Correcting Exams
ALL TESTS must be corrected regardless of the grade you earn. Although this
can be a time consuming task, correcting exams is one of the best ways you can
learn from your mistakes. It is important to recognize misconceptions you have
about topics we cover so you can correct them early in the studying process.
You must include the following on a separate sheet of paper
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The entire question stem.
All of the answer choices.
Identify the incorrect answer.
Explain why the answer you choose was incorrect
Identify the correct answer.
Explain why the correct answer is correct
The “why’s” must be solid answers that make sense--not “the book said...
the notes said.... you said...”
Example: you chose A but B was correct
1. What determines the chemical properties of an atom?
A the number of protons in the nucleus
B. the number of electrons in the outermost energy level
C the number of neutrons in the nucleus
D the number of orbitals
Answer A is wrong because the protons in the nucleus do not
interact with other atoms and therefore cannot determine the
chemical properties of an atom
Answer B is correct because the number of electrons in the
outermost energy level determine how an atom can bond to
another atom. The number of electrons determines what
kind of bond can be formed and how many bonds can be
formed with other atoms.
SQWR or SQ3R Method for Reading and Textbook Note-taking
Instructors know how important it is to get you to read the textbook. The
textbook frequently provides the essential material to prepare you for classroom
discussion and participation. Textbooks often contain explanatory material that
the instructor uses as a foundation. Without the mortar, the foundation being
built will not be suitable to withstand critical thinking or test evaluation. This
section consist of various methods to get the most out of your reading.
Textbook reading is not done for entertainment. Most students have to work
hard to get something substantial out of the exercise. Therefore you should
always use “pen in hand” to make the exercise more beneficial. Each of these
techniques have several core elements in common. Pick those out and modify
these techniques to create your own successful strategy to get the most out of
your textbook readings.
SQ3R—THE STUDY TECHNIQUE WHICH GIVES YOU A PURPOSE
FOR READING
S=SURVEY
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Determine the structure or organization of the chapter.
Think about the title. Guess what will be included in the chapter.
Read the introduction. The main ideas will help you understand or make
sense of the details.
Read the main-headings (boldface type). Here are the main ideas.
Read the summary. Here is the relationship among the main ideas.
Read the questions at the end of the chapter. These will help you to
identify important parts of the chapter.
Q=QUESTION
Turn each heading and subheading into a question.
Especially while you are practicing this technique, write the questions down. This
gives you a focal point for crystallizing a series of ideas (the answer). YOU ARE
LOOKING FOR SOMETHING RATHER THAN SIMPLY LOOKING AT WORDS.
Take one section at a time. Keep answers brief. Use your own words.
R1=READ
Read only that section, looking for the answers to your questions. Move quickly.
Sort out ideas and evaluate them. If content does not relate to the question, give
it only a glance. READ SELECTIVELY.
R2=RECITE
Answer the question in your own words, not the author's.
Then write the answer using only key words, listings, etc. that are needed to
recall the entire idea. Follow the above technique for each section of the chapter.
R3=REVIEW
Increase retention and cut cramming time by 90% by means of
immediate and delayed review. Try a variety of methods, such as: 3x5 cards,
oral recitation, study groups.
Example of how to do the SQ3R Method of Taking Notes for Chapter 1
These are my initial questions after first surveying and doing a quick read of the chapter. Notice
that questions are fairly general for each topic and questions. Some questions were formed
before reading any sort of detail in each section. Other questions were formed as I read the
chapter for the first time. Remember that you should first survey the chapter (make questions as
you go), then read the chapter for general understanding (make more questions as you go), then
read thoroughly and answer questions as you go. You may need to reword questions or add
questions as you read more thoroughly.
Introduction: Ten Themes In the Study of Life
Exploring Life on its Many Levels
Each Level of biological organization has emergent properties
1. What are the levels of biological organization?
2. What are emergent properties?
3. What is reductionism?
Cells are an organism’s basic unit of structure and function
1. What is an organism’s basic unit of structure and function?
2. What is the cell theory?
3. Who developed the cell theory?
4. What are the two main cell types and how can they be distinguished?
5. What are the six major properties of living things? Describe each.
6. What is homeostasis?
The continuity of life is based on heritable information in the form of DNA.
1. What is DNA?
2. How does DNA ensure the continuity of life?
3. How is heritable information found in DNA?
4. What is DNA made of?
Structure and function are correlated at all levels of biological organization.
1. What are some examples of how structure and function correlate at the various levels of
biological organization?
2. How is the structure of a nerve cell related to its function?
3. How is the bone structure of a bird related to its function?
4. How is the structure of a mitochondria related to its function?
Organisms are open systems that interact continuously with their environments.
1. What is an open system?
2. What are some ways that organisms interact with their environment?
3. What are two major processes that ensure ecosystem balance?
4. Describe the flow of energy through an ecosystem.
5. What is the difference between a producer and a consumer?
Regulatory mechanisms ensure a dynamic balance in living systems.
1. What is a regulatory mechanism?
2. What is an example of a regulatory mechanism?
3. Why is a dynamic balance important?
4. What is the difference between a negative and a positive feedback system?
5. Provide an example of a negative feedback system.
6. Provide an example of a positive feedback system.
Evolution, Unity and Diversity
Diversity and unity are the dual faces of life on earth.
1. What does diversity mean?
2. How is life united?
3. How old are living things?
4. How many different kinds of species are there in the world?
5. How are species grouped together?
6. What is taxonomy?
7. Describe the hierarchical classification scheme.
8. What are the three domains of life and what is an example of each?
9. Why are there three domains of life?
10. What are the distinguishing characteristics of each domain?
11. What are the four kingdoms within the Domain Eukarya?
12. How are the four eukaryotic kingdoms distinguished from one another?
13. If life is so diverse, how can there be any unifying themes?
Evolution is the core theme of biology.
1. What is evolution?
2. Why is evolution so important to biology?
3. What is a common ancestor and how does it relate to evolution?
4. What did Charles Darwin propose?
5. How did Darwin infer natural selection?
6. What does differential reproductive success mean?
7. Describe some examples of products of natural selection.
8. How does natural selection contribute to diversity?
9. What accounts for both unity and diversity in life?
10. Explain how the diversification of finches on the Galapagos islands might have resulted from
natural selection.
The process of Science
Science is a process of inquiry that includes repeatable observations and testable
hypotheses.
1. What is inquiry?
2. What does the word science mean?
3. What is induction?
4. What is an example of induction in biology?
5. What is discovery science?
6. What is an example of something we have learned in biology as a result of discovery science?
7. What is the scientific method?
8. What is hypothetico deductive science?
9. What is a hypothesis?
10. Why are repeatable observations important?
11. What is a testable hypothesis?
12. Why are testable hypotheses important?
13. What is deduction?
14. What is meant by “if…then” logic?
15. Describe the scientific process used in Reznick and Endler’s study of guppies in Trinidad.
16. How do cooperation and competition characterize the scientific culture?
17. How has the cultural context of science changed in recent years?
Science and technology are functions of society.
1. How do science and technology relate to society?
2. What is the connection to science and technology?
3. What is applied science?
4. How has technology improved our standard of living?
5. How has technology caused new problems to living organisms?
Review: Using Themes to Connect the Concepts of Biology
1. What are the ten themes of biology?
2. How do the themes of biology connect the concepts of biology?
3. Why are biological themes important to me?
After the initial survey and formation of basic questions, I took the questions I asked and read
through each section carefully. As I read each section, I answered the questions I wrote down
initially and added questions as more detail was revealed. If you are fairly fast at typing, I think
doing this on the computer would be the easiest. You would then be able to have a copy of the
questions without answers and a copy with answers to help yourself study.
It is important that when you answer the questions, you provide yourself in-depth quality answers.
Superficial answers are not going to be as helpful to you later when you try to study. Also, by
answering the questions, you are one step closer to putting some of the information in long term
memory. You will still need to quiz yourself and review periodically if you expect to remember the
information for any period of time. These questions and your answers will be extremely valuable
to you when it is time to study for unit tests, semester exams and the AP Exam. Notice that
answers to questions are not direct quotes from the book. It is important to try to reword,
summarize or paraphrase in order to incorporate these new ideas in your learning.
Introduction: Ten Themes In the Study of Life
Exploring Life on its Many Levels
Each Level of biological organization has emergent properties
1. What are the levels of biological organization?
Molecule
Organelle
Cell
Tissue
Organ
Organ system
Organism
2. What are emergent properties?
Novel properties that appear at higher levels or organization that were not present at lower levels. These
properties result from the interactions among components found at a level. An example: salt is sodium
chloride; sodium by itself is explosive in water, chlorine is a poisonous gas, but when they are bonded
together they form a molecule that is necessary for life.
3. What is reductionism?
Reducing complex things into smaller parts for study. Reductionism causes problems in biology because
the parts of a complex system do not always behave the same way they would if they were part of a system
because of emergent properties. At the same time, reductionism can reduce complex systems to a level
where their study is more manageable. Example: Watson and Crick studied the molecular structure of DNA
that had been extracted from cells. Once the structure was understood, it was easier to study inside a cell
which is a much more complex environment.
Cells are an organism’s basic unit of structure and function
1. What is an organism’s basic unit of structure and function?
The cell is the lowest level of structure capable of performing all activities associated with living
organisms.
2. What is the cell theory?
All living things are made of cells; cells only come from other cells
3. Who developed the cell theory?
It was a collaborative effort by many people over a long period of time. Hooke first identified and
named cells, van Leeuwenhoek first saw living cells, Schleiden and Schwann proposed the generalized
idea of the cell theory.
4. What are the two main cell types and how can they be distinguished?
Prokaryotes—simple cells without membrane bound organelles including the nucleus. Includes
bacteria. Tend to
be smaller than eukaryotes
Eukaryotes—complex cells with membrane bound organelles such as Golgi apparatus,
mitochondria, nucleus
etc…; includes all organisms except bacteria. Tend
to be larger than prokaryotes.
5. What are the six major properties of living things? Describe each.
a. order—all other characteristics of living things emerge because organisms tend to be highly
ordered
b . reproduction—Living things only come from other living things.
c. growth and development—DNA provides directions for the way organisms grow and develop.
Growth means
organisms get larger, but development means organisms change during their life
cycle. An icicle can grow, but it does not develop.
d. energy utilization—all organisms must take in energy so that it is available to do work. Animals
take in various
types of food and transform it into energy for the cell; plants take in sun
energy and transform it into
molecules the plant can use for energy.
e. response to the environment—all organisms respond in some way to their environment. They
move toward or
away from stimuli, they move body parts in response to food triggers
etc…
f. homeostasis—maintaining internal conditions within a certain limit even when external
conditions are
changing. Important for keeping an organism stable.
g. evolutionary adaptations—organisms adapt to their environment. Because they adapt, evolution
occurs
(change over time)
6. What is homeostasis?
Maintaining internal conditions within a certain limit even when external conditions are changing.
What to do if you are frustrated
1. Take a deep breath and put things in perspective. One or two low grades
are not the end of the world and are not impossible to fix. More than likely you
are accustomed to making very high grades on everything you do in school. This
class is meant to challenge you and you will sometimes make grades that are
lower than you expect. Do not let this bother you! There will be lots of
opportunities to raise your grade. More important than your grade at any one
point is the fact that you are learning the material and learning how to be a
successful college student. Remember too, that one or two low grades will not
significantly change a GPA that has been built over 3-4 years!
2. PLEASE, PLEASE, PLEASE come by and talk to me. More than likely I
can help you with whatever is causing your anxiety. My job is to help you learn
biology and to teach you to be a successful college student. I can’t do that if you
don’t let me know when you are having problems or need help with something.
Everyone will be frustrated with something during the year. Overcoming this
frustration and dealing with it shows you are maturing as a student and will
benefit you in the long run!
3. If you feel like you are hopelessly behind and don’t know where to start or
what to do—come by and see me and I will help you make a plan!!
4. Form a study group. Not only will you be helping each other learn, but you
will be a support system during frustrating times!
5. Remember than managing your time is part of life. Everyone is busy with
something. The key is to figure out how to balance things in your life. Please let
me help you learn how to do this before you are on your own!
6. Universities are very interested in having students that have taken rigorous
college level courses during their high school career (i.e. AP classes). When
they see that you have taken an AP class (regardless of your grade), they know
that you are willing to do what you need to in order to be successful at their
university and are more likely to want you as a student.
7. Remember what I have told you about brain research! It is important for
the continued development of your brain that you are mentally challenged at your
age. This means being challenged to learn new concepts and to learn to
critically analyze new ideas. Just as you need to physically work out to stay in
shape and build muscles, you need to have mental workouts to increase your
capacity to reason and think. “Taking your Senior Year Off To Have Fun” will not
help you with your mental capacity in the long run! Besides, it is important to
learn how to do the difficult things in life and find ways to balance that work with
fun and relaxation. No one expects you to work every minute of every day!