, based on measurement. Some chapter sections have been reorganized and rewritten for clarity.
ol ol ol ol ol ol ol ol ol ol ol ol ol
The 1.2 Section, ―Scientific Investigation,‖ introduces the student to the procedures for scientific in
ol ol ol ol ol ol ol ol ol ol ol ol ol
vestigation. Major terms such as experiment, law, hypothesis, theory and scientific method are intr
o l ol ol ol ol ol ol ol ol ol ol ol ol
oduced. The idea that physical science deals with quantitative knowledge should be stressed. It is
ol ol ol ol ol ol ol ol ol ol ol ol ol ol ol
not enough to know that a car is going ―fast‖; it is necessary to know how fast.
ol ol ol ol ol ol ol ol ol ol ol ol ol ol ol ol
A good understanding of units is of the utmost importance, particularly with the metric-
ol ol ol ol ol ol ol ol ol ol ol ol ol
ol British use in the United States today. The metric SI is introduced and explained. Both the metric a
ol ol ol ol ol ol ol ol ol ol ol ol ol ol ol ol ol
nd the British systems are used in the book in the early chapters for familiarity. The instructor may
ol ol ol ol ol ol ol ol ol ol ol ol ol ol ol ol ol o
l decide to do examples primarily in the metric system, but the student should get some practice in c
ol ol ol ol ol ol ol ol ol ol ol ol ol ol ol ol ol
onverting between the systems. This provides knowledge of the comparative size of similar units i
ol ol ol ol ol ol ol ol ol ol ol ol ol ol
n the different systems and makes the student feel comfortable using what may be unfamiliar metri
ol ol ol ol ol ol ol ol ol ol ol ol ol ol ol
c units. The Highlight, ―Is Unit Conversion Important? It Sure Is,‖ illustrates the importance of unit
ol ol ol ol ol ol ol ol ol ol ol ol ol ol ol o
l conversion.
The general theme of the chapter and the textbook is the students’ position in his or her ph
ol ol ol ol ol ol ol ol ol ol ol ol ol ol ol ol ol
ysical world. Show the students that they know about their environment and themselves through m
ol ol ol ol ol ol ol ol ol ol ol ol ol ol
easurements. Measurements are involved in the answers to such questions as, How old are you? Ho
ol ol ol ol ol ol ol ol ol ol ol ol ol ol ol
w much do you weigh? How tall are you? What is the normal body temperature?
ol ol ol ol ol ol ol ol ol ol ol ol ol ol
How much money do you have? These and many other technical questions are resolved or answere
ol ol ol ol ol ol ol ol ol ol ol ol ol ol ol
d by measurements and quantitative analyses.
ol ol ol ol ol
DEMONSTRATIONS
Have a meter stick, a yardstick, a timer, one or more kilogram masses, a one-
ol ol ol ol ol ol ol ol ol ol ol ol ol ol
liter beaker or a liter soda container, a one-
ol ol ol ol ol ol ol ol
quart container, and a balance or scales available on the instructor’s desk. Demonstrate the compar
ol ol ol ol ol ol ol ol ol ol ol ol ol ol
ative units. The meter stick can be compared to the yardstick to show the difference between them,
ol ol ol ol ol ol ol ol ol ol ol ol ol ol ol ol ol
along with the subunits of inches and centimeters. The liter and quart also can be compared. Pass th
ol ol ol ol ol ol ol ol ol ol ol ol ol ol ol ol ol
e kilogram mass around the classroom so that students can get some
ol ol ol ol ol ol ol ol ol ol ol
,idea of the amount of mass in one kilogram. Mass and weight may be compared on the balance and
ol ol ol ol ol ol ol ol ol ol ol ol ol ol ol ol ol ol ol
scales.
When discussing Section 1.6, ―Derived Units and Conversion Factors,‖ have class memb
ol ol ol ol ol ol ol ol ol ol ol
ers guess the length of the instructor’s desk in metric and British units. Then have several students i
ol ol ol ol ol ol ol ol ol ol ol ol ol ol ol ol ol
ndependently measure the length with the meter stick and yardstick. Compare the measurements i
ol ol ol ol ol ol ol ol ol ol ol ol ol
n terms of significant figures and units. Compare the averages of the measurements and estimates.
ol ol ol ol ol ol ol ol ol ol ol ol ol ol ol
Convert the average metric measurement to British units, and vice versa, to practice conversion fac
ol ol ol ol ol ol ol ol ol ol ol ol ol ol
tors and to see how the measurements compare.
ol ol ol ol ol ol ol
Various metric unit demonstrations are available from commercial sources.
ol ol ol ol ol ol ol ol
ANSWERS TO MATCHING QUESTIONS ol ol ol
a. 15 b. 8 c. 10 d. 2 e. 19 f. 14 g. 21
ol o l o l ol o l o l ol o l o l ol o l o l ol o l o l ol ol h. 13 ol i. 18ol j. 6 k. 11 l. 3
ol o l o l ol ol m. 12 ol n. 1 ol o. 9 ol
p. 4 q. 23 r. 17
ol o l o l ol ol s. 5 ol t. 20 u. 16 v. 22
ol o l o l ol ol w. 7 ol
ANSWERS TO MULTIPLE-CHOICE QUESTIONS ol ol ol
1.c 2. b ol 3. c ol 4. b ol 5. b ol 6. c ol 7. d ol 8. b 9. d 10. c
ol o l o l ol ol 11. b ol 12. b 13. aol o l o l ol o l 14. b ol
ANSWERS TO FILL-IN-THE-BLANK QUESTIONS ol ol ol
1. biological
ol 2. hypothesis
ol 3. scientific method
ol ol 4. sight, hearing
ol ol 5. limitations
ol 6. lessol
7. longer
ol 8. fundamental
ol 9. time or second
ol ol ol 10. one-billion, 109
ol ol 11. liter ol
12. mass ol 13. less ol
ANSWERS TO SHORT-ANSWER QUESTIONS ol ol ol
1. An organized body of knowledge about the natural universe by which knowledge is acquired a
ol ol ol ol ol ol ol ol ol ol ol ol ol ol
nd tested. ol
2. Physics, chemistry, astronomy, meteorology, and geology. ol ol ol ol ol
3. The 5 elements of scientific method are:
ol ol ol ol ol ol
1. Observations and Measurements, ol ol
2. Hypothesis,
3. Experiments,
4. Theory, and ol
5. Law.
4. Hypothesis
, 5. A law is a concise statement about a fundamental relationship of nature. A theory is a well-
ol ol ol ol ol ol ol ol ol ol ol ol ol ol ol ol
ol tested explanation of a broad segment of natural phenomena.
ol ol ol ol ol ol ol ol
6. It illustrates the need to improve the standard of education among the general public and to e
ol ol ol ol ol ol ol ol ol ol ol ol ol ol ol ol
mphasize the importance of a well-developed scientific method.
ol ol ol ol ol ol ol
7. Sight, hearing, touch, taste, and smell.
ol ol ol ol ol
8. They have limitations and can be deceived, thus providing false information about our e
ol ol ol ol ol ol ol ol ol ol ol ol ol
nvironment.
9. (a) No. (b) Yes. (c) Lower line.
ol o l ol o l ol ol
10. A fixed and reproducible value.
ol ol ol ol
11. They are the most basic quantities of which we can think. And they are not dependent on ot
ol ol ol ol ol ol ol ol ol ol ol ol ol ol ol ol ol
her physical quantities.
ol ol
12. A group of standard units and their combinations.
ol ol ol ol ol ol ol
13. mile/hour
14. No, the United States is the only major country that has not gone completely metric.
ol ol ol ol ol ol ol ol ol ol ol ol ol ol
15. Kilogram, a platinum-iridium cylinder. ol ol ol
16. Mass. Weight varies with gravity. ol ol ol ol
17. Meter-kilogram-second, International System of Units, and centimeter-gram-second. ol ol ol ol ol ol
18. Base 10 easier to use (factors of 10).
ol ol ol ol ol ol ol
19. kilo- (k), mega- (M), milli- (m), micro- (µ)
ol ol ol ol ol ol ol
20. Mass of a cubic liter of water. ol ol ol ol ol ol
21. kg/cubic meter. ol
22. Three fundamental quantities generally used are: Length(m), Mass(Kg), and
ol ol ol ol ol ol ol ol ol
Time(s).
23. The compactness of matter.
ol ol ol
24. It is given a new name.
ol ol ol ol ol
25. No. An equation must be equal in magnitude and units.
ol ol ol ol ol ol ol ol ol
26. Yes. And it could be confused with ―meters‖ instead of ―miles.‖
ol ol ol ol ol ol ol ol ol ol
27. To express measured numbers properly.
ol ol ol ol
28. The 3 rules for determining significant figures are:
ol ol ol ol ol ol ol
1. Non-zero digits are always significant, ol ol ol ol
ol ol ol ol ol ol ol ol ol ol ol ol ol
The 1.2 Section, ―Scientific Investigation,‖ introduces the student to the procedures for scientific in
ol ol ol ol ol ol ol ol ol ol ol ol ol
vestigation. Major terms such as experiment, law, hypothesis, theory and scientific method are intr
o l ol ol ol ol ol ol ol ol ol ol ol ol
oduced. The idea that physical science deals with quantitative knowledge should be stressed. It is
ol ol ol ol ol ol ol ol ol ol ol ol ol ol ol
not enough to know that a car is going ―fast‖; it is necessary to know how fast.
ol ol ol ol ol ol ol ol ol ol ol ol ol ol ol ol
A good understanding of units is of the utmost importance, particularly with the metric-
ol ol ol ol ol ol ol ol ol ol ol ol ol
ol British use in the United States today. The metric SI is introduced and explained. Both the metric a
ol ol ol ol ol ol ol ol ol ol ol ol ol ol ol ol ol
nd the British systems are used in the book in the early chapters for familiarity. The instructor may
ol ol ol ol ol ol ol ol ol ol ol ol ol ol ol ol ol o
l decide to do examples primarily in the metric system, but the student should get some practice in c
ol ol ol ol ol ol ol ol ol ol ol ol ol ol ol ol ol
onverting between the systems. This provides knowledge of the comparative size of similar units i
ol ol ol ol ol ol ol ol ol ol ol ol ol ol
n the different systems and makes the student feel comfortable using what may be unfamiliar metri
ol ol ol ol ol ol ol ol ol ol ol ol ol ol ol
c units. The Highlight, ―Is Unit Conversion Important? It Sure Is,‖ illustrates the importance of unit
ol ol ol ol ol ol ol ol ol ol ol ol ol ol ol o
l conversion.
The general theme of the chapter and the textbook is the students’ position in his or her ph
ol ol ol ol ol ol ol ol ol ol ol ol ol ol ol ol ol
ysical world. Show the students that they know about their environment and themselves through m
ol ol ol ol ol ol ol ol ol ol ol ol ol ol
easurements. Measurements are involved in the answers to such questions as, How old are you? Ho
ol ol ol ol ol ol ol ol ol ol ol ol ol ol ol
w much do you weigh? How tall are you? What is the normal body temperature?
ol ol ol ol ol ol ol ol ol ol ol ol ol ol
How much money do you have? These and many other technical questions are resolved or answere
ol ol ol ol ol ol ol ol ol ol ol ol ol ol ol
d by measurements and quantitative analyses.
ol ol ol ol ol
DEMONSTRATIONS
Have a meter stick, a yardstick, a timer, one or more kilogram masses, a one-
ol ol ol ol ol ol ol ol ol ol ol ol ol ol
liter beaker or a liter soda container, a one-
ol ol ol ol ol ol ol ol
quart container, and a balance or scales available on the instructor’s desk. Demonstrate the compar
ol ol ol ol ol ol ol ol ol ol ol ol ol ol
ative units. The meter stick can be compared to the yardstick to show the difference between them,
ol ol ol ol ol ol ol ol ol ol ol ol ol ol ol ol ol
along with the subunits of inches and centimeters. The liter and quart also can be compared. Pass th
ol ol ol ol ol ol ol ol ol ol ol ol ol ol ol ol ol
e kilogram mass around the classroom so that students can get some
ol ol ol ol ol ol ol ol ol ol ol
,idea of the amount of mass in one kilogram. Mass and weight may be compared on the balance and
ol ol ol ol ol ol ol ol ol ol ol ol ol ol ol ol ol ol ol
scales.
When discussing Section 1.6, ―Derived Units and Conversion Factors,‖ have class memb
ol ol ol ol ol ol ol ol ol ol ol
ers guess the length of the instructor’s desk in metric and British units. Then have several students i
ol ol ol ol ol ol ol ol ol ol ol ol ol ol ol ol ol
ndependently measure the length with the meter stick and yardstick. Compare the measurements i
ol ol ol ol ol ol ol ol ol ol ol ol ol
n terms of significant figures and units. Compare the averages of the measurements and estimates.
ol ol ol ol ol ol ol ol ol ol ol ol ol ol ol
Convert the average metric measurement to British units, and vice versa, to practice conversion fac
ol ol ol ol ol ol ol ol ol ol ol ol ol ol
tors and to see how the measurements compare.
ol ol ol ol ol ol ol
Various metric unit demonstrations are available from commercial sources.
ol ol ol ol ol ol ol ol
ANSWERS TO MATCHING QUESTIONS ol ol ol
a. 15 b. 8 c. 10 d. 2 e. 19 f. 14 g. 21
ol o l o l ol o l o l ol o l o l ol o l o l ol o l o l ol ol h. 13 ol i. 18ol j. 6 k. 11 l. 3
ol o l o l ol ol m. 12 ol n. 1 ol o. 9 ol
p. 4 q. 23 r. 17
ol o l o l ol ol s. 5 ol t. 20 u. 16 v. 22
ol o l o l ol ol w. 7 ol
ANSWERS TO MULTIPLE-CHOICE QUESTIONS ol ol ol
1.c 2. b ol 3. c ol 4. b ol 5. b ol 6. c ol 7. d ol 8. b 9. d 10. c
ol o l o l ol ol 11. b ol 12. b 13. aol o l o l ol o l 14. b ol
ANSWERS TO FILL-IN-THE-BLANK QUESTIONS ol ol ol
1. biological
ol 2. hypothesis
ol 3. scientific method
ol ol 4. sight, hearing
ol ol 5. limitations
ol 6. lessol
7. longer
ol 8. fundamental
ol 9. time or second
ol ol ol 10. one-billion, 109
ol ol 11. liter ol
12. mass ol 13. less ol
ANSWERS TO SHORT-ANSWER QUESTIONS ol ol ol
1. An organized body of knowledge about the natural universe by which knowledge is acquired a
ol ol ol ol ol ol ol ol ol ol ol ol ol ol
nd tested. ol
2. Physics, chemistry, astronomy, meteorology, and geology. ol ol ol ol ol
3. The 5 elements of scientific method are:
ol ol ol ol ol ol
1. Observations and Measurements, ol ol
2. Hypothesis,
3. Experiments,
4. Theory, and ol
5. Law.
4. Hypothesis
, 5. A law is a concise statement about a fundamental relationship of nature. A theory is a well-
ol ol ol ol ol ol ol ol ol ol ol ol ol ol ol ol
ol tested explanation of a broad segment of natural phenomena.
ol ol ol ol ol ol ol ol
6. It illustrates the need to improve the standard of education among the general public and to e
ol ol ol ol ol ol ol ol ol ol ol ol ol ol ol ol
mphasize the importance of a well-developed scientific method.
ol ol ol ol ol ol ol
7. Sight, hearing, touch, taste, and smell.
ol ol ol ol ol
8. They have limitations and can be deceived, thus providing false information about our e
ol ol ol ol ol ol ol ol ol ol ol ol ol
nvironment.
9. (a) No. (b) Yes. (c) Lower line.
ol o l ol o l ol ol
10. A fixed and reproducible value.
ol ol ol ol
11. They are the most basic quantities of which we can think. And they are not dependent on ot
ol ol ol ol ol ol ol ol ol ol ol ol ol ol ol ol ol
her physical quantities.
ol ol
12. A group of standard units and their combinations.
ol ol ol ol ol ol ol
13. mile/hour
14. No, the United States is the only major country that has not gone completely metric.
ol ol ol ol ol ol ol ol ol ol ol ol ol ol
15. Kilogram, a platinum-iridium cylinder. ol ol ol
16. Mass. Weight varies with gravity. ol ol ol ol
17. Meter-kilogram-second, International System of Units, and centimeter-gram-second. ol ol ol ol ol ol
18. Base 10 easier to use (factors of 10).
ol ol ol ol ol ol ol
19. kilo- (k), mega- (M), milli- (m), micro- (µ)
ol ol ol ol ol ol ol
20. Mass of a cubic liter of water. ol ol ol ol ol ol
21. kg/cubic meter. ol
22. Three fundamental quantities generally used are: Length(m), Mass(Kg), and
ol ol ol ol ol ol ol ol ol
Time(s).
23. The compactness of matter.
ol ol ol
24. It is given a new name.
ol ol ol ol ol
25. No. An equation must be equal in magnitude and units.
ol ol ol ol ol ol ol ol ol
26. Yes. And it could be confused with ―meters‖ instead of ―miles.‖
ol ol ol ol ol ol ol ol ol ol
27. To express measured numbers properly.
ol ol ol ol
28. The 3 rules for determining significant figures are:
ol ol ol ol ol ol ol
1. Non-zero digits are always significant, ol ol ol ol
