This article describes an interesting variation on the use of interactive anonymous quizzes (IAQs) in the chemistry classroom. In this variation, IAQs are used to introduce new material or topics in a course, as opposed to their traditional use for reviewing previously covered material. Two examples of IAQs used to introduce new topics in a second-year environmental chemistry class are presented, and the class results over a five year period are described and discussed. This new approach promotes critical thinking as well as peer learning, promotes interesting and thoughtful discussions, provides the instructor with an indication of the class pre-knowledge of the new topic, and provides an interesting and stimulating transition between topics in a course. These IAQs provide an excellent method for engaging students and introducing them to new ideas and concepts and are a low-risk, time-efficient, and versatile way to introduce active learning into a chemistry classroom. (Contains 2 tables and 1 note.)