T. Fuller, Parkside Collegiate Institute PDF

Grade 10 Science, Academic
SNC2D
T. Fuller & A. Howard

Table of Contents
Page
List of Tables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v
List of Figures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi
List of Appendices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii
List of Examples . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . viii
List of Demonstrations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ix
List of Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . x
List of In Class Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xi
List of Homework Assignments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xii
List of Handouts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xiii
List of Laboratories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xiv
Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xvii
Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .xviii
1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
1.1 Scientific observations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
1.2 Scientific method . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
1.3 Bunsen burner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
1.4 Biological drawings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
1.5 Research project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
2 Ecosystems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
2.1 Ecology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
2.2 Biotic and abiotic factors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
2.3 Energy in ecosystems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
2.3.1 Solar radiation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
2.3.2 Albedo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
2.3.3 Thermodynamics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
2.3.4 Energy, chains, and webs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
2.3.5 Ecological pyramids . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
2.3.5.1 Energy pyramid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
2.3.5.2 Population pyramid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
2.3.5.3 Biomass pyramid . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
2.4 Matter cycles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
2.4.1 Organic matter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
2.4.2 Cycling of matter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
2.4.3 Decomposers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
2.5 Ecosystem roles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
2.5.1 Niches . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
2.5.2 Competition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
2.5.3 Symbiotic relationships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
2.5.3.1 Parasitism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
2.5.3.2 Commensalism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
2.5.3.3 Mutualism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
2.5.3.4 Competition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
2.6 Populations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
2.6.1 Population histograms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
2.6.2 Limiting factors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
2.7 Nutrient cycles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
2.7.1 Carbon cycle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
2.7.2 Nitrogen cycle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
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2.7.3 Phosphorus cycle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
2.8 Pesticides . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
2.8.1 Bioamplification . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
2.8.2 Modern chemical pesticides . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
2.8.3 Acquired immunity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
2.9 Aquatic ecosystems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
2.10 Ecology lab, field work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
2.11 Ecology lab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
2.12 Ecology lab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
2.13 Ecology lab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
2.14 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
3 Weather Dynamics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
3.1 Weather forecasting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
3.1.1 Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
3.1.2 Satellites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
3.1.3 Computer simulation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
3.1.4 Weather maps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
3.1.5 Seasonal forecasts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
3.2 Energy and weather dynamics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
3.2.1 The electromagnetic spectrum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
3.2.2 Propagation of energy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
3.2.3 Heat capacity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
3.2.4 Reflection and absorption of energy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
3.2.5 Phase changes in water . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
3.3 Seasons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
3.3.1 The Earth’s motion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
3.3.2 Solar flux . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
3.4 The atmosphere . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
3.4.1 Layers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
3.4.2 Composition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
3.4.3 Pressure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
3.5 Winds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
3.5.1 The Coriolis effect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
3.5.2 Global wind patterns . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
3.6 The hydrosphere . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
3.6.1 Water distribution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
3.6.2 The water cycle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
3.6.3 Ocean Currents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
3.7 Clouds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
3.7.1 Composition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
3.7.2 Formation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
3.7.3 Classification . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
3.7.4 Fog . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
3.8 Weather systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
3.8.1 Global model . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
3.8.2 Air masses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
3.8.3 Low pressure systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
3.8.4 High pressure systems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
3.9 Fluid dynamics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
3.9.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
3.9.2 Boyle’s law . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
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3.9.3 Bernoulli’s principle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
3.10 Regional weather . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
3.10.1 Thermals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
3.10.2 Sea breezes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
3.10.3 Land breezes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
3.10.4 Lake effect snow . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
3.10.5 Chinook winds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
3.11 Moisture, precipitation, and humidity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
3.11.1 Humidity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
3.11.2 Precipitation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
3.11.3 Rain . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
3.11.4 Snow . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
3.11.5 Dew . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
3.11.6 Frost . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
3.12 Atmospheric phenomena . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
3.13 Global warming . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
3.13.1 Evidence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
3.13.2 The greenhouse effect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
3.13.3 The ozone layer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
3.13.4 Evidence against global warming . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
3.14 Extreme weather events: research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
3.15 Extreme weather events: presentations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
4 Physics of motion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
4.1 Units . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
4.1.1 Unit conversions: factor of one . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
4.2 Manipulating formulas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
4.3 Speed . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
4.3.1 Average speed . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
4.3.2 Instantaneous speed . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
4.3.3 Constant speed . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
4.3.4 Distance versus time graphs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
4.4 Uniform motion and average speed laboratory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
4.5 Acceleration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
4.6 Distance and speed versus time graphs for acceleration . . . . . . . . . . . . . . . . . . . . . . . . . . 45
4.6.1 Distance versus time graphs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
4.6.1.1 Tangents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
4.6.2 Speed versus time graphs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
4.7 Scalars and Vectors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
4.7.1 Drawing vectors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
4.8 Displacement and distance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
4.8.1 Adding displacements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
4.9 Velocity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
4.9.1 Average velocity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
4.9.2 Instantaneous velocity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
4.9.3 Constant velocity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
4.10 Accelerated motion and average speed laboratory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
4.11 Displacement versus time graphs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
4.12 Velocity versus time graphs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
4.13 Acceleration vector, ~a . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
4.14 Gravitational acceleration laboratory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
4.15 Motion design lab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
iii
4.16 Physics review questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
5 Chemical Reactions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
5.1 Day #1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
5.2 Day #2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
5.3 Day #3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
5.4 Day #4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
5.5 Day #5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
5.6 Day #6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
5.7 Day #7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
5.8 Day #8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
5.9 Day #9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
5.10 Day #10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
5.11 Day #11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
5.12 Day #12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
5.13 Day #13 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
5.14 Day #14 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
5.15 Day #15 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
5.16 Day #16 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
5.17 Day #17 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
5.18 Day #18 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
5.19 Day #19 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
5.20 Day #20 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
5.21 Day #21 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
5.22 Day #22 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
5.23 Day #23 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
5.24 Day #24 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
5.25 Day #25 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
iv
List of Tables
Table Description Page
4.1 Metric and Imperial units . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

4.2 SI Prefixes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
v
List of Figures
Figure Description Page
3.1 Seasonal forecast . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

3.2 Seasonal forecast . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
vi
List of Appendices
Appendix Description Page
vii
List of Examples
Example Description Page
4.1 Convert 1.3 kg to g . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

4.2 Convert 27 Tm to mm . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
4.3 Convert 100.0 km/h to m/s . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
4.4 Solving for ∆t in ∆d = v∆t . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
4.5 Solving for ∆t in a = v2∆t−v1
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
4.6 Skate boarding down a hill . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
4.7 Skate boarding to the dentist’s office . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
4.8 Braking time . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
4.9 Dragster . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
4.10 Drawing vectors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
4.11 Determining vector size and direction from diagram . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
4.12 Vector addition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
4.13 Vector addition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
4.14 A hiker’s velocity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
4.15 Headless chicken . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
viii
List of Demonstrations
Demonstration Description Page
3.1 Convection in water . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
3.2 Atmospheric pressure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
3.3 Cloud in a bottle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
3.4 Bernoulli’s principle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
ix
List of Reading
Assignment Description Page
1.1 p. 658 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
1.2 none . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
1.3 none . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
2.1 §1.1, p 10-13 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

2.2 §1.5, p 22-23 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
2.3 §1.10-1.11, p 32-39 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
2.4 §2.1, p 50-51 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
2.5 §1.12, p 40-44 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
2.6 §2.10, p 77-80 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
2.7 §2.5, 2.6, p 62-71 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
2.8 §2.2, p 52-58 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
2.9 §4.1-4.4, p 125-139 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
2.10 none . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
2.11 none . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
2.12 none . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
2.13 none . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
2.14 none . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
3.1 §14.9, p 567-570 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

3.2 §13.2, p 504-507 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
3.3 §13.3, p 508-509 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
3.4 §13.4, p 510-513 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
3.5 §13.6, p 516-519 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
3.6 §13.8-13.9, p 522-525 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
3.7 §13.11, p 530-534 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
3.8 §13.13, p 537, §14.2, p 546 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
3.9 (none) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
3.10 §14.4, p 553-555 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
3.11 §14.7, p 562-563 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
3.12 §16.1-16.2, p 622-628 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
4.1 p 689-690 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
4.2 p 704 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
4.3 §9.5, p 354-357; §9.7, p 362-364 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
4.4 none . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
4.5 §10.3, p 384-388 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
4.6 §10.4, p 390-392; §10.7, p 398-400 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
4.7 §11.1, p 414-416; §11.3, p 420-423; §11.3, p 420-423; §11.5, p 426-428 . . . . . . . . . . . . . . . . . . . . . 46
4.8 §11.5, p 426-428 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
4.9 §11.7, p 432-435 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
4.10 none . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
4.11 §12.1, p 446-447 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
4.12 §12.2, p 452-454; §12.5, p 462-465 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
4.13 §12.6, p 466-472 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
4.14 none . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
4.15 none . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
4.16 none . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
x
List of In Class Exercises
Exercise Description Page
1.1 p. 658 copy out HHPS and WHMIS symbols . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

1.2 handout 1.2, 1.3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
1.3 lab 1.2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
2.1 p 13, #1, 2, 3, 4a . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

2.2 p 23, #3, 4, 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
2.3 p 33, #1, 4; p 39, #2, 8, 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
2.4 p 51 #1, 2, 3, 4, 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
2.5 p 44, #1-4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
2.6 p 80, #1-5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
2.7 crossword puzzle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
2.8 p 58, #1-7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
2.9 freshwater ecosystem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
2.10 none . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
2.11 none . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
2.12 none . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
2.13 none . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
2.14 review questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
3.1 p 570, #3, 4, 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

3.2 p 507, #1, 2, 3, 4, 6, 9, 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
3.3 p 509, #2, 3, 4, 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
3.4 p 513, #2, 4, 5, 6, 7, 8, 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
3.5 p 519, #1-4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
3.6 p 524, #4, 5, 8; p 527, #1, 3, 4, 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
3.7 p 534, #1, 2, 3, 4, 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
3.8 p 537, #2, 3, 4, 7; p 549, #2, 4, 5, 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
3.9 (none) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
3.10 p 555, # 1, 2, 3, 5, 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
3.11 p 561, #1, 3, 5, 7, 11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
3.12 p 624, #1, 2, 4, 5; p 628, # 1, 6, 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
4.1 Unit conversions questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

4.2 Manipulating formulas handout 4.1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
4.3 p 358-359 #1, 3, 4, 5, 6, 8; p 365 #5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
4.4 Uniform motion and average speed laboratory 4.1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
4.5 p 388-389, 3, 4, 5, 6, 10, 11, 12, 13 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
4.6 p 393 #3, 4, 6, 9, 11; p 400-401 # 7, 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
4.7 p 417, #1, 8; p 423 #1, 2, 4, 10; p 428 #1, 2, 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
4.8 p 428 #4, 5; p 442-443 #11, 12, 14, 15 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
4.9 p 436 3, 4, 5, 6, 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
4.10 Accelerated motion and average speed laboratory 4.2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
4.11 p 450-451 #2, 3, 4, 5, 6, 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
4.12 p 456-457 #2, 6, 7, 9, 10; p 465 #4-8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
4.13 p 472-473 #4-11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
4.14 Gravitational acceleration laboratory 4.3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
4.15 Motion design laboratory 4.4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
4.16 p 490-493, #3, 4, 5, 15, 16, 17, 18, 19, 20, 22 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
xi
List of Homework Assignments
Assignment Description Page
1.1 SpongeBob handout 1.1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

1.2 handout 1.2, 1.3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
1.3 lab 1.2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
2.1 p 13, #1, 2, 3, 4a . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

2.2 p 23, #3, 4, 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
2.3 p 33, #1, 4; p 39, #2, 8, 9. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
2.4 p 51 #1, 2, 3, 4, 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
2.5 p 44, #1-4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
2.6 p 80, #1-5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
2.7 p 65, #2, 4; p 68, #2, 3, 7, 9, 13 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
2.8 p 58, #1-7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
2.9 freshwater ecosystem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
2.10 none . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
2.11 none . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
2.12 none . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
2.13 none . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
2.14 review questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
4.1 Unit conversions questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

4.2 Manipulating formulas handout 4.1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
4.3 p 358-359 #1, 3, 4, 5, 6, 8; p 365 #5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
4.4 Uniform motion and average speed laboratory 4.1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
4.5 p 388-389, 3, 4, 5, 6, 10, 11, 12, 13 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
4.6 p 393 #3, 4, 6, 9, 11; p 400-401 # 7, 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
4.7 p 417, #1, 8; p 423 #1, 2, 4, 10; p 428 #1, 2, 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
4.8 p 428 #4, 5; p 442-443 #11, 12, 14, 15 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
4.9 p 436 3, 4, 5, 6, 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
4.10 Accelerated motion and average speed laboratory 4.2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
4.11 p 450-451 #2, 3, 4, 5, 6, 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
4.12 p 456-457 #2, 6, 7, 9, 10; p 465 #4-8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
4.13 p 472-473 #4-11 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
4.14 Gravitational acceleration laboratory 4.3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
4.15 Motion design laboratory 4.4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
4.16 p 490-493, #3, 4, 5, 15, 16, 17, 18, 19, 20, 22 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
xii
List of Handouts
Handout Description Page
1.1 SpongeBob’s safety rules . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

1.2 Writing a Hypothesis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
1.3 SpongeBob’s science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
1.4 Grade 10 Academic Science Computer Year-End Presentation . . . . . . . . . . . . . . . . . . . . . . . . . 15
4.1 Manipulating formulas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

4.2 Physics review questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
xiii
List of Laboratories
Laboratory Description Page
1.0 Scientific Discovery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

1.1 The Bunsen Burner . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
3.0 Accuracy of weather forecasts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

3.1 Evaporation Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
3.2 Bernoulli’s principle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
3.3 Measuring relative humidity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
4.0 Uniform motion and average speed . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

4.1 Accelerated motion and average speed . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
4.2 Acceleration of gravity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
4.3 Motion design lab . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
5.0 The Iodine Clock Reaction and Reaction Rate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
xiv
Parkside Collegiate Institute
Science Department
Teacher: T. Fuller & A. Howard Course: SNC2D Year: 2006-2007

Book Issued: Science 10, Nelson
The book you are being issued is the property of the Science Department of Parkside Collegiate Institute. The
care of this book is your responsibility. It is being loaned to you on the following conditions:
1. A book cover is to be kept on this book at all times.
2. Except for your name inside the front cover, no marks are to be made in this text, on the bindings, on the edges,
or on the cover.
3. This book will be returned promptly upon exit from the course.
4. Any damage to the book since it was issued to you, or loss of the book will be paid for as follows:
(a) Torn pages, marks on pages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $10.00

(b) Marks on cover (inside or out) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $10.00
(c) Marks on page edges . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $10.00
(d) Loose binding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $10.00
(e) Missing pages, torn cover . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $85.00
(f) Loss of book; full replacement cost . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $85.00
This section to be completed by the student:

In signing out the book by completing the area below, I acknowledge having read the above conditions and I agree
to abide by these conditions.
Student Name Home Phone Text Condition of Text Date

Form Number Number Returned
xv
Student Name Home Phone Text Condition of Text Date
Form Number Number Returned
xvi
Classroom Policy
Teacher: T. Fuller & A. Howard
Students taking this course are expected to:
• be on time and attend class regularly
• bring books, pens, etc. to class every day
• treat everyone with respect
• work to the best of their abilities
Students taking this course will not:

• talk while the teacher is talking
• pack up before the dismissal bell
• wear hats or head coverings
• eat or drink during class
Late for class or leaving class:

• If you are late for class and do not have a note, you will make the time up at break.
• If you need to leave the classroom for any valid reason (washroom, forgotten item), you will
make the time up at break.
Due dates:
• You will be given very specific due dates for all work to be handed in.
• You may hand work in up to three days after the due date without penalty.
• Any work not handed in by three days after the due date will be given a mark of zero.
Missed Tests:
• It is your responsibility to reschedule a missed test.
• Expect to write a missed test on the day that you return to school.
xvii
SNC2D Course Outline
Grade 10 Science, Academic
Ministry Guideline: The Ontario Curriculum, Grades 9 and 10 Science, 1999

Textbook: Science 10, Nelson
Resource Materials: calculators, computers
Teacher: T. Fuller & A. Howard
Course Description: This course enables students to develop a deeper understanding of concepts in biology,
chemistry, earth and space science, and physics; to develop further their skill in scientific inquiry; and to under-
stand the interrelationships among science, technology, and the environment. Students will conduct investigations
and understand scientific theories related to: ecology and the maintenance of ecosystems; chemical reactions, with
particular attention to acid-base reaction; factors that influence weather systems; and motion.
Outline of Course Content
1. Ecology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 periods
2. Chemistry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 periods
3. Physics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 periods
4. Weather . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 periods
Assessment and Evaluation of Student Performance: Students are assessed using ktca which incorporates
a variety of indicators as shown below. Both individual and group assessment will be examined through quizzes,
tests, assignments, investigations, and labs. Students’ summative knowledge will be evaluated through an in-class
summative activity and a final examination.
Evaluation: Term Work 70% Lab Exam 10%, Final Exam 20%
Breakdown of Term Work:
Category Weight Indicators
Knowledge/ 25% • Knowledge of facts and terms, understanding concepts
Understanding • Understanding of relationships between concepts
• Transfer of concepts to new contexts
Thinking/Inquiry 20% • Use of tools, equipment and materials
• Application of skills and strategies of scientific inquiry
• Application of technical skills and procedures
Communication 10% • Communication of information and ideas
• Use of scientific terminology, SI units, symbols
• Use of various forms of communication for different audiences
• Use of information technology for scientific purposes
Application 15% • Understands connections among science, society, and the environment
• Proposes course of practical action in relation to science based problems
xviii
Introduction
Topic Periods
Raison lab 1
Scientific inquiry 1
Bunsen burner activity 1
Writing a laboratory report 0.5
Metric system 0.5
Biological drawings 1
Discuss and assign topics for major project 0.5
Library period: literature research and references 1
Quiz 0.5
Total 7
Unit 1: Ecology
Topic Periods
ecology 1
biotic factors 1
energy 1
matter cycles 1
roles 1
populations 1
nutrient cycles 1
pesticies 1
aquatic ecosystems 1
ecology lab 4
review 1
test 1
Total 15
Unit 2: Weather
Topic Periods
Weather forecasting 1
Energy and weather dynamics 1
Seasons 1
Fluid dynamics 1
The atmosphere 1
Winds 1
Precipitation 1
Hydrosphere 1
Clouds 1
Extreme weather events 2
Weather systems 1
Regional weather 1
Global climate change 1
Test 1
Total 15
Unit 3: Chemistry
Topic Periods
Total 25
Unit 4: Motion
Topic Periods
Total 20
xix
Exit Activities
Topic Periods
Total 5
xx
SNC2D Week of
Monday
Tuesday
Wednesday
Thursday
Friday
1
Unit 1: 6. PUBLICIZE:
Write a short summary statement including what
Introduction they predicted would happen and then stating what
actually happened.
1.1 Scientific observations Reading Assignment 1.1:

quantitative a measurement that has a number p. 658
e.g. 330 m/s, $42, -273◦C
In Class Exercise 1.1:
qualitative a measurement made by using one’s sense p. 658 copy out HHPS and WHMIS symbols
of sight, smell, touch, etc.
e.g. red, cold, large, smelly Homework Assignment 1.1:
SpongeBob handout 1.1
Laboratory 1.1 . . . . . Scientific Discovery

The 6 P Cycle of Scientific Discovery
Materials:
• 7-UP or Sprite
• raisins
• beaker
Procedure:
1. PERCEIVE PHENOMENON:
Examine the 3D structure of a raisin and a fresh glass
of 7-UP. Describe what you observe (in a table us-
ing the headings reactants, physical properties before
mixing, observations after mixing).
2. PONDER:
Prepare a list of the possible outcomes if the raisins
were dropped into the glass of 7-UP.
3. PREDICT:
Using the list of possible outcomes from part 2, pre-
dict which event is most likely to occur. Give reasons
for your prediction.
4. PLAN AND PERFORM:

Perform the experiment. What variables should/can
you control? Record your results, both quantitatively
and qualitatively in your table.
5. POSTULATE:
A theory to account for the actual phenomenon (in-
cluding any discrepancies).
2
Scientific Method Name ________________________
Science Safety Rules
Handout 1.1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SpongeBob’s safety rules
The Bikini Bottom gang has been learning safety rules during science class. Read the paragraphs
below to find the broken safety rules and underline each one. How many can you find?
SpongeBob, Patrick, and Gary were thrilled when Mr. Krabbs gave their
teacher a chemistry set! Mr. Krabbs warned them to be careful and reminded
them to follow the safety rules they had learned in science class. The teacher
passed out the materials and provided each person with an experiment book.
SpongeBob and Gary flipped through the book and decided to test the properties of a
mystery substance. Since the teacher did not tell them to wear the safety goggles, they left
them on the table. SpongeBob lit the Bunsen burner, then reached across the flame to get a
test tube from Gary. In the process, he knocked over a bottle of the mystery substance and a
little bit splashed on Gary. SpongeBob poured some of the substance into a
test tube and began to heat it. When it started to bubble he looked into the
test tube to see what was happening and pointed it towards Gary so he
could see. Gary thought it smelled weird so he took a deep whiff of it. He
didn’t think it smelled poisonous and tasted a little bit of the substance.
They were worried about running out of time, so they left the test tube and materials on the
table and moved to a different station to try another experiment.
Patrick didn’t want to waste any time reading the directions, so he put on some safety
goggles and picked a couple different substances. He tested them with vinegar (a weak acid) to
see what would happen even though he didn’t have permission to experiment on his
own. He noticed that one of the substances did not do anything, but the other one
fizzed. He also mixed two substances together to see what would happen, but didn’t
notice anything. He saw SpongeBob and Gary heating something in a test tube and
decided to do that test. He ran over to that station and knocked over a couple bottles
that SpongeBob had left open. After cleaning up the spills, he read the directions and
found the materials he needed. The only test tube he could find had a small crack in it, but he
decided to use it anyway. He lit the Bunsen burner and used tongs to hold the test tube over
the flame. He forgot to move his notebook away from the flame and almost caught it on fire.
Before they could do another experiment, the bell rang and they rushed to put
everything away. Since they didn’t have much time, Patrick didn’t clean out his test tube
before putting it in the cabinet. SpongeBob noticed that he had a small cut on his finger, but
decided he didn’t have time to tell the teacher about it. Since they were late, they skipped
washing their hands and hurried to the next class.
T. Trimpe 2003 http://sciencespot.net/

3
Teacher Notes:
After discussing safety rules with my students, I allow time for them to read the paragraphs and identify
the broken safety rules by underlining each one. When finished, we discuss each example and make a list of
the correct safety rules as a class on the blackboard. After this lesson, students create their own experiments as
part of our scientific method unit and are required to list safety rules that apply. They have many opportunities
to review the lab safety rules throughout the school year as we do experiments in class or develop their own
experiments. You might consider allowing the students to create their own “bad science” cartoons, bumper
stickers, or posters to illustrate the safety rules.
Answer Key:
SpongeBob, Patrick, and Gary were thrilled when Mr. Krabbs gave their teacher a chemistry set! Mr.
Krabbs warned them to be careful and reminded them to follow the safety rules they had learned in science
class. The teacher passed out the materials and provided each person with an experiment book.
SpongeBob and Gary flipped through the book and decided to test the properties of a mystery
substance. Since the teacher did not tell them to wear the safety goggles, they left them on the table1.
SpongeBob lit the Bunsen burner, then reached across the flame2 to get a test tube from Gary. In the process,
he knocked over a bottle of the mystery substance and a little bit splashed on Gary3. SpongeBob poured some
of the substance into a test tube and began to heat it. When it started to bubble he looked into the test tube4 to
see what was happening and pointed it towards Gary5 so he could see. Gary thought it smelled weird so he took
a deep whiff of it6. He didn’t think it smelled poisonous and tasted a little bit of the substance7. They were
worried about running out of time, so they left the test tube and materials on the table8 and moved to a different
station to try another experiment.
Patrick didn’t want to waste any time reading the directions 9, so he put on some safety goggles and
picked a couple different substances. He tested them with vinegar (a weak acid) to see what would happen even
though he didn’t have permission to experiment on his own 10. He noticed that one of the substances did not do
anything, but the other one fizzed. He also mixed two substances together to see what would happen11, but
didn’t notice anything. He saw SpongeBob and Gary heating something in a test tube and decided to do that
test. He ran over to that station12 and knocked over a couple bottles that SpongeBob had left open13. After
cleaning up the spills, he read the directions and found the materials he needed. The only test tube he could find
had a small crack in it, but he decided to use it anyway14. He lit the Bunsen burner and used tongs to hold the
test tube over the flame. He forgot to move his notebook away from the flame15 and almost caught it on fire.
Before they could do another experiment, the bell rang and they rushed to put everything away. Since
they didn’t have much time, Patrick didn’t clean out his test tube before putting it in the cabinet 16. SpongeBob
noticed that he had a small cut on his finger, but decided he didn’t have time to tell the teacher about it 17. Since
they were late, they skipped washing their hands18 and hurried to the next class.
Safety Rules:
1 - Always wear safety goggles whenever you are working with chemicals or other substances that might get
into your eyes.
2 - Never reach across a flame.
3 - Immediately notify your teacher if any chemical gets on your skin or clothing to find out what to do to clean
it off.
4 - Never look directly into a test tube when mixing or heating chemicals.
5 - Always point a test tube away from you and others when heating it over a flame or other heat source.
6 - Never smell a chemical directly from the container. Wave your hand over the opening of the container and
“waft” the fumes towards your nose.
7 - Never taste a chemical unless you are instructed by your teacher to do so.
8 - Always clean up your work area and equipment after an experiment is completed Equipment must be
returned to its proper place .
4
9 - Read and follow all directions exactly as they are written. If in doubt, ask your teacher for help!
10 - Never mix chemicals (or perform tests) without your teacher’s permission.
11 - Never mix chemicals without your teacher’s permission.
12 - Never run (or push someone else) in the lab. (I let the kids know this rule applies at all times!)
13 - Keep lids on bottles and containers when not in use.
14 - Never use broken or chipped glassware.
15 - Keep your work area clean and keep all materials (clothing, hair, papers, etc.) away from a flame or heat
source.
16 - Always clean up your work area and equipment after an experiment is completed Equipment must be
returned to its proper place.
17 - Immediately notify your teacher if you get cut or have another injury when performing an experiment.
18 - Wash your hands before and after each experiment.

5
1.2 Scientific method • Ooerstead, during a university lecture, discovered

that a current carrying conductor would cause a com-
pass needle to deflect.
hypothesis
• X-ray photography: 1890 Goodspeed and Jennings
• an unproven assumption put away some photographic plates, and some coins
were place on top. Goodspeed then decided to show
• The task of the experiment or lab or thesis is to prove Jennings some Crooks tubes (x-ray sources), with the
or disprove the hypothesis. intent of photographing the glow of the tube. When
the plates were developed, shadows from the coins
independent variable
were on the plates. Neither man could explain the
• a quantity that is manipulated in an attempt to circular shadow. Phenomenon explained by Roentgen
change the dependent variable in 1896.
• e.g. amount of drug administered • Becquerel was studying the fluorescence of uranium
salts by placing them in sunlight and placing photo-
dependent variable graphic plates covered with thick black paper. X-rays
were the only known radiation capable of impressing
• a quantity that changes as a result of another quantity the plates through thick black paper. Paris (France)
(or quantities) changing was cloudy for a week, Becquerel stuffed his uranium
salts and plates in a drawer. He then decided to de-
• a measured effect, e.g. pain level velop the plates, and discovered that there was an
• dependent variable depends on independent variable image of the copper cross that he had place between
the uranium and the plates. The uranium had emit-
control group ted a newly discovered radiation.
• basis for comparison • 100 metres away from Becquerel’s lab, Madam Curie
worked on her PhD thesis on Becquerel’s U-rays. She
• e.g. group of people given placebo (sugar pill) in pain isolated a material that she named polonium (after
reliever study her native Poland), which is a million times more
radioactive than uranium. In July of 1898, from
scientific method many tons of ore, Pierre and Marie extract by hand a
few milligrams of a material that is 2.5 million times
1. an observation is made which makes the scientist
more radioactive than uranium: radium. Marie lost
scratch head
nearly 20 pounds while doing her doctoral research,
2. hypothesize and Pierre was often exhausted and in pain. 1911,
Curie becomes first person ever to win two Nobel
3. develop experimental procedure prizes. On July 4, 1934, (66 years old) Marie Curie
died of aplastic anemia, a blood disease that often
4. perform experiment (or develop theoretical explana-
results from getting too much radiation.
tion)
(ref: http://www.aip.org/history/curie/contents.htm)
5. analyze data
• expansion of universe (Hubble, 1929) - new technol-
6. publish (or market!) ogy fostered tremendous discovery, had great access
to largest telescope in the world at that time (Hale
scientific accidents 100 inch)
• Do scientists actually use the scientific method? Yes, • CMB and Big Bang (Penzias and Wilson, 1965, Nobel
BUT prize 1979). Initially thought that the noise in their
radio horn was caused by pigeon dung, later proved
• MANY of the big discoveries were made by “acci- to be the relic radiation of the Big Bang.
dent” or with a little luck. Here are just a few, off
the top of my head:
• penicillin (Fleming, 1928)

6
Handout 1.2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Writing a Hypothesis
Directions
Create a hypothesis statement for each of the situations below using the If and then format.
(If CAUSE =⇒ then EFFECT)
A hypothesis is an estimate or “educated guess” for solving a problem based on facts, observations, and available
data.
Example Scenario: A student wants to see if the amount of sunlight affects the growth cycle of a pansy. The
student places one pansy on a window sill (natural light) and another in the living room (only artificial light).
Hypothesis: If a pansy is placed in natural light then it will grow two inches higher than a pansy grown in the
artificial light.
Situation 1
A sanitation department is nearby and the smell is coming from the same direction. The sanitation department does
a series of steps to process the sewage and waste water.
Hypothesis: If
then
Situation 2
A NASA engineer wants to see if salt will reduce the amount of ice and snow buildup on the runway. She spreads
200 lbs of salt on a test runway and simulates an airplane landing by using test equipment. She then repeats the
test on a runway without applying salt.
Hypothesis: If
then
Situation 3
The tree house detectives want to see if different smells travel at the same speed. They spray a can of hair spray,
peppermint air freshener, and insect repellent at the same time. Six friends stand around them in a large circle, five
feet from the center of the circle where the three tree house detectives stood.
Hypothesis: If
then
Situation 4
The tree house detectives want to know if the candy making process affects the odor given off by the candy. To
conduct the experiment, they help Dr. D make orange taffy candy.
Hypothesis: If
then
ref: http://whyfiles.larc.nasa.gov/text/educators/activities/2000 2001/worksheets/hypothesis.html
7
Handout 1.3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SpongeBob’s science

8
9
10
Reading Assignment 1.2:

none

handout 1.2, 1.3
Homework Assignment 1.2:

handout 1.2, 1.3
1.3 Bunsen burner

• handout “HOW TO WRITE A FORMAL LAB RE-
PORT” - discuss writing introduction
• discuss Bunsen burner
• fill out Bunsen burner handout

none

lab 1.2

lab 1.2
11
Laboratory 1.2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The Bunsen Burner
Purpose: To learn how to operate the Bunsen burner and about the different types of flame it can produce.
Method:
1. Lighting the Burner
(a) Put safety goggles on.

(b) Make sure the area is clean (put books away).
(c) Attach the rubber tubing of the burner to the gas supply. Close gas supply valve completely.
(d) Make sure that the air supply is about half open.
(e) Have your match (and your partner) ready to light the burner.
(f) Slowly turn on the gas supply and bring the lit match over the barrel.
(g) Cool the match under water before disposing it
2. Luminous and Non-luminous Flames
(a) Observe the flame produced when the air intake barrel is completely closed. Now begin to open the air
intake barrel and see what happens to the flame.
(b) Describe the differences between the two flames. Record your observations on a separate piece of paper. The
flame that is easier to see is called a luminous flame. The flame that is harder to see is called a non-luminous
flame.
(c) Close the air intake hole and hold a clean dry test tube in the top of the flame for 30 seconds. Record your
observations.
(d) Re-open the air intake hole and hold a clean dry test tube in the top of the flame for about 30 seconds.
Record your observations.
3. High and Low Flames
(a) Find out how to produce both high and low flames by adjusting the gas valve on your Bunsen burner. Record
your observations.
4. The Three Zones of a Non-Luminous Flame.
(a) Hold a piece of clean, copper wire in a test tube holder. Hold the wire horizontally in the flame and move it
slowly up and down in the flame. Watch the wire carefully. Record your observations and include a diagram.
(b) Turn off the gas supply to the burner. Place a straight pin through a match directly under its head. Support
the match in the barrel with the pin resting over the top of the barrel. Turn on the gas and light the burner.
What do you observe?
12
Discussion: (answer all questions in sentence form)
1. What was the substance found on the test tube held in the yellow flame?
2. The yellow luminous flame is sooty, not very hot, and wastes gas because the gas is not burned completely. You
should never use this type of flame unless directed to do so. If the Bunsen burner was producing a “cool” yellow
flame, how would you make it burn more completely?
3. How would you change a yellow flame to a blue flame?
4. List three reasons why you should never use a luminous flame in the lab.
5. What type of flame would you use if you wanted to heat a beaker of water gently? Choose from the following
list:
• high-luminous
• low luminous
• high non-luminous
• low non-luminous
6. Since the burner operates most efficiently when the mixture of air and gas is such that the flame is neither yellow
or noisy, this is the type of flame we will use in our experiments. Label the following diagrams of a non-luminous
flame to show the zones of:
(a) complete combustion (hottest area)

(b) incomplete combustion
(c) unburned gas
7. Explain why the carburetor of an automobile is similar to the barrel of a Bunsen burner.
8. Trucks and buses emit a large amount of black soot. Name the type of combustion taking place in their engines
when soot is produced.
9. Natural gas is the fuel used in science labs. When found naturally, it has no smell. Gas companies, however, add
a foul smelling sulphur compound to the supply lines. Why do they do this?
10. Because the earth has a limited supply of natural gas and other fossil fuels, conservation is important. What
could you do, in an experiment involving a Bunsen burner, to help conserve natural gas?
11. Is burning log in a campfire an example of complete or incomplete combustion? Explain your answer.
13
14
1.4 Biological drawings

• activity on “BIOLOGICAL DRAWINGS”
1.5 Research project

• discuss topics for major assignment and have students
sign up for topics
• library period - how to research in the library and
writing references using APA style
15
Handout 1.4 . . . . . . . . Grade 10 Academic Science Computer Year-End Presentation

Assignment:
• research a topic which applies to one of the 4 units studied in the grade 10 academic science course (ecology,
chemistry, weather, motion) and prepare a corel presentation of your topic
• the assignment involves the following steps:
1. choose a topic and begin research for your particular topic

2. have topic approved by your teacher
3. begin to research a variety of different articles to increase your knowledge of your topic
4. complete a summary of a minimum of 6 different articles that have been researched on your topic and
complete in point form a summary note
5. using your summary notes prepare a computer presentation of your topic
Deadline Dates:
• Monday Sept. 26 have chosen topic and topic has been approved by teacher
• Monday Oct. 31 2 articles summarized
• Monday Nov. 28 4 articles summarized
• Monday Dec. 19 6 articles summarized
• Monday Jan 16th to Friday Jan 20th corel presentations
Possible Topics:
• Ecology: acid rain, pesticides/herbicides use and the environment, deforestation, crude oil and marine ecosys-
tems, fossils fuels and the environment, dinosaur extinction, panspermia
• Chemistry: hydrogen fuel cells, ion engines, combustion, fireworks, nanotubes, Fullerene, any element or com-
pound of interest
• Motion: maglev trains, sporting equipment and speed, technology and skiing, tracking animals, subsonic vs
supersonic flight, rocket motion, Bombardier, gravity (Galileo), expansion of universe
• Weather: global warming, hurricanes, tornadoes, weather satellites and aircraft, impact of solar activity on the
Earth’s weather
• There are many famous scientists that you could do a short biographical sketch on. You would have to identify
and discuss their contribution to ecology, chemistry, physics, or weather. Some examples: Einstein, Newton,
Hubble, Watt, Galileo, Copernicus, Archimedes, Curie, Pasteur, Fleming, Joule, Zwicky, Bunsen, Stanley Miller
Summary of articles should:
• contain title, author, name of book/magazine/newspaper, web address, when article written summarized in point
form
• typed
• these summary notes should be used to prepare your computer presentation
Corel Presentation:
• cover topic
• contain diagrams and abbreviated text
• be presented by the researcher and not just read from the computer
• time - between 5 to 7 minutes + 2 minute question period
16
Presentation Rubric
Category Level I Level II Level III Level IV
Oratory Frequently cannot be Sometimes cannot be Speaks clearly. Most Always speaks with
heard. Frequent mis- heard. Some mispro- words pronounced cor- perfect clarity. No
pronunciation. nunciation. rectly. mispronunciation.
Organization Complete lack of orga- Some organization is Good flow to presenta- Very well defined, logi-
nization. apparent. tion. cal structure.
Visual aids Limited usefulness, dif- Provides some support Mostly easy to read. Easy to read, comple-
ficult or impossible to to oral presentation. Provides good support ment oral presentation
read. to oral presentation. without being distract-
ing.
Appropriate Presentation is either Presentation is either Most topics in presen- Presentation is at a
level above or below appro- above or below appro- tation are at acceptable perfect level for target
priate level for all mem- priate level for most difficulty level for tar- audience.
bers in audience. members in audience. get audience.
Subject Demonstrates little Demonstrates some Demonstrates solid Demonstrates excellent
knowledge understanding of topic. understanding of topic. understanding of topic. understanding of topic.
Always reads from Usually reads from Reads from script Seldom reads from
script. script. sometimes. script.
Summaries Articles are not sum- Frequently misses ma- Identifies most impor- All salient points iden-
marized. Misses all jor issues. tant issues. tified.
major issues.
References No references provided. Some references pro- Most references pro- All references provided,
vided, some in proper vided, most in proper most in proper format.
format. format.
Verbal Provides no acceptable Provides an answer Provides a correct an- Provides a correct an-
question answer. that is partially cor- swer. swer, and extends ques-
responses rect. tion and answer into re-
lated topics.
Written Question is indicative Question shows limited Question shows some Question is very
questions of little perception. understanding of pre- incite and demon- insiteful and demon-
sentation. strates sold under- strates fundamental
standing of presenta- understanding of
tion. presentation.
Listening Usually inattentive or Sometimes inattentive Usually attentive. Always actively listen-
talking. or talking. ing.
17
Unit 2: 2.3 Energy in ecosystems

Ecosystems 2.3.1 Solar radiation
• most of the Earth’s ecosystems are powered by the
2.1 Ecology sun
• define ecology • some small ecosystems are powered by chemosynthe-

sis, geothermal heat (e.g. hot ocean floor geysers)
• levels of organization cut and paste
• sun is powerful enough to melt a (1000 km)3 0◦C block
• assign glossary of terms: of ice in 1 second
ecology • Earth receives about a billionth of the sun’s total out-
community put
habitat
• the sun radiates all wavelengths, radio through γ rays
trophic level
• Earth’s atmosphere shields us from harmful radiation
population
biosphere • 30% reflected by clouds or Earth’s surface
consumer • 70% warms Earth, evaporates water, etc.
primary consumer
• 0.023% used in photosynthesis
secondary consumer
lithosphere • greenhouse gases allow some wavelengths in (e.g. vis-
ible light), but trap thermal radiation (infrared) -
hydrosphere
keeps the heat in
atmosphere
biome 2.3.2 Albedo
• reflectivity of surface; incident radiation / reflected
radiation
§1.1, p 10-13
• snow, cloud: high albedo (0.8)
p 13, #1, 2, 3, 4a • forest: low albedo (0.03 - 0.05)

p 13, #1, 2, 3, 4a 2.3.3 Thermodynamics
First law (mass) energy is conserved. Energy can be
transformed from one form to another (one of which
2.2 Biotic and abiotic factors is mass), but it cannot be created or destroyed.
• define biotic and abiotic factors
Second law disorder always increases. If heat was
• biotic factors flow chart money, you would always lose; worse, you can’t break
even!

§1.5, p 22-23 2.3.4 Energy, chains, and webs
• 2nd law demands that some energy is always lost
p 23, #3, 4, 6 • a consumer radiates energy obtained in its food
through body heat, moving, activities
p 23, #3, 4, 6 • less energy is available as you move up a food chain
18
• trophic levels: position on food chain (first trophic 2.4 Matter cycles
level: producers, second: herbivores, third: carni-
vores) 2.4.1 Organic matter
• food chain: step by step sequence of what eats what. • Swedish chemist Berzelius (1779-1898) divided com-
no branches pounds into two groups:
• food web: interconnected food chains – organic: obtained from living organisms
– inorganic: obtained from mineral sources
2.3.5 Ecological pyramids
• At this time, most chemists believed that organic
• each step in the pyramid is a trophic level
chemicals could be synthesized only by living organ-
• lowest trophic level is base of pyramid isms.
• In 1828 German chemist Wöhler made an organic

2.3.5.1 Energy pyramid
compound (urea) from an inorganic compound (am-
• energy contained in bodies of organisms at each monium cyanate) thus proving it possible to synthe-
trophic level is represented by the volume of corre- size organic compounds in a lab.
sponding step in pyramid
• Today, a huge number of organic compounds are syn-
• each trophic level ALWAYS has less energy than the thesized in laboratories: drugs, plastics, dill pickle
step below (2nd law of thermodynamics) flavouring on your chips!
• e.g. fig. 6, p 37 • Organic compounds are defined as compounds that
contain covalently bonded carbon (CO2 and CO are
2.3.5.2 Population pyramid inorganic by convention)
• population of organism at a trophic level is repre- • H2 O, NH3 (ammonia), are inorganic (no carbon)
sented by the volume of corresponding step in pyra-
mid • simple organic molecules: methyl alcohol (CH3 OH),
vinegar (CH3COOH), acetylene (CHCH)
• a trophic may or may not have a smaller population
than the level below e.g. there are many more aphids • complex organic molecules: glucose (C6 H12 O6 ), oc-
(2nd trophic level) than trees (1st trophic level), but tane (C8 H18 ), nitroglycerin (C3 H5 (ONO2 )3 ), trini-
there are fewer lady bugs (3rd trophic level) than trotoluene (TNT CH3 C6 H2 (NO2 )3 ), RNA, DNA
aphids.
• Stanley Miller and Harold Urey in 1953 synthesized
• e.g. fig. 8, p 37 organic compounds (such as amino acids, the building
blocks of proteins) from inorganic compounds (CH4
2.3.5.3 Biomass pyramid , H2 O, NH3 , H2 ), bolstering the evolutionary theory
of life
• biomass of trophic level is represented by the volume
of the corresponding step in pyramid
2.4.2 Cycling of matter
• each trophic level usually has less biomass than the
• Where did the matter in living things originate?
step below
• living organisms do not create the atoms in their bod-
ies — the atoms came from the food they ate — “you
are what you eat”
§1.10-1.11, p 32-39
• digestion breaks down complex organic molecules in
In Class Exercise 2.3: food into simple molecules
p 33, #1, 4; p 39, #2, 8, 9
• cells combine those simple molecules into complex
Homework Assignment 2.3: molecules which become part of the organism’s struc-
p 33, #1, 4; p 39, #2, 8, 9 ture
19
2.4.3 Decomposers • usually each species in an ecosystem has a different

niche, which reduces competition
• decomposers break organic matter in dead bodies and
fecal matter into small, inorganic molecules • organisms occupying the same niche will come into
• those molecules pass into soil or water, possibly later competition
will be ingested by a living organism
• introduction of “exotic species” may cause a niche
• examples: bacteria, fungi, mould collision; indigenous and exotic species will compete
for same resources
Reading Assignment 2.4: • exotic species may be introduced naturally since
§2.1, p 50-51 many plants and animals are mobile
In Class Exercise 2.4: • new land routes were created as continents moved
p 51 #1, 2, 3, 4, 6 (e.g. N. and S. America came together 5 Ma ago).
Many S. American species could not survive the com-
Homework Assignment 2.4: petition.
p 51 #1, 2, 3, 4, 6
• Humans accidentally transport many species:
2.5 Ecosystem roles – cockroach
Define the following: – zebra mussel (bilge water discharged from ships)
herbivore this species has been both a bane to some species
and a boon to others
carnivore
omivore • Humans have intentionally transported many species:
scavenger
– killer bees
detritus feeders
– predatory wasps
decomposers
heterotrophs
2.5.3 Symbiotic relationships
autotrophs
chemotrophs • a close relationship between organisms of two differ-
ent species
2.5.1 Niches • can be good, bad, or indifferent for each partner
• every organism has a niche
2.5.3.1 Parasitism
• niche is defined by:
• good for the parasite, bad for the host
– position on food web
– habitat • Latin parastus, a person who lives by amusing the
– breeding area rich, from Greek parastos, person who eats at some-
one else’s table
– time of day that it is most active
• special case of predation
2.5.2 Competition
• viruses: influenza, malaria
• organisms in different niches will have reduced com-
petition • bacteria: E. coli
• e.g. hawks and owls feed on many of the same or- • protozoa:
ganisms, but they live in slightly different areas, and
hunt at different times • fungi: athlete’s foot
20
• helminths: • closed population: nobody moves (births and deaths

only)
– (e.g. round worm, tapeworms) parasite or its
eggs enter body. live in intestinal tract, lungs, • Earth’s human population in not in dynamic equilib-
liver, skin, brain, where they live off the nutri- rium; growth rate is 250 000 people per day
ents in your body
– largest tapeworms 25 feet or longer. Tapeworms
2.6.1 Population histograms
are made up of hundreds of segments, each of • discuss figures 2 and 3 on page 75
which is capable of breaking off and developing
into a new tapeworm. • Mexico: very young population. Why?
(ref: http://www.mayoclinic.com/invoke. • Canada: what’s the reason for the bump at 35-40?
cfm?id=ID00002) Baby boomers were born between 1946-1961, but that
would put the boomers at 40-50 years old in 1997
2.5.3.2 Commensalism
• good for one species; neither help nor hindrance to 2.6.2 Limiting factors
the other • environmental resistance: limiting influences of envi-
ronmental factors upon population
• e.g. ramora and shark (or tuna or whale or ray)
• biotic potential: the maximum number of offsprint
2.5.3.3 Mutualism that a species could produce given unlimited re-
sources
• good for both
• biotic potential regulated by:
• e.g. anemone and clown fish: anemone offers
clown fish protection, clown fish cleans detritus from – birth potential (# per birth)
anemone – capacity for survival
– procreation (frequency of mating)
• e.g. crocodile and Egyptian Plover (crocodile bird)
– length of reproductive life
2.5.3.4 Competition • biotic factors
• neither species benefits • abiotic factors
• carrying capacity: largest population of a species that
Reading Assignment 2.5: can be supported indefinitely by an ecosystem
§1.12, p 40-44 • can carrying capacity ever be exceeded? Yes, but only
temporarily - dynamic equilibrium reestablished after
In Class Exercise 2.5: a while
p 44, #1-4
• tolerance: ability to cope with extremes in abiotic
Homework Assignment 2.5: factors
p 44, #1-4 • density independent factor: e.g. natural disasters
• density dependent factor: food, virus
2.6 Populations
• population growth = births + immigration - deaths Reading Assignment 2.6:
- emigration §2.10, p 77-80
• dynamic equilibrium: population growth = 0 In Class Exercise 2.6:

p 80, #1-5
• mature ecosystems tend to be relatively stable
• open population: 4 factors involved p 80, #1-5
21
2.7 Nutrient cycles 2.7.3 Phosphorus cycle

• Phosphorus is a key element in:
2.7.1 Carbon cycle
1. cell membranes
• Carbon from inorganic compounds such as carbon
dioxide is recycled into complex organic molecules via 2. the energy carrying molecule - ATP
the process of photosynthesis 3. DNA
• photosynthesis: 4. in the calcium phosphate of bones
• Phosphorus is a key element in:
6CO2 + 6H2 O =⇒ 6O2 + C6 H12 O6
– cell membranes
carbon dioxide + water =⇒ oxygen + glucose
– the energy carrying molecule - ATP
• Some of this carbon is released back into the environ- – DNA
ment via the process of cellular respiration.
– in the calcium phosphate of bones
• cellular respiration:
• figure p 68
C6 H12 O6 + 6O2 =⇒ 6CO2 + 6H2 O • video: nutrient cycles
glucose + oxygen =⇒ carbon dioxide + water
• figure p 62 §2.5, 2.6, p 62-71
• How does carbon travel from living organisms back
into the environment? In Class Exercise 2.7:
crossword puzzle
1. decomposition
2. converted into rock or fossil fuels then returned p 65, #2, 4; p 68, #2, 3, 7, 9, 13
when the fossil fuel is burned (combustion) or
returned by uplifting and weathering of rocks.
2.8 Pesticides
2.7.2 Nitrogen cycle • pest: a harmful or irritating organism
• Organisms require nitrogen to make protein, DNA,
• pesticide: a chemical that kills pests
and plant chlorophyll.
• herbicide: a chemical that kills plants
• organisms need nitrates (NO−
3 ) to intake nitrogen
• fungicide: a chemical that kill fungi
• nitrogen fixation: conversion of N2 into NO−
3
• arsenic, lead, mercury were applied to crops during
• denitrification: conversion by bacteria of nitrates to 15th century
nitrites to nitrogen gas, which is released into the
atmosphere • many plants have developed chemical defences; these
have been extracted and used as pesticides
• Nitrogen fixation may occur through:
• second generation pesticies are those that are syn-
1. lightning - where nitrogen gas reacts with oxy- thetically prepared
gen to produce nitrates which are carried via • 2.3 million tonnes of pesticides are used yearly
rain water into the soil,
2. bacteria - found on root nodules of legumes • 75% used in developed countries
3. decomposers - which convert waste into ammo-

nia (NH3 ) is then converted into nitrites (NO− 2.8.1 Bioamplification
2)
than into nitrates by bacteria • some chemicals are water soluble
22
• some chemicals are fat soluble 2.10 Ecology lab, field work
• fat soluble toxins are not released in urine or sweat,
so they accumulate in fatty tissue
• pesticides are usually targeted at organisms low on none
the food chain
• amount of toxin increases as trophic level increases In Class Exercise 2.10:
none
2.8.2 Modern chemical pesticides
• water soluble, so bioamplification is lessened none
• break down in soil (e.g. UV radiation from sun)
2.11 Ecology lab
2.8.3 Acquired immunity
• some pest of a certain species may have genes that
make them resistant to a pesticide Reading Assignment 2.11:
none
• application of the pesticide will kill those that are
vunerable, leaving the resistant members alive
• resistant members then pass on their genes to their none
offspring
• after generations the entire species can be resistant Homework Assignment 2.11:
to the pesticide, making it impotent none
• bacteria and insects are particulary good at adapting,

since their reproductive rates are high 2.12 Ecology lab

§2.2, p 52-58 Reading Assignment 2.12:
none
p 58, #1-7 In Class Exercise 2.12:
none
p 58, #1-7
none
2.9 Aquatic ecosystems
• video: pond life 2.13 Ecology lab
• ecology assignment on freshwater ecosystem
Reading Assignment 2.9: none
§4.1-4.4, p 125-139
none
freshwater ecosystem
Homework Assignment 2.9: Homework Assignment 2.13:

freshwater ecosystem none
23
2.14 Review

none

review questions

review questions
24
Unit 3: • computer code must know all necessary physics (fluid

dynamics, thermodynamics, etc.)
Weather Dynamics • run the program on a supercomputer to see what the
weather will be like in a few days
3.1 Weather forecasting
3.1.4 Weather maps
3.1.1 Technology
• symbols: warm front, cold front, high pressure, low
• In order to forecast the weather, meteorologist gather pressure, precipitation, isobar
as much information as possible regarding current
weather conditions. This is accomplished using a va- 3.1.5 Seasonal forecasts
riety of instruments.
• They say it’s going to be a long winter...
• barometer: measures air pressure by expansion of gas
• Seasonal 3 month forecasts can be performed by using
• thermometer: measures temperature by expansion of computer simulations of the atmosphere
liquid
• 3 to 12 month forecasts are made using statistical
• hygrometer: measures humidity in air. Older hy- probabilities; global sea surface temperature evolu-
grometers used measured humidity by calibrating the tion is used as a predictor
stretch of human hair at different humidities
• www.weatheroffice.ec.gc.ca, click on “seasonal fore-
• psychrometer: measures humidity by using calibrated casts”, then “verification of past forecasts”
table of differences between wet and dry bulb ther- • historically the forecasts have not been any better
mometers. Lower humidity will produce greater tem- than random (e.g. better than 1:3 chance of getting
perature difference between the wet and dry bulb, choice of hot, normal, cold correct)
since evaporation will cool the wet bulb. At 100%
humidity, there will be no evaporation and hence
no temperature difference between the wet and dry Reading Assignment 3.1:
bulbs. §14.9, p 567-570
• anemometer: measures wind speed using either cups In Class Exercise 3.1:
or blades, or by measuring wind pressure p 570, #3, 4, 5
• weather vane: indicates direction of wind
• Doppler radar: radar beam is reflected by rain in air.

The stronger the reflection, the greater the precipita-
tion. Direction towards or away from weather station
is given by change in frequency between the beam
send, and the beam reflected
3.1.2 Satellites
• satellites take images from space of Earth
• visual light, infrared (heat), microwave (changes in

water vapour)
3.1.3 Computer simulation

• collect all possible data from weather stations
• computer program simulates weather systems

25
Figure 3.1: Seasonal forecast for spring 2005

26
Figure 3.2: Observed temperature for spring 2005

27
Laboratory 3.1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Accuracy of weather forecasts

The purpose of this laboratory is to determine the accuracy of weather forecasts. Weather forecasts are typically
made for the next 5 days.
1. Write down a hypothesis regarding accuracy of weather reports.
2. You are responsible for designing an experimental procedure to answer your hypothesis.
• You must obtain weather forecasts every day for the specified period of time. Forecasts are available in
newspapers, or on the web (e.g. www.weatheroffice.ec.gc.ca)
• You must obtain current weather conditions for the specified period of time, in order to compare the actual
weather to the prediction.
• How will you quantify the accuracy of the weather forecast? You might compare the predicted temperature
to the actual temperature. You might instead use a 5 point scale, for example 1 is totally wrong and 5 is a
perfect forecast.
• Have your procedure verified by your teacher.
3. Organize your data into tables and/or graphs where appropriate. Summarize your data using statistics (e.g.
mean value) where appropriate.
4. Discuss the problems of weather forecasting in your introduction.

28
3.2 Energy and weather dynam- 3.2.4 Reflection and absorption of en-
ics ergy
• albedo: how much energy a material reflects (snow:
3.2.1 The electromagnetic spectrum high albedo, black soil: low albedo)
• light is the tiny portion of the electromagnetic spec- • about 50% of incoming energy from the sun is ab-
trum that our eyes happen to be sensitive to sorbed by land & oceans, 20% is absorbed by clouds,
• radio waves, micro waves, infrared, visible light, ul- 30% reflected back into space
traviolet, x rays, gamma rays: all are EM radiation,
only difference is the wavelength of the radiation 3.2.5 Phase changes in water
• energy of radiation increases as wavelength decreases: • as water changes its phase, energy transfer occurs
Xrays can penetrate better than UV, gamma rays are
• solid to liquid: water gains energy from surroundings
most dangerous of all
• liquid to gas: water gains energy from surroundings
3.2.2 Propagation of energy • energy transfer via H2 O phase changes plays impor-
• 4 methods of energy propagation: tant role in weather
1. radiation: propagation of EM radiation through • what happens to lake/ocean temp if there is a lot of
space (no medium required) evaporation?
2. conduction: propagation of thermal energy • clouds form by H2 O condensation. What happens to
through a solid (vibration of particles) air temp when clouds form?
3. convection: propagation of thermal energy via
vertical movement of particles in a fluid (hot
air/water rises) Laboratory 3.2 . . . . Evaporation Activity
4. advection: propagation of thermal energy via • measure room temperature
horizontal movement of particles in a fluid
• soak bit of paper towel in water
• convection current: heat up a fluid, it becomes less
dense, it rises (convection). If its movement is con- • wrap around thermometer
strained (e.g. fluid in a beaker), advection will carry
• hold to fan
fluid horizontally, then it cools, becomes more dense,
and sinks. • measure temperature
• repeat with alcohol
Demonstration 3.1 . . . . . . . . Convection in water Questions:

page 505, Science 10, Nelson 1. Which liquid evaporates most quickly?
2. Compare the three temperatures measured. Explain
the differences.
3.2.3 Heat capacity 3. Describe the energy transfer during evaporation.
• heat capacity of a material is the amount of energy
required to increase the temperature of 1 kg of the
material by 1◦C
• water has high heat capacity
§13.2, p 504-507
• land (soil, sand, rocks) has much lower heat capacity
• land heats up and cools down more quickly than water p 507, #1, 2, 3, 4, 6, 9, 10
29
3.3 Seasons • angle is smaller in summer, sun gets higher in sky

(but sun is never directly overhead anywhere north
3.3.1 The Earth’s motion of the tropic of cancer
• Earth travels in an elliptical path
• Earth is closest to sun in January, but this has no
§13.3, p 508-509
impact on the seasons
• rotational axis of Earth is 23.5◦ angle to plane of solar In Class Exercise 3.3:
system p 509, #2, 3, 4, 5
• north pole points toward sun in summer

3.4 The atmosphere
• Dec 21: winter solstice, longest night, first day of
winter 3.4.1 Layers
• Mar 21: vernal equinox, equal day/night, first day of • troposphere
spring
– 8 km thick at poles, 16 km thick at equator
• Jun 21: summer solstice, longest day, first day of sum-
– contains most of atmosphere’s moisture
mer
– most weather here
• Sept 23: autumnal equinox, equal day/night, first day
– temp decreases with increasing altitude
of fall
– 20◦C at bottom, -50◦C at top
• tropic of cancer: sun is directly overhead on June 21
• tropopause
• tropic of Capricorn: sun is directly overhead on Dec
22 – temp increases because of increase in O3 which
absorbs UV
• arctic circle: one day of complete darkness on Dec 21
– temp increase keeps molecules of stratosphere
• north pole: sun goes down on Sept 23, comes up Mar and troposphere separate
21
• stratosphere
3.3.2 Solar flux – contains more O3 than any other layer
• amount of solar energy per area – O3 protects us from UV
• imagine a cylindrical beam of sunlight striking a sur- • mesosphere (middle)
face
– temp and density very low
• if the beam strikes the surface at 90◦ , the spot will
be circular • thermosphere
• if the beam strikes the surface at an angle, the spot – density remains low
will be elliptical, and larger in area than the circular
spot – particles have higher temp because they absorb
high energy EM radiation (e.g. Xrays) from the
• the larger the angle of incidence, the larger the illu- sun
minated spot – AKA ionosphere since high energy EM ionizes
• the larger the illuminated spot, the less radiation per atmospheric particles
area is received – northern lights
• as the Earth revolves around the sun, the angle of • exosphere

light changes. The smaller the angle, the more radi-
ation per area the surface receives – very few particles
30
3.4.2 Composition 3.5.1 The Coriolis effect

• 78% N, 21% O, trace amounts of H2 O, Ar, CO2 , Ne, • on a rotating platform, a thrown object will not ap-
He, Kr, H, O3 pear to travel horizontally in a straight line
• imagine sitting on a merry-go-round, directly across

3.4.3 Pressure from your friend. You throw a cream pie directly at
• air has mass his head. Your aim is true. Will you hit him?
• the height of a column of air determines the atmo- • observing from above the merry-go-round, the pie
spheric pressure does travel horizontally in a straight line, but from
the merry-go-round, the pie seems to veer
• as you go deeper into water, pressure increases. The
same holds for air. • Coriolis effect causes hurricanes in the northern hemi-
sphere to go counterclockwise, and clockwise in the
• at sea level, the air pressure is about 100 kPa. That southern hemisphere
means that on 1 square metre, the mass of the air
above is about 10 000 kg. On 1 square cm, the mass
of air above is 1 kg.
• you can only draw water up a pipe 10 metres. Imagine 6

a square pipe of 1cm by 1cm cross section. If you put *
the pipe into a bucket and started to draw the air
out, the water would rise 1000 cm (10 metres). 1000
cubic cm of H2 O has a mass of 1 kg. Once all the air north pole
is out of the top of the pipe, you can’t draw the water
up any more. You’d need more outside air pressure
to push the water up higher.
-
Earth rotation
Demonstration 3.2 . . . . . . Atmospheric pressure
• Australian toilet myth
Bell jar demonstrations:
• inflating balloon 3.5.2 Global wind patterns

• invert test tube half filled with water into beaker with • there are three zones of convection currents in each
water of the north and south hemispheres
• Coriolis effect twists the convection current winds

into a curved path
Reading Assignment 3.4: • polar easterlies (from east), 60◦ N to poles

§13.4, p 510-513
• mid-latitude westerlies (from west), between 30◦ N to
60◦ N
p 513, #2, 4, 5, 6, 7, 8, 9 • northeast trade winds (from northeast), near equator
• doldrums near the equator

3.5 Winds
• jet streams: high speed (400 km/h) winds in the up-
• local winds caused by differences in air pressure per regions of the troposphere, steer most of the ma-
jor weather systems
• global winds caused by combination of convection
currents and Earth’s rotation • jet streams occur between convection current zones
31
• advection from global winds distributes thermal en- • Compare ocean currents with prevailing winds. Make
ergy from warm parts of world to cold parts list of similarities.
Reading Assignment 3.5: Reading Assignment 3.6:

§13.6, p 516-519 §13.8-13.9, p 522-525
In Class Exercise 3.5: In Class Exercise 3.6:

p 519, #1-4 p 524, #4, 5, 8; p 527, #1, 3, 4, 6
3.6 The hydrosphere 3.7 Clouds

• all of earth’s water 3.7.1 Composition
• clouds are composed of tiny water droplets (mist) or
3.6.1 Water distribution ice crystals
• 97.5% salt water • droplets are small enough to be carried aloft by air
currents
• of the 2.5% fresh water, 87.3% is locked away in polar
ice, 12.3% is underground, and 0.4% is surface and
atmospheric water 3.7.2 Formation
• droplet is formed when water vapour cools and con-
• Canada has 0.5% of the world’s population and 10%
denses into liquid water, or an ice crystal
of the world’s water
• phase change is dependent upon temperature and
3.6.2 The water cycle pressure. Once temp and or pressure drop enough,
water vapour will condense into liquid
• solar radiation causes evaporation or sublimation of
water (water stores thermal energy) • convective clouds: convection current carries water
vapour upward, as air expands, it cools, pressure
• figure 4, p 523 drops, vapour in the air (humidity) condenses into
a cloud
3.6.3 Ocean Currents • frontal clouds: leading edge of air meets another air
• oceans are important in weather dynamics, because mass of different temperature. warm air usually has
they occupy so much of the Earth’s surface, and they more moisture than cold, warm air mass is pushed up
are a large thermal energy sink (reservoir) over cold air, condenses and forms cloud
• orographic cloud: warm moist air pushed up by

• ocean currents distribute thermal energy
mountain, cools, water condenses
• figure 1, p 525
• wind on the leeward side is very dry
• ocean currents are influenced by:
– convection currents
Demonstration 3.3 . . . . . . . . . . . Cloud in a bottle
– winds across the oceans
Show students how water vapour condenses when pres-
– Earth’s rotation sure drops.
– land masses
– water’s heat capacity
– salt content of water • Why are some clouds dark?
32
3.7.3 Classification – know how each influences the global weather (p

536-537)
• cumulus: heap
• stratus: spread out 3.8.2 Air masses

• nimbus: rain holding • large body of air of fairly uniform temp, humidity at
specific altitude
• low level clouds have no prefix (cumulus or stratus)
• from 100 km across to over 1000 km
• alto: medium level (altostratus, altocumulus)
• continental: over land, dry air
• cirrus: high level (cirrostratus, cirrocumulus)
• maritime: over sea, moist air
• write out definitions of clouds, copy figure 7, page 533
• polar: air from polar region, cold air
3.7.4 Fog • tropical: air from tropic, warm air

• ground level cloud • interacting air masses make mid-latitude weather in-
teresting and hard to predict
• formed by:
– warm moist air passes over snow covered ground 3.8.3 Low pressure systems
– warm moist sea air passes over cold current or • difference in air pressure causes air to flow from high
seashore pressure to low
– land cools at night, air above the ground cools, • air flows into low pressure area then travels up
vapour condenses
– Port aux Basques, NFLD • Coriolis effect twists winds into a counterclockwise
direction
• upward movement of air produces clouds, condensa-

Reading Assignment 3.7: tion, precipitation: generally bad weather
§13.11, p 530-534
• extreme case: hurricanes
p 534, #1, 2, 3, 4, 5 3.8.4 High pressure systems
• air descends and moves outward in all directions from
3.8 Weather systems the central high
3.8.1 Global model • Coriolis effect twists the wind into a clockwise direc-
tion (in N hemisphere)
• factors affecting global weather:
• winds are much less than in low pressure systems
– solar energy, seasons, sun’s output can vary by since low pressure systems are smaller in area and
0.1% winds flow into low, concentrating the air flow
– cloud cover • usually brings good weather and clear skies since air
– Earth’s rotation is warming up and dry
– jet streams
– prevailing winds Reading Assignment 3.8:
– ocean currents §13.13, p 537, §14.2, p 546
– land masses In Class Exercise 3.8:

– hydrosphere p 537, #2, 3, 4, 7; p 549, #2, 4, 5, 6
33
3.9 Fluid dynamics • turkey buzzards
3.9.1 Introduction • sailplanes, gliders
• branch of physics concerned with movement of fluids • hot air balloons: safer to fly in early morning or late
afternoon
• a fluid is anything that flows (gas or liquid)
• fluid dynamics: building design (stress loads), aero- 3.10.2 Sea breezes
dynamics of cars, ventilation systems, weather simu-
lations, cosmology • land warms more quickly than water
• air becomes warmer over land and rises

3.9.2 Boyle’s law
P V = N kT • air is cooler over water and sinks
• convection current forms, wind blows from water to

3.9.3 Bernoulli’s principle land
• occurs during the day

Demonstration 3.4 . . . . . . . . Bernoulli’s principle
Bernoulli’s principle demos, straw & ping pong ball 3.10.3 Land breezes
• when sun sets, land cools more quickly than water
• air becomes cooler over land and sinks

• as fluid speed increases, pressure decreases • air is warmer over water and rises
• diagram of airfoil, discuss how airfoil generates lift
• convection current forms, wind blows from land to
water
Laboratory 3.3 . . . . . Bernoulli’s principle
• usually a weak breeze
Laboratory exercise §14.1, p 544-545
3.10.4 Lake effect snow

• lake is warmer than land during winter
(none) • air warms and picks up moisture as it passes over lake
In Class Exercise 3.9: • warm air can hold more moisture than cool air
(none)
• when air hits land it cools and dumps its moisture
3.10 Regional weather • prevailing winds can make different sides of the lake
get very different amounts of snowfall
3.10.1 Thermals
• land absorbs solar radiation, heats up, air warms, 3.10.5 Chinook winds
becomes buoyant and rises, local convection current
forms — called a thermal • orographic lifting air on the windward side of a moun-
tain causes air to cool
• thermals are weak in the morning and evening,
stronger between mid-morning to mid-afternoon • moisture condenses, which warms air
• thermals can produce convective air mass thunder- • air coming back down the leeward side of the moun-
storms tain is warm and dry
34
• Chinook winds in Calgary sometimes cause very fast • ice crystals form when water freezes on a tiny particle
and large increases in temperature (dust or smoke)
• ice crystals grow and combine to form flakes

§14.4, p 553-555 • snow that falls through warm air becomes wet snow
In Class Exercise 3.10: • snow that does not fall through warm air stays dry
p 555, # 1, 2, 3, 5, 6 and fluffy
• wet snow that falls through a layer of cold air becomes

3.11 Moisture, precipitation, and sleet
humidity
3.11.5 Dew
3.11.1 Humidity
• the dew point is the temperature at which water can
• humidity is the amount of gaseous water that is in exist in both the gaseous and liquid state (does de-
the air pend on pressure also, but the sea level atmospheric
• warm air can hold more gaseous water than cold air pressure does not change considerably)
• saturated means that the solvent is carrying as much • if temp drops below dew point, dew will form
solute as possible
• dew forms on clear nights
• relative humidity is the concentration of water in the
air divided by the maximum concentration of water • as warm ground radiates energy into atmosphere, it
that air at that temperature can carry (saturated) may cool below the dew point, then water condenses
Relativehumidity = concentration
× 100% (dew)
maxconcentration
• saturated air has 100% relative humidity • on cloudy nights, the energy radiated by the ground
warms the clouds, which then re-radiate some of that
• if saturated air is cooled, precipitation must occur energy back to the ground, keeping it warmer than
on clean nights
3.11.2 Precipitation
• to condense and fall out (physical definition is slightly 3.11.6 Frost
different than chemical)
• if it is cold enough, water vapour passes directly into
the solid phase (deposition)
3.11.3 Rain
• water droplets in nimbus clouds collide to form drops • same points apply as for dew formation
which collide to form larger droplets. Eventually they
become heavy enough to fall.
Laboratory 3.4 . . . . . . . Measuring relative
• drizzle: droplets are between 40 µm and 0.5 mm in humidity
diameter
Lab page 562
• rain: drops are between 0.5 mm and 5 mm in diameter
• freezing rain: rain drops are supercooled, freeze on
contact with solid object
§14.7, p 562-563
3.11.4 Snow
• both condensation and freezing require a solid parti- In Class Exercise 3.11:
cle to nucleate the phase change p 561, #1, 3, 5, 7, 11
35
3.12 Atmospheric phenomena • circumzenithal arcs
• rainbows (primary and secondary) – ice crystals in atmosphere can form halos centred
on zenith point (directly overhead)
– light reflects and refracts in spherical water – can be formed by light of moon or sun, quite
drops rare
– light path through drop determines semicircular
geometry of rainbow. From an airplane, rainbow
can be complete circles
3.13 Global warming
– to view a rainbow, sun will always be less than 3.13.1 Evidence
42◦ from horizon, sun must be at your back
• Earth’s temperature has warmed by 1◦ F in the last
– sometimes a secondary rainbow is visible, but century
much fainter. Caused by a different reflec-
tion/refraction path through the rain drop • 10 warmest years of the 20th century occurred be-
tween 1985 and 2000
• blue sky
• glaciers have shrank more than at any time during
recorded history
– light interacts with particles in Earth’s atmo-
sphere • snow lines higher up mountains
– interaction is dependent upon colour: blue light
• sea levels are rising
gets scattered a lot, red light passes straight
through • vegetation changes, particularly in polar and semi-
– since blue light gets efficiently scattered, any- arid regions
where you look in the sky you see blue light
– out in space, the sky is completely black 3.13.2 The greenhouse effect
• radiation from the sun passes through the atmosphere
• red sun/moon rise/set
• radiation hits and warms surface, surface then radi-
– the amount of air that you look through is great- ates infrared radiation
est when you look at an object on the horizon,
• greenhouse gases (CO2 , H2 O, O3 ) absorb infrared and
least when you look at an object that is directly
re-emit it. Net effect is that some of the infrared
overhead
radiation is trapped
– the more of the atmosphere that you look
through, the more light that is scattered • greater amount of greenhouse gases, the more efficient
the greenhouse effect
– when the sun/moon is on the horizon, all light
but red gets scattered, so when you look at the • Venus: runaway greenhouse effect; surface temp is
sun/moon, it appears red 450◦C
• sundogs 3.13.3 The ozone layer

– halo around sun, 22◦ away • ozone (O3 ) shields us from harmful UV rays
– flat, hexagonal ice crystals refract light • ozone hole appeared over south pole in 1970s
– as the ice crystals hall, they tumble, but spend • ozone hole appeared over north pole in 1990s
most of their time roughly horizontal (think of
a falling piece of paper), causing the dogs to be • holes have increased in size every year
brightest to the left or right of the sun
• chlorofluorocarbons rise into stratosphere, UV ray
– the hexagonal shape determines the angular dis- knocks chlorine atom out of CFC, chlorine atom is
tance of the dog from the sun catalytic in destruction of O3
36
• CFC production has been internationally banned, but • any other extreme weather event of your choosing
it will be decades before CFCs disappear from atmo-
sphere You should:
• explain why or how the phenomenon occurs
3.13.4 Evidence against global warming
• explain the role of geography (e.g. latitude,
• sun’s output changes by 0.1% longitude, altitude, physical characteristics of the
land/water)
• Earth has gone through several periods of global cli-
mate change (e.g. ice ages) for which humans have • state where the event commonly occurs or did occur
had no influence
• state any other facts that you find interesting
• still is not clear to scientists exactly how big the ef-
fect of us burning fossil fuels is on the global tem-
perature — impossible to isolate human impact from 3.15 Extreme weather events:
other variables presentations
Your group will be making a short (3 minute max) oral
Reading Assignment 3.12: presentation to the class. Speaking time must be divided
§16.1-16.2, p 622-628 evenly between the group.
Each group will have to answer at least one question.
In Class Exercise 3.12: You will be assigned a communication mark based on
p 624, #1, 2, 4, 5; p 628, # 1, 6, 8 your performance during the oral presentation.
Tips:
3.14 Extreme weather events: re- • relax
search • speak clearly and loudly enough that someone in the
back of the classroom may easily hear you
In groups of 3, research one of the following topics:
• look at your audience and speak to them
• lowest temperature
• don’t memorize a speech, or read from a sheet
• highest temperature
• If you’re really nervous, see your teacher for a confi-
• windiest place dence booster.
• driest place
• most rainfall
• most snowfall
• lowest atmospheric pressure
• highest atmospheric pressure
• landslides and mud slides
• avalanches
• tornadoes
• hurricanes, cyclones, anticyclones, typhoons
• thunderstorms, lightning
• flash floods
37
Unit 4: Table 4.2: SI Prefixes

Physics of motion Prefix abbr. value example
yotta Y 1024 mass of H2 O in Pacific
zetta Z 1021 volume of Pacific is 1 ZL
4.1 Units exa E 1018 age of universe 0.4 Es
peta P 1015 1 light year = 9.5 Pm
• the Metric system is Canada’s official system of units, tera T 1012 sun to Jupiter = 0.8 Tm
but the Imperial system is still in common use (e.g. giga G 109
what is your weight and height?) mega M 106
kilo k 103
• quantities in the metric system have a prefix that hecto h 102
denotes the power of ten, followed by the base unit deca da 101
(e.g. m, g, l) 100
deci d 10−1
centi c 10−2
milli m 10−3
Table 4.1: Metric and Imperial Units micro µ 10−6 micro waves
nano n 10−9 radius of Cl atom
quantity Metric units Imperial units pico p 10−12 mass of bacterium
length m, mm, cm, km inches, feet, femto f 10−15 radius of proton
yards, miles, atto a 10−18 atomic radius/c
furlongs zepto z 10−21
weight newtons pounds yocto y 10−24 1.7 yg = mass of proton
mass kg slug
temperature Celcius, Kelvin Farenheight,
Rankin
volume ml, l, cc ounce, 4. carry out the multiplication
cup,
tsp,
tbsp,
Example 4.1 . . . . . . . . . . . . . . . Convert 1.3 kg to g
pint,
quart,
1000 g
gallon, 1.3 kg × = 1300 g
1 kg
hogshead
time second second In this example we want to get rid of kg, so kg must
go in the denominator of the conversion fraction. We
want to end up with g, so g must go in the numerator of
the conversion fraction. The numerator and denominator
must be the same size, so we must write the number 1000
4.1.1 Unit conversions: factor of one in front of the g (or write 10−3 in front of the kg).
To convert a given quantity into different units:
1. write down the quantity and units

Example 4.2 . . . . . . . . . . . . . Convert 27 Tm to mm
2. create a fraction so that units you are converting from
cancel out, and units you are converting to will re- 1012 m 1 mm
main 27 Tm × × −3 = 2.7 × 1016 mm
1 Tm 10 m
3. put coefficients in fraction so that the fraction equals In this example, neither the given units (Tm) nor the
1: the numerator must be the same size as the de- units you are to conver to (mm) are the base unit (m). I
nominator find it easiest to convert the given unit to the base unit
38
(Tm to m), then convert the base unit to the desired unit
v2 −v1
(m to mm). So, two conversion fractions are required. Example 4.5 . . . . . . . . Solving for ∆t in a = ∆t
The formula for acceleration is a = v2∆t
−v1
.
Rearrange the formula to solve for ∆t.
First we have to multiply each side by ∆t:
Example 4.3 . . . . . . . . Convert 100.0 km/h to m/s
v2 − v 1
a =
km 1000 m 1h 1 minute m ∆t
100.0 × × × = 27.78 v2 − v 1
h 1 km 60 minute 60 s s a∆t = ∆t
∆t
a∆t = v2 − v1
Now we have to divide each side by a:

p 689-690 a∆t = v2 − v1
a∆t v2 − v 1
=
In Class Exercise 4.1: a a
Unit conversions questions v2 − v 1
∆t =
a
Unit conversions questions

4.2 Manipulating formulas p 704
• solving for an unknown value requires algebra In Class Exercise 4.2:
• whatever you do to one side of an equation, do the Manipulating formulas handout 4.1
same to the other
• if you add a number to the right side, you must also Manipulating formulas handout 4.1
add it to the left side
• if you multiply the left side by x, you must multiply Self Assessment
the right side by x 1. Rearrange v = ∆d
to solve for ∆t
∆t
v2 −v1
2. Rearrange a = ∆t to solve for ∆t
Example 4.4 . . . . . . . . Solving for ∆t in ∆d = v∆t v2 −v1
3. Rearrange a = ∆t to solve for v1
If you travel at a constant speed, the distance you
travel equals your speed multiplied by the time that you
travelled for: ∆d = v∆t.
Rearrange ∆d = v∆t to solve for ∆t.
∆d = v∆t
∆d v∆t
=
v v
∆d
= ∆t
v
∆d
∆t =
v
39
Handout 4.1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Manipulating formulas

Rearrange each formula to solve for the indicated variable.
1. a = v2 −v1
∆t
, solve for v2 7. E = mc2 , solve for m
2. a = v2 −v1
∆t
, solve for ∆t 8. T = F d, solve for F
3. A = 21 lw, solve for l 9. E = mcT , solve for T
4. E = mgh, solve for h 10. v2 = v1 + a∆t, solve for ∆t
5. E = 21 mv 2 , solve for m 11. r 2 = x2 + y 2 , solve for y 2
v22 −v12
6. A = 2πr 2 h, solve for h 12. ∆d = 2a
, solve for a
40
4.3 Speed What is his average velocity for the trip from the top of
the hill to the dentist’s office?
• Speed is a measurement of how fast an object is trav-
elling.
∆d = 100 m + 1500 m
• Speed is a scalar quantity (no direction).
= 1600 m
• Speed usually is measured in m/s or km/s.
∆t = 8 s + 3 minute + 20 minute
= 8 s + 180 s + 1200 s
4.3.1 Average speed
= 1388 s
average speed total distance divided by total time ∆d
vav =
for a trip ∆t
1600 m
=
1388 s
= 1.15 m/s
∆d
vav =
∆t
Mike’s average speed was 1.15 m/s.
vav is the average speed
∆d is the change in distance (how far)
∆t is the change in time (how long)
4.3.2 Instantaneous speed

Example 4.6 . . . . . . . . Skate boarding down a hill
instantaneous speed speed at a particular instant in
Mike is on his skate board going down a hill, and covers
time
a distance of 100 m in 8 s.
What is his speed?
• speeding up or slowing down: instantaneous speed
will change
First, write down the given information and the quan-
tity you want to find.
• measured with a speedometer or radar gun
∆d = 100 m
∆t = 8s 4.3.3 Constant speed
vav = ?
constant speed speed does not change
Next, write down the proper formula, then substitute
the variables. uniform motion object has constant speed
non-uniform motion object is speeding up or slow-

∆d ing down
vav =
∆t
100 m • uniform motion: average speed equals the instanta-
=
8s neous speed
= 12.5 m/s
• uniform motion examples:
Mike’s speed is 12.5 m/s.
– cruise control set at 110 km/h
– space shuttle orbits the Earth at a constant
Example 4.7 . . . . Skate boarding to the dentist’s speed of 22 000 km/h
office
At the bottom of the hill, Mike wipes out, and spends 4.3.4 Distance versus time graphs
3 minutes picking up his teeth. He then goes straight to
his dentist’s office, a distance of 1500 m in 20 minutes. • Time is plotted on the x axis.
41
• Distance is plotted on the y axis.
Slope of distance versus time graph is speed.

§9.5, p 354-357; §9.7, p 362-364

p 358-359 #1, 3, 4, 5, 6, 8; p 365 #5

p 358-359 #1, 3, 4, 5, 6, 8; p 365 #5
Self Assessment
1. A blue fish swims 4 km [E] in 3 hours, then 3 km [S]
in 2.5 hours. What was the fish’s speed?
2. What is instantaneous speed?
3. When would the instantaneous speed equal the aver-
age speed?
4. How far does the space shuttle travel in 2 days, if its
speed is 22 000 km/h?
∆d
5. Rearrange v = ∆t to solve for ∆t.
4.4 Uniform motion and average

speed laboratory

none

Uniform motion and average speed laboratory 4.1

Uniform motion and average speed laboratory 4.1
42
Laboratory 4.1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Uniform motion and average speed
Purpose: to determine the shape of a d vs. t graph for constant speed
Materials: timer, ticker tape
Procedure:
1. Get into groups of two or more. One person will make sure the ticker tape goes through the timer smoothly. One
person will control the timer.
2. Tear off 1 m of ticker tape. Label it trial #1.
3. Thread the ticker tape through the timer, under the carbon paper.
4. The timer controller will say “Ready, Set, Go”, then start the timer. The driver must begin walking at the “Go”
signal, and walk at constant speed.
5. Stop the timer when the tape has run through.
6. Have your tape examined by your teacher.
7. Perform steps 2 through 7 for each group member.
Observations:
1. The timer makes 60 dots per second. Mark off every sixth dot, as shown in the diagram below.
2. Measure the distance from dot zero to dot 6. Put this distance under the time of 0.1 seconds in the distance time
table.
3. Measure the distance from dot zero to dot 12. Put this distance under the time of 0.2 seconds in the distance
time table.
4. Continue this for all groups of six dots that you have.
Ticker tape example

0
. 1
. 2
. 3
. 4
. 5
. 6. . . . . . 12
. . . . . . 18
. . . . . . 24
. . . . . . 30
. . . . . . 36
. . . . . . 42
. . . . . . 48
. .
Distance time table

Time (s) 0.0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1.0 1.1 1.2 1.3 1.4
Distance (cm)
43
Analysis:
1. Make a distance time graph for your data. Put time on the x axis (bottom), and distance on the y axis.
2. Label both axes, and include the units.
3. Put a title on the graph.
4. Draw a line of best fit with a ruler.
5. Calculate the slope of the line:
(a) The rise of the line is: (don’t forget the units).
(b) The run of the line is: (don’t forget the units).
(c) The slope of the line is
rise
=
run
(don’t forget the units).
6. The average speed is given by the slope of the line. The speed is (don’t forget the units).
7. Would the line be more or less steep if the speed was faster?
8. If the car moved at a slower speed, what would happen to the distance between the dots on the ticker tape?
44
v2 − v 1
a =
Self Assessment ∆t
a∆t = v 2 − v1
1. What is constant speed? v2 − v 1
∆t =
a
2. Describe the motion of the object that made this 0 − 33.33 m/s
ticker tape. =
. . . . . . . . . . . . . −8.0 m/s2
= 4.2 s
3. How fast was the object going that made this tape?
The ticker makes one dot every 1/60 s.
. . . . . . . . . . . . . . . . . . . . . . . . . . It takes 4.2 seconds to stop from 120 km/h, so you will
hit the tire carcass.
4.5 Acceleration Example 4.9 . . . . . . . . . . . . . . . . . . . . . . . . . . Dragster
acceleration rate of change of speed A top fuel dragster has a 500 cubic inch engine that
generates 5000 horsepower by burning a special fuel of
nitromethane. The nitro is pumped into the engine at
∆v v2 − v 1 50 gallons per minute. The fuel needs air to burn and a
a= = supercharger, spinning at 10,000 rpm, can push 100,000
∆t ∆t
cubic inches of air a minute.
a is the acceleration ( m/s2 ) A top fuel dragster must weigh at least 2150 pounds,
v1 is the initial speed ( m/s) including the driver. The large rear tires are 18 inches
v2 is the final speed ( m/s) wide and 10 feet in circumference to prevent the car from
∆v is the change in speed ( m/s) skidding. The rear wing of the dragster can keep the
∆t is the change in time ( s) car pressed to the pavement by generating as much as
6,500 pounds of downward force on the rear tires. Even
• object speeding up: acceleration is positive the smaller front canard wings generate 1,800 pounds of
downward force.
• object slowing down: acceleration is negative The world record for the 1/4 mile is 4.487 seconds,
• units of acceleration: metres per second per second, top speed of 536.69 km/h (332.75 mph). What is the
or m/s2 acceleration?
• If a car has an acceleration of 2 m/s2 , every second

the car’s speed increases by 2 m/s.
v1 = 0 m/s
v2 = 536.69 km/h = 149.08 m/s
Example 4.8 . . . . . . . . . . . . . . . . . . . . . Braking time
∆t = 4.487 s
You are travelling down the 401 at 120.0 km/h, and v2 − v 1
you are 0.50 s behind a transport truck. The transport a =
∆t
passes over a large tire carcass that is too big for you to 149.08 m/s − 0 m/s
drive over. The best stopping performance of your car is =
4.487 s
a = −8.0 m/s2. Can you stop in time? = 33.23 m/s2
a = −8.0 m/s2 The dragster’s acceleration is 33.23 m/s2.

v1 = 120 km/h = 33.33 m/s
v2 =0
45
4.6.1.1 Tangents
§10.3, p 384-388 • tangent: a line that meets a curve at one point, but
does not cross the curve
• slope of tangent
p 388-389, 3, 4, 5, 6, 10, 11, 12, 13
• for a curved line on a d~ vs. t graph, the slope of the
Homework Assignment 4.5: tangent at a given time is equal to the instantaneous
p 388-389, 3, 4, 5, 6, 10, 11, 12, 13 speed at that time
Self Assessment 4.6.2 Speed versus time graphs

v2 −v1
1. Rearrange a = ∆t to solve for ∆t • time on x axis
v2 −v1
2. Rearrange a = ∆t to solve for v2 • speed on y axis
3. A car can accelerate from 0 to 28 m/s in 4.9 s. What
is the acceleration? The slope of a speed versus time graph is the
acceleration of the object:
4. If the velocity is decreasing, what must the accelera-
tion be?
rise v2 − v 1 ∆v
slope = = =
run t2 − t 1 ∆t
4.6 Distance and speed versus constant speed (zero acceleration): line is horizontal
time graphs for acceleration non-constant speed: line sloped
constant acceleration: line is straight
4.6.1 Distance versus time graphs
non-constant acceleration: line is curved
• Time is plotted on the x axis.
positive speed: line is above x axis
• Distance is plotted on the y axis. negative speed: line is above x axis
positive acceleration: slope is positive
The slope of a distance versus time graph is the speed negative acceleration: slope is negative
of the object: faster acceleration: greater slope
distance travelled: area under the line
rise d2 − d 1 ∆d
slope = = =
run t2 − t 1 ∆t
§10.4, p 390-392; §10.7, p 398-400
constant speed: line is straight In Class Exercise 4.6:

p 393 #3, 4, 6, 9, 11; p 400-401 # 7, 8
non-constant speed: line not straight
positive speed: slope is positive (up and to the right) Homework Assignment 4.6:
negative speed: slope is negative (down and to the p 393 #3, 4, 6, 9, 11; p 400-401 # 7, 8
right)
zero speed: slope is zero (straight horizontal line) Self Assessment
faster speed: greater slope 1. Describe the line on d~ vs. t graph for an object that is
stopped, and one that has constant, negative speed.
46
2. What does the slope of the line on a d~ vs. t graph • vector directions are in square brackets: [N], [NW],
equal? What are the units of slope on a d~ vs. t graph? [N30◦ S]
3. Plot a d~ vs. t graph for these data: (t, d) = • start at the first direction, go specified number of
(0, 0)(1, 2)(2, 4). How fast was the object going? degrees toward the second direction
Example 4.10 . . . . . . . . . . . . . . . . . Drawing vectors

Draw the vector 2 km [N 53◦ E]. Use a scale of 1 cm =
1 km.
4.7 Scalars and Vectors
N >
scalar a quantity that has magnitude (size) and no
direction
53◦
• examples of scalar quantities
– distance = 50 m
– speed = 100 km/h
Example 4.11 . . . . . Determining vector size and
– mass = 45 kg direction from diagram
– time = 0.5 s What is the size and orientation of the vector below?
– acceleration = 9.8 m/s2 The scale is 1 cm = 1 m.
vector a quantity that has both magnitude and direc-

tion
72◦ q
• examples of vector quantities
– displacement = 50 m [up]
S
– velocity = 100 km/h [north] The vector is 1.6 m [S 72◦ E].
• vector quantities are written with an arrow above the
variable
• examples: §11.1, p 414-416; §11.3, p 420-423; §11.3, p 420-
423; §11.5, p 426-428
– distance: d = 15 m
– displacement: d~ = 15 m [west] In Class Exercise 4.7:
– speed: v = 100 km/h p 417, #1, 8; p 423 #1, 2, 4, 10; p 428 #1, 2, 3
– velocity: ~v = 100 km/h [west]
– acceleration: ~a = 9.8 m/s2 [down] p 417, #1, 8; p 423 #1, 2, 4, 10; p 428 #1, 2, 3
– force: F~ = 1000 N [up 40◦ right]
Self Assessment
4.7.1 Drawing vectors 1. Scalar or vector? 120 km/h, 120 km/h [N60◦ E],
120 km [E], ~v , v
• draw the compass directions (N, E, S, W)
2. What is a scalar quantity?
• use an arrow to represent vector
3. Draw the vector 2 km [N20◦ E], using a scale of 1 cm =
• scale diagram: (e.g. 1 cm = 1 km) 1 km.
• use a protractor to measure the angle from the North
or South to the East or West
47
4.8 Displacement and distance 76
distance a measurement of the length between two

points (scalar quantity)
N]
displacement distance and direction from point A to
53 ◦
point B (vector quantity) 4.0 km [N]
[E
m
• If you leave your house and walk 5 km north:
5k
– Your distance from home has changed by 5 km,
so ∆d = 5 km.
3.0 km [E] -
– Your displacement from home has changed by
5 km [N], so ∆d~ = 5 km[N]. The resultant vector is 5 km [E 53◦ N].
4.8.1 Adding displacements

1. draw first vector d~1
§11.5, p 426-428
2. draw second vector d~2 , tail of d~2 touches head of d~1
(head to tail connection) In Class Exercise 4.8:
p 428 #4, 5; p 442-443 #11, 12, 14, 15
3. the resultant change in displacement ∆d~R is a straight
line from start point (A) to finish (B) Homework Assignment 4.8:
p 428 #4, 5; p 442-443 #11, 12, 14, 15

Self Assessment
d~1 d~2
1. What is your displacement on a round trip that ends
exactly where you started?
∆d~R = d~1 + d~2 - B
s
A
2. A fish swims 4 km [E], then 3 km [S]. Draw a vector
diagram using a scale of 1 cm = 1 km. Use a ruler
Example 4.12 . . . . . . . . . . . . . . . . . . Vector addition
and protractor to find the resultant displacement.
Luigi leaves home, drives 10 km [E], and realizes he
forgot his science textbook. He turns around and drives 3. Use the Pythagorean theorem and the tangent func-
7 km [W] when he runs out of gas. How far is he from tion to find the resultant displacement.
home?
4. What distance did the fish swim?
3 km [E] 7 km [W]
- - 4.9 Velocity
10 km [E] • vector quantity
Luigi is 3 km [E] of home when he runs out of gas.
• speed + direction
• example:
Example 4.13 . . . . . . . . . . . . . . . . . . Vector addition – speed: 120 km/h

Georgi travels 3.0 km [E], then 4.0 km [N]. Add the – velocity: 120 km/h [W]
two vectors using a scaled vector diagram. What is the
resultant vector? • measured in m/s or km/s
48
4.9.1 Average velocity

Example 4.15 . . . . . . . . . . . . . . . . .Headless chicken
average velocity displacement divided by change in
time A headless chicken runs around in circles, and makes 10
complete circles of circumference 1 m in 4 s, before keel-
ing over at the chopping block, exactly where it started.
What was the chicken’s average velocity?
∆d~R
~vav =
∆t
~vav is the average velocity ( m/s) ∆d~R = 0
~
∆dR is the change in displacement ( m) ∆t = 10 s
∆t is the change in time ∆d~R
~vav =
∆t
0
=
• ~vav always has the same direction as ∆d~R 10 s
= 0
Since the chicken stopped running exactly where it
Example 4.14 . . . . . . . . . . . . . . . . A hiker’s velocity
started, the displacement is zero. Since ∆d~R = 0, then
A hiker walks 10.0 km [E], then 10.0 km [N] in 4.0 the average velocity is zero also.
hours. What was her average velocity?
d~1 = 10.0 km[N] 4.9.2 Instantaneous velocity

d~2 = 10.0 km[E] instantaneous velocity velocity at a particular in-
∆t = 4.0 h stant in time
• speeding up, slowing down, or changing direction: in-
First we must figure out her displacement.
stantaneous velocity will change
6
4.9.3 Constant velocity
E]
[N
constant velocity velocity remains the same; neither

km
d~2 = 10 km[E]
speeding up, slowing down, nor changing direction

.1
14
=
• constant velocity: average velocity equals the instan-

dR
∆~
taneous velocity
- • Which of these are examples of constant velocity?
d~1 = 10 km[N] – cruise control set at 110 km/h, east bound on
401.
– space shuttle orbits the Earth at a constant
speed of 22 000 km/h
∆d~R = 1.41 km[NE] – beam of light travelling at 300 000 km/s
∆d~R
~vav =
∆t Reading Assignment 4.9:
1.41 km[NE] §11.7, p 432-435
=
4.0 h
= 3.5 km/h[NE] In Class Exercise 4.9:
p 436 3, 4, 5, 6, 7
The hiker’s average velocity was 3.5 km/h [NE].
p 436 3, 4, 5, 6, 7
49
Self Assessment
1. What is the difference between speed and velocity?
2. A blue fish swims 4 km [E], then 3 km [S]. If the trip
took 5 hours, what was the fish’s velocity?
3. What is instantaneous velocity?
4.10 Accelerated motion and av-

erage speed laboratory

none

Accelerated motion and average speed laboratory
4.2

Accelerated motion and average speed laboratory
4.2
50
Laboratory 4.2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Accelerated motion and average speed
• Question: What would the distance versus time graph look like for an accelerating object?
• Create a hypothesis.
• To answer your hypothesis, you will use the tickertape apparatus to measure the distance and time data for a
car rolling down an inclined plane.
• You are responsible for designing a procedure to answer your hypothesis. You must do measurements for at least
two different slopes. Put your data into the table below.
• Your lab report must contain:
1. Purpose - why you did this lab; include your hypothesis
2. Materials
3. Procedure
4. Observations - table and graph
5. Discussion - answers to discussion questions on next page
6. Conclusion - answer to your hypothesis
Observations:
Here are some instructions for determining the distance and time data from the ticker tape.
1. The timer makes 60 dots per second. Mark off every sixth dot, as shown in the diagram below.
2. Measure the distance from dot zero to dot 6. Put this distance under the time of 0.1 seconds in the distance time
table.
3. Measure the distance from dot zero to dot 12. Put this distance under the time of 0.2 seconds in the distance
time table.
4. Continue this for all groups of six dots that you have.
Ticker tape example

0
. 1
. 2
. 3
. 4
. 5
. 6. . . . . . 12
. . . . . . 18
. . . . . . 24
. . . . . . 30
. . . . . . 36
. . . . . . 42
. . . . . . 48
. .
Distance time table

Ramp t (s) 0.0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1.0 1.1 1.2 1.3 1.4
1 d (cm)
2 d (cm)
51
Discussion:
1. What was the last distance measured for the less steep ramp? ∆d =
2. At what time was this distance reached? ∆t = .
3. The average speed of the car over this time period is
∆d
vav = = =
∆t
4. What was the last distance measured for the steeper ramp? ∆d =
5. At what time was this distance reached? ∆t = .
6. The average speed of the car over this time period is
∆d
vav = = =
∆t
7. What is the instantaneous speed at ∆t = 0 s?

8. Is the vav value larger or smaller than the instantaneous speed at ∆t = 0 s?
9. What is the average of 0 and 20?
10. What is the average of 0 cm/s and 20 cm/s?
11. Is the vav value larger or smaller than the instantaneous speed at the end of the run?
12. Make a distance time graph for your data. Put time on the x axis, and distance on the y axis. Label both axes,
and include the units. Put a title on the graph.
13. Plot the time and distance data for the first run (less steep ramp).
14. Draw a line of best fit with a smooth curve.
15. Plot the time and distance data for the second run (steeper incline).
16. Draw a line of best fit with a smooth curve.
17. At what point in time do you think that the instantaneous speed of the car equals v av ?
18. At four points on each line, draw tangent lines and calculate the instantaneous speed.
19. Draw speed versus time graph using your instantaneous speeds. Your graph will have two lines, one for each
slope.
20. Describe the shape of the speed versus time graphs. What does this tell you about the motion of objects that
are accelerating from the force of gravity?
52
• average velocity, instantaneous velocity

Self Assessment
• area under the line
1. What is instantaneous speed? How would you mea-
sure it? • match up position and velocity versus time graphs
2. Acceleration is a change in (distance, displacement,
time, speed). Reading Assignment 4.12:
§12.2, p 452-454; §12.5, p 462-465
3. Describe the motion of the cart that made this ticker
tape.
... . . . . . In Class Exercise 4.12:
p 456-457 #2, 6, 7, 9, 10; p 465 #4-8

p 456-457 #2, 6, 7, 9, 10; p 465 #4-8
4.11 Displacement versus time 4.13 Acceleration vector, ~a

graphs
• acceleration ~a
• time on x axis, diplacement on y axis (specify direc-
• derive vav = 12 (~v1 + ~v2 )
tion also!)
• draw example distance versus time graphs for a return • derive ∆d~ = ~
v1 +~
v2
2 ∆t
trip to Toronto
• derive ∆d~ = ~v1 t + 21 a∆t2
• total distance always increases (e.g. odometer on
your car), but displacement does not always increase
• slope of a displacement versus time graph is the ve- §12.6, p 466-472
locity
• instantaneous velocity In Class Exercise 4.13:
p 472-473 #4-11
• average velocity
Reading Assignment 4.11: p 472-473 #4-11
§12.1, p 446-447
In Class Exercise 4.11: 4.14 Gravitational acceleration

p 450-451 #2, 3, 4, 5, 6, 7
laboratory
p 450-451 #2, 3, 4, 5, 6, 7 Reading Assignment 4.14:
none
4.12 Velocity versus time graphs In Class Exercise 4.14:

Gravitational acceleration laboratory 4.3
The slope of a speed versus time graph is the
acceleration of the object: Homework Assignment 4.14:
Gravitational acceleration laboratory 4.3
rise v2 − v 1 ∆v
slope = = =
run t2 − t 1 ∆t
• acceleration ~a
53
Laboratory 4.3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Acceleration of gravity
• Questions: What is the motion of falling objects? Does the speed increase? In what manner does it increase
(e.g. linear, quadratic, exponential)?
• Create a hypothesis concerning the speed of a falling object.

• To answer your hypothesis, you have at your disposal some plastic pipe, a marble, and some stopwatches.
• You are responsible for designing a procedure to answer your hypothesis. Put your data into the table below.
• You must also determine the angle that the pipe makes with the ground (hint: use a metre stick and some
trigonometry).
• Your lab report must contain:
1. Purpose - why you did this lab; include your hypothesis
2. Materials
3. Procedure
4. Observations - table and graph
5. Discussion - answers to discussion questions on next page
6. Conclusion - answer to your hypothesis, and your calculation of the acceleration of gravity
Observations:
d(m) t (s) vav = d/t vi = 2vav

1
2
3
4
5
6
7
Create a speed versus time graph with the TI Graphing Calculator
1. Reset calculator: 2nd mem 7 1 2
2. Put calculator in degree mode: mode select degree enter clear
3. Enter statistics mode: stat 1
4. Enter distances under L1

5. Enter times under L2
6. Highlight L3 using cursor keys. Put the formula vav = d/t into L3:
enter alpha ” 2nd L1 ÷ 2nd L2 alpha ” enter
54
7. Highlight L4 using cursor keys. Put the formula vi = 2vav into L4:
enter alpha ” 2 × 2nd L3 alpha ” enter
8. Now we will make a speed versus time plot: 2nd stat plot enter
9. Turn plot 1 on: enter
10. Select second plot type: ∨ > enter
11. Set Xlist to L2: ∨ 2nd L2 enter
12. Set Ylist to L2: ∨ 2nd L4 enter
13. window Set Xmin to zero, Xmax to 2.5, Ymin to 0, Ymax to 5
14. graph This will produce your speed versus time graph. Make a sketch of this graph.
15. Calculate the slope of the line: stat > 4 2nd L2 , L4 enter
The calculator will show you the slope a and y intercept b for your line. Record the slope of the line.
Discussion:
1. Given a starting speed vs , and a final speed vi , write down a formula for the average speed vav .
2. For this lab, the starting speed was always zero. Rewrite the formula for v av using a starting speed vs = 0.
3. Explain why the instantaneous speed vi is equal to two times the average speed vav .
4. Sketch a graph of vi versus time.

5. Describe the line.
6. The slope of the line is equal to the acceleration of the marble. What is the acceleration a of the marble?
7. Every falling object accelerates at the same rate (neglecting air friction). An object rolling down an incline will
accelerate at a rate that depends on the slope of the incline. The acceleration of gravity g may be calculated by
dividing the acceleration by sin θ, where θ is the angle between the pipe and the ground. Put your value for a
and θ into the equation below to calculate the acceleration of gravity g.
a
g=
sin θ
8. The accepted value for the acceleration of gravity is 9.8 m/s2 . Calculate the percent difference between your value
and the accepted value using the following formula:
|your value − accepted value|

× 100%
accepted value
55
4.15 Motion design lab

none

Motion design laboratory 4.4

Motion design laboratory 4.4
56
Laboratory 4.4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Motion design lab

57
4.16 Physics review questions

none

p 490-493, #3, 4, 5, 15, 16, 17, 18, 19, 20, 22

p 490-493, #3, 4, 5, 15, 16, 17, 18, 19, 20, 22
58
Handout 4.2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Physics review questions

1. 300 cm = m 6. 2000 m = km
2. 1 L = mL 7. 150 m = km
3. 2 L = mL 8. 2500 g = kg
4. 1 km = m 9. 183 cm = m
5. 2 km = m 10. 10 mm = cm
∆d v2 −v1
11. v = ∆t , solve for ∆d 14. a = t , solve for t
∆d v2 −v1
12. v = ∆t , solve for ∆t 15. a = t , solve for v2
v2 −v1
13. d = v1 ∆t + 21 a(∆t)2 , solve for ∆t 16. a = t , solve for v1
17. What is the difference between a scalar and a vector?
18. Give three examples of scalars, and three examples of vectors.
19. You took a trip in which your displacement was 5 km [E], and the distance travelled was 5 km also. Describe
exactly the path that you took.
20. What is the difference between speed and velocity?
21. What is the difference between instantaneous speed and average speed?
22. Using a scale of 1 cm = 1 km, draw a vector that is 2 km [NE].
23. Using a scale of 1 cm = 1 km, draw a vector that is 3 km [S20◦ E].

59
24. A hiker travels 1 km [N], then 2 km [E].

(a) Draw a vector diagram using a scale of 1 cm = 1 km.
(b) What distance did the hiker travel?
(c) What was the hiker’s displacement?
(d) The hiker completed the trip in 3 hours. What was the hiker’s speed?
(e) What was the hiker’s velocity?
25. Draw dots on the ticker tape below for a cart that is going at a slow, constant speed.
26. Draw dots on the ticker tape below for a cart that is going at a fast, constant speed.
27. Draw dots on the ticker tape below for a cart that is slowing down.
28. How fast was the cart going that made this tape?
. . . . . . . . . . . . .
29. On a distance versus time graph, draw a line for:

(a) an object that has constant positive velocity
(b) an object that has constant negative velocity
(c) an object that is speeding up
(d) an object that is travelling faster than the object in (a)
30. During braking, a car’s acceleration is -10 m/s2. If the car was travelling at 30 m/s, how long does it take to stop?
31. What is the speed limit on the 401? If a person travels 240 km in 2 hours, were they speeding?
60
Unit 5: • homework - worksheet ionic compounds, pg. 195 Q

7,8,9
Chemical Reactions
Chemistry Outline - approx. 25 Days 5.5 Day #5
• polyatomic compounds
5.1 Day #1
• formulas pg. 198 Q 2,3
• review of grade 9 science
• naming polyatomic compounds pg. 198 Q 4
• copy out figure #2 pg. 172 and define each term,
provide examples • oxyacids
• distinguish between physical/chemical properties

5.6 Day #6
• physical/chemical change figure #4
• review of concepts - ion chips, polyatomic worksheet,
• define reactants/products prep for lab pg. 199
• define chemical test, figure #5
• homework pg. 175 Q 1,2,4,5,6,7

5.7 Day #7
• lab - ”Testing for Ions” pg. 199
• pre-lab ”Testing Properites of Substances” pg. 180
(prepare own table), Q 15de
5.8 Day #8
5.2 Day #2 • quiz
• elements and the periodic table, include families • molecular compounds - covalent bonds, formulas,
worksheet, pg. 204 Q 1,3,4,6
• colour periodic table - metals, non-metals, metalloids
• atomic structure - PEN

5.9 Day #9
• bohr diagrams - prepare first 20 elements
• molecular compounds - naming, worksheet, pg. 204
Q 5,7,8, and pg. 205 Q 1 to 5
5.3 Day #3
• define ions 5.10 Day #10
• determining ionic charge - worksheet for bohr dia- • word equations
grams and ions, pg. 187 Q 1,5,8
• word equations pg. 219 Q 2,3,4
• how elements form compounds - ionic compounds and
formulas • activities - copper + silver nitrate, and pg. 220 ”Mea-
suring Masses in Chemical Reactions” Q 10ef, and 1
• homework - worksheet formulas ionic compounds, pg. to 4
195 Q 2
5.11 Day #11

5.4 Day #4
• Conserving Mass - note
• naming ionic compounds - worksheet
• Activity - pg. 224 ”Finding the Missing Mass” Q
• atoms with more than 1 ionic charge 6cde, 1,2,5
61
• homework - pg. 223 Q 2,4 to 7, and counting atoms • pg. 264 Q 4,5,7,8,9
worksheet
• prepare for blast off lab (groups of 2 students pg. 276)
5.12 Day #12 5.19 Day #19

• catch up
• acids and bases - definitions
• balancing chemical equations - note, pg. 229 Q 2,3
• activity - ”Properties of Acids and Bases” handout
• prepare for ”Blast Off Lab”
5.13 Day #13
• balancing chemical equations - worksheets 5.20 Day #20
• prepare for combustion lab (handout) • collect procedures for ”Blast Off Lab”
• take up properties of acids and bases
5.14 Day #14
• naming acids and bases - note, pg. 295 Q 3,4,6 and
• quiz worksheet
• lab ”Combustion”
5.21 Day #21
5.15 Day #15 • pH scale - note and pg 299 Q 2 to 7 and 10
• types of chemical reactions 1 - Synthesis and Decom- • note - neutralization reactions - include demonstra-
position Reactions - note and activities tion and definitions, pg. 319 Q 2,3,4,7,8,9
• activities - synthesis pg. 236 Q 4(d to I), 2b, and

decomposition pg. 239 Q (select from 10) 5.22 Day #22
• homework - pg. 235 Q 2 to 5 • take up homework
• conduct ”Blast Off Lab”
5.16 Day #16 • pre-lab - read Household Products Lab pg. 300
• types of chemical reactions 2 - single and double dis-
placement - note and activities pg. 242 Q 6ghi, 2 to 5.23 Day #23
7 and pg. 245 Q 2 to 4
• activity - ”Household Products and pH” pg. 300 and
• homework - pg 241 Q 1,2,3
select questions
• review for unit test
5.17 Day #17
• quiz - include lab examples for types of reactions 5.24 Day #24
• homework - read chapter 7.3 and define collosion • review for unit test
model and parts, pg. 264 Q 1
5.25 Day #25

5.18 Day #18
• Unit Test
• factors that affect rates of reactions - note and demon-
strations (may use examples from text book or others)
62
Laboratory 5.1 . . . . . . . . . . . . . . . . . . . . . . The Iodine Clock Reaction and Reaction Rate
Introduction:
In this lab you will vary the concentration of a reactant to determine the effect on the reaction rate. The reaction
that we will use is called an iodine clock reaction, and consists of this set of reactions:
H+ + HSO−
3 + IO3 −→ I2 + HSO−
4 + H2 O (5.1)
+
H2 O + HSO−
3 + I2 −→ I + −
HSO−
4 +H (5.2)
I + I−
−
−→ I2 (5.3)
I2 + I− −→ I−3 (5.4)
I−
3 + starch −→ I 3 − starch complex
−
(5.5)
Only the last reaction produces an observable change.
Materials:
• Solution A: • 10 mL graduated cylinder

– KIO3 (potassium iodate) • 200 mL beaker
• evapouration dish
– H2 O
• stop watch
• Solution B:
– Na2 S2 O5 (sodium metabisulfite)
– H2 SO4 (sulfuric acid)
– starch
– H2 O
Procedure:
You are responsible for designing a procedure to determine the effect of concentration on reaction rate.
Here are some points that you should address:
• Vary the concentration of solution A by dilution with water.
• Keep the total volume of reactants constant.
• Mix equal volumes of solution B and (diluted) solution A.
• In what order are you going to mix solution A, solution B, and the water?
• How will you avoid contamination?
• Put beaker on a sheet of white paper to make colour change more visible.
• Which reaction(s) are you timing?
• When should you start the stop watch?
63
• When should you stop the stop watch? Depending on the concentration of the reactants, it may be several
seconds between the time that you first see a change and the time that the change is complete. Are you going to
stop the watch at the first sign of blue, or wait until the entire mixture is blue?
Write out your procedure and have it checked by your teacher before proceeding with the experiment.
Observations:
• create a table for your observations
• graph the concentration of solution A versus reaction time (which is the dependent variable and where does it
go?)
• I suggest you type your data points into Excel or Quattro to produce your graph.
Discussion:
1. Rewrite equations 5.1 through 5.1 so that they are balanced (do equation 5.1 last, since it’s a bit harder than the
others).
2. As the reaction rate increases, what would you expect to happen to the time for the mixture to turn blue? Why?
3. What happens to the reaction rate as the concentration of solution A is decreased? Why?
4. Why does reaction rate increase as the concentration of a reactant increases? Why?
5. What would happen to the reaction rate if you had used hot water when diluting solution A? Why?
6. Try to explain the surprising behaviour of this set of chemical equations. Why does nothing appear to happen
for several seconds? After having no apparent change for several seconds, how could a chemical change occur
very quickly? (This is a difficult question — ask for hints!)
7. Discuss sources of measurement error in this lab.
Conclusion:
Write one or two sentences describing the major results of this lab.
64
Preparation
• Solution A:
1. 1.6 g KIO3
2. 400 mL H2 O. I did not find it necessary to used distilled water.
• Solution B:
1. add 1.6 g starch to 320 mL boiling water.
2. boil for 2 more minutes
3. allow solution to cool
4. add 1.0 g Na2 S2 O5
5. add 2.0 mL concentrated (from the bottle) H2 SO4
6. add an additional 500 mL of water.

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Grade 10 Science, Academic

T. Fuller & A. Howard

4.1 Metric and Imperial units . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

3.1 Seasonal forecast . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

4.1 Convert 1.3 kg to g . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

2.1 §1.1, p 10-13 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

3.1 §14.9, p 567-570 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

1.1 p. 658 copy out HHPS and WHMIS symbols . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

2.1 p 13, #1, 2, 3, 4a . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

3.1 p 570, #3, 4, 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

4.1 Unit conversions questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

1.1 SpongeBob handout 1.1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

2.1 p 13, #1, 2, 3, 4a . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

4.1 Unit conversions questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

1.1 SpongeBob’s safety rules . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

4.1 Manipulating formulas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

1.0 Scientific Discovery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

3.0 Accuracy of weather forecasts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

4.0 Uniform motion and average speed . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

5.0 The Iodine Clock Reaction and Reaction Rate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62

Teacher: T. Fuller & A. Howard Course: SNC2D Year: 2006-2007

1. A book cover is to be kept on this book at all times.

(a) Torn pages, marks on pages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $10.00

This section to be completed by the student:

Student Name Home Phone Text Condition of Text Date

Students taking this course will not:

Late for class or leaving class:

Ministry Guideline: The Ontario Curriculum, Grades 9 and 10 Science, 1999

1.1 Scientific observations Reading Assignment 1.1:

Laboratory 1.1 . . . . . Scientific Discovery

4. PLAN AND PERFORM:

T. Trimpe 2003 http://sciencespot.net/

T. Trimpe 2003 http://sciencespot.net/

1.2 Scientific method • Ooerstead, during a university lecture, discovered

• penicillin (Fleming, 1928)

Handout 1.2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Writing a Hypothesis

(If CAUSE =⇒ then EFFECT)

Handout 1.3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . SpongeBob’s science

Reading Assignment 1.2:

In Class Exercise 1.2:

Homework Assignment 1.2:

1.3 Bunsen burner

• fill out Bunsen burner handout

Reading Assignment 1.3:

In Class Exercise 1.3:

Homework Assignment 1.3:

Laboratory 1.2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The Bunsen Burner

1. Lighting the Burner

(a) Put safety goggles on.

2. Luminous and Non-luminous Flames

3. High and Low Flames

4. The Three Zones of a Non-Luminous Flame.

Discussion: (answer all questions in sentence form)

(a) complete combustion (hottest area)

1.4 Biological drawings

1.5 Research project

Handout 1.4 . . . . . . . . Grade 10 Academic Science Computer Year-End Presentation

1. choose a topic and begin research for your particular topic

Summary of articles should:

Unit 2: 2.3 Energy in ecosystems

• define ecology • some small ecosystems are powered by chemosynthe-

Homework Assignment 2.1:

Reading Assignment 2.2: