UNIT 1- Review: Measurement, Problem Solving, and Atomic Structure

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    check DESCRIPTION

    • Focuses on material found in chapters 1-3 in the text, as well as skills and understanding from the laboratories. 


    check TEXTBOOK ASSIGNMENTS

    • Reading 
      BL: 1.1-1.6, 2.1-2.9, 3.1-3.7
      Other:
    • Problems
      BL: Sample Exercises (embedded in reading), Student Guide (exercises and self-tests), End-of-Chapter Exercises: 1.1-1.12 (ALL), 1.13-1.23 (ODD), 1.25, 1.29-1.33 (ODD), 1.35-1.43 (ODD), 1.45, 1.47, 1.51-1.57 (ODD), 2.1-2.9 (ALL), 2.11-2.17 (ODD), 2.19-2.39 (ODD), 2.41, 2.43, 2.49, 2.51, 2.55-2.65 (ODD), 2.67-2.81 (ODD), 2.82, 3.1-3.8 (ALL), 3.9-3.15 (ODD), 3.17, 3.21, 3.23-3.27 (ODD), 3.29-3.43 (ODD) 3.45-3.59 (ODD), 3.61-3.67 (ODD), 3.71-3.83 (ODD)
      Other:

     
    check TEST PREPARATION

    "What should I do to study?"  "If I have a limited amount of time, what should I prioritize?"
    The answer is PROBLEMS.  You should prepare for the test by completing problems.  You should complete as many problems as early as possible in the unit. Check your answers and/or meet with others to discuss them.  Plan to seek help in the event that you cannot resolve issues.  Some suggestions:
    • Start with "Sample Exercises" found in the text.  Complete them on paper without looking at the answer.  Check your work using the answer / explanation.
    • Next, prioritize teacher-created worksheets, especially AP free response compilations.  These problems were selected for a reason.
    • Utilize Student Guide (Treat examples like "Sample Exercises" found in the text.  Complete the "Self Test.")
    • Repeat previously assigned book problems.  Problems are never "finished."  Completing them again can be very valuable, especially if you haven't attempted a problem since the beginning of the unit.
    • Attempt corresponding even problems (for the odds that were assigned)
    • Be sure you have mastered the "Learning Outcomes" printed at the end of each chapter.

    check READING STRATEGY

    Reading is a valuable part of the course, but not more valuable than problem-solving.  Again, be sure to prioritize problem-solving.  If reading takes up a disproportionate amount of your time, you should adjust your strategy.  Here are some techniques that could help you get the most out of reading:

    • Start with the "Sample Exercises" within each section.  Complete them on a separate sheet of sheet of paper before checking your answers.
    • Read the "Chapter Summary and Key Terms" found at the end of each chapter.  The summaries for each section are very concise and will give you a general sense of what you should know.
    • Within the section of interest, study bold headings and key terms.  Get a feel for how the section is organized.
    • Read the textboxes, figures, tables, and corresponding descriptions.
    • If time allows, read the section.  Complete your reading in waves, skimming a section and then returning later to skim it again.  Do not get stuck attempting to understand every word before moving forward.

    STUDY STRATEGIES TO AVOID

    The following strategies are less useful and should be avoided.  If utilized, they should be used sparingly and should never take away significant time from problem-solving.
    • "Looking over" course materials.  Looking at content does not provide feedback about your performance.
    • Taking notes / highlighting the text / etc.  Again, this does not provide practice or feedback opportunities.   
    • Notecards.  Though students are expected to know key terms, memorization (i.e. simple fill-in-the-black, definitions, and matching) does not make up a significant portion of tests.
    • Working alone.  For accountability and feedback, it is best to work in study groups.
    • Completing problems without checking answers or acquiring feedback from others. 
     
     

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