Integrated Science and Grade 9 Science for Jamaica Blad by Macmillan Caribbean

INTEGRATED SCIENCE FOR JAMAICA

NEW FROM MACMILLAN:

INTEGRATED SCIENCE FOR JAMAICA

4TH EDITION

This fourth edition of Macmillan Education’s market-leading series Integrated Science for Jamaica for Grades 7 to 9 has been improved and updated to follow the new National Standards Curriculum.

All books in the series are supported by corresponding workbooks and free online student resources for further study. Visit www.macmillaneducationeverywhere.com and enter the code inside this book to access the extra content.

TANIA CHUNG

About the Author Tania Chung, MScEd , BSc Hons, DipEd, has been actively involved in science education for many years. She has taught at Calabar High School in Jamaica, as well as in Barbados and the Cayman Islands, and currently develops teaching strategies to promote effective learning in the modern classroom.

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Grade 7

9781380023353

9781380023360

Grade 8

9781380023384

9781380023391

Grade 9

9781380023414

9781380023421

Grade 9 Sciences for Jamaica

9781380030467

9781380030474

4TH EDITION This fourth edition of Macmillan Education’s market-leading series for Grades 7 to 9 has been improved and updated to follow the new National Standards Curriculum. With full syllabus coverage and a new, student-centred approach to science and the STEAM subjects, Integrated Science for Jamaica delivers guidance in science process skills and practice that supports deeper content learning, stimulates creative and critical thinking and encourages problem solving for the real world. Key features: • Numerous ideas for hands-on classroom activities to help teachers apply a STEAM approach • Enquiry-based learning activities that engage students’ natural curiosity • Carefully introduced scientific language that equips students with proper vocabulary • ICT-based activities to enhance learning and prepare students for working in the 21st Century • Summary and review questions to consolidate key skills and concepts and highlight areas that need reinforcing

Tania Chung, MScEdL Hons, DipEd, author of the Integrated Science for Jamaica series has been actively involved in science education for many years. She has taught at Calabar High School in Jamaica, as well as in Barbados and the Cayman Islands, and currently develops teaching strategies to promote effective learning in the modern classroom.

Visit www.macmillaneducationeverywhere.com and enter the code inside this book to access the extra content.

www.macmillaneducationeverywhere.com

Find us on Twitter @MacCaribbean

www.macmillan-caribbean.com 9781380023414_ISJ_G9_cover.indd 1

I S B N 978-1-380-03627-8

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781380 036278

@MacCaribbean

Tania Chung

Find us on Twitter @MacCaribbean

www.macmillan-caribbean.com

TANIA CHUNG

Find us on Facebook /macmillancaribbean

AL S ON D TI AR UM NA AND ICUL T S RR CU

www.macmillaneducationeverywhere.com

4TH EDITION GRA

Tania Chung

781380 023384

21/08/2018 4:10 pm

INTEGRATED SCIENCE FOR JAMAICA

Full coverage of the National Standards Curriculum

AL S ON D TI AR UM NA AND ICUL ST RR CU

I S B N 978-1-380-02338-4

9781380023384_ISJ_G8_cover.indd 1

All books in the series are supported by corresponding workbooks and free online student resources for further study.

Co-Authors of Integrated Science Jamaica, Fourth Edition: T. Chung, W. Brathwaite, P.K. Oyebanji, O.J. Jegede and D.P. Brown Advisors of Integrated Science Jamaica, Fourth Edition: Adesuwa Omoregie, Tanya Murray and David Patrickson Additional material for Grade 9 Sciences for Jamaica: Terry Hudson, Deborah Roberts and Venicia Hayden Reviewers of Grade 9 Sciences for Jamaica: David Patrickson and Omar Williams

781380 023353

INTEGRATED SCIENCE FOR JAMAICA

21/08/2018 4:13 pm

Supported by corresponding workbooks and free online student resources for further study

4TH EDITION GRA

STUDENT’S BOOK GRADE 9

About the Authors:

Visit www.macmillaneducationeverywhere.com and enter the code inside this book to access the extra content.

4TH EDITION

Workbook

GRA

All books in the series are supported by corresponding workbooks and free online student resources for further study.

Find us on Facebook /macmillancaribbean

INTEGRATED SCIENCE FOR JAMAICA

Student’s Book

Key features: • Numerous ideas for hands-on classroom activities to help teachers apply a STEAM approach • Enquiry-based learning activities that engage students’ natural curiosity • Carefully introduced scientific language that equips students with proper vocabulary • ICT-based activities to enhance learning and prepare students for working in the 21st Century • Summary and review questions to consolidate key skills and concepts and highlight areas that need reinforcing

I S B N 978-1-380-02335-3

9781380023353_ISJ_G7_cover.indd 1

Integrated Science for Jamaica

4TH EDITION

TANIA CHUNG

Numerous ideas for classroom activities to help teachers apply a STEAM approach Enquiry-based learning activities that engage students’ natural curiosity Carefully introduced scientific language that equips students with proper vocabulary ICT-based activities enhance learning and prepare students for working in the 21st Century Summary and review questions consolidate key skills and concepts and highlight areas that need reinforcing Corresponding workbook provides extra activities that can be used for class extension work, homework, or to support www.macmillan-caribbean.com any other grade 9 science course Free online student resources can be found at www.macmillaneducationeverywhere.com, and teacher resources at www.macmillan-caribbean.com.

This fourth edition of Macmillan Education’s market-leading series for Grades 7 to 9 has been improved and updated to follow the new National Standards Curriculum. With full syllabus coverage and a new, student-centred approach to science and the STEAM subjects, Integrated Science for Jamaica delivers guidance in science process skills and practice that supports deeper content learning, stimulates creative and critical thinking and encourages problem solving for the real world.

INTEGRATED SCIENCE FOR JAMAICA

STUDENT’S BOOK GRADE 8

STUDENT’S BOOK GRADE 7

Key features:

• • • • • •

4TH EDITION

FOR JAMAICA

4TH EDITION

With full syllabus coverage and a student-centred approach to the STEAM subjects, Integrated Science for Jamaica, Fourth Edition and Grade 9 Sciences for Jamaica deliver guidance in science process skills and practice that supports deeper content learning, stimulates creative and critical thinking and encourages problem solving for the real world.

INTEGRATED INTEGRATED SCIENCE SCIENCE FOR JAMAICA

INTEGRATED SCIENCE FOR JAMAICA

INTEGRATED Grade 9 Sciences for Jamaica is based on the Integrated Science for Jamaica series, and has been created to SCIENCE FOR JAMAICA cater for students studying biology, chemistry and physics separately at Grade 9. 4TH EDITION

Student-centred approach to science and the STEAM subjects

Tania Chung

AL S ON D TI AR UM NA AND ICUL ST RR CU

I S B N 978-1-380-02341-4

781380 023414

21/08/2018 4:16 pm

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New features:

Integrated Science for Jamaica: New and Updated for the National Standards Curriculum! Grade 9 Sciences for Jamaica is based on the Integrated Science for Jamaica series, and has been created to cater for students studying biology, chemistry and physics separately at Grade 9.

Integrated Science for Jamaica, Grades 7-9 is the new fourth edition of Macmillan’s previous bestselling series, Integrated Science for Jamaica, Third Edition. IN TE SCIE GRATED NCE FO

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Structure of the books: and Sequence: Each book begins with a detailed scope and sequence to enable teachers • Scope

to easily map content to the syllabus objectives.

like a Scientist: Each book begins with a unit to build student’s skillset in science • Working exploration, application and design practice.

• Each Unit contains: o

Unit Openers: Each unit is introduced with a list of key words and overview of learning outcomes o Full coverage of the topic with comprehensive information and a range of activities to enable depth of understanding o Review Questions and summaries: Each unit ends with review questions and a summary Grade 9 Sciences for Jamaica provides a glossary for each of the three sciences: physics, • Glossary: biology and chemistry.

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Tania Chung, MScEd , BSc Hons, DipEd, has been actively involved in science education for many years. She has taught at Calabar High School in Jamaica, as well as in Barbados and the Cayman Islands, and currently develops teaching strategies to promote effective learning modern classroom. in the

TANIA CHUNG

21/08/

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Key features: • Can be used to support the student’s books, or independently with other courses • Ideal for homework or additional practice outside the classroom a variety of question styles to challenge students and help them develop a comprehensive • Offers

understanding of science topics Brings together the essential process skills used in the study of science, such as observation, recording, • interpretation and analysis Provides additional activities to engage students and reinforce knowledge through creativity and enjoyment • Turn to page 15 to see inside the workbooks

FREE ADDITIONAL CONTENT: Student and teacher resources are available to support this series. Turn to page 15 to find out more.

MACMILLAN EDUCATION EVERYWHERE

New features: • • •

STEAM

EBL

ICT

Numerous ideas for hands-on classroom activities Research and enquiry-based learning activities Activities that meet the new curriculum ICT-attainment targets.

Fully mapped to the new National Standards Curriculum To find out more about the new and key features in his book, just turn the page to see sample pages from the book!

•

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About the Author

FREE Student’s Resources Available online at www.macmillaneducatione verywhere.co

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WORKBOOK GRADE 9

Student’s Book 8 from be used to either support Workbook Grade 8 can ently with for Jamaica course, or independ the Integrated Science other courses.

About the Author involved in Hons, DipEd, has been actively Tania Chung, MScEd , BSc Calabar High School years. She has taught at science education for many Islands, and currently Barbados and the Cayman in the in Jamaica, as well as in to promote effective learning develops teaching strategies

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This fourth edition of Macmilla n Education’s market-leading series for Grades 7 to 9 has been improved and updated to follow the new National Standards Curriculum. With full syllabus coverage and a new, studentcentred approach to science the STEAM subjects, Integrat and ed Science for Jamaica delivers guidance in science process skills and practice that supports deeper content learning , stimulates creative and critical thinking and encourages problem solving for the real world.

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Tania Chung

L NA DS TIO AR UM NA AND CUL ST RRI CU

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understanding of science topics together the essential process skills used in the study of science, such as observation, recording, • Brings interpretation and analysis additional activities to engage students and reinforce knowledge through creativity and enjoyment • Provides Turn to page 15 to see inside the workbooks

Free ADDITIONAL CONTENT: Student and teacher resources are available to support this series. Turn to page 15 to find out more.

MACMILLAN EDUCATION EVERYWHERE

Key Features: Working like a Scientist Working like a Scientist

Working like a scientist

Occurring in each book, the Working Like a Scientist section ensures students are fully equipped with the scientific skills required to meet the syllabus objectives for the course.

Activity 1.2 Safety signs

CORROSIVE

HARMFUL OR IRRITANT

EXPLOSIVE RADIOACTIVE

TOXIC

HIGHLY FLAMMABLE

OXIDISING

1 Look at the symbols above. 2 In a group, match each of the symbols to the descriptions below.

• May explode when exposed to a flame or heat, or if their storage containers experience sudden shock or friction.

• Can be a fire hazard as they give off a lot of heat when reacting with other substances.

• Will destroy living cells as well as other substances such as equipment used in the laboratory.

• May catch fire easily under normal conditions. • Can be dangerous, so should be handled with care. Some may irritate the skin on contact.

• A serious health risk and can cause death if swallowed, inhaled or absorbed through the skin.

• Radiation hazards such as x-rays. 3 Look the symbols up online. Were you correct?

Scientists use many different kinds of equipment and chemicals to investigate their questions or ideas. If used carefully, their work is safe and accidents can be avoided or controlled. 1 2 3 4 5 6

Scientific Rigour and Procedure Each unit is introduced with a list of learning outcomes to easily structure teaching.

7 8 9 10

Why should you not enter the laboratory without a teacher’s permission? Why should you never run or eat in a laboratory? Why should you not play with chemicals? Why should you immediately wipe up water spilled on the floor? Why should you make sure that all walkways and passages are clear of all obstructions? Why should you store your belongings away from your work area while working in the laboratory? Why should you not leave wires from electrical equipment trailing on the floor? Why should you keep your work area clean and uncluttered while working in the laboratory? Why should you never put a lighted Bunsen burner under a shelf? Why should you never leave a lighted Bunsen burner with the air hole closed?

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Fresh and engaging design This bestselling series is back with an even clearer and more stimulating design that goes across Integrated Sciences for Jamaica and Grade 9 Sciences for Jamaica, ensuring easy transition between the grades. Working like a scientist

There should always be safety rules in a school laboratory to protect people from dangers. There are many different rules to follow depending on the activities that are taking place in the room. Your school might have different rules to the ones here. If your school has safety rules on display, compare them to the ones above. Identify the similarities and differences. Figure 1.1 is a picture of a Bunsen burner. You will have used or seen one of these in the laboratory or science classroom. It is named after Robert Bunsen. When he was investigating a chemical compound called cacodyl cyanide there was an explosion, which led to him being completely blinded in his right eye. You must be very careful around this vital but dangerous piece of equipment.

Figure 1.1 A bunsen burner. You must be careful when using this equipment.

Activity 1.3 Bunsen burners

Safety in the Laboratory

1 Use the Internet and books to research the safe way to use a Bunsen burner. 2 Produce a list of safety rules and display it in the science room.

Safety in the laboratory is emphasised to enable students to work safely and enjoyably in the lab.

Activity 1.4 Identifying dangers 1 Look at the science laboratory scene in the picture below. 2 Make a list of all the dangers you can see. 3 Write down what you could do to avoid or to lessen these dangers. 4 Think about the different rooms in your home and make a list of possible dangers which may be found in each room. 5 Write down what you could do to avoid or to lessen these dangers.

In many situations dangers are obvious and you can see them easily. This makes them easier to avoid but sometimes the dangers are not so obvious and much harder to see and avoid. This can be very dangerous.

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These pages are taken from Grade 9 Sciences for Jamaica. These features apply to Integrated Science for Jamaica, Fourth Edition and Grade 9 Sciences for Jamaica.

Key Features: Unit Openers

UNIT 3 More about Matter Key terms

Key terms

Each unit opener offers a list of key terms to quickly familiarise students with the vocabulary and to offer a useful reference point.

Matter Particles Kinetic theory Diffusion Concentration Osmosis Atom Element Molecules Compounds Subatomic particles Electron Proton Neutron Nucleus Electron shells Symbol Periodic table Atomic number Proton number Mass number Groups Periods Alkali metals Alkaline earth metals Halogens Inert/Noble gases Energy levels Metal Non-metal Metalloid Alloy

Grade 9 Sciences for Jamaica also offers a glossary at the back of the book divided by each science: physics, biology and chemistry.

Key terms Each unit opener offers a list of key terms to quickly familiarise students with the vocabulary and to offer a useful point. By the end of this unit you should be ablereference to: Gradeof9matter Sciences ▸ Understand the kinetic theory andfor how particles move through the processes diffusion Jamaica alsoofoffers a and osmosis. glossary at the back ▸ Define the term atom. of the book divided by ▸ Describe the structure of each atoms.science: physics, ▸ Tell the difference between the subatomic particles biology and chemistry. ▸ ▸ ▸ ▸ ▸ ▸ ▸ ▸ ▸ ▸

by location, relative charge and relative mass. Understand that the Periodic Table is a collection of elements, and collect and display common elements. State the significance of the group and period numbers. Categorize the groups and periods in the Periodic table and deduce the basis for the arrangement of elements State the symbols of commonly occurring elements. Deduce the mass number and the atomic number of elements on the periodic table. Identify specific groups in the periodic table. Classify elements as metals or non-metals. State the physical properties of metals and non-metals. Give uses of specific metals and non-metals. Describe the development of the periodic table.

Learning Outcomes Each unit is introduced with a list of learning outcomes to easily structure teaching.

The particulate theory of matter

3.1 The particulate theory of matter In your Grade 7 book, we learned that matter is everything that has mass and takes up space. Therefore, everything on Earth, both living and non-living, is made of matter.

Matter is anything that has mass and takes up space

Activity 3.1

Throughout each unit, scientific language and concepts are carefully introduced. These purple knowledge boxes are essential for supporting student learning through providing quick facts and easy-to-understand definitions.

Substances are made of particles

You will need: • • • •

Knowledge boxes

Matter is made up of tiny particles. These particles are so small that we cannot see them with the naked eye. The particles combine with each other in different ways to form different substances. Some substances are made up of particles of the same kind. Other substances are made up of particles of different kinds.

a piece of chalk a board a stone a hand lens

1 Put the piece of chalk onto the board and grind it up with the stone. 2 Look at the chalk with the hand lens. What do you see? Instead of a stick of chalk, you now have a powder. Each bit of the powder is a particle of chalk. If you dip your finger into the powder, you can write on the chalkboard with it. The particles are still chalk.

3 Is each particle of chalk still visible with the naked eye? 4 What do we call particles that we cannot see with the naked eye? Ask your teacher if you are unsure. 5 It is possible for lots of invisible particles to combine to form visible structures. Research how crystals are formed from tiny particles in a ICT solution to make a visible solid.

We think that all substances are made of particles with spaces between them. Can we get any evidence for this? Activity 3.2 and 3.3 will help you answer this. Activity 3.2

Demonstrating the space between particles

You will need: • a beaker • marbles • sawdust (or

sand)

1 Fill the beaker with marbles. 2 Add the sawdust to the beaker and shake the beaker gently. 3 Add more sawdust and shake again. 4 What happens to the Figure 3.1 What happens sawdust? when you add sawdust to marbles?

STEAM

These pages are taken from Integrated Science for Jamaica, Fourth Edition: Grade 8. These features apply to Integrated Science for Jamaica, Fourth Edition and Grade 9 Sciences for Jamaica.

Key Features: New icons STEAM (Science, Technology, Engineering, Arts, Mathematics)

UNIT 5 Plant Reproduction

STEAM Activities offer numerous ideas for hands-on classroom activities to help teachers apply a STEAM approach to foster science and engineering practices. These include designing and carrying out experiments, developing and using models and debating and arguing based on evidence.

Some fruits, such as a mango, contain only one seed. Other fruits, like oranges or tomatoes, contain many seeds. Activity 5.5

• pea or hibiscus

flowers • a hand lens • a knife

Activity 5.6

1 Shake some pollen grains from the flower onto a sheet of paper. 2 Look at the pollen grains with the hand lens. 3 Cut the ovary of the flower along its length. 4 Look at the cut surface with the hand lens. 5 Make a drawing of the cut surface. STEAM

Seeds and fruits

1 Cut the orange in half giving a cross sectional view. 2 Draw and label a single half of the orange. 3 Find out what the epicarp, mesocarp and endocarp are, a mango and label them on your diagram. a pea pod 4 Cut open the mango and take out the seed. an orange 5 Open the pea pod and count the seeds. a tomato 6 Cut up the orange and take out the seeds. How many a naseberry seeds are there in the orange? a knife 7 Cut up the tomato. You will see a large number of seeds. a dish What could you do to estimate how many seeds there are in a tomato? Research to find out why different flowering plants produce ICT varying numbers of seeds.

You will need:

The importance of flowers, fruits and seeds

ICT

Looking at pollen and ovules

You will need:

• • • • • • •

ICT activities meet the new curriculum ICTattainment targets. The use of ICT enhances learning, encourages productivity and creativity and prepares students for working in the 21st Century.

When the two nuclei have fused, the ovule becomes a seed containing an embryo. When the seed is planted this embryo grows into a new plant. The ovary becomes the fruit which contains the seeds.

Seed – fertilised ovule Fruit – the developed ovary of the pistil

Flowers play an essential part in the formation of fruits and seeds. The seeds play a vital role in producing the next generation of plants when they germinate. This ensures the continuation of each species of plant which is very important in the cycle of life. Fruits are also important. Many fruits are edible and animals, including humans, use them for food. Flowers also provide food for many insects, such as bees and butterflies. It is therefore very important that we protect the environment by making sure not to destroy flowers indiscriminately. 120

New Activity Icons New Activity Icons enable teachers to easily differentiate between different types of activity to achieve stimulating lessons and meet syllabus objectives.

Seed structure and germination

Activity 5.7

A world without flowers

Imagine what it would be like if there were no flowers. Make a list of problems that would occur if flowers did not exist. Describe how this would affect life and the environment. (a)

(b) testa micropyle hilum

red pea

EBL

EBL (Enquiry-based Learning)

5.4 Seed structure and germination Seeds develop from the fertilised ovules in plant ovaries. Each seed is surrounded by a protective seed coat, the testa. There is a tiny hole in the testa called the micropyle. The seed absorbs water through this hole to enable it to germinate. A scar on the testa, the hilum, shows where the seed was attached to the ovary. These external structures of the seed are illustrated in Figure 5.12.

EBL activities are research and enquirybased learning activities that engage students’ natural curiosity. Students are given the opportunity to suggest areas of learning and collect, assess and synthesise information to achieve objectives.

corn/maize Inside the seed is the embryo which will grow into a new plant. The embryo consists of three parts:

(b) testa

hilum

corn/maize

Figure 5.12 The external structure of (a) red pea seed and (b) maize grain

• The plumule, which will grow into the shoot of the new plant. • The radicle, which will grow into the root of the new plant. • One or two cotyledons (also called seed leaves). These serve as the food store for the young plant and may even form the first green leaves.

Seeds that have only one cotyledon are monocotyledons, those with two are called dicotyledons. Figure 5.13 shows the internal structures of monocotyledonous and dicotyledonous seeds.

Engaging photographs and illustrations

(b) Maize grain

Figure 5.13 The internal structure of (a) red pea seed (a dicotyledon) and (b) maize grain (a monocotyledon).

121

Detailed scientific illustrations and diagrams support content learning and the development of student creativity and drawing skills. Colourful photographs provide connections to students’ own experiences and lives in Jamaica.

These pages are taken from Integrated Science for Jamaica, Fourth Edition: Grade 7. These features apply to Integrated Science for Jamaica, Fourth Edition and Grade 9 Sciences for Jamaica.

Key Features: End-of-unit Review Questions

UNIT 5 Sensitivity and Coordination

Unit 5: Review questions

Each unit ends with review questions covering all four levels of Webb's depth of knowledge.

1 a b c d 2

3 4 5 6 7 8 9

10 11

Why is it important for humans to be aware of their environment? Name the two systems used by humans to respond to changes in the environment. State two differences between the systems named in part b of this question. Name the human sense organs and state the stimulus they detect. Tabulate your response. a Explain the difference between a neuron and a nerve. b Name three types of neurons and state the function of each. c What are effectors? d Susan jumped 3 feet into the air after being startled by a mouse. Outline, using a flow chart, the neural pathway that triggered this response to the stimulus received. List the functions of your skin. You can hear your name shouted by a friend when he is 100 m away. Explain how the sound travels to you and how your ear interprets it. a Explain how your eyes adjust to look at close and then at distant objects. b Explain why it is an advantage to have two eyes instead of one. What is the difference between a sensory nerve and a motor nerve? What are the main functions of the cerebrum? Why is the autonomic nervous system important? a What are hormones? b Construct a table with two columns having the headings ‘glands’ and ‘hormones’. Complete the information in the table for six glands that are found in the human body. Explain the importance of insulin. State which of the following are reflex actions and give the reasons for your choice. a sneezing as a reaction to dust in the nose b avoiding walking into an object in your path c the eye blinking on reception of a very bright light d writing the answer to this question Unscramble the following vocabulary terms: a ILIMUTS b NRMSHOOE c EIRENDLAAN d RBUREMCE e RNEEV

Remember, you can find further activities online. Instructions on how to access this content can be found on p.viii. 144

Summary Each unit ends with a summary to ensure that learning outcomes and key skills have been achieved, and to highlight areas that need reinforcing.

Summary

SUMMARY • Sense organs receive information or stimuli. • Skin, eyes, ears, tongue and nose are the human sense organs. • Skin is the largest body organ. • The dermis of the skin contains the sensory cells (or receptors). • The eye responds to light. • The retina contains the sensory cells (rods and cones). • The iris controls the amount of light entering the eye. • Sound occurs when particles vibrate. • The ear is the sense organ responsible for hearing. • The cochlea in the ear contains the sensory cells. • The nose is responsible for smelling. • The hairs (or cilia) in the nose filter out dirt from the air passing through. • The taste buds on the tongue contain the sensory cells that receive taste. • The central nervous system (CNS) consists of the brain and the spinal cord. • The peripheral nerves transmit messages between the body and the CNS. • A nerve is a bundle of neurones. • There are three types of neurones: sensory, relay and motor. • The sensory neurones transmit impulses from the receptors to the CNS. • The relay neurones are located in the CNS. • The motor neurone transmit impulses from the CNS to the effector. • Peripheral nerves are sensory and motor. • The brain has three main regions: cerebrum, cerebellum and medulla oblongata. • A reflex is an involuntary action or movement. • A reflex action protects the body from extensive harm. • The endocrine system sends messages around the body as chemicals called • • • • • •

hormones. The pituitary gland controls the activity of the other glands in the body. The adrenal gland is located on top of the kidneys and it secretes adrenaline, the fight or flight hormone. Thyroxine controls metabolism in the body. The ovaries are glands found only in females and they secrete oestrogen and progesterone. The testes of males release the male sex hormone testosterone. The pancreas secretes digestive enzymes as well as enzymes that control blood glucose levels.

145 These pages are taken from Integrated Science for Jamaica, Fourth Edition: Grade 9. These features apply to Integrated Science for Jamaica, Fourth Edition and Grade 9 Sciences for Jamaica.

Key Features: Grade 9 Sciences for Jamaica Research

UNIT 3 Chemistry

Throughout the book, these research icons encourage students to undertake further research into particular areas. These can be done independently or collaboratively, enabling students to develop their independent research skills and communication.

Vitamins Find out about another vitamin and the impact its deficiency can have on life.

Activity 3.19

Vitamins are chemicals which are needed to keep the body healthy. They are only required in small quantities but, if insufficient quantities of them are included in the diet, various diseases develop. For example, a lack of vitamin D in children causes rickets, where the bones do not develop properly. A lack of vitamin C causes damage to the small blood vessels and the disease scurvy develops.

Testing for vitamin C – ascorbic acid

You will need:

• DCPIP* • orange juice • a dropper • a test tube

1 Put 2 cm3 of blue 1% DCPIP into a test tube. 2 Add two drops of orange juice using a dropper. Shake the test tube after each drop to mix the contents (see Figure 3.17). 3 How many drops of orange juice did you add before the colour of the DCPIP changed? 4 The ascorbic acid in the juice changed the colour from blue to colourless. 5 What would you conclude that vitamin C does to DCPIP? dropper

orange juice

DCPIP

Figure 3.17 Testing for vitamin C * 2, 6-dichlorophenolindophenol

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Grade 9 Sciences for Jamaica Grade 9 Sciences for Jamaica contains all of the fantastic features of Integrated Science Jamaica, enabling easy transition between the courses. It also offers great new features specifically for Grade 9 students studying the sciences separately.

UNIT 3 Acids, alkalis and salts

3.4 Household chemicals We use chemicals every day. They are in our kitchens, bathrooms and gardens. A few of them are elements but most are compounds or mixtures of compounds. Some common elements found in household chemicals are carbon, hydrogen, oxygen, sulphur, nitrogen and chlorine. Table 3.9 Household chemicals

Kitchen chemicals monosodium glutamate (seasoning salt) sodium chloride (table salt) oven cleaner all purpose cleaner sugar (sucrose) vinegar (acetic acid) kerosene oil cooking oil/margarine sodium bicarbonate sodium carbonate tea and coffee

Bathroom chemicals toothpaste deodorant toilet bowl cleaner air freshener floor polish rubbing alcohol shampoo petroleum jelly nail polish mouthwash hydrogen peroxide epsom salts shaving cream soap talcum powder antacids

1 Discuss the household chemicals listed in the table above. 2 Make a list of any that you have used or have seen being used. 3 Talk about 3 safety rules that should be used when handling some of the more dangerous household chemicals.

Washroom chemicals bleach detergent soap fabric softener washing soda water

Farm/garden chemicals fertiliser weed-killers insecticides slug bait rat poisons

Table 3.9 lists some of the common household and garden chemicals and where they are used. Household chemicals may be acidic, alkaline or neutral in pH. In an earlier activity you learnt that acids turn blue litmus paper to red and bases (alkalis) turn red litmus to blue.

Discussion

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Throughout the book you'll find short prompts for further discussion. These provide a great opportunity for collaboration and communication in pairs, small groups or as a class.

11/10/2018 12:59

These pages are taken from Grade 9 Sciences for Jamaica. These features apply only to Grade 9 Sciences for Jamaica.

Key Features: Grade 9 Sciences for Jamaica Check your learning Every unit starts with a 'Check your learning' activity, designed to enable students to self-assess their knowledge both before and after studying the unit, helping them to identify areas for particular focus, revision or improvement. UNIT 1 Measuring length derived quantities

Check your learning 1 Draw a table with three columns and the headings K, W and L (see table below). • K stands for What I Know, • W means what I Want to learn and • L means what I did Learn.

2 In column K write what you already know about measuring length derived quantities. 3 In column W write what you want to learn about measuring length derived quantities. 4 When you have finished this unit, write in column L everything you learned about measuring length derived quantities. 5 Did you learn everything you listed in column W? If not, research the things not yet learned. Share what you learned about these things with the class. 6 Write a summary of all the things you now know about measuring length derived quantities. Has your column K list increased?

Area and volume Area The area of a shape is the amount of two-dimensional space that it covers. The area is measured in squares, for example square centimetres or square kilometres.

1 cm 1 cm

Figure 1.1 A grid composed of squares with sides of length 1 cm

A square centimetre is the area within a square with sides of length 1 cm, as shown on the grid above (Figure 1.1). We say that it has an area of 1 cm2 or 1 cm squared. 19

9781380030467.indd 19

These pages are taken from Grade 9 Sciences for Jamaica. These features apply only to Grade 9 Sciences for Jamaica.

08/10/2018 10:49

Key Features: Grade 9 Sciences for Jamaica Check your learning Every unit starts with a `Check your learning' activity, designed to enable students to self-assess their knowledge both before and after studying the unit, helping them to identify areas for particular focus, revision or improvement. UNIT 1 Measuring length derived quantities

Check your learning 1 Draw a table with three columns and the headings K, W and L (see table below). • K stands for What I Know, • W means what I Want to learn and • L means what I did Learn.

Workbooks can be used to support the student’s books, or independently with other courses. They are ideal for homework or additional practice outside the classroom.

WORKBOOKS UNIT 2 Matter

b What condition is required for a change of state in the direction of X?

c Name one substance that will undergo sublimation.

d Write a definition for the term evaporation.

e What would eventually happen if heat energy was continually removed from a liquid?

• A diverse range of question styles stimulates learning and caters to all learning types. Activities include: multiple-choice questions, FOR structured questions, fill in the blanks, true or false, home experiments and much more!

f Complete this table by recording the process that would occur for each description given.

Description

Process

Ice left in a glass on the table Dry ice exposed to heat Drying (wet) clothes in the Sun

JAMAICA Cooling iodine vapours

Water droplets forming on a pot lid during cooking

3 Look at this diagram showing a simplified version of the water cycle. C

water vapour cools and rises

• Clear diagrams and illustrations

support learning

water flows back to the sea

SEA

• Students are given ample space to write their answers in the book

Resources include: • Interactive questions • Audio-based activities • A mark book to track your progress

1 cm

Visit www.macmillaneducationeverywhere.com/register and enter the code in the front of the book.

1 cm

FREE TEACHER’S RESOURCES:

A square centimetre is the area within a square with sides of length 1 cm, as shown on the grid above (Figure 1.1). We say that it has an area of 1 cm2 or 1 cm squared.

Full answers to all of the review questions, are available to download for free online. Visit www.macmillan-caribbean.com and login to download the free resources for this book. 19

Free interactive activities are available online to support students’ learning! Students can use them throughout the year to consolidate understanding, and at the end for revision.

The area of a shape is the amount of two-dimensional space that it covers. The area is measured in squares, for example square centimetres or square kilometres.

These pages are taken from Grade 9 Sciences for Jamaica. These features apply only to Grade 9 Sciences for Jamaica.

a Name the processes that occur at A and B.

FREE STUDENT’S RESOURCES:

Area

9781380030467.indd 19

LAND

FREE ONLINE RESOURSES

Area and volume

Figure 1.1 A grid composed of squares with sides of length 1 cm

08/10/2018 10:49

FREE TEACHER’S CLASSROOM RESOURCES: Free classroom posters are available for this series! Contact your local bookshop, or email caribbean@macmillaneducation.com to find out more 15

INTEGRATED SCIENCE FOR JAMAICA

NEW FROM MACMILLAN:

INTEGRATED SCIENCE FOR JAMAICA

4TH EDITION

This fourth edition of Macmillan Education’s market-leading series Integrated Science for Jamaica for Grades 7 to 9 has been improved and updated to follow the new National Standards Curriculum.

4TH EDITION

TANIA CHUNG

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Grade 9 Sciences for Jamaica

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Visit www.macmillaneducationeverywhere.com and enter the code inside this book to access the extra content. About the Author Tania Chung, MScEd , BSc Hons, DipEd, has been actively involved in science education for many years. She has taught at Calabar High School in Jamaica, as well as in Barbados and the Cayman Islands, and currently develops teaching strategies to promote effective learning in the modern classroom.

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Supported by corresponding workbooks and free online student resources for further study

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Integrated Science for Jamaica

4TH EDITION

TANIA CHUNG

• Numerous ideas for classroom activities to help teachers apply a STEAM approach • Enquiry-based learning activities that engage students’ natural curiosity • Carefully introduced scientific language that equips students with proper vocabulary • ICT-based activities enhance learning and prepare students for working in the 21st Century • Summary and review questions consolidate key skills and concepts and highlight areas that need reinforcing • Corresponding workbook provides extra activities that can be used for class extension work, homework, or to support

INTEGRATED SCIENCE FOR JAMAICA

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