1

Introducing the
Introduction to Chemistry
Planning GGuide
BIGIDEA: CHEMISTRY AS THE CENTRAL SCIENCE
Chemistry overlaps
Ch l with
h allll off the
h other
h sciences—physics,
h biology, astronomy, geology, environmental science, and others.

NSES Lessons and Objectives Print Resources

For the Student For the Teacher
A-2, B-3, E-2, 1.1 The Scope of Chemistry p 2–5 Reading and Study Teaching Resources, Lesson 1.1
F-2, F-4, F-5, 1.1.1 Explain why the scope of chemistry Workbook Lesson 1. 1 Review, Interpret Graphs
F-6, G-1, G-2, is so vast. Lesson Assessment 1.1
G-3 1.1.2 Identify five traditional areas of study in p5
chemistry.
1.1.3 Identify the central themes of chemistry.
A-2, C-1, C-2, 1.2 Chemistry and You p 6–11 Reading and Study Teaching Resources, Lesson 1.2
E-2, F-1, F-2, F-3, 1.2.1 Identify three general reasons to study Workbook Lesson 1.2 Review
F-4, F-6, G-3 chemistry. Lesson Assessment 1.2 Teacher Demo, p 7: Explaining
1.2.2 Identify some outcomes of modern p 11 the Natural World
research in chemistry. Class Activity, p 11:
Composition of the Sun

A-1, A-2, E-2, 1.3 Thinking Like a Scientist p 14–19 Reading and Study Teaching Resources, Lesson 1.3
G-1, G-2, G-3 1.3.1 Describe how Lavoisier helped transform Workbook Lesson 1.3 Review
chemistry. Lesson Assessment 1.3 Class Activity: Invisible Ink,
1.3.2 Identify the steps in the scientific method. p 19 p 15
1.3.3 Explain the role collaboration and Quick Lab Bubbles!
communication play in science. p 17
Small-Scale Lab Laboratory
Safety p 20–21

A-1, A-2 1.4 Problem Solving in Chemistry p 22–26 Reading and Study Teaching Resources, Lesson 1.4
1.4.1 Identify the general approach to solving Workbook Lesson 1.4 Review
a problem. Lesson Assessment 1.4 Teacher Demo, p 25 Fit an Ice
1.4.2 Describe the steps for solving numeric p 26 Cube in a Soda Bottle
problems.
1.4.3 Describe the steps for solving
nonnumeric problems.

Assessing the BIGIDEA: CHEMISTRY AS THE CENTRAL SCIENCE

Essential Questions Study Guide p 27
1
1. Why is it important to study chemistry? STP p 31
2. How do chemists solve problems? Reading and Study
Workbook Self- Check
and Vocabulary Review
Chapter 1

0A Chapter 1
 Materials List
FFor the
h S d
Student
Quick Lab p 17
Digital Resources • 3 plastic drinking cups
Editable Worksheets PearsonChem.com • liquid dish detergent
• measuring cup and spoons
ESSON
• water

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1.1 Lesson Overview

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• table sugar
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Areas of Chemistry • table salt

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1.2 Lesson Overview

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For the Teacher

Lab 1: Observing and ESSON

1.3 Lesson Overview

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Teacher Demo, p 7 Teacher Demo, p 25

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Inferring
Small-Scale Lab
ET
KIN IC • slides that show a wide • bowl of ice cubes
Scientific Models
Manual Lab 1: Making
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variety of events or • empty narrow neck
Observations of Matter
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Laboratory Safety structures (soda) bottle

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• projector
Class Activity, p 15
• 250 mg of
phenolphthalein
• 250 mL of 70% solution
2–propanol
• small artist’s paintbrush
ESSON
• sheets of copy paper or
white butcher paper
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1.4 Lesson Overview

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• household glass cleaner
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Estimating Walking containing ammonia
Time

Additional Digital Resources

Online Student Edition
Online Teacher’s Edition
Exam View Assessment Suite NLIN

Chapter 1 Problem Set

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(includes editable worksheets) TU
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Equations
• Lesson Reviews
• Practice Problems
• Interpret Graphs
• Vocabulary Review
• Chapter Quizzes and Tests
• Lab Record Sheets

Introduction to Chemistry 0B
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real-world contexts and concrete examples

and analogies. Each activity includes an A chemist is working in a lab,
interactive animation followed by analysis collecting scientific data. In this
chapter, you will learn about the
questions. scientific method.

National Science Education Standards

A-1, A-2, B-3, C-1, C-2, E-2, F-1, F-3, F-4, F-5, F-6,
G-1, G-2, G-3
Focus on ELL
1 CONTENT AND LANGUAGE Have student volunteers read the chapter and lesson
titles out loud, and assist them with pronunciation as necessary. Clarify for the
students that the words scope and problem have both common and scientific
meanings. Have students work in groups to create Frayer models for each word,
including definitions, parts of speech, characteristics, examples, and nonexamples.
BEGINNING
LOW Create a drawing or symbol for each word, and present a native-language
definition if you are literate in students’ native language.
HIGH Write the word, and point to it while saying it out loud. Have students
repeat the word after you.
INTERMEDIATE: LOW/HIGH Brainstorm examples and nonexamples and present to
the class.
ADVANCED: LOW/HIGH Have students look up definitions and rewrite in their own
Chapter 1 words.

BIGIDEA
CHEMISTRY AS
THE CENTRAL SCIENCE
Essential Questions:
1. Why is it important to study
chemistry?
2. How do chemists solve problems?
CHEMYSTERY
Is Bio Better?
You are preparing for a
picnic with your friends and
need to shop for supplies, includ-
ing cups and utensils. At the store
you notice that there are options
other than the usual disposable
plastic picnicware that you typi-
cally find. Some of the items are
labeled as being made of “bioplas-
tic.” The packaging advertises that these
products are “Eco Friendly,” “Compostable,”
and “Made From Renewable Resources.”
All these product labels leave you per-
plexed. What is this new material? Is it better
for the environment than common plastic?
You decide to find out more about bioplastic
before making your purchase. What fac-
tors should you consider in order to make
an informed decision when you return to
the store to make your purchase?
 Connect to the BIGIDEA As you read
about the skills and methods used in chem-
istry, think about how they can apply to your
everyday decision making.
NATIONAL SCIENCE EDUCATION STANDARDS
A-1, A-2, E-2, F-3, F-6, G-1, G-2, G-3
Introduce the Chapter
CONNECTIONS TO EVERYDAY LIFE Students often question whether the subjects
they study in school relate to them. Use the activity to help students understand ways
chemistry is important in their everyday lives.
Activity Set up stations with different items: (1) a cup of water, powdered drink
mix, and a spoon; (2) a flashlight; (3) a candle, a match with a matchbox; and (4)
a sliced apple that is turning brown. Assign a student to each station. As the class
watches, have the student at Station 1 stir the drink mix into the water. Ask What
do you think chemistry has to do with the drink mix? (Sample answers: Chemistry
explains how the substances mix. Chemistry is responsible for the color and the
flavor.) Have the student at Station 2 turn the flashlight on and off and then remove
the batteries. Ask What do you think the flashlight and batteries have to do with
chemistry? (Sample answer: Chemistry explains how the batteries provide charge to
the flashlight.) Continue to follow the same process at the other two stations, asking
how chemistry relates to the items. If time allows, have students choose other items
in the classroom and discuss possible connections to chemistry.
CHAPTER 1
Understanding by Design
Students are building toward an understanding of
matter, its properties, and its changes using problem
solving in chemistry.
PERFORMANCE GOALS At the end of Chapter 1,
students will be able to answer the essential
questions by applying their knowledge of the
scope of chemistry. Students will also be able
to follow a step-by-step process when solving
chemistry problems.
ESSENTIAL QUESTIONS Read the essential questions
aloud. Ask Why is it important to study so many
different subjects in school, even if you think that
when you are older, your job may not use every
subject? (Sample answers: The job you eventually
have may sometimes require an understanding of
seemingly unrelated subjects. The knowledge you
gain will help you understand the world around
you.) Ask Why is it useful to learn problem-solving
skills? (Sample answer: Learning how to think about
problems and sometimes learning step-by-step
approaches will help you solve problems you have
never seen before.)
Use the photo of the chemist at
BIGIDEA work to help students connect to the
concepts they will learn in this chapter. Activate prior
knowledge by asking students if they have ever made
something that required reading instructions, such as
building a model or baking a cake. Ask How did you
know what to do? (I followed the instructions.) Ask
How could you make or fix something if there were
no instructions or guidelines? (Sample answer: You
would learn as much as you could about it and then
determine a way to make or fix the item.) Point out
that this approach is similar to what chemists do; they
launch the problem-solving method by learning as
much as they can about an unknown, and then they
use that information to plan experiments and draw
conclusions that are useful.
Have students read over the
CHEMYSTERY CHEMystery. Connect the
CHEMystery to the Big Idea by explaining that all
branches of science are related. Students can
connect the things they learn in chemistry to their
everyday lives and to other sciences they will study in
school. Have students consider the steps they can
take to solve the problem of which plastic picnic
supplies to buy. Point out that the problem can be
solved in different ways, just as most problems in
science can be solved in different ways. Have
students predict what some of the words mentioned
in the CHEMystery paragraph mean, such as
bioplastic and Eco Friendly. As a hint, tell students
to think about the prefixes bio- and eco-.
Introduction to Chemistry 1
LESSON 1.1
Key Objectives
1.1.1 EXPLAIN why the scope of chemistry is
so vast.
1.1The Scope of Chemistry
1.1.2 IDENTIFY five traditional areas of study in
chemistry.
1.1.3 IDENTIFY the central themes of chemistry. CHEMISTRY &YOU
Y

Additional Resources
Reading and Study Workbook, Lesson 1.1
Available Online or on Digital Media:
• Teaching Resources, Lesson 1.1 Review,
Interpreting Graphics
Engage
Q: Why might this creature interest you if you were a chemist? Fugu, also
known as puffer fish, is a sushi delicacy that can also be lethal. Puffer fish
contain a powerful toxin that can kill an adult a few hours after ingestion.
Sushi chefs who prepare fugu must be specially trained because any contami-
nation of the toxin-free areas of the fish can be deadly. Recently this toxin has
been put to good use, as scientists have discovered that a purified form of it
can treat severe pain in cancer patients.
Key Questions
Why is the scope of What Is Chemistry?
chemistry so vast?
Why is the scope of chemistry so vast?
What are five traditional
areas of study in chemistry? Look around you. This book you are reading, the chair you sit in, and the
computer you use are all made of matter. Matter is the general term for all the
What are the central themes
of chemistry?
things that can be described as materials, or “stuff.” Matter is anything that
has mass and occupies space. The trees, the water, and the buildings you see

CHEMISTRY & Y
YOU
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attention to the photograph and text that open
Vocabulary
t
matter
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in Figure 1.1 are all examples of matter. However, you don’t have to be able to
see something for it to qualify as matter. The air you breathe is an example of
matter that you cannot see with the naked eye.
t
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the lesson. Ask In what ways does society benefit ocean where there is no light? Why some foods taste sweet and some taste bit-
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CJPDIFNJTUSZ ter? Chemistry answers these questions and the many other questions you
difficult or dangerous situation? (Sample answers: t
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medical discoveries, safer automobiles, healthier t
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because it is fundamental to the understanding of the other sciences.
Build Background
Ask students to state what immediately comes to mind Areas of Study
when they hear the word chemistry. Generate a list on Figure 1.1 Matter Around You
What are five traditional areas of study in chemistry?
Everything around you is made
the board of students’ responses, and categorize the of matter. Chemistry is the study The scope of chemistry is vast, so individual chemists tend to focus on
named things as living or nonliving and visible or not of matter and the changes that one area of study. Five traditional areas of study are organic chem-
visible. Use this activity as an introduction to matter. matter undergoes. istry, inorganic chemistry, biochemistry, analytical chemistry, and
Infer What changes in matter physical chemistry.
do you think are happening in
this photo?

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National Science Education Standards 2 $IBQUFS

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A-2, B-3, E-2, F-2, F-4, F-5, F-6, G-1, G-2, G-3

Focus on ELL
1 CONTENT AND LANGUAGE Help students actively learn to pronounce and
understand the lesson vocabulary by showing them various word-analysis strategies,
such as identifying and translating pronounceable word parts within a word and
identifying and interpreting prefixes, suffixes, and roots within multisyllabic words.
2 FRONTLOAD THE LESSON Begin the lesson by dividing the class into three groups.
Assign each group of students one of the key questions, and have them rephrase
their question with simpler words. For the group with Key Question 1, have students
predict reasons for why chemistry is so vast. For the other two groups, have students
create a main-ideas-and-details chart that the class can complete as the material is
presented.
3 COMPREHENSIBLE INPUT Slowly read aloud the captions in Figures 1.1 and 1.2,
emphasizing key points by altering your tone. Enhance learning of both of these
2 Chapter 1 • Lesson 1 concepts by setting up an outdoor activity in which students utilize their five senses.

Most chemicals found in organisms contain carbon. Therefore, organic
chemistry was originally defined as the study of the carbon-based chemicals
CHEMISTRY
Q: Why would you study a
found in organisms. Today, with few exceptions, organic chemistry is defined
puffer fish if you were a bio-
as the study of all chemicals containing carbon. The study of chemicals that,
chemist? If you were an organic
in general, do not contain carbon is called inorganic chemistry. Many inor-
chemist?
ganic chemicals are found in non-living things, such as rocks. The study of
processes that take place in living organisms is biochemistry. These processes
include muscle contraction and digestion. The area of study that focuses on
the composition of matter is analytical chemistry. A task that would fall into
this area of chemistry is measuring the level of carbon dioxide in the atmo-
sphere. Physical chemistry is the area that deals with the mechanism, rate,
and energy transfer that occurs when matter undergoes a change.
The boundaries between the five areas are not firm. A chemist is likely to
be working in more than one area of chemistry at any given time. For exam-
ple, an organic chemist uses analytical chemistry to determine the com-
position of an organic chemical. Figure 1.1 shows examples of the types of
research different chemists do.
Some chemists do research on fundamental aspects of chemistry. This
type of research is sometimes called pure chemistry. Pure chemistry is the
pursuit of chemical knowledge for its own sake. The chemist doesn’t expect
that there will be any immediate practical use for the knowledge. However,
most chemists do research that is designed to answer a specific ques-
tion. Applied chemistry is research that is directed toward a practical goal
or application. In practice, pure chemistry and applied chemistry are often
linked. Pure research can lead directly to an application, but an application
can exist before research is done to explain how it works.
Physical Chemistry
A physical chemist might study
factors that affect the rate of Inorganic Chemistry
photosynthesis in trees. An inorganic chemist might
develop metal materials that
provide strong structural parts
for buildings.
Organic Chemistry
An organic chemist might
develop new lightweight plastics
for flying disks.
LESSON 1.1
&YYOU
Foundations for Reading
BUILD VOCABULARY Explain that the given definition
of the term matter is one of the definitions used
in everyday conversation. Point out that for most
Analytical Chemistry scientific terms with common meanings, however,
An analytical chemist might
test the air for the presence
the scientific definitions are almost always more
of pollutants. specific than common usage.
READING STRATEGY Have students write a
summary of this lesson. Verify that the summaries
answer the lesson’s key questions.
Explain
What Is Chemistry?
APPLY CONCEPTS Create a two-column table on
the board. Label one column Matter and the
other column Nonmatter. Tell students to think
of one example that falls under each column
head and to write their examples in the table.
Review the table with the class once all students
have participated. Explain incorrect placement
of examples, and clear up any confusion about
students’ understanding of matter.
Areas of Study
START A CONVERSATION As a class, discuss if
students feel that they have any connection to
Biochemistry
A biochemist might study
chemistry in their daily lives. Ask What daily activities
how the energy used for do you do that may involve a chemical process or
the contraction of muscles contact with chemicals? (Sample answers: eating,
is produced and stored.
brushing teeth, doing laundry, digesting food, using
makeup, wearing deodorant, riding in a car that
uses gasoline) Ask Can you think of four items
or activities that do not involve chemistry? (It will
be hard to find any that do not; for all responses,
discuss reasons why it does involve chemistry.)

CHEMISTRY & Y
YO
YOUU Sample answer: A
biochemist might study how the toxin is produced.
An organic chemist might study the structure of
Introduction to Chemistry 3
the toxin.

Differentiated Instruction
LPR LESS PROFICIENT READERS Lead the students on a walk around the school or
campus. Show students objects that can be used as examples to convey vocabulary or
concepts in the lesson. Allow students to collect a couple of items that can be posted
in their vocabulary notebooks.
ELL ELL STUDENTS The lesson includes many photographs to illustrate the concepts
presented. Create short, simple descriptions about each image that students can write
in their notebooks. As you work through the presentation, ask students questions that
they can answer using yes/no or one- or two-word responses or by using gestures.
Answers
L3 ADVANCED STUDENTS Challenge students to conduct research on the traditional
FIGURE 1.1 Students are most likely to note that the
areas of study in chemistry. Encourage students to set up an interview with a chemist
leaves are changing color and the dog’s muscles are
at a nearby college or local research laboratory. They could also search for information
contracting.
online. Ask students to share their research with the class.
Introduction to Chemistry 3
LESSON 1.1
Explain
Big Ideas in Chemistry
USE VISUALS Direct students to Figure 1.2 and
ask for a show of hands of students who have
roasted marshmallows over a campfire. Pair these
students and ask them to write step-by-step
directions for roasting a marshmallow; have them
include a description of the characteristics of the
marshmallow at each step. Have the students read
or act out their directions for the class. Assess the
understanding of the students who did not have to
write the directions by passing out a marshmallow
to each student and having them inspect it. Ask
Why does the marshmallow change colors during
roasting? (Sample answer: When heated, some
substances within the marshmallow darken.)
What about the marshmallow prevents it from
initially falling off of the stick? (Sample answer: It
has a spongy, solid consistency.) What causes the
marshmallow to lose its stability on the stick after
it is heated? (Sample answer: When heated, the
marshmallow slowly begins to melt.)
Misconception Alert
Figure 1.2 Big Ideas
The big ideas in chemistry can help you
understand the world around you. For
example, all matter is made up of atoms,
which are held together in compounds
by chemical bonds. The fire is a result of
a chemical reaction between the carbon-
containing compounds in the wood and
the oxygen in the air. The fire gives off
energy in the form of heat and light. The
gas particles in the air around the fire
begin to move faster as the air heats up.
Predict Marshmallows are made up
of mostly sugar, a carbon-containing
compound. What do you think happens
when the sugar is heated by the fire?
Big Ideas in Chemistry
What are the central themes of chemistry?
This book contains many ideas in the science of chemistry. One of the
goals of your course in chemistry is to help you understand these ideas
so you can use them to explain real situations that you may encoun-
ter in your life, such as the one shown in Figure 1.2. Fortunately, most
of the topics of interest in chemistry are connected by a relatively few
organizing principles, or “big ideas.” Some of chemistry’s big
ideas are as follows: chemistry as the central science, electrons and
the structure of atoms, bonding and interactions, reactions, kinetic
theory, the mole and quantifying matter, matter and energy, and
carbon chemistry.
BIGIDEA Chemistry As the Central Science Chemistry overlaps
with all of the other sciences. Many physicists, biologists, astrono-
mers, geologists, environmental scientists, and others use chemistry
in their work.
BIGIDEA Electrons and the Structure of Atoms Carbon, oxy-
gen, and copper are all examples of elements. Elements are composed
of particles called atoms, and every atom contains a nucleus and one
or more electrons. The type of products obtained in a chemical reac-
tion is largely determined by the electrons in the reacting chemicals.
BIGIDEA Bonding and Interactions Most elements exist in
chemical compounds, which are collections of two or more elements
held together by relatively strong attractive forces. These forces, called
chemical bonds, greatly influence the properties of compounds.
Weak bonds between the particles of an element or compound can
also contribute to the properties of the material.

Based on how the term chemical is used in the

media, and how it is defined in most dictionaries,
students may assume that the term chemical refers
exclusively to harmful materials. Explain that the
word chemical describes all types of matter, including
life-sustaining substances, such as water and oxygen.
Explain that it is not a fair assumption to think that
all chemicals are dangerous. Tell students that you
will alert them when potentially harmful chemicals
are used in the lab.

4 $IBQUFS

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Check for Understanding

BIGIDEA CHEMISTRY IS THE CENTRAL SCIENCE Write on the board the
sentence below. Instruct students to copy the sentence onto a slip of paper and
to fill in the blanks using words or pictures for a specific example. For struggling
students, provide the hint that there are many correct answers.
One reason why chemistry is known as the central science is that it relates
_________________ to ________________________.
(Sample answers: natural science/geology; life science/medicine; volcano gases/volcano
eruption; composition of stars/astronomy; illness/medicine; materials of science/safety)
ADJUST INSTRUCTION If students are having difficulty with this concept, have
students reread the last sentence of the What is Chemistry? section and apply it to
Figure 1.1.

4 Chapter 1 • Lesson 1
BIGIDEA Reactions Chemical reactions involve processes in which
reactants produce products. When you strike a match, the compounds in
the head of the match combine with oxygen in the air to produce a flame.
New compounds, along with light and heat, are formed. The compounds in
the match head and oxygen are the reactants, and the new compounds are
the products. Chemical reactions are important to the chemistry of living
and nonliving things.
BIGIDEA Kinetic Theory The particles in matter are in constant
motion. The ways in which these motions vary with changes in temperature
and pressure determine whether a substance will be a solid, liquid, or gas.
BIGIDEA The Mole and Quantifying Matter In many aspects of chem-
istry, it is vital to know the amount of material with which you are deal-
ing. In conducting a chemical reaction, you would want to use just the
right amount of the reacting material so none is wasted. This precise
measurement is possible using the mole, the chemist’s invaluable unit
for specifying the amount of material. Other concepts in chemistry
also rely on the mole unit.
BIGIDEA Matter and Energy Every chemical process uses or
produces energy, often in the form of heat. The heat changes
that occur in chemical reactions are easy to measure.
Changes in a quantity called free energy allow you to
predict whether a reaction will actually occur under the
given conditions.
BIGIDEA Carbon Chemistry There are about
10 million carbon-containing compounds, with new
ones being prepared each day. Many of these compounds,
including plastics and synthetic fibers, are produced from
petroleum. Carbon compounds are the basis of life in all
living organisms.

1.1 LessonCheck
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1. Explain Why does chemistry
affect all aspects of life and most
natural events?
2. List Name the five traditional areas
into which chemistry can be divided.
3. Review What are the “big ideas” of
chemistry?
4. Describe What is the relationship
between pure and applied chemistry?
5. Infer Why might a geologist ask an
analytical chemist to help identify the
minerals in a rock?
6. Apply Concepts Workers digging a tunnel through a
city find some ancient pots decorated with geometric
designs. Which of the following tasks might they ask a
chemist to do? Explain.
a. Determine the materials used to make the pots.
b. Explain what the designs on the pots represent.
c. Recommend how to store the pots to prevent further
damage.
BIGIDEA CHEMISTRY AS THE CENTRAL SCIENCE
7. Why would a student who wants to be a doctor need to
study chemistry?

Introduction to Chemistry 5