7.1 Answers: Remembering

Answers to Science Focus 1 second edition Student Book questions
7.1 Answers
Remembering
1 Break, change shape, change speed, change direction
2 Spring
3 Newton (N), Sir Isaac Newton
4 Accelerate—go faster, speed up, quicken.
Decelerate—go slower, slow down, slow.
5 Forces are shown by arrows called vectors, where the size of the arrow indicates the size of the
force and the direction of the arrow indicates the direction of the force.
Understanding
6 a Force is needed to change the direction of an object.
b A force is needed to slow down an object.
c A force is required to change the shape of an object.
d Objects speed up when they fall because there is a force involved.
e Twisting is caused by a force.
Applying
7 Push, pull, friction, air resistance, buoyancy
8 Gravitational force, magnetic force, electrostatic force
9 a Rugby players in a scrum, pushing a door open, typing
b Reeling in a fish, towing a car, stretching your muscles
c Turning your head, opening a bottle of soft drink, wringing the water out of a sponge
10 a Object falling, sprinter starting the race, rocket taking off.
b Car braking, plane landing, ball rolling along the grass.
c Ball is struck by a bat, diver hits the springboard, child falls off a swing.
d Can is crushed, car is dented, a bone is broken.
e A sponge is squashed, a tennis ball is hit, a balloon is compressed.
f A beanbag hits the ground, a cyclist brakes to a stop, you catch a ball.
11 a C
b D
c A
d B
12 a A, B, F, G
b D, E
c C
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 1537 6
Analysing
13 a Elastic
b Inelastic
c Inelastic
d Inelastic
e Inelastic
f Elastic
g Inelastic
14 a D
b B and C
c A and D
15 The force required to stop a truck is much greater because the truck carries more mass.
Creating
16 Creative task.
7.1 Practical activities

Prac 1: Measuring forces
Common mistakes
A variety of spring balances with a range of 5 to 30 N will assist students in measuring light to heavy
objects.
Possible results
Using a spring balance, students measure the force applied to various items
Suggested answers
1 Factors may include size and mass of objects, and friction.
2 Depends on students’ results.
Prac 2: Build your own force-measuring device

Common mistakes
Ensure that the retort stand is clamped to the bench before applying weight to your measuring device.
Possible results
Students build a simple force-measuring device using everyday material.
Suggested answers
1 Calibration means to set the device to zero when no masses are attached. Calibration is
important to make sure all other measurements are accurate and that they can be compared.
2 Heavier objects may alter the calibration of the device due to the loss of elasticity in the spring.
3 The rubber band which will break, the coil spring which will squash and the wooden dowel will
hit the bottom of the measuring cylinder, or the hacksaw blade will break.
7.2 Answers
Remembering
1 Skateboard, a ball rolling along the ground, a paper plane, a coin sliding along a table top, bullet
shot into water.
2 Friction reduces the efficiency of machines by converting energy to heat. Friction causes wear
and tear on moving parts. Friction causes things to slow down. Friction may produce so much
heat that special cooling systems are required.
3 Ball bearings in a skateboard wheel, hovercraft going over water, oiled machine parts, bullet
travelling through air, the puck in ice hockey.
4 Driving a car, rock climbing, riding a bike, walking, roller blading, ice skating, rubbing your
hands for warmth, nail filing, licking an ice-cream, scratching your nose.
5 Skateboard, rollerblades, trains
Understanding
6 a Friction is caused by bumps and hollows of the surfaces catching on each other.
b Even smooth surfaces have small bumps and hollows.
c Friction causes moving objects to slow down.
d Friction is a contact force.
e Drag slows a moving object.
f ‘Streamlined’ is a word used to describe objects that cut through the air easily.
7 Traction is the strength with which two surfaces grip each other as a result of the frictional force
between them.
8 Door hinges squeak because the weight of the door forces the surfaces in the hinges together
tightly. Friction causes small vibrations that we hear as a high pitched squeak
Friction between the pencil lead and the paper cause small amounts of the lead to be deposited
where you’ve written.
Friction between the nail and emery board cause the jagged ends of the nail to wear away.
9 A, C, B
10 Grip is more important in wet conditions. In dry conditions, the weight of the car keeps the tyres
in contact with the road. However, wet conditions form a thin layer between the car and the road
that allow it to slide across the surface of the road.
11 a The object would slip out of your hand.
b The nail would slide out.
c The screw could come loose easily and the pieces of wood could rotate about freely.
d They would slide off the bed.
e They would come untied.
f You could not walk, you would slide.
g You could only stop by hitting something or pulling on something.
Applying
12 Car tyre, file, screw-top lid
13 a To improve the traction between their feet and the board in wet conditions.
b Skiing, snowboarding, windsurfing
Evaluating
14 a A snowboarder wants to reduce friction to go faster down the mountain, whereas a cyclist
needs the friction between the road and his tires in order to get more speed.
b Chalk increases the friction between the weightlifter’s hands and the bar, helping to lift the
weight.
c The chains help cut through the snow and ice to the surface of the road to get traction and
prevent it sliding.
Creating
15
Method Description
Lubrication A slippery material (the lubricant) is placed in between two surfaces to allow
them to pass over each other more easily.
Polishing Bumps and hollows are smoothed so that the surfaces can pass over each other
more easily.
Wheels and bearings Spherical or cylindrical objects placed in between two surfaces allow the
surfaces to roll over each other rather than slide.
Hovering A layer of air separates the two surfaces to reduce friction.
Streamlining The shape of the object is designed to make air or water flow more easily around
it.
16 Most likely the Egyptian used logs to roll the blocks of stone into place.
17 Creative writing task.

Prac 1: Measuring friction
Common mistakes
To make the test fair, all the shoes must have the same mass.
Possible results
Students measure the friction of objects on different surfaces.
Suggested answers
1 Any differences in the results can be attributed to the type of surface, not the mass.
2 A controlled variable.
3 Student answer.
4 Friction is a force that acts in the opposite direction to the motion.
Prac 2: Comparing friction

Common mistakes
Access to a wide variety of surfaces will assist this exercise.
Possible results
Rough surfaces have greater friction. A greater angle gives a greater downward force.
Suggested answers
1 The angle required to make the block slip increased as the roughness increased.
2 Rough surfaces have greater friction. Hence, the angle required to make the block slip increased
when the surface became rougher. A greater angle gives a greater downward force due to
gravity, giving the block more chance of moving.
Prac 3: Constructing roller ball

Common mistakes
Student-designed experiments should be assessed by the teacher for feasibility before carrying out the
experiment.
Possible results
Student design.
Suggested answers
Student design.
7.3 Answers
Remembering
1 a Kilograms, grams, milligrams
b Newtons
2 a Pulling
b Non-contact
3 The mass of the planet (or Moon etc.), the mass of the object, the distance the two are apart.
Understanding
4 a Weight is measured in Newtons
b Kilogram is a unit of mass
c Weight is a force
d The Moon has gravity
5 It means the mass is much less and the size is likely to be smaller
6 In space, an astronaut has less weight because the gravitational force in space is weaker.
However, the astronaut’s mass is the same regardless of the strength of gravity.
Applying
7 It would be the greatest at sea level and lowest at the highest point i.e. Mount Everest.
8 Throw something to a friend on the 5th floor of a building, jump over a car, rock climbing on a
very steep cliff face.
9 The force of weight pulls two objects together. There is an equal and opposite force on both
objects acting towards
each other.
10 1 kg of lead weighs the same as 1 kg of feathers because the mass of the two is the same. The
student is confusing mass with density.
11 a If you simultaneously drop two smooth, round objects from a tall building they will hit the
ground at the same time.
b Obvious exceptions to this are things like feathers, which have a very large air resistance.
However, in the absence of air these too would fall at the same rate.
12 a All planets
b Venus, Saturn, Uranus and Neptune
c Mercury
d Jupiter
Analysing
13 Mass is a measure of how much matter an object contains, it is not a force and it does not depend
on the strength of the gravitational field. Weight is a measure of how much gravitational force is
being applied to an object. It is a force and it varies depending on the strength of the gravitational
field.
14 a 140 kg, 1372 N
b 140 kg, 1371 N
c 140 kg, 1148 N
d 140 kg, 1.6 N
15 They will always drop at the same rate.
Evaluating
16 The force of gravity attracts it to Earth
17 While lying in bed your spine and the cushioning between your vertebrae have a chance to relax
and expand. During the day they are compressed by the weight of your body, so you become
slightly shorter.
18 Because no weight is being placed on the spine it is able to expand making them taller. However,
they are also weaker because they do not have to apply the same sort of forces on their body
every day just to get around. As a result the muscles deteriorate.
Creating
19 Student design.

Prac 1: Falling objects
Common mistakes
Ensure that the falling objects fall onto something soft to reduce any damage.
Possible results
• Objects that catch the air fall more slowly than objects that do not.
• Objects that do not catch the air fall at about the same rate.
Suggested answers
1 Answers will vary depending on the selection of objects chosen.
2 Objects like feathers, sheets of paper and similar objects with a small mass and large surface
area. Their large surface area catches the air and experiences complex forces in a number of
directions.
3 Answers will vary. If any did, it is likely that they were more streamlined than the 50 g mass.
4 Distance is one of the variables that should be kept controlled.
5 Most objects fall at the same rate as a 50 g mass.
6 The loosely crumpled ball will drop straight but slowly. The tight ball will drop faster. The sheet
will usually drop slowest, fluttering instead of dropping straight down.
7 Answers will vary depending on the selection of objects chosen. The slowest object will have the
most air resistance for the same mass.
8 Objects that catch the air fall more slowly than objects that do not.
Objects that do not catch the air fall at about the same rate.
Prac 2: Measuring mass and weight

Common mistakes
Access to a wide variety of surfaces will assist this exercise.
Possible results
The weight of an object will be about 10 times the mass of the object.
Suggested answers
1 Student response.
2 Student response.
3 The weight of an object was about 10 (9.8 is also acceptable) times the mass of the object.
Prac 3: Testing strength

Common mistakes
Student-designed experiments should be assessed by the teacher for feasibility before carrying out the
experiment.
Possible results
Students design their own experiment to find the stretch and strength of various objects.
Suggested answers
Student design.
7.4 Answers
Remembering
1 a An object is not moving or it is moving but not changing speed or direction.
b An object is changing speed, shape or direction.
2 a The car travels in a straight line at a constant speed.
b The car accelerates or decelerates and/or changes direction.
3 The weight pushing down, the force of the chair pushing up.
Understanding
4 They are balanced if the are equal and acting in exactly opposite directions.
5 a Forces are balanced when there is no overall change in motion.
b Forces are balanced when the forces are the same size and acting in opposite directions.
c If I am sitting in a chair, the two forces acting on me are my weight pulling me down and the
force of the chair pushing upwards.
d A car travels at a constant speed when the force from the driving wheels balance the push
backwards from the air (we call this air resistance) as well as the friction between the road and
the wheels.
e An unbalanced force is needed if an object is to accelerate.
6 The motion of the bike is changing, therefore the forces must be unbalanced.
7 It is not moving so the forces are perfectly balanced. The size is 500 N and it is pushing towards
Tom.
8 Thrust from the engines, drag from wind resistance, the weight of the plane pulling it down, lift
caused by higher air pressure under the wings.
9 The air foil is curved on top and flat underneath. As it passes rapidly through the air, the air
passing over the top spreads out, causing a region of low pressure above the wing. The higher air
pressure below the wing tries to rush up and around the wing to equalise the pressure differences
giving the wing lift as it does so.
10 a Air moving over an air foil causes lift.
b The top part of a wing is longer than the bottom part.
c The faster-moving air has a lower pressure than the slower-moving air.
d An aircraft will take off only if the lift is greater than its weight.
e There is no overall force on an aircraft when it is cruising at altitude.
11 Lift and drag are both caused when the plane passes through the air. If it is not moving there can
be no lift or drag.
Analysing
12 The shape of helicopter blades will be similar to the shape of a plane’s wing, as they work on
similar principles. It may be tilted however to push the air down as it turns and give lift.
13
14 The faster a blade is moving through the air the more lift. If a helicopter is moving then the blade
moving in the direction of the helicopter will experience more lift, as its total speed is the speed
of the blade plus the speed of the helicopter. On the other hand, the blade moving in the opposite
direction will experience less lift, as its total speed through the air is the speed of the blade minus
the speed of the helicopter.
15 a Cannot say.
b The team of 4 students assuming the students are of equal strength.
c Cannot say.
d The team of 10 students assuming the students are of equal strength.
16 a The teams are balanced.
b The teams are balanced.
c The team of 6—although the two other teams have a total of 6 they are not applying a force in
exactly the same direction.
d The team of 5—the other two teams exactly balance each other.
e The bottom team of 3—the other 2 exactly cancel each other.
Evaluating
17 a The speed creates more lift under the air foil, as the air passes over it more rapidly.
b The wind provides extra lift in addition to that caused by the moving plane.
c Heavy aircraft need to attain greater speeds in order to achieve the lift necessary to overcome
their larger force of weight.
d The air is less dense on a hot day, so lift is reduced.
Creating
18
19
20

Prac 1: Tug of war #1
Common mistakes
Examine the strength of the rope before commencing the activity.
Possible results
Students examine balanced and unbalanced forces through tug of war.
Suggested answers
1 No-one will probably win because the forces were balanced assuming the students are of equal
strength.
2 The forces were unbalanced. The large team was able to apply a greater force moving the rope
in their direction.
3 The force against one person is unopposed.
Prac 2: Tug of war #2

Common mistakes
Ensure that the string is strong enough to withstand the force of the weights before commencing the
experiment.
Possible results
Students examine balanced and unbalanced forces.
Suggested answers
1 The washer did not move when the masses on each string were equal.
2 The forces are balanced in these situations.
3 The washer moved when the masses on each string were not equal.
4 Four masses exert more weight force than three masses, thus making the forces unbalanced.
There is a net or overall force in the direction of the most masses.
Prac 3: Wonky tower

Common mistakes
Plastic drinking straws will make a sturdier structure than paper drinking straws.
Possible results
Students design and construct a tall structure using drinking straws, pins and glue.
Suggested answers
1 Student response.
2 Gravity.
Prac 4: Creating lift

Common mistakes
A constant stream of air is required to create differential pressures.
Possible results
Air moves the fastest under the paper. Air moves the fastest between the ping-pong balls.
Suggested answers
1 Diagrammatic answers required for both paper and ping-pong experiments.
For paper experiment: Air is moving the fastest under the paper. The lowest air pressure is under
the paper where the air is moving the fastest. The paper moved downwards, as if being sucked
onto the bench.
For ping-pong experiment: Air is moving the fastest between the ping-pong balls. The lowest air
pressure is between the ping- pong balls where the air is moving the fastest. The ping-pong balls
move sideways, towards each other.
2 An air foil is pulled into an area of high-speed air, or lower pressure.
3 A force similar to lift has been generated. Calling it lift, however, would be inappropriate
because in neither example did the paper or ping-pong balls ‘lift’.
Prac 5 : Making an air foil

Common mistakes
The air flow of the fan should be kept horizontal.
Possible results
Students construct and test an air foil.
Suggested answers
1 Fast fan speeds would provide the most lift, as lift depends on airflow.
2 When the fan speed was increased, the air foil began to fly with more stability. At very high
speeds it can become unstable again.
3 Depends upon students’ results.
4 Should be when the wing is horizontal.
5 Depends upon students’ results.
6 Turbulent air flow can cause instability. The wing was sometimes very unstable when it had no
paperclips on it, making it very light and susceptible to buffeting by the wind.
7.5 Answers
Remembering
1 a It floats.
b It sinks.
2 Water tension. It forms a film or skin.
Understanding
3 a Buoyancy is the force that keeps a ship afloat.
b An iceberg stays afloat because its buoyancy balances its weight force
c A ship will sink if its weight is greater than its buoyancy
d Small objects will often float because of surface tension.
4 The less dense something is the more buoyant it is.
5 As the ship is loaded the water level rises. The weight of the ship increases and becomes less
buoyant.
6 When there is a hole in a ship, the air in the hull is replaced with water making the total density of
the ship more than the density of the water.
7 A steel submarine can change its total density using ballast tanks. When the ballast tanks are
filled with air, the total density of the submarine is less than water and it floats. When the tanks
are filled with water, the total density is greater than that of water and it sinks.
8 The crew must fill the ballast tanks with water to make it more dense than water.
Applying
9 a Buoyancy
b Surface tension
c Surface tension
d Buoyancy
e Surface tension
10 a LWNA-W
b LTF
c LW
Analysing
11 a Sink
b Sink
c Float
d Float
e Car oil—sink, cooking oil—float
f Sink
g Book—sink, sheet of paper—float
h Float
i Float
j Inflated balloon—float, deflated—sink if all the air is removed
Evaluating
12 The paper contains small pockets of air that make it less dense than water. As it becomes water-
logged these pockets become filled with water, making the total density greater than water and
the paper sinks.
13 Because ice is less dense than liquid water. They may also contain pockets of air that make them
even less dense.

Prac 1: Paper boats
Common mistakes
A paper boat will become quite soggy after a short while. Consider using aluminium foil instead.
Possible results
Students construct a paper boat and determine how much mass it can hold.
Suggested answers
1 Due to buoyancy.
2 The buoyancy force is not enough to balance the weight of the boat when too many paper clips
are added.
Prac 2: How do ships float?

Common mistakes
Ensure that the rubber stopper provides a tight seal in the conical flask.
Possible results
Students determine what happens to the total force on a ship as it is loaded.
Suggested answers
1 Depends upon student results.
2 The measured weight decreased due to the upward buoyancy force acting on the bottle. In
reality, the weight has not changed. The spring balance measured the total force on the beaker,
which equals weight minus buoyancy. This reading changes.
3 Diagrammatic answer. Diagrams should include an upwards arrow for buoyancy and a
downwards arrow for weight.
4 When the flask just sank, it was slightly more than half-full of water.
5 The buoyancy force will be insufficient to keep an object afloat when the object’s weight force is
greater than the force of buoyancy. This happens when the density of the object is greater than
the density of water.
Prac 3: A special case of floating

Common mistakes
The surface tension can be easily broken if the pin is pushed too hard. The pin will then sink.
Possible results
The pin floats on top of the water.
Suggested answers
1 The pin is made of steel, which is denser than water. The pin would therefore sink under most
circumstances, as it would break the surface tension and the ‘skin’ on top of the water.
2 The cohesive forces between the water molecules are strong and the pin is very light. The pin sits
on top of the water, as it does not have enough weight to break the ‘skin’ formed by surface
tension.
3 The surface tension can be easily broken if the pin is pushed too hard. The pin will then sink.
Prac 4: Sugar lumps and milk swirls

Common mistakes
Full-cream milk will be more effective in reducing the surface tension than reduced-fat milk.
Possible results
Student investigate how the surface tension of water can be altered.
Suggested answers
1 Reduced the surface tension.
2 The reduced surface tension drew the matchsticks and water towards it.
3 As the detergent attaches to the fat molecules in the milk it reduces the surface tension of the
water. The food dyes bind to the milk fat molecules that are still not affected by the detergent.
They therefore migrate with them as the detergent spreads across the milk. Hence, the colours in
the food dyes are moved around.
4 Low-fat milk does not work as well because the detergent relies on the fat in the milk to reduce
the surface tension. If very little fat is present, the detergent has limited molecules to which it can
attach.
Prac 5: Five cents worth of water

Common mistakes
The delivered amount of each drop of liquid will differ with each person and each dropper.
Possible results
Temperature affects the surface tension of all liquids.
Suggested answers
1 The shape is spherical as a result of the surface tension of the water.
2 The warm water produced the most drops. Temperature affects surface tension.
3 Yes! Temperature affects the surface tension of all liquids.
7.6 Answers
Remembering
1 Non-contact
2 Iron, nickel, cobalt
3 Iron
4 Like poles repel, unlike poles attract.
5
Understanding
6 a The north pole of a magnet will repel other north poles.
b Compasses are actually small magnets.
c The ends of a magnet are called its poles.
d The area around a magnet is called the magnetic field.

e Domains must be aligned for a piece of iron to be a magnet.
f The Earth has a magnetic field.
7 The domains, which are like tiny magnets, become aligned so that poles of the domains all point
in the same direction.
8 A magnetic pole is the end of a magnet where the magnetic field is the strongest.
9 A compass is a small magnet that is free to move. It naturally aligns itself with the Earth’s
magnetic field so that its ends point towards magnetic north and magnetic south.
10 The material can be placed in a strong magnetic field. The field must be strong enough to align
the domains of iron in the material.
11 Molten iron.
Applying
12 It is strongest at the poles and weakest at the centre.
13 Global positioning system.
14 a
Magnetic field is strongest at the poles.
b The field lines touch close to but not exactly at the North and South Poles. You might expect
to see an aurora close to the North or South Pole.
Evaluating
15 Ferromagnetic means that a substance is magnetic in the same way the iron is magnetic i.e. Ferro-
coming from the Latin word for iron Ferrum.

Prac 1: Attracted to magnets?
Common mistakes
A large variety of magnetic and non-magnetic will assist in achieving the desired outcomes of the
experiment.
Possible results
Magnetic materials are attracted to a magnet and contain iron.
Suggested answers
1 Paperclip, nail
2 Zinc, aluminium, tin, copper, magnesium, rubber, cotton wool, plastic
3 They contain iron, cobalt or nickel.
4 Alloys of iron, cobalt or nickel.
Prac 2: Attracting and repelling

Common mistakes
Magnets are best stored in trays with divisions and keepers on the ends. This method will help keep
the magnets magnetised.
Possible results
The two magnetic poles on the magnet are north and south. The rule for attraction and repulsion of the
poles are like repel like and opposites attract.
Suggested answers
1 Like repel like. Opposites attract.
2 Where the magnetic field line enters and exits a magnet.
Prac 3: Magnetic fields

Common mistakes
Wrap magnets in cling wrap to stop the iron filings from sticking to them. Students can perform this
task over a tray to assist in retrieval of spilt iron filings.
Possible results
Students observe magnetic fields.
Suggested answers
1 The magnetic field will be strongest near the poles.
2 The field is weak far away from the magnet, particularly along its sides. Iron filings are less
attracted to those points.
Very few iron filings attach to the midpoint between the two poles and far away from the magnet.
3 The magnetic field becomes weaker further away from the magnet.
Prac 4: Sheilding
Common mistakes
Possible results
Students determine what blocks or shields a magnetic field.
Suggested answers
1 The paperclip moved either away from or towards the other magnet. This causes the paperclip to
‘wobble’ on its string.
2 The further the paperclip moved from the magnet, the weaker the magnetic field acting on it.
Hence, there was less attractive force. Eventually, the weight of the paperclip is greater than the
attraction. This is when the clip falls.
3 Metals (particularly iron and steel) will tend to block the magnetic field. Paper and plastic
should have limited effect.
4 The magnetic field still existed, but was not strong enough to hold the pin, or the pin was
shielded from it.
Chapter answers
Remembering
1 Push, pull or twist
2 Changes it shape, speed and/or direction
3 Add a lubricant, polish the surface, use wheels or ball bearings.
4 a True
b False
c False
d True
e False
f True
g True
h False
i False
Understanding
5 a Force—push or pull
b Spring balance—measures weight
c Friction—caused by rough surfaces sliding
d Newton—a unit of force
e Lubricant—reduces friction
f Heat—produced by friction
g Sandpaper—causes large friction
h Kilogram—unit of mass
i Balanced forces—forces that add up to zero
j Balance—Measures mass
Type of force Where it’s used How it works

Push Skateboarding Skateboarder pushes ground with foot to move forward.
Pull Fishing The fisherman turns the reel to pull the fish in.
Friction Filing nails The nail file causes friction between the nail and the file to
smooth the nail’s edge.
Gravity When sitting Gravity pulls you towards the Earth so you don’t float out of
your chair.
Magnetic Fridge magnet The magnetic force sticks the magnet to the fridge clamping
papers etc. in between.
Buoyancy Boating The buoyancy force balances the weight force of a boat to
keep it afloat.
7 Much of the energy in machinery is lost in the way of heat caused by friction. If this energy was
not lost, it could be used by the machinery to do more work.
8 Saliva and mucus lubricate the path from the mouth to the stomach.
9 Stroking a piece of iron repeatedly with a magnet. Aligning the iron with the Earth’s magnetic
field and tapping it gently. Placing it at the centre of a strong electromagnet.
10 For a piece of iron to be magnetic, its domains must be aligned. A magnet can be destroyed by
disrupting this alignment either by hitting it or heating it.
11 In between moving parts of a machine, to go faster when skiing, on a waterslide.
Applying
12 a Pull
b Magnetic
c Push
d Lift
e Surface tension
13 a Rugby scrum
b Repelling north poles of two magnets
c Towing a car
d Air resistance for cyclists
e Friction between tyres and roads

f Swimming with baggy clothes
g Falling off your chair
h Boat floating
i Mosquito walking on water
j Compass
14 a The Moon
b Mercury
c Venus
d Jupiter
Analysing
15 a Advantage
b Disadvantage
c Disadvantage
d Advantage
e Advantage
16 a 1372 N
b 140 kg
c 0N
Creating
17

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Answers to Science Focus 1 second edition Student Book questions

7.1 Practical activities

Prac 2: Build your own force-measuring device

7.2 Practical activities

Prac 2: Comparing friction

Prac 3: Constructing roller ball

7.3 Practical activities

Prac 2: Measuring mass and weight

Prac 3: Testing strength

7.4 Practical activities

Prac 2: Tug of war #2

Prac 3: Wonky tower

Prac 4: Creating lift

Prac 5 : Making an air foil

7.5 Practical activities

Prac 2: How do ships float?

Prac 3: A special case of floating

Prac 4: Sugar lumps and milk swirls

Prac 5: Five cents worth of water

d The area around a magnet is called the magnetic field.

Magnetic field is strongest at the poles.

7.6 Practical activities

Prac 2: Attracting and repelling

Prac 3: Magnetic fields

Type of force Where it’s used How it works

e Friction between tyres and roads

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