hat can be named and properties of that structure can be defined. Top-down processing is based on the context and the patterns you expect to occur in that situation. Our instructor will use information that is already known by most of the students and try to relate it to new information. Using a common term such as benzene and then giving a new system of naming the structure by what it looks like, we can learn the patterns of the new naming system. Using the information that we know also affect what we are able to perceive. Problem solving is used everyday in this class. Being able to draw structures from names, and being able to understand and draw mechanisms is name of the game in this class. When we are problem solving we must remember old material from inorganic chemistry and previously learned material from earlier chapters. Whenever something previously learned influences current learning or when solving and earlier problem affects how you solve a new probe, transfer has occurred (Woolfolk, p. 319).Concepts are taught by examples and non-examples. First the instructor will put a few of example on the overhead and explain why they are correct answers and will have us try the problems. Then she will solve the problems and put down a wrong answer, and we are to tell her why that problem is wrong. The instructor will used defining attributes, distinctive feature shared by member of a category, such as a defining feature of a alkene is that it has only single bonds or sigma bonds and is saturated with hydrogens (Woolfolk, p. 289). This requires that the students recognize specific example by noting key required features.When it came to studying for the first test, I used many learning strategies and memory strategies. Using mnemonics is a good way to remember words and how they relate to something else. I use phrases or a little song to remember things. An example of this is using "Z structure, Z Zame Zide". Also using ...
