ory-without-walls. This is how the chemist would look at the world, and it is to be nurtured in the student. This could apply to other sciences as well, since the world is also a constant demonstration of the principles of physics, and the living world a constant reminder of the principles of biology.
Second, the student should understand that chemistry deals with change and with the way matter changes. A book of experiments for young people includes the following description of it subject matter, indicating the nature of chemistry and the order in which the student usually learns about it:
First you'll discover the nature of matter, then the nature of chemical reactions. Next you'll investigate some of the more common forms of matter and begin to explore the electrical aspects of matter. By this time, you should have discovered enough about chemistry through experience to feel the need for some sense to be made out of it; now you are ready to learn about the theories underlying the science (Cobb, 1985, 4).
Third, the student should see that the purpose of the chemist is to find answers to questions. That is the essence of science:
Science is a search for answers. Science projects are good ways to learn more about science as you search for answers to specific problems. . . Solving a scientific mystery, like solving a detective mystery, requires planning and the careful collecting of facts (Van Cleave, 1993, 1).
Another way of describing science would appeal especially to the young:
Science is an adventure! Science is an adventure of asking questions and finding answers. . . Scientists answer questions by doing experiments and making ob
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