1.1 Answers: Remembering

Answers to Science Focus 1 second edition Student Book questions
1.1 Answers
Remembering
1 Chemistry, Biology, Physics, Geology, Ecology and Astronomy
2 DOs
• Do wear safety glasses
• Do tie hair back
• Do use an exhaust fan for smells
• Do call the teacher when accidents happen
DON’Ts
• Don’t eat
• Don’t drink
• Don’t smell chemicals
• Don’t pour things down the drain
3 a Silly
b Good
c Silly
d Silly
e Good
f Silly
g Good
h Good
i Silly
Understanding
4 • Hot equipment can cause burns.
• Broken glass can cause cuts.
• Spilt chemicals can cause slips and burns.
• Incorrect use of chemicals can cause explosions.
5 Chemicals, hot substances, splashing into eyes. Wear safety glasses to reduce the chance of
exposure to the elements above.
Applying
6 a Ecology
b Chemistry
c Geology
d Astronomy
e Ecology
f Physics
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 1537 6
7 a Physics
b Biology
c Geology
d Biology
8 Burning hand, foreign objects in eye, swallowing poisonous substances, slipping on wet
substances, cutting of hand with broken glass.
9 Student responses will vary.
10
Senses that would

Senses that you would Senses that you
Experiment give the most
use would not use
information
Testing the different abilities of strong Sight, hearing Sight Taste, touch,
acids to clean a sheet of metal smell
Testing how long milk takes to go off Sight, smell Smell Taste, hearing
Testing how long it takes for tomatoes Sight, smell Sight, smell Hearing
to ripen
Studying lava flowing from a volcano Sight, smell, hearing Sight Touch, taste
Testing a new pesticide Sight Sight Smell, taste, touch
Evaluating
11 Hazchem—hazardous chemicals in the area.
Radioactive—radioactive substance.
Gas 2—poisonous gas.
Hard hat—protective hard hat must be worn.
Crossed water tap—Don’t drink water from the tap.
Crossed lit match—No flames in the area.
12 a Call the teacher and remove the other students from the area.
b Check your gas tap is closed and call the teacher.
c Check if gas tap is closed.
d Turn the flame to a safety flame and inform others in the group.
13 There are more dangerous chemicals in science, the equipment and glassware used are more
dangerous and naked flames are used.
Creating
1.1 Practical activity
Prac 1: The mysterious case of the stolen sausages

Common mistakes
This experiment would lend itself well to a group exercise to aid students with lower comprehension
skills.
Possible results
Reading the story provided, students use deduction to discover that the dog stole the sausages.
Suggested answers
1 Who stole the sausages?
2 The neighbour’s lawn has been mowed, the sausages on the table are gone, the front window is
broken, glass lies everywhere, the vase is broken on the floor, the curtains are messed up, the
carpet is wet and muddy, strands of blond hair are on the window sill, a small stone is on the
coffee table, Fritz did not eat his food that night.
3 The neighbour and Fritz the dog.
4 Strands of blond hair on the windowsill.
5 a The dog (the correct answer).
b The stone, probably thrown up by the lawn mower through the window while the neighbour
was mowing the lawn.
c The window was broken before it started raining.
d The dog, climbing in the window.
e Lawn being mowed, stone breaks window, rain falls, dog enters window and breaks vase,
puts mud everywhere, dog eats sausages before exiting out window again.
1.2 Answers
Remembering
1 a Used to hold a crucible or evaporating basin on a tripod.
b To hold, store or heat a liquid or solid sample.
c To protect the eyes from dangerous substances entering the eye.
d To hold, store or heat a small quantity of liquid or solid.
e To measure the temperature of a substance.
f To correctly measure the volume of a liquid.
g To hold hot glassware or hot metals.
2
3 a Visible, pale yellow flame and it is relatively cool.
b Blue, noisy, burns efficiently without smoke and is extremely hot.
Understanding
4 The collar controls the amount of air that enters the burner and controls heat and colour of the
flame.
5 It is a safety flame because it is easily visible.
6 To eliminate the build-up of gas in the atmosphere before producing a naked flame.
7 The Bunsen burner is still hot and could cause burns.
8 A burning piece of paper is too dangerous to use because the flame is turned on. You could burn
yourself because it will increase the size and intensity of the flames.
Applying
9 a Thermometer
b Measuring cylinder
c Filter paper
d Beaker
10 a Microscope
b Thermometer
c Stopwatch
d Telescope
11 Hair not tied up around naked flame, touched hot equipment, lights a Bunsen burner with burning
paper, no safety goggles.
Analysing
12 a Hold and heat liquids, for chemical reactions and made of Pyrex.
b Made of Pyrex and can hold liquids.
c Used to hold other scientific equipment.
d Both used as a support while heating over a tripod.
e To heat and evaporate liquids.
Creating
13
1.2 Practical activities

Prac 1: What is it?
Common mistakes
A larger range of laboratory equipment will increase students’ knowledge and confidence for future
experiments.
Possible results
Students draw, classify and name common laboratory equipment.
Answers
Student results.
Prac 2: Lighting a Bunsen burner

Common mistakes
To avoid the match flame going out, instruct students to close the airhole before lighting the Bunsen
burner.
Possible results
Students learn how to light a Bunsen burner correctly and safely. They will observe that when the
airhole is open the flame is blue. This flame is used for heating.
Suggested answers
1 When the airhole is half-open, the flame is not as blue or as hot compared to when the hole is
fully open.
2 When the airhole is completely open, the flame is blue.
3 When the Bunsen burner is being lit, the airhole should be closed. This is because the gas moves
up more slowly and will not blow out the match. It also means the flame can be seen when it’s
alight.
Prac 3: Investigating the flame

Common mistakes
It is very common for a Bunsen burner to become blocked with spilt substances from previous
experiments. Ensure that the Bunsen burners are checked for any blockages and malfunctions prior to
use.
Possible results
Students investigate the flame of a Bunsen burner.
Suggested answers
Part 1: Flame temperature
1 If the wire glows red, this infers it is the hot part of the flame. No, the yellow flame is not hot
enough to make the gauze mat go red.
2 The markings caused by the blue flame are in the shape of the flame, and occur where the flame
is hottest.
3 The flame is hottest at the top part of the flame, at the tip of the blue triangle inside the flame and
coolest at the inner core of unburnt gas.
Part 2: Matches that won’t light!
1 The match does not light.
2 The flame at the centre near the collar is not actually burning, and is not too hot.
3 The pin became red at the edges.
4 The heat is greater at the edges of the flame, as it is burning at this location.
Part 3: Dirty and clean
1 In the blue flame, no residue is left on the porcelain. In the yellow flame, the porcelain goes
black while being heated.
2 The yellow flame could be called dirty.
3 The yellow flame is the cold flame.
Prac 4: How hot is hot?

Common mistakes
To avoid the match flame going out, instruct students to close the airhole before lighting the Bunsen
burner.
It is very common for a Bunsen burner to become blocked with spilt substances from previous
experiments. Ensure that the Bunsen burners are checked for any blockages and malfunctions prior to
use.
Possible results
It will take less time to boil water using the blue flame, as it is hotter than the yellow flame.
Suggested answers
1 Answer will depend on students’ results.
2 The beaker heated with the blue flame boiled first.
3 The blue flame was the hottest.
4 The blue flame was the hottest, as it took the least amount of time to boil the same amount of
water.
5 You can control the heat and colour by opening and closing the airhole. To control the heat you
can turn the gas down rather than change the flame colour.
6 Using the same quantity of water will ensure that the variable being tested is the flame.
Prac 5: Heating a test tube

Common mistakes
Instruct students to continually move the test tube in and out of the flame to ensure a more even heat
and to stop the contents boiling and shooting out.
Possible results
Students demonstrate how to heat a liquid in a test tube safely.
Suggested answers
1 It is dangerous to point test tubes at people, as the contents can boil and shoot out of the tube.
2 Test tubes must be kept moving to provide a more even heat and to stop the contents from boiling
and shooting out.
3 Tongs need to be kept near the top of the test tube to avoid them catching alight.
4 The test tube may roll off the bench or the contents could run out of the test tube onto the bench
top.
1.3 Answers
Remembering
1 a milligram, gram, kilogram, tonne
b millimetre, centimetre, metre, kilometre
2 a g
b kg
c L
d mL
e s
f °C
Understanding
3 a Qualitative observations are described using senses.
b Quantitative are observations using measurements.
c A meniscus is the curving of liquids in tubes due to surface tension.
d Mistakes can be avoided with care.
e Errors are not mistakes—they are slight changes in measurements that cannot be avoided no
matter how careful you are.
4 a A quantitative observation is one where numbers are involved.

b If we use a thermometer we are making a quantitative observation.
c The colour of a leaf is an example of qualitative measurement.
d An inference is a logical explanation about what happened in an experiment.
e A prediction is a logical guess about what might happen in the future.
f Metric units are used by scientists for measurement.
g The kilometre is an example of a metric unit.
h Metres could be used to measure the distance that a sprinter runs.
i There is 375 mL in a normal soft drink can.
j Mistakes are not the same as errors.
5 a When you need to guess the measurement because it falls between markings of the
measurement instrument.
b When your eye is not in direct line with the measurement.
c This is when the device reads a value other than zero even though nothing is being measured.
Applying
a Solid, grain, rough, crystalline, white, easily crushed
b Liquid, opaque, white, can be poured, takes shape of container
c Solid, white/cream, fine, flies everywhere, fragrance
d Solid, goldish/brass colour, round, ribbed edge, kangaroos on one side, Queen on reverse,
cold or warm
e Cannot be seen, can be felt when blown out, can be compressed, colourless
7 a Inference, prediction, observation
b Observation, prediction, inference
c Prediction, observation, observation
8 Prediction
9 a 150.25 g
b Time and distance missing
c Miles should be metric (km or m)
d 1.25 L not mL
e 158 cm not 158 m
10 Row 1 33.3 g
Row 2 23.3 g
Row 3 79.9 g
11 Mistakes that could have been avoided with more care.
Analysing
12 a 41 mL
b 4.4 mL
c 220 mL
d 14 mL
e 27.2 g
f 199.7 g
g 50 min
h 150 min
i 17.4 cm
j 48 g
k 110 g
l 42 s
13 When the solid was added to the liquid in the test tube it dissolved. As it dissolved the
temperature increased, a gas was produced and the solution changed colour.
14 a Inference
b Inference
c Inference
d Prediction
e Prediction
f Inference
g Prediction
h Prediction
Creating
15
Time Temperature of
(min) solution (°C)
0 15
1 18
2 21
3 35
4 40
5 51
6 63
7 70
Time Temperature of
(min) solution (°C)
8 76
9 100

Prac 1: The burning question!
Common mistakes
If the candle is only alight for a short period of time a significant difference in mass cannot be
obtained. Instruct the students to keep the candle alight for a long period of time to obtain an
observable difference in mass.
Possible results
Qualitative observation—the candle went out when the gas jar was placed over the candle.
Quantitative observation—the difference in the mass of the candle after burning.
Suggested answers
1 Many observations are possible. Most are qualitative except for the mass of the candle measured
on the balance.
2 They were different because some of the wax reacted to produce gas, which floated away.
Prac 2: Taking measurements

Common mistakes
Ensure that the equipment selected for this experiment uses a range of measuring devices with a
variety of units. A variety of sizes should also be included, such as a 100 mL and a 10 mL measuring
cylinder.
Possible results
All measurements will have a source of error.
Suggested answers
1 Not all the results on the paper will be the same.
2 Not everyone will be wrong. The measurement will depend on how the scale is read, particularly
if the amount falls between two graduated markings and an estimate is required.
3 Student response.
4 Most measurements will have a source of error. The source of error may depend on the quality of
the equipment or human error, such as misreading the meniscus.
5 Scientists may use different equipment to take the same measurement, may read scales slightly
differently or use a different technique, resulting in different results.
Prac 3: Oddball measuring

Common mistakes
Miscounting due to large numbers of Smarties, paper and heartbeats.
Possible results
Mass of a Smartie
Total mass of Smarties
=
Number of Smarties
Thickness of a single piece of A4 paper
Thickness of a stack of papers
=
 Number of papers
Time for one heartbeat
Length of time
 =
Number of heartbeats
Suggested answers
1 Each one is smaller than the smallest unit on the measuring device.
 2 All Smarties are the same weight, all paper is the same thickness and all heartbeats are the same
length.
Prac 4: How massive?

Common mistakes
Students may misread the scale resulting in varied results.
Possible results
The beam balance should read zero when there is nothing in the pan and read 50 g when a 50 g weight
is placed in the pan.
Suggested answers
1 Zero.
2 It should be 50 g if weighed accurately and if the equipment is good quality.
3 The standard 50 g mass may not be 50 g exactly due to human error or inaccurate equipment or
the balance not being exactly on zero to begin with.
4 Zero error, parallax error or an equipment error.
Prac 5: Measurements and predictions

Common mistakes
For best results extreme measurements should be repeated.
Possible results
The length of the spaghetti is directly related to its mass.
Suggested answers
1 A line of best fit goes through most of the points on a graph so that it makes a smooth line that
represents a pattern in the data, without going through every point.
2 It should be quite close to the line of the graph, as the graph represents the average mass per
length of spaghetti.
3 As the length of the spaghetti increases so does its mass.
1.4 Answers
Remembering
1 Aim, hypothesis, equipment, risk assessment, method, results, discussion, conclusion.
2 Heading and units.
3 Labels, units and spacing that increases by same amount.
Understanding
4 The problem you would like to investigate.
5 A hypothesis is an educated guess of what you might find out in an experiment, whereas an
inference explains what happened based on observations.
Applying
6 a Equipment, risk assessment
b Quantities, list form, diagram
c Labels, units, correct equal spacing along axes
d Units
7 Fishing wire snaps when 250 g of weights are added and it stretches to 3.3 cm.
Analysing
8 Tony uses information provided to make an educated guess about what could happen.
9 a To investigate who stole the sausages.
b The golden retriever ate the sausages because there was golden hair on the floor and it wasn’t
hungry when fed.
c Sunny day, downpour of rain, howling winds, lawn has been mowed, sausages are missing,
pieces of glass everywhere, carpet is wet and marked with mud.
d The sausages were stolen and eaten by the golden retriever.

Prac 1: Spreading puddles
Common mistakes
Dark-lined graph paper will assist this exercise.
Possible results
As the drops of water increase so does the area covered.
Suggested answers
1 Answer will depend on student results.
2 As more drops are placed, the area increases.
3 Answer will depend on student results.
4 Graph should be similar to that shown in Fig 1.4.5
5 A suitable conclusion may be: As more drops are placed, the area increases.
Prac 2: Does salt make a difference?

Common mistakes
Factors such as the differences in the measured amounts of salt by tablespoon and the accuracy of
each thermometer may result in varying temperature readings for the boiling point of water.
Possible results
The boiling temperature of the salted water is higher than that of water.
Suggested answers
1 Student answer.
2 The boiling point of the salted water is higher than the boiling point of water.
3 Student answer.
4 Salt increases the boiling temperature of water.
5 Cooks add salt when they cook pasta or rice to increase the temperature of the water thereby
reducing cooking time.
1.5 Answers
Understanding
1 A variable is an element of an experiment that can be changed.
2 If more than one variable were changed, you couldn’t tell which one created the observed change
in the results.
Analysing
3 a Amount of water, nutrients, climate, temperature, sunlight.
b Size of potato, amount of water, temperature of potato, saucepan type
c Amount of fluids you drink, salt uptake, climatic temperature.
d The type of notes, the amount of study time, understanding of topic

and sleep before the exam.
4 a The amount of detergent used, water in the sink, the speed of the water out of the tap and the
temperature of the water.
b The temperature of the water.
c The amount of detergent used.
d The type of detergent and the amount of grease on dishes.
e Use a ruler to measure the height from the bottom of the sink.
5 Experiment 1
a To investigate if the speed of water from the tap affects the amount of froth produced.
b Sink ½ filled with hot water, 3 drops of detergent × 2, dropper, ruler.
c The hot water could burn so don’t place hand in the water.
d 1 Place the plug in the sink’s hole.
2 Place 3 drops of detergent into the sink.
3 Slowly run hot water from the tap until the sink is half full.
4 Measure the height of froth produced.
5 Repeat steps 1–4 but use fast hot running water in step 3.
e
Speed of water Height of froth

produced (cm)
Fast
Slow
Experiment 2
a To investigate if the amount of detergent affects the amount of froth produced.
b Sink ½ filled with water, 10 drops of detergent ×2, dropper, ruler
c Liquid spilling on the floor, a person can slip so mop up spills.
2 Place 1 drop of detergent into the sink.
3 Turn the tap on high until the sink is half full.
5 Repeat step 1–4 but in step 2 use 2 drops, then 3 and then 4 drops.
Number of drops of Height of froth

detergent produced (cm)
1
2
3
4
6 a To investigate if the temperature of the water affects the amount of froth produced.
b Sink half filled with water (cold, warm, hot), dropper, 5 drops of detergent for each test, ruler
c The hot water could burn so don’t place hand in the water. Liquid spilling on the floor, a
person can slip so mop up spills.
2 Place 5 drops of detergent into the sink.
3 Turn the cold tap on high until the sink is half full.
5 Repeat steps 1–4 but use fast warm and then fast hot running water in step 3.
e
Temperature of waterHeight of froth

produced (cm)
Cold
Warm
Hot

Prac 1: Froth production
Common mistakes
Check the plug to the sink for leaks before commencing this experiment.
Possible results
The variables tested in Joe’s experiments are the speed of water and the amount of detergent.
Suggested answers
1 The speed of the water, the amount of detergent.
2 Variables affect the results of the experiment.
3 Water temperature, the amount of water.
4 The amount of detergent.
Prac 2: Answering a question with an experiment

Common mistakes
Provide both worn and new tennis balls. New or less worn tennis balls will bounce higher and provide
better results.
Possible results
Variables that can affect the bounce height of the ball are the age of the ball, temperature, the height
from which the ball is dropped, the surface it is dropped onto.
Suggested answers
1 a Possible answers are the age of the ball, temperature, the height from which the ball is
dropped, surface it is dropped onto.
b The amount of hair on the ball, size of ball.
2 a Possible answers are higher temperature, new ball, high drop height, hard surface.
b Possible answers are an old ball, cold day, low height, soft surface.
Prac 3: Investigating variables

Common mistakes
Assess each student design to ensure that the equipment requested by the students is available.
Possible results
Students design their own experiment.
Suggested answers
Student answers.
Chapter answers
Remembering
1 Biology (living things), physics (forces and energy), chemistry (materials, chemicals and
reactions), geology (rocks and the Earth), astronomy (planets, stars and the Universe), ecology
(living things in their environment).
2 a Spatula—used for rough measuring of quantities and for delivery of chemicals.
b Beaker—to hold, store and heat substances.
c Measuring cylinder—to accurately measure volume of liquids.
d Tripod—to stand glassware over a Bunsen burner.
e Evaporating basin—to evaporate liquids and form crystals.
f Bunsen burner—flame used to heat chemicals.
4 i The airhole on the collar needs to be closed.

ii Light the match.
iii Turn on the gas tap.
iv Starting at the base, run the match up the barrel until the flame appears.
v Open the airhole.
5 a mg, g, kg, t
b s, min, h
c mm, cm, m, km
d °C
6 Aim, equipment, risk assessment, method, results, discussion and conclusion.
Understanding
7 It is called the safety flame because it is the coolest and easiest to see.
Applying
8 a Qualitative
b Quantitative
c Qualitative
d Quantitative
9 a Red in colour, thick, liquid, the smell, taste
b Cube, clear, colourless, cold, size, solid
c Amount, speed, colourless
d Colour, amount of grass, length, height, sharpness of tip
Analysing
10 Differences: In the yellow flame there is little air mixing with the gas, therefore it will not burn
well, producing an easily visible, pale yellow, relatively cool flame, whereas in the blue flame the
air mixes well with the gas, producing an extremely hot blue smokeless flame.
Similarities: Both use the same gas and are controlled by the airhole on the collar.
Evaluating
11 Oxygen is needed for fire to burn so when the airhole is open a greater amount of oxygen mixes
with the gas, producing a hotter flame.
Creating
An example follows:
Aim:
To investigate if hot chocolate cools down faster in a glass or polystyrene cup.
Equipment:
Hot milk 200 mL × 2
Chocolate powder 20 g × 2
Polystyrene cup
Glass cup
Teaspoon
Spatula
Measuring cylinder
Thermometer
Stopwatch
Risk:
Hot milk could burn; avoid placing hand in hot liquid.
Method:
1 Use a scale to weigh two lots of 20 g of chocolate powder.
2 Place one lot into the glass cup and the other into a polystyrene cup.
3 Add 200 mL of hot milk to each cup and stir.
4 Time how long each takes to cool to a certain temperature

1.1 Answers: Remembering

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Answers to Science Focus 1 second edition Student Book questions

Senses that would

1.1 Practical activity

Prac 1: The mysterious case of the stolen sausages

3 a Visible, pale yellow flame and it is relatively cool.

b Blue, noisy, burns efficiently without smoke and is extremely hot.

14 Student responses will vary.

1.2 Practical activities

Prac 2: Lighting a Bunsen burner

Prac 3: Investigating the flame

Prac 4: How hot is hot?

Prac 5: Heating a test tube

4 a A quantitative observation is one where numbers are involved.

1.3 Practical activities

Prac 2: Taking measurements

Prac 3: Oddball measuring

Prac 4: How massive?

Prac 5: Measurements and predictions

1.4 Practical activities

Prac 2: Does salt make a difference?

d The type of notes, the amount of study time, understanding of topic

Speed of water Height of froth

Number of drops of Height of froth

Temperature of waterHeight of froth

1.5 Practical activities

Prac 2: Answering a question with an experiment

Prac 3: Investigating variables

4 i The airhole on the collar needs to be closed.

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