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1 FOCUS
Shape-sorter toys fascinate
Objectives Guide for Reading young children. Typically, the children try placing a shape in different
holes until they find the right one. They may try to
1.4.1 Identify two general steps in Key Concepts place an incorrect shape in the same hole over
problem solving. • What is a general approach to
and over again. An older child has enough
solving a problem?
1.4.2 Describe three steps for • What are the three steps for experience to place the correct shape in
solving numeric problems. solving numeric problems? each hole on the first try. The trial-and-error
• What are the two steps for approach used by young children is one
1.4.3 Describe two steps for solving solving conceptual problems?
method of problem solving, but it is
conceptual problems. Reading Strategy usually not the best one. In this section,
Identifying Main Idea/Details
Under the heading Solving you will learn effective ways to solve
Guide for Reading Numeric Problems, there are three problems in chemistry.
main ideas presented as subheads.
L2 As you read, list two details that
Build Vocabulary support each main idea.
Word Forms Students may benefit Skills Used in Solving Problems
from a reminder that certain key words Problem solving is a skill you use all the time. You are in a supermarket. Do
you buy a name brand or the store brand of peanut butter? Do you buy the
and phrases in each word problem
1-liter bottle or the 2-liter bottle of a carbonated beverage? Do you choose
indicate the unknown quantity and its the express line if there are five customers ahead of you or the non-express
units. These include how much, deter- line with a single shopper who has lots of items?
mine, what is, find, and how long. When you solve a problem you may have a data table, a graph, or
another type of visual to refer to. The shopper in Figure 1.23 is reading the
Reading Strategy L2 label on a can while trying to decide whether to buy the item. She may need
Think Aloud Some students are con- to avoid certain ingredients because of a food allergy. Or she may want to
know the amount of Calories per serving.
vinced they cannot do word problems The skills you use to solve a word problem in chemistry are not that dif-
because they are too hard. Ask students ferent from those you use while shopping or cooking or planning a party.
to describe the process verbally as they Effective problem solving always involves developing a plan and
attempt to solve a problem. then implementing that plan.
Skills Used in
Solving Problems
Discuss L2 Section Resources
Explain that the memorization of facts is Print Technology
a relatively small part of learning chem- • Guided Reading and Study Workbook, • Interactive Textbook with ChemASAP,
istry. A person who succeeds in chemis- Section 1.4 Problem-Solving 1.27, 1.29; Assessment 1.4
try has become a good problem solver. • Core Teaching Resources,
Encourage students to share problem- Section 1.4 Review
solving methods and techniques. Dis- • Transparencies, T7–T9
cuss the “supermarket” problems.
Stress that for these problems, unlike
most problems in a chemistry course,
answers can vary and still be correct.
28 Chapter 1
Solving Numeric Problems Solving Numeric
Because measurement is such an important part of chemistry, most word Problems
problems in chemistry require some math. The techniques used in this L2
Discuss
book to solve numeric problems are conveniently organized into a three-
step, problem-solving approach. This approach has been shown to be very Point out that in the laboratory, as well
helpful and effective. So we recommend that you follow this approach as during students’ normal routines,
when working on numeric problems in this textbook. The steps for they are often presented with more
solving a numeric word problem are analyze, calculate, and evaluate.
data than is needed to solve a prob-
Figure 1.24 summarizes the three-step process and Sample Problem 1.1
shows how the steps work in a problem.
lem. Explain that they will need to sort
essential data from extraneous data. In
Analyze To solve a word problem, you must first determine where
cases with more than the required
you are starting from (identify what is known) and where you are going
(identify the unknown). What is known may be a measurement. Or it may data, sorting the data into knowns and
be an equation that shows a relationship between measurements. If you unknowns helps students to deter-
expect the answer (the unknown) to be a number, you need to determine mine the answer to “What data do I
what units the answer should have before you do any calculations. need to solve this problem?”
After you identify the known and the unknown, you need to make a
plan for getting from the known to the unknown. Planning is at the heart of
successful problem solving. As part of planning, you might draw a diagram
that helps you visualize a relationship between the known and the
unknown. You might need to use a table or graph to identify data or to
identify a relationship between a known quantity and the unknown. You
may need to select an equation that you can use to calculate the unknown.
Evaluate After you calculate an answer, you should evaluate it. Is the
answer reasonable? Does it make sense? If not, reread the word problem.
Did you copy the data correctly? Did you choose the right equations?
It helps to round off the numbers and make an estimate of the answer. If
the answer is much larger or much smaller than your estimate, check your
calculations.
Check that your answer has the correct unit and the correct number of
significant figures. You may need to use scientific notation in your answer.
You will study significant figures and scientific notation in Chapter 3.
Introduction to Chemistry 29
Section 1.4 (continued)
Practice Problems
26. Using the information in the 27. There is an ice cream shop
Problem-Solving 1.27 sample problem, how many 6 blocks north of your hotel.
Solve Problem 27 with the help short blocks can be walked How many minutes will it
of an interactive guided tutorial.
in 48 minutes? take to walk there and back?
with ChemASAP
30 Chapter 1
30 Chapter 1
Figure 1.25 Refer to this map of
Indianapolis, Indiana, while you
Solving Conceptual
Central
Library do Sample Problem 1.1. Problems
St. Clair Street Interpreting Diagrams
In the section of downtown
American
bounded by north, east, south,
Legion
TEACHER Demo
ue
Mall
en
and west streets, the main
Av
ts
et
us
streets and avenues are named
ch
North Street
sa
L2
as
Veterans
for states. What are the five Fit an Ice Cube in a Bottle
M
Memorial Murat
Plaza Centre
exceptions to this pattern?
Pennsylvania Street
▲
ONE WAY
Purpose Students suggest different
Delaware Street
Meridian Street
College Avenue
Alabama Street
Senate Avenue
Capitol Avenue
Illinois Street
Indiana
West Street
East Street
World
War
Vermont Street
Memorial
approaches for solving a problem.
Univ.
Park Materials bowl of ice cubes, empty
In
dia
na
▲
ONE WAY
narrow-neck bottle
Av
en
Indiana
ue
Historical
Society ▲ ▲ ▲ ▲
ONE WAY
ONE WAY
ONE WAY
Procedure Place a bowl of ice cubes
ONE WAY
ONE WAY
ONE WAY
ONE WAY
Ohio Street
CANAL
Indiana
▲ ▲ City
Market
▲
and an empty soda bottle in front of
State Monument Market Street
Capitol Circle the class. Explain that the problem is to
Washington Street transfer the ice to the inside of the bot-
▲
ONE WAY
Circle
Center
tle. Have students analyze the problem
N and suggest different approaches.
▲
Indiana
Convention
Conseco
Expected Outcome Students may sug-
Vi
Fieldhouse
rg
Jackson Pl.
Louisiana St.
Union
small enough to fit through the mouth
Station
of the bottle; or melting the ice, pour-
▲ South Street
ing the water into the bottle, and plac-
ONE WAY
ONE WAY
ONE WAY
Answers to...
Figure 1.25 Meridian Street, Senate
Avenue, Market Street, Jackson
Place, and Capitol Avenue
Figure 1.26 Solving a conceptual
problem usually does not require
any calculations.
Introduction to Chemistry 31
10:00 am 8:00 am
to 6:00 pm to 11:00 am
with ChemASAP
32 Chapter 1