BC Science 9 Pre-Publication Booklet - bcscience.com

From McGraw-Hill Ryerson & Edvantage Press 

BC Science 9 

Pre-Publication Booklet 

NEW!

10 

8 

An all NEW British Columbia Science 8-10 program 

written specifically to support the new Science 8-10 IRP. 

Available 

NOW! 

Coming 

March 2007! 

BC Science 8-10 Program Features 

� Written specifically to the new British Columbia IRP 

Coming 

February 2008! 

� Comprehensive Professional Development support to assist in implementation of the new Science curriculum 

� Current and relevant science content designed to engage a diverse range of learners 

� British Columbia content featuring photographs,references, and researchers 

� A variety of motivating hands-on activities 

� Student-friendly features throughout the text, supporting Multiple Intelligences and students' different learning 

styles, including FoldablesTM —a proven study tool providing hands-on/minds on opportunities for students to organize 

their learning 

� High-interest special features, including interdisciplinary connections and National Geographic “Visualizing Science,” 

extend the learning in the text and open students' eyes to the wonders of Science 

Professional Development 

BC SCIENCE 8 – 10 

The start of a new British Columbia Science 8-10 

program to support the new Science 8-10 IRP. 

BC Science 9 provides current, relevant, and 

rigorous content that stresses science process skill 

development, mastery of knowledge outcomes, and 

the connections between science, technology, 

society, and the environment. Developed by 

McGraw-Hill Ryerson, Edvantage Press, and a team 

of experienced reviewers, consultants, and advisory 

panel members. 

� McGraw-Hill Ryerson is committed to providing curriculum implementation support through a variety of ongoing 

learning opportunities. In addition to online learning support, Professional Development will be offered at provincial 

conferences, regional meetings and board wide workshops. A variety of topics will be offered to help facilitate the 

implementation of the new Science 8-10 IRP. Contact us to find the most appropriate option to meet your needs. 

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

10 

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Authors 

DEVELOPMENT TEAM 

Lionel Sandner 

Saanich School District #63 

Saanichton, British Columbia 

Glen Fatkin 

North Surrey Secondary School 

Surrey, British Columbia 

Donald Lacy 

Stelly’s Secondary School 


Josef Martha 

Northern Gateway Regional 

Division No. 10 

Onoway, Alberta 

James Milross 

Fraser Heights Secondary School 


Karen Naso 

David Thompson Secondary School 

Vancouver, British Columbia 

Contributing Authors 

Karen Charleson 

Hooksum Outdoor School 

Hesquiat Harbour, British 

Columbia 

Dinah Zike 

Educational Consultant 

Senior Pedagogical Consultant 

Sandy M. Wohl 

King David High School 


Safety Consultant 

Dr. David J. Berg 

Department of Chemistry 

University of Victoria 

Victoria, British Columbia 

Advisory Team Members 

Dr. Gurmit Bains 

Elgin Park Secondary School 


Briar Ballou 

Handsworth Secondary School 

North Vancouver, British Columbia 

Van Chau 

Delview Secondary School 

Delta, British Columbia 

Bruce Gurney 

Sutherland Secondary School 

North Vancouver, British Columbia 

Leslie Johnstone 

Point Grey Secondary School 


David Oakley 

Eric Hamber Secondary School 


Vijay Pereira 

Parkland Secondary School 

Sidney, British Columbia 

Cheri Smith 

Yale Secondary School 

Abbotsford, British Columbia 

Christopher Toth 

St. Thomas More Collegiate 

Burnaby, British Columbia 

Josie Wilson 

Ashcroft Secondary School 

Ashcroft, British Columbia

10 

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Pedagogical Reviewers 

Aaron Bohnem 

St. Patrick’s Regional Secondary School 


Doug Cunnian 

Rutland Senior Secondary School 

Kelowna, British Columbia 

David Dutton 

Dover Bay Secondary School 

Nanaimo, British Columbia 

Doug Earl 

Robert Bateman Secondary School 

Abbotsford, British Columbia 

Peter Freeman 

Charles Hays Secondary School 

Prince Rupert, British Columbia 

Stephen Fuerderer 

Burnaby South Secondary School 

Burnaby, British Columbia 

Lori Giacometti 

Selkirk Secondary School 

Kimberley, British Columbia 

Dal Kang 

Fleetwood Park Secondary School 


Grace Lai 

L.A. Matheson Secondary School 


Grahame Rainey 

Ashcroft Secondary School 

Ashcroft, British Columbia 

Megan Ryan 

D.W. Poppy Secondary School 

Langley, British Columbia 

Rupi Samra-Gynane 

Queen Elizabeth Secondary School 


Kevin Spicer 

Kwalikum Secondary School 

Qualicum Beach, British Columbia 

Richard Spiller 

Vernon Secondary School 

Vernon, British Columbia 

Nicol Suhr 

Nakusp Secondary School 

Nakusp, British Columbia 

Vim Valera 

Tamanawis Secondary School 


Rob Young 

Bert Bowes Jr. Secondary School 

Fort St. John, British Columbia 

Accuracy Reviewers 

Dr. Catherine Anderson 

Genome British Columbia 


Dr. Laura Ferrarese 

Herzberg Institute of Astrophysics 

NRCC 


Dr. Donald Mathewson 

Kwantlen Univsersity College 

British Columbia 

Dr. Todd Whitcombe 

Associate Professor, Chemistry 

University of Northern British Columbia 

Prince George, British Columbia

10 

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SAMPLER CONTENTS 

� Table of Contents 

� Tour of the Text 

� Reading Strategies for BC Science 9 

� Scavenger Hunt 

� Unit 3 Opener – Characteristics of 

Electricity 

� Chapter 7 – Static Charge is produced 

by electron transfer 

� Unit 3 Review

iv MHR • Contents 

Contents 

A Tour of Your Textbook . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .x 

Reading Strategies for BC Science 9 . . . . . . . . . . . . . . . . . . . . . . . . . .xvii 

Scavenger Hunt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .xxi 

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

Getting Started . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 

Find Out Activity: Combining Chemicals . . . . . . . . . . . . . . . . . . . . . . .5 

Chapter 1 Atomic theory explains the composition 

and behaviour of matter. . . . . . . . . . . . . . . . . . . . . . . . . .6 

1.1 Safety in the Science Classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 

Think About It 1-1A: Science Lab Safety . . . . . . . . . . . . . . . . . . . . . . . .9 

Think About It 1-1B: Safety Guidelines for Your Lab . . . . . . . . . . . . .13 

1.2 Investigating Matter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16 

Find Out Activity 1-2A: Bag of Change . . . . . . . . . . . . . . . . . . . . . . . .17 

Think About It 1-2B: A Chemical Family . . . . . . . . . . . . . . . . . . . . . .23 

Conduct an Investigation 1-2C: Modifying Metallic Properties . . . . . .24 

1.3 Atomic Theory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28 

Find Out Activity 1-3A: The Behaviour of Gases . . . . . . . . . . . . . . . . .29 

Think About It 1-3B: The People Behind the Atom . . . . . . . . . . . . . .34 

Chapter 1 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38 

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

2.1 Elements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42 

Find Out Activity 2-1A: Meet the Elements . . . . . . . . . . . . . . . . . . . . .43 

Conduct an Investigation 2-1B: Generating and Burning 

Hydrogen Gas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48 

Think About It 2-1C: Essential Elements . . . . . . . . . . . . . . . . . . . . . . .49 

2.2 The Periodic Table and Chemical Properties . . . . . . . . . . . . . . . . . .52 

Think About It 2-2A: Periodic Puzzle . . . . . . . . . . . . . . . . . . . . . . . . .53 

Think About It 2-2B: The Modern Periodic Table . . . . . . . . . . . . . . . .58 

2.3 The Periodic Table and Atomic Theory . . . . . . . . . . . . . . . . . . . . . .64 

Think About It 2-3A: Looking for Patterns in Atoms . . . . . . . . . . . . .65 

Conduct an Investigation 2-3B: Flaming Metal Ions . . . . . . . . . . . . . .68 

Chapter 2 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .72 

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

3.1 Compounds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .76 

Find Out Activity 3-1A: The Synthesis of Oxygen . . . . . . . . . . . . . . . .77 

Conduct an Investigation 3-1B: The Synthesis and Detection 

of Copper . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .81

3.2 Names and Formulas of Ionic Compounds . . . . . . . . . . . . . . . . . . .84 

Think About It 3-2A: What’s in a Name? . . . . . . . . . . . . . . . . . . . . . .84 

Think About It 3-2B: Modelling an Ionic Compound . . . . . . . . . . . . .93 

3.3 Physical and Chemical Changes . . . . . . . . . . . . . . . . . . . . . . . . . . . .96 

Find Out Activity 3-3A: Calcium in Water . . . . . . . . . . . . . . . . . . . . . .97 

Design an Investigation 3-3B: Detecting Vitamin C in Fruit Drinks . .101 

Conduct an Investigation 3-3C: Observing Changes in Matter . . . . .102 

Chapter 3 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .106 

Unit 1 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .108 

Unit 1 Project: Corroding Nails . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .110 

Unit 1 Integrated Research Project: Investigation: 

Chemical Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .111 

Unit 1 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .112 

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

Getting Started . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .118 

Find Out Activity: The Nucleus as a Black Box . . . . . . . . . . . . . . . . .119 

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

4.1 The Function of the Nucleus within the Cell . . . . . . . . . . . . . . . . .122 

Find Out Activity 4-1A: Help Wanted: Apply Within . . . . . . . . . . . . .125 

Find Out Activity 4-1B: Creating DNA Messages . . . . . . . . . . . . . . .127 

Find Out Activity 4-1C: Modelling DNA . . . . . . . . . . . . . . . . . . . . . .132 

Find Out Activity 4-1D: Extracting DNA from Strawberries . . . . . . .133 

4.2 Mutation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .136 

Find Out Activity 4-2A: Identify the Mutation . . . . . . . . . . . . . . . . . .137 

Think About It 4-2B: Considering Gene Therapy . . . . . . . . . . . . . . .143 


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

5.1 The Cell Cycle and Mitosis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .150 

Find Out Activity 5-1A: From One Cell to Many Cells . . . . . . . . . . .152 

Find Out Activity 5-1B: The Cell Cycle: A Play in Six Scenes . . . . . . .158 

Conduct an Investigation 5-1C: Observing the Cell Cycle 

in Plant Cells . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .162 

5.2 Asexual Reproduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .166 

Find Out Activity 5-2A: Examining Ideas about Cloning . . . . . . . . . .167 

Conduct an Investigation 5-2B: Determining the Best Conditions 

for Yeast Reproduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .179 


Contents • MHR v

vi MHR • Contents 

Chapter 6 Meiosis is the basis of sexual reproduction. . . . . .186 

6.1 Meiosis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .188 

Find Out Activity 6-1A: Eating Like a Bird . . . . . . . . . . . . . . . . . . . .189 

Find Out Activity 6-1B: Analyzing a Karyotype . . . . . . . . . . . . . . . . .197 

Conduct an Investigation 6-1C: Comparing Mitosis and Meiosis . . . .198 

Conduct an Investigation 6-1D: Modelling How Variation Occurs 

in Meiosis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .200 

6.2 Sexual Reproduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .204 

Find Out Activity 6-2A: Predict a Pollinator . . . . . . . . . . . . . . . . . . .215 

Think About It 6-2B: Comparing Sexual and 

Asexual Reproduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .220 

Find Out Activity 6-2C: Comparing Differentiation in Embryos . . . .221 

6.3 Assisted Reproductive Technologies . . . . . . . . . . . . . . . . . . . . . . . .224 

Find Out Activity 6-3A: A Summary of Assisted 

Reproductive Technologies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .225 


Unit 2 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .234 

Unit 2 Project: Making a Decision for Genetown . . . . . . . . . . . . . . . . . .236 

Unit 2 Integrated Research Investigation: Just Because We Can, 

Does It Mean We Should? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .237 

Unit 2 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .238 

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


Find Out Activity: A New Spin on Motors . . . . . . . . . . . . . . . . . . . . .245 

Chapter 7 Static charge is produced by electron 

transfer. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .246 

7.1 Static Charge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .248 

Find Out Activity 7-1A: Detecting Static Charge . . . . . . . . . . . . . . . .249 

Think About It 7-1B: Visualizing Charge Transfer . . . . . . . . . . . . . . .251 

Find Out Activity 7-1C: Charging Insulators and Conductors . . . . . .255 

7.2 Electric Force . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .258 

Find Out Activity 7-2A: What Is the Attraction to Water? . . . . . . . . .258 

Find Out Activity 7-2B: Static Copier . . . . . . . . . . . . . . . . . . . . . . . .262 

Conduct an Investigation 7-2C: Investigating Static Electricity . . . . .263 


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

voltage, and resistance. . . . . . . . . . . . . . . . . . . . . . . . .268 

8.1 Electric Potential Energy and Voltage . . . . . . . . . . . . . . . . . . . . . .270 

Find Out Activity 8-1A: A Penny for a Battery . . . . . . . . . . . . . . . . . .271 

Find Out Activity 8-1B: Using the Voltmeter . . . . . . . . . . . . . . . . . . .275 

Conduct an Investigation 8-1C: Fruit Battery . . . . . . . . . . . . . . . . . .276

8.2 Electric Current . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .280 

Find Out Activity 8-2A: Lighting It Up . . . . . . . . . . . . . . . . . . . . . . .280 

Think About It 8-2B: Drawing Circuit Diagrams . . . . . . . . . . . . . . . .283 

Find Out Activity 8-2C: Pushing Electrons . . . . . . . . . . . . . . . . . . . .285 

Find Out Activity 8-2D: Measuring Current . . . . . . . . . . . . . . . . . . .286 

Conduct an Investigation 8-2E: Make a Model Circuit . . . . . . . . . . .287 

8.3 Resistance and Ohm’s Law . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .290 

Find Out Activity 8-3A: Resist Your Thirst . . . . . . . . . . . . . . . . . . . . .291 

Think About It 8-3B: Calculating Resistance . . . . . . . . . . . . . . . . . . .295 

Think About It 8-3C: Circuit Diagrams with Resistors . . . . . . . . . . . .296 

Conduct an Investigation 8-3D: Resistors and Ohm’s Law . . . . . . . .298 


Chapter 9 Circuits are designed to control the 

transfer of electrical energy. . . . . . . . . . . . . . . . . . . .304 

9.1 Series and Parallel Circuits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .306 

Find Out Activity 9-1A: Turn Out the Lights . . . . . . . . . . . . . . . . . .307 

Think About It 9-1B: Is the World Series and Series Circuit? . . . . . . .308 

Think About It 9-1C: More Things Are Parallel than Lines . . . . . . . .311 

Find Out Activity 9-1D: A Series of Lights . . . . . . . . . . . . . . . . . . . .314 

Find Out Activity 9-1E: Parallel Lights . . . . . . . . . . . . . . . . . . . . . . .315 

Conduct an Investigation 9-1F: Resistors in Series and Parallel . . . . .316 

9.2 The Power of Electricity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .320 

Find Out Activity 9-2A: Energy Transformation in Resistors . . . . . . .321 

Find Out Activity 9-2B: The Cost of Electricity . . . . . . . . . . . . . . . . .326 

Conduct an Investigation 9-2C: A Current View of Power . . . . . . . .327 


Unit 3 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .332 

Unit 3 Project: Finding the Best Battery . . . . . . . . . . . . . . . . . . . . . . . . .334 

Unit 3 Integrated Research Investigation: Generating 

Electrical Energy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .335 

Unit 3 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .336 

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


Find Out Activity: What Do You Know about the Universe? . . . . . . .343 

Chapter 10 Scientific evidence suggests the universe 

formed about 13.7 billion years ago. . . . . . . . . . .344 

10.1 Explaining the Early Universe . . . . . . . . . . . . . . . . . . . . . . . . . . . . .346 

Find Out Activity 10-1A: A Model of the Expanding Universe . . . . .347 

Find Out Activity 10-1B: The Universe in a Spoonful of Sand . . . . . .352 

Find Out Activity 10-1C: Investigating the Relative Motion of 

Galaxies in the Expanding Universe . . . . . . . . . . . . . . . . . . . . . . . .353 

Contents • MHR vii

viii MHR • Contents 

10.2 Galaxies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .356 

Find Out Activity 10-2A: Matter in Motion . . . . . . . . . . . . . . . . . . . .357 

Find Out Activity 10-2B: Modelling Galactic Distances . . . . . . . . . . .360 

Conduct an Investigation 10-2C: Galaxy Grazing . . . . . . . . . . . . . . .361 

Chapter 10 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .364 

Chapter 11 The components of the universe are 

separated by unimaginably vast distances. . . . .366 

11.1 Stars . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .368 

Find Out Activity 11-1A: Light Beam Behaviour . . . . . . . . . . . . . . . .369 

Find Out Activity 11-1B: Detecting the Doppler Effect . . . . . . . . . . .377 

Conduct an Investigation 11-1C: Classifying Stars Using the 

Hertzsprung-Russell Diagram . . . . . . . . . . . . . . . . . . . . . . . . . . . . .378 

Find Out Activity 11-1D: Spying Spectra . . . . . . . . . . . . . . . . . . . . . .379 

11.2 The Sun and Its Planetary System . . . . . . . . . . . . . . . . . . . . . . . . .382 

Find Out Activity 11-2A: Easy Ellipses . . . . . . . . . . . . . . . . . . . . . . . .390 

Find Out Activity 11-2B: The Length of the School Year on 

Different Planets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .391 

Conduct an Investigation 11-2C: Strolling Through the 

Solar System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .392 

11.3 Measuring Distances in Space . . . . . . . . . . . . . . . . . . . . . . . . . . . . .396 

Find Out Activity 11-3A: Pointing in the Right Direction . . . . . . . . .397 

Find Out Activity 11-3B: How Close Is the Sun? . . . . . . . . . . . . . . . .402 

Conduct an Investigation 11-3C: How Wide Is the Sun? . . . . . . . . . .403 


Chapter 12 Human understanding of Earth and the 

universe continues to increase through 

observation and exploration. . . . . . . . . . . . . . . . . . .408 

12.1 Earth, Moon, and Sun Interactions . . . . . . . . . . . . . . . . . . . . . . . .410 

Think About It 12-1A: Constructing Constellations . . . . . . . . . . . . .411 

Find Out Activity 12-1B: Seeing the Reasons for Seasons . . . . . . . . . .421 

Design an Investigation 12-1C: Modelling Moon Movement . . . . . . .422 

12.2 Aboriginal Knowledge of the Solar System . . . . . . . . . . . . . . . . . .426 

Find Out Activity 12-2A: Lunar Months . . . . . . . . . . . . . . . . . . . . . .428 

Find Out Activity 12-2B: Aboriginal Knowledge Through Stories . . .429 

12.3 Exploring Space: Past, Present, and Future . . . . . . . . . . . . . . . . . .432 

Find Out Activity 12-3A: Build Your Own Telescope . . . . . . . . . . . . .433 

Think About It 12-3B: Roving Mars . . . . . . . . . . . . . . . . . . . . . . . . .438 

Conduct an Investigation 12-3C: Calculating the Thrust of 

a Balloon Rocket . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .446 

Conduct an Investigation 12-3D: The Great Space Debate . . . . . . . .447


Unit 4 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .452 

Unit 4 Project: Designing a Mining Town for the Moon . . . . . . . . . . . .454 

Unit 4 Integrated Research Investigation: “It’s a Bird, It’s a Plane, 

It’s an Asteroid!” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .455 

Unit 4 Unit Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .456 

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

Science Skill 1 Safety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .462 

Science Skill 2 Scientific Inquiry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .463 

Science Skill 3 Technological Problem Solving . . . . . . . . . . . . . . . . . . .467 

Science Skill 4 Societal Decision Making . . . . . . . . . . . . . . . . . . . . . . . .469 

Science Skill 5 Organizing and Communicating Scientific 

Results with Graphs . . . . . . . . . . . . . . . . . . . . . . . . . . . .472 

Science Skill 6 Scientific Drawing . . . . . . . . . . . . . . . . . . . . . . . . . . . . .477 

Science Skill 7 Estimating and Measuring . . . . . . . . . . . . . . . . . . . . . . .479 

Science Skill 8 Using Models in Science . . . . . . . . . . . . . . . . . . . . . . . .485 

Science Skill 9 Using a Microscope . . . . . . . . . . . . . . . . . . . . . . . . . . . .486 

Science Skill 10 Using Chemistry Skills . . . . . . . . . . . . . . . . . . . . . . . . .488 

Science Skill 11 Using Electric Circuit Symbols and Meters . . . . . . . . .491 

Science Skill 12 Using Your Textbook as a Study Tool . . . . . . . . . . . . .494 

Science Skill 13 Units of Measurement and Scientific Notation . . . . . .498 

Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .501 

Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .510 

Credits . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .516 

Contents • MHR ix

Unit Opener 

• BC Science 9 has four major 

units: Atoms, Elements, and 

Compounds; Reproduction; 

Characteristics of Electricity, 

and Space Exploration. 

• Each unit opener photo is a 

window into the world of the 

Key Ideas you will study in the 

units. The caption explains the 

photo. 

• The unit opener identifies each 

of the unit’s Key Ideas. These 

are the chapter titles. 

• The small photos next to the 

Key Ideas are from the 

beginning of each 

chapter. 

Getting Started 

• Getting Started helps you recall what you already know about the 

Key Ideas in the unit. 

• Getting Started helps you prepare for studying the unit by giving 

you the following: 

— a short reading about an 

interesting topic related to the 

unit 

— an Internet Connect feature 

to take you to 

www.bcscience9.ca to learn 

more about the topic 

— a short Find Out Activity so 

you can explore an idea related 

to the unit 

x MHR • A Tour of Your Textbook 

A Tour of Your Textbook 

Welcome to BC Science 9. This textbook introduces you to the 

wonders of chemistry, cell division, electricity, and the structure of the 

universe. Take a brief tour of your textbook on the following pages. 

Then do the Scavenger Hunt on page xxi.

Chapter Opener 

• The chapter title sentence is 

the Key Idea that you will 

study in this chapter. 

• The chapter opener outlines 

What You Will Learn, Why It 

Is Important, and Skills You 

Will Use in the chapter. 

• The Foldables exercise is a fun 

way to develop your study 

skills. Look for a Foldables 

exercise at the beginning of 

every chapter. 

Section Opener 

• Each new section in a chapter begins with a new number and a short title. 

• The shaded light brown box below the section title contains a summary of 

the science concepts you will study in the section. 

• The list of Words to Know in the margin identifies important new science 

terms that you will learn in the section. 

• The Did You Know? margin feature is an interesting bit of information 

related to the section’s topic. 

• Each section opener includes a Find Out Activity or a Think About It. 

Science Skill 

• This box directs you to one of 13 Science Skills sections at the back of 

your textbook. The Science Skills sections can help you with graphing, 

writing a hypothesis, using a microscope, and other skills. 

Find Out Activity 

• This short, informal inquiry 

activity involves hands-on 

exploration, using simple 

materials and equipment. 

• In these activities and in the 

investigations, you will use 

important science process skills, 

such as predicting, estimating, 

and hypothesizing. 

A Tour of Your Textbook • MHR xi

Think About It 

• The Think About It activities look similar to Find Out Activities, 

but you do them at your desk. They do not require any special 

equipment. 

• For these activities, you think about a particular idea related to the 

concepts you are studying in the section. 

• You work on your own, with a partner, or in a group, and share 

your thoughts with your group or class. 

xii MHR • A Tour of Your Textbook 

Section Text and Activities 

• The text of each section is 

divided into “chunks” to help 

you understand the content. 

Each chunk has a title. 

• Each picture has a caption that 

explains what the picture is 

about. 

• Terms you need to know are 

boldfaced in the text. Each 

boldfaced term is defined in 

the text and in the Glossary at 

the back of the textbook. 

• Reading Checks contain 

questions that help you test 

your understanding of what you have just read. 

• Find Out and Think About It activities may appear throughout the 

text. Longer, more formal investigations are at the end of the 

section. 

Suggested Activity 

• These small margin features 

indicate related activities your 

teacher may have you do from the 

end of the section.

Conduct an Investigation 

• These formal labs give you the opportunity to develop science 

skills using various equipment and materials. 

• In these investigations, you can ask questions about science, 

make observations, and obtain results. 

• You then analyze your results to determine what they tell you 

about the topic you are investigating. 

• Photographs help you do the investigation. 

• Safety icons and safety warnings alert you to any special 

precautions you should take to help maintain a safe classroom 

environment. 

• Each investigation has one of the following focuses: inquiry, 

decision-making, or problem-solving. 

• You will also have opportunities to design your own 

investigation. 

End-of-Section Features 

• These features give you an opportunity to learn about 

applications or explorations of the topic you have studied in 

the section. 

• Science Watch features provide information on past and 

current scientific topics and research. 

• The “www” in “www science” stands for “wild, weird, 

wonderful.” These features describe interesting and unusual 

science. 

• National Geographic Visualizing Science features are exciting 

visual representations of a science topic. 

• Science-Math Connect features connect the science you 

learned in the section to math concepts. 

• Career Connect features are interviews with people who have 

a career related to the unit. 

Check Your Understanding 

• These section review questions 

test your new knowledge. 

Pause and Reflect 

• Pause and Reflect features help 

you stop and think about what 

you now know about the topics 

explained in the chapter. They 

also make connections among 

ideas throughout your book. 

A Tour of Your Textbook • MHR xiii

Unit Summary 

• This is a summary of the Key 

Ideas and Key Terms covered in 

the unit. 

• The photographs next to the 

Key Terms are from the chapter 

openers to remind you of what 

you covered in that chapter. 

End-of-Unit Project and 

Integrated Research 

Investigation 

• Each Project lets you apply key 

concepts and skills from the 

unit. You complete the Project 

as part of a team. 

• For the Integrated Research 

Investigation, you explore a 

unit-related topic. You have an 

opportunity to use information 

that you have researched to do 

a report or presentation about 

that topic. 

xiv MHR • A Tour of Your Textbook 

Chapter Review 

• At the end of each chapter, the 

Chapter Review can help you 

study for a chapter test. 

• The guide under the heading 

“Prepare Your Own Summary” 

can help you summarize what 

you have learned in the chapter. 

• The review questions help you 

recall, think about, and apply 

what you have learned.

Unit Review 

• At the end of each unit, the 

Unit Review can help you 

study for a unit test. 

• The review questions help 

you recall, think about, and 

apply what you have 

learned. 

Other Features 

Word Connect 

• The Word Connect margin feature 

gives you additional information on 

scientific terms. 

internet connect 

• These features help you research more 

information about a topic. 

• The BC Science 9 website links you to 

other websites related to the topic you 

are researching. 

• You can “Explore More” by following 

the suggestions in these features to 

investigate further a topic you have 

studied. 

• Safety icons are included in many 

activities and investigations. The safety 

icons are extremely important. They 

alert you to any safety precautions 

you should take. Safety icons used in 

BC Science 9 are shown on page 462. 

A Tour of Your Textbook • MHR xv

At the Back of Your Textbook 

Science Skills 

• At the back of BC Science 9, 

you will find the Science Skills 

appendix. These skills will help 

you review and develop the 

skills and knowledge that you 

need to be successful in this 

course. 

Index 

xvi MHR • A Tour of Your Textbook 

Glossary 

• The Index at the back of the book helps you 

locate a particular topic in the book. 

• The Index is organized alphabetically. 

• Each boldfaced term in your textbook is defined in 

the Glossary at the back of the book. 

• The Glossary is organized alphabetically.

How will this 

textbook help me 

be successful in 

Science 9? 

BC Science 9 is your 

textbook for grade 9 

science in British 

Columbia. It has been 

designed to help you 

understand the science 

concepts being taught in 

your science 9 course. 

The next few pages 

describe some reading 

and practice strategies 

that you can use to help 

you better understand 

the information 

presented in each 

section. 

Reading Strategies for 


Before Reading 

Reading a science textbook is different from reading a novel or 

magazine. BC Science 9 contains terms and concepts throughout the 

book that you need to understand and be able to apply. Each section 

in the textbook has built-in reading strategies ready for you to use. All 

you need to do is know how to use them. 

Before starting any section, you should review the following features 

to help prepare you for the concepts you are about to cover. 

Other Strategies … 

The Title describes the main 

idea for the section. 

The Section Summary gives 

you an overview of what you are 

going to learn. If there are any 

words you do not understand, 

check in the Glossary or ask 

your teacher. 

Words to Know identifies words 

you will need to know before 

you start reading. Use the 

Glossary to help you define these 

terms. 

Before starting the section, scan or survey the pages. The purpose of 

scanning is to give you an idea of what to expect in the lesson. Look at 

the pictures, tables, and bolded words and try to predict what you 

think the section will be about. Ask yourself what you already know 

about the concepts in this lesson. 

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

This activity is designed to help prepare you for the reading or 

activities you will do in this section. 

Reading Strategies for BC Science 9 • MHR xvii

Science Reference 

For more information on 

graphic organizers check out 

Science Skill 12 on page 494 

xviii MHR • Reading Strategies for BC Science 

As You Read 

As you read through BC Science 9, use these Reading Strategies to 

help you understand the concepts. 

Notes 

There are many ways to takes notes, but one of the easiest methods is 

to take each title in a section and change it into a question. Then as 

you read and find the answer to the question, you can add the answer 

to your notes. Make sure you use any bolded terms in your answer. 

This helps you learn key terms as well. 

For example, in the page below, here are two questions that you could 

use in your notes. 

What are the laws of 

static charge? 

How do you charge an 

object by conduction? 

Graphic Organizers 

Graphic organizers are a good way to organize information you are 

learning. When you use a graphic organizer, you make diagrams and 

short notes to describe what you know and understand. If you are 

comparing two different things, you might use a Venn diagram. As 

the figure below shows, a Venn diagram allows you to show the 

differences and similarities between the two things.

A concept map is a diagram that represents visually how ideas are 

related. Examples of different types of concept maps can be found in 

Science Skill 12, on page 494. 

Reading Checks 

Reading Checks are questions located at various points in the 

textbook. The purpose of these questions is to check if you have 

understood what you have read in the previous pages. If you cannot 

answer these questions, you need to reread the previous section. If 

after rereading you still do not know the answers, ask your teacher. 

Practice Problems 

In units 1 and 3 there are Practice Problems. These questions ask you 

several questions related to a concept you just covered in the text. 

The answers are provided to help you check your work. For these 

questions, it is more important that you understand how you got your 

answer, than it is to just get the correct answer. 

Reading Strategies for BC Science 9 • MHR xix

xx MHR • Reading Strategies for BC Science 

After Reading …. 

When you have completed your reading there are different activities 

you can complete to check your understanding. These include section 

reviews, chapter reviews, and unit reviews. 

Check Your Understanding Reviews 

At the end of each section is a series of questions related to the 

concepts you have covered. There are three categories of questions. 

Chapter Reviews 

. 

Checking Concepts asks 

questions about key ideas in the 

section. You should be able to 

answer all of these questions. 

Understanding Key Ideas asks 

questions that require 

connecting two or more 

concepts covered in the section. 

Pause and Reflect questions ask 

you to think about and apply 

what you learned to other 

situations in your life. 

The Chapter Review asks similar types of questions as the Check Your 

Understanding review and also asks you prepare a summary of the key 

concepts covered in the chapter. This summary is an excellent study 

tool. 

Unit Reviews 

Unit Reviews begin with a Unit Summary. The summary lists the key 

ideas and the main concepts covered in each chapter. If you do not 

understand any of the information in this summary you need to 

review your notes and your chapter summaries or check with your 

teacher. 

The Unit Review asks a variety of different questions for you to check 

your understanding of the concepts covered in the unit.

Exploring BC Science 9 

Discover how to use your BC Science 9 

textbook. Answer the following 

questions. Your teacher may hand out 

a concept map for you to record your 

answers. 

Knowledge 

1. What are the four units you will 

study in BC Science 9? 

2. Turn to the opening page of one of 

the units and find the Key Ideas. 

Name two ways you could use the 

Key Ideas to help you learn. 

3. Turn to the opening page of any 

chapter. List the three headings that 

give you an overview of what you 

can expect to gain from the chapter. 

A Scavenger Hunt 

Reading and Understanding 

4. At the beginning of every section, 

you will find the Words to Know. 

How could you use these words to 

help you learn? 

5. What is the purpose of the shaded 

box at the beginning of each section? 

6. Where can you find the definitions 

for all the bolded words in the text? 

7. Find a Reading Check within a 

chapter. How could you use a 

Reading Check to help you learn? 

“Doing” Science 

8. Activities are printed on a green 

background. Name the three types 

of activities. 

9. Where can you find information to help 

you connect an electric meter? 

10. Where can you find information on the 

safety rules you need to follow when 

you work with chemicals? 

Study Tools 

11. You can organize the information you 

learn using folded paper. Where can you 

find suggestions in each chapter for how 

to fold your organizer? 

12. (a) What are the questions called at the 

end of a section that test whether 

you know the material in the 

section? 

(b) What are the questions called at the 

end of a chapter? 

(c) What are the questions called at the 

end of a unit? 

13. Find a Unit Summary. How could you 

use this feature to help you study? 

Going Beyond 

14. Four different careers are described in 

your textbook. What are two of the 

careers? 

15. Find an Explore More 

feature that you would 

like to know more 

about. Name the 

topic. 

16. What is the website 

you can use that has 

links to the topics in 

your BC Science 9 

textbook? 

A Tour of Your Textbook • MHR xxi

High power transmission lines 

like these near Vancouver are a 

familiar sight. Electrical energy 

has allowed us to develop 

technologies that have enhanced 

our way of life. Engineers depend 

on a scientific understanding of 

the characteristics of electricity in 

order to control this valuable 

resource. 

242 

▲

7 

8 

9 

Key Ideas 

Static charge is produced by 

electron transfer. 

7.1 Static Charge 

7.2 Electric Force 

Ohm’s law defines the 

relationship of current, 

voltage, and resistance. 

8.1 Electric Potential Energy and 

Voltage 

8.2 Electric Current 

8.3 Resistance and Ohm’s Law 

Circuits are designed to 

control the transfer of 

electrical energy. 

9.1 Series and Parallel Circuits 

9.2 The Power of Electricity 

243

244 MHR • Unit 3 Characteristics of Electricity 

Hybrid electric buses are already in use in Victoria and Kelowna. These buses use a quiet electric 

motor to add to the efficiency of their diesel engine and to reduce fuel consumption and pollution. 

Hybrid vehicles have been transporting people and goods for many 

years. A vehicle is called a hybrid if it uses more than one source of 

energy. For example, mopeds are bikes that have a small engine and 

pedals. Mopeds are hybrid vehicles because you can use the energy in 

both gasoline and your legs. Diesel-electric hybrid motors have been used 

in train locomotives and submarines for decades. 

There are several different designs for hybrid cars using a gasoline 

motor and an electric motor. One design, called a parallel hybrid, uses a 

small gasoline engine to power the car during most driving. A computer 

determines when to use the gasoline motor, the electric motor, or both 

motors. Hybrid cars are very fuel efficient and, more importantly, they 

reduce air pollution. 

At present, electric-only vehicles have a very limited range before they 

must be recharged. More than 100 kg of batteries are needed to store as 

much energy as what is provided by 1 L of gasoline. However, as battery 

and fuel cell technology continues to improve, the reality of a practical 

electric-only vehicle becomes more certain.

As oil prices continue to rise and environmental concerns are 

addressed, using electricity for transportation will become even more 

important. The next generation of vehicles may be hybrid or electric. 

Either way, electricity and electric motors are going to play a big role in 

the future of transportation. 

gas engine 

A New Spin on Motors 

In this activity, you will build a simple electric motor. 

Safety 

Materials 

electric motor 

transmission 

computer 

• small neodymium disk magnet 

• C or D cell 

• iron nail 

• 20 cm length of braided copper wire (stripped on 

both ends) 

What to Do 

1. Place the neodymium disk magnet on the negative 

terminal of the battery. Hold the battery vertical with 

the positive terminal on top. Suspend the nail from 

the magnet. The pointed end of the nail should be in 

contact with the magnet. 

2. Hold one end of the copper wire onto the positive 

terminal of the battery. 

3. Gently touch the other end of the copper wire to the 

side of the suspended nail. 

batteries 

fuel tank 

A hybrid car has a gasoline engine 

and an electric motor. 


To find out more about electric 

and hybrid vehicles, go to 

www.bcscience9.ca. 

Find Out ACTIVITY 

What Did You Find Out? 

1. Describe the motion of the nail when it was in 

contact with the copper wire. 

2. Look closely at the location where the wire contacts 

the nail. What do you observe? 

3. What do you think would happen if you used a more 

powerful battery? 

4. Most electric motors do not contain nails. Based on 

your observations, what components might a 

commercial electric motor contain? 

Chapter 7 Static charge is produced by electron transfer. • MHR 245

At the end of a hot, muggy summer day in Kelowna, dark storm clouds 

form overhead. Suddenly, a bright fork of light streaks through the sky. A 

deafening roar of thunder quickly follows. A few seconds later, another 

lightning bolt illuminates the night. 

Lightning looks like a giant spark. The sparks you create when you shuffle 

across the floor and touch metal are tiny when compared to lightning. By 

studying sparks, both big and small, scientists have gained an understanding of 

the properties of electric charge. When the large amount of energy stored in 

electric charge is controlled, it can be used for many different purposes. 

246 MHR • Unit 3 Characteristics of Electricity

What You Will Learn 

In this chapter, you will 

• explain, with illustrations, the transfer of 

static charges in various materials 

• describe the types of static charges 

• state the three laws of static charge 

• explain how the amount of charge and 

distance of separation affect the force 

between charges 

Why It Is Important 

Static electricity is the oldest known form of 

electricity. All of our modern uses of electricity 

are based on our understanding of the 

properties of static charges. 

Skills You Will Use 

In this chapter, you will 

• explain how charged objects interact 

• communicate your knowledge of static 

charge 

• model how static charges are distributed on 

the surface of an object 

• detect static charge using an electroscope 

FOLDABLES TM 

Reading & Study 

Skills 

Make the following Foldable to record 

information as you learn about static electricity. 

STEP 1 Make a shutterfold 

using one sheet of 

paper. 

STEP 2 Fold the shutter fold in half like a 

hamburger. Crease well. 

STEP 3 Open the project and cut the small, 

side tabs in half. These cuts will form 

four doors on the front of the project. 

STEP 4 Label the Foldable as shown. 

Transfer 

of Static 

Electrical 

Charge 

Relationship 

Between 

Charged 

Objects 

Types 

of Static 

Electrical 

Charge 

Force 

Between 

Charges 

Show You Know As you read the 

chapter, take notes under the appropriate tabs 

to demonstrate what you have learned about 

static electricity. 


Words to Know 

acetate 

conductors 

coulomb 

electrons 

grounding 

insulators 

static charge 

Van de Graaff generator 

Did You Know? 

Lightning contacts the ground 

at a speed of approximately 

220 000 km/h. Earth is struck 

by lightning an average of 

100 times every second. 

7.1 


Static Charge 

Static electricity is electric charge that can be held in one place. Electrons have a 

negative charge. Protons have a positive charge. An atom or material that has an 

equal number of electrons and protons is called neutral. When an atom or material 

becomes charged, it is because electrons transfer in or out of the atom or material. 

An insulator is a material that does not allow electric charges to move easily. A 

conductor is a material in which electric charges can move more easily. The unit for 

measuring charge is the coulomb. 

When you think of the word “electricity,” you may think of modern 

devices, such as computers, televisions, and telephones. However, the 

earliest studies of electricity date back to ancient Greece. Scholars 

observed that when they rubbed certain materials, such as amber, with 

wool or fur these materials would attract small bits of lint and dust. When 

an object becomes “charged” by a rubbing process, it is said to possess a 

static charge. The word “static” means stationary or not moving. Static 

charge, also known as static electricity, refers to electric charges that can 

be collected and held in one place. 

You have probably experienced the same effect that the early Greeks 

did, though perhaps not by rubbing amber with fur. When you take 

clothes out of the dryer, they often cling together. On dry winter days, 

some clothes will get a static charge and cling to your body. After you 

comb your hair, it can fly up and separate due to static charges in your 

hair and your comb. Lightning occurs when static charges that build up 

during a thunderstorm are released. You may have created your own minilightning 

bolt by shuffling across the carpet and touching something 

made of metal.

7-1A 

Detecting Static Charge 

Early scientists had no accurate method of detecting 

static charge. The most common method was to touch the 

object and observe the physical sensations the charge 

caused. The amount of discomfort caused by the shock 

was proportional to the amount of static charge on the 

object. Then in 1748, the French physicist and clergyman 

Jean Nollet invented the electroscope, a device that can 

be used to detect static charge. In this activity, you will 

use an electroscope to detect static charge on a balloon. 

Materials 

• electroscope 

• inflated balloon 

• wool cloth 

What to Do 

1. Note the position of the 

leaves inside the 

electroscope. 

2. Rub an inflated balloon 

with the wool cloth. 

Early Theories of Electricity 

knob 

An electroscope 

metal rod 

metal leaves 

In early studies of static electricity, scientists 

hypothesized that there are two “electricities.” They 

observed that rubbing materials such as amber produces 

one kind of electricity and rubbing materials such as 

glass produces a different kind. The American scientist, 

statesman, and inventor Benjamin Franklin (Figure 7.1) 

hypothesized that there is only one kind of “electrical 

fluid,” as he called it. He explained some different 

experimental situations that resulted in a build-up, or 

excess, of this electrical fluid. He called the build-up of 

electrical fluid “positive” or “�,” and he called the 

shortage of electrical fluid “negative” or “�.” 

Scientists still use plus and minus to refer to the 

electrical charge on an object, but the meaning is not the 

same as Franklin’s, as you will see on the next page. 

Over the last two centuries, scientists have developed 

theories about electricity based on particles. 


3. Touch the balloon to the knob of the electroscope. 

Observe the position of the leaves. 

4. Remove the balloon from the electroscope. Observe 

the position of the leaves. 

5. Touch the knob of the electroscope with your 

finger. Observe the position of the leaves. 

6. Rub the balloon with the wool cloth again and 

briefly touch the wool cloth to the knob of the 

electroscope. Observe the position of the leaves. 


1. Compare the position of the leaves while the 

balloon was touching the knob of the electroscope 

with the position of the leaves when the balloon 

was removed. 

2. How did touching a charged electroscope with your 

finger affect the leaves? Explain what you think 

might have happened to this charge. 

3. Did the balloon and the wool have the same effect 

on the electroscope? 

Figure 7.1 Benjamin Franklin (1706–1790) 


Connection 

proton 

Section 1.3 has more 

information on atoms, 

electrons, protons, and 

neutrons. 

nucleus 

Figure 7.2 An atom 

electron 

neutron 

Figure 7.3 (A) The acetate strip and 

paper towel are both neutral. As you 

rub the acetate strip with the paper 

towel, electrons transfer from the 

paper towel to the acetate strip. 

(B) The acetate strip becomes 

negatively charged overall. The paper 

towel becomes positively charged 

overall. 


Positive and Negative Charge in the Atom 

You may remember from earlier science studies that all matter is made of 

tiny particles called atoms. Figure 7.2 shows a simplified model of an 

atom. At the centre of the atom is the nucleus, which contains particles 

called neutrons and protons. Neutrons do not have a charge. Protons have 

a positive charge, so the nucleus is positively charged. Around the positive 

nucleus are much lighter particles called electrons that have a negative 

charge. If the number of positive charges equals the number of negative 

charges, the atom is uncharged or neutral. 

In a solid material, the positive nucleus vibrates but remains in the 

same position at the centre of the atom. The negative electrons are outside 

the nucleus and can move quite easily. Only the electrons can move in the 

solid material, so all solid materials are charged by the transfer of electrons. 

• If an electron is removed from a neutral atom, a negative charge has 

been taken away. The atom then has more positive charge than 

negative charge. An atom or object that has more protons than 

electrons has an overall positive charge. 

• If an electron is added to a neutral atom, then the negative charge 

increases. The atom then has more negative charge than positive 

charge. An atom or object that has more electrons than protons has a 

negative charge. 

The movement, or transfer, of electrons from one atom to another 

changes the charge on the atom. When an atom loses electrons, the atom 

becomes more positive. When an atom gains electrons, the atom becomes 

more negative. 

Friction and Electron Transfer 

Friction occurs when objects rub against each other. The friction between 

two objects can result in one object losing electrons and the other object 

gaining electrons. Figure 7.3A shows a neutral acetate strip and a neutral 

paper towel. Acetate is a type of plastic used in photographic film and 

overhead transparencies. If the acetate strip is rubbed with the paper 

towel, electrons will move from the paper towel onto the acetate strip. 

The acetate strip will now have more negative charges than positive 

charges. The paper towel, which lost the electrons, will have more positive 

charges than negative charges. The result is that the acetate strip is charged 

negatively and the paper towel is charged positively. (Figure 7.3B). 

A B

Visualizing Charge Transfer 

7-1B Think About It 

In Part 1 of this activity, you will use diagrams to answer 

questions about the movement, or transfer, of charge. In 

Part 2 of this activity, you will draw diagrams that 

demonstrate positive, negative, and neutral objects. 

What to Do 

Part 1 

Use the following diagrams to answer the questions that 

follow. Diagram 1 shows two objects, A and B, that are 

initially neutral. Diagram 2 shows the same objects after 

they have been rubbed together. 

Diagram 1 Diagram 2 

A B A B 

1. How does Diagram 1 show that A and B are both 

neutral? 

2. Diagram 2 shows A and B after they have been 

rubbed together. 

(a) Are they still neutral? How do you know? 

(b) What is the charge on A? 

(c) What is the charge on B? 

3. Which charge, positive or negative, was transferred? 

4. How does the location of the positive charges in 

Diagram 2 compare with their location in Diagram 1? 

Reading Check 

5. Count the total number of negative charges 

(electrons) in Diagram 1. Compare that number to the 

total number of negative charges in Diagram 2. Were 

any electrons lost or gained in this charging process? 

Part 2 

6. Copy the following diagram into your notebook. 

neutral 

1. The atom consists of three smaller particles. 

(a) Give the name and charge of each of these particles. 

(b) State where in the atom each of the three particles are found. 

2. When is an atom uncharged or neutral? 

3. How are solid materials charged? 

4. What is the overall charge when an atom has more protons than 

electrons? 

5. What happens to the charge on an atom when it gains electrons? 

6. What can happen to electrons during friction? 

charged 

positive 

charged 

negative 

7. In your notebook, draw positive (�) and negative 

(�) signs in each object to demonstrate: 

(a) a neutral object being charged positive 

(b) a neutral object being charged negative 

8. If you compared your correct diagrams with a 

classmate’s correct diagrams, would they have to 

look identical? Explain. 


Did You Know? 

Liquids can also be influenced 

by static charges, such as by 

holding a charged object near 

a gentle stream of water from 

a tap. 


Find Out Activity 7-1C on 

page 255 


Insulators and Conductors 

If you held a neutral plastic rod in the middle and rubbed just one end of 

the rod with a paper towel, the end you rubbed would become charged. 

The other end of the plastic rod would remain neutral. The electrons you 

added to the neutral plastic by friction will stay in one place. 

Materials that do not allow charges to move easily are called electrical 

insulators (Figure 7.4A). Electrons removed from one location on an 

insulator are not replaced by electrons from another location. Glass, 

plastics, ceramics, and dry wood are good examples of insulators. 

Materials that allow electrons to travel freely are called electrical 

conductors (Figure 7.4B). If a charged acetate strip is touched to one 

end of a metal rod, the excess electrons on the acetate will spread evenly 

over the entire length of the rod. Metals are good conductors because the 

atoms in metals have at least one electron that is easily transferred. These 

electrons are sometimes called “free electrons” because they are free to 

move throughout the conductor. 

Since static electricity is charge that is held very nearly fixed in one 

place, only insulators can retain a static charge. Conductors such as 

copper and aluminum allow charge to flow. 

Measuring Charge 

Fig 7.4A Charges on insulator 

Fig 7.4B Charges on conductor 

Suppose we start with a neutral object. That means the object has exactly 

the same number of electrons and protons. The smallest negative charge 

this neutral object could have is if it gained one electron. The smallest 

positive charge a neutral object could have is if it lost one electron. 

The unit of electric charge is called the coulomb (C), named after the 

French physicist Charles Augustin de Coulomb (1736–1806). It takes the 

addition or removal of 6.25 � 10 18 electrons to produce 1 C of charge. A 

typical lightning bolt can carry 5 C to 25 C of charge. That penny in your 

pocket has about 1 million coulombs of negative charge. Why then does 

that penny not give you a huge static shock? Luckily, the penny also has 

about 1 million coulombs of positive charge. Since the amount of 

negative charge is equal to the amount of positive charge, the penny is 

neutral.

Generating Static Charge 

Charging an object by using friction occurs naturally in many situations in 

nature. For example, the static charge in the clouds that produce 

lightning is due to friction as hot air rises rapidly in cloud banks. Scientists 

are studying how friction between ice crystals in storm clouds produces a 

large static charge. In order to study static charge in lightning and in 

other phenomena, scientists needed a device that could produce large 

amounts of static charge in the laboratory. 

The first successful “lightning” machine was invented in 1929 by 

American physicist Robert Van de Graaff. The Van de Graaff generator 

uses friction to produce a large static charge on a metal dome as shown in 

Figure 7.5. A moving belt produces a static charge at the base of the 

generator. The belt carries this charge to the top where it collects on the 

dome (Figure 7.6). 

Figure 7.5 Charge is transferred onto a moving belt at 

the base of the generator, position A, and is transferred 

off the belt onto the metal dome, position B. 

Applications of Static Electricity 

Although static electricity may sometimes be unwanted, it has many 

valuable uses in technology. For example, plastic sandwich wrap clings 

because of static charge. Static electricity is also used to decrease air 

pollution. Devices in chimneys use static charge to remove small particles 

of smoke and dust that would normally flow out into the air. Air ionizers 

that freshen the air inside homes work in a similar way. The ionizers 

remove electrons from particles in the air, and the charged particles are 

then attracted to a plate on the device. Static electricity is even useful in 

painting automobiles. The paint is given an electrical charge and then 

sprayed onto the body of the automobile. The charged paint particles 

stick to the metal, just as a charged balloon sticks to the wall. 


Beyond the study of static 

electricity, the Van de Graaff 

generator has applications 

with X-ray tubes, food 

sterilization, and nuclear 

physics experiments. Go to 

www.bcscience9.ca to learn 

more about these applications. 

Figure 7.6 A Van de Graaff generator produces enough static charge to give 

a student a “hair raising” experience. 


Figure 7.7 As a fuel truck drives 

down the highway or an airplane 

lands on a runway, it can become 

charged. The excess charge has no 

way of escaping because it cannot 

move through the rubber tires. A 

small spark near the fuel could cause 

a huge explosion. Therefore, the fuel 

hose includes a grounding cable to 

prevent sparking. 

Air is normally an insulator. 

Under certain conditions, it 

will become a conductor. 

This type of conductor is 

called plasma. To learn 

more about plasma, go to 

www.bc.science9.ca. 


Dangers of Static Electricity 

Static charge can be more than just a nuisance. Sometimes static charge 

can be dangerous to both people and equipment. Trucks that deliver fuel 

to your local gas station or that refuel airplanes must get rid of all static 

charge before they begin pumping the fuel (Figure 7.7). A spark caused 

by a build-up of static charge could cause an explosion. To prevent this, a 

cable is attached to the objects before any fuel is pumped. The cable is a 

conductor, and it transfers any excess static charge to the ground. 

Allowing charge to flow into Earth’s surface is called grounding. Earth is 

so large it can accept charges without becoming charged itself. 

To protect a building from lightning, a lightning rod is placed on top 

of the building (Figure 7.8). If lightning occurs near the building, the 

large amount of charge will pass through the lightning rod to the ground 

rather than onto the building. 

Reading Check 

Figure 7.8 A lightning rod 

carries the electric charge 

from a lightning bolt safely 

to the ground. 

1. In terms of the motion of electrons, what is the difference between 

an insulator and a conductor? 

2. Explain how an object that is made up of millions of electrons and 

protons can still be neutral. 

3. What is the purpose of the Van de Graaff generator? 

4. What are four uses of static electricity? 

5. What is grounding? 

6. Why do fuel trucks and airplanes need to be grounded before 

pumping fuel?

7-1C 

Charging Insulators and 

Conductors 

If a static charge is created on an insulator, that charge 

tends to remain held very nearly in one place and cannot 

move very far. When there are extra electrons in one 

location on a conductor, the charge travels throughout 

the conductor. In this activity, you will investigate how to 

produce static charge using various materials. 

Safety 

• Never eat anything in the science room. 

Materials 

• puffed rice cereal 

• various solid materials such as plastic straw, comb, 

plastic ruler, acetate strip, vinyl strip, glass rod, 

aluminum strip, iron strip, brass strip 

• various soft materials such as wool, paper towel, 

plastic wrap, fur 

What to Do 

1. Create a table like the sample table below to record 

your observations. Substitute the names of the 

materials your teacher has supplied for the examples 

shown here. 

Solid Material Soft Material Number of Puffed Rice 

Grains Attracted 

Plastic straw Paper towel 

Wool 

Nylon cloth 

Glass rod Paper towel 

Wool 

Nylon cloth 

Aluminum strip Paper towel 

Wool 

Nylon cloth 


2. Place a handful of puffed rice cereal in a pile on your 

desk. 

3. Select one of your solid materials. Use one of your 

soft materials to rub one end of the solid object 10 

times. Bring the end that you rubbed in contact with 

the puffed rice cereal. Slowly lift the object and 

count how many pieces of cereal stuck to the object. 

Record this value in your data table. 

4. Remove the cereal from the object and return this 

cereal to your original pile of cereal. 

5. Before rubbing this same object with the next soft 

material, wipe the surface of the object with your 

bare hand. 

6. Repeat steps 3 to 5 until you have completed your 

data table. Be sure to rub each material in a similar 

way. 

7. Clean up and put away the equipment you have 

used. 


1. Which combination of objects attracted the most 

puffed rice? 

2. Why do you think it is important to rub each material 

in a similar way? 

3. What was the purpose of wiping the object with your 

bare hand before performing the next test? 

4. List the solid materials that you think are conductors. 

What observations did you use in your decision? 

5. List the solid materials that you think are insulators. 

What observations did you use in your decision? 


Franklin’s Kite 

It was the middle of the 18th century. For the average 

person, the natural world was mostly explained by 

superstition and stories passed on through generations. 

Most people would not have thought it possible to study 

lightning. But Benjamin Franklin was not an average 

person. For several years, Franklin and two of his friends 

had studied static electricity. Franklin believed that lightning 

was a dramatically larger display of the same spark he had 

produced by rubbing certain materials together. But how 

could he capture the electricity from the clouds? He devised 

his famous kite and key experiment to do exactly that. 

Benjamin Franklin was born January 17, 1706, the 15th 

child out of 17 children. Even though Franklin was 

eventually recognized for his inventions and contributions 

to science and politics, he was a printer by trade. He was an 

avid reader and used the knowledge he gained from books 

to develop his experiments and inventions. Had Franklin not 

gained an understanding of the dangers of electricity, the 

kite experiment could have been his last. 

Benjamin Franklin was aware of the power of electricity. 

How could he safely prove if lightning was in fact caused by 

static electricity? Despite the stories that have been passed 

down, Franklin did not fly his kite in a lightning storm. 

Other people who have flown kites in storms have been 

electrocuted. 

On June 15, 1752, Franklin launched his kite into the 

dark clouds of a developing storm. He correctly assumed 

that the thunderclouds would have a static charge before 

there was a lightning strike. His goal was to collect the 

electricity from these storm clouds. Had lightning actually 

struck his kite, the precautions that Franklin had put in 

place would not have been enough to prevent his being 

electrocuted. 

Franklin’s apparatus consisted of a kite attached to a 

long hemp string tied to an iron key. This string was damp 

from the storm and therefore would conduct the electricity. 

Franklin held onto the kite by a dry silk string that was 

attached to the key. Franklin and the silk string were under 

cover so that they stayed dry. Franklin understood that 


electricity would not easily travel along the dry silk string. A 

further safety precaution was a metal wire also attached to 

the key that led to a Leyden jar. A Leyden jar is a device that 

can store static electricity. 

After flying the kite for a few minutes, Franklin brought 

his knuckles close to the iron key and a spark jumped from 

the key to his knuckles. This static electricity spark was 

identical to those produced by friction. Benjamin Franklin 

had proved that lightning was caused by a build-up of static 

electricity in the storm clouds. 

Questions 

1. What observations do you think led Benjamin 

Franklin to believe that lightning was electricity? 

2. List two safety precautions in Benjamin Franklin’s 

experiment. Explain how each was intended to 

prevent Franklin from getting a deadly shock. 

3. A Leyden jar was attached to the iron key by a 

metal wire. Research how the Leyden jar stores 

static electricity. Begin your search at 

www.bcscience9.ca.

Checking Concepts 

1. The word “static” in static electricity 

describes what property of the charge? 

2. When an acetate strip is charged by rubbing, 

does it acquire a positive charge or a negative 

charge? 

3. Draw a diagram of an atom that has three 

protons, four neutrons, and three electrons. 

(a) Label the protons, neutrons, and 

electrons. 

(b) State which particles are neutral, negative, 

or positive. 

4. Which particles in an atom are transferred 

when you charge an object? 

5. Using + and – signs, make a sketch of: 

(a) a neutral object 

(b) a negative object 

(c) a positive object 

6. What is the term for a solid object that holds 

charges very nearly in one place? 

7. What is the term for a solid object that allows 

free electrons to move easily through it? 

8. What unit is used for measuring static charge? 

9. What does it mean to say that a conductor is 

grounded? 

10. What is the purpose of the electroscope? 

Understanding Key Ideas 

11. (a) What are the similarities between a 

proton and an electron? 

(b) What are the differences? 

12. What is the difference between a positively 

charged object and a negatively charged 

object? 

13. How is it possible for an object to be neutral 

if it contains millions of electrons? 

. 

14. Explain why a person can get a shock by 

walking across a carpet and then touching a 

metal object such as a doorknob. 

15. When you touch a charged object with your 

hand, the object becomes neutral. Explain 

what has happened to the charge in this 

process. 

16. Compare and contrast charged conductors 

and insulators. 

17. Suppose two identical neutral objects were 

rubbed together. Is it possible for these 

objects to gain a static charge? Explain. 


At the beginning of this section, you saw how 

an electroscope is used to detect static charge. 

Explain why the dome, rod, and leaves are 

made of metal. How would replacing the metal 

dome with a plastic dome affect the 

electroscope? Use vocabulary words from this 

section in your explanations. 

An electroscope 

knob 

metal rod 

metal leaves 


Words to Know 

action-at-a-distance forces 

charging by conduction 

charging by induction 

contact forces 

electric force 

force 

laws of static charge 

7-2A 

What Is the Attraction to Water? 

In this activity, you will observe how a stream of water is 

affected by static charge. 

Materials 

• water tap 

• acetate strip 

• paper towel 

• ebonite rod 

• fur 

7.2 

What to Do 

1. Adjust the tap so that it produces a continuous 

stream of water. The stream should be as small as 

possible without dripping. 


Electric Force 

Electric force acts on objects even if they are not touching. Objects with the same 

charge repel each other. Objects with opposite charges attract each other. Neutral 

objects are attracted to charged objects. The amount of electric force depends on the 

amount of charge on each object and the distance separating the objects. Increasing 

the amount of charge increases the electric force. Decreasing the distance between 

the charged objects increases the electric force. An object can become charged by 

either conduction or induction. 

Force is defined as a push or a pull. When you 

shoot a basketball, you are applying a force to 

the ball. Pulling a desk across the floor is also 

an example of using a force. In both of these 

situations, something is touching the object 

that is being moved. These are examples of 

contact forces, which are forces than can only 

have an effect on objects that they touch. 

Suppose you bring a charged comb near 

small pieces of paper. Without making contact, 

the paper will be attracted to the comb as 

shown in Figure 7.9. An electric force is a push 

or pull between charged objects. The electric 

force is an example of action-at-a-distance 

forces, which can apply force to an object 

without touching it. 

Figure 7.9 Even though the 

comb is not touching the 

paper on the table, the paper 

is attracted to the charged 

comb. 


2. Rub an acetate strip with paper towel. Then slowly 

move the acetate strip beside the flowing water. 

Observe what happens to the stream of water. 

3. Rub the ebonite rod with fur. Repeat step 2, this time 

using the ebonite rod. 


1. How did the acetate strip affect the stream of water? 

2. How did the ebonite rod affect the stream of water? 

3. In a sentence, explain your observations in steps 2 

and 3. 

4. Do you think any charged object could affect the 

water? Explain.

The Laws of Static Charge 

In section 7.1, you learned that objects could be grouped according to 

three kinds of charges: positive, negative, or neutral. Early scientists, 

using action-at-a-distance forces, examined how these three groups 

interacted (Figure 7.10). They discovered that two positively charged 

objects placed close together repelled each other. They observed the 

same movement when two negatively charged objects were used. When a 

positively charged object was brought close to a negatively charged 

object, though, the two objects attracted one another. 

If you place a positively charged object close to a neutral object, the 

objects will attract each other. If you place a negatively charged object 

close to the same neutral object, the objects will also attract each other. 

Charged objects never repel a neutral object. Similar experiments to the 

ones described above established the laws of static charge: 

• Like charges repel. 

• Opposite charges attract. 

• Neutral objects are attracted to charged objects. 

Charging by Conduction 

opposite charges attract 

like charges repel 

Figure 7.10 Positive and negative charges exert forces on each other. 

When a negative object is touched to a neutral electroscope, electrons are 

added to the electroscope. These extra electrons spread evenly over the 

entire metal surface of the electroscope leaves (Figure 7.11). Since both 

metal leaves now have a negative charge, they repel each other. Charging 

a neutral object by touching it to a charged object is called charging by 

conduction. Touching the neutral electroscope with a positively charged 

object would have the same result. Electrons from the metal in the 

electroscope would be attracted to the positive object. Therefore, the 

metal leaves would both become positively charged after electrons had 

been transferred to the positive object. 


Conduct an Investigation 7-2C 

on page 263 

Did You Know? 

Electric force is not the only 

action-at-a-distance force. 

Magnetic force and gravitational 

force also act at a distance. 

Figure 7.11 A negatively charged 

rod adds extra electrons to the 

electroscope. 



A lightning rod is charged by 

induction, just like the knob on 

the electroscope. Find out 

more about how lightning rods 

work. Start your search at 

www.bcscience9.ca. 

Figure 7.13 A charged balloon sticks 

to the wall because a positive charge 

is induced on the surface of the wall. 


Charging by Induction 

The leaves of a neutral electroscope can be made to separate even if the 

knob is not touched with a charged object. If you bring a negatively 

charged object near, but not touching, the knob of the electroscope, the 

negative charge will repel the electrons in the knob. The electroscope is a 

conductor, so the electrons will move down to the leaves (Figure 7.12). 

The leaves of the electroscope will have a temporary negative charge and 

will repel each other. The knob will be positively charged. This is called 

charging by induction. If you move the charged object away, the leaves 

will go back to their original position. When an object is charged by 

induction, no electrons are actually transferred from one object to the 

other. Instead, inducing a charge repositions electrons inside the object. 

A B C 

Figure 7.12 In a neutral electroscope, the leaves are not separated (A). When a negative object is 

brought close to the positive knob, electrons in the knob are pushed down to the leaves, causing the 

leaves to separate (B). When the negative object is removed, the leaves return to their original 

position because no charge was transferred between the object and the electroscope (C). The charges 

simply moved or separated. 

The Attraction of Neutral Objects 

Induction explains why neutral objects and charged objects attract each 

other. For example, when you rub a balloon in your hair, the balloon 

becomes negatively charged. Since the balloon is an insulator, the negative 

charge remains in a nearly fixed location on the balloon. If you place the 

charged balloon against the wall, the negative charges in the wall are 

repelled away from the balloon (Figure 7.13). The part of the wall closest 

to the balloon now has a positive charge because the electrons in that 

region are repelled due to induction. The negative charge on the balloon 

will be attracted to the positive wall, and therefore the balloon will stick 

to the wall.

Putting Static Charge to Work 

In a photocopier (Figure 7.14), light and powdered toner are used to 

produce an image using static electricity. 

1. Light moves across the document that you place on the copier’s glass 

surface. This light reflects off the white sections of your original and 

strikes the drum. 

2. The charged drum of a photocopier is made of photoconductive 

material. Where light hits the surface of the photoconductive material, 

the static charge is destroyed, so less toner will be attracted to these 

areas. This is now a copy—in static electricity—of your original. 

3. The machine then spreads the neutral toner over the surface of the 

drum. The toner sticks only where the drum has a static charge. 

4. A positively charged blank sheet of paper passes over the surface of the 

drum. This sheet of paper has a larger charge than the drum. The 

toner is pulled off the drum and onto the paper by the large positive 

charge. 

5. The toner is then baked onto the paper with heat as soon as the page 

comes off the drum. Finally, an exact copy of your original is ejected 

from the photocopier. 

6. The drum retains the static charge image for the remainder of your 

copies. Once all your copies are made, the drum is neutralized, and 

the whole process is ready to be repeated. 

mirror 

positively 

charged paper 

original document, 

face down 

lens 

negatively charged 

toner brush 

selenium-coated 

drum 

movable light 

mirror 

positively 

charged 

heater 

assembly 

Figure 7.14 Photocopiers use an image produced by a static charge to attract the toner. 

Word Connect 

The word “photocopier” is 

related to “photograph,” 

“photoelectric,” and 

“photoconductive.” The 

prefix “photo–” means light 

in Greek. 


Laser printers also use 

static electricity to produce 

an image on paper. Find 

the similarities and 

differences between a 

photocopier and a laser 

printer. Begin your research 

at www.bcscience9.ca. 

7-2B 

Static Copier 

Static electricity can attract small objects and hold them 

in one place. In this activity, you will write your first 

initial using yeast and a static charge. 

Materials 

• plastic petri dish with lid 

• felt marker 

• dry yeast 

• acetate strip 


What to Do 

1. Write your first initial on the lid of the petri dish 

using the felt marker. 

2. Put a small amount of yeast in the petri dish. Place 

the lid on the dish. 

3. Rub the acetate strip with the paper towel. Use the 

charged corner of the acetate strip to trace your 

initial on the petri dish. Repeat this several times 

making sure to recharge the acetate strip each time. 


Reading Check 

1. What is the definition of an electric force? 

2. Explain what is meant by action-at-a-distance force. 

3. According to the laws of static charge, explain how: 

(a) like charges react 

(b) opposite charges react 

(c) neutral objects react to charged objects 

4. In terms of charge transfer, what is the difference between charging 

by conduction and charging by induction? 

5. When a charged balloon sticks to the wall, does the wall become 

charged by induction or conduction? 


4. Holding the lid on, but touching only the edges, turn 

the petri dish upside down and then right side up. 

Observe the lid. 

5. Clean up and put away the equipment you have 

used. 


1. Describe the appearance of the lid after you turned 

the petri dish right side up. 

2. What caused the yeast to take the shape of your 

initial? 

3. How is this activity similar to the process of 

photocopying?

7-2C 

Safety 

• Handle the glass rods with 

care. 

Materials 

• watch glass 

• 2 plastic straws 

• wool 

• 2 acetate strips 


• 2 glass rods 

• plastic bag 

• 2 ebonite rods 

• fur 

Investigating Static Electricity 

SkillCheck 

• Observing 

• Classifying 

• Communicating 

• Evaluating Information 

Question 

How do charged objects affect each other? 

Procedure 

1. Copy the following table into your notebook. 

Charged Object 

on Watch Glass 

Plastic straw 

Acetate strip 

Glass rod 

Ebonite rod 

2. Place a watch glass, curved side down, on your desk. Rub along a plastic straw 

with wool. Place the straw on the watch glass so that it is free to rotate. 

3. Rub along the second plastic straw with wool. Slowly bring the end of the 

rubbed straw close to the straw on the watch glass. 

4. Record your observations in your table. Use the words “attract” or “repel.” 

5. Rub along the acetate strip with paper towel. Bring the strip towards the plastic 

straw on the watch glass. Record the interaction between the two objects in 

your table. 

6. Repeat step 5, using the glass rod rubbed with a plastic bag. 

7. Repeat step 5, using the ebonite rod rubbed with fur. 

8. Repeat steps 2 to 7, placing the other charged objects, one at a time, on the 

watch glass. 

Analyze 

1. Analyze the data you collected. When two identically charged objects were 

brought together, such as the two plastic straws, how did they interact with 

each other? 

2. List all the pairs of objects that interacted in the same way as identically 

charged objects. 

3. List all the pairs of objects that interacted in an opposite way to identically 

charged objects. 

Conclude and Apply 

1. Based on your observations, state: 

(a) how two objects with the same charge interact 

(b) how two objects with opposite charges interact 

Conduct an INVESTIGATION 

Charged Object in Hand 

Inquiry Focus 

Plastic straw Acetate strip Glass rod Ebonite rod 


Storm clouds can form when 

humid, warm air rises to 

meet a colder air layer. As 

these air masses churn together, 

the stage is set for the explosive 

electrical display we call lightning. 

Lightning strikes when negative 

charges at the bottom of a storm 

cloud are attracted to positive 

charges on the ground. 

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1. (a) How are contact forces and action-at-adistance 

forces different? 

(b) Describe a situation that involves a 

contact force. 

(c) Describe a situation that involves an 

action-at-a-distance force. 

2. State the three laws of static charge. 

3. A positively charged object is brought near 

another object. If the two objects repel, what 

is the charge on the second object? 

4. A charge is transferred from one conductor to 

another by touching. What kind of charging 

process is this? 

5. A charge is relocated within a conductor 

because there is a charged object nearby. 

What kind of charging process is this? 


6. A positively charged object is brought near 

another object. The two objects attract. Does 

this observation prove that the unknown 

object must be negatively charged? Explain. 

7. An unknown material is rubbed with silk and 

becomes charged. Explain how you could use 

a negative acetate strip or a positive glass rod 

to determine the type of charge on the 

unknown material. 

8. Suppose you are handed an electroscope that 

another student just used. You observe that 

the leaves are already spread apart. You now 

slowly bring a positive glass rod near the 

knob of the electroscope and the leaves begin 

to get closer together. Why did the leaves 

move closer together when you brought the 

glass rod near the knob of the electroscope? 

9. State the similarities and differences between 

charging by conduction and charging by 

induction. 

10. Use your understanding of static charge to 

explain how plastic wrap clings to a neutral 

glass bowl. 

11. A positively charged object is positioned near 

one end of a neutral metal rod. If you briefly 

touch the opposite end of the metal rod with 

your finger, the rod becomes positively 

charged. Explain how the metal rod became 

charged without being touched by the 

charged object. 


In section 7.1, you learned that acetate 

becomes negatively charged when rubbed with 

paper towel. In section 7.2, you studied how 

charged objects interact with each other. What 

is an experiment you could do to find out if 

combing your hair produces a negative or 

positive charge on a comb? To design the 

experiment, use what you know about the 

effect of rubbing the acetate and the 

interactions between charged objects. 


Chapter 

7 

Prepare Your Own Summary 

In this chapter, you investigated how static charge 

is produced by electron transfer. Create your own 

summary of the key ideas from this chapter. You 

may include graphic organizers or illustrations 

with your notes. (See Science Skill 12 for help 

with using graphic organizers.) Use the following 

headings to organize your notes: 

1. Electric Charge and the Atom 

2. Charge Distribution in Neutral, Positive, and 

Negative Objects 

3. Transferring Charge 

4. Laws of Static Charge 

5. Insulators and Conductors 


1. Draw and label a diagram showing the three 

parts of the atom. State the electric charge on 

each part. 

2. Using (�) to represent electrons, and (+) to 

represent protons, draw: 

(a) a neutral object 

(b) a negative object 

(c) a positive object 

3. Which type of particles are transferred during 

static charging? 

4. What type of charge do plastics, such as 

acetate, gain when charged by friction? 

5. A neutral piece of amber becomes negatively 

charged when rubbed with fur. What charge 

would the fur possess after charging the 

amber? 

6. What is the purpose of 

(a) an electroscope? 

(b) a Van de Graaff generator? 

7. What effect does grounding have on a charged 

object? 

8. What is the difference between a conductor 

and an insulator? 


9. Use the word “attracts” or “repels” to state 

what happens when each of the following 

objects interact. 

(a) positive—positive 

(b) positive—negative 

(c) negative—positive 

(d) negative—negative 

10. Use the word “increases” or “decreases” to 

complete each of the following sentences in 

your notebook. 

(a) When two charged objects are moved 

farther apart, the electric force ___. 

(b) When two charged objects are moved 

closer together, the electric force ___. 

(c) Increasing the amount of charge ___ 

the electric force between two charges. 

(d) Decreasing the amount of charge ___ 

the electric force between two charges. 

11. Describe the movement of electrons when an 

object is charged by: 

(a) conduction 

(b) induction 

12. State whether each of the objects below is 

negative, positive, or neutral. 

A 

B 

C


13. Explain how an object containing many 

electrons can be neutral. 

14. Explain why clothes dried in the clothes 

dryer have more static electricity than those 

dried on a clothesline. 

15. Antistatic carpets have metal fibres woven 

into their material. Explain how these fibres 

could prevent a static charge build-up on a 

person shuffling across the carpet. 

16. If the picture tube in a television gains a 

static charge when the television is on, is the 

picture tube a conductor or an insulator? 

Explain your answer. 

17. Is lightning a static charge, or is it produced 

by static charge? Explain your answer. 

18. Explain one way in which electric force and 

the force of gravity are similar. 

19. A positive rod attracts an unknown object. 

Explain what this indicates about the charge 

on the unknown object. 

20. Use a Venn diagram to compare induction 

and conduction. 

21. Explain why a charged balloon will “stick” to 

a wooden wall but not to a metal wall. 

22. Imagine that it is a cold winter day and you 

are removing your wool sweater. As you pull 

it over your head, you see little sparks and 

you hear popping and crackling sounds in 

the sweater. Explain what might be causing 

the sparks and sounds. 

23. When you comb your hair, the comb can 

become positively charged. Can your hair 

remain neutral? Explain. 

24. Explain what happens to the leaves of a 

negatively charged electroscope when objects 

with the following charges are brought close 

to, but are not touching, the electroscope. 

(a) negative 

(b) positive 


You have seen how a Van de Graaff generator 

affects the hair of anyone touching it. Assume 

that the dome of the generator is positively 

charged. Since a person’s hair is initially 

neutral, why does the hair “stand on end” after 

the person touches the dome for a period of 

time? Your explanation should include a 

discussion of electron transfer and the laws of 

static charge. 


UNIT 

3 

Visualizing Key Ideas 

1. Copy the concept map about the characteristics of electricity into your notebook. Complete the map. 

negative 

voltage 

unit 

proton 


positive 

in the 

atom 

on 

objects 

static 

electricity 

Characteristics 

of Electricity 

current 

electricity 

circuits 

gains 

electrons 

electric 

force 

neutral + 

charged 

opposite 

charges 

= x 

power = 

x 

current voltage resistance 

current voltage 

stays the 

same 

= x 

unit unit 

unit 

energy 

unit 

parallel 

resistance 

decreases 

repel

Using Key Terms 

2. In your notebook, state whether the following 

statements are true or false. If a statement is 

false, rewrite it to make it true. 

(a) If an object is neutral, it has no positive 

and negative charges. 

(b) When an object is charged positive, it has 

gained protons. 

(c) Grounding an object is allowing charge to 

flow into Earth. 

(d) An insulator does not allow charge to 

move easily. 

(e) The load in a circuit converts electrical 

energy into other forms of energy, 

(f) The battery in a circuit is the source of 

electric current. 

(g) Resistors slow down the flow of current. 

(h) In a series circuit, the potential difference 

of the source is equal to the potential 

difference across each load. 

(i) In a parallel circuit, the current entering 

the junction point equals the current 

leaving the junction point. 


7 

3. (a) What is the name of the device used for 

detecting static charge? 

(b) How does this device indicate the 

presence of a static charge? 

4. What two names are given to oppositely 

charged objects? 

5. (a) Which two parts of the atom have a 

charge? 

(b) What is the charge on each of these parts? 

6. What is the charge on an object after it is 

grounded? 

7. What particle is transferred when a neutral 

object is charged? 

8. (a) Give two examples of materials that are 

electrical conductors. 

(b) Give two examples of materials that are 

electrical insulators. 

9. State the three laws of static charge. 

8 

10. Define voltage in terms of electric potential 

energy and charge. 

11. What is the difference between kinetic 

energy and potential energy? 

12. State what each of the following meters is 

designed to measure: 

(a) voltmeter 

(b) ammeter 

(c) ohmmeter 

13. What is the difference between static 

electricity and current electricity? 

14. Contrast conventional current and electron 

flow. 

15. What happens to the electrical energy when a 

charge passes through a resistor? 

16. State Ohm’s law in terms of voltage, current, 

and resistance. 

17. Describe the purpose of the coloured bands 

on a resistor. 

9 

18. What is the difference between a series 

circuit and a parallel circuit? 

19. Use the words “same,” “different,” 

“increases,” and “decreases” to complete the 

following table. 

Current in every part 

of the circuit 

Voltage across different 

size resistors in the circuit 

Total resistance when 

a resistor is added 

Series Parallel 

20. In any complete circuit, how does the 

voltage supplied by the battery compare to 

the sum of the voltages lost on each resistor? 

21. If 4.0 A of current enters the junction point 

of a parallel circuit, how much total current 

must leave that junction point? 

22. State the relationship of power, voltage, and 

current. 

Unit 3 Review • MHR 337

UNIT 

3 

23. Two light bulbs, a 60 W bulb and a 100 W 

bulb, are left on for the same amount of 

time. Which bulb consumes more energy? 

24. The joule (J) is a unit used for measuring 

energy. What energy unit is used when the 

amount of energy is large? 

25. State the relationship of energy, power, and 

time. 


26. Explain the cause of lightning. 

27. If you comb your hair, the comb can become 

positively charged. Can your hair remain 

neutral? Explain. 

28. Using a charged rod and an electroscope, 

explain how you can determine if an object is 

a conductor. 

29. Suppose that you rub a piece of plastic on 

your sweater and it gains a charge. Describe 

how you could use a negatively charged 

acetate strip to determine the charge on this 

piece of plastic. 

30. Two charged objects are placed 10 cm apart. 

Describe two ways of increasing the 

electrostatic force between these two charged 

objects. 

31. Explain, using the motion of electrons, the 

difference between charging by conduction 

and charging by induction. 

32. Describe two ways to increase the current in 

a circuit. 

33. When a battery is connected to a complete 

circuit, electrons flow throughout the circuit 

instantaneously. Explain. 

34. A resistor is connected to a battery and a 

4.0 A current leaves the battery. The resistor 

is now replaced by a new resistor with half 

the resistance. How much current will now 

leave the battery? 

35. Explain why household wiring is constructed 

in parallel instead of in series. 


36. Two identical light bulbs are connected to a 

battery in a series circuit. 

(a) What will happen to the brightness of the 

second bulb if the first bulb is unscrewed? 

(b) Would this result be the same if the bulbs 

were connected in parallel? Explain. 

37. A string of 12 identical holiday lights is 

connected in series. If this string is plugged 

into a 120 V source, what is the voltage 

across each light? 

Thinking Critically 

38. A charged object is brought near a pile of 

puffed rice cereal. Some pieces of the cereal 

are attracted to the charged object, but as 

soon as they contact the charged object 

they fly off in all directions. Explain this 

observation. 

39. You are caught in a thunderstorm while 

playing golf. Your caddy suggests that you 

either keep playing or stand under a tree. Do 

you think these are good ideas? Give reasons 

for your answer. 

40. Two wires can be placed across the terminals 

of a battery. One wire has a high resistance, 

whereas the other has a low resistance. 

(a) Which wire will produce heat energy at a 

faster rate? 

(b) Why? 

Developing Skills 

41. Copy the following diagram into your 

notebook. Place positive (�) and negative 

(�) signs in the blank object to demonstrate 

the induced charge distribution. 

Before After 

� � � � � � 

� � � � � � 

� � � � � � 

� � � � � � 

� � 

� � 

� � 

� � 

� � 

� �

42. Draw a circuit diagram for each of the 

following circuits. 

A 

B 

43. A 2.0 A current flows through a 220 � 

resistor. What is the voltage across this resistor? 

44. A circuit draws 0.45 A of current from a 9.0 V 

battery. What is the resistance of this circuit? 

45. A 18 M � resistor is connected to 120 kV 

high power lines. What is the current, in 

milliamperes (mA) through this resistor? 

46. Two different resistors, R 1 and R 2 are 

connected to various batteries, and the 

current is measured. The data for each resistor 

are plotted on the graph below. Which 

resistor has the largest resistance? Explain. 

Volume (V) 

R2 

Current (A) 

R1 

47. Determine the voltage V 1 and the current A 1 

in each of the following circuits. 

12V 

A1 

3.0A 

5.0A 

9.0V 

5.0V 

48. A circuit draws a current of 25 mA from a 

12 V battery. What is the power output of 

this battery? 

49. A 1400 W toaster oven is used for 30 min. 

(a) Find the amount of energy consumed by 

this toaster oven. Give your answer in: 

(i) joules (J) 

(ii) kilowatt hours (kW�h) 

(b) If the electric company charges 7 cents 

for every kW�h of energy, how much did 

it cost to operate the toaster oven in (a)? 


V1 

A1 

2.0A 

In less than 300 years, our understanding of 

electricity has progressed from creating a static 

charge by friction to the design of powerful 

computers. What have you learned in this unit 

that has helped you better understand the 

importance of electricity in your life? 

V1 

Unit 3 Review • MHR 339


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