| |
Student Edition
0-13-435873-2
Corrections of factual errors.
| Page |
Location |
Original |
Revision |
Date Posted |
|
14
|
Fig. 1-10 data tables |
Replace data. |
Revised Figure 1-10 Data Table |
19-Dec-2001 |
|
14
|
par. 1 |
"temperature. The containers are...is called the control setup." |
New Page 14 Paragraph |
19-Dec-2001 |
|
14
|
par. 2, line 2 |
"...water, a scientist must..." |
"...water, the friends must..." |
19-Dec-2001 |
|
14
|
subsection head |
"Recording and Analyzing Data" |
"Recording and Analyzing Data and Observations" |
19-Dec-2001 |
|
15
|
Fig. 1-11 caption, lines 2–3 |
"...presented in graphs." |
"...presented in graphs. Each graph must have labels (with units) on both axes." |
19-Dec-2001 |
|
15
|
graphs |
Replace graphs. |
Revised Figure 1-11 Graphs |
19-Dec-2001 |
|
15
|
par. 2, lines 4–5 |
"...was 25°C. The lowest...was –10°C. So the vertical..." |
"...was about 21°C. The lowest...was about –7°C. So the vertical..." |
19-Dec-2001 |
|
15
|
par. 3, lines 5–7 |
"...was 25°C. So the scientists would...and 25°C..." |
"...was about 21°C. So the scientists would...and 21°C..." |
19-Dec-2001 |
|
15
|
par. 3, lines 9–10 |
"...and 20°C. So the scientist would..." |
"...and about 17°C. So the friends would..." |
19-Dec-2001 |
|
16
|
par. 1, lines 2–3 |
"...from the 20°C interval...The scientist would..." |
"...from the 17°C interval...The friends would..." |
14-Mar-2002 |
|
16
|
par. 1, lines 5–6 |
"...and 20°C. The scientist would..." |
"...and 17°C. They would..." |
14-Mar-2002 |
|
16
|
par. 2, line 4 |
"...Then the scientist would..." |
"...Then, they would..." |
13-Mar-2002 |
|
16
|
par. 2, lines 1–2 |
"...plotted, the scientist would..." |
"...plotted, the friends would..." |
14-Mar-2002 |
|
28
|
Fig. 1-22 art |
Bottom piece of art is not drawn to scale. |
New Figure 1-22 art (bottom) |
28-Mar-2001 |
|
50
|
Fig. 2-11 |
"Iron 7.86"
"Sugar 1.59" |
"Gasoline 0.7"
"Water (liquid) 1.0" |
29-Feb-2000 |
|
54
|
Problem Solving feature |
Remove photograph, and replace text. |
Page 54 Replacement Text |
19-Dec-2001 |
|
123
|
par. 4, lines 3–4 |
"...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." |
19-Dec-2001 |
|
124
|
Problem Solving |
Revise activity. |
Revised Page 124 Problem Solving |
01-Dec-2001 |
|
124
|
par. 1, line 3 |
"...about 1/2000 the..." |
"...about 1/1836 the..." |
01-Dec-2001 |
|
124
|
par. 1, lines 5–6 |
"...of 0.0006 amu..." |
"...of 0.00055 amu..." |
19-Dec-2001 |
|
126
|
Careers, par. 3, lines 3–9 |
"...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 National Science Teachers Association, 1840 Wilson Boulevard, Arlington, VA 22201-3000." |
19-Dec-2001 |
|
131
|
Summarizing Key Concepts, 5-2 Structure of the Atom, lines 14–16 |
"The atomic mass of an element is the weighted average of the mass numbers of its isotopes in a naturally occurring sample" |
"The average atomic mass of an element is the weighted average of the atomic masses of its isotopes in a naturally occurring sample" |
19-Dec-2001 |
|
142�143
|
Periodic Table of Elements |
Periodic table date |
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. |
09-Feb-2001 |
|
145
|
Fig. 6-10 caption, line 5 |
"and atomic mass of that element." |
"and average atomic mass of that element." |
15-Jun-2000 |
|
145
|
par. 3, last line |
"atomic mass of the element." |
"average atomic mass of the element." |
15-Jun-2000 |
|
165
|
col. 2, line 5 |
"number, and atomic mass." |
"number, and average atomic mass." |
15-Jun-2000 |
|
225
|
par. 3, line 4 |
"the sugar and cream in ice cream...." |
"the cream in ice cream...." |
15-Jun-2000 |
|
233
|
Activity |
Replace "Octane Rating" Activity. |
New Page 233 Activity |
01-Dec-2001 |
|
233
|
Fig. 9-7 caption, line 2 |
"...than 2 million..." |
"...than 15 million..." |
01-Dec-2001 |
|
233
|
Fig. 9-7 caption, lines 4–5 |
"...the pure element:..." |
"...the element:..." |
19-Dec-2001 |
|
255
|
Fig. 10-5 |
Monomers are different colors. |
New Figure 10-5 art |
27-Mar-2001 |
|
269
|
Fig. 11-4, col. 3 |
"Atomic Number" |
"Charge on Radiation" |
29-Feb-2000 |
|
308
|
Fig. 12-11 art, labels |
"1800 km/hr
41,000 km/hr" |
"1500 km/hr
40,700 km/hr" |
01-Dec-2001 |
|
308
|
par. 2, lines 5–6 |
"...about 1800 km/hr. Thus...of 1800 km/hr..." |
"...about 1500 km/hr. Thus...of about 1500 km/hr..." |
19-Dec-2001 |
|
321
|
Critical Thinking and Problem Solving, #3, art labels |
"14 m/sec
10 m/sec
10 kg" |
"3 m/sec
2 m/sec
10,000 kg" |
01-Dec-2001 |
|
321
|
Critical Thinking and Problem Solving, #3, lines 2–3 |
"...at 14 m/sec...at 10 m/sec..." |
"...at 3 m/sec...at 2 m/sec..." |
19-Dec-2001 |
|
356
|
Fig. 14-10 art |
Revise art labels. |
New Figure 14-10 Labels |
01-Dec-2001 |
|
359
|
par. 1, line 9 |
"...weight is greater than or equal to its own weight." |
"...weight is equal to the object's own weight." |
20-Apr-2001 |
|
359
|
par. 2, line 8 |
"...must be less than or equal..." |
"...must be equal..." |
29-Feb-2000 |
|
359
|
par. 2, lines 12–13 |
"...the weight of the iceberg and the weight of the..." |
"...the volume of the iceberg and the volume of the..." |
19-Dec-2001 |
|
360
|
par. 2, line 7 |
"...equal to or greater than their..." |
"...equal to their..." |
03-Mar-2000 |
|
367
|
14-4 Buoyancy, Key Concept #3, line 2 |
"...force on the object is greater than or equal to..." |
"...force on the object is equal to..." |
29-Feb-2000 |
|
369
|
Concept Mastery, #10 |
"Hummingbirds...flight. Explain." |
"One way to increase the lift for an airplane is to design it with wings that have a larger area. Why?" |
01-Dec-2001 |
|
369
|
Critical Thinking and Problem Solving, #1, line 3 |
"...a pressure of 1000..." |
"...a pressure of 10..."
|
11-Mar-2001 |
|
466
|
Fig. 18-12 art |
Replace art. |
New Figure 18-12 Art |
01-Dec-2001 |
|
466
|
Fig. 18-12 caption, line 2 |
"...converts heat energy..." |
"...converts thermal energy..." |
01-Dec-2001 |
|
467
|
Careers Ceramic Engineer, par. 2, lines 3–8 |
"...write to National...FL 32611." |
"...write to American Ceramic Society,
735 Ceramic Place,
Westerville, OH 43081." |
19-Dec-2001 |
|
488
|
par. 2, last two lines |
"...another. However,...at rest." |
"...another." |
01-Dec-2001 |
|
604
|
Fig. 23-20 art |
Replace art. |
New Figure 23-20 Art |
01-Dec-2001 |
|
662
|
Laboratory Investigation |
In the Heat of the Light |
New Laboratory Investigation |
27-Mar-2001 |
|
670
|
Fig. 26-2 art |
Replace art. |
New Figure 26-2 Art |
01-Dec-2001 |
|
691
|
par. 2, line 4 |
"...if it is closer than 15 centimeters..." |
"...if it is closer than 8 centimeters..." |
29-Feb-2000 |
|
795
|
atomic mass definition |
"atomic mass: weighted average of the mass numbers of an element's naturally occurring isotopes." |
"average atomic mass: weighted average of the atomic masses of an element's naturally occurring isotopes." |
16-May-2000 |
|
803
|
col. 1, static electricity |
"movement of...further movement" |
"the build up of unbalanced electric charges on an object" |
01-Dec-2001 |
|
805
|
col. 2 |
"Atomic mass,..." |
"Average atomic mass,..." |
20-Apr-2001 |
Corrections of typographical or grammatical errors.
| Page |
Location |
Original |
Revision |
Date Posted |
|
16
|
par. 3, line 5 |
"...experiment, the scientist..." |
"...experiment, a scientist..." |
14-Mar-2002 |
|
92
|
par. 2, line 11 |
"...disolved..." |
"...dissolved..." |
29-Feb-2000 |
|
294
|
col. 1, par. 2, last line |
"...—and" |
"...—and its complete name" Buckminsterfullerene." |
19-Dec-2001 |
|
352
|
par. 1, line 5 |
"See Figure 14-4." |
"See Figure 14-5." |
29-Feb-2000 |
|
359
|
Fig. 14-13, label |
"Bouyant force." |
"Buoyant force." |
29-Feb-2000 |
|
495
|
par. 3, lines 2–3 |
"...is the amphere (A). The amphere,..." |
"...is the ampere (A). The ampere,..." |
19-Dec-2001 |
|
499
|
par. 3, line 4 |
"...wire (I) is euqal..." |
"...wire (I) is equal..." |
29-Feb-2000 |
|
543
|
par. 4, line 1 |
"The one common element in all Faraday's..." |
"One common element in all of Faraday's..." |
04-May-2001 |
|
606
|
Fig. 23-23 caption, lines 5–6 |
"...through the air and the wooden resonance box,..." |
"...through the air to the wooden resonance box,..." |
19-Dec-2001 |
|
678
|
Activity, line 11 |
"...Connecticut Yankee..." |
"...A Connecticut Yankee..." |
02-Mar-2000 |
Changes for clarification.
| Page |
Location |
Original |
Revision |
Date Posted |
|
8
|
Fig. 1-3 caption |
"It had long been a theory that a liquid did not retain its shape when removed from its container. However, scientists were forced to change that theory after observing the photographs shown here. The photographs show that the water in the balloon retained its balloon shape for 12 to 13 millionths of a second after the balloon had been burst by a dart." |
"Science requires careful observations of the world around us. For example, using a highspeed camera and flash, it is possible to study, in great detail, the way the water in a water balloon behaves when the balloon bursts." |
15-Dec-2000 |
|
14
|
par. 3, lines 4–5 |
"...data. To do so, a scientist might construct a graph on which to plot the data. Because..." |
"...data. To do so, the data might be plotted on graphs. Because..." |
19-Dec-2001 |
|
16
|
par. 3, lines 2–3 |
"...A scientist must run an..." |
"...A scientist usually runs an..." |
14-Mar-2002 |
|
16
|
par. 4, lines 1–3 |
"If the two friends...as a scientist, they would..." |
"The two friends would..." |
14-Mar-2002 |
|
21
|
Fig. 1-17 |
Art is not to scale. |
New Figure 1-17 art |
27-Mar-2001 |
|
26
|
par. 2, last two lines |
"Keep in mind...to make calculations" |
Delete lines. |
10-Feb-2001 |
|
28
|
par. 6, lines 2–4 |
"...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..." |
19-Dec-2001 |
|
35
|
Summarizing Key Concepts, Section 1-4, third bullet, lines 2–3 |
"...an irregular solid. The volume of a regular solid..." |
"...an irregular-shaped solid. The volume of a rectangular solid..." |
19-Dec-2001 |
|
43
|
par. 2, line 9 |
"...a force must..." |
"...an unbalanced force must..." |
01-Dec-2001 |
|
43
|
par. 2, lines 1–2 |
"Scientists have another...an object." |
"The definition of mass scientists use is that mass is a measure of the inertia (ihn-ER-shuh) of an object." |
19-Dec-2001 |
|
43
|
par. 2, lines 6–7 |
"...rest, a force must..." |
"...rest, an unbalanced force must..." |
19-Dec-2001 |
|
44
|
margin |
Activity: Discovering Demonstrating Inertia |
Activity deleted. |
29-Feb-2000 |
|
49
|
Fig. 2-10 |
Art is not to scale. |
New Figure 2-10 |
27-Mar-2001 |
|
53
|
Fig. 2-14 caption, lines 7–10 |
"...These fish can maintain...within their body (inset)." |
"...Some fish can maintain...within their body." |
19-Dec-2001 |
|
53
|
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." |
16-May-2000 |
|
59
|
Concept Mastery #2 |
"Why are astronauts floating above the Earth in a Space Shuttle really not weightless?" |
Question deleted and remaining questions renumbered. |
29-Feb-2000 |
|
61
|
caption lines 2–3 |
"...freezes into ice. How does ice...?" |
"...begins to freeze. How does this action...?" |
19-Dec-2001 |
|
61
|
par. 3, line 2 |
"...by ice?" |
"...by freezing water?" |
29-Feb-2000 |
|
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. |
28-Mar-2001 |
|
74
|
Problem Solving, col. 1, par. 1, line 2 |
"..changes. Heat is energy that causes..." |
"..changes. Energy added as heat causes..." |
01-Dec-2001 |
|
74
|
Problem Solving, diagram |
Revise diagram. |
Revised Page 74 Diagram |
01-Dec-2001 |
|
75
|
Fig. 3-18, caption, lines 3–6 |
"Dry ice becomes gaseous carbon dioxide (top) and iodine crystals become gaseous iodine (bottom)." |
"Dry ice (top) becomes gaseous carbon dioxide and iodine crystals (bottom) become gaseous iodine." |
19-Dec-2001 |
|
76
|
par. 1, lines 4–5 |
"...In this particular case, physical properties are not very useful..." |
"...In this particular case, these physical properties are not very useful..." |
19-Dec-2001 |
|
94
|
par. 1, lines 3–4 |
"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." |
19-Dec-2001 |
|
97
|
par. 5, lines 4–5 |
"...in 1813, a system of representing the elements with symbols was introduced..." |
"...in 1813, a system of representing the elements with symbols based on their Latin names was introduced..." |
19-Dec-2001 |
|
100
|
par. 2, lines 3–7 |
"The compound copper sulfide, which is also known as the ore chalcocite, can be separated into the elements copper and sulfur by heating it to a high temperature." |
"The compound tin oxide, which is also known as the ore cassiterite, can be separated into the elements tin and oxygen by heating it to a high temperature." |
19-Dec-2001 |
|
107
|
Summarizing Key Concepts, 4-2 Mixtures, last bullet, line 2 |
"...in a given solvent at..." |
"...in a given amount of solvent at..." |
12-Feb-2001 |
|
113
|
par. 4, line 4 |
"...almost 2100..." |
"...more than 2000..." |
29-Feb-2000 |
|
124
|
Problem Solving, Improving the Odds, col. 2, par. 2, lines 7–9 |
"...soccer. Remember that...should equal 100 percent." |
"...soccer. Remember that the total probability for all possible locations is 100 percent." |
19-Dec-2001 |
|
125
|
Activity, part f, lines 6–8 |
"...fluorine, atomic number 9; neon, atomic number 10; or sodium, atomic number 11?" |
"...fluorine (9), neon (10), or sodium (11)?" |
19-Dec-2001 |
|
127
|
Fig. 5-19 caption, lines 4–5 |
"...The fuzzy areas between atoms represent bonds." |
Delete sentence. |
19-Dec-2001 |
|
129
|
Fig. 5-22 caption, lines 14–16 |
"Often these new chemicals are analyzed atom by atom in a laboratory...." |
Delete sentence. |
19-Dec-2001 |
|
147
|
par. 2, line 2 |
"...elements in..." |
"...oxygen in..." |
29-Feb-2000 |
|
150
|
par. 2, lines 5–7 |
"Hydrogen also has 1 electron in its outer shell. In many ways, it behaves like the alkali metals." |
Delete sentences. |
19-Dec-2001 |
|
150
|
par. 3, lines 15–17 |
"...may explode." |
"...may explode. For this reason, alkali metals are usually stored under oil or kerosene to keep them from reacting with oxygen and moisture in the air." |
19-Dec-2001 |
|
151
|
Fig. 6-17, caption, lines 4–5 |
"Which alkali metal has radioactive isotopes?" |
Question deleted. |
19-Dec-2001 |
|
231
|
par. 3, lines 4–5 |
"A salt is a neutral substance." |
Sentence deleted. |
19-Dec-2001 |
|
233
|
par. 5, line 2 |
"...complex involves thousands of carbon..." |
"...complex carbon compounds contain bonds between many carbon..." |
01-Dec-2001 |
|
249
|
Concept Mastery, #6, lines 1–3 |
"In this chapter,...alcohols not bases." |
Revised Page 249 Concept Mastery Item 6 |
06-Mar-2002 |
|
277
|
par. 3, line 4 |
"...elements (also known as synthetic elements) are..." |
"...elements are..." |
01-Dec-2001 |
|
277
|
par. 3, line 8 |
"...been formed by..." |
"...been synthesized by..." |
01-Dec-2001 |
|
286
|
Fig. 11-21 (left) |
Photograph of a spiderwort plant. |
Photograph deleted. |
29-Feb-2000 |
|
286
|
Fig. 11-21, caption, lines 3–7 |
"A spiderwort plant is nature's radiation detector. The stamens of the spiderwort flower are usually blue. In the presence of radiation the stamens turn pink." |
All three sentences deleted. |
19-Dec-2001 |
|
301
|
Activity |
Doing
Stargazing |
New Activity Sunrise, Sunset |
19-Jul-2000 |
|
303
|
Fig. 12-5 caption, lines 2–3 |
"...objects on this scale. Where..." |
"...objects. Where..." |
19-Dec-2001 |
|
307
|
par. 4, last line |
"...km/hr. Since you are rowing..." |
"...km/hr. Because you are moving..." |
01-Dec-2001 |
|
307
|
par. 4, lines 1–2 |
"...are rowing a boat downstream at 16 km/hr. Would..." |
"...are in a boat moving downstream at 16 km/hr relative to the water. Would..." |
19-Dec-2001 |
|
308
|
par. 1, lines 6–8 |
"...were rowing 16 km/hr upstream, you...km/hr." |
"...were moving at 16 km/hr upstream relative to the water, you...km/hr relative to the shore." |
19-Dec-2001 |
|
311
|
Fig. 12-13 |
Data table and graph are confusing. |
Delete 9 seconds and 405 meters from table, and re-scale and re-draw graph. |
09-Mar-2000 |
|
331
|
Activity |
Demonstrating Inertia
Obtain a playing card or index card, several coins of different sizes, and an empty glass. Place the card on top of the glass.
Use the coins to design an experiment whose results can be explained using Newton's first law of motion. You should show that an object with more mass has more inertia. |
Demonstrating Inertia
Tape one end of a length of string (1 m) to a table tennis ball. Suspend the ball in front of you. Swing it in a horizontal circle. Keep the ball 2.5 cm above the floor. Let go of the string. Observe the direction in which the ball rolls. Repeat several times, letting go of the string at different points. Make drawings of what you observe. |
29-Feb-2000 |
|
339
|
Activity |
Doing: Science and the Leaky Faucet |
Activity deleted. |
29-Feb-2000 |
|
347
|
Critical Thinking and Problem Solving, #3, lines 1–3 |
"Suppose a 12-N force is required to push a crate across a floor when friction is not present. In reality, friction exerts a force of 3N." |
"Suppose a 15-N force is required to push a crate across a floor." |
19-Dec-2001 |
|
351
|
last par., lines 3–4 |
"...when you suck on a straw..." |
"...when you use a straw..." |
19-Dec-2001 |
|
352
|
Fig. 14-4, caption |
"...The air pressure pushing down on the liquid outside the straw is greater than the air pressure inside the straw. This difference in pressure forces the liquid up." |
Both sentences deleted. |
03-Mar-2000 |
|
352
|
Fig. 14-5, caption, lines 3–7 |
No figure and caption. |
Art of what is happening in Fig. 14-4.
Caption: "This drawing shows what happens in Figure 14-4. The air pressure pushing down on the liquid outside the straw is greater than the pressure inside the straw. The difference in pressure forces the liquid up." |
19-Dec-2001 |
|
353
|
Fig. 14-5 and caption |
Photograph of a champagne bottle being uncorked. |
Photograph deleted. |
29-Feb-2000 |
|
356
|
par. 2, line 6 |
"...the force of gravity, the..." |
"...the weight of the fluid above, the..." |
01-Dec-2001 |
|
360
|
Activity: Discovering An Archimedean Trick |
"1. ...such as a die." |
"1. ...such as a game cube." |
02-Mar-2000 |
|
365
|
Connections caption |
"Bernoulli's principle explains how air moving around a wing produces a force." |
"Bernoulli's principle helps explain how air moving around a wing produces a force." |
07-May-2001 |
|
365
|
Connections, Airplane Wings, lines 1–3 |
"The top of an airplane wing is curved. Air that moves...along the bottom of the wing. As a result, the air moving..." |
"The top of this airplane wing is curved. Air that moves...along the bottom of the wing. Also, the air moving..." |
19-Dec-2001 |
|
365
|
Connections, Bird Wings, lines 1–2 |
"Like an airplane wing, a bird's wing is curved..." |
"Like the airplane wing above, a bird's wing is curved..." |
19-Dec-2001 |
|
365
|
Connections, Spoilers, lines 1–2 |
"...is curved on the lower side, so a spoiler is an upside-down wing. The greater pressure..." |
"...is curved on the lower side, so a spoiler is an upside-down version of the airplane wing above. The greater pressure..." |
19-Dec-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,..." |
12-Mar-2001 |
|
369
|
Critical Thinking and Problem Solving, #1.a |
"...if the tabletop were twice as large?" |
"...if the tabletop area was twice as large?" |
11-Mar-2001 |
|
369
|
Critical Thinking and Problem Solving, #1.b |
"...if the tabletop were twice as large?" |
"...if the tabletop area was twice as large?" |
11-Mar-2001 |
|
373
|
Activity, par. 1, last two lines |
"...ran 25 meters." |
"...ran to the boarding gate." |
01-Dec-2001 |
|
373
|
Activity, par. 3, lines 1–2 |
"...the work done would change if..." |
"...the work would have been done if..." |
19-Dec-2001 |
|
373
|
par. 1, lines 2–3 |
"...that the distance...the same direction..." |
"...that there must be motion of the object along the same direction..." |
19-Dec-2001 |
|
373
|
par. 2, lines 2–4 |
"...object times...object moves):" |
"...object along the direction the object moves times the distance the object moves." |
19-Dec-2001 |
|
447
|
Fig. 17-23 art |
Right piece of art is incorrect. |
New Figure 17-23 art |
04-May-2001 |
|
453
|
par. 2, lines 7–8 |
"...radiation (heat) from the sun." |
"...radiation given off by the Earth's surface." |
19-Dec-2001 |
|
466
|
Guide for Reading, bullet |
"...use heat energy..." |
"...use thermal energy..." |
01-Dec-2001 |
|
466
|
par. 1, line 2 |
"...work produces heat." |
"...work can produce heat." |
01-Dec-2001 |
|
466
|
par. 1, line 4 |
"...convert heat energy..." |
"...convert thermal energy..." |
01-Dec-2001 |
|
466
|
par. 1, lines 6–7 |
"...energy, such as heat, can be converted into any other form of..." |
"...energy, including thermal energy, can be converted at least partly into other forms of..." |
19-Dec-2001 |
|
466
|
par. 2, line 1 |
"All heat..." |
"Most heat..." |
01-Dec-2001 |
|
488
|
par. 1, lines 7–11 |
"...induction. The electric charges...near the rod. Because..." |
"...induction. The approaching negatively charged rod repels negative charges in the molecules of the paper. The molecules become polarized, with negative charges in the moelcules on the side away from the rod and positive charges closer to the rod. Because..." |
19-Dec-2001 |
|
488
|
par. 2, lines 2–3 |
"...movement is called static electricity. The..." |
"...movement results in a static charge on each object. The..." |
19-Dec-2001 |
|
488
|
par. 2, lines 4–5 |
"...buildup of electric..." |
"...buildup of unbalanced electric..." |
19-Dec-2001 |
|
495
|
par. 2, lines 1–2 |
"...a source,..." |
"...a voltage source,..." |
19-Dec-2001 |
|
495
|
par. 3, line 4 |
"...is the amount of charge that flows past a point per second. Scientists..." |
"...is a current of one coulomb of charge per second flowing past a point. Scientists..." |
01-Dec-2001 |
|
497
|
par. 1, line 7 |
"The electric eel, for example, kills its prey..." |
"The electric eel, for example, stuns its prey..." |
29-Feb-2000 |
|
507
|
Fig. 19-28, caption, lines 2–3 |
"...basis of the amount of energy used and the length of time for which it is used." |
"...basis of the power used and the length of time it is used." |
19-Dec-2001 |
|
523
|
Fig. 20-8, labels |
"Geographic north pole"
"Magnetic pole"
"Magnetic pole"
"Geographic south pole" |
"Geographic North Pole"
"Magnetic south pole"
"Magnetic north pole"
"Geographic South Pole" |
29-Feb-2000 |
|
559
|
par. 4 |
Revise paragraph. |
Revised Page 559 Paragraph |
01-Dec-2001 |
|
560
|
Fig. 22-2, caption, lines 7–8 |
"Have you ever seen a vacuum tube?" |
Question deleted. |
19-Dec-2001 |
|
607
|
Connections, col. 2, par. 3, lines 3–5 |
"...into predicting and describing earthquakes and also to think about preventing them someday." |
"...into describing earthquakes and also to think about predicting them someday." |
19-Dec-2001 |
|
673
|
Fig. 26-6 |
Art is incorrect. |
New Figure 26-6 art |
09-Feb-2001 |
|
674
|
Fig. 26-8 |
Art is incorrect. |
New Figure 26-8 art |
03-Apr-2000 |
Teacher's Edition
0-13-435872-4
Corrections of factual errors.
| Page |
Location |
Original |
Revision |
Date Posted |
|
142
|
Activity, sixth bullet |
How many elements are liquid? (4) |
How many elements are liquid? (2) |
09-Feb-2001 |
|
142
|
Activity, sixth bullet |
"How many elements are liquid? (4)" |
"How many elements are liquid? (2)"
|
28-Mar-2001 |
|
326
|
Engage, bullet |
"• Why would rolling objects...to rolling.)" |
Delete old bullet, and add two new bullets:
New Page 326 Engage Questions |
20-Dec-2001 |
|
347
|
Critical Thinking and Problem Solving ans., #3, lines 2–4 |
"...the crate. The 3-N force...the 12-N force to..." |
"...the crate. The 8-N force...the 7-N force to..."
|
21-Dec-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 M." |
12-Mar-2001 |
|
369
|
Critical Thinking and Problem Solving ans. #1.b |
"The pressure would one-fourth as great, or 250..." |
"The pressure would be unchanged, or 10..." |
24-May-2001 |
|
494
|
Background Information, lines 7–8 |
"...charge carried by 6.25 x 10 [to the 8th power] electrons...." |
"...charge carried by 6.25 x 10 [to the 18th power] electrons...." |
20-Dec-2001 |
Corrections of typographical or grammatical errors.
| Page |
Location |
Original |
Revision |
Date Posted |
|
497
|
Background, head and lines 1–10 |
"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..." |
20-Dec-2001 |
Changes for clarification.
| Page |
Location |
Original |
Revision |
Date Posted |
|
11
|
2 Explore, Activity, line 8–15 |
"the code, and provide them with...and list the steps used." |
"the code.
The decoded sentence is: MANY PEOPLE FIND SCIENCE EXCITING. The code can be "broken" by adding or subtracting 13 letters from each letter in the code. For example, Z 1 13 = M; N 1 13 = A; A 1 13 = N; and so on." |
20-Dec-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. Cool, dense air from outside the shower compartment comes in below. 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." |
11-Mar-2001 |
|
363
|
Problem Solving ans., Attack of the Shower Curtain, line 7 |
"...comes in from below. The..." |
"...comes in from below the shower curtain. The..." |
11-Mar-2001 |
|
363
|
Problem Solving ans., Attack of the Shower Curtain, lines 5–6 |
"...escapes over the top. Cool,..." |
"...escapes over the top of the shower curtain rod. Cool,..." |
20-Dec-2001 |
|
369
|
Critical Thinking and Problem Solving #4 ans. |
"4. Increasing the surface area of the foil...surface tension." |
"4. "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 |
|
369
|
Critical Thinking and Problem Solving #9 ans. |
"9. Answers may vary. Possible questions include..." |
"9. Answers may vary." |
15-Jun-2000 |
|
373
|
Activity, Calculating, par. 3 |
"When she drags the suitcase 25 meters,...in the horizontal direction.)" |
"When dragging the suitcase, the woman exerts a force on the suitcase to overcome the friction between the suitcase and the floor and to keep the suitcase moving along at a constant speed. This force moves the suitcase through a distance and therefore does work." |
20-Dec-2001 |
|
