, based on measurement. Some chapter sections have been reorganized and rewritten for clarity.
ol xd xd xd xd ol xd xd xd xd xd xd xd
The1.2 Section, — xd xd ol
Scientific Investigation,‖ introducesthe student tothe procedures for scientific in vestigation. Major t
xd xd xd xd xd xd xd xd xd xd xd x d xd
erms such as experiment, law, hypothesis, theory and scientific method are intr oduced. The idea tha
xd xd xd xd xd xd xd ol xd xd xd xd xd xd xd
t physical science deals with quantitative knowledge should be stressed. It is not enough to know
ol xd xd xd xd xd xd xd xd xd ol xd xd xd xd
that a car is going —fast‖; it is necessary to know how fast.
xd ol xd xd xd ol xd xd xd xd xd xd xd
A good understanding of units is of the utmost importance, particularly with the metric-
xd ol xd xd xd xd xd xd xd xd xd xd xd
British use in the United States today. The metric SI is introduced and explained. Both the metric a
xd xd ol xd xd xd xd xd xd ol xd xd xd xd xd xd xd xd
nd the British systems are used in the book in the early chapters for familiarity. The instructor may
xd xd xd xd xd xd ol xd xd ol xd xd xd xd xd xd xd xd
decide to do examples primarily in the metric system, but the student should get some practice in c
xd ol xd xd xd xd xd xd xd xd xd xd xd ol xd xd xd xd
onverting between the systems. This provides knowledge of the comparative size of similar units i
xd xd xd xd xd xd xd xd xd xd xd xd xd xd xd
n the different systems and makes the student feel comfortable using what may be unfamiliar metri
xd xd xd xd xd xd xd xd xd xd xd xd xd xd xd xd
c units.The Highlight, —
xd xd xd xd
Is Unit Conversion Important? It Sure Is,‖ illustratesthe importance of unit conversion.
xd xd xd xd ol xd xd xd xd xd xd xd
The general theme of the chapter and the textbook is the students’ position in his or her ph
xd xd xd xd xd xd xd xd xd xd xd xd xd xd xd xd xd xd
ysical world. Show the students that they know about their environment and themselves through m
xd xd xd xd xd xd xd xd xd xd xd ol xd xd xd
easurements. Measurements are involved in the answers to such questions as, How old are you? Ho
xd xd xd ol xd xd xd xd ol xd xd xd ol xd xd xd
w much do you weigh? How tall are you? What is the normal body temperature?
xd xd xd xd xd xd xd xd xd xd xd xd xd xd
How much money do you have? These and many other technical questions are resolved or answere
xd xd xd xd ol xd ol ol xd xd xd ol xd xd xd xd
d by measurements and quantitative analyses.
xd xd xd ol xd
DEMONSTRATIONS
Have a meter stick, a yardstick, a timer, one or more kilogram masses, a one-
xd ol xd ol xd xd xd xd xd xd xd xd xd xd
liter beaker or a liter soda container, a one-
xd xd xd xd xd ol xd xd
quart container, and a balance or scales available on the instructor’s desk. Demonstrate the compar
xd xd xd xd xd xd xd xd xd xd xd xd xd xd xd
ative units. The meter stick can be compared to the yardstick to show the difference between them,
xd xd xd xd ol xd xd ol xd xd xd xd xd xd xd xd xd
along with the subunits of inches and centimeters. The liter and quart also can be compared. Pass th
ol ol xd xd xd xd ol xd xd xd xd xd xd xd xd xd xd xd
e kilogram mass around the classroom so that students can get some
xd xd xd ol xd xd xd ol xd xd xd
,idea of the amount of mass in one kilogram. Mass and weight may be compared on the balance and s
ol xd xd xd xd xd xd xd xd xd xd ol xd xd ol xd xd xd xd
cales.
When discussing Section 1.6, —
ol xd xd xd
Derived Units and Conversion Factors,‖ have class memb ers guess the length of the instructor’s des
xd xd xd xd xd xd xd xd xd ol xd xd xd xd xd
k in metric and British units. Then have several students i ndependently measure the length with the
xd xd xd ol ol xd ol xd xd xd xd xd xd xd xd xd
meter stick and yardstick. Compare the measurements i n terms of significant figures and units. C
xd xd xd xd xd xd xd xd xd xd xd xd xd xd xd xd
ompare the averages of the measurements and estimates. Convert the average metric measurement t
xd xd xd xd xd xd xd xd ol xd xd xd xd
o British units, and vice versa, to practice conversion fac tors and to see how the measurements co
ol ol xd ol xd xd xd xd xd xd xd xd xd xd xd xd xd
mpare.
Various metric unit demonstrations are available from commercial sources.
xd xd xd xd ol xd xd xd
ANSWERS TO MATCHING QUESTIONS xd xd xd
a. 15 b. 8 c. 10 d. 2
xd xd xd xd x d e. 19 f. 14 g. 21 h. 13
xd xd x d xd xd i. 18 xd j. 6 xd o x d k. 11 l. 3
xd xd m. 12 xd n. 1 xd o. 9 xd
p. 4 q. 23 r. 17
xd xd xd s. 5 xd t. 20 u. 16 v. 22
xd xd xd w. 7 xd
ANSWERS TO MULTIPLE-CHOICE QUESTIONS xd xd xd
1.c 2. b xd 3. c xd 4. b xd 5. b xd 6. c xd 7. d xd 8. b xd x d 9. d xd x d 10. c 11. bxd xd 12. b 13. a xd xd 14. bxd
ANSWERS TO FILL-IN-THE-BLANK QUESTIONS xd xd xd
1. biological
xd 2. hypothesis
xd 3. scientific method
xd xd 4. sight, hearing
xd xd 5. limitations
xd 6. less
xd
9
7. longer xd 8. fundamental
xd 9. time or second
xd xd xd 10. one-billion, 10
xd ol 11. liter xd
12. mass xd 13. less xd
ANSWERS TO SHORT-ANSWER QUESTIONS xd xd xd
1. An organized body of knowledge about the natural universe by which knowledge is acquired a n
xd xd xd xd xd xd xd xd xd xd xd xd xd xd xd
d tested.
xd
2. Physics, chemistry, astronomy, meteorology, and geology.
xd xd xd xd xd
3. The 5 elements of scientific method are:
xd xd xd xd xd xd
1. Observations and Measurements, xd xd
2. Hypothesis,
3. Experiments,
4. Theory, and xd
5. Law.
4. Hypothesis
, 5. A law is a concise statement about a fundamental relationship of nature. A theory is a well-
xd xd xd ol xd ol xd xd xd xd xd xd xd xd xd ol
tested explanation of a broad segment of natural phenomena.
xd xd xd xd xd xd xd xd
6. It illustrates the need to improve the standard of education among the general public and to e
xd xd xd xd ol xd xd xd xd xd ol xd xd xd xd xd xd
mphasize the importance of a well-developed scientific method.
xd xd xd xd xd xd xd
7. Sight, hearing, touch, taste, and smell.
xd xd xd xd xd
8. They have limitations and can be deceived, thus providing false information about our e
xd xd xd xd ol xd xd xd ol xd xd ol xd xd
nvironment.
9. (a) No. (b) Yes. (c) Lower line.
xd x d xd x d xd xd
10. A fixed and reproducible value.
xd xd xd xd
11. They are the most basic quantities of which we can think. And they are not dependent on ot h
xd ol xd ol xd xd xd ol xd xd xd xd xd xd ol xd xd xd
er physical quantities.
xd xd
12. A group of standard units and their combinations.
xd xd xd ol xd xd xd
13. mile/hour
14. No, the United States is the only major country that has not gone completely metric.
xd xd ol xd xd xd xd xd xd ol xd xd xd xd
15. Kilogram, a platinum-iridium cylinder. xd xd xd
16. Mass. Weight varies with gravity. xd xd xd ol
17. Meter-kilogram-second, International System of Units, and centimeter-gram-second. xd xd xd xd xd xd
18. Base 10 easier to use (factors of 10).
xd xd xd xd xd xd xd
19. kilo- (k), mega- (M), milli- (m), micro- (µ)
xd xd xd xd xd xd xd
20. Mass of a cubic liter of water.xd xd xd xd xd xd
21. kg/cubic meter. xd
22. Three fundamental quantities generallyused are: Length(m), Mass(Kg), and
xd xd xd xd xd xd xd xd
Time(s).
23. The compactness of matter.
xd xd xd
24. It is given a new name.
xd xd ol ol xd
25. No. An equation must be equal in magnitude and units.
xd xd xd xd xd xd xd xd xd
26. Yes.And it couldbe confusedwith—meters‖insteadof—miles.‖
xd ol ol xd ol xd xd xd xd
27. To express measured numbers properly.
xd xd xd xd
28. The 3 rules for determining significant figures are:
xd xd xd xd xd ol xd
1. Non-zero digits are always significant, xd xd xd xd
ol xd xd xd xd ol xd xd xd xd xd xd xd
The1.2 Section, — xd xd ol
Scientific Investigation,‖ introducesthe student tothe procedures for scientific in vestigation. Major t
xd xd xd xd xd xd xd xd xd xd xd x d xd
erms such as experiment, law, hypothesis, theory and scientific method are intr oduced. The idea tha
xd xd xd xd xd xd xd ol xd xd xd xd xd xd xd
t physical science deals with quantitative knowledge should be stressed. It is not enough to know
ol xd xd xd xd xd xd xd xd xd ol xd xd xd xd
that a car is going —fast‖; it is necessary to know how fast.
xd ol xd xd xd ol xd xd xd xd xd xd xd
A good understanding of units is of the utmost importance, particularly with the metric-
xd ol xd xd xd xd xd xd xd xd xd xd xd
British use in the United States today. The metric SI is introduced and explained. Both the metric a
xd xd ol xd xd xd xd xd xd ol xd xd xd xd xd xd xd xd
nd the British systems are used in the book in the early chapters for familiarity. The instructor may
xd xd xd xd xd xd ol xd xd ol xd xd xd xd xd xd xd xd
decide to do examples primarily in the metric system, but the student should get some practice in c
xd ol xd xd xd xd xd xd xd xd xd xd xd ol xd xd xd xd
onverting between the systems. This provides knowledge of the comparative size of similar units i
xd xd xd xd xd xd xd xd xd xd xd xd xd xd xd
n the different systems and makes the student feel comfortable using what may be unfamiliar metri
xd xd xd xd xd xd xd xd xd xd xd xd xd xd xd xd
c units.The Highlight, —
xd xd xd xd
Is Unit Conversion Important? It Sure Is,‖ illustratesthe importance of unit conversion.
xd xd xd xd ol xd xd xd xd xd xd xd
The general theme of the chapter and the textbook is the students’ position in his or her ph
xd xd xd xd xd xd xd xd xd xd xd xd xd xd xd xd xd xd
ysical world. Show the students that they know about their environment and themselves through m
xd xd xd xd xd xd xd xd xd xd xd ol xd xd xd
easurements. Measurements are involved in the answers to such questions as, How old are you? Ho
xd xd xd ol xd xd xd xd ol xd xd xd ol xd xd xd
w much do you weigh? How tall are you? What is the normal body temperature?
xd xd xd xd xd xd xd xd xd xd xd xd xd xd
How much money do you have? These and many other technical questions are resolved or answere
xd xd xd xd ol xd ol ol xd xd xd ol xd xd xd xd
d by measurements and quantitative analyses.
xd xd xd ol xd
DEMONSTRATIONS
Have a meter stick, a yardstick, a timer, one or more kilogram masses, a one-
xd ol xd ol xd xd xd xd xd xd xd xd xd xd
liter beaker or a liter soda container, a one-
xd xd xd xd xd ol xd xd
quart container, and a balance or scales available on the instructor’s desk. Demonstrate the compar
xd xd xd xd xd xd xd xd xd xd xd xd xd xd xd
ative units. The meter stick can be compared to the yardstick to show the difference between them,
xd xd xd xd ol xd xd ol xd xd xd xd xd xd xd xd xd
along with the subunits of inches and centimeters. The liter and quart also can be compared. Pass th
ol ol xd xd xd xd ol xd xd xd xd xd xd xd xd xd xd xd
e kilogram mass around the classroom so that students can get some
xd xd xd ol xd xd xd ol xd xd xd
,idea of the amount of mass in one kilogram. Mass and weight may be compared on the balance and s
ol xd xd xd xd xd xd xd xd xd xd ol xd xd ol xd xd xd xd
cales.
When discussing Section 1.6, —
ol xd xd xd
Derived Units and Conversion Factors,‖ have class memb ers guess the length of the instructor’s des
xd xd xd xd xd xd xd xd xd ol xd xd xd xd xd
k in metric and British units. Then have several students i ndependently measure the length with the
xd xd xd ol ol xd ol xd xd xd xd xd xd xd xd xd
meter stick and yardstick. Compare the measurements i n terms of significant figures and units. C
xd xd xd xd xd xd xd xd xd xd xd xd xd xd xd xd
ompare the averages of the measurements and estimates. Convert the average metric measurement t
xd xd xd xd xd xd xd xd ol xd xd xd xd
o British units, and vice versa, to practice conversion fac tors and to see how the measurements co
ol ol xd ol xd xd xd xd xd xd xd xd xd xd xd xd xd
mpare.
Various metric unit demonstrations are available from commercial sources.
xd xd xd xd ol xd xd xd
ANSWERS TO MATCHING QUESTIONS xd xd xd
a. 15 b. 8 c. 10 d. 2
xd xd xd xd x d e. 19 f. 14 g. 21 h. 13
xd xd x d xd xd i. 18 xd j. 6 xd o x d k. 11 l. 3
xd xd m. 12 xd n. 1 xd o. 9 xd
p. 4 q. 23 r. 17
xd xd xd s. 5 xd t. 20 u. 16 v. 22
xd xd xd w. 7 xd
ANSWERS TO MULTIPLE-CHOICE QUESTIONS xd xd xd
1.c 2. b xd 3. c xd 4. b xd 5. b xd 6. c xd 7. d xd 8. b xd x d 9. d xd x d 10. c 11. bxd xd 12. b 13. a xd xd 14. bxd
ANSWERS TO FILL-IN-THE-BLANK QUESTIONS xd xd xd
1. biological
xd 2. hypothesis
xd 3. scientific method
xd xd 4. sight, hearing
xd xd 5. limitations
xd 6. less
xd
9
7. longer xd 8. fundamental
xd 9. time or second
xd xd xd 10. one-billion, 10
xd ol 11. liter xd
12. mass xd 13. less xd
ANSWERS TO SHORT-ANSWER QUESTIONS xd xd xd
1. An organized body of knowledge about the natural universe by which knowledge is acquired a n
xd xd xd xd xd xd xd xd xd xd xd xd xd xd xd
d tested.
xd
2. Physics, chemistry, astronomy, meteorology, and geology.
xd xd xd xd xd
3. The 5 elements of scientific method are:
xd xd xd xd xd xd
1. Observations and Measurements, xd xd
2. Hypothesis,
3. Experiments,
4. Theory, and xd
5. Law.
4. Hypothesis
, 5. A law is a concise statement about a fundamental relationship of nature. A theory is a well-
xd xd xd ol xd ol xd xd xd xd xd xd xd xd xd ol
tested explanation of a broad segment of natural phenomena.
xd xd xd xd xd xd xd xd
6. It illustrates the need to improve the standard of education among the general public and to e
xd xd xd xd ol xd xd xd xd xd ol xd xd xd xd xd xd
mphasize the importance of a well-developed scientific method.
xd xd xd xd xd xd xd
7. Sight, hearing, touch, taste, and smell.
xd xd xd xd xd
8. They have limitations and can be deceived, thus providing false information about our e
xd xd xd xd ol xd xd xd ol xd xd ol xd xd
nvironment.
9. (a) No. (b) Yes. (c) Lower line.
xd x d xd x d xd xd
10. A fixed and reproducible value.
xd xd xd xd
11. They are the most basic quantities of which we can think. And they are not dependent on ot h
xd ol xd ol xd xd xd ol xd xd xd xd xd xd ol xd xd xd
er physical quantities.
xd xd
12. A group of standard units and their combinations.
xd xd xd ol xd xd xd
13. mile/hour
14. No, the United States is the only major country that has not gone completely metric.
xd xd ol xd xd xd xd xd xd ol xd xd xd xd
15. Kilogram, a platinum-iridium cylinder. xd xd xd
16. Mass. Weight varies with gravity. xd xd xd ol
17. Meter-kilogram-second, International System of Units, and centimeter-gram-second. xd xd xd xd xd xd
18. Base 10 easier to use (factors of 10).
xd xd xd xd xd xd xd
19. kilo- (k), mega- (M), milli- (m), micro- (µ)
xd xd xd xd xd xd xd
20. Mass of a cubic liter of water.xd xd xd xd xd xd
21. kg/cubic meter. xd
22. Three fundamental quantities generallyused are: Length(m), Mass(Kg), and
xd xd xd xd xd xd xd xd
Time(s).
23. The compactness of matter.
xd xd xd
24. It is given a new name.
xd xd ol ol xd
25. No. An equation must be equal in magnitude and units.
xd xd xd xd xd xd xd xd xd
26. Yes.And it couldbe confusedwith—meters‖insteadof—miles.‖
xd ol ol xd ol xd xd xd xd
27. To express measured numbers properly.
xd xd xd xd
28. The 3 rules for determining significant figures are:
xd xd xd xd xd ol xd
1. Non-zero digits are always significant, xd xd xd xd
