The Norfolk Board of Education
Course of Study
Simcoe Composite School
Course Name: Science
Course Code: SNC1W
Grade: Nine Credit Value: 1 Level of Study: Unstreamed
Hours of Instruction: 110
Prerequisite Course: None
Course Description (Course Calendar):
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A first year exploratory science course for all students entering Norfolk Secondary Schools. Students will be encouraged to develop an understanding of the investigative processes of science, the role of science in society and the fundamental concepts of science.
Ministry of Education Guideline: Science: Intermediate and Senior Divisions, 1987, Part 4, Science, Grades 9 and 10, Advanced Level
Textbook: Science: An Introductory Study 9, Andrews, William A., 1987, Prentice -Hall Canada Inc.
ISBN 0-13-794603-1
Prepared by: A. R. Davidson
Date: 93 02 04
SCIENCE: SNC1W
Core Units
The following units of material will be covered in this course, in the order in which they are listed.
The Nature of Scientific Investigation: An Introduction 10 h
Structure of Matter 20 h
Chemical Change 20 h
Cells and Cell Functions 20 h
Green Plants 20 h
Food and Energy 20 h
Optional Unit
The completion of this unit will be optional for individual students. This unit (or parts of this unit) may be completed by students for enrichment purposes and/or for the purpose of earning bonus marks toward the student's final grade in this course.
Geometric Optics and Colour 15 h
Evaluation
The final mark for the course will be determined by the following method.
Laboratory reports and hand in assignments: 35 %
Participation, attendance, homework, behaviour 20 %
Examinations 20 %
Tests and Quizzes 25 %
All students will be required to write a midterm examination. A comprehensive examination will be provided at the end of the course for those students with final grades of less than 50%. Any student who passes this examination and has completed the necessary laboratory activities shall be granted 50% in the course.
Any student may choose to rewrite a test to improve their mark on that test. However, the highest mark that can be earned on a rewrite will be 75%. The student will be awarded the higher mark of the original test or the rewrite (not to exceed 75%).
Students will earn marks for regular attendance, participation in classroom activities, completion of homework assignments, and their behaviour in class.
SNC1W
COURSE AIMS
1. To gain an understanding of the processes of science.
Students should develop skills in:
identifying a problem measuring gathering data
hypothesizing communicating experimenting
observing inferring analyzing
classifying formulating theories & models concluding
generalizing explaining
2. Aim: To gain skills that are essential for participation in scientific work and technology.
Students should develop facility in:
language manual dexterity computational ability
receptive attitudes inquiry skills social sensitivity
3. Aim: To gain facility in problem solving through science.
Students should be able to:
use scientific information, concepts, and processes to formulate arguments; to solve problems, both quantitative and qualitative; and to reach conclusions
apply personal and societal values to the process of decision-making, particularly at the interface between science and society.
4. Aim: To gain the basic knowledge needed to function in and contribute to a scientific and technological world.
Students should assimilate information, concepts/concept networks related to scientific processes and skills to achieve scientific literacy which allows them to:
display curiosity about science in the world around
appreciate how science applies to personal life management
engage in further scientific study
investigate local and global science-related issues
evaluate and respond to technological changes
interpret science articles from various sources
5. Aim: To gain respect for the environment and a commitment to the wise use of resources.
Students should develop:
empathy with nature and its complex interactions
respect for living things
consideration of the effects of actions on the environment
an understanding of the needs and desires of human beings and how these influence environmental decisions
6. Aim: To gain an understanding of the nature of science as a human endeavor.
Students should understand that:
science depends on people working together and sharing factual information
science also depends on people sharing information on the processes of scientific inquiry.
7. Aim: To gain an appreciation of technology as the application of scientific knowledge and principles.
Students should understand that:
Many of the benefits of science are derived through technology.
8. Aim: To gain an ability to locate and retrieve scientific information.
Students should learn to:
utilize various sources of scientific information such as textbooks, handbooks, journals, periodicals, reference materials, video and audio resources, personal interviews, the media, and computers.
9. Aim: To gain an awareness of the career possibilities in the field of science and technology.
Students should be aware that:
Female as well as male students must be encouraged to enjoy science and consider the possibilities of careers in science and technology.
Traditional jobs have been replaced by high-technology employment that requires familiarity with knowledge of processes of science.
10. Aim: To gain an awareness of how the knowledge of science enhances personal life management.
Students should understand that:
useful applications of science occur everywhere in their own lives.
11. Aim: To gain a sensitivity about science and its influence on societal issues and values.
Students should:
be informed about important issues that will recur throughout the science program
begin to develop their own values and attitudes toward these issues.
THE NATURE OF SCIENTIFIC INVESTIGATION: 10 h
AN INTRODUCTION
As an introduction to the course, students will examine the nature of science as both a body of knowledge and as a process for discovering and using knowledge.
Objectives
Skills: Students will have the opportunity to develop skill in:
a) formulating a hypothesis;
b) tabulating the observations and data of experiments;
c) designing and performing an experiment.
Knowledge: Students will be expected to:
a) list steps involved in the scientific method;
b) be able to define or explain the following terms: conclusion, controlled conditions, data, hypothesis, theory, variable, biological science, physical science, qualitative observation, quantitative observation, dependent variable, independent variable
c) describe an example of a scientific model.
Text References:
Chapter 1: The Nature of Science
1.1 What is Science?
1.2 Why Study Science?
1.3 The Scientific Method
Chapter Review
Chapter 2: Practising Some Processes of Science
2.1 Activity: Testing Your Power of Observation
2.2 Activity: Making a Hypothesis
2.3 Activity: Testing a Hypothesis
Chapter Review
Chapter 3: Building Theories and Models
3.1 Direct and Indirect Observations
3.2 Theories, Models, and Black Boxes
3.3 Activity: Building a Model for a Black Box
Chapter Review
THE STRUCTURE OF MATTER: UNIT I 20 h
Scientific theories provide a framework for understanding the natural world. Students' investigations into the theory of the structure of matter will enable them to understand how the results of experiments can be used to build and refine scientific models and to provide an experimental basis for scientific theories. The activities within the unit will help students to understand the structure and characteristic properties of matter.
Objectives
Skills: Students will have the opportunity to develop skill in:
a) observing the characteristics of substances and recording observations;
b) measuring mass, linear dimensions, temperature, time and volume in SI units;
c) manipulating a balance and a graduated cylinder;
d) constructing a mass vs. volume graph for a given substance and obtaining information from the graph;
e) calculating the density of a substance;
f) classifying an observed change of state;
g) observing diffusion and volume changes during dissolving;
h) writing laboratory reports on their investigations into the structure of matter;
i) conversion of common SI units;
j) using the appropriate laboratory equipment effectively and safely;
k) using a hand lens;
l) working in groups.
Knowledge: Students will be expected to:
a list some physical properties used to describe matter;
b) list the postulates of the particle theory of matter;
c) use the particle theory of matter to explain some characteristics of solids, liquids, and gases, including diffusion and changes in volume during dissolving;
d) identify the energy changes associated with changes of state, such as the absorption of heat by a substance during melting;
e) explain the meaning of the following terms: matter, mass, volume, density, diffusion;
f) express mass, volume, and density in SI units;
g) solve simple density problems, for example, given the mass and volume of a substance, find the density of the substance, using the formula D = m/V;
h) state what a scientific model is and describe how it is used in the context of the particle theory;
i) describe the changes of state that take place in a practical situation, such as a refrigeration system.
Text References:
Chapter 4: The Three States of Matter
4.1 Matter and Energy
4.2* Activity: Describing Matter
4.3 The Properties of Matter
4.4 The Three States of Matter
4.5 Changes of State
4.6 Activity: Melting of Ice
4.10 Changes of State: A Summary
Chapter Review
Chapter 5: Mass, Volume, and Density of Matter
5.1 Volume and its Units
5.2* Activity: Finding the Volumes of Regular Solids by Measurement
5.3 Activity: Finding the Volume of a Liquid With a Graduated Cylinder
5.4* Activity: Finding the Volumes of Regular Solids by Displacement of Water (Procedure A)
5.5* Activity: Finding the Volumes of Irregular Solids by Displacement of Water (Procedures A and B)
5.6 Mass and Its Units
5.7* Activity: Measuring Mass (Procedures A, B, and C)
5.8 Density and Its Units
5.9* Activity: Finding the Density of a Regular Solid
5.10 Activity: Identifying an Irregular Solid Using Density
5.11 Activity: The Density of Water
5.14 Problems Involving Density
Chapter Review
Chapter 6: The Particle Theory of Matter
6.1 Evidence for a Particle Theory: Changes of State
6.2 Activity: Evidence for a Particle Theory: Brownian Motion (Gases)
6.3 Activity: Evidence for a Particle Theory: Brownian Motion (Liquids)
6.4 The Particle Theory of Matter
6.5* Activity: Testing the Theory: Diffusion
6.6* Activity: Testing the Theory: Dissolving
Chapter Review
Chapter 7: Using the Particle Theory
7.2 Activity: Evaporation of Water
7.3 Home Appliances Using he Cooling Effect of Evaporation
CHEMICAL CHANGE: UNIT II 20 h
This unit is intended to provide students with opportunities to observe a number of chemical changes. This study of chemical reactions will help students understand the difference between elements and compounds and the meaning of atom and molecule. The investigations in the unit will provide an experimental foundation that establishes a need for modifying the particle model. Students will be given an opportunity to develop a model for atomic structure that attempts to explain the behaviour of matter during a chemical change.
Objectives
Skills: Students will have the opportunity to develop skill in:
a) observing the characteristics of homogeneous and heterogeneous substances;
b) classifying matter according to composition, for example, as homogeneous, heterogeneous, pure substance, solution, element, compound;
c) observing changes in substances when elements combine and when compounds decompose or react with other compounds;
d) recording observations in tables or sentence form during investigations of chemical and physical changes;
e) classifying changes as physical or chemical;
f) developing a model for atomic structure based on experimental work;
g) formulating a hypothesis from the statement of a problem;
h) distinguishing between observations and inferences;
i) dispensing, handling and disposing of chemicals safely;
j) heating liquids and operating a Bunsen burner safely and correctly;
k) assembling apparatus from written instructions;
l) testing for oxygen, carbon dioxide, hydrogen and water;
m) writing word equations for some simple chemical equations.
Knowledge: Students will be expected to:
a) define and correctly use the following terms: homogeneous matter, heterogeneous matter, solution, compound, element, pure substance, classification, electron, proton, neutron, atom, molecule;
b) describe and interpret the evidence for chemical change and physical change and give examples of each;
c) describe the splint test for oxygen and hydrogen and the lime water test for carbon dioxide;
d) write word equations for the chemical reactions encountered in this unit;
e) describe the production of and the interaction among electrostatic charges;
f) discuss Rutherford's gold-foil experiment;
g) describe the Rutherford-Bohr model of the atom and use it to explain the results of Rutherford's experiment, the production of electrostatic charges by friction, the formation of ions and compounds (ionic), and the existence of ions in solutions;
h) write the correct symbol for the elements encountered in this unit and recognize that the symbol represents an atom of the element.
Test References:
Chapter 8: The Classification of Matter
8.1 The Main Types of Matter
8.2 Pure Substances
8.3 Chemical Symbols and Formulas
8.4 Mixtures
8.5 Activity: Classifying some Mixtures
8.6* Activity: Classifying Matter
Chapter Review
Chapter 9: Chemical Change: Making New Substances
9.1 Physical and Chemical Properties
9.2 Word and Chemical Equations
9.3 Identifying Chemical Reactions
9.5* Activity: Identifying Chemical Reactions (for the purpose of observing some chemical reactions only, not to identify the type of reaction!)
9.6* Activity: Studying Chemical Reactions (procedures A to D)
9.9 Activity: Electrolysis of Water
Chapter Review
Chapter 10: The Atomic Structure of Matter
10.1 The Beginning of Atomic Theory
10.2*Activity: Does Chemical Change Affect Mass?
10.4 Activity: Flame Tests
10.5*Activity: Atoms and Electricity
10.6 The Changing Model of the Atom
10.7 Inside the Atom
10.8 How Atoms Combine
Chapter Review
CELLS AND CELL FUNCTIONS: UNIT III 20 h
The cell is the basic structural and functional unit of life. Cells and groups of cells interact with their environment through the processes of gas exchange, acquiring necessary nutrients and discharging wastes. Cells show a great diversity in structure and function. An understanding of cells provides insight into health and disease, biological research, and genetic engineering.
Objectives
Skills: Students will have the opportunity to develop skill in:
a) manipulating a microscope;
b) preparing and staining wet mounts for observation under the microscope;
c) demonstrating the proper care and use of the microscope;
d) observing through a microscope and recording observations by means of drawings;
e) estimating the size of microscopic specimens;
f) calculating the magnification of a microscope;
g) classifying cells as plant or animal according to their characteristics;
h) recording information about cells and cell processes;
i) making and testing a hypothesis about the direction of water movement by osmosis;
j) observing wet mount slides and where possible, identifying structural features such as the cell wall, the cell membrane, cytoplasm, a vacuole, a chloroplast and the nucleus.
Knowledge: Students will be expected to:
a) recognize and state the function of the parts of a microscope, including the following: eyepiece, objective lens, stage, focus knobs, diaphragm, nosepiece;
b) describe how to find the magnification of an image formed by a microscope;
c) state the cell theory;
d) label the major parts of a cell on a diagram or model;
e) describe and state the function of cell parts, including the following: chromatin, nucleolus, nucleus, nuclear membrane, cell membrane, cell wall, cytoplasm, vacuole, chloroplast, mitochondrion, centrosome;
f) compare plant and animal cells, noting their major structural differences;
g) define diffusion and osmosis;
h) identify the role of osmosis and cell turgor in the transport of water into and within cells;
i) describe the process of mitosis, identifying the principal events that occur;
j) describe cell organization by defining tissues, organs, and organ systems and providing examples of them;
k) use an example to describe cell differentiation.
Text References:
Chapter 15: Microscopy and the Cell Theory
15.1 Early Microscopes and the Cell Theory
15.2 Activity: Parts of a Compound Microscope
15.4 Activity: Preparing a Wet Mount (discuss)
15.5 Activity: Using the Compound Microscope (discuss magnification power of the microscope)
Chapter Review
Chapter 16: Cell Structure and Function
16.1*Activity: Structure of a Plant Cell
16.2*Activity: Structure of an Animal Cell
16.3 Comparison of Plant and Animal Cells
16.5 Protoplasm and Its Activities
16.7 The Cell as Seen With the Electron Microscope (selected parts only!!)
Chapter Review
Chapter 17: How Substances Enter and Leave Cells
17.1 What is Diffusion?
17.2 Diffusion Through Membranes: A Prediction
17.3 Activity: What Does a Selectively Permeable Membrane Do?
17.4 What is Osmosis?
17.5*Activity: Osmosis Through an Animal Membrane (to be assigned as a project to be completed at home)
17.6*Activity: Osmosis Through a Plant Membrane (to be assigned as a project to be completed at home)
17.7 Osmosis and Living Cells
Chapter Review
Chapter 18: Cell Organization, Reproduction, and Differentiation
18.1 Cell Organization
18.2 Mitosis
18.3*Activity: Mitosis and Cell Division
18.4*Activity: Mitosis and Cell Division in Living Onion Root Tips
18.5 Cell Development, Growth, and Differentiation
Chapter Review
GREEN PLANTS: UNIT IV 20 h
Green plants are an essential part of our lives. They are a source of oxygen and food and provide us with building materials and fibres for paper and fabric. They also provide beauty and many recreational activities. Our climate is modified when plants hold water in the ground, serve as windbreaks, provide shade from direct sun, and release moisture into the air. This unit will familiarize students with the functioning plant, and the activities will provide opportunities for students to investigate the structure and function of plant tissues.
Objectives
Skills: Students will have the opportunity to develop skill in:
a) using the microscope to observe the characteristics of microscopic plant tissues;
b) hypothesizing about the factors that affect photosynthesis in plants;
c) observing accurately during scientific investigations;
d) drawing conclusions about the role of chlorophyll and light in the process of photosynthesis;
e) predicting the relationship between the structure and function of cells in a plant leaf;
f) planning and organizing a brief written report;
g) obtaining information from a library or resource centre;
h) testing plant material for starch;
i) germinating seeds.
Knowledge: Students will be expected to:
a) describe and state the function of tissues in a plant stem, including the following: xylem, phloem, cambium, epidermis;
b) describe and state the function of tissues in a leaf, including the following: upper and lower epidermis, palisade cells, spongy cells, veins;
c) identify the structural adaptations of a leaf that aid in photosynthesis;
d) describe the operation of a stoma;
e) write the word equation for photosynthesis;
f) describe the role of chlorophyll and light in photosynthesis;
h) describe the role(s) of roots, stems, and leaves in the process of photosynthesis;
i) compare the processes of photosynthesis and respiration;
j) write the word equation for respiration;
k) outline several uses of plants in society.
Text References:
Chapter 19: Photosynthesis and Respiration
19.1 Characteristics and Classification of Plants
19.3 Photosynthesis: A Prediction
19.4 Activity: Testing for Starch in Leaves
19.6*Activity: Is Light Needed for Photosynthesis?
19.8 Activity: Is Oxygen Produced During Photosynthesis?
19.9 A Summary of Photosynthesis
19.10 Activity: Does Respiration Produce Carbon Dioxide?
19.12 A Summary of Respiration
Chapter Review
Chapter 20: Root, Stem, and Leaf: Form and Function
20.2 Types of Vegetative Tissues
20.6 Stems
20.8 Activity: Stem Tissues
20.9 Leaves
20.10*Activity: Leaf Structure
20.11*Activity: The Leaf Epidermis
20.12 Water Transport and Gas Exchange in Plants (gas exchange only!!)
Chapter Review
Chapter 22: The Importance of Plants
The chapter provides part of the resource material needed to prepare a written report on the uses of plants in our society.
FOOD AND ENERGY: UNIT V 20 h
In our supermarket society we often do not realize how much is involved in the producing, processing, and preserving of food. Science and technology play a critical role in the production of food. It is important that students have some concept of the energy required to place food on supermarket shelves, as well as of the flow of energy through farms and food industries. This unit will introduce students to the constituents, production, processing, and preservation of foods and the relationship between food and energy.
Objectives
Skills: Students will have the opportunity to develop skill in:
a) observing and describing examples of plants that are used for food;
b) classifying foods according to their constituents;
c) recording observations from a variety of tests on food enzymes;
d) manipulating laboratory equipment in the food and enzyme tests;
e) interpreting the effects of various environmental factors on plant growth;
f) relating the conclusions from laboratory plant-growth experiments to the growth of food crops;
g) comparing the effects of a variety of fertilizers on plant growth;
h) designing an experiment to estimate the energy content of one kind of food.
Knowledge: Students will be expected to:
a) name and describe the major chemical constituents of foods, such as carbohydrates, proteins, lipids, water, vitamins, and minerals;
b) describe simple tests for the major constituents of food;
c) define an enzyme and describe the enzyme's role in the release of energy from foods;
d) recognize the areas of nutrient storage in the seed of a food plant;
e) identify the energy source in foods and the relative energy content of various foods;
f) compare the energy required to produce foods derived form plants and animals;
g) recognize the sources of the energy used for food production;
h) list the major food crops grown in Ontario
i) recognize the environmental factors that influence the production of food crops;
j) describe the role of micro-organisms in food production (e.g., the role of rhizobium in nitrogen fixing in legumes);
k) describe the role of micro-organisms in food preparation (e.g., in the preparation of yogurt and cheese);
l) list techniques used for preserving foods;
m) trace the path of a basic food (e.g., grain, milk) from production through processing and indicate where energy is used;
n) compare the amount of energy obtained from a food to that used to produce and process it.
Text References:
Chapter 23: The Composition of Foods
23.1 What is Food?
23.2 Activity: Comparing the Energy Contents of Foods (no mathematical calculations are to be performed!!)
23.3 Organic Food Nutrients
23.4*Activity: Test for Simple Sugars
23.5*Activity: Test for Starch
23.6*Activity: Test for Proteins
23.7*Activity: Test for Lipids
23.9 Inorganic Food Nutrients
23.13Releasing Nutrients From Food
23.14*Activity: The Effect of Amylase on Starch
Chapter Review
Chapter 24: Food Production
24.1 What is Agriculture?
24.2 Energy in Agriculture
24.3 Atomic Elements in Agriculture
24.5 Types of Agriculture: Cash Cropping
24.6 Types of Agriculture: Perennial Crops
24.7 Types of Agriculture: Dairy
24.8 Types of Agriculture: Meat and Egg Production
24.9*Activity: Effects of Temperature on Plants
24.10*Activity: Effects of Fertilizers on Plants
24.11*Activity: Effects of Light Intensity on Plants
24.12*Activity: Effects of Soil Type on Plants
Chapter Review
Chapter 25: Processing and Storing Food
25.1 What are Processing and Storing?
25.3 Techniques of Processing and Storage
25.4*Activity: Temperature and Enzyme in Fermentation (modify activity to demonstrate fermentation, period)
25.5 Processing and Food Quality
Chapter Review
Chapter 26: Food and Energy
26.1 What is Energy?
26.2 The Ins and Outs of Food Energy
26.3 Demonstration: A Methane Generator
No text reference: Prepare foods (e.g., cheese, yogurt, bean sprouts) in the laboratory, making accurate observations of the changes that take place.
GEOMETRIC OPTICS: BONUS UNIT 15 h
This unit involves the study of light and its behaviour as it travels from a source to the eye of an observer. Students will recognize a variety of sources of light and will learn how different kinds of media affect the transmission of light. The unit includes activities on the reflection of light from plane and spherical surfaces. Students will perform experiments with prisms and will investigate various colour effects. Students are expected to produce precise and meaningful diagrams to represent optical phenomena.
Objectives
Skills: Students will have the opportunity to develop skill in:
a) observing images in plane and spherical mirrors;
b) distinguishing between observations and inferences in investigating shadows and the formation of images in pinhole cameras and mirrors;
c) locating images produced by a pinhole camera, a plane mirror, a concave mirror, and a convex mirror;
d) making generalizations about the location and characteristics of images produced by plane and spherical mirrors;
e) drawing ray diagrams to illustrate the following: the formation of shadows, the formation of an image in a pinhole camera, how the eye sees an image in a plane mirror, an incident ray of light traveling from an object to a plane mirror and to convex and concave mirrors and the resultant reflected rays of light;
f) drawing to scale ray diagrams of images formed by concave and convex mirrors, given the focal length of the mirror and the location of the object;
e) proposing hypotheses, such as assuming relationships about colour effects.
Knowledge: Students will be expected to:
a) explain and correctly use the following terms: luminous, non luminous, incandescent, fluorescent, opaque, transparent, translucent, umbra, penumbra;
b) compare a ray and a beam of light, regular and diffuse reflection, and real and virtual images;
c) list the characteristics of an image produced by a pinhole camera and by a plane mirror;
d) define and correctly use the following terms: incident ray, reflected ray, normal, angle of incidence, angle of reflection, point of incidence;
e) state the laws of reflection;
f) locate the following on a diagram of a spherical mirror: vertex, centre of curvature, principal axis, focal point, an incident ray and its reflected ray with their normal at the point of incidence;
g) describe the location and list the characteristics of the image formed by a spherical mirror, given the location of the object;
h) describe the dispersion of white light;
i) list the following: the primary colours (additive primaries) and their secondary colours, the primary pigment colours (subtractive primaries) and their secondary pigment colours;
j) state the secondary colour produced when any two primary coloured lights are mixed;
k) state the colour produced when any two subtractive primaries are mixed as pigments or as filtered light;
l) use the subtractive colour theory to explain how filters work.
Text References
Chapter 11: Sources and Transmission of Light
11.1 Sources of Light
11.2 Transmission of Light
11.3 Formation of Shadows
11.4*Activity: The Pinhole Camera
Chapter Review
Chapter 12: Reflection of Light at Plane Surfaces
12.1 Activity: Reflection From a Plane Mirror: Some Terms
12.2*Activity: The Laws of Reflection (Plane Mirror)
12.3 Activity: Regular and Diffuse Reflection
12.4 Direct and Indirect Lighting
12.5*Activity: Images in Plane Mirrors
12.6*Activity: Locating the Image With a Ray Diagram
12.7 Uses of Plane Reflecting Surfaces
Chapter Review
Chapter 13: Reflection of Light at Curved Surfaces
13.1 Curved Mirrors
13.2 Activity: The Laws of Reflection for Spherical Mirrors
13.3 Activity: Effects of Spherical Mirrors on Parallel Incident Rays
13.4 Using Ray Diagrams to Predict the Location and Characteristics of Images in Concave Mirrors
13.5*Activity: Images in Concave Mirrors
13.6 Using Ray Diagrams to Predict the Location and Characteristics of Images in Convex Mirrors
13.7*Activity: Images in Convex Mirrors
13.8 Uses of Curved Reflectors
Chapter Review
Chapter 14: Colour
14.1 The Meaning of Colour
14.2 Activity: The Composition of White Light
14.4 Activity: Introduction of Colour Theory
14.5 Additive Colour Theory
14.6 Subtractive Colour Theory
Chapter Review