Can I read the chemistry without being overloaded by the mathematics ?
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Can I read the chemistry without being overloaded by the mathematics?
Glennys O’BrienSchool of Chemistry, University of WollongongSimon B BedfordSchool of Chemistry, University of Wollongong
Can I read the chemistry without being overloaded by the mathematics?
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Where we are going
• Examples of student work• Problem solving• Concepts and Abstractions• Cognitive overload• Predicting success• Support / interventions
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Student HS BackgroundHSC Gen Maths 85HSC Chem NoneATAR 85Final CHEM101 marks: 61 PASS
Abs = e b c
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Student HS BackgroundHSC Gen Maths 84HSC Chem NoneATAR 88CHEM101: 59 PASS
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Student HS BackgroundHSC Maths NoneHSC Chem NoneATAR 76CHEM101: did not complete
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Student HS BackgroundHSC 2U Maths 79HSC Chem NoneATAR 85CHEM101: 81 Distinction
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Problem solving: what you do when you do not know what to do
chemical scenario
mathematical relationship
interpret intochemical scenario
calculation to answer
mathematicalmanipulation
reattempt
(iv)
(iii)
(ii)
(i)
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Abstract Concepts:• D• DG < 0• -ve signs• Temperature effects• Units• S = k ln W• Abstraction of chemistry• Abstraction of mathematics
DG = DH - T DS
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Oh, my brain is full
01225386143
610242213294
+61 (02) 4221 3294
12 to 4 = Chunking
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A more relevant example!
+}
NO2
OH
Para or 4-
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A more relevant example!
+}
NO2
OH
Student working memory overload!
You see 3 chunks, they see multiple chunks
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Cognitive overload
• Long term memory allows capacity to be expanded by use of schemas or chunking
• Intrinsic cognitive load due to interactivity of different elements
• Extraneous cognitive load due to activity that interferes with learning
• Affective cognitive load helps learning and enhances motivation
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Overloading the working memory
• Too many points to include• Start simple and chunk but • Not enough practice to achieve chunking• Still overloaded• Outcomes poor
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Student driven change
• Motivation and self efficacy• Learning occurs at the point of need• Learning occurs at the perceived point of need
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Factors affecting student success in CHEM101
• 2010 cohort• Regression model developed in a project undertaken
by summer session Maths / stats student • Comparisons limited to Pass / Fail• Most significant factor is HSC Mathematics mark• then HSC Chemistry mark• then ATAR
• Beyond prediction what may this result tell us? Why does coping with mathematics help?
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Reference: http://eis.uow.edu.au/smas/maths-teachers-day/ssLINK/1515/UOW127144
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Interventions:
• Concept development and problem solving in workshops
• 2011 spread available skills through groups• 2012-2013 streamed groups and workshops• 2014 streamed subjects CHEM101 or CHEM104• 2014 specific series of lectures called QS for non
HSC Chem students in CHEM104