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Working problems is essential to learning physical chemistry. Suggestions for Section 1.9
solving problems are given in Sec. 2.12. It’s a good idea to test your understanding of Study Suggestions
a section by working on some relevant problems as soon as you finish each section.
Do not wait until you feel you have mastered a section before working some problems.
The problems in this book are classified by section.
Keep up to date in assignments. Cramming does not work in physical chemistry
because of the many concepts to learn and the large amount of practice in working
problems that is needed to master these concepts. Most students find that physical
chemistry requires a lot more study and problem-solving time than the typical college
course, so be sure you allot enough time to this course.
Make studying an active process. Read with a pencil at hand and use it to verify
equations, to underline key ideas, to make notes in the margin, and to write down
questions you want to ask your instructor. Sort out the basic principles from what is
simply illustrative detail and digression. In this book, small print is used for historical
material, for more advanced material, and for minor points.
After reading a section, make a written summary of the important points. This is
a far more effective way of learning than to keep rereading the material. You might
think it a waste of time to make summaries, since chapter summaries are provided.
However, preparing your own summary will make the material much more meaning-
ful to you than if you simply read the one at the end of the chapter.
A psychologist carried out a project on improving student study habits that raised
student grades dramatically. A key technique used was to have students close the text-
book at the end of each section and spend a few minutes outlining the material; the
outline was then checked against the section in the book. [L. Fox in R. Ulrich et al.
(eds.), Control of Human Behavior, Scott, Foresman, 1966, pp. 85–90.]
Before reading a chapter in detail, browse through it first, reading only the section
headings, the first paragraph of each section, the summary, and some of the problems
at the end of the chapter. This gives an idea of the structure of the chapter and makes
the reading of each section more meaningful. Reading the problems first lets you
know what you are expected to learn from the chapter.
You might try studying occasionally with another person. Discussing problems
with someone else can help clarify the material in your mind.
Set aside enough time to devote to this course. Physical chemistry is a demanding
subject and requires a substantial investment of time to learn. A study of violin
students found that those judged the best had accumulated at age 18 an average of
7400 hours of lifetime practice, as compared with 5300 hours for those violinists
judged only as good, and 3400 hours of practice for violinists at a still-lower playing
ability [K. A. Ericsson et al., Psychologic. Rev., 100, 363 (1993)]. Studies of experts
in chess, sports, and medicine have found similar strong correlations between the level
of expertise and the amount of practice. Ericsson stated that “The extensive evidence
for modifiability by extended practice led my colleagues and me to question whether
there is any firm evidence that innate talent is a necessary prerequisite for developing
expert performance [see G. Schraw, Educ. Psychol. Rev., 17, 389 (2005)].
Additional support for the primary importance of effort are the following state-
ments (C. S. Dweck, Scientific American Mind, Dec. 2007, p. 36): “research is con-
verging on the conclusion that great accomplishment, and even what we call genius, is
typically the result of years of passion and dedication and not something that flows nat-
urally from a gift”; “hard work and discipline contribute much more to school achieve-
ment than IQ does”; “studies show that teaching people...to focus on effort rather
than intelligence or talent, helps make them into high achievers in school and in life.”
Ericsson emphasizes the importance of deliberate practice: “deliberate practice is
a highly structured activity, the explicit goal of which is to improve performance.
Specific tasks are invented to overcome weaknesses, and performance is carefully
monitored to provide cues for ways to improve it further.” [K. A. Ericsson et al.,