, based on measurement. Some chapter sections have been reorganized and rewritten for clarity.
ol u5 u5 u5 u5 ol u5 u5 u5 u5 u5 u5 u5
The1.2 Section, — u5 u5 ol
Scientific Investigation,‖ introducesthe student tothe procedures for scientific in vestigation. Major t
u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u 5 u5
erms such as experiment, law, hypothesis, theory and scientific method are intr oduced. The idea tha
u5 u5 u5 u5 u5 u5 u5 ol u5 u5 u5 u5 u5 u5 u5
t physical science deals with quantitative knowledge should be stressed. It is not enough to know
ol u5 u5 u5 u5 u5 u5 u5 u5 u5 ol u5 u5 u5 u5
that a car is going —fast‖; it is necessary to know how fast.
u5 ol u5 u5 u5 ol u5 u5 u5 u5 u5 u5 u5
A good understanding of units is of the utmost importance, particularly with the metric-
u5 ol u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5
British use in the United States today. The metric SI is introduced and explained. Both the metric a
u5 u5 ol u5 u5 u5 u5 u5 u5 ol u5 u5 u5 u5 u5 u5 u5 u5
nd the British systems are used in the book in the early chapters for familiarity. The instructor may
u5 u5 u5 u5 u5 u5 ol u5 u5 ol u5 u5 u5 u5 u5 u5 u5 u5
decide to do examples primarily in the metric system, but the student should get some practice in c
u5 ol u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 ol u5 u5 u5 u5
onverting between the systems. This provides knowledge of the comparative size of similar units i
u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5
n the different systems and makes the student feel comfortable using what may be unfamiliar metri
u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5
c units.The Highlight, —
u5 u5 u5 u5
Is Unit Conversion Important? It Sure Is,‖ illustratesthe importance of unit conversion.
u5 u5 u5 u5 ol u5 u5 u5 u5 u5 u5 u5
The general theme of the chapter and the textbook is the students’ position in his or her ph
u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5
ysical world. Show the students that they know about their environment and themselves through m
u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 ol u5 u5 u5
easurements. Measurements are involved in the answers to such questions as, How old are you? Ho
u5 u5 u5 ol u5 u5 u5 u5 ol u5 u5 u5 ol u5 u5 u5
w much do you weigh? How tall are you? What is the normal body temperature?
u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5
How much money do you have? These and many other technical questions are resolved or answere
u5 u5 u5 u5 ol u5 ol ol u5 u5 u5 ol u5 u5 u5 u5
d by measurements and quantitative analyses.
u5 u5 u5 ol u5
DEMONSTRATIONS
Have a meter stick, a yardstick, a timer, one or more kilogram masses, a one-
u5 ol u5 ol u5 u5 u5 u5 u5 u5 u5 u5 u5 u5
liter beaker or a liter soda container, a one-
u5 u5 u5 u5 u5 ol u5 u5
quart container, and a balance or scales available on the instructor’s desk. Demonstrate the compar
u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5
ative units. The meter stick can be compared to the yardstick to show the difference between them,
u5 u5 u5 u5 ol u5 u5 ol u5 u5 u5 u5 u5 u5 u5 u5 u5
along with the subunits of inches and centimeters. The liter and quart also can be compared. Pass th
ol ol u5 u5 u5 u5 ol u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5
e kilogram mass around the classroom so that students can get some
u5 u5 u5 ol u5 u5 u5 ol u5 u5 u5
,idea of the amount of mass in one kilogram. Mass and weight may be compared on the balance and s
ol u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 ol u5 u5 ol u5 u5 u5 u5
cales.
When discussing Section 1.6, —
ol u5 u5 u5
Derived Units and Conversion Factors,‖ have class memb ers guess the length of the instructor’s des
u5 u5 u5 u5 u5 u5 u5 u5 u5 ol u5 u5 u5 u5 u5
k in metric and British units. Then have several students i ndependently measure the length with the
u5 u5 u5 ol ol u5 ol u5 u5 u5 u5 u5 u5 u5 u5 u5
meter stick and yardstick. Compare the measurements i n terms of significant figures and units. C
u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5
ompare the averages of the measurements and estimates. Convert the average metric measurement t
u5 u5 u5 u5 u5 u5 u5 u5 ol u5 u5 u5 u5
o British units, and vice versa, to practice conversion fac tors and to see how the measurements co
ol ol u5 ol u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5
mpare.
Various metric unit demonstrations are available from commercial sources.
u5 u5 u5 u5 ol u5 u5 u5
ANSWERS TO MATCHING QUESTIONS u5 u5 u5
a. 15 b. 8 c. 10 d. 2
u5 u5 u5 u5 u 5 u 5 e. 19 f. 14 g. 21 h. 13
u5 u5 u 5 u5 u5 i. 18 u5 j. 6 u5 ou 5 u 5 k. 11l. 3u5 u5 m. 12 u5 n. 1 u5 o. 9 u5
p. 4 q. 23 r. 17
u5 u5 u5 s. 5 u5 t. 20 u. 16 v. 22
u5 u5 u5 w. 7 u5
ANSWERS TO MULTIPLE-CHOICE QUESTIONS u5 u5 u5
1.c 2. b u5 3. c u5 4. b u5 5. b u5 6. c u5 7. d u5 8. b u5 u 5 u 5 9. d u5 u 5 u 5 10. c 11. b u5 u5 12. b 13. a u5 u5 14. bu5
ANSWERS TO FILL-IN-THE-BLANK QUESTIONS u5 u5 u5
1. biological
u5 2. hypothesis
u5 3. scientific method
u5 u5 4. sight, hearing
u5 u5 5. limitations
u5 6. less
u5
9
7. longer u5 8. fundamental
u5 9. time or second
u5 u5 u5 10. one-billion, 10
u5 ol 11. liter u5
12. mass u5 13. less u5
ANSWERS TO SHORT-ANSWER QUESTIONS u5 u5 u5
1. An organized body of knowledge about the natural universe by which knowledge is acquired a n
u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5
d tested.
u5
2. Physics, chemistry, astronomy, meteorology, and geology.
u5 u5 u5 u5 u5
3. The 5 elements of scientific method are:
u5 u5 u5 u5 u5 u5
1. Observations and Measurements, u5 u5
2. Hypothesis,
3. Experiments,
4. Theory, and u5
5. Law.
4. Hypothesis
, 5. A law is a concise statement about a fundamental relationship of nature. A theory is a well-
u5 u5 u5 ol u5 ol u5 u5 u5 u5 u5 u5 u5 u5 u5 ol
tested explanation of a broad segment of natural phenomena.
u5 u5 u5 u5 u5 u5 u5 u5
6. It illustrates the need to improve the standard of education among the general public and to e
u5 u5 u5 u5 ol u5 u5 u5 u5 u5 ol u5 u5 u5 u5 u5 u5
mphasize the importance of a well-developed scientific method.
u5 u5 u5 u5 u5 u5 u5
7. Sight, hearing, touch, taste, and smell.
u5 u5 u5 u5 u5
8. They have limitations and can be deceived, thus providing false information about our e
u5 u5 u5 u5 ol u5 u5 u5 ol u5 u5 ol u5 u5
nvironment.
9. (a) No. (b) Yes. (c) Lower line.
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10. A fixed and reproducible value.
u5 u5 u5 u5
11. They are the most basic quantities of which we can think. And they are not dependent on ot h
u5 ol u5 ol u5 u5 u5 ol u5 u5 u5 u5 u5 u5 ol u5 u5 u5
er physical quantities.
u5 u5
12. A group of standard units and their combinations.
u5 u5 u5 ol u5 u5 u5
13. mile/hour
14. No, the United States is the only major country that has not gone completely metric.
u5 u5 ol u5 u5 u5 u5 u5 u5 ol u5 u5 u5 u5
15. Kilogram, a platinum-iridium cylinder. u5 u5 u5
16. Mass. Weight varies with gravity. u5 u5 u5 ol
17. Meter-kilogram-second, International System of Units, and centimeter-gram-second. u5 u5 u5 u5 u5 u5
18. Base 10 easier to use (factors of 10).
u5 u5 u5 u5 u5 u5 u5
19. kilo- (k), mega- (M), milli- (m), micro- (µ)
u5 u5 u5 u5 u5 u5 u5
20. Mass of a cubic liter of water.u5 u5 u5 u5 u5 u5
21. kg/cubic meter. u5
22. Three fundamental quantities generallyused are: Length(m), Mass(Kg), and
u5 u5 u5 u5 u5 u5 u5 u5
Time(s).
23. The compactness of matter.
u5 u5 u5
24. It is given a new name.
u5 u5 ol ol u5
25. No. An equation must be equal in magnitude and units.
u5 u5 u5 u5 u5 u5 u5 u5 u5
26. Yes.And it couldbe confusedwith—meters‖insteadof—miles.‖
u5 ol ol u5 ol u5 u5 u5 u5
27. To express measured numbers properly.
u5 u5 u5 u5
28. The 3 rules for determining significant figures are:
u5 u5 u5 u5 u5 ol u5
1. Non-zero digits are always significant, u5 u5 u5 u5
ol u5 u5 u5 u5 ol u5 u5 u5 u5 u5 u5 u5
The1.2 Section, — u5 u5 ol
Scientific Investigation,‖ introducesthe student tothe procedures for scientific in vestigation. Major t
u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u 5 u5
erms such as experiment, law, hypothesis, theory and scientific method are intr oduced. The idea tha
u5 u5 u5 u5 u5 u5 u5 ol u5 u5 u5 u5 u5 u5 u5
t physical science deals with quantitative knowledge should be stressed. It is not enough to know
ol u5 u5 u5 u5 u5 u5 u5 u5 u5 ol u5 u5 u5 u5
that a car is going —fast‖; it is necessary to know how fast.
u5 ol u5 u5 u5 ol u5 u5 u5 u5 u5 u5 u5
A good understanding of units is of the utmost importance, particularly with the metric-
u5 ol u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5
British use in the United States today. The metric SI is introduced and explained. Both the metric a
u5 u5 ol u5 u5 u5 u5 u5 u5 ol u5 u5 u5 u5 u5 u5 u5 u5
nd the British systems are used in the book in the early chapters for familiarity. The instructor may
u5 u5 u5 u5 u5 u5 ol u5 u5 ol u5 u5 u5 u5 u5 u5 u5 u5
decide to do examples primarily in the metric system, but the student should get some practice in c
u5 ol u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 ol u5 u5 u5 u5
onverting between the systems. This provides knowledge of the comparative size of similar units i
u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5
n the different systems and makes the student feel comfortable using what may be unfamiliar metri
u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5
c units.The Highlight, —
u5 u5 u5 u5
Is Unit Conversion Important? It Sure Is,‖ illustratesthe importance of unit conversion.
u5 u5 u5 u5 ol u5 u5 u5 u5 u5 u5 u5
The general theme of the chapter and the textbook is the students’ position in his or her ph
u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5
ysical world. Show the students that they know about their environment and themselves through m
u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 ol u5 u5 u5
easurements. Measurements are involved in the answers to such questions as, How old are you? Ho
u5 u5 u5 ol u5 u5 u5 u5 ol u5 u5 u5 ol u5 u5 u5
w much do you weigh? How tall are you? What is the normal body temperature?
u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5
How much money do you have? These and many other technical questions are resolved or answere
u5 u5 u5 u5 ol u5 ol ol u5 u5 u5 ol u5 u5 u5 u5
d by measurements and quantitative analyses.
u5 u5 u5 ol u5
DEMONSTRATIONS
Have a meter stick, a yardstick, a timer, one or more kilogram masses, a one-
u5 ol u5 ol u5 u5 u5 u5 u5 u5 u5 u5 u5 u5
liter beaker or a liter soda container, a one-
u5 u5 u5 u5 u5 ol u5 u5
quart container, and a balance or scales available on the instructor’s desk. Demonstrate the compar
u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5
ative units. The meter stick can be compared to the yardstick to show the difference between them,
u5 u5 u5 u5 ol u5 u5 ol u5 u5 u5 u5 u5 u5 u5 u5 u5
along with the subunits of inches and centimeters. The liter and quart also can be compared. Pass th
ol ol u5 u5 u5 u5 ol u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5
e kilogram mass around the classroom so that students can get some
u5 u5 u5 ol u5 u5 u5 ol u5 u5 u5
,idea of the amount of mass in one kilogram. Mass and weight may be compared on the balance and s
ol u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 ol u5 u5 ol u5 u5 u5 u5
cales.
When discussing Section 1.6, —
ol u5 u5 u5
Derived Units and Conversion Factors,‖ have class memb ers guess the length of the instructor’s des
u5 u5 u5 u5 u5 u5 u5 u5 u5 ol u5 u5 u5 u5 u5
k in metric and British units. Then have several students i ndependently measure the length with the
u5 u5 u5 ol ol u5 ol u5 u5 u5 u5 u5 u5 u5 u5 u5
meter stick and yardstick. Compare the measurements i n terms of significant figures and units. C
u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5
ompare the averages of the measurements and estimates. Convert the average metric measurement t
u5 u5 u5 u5 u5 u5 u5 u5 ol u5 u5 u5 u5
o British units, and vice versa, to practice conversion fac tors and to see how the measurements co
ol ol u5 ol u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5
mpare.
Various metric unit demonstrations are available from commercial sources.
u5 u5 u5 u5 ol u5 u5 u5
ANSWERS TO MATCHING QUESTIONS u5 u5 u5
a. 15 b. 8 c. 10 d. 2
u5 u5 u5 u5 u 5 u 5 e. 19 f. 14 g. 21 h. 13
u5 u5 u 5 u5 u5 i. 18 u5 j. 6 u5 ou 5 u 5 k. 11l. 3u5 u5 m. 12 u5 n. 1 u5 o. 9 u5
p. 4 q. 23 r. 17
u5 u5 u5 s. 5 u5 t. 20 u. 16 v. 22
u5 u5 u5 w. 7 u5
ANSWERS TO MULTIPLE-CHOICE QUESTIONS u5 u5 u5
1.c 2. b u5 3. c u5 4. b u5 5. b u5 6. c u5 7. d u5 8. b u5 u 5 u 5 9. d u5 u 5 u 5 10. c 11. b u5 u5 12. b 13. a u5 u5 14. bu5
ANSWERS TO FILL-IN-THE-BLANK QUESTIONS u5 u5 u5
1. biological
u5 2. hypothesis
u5 3. scientific method
u5 u5 4. sight, hearing
u5 u5 5. limitations
u5 6. less
u5
9
7. longer u5 8. fundamental
u5 9. time or second
u5 u5 u5 10. one-billion, 10
u5 ol 11. liter u5
12. mass u5 13. less u5
ANSWERS TO SHORT-ANSWER QUESTIONS u5 u5 u5
1. An organized body of knowledge about the natural universe by which knowledge is acquired a n
u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5 u5
d tested.
u5
2. Physics, chemistry, astronomy, meteorology, and geology.
u5 u5 u5 u5 u5
3. The 5 elements of scientific method are:
u5 u5 u5 u5 u5 u5
1. Observations and Measurements, u5 u5
2. Hypothesis,
3. Experiments,
4. Theory, and u5
5. Law.
4. Hypothesis
, 5. A law is a concise statement about a fundamental relationship of nature. A theory is a well-
u5 u5 u5 ol u5 ol u5 u5 u5 u5 u5 u5 u5 u5 u5 ol
tested explanation of a broad segment of natural phenomena.
u5 u5 u5 u5 u5 u5 u5 u5
6. It illustrates the need to improve the standard of education among the general public and to e
u5 u5 u5 u5 ol u5 u5 u5 u5 u5 ol u5 u5 u5 u5 u5 u5
mphasize the importance of a well-developed scientific method.
u5 u5 u5 u5 u5 u5 u5
7. Sight, hearing, touch, taste, and smell.
u5 u5 u5 u5 u5
8. They have limitations and can be deceived, thus providing false information about our e
u5 u5 u5 u5 ol u5 u5 u5 ol u5 u5 ol u5 u5
nvironment.
9. (a) No. (b) Yes. (c) Lower line.
u5 u 5 u5 u 5 u5 u5
10. A fixed and reproducible value.
u5 u5 u5 u5
11. They are the most basic quantities of which we can think. And they are not dependent on ot h
u5 ol u5 ol u5 u5 u5 ol u5 u5 u5 u5 u5 u5 ol u5 u5 u5
er physical quantities.
u5 u5
12. A group of standard units and their combinations.
u5 u5 u5 ol u5 u5 u5
13. mile/hour
14. No, the United States is the only major country that has not gone completely metric.
u5 u5 ol u5 u5 u5 u5 u5 u5 ol u5 u5 u5 u5
15. Kilogram, a platinum-iridium cylinder. u5 u5 u5
16. Mass. Weight varies with gravity. u5 u5 u5 ol
17. Meter-kilogram-second, International System of Units, and centimeter-gram-second. u5 u5 u5 u5 u5 u5
18. Base 10 easier to use (factors of 10).
u5 u5 u5 u5 u5 u5 u5
19. kilo- (k), mega- (M), milli- (m), micro- (µ)
u5 u5 u5 u5 u5 u5 u5
20. Mass of a cubic liter of water.u5 u5 u5 u5 u5 u5
21. kg/cubic meter. u5
22. Three fundamental quantities generallyused are: Length(m), Mass(Kg), and
u5 u5 u5 u5 u5 u5 u5 u5
Time(s).
23. The compactness of matter.
u5 u5 u5
24. It is given a new name.
u5 u5 ol ol u5
25. No. An equation must be equal in magnitude and units.
u5 u5 u5 u5 u5 u5 u5 u5 u5
26. Yes.And it couldbe confusedwith—meters‖insteadof—miles.‖
u5 ol ol u5 ol u5 u5 u5 u5
27. To express measured numbers properly.
u5 u5 u5 u5
28. The 3 rules for determining significant figures are:
u5 u5 u5 u5 u5 ol u5
1. Non-zero digits are always significant, u5 u5 u5 u5
