Establishing Good Study Habits

Establishing Good Study Habits Efficient Use of Time "I'm here to tell you what I think is a key to academic survival and success. The first and most important thing I feel, at least to survival and success in the classroom, is efficient use of your time outside the classroom. Remember, there are 24 hours in a day. Set aside two to three hours each day for studying. This will leave you with five to six hours -- after we subtract time for our classes, meals, and a good night's sleep -- to do those things that we like to do much more than studying. The next thing that I feel contributes to survival and success in the classroom is periodic review of your lecture notes and the appropriate chapters in your textbooks. Periodic review and beginning to study for your exams early will save you time in the long run and it will prevent cramming. That way you can be well rested and more motivated and less anxious on test day. The last thing you can do to help get good grades is take advantage of all the academic resources at your university. It can only help you." - By Dante Battles
The Power of Cooperation "Education often looks like competition. We compete for interest in school, for grades when we're in school, and for jobs when we leave school. In such a climate it is easy to overlook the power of cooperation that is developed through study support groups. Study support groups feed you energy. People are social animals and we draw strength from groups. Aside from the comradery, the fellowship and the fun, support groups can assist you by elevating your spirit. There will be days when you just don't want to work on your education. Other members of the study group, however, can support you and encourage you. In addition to drawing strength from the group when you're down, you can give support to others yourself as they need it. A study support group is also a good place to build rewarding relationships with people. So remember your friends and classmates when you study." - By Mike Brown Mixing Studies with Social Activities "The most successful students balance social activities with good study habits. A diversion from studies will alleviate stress and help prevent you from becoming fatigued. So make sure you take a break for an hour after studies to meet with friends, to play some cards, work out at the gym, or to gab with a new acquaintance. You'll find your concentration sharpen when you do study, if you plan a social activity afterwards. To develop a healthy social life, develop routine study habits. After supper, lug your books and homework to the library, find a comfortable and quiet niche, and study for two or three hours, taking intermittent 10 minute breaks every 45 minutes or so. Make a friend with whom you share similar study habits, and share a table or a study space with them. Remember, after you've completed your work for the evening, take time for a social activity before retiring for the evening. You'll wake up feeling refreshed and prepared for another day." - By Mark Crilly

Biology Study Skills

Biology Study Skills Successful biology students have told us they study a minimum of 2 to 3 hours per day, 7 days a week, throughout the semester.   Biology is hard work, so be aggressive. Take it as a challenge and give it your time and your energy. Don't take it with lots of other hard courses or a busy work load.   Know and understand all your terminology. This is one of the keys to success in any field. In biology it is extremely helpful to begin by studying your Latin and Greek roots. This is the basis for many seemingly difficult terms. Study these roots. Make 3" x 5" flash cards to help you memorize them and later do the same with your terminology.
Biology teachers have reported that if something is brought into the lab, it is guaranteed that you will be tested on it. So pay attention to whatever is brought into lab, even its name.   Chemistry is not a pre­requisite for taking biology at Pima College, but taking a chemistry course before taking biology would be exceedingly beneficial.   Make it a practice to read over the topic or chapter before going to your biology class.   Attend all classes and be an active listener. It is important to be alert and concentrate on what is said in lecture. Successful students take full and comprehensive notes, writing down about 66% of what is said in lecture, while failing students write half as much. It is most important to stay current. Do not allow yourself to miss classes and fall behind or the entire course will become an effort and a struggle for you.   After class go over the material as soon as possible and again 8 hours later. Studies have shown that you are more likely to remember the information later. Fill in all the missing words or incomplete explanations. Recite important concepts in your own words.   Always remember you have the right to ask questions before, during and after class. See your instructors during their office hours for help. Notice when you are beginning to get in trouble and seek help immediately.   Read and study all your textbook explanations. You may wish to use at least two or more books. These books are often available in the library. Each book has a different discussion and examples on your topic, and one of these is likely to be helpful to you.   Whenever possible explain aloud to another person what you are learning. Work with a classmate and explain terminology and concepts to each other.   Describe in your own words the similarities and differences between the different concepts you are learning. Do this aloud with someone else.   If biology is your most difficult subject, then always study it before all other subjects. You must study biology when you are most alert and fresh. Make sure to take 5 or 10 minute breaks every 20­40 minutes in order to clear your mind.   Write up summary sheets of biology terminology and concepts and review often. The more you review the more you'll remember. Also visually picture the terms in your minds eye. Visualizing is a powerful technique for remembering terms. Break words into small chunks and picture each chunk until you can recall it. Then put the chunks together. Remember, the knowledge of roots can be extremely helpful.   Making up mnemonics memory techniques may be fun as well as beneficial. For example, if you need to remember the 12 cranial nerves you can take the first letter of each nerve and make up a sentence where each word begins with the first letter of each nerves.   Create sample tests for yourself and test yourself often.   Give yourself timed tests similar to those you expect in class. Time yourself with a kitchen timer or an alarm. Practice, practice, practice.   Review the types of errors you make and types of questions that cause you difficulty. Give yourself more practice in these areas of difficulty.   If possible, have a friend or family member quiz you on your notes and text information. Done regularly this commits more information to long­term memory.

Chemistry Study Tips

Chemistry Study Tips You must be willing to accept the academic challenge of learning chemistry. For some people it is fun and for others it is hard work, but no matter it takes time. It requires persistence, concentration, discipline, patience and lots and lots of practice.   Know How Your Chemistry Course is Structured. Your chemistry course may include any of the five traditional branches of chemistry or a combination of 2 or more fields of chemistry:a. inorganic chemistry ­ studies the structure & chemical reactions of substances composed of any of the known elements, except carbon containing substances. b. organic chemistry ­ studies of the compounds of carbon. c. physical chemistry or theoretical chemistry ­ applies the application of theories and mathematical methods to the solution of chemical problems.
d. analytical chemistry ­ deals with two areas: qualitative analysis (qual), "what is there?" and quantitative analysis (quant), "how much is there?" e. biochemistry (or physiological chemistry) ­ studies the chemical structure of living material and the chemical reactions occurring in living cells. For example, general chemistry (Chem 151 & 152) gives you an overview of each of the above five branches of chemistry. Chem 130 and 140 focusses on inorganic chemistry, organic chemistry and biochemistry. Know How Your Instructor Structures the Course. Every instructor is different. Find out if he or she uses the text heavily. If not, what does he or she depend on? Library usage? Lecture notes? Additional materials? It is time­saving for you to understand how the instructor is organizing his or her thoughts.   Get a bird's eye view of your entire chemistry course from the very start.Look over: a. topics on the course syllabus b. table of contents in your textbook c. read the preface of your textbook for ideas on how the book is arranged d. Thumb through your book ­ note the learning objectives, tables, graphs, marginal notes, word lists, terminology, summary statements, problems, etc.   Math is essential for chemistry. Study basic math and introductory algebra before and during your chemistry course. Review and practice: addition, subtraction, multiplication, division, fractions, percent, exponential numbers, simple algebra, and logarithms.   Chemistry progresses from the simple to the complex, building upon existing knowledge at each stage. Be attuned to the cumulative nature of chemistry. Understand the continuity of the subject. New work may be understood only after earlier work has been well understood. Keep up with the work and don't fall behind. Try not to miss important building blocks along the way.   Learn the Basics. Practice and repeat them often so they become second nature to you. A large portion of what you learn early in chemistry is very fundamental and is often used repeatedly during the remainder of the course. Examples of such basics are: simple algebra metric system (length, mass, volume) significant numbers temperature (Fahrenheit, Celsius, Kelvin) exponential numbers factor­label method (or dimensional analysis) chemical symbols and names of about 40 commonly used elements symbols (formulas) and names of commonly used simple & polyatomic ions writing and naming chemical formulas of ionic & molecular substances

General Math Tips

General Math Tips Read the book Read carefully over the assigned sections and look carefully at the sample problems. Decide if you benefit more by reading before or after the instructor covers the material. More information about reading math texts will soon be provided in a separate section of this page. Develop a sound math foundation Because most math courses are cumulative, in other words new concepts are added to and build upon previous concepts, it is very important that the early material be mastered thoroughly. Similarly, mastery of material from previous courses makes success in later courses more likely, so continually review and practice concepts from prior math classes.
Time management Complete all readings and especially homework assignments as soon after they are announced as possible. And definitely complete all assignments before new material is covered since math is cumulative. This insures that the inforamtion is fresh in one's mind and linked to prior, more fundamental information. Do your assignments early enough that you can get help with the things you do not understand. Calculator Learn how to use your calculator effectively and efficiently, especially if exams are timed and you have trouble completing tests in the allotted time. Check with the instructor about suggestions for the appropriate calculator to purchase for a class. Be sure the machine comes with an instruction manual and read the manual. Learn how to use important function keys. Get in the habit of carrying the calculator with you. It is better in the long run to become proficient with your own calculator rather than borrowing other people's calculators. Show your work Avoid the temptation to skip steps when solving a problem unless you are quite clear about how to proceed. This is a good habit to get into with your math homework. And definitely don't skip steps on an exam no matter how well you know the material. Why take chances (unless you're running out of time)? Showing your work allows you to locate logical or calculation mistakes more easily, and sometimes partial credit is given for the correct portions of an answer. Organize your work and write legibly Write all numbers and variables clearly so they may be easily distinguished. Pay particular attention to 4 and 9, 1 and 7, x and y. Spaces are as important in math equations as are the numbers and variables themselves. Allow enough space between different terms in an equation so it is easy to distinguish them. Be sure to line up terms in each step of the solution, and write steps one below the other rather than to the right or left. Use lined paper or graph paper to help organize the problems on your page. Don't scrunch! Use plenty of paper to work each problem. Recycle the paper at the end of the term if you are concerned about wasting paper. Support services and materials Find out about the support services and materials available to you. Support services include workbooks, study groups, self-help videos and cassettes, peer tutors, professional tutors, and instructors' office hours. Using the resources from the start of the course may help your confidence and get you off on the right foot. Minimally, make use of these resources as soon as you feel uncomfortable with the material - do not wait until it is too late! Preparation and supplies Being prepared for each course involves several important factors: complete any previously assigned homeworks compile a list of questions about the previous assignments to ask the instructor preview the material to be covered that day take your textbook and/or workbook to class carry the proper supplies to each class - calculator, pencils, erasers, lined or graph paper, etc.

Physics Study Skills

Physics Study Skills Math is at the heart of physics. So the better your math, the better you'll do in physics. A good working knowledge of algebra and trigonometry is needed for Physics 121 and of calculus for Physics 210.   Get a good overview of your physics textbook before tackling it in depth.a. Read the topics in the table of contents. If you look at several physics books you'll notice that many are laid out the same way. For example, in both Physics 121 and in Physics 210 your book will have chapters on motion, work and energy, heat and thermodynamics, vibrations and waves, sound, electricity and magnetism, optics etc. TIP: So if you have difficulty with a concept in Physics 210, why not review it in a Physics 121 book?
b. Read the preface. It will give you an overview of the author's intentions, emphasis and arrangement of the book. For example, here are quotes from a preface written by author W. Thomas Griffith: "An unusual feature of this book ... is the carefully worded conceptual questions at the end of each chapter... Many of these have been classroom-tested on quizzes..." "Another unusual feature of this book is that each chapter begins with an illustration from everyday experience that motivates the introduction of the relevant physical concepts." "Each chapter also include an 'Everyday Phenomenon' box that analyzes some common phenomena in more detail." c. Skim through the book. Notice the chapter objectives, the chapter outline, highlighted boxes, tables, illustrations, graphs, diagrams, terminology, summary statements and practice exercises.   Read your assigned chapter BEFORE attending class and again after. You will get the most out of class if you read the material ahead of time. Notice that each chapter in your physics text has new vocabulary, terms, definitions, concepts, major ideas and many mathematical equations and practice exercises to be worked out.   Make problem-solving part of each study session. The more you work out problems and test yourself, the better your physics will get. Devote your time to learning how to do each problem rather than in obtaining the numerical answer given in the solutions' manual. Even if you don't have homework problems to do, try working out at least five new problems every time you study.   When working out a physics problem, determine what principal it is illustrating or what kind of problem it is. For example, is it a momentum problem or a force problem? This will help you to set up the problem.   When working out a problem, try to visualize what it is asking you to do. Draw it out and/or set up a chart, then identify the variables and set up the equation. Remember setting up the problem is the most important thing you can do. Next, solve your equation for the unknown, and substitute your numbers into the problem, to see if it checks out.   The true test for determining if you know your material is to do a problem you have never done or seen before. So when preparing for a physics exam, look for new problems. With each problem ask yourself what kind of problem is this, and how are you going to do it? Then do lots and lots of problems.   Use more than one physics text when studying. Employ these other texts as reference books for reviewing or illustrating difficult concepts and for obtaining practice problems to test yourself on.   Take notes while you are reading and organize yourself well. Write down all new vocabulary, terms, definitions, concepts, equations, major ideas, problems types, and the do's and don'ts for avoiding mistakes.   Know your physics' terminology. Practice using the words of physics again and again so they start meaning something to you.

Memory techniques

The Number/Rhyme Technique The Number/Rhyme technique is a very simple way of remembering lists of items in a specific order. It is an example of a peg system - i.e. a system whereby facts are 'pegged' to known sequences of cues (here the numbers 1 - 10). This ensures that no facts are forgotten (because gaps in information are immediately obvious), and that the starting images of the mnemonic visualisations are well know. At a simple level it can be used to remember things such as a list of English Kings or of American Presidents in their precise order. At a more advanced level it can be used to code lists of experiments to be recalled in a science exam.
Mind Tools Mnemonic Grades: Ease of Use - very easy Effectiveness - effective Power - only codes 1-10 items without use of enhancement Learning investment - low Who should use - everyone   How to use the Number/Rhyme Technique This technique works by helping you to build up pictures in your mind, in which the numbers are represented by things that rhyme with the number, and are linked to images that represent the things to be remembered. The usual rhyming scheme is shown below: 1 - Bun 2 - Shoe 3 - Tree 4 - Door 5 - Hive 6 - Bricks 7 - Heaven 8 - Skate 9 - Line 10 - Hen   If you find that these images do not attract you or stick in your mind, then change them for something more meaningful to you. These images should be linked to images representing the things to be remembered, for example a list of ten Greek philosophers could be remembered as: 1 - Parmenides - a BUN topped with melting yellow PARMEsan cheese 2 - Heraclitus - a SHOE worn by HERACLes (Greek Hercules) glowing with a bright LIghT 3 - Empedocles - A TREE from which the M-shaped McDonalds arches hang hooking up a bicycle PEDal 4 - Democritus - think of going through a DOOR to vote in a DEMOCRaTic election. 5 - Protagoras - A bee HIVE being positively punched through (GORed?) by an atomic PROTon 6 - Socrates - BRICKS falling onto a SOCk (with a foot inside!) from a CRATe. 7 - Plato - A plate with angel's wings flapping around a white cloud 8 - Aristotle - a friend called hARRY clutching a bOTtLE of wine possessively slipping on a SKATE (sorry Harry!) 9 - Zeno - A LINE of ZEN buddhists meditating 10 - Epicurus - a HEN's egg being mixed into an EPIleptics's CURe.   Try either visualising these images as suggested, or if you do not like them, come up with images of your own. Once you have done this, try writing down the names of the philosophers on a piece of paper. You should be able to do this by thinking of the number, then the part of the image associated with the number, then the whole image, and finally then decode the image to give you the name of the philosopher. If the mnemonic has worked, you should not only recall the names of all the philosophers in the correct order, but should also be able to spot where you have left philosophers out of the sequence. Try it - it's easier than it sounds. Applying the Number/Rhyme Technique You can use a peg system like this as a basis for knowledge in an entire area: the example above could be a basis for a knowledge of ancient philosophy, as images representing the projects, systems and theories of each philosopher can now be associated with the images representing the philosophers names. The sillier the image, the more effectively you will remember it - see the article on Using Mnemonics More Effectively to see how you can dress up the picture to help it stay clearly in your mind. Once you have mastered this technique you can multiply the it using the images described in the article on Expanding Memory Systems

Tips for Effective Studying

Tips for Effective Studying In order to excel in college, you must first learn how to study properly. Contrary to historical opinion, there are many effective ways to learn information; it is a question of figuring out what works for you. What type of studying best suits you? What time of day are you most efficient? What is the proper environment for you to study in? Before you can answer these questions, you have to do a little research. It takes an effort but the rewards are more than worth it.
Memory  When we first learn something, information is processed into the brain to form a neural trace. This trace first enters your sensory memory, and then, if you're paying attention, to your Short Term Memory, or STM. If you keep working to process the information and adapt it correctly it then moves to your Long Term Memory, or LTM. The information processed into your LTM is more or less permanent; with occasional reviewing you will not forget it. The trick is to adapt the information you really need into your LTM as quickly as possible. Your STM has a small capacity and a short duration; you may learn something very quickly, but in 24 hours you will lose 80% of that information. The STM is fast and easily accessed, the LTM is slower but larger. Repetition The key to learning something well is repetition; the more times you go over the material the better chance you have of storing it permanently. Before you begin this process, however, it makes sense that you determine the type of learner you are. There are three basic types of learning: Visual, Auditory and Haptic. Most of us are, in fact, some combination of the three, but chances are one style will suit us more than the other two. Take some time to look over the types and figure out which category best describes your method of learning. Learning Types Visual Learners: Visual learners study best when the material is graphic, ie. charts, tables, maps, etc. When in class, visual people should look at the professors when they are speaking, participate in class discussions and take detailed notes during lectures. When studying, study alone in a quiet place and try to transcribe your material on paper. When possible make drawings, graphs or tables of complex abstract ideas and work alone. Visual learners often have trouble working while having a dialogue, even if the dialogue directly pertains to the subject matter. Auditory Learners: Auditory people work best when they can hear the material. Read aloud, go over your notes and talk to yourself about the important points. Before reading, set a purpose and verbalize it, after you've finished be sure to summarize out loud what you just read. Speak your ideas into a tape machine as if you were having a conversation with someone, if you can, talk to your friends about the material. Because Auditory learners sometimes have trouble keeping columns aligned, try doing math computations by hand, on graph paper. Haptic Learners: Haptic learners are the most maligned division; they are the people that can't sit still. Haptics have to pace around the room, they must have music or a television playing in the background and are almost constantly finding themselves distracted. Despite what parents and teachers have been saying to the contrary, Haptic learning is just as effective as the other two, more traditional, types. Instead of fighting against your nature, adapt to it and find a method that really works. Make studying more physical; work at a standing desk, pace around the room, do reading while on an exercise bike, chew gum. Try to use color when you can; highlight your readings, read with a filtered light, put posters and bright colors around your desk. Haptic people should vary their activities, if you feel frustrated or 'clogged up' do something different for a few minutes. Try and keep a list of distractions as they come to you; once you write them down, they won't bother your concentration as much. If you want to, play music in the background at whatever volume you choose to. When reading, try skimming over the chapter to get a solid basic meaning before you really dig in. Try to visualize complex projects from start to finish before you begin them. Visualization is a useful tool for Haptic people, it helps you keep a positive, productive outlook on the task at hand. SQ3R The SQ3R method is the reading and studying system preferred by many educators. Reading research indicates that it is an extremely effective method for both comprehension and memory retention. It's effective because it is a system of active reader involvement. Step 1. "S"= Survey Before you actually read a chapter, or go over a particular section of notes, take five minutes to survey the material. Briefly check headings and subheadings in order to understand the author's organizational pattern of ideas to be discussed. Scan all visual material. Read introductory and summary paragraphs. This preview will enable you to anticipate what the chapter is about. Step 2. "Q"= Question Create interest in the material by asking: What are the main points of the chapter? As you read, keep the question in mind and figure out the most important points. It gives you a clearly defined purpose for reading, and helps you maintain interest in the material. Step 3. "R"= Read Read the chapter actively for meaning. Go through the paragraph before underlining, then underline key words and phrases to help you recall the main points. Be selective, you don't want to highlight non-important points or miss anything that can help your comprehension. Summarize main concepts in your own words in the margins. The more active you are in the reading process, the more you will retain. Step 4. "R"= Recite After every few pages, close your book and recite aloud the main points to the questions you posed in step 2. Try to recall basic details as to the author's intent by putting them in your own words. Verify your answer by checking the text. If you can't remember the text, read through it again. If you don't get it now, you won't remember it for a test. Take as much time as you need to answer your questions. Don't be frustrated, this takes more time but the information will be clearer in your mind. Step 5. "R"= Review Finally, review the chapter every so often to fix the material in your mind. Keep rereading your margin notes and underlinings. Verbalize the sequence of main ideas and supporting facts to aid retention. Numerous reviews are a lot more effective than one cramming session the night before an exam. Review once right after you've finished reading and then every couple of days. The SQ3R is time consuming at first, expect it to take ten to fifteen percent longer to read a given chapter when you first begin. Research indicates a 70%% increase in retention after two months of using the system and, eventually, a reduction in time spent preparing for exams. Note Taking Techniques The most comprehensive note taking systems require attention on your part. You must be alert enough in class to take legible, meaningful notes. You can't rely on "writing everything down" because a lot of information in a given lecture won't help you actually learn the material. If you have problems determining the specific relevant points in a particular class, you can always ask the professor to clarify them for you. The 2-6 Method The 2-6 refers to the way you divide the space on your notepaper. Make two columns, using the red line on the left of the page as your border. Then, when you take notes in class, use the 6 column for the notes and the smaller 2 column on the left as a highlighting system. Write main headings and important points on the left, including material you think you will be tested on. When you're finished, you should have a comprehensive page of information that you can quickly scan for important points. Finally If you have any questions or need more help, stop by and talk to one of our counselors. Studying is 99%% perspiration; if you give it a real, concentrated effort over the course of a semester you will see an improvement. Your academic success is entirely up to you.