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Unit A: Systems in Action

Draft Material for Review Only.
 SYSTEMS
IN ACTION

UNIT AUTHOR
Chuck Hammill
Peel District School Board

GRADE 8 AUTHOR TEAM

Dennis Paré
Ottawa-Carleton District School Board
Douglas Hayhoe
Tyndale University College
Chuck Hammill
Peel District School Board
Ted Gibb
University of Western Ontario
Maurice DiGiuseppe, Ph.D.
Formerly Toronto Catholic District School Board

SENIOR PROGRAM CONSULTANT

Maurice DiGiuseppe, Ph.D.
Formerly Toronto Catholic District
School Board

PROGRAM CONSULTANT
Jeffrey Major
Thames Valley District School Board

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 Table of Contents

Unit Preview ......................................................... 2 Chapter 1

Downhill Daredevils ............................................ 4 INTRODUCING SYSTEMS ............................... 8
Let’s Get Started: Components of a Reading Science and Technology:
Bicycle Race ................................................ 6 More Than Meets the Eye ....................... 9
Unit Task Preview: Helping Hands ...................... 7 1.1 Types of Systems ......................................... 10
1.2 Systems Components ................................. 13
Tech Connect: Aliens, Elephants, and
Grinning Gorillas—The World of
Animatronics ............................................... 17
1.3 PERFORM AN ACTIVITY: Examining
Physical Systems .......................................... 18
1.4 Systems Evolve ............................................ 20
Try This: A School Litter Management
System .................................................. 20
1.5 EXPLORE AN ISSUE CRITICALLY:
Consumerism .............................................. 22
Chapter 1 Summary ...................................... 24
Chapter 1 Review .......................................... 26

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 Chapter 2 Chapter 3
GETTING TO WORK ...................................... 28 DESIGNING EFFICIENT SYSTEMS ................. 56
Reading Science and Technology: Reading Science and Technology:
All in a Morning’s Work ........................ 29 It Works Purr-fectly! .............................. 57
2.1 Physical Systems: Simple Machines ......... 30 3.1 Energy on the Loose ................................... 58
2.2 A Closer Look at Forces ............................. 36 Try This: Identify Energy Losses .................. 59
Try This: Measuring Forces .......................... 38 3.2 Efficiency ...................................................... 61
2.3 Mechanical Advantage ............................... 40 Try This: Improve Efficiency ........................ 63
Try This: Mechanical Advantage 3.3 Energy, Work, and Mechanical
of a Lever ............................................. 43 Efficiency ...................................................... 64
2.4 CONDUCT AN INVESTIGATION: 3.4 CONDUCT AN INVESTIGATION:
Mechanical Advantage and Pulleys .......... 44 Examining Efficiency ................................. 66
2.5 The Scientific Meaning of Work ............... 46 3.5 SOLVE A TECHNOLOGICAL PROBLEM:
Try This: Finding Work ................................. 47 Hang On! ..................................................... 68
Awesome Science: Micro-Marvels and 3.6 Customer Service ........................................ 70
Mini-Machines ............................................ 49 Try This: Evaluating Owners’ Manuals ....... 70
2.6 CONDUCT AN INVESTIGATION: Less Work 3.7 EXPLORE AN ISSUE CRITICALLY:
or Easier Work?—Investigating Levers .... 50 The Pros and Cons of Automation ........... 72
Chapter 2 Summary ...................................... 52 Science Works: Smarter Home Building ............. 75
Chapter 2 Review .......................................... 54 Chapter 3 Summary ...................................... 76
Chapter 3 Review .......................................... 78

Unit Task: Helping Hands .................................. 80

Unit A Review .................................................... 82
Glossary ............................................................. 86
Index .................................................................. 88
Credits ................................................................ 90

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 A
UNIT
SYSTEMS IN ACTION

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 Unit Preview

Each year, thousands of people take part in a bike

ride along a major highway in Toronto to raise
money for the Heart and Stroke Foundation. A lot
of time and energy goes into organizing this event.
On event day, highway crews close the highway to
motorists for several hours; police officers patrol
to ensure safety; Heart and Stroke Foundation
organizers handle pledge forms and donations;
volunteers hand food and drinks to participants;
bicycle mechanics fix broken bikes along the
way; and television crews and reporters cover the
event for the evening news. A huge number of
components work together to make this event a
success.
When something is made of smaller working
parts, scientists and technologists call it a “system.”
You use and interact with many systems every day.
There are even systems inside your body that keep
you alive!
In this unit, you will learn about systems by
answering questions such as: What is a system?
What types of systems are there? How do people
create systems, and how do they use them? How do
systems affect society and the environment?

BIG Ideas

Systems are designed to accomplish tasks.

All systems include an input and an output.
Systems are designed to optimize human and
natural resources.

CHAPTER 1 Introducing Systems

CHAPTER 2 Getting to Work
CHAPTER 3 Designing Efficient Systems

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 UNIT A
Discover Science and Technology

Ryan and his sister, Zara, had been waiting for

this BMX race for months. They marvelled at the
speed, jumps, falls, and general punishment the
bikes and riders seemed to take without severe
damage. Although two bikes had bent wheels,
most of the bikes were holding up well. Zara and
Ryan knew that their bikes would have crumpled
in minutes given this treatment.

LINKING TO LITERACY

Reading a Timeline
A timeline is a visual representation of a sequence of
events. Begin by reading the title. Then, look at the dates at
the beginning and the end. What period of time is covered?
Read each date and event in order, thinking about which
needs were met by each change.

BMX Racing History

1790 1816 1885 1963
France Germany England U.S.A.

Monsieur de Baron Karl von Drais John Kemp Starley Schwinn bicycle company
Sivrac invents a adds steering to invents the chain and creates the “Sting-Ray.” This
device called the create the draisine gear system; this is bicycle has small wheels, high
vélocifère—two (or swift walker). the prototype of the rider handlebars, and a banana
wheels connected modern bicycle. seat. By 1968, more than 70 %
by a beam with of the bicycles sold in the U.S.
a seat, but no were Sting-Rays or imitation
pedals or steering. Sting-Rays. In 1969 a group of
boys start to race their Sting-
Rays in Palms Park, Los Angeles.

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 Between races, Ryan and Zara checked out
some of the bikes and spoke to the riders. They
were amazed by the complicated parts that
made up each bike. Each part was designed to
perform a specific function, whether cushioning
the impact on landings, keeping the chain from
coming off, or slowing down and stopping the
bike. Everything seemed different about these
bikes—the suspension, gears, frame, brakes, and
especially the price. These bikes were expensive!
There was also the additional cost of the safety
gear the riders had to wear.
Ryan and Zara began discussing how bikes
have changed over the years. They recalled
how the bikes that they rode when they were
younger differed from their current bikes. They Judging by the “Start” and “Finish” lines and
remembered their Mom telling them that when the well-groomed trails, Ryan and Zara could
she was young her bike did not have gear-shifters tell that many people had done a lot of work to
or hand brakes. She had something called a prepare for this event.
banana seat on her bike! Bicycle technology had Although they liked the idea of BMX racing,
come a long way since then. Ryan and Zara wondered if it was a good idea to
Ryan and Zara became fascinated with BMX cut down so many trees to make the racetracks.
biking and decided to find out more about this They also noticed the soil compaction and
exciting sport. They were also impressed by erosion on the course. They decided to speak to
the BMX race itself. They learned that BMX their parents and friends about BMX racing and
racing is a highly organized sport with regional, do more research before taking up the sport.
national, and international rules and regulations.

1970 1973 Present

U.S.A. U.S.A. Worldwide

The Bicycle United Motocross Society The Yamaha Motobike is released for Many groups worldwide
is founded in Long Beach, California. sale. It is considered the first BMX organize BMX races
It organizes races, hands out trophies, (bicycle motocross) prototype. The and competitions.
creates membership cards and a Motobike has front- and rear-wheel Through the work of
scoring system, and organizes rankings. suspension, knobby tires, and stronger some of these groups,
This leads to the creation of other wheel rims. All of these improvements BMX racing became an
racing groups, such as the National make the bike sturdier for off-road Olympic sport in the
Bicycle League (NBL) and the American racing. 2008 Beijing Olympics.
Bicycle Association (ABA).

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 UNIT A
Let’s Get Started

Components of a Bicycle Race

BMX racing is a highly organized sport involving people, bicycles,
safety equipment, racetracks, rules, and regulations. In this activity,
you will distinguish between the components of BMX bicycles and the
components of an organized race.

1. Get a large piece of paper. Write “BMX” in a 5. When your teacher asks you, leave your paper
circle in the centre of the page. at your desk and do a gallery walk to see what
2. Fold the paper in half vertically. At the top of others have written. Bring your notebook and a
the left-hand side, write the title “Bicycle.” At pen with you to jot down new ideas.
the top of the right-hand side, write the title 6. After you return to your desk, add to your
“Race” (Figure 1). This is the beginning of a diagram any new ideas you obtained from your
mind map. classmates. Write these ideas in another colour.
3. In groups of three or four, brainstorm all the 7. Recall what you have learned about systems in
parts you can think of that make up a BMX previous grades and think back to how a system
bicycle. Record each part in a separate bubble. was described in the Unit Preview. As a class,
4. On the right-hand side of your mind map complete a KWL chart (Figure 2). You will leave
the page, extend to include what goes into the “What we LEARNED about systems” column
organizing a bike race. blank for now.

What we KNOW What we WANT to What we LEARNED

Bicycle Race about systems learn about systems about systems

BMX Figure 2

8. Answer the following in your own words.

(a) Pick a bicycle part from one of your mind
map bubbles and describe the types of
forces that act on that part of the bicycle.
Fold down centre of paper (b) Look at the photos in the Downhill
Figure 1 Daredevils story. Describe the protective
equipment that the cyclists are wearing.
Use the idea of forces to explain how the
equipment protects the cyclist.

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 Unit Task Preview

Helping Hands
BMX bikes are designed to meet the needs of 2. An Extension Grabber Some places are
their riders. Everyday systems are also designed hard to reach for individuals with reduced
to meet the specific needs of their users. As you mobility. You will design and build a system
progress through the unit, you will discover how that enables people to reach into the far
important it is to consider the needs of others corner of a closet or under a bed from a
when designing systems. You will develop the sitting position to pick up objects.
skill of “systems thinking” by examining the
3. A Cup Lifter Some people are not able to
interrelationships among the components of
raise a cup to drink from it. You will design
a system, and between systems, societies, and
and build a system to raise a cup of water
environments.
so that someone can drink from it without
Enable Industries Inc., is holding a contest
having to bend over or lift the cup.
called “Helping Hands.” The contest involves
designing a system to meet a specific need.
Unit Task By the end of the Systems in Action unit,
You will design and build one of the following you will be able to demonstrate your learning by completing
devices. this Unit Task. As you work through the unit, continue to think
about how you might meet one of the above challenges. Read
1. A Better Gripper Opening jars can be a daily the detailed description of the Unit Task on page 80, and look
challenge for people with joint pain, reduced for the Unit Task icon at the end of selected sections for hints
hand strength, or simply small hands. You related to the task.
will design and build a system that helps a
person safely hold a container and remove Assessment
its lid. You will be assessed on how well you

• plan and design your device

• build, test, and improve your prototype
• explain your device in a User’s Guide, and communicate
your project to the judging committee

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 CHAPTER

1 Introducing
Systems
KEY QUESTION: What are
systems?

Looking Ahead
Systems are composed of parts that work
together to perform a function.

Systems may be physical (for example,

telephones, electronic games, or organ
systems) or social (for example, health
care, transportation, education, police force,
or an ant colony).
Systems have inputs, outputs, and side
effects.

The skills of analysis can be used to study

the inputs, outputs, and side effects of
everyday systems.
The way we use systems affects society
and the environment.

VOCABULARY

system output
physical system side effect
social system systems thinking
force consumerism
input

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 Reading Science and Technology

More Than Meets the Eye

Pictures always tell a bigger story than seems to be the
case at first glance. Like the BMX race that Zara and
Ryan observed, the objects and scenes shown here are
not unique or isolated; they contain smaller parts that
work together and are connected to other things in
their environment.
Excavators are large
machines
that do a lot of work.

SHARE YOUR THOUGHTS

take pictures.
Cameras are used to

t
m an importan
Courts perfor
ciety.
function in so
Blue boxes are used
to help reduce
the amount of garba
ge in landfills.

LINKING TO LITERACY

Inferring from Pictures

When we read, we use clues from the text and figures to determine
or "infer" information that is not directly stated. Sometimes the
information we get from figures helps us more clearly understand
what we are reading.
1 Analyze each picture by asking yourself, “What is the main and
used to quickly
Ambulances are ar e sick
purpose of the object or scene illustrated in the picture? What t people who
safely transpor
smaller components does the object or scene contain that helps or injured.
it fulfill its purpose? What connections may there be between
the object or scene and other objects (including people) in its
environment?” Record your thoughts in point form. Discuss your
ideas with a partner.

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 1.1 Types of Systems
A handheld can opener is a device that makes life easier (Figure 1).
The task of a can opener is quite simple—it must safely remove the lid
system: a group of parts that work of a can. A can opener is an example of a system. A system is a group
together to perform a desired task of parts that function together to perform a specific task—in this case
the safe removal of a can’s lid.

LINKING TO LITERACY

Scanning
Scanning is a way of previewing
the section to get a general idea
of what it is about. Look at the
title. Scan for highlighted words
and definitions in the margin.
Look for any figures and captions.
Ask yourself, “What is this
section about?”
Figure 1 The parts of a can opener work together to hold the can and remove the lid.

Physical Systems
physical system: a group of physical Physical systems refer to systems that rely on a group of physical
parts that need to work together to parts to perform a function. Physical systems may be natural or
perform a function
human-made. Natural physical systems include the solar system
and an animal’s digestive system. Human-made physical systems
include mechanical systems, optical systems, electrical systems, and
combinations of these. The names of these systems come from the
type of energy they use. Table 1 describes some human-made systems.

Table 1 Some Human-Made Physical Systems

Type of system Example Type of energy used

mechanical jackhammer energy stored in cylinder

(pneumatic drill) pressurized air piston

drill
air enters

optical camera light energy viewfinder

pentaprism

light path digital sensor

shutter
mirror
lens

electrical electric circuit electrical energy battery

wire

switch
nail

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 Human-made physical systems are called tools, appliances, devices,
instruments, gadgets, or utensils. These systems help us accomplish
tasks faster than we normally would or even help us accomplish tasks
that we normally would not be able to do. Many of the devices we
use everyday are combinations of the systems described in Table 1.
For example, a car is a combination of systems containing an engine,
which is largely a mechanical system; brakes, which are usually
hydraulic systems; and a radio, starter, lights, and computer chips that
are mainly electrical systems.

Social Systems
A group of organisms working together to perform a task is a
social system. Social systems may be natural or human-made. social system: a group of people,
Examples of natural social systems are ant colonies, bee colonies, and or other organisms, joining together
to perform tasks and establish
a wolf or coyote pack (Figure 2). Human-made social systems include
relationships
health care, education, and waste management systems, symphony
To learn more about the
orchestras (Figure 3), and rock bands. Social systems establish ways honeybee social system,
that people or other organisms interact and relate to one another. Go to Nelson Science

Figure 2 Coyotes have a well-defined social order within each Figure 3 Every performer in an orchestra has a specific part to
pack. play. However, they function together to perform a symphony.

Aboriginal Clan Systems

Human social systems have existed for thousands of
years. The clan systems of traditional First Nations’
peoples are social systems. For example, the Ojibwe
(Figure 4) believe that the clan system was determined
by the Creator and each clan was named in honour of
an animal doodem, or totem. According to legend, six
beings came out of the sea—the Bullhead (fish), Crane,
Bear, Little Moose, Marten, and Thunderbird. These
beings were used as the basis for the original clans. Figure 4 Woodland Raven by Mark Seabrook. In Ojibwe
There are now at least 20 different clans among the First Nation, the Raven is a bringer of news. Animals
Ojibwe bands. represent many things, including clans, in First Nations.

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 Table 2 lists some of the common Ojibwe clans. Clan systems are used
as a form of government and as a way of determining the tasks that
people in the clan perform.
Table 2 Some Ojibwe Clans and Their Traditional Roles

Clan Ojibwe name Role/occupation

Crane and Loon Ajejauk (Crane) • share chieftainship

• conduct communication with outsiders
• assist with communication within the band

Fish Giigo • teachers and scholars

• help settle arguments between the leaders of the Crane and Loon clan

Bear Makwa • police and guardians

• have knowledge of the environment and learn of natural medicines available in
the environment

Hoof Waawaashkeshi (Deer), • gentle caregivers

Adik (Caribou) • look after housing and recreation

Marten Waabizheshi • hunters, gatherers, and warriors

Bird Maang • spiritual leaders

Communities are traditionally governed by a band council made

up of leaders from the various clans. The clan system also governs
relations between tribes and helps provide guidance about marriages.
In the Ojibwe Nation, clans are passed down the generations through
the male family line. The Mohawk clans follow the mother’s bloodline.
Clan Mothers choose chiefs, raise leaders, record names, and advise
To learn more about
Canada’s First Nations, partnerships. The clan continues to be an important element of First
Go to Nelson Science Nations identity.

CHECK YOUR LEARNING

C
1. Give two examples of each of the following systems: 3. Give two examples of each of the following:
(a) mechanical system (a) physical systems designed by people
(b) optical system (b) naturally occurring physical systems
(c) hydraulic system (c) social systems that you are a part of
(d) electrical system (d) naturally occurring social systems
2. What do physical systems and social systems have in 4. Why are Aboriginal clan systems considered human social
common? How are they different? systems?

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 System Components 1.2
Physical systems and social systems vary in size and complexity. Some
systems, such as can openers and school clubs, are relatively small and
simple. Other systems, such as space shuttles and federal governments,
are very large and complex.

Breaking Down Systems into Subsystems

In most cases, a system has smaller systems within it. These are called
subsystems. Subsystems help the system perform the task for which it
is designed. For example, a handheld can opener has two subsystems
in it, the holding and cutting subsystem, and the turning subsystem
(Figure 1).
holding and cutting subsystem
cutting handle
wheel

crank turning wheel

turning subsystem

Figure 1 A can opener is made of different subsystems. Figure 2 GPS receivers turn signals
from various satellites into useful
Unlike the can opener, the global positioning system (GPS) is a information for a driver.
large, complex system that provides precise location information
anywhere on Earth (Figure 2).
GPS has three major subsystems: the space subsystem, the control
subsystem, and the user subsystem. The space subsystem is made up
of 24 orbiting satellites that transmit signals to Earth. The control
subsystem is made up of several U.S. Air Force monitoring stations.
The user subsystem is a receiver that takes signals from at least three
satellites at once and turns them into useful information. Common
examples of the user subsystem are the GPS units in many vehicles
and the handheld receivers used by backpackers.

Breaking Down Subsystems into Mechanisms

Subsystems contain mechanisms. A mechanism is the part of a
subsystem that changes one type of force into another, one type of
Figure 3 Rotary motion of the handle
energy into another, one type of motion into another, or one type
causes rotary motion of the blades.
of action into another (Figure 3). In physical systems, forces make
things move. A force is a push or pull on an object that may result force: any push or pull
in a change in the object’s motion or shape.
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 In a mechanical system such as the can opener, the handles and
the cutting wheel are the mechanisms that make up the holding
and cutting subsystem. Squeezing the handles at one end causes the
other end to grip the can, and pushes the cutting wheel into the can.
The crank and turning wheel make up the turning subsystem. Force
applied to the crank is transferred to the toothed wheels and then to
the can, causing it to rotate.
Natural physical systems have subsystems and mechanisms too.
The human body contains organ systems such as the digestive system
and the circulatory system. The digestive system contains subsystems
called organs. Examples of these subsystems are the mouth, stomach,
and intestines. In the mouth, teeth act as a mechanism for cutting and
grinding food into smaller pieces (Figure 4).
Figure 4 The mechanical action of
your teeth contributes to the process
of food digestion. Building Up Systems into Industries
Over the years, people have worked together to create complex
combinations of systems called industries. Industries produce goods
and services that people need or desire. Industries are combinations of
physical and social systems that work together to produce a particular
class of goods and services. For example, the communications
industry includes all of the physical and social systems that produce
books, newspapers, magazines, radio and television broadcasts,
billboard advertisements, Internet websites, telephones, and
To learn more about careers
in these industries, telecommunications, such as the GPS. Table 1 describes some
Go to Nelson Science common industries and their related physical and social systems.
Table 1 Sample Industries and Some Related Systems
Some related physical
Industry systems (devices) Some related social systems

communications computer, scanner, electrical advertising services, authors,

circuits, video recorder, animators, set design
television, radio satellites,
LINKING TO LITERACY
transmission antennas

construction power saw, air compressor, architectural design,

Reading a Table
backhoe, crane land surveying,
Tables organize and summarize
real estate sales office
information. They make it easier
for the reader to compare green chainsaw, irrigation systems, landscape design,
different things. Read the greenhouse, lawnmower composting services,
title of Table 1. Next, read the forest management
column headings to see how
the information is organized. service hair stylist’s chair, health spas, walk-in clinics,
Scan the first column to find an stethoscope, food mixer eco-tourism
industry of interest to you. Then, transportation car hoist, diagnostic small engine repair, auto
read across to discover related equipment, highway, body repair, aeronautical
physical and social systems. gas pump, trucks, airplanes engineering, gas station

14 Chapter 1 • Introducing Systems NEL

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 System Inputs and Outputs
All systems (and subsystems) have inputs and outputs. Inputs are input: the force, energy, or resources
all of the things that go into a system to make it work. Inputs may that you put into a system
include forces, energy, and resources (raw materials). The input of a
can opener includes the force your hand puts on the handles. Outputs output: the task or service that a
are all of the tasks or services that the system performs. The output of system is designed to perform
a can opener is the turning and cutting of the can’s lid.
A bicycle is a system whose main purpose is to transport a person
from place to place. The main input into this system is the downward
force the rider applies to the bicycle’s pedals. The desired output is
the forward motion of the bicycle. A garden is a system whose main
outputs include flowers, fruits, and vegetables (Figure 5). Successful
gardens require a variety of inputs, including water, sunlight, fertilizer,
seeds, and pruning, to produce the desired outputs.

Input
energy from
Input insects to aid
energy from the Sun Output pollination
(for photosynthesis) leisure activity
for the gardener

Input
Output
energy from wind
habitat for
to aid pollination
animals to
Input live
water to help
plants grow

Input
compost, manure Output
Output
to act as fertilizer return of
flowers, fruits and
for plants and nutrients
vegetables for
food for to the soil
humans
microorganisms

Input
energy of organisms
in breaking down
material in soil

Figure 5 Complex systems, such as gardens, involve many inputs and outputs.

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 Another example of a system is Ontario’s health care system.
Its overall purpose is to help keep Ontarians healthy and to care for
them when they become ill (Figure 6). Subsystems of the health care
system include hospitals, doctors’ offices, walk-in clinics, medical
laboratories, and nursing and ambulance services. Some inputs of the
health care system include doctors, money, nurses, lab technicians,
X-ray machines, maintenance workers, wheelchairs, computers, and
electricity. Outputs include emergency operations, medicines, grief
counselling, and medical information to patients.

Side Effects and Systems Thinking

Figure 6 Saving lives is a desired While all systems have desired outputs, they often have undesired
output of a health care system. outputs called side effects as well. For example, the desired output of
a car is motion. Some of the side effects of using cars are air pollution,
side effects: the unintended or
undesired outputs of a system
traffic congestion, noise pollution, and the loss of natural habitat due
to roads and parking spaces (Figure 7).

Figure 7 Cars allow for easier

movement, but an undesired output
of car use is air pollution.

Since people have a choice of the kinds of systems we use and the
way we use them, we also have a responsibility to make wise choices.
systems thinking: taking into Systems thinking involves thinking about how the parts of a system work
consideration the inputs, outputs, together, and also about trying to understand how systems affect people,
and side effects of systems
other organisms, and the environment. Developing systems thinking can
help people make better choices in the way they use systems. Systems
thinking and better choices may not entirely eliminate side effects, but can
help reduce their negative impacts on society and the environment.
CHECK YOUR LEARNING
1. Why are “input” and “output” good words to use when 3. Which inputs to a garden occur naturally? Which inputs are
discussing systems? provided by humans? Are there any side effects to a garden?
2. (a) Name two inputs, two outputs, and two side effects of Explain.
the health care system. 4. In your own words, define “systems thinking.”
(b) Compare and contrast one of the outputs with one of the 5. Describe the relationship between side effects and systems
side effects. thinking.

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 CONNECT

Aliens, Elephants, and Grinning

Gorillas—The World of Animatronics
Puppets have come a long way since wood marionettes
were controlled by strings on a small stage. Science and
technology are responsible for some of the most amazing
characters in movies. Small, green Jedi masters, time-
travelling robots, and Santa’s reindeer have come to life
on the screen through the technology of animatronics.
Animatronics is the art of creating something that looks
alive by using electronics, mechanical systems, and remote
control (Figure 1).

Figure 2 Making a subtle facial expression requires a

complicated system of mechanics and electronics.

Often, the onscreen character is several different

puppets or one that has many parts that can be changed.
Even a single puppet may require several people to control
it. The puppet may also have a complicated control system
to manage the movements that make the creature look real.
Today, many films use both animatronics and
3-D computer graphics. While creatures may be easier to
create on a computer screen, animatronics allows actors
Figure 1 This amazing elephant was used in an outdoor theatre
in London, England. The elephant was created using animatronics. to interact with physical creatures.
If you are interested in the world of animatronics,
In the early years of special effects, “stop-motion” find out if your school is involved in any robotics
animation was often used. Movie segments were shot frame competitions that are available to schools. Visit the
by frame, with the puppet being moved slightly between Nelson Science website to learn more about building
each frame. Twenty-four pictures were taken for each a robotic hand.
second of film. Other techniques involved the use of rods To learn more about
and wires to move parts of the puppet. Today, complicated animatronics,
Go to Nelson Science
mechanisms and motor systems allow smoother, more
natural movements. Animatronics also allows a remarkable
variety of movement to take place. Animatronic puppets can
now pick up and shake an actor. Some puppets, such as the
gorilla in Figure 2, are so detailed that you can see a single
eyebrow being raised.

NEL 17

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 1.3 PERFORM AN ACTIVITY

Examining Physical SKILLS MENU

Questioning Performing

Systems Hypothesizing
Predicting
Planning
Observing
Analyzing
Evaluating
Every system has a purpose or function for which it was designed. Controlling Communicating
To perform its function, the system requires some kind of input Variables

to achieve the desired output. A device may have subsystems or

mechanisms that perform smaller parts of the overall function.
In this activity, you will examine common products to determine
their purpose and some of their inputs, outputs, and side effects.

Purpose Procedure
To identify the purpose, input, output, and 1. In your notebook, construct a table similar to
side effects of common physical systems. Table 1 (on the next page). Do not copy the
information about the bicycle. It serves only
Equipment and Materials as an example to help you.
• scissors • adjustable wrench
2. Record the name of a system and its overall
• nutcracker • portable hair dryer
purpose in your table.
• flashlight • musical instrument
3. Examine the system to determine which
• wind-up toy • microscope
components are responsible for performing
• hammer and board • other materials
specific tasks. Record your observations in
with nail provided by your
your table.
• salad tongs teacher
4. Record the mechanism or subsystem
responsible for performing part of the
purpose, the input required, the
desired output, and side effects.
scissors nutcracker flashlight
5. Repeat steps 2 to 4 for each of the systems
given to you.

wind-up toy hammer and board salad tongs LINKING TO LITERACY

with nail
Reading Procedural Text
Procedural text is used when the reader needs to follow
instructions to reach a goal. Think about other kinds
of procedural text you might have used—a recipe or
adjustable wrench portable hair dryer musical instrument instructions for putting something together. Procedural
text always has a purpose, sometimes requires
equipment and materials, and asks the reader to follow a
series of steps.

microscope

18 Chapter 1 • Introducing Systems NEL

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 Table 1 Examining Systems: Purpose, Input, Output, and Side Effects
Components:
Mechanisms or
System: subsystems involved
Overall purpose (if applicable) Desired task Input Output Side effects

Bicycle: pedals, gears, and • to turn the • downward force • pushing force of • friction
• transportation chain system back wheel on the pedals the back wheel between the
against the ground gears and
• forward motion of chain slow
the bike down the bike

gear shifter • to move • pushing or • pushing or pulling • vibration

the chain pulling of the of the chain from during gear
between gear lever (or one gear to the change
gears turning of the next
hand grip)
brakes • to slow or • grasping force • gripping of the • screeching
stop the on the brake wheel rim by the noise, wearing
wheel handle brake pads down of the
brake pads

Analyze and Reflect

(a) Inter- means between or among, and
connect means to link. How does the word
“interconnected” apply to systems and
subsystems?

Apply and Extend

(b) How might an understanding of components,
purpose, input, output, and side effects help a
repair person determine how to fix a product
(Figure 1)?

Never attempt to fix or test an electrical product without

the help of a knowledgeable adult. Electrical shocks or fires Figure 1 How might knowing about inputs, outputs, and side
could result. effects help you fix a device?

(c) Choose two systems and explain how (d) Choose two other systems and describe what
one component affects the way the other might happen to a component to make the
components function. system unsafe to use.

NEL 1.3 Perform an Activity 19

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 1.4 Systems Evolve
All systems change or evolve over time. What drives these changes?
Changes to living conditions, changing social conditions, and new
technologies all contribute to the ways systems evolve. The following
systems have changed a lot in the last few decades.

Waste Management Systems

People produce mountains of waste. Canadians produce about
31 million tonnes of waste each year. In the past, we just piled it up
or buried it. Today, about 67 % of our garbage is
buried in landfill sites (Figure 1). As populations
grow, and concern for the environment increases,
we recognize the need for better waste management
systems. In many countries, including Canada,
landfill is only one part of waste management.
Other parts include recycling programs, hazardous
waste drop-off depots, composting, incineration,
and public education to reduce the amount of
Figure 1 Waste management is a major social concern. garbage generated.

TRY THIS: A School Litter Management System

SKILLS MENU: observing, communicating

We are often asked to “think globally and act locally.” Taking 2. Record the amount and type of litter found at each location.
action to improve your local environment is one way to begin; 3. Use your data to help build a class report.
and carefully examining the problem is a good place to start.
A. What type of litter was most common? Was this litter
Equipment and Materials: map of school and school grounds generated from the school or the community? State
divided into sections, lined paper or notebook your evidence.
1. Walk around your assigned section of the school. On the B. Develop plans for an in-school litter management system.
school map, record each location where you find litter. The system should include a communication plan (for
Do not pick up any litter unless given instructions by example, a poster campaign) and an action plan
your teacher on how to do so. (for example, a way to eliminate the litter problem).
C. How did the class work together as a social system?

Telephone Systems
Telephone systems have been around since the late 1800s, but have
undergone many changes over the past 50 years. Early telephones
(Figure 2(a)) relied on a number of physical mechanisms. These
phones had a spring-loaded “hook” that moved up when the handset
was lifted off the base to answer a call and moved down when the
handset was replaced. Early phones also had a circular disk called a
“rotary dial.”

20 Chapter 1 • Introducing Systems NEL

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 Electronic touch-tone phones, in which callers pressed buttons
instead of turning dials, became widespread in the 1960s. Up until the
1980s, most telephones were connected by wires. Calls had to be made
from inside buildings or outdoor phone booths. Today’s telephones
(Figure 2(b)) are smaller, mobile, and have different uses. They
are completely electronic, with few, if any, moving parts. They can
To learn more about the history of
transmit sound, printed messages, photographs, and moving images telephones,
all over the world. Go to Nelson Science

Figure 2 As systems evolve, do we

(a) (b) become more dependent on them?

Education Systems
Imagine going to Grade 9 in a school where you did not need to
attend regular classes all the time. What would it be like to be able to
learn at your own pace and to write tests when you were ready? How
would you like to have the freedom, within guidelines, to make your
own timetable? Believe it or not, schools like this exist! Mary Ward
Catholic Secondary School in Toronto is one of just two self-directed
learning schools in Ontario (Figure 3).
Changing a school system is not easy. Some social factors ease the Figure 3 Mary Ward Catholic
Secondary School is a school for
process, while others make it more difficult.When creating the self-
self-directed learning in Toronto.
directed learning system at Mary Ward, educators, students, and the
community dealt with factors that helped the change (such as the
belief that students are more successful when they take responsibility
for their own learning) and factors that made the change difficult
(such as the belief that students should finish all courses by the end of
the traditional school year).

CHECK YOUR LEARNING

1. What are some parts (both physical and social) of a waste 3. (a) What social factors need to be addressed when a
management system? conventional school plans to change into a school for
2. Early waste management involved dumping garbage in self-directed learning?
one spot and then burning it, burying it, or leaving it there. (b) How would you react if your school planned to change
Describe some of the social factors that caused this system into a school for self-directed learning? How would your
to evolve. parents react?

NEL 1.4 Systems Evolve 21

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 1.5 EXPLORE AN ISSUE CRITICALLY

SKILLS MENU
Defining the Issue
Consumerism
Researching Consumerism is the practice and belief that happiness and
Identifying Alternatives
Analyzing the Issue satisfaction come from purchasing goods and services. As consumers,
Defending a Decision we often change systems long before it is necessary to do so. Relatively
Communicating
Evaluating new devices are discarded while still usable (Figures 1 and 2). Why
do we replace items that still function? What are the advantages and
consumerism: linking personal disadvantages of doing this? What, if anything, should we do about
happiness with the purchase of widespread consumerism? Do we also replace social systems that may
goods and services still be functioning satisfactorily?

Figure 1 Usable computers often end up in waste management sites. Figure 2 New mobile phones appear on the market
every few months.
The Issue
We have been called a “throw-away” society. In our desire to have
the latest devices, we throw away products and systems that still
function. This behaviour comes with costs—to us, to society, and to
the environment.
You are being asked to participate in a discussion as part of
your community’s Future Leaders Association. Future Leaders
is a community group whose goal is to influence businesses,
environmental organizations, and social justice groups. Members
come together to discuss issues of importance to society and make
recommendations to regional councillors for making the community
a better place to live.

Goal
To discuss the following statement and offer solutions as needed:
The benefits of being a throw-away society outweigh the costs to society and
the environment.

22 Chapter 1 • Introducing Systems NEL

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 Gather Information LINKING TO LITERACY
First determine whether we truly are a “throw-away” society. Survey Comparing and Contrasting
classmates about whether they have replaced any functioning systems Table 1 compares a number of
lately, and their reasons for doing so. Check websites for facts about different points of view on the
costs and benefits of consumerism. What are some of the specific same topic. It helps to show
the reader the similarities and
environmental and social costs of our behaviour? Table 1 offers
differences between different
various points of view about consumerism. roles. Compare the points of
view of the environmentalist
Go to Nelson Science and the local politician.

Table 1 Consumerism: Points of View

Role Point of view

business person When customers buy my products, I can keep my workers employed. If people stopped buying things,
I would have to lay people off and perhaps even close my business.

environmentalist When we throw away things that are still useful, we create unnecessary waste. Much of that waste is
plastic and will take hundreds of years to decompose. Some of the waste is toxic and can pollute soil
and water. By learning to live with less, we can help future generations as well as the environment.

social worker I’m not certain how consumerism helps those most in need. Work may be created, but most products
are not made locally. The jobs go elsewhere. Our local people need to have jobs that pay well.

local politician When people are working and spending, their taxes help pay for important things like roads, health
care, parks, and water and waste management. However, if people consumed less, the costs of waste
management would be reduced.

student When certain things like calculators and computers are first produced, they are slow, large, and clunky.
Then they come out with faster, smaller, and more interesting machines. I don’t want to be the only one
using old, outdated equipment!

Identify Solutions
Is there evidence that the Goal statement is true? Is there evidence
that the statement is false? Consider some alternatives to the way
we live that would help us and subsequent generations enjoy a more
secure future.

Make a Decision
Decide where you stand on this issue, determine your key points, and
be prepared to offer at least two alternative behaviours that would be
effective and acceptable to Grade 8 students.

Communicate
Prepare to participate in the Future Leaders Association discussion by
focusing on key points you want to make. You want to present your
evidence in an interesting and effective manner. You may want to use
software, a photo essay, a collage, or some other method to make a
powerful statement.

NEL 1.5 Explore an Issue Critically 23

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 CHAPTER

1 SUMMARY
Introducing Looking Back
Systems
Systems are composed of parts that work together to perform a function.
• Systems are often composed of smaller subsystems and mechanisms
that perform part of the overall function.
• Components of systems have specific tasks that they must perform
BIG Ideas
for the system to work well.
✓ Systems are designed
to accomplish tasks.
✓ All systems include an
input and an output.
Systems are designed
to optimize human and
natural resources.

Systems may be physical (for example, telephones, electronic games,

or organ systems) or social (for example, health care, transportation,
education, police force, or an ant colony).
• Physical systems are often named according to the type of energy
they use (for example, mechanical systems/mechanical energy,
optical systems/light energy).
• Social systems are named for the type of service they provide (legal
system, education system, transportation system, for example).

viewfinder
pentaprism

light path digital sensor

shutter
lens mirror

24 Chapter 1 • Introducing Systems NEL

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 Systems have inputs, outputs, and side effects. VOCABULARY

• Systems require inputs (force, energy, resources) and produce system, p. 10

outputs (desired force, work, service). physical system, p. 10
• Many systems produce side effects, or undesired outputs. social system, p. 11
Input
energy from
force, p. 13
Input insects to aid
energy from the Sun
(for photosynthesis)
Output
leisure activity
pollination input, p. 15
for the gardener
output, p. 15

Input
side effect, p. 16
Output
energy from wind
to aid pollination
habitat for
animals to systems thinking, p. 16
Input live
water to help
plants grow
consumerism, p. 22

Input
compost, manure Output
Output
to act as fertilizer return of
flowers, fruits and
for plants and nutrients
vegetables for
food for to the soil
humans
microorganisms

Input
energy of organisms
in breaking down
material in soil

The skills of analysis can be used to study the inputs, outputs, and side
effects of everyday systems.
• Devices may be investigated by identifying their subsystems and
mechanisms.
• A system’s usefulness may be evaluated by analyzing its effects on
society and the environment.
The way we use systems affects society and the environment.
• Some side effects to using systems negatively affect society and
the environment.
• People often replace systems, even when they still work.
• There are costs and benefits to consumerism.
• When we change how we make and use systems, we often impact
society and the environment.
• Systems thinking is an ability to understand how parts of a system
relate to all other parts, as well as how the system as a whole relates
to its users, society, and the environment.

NEL Chapter 1 Summary 25

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 CHAPTER

1 REVIEW The following icons indicate the K/U Knowledge/Understanding T/I Thinking/Investigation
Achievement Chart categories: C Communication A Application

What Do You Remember? 9. For each of the machines or systems in

1. When using a can opener, what input force is Figure 1, identify the following:
involved? What is the output force? K/U
(a) the desired task
2. Different types of physical systems are named (b) the input
for they type of energy they use. Give an (c) the output
example of each type of system and state the
(d) any side effects of the system K/U A
type of energy they use.
(a) mechanical system
(b) optical system
(c) electrical system K/U

3. Identify two components of the following

systems:
(a) the circulatory system
(b) a can opener
4. Social factors can influence the evolution of
a system. For example, when more women
joined the work force, the need for quality
child care rose.
Figure 1
(a) Name two systems, and for each one list
two social factors that have caused those 10. You can make an electromagnet by wrapping
systems to evolve. Discuss your answers a coil of wire around a nail (Figure 2), and
with a partner.K/U
then passing electricity through the wire.
(b) From your discussions, add one more Identify four components of this system and
system to your list and describe two social tell the function of each. K/U A

factors that caused it to evolve. K/U T/I

4 5
What Do You Understand?
5. Use a Venn diagram to compare physical
systems with social systems. K/U
6
3
6. Explain why a garden is a system. K/U

7. Name five products or devices you used 2

today, and tell which type of physical system

1
they represent. (For example, a bathroom tap
is a mechanical system.) K/U A

8. Pick any natural or human-designed system

of interest to you. List four components Figure 2
and describe what part of the process each
contributes to making the system run well. K/U

26 Chapter 1 • Introducing Systems NEL

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 To do a self-quiz Go to Nelson Science

11. Choose two of the social systems listed below. 16. Name two systems that you use a lot. For
For each system you have selected, list one each system, describe how using it positively
or two desired tasks, inputs, and outputs, or negatively affects the environment. A

including side effects: 17. In your opinion, what is the most useless
(a) public transportation system device you have in your house? What is its
(b) Ojibwe clan system purpose, and why do you think it makes little
(c) health care system sense to have it? A C

(d) waste management system K/U A

18. For each social system below, suggest
what you think are its two most important
12. Why is it often more difficult to analyze social
components. Justify your answer.
systems than physical systems? K/U

(a) health care system

Solve a Problem! (b) justice system
13. Ensuring student safety is one of the
(c) education system
functions of a school system. Car traffic in
front of a school at the start and end of the (d) public transportation system T/I A C

school day can sometimes be a problem. 19. Cars cause pollution. Mountain bikes
(a) Identify the desired outcomes of parents compress and erode soil, destroying plants
driving their children to school. and habitats for animals. It is believed by
many that our use of certain systems is
(b) What are some of the side effects of
causing global warming. Choose a system
students being driven to school?
and create a poster to convince people to use
(c) Propose a traffic system that would meet it in a way that helps conserve or protect the
the needs of parents and the school. environment. T/I A C

T/I A C

20. Choose any two industry sectors from

Create and Evaluate! Table 1 in Section 1.2. Research them to find
14. Think of a device that you have used in the two other physical systems related to that
past 24 hours. industry and two other related social systems.
(a) How was the device useful to you? T/I A C

(b) Identify the subsystems in the machine Go to Nelson Science

and the function of each one.
(c) Summarize how the subsystems Reflect on Your Learning
contribute to the overall purpose of 21. What knowledge about systems was the most
the device. K/U A interesting to you? What information about
15. Research a system that has undergone systems was the least interesting to you?
significant changes in your lifetime. Use Explain your choices. T/I C

electronic and print resources to create a 22. Think back to the Key Question on the first
timeline showing the major changes that have page of this chapter.
occurred to the system over time and the (a) In a brief paragraph, answer the Key
reasons for each change. Remember to cite Questions. You may use diagrams.
your sources of information. T/I A C
(b) Write one or two more questions about
the topic of this unit that you would like
Go to Nelson Science
to explore.
NEL Chapter 1 Review 27

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