this is the semester that counts.. the overview & practice test 3

This is the semester that counts.

The Overview& Practice Test 3

It’s serious nowThe next few months will have the most significant impact on your success or failure in your application to medical school

Applying to Medical School11stst thing thing they look at: GPA and

MCAT scoreYour GPA is pretty much set by this pointYour MCAT score is still wide openFor Texas, EY 2010: 4044 applied, 1563

accepted GPA MCAT

Averages for the Applicant Pool 3.52 27.6

Averages for the Acceptance Pool 3.77 31.1

Applying to Medical School2nd thing they look at: What else do you

have?Clubs and OrganizationsStudent AthleteWorkFamilyVolunteerMentoring / ShadowingSummer ProgramsLetter of RecommendationPersonal Statement

Applying to Medical School3rd step: The Interview

About 600 – 800 people invited per school

All who are invited are eligible and qualified applicants to medical school

Workshop: around the first weekend of school in the fall

Now - it’s all about the MCATFour Sections

Physical SciencesVerbal ReasoningWriting SampleBiological Sciences

Computer Based Test (CBT)

25 tests scheduled in 2011

www.aamc.org/mcat

MCAT ScoresThis is a distribution of scores from recent MCAT

administrations in El Paso; those in red are accepted.Under 20: 2 0/2 ACCEPTED20-21: 2 0/2 AC22-23: 9 4/9 AC (5/9 interviewed)24-25: 8 4/8 AC (7/8 interviewed)26-27: 4 1/4 AC (3/4 interviewed)28-29: 4 3/4 AC (4/4 interviewed)30-31: 3 2/3 AC (3/3 interviewed)32-33: 1 1/1 AC

And these Are the 2011 dates.

Pick a date.Pick it now.Pay for it now.Stick to it.Prepare for it.Do not change it.Do not postpone it.Revel in it.Celebrate it.Look forward to it.Study for it.Smash it.

January 28, 29March 26April 9, 16, 29May 7, 20, 21, 26June 16July 6, (16, 28, 29August 5, 6, 12, 18, 19, 23September 1, 2, 8, 10)

January 28, 29March 26April 9, 16, 29May 7, 20, 21, 26June 16July 6, (16, 28, 29August 5, 6, 12, 18, 19, 23September 1, 2, 8, 10)

Physical Sciences70 minutes52 multiple choices questions7 passages followed

by 4 – 7 questions eachPassages average 200 words in length and are

often accompanied by one or more charts, diagrams, or tables

13 stand alone questionsPhysics and General Chemistryhttp://www.aamc.org/students/applying/mcat/preparing/

Followed by a 10 minute break

Verbal Reasoning60 minutes40 questions7 passages followed by 5 – 7 questionsAbout 500 words eachTopics include the humanities, social sciences

and natural scienceshttp://www.aamc.org/students/applying/mcat/preparing/

Followed by a 10 minute break

Writing SampleTwo 30-minute essaysNo break is given between the essaysYou are given a statement and asked to write three

tasksExplain the statementIntroduce a situation in which the statement would

not legitimately applyCome up with a guide for judging whether statement

applies or not in individual casesRead & scored twice; different readers; avg.

converted to letter scoreFollowed by a 10 minute breakhttp://www.aamc.org/students/applying/mcat/prepa

ring/

Biological SciencesSame format as Physical Sciences70 minutes52 multiple choices questions7 passages followed by 4 – 7 questionsPassages average 200 words in length and

are often accompanied by one or more charges, diagrams, or tables

13 stand alone questionsBiology, organic chemistry, and geneticshttp://www.aamc.org/students/applying/mcat/preparin

g/

3 Main Factors to SuccessBudgeting enough time to practicePracticing correctlyCommitting to the importance of strategy

Our FocusMeet only 8 Saturdays in spring semesterProvide you with best preparation materials

availableClose examination of MCAT structureStrategy-apply your knowledge to unique

testing situationPractice to become test taking machine

Success = ½ content½ strategy

This is one of the hardest things for good science students to believe

But IT’S TRUE.You all earned A’s or

B’s in all the prereq classes, so why don’t you all do really well on this test?

Because it’s not all about thecontent.

And ATTITUDE I’m so scared of the MCAT. I’m afraid I’m going to bomb this test.

The MCAT is a difficult test. However, I am preparing very well. I know how the test is structured. I know what content needs extra attention and I am developing strategies to get a great score. I am going to do well on this test.

Do you want to go to medical school? Then you have to do this and do it well.

Group WorkA good group can significantly enhance your

ability to study and improve your skillsA bad group can, well, you know.Advantages of a good group:

Broaden the range of expertiseProvide additional structure to your studyingEncourage responsibilities to the group

Use your group to discuss answer choices, listen to each other’s critical thinking

Time ManagementDifferent than Timing (that’s per passage, per

section)This is the big picture – day by day, week by

week For each week, select

specific days and times when you will study.

Treat it as a serious commitment – just like a class or a job.

Make it reasonable so you will stick to it.

Thoughts about homework and strategyCompare strategy to going to the gymThe purpose, especially in the beginning, is

to learn technique, strategy – NOT speedFirst, work slowly, thoughtfully, and

consistently to understand the idea behind the strategy.

Then, move toward increasing speedMake a plan to work every single day on

MCAT.

Because this is not school

Does one kind of shoe serve for every occasion?

Why the focus on Verbal Reasoning?1.It is most students’ weakest subject

area.2.It is the area of greatest interest to

admissions committees.3.The strategy for successful navigation

of VR passages can be applied to the other subject areas.

Verbal Reasoning ContentContent tested is reasoning abilityYour ability to appreciate the main idea and

points the author makes, and recognize the implications

Need no content knowledge for this sectionAnswers are in the passage or implied

thereinWhy aren’t you getting each one right?

Verbal DeconstructionVerbal section has 3 componentsPassagesQuestionsAnswers

There is a strategy for dealing with each

Our Approach

Break down each component to see basic structure

Build small practice steps into overall verbal strategy

Apply skills to science passagesDemonstrate how strong content knowledge

combined with strategy is the key to success

Which passages to read?Which questions to answer?All of themIn the order they are presented

Start Finish It is too easy to waste a lot of time deciding

and organizingSTRATEGY gives you the tools to answer all

the questions to the best of your ability

Homework:Read Preface and Part I: Key Questions About the

MCAT Exam, pgs. 9-63, from the Official Guide.Get out your science textbooks & notebooks.Complete the Reflection handout to note any

material that is unfamiliar or needs review from the diagnostic test today.

Prepare a detailed MCAT preparation schedule.Pin up your own motivational sign. Go for tough love message to self. Add confidence-inspirer. Put it where you’ll see it everyday. Live it.

Passage Deconstruction& Practice Test 4

Create Your Study PlanConsider your class scheduleConsider your employment scheduleMake it reasonableTry to put a little MCAT into each day Relate course study and preparation to MCATUse diagnostics & practice sessions to direct

focused studyPractice passages from Official GuideCombine focused study, practice passages

(using strategies learned with attention to time), and connection to classes

‘Relax’ with The Nation, Scientific American, Atlantic Monthly

Your Study PlanUse textbooks, course outlines, and notes to

perform focused reviewIf your pace is slow, consider speed reading

exercises (available online) as part of your preparation

Studying with a partner? Use her strengths to address your weaknesses & vice versa.

Avoid cramming behaviorDifficult material-4 hours max/dayEasier material-4 hours max at a time Include sleep & exerciseKeep hydrated and nourished

Get SeriousConsider cutting obligations outside of

school, MCAT, or workThink of it as being in special trainingSome duties can be put asideSome cannotAsk yourself what your leisure activities are

doing for youIf they’re not helping, get rid of them for now

Overall Verbal StrategyThe Passage

Read the PassageIdentify the Topic Sentence in each paragraphSummarize those Topic Sentences and connect

them to form the Main Idea

Overall Verbal StrategyThe Questions

Put the question in your own words and in the form of a question

Identify the question as General or SpecificIf it is General, answer it in your head from the

Main idea before you look at any of the answer choices

If it is Specific, go back to the section of the passage where the answer can be found, find the answer, and put the answer in your own words before looking at the answer choices

Overall Verbal StrategyThe Answers

Starting with answer choice A, compare it to the answer you have in your head

Decide NO or MAYBE for answer choice AContinue to B, then C, then D – every single

answer choice, every single timeSelect the best answer from the MAYBE

choicesNext question

Heavy Lifting Under Pressure

About the PassagesAbout 600 words in length (Average reading

speed for most adults is about 250 - 350 words per minute)

Humanities, social sciences, natural sciences not tested in subject areas

Variety of levels of difficultyNeed a very specific approach and that way

is very different from how you have been reading in school

Requirements for SuccessMust understand the passageGet a sense for the author’s tone and position~3 minutes available-180 secondsNo time to figure it out or slow downNot like academic work to this pointUnique situation needs unique approachTime-your most precious resource (along with neurotransmitters)

Passage BreakdownWordsSentencesParagraphsMain Idea is in there somewhere, critical to

understandingNot a vocab testContextual clues provide some understanding

of unknown wordsSo, we won’t worry about the words. They are

not essential to understanding the passage.

Sentences Construct the Main Idea of the PassageIn MCAT land, think strategically2 Main sentence types

General Sentences (Topic Sentences)vs Specific Sentences (Supporting Details)

Your goal: Quick & Accurate Identification of Which is Which

Identifying the Main Idea of the PassageRead to quickly identify Topic SentenceSkim over Specific Sentences (details)Topic Sentences give the main idea author is

trying to communicateThe main idea is the key to understanding

verbal passagesMost paragraphs will have a Topic SentenceA very few build upon previous paragraph’s

Topic

Identifying Topic Sentences

Tend to be general and summarize the rest of the information in the paragraph

As you test today, be aware of general sentences, the Topic Sentences, that will help you to understand the paragraph and the passage itself.

Homework:Complete today’s reflection today & return next weekRead General Concepts & Chapter 8: Physical

Sciences, pg. 64-86, in the Official GuideSkim over your physics and general chemistry

textbooks, noting main concepts, vocabulary, chapter outlines, & diagrams

Modify your study plan if neededPractice w/ chemistry passages, pg 87-136, in Guide Perform targeted review of all weak concepts &

topics, based on Practice Test diagnostic reports, reflection, & passage practice

Practice finding Topic Sentences while reading

Passage Deconstruction Continued& Practice Test 5

Statistical Analysis of MCAT ScoresStandard Error of Measurement for MCAT is +/- 2

ptsSE represents score range within which true

achievement level probably liesTotal score 23?

Score range is: 21 22 23 24 25Total score 26? ↕ ↕

Score range is: 24 25 26 27 28Taking MCAT multiple times, expected score will fall

in range 68% (confidence interval) of time.When score bands overlap, performance essentially

equivalent.

Prep for MCAT Science SectionsTests ability to use prior knowledgeTests science problem-solving skillsRequires content reviewRequires problem-solving practice

Basic Knowledge

Limited depth expectedIncluded in well-designed introductory

courses w/ labBasic texts fully cover content (even when

instructors do not)

Practicing Problem Solving SkillsRecall concepts & principlesPassage cues, tables, graphs can stimulate recallMastery of facts alone insufficientPractice passages for text comprehensionUse contextual clues to understand unfamiliar

materialPractice data analysis (graphs, tables, diagrams,

figures)Apply math concepts as part of your

interpretation

Problem Solving PracticeHow to apply concepts and whenCombining basic knowledge & recalled

material with information given in passageEvaluating methods, evidence, and

conclusionsAssessing the consistency of passage

informationEvaluating validity of arguments in passagesPay attention to what you’re doing right &

wrong

MetacognitionUnderstanding how you are learningMaking study plansMonitoring your progressAnalyzing your errorsMaking adjustmentsTailoring your preparation to weaknessesQuite important in MCAT prep

Focus Your MCAT StudyFocus your study & practice on problem

areasIs it an...?

Error in recalling a specific concept?Misunderstanding of the passage?Misinterpretation of data?Misapplication of principles?Error of evaluation?

From the Official Guide...Know your stuff AND be able to figure things

out logically(Skills needed by physicians)Mimic exam conditions-quiet, uninterrupted

practice using actual time availableIdentify your weaknesses & attack those

content areas, concepts, and analytical skillsPractice writing essays on computer

Passage StructureParagraphsMade of Topic Sentences with supportive

sentences(General vs. Specific)Topic Sentences form the Main Idea of each

passageUnderstanding the Main Idea =

understanding the passage

Finding Topic SentencesExamples of paragraph structure

Identifying Topic Sentences

Topic Sentences

Identifying Topic SentencesPg 318, Official Guide---Read the 1st paragraph in the passage.Circle the Topic Sentence.

Why do you think it is the Topic Sentence?What shape is the paragraph?

Do the same with the remaining paragraphs.

What have you learned from this exercise?

Linking Topic Sentences Together to Form a Main Idea

+

Topic Sentence

Topic SentenceTopic Sentence

Topic Sentence

Main Idea

Forming a Main Idea

Understanding the passage is essentialThe key: a Main Idea, the main themes of the

passageNeither too general nor too specificEach passage has ~3-4 pointsMain Idea should reflect these

Forming the Main IdeaRead 1st Topic Sentence.Paraphrase its essence.Record.

Repeat for each paragraph in passage.Link the essences into a Main Idea.Write the Main Idea.

Forming the Main IdeaPg 326Do it again.

Read. ID Topic Sentences.Paraphrase & jot down.Link to form Main Idea.Jot down Main Idea.

Forming the Main IdeaPg 336Do it again.

Read. ID Topic Sentences.Paraphrase & jot down.Link to form Main Idea.Jot down Main Idea.

What do you do with the Specific Sentences?

NothingNote where they are so

you can find them later if and only if you need them

Do not focus on themDo not try to learn themDo not read them overDo not memorize them

Your GoalUnderstand the passage essenceCut time spent reading passageNo wasted time on unneeded specifics

Big Picture?Less dependent on contentMore comfortable with structure

As you test today, be alert for the Main Idea, the main themes of the passage.

Homework:Complete today’s reflection today & return next

weekReview General Concepts & Chapter 8: Physical

Sciences, pg. 64-86, in the Official GuidePractice analyzing graphs, tables, & diagrams in

Physics textbookPractice w/ physics passages, pg 137-184, in Guide Practice linking Topic Sentences to form Main IdeaPerform targeted review of all weak concepts,

topics, & application, based on Practice Test diagnostic reports, reflection, & passage practice

Pay attention to what you’re doing right & wrong

Drawing Meaning from Text& Practice Test 7

Focus and Build on What you Know

Focus for Understanding

All passages contain understandable elements.

Understand everything of someUnderstand some of othersUnderstand very little at first glance of othersFocus on what you know.Do NOT focus on what you don’t know.Find understandable nuggets.Build on these.

Why not focus on unknown?

You don’t have the time.Spends mental energy without rewardSucks your confidenceFocus on the unknown during focused

review, not during test.

Focus on What You Know Practice

Pg 336-Read paragraph 1.What is the essence of the Topic Sentence?

Paragraph 2-Circle what you GET.Jot down best Topic paraphrase you can

Paragraph 3-CircleJot

What can you link together?Write best Main Idea you can.

ReflectionHow does focusing on known differ from

focusing on what you do not know?

How can you practice this during the next few weeks while preparing?

Look for Transition Words and Punctuation

Transition Words Help with Passage NavigationCommon words that point direction author is

going or has goneRoad signs of textHelp you decipher difficult textLink understood parts w/ parts not

understoodTools-use them as such

“DIP”What do these Transition words tell you is

coming next? AND

BUT

THUS

FOR INSTANCE

“END OF CONSTRUCTION”What do the following Transition words tell

you came before? THIRD

ON THE OTHER HAND

FINALLY

BECAUSE

More Transition WordsALTHOUGHHOWEVERYETALSOSUCH ASSTILL,...WHICH ARE...AS FOR...INDEEDONE PROBLEM ....ETC

Helpful PronounsNot transitional, but aid in comprehension

Ex: “Peripatetics commonly appear in world literature, whether ancient or modern. They represent the wandering spirit in all of us.”

Be alert for pronoun links.

Transitional PunctuationColons: “as follows”Semi-colons expand upon previous statement; “in

other words”Commas: used in listing distinct elementsDashes---indicate example, explanation, or

commentEllipses may indicate...editing of original text;

seems disjointed? Maybe it has been cut.Quotation marks “can indicate a cliché, a typical

phrase or mental reaction, a misnomer in the opinion of author”

The Zen of MCATEpiphany (sudden, intuitive perception) reached,

with timeTakes plenty of practice, like meditationTranscend the content of specific passagesSee paragraphs, questions, & answers in the

paragraphsReach a “comfort” zone“This is the Topic---these are supporting details.”“This is the essence of this passage.”“Here the author is telling the reader what results

from his previous points.”

How?Practice Practice Practice Practice Practice

Practice Practice Practice Practice

Practice Practice Practice Practice PracticePractice Practice Practice Practice

Practice Practice Practice Practice PracticePractice Practice Practice Practice

Practice Practice Practice Practice PracticePractice Practice Practice Practice

Practice Practice Practice Practice PracticePractice Practice Practice Practice

Practice Practice Practice Practice PracticePractice Practice Practice Practice

Practice Practice Practice Practice Practice

From the Official Guide...Should you retest?Sometimes...you just know.Usually you don’tLow scores are likely to increase in retakeHigh scores are likely to decreaseSee charts pg 51-54Surprisingly, some 23’s are getting interviewsGood likelihood of statistically (>2 pts)

improving a 23 on retake

Homework:Complete today’s reflection today & return April 2Adjust your prep plan as neededRead Chapter 9: Biological Sciences, Format, Types,

and Outline, pg 185-206, in the Official GuidePractice focusing on the known & transitionsPractice w/ biology passages, pg 207-276, in Guide Perform targeted review of all weak concepts,

topics, & problem solving skills, based on Practice Test diagnostic reports, reflection, & passage practice_____

Use the next 3 weeks to practice and perform

targeted review on weaknesses, continuing with these techniques & tools

The Questions Strategy& Practice Test 8

A Little Transitions ExercisePg 344-Together let’s highlight/mark each word, phrase, or punctuation Transition/Clue.

Note: How does each help you understand the text?

The Passage Strategy

Read passageFind Topic Sentence in each paragraphSummarize Topic Sentences and link to form

Main Idea3 minutes available

Why Form Your Own Question?Good Question!Must understand Q in order to answer

successfullyTo understand, paraphrase in your own wordsForces you to process Q mentally (instead of

staring blankly)Signals your brain to prepare to find answerPut it as a Q & the brain automatically looks

for an Answer

Danger-Danger!Test stress encourages quick reading w/

assumption of understanding the QQuestions can be difficultDon’t only look at QMove content past eyes into brainTake the Brain-On approach

Put the Q in Your Own WordsPractice active mental processing of questions

every dayGoal: quick & easy, in your head, not on paper

Put the question in your own words and in the form of a question.

Page 345Q 16

Using What You Have LearnedWhile testing today, pay attention to mentally

processing the Questions in your own words and in the form of a question.

Pay attention to the passages, general vs. specific sentences, Topic Sentences, transitions & clues, and Main Ideas.

MCAT Outside the BoxAny practice with problem solving builds skillsRead & analyze science journals & research examplesWorking in lab to plan research or analyze resultsAnalyze items answered incorrectly to see weaknessesPractice critical thinking every dayEvery course is an MCAT course‘Relax’ with The Nation, Scientific American, Atlantic

MonthlyIf you’re not resting your mind, you should be exercising it

Homework:Print out your diagnostic report after testing todayComplete today’s reflection today & return April 9Stick to your MCAT preparation planThink/prep MCAT throughout each dayFinish reading Official Guide if incompleteUse the Official Guide for passage practicePractice focusing on passage transitions, forming the

Main Idea, and putting Q’s in your own wordsPerform targeted review of all weak concepts, topics, &

problem solving skills, based on Practice Test diagnostic reports, reflection, & passage practice

Work on shortening your required passage time towards goals

Two Types of QuestionsOnly two typesGeneral-answerable from Main IdeaSpecific-need return to passage & locate

details needed

General QuestionsBetween 1 & > 50% MCAT Q’s can be

answered from Main IdeaFrequent Q #1: “What is the main idea of this

passage?”

Many other Q’s also answerable from Main Idea

ExamplePassage IV pg 344 Main Idea: Plants differ from animals in their

method of taking nourishment, plants being collector-concentrators & animals acting as scatterers; in simplistic terms & incomplete as it is to state it thus, together they are a recycling system.

(Neither too general nor too specific; includes each major point made by author)

Q 19. Based on passage information, two plants that have extremely different ratios of surface area to volume will most likely have different:

Translate Question as QuestionIn author’s view, what’s different between two

plants with different surface:volume ratios?MI: Plants differ from animals in their method

of taking nourishment, plants being collector-concentrators & animals acting as scatterers; in simplistic terms & incomplete as it is to state it thus, together they are a recycling system.

Answerable from MI-(Since surface:volume is their functional mode of collecting/concentrating from the environment, these plants must be in different environments.)

Specific QuestionsAsk something about supportive detailsPerson, experimental results, places,

definitions, explanations, argument presented, examples, extensions of idea, qualifications, minor points

Details you DID NOT memorize when readingMust return to passageNow have reason to examine detailsBrain has an assignment

ExampleQ 16. The author asserts that oxygen, which is

released by plants, is required for respiration by both autotrophs & heterotrophs. This assertion is most likely intended to support which of the following conclusions?

Translation: Which conclusion is supported by the author’s statement that O2 is needed for respiration by both auto & heterotrophs?

Detail-Main Idea doesn’t address O2; it was a 3rd point in final paragraph.

Brain AssignmentReturn to final paragraph, see O2 discussed

in relation to respiration by both as a 3rd point supporting that the author’s point is simplistic and missing several qualifications.

Which conclusion is supported by the author’s statement that O2 is needed for respiration by both auto & heterotrophs? The conclusion that the author’s view is simplistic & missing complete information.

Identify the Question as General or Specific.

Q 17Q 18

Specialty Questions

Less straightforwardNot a question stem (Q Stem Ex: Specialty questions differ from

typical questions in that they: ... )Require a specific strategy

Except/Least/NotCommon MCAT formulationGet rid of 3 right answers, find 1 wrongConditioned to find right answersW/ 3 right answers & 2 wrong, can be

confusingStrategy: Keep in mind you are looking for

the WRONG answerEvaluate each answer as No (right) or Maybe

(not right)

Example

Pg. 353, Q 22: Which of the following is NOT mentioned in the passage as one of the potential benefits of children’s physical risk-taking?

I, II, or IIIAnswer choices look like this: A. I only B. II only C. I & II D. III onlyStrategy: look at each choice individually decide whether true or false if true, rule out answers w/o that numeral if false, rule out answers w/ numeral

ExamplePg. 319 Q 4: Which of the following alternatives to

the catastrophic-extinction theory, if true, could also plausibly explain the extinction of the dinosaurs?

I. Blue-green algae common in the seas that covered much of the globe during the reign of the dinosaurs could concentrate iridium and release it into the environment.

II. Lightning storms common at the time of the dinosaurs’ demise were capable of igniting vegetation fires large enough to block significant amounts of sunlight with the smoke and soot that they produce.

III. Volcanoes active at the time of the dinosaurs’ demise could produce great heat and pressure, release iridium into the atmosphere, and block sunlight with huge quantities of soot and smoke.

I only II only I and III only II and III only

Inference/Imply Questions

Application questionsStep away from passage is very smallCorrect answer must be provable from the

passage statements or implicationsCorrect answer agrees with Main Idea

ExamplePg. 337, Q 12: Which of the following statements

about similes and metaphors is most clearly implied by the information in the passage?

A. Most people cannot avoid using similes and metaphors in daily speech.

B. Similes and metaphors bind human individuals to each other.

C. Some languages use more similes and metaphors than do others.

D. The most developed languages use the most similes and metaphors.

Stay Close to the Main IdeaPassage’s Main Idea: We all use hackneyed similes

and metaphors in order to bind ourselves to Nature and to our environment. Which stays closest to this?

A. Most people cannot avoid using similes and metaphors in daily speech.

B. Similes and metaphors bind human individuals to each other.

C. Some languages use more similes and metaphors than do others.

D. The most developed languages use the most similes and metaphors.

Answer General

Questions from the Main Idea in your

head.

For Specific Questions:

Go back to the passageFind the answer

Put it in your own words

Pg 345, #17Pg 345, #18

Question 17“Based on the information in the passage, which

of the following best explains why bacteria and fungi are more crucial than animals to the completion of the decomposition process?”

Translation: Why are bacteria & fungi more important to the author in completing decomposition than animals?

Return to passage detailsParagraph 3-Animals as ‘scatterers’ details

-animal returns (resources) to environment in unconcentrated form

-elements no longer incorporated in organic molecules

Final paragraph-Bacteria & fungi details

-more crucial to completion of decomposition

-decomposition started by animals

Q: Why are bacteria & fungi more important to the author in completing decomposition than animals?

Mental Answer: They finish decomposition, breaking down organic molecules & releasing resources to environment

Question 18“Assume that plants in the cactus family have

maximized volume and minimized surface area to help them retain water in an arid environment. Given this, which of the following changes to the author’s assertions is the most necessary?”

Translation: If cacti have lo surface:vol ratios to stay hydrated in desert, which author’s statement needs change & how?

Return to passage detailsParagraph 2-surface:volume details (statements) -high surface area to collect resources -high surface:vol ratio found in plants -one of most characteristic featuresQ: If cacti have lo surface:vol ratios to stay hydrated

in desert, which author’s statement needs change & how?

Mental Answer: Author’s statement-High surface:vol ratio one of most characteristic features

Change-”Plants in arid environments are an exception to the fact that hi surface:vol ratios are one of the most characteristic features of plants.”

What About the Answer Choices?Notice that we have not mentioned the

Answer choicesNotice we haven’t even looked at the choices

yetWe have dealt with the question mentally by

understanding it & answering it, independent of the Answer content

This is a story of independence---Yours!

The Question StrategyPut Q into your own words, in the form of a QIdentify the Q as General or SpecificDo not look at AnswersIf General, answer it in your head from Main

IdeaIf Specific, return to specifics section where

answer can be found, find answer, & put answer in your own words

~ 30-45 seconds

The AnswersWe dissected passages to view construction &

comprehendTranslated questions to understand themProduced suitable mental answers

Answers- ---always 4 choices ---1/4 chance of correct answer with just

guessing Goal-improve odds by minimizing choices

The Answers Strategy1. Starting with answer choice A, compare it to

the answer you have in your head2. Decide NO or MAYBE for answer choice A3. Continue to B, then C, then D4. Select the best answer from the MAYBE

choices5. Next question6. 15-30 seconds

Example-#17Answer in your head: Bacteria & fungi finish

decomposition, breaking down organic molecules & releasing resources to environment

Choices: A. Bacteria & fungi are more compact than animals.

No or Maybe B. Bacteria & fungi add more oxygen to

decomposing material than do animals. No or Maybe C. Bacteria & fungi break down organic molecules

better than do animals. No or Maybe D. Bacteria & fungi enable animals to initiate the

decomposition process. No or Maybe

Example-#18Answer in your head: ”Plants in arid environments are

an exception to the fact that hi surface:vol ratios are one of the most characteristic features of plants.”

Choices:A. The difference between plants & animals is not

fundamentally about modes of nutrition. No or MaybeB. Some autotrophs are able to collect diffuse resources

with a low ratio of surface area to volume. No or Maybe

C. Cactus plants constitute a third part of the recycling system in addition ot collector-concentrators & scatterers. No or Maybe

D. Plants that have a high ratio of surface area to volume require concentrated resources in the environment. N or M

Answers StrategyStrategy is very simpleFocuses on improving oddsWorks by eliminating wrong answersIs not a task of finding the RIGHT answerThink of answering by choosing the best

MaybeEducated guessFrees you to move forward instead of wasting

time or fretting

Content + StrategyUnderstanding passage &

question most importantNot brain surgeryAble to answer General Q’s

from Main Idea, Specific Q’s from returning to details

Sometimes need strategy beyond content

Wrong answers sometimes look and sound wrong

Moving Down the Answer Choices

A – No or Maybe?

B – No or Maybe?

C – No or Maybe?

D – No or Maybe?

Every single question

Every single timeIf not sure, make it a

Maybe---why not?If don’t like it, NoBecome a Test-

Taking Machine, Lean & Green

What Now?Look at MaybesProbably only 1 or 2 remainEasier to look at 2 choices instead of 4Odds in your favorReturn to passage if needed or to Main IdeaMake your decision of the Best MaybeMove onThink: Test-taking Machine

Six Verbal Question Types

Main IdeaDetailInferenceApplicationToneLogic

Main IdeaAlert: “The author’s main purpose …”, “The

main idea of this passage is …”, “The general theme …”

Description: Ask for a restatement of the author’s main point

Strategy: Look for the answer that best matches the scope of the article, look for too broad or too narrow or distortions as NO answers. Get a main idea when you finish reading the passage, answer this question before looking at the answer choices.

DetailAlert: “According to the passage, …”, “Based

on information in the passage, …”Description: Require you to recall a specific

point from the passage; MAYBE answers will be those that approximate information directly from the passage

Strategy: Look back at the passage

Inference

Alert: “It can be inferred from the passage that…”, “The author suggests that …”

Description: Make a SMALL logical leap from the passage that would be consistent with the main idea

Strategy: MAYBE answers are consistent with the passage but not quite a simple restatement of information already presented

ApplicationAlert: “The passage was probably written by

…”, “The example in paragraph 2 would be most similar to …”

Description: Take an essential idea from the passage and relate it to a different context; may involve analogies or metaphors;

Strategy: MAYBE answers translate an idea from the passage into a new context

ToneAlert: “The author’s attitude can best be

described as …”, “The author would likely agree with …”, “The tone of the passage is best described as …”

Description: Identify the author’s attitude about a passage’s subject matter; may be focused on a detail or the whole passage

Strategy: Have a sense of the tone for the passage before looking at the answer choices

LogicAlert: “The third paragraph serves to …”,

“Which of the following would strengthen the author’s point?”, “The author raises the point in paragraph 3 in order to …”

Description: Analyze the function of certain portions of the passage; how does a particular detail serve the passage; sometimes about overall passage structure.

Strategy: MAYBE answers support the integrity of the passage

MCAT MathDon’t get caught up in the detailsRound to make the arithmetic easier

Round Up / Round DownScientific NotationProportions / Inverse ProportionsGraphs*** think trends and estimates, not

specifics

More Passage ReinforcementHardest part for science majors – want to

focus on:The detailsThe parts you don’t understand

Do exactly the opposite – focus on:The generalThe parts you do understand

Winning ApproachEnergy

Pull up your chairSit up straight

FocusHow you practice is how you will take the testTrain yourself to concentrate and focus

ConfidenceBe confident in your preparation

TimingEvery single passageEvery single question

Tactics ReinforcementTake a five second break when practicing

Between each passage in the beginning (not during PT)

And before the first one – be in controlRead every word

Read for general ideaNote - but don’t memorize - details

Construct a main ideaNote main idea of each paragraphLink them together for main idea of the passage

Going BackUse when youAre regularly finishing the exam on timeKnow what you are looking forKnow where you can find the answerMost used, should be least usedCan waste a lot of time

Be Careful For...

Watch for traps likeWord for word answer choicesGoing exactly to the line referenceFalling for the simple ‘feel good’ answerGetting stuck on one really hard question -

don’t sacrifice five easy questions for one difficult one

Types of NO AnswersRoundabout – moves around the question but

doesn’t answer itBeyond – not in the passage but beyond itContrary – contrary to the main ideaSimpleton – too easyUnintelligible – if I don’t understand it, it must

be the correct answer Too General or Too SpecificToo Extreme – never, always, must, onlyInconsistent with the main idea

Until April 30Practice Test 10

What’s your goal?Biology

Have you identified areas of strength and weakness?Are you where you want to be?

What content is next? How are you going to prepare?

Verbal practice, practice, practicePhysical Sciences-focused content review

Do you want to go to medical school? Then you have to do this and do it well.

Homework:Print out your diagnostic report after testing todayComplete today’s reflection today & return April 30Think/prep MCAT throughout each dayYou can take a break for Easter-one day only-enjoy!You should be finished with the Official Guide text Use the Official Guide for passage practicePractice the Answers strategy, N vs MPerform targeted review of all weak concepts, topics, &

problem solving skills, based on Practice Test diagnostic reports, reflection, & passage practice

Work on shortening your required question time towards goals-1 minute Q & A

Wrap Up& Practice Test 11

Answer Choice Considerations:General vs. Specific

Extreme vs. Mushy

Politically Correct

General vs. Specific2 types of sentences2 types of questions2 types of answersGeneral Q’s have General A’sSpecific Q’s have Specific A’s

General vs. Specific Answer StrategyTopic Sentences from ParagraphsFrequent choicesToo specificNot Main Idea of PassageNo

Ex: pg 353, # 2020. Of the following statements, which one best

describes the central theme of the passage?A. The hazards that children face in their everyday

lives are exaggerated partly because of the “risk anxiety” that pervades contemporary life.

B. A child who successfully takes on physical risks will be more likely to undertake risks in other areas of learning.

C. People need to consider the positive aspects of risk-taking behavior when they develop safety regulations for children’s play areas.

D. A result of increasing restrictions on children is that they lack opportunities to make their own decisions.

Never/Must/EveryoneVs. Sometimes/Frequently/Many peopleExtremes more difficult to prove in passageTend to not be trueWeakest point of statementPoint of attackUncommon

Ex: pg 327, #55. Which of the following best describes an assumption

made by the passage author in the first paragraph?A. Ten percent of all U.S. novels produced in the

1820s were best sellers. (No, author doesn’t say that)

B. The most innovative figures in U.S. culture are often the most misunderstood. (No, doesn’t say that)

C. Before the 1820s, U.S. writers were unable to earn a living by their writings. (Maybe)

D. Cooper was the only U.S. author writing during the 1820s. (No, extreme & hard to prove; author states he marketed 10% of all period’s writings.)

P.C./Not ControversialUsually controversial answers are No’sDepends upon passage, author’s viewpoint, &

questionSome authors in MCAT land take the

controversial positionMaybe’s can also be controversial

Ex: pg 353, #2121. Information in the passage most strongly suggests

that the author believes that people who are resistant to children’s physical risk-taking: 

A. do not allow their children to play in their backyards because they consider it to be unsafe. (Maybe)

B. insufficiently acknowledge the positive aspects that may result from children taking physical risks. (Maybe)

C. have less opportunity to gain confidence and self-esteem through coping independently. (No)

D. are mistaken when they consider the consequences of physical hazard to be dire. (a bit controversial w/ non-controversial author: No)

Attitude Reminder

‘I’m so scared of the MCAT, I’m going to do so badly on the MCAT… ‘

Brain hears it, brain believes it

“The MCAT is a difficult and important test. However, I am preparing very well. I know how

the test is structured. I know what content needs extra attention and I am developing strategies to

make my score even better. I am going to do well.”

Do you want to go to medical school? Then you have to do this and do it well.