Welcome to  Science with Ms. Hurst

                     

       WELCOME TO SCIENCE

1st hour - Fundamentals of Chemistry                   

                    Chemists

     Chemist questions

 4th hour - Fundamentals of Chemistry

(click on 4th hour for element questions - Day 1, #3)
2nd & 5th hours - prep 6th hour - Environmental Science

(click on 6th hour for element questions - Day 1, #3)
3rd hour - Fundamentals of Chemistry 7th hour - Environmental Science

General Information:

Room number and extension: 21

I communicate grades on a constant basis by posting them on Skyweb and updating them on a regular basis.  In addition, I send progress reports home three times per semester.  Please contact me if you have any questions or concerns during the year.  E-mail is great for a quick question.  However, I request that you call or come in for a conference if you have an issue that is more complicated.  I am usually available after school on Mondays, Wednesdays, and Thursdays.

Late work is not accepted.  Make up work must be done in accordance with policy.

Extra credit is offered each quarter.  First quarter extra credit is due in September, second quarter is due in November, third quarter is due in February, and fourth quarter is due in April.  (Exact dates will be announced in class.)

Environmental Science and Biology students should bring texts to class each day.

environmental science

biology

fundamentals of physics

fundamental biology

fundamentals of chemistry

ips

        

 

 WHAT TO DO WITH YOUR NOTES:

Don�t wait until the night before the test to figure out what you have in your notes.

Get actively involved with your notes.

1. Read over your notes.

�         It gives you the opportunity to clarify anything that might be confusing.

�         It helps you learn the information.

�         It helps you become comfortable with the subject.

�         Make it part of your student habits.

�         Spend 1 to 2 hours per week.

�         Do this on Friday or the weekend. (Read over your notes for the week.)

 

2. Ask yourself questions.

�         Don�t be passive.

�         Think about the information.

�         Become as involved in your notes as you can.

�         Consider these questions as you read�.

�         What does this mean?

�         Does it make sense?

�         How do I know this?

�         How will I remember this?

�         How are these terms and topics related to one another?

�         Make up your own questions.

 

3. Take notes on your notes.

�         As you ask yourself questions, jot down the answers.

�         If something is confusing, make a note of it.

�         Make note of connections between topics.

�         Make note of what�s important and what doesn�t matter much.

 

4. Go to your textbook.

�         If you find something confusing, go to your textbook and read about it.

�         Look for connections between your notes and the information in your textbook...

       How do your notes compare to the information in your textbook?

�         Your textbook may have other examples.

�         Your textbook has definitions of terms that may not be in your notes.

�         If something confuses you��.educate yourself.

 

5. Fill in additional information.

�         As you consult your textbook, add the additional information to your notes.

�         If you find an explanation or definition that helps, write it in your notes.

 

6. Rewrite your notes if.....

�         your notes have become messy and disorganized with questions & additional information

�         you developed a better understanding of how topics & terms fit together

�         you discovered connections



Source:
________________________________________
The Everything Study Book by Steven Frank

 

 

 

 

 

 

 

 

 

Multiple Choice Test Taking Tips

Multiple-choice tests are one of the most common testing formats for classroom tests, competency tests and for entrance exams to college. Learning a few tips for taking multiple-choice tests can go along way towards helping you do well in school and preparing for both college and a career.

  • Read the multiple choice question before you look through the answers.

  • Develop an answer for the question in your head before looking at answers presented.  This way the choices given on the test won't trick you or influence your thought process.

  • Before figuring out which answer you believe is correct, eliminate the answers you know aren't correct.

  • Read all the answer choices before choosing your final answer.

  • If there isn't a penalty for guessing, always take an educated guess and select the answer you feel is most correct.

  • Usually your first choice is the right one, unless you misread the question. Don't keep changing your answers once you've made an educated decision

  • In "All of the above" and "None of the above" choices, if you are certain one of the statements is false don't choose "All of the Above" or one of the statements is true don't choose "None of the above".

  • In a question with an "All of the above" choice, if you are certain that at least two correct statements, then "All of the above" is most likely the correct answer.

  • A positive choice is more likely to be true than a negative one.

  • Usually the correct answer is the choice with the most information. However, this isn't always the case. But if you have to guess, we recommend selecting the choice with the most information.
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Tips on How to Read Your Textbook

 

The SQ3R Reading Method

 

Survey! Question! Read! Recite! Review!

 

Before you read, Survey the chapter.

  • Look at the title, headings, and subheadings.
  • Look at the captions under pictures, charts, graphs or maps.
  • Review questions or teacher-made study guides.
  • Look at the introductory and concluding paragraph summaries.

 

Questions while you are surveying:

  • Turn the title, headings, and/or subheadings into questions;
  • Read questions at the end of the chapters or after each subheading;
  • Ask yourself, "What did my instructor say about this chapter or subject when it was assigned?"
  • Ask yourself, "What do I already know about this subject?"

 

When you begin to Read:

  • Look for answers to the questions you first raised.
  • Answer questions at the beginning or end of chapters or study guides.
  • Reread captions under pictures, graphs, etc.
  • Note all the underlined, italicized, bold printed words or phrases.
  • Study graphic aids.
  • Reduce your speed for difficult passages.
  • Stop and reread parts which are not clear.
  • Read only a section at a time and recite after each section.

 

Recite after you've read a section:

  • Orally ask yourself questions about what you have just read
    or summarize, in your own words, what you read.
  • Underline or highlight important points you've just read.
  • Take notes from the text but write the information in your own words.
  • Use the method of recitation which best suits your particular learning style but remember, the more senses you use the more likely you are to remember what you read.

 

Review:  an ongoing process

Day One

  • After you have read and recited the entire chapter,
    write questions in the margins for those points you have highlighted or underlined.
  • If you took notes while reciting,
    write questions for the notes you have taken in the left hand margins of your notebook.

Day Two

  • Page through the text and/or your notebook to re-acquaint yourself with the important points.
  • Cover the right hand column of your text/note-book and orally ask yourself the questions in the left hand margins.
  • Orally recite or write the answers from memory.
  • Make "flash cards" for those questions which give you difficulty.
  • Develop mnemonic devices for material which need to be memorized.

Days Three, Four and Five

  • Alternate between your flash cards and notes and test yourself (orally or in writing) on the questions you formulated.
  • Make additional flash cards if necessary.

Weekend

  • Using the text and notebook, make a Table of Contents - list all the topics and sub-topics you need to know from the chapter.
  • From the Table of Contents, make a Study Sheet/ Spatial Map.
  • Recite the information orally and in your own words as you put the Study Sheet/Map together.

Now that you have consolidated all the information you need for that chapter, periodically review the Sheet/Map so that at test time you will not have to cram.

 

Adapted from:  Robinson, Francis Pleasant, (1961, 1970) Effective study (4th ed.), Harper & Row, New York, NY.