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Chapter 1: Problem 19

A rather ordinary middle-aged man is in the hospital for a routine check-up. The nurse writes the quantity 200 on his medical chart but forgets to inchude the units. Which of the following quantities could the 200 plausibly represent? (a) his mass in kilograms; (b) his height in meters; (c) his height in centimeters; (d) his height in millimeters; (e) his age in months.

Short Answer

Expert verified
The number 200 plausibly represents his height in centimeters.

Step by step solution

01

Understanding the Problem Context

We need to determine which of the given options could reasonably represent the quantity 200 based on common human metrics.
02

Evaluating Mass in Kilograms

Consider option (a), his mass in kilograms. A mass of 200 kg would be unusually high for an ordinary middle-aged man, as the typical range for an adult male's mass is between 60 kg and 100 kg.
03

Evaluating Height in Meters

Consider option (b), his height in meters. A height of 200 meters is implausible for a human being, as the average adult height is around 1.5 to 2 meters.
04

Evaluating Height in Centimeters

Consider option (c), his height in centimeters. A height of 200 cm (which is 2 meters) is plausible for an adult man, particularly if he is quite tall.
05

Evaluating Height in Millimeters

Consider option (d), his height in millimeters. A height of 200 mm is highly implausible, as it is only 0.2 meters (20 centimeters), far below any adult human height.
06

Evaluating Age in Months

Consider option (e), his age in months. Being 200 months old equates to around 16.7 years, which does not correspond to being middle-aged as described.
07

Choosing the Most Plausible Option

Among the options, (c) his height in centimeters is the most reasonable representation of 200 for a middle-aged man's chart.

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Key Concepts

These are the key concepts you need to understand to accurately answer the question.

Units of Measurement
Units of measurement are essential in physics and everyday life. They provide standardized values that help us make sense of quantities. Imagine the nurse writing down the number 200 without specifying its unit. It is crucial to know the unit to interpret the measurement accurately. For example, 200 kilograms and 200 grams are vastly different, even though they both use the number 200. It's similar to the difference between 200 meters and 200 centimeters.
  • Mass: Measured in kilograms or grams.
  • Length: Measured in meters, centimeters, or millimeters.
  • Age: Often expressed in months or years.
Units turn measurements into meaningful information, which is vital in fields like medicine, construction, and science. Without units, numbers could lead to serious misunderstandings.
Metric System
The metric system is a universal metric for measurement widely used across the globe. It is based on multiples of ten, which makes it easy to convert between larger and smaller units. This simplicity is one reason it is widely adopted in scientific work and daily activities.
Consider human height:
  • The primary unit is the meter.
  • Centimeters and millimeters are used for finer measurements.
  • 1 meter equals 100 centimeters or 1000 millimeters.
This system not only aids in precision but also facilitates communication between countries and cultures by providing a common measurement language. It becomes clear how efficiently this system works when we consider converting 2 meters to various metrics: 200 centimeters or 2000 millimeters.
Human Metrics
Human metrics involve understanding typical human measurements and how these metrics are relevant to a wide array of professional fields like healthcare and anthropology. When we say a number like 200 related to human metrics, it could mean different things:
  • Height: A height of 200 centimeters is plausible for some tall individuals.
  • Mass: A mass of 200 kg is highly unlikely for the average adult.
  • Age: 200 months translates to approximately 16.7 years, suitable for a mid-teen, not a middle-aged person.
Understanding these measurements helps health professionals better assess and communicate an individual's characteristics and health status. Knowing what measurements are typically associated with adults can also avoid errors like documenting incorrect patient information.
Educational Physics Problems
Educational physics problems serve as a tool to enhance understanding of fundamental physics concepts such as measurements and estimations. By working through scenarios, like interpreting medical chart data, students can grasp the practical uses of physics in everyday life.
This approach encourages critical thinking and problem-solving skills, which are vital in physics.
  • Students learn to distinguish between feasible and implausible measurements.
  • They gain familiarity with units in the metric system.
  • It aids in comprehension of gross and fine measurements.
Through educational problems, students not only learn how to calculate but also how to interpret and apply physics concepts to real-world contexts. This reinforces learning and increases retention.

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Most popular questions from this chapter

Use a scale drawing to find the \(x\) - and \(y\) -components of the following vectors. For each vector the numbers given are the magnitude of the vector and the angle, measured in the sense from the \(+x\) -axis toward the \(+y\) -axis, that it makes with the \(+x\) -axis: (a) magnitude \(9.30 \mathrm{m},\) angle \(60.0^{\circ} ;\)(b) magnitude \(22.0 \mathrm{km},\) angle \(135^{\circ} ;\) (c) magnitude \(6.35 \mathrm{cm},\) angle \(307^{\circ} .\)

Find the magnitude and direction of the vector represented by the following pairs of components: (a) \(A_{x}=-8.60 \mathrm{cm}\), \(A_{y}=5.20 \mathrm{cm}\) (b) \(A_{x}=-9.70 \mathrm{m}, A_{y}=-2.45 \mathrm{m};\) (b) \(A_{x}=-9.70 \mathrm{m}, A_{y}=-2.45 \mathrm{m};\) (c) \(A_{x}=7.75 \mathrm{km}\), \(A_{y}=-2.70 \mathrm{km}\).

Vector \(\vec{A}\) is 2.80 \(\mathrm{cm}\) long and is \(60.0^{\circ}\) above the \(x\) -axis in the first quadrant. Vector \(\vec{B}\) is 1.90 \(\mathrm{cm}^{2}\) long and is \(60.0^{\circ}\) below the \(x\) -axis in the fourth quadrant (Fig. 1.35\() .\) Use components to find the magnitude and direction of (a) \(\vec{A}+\vec{B}\) (b) \(\vec{A}-\vec{B} ;\) (c) \(\vec{B}-\vec{A}\) In each case, sketch the vector addition or subtraction and show that your numerical answers are in qualitative agreement with your sketch.

Bones and Muscles A patient in therapy has a forearm that weighs 20.5 \(\mathrm{N}\) and that lifts a \(112.0-\mathrm{N}\) weight. These two forces have direction vertically downward. The only other significant forces on his forearm come from the biceps muscle (which acts perpendicularly to the forearm) and the force at the elbow. If the biceps produces a pull of 232 \(\mathrm{N}\) when the forearm is raised \(43^{\circ}\) above the horizontal, find the magnitude and direction of the force that the elbow exerts on the forearm. (The sum of the elbow force and the biceps force must balance the weight of the arm and the weight it is carrying, so their vector sum must be 132.5 \(\mathrm{N}\) , upward.)

Ariver flows from south to north at 5.0 \(\mathrm{km} / \mathrm{h}\) . On this river, a boat is heading east to west perpendicular to the current at 7.0 \(\mathrm{km} / \mathrm{h}\) . As viewed by an eagle hovering at rest over the shore, how fast and in what direction is this boat traveling?
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