Preface
Laboratory work， with its practical applications， helps familiarize students with nature s physical laws.
Students often have difficulty visualizing the physical concepts discussed in lectures， and practice in the
laboratory with apparatus and raw materials clarifies the picture. The experience of solving physical
problems by applying knowledge gained in the classroom to laboratory activity is highly rewarding.
However， the benefits derived from laboratory work are in direct proportion to students interest， curiosity，
and keenness of observation. The laboratory simply provides the means for carrying out experiments.
Students should approach the laboratory experiments with a desire for understanding and a
willingness to learn. They will profit from critically evaluating the results of each experiment with an open
mind and a commitment to discovering the truth.
The Laboratory Guide contains fifty-three experiments in the five major divisions of physical
science: physics， chemistry， astronomy， geology， and meteorology. Each experiment includes an
introduction， learning objectives， a list of apparatus， procedures for taking data， and questions. In addition，
many experiments call for calculations and the plotting of graphs， and this guide provides space and graph
paper for those purposes.
The Instructor s Resource Manual now includes data for many experiments， plus calculations using
the data provided. These data and calculations will be a great help to the inexperienced laboratory assistant，
especially the assistant doing the grading.
Student backgrounds often vary considerably. Many students are familiar with plotting graphs， while
others have difficulty reading and interpreting graph data. Experiment 1， Graphs， can be done first or later
in the course， or omitted entirely. The other experiments may be completed in any order.
We acknowledge the contributions of many students and colleagues who have contributed to this and
previous editions of the Laboratory Guide. Our thanks to them and to everyone else who has sent us
comments and suggestions. A special thanks to Karen Baker at Ohio University， and to the staff at
Houghton Mifflin Company.
J.T.S
C.D.B
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