Learning
chemistry is in many ways similar to developing skill in a sport.
For example, the tennis coach demonstrates
the backhand and the student is expected to practice before the next lesson.
The first step in
learning chemistry begins in the classroom when I present new concepts
and demonstrate problem solving. And like tennis,
you can't
The
next step in the process requires you to review notes, read text, attempt
assigned problems, and obtain help as needed (learning
lab, peers, instructor, etc.). This is followed by the instructor
providing additional learning activities that include additional problem
solving in class, practice quizzes/exams at Web site, as well as regular
course quizzes. At this point concepts are becoming better understood
and serious preparation for exam begins. A final review allows student
to ask questions and request explanation for assigned problems. As
part of the review, major concepts are emphasized
and exam clues provided. The ensuing exam is an integral
part of the learning process and is not based
on memorization--questions are designed to emphasize learning
activities in the classroom and at home.
You
can't hop over steps in process and expect to
do well!
Because
chemistry is based on experimentation, lab makes an important contribution
to the course. Utilizing the scientific method (state
problem, make observations, obtain data, perform calculations, summarize
results), lab objectives include:
Basis for concepts covered in lecture
Proficiency in use of common equipment
Summary of activities in writing
As
the course proceeds, my goal is to connect concepts--for example, atomic
structure leads to bonding, which leads to molecular geometry, which leads
to intermolecular forces, etc. Mastering chemistry requires
a commitment to hard work beginning the first day of semester.
