,SOLUTION MANUAL FOR st st
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 st
Chapter 1 st
MEASUREMENT
Chapter 1 is important because all quantitative knowledge about our physical environment is ba
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sed on measurement. Some chapter sections have been reorganized and rewritten for clarity. The 1.
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2 Section, ―Scientific Investigation,‖ introduces the student to the procedures for scientific investiga
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tion. Major terms such as experiment, law, hypothesis, theory and scientific method are introduced.
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t The idea that physical science deals with quantitative knowledge should be stressed. It is not enoug
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h to know that a car is going ―fast‖; it is necessary to know how fast.
st st st st st st st st st st st st st st st
A good understanding of units is of the utmost importance, particularly with the metric-
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st British use in the United States today. The metric SI is introduced and explained. Both the metric an
st st st st st st st st st st st st st st st st st
d the British systems are used in the book in the early chapters for familiarity. The instructor may de
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cide to do examples primarily in the metric system, but the student should get some practice in conv
st st st st st st st st st st st st st st st st st
erting between the systems. This provides knowledge of the comparative size of similar units in the
st st st st st st st st st st st st st st st st
different systems and makes the student feel comfortable using what may be unfamiliar metric units
st st st st st st st st st st st st st st
. The Highlight, ―Is Unit Conversion Important? It Sure Is,‖ illustrates the importance of unit conver
st st st st st st st st st st st st st st st
sion.
The general theme of the chapter and the textbook is the students’ position in his or her phy
st st st st st st st st st st st st st st st st st
sical world. Show the students that they know about their environment and themselves through mea
st st st st st st st st st st st st st st
surements. Measurements are involved in the answers to such questions as, How old are you? How
st st st st st st st st st st st st st st st st
much do you weigh? How tall are you? What is the normal body temperature?
st st st st st st st st st st st st st
How much money do you have? These and many other technical questions are resolved or answered
st st st st st st st st st st st st st st st st
by measurements and quantitative analyses.
st st st st
DEMONSTRATIONS
Have a meter stick, a yardstick, a timer, one or more kilogram masses, a one-
st st st st st st st st st st st st st st
liter beaker or a liter soda container, a one-
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quart container, and a balance or scales available on the instructor’s desk. Demonstrate the compara
st st st st st st st st st st st st st st
tive units. The meter stick can be compared to the yardstick to show the difference between them, al
st st st st st st st st st st st st st st st st st
ong with the subunits of inches and centimeters. The liter and quart also can be compared. Pass the ki
st st st st st st st st st st st st st st st st st st
logram mass around the classroom so that students can get some
st st st st st st st st st st
,idea of the amount of mass in one kilogram. Mass and weight may be compared on the balance and s
st st st st st st st st st st st st st st st st st st st
cales.
When discussing Section 1.6, ―Derived Units and Conversion Factors,‖ have class memb
st st st st st st st st st st st
ers guess the length of the instructor’s desk in metric and British units. Then have several students in
st st st st st st st st st st st st st st st st st
dependently measure the length with the meter stick and yardstick. Compare the measurements in t
st st st st st st st st st st st st st st
erms of significant figures and units. Compare the averages of the measurements and estimates. Co
st st st st st st st st st st st st st st
nvert the average metric measurement to British units, and vice versa, to practice conversion factors
st st st st st st st st st st st st st st st
and to see how the measurements compare.
st st st st st st
Various metric unit demonstrations are available from commercial sources.
st st st st st st st st
ANSWERS TO MATCHING QUESTIONS st st st
a. 15 b. 8 c. 10 d. 2 e. 19 f. 14 g. 21
st s t s t st s t s t st s t s t st s t s t st s t s t st st h. 13 st i. 18 st j. 6 k. 11st s t s t st l. 3 st m. 12 st n. 1 st o. 9 st
p. 4 q. 23
st s t s t st r. 17 st s. 5 st t. 20 u. 16st s t s t st v. 22 st w. 7 st
ANSWERS TO MULTIPLE-CHOICE QUESTIONS st st st
1.c 2. b st 3. c st 4. b st 5. b st 6. c st 7. d st 8. b 9. d
st s t s t st 10. c st 11. b st 12. b 13. a 14. b
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ANSWERS TO FILL-IN-THE-BLANK QUESTIONS st st st
1. biological
st 2. hypothesis
st 3. scientific method
st st 4. sight, hearing
st st 5. limitations
st 6. less
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9
7. longer
st 8. fundamental st 9. time or second
st st st 10. one-billion, 10
st st 11. liter st
12. mass
st 13. less st
ANSWERS TO SHORT-ANSWER QUESTIONS st st st
1. An organized body of knowledge about the natural universe by which knowledge is acquired an
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d tested. st
2. Physics, chemistry, astronomy, meteorology, and geology. st st st st st
3. The 5 elements of scientific method are: st st st st st st
1. Observations and Measurements, st st
2. Hypothesis,
3. Experiments,
4. Theory, and st
5. Law.
4. Hypothesis
, 5. A law is a concise statement about a fundamental relationship of nature. A theory is a well-
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st tested explanation of a broad segment of natural phenomena.
st st st st st st st st
6. It illustrates the need to improve the standard of education among the general public and to em
st st st st st st st st st st st st st st st st
phasize the importance of a well-developed scientific method.
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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 en
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vironment.
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 oth
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er physical quantities.
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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. st st st
16. Mass. Weight varies with gravity. st st st st
17. Meter-kilogram-second, International System of Units, and centimeter-gram-second. st st st st st st
18. Base 10 easier to use (factors of 10).
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19. kilo- (k), mega- (M), milli- (m), micro- (µ)
st st st st st st st
20. Mass of a cubic liter of water. st st st st st st
21. kg/cubic meter. st
22. Three fundamental quantities generally used are: Length(m), Mass(Kg), and T
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ime(s).
23. The compactness of matter.
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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. And it could be confused with ―meters‖ instead of ―miles.‖
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27. To express measured numbers properly.
st st st st
28. The 3 rules for determining significant figures are:
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1. Non-zero digits are always significant, st st st st
An Introduction to Physical Science 15th Edition James Shipman, Jerry D. Wilson, Charles
st st st st st st st st st st st st st
A. Higgins, Bo Lou
st st st
Chapter 1-24 st
Chapter 1 st
MEASUREMENT
Chapter 1 is important because all quantitative knowledge about our physical environment is ba
st st st st st st st st st st st st st
sed on measurement. Some chapter sections have been reorganized and rewritten for clarity. The 1.
st st st st st st st st st st st st st st
2 Section, ―Scientific Investigation,‖ introduces the student to the procedures for scientific investiga
st st st st st st st st st st st st
tion. Major terms such as experiment, law, hypothesis, theory and scientific method are introduced.
s t st st st st st st st st st st st st s
t The idea that physical science deals with quantitative knowledge should be stressed. It is not enoug
st st st st st st st st st st st st st st st
h to know that a car is going ―fast‖; it is necessary to know how fast.
st st st st st st st st st st st st st st st
A good understanding of units is of the utmost importance, particularly with the metric-
st st st st st st st st st st st st st
st British use in the United States today. The metric SI is introduced and explained. Both the metric an
st st st st st st st st st st st st st st st st st
d the British systems are used in the book in the early chapters for familiarity. The instructor may de
st st st st st st st st st st st st st st st st st st
cide to do examples primarily in the metric system, but the student should get some practice in conv
st st st st st st st st st st st st st st st st st
erting between the systems. This provides knowledge of the comparative size of similar units in the
st st st st st st st st st st st st st st st st
different systems and makes the student feel comfortable using what may be unfamiliar metric units
st st st st st st st st st st st st st st
. The Highlight, ―Is Unit Conversion Important? It Sure Is,‖ illustrates the importance of unit conver
st st st st st st st st st st st st st st st
sion.
The general theme of the chapter and the textbook is the students’ position in his or her phy
st st st st st st st st st st st st st st st st st
sical world. Show the students that they know about their environment and themselves through mea
st st st st st st st st st st st st st st
surements. Measurements are involved in the answers to such questions as, How old are you? How
st st st st st st st st st st st st st st st st
much do you weigh? How tall are you? What is the normal body temperature?
st st st st st st st st st st st st st
How much money do you have? These and many other technical questions are resolved or answered
st st st st st st st st st st st st st st st st
by measurements and quantitative analyses.
st st st st
DEMONSTRATIONS
Have a meter stick, a yardstick, a timer, one or more kilogram masses, a one-
st st st st st st st st st st st st st st
liter beaker or a liter soda container, a one-
st st st st st st st st
quart container, and a balance or scales available on the instructor’s desk. Demonstrate the compara
st st st st st st st st st st st st st st
tive units. The meter stick can be compared to the yardstick to show the difference between them, al
st st st st st st st st st st st st st st st st st
ong with the subunits of inches and centimeters. The liter and quart also can be compared. Pass the ki
st st st st st st st st st st st st st st st st st st
logram mass around the classroom so that students can get some
st st st st st st st st st st
,idea of the amount of mass in one kilogram. Mass and weight may be compared on the balance and s
st st st st st st st st st st st st st st st st st st st
cales.
When discussing Section 1.6, ―Derived Units and Conversion Factors,‖ have class memb
st st st st st st st st st st st
ers guess the length of the instructor’s desk in metric and British units. Then have several students in
st st st st st st st st st st st st st st st st st
dependently measure the length with the meter stick and yardstick. Compare the measurements in t
st st st st st st st st st st st st st st
erms of significant figures and units. Compare the averages of the measurements and estimates. Co
st st st st st st st st st st st st st st
nvert the average metric measurement to British units, and vice versa, to practice conversion factors
st st st st st st st st st st st st st st st
and to see how the measurements compare.
st st st st st st
Various metric unit demonstrations are available from commercial sources.
st st st st st st st st
ANSWERS TO MATCHING QUESTIONS st st st
a. 15 b. 8 c. 10 d. 2 e. 19 f. 14 g. 21
st s t s t st s t s t st s t s t st s t s t st s t s t st st h. 13 st i. 18 st j. 6 k. 11st s t s t st l. 3 st m. 12 st n. 1 st o. 9 st
p. 4 q. 23
st s t s t st r. 17 st s. 5 st t. 20 u. 16st s t s t st v. 22 st w. 7 st
ANSWERS TO MULTIPLE-CHOICE QUESTIONS st st st
1.c 2. b st 3. c st 4. b st 5. b st 6. c st 7. d st 8. b 9. d
st s t s t st 10. c st 11. b st 12. b 13. a 14. b
st s t s t st s t st
ANSWERS TO FILL-IN-THE-BLANK QUESTIONS st st st
1. biological
st 2. hypothesis
st 3. scientific method
st st 4. sight, hearing
st st 5. limitations
st 6. less
st
9
7. longer
st 8. fundamental st 9. time or second
st st st 10. one-billion, 10
st st 11. liter st
12. mass
st 13. less st
ANSWERS TO SHORT-ANSWER QUESTIONS st st st
1. An organized body of knowledge about the natural universe by which knowledge is acquired an
st st st st st st st st st st st st st st
d tested. st
2. Physics, chemistry, astronomy, meteorology, and geology. st st st st st
3. The 5 elements of scientific method are: st st st st st st
1. Observations and Measurements, st st
2. Hypothesis,
3. Experiments,
4. Theory, and st
5. Law.
4. Hypothesis
, 5. A law is a concise statement about a fundamental relationship of nature. A theory is a well-
st st st st st st st st st st st st st st st st
st tested explanation of a broad segment of natural phenomena.
st st st st st st st st
6. It illustrates the need to improve the standard of education among the general public and to em
st st st st st st st st st st st st st st st st
phasize the importance of a well-developed scientific method.
st st st st st st st
7. Sight, hearing, touch, taste, and smell.
st st st st st
8. They have limitations and can be deceived, thus providing false information about our en
st st st st st st st st st st st st st
vironment.
9. (a) No. (b) Yes. (c) Lower line.
st s t st s t st st
10. A fixed and reproducible value.
st st st st
11. They are the most basic quantities of which we can think. And they are not dependent on oth
st st st st st st st st st st st st st st st st st
er physical quantities.
st st
12. A group of standard units and their combinations.
st st st st st st st
13. mile/hour
14. No, the United States is the only major country that has not gone completely metric.
st st st st st st st st st st st st st st
15. Kilogram, a platinum-iridium cylinder. st st st
16. Mass. Weight varies with gravity. st st st st
17. Meter-kilogram-second, International System of Units, and centimeter-gram-second. st st st st st st
18. Base 10 easier to use (factors of 10).
st st st st st st st
19. kilo- (k), mega- (M), milli- (m), micro- (µ)
st st st st st st st
20. Mass of a cubic liter of water. st st st st st st
21. kg/cubic meter. st
22. Three fundamental quantities generally used are: Length(m), Mass(Kg), and T
st st st st st st st st st
ime(s).
23. The compactness of matter.
st st st
24. It is given a new name.
st st st st st
25. No. An equation must be equal in magnitude and units.
st st st st st st st st st
26. Yes. And it could be confused with ―meters‖ instead of ―miles.‖
st st st st st st st st st st
27. To express measured numbers properly.
st st st st
28. The 3 rules for determining significant figures are:
st st st st st st st
1. Non-zero digits are always significant, st st st st
