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 the first semester of General Chemistry are very important. The second semester will focus on certain math skills acquired in the first semester that 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), and introduce a number of new quantitative mathematical applications. There will also be new information that may seem "soft", that is, abstract or fuzzy which do not follow concrete mathematical formulas.

With such an enormous amount of diverse, abstract, hard and soft information, it can be very confusing. How then can I succeed in learning chemistry?

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 250-300 students enroll in Chem 121 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 serotonin. 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 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. Learning styles can change. If you have taken the survey before, please consider taking it again.

2) Relate the results to your study habits.

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. The suggestions below are not complete. Imaginative alternatives are highly encouraged.

VISUAL learner: look at all study materials. Use text, handouts, outlines, videos, notes, CD-ROMs, You Tube videos, images, models, animations, etc. 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 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.

There are many Learning Styles Surveys. Here is one that is similar to the one above, which was developed by cognitive specialists in Pacific Grove.

Pacific Grove Learning Styles Survey

Additional Background and Information:

If you would like to discover more details about yourself go on toThe Keirsey Temperament Sorter by clicking on the following link.

David Keirsey's Web site

Extrovert (E) or Introvert (I)

Intuitive (N) or Sensing (S)

Thinking (T) or Feeling (F)

Judging (J) or Perceptive (P)