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Course Information A Review of the Ground Rules for

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1 Course Information A Review of the Ground Rules for
Biology II College Prep I Biology Class Mr. Schoorens Syllabus

2 Welcome to the hardest course you’ve ever taken

3 Welcome to a course that everyone can excel in, if…

4 …you do the hard work necessary

5 Today’s Objectives At lesson’s end, you should be able to:
Understand the course description. Confirm that everyone has an iPad, the ebook, and the required iPad apps. Demonstrate understanding of basic lab safety. List the course units and explain the use of learning objectives. Explain how your progress in learning will be assessed.

6 Today’s Objectives At lesson’s end, you should be able to:
Explain the importance of homework. Describe the purpose, use and grading of the Chapter Notes Study Guide and the Cornell Notes System. Comply with class rules governing the use of the iPad. Describe general rules of academics and behavior. Describe a little bit of your teacher’s background.

7 Biology II CP 1 Course Description
“The word science is derived from a Latin verb meaning ‘to know.’ ” Biology, Campbell and Reece, Benjamin Cummings, ©2002 “Bio from the Greek meaning “life” -logy meaning ‘the study of.’ ” “Biology – the science of life or living matter in all its forms and phenomena, especially with reference to origin, growth, reproduction, structure and behavior” - Webster’s Unabridged Dictionary, Random House, ©2001

8 Biology II CP 1 Course Description
This course provides students with a foundation in the study of biology. Topics will include cell structure, photosynthesis, respiration, protein synthesis, cell division, genetics, reproduction, adaptation, evolution, ecology, and some organismal biology.

9 Biology II CP 1 Course Description
Typically taken in the second year of the Coyle and Cassidy science sequence, the intent is to develop the learning skills of the Biology I Human Biology course from the previous year.

10 Biology II CP 1 Course Description
In Biology II, classroom and hands-on laboratory activities are used in order to foster higher-level learning. Students will continue to develop critical thinking and problem solving skills, effective communication, and interpersonal skills for future success in higher education and the workplace.

11 Communication My work telephone number is , ext Please leave a message and I will call back. My school address is Parents and students may use this address to contact me.

12 Goals

13 Goals Set a high goal Everyone here is a potential student in AP Biology – or any AP course! Great course for helping you decide if a career in the life sciences is for you AP courses taken in high school can be used for college credit

14 Goals Set a high goal 85% of selective colleges report that AP scores favorably impact admission decisions Studies confirm that students who had taken even a single AP course are far more likely to finish college in four years. Savings lots of time and money!

15 Goals

16 What do you think your grade will be for Term I?
Think about it; right it down if you wish.

17 What do I want your grade to be for Term I?
Everyone can earn an “A.” Absolutely Tell students my personal and professional belief: All students can get an A. It can be done, but the question is, will it be done? Will a student apply his/herself, work hard enough, to get the job done?

18 Why not an excellent grade?
I need to know Break into small groups Honestly discuss among yourselves for five minutes: What are barriers to getting an excellent grade? What are ways to go over or get around these barriers? Then we’ll hear from the groups

19 Endurance and Excellence
"A pessimist sees the difficulty in every opportunity; an optimist sees the opportunity in every difficulty." - Sir Winston Churchill ( ) “It’s not that I’m so smart, it’s just that I stay with problems longer.” - Albert Einstein ( )

20 Confidence and Excellence

21 Excellence Lives Here Syllabus

22 Textbook Everyone must have this ebook
Biology, Miller and Levine, Prentice Hall, ©2012

23 iPad Apps The following iPad apps are required for everyone for all courses: Pages, Keynote, Numbers, FirstClass

24 iPad Apps The following iPad apps are required for everyone for all courses: Adobe Reader, Explain Everything

25 iPad Apps The following iPad apps are required for everyone for all courses: Kindle, NearPod, SlideShark

26 iPad Apps iPad apps needed for biology will be introduced at the beginning of each chapter lesson plan.

27 iPad Apps Except for tests, quizzes, and assignments which require written responses, all assignments will be done on the iPad using Adobe Reader. No hard copies of assignments can be provided.

28 Laboratory Safety

29 Laboratory Safety Purpose
To demonstrate your knowledge of safe laboratory practices Keep you out of trouble

30 Learning Objectives Describe appropriate and responsible behavior in the laboratory Recite all standard rules of laboratory safety Describe how and when to wear appropriate protective coverings Demonstrate how to maintain a clean lab area

31 Learning Objectives Demonstrate how to dispose of materials properly
Locate lab safety equipment and explain proper use Identify when and what safety issues to report to instructor

32 Laboratory Safety According to a July 26, 2002, article in a Milwaukee newspaper, the Associated Press reported there were 150 students in the United States seriously injured in school laboratory accidents in the past four years. To borrow an old military expression, accidents will not happen on my watch.

33 Laboratory Safety Anyone disregarding the rules of safety, thereby putting themselves and others in jeopardy, will be appropriately disciplined.

34 Laboratory Safety Review the following Fire drill procedure
Location and demonstration (as appropriate) of Eyewash station Fire extinguisher First aid kit Safety goggles Emergency telephone numbers Safety shower

35 Laboratory Safety Fire drills are imminent, so we must now review laboratory safety rules

36 Fire Drills Fire Drill Procedure RM 212 Exit front door to stairway, staying to the left side, out Bradford St. exit and proceed up Hamilton St. toward Hopewell Park

37 The Basics Work together in groups of two or three
Each responsible for your own lab station Area is to be cleaned and all equipment returned at the end of each lab period

38 Safety Goggles Must be worn at all times. Neglecting this will result in a deduction of points

39 No Horseplay The lab needs to be run in a safe and responsible manner.

40 We are trying to avoid this!!!

41 Emergency Eyewash Demonstration

42 Warning Signs in Lab What does this mean?

43 Warning Signs in Lab

44 Warning Signs in Lab

45 Warning Signs in Lab

46 Warning Signs in Lab

47 Warning Signs in Lab

48 Warning Signs in Lab

49 Warning Signs in Lab

50 Warning Signs in Lab

51 Warning Signs in Lab

52 Warning Signs in Lab

53 Warning Signs in Lab

54 Warning Signs in Lab

55 Cleanup Everyone is expected to help clean up the lab after experiments – everyone You will be shown how to properly clean up the lab at the appropriate time

56 Laboratory Safety Contract
Distribute Lab Safety Contract To be signed (student and parent) and returned by next class Failure to do so will result in academic penalties Zero grade for lab safety quiz Nonparticipation in labs (with zero grade) until the contract is returned Lab Safety contract is posted in the classroom and on Moodle

57 Laboratory Safety Contract
Come to lab prepared. Read all provided materials before coming to the lab session. Know the location and use of all safety equipment. Be aware of proper fire drill procedures. If there happens to be a fire drill during a lab period, extinguish all flames, close any open containers, and turn off the hood and any electrical equipment in use.

58 Laboratory Safety Contract
No horseplay will be tolerated and will result in a deduction in the lab grade. Behavior appropriate for work in a laboratory setting is required and expected. Long hair should be tied back. Long sleeves should be rolled up. Any loose or dangling jewelry should be removed.

59 Laboratory Safety Contract
Safety glasses are to be worn any time chemicals, heat or glassware are used. When forewarned by the instructor, contact lenses should not be worn as chemicals may infuse under the lens and cause serious eye damage. A lab apron, gloves and/or fume hood may be required for some experiments or procedures.

60 Laboratory Safety Contract
Perform only those lab activities assigned. Follow all instructions carefully. NEVER taste chemicals. NEVER touch chemicals with your hands. NEVER leave an experiment unattended. At least one person in each group must monitor the experiment at all times.

61 Laboratory Safety Contract
Bring only lab manuals and notebooks to your workstation. Leave all other items at your desk. Follow all prescribed procedures for handling all lab apparatus and as demonstrated by the instructor. Dispose of all chemical waste properly as instructed.

62 Laboratory Safety Contract
Report all broken glassware and equipment. Do not dispose on your own. Report any accidents or injury immediately no matter how minor it may seem. Keep work area neat. Always clean and dry apparatus and bench top at completion of each lab session.

63 Laboratory Safety Contract
EXERCISE EXTREME CAUTION when using a Bunsen burner or electric heater. Keep your head and clothing away from the flame or heater surface at all times. Light only with a flint sparker as provided. Shut off when not needed. Wash hands with soap and water at the conclusion of every lab period.

64 Laboratory Safety Contract
Don’t be stupid!

65 Know the Equipment

66 Laboratory Safety Quiz
Lab Safety Quiz at opening of next class Review these notes Complete Lab Safety Contract

67 Summation Have we accomplished the learning objectives for this topic?

68 Summation Describe appropriate and responsible behavior in the laboratory Recite all standard rules of laboratory safety Describe how and when to wear appropriate protective coverings Demonstrate how to maintain a clean lab area

69 Summation Demonstrate how to dispose of materials properly
Locate lab safety equipment and explain proper use Identify when and what safety issues to report to instructor

70 Assessment Classwork Did not blow up lab
Did not harm fellow student or teacher Quiz (Lab Safety)

71 Course Content and Rules

72 Course Content and Learning Objectives
Refer to the Syllabus for a complete list of the units and their chapters. Learning objectives tell you what you should be able to do. Examples from Chapter 1 Distinguish between the colloquial and scientific meanings of the terms theory and law Explain the terms falsifiable and reproducibility

73 Course Content and Learning Objectives
As each lesson starts, you will be reminded of the chapter’s learning objectives. You can use these to check if you are prepared for the chapter test. Try turning each of them into an essay question. Then write out an answer and then check it against the textbook. You’ll find this is a great way to prepare.

74 Term Rubric Chapter tests worth 100 points.
Chapter Notes worth 25 points. Cornell Notes worth 25 points. Research Papers or PowerPoint projects, if assigned, worth 100 or more points. Lab Reports worth points. Quizzes worth 25 – 50 points. Special assignments worth 20 – 30 points. Homework worth 10 points each assignment.

75 Chapter Notes Study Guide
A form of guided notes. This style of note-taking requires you locate relevant information in a text by completing fill-in-the-blanks and short answer questions and create outlines or summaries of the reading. Guided notes help you with knowledge recall and basic comprehension of the chapter.

76 Chapter Notes Study Guide
Chapter Notes are custom designed for each chapter. Use them during class and at home. Keep them up to date.

77 Chapter Notes Study Guide
Due for grading – 25 points each – on the day of each chapter test. Download from FirstClass. Complete by hand or through Adobe Reader. Hand in by printed, hard copy. Missing this deadline results in a 50% penalty.

78 Cornell Notes You are required to take notes during lecture – they will be graded. Note-taking is a critical skill that must be developed if you are to be a successful student, here and in college. Studies indicate that writing notes is essential in storing knowledge and increasing comprehension. It is also a complex task that few of us are ever trained to do.

79 Cornell Notes Notes taken in this class must follow the Cornell Notes format. Well-known way of taking notes which is, according to a 2008 study, most effective when the students must be able to synthesize, evaluate and apply knowledge. Proceedings of the 4th Annual GRASP Symposium, Wichita State University, 2008, A Comparison of Two Note Taking Methods in a Secondary English Classroom, Keil Jacobs, Department of Curriculum and Instruction, College of Education

80 Cornell Notes

81 Cornell Notes Within the first week of school, we will review the best techniques and tips for note-taking and the unique features of the Cornell Note taking system. This brings us to the question of what is more effective: taking notes by hand or on a digital tablet, such as the iPad?

82 Cornell Notes The answer is…it depends.
There are advantages and disadvantages to both methods and, as far as my personal research I could not find a definitive, unbiased study. What can be found is a long list of opinion articles and blogs, but little independent scholarly, scientific research.

83 Cornell Notes Therefore, the note-taking policy in this class is simple: Students may use their iPads to take lecture notes, but the notes, whether they are done by hand or on an iPad, must be in the Cornell format or they will not be accepted nor credit awarded.

84 Cornell Notes Graded according to a detailed rubric available to you on FirstClass. Worth 25 points and must be handed in at the time of each chapter test. Missing this deadline results in a 50% penalty. Hand in as printed, hard copy.

85 Cornell Notes Cornell Notes Template, essentially a blank notes page, has been uploaded to FirstClass under the file folder Study Skills. To help student using iPads to keep to the Cornell Notes format, I’ve created a pdf version of the Cornell template. Can be downloaded and notes directly entered using Adobe Reader. How to access and use this template will be explained later on.

86 Cornell Notes Tips for Taking Notes from Lecture Slides:
Lecture slides include: summary of content and topics from the ebook additional material based on research intended to augment and clarify ebook content

87 Cornell Notes Tips for Taking Notes from Lecture Slides:
Lecture slides include: whenever possible, graphs showing data supporting an argument Include those graphs!

88 Cornell Notes Lecture slides have a consistent format.
Understanding slide format will help you learn the material.

89 Subheading Title Matches ebook
Important content typically appears in bullets. Anything on the slide caught my attention; it should catch yours! Pictures often pasted to slide. Slides often hyperlink to animations and helpful websites. Symbol advising you to take notes Symbol advising slide is For Your Information

90 Cornell Notes Anything that appears on a slide – unless labelled FYI – is fair game for a test. As you take notes, always ask yourself what kind of test question could be made.

91 iPad Rules Now that we’ve looked at iPad use for Cornell Notes, we need to talk about the use of the iPad in this classroom. iPads are a tool of education; not entertainment. Whatever specific rules follow, you must always be ready to learn. Focused. No distractions.

92 iPad Rules Here are the general rules for using an iPad:
Turned off when entering classroom; turned on only when announced. No surfing or checking of any social media site; stay on assigned website or note-taking app. Do not attempt to multitask. No playing of games or viewing of entertainment programs will be allowed at any time.

93 iPad Rules Here are the general rules for using an iPad:
Keep the iPads flat on desk or in a 45 degree holder. No audio, image or video recording. iPads will remain closed during the entire period of an exam. iPads will be closed during prayer.

94 Homework Seven important things about homework:
Write down the assignment in your agenda or school manual or print out the list from Moodle. Use the textbook. You’ll find all the answers by reading the chapter. Memorize the vocabulary found in your homework.

95 Homework Read the directions.
Get a dictionary. Do not spell words by how they sound. Do not doodle, color or scribble in the margins. Sloppy papers indicate sloppy effort. Stay organized! Keep your Chapter Notes in order.

96 Homework Deadlines Homework deadlines are absolute.
Unless otherwise directed, homework assignments are due by the next class following assignment. No credit will be given for late homework unless Accompanied by a written explanation signed by parent or guardian. Reasons, not excuses

97 Homework Deadlines Homework assignments will be posted on FirstClass.
Whenever possible, the worksheet MS Word file or .pdf file will be uploaded Students who are legitimately absent on the day homework is assigned are expected to complete the homework by the next class.

98 Due Diligence on Assignments
Do not make technology an excuse for not meeting deadlines. If a file would not upload to Moodle, bring in a printout, or a digital copy on a disc or a memory stick. the assignment to me at If you feel you have a legitimate reason for missing a deadline, bring in a note from home.

99 Do your own homework Unless stated otherwise, treat all homework as an individual assignment, not a group effort. You will do your own homework. You will not allow others to copy your work. In the past, I have found students who copied the homework assignment of others. All were given zero credit for the assignment.

100 Do your own homework Avoid host/parasite relationships!



103 General Rules of Academics

104 Academic Integrity Plagiarism – “the unauthorized use or close imitation of the language and thoughts of another author and the representation of them as one’s own original work” (Webster, 2002). Plagiarism is a fancy word for stealing. As you know, plagiarism and cheating are treated very seriously at Coyle & Cassidy.

105 Academic Integrity Plagiarism: Do not copy material from a textbook or a classmate and call it your own! Allow me to go to the Parent’s Toolbox to help you understand plagiarism. These rules apply to any and all assignments, no matter how small.

106 Organization There is a strong correlation between disorganization and poor academic performance. Don’t let me see your papers stuffed into your biology textbook – get a binder and get organized!

107 Standards of Work Unacceptable Written Words or Expressions: Do not use slang expressions or text messaging symbols in place of proper English words. For example, do not use “U” for you, “4” for four, and so on. Every instance will result in a point off. Complete Sentences: Every written answer requires a complete and grammatically correct sentence.

108 Standards of Work Neatness Counts: Do not scribble or draw pictures in the margins of your tests, quizzes or homework assignments. If you do this, I may ask you to do the assignment over.

109 Make-ups and Retakes You have five school days to make up a test or quiz missed due to absence. If you are absent the class before a test or quiz, you will still take the test or quiz. There are no retakes of tests.

110 Participation In my experience,
Students who ask questions and add to discussions Get better grades! What is good participation?

111 Participation Download and review the course syllabus found on FirstClass conference. Locate participation rubric developed by John Craven and Tracy Hogan, as published in the September 2001 issue of Science Scope. Read it!

112 Extra Help I will stay late to help anyone with a question or problem with an assignment. Every weekday after school. Even the day I have outside duty. Always best to make an appointment, but walk-ins OK. Please come with a specific question in mind.

113 Extra Credit None. Sadly, extra credit only raises unrealistic expectations that somehow a project will make up for low test scores.

114 Coverage/Substitutes
From time to time, a substitute will be here in my place. You will treat the substitute with the utmost respect. Penalties for poor behavior will be logical, creative and substantial.

115 FirstClass You have been enrolled in a FirstClass conference for your class. Test it to see it works. Resources and Assignments will be posted to FirstClass. You can me through the conference.

116 Ground Rules Keep it Clean No candy or snacks or drinks!

117 Ground Rules Be Prompt Upon entering, take out the homework that is due. Be in your assigned seat when the bell rings or when class is scheduled to start. Late arriving students will need a pass. No pass, then you may have detention. Stay in your seat until you have permission to get up.

118 Ground Rules Always Ready – Semper paratus!
Bring to class your homework, textbook, Chapter Notes, and a pencil or pen. If you are unprepared, you may receive a detention. Bring two pencils, not just one. If your stack of papers needs to be stapled, do that at home before you get to class.

119 Ground Rules Always Organized
Do not let me see your homework and other papers stuffed inside your textbook. There is a strong correlation between sloppy habits and poor grades.

120 Ground Rules Be Polite Treat everyone as you would want to be treated.
When Mr. Schoorens or any adult or fellow student speaks, you listen. Raise you hand when you have something to say and wait for permission to speak.

121 Ground Rules Be Polite Disruptive behavior - distracting fellow students, making noises or asking irrelevant questions, sleeping, or even appearing to sleep – may earn detention. And your parents will be called.

122 Ground Rules Be Safe! Especially during a lab exercise, your safety depends on listening to Mr. Schoorens. Be Productive Speak up. Ask questions about the lesson. Never miss the chance to learn! Be Honest If you do not understand the lesson, say so! We’ll go over it again.

123 Download and Print at Home
Do not print out assignments or resources downloaded from FirstClass on the school’s laser printers.

124 First Assignment Test FirstClass conference for your class.
Read Chapter 1. Download and print Chapter Notes for Chapter 1 from FirstClass.

125 Overview of the Units Miller’s Units and Course Units
Same material, just reorganized to match course objectives. Let’s examine the Course Units so you’ll have an idea where we are headed.

126 Unit 1 – The Chemistry of Life
Term I/II Chapter 1 The Science of Biology Chapter 2 The Nature of Matter

127 Unit 2 – Anatomy of the Cell
Chapter 7 Cell Structure and Function Chapter 8 Photosynthesis Chapter 9 Cellular Respiration

128 Unit 3 – DNA, RNA and Genetics
Term III/IV Chapter 10 Cell Growth and Division Chapter 11 Introduction to Genetics Chapter 12 DNA and RNA

129 Unit 3 – DNA, RNA and Genetics
Term III/IV Chapter 10 Cell Growth and Division Chapter 11 Introduction to Genetics Chapter 12 DNA and RNA

130 Unit 4 – Evolution Chapter 15 Darwin’s Theory of Evolution
Chapter 16 Evolution of Populations Chapter 17 The History of Life Chapter 18 Classification

131 Unit 5 – Ecology Chapter 3 The Biosphere
Chapter 4 Ecosystems and Communities Chapter 5 Populations Chapter 6 Human Impact on the Biosphere

132 Midyear and Final Assessments
Comprehensive and cumulative examination of Terms I and II; late January Comprehensive and cumulative examination of Terms III and IV; mid June

133 And now.. Introductions

134 Introductions

135 Sprechen Sie Deutsch?


137 Netherlands


139 Denmark Italy UK Czech Republic Austria Poland Luxembourg





144 My Qualifications B.S. Biology, University of Massachusetts at Dartmouth M.A. Education and Human Development, The George Washington University M.S. Business Administration, Boston University, Brussels, Belgium Initial License from the Massachusetts Department of Education, Biology

145 Now let’s review how to study for biology tests
Why show you all this? Now let’s review how to study for biology tests Why show you all this? NO SECRETS! It is important, I believe, for students to know the rules and expectations of the class, but it is equally important to know something of the teacher’s background and experience. And how were these trips through Europe and Egypt achieved? EDUCATION!

146 Cornell Note-Taking System Training, Study Tactics for Biology and Test Taking Tips

147 Overview How many of you are experts at taking notes from a teacher presentation? How many of you plan how to study? How many of you know the best way to read a test question? The trick is to take notes effectively! The trick is to study effectively! The trick is to answer questions effectively!

148 Cornell Note-Taking System

149 Cornell Note-taking System
Direct students to FirstClass file in conference for Cornell Notes Template Distribute handout, How to Take Good Notes Master copy of both uploaded to FirstClass, Resources and Assignments, Cornell Notes folder

150 Cornell Note-taking System
Cornell Notes are used during lecture; students use the template to take notes How can you use Cornell Notes for maximum effectiveness?

151 Cornell Note-taking System
Write your name and date at the top. Also enter a page number at the upper right corner to keep multiclass presentations in the correct order.

152 Cornell Note-taking System
On the line labeled “Subject,” write the chapter and section number.

153 Cornell Note-taking System
The left-hand column is called the “cue” column. Write into this column key words or phrases, such as vocabulary terms or topic names. This will help you review your notes later on.

154 Cornell Note-taking System
The “Notes” section, the largest, is where you write notes from the lecture. Also use this space to copy down important diagrams, flowcharts, or concept maps.

155 Cornell Note-taking System
“Summary/Reflection” block at the bottom may be the most important part. Summarize key ideas from the lecture. Don’t just write a list of lecture’s topics. Don’t begin with phrases like “today we learned..”

156 Cornell Note-taking System
From the handout, How to Take Good Notes, review: Scoring rubric Emphasize standards 5 – 10. Why taking notes is essential Before the lecture starts: Getting Prepared Triggers and Inhibitors

157 Cornell Note-taking System
From the handout, How to Take Good Notes, review: General Techniques and Tips for Taking Notes Sometimes it is not the Student

158 Cornell Note-taking System
How to write Cornell Notes during lecture: Beginning in the “Notes” section: Use graphic signals - brackets, stars, arrows, equal signs, etc. Take notes in different colors - highlights important material for later review.

159 Cornell Note-taking System
How to write Cornell Notes during lecture: Neatness Thoroughness of every topic

160 Cornell Note-taking System
In class, at conclusion of lecture topic, students… Compare notes with a partner for one minute Write reflection in bottom space Possible open-notes spot quiz at teacher’s discretion

161 Cornell Note-taking System
Reviewing your Cornell Notes… starts putting that information into long-term memory, and you discover what you know and understand, and what you do not know and do not understand.

162 Rereading Cornell Notes
How shall you review your Cornell Notes? What follows is based on an article by Trent Lorcher.

163 Rereading Cornell Notes
Step 1: Review and reread within 24 hours

164 Rereading Cornell Notes
Step 2: Edit Notes Go back and look over the notes for things that you do not understand. Request clarification of confusing concepts. Compare notes with the textbook passages Correct misspelled or illegible words and grammar to help you own the notes.

165 Rereading Cornell Notes
Step 3: Fill in additional cue words in the left-hand column Cornell Notes force students to do this automatically. Traditional note-takers should write key concepts and key words in the left hand margin for quick reviewing.

166 Cornell Note-taking System
Remember…. Cornell Notes will be graded – 25 points! Due at the moment of every chapter test! If turned in late, you lose 50% points

167 Study Tactics

168 Study Tactics The last page of every set of Chapter Notes has a checklist of study tactics Read them. Do as many as you can. Check them off as they are accomplished. Have your parents sign the list and turn it in with your Chapter Notes.

169 Study Tactics You may benefit from following these common sense steps in preparing for biology tests. Check those steps which you accomplished while studying. Read the chapters before the lectures start – reinforcement is better than introduction Read the sections after the lectures – reinforce once more; look for weaknesses Read all the illustrations and captions – sometimes test questions can come from these

170 Study Tactics Read the book carefully and in-depth at least twice – without distractions Complete the Chapter Notes, using the ebook, during or immediately after lectures – be detailed; be thorough Study what you do not know – what you did not get right the first time

171 Study Tactics Do not wait to start preparing until the evening before the test Complete the section assessment questions – be honest with yourself

172 Study Tactics Complete the chapter assessment questions – do this the evening before Check memorization of vocabulary – use the list of vocabulary found in the chapter notes; ask a friend to quiz you

173 Study Tactics Write answers to the learning objectives
Learning objectives tell you the major things you need to know or be able to do.

174 Study Tactics Distribute article, Writing Your Test Stress Away
Used by Military Academy at West Point (they also use Cornell Notes) You need to do this before every test.

175 Study Tactics Distribute article, New Studies Show Pitfalls Of Doing Too Much at Once Addresses the fallacy of multitasking

176 Test Taking Tips

177 Tips for Multiple Choice
Read the question carefully – underline words like NOT or EXCEPT. Read each and every answer choice carefully – try starting at choice (E) and working backwards. Trust your instinct. Statistically proven your first choice is most likely right. Process of elimination. Never leave blank; Guess if you have to!

178 Tips for Essay Questions
Limit your answers to exactly what the questions asks – saves time and earns a higher score. Read question and jot down list of vocabulary and phrases you remember about the topic. – jogs memory. Read question again carefully and know exactly what it is asking you to do. Create quick outline to plan (thesis) your answer.

179 Tips for Essay Questions
Include an introductory statement that tells reader your thesis, but try not to simply restate the question. Follow with paragraphs that support your argument – back up assertions with specific facts Conclude with a statement that summarizes your argument – time permitting! Only including graphs or diagrams that support your argument.

180 Tips for Essay Questions
Avoid including information which you are not sure is correct. Proofread, time permitting – crossing out stuff is OK. Do not use IM speak! Do not begin an answer with, “Well,”

181 Meaning of Action Verbs Found in Test Questions
Analyze – show relationships between events Compare – show similarities between two or more things Contrast – show differences between two or more things Describe – give a detail account Design – create an experiment and convey its ideas Explain – clarify; tell the meaning

182 The Language of Science
Science, like any profession, has its own vocabulary, its own language.

183 Word Roots of Scientific Vocabulary
These may help understand the vocabulary Instructor’s Guide for Campbell/Reece Biology, Seventh Edition

184 Word Roots of Scientific Vocabulary
On FirstClass Resources and Assignments, under file Study Skills, you will find a file Word Roots of Scientific Vocabulary. Sometimes knowing the meaning of parts of a scientific term, you can figure out the meaning of the entire word.

185 Word Roots of Scientific Vocabulary
Download the file and study it.

186 Word Roots of Scientific Vocabulary
Distribute Worksheet, the Language of Science. Graded assignment. Due next class.

187 Summation We’ve reviewed the course for its content and the grading.
You know what I expect and a little bit about myself. Now…any questions?

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