Chemistry is a subject that explains how the world around us works. It tells us all about the various elements and compounds and how these affect our world. From inconspicuous reactions such as rust to more in-depth concepts like pH value, organic chemistry is the key to uncovering and analyzing these actions in detail. From a student’s perspective, chemistry is a very important subject as there are a lot of opportunities with respect to career and higher education. Therefore, it is imperative that the student scores the most marks.
Planning is the first step in any activity, and learning chemistry is no different. It helps the students to critically approach the problem in the most effective manner. For instance, students can focus on the hardest topics first and make their way down to the easier ones. Or, they can focus on the questions with the most weight in marks, or they can identify older question papers and try to identify a pattern.
All students have their own learning methodology, with some being more effective than others. However, time is of the essence and hence, using the most efficient way is the best bet. Another important aspect is the essence of practice. Just like any other skill, students need to practice chemistry in order to get a grasp over the subject. Furthermore, practice enables students to recall information more accurately and precisely.
Another important aspect is the sheer volume of the subject. Students might get overwhelmed and induce unnecessary strain on themselves as a result. To overcome this issue, a technique called “Information Chunking” is used. Here, the students can break down the information into smaller, more easily digestible chunks. This enables easy comprehension or memorization of the subject. A great tool for this technique is post-it notes. It can store small chunks of information which the student can piece together in order to understand the bigger picture. Using this method in tandem with exhaustive practice, students can perfect themselves in various concepts.
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