SOLUTIONS MANUAL
INTEGRATED SCIENCE
8TH EDITION
CHAPTER NO. 01: WHAT IS SCIENCE?
ANSWERS TO END OF CHAPTER CONCEPT QUESTIONS
1. A concept is a generalized mental image of an object or idea.
2. A measurement statement always contains a number and the name of the referent unit. The
number tells “how many,” and the unit explains “of what.”
3. The primary advantage of the English system of measurement is that most United States
citizens are familiar with the basic units and their sizes. The metric system has the advantage of
easily converting the units to a convenient size merely by moving the decimal and using the
appropriate prefix with the basic unit.
4. The meter is the metric standard of length and is defined as the distance light travels in a
vacuum in 1/299,792,458 seconds. The metric standard of mass is the kilogram, which is
defined as the mass of a standard kilogram kept by the International Bureau of Weights and
Measures in France. The standard unit of time is the second, which is defined as the time
required for a certain number of vibrations to occur in a type of cesium atom.
5. The density of a liquid does not depend upon the shape of its container. Density is a ratio of
mass per unit volume. As long as this ratio stays the same the density does not change.
6. A flattened pancake of clay has the same density as a ball of the same clay. Even though the
shape of the material has changed, the volume and the mass of the material have not changed.
Since density is a ratio of mass per unit volume the density is the same.
7. A hypothesis and a scientific theory are alike in that both are working explanations. A
hypothesis, however, usually deals with a narrow range of phenomena, while a theory is a broad
working hypothesis that forms the basis for thought and experimentation in a field of science.
8. A model is a mental or physical representation of something that cannot be directly observed.
A simpler representation of a complex phenomenon is also a model. A model is used as an
easily visualized and understood analogy to some behavior or system that is not directly
observable or is very complex.
9. Theories do not always enjoy complete acceptance but are rarely rejected completely. The
better a theory explains the results of experiments and correctly predicts the results of new
experiments, the greater the degree of acceptance. Theories that do not conform with
experiments are usually modified and gain wider acceptance.
10. Pseudoscience is a methodology, presentation, or activity that appears to be or is presented
as being scientific but is not supportable as valid or reliable. It can be identified by the following
characteristics: a lack of valid substantiation of claims, untestable hypotheses, unwillingness to
submit to rigorous testing, or inability to repeat the experiments.
,11. Answering this question requires the critical thinking skills of clarifying values and
developing criteria for evaluation. Answers will vary.
12. This question requires students to explore beliefs and evaluate arguments. Answers will
vary.
13. This requires the student to evaluate a concept, comparing the concept with the real world.
The evaluation should note that density is a mass over volume ratio and larger and larger
volumes with the same mass reduces the density.
14. Thinking precisely, the student will realize that doubling a quantity that is squared will
result in a four-fold increase.
15. Thinking precisely and evaluating critical vocabulary is required. Answers will vary.
16. Thinking precisely and evaluating critical vocabulary is required. Answers will vary.
17. Exploring arguments and clarifying issues is required. Answers will vary.
END OF CHAPTER GROUP B SOLUTIONS
1. Answers will vary. In general, mass and weight are proportional in a given location, so
1 kg ∝ 2.21 lb
1.00 kg
1 =
2.21 lb
1.00 kg
mass
= × ( weight in pounds )
2.21 lb
Kilograms can be converted to grams by the procedure described in the appendix A of
the text.
1.00 kg = 1000.0 g
1000.0 g
1 =
1.00 kg
1000.0 g
m(grams) = m(kilograms) ×
1.00 kg
,2. Since density is given by the relationship ρ = m/V, then
m
ρ =
V
39.5 g
=
5.0 cm3
39.5 g
=
5.0 cm3
g
= 7.9
cm3
3. The volume of a sample of copper is given and the problem asks for the mass. From the
relationship of ρ = m/V, solving for the mass (m) tells you that the density (ρ)
times the volume (V) gives you the mass, m = ρV. The density of copper, 8.96 g/cm3, is
obtained from table 1.3 in the text, and
m
ρ =
V
mV
Vρ =
V
m = ρV
g
3 (
= 8.96 10.0 cm3 )
cm
g
= 8.96 × 10.0 × cm3
cm3
= 89.6 g
4. Solving the relationship ρ = m/V for volume gives V = m/ρ, and
5,000 g
V = g
0.92 3
cm
5,000 g cm 3
= ×
0.92 1 g
= 5, 400 cm 3
The answer is rounded up to provide two significant figures, the least number given in
the density of 0.92 g/cm3. This assumes that 5,000 grams of ice means exactly 5,000
grams, that is, that 5,000 has four significant figures.
, 5. A 50.0 cm3 sample with a mass of 51.5 grams has a density of
m
ρ =
V
51.5 g
=
50.0 cm3
51.5 g
=
50.0 cm3
g
= 1.03
cm3
According to table 1.3, 1.03 g/cm3 is the mass density of seawater, so the substance must
be seawater.
6. The problem asks for a mass, gives the mass density of gasoline, and gives the volume.
Thus, you need the relationship between mass, volume, and mass density. The volume
is given in liters (L), which should first be converted to cm3 because this is the unit in
which density is expressed. The relationship of ρ = m/V solved for mass is ρV, so the
solution is
m
ρ = ∴ m = ρV
V
g
3 (
m = 0.680 94,600 cm3 )
cm
g
= 0.680 × 94,600 × cm3
cm 3
= 64,300 g
= 64.3 kg
The answer is rounded up to provide three significant figures, the number of significant
figures given in the density and volume measurements. The answer of 64,300 g is
correct, but usually it is better to express the answer using “standard” conventions being
used. Using scientific notation would be better yet because of ease of showing
significant figures and the ease of performing mathematical operations.
INTEGRATED SCIENCE
8TH EDITION
CHAPTER NO. 01: WHAT IS SCIENCE?
ANSWERS TO END OF CHAPTER CONCEPT QUESTIONS
1. A concept is a generalized mental image of an object or idea.
2. A measurement statement always contains a number and the name of the referent unit. The
number tells “how many,” and the unit explains “of what.”
3. The primary advantage of the English system of measurement is that most United States
citizens are familiar with the basic units and their sizes. The metric system has the advantage of
easily converting the units to a convenient size merely by moving the decimal and using the
appropriate prefix with the basic unit.
4. The meter is the metric standard of length and is defined as the distance light travels in a
vacuum in 1/299,792,458 seconds. The metric standard of mass is the kilogram, which is
defined as the mass of a standard kilogram kept by the International Bureau of Weights and
Measures in France. The standard unit of time is the second, which is defined as the time
required for a certain number of vibrations to occur in a type of cesium atom.
5. The density of a liquid does not depend upon the shape of its container. Density is a ratio of
mass per unit volume. As long as this ratio stays the same the density does not change.
6. A flattened pancake of clay has the same density as a ball of the same clay. Even though the
shape of the material has changed, the volume and the mass of the material have not changed.
Since density is a ratio of mass per unit volume the density is the same.
7. A hypothesis and a scientific theory are alike in that both are working explanations. A
hypothesis, however, usually deals with a narrow range of phenomena, while a theory is a broad
working hypothesis that forms the basis for thought and experimentation in a field of science.
8. A model is a mental or physical representation of something that cannot be directly observed.
A simpler representation of a complex phenomenon is also a model. A model is used as an
easily visualized and understood analogy to some behavior or system that is not directly
observable or is very complex.
9. Theories do not always enjoy complete acceptance but are rarely rejected completely. The
better a theory explains the results of experiments and correctly predicts the results of new
experiments, the greater the degree of acceptance. Theories that do not conform with
experiments are usually modified and gain wider acceptance.
10. Pseudoscience is a methodology, presentation, or activity that appears to be or is presented
as being scientific but is not supportable as valid or reliable. It can be identified by the following
characteristics: a lack of valid substantiation of claims, untestable hypotheses, unwillingness to
submit to rigorous testing, or inability to repeat the experiments.
,11. Answering this question requires the critical thinking skills of clarifying values and
developing criteria for evaluation. Answers will vary.
12. This question requires students to explore beliefs and evaluate arguments. Answers will
vary.
13. This requires the student to evaluate a concept, comparing the concept with the real world.
The evaluation should note that density is a mass over volume ratio and larger and larger
volumes with the same mass reduces the density.
14. Thinking precisely, the student will realize that doubling a quantity that is squared will
result in a four-fold increase.
15. Thinking precisely and evaluating critical vocabulary is required. Answers will vary.
16. Thinking precisely and evaluating critical vocabulary is required. Answers will vary.
17. Exploring arguments and clarifying issues is required. Answers will vary.
END OF CHAPTER GROUP B SOLUTIONS
1. Answers will vary. In general, mass and weight are proportional in a given location, so
1 kg ∝ 2.21 lb
1.00 kg
1 =
2.21 lb
1.00 kg
mass
= × ( weight in pounds )
2.21 lb
Kilograms can be converted to grams by the procedure described in the appendix A of
the text.
1.00 kg = 1000.0 g
1000.0 g
1 =
1.00 kg
1000.0 g
m(grams) = m(kilograms) ×
1.00 kg
,2. Since density is given by the relationship ρ = m/V, then
m
ρ =
V
39.5 g
=
5.0 cm3
39.5 g
=
5.0 cm3
g
= 7.9
cm3
3. The volume of a sample of copper is given and the problem asks for the mass. From the
relationship of ρ = m/V, solving for the mass (m) tells you that the density (ρ)
times the volume (V) gives you the mass, m = ρV. The density of copper, 8.96 g/cm3, is
obtained from table 1.3 in the text, and
m
ρ =
V
mV
Vρ =
V
m = ρV
g
3 (
= 8.96 10.0 cm3 )
cm
g
= 8.96 × 10.0 × cm3
cm3
= 89.6 g
4. Solving the relationship ρ = m/V for volume gives V = m/ρ, and
5,000 g
V = g
0.92 3
cm
5,000 g cm 3
= ×
0.92 1 g
= 5, 400 cm 3
The answer is rounded up to provide two significant figures, the least number given in
the density of 0.92 g/cm3. This assumes that 5,000 grams of ice means exactly 5,000
grams, that is, that 5,000 has four significant figures.
, 5. A 50.0 cm3 sample with a mass of 51.5 grams has a density of
m
ρ =
V
51.5 g
=
50.0 cm3
51.5 g
=
50.0 cm3
g
= 1.03
cm3
According to table 1.3, 1.03 g/cm3 is the mass density of seawater, so the substance must
be seawater.
6. The problem asks for a mass, gives the mass density of gasoline, and gives the volume.
Thus, you need the relationship between mass, volume, and mass density. The volume
is given in liters (L), which should first be converted to cm3 because this is the unit in
which density is expressed. The relationship of ρ = m/V solved for mass is ρV, so the
solution is
m
ρ = ∴ m = ρV
V
g
3 (
m = 0.680 94,600 cm3 )
cm
g
= 0.680 × 94,600 × cm3
cm 3
= 64,300 g
= 64.3 kg
The answer is rounded up to provide three significant figures, the number of significant
figures given in the density and volume measurements. The answer of 64,300 g is
correct, but usually it is better to express the answer using “standard” conventions being
used. Using scientific notation would be better yet because of ease of showing
significant figures and the ease of performing mathematical operations.
