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Chemistry in Our Lives

Learning Goals
• Define the term chemistry, and identify chemicals.
• Describe the scientific method.
• Identify strategies that are effective for learning. Develop a study plan for learning chemistry.
• Review math concepts used in chemistry: place values, positive and negative numbers,
­percentages, solving equations, and interpreting graphs.
• Write a number in scientific notation.

Chapter Outline
Chapter Opener: Forensic Scientist
1.1 Chemistry and Chemicals
1.2 Scientific Method: Thinking Like a Scientist
Chemistry Link to Health: Early Chemist: Paracelsus
1.3 Studying and Learning Chemistry
1.4 Key Math Skills for Chemistry
1.5 Writing Numbers in Scientific Notation
Update: Forensic Evidence Helps Solve the Crime

Key Math Skills

• Identifying Place Values (1.4)
• Using Positive and Negative Numbers in Calculations (1.4)
• Calculating Percentages (1.4)
• Solving Equations (1.4)
• Interpreting Graphs (1.4)
• Writing Numbers in Scientific Notation (1.5)

Answers and Solutions to Text Problems

1.1 a. Chemistry is the study of the composition, structure, properties, and reactions of matter.
b. A chemical is a substance that has the same composition and properties wherever it is found.
1.2 Your friends may give a variety of answers, most of which will probably not agree with the
definitions you provided.
1.3 Many chemicals are listed on a bottle of multivitamins such as vitamin A, vitamin B3,
­vitamin B12, vitamin C, and folic acid.
1.4 Many chemicals are listed on a cereal box such as vitamin A, vitamin B6, vitamin B12,
vitamin C, folic acid, sugar, salt, and iron.

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Chapter 1

1.5 Typical items found in a drugstore and some of the chemicals they contain are as ­follows:
Antacid tablets: calcium carbonate, cellulose, starch, stearic acid, and silicon dioxide
Mouthwash: water, alcohol, thymol, glycerol, sodium benzoate, and benzoic acid
Cough suppressant: menthol, beta-carotene, sucrose, and glucose
1.6 Typical chemicals found in dishwashing products are: water, sodium lauryl sulfate, sodium
laureth sulfate, dimethyl amine oxide, sodium chloride, and phenoxyethanol.
1.7 a. observation b. hypothesis c. experiment
d. observation e. observation f. conclusion
1.8 a. observation b. hypothesis c. experiment
d. experiment e. observation f. hypothesis
1.9 a. observation b. hypothesis c. experiment d. experiment
1.10 a. hypothesis b. observation c. experiment d. conclusion
1.11 There are several things you can do that will help you successfully learn chemistry, ­including
attending class regularly, forming a study group, reading the assigned pages in the textbook
before class, answering the Engage questions as you read new material in the textbook, ­trying
to solve the Sample Problems first before reading the provided Solutions, working the Self
Tests and Practice Problems and checking the Answers, self-testing during and after r­ eading
each section, retesting on new information a few days later, going to the instructor’s office
hours, and keeping a problem notebook.
1.12 Many things make it difficult to learn chemistry, including not going to class regularly, not
working Sample Problems and Self Tests, not reading the assignment ahead of class, not
going to the instructor’s office hours, and waiting until the night before an exam to study.
1.13 Ways you can enhance your learning of chemistry include
a. forming a study group.
c. asking yourself questions while reading the text.
e. answering the Engage questions.
1.14 Ways you can enhance your learning of chemistry include
a. studying different topics at the same time.
c. attending review sessions.
d. working the problems again after a few days.
e. keeping a problem notebook.
1.15 a. The bolded 8 is in the thousandths place. b. The bolded 6 is in the ones place.
c. The bolded 2 is in the tenths place. d. The bolded 6 is in the hundreds place.
e. The bolded 9 is in the hundredths place.
1.16 a. The bolded 9 is in the hundreds place. b. The bolded 7 is in the tens place.
c. The bolded 6 is in the ones place. d. The bolded 8 is in the tenths place.
e. The bolded 1 is in the hundredths place.
1.17 a. 15 - (-8) = 15 + 8 = 23 b. -8 + (-22) = -30
c. 4 * (-2) + 6 = -8 + 6 = -2 d. 75 - (-44) - 65 = 75 + 44 - 65 = 54
-25 + (-11) -36
e. = = -12
-3 + 6 3
1.18 a. -11 - (-9) = -11 + 9 = -2 b. 34 + (-55) = -21
-56
c. = -7 d. 0.04 + (-0.08) = -0.04
8
-2 * (-4) 8
e. + 12 = + 12 = 4 + 12 = 16
2 2
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 Chemistry in Our Lives

1.19 a. 4a + 4 = 40 a
b. = 7
4a + 4 - 4 = 40 - 4 6
4a = 36 a
6 a b = 6(7)
4a 36 6
=
4 4 a = 42
a = 9
55 - a + 15 6a - 27
c. = a d. = -a
4 3
55 - a + 15 6a - 27
4a b = 4(a) 3a b = 3(-a)
4 3
55 - a + 15 = 4a 6a - 27 = -3a
70 - a = 4a 6a - 27 + 27 = -3a + 27
70 - a + a = 4a + a 6a = -3a + 27
70 = 5a 6a + 3a = -3a + 27 + 3a
70 5a 9a = 27
=
5 5 9a 27
a = 14 =
9 9
a = 3
1.20 a. 2b + 7 = b + 10 b. 3b - 4 = 24 - b
2b + 7 - 7 = b + 10 - 7 3b - 4 + 4 = 24 - b + 4
2b = b + 3 3b = 28 - b
2b - b = b - b + 3 3b + b = 28 - b + b
b = 3 4b = 28
4b 28
=
4 4
b = 7
-16 - 2b + 8b
c. = b 3 * (-4b) + 32
2 d. = -4b
-16 - 2b + 8b 2
2a b = 2(b) 3 * (-4b) + 32
2 2a b = 2(-4b)
-16 - 2b + 8b = 2b 2
-16 + 6b = 2b 3 * (-4b) + 32 = 2(-4b)
-16 + 16 + 6b = 2b + 16 -12b + 32 = -8b
6b = 2b + 16 -12b + 32 + 12b = -8b + 12b
6b - 2b = 2b + 16 - 2b 32 = 4b
4b = 16 32 4b
=
4b 16 4 4
= b = 8
4 4
b = 4
1.21 a. The graph shows the relationship between the temperature of a cup of tea and time.
b. The vertical axis measures temperature, in °C.
c. The values on the vertical axis range from 20 °C to 90 °C.
d. As time increases, the temperature decreases.
1.22 a. The horizontal axis measures time, in minutes.
b. The values on the horizontal axis range from 0 min to 100 min.
c. After 20 min, the temperature of the tea is about 56 °C.
d. About 38 min were required for the tea to reach a temperature of 45 °C.

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Chapter 1

21 flu shots
1.23 a. * 100, = 84, received flu shots
25 patients
b. total grams of alloy = 56 g silver + 22 g copper = 78 g of alloy
56 g silver
* 100, = 72, silver
78 g alloy
c. total number of coins = 11 nickels + 5 quarters + 7 dimes = 23 coins
7 dimes
* 100, = 30, dimes
23 coins
2.2 g sodium chloride
d. * 100, = 5, sodium chloride
44 g saline solution

22 boys
1.24 a. * 100, = 63, boys
35 babies
b. total grams of alloy = 67 g gold + 35 g zinc = 102 g of alloy
35 g zinc
* 100, = 34, zinc
102 g alloy
c. total number of coins = 15 pennies + 14 dimes + 6 quarters = 35 coins
15 pennies
* 100, = 43, pennies
35 coins
18 dextrose IV bags
d. * 100, = 32, dextrose IV bags
56 IV bags

1.25 a. The graph shows the relationship between body temperature and time since death.
b. The vertical axis measures temperature, in °C.
c. The values on the vertical axis range from 20 °C to 44 °C.
d. As time increases, the temperature decreases.
1.26 a. The horizontal axis measures time, in hours, since death.
b. The values on the horizontal axis range from 0 h to 25 h.
c. About 15 hours were needed to reach a body temperature of 28 °C.
d. Since it takes about 5 hours to reach a body temperature of 34 °C, the time of death is
estimated to be (9 p.m. – 5 h =) 4 p.m.
1.27 a. Move the decimal point four places to the left to give 5.5 * 104.
b. Move the decimal point two places to the left to give 4.8 * 102.
c. Move the decimal point six places to the right to give 5 * 10-6.
d. Move the decimal point four places to the right to give 1.4 * 10-4.
e. Move the decimal point three places to the right to give 7.2 * 10-3.
f. Move the decimal point five places to the left to give 6.7 * 105.
1.28 a. Move the decimal point eight places to the left to give 1.8 * 108.
b. Move the decimal point five places to the right to give 6 * 10-5.
c. Move the decimal point two places to the left to give 7.5 * 102.
d. Move the decimal point one place to the right to give 1.5 * 10-1.
e. Move the decimal point two places to the right to give 2.4 * 10-2.
f. Move the decimal point three places to the left to give 1.5 * 103.
1.29 a.  he standard number is 1.2 times the power of 104 or 10 000, which gives 12 000.
T
b. The standard number is 8.25 times the power of 10-2 or 0.01, which gives 0.0825.
c. The standard number is 4 times the power of 106 or 1 000 000, which gives 4 000 000.
d. The standard number is 5.8 times the power of 10-3 or 0.001, which gives 0.0058.

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 Chemistry in Our Lives

1.30 a. The standard number is 3.6 times the power of 10-5 or 0.000 01, which gives 0.000 036.
b. The standard number is 8.75 times the power of 104 or 10 000, which gives 87 500.
c. The standard number is 3 times the power of 10-2 or 0.01, which gives 0.03.
d. The standard number is 2.12 times the power of 105 or 100 000, which gives 212 000.
1.31 a. hypothesis b. conclusion c. experiment d. observation
1.32 a. hypothesis b. experiment c. observation d. conclusion
120 g ethylene glycol
1.33 * 100, = 27, ethylene glycol
450 g liquid
1.5 g ethylene glycol
1.34 * 100, = 0.15, ethylene glycol
1000 g body mass
1.35 No. All of these ingredients are chemicals.
1.36 No. All of these ingredients are chemicals.
1.37 Yes. Sherlock’s investigation includes making observations (gathering data), formulating a
hypothesis, testing the hypothesis, and modifying it until one of the hypotheses is validated.
1.38 Holmes stresses the important first step of the scientific method: making observations and
collecting data.
1.39 a. When two negative numbers are added, the answer has a negative sign.
b. When a positive and negative number are multiplied, the answer has a negative sign.
1.40 a. When a negative number is subtracted from a positive number, the answer has a positive sign.
b. When two negative numbers are divided, the answer has a positive sign.
1.41 a. observation b. hypothesis c. observation
1.42 a. observation b. observation c. hypothesis
1.43 If experimental results do not support your hypothesis, you should
b. modify your hypothesis.
c. do more experiments.
1.44 A hypothesis is supported when
b. many experiments validate the hypothesis.
1.45 a. observation b. hypothesis c. conclusion
1.46 a. observation b. hypothesis c. experiment
1.47 A successful study plan would include
b. working the Sample Problems as you go through a chapter.
c. self-testing.
e. reading the assignment before class.
1.48 A successful study plan would include
c. working problems in a notebook for easy reference.
d. forming a study group and discussing the problems together.
e. reviewing Key Math Skills and Core Chemistry Skills.
1.49 a. 4 * (-8) = -32
b. -12 - 48 = -12 + (-48) = -60
-168
c. = 42
-4

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1.50 a. -95 - (-11) = -95 + 11 = -84

152
b. = -8
-19
c. 4 - 56 = 4 + (-56) = -52
1.51 total number of gumdrops = 16 orange + 8 yellow + 16 black = 40 gumdrops
8 yellow gumdrops
a. * 100, = 20, yellow gumdrops
40 total gumdrops
16 black gumdrops
b. * 100, = 40, black gumdrops
40 total gumdrops
1.52 total number of students = 12 As + 18 Bs + 20 Cs = 50 students
18 Bs
a. * 100, = 36, Bs
50 total students
20 Cs
b. * 100, = 40, Cs
50 total students
1.53 a. Move the decimal point five places to the left to give 1.2 * 105.
b. Move the decimal point seven places to the right to give 3.4 * 10-7.
c. Move the decimal point two places to the right to give 6.6 * 10-2.
d. Move the decimal point three places to the left to give 2.7 * 103.
1.54 a. Move the decimal point three places to the right to give 4.2 * 10-3.
b. Move the decimal point two places to the left to give 3.1 * 102.
c. Move the decimal point eight places to the left to give 8.9 * 108.
d. Move the decimal point eight places to the right to give 5.6 * 10-8.
1.55 a. Move the decimal point five places to the left to give 0.000 026.
b. Move the decimal point two places to the right to give 650.
c. Move the decimal point one place to the left to give 0.37.
d. Move the decimal point five places to the right to give 530 000.
1.56 a. Move the decimal point two places to the left to give 0.072.
b. Move the decimal point three places to the right to give 1440.
c. Move the decimal point four places to the left to give 0.000 48.
d. Move the decimal point six places to the right to give 9 100 000.
1.57 a. observation b. hypothesis c. conclusion
1.58 a. observation b. experiment c. conclusion
1.59 a. observation b. hypothesis c. experiment d. conclusion
1.60 a. observation b. hypothesis c. observation d. observation
1.61 a. 2x + 5 = 41 5x
2x + 5 - 5 = 41 - 5 b. = 40
3
2x = 36 5x
2x 36 3a b = 3(40)
= 3
2 2 5x = 120
x = 18 5x 120
=
5 5
x = 24

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 Chemistry in Our Lives

1.62 a. 3z - (-6) = 12 4z
3z + 6 = 12 b. = -8
-12
3z + 6 - 6 = 12 - 6 4z
3z = 6 -12 a b = -12(-8)
-12
3z 6 4z = 96
=
3 3 4z 96
z = 2 =
4 4
z = 24
1.63 a. The graph shows the relationship between the solubility of carbon dioxide in water and
temperature.
b. The vertical axis measures the solubility of carbon dioxide in water (g CO2/100 g water).
c. The values on the vertical axis range from 0 to 0.35 g CO2/100 g water.
d. As temperature increases, the solubility of carbon dioxide in water decreases.
1.64 a. The horizontal axis measures temperature, in °C.
b. The values on the horizontal axis range from 0 °C to 60 °C.
c. At 25 °C, the solubility of carbon dioxide in water is about 0.17 g CO2/100 g water.
d. Carbon dioxide has a solubility of 0.20 g CO2/100 g water at a temperature of about 16 °C.

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