Skills for Success in Science
A supplemental Course Workbook
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This work by the Health Professions Pathways (H2P) Consortium, a Department of Labor, TAACCCT funded
project is licensed under a Creative Commons Attribution 4.0 Unported License.
Welcome to the on-line Skills portion of your Biology 100 course!
In this course you will spend time each week in lecture where you will be actively learning content in math,
biochemistry and biology that will prepare you for Anatomy and Physiology. You will also spend time each
week in lab working on experiencing activities that will help you to relate to the material of lecture. Lastly
you will spend time completing on-line modules by week that you will discuss at the end of your lab in a
“Skills Recitation”.
This work book contains you weekly Skills work.
What is the “Skills for Success in Science” part of this course?
1. It is material that you will complete using the directions below by week. The learning modules may
contain links to video, audio or interactive files and websites. You can click on these links here in the PDF
document, and or type in the URL into your web browser.
a. you will do this on your own schedule, but it is best if you work on these modules throughout the
week and not right before your lab.
b. each module is sequential and found in this workbook by week.
2. This content is designed to increase skills in many areas that we know assist students in all science
classes and prepare you for a career in health care.
a. there are two kinds of activities that you will do in the skills lessons
1. general science knowledge using application and critical thinking
2. exposure to industry standards and skills for success in the health care workforce
b. content in this section of the course is related to:
1. skills you need for success in science
2. skills you need to be successful in a college program that is preparing you for a
career in health care.
3. Some of the things that you will do in this section of the course may not seem directly related to the
content you are learning in lecture
a. critical thinking is something that we have to practice and your life experience is very valuable
therefore, you will sometimes use “regular” situations to build those skills.
b. sometimes you may not see the connection of the material in the class until you get to your skills
portion of your weekly lab
4. You will use this workbook to guide you through the on-line portion of the course and prepare for your
skills recitation.
a. you will sometimes turn in on-line work to your instructor in the form of your skills lab reports
each week in lab.
b. you may have to print items from your on-line work to turn in your skills recitation.
5. Your instructor is monitoring your on-line progress and this part of the course is reflected in your grade.
Please see your syllabus for specific weighted grades.
“Why Study Science”
Objectives - The student will be able to:
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Identify basic science skills that are used by health professionals.
Recognize the discipline where those skills are learned
Identify which science classes would likely be in different program curricula
Describe at least three examples where a science skill is needed to better understand and apply a
concept for professional practice such as: Physics in DMS
Activity 1 – I’m going into health care – why do I need science classes?
For students that are interested in a career in health care, they can understand the need to take Anatomy
and Physiology, but what about the other math and sciences that your program of study requires?
Skills needed in Health Care – Part 1
At the end of this course you will take a test to earn a certificate at the Pathway to Employment Center
here at Cincinnati State called the National Career Readiness Certificate (NCRC).
In this portion of the course, you will be exposed to industry professionals in the health care area you are
interested in.
1. What type of skills do you think an Allied Health (Health Care) professional needs to have? (List at least
6 skills on your skills lab report)
Let’s Do some Research – Part 2
2. Go to the Allied Health Professions: and click on the word "Skills", within the text. It is underlined and
blue. This is a hyperlink that will take to you to more information about this topic by the authors of this
page.
Also look at this list about "Wider health care team careers.
3. Compare and contrast your list with both of these lists. (complete on your skills lab report)
a. Are there any similarities or differences?
b. Are you surprised by anything on this list?
4. Wider Health Care Team Careers are often administrative. Do you think all health care workers need
the skills on both of these lists? Why or Why not?
How do basic math and science skills fit in? – Part 3
What kind of math do health care workers use?
Complete the following questions in your Skills Lab Report (to turn in)
1. List at least three situations in which a nurse would have to do a math application in order to complete
his/her work?
2. Imagine that you are a health information management (HIM) health care worker. What type of math
skills might you use in your daily routine?
Many students believe that Math is something that you don't use again. However, using your examples
from the above question what might happen if a math mistake was made by either the Nurse or the HIM
worker?
Identify what you would need to know how to do Part 4
In Diagnostic Medical Sonography it is important that you understand the basic concepts of physics and
how they apply to ultrasound technology.
Go to the BioSono:
While there, look on the left hand menu. There are several terms there such as Frequency and
Velocity. These are physics terms. Choose three (3) of these terms and go to Google.com to research
them. In your Skills Lab Report, define the three (3) physics terms that you have chosen
Go to the Medical Animation Library at Penn Medicine (if you are taken to the main page click on "View all
animations" then choose ultrasound).
Choose the 17 week animation:
1. Move your mouse over the picture to identify the head, arm and leg.
2. Then slowly move the bottom bar to the right. You will see a cartoon picture of the fetus emerge.
Answer the following questions in your Skills Lab Report:
1. Were you able to correctly click on the head, arm and leg before you moved the bottom bar?
2. Link one of the terms that you identified to how this image was visualized.
What would you like to talk about in Skills Recitation this week?
“Basic Lab Skills”
Objectives - The student will be able to:
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Identify basic lab equipment and materials used in a typical college science lab
Define the parts of the scientific method.
Follow directions to complete virtual lab activities
Apply what is learned from written material to follow instructions and complete specific tasks (Core
competency Tier 2-1 application)
Learning Activity 1
Basic Lab Equipment – Part 1
Let's look at some of the basic items that we might find in a biology/chemistry lab. Remember that these
are just examples; you may have different models or styles in your lab. Study the following table. You will
be asked questions about the equipment in the second part of the exercise.
Name and function of item
Emergency shower: this is found in every lab
in case someone spills chemical on
themselves. Pull the handle or chain
Eye wash: found in every lab in case
chemicals get into the eyes. Place face over
basin and push the lever.
Sharps or biohazard box. This type of
disposable container is used for items that
are sharp which could cut or break the
surface of the skin. There are other similar
disposable containers for bio hazardous
materials
Photo
Name and function of item
Chemical hood. This is for chemicals or
experiments that produce noxious fumes or
vapors. The hood draws the vapors away so
the fumes don’t escape into the lab.
More safety equipment. Often you will be
asked to wear a lab coat or protective garb.
here are goggles to protect your eyes
Photo
Let’s view some measuring tools
Tool name
Rulers: in the lab we usually use metric
measures but most rulers also have inches
too.
Graduated cylinders: they come in various
sizes depending on what volumes you would
like to measure
Pipettes: you can use these to transfer
specific volumes of liquid from one
container to another like a bottle to a flask
or test tube. Note the volume on the
pipettes
Here is a pipette with a bulb. The bulb is
used to draw the liquid into the pipette
Picture of tool
Tool name
If you want to transfer very small amounts
you use a micropipette.
We can measure temperature using a
thermometer. These are electronic ones
You measure weights by using a balance or
scale. Here is a triple beam balance. The
item to be weighed is placed on the pan and
you adjust the weights on the beams until it
is balanced. You then record the weight
This is an electronic scale or balance. This
type is very accurate. You place your item on
the pan and the weight is seen on the
display.
There are many more items that you may
use in lab let’s look at some of these:
Picture of tool
Tool name
A conical shaped flask is called an
Erlenmeyer flask. It is a widely used in the
laboratory. They are used for titrations, for
heating liquids and for stirring liquids by
hand. The shape of its neck also allows it to
accommodate a stopper or cork.
Beakers: a glass container for stirring,
mixing and heating liquids. They usually have
a spout for pouring. They come in many
sizes.
Dropper bottles. Dropper bottles come in
various sizes. And can be made from glass or
plastic. A dropper bottle is used to drip a
solution onto a surface, like a microscope
slide or into another container as part of an
experiment. These have a rubber bulb and
glass dropper but others are plastic.
Disposable pipette or dropper. These
droppers are used like the ones in a dropper
bottle except these are disposable.
Picture of tool
Tool name
A wash bottle is a squeeze bottle that has a
nozzle. It is used to rinse various pieces of
laboratory glassware, such as slides or test
tubes. Wash bottles may be filled with a
variety of laboratory solutions depending
upon your experiment.
Test tubes. Test tubes are widely used in the
laboratory to hold, mix, or heat small
quantities of material. In biology this might
be a solution, a specimen or a culture. Test
tubes come in various sizes. These tubes are
in a test tube rack.
Test tube clamp or holder. The clamp allows
you to move the test tube without touching
it with your hands. This is useful if the tube
has to be removed from a hot water bath.
Petri dishes. These are used to grow various
types of biological cultures when filled with
special agar. They have many other uses in
the lab like germinating plant seeds or
observing small organisms like small insects.
Micro titer tubes. These are used for very
small samples and have a similar function as
test tubes. Sometimes folks call them
cuvettes
Picture of tool
Tool name
Filter paper. These papers are used to
separate substances of various sizes that are
in a solution. They are often placed in a
funnel and the solution is poured from one
beaker to another while the filter paper
traps the substance.
Funnels. They are used to move liquid from
one container to another with minimal
spillage. Filters can be inserted to filter the
liquid. They can be plastic or glass.
Ring stand. This item is used as a stand for
rings and clamps. Beakers can be placed on
the ring and a burner can be placed under
the beaker to allow for heating.
Dissecting tools. These are used in biology
lab for dissection of specimens. Here we see
a scalpel (knife) , scissors, dissection
needles, and tweezers.
Dissection kit. Sometimes dissection tools
come as a kit. Some kits may have additional
items like a dropper, a ruler and dissection
pins.
Picture of tool
Tool name
Microscope. Used to view cells and other
types of specimens. Magnification can range
from 10 to 1000 your normal eyesight.
Microscope slides. These are glass rectangles
that hold your specimen. They are found in a
slide box. You may use prepared slides or
you may have to make your own.
Dissecting microscope. This is also called
a stereo microscope and is used to study the
surfaces of and organs of specimens that
you would have in a dissection,
Centrifuge. A centrifuge is a machine that
spins test tubes at a high speed. It is used to
separate blood cells from the plasma but it
can be used to separate various
combinations of substances.
Heat block. This is used to hold and warm
test tubes to a specific temperature. The
specific temperature is dictated by the
experiment.
Picture of tool
Tool name
pH meter. Measures the pH (acidity or
alkalinity) of a solution. This is a hand held
meter. Other meters can be on their own
stand.
Picture of tool
Spatula. These are used to move small
amounts of dry materials to add to mixtures
or solutions
Can you identify lab equipment? – Part 2
Use these questions to see if you really know your basic lab equipment:
This exercise is to be completed in your Skills Lab Report. The completed pages are to be submitted in your
skills recitation this week.
Identify and describe the function for the following equipment items.
Photo
1.
2.
Name and function
Photo
3.
4.
5.
Complete the following:
Which piece of equipment would you choose to for:
6. Heating liquids or stirring liquids by hand?
__________________________________________________
Name and function
7. Preparing cell or tissue samples to be viewed with a microscope?
_____________________________________________________
8. Getting a closer look at a lining or covering of a dissected organ?
______________________________________________________
9. Measuring and adding a specific amount of one solution to another solution?
__________________________________________________________
10. Maintaining test tubes at a constant temperature?
_________________________________________________________
Answer the following short answer items:
11. What lab item would you use if you splashed chemicals on your face?
_____________________________________________________________
12. Which lab item is used to measure various volumes of liquid?
_______________________________________________________
13, 14, 15. List 3 tools that you would find in a dissection kit.
__________________________________________________
__________________________________________________
__________________________________________________
Remember to record your answers on your skills lab report due this week!
Module Learning Activity 2
Definition of Scientific Method – Part 3
What is the scientific method? Why do we care?
There are many ways to define science and scientific method, but basically science tries to observe,
discover, and understand how things work. Scientists gain understanding of nature by using the scientific
method. As a student you will be performing simple experiments so you can understand how things
work! That means you have to understand scientific method so that you can understand your experiments
and maximize your learning.
Therefore scientific method is a system that uses making observations, creating a hypothesis,
experimenting to check the hypothesis, and then developing a theory. This theory can then be tested by
other scientists by using the scientific method and performing additional experiments.
This can be used as a method for problem solving. You identify a problem; make a hypothesis; experiment
and gather data/make observations; analyze the data; make a conclusion/propose a solution.
View the Scientific Methods Steps video so that you can get another perspective about scientific method.
Now that you have viewed the video, think about how you use parts of this method in your everyday life?
In your skills lab report, list 3 different times that you have used aspects of scientific method to solve a
problem. Now let’s solve a problem that happens every day.
An Everyday Problem – Part 4
You are taking care of an infant and the infant starts to cry. Oh my!
Looks like we have a problem! What should we do?
Let's try and solve this in a scientific way.
1. Problem: Crying baby
2. Gather some relevant information: From our previous encounters with babies we know that babies cry
for several common reasons:
a. they have a dirty diaper
b. they are hungry or thirsty
c. they are sleepy
3. Let's make a hypothesis: baby has a dirty diaper
4. Gather data: check the diaper; baby has a clean diaper so our hypothesis is not true.
5. Try again with another hypothesis: baby is hungry
6. Gather data: offer baby a bottle; baby takes the bottle and happily drinks the milk.
7. Our conclusion: baby was hungry
If baby did not take the bottle we would have generated another hypothesis and tested it.
Now let's review the parts of our scientific method
Let’s Review – Part 5
This is a skills lab report activity - Remember to use your workbook sheet and return it to your faculty
member by the due date. Use the following terms to label the numbered statements or activities as to
which each represents:
-Hypothesis
-Researching
- Experimenting/collecting data
- Drawing a Conclusion
1. finding relevant information about your problem
2. what makes milk curdle?
3. observing what occurs when adding lemon juice to milk
4. "exposing water to ultraviolet light should kill bacteria in water."
5. measuring enzyme levels in a solution
6. "Check the baby's diaper because a baby often cries when they have a dirty diaper"
7. reading other scientist's experimental results in a scientific journal
8. different agar will grow different bacteria
9. examining agar plates for bacteria
10. "penicillin kills all types of bacteria"
Now you are ready to do a simulated lab.
Do An Experiment
In this exercise you will be a food scientist making certain that salsa is safe for packaging and distribution
to stores. Go to Virtual Labs and be a food scientist.
Remember to take notes so that you can answer questions about the experiment and report findings
Experimental Report – Part 6
Photo Credit: http://www.canned-fresh.com/recipe/get-ready-for-cinco-de-mayo-salsafresca/#!lightbox/0/
Before you start eating your chips and salsa, answer the following questions using your notes from the
salsa experiment. Remember to record them on your skills lab report and submit them to your faculty
member by the due date.
1. What is the problem that you were trying to solve in this experiment?
_____________________________________________________
2. What is the satisfactory solution or result that is needed to have safe salsa?
______________________________________________________
3. What is the difference between samples A1, A2 and A3?
________________________________________________
4. What is a control? Why is it needed?
_______________________________
5. Why do we test more than 1 sample from each experimental batch?
___________________________________________
6. What is measured in Sensory analysis?
_______________________________________
7. What bacteria were you trying to prevent from growing in your salsa?
_________________________________________________
“The Importance of Problem Solving”
Objectives - The student will be able to:
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Demonstrate entrance to and use of the course website
Discover and operate links to activities beyond the course site using the world wide web(www)/internet
Complete a quiz demonstrating their knowledge of the course site.
Identify problems
Recognize the need to solve problems
Determine the correct tools to solve problems using reputable resources. (including those within the
www/internet)
What is your definition of problem solving – Part 1
What is problem solving? In your skills lab report please write your definition of problem solving.
Refining your definition of problem solving – Part 2
How do you know? – Part 3
How do you know there is a problem?
Go to the Problem Site:
Complete the activity.
On your skills lab report:
1. Did you get it right?
If so how many tries?
2. What kind of information did you need to know to identify the problem with this picture?
3. What resources did you use to figure this out?
Where the resources reputable?
How do you know if they are?
We will revisit these questions in Skills lab this week.
Problem solving in Health Care – Part 4
In this interactive activity, Virtual Knee Surgery
you will perform a virtual knee surgery (replacement). Within this activity there are several problems that
you will have to identify and overcome. You will also have to answer questions based on the information
that you surgeon teacher gives you.
Using your workbook as you go through, PAUSE in your completion of this activity after every question to
answer questions on the skills lab report you will turn in this week in Skills lab.
EXTRA Practice
Practice is what helps us to refine our problem solving skills.
In this activity you can continue your treasure hunt for several weeks, we will check in skills labs every so
often to see if anyone who decides to accept this challenge wants to share their progress.
The Problem Site: Treasure Hunt
“Discovery Science”
Objectives - The student will be able to:
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Use pictures to gather information
Use information gathered to make conclusions regarding the relevance of the data
Assess different types of information to assess the actual characteristics of an item or feature.
Locate and evaluate information.
Gathering information – Part 1
In science labs there are different ways for you to gather information. You might use models; you might
use photographs; you might use drawings; you might do an experiment; you might do a dissection; you
might use a computer simulation. Each of these is a different experience. With each you might learn some
of the same things but because each is different you will learn something that you did not learn from the
other experience. We are going to examine the internal structure of a fetal pig and a rat. Then we will
examine the structure of an eye and a kidney. With each activity you will be ask to make some
observations. Begin by moving to the next section.
Information about a rat – Part 2
Examine the photos and the web page of a dissected rat. We have photos of models, and preserved
specimens. Please examine each closely. Answer the questions in your skills lab report.
You do not have the "key" to the model but in general what can you
see?__________________________________
Next look at the preserved specimen in the photo below.
This specimen is preserved and labeled. Now what can you
"see"?________________________________________________
What structures can you see better in the preserved specimen than in the model?
_____________________________________
What advantage does the model have over the specimen?
_______________________________________________________
Here is another preserved specimen
You don't have the "key" to this specimen but what can you see using this specimen (B)?
_____________________________________________
What structures can you see better in specimen B than in specimen
A?____________________________________________________________
What advantages does specimen B have over specimen A or the
model?__________________________________________________________
What disadvantages does specimen B have over specimen A or the
model?________________________________________________________
Finally view the webpage of a dissection of a preserved rat.
Link to web page of dissection of preserved specimen.
What advantages does the web page have over?
the model ______________________________
specimen A ____________________________
specimen B ____________________________
What are the disadvantages?_________________________________________________
Answer the following questions using your observations from the photos.
Which is the largest organ in the rat's thoraco-abdominal cavity? _________________
Why did you identify that organ as largest?
Order the spleen stomach and heart according to size:
Largest__________________________
Midsized_________________________
Smallest _________________________
Now we will look at some organs.
Kidney – Part 3
We will gather some information about the kidneys. Did you see kidneys while we were looking at the rat?
You had to look carefully.
Here area photos of a1/3 size human model. Can you see the kidneys?
1.
1. Human abdominal cavity -model
No kidneys here
2.
2. Kidneys in model
there they are - they look like kidney beans!
From these two photos can you estimate the size of a human kidney? _____________ Why/ Why not?
___________________
Examine this photo of a kidney model:
What is this kidney model trying to illustrate for us? _______________________
Now view a photo of a preserved kidney:
Do the model and the specimen represent the same thing?__________ Why/Why
not?__________________________________________
Here is another photo:
Which model photo does this specimen best represent? _________________________
Are there any hints as to the size of a human kidney in any of these
photos?_________________________________
What is needed in any of these photos for you to better estimate the kidney's size?
_______________________________
Use this link to view a kidney as a 3D image and use the slider to rotate the image.
What additional information does this provide you regarding the kidney?
____________________________________
Go to the next page to view the last specimen
Eye – Part 5
Review these photos of an eye dissection:
External view
Cornea and iris removed
Vitreous humor and lens removed
Now examine these photos of a model:
Eye model
Eye model interior
Now list advantages and disadvantages that each has if you were studying the eye.
Eye dissection
 advantages________________________________
 disadvantages _____________________________
Eye model
 advantages ________________________________
 disadvantages ______________________________
Remember all of these answers need to be recorded in your skills lab report.
“How does lab contribute to your learning objectives?”
Objectives - The student will be able to:
TSWBAT:
 Make basic observations when given simple experimental procedures to follow
 Identify the parts of the scientific method
 Begin to discriminate between factors that make a good experimental procedure
Interpretation – Part 1
In this section you will focus on the lyrics of the song The Safety Dance
Watch this video of the lyrics of this song and while you are listening, imagine how you would direct a
music video for this song.
Describe your video in your skills lab report
What did the artists do? – Part 2
Watch the actual video for that song The Safety Dance
Did the music video look the way you though it would?
Someone else interpreted the video into lyrics.
Watch the interpreted video of The Safety Dance.
Thinking outside that box – Part 3
What is an optical illusion?
For this part of the module first:
1. Watch Step into an Optical Illusion
a. How is the person in the box able to stand in those odd ways? (2-4 sentences)
3. Watch this video with the sound.
a. Were you right?
Perception versus literal interpretation – Part 4 A
Imagine that you read all about the lab you are doing this week (BEFORE YOUR LAB), but after you get to
the lab and perform the protocol/activities you find that what you expected didn't happen at all?
Much like the music lyrics and video it is very important that you "correct" your misconceptions or
perceptions (in this case) before you move on.
Here is an example in action -For these experiments you will need:
1. Pepper (black pepper you use on your food)
2. Two paperclips (any will do)
3. A small square piece of paper towel (that will fit and is smaller in width than into your glass/cup or
bowl)
3. Three glasses/cups/bowls (referred to as the testing area) of tap water 3/4 full
4. Several drops of dish soap
In your skills lab report, answer these questions:
1. If you were to add the pepper to the water in the glass would it float or sink?
2. If you were to add the paperclip to the water in the glass would it float or sink?
Conducting the Experiment – Part 4 B
PROTOCOL:
Experiment 1
1. Very carefully sprinkle pepper into the testing area. Hold the shaker just at the mouth of the cup/glass
Experiment 2
Part A
1. Gently put the paper clip into your testing area.
What happened?
Part B
1. VERY gently "lay" a clean flat piece of paper towel into the third testing area
2. Wait at least 5 seconds - if the paper towel sinks, start over... it should be hovering just below the
water's surface
3. Slowly and gently place the second paperclip flat on the paper towel
4. Wait a few seconds
5. Using two fingers gently push the paper towel below and away from the paperclip, eventually removing
(SLOWLY) out of the testing area.
Did the paperclip float?
6. Add just a few drops of dish soap to the testing area
What happened when you added the dish soap?
In your skills lab report answer/do the following:
1. Where your predictions correct?
2. Think about how you would describe this to someone else.
3. What parts of the scientific method did you use in this module?
How to interpret lab activity for their full value – Part 5
In Skills Lab this week you will be talking about this module. BE PREPARED to discuss:
1. If you were right about your predictions.
2. If you were not correct in your predictions, then would you be surprised by the results when you
completed the experiment in lab?
3. If your prediction was incorrect and your data supports another outcome, what can/should you do to
help link the results to concepts in lecture?
“Translating Information into Usable Forms”
Objectives - The student will be able to:
Observe situations, scenarios and read passages and excerpts from selected works
• Record information about those situations and scenarios
• Infer conclusions based on the information gathered
• Provide an interpretation of the events
• Describe how they arrived at their interpretation
• Recognize that science uses a specific language that must be interpreted into cultural context
• Translate an everyday occurrence into the language of science
Learning Activity 1 – Translating Observations
Capuchin Experiment – Part 1
Duration: (0:58)
User: vladimerk1 - Added: 4/13/12
Watch this video without SOUND! It is best to watch this as full screen
If the video above doesn't start click below or right click and choose to open in a new tab:
Capuchin Money fairness experiment
If you are still having trouble, then go to Google and type “Capuchin monkey fairness experiment”
Answer the following questions in your workbook:
1. Briefly (4-6 sentences) describe what is happening in this video.
2. Observing is a very important part of science.
a. Watch this video again taking very close step by step notes about what is happening.
b. DO NOT PAUSE OR SLOW THE VIDEO DOWN.
3. Why did the monkey throw the cucumber at the researcher?
Capuchin Experiment – Part 2
Duration: (0:58)
User: vladimerk1 - Added: 4/13/12
TURN on your sound!
Watch the video again at least once but with sound.
If the video above doesn't start click below or right click and choose to open in a new tab:
Capuchin Money fairness experiment
If you are still having trouble, then go to Google and type “Capuchin monkey fairness experiment”
Answer the following in your workbook:
1. After listening to the narration of the video how much of what you thought was happening was really
happening?
2. How right would you say you were regarding what you observed and what it meant?
3. By simply observing were you able to infer what your observations meant?
Monkey cooperation and fairness - Part 3
Monkey cooperation and fairness
Duration: (4:13)
User: tehinfidel - Added: 1/10/09
If your video above doesn't open click on the link below or right click and choose to open in a new tab:
Monkey cooperation and fairness
For more information:
David Attenborough and a bit more explanation about primates and fairness.
More information about fairness – Part 4
Go to Science Friday, Searching for the Roots of Right and Wrong to hear more; then click on the listen
button that you will see in the window that pops up.
Observations come in many forms – Part 5
You aren't observing here you are listening for auditory data. Listen to the attached audio file and answer
the questions in skills lab report.
Click on this audio link and listen carefully. Don't be afraid to take some notes. You will need them to
answer the questions.
1. What was your initial impression of the sounds? ____________________________________
2. Upon first listen, where did you think the sounds were recorded?__________________________
3. After a second listen, what subtle sounds, if any, changed your impression of the location of the sounds?
____________
4. What is your final impression of what made these sounds?__________________________________
What do you hear?
Listen to the following audio file
“What do you do with the data you get from lab?”
Objectives - The student will be able to:







Define different types of data
Convert a given data set into charts and graphs
Use a data set to answer several different types of questions.
Design an experiment
Identify main ideas, implied meaning and details, missing information, and trends. (Core Curriculum Tier
2.1)
Note detail, facts, and inconsistencies. (Core Curriculum Tier 2.1)
Write in a manner appropriate for industry. (Core Curriculum Tier 2.2)
Types of data –Part 1
What is data?
Data can be almost any type of information. It can be numbers, words, measurements, observations or a
description. There are different types of data. You can describe data as quantitative or qualitative.
Sometimes they are classified as objective (quantitative) or subjective (qualitative).



Quantitative data is numerical in nature. An example is - I have 2 dogs for pets.
Qualitative data is descriptive. An example is - One of my dogs is a good dog the other is a bad dog.
Quantitative data can be discrete or continuous.


discrete data can be counted. An example - I have 2 dogs ( I can't have 2.5 dogs)
continuous data is measured. My dogs have an average weight of 8.52kg. ( measure my dogs'
weight)
To summarize;
Quantitative: Is numerical; has a number value. Discrete takes a specific number value. Continuous is
measured and takes a number value within the measurement range.
Qualitative: descriptive (my car is burgundy colored) but can be subjective (my dog is a good dog)
Building a chart or table data – Part 2
Here is a data set from a major league baseball team in the middle of the season. Note how the data is
organized. Do you think that you understand this table? Review the table and then answer the questions
that follow by using the data in this table. Remember to answer these in your workbook page and turn
them in on time.
1. Which statistic is continuous data? ________
2. Who has played in the fewest games (G)?__________
3. Which statistics are qualitative? ___________
4. Who has the most home runs (HR)?___________
5. Who has the highest batting average (AVG)?__________
Now you will make your own table and chart.
Building your own – Part 3
You are now going to build a table using data about the Presidents of the United States. It would look
similar to the baseball statistics chart (No it won't have RBIs nor batting average). Your table should
compare: number of years served, salary, number of children, and political party for the following
presidents:
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
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
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G. Washington
T. Jefferson
W.H. Harrison
Lincoln
R. Hayes
W. Taft
F.D.Roosevelt
W. Clinton
Use Presidents of the United States as an information source:
Complete your table in your skills lab report.
Draw a graph – Part 4
Finally you need to draw a graph comparing the presidents and their salaries. Use your workbook. It might
look like this
“Writing your results and describing your lab experience”
Objectives - The student will be able to:





Draw conclusions
List the elements of a lab report
Research references including determining the origin of an idea
Draw conclusions from relevant and/or missing information. (Core Curriculum Tier 2.6)
Locate information efficiently and effectively. (Core Curriculum Tier 2.8)
Activity 1 inferences and Conclusions
Inferences – Part 1
This activity is about making and inference or a conclusion after your have analyzed your data from your
experiment.
Here are definitions from the Merriam - Webster dictionary for these terms.
Inference -the act of passing from statistical sample data to generalizations (as of the value of population
parameters) usually with calculated degrees of certainty
Conclusion - a reasoned judgment

Therefore your inference is the idea that is suggested by the facts or details documented in your
experiment. In the salsa experiment you infer which volume of acid should be added to future batches of
salsa to keep them safe for eating.

Your conclusion is a decision about what may happen or about the result an event may have. In the salsa
experiment you could conclude that if your batch was 10 times larger, then you would add 10 times more
acid to the larger batch.
Sometimes conclusions or inferences seem reasoned and certain. But sometimes they can be incorrect
once you have additional data that you were lacking at first.
Watch this Oikos TV Commercial and try to identify what the ex-girlfriend has inferred. I am not trying to
sell you yogurt (John Stamos in the commercial is).
What 2 inferences does the ex-girlfriend make?
1. _________________________________
2. _________________________________
What added information does she become aware of regarding her initial inferences ?
1. Inference 1 _____________________________
2. Inference 2 _____________________________
The yogurt commercial is funny but here are examples in history that explain myths and legends.
Read these links and answer the questions that follow:
From the National Geographic From the Geo Times
The Geo Times article states "Myths may not have been “tall tales, but rather the interpretation of people
at the time"
1. Why does the researcher make such a statement?
________________________________________________
2. What information do we now have that the ancient Greeks did not have?
__________________________________
3. What inferences/ conclusions did the ancient Greeks make that we now know are incorrect?
____________________
List 3 other myths or misconceptions that people once thought were true.
1. _____________________________
2. _____________________________
3. _____________________________
Practice making conclusions and inferences – Part 2
Let's practice making inferences or conclusion. Read the following short statements then make your best
inference or conclusion. Yes these are very short statements and you might be "jumping to a conclusion"
but this is just some fun practice. Remember these items are to be answered in your workbook.
What can be inferred if:
1. If someone is wearing a gold band on their ring finger of their left
hand?___________________________________
2. You go home and none of your electrical appliances are working?
________________________________________
3. Your friend says that they need two
aspirins?_________________________________________________________
4. If a fire truck races down the street with its lights and siren on?
___________________________________________
5. You hear that the President of the United States is going to make an unscheduled address to the
country?________________________________________________________________________
6. Practices some more, but this time explain why the following might be erroneous conclusions.
7. The man across the street is wearing a suit carrying a umbrella; he must be from
England.________________________________
8. A person walking down a hospital corridor has a stethoscope around their neck; that person is a
physician._________________________
9. A person who lives up the road has a bald head; they must be receiving chemotherapy for
cancer.________________________________
10. That boy resting on the park bench has a cast on his arm; he must have broken it playing
football.________________________________
11. Your friend says that he gets lots of speeding tickets; he must own a sports
car._______________________________________________
More detailed example – Part 3
Now it is time to look at what health professionals would call a case study.
A 45-year-old male complains to his wife that he has moderate to severe chest pain, with radiation to the
neck-shoulder region. She calls the paramedics and they whisk him away to the local Emergency
Department. The patient denies any history of heart disease, but states that his father passed away from a
heart attack at the age of 69. What condition does everyone in the Emergency Department think the
patient has?________________________
The physician immediately does a physical exam and has blood drawn for blood tests and an ECG
performed. The patient states that pain gets much worse every time he is asked to take a deep breath. He
also refuses to lie down for the abdominal exam, saying that the pain gets too bad when he tries to lie
down.
What is going to happen to the patient?
The Conclusion – Part 4
Yes indeed this patient appeared to be having a heart attack (myocardial infarction). Was that your
answer?
However when additional data was collected, the physical exam and lab results, most of the patient's test
results were normal. With the additional data the physician made a diagnosis of pericarditis and sent the
patient home with over the counter pain relievers.
So the final words for this lesson are:
1. Try to have all of the pertinent data before making a conclusion.
2. When making your conclusion review all of the data. You don't want to diagnose heart attack
instead if pericarditis.
3. When additional data becomes available, don't be afraid to review your conclusion and possibly
amend it.
Activity 2 – elements of a lab report
Elements of a lab or scientific report – Part 1
There are a few basic elements that can be found in most reports. However, your reports may vary from
the following list depending on the college, the specific class, and the instructor. If the report is published
in a scientific journal, the journal will have a required format.
But most scientific reports usually contain the following:
1. Title - Should be "short and sweet". Probably less than a dozen words
2. Abstract - A summary of the report. It should summarize the purpose or the experiment, the data
presented, and the author's major conclusions.
3. Introduction - Reviews the research literature and your hypothesis.
4. Materials and methods -This section is written so that someone else can repeat the experiment
5. Results - a summary of the data from the experiment
6. Discussion and conclusion - This section includes interpretation of the data, any conclusions that
the authors think can be made and a statement about accepting or rejecting the experimental
hypothesis.
7. Literature cited or references - This section lists all articles or books cited in your report. (Most
citations occur in the abstract section).
Review a scientific report – Part 2
Our first activity is to review some lab reports. Here are two examples that can be found on the
internet. Please compare these to our model of a scientific report.
Sample lab report on Protozoan Cultures
Sample lab report on blowflies Do they have the sections that we listed? What if any section are they missing?
Lab on Protozoan Cultures _____________________
Lab on Blowflies _____________________________
Using references to learn more – Part 3
What are the purposes of the works cited or references? The works cited portion allows you or another
reader to review the sources that you used in preparing your report. It also allows the reader to obtain
additional information about your research topic.
Now you try to use the works cited. Can you follow a reference trail to find additional information? Here
are 2 examples
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
An article on game theory and tumors 1307.6914.pdf click on the link to go to the article.
An article about Neanderthal genes and how they may be added to the European gene
pool.1307.8263.pdf click on the link to go to this article
Yes these are scientific papers( you are not expected to understand them) but we a only going to examine
the reference sections.
Start with the tumor article. Open it and find the reference section. Answer these question is the
workbook:

If you wished to learn more about evolutionary game theory being used as a framework for
studying biological invasions, which journal article should you find and read? Who are the authors?
o Journal article_______________________________________
o Authors ___________________________________________

Which authors seem to be the first to propose game-theory models of interactions between tumor
cells? In what journal were they published?



Authors ________________________________
Journal _________________________________
Which article describes cancer treatment as a game and discusses it use in chemotherapy?

Article and authors ___________________________________________________
Now open the link to the Neanderthal article. Open it and find the reference section. Answer these
question is the workbook:

In which article would you find a draft sequence of the Neanderthal genome?
o
o

Article ________________________________________________
Authors _________________________________________________
Researchers Ralph and Coop wrote a paper on which topic?
o
o
Topic ____________________________________
Title of paper _______________________________
A question about this paper:

Do the authors think that their method that they described in the paper will be useful to other
researchers?

Will it be useful __________
Justify your answer ____________________________________________________________
“Learning Preferences – Using your tools for school!”
Objectives - The student will be able to:



Identify the 4 VARK learning styles. Visual learners, Auditory learners, Reading- or writingpreference learners, and Kinesthetic learner
Self-assess regarding their own learning preference
Identify which strategies they currently use and decide if these strategies are useful
Activity 1 – Determining your Learning Preference
In this module you will do a series of interactive items, quizzes and activities that will help to determine
your personal learning preference.
VARK Questionnaire – Part 1
It is important to understand how you learn. A little later we will work on how your brain works. First let's
determine your learning preference.
1. Go to The VARK Questionnaire Do I Learn Best? and complete the questionnaire. (this will take 10-15
minutes) be sure to follow directions and mark ALL that apply)
2. Write down the scores in your weekly lab report.
Translating your VARK scores – Part 2
Attached
Files:
Coffee Break Training - FEMA.pdf (361.749 KB)
Attached to this part of your learning module is a PDF document. It is a "FEMA Coffee Break" one page
learning activity on learning styles/preferences.
2. Download this item. Many of you will just be able to click on it, but some of you may have to right click
on the document and "Save as" the document to your desktop or specific file folder. Then open from
there.
3. Read this item
Complete the specific items in your Skills Lab Report.
Multimodal Learning - Part 3
All individuals benefit from multimodal exposure to material when learning and most individuals are also
multimodal learners where their VARK scores are close in number for more then one type of learning.
1. Go back to the VARK website: and read about Multimodal Learning.
2. Using your VARK numbers choose your top two numbers and study the helpsheets:
3. Complete questions on your skills lab report
“Note Taking – What does it do for you?”
Objectives - The student will be able to:
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Explain the importance of note taking for assisting in learning
Describe the basic formats of at least 3 note taking styles.
Explain why notes are individual tools.
Assess the type and quality of notes that they currently take
Activity 1 – Time to do some research!
In last weeks module you determined your learning preference, dimensions of learning and a bit about the
brain.
In weeks module you will begin to build your learning portfolio. You portfolio isn't something tangible, it is
something that you will take with you to every class you take and every job you work from now on.
You will take the skills that you learn and refine in this class forward to your next tasks, and with practice
you will be able to achieve those things you have the aptitude and desire to do...
Last week you were asked what your notes should look like given what you had learned about yourself.
The main methods – Part 1
There are four main types of note-taking.
1. Cornell Note Taking
2. Mapping (Mind Mapping)
3. Outlining
4. Charting
For this section, go out into the internet and search for definitions of each of these types of note taking.
Use Reputable sources! (.edu, .org, journal articles or reputable news outlets)
Please see you Skills Lab Report
Revisiting your VARK – Part 2
Given your research and notes from your Skills Lab Report, answer specific questions in for Part 2
Trying it out – Part 3
Let's put your knowledge to the test.
1. Choose one content item from this week’s lecture
2. Create 4 different notes pages using the four different methods you researched with the same content
from the class.
3. Attach all four of these pages to your Skills Lab Report this week.
“Refining Your Tools – What are objectives and how do they direct the class?”
Objectives - The student will be able to:
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Describe the importance of objectives for a course.
Identify that objectives are different than course activities
Use objectives to prioritize the importance of course content.
Ask for appropriate clarification of objectives when needed
Activity 1 – What are objectives?
In this learning module you will work to help define what objectives are and later we will do some
activities that will help you use them properly.
Defining a Task – Part 1
In this part of the activity, you will choose one of the four topics:
1. Recipe
2. Cleaning Technique
3. Setting Up a Budget
4. Mechanical Skill
Be sure to pick something that interests you. Indicate which one you choose in your skills lab report.
Now that you have chosen your task, you will be completing one in the category that you chose.
1. First think about what you are going to do.
2. Have paper and pen ready, because while you do this task, take notes about what you are doing, how
and why.
a. you will want to take notes on technique, procedure, materials, and background information.
Skills required – Part 2
Thinking about your task and the notes you took, list the specific skills that a person must have to
complete this task in your Skills Lab Report.. Be sure to think about even the little things that you think
anyone can do.
Why should anyone bother to do this task? In your Skills Lab Report, justify the need for someone to have
the skills and to use them to do this task.
Writing the objectives – Part 3
You have now completed all the parts that are needed to write good objectives.
1. You know what the task is (content to learn)
2. You know how to do it properly (how the specific content functions - application)
3. You know skill set anyone must have to complete the task (What you need to know to properly
understand and execute the material)
4. You know why someone should do this particular task (Justification of why this information is important
for future success)
So for this part of the learning module you will actually begin to learn about writing objectives.
Go to the following Performance Objectives and Learning Objectives in Instructional Design
This is a website that specializes in helping businesses develop objectives, very similar to what you have
been doing in this module.
While at the website, read over the main material paying particular attention to the examples at the
bottom of the page.
“Studying for Assessments – Using Your Objectives”
Objectives - The student will be able to:
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Identify specific types of questions that relate to specific types and levels of objectives
Compose a comparison chart using specific objectives and types of questions.
Identify appropriate clarification questions to ask about testing when meeting with a professor
Apply what is learned from written material to follow instructions and complete specific tasks
Apply what is learned from written material to future situations. CC Tier 2.1 application
Activity 1 – Learning objectives and relating them to test items
What is a learning objective and why should students care about them? – Part 1
Learning objectives are statements that express what a student will be able to do after participating in a
learning activity. Learning objectives can be written for any type of learning activity - a seminar a class
session, a course or even a whole professional course of study. They are shared with the learners so that
everyone, both teacher and learners, know the focus for the student's learning. Learning objectives help
the instructor and the student.
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They are an aid to the instructor because they can be used as a guide for planning the lesson,
choosing learning activities, and assessing the students' learning (testing).
They are an aid to the student because they can help focus the student's attention on what they
should be learning. Objectives can also aid in students' study planning and in test preparation.
Why can these objectives be helpful? The answer is in the way that they are written. The way in
which they are written identify an observable and measurable action or behavior. When the
behavior is identified then you know the level of learning that is expected.
Let's look more closely at objectives:
It is generally accepted that there are 3 type or classes of objectives: cognitive, affective and
psychomotor.
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The cognitive objective focuses on intellectual outcomes like knowledge and thinking. This type is
most often used in college classes.
The affective objective focuses on emotional outcomes like feelings or attitudes. This type is least
seen in college classes. However in health related professions these objectives are quite important.
Demonstrating a lack of empathy and feeling for patients' concerns in a clinical practice activity will
result in an unsatisfactory evaluation and grade for the clinical course. Yes, students can fail for
having a bad "bed side manner" .
The psychomotor objective focuses on motor skill outcomes like performing a procedure or specific
professional skill. If you can't give an injection properly you can't become a nurse.
Since objectives should help a student in their learning and in testing, you need to look at each type of
objective more closely and learn how to make the course objectives help you.
Cognitive objectives – Part 2
Cognitive objectives relate to knowledge and using knowledge. This makes them easily tested in the
classroom. There is a hierarchy of categories that listed in this way:
knowledge - remembering the facts
comprehension - understand the meaning
application - using what you have learned
analysis - breaking complex ideas into their parts
synthesis - taking different parts and making something new
evaluation - making value judgments.
For our lesson we will examining only knowledge, comprehension and application.
Let's look at these 3 and try to anticipate how an instructor might test your learning for objectives at these
levels. Let's examine how students can use them
Knowledge objective will relate to basic facts. Examples might be:



Define statistics
State the cell theory.
List the main units for the metric system.
Note that it seems all students would have to do is act like a recording and play back a list or set of phrases
to demonstrate that they have achieved the objectives.
Comprehension objectives involve understanding the meaning of basic facts. Examples might be:
 Explain the steps of protein synthesis
 Describe the function and structure of ATP
 Interpret the equation y = mx + b as defining a linear equation
Note that students have to go beyond just memorization. Students have to do basic tasks with what was
learned
Application objectives involve being able to use what a student has learned in different situations.
Examples might be:



Given two points on a line, find the slope of the line
Determine symmetries on a graph
Apply anatomical terms correctly
With application students have to use what is learned in various situations, not just the one in which it was
learned. Students have to apply principles that were learned to specific situations.
Let's see how I can anticipate what type of questions would be on a test if I looked at the course objectives
and identify them as knowledge, comprehension or application.
Based on the 'Taxonomy Of Educational Objectives: Handbook 1, The Cognitive Domain' (Bloom,
Engelhart, Furst, Hill, Krathwohl) 1956. Allyn & Bacon, Boston USA.
Knowledge items – Part 3
Knowledge objectives require just basic recall. The student has to remember facts.
A history question might be :
 When was the U.S. Declaration of Independence signed?
As it is written it is a short answer or fill-in type of item. You just have to write the date. the faculty
member could make this a multiple choice item by giving you choices:
 When was the U.S. Declaration of Independence signed?
a. July 1, 1776
b. July 14, 1776
c. July 7, 1776
d. July 4, 1776
Now write an objective that you might see in a history class that these test items would be testing for.
_______________________________________________________________________________
Lastly write 2 test or quiz items that would test for the objective that you have written one should be a fill
in the blank. The other a multiple choice item.
Short answer: _______________________________________________________
Multiple choice: __________________________________________
____________________
____________________
____________________
____________________
Comprehension objectives – Part 4
Comprehension objectives mean that you know more than the facts. This type of objective dictates that
you know facts about the subject plus have a bit more understanding.
Therefore we might expect questions that would look like this:
A short answer item
List and describe each step of the scientific method. ____________________________
A multiple choice item might be:
Which step in the scientific method could be described as defining variables and gather data?
a. verifying the hypothesis
b. doing the experiment
c. analyzing data
d. drawing the conclusion
To answer these types of items you need a slightly higher level of understanding than just memorization.
Now write an objective that you might see in a science class that these test items would be testing for
_______________________________________________________________________________
Lastly, write 2 test or quiz items that would test for the objective that you have written. One should be a
fill in the blank. The other a multiple choice item.
Fill in/Short answer: _______________________________________________________
Multiple choice: __________________________________________
____________________
____________________
____________________
____________________
Application – Part 5
With this level of knowledge you can begin to make basic predictions or assessments using what you have
learned. You should be able to construct new viewpoints into what you have learned. Therefore test items
require an increased depth of when compared to our other two levels.
For example: Balance this chemical equation by placing the correct number in each space:
C6H10O5 + __ H2O → __ H2 + __ CO2
A multiple choice item might be :
Which is a correctly balanced equation that demonstrates the formation of hydrogen from glucose?
a. C6H10O5 + 7 H2O → 12 H2 + 6 CO2
b. C6H10O5 + 3 H2O → 10 H2 + 2 CO2
c. C6H10O5 + 2 H2O → 6H2 + 3CO2
d. C6H10O5 + 10 H2O → 18 H2 + 8 CO2
Now write an objective that you might see in a chemistry class that these test items would be testing for.
_______________________________________________________________________________
Lastly write 2 test or quiz items that would test for the objective that you have written one should be a fill
in the blank. The other a multiple choice item.
Short answer: _______________________________________________________
Multiple choice: __________________________________________
____________________
____________________
____________________
____________________
Go to the next activity to see if you can anticipate what type of questions you can expect on a test.
Activity 2 – Anticipating test items from objectives
Test items and objectives – Part 1

Knowing the objectives allow you to anticipate what type of questions you should expect on a test. Now
look at objectives and try to classify them as knowledge, comprehension or application. Here are some
of the first objectives from an anatomy and physiology course:
1. Define Anatomy and Physiology and outline the scope of each.
2. Explain why evolution is important to understanding human anatomy and physiology.
3. List the levels of human structure from the smallest to largest.
4. List characteristics that are associated with living things
5. Define homeostasis and explain the central importance of this to physiology;
6. Define negative feedback give an example of it, and explain its importance to homeostasis.
7. Define positive feedback and give examples of its beneficial and harmful effects.
Look at the verbs for each item. They are the clue for you to discover the objective's level.
Fill in the following table in your workbook. Associate each objective with knowledge level,
comprehension level or application level.
objective number
cognitive level
1
2
3
4
5
6
7
Check your answers – Part 2
Here is what your table should look like
objective number
cognitive level
1
knowledge
2
comprehension
objective number
cognitive level
3
knowledge
4
knowledge
5
application
6
application
7
comprehension
Numbers 1, 3, and for ask for you to define and list. All you have to do is remember or recall information.
Numbers 2 and 7 ask you to define but also give examples or explain. A deeper understanding is needed
Numbers 5 and 6 ask you to define and give examples but these examples have to relate to another
subject - homeostasis or physiology. You are beginning to apply what you have learned.
Most classes in which you enroll will have objectives. The objectives will give you an idea as to what level
of understanding you must achieve.
Now let's try to make a tool that can help you anticipate what type of questions a faculty member might
ask.
Making a plan to understand – Part 3
To make the plan you have to first look at the objective to identify the cognitive level



knowledge level will use terms like: list, define, label, identify
comprehension will use terms like: classify, discuss give examples, paraphrase
application will use terms like: demonstrate, solve, predict, modify
As you progress in your learning you will have to do analysis and evaluation. In these cases objectives will
use terms like compare, contrast, interpret, judge.
Now we can list types of test questions and see which levels they are best used to test.
True - false items are used frequently. They are best used to test basic knowledge or facts. However if the
instructions are to explain why false items are false, then this item is testing at a much higher level like
analysis.
Matching items are popular to quickly test over a large number of facts or descriptions. This tests at the
knowledge level or sometimes at comprehension.
Multiple choice items are the most used because they can be use to test a wide spectrum of levels. This
item can be designed to have a "best answer" instead of one correct answer. This type of item can then
test a student's judgment or reasoning. Overall these items can test for knowledge, comprehension,
application and even analysis and evaluation if the question is complex enough.
Fill-in items. These items test for basic knowledge but require more study because there is nothing to
recognize or stimulate your memory like a multiple choice item. A variation of this item is used when the
student has to label parts of a diagram.
 Short answer items. These items require students to write a small paragraph. These usually items
require deeper understanding to answer because they are testing for comprehension, application,

or even analysis. You may not see many of these items in introductory classes but their numbers
increase as you progress through your studies.
Essay items. These items are used to test for ability to analyze and evaluate. These items are rarely
seen on tests until your are deep into your course of study and are developing proficiencies that
relate to your chosen profession.
So with all of this information we can make a plan to use the objectives to help us study.



read the objectives and identify the level identifying words.
associate the words with the cognitive level. Know, comprehend or apply - maybe sometimes
analyze
then match them up to the types of questions
Sometimes objectives may seem tough to classify - is it comprehension or application? When in doubt ask
the professor. For Example: "What type of assessments will we have?" "What type of questions will there
be on assessments" "Will the test be all multiple choice or will there be true-false or matching? "How in
depth should I study objective 5?" "Do you expect students to apply the information from this
lesson?" You will be able to refine your study plan with this information.
Now complete the table with the learning level and the type of item.
type of test
item, e.g. T/F
levels that can be tested,
e.g. knowledge
Now let's practice with some real class objectives. Here are some objectives from a pathophysiology class a class where students learn about various diseases. Even though you are not studying pathophysiology
you should be able to use what you have learned to answer the questions about each item
For each objective try to identify its level ( knowledge, application etc)and what type of items ( T/F,
multiple choice etc.) the professor might ask. Answer the items in your workbook.
1. Outline the form and phases of tumor spread throughout the body.
level __________________
types of items ___________________________________________
2.Discuss the 3 step theory of invasion
level __________________
types of items__________________________________________
3. Discuss the factors that produce metastasis of tumor
level__________________________________________
types of items ___________________________________________
4. Identify the clinical manifestations of cancer
level __________________
types of items ___________________________________________
5. Compare and contrast each of the treatment strategies for cancer.
level __________________
types of items ___________________________________________
See you have now used what you learned for objectives that are not even for this class!
“Traditional Testing”
Activity 1 – Identifying test taking strategies
General tips – Part 1
How do you feel before taking a test?
 tired
 nauseous
 anxious
 ????
Here is a list of general things to do before you take the test to diminish these feelings.
 Be a "good student" every day of the class. Being a good student involves coming to class,
participating, and doing the work (whatever the work is). In that way studying for the test won't
be a monumental chore.
 Set up a study schedule so that you don't have to "cram" the night before the test.
 Be well rested. Pulling an all-nighter and being sleep deprived when you sit for the test just makes
the test more difficult.
 Have a light snack before the test. This will sustain your energy during the test. Don't eat a big meal
because it might make you feel lethargic.
 Go to the restroom before the test. You don't want to have bodily functions complicating your test
taking.
Some general strategies – Part 2
Here are some general strategies that you help you with any test.
-When you first receive your test, do a scan of the entire test so that you know how to divide up your time.
-Always read the whole question carefully. Don't make assumptions about what the question might be
asking.
-Don't waste time. Don't stay on a problem that you are stuck on, especially when time is a factor.
- If you don't know an answer, skip it. Go on with the rest of the test and come back to it later. Other parts
of the test may have some information that will help you out with that question.
-Bring a watch to the test so that you can better pace yourself. Don't depend on the clock in your mobile
phone because you may not be allowed access to it during the test
There are some specific strategies for each of the following types of items /tests:
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True/ False
Matching
Multiple choice
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Calculations/math
Short answer
Essay
Open book
Oral
True-False – Part 3
True-False Tips
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Read through each statement carefully, and pay attention to the qualifiers and keywords.
If there is no guessing penalty, then guess. You have a 50% chance of getting the right answer.
Qualifiers like "never, always, and every mean that the statement must be true all of the time.
Usually these type of qualifiers lead to a false answer.
Qualifiers like "usually, sometimes, and generally" mean that the statement can be considered true
or false depending on the circumstances. Usually these type of qualifiers lead to an answer of true.
If any part of the question is false, then the entire statement is false
If part of a statement is true that doesn't necessarily make the entire statement true
Usually there are more true answers than false on most tests.
Matching – Part 4
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Matching Tips
Examine both lists to determine the types of items and their relationships.
o
Look completely through both lists to become familiar with the words and phrases.
Use one list as a starting point and go through the second list to find a match.
o
This process keeps you organized. Also after a few items you will become familiar with the
second list and you will be able to find the match more quickly.
Read down the entire list before selecting the match because a better answer may be later in the
list.
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Cross off items on the second list when your are certain that you have a match and have recorded
your answer.
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Do not guess until all of your certain matches have been made because you may eliminate an
answer that would be used for a later choice
Multiple Choice Items Tips – Part 5
Multiple Choice Item Tips
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Tips on answering multiple choice questions:
Read the question before you look at the answers.
Think of a correct answer in your head before looking at the possible answers. The answer choice
that most closely matches your answer is likely the correct one. Also the other answers are less
likely to fool you.
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Read all the choices before choosing your answer.
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Discard answers you know aren't right. Do not select them. Never choose an answer that you know
in incorrect!
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If there is no guessing penalty, always take your best guess and select an answer.
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Don't keep on changing your answer, usually your first choice is the right one, unless you misread
the question.
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In "All of the above" and "None of the above" choices, if you are certain one of the statements is
true don't choose "None of the above". If you are certain one of the statements is false don't
choose "All of the above".
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In a question with an "All of the above" choice, if you see that at least two correct statements, then
"All of the above" is probably the answer.
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A positive choice is more likely to be true than a negative one.
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Usually the correct answer is the choice with the most information.
Calculations/Math Problems – Part 6
Calculations/math problems Tips
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Practice is important in math. You learn how to solve problems by doing them. Therefore work on
practice problems but making certain that you recognize when/why you use a specific
method/formula to solve each problem.
Work on practice problems for each topic or style of problem.
When you practice, try to solve the problem on your own before looking at the solution. Get
assistance if you continue to have trouble getting the correct solution.
Mix up the type /style of questions when you are practicing so you'll learn when to use a specific
method/formula.
Make up a sheet with all the formulas you need to know and memorize all the formulas on the
sheet.
When you get your exam, write down all the key formulas on the margin of your paper so if you
forget them when you're in the middle of the test you can look back at the formula.
Read the directions carefully and don't forget to answer all parts of the question.
Try to estimate what the answer should look like. If your answer doesn't look like your
estimate; you did something wrong.
Write as legibly as possible and show all your work . Partial credit is often given
Even if you know the final answer is wrong, don't erase your entire work because you may get
partial credit for using the correct procedure.
Check over your test after you are done with it. Look for careless mistakes - make that sure the
decimal is in the right place, that your answer has the correct dimensions ( mm/sec), etc.
Short Answer – Part 7
Short Answer Tips
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Use flashcards to help you study; write the key terms, dates and concepts on the front and the
definition, and explanations on the back.
Anticipate questions that will be asked on the test and prepare for them. Use your class objectives
as possible short answer items.
Be certain that you understand what the question is asking. Defining is different than summarizing.
Read the question carefully and make sure that you answer contains everything that is asked for.
Short answer questions often have multiple parts.
Don't leave an answer blank. Write down your thoughts. If you don't get the exact answer, partial
credit is usually awarded.
If you don't know the answer, come back to it later. Other parts of the test may give you clues to
what the answer may be.
Essay – Part 8
Essay Tips
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Read the directions carefully. Pay close attention to whether you are supposed to answer all the
essays or only a specified amount (e.g. "Answer 2 out of the 3 questions).

Make sure that you understand what the question is asking you to do. For example: Analyze,
define, describe, and compare/contrast. Each of these would result in a different style of essay. If
you're not certain, ask your instructor.
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Organize your thoughts. Make a short outline for you to follow as you write. This will keep you on
topic and help you include everything that you thought should be in your answer.
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Budget your time, don't spend the entire test time on one essay.
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If the question is asking for facts, don't give your personal opinion on the topic.
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When writing your essay, try to be as neat as possible, neater papers are more easily read and
therefore usually receive higher marks.
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Don't write long introductions and conclusions; spend your time on answering the question(s)
asked.
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Use the principles of English composition that you have learned.
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If you have time left at the end, proofread your work and correct any errors.

If you aren't sure about an exact date or number, use approximations.
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If you make a mistake, draw a single line through it, and continue your answer. This is much neater
and quicker than erasing it.
Open Book – Part 9
Open Book Tips
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Sometimes you will be permitted to use your text or your notes. This may make you feel more at
ease with the test but you still use some tips.
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Spend an equal or greater amount of time preparing as you would for a normal test. The open book
test will most likely be harder than if it were a closed book exam.
Familiarize yourself with the book and relevant materials. You will then be able to find information
quickly.
If it's allowed, write down all the important formulas and key information on a separate sheet so
you don't have to search through your book for it.
Learn the main ideas and get a feel for where they are located in the book (notes), learn more
details later if you have extra study time.
If allowed, highlight important points, use post-it notes, bookmarks and make notes in your book.
Bring all the resources that your professor or teacher allows.
Answer the questions that you know first, then go back and answer the questions that you need to
look up information from your book.
If taking a short answer or essay open book test, don't copy directly from your book; that is
plagiarism and it violates colleges' academic policy
Oral Exam – Part 10
Oral Exam Tips
Oral exams are given usually in higher level classes where deeper knowledge and understanding is
required. There are still tips that can help any student.
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Be sure to prepare for the oral exam as you would any other exam.
Identify the topics for the test. Also identify if props, visual aids, etc are allowed. Finally identify
how you should dress.
Anticipate questions that may be on the exam and prepare answers for these questions.
Practice answering questions. You and another person, preferably with someone in your class who
is familiar with the material, can practice asking/answering your anticipated questions.
Make an audio or even a video recording of your practice answers so that you can review how you
sound and appear when answering the questions.
Show up at least a few minutes early so that you can gather your thoughts and not feel rushed.
Being late may also have an adverse effect on your grade.
Turn off your mobile phone before taking the exam. You don't need that type of interruption.
Pay close attention to the questions asked. If you don't understand the question ask for
clarification or ask your instructor to repeat the question.
Speak in complete sentences. Try not to give one or two word answers.
Maintain good eye contact and posture. This makes you feel confident
After answering the questions, wait to be "released" by the instructor. Remember to take with you
any props or aids that you brought. Also be polite and say "thank you."
Activity 2- Using test taking strategies to develop your own plan.
Now we will practice – Part 1
Use these links to practice some of the strategies that you have learned. Record your performance in your
workbook. Also remember to close each practice tab before you click on the next.
True/False
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True/false items:
BYU practice site
 Take this test. It will show you some of the common mistakes made in writing multiple
choice items. You can use this information as hints to help you on multiple choice tests.
Click to move the presentation along. Test Designuk1.ppsx
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Calculations:
Here are some simple math / calculation problems to do. Yes they are simple but it is the practice
of identifying the key parts of the problem that should be practiced. Solving Math Problems I
Here are some that are a bit more difficult. Solving Math Problems II
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Matching
Use this link to practice matching
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Short answer/fill in
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Fill in the blank practice.
use this link to practice short answer items. Http
Essay
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Answer this question to practice your essay writing technique.
Evaluate the quality of today's weather. Your answer should include a description of today's
weather and quality identifiers like temperature precipitation, clouds etc.
Building your own strategies – Part 2
In your workbook outline the key strategies that you plan on using the next time you are asked to answer
each of the following types of test items:
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True/ False _______________________________________________________
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Matching_________________________________________________________
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Multiple choice____________________________________________________
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Calculations/math__________________________________________________
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Short answer______________________________________________________
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Essay____________________________________________________________
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Open book________________________________________________________
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Oral______________________________________________________________
“Managing Stress”
Our focus this week is stress relief.
Our objective is: -- Practice methods to reduce stress -
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When studying for a high stakes test - like the competency test for this class - students often need
to take a break and relax.
Read about stress relief in the link to the web MD site.
After that experience some of the relaxation videos, the few minutes that one of these take will
refresh and energize you.
You will then be able to resume your studies with a renewed focus.
Remember to come back to these whenever you need to reduce your stress level.
10 Relaxation activities from WebMD
10 Relaxation Techniques That Zap Stress Fast
Stress release by following 4 easy instructions
Connect to VIDEO MEDITATION - STRESS RELIEF IN 10 MINUTES FLAT
It is based on medical research regarding relaxation. Follow the simple instructions. Feel the stress melt
away.
Guided meditation
This guided meditation for relaxation and anxiety relief takes about 20 minutes. Just follow the guide's
instruction and slowly relax. Http
A short video to start your day
Here is a 3 minute relaxation/motivational video. You might use it to start your day. Http
“Getting What You Need to Succeed “
Objectives - The student will be able to:
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Classify problems in order to identify which resources the student should use to solve the problem.
Identify various student services and where to find them at their college
Efficiently use college resources to aid in solving their issues
Activity 1 – Identifying student services
Let’s begin identifying college services – Part 1
To begin to understand what your college offers you need to get a college catalog and have access to the
college web page. These are essential in understanding the facilities and services the college offers. Does it
have more than one campus? Does it have campuses in more than one city?
Check out Cincinnati State’s Map and Directions webpage \ to get you started and answer these questions
( you may know some of these answers already or you may have to use have to use additional resources) :
How many campuses does CState have?_________________
What are their locations? __________________________________
Where does CState offer classes? __________________________
In what subject areas are classes are offered at each site? (e. g. BIO) ______________________
Can you take flying lessons at the CState airport? _______________
Student Services – Part 2
Student services are departments or offices that provide services and support for students and prospective
students to assist them , including counseling and help with course registration. Some offices may not be
considered student services but they provide needed functions to students like the registrar or financial
aid.
Here is a list of offices and services that are found in colleges. To help you understand their purpose,
describe each office's or service's function.
Student activities _______________________
Academics____________________________
Safety and Security______________________
Registrar ______________________________
Counseling_____________________________
Academic advising ______________________
Health and Public Safety__________________
Center for Innovative Technologies ________________
Cashier's Office___________________________
Financial Aid_________________________________
Admissions _____________________________
Business Division _______________________________
Humanities and Sciences ____________________
ITS Help Desk ______________________________
Finding your way around – Part 3
Every student is on the main campus(Clifton) at least once. Find the interactive map of the main campus
on the college web page and answer these questions:
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How many emergency "blue light" stations are there on campus? __________
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Where is the Office of Admissions_________________
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Where is the Registrar's office?_____________________
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Where is Student Activities?____________________________
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Where is the bookstore?___________________________
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Where is the Student Services resource Center? __________________________
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What and where are the 5 recreational facilities on main campus?
________________________________________________
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This work by the Health Professions Pathways (H2P) Consortium, a Department of Labor, TAACCCT
funded project is licensed under a Creative Commons Attribution 4.0 Unported License.