Careful when you say that I agree that taking more classes at a time and not working would better prepare one for PA school, but that's not something everyone has the ability to do since you need money to survive in this world.
Also, a lot of them have been out of school for years, so they have to ease their way back in to things. Welcome to the Physician Assistant Forum! This website uses cookies to ensure you get the best experience on our website. Learn More. Taking Organic Chem and Microbiology same semester? Start new topic. Recommended Posts. Often high school students who excelled in Chemistry found that rote memorization is only part of the requirements to succeed in college Chemistry. Among many other institutions, the Oxford Royale Academy lists Chemistry as the most challenging degree subject in Subjects such as Organic chemistry offer such a broad scope that involves millions of compounds and an almost infinite list of organic chemical reactions.
The specialized symbols and grammar and the math-heavy orientation of Chemistry make the subject challenging. Microbiology is no walk in the park either and also demands great feats of memorization. However, the field is easier to navigate through its successive tiers and is less abstracted than many of the concepts faced by Chemistry students.
Students of Chemistry have the challenge of dealing with particles that they cannot see with their naked eyes. These particles may behave as solid or hard, or immutable objects in the process of chemical reactions. Even their shape and dimensions are abstracted and usually portrayed as small circles or even dots. To explain chemical reactions, students need developmental models of these abstract submicroscopic particles that undergo changes to produce observable change.
Not only that but often particle theory is challenging in that it concerns modeling dynamic particles that exist in a vacuum. These concepts may often prove counterintuitive for students to comprehend, and they may struggle to integrate new information with the picture they have in their minds of the explained process.
The difficulty in grasping dynamic models may discourage students who may become frustrated with their lack of understanding. Yet often, chemistry offers three levels of understanding and representing matter, but instruction in this science is based predominantly on the abstract and symbolic levels. This heavy focus on the abstract has raised questions about the role of teaching as a primary barrier to understanding the chemistry field and not the nature of the science itself source.
Understanding the nature of Chemical processes is somewhat like having to learn an entirely new language. Because of the abstract nature of the subject matter, Chemistry adopts a large number of highly technical and specialized terms entirely outside the realms of everyday language source. It is even more challenging because Chemistry uses its symbols and grammar connected to its basic abstract principles that learners must incorporate into their knowledge base. Essentially students need to deal daily with subject matter that they cannot see in a specialized language that they must learn.
It is no wonder that students of this scene may often find themselves confused and adrift. The abstract nature of the concepts is difficult to link to their reference points in everyday life, playing out as they do on a subatomic stage.
The world of chemistry involves the creation of molecules from atoms that occur in our world. Although experts debate the exact amount, such elements appear on the Periodic Table.
Each of these 94 natural elements has complex properties, and some vary between gas and liquid and whether they are solid at room temperature. From the dim origins of chemistry, chemists have used mathematics to create qualitative and quantitative models of the abstract concepts put forward by this science.
Elements typically have a mass and charge or lack thereof that one might measure. Mathematics measures the mass and patterns of atomic particles to understand better the nature of atoms and the molecules these atoms may form. Chemists use math to calculate the energy in reactions, such as the grams needed to add to a solution to reach specific concentrations and the amount of the reactants required to achieve the desired outcome source. Chemistry students need a solid grasp of algebra, geometry, trigonometry, calculus, and advanced calculus.
Even a good understanding of the basic concepts of chemistry is impossible without the mathematical skills necessary to solve first and second-order differential equations. Exceptions seem to be the rule when it comes to Chemistry.
Although introductory classes may focus on the basic rules of chemistry, at the higher levels, exceptions are the norm. For example, Lewis Structures are concurrent with Lewis Exceptions and ionization energies form the base of the exceptions formed in energy levels and filled or half-filled orbitals.
So in tandem with a large syncope of new information, calculations, and processes, students need to learn the corresponding exceptions. When mastering the basic concepts is a challenge at best, some students may feel overwhelmed when each concept comes with a series of counter-information. Understanding of Chemistry as science builds on itself in a linear fashion. Not being a physician, I don't know much about any of these, but they sound pretty bad. However, one of the gen-bio classes is also very hard weed-out due to both professors who teach it Physiology part professor likes to test med-school style: application and scenario type of questions, apply what you learned.
The other three classes are not that bad. Biochemistry is a lot of memorization. I like microbio and orgo. I just didn't find any of it interesting, plus its the first class that I take in the morning after driving an hour to school so I fall asleep every morning in class. Horrible year for me. Does anyone know if med schools recalculate gpas?
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