1 About Science
Conceptual Physics Instructor Manual, 11th Edition
Scientific Measurements
HOW ERATOSTHENES MEAURED THE SIZE OF EARTH
SIZE OF THE MOON
DISTANCE TO THE MOON
DISTANCE TO THE SUN
SIZE OF THE SUN
Mathematics—The Language of Science
Scientific Methods
The Scientific Attitude
Science, Art, and Religion
Pseudoscience
Science and Technology
Risk Assessment
Physics—The Basic Science
In Perspective
Much of this introductory chapter, like most introductions, can be regarded as a personal essay by
the author. While many physics instructors may discuss somewhat different topics in a somewhat
different way, the comments made here may prove to be useful as a background for further
comments of your own.
The chapter opens with a pair of photos of my wife, Lillian beneath a banyan tree in front of our
home in St. Petersburg. For years I’ve wanted a pair of photos of solar sunballs, one taken just before
or after a partial solar eclipse and the other during the partial eclipse. An attempt in Hawaii in 1991
was botched by cloud cover. Impatiently, and with apologies, I’ve resorted to rendering the long
sought after eclipse photo via Photoshop. My defense is the student interest the pair of photos
should elicit. The pair of photos lead to the profile of Eratosthenes, and his early measurements of
Earth. Such merits further explanation and a good way to kick off your course. Follow this up with
the early measurement of the Moon and Sun by Aristarchus. More on these early measurements is
found in the excellent book Physics for the Inquiring Mind, by Eric Rogers, originally published in 1960
by Princeton University Press.
You may consider elaborating on the idea about the possible wrongness versus rightness of ideas;
an idea that characterizes science. This is generally misunderstood, for it is not generally a criterion in
other disciplines. State that it is the prerogative of science, in contrast to the speculative procedures
of philosophy and meta-physics, to embrace only ideas that can be tested and to disregard the rest.
Ideas that can’t be tested are not necessarily wrong—they are simply useless insofar as advancement
in scientific knowledge is concerned. Ideas must be verifiable by other scientists. In this way science
tends to be self-correcting.
Expand on the idea that honesty in science is not only a matter of public interest, but is a matter of
self-interest. Any scientist who misrepresents or fudges data, or is caught lying about scientific
information, is ostracized by the scientific community. There are no second chances. The high
standards for acceptable performance in science, unfortunately, do not extend to other fields that are
as important to the human condition. For example, consider the standards of performance required
of politicians.
Copyright © 2010 Pearson Education, Inc. 1
,Instructor Manual for Conceptual Physics, 11e
Distinguish between hypothesis, theory, fact, and concept. Point out that theory and hypothesis are not the
same. A theory applies to a synthesis of a large body of information. The criterion of a theory is not
whether it is true or untrue, but rather whether it is useful or not useful. A theory is useful even
though the ultimate causes of the phenomena it encompasses are unknown. For example, we accept
the theory of gravitation as a useful synthesis of available knowledge that relates to the mutual
attraction of bodies. The theory can be refined, or with new information it can take on a new
direction. It is important to acknowledge the common misunderstanding of what a scientific theory
is, as revealed by those who say, “But it is not a fact; it is only a theory.” Many people have the
mistaken notion that a theory is tentative or speculative, while a fact is absolute.
Impress upon your class that a fact is not immutable and absolute, but is generally a close agreement
by competent observers of a series of observations of the same phenomena. The observations must
be testable. Since the activity of science is the determination of the most probable, there are no
absolutes. Facts that were held to be absolute in the past are seen altogether differently in the light of
present-day knowledge.
By concept, we mean the intellectual framework that is part of a theory. We speak of the concept of
time, the concept of energy, or the concept of a force field. Time is related to motion in space and is
the substance of the Theory of Special Relativity. We find that energy exists in tiny grains, or quanta,
which is a central concept in the Quantum Theory. An important concept in Newton’s Theory of
Universal Gravitation is the idea of a force field that surrounds a material body. A concept
envelops the overriding idea that underlies various phenomena. Thus, when we think “conceptually”
we envelop a generalized way of looking at things.
Prediction in science is different than prediction in other areas. In the everyday sense, one speaks of
predicting what has not yet occurred, like whether or not it will rain next weekend. In science,
however, prediction is not so much about what will happen, but about what is happening and is not
yet noticed, like what the properties of a hypothetical particle are and are not. A scientist predicts
what can and cannot happen, rather than what will or will not happen.
Max Born, Nobel-prize recipient and one of the most outstanding physicists of the twentieth century,
is quoted in the insight box of page 12. It was in a letter to Max by his close friend Albert Einstein in
1926 that Einstein made his famous remark regarding quantum mechanics, often paraphrased as
“God does not play dice with the universe.” Max Born died in 1970, and was the maternal
grandfather of the popular singer Olivia Newton-John.
Science and technology: In discussions of science and technology and their side effects, a useful
statement is: You can never do just one thing. This is similar to “there is never just one force” in
discussions of Newton’s third law.
Engineering is the practical application of science to commerce or industry. The tripartite
arrangement of science, technology, and engineering has always been the combination for successful
advancement.
“Any sufficiently advanced society is indistinguishable from magic.”—Arthur C. Clarke
Science and Religion
Do the two contradict each other—must one choose between them? These questions are foremost
among many students, yet physics texts usually sidestep such questions, for religion is very personal
for so many people. I hope the very brief treatment in the text presents a satisfactory answer to these
questions. Your feedback on this matter will be appreciated.
2 Copyright © 2010 Pearson Education, Inc.
, Chapter 1 About Science
With regard to science courses and liberal arts courses, there is a central factor that makes it difficult
for liberal arts students to delve into science courses the way that science students can delve into
liberal arts courses—and that’s the vertical nature of science courses. They build upon each other,
as noted by their prerequisites. A science student can take an intermediate course in literature, poetry,
or history at any time, and in any order. But in no way can a humanities student take an intermediate
physics or chemistry course without first having a foundation in elementary physics and mathematics.
Hence the importance of this conceptual course.
Except for the measurements by early Greek scientists, I do not lecture about Chapter 1 material and
instead assign it as reading. It can be omitted without interfering with the following chapters.
Measuring Solar Diameter: One of my very favorite class assignments is the task of measuring the
diameter of the Sun with a ruler or tape measure. This makes sense by first going over the physics of
a pinhole camera. The pinhole image technique is described on Practice Book page 2. Hold a
meterstick up and state to the class that with such a measuring device, a strip of measuring tape or a
simple ruler, they can measure the diameter of the Sun. Call attention to Figure 1.6, then sketch a
simple pinhole camera on the board as shown below.
Tell of how a small hole poked in a piece of cardboard will show the
image of the Sun when the card is placed in sunlight. You can explain
this without referring to Figure 1.6 in the text because the figure gives
the ratio you wish them to determine. I find this first assignment of
measuring the Sun’s diameter with a simple measuring stick very
successful, in that simple measurements yield a most impressive
value—a confidence builder. For those who don’t succeed, or succeed
partially, I urge them to try again for full credit.
In the Practice Book:
• Making Hypotheses
• Pinhole Formation
In the Next-Time Questions:
• Scientific Claims
• Pinhole Image of the Sun
In the Laboratory Manual:
• Tuning the Senses
• Making Cents
Copyright © 2010 Pearson Education, Inc.
3
, Instructor Manual for Conceptual Physics, 11e
SOLUTIONS TO CHAPTER 1
EXERCISES
1. The penalty for fraud is professional excommunication.
2. (a) This is a scientific hypotheses, for there is a test for wrongness. For example, you can extract
chlorophyll from grass and note its color.
(b) This statement is without a means of proving it wrong and is not a scientific hypothesis. It is
speculation.
(c) This is a scientific hypothesis. It could be proved wrong, for example, by showing tides that
do not correspond to the position of the Moon.
3. Aristotle’s hypotheses was partially correct. Plant material comes partly from the soil, but mainly
from the air and water. An experiment would be to weigh a pot of soil with a small seedling,
then weigh the potted plant later after it has grown. The fact that the grown plant will weigh
more is evidence that the plant is composed of more material than the soil offers. Keep a record
of the weight of water used to water the plant, and cover the soil with plastic wrap to minimize
evaporation losses. Then the weight of the grown plant can be compared with the weight of
water it absorbs. How can the weight of air taken in by the plant be estimated?
4. To publicly change your mind about your ideas is a sign of strength rather than a sign of
weakness. It takes more courage to change your ideas when confronted with counter evidence
than to hold fast to your ideas. If a person’s ideas and view of the world are no different after a
lifetime of varied experience, then that person was either miraculously blessed with unusual
wisdom at an early age, or learned nothing. The latter is more likely. Education is learning that
which you don’t yet know about. It would be arrogant to think you know it all in the later stages
of your education, and stupid to think so at the beginning of your education.
5. The examples are endless. Knowledge of electricity, for example, has proven to be extremely
useful. The number of people who have been harmed by electricity who understood it is far
fewer than the number of people who are harmed by it who don’t understand it. A fear of
electricity is much more harmful than useful to one’s general health and attitude.
6. The Sun’s radius is approximately 7 108 m. The distance between the Earth and Moon is
about 4 108 m. So the Sun’s radius is much larger, nearly twice the distance between the Earth
and Moon. The Earth and Moon at their present distance from each other would easily fit
inside the Sun. The Sun is really big—surprisingly big!
7. What is likely being misunderstood is the distinction between theory and hypothesis. In
common usage, “theory” may mean a guess or hypothesis, something that is tentative or
speculative. But in science a theory is a synthesis of a large body of validated information (e.g.,
cell theory or quantum theory). The value of a theory is its usefulness (not its “truth”).
4 Copyright © 2010 Pearson Education, Inc.
Conceptual Physics Instructor Manual, 11th Edition
Scientific Measurements
HOW ERATOSTHENES MEAURED THE SIZE OF EARTH
SIZE OF THE MOON
DISTANCE TO THE MOON
DISTANCE TO THE SUN
SIZE OF THE SUN
Mathematics—The Language of Science
Scientific Methods
The Scientific Attitude
Science, Art, and Religion
Pseudoscience
Science and Technology
Risk Assessment
Physics—The Basic Science
In Perspective
Much of this introductory chapter, like most introductions, can be regarded as a personal essay by
the author. While many physics instructors may discuss somewhat different topics in a somewhat
different way, the comments made here may prove to be useful as a background for further
comments of your own.
The chapter opens with a pair of photos of my wife, Lillian beneath a banyan tree in front of our
home in St. Petersburg. For years I’ve wanted a pair of photos of solar sunballs, one taken just before
or after a partial solar eclipse and the other during the partial eclipse. An attempt in Hawaii in 1991
was botched by cloud cover. Impatiently, and with apologies, I’ve resorted to rendering the long
sought after eclipse photo via Photoshop. My defense is the student interest the pair of photos
should elicit. The pair of photos lead to the profile of Eratosthenes, and his early measurements of
Earth. Such merits further explanation and a good way to kick off your course. Follow this up with
the early measurement of the Moon and Sun by Aristarchus. More on these early measurements is
found in the excellent book Physics for the Inquiring Mind, by Eric Rogers, originally published in 1960
by Princeton University Press.
You may consider elaborating on the idea about the possible wrongness versus rightness of ideas;
an idea that characterizes science. This is generally misunderstood, for it is not generally a criterion in
other disciplines. State that it is the prerogative of science, in contrast to the speculative procedures
of philosophy and meta-physics, to embrace only ideas that can be tested and to disregard the rest.
Ideas that can’t be tested are not necessarily wrong—they are simply useless insofar as advancement
in scientific knowledge is concerned. Ideas must be verifiable by other scientists. In this way science
tends to be self-correcting.
Expand on the idea that honesty in science is not only a matter of public interest, but is a matter of
self-interest. Any scientist who misrepresents or fudges data, or is caught lying about scientific
information, is ostracized by the scientific community. There are no second chances. The high
standards for acceptable performance in science, unfortunately, do not extend to other fields that are
as important to the human condition. For example, consider the standards of performance required
of politicians.
Copyright © 2010 Pearson Education, Inc. 1
,Instructor Manual for Conceptual Physics, 11e
Distinguish between hypothesis, theory, fact, and concept. Point out that theory and hypothesis are not the
same. A theory applies to a synthesis of a large body of information. The criterion of a theory is not
whether it is true or untrue, but rather whether it is useful or not useful. A theory is useful even
though the ultimate causes of the phenomena it encompasses are unknown. For example, we accept
the theory of gravitation as a useful synthesis of available knowledge that relates to the mutual
attraction of bodies. The theory can be refined, or with new information it can take on a new
direction. It is important to acknowledge the common misunderstanding of what a scientific theory
is, as revealed by those who say, “But it is not a fact; it is only a theory.” Many people have the
mistaken notion that a theory is tentative or speculative, while a fact is absolute.
Impress upon your class that a fact is not immutable and absolute, but is generally a close agreement
by competent observers of a series of observations of the same phenomena. The observations must
be testable. Since the activity of science is the determination of the most probable, there are no
absolutes. Facts that were held to be absolute in the past are seen altogether differently in the light of
present-day knowledge.
By concept, we mean the intellectual framework that is part of a theory. We speak of the concept of
time, the concept of energy, or the concept of a force field. Time is related to motion in space and is
the substance of the Theory of Special Relativity. We find that energy exists in tiny grains, or quanta,
which is a central concept in the Quantum Theory. An important concept in Newton’s Theory of
Universal Gravitation is the idea of a force field that surrounds a material body. A concept
envelops the overriding idea that underlies various phenomena. Thus, when we think “conceptually”
we envelop a generalized way of looking at things.
Prediction in science is different than prediction in other areas. In the everyday sense, one speaks of
predicting what has not yet occurred, like whether or not it will rain next weekend. In science,
however, prediction is not so much about what will happen, but about what is happening and is not
yet noticed, like what the properties of a hypothetical particle are and are not. A scientist predicts
what can and cannot happen, rather than what will or will not happen.
Max Born, Nobel-prize recipient and one of the most outstanding physicists of the twentieth century,
is quoted in the insight box of page 12. It was in a letter to Max by his close friend Albert Einstein in
1926 that Einstein made his famous remark regarding quantum mechanics, often paraphrased as
“God does not play dice with the universe.” Max Born died in 1970, and was the maternal
grandfather of the popular singer Olivia Newton-John.
Science and technology: In discussions of science and technology and their side effects, a useful
statement is: You can never do just one thing. This is similar to “there is never just one force” in
discussions of Newton’s third law.
Engineering is the practical application of science to commerce or industry. The tripartite
arrangement of science, technology, and engineering has always been the combination for successful
advancement.
“Any sufficiently advanced society is indistinguishable from magic.”—Arthur C. Clarke
Science and Religion
Do the two contradict each other—must one choose between them? These questions are foremost
among many students, yet physics texts usually sidestep such questions, for religion is very personal
for so many people. I hope the very brief treatment in the text presents a satisfactory answer to these
questions. Your feedback on this matter will be appreciated.
2 Copyright © 2010 Pearson Education, Inc.
, Chapter 1 About Science
With regard to science courses and liberal arts courses, there is a central factor that makes it difficult
for liberal arts students to delve into science courses the way that science students can delve into
liberal arts courses—and that’s the vertical nature of science courses. They build upon each other,
as noted by their prerequisites. A science student can take an intermediate course in literature, poetry,
or history at any time, and in any order. But in no way can a humanities student take an intermediate
physics or chemistry course without first having a foundation in elementary physics and mathematics.
Hence the importance of this conceptual course.
Except for the measurements by early Greek scientists, I do not lecture about Chapter 1 material and
instead assign it as reading. It can be omitted without interfering with the following chapters.
Measuring Solar Diameter: One of my very favorite class assignments is the task of measuring the
diameter of the Sun with a ruler or tape measure. This makes sense by first going over the physics of
a pinhole camera. The pinhole image technique is described on Practice Book page 2. Hold a
meterstick up and state to the class that with such a measuring device, a strip of measuring tape or a
simple ruler, they can measure the diameter of the Sun. Call attention to Figure 1.6, then sketch a
simple pinhole camera on the board as shown below.
Tell of how a small hole poked in a piece of cardboard will show the
image of the Sun when the card is placed in sunlight. You can explain
this without referring to Figure 1.6 in the text because the figure gives
the ratio you wish them to determine. I find this first assignment of
measuring the Sun’s diameter with a simple measuring stick very
successful, in that simple measurements yield a most impressive
value—a confidence builder. For those who don’t succeed, or succeed
partially, I urge them to try again for full credit.
In the Practice Book:
• Making Hypotheses
• Pinhole Formation
In the Next-Time Questions:
• Scientific Claims
• Pinhole Image of the Sun
In the Laboratory Manual:
• Tuning the Senses
• Making Cents
Copyright © 2010 Pearson Education, Inc.
3
, Instructor Manual for Conceptual Physics, 11e
SOLUTIONS TO CHAPTER 1
EXERCISES
1. The penalty for fraud is professional excommunication.
2. (a) This is a scientific hypotheses, for there is a test for wrongness. For example, you can extract
chlorophyll from grass and note its color.
(b) This statement is without a means of proving it wrong and is not a scientific hypothesis. It is
speculation.
(c) This is a scientific hypothesis. It could be proved wrong, for example, by showing tides that
do not correspond to the position of the Moon.
3. Aristotle’s hypotheses was partially correct. Plant material comes partly from the soil, but mainly
from the air and water. An experiment would be to weigh a pot of soil with a small seedling,
then weigh the potted plant later after it has grown. The fact that the grown plant will weigh
more is evidence that the plant is composed of more material than the soil offers. Keep a record
of the weight of water used to water the plant, and cover the soil with plastic wrap to minimize
evaporation losses. Then the weight of the grown plant can be compared with the weight of
water it absorbs. How can the weight of air taken in by the plant be estimated?
4. To publicly change your mind about your ideas is a sign of strength rather than a sign of
weakness. It takes more courage to change your ideas when confronted with counter evidence
than to hold fast to your ideas. If a person’s ideas and view of the world are no different after a
lifetime of varied experience, then that person was either miraculously blessed with unusual
wisdom at an early age, or learned nothing. The latter is more likely. Education is learning that
which you don’t yet know about. It would be arrogant to think you know it all in the later stages
of your education, and stupid to think so at the beginning of your education.
5. The examples are endless. Knowledge of electricity, for example, has proven to be extremely
useful. The number of people who have been harmed by electricity who understood it is far
fewer than the number of people who are harmed by it who don’t understand it. A fear of
electricity is much more harmful than useful to one’s general health and attitude.
6. The Sun’s radius is approximately 7 108 m. The distance between the Earth and Moon is
about 4 108 m. So the Sun’s radius is much larger, nearly twice the distance between the Earth
and Moon. The Earth and Moon at their present distance from each other would easily fit
inside the Sun. The Sun is really big—surprisingly big!
7. What is likely being misunderstood is the distinction between theory and hypothesis. In
common usage, “theory” may mean a guess or hypothesis, something that is tentative or
speculative. But in science a theory is a synthesis of a large body of validated information (e.g.,
cell theory or quantum theory). The value of a theory is its usefulness (not its “truth”).
4 Copyright © 2010 Pearson Education, Inc.
