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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