I’ve had the pleasure of working with and seeing many students grow. Some started with me during GCSE, with a big dislike for chemistry. Now they’re at university studying scientific subjects.
I’ve asked one of them to answer some questions to help students and parents better understand how it is to study chemistry.
This is chemistry from her perspective.
Emily joined me towards the end of year 11 to prepare for her GCSE exams. She studied triple science AQA and then went on to study A-level chemistry, studying the OCR exam board. She took the exams this year, 2024, and got an A*.
This is her mom’s review soon after the first year together.
tutorful.co.uk
THE TRANSITION
Q: What was the most significant difficulty transitioning from GCSE to AS Chemistry?
Student: The biggest struggle for me was how much more difficult the topics were, especially with the math. The calculations at GCSE were ok, but at AS, quantitative chemistry and difficult titrations were overwhelming. I remember that I couldn’t wrap my head around it at first. It wasn’t just about memorising equations anymore; I had to understand how to apply them properly, which took time to get used to.
Q: How did you find the transition from AS to A-level?
Student: Going from AS to A-level was another challenge, mainly because we had to apply everything we’d learned in AS to much more difficult problems. The math got even harder, topics like thermodynamics, rates, equilibrium, and buffers. But after practising a lot, I eventually became more confident. I found organic chemistry easier. There were many mechanisms and reactions, but there was something satisfying about drawing them and solving the problems.
CHALLENGES
Q: Was learning new concepts or applying them in exams more difficult?
Student: Honestly, both were challenging. At first, understanding the concepts was tough, but things started to click after some time and good explanations. But then applying that knowledge to exam questions was more difficult. Sometimes, it was hard to figure out what the question was asking, especially the open-ended ones. I found it difficult to get started with those kinds of questions, and often, even if I knew the topic, I’d get stuck at the beginning.
Q: Which topic was the most challenging for you?
Student: Anything with math, for sure. Quantitative chemistry was a pain in AS, and I struggled with the harder titration problems. At A-Level, it was thermodynamics, rates, equilibrium, and buffers – all those topics involved a lot of math, and I had to put in a lot of practice to get confident.
Q: What was your biggest struggle overall?
Student: My biggest struggle was exam skills and setting a proper revision schedule. Toward the exams, I really had to focus on getting my timing right and making sure I was covering all the topics.
Q: Which exam paper were you worried about the most?
Student: Paper 3, definitely. It covers practicals and there are big open questions, and there were so many of them! I was always worried I’d forget the details of the experiments or how to properly explain the methods and results in the exam. I had to make sure I revised all the practicals in detail, and keeping a separate notebook just for the practicals helped me a lot.
Q: Which assessment objective did you struggle with the most?
Student: AO2 is all about applying knowledge. That was tough because sometimes I’d read an exam question that wouldn’t make sense.
Q: How did you prepare for exams?
Student: In Year 13, I felt like I was preparing continuously, so when exams got closer, my revision routine stayed the same. Of course, I went over all the topics again, but by then, I was mostly doing past papers.
TIPS
Q: What’s your most important tip for students starting AS Chemistry?
Student: Don’t leave topics behind! The stuff you learn in AS keeps coming up in Year 13, and if you don’t keep up with it, you’ll struggle later. I saw classmates who didn’t do much in AS and struggled to keep up in Year 13. So, stay consistent from the start.
Q: And for students in Year 13?
Student: Start preparing for the exams from day one. Seriously, the earlier you start practising exam questions, the better. I found it important to keep mixing older topics with new ones so I didn’t forget anything.
LIFESTYLE
Q: How did you balance studying chemistry with your other A-level subjects?
Student: Balancing chemistry with my other subjects was definitely tricky. I made a weekly schedule and tried to stick to it as much as possible. It helped to break my chemistry revision into small chunks throughout the week, so I wasn’t overwhelmed closer to exam time.
Q: How did you stay motivated throughout the year, especially when things got tough?
Student: I stayed motivated by setting small goals for myself. Rather than thinking about the final exams, I focused on smaller targets, like mastering a particular topic or improving on specific paper. I also reminded myself of why I was doing it – to get into medicine.
EXTRA HELP
Q: How did tutoring make a difference in your studies?
Student: Tutoring made a huge difference. In GCSE, I was so confused about how to study chemistry, but you helped me focus on applying the knowledge and using the mark schemes properly. That skill really made a difference in A-level. It was also great to have weekly support because I knew I could always ask about anything I didn’t understand. Tutoring helped improve my study skills, time management, and confidence.
Emily is just one of the students who overcame challenges with consistent effort, practice, and the proper support. I hope her story can motivate you to approach chemistry with determination and confidence.
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If you or your child is struggling with chemistry, one-on-one tutoring can make a significant difference.
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