PHYSICALSCIENCE

tiL04527_fm_i-xx.indd Page i 8/7/08 5:47:55 PM user-s180tiL04527_fm_i-xx.indd Page i 8/7/08 5:47:55 PM user-s180 /Volumes/209/MHDQ042/mhtiL8%0/K4-Checked_Out/Volumes/209/MHDQ042/mhtiL8%0/K4-Checked_Out

tiL04527_fm_i-xx.indd Page ii 8/7/08 5:47:57 PM user-s180tiL04527_fm_i-xx.indd Page ii 8/7/08 5:47:57 PM user-s180 /Volumes/209/MHDQ042/mhtiL8%0/K4-Checked_Out/Volumes/209/MHDQ042/mhtiL8%0/K4-Checked_Out

EIGHTH EDITION

PHYSICALSCIENCEBILL W. TILLERY

ARIZONA STATE UNIVERSITY

tiL04527_fm_i-xx.indd Page iii 8/7/08 5:47:57 PM user-s180tiL04527_fm_i-xx.indd Page iii 8/7/08 5:47:57 PM user-s180 /Volumes/209/MHDQ042/mhtiL8%0/K4-Checked_Out/Volumes/209/MHDQ042/mhtiL8%0/K4-Checked_Out

PHYSICAL SCIENCE, EIGHTH EDITION

Published by McGraw-Hill, a business unit of The McGraw-Hill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020. Copyright © 2009 by The McGraw-Hill Companies, Inc. All rights reserved. Previous editions © 2007, 2005, 2002, 1999, 1995, and 1993. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning.

Some ancillaries, including electronic and print components, may not be available to customers outside the United States.

This book is printed on recycled, acid-free paper containing 10% postconsumer waste.

1 2 3 4 5 6 7 8 9 0 QPD/QPD 0 9 8

ISBN 978–0–07–340452–3MHID 0–07–340452–7

Publisher: Thomas TimpSponsoring Editor: Debra B. HashDirector of Development: Kristine Tibbetts Senior Developmental Editor: Mary E. HurleySenior Marketing Manager: Lisa NicksSenior Project Manager: Vicki KrugSenior Production Supervisor: Sherry L. KaneLead Media Project Manager: Judi DavidManager, Creative Services: Michelle D. WhitakerCover/Interior Designer: Elise Lansdon(USE) Cover Image: © Paul Souders/CorbisSenior Photo Research Coordinator: John C. LelandPhoto Research: David Tietz/Editorial Image, LLCSupplement Producer: Mary Jane Lampe Compositor: Aptara, Inc.Typeface: 10/12 MinionPrinter: Quebecor World Dubuque, IA

The credits section for this book begins on page 666 and is considered an extension of the copyright page.

Library of Congress Cataloging-in-Publication Data

Tillery, Bill W. Physical science / Bill W. Tillery. — 8th ed. p. cm.Includes index.ISBN 978–0–07–340452–3 — ISBN 0–07–340452–7 (hard copy : alk. paper)1. Physical sciences. I. Title.

Q158.5.T55 2009500.2—dc22

2008022993

www.mhhe.com

tiL04527_fm_i-xx.indd Page iv 8/7/08 5:47:58 PM user-s180tiL04527_fm_i-xx.indd Page iv 8/7/08 5:47:58 PM user-s180 /Volumes/209/MHDQ042/mhtiL8%0/K4-Checked_Out/Volumes/209/MHDQ042/mhtiL8%0/K4-Checked_Out

v

BRIEF CONTENTS

Preface xii

1 What is Science? 1

PHYSICS

2 Motion 25

3 Energy 61

4 Heat and Temperature 85

5 Wave Motions and

Sound 115

6 Electricity 139

7 Light 177

CHEMISTRY

8 Atoms and Periodic

Properties 203

9 Chemical Bonds 229

10 Chemical Reactions 251

11 Water and Solutions 275

12 Organic Chemistry 299

13 Nuclear Reactions 327

ASTRONOMY

14 The Universe 355

15 The Solar System 379

16 Earth in Space 405

EARTH SCIENCE

17 Rocks and Minerals 431

18 Plate Tectonics 451

19 Building Earth’s

Surface 471

20 Shaping Earth’s

Surface 493

21 Geologic Time 511

22 Atomosphere of Earth 529

23 Weather and Climate 551

24 Earth’s Waters 581

Appendix A 605

Appendix B 613

Appendix C 614

Appendix D 615

Appendix E 620

Glossary 650

Credits 666

Index 669

tiL04527_fm_i-xx.indd Page v 8/7/08 5:47:58 PM user-s180tiL04527_fm_i-xx.indd Page v 8/7/08 5:47:58 PM user-s180 /Volumes/209/MHDQ042/mhtiL8%0/K4-Checked_Out/Volumes/209/MHDQ042/mhtiL8%0/K4-Checked_Out

vi

CONTENTS

Preface xii

1 What Is Science? 1

Objects and Properties 2Quantifying Properties 3Measurement Systems 4Standard Units for the

Metric System 5Length 5Mass 5Time 6

Metric Prefixes 6Understandings from

Measurements 7Data 7Ratios and Generalizations 7The Density Ratio 8Symbols and Equations 10How to Solve Problems 11

The Nature of Science 13The Scientific Method 14Explanations and

Investigations 14Science and Society: Basic and Applied Research 15

Laws and Principles 17Models and Theories 17

Summary 19People Behind the Science: Florence Bascom 20 Key Terms 21Applying the Concepts 21Questions for Thought 23For Further Analysis 23Invitation to Inquiry 24Parallel Exercises 24

PHYSICS

2 Motion 25

Describing Motion 26Measuring Motion 27

Speed 27Velocity 29Acceleration 29

Science and Society: Transportation and the Environment 31

Forces 32Horizontal Motion on Land 34 Falling Objects 35A Closer Look: A Bicycle Racer’s Edge 37Compound Motion 38

Vertical Projectiles 38Horizontal Projectiles 38

A Closer Look: Free Fall 39Three Laws of Motion 40

Newton’s First Law of Motion 41

Newton’s Second Law of Motion 41

Weight and Mass 43Newton’s Third Law of

Motion 44Momentum 46

Conservation of Momentum 46Impulse 48

Forces and Circular Motion 48Newton’s Law of Gravitation 49

Earth Satellites 52A Closer Look: Gravity Problems 53

Weightlessness 53People Behind the Science: Isaac Newton 54

Summary 55Key Terms 56Applying the Concepts 56Questions for Thought 59For Further Analysis 59Invitation to Inquiry 59Parallel Exercises 59

3 Energy 61

Work 62Units of Work 62

A Closer Look: Simple Machines 64

Power 64Motion, Position, and Energy 67

Potential Energy 67Kinetic Energy 68

Energy Flow 69Work and Energy 69Energy Forms 70Energy Conversion 71Energy Conservation 74Energy Transfer 74

Energy Sources Today 74Science and Society: Grow Your Own Fuel? 75

Petroleum 75Coal 75

People Behind the Science: James Prescott Joule 76

Moving Water 76Nuclear 77Conserving Energy 77

Energy Sources Tomorrow 78Solar Technologies 78Geothermal Energy 79Hydrogen 80

Summary 80Key Terms 81

tiL04527_fm_i-xx.indd Page vi 8/7/08 5:47:59 PM user-s180tiL04527_fm_i-xx.indd Page vi 8/7/08 5:47:59 PM user-s180 /Volumes/209/MHDQ042/mhtiL8%0/K4-Checked_Out/Volumes/209/MHDQ042/mhtiL8%0/K4-Checked_Out

5 Wave Motions and Sound 115

Forces and Elastic Materials 116Forces and Vibrations 116Describing Vibrations 117

Waves 118Kinds of Mechanical Waves 119Waves in Air 119

Describing Waves 120Sound Waves 122

Sound Waves in Air and Hearing 122

Medium Required 122A Closer Look: Hearing Problems 123

Velocity of Sound in Air 123Refraction and Reflection 124Interference 126

Energy of Waves 127How Loud Is That Sound? 127Resonance 128

Sources of Sounds 129Vibrating Strings 129

Science and Society: Laser Bug 131

Sounds from Moving Sources 131

People Behind the Science: Johann Christian Doppler 132A Closer Look: Doppler Radar 133Summary 133Key Terms 134Applying the Concepts 134Questions for Thought 137For Further Analysis 137Invitation to Inquiry 137Parallel Exercises 139

6 Electricity 139

Concepts of Electricity 140Electron Theory of Charge 140Measuring Electrical

Charges 143

Electrostatic Forces 144Force Fields 144Electric Potential 145

Electric Current 146The Electric Circuit 146The Nature of Current 148Electrical Resistance 150Electrical Power and Electrical

Work 151People Behind the Science: Benjamin Franklin 153Magnetism 154

Magnetic Poles 154Magnetic Fields 154The Source of Magnetic

Fields 156Electric Currents and

Magnetism 158Current Loops 158Applications of

Electromagnets 158Electromagnetic Induction 161A Closer Look: Current War 162

Generators 162Transformers 162

Circuit Connections 165Voltage Sources in Circuits 165

Science and Society: Blackout Reveals Pollution 166

Resistances in Circuits 166A Closer Look: Solar Cells 167

Household Circuits 168Summary 170Key Terms 172Applying the Concepts 172Questions for Thought 175For Further Analysis 175Invitation to Inquiry 175Parallel Exercises 175

7 Light 177

Sources of Light 178Properties of Light 180

Light Interacts with Matter 180Reflection 182Refraction 183Dispersion and Color 185

A Closer Look: Optics 186Evidence for Waves 189

Interference 189

Applying the Concepts 81Questions for Thought 83For Further Analysis 83Invitation to Inquiry 83Parallel Exercises 83

4 Heat and Temperature 85

The Kinetic Molecular Theory 86Molecules 86Molecules Interact 87Phases of Matter 87Molecules Move 88

Temperature 89Thermometers 89Temperature Scales 90

A Closer Look: Goose Bumps and Shivering 92Heat 92

Heat as Energy Transfer 93Measures of Heat 94Specific Heat 94Heat Flow 96

Science and Society: Require Insultation? 97Energy, Heat, and Molecular

Theory 98Phase Change 99

A Closer Look: Passive Solar Design 101

Evaporation and Condensation 102

Thermodynamics 104The First Law of

Thermodynamics 104The Second Law of

Thermodynamics 105The Second Law and Natural

Processes 106People Behind the Science: Count Rumford (Benjamin Thompson) 107Summary 108 Key Terms 109Applying the Concepts 109Questions for Thought 111For Further Analysis 112Invitation to Inquiry 112Parallel Exercises 112

CONTENTS vii

tiL04527_fm_i-xx.indd Page vii 8/7/08 5:48:03 PM user-s180tiL04527_fm_i-xx.indd Page vii 8/7/08 5:48:03 PM user-s180 /Volumes/209/MHDQ042/mhtiL8%0/K4-Checked_Out/Volumes/209/MHDQ042/mhtiL8%0/K4-Checked_Out

A Closer Look: The Rainbow 190Polarization 190

A Closer Look: Lasers 191A Closer Look: Why Is the Sky Blue? 192Evidence for Particles 192

Photoelectric Effect 193Quantization of Energy 193

The Present Theory 194A Closer Look: The Compact Disc (CD) 195Relativity 196

Special Relativity 196People Behind the Science: James Clerk Maxwell 197

General Theory 198 Summary 198Key Terms 199Applying the Concepts 199Questions for Thought 201For Further Analysis 201Invitation to Inquiry 202Parallel Exercises 202

CHEMISTRY

8 Atoms and Periodic Properties 203

Atom Structure Discovered 204Discovery of the Electron 204The Nucleus 206

The Bohr Model 208The Quantum Concept 208Atomic Spectra 208Bohr’s Theory 209

Quantum Mechanics 212Matter Waves 212Wave Mechanics 213The Quantum Mechanics

Model 213Science and Society: Atomic Research 214Electron Configuration 215The Periodic Table 216Metals, Nonmetals, and

Semiconductors 218A Closer Look: The Rare Earths 219People Behind the Science: Dmitri Ivanovich Mendeleyev 220

Summary 221Key Terms 222Applying the Concepts 222Questions for Thought 225For Further Analysis 225Invitation to Inquiry 225Parallel Exercises 226

9 Chemical Bonds 229

Compounds and Chemical Change 230

Valence Electrons and Ions 232Chemical Bonds 233

Ionic Bonds 234Covalent Bonds 236

Bond Polarity 238Composition of Compounds 240

Ionic Compound Names 241Ionic Compound Formulas 241Covalent Compound Names 242

Science and Society: Microwave Ovens and Molecular Bonds 243

Covalent Compound Formulas 244

People Behind the Science: Linus Carl Pauling 245 Summary 245Key Terms 246Applying the Concepts 246Questions for Thought 249For Further Analysis 249Invitation to Inquiry 249Parallel Exercises 250

10 Chemical Reactions 251

Chemical Formulas 252Molecular and Formula

Weights 253Percent Composition of

Compounds 253Chemical Equations 255

Balancing Equations 255Generalizing Equations 259

Types of Chemical Reactions 260Combination Reactions 260Decomposition Reactions 261Replacement Reactions 261Ion Exchange Reactions 262

Information from Chemical Equations 263

Units of Measurement Used with Equations 265

Quantitative Uses of Equations 266

Science and Society: The Catalytic Converter 267People Behind the Science: Emma Perry Carr 268Summary 268Key Terms 269Applying the Concepts 269Questions for Thought 271For Further Analysis 272Invitation to Inquiry 272Parallel Exercises 272

11 Water and Solutions 275

Household Water 276Properties of Water 276

Structure of Water Molecules 277Science and Society: Who Has the Right? 278

The Dissolving Process 279Concentration of Solutions 280

A Closer Look: Decompression Sickness 283

Solubility 283Properties of Water Solutions 284

Electrolytes 284Boiling Point 285Freezing Point 286

Acids, Bases, and Salts 286Properties of Acids and

Bases 286Explaining Acid-Base

Properties 288Strong and Weak Acids and

Bases 288The pH Scale 289Properties of Salts 290Hard and Soft Water 290

A Closer Look: Acid Rain 292People Behind the Science: Johannes Nicolaus Brönsted 293

viii CONTENTS

tiL04527_fm_i-xx.indd Page viii 8/7/08 5:48:09 PM user-s180tiL04527_fm_i-xx.indd Page viii 8/7/08 5:48:09 PM user-s180 /Volumes/209/MHDQ042/mhtiL8%0/K4-Checked_Out/Volumes/209/MHDQ042/mhtiL8%0/K4-Checked_Out

Summary 293Key Terms 294Applying the Concepts 294Questions for Thought 296For Further Analysis 296Invitation to Inquiry 297Parallel Exercises 297

12 Organic Chemistry 299

Organic Compounds 300Hydrocarbons 300

Alkenes and Alkynes 305Cycloalkanes and Aromatic

Hydrocarbons 306Petroleum 306Hydrocarbon Derivatives 309

Alcohols 309Ethers, Aldehydes,

and Ketones 311Organic Acids and Esters 311

Science and Society: Aspirin, a Common Organic Compound 312Organic Compounds of Life 313

Proteins 313Carbohydrates 314Fats and Oils 315Synthetic Polymers 316

A Closer Look: How to Sort Plastic Bottles for Recycling 318People Behind the Science: Alfred Bernhard Nobel 319Summary 320Key Terms 320Applying the Concepts 321Questions for Thought 323For Further Analysis 323Invitation to Inquiry 324Parallel Exercises 324

13 Nuclear Reactions 327

Natural Radioactivity 328Nuclear Equations 329The Nature of the Nucleus 331Types of Radioactive Decay 332Radioactive Decay Series 333

Measurement of Radiation 335Measurement Methods 335

A Closer Look: How Is Half-Life Determined? 336

Radiation Units 336 A Closer Look: Carbon Dating 337

Radiation Exposure 338Nuclear Energy 338A Closer Look: Radiation and Food Preservation 339A Closer Look: Nuclear Medicine 340

Nuclear Fission 340Nuclear Power Plants 343Nuclear Fusion 346

A Closer Look: Three Mile Island and Chernobyl 346A Closer Look: Nuclear Waste 348Science and Society: High-Level Nuclear Waste 349

The Source of Nuclear Energy 349People Behind the Science: Marie Curie 350Summary 350Key Terms 351Applying the Concepts 351Questions for Thought 353For Further Analysis 354Invitation to Inquiry 354Parallel Exercises 354

ASTRONOMY

14 The Universe 355

The Night Sky 356Stars 358

Origin of Stars 358Brightness of Stars 359Star Temperature 360Star Types 361The Life of a Star 362

Science and Society: Light Pollution 365Galaxies 366

The Milky Way Galaxy 366Other Galaxies 367

A Closer Look: Extraterrestrials? 368

The Life of a Galaxy 368A Closer Look: Redshift and Hubble’s Law 369A Closer Look: Dark Energy 371

A Closer Look: Dark Matter 372People Behind the Science: Jocelyn (Susan) Bell Burnell 373Summary 373Key Terms 374Applying the Concepts 374Questions for Thought 377For Further Analysis 377Invitation to Inquiry 377

15 The Solar System 379

Planets, Moons, and Other Bodies 380

Mercury 381Venus 383Mars 384

Science and Society: Worth the Cost? 386

Jupiter 387Saturn 388Uranus and Neptune 389

Small Bodies of the Solar System 390Comets 390Asteroids 393Meteors and Meteorites 394

Origin of the Solar System 395Stage A 396Stage B 396Stage C 396

Ideas About the Solar System 397The Geocentric Model 397The Heliocentric Model 398

People Behind the Science: Percival Lowell 400Summary 401Key Terms 402Applying the Concepts 402Questions for Thought 404For Further Analysis 404Invitation to Inquiry 404

16 Earth in Space 405

Shape and Size of Earth 406Motions of Earth 408

Revolution 408

CONTENTS ix

tiL04527_fm_i-xx.indd Page ix 8/7/08 5:48:13 PM user-s180tiL04527_fm_i-xx.indd Page ix 8/7/08 5:48:13 PM user-s180 /Volumes/209/MHDQ042/mhtiL8%0/K4-Checked_Out/Volumes/209/MHDQ042/mhtiL8%0/K4-Checked_Out

Rotation 409Precession 411

Place and Time 411Identifying Place 411Measuring Time 413

Science and Society: Saving Time? 416The Moon 418

Composition and Features 420History of the Moon 421

The Earth-Moon System 421Phases of the Moon 421Eclipses of the Sun and Moon 423Tides 424

People Behind the Science: Carl Edward Sagan 425Summary 425Key Terms 426Applying the Concepts 427Questions for Thought 429For Further Analysis 430Invitation to Inquiry 430

EARTH SCIENCE

17 Rocks and Minerals 431

Solid Earth Materials 432Minerals 433

Crystal Structures 433Silicates and Nonsilicates 434Physical Properties of

Minerals 436Mineral-Forming Processes 439Rocks 440

Igneous Rocks 440Science and Society: Costs of Mining Mineral Resources 441A Closer Look: Asbestos 442

Sedimentary Rocks 443Metamorphic Rocks 444 Science and Society: Using

Mineral Resources 445The Rock Cycle 446People Behind the Science: Victor Moritz Goldschmidt 447Summary 447Key Terms 448Applying the Concepts 448Questions for Thought 450For Further Analysis 450Invitation to Inquiry 450

18 Plate Tectonics 451

History of Earth’s Interior 452Earth’s Internal Structure 453

The Crust 454The Mantle 455The Core 455A More Detailed Structure 455

A Closer Look: Seismic Tomography 457Theory of Plate Tectonics 457

Evidence from Earth’s Magnetic Field 457

Evidence from the Ocean 458Lithosphere Plates and

Boundaries 460A Closer Look: Measuring Plate Movement 462

Present-Day Understandings 463

People Behind the Science: Harry Hammond Hess 464Science and Society: Geothermal Energy 465Summary 466Key Terms 467Applying the Concepts 467Questions for Thought 469For Further Analysis 470Invitation to Inquiry 470

19 Building Earth’s Surface 471

Interpreting Earth’s Surface 472Diastrophism 473

Stress and Strain 473Folding 474Faulting 476

Earthquakes 477Causes of Earthquakes 477Locating and Measuring

Earthquakes 479Measuring Earthquake

Strength 479

A Closer Look: Earthquake Safety 482Origin of Mountains 482

Folded and Faulted Mountains 482

Volcanic Mountains 483A Closer Look: Volcanoes Change the World 487People Behind the Science: James Hutton 488Summary 488Key Terms 489Applying the Concepts 489Questions for Thought 491For Further Analysis 492Invitation to Inquiry 492

20 Shaping Earth’s Surface 493

Weathering, Erosion, and Transportation 494

Weathering 494Soils 498Erosion 499

Mass Movement 499Running Water 499Glaciers 501Wind 504

Science and Society: Acid Rain 505Development of Landscapes 505People Behind the Science: John Wesley Powell 506

Rock Structure 506Weathering and Erosion

Processes 506State of Development 506

Summary 507Key Terms 508Applying the Concepts 508Questions for Thought 510For Further Analysis 510Invitation to Inquiry 510

x CONTENTS

tiL04527_fm_i-xx.indd Page x 8/7/08 5:48:19 PM user-s180tiL04527_fm_i-xx.indd Page x 8/7/08 5:48:19 PM user-s180 /Volumes/209/MHDQ042/mhtiL8%0/K4-Checked_Out/Volumes/209/MHDQ042/mhtiL8%0/K4-Checked_Out

21 Geologic Time 511

Fossils 512Early Ideas About Fossils 512Types of Fossilization 513

Reading Rocks 516Arranging Events in Order 516Correlation 518

Geologic Time 519Early Attempts at Earth

Dating 520Modern Techniques 520The Geologic Time Scale 521Geologic Periods and Typical

Fossils 521 Mass Extinctions 523

People Behind the Science: Eduard Suess 524

Interpreting Geologic History—A Summary 525

Summary 525Key Terms 526Applying the Concepts 526Questions for Thought 528For Further Analysis 528Invitation to Inquiry 528

22 The Atmosphere of Earth 529

The Atmosphere 530Composition of the

Atmosphere 531Atmospheric Pressure 532Warming the Atmosphere 533

A Closer Look: Hole in the Ozone Layer? 534

Structure of the Atmosphere 534The Winds 536

Local Wind Patterns 536Global Wind Patterns 537

A Closer Look: The Windchill Factor 538

Science and Society: Use Wind Energy? 539Water and the Atmosphere 540

Evaporation and Condensation 540

Fog and Clouds 544People Behind the Science: James Ephraim Lovelock 545Summary 547Key Terms 547Applying the Concepts 547Questions for Thought 550For Further Analysis 550Invitation to Inquiry 550

23 Weather and Climate 551

Clouds and Precipitation 552Cloud-Forming Processes 552Origin of Precipitation 554

Weather Producers 555Air Masses 555Weather Fronts 556

Science and Society: Urban Heat Islands 559

Waves and Cyclones 559Major Storms 561

Weather Forecasting 565Climate 565

Major Climate Groups 566Regional Climate Influence 568Describing Climates 569

A Closer Look: El Niño and La Niña 572Climate Change 573

Causes of Global Climate Change 574

Global Warming 574People Behind the Science: Vilhelm Firman Koren Bjerknes 576Summary 576Key Terms 577Applying the Concepts 577Questions for Thought 580For Further Analysis 580Invitation to Inquiry 580

24 Earth’s Waters 581

Water on Earth 582Freshwater 583

Science and Society: Water Quality 584

Surface Water 585Groundwater 585Freshwater as a Resource 587

A Closer Look: Water Quality and Wastewater Treatment 588Seawater 590

Oceans and Seas 590The Nature of Seawater 592Movement of Seawater 593

A Closer Look: Estuary Pollution 594 A Closer Look: Health of the Chesapeake Bay 596A Closer Look: Rogue Waves 597The Ocean Floor 599People Behind the Science: Rachel Louise Carson 600Summary 601Key Terms 602Applying the Concepts 602Questions for Thought 604For Further Analysis 604Invitation to Inquiry 608

Appendix A 605Appendix B 613Appendix C 614Appendix D 615Appendix E 620Glossary 650Credits 666Index 669

CONTENTS xi

tiL04527_fm_i-xx.indd Page xi 8/7/08 5:48:21 PM user-s180tiL04527_fm_i-xx.indd Page xi 8/7/08 5:48:21 PM user-s180 /Volumes/209/MHDQ042/mhtiL8%0/K4-Checked_Out/Volumes/209/MHDQ042/mhtiL8%0/K4-Checked_Out

xii

PREFACE

Physical Science is a straightforward, easy-to-read but sub-stantial introduction to the fundamental behavior of matter and energy. It is intended to serve the needs of nonscience majors who are required to complete one or more physical science courses. It introduces basic concepts and key ideas while providing opportunities for students to learn reasoning skills and a new way of thinking about their environment. No prior work in science is assumed. The language, as well as the mathematics, is as simple as can be practical for a college-level science course.

ORGANIZATIONThe Physical Science sequence of chapters is flexible, and the instructor can determine topic sequence and depth of cover-age as needed. The materials are also designed to support a conceptual approach or a combined conceptual and problem-solving approach. With laboratory studies, the text contains enough material for the instructor to select a sequence for a two-semester course. It can also serve as a text in a one- semester astronomy and earth science course or in other combinations.

“The text is excellent. I do not think I could have taught the course using any other textbook. I think one reason I really enjoy teaching this course is because of the text. I could say for sure that this is one of the best textbooks I have seen in my career. . . . I love this textbook for the following reasons: (1) it is comprehensive, (2) it is very well written, (3) it is easily readable and comprehendible, (4) it has good graphics.”—Ezat Heydari, Jackson State University

MEETING STUDENT NEEDSPhysical Science is based on two fundamental assumptions ar-rived at as the result of years of experience and observation from teaching the course: (a) that students taking the course often have very limited background and/or aptitude in the natural sciences; and (b) that this type of student will better grasp the ideas and principles of physical science if they are discussed with minimal use of technical terminology and detail. In addition, it is critical for the student to see relevant applications of the material

to everyday life. Most of these everyday-life applications, such as environmental concerns, are not isolated in an arbitrary chap-ter; they are discussed where they occur naturally throughout the text.

Each chapter presents historical background where ap-propriate, uses everyday examples in developing concepts, and follows a logical flow of presentation. The historical chro-nology, of special interest to the humanistically inclined non-science major, serves to humanize the science being presented. The use of everyday examples appeals to the nonscience ma-jor, typically accustomed to reading narration, not scientific technical writing, and also tends to bring relevancy to the material being presented. The logical flow of presentation is helpful to students not accustomed to thinking about rela-tionships between what is being read and previous knowledge learned, a useful skill in understanding the physical sciences. Worked examples help students to integrate concepts and un-derstand the use of relationships called equations. They also serve as a model for problem solving; consequently, special attention is given to complete unit work and to the clear, fully expressed use of mathematics. Where appropriate, chapters contain one or more activities, called Concepts Applied, that use everyday materials rather than specialized laboratory equipment. These activities are intended to bring the science concepts closer to the world of the student. The activities are supplemental and can be done as optional student activities or as demonstrations.

tiL04527_fm_i-xx.indd Page xii 8/7/08 5:48:25 PM user-s180tiL04527_fm_i-xx.indd Page xii 8/7/08 5:48:25 PM user-s180 /Volumes/209/MHDQ042/mhtiL8%0/K4-Checked_Out/Volumes/209/MHDQ042/mhtiL8%0/K4-Checked_Out

“It is more readable than any text I’ve encountered. This has been my first experience teaching university physical science; I picked up the book and found it very user-friendly. The level of detail is one of this text’s greatest strengths. It is well suited for a university course.”—Richard M. Woolheater, Southeastern Oklahoma State University

“The author’s goals and practical approach to the subject matter are exactly what we are looking for in a textbook. . . . The practical approach to problem solving is very appropriate for this level of student.”—Martha K. Newchurch, Nicholls State University

“. . . the book engages minimal use of technical language and scientific detail in presenting ideas. It also uses everyday examples to illustrate a point. This approach bonds with the mindset of the nonscience major who is used to reading prose in relation to daily living.”—Ignatius Okafor, Jarvis Christian College

“I was pleasantly surprised to see that the author has written a textbook that seems well suited to introductory physical science at this level. . . . Physical Science seems to strike a nice balance between the two—avoiding unnecessary complications while still maintaining a rigorous viewpoint. I prefer a textbook that goes beyond what I am able to cover in class, but not too much. Tillery seems to have done a good job here.”—T. G. Heil, University of Georgia

NEW TO THIS EDITIONNumerous revisions have been made to the text to add new topic areas, update the content on current events and the most recent research topics, and make the text even more user-friendly and relevant for students:

Two new elements have been added to this edition to fur-ther enhance the text’s focus on developing concepts:

• Core and Supporting Concepts have been added to the chapter openers to help integrate the chapter concepts and the chapter outline. The Core and Supporting Con-cepts outline and emphasize the concepts at a chapter level. The concepts list is designed to help students focus their studies by identifying the most important topics in the outline.

• A new Appendix D: Solutions for Follow-Up Example Exercises has been added to provide solutions to the unan-swered, second example problems within chapters to fur-ther assist students in grasping the concepts as well as the quantitative work conveyed in the in-chapter examples.

The end-of-chapter Applying the Concepts multiple-choice self-tests have been revised to better focus on the concepts cov-ered within each chapter.

The list below provides chapter-specific updates:

Chapter 1: Text information on pseudoscience has been updated and expanded.

Chapter 2: Five new beginning “one-step problems” have been added to the Parallel Exercises Set A and B sections. Also, information on GPS has been added.

Chapter 3: There is a new section on Conserving Energy.Chapter 5: A Closer Look on hearing problems has been

added.Chapter 7: A new section on special relativity and general

relativity (with cross references to astronomy) has been added.

Chapter 11: A Closer Look on decompression sickness is now included.

Chapter 14: A Myth, Mistakes, and Misunderstanding box on seeing stars during day from bottom of a well has been added.

Chapter 15: The information on Pluto and the definition of planets have been updated, along with the most recent data on space exploration, space probes, and new probes. Sections with more detail on Kepler’s Laws, the geocentric model, and the heliocentric model have been included. A Myth, Mistakes, and Misunderstanding box on blue moons has also been added.

Chapter 16: The material on global warming has been updated and revised.

Chapter 17: A new Science and Society box on using mineral resources now appears.

Chapter 19: A new photo of a cinder cone volcano has been added.

Chapter 21: Photos of actual fossils have been added. Also, the sections on Geologic Periods and Typical Fossils, Mass Extinctions, and Interpreting Geologic History—A Summary have been expanded.

Chapter 23: Sections on Climate Change, Causes of Global Climate Change, and Global Warming along with a discussion of hurricane Katrina have been added.

Chapter 24: A Closer Look on rogue waves is now included.

THE LEARNING SYSTEMPhysical Science has an effective combination of innovative learning aids intended to make the student’s study of science more effective and enjoyable. This variety of aids is included to help students clearly understand the concepts and principles that serve as the foundation of the physical sciences.

OVERVIEWChapter 1 provides an overview or orientation to what the study of physical science in general and this text in particular are all about. It discusses the fundamental methods and techniques

PREFACE xiii

tiL04527_fm_i-xx.indd Page xiii 8/7/08 5:48:26 PM user-s180tiL04527_fm_i-xx.indd Page xiii 8/7/08 5:48:26 PM user-s180 /Volumes/209/MHDQ042/mhtiL8%0/K4-Checked_Out/Volumes/209/MHDQ042/mhtiL8%0/K4-Checked_Out

chapter, paying particular attention to the topic headings and illustrations so that you get a feel for the kinds of ideas included within the chapter.

“Tillery does a much better job explaining concepts and reinforcing them. I believe his style of presentation is better and more comfortable for the student. His use of the overviews and examples is excellent!”—George T. Davis, Jr., Mississippi Delta Community College

amber. The word electricity is also based on the Greek word for amber.

Today, we understand that the basic unit of matter is the atom, which is made up of electrons and other particles such as protons and neutrons. The atom is considered to have a dense center part called a nucleus that contains the closely situated protons and neu-trons. The electrons move around the nucleus at some relatively greater distance (Figure 6.2). Details on the nature of protons, neutrons, electrons, and models of how the atom is constructed will be considered in chapter 8. For understanding electricity, you need only consider the protons in the nucleus, the electrons that move around the nucleus, and the fact that electrons can be moved from an atom and caused to move to or from one object to another. Basically, the electrical, light, and chemical phenomena involve the electrons and not the more massive nucleus. The mas-sive nuclei remain in a relatively fixed position in a solid, but some of the electrons can move about from atom to atom.

Electric ChargeElectrons and protons have a property called electric charge. Electrons have a negative electric charge and protons have a posi-tive electric charge. The negative or positive description simply means that these two properties are opposite; it does not mean that one is better than the other. Charge is as fundamental to these subatomic particles as gravity is to masses. This means that you cannot separate gravity from a mass, and you cannot separate charge from an electron or a proton.

CONCEPTS OF ELECTRICITYYou are familiar with the use of electricity in many electrical devices such as lights, toasters, radios, and calculators. You are also aware that electricity is used for transportation and for heat-ing and cooling places where you work and live. Many people accept electrical devices as part of their surroundings, with only a hazy notion of how they work. To many people, electricity seems to be magical. Electricity is not magical, and it can be understood, just as we understand any other natural phenomenon. There are theories that explain observations, quantities that can be mea-sured, and relationships between these quantities, or laws, that lead to understanding. All of the observations, measurements, and laws begin with an understanding of electric charge.

ELECTRON THEORY OF CHARGEIt was a big mystery for thousands of years. No one could fig-ure out why a rubbed piece of amber, which is fossilized tree resin, would attract small pieces of paper (papyrus), thread, and hair. This unexplained attraction was called the “amber effect.” Then about one hundred years ago, J. J. Thomson (1856–1940) found the answer while experimenting with electric currents. From these experiments, Thomson was able to conclude that negatively charged particles were present in all matter and in fact might be the stuff of which matter is made. The amber effect was traced to the movement of these particles, so they were called electrons after the Greek word for

OVERVIEWChapters 2–5 have been concerned with mechanical concepts, explanations of the motion of objects that exert forces

on one another. These concepts were used to explain straight-line motion, the motion of free fall, and the circular

motion of objects on the earth as well as the circular motion of planets and satellites. The mechanical concepts were

based on Newton’s laws of motion and are sometimes referred to as Newtonian physics. The mechanical explanations

were then extended into the submicroscopic world of matter through the kinetic molecular theory. The objects of

motion were now particles, molecules that exert force on one another, and concepts associated with heat were

interpreted as the motion of these particles. In a further extension of Newtonian concepts, mechanical explanations

were given for concepts associated with sound, a mechanical disturbance that follows the laws of motion as it moves

through the molecules of matter.

You might wonder, as did the scientists of the 1800s, if mechanical interpretations would also explain other natural

phenomena such as electricity, chemical reactions, and light. A mechanical model would be very attractive because it

already explained so many other facts of nature, and scientists have always looked for basic, unifying theories. Mechanical

interpretations were tried, as electricity was considered a moving fluid, and light was considered a mechanical wave

moving through a material fluid. There were many unsolved puzzles with such a model, and gradually it was recognized

that electricity, light, and chemical reactions could not be explained by mechanical interpretations. Gradually, the point

of view changed from a study of particles to a study of the properties of the space around the particles. In this chapter,

you will learn about electric charge in terms of the space around particles. This model of electric charge, called the field

model, will be used to develop concepts about electric current, the electric circuit, and electrical work and power. A

relationship between electricity and the fascinating topic of magnetism is discussed next, including what magnetism is

and how it is produced. The relationship is then used to explain the mechanical production of electricity (Figure 6.1), how

electricity is measured, and how electricity is used in everyday technological applications.

142 CHAPTER 6 Electricity 6-2

tiL04527_ch06_141-178.indd Page 142 5/8/08 10:52:36 PM user-s176 /Volumes/105/MHDQ042/mhtiL8%0/tiL8ch06

OUTLINE Concepts of Electricity

Electron Theory of ChargeStatic Electricity

Measuring Electrical ChargesElectrostatic ForcesForce FieldsElectric Potential

Electric CurrentThe Electric CircuitThe Nature of CurrrentElectrical ResistanceElectrical Power and Electrical Work

People Behind the Science: Benjamin Franklin

MagnetismMagnetic PolesMagnetic FieldsThe Source of Magnetic Fields

Electric Currents and MagnetismCurrent LoopsApplications of Electromagnets

Electromagnetic InductionGeneratorsTransformers

A Closer Look: Current WarCircuit Connections

Voltage Sources in CircuitsScience and Society: Blackout Reveals

PollutionA Closer Look: Solar Cells

Resistances in CircuitsHousehold Circuits

A thunderstorm produces an interesting display of electrical discharge. Each

bolt can carry over 150,000 amperes of current with a voltage

of 100 million volts.

Static Electricity Static electricity is an electric

charge confined to an object

from the movement of electrons.

Measuring Electrical Charge The size of a static charge

is related to the number of

electrons that were moved, and

this can be measured in units of

coulombs.

The Electric Circuit Electric current is the rate at

which a charge moves.

Electromagnetic Induction A changing magnetic field

causes charges to move.

Electric Potential Electric potential results when

work is done moving charges into

or out of an electric field, and

the potential created between

two points is measured in volts.

Force Field The space around a charge is

changed by the charge, and this

is called an electric field.

CORE CONCEPT Electric and magnetic fields interact and can produce forces.

6Electricity

Source of Magnetic Fields A moving charge produces a

magnetic field.

tiL04527_ch06_141-178.indd Page 141 5/8/08 10:52:33 PM user-s176 /Volumes/105/MHDQ042/mhtiL8%0/tiL8ch06

used by scientists to study and understand the world around us. It also explains the problem-solving approach used throughout the text so that students can more effectively apply what they have learned.

CHAPTER OPENING TOOLSCore Concept and Supporting ConceptsNew! Core and Supporting Concepts integrate the chapter concepts and the chapter outline. The Core and Supporting Concepts outline and emphasize the concepts at a chapter level. The concepts list is designed to help students focus their studies by identifying the most important topics in the chapter outline.

Chapter OutlineThe chapter outline includes all the major topic headings and subheadings within the body of the chapter. It gives you a quick glimpse of the chapter’s contents and helps you locate sections dealing with particular topics.

xiv PREFACE

Chapter OverviewEach chapter begins with an introductory overview. The over-view previews the chapter’s contents and what you can expect to learn from reading the chapter. It adds to the general outline of the chapter by introducing you to the concepts to be cov-ered, facilitating in the integration of topics, and helping you to stay focused and organized while reading the chapter for the first time. After reading the introduction, browse through the

EXAMPLESEach topic discussed within the chapter contains one or more concrete, worked Examples of a problem and its solution as it applies to the topic at hand. Through careful study of these ex-amples, students can better appreciate the many uses of problem solving in the physical sciences.

“I feel this book is written well for our average student. The images correlate well with the text, and the math problems make excellent use of the dimensional analysis method. While it was a toss-up between this book and another one, now that we’ve taught from the book for the last year, we are extremely happy with it.”—Alan Earhart, Three Rivers Community College

tiL04527_fm_i-xx.indd Page xiv 8/7/08 5:48:26 PM user-s180tiL04527_fm_i-xx.indd Page xiv 8/7/08 5:48:26 PM user-s180 /Volumes/209/MHDQ042/mhtiL8%0/K4-Checked_Out/Volumes/209/MHDQ042/mhtiL8%0/K4-Checked_Out

FIGURE 2.5 (A) This graph shows how the speed changes per

unit of time while driving at a constant 70 km/h in a straight line.

As you can see, the speed is constant, and for straight-line motion,

the acceleration is 0. (B) This graph shows the speed increasing

from 60 km/h to 80 km/h for 5 s. The acceleration, or change of

velocity per unit of time, can be calculated either from the equation

for acceleration or by calculating the slope of the straight-line

graph. Both will tell you how fast the motion is changing with time.

0

Time (s)

1 3 4

B

2

time elapsed), the velocity was 80 km/h (final velocity). Note how fast the velocity is changing with time. In summary,

start (initial velocity) 60 km/hEnd of first second 65 km/hEnd of second second 70 km/hEnd of third second 75 km/hEnd of fourth second (final velocity) 80 km/h

As you can see, acceleration is really a description of how fast the speed is changing (Figure 2.5); in this case, it is increasing 5 km/h each second.

Usually, you would want all the units to be the same, so you would convert km/h to m/s. A change in velocity of 5.0 km/h con-verts to 1.4 m/s and the acceleration would be 1.4 m/s/s. The units m/s per s mean what change of velocity (1.4 m/s) is occurring every second. The combination m/s/s is rather cumbersome, so it is typically treated mathematically to simplify the expression

t

This shows that both equations are a time rate of change. Speed is a time rate change of distance. Acceleration is a time rate change of velocity. The time rate of change of some-thing is an important concept that you will meet again in chapter 3.

EXAMPLE 2.3A bicycle moves from rest to 5 m/s in 5 s. What was the acceleration?

SOLUTION

vi = 0 m/s a = vf – vi _ t vf = 5 m/s

= 5 m/s – 0 m/s __ 5 s t = 5 s

= 5 _ 5 m/s _ s a = ?

= 1 ( m _ s ) ( 1 _ s )

= 1 m _ s2

EXAMPLE 2.4An automobile uniformly accelerates from rest at 5 m/s2 for 6 s. What is the final velocity in m/s? (Answer: 30 m/s)

32 CHAPTER 2 Motion 2-6

tiL04527_ch02_027-062.indd Page 32 5/8/08 10:55:39 PM user-s176 /Volumes/105/MHDQ042/mhtiL8%0/tiL8ch02

APPLYING SCIENCE TO THE REAL WORLDConcepts AppliedEach chapter also includes one or more Concepts Applied boxes. These activities are simple investigative exercises that students can perform at home or in the classroom to dem-onstrate important concepts and reinforce understanding of them. This feature also describes the application of those con-cepts to everyday life.

Science and SocietyThese readings relate the chapter’s content to current soci-etal issues. Many of these boxes also include Questions to Discuss that provide an opportunity to discuss issues with your peers.

Myths, Mistakes, and MisunderstandingsThese brief boxes provide short, scientific explanations to dispel a societal myth or a home experiment or project that enables you to dispel the myth on your own.Recall that the index of refraction is related to the speed of

light in a transparent substance. A glass prism separates sunlight into a spectrum of colors because the index of refraction is dif-ferent for different wavelengths of light. The same processes that slow the speed of light in a transparent substance have a greater effect on short wavelengths than they do on longer wavelengths. As a result, violet light is refracted most, red light is refracted least, and the other colors are refracted between these extremes. This results in a beam of white light being separated, or dispersed, into a spectrum when it is refracted. Any transparent material in which the index of refraction varies with wavelength has the property of dispersion. The dispersion of light by ice crystals sometimes produces a colored halo around the sun and the moon.

EVIDENCE FOR WAVESThe nature of light became a topic of debate toward the end of the 1600s as Isaac Newton published his particle theory of light. He believed that the straight-line travel of light could be better explained as small particles of matter that traveled at great speed from a source of light. Particles, reasoned Newton, should follow a straight line according to the laws of motion. Waves, on the other hand, should bend as they move, much as water waves on a pond bend into circular shapes as they move away from a disturbance. About the same time that Newton developed his particle theory of light, Christian Huygens (pronounced “ni-ganz”) (1629–1695) was conclud-ing that light is not a stream of particles but rather a longitu-dinal wave.

Both theories had advocates during the 1700s, but the majority favored Newton’s particle theory. By the beginning of the 1800s, new evidence was found that favored the wave the-ory, evidence that could not be explained in terms of anything but waves.

INTERFERENCEIn 1801, Thomas Young (1773–1829) published evidence of a behavior of light that could only be explained in terms of a wave model of light. Young’s experiment is illustrated in Figure 7.19A. Light from a single source is used to produce two beams of light that are in phase, that is, having their crests and troughs together as they move away from the source. This light falls on a card with two slits, each less than a millimeter in width. The light moves out from each slit as an expanding arc. Beyond the card, the light from one slit crosses over the light from the other slit to produce a series of bright lines on a screen. Young had produced a phenomenon of light called interference, and inter-ference can only be explained by waves.

CONCEPTS AppliedColors and Refraction

A convex lens is able to magnify by forming an image with

refracted light. This application is concerned with magni-

fying, but it is really more concerned with experimenting

to find an explanation.

Here are three pairs of words:

SCIENCE BOOKRAW HIDE

CARBON DIOXIDE

Hold a cylindrical solid glass rod over the three pairs

of words, using it as a magnifying glass. A clear, solid, and

transparent plastic rod or handle could also be used as a

magnifying glass.

Notice that some words appear inverted but others

do not. Does this occur because red letters are refracted

differently than blue letters?

Make some words with red and blue letters to test your

explanation. What is your explanation for what you observed?

tiL04527_ch07_179-204.indd Page 191 5/8/08 10:57:16 PM user-s176 /Volumes/105/MHDQ042/mhtiL8%0/tiL8ch07

Closer LookOne or more boxed Closer Look features can be found in each chapter of Physical Science. These readings present topics of special human or environmental concern (the use of seat belts, acid rain, and air pollution, for example). In addition to envi-ronmental concerns, topics are presented on interesting tech-nological applications (passive solar homes, solar cells, catalytic converters, etc.) or on the cutting edge of scientific research (for example, El Niño and dark energy). All boxed features are informative materials that are supplementary in nature. The Closer Look readings serve to underscore the relevance of physical science in confronting the many issues we face daily.

Science and SocietyGeothermal Energy

Geothermal energy means earth (geo) heat (thermal) energy, or energy in the

form of heat from Earth. Beneath the sur-face of Earth is a very large energy resource in the form of hot water and steam that can be used directly for heat or converted to electricity.

Most of the U.S. geothermal resources are located in the western part of the nation where the Juan de Fuca Plate is subducted beneath the continental lithosphere. The Juan de Fuca partially melts, forming magma that is buoyed toward Earth’s surface, erupt-ing as volcanoes (see Figure 19.25). This subduction is the source of heating for the hot water and steam resources in ten western states. There are also geothermal resources in Hawaii from a different geo-thermal source.

One use of geothermal energy is to gen-erate electricity. Geothermal power plants are located in California (ten sites), Hawaii, Nevada (ten sites), Oregon, and Utah (two sites). These sites have a total generating capacity of 2,700 megawatts (MW), which is enough electricity to supply the needs of 3.5 million people. The world’s largest geo thermal power plant is located at the Geysers Power Plant in northern California. Dry steam provides the energy for twenty-three units at this site, which generate more than 1,700 MW of electrical power. All of the other sites use hot water rather than steam to generate electricity, with a total generating capacity of 1,000 MW.

In addition to producing electricity, geothermal hot water is used directly for space heating. Space heating in individual houses is accomplished by piping hot water from one geothermal well. District systems, on the other hand, pipe hot water from one or more geothermal wells to several build-ings, houses, or blocks of houses. Currently, geothermal hot water is used in individual and district space-heating systems at more than 120 locations. There are more than 1,200 potential geothermal sites that could be developed to provide hot water to more than 370 cities in eight states. The creation of such geothermal districts could result in a savings of up to 50 percent over the cost of natural gas heating.

Geothermal hot water is also used directly in greenhouses and aquaculture facilities. There are more than thirty-five large geothermal-energized greenhouses raising vegetables and flowers and more than twenty-five geothermal- energized aquacul-ture facilities raising fish in Arizona, Cali-fornia, Colorado, Idaho, Montana, Nevada, New York, Oregon, South Dakota, Utah, and Wyoming (see http://geoheat.oit.edu/drsys.htm. A food dehydration facility in Nevada, for example, uses geothermal energy to pro-cess more than 15 million pounds of dried onions and garlic per year. Other uses of geothermal energy include laundries, swim-ming pools, spas, and resorts. Over two hundred resorts are using geothermal hot water in the United States.

Geothermal energy is considered to be one of the renewable energy resources since the energy supply is maintained by plate tectonics. Currently, geother-mal energy production is ranked third behind hydroelectricity and biomass but ahead of solar and wind. It has been esti-mated that known geothermal resources could supply thousands of megawatts more power beyond current production, and development of the potential direct-use applications could displace the use—and greenhouse gas emissions—of 18 million barrels of oil per year.

QUESTIONS TO DISCUSS

Discuss with your group the following questions concerning the use of geothermal energy: 1. Why is the development of geothermal

energy not proceeding more rapidly? 2. Should the government provide

incentives for developing geothermal resources? Give reasons for your answer.

3. What are the advantages and disad-vantages of a government-controlled geothermal energy industry?

4. As other energy supplies become depleted, who should be responsible for developing new energy supplies, investor-owned industry or government agencies?

tiL04527_ch18_453-472.indd Page 467 5/8/08 11:03:24 PM user-s176 /Volumes/105/MHDQ042/mhtiL8%0/tiL8ch18

g ,being gathered and evaluated, and the exact number of plates and their boundaries are yet to be determined with certainty. The major question that remains to be answered is what drives the plates, moving them apart, together, and by each other? One explanation is that slowly turning convective cells in the plastic asthenosphere drive the plates (Figure 18.18). According to this hypothesis, hot mantle materials rise at the diverging boundaries. Some of the material escapes to form new crust, but most of it spreads out beneath the lithosphere. As it moves beneath the lithosphere, it drags the overlying plate with it. Eventually, it cools and sinks back inward under a sub duction zone.

There is uncertainty about the existence of convective cells in the asthenosphere and their possible role because of a lack of clear evidence. Seismic data is not refined enough to show convective cell movement beneath the lithosphere. In addition,

Myths, Mistakes, & Misunderstandings

Bye Bye California?It is a myth that California will eventually fall off the continent into the ocean. The San Andreas fault is the boundary between the Pacific and North American Plates. The Pacific Plate is mov-ing northwest along the North American Plate at 45 mm per year (about the rate your fingernails grow). The plates are mov-ing horizontally by each other, so there is no reason to believe California will fall into the ocean. However, some 15 million years and millions of earthquakes from now, Los Angeles might be across the bay from San Francisco. See “Earthquakes, Mega Quakes, and the Movies” at http://earthquake.usgs.gov/learning/topics.php?topicID= 36+topic=Myths

tiL04527_ch18_453-472.indd Page 465 5/8/08 11:03:02 PM user-s176 /Volumes/105/MHDQ042/mhtiL8%0/tiL8ch18

PREFACE xv

A Closer LookA Bicycle Racer’s Edge

Galileo was one of the first to recognize the role of friction in opposing motion.

As shown in Figure 2.9, friction with the sur-face and air friction combine to produce a net force that works against anything that is moving on the surface. This article is about air friction and some techniques that bike riders use to reduce that opposing force—perhaps giving them an edge in a close race.

The bike riders in Box Figure 2.1 are forming a single-file line, called a pace-line, because the slipstream reduces the air re sistance for a closely trailing rider. Cyclists say that riding in the slipstream of another cyclist will save much of their energy. They can move up to 5 mi/h faster than they would expending the same energy riding alone.

In a sense, riding in a slipstream means that you do not have to push as much air out of your way. It has been estimated that at 20 mi/h, a cyclist must move a little less than half a ton of air out of the way every min-ute. Along with the problem of moving air out of the way, there are two basic factors related to air resistance. These are (1) a

likely to have the lower-pressure-producing air turbulence behind (and resulting greater pressure in front) because it smoothes, or streamlines, the air flow.

The frictional drag of air is similar to the frictional drag that occurs when you push a book across a rough tabletop. You know that smoothing the rough tabletop will re-duce the frictional drag on the book. Like-wise, the smoothing of a surface exposed to moving air will reduce air friction. Cyclists accomplish this “smoothing” by wearing smooth Lycra clothing and by shaving hair from arm and leg surfaces that are exposed to moving air. Each hair contributes to the overall frictional drag, and removal of the arm and leg hair can thus result in seconds saved. This might provide enough of an edge to win a close race. Shaving legs and arms, together with the wearing of Lycra or some other tight, smooth-fitting garments, are just a few of the things a cyclist can do to gain an edge. Perhaps you will be able to think of more ways to reduce the forces that oppose motion.

BOX FIGURE 2.1 The object of the race

is to be in the front, to finish first. If this is

true, why are these racers forming a single-

file line?

turbulent versus a smooth flow of air and (2) the problem of frictional drag. A turbu-lent flow of air contributes to air resistance because it causes the air to separate slightly on the back side, which increases the pres-sure on the front of the moving object. This is why racing cars, airplanes, boats, and other racing vehicles are streamlined to a teardroplike shape. This shape is not as

tiL04527_ch02_027-062.indd Page 39 5/10/08 5:02:18 PM user-s200 /Volumes/105/MHDQ042/mhtiL8%0/tiL8ch02

tiL04527_fm_i-xx.indd Page xv 8/7/08 5:48:27 PM user-s180tiL04527_fm_i-xx.indd Page xv 8/7/08 5:48:27 PM user-s180 /Volumes/209/MHDQ042/mhtiL8%0/K4-Checked_Out/Volumes/209/MHDQ042/mhtiL8%0/K4-Checked_Out

END-OF-CHAPTER FEATURESAt the end of each chapter, students will find the following materials:

• Summary: highlights the key elements of the chapter. • Summary of Equations (chapters 1–13): reinforces reten-

tion of the equations presented. • Key Terms: gives page references for finding the terms

defined within the context of the chapter reading. • Applying the Concepts: tests comprehension of the material

covered with a multiple-choice quiz.• Questions for Thought: challenges students to demonstrate

their understanding of the topics. • Parallel Exercises (chapters 1–13): reinforces problem-

solving skills. There are two groups of parallel exercises, Group A and Group B. The Group A parallel exercises have complete solutions worked out, along with useful comments, in appendix E. The Group B parallel exer-cises are similar to those in Group A but do not contain answers in the text. By working through the Group A

parallel exercises and checking the solutions in appendix E, students will gain confidence in tackling the parallel exercises in Group B and thus reinforce their problem-solving skills.

• For Further Analysis: exercises include analysis or discussion questions, independent investigations, and activities intended to emphasize critical thinking skills and societal issues, and develop a deeper understanding of the chapter content.

• Invitation to Inquiry: exercises that consist of short, open-ended activities that allow you to apply investigative skills to the material in the chapter.

“The most outstanding feature of Tillery’s Physical Science is the use of the Group A Parallel Exercises. Prior to this text, I cannot count the number of times I have heard students state that they understood the material when presented in class, but when they tried the homework on their own, they were unable to remember what to do. The Group A problems with the complete solution were the perfect reminder for most of the students. I also believe that Tillery’s presentation of the material addresses the topics with a rigor necessary for a college-level course but is easily understandable for my students without being too simplistic. The material is challenging but not too overwhelming.”—J. Dennis Hawk, Navarro College

People Behind the ScienceFlorence Bascom (1862–1945)

Florence Bascom, a U.S. geologist, was an expert in the study of rocks and miner-

als and founded the geology department at Bryn Mawr College, Pennsylvania. This department was responsible for training the foremost women geologists of the early twentieth century.

Born in Williamstown, Massachusetts, in 1862, Bascom was the youngest of the six children of suffragist and school-teacher Emma Curtiss Bascom and William Bascom, professor of philosophy at Williams College. Her father, a supporter of suffrage and the education of women, later became president of the University of Wisconsin, to which women were admitted in 1875. Florence Bascom enrolled there in 1877 and with other women was allowed limited access to the facilities but was denied ac-cess to classrooms filled with men. In spite of this, she earned a B.A. in 1882, a B.Sc. in 1884, and an M.S. in 1887. When Johns Hopkins University graduate school opened to women in 1889, Bascom was allowed to enroll to study geology on the condition that she sat behind a screen to avoid distracting the male students. With the support of her advisor, George Huntington Williams, and her father, she managed in 1893 to become the second woman to gain a Ph.D. in geology (the first being Mary Holmes at the University of Michigan in 1888).

Bascom’s interest in geology had been sparked by a driving tour she took with her father and his friend Edward Orton, a geology professor at Ohio State. It was an exciting time for geologists with new areas opening up all the time. Bascom was also inspired by her teachers at Wisconsin and

Johns Hopkins, who were experts in the new fields of metamorphism and crystal-lography. Bascom’s Ph.D. thesis was a study of rocks that had previously been thought to be sediments but that she proved to be metamorphosed lava flows.

While studying for her doctorate, Bascom became a popular teacher, passing on her enthusiasm and rigor to her stu-dents. She taught at the Hampton Institute for Negroes and American Indians and at Rockford College before becoming an in-structor and associate professor at Ohio State University in geology from 1892 to 1895. Moving to Bryn Mawr College, where geology was considered subordi-nate to the other sciences, she spent two years teaching in a storeroom while build-ing a considerable collection of fossils, rocks, and minerals. While at Bryn Mawr, she took great pride in passing on her knowledge and training to a generation of women who would become successful. At Bryn Mawr, she rose rapidly, becoming reader (1898), associate professor (1903), professor (1906), and finally professor emeritus from 1928 till her death in 1945 in Northampton, Massachusetts.

Bascom became, in 1896, the first woman to work as a geologist on the U.S. Geological Survey, spending her summers mapping formations in Pennsylvania, Maryland, and New Jersey, and her win-ters analyzing slides. Her results were published in Geographical Society of America bulletins. In 1924, she became the first woman to be elected a fellow of the Geographical Society and went on, in 1930, to become the first woman vice

president. She was associate editor of the American Geologist (1896–1905) and achieved a four-star place in the first edi-tion of American Men and Women of Sci-ence (1906), a sign of how highly regarded she was in her field.

Bascom was the author of over forty research papers. She was an expert on the crystalline rocks of the Appalachian Piedmont, and she published her research on Piedmont geomorphology. Geologists in the Piedmont area still value her contribu-tions, and she is still a powerful model for women seeking status in the field of geol-ogy today.

Source: Modified from the Hutchinson Dictionary of Scientific Biography. © Research Machine’s plc 2006. All Rights Reserved. Helicon Publishing is a division of Research Machines.

tiL04527_ch01_001-026.indd Page 19 5/8/08 11:10:49 PM user-s176 /Volumes/105/MHDQ042/mhtiL8%0/tiL8ch01

24 CHAPTER 1 What Is Science? 1-24

QUESTIONS FOR THOUGHT

1. What is a concept? 2. What are two components of a measurement statement? What

does each component tell you? 3. Other than familiarity, what are the advantages of the English

system of measurement? 4. Defi ne the metric standard units for length, mass, and time. 5. Does the density of a liquid change with the shape of a container?

Explain. 6. Does a fl attened pancake of clay have the same density as the

same clay rolled into a ball? Explain. 7. What is an equation? How are equations used in the physical

sciences? 8. Compare and contrast a scientifi c principle and a scientifi c law. 9. What is a model? How are models used? 10. Are all theories always completely accepted or completely

rejected? Explain.

FOR FURTHER ANALYSIS

1. Select a statement that you feel might represent pseudoscience. Write an essay supporting and refuting your selection, noting facts that support one position or the other.

2. Evaluate the statement that science cannot solve human- produced problems such as pollution. What does it mean to say pollution is caused by humans and can only be solved by humans? Provide evidence that supports your position.

3. Make an experimental evaluation of what happens to the density of a substance at larger and larger volumes.

4. If your wage were dependent on your work-time squared, how would it aff ect your pay if you double your hours?

5. Merriam-Webster’s 11th Collegiate Dictionary defi nes science, in part, as “knowledge or a system of knowledge covering general truths or the operation of general laws especially as obtained and tested through scientifi c method.” How would you defi ne science?

6. Are there any ways in which scientifi c methods diff er from commonsense methods of reasoning?

7. Th e United States is the only country in the world that does not use the metric system of measurement. With this understanding, make a list of advantages and disadvantages for adopting the metric system in the United States.

INVITATION TO INQUIRY

Paper HelicoptersConstruct paper helicopters and study the effects that various variables have on their flight. After considering the size you wish to test, copy the patterns shown in Figure 1.17 on a sheet of notebook paper. Note that solid lines are to be cut and dashed lines are to be folded. Make three scissor cuts on the solid lines. Fold A toward you and B away from you to form the wings. Then fold C and D inward to overlap, forming the body. Finally, fold up the bottom on the dashed line and hold it together with a paper clip. Your finished product should look like the helicopter in Figure 1.17. Try a preliminary flight test by standing on a chair or stairs and dropping it.

Decide what variables you would like to study to find out how they influence the total flight time. Consider how you will hold everything else constant while changing one variable at a time. You can change the wing area by making new helicopters with more or less area in the A and B flaps. You can change the weight by adding more paper clips. Study these and other variables to find out who can design a helicopter that will remain in the air the longest. Who can design a helicopter that is most accurate in hitting a target?

A

A B

AB B

C D

FIGURE 1.17 Pattern for a paper helicopter.

tiL04527_ch01_001-026.indd Page 24 5/8/08 11:11:28 PM user-s176 /Volumes/105/MHDQ042/mhtiL8%0/tiL8ch01

xvi PREFACE

People Behind the ScienceMany chapters also have fascinating biographies that spotlight well-known scientists, past or present. From these People Be-hind the Science biographies, students learn about the human side of the science: physical science is indeed relevant, and real people do the research and make the discoveries. These read-ings present phys ical science in real-life terms that students can identify with and understand.

“The People Behind the Science features help relate the history of science and the contributions of the various individuals.”—Richard M. Woolheater, Southeastern Oklahoma State University

tiL04527_fm_i-xx.indd Page xvi 8/7/08 5:48:30 PM user-s180tiL04527_fm_i-xx.indd Page xvi 8/7/08 5:48:30 PM user-s180 /Volumes/209/MHDQ042/mhtiL8%0/K4-Checked_Out/Volumes/209/MHDQ042/mhtiL8%0/K4-Checked_Out

PREFACE xvii

Physical Science, but instructors can also edit questions, import their own content, and create announcements and due dates for assignments. ARIS has automatic grading and reporting of easy-to-assign homework, quizzing, and testing. All student activity within McGraw-Hill’s ARIS is automatically recorded and available to the instructor through a fully integrated grade book that can be downloaded to Excel.

APPENDIX DSolutions for Follow-Up Example Exercises

Note: Solutions that involve calculations of measurements are rounded up or down to conform to the rules for signficant fig-ures as described in Appendix A.

CHAPTER 1

1.2 m = 15.0 g V = 4.50 cm ρ = ?

ρ = m _ V

= 15.0 g

_ 4.50 cm3

= 3.33 g

_ cm3

CHATER 2

2.2 − v = 8.00 km/h t = 10.0 s d = ?

Th e bicycle has a speed of 8.00 km/h and the time factor is 10.0 s, so km/h must be converted to m/s:

− v = 0.2778 m _ s

_ km _

h

× 8.00 km _ h

= (0.2778) (8.00) m _ s × h _ km × km _ h

= 2.22 m _ s

− v = d _ t

− v t = dt _ t

d = vt

= (2.22 m _ s ) (10.0 s)

= (2.22) (10.0) m _ s × s _ 1

= 22.2 m

2.4 vi = 0 m _ s

vf = ?

t = 5 m _ s2 .

t = 6 s

a = vf − vi _ t ∴ vt = at + vi

= (5 m _ s2 ) (6 s)

= (5) (6) m _ s2 × s _ 1

= 30 m _ s

2.6 vi = 25.0 m _ s

vf = 0 m _ s

t = 10.0s a = ?

a = vt − vi _ t

= 0 m _ s − 25.0 m _ s

__ 10.0 s

= −25.0 _ 10.0 m _ s × 1 _ s

= −2.50 m _ s2

2.9 m = 20 kg F = 40 N a = ?

F = ma ∴ a = F _ m

= 40

kg . m _

s2 _

20 kg

= 40 _ 20 kg . m

_ s2

× 1 _ kg

= 2 m _ s2

tiL04527_app d_011-015.indd Page 11 5/8/08 11:13:09 PM user-s176 /Volumes/105/MHDQ042/mhtiL8%0/tiL8app

END-OF-TEXT MATERIALSAppendices providing math review, additional background de-tail, solubility and humidity charts, solutions for the in-chapter follow-up examples, and solutions for the Group A Parallel Ex-ercises can be found at the back of the text. There is also a glos-sary of all key terms, an index, and special tables printed on the inside covers for reference use.

SUPPLEMENTSPhysical Science is accompanied by a variety of multimedia supplementary materials, including an interactive ARIS site with testing software containing multiple-choice test items and other teacher resources. The supplement package also in-cludes a laboratory manual, both student and instructor’s edi-tions, by the author of the text.

MULTIMEDIA SUPPLEMENTARY MATERIALSMcGraw-Hill’s ARIS—Assessment, Review, and Instruction SystemMcGraw-Hill’s ARIS for Physical Science is a complete, online electronic homework and course management system designed for greater ease of use than any other system available. Avail-able with the Physical Science eighth edition text, instructors can create and share course materials and assignments with col-leagues with a few clicks of the mouse. All Po werPoint lectures, assignments, quizzes, an instructor’s lab manual, text images, an instructor’s manual, test bank questions, clicker questions, animations, and more are directly tied to text-specific materials in

Personal Response SystemsPersonal Response Systems (“clickers’) can bring interactivity into the classroom or lecture hall. Wireless response systems give the instructor and students immediate feedback from the entire class. The wireless response pads are essentially remotes that are easy to use and engage students. Clickers allow in-structors to motivate student preparation, interactivity, and active learning. Instructors receive immediate feedback to gauge which concepts students understand. Questions cover-ing the content of the Physical Science text and formatted in PowerPoint are available on ARIS for Physical Science.

Computerized Test Bank OnlineA comprehensive bank of test questions is provided within a computerized test bank powered by McGraw-Hill’s flexible elec-tronic testing program EZ Test Online (www.eztestonline.com). EZ Test Online allows instructors to create paper and online tests or quizzes in this easy-to-use program!

Imagine being able to create and access your test or quiz anywhere, at any time without installing the testing software. Now, with EZ Test Online, instructors can select questions from multiple McGraw-Hill test banks or author their own and then either print the test for paper distribution or give it online.

Test Creation• Author/edit questions online using the fourteen different

question type templates.• Create printed tests or deliver online to get instant scoring

and feedback.

tiL04527_fm_i-xx.indd Page xvii 8/7/08 5:48:31 PM user-s180tiL04527_fm_i-xx.indd Page xvii 8/7/08 5:48:31 PM user-s180 /Volumes/209/MHDQ042/mhtiL8%0/K4-Checked_Out/Volumes/209/MHDQ042/mhtiL8%0/K4-Checked_Out

• Create question pools to offer multiple versions online—great for practice.

• Export tests for use in WebCT, Blackboard, PageOut, and Apple’s iQuiz.

• Compatible with EZ Test Desktop tests already created.• Sharing tests with colleagues, adjuncts, TAs is easy.

Online Test Management• Set availability dates and time limits for the quiz or test.• Control how the test will be presented.• Assign points by question or question type with drop-

down menu.• Provide immediate feedback to students or delay until all

finish the test.• Create practice tests online to enable students mastery.• Your roster can be uploaded to enable student self-

registration.

Online Scoring and Reporting• Automated scoring for most of EZ Test’s numerous ques-

tion types• Allows manual scoring for essay and other open response

questions• Manual rescoring and feedback is also available.• EZ Test’s grade book is designed to easily export to your

grade book.• View basic statistical reports

Support and help• User’s Guide and built-in, page-specific help• Flash tutorials for getting started on the support site• Support website— www.mhhe.com/eztest• Product specialist available at 1-800-331-5094• Online training: http://auth.mhhe.com/mpss/workshops/

PRESENTATION CENTER Complete set of electronic book images and assets for instructors .

Build instructional materials wherever, whenever, and however you want!

Accessed from your textbook’s ARIS website, Presentation Center is an online digital library containing photos, artwork, animations, and other media types that can be used to create customized lectures, visually enhanced tests and quizzes, com-pelling course websites, or attractive printed support materials. All assets are copyrighted by McGraw-Hill Higher Education but can be used by instructors for classroom purposes. The visual resources in this collection include:

• Art and Photo Library: Full-color digital files of all of the illustrations and many of the photos in the text can be readily incorporated into lecture presentations, exams, or custommade classroom materials.

• Worked Example Library, Table Library, and Numbered Equations Library: Access the worked examples, tables, and equations from the text in electronic format for inclu-sion in your classroom resources.

• Animations Library: Files of animations and videos cov-ering the many topics in Physical Science are included so that you can easily make use these animations in a lecture or classroom setting.Also residing on your textbook’s ARIS website are:

• PowerPoint Slides: For instructors who prefer to create their lectures from scratch, all illustrations, photos, and tables are preinserted by chapter into blank PowerPoint slides.

• Lecture Outlines: Lecture notes, incorporating illustrations and animated images, have been written to the eighth edi-tion text. They are provided in PowerPoint format so that you may use these lectures as written or customize them to fit your lecture.

“I find Physical Science to be superior to either of the texts that I have used to date. . . . The animations and illustrations are better than those of other textbooks that I have seen, more realistic and less trivial.”—T. G. Heil, University of Georgia

ELECTRONIC BOOKSIf you or your students are ready for an alternative version of the traditional textbook, McGraw-Hill brings you innovative and inexpensive electronic textbooks. By purchasing e-books from McGraw-Hill, students can save as much as 50 percent on selected titles delivered on the most advanced e-book platforms available.

E-books from McGraw-Hill are smart, interactive, search-able, and portable, with such powerful tools as detailed searching, highlighting, note taking, and student-to-student or instructor-to-student note sharing. E-books from McGraw-Hill will help students to study smarter and quickly find the information they need. Students will also save money. Contact your McGraw-Hill sales representative to discuss e-book packaging options.

PRINTED SUPPLEMENTARY MATERIAL

Laboratory ManualThe laboratory manual, written and classroom tested by the au-thor, presents a selection of laboratory exercises specifically writ-ten for the interests and abilities of nonscience majors. There are laboratory exercises that require measurement, data analysis, and thinking in a more structured learning environment. Alternative exercises that are open-ended “Invitations to Inquiry” are pro-vided for instructors who would like a less structured approach. When the laboratory manual is used with Physical Science, stu-dents will have an opportunity to master basic scientific principles and concepts, learn new problem-solving and thinking skills, and understand the nature of scientific inquiry from the perspective of hands-on experiences. The instructor’s edition of the laboratory manual can be found on the Physical Science ARIS site.

xviii PREFACE

tiL04527_fm_i-xx.indd Page xviii 8/7/08 5:48:32 PM user-s180tiL04527_fm_i-xx.indd Page xviii 8/7/08 5:48:32 PM user-s180 /Volumes/209/MHDQ042/mhtiL8%0/K4-Checked_Out/Volumes/209/MHDQ042/mhtiL8%0/K4-Checked_Out

PREFACE xix

ACKNOWLEDGMENTSWe are indebted to the reviewers for the eighth edition for their constructive suggestions, new ideas, and invaluable advice. Special thanks and appreciation goes out to the eighth edition reviewers:

S. Ray Bullock, Grambling State UniversityBrian Carter, California State at San MarcosPamela M. Clevenger, Hinds Community CollegeTom Colbert, Augusta State UniversityGeorge T. Davis, Jr., Mississippi Delta Community CollegeJ. Dennis Hawk, Navarro CollegeAsaad Istephan, Madonna UniversityAndrew Kiruluta, Harvard UniversityCynthia M. Lamberty, Nicholls State UniversityEric C. Martell, Millikin UniversityPamela Ray, Chattahoochee Valley Community College

This revision of Physical Science has also been made possible by the many users and reviewers of its previous editions. The author and publisher are grateful to the following reviewers of previous editions for their critical reviews, comments, and suggestions:

Lawrence H. Adams, Polk Community CollegeMiah M. Adel, University of Arkansas at Pine BluffAdedoyin M. Adeyiga, Cheyney University of PennsylvaniaJohn Akutagawa, Hawaii Pacifi c UniversityArthur L. Alt, University of Great FallsBrian Augustine, James Madison UniversityRichard Bady, Marshall UniversityDavid Benin, Arizona State UniversityMichael Berheide, Berea CollegeRao Bidthanapally, Oakland UniversityIgnacio Birriel, Morehead State UniversityCharles L. Bissell, Northwestern State University of LouisianaCharles Blatchley, Pittsburg State UniversityW. H. Breazeale, Jr., Francis Marion CollegeWilliam Brown, Montgomery CollegePeter E. Busher, Boston UniversitySteven Carey, Mobile CollegeDarry S. Carlston, University of Central OklahomaStan Celestian, Glendale Community CollegePamela M. Clevenger, Hinds Community CollegeRandel Cox, Arkansas State UniversityPaul J. Croft, Jackson State UniversityKeith B. Daniels, University of Wisconsin–Eau ClaireValentina David, Bethune-Cookman CollegeCarl G. Davis, Danville Area Community CollegeJoe D. DeLay, Freed-Hardeman UniversityRenee D. Diehl, Pennsylvania State UniversityKarim Diff, Santa Fe Community CollegeBill Dinklage, Utah Valley State CollegePaul J. Dolan, Jr., Northeastern Illinois UniversityThomas A. Dooling, University of North Carolina at PembrokeLaurencin Dunbar, Livingstone CollegeAlan D. Earhart, Th ree Rivers Community CollegeDennis Englin, Th e Master’s College

Carl Frederickson, University of Central ArkansasSteven S. Funck, Harrisburg Area Community CollegeLucille B. Garmon, State University of West GeorgiaPeter K. Glanz, Rhode Island CollegeNova Goosby, Philander Smith CollegeD. W. Gosbin, Cumberland County CollegeOmar Franco Guerrero, University of DelawareFloretta Haggard, Rogers State CollegeRobert G. Hamerly, University of Northern ColoradoEric Harms, Brevard Community CollegeLouis Hart, West Liberty State CollegeJ. Dennis Hawk, Navarro CollegeT. G. Heil, University of GeorgiaL. D. Hendrick, Francis Marion CollegeEzat Heydari, Jackson State UniversityC. A. Hughes, University of Central OklahomaChristopher Hunt, Prince George’s Community CollegeJudith Iriarte-Gross, Middle Tennessee State UniversityBooker Juma, Fayetteville State UniversityAlice K. Kolalowska, Mississippi State UniversityLinda C. Kondrick, Arkansas Tech UniversityAbe Korn, New York City Tech CollegeEric T. Lane, University of Tennessee at ChattanoogaLauree G. Lane, Tennessee State UniversityRobert Larson, St. Louis Community CollegeWilliam Luebke, Modesto Junior CollegeDouglas L. Magnus, St. Cloud State UniversityStephen Majoros, Lorain County Community CollegeL. Whit Marks, Central State UniversityRichard S. Mitchell, Arkansas State UniversityJesse C. Moore, Kansas Newman CollegeMichael D. Murphy, Northwest Alabama Community CollegeMartha K. Newchurch, Nicholls State UniversityGabriel Niculescu, James Madison UniversityChristopher Kivuti Njue, Shaw UniversityIgnatius Okafor, Jarvis Christian CollegeKale Oyedeji, Morehouse CollegeOladayo Oyelola, Lane CollegeHarold Pray, University of Central ArkansasVirginia Rawlins, University of North TexasAntonie H. Rice, University of Arkansas at Pine BluffKaren Savage, California State University at NorthridgeR. Allen Shotwell, Ivy Tech State CollegeMichael L. Sitko, University of CincinnatiK. W. Trantham, Arkansas Tech UniversityR. Steven Turley, Brigham Young UniversityDavid L. Vosburg, Arkansas State UniversityLing Jun Wang, University of Tennessee at ChattanoogaMartha Reherd Weller, Middle Tennessee State UniversityJ. S. Whitaker, Boston UniversityDonald A. Whitney, Hampton UniversityLinda Wilson, Middle Tennessee State UniversityDavid Wingert, Georgia State UniversityRichard M. Woolheater, Southeastern Oklahoma State UniversityHeather Woolverton, University of Central ArkansasMichael Young, Mississippi Delta Community College

tiL04527_fm_i-xx.indd Page xix 8/7/08 5:48:32 PM user-s180tiL04527_fm_i-xx.indd Page xix 8/7/08 5:48:32 PM user-s180 /Volumes/209/MHDQ042/mhtiL8%0/K4-Checked_Out/Volumes/209/MHDQ042/mhtiL8%0/K4-Checked_Out

We would also like to thank the following contributors to the eighth edition:

J. Dennis Hawk, Navarro College, for his knowledge of student conceptual understandings, used in developing and revising the personal response system questions to accompany Physical Science, eighth edition.

Pamela M. Clevenger, Hinds Community College, for her creativity in revising the multimedia PowerPoint lecture outlines to accompany Physical Science, Eighth Edition.

Lee E. Evinger, Missouri Western State University, for his detailed and informative review of the Applying the Concepts end-of-chapter multiple-choice self-tests, which helped to greatly improve this set of questions for the eighth edition.

Zdeslay Hrepic, Fort Hays State University and Melinda Huff , Northeastern Oklahoma A & M College, for their detailed reviews of the Physical Science Laboratory Manual.

Last, I wish to acknowledge the very special contributions of my wife, Patricia Northrop Tillery, whose assistance and support throughout the revision were invaluable.

MEET THE AUTHOR

BILL W. TILLERYBill W. Tillery is professor emeritus of Physics at Arizona State University, where he was a member of the faculty from 1973 to 2006. He earned a bachelor’s degree at Northeastern State University (1960), and master’s and doctorate degrees

from the University of Northern Colorado (1967). Before moving to Arizona State University, he served as director of the Science and Mathematics Teaching Center at the Univer-sity of Wyoming (1969–73) and as an assistant professor at Florida State University (1967–69). Bill served on numerous councils, boards, and committees, and was honored as the “Outstanding University Educator” at the University of Wyo-ming in 1972. He was elected the “Outstanding Teacher” in the Department of Physics and Astronomy at Arizona State University in 1995.

During his time at Arizona State, Bill taught a variety of courses, including general education courses in science and so-ciety, physical science, and introduction to physics. He received more than forty grants from the National Science Foun dation, the U.S. Office of Education, from private industry (Arizona Public Service), and private foundations (The Flinn Founda-tion) for science curriculum development and science teacher inservice training. In addition to teaching and grant work, Bill authored or coauthored more than sixty textbooks and many monographs, and served as editor of three separate newsletters and journals between 1977 and 1996.

Bill has attempted to present an interesting, helpful program that will be useful to both students and instructors. Comments and suggestions about how to do a better job of reaching this goal are welcome. Any comments about the text or other parts of the program should be addressed to:

Bill W. Tillery e-mail: bill.tillery@asu.edu

xx PREFACE

tiL04527_fm_i-xx.indd Page xx 8/7/08 5:48:32 PM user-s180tiL04527_fm_i-xx.indd Page xx 8/7/08 5:48:32 PM user-s180 /Volumes/209/MHDQ042/mhtiL8%0/K4-Checked_Out/Volumes/209/MHDQ042/mhtiL8%0/K4-Checked_Out