Organic Chemistry deals with many abstract concepts which demand the practioner to have mental images of molecules that cannot be directly seen, but whose molecular characteristics and atomic arrangements can be inferred from well researched data. The images must reasonably represent in three dimensions the structure and form of the molecule. "Reasonably" means that the abstract image should provide agreement with all of the experimental data. To further compound the imaging challenge, molecules are never completely still. Their atoms move internally and the molecules themselves will interact with other molecules in their environment. This dynamic nature must also be understood. Think about the following questions, and write down your candid short answers. What is the importance and relevance of developing this understanding? How can this knowledge be applied? Does it or will it ever relate to me personally and to the "world" in general?

Although all of the scientific principles that you have learned in previous courses apply to organic chemistry, the learning challenges facing you are quite different. Some memorization will be necessary, but it will be minimized. Some math skills will be needed, but they are primarily arithmetic. If this is the case, why do so many students find learning organic chemistry to be relatively difficult when compared to general chemistry. In part, it is because many of the ways that students successfully studied general chemistry are not most suitable nor efficient for organic. There are major differences in the types of information and the amount of information between the courses. The information in general chemistry tends to be "hard" (i.e. relatively absolute and concrete: e.g physical properties and chemical behavior that follow well defined rules and mathematical formulas). Organic information tends to be "soft" with fuzzy concepts that at times seemingly have more conditions and exceptions than concrete rules. With such an enormous amount of abstract, diverse information, it can be very confusing. How then can I succeed in learning organic chemistry? Do not answer this question now. After completing this exercise, draft a brief outline of a learning plan with at least three items and/or approaches that you intend to use in your study of organic chemistry this semester. You can include as many as you like, but three are minimum.

There is no single set of correct answers. 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 Internet, which will be used extensively throughout this 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 over 100 of you at DVC this semester who are in same position (about 150,000 nationwide), to share knowledge and information, and to help yourself learn from each other.

If you are interested in living things or occasionally just wonder, why? Organic chemistry is at the heart of it all. Organic molecules and their chemistry are critical to our behavior, mental state and moods, and they are fundamental to learning. The animation in the header of all of the course pages represents a neuron firing. The neuron is a cell that 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 when needed. Memory and learning require chemical neurotransmitters to transfer the electrical impulses. These compounds and their interactions will be considered at certain points in this 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 the mental recall and application of information? One thing that is certain, since there is such an overwhelming amount of new information to deal with both in this course and in our lives in general, memorization alone will not work and it is definitely not a very good primary approach. What are possible alternatives? Consider these in the outline of your learning plan.
 

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 lab meeting, see the bottom of this page. If you have taken the survey before, please re-take it. Learning styles can change.

2) Complete the outline from the above reading.

3) Before the next lab period, 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.

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.

TOTALS:

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 additions will be rewarded in the grading of the assignment.

VISUAL learner: look at all study materials. Use text, handouts, outlines, videos, notes, images, models, animations, etc. Print out lecture slides with in-class i-clicker questions before class; add answers and detailed notes in class. Practice visualizing concepts in your mind. Illustrate concepts. Develop simple storyboards for dynamic processes. Write out 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 notes or keyboard information while you are thinking of it, organize it, access it frequently, revise it and review it. Print out lecture slides with in-class i-clicker questions before class. Add answers and detailed notes to print out of lecture slides in class. Review and edit the complete notes as soon as possible after class. Practice problems from Webassign, Worksheets, ACS, and textbook. 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:

Use an account that is your OWN personal account and one that Dr R. can use to reply to you.

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.

1. Your name:
2. Planned major: (If not certain, enter undecided.)
3. College or University that you are planning to transfer to: (If not certain, enter undecided.)
4. When and Where you completed General Chemistry (DVC's Chem 120 /Chem 121).
5. Learning Style Survey Results: (Send your scores for each.)
6. Visual
7. Auditory
8. Tactile
9. List the three most important items from your study outline that you plan to employ in Chem 226.

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)