3.1 Answers: Remembering

Answers to Science Focus 2 second edition Student Book questions –
Chapter 3
3.1 Answers
Remembering
1 a carbon dioxide and water
b glucose and oxygen
2 sunlight
3 a false
b false
c false
d false
4 a phloem
b xylem
5 old xylem cells
Understanding
6 a When enough water is present to keep cells firm and rigid.
b When cells lose too much water content causing leaves to droop.
c Cells between the xylem and phloem in vascular bundles.
d Groups of xlyem and phloem cells separated by a layer of cambium cells.
7 Xylem tubes carry water and minerals. The water is pushed upwards by pressure in the roots.
Evaporation through the stomata (tiny holes in the leaves) assists further in pulling the water
upwards.
8 The amount of water in cells helps keep the plant upright and firm (turgid).
9 Ringbarking removes a layer of phloem, which carries nutrients to all parts of the plant. Without
nutrients the plant will die.
10 Water is sucked up through the xylem keeping cells filled with water; therefore they will not go
flaccid.
11 Root hairs increase the surface area through which water is absorbed into a plant. The larger the
network of root hairs, the more water uptake.
Applying
12 a roots
b flower
c leaf
d stem
e bulb
13 The carbon comes from the carbon dioxide that is taken in from the air for photosynthesis.
14 xylem
15 10
Copyright © Pearson Australia 2010 (a division of Pearson Australia Group Pty Ltd) ISBN 978 1 4425 1527 7 1
Chapter 3
16 The amount of nutrients, minerals and water may change the growth rate of a tree and the spacing
of the rings is determined by the abundance or lack of the above elements.
Analysing
17 a The balloon changes from a firmer and more turgid state to a flaccid droopy state.
b As water leaves a plant and dries out, it changes from more turgid to a droopy, flaccid
condition.
Evaluating
18 They are exposed to the sunlight, which is needed for photosynthesis.
19 a They experience less sunlight and lower temperatures, therefore need to expose a greater
surface area to the Sun.
b These countries are hot, therefore need to reduce the surface area exposed to the Sun to reduce
water loss.
c This behaviour exposes less surface area to the Sun, reducing water loss.
20 a grass, gum trees, cows, cheetah, humans, fleas, mushrooms, tinea
b Grass and gum trees will die out once all the stored nutrients run out because photosynthesis
will stop. Cows can feed on plants until they run out. Cheetahs, fleas and humans will feed on
plants and cows until they die out. Mushrooms and tinea are decomposers, so they have
nutrients available to them until all dead material is broken down.
3.1 Practical activities

Prac 1: Water transport in celery
Common mistakes
A range of dye solutions would be suitable, e.g. red food colouring, eosin (0.1 g per 100 mL water).
Make sure that the petioles are cut cleanly before placing them in dye. The time taken for the
movement of dye in the celery is variable. It will certainly be in the leaves if left to stand overnight. A
trial with the dye you intend to use would be advisable before class use.
Possible results
In this experiment the movement of water is demonstrated to be in the xylem tubes. Movement in
xylem is one way.
Answers
1 Diagrammatic answer required. See Figure 3.1.5.
2 The dye moved through the celery stem into the leaves. If left for long enough, the leaves would
become coloured, as the dye spreads from the vascular bundle to individual cells.
3 As a control and comparison. Half the celery was placed in water with no dye to show that the
dye could not move sideways or back down the celery stalk. It also showed that certain vascular
bundles lead to different leaves.
Chapter 3
Prac 2: Ringbarking
Common mistakes
Instruct students not to cut straight through the stem when ringbarking the geranium plant.
Possible results
Ringbarking will kill the geranium plant because the stem contains the phloem of the vascular tissue.
The phloem is responsible for transporting the products of photosynthesis to all of the cells of the
plant. When the phloem vessels are interrupted, materials can no longer be transported from the leaves
to the roots and the roots will die.
Answers
Suggested conclusion:
The ringbarked geranium plant died because the stem was cut. The stem of the geranium plant
contains the phloem of the vascular tissue and the phloem is responsible for transporting the products
of photosynthesis to all of the cells of the plant. When the phloem vessels were cut, the materials could
no longer be transported from the leaves to the roots. The plant died because the roots are the site of
water and mineral uptake.
Prac 3: Reddest radishes

Common mistakes
Student-designed experiments should be assessed by the teacher for safety and feasibility before
carrying out the experiment.
Possible results
Results will vary based on the conditions chosen.
Answers
Answers and results will depend on the creativity of students.
3.2 Answers
Remembering
1 a false
b true
c true
d false
2 sunlight
3 i energy for respiration
ii cellulose for building plants cell wall
iii sugars for transport to various plant parts
iv to produce oils and protein
v starch for temporary storage in the leaf
Chapter 3
4 a carbon dioxide and water

b carbon dioxide, water and energy
c glucose and oxygen
d glucose and oxygen
5 Photosynthesis:
carbon dioxide + water + sunlight → oxygen + glucose
Cellular respiration:
oxygen + glucose → carbon dioxide + water + energy
6 a carbon dioxide
b water
c oxygen
d glucose
Understanding
7 Chlorophyll is a pigment in the chloroplast of leaf cells that captures the light energy needed to
convert carbon dioxide and water into oxygen and glucose during photosynthesis.
8 a at night
b during the middle of the day
9 Photosynthesis would not occur in the test tube because it is a complex chain of smaller reactions,
each requiring an enzyme that speeds up the reaction.
10 Once the temperature reaches 30°C the enzymes no longer function properly.
11 To release the energy from glucose so that cells can grow, repair and reproduce.
12 Catalysts speed up a reaction such as respiration.
13 Photosynthesis and respiration are essentially the reverse of one another. Respiration uses the
products of photosynthesis, whereas photosynthesis uses the productions of respiration as its
reactants.
Applying
14 a light
b dark
c light
d dark
15 Photosynthesis: light energy converts to chemical energy.
Respiration: Chemical energy converts to heat and energy for movement and growth.
Analysing
16 Photosynthesis removes carbon dioxide from the atmosphere. By removing trees the level of
carbon dioxide will increase, leading to an increase in global warming.
Chapter 3
17 a Water from the beaker and carbon dioxide from the air.
b oxygen
c carbon dioxide + water + sunlight → oxygen + glucose
d There would be more oxygen produced compared to the original experiment.
18 a starch
b No black colour on leaves.
c Photosynthesis didn’t occur because carbon dioxide wasn’t available and the leaf was placed
in dark for two days.
d To remove any previously stored starch from photosynthesis.
Evaluating
19 a photosynthesis
b The greater the light intensity then the more light available resulting in a greater rate of
photosynthesis.
c Higher levels of carbon dioxide and temperature.
20 Giant tube worms, giant mussels and spider crabs found at a depth of 2.5 km off the coast of
South America. These organisms live near vents that spew out hydrogen sulfide, which is used in
a process called chemosynthesis to produce energy to survive.
Creating
21 Student responses will vary.

Prac 1: A product of photosynthesis
Common mistakes
Do not allow air bubbles to enter into the test tube when inverting it over the funnel.
Possible results
The beaker in the light produced O2 as a product of photosynthesis. This production lowered the water
level in the test tube. The beaker in the dark did not produce oxygen.
Answers
1 Sodium hydrogen carbonate provided CO2 for the plant.
2 O2 is collected in the inverted test tube.
3 The beaker in the dark should not produce any O2, whereas the beaker in the light should. This
production will lower the water level in the test tube.
Prac 2: Green leaves and photosynthesis

Common mistakes
This activity works best with leaves that are fairly thin and have only a thin waxy cuticle. Geranium is
Chapter 3
suggested because it is known to give satisfactory results.

Possible results
Chlorophyll and light are necessary for starch formation. If starch can be identified in leaves, it is an
indication that photosynthesis has occurred. Starch reacts with iodine to produce a blue-black colour.
This colour change in the leaf indicated that starch was present.
Suggested answers
1 starch
2 The leaves are boiled in ethanol to remove the chlorophyll and to damage the cells a little to
allow iodine to penetrate.
3 Starch is only found in the green parts (chlorophyll) of the leaf.
4 Only the green parts (chlorophyll) of the leaf are able to photosynthesise and hence produce
starch.
Prac 3: The rate of photosynthesis

Common mistakes
Student-designed experiments should be assessed by the teacher for safety and feasibility before
carrying out the experiment.
Possible results
Students design their own experiments to investigate the effect of light on the rate of photosynthesis.
Suggested answers
Observations will vary based on the conditions chosen.
Prac 4: A product of respiration

Common mistakes
The more limewater used, the greater amount of carbon dioxide required for the limewater to turn
milky. Using small amounts of limewater will assist students in achieving positive results.
Possible results
The limewater in flask D should turn milky, whereas the limewater in flask B should remain clear.
Suggested answers
1 Flask A removes the CO2 from the air entering the apparatus. Flask B indicates the efficacy of
flask A by changing colour if residual CO2 exists in the tubes.
2 Flask D indicates the production of CO2 by the plant or earthworm.
3 a The plastic bag ensures gas exchange is reduced through the roots.
b Black paper hinders photosynthesis to promote respiration.
4 The limewater in flask D should turn milky, whereas that in flask B should remain clear.
5 Student response.
Prac 5: Energy production in respiration

Common mistakes
Ensure that the cotton wool is tightly packed into the top of the flask to prevent heat loss.
Chapter 3
Possible results
The temperature increased in the flask containing the unboiled seeds. The germinating seeds produced
heat energy during respiration, causing the temperature in the flask to rise.
Suggested answers
1 The temperature should increase in the flask containing the unboiled seeds.
2 The boiled seeds provide a comparison or control to ensure that the germinating seeds are the
cause of any temperature change.
3 The disinfectant killed any microorganisms, such as fungi, present on the seeds. These may affect
the results, as they are capable of respiration.
3.3 Answers
Remembering
1 a true
b false
c true
d true
2 a v
b iii
c vi
d i
e iv
f vii
g ii
3 palisade
4 yellow xanthophylls and orange carotenes
5 a stomata
b cuticle
c epidermis
d air space
e xylem
f chloroplasts
g palisade
h mesophyll
i guard cell
Understanding
Chapter 3
6 a Water enters from the xylem, which carries the water from the roots. Stomata allow carbon
dioxide into the leaf.
b Glucose travels and leaves through the phloem and oxygen leaves through the stomata.
7 a xylem
b The guard cells close the stomata.
8 This maximises the amount of chlorophyll exposed to the sunlight.
9 a The waxy waterproof covering that reduces water loss.
b No gases can pass through.
10 a green
b It reflects the green and this is why plants appear green.
c red, blue, violet
11 They appear red, orange or yellow, otherwise known as accessory pigments after the chlorophyll
has broken down for storage.
12 Aquatic plants are found in the surface layer or they absorb a different wavelength of colour.
13 Water absorbs light so algae need pigments to absorb more light.
Applying
14 They are like a sponge with gaps that allow gases to be trapped, making it spongy, so you can
squeeze it.
15 a X
b Oxygen because it is leaving the leaf which means it is a product of photosynthesis not a
reactant.
Analysing
16 a Small or needle-like leaves have low surface area to reduce water loss through evaporation.
b Grooves in the leaves of tropical plants provide channels for water to run off.
c Silver-grey leaves are insulated against heat and drought.
d The waxy coating of dull leaves provides protection from the hot Sun.
e Deciduous trees lose their leaves during winter to conserve water and energy.
Evaluating
17 a The plant would die, as gas exchange could not occur through the stomata.
b The plant might not survive the water loss in the stomata (exposed on top) and the reduced
ability to photosynthesise (chloroplasts hidden on bottom).
c The plant would not be protected from extreme temperatures and water loss.

Prac 1: Leaf classification
Chapter 3
Common mistakes
Encourage students to seek permission from the appropriate authority before collecting leaves from
plants.
Possible results
Students collect and classify leaves using different characteristics such as shape, colour and texture.
Answers
Answers will vary based on student’s collection.
Chapter 3
Prac 2: Stomata and chloroplasts

Common mistakes
Elodea leaves should be taken from the apex of a healthy growing tip. Elodea is available from pet
shops and aquariums.
Possible results
Students examine the stomata and chloroplasts in leaves. Stomata are responsible for controlling gas
exchange.
Suggested answers
1 Stomata are responsible for controlling gas exchange.
2 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.
3 The guard cells open and close the stomata to help reduce water loss.
4 Chloroplasts contain the green chemical chlorophyll, which traps the light energy plants need to
undergo photosynthesis.
Chapter review
Chapter answers
Remembering
1 a Water from the roots.
b Water in the xylem and cells.
2 a carbon dioxide
b water
c oxygen
3 a xylem
b phloem
c xylem
d guard cells
4 a carbon dioxide + water + sunlight → oxygen + glucose
b glucose + oxygen → carbon dioxide + water + energy
c glucose → alcohol + carbon dioxide + energy
5 a guard cells
b xylem
c cuticle
d mesophyll
Chapter 3
e epidermis
f stomata
g palisade
6 a viii
b ix
c iv
d vii
e i
f x
g iii
h ii
i v
j vi
Understanding
7 Photosynthesis is the process by which plants make their own food, using energy from the Sun
and chlorophyll to convert carbon dioxide and water into oxygen and glucose.
8 a In the leaves.
b In the potato (bulb) as starch.
9 a light intensity, amount of carbon dioxide, temperature
b The greater the light intensity and carbon dioxide levels, the greater the rate of
photosynthesis. The higher the temperature the greater the rate of photosynthesis, but once the
temperature is too high, photosynthesis will stop because the enzymes will not work anymore.
c Photosynthesis produces oxygen, which is needed for cellular respiration. It is the main
source of energy for all living things.
10 The vibrant colours of autumn leaves appear after the chlorophyll has broken down for storage.
11 By placing a leaf in boiling water, then boiling alcohol, then boiling water and then add iodine to
detect starch.
12 The two processes use different enzymes to speed up the reaction. Both require different steps
and occur in different locations.
13 Plants photosynthesise during the day and respire during the day and night.
Applying
14 a C6H12O6
b H2O
c C3H6O3
d O2
Chapter 3
Analysing
15
Similarities Differences
a Both transport substances in plants. Xylem transports water and minerals, whereas
Both found inside plants within phloem transports nutrients.
vascular bundles. Xylem are made of dead cells, whereas phloem are
made from living cells.
Xylem push water upwards, but phloem carries
photosynthetic matter wherever it is needed.
b Both are a chemical process that Photosynthesis makes glucose and oxygen,
require enzymes. whereas respiration uses glucose and oxygen.
Photosynthesis uses energy, carbon dioxide and
water, but respiration produces energy, carbon
dioxide and water.
Photosynthesis happens in the chloroplasts,
whereas respiration happens in the mitochondria.
c Both are controlled by guard cells Rainforest leaves have far more stomata compared
and environmental conditions control to desert leaves.
the opening and closing of stomata.
16 a Same temperature, amount of water and amount of carbon dioxide. Same size and species of
plants.
b Plant C
c Plants photosynthesis the most in red light.
17 a C and D
b B, C and D
c B
d D
Chapter 3
Creating
18
Photosynthesis Respiration
Reactants water, carbon dioxide, energy oxygen, glucose
Products oxygen, glucose water, carbon dioxide, energy
Location in plant cells chloroplasts mitochondria
Energy changes light to chemical chemical to chemical and heat
19 Student responses will vary.

3.1 Answers: Remembering

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Answers to Science Focus 2 second edition Student Book questions –

3.1 Practical activities

Prac 3: Reddest radishes

4 a carbon dioxide and water

3.2 Practical activities

Prac 2: Green leaves and photosynthesis

suggested because it is known to give satisfactory results.

Prac 3: The rate of photosynthesis

Prac 4: A product of respiration

Prac 5: Energy production in respiration

3.3 Practical activities

Prac 2: Stomata and chloroplasts

Reactants water, carbon dioxide, energy oxygen, glucose

Products oxygen, glucose water, carbon dioxide, energy

Location in plant cells chloroplasts mitochondria

Energy changes light to chemical chemical to chemical and heat

19 Student responses will vary.

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