Conceptual Integrated Science, 3rd
Edition by Paul G. Hewitt
Complete Chapter Solutions Manual
are included (Ch 1 to 29)
** Immediate Download
** Swift Response
** All Chapters included
,Table of Contents are given below
1. About Science
2. Describing Motion
3. Newton's Laws of Motion
4. Momentum and Energy
5. Gravity
6. Heat
7. Electricity and Magnetism
8. Waves: Sound and Light
9. Atoms and the Periodic Table
10. The Atomic Nucleus and Radioactivity
11. Investigating Matter
12. Chemical Bonds and Mixtures
13. Chemical Reactions
14. Organic Chemistry
15. The Basic Unit of Life: The Cell
16. Genetics
17. The Evolution of Life
18. Diversity of Life on Earth
19. Human Biology I: Control and Development
20. Human Biology II: Care and Maintenance
21. Ecology
22. Plate Tectonics: The Earth System
23. Rocks and Minerals
24. Earth's Surface: Land and Water
25. Surface Processes
26. Weather and Climate
27. Environmental Geology
28. The Solar System
29. The Universe
, 1
About Science
1.1 A Brief History of Advances in Science
1.2 Mathematics and Conceptual Integrated Science
1.3 The Scientific Method—A Classic Tool
Math Connection: How Eratosthenes Measured the Size of Earth
1.4 The Scientific Hypothesis
1.5 The Scientific Experiment
Math Connection: How Many Moons Away Is the Moon?
1.6 Facts, Theories, and Laws
Science and Society: Pseudoscience
1.7 Science, Art, and Religion
1.8 Technology—The Practical Use of Science
1.9 The Natural Sciences: Physics, Chemistry, Biology, Earth Science, and
Astronomy
1.10 Integrated Science
I-S1A: Integrated Science 1A— Physics, Chemistry, Earth Science, Biology, and
Astronomy: The Aurora Borealis
A common classroom practice is spending the first week of a science class on the tools of
science—unit conversions, significant figures, making measurements, and using
scientific notation. This is anything but exciting to most students. The authors of this
book believe that this is pedagogical folly. How much better it is if the first week acts as
a hook to promote class interest, with tools introduced if and when they are needed later
in the course. So, this book begins by introducing the nature of science, the value of
integrated science, the scientific method, the role of science in society, and other topical
issues such as pseudoscience, the relationship between science and religion, and the
similarities and differences between science and art.
Screencasts on the web, “Hewittdrewit.com”:
New to this chapter is a treatment of Eratosthenes, to which a new screencast is
dedicated, Eratosthenes, Number 149 (since presently it is the last to be created).
In Next-Time Questions:
• Hypotheses
In the Second Edition of the Lab Manual (still current):
• Tuning the Senses (enhancing perception)
• Making Cents (introduces the mass balance and the making of a simple graph)
1
, Suggested Presentation
A Brief History of Advances in Science
Science is organized knowledge. Its roots are found in every culture. The Ancient Greeks,
in an era of experimental democracy and free thinking, looked for an underlying order
and set of natural laws to explain their observations of the physical world. Early Chinese
thinkers advanced science by inventing printing, the compass, and rockets. Islamic
cultures developed algebra and lenses while mathematicians in India developed the
concept of zero and infinity.
What is often understood as “modern” or “Western” science, however, traces back to the
“Scientific Revolution” that occurred in 17th century Europe. Originating with Galileo but
expanding under the influence of Newton, the Scientific Revolution was a new way of
investigating nature. In the paradigm of the Scientific Revolution or “Enlightenment” era,
nature can be understood in terms of matter and energy and the cause-and-effect relations
among material objects. Scientists of the day set about analyzing the material world and
applying rational thinking to observations and evidence. Galileo, as pointed out in the
text, is credited with introducing a scientific method that involves testing hypotheses with
experiments. This method distinguishes modern science from earlier versions. It is also
what makes today’s science—the science that is covered in this book—such a powerful
tool.
It is important to emphasize throughout your course that all science is a human endeavor.
In addition to being a legacy of what humans have learned about nature, it’s also a human
activity that answers questions of human interest. It is done by and for humans. It reflects
our appetite for discovery, our curiosity, and our need to exercise the highly developed
human cerebral cortex to make sense of our environment!
You may consider elaborating the idea that the test of correctness in science is
experiment. As Einstein once said, “many experiments may show that I’m right, but it
takes only one experiment (that can be repeated) to show that I’m wrong.” Ideas must be
verifiable by other scientists. In this way, science tends to be self-correcting.
Mathematics and Conceptual Integrated Science
The mathematical structure of science is evident in this book by the many equations.
These are shorthand notations of the connections and relationships of nature. They are
seen primarily as guides to thinking and only secondarily as recipes for solving problems.
Many instructors bemoan students who reach for a formula when asked a scientific
question. We authors take a more positive view of this, for formulas are shorthand
statements about concept connections. For example, if asked if speed affects the force of
gravity on Earth satellites, a look at the equation for gravitation tells us, no—only mass
and distance affect force. Now, if speed changes the distance, then in that case, yes.
When equations are seen as guides to thinking, then conceptual thinking is present.
Conceptual thinking is critical thinking—Hooray!
2
Edition by Paul G. Hewitt
Complete Chapter Solutions Manual
are included (Ch 1 to 29)
** Immediate Download
** Swift Response
** All Chapters included
,Table of Contents are given below
1. About Science
2. Describing Motion
3. Newton's Laws of Motion
4. Momentum and Energy
5. Gravity
6. Heat
7. Electricity and Magnetism
8. Waves: Sound and Light
9. Atoms and the Periodic Table
10. The Atomic Nucleus and Radioactivity
11. Investigating Matter
12. Chemical Bonds and Mixtures
13. Chemical Reactions
14. Organic Chemistry
15. The Basic Unit of Life: The Cell
16. Genetics
17. The Evolution of Life
18. Diversity of Life on Earth
19. Human Biology I: Control and Development
20. Human Biology II: Care and Maintenance
21. Ecology
22. Plate Tectonics: The Earth System
23. Rocks and Minerals
24. Earth's Surface: Land and Water
25. Surface Processes
26. Weather and Climate
27. Environmental Geology
28. The Solar System
29. The Universe
, 1
About Science
1.1 A Brief History of Advances in Science
1.2 Mathematics and Conceptual Integrated Science
1.3 The Scientific Method—A Classic Tool
Math Connection: How Eratosthenes Measured the Size of Earth
1.4 The Scientific Hypothesis
1.5 The Scientific Experiment
Math Connection: How Many Moons Away Is the Moon?
1.6 Facts, Theories, and Laws
Science and Society: Pseudoscience
1.7 Science, Art, and Religion
1.8 Technology—The Practical Use of Science
1.9 The Natural Sciences: Physics, Chemistry, Biology, Earth Science, and
Astronomy
1.10 Integrated Science
I-S1A: Integrated Science 1A— Physics, Chemistry, Earth Science, Biology, and
Astronomy: The Aurora Borealis
A common classroom practice is spending the first week of a science class on the tools of
science—unit conversions, significant figures, making measurements, and using
scientific notation. This is anything but exciting to most students. The authors of this
book believe that this is pedagogical folly. How much better it is if the first week acts as
a hook to promote class interest, with tools introduced if and when they are needed later
in the course. So, this book begins by introducing the nature of science, the value of
integrated science, the scientific method, the role of science in society, and other topical
issues such as pseudoscience, the relationship between science and religion, and the
similarities and differences between science and art.
Screencasts on the web, “Hewittdrewit.com”:
New to this chapter is a treatment of Eratosthenes, to which a new screencast is
dedicated, Eratosthenes, Number 149 (since presently it is the last to be created).
In Next-Time Questions:
• Hypotheses
In the Second Edition of the Lab Manual (still current):
• Tuning the Senses (enhancing perception)
• Making Cents (introduces the mass balance and the making of a simple graph)
1
, Suggested Presentation
A Brief History of Advances in Science
Science is organized knowledge. Its roots are found in every culture. The Ancient Greeks,
in an era of experimental democracy and free thinking, looked for an underlying order
and set of natural laws to explain their observations of the physical world. Early Chinese
thinkers advanced science by inventing printing, the compass, and rockets. Islamic
cultures developed algebra and lenses while mathematicians in India developed the
concept of zero and infinity.
What is often understood as “modern” or “Western” science, however, traces back to the
“Scientific Revolution” that occurred in 17th century Europe. Originating with Galileo but
expanding under the influence of Newton, the Scientific Revolution was a new way of
investigating nature. In the paradigm of the Scientific Revolution or “Enlightenment” era,
nature can be understood in terms of matter and energy and the cause-and-effect relations
among material objects. Scientists of the day set about analyzing the material world and
applying rational thinking to observations and evidence. Galileo, as pointed out in the
text, is credited with introducing a scientific method that involves testing hypotheses with
experiments. This method distinguishes modern science from earlier versions. It is also
what makes today’s science—the science that is covered in this book—such a powerful
tool.
It is important to emphasize throughout your course that all science is a human endeavor.
In addition to being a legacy of what humans have learned about nature, it’s also a human
activity that answers questions of human interest. It is done by and for humans. It reflects
our appetite for discovery, our curiosity, and our need to exercise the highly developed
human cerebral cortex to make sense of our environment!
You may consider elaborating the idea that the test of correctness in science is
experiment. As Einstein once said, “many experiments may show that I’m right, but it
takes only one experiment (that can be repeated) to show that I’m wrong.” Ideas must be
verifiable by other scientists. In this way, science tends to be self-correcting.
Mathematics and Conceptual Integrated Science
The mathematical structure of science is evident in this book by the many equations.
These are shorthand notations of the connections and relationships of nature. They are
seen primarily as guides to thinking and only secondarily as recipes for solving problems.
Many instructors bemoan students who reach for a formula when asked a scientific
question. We authors take a more positive view of this, for formulas are shorthand
statements about concept connections. For example, if asked if speed affects the force of
gravity on Earth satellites, a look at the equation for gravitation tells us, no—only mass
and distance affect force. Now, if speed changes the distance, then in that case, yes.
When equations are seen as guides to thinking, then conceptual thinking is present.
Conceptual thinking is critical thinking—Hooray!
2
