Skills for Success in Science A ... - Integrated Biology · Skills for Success in Science Companion to Integrated Biology Johns, J. & Eveslage, R. 2013 - This workforce solution was

Skills for Success in Science Companion to Integrated Biology Johns, J. & Eveslage, R. 2013 - This workforce solution was funded by a grant awarded by the U.S. Department of Labor’s Employment and Training Administrion. - Attribution-NoDerivs CC BY-ND

Skills for Success in Science

A Supplemental Course Workbook

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Welcome to the on-line Skills portion of your Biology 100 course!

In this course you will spend time each week in lecture where you will be actively learning content in math,

biochemistry and biology that will prepare you for Anatomy and Physiology. You will also spend time each

week in lab working on experiencing activities that will help you to relate to the material of lecture. Lastly

you will spend time completing on-line modules by week that you will discuss at the end of your lab in a

“Skills Recitation”.

This work book contains you weekly Skills work.

What is the “Skills for Success in Science” part of this course?

1. It is material that you will complete using the directions below by week. The learning modules may

contain links to video, audio or interactive files and websites. You can click on these links here in the PDF

document, and or type in the URL into your web browser.

a. you will do this on your own schedule, but it is best if you work o n these modules throughout

the week and not right before your lab.

b. each module is sequential and found in this workbook by week.

2. This content is designed to increase skills in many areas that we know assist students in all science

classes and prepare you for a career in health care.

a. there are two kinds of activities that you will do in the skills lessons

1. general science knowledge using application and critical thinking

2. exposure to industry standards and skills for success in the health care workforce

b. content in this section of the course is related to:

1. skills you need for success in science

2. skills you need to be successful in a college program that is preparing you for a

career in heath care.

3. Some of the things that you will do in this section of the course may not seem directly related to the

content you are learning in lecture

a. critical thinking is something that we have to practice and your life experience is very valuable

therefore, you will sometimes use “regular” situations to build those skills.

b. sometimes you may not see the connection of the material in the class until you get to your

skills portion of your weekly lab

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4. You will use this workbook to guide you through the on-line portion of the course and prepare for your

skills recitation.

a. you will sometimes turn in on-line work to your instructor in the form of your skills lab reports

each week in lab.

b. you may have to print items from your on-line work to turn in your skills recitation.

5. Your instructor is monitoring your on-line progress and this part of the course is reflected in your grade.

Please see your syllabus for specific grade scale.

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Week 1

Objectives - The student will be able to:

Identify basic science skills that are used by health professionals.

Recognize the discipline where those skills are learned

Identify which science classes would likely be in different program curricula

Describe at least three examples where a science skills is needed to better understand and apply a concept for professional practice such as: Physics in DMS

Activity 1 – I’m going into health care – why do I need science classes?

For students that are interested in a career in health care, they can understand the need to take Anatomy

and Physiology, but what about the other math and sciences that your program of study requires?

Skills needed in Health Care – Part 1

In this portion of the course, you will be exposed to industry standards in the health care area you are

interested in.

1. What type of skills do you think an Allied Health (Health Care) professional needs to have? (List at least

6 skills on your skills lab report)

Let’s Do some Research – Part 2

2. Go to (Click on) the following website: http://www.nhscareers.nhs.uk/explore-by-career/allied-health-professions/ and click on the word "Skills", within the text. It is underlined and blue. This is a hyperlink that will take to you to more information about this topic by the authors of this page. Also look at this list about "Wider health care team careers": http://www.nhscareers.nhs.uk/explore-by-career/wider-healthcare-team/skills-required/ 3. Compare and contrast your list with both of these lists. (Complete on your skills lab report) a. Are there any similarities or differences? b. Are you surprised by anything on this list? 4. Wider Health Care Team Careers are often administrative. Do you think all health care workers need the skills on both of these lists? Why or Why not?

How do basic math and science skills fit in? – Part 3

What kind of math do health care workers use? Complete the following questions in your Skills Lab Report (to turn in)

http://www.nhscareers.nhs.uk/explore-by-career/allied-health-professions/



http://www.nhscareers.nhs.uk/explore-by-career/wider-healthcare-team/skills-required/



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1. List at least three situations in which a nurse would have to do a math application in order to complete his/her work? 2. Imagine that you are a health information management (HIM) health care worker. What type of math skills might you use in your daily routine? Many students believe that Math is something that you don't use again. However, using your examples from the above question what might happen if a math mistake was made by either the Nurse or the HIM worker?

Identify what you would need to know how to do - Part 4

In Diagnostic Medical Sonography it is important that you understand the basic concepts of physics and how they apply to ultrasound technology. Go to the following website: http://www.biosono.com/PrmtLgd/PrmtLgd.php While there, look on the left hand menu. There are several terms there such as Frequency and Velocity. These are physics terms. Choose three (3) of these terms and go to Google.com to research them. In your Skills Lab Report, define the three (3) physics terms that you have chosen Go to the simulation below (if you are taken to the main page click on "View all animations" then choose ultrasound). http://www.pennmedicine.org/encyclopedia/em_DisplayAnimation.aspx?gcid=000135&ptid=17 Choose the 17 week animation: 1. Move your mouse over the picture to identify the head, arm and leg. 2. Then slowly move the bottom bar to the right. You will see a cartoon picture of the fetus emerge. Answer the following questions in your Skills Lab Report: 1. Were you able to correctly click on the head, arm and leg before you moved the bottom bar? 2. Link one of the terms that you identified to how this image was visualized.

http://www.biosono.com/PrmtLgd/PrmtLgd.php

http://www.biosono.com/PrmtLgd/PrmtLgd.php

http://www.pennmedicine.org/encyclopedia/em_DisplayAnimation.aspx?gcid=000135&ptid=17

http://www.pennmedicine.org/encyclopedia/em_DisplayAnimation.aspx?gcid=000135&ptid=17

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Week 2


Identify basic lab equipment and materials used in a typical college science lab Define the parts of the scientific method. Follow directions to complete virtual lab activities Apply what is learned from written material to follow instructions and complete specific tasks (Core

competency Tier 2-1 application)

Learning Activity 1

Basic Lab Equipment – Part 1 Let's look at some of the basic items that we might find in a biology/chemistry lab. Remember that these are just examples; you may have different models or styles in your lab. Study the following table. You will be asked questions about the equipment in the second part of the exercise.

Name and function of item Photo

Emergency shower: this is found in every lab in case someone spills chemical on themselves. Pull the handle or chain

Eye wash: found in every lab in case chemicals get into the eyes. Place face over basin and push the lever.

Sharps or biohazard box. This type of disposable container is used for items that are sharp which could cut or break the surface of the skin. There are other similar disposable containers for biohazardous materials

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Chemical hood. This is for chemicals or experiments that produce noxious fumes or vapors. The hood draws the vapors away so the fumes don’t escape into the lab.

More safety equipment. Often you will be asked to wear a lab coat or protective garb. here are goggles to protect your eyes

Let’s view some measuring tools

Rulers: in the lab we usually use metric measures but most rulers also have inches too.

Graduated cylinders: they come in various sizes depending on what volumes you would like to measure

Pipettes: you can use these to transfer specific volumes of liquid from one container to another like a bottle to a flask or test tube. Note the volume on the pipettes

Here is a pipette with a bulb. The bulb is used to draw the liquid into the pipette

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If you want to transfer very small amounts you use a micropipette.

We can measure temperature using a thermometer. These are electronic ones

You measure weights by using a balance or scale. Here is a triple beam balance. The item to be weighed is placed on the pan and you adjust the weights on the beams until it is balanced. You then record the weight

This is an electronic scale or balance. This type is very accurate. You place your item on the pan and the weight is seen on the display.

There are many more items that you may use in lab let’s look at some of these:

A conical shaped flask is called an Erlenmeyer flask. It is a widely used in the laboratory. They are used for titrations, for heating liquids and for stirring liquids by hand. The shape of its neck also allows it to accommodate a stopper or cork.

Beakers: a glass container for stirring, mixing and heating liquids. They usually have a spout for pouring. They come in many sizes.

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Dropper bottles. Dropper bottles come in various sizes. And can be made from glass or plastic. A dropper bottle is used to drip a solution onto a surface, like a microscope slide or into another container as part of an experiment. These have a rubber bulb and glass dropper but others are plastic.

Disposable pipette or dropper. These droppers are used like the ones in a dropper bottle except these are disposable.

A wash bottle is a squeeze bottle that has a nozzle. It is used to rinse various pieces of laboratory glassware, such as slides or test tubes. Wash bottles may be filled with a variety of laboratory solutions depending upon your experiment.

Test tubes. Test tubes are widely used in the laboratory to hold, mix, or heat small quantities of material. In biology this might be a solution, a specimen or a culture. Test tubes come in various sizes. These tubes are in a test tube rack.

Test tube clamp or holder. The clamp allows you to move the test tube without touching it with your hands. This is useful if the tube has to be removed from a hot water bath.

Petri dishes. These are used to grow various types of biological cultures when filled with special agar. They have many other uses in the lab like germinating plant seeds or observing small organisms like small insects.

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Micro titer tubes. These are used for very small samples and have a similar function as test tubes. Sometimes folks call them cuvettes

Filter paper. These papers are used to separate substances of various sizes that are in a solution. They are often placed in a funnel and the solution is poured from one beaker to another while the filter paper traps the substance.

Funnels. They are used to move liquid from one container to another with minimal spillage. Filters can be inserted to filter the liquid. They can be plastic or glass.

Ring stand. This item is used as a stand for rings and clamps. Beakers can be placed on the ring and a burner can be placed under the beaker to allow for heating.

Dissecting tools. These are used in biology lab for dissection of specimens. Here we see a scalpel (knife), scissors, dissection needles, and tweezers.

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Dissection kit. Sometimes dissection tools come as a kit. Some kits may have additional items like a dropper, a ruler and dissection pins.

Microscope. Used to view cells and other types of specimens. Magnification can range from 10 to 1000 your normal eyesight.

Microscope slides. These are glass rectangles that hold your specimen. They are found in a slide box. You may use prepared slides or you may have to make your own.

Dissecting microscope. This is also called a stereo microscope and is used to study the surfaces of and organs of specimens that you would have in a dissection,

Centrifuge. A centrifuge is a machine that spins test tubes at a high speed. It is used to separate blood cells from the plasma but it can be used to separate various combinations of substances.

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Heat block. This is used to hold and warm test tubes to a specific temperature. The specific temperature is dictated by the experiment.

pH meter. Measures the pH (acidity or alkalinity) of a solution. This is a hand held meter. Other meters can be on their own stand.

Spatula. These are used to move small amounts of dry materials to add to mixtures or solutions

Can you identify lab equipment? – Part 2

Answer the questions in your skills lab report for this part.

The completed pages are to be submitted in your skills recitation this week.

Remember to record your answers on your skills lab report due this week!

Module Learning Activity 2

Definition of Scientific Method – Part 3

What is the scientific method? Why do we care? There are many ways to define science and scientific method, but basically science tries to observe, discover, and understand how things work. Scientists gain understanding of nature by using the scientific method. As a student you will be performing simple experiments so you can understand how things work! That means you have to understand scientific method so that you can understand your experiments and maximize your learning. Therefore scientific method is a system that uses making observations, creating a hypothesis, experimenting to check the hypothesis, and then developing a theory. This theory can then be tested by other scientists by using the scientific method and performing additional experiments. This can be used as a method for problem solving. You identify a problem; make a hypothesis; experiment and gather data/make observations; analyze the data; make a conclusion/propose a solution.

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Here is a link to a YouTube video about the scientific method. View the video so that you can get another perspective about scientific method. http://www.youtube.com/watch?v=bNc9vWLDSCA Now that you have viewed the video, think about how you use parts of this method in your everyday life? In your skills lab report, list 3 different times that you have used aspects of scientific method to solve a problem. Now let’s solve a problem that happens every day.

An Everyday Problem – Part 4

You are taking care of an infant and the infant starts to cry. Oh my!

Looks like we have a problem. What should we do? Let's try and solve this in a scientific way. 1.Problem: Crying baby 2. Gather some relevant information: From our previous encounters with babies we know that babies cry for several common reasons: a. they have a dirty diaper b. they are hungry or thirsty c. they are sleepy 3. Let's make a hypothesis: baby has a dirty diaper

4. Gather data: check the diaper; baby has a clean diaper so our hypothesis is not true.

5. Try again with another hypothesis: baby is hungry

6. Gather data: offer baby a bottle; baby takes the bottle and happily drinks the milk.

7. Our conclusion: baby was hungry, if baby did not take the bottle we would have generated another

hypothesis and tested it.

Now let's review the parts of our scientific method

Let’s Review – Part 5

This is a skills lab report activity - Remember to use your workbook sheet and return it to your faculty

member by the due date.

Now you are ready to do a simulated lab.

http://www.youtube.com/watch?v=bNc9vWLDSCA

http://www.youtube.com/watch?v=bNc9vWLDSCA

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Do an Experiment

In this exercise you will be a food scientist making certain that salsa is safe for packaging and distribution

to stores. Go to this link and be a food scientist. http://virtuallab.nmsu.edu/salsa.php

Remember to take notes so that you can answer questions about the experiment and report findings

Experimental Report – Part 6

Photo Credit: http://www.canned-fresh.com/recipe/get-ready-for-cinco-de-mayo-salsa-fresca/#!lightbox/0/

Before you start eating your chips and salsa, answer questions using your notes from the salsa experiment.

Remember to record them on your skills lab report and submit them to your faculty member by the due

date.

http://virtuallab.nmsu.edu/salsa.php

http://virtuallab.nmsu.edu/salsa.php

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Week 3


Demonstrate entrance to and use of the course website Discover and operate links to activities beyond the course site using the world wide web(www)/internet Complete a quiz demonstrating their knowledge of the course site. Identify problems Recognize the need to solve problems Determine the correct tools to solve problems using reputable resources. (including those within the www/internet)

What is your definition of problem solving – Part 1

What is problem solving? In your skills lab report please write your definition of problem solving.

Refining your definition of problem solving – Part 2

On your Skills lab Report complete the following questions:

In the definition that you wrote did you use any of the following terms? Skill Tool Practice Method Expertise Experience Proficiency Mechanism Devise Means Ingenuity Know-how Identify Clarity Issue Needs Goal Outcome Research Implementing Application Knowledge Solution Deduction Induction

Re-write your definition using at least three words from the above list.

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It is likely that in your definition you were writing about using multiple steps like identifying or clarifying

the issue, researching things you didn’t know, applying your knowledge or experience, and then

implementing a solution, testing your solution and then maybe changing it.

How do you know? – Part 3

How do you know there is a problem? Using the following website: http://www.theproblemsite.com/games/whatiswrong.asp?id=31 Complete the activity. On your skills lab report: 1. Did you get it right? If so how many tries? 2. What kind of information did you need to know to identify the problem with this picture? 3. What resources did you use to figure this out? Where the resources reputable? How do you know if they are? We will revisit these questions in Skills lab this week.

Problem solving in Health Care – Part 4

In this interactive activity (http://www.edheads.org/activities/knee/swf/index.htm), you will perform a

virtual knee surgery (replacement). Within this activity there are several problems that you will have to

identify and overcome. You will also have to answer questions based on the information that you surgeon

teacher gives you.

Using your workbook as you go through, PAUSE in your completion of this activity after every question to answer questions on the skills lab report you will turn in this week in Skills lab.

EXTRA Practice

Practice is what helps us to refine our problem solving skills. In this activity you can continue your treasure hunt for several weeks, we will check in skills labs every so often to see if anyone who decides to accept this challenge wants to share their progress. http://www.theproblemsite.com/treasure_hunt/

http://www.theproblemsite.com/games/whatiswrong.asp?id=31

http://www.theproblemsite.com/games/whatiswrong.asp?id=31

http://www.edheads.org/activities/knee/swf/index.htm

http://www.edheads.org/activities/knee/swf/index.htm

http://www.theproblemsite.com/treasure_hunt/

http://www.theproblemsite.com/treasure_hunt/

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Week 4


Use pictures to gather information Use information gathered to make conclusions regarding the relevance of the data Assess different types of information to assess the actual characteristics of an item or feature. Locate and evaluate information.

Gathering information – Part 1

In science labs there are different ways for you to gather information. You might use models; you might use photographs; you might use drawings; you might do an experiment; you might do a dissection; you might use a computer simulation. Each of these is a different experience. With each you might learn some of the same things but because each is different you will learn something that you did not learn from the other experience. We are going to examine the internal structure of a fetal pig and a rat. Then we will examine the structure of an eye and a kidney. With each activity you will be ask to make some observations. Begin by moving to the next section. Information about a rat – Part 2 Examine the photos and the web page of a dissected rat. We have photos of models, and preserved specimens. Please examine each closely. Answer the questions in your skills lab report. Model A Specimen B

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Specimen A

Now we will look at some organs. - Kidney – Part 3

Finally view the webpage of a dissection of a preserved rat. Link to web page of dissection of preserved specimen. http://www.biologycorner.com/worksheets/rat_dissection06.html And answer the questions in your Skills Lab Report.

http://www.biologycorner.com/worksheets/rat_dissection06.html

http://www.biologycorner.com/worksheets/rat_dissection06.html

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We will gather some information about the kidneys. Did you see kidneys while we were looking at the rat? You had to look carefully. Here area photos of a1/3 size human model. Can you see the kidneys?

1. human abdominal cavity –model - no kidneys here 2. kidneys in model - there they are - they look like kidney beans!

Examine these photos Model Cross Section Whole Mount

Use this link to view a kidney as a 3D image.http://www.healthline.com/human-body-maps/kidney#1/16 use the slider to rotate the image. (Answer the questions in the Skills Lab Report Page) Go to the next page to view the last specimen Eye – Part 5

http://www.healthline.com/human-body-maps/kidney#1/16

http://www.healthline.com/human-body-maps/kidney#1/16

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Review these photos of an eye dissection:

External view Cornea and iris removed

Vitreous humor and lens removed Eye Model

Eye model interior Remember to use these pictures to answers questions in your skills lab report.

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Week 5


Make basic observations when given simple experimental procedures to follow Identify the parts of the scientific method Begin to discriminate between factors that make a good experimental procedure

Interpretation – Part 1 In this section you will focus on the lyrics of a song. Watch this video (http://www.youtube.com/watch?v=NNEZz8qifsg) of the lyrics of this song and while you are listening imagine how you would direct a music video for this song. Describe your video in your skills lab report What did the artists do? – Part 2 Watch the actual video for that song here: http://www.youtube.com/watch?v=T7hHx7gdN68 Someone else interpreted the video into lyrics. Watch here: http://en.video.canoe.tv/video/educational/this-is-daniel-cook/20784712001/safety-dance-literal-video/55490436001 Thinking outside that box – Part 3 What is an optical illusion? For this part of the module first TURN OFF YOUR SOUND! 1. Watch this video http://www.sciencefriday.com/video/10/12/2012/step-into-an-optical-illusion.html a. How is the person in the box able to stand in those odd ways? (2-4 sentences) 3. Watch this video with the sound. a. Were you right? Perception versus literal interpretation – Part 4 A Imagine that you read all about the lab you are doing this week (BEFORE YOUR LAB), but after you get to the lab and perform the protocol/activities you find that what you expected didn't happen at all? Much like the music lyrics and video it is very important that you "correct" your misconceptions or perceptions (in this case) before you move on. Here is an example in action -For this experiment you will need:

http://www.youtube.com/watch?v=NNEZz8qifsg

http://www.youtube.com/watch?v=NNEZz8qifsg

http://www.youtube.com/watch?v=T7hHx7gdN68

http://www.youtube.com/watch?v=T7hHx7gdN68

http://en.video.canoe.tv/video/educational/this-is-daniel-cook/20784712001/safety-dance-literal-video/55490436001



http://www.sciencefriday.com/video/10/12/2012/step-into-an-optical-illusion.html

http://www.sciencefriday.com/video/10/12/2012/step-into-an-optical-illusion.html

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1. Pepper (black pepper you use on your food) 2. Two paperclips (any will do) 3. A small square piece of paper towel (that will fit and is smaller in width than into your glass/cup or bowl) 3. Three glasses/cups/bowls (referred to as the testing area) of tap water 3/4 full 4. Several drops of dish soap In your skills lab report, answer these questions: 1. If you were to add the pepper to the water in the glass would it float or sink? 2. If you were to add the paperclip to the water in the glass would it float or sink? Conducting the Experiment – Part 4 B PROTOCOL: Experiment 1 1. Very carefully sprinkle pepper into the testing area. Hold the shaker just at the mouth of the cup/glass Experiment 2 Part A 1. Gently put the paper clip into your testing area. What happened? Part B 1. VERY gently "lay" a clean flat piece of paper towel into the third testing area 2. Wait at least 5 seconds - if the paper towel sinks, start over... it should be hovering just below the water's surface 3. Slowly and gently place the second paperclip flat on the paper towel 4. Wait a few seconds 5. Using two fingers gently push the paper towel below and away from the paperclip, eventually removing (SLOWLY) out of the testing area. Did the paperclip float? 6. Add just a few drops of dish soap to the testing area What happened when you added the dish soap? In your skills lab report answer/do the following: 1. Where your predictions correct? 2. Think about how you would describe this to someone else. 3. What parts of the scientific method did you use in this module? How to interpret lab activity for their full value – Part 5

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In Skills Lab this week you will be talking about this module. BE PREPARED to discuss: 1. If you were right about your predictions. 2. If you were not correct in your predictions, then would you be surprised by the results when you completed the experiment in lab? 3. If your prediction was incorrect and your data supports another outcome, what can/should you do to help link the results to concepts in lecture?

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Week 6


Observe situations, scenarios and read passages and excerpts from selected works • Record information about those situations and scenarios • Infer conclusions based on the information gathered • Provide an interpretation of the events • Describe how they arrived at their interpretation • Recognize that science uses a specific language that must be interpreted into cultural context • Translate an everyday occurrence into the language of science Learning Activity 1 – Translating Observations Capuchin Experiment – Part 1

Duration: (0:58) User: vladimerk1 - Added: 4/13/12

Watch this video without SOUND! It is best to watch this as full screen If the video doesn't start slick below or right click and choose to open in a new tab: http://www.youtube.com/watch?v=-KSryJXDpZo Answer the questions in your Skills Lab Report Observing is a very important part of science. a. Watch this video again taking very close step by step notes about what is happening. b.DO NOT PAUSE OR SLOW THE VIDEO DOWN. Capuchin Experiment – Part 2

http://www.youtube.com/watch?v=-KSryJXDpZo

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Duration: (0:58) User: vladimerk1 - Added: 4/13/12

TURN on your sound! Watch the video again at least once but with sound. If the video doesn't start slick below or right click and choose to open in a new tab: http://www.youtube.com/watch?v=-KSryJXDpZo Answer the questions in your Skills Lab Report Monkey cooperation and fairness - Part 3

Monkey cooperation and fairness

Duration: (4:13) User: tehinfidel - Added: 1/10/09

If you video doesn't open click on the link below or right click and choose to open in a new tab: http://www.youtube.com/watch?v=aAFQ5kUHPkY More information about fairness – Part 4

Click on this link to hear more; then click on the listen button that you will see in the window that pops up. http://www.sciencefriday.com/segment/04/05/2013/-searching-for-the-roots-of-right-and-wrong.html Observations come in many forms – Part 5

You aren't observing here you are listening for auditory data. Listen to the attached audio file and answer the questions in skills lab report. Click on this link and listen carefully. Don't be afraid to take some notes. You will need them to answer the

http://www.youtube.com/watch?v=-KSryJXDpZo

http://www.youtube.com/watch?v=aAFQ5kUHPkY

http://www.sciencefriday.com/segment/04/05/2013/-searching-for-the-roots-of-right-and-wrong.html

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questions. https://mycstate.cincinnatistate.edu/bbcswebdav/pid-3870404-dt-content-rid-10037931_1/xid-10037931_1 What do you hear? Listen to the following audio file https://mycstate.cincinnatistate.edu/bbcswebdav/pid-3870405-dt-content-rid-11014115_1/courses/tc258_back/Audio%20file.mp3

https://mycstate.cincinnatistate.edu/bbcswebdav/pid-3870404-dt-content-rid-11014115_1/xid-11014115_1


https://mycstate.cincinnatistate.edu/bbcswebdav/pid-3870405-dt-content-rid-11014115_1/courses/tc258_back/Audio%20file.mp3

https://mycstate.cincinnatistate.edu/bbcswebdav/pid-3870405-dt-content-rid-11014115_1/courses/tc258_back/Audio%20file.mp3

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Week 7


Define different types of data Convert a given data set into charts and graphs Use a data set to answer several different types of questions. Design an experiment Identify main ideas, implied meaning and details, missing information, and trends. (Core Curriculum Tier

2.1) Note detail, facts, and inconsistencies. (Core Curriculum Tier 2.1) Write in a manner appropriate for industry. (Core Curriculum Tier 2.2)

Types of data –Part 1

What is data? Data can be almost any type of information. It can be numbers, words, measurements, observations or a description. There are different types of data. You can describe data as quantitative or qualitative. Sometimes they are classified as objective (quantitative) or subjective (qualitative).

Quantitative data is numerical in nature. An example is - I have 2 dogs for pets. Qualitative data is descriptive. An example is - One of my dogs is a good dog the other is a bad dog.

Quantitative data can be discrete or continuous.

Discrete data can be counted. An example - I have 2 dogs ( I can't have 2.5 dogs) Continuous data is measured. My dogs have an average weight of 8.52kg. ( measure my dogs' weight)

To summarize; Quantitative: Is numerical; has a number value. Discrete takes a specific number value. Continuous is measured and takes a number value within the measurement range. Qualitative: descriptive (my car is burgundy colored) but can be subjective (my dog is a good dog)

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Building a chart or table data – Part 2

Here is a data set from a major league baseball team in the middle of the season. Note how the data is organized. Do you think that you understand this table? Review the table and then answer the questions that follow by using the data in this table. Remember to answer these in your workbook page and turn them in on time.

Answer questions about this part in your skills lab report. Now you will make your own table and chart.

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Building your own – Part 3 You are now going to build a table using data about the Presidents of the United States. It would look similar to the baseball statistics chart (No it won't have RBIs nor batting average). Your table should compare: number of years served, salary, number of children, and political party for the following presidents:

G. Washington T. Jefferson W.H. Harrison A. Lincoln R. Hayes W. Taft F.D.Roosevelt W. Clinton

Use this site as an information source: http://www.potus.com/ Complete your table in your skills lab report. Draw a graph – Part 4 Finally you need to draw a graph comparing the presidents and their salaries. Use your workbook. It might look like this

http://www.potus.com/

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Week 8


Draw conclusions List the elements of a lab report Research references including determining the origin of an idea Draw conclusions from relevant and/or missing information. (Core Curriculum Tier 2.6) Locate information efficiently and effectively. (Core Curriculum Tier 2.8)

Activity 1 inferences and Conclusions Inferences – Part 1 This activity is about making and inference or a conclusion after your have analyzed your data from your

experiment.

Here are definitions from the Merriam - Webster dictionary for these terms.

Inference -the act of passing from statistical sample data to generalizations (as of the value of population

parameters) usually with calculated degrees of certainty

Conclusion - a reasoned judgment

Therefore your inference is the idea that is suggested by the facts or details documented in your experiment. In the salsa experiment you infer which volume of acid should be added to future batches of salsa to keep them safe for eating.

Your conclusion is a decision about what may happen or about the result an event may have. In the salsa

experiment you could conclude that if your batch was 10 times larger, then you would add 10 times more

acid to the larger batch.

Sometimes conclusions or inferences seem reasoned and certain. But sometimes they can be incorrect once you

have additional data that you were lacking at first.

Watch this video (http://www.youtube.com/watch?v=3kzo0lApNiU) and try to identify what the ex-girlfriend has

inferred. I am not trying to sell you yogurt (John Stamos in the commercial is). Answer the questions on the Skills Lab

Report.

The yogurt commercial is funny but here are examples in history that explain myths and legends.

Read these links and answer the questions that follow:

From the National Geographic - http://news.nationalgeographic.com/news/2003/02/0205_030205_cyclops.html

From the Geo Times - http://www.geotimes.org/jan06/trends.html

http://www.youtube.com/watch?v=3kzo0lApNiU

http://www.youtube.com/watch?v=3kzo0lApNiU

http://news.nationalgeographic.com/news/2003/02/0205_030205_cyclops.html

http://news.nationalgeographic.com/news/2003/02/0205_030205_cyclops.html

http://www.geotimes.org/jan06/trends.html

http://www.geotimes.org/jan06/trends.html

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The Geo Times article states "Myths may not have been “tall tales, but rather the interpretation of people

at the time" Answer the questions on your skills lab report.

Practice making conclusions and inferences – Part 2

Let's practice making inferences or conclusion. Read the following short statements then make your best inference or conclusion. Yes these are very short statements and you might be "jumping to a conclusion" but this is just some fun practice. Remember to answer questions in your Skills Lab Report. More detailed example – Part 3 – Remember to answer questions in your Skills Lab Report. Now it is time to look at what health professionals would call a case study. A 45-year-old male complains to his wife that he has moderate to severe chest pain, with radiation to the neck-shoulder region. She calls the paramedics and they whisk him away to the local Emergency Department. The patient denies any history of heart disease, but states that his father passed away from a heart attack at the age of 69. The physician immediately does a physical exam and has blood drawn for blood tests and an ECG performed. The patient states that pain gets much worse every time he is asked to take a deep breath. He also refuses to lie down for the abdominal exam, saying that the pain gets too bad when he tries to lie down. What is going to happen to the patient? The Conclusion – Part 4 Yes indeed this patient appeared to be having a heart attack (myocardial infarction). Was that your answer? However when additional data was collected, the physical exam and lab results, most of the patient's test results were normal. With the additional data the physician made a diagnosis of pericarditis and sent the patient home with over the counter pain relievers. So the final words for this lesson are:

1. Try to have all of the pertinent data before making a conclusion. 2. When making your conclusion review all of the data. You don't want to diagnose heart attack instead if

pericarditis. 3. When additional data becomes available don't be afraid to review your conclusion and possibly amend it.

Activity 2 – elements of a lab report

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Elements of a lab or scientific report – Part 1 There are a few basic elements that can be found in most reports. However, your reports may vary from the following list depending on the college, the specific class, and the instructor. If the report is published in a scientific journal, the journal will have a required format. But most scientific reports usually contain the following:

1. Title - Should be "short and sweet". Probably less than a dozen words 2. Abstract - A summary of the report. It should summarize the purpose or the experiment, the data

presented, and the author's major conclusions. 3. Introduction - Reviews the research literature and your hypothesis. 4. Materials and methods -This section is written so that someone else can repeat the experiment 5. Results - a summary of the data from the experiment 6. Discussion and conclusion - This section includes interpretation of the data, any conclusions that the

authors think can be made and a statement about accepting or rejecting the experimental hypothesis. 7. Literature cited or references - This section lists all articles or books cited in your report. (Most citations

occur in the abstract section). Review a scientific report – Part 2 Our first activity is to review some lab reports. Here are two examples that can be found on the

internet. Please compare these to our model of a scientific report.

Lab report on Protozoan Cultures - http://www.ncsu.edu/labwrite/res/labreport/sampledescriptlab.html

Lab report on blowflies -http://www.hamilton.edu/documents/Sample%20Bio%20Lab%20Report.pdf

Using references to learn more – Part 3

What are the purposes of the works cited or references? The works cited portion allows you or another

reader to review the sources that you used in preparing your report. It also allows the reader to obtain

additional information about your research topic.

Now you try to use the works cited. Can you follow a reference trail to find additional information? Here

are 2 examples

1. An article on game theory and tumors 1307.6914.pdf click on the link to go to the article. 2. An article about Neanderthal genes and how they may be added to the European gene pool.1307.8263.pdf click on the link to go to this article

Yes these are scientific papers (you are not expected to understand them) but we a only going to examine

the reference sections.

http://www.ncsu.edu/labwrite/res/labreport/sampledescriptlab.html

http://www.hamilton.edu/documents/Sample%20Bio%20Lab%20Report.pdf



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Start with the tumor article. Open it and find the reference section. Answer these questions on your skills

lab report.

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Week 9


Identify the 4 VARK learning styles. Visual learners, Auditory learners, Reading- or writing-preference learners, and Kinesthetic learner

Self-assess regarding their own learning preference Identify which strategies they currently use and decide if these strategies are useful

Activity 1 – Determining your Learning Preference In this module you will do a series of interactive items, quizzes and activities that will help to determine your personal learning preference. VARK Questionnaire – Part 1 It is important to understand how you learn. A little later we will work on how your brain works. First let's

determine your learning preference.

1. Go to this website: http://www.vark-learn.com/english/page.asp?p=questionnaire and complete the

questionnaire. (this will take 10-15 mins be sure to follow directions and mark ALL that apply)

2. Write down the scores in your weekly lab report.

Translating your VARK scores – Part 2

Attached

Files:

Coffee Break Training - FEMA.pdf (361.749 KB)

Attached to this part of your learning module is a PDF document. It is a "FEMA Coffee Break" one page

learning activity on learning styles/preferences.

2. Download this item. Many of you will just be able to click on it, but some of you may have to right click

on the document and "Save as" the document to your desktop or specific file folder. Then open from

there.

3. Read this item

Complete the specific items in your Skills Lab Report.

Multimodal Learning - Part 3 All individuals benefit from multimodal exposure to material when learning and most individuals are also

multimodal learners where their VARK scores are close in number for more than one type of learning.

http://www.vark-learn.com/english/page.asp?p=questionnaire



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1. Go back to the VARK website: http://www.vark-learn.com/english/page.asp?p=multimodal and read

about Multimodal Learning.

2. Using your VARK numbers choose your top two numbers and study the help sheets: http://www.vark-

learn.com/english/page.asp?p=helpsheets

3. Complete questions on your skills lab report

http://www.vark-learn.com/english/page.asp?p=multimodal

http://www.vark-learn.com/english/page.asp?p=helpsheets

http://www.vark-learn.com/english/page.asp?p=helpsheets

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Week 10


Explain the importance of note taking for assisting in learning Describe the basic formats of at least 3 note taking styles. Explain why notes are individual tools. Assess the type and quality of notes that they currently take

Activity 1 – Time to do some research! In last week’s module you determined your learning preference, dimensions of learning and a bit about the brain. In weeks module you will begin to build your learning portfolio. You portfolio isn't something tangible, it is something that you will take with you to every class you take and every job you work from now on. You will take the skills that you learn and refine in this class forward to your next tasks, and with practice you will be able to achieve those things you have the aptitude and desire to do... Last week you were asked what your notes should look like given what you had learned about yourself. The main methods – Part 1 There are four main types of note-taking. 1. Cornell Note Taking 2. Mapping (Mind Mapping) 3. Outlining 4. Charting For this section, go out into the internet and search for definitions of each of these types of note taking. Use Reputable sources! (.edu, .org, journal articles or reputable news outlets) Please see you Skills Lab Report Revisiting your VARK – Part 2 Given your research and notes from your Skills Lab Report, answer specific questions in for Part 2 Trying it out – Part 3 Let's put your knowledge to the test. 1. Choose one content item from this week’s lecture 2. Create 4 different notes pages using the four different methods you researched with the same content from the class. 3. Attach all four of these pages to your Skills Lab Report this week.

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Week 11


Describe the importance of objectives for a course. Identify that objectives are different than course activities Use objectives to prioritize the importance of course content. Ask for appropriate clarification of objectives when needed

Activity 1 – What are objectives? In this learning module you will work to help define what objectives are and later we will do some activities that will help you use them properly. Defining a Task – Part 1 In this part of the activity, you will choose one of the four topics: 1. Recipe 2. Cleaning Technique 3. Setting up a Budget 4. Mechanical Skill Be sure to pick something that interests you. Indicate which one you choose in your skills lab report. Now that you have chosen your task, you will be completing one in the category that you chose. 1. First think about what you are going to do. 2. Have paper and pen ready, because while you do this task, take notes about what you are doing, how and why. a. you will want to take notes on technique, procedure, materials, and background information. Skills required – Part 2 Thinking about your task and the notes you took, list the specific skills that a person must have to complete this task in your Skills Lab Report. Be sure to think about even the little things that you think anyone can do. Why should anyone bother to do this task? In your Skills Lab Report, justify the need for someone to have the skills and to use them to do this task. Writing the objectives – Part 3 You have now completed all the parts that are needed to write good objectives.

1. You know what the task is (content to learn) 2. You know how to do it properly (how the specific content functions - application) 3. You know skill set anyone must have to complete the task (What you need to know to properly understand and execute the material) 4. You know why someone should do this particular task (Justification of why this information is important for future success)

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So for this part of the learning module you will actually begin to learn about writing objectives.

Go to the following website: http://www.nwlink.com/~donclark/hrd/isd/develop_objective.html

This is a website that specializes in helping businesses develop objectives, very similar to what you have

been doing in this module.

While at the website, read over the main material paying particular attention to the examples at the

bottom of the page.

http://www.nwlink.com/~donclark/hrd/isd/develop_objective.html

http://www.nwlink.com/~donclark/hrd/isd/develop_objective.html

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Week 12


Identify specific types of questions that relate to specific types and levels of objectives Compose a comparison chart using specific objectives and types of questions. Identify appropriate clarification questions to ask about testing when meeting with a professor Apply what is learned from written material to follow instructions and complete specific tasks Apply what is learned from written material to future situations. CC Tier 2.1 application

Activity 1 – Learning objectives and relating them to test items

What is a learning objective and why should students care about them? – Part 1

Learning objectives are statements that express what a student will be able to do after participating in a learning activity. Learning objectives can be written for any type of learning activity - a seminar a class session, a course or even a whole professional course of study. They are shared with the learners so that everyone, both teacher and learners, know what is the focus for the student's learning. Learning objectives help the instructor and the student.

They are an aid to the instructor because they can be used as a guide for planning the lesson, choosing learning activities, and assessing the students' learning (testing).

They are an aid to the student because they can help focus the student's attention on what they should be learning. Objectives can also aid in students' study planning and in test preparation. Why can these objectives be helpful? The answer is in the way that they are written. The ways in which they are written identify an observable and measurable action or behavior. When the behavior is identified then you know the level of learning that is expected. Let's look more closely at objectives: It is generally accepted that there are 3 type or classes of objectives: cognitive, affective and psychomotor.

The cognitive objective focuses on intellectual outcomes like knowledge and thinking. This type is most often used in college classes.

The affective objective focuses on emotional outcomes like feelings or attitudes. This type is least seen in college classes. However in health related professions these objectives are quite important. Demonstrating a lack of empathy and feeling for patients' concerns in a clinical practice activity will result in an unsatisfactory evaluation and grade for the clinical course. Yes, students can fail for having a bad "bed side manner”.

The psychomotor objective focuses on motor skill outcomes like performing a procedure or specific professional skill. If you can't give an injection properly you can't become a nurse. Since objectives should help a student in their learning and in testing, you need to look at each type of objective more closely and learn how to make the course objectives help you.

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Cognitive objectives – Part 2

Cognitive objectives relate to knowledge and using knowledge. This makes them easily tested in the classroom. There is a hierarchy of categories that listed in this way: knowledge - remembering the facts comprehension - understand the meaning application - using what you have learned analysis - breaking complex ideas into their parts synthesis - taking different parts and making something new evaluation - making value judgments. For our lesson we will examine only knowledge, comprehension and application. Let's look at these 3 and try to anticipate how an instructor might test your learning for objectives at these levels. Let's examine how students can use them Knowledge objective will relate to basic facts. Examples might be:

Define statistics State the cell theory. List the main units for the metric system.

Note that it seems all students would have to do is act like a recording and play back a list or set of phrases to demonstrate that they have achieved the objectives. Comprehension objectives involve understanding the meaning of basic facts. Examples might be:

Explain the steps of protein synthesis Describe the function and structure of ATP Interpret the equation y = mx + b as defining a linear equation

Note that students have to go beyond just memorization. Students have to do basic tasks with what was learned Application objectives involve being able to use what a student has learned in different situations. Examples might be:

Given two points on a line, find the slope of the line Determine symmetries on a graph Apply anatomical terms correctly

With application students have to use what is learned in various situations, not just the one in which it was learned. Students have to apply principles that were learned to specific situations. Let's see how I can anticipate what type of questions would be on a test if I looked at the course objectives and identify them as knowledge, comprehension or application.

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Based on the 'Taxonomy Of Educational Objectives: Handbook 1, The Cognitive Domain' (Bloom,

Engelhart, Furst, Hill, Krathwohl) 1956. Allyn & Bacon, Boston USA.

Knowledge items – Part 3

Knowledge objectives require just basic recall. The student has to remember facts. A history question might be:

When was the U.S. Declaration of Independence signed? As it is written it is a short answer or fill-in type of item. You just have to write the date. the faculty member could make this a multiple choice item by giving you choices:

When was the U.S. Declaration of Independence signed? a. July 1, 1776 b. July 14, 1776 c. July 7, 1776 d. July 4, 1776

Answer the questions in your skills lab report.

Comprehension objectives – Part 4

Comprehension objectives mean that you know more than the facts. This type of objective dictates that you know facts about the subject plus have a bit more understanding. Therefore we might expect questions that would look like this: A short answer item List and describe each step of the scientific method. ____________________________ A multiple choice item might be: Which step in the scientific method could be described as defining variables and gather data? a. verifying the hypothesis b. doing the experiment c. analyzing data d. drawing the conclusion

To answer these types of items you need a slightly higher level of understanding than just memorization. Answer the Questions in your Skills Lab Report. Application – Part 5 With this level of knowledge you can begin to make basic predictions or assessments using what you have learned. You should be able to construct new viewpoints into what you have learned. Therefore test items require an increased depth of when compared to our other two levels. For example: Balance this chemical equation by placing the correct number in each space: C6H10O5 + __ H2O → __ H2 + __ CO2 A multiple choice item might be:

Which is a correctly balanced equation that demonstrates the formation of hydrogen from glucose?

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a. C6H10O5 + 7 H2O → 12 H2 + 6 CO2 b. C6H10O5 + 3 H2O → 10 H2 + 2 CO2 c. C6H10O5 + 2 H2O → 6H2 + 3CO2 d. C6H10O5 + 10 H2O → 18 H2 + 8 CO2

Answer the Questions in your Skills Lab Report.

Go to the next activity to see if you can anticipate what type of questions you can expect on a test.

Activity 2 – Anticipating test items from objectives Test items and objectives – Part 1 Knowing the objectives allow you to anticipate what type of questions you should expect on a test. Now

look at objectives and try to classify them as knowledge, comprehension or application. Here are some of the first objectives from an anatomy and physiology course:

1. Define Anatomy and Physiology and outline the scope of each. 2. Explain why evolution is important to understanding human anatomy and physiology. 3. List the levels of human structure from the smallest to largest. 4. List characteristics that are associated with living things 5. Define homeostasis and explain the central importance of this to physiology; 6. Define negative feedback give an example of it, and explain its importance to homeostasis. 7. Define positive feedback and give examples of its beneficial and harmful effects.

Look at the verbs for each item. They are the clue for you to discover the objective's level. Fill in the following table in your Skills Lab Report. Check your answers – Part 2

Here is what your table should look like

objective number cognitive level

1 knowledge

2 comprehension

3 knowledge

4 knowledge

5 application

6 application

7 comprehension

Most classes in which you enroll will have objectives. The objectives will give you an idea as to what level of understanding you must achieve.

Numbers 1, 3, and for ask for you to

define and list. All you have to do is

remember or recall information.

Numbers 2 and 7 ask you to define but

also give examples or explain. A deeper

understanding is needed

Numbers 5 and 6 ask you to define and

give examples but these examples

have to relate to another subject -

homeostasis or physiology. You are

beginning to apply what you have

learned.

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Now let's try to make a tool that can help you anticipate what type of questions a faculty member might ask. Making a plan to understand – Part 3 To make the plan you have to first look at the objective to identify the cognitive level

knowledge level will use terms like: list, define, label, identify comprehension will use terms like: classify, discuss give examples, paraphrase application will use terms like: demonstrate, solve, predict, modify

As you progress in your learning you will have to do analysis and evaluation. In these cases objectives will use terms like compare, contrast, interpret, judge. Now we can list types of test questions and see which levels they are best used to test.

True - false items are used frequently. They are best used to test basic knowledge or facts. However if the instructions are to explain why false items are false, then this item is testing at a much higher level like analysis.

Matching items are popular to quickly test over a large number of facts or descriptions. This tests at the knowledge level or sometimes at comprehension.

Multiple choice items are the most used because they can be used to test a wide spectrum of levels. This item can be designed to have a "best answer" instead of one correct answer. This type of item can then test a student's judgment or reasoning. Overall these items can test for knowledge, comprehension, application and even analysis and evaluation if the question is complex enough.

Fill-in items. These items test for basic knowledge but require more study because there is nothing to recognize or stimulate your memory like a multiple choice item. A variation of this item is used when the student has to label parts of a diagram.

Short answer items. These items require students to write a small paragraph. These usually items require deeper understanding to answer because they are testing for comprehension, application, or even analysis. You may not see many of these items in introductory classes but their numbers increase as you progress through your studies.

Essay items. These items are used to test for ability to analyze and evaluate. These items are rarely seen on tests until you are deep into your course of study and are developing proficiencies that relate to your chosen profession. So with all of this information we can make a plan to use the objectives to help us study.

read the objectives and identify the level identifying words. associate the words with the cognitive level. Know, comprehend or apply - maybe sometimes analyze then match them up to the types of questions

Sometimes objectives may seem tough to classify - is it comprehension or application? When in doubt ask the professor. For Example: "What type of assessments will we have?" “What type of questions will there be on assessments" "Will the test be all multiple choice or will there be true-false or matching? "How in

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depth should I study objective 5?" "Do you expect students to apply the information from this lesson?" You will be able to refine your study plan with this information. Now complete the table with the learning level and the type of item in your skills lab report. Now let's practice with some real class objectives. Here are some objectives from a pathophysiology class - a class where students learn about various diseases. Even though you are not studying pathophysiology you should be able to use what you have learned to answer the questions about each item For each objective try to identify its level (knowledge, application etc) and what type of items (T/F, multiple choice etc.) the professor might ask. Answer the items in your workbook. See you have now used what you learned for objectives that are not even for this class!

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Week 13 - Test Taking Strategies Objectives - The student will be able to:

Define test taking strategies for types of tests and test items.

Demonstrate how these methods are used.

Develop personal strategies to prepare effectively for a test

Remain open to considering new ways of doing things(Core curriculum Tier 1-6)

Actively seek out and carefully consider the merits of new approaches to work (Core curriculum Tier 1-6)

Activity 1 – Identifying test taking strategies General tips – Part 1 How do you feel before taking a test?

tired nauseous anxious ????

Here is a list of general things to do before you take the test to diminish these feelings.

Be a "good student" every day of the class. Being a good student involves coming to class, participating, and doing the work (whatever the work is). In that way studying for the test won't be a monumental chore.

Set up a study schedule so that you don't have to "cram" the night before the test. Be well rested. Pulling an all-nighter and being sleep deprived when you sit for the test just makes the test

more difficult. Have a light snack before the test. This will sustain your energy during the test. Don't eat a big meal

because it might make you feel lethargic. Go to the restroom before the test. You don't want to have bodily functions complicating your test taking.

Some general strategies – Part 2 Here are some general strategies that you help you with any test. -When you first receive your test, do a scan of the entire test so that you know how to divide up your time. -Always read the whole question carefully. Don't make assumptions about what the question might be asking.

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-Don't waste time. Don't stay on a problem that you are stuck on, especially when time is a factor. - If you don't know an answer, skip it. Go on with the rest of the test and come back to it later. Other parts of the test may have some information that will help you out with that question. -Bring a watch to the test so that you can better pace yourself. Don't depend on the clock in your mobile phone because you may not be allowed access to it during the test. There are some specific strategies for each of the following types of items /tests:

True/ False Matching Multiple choice Calculations/math Short answer Essay Open book Oral

True-False – Part 3

True-False Tips

Read through each statement carefully, and pay attention to the qualifiers and keywords. If there is no guessing penalty, then guess. You have a 50% chance of getting the right answer. Qualifiers like "never, always, and every mean that the statement must be true all of the time. Usually

these type of qualifiers lead to a false answer. Qualifiers like "usually, sometimes, and generally" mean that the statement can be considered true or

false depending on the circumstances. Usually these type of qualifiers lead to an answer of true. If any part of the question is false, then the entire statement is false If part of a statement is true that doesn't necessarily make the entire statement true Usually there are more true answers than false on most tests.

Matching – Part 4

Matching Tips Examine both lists to determine the types of items and their relationships.

Look completely through both lists to become familiar with the words and phrases.

Use one list as a starting point and go through the second list to find a match.

This process keeps you organized. Also after a few items you will become familiar with the second list and you will be able to find the match more quickly.

Read down the entire list before selecting the match because a better answer may be later in the list.

Cross off items on the second list when your are certain that you have a match and have recorded your answer.

Do not guess until all of your certain matches have been made because you may eliminate an answer that would be used for a later choice

Multiple Choice Items Tips – Part 5

Multiple Choice Item Tips

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Tips on answering multiple choice questions: Read the question before you look at the answers. Think of a correct answer in your head before looking at the possible answers. The answer choice that

most closely matches your answer is likely the correct one. Also the other answers are less likely to fool you.

Read all the choices before choosing your answer. Discard answers you know aren't right. Do not select them. Never choose an answer that you know in

incorrect! If there is no guessing penalty, always take your best guess and select an answer. Don't keep on changing your answer; usually your first choice is the right one, unless you misread the

question. In "All of the above" and "None of the above" choices, if you are certain one of the statements is true don't

choose "None of the above". If you are certain one of the statements is false don't choose "All of the above".

In a question with an "All of the above" choice, if you see that at least two correct statements, then "All of the above" is probably the answer.

A positive choice is more likely to be true than a negative one. Usually the correct answer is the choice with the most information.

Calculations/Math Problems – Part 6

Calculations/math problems Tips

Practice is important in math. You learn how to solve problems by doing them. Therefore work on practice

problems but making certain that you recognize when/why you use a specific method/formula to solve each problem.

Work on practice problems for each topic or style of problem. When you practice, try to solve the problem on your own before looking at the solution. Get assistance if

you continue to have trouble getting the correct solution. Mix up the type /style of questions when you are practicing so you'll learn when to use a specific

method/formula. Make up a sheet with all the formulas you need to know and memorize all the formulas on the sheet. When you get your exam, write down all the key formulas on the margin of your paper so if you forget

them when you're in the middle of the test you can look back at the formula. Read the directions carefully and don't forget to answer all parts of the question. Try to estimate what the answer should look like. If your answer doesn't look like your estimate; you did

something wrong. Write as legibly as possible and show all your work. Partial credit is often given Even if you know the final answer is wrong, don't erase your entire work because you may get partial

credit for using the correct procedure. Check over your test after you are done with it. Look for careless mistakes - make that sure the decimal is in the right place, that your answer has the correct dimensions (mm/sec), etc.

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Short Answer – Part 7 Short Answer Tips

Use flashcards to help you study; write the key terms, dates and concepts on the front and the definition,

and explanations on the back. Anticipate questions that will be asked on the test and prepare for them. Use your class objectives as

possible short answer items. Be certain that you understand what the question is asking. Defining is different than summarizing. Read the question carefully and make sure that you answer contains everything that is asked for. Short

answer questions often have multiple parts. Don't leave an answer blank. Write down your thoughts. If you don't get the exact answer, partial credit is

usually awarded. If you don't know the answer, come back to it later. Other parts of the test may give you clues to what the

answer may be. Essay – Part 8

Essay Tips

Read the directions carefully. Pay close attention to whether you are supposed to answer all the essays or only a specified amount (e.g. "Answer 2 out of the 3 questions).

Make sure that you understand what the question is asking you to do. For example: Analyze, define, and describe compare/contrast. Each of these would result in a different style of essay. If you're not certain, ask your instructor.

Organize your thoughts. Make a short outline for you to follow as you write. This will keep you on topic and help you include everything that you thought should be in your answer.

Budget your time, don't spend the entire test time on one essay. If the question is asking for facts, don't give your personal opinion on the topic. When writing your essay, try to be as neat as possible, neater papers are more easily read and therefore

usually receive higher marks. Don't write long introductions and conclusions; spend your time on answering the question(s) asked. Use the principles of English composition that you have learned. If you have time left at the end, proofread your work and correct any errors. If you aren't sure about an exact date or number, use approximations. If you make a mistake, draw a single line through it, and continue your answer. This is much neater and

quicker than erasing it. Open Book – Part 9

Open Book Tips

Sometimes you will be permitted to use your text or your notes. This may make you feel more at ease with the test but you still use some tips.

Spend an equal or greater amount of time preparing as you would for a normal test. The open book test will most likely be harder than if it were a closed book exam.

Familiarize yourself with the book and relevant materials. You will then be able to find information quickly.

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If it's allowed, write down all the important formulas and key information on a separate sheet so you don't have to search through your book for it.

Learn the main ideas and get a feel for where they are located in the book (notes), learn more details later if you have extra study time.

If allowed, highlight important points, use post-it notes, bookmarks and make notes in your book. Bring all the resources that your professor or teacher allows. Answer the questions that you know first, then go back and answer the questions that you need to look up

information from your book. If taking a short answer or essay open book test, don't copy directly from your book; that is plagiarism and

it violates colleges' academic policy Oral Exam – Part 10

Oral Exam Tips Oral exams are given usually in higher level classes where deeper knowledge and understanding is required. There are still tips that can help any student.

Be sure to prepare for the oral exam as you would any other exam. Identify the topics for the test. Also identify if props, visual aids, etc are allowed. Finally identify how you

should dress. Anticipate questions that may be on the exam and prepare answers for these questions. Practice answering questions. You and another person, preferably with someone in your class who is

familiar with the material, can practice asking/answering your anticipated questions. Make an audio or even a video recording of your practice answers so that you can review how you sound

and appear when answering the questions. Show up at least a few minutes early so that you can gather your thoughts and not feel rushed. Being late

may also have an adverse affect on your grade. Turn off your mobile phone before taking the exam. You don't need that type of interruption. Pay close attention to the questions asked. If you don't understand the question ask for clarification or ask

your instructor to repeat the question. Speak in complete sentences. Try not to give one or two word answers. Maintain good eye contact and posture. This makes you feel confident After answering the questions, wait to be "released" by the instructor. Remember to take with you any

props or aids that you brought. Also be polite and say "thank you." Activity 2- Using test taking strategies to develop your own plan. Now we will practice – Part 1

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Use these links to practice some of the strategies that you have learned. Record your performance in your

workbook. Also remember to close each practice tab before you click on the next.

True/false items: https://casc.byu.edu/true-false-practice-test - This is a link to a BYU practice site

Multiple choice items:

Take this test. It will show you some of the common mistakes made in writing multiple choice items. You can use this information as hints to help you on multiple choice tests. Click to move the presentation along. Test Designuk1.ppsx

Calculations:

Here are some simple math / calculation problems to do. Yes they are simple but it is the practice of identifying the key parts of the problem that should be practiced. http://www.studygs.net/mathproblems1.htm Here are some that are a bit more difficult.http://www.studygs.net/mathproblems2.htm

Matching

Use this link to practice matching. https://casc.byu.edu/matching-practice

Short answer/fill in Use this link to practice with fill in items. https://casc.byu.edu/fill-blank-practice Use this link to practice short answer items.http://www.studygs.net/tsttak5.htm

Essay Answer this question to practice your essay writing technique. Evaluate the quality of today's weather. Your answer should include a description of today's weather and quality identifiers like temperature precipitation, clouds etc.

Building your own strategies – Part 2

https://casc.byu.edu/true-false-practice-test

https://casc.byu.edu/true-false-practice-test


http://www.studygs.net/mathproblems1.htm



https://casc.byu.edu/matching-practice

https://casc.byu.edu/fill-blank-practice

http://www.studygs.net/tsttak5.htm

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On your Skills Lab Report outline the key strategies that you plan on using the next time you are asked to answer different types of test items:

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Week 14

Our focus this week is stress relief. Our objective is: -- Practice methods to reduce stress --

When studying for a high stakes test - like the competency test for this class - students often need to take a break and relax. Read about stress relief in the link to the web MD site. After that experience some of

the relaxation videos. The few minutes that one of these take will refresh and energize you. You will then be able to resume your studies with a renewed focus.

Remember to come back to these whenever you need to reduce your stress level.

1. 10 Relaxation activities from WebMD http://www.webmd.com/balance/guide/blissing-out-10-relaxation-techniques-reduce-stress-spot

2. Stress release by following 4 easy instructions Connect to this video. It is based on medical research regarding relaxation. Follow the simple instructions. Feel the stress melt away. http://www.youtube.com/watch?v=bhqU531xSN0

3. Guided meditation This guided meditation for relaxation and anxiety relief takes about 20 minutes. Just follow the guide's instruction and slowly relax.http://www.youtube.com/watch?v=EIJQsE8C5Is

4. A short video to start your day Here is a 3 minute relaxation/motivational video. You might use it to start your day. http://www.youtube.com/watch?v=phL0RLKL8bc

http://www.webmd.com/balance/guide/blissing-out-10-relaxation-techniques-reduce-stress-spot

http://www.webmd.com/balance/guide/blissing-out-10-relaxation-techniques-reduce-stress-spot

http://www.youtube.com/watch?v=bhqU531xSN0

http://www.youtube.com/watch?v=bhqU531xSN0

http://www.youtube.com/watch?v=EIJQsE8C5Is

http://www.youtube.com/watch?v=EIJQsE8C5Is

http://www.youtube.com/watch?v=phL0RLKL8bc

http://www.youtube.com/watch?v=phL0RLKL8bc

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Week 15


Classify problems in order to identify which resources the student should use to solve the problem. Identify various student services and where to find them at their college Efficiently use college resources to aid in solving their issues

Activity 1 – Identifying student services Let’s begin identifying college services – Part 1 To begin to understand what your college offers you need to get a college catalog and have access to the college web page. These are essential in understanding the facilities and services the college offers. Does it have more than one campus? Does it have campuses in more than one city? Answer these questions (you may know some of these answers already or you may have to use have to use additional resources): How many campuses does your college have? _________________ What are their locations? __________________________________ Where does your college offer classes? __________________________ In what subject areas are classes are offered at each site? (e. g. BIO) ______________________ Student Services – Part 2

Student services are departments or offices that provide services and support for students and prospective students to assist them, including counseling and help with course registration. Some offices may not be considered student services but they provide needed functions to students like the registrar or financial aid. Here is a list of offices and services that are found in colleges. To help you understand their purpose, describe each office's or service's function. Student activities _______________________ Academics____________________________ Safety and Security______________________ Registrar ______________________________ Counseling_____________________________ Academic advising ______________________

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Health and Public Safety__________________ Center for Innovative Technologies ________________ Cashier's Office___________________________ Financial Aid_________________________________ Admissions _____________________________ Business Division _______________________________ Humanities and Sciences ____________________ ITS Help Desk ______________________________ Finding your way around – Part 3

Every student is on the main campus (Clifton) at least once. Find the interactive map of the main campus on the college web page and answer these questions:

How many emergency "blue light" stations are there on campus? __________ Where is the Office of Admissions_________________ Where is the Registrar's office? _____________________ Where is Student Activities? ____________________________ Where is the bookstore? ___________________________ Where is the Student Services resource Center? __________________________ What and where are the recreational facilities on main campus?

Documents

Skills for Success in Science A ... - Integrated Biology · Skills for Success in Science Companion to Integrated Biology Johns, J. & Eveslage, R. 2013 - This workforce solution was