1 What is Science?

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
People Behind the Science: Florence Bascom

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.

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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

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 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.

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 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.

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11. When a scientist develops an explanation for patterns or relationships observed among a
number of apparently isolated facts
a. a new scientific law has been established.
b. a new scientific theory has been developed.
c. the scientist should announce the explanation in a press conference.
d. as a rule the pattern must be published, then verified by others.

12. Scientific method involves each of the following except

a. systematic search for information.
b. reformulating observations to agree with scientific laws.
c. forming and testing possible solutions.
d. observation and experimentation.

Answers: 1b, 2a, 3a, 4b (ice floats above the water line because it is less dense; when it melts it occupies the
same volume as it displaced while floating), 5a, 6c, 7c, 8b, 9c, 10d, 11d, 12b.

Answers to Questions for Thought

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.

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 7. An equation is a mathematical statement that describes a relationship where the
quantities on one side of the equal sign are identical to the quantities on the other side.
Equations are used to describe quantities, define concepts, and show how quantities
change together.
8. A scientific principle explains a narrow range of observations, while a scientific law
describes many general phenomena. Principles can usually be explained in terms of
laws.
9. 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.
10. 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
to experiments are usually modified and gain wider acceptance.

For Further Analysis

1. Answering this question requires the critical thinking skills of clarifying values and
developing criteria for evaluation. Answers will vary.

2. This question requires students to explore beliefs and evaluate arguments. Answers
will vary.

3. 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.

4. Thinking precisely, the student will realize that doubling a quantity that is squared
will result in a four-fold increase.

5. Thinking precisely and evaluating critical vocabulary is required. Answers will vary.

6. Thinking precisely and evaluating critical vocabulary is required. Answers will vary.

7. Exploring arguments and clarifying issues is required. Answers will vary.

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Group B Solutions

1. Answers will vary. In general, mass and weight are proportional in a given location, so

1 kg  2.21 lb

1000.0 g
mgrams  mkilograms 
1.00 kg

Kilograms can be converted to grams by the procedure described in the appendix A of

the text.

1 kg = 1000 g

2. Since density is given by the relationship  = m/V, then

3. The volume of a sample of copper is given and the problem asks for the mass. From the
relationship of  = m/V, solving for the mass (m) tells you that the density () times the
volume (V) gives you the mass, m = V. The density of copper, 8.96 g/cm3, is obtained
from table 1.3 in the text, and

4. Solving the relationship  = m/V for volume gives V = m/, and

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 The answer is rounded 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,
so 5,000 has four significant figures.

5. A 50.0 cm3 sample with a mass of 51.5 grams has a density of

According to table 1.3, 1.03 g/cm3 is the density of seawater, so the substance must be
seawater.

6. The problem asks for a mass, gives the density of gasoline, and gives the volume. Thus,
you need the relationship between mass, volume, and density. The volume is given in
liter (L), which should first be converted to cm3 because this is the unit in which density
is expressed. The relationship of  = m/V solved for mass is V, so the solution is

The answer is rounded to 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. Thus
64.3 kg is preferred because the MKS system is (or soon will be) used. Using scientific
notation would be better yet because of ease of showing significant figures and the ease
of performing mathematical operations.

7. From table 1.3, the density of iron is given as 7.87 g/cm3. Converting 2.00 kg to the same
units as the density gives 2,000 g. Solving  = m/V for volume gives

8. The length of one side of the box is 1.00 m. Reasoning: Since the density of water is
1.00 g/cm3, then the volume of 1,000,000 g (1,000 kg) of water is 1,000,000 cm3. A
cubic box with a volume of 1,000,000 cm3 is 100 cm (since 100  100  100 =
1,000,000). Converting 100 cm to m units, the cube is 1.00 m on each edge.

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any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
 9. The relationship between mass, volume, and density is  = m/V. The problem gives a
volume, but not a mass. The mass, however, can be assumed to remain constant during
the compression of the bun so the mass can be obtained from the original volume and
density, or

A mass of 36 g and the new volume of 195 cm3 mean that the new density of the
crushed bread is

10. According to table 1.3, lead has a density of 11.4 g/cm3. A 1.00 cm3 sample of lead
would have a mass of

Also according to table 1.3, iron has a density of 7.87 g/cm3. The volume of iron
required to balance a mass of 11.4 g of lead is:

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© 2017 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in
any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.
 10
© 2017 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in
any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.