Science Focus 1 s e c o n d
Science
Focus
second
edition
The second edition of the Science Focus 1 student book has been fully revised
and updated based on extensive teacher consultation. It provides complete
coverage of the Stage 4 and 5 Science Syllabus and addresses all the learning
outcomes in the domains of knowledge, understanding and skills. Each chapter
of the Student Book addresses at least one prescribed focus area in detail.
Homework Book
The Science Focus 1 Homework Book has a fresh new design and provides
worksheets containing consolidation, extension and revision activities.
The wrap-around Science Focus 1 Teacher Edition is new for the second edition.
Every page of the Student Book is surrounded by a wealth of support material,
allowing the teacher to approach the teaching and learning of science with
confidence.
LiveTextTM DVD
Pearson Places
www.pearsonplaces.com.au
Pearson Places is the online destination that is constantly evolving to give
you the most up-to-date educational content on the Web. Visit
Pearson Places to access educational content, download lesson
material, use rich media and connect with students, educators
and professionals around Australia.
Pearson Reader
More than an eBook, Pearson Reader provides unique online student books
that allow teachers and students to harness the collective intelligence of all
who participate. Search for a unit of work and contribute by adding links and
sharing resources.
Student Lounge
One location for student support materialinteractives, animations, revision
questions and more!
Teacher Lounge
One location for teacher support materialcurriculum grids, chapter tests
and more!
Science Focus 2
Second Edition
Science Focus 3
Second Edition
Science Focus 4
Second Edition
978 1 4425 0853 8
The Science Focus 1 LiveText DVD is new for the second edition and is
designed for use with an interactive whiteboard or data projector. It consists of
an electronic version of the Student Book with component links, some of which
are unique to LiveText. The features include one-touch zoom and annotation
tools that allow teachers to customise lessons for their students.
edition
Teacher Edition
Science
Focus
second
edition
Greg Rickard
Nici Burger
Warrick Clarke
David Geelan
Dale Loveday
Stewart Monckton
Geoff Phillips
Peter Roberson
Cherine Spirou
Kerry Whalley
PEARSON
Contents
Acknowledgements
Series features
vi
CHAPTER
CHAPTER
CHAPTER
CHAPTER
viii
Syllabus correlation
Verbs
xi
Being a scientist
17
25
29
Chapter review
33
34
35
43
45
51
57
Chapter review
63
64
65
73
80
86
Chapter review
92
Classification
94
95
102
110
114
117
127
Chapter review
135
iii
CHAPTER
CHAPTER
CHAPTER
CHAPTER
CHAPTER
iv
Cells
137
138
149
155
158
163
Chapter review
166
167
168
176
188
196
Chapter review
203
Forces
205
206
212
218
224
231
236
Chapter review
242
Earth in space
244
245
250
257
262
275
Chapter review
279
280
281
286
292
301
306
313
316
Chapter review
322
Sci Q Busters
324
Index
328
Acknowledgements
We would like to thank the following for permission to reproduce copyright material.
The following abbreviations are used in this list: t = top, b = bottom, l = left, r = right, c = centre.
AAP Image: pp. 231tr, 258r, 314l, 314r.
Alamy: p. 19.
Auscape/John Carnemolla: p. 294bl.
Auscape/Reg Morrison: p. 293l.
Bureau of Meteorology: p. 301l.
Corbis: pp. ivb, 35, 169bcl, 169tcl, 224, 283, 296.
CSIRO Minerals: p. 76r.
CSIRO: p. 313t.
Dorling Kindersley: pp. 46 both, 47t, 145t, 145c.
Dorling Kindersley/Clive Streeter: p. 47b.
Dorling Kindersley/Colin Keates Courtesy of the Natural History Museum, London: p. 287br.
Dreamstime: pp. 87, 179tc, 179tr, 198, 293r.
Fairfax photos/Vince Caligiuri: p. 206.
Getty Images: pp. iii c top, 2, 45, 47, 102t, 121t, 163b, 231br, 280.
iStock Photo: pp. 4, 57, 68 all, 80 b, 128l, 129tl, 159br, 172, 175, , 231 l, 245, 252, 253, 257bl, 286bc,
286br, 292t, 313b.
Jupiter Images: p. 250.
The Kobal Collection/New Line Cinema: p. 281b.
Lin, Mike: p. 163t.
Melbourne Arts Centre, The, Concert Hall: p. 199b.
NASA: pp. ivcb , 218b, 251br, 251tr, 257t, 260, 263, 264, 265, 266 all, 267, 268t, 269, 275l, 275r, 278,
306, 317, 318br.
Opitz, Bernd: p. 214bl.
Pearson Australia: pp. 144, 191.
Pearson Australia/Elizabeth Anglin: 142b.
Pearson Australia/Alice McBroom: pp. 85, 258l.
Photodisc: pp. iiicb, 29, 51, 64, 65, 73, 80t, 149, 160, 188 all, 207cr, 213r, 236.
Photolibrary.com: pp. ivt, 9, 17, 43, 66, 75 both, 76l, 82r, 95t, 103b, 104c, 104b, 105bl, 106 both, 111b,
114, 115t, 117, 118t, 118b, 119r, 120tr, 120br, 122 all, 123 all, 127r, 128br, 129r, 130 both, 137, 138 all,
140 both, 141, 142cl, 142t, 143 all, 145b, 150, 155l, 158 both, 159t, 159c, 159bl, 164, 166, 168l, 178,
189br, 196, 199t, 214t, 220, 232, 244, 268b, 276, 277 both, 286tl, 286tr, 287bl, 288b, 289 both, 294br,
295l, 297, 302, 303t, 310, 319.
Photos.com: pp. 25 both, 200, 282.
Picture Source, The/Terry Oakley: p. 67t.
Rickard, Greg: p. 294t.
Science and Society Picture Library: p. 139.
Science Photo Library: pp. 142cr, 151b.
Shutterstock: pp. iiit, ivct, 3 all, 37, 43l, 53, 66l, 67b, 74 both, 74r, 94, 95 b, 96 all, 97 all, 81, 82l, 100 all,
102b, 103t, 104t, 105t, 105br, 107, 110, 111 all, 112 both, 115b, 118c, 119l, 120bl, 121b, 127l, 129 bl,
155r,167, 168r, 169 all, 170 all, 171l, 176, 179tl, 179b, 181 both, 189tl, 189tr, 189bl, 207tl, 207tr, 207cl,
207bl, 207br, 212 both, 214br, 216 all, 218t, 219, 225, 237, 251l, 257bc, 257br, 262, 281t, 286bl, 287t,
288tr all, 288bl, 292r, 294c, 295r, 301r, 303c, 303b, 316, 318l all, 324, 325 both, 326 both.
Sydney Water: p. 86.
Every effort has been made to trace and acknowledge copyright. However, if any infringement has occurred, the
publishers tender their apologies and invite the copyright holders to contact them.
Series
features
The Science Focus Second Edition series has been designed for the revised NSW Science Syllabus, Stages 4 and 5.
This fresh and engaging series is based on the essential and additional content.
NENTW
ENT
O
C
The student book consists of chapters with the following features:
A science context at the beginning of each chapter
encourages students to make meaning of science in terms
of their everyday experiences.
Science Clip boxes contain quirky and fascinating science
facts and provide opportunity for further exploration by
students.
Unit and chapter review questions are structured around
Blooms Taxonomy of Cognitive Processes. Questions
incorporate the key verbs, so that students can begin to
practise answering questions as required in later years.
Investigating sections incorporate ICT and research
skills. These tasks are designed to push students to apply
the knowledge and skills they have developed within the
chapter.
Practical activities are placed at the end of each unit to allow teachers to choose when and how to
incorporate the practical work.
Science Focus spreads use a contextual approach to focus on the outcomes of the prescribed focus area.
Student activities on these pages allow for further investigation into the material covered.
Each student book includes an interactive student CD containing:
an electronic version of the student book
a link to Pearson Places for extensive online content.
Homework books
NENTW
ENT
CO
The homework book has a fresh new design and layout and provides the
following features:
A syllabus correlation grid links each worksheet to the NSW Science Syllabus.
Updated worksheets cover consolidation, extension and revision activities with
explicit use of syllabus verbs so that students can begin to practise answering
questions as required in later years.
Questions are clearly graded within each worksheet, allowing students to move
from lower-order questions to higher-order questions.
A crossword for every chapter spans across a double-page spread so students
can easily read the clues and instructions.
Sci-words are listed for each chapter in an easy-to-follow tabulated layout.
vi
NEW
For more information on the Science Focus Second Edition series, visit the Bookstore at:
www.pearsonplaces.com.au
vii
Science is a fascinating, informative and enjoyable subject. Science encourages us to ask questions and helps
us understand why things happen in our daily lives, on planet Earth and beyond. Scientific knowledge is
constantly evolving and challenges us to think about the world in which we live. Science shows us what we
knew, what we now know and helps us make informed decisions for our future.
Science Focus 1 Second Edition has been designed for the revised NSW Science Syllabus. It includes material
that addresses the learning outcomes in the domains of knowledge, understanding and skills. Each chapter
addresses at least one prescribed focus area in detail. The content is presented through many varied contexts
to engage students in seeing the relationship between science and their everyday lives.
The student book consists of nine chapters with the following features:
Unit
Classification
Key outcomes
Additional
Essential
Units
Context
The context section
appears at the
beginning of each unit
to encourage students
to make meaning of science
in terms of their everyday
experiences.
Unit
4.1
context
4.1
context
2 List these groups from the one that contains the greatest
ms to the group that contains the least:
number of organisms
m, genus, order, class.
family, species, phylum, kingdom,
5 State the structural feature that splits animals into twoo phyla.
Kingdom: Anima
Animal
6 State the two major groups into which plants are classified.
ed.
4.3
Phylum: Chorda
Chordata (vertebrate)
QUESTIONS
Understanding
Class: Mammali
Mammalia (mammal)
Order: Primata ((primates)
Family: Hominid
Hominidae (hominids)
8 Explain how you know that a horse and a donkey are different
species.
9 Describe how the unique scientific name for every living thing
is created.
b Construct a diagram
d
or model of your new species.
c Classify your organism by placing it in a kingdom.
a genus
d Further class
classify your organism by giving it a name using
the binomial naming system.
Understanding
edlings.
make new seedlings.
113
Investigating
The investigating activities can
be set for further exploration
and assignment work. These
activities may also include
a variety of structured tasks
that fall under the headings of
reviewing and e - xploring.
Creating
Classification
Unit
QUESTIONS
Remembering
Voyager 1 & 2
Why classify?
4.3
4.3
Chapter opener
Mission
20 August 1977
Voyagerr 2
5 September 1977
Voyagerr 1
5 March 1979
Voyagerr 1
9 July 1979
Voyagerr 2
12 November 1980
Voyagerr 1
25 August 1981
Voyagerr 2
24 January 1986
Voyagerr 2
25 August 1989
Voyagerr 2
1998
Voyagerr 1
8.4
8
4
What happened?
Launches
8.4
8
4
Launches
Flies by Jupiter
INVESTIGATING
INVESTIG
INVE
STIGATIN
STIG
ATING
ATIN
G
Flies by Jupiter
Flies by Saturn
Flies by Saturn
Flies by Uranus
Investigate
your available resources (e.g. textbook,
Flies by Neptune
Most distant human-made
encyclopaedias,
Internetobject
etc.) to:
Exploring past Pluto
1 Find out what or who each planet was named after.
Voyagerr 1 & 2
INVESTIGATING
INVESTIGAT
INVESTI
GAT
ATING
ATIN
NG
N
G
mation,
Construct a booklet that summarises this information,
including pictures of each planet and the personn or object the
planet was named after. L
2 Find out what the given statement means.
To find ou
out more about the solar system, a list of web destinations
can be found oon Science Focus 1 second edition Student Lounge.
There, you will also find a link to a website that allows you to
construct a model of a spac
space probe, such as the Cassini spacecraft
that was sent to explore Saturn.
etter spent on
Money spent on space exploration would be better
things like medical research and aid programs.
Organise a class debate on this issue. L
272
Practical activities
Fig 4.1.1 Although it may look like something from science fiction,
this Hercules beetle is a very real living thing. Biologists need to be
able to classify all living things, even Hercules beetles.
95
Unit content
Aim
4.1
PRACTICAL ACTIVITIES
VIT
VI
TIE
T
IE
IES
ES
Aim
Unit
4 When
en you get to the poin
point where you are at a particular type,
draw the pasta or paste a sample of it in that place on your
key.
Safety
Method
Questions
ns
1 Identify
fy the main feature of a dichotomous key.
2 As aplants
group, decide(e.g.
on the characteristics
(e.g. shape,
size etc.)rhus)they
Some
oleander
and
are
used the same chara
characteristics that you did.
you will use to classify your sample of pasta.
3 Evaluate
uate the different key
keys you constructed. Which do you
3 In your
workbook, construct
a dichotomousin
key tosome
classify
nk was better? Why?
think
cause
allergic
reactions
people.
your pasta.
pasta
Equipment