Solution Manual For
Physical Science 2026 Release Bill W. Tillery
Chapters 1-24
Chapter 1
Contents
1.1 Objects and Properties
1.2 Quantifying Properties
1.3 Measurement Systems
1.4 Standard Units for the Metric System
Length
Mass
Time
1.5 Metric Prefixes
1.6 Understandings from Measurements
Data
Ratios and Generalizations
The Density Ratio
Symbols and Equations
Symbols
Equations
Proportionality Statements
How to Solve Problems
1.7 The Nature of Science
The Scientific Method
Explanations and Investigations
Testing a Hypothesis
Accept Results?
Other Considerations
Pseudoscience
Science and Society: Basic and Applied Research
Laws and Principles
Models and Theories
Overview
Students begin by considering their immediate environment, and then logically proceed to an
understanding that science is a simple, clear, and precise reasoning and a way of thinking
about their environment in a quantitative way. Within the chapter, understandings about
measurement, ratios, proportions, and equations are developed as the student learns the
meaning of significant science words such as ―theory,‖ ―law,‖ and ―data.‖ The chapter
develops a concept of the nature of scientific inquiry and presents science as a process. It
,distinguishes science from nonscientific approaches. It also identifies pseudoscience as a
distortion of the scientific process.
Suggestions
1. Ask the class their definition of physical science, accepting all answers, to begin the
discussion. Include the natural sciences (the study of matter and energy), applied
sciences (engineering), and social sciences in the discussion.
2. When discussing the meaning of concept, point out that different levels of thinking exist.
Lower levels are not necessarily incorrect but are incomplete compared to higher levels.
For example, a young child considers a ―dog‖ to be the short brown furry animal that
lives across the street. Later, the child learns that a dog can be any size (within limits)
with highly variable colors, and in fact, dogs come in many sizes, colors, and patterns of
colors. Still later, a dog (Canis familiaris) is understood to be a domestic mammal
closely related to other animals (the common wolf). Each of these generalizations
represents a concept, but at different levels of understanding. This discussion of levels
of conceptualization will be useful later as a comparison when students argue a concept
of something from a lower level of understanding. Many nonscience students have an
understanding of acceleration, for example, as a simple straight-line increase in velocity.
This concept is not incorrect (the dog across the street), but it represents an incomplete
level of conceptual understanding.
3. To introduce properties and referents, display an unusual rock (not pyrite) or object and
ask the class to describe it as if talking to someone on the telephone. Keep track of the
descriptive terms, then list them all together and ask the students if they could visualize
the object if they heard this description over the telephone. The point about typical,
vague everyday communications will be obvious. Ask for a volunteer who is majoring
in education (or some other major requiring communications) and who loves coffee to
describe the taste of coffee to someone who has never tasted it. The student will have
difficulty because of the lack of a referent. The concept of a referent will probably be
new to most nonscience students, but it is an important concept that will prove useful to
them throughout the course.
4. Many devices are available from scientific equipment companies to demonstrate the
metric system of measurement, such as the plastic liter case. It is often useful to call
attention to the similarities between the metric prefixes and the monetary system (deci-
and dime, centi- and cent, and so forth). If students can make change, they can use the
metric system.
5. In developing the concept of a ratio, it is useful to have a set of large blocks that you can
actually measure to find the surface area to volume ratio. Show all calculations on an
overhead transparency or chalkboard.
, 6. The development of the concepts of a proportionality statement, an equation, and the
meaning and uses of symbols is critical if you plan to use a problem-solving approach.
The three classes of equations provide an important mental framework on which future
concepts will be hung. A student who does not ―understand‖ density has less of a
problem learning that density is a ratio that describes a property of matter. Likewise, a
student who does not ―understand‖ an electric field has less of a problem learning that an
electric field is a concept that is defined by the relationships of an equation. Identifying
equations throughout the course as ―property,‖ ―concept,‖ or ―relationship‖ equations
will help students sort out their understandings in a meaningful way.
7. In the discussion of scientific laws, analysis of everyday ―laws‖ can be useful (as well as
interesting and humorous). One statement of Murphy’s law, for example, is that ―the
bread always lands butter side down.‖ Ask the class what quantities are involved in this
law and about the relationship. Humor from the Internet: Another everyday ―law‖ is that
a cat always lands on its feet. What would happen if this law conflicts with another law?
For example, what would happen if you strapped a slice of buttered bread on the back of
a cat and then dropped it? Would it remain suspended in air? Another everyday law is
Bombeck’s law: ―ugly rugs never wear out.‖ You could also make up a law — [your
name]’s law: ―the life span of a house plant is inversely proportional to its cost.‖
Analysis?
For Class Discussions
1. An ice cube with a certain weight melts and the resulting weight of water is
a. less.
b. the same.
c. greater.
2. An ice cube with a certain volume melts and the resulting volume of water is
a. less.
b. the same.
c. greater.
3. Compare the density of ice to the density of water. The density of the ice is
a. less.
b. the same.
c. greater.
4. A beverage glass is filled to the brim with ice-cold water and ice cubes floating in the
water, some floating above the water level. When the ice melts, the water in the glass will
a. spill over the brim.
b. stay at the same level.
, c. be less than before the ice melted.
5. A homeowner wishes to fence in part of the yard with a roll of wire fencing material. If
all the roll of material is used in all situations, which shape of fenced-in yard would enclose
the greatest area?
a. square
b. rectangle
c. both would have equal areas.
6. Again considering the homeowner and a fence made with a roll of wire fencing material.
If all the roll of material is used in all situations, which shape of fenced-in yard would
enclose the greatest area?
a. right-angle triangle
b. rectangle
c. the answer will vary with the shape used.
7. A 1-cm3 piece is removed from a very large lump of modeling clay with a volume of
over 100,000 cm3. Which piece has the greatest density?
a. The small piece.
b. The large piece.
c. The large and the small piece have the same density.
8. A good way to improve communications and understand relationships involved in nature
is to
a. write a detailed description of everything observed.
b. make measurements of objects and events.
c. ask a lot of questions as you speak observations aloud several times.
d. memorize all the equations in your text.
9. The nature of science is such that
a. eventually a scientific law become a scientific theory.
b. nature always obeys all the scientific laws.
c. scientific laws describe relationships observed in nature.
d. scientific theories are statements of absolute truth.
10. Which of the following statements is most correct?
a. Science is absolutely always right.
b. Nonscientific study has little value.
c. Science has all the answers.
d. Science seeks to understand nature.
Physical Science 2026 Release Bill W. Tillery
Chapters 1-24
Chapter 1
Contents
1.1 Objects and Properties
1.2 Quantifying Properties
1.3 Measurement Systems
1.4 Standard Units for the Metric System
Length
Mass
Time
1.5 Metric Prefixes
1.6 Understandings from Measurements
Data
Ratios and Generalizations
The Density Ratio
Symbols and Equations
Symbols
Equations
Proportionality Statements
How to Solve Problems
1.7 The Nature of Science
The Scientific Method
Explanations and Investigations
Testing a Hypothesis
Accept Results?
Other Considerations
Pseudoscience
Science and Society: Basic and Applied Research
Laws and Principles
Models and Theories
Overview
Students begin by considering their immediate environment, and then logically proceed to an
understanding that science is a simple, clear, and precise reasoning and a way of thinking
about their environment in a quantitative way. Within the chapter, understandings about
measurement, ratios, proportions, and equations are developed as the student learns the
meaning of significant science words such as ―theory,‖ ―law,‖ and ―data.‖ The chapter
develops a concept of the nature of scientific inquiry and presents science as a process. It
,distinguishes science from nonscientific approaches. It also identifies pseudoscience as a
distortion of the scientific process.
Suggestions
1. Ask the class their definition of physical science, accepting all answers, to begin the
discussion. Include the natural sciences (the study of matter and energy), applied
sciences (engineering), and social sciences in the discussion.
2. When discussing the meaning of concept, point out that different levels of thinking exist.
Lower levels are not necessarily incorrect but are incomplete compared to higher levels.
For example, a young child considers a ―dog‖ to be the short brown furry animal that
lives across the street. Later, the child learns that a dog can be any size (within limits)
with highly variable colors, and in fact, dogs come in many sizes, colors, and patterns of
colors. Still later, a dog (Canis familiaris) is understood to be a domestic mammal
closely related to other animals (the common wolf). Each of these generalizations
represents a concept, but at different levels of understanding. This discussion of levels
of conceptualization will be useful later as a comparison when students argue a concept
of something from a lower level of understanding. Many nonscience students have an
understanding of acceleration, for example, as a simple straight-line increase in velocity.
This concept is not incorrect (the dog across the street), but it represents an incomplete
level of conceptual understanding.
3. To introduce properties and referents, display an unusual rock (not pyrite) or object and
ask the class to describe it as if talking to someone on the telephone. Keep track of the
descriptive terms, then list them all together and ask the students if they could visualize
the object if they heard this description over the telephone. The point about typical,
vague everyday communications will be obvious. Ask for a volunteer who is majoring
in education (or some other major requiring communications) and who loves coffee to
describe the taste of coffee to someone who has never tasted it. The student will have
difficulty because of the lack of a referent. The concept of a referent will probably be
new to most nonscience students, but it is an important concept that will prove useful to
them throughout the course.
4. Many devices are available from scientific equipment companies to demonstrate the
metric system of measurement, such as the plastic liter case. It is often useful to call
attention to the similarities between the metric prefixes and the monetary system (deci-
and dime, centi- and cent, and so forth). If students can make change, they can use the
metric system.
5. In developing the concept of a ratio, it is useful to have a set of large blocks that you can
actually measure to find the surface area to volume ratio. Show all calculations on an
overhead transparency or chalkboard.
, 6. The development of the concepts of a proportionality statement, an equation, and the
meaning and uses of symbols is critical if you plan to use a problem-solving approach.
The three classes of equations provide an important mental framework on which future
concepts will be hung. A student who does not ―understand‖ density has less of a
problem learning that density is a ratio that describes a property of matter. Likewise, a
student who does not ―understand‖ an electric field has less of a problem learning that an
electric field is a concept that is defined by the relationships of an equation. Identifying
equations throughout the course as ―property,‖ ―concept,‖ or ―relationship‖ equations
will help students sort out their understandings in a meaningful way.
7. In the discussion of scientific laws, analysis of everyday ―laws‖ can be useful (as well as
interesting and humorous). One statement of Murphy’s law, for example, is that ―the
bread always lands butter side down.‖ Ask the class what quantities are involved in this
law and about the relationship. Humor from the Internet: Another everyday ―law‖ is that
a cat always lands on its feet. What would happen if this law conflicts with another law?
For example, what would happen if you strapped a slice of buttered bread on the back of
a cat and then dropped it? Would it remain suspended in air? Another everyday law is
Bombeck’s law: ―ugly rugs never wear out.‖ You could also make up a law — [your
name]’s law: ―the life span of a house plant is inversely proportional to its cost.‖
Analysis?
For Class Discussions
1. An ice cube with a certain weight melts and the resulting weight of water is
a. less.
b. the same.
c. greater.
2. An ice cube with a certain volume melts and the resulting volume of water is
a. less.
b. the same.
c. greater.
3. Compare the density of ice to the density of water. The density of the ice is
a. less.
b. the same.
c. greater.
4. A beverage glass is filled to the brim with ice-cold water and ice cubes floating in the
water, some floating above the water level. When the ice melts, the water in the glass will
a. spill over the brim.
b. stay at the same level.
, c. be less than before the ice melted.
5. A homeowner wishes to fence in part of the yard with a roll of wire fencing material. If
all the roll of material is used in all situations, which shape of fenced-in yard would enclose
the greatest area?
a. square
b. rectangle
c. both would have equal areas.
6. Again considering the homeowner and a fence made with a roll of wire fencing material.
If all the roll of material is used in all situations, which shape of fenced-in yard would
enclose the greatest area?
a. right-angle triangle
b. rectangle
c. the answer will vary with the shape used.
7. A 1-cm3 piece is removed from a very large lump of modeling clay with a volume of
over 100,000 cm3. Which piece has the greatest density?
a. The small piece.
b. The large piece.
c. The large and the small piece have the same density.
8. A good way to improve communications and understand relationships involved in nature
is to
a. write a detailed description of everything observed.
b. make measurements of objects and events.
c. ask a lot of questions as you speak observations aloud several times.
d. memorize all the equations in your text.
9. The nature of science is such that
a. eventually a scientific law become a scientific theory.
b. nature always obeys all the scientific laws.
c. scientific laws describe relationships observed in nature.
d. scientific theories are statements of absolute truth.
10. Which of the following statements is most correct?
a. Science is absolutely always right.
b. Nonscientific study has little value.
c. Science has all the answers.
d. Science seeks to understand nature.
