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 Grade 9 Author Team Senior Program Consultant
Charmain Barker Maurice DiGiuseppe, Ph.D.
York Catholic District School Board University of Ontario Institute
of Technology (UOIT)
Lucille Davies, B.A., M.Sc., B.Ed. Formerly of Toronto Catholic
Head of Science, Frontenac Secondary District School Board
School, Limestone District
School Board Program Consultants
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District School Board Ontario
Professional Writer and
North East
Science Columnist
Martin Gabber
Douglas Fraser
Formerly of Durham District
District School Board Ontario
School Board
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Douglas Hayhoe, Ph.D.
Rob Vucic
Department of Education,
Cross Curricular Head, Literacy and
Tyndale University College
Staff Development, Peel DSB
Jeff Major, M.Ed.
Thames Valley District School Board

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 Nelson Science Perspectives 9
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 REVIEWERS Numeracy Consultant
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 Contents

Discover Your Textbook . . . . . . . . . . . . . . . . xii What Do You Think? . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Focus on Reading: Making Connections . . . . . . . . . . . . 28

UNIT A: INTRODUCTION TO SCIENTIFIC 2.1 Life on Planet Earth . . . . . . . . . . . . . . . . . . . . . . 29

Try This: A Scale Model of Planet Earth . . . . 31
INVESTIGATION SKILLS AND CAREER
2.2 Introducing Ecosystems . . . . . . . . . . . . . . . . . . 32
EXPLORATION . . . . . . . . . . . . . . . . . . . 2
Try This: Ecosystem ABCs . . . . . . . . . . . . . . . . 33
Focus on STSE: Science and Your Life . . . . . . . . . . 3
2.3 PERFORM AN ACTIVITY:
Factors Affecting an Aquatic Ecosystem . . . . 36
CHAPTER 1 2.4 Energy Flow in Ecosystems . . . . . . . . . . . . . . . 38
Living and Working with Science . . . . . . . . 4 Try This: Products of Cellular Respiration . . 40
Key Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 2.5 Food Webs and Ecological Pyramids . . . . . . . 42
Engage in Science: The Winds of Change! . . . . . . . . . . . . 6 Try This: Weaving a Food Web . . . . . . . . . . . . 45
Focus on Reading: How to Read Non-Fiction Text . . . . . . . . 7 2.6 Cycling of Matter in Ecosystems . . . . . . . . . . . 48
1.1 Skills of Scientific Investigation . . . . . . . . . . . . . 8 2.7 Biotic and Abiotic Influences
Try This: Questions Leading to on Ecosystems . . . . . . . . . . . . . . . . . . . . . . . . . . 52
Scientific Inquiry . . . . . . . . . . . . . . . . . . . . . . . . 10 2.8 Major Terrestrial Ecosystems . . . . . . . . . . . . . . 56
Try This: Analyze Data . . . . . . . . . . . . . . . . . . . 13 2.9 Major Aquatic Ecosystems . . . . . . . . . . . . . . . . 60
Try This: Loud and Clear! . . . . . . . . . . . . . . . . 15 Tech Connect: Whales, Darts, and DNA . . . . . . . . . . . . . 63
1.2 Scientific Literacy for Living 2.10 PERFORM AN ACTIVITY:
and Working in Canada . . . . . . . . . . . . . . . . . . 16 Ecosystem Field Study . . . . . . . . . . . . . . . . . . . . 64
Key Concepts Summary . . . . . . . . . . . . . . . . . . . . . . . . 19 Key Concepts Summary . . . . . . . . . . . . . . . . . . . . . . . . 66
What Do You Think Now? . . . . . . . . . . . . . . . . . . . . . . . 67
UNIT B: SUSTAINABLE Chapter 2 Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
ECOSYSTEMS . . . . . . . . . . . . . . . . . . 20 Chapter 2 Self-Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70

Focus on STSE: Something to Lose? . . . . . . . . . . . 21

Unit B Looking Ahead . . . . . . . . . . . . . . . . . . . .22
Unit Task Preview: Ontario’s Species
of Concern . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
What Do You Already Know? . . . . . . . . . . . . . . . . . . 23

CHAPTER 2
Understanding Ecosystems . . . . . . . . . . . . 24
Key Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Engage in Science: Red Crabs and Crazy Ants . . . . . . . . 26

iv Contents NEL
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 CHAPTER 3 4.2 Managing the Soil—Controlling
the Flow of Nutrients and Water . . . . . . . . . . 123
Natural Ecosystems and Stewardship . . . 72
Research This: What Are the
Key Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
Chemical Contents?. . . . . . . . . . . . . . . . . . . . . 123
Engage in Science: Shark Attack! Overfishing
Try This: Humans Weigh
Large Sharks Impacts Marine Ecosystem . . . . . . . . . . . . . 74
in on Soil Compaction . . . . . . . . . . . . . . . . . . 127
What Do You Think? . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
Awesome Science: Black Gold . . . . . . . . . . . . . . . . . . . 129
Focus on Writing: Writing to Describe
4.3 PERFORM AN ACTIVITY:
and Explain Observations . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
Fertile Grounds: The Right Mix . . . . . . . . . . . 130
3.1 Services from Natural Ecosystems . . . . . . . . . 77
4.4 Pests and Poisons . . . . . . . . . . . . . . . . . . . . . . . 132
3.2 Equilibrium and Change. . . . . . . . . . . . . . . . . . 80
4.5 Issues with Pesticides. . . . . . . . . . . . . . . . . . . . 135
3.3 The Importance of Biodiversity . . . . . . . . . . . . 83
Try This: Pollutants Follow the Fat . . . . . . . . 136
Citizen Action: NatureWatch . . . . . . . . . . . . . 86
4.6 PERFORM AN ACTIVITY:
3.4 Habitat Loss and Fragmentation . . . . . . . . . . . 87 Greening the Consumer—Reducing
Research This: Sweet Grass Gardens . . . . . . . 89 Your Ecological Footprint . . . . . . . . . . . . . . . . 141
3.5 The Introduction of Non-Native Species . . . . 91 4.7 The Urban Ecosystem . . . . . . . . . . . . . . . . . . . 142
Research This: We Do Not Belong! . . . . . . . . 93 Research This: Conserving the
Science Works: Containing the Invasion . . . . . . . . . . . . . 95 Oak Ridges Moraine . . . . . . . . . . . . . . . . . . . . 143
3.6 Pollution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 Try This: Do You Suffer from NDD? . . . . . . 145
Research This: Ocean Acidification . . . . . . . . 98 4.8 EXPLORE AN ISSUE CRITICALLY:
3.7 Consumption and Resource Management . . . 102 Waste Management or Mismanagement? . . 146
Research This: Fisheries Mismanagement. . 105 Key Concepts Summary . . . . . . . . . . . . . . . . . . . . . . . 148
3.8 PERFORM AN ACTIVITY: What Do You Think Now? . . . . . . . . . . . . . . . . . . . . . . 149
Comparing Forest Management Practices . . 106 Chapter 4 Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150
Key Concepts Summary . . . . . . . . . . . . . . . . . . . . . . . 108 Chapter 4 Self-Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . 152
What Do You Think Now? . . . . . . . . . . . . . . . . . . . . . . 109 Unit B Looking Back . . . . . . . . . . . . . . . . . . . . . . 154
Chapter 3 Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110 Key Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154
Chapter 3 Self-Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . 112 Make a Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . 155
Career Links . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155
CHAPTER 4
Unit B Task: Ontario’s Species
Ecosystems by Design . . . . . . . . . . . . . . . 114
of Concern . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156
Key Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
Engage in Science: Living the Green Life . . . . . . . . . . . 116 Unit B Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158
What Do You Think? . . . . . . . . . . . . . . . . . . . . . . . . . . . 117 Unit B Self-Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . 164
Focus on Reading: Asking Questions . . . . . . . . . . . . . . 118
4.1 Engineered Ecosystems
and Modern Agriculture . . . . . . . . . . . . . . . . . 119
Try This: Watch Where You Step! . . . . . . . . . 119

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 UNIT C: ATOMS, ELEMENTS, 5.3 Chemical Properties . . . . . . . . . . . . . . . . . . . . xxx
AND COMPOUNDS . . . . . . . . . . . . . .XXX Try This: Make Common
Chemical Changes . . . . . . . . . . . . . . . . . . . . . . xxx
Focus on STSE: Durable or Degradable? . . . . . . xxx
Try This: To Rot or Not To Rot . . . . . . . . . . . xxx
Unit C Looking Ahead . . . . . . . . . . . . . . . . . . .xxx
Science Works: Keeping Baby Dry . . . . . . . . . . . . . . . . xxx
Unit Task Preview: A Greener Shade
5.4 PERFORM AN ACTIVITY:
of Chemistry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxx
Safety in Science . . . . . . . . . . . . . . . . . . . . . . . . xxx
What Do You Already Know? . . . . . . . . . . . . . . xxx
5.5 PERFORM AN ACTIVITY:
Forensic Chemistry . . . . . . . . . . . . . . . . . . . . . xxx
CHAPTER 5
Awesome Science: Antifreeze Is Not Just For Cars . . . xxx
Properties of Matter . . . . . . . . . . . . . . . . . .xxx
5.6 Characteristic Physical Properties . . . . . . . . . xxx
Key Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxx
Try This: We Scream for Ice Cream . . . . . . . xxx
Engage in Science: Denim to Dye For. . . . . . . . . . . . . . xxx
5.7 EXPLORE AN ISSUE CRITICALLY:
What Do You Think? . . . . . . . . . . . . . . . . . . . . . . . . . . . xxx
Are We Salting or Assaulting our Roads? . . xxx
Focus on Writing: Writing a Summary. . . . . . . . . . . . . . xxx
Key Concepts Summary . . . . . . . . . . . . . . . . . . . . . . . xxx
5.1 From Particles to Solutions . . . . . . . . . . . . . . xxx
What Do You Think Now? . . . . . . . . . . . . . . . . . . . . . . xxx
Try This: How Stretchy is Your Solder? . . . . xxx
Chapter 5 Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxx
5.2 Physical Properties. . . . . . . . . . . . . . . . . . . . . . xxx
Chapter 5 Self-Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . xxx
Try This: Close-Up of a Running Shoe . . . . xxx

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 CHAPTER 6 CHAPTER 7
Elements and the Periodic Table . . . . . . . .xxx Chemical Compounds . . . . . . . . . . . . . . . .xxx
Key Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxx Key Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxx
Engage in Science: Mercury and Engage in Science: The Attack of Oxygen! . . . . . . . . . . xxx
the Mad Hatter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxx What Do You Think? . . . . . . . . . . . . . . . . . . . . . . . . . . . xxx
What Do You Think? . . . . . . . . . . . . . . . . . . . . . . . . . . . xxx Focus on Writing: Writing a Science Report . . . . . . . . . xxx
Focus on Reading: Making Inferences . . . . . . . . . . . . . xxx 7.1 Putting Atoms Together . . . . . . . . . . . . . . . . . xxx
6.1 A Table of the Elements . . . . . . . . . . . . . . . . . xxx Try This: Rusting Steel Slowly . . . . . . . . . . . . xxx
Try This: Element Scavenger Hunt . . . . . . . . xxx 7.2 CONDUCT AN INVESTIGATION:
Citizen Action: Recycle Your Cell A Race to Rust . . . . . . . . . . . . . . . . . . . . . . . . . xxx
Phone, Save a Gorilla. . . . . . . . . . . . . . . . . . . . xxx 7.3 How Atoms Combine . . . . . . . . . . . . . . . . . . . xxx
6.2 CONDUCT AN INVESTIGATION: Try This: When Magnesium
Become a Metal Detective . . . . . . . . . . . . . . . xxx Meets Oxygen . . . . . . . . . . . . . . . . . . . . . . . . . . xxx
6.3 PERFORM AN ACTIVITY: Science Works: The Tiny World of Nanotechnology. . . . xxx
Properties of Household Chemicals . . . . . . . xxx
7.4 PERFORM AN ACTIVITY:
6.4 Patterns in the Periodic Table . . . . . . . . . . . . xxx Making Molecular Models . . . . . . . . . . . . . . . xxx
Research This: The Periodic 7.5 PERFORM AN ACTIVITY:
Table is Evolving! . . . . . . . . . . . . . . . . . . . . . . . xxx What Is This Gas? . . . . . . . . . . . . . . . . . . . . . . xxx
Try This: Solving the Puzzle, 7.6 Breaking Molecules Apart:
Periodically . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxx Properties of Hydrogen Peroxide . . . . . . . . . xxx
6.5 CONDUCT AN INVESTIGATION: Try This: When Yeast Meets Bleach . . . . . . . xxx
Comparing Family Behaviour . . . . . . . . . . . . xxx
Research This: Chlorine Bleach vs.
6.6 Theories of the Atom . . . . . . . . . . . . . . . . . . . . xxx Hydrogen Peroxide . . . . . . . . . . . . . . . . . . . . . xxx
Try This: Simulating Rutherford’s 7.7 PERFORM AN ACTIVITY:
Black Box. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxx What Is Rotten and What Is Not . . . . . . . . . . xxx
Try This: Lines of Light . . . . . . . . . . . . . . . . . xxx 7.8 EXPLORE AN ISSUE CRITICALLY:
6.7 Explaining the Periodic Table . . . . . . . . . . . . xxx DDT is Forever . . . . . . . . . . . . . . . . . . . . . . . . . xxx
Try This: Family Resemblances Key Concepts Summary . . . . . . . . . . . . . . . . . . . . . . . xxx
in the Periodic Table . . . . . . . . . . . . . . . . . . . . xxx What Do You Think Now? . . . . . . . . . . . . . . . . . . . . . . xxx
6.8 From Charcoal to Diamonds . . . . . . . . . . . . . xxx Chapter 7 Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxx
Try This: Copper-Plate Your Pencil . . . . . . . xxx Chapter 7 Self-Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . xxx
Research This: Artificial Diamonds . . . . . . . xxx
Unit C Looking Back . . . . . . . . . . . . . . . . . . . . . . xxx
Tech Connect: Stronger Than a Speeding Bullet . . . . . . xxx
Key Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxx
Key Concepts Summary . . . . . . . . . . . . . . . . . . . . . . . xxx
Make a Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . xxx
What Do You Think Now? . . . . . . . . . . . . . . . . . . . . . . xxx
Career Links . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxx
Chapter 6 Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxx
Chapter 6 Self-Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . xxx Unit C Task: A Greener Shade
of Chemistry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxx

Unit C Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxx

Unit C Self-Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . xxx

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 UNIT D: THE STUDY Awesome Science: Mysteries Beyond the Planets . . . . xxx
OF THE UNIVERSE . . . . . . . . . . . . .XXX 8.9 CONDUCT AN INVESTIGATION:
Finding Objects in the Night Sky . . . . . . . . . xxx
Focus on STSE: Is There Life on Titan?. . . . . . . . xxx
8.10 Satellites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxx
Unit D Looking Ahead . . . . . . . . . . . . . . . . . . .xxx
Try This: Orbiting Satellites . . . . . . . . . . . . . . xxx
Unit Task Preview . . . . . . . . . . . . . . . . . . . . . . . . xxx
Research This: Different
What Do You Already Know? . . . . . . . . . . . . . . xxx Kinds of Satellites . . . . . . . . . . . . . . . . . . . . . . . xxx
8.11 EXPLORE AN ISSUE CRITICALLY:
CHAPTER 8 Security Satellites . . . . . . . . . . . . . . . . . . . . . . . xxx
Our Place in Space . . . . . . . . . . . . . . . . . . .xxx Key Concepts Summary . . . . . . . . . . . . . . . . . . . . . . . xxx
Key Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxx What Do You Think Now? . . . . . . . . . . . . . . . . . . . . . . xxx
Engage in Science: The Tunguska Event. . . . . . . . . . . . xxx Chapter 8 Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxx
What Do You Think? . . . . . . . . . . . . . . . . . . . . . . . . . . . xxx Chapter 8 Self-Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . xxx
Focus on Reading: Finding the Main Idea . . . . . . . . . . . xxx
8.1 Touring the Night Sky . . . . . . . . . . . . . . . . . . . xxx
Try This: Your First Observations . . . . . . . . . xxx
8.2 The Sun and Its Effect on Earth . . . . . . . . . . . xxx
Try This: Track Sunspots . . . . . . . . . . . . . . . . xxx
8.3 The Solar System: The Sun
and the Planets . . . . . . . . . . . . . . . . . . . . . . . . . xxx
Try This: Represent the
Sizes of the Planets. . . . . . . . . . . . . . . . . . . . . . xxx
8.4 PERFORM AN ACTIVITY:
Building a Scale Model of the
Solar System . . . . . . . . . . . . . . . . . . . . . . . . . . . xxx
8.5 Motion: Earth, the Moon, and Planets . . . xxx
Try This: Modelling the Lunar Phases . . . . . xxx
8.6 Patterns in the Night Sky . . . . . . . . . . . . . . . . xxx
Try This: Creating Star Patterns . . . . . . . . . . xxx
8.7 CONDUCT AN INVESTIGATION:
Observing Motion in the Night Sky . . . . . . . xxx
8.8 Observing Celestial Objects from Earth . . . xxx
Try This: Demonstrate Retrograde Motion . xxx
Try This: Measuring Altitude
and Azimuth . . . . . . . . . . . . . . . . . . . . . . . . . . . xxx

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 CHAPTER 9 CHAPTER 10
The Universe: Beyond Our Space Research and Exploration . . . . . . .xxx
Solar System . . . . . . . . . . . . . . . . . . . . . . . .xxx Key Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxx
Key Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxx Engage in Science: The Apollo 13 Mission . . . . . . . . . . xxx
Engage in Science: Discovering a Black Hole . . . . . . . . xxx What Do You Think? . . . . . . . . . . . . . . . . . . . . . . . . . . . xxx
What Do You Think? . . . . . . . . . . . . . . . . . . . . . . . . . . . xxx Focus on Writing: Synthesizing . . . . . . . . . . . . . . . . . . . xxx
Focus on Reading: Summarizing . . . . . . . . . . . . . . . . . xxx 10.1 Space Exploration . . . . . . . . . . . . . . . . . . . . . . xxx
9.1 Stars Near and Far Research This: See the Space Station . . . . . . xxx
Research This: Light Travel Time . . . . . . . . . xxx Tech Connect: Little Satellite, Big Science. . . . . . . . . . . xxx
Try This: The Colour of Temperature. . . . . . xxx 10.2 Challenges of Space Travel . . . . . . . . . . . . . . . xxx
9.2 PERFORM AN ACTIVITY: Try This: Understanding Free Fall . . . . . . . . xxx
Units of Measurement . . . . . . . . . . . . . . . . . . . xxx
Research This: Space Travel Safety . . . . . . . . xxx
9.3 CONDUCT AN INVESTIGATION:
10.3 Space Technology Spinoffs . . . . . . . . . . . . . . . xxx
Factors Affecting the Brightness of Stars . . . xxx
Research This: How Does GPS Work? . . . . . xxx
9.4 The Life Cycle of Stars . . . . . . . . . . . . . . . . . . . xxx
10.4 EXPLORE AN ISSUE CRITICALLY:
9.5 Other Components of the Universe . . . . . . . xxx
Should Canadians Be Paying
Try This: Classifying Galaxies . . . . . . . . . . . . xxx for Space Research? . . . . . . . . . . . . . . . . . . . . . xxx
9.6 The Origin and Evolution 10.5 The Future of Space Exploration . . . . . . . . . . xxx
of the Universe . . . . . . . . . . . . . . . . . . . . . . . . . xxx
Key Concepts Summary . . . . . . . . . . . . . . . . . . . . . . . xxx
Try This: Model the
What Do You Think Now? . . . . . . . . . . . . . . . . . . . . . . xxx
Expanding Universe . . . . . . . . . . . . . . . . . . . . xxx
Chapter 10 Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . xxx
Key Concepts Summary . . . . . . . . . . . . . . . . . . . . . . . xxx
Chapter 10 Self-Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . xxx
What Do You Think Now? . . . . . . . . . . . . . . . . . . . . . . xxx
Chapter 9 Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxx Unit D Looking Back . . . . . . . . . . . . . . . . . . . . . . xxx
Chapter 9 Self-Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . xxx Key Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxx
Make a Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . xxx
Career Links . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxx

Unit D Task . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxx

Unit D Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxx

Unit D Self-Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . xxx

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 UNIT E: THE CHARACTERISTICS 11.4 CONDUCT AN INVESTIGATION:
How Charges Interact . . . . . . . . . . . . . . . . . . . xxx
OF ELECTRICITY . . . . . . . . . . . . . . .XXX
11.5 Releasing Charges . . . . . . . . . . . . . . . . . . . . . . xxx
Focus on STSE: Powering
Research This: Chemical Magic . . . . . . . . . . xxx
The World Wide Web . . . . . . . . . . . . . . . . . . . . . . . xxx
11.6 Conductors and Insulators . . . . . . . . . . . . . . . xxx
Unit E Looking Ahead . . . . . . . . . . . . . . . . . . . .22
Awesome Science: Red Sprites, Blue Jets,
Unit Task Preview: Small
and Elves: Lightning above Earth . . . . . . . . . . . . . . . . . . xxx
Electrical Appliance Repair . . . . . . . . . . . . . . . . . . xxx
11.7 CONDUCT AN INVESTIGATION:
What Do You Already Know? . . . . . . . . . . . . . . xxx
Testing for Conductors and Insulators . . . . . xxx
11.8 Charging by Induction . . . . . . . . . . . . . . . . . . xxx
CHAPTER 11
Try This: Bending Water . . . . . . . . . . . . . . . . xxx
Static Electricity . . . . . . . . . . . . . . . . . . . . .xxx
11.9 PERFORM AN ACTIVITY:
Key Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxx Charging Objects by Induction . . . . . . . . . . . xxx
Engage in Science: Broken Printer . . . . . . . . . . . . . . . . xxx Key Concepts Summary . . . . . . . . . . . . . . . . . . . . . . . xxx
What Do You Think? . . . . . . . . . . . . . . . . . . . . . . . . . . . xxx What Do You Think Now? . . . . . . . . . . . . . . . . . . . . . . xxx
Focus on Writing: Writing Persuasive Text. . . . . . . . . . . xxx Chapter 11 Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . xxx
11.1 What Is Static Electricity? . . . . . . . . . . . . . . . . xxx Chapter 11 Self-Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . xxx
Try This: Positive and
Negative Charges . . . . . . . . . . . . . . . . . . . . . . . xxx
CHAPTER 12
Research This: Powder Coating . . . . . . . . . . xxx
Electrical Energy Production . . . . . . . . . . .xxx
11.2 PERFORM AN ACTIVITY:
Key Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxx
Giving Objects a Charge Imbalance . . . . . . . xxx
Engage in Science: The Midnight Sun Solar
11.3 Charging by Contact . . . . . . . . . . . . . . . . . . . . xxx
Race Team . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxx
Try This: Light a Fluorescent
What Do You Think? . . . . . . . . . . . . . . . . . . . . . . . . . . . xxx
Light Tube with Your Feet! . . . . . . . . . . . . . . . xxx
Focus on Reading: Evaluating . . . . . . . . . . . . . . . . . . . xxx
Try This: Charging by Friction
Using Simple Contact . . . . . . . . . . . . . . . . . . . xxx 12.1 Introducing Current Electricity . . . . . . . . . . . xxx
Research This: Fabric Softener Sheets . . . . . xxx Try This: Modelling Electron Flow . . . . . . . . xxx
12.2 Electrical Energy . . . . . . . . . . . . . . . . . . . . . . . xxx
Try This: The Pickle Cell . . . . . . . . . . . . . . . . xxx

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 12.3 Simple Circuits . . . . . . . . . . . . . . . . . . . . . . . . . xxx 13.5 Energy in Electric Circuits . . . . . . . . . . . . . . . xxx
Try This: Creating Circuits . . . . . . . . . . . . . . xxx 13.6 PERFORM AN ACTIVITY:
12.4 Generating Current Electricity . . . . . . . . . . . xxx Measuring Voltage and Current
in Circuits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxx
Try This: Generating Your Own
Electrical Energy . . . . . . . . . . . . . . . . . . . . . . . xxx 13.7 Resistance in Circuits . . . . . . . . . . . . . . . . . . . xxx
12.5 Non-Renewable and Renewable Try This: Measuring Resistance
Energy Sources . . . . . . . . . . . . . . . . . . . . . . . . . xxx with an Ohmmeter . . . . . . . . . . . . . . . . . . . . . xxx
Try This: Oil Spill Cleanup . . . . . . . . . . . . . . xxx 13.8 PERFORM AN ACTIVITY:
Determining the Relationship between
Research This: Wind Power on
Current and Electric Potential Difference . . xxx
Lake Ontario . . . . . . . . . . . . . . . . . . . . . . . . . . . xxx
13.9 Ohm’s Law . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxx
12.6 EXPLORE AN ISSUE CRITICALLY:
How Can You Choose Which Electrical 13.10 Loads in Series and Parallel . . . . . . . . . . . . . . xxx
Energy Source Is Best? . . . . . . . . . . . . . . . . . . xxx 13.11 CONDUCT AN INVESTIGATION:
12.7 Energy Conservation . . . . . . . . . . . . . . . . . . . . xxx The Effect of Increasing the Number of
Loads in a Circuit. . . . . . . . . . . . . . . . . . . . . . . xxx
Citizen Action: Is Your School
Conserving Electrical Energy? . . . . . . . . . . . . xxx Tech Connect: Flexible Circuits . . . . . . . . . . . . . . . . . . . xxx
12.8 PERFORM AN ACTIVITY: 13.12 PERFORM AN ACTIVITY:
Examining Electrical Energy Production . . . xxx Designing Circuits . . . . . . . . . . . . . . . . . . . . . . xxx
Tech Connect: Energy for Spacecraft . . . . . . . . . . . . . . xxx Key Concepts Summary . . . . . . . . . . . . . . . . . . . . . . . xxx
12.9 PERFORM AN ACTIVITY: What Do You Think Now? . . . . . . . . . . . . . . . . . . . . . . xxx
Performing an Electrical Energy Audit . . . . xxx Chapter 13 Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . xxx
Key Concepts Summary . . . . . . . . . . . . . . . . . . . . . . . . xxx Chapter 13 Self-Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . xxx
What Do You Think Now? . . . . . . . . . . . . . . . . . . . . . . . xxx
Unit E Looking Back . . . . . . . . . . . . . . . . . . . . . xxx
Chapter 12 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxx
Key Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxx
Chapter 12 Self-Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . xxx
Make a Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . xxx
Career Links . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxx
CHAPTER 13
Unit E Task: Small Electrical
Electrical Quantities in Circuits . . . . . . . . .xxx
Appliance Repair. . . . . . . . . . . . . . . . . . . . . . . . . . xxx
Key Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxx
Engage in Science: Suspected Electrical Fire Unit E Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxx
Destroys Homes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxx Unit E Self-Quiz . . . . . . . . . . . . . . . . . . . . . . . . . . . xxx
What Do You Think? . . . . . . . . . . . . . . . . . . . . . . . . . . . xxx
Focus on Writing: Writing a Critical Analysis . . . . . . . . . xxx
Appendix A: Skills Handbook . . . . . . . . . xxx
13.1 Series and Parallel Circuits . . . . . . . . . . . . . . . xxx
13.2 PERFORM AN ACTIVITY: Appendix B: What Is Science? . . . . . . . . xxx
Connecting Multiple Loads . . . . . . . . . . . . . . xxx Numerical Answers to Questions . . . . xxx
13.3 Electric Current . . . . . . . . . . . . . . . . . . . . . . . . xxx
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxx
13.4 PERFORM AN ACTIVITY:
Comparing the Conductivity Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxx
of Conductors . . . . . . . . . . . . . . . . . . . . . . . . . . xxx
Credits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xxx
Tech Connect: Heart Technologies . . . . . . . . . . . . . . . . xxx

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 Discover Your Textbook
This textbook will be your guide to the exciting world of science. On the following
pages is a tour of important features that you will find inside. GET READY includes
all of the features of the introductory material that come before you begin each unit
and chapter. GET INTO IT shows you all the features within each chapter. Finally,
WRAP IT UP shows you the features at the end of each chapter and unit.

Focus on STSE
Get Ready These articles introduce
real-world connections to the
science topics you will be
Unit Opener

B
learning in the unit.
Each of the five units has a
UNIT

Sustainable
letter and a title. Use the photo Ecosystems
to help you predict what you
Focus on STSE

might be learning in the unit.

SOMETHING TO LOSE?
OVERALL
Expectations
assess the impact of human
activities on terrestrial and/ During our everyday lives, we do not often notice slow changes that are occurring all
or aquatic ecosystems, and around us. Take a moment to consider the situations of the following three high school
evaluate the effectiveness of students.
courses of action intended to

Overall Expectations
remedy or mitigate negative The Environment and Lifestyles
impacts Chisomo is a grade 11 student. She is an excellent athlete and participates in many
investigate factors related sports, including downhill and cross-country skiing. Chisomo has noticed that winter snow
to human activity that affect conditions are changing. Some years are good, but it seems like there is a trend toward

The Overall Expectations terrestrial and aquatic

ecosystems, and explain how
they affect the sustainability
more rain and less snow. Chisomo lives on a farm in southwestern Ontario, where her
family operates an apple orchard. Chisomo’s family is switching to organic apple growing.
They pump large volumes of groundwater every summer to water their orchard.
of these ecosystems

describe what you should be demonstrate an understanding

of the dynamic nature of
ecosystems, particularly in
Luisa is in grade 9. She lives in downtown Toronto and enjoys nature photography,
camping, and jogging and biking around the city. Living in the city, Luisa experiences
“smog days.” Last summer, Luisa had a chance to visit the Gulf of St. Lawrence. She

able to do after completing

terms of ecological balance had a great time viewing wildlife but was saddened to learn that at one time more than
and the impact of human a quarter of a million walruses lived in the region.
activity on the sustainability Devon is a grade 10 student living in a lumbering community in northwestern Ontario.
of terrestrial and aquatic He enjoys fishing, hanging out with his friends, and listening to music. Devon is

the unit. ecosystems planning on taking courses in forestry management and technology so that he can
pursue a career in the forestry industry. He thinks people will always have a use for
wood, and you can always plant and grow more trees.

BIG Ideas Think/Pair/Share

Ecosystems are dynamic and With a partner, discuss each student’s situation and answer the following questions:
have the ability to respond to 1. In what way(s) is the environment important to each of them? C A
change, within limits, while 2. What changes in the environment have already taken place around them?

Big Ideas
maintaining their ecological Were these changes easy to notice? K/U C
balance. 3. What environmental changes might affect them in the future? A
People have the responsibility 4. Do you think you need to be concerned about environmental changes?
to regulate their impact Do YOU have something to lose? A C

The Big Ideas summarize on the sustainability of

ecosystems in order to
preserve them for future Barn owls are endangered in Ontario and in Canada.
generations.

the concepts you need to

20 Unit B • Sustainable Ecosystems NEL NEL Focus on STSE 21

remember after you complete

the unit.

What Do You Already Know?

This section gives you a list of concepts and
Concept Map skills you developed in previous grades that
The Concept Map is a description of the you will need to be successful as you work
topics connected to picture clues to help you through the unit. Use the questions to see what
predict what you will be learning in the unit. you already know before you start the unit.

Unit Task Preview UNIT

Find out about the Unit Task

LOOKING AHEAD
B
UNIT B What Do You Already Know?
that you will complete at the Sustainable
PREREQUISITES
Concepts Skills

end of each unit.

• Biotic and abiotic features in the environment • Following established safety procedures
Ecosystems • Producers and consumers • Using appropriate scientific vocabulary and SI units
• Primary and secondary succession • Presenting information in a variety of forms
• Movement of water on Earth • Carefully observing, gathering, and recording data
• Effects of human activities on the environment • Analyzing data and making reasonable inferences

CHAPTER 2 CHAPTER 3 CHAPTER 4

1. Examine Figure 1. Classify each organism as a producer or 3. Describe how the activities shown in Figure 3 can influence
Understanding Natural Ecosystems by a consumer. K/U C the environment. Is the effect positive or negative? A C

Ecosystems Ecosystems and Design

Stewardship
snake

Unit Task Bookmark hawk

Figure 3

When you see the Unit Task squirrel

sparrow 4. Make a graph to illustrate the relationship of the data in
Table 1. Give your graph title and label the axes. T/I C
toad Table 1

Bookmark, think about how the

Millions of monarch butterflies stop at Kelp forests are highly productive The urban landscape is one type
Point Pelee on Lake Erie during their ecosystems that occur in cold, coastal of human-made ecosystem. Year 1996 1998 2000 2002 2004 2006 2008
annual 3000 km migratory flight to waters. flea Number of deer 21 32 36 44 35 18 12
Mexico.
(a) Describe the pattern in this data.

section relates to the Unit Task. UNIT TASK Preview

Ontario’s Species of Concern For each species, you will investigate

Figure 1
maple tree blueberry
(b) Suggest two or three factors that might have influenced
the size of the deer population.

• the factors that have led to their current status 2. Figure 2 shows the process of secondary succession. K/U 5. Figure 4 presents data on the 197 species of plants and
Human activities can have very different effects on species. animals in Ontario that are considered to be at risk. Estimate
• how these factors are influencing the species and the
At one extreme, human activities can endanger species, the percentage of species that fall into each category. T/I
health of the ecosystems they live in
potentially resulting in their extinction (Figure 1). At the other
extreme, human activities can result in a species invading • implications related to human interests Extinct Extirpated

new environments and increasing rapidly in numbers. • actions that could change the species’ status
UNIT TASK Bookmark Special
concern
The Unit Task is described in detail on page XXX. As you

Assessment Box work through the unit, look for this bookmark and see how
the section relates to the Unit Task.

ASSESSMENT
Threatened
Endangered

The Assessment Box tells you

Figure 4
You will be assessed on how well you

Figure 1 This is the former range of the eastern cougar. Cougars are • research, compile, and analyze your data
6. Describe how water is cycled through the environment. Make
now absent or extremely rare throughout most of their former range • demonstrate an understanding of issues related to

how you will demonstrate what

Figure 2 sure to use the following terms. K/U C
in Ontario. species decline and success
• precipitation • surface runoff
In this Unit Task, you will select two contrasting species that are • outline the implications for the future sustainability of (a) Describe what is happening to the plant community. • evaporation • groundwater
of concern in Ontario. You will choose one native species that is species and ecosystems (b) What is the difference between primary and secondary • condensation

you have learned by the end of

at risk and one species that is non-native and invasive. • prepare and present an action plan succession?

22 Unit B • Sustainable Ecosystems NEL NEL Looking Ahead 23

the unit.

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 CHAPTER

3
UNIT B

Chapter Opener Natural Ecosystems Sustainable

Ecosystems
and Stewardship
Each chapter has a number, a
title, and a Key Question which KEY QUESTION: Why should we value and sustain
Key Concepts
CHAPTER 2 CHAPTER 3 CHAPTER 4
natural ecosystems? Understanding Natural Ecosystems by
you should be able to answer Ecosystems Ecosystems and Design
Stewardship
The Key Concepts
by the end of the chapter.
feature outlines the
KEY CONCEPTS

main ideas and skills

you will learn in the
Natural ecosystems are of Ecosystems are at Biodiversity describes the
chapter.
great value to humans. equilibrium but can change variety and abundance of
over time. life in an ecosystem.

Many human activities Water, land, and air Plant and animal
impact and threaten the pollution cause health and resources should be used
sustainability of natural economic problems. in a sustainable manner.
ecosystems.
Kelp forests are highly productive ecosystems that
occur in cold, coastal waters.

72 Chapter 3 • Natural Ecosystems and Stewardship NEL NEL Looking Ahead 73

ENGAGE IN WHAT DO YOU

Engage in SCIENCE THINK? What Do You Think?

Using what you already know,
Many of the ideas you will explore in this chapter are ideas that you have already

Science
encountered. You may have encountered these ideas in school, at home, or in
the world around you. Not all of the following statements are true. Consider each
statement and decide whether you agree or disagree with it.

These articles form an opinion by agreeing or

connect the topics Tripti and her brother Nico were excited to begin their vacation on a Caribbean
island. They knew that a large coral reef existed a short distance from shore.
disagreeing with statements
you will learn in
They were anxious to explore the area for sea life. To their disappointment,
large patches of the reef were covered with a thick mat of green algae. Many of
the corals were dead or unhealthy. The large schools of colourful fish they had
that connect to ideas that will
be introduced in the chapter.
expected to see were absent.
Over the next several days, Tripti and Nico discussed their observations
the chapter to with local divers and people selling fish in the local market. They learned that
overfishing in the region had reduced the populations of large sharks by more than
Forest fires benefit these species.
1 Agree/disagree? Human demand for safe, clean water resources is a major
4 concern on a global scale but not an issue in Canada.
Agree/disagree?
95 % (Figure 1). The loss of these top predators had resulted in rapid increases

interesting real-world in populations of their favourite prey species, including groupers. The increase in
grouper numbers had caused a decline in their primary prey species, parrotfish.
The loss of the parrotfish was particularly devastating to the reef ecosystem.

developments in Parrotfish are the main herbivores on the reef, feeding almost exclusively on algae
(Figure 2). The removal of most of the parrotfish resulted in the rapid growth of
algae mats that smothered the corals and killed them.

science.
Tripti and Nico learned how far-reaching the overexploitation of a living resource
can be. By removing the top predators, the entire reef ecosystem had been
damaged. In small groups, discuss the long-term impacts this will have on local
tourism and the fishing-based economy. Can the reef recover?
2 Pollution is the greatest human-caused threat to natural
ecosystems.
5 Ontario has a healthy wildlife population with very few
“at-risk species.”
Agree/disagree? Agree/disagree?

Figure 1 Aided by their widely

spaced eyes, hammerhead sharks are
aggressive predators. They live for
20 to 30 years and are up to 6 m at
maturity.

3 Lake trout and a panther grouper are able to share the

same habitat.
6 Humans enjoy natural ecosystems, but we do not rely on
them in our daily lives.
Agree/disagree? Agree/disagree?

Figure 2 Parrotfish use their rasp-like teeth to extract algae from the coral.

74 Chapter 3 • Natural Ecosystems and Stewardship NEL NEL What Do You Think? 75

Focus on Reading/ FOCUS ON FOCUS ON

Focus on Writing READING WRITING

Asking Questions Writing to Describe and
These reading and writing Before reading a text like the example below, ask yourself questions
to recall what you already know about the topic. During reading, ask
Explain Observations
strategies help you learn
questions to figure out what a text means. After reading, ask questions
When you write to describe and explain observations, you record
to extend your understanding. You can ask and answer three types
characteristics you used your senses to observe, such as colour, form,
of questions:
and odour, and features you used instruments to measure, such as area,

science concepts and develop

• Literal (“On the Lines”): These questions are about information that can WRITING TIP
volume, and depth. Focus on writing your observations very clearly and
READING TIP be located in the text. As you work through the chapter, look accurately. Use the following strategies to improve your writing.
As you work through the chapter, for tips like this. They will help you
• Inferential (“Between the Lines”): These questions require that you • Describe sensory (qualitative) observations clearly by using concrete
look for tips like this. They will help develop literacy strategies.
combine clues in the text with something you already know.

literacy skills in preparation for

you develop literacy strategies. nouns, adjectives, verbs, and adverbs.
• Evaluative (“Beyond the Lines”): These questions call for using • Record measurements (quantitative observations) accurately.
evidence from a text to make a judgment.
• Use short sentences and precise wording that readers can

the OSSLT.
understand easily.
• Use symbols and scientific terminology correctly.
Alternative Farming Practices
Most farmers rotate or change the crops they plant on a certain area The following is an example of a piece of writing that describes and
of land on a regular basis. By rotating crops, farmers can reduce their explains observations. Beside it are the strategies the student used
to write effectively.
use of fertilizers and pesticides. For example, in southern Ontario,
farmers often plant soybeans, corn, and wheat in a three-year rotation Use scientific terminology
(Figure 1). During a soybean year, the nitrogen concentration of the correctly.
Observations of the Blooming of a Dandelion Plant
Figure 1 Soybeans, corn, and soil increases through the action of nitrogen-fixing bacteria living
wheat are often grown in rotation in root nodules. This reduces the need to add nitrogen fertilizer the Plant Name: The name of the observed plant is Dandelion (Taraxacum officinale).
in southern Ontario. following year for corn. In the third year of the rotation, wheat is Use short sentences. It is a member of the Compositae family.
planted. Because wheat is not planted in rows, it is competitive
against weeds and requires less herbicide. Plant Location: The location of the observed plant is Latitude 43° 30’ N and Longitude 79° 02’ W.

Writing Tip
The habitat type of the observed plant is a residential lawn. The observed plant is located in a
sunny, open, and flat area.
Asking Questions in Action Record measurements
Use precise wording.

(quantitative observations)

Writing Tips are useful

Asking questions can help you focus on what you know about a topic, Plant Leaves: The 14 leaves of the observed plant are deep green in colour. The leaves are shaped
accurately.
find information, help you figure out implications, or form opinions based
like the teeth of a saw. The longest leaves measured 15.24 cm in length. The shortest leaves
on evidence from the text. Here’s how one student asked questions to
understand information about alternative farming practices.
measured 6.35 cm in length.

strategies that help to improve Questions I asked before, during,

and after reading the text
How that question helps
me understand the text
Plant Stems: In colour, the five stems of the observed plant are a mixture of light green, red, and
yellow. The stems are tubular in shape. The longest stem measured 15.1 cm in length. The shortest

your writing skills. • Literal: What is crop rotation?

• Inferential: Why do farmers rotate

helps me understand that farmers plant different
crops over a three-year cycle

helps me understand that farmers plant a crop one

Describe sensory (qualitative)
observations clearly by using
stem measured 14.5 cm in length.

First Bloom of Flowers: The first bloom of flowers was observed on April 25. According to Environment
concrete words.
their crops? year to enrich the nutrients in the soil for a different Canada, the high temperature on April 25 was 14.0 ° C. One flower appeared at the end of each of
crop the next year
the five plant stems. The flowers were bright yellow in colour. The biggest flower measured 5.0 cm in
• Evaluative: Does the author have helps me make a judgment that the author believes diameter. The smallest flower measured 3.1 cm in diameter.
Use appropriate units
a bias? crop rotation is good for the environment because
and significant digits.
less fertilizer and pesticides are used for the soil

118 Chapter 4 • Ecosystems by Design NEL 76 Chapter 3 • Understanding Ecosystems NEL

NEL Discover Your Textbook xiii

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 Get Into It
2.2 Introducing Ecosystems Figure 3 shows how ecosystems are composed of individual organisms,
populations, communities, and the physical surroundings in which Try This
communities of organisms live.

Weblink
Imagine you are planning a backpacking trip Algonquin Park in Ontario
(Figure 1). You intend to spend four days hiking through the wilderness.
To be fully prepared, you must bring proper food, clothing, and equipment
(Figure 2). You must also consider the living things you may encounter.
These are quick, fun
To learn more about hiking in

When you see this weblink icon, Ontario,

GO TO NELSON SCIENCE

To learn more about becoming a

Mosquitoes will be abundant, so you pack insect repellent. You will also
need a water filter to provide safe drinking water. You know that bears and
raccoons are a possibility, so you bring a long rope so that you can hang your
activities designed to
you can visit the Nelson Science
food pack in a tree at night. You also pack a stove and matches, and, most

help you understand

park warden,
GO TO NELSON SCIENCE importantly, a map and maybe a global positioning system (GPS).
An ecosystem Figure 3 An ecosystem is composed

website to learn more about

of the community of populations of plant and animal
A single
organism
A population
of deer
A community of
different species
and its
abiotic features
species and their biotic and abiotic
environments. concepts and improve
the topic, watch a video, do an T RY THIS ECOSYSTEM ABCs
SKILLS: Analyzing, Communicating SKILLS HANDBOOK
8.B.
your science skills.
Everything we use and consume in our daily lives comes from the

online activity, or take a quiz.

abiotic biotic
biotic and abiotic parts of our environment. In this activity, you will
reflect on our dependence on the environment for the items we use
every day.
1. Brainstorm a list of 20 diverse items you have used in the past
week. Your list could include foods, fuel, consumer products,
Figure 1 Backpacking is a common summer activity. Figure 2 During a backpacking trip, you must have appropriate packaging materials, or even the sidewalk you walked on.
equipment and supplies to survive in the environment. 2. Make a list of separate materials contained in each item. Do
not worry if you cannot identify all the materials.
Planning for such a trip reminds us of the many factors we encounter in Figure 4 Sample Venn diagram
3. Determine whether these materials are a biotic or an abiotic
ecosystem all the living organisms and any ecosystem. Scientists define an ecosystem as all of the living organisms

Career Link
resource. C. The forestry and mining industries are major employers in
their physical and chemical environment that share a region and interact with each other and their non-living 4. Draw a Venn diagram of two overlapping circles with the Ontario. Identify which of your items were dependent on
environment. An ecosystem is composed of both living and non-living headings “abiotic” and “biotic.” The overlapping region is for these two industries for their production. T/I
components. Some factors, such as the terrain and the weather, are non-living. the combined (both abiotic and biotic) resources (Figure 4). D. Is it likely that either the forestry or mining industry will

The Career icon lets you know

Other factors, such as insects, bears, and micro-organisms, are alive. The Place each of your original items in your Venn diagram. For become obsolete? Explain. T/I
biotic factors living things, their remains, living components, called biotic factors, include all organisms, their remains, example, a CD case would be placed in the overlapping portion
E. All food items are biotic in nature. Describe how food items
and features, such as nests, associated and their products or wastes. The non-living components, or abiotic factors, of the diagram. The paper liner is of biotic origin, while the
themselves are dependent on abiotic resources. K/U
with their activities plastic case is abiotic.
include physical and chemical components such as temperature, wind, water,

that you can visit the Nelson

F. Based on this activity and the definition of an ecosystem, do
abiotic factors the non-living physical minerals, and air. A. Do you depend on both biotic and abiotic resources in your
you think the human species is part of Earth’s ecosystem?
and chemical components of an everyday life? Give examples to support your answer. A
Some materials such as a hard coral reef are not easy to classify. They are Explain your reasoning. C A
ecosystem B. Do you think biotic or abiotic resources are more important
built by coral animals and are therefore biotic in origin. Over time, parts

Science website to learn about

for your survival? Explain. T/I C
of the reef may break down, forming white coral sand, which is usually
considered an abiotic factor.
Individual organisms from many species share an ecosystem. Together, all
Describing Ecosystems
science-related careers.
of the individuals of a single species in a particular area make a population.
Individuals from all of the populations form the community. An ecosystem Ecosystems are highly variable. They can differ dramatically in size and in
is the term given to the community and its interactions with the abiotic their biotic and abiotic features. We generally think of an ecosystem as a fairly
environment. large area, such as a forest or a lake. On a much smaller scale, the community
of bacteria and fungi living in a rotting log is an ecosystem. In this way, large
ecosystems may include many much smaller ecosystems.

32 Chapter 2 • Understanding Ecosystems NEL NEL 2.2 Introducing Ecosystems 33

READING TIP
Ask Evaluative Questions
The differences outlined in Figure 3 raise concerns about our ability to
produce food sustainably. While natural ecosystems sustain themselves
Managing the Soil—Controlling the Flow 4.2
Sometimes ideas or information in a text over thousands of years, engineered ecosystems such as farmland must be of Nutrients and Water

Did You Know?

makes you ask an evaluative question. managed. Farmers manage abiotic and biotic conditions to maximize the
For example, you might wonder about
success of growing monocultures. They attempt to create ideal and uniform One of Earth’s most important resources is, quite literally, under your feet. It
converting natural ecosystems to
growing conditions and to eliminate competitors, diseases, and pests is the ground you walk on. You may think of soil as the “dirt” you bring into
farmland and ask, Is it worth converting
(Figure 4). Ploughing, weeding, fertilizing, irrigating, and the spraying of the house on your shoes or something needed for potted plants. For farmers,

Reading Tip
ecosystems to monocultures to grow DID YOU KNOW?
fertile soil is essential to their livelihood. Plants depend on the soil for their
food? Is a more sustainable solution
possible? You may need to conduct
further research on the issue to answer
pesticides are examples of such management techniques.
physical support and to provide water, nutrients, and oxygen to their roots.
Farmers must consider these functions to manage soil resources sustainably.
The Speed of Soil Formation
The small mineral particles that make
up soil are formed from rock. Wind,
Read interesting facts about
your evaluative questions and make an Soil is a complex mixture of minerals, water, dissolved nutrients, air spaces,

Reading Tips real-world events that relate to

water, chemical processes, and living
informed judgment.
and decomposing organic matter (Figure 1). It is also home to countless organisms gradually cause rock to
organisms, ranging in size from microscopic bacteria to large burrowing break up into small particles. It can
mammals. Soils are among the most complex and poorly understood take 200 years to form a layer of soil

suggest reading the topics you are reading about.

just 1 cm thick!
components of Earth’s ecosystems, yet they are critical to our survival.

comprehension Figure 4 Most crops in Canada, such

as these sunflowers, are grown in
monocultures. Farmers must manage
monocultures carefully so that only the

strategies to help
desired crops will grow.

Remember what you learned about biodiversity. Does the management

DID YOU KNOW?
of a monoculture result in a stable ecosystem? In the next sections, we will

you understand the consider how these management practices influence our environment. The Vital Role of Soil Fungi
Soil fungi can live in a mutualistic
relationship with plants. The
Research This
IN SUMMARY microscopic filaments of these

science concepts • Engineered ecosystems, such as farmland and

cities, make up a large portion of Earth’s land area.
• Most monoculture crops consist of plants of
uniform age and size.
“mycorrhizal” fungi surround the fine
root hairs of their plant partners. The
fungi deliver nutrients and water to
the plant. In turn, the plant provides These research-based activities
presented in the text. • Most of Canada’s crop and livestock species are
introduced, non-native species.
• Engineered ecosystems have uniform abiotic
• Farmers attempt to create ideal abiotic and biotic
growing conditions for crops.
Figure 1 A few grams of healthy soil contain billions of micro-organisms.
energy-rich food molecules to
the fungi.

will help you relate science

features and low biodiversity.

CHECK
C YOUR LEARNING
RESEARCH THIS
SKILLS: Researching, Communicating
WHAT ARE THE CHEMICAL CONTENTS?
SKILLS HANDBOOK
4.A.
and technology to the world
1. List six examples where humans have replaced a natural 7. Do you always have to be physically located in
ecosystem with an engineered ecosystem and describe its
new purpose. K/U C
2. How do engineered ecosystems differ from natural
an ecosystem to be making use of its services?
Explain. K/U
8. Suggest some possible reasons why non-native species are
Humans alter the chemical makeup of soils when they add natural
or synthetic soil supplements. These may be fertilizers, pesticides,
or soil conditioners, such as peat moss. In this activity, you will
A. For each product you researched, list the following
information: T/I
(i) Product name
around you and improve
research the chemical composition of soil supplements.

your critical thinking and

ecosystems? Refer to both biotic and abiotic ecosystem so extensively used in agriculture. K/U A (ii) Is the product natural or synthetic?
characteristics. K/U 9. Why do we not milk moose and grow fields of native plants 1. Gather data on 10 commercially available soil supplements.
(iii) What is the product’s intended use? (home and garden,
3. Describe how you use natural ecosystems. A C for food? K/U A These products are sold at garden and hardware stores. Most
agricultural, and so on)
of the information you will need is on the ingredient labels.
4. Describe how you use engineered ecosystems. A C 10. Construct a table that compares the characteristics of

decision-making skills.
You can also go to online sources. (iv) What are the main ingredients in the product?
5. Do Canadians rely on native plant and animal species for natural ecosystems with the characteristics of agricultural
(v) What is the intended function of the product? Is it a
all their food? Explain using examples. K/U C ecosystems. K/U C
fertilizer, soil conditioner, pesticide, or combination?
6. How do major human food sources differ from those of 11. List some management techniques used by farmers GO TO NELSON SCIENCE
B. Present your findings in table form. T/I C

most animals? K/U to alter abiotic and biotic growing conditions. K/U

122 Chapter 4 • Ecosystems by Design NEL NEL 4.2 Managing the Soil—Controlling the Flow of Nutrients and Water 123

Skills Handbook Icon

This icon directs you to the section of the Skills
Handbook that contains helpful information and tips.
Sample Problem
This feature shows you how
to solve numerical problems SAMPLE PROBLEM 1 Using the Electrostatic Series
Charging by conduction does not always involve a charged object and
a neutral object. Two charged objects may come in contact, and electrons Communication
using the GRASS method. Suppose you rub a piece of wool on your skin. What charge will each material have? may move from one object to the other. Electrons always move from the

Example
Step 1 Compare the positions of the materials on the electrostatic series.
object with a more negative charge (less positive) to the object with a less
Wool is lower on the list than human skin.
negative charge (more positive). This produces a more even distribution of
charge between the two objects. For example, if a positively charged piece

Make sure to check your Step 2 Compare the attraction for electrons of the two materials.
of metal comes in contact with an identical piece of metal that has less of

A Communication
Since wool is lower on the list than human skin, it has a greater attraction for electrons a positive charge (Figure 5(a)), electrons will travel from the less positively
than human skin. The wool will gain electrons from your skin and become negatively charged piece to the more positively charged piece until both pieces have an

learning by completing
charged. Your skin will lose electrons to the wool and become positively charged.
even distribution of charge (Figure 5(b)). The two pieces of metal may not

Example presents a
become neutral as they may still have excess positive or negative charges, but
they will both have the same type of charge (Figure 5(c)).

Practice problems.
COMMUNICATION EXAMPLE 1 Using the Electrostatic Series
+ –+ +– + + + – + + + –+ +– + + + – + + + –+ +– +– + + – + +

similar problem to the

You are wearing cotton gloves. What would happen if you rubbed your cotton-gloved – – + – – + – +
hand across a cat’s fur?
metal rod metal rod metal rod metal rod metal rod metal rod
Step 1 Cotton is lower on the electrostatic series than cat fur. (overall 3 charge) (overall 1 charge) (gaining an electron) (losing an electron) (overall 2 charge) (overall 2 charge)

Sample Problem. They

Step 2 The cat’s fur will lose electrons and become positively charged. The cotton (a) (b) (c)
glove will gain electrons and become negatively charged. Figure 5 Two identical metal rods being charged by conduction.
All the charged fur on the cat will be positive. Since like charges repel each other, the
cat’s fur will stand up. Putting Charged Objects to Work

Vocabulary Practice
You grab a rubber balloon with a leather glove. What charge will each material have?
In Section 11.1, you learned about the law of electric charges and how
charged objects can attract or repel other objects. In this section, you
are an opportunity for
learned that charging by contact can be used to give objects a charge.

You will learn many new Charging Objects by Conduction

Putting these two ideas together has led to the development of useful
products and technologies. you to follow the steps
of the Sample Problem
In addition to charging by friction, objects can also be charged by conduction. In ELECTROSTATIC DUSTERS

terms as you work through charging by friction, two neutral objects become oppositely charged when they rub
against each other (or touch). However, a neutral object may also become charged
if it touches an object that is already charged. Charging by conduction occurs
Electrostatic dusters depend on charging by friction to attract dust
(Figure 6). When you use an electrostatic duster, you gently move it

to make sure you

charging by conduction the charging of across an object, causing a buildup of charge on the duster. The dust is

the chapter. These key

a neutral object by direct contact with a when two objects with different amounts of electric charge touch and electrons attracted to the electrostatic duster and “jumps” off the dusty surface onto
charged object move from one object to another. This is illustrated in Figure 4, which shows a the duster. Natural electrostatic dusters have been used since the 1800s
negatively charged bar touching a neutral sphere. As a result of the contact, some (Figure 7). Ostrich feathers, like human hair, have a natural tendency to

terms are in bold print.

of the excess electrons on the charged bar travel into the sphere. Now in the
sphere, the excess electrons repel each other and spread out over the sphere.
become charged when rubbed against a surface. This causes dust to be
attracted to the feathers until it can be shaken off. understand the process.
–
+ –
– +– – – + –
Their definitions can be – +
–
–
+

+ –
–
+
– +– –
–
– +
+ – –
– – +
+ –

found in the margins and in

the glossary at the back of (a) (b) Figure 6 Electrostatic dusters use the
properties of static electricity to help keep dust
Figure 7 Charged ostrich dusters keep dust
trapped on the feathers until the dust is
Figure 4 A neutral metal sphere (a) becomes charged by conduction (b) when a negatively charged trapped in the duster and away from furniture. shaken off.

the book. 20 Chapter 11 • Static Electricity

bar touches the sphere. This permits some of the excess electrons to move on to the sphere, giving
it a negative charge (b).

NEL NEL 11.2 Charging by Contact 21

xiv Discover Your Textbook NEL

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 Citizen Action CITIZEN ACTION Habitat Loss and Fragmentation 3.4
NatureWatch A simple glance out the window provides evidence of habitat loss. Farmland,

These activities encourage you to be a good citizen Concern about the environment and taking action are the NatureWatch programs require teamwork, organization, and human settlements, and highways have replaced much of southern Ontario’s
responsibility of the government, businesses, and individuals. commitment, but they can be very rewarding! once extensive temperate forest ecosystem (Figure 1). A view from the top of
Everyone should help keep our environment healthy and protect the CN Tower reveals a human-dominated landscape. Little of the original
species at risk. natural forest remains.

and a steward of the environment by taking action NatureWatch is a community-based “citizen science” monitoring
program. It encourages schools, community groups, and
individuals to help monitor important species and environmental
Loss and Fragmentation of
Terrestrial Ecosystems
in the world around you.
indicators (Figure 5). The current program includes FrogWatch,
IceWatch, PlantWatch, and even WormWatch! An extreme example of habitat loss is the conversion of large areas of natural
Figure 1 Approximately 80 % of
Consider how you and your class might get involved. ecosystems into farmland and urban developments. Figure 2 illustrates southern Ontario’s original forest cover
• Research one of the NatureWatch programs. historic changes in the natural landscape of southern Ontario. In Canada, is gone.
• Write a short description of the program. Explain why you think it most of the habitat loss occurred during the nineteenth and early twentieth
is worthwhile and the steps needed to participate in the program. centuries when land was cleared for farmland. More recently, natural habitat
• Share your ideas with your classmates. has been lost to urban sprawl and transportation routes.
• Decide if you or your class want to participate in one of the
programs. Figure 5 Individuals can take action to protect Earth’s biodiversity.
North Bay North Bay
GO TO NELSON SCIENCE Sault Ste. Marie Sudbury Sault Ste. Marie Sudbury
Ottawa Ottawa

Unit Task Bookmark UNIT TASK Bookmark Lake Huron

Kingston Lake Huron Kingston

This icon lets you know that the concepts you learned You can apply what you learned in this section about biodiversity and the classifications of
species at risk to the Unit Task described on page XXX.
Toronto
Lake Ontario
Toronto
Lake Ontario

in the section will help you to complete the Unit Task. IN SUMMARY
(a)
Windsor Lake Erie
(b)
Windsor Lake Erie

• Most species have not been identified or studied. • The Committee on the Status of Endangered
Figure 2 (a) Most of southern Ontario has been converted from natural ecosystems to human
• Biodiversity tends to be higher near the equator. Wildlife in Canada (COSEWIC) categorizes uses (orange area). (b) Only some of the remaining natural ecosystems are protected in parks
at-risk species as extirpated, endangered, and protected areas (green areas).
• Human activities threaten biodiversity.
threatened, or of special concern.
• Extinction is a natural process, but human Fragmentation of natural ecosystems reduces their sustainability.
• The Recovery of Nationally Endangered Wildlife Fragmentation is the dividing up of a region into smaller parcels or
activities have greatly increased the rate of
(RENEW) agency prepares action plans for fragments (Figure 3). In a fragmented ecosystem, a larger area of the habitat
extinction.
endangered or threatened species. is exposed to damaging outside influences such as pollution.

In Summary CHECK
C YOUR LEARNING
1. Explain what is meant by the term species richness . K/U 5. Suggest reasons for the acceleration in extinction rates in

At the end of each content section, this quick summary 2. What ecosystems would you expect to have high species recent decades. T / I
richness and low species richness? Explain your 6. List the four at-risk classifications and give an example of fragmentation
reasoning. K/U one Ontario species in each class. K/U

of the main ideas will help you review what you learned.
3. Why are scientists concerned about species loss if extinction 7. Describe what actions are taken in Canada once a species
is a natural process? K/U in placed in the endangered or threatened category. K/U
4. (a) List some of the main human activities that contribute to 8. (a) Brainstorm to create a list of actions an individual
species extinction. T / I could take to help protect at-risk species.
(b) Do you think such activities can be justified? A
(b) Which action are you most likely to complete? Figure 3 When large ecosystems become fragmented, species with large home ranges may not
Explain why. A C have enough area to survive.
86 Chapter 3 • Natural Ecosystems and Stewardship NEL NEL 3.4 Habitat Loss and Fragmentation 87

Check Your Learning

Complete these questions at the end of each
content section to make sure you understand the
concepts you have just read.

Magazine Features
Look for these special feature sections in each unit
to learn about exciting developments in science,
cool new technology, career links, or how science
relates to your everyday life.
OSSLT Icon
This icon lets you know that the
material will help you develop
SCI ENCE OSSLT
literacy skills in preparation for
Containing the Invasion
The spiny water flea (Figure 1) is a tiny aquatic invertebrate that is
causing havoc in Ontario’s lakes. It was accidentally introduced in
1982 from Europe in the ballast water of ships. Since then, it has
Dr. Arnott is concerned that invasive species, such as
the water flea, can damage already stressed ecosystems. To
understand this problem better, another of Dr. Arnott’s graduate
the OSSLT.
invaded more than 100 lakes in North America. The spiny water students, Leah James, is comparing the growth rate of herring
flea is less than 1.5 cm long and has a large black eye and long
spiny tail.
populations in invaded and non-invaded lakes (Figure 2).
SCIENCE OSSLT

Black Gold
In the 1950s a Dutch soil scientist working in the Amazon
rainforest discovered unusual pockets of fertile black earth or
Terra preta. These rich soil deposits were only found where
humans had once lived and where the natural surrounding soils
were nutrient poor and thin (Figure 1).
TECH ConnEct OSSLT

Whales, Darts, and DNA Over a number of years, Baker gathered DNA samples from
whale species and different populations. He compiled a library
Figure 2 Dr. Arnott and graduate student Leah James research fish If you have watched the television show CSI, you will know that
populations. of their DNA information. Using sophisticated new technology,
criminal cases are now routinely solved using DNA fingerprinting
he was able to identify the species and geographical population
Dr. Arnott’s research has uncovered some good news. technology. This same technology is now being used to save
from which any sample came.
Figure 1 The spiny water flea is a voracious predator, Slowing the spread of the spiny water flea is as easy as letting (a) (b) Figure 2 Comparison of corn plants grown in soil with (left) and endangered species of whales.
feeding on zooplankton. your boat and equipment dry out before launching in a new lake without (right) charcoal supplement. Scott Baker has a love of science and whales. For years, he Fighting Illegal Whaling
Figure 1 (a) Naturally occurring, nutrient-poor soil and studied endangered humpback whales in the Pacific Ocean and
The water flea threatens aquatic ecosystems because it (Figure 3). When the boat and equipment are thoroughly dry, the In 1993, Scott Baker made a trip to Tokyo. He obtained suspected
(b) dark nutrient-rich Terra preta. Terra preta means
adult spiny water fleas and their eggs die. Today, scientists are excited about the applications and documented their population structure and migration patterns samples of whale meat being sold at fish markets and then used
competes with native species and upsets the food web. Queen’s “dark earth” in Portuguese.
benefits of this technique. At a recent meeting of the American (Figure 1). Baker was puzzled because even after a total ban on his hotel room as a lab to determine the species the sample came
University biology professor, Dr. Shelley Arnott, is an expert in
More than 1500 years ago, Indigenous peoples living in Chemical Society, scientists described biochar as having the commercial whaling was announced in 1986, the humpbacks from (Figure 2). His results confirmed that many of the samples
aquatic biology. She has been studying the ecology of the spiny
the rainforest developed a breakthrough in soil conservation ability to improve soil fertility. It may be better than compost, were not recovering. He knew that Japan allowed the sale of were from highly endangered whale species.
water flea and methods to control its spread.
and sustainable agricultural practices. The Indigenous peoples animal manure, and other soil conditioners. whale meat from non-protected species. Baker suspected that
Dr. Arnott and graduate student Angela Strecker compared
used a form of slash-and-burn agriculture in which they cleared While useful as a soil supplement, biochar’s greatest endangered whale species were being illegally killed and sold in
food webs of Ontario lakes invaded by the spiny water flea with
the forest by cutting and burning and then planted crops in the potential might be to capture and store huge amounts of carbon. Japanese fish markets.
the food webs of lakes that had not been invaded. They found
that the zooplankton (microscopic primary consumers) population forest openings. Normally, the heavy rainfalls would have quickly Charcoal is composed of almost pure carbon that was removed
size was 70 % lower in the invaded lakes than in the non-invaded leached the remaining nutrients from the already nutrient-poor from the atmosphere in the form of carbon dioxide. Carbon
lakes. Arnott suspects that this decline is caused by predation of soils. The breakthrough was to add large quantities of charcoal dioxide is believed to be largely responsible for recent climate
zooplankton by water fleas. into the soil. This charcoal-rich soil is known today as “biochar.” change. Referring to the technique as “black gold agriculture,”
While the spiny water flea is a tiny organism, it is changing In short, the Indigenous peoples were growing their food scientists said this revolutionary technique could provide a
the entire food web. With less zooplankton, there is less food in forest clearings and using the harvested wood for cooking cheap method of reducing atmospheric carbon dioxide by simply
for small fish, such as lake herring. In turn, there is less food for Figure 3 Let your boat and equipment dry completely before fuel and for charcoal fertilizer production. The result was a trapping the carbon in soil (Figure 3).
launching in another lake. This simple action will slow the spread of human-engineered and extremely fertile black soil. The charcoal
larger fish, such as lake trout that feed on herring. The spiny water
the spiny water flea. itself does not break down readily and may last for hundreds
flea is not a preferred prey species for small fish. Therefore, the manufacture
or thousands of years. These Indigenous peoples disappeared carbon-based
bio-char
Figure 2 Dr. Scott Baker used his hotel room as a laboratory to
natural food web is changed and energy is diverted away from Dr. Arnott explains: “It’s such a simple thing for the general fertilizer identify whale samples.
500 years ago, but to this day, the nutrient-rich black soil they returned to
native species. public to do, and yet it could make a big difference in the way that bio-oil soil
created remains.
our lake ecosystems function.” char Baker’s efforts led to clamping down on illegal whaling.
Adding charcoal has a number of benefits. It increases the fuels
A new program of random spot-checking of whale meat was
water-holding capacity of the soil, it helps hold minerals, and it
started to ensure that protected species are not being harvested
enhances nutrient uptake by plant roots. It is also beneficial to biomass and falsely labelled (Figure 3).
NEL 95 soil fungi that establish mutualistic relationships with plant roots. poultry waste
biorefinery peanut hulls
The benefits of charcoal supplements in poor soil are so dramatic grasses Figure 1 At maturity, humpback whales are about 15 m long and
that some soil scientists refer to it as “black gold” (Figure 2). waste fruit
weigh about 36 000 kg. They eat krill and small fish.
plant oils
animal fats
algae
Collecting Data
Figure 3 The biochar process
Baker needed to gather detailed scientific evidence to document
his concerns. He invented a new method of doing that. He
designed special darts and a crossbow to remove small samples
of flesh from living whales. When fired, the darts hit the whale
NEL 129
and bounced off, removing a small tissue sample. He used the
samples to produce a DNA fingerprint for each whale.

Figure 3 Whale meat is still sold in Japanese supermarkets.

OSSLT

NEL 2.9 Major Aquatic Ecosystems 63

NEL Discover Your Textbook xv

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6646_Sci09_bookwalk_ppxii-xix.indd 15 5/4/09 2:55:42 PM

 3.8
Perform an Activity
PERFORM AN ACTIVITY
4. For each species, calculate the percentage of the Analyze and Evaluate
total captures it represents in each forest type. T/I
(a) How did nutrient losses compare between the
natural and clear-cut watersheds?
These are hands-on activities
MATH TIP T/I

Comparing Forest Management SKILLS MENU

To calculate percentage, add up the (b) Compare shrew populations in the three forest

Math Tip
Questioning Performing
Practices Hypothesizing Observing
total number of mammals caught
for each forest type. Then, divide the
types. Were the differences dramatic? T/I

that allow you to observe the

Predicting Analyzing
number caught for each species by the (c) During harvesting, large amounts of nutrients
Planning Evaluating
Natural forests are self-sustaining and renewable. Modern forestry Controlling Variables Communicating total for the forest type. Multiply your contained in trees are removed from an
practices use natural forests but often manage them to increase the ecosystem. How then can clear-cut ecosystems

These math tips

answer by 100 to get the percentage.
production of wood and wood fibre. These managed forests result release more nutrients into surface streams?

science that you are learning.

A

in ecological changes that may have long-term consequences. 5. For each forest type, create a pie chart using the (d) Shrews are voracious predators that feed on
percentages calculated in Step 4 to represent the insects and other invertebrates. How might
Purpose
To assess some impacts of forestry management
practices on natural ecosystems.
2. Plot bar graphs with quantity on the vertical (y) axis
and nutrients along the horizontal (x) axis. Place the
graph bars of each nutrient from the two watersheds
species share of the pie. Use a different colour
to represent each mammal species. (Hint: 10 %
represents 36° of the circle.)
this influence their success in the different
forest types? T/I
are helpful hints
(e) Voles, mice, and chipmunks are all rodents.
C

that will develop

next to each other as shown in the example below
6. Examine Table 3. These values represent the Were they all similarly influenced by the
Equipment and Materials (Figure 1). Use two colours, one to represent each
number of pairs of each bird species per square different cutting methods?
watershed. Label the axes appropriately. C
T/I

• Table 1: Average Nutrient Concentrations in kilometre in an uncut and clear-cut forest. The
50 (f) Which mammal species benefited most from

your math and

Streams in Undisturbed and Logged Watersheds clear-cuts are 3 to 5 years old. forestry operations? T/I

• Table 2: Small Mammal Counts in Uncut, 40 Table 3 Average Number of Breeding Pairs of Birds in Mature
(g) How did clear-cutting affect bird species in the

Quantity (units)
Shelterwood, and Clear-Cut Forests in a and Clear-Cut Forests
30 study represented by Table 3? Compare the

numeracy skills.
Maple–Birch Forest in Nova Scotia Number per square km effects on overall numbers with the effects on
• Table 3: Average Number of Breeding Pairs of 20
Mature maple– Clear-cut individual species. T/I

Birds in Mature and Clear-Cut Forests Bird species birch forest (3–5 years old)
10 (h) Would you describe most of the bird species as
• graph paper or graphing-capable software ruby-throated 0 23 generalists (living in more than one habitat type)
0
A B C D hummingbird or specialists (preferring a single type of habitat)?
Procedure
SKILLS HANDBOOK
6.A Nutrients least flycatcher 137 0 Explain. T/I C

1. Examine Table 1. These values represent the rates undisturbed watershed

hermit thrush 43 0
at which nutrients were lost by leaching from red-eyed vireo 53 0 SKILLS HANDBOOK

Figure 1 Sample bar graph

logged watershed
black-throated green 37 0
Apply and Extend 4.A.1., 4.A.2.
watersheds in a logged and undisturbed forest
warbler (i) Select two species of birds that were found only
in a region northwest of Sudbury. 3. Examine Table 2. These values represent the common yellowthroat 0 152 in the uncut forest and two that were found
Table 1 Average Nutrient Concentrations in Streams in average numbers of individuals caught per 100 days American redstart 65 0 only in the clear-cut forest. Use the library
Undisturbed and Logged Watersheds of trapping in three different forests in Nova Scotia. white-throated sparrow 7 127 and Internet resources to find out about their
Undisturbed Logged Table 2 Small Mammal Counts in Uncut, Shelterwood, and Source: Quinby, P.A., McGuiness, F. and Hall, R. (1995) Forest Landscape Baseline ecological niche. Where do they nest, and what
Clear-Cut Forests in a Maple–Birch Forest in Nova Scotia No. 13. Brief Progress and Summary Reports.
Variable watershed watershed is their main source of food? T/I C

calcium (mg/L) 2.5 2.8 Number caught per 100 days of trapping 7. Count the number of bird pairs and bird species GO TO NELSON SCIENCE
iron (μg/L)) 0.07 0.42
Species Uncut forest Shelterwood Clear-cut present in each forest type. Record these values. T/I

potassium (mg/ L) 0.24 0.40 (j) How might the long-term loss in soil nutrients
short-tailed shrew 3.9 3.4 3.4 8. List the species found T/I
magnesium (mg/ L) 0.65 0.70 influence the selection of forest cutting
ammonia (μg/ L) 5.4 20.4 masked shrew 2.2 2.3 4.9 (i) only in the uncut forest practices? A

total nitrogen (mg/ L) 170.5 317.1 red-backed vole 7.0 4.9 6.0 (ii) only in the clear-cut forest
(k) Why is it critical to understand the ecological
sodium (mg/ L) 0.95 1.03 deer mouse 1.0 3.0 0.7 (iii) in both the uncut and clear-cut forests
meadow vole 0.2 0.6 2.8
niche of a species in order to predict how it
total phosphorus (μg/ L) 6.3 12.5 will respond to environmental changes? Give
zinc (μg/ L) 6.2 20.5 eastern chipmunk 0.2 0.4 0.2
examples to support your answer. T/I A

Source: Freedman, B., Morash, R. and Hanson, A. J. (1981) Biomass and nutrient woodland jumping 2.9 4.7 0.3
removals by conventional and whole-tree clear-cutting of a red spruce-balsam fir stand mouse
in central Nova Scotia. Canadian Journal of Forest Research, 11, 249–257. Source: Swan, D., Freedman, B. and Dilworth, T. (1984) Effects of various hardwood
forest management practices on small mammals in central Nova Scotia. Canadian Field
Naturalist, 98, 362–364.
106 Chapter 3 • Natural Ecosystems and Stewardship NEL NEL 3.8 Perform an Activity 107

4.8 EXPLORE AN ISSUE CRITICALLY

• Virtually all food scraps and yard wastes could be Gather Information
SKILLS HANDBOOK
4.C.2.

Explore an Issue
composted, but few communities have large-scale For this activity, you will represent a particular
Waste Management or SKILLS MENU
Defining the Issue Defending a
composting programs. interest group, such as a consumer, a manufacturer,
• We package and market products, such as bottled
Mismanagement? Researching Decision
water, that are almost completely unnecessary.
or a retail store owner. Do research to learn about
the major sources of waste generated by your interest

Critically
Identifying the Communicating
Alternatives Evaluating group and options for their disposal. Consider the
Garbage disposal is one of the most visually striking • Waste incinerators can generate energy but cause
Analyzing the Issue
examples of the impact of humans on the natural air pollution and produce hazardous ash. following questions as you gather information:
environment. As you have learned, nothing is wasted • Landfill sites negatively affect adjacent • Where can you find more information?
The Issue
These activities allow you in natural ecosystems. The products of one organism
are resources for another. Materials are decomposed
and reused by living things or undergo processes and
Why do we produce so much waste or “garbage”? How
is it disposed of? Are there ways that we can reduce our
ecosystems, attracting pests, leaching toxic
chemicals, and producing greenhouse gases
(Figure 4).
• Will you make a visit to a local shopping mall
to see what sorts of waste are associated with
consumer goods?
impact on the environment by producing significantly

to examine social and

cycling through abiotic pathways. • Will you contact your municipality to learn
If this is the case for natural ecosystems, what is less waste?
In this exercise, you will examine the sources of how your waste is disposed of and what sorts of
it about human activities that cause us to produce composting and recycling programs are available?
so much waste? Could we produce and consume our waste and how we can reuse, recycle, and dispose

environmental issues related to products in a way that mimics the biogeochemical

cycles of nature?
of it. As part of a class “town hall” meeting, you will
formulate and present ways to reduce the amount
of waste produced. You will also recommend ways
• If you are doing an Internet search, what key
words can you use?
The amount of waste we produce reflects our

the unit and encourage you to

GO TO NELSON SCIENCE
consumer-based lifestyles. Waste is produced when to deal with the waste we do produce. You should
we make and use products. More waste is produced consider the following factors:
when the product is no longer valued and cannot • Many consumer products come in excess Identify Solutions
make a difference in your own
be reused or recycled. Although waste may be packaging (Figure 2).
You may wish to consider the following factors to
produced it is produced in greater amounts when we
help identify options for waste reduction:
mismanage our use of natural resources.
For thousands of years, humans have disposed of • How effective would recycling and composting

community by taking action. garbage by burning or burying it. We still use these
same options, but today burning occurs in high-tech
programs be in reducing waste?
• What actions should local, provincial, and federal
incinerators, and burying occurs in huge landfills governments take to reduce the amount of waste
(Figure 1). These modern advances are needed because going to landfills and incinerators?
we produce more garbage than ever before in our history. Figure 2 Many consumer products come wrapped in • How can I reduce the amount of garbage
unnecessary packaging.
In addition, our garbage contains toxic substances that I produce?
we do not want to release into the environment. • Many products have a short life expectancy and
are designed so that they cannot be repaired.

Skills Menu • “Cradle to cradle” is a zero-waste approach to

Make a Decision
sustainable manufacturing that models natural Make a final list of waste reduction options that you
processes to reduce waste production. feel will minimize waste produced by your interest
Figure 4 The Hagersville tire dump contained 14 million tires group.

The Skills Menu in each activity

T/I A

• Almost all plastic, glass, metal, wood, and paper when it caught on fire in 1990. It burned for almost two weeks,
products can be recycled or reused, but very little polluting the air, water, and soil. SKILLS HANDBOOK

of it is (Figure 3).
Communicate 4.C.7.

Present your findings at a model Town Hall meeting

lists the skills that you will use Goals

• To understand the negative impacts that resource
held to gather information and recommendations
from community members. At the meeting, you will
consumption and waste production have on the present your ideas and concerns regarding waste

to solve the problem or reach a sustainability of ecosystems.

• To identify alternatives and strategies to reduce
reduction. T/I A C

negative impacts.

conclusion. Figure 1 Humans use incinerators to burn their garbage.

146 Chapter 4 • Ecosystems by Design

Figure 3 These deck chairs are made of recycled plastics.
NEL NEL 4.8 Explore an Issue Critically 147

Conduct an 11.4 CONDUCT AN INVESTIGATION

Procedure Analyze and Evaluate
(a) Answer the Testable Question, providing
Part A: Placing a Positive Charge

Investigation
supporting evidence.
You have learned how different materials become charged by friction. SKILLS MENU on a Rod
(b) How confident are you that your answers are
In this investigation, you will use a pith ball electroscope to observe how Questioning Performing 1. Refer to the electrostatic series (on page XX) to
valid? Explain.
charges interact with each other. Hypothesizing Observing help you decide what materials to test. You may

These experimental A pith ball electroscope (Figure 1) is used to detect a charge

Predicting Analyzing
also need to review the law of electric charges (c) What happens when a neutral object is brought
Planning Evaluating
imbalance. When a charged object is brought near a pith ball, the pith Controlling Variables Communicating discussed in Section 11.1. near a charged object? Draw diagrams showing
ball will move in response to the charge on the object (refer to Table 1). the charges on the objects and the effects.
2. Working in a group, choose your materials and

investigations are an
It is important to note that if the pith ball comes in contact with the design a procedure for placing a positive charge (d) What happens when a charged object touches
object, electrons will transfer between the pith ball and the object until on a rod of your choice. Use the electrostatic a neutral object? Draw diagrams showing the
the charge imbalance has been neutralized. series to help you decide. charges on the objects and the effects.

opportunity for you to develop Table 1 Pith Ball Electroscope Reactions 3. Design a procedure for charging a pith ball (e) What happens when a charged object is brought
positively with the positively charged rod. near an oppositely charged object? Draw
Charge on object Charge on pith ball Reaction of pith
ball diagrams showing the charges.
4. Make sure that you always start with a neutral

Safety
(f) What happens when a charged object is brought

science process skills.

negative neutral attracts object pith ball by touching it gently with your fingers.
negative negative repels object Touching the pith ball eliminates any imbalance close to an object with the opposite charge?
negative positive attracts object of charge. Draw diagrams showing the charges on the
positive neutral attracts object objects and the effects.
5. Prepare a graphic organizer to record your

Precautions
positive negative attracts object observations.
positive positive repels object
6. Once your procedures have been approved by Apply and Extend
your teacher, conduct your investigation and (g) Suppose that you were given two different

Look for these

record your observations. pith ball electroscopes, each with an unknown
charge. You also were given a neutral rod-type
Part B: Placing a Negative Charge material. Devise a method that would allow you
Figure 1 A pith ball electroscope has a
on a Rod to figure out the unknown charge on both pith

warnings about
small pith ball hanging from a thread.
balls of the electroscopes. You may not bring the
7. Working in a group, design a procedure for
electroscope pith balls near one another; you
Testable Question Experimental Design placing a negative charge on a rod of your
may only use the rod-type material.
choice. Use the electrostatic series to help you

potential safety
How can an unknown charge be determined using a In this activity, you will rub different rods and fabric
pith ball? materials together to produce a positively charged decide. (h) Suppose that you were not provided with Table 1
rod. You will also decide on a combination of in this experiment. Explain what knowledge
8. Design a procedure for charging a pith ball with
would help you determine what would happen if
Hypothesis/Prediction materials that will result in a negatively charged rod.

Learning Tip
the negatively charged rod.
In Part C of this investigation, your teacher will
provide you with a rod made of an unknown material Look at the electrostatic series on page XX to help
you choose appropriate combinations of materials.
9. Make sure that you always start with a neutral
pith ball by touching it gently with your fingers.
you touched the pith ball with a charged object?
Would that knowledge be enough to successfully
perform this experiment? Explain.
hazards in
that was charged by friction. Predict what the charge 10. Prepare a graphic organizer to record your

Learning Tips are useful of the rod would be if it was rubbed with a material
near the bottom of the electrostatic series (p. XX).
Based on your prediction, would the unknown rod
You will use a pith ball electroscope to show how the
charged objects interact with each other.
observations.
11. Once your procedures have been approved by
investigations and
Equipment and Materials your teacher, conduct your investigation and

strategies to help you learn new

likely repel or attract a negatively charged object?
Explain in the form of a hypothesis. • pith ball electroscope or pith ball on a thread
• rod-type materials (such as glass, ebonite, plastic
record your observations.
activities. They will
straw, vinyl strip, etc.) Part C: Predict the Charge on a Rod

ideas and make sense of what be in red print with

LEARNING TIP
• fabric-type materials (such as fur, nylon, silk, 12. Obtain a charged rod from your teacher. Call
By touching the pith ball, you will transfer any excess charge to
paper towels, etc.) this rod the unknown. Using whatever materials
yourself and neutralize the charge on the pith ball. This is a very
important step. you need, determine whether the unknown rod

a warning icon.
The pith ball is very delicate. Handle the pith ball with care.

you are reading.

is negatively charged or positively charged.

24 Chapter 11 • Static Electricity NEL NEL 11.4 Conduct an Investigation 25

xvi Discover Your Textbook NEL

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6646_Sci09_bookwalk_ppxii-xix.indd 16 5/4/09 2:55:55 PM

 Wrap It Up What Do You
Think Now?
Think about what you learned
in the chapter and consider
whether you have changed
Key Concepts
CHAPTER
LOOKING BACK
3
KEY CONCEPTS SUMMARY Vocabulary your opinion by agreeing
Summary
W H AT DO Y O U
THINK NOW?
or disagreeing with the
equilibrium (p. 80)
succession (p. 80)
You thought about the following statements at the beginning of primary succession (p. 80)

The Key Concepts the chapter. You may have encountered these ideas in school,
at home, or in the world around you. Consider them again and
secondary succession (p. 80)
biodiversity (p. 83)
species richness (p. 83) statements.
decide whether you agree or disagree with each one.

Summary feature Natural ecosystems are of

great value to humans.
Ecosystems are at
equilibrium but can change
over time.
Biodiversity describes the
variety and abundance of life
in an ecosystem.
extinct (p. 83)
extirpated (p. 83)
endangered (p. 85)
• Ecosystems provide us with

outlines the main

threatened (p. 85)
products as well as other • Large ecosystems are usually in • Biodiversity is the variety of life in a special concern (p. 85)
ecosystem services. equilibrium, with biotic and abiotic particular ecosystem.
invasive species (p. 91)
• Ecosystem services are free and features remaining relatively • Biodiversity of many ecosystems is
pollution (p. 96)

ideas and skills you

renewable. constant over time. threatened by human activities.
acid precipitation (p. 96)

Vocabulary
• The total economic value of • Succession is the gradual process • Many species are going extinct.
ecosystems is in the trillions of changes in an ecosystem over • At-risk species are categorized as neutralize (p. 96)
Forest fires benefit these species. bioremediation (p. 99)
of dollars. time. It is initiated by a disturbance. extirpated, endangered, threatened,
1 Agree/disagree? 4 Human demand for safe, clean water

learned in the chapter.

or of special concern. is a major concern on a global scale stewardship (p. 105)
but not an issue in Canada.
Agree/disagree?
BIG Ideas This feature lists all the key
✓ Ecosystems are dynamic
and have the ability to
respond to change, within
limits, while maintaining
terms you have learned and the
their ecological balance.

Many human activities

impact and threaten the
Water, land, and air pollution
cause health and economic
Plant and animal resources
should be used in a
2 Pollution is the greatest human-
caused threat to natural ecosystems.
5 Ontario has a healthy wildlife
population with very few “at-risk
✓ People have the
responsibility to
regulate their impact
page number where the term
is defined.
sustainability of natural problems. sustainable manner. Agree/disagree? species.” on the sustainability of
ecosystems. Agree/disagree? ecosystems in order to
• The release of harmful materials • Forests are harvested using
preserve them for future
• The major cause of species into the environment is called clear-cutting, shelterwood cutting,
generations.
loss is habitat destruction and pollution. or selective cutting methods.
fragmentation. • Acid precipitation affects terrestrial • Harvesting of wildlife must be done
• Invasive species can outcompete and aquatic ecosystems and is in a sustainable and ethical manner.
native species and upset food webs. detrimental to human health and • Sustainable forestry practices
• Pollution threatens the health of infrastructure such as buildings. sustain ecosystems and maintain
many plant and wildlife populations. • Oil spills and plastics cause biodiversity.
• Much of southern Ontario’s original significant damage to marine and • A supply and demand-based
3 Lake trout and a panther grouper are
6 Humans enjoy natural ecosystems,

Big Ideas
forest has been converted to freshwater ecosystems. economy can place added pressure able to share the same habitat. but we do not rely on them in our
agricultural and urban land uses. • Massive mats of floating plastic on rare and valuable natural Agree/disagree? daily lives.
• Invasive species have been trash have formed in the oceans. resources. Agree/disagree?
introduced intentionally and
accidentally.
How have your answers changed since then?
What new understanding do you have?
The checkmark indicates which
108 Chapter 3 • Natural Ecosystems and Stewardship NEL NEL Looking Back 109
Big Ideas were developed in the
chapter.

Chapter Review CHAPTER

REVIEW
3
The following icons indicate the Achievement Chart K/U Knowledge/Understanding T/I Thinking/Investigation

Complete these questions to

category addressed by each question. C Communication A Application
Solve a Problem 16. Wilderness park policies often state that any
naturally occurring fires are to be allowed to burn
13. Examine the two simplified food webs in
without interference. This can result in the loss
Figure 1. Since the arrival of Europeans, all

check your learning and apply What Do You Remember? 5. Briefly describe four techniques used to help of large areas of prized parkland. Do you think
of the cougars and elk and most of the wolves
clean up oil spills. K/U it is wise to let fires burn naturally inside park
1. In your notebook, write the word(s) needed to that once lived throughout southern Ontario
boundaries? Why or why not? A C

complete each of the following sentences. are gone. K/U T/I A C

What Do You Understand?

K/U

your new knowledge from (a) Ecosystem _________ refers to the many
benefits that we receive from ecosystems. 6. Classify each of the following as an ecosystem
cultural service, a product, or another service. K/U T/I
(a) List differences in the two food webs.
(b) What impacts do you think these changes
had on the remaining species?
Reflect on Your Learning
17. In this chapter, you learned that large numbers
(b) The changes following events such as forest

the chapter. fires are called _________ succession. (a) cross-country (e) wilderness canoe (c) Is it surprising that some regions of Ontario of species are considered to be at risk in
(c) Tropical ___________ exhibit the highest skiing trail routes are experiencing overpopulation problems Ontario. T/I C

biodiversity of any ecosystem. (b) wood and paper (f) groundwater with white-tailed deer and beaver? Explain. (a) Before reading this chapter, how many
(d) The Committee on the Status of Endangered products (d) Lyme disease is spread by wood ticks that at-risk species were you familiar with?
Wildlife in Canada monitors all species that (c) clean air (g) seafood feed on white-tailed deer. Predict how these (b) How could you find out more about plants
are at _________. (d) medicinal compounds changes might influence the spread of Lyme and animals that are at risk in your region of
(e) _________ occurs when a single large and 7. Match the human activity on the left with the disease. the province?
continuous natural area is separated into possible ecological impact on the right. K/U
Prior to European settlement 18. How might the information you learned in this
(a) removing coastal (i) loss of species

Online Quiz
smaller patches. cougar wolf chapter influence your behaviour? A

(f) Most _________ loss in Canada occurred vegetation dependent on aquatic

during the nineteenth and early twentieth ecosystems Web Connections
centuries. (b) commercial (ii) sediments in runoff
white-tailed deer elk moose beaver 19. The Galápagos Islands are home to some of the

Icon
(g) When non-native species are able to outcompete trawler fishing smother natural
native species, they may become _________. habitats most amazing species on Earth and attract large
numbers of tourists. The Galápagos Islands have
2. Match the term on the left with the appropriate (c) wetland (iii) increased acid also suffered from the introduction of many

Achievement
definition on the right. drainage precipitation grasses shrubs aquatic plants aspen trees

There is an online
K/U
invasive species. Research the current status of
(a) extinct (i) a species that may become (d) clearing of land (iv) damage to ocean- 200 years after European settlement these islands and report on the following: T/I

threatened or endangered next to rivers bottom ecosystems white-tailed deer moose beaver (a) What makes these islands so unique?
(b) extirpated (ii) a species facing imminent

study tool for each

(e) release of sulfur (v) increased erosion and (b) How is the impact of tourism controlled in

Chart Icons
extinction or extirpation oxides loss of turtle nesting the Galápagos?
(c) endangered (iii) a species that no longer sites grasses shrubs aquatic plants aspen trees
(c) What invasive species are of greatest concern?
exists

chapter on the Nelson

8. Plastic pollution is a major global concern. K/U T/I Figure 1 20. Select one Canadian ecological issue discussed

All questions are tagged with (d) threatened (iv) a species that no longer
lives in a particular region
(a) List all the plastic items you have used today.
(b) Classify each of these items under the following
headings: often reused, usually recycled,
Create and Evaluate
in this chapter. Research what Canadian
organizations are involved in this issue. Look for
one government agency, one non-governmental

Science website.
(e) special (v) a species likely to become 14. Some people hunt and fish as a form of

icons that identify the types of concern endangered if factors do placed in the garbage, discarded as litter. recreation. Should hunting and fishing be organization, and one environmental group that
not change 9. In many ways, garbage is an invention of the allowed? Should there be different rules for those includes high school–aged students. T/I A C

modern world. Explain why Aboriginal peoples who hunt and fish for food compared with those (a) What are the organizations?
3. (a) Which type of ecosystem has the greatest
did not have problems similar to our modern
knowledge and skills you must
who do so for sport? Explain your answers. A C (b) What actions or projects have they been
biodiversity?
waste management issues. A
involved with?
(b) Where are these ecosystems located? K/U
15. Snowmobiling, power-boating, and even driving
10. Describe the status of the loggerhead shrike. (c) What have they accomplished? How have
4. Describe some of the ecological impacts of K/U to the cottage contribute to air pollution. Is this their actions benefited the environment?
Why is this species at risk?

use to answer the question.

K/U

(a) acid precipitation on aquatic ecosystems okay? Do you think people should be allowed to
11. Habitat loss is not as rapid in Ontario as it once pollute in order to enjoy nature?
(b) acid precipitation on terrestrial ecosystems A C

was. Does this mean that people living in Ontario

(c) oil spills in marine ecosystems To do an online self-quiz or for all
no longer play a major role in habitat loss? K/U
(d) plastic waste that enters the oceans other Nelson Web Connections,
12. Describe the three main ways of controlling GO TO NELSON SCIENCE

invasive species. K/U

110 Chapter 3 • Natural Ecosystems and Stewardship NEL NEL Chapter 3 Review 111

CHAPTER
SELF-QUIZ
3
Chapter For each question, select the best answer from the 6. _________________ is produced when sulfur 15. We often think of biodiversity as a term 23. Some people who live in neighbourhoods
four alternatives. dioxide or nitrogen oxides combine with water describing natural ecosystems. It can also be that have a deer population put food out for the

Self-Quiz 1. Which of the following describes an ecosystem

in equilibrium? K/U
vapour in the atmosphere and return to Earth as
rain or snow. K/U
applied to engineered ecosystems. T/I

(a) Briefly describe examples of biodiversity in

your neighbourhood.
A
deer. T/I

(a) How would this action affect both the deer

population and human population in the
(a) an island that has just been hit by a large, 7. Communities that are at ______ show little

The Chapter Self-Quiz powerful hurricane

(b) an established forest that supports a variety
of plants and animals
change over long periods of time.
Indicate whether each of the statements is true or
K/U
(b) Do you think your neighbourhood has high
species richness? Explain why or why not.
16. Plastic shopping bags are a major source of plastic
neighbourhood?
(b) Do you think this is a wise practice? Explain
your answer.

is a helpful tool for

false. If you think the statement is false, rewrite it
(c) a region in the Arctic where the average that harms the environment. Describe two ways 24. Scientists can learn some aspects of a past
to make it true.
temperature is increasing by which you can reduce the number of plastic civilization by studying the trash it produced.
(d) an area of grassland with plants just starting 8. When a non-native species is introduced to a bags entering your local environment. A
Suppose scientists a thousand years in the future
to grow one year after a fire new environment, it is very likely that it will
you to make sure you
were to study the trash in your community’s
survive and harm native species. 17. Stewardship is something that we should all be
2. Which of the following is an example of
K/U
landfill. T/I

concerned with.
mechanical control of invasive species? K/U
9. Decreasing the concentration of a pollutant (a) Name something they might find that would
(a) Explain what it means to you to be a good

understand all the

(a) removing the species by hand prevents it from harming the environment. K/U make them think we were not good stewards
steward of your natural environment.
(b) applying pesticides to the species of the environment. Explain your choice.
10. Human actions have caused all the species (b) Give at least two specific examples of good
(c) educating people about the species (b) Name something you would like them to
extinctions on Earth. stewardship. K/U A
find that would make them think we were
K/U

(d) intentionally introducing another species

concepts you learned 3. Which of the following correctly explains

bioremediation? K/U
11. Match each term on the left with the appropriate
effect listed on the right. K/U
18. Your local officials want to set aside land for new
parks. They ask for input from the public to help
them make decisions concerning the parks. List
good stewards of the environment. Explain
your choice.
25. Some parks that contain fragile natural
(a) acid rain (i) blocks the digestive systems

in the chapter.
(a) introducing organisms to control invasive at least two suggestions you would make that features, such as caves, limit the number of
species of animals
would increase the parks sustainability. Include an people who can visit them each day. Some
(b) re-establishing micro-organisms in a (b) plastic at sea(ii) increases rates of soil
explanation for each of your suggestions. T/I C
people think this is a good way to preserve
disturbed ecosystem erosion
natural features. Others think these parks
(c) using micro-organisms to consume (c) oil spill (iii) introduces disease-causing 19. Can succession help an ecosystem recover from
should be open to everyone who wants to
environmental pollutants organisms any type of disturbance? Explain your answer. T/I

visit them. What do you think? Explain your

(d) collecting organisms produced by ecosystems (d) clear-cutting (iv) damages statues and
20. Choose a park or wilderness area you have opinion. C

for commercial use buildings

visited and explain how you benefited from 26. Construct a table comparing the costs and
(e) invasive (v) interferes with an animal’s
4. Which is the most serious threat to the your visit. T/I
benefits of using clear-cutting, shelterwood
species ability to insulate
sustainability of Earth’s natural ecosystems? K/U cutting and selective cutting. K/U

12. Why have many wetlands been converted into 21. Draw a diagram that illustrates a system in
(a) invasive species equilibrium. Label the diagram to help explain
farmland? K/U

(b) climate change what is taking place within the system. K/U C

(c) habitat fragmentation 13. Describe at least two ways in which plant
(d) air and water pollution communities protect the environment. K/U 22. Invasive species create a problem for native
species competing for the same resources.
Write the word(s) needed to complete each of the 14. Sketch a newspaper advertisement that promotes Mention two things you can do to limit the
following sentences. a type of ecotourism that could be conducted in number of non-native species introduced into
5. A tsunami hits an island and removes the surface Ontario. C
your community. A

soil and plant and animal life. A year later, small

plants and insects begin to reappear on the
island. This change is an example of __________
succession. K/U

112 Chapter 3 • Natural Ecosystems and Stewardship NEL Chapter 3 Self-Quiz 113

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 UNIT

Master
LOOKING BACK
B
MAKE A SUMMARY
Make a Summary
UNIT B

Concept Map Sustainable

Ecosystems
Biosphere 2 was designed to study the potential for creating a
sustainable environment that could support humans living in
space. The 12 700 ha facility was the largest sealed enclosure
Recently, the University of Arizona has taken over the operation of
Biosphere 2 (Figure 1). The University hopes to conduct research
using these closed ecosystems. They want to better understand
Summarize what you
have learned in the unit
ever constructed. It contained rainforest, savannah, desert, and the impacts and causes of global environmental changes and

This feature brings aquatic mangrove and coral reef ecosystems, as well as a
2500 ha agricultural system and human living quarters. The
sealed design permitted researchers to manipulate and monitor
soil–water–atmosphere–biotic interactions.

together the Key by completing the Make a

water and biogeochemical cycles.

CHAPTER 2 CHAPTER 3 CHAPTER 4 To test Biosphere 2, nine people entered the sealed enclosure
and lived in near-total physical isolation from the outside world
Understanding Natural Ecosystems by for two years. The results of the experiment were disappointing.

Concepts from each Ecosystems Ecosystems and

Stewardship
Design During the two years, oxygen levels dropped and carbon dioxide
levels fluctuated widely. All of the large non-human animals and
pollinating insects died. An accidentally introduced species of
Summary activity.
chapter to summarize
ant became an invasive species within the enclosure. Even at
a cost of over $100 million, Biosphere 2 was not a sustainable
KEY CONCEPTS KEY CONCEPTS KEY CONCEPTS environment. Figure 1 Biosphere 2

all the main ideas in Life on Earth exists Natural ecosystems Some ecosystems, Questions
in the atmosphere, are of great value to such as farms and 1. List some key abiotic and biotic features that engineers 5. For each service, product, and resource, make a list of the
lithosphere, and humans. cities, are designed, and scientists would have had to consider in designing conditions that would be needed if these had to be provided
hydrosphere. created, and Biosphere 2. K/U within the enclosed space of Biosphere 2. Figure 2 is a partially

the unit.
Ecosystems are in complete example for the service of supplying food. K/U C
Photosynthesis and maintained by 2. Oxygen and carbon dioxide levels fluctuated over the
equilibrium but can
cellular respiration humans. two-year study. What natural processes might have been
change over time. variety of
are complementary Agricultural practices out of balance? K/U
food plants
Biodiversity disrupt natural 3. If humans were able to live indefinitely in Biosphere 2, what
processes in an
describes the variety biogeochemical would have to be true of the agricultural practices and waste
ecosystem. Biosphere 2
and abundance of cycles. management? How might these be accomplished in the plant
Energy passes nutrients 1. Food Supply Sustainable
life in an ecosystem. Resources
closed ecosystems? K/U A

Career Links
through ecosystems, Agricultural practices
whereas matter Many human disrupt water cycles. 4. Although Biosphere 2 may appear large, it is still extremely compost pest
cycles within activities impact small compared with natural ecosystems. Make a concept fertilizer control
and threaten the Pesticides are map of major services, products, and resources that our
ecosystems.
sustainability of used to reduce

Make connections between

biosphere provides to humans. K/U C Figure 2 Partial example of a concept map
Human activities natural ecosystems. yield losses from
influence biogeo- pests, but there are
chemical cycles Water, land,
ecological costs
such as the water and air pollution

what you learned in the

associated with them.
and carbon cycles. cause health and CAREER LINKS
economic problems. Some pesticides and
Ecosystems are other toxins bioaccu- List the careers mentioned in this unit. Choose two of the careers that interest you or choose two other careers
composed of Plant and animal mulate in individuals that relate to sustainable ecosystems. For each of these careers, research the following information:

unit and future careers by

biotic and abiotic resources should and biomagnify in
components. be used in a food webs. • educational requirements • potential employers
sustainable manner. (secondary and post-secondary) • salary
Terrestrial biomes Urban ecosystems
• skill/personality/aptitude requirements • duties/responsibilities

completing the Careers Links

and aquatic are dependent
ecosystems are on surrounding Assemble the information you have discovered into two job postings. Your job postings should
largely determined ecosystems to compare your two chosen careers and explain how they connect to sustainable ecosystems.
by their abiotic provide food and

activity.
GO TO NELSON SCIENCE
characteristics. materials for urban
inhabitants.

154 Unit B • Sustainable Ecosystems NEL NEL Looking Back 155

Unit Task
Demonstrate the skills and
knowledge you developed in UNIT

B
UNIT TASK
Communicate

the unit by completing the Ontario’s Species of Concern SKILLS MENU

You will prepare and present your Plan of Action to
the class. Your plan should explain your strategies
and recommended actions for both species. Think

challenge described in the

Defining the Issue Defending about the format you will use to communicate
You are probably familiar with a wide variety Researching a Decision
Identifying Communicating your Plan of Action. A few possibilities include

Assessment
of animals, plants, and other organisms that are Alternatives Evaluating a presentation, a written report, a poster, a
native to Ontario. Many of these species, such as Analyzing the Issue documentary, or a news report video. Be sure to

Unit Task. moose, beaver, and white birch, have large, healthy
populations. There are also species that were
Economic losses from introduced pests can be
high. There is often a close association between the
include and present your findings in a clear and
interesting way. Consider including range maps

Checklist
intentionally introduced into Ontario. Virtually all Figure 2 The intentionally introduced dandelion does not pose a for each species to illustrate their past and present
introduction of an invasive species and the decline of
of our domesticated livestock (cattle, chickens, and threat to any natural ecosystems. It is, however, an agricultural weed, geographical distribution in Ontario.
native species.
sheep), pets (cats, dogs, and guinea pigs), and food expecially in no-tillage fields.
crops (wheat, corn, and potatoes) exist in relatively
Goal
stable and managed populations.
Unfortunately, this situation is not characteristic of
all native and non-native species. The distribution of
In this Unit Task, you will select two species that
are of concern in Ontario: one native species that is
ASSESSMENT CHECKLIST
Your completed Performance Task will be
This checklist lists
the criteria that your
many native species is declining rapidly, placing them at risk and one non-native species that is invasive. evaluated according to the following criteria:
at risk. In contrast, the populations of many non-native For each species, you will investigate the factors
that have led to their current status and how these Knowledge/Understanding
species are becoming invasive (Figure 1). Collectively,
✔ Research and analyze the factors influencing the
we will refer to them as species of concern. factors influence the species and the sustainability of
the ecosystems they live in. You may wish to select
population decline or growth of your selected species.
✔ Demonstrate an understanding of consequences for teacher will use to
Skills Menu
species that occur in your own region. This would
ecosystems when a species is at risk.
permit you to conduct field surveys of the species ✔ Demonstrate an understanding of the threats posed by
and interview local experts. invasive species.
evaluate your work
The Skills Menu identifies the
Figure 3 Human activities such as clearing of land may be one of the ✔ Research and assess the options available to address
Gather Information threats to your species at risk. problems associated with your species of concern.
Investigate the recent history of each species to learn
how its population size and geographical distribution
Identify Solutions
Thinking/Investigation
✔ Identify the key human factors that are responsible for the on the Unit Task.
skills you will use to complete have changed over time. What are the human or
• Identify the individuals and organizations most
decline of at-risk species and the success of invasive species.

Read this list carefully

natural reasons that one species is declining while the ✔ Devise strategies that will address these factors.
other is increasing in numbers? closely associated with these species and the ✔ Consider and incorporate the initiatives of other individuals
Figure 1 Sea lampreys are an invasive species in the Great Lakes.
factors influencing their status.
the Unit Task. Outline the implications for future sustainability
These jawless fish are eel-like in appearance and are seen here and organizations into your Plan of Action.
feeding on a lake trout.
of the terrestrial or aquatic ecosystems involved. • Find out how the actions of these individuals and

before completing
Communication
Consider what other species are being directly and organizations could be altered to affect positive change.
✔ Prepare and present your Plan of Action in a creative and
The Issue indirectly affected by the loss or addition of these • Consider any government, citizen, and First Nations
informative way.
species. Consider implications related to human initiatives already in place regarding these species.
Currently, more than 180 species are “at risk” in ✔ Include documentation of the changes in populations over time.
Ontario. Each of these has populations that are in
decline or are experiencing significant environmental
threats. The loss of any species is regrettable and
interests such as economic losses or the degradation
of recreational areas.
If possible, conduct field work. You may be able
Make a Decision
• Choose a few key factors that you believe are the
✔ Effectively illustrate the relationships between species of
concern and Ontario’s ecosystems. the task.
Application
can lead to long-term changes in ecosystems that to gather a sample or photographic evidence of an most critical for each species. ✔ Demonstrate an understanding of the influence of species
diminish their ability to function. invasive species or an at-risk species in your region • Determine which actions you believe could be of concern on human interests from an ecological, social,
There are at least as many invasive species (Figure 2, next page). Document threats to the used to most effectively address these key factors. and economic viewpoint.
in Ontario. They are responsible for damaging species, such as shoreline developments, habitat • Develop a Plan of Action that describes how ✔ Describe how individual and group actions can positively
ecosystems by infecting, preying on, or competing loss, or evidence of a disease infecting a tree species individuals and organization can put these influence the sustainability of ecosystems.
with native species. Invasive species can destroy (Figure 3, next page). If possible, interview local actions into practice.
valuable resources and upset ecosystems. authorities about your species of concern.

156 Unit B • Sustainable Ecosystems NEL NEL Unit B Task 157

Unit Review
UNIT
REVIEW
B
The following icons indicate the Achievement Chart K/U Knowledge/Understanding T/I Thinking/Investigation
category addressed by each question. C Communication A Application
14. Which of the following techniques used to clean 26. Most food in Canada comes from non-native species
up oil spills is most likely to produce a different produced by large-scale agricultural operations. K/U

Complete the Unit kind of pollution? K/U

27. Most of the food crops grown in Canada are

What Do You Remember? 7. Which of the following represents a producer- (a) skimming/vacuuming (c) bioremediation native species. K/U

consumer relationship? K/U

(b) burning (d) dispersal agents
For each question, select the best answer from the four

Review questions to alternatives. (a) hawks eating snakes 28. Pesticide resistance is a growing concern
15. Animal manure, seaweed, and blood meal K/U

(b) flowers growing on a plant associated with pesticide use. K/U

1. Which of the following spheres includes all life (a) all contain nutrients required by plants
(c) rabbits eating grass
on Earth? K/U
(b) can be used as soil supplements
(d) earthworms eating dirt
check your learning of
Copy each of the following statements into your notebook. Fill
(a) lithosphere (c) atmosphere (c) are natural fertilizers in the blanks with a word or phrase that correctly completes
(b) biosphere (d) hydrosphere 8. What name would be given to an organism that (d) all of the above the sentence. K/U
only eats meat? K/U

2. Which of the following includes only abiotic 16. Some farmers and home gardeners use ladybird 29. The refers to the range over which a

all the concepts and

(a) herbivore (c) carnivore beetles (ladybugs) to get rid of pests, such as
features? K/U
species can exist for a particular variable such as
(b) omnivore (d) decomposer aphids and other small insects, on their crops.
(a) air, water, animal waste, soil temperature.
9. The remora shark has an adhesive disk on the This is an example of K/U
(b) air, water, soil, grass

skills in the unit.

underside of its head that it uses to attach to (a) integrated pest management 30. An ecosystem’s is the maximum number
(c) grass, deer, air, water
large marine animals, such as whales. While (b) biological pest control of individuals it can support over a long period
(d) temperature, wind, light, water
attached, it is able to grab bits of food that the (c) an invasive species of time.
3. Which definition is correct? K/U
whale drops from its mouth. The whale is not (d) a broad spectrum pesticide 31. Most of the water that enters the atmosphere
(a) A population can contain more than one affected by the presence of the remora. This is an evaporates from ecosystems.
species. example of K/U
Indicate whether each of the statements is true or false. If
(b) An ecosystem includes both biotic and (a) mutualism you think the statement is false, rewrite it to make it true. 32. The major cause of habitat loss in the Amazon
abiotic features. (b) commensalism rainforest has been .
(c) A community refers to a single species. 17. Tropical rainforests have the highest biodiversity
(c) predation of any terrestrial ecosystem K/U
33. A partially enclosed body of water where fresh
(d) A habitat describes the role of an organism (d) competition
in its ecosystem. and salt water mix is called an .
18. Only a small proportion of the light reaching
10. When two different species interact and both
4. Which of the following types of energy can be Earth is absorbed by plants and used for 34. is a method of controlling unwanted
species benefit, it is called K/U

used by all organisms? K/U photosynthesis. K/U

species using other living organisms.
(a) parasitism (c) commensalism
(a) light energy (b) competition (d) mutualism 19. A single species can feed at only one trophic level. K/U
35. Most acid rain results from the release of
(b) thermal energy and oxides.
(c) radiant energy 11. This term refers to a system capable of 20. An ecological pyramid might show the total
(d) chemical energy continuing over long periods of time with little biomass at each trophic level. K/U
36. The type of cutting that has the least impact on
change. K/U
the ecological features of a forest is a .
5. Which statement accurately describes 21. Energy is cycled, but matter passes in only one
(a) community (c) sustainable direction through an ecosystem. 37. Light energy that strikes Earth is converted into
photosynthesis? K/U K/U

(b) ecosystem (d) trophic energy and warms Earth’s surface.

(a) Photosynthesis is a process by which 22. Large amounts of carbon occur in fossil fuels,
producers use light energy to make food. 12. Which term describes a species that no longer
the ocean, limestone, and plants. K/U
38. The three most important soil nutrients other
(b) Photosynthesis is performed by green plants exists in a particular region? K/U

than water are , , and .

and some micro-organisms. (a) extinct (c) exterminated 23. Most of Canada’s habitat loss has occurred in the
(c) Photosynthesis requires both carbon dioxide (b) expired (d) extirpated last 25 years. K/U
39. The biome with the highest species diversity is
and water. the . K/U
13. Which of the following is not true of invasive 24. Any foreign species introduced into a new
(d) All of the above species? K/U
environment will probably become invasive. K/U
40. A(n) is the amount of surface area of
6. The process of cellular respiration K/U
(a) They often have few natural predators. Earth that a person needs to support his or her
25. Clear-cutting is a method that is no longer used
(a) uses sunlight to make food (b) They often outcompete native species. current lifestyle. K/U

by the forestry industry. K/U

(b) releases energy from food using carbon dioxide (c) They have all been released accidentally into
(c) releases energy from food using oxygen the natural environment.
(d) stores energy and gives off carbon dioxide (d) They can cause significant ecological damage.

158 Unit B • Sustainable Ecosystems NEL NEL Unit B Review 159

xviii Discover Your Textbook NEL

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 Unit Self-Quiz
UNIT
SELF QUIZ
B 14. Acid precipitation removes calcium, a critical
nutrient for sugar maples, from the soil.
20. How might massive deforestation alter the
following biogeochemical cycles? T/I

The Unit Self-Quiz is an

However, there is a fertilizer that claims to add (a) water cycle
For each question, select the best answer from the four Indicate whether each of the statements is true or false. If calcium back into the soil. Describe a controlled (b) carbon cycle
alternatives. you think the statement is false, rewrite it to make it true. experiment that would determine if this fertilizer
21. Imagine a hurricane hits an island and kills half
counteracts the calcium-depleting effects of acid

opportunity for you to make

1. What are producers able to do that consumers 7. Primary succession occurs in an ecosystem that of the herbivore species. Predict how this event
cannot? has been partially disturbed by an event such as rain on sugar maples. T/I

would affect:
K/U

(a) cycle energy in ecosystems a forest fire. K/U

15. Many people believe that eating lower on the (a) producers on the island

sure that you understand all the

(b) make their own food 8. Fragmentation of an ecosystem occurs when food chain is a more energy-efficient practice. (b) secondary consumers on the island T/I

(c) release energy from food the ecosystem is divided into smaller parcels, Write an editorial for your school newspaper
(d) generate thermal energy 22. Imagine you are a reporter for an environmental
making it more sustainable. that supports this position. C

magazine. You have an assignment to interview

K/U

main ideas from the unit.

2. The unique way a species interacts with other 16. You have recently been elected to the county some farmers who have clear-cut tropical
9. A threatened species is a species that may become
species and with its environment is called K/U
land planning committee. A woman comes rainforests so they can farm the land. What are
endangered if current trends continue. K/U

(a) a trophic level before the committee because she would like to three questions you will ask them? C

(b) a feeding role 10. Match the term on the left with the appropriate develop a farm. She owns many acres of land
(c) an ecological niche definition on the right. 23. In the fall and winter, atmospheric levels of
K/U
that are currently a natural forest ecosystem.
(d) a food chain carbon dioxide rise. In the spring and summer,
(a) producer (i) the feeding position of She would like to turn this into farmland. What
these levels are much lower. Use your knowledge
3. Which of the following is an example of a biotic an organism along a are three disadvantages to this plan from an
of the carbon cycle to propose an explanation for
factor? food chain environmental perspective? K/U A

these changes.
K/U
K/U T/I

(b) consumer (ii) an organism that obtains

(a) sunlight 17. Hiking is a popular outdoor activity that benefits
energy by eating other 24. Reptiles have lower metabolic rates than
(b) grass us. However, it can have negative effects on the
organisms mammals, which means they require less food
(c) soil environment. A

(c) decomposer (iii) a network of feeding to sustain them. Imagine the top predators in
(d) water (a) When you walk on an established trail in
relationships within a two different sustainable food chains: a lion and
4. Which of the following is true about community the woods, you do not have to worry about an alligator. How would the ratios of predator to
pesticides? K/U
(d) food chain (iv) an organism that obtains plants or trees growing in the path. Explain prey compare in these two food chains? A

(a) Pesticides are toxic only to the target energy by eating dead why.
species. organic matter (b) Why is it important to stay on the trail when 25. Read the following description of a coastal
(b) Pesticides tend to reduce overall food (e) food web (v) an organism that obtains hiking in the woods? arctic food web. Phytoplankton are the
production. energy by making its own primary producers. Phytoplankton are eaten by
18. Consider Canada’s terrestrial biomes. T/I

(c) Pesticides are used to replace nutrients food zooplankton. Arctic cod, which eat zooplankton,
(a) In which biome would farming be most are eaten by beluga whales, ringed seals, and
in soil. (f) trophic level (vi) a sequence of organisms, successful? Explain your answer.
(d) Pesticides can pass from an organism to its each feeding on the next walrus. Polar bears eat ringed seals. K/U A

(b) In which biome would farming be least

consumer. (a) Draw the food web for this ecosystem.
11. List three examples of products we obtain from successful? Explain your answer.
(b) Categorize every organism into their
terrestrial ecosystems. K/U
19. Matter is recycled within the biosphere.
Write the word(s) needed to complete each of the following
T/I
trophic level.
sentences. 12. Explain the difference between a population and (a) Explain how materials in the biosphere are (c) Explain why there are so few polar bears in
a community. K/U reused. arctic ecosystems.
5. Groundwater can become contaminated with
(b) Why is this recycling of matter important?
nitrogen compounds from fertilizers through a 13. Predation and parasitism are two examples of
process called . K/U
species interactions. K/U

6. An environment and all its organisms form a(n) (a) How are predation and parasitism alike?
. K/U (b) How are they different?

164 Unit B • Sustainable Ecosystems NEL NEL Unit B Self-Quiz 165

Glossary
This is a list of all
the key terms in
the textbook in
alphabetical order. Use
the Glossary to check
your understanding
of any key terms you
may need to review.

Skills Handbook
The Skills Handbook is your
resource for useful science
skills and information. It is
divided into numbered sections.
Whenever you see a Skills
Handbook Icon, it will direct you
to the relevant section of the
Skills Handbook.

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COMPONENTS ISBN
Student Text 978-0-17-635519-7
Student eBook 978-0-17-635520-3
Student eBook EXTRA 978-0-17-611882-2
Teacher eSource 978-0-17-635521-0
Teacher eSource SUITE 978-0-17-635523-4
ExamView® Test Bank (version 6.2.1) 978-0-17-635524-1

GRADE 9 AUTHOR TEAM

Charmain Barker
Lucille Davies
Andrew Fazekas
Doug Fraser
Rob Vucic

SENIOR PROGRAM CONSULTANT

Maurice DiGiuseppe

PROGRAM CONSULTANTS
Doug Fraser
Martin Gabber
Doug Hayhoe
Jeff Major

Digital sample material for Science Perspectives 9 is available at our

Online Evaluation Centre including sample chapters from Units A
through E.

For more information about the program visit:

www.nelson.com/scienceperspectives

To order the final

Student Text, please use:
ISBN 978-0-17-635519-7

ISBN-13 : 978-0-17-611655-2
ISBN-10 : 0-17-611655-9

9 780176 116552
www.nelson.com