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S0LUTION MANUAL
An Introduction to Physical Science
by James Shipman, Jerry Wilson
N
15th Edition
U
R
SE
D
O
C
S
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SOLUTION MANUAL FOR
An Introduction to Physical Science 15th Edition James Shipman, Jerry D. Wilson,
Charles A. Higgins, Bo Lou
Chapter 1-24
Chapter 1
MEASUREMENT
N
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
U
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.
R
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
SE
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
D
importance of unit conversion.
The general theme of the chapter and the textbook is the students’ position in his or her
O
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?
C
How much money do you have? These and many other technical questions are resolved or
answered by measurements and quantitative analyses.
S
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
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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
N
versa, to practice conversion factors and to see how the measurements compare.
Various metric unit demonstrations are available from commercial sources.
U
ANSWERS TO MATCHING QUESTIONS
a. 15 b. 8 c. 10 d. 2 e. 19 f. 14 g. 21 h. 13 i. 18 j. 6 k. 11 l. 3 m. 12 n. 1 o. 9
p. 4 q. 23 r. 17 s. 5 t. 20 u. 16 v. 22 w. 7
R
ANSWERS TO MULTIPLE-CHOICE QUESTIONS
SE
1.c 2. b 3. c 4. b 5. b 6. c 7. d 8. b 9. d 10. c 11. b 12. b 13. a 14. b
ANSWERS TO FILL-IN-THE-BLANK QUESTIONS
1. biological 2. hypothesis 3. scientific method 4. sight, hearing 5. limitations 6. less
7. longer 8. fundamental 9. time or second 10. one-billion, 109 11. liter
D
12. mass 13. less
O
ANSWERS TO SHORT-ANSWER QUESTIONS
1. An organized body of knowledge about the natural universe by which knowledge is acquired
and tested.
C
2. Physics, chemistry, astronomy, meteorology, and geology.
3. The 5 elements of scientific method are:
1. Observations and Measurements,
S
2. Hypothesis,
3. Experiments,
4. Theory, and
5. Law.
4. Hypothesis
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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. It illustrates the need to improve the standard of education among the general public and to
emphasize the importance of a well-developed scientific method.
7. Sight, hearing, touch, taste, and smell.
8. They have limitations and can be deceived, thus providing false information about our
N
environment.
9. (a) No. (b) Yes. (c) Lower line.
10. A fixed and reproducible value.
U
11. They are the most basic quantities of which we can think. And they are not dependent on
other physical quantities.
R
12. A group of standard units and their combinations.
13. mile/hour
14. No, the United States is the only major country that has not gone completely metric.
SE
15. Kilogram, a platinum-iridium cylinder.
16. Mass. Weight varies with gravity.
17. Meter-kilogram-second, International System of Units, and centimeter-gram-second.
18. Base 10 easier to use (factors of 10).
D
19. kilo- (k), mega- (M), milli- (m), micro- (µ)
20. Mass of a cubic liter of water.
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21. kg/cubic meter.
22. Three fundamental quantities generally used are: Length(m), Mass(Kg), and
Time(s).
C
23. The compactness of matter.
24. It is given a new name.
S
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. The 3 rules for determining significant figures are:
1. Non-zero digits are always significant,
lkjhgfd
S0LUTION MANUAL
An Introduction to Physical Science
by James Shipman, Jerry Wilson
N
15th Edition
U
R
SE
D
O
C
S
lkjhgfd
, lkjhgfds
SOLUTION MANUAL FOR
An Introduction to Physical Science 15th Edition James Shipman, Jerry D. Wilson,
Charles A. Higgins, Bo Lou
Chapter 1-24
Chapter 1
MEASUREMENT
N
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
U
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.
R
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
SE
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
D
importance of unit conversion.
The general theme of the chapter and the textbook is the students’ position in his or her
O
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?
C
How much money do you have? These and many other technical questions are resolved or
answered by measurements and quantitative analyses.
S
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
lkjhgfd
, lkjhgfds
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
N
versa, to practice conversion factors and to see how the measurements compare.
Various metric unit demonstrations are available from commercial sources.
U
ANSWERS TO MATCHING QUESTIONS
a. 15 b. 8 c. 10 d. 2 e. 19 f. 14 g. 21 h. 13 i. 18 j. 6 k. 11 l. 3 m. 12 n. 1 o. 9
p. 4 q. 23 r. 17 s. 5 t. 20 u. 16 v. 22 w. 7
R
ANSWERS TO MULTIPLE-CHOICE QUESTIONS
SE
1.c 2. b 3. c 4. b 5. b 6. c 7. d 8. b 9. d 10. c 11. b 12. b 13. a 14. b
ANSWERS TO FILL-IN-THE-BLANK QUESTIONS
1. biological 2. hypothesis 3. scientific method 4. sight, hearing 5. limitations 6. less
7. longer 8. fundamental 9. time or second 10. one-billion, 109 11. liter
D
12. mass 13. less
O
ANSWERS TO SHORT-ANSWER QUESTIONS
1. An organized body of knowledge about the natural universe by which knowledge is acquired
and tested.
C
2. Physics, chemistry, astronomy, meteorology, and geology.
3. The 5 elements of scientific method are:
1. Observations and Measurements,
S
2. Hypothesis,
3. Experiments,
4. Theory, and
5. Law.
4. Hypothesis
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, lkjhgfds
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. It illustrates the need to improve the standard of education among the general public and to
emphasize the importance of a well-developed scientific method.
7. Sight, hearing, touch, taste, and smell.
8. They have limitations and can be deceived, thus providing false information about our
N
environment.
9. (a) No. (b) Yes. (c) Lower line.
10. A fixed and reproducible value.
U
11. They are the most basic quantities of which we can think. And they are not dependent on
other physical quantities.
R
12. A group of standard units and their combinations.
13. mile/hour
14. No, the United States is the only major country that has not gone completely metric.
SE
15. Kilogram, a platinum-iridium cylinder.
16. Mass. Weight varies with gravity.
17. Meter-kilogram-second, International System of Units, and centimeter-gram-second.
18. Base 10 easier to use (factors of 10).
D
19. kilo- (k), mega- (M), milli- (m), micro- (µ)
20. Mass of a cubic liter of water.
O
21. kg/cubic meter.
22. Three fundamental quantities generally used are: Length(m), Mass(Kg), and
Time(s).
C
23. The compactness of matter.
24. It is given a new name.
S
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. The 3 rules for determining significant figures are:
1. Non-zero digits are always significant,
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