If you're well into your chemistry
education, chances are you've heard-and maybe
even uttered-some or all of the following:
"There is so much
to learn. I can't possibly remember it all."
"I study for hours but still don't do well
on tests."
"I've never been good at science."
"I'm not good at math."
"I understand the problems when the teacher
does them in class but I can't do them by myself
at home."
"Why do I have to know this?"
Diane Bunce will tell you
that chemistry should not be that difficult a
subject to learn, which she did recently to a
roomful of chemistry students at the ACS National
Meeting in Orlando. Bunce, Associate Professor
of Chemistry at the Catholic
University of America (Washington, DC), specializes
in chemical education and she believes that there
is a mismatch between the way chemistry is taught
and the way students learn that hampers their
success.
The first step on the road
to learning chemistry successfully is don't see
chemistry as isolated facts. "If you are
studying chemistry as a series of isolated facts,
then there will be too much information,"
says Bunce. A good example is organic chemistry,
which consists of a few basic principles but everything
you learn is based on these principles. You may
feel overwhelmed by the amount of material you
have to learn but you can't learn it all the night
before an exam, as you attempt to memorize as
many pieces of information as you possibly can.
Then after the exam, your brain dumps the information
because of the overload.
She suggests that the key
to avoiding this strategy is by learning to see
the integrated whole. Research indicates that
people remember no more than 7 (±2) new
facts or "chunks" of information. So
we expect all people to remember at least 5 new
pieces of information; everything else is "dumped".
A chunk is a piece of information that can be
small or large and the size of the chunk depends
on previous knowledge. The more experience we
have with a subject, the larger the chunk.
Bunce recommends learning
to increase the size of your chunk by writing
it down and relating chunks of information. Study
by yourself and learn individual chunks or concepts,
then take it to the next level by connecting the
chunks or concepts to each other.
Try this exercise. Compare
and contrast the following:
+How are ionic and covalent
bonds related?
+What is the difference between an atom and
a molecule?
In the first question, if
an ionic bond is formed when electrons are transferred
from one atom to the other and a covalent bond
is formed when electrons are shared between atoms,
are these two bonds distinctly different or are
they two extremes of a continuum? Every covalent
bond has ionic characteristics and vice versa.
In the second example, a molecule is a collection
of atoms linked by covalent bonds. Atoms are stand-alone
particles made up of protons, neutrons and electrons.
There are no covalent bonds within atoms.
The bottom line is that this
is how a chemist looks at the situation. Chemists
see chemistry as an integrated web of concepts.
This is why there can seem to be a mismatch between
homework assignments and exams. "Homework
assignments often focus on individual concepts
while exam questions can ask you to integrate
two or more concepts," says Bunce. "The
professor probably believes that if you understand
the individual concepts, then you will be able
to answer a question that relies on an integration
of two or more of them. You, the student, are
probably expecting the professor to ask single
concept questions, creating a mismatch in expectations
that can lead to student frustration."
Concept Maps
One method Bunce recommends
to help understand the relationship between concepts
is to draw a concept map. A concept map is a schematic
diagram that shows the relationship among concepts.
Concepts are usually enclosed in circles or boxes,
and a connecting line between two concepts indicates
relationships between concepts. Words on the line
specify the relationship between the two concepts.
The concepts in a concept map are presented hierarchically,
from the most inclusive at the top to the least
inclusive at the bottom.
Concept maps help you see
the connections between concepts you already understand;
connect new ideas to knowledge you already have;
and structure the information in such a way that
you can add new ideas in the future. Developing
a concept map fosters a better understanding of
the material presented in class and highlights
areas where you may still be uncertain.
Example:
A concept map illustrating the proposition, "Without
the industrial chemical reduction of atmospheric
nitrogen, starvation would be rampant in third
world countries."
"I study for hours
."
According to Bunce, "Memorizing,
rather than understanding, is the least robust
way of learning." She advocates the constructivist
view of learning where the learner must actively
engage in the learning process and new knowledge
is constructed by integrating incoming information
with information that is already present in the
memory.
How does integration take
place? Access information that you already have
in memory. When you experience new information
through lab, a demonstration, or homework, take
time to integrate the new knowledge with your
prior knowledge. Then, explain the concept to
someone else. Work with other students to explain
a concept. Next try "directed paraphrase"
where you explain the concept to someone who is
not in the class. (For example, explaining equilibrium
to your mother.)
"I'm Not Good At
Math (Science)"
"If you can add, subtract,
multiply, and divide," says Bunce, "then
you can do most of the math in a chemistry class.
The problem is that you don't know which
numbers to add, subtract, multiply, or divide."
The problem is not math, according to Bunce, but
logic and analysis.
If you understand the problem
when the teacher does it but can't do it on your
own, your first task is to recognize what kind
of problem it is. Can you identify the information
given in the problem? Can you identify what is
asked for? For example, if you recognize that
the problem involves stoichiometry,
is it a mass-mass problem, mass-mole, mole-mole,
or mass-volume?
Once you've categorized the
problem, Bunce recommends writing down the rules,
equations, or definitions that you might
need to solve it. Draw a diagram of the steps
you will use to solve the problem. Start with
what is given and end with what is asked for,
then do the math. Review the steps you used to
solve the problem because this will be helpful
when you solve another problem like it.
If your teacher uses this
technique in class, but you still have trouble,
then review your notes. Did you write down everything
the teacher said or, do you have one string of
numbers with everything crossed out? Bunce advises
against solving problems with your hands on the
calculator. Take the time to analyze the problem
first. Do you remember how you solved a problem?
Do you compare one solution to another?
Solving problems in chemistry
requires analyzing the problem before you use
your calculator:
- Identify what's given and asked for;
- Categorize the problem according to type;
- Write down relationships, equations, or rules
needed to solve the problem;
- Draw a schematic diagram of the steps to the
solution;
- Do the math; and
- Review the problem.
How
many grams of sulfur dioxide?
"Why Do I Have To Know This?"
"All chemistry topics should be related
to something in the real world," says Bunce,
"and if you don't see the relationship-ask."
Learning chemistry requires understanding the
material, not just memorizing it. This includes
seeing the material in your mind, and being able
to explain it to someone else. Learning chemistry
requires being awake, being involved, relating
one concept to another, acquiring ownership of
this knowledge, and having a nonstressful (read:
not a test!) opportunity to explain that knowledge
to others.
Additionally, you can improve your test-taking
strategies. For example, on multiple-choice questions,
read the question with the answers covered up.
Analyze what the question is asking before you
decide on an answer. Then generate your own answer
before looking at the answers provided. If your
answers don't match the answer you came up with,
then go back to the question and reanalyze.
On essay questions, read the entire question.
Pick out the pertinent information. Ask yourself
what topic or topics is this about? What do you
know about these topics? Jot down some key concepts
that could be used to solve the problem. Use the
information you have to outline a logical answer.
As you write your answer, read it over to see
if it answers the question asked, is logical,
and is specific. If you go blank on a test, skip
the question and come back to it later. When you
come back to the question, if you are still drawing
a blank, jot down something you know that might
be used to answer the question. If nothing else,
go for partial credit.
Everything Diane Bunce had to say boils down
to focusing on what you can control and contribute
to your success in the classroom. You won't get
to choose your textbook or who is teaching the
class, but you can identify ways to help you process,
organize, highlight and identify the information
in a way that is useful to you.
Corinne Marasco is Content Manager of JobSpectrum.org.
Related Resources
For those students studying
for ACS exams in General or Organic Chemistry,
Diane Bunce recommends the two new student guides
available for purchase from the ACS
Exams Institute. They cost $10 (General) and
$15 (Organic). The guides use questions from old
ACS exams, analyze the correct answer and explain
why the other choices are wrong. Additional problems
and practice tests are provided along with an
answer key.
Kean, E. and Middlecamp, C.
How
to Survive (and even excel) in General Chemistry.
McGraw-Hill, Inc.: NY 1994.
Dr. Fred Senese of Frostburg
State University offers 10
tips to pass your next chemistry exam.
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