Biology 15: Evolution, Behavior, and Ecology

George M. Diggs, Jr.
Department of Biology and Center for Environmental Studies
Austin College, Sherman, Texas
& Research Associate, Botanical Research Institute of Texas (BRIT), Fort Worth

I am writing this handout to give you some hints that have proven helpful to other students over the past few years. You may already have study habits that are most effective for you, but some of the study methods necessary for science courses are a little different. Hopefully you'll find something in the following list that will be useful.

1. TEACHING PHILOSOPHY. First, let me explain a little about my philosophy of teaching. You will immediately find that my lectures, while on the same general topics, are independent of the textbook. There are several reasons for this. First, I will be lecturing on the topics that seem most central and essential for a basic understanding of Biology. This may or may not correspond to a given text. Second, I believe if I was only going to follow the text, there would be no place for my research and other experiences in my teaching. Therefore I attempt to integrate my strengths and knowledge into the course. Third, different people understand things differently, and if the text presents material in one way and I present it in another, more people will eventually understand the concept.

All of this can be summarized as follows:
1. The lecture is the most important part of the course.
2. Approximately 75-85% of the test questions will come from lecture
material and you should consider this in terms of how to study.
3. Test questions will be taken from each and every lecture.

2. ATTENDANCE. While there is no attendance policy, I make frequent use of slides and other audiovisual material and if you miss class there is no way to effectively make it up.

3. DETAIL. You will find in this course that there are quite a few words and terms that you will have to remember. (Examples: natural selection, synergism, coevolution, etc.). It is essential that you know these, because without a basic vocabulary even the simplest explanation becomes difficult. (Example: In an explanation of the evolution of the primates, the terms prehensile, stereoscopic vision, and gestation period are critical.) This is not to say that I am overly concerned with trivia--in fact I'm just the opposite--concepts are what I will be focusing on. However, you must study for detail because: 1) you cannot understand scientific concepts without facts, 2) one of the purposes of this course is to obtain a strong foundation, including vocabulary, to build on in your upper level Biology courses and 3) you will be tested on your knowledge of important facts and details in addition to concepts.

4. NOTETAKING. Taking good notes in class will go a long way in helping you do well in this course. You should leave plenty of open space in your notes so that you can jot in related concepts or ideas later (from the book, discussions with other students, additional thought, etc.). Leaving open space and giving your notes some organization are also important in helping you later use the notes to study from. Don't try t copy down every word I say (you'll see that I often say the same thing several different ways so more people will understand). Rather, organize your notes around central points and relate the detail to these. A rough outline form is often helpful.

5. DAILY STUDY. Psychologists tell us that much is forgotten shortly after exposure. Therefore it is recommended that you go over your lecture notes later the same day even if only for a few minutes. I have seen this make a big difference in a student's grades. Some studies indicate that a little additional study shortly after initial exposure increases retention by 80%. Also, usually I have a reason for everything I say in class. When you go over your notes you should try to figure out what I was trying to convey and why.

6. READINGS. You have reading assignments on your syllabus and I will be giving you additional assignments from time to time during the semester. I consider these reading assignments important. You can count on test questions from each reading assignment given. Approximately 15-25% of the questions on the tests will come from the readings. You should read the material carefully trying to understanding the basic concepts and terms. I will not test on trivia from the readings, but learning to decide what is important and what is not is a skill that takes effort to develop. Do the assigned reading prior to coming to class. You will get a lot more out of lecture by being familiar with the material. Many people find it valuable to take brief notes while they are reading. These can prove particularly helpful when studying for a test.

Also, use your test as a reference. Use the index to help you find additional information on material you do not understand or need to clarify.

7. STUDYING FOR EXAMS. You should begin studying for an exam several days prior to the exam itself. One night of preparation is simply not going to be enough for a course with a substantial amount of concepts and details. There will be review sessions prior to the exams and you should make use of these. You should not spend your study time just before a test either doing your readings for the first time or completely rereading them.

8. OLD EXAMS. I do not use old test to write new tests. Old exams may be helpful to give you an idea about the type of question I will ask, but do not rely on them for exact questions.

9. RELATING IDEAS. I try to emphasize relating one idea to another or synthesizing facts into some type of coherent whole. (Ex. When studying human behavior late in the semester, relate what you learned previously about human evolution.) This is reflected in my tests. Therefore in your studying you should try to relate one concept or idea to others. You should try to integrate the material from the book and from the lectures. Look for inconsistencies or disagreements between what I say and what the book says--there's often a reason. This is where you can really learn.

10. ADDITIONAL HELP. I will be available during my office hours or by appointment to give you additional assistance. We are also fortunate to have on campus an Academic Skills Center where you can obtain additional help with course material. A number of excellent upper class students are available to help with you with Biology 15. These include: Stephanie Hinds, Lowell McRoberts, Suman Reddy, Beverly White, and Amber Zijewski. They can be contacted through the number below or you can stop by the Academic Skills Center on the first floor of the Abell Library. The center is open much of the time, particularly 7-10 pm.
Academic Skills Center
Abell Library, Ext. 2454

George Diggs