Aquí enocntrarás los términos de comando en el curso de biología que te serán de gran ayuda conocer, ya que se va a interactuar mucho con ellos durante los dos años de bachillerato.
This document provides guidance on command terms used in IB Biology questions and assessments. It lists and defines 30 common command terms and groups them according to the three IB Biology objectives: objective 1 terms focus on understanding facts, concepts and terminology; objective 2 terms involve applying knowledge; objective 3 terms require analyzing, evaluating and constructing explanations. The document advises students to learn the command terms, understand what each type of question requires, and prepare by practicing questions using each term.
Literature review guidelines and rubric overview ssuserfa5723
The document provides guidelines and a rubric for writing a literature review. It discusses the key elements that should be included in a literature review such as summarizing the research and data from the source, analyzing the main issues or problems addressed, and providing a critique of the source's strengths and limitations. It also provides formatting guidelines, stating the review should be 2-4 pages double-spaced using APA citations. The rubric assesses elements like providing background on the research, addressing main elements, the quality of the critique, proper mechanics and citations, and applying relevant concepts.
Coun 6250 group leadership self assessment guidelinesssuserfa5723
The document provides guidelines for a self-assessment assignment in a group leadership course. It outlines two parts for the self-assessment. Part I involves taking notes over 4 weeks on one's experiences working with a group project and reflecting on prompts about role, dynamics, conflicts, strengths/growth areas. Part II involves assuming a group leader role in scenarios and reflecting on skills, conceptualization of leadership, and preparation for future experiences. The assignment requires integrating notes, using APA style, and being 3-5 pages.
Date 26 feb-2021 0151 pm (utc-0500)submission id 15190226ssuserfa5723
This rubric evaluates student research papers on four criteria: thesis, support and development, coherence, and language. For thesis, the student earns partial points for an unclear or narrow thesis. For support and development, the student provides some examples but needs more development of reasons and evidence. Coherence is adequately addressed. Language usage requires minor improvements. Overall, the feedback aims to strengthen the thesis, support, and development in order to earn a higher grade.
How to write an abstract for a research papervijay kumar
The first thing that the editor of a Journal, peer reviewer and a prospective reader reads is the abstract. Hence, it has to be appealing and precise. This video throws light on the important prerequisites of writing an abstract. The sample abstract of a highly cited paper from a top-notch journal is analyzed. A demonstration of how to write the background, methods, results, and discussion of an abstract is given.
To view the video of the talk visit
https://youtu.be/5Jq9lsKjBTI
How to write a thesis and survive the processSofia Gomes
This document provides tips and guidelines for writing a thesis. It discusses choosing an advisor and topic carefully. The writing process involves extensive preparation, outlining the structure, and revising drafts with feedback. Key sections of the thesis are outlined, including the introduction, literature review, results, evaluation, and conclusion. Writing style rules recommend keeping text concise, using active voice, and focusing on verbs. The goal is to clearly communicate the research in a way that is understandable to specialists and non-specialists alike.
The document discusses strategies for effective summarization and note taking when using technology in classroom instruction. It recommends teaching students rule-based summarization strategies using summary frames and reciprocal teaching. For note taking, it suggests that teachers provide notes and teach various note taking formats, as more notes taken generally leads to better outcomes. It also outlines how word processing, organizing software, multimedia, and communication tools can be used to support summarizing and note taking.
How to write a research paper for an international peerreviewed journalvijay kumar
This PowerPoint is on writing a research article for an International Peer-reviewed Journal. The talk was delivered at an International Virtual workshop. All videos related to research conferences can be viewed at
https://www.youtube.com/channel/UCNEUKBUIaQG3wr05Sj38oDA/featured
This document provides guidance on command terms used in IB Biology questions and assessments. It lists and defines 30 common command terms and groups them according to the three IB Biology objectives: objective 1 terms focus on understanding facts, concepts and terminology; objective 2 terms involve applying knowledge; objective 3 terms require analyzing, evaluating and constructing explanations. The document advises students to learn the command terms, understand what each type of question requires, and prepare by practicing questions using each term.
Literature review guidelines and rubric overview ssuserfa5723
The document provides guidelines and a rubric for writing a literature review. It discusses the key elements that should be included in a literature review such as summarizing the research and data from the source, analyzing the main issues or problems addressed, and providing a critique of the source's strengths and limitations. It also provides formatting guidelines, stating the review should be 2-4 pages double-spaced using APA citations. The rubric assesses elements like providing background on the research, addressing main elements, the quality of the critique, proper mechanics and citations, and applying relevant concepts.
Coun 6250 group leadership self assessment guidelinesssuserfa5723
The document provides guidelines for a self-assessment assignment in a group leadership course. It outlines two parts for the self-assessment. Part I involves taking notes over 4 weeks on one's experiences working with a group project and reflecting on prompts about role, dynamics, conflicts, strengths/growth areas. Part II involves assuming a group leader role in scenarios and reflecting on skills, conceptualization of leadership, and preparation for future experiences. The assignment requires integrating notes, using APA style, and being 3-5 pages.
Date 26 feb-2021 0151 pm (utc-0500)submission id 15190226ssuserfa5723
This rubric evaluates student research papers on four criteria: thesis, support and development, coherence, and language. For thesis, the student earns partial points for an unclear or narrow thesis. For support and development, the student provides some examples but needs more development of reasons and evidence. Coherence is adequately addressed. Language usage requires minor improvements. Overall, the feedback aims to strengthen the thesis, support, and development in order to earn a higher grade.
How to write an abstract for a research papervijay kumar
The first thing that the editor of a Journal, peer reviewer and a prospective reader reads is the abstract. Hence, it has to be appealing and precise. This video throws light on the important prerequisites of writing an abstract. The sample abstract of a highly cited paper from a top-notch journal is analyzed. A demonstration of how to write the background, methods, results, and discussion of an abstract is given.
To view the video of the talk visit
https://youtu.be/5Jq9lsKjBTI
How to write a thesis and survive the processSofia Gomes
This document provides tips and guidelines for writing a thesis. It discusses choosing an advisor and topic carefully. The writing process involves extensive preparation, outlining the structure, and revising drafts with feedback. Key sections of the thesis are outlined, including the introduction, literature review, results, evaluation, and conclusion. Writing style rules recommend keeping text concise, using active voice, and focusing on verbs. The goal is to clearly communicate the research in a way that is understandable to specialists and non-specialists alike.
The document discusses strategies for effective summarization and note taking when using technology in classroom instruction. It recommends teaching students rule-based summarization strategies using summary frames and reciprocal teaching. For note taking, it suggests that teachers provide notes and teach various note taking formats, as more notes taken generally leads to better outcomes. It also outlines how word processing, organizing software, multimedia, and communication tools can be used to support summarizing and note taking.
How to write a research paper for an international peerreviewed journalvijay kumar
This PowerPoint is on writing a research article for an International Peer-reviewed Journal. The talk was delivered at an International Virtual workshop. All videos related to research conferences can be viewed at
https://www.youtube.com/channel/UCNEUKBUIaQG3wr05Sj38oDA/featured
This document provides guidance on how to write a thesis. It begins by outlining the structure of the tutorial in two parts. It then discusses both the good and bad aspects of writing a thesis. Key points include that writing a thesis is difficult but teaches important skills, and having a thesis committee selected early is beneficial. The document provides tips on developing a thesis message, table of contents, and timetable. It emphasizes starting writing early and getting feedback. Common mistakes and problems are also addressed.
Writing essay has different stages which form the common phrases of essay. The phrases are planning, thinking, researching, writing and editing. This lesson guides you how to write essay through the understanding of these phrases.
This document provides guidance on structuring an MBA dissertation. It discusses the overall framework, which includes sections like the introduction, literature review, methodology, data presentation and analysis, discussion, and conclusions. The dissertation should be 20,000-25,000 words not including references or appendices. Plagiarism is unacceptable. Students should begin work early and meet regularly with their supervisor. The research proposal should define the research question and objectives, and describe the methodology and analysis. Specific aspects like the abstract, literature review, and data presentation/analysis are also addressed.
This document provides information about classification and division essays. It discusses how classification essays group items according to their characteristics and division essays break down a single item into its components. Both patterns can be used separately but are often combined. Classification helps with studying by clarifying similarities and differences, while division can help explain something not well understood. The document provides examples from the textbook and notes that the first classification/division essay is due on November 20th about the topic on page 262, unless an alternate topic is approved.
The social character of raceanonymous marking enabled subojas18
The document discusses a student's sociology essay on the social construction of race. It includes the student's essay, the grader's comments, and an overall grade of 78%. The grader provides positive feedback, praising the clear structure and argument. They suggest further exploring how racism can be rejected yet reproduced. Assessment guidelines are also included for two future assignments analyzing key concepts related to race.
The document provides information and guidance for students on an ecology project. It outlines five learning objectives covering topics like populations, limiting factors, and Earth's carrying capacity. Students can complete assignments for each objective in different styles aligned with mastery, understanding, interpersonal, and self-expressive learning preferences. Assignments involve tasks like describing populations, identifying biotic and abiotic factors, and predicting future human population trends. Students will complete a final project presenting on all five objectives with examples. Rubrics are provided for written and oral assessments. Resources and a suggested pacing guide are also included to support students in completing the project.
This document provides advice for PhD students on preparing for their viva voce (oral defense) examination. It begins with a short introduction explaining what a viva voce is and its purpose. It then offers several suggestions for students to prepare, including re-reading their thesis and being familiar with recent related research. Students are advised to anticipate potential questions, practice presenting their work, and do a mock defense with their advisors. The document provides tips for the days and hours leading up to the viva voce exam, such as managing stress and arriving prepared. Overall, the document aims to help students feel calm and confident during their oral defense.
The document discusses the structure and process of conducting a literature review. It defines a literature review as a critical analysis and summary of previous research on a particular topic. The key parts of a literature review include an introduction outlining the topic and scope, a body section discussing and analyzing sources, and a conclusion. Effective reviews establish trends in research, assess strengths and weaknesses, and identify gaps. The steps outlined are planning, reading, analyzing, drafting and revising. Sources are organized thematically, chronologically or methodologically. The document also describes different types of literature reviews and sources to consider.
The document provides an overview of the IELTS Academic Writing test, which consists of two tasks that must be completed within 60 minutes. Task 1 involves describing information presented in graphic form like charts or diagrams in 150 words. Task 2 requires discussing a topic in 250 words by presenting arguments supported with evidence. The document offers tips for preparing for and completing each task, including practicing with sample questions and learning language functions. It also suggests resources for additional writing practice.
Writing and get published in high impact journalsProf Jamaluddin
This document provides an overview of a workshop on high impact writing and getting published. It discusses reasons why papers may be rejected, including faulty methods, inadequate references, poor quality figures, being out of the journal's scope, and inadequate contribution to the field. It also covers the structure of a research paper, including the title, abstract, introduction, body, discussion, and references. Additionally, it discusses choosing a good title, writing an abstract and introduction, and selecting appropriate keywords. The document provides examples and templates to help structure different parts of a research paper.
This document provides an overview of converting a conference paper into a journal article. It discusses the typical structure of a research paper, including the title, abstract, introduction, body, discussion, and references. Guidelines are provided for writing each section, particularly the abstract, introduction, and conclusion. Tips are also given on choosing appropriate journals to submit to, adhering to journal formats, and navigating the peer review and publication process.
This document provides guidance on writing essays for students. It covers important aspects of structure, organization, style, and clarity. Part 1 focuses on creating a good structure, including having a clear introduction, main body, and conclusion. It also outlines the main stages of essay writing such as analyzing the question, planning, researching, and drafting. Part 2 discusses writing in an academic style, using sources to support arguments, and expressing ideas clearly. The document aims to help students learn best practices for writing successful university essays.
This chapter discusses thinking, intelligence, and problem solving. It defines thinking as the mental manipulation of representations. Schemas and categorization are important aspects of thinking, and schemas can lead to stereotypes. There are three main ways thinking is used: reasoning, decision making, and problem solving. Various heuristics and biases can influence decision making. Intelligence is measured using psychometric tests and is influenced by both genes and environment. Problem solving strategies include using subgoals, working backward, finding analogies, and gaining insight.
This document discusses command terms used in International Baccalaureate (IB) Biology exams and assessments. It defines 15 command terms grouped according to the three assessment objectives in IB Biology and provides examples of how each term would be used. Tips are given for each term on what is expected from students and how to prepare for questions involving different command terms. The terms cover skills ranging from simple definitions and lists to more complex analysis, evaluations and predictions.
The document discusses command words used in A-Level Biology exams. It provides examples of common command words like define, draw, label, list, and state. It groups the command words according to the three objectives assessed in IB Biology: 1) demonstrate understanding, 2) apply and use concepts, and 3) construct, analyze and evaluate hypotheses. The document provides tips for understanding what each command word expects and how to effectively present answers for different command word questions.
The document discusses command terms used in IB Biology questions and assessments. It provides definitions for various command terms grouped according to the three objectives of IB Biology: demonstrating understanding, applying and using, and constructing, analyzing and evaluating. Tips are provided for understanding and answering questions involving different command terms.
The document provides definitions for various command terms used in IB Biology questions and assessments. It groups the terms according to the three objectives of IB Biology and provides examples and study tips for some of the terms, including define, draw, label, and list. The document aims to help students understand what is expected of them in questions using these terms and prepare for assessments.
1. The presentation provides tips for organizing pre-examination time including planning early, self-assessment of topics, and practicing past papers with peers.
2. It outlines important things to look for in exam questions such as number of marks, instructions, and command words to understand what is being asked.
3. Stimulus materials like graphs and tables need to be carefully interpreted to extract relevant information for answering questions.
This document provides guidance on writing an academic essay. It outlines 4 key steps: 1) Planning your writing by understanding the task and allocating time, 2) Understanding the question by analyzing direction, topic, and focus words, 3) Brainstorming ideas related to the topic, and 4) Structuring an outline by grouping and thematizing ideas and organizing them logically. Examples are provided to demonstrate how to apply each step, such as analyzing an essay question, brainstorming cultural issues for public health workers, and creating potential themes and outlines. Following these steps is recommended to effectively research, structure and write an academic essay.
Dance_3_2015
1
Scientific Project Details: Dance 3
Due Date 11/25/15 by 5:00pm
Purpose:
• The main goal of this project is to apply principles of the scientific method to a self-
experiment based on one of the dimensions of wellness that you have identify you would
like to modify.
Important Dates and Deadlines:
1. Hypothesis Statement 10/1
2. Methods due 10/8
3. Data Collection update 10/20
4. Previews of final project can be arranged thru office hours or appointment.
• Due Date is 11/25/15
BASICS:
• For this project you will take your wellness goal set at the beginning of class, formulate a
hypothesis, design a self-experiment, run the experiment, and then write up the results in a
scientific lab report format.
Step 1: Develop a hypothesis based on one of the dimensions of wellness you learned in class
that you have identified you would like to investigate for yourself. This statement gives a possibility
(if) and explains what may happen because of the possibility (then).
Examples:
• If I set goals before studying, I will spend an average of 10 less minutes per hour on
Social Media.
• If I eat an overall healthy diet (one which does not include fast food), then I will have
more energy daily.
• I hypothesize that without restrictive diet (2,000 a day), cardio workout alone (60
minutes daily at 85 % target heart rate, then I will drop of three pounds a week for a
total of nine pounds for three weeks.
• If I run 5 miles a day for 6 days a week for 4 weeks, I will lose 1 pound a week for a total
of 4 pounds.
• If I only eat out once a week for 4 weeks, I will save $20.00 a week for a total of $80.00
Step II: Develop and identify the materials and the methods needed to conduct your self-
experiment. Explain what are your methods for your experiment.
Make sure to include:
• Length of study (at least 3 weeks)
Dance_3_2015
2
• What do you need to conduct the experiment?
• Define your outcome measures (what are you going to measure?)
• Details on how, when, where you are going to conduct the experiment?
Step III: Data Collection Update 10/20*
• Please provide an update on how your data collection is progressing in a word
document (.doc).
• Please provide data for at least one week of data collection (Can be in a table format)
• Please provide details on what has been easy or challenging.
• What is your plan to stay on task for the rest of experiment?
Step IV: Follow the below instructions for writing up your experiment in a report format.
• Please use word and save it as a .doc file.
• Make sure to use 11-12 point font.
• Please proofread your reports carefully.
• Can be written in first person.
• Please add your name and ID number to rubric and turn is as separate document
on DROPBOX Return Assignments.
Basic Format Requirements For the Report
The report should consist of the following:
1. Title
2. Abstract
3. Introduction
4. Materials an.
This document provides guidance on how to write a thesis. It begins by outlining the structure of the tutorial in two parts. It then discusses both the good and bad aspects of writing a thesis. Key points include that writing a thesis is difficult but teaches important skills, and having a thesis committee selected early is beneficial. The document provides tips on developing a thesis message, table of contents, and timetable. It emphasizes starting writing early and getting feedback. Common mistakes and problems are also addressed.
Writing essay has different stages which form the common phrases of essay. The phrases are planning, thinking, researching, writing and editing. This lesson guides you how to write essay through the understanding of these phrases.
This document provides guidance on structuring an MBA dissertation. It discusses the overall framework, which includes sections like the introduction, literature review, methodology, data presentation and analysis, discussion, and conclusions. The dissertation should be 20,000-25,000 words not including references or appendices. Plagiarism is unacceptable. Students should begin work early and meet regularly with their supervisor. The research proposal should define the research question and objectives, and describe the methodology and analysis. Specific aspects like the abstract, literature review, and data presentation/analysis are also addressed.
This document provides information about classification and division essays. It discusses how classification essays group items according to their characteristics and division essays break down a single item into its components. Both patterns can be used separately but are often combined. Classification helps with studying by clarifying similarities and differences, while division can help explain something not well understood. The document provides examples from the textbook and notes that the first classification/division essay is due on November 20th about the topic on page 262, unless an alternate topic is approved.
The social character of raceanonymous marking enabled subojas18
The document discusses a student's sociology essay on the social construction of race. It includes the student's essay, the grader's comments, and an overall grade of 78%. The grader provides positive feedback, praising the clear structure and argument. They suggest further exploring how racism can be rejected yet reproduced. Assessment guidelines are also included for two future assignments analyzing key concepts related to race.
The document provides information and guidance for students on an ecology project. It outlines five learning objectives covering topics like populations, limiting factors, and Earth's carrying capacity. Students can complete assignments for each objective in different styles aligned with mastery, understanding, interpersonal, and self-expressive learning preferences. Assignments involve tasks like describing populations, identifying biotic and abiotic factors, and predicting future human population trends. Students will complete a final project presenting on all five objectives with examples. Rubrics are provided for written and oral assessments. Resources and a suggested pacing guide are also included to support students in completing the project.
This document provides advice for PhD students on preparing for their viva voce (oral defense) examination. It begins with a short introduction explaining what a viva voce is and its purpose. It then offers several suggestions for students to prepare, including re-reading their thesis and being familiar with recent related research. Students are advised to anticipate potential questions, practice presenting their work, and do a mock defense with their advisors. The document provides tips for the days and hours leading up to the viva voce exam, such as managing stress and arriving prepared. Overall, the document aims to help students feel calm and confident during their oral defense.
The document discusses the structure and process of conducting a literature review. It defines a literature review as a critical analysis and summary of previous research on a particular topic. The key parts of a literature review include an introduction outlining the topic and scope, a body section discussing and analyzing sources, and a conclusion. Effective reviews establish trends in research, assess strengths and weaknesses, and identify gaps. The steps outlined are planning, reading, analyzing, drafting and revising. Sources are organized thematically, chronologically or methodologically. The document also describes different types of literature reviews and sources to consider.
The document provides an overview of the IELTS Academic Writing test, which consists of two tasks that must be completed within 60 minutes. Task 1 involves describing information presented in graphic form like charts or diagrams in 150 words. Task 2 requires discussing a topic in 250 words by presenting arguments supported with evidence. The document offers tips for preparing for and completing each task, including practicing with sample questions and learning language functions. It also suggests resources for additional writing practice.
Writing and get published in high impact journalsProf Jamaluddin
This document provides an overview of a workshop on high impact writing and getting published. It discusses reasons why papers may be rejected, including faulty methods, inadequate references, poor quality figures, being out of the journal's scope, and inadequate contribution to the field. It also covers the structure of a research paper, including the title, abstract, introduction, body, discussion, and references. Additionally, it discusses choosing a good title, writing an abstract and introduction, and selecting appropriate keywords. The document provides examples and templates to help structure different parts of a research paper.
This document provides an overview of converting a conference paper into a journal article. It discusses the typical structure of a research paper, including the title, abstract, introduction, body, discussion, and references. Guidelines are provided for writing each section, particularly the abstract, introduction, and conclusion. Tips are also given on choosing appropriate journals to submit to, adhering to journal formats, and navigating the peer review and publication process.
This document provides guidance on writing essays for students. It covers important aspects of structure, organization, style, and clarity. Part 1 focuses on creating a good structure, including having a clear introduction, main body, and conclusion. It also outlines the main stages of essay writing such as analyzing the question, planning, researching, and drafting. Part 2 discusses writing in an academic style, using sources to support arguments, and expressing ideas clearly. The document aims to help students learn best practices for writing successful university essays.
This chapter discusses thinking, intelligence, and problem solving. It defines thinking as the mental manipulation of representations. Schemas and categorization are important aspects of thinking, and schemas can lead to stereotypes. There are three main ways thinking is used: reasoning, decision making, and problem solving. Various heuristics and biases can influence decision making. Intelligence is measured using psychometric tests and is influenced by both genes and environment. Problem solving strategies include using subgoals, working backward, finding analogies, and gaining insight.
This document discusses command terms used in International Baccalaureate (IB) Biology exams and assessments. It defines 15 command terms grouped according to the three assessment objectives in IB Biology and provides examples of how each term would be used. Tips are given for each term on what is expected from students and how to prepare for questions involving different command terms. The terms cover skills ranging from simple definitions and lists to more complex analysis, evaluations and predictions.
The document discusses command words used in A-Level Biology exams. It provides examples of common command words like define, draw, label, list, and state. It groups the command words according to the three objectives assessed in IB Biology: 1) demonstrate understanding, 2) apply and use concepts, and 3) construct, analyze and evaluate hypotheses. The document provides tips for understanding what each command word expects and how to effectively present answers for different command word questions.
The document discusses command terms used in IB Biology questions and assessments. It provides definitions for various command terms grouped according to the three objectives of IB Biology: demonstrating understanding, applying and using, and constructing, analyzing and evaluating. Tips are provided for understanding and answering questions involving different command terms.
The document provides definitions for various command terms used in IB Biology questions and assessments. It groups the terms according to the three objectives of IB Biology and provides examples and study tips for some of the terms, including define, draw, label, and list. The document aims to help students understand what is expected of them in questions using these terms and prepare for assessments.
1. The presentation provides tips for organizing pre-examination time including planning early, self-assessment of topics, and practicing past papers with peers.
2. It outlines important things to look for in exam questions such as number of marks, instructions, and command words to understand what is being asked.
3. Stimulus materials like graphs and tables need to be carefully interpreted to extract relevant information for answering questions.
This document provides guidance on writing an academic essay. It outlines 4 key steps: 1) Planning your writing by understanding the task and allocating time, 2) Understanding the question by analyzing direction, topic, and focus words, 3) Brainstorming ideas related to the topic, and 4) Structuring an outline by grouping and thematizing ideas and organizing them logically. Examples are provided to demonstrate how to apply each step, such as analyzing an essay question, brainstorming cultural issues for public health workers, and creating potential themes and outlines. Following these steps is recommended to effectively research, structure and write an academic essay.
Dance_3_2015
1
Scientific Project Details: Dance 3
Due Date 11/25/15 by 5:00pm
Purpose:
• The main goal of this project is to apply principles of the scientific method to a self-
experiment based on one of the dimensions of wellness that you have identify you would
like to modify.
Important Dates and Deadlines:
1. Hypothesis Statement 10/1
2. Methods due 10/8
3. Data Collection update 10/20
4. Previews of final project can be arranged thru office hours or appointment.
• Due Date is 11/25/15
BASICS:
• For this project you will take your wellness goal set at the beginning of class, formulate a
hypothesis, design a self-experiment, run the experiment, and then write up the results in a
scientific lab report format.
Step 1: Develop a hypothesis based on one of the dimensions of wellness you learned in class
that you have identified you would like to investigate for yourself. This statement gives a possibility
(if) and explains what may happen because of the possibility (then).
Examples:
• If I set goals before studying, I will spend an average of 10 less minutes per hour on
Social Media.
• If I eat an overall healthy diet (one which does not include fast food), then I will have
more energy daily.
• I hypothesize that without restrictive diet (2,000 a day), cardio workout alone (60
minutes daily at 85 % target heart rate, then I will drop of three pounds a week for a
total of nine pounds for three weeks.
• If I run 5 miles a day for 6 days a week for 4 weeks, I will lose 1 pound a week for a total
of 4 pounds.
• If I only eat out once a week for 4 weeks, I will save $20.00 a week for a total of $80.00
Step II: Develop and identify the materials and the methods needed to conduct your self-
experiment. Explain what are your methods for your experiment.
Make sure to include:
• Length of study (at least 3 weeks)
Dance_3_2015
2
• What do you need to conduct the experiment?
• Define your outcome measures (what are you going to measure?)
• Details on how, when, where you are going to conduct the experiment?
Step III: Data Collection Update 10/20*
• Please provide an update on how your data collection is progressing in a word
document (.doc).
• Please provide data for at least one week of data collection (Can be in a table format)
• Please provide details on what has been easy or challenging.
• What is your plan to stay on task for the rest of experiment?
Step IV: Follow the below instructions for writing up your experiment in a report format.
• Please use word and save it as a .doc file.
• Make sure to use 11-12 point font.
• Please proofread your reports carefully.
• Can be written in first person.
• Please add your name and ID number to rubric and turn is as separate document
on DROPBOX Return Assignments.
Basic Format Requirements For the Report
The report should consist of the following:
1. Title
2. Abstract
3. Introduction
4. Materials an.
This document outlines the required sections and formatting for a thesis or dissertation. It includes preliminaries like the title page, recommendation page, and abstract. It also describes the typical chapters which cover the introduction/problem statement, literature review, research methodology, results and discussion, and conclusions. Key sections and subsections are defined, such as defining terms, theoretical frameworks, data collection sources and procedures. Formatting guidelines are provided for citations, appendices, and curricula vitae.
New research article format for your next assignmentInvisible_Vision
This document provides guidance on key elements of a research proposal, including an abstract, introduction, problem statement, research questions and objectives, theoretical framework, methodology, and significance. It discusses how to write each section, such as including the problem, purpose, methodology, and results in the abstract. For the introduction, it recommends a deficiencies model that states the problem, reviews previous studies and their deficiencies, and advances the study's significance. It also provides examples of writing research questions, objectives, and discussing the theoretical framework, methodology, and delimitations of the study.
This document provides guidance on key elements of a research proposal or project, including an abstract, introduction, problem statement, research questions and objectives, theoretical framework, methodology, and significance. It discusses how to write each section, such as including the problem being addressed, purpose, and methodology in the abstract. For the introduction, it recommends a deficiencies model that states the problem, reviews previous studies and their deficiencies, and advances the study's significance. It also provides examples of formulating research questions, objectives, and defining the scope of the study through delimitations. The document serves as a reference for crafting the essential components of a research plan or proposal.
1 Recognizing Assignment Expectations Implied by Key Ver.docxjeremylockett77
1
Recognizing Assignment Expectations Implied by Key
Verbs
In order to do well on assignments, including demonstrating mastery of the course
competencies that are assessed, it is important to have a clear understanding of what you are
expected to do.
Therefore, while the complexity of assignment instructions can sometimes be daunting, it always
pays to focus special attention on the operative verbs that delineate the actions that you should
take.
Certain verbs are frequently used in assignment instructions, but learners are not always clear
about what expectations are usually implied when they are used. Key examples of such verbs
include identify, define, describe, analyze, evaluate, and synthesize.
Verb Example
Identify Bicycle.
Define A bicycle is a two-wheeled vehicle powered by a crank pushed by the feet
with pedals.
Describe This single-speed bicycle has a bright aqua step-through frame, purple
seat, and 26-inch whitewall tires accented with deep purple rims.
Analyze The step-through frame of the bicycle presents less risk of stretching or
ripping clothes compared to models that have a frame with a crossbar.
Evaluate The distinctive coloring of this bicycle, and its step-through frame that
presents less risk of wear and tear on clothing, make this model a good
choice for those with a sophisticated sense of style. However, its fixed
gear ratio would make it undesirable for those who frequently travel up
steep hills.
Synthesize A new line of accessories, including saddle bags and footwear with similar
colors and retro styling, is proposed for marketing with this bicycle.
• When asked to describe something, it is usually not enough to simply name it or label it.
You should summarize all the salient characteristics that are relevant to the question at
hand. When asked to identify something, its name or its label may be enough, but
characterizing it with description may demonstrate a more distinguished level of
proficiency.
• The verb define means to precisely describe the most characteristic features of an
object or objects. Focus on the attributes that are shared by things that are similar;
those that allow you to recognize that these types of thing are different from other types
of things.
2
• To analyze something means to study it closely, often by describing its components and
how they work together to produce some end result. The verbs examine, explain, or
perhaps discuss, are sometimes used when analysis is wanted. Instructions to compare
and contrast generally mean to analyze by looking for similarities and/or differences
between two or more things. If asked to describe a process or interaction and its results
in detail, the desired result may be similar to an analysis.
• Evaluate means to judge the value, significance, quality, or condition of something. Verbs
that may be used in place of evaluate include assess, appraise, gauge, and judge.
Expectations could also be similar if the ...
1 Recognizing Assignment Expectations Implied by Key Ver.docxcroftsshanon
1
Recognizing Assignment Expectations Implied by Key
Verbs
In order to do well on assignments, including demonstrating mastery of the course
competencies that are assessed, it is important to have a clear understanding of what you are
expected to do.
Therefore, while the complexity of assignment instructions can sometimes be daunting, it always
pays to focus special attention on the operative verbs that delineate the actions that you should
take.
Certain verbs are frequently used in assignment instructions, but learners are not always clear
about what expectations are usually implied when they are used. Key examples of such verbs
include identify, define, describe, analyze, evaluate, and synthesize.
Verb Example
Identify Bicycle.
Define A bicycle is a two-wheeled vehicle powered by a crank pushed by the feet
with pedals.
Describe This single-speed bicycle has a bright aqua step-through frame, purple
seat, and 26-inch whitewall tires accented with deep purple rims.
Analyze The step-through frame of the bicycle presents less risk of stretching or
ripping clothes compared to models that have a frame with a crossbar.
Evaluate The distinctive coloring of this bicycle, and its step-through frame that
presents less risk of wear and tear on clothing, make this model a good
choice for those with a sophisticated sense of style. However, its fixed
gear ratio would make it undesirable for those who frequently travel up
steep hills.
Synthesize A new line of accessories, including saddle bags and footwear with similar
colors and retro styling, is proposed for marketing with this bicycle.
• When asked to describe something, it is usually not enough to simply name it or label it.
You should summarize all the salient characteristics that are relevant to the question at
hand. When asked to identify something, its name or its label may be enough, but
characterizing it with description may demonstrate a more distinguished level of
proficiency.
• The verb define means to precisely describe the most characteristic features of an
object or objects. Focus on the attributes that are shared by things that are similar;
those that allow you to recognize that these types of thing are different from other types
of things.
2
• To analyze something means to study it closely, often by describing its components and
how they work together to produce some end result. The verbs examine, explain, or
perhaps discuss, are sometimes used when analysis is wanted. Instructions to compare
and contrast generally mean to analyze by looking for similarities and/or differences
between two or more things. If asked to describe a process or interaction and its results
in detail, the desired result may be similar to an analysis.
• Evaluate means to judge the value, significance, quality, or condition of something. Verbs
that may be used in place of evaluate include assess, appraise, gauge, and judge.
Expectations could also be similar if the .
Lab Report Guidelines Title Page Include the lab titJospehStull43
Lab Report Guidelines
Title Page
Include the lab title, lab number, your Lab Group number, experiment date(s), course,
instructor, University, team member names, and a brief summary of team member
contributions. Format it so that it is centered in the page.
Introduction
-Successfully provides background information and establishes the scientific concept of
the lab
• The introduction serves to provide the reader with the necessary background information
needed to understand the experiment, establishes the scientific concepts, and provides the
rationale for doing the experiment. Each usually consists of a paragraph.
• Background information - In this paragraph you provide the reader with information on
what has been done in the past regarding your objective. It is your opportunity to inform
the reader of the theory and/or key concepts the experiment will demonstrate or examine.
It is also the place where you demonstrate your credibility by showing that you have done
the necessary research to understand the topic. The background information paragraph of
the Introduction can be thought of as a sales pitch. For example, “Previous work in the
field of XYZ has shown that . . . These findings indicate that . . . An area that warrants
further examination is. These statements should be leading up to your objective statement.
• Establish the scientific concept for the lab - State what the lab is about, that is, what
scientific concept (theory, principle, procedure, etc.) you are supposed to be learning about
by doing the lab. If you are having trouble writing the opening sentence of the report, you
can try something like: "This laboratory experiment focuses on X…"; "This lab is
designed to help students learn about, observe, or investigate, X…." Or begin with a
definition of the scientific concept: "X is a theory that…."
• effectively presents the objectives and the rationale for performing the lab
The objective is the most important component to any experiment and lab report. It is a
statement of the objective, goal, or purpose of the experiment. It is a one or two sentence
answer to the question: “What do you hope to accomplish with this experiment?”
Formulate your objective statement before you begin writing the report - invest some time
In a paragraph, or more, write out the objectives of the lab in paragraph form and then
describe the purpose of the lab: what it is that accomplishing the objectives will help you
learn about the scientific concept of the lab.
The objective(s) are what it is you are supposed to accomplish in the experimental
procedure itself. The objective(s), therefore, is usually presented in terms of a specific verb
that describes what you are supposed to be doing in the lab, such as to measure, to analyze,
to determine, to test etc. Often, the objective(s) for the lab is given in the lab manual. If you
are having trouble phrasing the sentence about objective ...
This document provides a template for presenting research proposals and completed research. The template includes slides on the background, study aims and hypotheses, design, sample, measures, procedures, data analysis, results, discussion and conclusions. It provides guidelines on formatting slides with titles, figures, and references. The template can be used to present early research proposals to receive feedback, as well as final presentations of completed research studies.
Pg dissertations writing up your findings and discussion webinarRhianWynWilliams
This document provides guidance on writing the findings and discussion chapters of a dissertation. It describes what should be included in each chapter for an empirical dissertation with separate literature review, methods, findings, and discussion chapters. The findings chapter should present the results of the study through data summaries, tables, graphs, and extracts. The discussion chapter should interpret the results, compare them to previous literature, and explain their implications in relation to the research aims and hypotheses. The document also provides tips on organizing qualitative results thematically and using hedging language to qualify statements.
Instructions milestone 3 purpose statementwork with your chassuser337fce
This document provides instructions for completing Milestone 3 of the dissertation process, which is to develop a purpose statement. It explains that the topic and problem being analyzed can often be stated as an umbrella question, which is the overarching research question. An example umbrella question is provided: "Do transformational leaders influence the ethical values and behaviors of followers?". The document instructs that the purpose statement should be 1-2 pages and summarize the key pieces from topic refinement and problem statement development to clarify and support the purpose of the study. It should be posted to the Milestone 3 submissions area and the chair notified once submitted.
This booklet aims to provide
resources to tutors who
work with Indigenous
students at Charles Darwin
University. It is intended to
provide you with
information and exercises to
assist you to scaffold
students to be successful in
their university studies. We
focus on writing academic
essays, because this is a skill
student’s need in most
university courses, and is a
skill that can be transferred
to assessments in other
units.
The document provides information on writing thesis statements and outlines for argumentative essays. It discusses that a strong thesis statement takes the form of "X is Y because Z", where X is the main subject, Y describes the subject, and Z provides reasons. The document also provides examples of strong and weak thesis statements and outlines the typical structure of an argumentative essay which includes an introduction with a thesis statement, body paragraphs with arguments and evidence, and a conclusion.
Atoms and Electrons AssignmentLook at these websites to he.docxjaggernaoma
Atoms and Electrons Assignment
Look at these websites to help you understand chemical bonding which depends on the atomic structure. The electrons in the orbitals will be crucial to figuring out how atoms bond.
Do not cut and paste from the internet or book. Do not copy from a book or internet. Paraphrase all answers in your own words. No quotes. You must do the assignment by yourself without help from other students, friends, significant others.
Jefferson Lab Question and Answers about Atoms
Make sure you click on the links to learn more about atoms and electrons
Atomic Structure
Make sure you look at all the links on the right side from Overview to Compound Names
Periodic Table1
You can click on the kind of table information you need on the left.
Periodic Table 2
Chemical Bonding Websites to help answer Questions 2 and 3:
Chemical Bonding 1
Chemical Bonding 2
SEE ASSIGNMENT RUBRIC AT END OF PAGES FOR HOW TO MAXIMIZE POINTS.
Atoms and Electrons
Name: ______________________
1. Fill in the table below using the periodic table. (2pts)
Element
Atomic Number
Atomic Mass
# of Valence Electrons
# of Electrons needed to fill the outer shell
Chlorine
Potassium
Magnesium
Fluorine
Sodium
Nitrogen
Oxygen
Carbon
Iodine
Hydrogen
2.
Name each element based on the number of electrons. Use the periodic chart to help you name the elements. The full name of the element is below the symbol.
Type the name into the box below each drawing. (2 pts)
1. ___________ 2. ______________ 3. ____________
4. _____________ 5. _____________ 6. _______________
(next page)
3. a. Name one ionic compound you can form from the above elements. (1 pt)
b. Describe specifically how you would form that ionic compound. (be detailed! I want to know that you know how an ionic bond is formed) (2 pts)
4. a. Name one covalent compound you could form from the above elements. You may need more than one of the elements to complete the compound. (1 pt)
b. Describe specifically how these elements would form. (be detailed! I want to know that you know how a covalent bond is formed) (2 pts)
Assignment Rubric
Teacher Name: Mrs. Russell
CATEGORY
10-9 pts
8-7 pts
6-5 pts
Less than 5 pts
Amount of Information
All questions are addressed.
Most questions are addressed.
Some questions are addressed.
Many questions were not answered.
Questions #3 b and #4 b
All answers are fully detailed with information required in the question. Most answers will have at least 3 or more sentences.
All answers are detailed with information required in the question. Most answers will have 2 sentences.
Answers do not have enough information required in the question. Most answers will 1 sentence.
No answer to the questions.
Quality of Information
Information clearly relates to the main topic. It includes several supporting details and/or examples.
Informat.
[Enago] Introduction to Academic Publishingsejin cheon
This document provides an overview of the academic publishing process, including the different types of papers, how to structure an academic manuscript, writing dos and don'ts, what publishers look for, and important resources. It discusses the main types of papers such as research articles, case reports, and review articles. It provides tips for writing each section of a paper, including determining the research gap, developing the literature review, methodology, results, and discussion. The document emphasizes writing clearly, using the active voice, and having language reviewed prior to submission.
Similar to BIología, términos de comando para el curso y el examen (20)
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
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This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Your Skill Boost Masterclass: Strategies for Effective Upskilling
BIología, términos de comando para el curso y el examen
1. Command Terms in IB Biology
It's Down To
Stephen Taylor
Bandung International School
7
2. All IB Biology questions and assessment statements are built around these
command terms, which let you know exactly what is expected of you.
All definitions of command terms are taken
from the IB Biology Subject Guide:
http://xmltwo.ibo.org/publications/migrated/production-
app2.ibo.org/publication/7/part/1/chapter/7.html
3. All IB Biology questions and assessment statements are built around these
command terms, which let you know exactly what is expected of you.
Define
Draw
Label
List
State
Measure
Annotate
Apply
Calculate
Describe
Distinguish
Estimate
Identify
Outline
Analyse
Comment
Compare Construct
Deduce
Derive
Design
Determine
Discuss
Evaluate
Explain
Predict
Show
Sketch
Solve
Suggest
All definitions of command terms are taken
from the IB Biology Subject Guide:
http://xmltwo.ibo.org/publications/migrated/production-
app2.ibo.org/publication/7/part/1/chapter/7.html
4. All IB Biology questions and assessment statements are built around these
command terms, which let you know exactly what is expected of you.
They are grouped according to the objectives of IB Biology:
Define Draw
Label List State
Measure
Objective 1: Demonstrate an understanding of:
- scientific facts and concepts
- scientific methods and techniques
- scientific terminology
- methods of presenting scientific information
All definitions of command terms are taken
from the IB Biology Subject Guide:
http://xmltwo.ibo.org/publications/migrated/production-
app2.ibo.org/publication/7/part/1/chapter/7.html
5. All IB Biology questions and assessment statements are built around these
command terms, which let you know exactly what is expected of you.
They are grouped according to the objectives of IB Biology:
Define Draw
Label List State
Measure
Objective 1: Demonstrate an understanding of:
- scientific facts and concepts
- scientific methods and techniques
- scientific terminology
- methods of presenting scientific information
AnnotateApply
Calculate
DescribeDistinguish
Estimate
Identify
Outline
Objective 2: Apply and Use:
- scientific facts and concepts
- scientific methods and techniques
- scientific terminology to communicate effectively
- appropriate methods of presenting scientific information
All definitions of command terms are taken
from the IB Biology Subject Guide:
http://xmltwo.ibo.org/publications/migrated/production-
app2.ibo.org/publication/7/part/1/chapter/7.html
6. All IB Biology questions and assessment statements are built around these
command terms, which let you know exactly what is expected of you.
They are grouped according to the objectives of IB Biology:
Define Draw
Label List State
Measure
Objective 1: Demonstrate an understanding of:
- scientific facts and concepts
- scientific methods and techniques
- scientific terminology
- methods of presenting scientific information
AnnotateApply
Calculate
DescribeDistinguish
Estimate
Identify
Outline
Objective 2: Apply and Use:
- scientific facts and concepts
- scientific methods and techniques
- scientific terminology to communicate effectively
- appropriate methods of presenting scientific information
Analyse
Comment
Compare
Construct
Deduce
Derive
Design
Determine
Discuss
Evaluate
Explain
Predict
ShowSketch
Solve
Suggest
Objective 3: Construct, Analyse and
Evaluate:
- hypotheses, research questions and predictions
- scientific methods and techniques
- scientific explanations
All definitions of command terms are taken
from the IB Biology Subject Guide:
http://xmltwo.ibo.org/publications/migrated/production-
app2.ibo.org/publication/7/part/1/chapter/7.html
7. General Revision and Learning Tips
Learn and review all of the command terms
Highlight the command terms - in the syllabus/ handbook
Underline the command terms - in the Exam
Present your answers neatly and clearly
Understand what the question wants:
- outline, explain and describe are not the same!
- label and annotate are not the same!
- discuss, evaluate and explain are not the same!
- distinguish and compare are not the same!
- analyse, evaluate and suggest are not the same!
8. Using this presentation
You can use this presentation as a tool for:
• Learning the command terms
• Picking up some examination tips
• Testing your understanding of exam question types
Suggestions:
• Use the sample questions as a revision test:
- try to answer each question on scrap paper before showing the answer key
• Make up a collection of questions for each command term:
- use past papers, the syllabus and the QuestionBank CD Rom.
9. Objective 1
Define
"Give the precise meaning of a word, phrase or physical quantity."
Tips:
“Define diffusion and osmosis.”
Example:
•Definitions are in the subject guide
•Break the definition into its component parts – this will help with explanations
•Make up a vocab list or use an online glossary to help with define questions
10. Objective 1
Define
"Give the precise meaning of a word, phrase or physical quantity."
Tips:
“Define diffusion and osmosis.”
Example:
Diffusion is the passive movement of particles from regions of high
concentration to lower concentration.
Osmosis is the passive movement of water molecules, across a partially
(selectively) permeable membrane, from a region of lower solute
concentration to a region of higher solute concentration.
•Definitions are in the subject guide
•Break the definition into its component parts – this will help with explanations
•Make up a vocab list or use an online glossary to help with define questions
11. Objective 1
Draw
"Represent by means of pencil lines."
Example:
Tips:
“Draw a labeled graph showing a typical sigmoidal population growth curve .”
•Draw using clear, dark pencil lines (no colours)
•Pay attention to whether it needs to be labeled or annotated
•Make up drawings, graphs and diagrams revision book, and test each other
12. Objective 1
Draw
"Represent by means of pencil lines."
Example:
Tips:
“Draw a labeled graph showing a typical sigmoidal population growth curve .”
•Draw using clear, dark pencil lines (no colours)
•Pay attention to whether it needs to be labeled or annotated
•Make up drawings, graphs and diagrams revision book, and test each other
13. Objective 1
Label
"Add labels to a diagram."
Example:
Tips:
“Label the structures of the human ear.”
•Generally, two correct labels are worth one mark
•Make up drawings, graphs and diagrams revision book, and test each other
•Revise and make links with regard to structures and their functions
14. Objective 1
Label
"Add labels to a diagram."
Example:
Tips:
“Label the structures of the human ear.”
•Generally, two correct labels are worth one mark
•Make up drawings, graphs and diagrams revision book, and test each other
•Revise and make links with regard to structures and their functions
A = pinna
B = eardrum
C = stapes/ bones of middle ear
D = semicircular canals
15. Objective 1
List
"Give a sequence of names or other brief answers with no explanation."
Example:
Tips:
“List seven levels in the hierarchy of taxa”
•Lists can be used to present examples of any of the assessment statements
•Use mnemonics for memory where the order of the list is important
•Try to use examples that can link topics together, across the course
“List two examples of fibrous proteins”
16. Objective 1
List
"Give a sequence of names or other brief answers with no explanation."
Example:
Tips:
“List seven levels in the hierarchy of taxa”
Kingdom, phylum, class, order, family, genus, species
•Lists can be used to present examples of any of the assessment statements
•Use mnemonics for memory where the order of the list is important
•Try to use examples that can link topics together, across the course
“List two examples of fibrous proteins”
17. Objective 1
List
"Give a sequence of names or other brief answers with no explanation."
Example:
Tips:
“List seven levels in the hierarchy of taxa”
Kingdom, phylum, class, order, family, genus, species
•Lists can be used to present examples of any of the assessment statements
•Use mnemonics for memory where the order of the list is important
•Try to use examples that can link topics together, across the course
“List two examples of fibrous proteins”
Keratin, collagen
18. Objective 1
Measure
"Find a value for a quantity."
Example:
Tips:
“Measure the length of organelle x.”
•Bring a ruler to the exam !
•Generally, you’ll need to calculate from a measurement, rather than measure directly
•Present all answers in metric, SI units
19. Objective 1
State
"Give a specific name, value or other brief answer without an
explanation or calculation."
Example:
Tips:
•Definitions are in the subject guide
•Break the definition into its component parts – this will help with explanations
•Make up a vocab list or use an online glossary to help with define questions
“State which species is most distantly
related to T. perkinsi on the basis of the
tree diagram.”
20. Objective 1
State
"Give a specific name, value or other brief answer without an
explanation or calculation."
Example:
Tips:
•Definitions are in the subject guide
•Break the definition into its component parts – this will help with explanations
•Make up a vocab list or use an online glossary to help with define questions
“State which species is most distantly
related to T. perkinsi on the basis of the
tree diagram.”
T. laboriosa
21. Objective 2
Annotate
"Add brief notes to a diagram or graph."
Example:
Tips:
“Annotate a graph showing hormone levels in the menstrual cycle.”
•Annotate is more than just ‘label’ – some causes or explanation must be given
•Make up a gallery of annotated graphs, diagrams, flow-charts etc, and use
them as visual organisers in your revision of complex concepts
22. Objective 2
Annotate
"Add brief notes to a diagram or graph."
Example:
Tips:
“Annotate a graph showing hormone levels in the menstrual cycle.”
•Annotate is more than just ‘label’ – some causes or explanation must be given
•Make up a gallery of annotated graphs, diagrams, flow-charts etc, and use
them as visual organisers in your revision of complex concepts
23. Objective 2
Apply
"Use an idea, principle, theory, law or equation in a new situation."
Example:
Tips:
“Apply the dichotomous key to identify ribosomes.”
•Put an idea or technique into action
•Make up some of your own dichotomous keys, for any topic or process
•Learn the equations needed, as they too might need to be ‘applied’
24. Objective 2
Apply
"Use an idea, principle, theory, law or equation in a new situation."
Example:
Tips:
“Apply the dichotomous key to identify ribosomes.”
•Put an idea or technique into action
•Make up some of your own dichotomous keys, for any topic or process
•Learn the equations needed, as they too might need to be ‘applied’
25. Objective 2
Calculate
"Find a numerical answer, showing the relevant stages of working."
Example:
Tips:
•Show your working unless otherwise told to
•Make sure you use the correct SI unit in your answer
•Make up a booklet of all the possible types of calculations you have learned to use
“Calculate the magnification of the image of the bacteriophage.”
50nm
26. Objective 2
Calculate
"Find a numerical answer, showing the relevant stages of working."
Example:
Tips:
•Show your working unless otherwise told to
•Make sure you use the correct SI unit in your answer
•Make up a booklet of all the possible types of calculations you have learned to use
“Calculate the magnification of the image of the bacteriophage.”
50nm
- Measure the scale bar image length (in mm)
= 40mm
- Convert to the same unit as the scale bar label
= 40 x 1000 x 1000 = 40,000,000nm
- Divide out to get the multiplication factor
= 40,000,000 / 50 = 800,000 x magnification
27. Objective 2
Calculate
"Find a numerical answer, showing the relevant stages of working."
Example:
Tips:
•Learn all the different ‘calculate percentage…’ methods.
•Make sure you use the correct SI unit in your answer
•Make up a booklet of all the possible types of calculations you have learned to use
“Calculate the percentage difference in
.”response time of the control group
from day 2 to day 31
Responsetime(secs)
May2009TZ1SLP3
28. Objective 2
Calculate
"Find a numerical answer, showing the relevant stages of working."
Example:
Tips:
•Learn all the different ‘calculate percentage…’ methods.
•Make sure you use the correct SI unit in your answer
•Make up a booklet of all the possible types of calculations you have learned to use
“Calculate the percentage difference in
.”response time of the control group
from day 2 to day 31
- increases from 130s to 145s
-145-130 = 15s
-Percentage difference = of the original
measurement?
So: % diff = (15/130) x 100
= 11.5%
Responsetime(secs)
May2009TZ1SLP3
29. Objective 2
Describe
"Give a detailed account."
Example:
Tips:
“Describe the effect of previous exposure
to the odor on the flight of bees.” (2)
•Descriptions are not explanations
•Pay attention to the number of marks available
•Descriptions can be of processes or of parts of a data response graph
“Describe how biomass may be measured.” (2)
May2009TZ1SLP3
30. Objective 2
Describe
"Give a detailed account."
Example:
Tips:
“Describe the effect of previous exposure
to the odor on the flight of bees.” (2)
•Descriptions are not explanations
•Pay attention to the number of marks available
•Descriptions can be of processes or of parts of a data response graph
“Describe how biomass may be measured.” (2)
Experimental group fly more around odor source;
Greater circling in experimental group;
Experimental group fly more directly to odor source;
More oriented flight in experimental group.
May2009TZ1SLP3
31. Objective 2
Describe
"Give a detailed account."
Example:
Tips:
“Describe the effect of previous exposure
to the odor on the flight of bees.” (2)
Organism is cleaned of dirt or soil;
Mass is recorded;
Organism is dried in an oven until constant mass
reached;
Biomass is total dry mass.
•Descriptions are not explanations
•Pay attention to the number of marks available
•Descriptions can be of processes or of parts of a data response graph
“Describe how biomass may be measured.” (2)
Experimental group fly more around odor source;
Greater circling in experimental group;
Experimental group fly more directly to odor source;
More oriented flight in experimental group.
May2009TZ1SLP3
32. Objective 2
Distinguish
"Give the differences between two or more different items."
Example:
Tips:
“Distinguish between autotroph and heterotroph.”
•Looking for as many differences as there are marks awarded
•No need to present similarities
•Build a chart, with all possible compare/ distinguish questions you can think of
33. Objective 2
Distinguish
"Give the differences between two or more different items."
Example:
Tips:
“Distinguish between autotroph and heterotroph.”
Autotroph: organism that synthesises its organic molecules from simple
inorganic substances.
Heterotroph: organism that obtains organic molecules from other organisms.
•Looking for as many differences as there are marks awarded
•No need to present similarities
•Build a chart, with all possible compare/ distinguish questions you can think of
34. Objective 2
Estimate
"Find an approximate value for an unknown quantity."
Example:
Tips:
“Describe one technique used to estimate population size of an animal
species, based on capture-mark-recapture methods.”
•Estimations may come from graphical questions
•Estimation techniques are used in ecology , rather than direct measurement
•Make a note of all instances of ‘estimate’ in the subject guide
35. Objective 2
Estimate
"Find an approximate value for an unknown quantity."
Example:
Tips:
“Describe one technique used to estimate population size of an animal
species, based on capture-mark-recapture methods.”
Capture (humanely) a sample of the population;
Control for time and area;
Example of capture method;
Count and apply mark (non-harmful) to organism;
Release back to habitat;
Second capture takes place;
Count all individuals with and without marks;
Apply Lincoln Index to estimate population size;
n1 = first capture, n2 = total in second capture, n3 = recapture with marks.
•Estimations may come from graphical questions
•Estimation techniques are used in ecology , rather than direct measurement
•Make a note of all instances of ‘estimate’ in the subject guide
36. Objective 2
Identify
"Find an answer from a given number of possibilities."
Example:
Tips:
“Identify the response time of group 2
on day 31 of the study.”
•Identify – pick one single answer
•Practice making your own ‘identify’ questions using different types of graphs
•Identify can also be used for parts of diagrams, such as curves, organelles etc.
Responsetime(secs)
May2009TZ1SLP3
“Identify the group with the largest
difference in response time from
day 2 to day 31.”
37. Objective 2
Identify
"Find an answer from a given number of possibilities."
Example:
Tips:
“Identify the response time of group 2
on day 31 of the study.”
•Identify – pick one single answer
•Practice making your own ‘identify’ questions using different types of graphs
•Identify can also be used for parts of diagrams, such as curves, organelles etc.
Responsetime(secs)
May2009TZ1SLP3
183 seconds (unit needed)
“Identify the group with the largest
difference in response time from
day 2 to day 31.”
38. Objective 2
Identify
"Find an answer from a given number of possibilities."
Example:
Tips:
“Identify the response time of group 2
on day 31 of the study.”
•Identify – pick one single answer
•Practice making your own ‘identify’ questions using different types of graphs
•Identify can also be used for parts of diagrams, such as curves, organelles etc.
Responsetime(secs)
May2009TZ1SLP3
183 seconds (unit needed)
“Identify the group with the largest
difference in response time from
day 2 to day 31.”
Group 3
39. Objective 2
Outline
“Give a brief account or summary."
Example:
Tips:
“Outline the light dependent reactions of photosynthesis (HL, 6 marks).”
•Pay close attention to the number of marks available
•Present answers clearly to get the complete number of marks
•Outline is a summary or account, without reasons or explanation (step-by-step)
40. Objective 2
Outline
“Give a brief account or summary."
Example:
Tips:
“Outline the light dependent reactions of photosynthesis (HL, 6 marks).”
•Pay close attention to the number of marks available
•Present answers clearly to get the complete number of marks
•Outline is a summary or account, without reasons or explanation (step-by-step)
Light energy is absorbed by photosystem II;
Electrons excited/ photoactivated by absorption of light energy;
Electron passed along a series of carriers;
NADP+ reduced to NADPH + H+;
Photolysis of water produces oxygen and hydrogen;
Called non-cyclic photophosphorylation;
H+ pumped across thylakoid membrane, through ATP synthase
(by chemiosmosis), generating ATP.
41. Objective 3
Analyse
"Interpret data to reach conclusions."
Example:
Tips:
“Analyse the results of this experiment.”
•Use the data to reach a conclusion – it must agree with the data
•Pay attentiont to the number of marks available
•Practice by analysing all the graphs from data-based questions that you can find
QuestionBank CD Rom
42. Objective 3
Analyse
"Interpret data to reach conclusions."
Example:
Tips:
“Analyse the results of this experiment.”
•Use the data to reach a conclusion – it must agree with the data
•Pay attentiont to the number of marks available
•Practice by analysing all the graphs from data-based questions that you can find
PAN increases TBArs levels/ levels highest in
PAN-only group;
PAN causes oxidation of / damage to
Membranes/ lipids;
Edaravone prevents increase in TBArs levels;
Edaravone prevents oxidation of / damage to
Membranes/ lipids;
Early edaravone is more effective than late/
continuous;
Overlap of error bars suggests results may not be
significant.
QuestionBank CD Rom
43. Objective 3
Compare
"Give an account of similarities and differences between two (or more) items,
referring to both (all) of them throughout."
Example:
Tips:
“Compare the trend in ventilation rate with the
trend in tidal volume at high treadmill speeds.”
•Marks are available for similarities and differences – often found in data questions
•Create comparison charts for as many topics as possible
•Present answers in tables for clarity
“Compare rod and cone cells.”
QuestionBank CD Rom
44. Objective 3
Compare
"Give an account of similarities and differences between two (or more) items,
referring to both (all) of them throughout."
Example:
Tips:
“Compare the trend in ventilation rate with the
trend in tidal volume at high treadmill speeds.”
Ventilation rate continues to increase, where tidal
volume approaches a plateau.
•Marks are available for similarities and differences – often found in data questions
•Create comparison charts for as many topics as possible
•Present answers in tables for clarity
“Compare rod and cone cells.”
QuestionBank CD Rom
45. Objective 3
Compare
"Give an account of similarities and differences between two (or more) items,
referring to both (all) of them throughout."
Example:
Tips:
“Compare the trend in ventilation rate with the
trend in tidal volume at high treadmill speeds.”
Ventilation rate continues to increase, where tidal
volume approaches a plateau.
•Marks are available for similarities and differences – often found in data questions
•Create comparison charts for as many topics as possible
•Present answers in tables for clarity
“Compare rod and cone cells.”
Rod cells Cone cells
Dim light conditions Bright light conditions;
One type, sensitive to all
wavelengths of light
Three types, sensitive to specific
wavelengths;
Multiple cones feed into one
sensory neuron
One cone feeds into one sensory
neuron;
QuestionBank CD Rom
46. Objective 3
Construct
"Represent or develop in graphical form."
Example:
Tips:
“Construct a pyramid of energy for this grassland:
The total solar energy received by a grassland is 5 × l05 kJ m–2 y–1. The
net production of the grassland is 5 × 102 kJ m–2 y–1 and its gross
production is 6 × l02 kJ m–2 y–1. The total energy passed on to primary
consumers is 60 kJ m–2 y–1. Only 10 % of this energy is passed on to the
secondary consumers.”
•Read the information passages very carefully and underline important points
•Use scrap paper before committing your answer to the exam paper
•Practice by making construct questions for your friends
47. Objective 3
Construct
"Represent or develop in graphical form."
Example:
Tips:
“Construct a pyramid of energy for this grassland:
The total solar energy received by a grassland is 5 × l05 kJ m–2 y–1. The
net production of the grassland is 5 × 102 kJ m–2 y–1 and its gross
production is 6 × l02 kJ m–2 y–1. The total energy passed on to primary
consumers is 60 kJ m–2 y–1. Only 10 % of this energy is passed on to the
secondary consumers.”
•Read the information passages very carefully and underline important points
•Use scrap paper before committing your answer to the exam paper
•Practice by making construct questions for your friends
Producers: 600 kJ m–2 y–1
Primary consumers: 60 kJ m–2 y–1
Secondary consumers: 6kJ m–2 y–1
48. Objective 3
Deduce
"Reach a conclusion from the information given."
Example:
Tips:
“Deduce the names of substances B and D.”
•Deduce means ‘work it out’!
•When revising, make deduce questions for your friends, asking them to explain how
they arrived at their answer
“Deduce the effects of sustained pollution
which kills decomposers on autotrophic
productivity.”
49. Objective 3
Deduce
"Reach a conclusion from the information given."
Example:
Tips:
“Deduce the names of substances B and D.”
B = lactic acid D = carbon dioxide
•Deduce means ‘work it out’!
•When revising, make deduce questions for your friends, asking them to explain how
they arrived at their answer
“Deduce the effects of sustained pollution
which kills decomposers on autotrophic
productivity.”
50. Objective 3
Deduce
"Reach a conclusion from the information given."
Example:
Tips:
“Deduce the names of substances B and D.”
B = lactic acid D = carbon dioxide
•Deduce means ‘work it out’!
•When revising, make deduce questions for your friends, asking them to explain how
they arrived at their answer
“Deduce the effects of sustained pollution
which kills decomposers on autotrophic
productivity.”
Autotrophs need nutrients;
Decomposers recylce nutrients into soil;
Fewer decomposer, reduced recycling of nutrients;
Therefore reduced productivity.
51. Objective 3
Determine
"Find the only possible answer."
Example:
Tips:
•‘Determine’ often means you need to go a step further than just ‘identify’
•Try to design your own ‘determine’ questions, based on graphical data or tables
“Determine which hemisphere is
Most awake when the right eye is open.”
QuestionBank CD Rom
52. Objective 3
Determine
"Find the only possible answer."
Example:
Tips:
•‘Determine’ often means you need to go a step further than just ‘identify’
•Try to design your own ‘determine’ questions, based on graphical data or tables
“Determine which hemisphere is
Most awake when the right eye is open.”
Left hemisphere
(shows biggest change from activity when both
eyes are closed)
QuestionBank CD Rom
53. Objective 3
Discuss
"Give an account including, where possible, a range of arguments for and against
the relative importance of various factors, or comparisons of alternate hypotheses."
Example:
Tips:
“Discuss the benefits and perceived risks of vaccination against
bacterial and viral pathogens.” (HL, 8 marks)
•Pay close attention to the number of marks available and present answer clearly
•Look out for qualifiers in the question, such as ‘named example’, etc.
•Include two or more perspectives in the answer
• Practice with all ‘discuss’ assessment statements in the subject guide
54. Objective 3
Discuss
"Give an account including, where possible, a range of arguments for and against
the relative importance of various factors, or comparisons of alternate hypotheses."
Example:
Tips:
“Discuss the benefits and perceived risks of vaccination against
bacterial and viral pathogens.” (HL, 8 marks)
Benefits:
- Prevent disease;
- Prevent epidemics;
- Healthier population;
- More cost-effective than treating disease;
- Economical benefit, less absenteeism;
- Eradicate diseases, e.g. smallpox;
- Quicker immune response to disease;
- Prevent disease-related disability
•Pay close attention to the number of marks available and present answer clearly
•Look out for qualifiers in the question, such as ‘named example’, etc.
•Include two or more perspectives in the answer
• Practice with all ‘discuss’ assessment statements in the subject guide
Perceived risks:
- Some minor side effects
- Some might be allergic
- Might show symptoms of illness
- Risks might be perceived, though lack
evidence base, such as MMR scare
55. Objective 3
Evaluate
"Assess the implications and limitations."
Example:
Tips:
“Evaluate the evidence for global
warming, using figures A and B (2).”
•Do not just describe the graphs or methods, use evaluative language
•Read the introductory passage very carefully – to what extent do the data address the aims of
the investigation?
•Pay attention to the number of marks available
Biology Specimen Paper, 2009
56. Objective 3
Evaluate
"Assess the implications and limitations."
Example:
Tips:
“Evaluate the evidence for global
warming, using figures A and B (2).”
Trend for egg laying moving earlier over
the study period;
Correlation with increasing mean may
temperatures;
Higher temperature leads to earlier egg
laying;
Data are highly variable, especially in
figure A/ correlation not strong.
•Do not just describe the graphs or methods, use evaluative language
•Read the introductory passage very carefully – to what extent do the data address the aims of
the investigation?
•Pay attention to the number of marks available
Biology Specimen Paper, 2009
57. Objective 3
Explain
"Give a detailed account of causes, reasons or mechanisms."
Example:
Tips:
“Explain two examples of evolution due to environmental change.”
•Pay attention to the number of marks available
•Read the question carefully – are there any other qualifiers (e.g. ‘named example’)
that must be addressed in order to get the marks?
58. Objective 3
Explain
"Give a detailed account of causes, reasons or mechanisms."
Example:
Tips:
“Explain two examples of evolution due to environmental change.”
Populations tend to produce more offspring than the environment can support;
Variation exists within populations;
.
•Pay attention to the number of marks available
•Read the question carefully – are there any other qualifiers (e.g. ‘named example’)
that must be addressed in order to get the marks?
e.g. Antibiotic resistance in antibiotics
-Environmental change is application of
antibiotics;
- some bacteria are killed;
- some survive;
- reproduce and pass on alleles that allowed
resistance to antibiotics;
- characteristics of population change over time
(evolution);
.
e.g. Peppered moths
-Environmental change is black pollution of
the air and trees;
- white moths more visible to predators;
- black variants better camouflaged;
- survive to reproduce and pass on alleles for
black colour;
- characteristics of population change over
time (evolution), becoming blacker;
.
59. Objective 3
Predict
"Give an expected result."
Example:
Tips:
“Predict, with a reason, the effect on
glucose uptake by facilitated diffusion of
increasing the external glucose
concentration to 30mmol dm-3.”
•Pay attention to number of marks and qualifiers, e.g. ‘with a reason’.
•Look for trends in the data and continue them onward
•When practicing, test yourself by looking at datasets and making predictions
QuestionBank CD Rom
60. Objective 3
Predict
"Give an expected result."
Example:
Tips:
“Predict, with a reason, the effect on
glucose uptake by facilitated diffusion of
increasing the external glucose
concentration to 30mmol dm-3.”
Glucose uptake will remain constant.
Most or all protein channels are in use.
•Pay attention to number of marks and qualifiers, e.g. ‘with a reason’.
•Look for trends in the data and continue them onward
•When practicing, test yourself by looking at datasets and making predictions
QuestionBank CD Rom
61. Objective 3
Show
"Give the steps in a calculation or derivation."
Example:
Tips:
“A male and female with normal colour vision each
have a father who is colour blind. They are
planning to have children. Predict, showing your
working, the possible phenotypes and genotypes
of male and female children.”
•Look out for this in ‘calculate’ or ‘determine’ questions
•Pay attention to number of marks available for amount of detail to be shown
•Present all working clearly and step-wise to ensure examiner understands it
QuestionBank CD Rom
62. Objective 3
Show
"Give the steps in a calculation or derivation."
Example:
Tips:
“A male and female with normal colour vision each
have a father who is colour blind. They are
planning to have children. Predict, showing your
working, the possible phenotypes and genotypes
of male and female children.”
Colour blindness is X-linked, recessive;
Key to alleles: XN = normal, Xn = colour blind;
Male must be XN Y, to be unaffected, Female
must be XN Xn;
Daughters will be 100% normal phenotype;
Sons will be 50% normal, 50% colour blind.
•Look out for this in ‘calculate’ or ‘determine’ questions
•Pay attention to number of marks available for amount of detail to be shown
•Present all working clearly and step-wise to ensure examiner understands it
female
male XN Xn
XN XN XN XNXn
Y XN Y XnY
QuestionBank CD Rom
63. Objective 3
Sketch
"Represent by means of a graph showing a line and labeled but unscaled
axes - with important features (for example intercept) clearly indicated."
Example:
Tips:
“Sketch a graph to predict the effect of manipulating pH on the activity of
an enzyme which has an optimal pH of 7.”
•Definitions are in the subject guide
•Break the definition into its component parts – this will help with explanations
•Make up a vocab list or use an online glossary to help with define questions
64. Objective 3
Sketch
"Represent by means of a graph showing a line and labeled but unscaled
axes - with important features (for example intercept) clearly indicated."
Example:
Tips:
“Sketch a graph to predict the effect of manipulating pH on the activity of
an enzyme which has an optimal pH of 7.”
•Definitions are in the subject guide
•Break the definition into its component parts – this will help with explanations
•Make up a vocab list or use an online glossary to help with define questions
65. Objective 3
Suggest
"Propose a hypothesis or other possible answer."
Example:
Tips:
“Suggest one reason in each case
for the change in quantity of fish
captured in the Atlantic and Indian
Oceans from 1980 to 1990.”
•Apply your reasoning to a possibly unknown situation
•Pay attention to the number of marks available
•Practice these questions with friends – can you explain your suggestions to each other?
QuestionBank CD Rom
66. Objective 3
Suggest
"Propose a hypothesis or other possible answer."
Example:
Tips:
“Suggest one reason in each case
for the change in quantity of fish
captured in the Atlantic and Indian
Oceans from 1980 to 1990.”
Atlantic:
Quotas decreased/ stocks depleted/ change in
market tastes/ yield decreased/ smaller fleets;
Indian Ocean:
Quotas increased/ better technology/ bigger
fleets/ yield increased/ market change in tastes
•Apply your reasoning to a possibly unknown situation
•Pay attention to the number of marks available
•Practice these questions with friends – can you explain your suggestions to each other?
QuestionBank CD Rom
67. More exam tips & resources
Make up books or portfolios for equations, diagrams, explanations and
data analysis practice.
“You may never know what results come of your action, but if you do
nothing there will be no result.” ~ Mahatma Gandhi
Pair up with people who will help you succeed – not necessarily your
dense mates. Test your understanding by explaining to others.
Open up loads of past paper examples. Get them from class or on the
IBO store: http://store.ibo.org/
Cough up from some revision guides or the QuestionBank CD Rom for
loads of practice: http://store.ibo.org/product_info.php?products_id=1224
Look up some of the free review internet sources:
Wake up each day, after a good night’s sleep. Don’t do all-nighters,
they’re bad for your brain. Definitely don’t sleep through the exam.
Click4Biology:
http://click4biology.info
Open Door Website:
http://www.saburchill.com/chapters/bio.html
MrT’s Site:
http://sciencevideos.wordpress.com
68. http://wp.me/P7lr1-mm
If you like these resources,
please donate to
charity through Biology4Good
For more IB Biology resources:
http://sciencevideos.wordpress.com
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Feel free to use this work, educationally and not
for profit, with citations linking to the site above.
Cartoon from: http://assessment.uconn.edu/why1.htm