This document provides tips for succeeding in first-year chemistry courses. It notes that these courses move faster and require more application of concepts than high school chemistry. Key recommendations include spending at least 9 hours per week studying outside of class using effective strategies like the continuous learning process, intense study sessions, getting the most from lectures, homework, help resources, and managing test anxiety. Students with GPAs over 3.7 typically studied over 30 hours per week using these techniques, while those with GPAs under 2.0 studied less and did not implement as many effective strategies.
How to Add a New Field in Existing Kanban View in Odoo 17
Acing General Chemistry
1. Dr. Saundra Y. McGuire
Director, Center for Academic Success
Adjunct Professor of Chemistry
Louisiana State University
How to Ace
First Year Chemistry
(or at least make a high B)
2. Requirements for Acing
Chemistry 101/102
Mastery of Chem Concepts
(not rote memorization!)
Realistic Study Schedule
Effective Use of Resources (office
hours, Help Desk, etc.)
Managing Anxiety
3. Why 101/102 is Harder
Than HS Chemistry
The course moves a lot faster
The material is conceptually more
difficult and cumulative
The problems are more involved
The tests are less straightforward and
require you to apply concepts
4. Judgment: the ability to
make decisions and support
views; requires
understanding of values
Synthesis
Analysis
Identification of
component parts;
determination of
arrangement, logic,
semantics
Application
Use of information
to solve problems;
transfer of abstract
or theoretical ideas
to practical
situations.
Interpretation
Identification of
connections and
relationships
Translation
Restatement in your
own words;
paraphrase; summary
Recall
Verbatim information;
memorization with no
evidence of understanding
EvaluationCombination of
information to form a
unique
product; requires
creativity and originality
5. STUDENTS WITH
GPA OF 3.7 OR
HIGHER
Studied over 30 hours per week outside of class
Reviewed material prior to class
Stayed 1-2 chapters ahead in the text
Reviewed notes after class
Visited professor/instructor/tutor regularly
Studied in small groups (3-5 people) several times
per week
Asked questions, asked questions, asked
questions!!!
6. STUDENTS WITH
A GPA OF 2.0 OR
LESS
Studied 8-12 hours per week out of class
Did not review material prior to class
Stayed 1-2 chapters behind in reading
Rarely asked questions
Rarely discussed information with
instructors/classmates/friends
In effect, were still in high school
FOUR YEAR STUDY, R. B. LANDIS, CALIFORNIA STATE UNIVERSITY, 1995
7. So, What Can You Do Now?
Spend more time studying chemistry
(at least 9 hours per week)
Aim for 100% understanding
Use the Help Desk and office hours
Use the Continuous Process of Learning
and Intense Study Sessions
Study Smarter for Chemistry
8. Use Efficient Study Strategies
When You Study Chemistry !
Study SMARTER, not HARDER
9. Continuous Process of Learning
Phase One:Phase One: Read or preview chapters to be covered inRead or preview chapters to be covered in
class… before class (Create chapter maps)class… before class (Create chapter maps)
Phase Two:Phase Two: Go to Class. Listen actively, take notes,Go to Class. Listen actively, take notes,
participateparticipate in classin class
Phase Three:Phase Three: Review and process class notes as soon asReview and process class notes as soon as
possible after classpossible after class
Phase Four:Phase Four: Incorporate Intense Study SessionsIncorporate Intense Study Sessions
RepeatRepeat
10. Intense Study Sessions
5 minutes:5 minutes: Set goals for next 40 min.Set goals for next 40 min.
40 minutes:40 minutes: Read text more selectively/highlightRead text more selectively/highlight
Make doodles/notes in marginsMake doodles/notes in margins
Create mnemonics, work examplesCreate mnemonics, work examples
Create mapsCreate maps
5 minutes5 minutes Review what you have just studiedReview what you have just studied
10 minutes10 minutes Take a breakTake a break
RepeatRepeat
11. Get the Most Out of Lecture
Arrive early
Actively participate
Review notes soon after class
Rework all example problems
done in class
12. Average Retention for
Learning Activities
(Source: National
Training Laboratories,
Bethel, ME)
20%
Audio-Visual
30%
Demonstration
50%
Discussion Group
75%
Practice by Doing
90%
Teach Others/Immediate Use of Learning
5%
Lecture
10%
Reading
13. Get the Most Out of
Homework
Start the problems early--the day they
are assigned
Do not flip back to see example
problems; work them yourself!
Don’t give up too soon (<15 min.)
Don’t spend too much time (>30 min.)
14. Get the Most from the Help
Desk and Office Hours
Try to understand the concept or work
the problem by yourself first
Come prepared to ask questions
Explain the material to the tutor or
professor or study group members
15. Some other important tips
- Start homework problems ONLY after reviewing,
notes, working class problems, reading text.
-Work extra problems!!!
-To prepare for tests, go over all problems,
especially those problems you could not solve.
-Review examples from class, and do chapter
reviews.
- Keep old quizzes/tests, and ALWAYS correct
returned tests.
16. Special Problem Solving Tips
- Work extra problems!!!
- When working homework problems, DO NOT
flip back to look at examples in the text. Spend at
least 15 minutes, but no longer than 25 minutes
trying a problem before you seek assistance.
- Visualize the problem situation. Draw diagrams.
- Use front end – back end problem solving:
“What can I get from what I am given?”
“What do I need to get what I am trying to find?”
- Estimate the answer, if possible. Check you answer
to make sure it is in the “ballpark”.
17. Chemistry 101/102 HELP DESKChemistry 101/102 HELP DESK
At TAMUAt TAMU
Room 116 HELDRoom 116 HELD
Mon – Thurs: 8:30am – 4:30pm
Fri: 8:30am – 12:30pm
18. ON-LINE STUDY STRATEGIESON-LINE STUDY STRATEGIES
WORKSHOPS at LSUWORKSHOPS at LSU
Time Management
College Reading and NoteTaking
Managing Test Anxiety
Test Taking Strategies
Concept Mapping
19. FABULOUS WEB SITE ATFABULOUS WEB SITE AT
Louisiana State UniversityLouisiana State University
WWW.CAS.LSU.EDUWWW.CAS.LSU.EDU
Study Smarter Workshops On LineStudy Smarter Workshops On Line
Weekly and Semester PlannersWeekly and Semester Planners
GPA CalculatorGPA Calculator
Great LinksGreat Links
Web Page DevelopmentWeb Page Development
Study Strategies SitesStudy Strategies Sites
Graduate Exam LinksGraduate Exam Links
(GMAT, GRE, LSAT, MCAT)(GMAT, GRE, LSAT, MCAT)
Notes de l'éditeur
This triangle shows the levels in Bloom’s Taxonomy--a hierarchy that shows levels of thinking. Many students learn information at the recall or translation levels; however, most college courses test information at the interpretation level or above. These higher levels focus on the ability to think in terms of a subject, not just the ability to memorize the subject without understanding the relationships and applications in it.
This triangle shows the levels in Bloom’s Taxonomy--a hierarchy that shows levels of thinking. Many students learn information at the recall or translation levels; however, most college courses test information at the interpretation level or above. These higher levels focus on the ability to think in terms of a subject, not just the ability to memorize the subject without understanding the relationships and applications in it.