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