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