Chapter 5

Answers to Science Focus 1 second edition Student Book questions
5.1 Answers
Remembering
1 a Hans and Zacharias Jannsen and Hans Lippershey
b Robert Hooke
c Theodor Schwann and Matthias Schleiden
d Rudolph Virchow
2 a Robert Hooke
b Anton van Leeuwenhoek
c Anton van Leeuwenhoek
d Robert Brown
e Rudolph Kolliker
3 All living things are made of cells. New cells are created when old cells divide in two. All cells
are similar to each other, but are not identical.
4 Ocular lens
5 TEM—transmission electron microscope.
SEM—scanning electron microscope.
Understanding
6 Cells cannot be seen with the naked eye. They are so tiny that hundreds fit on a full stop,
therefore they need an instrument like the microscope to magnify them before they can be seen.
7 They remind him of the rooms occupied by the monks at the time.
8 a Microscopic—can only be seen using a microscope.
b Specimen—the object you place under a microscope for viewing.
c Image—the figure you see when you look through the eyepiece.
d Field of view—the area that you see through the eyepiece.
9 Microscopic
10 The image appears 10 times larger than its original size.
11 It can crack and ruin the specimen of the slide that has been placed on the stage.
Applying
12 A Eyepiece/ocular lens
B Objective lens
C Stage
D Lamp
E Base
F Arm
G Course adjustment knob
H Fine adjustment knob
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 1537 6
13
Eyepiece Objective Total magnification

magnification magnification
×10 ×10 ×100
×5 ×100 ×500
×20 ×40 ×800
×3 ×100 ×300
×30 ×20 ×600
14 200 mm = 20 cm
Analysing
15 a Length 2 cm (20 mm) width 6 mm (0.6 cm)
b Length 8 cm (80 mm)
c
16 a Simple
b Simple
c Compound
d Compound
17 a Similarities: both use light and provide coloured images.
Differences: monocular has one eyepiece whereas stereo microscope has two lenses. The
monocular requires thin slices of the specimen but the stereo microscope doesn’t. The
monocular produces a flat image whereas the stereo microscope produces a 3D realistic
image.
b Similarities: both use electrons.
Differences: TEM requires thin slices of the specimen whereas the SEM doesn’t. In a TEM
the electrons pass through but in an SEM electrons reflect off the surface. In a TEM the image
produced is colour but in an SEM it is black and white or false colour.
c Similarities: thin specimens are required for both, true colour image produced in both, energy
source passes through and the inner structure of the specimen is visible.
Differences: TEM uses electrons whereas the monocular microscope uses light.
18 Stereo microscope because it is a three-dimensional realistic image in true colour.
19 a
Evaluating
20 Bubbles can be confused with other internal structures within the cell. Bubbles interfere with the
clarity of the image, hiding organelles and their true structure/appearance.
21 A stereo microscope is most similar to an SEM because both don’t need a thin sliced specimen
and the energy reflects off the surface rather than pass through it.
Creating
22 Student responses will vary.
5.1 Practical activities

Prac 1: Constructing a simple microscope
Common mistakes
If the ring of petroleum jelly is too large, the drop of water will spread and loose its convex shape. The
smaller the drop of water the greater the magnification.
Possible results
Students construct a simple lens using a matchbox.
Suggested answers
1 a Drop of water.
b Matchbox tray.
c Sliding outer part of the matchbox.
2 Student responses.
3 A simple microscope has only one glass or plastic lens, whereas a compound microscope has
more than one lens. A compound microscope shows finer detail.
4 The rain acts as an extra lens.
Prac 2: Focus on the news

Common mistakes
Using the letter ‘o’ will make it difficult for students to determine if the image is upside down or back
to front. The letter ‘e’ is perfect for this exercise.
Possible results
Students make a wet mount and view the image under the microscope. The image produced moves in
the opposite direction to the object and will be vertically and horizontally inverted.
Suggested answers
1 Various answers depending on magnification and font size of print.
2 The image moves in the opposite direction to the object. For example, when the slide moves to
the left, the image will move to the right.
Prac 3: Observing everyday objects

Common mistakes
When viewing a slide under the monocular microscope, the specimen needs to be thin because light
must be able to travel through the specimen to reach the observer’s eye.
Possible results
Students view common objects using a monocular and stereo microscope and make comparisons
between the two.
Suggested answers
1 Monocular microscope—the view is less three-dimensional than with a stereo microscope.
Stereo microscope—gives a more three-dimensional image than a monocular microscope.
2 Student response.
5.2 Answers
Remembering
1 a Chloroplasts
b Xylem (water conducting)
c Root hair cells
d Guard cells
Understanding
2 Parts that make up cells are called organelles.
3 a Nucleus—controls all chemical reactions in a cell and how it develops and reproduces.
b Cell wall—supports the plant.
c Chloroplasts—contain chlorophyll, which traps the light energy needed for photosynthesis.
4 Chlorophyll is the green pigment that traps light energy from the Sun for the process of
photosynthesis.
Applying
5 a Root hair cell
b Guard cell
c Conducting cell
6 a Chlorophyll
b Cellulose
c Sap (air, water, waste and food particles)
7 a Carbon dioxide and water
b Oxygen and sugar (glucose)
c Glucose
d Sunlight
Evaluating
8 a Guard cells control water loss so, if there were no guard cells the plant would either lose too
much water or never release water.
b The plant cells and in turn the plants wouldn’t have enough support to hold their shape.
c The plant would not produce its food sugar through photosynthesis.
9 a Most plants have green chlorophyll.
b Plants have more cellulose for support because most animals have a skeleton for support.
c The upper surface receives the most amount of sunlight.
d Water and food travel in different directions because they are needed for different purposes in
the plant.
10 All plants cells share many features because they carry out similar functions whereas animals
perform more functions requiring specialised cells.
11 Animals obtain their energy (food) by eating plants and/or other animals.
Creating
5.2 Practical activities

Prac 1: Onion, rhubarb and banana cells
Common mistakes
Plant structures will be too difficult too see if the specimens on the slide are too thick. It needs to be
thin because light must be able to travel through the specimen in order to reach the observer’s eye.
Possible results
Students observe and draw plant cells and discover that there are some similarities and differences
between plant cells.
Suggested answers
1 The structures in banana cells are not easily viewed without staining.
2 Answer may depend on student results. Rhubarb cells are often the easiest cells to view as they
have a pink colouring to assist in distinguishing the features inside each cell.
3 Various answers are possible, including:
Similarities: all have a visible cell wall and a nucleus (although most students will find this
difficult/impossible to see).
Differences: rhubarb cells are very long and elongated boxes whereas onion cells are squarer.
The shape of banana cells is more difficult to observe.
Prac 2: Searching for stomata

Common mistakes
Allow plenty of time for the nail polish to dry, particularly on cold days. This activity works best with
leaves that are fairly thick and have a thick waxy cuticle. Camellia is suggested because it is easily
obtainable and known to give satisfactory results.
Possible results
Students produce an image of stomata and observe them under the microscope. There are more
stomata present on the underside than the upper side of the leaf.
Suggested answers
1 Sausage-shaped cells around a small opening.
2 Responsible for controlling gas exchange and to remove excess water.
3 Stomata allow water vapour to be exchanged. Stomata on the upper side of a leaf are few in
number to reduce the amount of water vapour lost from the leaf. Evaporation is more likely on
the upper side due to direct sunlight.
5.3 Answers
Remembering
1 Over one hundred million million cells.
2 Approximately 200.
3 Serious burning of a large area of the skin (skin cells) can lead to death because the person will
then be unable to retain water.
4 a Skin cells
b Nerve cells
c Red blood cells
d Muscle cells
e White blood cells
f Fat cells
Understanding
5 Cellulose provides support; animals have skeletons and/or muscles to help provide support.
6 Mitochondria is the site where energy capsules are found and muscles require a lot of energy to
function. The more mitochondria, the greater the amount of energy produced, therefore the better
the muscles will function.
7 a They wouldn’t carry enough oxygen around the body, especially to the mitochondria for
production of energy.
b They would find it difficult to fight infections and often become sick.
8 Messages to and from the brain would not be transported to the receptors so organisms wouldn’t
be able to respond
to changes and function properly.
9 Dizziness, numbness and unconsciousness because of the lack of oxygen and food to the brain.
10 Humans would have green skin.
Applying
11 a Nucleus
b Cytoplasm
c Membrane
d Mitochondria
e Cell wall
Evaluating
12 Sex cells (sperm)
13 Cellulose
5.3 Practical activity

Prac 1: Viewing prepared slides
Common mistakes
Ensure that the microscope lenses are free of dust and dirt, as they can often be mistaken for cell
structures.
Possible results
Students observe prepared slides under a microscope and compare the differences between animal and
plant cells.
Suggested answers
1 Students will give different answers. Similarities that might be mentioned are that cell shapes are
not box-like as in plant cells, all cells have a nucleus (although most students will find this
difficult/impossible to see) and all prepared slides have their cells stained. Differences that might
be mentioned are that each cell type has a different shape, and the fine structures of the cells
differ.
2 To eliminate the chance of transmission of blood-borne diseases such as hepatitis and HIV.
3 Prepared slides contain a sample that is already stained and thin enough for its features to be
visible and have no bubbles to confuse the viewer. Not all of this is possible with slides prepared
by students.
5.4 Answers
Remembering
1 Bacteria
2 a Help digestion, production of food, breakdown material to return nutrients to the soil.
b Bad breath, body odour, pimples and infections.
3 Unicellular
4 Sporozoans, flagellates, amoeba, ciliata
5 Gangrene
6 Student responses will vary. Examples: Heart, lungs, liver, skin, kidneys.
Understanding
7 Flagellum—two whip like tails.
Cilia—tiny hairs that beat in waves.
Amoeba—changes shape to allow it to move by ‘flowing’.
Sporozoans—live in other cells and are carried by them.
8 To allow the organisms to work more effectively and efficiently.
9 a Tissue—groups of similar cells.
b Organ—tissues group together to form organs.
c Systems—group of organs that work together is known as a system.
10 Skeletal
Applying
11 a Plant like—flagellates.
Animal like—ciliates, amoebas.
b Flagellates have chloroplasts, ciliates feed on other organisms and amoebas consume other
organisms.
12 a Circulatory
b Nervous
c Excretory
d Digestive
e Respiratory
Analysing
13 Cell, tissue, organ, systems
14
15 Organelles are like little organs in the cell. Like organs, organelles have specific structures and
functions that help the cell survive. Organs work together within a system to make the whole
organism function efficiently.
Evaluating
16 a Advantages: each cell type carries out a specific task to help the multicellular organisms to
work more effectively and to complete complex tasks
Disadvantages: large food and energy requirements, systems need to be regulated, slow
reproduction, complex transport systems required.
b Advantages: fast reproduction, easy to absorb and remove substances (osmosis and diffusion)
Disadvantages: easily affected by factors and changes in the environment, vulnerable to
damage e.g. death.
c Student responses will vary.
17 a B
b C
c E
18 a Sporozoans.
b Boiling and filtering water.
c Keeps unwanted micro-organisms from building up in large numbers.
19 Flower—reproductive system.
Stems—transport system.
Leaves—food making system.
Roots—water absorption.
Bulbs—food storage system.
5.4 Practical activity

Prac 1: Life in a drop of water
Common mistakes
The pond water organisms may move in and out of view too quickly for the students to observe them.
They can be slowed with the use of methyl cellulose solution. This solution can be bought
commercially from biological suppliers.
Possible results
Students observe the structures of single-celled pond water organisms.
Suggested answers
1 Depends on student observations. Both flagellates and ciliates are likely to be seen.
2 Depends on student observations. Movement using flagella and cilia are likely to be seen,
although it may be difficult for students to clearly determine which is which.
3 Will depend on the sample used. May include amoeba, paramecium and others.
Chapter answers
Remembering
1 Cork
2 Refer to Fig 5.2.2 on page 149.
3 Photosynthetic cells—have chlorophyll so that photosynthesis can take place.
Conducting cells—transport water and nutrients.
Root hair cells—involved in water absorption from the soil.
Bone cells—support the body and protect organs.
Fat cells—store energy.
White blood cells—help fight infections.
4 Euglena—flagellates.
Paramecium—ciliates.
Amoebas—amoeba.
5 Unicellular
Understanding
6
Date Scientist Discovery

1609 Hans Janssen and son Invented the compound microscope
1665 Robert Hooke Designed a prototype of the compound microscope to
study cork cells. Named ‘cells’.
1673 Antoni van Leeuwenhoek Invented a single-lens microscope with ×300
magnification and looked at single-celled organisms
Nicolas Hartsocker Studied sperm
1831 Robert Brown Discovered cell nucleus
1857 Rudolph Kolliker Discovered mitochondria
1804–1881 Mathias Schleiden Proposed cell theory that all things are made of cells
1810–1882 Theodore Schwann Said that the cell was the basic unit of living things.
Proposed cell theory while working with Mathias
Schleiden
7 a All plants share many features because they carry out similar functions whereas animals
perform more functions requiring specialised cells.
b Mitochondria is the site of energy production. Animals need more energy than plants because
they move and undergo functions that require greater amounts of energy.
8 Specialised cells are cells that group together to form tissues and form specific functions.
Specialised cells are arranged into groups, allowing organisms to work more efficiently.
Applying
9 ×1000
10 a Sap
b Air, water, wastes and food particles
11 Ciliate
12 a Body system
b Tissue
Analysing
13
Feature Plant cell Animal cell

Chloroplasts Present
Cytoplasm Present Present
Cell wall Present
Vacuole Present Present
Mitochondria Present Present
Cell membrane Present Present
Cell nucleus Present Present
14 Although simple and compound microscopes share the presence of a lens in their structure, a
simple microscope contains one lens whereas a compound microscope contains two or more
lenses. Both of these microscopes use light to view the specimen whereas the electron
microscope uses electrons.
Evaluating
15 a Advantages: each cell type carries out a specific task to help the multicellular organisms to
work more effectively. This allows the organisms to complete more advantageous complex
tasks.
Disadvantages: large food and energy requirements, systems need to be regulated, slow
reproduction, complex transport systems required.
b Advantages: fast reproduction, easy to absorb and remove substances (osmosis and diffusion).
Disadvantages: easily affected by factors and changes in the environment, vulnerable to
damage e.g. death.
c Student responses will vary.
d Humans are multicellular because they are constructed of many different types of cells, to
form organs and systems.

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Chapter 5

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Answers to Science Focus 1 second edition Student Book questions

Eyepiece Objective Total magnification

5.1 Practical activities

Prac 2: Focus on the news

Prac 3: Observing everyday objects

5.2 Practical activities

Prac 2: Searching for stomata

5.3 Practical activity

5.4 Practical activity

Date Scientist Discovery

Feature Plant cell Animal cell

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