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
8 Student responses will vary.

[pic]

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.

[pic]

12 Student responses will vary.
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 [pic] 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 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 [pic]

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.
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.

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 |

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.
20

|Characteristic |Frequency of 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.
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.

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.
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. 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.
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
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
[pic]

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.
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 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
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 |

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.