Instructor Manual

Conceptual Physical Science Fifth Edition

Paul G. Hewitt John Suchocki Leslie A. Hewitt

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Copyright © 2012, 2008, 2004 Pearson Education, Inc., publishing as Pearson Addison Wesley, 1301 Sansome St., San Francisco, CA 94111. All rights reserved. Manufactured in the United States of America. This publication is protected by Copyright and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. To obtain permission(s) to use material from this work, please submit a written request to Pearson Education, Inc., Permissions Department, 1900 E. Lake Ave., Glenview, IL 60025. For information regarding permissions, call (847) 486-2635. Many of the designations used by manufacturers and sellers to distinguish their products are claimed as trademarks. Where those designations appear in this book, and the publisher was aware of a trademark claim, the designations have been printed in initial caps or all caps.

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ISBN 10: 0-321-77663-1 ISBN 13: 978-0-321-77663-1

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Contents

Introduction iv On Class Lectures v The Student-Centered Class vi Ancillaries viii Some Teaching Tips xii

Prologue: The Nature of Science 1

Part I Physics 1 Patterns of Motion and

Equilibrium 5 2 Newton’s Laws of Motion 12 3 Momentum and Energy 20 4 Gravity, Projectiles,

and Satellites 29 5 Fluid Mechanics 37 6 Thermal Energy and

Thermodynamics 46 7 Heat Transfer and Change

of Phase 53 8 Static and Current Electricity 59 9 Magnetism and Electromagnetic

Induction 68 10 Waves and Sound 75 11 Light 82

Part II Chemistry 12 Atoms and the Periodic Table 93 13 The Atomic Nucleus and

Radioactivity 104 14 Elements of Chemistry 110

15 How Atoms Bond and Molecules Attract 114

16 Mixtures 120 17 How Chemicals React 125 18 Two Classes of Chemical

Reactions 131 19 Organic Compounds 136

Part III Earth Science 20 Rocks and Minerals 142 21 Plate Tectonics and

Earth’s Interior 153 22 Shaping Earth’s Surface 160 23 Geologic Time—Reading

the Rock Record 167 24 The Oceans, Atmosphere,

and Climatic Effect 177 25 Driving Forces of Weather 185

Part IV Astronomy 26 The Solar System 192 27 Stars and Galaxies 197 28 The Structure of Space and Time 202

Solutions Explain This Exercises, Problems, and Lab Manual Solutions

Chapters 1 to 28 209–464

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Consider the wonderful birthday gift given to Paul Hewitt by his astronomer friend, Richard Crowe—a closed glass jar containing water, soil, green plants, and a colony of brine shrimp. More than a year later, the tiny shrimp still bustle about in their closed habitat. Watching them, we can imagine that they are intelligent and that they wonder about the world outside. We can imagine them being in awe of their existence. Perhaps they have devised myths that explain their watery habitat and its place in the greater world outside—stories that would account for the cycle of light and dark, the variations in temperature, and their very existence. Whatever their explanations, from our vantage point, they can’t ever be correct. They can’t possibly imagine a reality commensurate with that held by humans. They’d never speculate about atoms, let alone their own DNA and RNA. Their view is simply too restricted. And then we wonder how similar we are with our view of our place in the universe. We too have myths, stories, and a way of seeing connections with the outside universe. Is our view of existence similarly restricted? Of course it is, if only from the point of view of scholars who will follow us in time.

How do we know if our present view of reality is on a path that leads, rather than misleads, to the more correct view that will become evident in the future? The authors of this book deem that a path leading to fuller understanding must be consistent with the rules of nature—science. That is what this book is about.

So, in teaching Conceptual Physical Science, keep student minds focused on the value of learning this material—that more than achieving a good grade to keep them on their educational paths, they must not lose sight of the higher path that provides them a grip on what may be the most important part of their education—becoming familiar with the rules of nature. To consciously remain ignorant of these rules is as foolhardy as remaining ignorant of literature and human history. The rules of nature underlie all that your students now appreciate and will come to value.

Introduction

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Many students are justly dissatisfied if a lecture seems remote from the chapter being studied or if the lecture is a verbatim presentation of it. A successful lecturer avoids both of these extremes. A lecture can provide additional examples and explanations to chapter material (which is provided in this manual). Educational research strongly shows that students learn only from what they already know. Knowledge is acquired layers at a time, each layer depending on the layer beneath—hence the emphasis on analogies in the text. In your teaching too, the authors strongly recommend you use analogies whenever possible. You may find that your students are an excellent source of new analogies and examples to supplement those in the text. A productive class assignment that adds to your teaching is:

Choose one (or more) of the concepts presented in the reading assignment and cite any illustrative analogies or examples that you can think of.

We can paraphrase William James, who stated that “wisdom is knowing what to overlook,” and say that good teaching is knowing what to omit. It is important to distinguish between what to skim over and what to dig into. Too often an instructor will spend precious class time digging into non-central and non-essential material. How nice for the student when class time is stimulating and the material covered is central and relevant.

This text begins with physics, with its supply of equations. These are important in a conceptual course—not as a recipe for plugging in numerical values, but as a guide to thinking. The equation tells the student what variables to consider in treating an idea. In physics, for example, how much an object accelerates depends not only on the net force, but on mass as well. The formula /=a F m reminds one to consider both quantities. Does gravitation depend on an object’s speed? Consideration of 2~ /F mM d shows that it doesn’t, and so forth. The problem sets at the ends of many chapters involve computations that help to illustrate concepts rather than challenge your students’ mathematical abilities. They are few in number, however, to avoid course emphasis on number crunching.

A note of caution: Please don’t overwhelm your students with excessive written homework! (Remember those courses you took as a student where you were so busy with the chapter-end material that you didn’t get into the chapter material itself?) The exercises are numerous only to provide you a wide selection to consider. Depending on your style of teaching, you may find that posing and answering exercises in class makes a successful lecture.

Answers and solutions to odd-numbered end-of-chapter questions appear for students at the back of the textbook. Answers to all end-of-chapter questions are in the back of this manual. These are suitable for copying and posting or distributing as you see best.

In lecture we think that before moving on to new material it is important to provide the student with a self-check after important ideas and concepts are presented. We do this by posing the following, after presenting an idea and supporting it with examples: “If you understand this—if you really do—then you can answer the following question.” Then we pose the question slowly and clearly, usually in multiple-choice form or such that a short answer is called for, and ask the class to make a response—usually written. We can’t overestimate the importance of the Check-Your-Neighbor practice. One excellent way to facilitate this is with the use of white boards (pieces of white Masonite) that students can write responses on with markers. Going a step further are the electronic devices, such as clickers, that students use to provide you with their feedback (as well as their attendance). Feedback to the instructor has always been essential. Now this feedback can be obtained right away—as a central part of your lectures.

On Class Lectures

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The more active students can be in class, the better their learning experience. The many Check-Your-Neighbor type questions in this manual are a good starting point. You ask multiple-choice questions of the class. Students then discuss possible answers among themselves before responding as a whole. It works well if your classroom is equipped with electronic clickers or if students are able to show their responses via small whiteboards or color-coded cards. In taking this interactive approach a step further, students can use class time to collaborate on projects, worksheets, or hands-on activities—all the better if this curriculum is designed to assist students in articulating what they think they have learned. Students themselves can be given access to the science demonstrations and be required to explain the underlying concepts. Any lecture presentation they receive is short and sweet, and provided “on the fly” in response to their specific needs. In such a scenario, students find themselves in the spotlight. They find that class is akin to a grand study session where the instructor is their study leader, who migrates from team to team providing expert assistance on demand. These are the hallmarks of what we call a “student-centered” class. Lectures are minimized for the sake of increased class participation.

Students Must Come Prepared The prerequisite to an effective student-centered class is that the student arrives to class prepared. Assignments need to have been read beforehand and exercises attempted beforehand such that a hazy understanding has already begun to take form. But as any instructor knows, student resistance to coming to class prepared can be intense. How then do we motivate students to come to class prepared? There are numerous tools. First of all, it is vital that the textbook be user-friendly—students should enjoy reading it! This, of course, has been one of the main goals in developing the Conceptual Physical Science textbook. The student should be able to learn about physical science concepts on his or her own with minimal assistance from the instructor. Please also consider our author-produced video lesson tutorials available at ConceptualAcademy.org. These resources, in turn, support the instructor who is wishing to move toward a student-centered class.

Another important tool for encouraging students to study is a short quiz given at the beginning of class, or even before class with the quiz posted on the course website. This quiz should assess students for their familiarity, not their expertise, of the material about to be covered. Following the quiz and a brief introduction, students work on various activities within teams. If a student comes ill-prepared, he or she then faces perhaps one of the greatest motivators: peer pressure. Of course, not everyone can always come prepared. Students know this and are generally forgiving and welcoming of all input either weak or strong. But they quickly come to realize that with the spotlight on them it is difficult to hide, even in large lecture halls.

If you are ready to make your classes more student-centered, you need to let your students know right away how this approach will help their learning, provide for an enjoyable experience, and, ultimately, improve their test scores. Notably, the interpersonal skills gained through collaborative learning is an added plus. Also, students are much more willing to participate if the in-class activities are unequivocally related to the quizzes and exams they take.

Lastly, a student-centered approach consumes a large portion of class and so the instructor has less oppor-tunity to deliver content, though a greater opportunity to facilitate the learning of content. Consequently, in order to keep pace with a traditional syllabus, the instructor needs to decide whether there will be material

The Student-Centered Class

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on exams not covered directly in class. If so, the instructor should be mindful to reserve class time for the more challenging concepts.

Students Are the Players and You Their Coach There is great potential in transforming a class from one geared toward passive learning to one geared toward active learning. What is needed is a willingness to get creative and to push the responsibilities of learning squarely on the student. The role of the instructor is to provide students with good questions rather than good answers. We can think of students as team players out on the field doing all the hard work, which means finding answers for themselves. We are their coaches here to direct their learning efforts. Sometimes the best way to do this is by knowing when to cheer and when to remain silent.

Getting Started So, is it better to retool one’s teaching methods in a single semester or to explore new activities one at a time over many years? Revolution or evolution? If you’re like most of us, the thought of revamping everything within a single semester is most undesirable. Indeed, implementation of any student-centered activity requires a fair amount of trial and error. Imagine implementing many new activities all within a few weeks only to have them fail miserably. This would be a disservice to your students, to yourself, as well as to the student-centered learning approach. The best practice is to introduce only the activities you think will work best for your students in a time frame that allows for successful development. Too much too soon can be self-defeating.

It’s likely you already have your favorite student-centered learning activities that you employ in your courses. We offer our own favorite activities in the instructor’s area of ConceptualAcademy.org as well as at ConceptualChemistry.com. These activities include:

The Concepts Inventory The Minute Quiz Pyramid Testing (Collaborative Exams) Appeals Team Formations Hands-On Science Practice Pages Think-Pair-Share Readiness Assurance Tests Student Presentations with Activity Intervals Talk to the Wall (with self-ratings) Focused Listing Reward Race Office Visits Department Field Trip Salon de Science Class Journals

Of course, many other student-centered learning activities can be found in science education journals, such as the Journal of College Science Teaching, or from colleagues within the sciences and those in non-science fields. The point to be made is that student-centered learning is fertile ground, even for those of us who have already nailed down our lecture presentations and are wondering what to do next.

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Media Manager CD A library of purpose-built classroom presentation materials and instructor resources that includes the following items:

JPEGs of all the figures, photos, and tables from the book. PowerPoint Lectures and Clicker Questions, by the authors, for each chapter. All of the Interactive Figures and Videos that appear on the Web site. Word versions of the Test Bank. PDFs of the Next-Time Questions, in color for the first time.

Practice Book This student supplement to the textbook is the favorite of the authors, who consider it the most important ancillary of all. It is written by the authors and contains a comprehensive set of minds-on, pencil-pushing concept review worksheets. Paul, John, and Leslie refer to them as “practice sheets.” They are designed as a study aid that students can work on inside or outside of class. They’re especially effective when students work on them together as a team under the expert supervision of the course instructor, who travels from team to team assisting students as necessary—“targeted teaching.” Or, the practice sheets can be considered home tutorials, not taking up class time. In any event, they’re meant for practice, as the name implies. Having correct solutions displayed at the end of the book discourages them being used for student assessment. The Practice Book is designed to help students develop understanding of central concepts.

Computerized Test Bank This test bank provides you with ample multiple-choice exam questions. They’re rated for three levels of difficulty. This bank is no longer in a printed version. On CD, you can make changes to questions and tailor them specifically to your class.

Laboratory Manual It offers a full range of labs that complement textbook coverage written by the authors and Dean Baird.

Ancillaries

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Next-Time Questions For instructors, not students, this is a bank of inquisitive questions that require considerable “wait time” (as the name implies). Questions can be posted two or three at a time after lecture with answers posted after a week or so. The authors post their NTQs in glass cases outside the classroom. Students can ponder questions and discuss them with classmates. Or, they can be shown PowerPoint style at the end of a class, with answers displayed for discussion in the next lecture. However shown, these are designed to perk class interest.

On the following two pages are samples of a Practice Page, and a Next-Time Question with answer page.

x INSTRUCTOR MANUAL FOR CONCEPTUAL PHYSICAL SCIENCE

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ANCILLARIES xi

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xii INSTRUCTOR MANUAL FOR CONCEPTUAL PHYSICAL SCIENCE

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Some Teaching Tips • Attitude toward students and attitude about science in general is of utmost importance: Consider

yourself not the master in your classroom, but the main resource person, the pacesetter, and the guide. Consider yourself a bridge between your students’ ignorance and some of the information you’ve acquired in your study. Guide their study—steer them away from the dead ends you encountered, and keep them on essentials and away from time-draining peripherals. You are there to help them. If they see this, they’ll appreciate your efforts. This is a matter of self-interest. An appreciated teacher has an altogether richer teaching experience than an underappreciated teacher.

• Don’t be a “know-it-all.” When you don’t know your material, don’t pretend you do. You’ll lose more respect faking knowledge than not having it. If you’re new to teaching, students will understand you’re still pulling it together and will respect you nonetheless. But if you fake it, and they CAN tell, whatever respect you’ve earned plummets.

• Be firm, and expect good work of your students. But be fair, and get papers graded and returned quickly. Be sure the bell curve of grades reflects a reasonable average. If you have excellent students, some should score 100% or near 100% on exams. This way you avoid the practice of fudging grades at the end of the term to compensate for off-the-mark low exam scores. The least respected professor in my memory was one who made exams so difficult that the class average was near the noise level, where the highest marks were some 50%.

• Be sure that what knowledge you want from your students is reflected by your test items. The student question, “Will that be on the test?” is a good question. What is important—by definition—is what’s on the test. If you consider a topic important, allow your students credit for their feedback on that topic. An excellent student should be able to predict what will be on your test. Remember your own frustration in your student days of preparing for a topic only to find it not part of the test? Don’t let your students experience the same. Many short questions that fairly span course content is the way to go.

• Consider having students repeat work that you judge to be poor—before it gets a final grade. A note on a paper saying you’d rather not grade it until they’ve given it another try is the mark of a concerned and caring teacher.

• Do less professing and more questioning. Information that is of value ought to be the answer to a question. Having frequent “Check-Your-Neighbor” intervals should be an important feature of your class. Their feedback to you can be immediate with the use of student whiteboards, or their electronic counterparts. Beware of the pitfall of too quickly answering your own questions. Use “wait-time,” where you allow ample time before giving the next hint.

• Show respect for your students. Although all your students are more ignorant of physics than you are, some are likely more intelligent than you are. Underestimating their intelligence is likely overestimating your own. Respect is a two-way street.