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 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 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. 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 metricBritish use in the United States today. The metric SI is introduced and explained. Both the metric 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 importance of unit conversion. The general theme of the chapter and the textbook is the students’ position in his or her 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? How much money do you have? These and many other technical questions are resolved or answered by measurements and quantitative analyses.
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
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 versa, to practice conversion factors and to see how the measurements compare. Various metric unit demonstrations are available from commercial sources.
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
p. 4 q. 23 r. 17 s. 5 t. 20 u. 16 v. 22
l. 3
m. 12
n. 1 o. 9
w. 7
ANSWERS TO MULTIPLE-CHOICE QUESTIONS 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 12. mass
13. less
ANSWERS TO SHORT-ANSWER QUESTIONS 1. An organized body of knowledge about the natural universe by which knowledge is acquired and tested. 2. Physics, chemistry, astronomy, meteorology, and geology. 3. The 5 elements of scientific method are: 1. Observations and Measurements, 2. Hypothesis, 3. Experiments, 4. Theory, and 5. Law. 4. Hypothesis
5. A law is a concise statement about a fundamental relationship of nature. A theory is a welltested 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 environment. 9. (a) No. (b) Yes. (c) Lower line. 10. A fixed and reproducible value. 11. They are the most basic quantities of which we can think. And they are not dependent on
other physical quantities. 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. 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). 19. kilo- (k), mega- (M), milli- (m), micro- (µ) 20. Mass of a cubic liter of water. 21. kg/cubic meter. 22. Three fundamental quantities generally used are: Length(m), Mass(Kg), and
Time(s). 23. The compactness of matter. 24. It is given a new name. 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,
2. Zeros at the beginning of a number are not significant, 3. Internal or end zeros are significant.
For example - 0203.089 have 6 significant figures (2,0,3,0,8,9). 29. Three. 30. One.
ANSWERS TO VISUAL CONNECTION a. meter, b. kilogram, c. second, d. mks, e. foot, f. pound, g. second, h. fps
ANSWERS TO APPLYING-YOUR-KNOWLEDGE QUESTIONS 1. Intrinsic properties are invariant. Kilogram cylinder and meterstick are subject to wear, dirt, and change. 2. A liter, because it is larger than a quart. 3. Scientific laws describe; legal laws regulate. Scientific laws are about the nature of things; legal laws concern society. 4. 1 kgf > 1 lbf (force; 1 kgf = 2.2 lbf or 1 kgm = 2.2 lbm); 1 m3 > 1 gal; notable exception is the slug. 5. No, a man did not buy a new rod because the box has dimensions 3 ft × 4 ft so he put his 5 ft rod diagonally. 6. 1 m = 3.28 ft 828 m (3.28 ft/m) = 2.72 ×103 ft; 508 m (3.28 ft/m) = 1.67 × 103 ft Δ = 1.05 × 103 ft
ANSWERS TO EXERCISES 1. 100,000 cm or 105 cm 2. 16000 MB 3. 106 mm3 4. 1 m3 = 103 L. 1 m3 = 102 cm x 102 cm x 102 cm = 106 cm3 (1 L/103 cm3) = 103 L = 1000 L 5. 0.50 L (1 kg/L) = 0.50 kg = 500 g 6. 15 cm x 25 cm x 30 cm = 11250 g and 11.25 kg 7. (a) 0.55 Ms = 0.55 × 106 s (b) 2.8 km = 2.8 103 m (c) 12 mg = 12 10–3 g = 1.2 10–5 kg (d) 100 cm = 1.00 m
8. (a) 32 GB (b) 54.3 mL (c) 0.5421 m (d) 6.21 kilobucks 9. 6 ft 10 in. = 82 in. (2.54 cm/in.) = 208.28 cm = 2.0828 m 10. 6 ft 7 in. 11. Yes, to two significant figures 12. (a) 70 mi/h (1.61 km/mi) = 112.7 km/h (113 km/h); (b) 65 mi/h (1.61 km/mi) = 104.65 km/h (105 km/h) 13. No, 300 L ~ 300 qt (1 gal/4 qt) = 75 gal 14. Yes. That would make the room about 3 m × 4 m, which would be about 10 ft × 13 ft that could be the size of a small dorm room. 15. See AYK # 6, Height of Burj Khalifa - Height of Taipei 101 = 828m – 508m = 320 m =
32000 cm(1/2.54 in./cm) = 12598.43 in.(1/12 ft/in.) = 1049.86 ft = 1050 ft 16. 900 ft (1 m/3.28 ft) = 274.32 m; 1,900 ft = 579 m 17. cm, km 18. 103 kg (2.2 lb/kg) = 2,200 lb. 103 kg heavier by 200 lb 19.
= m/V = 500 g/47 cm3 = 10.64 g/cm3 (the density of the metal)
20. V =
= 2000 g/7.9 g/cm3 = 253.2 cm3
21. (a) 7.7 (b) 0.0030 (c) 9500 (d) 0.00034 22. (a) 4.3 (b) 1.0 (c) 16 (d) 5.5 23. 4.3 24. (a) 55 (b) 0.58 (c) 1870 (d) 14 25. (3.15 m × 1.53 m)/0.560 m = 8.61 m 26. 6.75 (3 sf)
Chapter 2
MOTION This chapter covers the basics of the description of motion. The concepts of position, speed, velocity, and acceleration are defined and physically interpreted, with applications to falling objects, circular motion, and projectiles. A distinction is made between average values and instantaneous values. Scalar and vector quantities are also discussed. Also, an interesting Highlight on Galileo and the Leaning Tower of Pisa discusses the status of the tower. Problem solving is difficult for most students. The authors have found it successful to assign a take-home quiz on several questions and exercises at the end of the chapter that is handed in at the beginning of class. (It may save time and be instructive to have students exchange and grade papers as you go over the quiz.) This may be followed by an in-class quiz on one of the take-home exercise, for which the numerical values have been changed. The procedure provides students with practice and helps them gain confidence.
DEMONSTRATIONS A linear air track may be used to demonstrate both velocity and acceleration. If an air track is not available, a 2-in. 6-in. 12-ft wooden plank may be substituted. It will be necessary to have a V groove cut into one edge of the plank to hold a steel ball of about 1-in. diameter. The ball will roll fairly freely in the V groove. Also, various free-fall demonstrations are commercially available. (General references to teaching aids are given in the Teaching Aids section.)
ANSWERS TO MATCHING QUESTIONS a. 14
b. 2 c. 3 d. 12
o. 18
p. 8
e. 16 f. 13 g. 1
h. 6 i. 10 j. 7 k. 17 l. 11
q. 9 r. 4
ANSWERS TO MULTIPLE-CHOICE QUESTIONS 1. a
2. c
3. d 4. d 5. d 6. a
7. c
8. d 9. d 10. c 11. b 12. c
m. 5
n. 15
ANSWERS TO FILL-IN-THE-BLANK QUESTIONS 1. position 2. scalar
3. vector
4. distance 5. speed 6. constant or uniform
7. time, t2 8. gravity 9. m/s2 10. centripetal (center-seeking)
11. 9
12. motion, velocity
ANSWERS TO SHORT-ANSWER QUESTIONS 1. Classical Mechanics. 2. An origin or reference point and a unit measurement scale are needed. 3. Motion is a change in position of an object over time. Hence, the time rate of change of position is the basis of describing motion in terms of speed and velocity (length/time). 4. A scalar has magnitude, and a vector has magnitude and direction. 5. Distance is the actual path length and is a scalar. Displacement is the directed, straight-line distance between two points and is a vector. Speed is distance per unit time, and velocity is displacement per unit time. 6. The statement is correct; displacement is a vector whose length is the shortest distance between the initial and final points, whereas distance may take a different path between the same two points. 7. (a) They are equal. (b) The average speed has a finite value, but the average velocity is zero because the displacement is zero. 8. Either the magnitude or direction of the velocity, or both. An example of both is a child going down a wavy slide at a playground. Another example is a car changing speed and direction in traffic. 9. Yes, both (a) and (b) can affect speed and therefore velocity. 10. An object will slow down if the direction of velocity and acceleration are opposite. 11. Initial speed is zero. Initial acceleration of 9.8 m/s2, which is constant. 12. The object would remain suspended. 13. No, in uniform circular motion, velocity changing direction, centripetal acceleration. 14. Center-seeking. Necessary for uniform circular motion. 15. A tighter curve has a smaller radius, which would result in a higher magnitude of centripetal acceleration than a gentle curve. 16. (a) & (b) Inwardly toward the Earth's axis of rotation. (c) The person himself is spinning hence the direction would be inwards towards center axis of the person.