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It doesn't speak to me. I don't see how it relates to my everyday life. I used to run a lot of track and field, and the first few weeks were always spent running long distances.
I was a sprinter and a jumper. I didn't like running long distances. I didn't want to run long distances. I didn't feel a personal connection to it and I didn't always see how it related to sprinting and jumping.
It was, however, conditioning. I needed to do it to get into shape. How do you build up muscle? You tear it down.
Run 'til you drop. When the muscle regenerates, it comes back stronger. Do you think your mind is any different? In my experience, it's not.
A little bit of frustration and hard work is good for the mind, just like a ten mile run is good for the body. I believe there are two main paths to an abstract, yet practical understanding of chemistry.
Both are perfectly acceptable, and can lead to the same destination: The first is to understand chemical ideas through personal discovery and problem solving.
So you want to know what equilibrium is? Well, here's some guiding principles, now sit down and do these problems.
In doing them, you will probably develop a solid notion of what equilibrium means. It's a bit like learning how an engine works by taking it apart piece-by-piece and putting it back together.
The second path is to solve the problems by first having a firm grasp on the ideas. In this approach, the idea of equilibrium is presented, and then you can confirm and enhance your understanding of the idea by applying it It's like learning how an engine works by first studying the purpose for each part.
What's a valve spring for? What is it supposed to do? By building on previous ideas others have proposed, you'll have a much better idea of what to look for when you do take it apart.
Notice that taking it apart problem solving is a fundamental part of both approaches. Every chemistry instructor will do a bit of both: I definitely tend to emphasize the latter.
I believe that if you understand the idea , you can more easily apply it to many different kinds of problems. I therefore spend a fair amount of time in lecture trying to make the ideas clear.
Of course, most people won't understand the idea just from a theoretical discussion of it. That's where problem solving comes in.
I assign problems that I hope will enhance your understanding of the idea. I do not assign problems for their own sake. Do you care where the equilibrium lies for a mixture of dinitrogen tetroxide and nitrogen dioxide at o C?
Neither do I, but if you can solve that problem, you probably have a fairly good notion of what equilibrium means and how it is affected by temperature.
After you solve a problem, you should always ask yourself, 'What idea were they trying to get across? Why did they assign this problem?
The point is to help you understand an idea. If you approach each problem as a template for how to do other problems like it, you have the wrong approach.
This course ought to be much more than a training seminar for laboratory grunt work. On a related tangent, I heard a quote once that went something like this: The human mind is incapable of understanding the answer to a question that has not been asked.
I think there's a profound truth there in many facets of life, but particularly when learning something as abstract and arcane as chemistry.
Take a mathematical example: Taken at face value, this seems to be no more than a useless bit of mathematical trivia; however, if you've asked yourself the question, "If I have a square plot of land 1 mile by 1 mile, how far is it diagonally from corner to corner?
In lecture, I try to help form the questions so that you're not trying to digest answers without the benefit of a context.
It took hundreds of years to formulate the questions we'll discuss, so I think it's horribly unrealistic to expect you to come up with them on your own or in a group.
But ultimately, you need to make the questions your own, so that the answer has meaning. This observation, I think, is why the "personal discovery" approach I mentioned earlier is so popular today.
It focuses your efforts on developing the questions that eventually need to be asked. This is a major change from your high school days, where you probably only thought about a subject during class and ended up doing fine.
Granted, you could take that approach here as well and you'd probably remember enough to get by, at least until the course is done.
That will leave you extra time to marinate in the lukewarm glow of your own mediocrity: Lecture can help to raise questions, clarify ideas, present materials in a way you hadn't thought of before, etc.
The next few sections will elaborate on this. Hopefully in light of the above, the answer to this is clear: The problem sets are meant to be challenging.
They are meant to push you, to encourage you sometimes with the carrot of a few points to think about the problems and ideas in ways you normally wouldn't—to consider, to contemplate, to question—to seek the truth.
Yes, they can be. Do they take a fair amount of your precious time? Will you see problems like them on the exam? My hope is that the problem sets give you an opportunity to enhance your understanding of the ideas.
On the exams, I'm simply trying to find out how deeply you understand the basic ideas. It's part of my job; I must evaluate your level of understanding at this point in time and report it in a standardized way to others.
So in terms of understanding, I think the problem sets are a vital piece of the puzzle, but again, you'll only get out of them what you put into them.
They are conditioning workouts for your mind If you push yourself, no one may ever know, but over time you'll know what you are capable of intellectually.
If I experience pain, relief will come in due course. If I am offered tribulation, it will serve for my purification.
Does gold shine in the craftsman's furnace? It will shine later when it forms part of the collar, when it is jewelry.
But, for the time being, it puts up with being in the fire because when it sheds its impurities it will acquire its brilliant shine. I post my detailed solutions to the problems on the course webpage on their due date.
So, if I don't have them corrected or returned to you as fast as you'd like, you can still study from them using the solutions provided.
Finally, I have another page here with much more on how to approach the problem sets constructively. There are some general, common-sense type things that are worth mentioning: Chemistry does not lend itself to cramming Take advantage of the resources that are available: Practical advice and strategies differ from person to person.
In the old days, all the great physicists that you may have heard of Einstein, Bohr, Schrödinger, Heisenberg, etc.
Many times group work and discussions like these can be just what the doctor ordered. Others myself included prefer to work alone.
You are learning to learn and think rigorously in search of the truth. Part of that means you need to find an approach that works for you.
I can offer suggestions, but they should only be part of a more fundamental soul-searching on your part.
Push yourself to find out what you are capable of. Don't be satisfied with a superficial understanding or with rote memorization Thomas Aquinas went further and said: Now, having said all that, it has become increasingly clear in the last several years that many students simply don't know how to study.
They genuinely don't know what 'studying' physically entails, or what it truly means to 'know' something. So, assuming you find yourself in that category, let's start with what it is not: Studying is not trying a few of the suggested problems from the end of the chapter.
Studying is not just doing the problem sets. Studying is not casually flipping through your lecture notes. Studying is not reading through whole chapters of the textbook in one sitting.
So what is it? In the physical sciences, 'studying' generally means picking up a pencil and sitting down with your textbook and lecture notes and working through the material.
That means starting with a blank sheet of paper and thinking through the day's lecture topics in detail, working out from scratch any examples and derivations that were done.
Was this step in the derivation logically necessary, or was it a definition or an approximation? It means doing practice problems as a self-test of your understanding of those ideas.
It means being happy when you get a problem wrong, because you know the process of figuring out why you were wrong is going to be an excellent opportunity to fine-tune your understanding of the ideas.
It means working the assigned problems in different ways to get another perspective on things. Start with the answer and try to calculate the given information.
It means looking for connections between what we did in lecture today and what we did two weeks ago.
It means constantly asking yourself why? Why is this definition necessary? Why do I have to do this? Studying is an active , time consuming activity that requires your full attention and focus.
Or, as Kreeft and Tacelli, S. Don't be content with a shallow understanding of the material. In my experience, studying is enjoyable in the sense that track practice is enjoyable.
I ran track, but you can insert your favorite sport or skill instead. Who really likes running quarter-mile sprints?
Who really likes practicing scales over and over again when learning an instrument? At the time, those things can be frustrating and exhausting, but over time you see the benefit of doing it.
That's what studying should feel like. Now, we all know people that barely got up to a jog in track practice.
Generally speaking, those folks didn't get much out of the exercise, and they probably didn't like track practice that much If you push yourself, you'll be proud of your efforts, and over time I think you will enjoy the exercise, even if it's still frustrating and exhausting at times.
It certainly still is for me when I'm learning something new. I would also caution you against an over-emphasis on web based learning.
Now, don't get me wrong: But at the end of the day, we're human beings and we need to engage with other people.
We also need time to think , and the internet's instant-gratification paradigm doesn't lend itself to that. You have been raised amid a culture of mindless entertainment, distraction, and noise; a culture whose greatest fear seems to be the whisper of a still, small voice.
You have an opportunity now in your college years to discover the beauty of silence and serious thought. Don't let it pass by.
I have another page of more specific study suggestions here, as well as typical characteristics and attitudes of A, B, C, and D level students.
I've made it seem like it's all on your shoulders, haven't I? For the most part, it is. Your success or failure in this course will ultimately be a function of your effort, dedication, and God-given potential.
Or, as someone once said as they were summarizing St. Thomas Aquinas' philosophy of teaching: Extrinsic agents—teachers, textbooks, and the whole range of the social tradition, are merely the conditions of its development.
They are aids; the process is one of self-development. Just remember, as Weigel noted: As a human being made in the image of your Creator, you are capable of greatness, and you are not in this alone.
If you feel yourself falling behind, please come and see me—even if you can't identify a specific problem.
If I think you're doing fine, I'll say so. If not, we'll figure out how to get you back up to speed. If you need some other form of assistance, please don't hesitate to ask.
If you want to learn, I want to help. Don't wait until it's too late to do anything. Yes, there will come a time when it's too late to do anything.
For much more practical help advice, see this page. Given the above, I have implied that there are two basic approaches to this course. The following practical questions may help you to see where your philosophies lie: Do you find yourself spending about three hours or more studying outside of lecture for every hour in lecture?
Do you question the material, and challenge yourself to develop a deeper understanding? Do you test your understanding by doing the suggested problems?
After studying, do you feel like you could teach someone else the material and answer their questions? Do you spend some time just thinking about the ideas or discussing problems with others so that you begin to understand things in your own way?
Do you consider your time here a unique opportunity to better yourself? Do you only think about chemistry in lecture?
Do you use the textbook only as a reference and source of suggested problems? Do you approach the suggested problems as templates for how to do other problems like them?
Do you forget the relevant ideas shortly after the exam i. Do you constantly ask yourself, " Will I need to know this for the exam? No one can force you to take either approach.
I propose that you will benefit more from the former, but at the end of the day it really is up to you.
I'm simply throwing all of this out there as something for you to consider. A Pedagogical Philosophy a. A Guide to General Chemistry The following was originally meant as a guide to help students get into the right mindset for studying general chemistry as I M.
I think Shakespeare summarized both of these points well when he wrote: What do I need to know for the exam?
Everything, and in great detail. You do yourself a great disservice if you approach this course as a list of things to temporarily memorize.
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