Chemistry / Learning

Chemistry / Memory / Learning

Dr. Rusay / Chem 120

Chemistry deals with many abstract concepts which demand the practioner to have mental images of the behavior of atoms and molecules that cannot be directly seen, but whose characteristics can be inferred from well researched data. The mental images must reasonably provide agreement with all of the experimental data and mathematical applications. To compound the challenges, atoms and molecules are never completely still. They move and interact with other atoms and molecules in their environment. This dynamic nature must also be understood.
Although all of the scientific principles that you have learned in your intoductory chemistry course are repeated in Chem, the level of treatment will be in greater depth and will likely demand far more of you. Math skills, which relate to "hard" information (i.e. relatively absolute and concrete data: e.g physical properties and chemical behavior that follow well defined rules and mathematical formulas), are essential. There will also be new information that may seem "soft", that is, abstract or fuzzy which do not follow concrete mathematical formulas.
With such a large and increasing amount of diverse, abstract, hard and soft information, it can be very confusing. How then can I succeed in learning chemistry? Draft a brief outline of a learning plan that you intend to use as part of your learning strategy in your study of chemistry this semester with at least three items and/or approaches; review the course syllabus, topics and assignments. Forward your plan in an e-mail to Dr. R. (Item #7 in the e-mail instructions @ the end of these instructions.) Be sure that you are clear and include the way that you will use the course resources including your choice of textbook: Zumdahl, Chemwiki, or both.
There is no single set of correct approaches. I cannot answer that question for you since we all have different individual learning styles and different personalities. I understand what works best for me. In this first exercise, you will use e-mail and the Web. These are essential and will be used throughout the course. You will define your own learning style and gain insight into your personality. The objectives of the exercise are: to help you discover how you can help yourself learn more effectively, to apply this knowledge in the course, to appreciate that there are many of you in the same position (about 400-500 students enroll in Chem 120 at DVC each year), to share knowledge and information, and to help yourself learn from each other.
Molecules and their chemistry are critical to our behavior, mental state and moods. They are fundamental to learning. The molecule in the homepage's header is the neurotransmitter dopamine. It transmits information in the form of an electrical signal to our brain where the information is then evaluated by our mind, some of it stored and retrieved. Memory and learning require several chemical neurotransmitters to transfer the electrical impulses and affect moods as well as memory. Some of these compounds and their interactions will be considered at certain points in the course as well as the stimuli which initiate the process.....like the printed words that you are now viewing. Will you remember the information that you just read and be able to use it? What is the best way for you to optimize mental recall and application of information? One thing that is certain, since there is such an overwhelming amount of new information to deal in this course, in your other courses and in our lives in general, memorization alone will not work, and it is definitely not the best primary approach. What are possible alternatives? Consider these in the your personalized approach to learning chemistry.

Instructions:

1) Complete the following survey. Each student is to individually complete a survey and to submit the results to Dr. R. by e-mail before the next class meeting, see the bottom of this page.

2) Relate the results to the course. Determine a minimum of three approaches that you plan to take in Chem 120.

3) Before the next class, send an e-mail to Dr. R. as per the instructions at the end of the page.

Survey: Place a check on the appropriate line after each statement.

	Often	Sometimes	Seldom
1. Can remember more about a subject through the lecture method with information, explanations and discussion.	_____	_____	_____
2. Prefer information to be written on the chalkboard, with the use of visual aids and assigned readings.	_____	_____	_____
3. Like to write things down or to take notes for visual review.	_____	_____	_____
4. Prefer to use posters, models, or actual practice and some activities in class.	_____	_____	_____
5. Require explanations of diagrams, graphs, or visual directions.	_____	_____	_____
6. Enjoy working with my hands or making things.	_____	_____	_____
7. Am skillful with and enjoy developing and making graphs and charts	_____	_____	_____
8. Can tell if sounds match when presented with pairs of sounds.	_____	_____	_____
9. Remember best by writing things down several times.	_____	_____	_____
10. Can understand and follow directions on maps.	_____	_____	_____
11. Do better at academic subjects by listening to lectures and tapes.	_____	_____	_____
12. Play with coins or keys in pockets.	_____	_____	_____
13. Learn to spell better by repeating the words out loud than by writing the word on papers.	_____	_____	_____
14. Can better understand a news article by reading about it in the paper than by listening to the radio.	_____	_____	_____
15. Chew gum, smoke, or snack during studies.	_____	_____	_____
16. Feel the best way to remember is to picture it in your head.	_____	_____	_____
17. Learn spelling by "finger spelling" words.	_____	_____	_____
18. Would rather listen to a good lecture or speech than read about the same material in a textbook.	_____	_____	_____
19. Am good at working and solving jigsaw puzzles and mazes.	_____	_____	_____
20. Grip objects in hands during learning period.	_____	_____	_____
21. Prefer listening to the news on the radio rather than reading about it in the newspaper.	_____	_____	_____
22. Obtain information on an interesting subject by reading relevant materials.	_____	_____	_____
23. Feel very comfortable touching others, hugging, handshaking, etc	_____	_____	_____
24. Follow oral directions better than written ones.	_____	_____	_____

SCORING: Use the answered questions and place a point value (OFTEN = 5 points; SOMETIMES = 3 points; SELDOM = 1 point) next to the corresponding question number. Total the points in each column to obtain the preference scores under each heading.

Learning Style Scoring Grid

Ques. #	Visual Pts.	Ques. #	Auditory Pts.	Ques. #	Tactile Pts.
2	____	1	____	4	____
3	____	5	____	6	____
7	____	8	____	9	____
10	____	11	____	12	____
14	____	13	____	15	____
16	____	18	____	17	____
19	____	21	____	20	____
22	____	24	____	23	____

TOTALS:

Visual

Auditory

Tactile

Your learning style will include components of all three types. The maximum score per column is 40, the minimum 8 and the median 24. If your score is above 24, you have a preference for this style. The higher the score, the stronger the preference. Conversely the lower the score, the less you rely on this style. Your strongest learning style is the style that most suits you. It does not mean that other styles are not useful. You'll notice similarities and some repitition in the suggestions below. Suggestions for other learning styles should not be excluded from your learning strategy, but your strongest preference should be emphasized. The suggestions below are not complete. Imaginative alternatives are encouraged.

VISUAL learner: look at all study materials. Use text, handouts, outlines, videos, notes, electronic resources: images, models, animations, etc. Practice visualizing concepts in your mind. Illustrate concepts. Develop simple storyboards for dynamic processes. Write out notes or keyboard important information, organize it, access it frequently and review it by asking yourself "what if" type questions.

AUDITORY learner: develop and use every opportunity for listening to information related to the course. Taping lectures. Participating in group exercises. Joining a study group. Articulating concepts to others and then discussing them.

TACTILE learner: write or keyboard information while you are thinking of it, organize it, access it frequently, revise it and review it. Take, organize and keep detailed lecture notes. Edit the notes. Add your comments with references to other sources. Make and frequently update study aids: flashcards, study sheets, etc. Illustrate concepts on paper. Develop simple storyboards for dynamic processes. Use models: real and computer generated.

Additional Background and Information:

You do not have to go beyond the learning survey and suggestions already given. However, if you would like to discover more details about yourself go on toThe Keirsey Temperament Sorter,by clicking on the following link.

The Keirsey Temperament Sorter
See: David Keirsey's Web site

E-mail Instructions:

You must use an e-mail account that is your OWN personal account; one that Dr R. can absolutely rely on to contact you. Otherwise you will not receive important information.

Address your e-mail to: rrusay@chemconnections.org

Title the e-mail: Learning Styles

In the body of the e-mail message provide the following information.

Your name:
Planned major: (If not certain, enter undecided.)
College or University that you are planning to transfer to: (If not certain, enter undecided.)
When and Where you completed an introductory course in chemistry? (eg. Spring 2010, Chem 108 at DVC or Concord, HS, etc.).
Learning Style Survey Results: (Send your scores for each.)
Visual
Auditory
Tactile

6. List the three most important items and/or approaches that you plan to employ in studying/learning Chemistry in Chem120.
7. I plan to take Chem 121. (Yes/ NO)
8. OPTIONAL: If you do take the Keirsey Temperament Sorter, enter the four letters which signify your personality type, eg. ISTJ.

Extrovert (E) or Introvert (I)

Intuitive (N) or Sensing (S)

Thinking (T) or Feeling (F)

Judging (J) or Perceptive (P)