Yeah I don't get it either. My degree is in chemical engineering, and I always had a periodic table available for every test going to back to grade 11 chemistry.

In high school, my teacher gave us a printed copy on the first day of class and said, "This is your best friend." We could bring that page into any test. He also allowed some handwritten notes and alterations to the page, notably a list of polyatomic ions, and colour coding of certain elements. But if you forgot your personal copy, he'd give you a blank one before the test.

In university, I wasn't allowed to bring a loose sheet with the table on it, but one was stapled to the back of every test and exam if it was required (you don't really need chemical properties to do fluid mechanics and heat transfer). Also, most tests were open book, and most of my textbooks had a periodic table printed on the inside cover anyhow.

IMO, some people think that being educated means achieving mountains of rote memorization, and little else. Some of those people also become teachers.

This may also be why there's a big row every time someone changes what algorithms are taught in basic maths (in the US, anyway).

My wife has a couple graduate degrees on this subject. This is one that I got to be the unwilling editor on her papers for.

Its a lack of understanding how students need to learn the information: memorization by usage versus memorization by rote.

Memorization by rote: This is the old school method of teaching. You memorize random facts figures with no context or usage. Its a bit of standalone information that is often not useful. Memorization by rote leads to kids that can say all of the letters but not recognize the symbols or associated them with sounds and words.

Memorization by usage: This is a much more effective method to teach. Its also much harder. This requires teaching the concepts and systems and linking the information together. You memorize the same information by repeated usage but it's in context. It takes a ton more skill to teach this way because you have to engage the student through the entire process, repeatedly.

I remember having to memorize some amount in like grade 10 science, I think the first 10 were required - but only the name, symbol, and in order. We didn't have to memorize any of the other details and on tests we either had a full table to work from or the test would provide the relevant information for the elements needed.

I think the memorization part was more a brain development excercise for kids, every class had some sort of "memorize these few things" up until grade 12 or so.

I had a similar experience. The first 2 years where chemistry was a subject, there was always a giant Mendeleev table against a side wall. And in later years it was mostly bring your own, but if you forget, then we'll give you a copy.

I have no idea. I did chem in college and tests included a printout of the periodic table.

I did my master in physical chemistry. The pretty advanced periodic table the university bookstore sold was allowed at exam. On the other hand I memorized amino acids for some reaso

oh i have a good explanation for that. the university i took chem at sucks.