Announcements Exam 1 grades posted Look at scaled score out of 100 points (Giraffe in Quicksand video) Get exams back in discussion tomorrow

Why Challenge You?

Want to become an expert learner? Metacognition is the Key!

The Study Cycle Dr. Saundra Y. McGuire Session #1 The Study Cycle Dr. Saundra Y. McGuire Director, Center for Academic Success Adj. Professor, Department of Chemistry Louisiana State University This information based on Saundra McGuire’s research at LSU Merit Program, University of Illinois at Urbana-Champaign

Session #1 Reflection Questions When you study for an exam, do you study to get an “A”, or do you study to learn? Which is more enjoyable, studying or learning? Why? Did you study a lot in high school? Approximately how many hours per week do you think you need to study at U of I? Are changes needed in your study habits and perspective? Merit Program, University of Illinois at Urbana-Champaign

Characteristics of a Scholar Has a demonstrated potential for independent research/study Self-directed and motivated Has a demonstrated potential for leadership Has long range vision and goals Has faith in his/her own potential for accomplishment Thinks critically Not easily discouraged by artificial boundaries Is introspective, astute, insightful Ohio University, Office of Nationally Competitive Awards http://www.onca.org/feature_19991104.asp All the students are in the process of developing skills to become scholars in their major. A scholar will have these characteristics

A Tale of Five LSU Students Session #1 A Tale of Five LSU Students Travis, junior psychology student 47, 52, 82, 86 Robert, freshman chemistry student 42, 100, 100, 100 Amy, junior organic chemistry student 54, 82, 76, 78 Michael, senior pre-medical organic student 30, 28, 80, 91 Terrence, junior Bio Engineering student GPA 1.67 cumulative , 3.54 (F 03), 3.8 (S 04) Some actual student data. Before implementing the “study cycle-studying to learn” and after (red) Merit Program, University of Illinois at Urbana-Champaign

Metacognition was the Key! How’d They Do It? Metacognition was the Key! They studied to LEARN, not to make the grade!

Two Types of Learning Rote Learning Meaningful Learning Session #1 Next few slides contrast rote vs meaningful learning. Merit Program, University of Illinois at Urbana-Champaign

Rote Learning Involves verbatim memorization (which is easily forgotten) Cannot be manipulated or applied to novel situations (e.g. remembering phone numbers, dates, names, etc.)

Meaningful Learning Learning that is tied and related to previous knowledge and integrated with previous learning Can be manipulated, applied to novel situations, and used in problem solving tasks

Meaningful Learning Meaningful learning is a continuous, ongoing process; repetition is the key. “let it soak in” Learning should also be a continuous process. Your preparation for a test should not be a last-minute start to learning. It should represent the culmination of your efforts to learn your subject. Test preparation is just the final phase in the process.

Evaluation Synthesis Analysis Application Comprehension Knowledge Session #1 This pyramid depicts the different levels of thinking we use when learning. Notice how each level builds on the foundation that precedes it. It is required that we learn the lower levels before we can effectively use the skills above. Bloom’s Taxonomy Evaluation Graduate School Making decisions and supporting views; requires understanding of values. Combining information to form a unique product; requires creativity and originality. Synthesis Identifying components; determining arrangement, logic, and semantics. Analysis Undergraduate Using information to solve problems; transferring abstract or theoretical ideas to practical situations. Identifying connections and relationships and how they apply. Application Restating in your own words; paraphrasing, summarizing, translating. Label each exam question using this model. What level of thinking was required on each problem? Which problems did I miss the most? Where are they on Bloom’s Taxonomy? Comprehension High School Memorizing verbatim information. Being able to remember, but not necessarily fully understanding the material. Knowledge Louisiana State University  Center for Academic Success  B-31 Coates Hall  225-578-2872  www.cas.lsu.edu Merit Program, University of Illinois at Urbana-Champaign

Metacognition The ability to: Session #1 Metacognition The ability to: think about thinking (know about knowing) be consciously aware of oneself as a problem solver to monitor and control one’s mental processing use appropriate learning strategies One example of metacognition: knowledge about when and how to use particular strategies for learning or for problem solving.[1] Merit Program, University of Illinois at Urbana-Champaign

Three Types of Learners Session #1 Three Types of Learners Novices (beginners) Experts Intelligent Novices Right now, We are trying to help them become intelligent novices Merit Program, University of Illinois at Urbana-Champaign

What intelligent novices know Learning is different from memorization Solving problems without looking at the solution is different than using the solution as a model Comprehension of reading material must be tested while the reading is in progress Whether the answer to a problem “makes sense”

Study Strategies Gold Nugget Session #1 Study Strategies Gold Nugget The Study Cycle with Intense Study Sessions Pass out handouts Merit Program, University of Illinois at Urbana-Champaign

The Study Cycle Phase One: Read or preview chapters to be covered in class… before class. Read the headings, bolded words, look at the pictures and graphs. What are some questions you have? Phase Two: Go to Class. Listen actively, take notes (“Answering those questions you made from above”), participate in class. Phase Three: Review and process class notes as soon as possible after class (within a few hours) Phase Four: Incorporate Intense Study Sessions Repeat

Intense Study Sessions 2 - 5 minutes: Set goals for next 40 min. 30 - 40 minutes: Read text more selectively/highlight Make doodles/notes in margins Try working example problems on your own BEFORE looking at solution; compare methods Work on homework problems/lab 5 minutes Review what you have just studied 10 minutes Take a break Repeat Merit Program, University of Illinois at Urbana-Champaign

Keys to Studying Smarter There is a hierarchy of learning levels. It takes time to climb the ladder of understanding. You can climb it faster if you know your learning style.

So, What Can You Do to Ace Courses? Spend enough time reviewing and mastering the material. Aim for 100% mastery. Use study sessions for clarification. Use the Study Cycle with Intense Study Sessions.

Try it for this next exam Give it a try for the next exam. Just 2 weeks to try this new strategy. Use your TAs, peers, and me for help if you do not understand how to solve a problem. Remember to put your short and long term goals first. When you make an appointment with yourself to study: KEEP IT

Chemical Equations: What do they tell us? What does it mean to be “balanced”? How do we balance chemical equations?

What Does a Chemical Equation Tell Us? Formulas for reactants (left side) Formulas for products (right side) Relative amounts of reactants and products Phase (sometimes)

What Does it Mean to be “Balanced”? Same number of each type of atom on each side (Law of Conservation of Matter)

How Do We Balance Chemical Equations? Mainly trial and error (some general strategies though) Make sure you have same number of each type of atom on both sides of equation Do not balance by changing the subscripts! Balance the least complicated molecule LAST.

Clicker #1 Which of the following shows the correctly balanced equation for this reaction: H2O2 → H2O + O2 A) 3 H2O2 → 3 H2O + O2 B) H2O2 → 2 H2O + O2 C) 2 H2O2 → 2 H2O + O2 D) H2O2 → H2O + O2

Clicker #2 Which of the following diagrams best represents the chemical equation N2 + H2 → NH3 after it is balanced? A) + → B) + → + C) + + + + + + → D) + + + → + E) + + + →

Clicker #3 Which of the following shows the correctly balanced equation for this reaction: CaC2 + H2O → C2H2 + Ca(OH)2 A) CaC2 + H2O → C2H2 + Ca(OH)2 B) CaC2 + 2 H2O → C2H2 + Ca(OH)2 C) 2 CaC2 + H2O → C2H2 + 2 Ca(OH)2 D) 3 CaC2 + 3 H2O → C2H2 + 3 Ca(OH)2

Here is an additional question to try… What is the correct unbalanced chemical equation for the reaction of iron(II) oxide with oxygen gas to produce iron(III) oxide? A) FeO + O2 → Fe2O3 B) FeO2 + O2 → Fe2O3 C) FeO2 + O2 → Fe3O2 D) FeO + O2 → Fe3O2 E) FeO2 + O2 → FeO And what is the balanced equation?