Chapter 1
MEASUREMENT
Chapter 1 is important because all quantitative knowledge about our physical environment is
based on measurement. Some chapter sections have been reorganized and rewritten for clarity.
The 1.2 Section, “Scientific Investigation,” introduces the student to the procedures for scientific
investigation. Major terms such as experiment, law, hypothesis, theory and scientific method are
introduced. The idea that physical science deals with quantitative knowledge should be stressed.
It is not enough to know that a car is going “fast”; it is necessary to know how fast.
A good understanding of units is of the utmost importance, particularly with the metric-
British use in the United States today. The metric SI is introduced and explained. Both the metric
and the British systems are used in the book in the early chapters for familiarity. The instructor
may decide to do examples primarily in the metric system, but the student should get some
practice in converting between the systems. This provides knowledge of the comparative size of
similar units in the different systems and makes the student feel comfortable using what may be
unfamiliar metric units. The Highlight, “Is Unit Conversion Important? It Sure Is,” illustrates the
importance of unit conversion.
The general theme of the chapter and the textbook is the students’ position in his or her
physical world. Show the students that they know about their environment and themselves
through measurements. Measurements are involved in the answers to such questions as, How old
are you? How much do you weigh? How tall are you? What is the normal body temperature?
How much money do you have? These and many other technical questions are resolved or
answered by measurements and quantitative analyses.
DEMONSTRATIONS
Have a meter stick, a yardstick, a timer, one or more kilogram masses, a one-liter beaker or a liter
soda container, a one-quart container, and a balance or scales available on the instructor’s desk.
Demonstrate the comparative units. The meter stick can be compared to the yardstick to show the
difference between them, along with the subunits of inches and centimeters. The liter and quart
also can be compared. Pass the kilogram mass around the classroom so that students can get some
idea of the amount of mass in one kilogram. Mass and weight may be compared on the balance
and scales.
, When discussing Section 1.6, “Derived Units and Conversion Factors,” have class
members guess the length of the instructor’s desk in metric and British units. Then have several
students independently measure the length with the meter stick and yardstick. Compare the
measurements in terms of significant figures and units. Compare the averages of the
measurements and estimates. Convert the average metric measurement to British units, and vice
versa, to practice conversion factors and to see how the measurements compare.
Various metric unit demonstrations are available from commercial sources.
ANSWERS TO MATCHING QUESTIONS
a. 19 b. 13 c. 21 d. 14 e. 15 f. 8 g. 10 h. 2 i. 21 j. 1 k. 9 l. 4 m. 18 n. 6 o. 11
p. 3 q. 20 r. 16 s. 22 t. 7 u. 23 v. 17 w. 5
ANSWERS TO MULTIPLE-CHOICE QUESTIONS
1. c 2. b 3. d 4. b 5. b 6. c 7. d 8. b 9. d 10. c 11. d 12. c 13. a 14. b
ANSWERS TO FILL-IN-THE-BLANK QUESTIONS
1. biological 2. hypothesis 3. scientific method 4. sight 5. limitations 6. greater than
7. shorter 8. fundamental 9. time or second 10. one-millionth, 10-6 11. liter
12. mass 13. less
ANSWERS TO SHORT-ANSWER QUESTIONS
1. An organized body of knowledge about the natural universe by which knowledge is acquired
and tested.
2. Physics, chemistry, astronomy, meteorology, and geology.
3. Observations and Measurements.
4. Hypothesis.
5. A law is a concise statement about a fundamental relationship of nature. A theory is a well-
tested explanation of a broad segment of natural phenomena.
6. That phenomena must be investigated, not speculated.
7. Sight, hearing, touch, taste, and smell.
8. They have limitations and can be deceived.
9. (a) No. (b) Yes. (c) Good luck. (Use a couple of straight edges to determine.)
10. A fixed and reproducible value.
11. They are the most basic quantities of which we can think.
, 12. A group of standard units and their combinations.
13. km/hour
14. Yes, officially adopted in 1899.
15. Kilogram, a platinum-iridium cylinder.
16. Mass. Weight varies with gravity.
17. Meter-kilogram-second, International System of Units, centimeter-gram-second.
18. Base 10 easier to use (factors of 10).
19. kilo (k), mega- (M), milli- (m), micro- (µ).
20. Mass of a cubic liter of water.
21. Cubic meter.
22. kg, m, s, and C (electric charge).
23. The compactness of matter.
24. It is given a new name.
25. No. An equation must be equal in magnitude and units.
26. Yes. And it could be confused with “meters” instead of “miles.”
27. To express measured numbers properly.
28. By reading a measurement value from an instrument and rounding according to the
general rules.
29. Two.
30. One.
ANSWERS TO VISUAL CONNECTION
a. meter, b. kilogram, c. second, d. mks, e. foot, f. pound, g. second, h. fps
ANSWERS TO APPLYING-YOUR-KNOWLEDGE QUESTIONS
1. Intrinsic properties are invariant. Kilogram cylinder and meterstick are subject to wear, dirt,
and change.
2. A liter, because it is larger than a quart.
3. Scientific laws describe; legal laws regulate. Scientific laws are about the nature of things;
legal laws concern society.
, 4. 1 kgf > 1 lbf (force; 1 kgf == 2.2 lbf or 1 kgm == 2.2 lbm); 1 m3 > 1 gal; notable exception
is the slug.
5. (a) No, gold would weigh about 20 times more. (b) Solving for mass from the density
equation, this would be 19320 g or 19.32 kg. No playing catch, as weight is about 45 lb.
(1 kg = 2.2 lbs.).
6. 1 m = 3.28 ft. 830 m (3.28 ft/m) = 2.72 x 103 ft; 508 m (3.28 ft/m) = 1.67 x 103 ft.
Δ = 1.05 x 103 ft
ANSWERS TO EXERCISES
1. 10,000 cm or 105 cm
2. 16000 Mb
3. 106 mm3
4. 1 m3 = 103 L. 1 m3 = 102 cm x 102 cm x 102 cm = 106 cm3 (1 L/103 cm3) = 103 L = 1000 L.
5. 0.50 L (1 kg/L) = 0.50 kg = 500 g
6. 15 cm x 25 cm x 30 cm = 11250 g and 11.25 kg
7. (a) 0.55 Ms = 0.55 106 s (b) 2.8 km = 2.8 103 m (c) 12 mg = 12 10–3 g = 1.2 10–6 kg
(d) 100 cm = 1.00 m
8. (a) 32 GB (b) 543 mL (c) 0.5421 m (d) 6.21 kilobucks
9. 6 ft ,10 in. = 82 in (2.54 cm/in.) = 208.28 cm = 2.0828 m
10. 6 ft, 7 in.
11. Yes, to two significant figures
12. (a) 70 mi/h (1.61 km/mi) = 112.7 km/h (113 km/h). (b) 65 mi/h (1.61 km/mi) = 104.65
km/h (105 km/h)
13. No, 300 L ~ 300 qt (1 gal/4 qt) = 75 gal
14. Yes. That would make the room about 3 m 4 m, which would be about 9 ft. 12 ft. That
could be the size of a small dorm room.
15. See AYK # 6, 1,67 x 103 ft.
16. 900 ft (1 m/3.28 ft) 274.32 m; 1,900 ft = 579 m
17. cm, km
18. 103 kg (2.2 lb/kg) = 2,200 lb. 103 kg heavier by 200 lb
19. = m/V = 500 g/47 cm3 = 10.64 g/cm3 (the density of the metal)
MEASUREMENT
Chapter 1 is important because all quantitative knowledge about our physical environment is
based on measurement. Some chapter sections have been reorganized and rewritten for clarity.
The 1.2 Section, “Scientific Investigation,” introduces the student to the procedures for scientific
investigation. Major terms such as experiment, law, hypothesis, theory and scientific method are
introduced. The idea that physical science deals with quantitative knowledge should be stressed.
It is not enough to know that a car is going “fast”; it is necessary to know how fast.
A good understanding of units is of the utmost importance, particularly with the metric-
British use in the United States today. The metric SI is introduced and explained. Both the metric
and the British systems are used in the book in the early chapters for familiarity. The instructor
may decide to do examples primarily in the metric system, but the student should get some
practice in converting between the systems. This provides knowledge of the comparative size of
similar units in the different systems and makes the student feel comfortable using what may be
unfamiliar metric units. The Highlight, “Is Unit Conversion Important? It Sure Is,” illustrates the
importance of unit conversion.
The general theme of the chapter and the textbook is the students’ position in his or her
physical world. Show the students that they know about their environment and themselves
through measurements. Measurements are involved in the answers to such questions as, How old
are you? How much do you weigh? How tall are you? What is the normal body temperature?
How much money do you have? These and many other technical questions are resolved or
answered by measurements and quantitative analyses.
DEMONSTRATIONS
Have a meter stick, a yardstick, a timer, one or more kilogram masses, a one-liter beaker or a liter
soda container, a one-quart container, and a balance or scales available on the instructor’s desk.
Demonstrate the comparative units. The meter stick can be compared to the yardstick to show the
difference between them, along with the subunits of inches and centimeters. The liter and quart
also can be compared. Pass the kilogram mass around the classroom so that students can get some
idea of the amount of mass in one kilogram. Mass and weight may be compared on the balance
and scales.
, When discussing Section 1.6, “Derived Units and Conversion Factors,” have class
members guess the length of the instructor’s desk in metric and British units. Then have several
students independently measure the length with the meter stick and yardstick. Compare the
measurements in terms of significant figures and units. Compare the averages of the
measurements and estimates. Convert the average metric measurement to British units, and vice
versa, to practice conversion factors and to see how the measurements compare.
Various metric unit demonstrations are available from commercial sources.
ANSWERS TO MATCHING QUESTIONS
a. 19 b. 13 c. 21 d. 14 e. 15 f. 8 g. 10 h. 2 i. 21 j. 1 k. 9 l. 4 m. 18 n. 6 o. 11
p. 3 q. 20 r. 16 s. 22 t. 7 u. 23 v. 17 w. 5
ANSWERS TO MULTIPLE-CHOICE QUESTIONS
1. c 2. b 3. d 4. b 5. b 6. c 7. d 8. b 9. d 10. c 11. d 12. c 13. a 14. b
ANSWERS TO FILL-IN-THE-BLANK QUESTIONS
1. biological 2. hypothesis 3. scientific method 4. sight 5. limitations 6. greater than
7. shorter 8. fundamental 9. time or second 10. one-millionth, 10-6 11. liter
12. mass 13. less
ANSWERS TO SHORT-ANSWER QUESTIONS
1. An organized body of knowledge about the natural universe by which knowledge is acquired
and tested.
2. Physics, chemistry, astronomy, meteorology, and geology.
3. Observations and Measurements.
4. Hypothesis.
5. A law is a concise statement about a fundamental relationship of nature. A theory is a well-
tested explanation of a broad segment of natural phenomena.
6. That phenomena must be investigated, not speculated.
7. Sight, hearing, touch, taste, and smell.
8. They have limitations and can be deceived.
9. (a) No. (b) Yes. (c) Good luck. (Use a couple of straight edges to determine.)
10. A fixed and reproducible value.
11. They are the most basic quantities of which we can think.
, 12. A group of standard units and their combinations.
13. km/hour
14. Yes, officially adopted in 1899.
15. Kilogram, a platinum-iridium cylinder.
16. Mass. Weight varies with gravity.
17. Meter-kilogram-second, International System of Units, centimeter-gram-second.
18. Base 10 easier to use (factors of 10).
19. kilo (k), mega- (M), milli- (m), micro- (µ).
20. Mass of a cubic liter of water.
21. Cubic meter.
22. kg, m, s, and C (electric charge).
23. The compactness of matter.
24. It is given a new name.
25. No. An equation must be equal in magnitude and units.
26. Yes. And it could be confused with “meters” instead of “miles.”
27. To express measured numbers properly.
28. By reading a measurement value from an instrument and rounding according to the
general rules.
29. Two.
30. One.
ANSWERS TO VISUAL CONNECTION
a. meter, b. kilogram, c. second, d. mks, e. foot, f. pound, g. second, h. fps
ANSWERS TO APPLYING-YOUR-KNOWLEDGE QUESTIONS
1. Intrinsic properties are invariant. Kilogram cylinder and meterstick are subject to wear, dirt,
and change.
2. A liter, because it is larger than a quart.
3. Scientific laws describe; legal laws regulate. Scientific laws are about the nature of things;
legal laws concern society.
, 4. 1 kgf > 1 lbf (force; 1 kgf == 2.2 lbf or 1 kgm == 2.2 lbm); 1 m3 > 1 gal; notable exception
is the slug.
5. (a) No, gold would weigh about 20 times more. (b) Solving for mass from the density
equation, this would be 19320 g or 19.32 kg. No playing catch, as weight is about 45 lb.
(1 kg = 2.2 lbs.).
6. 1 m = 3.28 ft. 830 m (3.28 ft/m) = 2.72 x 103 ft; 508 m (3.28 ft/m) = 1.67 x 103 ft.
Δ = 1.05 x 103 ft
ANSWERS TO EXERCISES
1. 10,000 cm or 105 cm
2. 16000 Mb
3. 106 mm3
4. 1 m3 = 103 L. 1 m3 = 102 cm x 102 cm x 102 cm = 106 cm3 (1 L/103 cm3) = 103 L = 1000 L.
5. 0.50 L (1 kg/L) = 0.50 kg = 500 g
6. 15 cm x 25 cm x 30 cm = 11250 g and 11.25 kg
7. (a) 0.55 Ms = 0.55 106 s (b) 2.8 km = 2.8 103 m (c) 12 mg = 12 10–3 g = 1.2 10–6 kg
(d) 100 cm = 1.00 m
8. (a) 32 GB (b) 543 mL (c) 0.5421 m (d) 6.21 kilobucks
9. 6 ft ,10 in. = 82 in (2.54 cm/in.) = 208.28 cm = 2.0828 m
10. 6 ft, 7 in.
11. Yes, to two significant figures
12. (a) 70 mi/h (1.61 km/mi) = 112.7 km/h (113 km/h). (b) 65 mi/h (1.61 km/mi) = 104.65
km/h (105 km/h)
13. No, 300 L ~ 300 qt (1 gal/4 qt) = 75 gal
14. Yes. That would make the room about 3 m 4 m, which would be about 9 ft. 12 ft. That
could be the size of a small dorm room.
15. See AYK # 6, 1,67 x 103 ft.
16. 900 ft (1 m/3.28 ft) 274.32 m; 1,900 ft = 579 m
17. cm, km
18. 103 kg (2.2 lb/kg) = 2,200 lb. 103 kg heavier by 200 lb
19. = m/V = 500 g/47 cm3 = 10.64 g/cm3 (the density of the metal)
