Textbook Reading

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Hi, does anyone know where abouts we should be in terms of textbook reading? I'm very lost in terms of how the lectures in class are correlating with the textbook reading assignments as stated in the syllabus. Thanks for any help

-- Anonymous, January 25, 2000


Hello, all!

This promises to become an interesting discussion about teaching and learning!

Just a brief contribution from me tonight. I think, Ms. Erin Zahradnik got it right. She apparently understood what I tried, in our first meeting, to encourage you all to do, namely read ahead in the textbook. The (minimum) reading assignments are actually spelled out in terms of pages and dates. Then, you will have a basis for a discussion and further elaboration in class of difficult subjects. As is clear from a glance at the syllabus and your short experience with text and classes, physical chemistry is not trivial, not intuitively clear from the outset. In fact, many times it is mind-boggling. Wait until we get to quantum mechanics! Some really hot and exciting stuff! It took mankind millennia to develop this type of detailed understanding of nature, which is now so concrete that it can be applied and works every time. However, intuition and understanding of physical science has to be built, requiring our combined efforts. It doesn't come naturally, as I certainly know from my own experience. Ideally, I see my role as a facilitator and moderator in a learning process, where you are the main actors. It is clear that, in order to have a meaningful discourse, one needs to prepare oneself as well as possible. You can do that by working ahead on your own, using the main text and the alternatives I have quoted. I try to give additional insights, correct or augment misleading or insufficient exposition of scientific material by these texts. If you come across problems in understanding some of the issues raised in the book, please let me know. Then, I can respond directly to your intellectual needs. Right now, all I can do in this respect is to anticipate the problems that you may encounter and expand on what is said in the text. Spoon-feeding textbook knowledge, however, would not be a good use of my presence in this course. I am going through considerable efforts to write up in detail and illustrate what I contribute to the learning process in class. My notes attempt to give an independent access to the material, a slightly different perspective, sometimes a more microscopic view of chemistry. It should be clear how they correlates with the flow of material in the textbook. I am very interested in learning what you may find confusing in these lecture/study notes. I hope you will take the opportunity to give me some hints and ideas of how to improve them.

We can continue later. See you!

W. Udo Schroeder I am going

-- Anonymous, January 26, 2000

This is particularly for the student who signed as "confused:"

To feel overwhelmed or become confused is a well-known effect that college work has on freshman. In the discussion about probability, we will see some national statistics, according to which this condition afflicts some 30% of all students. And there are some obvious reasons for thet.

Therefore, Number One: Do not despair and do not conclude that you are particularly "dumb". Number Two: Nevertheless, you do have a problem that needs to be worked out. So, action should be taken to bring you up to speed. Number Three: We are here to help you. There are your fellow students, your TA, and your instructor. There are recitations and office hours. I would be very interested in discussing with you personally the subjects that gave you difficulties. I have met with individual students before and am looking forward to give special help to individuals who need it, if I can. In case the demand is too high, we will have to distribute that task.

So, let's work together!

-- Anonymous, January 31, 2000

I am in the same boat as you. I dont know really know how the lectures correspond to the readings. Also it seems like the lecture notes are kinda confusing.

-- Anonymous, January 26, 2000

Basically, it seemed like the last lecture covered pp. 340-360. I'm guessing tomorrow's will start at p. 361 (Hess's Law). You just have to really read ahead to keep track, I guess...I was getting kind of confused too. Hope this helps somewhat...

-- Anonymous, January 26, 2000

hey thanks guys for your contributions. I thought i was alone in feeling lost about what was going in class in correlation with the textbook readings. I'm confused by the lecture notes somewhat as well. Should we be focusing on the derivations of formulas or just how they work, why and how to use them?

-- Anonymous, January 26, 2000

I feel much better. too. If someone would answer the last question (chem 104 student's), than that would be soooo helpful. It seems to me that we are just having equations thrown at us. The book sucks, and I can't understand any of the darn concepts!!! maybe I'm just a little dull.who knows

-- Anonymous, January 28, 2000

Hi. I am not implying that the book "sucks" contrary to that i like the chemistry text book because of its simplistic nature. Though it may oversimplify ideas or whatnot, it is helpful in understanding. My question still remains on where should we be focusing our studies. Thank you

-- Anonymous, January 29, 2000

In the TA meeting today with Dr. Schroder, it was that the test would focus on chapter 9 and the part of chapter 10 about work,(i think 10.12). I hope that is helpful.

-- Anonymous, February 01, 2000

since when did we cover the material in section 10.12.

-- Anonymous, February 02, 2000

Dr. Schroeder goes over exactly what will be on the test in the bullentin board question called tests.

-- Anonymous, February 03, 2000

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