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Student Edition
0-13-424599-7
Corrections of factual errors.
| Page |
Location |
Original |
Revision |
Date Posted |
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21
|
Figure 1-17 art |
Art not drawn to scale |
New Figure 1-17 art |
23-Mar-2001 |
|
28
|
Fig. 1-22 art |
Bottom piece of art is not drawn to scale. |
New Figure 1-22 (bottom) |
28-Mar-2001 |
|
49
|
Figure 2-10 art |
Art not drawn to scale |
New Figure 2-10 art |
26-Mar-2001 |
|
113
|
par. 4, line 4 |
"...it took almost 2100 years..." |
"...it took more than 2000 years..." |
14-Mar-2001 |
|
123
|
par. 4, lines 34 |
"...atomic mass of the element is the weighted average of the mass numbers of these isotopes." |
"...average atomic mass of the element is the weighted average of the atomic masses of these isotopes." |
14-Mar-2001 |
|
126
|
Careers, par. 3, lines 39 |
"...workshops. If you are interested in this career, you can learn more by writing to the American Federation of Teachers, 555 New Jersey Avenue, NW, Washington, DC 20001." |
"...workshops. If you are interested in this career, you can learn more by writing to the Science Teachers Association of Texas, P.O. Box 5095, Round Rock, TX 78683-5095." |
12-Jul-2001 |
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131
|
Summarizing Key Concepts, 5-1 An Atomic Model of Matter, first bullet, line 1 |
"More than 2400 years ago,..." |
"More than 2000 years ago,..." |
14-Mar-2001 |
|
131
|
Summarizing Key Concepts, 5-2, Structure of the Atom, lines 1416 |
"The atomic mass of an element is the average mass of all the existing isotopes the element." |
"The average atomic mass of an element is the weighted average of the atomic masses of its isotopes in a naturally occurring sample." |
14-Mar-2001 |
|
142�143
|
Periodic Table of Elements |
Period table data |
For the most current periodic table data, go to the NIST periodic table link on the first Science page of the Prentice Hall Web site. |
20-Mar-2001 |
|
145
|
par. 1, last line |
"...and atomic mass." |
"...and average atomic mass." |
12-Jul-2001 |
|
286
|
Figure 11-21 caption, lines 37 |
"A spiderwort plant is...stamens turn pink." |
Delete lines. |
14-Mar-2001 |
|
286
|
Figure 11-21 left photograph |
Spiderwort plant photograph |
Delete photograph. |
14-Mar-2001 |
|
307
|
par. 4, line 5 |
"...say at 10 km/hr..." |
"...say at 5 km/hr..." |
14-Mar-2001 |
|
307
|
par. 4, lines 24 |
"...at 16 km/hr. Would it...going faster than 16 km/hr?..." |
"...at 7 km/hr. Would it...going faster than 7 km/hr?..." |
14-Mar-2001 |
|
308
|
par. 1, line 3 |
"...moving at 26 km/hr..." |
"...moving at 12 km/hr..." |
14-Mar-2001 |
|
308
|
par. 1, lines 68 |
"...if you were rowing 16 km/hr upstream, you would be going 16 km/hr 10 km/hr, or 6 km/hr." |
"...if you were rowing 7 km/hr upstream, you would be going 7 km/hr 5 km/hr, or 2 km/hr." |
14-Mar-2001 |
|
321
|
Critical Thinking and Problem Solving, #3 art, mass labels |
Each train car has a mass of 10 kg. |
Change the mass of each train car to 10,000 kg. |
14-Mar-2001 |
|
321
|
Critical Thinking and Problem Solving, #3 art, speed labels |
Speed labels are 14 m/sec and 10 m/sec. |
Change the speed labels to 2 m/s and 1 m/s. |
14-Mar-2001 |
|
321
|
Critical Thinking and Problem Solving, #3.a., lines 23 |
"...moving at 14 m/sec? Of the car moving at 10 m/sec?" |
"...moving at 1 m/sec? Of the car moving at 2 m/sec?" |
14-Mar-2001 |
|
321
|
Critical Thinking and Problem Solving, #3.a., lines 34 |
"What is the total momentum of the system?" |
Delete sentence. |
14-Mar-2001 |
|
347
|
Critical Thinking and Problem Solving, #3, lines 15 |
"Suppose a 12-N force is required to push a crate across a floor when friction is not present. In reality...of 3 N. If you exert..." |
"Suppose a 15-N force is required to push a crate across a floor. If you exert..." |
14-Mar-2001 |
|
356
|
Figure 14-10 art labels |
"Weight = 1"
Weight = 1 + 2
Weight = 1 + 2 + 3
Weight = 1 + 2 + 3 + 4
Weight = 1 + 2 + 3 + 4 + 5" |
"Pressure = 1
Pressure = 1 + 1
Pressure = 1 + 1 + 1
Pressure = 1 + 1 + 1 + 1
Pressure = 1 + 1 + 1 + 1 + 1" |
14-Mar-2001 |
|
360
|
Fig. 14-15 caption, line 1 |
"...Sea in Israel relaxes..." |
"...Sea, which lies between Israel and Jordan, relaxes..." |
26-Jul-2001 |
|
369
|
Critical Thinking and Problem Solving, #1, line 3 |
"...a pressure of 1000..." |
"...a pressure of 10..." |
14-Mar-2001 |
|
466
|
Figure 18-12 art |
The slide valve is open when the piston is on the left, and closed when the piston is on the right. |
The slide valve should be open when the piston is on the right, and closed when the piston is on the left. |
14-Mar-2001 |
|
467
|
Careers Ceramic Engineer, par. 2, lines 38 |
"...write to National...FL 32611." |
"...write to American Ceramic Society, 735 Ceramic Place, Westerville, OH 43081." |
01-May-2001 |
|
468
|
Figure 18-13 Four-Stroke Cycle Engine art |
Art is incorrect. |
New Figure 18-13 art |
14-Mar-2001 |
|
662
|
Laboratory Investigation |
In the Heat of the Light |
Replace lab with a revised lab that appears in the 1999 edition of Exploring Physical Science. |
27-Mar-2001 |
|
795
|
col. 1 |
"atomic mass: average of the masses...of an element." |
"average atomic mass: weighted average of the atomic masses of an element's naturally occurring isotopes." |
14-Mar-2001 |
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805
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col. 2, Atomic mass entry |
"Atomic mass, 123, 145" |
"Average atomic mass, 123, 145" and re-alphabetize column. |
24-May-2001 |
Corrections of typographical or grammatical errors.
| Page |
Location |
Original |
Revision |
Date Posted |
|
92
|
par. 2, line 11 |
"...gases disolved in..." |
"...gases dissolved in..." |
23-Mar-2001 |
|
491
|
par. 2, line 2 |
"...also act as grounders..." |
"...also act as a ground..." |
14-Mar-2001 |
|
543
|
par. 4, line 1 |
"The one common element in all Faraday's..." |
"One common element in all of Faraday's..." |
01-May-2001 |
Changes for clarification.
| Page |
Location |
Original |
Revision |
Date Posted |
|
26
|
par. 2, last two lines |
"...this ruler is not drawn to scale...You cannot use it to make calculations." |
Delete lines. |
14-Mar-2001 |
|
28
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par. 6, lines 24 |
"...metric ruler. A rectangular solid is often called a regular solid. The volume of a regular solid..." |
"...metric ruler. The volume of a rectangular solid..." |
14-Mar-2001 |
|
53
|
Figure 2-14 caption, lines 710 |
"...These fish can maintain...within their body (inset)." |
"...Some fish can maintain...within their body." |
14-Mar-2001 |
|
53
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par. 2 |
"The density of water increases with depth. In other words, the density of water increases as you go deeper under the surface of the water. So the density of deep water is greater than 1 g/mL. At a certain depth, the scuba diver's density is equal to the water's density. The diver will not be able to sink below this depth." |
"To return to the water's surface, the diver's overall density must be less than 1 g/mL. How can the diver decrease her density? By increasing her overall volume without significantly increasing her mass. Divers wear a vest that they can fill with air. As air enters the vest, the diver's volume is increased, but the change in mass is very small. This increase in volume decreases the diver's density to less than 1 g/mL, causing the diver to slowly rise to the water's surface." |
23-Mar-2001 |
|
74
|
Problem Solving graph |
The slopes of the phase-change diagram's "solid", "liquid", and "gas" parts. |
The slope of the phase-change diagram's "liquid" part should be twice as steep as the "solid" and "gas" parts. |
23-Mar-2001 |
|
83
|
Critical Thinking and Problem Solving, #5 |
"An automobile mechanic may suggest that you test the pressure of the air in a car's tires after the car has been moving for a while and the tires have heated up. Why do you think this is good advice?" |
"An automobile mechanic may suggest that you test the pressure of the air in your car's tires. When should you do thisbefore driving or after driving?" |
14-Mar-2001 |
|
94
|
par. 1, lines 34 |
"Mercury and oil do not dissolve, or are insoluble, in water." |
"Oil does not dissolve, or is insoluble, in vinegar, which is made up of water." |
23-Mar-2001 |
|
107
|
Summarizing Key Concepts, 4-2 Mixtures, last bullet, line 2 |
"...in a given solvent at..." |
"...in a given amount of solvent at..." |
14-Mar-2001 |
|
124
|
Problem Solving, Improving the Odds, col. 2, par. 2, lines 79 |
"...soccer. Remember that...should equal 100 percent." |
"...soccer. In this problem, assume that the total probability for the seven events equals 100 percent." |
14-Mar-2001 |
|
158
|
par. 2, line 1 |
"...the lanthanoid series, is..." |
"...the lanthanoid series (also called the lanthanide series), is..." |
20-Mar-2001 |
|
158
|
par. 3, lines 12 |
"...the actinoid series. All..." |
"...the actinoid series (also called the actinide series). All..." |
20-Mar-2001 |
|
233
|
Figure 9-7 caption, lines 45 |
"...forms of the pure element:..." |
"...forms of the element:..." |
14-Mar-2001 |
|
255
|
Figure 10-5 art |
Monomers are different colors. |
New Figure 10-5 art |
24-Mar-2001 |
|
277
|
par. 3, lines 34 |
"...Transuranium elements (also known as synthetic elements) are..." |
"...Transuranium elements are..." |
14-Mar-2001 |
|
291
|
Summarizing Key Concepts, Section 11-2, fifth bullet, lines 12 |
"The decay of a radioactive element occurs at a fixed rate called the half-life." |
"The length of time needed for half of a given sample of a radioactive element to decay is called the half-life." |
14-Mar-2001 |
|
291
|
Summarizing Key Concepts, Section 11-2, first bullet, lines 12 |
"If the binding energythe force that holds the nucleus togetheris not strong,..." |
"If the binding energythe energy required to break up the nucleusis not strong,..." |
14-Mar-2001 |
|
291
|
Summarizing Key Concepts, Section 11-4, first bullet, lines 34 |
"...and bubble chamber. The Geiger counter can also measure radioactivity." |
"...and bubble chamber." |
14-Mar-2001 |
|
293
|
Critical Thinking and Problem Solving, #6 |
"Drawing Conclusions Why do you think...for a younger or an older woman to be exposed?" |
"Drawing Conclusions Why do you think...for an older woman to be exposed?" |
20-Mar-2001 |
|
303
|
Figure 12-5 caption, lines 23 |
"...objects on this scale. Where..." |
"...objects in this illustration. Where..." |
14-Mar-2001 |
|
320
|
Multiple Choice, #6, lines 12 |
"...down a river whose actual velocity is..." |
"...down a river flowing at a velocity of..." |
14-Mar-2001 |
|
351
|
last par., lines 34 |
"...when you suck on a straw..." |
"...when you use a straw..." |
14-Mar-2001 |
|
359
|
par. 1, lines 89 |
"...whose weight is greater than or equal to its own weight." |
"...whose weight is equal to the object's own weight." |
20-Apr-2001 |
|
359
|
par. 2, lines 1213 |
"...because the weight of the iceberg and the weight of the displaced water..." |
"...because the volume of the iceberg and the volume of the displaced water..." |
14-Mar-2001 |
|
359
|
par. 2, lines 89 |
"...its weight must be less than or equal to..." |
"...its weight must be equal to..." |
14-Mar-2001 |
|
362
|
par. 4, lines 67 |
"...when the wing moves forward, the air above the wing must travel a longer distance than the air..." |
"...when the wing moves forward, the air moves above and..." |
14-Mar-2001 |
|
363
|
par. 1, lines 15 |
"...below the wing. Recalling what you know...must be moving faster. According to Bernoulli's principle,..." |
"...below the wing. The air moves faster above the wing than below it because of a variety of factors like air density, wing shape, and wing tilt in the air. According to Bernoulli's principle,..." |
20-Mar-2001 |
|
364
|
par. 2, lines 12 |
"Bernoulli's principle can be used to explain much more than just the flight of..." |
"Bernoulli's principle helps explain the flight of..." |
14-Mar-2001 |
|
369
|
Critical Thinking and Problem Solving, #1, line 2 |
"...force of 100,000 N on a tabletop,..." |
"...force of 10,000 N on a tabletop,..." |
14-Mar-2001 |
|
369
|
Critical Thinking and Problem Solving, #1, line 7 |
"...tabletop were twice..." |
"...tabletop area was twice..." |
14-Mar-2001 |
|
369
|
Critical Thinking and Problem Solving, #1, lines 45 |
"...if the tabletop were twice..." |
"...if the tabletop area was twice..." |
14-Mar-2001 |
|
369
|
Critical Thinking and Problem Solving, #2, lines 34 |
"Using mercury,...describe an experiment..." |
"Describe an experiment..." |
14-Mar-2001 |
|
445
|
par. 1, line 1 |
"There is one exception to this rule, however." |
"There are some exceptions to this rule, however." |
14-Mar-2001 |
|
447
|
Figure 17-23 art |
Right piece of art is incorrect. |
New Figure 17-23 art |
04-May-2001 |
|
458
|
par. 6, line 3 |
"...(Black absorbs..." |
"...(Black surfaces absorb..." |
14-Mar-2001 |
|
495
|
par. 3, lines 34 |
"...is the amount of charge..." |
"...is a fixed amount of charge..." |
14-Mar-2001 |
|
604
|
Fig. 23-20 art |
Red sine waves |
Amplitude of the wave above the rest position (horizontal line) in each rectangle should be the same as the amplitude of the wave below the rest position. |
27-Mar-2001 |
|
614
|
Figure 24-1 caption, lines 79 |
"...be no sound. Why can't the astronaut...hear the engine?" |
"...be no sound. Can the astronaut hear the lunar vehicle's motors? If so, how?" |
14-Mar-2001 |
|
673
|
Figure 26-6 art (left image) |
Focal point needs to be moved. |
New Figure 26-6 art |
14-Mar-2001 |
|
674
|
Figure 26-8 art (left image) |
Focal point needs to be moved. |
New Figure 26-8 art |
14-Mar-2001 |
|
760
|
art |
There are no plus and minus signs on the battery. |
Add a plus sign to top left terminal and a minus sign to lower right terminal of the battery. |
25-Mar-2001 |
|
803
|
col. 1, static electricity |
"movement of charges...movement" |
"buildup of electric charge on an object" |
14-Mar-2001 |
Teacher's Edition
0-13-424607-1
Corrections of factual errors.
| Page |
Location |
Original |
Revision |
Date Posted |
|
311
|
Teaching Support, Annotation Key, Answers, #3 |
"The acceleration varies throughout the race. (Interpreting graphs)" |
"10 m/sec/sec. (Interpreting graphs)" |
14-Mar-2001 |
|
320
|
Critical Thinking and Problem Solving ans., #3.a. |
"140 kg-m/sec, 100 kg-m/sec, 240 kg-m/sec" |
"10,000 kg-m/sec, 20,000 kg-m/sec" |
14-Mar-2001 |
|
341
|
Multicultural Strategy, table heading |
"Force of Gravity" |
"Acceleration of Gravity" |
26-Mar-2001 |
|
347
|
Critical Thinking and Problem Solving ans., #3, lines 24 |
"...the crate. The 3-N force...to move the object." |
"...the crate." |
14-Mar-2001 |
|
367
|
Going Further: Enrichment, Part 2, lines 34 |
"...as when placed in mercury..." |
"...as when placed in water..." |
14-Mar-2001 |
|
369
|
Critical Thinking and Problem Solving ans. #1.a |
"...would be four times as great, or 400,000 N." |
"...would be twice as great, or 20,000 N." |
14-Mar-2001 |
|
369
|
Critical Thinking and Problem Solving ans. #1.b |
"The pressure would be one-fourth as great, or 250 N/square cm." |
"The pressure would be unchanged or 10 N/square cm." |
14-Mar-2001 |
|
494
|
Background Information, Current, line 7 |
"...6.25 [times ten to the eighth power]..." |
"...6.25 [times ten to the eighteenth power]..." |
14-Mar-2001 |
Corrections of typographical or grammatical errors.
| Page |
Location |
Original |
Revision |
Date Posted |
|
497
|
Background, head and lines 110 |
"Peizoelectricity Peizoelectricity is...In other words, a peizoelectric material will...exhibit the peizoelectric effect...the peizoelectric effect finds..." |
"Piezoelectricity Piezoelectricity is...In other words, a piezoelectric material will...exhibit the piezoelectric effect...the piezoelectric effect finds..." |
14-Mar-2001 |
Changes for clarification.
| Page |
Location |
Original |
Revision |
Date Posted |
|
326
|
Using the Visuals ans., bullet, 25 |
"...(Student responses might include that the sliding of surfaces is converted to rolling.)" |
"...(Students may respond that there is friction between the ground and the wheels and also in the bearings inside the wheels.)" |
20-Mar-2001 |
|
346
|
Concept Mastery ans., #7 |
"All falling objects accelerate at the same rate, regardless of their masses. As a result, the drop of rain and the boulder fall at the same rate." |
"All falling objects are accelerated by gravity at the same rate, regardless of their masses. As a result, the drop of rain and the boulder fall at the same rate due to gravity and in the absence of other forces acting on them." |
14-Mar-2001 |
|
363
|
Problem Solving ans., Attack of the Shower Curtain |
"This feature helps students...to tame the attacking shower curtain!" |
"This feature presents students with a real-life situation in which Bernoulli's principle plays a part. As the air in the shower compartment is heated by hot water, it rises and escapes over the top of the shower curtain rod. Cool, dense air from outside the shower compartment comes in below the shower curtain. The resultant air billows the shower curtain. When the air temperature inside and outside the shower compartment equalizes, the curtain falls. Bernoulli's principle comes into play during the equalization process, since the pressure exerted on the curtain by the faster-moving hot air is less than that exerted on the curtain by the slower-moving air." |
14-Mar-2001 |
|
369
|
Critical Thinking and Problem Solving ans., #2 |
"Each sample could be...the gold would sink." |
"Measure the volume and mass of each sample. Calculate the densities and compare them." |
14-Mar-2001 |
|
369
|
Critical Thinking and Problem Solving ans., #4 |
"Increasing the surface area of the aluminum foil (flattening it out) will help it float. Decreasing the surface area (crushing it into a ball) will help it sink." |
"Crushing or folding the foil before placing it in the water will cause it to float due to trapped air. The weight of the volume of water displaced by the foil and the air trapped in it will be less than the weight of the crushed or folded foil and the air trapped in it, which will cause the foil to float. Increasing the surface area of the aluminum foil (e.g. flattening it out) when it is under water, in the absence of air, will help it float under water. Decreasing the surface area (e.g. crushing it into a ball) when it is underwater, in the absence of air, will help it sink." |
28-Mar-2001 |
|
373
|
Apply, Activity, Calculating ans., par. 3 |
"When she drags the suitcase 25 meters, the work is 100 newtons times 25 meters, or 2500 joules (assuming that all force is exerted in the horizontal direction.)" |
"When she drags the suitcase 25 meters, the work is 25 meters times the force of friction, which is not given in the problem (assuming that all force is exerted in the horizontal direction)." |
20-Mar-2001 |
|
498
|
Teaching Support, Historical Note, col. 1, lines 79 |
"...terms. Many people believe that Ohm's law is the most important single electric formula a student will ever learn." |
"...terms. Ohm's law is one of the most important electric formulas a student can learn." |
26-Mar-2001 |
|
615
|
Teaching Support, Annotation Key, Answers, #1 |
"There would be no sound...to carry the sound. (Relating..." |
"Answers will vary, but the lunar vehicle's motor vibrations might be transmitted through the vehicle and the protective suit to the astronaut's ears as sound. (Relating..." |
20-Mar-2001 |
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