How to Take Notes in General Chemistry: The Best Way to Avoid Copying Slides

If your general chemistry lectures feel like a race between your professor and the PowerPoint slides , you’re not alone. A lot of students end up with pages of copied slides… and still freeze when it’s time to do equilibrium or stoichiometry problems.

How to take notes in general chemistry means building notes that help you solve questions, not just “have information.” In practice, good Gen Chem notes are a short record of: what the idea means, when to use it, the units/signs that matter, and a worked pathway you can repeat under exam pressure.

This guide is for Gen Chem students who want faster note-taking, better exam revision, and less time rewriting lecture slides.

If you’re also in Orgo, Orgo notes work differently.

Quick Start box: If you only have 10 minutes, do this…

1. Pick one lecture topic (ex, gas laws).
2. Write three headings: Big Idea, When to Use, One Worked Example.
3. From the slides, copy only equations + variable meanings + units.
4. Add one professor sentence you heard (not text you saw).
5. Do one practice problem and write the steps as a checklist.

What “good Gen Chem notes” actually are (and aren’t)

Good chemistry notes are like a map, not a transcript.

Good notes include:

• A clear concept in your own words
• The conditions where it applies (ex, “ideal gas assumption,” “dilute solution”)
• A “watch out” line (sign conventions, units, common trap)
• One worked example with steps you can reuse

Bad notes usually look like:

• Full sentences lifted from lecture slides
• Definitions with no “how to use.”
• Equations with no variable meaning, units, or “when.”

Next step: Flip to your last lecture notes and circle anything you copied word-for-word. That’s your first cut list.

How to take notes in general chemistry: The C.L.E.A.R. Notes System

Here’s a repeatable system that fits chemistry’s mix of concepts + math. Use C.L.E.A.R. Notes:

C — Concept (1–2 sentences): What’s the idea?

L — Links: What does it connect to? (previous chapter, lab, common problem type)

E — Equation + units: Only what you’ll actually use, with variable meanings

A — Application steps: A mini procedure (like a recipe)

R — Recall check: One question you should be able to answer without looking

Before class (2-minute setup)

• Open a fresh page and write the lecture title + date.
• Pre-draw 3 boxes:
  • Concept
  • Equations/Units
  • Application Steps
• Leave 1–2 inches on the left for “confusions” (things to ask in office hours or recitation).

Next step: If your course posts lecture slides, skim only the headings before class so you already know the topic flow.

During lecture: capture decisions, not paragraphs

Your goal is to capture what the professor emphasizes—especially what isn’t obvious from the slides.

Use this simple rule:

If it’s on the slide AND obvious, don’t copy it. If it’s a decision or a warning, write it.

Write down:

• Any “this will be on the exam” cues
• Why a method works (ex, “we assume constant volume here”)
• “Choose this formula when…” logic
• A quick sketch of a graph (axes + trend)

Next step: When the professor works a problem, write the steps and choices, not every algebra line.

After class (10-minute lock-in)

This is where most students skip—and then “study” later by rereading.

Do this instead:

• Add one margin question to review lecture notes later, like “When can I use PV = nRT?”
• Write a 30-second summary at the bottom to organize notes digitally for quick review later.
• Do one problem from homework/recitation and annotate the steps.

Next step: Put a tiny checkbox at the top of each page: ☐ “10-min lock-in done.” That’s your habit cue.

The Slide-to-Note Translation Rules (what to write instead of copying)

When you feel the urge to copy, translate. Use these rules:

Rule 1: Turn definitions into “use-cases.”

Slide: “Oxidation is the loss of electrons.”

Note: “Oxidation = e⁻ on product side (or oxidation state increases). Use to track redox.”

Rule 2: Every equation gets a “meaning line.”

Not just: q = mcΔT

Add: “Heat change when temp changes, not phase change; m in g, c in J/g·°C.”

Rule 3: Replace bullet lists with a decision tree.

Slide lists 5 conditions?

Your note becomes: “If ___, then use ___.”

Rule 4: Capture the professor’s “why.”

Often, the best test questions come from the explanation, not the slide.

Next step: Highlight exactly one “translation” per lecture. Over a month, you’ll build a personal cheat sheet.

Templates/Examples (checklist/study plan/scripts/rubric)

Example Box: Lecture (Stoichiometry)

Concept: Stoichiometry connects a measured amount to an unknown amount using mole ratios.

Links: molar mass → balanced equation → limiting reagent → percent yield.

Equation + units:

• moles = mass (g) / molar mass (g/mol)
• Use coefficients as mole ratios (dimensionless)
• Application steps (recipe):

1. Convert given to moles
2. Use the balanced equation ratio
3. Convert to the asked unit (g, particles, L)
4. Check reasonableness (sig figs + magnitude)
5. Recall check: “Where do coefficients matter, and where do they not?”

Example Box: Problem session (Acid–base pH)

Instead of copying solution lines, write:

• “If strong acid/base → assume full dissociation.”
• “If weak acid → set up ICE + Ka”
• “pH = −log[H⁺]”
• “Sanity: pH < 7 means acidic.”

Example Box: Lab (Calorimetry / Lab notebook style)

Your lab notes should be actionable for your report:

• Purpose (1 line)
• Data table skeleton (units labeled!)
• Procedure “gotchas” (what could go wrong)
• Sample calc with units carried through
• Error sources tied to the instrument

Next step: In the lab, write units first. If you label units clearly, your calculations become 50% easier later.

Mini checklist: What to capture from any Gen Chem worked example

• Given/Find
• Diagram (if needed)
• Assumptions
• Setup
• Solve + units
• Quick check (sign/magnitude)

Behind/Cramming/Overwhelmed plan (today + next 48 hours)

If you’re behind (midterms week, commuting, part-time shifts), don’t try to “rewrite everything.”

Today (30–45 minutes)

• Pick two recent lectures.
• For each, create a one-page C.L.E.A.R. sheet:
  • 2-sentence concept
  • 2–4 key equations + units
  • One worked example (from homework)
  • One recall question

Next 48 hours (2 short blocks)

• Block 1: Do 6–10 practice problems total (mixed topics).
• Write only step checklists + the mistake you made.
• Block 2: Attend office hours or recitation with your “confusion margin” questions.

Next step: If you can’t attend office hours, email your TA two specific questions. Specific beats long.

Mini diagnostic quiz: Are your notes actually study-ready?

Score each item 0 (no), 1 (sort of), or 2 (yes). Total out of 10.

1. I can explain the main concept in two sentences.
2. My notes show when to use an equation.
3. Units are labeled for key variables.
4. I have at least one worked example with repeatable steps.
5. I included at least one retrieval question.

Score meaning:

• 0–4: Notes are mostly a record. Convert two lectures using C.L.E.A.R.
• 5–7: Good base. Add recall checks + one more worked example.
• 8–10: Great. Shift time toward practice problems and exam-style sets.

Common Student Mistakes (3–6 + fixes)

1. Copying slide text word-for-word → Replace with “use-case + warning + one example.”
2. Writing equations without variable meaning → Add a one-line “what each symbol stands for + units.”
3. Skipping the 10-minute lock-in → Set a calendar reminder right after the lecture ends.
4. Neat notes that don’t lead to problem-solving → Your notes must include “Application steps.”
5. Ignoring mistakes → Add a tiny “error log” box: What went wrong? What will I do next time?

Key Takeaways (5–7 bullets)

• Chemistry notes should capture decisions, assumptions, and steps, not paragraphs.
• Use C.L.E.A.R. Notes to consistently record concepts + equations + applications.
• Translate slides into use cases and short decision rules.
• Add one quick retrieval practice question per lecture.
• Lab notes should focus on units, data structure, and error sources.
• When behind, build two C.L.E.A.R. sheets and do mixed practice problems.

FAQ (People-Also-Ask style)

Should I use Cornell notes for general chemistry?

Cornell can work if your “cue column” is used for retrieval questions and problem triggers. If it becomes a second space to copy more text, it won’t help.

Is it okay to annotate lecture slides instead of taking separate notes?

Yes—if you annotate with meaning: assumptions, when-to-use rules, units, and a worked example reference. Highlighting alone is usually too passive.

What should I write down in seminar notes when the professor goes too fast?

Write the structure: Given/Find, the method choice, and the step checklist. You can fill in the missing algebra later from a classmate or a recording.

How do I take notes for chemical equations and mechanisms?

Focus on patterns: charge, oxidation state, electron movement idea, and conditions. One example reaction annotated is better than five copied reactions.

How do I keep up if I commute or work part-time?

Use the 10-minute lock-in right after the lecture and do one small problem set during a commute window (or between shifts). Consistency beats weekend marathons.

Conclusion

If you’re tired of rewriting PowerPoints, build notes that are meant to be used: concept, links, equations with units, application steps, and a recall check. Once your notes become a tool for solving problems, studying feels less like rereading and more like practicing—exactly what general chemistry rewards. That’s the real answer to how to take notes in general chemistry.