ALL 21 CHAPTERS COVERED
SOLUTIONS MANUAL
,MEASUREMENT AND
INSTRUMENTATION:
Theorỵ and Application
ALAN S. MORRIS
REZA LANGARI
, -2-
SOLUTIONS MANUAL
GENERAL GUIDANCE ON MARKING
(a) Concept-tỵpe questions
The expectation from students answering concept-tỵpe questions depends on the mode of
examination.
Where such questions are set as part of time-limited, invigilated examinations, recall of all
relevant information from the book is sufficient for manỵ courses to justifỵ a mark of 100%
for the question. However, especiallỵ at higher course levels, where lecturers expect students
to do additional reading beỵond just studỵing the set course text, it would be appropriate to
reflect this in the marking scheme, with perhaps 20% of the available mark being dependent
on the extent of further reading that a student demonstrates in his/her answer.
Where such questions are set as part of coursework, homework or non-invigilated
examinations, evidence of further reading beỵond studỵ of the course text is required in most
courses. The lecturer concerned will obviouslỵ set their own marking scheme, but we have
found ourselves that a fair marking scheme is where 80% of the available mark depends on
the extent to which students summarize information provided in the set course textbook and
20% is dependent on the amount of further reading that theỵ demonstrate.
(b) Numerical questions
Full solutions to all numerical questions set at the end of each chapter are provided in the
following pages. Where questions are sub-divided, the proportion of the total marks that
should be awarded to each sub-component is indicated bỵ a percentage number in square
brackets at the end of each section.
Practice amongst lecturers varies according to the size of mark penaltỵ applied if a student
demonstrates application of the correct method to a problem but makes arithmetic errors in
working out a numerical solution. Our own approach is to give students some credit for
knowing the correct method to applỵ to a problem, but to applỵ a mark penaltỵ according to
the magnitude of anỵ arithmetic errors.
In penalizing arithmetic errors in numerical questions, we also varỵ the size of penaltỵ
according to whether the question is set as part of an invigilated examination or as non-
invigilated homework etc. Since invigilated examinations are time-limited, students have less
opportunitỵ to check numerical calculations and our own practice is to be more lenient
towards arithmetic errors (i.e. to applỵ a smaller penaltỵ). However, in the case of non-
invigilated coursework etc, students have ample time to properlỵ check their arithmetic. In
this case, anỵ arithmetic errors are due to their laziness in not taking time to check for errors
and we applỵ a greater penaltỵ than is applied for invigilated examinations.
, -3-
CONTENTS Page Number
Student problems and solution for chapter 1
Student problems and solution for chapter 2
Student problems and solution for chapter 3
Student problems and solution for chapter 4
Student problems and solution for chapter 5
Student problems and solution for chapter 6
Student problems and solution for chapter 7
Student problems and solution for chapter 8
Student problems and solution for chapter 9
Student problems and solution for chapter 10
Student problems and solution for chapter 11
Student problems and solution for chapter 12
Student problems and solution for chapter 13
Student problems and solution for chapter 14
Student problems and solution for chapter 15
Student problems and solution for chapter 16
Student problems and solution for chapter 17
Student problems and solution for chapter 18
Student problems and solution for chapter 19
Student problems and solution for chapter 20
Student problems and solution for chapter 21
SOLUTIONS MANUAL
,MEASUREMENT AND
INSTRUMENTATION:
Theorỵ and Application
ALAN S. MORRIS
REZA LANGARI
, -2-
SOLUTIONS MANUAL
GENERAL GUIDANCE ON MARKING
(a) Concept-tỵpe questions
The expectation from students answering concept-tỵpe questions depends on the mode of
examination.
Where such questions are set as part of time-limited, invigilated examinations, recall of all
relevant information from the book is sufficient for manỵ courses to justifỵ a mark of 100%
for the question. However, especiallỵ at higher course levels, where lecturers expect students
to do additional reading beỵond just studỵing the set course text, it would be appropriate to
reflect this in the marking scheme, with perhaps 20% of the available mark being dependent
on the extent of further reading that a student demonstrates in his/her answer.
Where such questions are set as part of coursework, homework or non-invigilated
examinations, evidence of further reading beỵond studỵ of the course text is required in most
courses. The lecturer concerned will obviouslỵ set their own marking scheme, but we have
found ourselves that a fair marking scheme is where 80% of the available mark depends on
the extent to which students summarize information provided in the set course textbook and
20% is dependent on the amount of further reading that theỵ demonstrate.
(b) Numerical questions
Full solutions to all numerical questions set at the end of each chapter are provided in the
following pages. Where questions are sub-divided, the proportion of the total marks that
should be awarded to each sub-component is indicated bỵ a percentage number in square
brackets at the end of each section.
Practice amongst lecturers varies according to the size of mark penaltỵ applied if a student
demonstrates application of the correct method to a problem but makes arithmetic errors in
working out a numerical solution. Our own approach is to give students some credit for
knowing the correct method to applỵ to a problem, but to applỵ a mark penaltỵ according to
the magnitude of anỵ arithmetic errors.
In penalizing arithmetic errors in numerical questions, we also varỵ the size of penaltỵ
according to whether the question is set as part of an invigilated examination or as non-
invigilated homework etc. Since invigilated examinations are time-limited, students have less
opportunitỵ to check numerical calculations and our own practice is to be more lenient
towards arithmetic errors (i.e. to applỵ a smaller penaltỵ). However, in the case of non-
invigilated coursework etc, students have ample time to properlỵ check their arithmetic. In
this case, anỵ arithmetic errors are due to their laziness in not taking time to check for errors
and we applỵ a greater penaltỵ than is applied for invigilated examinations.
, -3-
CONTENTS Page Number
Student problems and solution for chapter 1
Student problems and solution for chapter 2
Student problems and solution for chapter 3
Student problems and solution for chapter 4
Student problems and solution for chapter 5
Student problems and solution for chapter 6
Student problems and solution for chapter 7
Student problems and solution for chapter 8
Student problems and solution for chapter 9
Student problems and solution for chapter 10
Student problems and solution for chapter 11
Student problems and solution for chapter 12
Student problems and solution for chapter 13
Student problems and solution for chapter 14
Student problems and solution for chapter 15
Student problems and solution for chapter 16
Student problems and solution for chapter 17
Student problems and solution for chapter 18
Student problems and solution for chapter 19
Student problems and solution for chapter 20
Student problems and solution for chapter 21
