, based on measurement. Some chapter sections have been reorganized and rewritten for clarity. T
ol gt gt gt gt ol gt gt gt gt gt gt gt
he1.2Section, ―ScientificInvestigation,‖introducesthestudenttotheproceduresforscientific in vesti
gt gt ol gt gt gt gt gt gt gt gt gt gt gt
gation. Major terms such as experiment, law,hypothesis, theory and scientific method are intr oduced
g t gt gt gt gt gt gt gt gt ol gt gt gt gt
. The idea that physical science deals with quantitative knowledge should be stressed. It is not enou
gt gt gt ol gt gt gt gt gt gt gt gt gt ol gt gt
gh to know that a car is going ―fast‖; it is necessary to know how fast.
gt gt gt ol gt gt gt ol gt gt gt gt gt gt gt
A good understanding of units is of the utmost importance, particularly with the metric-
gt ol gt gt gt gt gt gt gt gt gt gt gt
British use in the United States today. The metric SI is introduced and explained. Both the metric a nd
gt gt ol gt gt gt gt gt gt ol gt gt gt gt gt gt gt gt gt
the British systems are used in the book in the early chapters for familiarity. The instructor may decid
gt gt gt gt gt ol gt gt ol gt gt gt gt gt gt gt gt
e to do examples primarily in the metric system, but the student should get some practice in c onvertin
gt ol gt gt gt gt gt gt gt gt gt gt gt ol gt gt gt gt
g between the systems. This provides knowledge of the comparative size of similar units i n the differ
gt gt gt gt gt gt gt gt gt gt gt gt gt gt gt gt gt
ent systems and makes the student feel comfortable using what may be unfamiliar metri c units.The Hi
gt gt gt gt gt gt gt gt gt gt gt gt gt gt gt gt gt
ghlight,―IsUnit Conversion Important?It Sure Is,‖illustratesthe importance of unit conversion.
gt gt gt gt gt ol gt gt gt gt gt gt gt
The general theme of the chapter and the textbook is the students’ position in his or her ph ysi
gt gt gt gt gt gt gt gt gt gt gt gt gt gt gt gt gt gt
cal world. Show the students that they know about their environment and themselves through m easur
gt gt gt gt gt gt gt gt gt gt gt ol gt gt gt
ements. Measurements are involved in the answers to such questions as, How old are you? Ho w much
gt gt gt ol gt gt gt gt ol gt gt gt ol gt gt gt gt
gt do you weigh? How tall are you? What is the normal body temperature?
gt gt gt gt gt gt gt gt gt gt gt gt
How much money do you have? These and many other technical questions are resolved or answere d
gt gt gt gt ol gt ol ol gt gt gt ol gt gt gt gt gt
by measurements and quantitative analyses.
gt gt ol gt
DEMONSTRATIONS
Have a meter stick, a yardstick, a timer, one or more kilogram masses, a one-
gt ol gt ol gt gt gt gt gt gt gt gt gt gt
liter beaker or a liter soda container, a one-
gt gt gt gt gt ol gt gt
quart container, and a balance or scales available on the instructor’s desk. Demonstrate the compar ati
gt gt gt gt gt gt gt gt gt gt gt gt gt gt gt
ve units. The meter stick can be compared to the yardstick to show the difference between them, alon
gt gt gt gt ol gt gt ol gt gt gt gt gt gt gt gt gt
g with the subunits of inches and centimeters. The liter and quart also can be compared. Pass th e kilogr
ol ol gt gt gt gt ol gt gt gt gt gt gt gt gt gt gt gt gt
am mass around the classroom so that students can get some
gt gt ol gt gt gt ol gt gt gt
,idea of the amount of mass in one kilogram. Mass and weight may be compared on the balance and sca
ol gt gt gt gt gt gt gt gt gt gt ol gt gt ol gt gt gt gt
les.
When discussing Section 1.6, ―Derived Units and Conversion Factors,‖ have class memb er
ol gt gt gt gt gt gt gt gt gt gt gt
s guess the length of the instructor’s desk in metric and British units. Then have several students i ndep
gt ol gt gt gt gt gt gt gt gt ol ol gt ol gt gt gt gt
endently measure the length with the meter stick and yardstick. Compare the measurements i n term
gt gt gt gt gt gt gt gt gt gt gt gt gt gt gt
s of significant figures and units. Compare the averages of the measurements and estimates. Convert
gt gt gt gt gt gt gt gt gt gt gt gt gt gt ol
the average metric measurement to British units, and vice versa, to practice conversion fac tors and to
gt gt gt gt ol ol gt ol gt gt gt gt gt gt gt gt gt
see how the measurements compare.
gt gt gt gt
Various metric unit demonstrations are available from commercial sources.
gt gt gt gt ol gt gt gt
ANSWERS TO MATCHING QUESTIONS gt gt gt
a. 15 gt b. 8 gt c. 10 gt d. 2 gt g t g t e. 19 f. 14 g. 21
gt gt g t gt h. 13 gt i. 18 gt j. 6 gt og t g t k. 11 l. 3
gt gt m. 12 gt n. 1 gt o. 9 gt
p. 4 q. 23 r. 17
gt gt gt s. 5 gt t. 20 gt u. 16 gt v. 22 gt w. 7 gt
ANSWERS TO MULTIPLE-CHOICE QUESTIONS gt gt gt
1.c 2. b gt 3. c gt 4. b gt 5. b gt 6. c gt 7. d gt 8. b gt g t g t 9. d gt g t g t 10. c 11. b gt gt 12. b gt 13. a gt 14. b gt
ANSWERS TO FILL-IN-THE-BLANK QUESTIONS gt gt gt
1. biological
gt 2. hypothesis
gt 3. scientific method
gt gt 4. sight, hearing
gt gt 5. limitations
gt 6. less gt
7. longer
gt 8. fundamental
gt 9. time or second
gt gt gt 10. one-billion, 109
gt ol 11. liter gt
12. mass gt 13. less gt
ANSWERS TO SHORT-ANSWER QUESTIONS gt gt gt
1. An organized body of knowledge about the natural universe by which knowledge is acquired a nd
gt gt gt gt gt gt gt gt gt gt gt gt gt gt gt gt
tested.
2. Physics, chemistry, astronomy, meteorology, and geology. gt gt gt gt gt
3. The 5 elements of scientific method are:
gt gt gt gt gt gt
1. Observations and Measurements, gt gt
2. Hypothesis,
3. Experiments,
4. Theory, and gt
5. Law.
4. Hypothesis
, 5. A law is a concise statement about a fundamental relationship of nature. A theoryis a well-
gt gt gt ol gt ol gt gt gt gt gt gt gt gt gt ol
tested explanation of a broad segment of natural phenomena.
gt gt gt gt gt gt gt gt
6. It illustrates the need to improve the standard of education among the general public and to e mp
gt gt gt gt ol gt gt gt gt gt ol gt gt gt gt gt gt
hasize the importance of a well-developed scientific method.
gt gt gt gt gt gt gt
7. Sight, hearing, touch, taste, and smell.
gt gt gt gt gt
8. They have limitations and can be deceived, thus providing false information about our e n
gt gt gt gt ol gt gt gt ol gt gt ol gt gt
vironment.
9. (a) No. (b) Yes. (c) Lower line.
gt g t gt g t gt gt
10. A fixed and reproducible value.
gt gt gt gt
11. They are the most basic quantities of which we can think. And theyare not dependent on ot he
gt ol gt ol gt gt gt ol gt gt gt gt gt gt ol gt gt gt
r physical quantities.
gt gt
12. A group of standard units and their combinations.
gt gt gt ol gt gt gt
13. mile/hour
14. No, the United States is the only major country that has not gone completely metric.
gt gt ol gt gt gt gt gt gt ol gt gt gt gt
15. Kilogram, a platinum-iridium cylinder. gt gt gt
16. Mass. Weight varies with gravity. gt gt gt ol
17. Meter-kilogram-second, International System of Units, and centimeter-gram-second. gt gt gt gt gt gt
18. Base 10 easier to use (factors of 10).
gt gt gt gt gt gt gt
19. kilo-(k), mega- (M), milli- (m), micro- (µ)
gt gt gt gt gt gt gt
20. Mass of a cubic liter of water. gt gt gt gt gt gt
21. kg/cubic meter. gt
22. Threefundamental quantities generallyused are: Length(m), Mass(Kg), and T
gt gt gt gt gt gt gt gt
ime(s).
23. The compactness of matter.
gt gt gt
24. It is given a new name.
gt gt ol ol gt
25. No. An equation must be equal in magnitude and units.
gt gt gt gt gt gt gt gt gt
26. Yes.And it couldbe confusedwith―meters‖insteadof―miles.‖
gt ol ol gt ol gt gt gt gt
27. To express measured numbers properly.
gt gt gt gt
28. The 3 rules for determining significant figures are:
gt gt gt gt gt ol gt
1. Non-zero digits are always significant, gt gt gt gt
ol gt gt gt gt ol gt gt gt gt gt gt gt
he1.2Section, ―ScientificInvestigation,‖introducesthestudenttotheproceduresforscientific in vesti
gt gt ol gt gt gt gt gt gt gt gt gt gt gt
gation. Major terms such as experiment, law,hypothesis, theory and scientific method are intr oduced
g t gt gt gt gt gt gt gt gt ol gt gt gt gt
. The idea that physical science deals with quantitative knowledge should be stressed. It is not enou
gt gt gt ol gt gt gt gt gt gt gt gt gt ol gt gt
gh to know that a car is going ―fast‖; it is necessary to know how fast.
gt gt gt ol gt gt gt ol gt gt gt gt gt gt gt
A good understanding of units is of the utmost importance, particularly with the metric-
gt ol gt gt gt gt gt gt gt gt gt gt gt
British use in the United States today. The metric SI is introduced and explained. Both the metric a nd
gt gt ol gt gt gt gt gt gt ol gt gt gt gt gt gt gt gt gt
the British systems are used in the book in the early chapters for familiarity. The instructor may decid
gt gt gt gt gt ol gt gt ol gt gt gt gt gt gt gt gt
e to do examples primarily in the metric system, but the student should get some practice in c onvertin
gt ol gt gt gt gt gt gt gt gt gt gt gt ol gt gt gt gt
g between the systems. This provides knowledge of the comparative size of similar units i n the differ
gt gt gt gt gt gt gt gt gt gt gt gt gt gt gt gt gt
ent systems and makes the student feel comfortable using what may be unfamiliar metri c units.The Hi
gt gt gt gt gt gt gt gt gt gt gt gt gt gt gt gt gt
ghlight,―IsUnit Conversion Important?It Sure Is,‖illustratesthe importance of unit conversion.
gt gt gt gt gt ol gt gt gt gt gt gt gt
The general theme of the chapter and the textbook is the students’ position in his or her ph ysi
gt gt gt gt gt gt gt gt gt gt gt gt gt gt gt gt gt gt
cal world. Show the students that they know about their environment and themselves through m easur
gt gt gt gt gt gt gt gt gt gt gt ol gt gt gt
ements. Measurements are involved in the answers to such questions as, How old are you? Ho w much
gt gt gt ol gt gt gt gt ol gt gt gt ol gt gt gt gt
gt do you weigh? How tall are you? What is the normal body temperature?
gt gt gt gt gt gt gt gt gt gt gt gt
How much money do you have? These and many other technical questions are resolved or answere d
gt gt gt gt ol gt ol ol gt gt gt ol gt gt gt gt gt
by measurements and quantitative analyses.
gt gt ol gt
DEMONSTRATIONS
Have a meter stick, a yardstick, a timer, one or more kilogram masses, a one-
gt ol gt ol gt gt gt gt gt gt gt gt gt gt
liter beaker or a liter soda container, a one-
gt gt gt gt gt ol gt gt
quart container, and a balance or scales available on the instructor’s desk. Demonstrate the compar ati
gt gt gt gt gt gt gt gt gt gt gt gt gt gt gt
ve units. The meter stick can be compared to the yardstick to show the difference between them, alon
gt gt gt gt ol gt gt ol gt gt gt gt gt gt gt gt gt
g with the subunits of inches and centimeters. The liter and quart also can be compared. Pass th e kilogr
ol ol gt gt gt gt ol gt gt gt gt gt gt gt gt gt gt gt gt
am mass around the classroom so that students can get some
gt gt ol gt gt gt ol gt gt gt
,idea of the amount of mass in one kilogram. Mass and weight may be compared on the balance and sca
ol gt gt gt gt gt gt gt gt gt gt ol gt gt ol gt gt gt gt
les.
When discussing Section 1.6, ―Derived Units and Conversion Factors,‖ have class memb er
ol gt gt gt gt gt gt gt gt gt gt gt
s guess the length of the instructor’s desk in metric and British units. Then have several students i ndep
gt ol gt gt gt gt gt gt gt gt ol ol gt ol gt gt gt gt
endently measure the length with the meter stick and yardstick. Compare the measurements i n term
gt gt gt gt gt gt gt gt gt gt gt gt gt gt gt
s of significant figures and units. Compare the averages of the measurements and estimates. Convert
gt gt gt gt gt gt gt gt gt gt gt gt gt gt ol
the average metric measurement to British units, and vice versa, to practice conversion fac tors and to
gt gt gt gt ol ol gt ol gt gt gt gt gt gt gt gt gt
see how the measurements compare.
gt gt gt gt
Various metric unit demonstrations are available from commercial sources.
gt gt gt gt ol gt gt gt
ANSWERS TO MATCHING QUESTIONS gt gt gt
a. 15 gt b. 8 gt c. 10 gt d. 2 gt g t g t e. 19 f. 14 g. 21
gt gt g t gt h. 13 gt i. 18 gt j. 6 gt og t g t k. 11 l. 3
gt gt m. 12 gt n. 1 gt o. 9 gt
p. 4 q. 23 r. 17
gt gt gt s. 5 gt t. 20 gt u. 16 gt v. 22 gt w. 7 gt
ANSWERS TO MULTIPLE-CHOICE QUESTIONS gt gt gt
1.c 2. b gt 3. c gt 4. b gt 5. b gt 6. c gt 7. d gt 8. b gt g t g t 9. d gt g t g t 10. c 11. b gt gt 12. b gt 13. a gt 14. b gt
ANSWERS TO FILL-IN-THE-BLANK QUESTIONS gt gt gt
1. biological
gt 2. hypothesis
gt 3. scientific method
gt gt 4. sight, hearing
gt gt 5. limitations
gt 6. less gt
7. longer
gt 8. fundamental
gt 9. time or second
gt gt gt 10. one-billion, 109
gt ol 11. liter gt
12. mass gt 13. less gt
ANSWERS TO SHORT-ANSWER QUESTIONS gt gt gt
1. An organized body of knowledge about the natural universe by which knowledge is acquired a nd
gt gt gt gt gt gt gt gt gt gt gt gt gt gt gt gt
tested.
2. Physics, chemistry, astronomy, meteorology, and geology. gt gt gt gt gt
3. The 5 elements of scientific method are:
gt gt gt gt gt gt
1. Observations and Measurements, gt gt
2. Hypothesis,
3. Experiments,
4. Theory, and gt
5. Law.
4. Hypothesis
, 5. A law is a concise statement about a fundamental relationship of nature. A theoryis a well-
gt gt gt ol gt ol gt gt gt gt gt gt gt gt gt ol
tested explanation of a broad segment of natural phenomena.
gt gt gt gt gt gt gt gt
6. It illustrates the need to improve the standard of education among the general public and to e mp
gt gt gt gt ol gt gt gt gt gt ol gt gt gt gt gt gt
hasize the importance of a well-developed scientific method.
gt gt gt gt gt gt gt
7. Sight, hearing, touch, taste, and smell.
gt gt gt gt gt
8. They have limitations and can be deceived, thus providing false information about our e n
gt gt gt gt ol gt gt gt ol gt gt ol gt gt
vironment.
9. (a) No. (b) Yes. (c) Lower line.
gt g t gt g t gt gt
10. A fixed and reproducible value.
gt gt gt gt
11. They are the most basic quantities of which we can think. And theyare not dependent on ot he
gt ol gt ol gt gt gt ol gt gt gt gt gt gt ol gt gt gt
r physical quantities.
gt gt
12. A group of standard units and their combinations.
gt gt gt ol gt gt gt
13. mile/hour
14. No, the United States is the only major country that has not gone completely metric.
gt gt ol gt gt gt gt gt gt ol gt gt gt gt
15. Kilogram, a platinum-iridium cylinder. gt gt gt
16. Mass. Weight varies with gravity. gt gt gt ol
17. Meter-kilogram-second, International System of Units, and centimeter-gram-second. gt gt gt gt gt gt
18. Base 10 easier to use (factors of 10).
gt gt gt gt gt gt gt
19. kilo-(k), mega- (M), milli- (m), micro- (µ)
gt gt gt gt gt gt gt
20. Mass of a cubic liter of water. gt gt gt gt gt gt
21. kg/cubic meter. gt
22. Threefundamental quantities generallyused are: Length(m), Mass(Kg), and T
gt gt gt gt gt gt gt gt
ime(s).
23. The compactness of matter.
gt gt gt
24. It is given a new name.
gt gt ol ol gt
25. No. An equation must be equal in magnitude and units.
gt gt gt gt gt gt gt gt gt
26. Yes.And it couldbe confusedwith―meters‖insteadof―miles.‖
gt ol ol gt ol gt gt gt gt
27. To express measured numbers properly.
gt gt gt gt
28. The 3 rules for determining significant figures are:
gt gt gt gt gt ol gt
1. Non-zero digits are always significant, gt gt gt gt
