Solution Manual For
Integrated Science 2026 Release By Bill W. Tillery, Eldon Enger and Frederick C. Ross
Chapters 1-26
Preface................................................................................................................. v
1. What is Science? ................................................................................................. 1
2. Motion ................................................................................................................. 11
3. Energy ................................................................................................................. 27
4. Heat and Temperature ......................................................................................... 41
5. Wave Motion and Sound .................................................................................... 53
6. Electricity ............................................................................................................ 61
7. Light .................................................................................................................... 73
8. Atoms and Periodic Properties............................................................................ 83
9. Chemical Reactions ............................................................................................ 93
10. Water and Solutions ............................................................................................101
11. Nuclear Reactions ...............................................................................................107
12. The Universe .......................................................................................................115
13. The Solar System ................................................................................................123
14. Earth in Space .....................................................................................................129
15. Earth ....................................................................................................................137
16. Earth‘s Surface ....................................................................................................145
17. Earth‘s Weather ..................................................................................................155
18. Earth‘s Waters .....................................................................................................163
19. Organic and Biochemistry...................................................................................169
20. The Nature of Living Things...............................................................................177
21. The Origin and Evolution of Life .......................................................................185
22. The History of Life on Earth ...............................................................................193
23. Ecology and Environment ...................................................................................201
24. Human Biology: Materials Exchange and Control .............................................209
25. Human Biology: Reproduction ...........................................................................217
26. Mendelian and Molecular Genetics ....................................................................225
, Preface
Integrated Science is designed for introductory-level, non-science majoring undergraduates and
future teachers who are required to take one or two courses in the field of science. High school
students will also benefit from this treatment. The goal of this textbook is to provide a conceptual
overview of the different domains of science that are relevant to today‘s students. As such, there
is an emphasis on conceptual understanding and less emphasis on doing rote calculations.
Similarly, there is an emphasis on applications for the modern world and far less emphasis on
memorizing historical figures.
Many of the students taking this course are anxious about a science course, particularly if
there are elements of mathematics. As such, it is the instructor‘s responsibility to use all
available resources and energy to help students understand and appreciate the role science plays
in our world. Today, society has a great need for a few technically trained people, but a much
larger need for individuals who understand science. Thus, we need a text that presents a coherent
and clear picture of all science disciplines—an interdisciplinary approach—which helps students
confirm and calibrate the big picture with the real world.
Interdisciplinary science is an attempt to broaden and humanize science education by
reducing and breaking down the barriers that enclose traditional science disciplines as distinct
subjects. The spirit of interdisciplinary science is sometimes found in courses called ―General
Science,‖ ―Combined Science,‖ or ―Integrated Science.‖ These courses draw concepts from a
wide range of the traditional fields of science, but are not concentrated around certain problems
or questions. For example, rather than just dealing with the physics of energy an interdisciplinary
approach might consider broad aspects of energy—dealing with potential problems of an energy
crisis—including social and ethical issues. There are a number of approaches that can be used in
interdisciplinary science, including the teaching of science in a social, historical, philosophical,
or problem-solving context but there is no single best approach. One of the characteristics of
interdisciplinary science is that it is not constrained by the necessity of teaching certain facts or
by traditions. It likewise cannot be imposed as a formal discipline, with certain facts to be
learned. It is justified by its success in attracting and holding the attention and interest of
students, making them a little wiser as they make their way toward various careers and callings.
This book is our attempt to help as instructors build their own mix of descriptive and analytical
aspects of science, arousing student interest and feelings as they help students reach the
educational goals of their particular course.
Integrated Science contains a number of innovative learning aids to help students, giving
you more time to concentrate on presentations of important principles and concepts. A brief
overview of some of these learning aids follows, together with suggestions about how they could
be used.
, The text contains a selection of multiple-choice, essay, or short-answer questions and two
sets of quantitative exercises for each chapter. To meet a wide range of course objectives for
different instructors, the questions are written at several taxonomic levels. They serve (1) as a
source of feedback of student understandings, (2) as a means of preparing and studying for exams
and quizzes, and (3) as a model for problem solving. The multiple-choice questions cover the
main concepts, with answers provided for immediate correction or reinforcement of major
understandings. The thought questions provide an excellent source of material for study group
discussions. Many of these questions ask students to apply concepts, and the answers cannot be
found specifically in the chapters. The Group A Exercises have complete solutions in appendix
D of the text, with all unit work shown, and brief comments on needed understandings for
successful working of problem exercises. Answers to these exercises are provided in this
Instructor's Manual. Two sets are provided so that assignments can be made from the set
without solutions (Group B). Diligent students who need help with the assigned problems are
able to find a similar problem in the set with solutions (Group A) and study the model problem-
solving technique.
There are enough multiple-choice, short-answer, and problem exercises spaced
throughout the text that quiz and examination questions can be taken directly from the end-of-
chapter materials. Nonscience students typically appreciate this kind of assistance in preparing
for quizzes and examinations. The questions and problems selected from the text can be tailored
to the abilities of a particular class. If this is done with forethought, the overall performance of a
large nonscience class approaches a standard distribution. Additional multiple-choice questions
with answers for each chapter are found in the accompanying and extensive test bank.
It is helpful if nonscience students are given an opportunity to familiarize themselves with
the nature of a science course. They should know how it requires different reading, study, and
thinking skills than required in other courses. Students cannot read a science text as they ―read‖
other textbooks (typically while thinking about something else). They must mentally ―act upon‖
the concepts, turning them over in their minds and making connections with previously learned
concepts. For this reason, study groups of three or four students are suggested so students can
question, talk about, ponder, and teach each other. Overall, the successful student will have a
positive mental attitude; basic arithmetic skills, mostly dealing with fractions; an ability to follow
directions; and an open mind and willingness to think.
Teaching Students Working in Collaborative Groups
Collaborative group teaching techniques have been developed to correct many
weaknesses of the traditional lecture-demonstration method, including overcoming the more
obvious aspects of student passivity, memorizing equations, and a resulting fragmentation of
knowledge. The idea of collaborative group teaching is simple and there are many easily
implemented models that require just a few resources. In general, class members involved in
, collaborative instruction are involved in structured learning situations, and they do receive some
information from the instructor. The basic difference is that teams or groups of students work
together until they successfully understand and complete an assignment. Such mutually worked
assignments can range from answering a simple multiple-choice test item, to as complex as
finding answers through unstructured research experiments in a laboratory setting.
No matter how complex the assignment, cooperative efforts result in individual group
members gaining from each other's efforts, along with feelings of belonging to a group. Today,
many nonscience students have a misconception that one does not have to attend lectures, but can
learn by simply memorizing the textbook. And, to be fair, for too many college courses, this
approach works. And, in the reverse as well, as far too many college faculty simply read students
what is already in their textbook. As a result, to enhance students‘ understanding, it is impingent
on the instructor to make class time worthwhile.
Cooperative group teaching involves more than directives for students to ―work together‖
or ―form teams.‖ As you have probably experienced, placing students in teams and telling them
to work together does not in and of itself automatically result in cooperation. Not all groups are
cooperative and invariably some ―team members‖ will want to sit by and watch others do all the
work. To structure lessons so students do in fact work cooperatively with others requires an
understanding of the basic things that can be done to make cooperation work. This will allow you
to take existing lessons and restructure them for cooperative learning.
Peer instruction is one method of peer-to-peer teaching, advocated at Harvard University
by Physics Professor Eric Mazur. This teaching technique has been tried at several universities,
and student testing shows that it works. It raises student scores on conceptual questions, as well
as on traditional problem-solving questions. Peer instruction is described in Professor Mazur's
book, Peer Instruction—A User's Manual (Prentice Hall, Inc, 1997). Professor Mazur's method
includes a highly structured approach, and some of the ideas are briefly described here. There are
basically three steps to the method:
• The Peer Instruction sequence begins with an assignment to read certain materials in the
text. The following class period begins with a one question (1 minute) quiz on that reading
assignment. Students are expected to become familiar with definitions presented in the reading,
and to begin thinking about the concepts. This is a test on the readings only, not on mastering the
concepts.
• The reading quiz is followed by 15 minutes or so of demonstrations, videos, and
clarification of concepts by the instructor.
• Students are then shown a conceptual multiple choice test question, perhaps on an
overhead projector. These questions are designed to require students to make assumptions, make
estimates, develop a model, or apply a worked out model. Students record their answers, then
have ―one minute‖ to convince their classmates their answer is correct. The students then record
a revised answer, which is reviewed by the professor (from students using a show of hands,
posters, or one of numerous electronic systems) to learn what the students do or do not
understand. The concept behind the correct answer is discussed. A new topic question is
Integrated Science 2026 Release By Bill W. Tillery, Eldon Enger and Frederick C. Ross
Chapters 1-26
Preface................................................................................................................. v
1. What is Science? ................................................................................................. 1
2. Motion ................................................................................................................. 11
3. Energy ................................................................................................................. 27
4. Heat and Temperature ......................................................................................... 41
5. Wave Motion and Sound .................................................................................... 53
6. Electricity ............................................................................................................ 61
7. Light .................................................................................................................... 73
8. Atoms and Periodic Properties............................................................................ 83
9. Chemical Reactions ............................................................................................ 93
10. Water and Solutions ............................................................................................101
11. Nuclear Reactions ...............................................................................................107
12. The Universe .......................................................................................................115
13. The Solar System ................................................................................................123
14. Earth in Space .....................................................................................................129
15. Earth ....................................................................................................................137
16. Earth‘s Surface ....................................................................................................145
17. Earth‘s Weather ..................................................................................................155
18. Earth‘s Waters .....................................................................................................163
19. Organic and Biochemistry...................................................................................169
20. The Nature of Living Things...............................................................................177
21. The Origin and Evolution of Life .......................................................................185
22. The History of Life on Earth ...............................................................................193
23. Ecology and Environment ...................................................................................201
24. Human Biology: Materials Exchange and Control .............................................209
25. Human Biology: Reproduction ...........................................................................217
26. Mendelian and Molecular Genetics ....................................................................225
, Preface
Integrated Science is designed for introductory-level, non-science majoring undergraduates and
future teachers who are required to take one or two courses in the field of science. High school
students will also benefit from this treatment. The goal of this textbook is to provide a conceptual
overview of the different domains of science that are relevant to today‘s students. As such, there
is an emphasis on conceptual understanding and less emphasis on doing rote calculations.
Similarly, there is an emphasis on applications for the modern world and far less emphasis on
memorizing historical figures.
Many of the students taking this course are anxious about a science course, particularly if
there are elements of mathematics. As such, it is the instructor‘s responsibility to use all
available resources and energy to help students understand and appreciate the role science plays
in our world. Today, society has a great need for a few technically trained people, but a much
larger need for individuals who understand science. Thus, we need a text that presents a coherent
and clear picture of all science disciplines—an interdisciplinary approach—which helps students
confirm and calibrate the big picture with the real world.
Interdisciplinary science is an attempt to broaden and humanize science education by
reducing and breaking down the barriers that enclose traditional science disciplines as distinct
subjects. The spirit of interdisciplinary science is sometimes found in courses called ―General
Science,‖ ―Combined Science,‖ or ―Integrated Science.‖ These courses draw concepts from a
wide range of the traditional fields of science, but are not concentrated around certain problems
or questions. For example, rather than just dealing with the physics of energy an interdisciplinary
approach might consider broad aspects of energy—dealing with potential problems of an energy
crisis—including social and ethical issues. There are a number of approaches that can be used in
interdisciplinary science, including the teaching of science in a social, historical, philosophical,
or problem-solving context but there is no single best approach. One of the characteristics of
interdisciplinary science is that it is not constrained by the necessity of teaching certain facts or
by traditions. It likewise cannot be imposed as a formal discipline, with certain facts to be
learned. It is justified by its success in attracting and holding the attention and interest of
students, making them a little wiser as they make their way toward various careers and callings.
This book is our attempt to help as instructors build their own mix of descriptive and analytical
aspects of science, arousing student interest and feelings as they help students reach the
educational goals of their particular course.
Integrated Science contains a number of innovative learning aids to help students, giving
you more time to concentrate on presentations of important principles and concepts. A brief
overview of some of these learning aids follows, together with suggestions about how they could
be used.
, The text contains a selection of multiple-choice, essay, or short-answer questions and two
sets of quantitative exercises for each chapter. To meet a wide range of course objectives for
different instructors, the questions are written at several taxonomic levels. They serve (1) as a
source of feedback of student understandings, (2) as a means of preparing and studying for exams
and quizzes, and (3) as a model for problem solving. The multiple-choice questions cover the
main concepts, with answers provided for immediate correction or reinforcement of major
understandings. The thought questions provide an excellent source of material for study group
discussions. Many of these questions ask students to apply concepts, and the answers cannot be
found specifically in the chapters. The Group A Exercises have complete solutions in appendix
D of the text, with all unit work shown, and brief comments on needed understandings for
successful working of problem exercises. Answers to these exercises are provided in this
Instructor's Manual. Two sets are provided so that assignments can be made from the set
without solutions (Group B). Diligent students who need help with the assigned problems are
able to find a similar problem in the set with solutions (Group A) and study the model problem-
solving technique.
There are enough multiple-choice, short-answer, and problem exercises spaced
throughout the text that quiz and examination questions can be taken directly from the end-of-
chapter materials. Nonscience students typically appreciate this kind of assistance in preparing
for quizzes and examinations. The questions and problems selected from the text can be tailored
to the abilities of a particular class. If this is done with forethought, the overall performance of a
large nonscience class approaches a standard distribution. Additional multiple-choice questions
with answers for each chapter are found in the accompanying and extensive test bank.
It is helpful if nonscience students are given an opportunity to familiarize themselves with
the nature of a science course. They should know how it requires different reading, study, and
thinking skills than required in other courses. Students cannot read a science text as they ―read‖
other textbooks (typically while thinking about something else). They must mentally ―act upon‖
the concepts, turning them over in their minds and making connections with previously learned
concepts. For this reason, study groups of three or four students are suggested so students can
question, talk about, ponder, and teach each other. Overall, the successful student will have a
positive mental attitude; basic arithmetic skills, mostly dealing with fractions; an ability to follow
directions; and an open mind and willingness to think.
Teaching Students Working in Collaborative Groups
Collaborative group teaching techniques have been developed to correct many
weaknesses of the traditional lecture-demonstration method, including overcoming the more
obvious aspects of student passivity, memorizing equations, and a resulting fragmentation of
knowledge. The idea of collaborative group teaching is simple and there are many easily
implemented models that require just a few resources. In general, class members involved in
, collaborative instruction are involved in structured learning situations, and they do receive some
information from the instructor. The basic difference is that teams or groups of students work
together until they successfully understand and complete an assignment. Such mutually worked
assignments can range from answering a simple multiple-choice test item, to as complex as
finding answers through unstructured research experiments in a laboratory setting.
No matter how complex the assignment, cooperative efforts result in individual group
members gaining from each other's efforts, along with feelings of belonging to a group. Today,
many nonscience students have a misconception that one does not have to attend lectures, but can
learn by simply memorizing the textbook. And, to be fair, for too many college courses, this
approach works. And, in the reverse as well, as far too many college faculty simply read students
what is already in their textbook. As a result, to enhance students‘ understanding, it is impingent
on the instructor to make class time worthwhile.
Cooperative group teaching involves more than directives for students to ―work together‖
or ―form teams.‖ As you have probably experienced, placing students in teams and telling them
to work together does not in and of itself automatically result in cooperation. Not all groups are
cooperative and invariably some ―team members‖ will want to sit by and watch others do all the
work. To structure lessons so students do in fact work cooperatively with others requires an
understanding of the basic things that can be done to make cooperation work. This will allow you
to take existing lessons and restructure them for cooperative learning.
Peer instruction is one method of peer-to-peer teaching, advocated at Harvard University
by Physics Professor Eric Mazur. This teaching technique has been tried at several universities,
and student testing shows that it works. It raises student scores on conceptual questions, as well
as on traditional problem-solving questions. Peer instruction is described in Professor Mazur's
book, Peer Instruction—A User's Manual (Prentice Hall, Inc, 1997). Professor Mazur's method
includes a highly structured approach, and some of the ideas are briefly described here. There are
basically three steps to the method:
• The Peer Instruction sequence begins with an assignment to read certain materials in the
text. The following class period begins with a one question (1 minute) quiz on that reading
assignment. Students are expected to become familiar with definitions presented in the reading,
and to begin thinking about the concepts. This is a test on the readings only, not on mastering the
concepts.
• The reading quiz is followed by 15 minutes or so of demonstrations, videos, and
clarification of concepts by the instructor.
• Students are then shown a conceptual multiple choice test question, perhaps on an
overhead projector. These questions are designed to require students to make assumptions, make
estimates, develop a model, or apply a worked out model. Students record their answers, then
have ―one minute‖ to convince their classmates their answer is correct. The students then record
a revised answer, which is reviewed by the professor (from students using a show of hands,
posters, or one of numerous electronic systems) to learn what the students do or do not
understand. The concept behind the correct answer is discussed. A new topic question is
