[MUSIC] >> IF YOU'RE LOOKING FOR ADDITIONAL REGENTS EXAM INFO, THEN JUMP ONTO YOUR COMPUTER AND LOG ONTO REGENTSREVIEWNY.NET.

IT'S THE OFFICIAL WEBSITE FOR THE SERIES, AND IT'S LOADED WITH TEST PREP RESOURCES THAT ARE GUARANTEED TO CURE THOSE REGENTS EXAM BLUES.

VIDEO CLIPS, TEST-TAKING TIPS, EXAM SCHEDULES, AND A HOST OF LINKS TO OTHER REGENTS RESOURCES; IT'S ALL HERE.

AND DON'T FORGET; ALL OF THE PROGRAMS IN THE SERIES WILL BE AVAILABLE FOR STREAMING ON THE SITE ONCE THE TELEVISION BROADCAST SCHEDULES ARE COMPLETE.

SO WHAT ARE YOU WAITING FOR?

INCREASE YOUR CHANCES FOR A BETTER SCORE ON A TEST DAY.

REGENTS REVIEW 2.0: THE NEXT GENERATION OF REGENTS EXAM PREP.

REGENTS REVIEW 2.0 IS MADE POSSIBLE BY: NEW YORK STATE'S TEACHER CENTERS, PROVIDING PROFESSIONAL DEVELOPMENT FOR TEACHERS, BY TEACHERS.

NEW YORK STATE TEACHER CENTERS - A SOURCE FOR TEACHERS, AND A PROMISE TO STUDENTS.

AND BY CONTRIBUTORS TO YOUR PBS STATION, FROM VIEWERS LIKE YOU.

[MUSIC] >> HI, MY NAME IS ANGELA FULLER, I WORK AT GREECE CENTRAL SCHOOL DISTRICT.

>> HI, I'M SEAN ESPOSITO, AND I ALSO WORK AT GREECE CENTRAL SCHOOL DISTRICT.

AND WE ARE HERE TODAY TO HELP YOU PREPARE FOR THE BRAND-NEW LIFE SCIENCE BIOLOGY REGENTS THAT'S BEING OFFERED FOR THE VERY FIRST TIME IN NEW YORK STATE THIS YEAR.

BRAND NEW REGENTS, COMPLETELY DIFFERENT THAN LIVING ENVIRONMENT.

>> THIS IS HOW THE TEST IS ASSEMBLED.

IT'S BASED ON CLAIM AND EVIDENCE.

>> A CLAIM IS WHAT THE STUDENT SHOULD BE ABLE TO DO AT THE END, SO WHENEVER YOUR TEACHER WAS DONE WITH THE LESSON, THERE SHOULD HAVE BEEN A CLAIM THAT CAME OUT THAT YOU WERE ABLE TO UNDERSTAND.

>> AND THE EVIDENCE ARE STATEMENTS THAT IDENTIFY WHAT YOU NEED TO DO, SAY, OR PRODUCE TO SUPPORT YOU REACHING THAT CLAIM.

>> SO AS YOU'VE HEARD A LOT, NOT JUST IN SCIENCE, BUT IN OTHER SUBJECTS ABOUT HOW BACKING UP CLAIMS WITH EVIDENCE, THIS IS COMING THROUGH FOR THIS ON THIS EXAM AS WELL.

>> THESE ARE SOME OF THE CLAIMS, AND THERE ARE SEVEN OF THEM, AND STRUCTURE AND FUNCTION IS PRETTY BIG, IT'S BASIC, AND YOU'RE GONNA SEE A LOT OF QUESTIONS ADDRESS THE STRUCTURE AND FUNCTION OF WHAT YOU'RE READING ABOUT.

MATTER AND ENERGY IN ORGANISMS AND ECOSYSTEMS IS A BIG CHUNK OF THIS EXAM.

>> CLAIM 3 IS THE INTERDEPENDENT RELATIONSHIPS IN ECOSYSTEMS, THAT RELATIONSHIP OF THINGS INSIDE THE ECOSYSTEMS WORKING WITH ONE ANOTHER.

ALSO CLAIM 4, INHERITANCE AND IS VARIATIONS OF TRAITS, GOOD OLD-FASHIONED GENETICS, IS HERE.

>> 5 IS NATURAL SELECTION AND EVOLUTION, AND 6 IS EARTH'S SYSTEMS, IT'S SOMETHING THAT YOU'RE GOING TO HAVE TO LOOK AT, LIKE YOU HAVEN'T LOOKED AT BEFORE.

SO REALLY, IF YOU LOOK AT THESE CLAIMS ALMOST AS LIKE A BELL CURVE AS TO HOW MANY QUESTIONS OF EACH ONE THAT YOU'RE GONNA ENCOMPASS.

SO THE LAST CLAIM•.

>> IS CLAIM 7, ENGINEERING DESIGN, AND THIS IS REALLY KIND OF NEW TO THE BIOLOGY REGENTS EXAMS.

THIS IS BRINGING IN DESIGN THEORY, AND ENGINEERING STANDARDS THAT WE HAVEN'T SEEN BEFORE INCORPORATED INTO SOME OF THE SCIENCE STUFF, IS COMING IN.

>> YEAH.

SO THIS NEXT SLIDE IS SHOWING YOU THE PERCENTAGES.

SO NOTICE CLAIM 1 THROUGH 7 IS AT THE TOP, AND AT THE BOTTOM TELLS YOU THE PERCENTAGES OF THE QUESTIONS THAT YOU'RE GONNA SEE ON YOUR EXAM.

SO NOTICE NUMBER 1, STRUCTURE AND FUNCTION, EVEN THOUGH IT'S ONLY 9-15%, THAT STRUCTURE AND FUNCTION IS SOMETHING THAT YOU'RE EXPECTED TO BE ABLE TO BRING INTO ALL OF THESE OTHER CLAIMS.

>> THE LARGEST ONE, CLAIM 2, AND BY LARGE WE MEAN BY A FEW PERCENTAGE POINTS, IS MATTER AND ENERGY IN ORGANISMS AND ECOSYSTEMS.

18-29% OF ALL OF YOUR QUESTIONS ARE GOING TO BE FOCUSING ON THIS CLAIM.

>> YEAH AND IT KINDA MAKES SENSE TOO, BECAUSE TODAY, IF YOU LOOK AROUND US RIGHT NOW, EVERYTHING IS EVOLVING AROUND OUR ECOSYSTEM AND HOW WE CAN PROTECT IT AND WHAT ARE THE THINGS THAT AFFECT IT.

SO THIS TEST IS BASED ON YOUR SURROUNDINGS, SO WHEN YOU GO TO TAKE THIS TEST, AND WHEN YOU'RE LEARNING ALL OF THESE ELEMENTS IN YOUR COURSE, MAKE SURE THAT YOU RELATE IT TO SOMETHING THAT YOU KNOW, IN YOUR ENVIRONMENT, EVEN.

>> THE THIRD CLAIM, INTERDEPENDENT RELATIONSHIPS IN ECOSYSTEMS, AND ACTUALLY THE NEXT 3 CLAIMS ARE ALL 14-24% OF THE EXAM.

SO AGAIN, A LARGE CHUNK, POSSIBLY AS MUCH AS 75% OF THE EXAM.

>> YEAH, AND IF YOU LOOK AT IT, A LOT OF IT IS INHERITANCE AND VARIATION OF TRAITS, HOW THINGS CHANGE, YEAH.

AND JUST LOOK AT YOUR OWN FAMILY AND YOUR TRAITS AND YOUR VARIATIONS, I MEAN, PUT IT TOWARDS THINGS THAT YOU KNOW AND THAT YOU CAN HANG YOUR HAT ON SO THAT YOU CAN ALWAYS PULL IT BACK WHEN YOU TAKE THIS TEST.

>> AND AS HUMANS, IT'S REALLY EASY TO FALL BACK IN BIOLOGY ON US AS ANIMALS, AND US AS INDIVIDUAL PEOPLE, AND THAT'S FINE, THAT'S GREAT, BUT NEVER FORGETTING THAT YOU ARE A PART OF AN ECOSYSTEM, YOU ARE A PART OF SPECIES, YOU'RE PART OF ALL THESE DIFFERENT SYSTEMS, AND SO CONNECTING IT WITH YOU, BUT ALSO NEVER FORGETTING YOUR CONNECTION THAT EXIST IN THE ENVIRONMENT AND IN THE ECOSYSTEMS AROUND YOU.

>> TRUE.

>> SO THE TEST IS - THIS IS REALLY SOME OF THE AREAS OF GREAT CHANGE THAT YOU'RE SEEING WITH THE SCIENCE SHIFT ACROSS ALL THE SCIENCES IN NEW YORK STATE.

ALL THE QUESTIONS ON THE SCIENCE REGENTS EXAMS ARE NOW GONNA BE ORGANIZED INTO THESE CLUSTERS, AND ANGELA AND I WILL SHOW YOU IN A FEW MINUTES WHAT THAT KIND OF LOOKS LIKE.

AND WHAT THE CLUSTERS ARE, ARE BASED ON A STORYLINE.

LITERALLY, A STORY OF SOMETHING GOING ON, PHENOMENON IN NATURE, AND IT'S GOING TO BE THE CENTER CONNECTION, THE BACKBONE IF YOU WILL, THAT THE WHOLE ENTIRE SERIES OF QUESTIONS ARE LINKED TO.

>> THE IMPORTANT POINT ABOUT THIS, IS WHEN YOU GET INTO THIS TEST, READING THE TITLES - ONCE YOU READ THE FIRST TITLE, THAT'S YOUR STORYLINE.

YOUR WHOLE STORY, OF ALL THESE QUESTIONS, ARE GONNA BE BASED AROUND THE TITLE OF WHAT THE QUESTIONS ARE GOING TO FOCUS ON, AND WE'LL SHOW YOU THAT IN A MINUTE.

>> NOW WE DID MAKE A LITTLE PICTOGRAPH IF YOU WILL, OR PICTURE TO KINDA HELP EXPLAIN A LITTLE BIT, BECAUSE THERE'S ALSO BEEN A LOT OF BUZZWORDS POPPING OUT AROUND THERE, AND YOU'LL HEAR THESE WORDS LIKE "CLUSTERS" AND "STORYLINES" AND "PHENOMENON" AND - IT'S A LOT FOR STUDENTS, AND IT IS A LOT FOR TEACHERS, BECAUSE IT IS SUCH A BIG DIFFERENCE AND CHANGE.

SO THIS LITTLE DIAGRAM IS SHOWING YOU THE BASIC IDEA, SO YOU HAVE A CLUSTER AND IT FOLLOWS A STORY, OR A THEME, OKAY, SO MAYBE SOMETHING THAT'S KIND OF BASED ON - I'M GONNA PICK SOMETHING VERY BASIC LIKE, YOU KNOW, CLIMATE CHANGE.

AND THROUGHOUT THAT STORYLINE, THERE ARE PHENOMENON THAT THEY'RE GONNA PROVIDE YOU - STIMULI, INFORMATION, AND THAT'S WHERE IT'S SHOWING YOU - LOOK AT THE BEGINNING OF THE STORYLINE HERE, YOU'LL SEE LIKE A TREE, AND A GRAPH - WELL, THAT'S THE KIND OF PHENOMENON THAT THEY MIGHT - AND THE KIND OF INFORMATION THEY MIGHT PROVIDE FOR YOU.

THEN, AS THE CLUSTER PROCEEDS THROUGH THE STORYLINE, THEY WILL PUT MULTIPLE CHOICE QUESTIONS AND CONSTRUCTIVE RESPONSE QUESTIONS IN IT THAT YOU HAVE TO ADDRESS.

BUT HERE IS THE CLINCHER - IT USED TO BE, FOR MANY PEOPLE, THE EXPERIENCE OF, OH HERE'S A LITTLE BIT OF INFORMATION, AND THEN I'LL ANSWER A QUESTION ON IT - NOW, THAT QUESTION IS DEFINITELY FROM THAT STIMULI THAT'S COME BEFORE IT, BUT IT ALSO CAN BE FROM ANY STIMULI FROM THE ENTIRE CLUSTER OF QUESTIONS.

THAT'S AN AREA OF GROWTH AND A MAJOR DIFFERENCE FOR ALL OF US.

>> IT'S KIND OF LIKE READING A SHORT STORY.

WHEN YOU READ A SHORT STORY, YOU HAVE TO REMEMBER ALL THE NUANCES, ALL THE PARTS, THROUGHOUT THE WHOLE STORY, IN ORDER TO GO AND TELL SOMEBODY ABOUT WHAT YOU JUST READ.

YOU JUST CAN'T READ THE LAST AND THEN TELL ALL ABOUT WHAT YOU JUST READ IN THE WHOLE SHORT STORY.

SO, YOU KNOW, IT'S THE SAME THING, YOU'RE GONNA READ A SHORT STORY ALL THROUGH HERE.

BUT TODAY, WE'RE GONNA SHOW YOU WAYS TO ACCOMPLISH THIS AND BE SUCCESSFUL.

>> ABSOLUTELY.

AND ALSO THOUGH, REALLY QUICKLY, JUST TO ADD ONTO THIS - IT'S REALITY TO WHAT SCIENCE REALLY IS IN LIFE, SCIENCE IS NOT THIS SILO LITTLE PIECE OF INFORMATION, IT'S ABOUT THE STUFF THAT'S GOING ON AROUND US THAT'S SO EXCITING, AND IT'S ABOUT HOW THE STUFF THAT WE'VE LEARNED IN THE CLASSROOM, NOW SOMETIMES JUST SEEM LIKE THESE DIVORCED LITTLE PIECES OF FACTS - HOW IT REALLY HELPS TO EXPLAIN THE WORLD AROUND US SCIENTIFICALLY.

IT'S ACTUALLY, I THINK VERY EXCITING.

REAL QUICKLY AS WELL, THE TEST IS DESIGNED, AS WE SAID, INTO CLUSTERS.

WE DON'T - AGAIN, THIS TEST HAS NEVER BEEN GIVEN YET, SO WE DON'T HAVE A WHOLE LOT OF EXAMPLES - THAT'S PROBABLY WHY YOUR TEACHERS MAY NOT HAVE PROVIDED YOU WITH OLD REGENTS QUESTIONS LIKE WE'VE DONE FOR SO MANY YEARS WITH OTHER THINGS.

SO HERE IS AN IDEA THAT WE KNOW WE COULD BE DEALING WITH 9 TO 11 CLUSTERS, WITH ABOUT 5 QUESTIONS EACH.

AND THAT'S WHERE WE GET THE TOTAL NUMBER OF QUESTIONS BEING 45-55.

>> YEAH, SO YOU SAY THAT 1 CLUSTER HAS GOT LIKE 5 QUESTIONS IN IT.

SO, YOU FIGURE, IF YOU GET 9 TIMES 5 IS 45, SO THAT'S HOW MANY TOTAL QUESTIONS IN THE WHOLE TEST IF YOU HAVE 9 CLUSTERS.

NOW, YOU HAVE TO REMEMBER THAT THIS IS A WAY OF THINKING THREE-DIMENSIONAL.

IT'S NOT LIKE THE FLAT EARTH, IT'S NOT LIKE MR. AND MRS. FLAT, HERE'S A QUESTION, THERE'S THE ANSWER, YOU'RE DONE, MOVE ON.

THIS IS THREE-DIMENSIONAL, WHICH MEANS, WHEN YOU GO TO READ THE QUESTION, YOU HAVE TO THINK ABOUT ALL THE THINGS THAT YOU JUST READ ABOUT, AND THEN YOU HAVE TO THINK, "HOW DOES ALL THIS GO TOGETHER?

AND SO, NOW YOU'RE ACTUALLY THINKING ABOUT THIS WHOLE SHORT STORY IN ORDER TO GET TO THE ANSWER.

>> ALRIGHT, TIME TO PRACTICE.

SO, I'M GONNA LET YOU GO NOW.

>> I TRY AND MAKE THIS - I LIKE THINGS TRUNCATED.

YOUR BRAIN LIKES TO DO ONE THING AT A TIME, IT DOESN'T LIKE TO BE BING-BING-BING ALL OVER THE PLACE.

SO WHEN YOU GO TO READ SOME OF THESE, WE'RE GOING TO DO IT IN ORDER, BECAUSE YOUR BRAIN LIKES ORDER.

SO I LIKE TO THINK OF IT AS "I-CUBED," SO YOU'RE GONNA IDENTIFY THE INFORMATION, AND THEN YOU'RE GONNA INFER WHAT IT MEANS.

SO IF YOU CAN REMEMBER THAT, I'M GONNA IDENTIFY ALL THIS INFORMATION AND I'M GONNA INFER, I'M GONNA PUT IT IN MY OWN WORDS, WHAT I JUST READ.

>> HERE IS A SAMPLE RELEASE CLUSTER.

THE STATE GAVE ALL OF US TEACHERS AND STUDENTS SOME IDEAS, SOME SAMPLES OF WHAT THE QUESTIONS ARE GONNA LOOK LIKE.

ALRIGHT, JUST TO CLARIFY, THESE AREN'T COMING FROM OLD REGENTS EXAMS, BUT THEY ARE REALLY A GOOD TELLING OF US OF WHAT WE'RE GOING TO EXPERIENCE.

>> SO WHEN I LOOK AT THIS, I THINK, "OKAY, I'M GOING TO IDENTIFY THE INFORMATION."

SO THE FIRST THING I'M GOING TO DO IS READ THE TITLE OF THIS THING.

"OLD FOREST, NEW DISCOVERY."

HM, AN OLD FOREST, WHAT ARE THEY DISCOVERING WHAT'S NEW?

THAT'S WHAT I'M ASKING MYSELF.

THEN I'M GONNA SEE THE PICTURES, BECAUSE I'M GONNA SKIP ALL THAT READING FOR RIGHT NOW, BECAUSE, YOU KNOW, THAT'S WHAT KIDS DO - YOU GO RIGHT TO THE TITLE.

SO A PHOTOGRAPH OF FOSSILIZED ROOTS, SO WE'RE DEALING WITH A FOSSIL.

THIS MEANS IT'S OLD, IT'S BEEN IN THE GROUND FOR A LONG TIME, AND I'VE GOT THIS ARTIST'S RECONSTRUCTION OF SOME WORD I CAN'T EVEN SAY.

SO I'M GONNA SHORTEN THAT WORD UP, AND I'M GONNA CALL IT THE "A WORD," BECAUSE I DON'T KNOW WHAT THAT MEANS, EVEN, THIS THING.

ALL I KNOW IS IT'S A TREE THAT STARTS WITH A, AND IT'S A FOSSIL.

SO THAT MEANS IT'S DEAD, THAT MEANS IT'S BEEN IN THE GROUND FOR A LONG TIME.

SO NOW I HAVE INTRODUCED THE INFORMATION AND I'VE MADE AN INFERENCE ABOUT THIS, I'M GONNA SAY "OKAY, THIS MUST BE ABOUT SOME KIND OF A TREE THAT DIED AND IT'S A FOSSIL SOMEPLACE."

SO NOW I'M GONNA GO INTO THIS READING, AND WHEN I READ IT, AGAIN, THERE'S A LOT OF BIG WORDS HERE, SO I'M THINKING TO MYSELF, "THIS IS BORING AND I DON'T KNOW WHAT THIS IS ABOUT, LET'S GO TO THE QUESTION AND SEE WHAT I REALLY NEED TO KNOW, AND THEN I CAN COME BACK AND HIGHLIGHT STUFF THAT I THINK I'M GONNA NEED."

SO, I'M GONNA GO TO THE NEXT PAGE.

I'VE GOT ALL OF THESE PICTURES WITH ALL OF THESE ARROWS AND A LOT OF STUFF THAT'S HAPPENING, BUT LET'S LOOK AT STUFF THAT I HAVE LEARNED THROUGH THE YEAR THAT I SHOULD KNOW, RIGHT?

SO YOU'VE GOT GREENHOUSE GASES - NOW, YOU HEAR ABOUT THAT ALL THE TIME, IN THE NEWS, GREENHOUSE GASES, I KNOW THAT WARMS THE EARTH, OKAY.

AND I SEE ALL THESE ARROWS POINTING TO IT.

BUT THEN I SEE ARROWS POINTING AWAY FROM IT, SO I'M LIKE, SO SOME ARE GOING UP AND SOME ARE GOING DOWN.

AND THEN I SEE OTHER WORDS IN HERE, LIKE RESPIRATION AND COMBUSTION, AND THOSE ARE CONTRIBUTING TO GREENHOUSE GAS.

AND THEN I GO DOWN THE NEXT ONES AND I SEE VOLCANOES CONTRIBUTES, AND I SEE WEATHERING AND, YOU KNOW, THAT DOES BOTH.

AND THEN I SEE DEFORESTATION AND THEN I SEE - OH, PHOTOSYNTHESIS.

PHOTOSYNTHESIS IS GOING DOWN, THAT'S WEIRD, OKAY.

AND THEN I SEE PRODUCTIVITY, AND BIOMASS, ALL OF THESE WORDS.

SO AS I'M READING THIS, I SEE THE ARROWS ARE GOING DOWN, I SEE THINGS ARE GOING DOWN.

OKAY, SO I'M READING THE INFORMATION, I'M IDENTIFYING IT, I'M INTERPRETING WHAT I THINK IT MEANS, AND NOW I'M GONNA READ THE QUESTION.

SO I'M GONNA LOOK AT THE CHOICES - NOW I SEE THIS QUESTION, AND WHEN I SEE THIS QUESTION, IT'S A LITTLE DAUNTING, BECAUSE IT'S A LOT OF WORDS, AND I REALLY HAVEN'T READ ANYTHING YET, HAVE I?

SO, I GO TO THE QUESTION - WHICH STATEMENT CURRENTLY DESCRIBES THE ROLE OF ONE PROCESS INVOLVED IN THE CYCLING OF CARBON BETWEEN THE EARTH'S - BLAH, BLAH, BLAH - AND I SHOULDN'T SAY THAT, BUT REALLY, THAT'S WHAT YOU'RE SAYING IN YOUR HEAD.

SO LET'S GO TO THE QUESTIONS.

I'M GONNA GO DOWN, AND I READ 1, 2, 3, 4, AND I SEE DURING COMBUSTION, DURING RESPIRATION, DURING DECOMPOSITION, DURING - SO I GOT 4 DIFFERENT WORDS, AND THOSE WORDS I'M GONNA HIGHLIGHT.

SO WE'RE GONNA HIGHLIGHT COMBUSTION, WE'RE GONNA HIGHLIGHT RESPIRATION, WE'RE GONNA HIGHLIGHT DECOMPOSITION, AND YOU HIGHLIGHT PHOTOSYNTHESIS.

AND THEN YOU'RE GONNA HAVE SCRAP PAPER, SO I WOULD WRITE THOSE 4 THINGS DOWN.

NOW I'M GONNA GO IN AND SEE WHAT ELSE I GOT HERE.

IT'S ALL ABOUT THE A WORD, BECAUSE THE A WORD'S IN ALL 4, SO I'M NOT GONNA HIGHLIGHT THAT - IF ANYTHING, I'D CROSS IT OFF, BECAUSE THEY ALL DEAL WITH THE A WORD, SO THEY'RE ALL THE SAME.

HOW TO TACKLE THESE MULTIPLE CHOICE IS, GO FOR THE THINGS THAT ARE DIFFERENT, AND WRITE THE DIFFERENCES DOWN.

SO NUMBER 1, I HAVE COMBUSTION, SO WHAT DO I WRITE NEXT TO COMBUSTION?

WELL, THIS IS CYCLING CARBON FROM THE GEO TO THE BIO- AS CARBON - ABSORBED!

NOTICE, I'M GONNA WRITE "ABSORBED."

SO HERE I HAVE COMBUSTION, ABSORBED.

NUMBER 2, I HAVE RESPIRATION, BLAH, BLAH, BLAH - ABSORBED, SO I WRITE ABSORBED NEXT TO IT.

NUMBER 3, DECOMPOSITION, BLAH, BLAH, BLAH - AND I SEE "RELEASE," BECAUSE IT'S ALL ABOUT CO2, IT'S ALL ABOUT THIS A TREE, RIGHT, THE FOSSIL.

THEN I GO TO NUMBER 4, AND IT'S SAYING PHOTOSYNTHESIS, BLAH BLAH BLAH, RELEASED.

>> THEN, AGAIN, THIS IS WHERE ANGELA MENTIONED, THE SCRAP PAPER IS JUST SO IMPORTANT.

USE THE TEST, USE THE SCRAP PAPER, USE YOUR RESOURCES, EACH QUESTION IS GONNA BE TACKLED AND IT'S GONNA BE A LITTLE BIT OF A MIND GAME ALMOST IN SOME WAYS IN TRYING TO FIGURE OUT WHAT'S IN THERE.

SO THEN I'M GONNA STEP BACK AS ANGELA SAID, MAKE IT SIMPLE, I'M GONNA LOOK AND SAY, OKAY, NUMBER 1 IS SAYING COMBUSTION, AND WE'RE LOOKING AT CO2 BEING ABSORBED.

NUMBER 2 IS SAYING RESPIRATION, AND WE'RE LOOKING AT CO2 BEING ABSORBED.

NUMBER 3, DECOMPOSITION, CO2 BEING RELEASED.

PHOTOSYNTHESIS, AND WE'RE LOOKING AT CO2 BEING RELEASED.

SO AGAIN, YOU'RE NOTICING THAT ALL 4 OF THOSE TERMS THAT ARE UP TOP IN THE CARBON CYCLE DIAGRAM IN THE CARBON CYCLE STIMULI, ARE THERE, BUT IT'S ALL ABOUT THE CARBON DIOXIDE AND IT'S ALL ABOUT WHAT'S HAPPENING TO IT.

IS IT BEING ABSORBED, OR IS IT BEING RELEASED?

IN THIS SITUATION, WE SEE THAT THE CARBON DIOXIDE IS BEING RELEASED THROUGH THE DECOMPOSITION OF THE "A" - AGAIN, DON'T GET HUNG UP ON THE PHRASES - AS THE "A" DECAYS, CYCLING CARBON FROM THE BIOSPHERE TO THE ATMOSPHERE, AS THE CARBON DIOXIDE IS RELEASED.

SO THE CORRECT ANSWER THERE IS 3.

>> YEAH, SO WHEN YOU STEP BACK AND YOU SEE THOSE 4 THINGS YOU WROTE ON SCRAP PAPER, YOU SAY, "WHICH ONE MAKES SENSE?

WHAT MAKES SENSE?

AND THEN YOU SAY, "OH YEAH, DECOMPOSITION OF A FOSSIL - FOSSIL FUELS, GLOBAL WARMING, BURNING OF FOSSIL FUELS - IT'S CONTRIBUTING, IT'S BEING RELEASED."

SO THOSE ARE THINGS THAT YOU NEED TO KNOW AND BE VERY WELL AWARE OF.

AND IF YOU FORGET, THE PICTURE TELLS IT TO YOU TOO, JUST LIKE WE HIGHLIGHTED.

SO GO IN FOR THE KILL, GO IN FOR THE WORDS THAT ARE DIFFERENT, AND WRITE THEM DOWN ON THE SIDE.

AND THEN, YOUR MULTIPLE CHOICE QUESTION DOESN'T LOOK SO HARD ANYMORE.

>> NOW, WE'RE NOT DONE.

WE'RE DONE WITH A QUESTION IN THE CLUSTER, BUT WE'RE NOT DONE WITH THE CLUSTER.

AND THIS IS ONE OF THOSE AREAS OF GROWTH AND CHANGE THAT WE'RE GONNA BE EXPERIENCING.

>> WHICH IS HERE, GOOD.

ALRIGHT, CHANGE IN CARBON DIOXIDE AND OXYGEN - SO NOW THINK ABOUT THAT, WHAT DO YOU BREATHE IN?

YOU BREATHE IN OXYGEN, AND WHAT DO YOU BREATHE OUT?

CARBON DIOXIDE - WELL WAIT A MINUTE, WHAT DO PLANTS DO?

WELL, PLANTS BREATHE IN CARBON DIOXIDE, AND THEY BREATHE OUT OXYGEN, THAT'S WHY WE NEED PLANTS - YOU GOTTA HAVE PLANTS IN ORDER TO LIVE.

SO NOW LET'S LOOK AT THIS GRAPH.

THIS IS, SHADED AREA I SEE, I SEE CO2 ON THE LEFT, AND THAT'S A DARK LINE.

I SEE OXYGEN ON THE RIGHT, PERCENTAGES, AND THAT IS A DOTTED LINE.

SO ONCE I SEE THAT, AND I'M ONLY LOOKING INSIDE THE HIGHLIGHTED AREA, BECAUSE WHEN YOU GO BACK INTO THE READING, IT WILL TELL YOU THAT THE SHADED AREAS ON THE GRAPH IDENTIFY THE "D-PERIOD," AND THAT'S THE LAST SENTENCE THAT'S ABOVE THE INFORMATION.

SO I'M ONLY LOOKING THERE, SO WHAT DO I SEE THERE?

I CAN MAKE AN INFERENCE, I CAN SAY DURING THE D-PERIOD, THE CO2 WENT UP AND THE O2 IS DOWN, SO WHAT IS THAT TELLING ME?

IT'S TELLING ME THAT PLANTS ARE THRIVING, AND THERE'S NOT A LOT OF ANIMALS HERE, BECAUSE THERE'S NOT A LOT OF OXYGEN, IT'S REALLY LOW.

ALRIGHT, NOW I GO DOWN HERE TO THE NEXT GRAPH.

WHEN I LOOK AT THIS NEXT GRAPH, IT SAYS "CHANGES IN PLANT AND ANIMAL DIVERSITY" IN THE SHADED AREA, AND I NOTICE THAT THE NUMBER OF SPECIES INCREASES IN BOTH, ON BOTH SIDES, SO I'M LIKE, "WOW, LOOK AT THAT, THE PLANTS ARE GOING UP, AND ACTUALLY THE ANIMALS ARE STARTING TO CLIMB UP THERE, TOO."

SO I'M LOOKING AT THIS INFORMATION.

SO THEN I LOOK AT MY - THERE'S MY MULTIPLE CHOICE, SO I'M GONNA CROSS OFF THE DIFFERENCES AND WRITE WHAT'S THE SAME.

SO NUMBER 1, THE SAME IS, HIGH CO2 - I'M SORRY, THE DIFFERENCE, THAT DIFFERENCE IS HIGH CO2, AND IT SAYS IT INCREASES PLANTS.

NUMBER 2 IS, LOW O2, INCREASES PLANTS - WELL THOSE ARE TOTALLY OPPOSITE THINGS, I'LL THINK ABOUT THAT LATER.

I KEEP GOING, NUMBER 3, HIGH O2, INCREASED PLANTS, AND NUMBER 4, LOW CO2, INCREASED PLANTS.

SO LET'S GO BACK.

WHAT DO PLANTS NEED?

THEY NEED HIGH CO2, OKAY, SO THIS IS ALL ABOUT PLANTS, SO I'M GONNA NEED HIGH CO2.

SO MY ANSWER WILL BE HIGH CO2, INCREASES PLANTS.

BOOM, YOU'RE DONE!

>> NICE!

THE ONLY OTHER THING I WANNA POINT BACK TO THAT ANGELA AND I WERE TALKING ABOUT EARLIER IS, IN THE STIMULI OVER HERE, IF YOU LOOK BACK AT THE QUESTION, IT SAYS "BIOTIC AND ABIOTIC FACTORS."

SO AGAIN, KNOWING THAT THIS STIMULI CAN BE USED ANY TIME IN THE CLUSTER, IT IS SO IMPORTANT TO REALLY DIGEST AND BREAK DOWN THOSE STIMULUS, AND RECOGNIZING, OH HEY, HERE'S THE CHANGE IN CARBON DIOXIDE ON THE EARTH, THIS WE'RE TALKING ABOUT IS THE ATMOSPHERE, THIS IS ABIOTIC FACTORS, OH THIS IS THE BIOSPHERE OF THE EARTH, THIS IS LIVING FACTORS.

SO YES, THAT INFORMATION THERE IS HELPING US TO ANSWER TOO, BUT IT'S PREPARING YOU FOR WHAT'S COMING IN THE FUTURE WITH THE OTHER QUESTIONS.

BECAUSE REMEMBER, IT'S A STORYLINE, IT'S A THEME, GOES ALL THE WAY THROUGH EVERYTHING THAT WE'RE DOING.

>> CORRECT.

AND ALSO, LIKE HE SAID, LOOK AT THIS AND SEE WHAT'S BIOTIC AND WHAT'S ABIOTIC - A MEANS NOT, SO BIO MEANS LIVING, SO YOUR ATMOSPHERE IS NOT LIVING, BUT YOUR PLANTS AND ANIMALS ARE, SO LIKE HE SAID, YOU HAVE TO HAVE BOTH.

THOSE ARE TERMS YOU NEED TO LEARN DURING THE SCHOOL YEAR.

OKAY, WE LOOK AT NUMBER 3, AND IT SAYS "IDENTIFY NUMERICAL EVIDENCE" - THAT'S HUGE.

>> THAT WORD RIGHT THERE, BIG ONE.

>> THAT WORD, IF YOU DON'T GIVE NUMERICAL IN YOUR ANSWER, IT'S WRONG.

IF YOUR ANSWER MAKES ALL KIND OF SENSE BUT YOU DIDN'T INCLUDE THE NUMERICAL PART OF IT, IT'S WRONG, BECAUSE THEY'RE SAYING IDENTIFY NUMERICAL - SO DING DING DING, I NEED NUMBERS HERE, WHICH MEANS THOSE NUMBERS ON THE SIDES OF THE GRAPH MUST BE IMPORTANT, BECAUSE WHERE ELSE ARE YOU GONNA GET YOUR NUMBERS FROM, RIGHT?

SO IDENTIFY NUMERICAL EVIDENCE, GO AHEAD.

>> OKAY, SO "IDENTIFY NUMERICAL EVIDENCE FROM THE GRAPHS THAT SUPPORTS AN ARGUMENT THAT THE OXYGEN LEVELS AFFECTED ANIMAL EVOLUTION."

ALRIGHT, SO RIGHT OFF THE BAT I'M THINKING, "OKAY, I GOTTA SUPPORT AN ARGUMENT, AND THAT ARGUMENT HAS TO SUPPORT THE IDEA THAT OXYGEN LEVELS AFFECTED ANIMAL EVOLUTION DURING THE D-PERIOD," SO WE'RE BACK TO THE DEVONIAN PERIOD AGAIN, "AS PART OF FEEDBACK" - OH THERE'S A WORD, THERE'S A WORD THAT'S BEEN PROBABLY MENTIONED A LOT IN YOUR BIOLOGY CLASSES AND NOW IT'S COMING INTO THIS QUESTION.

"BETWEEN THE ATMOSPHERE AND THE BIOSPHERE" - SEE WHY IT WAS IMPORTANT TO IDENTIFY FROM THE GRAPHS ATMOSPHERE AND BIOSPHERE, BECAUSE NOW ANOTHER QUESTION LATER ON IN THE CLUSTER IS ASKING YOU TO GO BACK TO SOME OF THE GRAPH INFORMATION.

OKAY, SO WE KNOW THAT ANIMALS NEED OXYGEN FOR RESPIRATION.

SO IF THE O2 LEVELS, LET'S GO OVER HERE AND TAKE A LOOK, ALRIGHT, DURING THE DEVONIAN PERIOD, YOU HAD O2 LEVELS THAT ALL OF A SUDDEN JUMPED SIGNIFICANTLY, THEY WERE, I'M LOOKING AT THE GRAPH HERE, AROUND .25, AND THEN THEY JUMPED ALL THE WAY UP TO ALMOST .4 DURING THE DEVONIAN PERIOD.

OH, I'M SORRY, HANG ON - I WAS LOOKING AT THE LINE OVER HERE, BUT RIGHT, THERE AS WELL.

OKAY, SO THAT SHOWS US THAT ANIMALS NEEDED THE OXYGEN IN ORDER TO SURVIVE, IN ORDER TO LIVE, AND IF YOU LOOK DOWN AT THE GRAPH AT THE CHANGES IN THE PLANTS AND THE ANIMALS DURING THE DEVONIAN PERIOD, AS ANGELA SAID EARLIER, EVERYTHING STARTED TO INCREASE.

SO WE STARTED TO SEE MORE AND MORE OF THESE POPULATIONS.

SO AN ACCEPTABLE ANSWER THERE COULD BE SOMETHING ALONG THE LINES OF "THE ANIMALS NEEDED OXYGEN FOR RESPIRATION, SO THE O2 LEVELS THAT WENT UP CAUSED THE EVOLUTION OF AMPHIBIANS, OR THE INSECTS, OR THE REPTILES, TO INCREASE AT THE START OF THE DEVONIAN PERIOD."

>> RIGHT, BUT YOU WOULD HAVE TO INCLUDE THAT OXYGEN STARTED AROUND 12% AND WENT UP TO 20% - IF YOU DIDN'T INCLUDE THOSE NUMBERS, YOU WOULD GET IT WRONG.

IF YOU JUST SAID WHAT HE SAID - YOU HAVE TO INCLUDE THE NUMBERS IN ORDER TO KNOW MY NUMERICAL EVIDENCE - AND YOU COULD GO BACK TO YOUR NUMBERS BACK IN THE SHADED AREAS, IT WENT FROM 0 UP TO, YOU KNOW, 50 OR SO FOR NUMBER OF SPECIES, AND IT WENT FROM 0 UP TO, YOU KNOW, 5 OR 10 NUMBERS OF ORDERS, WHICH IS A LOT WHEN YOU THINK OF ORDERS.

BUT YOU HAVE TO INCLUDE THOSE NUMBERS, SO AGAIN, DURING THE D PERIOD, YOU'RE LOOKING IN THE SHADED AREA, AND MAKE SURE OXYGEN IS OVER ON THIS SIDE, ON THE RIGHT HAND SIDE, AND YOU'RE LOOKING AT THE PERCENTAGES WHEN OXYGEN GOES UP AND THE CO2 GOES DOWN.

>> AND YOU'RE MAKING SURE YOU'RE BRINGING THOSE NUMBERS INTO YOUR ANSWER, BECAUSE THAT'S WHAT IT'S ASKING FOR, IS THE NUMERICAL INFORMATION.

>> YES, AND REMEMBER, THE FEEDBACK IS BETWEEN 2 THINGS, THE LIVING AND THE NON-LIVING, AND THAT'S WHY THE GASES ARE THE NON-LIVING, AND THEN YOUR SPECIES AND YOUR INSECTS AND YOUR PLANTS ARE THE LIVING.

SO YOU HAVE TO INCLUDE 3 THINGS IN THIS ANSWER.

>> ALRIGHT, AND WE'RE STILL CONTINUING ON WITH THE CLUSTER.

>> NOW, ON THE OTHER PREVIOUS SLIDE - I DON'T KNOW IF THIS MEANS ANYTHING TO YOU - BUT I KNOW THAT THESE ARE THE LEVELS THAT THESE TESTS ARE WRITTEN TOWARDS, AND THIS IS LS 4-5, AND ESS2-7, AND THIS IS THE ONE YOU HAVE UP HERE.

THAT MEANS EARTH SYSTEMS, A LEVEL 2, BECAUSE LEVEL 2 SAYS, "IDENTIFY THE EVIDENCE THAT SUPPORTS THE ARGUMENT OF THE COEVOLUTION OF FEEDBACKS," SO THERE IT IS RIGHT THERE, BETWEEN THE EARTH SYSTEMS AND LIFE ON EARTH.

AND THAT'S WHERE THESE QUESTIONS COME FROM, THEY COME FROM, THIS IS THE SYLLABUS THAT THE TEACHERS NEED TO TEACH TO, SO REALLY, IT WOULD BE REALLY GOOD TO ASK YOUR TEACHER TO SHARE THIS WITH YOU SO THAT YOU WOULD KNOW EXACTLY HOW TO STUDY FOR THIS TEST FOR THE THINGS THAT YOU'RE BEING TESTED ON.

FEEDBACK IS BIG, BIG DEAL.

>> BECAUSE IT'S IMPORTANT TOO, WITH ANY TEST, LIKE IT'S HELPFUL TO KNOW HOW THE QUESTIONS ARE BEING WRITTEN FOR US, AND THAT'S WHAT ANGELA'S TALKING ABOUT - IF YOU UNDERSTAND WHAT THIS QUESTION IS TRYING TO TEST OUT OF YOU, THEN IT HELPS YOU TO FIGURE OUT HOW TO BEST ANSWER THAT QUESTION - IT'S STRATEGY.

IT'S STRATEGY THAT'S REALLY IMPORTANT TO UNDERSTAND.

>> SO THIS NEXT SLIDE THAT YOU'RE GONNA SEE - AGAIN, MORE GRAPHS, THEY'RE BIG ON THESE GRAPHS, AND SO YOU'RE BIG ON READING THE TITLE, IDENTIFYING THE INFORMATION, AND INFERRING WHAT THIS GRAPH IS ABOUT.

SO WHEN YOU SEE THIS, AGAIN, MASS EXTINCTIONS, I'M LIKE OKAY, AND THIS HAS OCCURRED THROUGHOUT EARTH'S HISTORY, AND ON THE SIDE IT SAYS "EXTINCTION RATE," SO THAT'S IMPORTANT, SO EXTINCTION RATE OF WHAT?

FAMILIES PER MILLION YEARS, SO THAT'S A LOT OF YEARS, GOES OVER A LOT OF TIME, AND THE BOTTOM SAYS "MILLIONS OF YEARS AGO."

SO OKAY, MILLIONS OF YEARS AGO, AND AGAIN, THE SHADED AREA IS THE ONLY PLACE I'M GONNA LOOK, BECAUSE THAT'S THE D-PERIOD, THE DEVONIAN PERIOD, IS THE SHADED PERIOD, IT'S THE PART THAT THEY WANT YOU TO FOCUS ON.

OKAY, SO THEN THE BOTTOM IS CHANGES IN TEMPERATURE, SO AGAIN, WE GOT BIOTIC, AND WE GOT ABIOTIC AGAIN, WE GOT EXTINCTIONS FROM THINGS THAT ARE LIVING, AND WE GOT ABIOTIC, WHICH IS ATMOSPHERE AND GASES.

AND TEMPERATURE, SO THIS TEMPERATURE ON THE EARTH, SO TEMPERATURE, AGAIN, DURING THAT D-PERIOD, LOOKS LIKE IT'S PRETTY CONSTANT - STRAIGHT LINE ACROSS, IT'S NOT INCREASING, IT'S NOT DECREASING, IT'S PRETTY STRAIGHT ACROSS.

SO I CAN INFER THAT WHEN I LOOK AT THE SHADED PARTS, WHEN I LOOK AT THE TOP GRAPH, HM, IT'S INCREASING - WHAT'S INCREASING?

THE EXTINCTION RATE - EXTINCTION RATE MEANS THESE THINGS ARE DYING.

WELL WHEN I LOOK AT THE TEMPERATURE, IT STAYED THE SAME, IT DIDN'T GO UP AND DOWN, SO TEMPERATURE DIDN'T HAVE AN EFFECT ON THIS EXTINCTION RATE, SO I INFERRED THAT, JUST BY LOOKING AT THESE TWO PICTURES.

>> CAN I CHIME IN FOR A SECOND, ANG, FOR SOMETHING THAT JUST HIT ME?

SO, A LITTLE OFF THE TAKING A TEST - I'M A SUFFERER OF TEST ANXIETY, MY WHOLE LIFE - THAT RIGHT THERE, THE TEXT ANXIETY JUST HIT ME, I REALIZED HOW FAR WE WERE IN TO JUST A CLUSTER, AND I WANT - I KNOW THERE'S A LOT OF PEOPLE OUT THERE WHEN WE TAKE THESE TESTS THAT THAT HAPPENS, AND ALL OF A SUDDEN YOU'RE LIKE "MAN, I'M READING A LOT, I'M LOOKING A LOT," YOU KNOW, JUST OUR LUCK IT'S IN JUNE, YOU'RE NOT AIR CONDITIONED, IT'S HOT, WHATEVER, IT'S JUST NOT A GREAT SITUATION.

IT'S OKAY, IT'S OKAY TO STOP FOR A SECOND.

IT'S OKAY TO STOP, AND JUST TAKE A BREATH, AND RELAX.

YOU'RE STILL GONNA HAVE 3 HOURS TO TAKE THIS TEST, AND IT'S GOOD TO USE THAT, THAT IS A GREAT STRATEGY TO USE SOMETIMES.

THE CHANGE OF THESE TESTS TO BE CLUSTER-BASED IS GOING TO CAUSE A LOT OF OUR STUDENTS AND ALL OF US TO HAVE TO PERSEVERE LONGER, TO HAVE A LITTLE BIT HIGHER GRIT, TO REALLY KIND OF PUSH THROUGH, AND, LET'S BE HONEST, IF IT'S A SUBJECT YOU DON'T NECESSARILY LOVE, OR A TOPIC YOU DON'T LOVE, IF YOU DON'T LOVE READING, YOU DON'T LOVE TAKING TESTS IN GENERAL, THA'TS A WHOLE BUNCH OF THINGS THAT CAN STACK UP AGAINST YOU.

SO ONE OF THOSE STRATEGIES IS, "BOY, I'M GETTING STRESSED, BOY I FEEL LIKE I'M DOING A LOT OF READING" - JUST STOP FOR A SECOND, PUT THE PEN DOWN, EVEN IF YOU GOTTA CLOSE YOUR EYES, SIT UP STRAIGHT, TAKE A COUPLE BREATHS, AND RELAX.

OKAY?

THAT IS ABSOLUTELY APPROPRIATE.

IT DOESN'T HAVE TO BE YOU TACKLING THIS CLUSTER QUESTION NON-STOP FOR THE ENTIRE TIME YOU'RE TAKING THE TEST.

SOME PEOPLE ARE LIKE THAT, I MARRIED A WOMAN WHO WAS LIKE THAT - SITS DOWN AND DOES IT, AND SOME PEOPLE ARE.

BUT I ALSO KNOW THERE'S A LOT OF US OUT THERE, INCLUDING MANY, MANY OF MY FORMER STUDENTS, WHO JUST - IT GOT STRESSFUL.

IT'S OKAY IN THIS SITUATION, BECAUSE I WANT TO YOU TO REMEMBER RIGHT NOW, AS ANGELA WAS SAYING EARLIER, WE'RE STILL IN THE SAME CLUSTER, WE'RE STILL BUCKIN' THROUGH THAT INFORMATION THAT'S IN THERE, AND IT'S DEEP AND IT'S THICK SOMETIMES, SO IT'S OKAY.

THANKS, ANGELA, I JUST WANTED TO BRING THAT UP.

>> YEAH!

AND I AGREE, AND YOU KNOW, WHAT I WAS THINKING ABOUT IS THIS - WHEN YOU'RE TAKING THIS TEST, JUST LIKE HE SAID - PUT YOURSELF THERE, PUT YOURSELF IN JURASSIC PARK, I MEAN IF I'M WALKING AROUND DURING THIS TIME, WHAT IS HAPPENING HERE?

THEY'RE TELLING ME, WAIT A MINUTE, THE PLANTS ARE GONNA DIE, WHICH MEANS WAIT, THE OXYGEN LEVELS - IF THOSE GO DOWN, WHAT'S HAPPENING HERE?

AND THE TEMPERATURE STAYS THE SAME, BUT WAIT A MINUTE, WHAT'S HAPPENING HERE?

SO YOU'RE THINKING ABOUT ALL THESE FACTORS, SO THERE'S GOTTA BE SOMETHING OTHER THAT'S HAPPENING DURING THIS MASS EXTINCTION THAT'S OCCURRING.

SO, YOU KNOW, INSTEAD OF THE WORM'S EYE VIEW, GET THE BIRD'S EYE VIEW AND START LOOKING AT THE WHOLE THING, THE WHOLE PICTURE, AND PUT YOURSELF THERE, AND SOMETIMES THAT HELPS.

SO NOW WE'RE GONNA GO TO THE NEXT QUESTION.

SO THE QUESTION IS SAYING, A CLAIM IS MADE BY A STUDENT THAT THE TEMPERATURE CHANGES ALONE CAUSED THE D EXTINCTION.

WAIT A MINUTE, I JUST SAW THAT THE TEMPERATURE DIDN'T CHANGE - THIS KID'S WRONG!

NO, THE STUDENT MADE THE WRONG CLAIM, THERE'S NO WAY.

THEY'RE SAYING THE TEMPERATURE STAYED THE SAME - REMEMBER, YOU INFERRED THAT FROM THE INFORMATION YOU JUST READ.

WRITE IT DOWN, OR WRITE IT ON THE TEST - SAY, NO, THE TEMPERATURE DIDN'T - SO NOW YOU'RE LIKE, "WAIT, WHAT IS THIS SAYING? "

SO EVALUATE THE EVIDENCE PROVIDED TO DETERMINE THE MERIT OF THIS CLAIM.

>> SO AGAIN, FROM THAT SITUATION HERE - YEAH, SO SINCE THE OTHER MAJOR TIME PERIOD OF THE TIME CHANGE DID NOT ALWAYS COINCIDE WITH OTHER MAJOR EXTINCTIONS, IT'S NOT POSSIBLE TO TELL IF THERE ARE FACTORS THAT ARE CAUSATION, CORRELATION, AND SO ON, SO JUST SIMPLY SAYING "EVALUATE THE EVIDENCE PROVIDED TO DETERMINE," I'M SAYING THE STUDENT WAS INCORRECT BECAUSE THERE'S NOT ENOUGH EVIDENCE TO REALLY SUPPORT THE CAUSATION AND CORRELATION OF THAT QUESTION.

>> YEAH, SO IF YOU WANNA JUST WRITE A SIMPLE ANSWER, AND IT'S GOTTA BE A WHOLE SENTENCE, BY THE WAY, NO MORE ONE-WORD ANSWERS EVER IN THIS TEST - YOU HAVE TO SAY, "NO, THE STUDENT WAS NOT RIGHT, BECAUSE THE TEMPERATURE CHANGE WAS NOT HAPPENING, IT STAYED PRETTY RELATIVELY CONSTANT, SO THE TEMPERATURE CHANGE DIDN'T CORRELATE, OR DIDN'T GO ALONG WITH THE AMOUNT OF EXTINCTION RATE BASED ON THE GRAPHS."

>> ALSO, CAN I SAY THIS, ANG?

DON'T LEAVE IT BLANK, FOLKS, TAKE A SHOT AT IT.

BLANK QUESTIONS, YOU KNOW IT'S NOT GONNA GET YOU THE POINTS.

ALWAYS TAKE A SHOT AT THOSE QUESTIONS.

YOU NEVER KNOW - I HAVE SEEN STUDENTS WHO THINK THEY WEREN'T EVEN CLOSE TO ANSWERING THE QUESTION CORRECTLY AND THEY PUT IN AN ANSWER AND HOLY COW, THEY WERE SPOT ON.

YOU'RE NOT GONNA KNOW UNLESS YOU TAKE A TRY - DON'T LEAVE QUESTIONS BLANK, ALWAYS TAKE A SHOT AT IT.

>> YEAH, AND ALWAYS REMEMBER - THE ANSWERS ARE IN THE STIMULI!

JUST LOOK AT THE PICTURES AND GO BACK AND RE-STUDY THE PICTURES - THE ANSWERS ARE THERE, YOU JUST HAVE TO FIND IT AND WRITE THE ANSWER DOWN.

>> USE THE CLUSTER - IT'S THE RESOURCE, AS MUCH AS IT'S A TEST, IT'S THE RESOURCE.

>> YEAH!

SO THEY'RE SAYING, "COMPARED TO THE D PERIOD, EXTINCTION RATES HAVE DECREASED."

OKAY, "HOWEVER, HUMAN ACTIVITY AND RISING CO2 LEVELS IN OUR ATMOSPHERE ARE GLOBAL CHALLENGES" - NOW WE'RE TALKING ABOUT EVERYDAY LIFE NOW, WHAT'S HAPPENING TODAY.

AND THEY'RE CONSIDERED TO BE FACTORS AFFECTING EXTINCTION, BECAUSE BELIEVE IT OR NOT WE'RE HAVING AN EXTINCTION RIGHT NOW, AS WELL - NOT AS BAD AS IT WAS, BUT WE ARE.

"ONE PROPOSED SOLUTION IS USING GEOLOGICAL CARBON SEQUESTRATION" - YOU'RE LIKE, "WHAT THE HECK DOES THAT WORD MEAN? "

I MEAN, THAT'S A BIG WORD.

>> HUGE.

>> BIG WORD, SO YOU'RE LIKE, WELL LET'S PUT IT IN CONTEXT, LET'S READ IT WITHOUT THAT WORD, LET'S SEE WHAT HAPPENS.

SO, "IS USING GEOLOGICAL CARBON TO CAPTURE CARBON DIRECTLY FROM FOSSIL FUEL BURNING POWER PLANTS AND STORE IT" - SO THIS MUST MEAN THEY WANT ME TO STORE THIS CARBON, WE'RE GONNA STORE IT - WELL HOW THE HECK YOU GONNA STORE IT?

IT'S GONNA STORE IT IN DEPLETED, THAT MEANS EMPTY, OIL AND GAS RESERVOIRS - I'M NOT SURE WHAT THAT WORD MEANS EITHER, BUT WE'RE GONNA STORE IT IN THESE PLACES, AND SALINE FORMATIONS - I THINK SALINE MEANS SALT, YEAH, SO OKAY - OR DEEP COAL BEDS APPROXIMATELY 800 METERS BELOW EARTH'S SURFACE, SO IF ANYTHING, I CAN SAY THEY'RE GONNA STORE THIS EXTRA CARBON UNDER THE GROUND, DEEP IN THE GROUND, SO THAT'S WHAT I GET OUT OF THE WHOLE THING.

SO WHAT'S THE QUESTION SAYING?

>> "DESCRIBE A CONSTRAINT" - SO THAT'S A WORD RIGHT THERE THAT JUST KIND OF STICKS OUT TO ME, "CONSTRAINT THAT WOULD NEED TO BE CONSIDERED TO MINIMIZE," OKAY, SO MINIMIZE MEANING TO LESSEN, TO NOT HAVE - TO HAVE A SMALLER AMOUNT, "THE EFFECT ON THE ECOSYSTEM AND THE BIODIVERSITY," TWO BIG VOCAB WORDS THERE FROM OUR COURSE, "WHEN DESIGNING A SYSTEM TO GEOLOGICALLY SEQUESTER CARBON."

>> SO YOU'RE LIKE, "WHAT THE HECK IS THAT QUESTION ASKING ME? "

>> YEP.

BIG TIME.

>> I MEAN, THAT'S A HARD QUESTION, BECAUSE THERE'S A LOT OF BIG WORDS THERE.

BUT IF I GO BACK TO MY STIMULUS, AND I GO BACK TO ALL THIS PROBLEM, AND GLOBAL WARMING, WE GOTTA SOMEHOW STORE THE CARBON, THAT'S WHAT THEY'RE DOING, THEY'RE GONNA STORE THE CARBON IN THE GROUND.

IS THAT A GOOD THING OR A BAD THING?

SO THEY'RE SAYING, MINIMIZE THE EFFECT ON ECOSYSTEMS, SO IN OTHER WORDS, HOW IS THAT GONNA AFFECT - IF I STORE THIS CARBON UNDER THE GROUND, HOW IS IT GONNA AFFECT THE ECOSYSTEM?

I THINK THAT'S WHAT THAT QUESTION IS ASKING ME, SO THAT'S THE ANSWER I'M GONNA TALK ABOUT.

SO I'M GONNA SAY, OKAY, YOU'RE GONNA BURY ALL THIS CARBON IN ALL THESE PLACES, BUT WHAT IS THE EFFECT GOING TO BE ON THE ECOSYSTEM?

I MEAN, THIS COULD AFFECT OUR ECOSYSTEMS IN A BAD WAY.

THIS COULD MAKE OTHER THINGS HAPPEN THAT I'M NOT AWARE OF, AND ALL OF A SUDDEN I'M GONNA LOSE MORE LIVING THINGS FROM THE ECOSYSTEM BY BURYING - CONTAMINATING THE GROUND WITH THINGS THAT SHOULDN'T BE THERE.

AND PRETTY MUCH, THAT'S YOUR ANSWER.

>> YEP.

EXCELLENT.

AND THAT IS THE END OF A CLUSTER.

>> AND THAT WAS A LONG CLUSTER, FIVE QUESTIONS BUT THERE WAS A LOT THERE.

>> LOTTA STIMULI, LOTTA READING, AND SO ON.

>> YEAH, AND IF YOU GO BACK, EVEN IF YOU GO BACK TO THE BEGINNING, I MEAN WE DIDN'T DO A LOT OF THE READING THAT'S IN THERE, AND BECAUSE, I'M GONNA TELL YOU SOMETHING, YOU'RE GONNA GET TIRED.

>> MHM.

>> AND THAT'S WHY I SAID, SOMETIMES IT'S BEST TO GO RIGHT TO THE MEAT, GO TO THE TITLES, GO TO THE GRAPH, GO TO THE PICTURE AND FIGURE OUT, WHAT IS THIS TELLING ME BEFORE YOU DO ALL THAT READING, BECAUSE SOMETIMES IT'LL GIVE YOUR BRAIN A CHANCE TO RELAX, AND THE READING WON'T BE SO HARD, BECAUSE YOU ALREADY DEDUCED WHAT THE PICTURES WERE ALL ABOUT.

>> IT'S REALLY NICE SOMETIMES, AND THE STRATEGY THAT WE'VE BOTH GIVEN OUR STUDENTS OVER THE YEARS, IS THAT BIRD'S EYE VIEW.

JUST DO THAT - THERE'S AN OLD SAYING ABOUT KNOWING SOMETHING - THE FOREST FOR THE TREES, AND KNOWING THE TREES FOR THE FOREST.

AND SOMETIMES IT'S GOOD TO START OUT AT A BIRD'S EYE VIEW, START OUT UP TOP, HITTING THE TITLE, LOOKING AT THE GRAPHS, LOOKING AT ALL THAT STUFF AND SAYING, "OKAY, WHAT IS IT OVERALL ASKING? "

AND THEN LIKE ANGELA SAID, THEN YOU DIVE INTO THOSE QUESTIONS, THEN YOU START DIVING INTO THE MEAT, AND THAT'S WHERE YOU GOTTA START GETTING INTO THE DETAILS.

ALRIGHT, SO AGAIN, JUST STRATEGIES WE'RE TRYING TO GIVE YOU TO TACKLE, BECAUSE IT'S NEW, IT'S DIFFERENT.

>> AND IT'S A LOT OF READING.

>> IT'S A LOT OF READING, AND A LOT OF LOOKING, TOO, YOU KNOW, A LOT OF VISUAL STUFF, NOT EVEN JUST THE READING SOMETIMES, IS THE AMOUNT OF VISUALS AND STUFF THAT ARE IN THERE, SO IT'S A LOT.

>> YEAH.

SO THIS NEXT CLUSTER, CLUSTER NUMBER 2, CORAL REEFS.

SO THIS WHOLE THING IS ABOUT CORAL REEFS, AND THEN IT SAYS "A STABLE CORAL REEF ECOSYSTEM."

SO THERE IT IS, THERE'S A STABLE - LOOK AT ALL THE FISH IN THERE, IT'S A PRETTY PICTURE, THERE'S A LOT OF FISH, TURTLES, THERE'S A LOT OF COOL STUFF FEEDING ON THAT CORAL.

TURN THE PAGE, LET'S GET TO THE QUESTION - I DIDN'T EVEN READ ANYTHING ON THERE, I JUST LOOKED AT THE TITLES AND THE PICTURE.

KEEP GOING.

SO NOW WE'RE GONNA GO TO THE NEXT QUESTION.

WHEN THE NEXT QUESTION SHOWS UP, IT'S GOING TO SAY MORE PICTURES, CHANGES IN PICKLES CORAL REEF, FLORIDA.

THAT'S A WEIRD NAME FOR A CORAL REEF, BUT OKAY, WHATEVER.

AND THIS IS APRIL 2022 AND SEPTEMBER 2023, AND THAT'S 2 DRASTIC PICTURES.

LIVING CORAL IS DARK, AND BLEACHED CORAL, DYING, IT'S TELLING ME BLEACHED CORAL IS DYING, AND IT'S WHITE AND IT LOOKS LIKE THAT.

SO I'M LIKE, "WHOA, THIS IS SCARY."

AND THAT WAS ONLY LIKE NOT EVEN A YEAR LATER, RIGHT, OR MAYBE A LITTLE OVER A YEAR.

SO NOW, NUMBER 1, "WHICH CLAIM," NOW THEY'RE GONNA GIVE ME A CLAIM, BASED ON EVIDENCE, "WHICH CLAIM DESCRIBES THE INTERACTIONS IN THE CORAL REEF SINCE 1980'S" - 1980'S, I DIDN'T SEE ANYTHING ABOUT 1908'S ANYWHERE HERE - WHICH MEANS GO BACK INTO THE STIMULUS AND FIND 1980'S, THAT'S WHAT YOU DO.

BECAUSE I GOTTA KNOW, WHAT HAPPENED IN 1980.

SO I LOOK THROUGH THE THING - BLAH BLAH BLAH - OH!

DOWN AT THE BOTTOM I SEE THE NUMBER 1980 AND I HIGHLIGHT IT, AND THEN I READ ABOUT IT, I'M LIKE 1980, 1980.

"THE MAJORITY OF CORAL REEFS ARE UNDER STRESS DUE TO A NUMBER OF FACTORS, SINCE 1980, CORAL BLEACHING HAS OCCURRED."

WHOA, SO THAT MEANS THAT SINCE 1980, THEY'RE DYING, THEY'RE UNDER STRESS AND THEY'RE DYING.

OKAY, SO NOW LET'S GO BACK TO THE QUESTION AGAIN.

AGAIN, MULTIPLE CHOICE AND WE'RE GONNA CROSS OFF ALL THE WORDS THAT ARE THE SAME, AND JUST WRITE THE WORDS THAT ARE DIFFERENT.

SO, OKAY, NUMBER 1, KEYWORD - NOTICE THEY ALL START "CORAL REEF ECOSYSTEM," "REEF ECOSYSTEM, REEF ECOSYSTEM."

SO THOSE ARE ALL THE SAME, I DON'T CARE ABOUT THOSE WORDS.

GO TO THE ONES THAT ARE DIFFERENT.

"STABLE," AND BLAH BLAH BLAH, RIGHT, AND IT'S SAYING, "THE BIODIVERSITY WAS REDUCED."

SO STABLE AND REDUCED IS THE 2 WORDS I'M LOOKING AT FOR NUMBER 1.

NUMBER 2, "NOT STABLE," "CONSTANT," SO I HIGHLIGHT THAT, "NOT STABLE," "CONSTANT."

AND I WRITE THAT DOWN.

NUMBER 3, "STABLE," AND THEN IT SAYS "CONSTANT," SO I WRITE THAT DOWN, AND THEN IT SAYS "NOT STABLE" AND IT'S SAYING "REDUCED."

OKAY, NOW I TAKE A LOOK AT THAT - 1980'S, WHAT HAPPENED?

THEY DIED - WHY?

BECAUSE IT WASN'T STABLE.

SO THEY WERE REDUCED, SO WHAT'S MY ANSWER?

SO IT WAS NOT STABLE, RIGHT, AND REDUCED - NUMBER 4 IS MY ANSWER, BECAUSE I JUST WENT THROUGH THE WORDS AND WROTE THEM DOWN, WENT BACK TO 1980, THERE'S MY ANSWER - IT'S IN THE STIMULUS, THAT'S HOW EASY A MULTIPLE CHOICE COULD BE.

>> BUT I ALSO WANT TO STRESS WHAT ANGELA JUST SHOWED YOU, TOO, WAS HOW WE WENT BACK AND FORTH BETWEEN 2 DIFFERENT PIECES OF STIMULUS, SO THAT FIRST PAGE, LOT OF INFORMATION THERE, BUT IT DIDN'T SEEM LIKE ANYTHING WITH IT.

DIVE INTO THE NEXT PAGE WHERE THERE'S MORE STIMULI, AND THEN A QUESTION, AND YOU NEEDED TO DO BOTH.

THE 1980 WAS SO KEY TO THAT QUESTION, BUT IT WASN'T IN THE PICTURE, THE INFORMATION ABOVE IT, IT WAS ON THE PREVIOUS PAGE'S STIMULI.

>> YEAH, THE PAGE I DIDN'T READ!

SO I HAD TO GO FIND IT.

>> AND BY THE WAY, WE'RE ABOUT TO SEE THAT AGAIN, SO LET'S MOVE ON TO THE NEXT ONE.

>> SO THE NEXT ONE IS A WHOLE BUNCH MORE PICTURES, AND I'M LIKE, "WHAT IS GOING ON HERE?

WELL, WE'VE GOT LIVE CORAL POLYPS, WHATEVER THOSE ARE, STRUCTURE OF CORAL POLYPS, AND THEN WE'VE GOT ALL THE STUFF ON THOSE PICTURES, WITH WORDS AND STUFF, RIGHT, THAT'S THERE.

THEN I GO DOWN TO THE BOTTOM AND THEN IT SAYS - MORE PICTURES, AND MORE THINGS THAT IT'S DESCRIBING.

ALRIGHT, SO I'M LOOKING AT THIS, LOT OF BIG WORDS, AND YOU CAN SHORTEN THEM UP - FOR EXAMPLE, THE WORD ZOO-BLAH-BLAH-BLAH, I'M GONNA CALL IT ZOO.

>> ZOO.

>> BECAUSE WHO CARES WHAT PEOPLE ARE THINKING - IN MY HEAD, RIGHT?

I'M GONNA CALL IT "ZOO."

AND PHOTOSYNTHESIS, I SEE THAT WORD, PHOTOSYNTHESIS, DOWN HERE - >> BING BING BING!

>> AND I'M THINKING, "YOU KNOW WHAT, PHOTOSYNTHESIS, WHAT IS THAT?

THAT IS WHAT'S HAPPENING IN PLANTS, PLANTS GIVE OFF OXYGEN, THEY TAKE IN CO2, PLANTS NEED WATER, THEY NEED THE ENERGY FROM THE SUN."

I'M GONNA WRITE THAT DOWN ON MY SCRAP PAPER, BECAUSE THAT'S WHAT PHOTOSYNTHESIS IS.

DO IT WHILE YOU'RE FRESH, WRITE IT DOWN.

I BREATHE IN THE OXYGEN THE PLANTS GIVE OFF, AND I GET THE ENERGY FROM THE PLANTS, BECAUSE THEY'RE GETTING THE ENERGY FROM THE SUN.

ALRIGHT, SO I WRITE ALL THAT DOWN, AND I HAVEN'T EVEN READ THIS QUESTION YET.

>> I EVEN SEE A COUPLE OTHER THINGS TOO, ANG, IF I CAN, THAT I WOULD SIMPLIFY, LIKE I'M LOOKING UP HERE AND I SEE THREE-DIMENSIONAL HABITAT - I'M GONNA WRITE "3D" RIGHT ABOVE THAT RIGHT THERE.

"HABITAT," I'M GONNA THINK OF A HOME WHERE SOMETHING IS LIVING IN ITS ECOSYSTEM AND STUFF.

SIMPLIFY, SIMPLIFY, OKAY - AGAIN, LIKE ANGELA SAID, WHO CARES WHAT PEOPLE ARE HEARING INSIDE YOUR HEAD?

WHAT ANGELA AND I ARE DOING IS REALLY CALLED THINKING ALOUD, WE'RE ACTIVELY - THE BOTH OF US ARE TALKING OUT LOUD WHAT'S GOING ON IN OUR HEAD IF WE WERE TAKING THIS TEST.

AND BELIEVE ME, WE'VE DONE THESE QUESTIONS ENOUGH TIMES, YOU'RE HEARING IT FLAT-OUT WHAT WE ARE LOOKING AT.

SO SIMPLIFY, SIMPLIFY IS SO IMPORTANT.

>> RIGHT!

AND DON'T TELL ME YOU'RE NOT SAYING "BLAH BLAH BLAH" IN YOUR HEAD - MORE READING, I MEAN UGH, MORE READING.

OKAY, SO, I GO TO THE QUESTION NOW, LET'S GO TO THE QUESTION, AND I HAVEN'T READ ANYTHING ELSE.

IT'S SAYING, "COMPLETE THIS MODEL BELOW TO ILLUSTRATE THE PROCESS OCCURRING IN THE Z-WORD LOCATED IN THE CELLS OF THE CORAL POLYP."

WAIT A MINUTE, THE Z-WORD, IF I GO BACK TO THAT PICTURE AGAIN AND I SEE THE Z-WORD, RIGHT, AND I'M LIKE, "WHAT IS HAPPENING IN THAT Z-WORD? "

AND THE Z-WORD IS SAYING - LET'S GO BACK INTO THE READING AGAIN.

THE Z-WORD, RIGHT, IT'S SAYING THAT THE CORAL POLYPS, BLAH BLAH BLAH, Z'S LEAVE THE CORAL POLYPS, RESULTING IN BLEACHING, SO WHEN THE Z'S LEAVE THE CORAL POLYPS, THEY BLEACH THE - THAT'S HOW THEY DIE, BUT THEY'RE ALGAE, AND WHAT DO ALGAE DO?

WELL, DOWN BELOW IT'S SAYING THAT, WHAT ARE THEY DOING?

THEY'RE GOING THROUGH THIS WORD, PHOTOSYNTHESIS, RIGHT?

I MEAN THIS IS WHAT THEY'RE SAYING IN THIS GROUP OF - SO I'M THINKING, "WAIT, THIS SHOULD BE EASY, BECAUSE I KNOW WHAT PHOTOSYNTHESIS IS."

SO NOTICE THERE'S 3 LINES, "INPUTS," I HAVE TO HAVE 3 INPUTS, THEN I HAVE 1 LINE FOR THE PROCESS, AND THEN I HAVE 2 OUTPUTS.

>> WHICH, IF I'M YOU, ANGELA, I'M EVEN USING THE MODEL RIGHT NOW TO SAY, "OH WAIT A MINUTE, THAT'S TELLING ME SOMETHING RIGHT THERE."

LIKE YOU JUST SAID, 3 INPUTS, 2 OUTPUTS, 1 LINE NAME, OH MAN, THAT'S TELLING ME SOME INFORMATION.

>> YEAH!

SO WHAT'S THE INPUTS?

>> SO IN THIS SITUATION HERE WE'RE TALKING ABOUT PHOTOSYNTHESIS, SO WHAT'S COMING IN?

WE'VE GOT CARBON DIOXIDE COMING IN, WE'VE GOT OUR WATER COMING IN, WE'VE GOT SUNLIGHT COMING IN.

>> YEAH, AND THE WHOLE PROCESS IS CALLED PHOTOSYNTHESIS, AND WHAT COMES OUT?

>> THAT'S OUR OXYGEN, AND THAT'S OUR SUGAR MOLECULES.

>> AND WE'RE DONE!

BECAUSE THAT'S WHAT PHOTOSYNTHESIS IS, AND LET ME TELL YOU - THEY'RE GONNA ASK YOU A MILLION TIMES ABOUT PHOTOSYNTHESIS IN THIS WHOLE COURSE, SO MAKE SURE YOU UNDERSTAND WHAT THAT MEANS AND ALL THE INPUTS AND THE OUTPUTS.

AND NOTICE THE LINES GIVE YOU A HINT OF HOW MANY THINGS YOU NEED TO WRITE, BECAUSE THEY DON'T PUT THOSE LINES THERE FOR NOTHING, THEY PUT THE EXACT AMOUNT OF LINES FOR YOUR ANSWER.

>> THE NEXT QUESTION.

YOU WANNA DO THE GRAPHS?

>> YEAH, SURE, OKAY - SO, WE'RE OVER HERE AND I'M LOOKING AT A WHOLE LOT OF INFORMATION AGAIN, LIKE WE'VE TALKED BEFORE, SO LET'S DO THAT OPEN BIRD'S EYE VIEW.

ALRIGHT, I DON'T REALLY HAVE A TITLE ON THERE, BUT I'M LOOKING AT THE GRAPH AND I'M SEEING CHANGES IN THE OCEAN'S CONDITIONS THAT AFFECT THE CORAL REEFS.

OKAY, SO THE OCEAN'S CONDITIONS ARE CHANGING, I'M LOOKING AT MY ARROWS, I'M LOOKING AT LEVELS OF CO2 IN THE ATMOSPHERE, AND THEN I'M LOOKING BELOW, AND I'M ALSO SEEING THIS "LESS ACID, MORE ACIDIC" RIGHT HERE, ALRIGHT.

BELOW THAT IS ANOTHER GRAPH, 2 GRAPHS THERE, "CHANGES IN THE OCEAN TEMPERATURE" AND I SEE BELOW IT, IT'S GOT THE YEARS, 1880 ALL THE WAY UP TO 2020, JUST 5 YEARS AGO, AND I'M LOOKING AT SOME TEMPERATURE DIFFERENCES THAT HAVE OCCURRED, AND THERE'S DEFINITELY BEEN AN INCREASE ACCORDING TO THIS GRAPH THAT I'M LOOKING AT, IT STARTED DOWN BELOW, THERE'S AN AVERAGE AS THINGS HAVE STARTED TO INCREASE OVER TIME.

OKAY, SO I'M SEEING THAT UP IN THE ACTUAL READING, A POTENTIAL SOURCE OF STRESS - OKAY, WELL, STRESS IS WHAT I'M FEELING AS I'M TAKING THIS TEST RIGHT NOW, SO THAT'S PRESSURE, THAT'S SOMETHING THAT'S ON IT, ON THE CORAL REEFS, ATMOSPHERE, CARBON DIOXIDE, SO ATMOSPHERIC, I'M THINKING IN THE AIR, OUT THERE, SO THE CARBON DIOXIDE THAT'S UP IN THE AIR, WHICH DISSOLVES INTO THE SEAWATER.

OKAY, SO RESULTS SHOW ANOTHER STRESSOR, SO THERE'S THE WORD "STRESSOR" AGAIN - OKAY, SO FROM THAT IDEA I'M LOOKING AT SOME DATA INFORMATION THAT'S TELLING ME ABOUT CHANGES IN WATER CONDITIONS, ABOUT TEMPERATURES AND STRESS ON THE CORAL.

ALRIGHT, NOW, LET'S TAKE A LOOK AT THE FIRST QUESTION THERE, QUESTION 3 - WHICH CLAIM BEST EXPLAINS HOW CONTINUED CHANGES IN OCEAN ACIDITY WOULD AFFECT THE STABILITY OF THE CORAL REEF ECOSYSTEM, OKAY, SO - SAME IDEA THAT ANGELA HAS KEPT SAYING IS, I'M READING THE INFORMATION AND I'M INTERPRETING THE INFORMATION ABOUT IT, AND NOW I'M DIVING INTO THESE QUESTIONS.

GO AHEAD, ANG.

>> OKAY, I JUST WANT TO GO BACK A LITTLE BIT ON THESE PICTURES.

FOR ME, I WOULD LOOK AT THIS PICTURE AND I'M LIKE, "OKAY, IT SAYS IN HERE, DISSOLVES CO2 IN THE WATER," OKAY, SO WE'RE GONNA PUT THAT, CO2 INCREASING AT THE TOP, INCREASED LEVELS OF CO2 MAKES THE WATER ACIDIC, WHICH HAPPENS?

DEFORMED SHELLS.

SO THAT MEANS THE ACID IN THE WATER IS DOING SOMETHING TO THESE SHELLS THAT THESE ANIMALS WHO HAVE SHELLS IN THE WATER ARE LOSING THEIR HOMES, RIGHT?

I MEAN, ANYTHING THAT HAS A SHELL, THEIR SHELLS ARE DISSOLVING, AND SO THAT'S NOT GOOD.

AND THEN, I SEE AT THE BOTTOM THAT IT HAS A DIRECT RELATIONSHIP, THAT AS WARM AS THE TEMPERATURE IS IN THE WATER, THE HIGHER THE CO2, THE HIGHER THE ACID, THE WORSE IT IS FOR THESE SHELLFISH.

SO I'M LIKE, OO, THIS IS NOT GOOD.

NOW BACK UP AT THE TOP, AFTER I READ THE TOP 2 PARAGRAPHS, AND NOTICE IT'S BUSTED UP INTO 2 PARAGRAPHS.

WHEN YOU READ THE TOP ONE, IT'S ALL ABOUT LIVING THINGS, BIOTIC, AND WHEN YOU READ THE BOTTOM ONE, IT'S ABOUT NON-LIVING THINGS, WHICH ARE ABIOTIC.

WELL THAT'S HELPFUL, BECAUSE NOW I'VE SPLIT IT UP INTO BIOTIC AND ABIOTIC, SO NOW I CAN GO BACK AND LOOK AT MY MULTIPLE CHOICE QUESTIONS AND AGAIN, WE'RE GONNA GET RID OF THINGS THAT ARE THE SAME, ONLY WRITE DOWN THE THINGS THAT ARE DIFFERENT.

SO NUMBER 1, "DECREASING CO2" "DECREASES ACIDITY."

NUMBER 2 IS ACIDITY GOES UP, CALCIUM, CARBONATE GOES DOWN.

NUMBER 3, ACIDIFICATION REVERSES THE EFFECTS AND STABILIZES, AND NUMBER 4, DECREASE THE ACIDITY, IT HELPS AN ADAPTATION FOR DIFFERENT SKELETONS.

SO, WHAT THE HECK MAKES SENSE?

AND THAT'S WHAT YOU HAVE TO STAND BACK AND THAT'S WHAT YOU HAVE TO LOOK AT.

>> YEAH, AND SO I'M LOOKING OVER HERE AT THE INFORMATION IN THE STIMULI, AND I'M SEEING THAT, OKAY, AS THE OCEAN ACIDIFICATION HAPPENS, IT'S REVERSING THE STABILIZATION EFFECT OF THE ECOSYSTEM.

I'M SEEING THAT DIRECT RELATIONSHIP TO WHAT ANGELA'S TALKING ABOUT, AND SO NUMBER 1, "DECREASING DISSOLVED CARBON DIOXIDE WILL DECREASE THE ACIDITY," NO, NOT AT ALL.

NUMBER 2, "THE ACIDITY OF THE OCEANS INCREASE, THE CORAL REEF WILL NOT HAVE ENOUGH CALCIUM CARBONATE TO FORM THEIR SKELETONS," NO, WE'RE NOT SEEING THAT.

>> THAT'S THE TRUTH.

>> YEAH, SO THE TRUTH'S ON THERE.

SO, THE OCEAN ACIDIFICATION - >> I DON'T EVEN HAVE TO GO ANY FARTHER.

>> NOPE, THAT'S IT.

>> BECAUSE AS YOUR ACID GOES UP, YOUR SHELLS GO DOWN, AND THAT'S WHAT NUMBER 2 IS SAYING.

>> SO PICK THAT ANSWER, AND WE'RE GOOD.

>> YEAH, WE'RE DONE, YOU DON'T EVEN HAVE TO KEEP GOING ON, WE'RE DONE.

SO NOW LET'S GO ONTO THE NUMBER 4.

"USE EVIDENCE" - YOU HAVE TO USE OF MP BE EVIDENCE, "FROM THE INFORMATION," AND IT'S SAYING TO YOU, "HOW BIOTIC AND ABIOTIC FACTORS," THAT'S WHY IT'S IMPORTANT TO GO BACK TO YOUR READING UP AT THE TOP RIGHT NOW, BECAUSE THE TOP PART IS BIOTIC AND THE BOTTOM PARAGRAPH IS ABIOTIC, SO PICK ONE OF EACH TO ANSWER THE QUESTION, BUT YOU HAVE TO USE THE STUFF THEY GIVE YOU.

DON'T MAKE STUFF UP, USE THE QUESTIONS, GO IN, PULL IT OUT, AND WRITE IT DOWN.

>> THEN, YOU'LL CONTINUE, "FACTORS THAT AFFECT CARRYING CAPACITY."

WELL, THAT'S A HUGE CONCEPT IN BIOLOGICAL SCIENCES, AND ESPECIALLY IN THIS COURSE.

THAT IDEA THAT ENVIRONMENTS CAN ONLY SUPPORT A CERTAIN AMOUNT OF A CERTAIN SPECIES OR A GROUP OF SPECIES, AND THEN AFTER THAT YOU START TO HAVE THE HEALTH OF THE SPECIES AND THE ECOSYSTEM GET AFFECTED.

"THE CARRYING CAPACITY OF A SHELL-BUILDING ORGANISM, SUCH AS CORAL IN THE REEF OR THE ECOSYSTEMS."

>> YEAH, SO YOU'RE GONNA NEED TO KNOW BOTH IN YOUR ANSWER - THE TEMPERATURE GOES UP, SO YOU'RE GONNA SAY THAT, YOUR TEMPERATURE INCREASES IN THE OCEAN OVER TIME, SO THE Z - NOW YOU GOTTA WRITE THAT WORD OUT, THE ZOO WORD, THEY LEAVE THE CORAL POLYPS, BECAUSE YOU GOT THAT FROM THE STIMULI, AND SO THE CARRYING CAPACITY DECREASES.

YOU HAVE TO CONCLUDE ALL 3 THINGS, YOU HAVE TO INCLUDE CARRY CAPACITY, THE ABIOTIC, AND THE BIOTIC IN YOUR ANSWER TO GET FULL CREDIT.

BUT IT'S ALL THERE, IT'S IN THE PICTURES, THE 2 PICTURES, AND IT'S IN THE STIMULUS, SO - AND NOTICE, YOU EVEN WENT BACK, YOU COULD GO BACK INTO THE OTHER PART OF THIS WHOLE, ALL THE READING, IF YOU GO WAY BACK AND IT TALKS ABOUT THE ZOO-WORD AND IT SAYS THE CORAL POLYPS ARE UNDER STRESS, SOME OF THE ZOO-WORD LEAVES THE CORAL POLYPS, RESULTING IN BLEACHING.

SO RIGHT THERE, THERE'S YOUR ANSWER.

SO NOTICE YOU GO BACK INTO THE STORYLINE TO PULL THE ANSWERS OUT - SO YOU HAVE TO USE THE ENTIRE STORY, SO YOUR WHOLE SHORT STORY IS GONNA GET YOU TO THAT.

>> WHICH MAKES SENSE, BECAUSE IN REAL LIFE, ONE PART OF A STORY IS NOT GONNA GIVE YOU THE WHOLE PICTURE, WHICH WE NEED TO DO HERE, THERE'S A WHOLE STORY TO THE - >> YEAH.

ALRIGHT, SO NOW WE'RE FINALLY, WHEW, NUMBER 5, WE'RE AT THE END OF THIS STORYLINE.

ALRIGHT.

>> SO, "SOME SPECIALS OF THE ZOOS AND CORAL HAVE TRAITS THAT MAKE THEM MORE TOLERANT," OKAY, SO TOLERANT, THERE'S THAT WORD RIGHT THERE, WHERE I'M THINKING OKAY, TOLERANT MEANS I CAN HANDLE STUFF, I CAN ACCEPT THINGS, "CHANGES THE TEMPERATURE OF THE WATER IN WHICH THEY LIVE.

"SCIENTISTS ARE EXPERIMENTING WITH SELECTIVE BREEDING," OKAY, SELECTIVE BREEDING, I PROBABLY LEARNED THAT IN EVOLUTION AND GENETICS A LITTLE BIT IN CLASS, THAT IDEA OF SEEING CERTAIN TRAITS AND SAYING "I WANT THAT TRAIT SO WE'RE GOING TO BREED THAT," "OF THESE SPECIES OF CORAL AND THE ZOOS TO PRODUCE A CORAL THAT WOULD BE MORE LIKELY TO SURVIVE CHANGING OCEAN TEMPERATURES."

>> SO THIS IS ABOUT SCIENTISTS NOW, WE'RE GONNA DEVELOP SOMETHING NEW, WE'RE GONNA MAKE SOMETHING THAT'S GONNA SURVIVE IN WARM OCEAN WATER, SO YOU THINK TO YOURSELF, "WELL, THIS ISN'T NORMAL, I MEAN THIS ISN'T WHAT'S HAPPENING IN THE OCEAN," THE SCIENTISTS ARE TRYING TO DEVELOP A NEW CORAL FOR WARMER OCEAN WATER, AND YOU MIGHT THINK, "IS THAT GOOD OR IS THAT BAD?

I'M NOT SURE."

BUT LET'S GO TO THE MULTIPLE CHOICE AND SEE WHAT THE MULTIPLE CHOICE HAS TO SAY HERE.

AGAIN, JUST WRITE DOWN WHAT YOU NEED TO KNOW.

NUMBER 1, "TOLERATE HIGHER TEMPERATURES," WE'RE GONNA HIGHLIGHT THAT, AND "SURVIVE."

NOTICE HOW WE JUST TRUNCATE WHAT WE NEED, BECAUSE THEY ALL SAY THE SAME THING.

ALRIGHT, NUMBER 2, "EJECT ZOO AT COLD TEMPERATURES, OTHER, LESS SENSITIVE TAKE THEIR PLACE."

ALRIGHT, NUMBER 3.

"COLD WATER TOLERANT INCREASES BECAUSE THEY HAVE CALCIUM CARBONATE TO BUILD" - THAT MAKES SENSE!

>> MHM, RIGHT!

>> I THINK THAT'S MY ANSWER!

NUMBER 4, "TAKE IN ZOO AT HIGH TEMPERATURES" - FIRST OF ALL, THE ZOOS DIE AT HIGH TEMPERATURES, THERE'S NO WAY THAT COULD BE THE RIGHT ANSWER, AND THEY'RE NOT TOLERATING, THEY'RE NOT DOING VERY WELL.

SO, MY ANSWER HERE IS - WHAT DO YOU THINK?

>> I'M GONNA GO ACTUALLY WITH 1, I'M GONNA SAY THAT THE PROPORTION OF THE CORAL AND THE ZOOS CAN TOLERATE HIGHER WATER TEMPERATURES WILL INCREASE, AND THEY'LL HAVE A HIGHER SURVIVAL RATE, AND THOSE - AND THEY'LL BE, BECAUSE THEY'RE MORE SENSITIVE TO THE TEMPERATURE CHANGES.

>> AND DO REGULAR ZOOS DO THAT?

>> NO.

>> ONLY WHAT DO THAT?

>> THE ONES THAT HAVE BEEN SELECTIVELY BRED.

>> YEAH, SEE?

SO THIS IS ALL ABOUT THINGS THAT ARE NOT THERE YET, BUT THE SCIENTISTS ARE MAKING.

>> CORRECT.

>> SO YOU GOTTA KEEP THAT IN YOUR MIND, AND REMEMBER, WHEN YOU GET TOWARDS THE END, QUESTION 5, IT'S ALL ABOUT THAT KIND OF STUFF.

IT'S ABOUT SCIENTISTS DOING IT, OR HOW IS THIS GONNA AFFECT SOCIETY - YOUR QUESTION 5'S ARE ALWAYS GONNA ADDRESS THAT.

1-4 IS ABOUT THE SCIENCE YOU LEARNED IN YOUR CLASSROOM, 5, YOU HAVE TO ANALYZE WHAT THEY'RE GIVING YOU, THAT WILL AFFECT - WHAT IF WE DID THIS, THEN WHAT WOULD HAPPEN?

>> IT'S THE BRINGING IN OF THE ENGINEERING THAT'S NEW TO US IN THE SCIENCES CLASSES OF THE BRINGING IT IN, BUT IT'S REALITY, IT'S REAL LIFE.

YOU LEARN OUR SCIENCE, BUT THEN YOU GO USE IT TO DESIGN AND FIX PROBLEMS THAT ARE OUT THERE, AND THIS IS A PROBLEM, THIS IS A PROBLEM THAT SCIENCE CAN HELP KIND OF DESIGN, CAN HELP SOLVE.

>> NOW, THIS WHOLE THING, WE THINK WE'RE DONE, BUT LOOK, THEY THREW A MONKEY WRENCH IN - >> YEAH, THEY THREW A SIXER IN THIS ONE.

>> IT'S A SIXTH, THIS ONE HAS 6!

YOU'RE LIKE, WAIT, WE'RE NOT DONE YET - THERE'S MORE.

OKAY, SO NOW, A BENEFIT AND A DRAWBACK, SO YOU HAVE TO KNOW THE DIFFERENCE BETWEEN THOSE TWO WORDS, A BENEFIT AND A DRAWBACK, AND THEY'RE ASKING YOU, "EVALUATE TRANSPLANTING THESE BRED CORALS AS A SOLUTION."

SO HERE IT IS, IS THIS A GOOD THING, OR IS IT A BAD THING?

NOW THIS IS WHAT YOU HAVE TO THINK ABOUT, AND WHATEVER YOU CHOOSE, MAKE SURE THEY MAKE SENSE TOGETHER.

SO IF YOU SAY, "WELL I DON'T THINK THAT'S GONNA BE A GOOD THING," THEN TELL ME WHY.

WELL, BECAUSE NOW YOU'VE INTRODUCED AN INVASIVE SPECIES, AND MAYBE THIS IS GOING TO BE BAD FOR THE ENVIRONMENT OVER ALL, BECAUSE I DON'T KNOW THE EFFECT ON THE REST OF THE ECOSYSTEM.

THAT WOULD GET YOU FULL CREDIT.

IF YOU SAID "I THINK IT'S A GREAT THING," AND THEN SAID, "BUT IT COULD MESS UP ECOSYSTEMS," THAT DOESN'T GO TOGETHER, SO YOU WOULD GET ZERO CREDIT.

YOU GOTTA MAKE SURE THEY BACK EACH OTHER UP.

>> ANOTHER EXAMPLE OF SOMETHING YOU SAID, AND I ALWAYS WANNA STRESS, IT'S NOT JUST ONE ANSWER HERE, WHAT'S IN YOUR MIND, AND WHAT YOU'RE THINKING, AND IF YOU'RE USING THE INFORMATION FROM THE CLUSTERS, CAN BE USED.

SO FOR EXAMPLE, YOU COULD SAY SOMETHING HERE LIKE, YOU KNOW, "THE SELECTIVELY BRED CORALS WILL RESTORE SOME OF THE POLYPS," THAT'S A HUGE BENEFIT!

DRAWBACK?

CORAL TAKES SO LONG TO GROW THAT IT MAY TAKE TOO MANY YEARS TO REPAIR, AND BY THEN NO MORE DAMAGE HAS BEEN DONE AND IT'S REALLY NOT THE BEST WAY TO FIX IT.

OKAY?

OTHER POSSIBLE ANSWERS, BUT YOU'RE USING INFORMATION FROM THE CLUSTER TO ANSWER, I HOPE YOU'VE GOTTEN THAT FROM ANGELA AS WE'VE BEEN STRESSING IT OVER AND OVER AGAIN - USE THE INFORMATION THAT'S IN THE CLUSTER TO ANSWER THE QUESTIONS.

>> YEAH.

OKAY, DINOSAURS, NOW WE'RE BACK IN THE DINOSAUR LAND AGAIN, JURASSIC PARK AGAIN - WE CAN DO THIS!

"SOME LIVE AND SOME DIE," AND "DIVERSITY OF LIFE PRE-ASTEROID IMPACT," WELL NOW WE KNOW IT WASN'T TEMPERATURE, IT WAS AN ASTEROID THAT GOT THESE GUYS.

AND NOW NOTICE THIS PICTURE, THIS PICTURE HAS GOT A LOT OF STUFF, NON-AVIAN - WHAT THE HECK IS - WHAT IS THAT AVIAN DINOSAUR, LET'S SEE THE DIFFERENCE.

THEN IT SAYS "AVIAN," OH LOOK AT THE DIFFERENCE, ONE'S GOT WINGS AND ONE DOES NOT, SO LOOK AT THAT - IT'S TELLING YOU A LOT, AND THE NON-AVIAN IS THE T-REX, PRETTY BIG!

AND THE MAMMALS ARE PRETTY SMALL.

ALRIGHT, GOOD ENOUGH, LET'S MOVE ON.

QUESTION, UGH, MORE QUESTIONS.

BUT, LET'S BREAK IT DOWN - BREAK IT DOWN, BREAK IT DOWN, RIGHT?

GO AHEAD.

>> ALRIGHT, "A POSSIBLE EXPLANATION FOR WHY SOME ORGANISMS SURVIED AND OTHERS DID NOT IS THAT SOME WERE," OKAY, SO AGAIN, SIMPLE QUESTION, LET'S TAKE A LOOK.

"HERBIVORES THAT HAD LARGE VARIETY OF PLANTS TO EAT," SO I'M GONNA SAY HERBIVORES AND THEY HAD A LARGE VARIETY OF PLANTS TO EAT, IS THAT A POSSIBILITY THAT CAUSED SOME OF THEM TO SURVIVE.

2, "EVOLVE QUICKLY" AND "BETTER ADAPTED NON-AVIAN SPECIES," OKAY.

3, "BETTER ABLE TO COMPETE SUCCESSFULLY AFTER THE ASTEROID IMPACT," AND 4, "FASTER AND STRONGER THAN OTHERS, WERE ABLE TO OUTRUN THE BLAST OF IT."

WELL RIGHT OFF THE BAT, THAT ONE JUST CATCHES MY ATTENTION, I MEAN IT JUST SOUNDS LIKE A GREAT SCIENCE FICTION MOVIE, BUT YOU DON'T HAVE FASTER AND STRONGER DINOSAURS HERE OR ANIMALS ABLE TO OUTRUN THEM.

>> SO LET'S GO BACK INTO THE READING NOW TO GET SOME MORE INFORMATION, BECAUSE NOW I HAVE TO GET SOME INFORMATION ABOUT THIS ASTEROID IMPACT AND WHY SOME ORGANISMS SURVIVED AND SOME DID NOT.

SO, UNDER THE PICTURE IT SAYS "A GIANT ASTEROID STRUCK" BLAH BLAH BLAH, AND IT'S THE K-T EXTINCTION, SO NOW I KNOW WHAT K-T MEANS, IT'S EXCTINCTION.

AND "ENORMOUS AMOUNTS OF DUST, CO2," BLAH BLAH BLAH, "OCCURRED."

GO AHEAD.

>> OKAY, "IT CAUSED EARTH'S AVERAGE SURFACE TEMPERATURE TO DROP BY AS MUCH AS 47 DEGREES FARENHEIT," SO IMAGINE THAT, "DUST FROM THE IMPACT BLOCKED THE SUN'S RADIATION FOR AN EXTENDED AMOUNT OF TIME, AND PHOTOSYNTHESIS WAS DIRECTLY REDUCED," ALRIGHT.

>> WHOA!

>> I'M GONNA, I GOTTA STEP BACK AND LOOK AT THE BIG PICTURE.

>> PHOTOSYNTHESIS WAS REDUCED!

>> RIGHT THERE, AND I'M ALSO THINKING, THAT 47 DEGREES, THAT CATCHES MY ATTENTION HERE, I'M GROWING UP IN NEW YORK, WE'VE HAD SOME CRAZY WEATHER THE PAST COUPLE MONTHS OVER HERE, WE'VE HAD SOME DAYS, ANG, WHERE I THINK IT HAS ALMOST DROPPED THAT MUCH, SO I'M THINKING ABOUT HOW I FELT, AND THEN ALL OF A SUDDEN IT DROPPED 47 DEGREES, THAT'S COLD, THAT'S DRASTIC!

>> BUT WHAT TEMPERATURE DID IT START AT?

>> AND THEN IT STARTED UP AROUND 104 DEGREES FAHRENHEIT.

>> YEAH, SO IT WAS HOT, THESE DINOSAURS NEED HOT WEATHER.

>> REALLY HOT WEATHER, AND YOU'RE DROPPING IT ALMOST 50 DEGREES AFTER THAT, THAT'S NUTS.

>> YES.

>> AND THEN LIKE YOU SAID, AND THEN YOU'VE GOT DUST IMPACTING THE SUN, SO IT'S GOING UP THERE, THE DUST IS BLOCKING THE SUN, SO IF ANY OF YOU EXPERIENCED THAT TOTAL ECLIPSE LAST YEAR, THAT KIND OF IDEA OF JUST HOW DARK IT GOT, WELL ALL OF A SUDDEN THAT'S GOING TO HAVE A HUGE IMPACT ON PHOTOSYNTHESIS!

>> AND IT GOT COLD!

IT GOT COLD!

>> BIG TIME IT DID THAT DAY!

YEP, EXCELLENT - ALRIGHT, GO AHEAD, ANG.

>> SO NOW WE GO BACK UP INTO THIS, SO NOW I REALIZE, WAIT A MINUTE, HERBIVORES DIDN'T HAVE A WIDE VARIETY OF PLANTS BECAUSE THERE WAS NO PHOTOSYNTHESIS, THERE WAS NO - DIDN'T EXIST!

AND THEY WERE EVOLVED QUICKLY AND THEY WERE BETTER ADAPTED INTO NON-AVIAN SPECIES - NO, I DON'T THINK THAT'S WHAT HAPPENED EITHER, RIGHT?

>> YOU CAN'T HAVE EVOLUTION HAPPEN THAT QUICKLY, NO WAY.

>> NO!

AND BETTER ABLE TO COMPETE SUCCESSFULLY AFTER THE IMPACT.

WELL, THAT'S HOW YOU SURVIVE, THEY COULD COMPETE BETTER AFTER THE IMPACT, SO YEAH, THAT MAKES A LOT OF SENSE, BECAUSE THESE BIG GUYS, WHO DIDN'T HAVE THE ENERGY TO RUN THAT FAST, AND TO LIVE IN COLD TEMPERATURES, AND THERE WAS NO FOOD TO EAT, THEY WEREN'T GONNA - THEY WEREN'T FASTER AND STRONGER THAN EVERYBODY ELSE AND OUTRUN THE BUNCH, SO, YEAH, NUMBER 3 WOULD BE MY ANSWER.

>> NUMBER 3'S THE BEST ANSWER, YEP.

ALIRGHTY, LET'S MOVE ON TO NUMBER 2, THEN.

"EXPLAIN HOW THE EVIDENCE PROVIDED SUPPORTS THE CLAIM THAT NON-AVIAN DINOSAURS WENT EXTINCT AFTER THE IMPACT BECAUSE OF THE TRAITS PRESENT IN THEIR POPULATION."

ALRIGHT, WELL LET'S GO BACK TO THE STIMULI HERE FOR A SECOND, I'M GOING UP TO THE TOP NOW UNDERNEATH WHERE IT SAYS "DINOSAURS: SOME LIVE, SOME DIE," AND IT SAYS "THE AVIAN BIRD-LIKE AND THE NON-AVIAN DINOSAURS IN THE NORTHERN HEMISPHERE IN EXTREME HEAT, THE AVERAGE SUMMER," LIKE ANG AND I WERE TALKING ABOUT, WAS 81-140 DEGREES, THAT'S SOME HOT WEATHER RIGHT THERE.

"WINTERS WERE MILD AND WET, 59, THERE WAS NO POLAR ICE CAP AT THE TIME.

"MOST NON-AVIAN DINOSAURS HAD A MASS OF ABOUT 7700 LBS, MOST AVIAN DINOSAURS WEIGHED SIGNIFICANTLY LESS."

SO I'M THINKING I GOT A BIG ANIMAL HERE, I GOT A BIG ANIMAL, I GOT SOME REALLY HOT TEMPERATURES THAT ARE GOING ON AT THAT TIME, OKAY?

>> AND THAT QUESTION, YOU HAVE TO GO BACK AND CIRCLE KEY WORDS, OR HIGHLIGHT KEY WORDS, "EVIDENCE PROVIDED," THAT'S NUMBER 1, WHAT EVIDENCE PROVIDED SUPPORTS WHAT?

THAT NON-AVIAN DINOSAURS, SO THAT'S ANOTHER KEYWORD, RIGHT, AND "TRAITS," SO YOU GOTTA TALK ABOUT THE TRAITS - WHICH ONES ARE THE - YOU'RE TALKING ABOUT THE TRAITS OF THE T-REXES HERE, THE NON- NOT THE BIRDS!

AVIAN MEANS BIRD, SO THE ONES THAT ARE NOT THE BIRDS.

SO YOU GOTTA TALK ABOUT THEIR TRAITS, AND YOU JUST SAID THEM ALL.

>> YEP!

>> THEY NEED HOT TEMPERATURES, WHICH WE DON'T HAVE ANYMORE, BUT WHAT'S THEIR TRAIT?

THEY'RE LARGE, THEY'RE BIG, THEY WERE HOW MANY POUNDS?

7000 LBS.

OKAY, SO THERE'S NO FOOD AVAILABLE.

>> THEY'RE EATING A LOT TO STAY - TO MAINTAIN HEALTHINESS, AND 7700, YOU'RE EATING A LOT.

>> YEAH!

>> PLANTS OR HERBIVORES, ANIMALS THAT ARE EATING PLANTS, BUT BOTTOM LINE YOU NEED THAT PHOTOSYNTHESIS TO BE OCCURRING AT A HIGH AMOUNT OF LEVELS TO GET ALL THOSE PLANTS TO KEEP THINGS GOING.

>> YEAH, SO THERE YOU GO, USE THE PASSAGE TO GET YOUR ANSWER, IT'S ALL THERE.

REMEMBER, THE ANSWERS ARE OUT THERE!

YOU JUST GOTTA GO BACK AND FIND IT, AND USE THEM.

>> AND YOU GUYS ARE SEEING IT ON OUR SCREEN AS WE'RE FLIPPING, SO IMAGINE - GO BACK TO WHAT IT'S GONNA BE LIKE FOR A REGENTS EXAM, YOU'RE GONNA BE TURNING PAGES LEFT AND RIGHT, SO THE OLD DAYS OF LIKE, A PERSON MOVING A PAGE AT A TIME AND YOU KNOW WHERE A KID'S - UH-UH, WE'RE ALL - IF YOU SEE SOMEBODY NEARBY WHO'S NOT TURNING A PAGE, HOLY COW, THERE'S A PROBLEM THERE.

YOU WANNA BE CHECKING ALL THIS INFORMATION OUT AND BE USING IT.

OKAY, ANG, MOVING ON.

>> THE NEXT PICTURE IS HARD, I'M GONNA SAY.

>> WE DON'T LIKE THIS ONE.

>> I'M LIKE, WHAT IS THIS?

WHAT THE HECK.

FIRST OF ALL, I FORGOT WHAT K-T WAS, I WENT BACK INTO THE STIMULUS WHERE IT TOLD ME, THAT'S WHERE YOU HAD THE ASTEROID IMPACT.

SO I DO WHAT SEAN JUST DID, I HIGHLIGHT ACROSS, SO THAT IS BEFORE THE ASTEROID, SO NOW I'M LOOKING AT THE PLANTS, THEY WERE SMALL, AND - BUT THERE ARE A LOT OF THEM, NOTICE IT SAYS - THE TOP SAYS "NUMBER OF SPEICES," SO - AND THESE ARE FOSSILS, REMEMBER THIS IS ALL FOSSILS, AND THEY'RE IN SOME KIND OF PLACE IN NEW MEXICO AND COLORADO - OKAY, WHATEVER.

SO I'M LOOKING AT THIS THING AND THEN IT SAYS, OKAY, 1.5 MILLION YEARS OF TIME AFTER THAT K-T EFFECT, RIGHT?

SO NOTICE IT STARTS AT 2 AND IT GOES UP TO 35, SO SPECIES GO UP.

AND NOTICE, YOU HAD A LOT DURING K-T, 47, SO THAT'S A BIG NUMBER.

SO THAT'S PRETTY MUCH WHAT I'M LOOKING AT ON THIS, SO WHAT ABOUT IT?

SO NOW I'M GONNA GO ON TO THE QUESTION.

>> "WHICH STATEMENT PROVIDES EVIDENCE," THERE'S THAT WORD EVIDENCE AGAIN, "THAT COULD BE USED TO SUPPORT THE CLAIM THAT THE EVOLUTION OF THE PLANTS IS THE RESULT OF CHANGES THAT OCCURRED IN THE ENVIRONMENT? "

OKAY, GOT AN IDEA THERE, I'VE GOT A BIG PICTURE FROM LOOKING BEFORE, NOW I'M GONNA GO 1, 2, 3, 4, AS ANGELA SAYS, WE'RE GONNA TRUNCATE IT DOWN TO UNDERSTAND IT.

>> NOTICE WHEN YOU LOOK AT THAT, AUTOMATICALLY IT'S INTIMIDATING, BECAUSE ALL THOSE WORDS, THERE'S A LOT TO READ, THAT'S A PARAGRAPH IN ITSELF JUST FOR THE CHOICES.

THAT'S WHY I SAID, CROSS OFF ALL THE WORDS THAT ARE THE SAME AND WRITE DOWN THE WORDS THAT ARE DIFFERENT, AND IT MAKES IT EASIER TO READ.

>> AND I GOTTA BE HONEST, AND I DON'T KNOW HOW THIS IS GONNA COME OUT ON THE TEST, BUT IF THIS WAS ON A SEPARATE PAGE THAN THE ORIGINAL PICTURE WE JUST LOOKED AT, I'M GOING BACK EACH TIME AS I'M READING EACH ONE OF THESE, BECAUSE RIGHT OFF THE BAT, ANGELA, I SEE THIS DIVERSITY OF PLANTS IN PHASE 1, WELL I GOTTA GO BACK AND REMEMBER WHAT PHASE 1 WAS A SECOND AGO.

SO IT'S THAT FLUID MOVEMENT BACK AND FORTH.

SO, "THE DIVERSITY OF A PLANT IN PHASE 1 REMAINED CONSTANT AFTER THE K-T EXTINCTION EVENT CHANGED" - >> SO YOU WRITE THAT DOWN ON A SCRAP PAPER.

>> SO PHASE 1, REMAINED CONSTANT AFTER K-T. ALRIGHT, NUMBER 2, "THE NUMBER OF PLANT SPECIES DECREASED," I'M SEEING, "DURING THE 1.5 MILLION YEARS," AND I REMEMBER ON THE DIAGRAM IT SHOWED 1.5 MILLION YEARS AFTER K-T, AND THIS WAS "DUE TO A STABLE ENVIRONMENT," OKAY, SO SPECIES DECREASED AFTER THE K-T, STABLE ENVIRONMENT.

NUMBER 3, "THE DIVERSITY OF SPECIES INCREASED AFTER THE K-T EXTINCTION, AND THIS CHANGED ENVIRONMENTAL CONDITIONS ON EARTH."

OKAY, AND THEN FINALLY 4, "THE NUMBER OF PLANT SPECIES REMAINED STABLE FROM PHASE 3 TO PHASE 5" - >> ARE YOU ALREADY CONFUSED?

>> RIGHT OFF THE BAT I'M LIKE, "OKAY?

>> BUT I'M WRITING IT DOWN, I'M WRITING IT DOWN ON A SCRAP PAPER.

>> "AS THE ENVIRONMENT RECOVERED FROM THE K-T EXTINCTION EVENT."

>> SO NOW I GO BACK TO THE PICTURE AND I HAVE THIS INFORMATION ON A PIECE OF PAPER NEXT TO ME WHEN I CAN GO BACK AND COMPARE THE TWO, WHICH ONE MAKES SENSE?

>> YEP.

SO, WE'RE LOOKING RIGHT HERE AT THE DIVERSITY OF THE - THE DIVERSITY OF THE PLANTS IN PHASE 1 REMAINED CONSTANT, SO I'M LOOKING AT PHASE 1, AND I'M LOOKING OVER HERE AT THE NUMBER OF SPECIES, AND NO, IT REALLY DIDN'T ACTUALLY.

>> YEAH, THE MOST, AT 47 DIFFERENT ONES, IT'S NOT THE SAME - YOU GOT A LOT OF DIVERSITY HERE.

>> YEP, OKAY, AND THEN WE'RE GONNA GO ON TO THE NUMBER OF PLANT SPECIES DECREASED DURING THE 1.5 MILLION YEARS THAT CAME AFTER, RIGHT?

>> DECREASED DURING THE - SO, DURING IT.

SO, NUMBER OF PLANT SPECIES GOES DOWN DURING THAT, BUT IT DOESN'T, IT GOES FROM 2 TO 35.

IT'S AN INCREASE, THAT DOESN'T MAKE ANY SENSE.

NOW NUMBER 3, THE DIVERSITY OF PLANT SPECIES INCREASED DURING THE 1.5 MILLION YEARS - YEAH, IT WENT FROM 2 TO 35!

>> 2 TO 35, SO WE GOT IT THERE.

>> SO, BOOM, YOU'RE DONE.

THAT'S YOUR ANSWER.

THE NUMBER OF PLANT SPECIES GO UP FROM 2 TO 35.

AND NOW WE MOVE ON.

>> PLEASE, BECAUSE THAT DIAGRAM'S GIVING ME A HEADACHE.

>> JUST THINK ABOUT HOW THE KIDS FEEL.

>> NOW WE GOT A NEW DIAGRAM.

>> WE SYMPATHIZE WITH YOU GUYS, TRUST ME.

>> WE GOT ANOTHER ONE, RIGHT?

>> YEP, HERE WE GO.

>> IDENTIFY INFORMATION AND INFER.

IDENTIFY, INFER, RIGHT?

IDENTIFY INFORMATION, INFER WHAT TABLE 2 IS SAYING.

AND READ THE TITLES, "MAMMAL EVOLUTION."

>> OKAY, AND I'M REMEMBERING - WHEN I SEE THAT, I AM REMEMBERING A LITTLE BIT FROM THAT ORIGINAL, ALRIGHT MAMMALS WERE SMALL AT THAT TIME, OKAY.

>> REMEMBER THE PICTURE?

>> YEAH, REMEMBER THE PICTURE ON THERE?

OKAY, THAT'S COMING BACK.

ALRIGHT, SO WHAT ELSE DO I GOT, I GOT MAMMALS - NOW IT LOOKS LIKE WE'RE CALLING THEM L, M, N, O, SO WE'RE JUST KINDA GIVING THEM SOME LETTER.

WHEN THEY APPEARED AFTER THE K-T EXTINCTION, OKAY, I AM KEEPING THAT.

300,000, 450,000, OKAY.

BODY MASS, KILOGRAMS, SO I'M LOOKING AT SOME 4, 50, 44-77, 34-56 - >> SO THESE ARE GETTING BIGGER!

>> YEAH.

>> FROM 4 LBS TO 56 LBS, THEY'RE GETTING BIGGER!

>> ACTUALLY, AND ME, AND I'LL BE HONEST, THIS IS JUST ME, I'M THINKING BODY SIZE, I GOTTA ADMIT I SKIPPED OVER THE NICHE FOR A SECOND, I SAW THIS COMPARATIVE SIZE THING, THAT HELPED ME OUT A LOT.

OH, WE'RE TALKING A RACCOON, UP TO A CHIMPANZEE, TO A WOLF AND A SHEEP, OKAY - THAT HELPS ME MAKE A LITTLE MORE SENSE OF WHAT KILOGRAMS ARE.

BECAUSE LET'S BE HONEST, WE'RE THE US, WE STILL USE POUNDS, KILOGRAMS SOMETIMES ARE TOUGH FOR US TO VISUALIZE.

BUT NOW LET'S GO INTO THAT FEEDING NICHE CATEGORY.

>> YEAH, SO LOOK AT THE FIRST ONE, WE GOT RACCOONS WITH SHARP TEETH - YEAH, THEY DO.

CHIMPANZEES, THEY HAVE CANINE TEETH AND THEY'RE HERBIVORES, OKAY.

WOLFS, THEY ARE OMNIVORES - SO DO I KNOW THE DIFFERENCE BETWEEN AN HERBIVORE AND AN OMNIVORE?

WELL, IF I DON'T, THIS SHOULD GIVE ME AN IDEA, BECAUSE CHIMPANZEES, I ALWAYS SEE THEM IN THE TREES OR EATING BANANAS, OR THEY'RE EATING GRASSES AND LEAVES, SO THEY'RE HERBIVORES - OH, HERBS, PLEASE PASS THE OREGANO, IT'S AN HERB.

AND THEN YOU GOT OMNIVORES AND YOU'VE GOT THESE CANINE TEETH WITH MASSIVE JAWS - WOLVES RIP THINGS APART, THEY'RE MEAT EATERS, SO I'M LIKE OH, THESE WOLVES ARE MEAT EATERS.

AND THEN YOU'VE GOT HERBIVORES AGAIN, THEY GOT TEETH, THEY ONLY GOT MOLAR TEETH, SO THEY ONLY EAT GRASS.

THEY'RE GENTLE LITTLE SHEEP AND THEY EAT GRASS.

SO OKAY, I'M GETTING A LOT OUT OF THIS CHART, BUT WHAT IS THE QUESTION?

OH, IT'S ALWAYS MULTIPLE CHOICE QUESTIONS, SO WE CAN JUST PUT IT DOWN.

ALRIGHT.

>> "WHICH STATEMENT PROVIDES EVIDENCE," HERE WE GO AGAIN, A STATEMENT AND EVIDENCE, "THAT CHANGES IN THE ENVIRONMENT MAY CAUSE CHANGES IN THE MAMMAL SPECIES? "

OKAY, SO THIS IDEA THAT EXISTS THAT CHANGES IN THE ENVIRONMENT CAN CAUSE CHANGES IN NATURAL SELECTION, SO WHAT EVIDENCE IS BEING PROVIDED HERE?

ALRIGHT, WELL LET'S LOOK AT NUMBER 1, "MAMMALS GOT LARGER IN BODY SIZE AS PLANT DIVERSITY DECREASED."

WHOA, WAIT A MINUTE, PLANT DIVERSITY?

THERE'S NOTHING ON HERE ABOUT PLANT DIVERSITY.

>> RIGHT, SO WHERE ARE YOU GETTING THAT FROM?

>> RIGHT.

WE CAN GO BACK AND LOOK AT THE PREVIOUS - BECAUSE REMEMBER, THE CLUSTER IS ALL PART OF THE QUESTION, YOU CAN GO BACK AND LOOK•.

>> BUT THAT DIDN'T TALK ABOUT MAMMAL SPECIES, ONLY THIS TABLE 2 IS TALKING ABOUT MAMMAL EVOLUTION.

SO ARE WE TALKING ABOUT PLANTS IN ANYWHERE HERE - WE TALKED ABOUT BODY MASS, WE TALKED ABOUT THE KIND OF ANIMALS, AND WE TALKED ABOUT THE KIND OF TEETH THAT THEY HAVE.

SO LET'S GO BACK AGAIN.

>> GO BACK AND TAKE A LOOK AGAIN.

>> ARE THE TYPES OF PLANTS - "AS THE PLANTS CHANGE, THE TOOTH AND JAW STRUCTURE OF THE MAMMALS CHANGED," WELL GUESS WHAT, THEIR TEETH CHANGED, THEY WENT FROM, YOU KNOW, SHARP TEETH TO CANINE, TO RIPPING, AND THEN TO MOLAR TEETH, CHEWING, SO - AND THIS HAS TO DEAL WITH TEETH!

>> YEAH.

>> IS THERE ANYTHING ELSE IN HERE THAT TALKS ABOUT TEETH?

>> NOT REALLY, NO, NOTHING WE'VE COME ACROSS SO FAR.

>> NO, SO 3 IS LIKE, WHERE THEY LIVED, THE PLANTS, THERE'S NOTHING ABOUT WHERE THEY'RE LIVING, AND 4, THE "LISTED ON THE CHART WERE ADAPTED TO FEEDING ON THE SAME SPECIES" - NO, THEY GOT, BECAUSE WOLF IS RIPPING THINGS APART.

THE ANSWER IS 2, BECAUSE IT DEALS WITH TEETH.

>> ALRIGHT.

NUMBER 5, ALRIGHT.

LET'S TALK ABOUT THIS ONE.

SO, WE'RE GONNA EVALUATE - LOOK AT THAT WORD RIGHT THERE, "EVALUATE ALL THE INFORMATION GIVEN AND COMPLETE THE TABLE" - PLEASE NOTICE THOSE WORDS, "EVALUATE ALL THE INFORMATION GIVEN."

IF I'M THINKING THAT AS A TEST-TAKER, I'M THINKING, "OH MAN, THAT MEANS THE ENTIRE CLUSTER."

THAT MEANS THAT THAT MEANS THAT INFORMATION IN THAT CLUSTER, ALL THOSE PAGES COULD BE USED HERE.

>> YEAH.

>> ALRIGHT, SO I GOTTA COMPLETE THIS TABLE BY "PROVIDING EVIDENCE THAT SUPPORTS THE CLAIM THAT CHANGES IN THE ENVIRONMENT CONDITIONS MAY RESULT IN."

SO WHAT YOU THINK ABOUT IT IS A SENTENCE LIKE THIS, "CHANGES IN THE ENVIRONMENTAL CONDITIONS MAY RESULT IN•" AND THEN YOU GO TO "INCREASED NUMBER OF INDIVIDUAL SPECIES," "CHANGES IN THE ENVIRONMENTAL CONDITIONS MAY RESULT IN, THE EMERGENCE OF A NEW SPECIES."

AND "CHANGES IN THE ENVIRONMENTAL CONDITIONS MAY RESULT IN, THE EXTINCTION OF OTHER SPECIES."

SO THOSE ARE 3 CLAIMS THAT ARE BEING MADE AND NOW YOU'VE GOTTA PULL INFORMATION FROM THE CLUSTER INTO ANSWERING THOSE QUESTIONS, ALRIGHT?

>> YEAH, AND IT'S IMPORTANT ABOUT THAT QUESTION, IS BECAUSE YOU JUST SEE A CHART HERE WITH A BUNCH OF WORDS, AND IF YOU JUST READ THAT CHART WITH A BUNCH OF WORDS YOU'RE JUST LIKE, "WHAT IS GOING ON?

WHEN YOU GO BACK UP INTO THE QUESTION AND IT SAYS "THE CLAIM THAT CHANGES IN ENVIRONMENTAL CONDITIONS MAY RESULT IN," THAT'S THE FIRST LEAD-IN OF ALL THOSE 3 THINGS, SO YOU HAVE TO SAY WHAT HE JUST SAID, YOU HAVE TO SAY "THE CHANGES IN THE ENVIRONMENTAL CONDITIONS MAY RESULT IN, INCREASED NUMBERS OF SOME SPECIES," DOES THAT WHOLE SHORT STORY THAT I JUST GOT THROUGH READING AND TALKING ABOUT, HOW DOES THAT GIVE ME INFORMATION ABOUT INCREASING THE NUMBERS OF SPECIES.

>> AND IF YOU GO BACK AT THE VERY BEGINNING, WE SAW THAT AFTER THE DINOSAUR EXTINCTION HAPPENED, AFTER THE K-T EXPLOSION, MAMMALS AND FERNS, AND THAT'S MENTIONED, GREATLY INCREASED - OKAY, SO THERE'S EVIDENCE RIGHT THERE THAT BACKS UP AN INCREASE IN NUMBER OF INDIVIDUAL SPECIES, ALRIGHT?

SO, THE EMERGENCE OF A NEW SPECIES - WELL, THE NEW SPECIES OF MAMMALS AND PLANTS APPEARED AFTER, IN FACT IT SAID AT THE VERY BEGINNING, IT SAID - AND MAMMALS BEGAN TO EVOLVED FURTHER AND FURTHER AFTER THE EXTINCTION OF THE DINOSAURS.

>> AND THAT CRAZY CHART WITH ALL THE NUMBERS WENT FROM 2 AND IT WENT ALL THE WAY UP, SO THAT'S SAYING THAT MORE, DIFFERENT PLANTS, WE GOT MORE VARIETY OF PLANTS, SO THAT CHART ALSO TALKS ABOUT THAT.

>> AND THE EXTINCTION OF OTHER SPECIES - WELL, I THINK THAT'S EVIDENTLY SHOWN BY THE NON-AVIAN DINOSAURS, WHEN YOU HAD THAT DRASTIC CHANGE THAT OCCURRED FROM THE EXPLOSION, THEY WENT EXTINCT, THEY COULD NOT SURVIVE, THEY WERE TOO BIG, THERE WASN'T ENOUGH PLANTS AROUND FOR THEM TO BE NOURISHED, AND THEY WENT.

>> AND THANK GOODNESS WE DON'T HAVE THOSE T-REXES RUNNING AROUND - >> YES, WE ALL SAW IN JURASSIC PARK HOW WELL THAT WORKED OUT.

>> IT'S A GOOD THING WE LIVE IN NEW YORK, IT'S TOO COLD FOR THEM TO LIVE HERE.

>> ALRIGHT.

>> SO NOW, LET'S GO BACK TO THE VERY LAST THING YOU SHOULD DO BEFORE THE TEST.

DON'T CRAM.

>> NO.

>> JUST DO NOT CRAM FOR THIS, THERE'S NOTHING YOU CAN DO TO CRAM FOR THIS, AND IF ANYTHING, WHAT YOU NEED IS A GOOD NIGHT'S SLEEP.

YOU HAVE TO HAVE A GOOD NIGHT'S SLEEP, BECAUSE YOUR BRAIN NEEDS IT, YOU NEED TO DO THAT.

>> TURN OFF THE PHONE AT NIGHT WHEN YOU GO TO SLEEP.

>> AND YOU KNOW, I WAS THINKING ABOUT THAT TOO, AND IT'S HARD, IT'S REALLY HARD, BECAUSE EVERYBODY'S ADDICTED TO THEIR PHONE.

>> WE DO IT, YEP.

>> SO WHAT YOU NEED TO DO IS THIS, YOU NEED TO TAKE YOUR PHONE, LIKE 4 DAYS BEFORE THE TEST, AND PRACTICE.

PUT THE PHONE DOWNSTAIRS.

AND YOU'RE GONNA SLEEP TERRIBLE, YOU'RE GONNA BE - "OH, WHAT'S ON MY PHONE, WHAT'S ON-" PROMISE YOURSELF YOU'RE NOT GONNA GO GET THAT PHONE, PROMISE YOURSELF.

I MEAN REALLY, YOU NEED TO BREAK THIS ADDICTION, IT'S ONLY TILL AFTER THE EXAM, SO IF YOU WANNA PUT A TIME LIMIT - "LISTEN, I CAN DO THIS FOR 4 NIGHTS," I KNOW YOU'RE ALL LIKE, "I CAN'T DO THIS FOR 4 NIGHTS," WELL THAT'S A PROBLEM, OKAY?

IT IS A PROBLEM, BUT TRY.

>> NOW I CAN HEAR ONE OF MY STUDENTS RIGHT HERE, "MR. ESPOSITO, I HAVE AN APP THAT HELPS ME GET TO SLEEP AND I LIKE TO USE IT, OTHERWISE I CAN'T SLEEP."

OKAY, IF YOU ABSOLUTELY ARE IN THAT REALM, THEN DO - PUT IT SOMEPLACE ELSE IN THE ROOM WHERE YOU CAN'T JUST EASILY GET TO IT.

MAYBE EVEN LOCK IT UP IF IT'S A NOISE THING.

OR, FIND SOME OTHER, DIFFERENT WAY TO FIND THAT MUSIC THAT HELPS YOU SLEEP.

BUT THE PHONE, THE ATTRACTION TO WANNA GO LOOK AT THAT THING, THOSE LIGHTS ARE MADE TO DISTRACT US, AND THEY WILL AFFECT YOUR SLEEP HABIT - YOU WANT A GOOD NIGHT'S SLEEP BEFORE THIS TEST.

>> AND, THOSE LIGHTS ARE MEANT TO KEEP YOU AWAKE.

IT FEEDS THE PART OF YOUR BRAIN THAT KEEPS YOU AWAKE, SO YOU WON'T SLEEP WELL, BECAUSE YOU'VE GOT THAT LIGHT STIMULATING THOSE RODS AND CONES IN YOUR EYES, AND IT GOES TO YOUR BRAIN AND YOU CAN'T SLEEP SOUNDLY.

>> SPEAKING OF YOUR BRAIN, THAT'S WHY A GOOD BREAKFAST THE NEXT DAY IS REALLY IMPORTANT, YOU WANT TO GET THAT FOOD AND THOSE NUTRIENTS IN THERE, BECAUSE YOU WANT CELL RESPIRATION OCCURRING, YOU WANNA BE MAKING SURE THAT THOSE BRAIN CELLS AND THOSE FUNCTIONS ARE ALL FUNCTIONING AT THE HIGHEST POSSIBILITY AND DRINK PLENTY OF WATER!

WALK INTO THAT TEST HYDRATED, MAKE SURE THAT YOU ARE COMPLETELY HYDRATED FOR THE DAY - AND I MEAN REAL HYDRATION, NO MOUNTAIN DEW, NONE OF THE CELSIUS - OKAY, WE GET IT, COFFEE DRINKERS ARE OUT THERE.

GOOD, OLD-FASHIONED WATER, IF YOU HAVE TO DO GATORADE, FINE, BUT GET SOME GOOD HYDRATION INTO YOU WHEN YOU WALK INTO THAT TEST.

>> YEAH, YOU DEFINITELY NEED A GOOD NIGHT'S SLEEP, NO DISTRACTIONS, LIKE I SAID, PRACTICE THE PHONE FOUR NIGHTS IN A ROW BY THEN, BY THE FOURTH NIGHT YOU'RE GOOD TO GO, YOU'RE GONNA GET A GOOD NIGHT'S SLEEP.

>> BUT JUST DON'T CRAM, PLEASE DON'T CRAM.

>> THAT WATER IS IMPORTANT, AND I USED TO TEACH THE KIDS, WATER IS LIKE - YOU KNOW, YOUR RED BLOOD CELLS CARRY OXYGEN ALL THROUGH YOUR BODY, AND YOU NEED TO HAVE THAT OXYGEN FLOWING, SO LET'S SAY YOU GO TO A, YOU KNOW, ONE OF THOSE WATER PARKS, AND YOU HAVE ONE OF THOSE INTERTUBES, AND YOU GO TO JUMP IN THE LAZY RIVER, IN YOUR INNER TUBE, AND THERE'S NO WATER IN THERE - HOW FAR ARE YOU GOING?

NOW, YOU ARE THE RED BLOOD CELL, HOW FAR ARE YOU GOING?

SO THE MORE WATER THAT YOU PUT IN THAT LAZY RIVER, THE FASTER AND FARTHER YOU'RE GONNA GO AND TRAVEL, THE SAME THING WITH THE WATER IN YOUR BODY - YOUR RED BLOOD CELLS ARE GONNA TRAVEL FARTHER AND FASTER AND FEED YOUR BRAIN, SO DRINK A LOT OF WATER, IT'S IMPORTANT FOR EVERYTHING YOU DO - ATHLETES, EVERYTHING, YOU NEED THAT OXYGEN!

>> EVEN DURING THE TEST, I TELL MY STUDENTS A LOT, LIKE YOU GET STUCK IN A POSITION, STOP FOR A SECOND, DO A STRETCH.

IF YOU CAN'T STAND UP, JUST DOING A SQUEEZING YOUR TOES AND YOUR HANDS GETS THAT BLOOD FLOWING AROUND YOUR BODY, GETS THAT OXYGEN AND GETS THOSE NUTRIENTS MOVING, BECAUSE THE BRAIN NEEDS TO FUNCTION, IT NEEDS THAT STUFF TO FUNCTION.

>> SO REMEMBER, YOU'RE GONNA HEAD FOR THIS TEST WITH A LOT OF WORDS.

NOW, MY ADVICE TO YOU IS PUT THESE WORDS IN EXAMPLES IN YOUR OWN WORDS, IN YOUR OWN EXAMPLES, YOU KNOW, YOU GOTTA REMEMBER, THERE'S CERTAIN WORDS THAT YOU DEFINITELY NEED TO KNOW, AND THAT'S "CRITERIA" AND "CONSTRAINTS" AND "TRADE-OFFS," AND THEY'RE ALL DIFFERENT.

A CRITERIA, REMEMBER, THAT'S A DESIRED QUALITY OR A STANDARD, A CRITERIA IS - THIS IS THE STANDARD THAT I HAVE TO MEET.

A CONSTRAINT, IT'S A LIMITATION OR A RESTRICTION THAT YOU - THAT AFFECTS YOUR SOLUTION, SO FOR EXAMPLE, YOU SAY, HOW AM I GONNA REMEMBER THAT?

FOR ME, I REMEMBERED THIS BECAUSE I WANT A CAR THAT'S GONNA GIVE ME GOOD GAS MILEAGE, IT'S GONNA BE SPORTY, IT'S GONNA REALLY BE SOMETHING THAT I ABSOLUTELY LOVE, BUT GUESS WHAT?

MY CONSTRAINT IS, I CAN'T AFFORD IT, IT'S JUST TOO MUCH MONEY, I CAN'T SPEND THAT MUCH MONEY.

SO WHAT'S THE TRADE-OFF?

THE TRADE-OFF IS, OKAY, I'M GONNA GET A CAR THAT I CAN DRIVE AROUND, THAT'S WHAT MY CRITERIA WAS, YOU KNOW, GET A CAR, BUT IT'S NOT GONNA HAVE ALL THE BELLS AND WHISTLES, IT'S NOT GONNA HAVE THE BEST TRADE-IN VALUE WHEN I GO TO SELL IT AGAIN, RESALE VALUE, AND IT'S NOT GONNA BE REAL SPORTY, BUT IT GETS ME AROUND TOWN, SO IT'S A TRADE-OFF.

SO PUT THAT IN YOUR OWN WORDS, SOMETHING THAT YOU CAN REMEMBER, LIKE VIDEO GAMES.

YOU WANT THE BEST VIDEO GAME OUT THERE THAT CAN GO INTO EVERY KIND OF, YOU KNOW, DIFFERENT THING, SUCH AS• >> XBOX, PLAYSTATION, SWITCH, YOU WANT ALL THOSE TOGETHER, AND YOU'RE JUST NOT GOING TO BE ABLE TO DO THAT, NOT FOR A REASONABLE PRICE, OR MAYBE IT JUST DOESN'T EVEN EXIST OUT THERE.

BUT YOU MIGHT HAVE TO TAKE A TRADE-OFF AND SAY, "YOU KNOW WHAT, I'M GOING TO GO WITH THE XBOX, BECAUSE THAT'S GOING TO HAVE MOST AMOUNT OF THINGS I WANT TO PLAY - I CAN AFFORD IT," OKAY, SO YOU HAVE A CRITERIA, YOU'VE GOT CONSTRAINTS, MONEY, WHATEVER, YOU'VE CHOSEN THE TRADE-OFF, IS THAT YOU'VE CHOSEN THE XBOX.

>> SO THINK ABOUT THAT WHEN YOU GO TO ANSWER THOSE QUESTIONS, BECAUSE YOU'RE DEFINITELY GOING TO SEE ALL THREE THINGS THAT THEY'RE GOING TO THROW AT YOU.

>> AND USE LIFE BY THE WAY TO ANSWER SOME OF THESE QUESTIONS.

WHEN ANGELA WERE PRACTICING SOME OF THESE THINGS, REMEMBER THAT QUESTION THAT HAD "SEQUESTERED" IN THERE?

WELL YOU KNOW WHAT?

IF YOU THINK ABOUT IT SOMETIMES, I KNOW A LOT OF KIDS THAT HAVE FRIENDS OR FAMILIES THAT HAVE BEEN ON THE JURIES - SOMETIMES JURIES ARE SEQUESTERED.

THERE'S WORDS THAT ARE USED ON THIS TEST THAT YOU HAVE EXPERIENCE WITH IN LIFE - PULL IT IN, THIS BRAIN, YOUR EXPERIENCES IN LIFE ARE SOME OF THE GREATEST TOOLS TO TAKING THESE TESTS AND BEING SUCCESSFUL ON THEM - USE THEM, USE YOUR BRAIN, USE YOUR EXPERIENCE, USE YOUR OWN THOUGHTS AND WORDS.

>> AND USE THE TEST, BECAUSE THE ANSWER'S IN THE STIMULUS, YOU'LL SEE IT RIGHT IN THE STIMULUS, AND THE ANSWERS ARE THERE.

>> DON'T TREAT IT AS THIS THING THAT YOU DON'T TOUCH OR ALL YOU DO IS READ - IT'S ALL THERE, IT'S PART OF THE BIGGEST TOOL, RIGHT, ANG?

>> YEAH, IT'S THE ONLY TOOL.

>> IT'S REALLY THE BIGGEST TOOL IN THERE.

>> SO YOU KNOW HOW THEY ALWAYS SAY "USE THE TEST TO TAKE THE TEST"?

>> YEP.

>> IT'S A FACT.

>> THAT'S A FACT.

>> YEAH, SO GOOD LUCK TO YOU GUYS, I KNOW YOU CAN DO IT!

>> WE WISH YOU THE BEST AND I ABSOLUTELY KNOW YOU GUYS ARE GONNA BE SUCCESSFUL, ALRIGHT?

>> YES.

>> SO GOOD LUCK.

[MUSIC] >> IF YOU'RE LOOKING FOR ADDITIONAL REGENTS EXAM INFO, THEN JUMP ONTO YOUR COMPUTER AND LOG ONTO REGENTS REVIEW NY.NET.

IT'S THE OFFICIAL WEBSITE FOR THE SERIES, AND IT'S LOADED WITH TEST PREP RESOURCES THAT ARE GUARANTEED TO CURE THOSE REGENTS EXAM BLUES.

VIDEO CLIPS, TEST-TAKING TIPS, EXAM SCHEDULES, AND A HOST OF LINKS TO OTHER REGENTS RESOURCES; IT'S ALL HERE.

AND DON'T FORGET; ALL OF THE PROGRAMS IN THE SERIES WILL BE AVAILABLE FOR STREAMING ON THE SITE ONCE THE TELEVISION BROADCAST SCHEDULES ARE COMPLETE.

SO WHAT ARE YOU WAITING FOR?

INCREASE YOUR CHANCES FOR A BETTER SCORE ON A TEST DAY.

REGENTS REVIEW 2.0: THE NEXT GENERATION OF REGENTS EXAM PREP.

REGENTS REVIEW 2.0 IS MADE POSSIBLE BY: NEW YORK STATE'S TEACHER CENTERS, PROVIDING PROFESSIONAL DEVELOPMENT FOR TEACHERS, BY TEACHERS.

NEW YORK STATE TEACHER CENTERS - A SOURCE FOR TEACHERS, AND A PROMISE TO STUDENTS.

AND BY CONTRIBUTORS TO YOUR PBS STATION, FROM VIEWERS LIKE YOU.

[MUSIC]