Saturday, March 20, 2010
Math SAT --Different Strategies--For Life--March 10,16,19
The March 10, March 16, and March 19 SAT Questions for the Day Were Challenging to Many…
Yet These Were All Styles of Math Questions Common to Test Writers for Standardized Tests
Most Math Problems Require a Different Strategy to Solve From the Language Arts and Other Sections of the SAT Test
If you understand how to do these math problems, you will definitely gain points on standardized tests. For that reason alone, I would develop different strategies for this website. However, if you read this website, you know that these columns are written to develop brain-based strategies for logical thinking in all areas. Nothing develops these strengths for solving all types of life problems quite the same as mathematical solutions—especially the mathematical solutions relating to shapes, choices, and probabilities. The mathematical problems require a different strategy from the language arts questions. There is not enough time to eliminate all of the incorrect answers, plus ‘trying’ each incorrect answer is not a valid brain-based strategy with the math questions.
What happens when you look at the solutions to problems relating to geometric shapes, to choices, and to probabilities is that you see that life is full of different ways of experiencing what is around us every day. Sometimes the “answer” or the “solution” depends upon the “variables,” and the “variables” are in motion. The important life lesson is that the answer can change. We can change. Our perspective can change. In fact, there is no choice about this process. Change is inevitable. We have to factor in change to know about the answers on the tests. Variables are a part of the mathematics answers and a part of the science answers and a part of the answers on the graphs and charts in all of the sections.
With this viewpoint in mind, I plan to develop some strategies related to the particular styles of math questions I know are challenging. The numbers of respondents who fail these questions are indicative of the difficulty. Furthermore, I recognize the facts about the mathematics problems being different from any other type of problems on the tests—thereby requiring some different types of studying, perhaps some more rigorous games and interactive Q&A with teachers and experts in the field.
One particularly different strategy relating to mathematics from the way I request that students handle the language arts questions on the test is in relation to eliminating the “wrong” answers. FOR MOST OF THE MATHEMATICS QUESTIONS, DO NOT ELIMINATE THE WRONG ANSWERS ON THE MATHEMATICS SECTION OF THE TEST. FIND THE RIGHT ANSWERS ONLY!
WHY NOT TAKE THE TIME TO ELIMINATE THE INCORRECT ANSWERS?
THE MATHEMATICS PROBLEMS TAKE TOO LONG TO SOLVE TO DO EACH PROBLEM INDIVIDUALLY TO PROVE THEY ARE INCORRECT ANSWERS. BESIDES, DOING THE PROBLEMS WITH THE INCORRECT ANSWERS WILL IMPRINT INCORRECT INFORMATION.
Yet These Were All Styles of Math Questions Common to Test Writers for Standardized Tests
Most Math Problems Require a Different Strategy to Solve From the Language Arts and Other Sections of the SAT Test
If you understand how to do these math problems, you will definitely gain points on standardized tests. For that reason alone, I would develop different strategies for this website. However, if you read this website, you know that these columns are written to develop brain-based strategies for logical thinking in all areas. Nothing develops these strengths for solving all types of life problems quite the same as mathematical solutions—especially the mathematical solutions relating to shapes, choices, and probabilities. The mathematical problems require a different strategy from the language arts questions. There is not enough time to eliminate all of the incorrect answers, plus ‘trying’ each incorrect answer is not a valid brain-based strategy with the math questions.
What happens when you look at the solutions to problems relating to geometric shapes, to choices, and to probabilities is that you see that life is full of different ways of experiencing what is around us every day. Sometimes the “answer” or the “solution” depends upon the “variables,” and the “variables” are in motion. The important life lesson is that the answer can change. We can change. Our perspective can change. In fact, there is no choice about this process. Change is inevitable. We have to factor in change to know about the answers on the tests. Variables are a part of the mathematics answers and a part of the science answers and a part of the answers on the graphs and charts in all of the sections.
With this viewpoint in mind, I plan to develop some strategies related to the particular styles of math questions I know are challenging. The numbers of respondents who fail these questions are indicative of the difficulty. Furthermore, I recognize the facts about the mathematics problems being different from any other type of problems on the tests—thereby requiring some different types of studying, perhaps some more rigorous games and interactive Q&A with teachers and experts in the field.
One particularly different strategy relating to mathematics from the way I request that students handle the language arts questions on the test is in relation to eliminating the “wrong” answers. FOR MOST OF THE MATHEMATICS QUESTIONS, DO NOT ELIMINATE THE WRONG ANSWERS ON THE MATHEMATICS SECTION OF THE TEST. FIND THE RIGHT ANSWERS ONLY!
WHY NOT TAKE THE TIME TO ELIMINATE THE INCORRECT ANSWERS?
THE MATHEMATICS PROBLEMS TAKE TOO LONG TO SOLVE TO DO EACH PROBLEM INDIVIDUALLY TO PROVE THEY ARE INCORRECT ANSWERS. BESIDES, DOING THE PROBLEMS WITH THE INCORRECT ANSWERS WILL IMPRINT INCORRECT INFORMATION.
Thursday, March 18, 2010
ROCKET'S RACECAR STRATEGY ON SAT & PEANUT PIZZA, TOO!
It’s another RACECAR question! PIT STOP! Too many missed this one!!!
SAT Question for the day March 18, 2010 Fun Food: Lean Cuisine Pizza with Peanuts!
This is more about the fast questions. Many of you missed the one today. I think I know why. One reason is that you are going by what ‘looks right.’ I’ve told you that the smartest ones of you will miss for this reason because so much is in literature and magazines and every other printed material that is not correctly written. It looks right because you have seen it again and again—not because it is right.
Another reason for missing today’s answer is that some of the commonly poorly written parts of a sentence are well written here; and they slide along smoothly through A,B, and C. Why not just mark that ‘No Error’ and keep on? That kind of thinking loses points all over the place.
I wrote a column about the fast questions and answers on the SAT for the March 17, 2010, question for the day. Yesterday’s tips:
*Read with careful attention to the visual image, especially when you feel you know the answer quickly.
*Read with knowledge about the appropriate use of commonly misused grammatical construction.
Today’s tips:
No, I mean REALLY check it.
I mean eliminate all the wrong answers.
************************************
I did not state this tip this way yesterday. The example of the 2nd fill in the blank yesterday was a word that should be a certain construction to be parallel in construction to preceding material. I looked to the possible answers to find that the second word was going to be an adjective to align with the parallel construction immediately before. Then, I picked the word matching that construction with the connotation of the material.
In short,
• I imagined the possible answers for the blanks yesterday,
• looked in the answers for the ones that matched my guesstimate,
• and realized from the answers that I had overlooked the necessary construction for the second word.
• At that point, the other—incorrect-- answers fell away, and I was left with the only possible ‘best’ choice.
Today’s answer was missed by so many test-takers(over half), I believe, because many students realized that the ‘B’ choice is correct. Why did this realization cause many people who understand grammatical structure to miss this one? You were expecting this kind of error in this sentence—or no error.
TIP: KEEP EXPECTING AN ERROR UNTIL EACH POSSIBLE ERROR IS EXCLUDED FOR A REASON!
The ‘B’ answer is a position in the sentence where a major type of grammar problem often happens. Once a person sees that this one is done correctly, she or he tends to glide over the rest of the sentence again (“checking”) and miss the less common error. The eye moves to the ‘No Error’ answer. The potential bump in the road, we reason, was that some people (sillies) think that this ‘is’ should be ‘was.’ Too, that introductory phrase moves in smoothly to modify the character, Hiawatha, just like it is supposed to do. This is a good introductory portion to a solid sentence…A-okay, B-okay, C OKAY!! --Going down the hill here…D. Um. What happened here? Is this car stuck on the tracks? Sounds pretty good …But it’s not.
Race into the pit. Move that ‘to be’ off the racecar and put on the clean ‘as.’
D. is the part to fix.
RACECAR is a palindrome! Go backwards to check. Backwards and forwards to read everything before moving from the fast ones!judiethcarol&Rocketcatmarch2010
P.S. My snack for the day: Peanut pizza. Don’t eat it if you are allergic to peanuts!!!! Lean Cuisine pizza sprinkled with peanuts after warming is DELICIOUS!! Easy Peasy.
SAT Question for the day March 18, 2010 Fun Food: Lean Cuisine Pizza with Peanuts!
This is more about the fast questions. Many of you missed the one today. I think I know why. One reason is that you are going by what ‘looks right.’ I’ve told you that the smartest ones of you will miss for this reason because so much is in literature and magazines and every other printed material that is not correctly written. It looks right because you have seen it again and again—not because it is right.
Another reason for missing today’s answer is that some of the commonly poorly written parts of a sentence are well written here; and they slide along smoothly through A,B, and C. Why not just mark that ‘No Error’ and keep on? That kind of thinking loses points all over the place.
I wrote a column about the fast questions and answers on the SAT for the March 17, 2010, question for the day. Yesterday’s tips:
*Read with careful attention to the visual image, especially when you feel you know the answer quickly.
*Read with knowledge about the appropriate use of commonly misused grammatical construction.
Today’s tips:
No, I mean REALLY check it.
I mean eliminate all the wrong answers.
************************************
I did not state this tip this way yesterday. The example of the 2nd fill in the blank yesterday was a word that should be a certain construction to be parallel in construction to preceding material. I looked to the possible answers to find that the second word was going to be an adjective to align with the parallel construction immediately before. Then, I picked the word matching that construction with the connotation of the material.
In short,
• I imagined the possible answers for the blanks yesterday,
• looked in the answers for the ones that matched my guesstimate,
• and realized from the answers that I had overlooked the necessary construction for the second word.
• At that point, the other—incorrect-- answers fell away, and I was left with the only possible ‘best’ choice.
Today’s answer was missed by so many test-takers(over half), I believe, because many students realized that the ‘B’ choice is correct. Why did this realization cause many people who understand grammatical structure to miss this one? You were expecting this kind of error in this sentence—or no error.
TIP: KEEP EXPECTING AN ERROR UNTIL EACH POSSIBLE ERROR IS EXCLUDED FOR A REASON!
The ‘B’ answer is a position in the sentence where a major type of grammar problem often happens. Once a person sees that this one is done correctly, she or he tends to glide over the rest of the sentence again (“checking”) and miss the less common error. The eye moves to the ‘No Error’ answer. The potential bump in the road, we reason, was that some people (sillies) think that this ‘is’ should be ‘was.’ Too, that introductory phrase moves in smoothly to modify the character, Hiawatha, just like it is supposed to do. This is a good introductory portion to a solid sentence…A-okay, B-okay, C OKAY!! --Going down the hill here…D. Um. What happened here? Is this car stuck on the tracks? Sounds pretty good …But it’s not.
Race into the pit. Move that ‘to be’ off the racecar and put on the clean ‘as.’
D. is the part to fix.
RACECAR is a palindrome! Go backwards to check. Backwards and forwards to read everything before moving from the fast ones!judiethcarol&Rocketcatmarch2010
P.S. My snack for the day: Peanut pizza. Don’t eat it if you are allergic to peanuts!!!! Lean Cuisine pizza sprinkled with peanuts after warming is DELICIOUS!! Easy Peasy.
Wednesday, March 17, 2010
Nancy Drew, Barbara McClintock and Today's SAT Logical Example
Nancy Drew, Barbara McClintock and Today’s SAT Classic Example Question
Fill in the blanks: Barbara McClintock’s systematic examination of corn demonstrated the transposition of genes, a finding that overturned entrenched beliefs and proved that ____________ study may produce brilliant insights and ________________ change.
These questions are fast, fast, fast. The main thing you have to do is to check your answers. Once you learn the steps of the strategy, you will have your answer within seconds.
To practice how to fill in both blanks in a question on the SAT, try to find a partner for studying this page. If you read the thought processes I use while filling in blanks in these questions, you will think this takes too long to do. I need a conversation with you.
A large percentage of the responders (over 80%) did answer this one correctly today; but that still leaves a bunch of people who did not. Plus the wrong answers are more obvious than usual on this one. Sometimes the wrong possibilities are closer. This one will demonstrate the strategy nicely, though.
Ironically, these are the racecar answers to get on the entire test—once you go through the strategy step-by-step. I say ‘ironically’ because I cannot get the strategy as streamlined as I want. No matter what I do, I feel that I need to talk to you in person to show you how efficient this method is once you get it down. Too, I wish I could have a conversation with each of you about how this method of logical thinking helps in so many ways in other areas.
Have you ever noticed that ‘racecar’ is a palindrome? If you did not know the meaning of the word ‘palindrome,’ and I told you that ‘racecar’ is one, can you figure out what a palindrome is?
This is the way you need to look at the questions on an aptitude test. What can I figure out from what is right here in front of me—with the hint that something special is going on?
A palindrome is a word that is spelled the same left to right—and right to left. You can read it backwards, and it is the same word. Other examples are: pop, dad, and mom. The novel, Holes, has a main character whose name is a palindrome. His name is Stanley Yelnats. Read it backwards, and it is still Stanley Yelnats. This is a palindrome.
You can be turbocharged for this section. You have to slow down to check your correct answers and to put the answers into the right place on the answer sheet. They go fast. They are predictable. They are satisfyingly logical. That does not mean that you cannot miss them. You need to look at the words. Look at what you have.
You have to watch what you are doing and continue the logic of the question to answer the question correctly. Your sequence is: Read the directions. Read the directions as you begin each section. The directions put your brain in the proper sequence to consider the type of question.
Read the material, visualizing everything in your mind as you read it. Paint by word.
I have not found a way to cut down this initial practice to show you how to generate the possible answers as you are reading. Therefore, these strategies look ‘full of words.’ In ‘real life,’ it is full of images and words—but in sequence and quick succession.
If you read with another person and do it together, I believe you will discover something that will be a comfort to you in many test situations. You will learn it once in long form, and use it forever in a short form—a fast, effective, abbreviation.
Women of Science: Barbara McClintock
Vocabulary: chromosomes, systematic, methodical, haphazard, derivative, genes, transposition, radical, inherent, controversial, improvised, startling, methodical, revolutionary, derivative, and gradual.
Using clues to detect, predict, and evaluate, you can answer correctly without understanding all of your information. Your ability to do so is an indication of your aptitude. You can build accompanying skills to display your aptitude.
TODAY’S MAIN TIP: Be a detective! After all, the answer is in front of you.
COROLLARY: Standardized test questions contain material that may be unfamiliar to you sometimes; but even if you do not understand the information, you can often answer the question correctly. The SAT, especially, is not designed to test you about the body of knowledge that you have as much as it is designed to test your ability to use your knowledge and resources.
To enjoy (yes, enjoy!) reading and answering today’s style of Scholastic Aptitude Test Question, you are detecting the clues for both blank spaces as you read. Barbara McClintock, the main character of today’s question, is famous for her work in finding a way to visualize parts of chromosomes. Let’s use her guidance in how to think: Make a visual inside your brain, as you read.
Nancy Drew detective hint: Predict and detect what you expect from the writer of the question.
A writer who is measuring ‘aptitude’ is designing the questions for this (SAT) test. The question is carefully crafted—not randomly chosen or put together. Remember, you can use the question to study all of these great ideas, words, and concepts. You do not have to know all of this before you can answer the question correctly.
To answer the question correctly, you have to use what you have and what you know. You do not have to know everything.
• Using this practice to learn more about vocabulary, science and scientists, and grammar is an excellent style of studying. It is focused, meaningful, effective, and fun.
• Using this practice to learn how to answer these questions in this format will add points to your SAT scores.
• Using this practice to learn how to answer these questions adds to your critical thinking skills in every area. This is logical thinking.
The clues will provide the style of the missing word (part of speech, tense) and the tone. Visualizing the information will help every time. It does not matter if you do not know what the person or place really is like, you just ‘paint by word’ in your mind.
This scene begins with the first six words: Barbara McClintock’s systematic examination of corn
Here, you have a person’s name. She is examining corn.
• I hope you know of her work. Even her personal lifestyle leading to her work as a Nobel Prize winning scientist is effective to motivate individual creativity and perseverance. You can count on the SAT questions to have tidbits of information relevant to an exciting and dynamic education. This scientist learned to work alone when she was still a child. Her father intervened when her mother did not want her to go to college because her mother thought college would ruin McClintock’s marriage options.
Barbara McClintock is a famous scientist…
…but you do not have to know anything about her work or her to get this right. In fact, you can know more after you finish the question correctly. (I was inspired to look up more about her, considering the dearth of information about female scientists. Wikipedia has a terrific summary, along with references to use to find more—and lists of books about her.)
So far, a person is systematically examining corn (looking at corn—or maize-- methodically in a scientific way)
Scene continued:
Barbara McClintock’s systematic examination of corn demonstrated the transposition of genes
So far, she has kept data to show (demonstrated) the transposition of genes
Again, you do not even have to understand what this means to answer this type of question correctly—just that she is studying this corn carefully to figure out something…
Scene in your mind continues:
Barbara McClintock’s systematic examination of corn demonstrated the transposition of genes, a finding that overturned entrenched beliefs and proved that __________ study
So far: OKAY: She studied something very carefully and made a finding. She proved something, and when she proved it (and, again, we do not have to understand what she proved), “entrenched beliefs” were overturned. Picture men in lab coats surprised and puzzled. She was the lone woman.
So far, we know that this first blank is going to say that her study was in some way careful and following a plan (systematic). We have a big clue that what she proved was a big deal and new information because what she proved “overturned entrenched beliefs.”
If I had to guess at the words to put in right now, I would try:
Barbara McClintock’s systematic examination of corn demonstrated the transposition of genes, a finding that overturned entrenched beliefs and proved that _________ study may produce brilliant insights and ________ change.
I would guess: …and proved that assiduous (careful, planned) study may produce brilliant insights and (cause change, instigate change, initiate change….these would use a verb—Actually, to make the sentence completely parallel in structure an adjective in front of change would match the brilliant in front of insights
Brilliant insights and (a word meaning huge, magnificent) change
What choices do we have?
A. Haphazard…radical
B. Inherent ….controversial
C. Improvised…startling
D. Methodical…revolutionary
E. Derivative…gradual
Did you choose D?
Barbara McClintock’s systematic examination of corn demonstrated the transposition of genes, a finding that overturned entrenched beliefs and proved that methodical study may produce brilliant insights and revolutionary change.
Yes, these fit well. A,B,C, and E were easily tossed due to the lack of fit for the first spot. Even so, a student would be wise to notice the other words and to realize why they do not fit. These are strongly useful words: haphazard, radical, inherent, controversial, improvised, startling, methodical, revolutionary, derivative, and gradual.
You will see these words in other works, and you may find them useful in your own writing. The word ‘radical,’ for example is quite different in connotation from the words ‘controversial’ and ‘revolutionary.’
Using words to refine the meaning of what you say is not only helpful to the reader; it is helpful to the thinker, as well. Learning to use words will enhance your performance on tests. You may want to remember that the exploration of words enhances your brain’s imagination and visions.
From Wikipedia….
Rediscovery of McClintock's controlling elements
McClintock officially retired from her position at the Carnegie Institution in 1967, and was made a Distinguished Service Member of the Carnegie Institution of Washington. This honor allowed her to continue working with graduate students and colleagues in the Cold Spring Harbor Laboratory as scientist emerita. In reference to her decision 20 years earlier no longer to publish detailed accounts of her work on controlling elements, she wrote in 1973:
Over the years I have found that it is difficult if not impossible to bring to consciousness of another person the nature of his tacit assumptions when, by some special experiences, I have been made aware of them. This became painfully evident to me in my attempts during the 1950s to convince geneticists that the action of genes had to be and was controlled. It is now equally painful to recognize the fixity of assumptions that many persons hold on the nature of controlling elements in maize and the manners of their operation. One must await the right time for conceptual change.[25]
judiethcarol&rocketcatmarch2010 See you next time. We will talk about over thinking—the bane of some gifted, some anxious, and some creative test-takers.
Fill in the blanks: Barbara McClintock’s systematic examination of corn demonstrated the transposition of genes, a finding that overturned entrenched beliefs and proved that ____________ study may produce brilliant insights and ________________ change.
These questions are fast, fast, fast. The main thing you have to do is to check your answers. Once you learn the steps of the strategy, you will have your answer within seconds.
To practice how to fill in both blanks in a question on the SAT, try to find a partner for studying this page. If you read the thought processes I use while filling in blanks in these questions, you will think this takes too long to do. I need a conversation with you.
A large percentage of the responders (over 80%) did answer this one correctly today; but that still leaves a bunch of people who did not. Plus the wrong answers are more obvious than usual on this one. Sometimes the wrong possibilities are closer. This one will demonstrate the strategy nicely, though.
Ironically, these are the racecar answers to get on the entire test—once you go through the strategy step-by-step. I say ‘ironically’ because I cannot get the strategy as streamlined as I want. No matter what I do, I feel that I need to talk to you in person to show you how efficient this method is once you get it down. Too, I wish I could have a conversation with each of you about how this method of logical thinking helps in so many ways in other areas.
Have you ever noticed that ‘racecar’ is a palindrome? If you did not know the meaning of the word ‘palindrome,’ and I told you that ‘racecar’ is one, can you figure out what a palindrome is?
This is the way you need to look at the questions on an aptitude test. What can I figure out from what is right here in front of me—with the hint that something special is going on?
A palindrome is a word that is spelled the same left to right—and right to left. You can read it backwards, and it is the same word. Other examples are: pop, dad, and mom. The novel, Holes, has a main character whose name is a palindrome. His name is Stanley Yelnats. Read it backwards, and it is still Stanley Yelnats. This is a palindrome.
You can be turbocharged for this section. You have to slow down to check your correct answers and to put the answers into the right place on the answer sheet. They go fast. They are predictable. They are satisfyingly logical. That does not mean that you cannot miss them. You need to look at the words. Look at what you have.
You have to watch what you are doing and continue the logic of the question to answer the question correctly. Your sequence is: Read the directions. Read the directions as you begin each section. The directions put your brain in the proper sequence to consider the type of question.
Read the material, visualizing everything in your mind as you read it. Paint by word.
I have not found a way to cut down this initial practice to show you how to generate the possible answers as you are reading. Therefore, these strategies look ‘full of words.’ In ‘real life,’ it is full of images and words—but in sequence and quick succession.
If you read with another person and do it together, I believe you will discover something that will be a comfort to you in many test situations. You will learn it once in long form, and use it forever in a short form—a fast, effective, abbreviation.
Women of Science: Barbara McClintock
Vocabulary: chromosomes, systematic, methodical, haphazard, derivative, genes, transposition, radical, inherent, controversial, improvised, startling, methodical, revolutionary, derivative, and gradual.
Using clues to detect, predict, and evaluate, you can answer correctly without understanding all of your information. Your ability to do so is an indication of your aptitude. You can build accompanying skills to display your aptitude.
TODAY’S MAIN TIP: Be a detective! After all, the answer is in front of you.
COROLLARY: Standardized test questions contain material that may be unfamiliar to you sometimes; but even if you do not understand the information, you can often answer the question correctly. The SAT, especially, is not designed to test you about the body of knowledge that you have as much as it is designed to test your ability to use your knowledge and resources.
To enjoy (yes, enjoy!) reading and answering today’s style of Scholastic Aptitude Test Question, you are detecting the clues for both blank spaces as you read. Barbara McClintock, the main character of today’s question, is famous for her work in finding a way to visualize parts of chromosomes. Let’s use her guidance in how to think: Make a visual inside your brain, as you read.
Nancy Drew detective hint: Predict and detect what you expect from the writer of the question.
A writer who is measuring ‘aptitude’ is designing the questions for this (SAT) test. The question is carefully crafted—not randomly chosen or put together. Remember, you can use the question to study all of these great ideas, words, and concepts. You do not have to know all of this before you can answer the question correctly.
To answer the question correctly, you have to use what you have and what you know. You do not have to know everything.
• Using this practice to learn more about vocabulary, science and scientists, and grammar is an excellent style of studying. It is focused, meaningful, effective, and fun.
• Using this practice to learn how to answer these questions in this format will add points to your SAT scores.
• Using this practice to learn how to answer these questions adds to your critical thinking skills in every area. This is logical thinking.
The clues will provide the style of the missing word (part of speech, tense) and the tone. Visualizing the information will help every time. It does not matter if you do not know what the person or place really is like, you just ‘paint by word’ in your mind.
This scene begins with the first six words: Barbara McClintock’s systematic examination of corn
Here, you have a person’s name. She is examining corn.
• I hope you know of her work. Even her personal lifestyle leading to her work as a Nobel Prize winning scientist is effective to motivate individual creativity and perseverance. You can count on the SAT questions to have tidbits of information relevant to an exciting and dynamic education. This scientist learned to work alone when she was still a child. Her father intervened when her mother did not want her to go to college because her mother thought college would ruin McClintock’s marriage options.
Barbara McClintock is a famous scientist…
…but you do not have to know anything about her work or her to get this right. In fact, you can know more after you finish the question correctly. (I was inspired to look up more about her, considering the dearth of information about female scientists. Wikipedia has a terrific summary, along with references to use to find more—and lists of books about her.)
So far, a person is systematically examining corn (looking at corn—or maize-- methodically in a scientific way)
Scene continued:
Barbara McClintock’s systematic examination of corn demonstrated the transposition of genes
So far, she has kept data to show (demonstrated) the transposition of genes
Again, you do not even have to understand what this means to answer this type of question correctly—just that she is studying this corn carefully to figure out something…
Scene in your mind continues:
Barbara McClintock’s systematic examination of corn demonstrated the transposition of genes, a finding that overturned entrenched beliefs and proved that __________ study
So far: OKAY: She studied something very carefully and made a finding. She proved something, and when she proved it (and, again, we do not have to understand what she proved), “entrenched beliefs” were overturned. Picture men in lab coats surprised and puzzled. She was the lone woman.
So far, we know that this first blank is going to say that her study was in some way careful and following a plan (systematic). We have a big clue that what she proved was a big deal and new information because what she proved “overturned entrenched beliefs.”
If I had to guess at the words to put in right now, I would try:
Barbara McClintock’s systematic examination of corn demonstrated the transposition of genes, a finding that overturned entrenched beliefs and proved that _________ study may produce brilliant insights and ________ change.
I would guess: …and proved that assiduous (careful, planned) study may produce brilliant insights and (cause change, instigate change, initiate change….these would use a verb—Actually, to make the sentence completely parallel in structure an adjective in front of change would match the brilliant in front of insights
Brilliant insights and (a word meaning huge, magnificent) change
What choices do we have?
A. Haphazard…radical
B. Inherent ….controversial
C. Improvised…startling
D. Methodical…revolutionary
E. Derivative…gradual
Did you choose D?
Barbara McClintock’s systematic examination of corn demonstrated the transposition of genes, a finding that overturned entrenched beliefs and proved that methodical study may produce brilliant insights and revolutionary change.
Yes, these fit well. A,B,C, and E were easily tossed due to the lack of fit for the first spot. Even so, a student would be wise to notice the other words and to realize why they do not fit. These are strongly useful words: haphazard, radical, inherent, controversial, improvised, startling, methodical, revolutionary, derivative, and gradual.
You will see these words in other works, and you may find them useful in your own writing. The word ‘radical,’ for example is quite different in connotation from the words ‘controversial’ and ‘revolutionary.’
Using words to refine the meaning of what you say is not only helpful to the reader; it is helpful to the thinker, as well. Learning to use words will enhance your performance on tests. You may want to remember that the exploration of words enhances your brain’s imagination and visions.
From Wikipedia….
Rediscovery of McClintock's controlling elements
McClintock officially retired from her position at the Carnegie Institution in 1967, and was made a Distinguished Service Member of the Carnegie Institution of Washington. This honor allowed her to continue working with graduate students and colleagues in the Cold Spring Harbor Laboratory as scientist emerita. In reference to her decision 20 years earlier no longer to publish detailed accounts of her work on controlling elements, she wrote in 1973:
Over the years I have found that it is difficult if not impossible to bring to consciousness of another person the nature of his tacit assumptions when, by some special experiences, I have been made aware of them. This became painfully evident to me in my attempts during the 1950s to convince geneticists that the action of genes had to be and was controlled. It is now equally painful to recognize the fixity of assumptions that many persons hold on the nature of controlling elements in maize and the manners of their operation. One must await the right time for conceptual change.[25]
judiethcarol&rocketcatmarch2010 See you next time. We will talk about over thinking—the bane of some gifted, some anxious, and some creative test-takers.
Tuesday, March 16, 2010
CoolRocketTutor Says: Samurai Flips Stress Weight In Your Favor On Tests
Samurai Flips Stress Weight In Your Favor On Standardized Tests
http://www.coolrockettutor.org/
http://www.coolrockettutor.com/
CoolRocketTutor Says:
Take a tip from the ancient Samurai Warriors and use the force of tests to work for you, not against you. The Samurai learn to use the weight of opponents against the opponent—proving, from the past, the words of the cartoon character, later on: “We have met the enemy, and it is us!”
Have you ever had the feeling that you are sabotaging yourself? Sabotage is working undercover to subvert the plans that you appear to be making on the surface. For example, maybe you appear to be preparing to do well on tests (or maybe not); but are you your best audience or your worst enemy?
The difference makes all the difference in many more ways than taking a standardized test.
When you begin to view standardized tests as benchmarks for your personal use, you may find yourself enjoying some aspects to test-taking. How can this bizarre statement possibly be true?
If you do not believe anything else, there is one positive aspect to standardized tests. They are measured.
Now, I know you may be able to argue that even that aspect is negative because measurement pits one person against another or even makes an individual feel ‘less than’ or ‘better than’ another individual due to some measurement on a test.
We can have that argument sometime, if you wish. But, here, let me tell you that I have a great deal of experience with the peripheral aspects to test-taking; and the fact that the measurements are available to you can be useful. For one thing, you can focus in on your strengths and interests.
For some people, these results are the first indication from any source outside their own minds that they have abilities above the ‘norm’ in certain specific areas. For other people, the fact that this score that they can look at in relation to one test can vary, sometimes to a significant degree, after they do certain things to improve their skills, is life-changing. The comparison is educational.
I like to emphasize what I know to be true! You will improve your scores on standardized tests if you understand the ‘rules’ and the ‘reason’ for each individual test and plan your performance as exactly that: a performance. When you learn to use standardized tests for your personal benefit, you will especially appreciate the joy of performance.
Why will you like it? The main audience to please is you. This is under your control, and you will feel the joy when you perform well. Honestly, you know this, don’t you? Look at it a different way.
From the front of the room, as the teacher watching students perform, and from the back of the room, when I am the audience, watching students perform, let me tell you: Enjoying your opportunity to perform will not only improve your grades, it will improve your life. No matter what you think, the feeling is in you to enjoy performance. Find it and use it. This can be a key to joy in every part of your life.
Oh, no? Are you like me, perhaps? I absolutely hate standing up in front of a group and speaking. Yes, that’s right. I am a teacher. Part of the reason that I specialize in small group teaching and one on one teaching—and on-line teaching-- is that I am performing, and displaying what I can do and what the students can do, without being on stage in front of an audience. The students and I are extremely focused. For me, the variety and the variables of teaching are so intense that I perform at my very best with fewer pupils at a time. This is also the reason that you and I can perform well on standardized tests. Part of our brain is not considering the audience.
Some teachers are just the opposite, and the reason is that their teaching style relies upon a different type of performance. Some teachers can lecture a room full of people, literally thousands of people; and the teacher and the students are receiving benefits of that lecture. These teachers even use the power of the grand audience to enhance the effect of their performance.
Think about something that some other people really like to do that you do NOT like. For me, that’s any type of acting on the stage. Ugh!!!
I’m a teacher, and I want to give awards and to speak about motivational topics. But I will try to avoid being on stage even to dish out awards! How sad (and worrisome) is that?
Give me a quiet room in a library, even a smaller room within a library, around a smooth table and books and paper—and I am a happy person. What I try to do to relieve some stressful situations is to imagine a person I know who enjoys what I hate. You know you know somebody, right? Come on, you even know somebody who does not mind doing math or writing essays. (Okay, did I go too far?)
Here’s my point: Even actors who love being on stage will get stage fright. Many well-known actors get physically sick before going on stage to perform. But they like performing, and they get past the anxiety; and they do what they love: perform.
1. The more you learn about the test, the more you predict and manage the questions that will be on the tests;
2. the more you succeed in reading the directions and following strategies to work the problems, the better you will feel about what you know and what you need to know.
3. You will begin to feel a sense of confidence about standardized tests that has formerly been a part of your life only in relation to something you choose to do for enjoyment or for competition and enjoyment (like playing on a team, competing in individual sports, participating in debate, writing a poem, singing in a talent show, dancing in a contest, auditioning for a play.
Stress is a factor that can weigh in against you in test-taking situations. Have you ever thought about using the ancient Samurai warrior technique of flipping around that weight to work FOR you?
http://www.coolrockettutor.org/
http://www.coolrockettutor.com/
CoolRocketTutor Says:
Take a tip from the ancient Samurai Warriors and use the force of tests to work for you, not against you. The Samurai learn to use the weight of opponents against the opponent—proving, from the past, the words of the cartoon character, later on: “We have met the enemy, and it is us!”
Have you ever had the feeling that you are sabotaging yourself? Sabotage is working undercover to subvert the plans that you appear to be making on the surface. For example, maybe you appear to be preparing to do well on tests (or maybe not); but are you your best audience or your worst enemy?
The difference makes all the difference in many more ways than taking a standardized test.
When you begin to view standardized tests as benchmarks for your personal use, you may find yourself enjoying some aspects to test-taking. How can this bizarre statement possibly be true?
If you do not believe anything else, there is one positive aspect to standardized tests. They are measured.
Now, I know you may be able to argue that even that aspect is negative because measurement pits one person against another or even makes an individual feel ‘less than’ or ‘better than’ another individual due to some measurement on a test.
We can have that argument sometime, if you wish. But, here, let me tell you that I have a great deal of experience with the peripheral aspects to test-taking; and the fact that the measurements are available to you can be useful. For one thing, you can focus in on your strengths and interests.
For some people, these results are the first indication from any source outside their own minds that they have abilities above the ‘norm’ in certain specific areas. For other people, the fact that this score that they can look at in relation to one test can vary, sometimes to a significant degree, after they do certain things to improve their skills, is life-changing. The comparison is educational.
I like to emphasize what I know to be true! You will improve your scores on standardized tests if you understand the ‘rules’ and the ‘reason’ for each individual test and plan your performance as exactly that: a performance. When you learn to use standardized tests for your personal benefit, you will especially appreciate the joy of performance.
Why will you like it? The main audience to please is you. This is under your control, and you will feel the joy when you perform well. Honestly, you know this, don’t you? Look at it a different way.
From the front of the room, as the teacher watching students perform, and from the back of the room, when I am the audience, watching students perform, let me tell you: Enjoying your opportunity to perform will not only improve your grades, it will improve your life. No matter what you think, the feeling is in you to enjoy performance. Find it and use it. This can be a key to joy in every part of your life.
Oh, no? Are you like me, perhaps? I absolutely hate standing up in front of a group and speaking. Yes, that’s right. I am a teacher. Part of the reason that I specialize in small group teaching and one on one teaching—and on-line teaching-- is that I am performing, and displaying what I can do and what the students can do, without being on stage in front of an audience. The students and I are extremely focused. For me, the variety and the variables of teaching are so intense that I perform at my very best with fewer pupils at a time. This is also the reason that you and I can perform well on standardized tests. Part of our brain is not considering the audience.
Some teachers are just the opposite, and the reason is that their teaching style relies upon a different type of performance. Some teachers can lecture a room full of people, literally thousands of people; and the teacher and the students are receiving benefits of that lecture. These teachers even use the power of the grand audience to enhance the effect of their performance.
Think about something that some other people really like to do that you do NOT like. For me, that’s any type of acting on the stage. Ugh!!!
I’m a teacher, and I want to give awards and to speak about motivational topics. But I will try to avoid being on stage even to dish out awards! How sad (and worrisome) is that?
Give me a quiet room in a library, even a smaller room within a library, around a smooth table and books and paper—and I am a happy person. What I try to do to relieve some stressful situations is to imagine a person I know who enjoys what I hate. You know you know somebody, right? Come on, you even know somebody who does not mind doing math or writing essays. (Okay, did I go too far?)
Here’s my point: Even actors who love being on stage will get stage fright. Many well-known actors get physically sick before going on stage to perform. But they like performing, and they get past the anxiety; and they do what they love: perform.
1. The more you learn about the test, the more you predict and manage the questions that will be on the tests;
2. the more you succeed in reading the directions and following strategies to work the problems, the better you will feel about what you know and what you need to know.
3. You will begin to feel a sense of confidence about standardized tests that has formerly been a part of your life only in relation to something you choose to do for enjoyment or for competition and enjoyment (like playing on a team, competing in individual sports, participating in debate, writing a poem, singing in a talent show, dancing in a contest, auditioning for a play.
Stress is a factor that can weigh in against you in test-taking situations. Have you ever thought about using the ancient Samurai warrior technique of flipping around that weight to work FOR you?
NOTICE ALL TITLES—THIS ONE INDICATES YOUR QUESTIONS ARE GOING TO BE ABOUT ‘IMPROVING’ SENTENCES. THEREFORE, MORE THAN ONE OPTION MAY BE GRAMMATICALLY CORRECT. THERE WILL BE A ‘BEST’ CHOICE.
Writing: Improving Sentences
LEARN ALL OF THE DIRECTIONS BEFORE THE TEST SO WELL THAT WHEN YOU READ THEM, YOU CAN READ THEM WITH DEEP UNDERSTANDING. READ THEM FOR EACH SECTION. NOTICE, FOR EXAMPLE, THAT ‘A’ IS THE CHOICE IN THIS SECTION FOR THE SENTENCE TO REMAIN THE SAME. SOME SECTIONS HAVE ‘E’ AS THE ‘NO ERROR’ CHOICE.
Part of the following sentence is underlined; beneath the sentence are five ways of phrasing the underlined material. Select the option that produces the best sentence. If you think the original phrasing produces a better sentence than any of the alternatives, select choice A.
Choose the correct answer, and ELIMINATE the other answers.
WHEN YOU READ A SENTENCE WITH AN INTRODUCTORY MODIFYING CLAUSE LIKE THIS ONE, LOOK FOR THE ‘PERSON’ WHO IS DOING THE ACTION. IF THE UNDERLINED PORTION INDICATES THAT SOMETHING OTHER THAN A PERSON IS ACTING (election…serving should be Barbara Jordan serving), FIND AN OPTION THAT REMEDIES THIS COMMON ERROR! In these choices, B, D, and E solve this issue, but B adds unnecessary, awkward words (it , who) and D has an awkward verb tense (had been elected)
E is the only good choice, so it is definitely the BEST choice.
After serving two terms in the Texas State Senate, Barbara Jordan's election to the United States House of Representatives, where she served from 1973 to 1979.
(A) Barbara Jordan’s election
(B) it was Barbara Jordan who was elected
(C) it was Barbara Jordan’s election
(D) Barbara Jordan had been elected
(E) Barbara Jordan was elected YES!
Writing: Improving Sentences
LEARN ALL OF THE DIRECTIONS BEFORE THE TEST SO WELL THAT WHEN YOU READ THEM, YOU CAN READ THEM WITH DEEP UNDERSTANDING. READ THEM FOR EACH SECTION. NOTICE, FOR EXAMPLE, THAT ‘A’ IS THE CHOICE IN THIS SECTION FOR THE SENTENCE TO REMAIN THE SAME. SOME SECTIONS HAVE ‘E’ AS THE ‘NO ERROR’ CHOICE.
Part of the following sentence is underlined; beneath the sentence are five ways of phrasing the underlined material. Select the option that produces the best sentence. If you think the original phrasing produces a better sentence than any of the alternatives, select choice A.
Choose the correct answer, and ELIMINATE the other answers.
WHEN YOU READ A SENTENCE WITH AN INTRODUCTORY MODIFYING CLAUSE LIKE THIS ONE, LOOK FOR THE ‘PERSON’ WHO IS DOING THE ACTION. IF THE UNDERLINED PORTION INDICATES THAT SOMETHING OTHER THAN A PERSON IS ACTING (election…serving should be Barbara Jordan serving), FIND AN OPTION THAT REMEDIES THIS COMMON ERROR! In these choices, B, D, and E solve this issue, but B adds unnecessary, awkward words (it , who) and D has an awkward verb tense (had been elected)
E is the only good choice, so it is definitely the BEST choice.
After serving two terms in the Texas State Senate, Barbara Jordan's election to the United States House of Representatives, where she served from 1973 to 1979.
(A) Barbara Jordan’s election
(B) it was Barbara Jordan who was elected
(C) it was Barbara Jordan’s election
(D) Barbara Jordan had been elected
(E) Barbara Jordan was elected YES!
Sunday, March 14, 2010
Begin Study for May SAT Question for Day
Time to get started to prepare for the May SAT. If you want to follow my tutoring guidelines, I use the Princeton Review (among other resources). Check my other columns for my credentials. I have certifications as a private tutor. I like to use the standardized tests to organize study habits, vocabulary study, test-taking strategies, and executive style planning. We start with the SAT question for the day each day. Come back to www.coolrocketschool.com or www.coolrocketschool.org each day. Check the college board site for the question. www.collegeboard.com.
Sunday, March 14, 2010 Is this question too easy? Take the point! This counts the same as every other question. 80% got it right, but 20% missed it! Eliminate the wrong answers.
Today’s answer almost seems ‘too easy.’ Remember, every question counts the same no matter how difficult. Do not treat it lightly. Remember to ‘CHECK’ the answers you get quickly by eliminating all the other answers. This is particularly important for questions with short answers or merely label answers. Strategically, you may want to eliminate fewer of the answers (if merely checking the answer you know is correct) when checking them is a longer procedure.
Too, my all time best strategic advice is: Be sure you are answering the correct question.
I think of Joel Osteen’s introduction to one of his sermons. He likes to begin with something funny.
Recently, he began with a little story about a man who walked up to a country store. There was a bench outside the store where a boy was sitting alongside a great big dog.
When the man got close to the boy and the dog, he said, ‘Young man, does your dog bite?’
The boy said, ‘No, sir. My dog doesn’t bite anybody.’
The man reached out to pet the dog on the bench, and the dog bit him hard!
The man screamed, ‘I thought you said your dog doesn’t bite!’
The boy said, ‘That’s not my dog.’
To do well on a test, you are constantly predicting, constantly asking questions,constantly assessing what you know and what you need to know, and constantly making connections.
Be sure to answer the question asked.
Today’s sentence completion has only one blank, so all of the clues are filled in. All indications point to a word with the connotation of discouragement. As ‘despondent’ almost seems too easy, remember to ‘check’ the other answers in the ‘fast’ answers. Judiethcarol&rocketcatmarch2010
The dramatist was ------- over his lack of funds and his inability to sell any of his plays, and his letters to his wife reflected his unhappiness.
Structurally, they all fit. Critically, only one fits.
(A) despondent; (B) supercilious; (C) prudent; (D) encouraged; (E) fortified
‘Supercilious’ is not as well-known as the other words, but ‘despondent’ is still the only word that fits the tone set by the words and phrases: lack of funds, inability to sell, and unhappiness. Hopefully, D & E fell away from consideration right away. Read the entire sentence, but realize that “encouraged over his lack of funds and his inability to sell” or “fortified” in the same place are not going to make much sense. Nothing in the sentence is making a contrast or offsetting this connotation of discouragement and despondency.
Sunday, March 14, 2010 Is this question too easy? Take the point! This counts the same as every other question. 80% got it right, but 20% missed it! Eliminate the wrong answers.
Today’s answer almost seems ‘too easy.’ Remember, every question counts the same no matter how difficult. Do not treat it lightly. Remember to ‘CHECK’ the answers you get quickly by eliminating all the other answers. This is particularly important for questions with short answers or merely label answers. Strategically, you may want to eliminate fewer of the answers (if merely checking the answer you know is correct) when checking them is a longer procedure.
Too, my all time best strategic advice is: Be sure you are answering the correct question.
I think of Joel Osteen’s introduction to one of his sermons. He likes to begin with something funny.
Recently, he began with a little story about a man who walked up to a country store. There was a bench outside the store where a boy was sitting alongside a great big dog.
When the man got close to the boy and the dog, he said, ‘Young man, does your dog bite?’
The boy said, ‘No, sir. My dog doesn’t bite anybody.’
The man reached out to pet the dog on the bench, and the dog bit him hard!
The man screamed, ‘I thought you said your dog doesn’t bite!’
The boy said, ‘That’s not my dog.’
To do well on a test, you are constantly predicting, constantly asking questions,constantly assessing what you know and what you need to know, and constantly making connections.
Be sure to answer the question asked.
Today’s sentence completion has only one blank, so all of the clues are filled in. All indications point to a word with the connotation of discouragement. As ‘despondent’ almost seems too easy, remember to ‘check’ the other answers in the ‘fast’ answers. Judiethcarol&rocketcatmarch2010
The dramatist was ------- over his lack of funds and his inability to sell any of his plays, and his letters to his wife reflected his unhappiness.
Structurally, they all fit. Critically, only one fits.
(A) despondent; (B) supercilious; (C) prudent; (D) encouraged; (E) fortified
‘Supercilious’ is not as well-known as the other words, but ‘despondent’ is still the only word that fits the tone set by the words and phrases: lack of funds, inability to sell, and unhappiness. Hopefully, D & E fell away from consideration right away. Read the entire sentence, but realize that “encouraged over his lack of funds and his inability to sell” or “fortified” in the same place are not going to make much sense. Nothing in the sentence is making a contrast or offsetting this connotation of discouragement and despondency.
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