HOW to STUDY CHEMISTRY W. A. MANUEL Ohio Wesleyan University, Delaware. Ohio
T
HE STUDY of chemistry is a building process. The lesson and experiment assigned for today become the foundation upon which tomorrow's work must rest. It is therefore essential that each topic be thoroughly mastered before the next one is reached. In no other way can one build a firm foundation of chemical facts and theories. DAILY STUDY IS NECESSARY
Very early in the course, chemistry students should form regular study habits. One should not put off today's study with the expectation that he can catch up later. In some subjects, perhaps, it may be possible to understand the latter part of the course withqut knowing much about the k s t part of it, but that is not true in beginning chemistry. In some courses, perhaps, it may he possible to postpone studying until just before an examination or quiz, and then in one concentrated al-night effort absorb enough information to pass the examination, hut that is not the way in which chernistry can he assimilated. I f one does not build up each section of his chemical information and theory a t the proper time, later work will be weak or will fail altogether. THREE PERIODS OF STUDY ARE DESIRABLE
Usually the time spent in the study of any topic will consist rather naturally of three periods: (1)a pre-view, in which the assignment is read before it is discussed in class or lecture; (2) the class or lecture period, in which one should focus his attention on the points made by the instructor, and in which one should ask questions concerning anything which has not been cleared up by pre-
vious reading or discussion; and (3) a systematic review, in which one goes over the textbook material, the lecture notes, and the laboratory reports weaving all of them into a unified whole. THE
"PRE-mw"IS IMPORTANT
Many students realize the value of the first period of study and make a consistent effort tij read the textbook material before topics are discussed in class, hut usually a few members of the class will boast that they "never crack a book." Such members of the class are not students in the real sense of the term, never boast of how much they learn in the course, and never become chemists. In the study of new material one must look for ideas. The author is trying to tell the reader something. After reading a paragraph or other unit one should pause to consider what he has read and then summarize the main points the author has made. This summary may be merely mental or it may be written. - Generally speaking, the written summary is apt to be remembered longer than the unwritten. Sometimes i t will be dificult to understand the meaning of what has been read, and in such cases i t will he necessary to read the passage several times. However, a student should not be childish and give up when the reading gets difficult. If a student is sufficiently mature to belong in the class, he should be willing to dig out the meaning of difficult passages. CORRELATION AND GENERALIZATION WILL HELP
Frequently students become bewildered in beginning chemistry because they attempt to memorize facts and
data as isolated and unrelated material. It will be much easier if the student early forms the habit of looking for general relationships and classifications. Much of the material which he must remember can be brought to mind by recalling the general relationships and principles applicable to the point a t issue. For example, it is easier to remember the formulas for the oxides of metals if one recalls these facts: (1) all oxides of elements contain oxygen, (2) the ending -ide indicates a compound containing but two elements, or in some cases two radicals, and (3) it therefore follows that an oxide of an element will contain only the element and oxygen. UNDERSTANDING SHOULD PRECEDE MEMORIZING
Understanding the fact or principle to be remembered should be considered a prerequisite to all memorizing and i t makes memory work easier. Chemical equations, for example, are discouraging and hopeless to the student who has not learned the meaning of the symbolism involved. Unless the letters, numbers, and symbols in an equation convey to the student a very definite statement concerning the manner in which certain substances react, it is folly for him to attempt to memorize the equation. The student should first learn the reaction as a statement describing the behavior of the chemicals involved, and then condense the statement into an equation. Later of course, as his knowledge of facts and principles grows, he can begin to predict reactions and thus supplement his memory. CLASS PERIODS ARE VALUABLE
All students who do well in beginning chemistry pay close attention to what goes on during the lecture or class period. There are few exceptions to this rule. It is perfectly possible for one t o attend a class physically while he is absent mentally, but unless one disciplines himself in such a way that during the class period he is taking a mental part in all the,discussions instead of merely listening passively or not a t all, he fails to get the value from the class which is to bb had for the taking. One must participate mentally even though he is not called on. FREQUENT REVIEW IS NECESSARY
To study in advance and to pay attention during the class period is not enough. One must review regularly and frequently. There is much to be said for the opin-
ion that the most important period of study is the review period. However, there can be no "re-view," literally, unless there has been a "pre-view." Neither can he neglected without loss. In review work one may follow several procedures. He may recite to himself or to others, he may read the text, he may rewrite and complete his notes, or he may try to reason out the answers to review questions by applying such general principles and facts as he has learned. Two or more students can review together with profit, if they take turns in asking and answering questions. The method of study in which one reads the questions and then actually speaks or writes the answers, finding the answer in his own mind by a system of recall and reason, is especially valuable. One learns to do by doing. One learns to make a good summary or give a clear explanation by actually summarizing and explaining, not simply by reading. How can one know whether he can explain a certain theory or state a certain principle unless he has tried it? This variety of study-room recitation is worthy of a thorough trial by all students. REVIEWING FOR EXAMINATIONS
The time to begin reviewing for the chemistry final is the first week during the course. In addition, near the end of the course, one will want to make a careful and systematic general review. All too frequently the student in reviewing will try to guess what questions the instructor will ask and will spend his time on those questions. A much better practice, from -the standpoint of learning chemistry, is for the student to pick out the things which he considers to he most important and then study these topics, keehing in mind the reasons for their importance. Naturally, such a list of topics is apt to contain the items on which one will be quizzed. Some students make the mistake of wearing themselves out by prolonged study just before the examination. It is usually folly to study so long that one is tired out when he comes to the examination. One should get his work over in time to get a good night's sleep the night before an examination. Every instructor has seen students fall down miserably on a final examination just because they were too tired. It is aeither a sign of intelligence nor good planning to study all night before an examination. There is no substitute for hard work, but the work should be well timed and intelligently planned.
