Solution Manual for An Introduction to Physical Science 15th Edition by James Shipman, Jerry D. Wilson, Charles A. Higgins & Bo Lou | Complete Chapters 1–24 Solutions Guide & Exam Prep 2026–2027

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,SOLUTION MANUAL FOR c c




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 c




Chapter1 c




MEASUREMENT
Chapter 1 is important because all quantitative knowledge about our physical environment is
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c based on measurement. Some chapter sections have been reorganized and rewritten for clarity. The
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1.2 Section, —Scientific Investigation,‖ introduces the student to the procedures for scientific
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c investigation. Major terms such as experiment, law, hypothesis, theory and scientific method are c c c c c c c c c c c c




c introduced. The idea that physical science deals with quantitative knowledge should be stressed. It is
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c not enough 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 and
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c the British systems are used in the book in the early chapters for familiarity. The instructor may
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c decide to do examples primarily in the metric system, but the student should get some practice in
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c converting between the systems. This provides knowledge of the comparative size of similar units in
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c 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
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c conversion.
The general theme of the chapter and the textbook is the students’ position in his or her
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c physical world. Show the students that they know about their environment and themselves through
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measurements. Measurements are involved in the answers to such questions as, How old are you?
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c How 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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c 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-liter beaker or a liter soda
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c container, a one-quart container, and a balance or scales available on the instructor’s desk.
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c Demonstrate the comparative units. The meter stick can be compared to the yardstick to show the
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c difference between them, along with the subunits of inches and centimeters. The liter and quart also
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can be compared. Pass the kilogram 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
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c scales.
When discussing Section 1.6, —Derived Units and Conversion Factors,‖ have class
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c members guess the length of the instructor’s desk in metric and British units. Then have several
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c students independently measure the length with the meter stick and yardstick. Compare the
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c measurements in terms of significant figures and units. Compare the averages of the measurements
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and estimates. Convert the average metric measurement to British units, and vice versa, to practice
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c conversion factors and to see how the measurements compare. c c c c c c c c




Various metric unit demonstrations are available from commercial sources.
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ANSWERS TO MATCHING QUESTIONS c c c




a. 15 b. 8 c. 10 d. 2 e. 19 f. 14
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c c c c l. 3 c m. 12 c n. 1
c o. 9
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p. 4 q. 23
c c c c r. 17 c s. 5 c t. 20 u. 16
c c c c v. 22 c w. 7 c




ANSWERS TO MULTIPLE-CHOICE QUESTIONS c c c




1.c 2. b c 3. c c 4. b c 5. b c 6. c c 7. d c 8. b 9. d
c c c c 10. c c 11. b c 12. b 13. a 14. b
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ANSWERS TO FILL-IN-THE-BLANK QUESTIONS c c c




1. biological
c 2. hypothesis c 3. scientific method
c c 4. sight, hearing
c c 5. limitations c 6. less
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7. longer
c 8. fundamental
c 9. time or second
c c c 10. one-billion, 109
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12. mass c 13. less c




ANSWERS TO SHORT-ANSWER QUESTIONS c c c




1. An organized body of knowledge about the natural universe by which knowledge is acquired and
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c tested.
2. Physics, chemistry, astronomy, meteorology, and geology. c c c c c




3. The 5 elements of scientific method are:
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1. Observations and Measurements, c c




2. Hypothesis,
3. Experiments,
4. Theory, and c




5. Law.
4. Hypothesis

, 5. A law is a concise statement about a fundamental relationship of nature. A theory is a well-tested
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c explanation of a broad segment of natural phenomena. c c c c c c c




6. It illustrates the need to improve the standard of education among the general public and to
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c emphasize the importance of a well-developed scientific method. c c c c c c c




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
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c environment.
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 other
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c physical quantities. c




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. c c c




16. Mass. Weight varies with gravity. c c c c




17. Meter-kilogram-second, International Systemof Units, and centimeter-gram-second. c c c c c c




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. c c c c c c




21. kg/cubic meter. c




22. Three fundamental quantities generally used are: Length(m), Mass(Kg), and
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c Time(s).
23. The compactness of matter. c c c




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. Anditcould beconfusedwith —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, c c c c