcroft Secondary School
Ashcroft, British Columbia
Megan Ryan
D.W. Poppy Secondary School
Langley, British Columbia
Rupi Samra-Gynane
Queen Elizabeth Secondary School
Kevin Spicer
Kwalikum Secondary School
Qualicum Beach, British Columbia
Richard Spiller
Vernon Secondary School
Vernon, British Columbia
Nicol Suhr
Nakusp Secondary School
Nakusp, British Columbia
Vim Valera
Tamanawis Secondary School
Rob Young
Bert Bowes Jr. Secondary School
Fort St. John, British Columbia
Accuracy Reviewers
Dr. Catherine Anderson
Genome British Columbia
Dr. Laura Ferrarese
Herzberg Institute of Astrophysics
NRCC
Saanichton, British Columbia
Dr. Donald Mathewson
Kwantlen Univsersity College
British Columbia
Dr. Todd Whitcombe
Associate Professor, Chemistry
University of Northern British Columbia
Prince George, British Columbia
1
8 0
SAMPLER CONTENTS
Table of Contents
Tour of the Text
Reading Strategies for BC Science 9
Scavenger Hunt
Unit 3 Opener – Characteristics of

Electricity
Chapter 7 – Static Charge is produced

by electron transfer
Unit 3 Review
Contents
A Tour of Your Textbook . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .x
Reading Strategies for BC Science 9 . . . . . . . . . . . . . . . . . . . . . . . . . .xvii
Scavenger Hunt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .xxi
Unit 1 Atoms, Elements, and Compounds . . . . . . . . .2

Getting Started . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
Find Out Activity: Combining Chemicals . . . . . . . . . . . . . . . . . . . . . . .5
Chapter 1 Atomic theory explains the composition

and behaviour of matter. . . . . . . . . . . . . . . . . . . . . . . . . .6
1.1 Safety in the Science Classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8
Think About It 1-1A: Science Lab Safety . . . . . . . . . . . . . . . . . . . . . . . .9
Think About It 1-1B: Safety Guidelines for Your Lab . . . . . . . . . . . . .13
1.2 Investigating Matter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16
Find Out Activity 1-2A: Bag of Change . . . . . . . . . . . . . . . . . . . . . . . .17
Think About It 1-2B: A Chemical Family . . . . . . . . . . . . . . . . . . . . . .23
Conduct an Investigation 1-2C: Modifying Metallic Properties . . . . . .24
1.3 Atomic Theory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28
Find Out Activity 1-3A: The Behaviour of Gases . . . . . . . . . . . . . . . . .29
Think About It 1-3B: The People Behind the Atom . . . . . . . . . . . . . .34
Chapter 1 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38
Chapter 2 Elements are the building blocks of matter. . . . . . .40

2.1 Elements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42
Find Out Activity 2-1A: Meet the Elements . . . . . . . . . . . . . . . . . . . . .43
Conduct an Investigation 2-1B: Generating and Burning
Hydrogen Gas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48
Think About It 2-1C: Essential Elements . . . . . . . . . . . . . . . . . . . . . . .49
2.2 The Periodic Table and Chemical Properties . . . . . . . . . . . . . . . . . .52
Think About It 2-2A: Periodic Puzzle . . . . . . . . . . . . . . . . . . . . . . . . .53
Think About It 2-2B: The Modern Periodic Table . . . . . . . . . . . . . . . .58
2.3 The Periodic Table and Atomic Theory . . . . . . . . . . . . . . . . . . . . . .64
Think About It 2-3A: Looking for Patterns in Atoms . . . . . . . . . . . . .65
Conduct an Investigation 2-3B: Flaming Metal Ions . . . . . . . . . . . . . .68
Chapter 2 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .72
Chapter 3 Elements combine to form compounds. . . . . . . . . . .74

3.1 Compounds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .76
Find Out Activity 3-1A: The Synthesis of Oxygen . . . . . . . . . . . . . . . .77
Conduct an Investigation 3-1B: The Synthesis and Detection
of Copper . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .81
iv MHR • Contents
3.2 Names and Formulas of Ionic Compounds . . . . . . . . . . . . . . . . . . .84
Think About It 3-2A: What’s in a Name? . . . . . . . . . . . . . . . . . . . . . .84
Think About It 3-2B: Modelling an Ionic Compound . . . . . . . . . . . . .93
3.3 Physical and Chemical Changes . . . . . . . . . . . . . . . . . . . . . . . . . . . .96
Find Out Activity 3-3A: Calcium in Water . . . . . . . . . . . . . . . . . . . . . .97
Design an Investigation 3-3B: Detecting Vitamin C in Fruit Drinks . .101
Conduct an Investigation 3-3C: Observing Changes in Matter . . . . .102
Chapter 3 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .106
Unit 1 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .108
Unit 1 Project: Corroding Nails . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .110
Unit 1 Integrated Research Project: Investigation:
Chemical Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .111
Unit 1 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .112
Unit 2 Reproduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .116

Getting Started . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .118
Find Out Activity: The Nucleus as a Black Box . . . . . . . . . . . . . . . . .119
Chapter 4 The nucleus controls the functions of life. . . . . . . .120

4.1 The Function of the Nucleus within the Cell . . . . . . . . . . . . . . . . .122
Find Out Activity 4-1A: Help Wanted: Apply Within . . . . . . . . . . . . .125
Find Out Activity 4-1B: Creating DNA Messages . . . . . . . . . . . . . . .127
Find Out Activity 4-1C: Modelling DNA . . . . . . . . . . . . . . . . . . . . . .132
Find Out Activity 4-1D: Extracting DNA from Strawberries . . . . . . .133
4.2 Mutation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .136
Find Out Activity 4-2A: Identify the Mutation . . . . . . . . . . . . . . . . . .137
Think About It 4-2B: Considering Gene Therapy . . . . . . . . . . . . . . .143
Chapter 4 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .146
Chapter 5 Mitosis is the basis of asexual reproduction. . . . .148

5.1 The Cell Cycle and Mitosis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .150
Find Out Activity 5-1A: From One Cell to Many Cells . . . . . . . . . . .152
Find Out Activity 5-1B: The Cell Cycle: A Play in Six Scenes . . . . . . .158
Conduct an Investigation 5-1C: Observing the Cell Cycle
in Plant Cells . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .162
5.2 Asexual Reproduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .166
Find Out Activity 5-2A: Examining Ideas about Cloning . . . . . . . . . .167
Conduct an Investigation 5-2B: Determining the Best Conditions
for Yeast Reproduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .179
Chapter 5 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .184
Contents • MHR v
Chapter 6 Meiosis is the basis of sexual reproduction. . . . . .186
6.1 Meiosis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .188
Find Out Activity 6-1A: Eating Like a Bird . . . . . . . . . . . . . . . . . . . .189
Find Out Activity 6-1B: Analyzing a Karyotype . . . . . . . . . . . . . . . . .197
Conduct an Investigation 6-1C: Comparing Mitosis and Meiosis . . . .198
Conduct an Investigation 6-1D: Modelling How Variation Occurs
in Meiosis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .200
6.2 Sexual Reproduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .204
Find Out Activity 6-2A: Predict a Pollinator . . . . . . . . . . . . . . . . . . .215
Think About It 6-2B: Comparing Sexual and
Asexual Reproduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .220
Find Out Activity 6-2C: Comparing Differentiation in Embryos . . . .221
6.3 Assisted Reproductive Technologies . . . . . . . . . . . . . . . . . . . . . . . .224
Find Out Activity 6-3A: A Summary of Assisted
Reproductive Technologies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .225
Chapter 6 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .232
Unit 2 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .234
Unit 2 Project: Making a Decision for Genetown . . . . . . . . . . . . . . . . . .236
Unit 2 Integrated Research Investigation: Just Because We Can,
Does It Mean We Should? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .237
Unit 2 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .238
Unit 3 Characteristics of Electricity . . . . . . . . . . . . . . . .242

Getting Started . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .244
Find Out Activity: A New Spin on Motors . . . . . . . . . . . . . . . . . . . . .245
Chapter 7 Static charge is produced by electron

transfer. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .246
7.1 Static Charge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .248
Find Out Activity 7-1A: Detecting Static Charge . . . . . . . . . . . . . . . .249
Think About It 7-1B: Visualizing Charge Transfer . . . . . . . . . . . . . . .251
Find Out Activity 7-1C: Charging Insulators and Conductors . . . . . .255
7.2 Electric Force . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .258
Find Out Activity 7-2A: What Is the Attraction to Water? . . . . . . . . .258
Find Out Activity 7-2B: Static Copier . . . . . . . . . . . . . . . . . . . . . . . .262
Conduct an Investigation 7-2C: Investigating Static Electricity . . . . .263
Chapter 7 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .266
Chapter 8 Ohm’s law describes the relationship of current,

voltage, and resistance. . . . . . . . . . . . . . . . . . . . . . . . .268
8.1 Electric Potential Energy and Voltage . . . . . . . . . . . . . . . . . . . . . .270
Find Out Activity 8-1A: A Penny for a Battery . . . . . . . . . . . . . . . . . .271
Find Out Activity 8-1B: Using the Voltmeter . . . . . . . . . . . . . . . . . . .275
Conduct an Investigation 8-1C: Fruit Battery . . . . . . . . . . . . . . . . . .276
vi MHR • Contents
8.2 Electric Current . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .280
Find Out Activity 8-2A: Lighting It Up . . . . . . . . . . . . . . . . . . . . . . .280
Think About It 8-2B: Drawing Circuit Diagrams . . . . . . . . . . . . . . . .283
Find Out Activity 8-2C: Pushing Electrons . . . . . . . . . . . . . . . . . . . .285
Find Out Activity 8-2D: Measuring Current . . . . . . . . . . . . . . . . . . .286
Conduct an Investigation 8-2E: Make a Model Circuit . . . . . . . . . . .287
8.3 Resistance and Ohm’s Law . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .290
Find Out Activity 8-3A: Resist Your Thirst . . . . . . . . . . . . . . . . . . . . .291
Think About It 8-3B: Calculating Resistance . . . . . . . . . . . . . . . . . . .295
Think About It 8-3C: Circuit Diagrams with Resistors . . . . . . . . . . . .296
Conduct an Investigation 8-3D: Resistors and Ohm’s Law . . . . . . . .298
Chapter 8 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .302
Chapter 9 Circuits are designed to control the

transfer of electrical energy. . . . . . . . . . . . . . . . . . . .304
9.1 Series and Parallel Circuits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .306
Find Out Activity 9-1A: Turn Out the Lights . . . . . . . . . . . . . . . . . .307
Think About It 9-1B: Is the World Series and Series Circuit? . . . . . . .308
Think About It 9-1C: More Things Are Parallel than Lines . . . . . . . .311
Find Out Activity 9-1D: A Series of Lights . . . . . . . . . . . . . . . . . . . .314
Find Out Activity 9-1E: Parallel Lights . . . . . . . . . . . . . . . . . . . . . . .315
Conduct an Investigation 9-1F: Resistors in Series and Parallel . . . . .316
9.2 The Power of Electricity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .320
Find Out Activity 9-2A: Energy Transformation in Resistors . . . . . . .321
Find Out Activity 9-2B: The Cost of Electricity . . . . . . . . . . . . . . . . .326
Conduct an Investigation 9-2C: A Current View of Power . . . . . . . .327
Chapter 9 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .330
Unit 3 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .332
Unit 3 Project: Finding the Best Battery . . . . . . . . . . . . . . . . . . . . . . . . .334
Unit 3 Integrated Research Investigation: Generating
Electrical Energy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .335
Unit 3 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .336
Unit 4 Space Exploration . . . . . . . . . . . . . . . . . . . . . . . . . . .340

Getting Started . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .342
Find Out Activity: What Do You Know about the Universe? . . . . . . .343
Chapter 10 Scientific evidence suggests the universe

formed about 13.7 billion years ago. . . . . . . . . . .344
10.1 Explaining the Early Universe . . . . . . . . . . . . . . . . . . . . . . . . . . . . .346
Find Out Activity 10-1A: A Model of the Expanding Universe . . . . .347
Find Out Activity 10-1B: The Universe in a Spoonful of Sand . . . . . .352
Find Out Activity 10-1C: Investigating the Relative Motion of
Galaxies in the Expanding Universe . . . . . . . . . . . . . . . . . . . . . . . .353
Contents • MHR vii

10.2 Galaxies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .356
Find Out Activity 10-2A: Matter in Motion . . . . . . . . . . . . . . . . . . . .357
Find Out Activity 10-2B: Modelling Galactic Distances . . . . . . . . . . .360
Conduct an Investigation 10-2C: Galaxy Grazing . . . . . . . . . . . . . . .361
Chapter 10 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .364
Chapter 11 The components of the universe are

separated by unimaginably vast distances. . . . .366
11.1 Stars . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .368
Find Out Activity 11-1A: Light Beam Behaviour . . . . . . . . . . . . . . . .369
Find Out Activity 11-1B: Detecting the Doppler Effect . . . . . . . . . . .377
Conduct an Investigation 11-1C: Classifying Stars Using the
Hertzsprung-Russell Diagram . . . . . . . . . . . . . . . . . . . . . . . . . . . . .378
Find Out Activity 11-1D: Spying Spectra . . . . . . . . . . . . . . . . . . . . . .379
11.2 The Sun and Its Planetary System . . . . . . . . . . . . . . . . . . . . . . . . .382
Find Out Activity 11-2A: Easy Ellipses . . . . . . . . . . . . . . . . . . . . . . . .390
Find Out Activity 11-2B: The Length of the School Year on
Different Planets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .391
Conduct an Investigation 11-2C: Strolling Through the
Solar System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .392
11.3 Measuring Distances in Space . . . . . . . . . . . . . . . . . . . . . . . . . . . . .396
Find Out Activity 11-3A: Pointing in the Right Direction . . . . . . . . .397
Find Out Activity 11-3B: How Close Is the Sun? . . . . . . . . . . . . . . . .402
Conduct an Investigation 11-3C: How Wide Is the Sun? . . . . . . . . . .403
Chapter 11 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .406
Chapter 12 Human understanding of Earth and the

universe continues to increase through
observation and exploration. . . . . . . . . . . . . . . . . . .408
12.1 Earth, Moon, and Sun Interactions . . . . . . . . . . . . . . . . . . . . . . . .410
Think About It 12-1A: Constructing Constellations . . . . . . . . . . . . .411
Find Out Activity 12-1B: Seeing the Reasons for Seasons . . . . . . . . . .421
Design an Investigation 12-1C: Modelling Moon Movement . . . . . . .422
12.2 Aboriginal Knowledge of the Solar System . . . . . . . . . . . . . . . . . .426
Find Out Activity 12-2A: Lunar Months . . . . . . . . . . . . . . . . . . . . . .428
Find Out Activity 12-2B: Aboriginal Knowledge Through Stories . . .429
12.3 Exploring Space: Past, Present, and Future . . . . . . . . . . . . . . . . . .432
Find Out Activity 12-3A: Build Your Own Telescope . . . . . . . . . . . . .433
Think About It 12-3B: Roving Mars . . . . . . . . . . . . . . . . . . . . . . . . .438
Conduct an Investigation 12-3C: Calculating the Thrust of
a Balloon Rocket . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .446
Conduct an Investigation 12-3D: The Great Space Debate . . . . . . . .447
viii MHR • Contents

Chapter 12 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .450
Unit 4 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .452
Unit 4 Project: Designing a Mining Town for the Moon . . . . . . . . . . . .454
Unit 4 Integrated Research Investigation: “It’s a Bird, It’s a Plane,
It’s an Asteroid!” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .455
Unit 4 Unit Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .456
Science Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .460

Science Skill 1 Safety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .462
Science Skill 2 Scientific Inquiry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .463
Science Skill 3 Technological Problem Solving . . . . . . . . . . . . . . . . . . .467
Science Skill 4 Societal Decision Making . . . . . . . . . . . . . . . . . . . . . . . .469
Science Skill 5 Organizing and Communicating Scientific
Results with Graphs . . . . . . . . . . . . . . . . . . . . . . . . . . . .472
Science Skill 6 Scientific Drawing . . . . . . . . . . . . . . . . . . . . . . . . . . . . .477
Science Skill 7 Estimating and Measuring . . . . . . . . . . . . . . . . . . . . . . .479
Science Skill 8 Using Models in Science . . . . . . . . . . . . . . . . . . . . . . . .485
Science Skill 9 Using a Microscope . . . . . . . . . . . . . . . . . . . . . . . . . . . .486
Science Skill 10 Using Chemistry Skills . . . . . . . . . . . . . . . . . . . . . . . . .488
Science Skill 11 Using Electric Circuit Symbols and Meters . . . . . . . . .491
Science Skill 12 Using Your Textbook as a Study Tool . . . . . . . . . . . . .494
Science Skill 13 Units of Measurement and Scientific Notation . . . . . .498
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .501
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .510
Credits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .516
Contents • MHR ix
A Tour of Your Textbook
Welcome to BC Science 9. This textbook introduces you to the
wonders of chemistry, cell division, electricity, and the structure of the
universe. Take a brief tour of your textbook on the following pages.
Then do the Scavenger Hunt on page xxi.
Unit Opener
• BC Science 9 has four major
units: Atoms, Elements, and
Compounds; Reproduction;
Characteristics of Electricity,
and Space Exploration.
• Each unit opener photo is a
window into the world of the
Key Ideas you will study in the
units. The caption explains the
photo.
• The unit opener identifies each
of the unit’s Key Ideas. These
are the chapter titles.
• The small photos next to the
Key Ideas are from the
beginning of each
chapter. Getting Started
• Getting Started helps you recall what you already know about the
Key Ideas in the unit.
• Getting Started helps you prepare for studying the unit by giving
you the following:
— a short reading about an
interesting topic related to the
unit
— an Internet Connect feature
to take you to
www.bcscience9.ca to learn
more about the topic
— a short Find Out Activity so
you can explore an idea related
to the unit
x MHR • A Tour of Your Textbook

Chapter Opener
• The chapter title sentence is
the Key Idea that you will
study in this chapter.
• The chapter opener outlines
What You Will Learn, Why It
Is Important, and Skills You
Will Use in the chapter.
• The Foldables exercise is a fun
way to develop your study
skills. Look for a Foldables
exercise at the beginning of
every chapter.
Section Opener
• Each new section in a chapter begins with a new number and a short title.
• The shaded light brown box below the section title contains a summary of
the science concepts you will study in the section.
• The list of Words to Know in the margin identifies important new science
terms that you will learn in the section.
• The Did You Know? margin feature is an interesting bit of information
related to the section’s topic.
• Each section opener includes a Find Out Activity or a Think About It.
Find Out Activity

• This short, informal inquiry
activity involves hands-on
exploration, using simple
materials and equipment.
• In these activities and in the
investigations, you will use
important science process skills,
such as predicting, estimating,
and hypothesizing.
Science Skill
• This box directs you to one of 13 Science Skills sections at the back of
your textbook. The Science Skills sections can help you with graphing,
writing a hypothesis, using a microscope, and other skills.
A Tour of Your Textbook • MHR xi

Think About It
• The Think About It activities look similar to Find Out Activities,
but you do them at your desk. They do not require any special
equipment.
• For these activities, you think about a particular idea related to the
concepts you are studying in the section.
• You work on your own, with a partner, or in a group, and share
your thoughts with your group or class.
Section Text and Activities

• The text of each section is
divided into “chunks” to help
you understand the content.
Each chunk has a title.
• Each picture has a caption that
explains what the picture is
about.
• Terms you need to know are
boldfaced in the text. Each
boldfaced term is defined in
the text and in the Glossary at
the back of the textbook.
• Reading Checks contain
questions that help you test
your understanding of what you have just read.
• Find Out and Think About It activities may appear throughout the
text. Longer, more formal investigations are at the end of the
section.
Suggested Activity
• These small margin features
indicate related activities your
teacher may have you do from the
end of the section.
xii MHR • A Tour of Your Textbook

Conduct an Investigation
• These formal labs give you the opportunity to develop science
skills using various equipment and materials.
• In these investigations, you can ask questions about science,
make observations, and obtain results.
• You then analyze your results to determine what they tell you
about the topic you are investigating.
• Photographs help you do the investigation.
• Safety icons and safety warnings alert you to any special
precautions you should take to help maintain a safe classroom
environment.
• Each investigation has one of the following focuses: inquiry,
decision-making, or problem-solving.
• You will also have opportunities to design your own
investigation.
End-of-Section Features
• These features give you an opportunity to learn about
applications or explorations of the topic you have studied in
the section.
• Science Watch features provide information on past and
current scientific topics and research.
• The “www” in “www science” stands for “wild, weird,
wonderful.” These features describe interesting and unusual
science.
• National Geographic Visualizing Science features are exciting
visual representations of a science topic.
• Science-Math Connect features connect the science you
learned in the section to math concepts.
• Career Connect features are interviews with people who have
a career related to the unit.
Check Your Understanding

• These section review questions
test your new knowledge.
Pause and Reflect

• Pause and Reflect features help
you stop and think about what
you now know about the topics
explained in the chapter. They
also make connections among
ideas throughout your book.
A Tour of Your Textbook • MHR xiii

Chapter Review
• At the end of each chapter, the
Chapter Review can help you
study for a chapter test.
• The guide under the heading
“Prepare Your Own Summary”
can help you summarize what
you have learned in the chapter.
• The review questions help you
recall, think about, and apply
what you have learned.
Unit Summary
• This is a summary of the Key
Ideas and Key Terms covered in
the unit.
• The photographs next to the
Key Terms are from the chapter
openers to remind you of what
you covered in that chapter.
End-of-Unit Project and

Integrated Research
Investigation
• Each Project lets you apply key
concepts and skills from the
unit. You complete the Project
as part of a team.
• For the Integrated Research
Investigation, you explore a
unit-related topic. You have an
opportunity to use information
that you have researched to do
a report or presentation about
that topic.
xiv MHR • A Tour of Your Textbook

Unit Review
• At the end of each unit, the
Unit Review can help you
study for a unit test.
• The review questions help
you recall, think about, and
apply what you have
learned.
Other Features
Word Connect
• The Word Connect margin feature • You can “Explore More” by following
gives you additional information on the suggestions in these features to
scientific terms. investigate further a topic you have
studied.
internet connect
• These features help you research more • Safety icons are included in many
information about a topic. activities and investigations. The safety
• The BC Science 9 website links you to icons are extremely important. They
other websites related to the topic you alert you to any safety precautions
are researching. you should take. Safety icons used in
BC Science 9 are shown on page 462.
A Tour of Your Textbook • MHR xv

At the Back of Your Textbook
Science Skills
• At the back of BC Science 9,
you will find the Science Skills
appendix. These skills will help
you review and develop the
skills and knowledge that you
need to be successful in this
course.
Glossary
• Each boldfaced term in your textbook is defined in
the Glossary at the back of the book.
• The Glossary is organized alphabetically.
Index
• The Index at the back of the book helps you
locate a particular topic in the book.
• The Index is organized alphabetically.
xvi MHR • A Tour of Your Textbook

Reading Strategies for
BC Science 9
How will this Before Reading

textbook help me Reading a science textbook is different from reading a novel or
be successful in magazine. BC Science 9 contains terms and concepts throughout the
Science 9? book that you need to understand and be able to apply. Each section
BC Science 9 is your in the textbook has built-in reading strategies ready for you to use. All
textbook for grade 9 you need to do is know how to use them.
science in British
Columbia. It has been Before starting any section, you should review the following features
designed to help you to help prepare you for the concepts you are about to cover.
understand the science
concepts being taught in The Title describes the main
your science 9 course. idea for the section.
The next few pages

describe some reading The Section Summary gives
and practice strategies you an overview of what you are
that you can use to help going to learn. If there are any
you better understand words you do not understand,
the information check in the Glossary or ask
presented in each your teacher.
section.
Words to Know identifies words

you will need to know before
you start reading. Use the
Glossary to help you define these
terms.
Other Strategies …
Before starting the section, scan or survey the pages. The purpose of
scanning is to give you an idea of what to expect in the lesson. Look at
the pictures, tables, and bolded words and try to predict what you
think the section will be about. Ask yourself what you already know
about the concepts in this lesson.
Go back to the Chapter Opener and review the Foldables activity.

This activity is designed to help prepare you for the reading or
activities you will do in this section.
Reading Strategies for BC Science 9 • MHR xvii

As You Read
As you read through BC Science 9, use these Reading Strategies to
help you understand the concepts.
Notes
There are many ways to takes notes, but one of the easiest methods is
to take each title in a section and change it into a question. Then as
you read and find the answer to the question, you can add the answer
to your notes. Make sure you use any bolded terms in your answer.
This helps you learn key terms as well.
For example, in the page below, here are two questions that you could
use in your notes.
What are the laws of

static charge?
How do you charge an

object by conduction?
Graphic Organizers
Graphic organizers are a good way to organize information you are
Science Reference learning. When you use a graphic organizer, you make diagrams and
For more information on short notes to describe what you know and understand. If you are
graphic organizers check out comparing two different things, you might use a Venn diagram. As
Science Skill 12 on page 494
the figure below shows, a Venn diagram allows you to show the
differences and similarities between the two things.
xviii MHR • Reading Strategies for BC Science

A concept map is a diagram that represents visually how ideas are
related. Examples of different types of concept maps can be found in
Science Skill 12, on page 494.
Reading Checks
Reading Checks are questions located at various points in the
textbook. The purpose of these questions is to check if you have
understood what you have read in the previous pages. If you cannot
answer these questions, you need to reread the previous section. If
after rereading you still do not know the answers, ask your teacher.
Practice Problems
In units 1 and 3 there are Practice Problems. These questions ask you
several questions related to a concept you just covered in the text.
The answers are provided to help you check your work. For these
questions, it is more important that you understand how you got your
answer, than it is to just get the correct answer.
Reading Strategies for BC Science 9 • MHR xix

After Reading ….
When you have completed your reading there are different activities
you can complete to check your understanding. These include section
reviews, chapter reviews, and unit reviews.
Check Your Understanding Reviews

At the end of each section is a series of questions related to the
concepts you have covered. There are three categories of questions.
. Checking Concepts asks

questions about key ideas in the
section. You should be able to
answer all of these questions.
Understanding Key Ideas asks

questions that require
connecting two or more
concepts covered in the section.
Pause and Reflect questions ask

you to think about and apply
what you learned to other
situations in your life.
Chapter Reviews
The Chapter Review asks similar types of questions as the Check Your
Understanding review and also asks you prepare a summary of the key
concepts covered in the chapter. This summary is an excellent study
tool.
Unit Reviews
Unit Reviews begin with a Unit Summary. The summary lists the key
ideas and the main concepts covered in each chapter. If you do not
understand any of the information in this summary you need to
review your notes and your chapter summaries or check with your
teacher.
The Unit Review asks a variety of different questions for you to check
your understanding of the concepts covered in the unit.
xx MHR • Reading Strategies for BC Science

Exploring BC Science 9
A Scavenger Hunt
Discover how to use your BC Science 9 9. Where can you find information to help
textbook. Answer the following you connect an electric meter?
questions. Your teacher may hand out 10. Where can you find information on the
a concept map for you to record your safety rules you need to follow when
answers. you work with chemicals?
Knowledge Study Tools

1. What are the four units you will 11. You can organize the information you
study in BC Science 9? learn using folded paper. Where can you
2. Turn to the opening page of one of find suggestions in each chapter for how
the units and find the Key Ideas. to fold your organizer?
Name two ways you could use the 12. (a) What are the questions called at the
Key Ideas to help you learn. end of a section that test whether
3. Turn to the opening page of any you know the material in the
chapter. List the three headings that section?
give you an overview of what you (b) What are the questions called at the
can expect to gain from the chapter. end of a chapter?
(c) What are the questions called at the
Reading and Understanding end of a unit?
4. At the beginning of every section, 13. Find a Unit Summary. How could you
you will find the Words to Know. use this feature to help you study?
How could you use these words to
help you learn? Going Beyond
5. What is the purpose of the shaded 14. Four different careers are described in
box at the beginning of each section? your textbook. What are two of the
6. Where can you find the definitions careers?
for all the bolded words in the text? 15. Find an Explore More
7. Find a Reading Check within a feature that you would
chapter. How could you use a like to know more
Reading Check to help you learn? about. Name the
topic.
“Doing” Science 16. What is the website
8. Activities are printed on a green you can use that has
background. Name the three types links to the topics in
of activities. your BC Science 9
textbook?
A Tour of Your Textbook • MHR xxi

▲
High power transmission lines

like these near Vancouver are a
familiar sight. Electrical energy
has allowed us to develop
technologies that have enhanced
our way of life. Engineers depend
on a scientific understanding of
the characteristics of electricity in
order to control this valuable
resource.
242
Key Ideas
Static charge is produced by

7 electron transfer.
7.1 Static Charge

7.2 Electric Force
Ohm’s law defines the

8 relationship of current,
voltage, and resistance.
8.1 Electric Potential Energy and

Voltage
8.2 Electric Current
8.3 Resistance and Ohm’s Law
Circuits are designed to

9 control the transfer of
electrical energy.
9.1 Series and Parallel Circuits

9.2 The Power of Electricity
243
Hybrid electric buses are already in use in Victoria and Kelowna. These buses use a quiet electric
motor to add to the efficiency of their diesel engine and to reduce fuel consumption and pollution.
ybrid vehicles have been transporting people and goods for many
H years. A vehicle is called a hybrid if it uses more than one source of
energy. For example, mopeds are bikes that have a small engine and
pedals. Mopeds are hybrid vehicles because you can use the energy in
both gasoline and your legs. Diesel-electric hybrid motors have been used
in train locomotives and submarines for decades.
There are several different designs for hybrid cars using a gasoline
motor and an electric motor. One design, called a parallel hybrid, uses a
small gasoline engine to power the car during most driving. A computer
determines when to use the gasoline motor, the electric motor, or both
motors. Hybrid cars are very fuel efficient and, more importantly, they
reduce air pollution.
At present, electric-only vehicles have a very limited range before they
must be recharged. More than 100 kg of batteries are needed to store as
much energy as what is provided by 1 L of gasoline. However, as battery
and fuel cell technology continues to improve, the reality of a practical
electric-only vehicle becomes more certain.
244 MHR • Unit 3 Characteristics of Electricity

As oil prices continue to rise and environmental concerns are
addressed, using electricity for transportation will become even more
important. The next generation of vehicles may be hybrid or electric. internet connect
Either way, electricity and electric motors are going to play a big role in
To find out more about electric
the future of transportation.
and hybrid vehicles, go to
www.bcscience9.ca.
fuel tank
electric motor
A hybrid car has a gasoline engine

gas engine and an electric motor.
batteries
computer
transmission
A New Spin on Motors Find Out ACTIVITY
In this activity, you will build a simple electric motor.
Safety
Materials
• small neodymium disk magnet
• C or D cell
• iron nail
• 20 cm length of braided copper wire (stripped on
both ends)
What Did You Find Out?
What to Do 1. Describe the motion of the nail when it was in
1. Place the neodymium disk magnet on the negative contact with the copper wire.
terminal of the battery. Hold the battery vertical with 2. Look closely at the location where the wire contacts
the positive terminal on top. Suspend the nail from the nail. What do you observe?
the magnet. The pointed end of the nail should be in 3. What do you think would happen if you used a more
contact with the magnet. powerful battery?
2. Hold one end of the copper wire onto the positive 4. Most electric motors do not contain nails. Based on
terminal of the battery. your observations, what components might a
3. Gently touch the other end of the copper wire to the commercial electric motor contain?
side of the suspended nail.
Chapter 7 Static charge is produced by electron transfer. • MHR 245

t the end of a hot, muggy summer day in Kelowna, dark storm clouds
A form overhead. Suddenly, a bright fork of light streaks through the sky. A
deafening roar of thunder quickly follows. A few seconds later, another
lightning bolt illuminates the night.
Lightning looks like a giant spark. The sparks you create when you shuffle
across the floor and touch metal are tiny when compared to lightning. By
studying sparks, both big and small, scientists have gained an understanding of
the properties of electric charge. When the large amount of energy stored in
electric charge is controlled, it can be used for many different purposes.

FOLDABLES TM
Reading & Study
Skills
Make the following Foldable to record

information as you learn about static electricity.
What You Will Learn STEP 1 Make a shutterfold

using one sheet of
paper.
In this chapter, you will
• explain, with illustrations, the transfer of
static charges in various materials STEP 2 Fold the shutter fold in half like a
• describe the types of static charges hamburger. Crease well.
• state the three laws of static charge
• explain how the amount of charge and
distance of separation affect the force
between charges
Why It Is Important STEP 3 Open the project and cut the small,
side tabs in half. These cuts will form
four doors on the front of the project.
Static electricity is the oldest known form of
electricity. All of our modern uses of electricity
are based on our understanding of the
properties of static charges.
Skills You Will Use STEP 4 Label the Foldable as shown.
Transfer Types
In this chapter, you will of Static of Static
• explain how charged objects interact Electrical Electrical
Charge Charge
• communicate your knowledge of static
charge
• model how static charges are distributed on Relationship Force
Between Between
the surface of an object Charged Charges
• detect static charge using an electroscope Objects
Show You Know As you read the

chapter, take notes under the appropriate tabs
to demonstrate what you have learned about
static electricity.

7.1 Static Charge
Static electricity is electric charge that can be held in one place. Electrons have a
negative charge. Protons have a positive charge. An atom or material that has an
equal number of electrons and protons is called neutral. When an atom or material
becomes charged, it is because electrons transfer in or out of the atom or material.
An insulator is a material that does not allow electric charges to move easily. A
conductor is a material in which electric charges can move more easily. The unit for
measuring charge is the coulomb.
Words to Know
acetate
conductors
coulomb
electrons
grounding
insulators
static charge
Van de Graaff generator
When you think of the word “electricity,” you may think of modern
devices, such as computers, televisions, and telephones. However, the
earliest studies of electricity date back to ancient Greece. Scholars
observed that when they rubbed certain materials, such as amber, with
wool or fur these materials would attract small bits of lint and dust. When
an object becomes “charged” by a rubbing process, it is said to possess a
static charge. The word “static” means stationary or not moving. Static
charge, also known as static electricity, refers to electric charges that can
be collected and held in one place.
Did You Know? You have probably experienced the same effect that the early Greeks
did, though perhaps not by rubbing amber with fur. When you take
Lightning contacts the ground
clothes out of the dryer, they often cling together. On dry winter days,
at a speed of approximately
some clothes will get a static charge and cling to your body. After you
220 000 km/h. Earth is struck
comb your hair, it can fly up and separate due to static charges in your
by lightning an average of
hair and your comb. Lightning occurs when static charges that build up
100 times every second.
during a thunderstorm are released. You may have created your own mini-
lightning bolt by shuffling across the carpet and touching something
made of metal.

7-1A Detecting Static Charge Find Out ACTIVITY
Early scientists had no accurate method of detecting 3. Touch the balloon to the knob of the electroscope.
static charge. The most common method was to touch the Observe the position of the leaves.
object and observe the physical sensations the charge 4. Remove the balloon from the electroscope. Observe
caused. The amount of discomfort caused by the shock the position of the leaves.
was proportional to the amount of static charge on the
object. Then in 1748, the French physicist and clergyman 5. Touch the knob of the electroscope with your
Jean Nollet invented the electroscope, a device that can finger. Observe the position of the leaves.
be used to detect static charge. In this activity, you will 6. Rub the balloon with the wool cloth again and
use an electroscope to detect static charge on a balloon. briefly touch the wool cloth to the knob of the
electroscope. Observe the position of the leaves.
Materials
• electroscope What Did You Find Out?
knob
• inflated balloon 1. Compare the position of the leaves while the
• wool cloth balloon was touching the knob of the electroscope
metal rod with the position of the leaves when the balloon
What to Do was removed.
1. Note the position of the 2. How did touching a charged electroscope with your
leaves inside the metal leaves finger affect the leaves? Explain what you think
electroscope. might have happened to this charge.
2. Rub an inflated balloon 3. Did the balloon and the wool have the same effect
with the wool cloth. An electroscope on the electroscope?
Early Theories of Electricity

In early studies of static electricity, scientists
hypothesized that there are two “electricities.” They
observed that rubbing materials such as amber produces
one kind of electricity and rubbing materials such as
glass produces a different kind. The American scientist,
statesman, and inventor Benjamin Franklin (Figure 7.1)
hypothesized that there is only one kind of “electrical
fluid,” as he called it. He explained some different
experimental situations that resulted in a build-up, or
excess, of this electrical fluid. He called the build-up of
electrical fluid “positive” or “,” and he called the
shortage of electrical fluid “negative” or “.”
Scientists still use plus and minus to refer to the
electrical charge on an object, but the meaning is not the
same as Franklin’s, as you will see on the next page.
Over the last two centuries, scientists have developed
theories about electricity based on particles.
Figure 7.1 Benjamin Franklin (1706–1790)

Connection Positive and Negative Charge in the Atom
Section 1.3 has more You may remember from earlier science studies that all matter is made of
information on atoms, tiny particles called atoms. Figure 7.2 shows a simplified model of an
electrons, protons, and atom. At the centre of the atom is the nucleus, which contains particles
neutrons.
called neutrons and protons. Neutrons do not have a charge. Protons have
a positive charge, so the nucleus is positively charged. Around the positive
nucleus are much lighter particles called electrons that have a negative
charge. If the number of positive charges equals the number of negative
charges, the atom is uncharged or neutral.
In a solid material, the positive nucleus vibrates but remains in the
same position at the centre of the atom. The negative electrons are outside
the nucleus and can move quite easily. Only the electrons can move in the
solid material, so all solid materials are charged by the transfer of electrons.
• If an electron is removed from a neutral atom, a negative charge has
nucleus
been taken away. The atom then has more positive charge than
negative charge. An atom or object that has more protons than
electrons has an overall positive charge.
electron • If an electron is added to a neutral atom, then the negative charge
increases. The atom then has more negative charge than positive
charge. An atom or object that has more electrons than protons has a
negative charge.
proton
neutron The movement, or transfer, of electrons from one atom to another
changes the charge on the atom. When an atom loses electrons, the atom
Figure 7.2 An atom becomes more positive. When an atom gains electrons, the atom becomes
more negative.
Friction and Electron Transfer

Friction occurs when objects rub against each other. The friction between
two objects can result in one object losing electrons and the other object
gaining electrons. Figure 7.3A shows a neutral acetate strip and a neutral
paper towel. Acetate is a type of plastic used in photographic film and
overhead transparencies. If the acetate strip is rubbed with the paper
towel, electrons will move from the paper towel onto the acetate strip.
The acetate strip will now have more negative charges than positive
charges. The paper towel, which lost the electrons, will have more positive
charges than negative charges. The result is that the acetate strip is charged
negatively and the paper towel is charged positively. (Figure 7.3B).
Figure 7.3 (A) The acetate strip and A B

paper towel are both neutral. As you
rub the acetate strip with the paper
towel, electrons transfer from the
paper towel to the acetate strip.
(B) The acetate strip becomes
negatively charged overall. The paper
towel becomes positively charged
overall.

7-1B Visualizing Charge Transfer Think About It
In Part 1 of this activity, you will use diagrams to answer 5. Count the total number of negative charges
questions about the movement, or transfer, of charge. In (electrons) in Diagram 1. Compare that number to the
Part 2 of this activity, you will draw diagrams that total number of negative charges in Diagram 2. Were
demonstrate positive, negative, and neutral objects. any electrons lost or gained in this charging process?
What to Do Part 2
6. Copy the following diagram into your notebook.
Part 1
Use the following diagrams to answer the questions that
follow. Diagram 1 shows two objects, A and B, that are
initially neutral. Diagram 2 shows the same objects after
they have been rubbed together. ed
arg e
ch iv
sit
po
Diagram 1 Diagram 2
ch
arg
ne ed
ga
tiv
neutral e
A B A B
1. How does Diagram 1 show that A and B are both 7. In your notebook, draw positive () and negative
neutral? () signs in each object to demonstrate:
2. Diagram 2 shows A and B after they have been (a) a neutral object being charged positive
rubbed together. (b) a neutral object being charged negative
(a) Are they still neutral? How do you know? 8. If you compared your correct diagrams with a
(b) What is the charge on A? classmate’s correct diagrams, would they have to
look identical? Explain.
(c) What is the charge on B?
3. Which charge, positive or negative, was transferred?
4. How does the location of the positive charges in
Diagram 2 compare with their location in Diagram 1?
Reading Check
1. The atom consists of three smaller particles.
(a) Give the name and charge of each of these particles.
(b) State where in the atom each of the three particles are found.
2. When is an atom uncharged or neutral?
3. How are solid materials charged?
4. What is the overall charge when an atom has more protons than
electrons?
5. What happens to the charge on an atom when it gains electrons?
6. What can happen to electrons during friction?

Insulators and Conductors
If you held a neutral plastic rod in the middle and rubbed just one end of
Did You Know? the rod with a paper towel, the end you rubbed would become charged.
Liquids can also be influenced The other end of the plastic rod would remain neutral. The electrons you
by static charges, such as by added to the neutral plastic by friction will stay in one place.
holding a charged object near Materials that do not allow charges to move easily are called electrical
a gentle stream of water from insulators (Figure 7.4A). Electrons removed from one location on an
a tap. insulator are not replaced by electrons from another location. Glass,
plastics, ceramics, and dry wood are good examples of insulators.
Materials that allow electrons to travel freely are called electrical
conductors (Figure 7.4B). If a charged acetate strip is touched to one
end of a metal rod, the excess electrons on the acetate will spread evenly
over the entire length of the rod. Metals are good conductors because the
atoms in metals have at least one electron that is easily transferred. These
electrons are sometimes called “free electrons” because they are free to
move throughout the conductor.
Since static electricity is charge that is held very nearly fixed in one
place, only insulators can retain a static charge. Conductors such as
copper and aluminum allow charge to flow.
Fig 7.4A Charges on insulator
Fig 7.4B Charges on conductor
Measuring Charge
Suppose we start with a neutral object. That means the object has exactly
the same number of electrons and protons. The smallest negative charge
this neutral object could have is if it gained one electron. The smallest
positive charge a neutral object could have is if it lost one electron.
The unit of electric charge is called the coulomb (C), named after the
French physicist Charles Augustin de Coulomb (1736–1806). It takes the
addition or removal of 6.25 1018 electrons to produce 1 C of charge. A
typical lightning bolt can carry 5 C to 25 C of charge. That penny in your
pocket has about 1 million coulombs of negative charge. Why then does
that penny not give you a huge static shock? Luckily, the penny also has
Suggested Activity about 1 million coulombs of positive charge. Since the amount of
negative charge is equal to the amount of positive charge, the penny is
Find Out Activity 7-1C on
page 255
neutral.

Generating Static Charge
Charging an object by using friction occurs naturally in many situations in
nature. For example, the static charge in the clouds that produce
lightning is due to friction as hot air rises rapidly in cloud banks. Scientists internet connect
are studying how friction between ice crystals in storm clouds produces a
large static charge. In order to study static charge in lightning and in Beyond the study of static
other phenomena, scientists needed a device that could produce large electricity, the Van de Graaff
amounts of static charge in the laboratory. generator has applications
with X-ray tubes, food
The first successful “lightning” machine was invented in 1929 by
sterilization, and nuclear
American physicist Robert Van de Graaff. The Van de Graaff generator
physics experiments. Go to
uses friction to produce a large static charge on a metal dome as shown in
www.bcscience9.ca to learn
Figure 7.5. A moving belt produces a static charge at the base of the
more about these applications.
generator. The belt carries this charge to the top where it collects on the
dome (Figure 7.6).
Figure 7.5 Charge is transferred onto a moving belt at Figure 7.6 A Van de Graaff generator produces enough static charge to give
the base of the generator, position A, and is transferred a student a “hair raising” experience.
off the belt onto the metal dome, position B.
Applications of Static Electricity

Although static electricity may sometimes be unwanted, it has many
valuable uses in technology. For example, plastic sandwich wrap clings
because of static charge. Static electricity is also used to decrease air
pollution. Devices in chimneys use static charge to remove small particles
of smoke and dust that would normally flow out into the air. Air ionizers
that freshen the air inside homes work in a similar way. The ionizers
remove electrons from particles in the air, and the charged particles are
then attracted to a plate on the device. Static electricity is even useful in
painting automobiles. The paint is given an electrical charge and then
sprayed onto the body of the automobile. The charged paint particles
stick to the metal, just as a charged balloon sticks to the wall.

Dangers of Static Electricity
Static charge can be more than just a nuisance. Sometimes static charge
can be dangerous to both people and equipment. Trucks that deliver fuel
to your local gas station or that refuel airplanes must get rid of all static
charge before they begin pumping the fuel (Figure 7.7). A spark caused
by a build-up of static charge could cause an explosion. To prevent this, a
cable is attached to the objects before any fuel is pumped. The cable is a
conductor, and it transfers any excess static charge to the ground.
Allowing charge to flow into Earth’s surface is called grounding. Earth is
so large it can accept charges without becoming charged itself.
To protect a building from lightning, a lightning rod is placed on top
of the building (Figure 7.8). If lightning occurs near the building, the
large amount of charge will pass through the lightning rod to the ground
rather than onto the building.
Figure 7.7 As a fuel truck drives

down the highway or an airplane
lands on a runway, it can become
charged. The excess charge has no
way of escaping because it cannot
move through the rubber tires. A
small spark near the fuel could cause
a huge explosion. Therefore, the fuel
hose includes a grounding cable to
prevent sparking.
Figure 7.8 A lightning rod

carries the electric charge
from a lightning bolt safely
to the ground.
Reading Check
1. In terms of the motion of electrons, what is the difference between
an insulator and a conductor?
Air is normally an insulator. 2. Explain how an object that is made up of millions of electrons and
Under certain conditions, it protons can still be neutral.
will become a conductor. 3. What is the purpose of the Van de Graaff generator?
This type of conductor is 4. What are four uses of static electricity?
called plasma. To learn 5. What is grounding?
more about plasma, go to 6. Why do fuel trucks and airplanes need to be grounded before
www.bc.science9.ca. pumping fuel?

7-1C Charging Insulators and
Find Out ACTIVITY
Conductors
If a static charge is created on an insulator, that charge 2. Place a handful of puffed rice cereal in a pile on your
tends to remain held very nearly in one place and cannot desk.
move very far. When there are extra electrons in one 3. Select one of your solid materials. Use one of your
location on a conductor, the charge travels throughout soft materials to rub one end of the solid object 10
the conductor. In this activity, you will investigate how to times. Bring the end that you rubbed in contact with
produce static charge using various materials. the puffed rice cereal. Slowly lift the object and
count how many pieces of cereal stuck to the object.
Safety
Record this value in your data table.
• Never eat anything in the science room.
4. Remove the cereal from the object and return this
Materials cereal to your original pile of cereal.
• puffed rice cereal 5. Before rubbing this same object with the next soft
• various solid materials such as plastic straw, comb, material, wipe the surface of the object with your
plastic ruler, acetate strip, vinyl strip, glass rod, bare hand.
aluminum strip, iron strip, brass strip 6. Repeat steps 3 to 5 until you have completed your
• various soft materials such as wool, paper towel, data table. Be sure to rub each material in a similar
plastic wrap, fur way.
7. Clean up and put away the equipment you have
What to Do
used.
1. Create a table like the sample table below to record
your observations. Substitute the names of the What Did You Find Out?
materials your teacher has supplied for the examples 1. Which combination of objects attracted the most
shown here. puffed rice?
2. Why do you think it is important to rub each material
Solid Material Soft Material Number of Puffed Rice in a similar way?
Grains Attracted 3. What was the purpose of wiping the object with your
Plastic straw Paper towel bare hand before performing the next test?
Wool 4. List the solid materials that you think are conductors.
Nylon cloth What observations did you use in your decision?
5. List the solid materials that you think are insulators.
Glass rod Paper towel What observations did you use in your decision?
Wool
Nylon cloth
Aluminum strip Paper towel

Wool
Nylon cloth

Franklin’s Kite electricity would not easily travel along the dry silk string. A
further safety precaution was a metal wire also attached to
It was the middle of the 18th century. For the average the key that led to a Leyden jar. A Leyden jar is a device that
person, the natural world was mostly explained by can store static electricity.
superstition and stories passed on through generations.
Most people would not have thought it possible to study
lightning. But Benjamin Franklin was not an average
person. For several years, Franklin and two of his friends
had studied static electricity. Franklin believed that lightning
was a dramatically larger display of the same spark he had
produced by rubbing certain materials together. But how
could he capture the electricity from the clouds? He devised
his famous kite and key experiment to do exactly that.
Benjamin Franklin was born January 17, 1706, the 15th
child out of 17 children. Even though Franklin was
eventually recognized for his inventions and contributions
to science and politics, he was a printer by trade. He was an
avid reader and used the knowledge he gained from books
to develop his experiments and inventions. Had Franklin not
gained an understanding of the dangers of electricity, the After flying the kite for a few minutes, Franklin brought
kite experiment could have been his last. his knuckles close to the iron key and a spark jumped from
the key to his knuckles. This static electricity spark was
Benjamin Franklin was aware of the power of electricity. identical to those produced by friction. Benjamin Franklin
How could he safely prove if lightning was in fact caused by had proved that lightning was caused by a build-up of static
static electricity? Despite the stories that have been passed electricity in the storm clouds.
down, Franklin did not fly his kite in a lightning storm.
Other people who have flown kites in storms have been
electrocuted. Questions
On June 15, 1752, Franklin launched his kite into the 1. What observations do you think led Benjamin
dark clouds of a developing storm. He correctly assumed Franklin to believe that lightning was electricity?
that the thunderclouds would have a static charge before
2. List two safety precautions in Benjamin Franklin’s
there was a lightning strike. His goal was to collect the
experiment. Explain how each was intended to
electricity from these storm clouds. Had lightning actually
prevent Franklin from getting a deadly shock.
struck his kite, the precautions that Franklin had put in
place would not have been enough to prevent his being 3. A Leyden jar was attached to the iron key by a
electrocuted. metal wire. Research how the Leyden jar stores
static electricity. Begin your search at
Franklin’s apparatus consisted of a kite attached to a
www.bcscience9.ca.
long hemp string tied to an iron key. This string was damp
from the storm and therefore would conduct the electricity.
Franklin held onto the kite by a dry silk string that was
attached to the key. Franklin and the silk string were under
cover so that they stayed dry. Franklin understood that

Checking Concepts 14. Explain why a person can get a shock by
walking across a carpet and then touching a
1. The word “static” in static electricity
metal object such as a doorknob.
describes what property of the charge?
15. When you touch a charged object with your
2. When an acetate strip is charged by rubbing,
hand, the object becomes neutral. Explain
does it acquire a positive charge or a negative
what has happened to the charge in this
charge?
process.
3. Draw a diagram of an atom that has three
16. Compare and contrast charged conductors
protons, four neutrons, and three electrons.
and insulators.
(a) Label the protons, neutrons, and
17. Suppose two identical neutral objects were
electrons.
rubbed together. Is it possible for these
(b) State which particles are neutral, negative,
objects to gain a static charge? Explain.
or positive.
4. Which particles in an atom are transferred
when you charge an object?
5. Using + and – signs, make a sketch of:
(a) a neutral object
P ause and R eflect
(b) a negative object
At the beginning of this section, you saw how
(c) a positive object
an electroscope is used to detect static charge.
6. What is the term for a solid object that holds
Explain why the dome, rod, and leaves are
charges very nearly in one place? made of metal. How would replacing the metal
7. What is the term for a solid object that allows dome with a plastic dome affect the
free electrons to move easily through it? electroscope? Use vocabulary words from this
8. What unit is used for measuring static charge? section in your explanations.
9. What does it mean to say that a conductor is
grounded?
10. What is the purpose of the electroscope? knob
Understanding Key Ideas

11. (a) What are the similarities between a metal rod
proton and an electron?

(b) What are the differences?
12. What is the difference between a positively
charged object and a negatively charged metal leaves
object?
13. How is it possible for an object to be neutral
if it contains millions of electrons?
.
An electroscope

7.2 Electric Force
Electric force acts on objects even if they are not touching. Objects with the same
charge repel each other. Objects with opposite charges attract each other. Neutral
objects are attracted to charged objects. The amount of electric force depends on the
amount of charge on each object and the distance separating the objects. Increasing
the amount of charge increases the electric force. Decreasing the distance between
the charged objects increases the electric force. An object can become charged by
either conduction or induction.
Words to Know Force is defined as a push or a pull. When you

shoot a basketball, you are applying a force to
action-at-a-distance forces the ball. Pulling a desk across the floor is also
charging by conduction an example of using a force. In both of these
charging by induction situations, something is touching the object
contact forces that is being moved. These are examples of
electric force contact forces, which are forces than can only
force have an effect on objects that they touch.
laws of static charge Suppose you bring a charged comb near
small pieces of paper. Without making contact, Figure 7.9 Even though the
comb is not touching the
the paper will be attracted to the comb as paper on the table, the paper
shown in Figure 7.9. An electric force is a push is attracted to the charged
or pull between charged objects. The electric comb.
force is an example of action-at-a-distance
forces, which can apply force to an object
without touching it.
7-2A What Is the Attraction to Water? Find Out ACTIVITY
In this activity, you will observe how a stream of water is 2. Rub an acetate strip with paper towel. Then slowly
affected by static charge. move the acetate strip beside the flowing water.
Observe what happens to the stream of water.
Materials
3. Rub the ebonite rod with fur. Repeat step 2, this time
• water tap using the ebonite rod.
• acetate strip
• paper towel What Did You Find Out?
• ebonite rod 1. How did the acetate strip affect the stream of water?
• fur 2. How did the ebonite rod affect the stream of water?
3. In a sentence, explain your observations in steps 2
What to Do
and 3.
1. Adjust the tap so that it produces a continuous
4. Do you think any charged object could affect the
stream of water. The stream should be as small as
water? Explain.
possible without dripping.

The Laws of Static Charge Suggested Activity
In section 7.1, you learned that objects could be grouped according to
Conduct an Investigation 7-2C
three kinds of charges: positive, negative, or neutral. Early scientists, on page 263
using action-at-a-distance forces, examined how these three groups
interacted (Figure 7.10). They discovered that two positively charged
objects placed close together repelled each other. They observed the
same movement when two negatively charged objects were used. When a
positively charged object was brought close to a negatively charged
object, though, the two objects attracted one another.
opposite charges attract Did You Know?

Electric force is not the only
action-at-a-distance force.
Magnetic force and gravitational
force also act at a distance.
like charges repel
Figure 7.10 Positive and negative charges exert forces on each other.
If you place a positively charged object close to a neutral object, the

objects will attract each other. If you place a negatively charged object
close to the same neutral object, the objects will also attract each other.
Charged objects never repel a neutral object. Similar experiments to the
ones described above established the laws of static charge:
• Like charges repel.
• Opposite charges attract.
• Neutral objects are attracted to charged objects.
Charging by Conduction
When a negative object is touched to a neutral electroscope, electrons are
added to the electroscope. These extra electrons spread evenly over the
entire metal surface of the electroscope leaves (Figure 7.11). Since both
metal leaves now have a negative charge, they repel each other. Charging
a neutral object by touching it to a charged object is called charging by
conduction. Touching the neutral electroscope with a positively charged
object would have the same result. Electrons from the metal in the
electroscope would be attracted to the positive object. Therefore, the
metal leaves would both become positively charged after electrons had
been transferred to the positive object. Figure 7.11 A negatively charged
rod adds extra electrons to the
electroscope.

Charging by Induction
internet connect The leaves of a neutral electroscope can be made to separate even if the
knob is not touched with a charged object. If you bring a negatively
A lightning rod is charged by charged object near, but not touching, the knob of the electroscope, the
induction, just like the knob on negative charge will repel the electrons in the knob. The electroscope is a
the electroscope. Find out conductor, so the electrons will move down to the leaves (Figure 7.12).
more about how lightning rods The leaves of the electroscope will have a temporary negative charge and
work. Start your search at will repel each other. The knob will be positively charged. This is called
www.bcscience9.ca. charging by induction. If you move the charged object away, the leaves
will go back to their original position. When an object is charged by
induction, no electrons are actually transferred from one object to the
other. Instead, inducing a charge repositions electrons inside the object.
A B C
Figure 7.12 In a neutral electroscope, the leaves are not separated (A). When a negative object is
brought close to the positive knob, electrons in the knob are pushed down to the leaves, causing the
leaves to separate (B). When the negative object is removed, the leaves return to their original
position because no charge was transferred between the object and the electroscope (C). The charges
simply moved or separated.
The Attraction of Neutral Objects

Induction explains why neutral objects and charged objects attract each
other. For example, when you rub a balloon in your hair, the balloon
becomes negatively charged. Since the balloon is an insulator, the negative
charge remains in a nearly fixed location on the balloon. If you place the
charged balloon against the wall, the negative charges in the wall are
repelled away from the balloon (Figure 7.13). The part of the wall closest
to the balloon now has a positive charge because the electrons in that
Figure 7.13 A charged balloon sticks
region are repelled due to induction. The negative charge on the balloon
to the wall because a positive charge will be attracted to the positive wall, and therefore the balloon will stick
is induced on the surface of the wall. to the wall.

Putting Static Charge to Work Word Connect
In a photocopier (Figure 7.14), light and powdered toner are used to
produce an image using static electricity. The word “photocopier” is
1. Light moves across the document that you place on the copier’s glass related to “photograph,”
surface. This light reflects off the white sections of your original and “photoelectric,” and
strikes the drum. “photoconductive.” The
2. The charged drum of a photocopier is made of photoconductive prefix “photo–” means light
material. Where light hits the surface of the photoconductive material, in Greek.
the static charge is destroyed, so less toner will be attracted to these
areas. This is now a copy—in static electricity—of your original.
3. The machine then spreads the neutral toner over the surface of the
drum. The toner sticks only where the drum has a static charge.
4. A positively charged blank sheet of paper passes over the surface of the
drum. This sheet of paper has a larger charge than the drum. The
toner is pulled off the drum and onto the paper by the large positive
charge.
5. The toner is then baked onto the paper with heat as soon as the page
comes off the drum. Finally, an exact copy of your original is ejected
from the photocopier.
6. The drum retains the static charge image for the remainder of your
copies. Once all your copies are made, the drum is neutralized, and
the whole process is ready to be repeated.
original document, movable light

face down
mirror
lens
positively
charged heater
assembly
mirror
positively
charged paper
negatively charged
toner brush selenium-coated
drum
Figure 7.14 Photocopiers use an image produced by a static charge to attract the toner.

Reading Check
1. What is the definition of an electric force?
2. Explain what is meant by action-at-a-distance force.
Laser printers also use
static electricity to produce
3. According to the laws of static charge, explain how:
an image on paper. Find (a) like charges react
the similarities and (b) opposite charges react
differences between a (c) neutral objects react to charged objects
photocopier and a laser 4. In terms of charge transfer, what is the difference between charging
printer. Begin your research by conduction and charging by induction?
at www.bcscience9.ca. 5. When a charged balloon sticks to the wall, does the wall become
charged by induction or conduction?
7-2B Static Copier Find Out ACTIVITY
Static electricity can attract small objects and hold them

in one place. In this activity, you will write your first
initial using yeast and a static charge.
Materials
• plastic petri dish with lid
• felt marker
• dry yeast
• acetate strip
• paper towel
4. Holding the lid on, but touching only the edges, turn
What to Do the petri dish upside down and then right side up.
Observe the lid.
1. Write your first initial on the lid of the petri dish
using the felt marker. 5. Clean up and put away the equipment you have
used.
2. Put a small amount of yeast in the petri dish. Place
the lid on the dish. What Did You Find Out?
3. Rub the acetate strip with the paper towel. Use the 1. Describe the appearance of the lid after you turned
charged corner of the acetate strip to trace your the petri dish right side up.
initial on the petri dish. Repeat this several times
2. What caused the yeast to take the shape of your
making sure to recharge the acetate strip each time.
initial?
3. How is this activity similar to the process of
photocopying?

7-2C Investigating Static Electricity Conduct an INVESTIGATION
Inquiry Focus
SkillCheck Question
• Observing
How do charged objects affect each other?
• Classifying
• Communicating Procedure
• Evaluating Information 1. Copy the following table into your notebook.
Charged Object Charged Object in Hand

on Watch Glass Plastic straw Acetate strip Glass rod Ebonite rod
Safety
Plastic straw
Acetate strip
• Handle the glass rods with Glass rod
care. Ebonite rod
Materials
• watch glass 2. Place a watch glass, curved side down, on your desk. Rub along a plastic straw
• 2 plastic straws with wool. Place the straw on the watch glass so that it is free to rotate.
• wool 3. Rub along the second plastic straw with wool. Slowly bring the end of the
• 2 acetate strips rubbed straw close to the straw on the watch glass.
• paper towel 4. Record your observations in your table. Use the words “attract” or “repel.”
• 2 glass rods 5. Rub along the acetate strip with paper towel. Bring the strip towards the plastic
• plastic bag straw on the watch glass. Record the interaction between the two objects in
• 2 ebonite rods your table.
• fur 6. Repeat step 5, using the glass rod rubbed with a plastic bag.
7. Repeat step 5, using the ebonite rod rubbed with fur.
8. Repeat steps 2 to 7, placing the other charged objects, one at a time, on the
watch glass.
Analyze
1. Analyze the data you collected. When two identically charged objects were
brought together, such as the two plastic straws, how did they interact with
each other?
2. List all the pairs of objects that interacted in the same way as identically
charged objects.
3. List all the pairs of objects that interacted in an opposite way to identically
charged objects.
Conclude and Apply

1. Based on your observations, state:
(a) how two objects with the same charge interact
(b) how two objects with opposite charges interact

VISUALIZING LIGHTNING
ⴙⴙⴙ ⴙ
A Convection ⴙ
S
currents in the
torm clouds can form when
storm cloud ⴙ
humid, warm air rises to ⴚ
cause charge
meet a colder air layer. As ⴚ –
separation.
ⴚⴚ ⴚⴚⴚ
ⴚ ⴚⴚ
these air masses churn together,
The top of the
the stage is set for the explosive
cloud becomes
electrical display we call lightning.
positively
Lightning strikes when negative
charged, the
charges at the bottom of a storm
bottom negatively
cloud are attracted to positive
charged.
charges on the ground.
ⴙ ⴙ ⴙ ⴙ
ⴙ+ ⴙⴙⴙ+ⴙⴙ ⴙⴙⴙⴙⴙ+ⴙⴙ
ⴙ ⴙ
ⴙ ⴙⴙⴙⴙ ⴙ ⴙ ⴙ ⴙⴙⴙⴙ ⴙ ⴙ
ⴙ ⴙⴙ ⴙ ⴙⴙ
ⴙ ⴙ
ⴚ ⴚⴚ ⴚ ⴚ
ⴚ ⴚⴚ ⴚ ⴚ ⴚ ⴚ ⴚ ⴚ ⴚⴚ ⴚⴚ ⴚ ⴚ ⴚⴚ ⴚ ⴚ
ⴚⴚ ⴚ ⴚ ⴚ ⴚ
ⴚⴚ ⴚ ⴚⴚ ⴚ ⴚ– ⴚ
ⴚ– ⴚⴚⴚⴚⴚ
ⴚⴚⴚⴚⴚⴚ ⴚ ⴚ ⴚ
ⴚ ⴚⴚ ⴚ
ⴚ
ⴚⴚ
ⴙ ⴙ
ⴙ ⴙ ⴙ ⴙ ⴙ ⴙⴙⴙⴙ
B Negative charges on the bottom of C When the bottom of the cloud has
the cloud induce a positive charge on accumulated enough negative charges,
the ground below the cloud by repelling the attraction of the positive charges below
negative charges in the ground. causes electrons in the bottom of the cloud
to move toward the ground.
ⴙ ⴙ
ⴙⴙⴙⴙⴙ ⴙⴙ
ⴙ ⴙ
ⴙ ⴙⴙⴙⴙ ⴙ ⴙ
ⴙ ⴙⴙ
ⴙ
ⴚ ⴚⴚⴚ ⴚ
ⴚ ⴚⴚ ⴚⴚ ⴚ ⴚ–ⴚⴚ
ⴚ ⴚⴚⴚⴚⴚⴚⴚⴚⴚ ⴚ ⴚ
ⴚⴚⴚ––ⴚ ⴚⴚⴚ –ⴚⴚⴚ ⴚ ⴚ ⴚ ⴚ
ⴚⴚ– ⴚ
ⴚ
ⴚⴚⴚ
ⴚⴚ
ⴙ
ⴙ
ⴙ ⴙ ⴙⴙⴙⴙ
D When the electrons get close to the
ground, they attract positive charges that INTRA-CLOUD LIGHTNING never strikes
surge upward, completing the connection Earth and can occur 10 times more often in
between cloud and ground. This is the spark a storm than cloud-to-ground lightning.
you see as a lightning flash.

T. Wiewandt/DRK Photo
Checking Concepts 10. Use your understanding of static charge to
explain how plastic wrap clings to a neutral
1. (a) How are contact forces and action-at-a-
glass bowl.
distance forces different?
(b) Describe a situation that involves a
contact force.
(c) Describe a situation that involves an
action-at-a-distance force.
2. State the three laws of static charge.
3. A positively charged object is brought near
another object. If the two objects repel, what
is the charge on the second object?
4. A charge is transferred from one conductor to
another by touching. What kind of charging
process is this?
11. A positively charged object is positioned near
5. A charge is relocated within a conductor
one end of a neutral metal rod. If you briefly
because there is a charged object nearby.
touch the opposite end of the metal rod with
What kind of charging process is this?
your finger, the rod becomes positively
charged. Explain how the metal rod became
charged without being touched by the
6. A positively charged object is brought near charged object.
another object. The two objects attract. Does
this observation prove that the unknown
object must be negatively charged? Explain.
7. An unknown material is rubbed with silk and
becomes charged. Explain how you could use P ause and R eflect
a negative acetate strip or a positive glass rod
to determine the type of charge on the In section 7.1, you learned that acetate
unknown material. becomes negatively charged when rubbed with
8. Suppose you are handed an electroscope that paper towel. In section 7.2, you studied how
another student just used. You observe that charged objects interact with each other. What
the leaves are already spread apart. You now is an experiment you could do to find out if
slowly bring a positive glass rod near the combing your hair produces a negative or
knob of the electroscope and the leaves begin positive charge on a comb? To design the
to get closer together. Why did the leaves experiment, use what you know about the
move closer together when you brought the effect of rubbing the acetate and the
glass rod near the knob of the electroscope? interactions between charged objects.
9. State the similarities and differences between
charging by conduction and charging by
induction.

Chapter
7
Prepare Your Own Summary 9. Use the word “attracts” or “repels” to state
what happens when each of the following
In this chapter, you investigated how static charge
objects interact.
is produced by electron transfer. Create your own
(a) positive—positive
summary of the key ideas from this chapter. You
(b) positive—negative
may include graphic organizers or illustrations
(c) negative—positive
with your notes. (See Science Skill 12 for help
(d) negative—negative
with using graphic organizers.) Use the following
10. Use the word “increases” or “decreases” to
headings to organize your notes:
complete each of the following sentences in
1. Electric Charge and the Atom
your notebook.
2. Charge Distribution in Neutral, Positive, and
(a) When two charged objects are moved
Negative Objects
farther apart, the electric force ___.
3. Transferring Charge
(b) When two charged objects are moved
4. Laws of Static Charge
closer together, the electric force ___.
5. Insulators and Conductors
(c) Increasing the amount of charge ___
the electric force between two charges.
Checking Concepts (d) Decreasing the amount of charge ___
1. Draw and label a diagram showing the three the electric force between two charges.
parts of the atom. State the electric charge on 11. Describe the movement of electrons when an
each part. object is charged by:
2. Using () to represent electrons, and (+) to (a) conduction
represent protons, draw: (b) induction
(a) a neutral object 12. State whether each of the objects below is
(b) a negative object negative, positive, or neutral.
(c) a positive object
3. Which type of particles are transferred during A
static charging?
4. What type of charge do plastics, such as
acetate, gain when charged by friction?
5. A neutral piece of amber becomes negatively
charged when rubbed with fur. What charge
B
would the fur possess after charging the
amber?
6. What is the purpose of
(a) an electroscope?
(b) a Van de Graaff generator?
7. What effect does grounding have on a charged C
object?
8. What is the difference between a conductor
and an insulator?

13. Explain how an object containing many
P ause and R eflect
electrons can be neutral.
You have seen how a Van de Graaff generator
14. Explain why clothes dried in the clothes
affects the hair of anyone touching it. Assume
dryer have more static electricity than those that the dome of the generator is positively
dried on a clothesline. charged. Since a person’s hair is initially
15. Antistatic carpets have metal fibres woven neutral, why does the hair “stand on end” after
into their material. Explain how these fibres the person touches the dome for a period of
could prevent a static charge build-up on a time? Your explanation should include a
person shuffling across the carpet. discussion of electron transfer and the laws of
16. If the picture tube in a television gains a static charge.
static charge when the television is on, is the
picture tube a conductor or an insulator?
Explain your answer.
17. Is lightning a static charge, or is it produced
by static charge? Explain your answer.
18. Explain one way in which electric force and
the force of gravity are similar.
19. A positive rod attracts an unknown object.
Explain what this indicates about the charge
on the unknown object.
20. Use a Venn diagram to compare induction
and conduction.
21. Explain why a charged balloon will “stick” to
a wooden wall but not to a metal wall.
22. Imagine that it is a cold winter day and you
are removing your wool sweater. As you pull
it over your head, you see little sparks and
you hear popping and crackling sounds in
the sweater. Explain what might be causing
the sparks and sounds.
23. When you comb your hair, the comb can
become positively charged. Can your hair
remain neutral? Explain.
24. Explain what happens to the leaves of a
negatively charged electroscope when objects
with the following charges are brought close
to, but are not touching, the electroscope.
(a) negative
(b) positive

UNIT
3
Visualizing Key Ideas
1. Copy the concept map about the characteristics of electricity into your notebook. Complete the map.
positive
neutral +
gains charged
electrons
opposite
proton on charges
objects
electric
force
static repel
negative electricity
in the
atom
Characteristics unit
of Electricity
energy = x
current
electricity
power = x
voltage = x
unit unit unit circuits unit
parallel
current voltage resistance current voltage resistance
stays the decreases

same

Using Key Terms 8
2. In your notebook, state whether the following 10. Define voltage in terms of electric potential
statements are true or false. If a statement is energy and charge.
false, rewrite it to make it true. 11. What is the difference between kinetic
(a) If an object is neutral, it has no positive energy and potential energy?
and negative charges. 12. State what each of the following meters is
(b) When an object is charged positive, it has designed to measure:
gained protons. (a) voltmeter
(c) Grounding an object is allowing charge to (b) ammeter
flow into Earth. (c) ohmmeter
(d) An insulator does not allow charge to 13. What is the difference between static
move easily. electricity and current electricity?
(e) The load in a circuit converts electrical 14. Contrast conventional current and electron
energy into other forms of energy, flow.
(f) The battery in a circuit is the source of 15. What happens to the electrical energy when a
electric current. charge passes through a resistor?
(g) Resistors slow down the flow of current. 16. State Ohm’s law in terms of voltage, current,
(h) In a series circuit, the potential difference and resistance.
of the source is equal to the potential 17. Describe the purpose of the coloured bands
difference across each load. on a resistor.
(i) In a parallel circuit, the current entering
the junction point equals the current 9
leaving the junction point. 18. What is the difference between a series
circuit and a parallel circuit?
Checking Concepts 19. Use the words “same,” “different,”
“increases,” and “decreases” to complete the
7 following table.
3. (a) What is the name of the device used for
detecting static charge? Series Parallel
(b) How does this device indicate the Current in every part
presence of a static charge? of the circuit
4. What two names are given to oppositely
Voltage across different
charged objects?
size resistors in the circuit
5. (a) Which two parts of the atom have a
charge? Total resistance when
(b) What is the charge on each of these parts? a resistor is added
6. What is the charge on an object after it is
grounded? 20. In any complete circuit, how does the
7. What particle is transferred when a neutral voltage supplied by the battery compare to
object is charged? the sum of the voltages lost on each resistor?
8. (a) Give two examples of materials that are 21. If 4.0 A of current enters the junction point
electrical conductors. of a parallel circuit, how much total current
(b) Give two examples of materials that are must leave that junction point?
electrical insulators. 22. State the relationship of power, voltage, and
9. State the three laws of static charge. current.
Unit 3 Review • MHR 337

UNIT
3
23. Two light bulbs, a 60 W bulb and a 100 W 36. Two identical light bulbs are connected to a
bulb, are left on for the same amount of battery in a series circuit.
time. Which bulb consumes more energy? (a) What will happen to the brightness of the
24. The joule (J) is a unit used for measuring second bulb if the first bulb is unscrewed?
energy. What energy unit is used when the (b) Would this result be the same if the bulbs
amount of energy is large? were connected in parallel? Explain.
25. State the relationship of energy, power, and 37. A string of 12 identical holiday lights is
time. connected in series. If this string is plugged
into a 120 V source, what is the voltage
Understanding Key Ideas across each light?
26. Explain the cause of lightning.
27. If you comb your hair, the comb can become Thinking Critically
positively charged. Can your hair remain 38. A charged object is brought near a pile of
neutral? Explain. puffed rice cereal. Some pieces of the cereal
28. Using a charged rod and an electroscope, are attracted to the charged object, but as
explain how you can determine if an object is soon as they contact the charged object
a conductor. they fly off in all directions. Explain this
29. Suppose that you rub a piece of plastic on observation.
your sweater and it gains a charge. Describe 39. You are caught in a thunderstorm while
how you could use a negatively charged playing golf. Your caddy suggests that you
acetate strip to determine the charge on this either keep playing or stand under a tree. Do
piece of plastic. you think these are good ideas? Give reasons
30. Two charged objects are placed 10 cm apart. for your answer.
Describe two ways of increasing the 40. Two wires can be placed across the terminals
electrostatic force between these two charged of a battery. One wire has a high resistance,
objects. whereas the other has a low resistance.
31. Explain, using the motion of electrons, the (a) Which wire will produce heat energy at a
difference between charging by conduction faster rate?
and charging by induction. (b) Why?
32. Describe two ways to increase the current in
a circuit. Developing Skills
33. When a battery is connected to a complete 41. Copy the following diagram into your
circuit, electrons flow throughout the circuit notebook. Place positive () and negative
instantaneously. Explain. () signs in the blank object to demonstrate
34. A resistor is connected to a battery and a the induced charge distribution.
4.0 A current leaves the battery. The resistor
is now replaced by a new resistor with half
Before After
the resistance. How much current will now
leave the battery?

35. Explain why household wiring is constructed
in parallel instead of in series.


42. Draw a circuit diagram for each of the 47. Determine the voltage V1 and the current A1
following circuits. in each of the following circuits.
3.0A
A
12V 5.0V
V1
A1
5.0A
B A1 2.0A
9.0V V1
43. A 2.0 A current flows through a 220 48. A circuit draws a current of 25 mA from a
resistor. What is the voltage across this resistor? 12 V battery. What is the power output of
44. A circuit draws 0.45 A of current from a 9.0 V this battery?
battery. What is the resistance of this circuit? 49. A 1400 W toaster oven is used for 30 min.
45. A 18 M resistor is connected to 120 kV (a) Find the amount of energy consumed by
high power lines. What is the current, in this toaster oven. Give your answer in:
milliamperes (mA) through this resistor? (i) joules (J)
46. Two different resistors, R1 and R2 are (ii) kilowatt hours (kWh)
connected to various batteries, and the (b) If the electric company charges 7 cents
current is measured. The data for each resistor for every kWh of energy, how much did
are plotted on the graph below. Which it cost to operate the toaster oven in (a)?
resistor has the largest resistance? Explain.
R2 P ause and R eflect

In less than 300 years, our understanding of
Volume (V)
R1 electricity has progressed from creating a static

charge by friction to the design of powerful
computers. What have you learned in this unit
that has helped you better understand the
importance of electricity in your life?
Current (A)
Unit 3 Review • MHR 339

0
ORDER INFORMATION
BC Science 8 BC Science 9 BC Science 10
1
All components NOW AVAILABLE (Coming March 2007) (Coming February 2008)
Student Text with Student Workbook Student Text with FREE Workbook Student Text with FREE Workbook
0-07-098156-6 ..............$65.75 0-07-098451-4 ................$59.95 0-07-098465-4......................TBA
Student Text BC Science 9 Teacher's Resource BC Science 10 Teacher's Resource
0-07-097299-0 ..............$62.95 978-0-07-098468-4 ......$199.95 978-0-07-098462-2 ..............TBA
Student Workbook BC Science 9 Workbook BC Science 10 Workbook
0-07-097296-6 ................$6.95 978-0-07-098467-7 ..........$5.95 978-0-07-098461-5 ..............TBA
8
Package of 10 Workbooks Package of 10 Workbooks Package of 10 Workbooks
978-0-07-096752-6 ......$59.38 978-0-07-096751-9 ........$56.53 978-0-07-096750-2 ............TBA
Teacher's Resource with CD-ROM Computerized Assessment Bank Computerized Assessment Bank
-includes reproducible, modifiable 978-0-07-098466-0 ......$199.95 978-0-07-098460-8 ..............TBA
Blackline Masters
0-07-097298-2 ............$199.95 Watch for additional components for grades 9 & 10!
Computerized Assessment Bank
0-07-097297-4 ............$199.95
Also available in French
Sciences 8 Colombie-Britannique
(Manuel)
................................2765104840
Sciences 8 Colombie-Britannique
(Guide : feuilles reproductibles)
................................2765104559
Available from Chenelière-Education
Gisèle Laberge, 1-800-565-5531 ext. 2289
email: glaberge@cheneliere.ca
www.bcscience8.ca
Additional resources coming soon to our website
FREE access to all the artwork included in the Student
Edition to use in your classroom!
www.bcscience9.ca
For more information, please call your local Sales Representative:

Regional Sales Manager Erin Pope Maria Boublil
Russ Breakey (604) 986-2977 (604) 944-8040
(604) 855-3445 Toll Free 1-888-793-7706 ext 4072 Toll Free 1-888-793-7706 ext 4014
Toll Free 1-888-793-7706 ext 4070 Fax (604) 986-5977 Fax (604) 944-8068
Fax (604) 855-5996 Email: erinp@mcgrawhill.ca Email: mariab@mcgrawhill.ca
Email: russb@mcgrawhill.ca School Districts: #8, 10, 20, 23, 36, 37, 39, School Districts: #5, 6, 19, 22, 27, 28, 35,
School Districts: #33, 34, 75, 78, 41, 44, 45, 48, 50, 51, 52, 53, 59, 60, 64, 38, 40, 42, 43, 46, 47, 54, 57, 58, 61, 62,
67, 68, 69, 70, 71, 72, 81, 82, 84, 85 63, 73, 74, 79, 83, 87, 91, 92, 93 and the
Yukon
To Place an Order Only

Toll Free Order Line 1-800-565-5758
Committed to Learning Toll Free Fax Order Line 1-800-463-5885
021-2007 McGraw-Hill Ryerson, 300 Water Street, Whitby, ON L1N 9B6 www.mcgrawhill.ca/school

BC Science 9 Pre-Publication Booklet

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

BC Science 9 Pre-Publication Booklet

Uploaded by

Copyright:

Available Formats

NEW!

From McGraw-Hill Ryerson & Edvantage Press

BC Science 8-10 Program Features

Written specifically to the new British Columbia IRP

This Pre-publication contains DRAFT MATERIAL and is not to be taken as final

Karen Charleson Cheri Smith

Tour of the Text

Reading Strategies for BC Science 9

Unit 3 Opener – Characteristics of

Chapter 7 – Static Charge is produced

Unit 1 Atoms, Elements, and Compounds . . . . . . . . .2

Chapter 1 Atomic theory explains the composition

Chapter 2 Elements are the building blocks of matter. . . . . . .40

Chapter 3 Elements combine to form compounds. . . . . . . . . . .74

Unit 2 Reproduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .116

Chapter 4 The nucleus controls the functions of life. . . . . . . .120

Chapter 5 Mitosis is the basis of asexual reproduction. . . . .148

Unit 3 Characteristics of Electricity . . . . . . . . . . . . . . . .242

Chapter 7 Static charge is produced by electron

Chapter 8 Ohm’s law describes the relationship of current,

Chapter 9 Circuits are designed to control the

Unit 4 Space Exploration . . . . . . . . . . . . . . . . . . . . . . . . . . .340

Chapter 10 Scientific evidence suggests the universe

Contents • MHR vii

Chapter 11 The components of the universe are

Chapter 12 Human understanding of Earth and the

viii MHR • Contents

Science Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .460

x MHR • A Tour of Your Textbook

Find Out Activity

A Tour of Your Textbook • MHR xi

Section Text and Activities

xii MHR • A Tour of Your Textbook

Check Your Understanding

Pause and Reflect

A Tour of Your Textbook • MHR xiii

End-of-Unit Project and

xiv MHR • A Tour of Your Textbook

A Tour of Your Textbook • MHR xv

xvi MHR • A Tour of Your Textbook

How will this Before Reading

The next few pages

Words to Know identifies words

Go back to the Chapter Opener and review the Foldables activity.

Reading Strategies for BC Science 9 • MHR xvii

What are the laws of

How do you charge an

xviii MHR • Reading Strategies for BC Science

Reading Strategies for BC Science 9 • MHR xix

Check Your Understanding Reviews

. Checking Concepts asks

Understanding Key Ideas asks

Pause and Reflect questions ask

xx MHR • Reading Strategies for BC Science

Knowledge Study Tools

A Tour of Your Textbook • MHR xxi

High power transmission lines

Static charge is produced by

7.1 Static Charge

Ohm’s law defines the

8.1 Electric Potential Energy and

Circuits are designed to

9.1 Series and Parallel Circuits