Chapter 1 Study Skills

Let's uncover your learning style. 1. Look at Table 1.1. Read an activity in the first column, then read each of the three responses to the right of that activity. 2. Mark the response that seems most characteristic of you. 3. After doing this for each row, you are ready for your totals. Simply add all the marks in each column and write the total in the corresponding space in the bottom row. 4. Next look at your numbers. You will likely have a higher total in one column. That is your primary learning style. The second highest number is your secondary learning style. My primary learning style is: My secondary learning style 1. While I try to concentrate ... I grow distracted by clutter or movement, and I notice things in my visual field that other people don't. I get distracted by sounds, and I prefer to control the amount and type of noise around me. I become distracted by commotion, and I tend to retreat inside myself. 2. While I am visualizing... I see vivid, detailed pictures in my thoughts. I think in voices and sounds. I see images in my thoughts that involve movement. 3. When I talk to someone ... I dislike listening for very long. I enjoy listening, or I may get impatient to talk. | gesture and use expressive movements. 4. When I contact people... I prefer face-to-face meetings I prefer speaking by telephone for intense conversations. I prefer to interact while walking or participating in some activity. 5. When I see an acquaintance. I tend to forget names but usually remember faces, and I can usually remember where we met. I tend to remember people's names and can usually remember what we discussed. I tend to remember what we did together and may almost "feel" our time together. 6. When I am relaxing . I prefer to watch TV, see a play, or go to a movie. I prefer to listen to the radio, play music, read, or talk with a friend. I prefer to play sports, make crafts, or build something with my hands. 7. While I am reading ... I like descriptive scenes and may pause to imagine the action. I enjoy the dialogue most and can "hear" the characters talking I prefer action stories, but I rarely read for pleasure. 8. When I am spelling ... I try to see the word in my mind or imagine what it would look like on paper. | sound out the word, sometimes aloud, and tend to recall rules about letter order. I get a feel for the word by writing it out or pretending to type it. 9. When I do something new... I seek out demonstrations, pictures or diagrams. I like verbal and written instructions, and talking it over with someone else. I prefer to jump right in to try it, and I will keep trying and try different ways. 10. When I assemble something I look at the picture first and then, maybe, read the directions. I like to read the directions, or I talk aloud as I work. I usually ignore the directions and figure it out as I go along 11. When I am interpreting someone's mood... I mostly look at his or her facial expressions. I Listen to the tone of the voice. I watch body language. 12. When I teach others how to do something. I prefer to show them how to do it. I prefer to tell them or write out how to do it. I demonstrate how it is done and ask them to try.

Total: Visual 4 Auditory 4 Tactile/Kinesthetics 6

Through the Looking Glass: Individual Accountability We hope you have gained insight into the learning process and developed new strategies to improve your success, not just in biology, but in all of your classes. One area remains to discuss, though, and that is your responsibility and attitude. When we get frustrated, we often look elsewhere for the cause, even when it may be right on top of our shoulders. Attitude can transform poor students into honors students, and honors students into drop-outs. Many factors can contribute changes, but a common thread is always attitude and accountability Here are three facts you need to firmly implant in your mind: 1. You, and nobody else, chose to pursue this academic path. 2. You, and nobody else, are responsible for attaining the success you desire. 3. You, and nobody else, earn the grades you get. hu You must do everything you can to guarantee your success-nobody will do it for you. That means always accepting responsibility for your own effort. No excuses. To stay on track, you must know exactly what you want and always stay focused on where you are going. At times, you may not feel like you can keep up, but instead of quitting or slacking off, you need to refocus on where you are going and why it matters to you. Always set short-term and long-term goals. Write them down and post them where you will see them often. You are responsible for keeping yourself motivated. Learn to visualize your academic success

. Think about how your life will be.. Dream big. Then go after that dream with all you have.

STUDY ACTIVELY Merely reading your notes or the book is not learning. You must think about the material and become an active learner. Constantly ask yourself, "What is most important in this section?" While reading, take notes or underline key terms and major concepts. Make flash cards. Consider how what you are studying relates to something with which you are already familiar. If you can put the information in a familiar you will retain it better. The best preparation for quizzes and tests is practice. Develop and answer questions as you read. Try to anticipate all the ways your instructor might quiz you about that material. Recall which specific items your instructor stressed.. Outline the material in each section and be sure to understand how the different concepts are related. Check yourself on the meanings of the key terms. Say the key words out loud and look carefully at them. Do they remind you of anything? Have you heard them before? MOVE PAST MEMORIZING This is one of the hardest study traps to avoid. In biology, it may at times seem like there is so much to learn and so little time. Most students at first attempt to just memorize. If you only read your notes and the book, you are using this approach without realizing it. At the beginning of this section, we gave you three items to learn. Without turning back, write down the three names you were asked to learn a few pages ago: 1__________ 2_________ 3________ Did you remember them? Now, also without looking back, can explain each of them? ________________ (probably not) These three "things" are fictitious, but the point is that you may indeed have memorized the names- it doesn't take much to memorize but it takes a lot more to understand, especially if the words are Unfamiliar, as they often are in this course. If you find that you study hard but the wording of the quiz or test confuses you, you are probably memorizing.The question is worded a bit differently than what you memorized, so you don't realize that you know the answer. You must get past memorizing by looking for relationships between terms, and really strive for full understanding. Reading often produces memorization. Active studying produces understanding

1. Frizzled greep. This is a member of the Teroplicanis domesticus family with girdish jugwumps and white frizzles. 2. Gleendoggled frinlap. This is a relatively large fernmeiker blib found only in sproingy sugnipers. 3. Borky-globed dungwinger. This groobler has gallerific phroonts and is the size of a pygmy wernocked frit.

Let's discuss some of the items to pack.. You need a pocket-sized day planner that has plenty of room for writing and that you can keep with you at all times. Or you may opt for a personal organizer portfolio or an electronic organizer. Select one you like, because you'll use it every day. In it, write all important dates you already know—when classes begin, holidays, last day to withdraw from a class, when finals begin. Enter all class times, your work schedule and any other known time commitments. Try to keep your day planner current so you always know how your time is being spent and can plan ahead. If it's not part of your day planner, you need a separate To Do List. You will write all assignments and due dates on this list.You want one Single To do List for all of your classes as well as non-school activities,.because they must all be done from the same pool of time.. Writing them down allows you to view the entire list and review the deadlines for each item so you can easily prioritize, doing the assignments in the order in which they are due.. Maintain a record of all grades you receive (Figure 1.1). For each graded item, list what it is, when you turned it in, when you got it back, how many points you received, how many points were possible, and any additional notes. Once you know how your grade will be determined for the course, you can use this to keep track as you go along. It also provides a backup in case there is any confusion later about your grade or your work.

A Sample grade record for keeping track of your progress. Graded item Lab 1 Quiz 1 Lab 2 Pop Quiz Quiz 2 Date Turned in 9/6 9/7 9/13 9/16 9/25 Date Returned 9/13 9/9 9/16 9/26 9/25 My Score 10 18 6 5 19 Possible Points 10 20 10 5 20 Notes Worked with Emily, Mike, Tom Study terms again Messed up the math! From Yesterday's Lecture I was ready! Forgot to answer one question!

THE CONCEPT MAP A very useful technique for learning relationships is drawing a concept map. This is somewhat like brainstorming. Here is the general process: Here is the gene 1. Start with a blank piece of (preferably) unlined paper. 2. Near the center, draw a circle and, inside it, list the main concept you will explore. 3. Around that circle, and allowing some space, draw more circles and list in each anything that pops into your mind related to your main concept. Do this quickly and don't think about the relationships vet Just get your ideas down. 4. Once you've added all your secondary concepts, look at them and think about how they are related, not just to the main concept but to each other as well. 5. As relationships occur to you, draw arrows connecting related concepts and add a brief description of the relationship between each of the concepts. 6. Examine the relationships and you will start to understand how these concepts fit together. TIME TO TRY Construct a concept map around the main concept of energy by adding arrows to show relationships between the following concepts: Cell activity Food Plants the Sun work

First draw a circle or "node" for each concept, keeping the main concept, there is one, near the middle. Next, add arrows linking the different concepts to each other, then add brief descriptions of how they are linked. In this example, the arrows show that the sun provides energy to the plants, and plants are food that provides energy that is required to do cell activity, which is a type of work.

If you normally live your life by day, you cannot suddenly override your natural biological clock and expect your brain to stay alert and focused when it knows it is supposed to be asleep. Caffeine may help keep your eyes open, but you'll only be a tad more alert and jittery while still yawning and mentally drifting away from the task at hand. The only reason you would need to stay up all night is if you haven't been studying all along and this is your last option. It is not effective. You will not be mentally alert. You will not be able to focus or think through the material. Your eyes may skim the pages, but you'll struggle to comprehend the words and you'll retain only a tiny amount of the very little that you absorb. An all-nighter is basically a marathon cram session held at the worst possible time. It simultaneously robs your brain and body of what they need—restoration before the next day. You may be able to stay awake night, but if you doze off you may oversleep and miss your exam. Or, if you do arrive, you may get part way into the test only to have your brain bail on you. If you are prone to "test anxiety," your defenses will be down and you will quite likely freeze and fail. Ah, if only you had been studying all along ...

For your brain to be kind to you, you have to be kind to its home. You must take care of yourself physically-eat, sleep, exercise and RELAX. -

Taking Notes: It's Not Brain Surgery Anybody can take notes in class, but will the notes be good enough to help them succeed in the class? There are many strategies and models for how to take notes, and none of them is necessarily the best. Find what works for you, then use it consistently. Let's review one easy-to-use system (Figure 1.3). Start with a full-sized (8.5" X 11") notebook that you will use just for this class. Take your notes on only the front side of the paper and leave about a 2" margin on the left. The margin will be used for marking key words and concepts later. At the beginning of class, date the top of page so you know when the material was covered. During lecture, use an outline format to get as much information down as you can. Use the main concept as a major heading, then indent the information discussed on that topic. When that section ends, either draw a horizontal line to mark its end or leave a couple of blank lines. Don't try every word-just the main ideas—and put them in your own Instead of writing out every example, give a brief summary or a one-or two-word reminder. Use abbreviations when possible, and develop your own shorthand. You can often drop most of the vowels in a word and still be able to sound it out later when reading it. Write legibly or your efforts will be useless later. Underline new or stressed terms and place a star or an arrow by anything that is emphasized. Be as thorough as you can, but you will need to write very quickly. The instructor will not wait for you to catch up, so speed is essential.

Sample of lecture notes using the outline style and leaving room in the left margin. 03/14/06 RECALL:Note taking I. Note-taking tips A. Use outline format B. Be Concise C Get Main Ideas II. Reviewing notes A. Review after class II. Fill in Gaps 2. Clean up 3. Replay lecture in my mind 4. Review within 24 hours-fresh in mind III. Learning Styles A. Visual-reread and add drawings B. Tactile -rewrite or type C. Auditory-read out loud or tape record.

Check with your instructor to see if you should bring your textbook to class. Typically, you may not need it in lecture, but you may in lab. If your course uses a lab manual, always take it to lab. And for both lecture and lab, always carry the basics. If you need a notebook for note-taking. If you come to class without a pen or pencil, it says you do not think that what the instructor is saying is important enough for notes. If you ask your instructor for a stapler before turning in an assignment, it says you threw it together with little thought. Pens. pencils, erasers,, staples,, paper, highlighters, colored pencils, index cards, paper clips -these are just some items you may find useful. Replenish your supply as needed. Set up your home study space like a home office. Be sure to have all the essential office supplies on hand---plenty of writing utensils,, paper, a stapler,, and so on. A critical part of the home study area is the master calendar. There are large desktop versions and wall charts, for example. You could use a calendar feature on your computer, but the more visible the calendar is, the more often you will look at it. This calendar should be large enough to accommodate plenty of writing, so think BIG! Each day, you should add anything that you put in your day planner or on your To Do List to this master calendar. All time commitments should be entered, so also add all personal appointments and vacations. This is how you will schedule your life while in school, and the practice will likely stick with you far beyond that You may have already started your class before using this workbook. You certainly cannot do all these things before class at this point, but it is never too late to get organized. So, go get it together! QUICK CHECK To be successful in class, your effort should start before class begins.What are some tasks you should do before the first day of class?

Set and write down your goals, organize the items you will need for class and at home, pack your carrier, start your day planner and master calendar, and organize your study space.

Schedule Your Study Time Writing assignments on your To Do List makes them seem more urgent, but that does not cover the daily work that must be done. You must take charge of your time and studying. In addition to specific assignments, each day you should: Go over that day's notes read the corresponding sections in the textbook Quiz yourself review your notes again preview the next day's material. All of this takes time. You must build study time into your schedule or you either will not get around to it or you will put it off until you are too tired to study effectively. The first thing to do is to write your study time into your day planner and master calendar, and regard that time as sacred—do not borrow from it to do something else. Be sure to allow break time during study sessions as well—if you study for too long, your brain gets weary and starts to wander, and it takes much longer to do even simple tasks. Plan a 10- to 15-minute break for every hour of studying. CHUNK IT If a job seems too large, we put it off, but if we have many small lashes each alone seems manageable. Break your workload into small chun Write them down, partly so you do not forget any, but especially you will get a great feeling of accomplishment when you complete and cross it off your To Do List! Completing a task is also a c time to take a mini-break to keep your mind fresh. Many students try to read a whole chapter or cover a few weeks of notes in one sitting. The brain really dislikes that. When studying a large amount of material, divide it into subcategories,, then study one until you really understand it before moving to the next.

Simple math shows you that if you have three lectures on Monday, for example, you should plan to spend from 6 to 9 hours studying that same day. YIKES!

When you complete this chapter, you should be able to:

Understand your preferred learning style and study strategies that emphasize it. Have skills that will help you get the most benefit from lectures, labs, and readings. Have a written schedule that includes adequate study time. Know how to prepare well for an exam. Understand that you are ultimately accountable for your success or failure

VISUAL LEARNERS If you are a visual learner, you rely heavily on visual cues. You notice your teacher's mannerisms, expressions, gestures, and body language. Seeing these cues is especially helpful, so sit at the front of the classroom, close to the teacher. You tend to think in pictures and learn visual aids such as diagrams, illustrations, tables, videos, and hand-outs. Here are some strategies for you: . In class, take detailed notes and make sketches. When studying on your own, draw pictures that relate to the information, make flow charts and concept maps, use flash cards, focus on illustrations and tables in your textbook, and read the captions that accompany them. Use biology coloring books and picture atlases. Use mental visualization of the material you are studying and imagine yourself acting out processes. For example, to learn the carbon cycle, you might imagine yourself as a carbon atom going through the cycle. AUDITORY LEARNERS If you are an auditory learner, you learn well from traditional lectures and discussion. You listen carefully to your teacher's vocal pitch, tone, speed, and mannerisms. Material that you struggle with while reading becomes clearer when you hear it. Here are some strategies for you: Read the textbook and your notes out loud. Tape record the lectures so you can listen to them later. Taping lectures also allows you to listen during class instead of focusing on writing, which is less beneficial for you. Work in a study group, and discuss material with your teacher, lab group, and friends. Tactile Learners If you are a tactile learner, you learn best by actively participating and doing hands-on activities. You may become bored easily in class from sitting still too long and start fidgeting or doodling. You need to do something physical while studying and learning. Here are some strategies for you: Try using a marker to highlight important information while you are reading. Write out your own notes in class and while reading the textbook Later, transfer your notes to another tablet or type them into your computer. Draw pictures of appropriate material as you read. - Build models of structures using clay or other materials. Create and conduct your own experiments. Hold your book and walk while reading. - Use biology coloring books. Make and use your own flash cards. Keep your hands and your mind busy together.

WHY SHOULD I CARE? Understanding your own learning style allows you to develop more effective and efficient study techniques that take advantage of your sensory preferences. By emphasizing your preferred learning style, the material will be easier to learn and will stay with you longer.

Strength in Numbers: The Study Group Study groups can be very helpful for staying motivated and focused on course material. One of the best ways to learn anything is to teach it to someone else, so form a study group or discuss the material with others around you (Figure 1.5) . Although this may not be the best option for everyone it is highly effective for many students. As soon as possible, start asking classmates who wants to be in a study group—you will get people to join. You can quiz each other, discuss the material, help each other, and quite importantly, support each other. If you study solo, you may not be aware of your weaknesses. Your study partners can help identify them and help you overcome them. A good way to work in a study group is to split up the material and assign different sections to different members, who then master the material and teach it to the group. Each member should also be studying it all on his or her own—that ensures better effort from everyone, and allows other members to correct a presentation. Scheduling joint study sessions can be challenging. Many students find that scheduling group sessions before or after class works best

You may want to establish some ground rules, including agreeing to use the time for studying and not for gossiping or just socializing. And although it may be tempting to meet over a pizza, you do want a quiet location where you can freely discuss the material with few distractions. Check with your instructor to see if there are any open lab times that might work for this.

Answer the following questions to assess your study habits. 1. How often do you read a course textbook? 2. How many days of the week do you study for one course? 3. Do vou study hard the day before an exam, but rarely between exams 4. Where do you study? 5. How long should you spend studying outside of class? 6. Do you schedule your study time? 7. Do you study when you have scheduled to? 8. Do you mostly memorize when studying for a test? 9. Do you have a good support group of family and friends who encourage you? 10. Do you quiz yourself when studying?

You should read the text book every day, methodically, and with a direction in mind. Time should not be a limiting factor on your study, so schedule plenty of study. Study regularly and consistently with a specific strategy. Studying should directly correlate to instruction time. Study in a place of one's own design and try to study when scheduled to. Studying should take place before, during and after class in different forms to consider. Study must be scheduled from the pool of time available in a given week. Studying becomes a habit and should happen as planned. Studying takes on many forms -- memorization is counterpart to cramming. You should be able to think of questions that test your understanding and even develop essays or multicomponent question sequences based on the structure of the textbook and the content of labs, quizzes, assignments, and lecture. Quizzing yourself is an essential part of reinforcement. Online quizzes should be taken under the same circumstances of an in class examination.

Now consider your own future-what are your academic and career goals? Why will you need to know biology?

Whatever your goal is, try to frame your desire in a way that gives study direction and answer whether you are on track to succeed with your academic results. Be motivated and inspired. Considering selecting a personal hero or heroine.

List three areas in which you think your skills are the weakest, and ways in which you plan to improve them.

1 2 3

If you have trouble writing essay answers, recall the topic, organize in your mind how you would explain it so someone, then write down your thoughts as if you script on what to say. If a question has multiple parts, be sure to to answer each part. This is especially true for essays. If you are asked for a definition, give a book explanation of what the term or concept means. If you are asked for an example : list an example and explain why it is an example of the concept. If you are asked to explain a concept or term, approach it as if you are trying to teach it to a 6-year-old. Assume the reader has no prior knowledge. Be very thorough and specific in your answers. The grader cannot get inside your head to decide if you knew it or not, so your words must very literally convey your meaning. When a test is returned, record your grade. Be sure to review the test to see which questions you missed and why you missed them, and make notes to go back and review that material. Remember—it may come back to haunt you on a bigger test or on the final exam, and you should know it anyway. QUICK CHECK How can you slow yourself down when taking a multiple cho true/false test?

Cover the answers with your hand while you read the question, and don't look at them until you think of the answer.

Final Stretch! Now that you have finished reading this chapter, it is time to stretch your brain a bit and check how much you have learned. At the end of each chapter, be sure you have learned the language. Here are the terms introduced in this chapter with which you should be familiar. Write them in a note book and define them in your own words, then go back through the chapter to check your meaning, correcting as needed. Also try to list examples when appropriate.

RUNNING WORDS Visual learner Auditory learner Tactile learner Active learner Concept map Active learning SQR3

To Thine Own Self Be True: Learning Styles What is the best way to learn these subjects? A tremendous amount of research has explored how people learn, and there are many opinions. One common approach considers which of the senses a learner relies on the most—sight, sound, or touch:

Visual learners learn best by seeing. Auditory learners learn best by hearing. Tactile (kinesthetic) learners learn best by doing.\

TIME TO TRY This is a two-part exercise designed to help you find your study time. Part A: Each week has a total of 168 hours. How do you yours? Table 1.4 on page 36 allows you to quickly approximate how you spend your time each week. 1. Complete the assessment Table 1.4 to see how many hours are left each week for you to study 2. Enter that number here.____hours 3. Are you able to schedule 2 to 3 hours of study time per hour of class time?__________ It can be difficult, but it is essential to make the time. Writing it into your schedule makes it more likely to happen. Don't overbook! Be sure to build in break time during and between your study sessions, especially the longer ones. Allow for flexibility--, ealize that unexpected events occur, so be sure you have some extra time available. Also, be sure you plan for and schedule recreation, too. You cannot and should not study all the time, but these other activities do take time and need to be in your schedule as well, so that you do not double-book yourself. Table 1.4 Assessing how your time is spent. For each item in this inventory, really think before answering and be as honest as possible. Items that are done each day must be multiplied by 7 to get your weekly total. One item may be done any number of times a week, so you'll need to multiply that item by the number of times each week you do it. After you have responded to all the questions, you'll have an opportunity to see how many hours remain during the week for studying. 1. Grooming, including showering and so on. including showering, shaving, dressing, makeup, 2. Dining, including preparing food, eating, and cleaning up. 3. Commuting to and from class and work, from door to door. 4. Working at your place of employment. 5. Attending class. 6. Doing chores at home, including housework, mowing, laundry, and so on. 7. Caring for family, a loved one, or a pet. 8. On extracurricular activities such as clubs, church, volunteering 9. Doing errands. 10. On solo recreation, including TV, reading, games, working out, and so on. 11. Socializing, including parties, phone calls, hanging out, dating, and so on. 12. Sleeping (don't forget those naps!)

168 Hours/week Total hours spent on other activities Left for studying

A Place to Call My Own: The Study Environment Briefly describe the location where you plan to do most of your studying: Now you know how to study effectively, but we often overlook WHERE to study. Your options may be limited, so you need to make the best of what you have. Ideally your study spot is somewhat isolated and free of distractions like TV, music, and people. At the least, you should minimize distractions. Do You study in front of a TV that is on? Even if you ignore it, you will be drawn to it, especially if the material you are studying is tough.. Music can be tricky—songs that you know, especially loud or uptempo ones, may get you tapping and singing along with them while you think your mind is actively engaged in learning.However classical music can keep you calm and more focused, unless you really dislike that kind of music. Thinking about the study site you listed above, what distraction might you face? How Can You Minimize them? If you cannot, seek another study spot. For studying, you really need a space that is your own. A desk is a good place (unless it is also the computer desk at which you spend hours playing computer games for fun!). Ideally it will be a place where you do nothing but study, so that when you are seated there you know exactly what your purpose is. If you are having trouble staying on task in your work spot, get up and walk away briefly. The mental and physical break may help you come back" to work, and you won't begin associating the spot with struggling. Your study spot should be quiet and it should have good lighting to avoid eye strain, a comfortable chair, good ventilation and temperature, and a work surface on which you can spread out. You will spend a lot of time studying here, so take time initially to set up your study space. The area should be uncluttered and well organized. It should also be inspiring and motivational. Perhaps frame a list of goals you set at the beginning of this chapter, and display them boldly f some and prominently. Consider displaying a photo of your hero, or of someone in the family whom you want to make proud. With these treasures surrounding you, you're a mere glance away from being rei a study session starts to fizzle. WHY SHOULD I CARE? Most of your learning is done outside of class. The more efficient your studying, the better you will learn. Your study spot affects your attitude and concentration. The more seriously you take your study location, the more seriously you will study there. If you live with family or roommates, you absolutely must stress to them the importance of respecting your study time and study space. Be sure they know your academic goals and why they are important to you, and ask them to help by giving you the time and space you need to succeed. Ask them not to disturb you when you are in your space. If you have too many distractions at home, the solution is to study elsewhere. Whether on campus, in the local library, or at a friend's house, you a distraction-free setting, and if you can't get it at home, remove yourself instead of trying to cope with a poor study space. QUICK CHECK What are some of the main considerations in selecting your study spot?

Few distractions, own space just for studying, comfortable, good lighting/ventilation, sufficient work space, and welcoming.

Putting Your Best Foot Forward: GETTING READY Many students mistakenly wait until the first lecture to start thinking about class. The key to starting your semester well is to be organized and ready when you enter the classroom. This takes advance planning, but the time invested will save you tremendous time while the semester is underway. PUTTING IT IN WRITING As the semester begins—if not before—you should get organized, and that begins with making a commitment to yourself. Too often we begin a project without setting goals in advance. If you set a goal, you enter to rest with a purpose and a direction. If you do not set a goal, it's too easy to to be just go along and see where you end. Take time to think about your goals d for the semester. They should be both specific and attainable. Be realistic. For example, it may not be realistic to set the goal of always having the highest score in class, but a goal of getting an A in the class might be attainable. Once you've decided on your goals, write them down to give them more importance. Once you've written them, be firmly committed to them. To reinforce these goals, write them on an index card and place it in a prominent location in your study area so you'll see them everyday. Time to Try Set three main goals for yourself in this class, and write them below. Explain why achieving each goal is important to you PULLING IT ALL TOGETHER

Goal 1: Design a personal study space and organize self with consideration for time accountancy, and the various components of effective study Goal 2: Faithfully, Study in proportion to the number of hours spent in lecture, lab, office hours, assignment, exam Goal 3: Develop a study plan designed to emphasize my primary and secondary learning styles.

I Hate to Lecture on this, but Can You Hear Me Now? Welcome to class! Imagine that it is the first day. You walk into class. Where do you sit? Why do you sit there? The best seat in the house is front and center. Obviously not everyone can sit there but you should arrive early enough to sit within the first few rows and as near to the middle as possible. You want an unobstructed view of the instructor and anything he or she might show, because biology is often a very visual course. People sitting on the sides or in the back often do not want to be called on, or they want to be in their own space. They are not very engaged in the class. Don't let that be you. To succeed, you need to focus all of your attention on your instructor,, minimize distractions, and actively participate. Instructors tend to teach to the middle of the room (Figure 1.2). In fact, if your instructor is right-handed and uses equipment, such as an overhead projector, that is positioned on the right, the instructor's focus shifts to his or her right. You want to see your instructor and you want your instructor to see that you are present, actively listening, and engaged Some instructors provide lecture notes so you can sit back and really think about what is being said. Notes or not, you need to get all the information you can from each lecture. Remember your learning style and use techniques that enhance it. We will discuss note-taking momentarily, but consider tape recording the lectures. That way you miss nothing, and you can listen to the tape repeatedly, rewinding as needed. Another good technique is to write out your own notes while listening to the tape, then listen again while reading your notes and making necessary corrections. This combination strongly reinforces the material. Always try to preview the material that will be covered before going to class. This is as simple as lightly reading the corresponding section in the textbook. You may not understand all that you read, but it will sound familiar and be easier to comprehend as your instructor covers in class. This preview also helps you identify new vocabulary words While your instructor is lecturing, don't hesitate to raise your to ask a question or get clarification. Many students are shy and reluctant to speak in class—you may be doing them a favor! Avoid discussing personal issues in front of the whole class—that is better done alone with the instructor, outside the classroom.. Note your instructor's gestures, facial expressions, and voice tone for clues about what your instructor finds most important. That material is likely to show up on a quiz or test.. Write down any material that is particularly emphasized, or mark it in your notes.. Listen carefully forassignments and write them down immediately on your To do list. If you are not clear about the expectations of the assignment or when it is due,seek immediate clarification. QUICK CHECK Why is it best to sit front and center in class?

Main areas of focus for an instructor. The larger shaded area shows Where the instructor looks most often. The smaller shaded area shows how that focal area shifts to the right as instructor uses equipment positioned to the right. You will be more engaged in the class, have the best view and fewer distractions, and be within your instructor's focal area.

Cooking up Some Fun in the Lab Your biology class comes in two parts: lecture and lab. Many students put most of their effort into the lecture material and disregard the lab component. Avoid this. Lab is the hands-on part of the course, and most people learn better by seeing demonstrations and actually doing the work themselves. Also, part of your grade comes from your performance in lab. Always go to lab prepared to take notes, equipped with your lab manual, if required, and your textbook if it will be needed. When in lab, you may work with a lab partner or group. You will be expected to contribute equally to the team effort, so it is important that you arrive prepared for lab. If you know in advance what the lab will be, read through it and think about what you will be doing. Pay attention to the instructions and especially note any safety precautions. At times you will be working with very expensive equipment and specimens, and perhaps potentially dangerous materials, so always use great care. Some students try to take shortcuts in lab so they can leave a bit early. You should value lab as a time to further explore the material covered in lectures. It is a unique aspect of your education that reinforces everything else that you are learning. The more time you spend in lab, the more you learn. Remember that lecture and lab are both part of the same class, and try to see how they fit together. Never leave lab--there's always more to learn. QUICK CHECK: What are some of the learning advantages gained from attending lab sessions?

Lab is time for exploration, hands-on learning, collaborations, and discussion. The more time you spend in lab, the better you will learn.

PULLING IT ALL TOGETHER Have you ever seen a fellow student show up for a test with no pen or pencil? Don't let that happen to you. The more organized you are, the more efficient you will be, so let's organize what you will need for class. Categorize the items by what you take to class every day, what remains at home in your study spot, and optional items that are nice, but nonessential, additions. Use the checklist provided for you in Table 1.3. Search your house and you'll likely find that you have many of these items already. Most items can be bought at your college bookstore, but many are available at discount stores. We will discuss some of these items specifically. You'll be going back and forth to class a lot, so it is most efficient to keep all the items you might need for class in one place. To haul the most students use a book bag, backpack, or briefcase. An advantage to one of these is that you can load it up with the essentials so that they are always ready to walk out the door with you.

Organizer's checklist. To take to class each day: Book bag/backpack/rolling carrier Textbooks/lab manuals Pocket-sized day planner To Do List Separate notebooks for each course Copy of class schedule with buildings and room numbers Several blue or black ink pens Several #2 pencils Small pencil sharpener 2-3 colored highlighter pens Small stapler Grade record sheet for each course Calculator At home: Master calendar Separate file or folder for each course Loose notebook paper Index cards for making flash cards Computer paper (if I have a computer) More writing utensils (pens and pencils) Stapler Calculator Scissors Paper clips Optional: Personal Organizer Biology Coloring book Colored Markers/Pencils Small tape recorder to record lectures/readings Recording Tapes Extra Batteries Biological Dictionary

As soon as possible after class, read your notes and improve them as necessary. Add anything that's missing. Make them clearer and cleaner. Put the concepts in your own words. Next, use the left margin to summarize each section— -the main concept, subtopics, and key terms. the latter column will be your "Recall" column. Once you are sure all of the key ideas are in the left column, you can cover the right side of the page-the meat of your notes-quiz yourself on the main points listed in the left column. It makes an easy way to review. But you are not finished—if you are a tactile learner, rewrite your notes in another notebook or type them into your computer learners might type and reorganize the notes. Auditory learners can the notes out loud or record them. You can make flash cards from the key points and terms by writing the term on one side of an index card and its definition or use on the other side. You can add drawings.. Review your notes as much as you can during the next 24 hours, while the lecture is still fresh in your mind. TIME TO TRY Look at the sample notes in Figure 1.3. Now practice: Take notes using this style while listening to a 1-hour TV show. Capture the conversations and action in words. You can't get every word down, so paraphrase-put it in your own words so the meaning still comes across. When you're finished, assess how you did. Can you tell who was talking? Do your notes make sense? Did you capture the main ideas? Did you keep up or fall behind? Do you have breaks in your notes to separate the main conversations and action? __ What can you do better when taking notes in class? QUICK CHECK What should You do with your notes after class?

Review them within 24 hours, fill in anything missing, clean them up, put them into your own words, add key concepts and terms to the Recall column, add drawings, make flash cards, record them, rewrite, or type them.

JUST FOR FUN Let's see how well you REALLY study! Take a few m these terms. We will come back to this exercise a bit later. 1. Frizzled greep. This is a member of the Teroplicanis domesticus family with girdish jugwumps and white frizzles. 2. Gleendoggled frinlap. This is a relatively large fernmeiker blib found only in sproingy sugnipers. 3. Borky-globed dungwinger. This groobler has gallerific phroonts and is the size of a pygmy wernocked frit.

Stay tuned!

QUICK CHECK Why should you study every day if the test is not for two weeks?

Studying on a regular basis breaks the material into smaller, more manageable pieces that you can master; the material is fresh in your mind, and you will only need to review it before the test.

SQRHuh? How to Read a Textbook The name may sound odd, but SQR3 is an effective method for studying your textbook. Science textbooks do not read like novels, so you need to approach them differently. This method also works well for reviewing your notes. It stands for Survey Question - Read Recite Review During the survey phase, read the chapter title, the chapter introduction, any other items at the beginning of the chapter, and all of the headings. This gives you the road map of where you will be going in this chapter. As you skim the chapter, also read all items in bold or italic. Next, read the chapter summary at the end of the chapter During the question phase, look at the heading of each section and form as many questions as you can that you think may be covered in that section. Write them down. Try to be comprehensive in this step.By having these questions in mind, you will automatically search for answers as you read. Now read the chapter for details. Take your time. Adjust your reading speed with the difficulty of the material. Also, keep in mind the questions you developed and try to answer them.. The next phase is to recite. You are working on your ability to recall information. After reading each section, think about your questions and try to answer them from recall. If you cannot, reread the section and try again. Continue this cycle until you can recite the answers. Finally, you want to review. This helps reinforce your memory you complete the previous steps for the sections you're studying, go back to each heading and see if you can still answer all of your questions. Repeat the recite phase until you can. When you are done, be sure you can also answer the questions at the end of the chapter. QUICK CHECK What is SQR3 and what do the letters mean?

Survey Question - Read Recite Review

If you have studied well in advance and don't get very nervous at exam time, you might want to glance quickly through your notes beforehand, but only if you have time to do so and still allow at least half-hour to relax and mentally prepare for your test. The half-hour off allows your brain to process the information while you relax. Try getting a light snack so you are alert--a heavy meal could make you drowsy during the test. Walk around to release nervous energy. Listen to music that makes you happy. Sit comfortably, close your eyes, and breathe deeply and slowly while you picture yourself in a very relaxing setting --maybe on a tropical beach, curled up on your couch with a good book or out on a boat fishing. Focus on how relaxed you feel and try to hold that feeling. Now, staying in that mood, concentrate on how well you have studied and keep reminding yourself that I have prepared very well for this test. I know this material very well and I answered all questions correctly while studying. I can and will do well on this test. I refuse to get nervous over one silly test, especially because I know I am ready. I am ready and relaxed. Let's get it done! TEST-TAKING TIPS TABLE 1.6 There are also strategies you can use while taking the test. Let's see what your current strategies are. Complete the survey in Table 1.6, then we will discuss specific strategies. During an exam, be careful—read each question thoroughly before you answer. This is especially true of multiple choice and true/false questions. We know the answer is there, so our eyes tend to get ahead of our brains.We skim the question and jump down to the answers before even trying to mentally answer the question. Slow down and think before moving to the answers. Otherwise you may grab an answer that sounds familiar but is incorrect. If you have trouble keeping your eyes off the answers, cover them with your hand until you finish reading the question and think of the answer on your own. If you do not know the answer initially, take a deep breath and think of all you do know about the words in the question and think of the answer on your own. If you do not know the answer initially. Take a deep breath and think of all you do not about the words in the question. Often this is all you need to to recall the answer. This is when those concept maps you made will really come through for you. Use the process of elimination. If you are not sure which answer is correct, can you eliminate any you know are incorrect? Narrow down your choices. Avoid making a guess unless the process of elimination fails you; your choices. Avoid making a guess unless the process of elimination fails you; however, guessing is usually better than leaving a question unanswered, unless you lose points for wrong answers. On short answer, fill-in-the-blank questions, and essays, always write something.| After you answer a question, read your answer to be sure it says what you want it to, then leave it alone. Once you move on, avoid the temptation to go back and change your answers, even those of which you were unsure. Often we have a gut instinct to write the correct answer; perhaps we are recalling it at some subconscious level. But the very act of going back is a conscious reminder of uncertainty, and we more often choose something different only because we doubt ourselves. When answering multiple choice or true/false questions, ignore any advice that suggests you should select one answer consistently over others. Also, don't worry if you choose the same answer several times in a row, thinking the instructor would not structure a test that way. We can speak for all instructors, but most don't give much thought to the pattern the answers will make on the answer sheet, so neither should you. Here are a few more pointers: Note the wording on questions. Key words to look for that can change an answer are always, sometimes, never, most, some, all, none. is, and is not. Glance over the exam as soon as you receive it, so you know what to expect, then budget your time accordingly. - Look for questions on the backs of pages so you don't miss them. - Tackle easy questions first. They may provide hints to the tougher ones. Be aware of point values and be sure the questions with the greatest point values are done well. Often essay questions—which usually are worth more points—are at the end, and some students run oude time before reaching them, losing significant points and seriouslyhurting their grade.

This is when those concept maps you made will really come through for you. Use the process of elimination. Test-taking skill the book, 1. While studying my notes and the book I think of and answer possible test questions 2. l use online practice quizzes when they are available. 3. I avoid last-minute cramming to avoid confusing myself. 4. I scan the whole test before starting to see how long it is and what type of questions it contains. 5. I do the questions I am sure of first. 6. I budget my time during a test so I can complete it. 7 I answer questions with the highest point values first. 8. I read all answer options on multiple choice questions before marking my answer. 9. I know what key words to look for in a multiple choice question, 10. I use the process of elimination during multiple choice or matching tests. 11. I know what key words to look for in essay questions. 12. I look for key words like always, never, and sometimes. 13. When I am unsure of an answer, I go with my first answer and fight the urge to change it later. 14 I try to answer everything even if I am uncertain, instead of leaving some questions blank. 15 I check my answers before turning in a test.

Welcome to the exciting and sometimes challenging world of biology, the study of life. You will quickly discover how amazing the living world is—a curious marvel of complexity that we hope you will be fascinated by. Interest in your subject matter always makes it much easier to learn. Still, no matter how exciting your explorations may be, your course may, at times, seem rigorous and demanding. You've taken a great first step by turning to this book to jump-start your studies.

This book is meant to help you enter the course with a well-planned strategy for success and confidence in your basic science knowledge. The purpose of this chapter is to help you "train your brain" to make your learning process easier and more efficient.

Why Should I study Biology? Most students take biology because it is required for their educational programs. Sometimes when something is required we do it only because we have to, without considering what benefits the task might hold for us. Unfortunately, some students use that approach for biology. Certainly It is easier to study something if you understand why it matters and this course is no exception. Picture This Suppose that your parents have a backyard. Their yard has flower beds and a small vegetable garden. But something has been eating the flowers and the beans, and your parents can't figure out what animal is responsible. Caterpillars? Deer? Gophers? They've tried everything they can think of. They asked you and others for ideas, but no one can figure it out. Finally, they decide to bring in a professional gardener to help them. What knowledge will the gardener need to identify and stop the animals from eating your parents' garden? Why does the gardener need to fully understand biology?

To understand what the plants need in order to grow, what animals may be living in the area and like to eat those plants, and what would deter the animals and save the plants, the gardener to understand not only plants and animals but also how they together in the environment, forming a community. How does the amount of rain and sun affect the plants and animals? What nutrients do the plants need? What animals might be in competition to eat the plants? How does the season of the year affect the animals and plants? Do the animals have young they need to feed. What impact do the actions of humans have on this community? All of these factors, which the gardener would need to know, are part of biology, the study of life. These factors apply to every geographic area, including where you live. And remember, you too are a part of life, so you'll be learning about yourself as well.

Now that you know your primary and secondary learning styles, you can design your study approach accordingly, emphasizing activities that use your preferred senses.. Look closely at your scores,, though. If two scores are rather close, you already use two learning styles well and will benefit from using both of them when studying. If your high score is much higher than your other scores, you have a strong preference and should particularly emphasize that style. Most people use a combination of learning styles. In addition, information coming in through different senses reaches different parts of your brain. The more of your brain that is engaged will be, so try the learning process, the more effective your learning will be, so try strategies for all three styles and merely emphasize your preferred style over the others. You'll know which strategies work best for you. We'll consider some strategies that you might try for each style; these ideas are summarized for you in 'Table 1.2.

Visual Sit close to the teacher. Take detailed notes. Draw pictures. Make flow charts. Use Flash Cards Focus on the figures, tables, and their captions Try coloring books and picture atlases Use Visualization. Auditory Listen carefully to your teacher's voice. Read the textbook and your notes out loud. Tape record lectures and listen to them later. listen during class instead of writing notes. work in a study group. Discuss the material with others. Tactile Highlight important information while reading. Write your own notes in class and while reading the textbook. Transfer your notes to another tablet or type into your computer. Doodle and draw as you read. Build models of biological structures Create and conduct your own experiments. Hold your book while reading. Walk or stand while reading. Use biology coloring books. Use flash cards.

What Did You Learn... In the left-hand column below, write your approach before reading this chapter. In the right-hand column, list any changes you plan to make to ensure your success in this class.

What I have done before this chapter During lectures: Note-taking: Study habits: Textbook reading: My study place Time management: Test taking: What I will do to improve During lectures: Note-taking: Study habits: Textbook reading: My study place Time management: Test taking:

You made it through lecture or lab, and are ready to head home. Finally! School is done for the day, right? Not if you plan to be successful! The real work begins after class, because most of your learning occurs out side the classroom on your own. This is often the hardest part, for many reasons. We schedule many activities and set aside time for them, but studying tends to get crammed into the cracks. Too often, studying becomes what you do when you "get around to it." It is an obligation that often gets crowded out by other daily activities, and the first item dropped from the To Do List. Too many students only study when they have to—before a quiz or exam. A successful student studies every day. The goal is to learn the material as you go rather than frantically try to memorize a large amount at the last minute. Here is something you need to know and really take to heart.

You should study for at least 2 to 3 hours for every hour spent in class.

QUICK CHECK Homemade flash cards would be most beneficial to which learning styles? How could they be used to benefit a learner of the third style?

They would benefit visual and tactile learners. Reading Flash Cards aloud would benefit auditory learners.