1.1 CHEMISTRY Section Review Objectives Identify five traditional areas of study in chemistry Relate pure chemistry to applied chemistry Identify reasons to study chemistry Vocabulary matter chemistry organic chemistry inorganic chemistry biochemistry analytical chemistry physical chemistry pure chemistry applied chemistry technology Part A Completion Use this completion exercise to check your understanding of the concepts and terms that are introduced in this section. Each blank can be completed with a term, short phrase, or number. Matter is anything that has 1 and occupies 2. 1. Chemistry is the study of the 3 of matter and the 2. 4 that matter undergoes. Chemistry has traditionally been 3. divided into 5 areas of study. Organic chemistry is the study 4. of chemicals that contain 6, while inorganic chemistry is 5. primarily the study of chemicals that do not contain 7. 6. Biochemistry is the study of the processes that take place 7. in 8. 9 is focused on the composition of matter, 8. while 10 deals with the mechanism, the rate, and the 9. 11 that occurs when matter undergoes a change. A 10. chemist is likely to be working in 12 areas of chemistry at 11. the same time. 12. Chapter 1 Introduction to Chemistry 7
Part B True-False Classify each of these statements as always true, AT; sometimes true, ST; or never true, NT. 13. Organic chemistry is the study of chemicals that do not contain carbon. 14. The goal of chemistry is to accumulate knowledge. 15. Biochemistry involves the study of living organisms. 16. An organic chemist uses analytical chemistry. 17. Applied chemistry is used to attain specific goals. Part C Matching Match each description in Column B to the correct term in Column A. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. Column A chemistry pure chemistry organic chemistry inorganic chemistry technology physical chemistry analytical chemistry matter biochemistry applied chemistry Part D Questions and Problems Column B Answer the following questions in the space provided. 28. Match each activity below to one of the five branches of chemistry. a. determining the energy transfer when water boils b. finding out how much nitrogen is in a sample of air c. studying the process of photosynthesis in plants a. anything that has mass and occupies space b. study of essentially all chemicals that contain carbon c. study of the composition of substances d. study of essentially all chemicals that do not contain carbon e. study of the chemistry of living organisms f. study of the composition of matter and the changes it undergoes g. study of the mechanism, the rate, and the energy transfer that occurs when matter undergoes a change h. the means by which a society provides its members with those things needed and desired i. the pursuit of chemistry knowledge for its own sake j. research that is directed toward a practical goal or application d. manufacturing nylon, which contains carbon 8 Core Teaching Resources
1.2 CHEMISTRY FAR AND WIDE Section Review Objectives Identify some areas of research affected by chemistry and describe examples of research in chemistry Distinguish between macroscopic and microscopic views Vocabulary macroscopic microscopic biotechnology pollutant Part A Completion Use this completion exercise to check your understanding of the concepts and terms that are introduced in this section. Each blank can be completed with a term, short phrase, or number. Chemists design materials to fit 1 needs. Objects that 1. can be seen only under magnification are part of the 2 world. 2. Chemistry is important in the production and conservation 3. of 3. One of the easiest ways to 4 energy is through 4. the use of insulation. New kinds of 5 for the storage of energy 5. are also being developed. 6. Chemistry plays a role in efforts to increase the 6 of 7. farmland and to protect 7 from insect pests. The trend is 8. toward chemicals that treat 8 problems. 9. Astronomy and 9 exploration also benefit from 10. chemistry. For example, a robotic vehicle delivered to the surface of Mars can determine the 10 of Mars rocks. Part B True-False Classify each of these statements as always true, AT; sometimes true, ST; or never true, NT. 9. Insulin can be produced when genes from bacteria are inserted into humans. 10. World energy demand is decreasing. Chapter 1 Introduction to Chemistry 9
11. Some human genes have been inserted into bacteria. 12. Low levels of lead in the blood can permanently damage the nervous system of a growing child. Part C Matching Match each description in Column B to the correct term in Column A. Column A Column B 13. 14. 15. 16. 17. macroscopic pollutant biotechnology microscopic fossil fuels a. material found in air, water, or soil that is harmful to humans or other organisms b. describes objects that can be seen only under magnification c. applies science to the production of biological products or processes d. describes objects that are large enough to see with the unaided eye e. determined the sequence of genes in human DNA 18. Human Genome Project Part D Questions and Problems Answer the following questions in the space provided. 19. Describe two ways biotechnology can help treat diseases. 20. Name three factors that decrease crop productivity. f. materials formed from the remains of ancient plants and animals 21. Explain how scientists know that water once existed on the surface on Mars. 10 Core Teaching Resources
1.3 THINKING LIKE A SCIENTIST Section Review Objectives Explain how alchemy laid the groundwork for chemistry Describe how Lavoisier transformed chemistry Identify three steps in the scientific method Explain why collaboration and communication are important in science Vocabulary scientific method observation hypothesis Part A Completion experiment manipulated variable responding variable theory scientific law Use this completion exercise to check your understanding of the concepts and terms that are introduced in this section. Each blank can be completed with a term, short phrase, or number. Before there were chemists, 1 were studying matter. 1. They developed 2 and 3 for working with chemicals. 2. Lavoisier helped make chemistry a science of 4. 3. A logical, 5 approach is the best way to solve a difficult 4. problem. One logical approach to solving scientific problems is the 5. 6. This method may begin with an observation, followed 6. by 7, or a proposed explanation for what is observed. You can 7. conduct an 8 to test a hypothesis. If a hypothesis meets 8. the test of repeated experimentation, it may become a 9, 9. which is a well-tested explanation for a broad set of observations. 10. A 10 is a concise statement that summarizes the results of many observations and experiments. Chapter 1 Introduction to Chemistry 11
Part B True-False Classify each of these statements as always true, AT; sometimes true, ST; or never true, NT. 11. A theory can be easily proved. 12. Scientific laws explain observations. 13. A well-planned experiment will disprove a hypothesis. Part C Matching Match each description in Column B to the correct term in Column A. 14. 15. 16. 17. 18. 19. Column A scientific method observation manipulated variable hypothesis experiment responding variable Column B a. variable that one changes during an experiment b. information obtained through one s senses c. a logical approach to the solution of scientific problems d. a means to test a hypothesis e. a proposed explanation for an observation f. variable that is observed during an experiment Part D Questions and Problems Answer the following questions in the space provided. 20. Classify each step in the following application of the scientific method as an observation, a hypothesis, an experiment, or a scientific law. a. An iron ball falls to the ground when you drop it. b. Earth is a giant magnet, which attracts iron objects. c. An iron ball and a piece of wood are dropped from the same height. d. The iron ball and wood fall at the same rate. e. Gravity attracts every object in the universe to every other object. 21. What two processes practiced by scientists increase the likelihood of a successful outcome in science? 12 Core Teaching Resources
1.4 PROBLEM SOLVING IN CHEMISTRY Section Review Objectives Identify a general approach to solving a problem Describe three steps for solving numeric problems Describe two steps for solving conceptual problems Part A Completion Use this completion exercise to check your understanding of the concepts and terms that are introduced in this section. Each blank can be completed with a term, short phrase, or number. Effective problem solving involves developing a 1 and 1. 2 the plan. 2. Your textbook teaches a 3 -step approach to numeric 3. problem solving. Step 1 is to 4 the problem. Identify what is 4. known and what is 5. Then make a 6 for getting 5. from the known to the unknown. Step 2 is to 7. If you have 6. done a good job of planning, this should be straightforward. 7. Step 3 is to 8 your answer. Does the answer make 9? 8. An answer should be expressed in the correct 10 and with 9. the correct number of 11. 10. Part B True-False Classify each of these statements as always true, AT; sometimes true, ST; or never true, NT. 12. All of the information needed to solve a numeric problem will be given in the problem. 13. Problem solving involves developing a plan. 14. The first step in solving a numeric problem is to calculate the answer. 15. If you have a good problem-solving plan, it is not necessary to check your work. 11. 16. Identifying knowns and unknowns is part of the first problem-solving step. 17. Analyze and solve are the two steps for solving conceptual problems. Chapter 1 Introduction to Chemistry 13
Part C Matching Match each description in Column B to the correct term in Column A. 18. 19. 20. 21. 22. Column A analyze calculate evaluate known unknown Column B a. the starting point for solving a problem b. Step 1 in the three-step problem-solving approach c. what a problem-solving plan is designed to identify d. Step 3 in the three-step problem-solving approach e. Step 2 in the three-step problem-solving approach Part D Questions and Problems Apply the three-step problem-solving approach to the problems below. 23. What is the length, in centimeters, of a 10.0-inch ruler, given that there are 2.54 centimeters per inch? 24. How many miles are there in 5.0 kilometers, given that there are 0.62 miles per kilometer? 14 Core Teaching Resources