Conceptual
Physics 13e Paul
G Hewitt
(Solutions Manual
with Test Bank All
Chapters, 100%
Original Verified,
A+ Grade)
,Conceptual Physics 13e Paul G Hewitt (Solutions Manual
with Test Bank All Chapters, 100% Original Verified, A+
Grade)
1 About Science
____________________________________________ Conceptual Physics Instructor’s Manual, 13e,
1.1 Scientific Measurements
How Eratosthenes Measured the Size of Earth
PRACTICING PHYSICS Earth’s Size via Tree/Flagpole Shadows
Size of the Moon
Distance to the Moon
Distance to the Sun
Size of the Sun
Mathematics—The Language of Science
1.2 Scientific Methods
The Scientific Attitude
Dealing with Misconceptions
1.3 Science, Art, and Religion
FAKE SCIENCE
1.4 Science and Technology
RISK ASSESSMENT
1.5 Physics—The Basic Science
1.6 In Perspective
OPENING PHOTOS AND PROFILE
All chapters open with photos of educators. Chapter 1 opens with a photo of my wife, Lil, pointing to
many circular images of the Sun beneath a tree in front of our residence in St. Petersburg, Florida. The
second photo is of my young protégé Einstein Dhayal from India (right) with his friends telling time with
solar shadows. The third photo is of my friend and science writer Judith Brand who assisted in the writing
of this edition. She shows how lining up a pea with the Moon leads to estimating its distance from Earth.
The last photo is of the Vasquez family, all teachers, that begin with Phyllis Vasquez, colleague at City
College of San Francisco (CCSF), and her sons in order of age from oldest to youngest: Michael, David,
Rodney, John, and Robert, who all took my class. The question suggested by the photo is how many
Moons away from Earth is the Moon? This leads to a very nice Moon-Earth activity.
The profile is of Greek mathematician Eratosthenes.
INTRODUCTION
Like many introductions, much of this introductory chapter can be regarded as a personal essay. In my
teaching days I didn’t discuss Chapter 1. Today I would, due to the high interest in Eratosthenes and his
intriguing way of measuring Earth’s circumference in about 235 BC. And I would certainly present what I
see as a great feature of this edition, the easy-to-do green-pea activity of judging the Moon’s distance
from Earth, as Judith Brand illustrates.
SUPPLEMENTS
Practicing Physics (Available on MasteringPhysics for Hewitt Conceptual Physics.)
• Measuring the Size of Planet Earth • The Moon, Sun, and a Green Pea
• Flagpole Physics • Solar Images • Making Hypotheses
Next-Time Questions (Available on MasteringPhysics for Hewitt Conceptual Physics.)
• Scientific Claims • Pinhole Image of the Sun • With Simply a Pair of Sticks
• Solar Image • Flagpole Shadows • Just a Pair of Sticks
© 2023 Pearson Education Limited. All Rights Reserved. 1
,• Cone, Ball, and a Cup • Eratosthenes Sticks • Two Sticks and a Shadow
Hewitt-Drew-It! Screencast (Available at www.HewittDrewIt.com.)
• Eratosthenes (no. 148)
Laboratory Manual (Available separately for purchase.)
There are no labs for this chapter.
SUGGESTED PRESENTATION
Eratosthenes, Aristarchus, and Sun-Moon Measurements
Measurements are a hallmark of science. What more intriguing ones than the sizes and distances of our
Sun and Moon. I suggest beginning your course with the measurements of Eratosthenes for Earth,
followed by Aristarchus and his measurements of the Moon. Whenever a half moon is viewed in the sky,
our line of sight to the Moon and its line of sight to the Sun define the imaginary right triangle in the sky
envisioned by Aristarchus (Figure 1.8), which is worthy of intriguing class discussion.
Begin by asking your students to come up with two ways to determine the circumference of a pizza
pie if they had only one slice. Then progress to the following demonstration.
DEMONSTRATION: I’m excited about a new activity in this edition (Flagpole Physics in
Practicing Physics) inspired by the first calculation of Earth’s size by Eratosthenes. And that’s to
do the reverse: using Earth’s circumference to calculate the distance between far-apart
locations—such as far-apart school flagpoles.
You can use the second part of the activity, A Model Orange, as a
demo. Hold an orange before your students. The orange nicely
approximates a sphere. Poke two long toothpicks perpendicular to the
surface of the spherical fruit and ask where they’ll meet inside.
They’ll intersect at the center of the sphere. Whatever the angle is
between the toothpicks, that’s the vertex angle they make with the
center of the sphere. The arc between the two sticks makes up a
segment of a circle. How many such segments make up a full 360°?
That number, multiplied by the distance between the toothpicks at the
surface tells you the circumference of the sphere. If the vertex of the
segment is, say, 36°, then ten segments form the circumference.
Apply this to flagpoles that are very far apart—extreme social distancing. Rather than calculating
Earth’s circumference, use its known value of 40,000 km and calculate the distance between
school flagpoles. (The first part of the Flagpole Physics activity.) The Next-Time Question
Flagpole Shadows also goes well with this material. It’s reproduced following this Suggested
Presentation.
Measuring Solar Diameter
One of my very favorite class assignments is the task of measuring the
diameter of the Sun with a ruler or tape measure. This makes sense by
first explaining the physics of a pinhole camera. The pinhole image
technique is described in Solar Images in Practicing Physics and in
Figure 1.9. Hold a meterstick up and tell the class that with a measuring
© 2023 Pearson Education Limited. All Rights Reserved. 2
, device, such as a strip of measuring tape or a simple ruler, they can measure the diameter of the Sun. Call
attention to Figure 1.9, then sketch and explain the simple pinhole camera thusly. (More pinhole
information is in Chapter 28.)
Tell of how a small hole poked in a piece of cardboard will show the image of the
Sun when the card is placed in sunlight. You can explain this without referring to
Figure 1.9 in the textbook because the figure gives the ratio you wish them to
determine. I find this early assignment very successful, in that simple measurements
yield a most impressive value—a confidence builder. For those who don’t succeed,
or succeed partially, I urge them to try again for full credit.
Pinhole Images of the Sun
I can’t overestimate the value of spending time on the pinhole image idea. If you’re
near a sunlit window you can show how a tiny hole in a piece of card projects an
image of the Sun. Most intriguing is doing this with different shaped holes. A small
triangle in a piece of card will show not a triangle, but the circular shape of the Sun.
The shape of the hole is irrelevant. It just has to be small compared with the distance of the card from the
floor. All students find this intriguing. Especially when you tell them of the solar images beneath sunlit
trees. They will forever look at the circular spots of light beneath sunlit trees in a different way. And they
will be reminded of your lesson. (A question to their friends: When was the first time you noticed that
spots of light beneath sunlit trees are pinhole images of the Sun?)
That 110 Suns can fit in the space between Earth and the Sun should be intriguing to students.
Additionally, 110 Moons can fit in the space between Earth and the Moon! Discussion of the pea held at
arm’s length to eclipse the Moon holds high interest. (See The Moon, Sun, and a Green Pea in Practicing
Physics.)
Scientific Thinking
Consider elaborating on the idea about the possible wrongness versus rightness of ideas; an idea that
characterizes science. A test for being wrong is not well understood. Expand on the idea that honesty in
science is not only a matter of public interest, but is a matter of self-interest. Ideally, there are no second
chances for a scientist who’s found to be dishonest. The high standards for acceptable performance in
science, unfortunately, do not extend to other fields that are as important to the human condition. For
example, consider the standards of performance required of politicians.
Distinguish among Hypothesis, Theory, Fact, and Concept
Point out that theory and hypothesis are not the same. A hypothesis (an educated guess) proposes an
explanation for something observed; it must be testable. A theory applies to a synthesis of a large body of
information. The criterion of a theory is not whether it is true or untrue, but rather whether it is useful or
not. A theory is useful even though the ultimate causes of the phenomena it encompasses are unknown.
For example, we accept the theory of the big bang as the beginning of the observable universe. The theory
can be refined, or with new information it can take on a new direction or develop new insights and
contribute to the advancing of knowledge. It is important to acknowledge the common misunderstanding
of what a scientific theory is, as revealed by those who say, “But it is not a fact; it is only a theory.” Many
people have the mistaken notion that a theory is tentative or speculative, while a fact is absolute.
Impress upon your class that a fact is not immutable and absolute, but is generally a close agreement by
competent observers of a series of observations of the same phenomena. The observations must be
testable. Since the activity of science is the determination of the most probable, there are no absolutes.
© 2023 Pearson Education Limited. All Rights Reserved. 3
Physics 13e Paul
G Hewitt
(Solutions Manual
with Test Bank All
Chapters, 100%
Original Verified,
A+ Grade)
,Conceptual Physics 13e Paul G Hewitt (Solutions Manual
with Test Bank All Chapters, 100% Original Verified, A+
Grade)
1 About Science
____________________________________________ Conceptual Physics Instructor’s Manual, 13e,
1.1 Scientific Measurements
How Eratosthenes Measured the Size of Earth
PRACTICING PHYSICS Earth’s Size via Tree/Flagpole Shadows
Size of the Moon
Distance to the Moon
Distance to the Sun
Size of the Sun
Mathematics—The Language of Science
1.2 Scientific Methods
The Scientific Attitude
Dealing with Misconceptions
1.3 Science, Art, and Religion
FAKE SCIENCE
1.4 Science and Technology
RISK ASSESSMENT
1.5 Physics—The Basic Science
1.6 In Perspective
OPENING PHOTOS AND PROFILE
All chapters open with photos of educators. Chapter 1 opens with a photo of my wife, Lil, pointing to
many circular images of the Sun beneath a tree in front of our residence in St. Petersburg, Florida. The
second photo is of my young protégé Einstein Dhayal from India (right) with his friends telling time with
solar shadows. The third photo is of my friend and science writer Judith Brand who assisted in the writing
of this edition. She shows how lining up a pea with the Moon leads to estimating its distance from Earth.
The last photo is of the Vasquez family, all teachers, that begin with Phyllis Vasquez, colleague at City
College of San Francisco (CCSF), and her sons in order of age from oldest to youngest: Michael, David,
Rodney, John, and Robert, who all took my class. The question suggested by the photo is how many
Moons away from Earth is the Moon? This leads to a very nice Moon-Earth activity.
The profile is of Greek mathematician Eratosthenes.
INTRODUCTION
Like many introductions, much of this introductory chapter can be regarded as a personal essay. In my
teaching days I didn’t discuss Chapter 1. Today I would, due to the high interest in Eratosthenes and his
intriguing way of measuring Earth’s circumference in about 235 BC. And I would certainly present what I
see as a great feature of this edition, the easy-to-do green-pea activity of judging the Moon’s distance
from Earth, as Judith Brand illustrates.
SUPPLEMENTS
Practicing Physics (Available on MasteringPhysics for Hewitt Conceptual Physics.)
• Measuring the Size of Planet Earth • The Moon, Sun, and a Green Pea
• Flagpole Physics • Solar Images • Making Hypotheses
Next-Time Questions (Available on MasteringPhysics for Hewitt Conceptual Physics.)
• Scientific Claims • Pinhole Image of the Sun • With Simply a Pair of Sticks
• Solar Image • Flagpole Shadows • Just a Pair of Sticks
© 2023 Pearson Education Limited. All Rights Reserved. 1
,• Cone, Ball, and a Cup • Eratosthenes Sticks • Two Sticks and a Shadow
Hewitt-Drew-It! Screencast (Available at www.HewittDrewIt.com.)
• Eratosthenes (no. 148)
Laboratory Manual (Available separately for purchase.)
There are no labs for this chapter.
SUGGESTED PRESENTATION
Eratosthenes, Aristarchus, and Sun-Moon Measurements
Measurements are a hallmark of science. What more intriguing ones than the sizes and distances of our
Sun and Moon. I suggest beginning your course with the measurements of Eratosthenes for Earth,
followed by Aristarchus and his measurements of the Moon. Whenever a half moon is viewed in the sky,
our line of sight to the Moon and its line of sight to the Sun define the imaginary right triangle in the sky
envisioned by Aristarchus (Figure 1.8), which is worthy of intriguing class discussion.
Begin by asking your students to come up with two ways to determine the circumference of a pizza
pie if they had only one slice. Then progress to the following demonstration.
DEMONSTRATION: I’m excited about a new activity in this edition (Flagpole Physics in
Practicing Physics) inspired by the first calculation of Earth’s size by Eratosthenes. And that’s to
do the reverse: using Earth’s circumference to calculate the distance between far-apart
locations—such as far-apart school flagpoles.
You can use the second part of the activity, A Model Orange, as a
demo. Hold an orange before your students. The orange nicely
approximates a sphere. Poke two long toothpicks perpendicular to the
surface of the spherical fruit and ask where they’ll meet inside.
They’ll intersect at the center of the sphere. Whatever the angle is
between the toothpicks, that’s the vertex angle they make with the
center of the sphere. The arc between the two sticks makes up a
segment of a circle. How many such segments make up a full 360°?
That number, multiplied by the distance between the toothpicks at the
surface tells you the circumference of the sphere. If the vertex of the
segment is, say, 36°, then ten segments form the circumference.
Apply this to flagpoles that are very far apart—extreme social distancing. Rather than calculating
Earth’s circumference, use its known value of 40,000 km and calculate the distance between
school flagpoles. (The first part of the Flagpole Physics activity.) The Next-Time Question
Flagpole Shadows also goes well with this material. It’s reproduced following this Suggested
Presentation.
Measuring Solar Diameter
One of my very favorite class assignments is the task of measuring the
diameter of the Sun with a ruler or tape measure. This makes sense by
first explaining the physics of a pinhole camera. The pinhole image
technique is described in Solar Images in Practicing Physics and in
Figure 1.9. Hold a meterstick up and tell the class that with a measuring
© 2023 Pearson Education Limited. All Rights Reserved. 2
, device, such as a strip of measuring tape or a simple ruler, they can measure the diameter of the Sun. Call
attention to Figure 1.9, then sketch and explain the simple pinhole camera thusly. (More pinhole
information is in Chapter 28.)
Tell of how a small hole poked in a piece of cardboard will show the image of the
Sun when the card is placed in sunlight. You can explain this without referring to
Figure 1.9 in the textbook because the figure gives the ratio you wish them to
determine. I find this early assignment very successful, in that simple measurements
yield a most impressive value—a confidence builder. For those who don’t succeed,
or succeed partially, I urge them to try again for full credit.
Pinhole Images of the Sun
I can’t overestimate the value of spending time on the pinhole image idea. If you’re
near a sunlit window you can show how a tiny hole in a piece of card projects an
image of the Sun. Most intriguing is doing this with different shaped holes. A small
triangle in a piece of card will show not a triangle, but the circular shape of the Sun.
The shape of the hole is irrelevant. It just has to be small compared with the distance of the card from the
floor. All students find this intriguing. Especially when you tell them of the solar images beneath sunlit
trees. They will forever look at the circular spots of light beneath sunlit trees in a different way. And they
will be reminded of your lesson. (A question to their friends: When was the first time you noticed that
spots of light beneath sunlit trees are pinhole images of the Sun?)
That 110 Suns can fit in the space between Earth and the Sun should be intriguing to students.
Additionally, 110 Moons can fit in the space between Earth and the Moon! Discussion of the pea held at
arm’s length to eclipse the Moon holds high interest. (See The Moon, Sun, and a Green Pea in Practicing
Physics.)
Scientific Thinking
Consider elaborating on the idea about the possible wrongness versus rightness of ideas; an idea that
characterizes science. A test for being wrong is not well understood. Expand on the idea that honesty in
science is not only a matter of public interest, but is a matter of self-interest. Ideally, there are no second
chances for a scientist who’s found to be dishonest. The high standards for acceptable performance in
science, unfortunately, do not extend to other fields that are as important to the human condition. For
example, consider the standards of performance required of politicians.
Distinguish among Hypothesis, Theory, Fact, and Concept
Point out that theory and hypothesis are not the same. A hypothesis (an educated guess) proposes an
explanation for something observed; it must be testable. A theory applies to a synthesis of a large body of
information. The criterion of a theory is not whether it is true or untrue, but rather whether it is useful or
not. A theory is useful even though the ultimate causes of the phenomena it encompasses are unknown.
For example, we accept the theory of the big bang as the beginning of the observable universe. The theory
can be refined, or with new information it can take on a new direction or develop new insights and
contribute to the advancing of knowledge. It is important to acknowledge the common misunderstanding
of what a scientific theory is, as revealed by those who say, “But it is not a fact; it is only a theory.” Many
people have the mistaken notion that a theory is tentative or speculative, while a fact is absolute.
Impress upon your class that a fact is not immutable and absolute, but is generally a close agreement by
competent observers of a series of observations of the same phenomena. The observations must be
testable. Since the activity of science is the determination of the most probable, there are no absolutes.
© 2023 Pearson Education Limited. All Rights Reserved. 3
