Reading and Problem Solving for Physical Sciences

Textbook Organization

Physical science texts are usually arranged sequentially, with later chapters building on earlier ones. Broad concepts may be presented first, and then elaborations and explanations are offered. Within a chapter, sections are often marked by headings and subheadings. Italicized words and illustrations that help the reader visualize concepts are extremely important (C. Krause, CAL).

Vocabulary

New vocabulary introduced in physical science texts is extremely important. Most physical science vocabulary is cumulative, meaning terms and definitions may be used later to define other new terms. Therefore, it is important to learn new terms as they are encountered, and to review old terms before reading new assignments. To do so, keep flash cards, running lists, or recordings of terms and definitions to review periodically (C. Krause, CAL).

Major Ideas and Emphasis

Proven principles are of basic importance, and well-researched (but not proven) theories may be stressed as facts. Assume a knowledge of background information: basic laws, facts, and principles and their supporting proofs. Constant review of major ideas in the reading is critical.

Textbook definitions are precise and must be learned precisely; a changed word can change the meaning. Definitions also frequently contain several parts and may contain a quantitative part (e.g. a formula) that one must understand and remember. Conditions are frequently important to the definition.

Relationships are very important for understanding and memory. Do not learn science as a collection of isolated facts. They must be organized into groups or clusters of related information in your memory. Ask yourself questions about how new ideas fit with old ones and about patterns you find in old and new facts.

Learn the language of scientific measurement, the metric system. Because it is very important to visualize science information, the reader must be familiar with metric measurements given in the text. For example, a football field is about 100 meters long. Practice thinking meaningfully in the principal measurements.

Adapt your emphasis to the general emphasis of the individual science. Biology and geology place more emphasis on key words and concepts. Physics, astronomy and chemistry emphasize measurement and mathematics. Biology and chemistry focus on manipulation. Visualization is very important in all sciences.

Mathematical problems are emphasized in physics and chemistry courses especially. It is important to focus on sample problems in the readings. Each problem usually has some feature that is not present in previous ones, so you gradually build up the ability to solve a wider and wider range of problem types. If the steps to solving problems are automatic, you can concentrate on how they fit together in the problem. But if each step presents a difficulty, you'll get too confused with the details (C. Krause, CAL). Two strategies for solving problems are described below.

Four-Step Approach to Solving Problems

Many students read physical science textbooks as if they were reading a novel. That is, they read a chapter through from beginning to end as if it were a narrative. However, the purpose of physical science texts is to teach students problem-solving techniques. Therefore, the critical information is in the sample problems and illustrations, not in the written word. Words are only supporting elements in these texts. They are there to explain processes to the student. All of this means three things. Readers should (REFERENCE):

• Concentrate on learning problem-solving techniques.
• Pay primary attention to sample problems in any given chapter; written text should be treated as secondary - as a source for explaining the problems and solutions themselves.
• Actively work through the sample problems in the text - most of the critical information is in these problems. This means that you should do as much writing (that is, solving problems) as reading while you work through a chapter.

A four-step procedure for reading physical science books is recommended. The process helps readers become more actively involved in problem-solving (REFERENCE).

• Survey the chapter to get a general overview of its contents.
• Read the chapter until you reach a sample problem. Work through that problem before reading any further.
• As soon as a given sample problem is understood, work through a problem of the same kind at the end of the chapter.
• Take a break between sample problem / end-of-chapter units.

This four-step procedure is discussed in more detail below (REFERENCE).

Survey the Chapter

Take 10-15 minutes to survey the chapter - read headings, subheadings, italicized words, and glance at tables, illustrations, and sample problems. Also, read the first paragraph of each section and read the chapter summary. As you survey the chapter ask yourself these questions:

• What main questions is the chapter addressing?
• Are the main concepts based on concepts or processes discussed earlier in the text? If so, look them up before you read this chapter.
• What new concepts are discussed in the chapter? List them, leaving space for definitions, on a separate page of your notebook. You can fill in the definitions later.
• What are the operational formulas in this chapter? List them in your notebook, leaving space for later explanation. When you read the chapter, you'll write a few words defining each formula by an example of the kind of problem it solves. Put an asterisk (*) next to each formula in the chapter so that your later reading will be more directed.
• Are there unanswered questions that arouse your curiosity? If so, list them and bring them up in class.

When you finish doing the short survey, write questions that reflect the ideas expressed in chapter headings and subheadings. It's best to write these questions in the margins of the book, next to the headings and subheadings they reflect. This will help you read to answer questions later.

Finally, turn to the problems at the end of the chapter. Read through them, looking for groups of questions that are similar to each other. Put a bracket around each set of problems that seem to go together.

Now that you have surveyed the chapter, you are ready for step two.

Read and Work Problems

Once you have surveyed the chapter, turn back to the beginning of the chapter. In its first pages, you will see a sample problem that, except for specific numbers used, is similar to the problems in your first, end-of-chapter problem set. Find this problem and write the page number on which it appears next to the matching end-of-chapter problems.

Reread the text preceding the sample problem.

Try to solve the sample problem, using the following method:

• Cover the lower part of the problem with a 3 x 5 card and try to predict the next step. Use the surrounding text to help you.
• Write your predictions for each step on your 3 x 5 card. Reading physical science texts must be an active process, and it often involves more writing than actual reading.
• If you get stuck, put an asterisk (*) next to the part of the problem that confuses you. By analyzing the points that confuse you, your instructor will be able to spot your most frequent error patterns. Keep a list of these error patterns to help you check future work.

Work Extra Problems

As soon as you understand the problem, solve one of the similar problems at the end of the chapter.

Take a Break

Take a break after solving the first problem and a sample problem from the end of the chapter that has been solved successfully.

Repeat the Problem-Solving Process

Turn to the next set of problems you bracketed at the end of the chapter during the survey step. Looking back at the text, find the sample problem most similar to problems in this group.

Read the text preceding this sample problem.

Try to solve the sample problem using note cards and the surrounding text as a guide.

As soon as you understand the problem, solve one of the similar problems at the end of the chapter.

Take a break after each problem has been solved and a sample problem from the end of the chapter has been solved successfully. Don't hesitate from taking breaks after completing each section. Shorter, more concentrated study is more effective than studying for long periods of time.

Some Final Strategies

If there are several end-of-chapter problems illustrating a particular type of problem in the text, do these extra problems later in the week to test your memory and understanding.

Make a list of important terms or names for each chapter. Keep the list in your notebook, and test yourself on the items for 3-5 minutes at the start of each study session (REFERENCE).

Another Problem-Solving Approach

Don't start problems until you have studied your lecture notes. Divide problems by type. When practicing, time yourself.

Make a list of what is given in the problem and what is to be found.

Try to develop a chain of logical steps leading either forward from the known quantities to the ones you have to find or from the unknown to the given quantities. If necessary, work from both ends to the middle, until you find a logical connection.

Express these logical steps in the form of equations.

Combine the equations and solve them for the unknown.

Check your answer by determining whether it is reasonable in magnitude. If you are unsure, substitute the answer into the original relations and see whether it fits consistently. Work problems backward, forward, and from both ends to the middle (C. Krause, CAL).