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