Answers to Science Focus 1 second edition Student Book questions
4.1 Answers
Remembering
1 Helps you find what you want.
2 Types, subject and author.
Understanding
3 a Function of item
b Service it provides
c Season or popularity
d Year the car was made or the model (type) of car
e Genre
4 Similarities: Branching and dichotomous keys start with one large group and slowly divides into
smaller more defined groups. Each division is a choice.
Differences: Branching keys offer two or more divisions at each branch, whereas dichotomous
keys have only two choices at each branch.
Applying
5 a beetle
b butterfly
c grasshopper
d mosquito
e rhino beetle
f termite solider
Analysing
6 a Herman
b Ken
c Eugene
d Louisa
e Jane
7 Xero
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 1537 6
Answers to Science Focus 1 second edition Student Book questions
8 Student responses will vary.
Evaluating
9 Student responses will vary.
Creating
10 Student responses will vary.
a How are all the lollies at the cinema different?
b Why are boys’ names different?
11 Student responses will vary.
12 Student responses will vary.
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 1537 6
Answers to Science Focus 1 second edition Student Book questions
13 Student responses will vary.
14 Student responses will vary. An example follows:
1 a short
Chris
b not short
Go to 2
2 a male
Ro
b not male
Go to 3
3 a brunette
Marg
b not brunette
Jacinta
15 Student responses will vary.
16 Student responses will vary. Examples follow:
a
b 1 a Lives in water
Water lily
b Doesn’t live in water
Go to 2
2 a Has spikes
Cactus
b Doesn’t have spikes
Go to 3
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 1537 6
Answers to Science Focus 1 second edition Student Book questions
3 a 1 single leaf is divided into sections
Tree fern
b 1 single leave is whole
Go to 4
4 a Used to make Eucalyptus oil
Gum tree
b Not used to make Eucalyptus oil
Wattle bush
c
17 Student responses will vary.
18 Student responses will vary.
4.1 Practical activities
Prac 1: Making a pasta key
Common mistakes
Students should be encouraged to devise questions that divide each group into two fairly equal
subgroups.
Possible results
Students construct a dichotomous key to classify pasta.
Suggested answers
1 It contains questions that divide objects into two groups.
2 It is possible that every student produced a different key, even if they had the same items to
classify.
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 1537 6
Answers to Science Focus 1 second edition Student Book questions
3 May depend on whether the keys work. Compare some to see which are better and why.
Prac 2: Constructing keys
Common mistakes
Students should be encouraged to devise questions that divide each group into two fairly equal
subgroups.
Suggested answers
1 It is easier to list characteristics of objects that are familiar and readily available.
2 Student response.
4.2 Answers
Remembering
1 Take in energy, take in and use gases, produce wastes, respond to stimuli, move, ability to
reproduce, grow and are made from cells.
2 Mammals use lungs, birds use lungs, amphibians have lungs but use their skin and fish use gills.
3 Student responses will vary.
Autotrophs: mammals, birds, reptiles
Heterotrophs: grass, seaweed, trees
4 37°C
5 Glucose
6 a Photosynthesis
b Cellular respiration
7 a Carbon dioxide + water + energy → oxygen + glucose
b Oxygen + glucose → water + carbon dioxide + energy
8 Excretion
Understanding
9 After sun-baking the blood and body temperature of ectotherms can be high. This can give them
extra energy so they are far more active.
10 During growth and when it responds to light.
11 During our infant and teen years, as humans get older they grow, become larger and more
complicated. As humans grow they also change shape and proportions, for example, our arms and
legs grow longer and stronger.
12 a Carbon dioxide, a product of cellular respiration, is produced when the astronauts breathe out.
b On Earth there are trees and plants that take in carbon dioxide for photosynthesis.
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 1537 6
Answers to Science Focus 1 second edition Student Book questions
Applying
13
a Living Reproduces
b Non-living Doesn’t breathe
c Living Made of cells
d Living Produces wastes
e Non-living Not made of cells
f Living Made of cells
g Living Moves
h Non-living Doesn’t produce wastes
14 Microscopic
15 Piece of wood
16
Stimulus Response
a BBQ smell Grumbling stomach
b Change in temperature Leaves falling from tree
c Change in temperature Goose bumps
d Smell of blood Feeding frenzy
e Fear from person approaching Seagull flies away
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 1537 6
Answers to Science Focus 1 second edition Student Book questions
17
a Reproduction Later on in life, as the Year 7 students get older they may have
children because they have reproductive organs.
b Growth As young children and young adults, humans grow from the baby stage
because we create new cells, but as you age this process slows done.
c Taking in energy Although the protestor isn’t currently eating to obtain energy, they
have in the past and will continue to once the hunger strike is over
because all living things require energy to survive.
d Removing waste In summer these people could remove waste through their sweat, so
they will urinate less.
Evaluating
18 a
Show Don’t show
Movement Reproduction
Response to stimuli Cells
Need for energy Growth
Excretion
Taking in gases
b Student responses will vary.
Creating
19 Student responses will vary.
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 1537 6
Answers to Science Focus 1 second edition Student Book questions
20
Frequency of characteristic
Characteristic observed
Excretion 1
Movement 3
Energy intake 1
Gas exchange Constant
Responds to stimuli 5
21 Student responses will vary.
4.2 Practical activities
Prac 1: Characteristics of life
Common mistakes
Students may confuse the top side of the leaf with the bottom side of a leaf. A demonstration
beforehand may be helpful.
Possible results
The most shrivelled leaf has petroleum jelly covering its top side as this is where the least amount of
stomata are present.
Suggested answers
1 The water came from the leaves through tiny pores (stomata) on the undersides of the leaves.
2 Cellular respiration.
3 The most shrivelled leaf had petroleum jelly covering its top side. The leaf that retained its shape
the most was totally covered with petroleum jelly.
4 The bottom side of the leaf.
5 All rocks will retain their shape, as rocks do not possess stomata so there would be no water loss.
Prac 2: Mustard seeds
Common mistakes
As nature will have it, not all seeds sprout. Make sure there are a few extra seeds to compensate for
the seeds that don’t sprout.
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 1537 6
Answers to Science Focus 1 second edition Student Book questions
Possible results
The seedlings that were grown in dark conditions are shorter and less upright than the seeds kept in
light conditions.
Suggested answers
1 Diagrammatic answer depends on the student’s results.
2 Seedlings will start to grow regardless of whether there is light, but light is required if growth is
to continue after initial sprouting has occurred.
4.3 Answers
Remembering
1 Taxonomy: process that sorts all living things into groups.
Taxonomist: a scientist who sorts all living things into groups.
2 Kingdom, Phylum, Class, Order, Family, Genus and Species.
3 Species.
4 Animals, Plants, Fungi, Monera and Protists.
5 Vertebrates (backbone) and Invertebrate (no backbone).
6 Those that have a transport system (vascular plants) and those without transport systems.
Understanding
7 They belong to the same species because they can reproduce fertile offspring.
8 Even though they have the ability to produce an offspring, their offspring (mule) is not fertile,
which means it is unable to reproduce.
9 Each species receives a unique scientific name using the binomial name system. This includes the
genus and the species.
10 A subclass is a group smaller than a class but bigger than an order. A subclass is a more defined
group than class but less defined than order.
Applying
11 a Sarcophilus
b harrisii
12 Hair, whiskers, tails, fast runners
Analysing
13 a 4
b Banksia ericifolia and Banksia marginata
c Scientists can cross the two Banksia plants.
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 1537 6
Answers to Science Focus 1 second edition Student Book questions
Creating
14 Student answers will vary.
Example: King Phillip Classed Ordinary Families as Generous and Special
15
Human Dog Similar or Different
Kingdom Animal Animal Similar
Phylum Chordata Chordata Similar
Class Mammalia Mammalia Similar
Order Primata Carnivora Different
Family Hominidae Canidae Different
Genus and species Homo sapiens Canis familaris Different
16 Student answers will vary.
4.4 Answers
Remembering
1 Zoology.
2 Whether animals have a backbone or not.
3 Chordata.
4 Arthropods, cnidarians, molluscs and worms.
5 One million different species of insects are known and many more are likely to be found in the
future.
6 a Hatch from eggs and have a two stage life, have a thin skin that would dry out if they did not
live in a damp area, need to go back to water to reproduce because eggs lack waterproof
coating, are able to breathe through their skin, as well as lungs and are ectotherms.
b Breathe using lungs, have scales on their legs and feet, feathers, lay hard shelled eggs and are
endotherms.
c Have gills, are ectotherms and most lay eggs.
d Feed their young on milk from mammary glands, have hair (wool, fur or spikes) and are
endotherms.
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 1537 6
Answers to Science Focus 1 second edition Student Book questions
7 a Polyps and medusas
b Arthropods
c Octopus
d Water: shrimp, crabs, yabbies, octopus, squid
Land: spiders, scorpions, mites, ticks, snails, slugs
Understanding
8 Parasitic means to live off or weaken other living organisms.
9 Dry scales, lungs, soft leathery waterproof eggs and ectothermic.
10 Millipedes have two pairs of legs per segment whereas centipedes have only one pair of legs per
segment, therefore millipedes will have more legs.
Applying
11 Insects have three pairs of legs and wings, so the other features this organism would have are: one
pair of antennae and body divided in three segments.
12 a Birds, reptiles, amphibians.
b Feathers, scaly or slippery skin and texture of eggs.
13 a Amphibians
b Cnidarians
c Mammals
d Fish
e Reptiles
14 a Birds, reptiles, amphibians
b Fish, reptiles, birds
c Fish, amphibians, reptiles
Analysing
15 a Vertebrate
b Invertebrate
c Vertebrate
d Invertebrate
e Vertebrate
f Vertebrate
g Invertebrate
16 a Roundworms have long cylindrical bodies. Flatworms have flat bodies. Segmented worms
have bodies with multiple segments.
b Bony fish have skeletons made of bone. Cartilaginous fish have skeletons made of cartilage.
c Centipedes are flat. Millipedes are round. Centipedes have one pair of long antennae.
Millipedes have one short pair.
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 1537 6
Answers to Science Focus 1 second edition Student Book questions
d Reptiles have one stage in their life. Amphibians have to stages. Amphibians breathe through
their skin and lungs. Reptiles breathe through their lungs.
e Arachnids have no antennae but insects do. Arachnids have two body segments but insects
have three. Arachnids have four pairs of legs but insects have three.
f Monotremes lay eggs but marsupials give birth to tiny young.
17 Mammals (monotreme)
18 Student responses will vary.
Evaluating
19 Too small to be found or could have become extinct or ecosystems have not yet been completely
explored.
20 The soft bodies decompose leaving nothing behind.
Creating
21 Student responses will vary.
4.4 Practical activities
Prac 1: Fish dissection
Common mistakes
Instruct students to make careful incisions. Deep cuts through the skin may damage the fish’s organs
making them difficult to identify.
Possible results
Student dissect a fish to investigate the internal structure of a vertebrae.
Suggested answers
1 Bony.
2 The air bladder adjusts their buoyancy (particularly as their body tissue is denser than the
water).
3 Depends on students’ experience.
4 Fins for movement, gills for absorbing oxygen, air bladder for buoyancy, slippery, scaly slimline
body for moving through
the water.
Prac 2: Preserved invertebrates
Common mistakes
Some characteristics of the invertebrates may be too small to see. Hand lenses and stereo microscopes
will assist this exercise.
Possible results
Students examine and note the characteristics of preserved invertebrates.
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 1537 6
Answers to Science Focus 1 second edition Student Book questions
Suggested answers
1 Arthropods or echinoderms may have an exoskeleton.
2 Depends on specimens supplied for study.
4.5 Answers
Remembering
1 Botany
2 a Angiosperms
b Bacteria
3 a Tropical environments
b Cooler environments
c Moist and water environments
d Moist and cooler environments
4 Huon, kauri pine, bunya and hoop pines
5 i Small plants.
ii Do not have well developed vascular systems.
iii Do not have true roots.
Understanding
6 Fruits
7 Only one species in a class of its own because it has cones with seeds but unlike other cone-
bearing trees, the ginkgo sheds its leaves in winter.
8 Spore cases grow on their leaves. When ready the cases open to release the spore.
9 They are heterotrophs (don’t make their own food). That is they feed on other plants and animals
to survive.
10 Less desirable: Bad breath, pimples, infections and diseases.
Beneficial: Digestion and production of foods such as cheese and yoghurt.
11 a Plants have both male reproductive parts (anther and filament) and female parts (stigma,
ovary and style) on each flower.
b Hermaphrodite is an organism that has both male and female reproductive organs.
Analysing
12 a Flowering
b Ginkgo
c Bryophyte
d Conifers
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 1537 6
Answers to Science Focus 1 second edition Student Book questions
13 a Similarities: reproduce by spores.
Differences: ferns are producers and fungi are heterotrophic.
b Similarities: Some are useful but others cause infections.
Differences: unlike fungi, bacteria
are microscopic.
c Similarities: produce seeds in cones.
Differences: conifers prefer cool climates and cycads prefer tropical environments.
14 a Vegetable
b Fruit
c Fruit
d Fruit
Evaluating
15 a English scientists did not have access to the vast Australian plant species prior to the arrival of
the first European settlers.
b The local Aborigines and the first settlers could not communicate because of language
barriers.
Creating
16
4.5 Practical activities
Prac 1: Vascular plants
Common mistakes
The vascular system will be too hard to see if the flower colour is too dark. Light-coloured flowers
will assist this exercise.
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 1537 6
Answers to Science Focus 1 second edition Student Book questions
Possible results
The dye will travel up through the veins of the flower changing the colour of the flowers.
Suggested answers
1 Vascular plants have veins present on their leaves.
2 The dye has travelled up through the veins of the flower.
3 The test tube with only water served as a control.
Prac 2: Dichotomous key of plants
Common mistakes
Some characteristics of the plants may be too small to see. Hand lenses and stereo microscopes will
assist this exercise.
Possible results
Students construct a dichotomous key for plants from the local area.
Suggested answers
1 Depends on key produced.
2 Depends on key produced.
Prac 3: Growing a fungus
Common mistakes
The characteristics of fungi may be too small to see. Hand lenses and stereo microscopes will assist
this exercise.
Possible results
Students grow mould and compare the characteristics of a fungus to a vascular plant.
Suggested answers
1 No veins. Absence of chlorophyll.
2 They use dead organic material as a food source and break it down into carbon dioxide and
water.
Chapter answers
Remembering
1 Student responses will vary.
a Plant, animal, fungi
b Mammals, amphibians, birds
c Molluscs, insects, cnidarians
d Dog, human, parrot
e Lizard, snake, frogs
f Daisies, gum trees, wattle
g Huon, Kauri pine, Bunya
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Answers to Science Focus 1 second edition Student Book questions
h Mushrooms, toadstool, moulds
i Staphylococcus, Anthrax, Streptococcus
2 a Birds, mammals, reptiles, fish, amphibians
b Monotremes, placentals, marsupials
c Arthropods, molluscs, cnidarians, worms
d Insects, arachnids, crustaceans, centipedes, millipedes
e Flowering, conifers, cycads, ginkgo, ferns
Understanding
3 To organise different things into related types.
4 Cells are microscopic; they cannot be seen with the naked eye so they need a technology that
could magnify them in order to be seen.
5 a Process whereby glucose and oxygen react to release energy.
b Production of wastes.
c Changes in the environment of organisms.
d How the organism reacts to the stimulus.
e Process of sorting living things into groups.
f Final, smallest and most defined group in the classification scheme whereby individuals have
the ability to produce offspring that can reproduce.
g Animals with a spinal cord running down their backs that carry messages to and from the
brain.
h A hard outer covering that acts as an external skeleton.
i An organism that is not capable of photosynthesis and cannot make its own food.
6 Unlike animals, plants have chloroplasts, which contain chlorophyll to convert the Sun’s energy
into chemical energy. Animals lack the ability to use the Sun’s energy.
Applying
7 a Yes
b No
c Yes
d No
8 a Movement, response to stimuli, exchange of gases, produce wastes
b Movement, response to stimuli, exchange of gases, produce wastes
9 a Same species
b Different species
c Same species
d Different species
e Different species
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 1537 6
Answers to Science Focus 1 second edition Student Book questions
10 The fire is the only non-living thing in the sentence. The fire can show the following
characteristics of living things:
Take in energy—when fuel like wood is added it gives the fire energy.
Takes in gases—oxygen gas increases the size and intensity of flames and carbon dioxide gas
puts out a fire.
Grow—it can grow higher and wider.
11 a Genre, album, song name, artist, play count
b It allows the users to make a search with greater ease and in less time.
12 a White flowers and produce seeds
b Acacia
c Gunii and Mearnsii
Analysing
13 a Dry scales, lungs, soft leathery eggs, ectothermic
b Animal, vertebrates, birds
c Have lungs, birds have scales on their legs and feet.
14 a Conifers
b Ferns
c Angiosperms
d Bryophytes
15
Vertebrate/ Class Order
Invertebrate
a Vertebrate Fish Cartilaginous fish
b Invertebrate Arthropod Arachnid
c Vertebrate Mammal Monotreme
d Vertebrate Mammal Marsupial
e Vertebrate Fish Bony fish
f Invertebrate Arthropod Crustaceous
g Vertebrate Mammal Placental
h Invertebrate Worm Segmented
i Invertebrate Arthropod Insect
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 1537 6
Answers to Science Focus 1 second edition Student Book questions
Evaluating
16 New undiscovered species were discovered especially with the invention of microscopes which
allowed us to study the microscopic cellular components of living things.
17 a i Plants are visible to the naked eye therefore can be seen and identified.
ii Monera are microscopic therefore are not easily detected by the naked eye.
b Insects—they are small and are found everywhere (land, water and air) rather than in one
specific location and this makes it harder to find all species.
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 1537 6