How to Ace Analytical Chemistry (or at least make a B!)

Dr. Saundra Y. McGuire Center for Academic Success B-31 Coates Hall www.cas.lsu.edu

Desired outcomes

  You will understand the difference between meaningful learning and rote memorization You will have concrete strategies to help you accomplish mastery learning in Chem 2001   You will be committed to using these strategies in this course and others You will earn at least a B or higher in Chem 2001!

Prerequisites for Success in Chemistry 2001

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Mastery

of some General Chem Concepts (not rote memorization!)  Realistic Study Schedule  Effective Use of Resources (office hours, tutorial room, etc.)  Managing Anxiety

Why Analytical Chem Appears Harder Than General Chem  It assumes you know Gen. Chem  The course moves quickly  The problems are more involved  The tests are less straightforward, involve essay questions and require you to apply concepts

Example from Test 2

Define and/or contrast each of the following terms: LeChatlier’s Principle Buffer Henderson-Hasselbalch Equation Back Titration

Combination of information to form a unique product; requires creativity and originality Use of information to solve problems; transfer of abstract or theoretical ideas to practical situations.

Restatement in your own words; paraphrase; summary Judgment: the ability to Evaluation make decisions and support views; requires understanding of values Synthesis Analysis Identification of component parts; determination of arrangement, logic, semantics Application Interpretation Translation Recall Identification of connections and relationships Verbatim information; memorization with no evidence of understanding

So, What Do You Do?

 Spend time studying analytical chemistry (at least 4 hours per week)    Aim for 100% understanding Use the tutorial center and office hours Use the Study Cycle with Intense Study Sessions  Study

Smarter

for Chemistry 2001

The Study Cycle

Phase One:

Read or preview chapters to be covered in class… before class (Create chapter maps)

Phase Two: Phase Four: Repeat

Go to Class. Listen actively, take notes, participate in class

Phase Three:

Review and process class notes as soon as possible after class Incorporate Intense Study Sessions

Intense Study Sessions

 5 minutes:  40 minutes:   5 minutes 10 minutes  Repeat Set goals for next 40 min.

Read text more selectively/highlight Make doodles/notes in margins Create mnemonics, work examples Create maps Review what you have just studied Take a break

Get the Most Out of Lecture

 Arrive early  Actively participate  Review notes soon after class  Rework all example problems done in class

5% Lecture 10% Reading 20% Audio-Visual Average Retention for Learning Activities (Source: National Training Laboratories, Bethel, ME) 30% Demonstration 50% Discussion Group 75% Practice by Doing 90% Teach Others/Immediate Use of Learning

Cornell Note Format

Recall

Notes on Taking Notes, 9/14/98

Column:

Reduce ideas and facts to concise summaries and cues for reciting, reviewing and reflecting over here.

Uses of notes  identify major points  identify minor points There are 4 Kinds of Notes:     Running Text Formal Outline Informal Outline Cornell Note system

O u t o f H r o m e w o

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Get the Most from the Tutorial Center 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

Some other important tips

- Start homework problems ONLY after reviewing notes, working class problems, reading text.

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Work extra problems!!! Practice “talking out” the concepts

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To prepare for tests, go over all problems, especially those problems you could not solve. Write out definitions of important terms.

-Review examples from class, and do chapter reviews.

- Keep old quizzes/tests, and ALWAYS correct returned tests.

Special Problem Solving Tips

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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 models.

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Use front end – back end synthesis strategies: “What can I get from what I am given?” “What do I need to get what I am trying to find?”

BIOLOGY AND CHEMISTRY TUTORIAL CENTER 113 E.B. Doran Mon – Thurs: 1pm – 6pm Fri: 1pm – 3 pm

FABULOUS WEB SITE WWW.CAS.LSU.EDU

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Study Smarter Workshops On Line

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Weekly and Semester Planners

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GPA Calculator

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Great Links

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Web Page Development

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Study Strategies Sites

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Graduate Exam Links (GMAT, GRE, LSAT, MCAT)

The Center for Academic Success B-31 Coates Hall www.cas.lsu.edu

We’re here to help you excel!