Second Edition Changes

History of the Trades Access Common Core Resources

• Line A – Safe Work Practices
  • A-1 Control Workplace Hazards
  • A-2 Describe WorkSafeBC Regulations
  • A-3 Handle Hazardous Materials Safely
  • A-4 Describe Personal Safety Practices
  • A-5 Describe Fire Safety
• Line B – Employability Skills
  • B-1 Apply Study and Learning Skills
  • B-2 Describe Expectations and Responsibilities of Employers and Employees
  • B-3 Use Interpersonal Communication Skills
  • B-4 Describe the Apprenticeship System
• Line C –Tools and Equipment
  • C-1 Describe Common Hand Tools and Their Uses
  • C-2 Describe Common Power Tools and Their Uses
  • C-3 Describe Rigging and Hoisting Equipment
  • C-4 Describe Ladders and Platforms
• Line D – Organizational Skills
  • D-1 Solve Trades Mathematical Problems
  • D-2 Apply Science Concepts to Trades Applications
  • D-3 Read Drawings and Specifications
  • D-4 Use Codes, Regulations, and Standards
  • D-5 Use Manufacturer and Supplier Documentation
  • D-6 Plan Projects
• Line E – Electrical Fundamentals
  • E-1 Describe the Basic Principles of Electricity
  • E-2 Identify Common Circuit Components and Their Symbols
  • E-3 Explain Wiring Connections
  • E-4 Use Multimeters

Safety Advisory

Disclaimer

Symbols Legend

Important:

Media Attributions

• "Important" icon by Stefan Parnarov is licensed under a CC BY 3.0 licence.
• "Poisonous" icon by Anusha Narvekar is licensed under a CC BY 3.0 licence.
• “R” icon by Nathan David Smith is licensed under a CC BY 3.0 licence.
• "Flammable" icon by Anusha Narvekar is licensed under a CC BY 3.0 licence.
• “Tick” icon by Lars Meiertoberens is licensed under a CC BY 3.0 licence.
• "Explosive" icon by Anusha Narvekar is licensed under a CC BY 3.0 licence.
• "Safety Gear" icon by johartcamp is licensed under a CC BY 3.0 licence.
• "Bolt" icon by Anusha Narvekar is licensed under a CC BY 3.0 licence.

Tips for Using This Textbook

• Search the textbook.
  • If using the online webbook, you can use the search bar in the top right corner to search the entire book for a key word or phrase. To search a specific chapter, open that chapter and use your browser's search feature by hitting [Cntr] + [f] on your keyboard if using a Windows computer or [Command] + [f] if using a Mac computer.
  • The [Cntr] + [f] and [Command] + [f] keys will also allow you to search a PDF, HTML, and EPUB files if you are reading them on a computer.
  • If using an eBook app to read this textbook, the app should have a built-in search tool.
• Navigate the textbook.
  • This textbook has a table of contents to help you navigate through the book easier. If using the online webbook, you can find the full table of contents on the book's homepage or by selecting "Contents" from the top menu when you are in a chapter.
• Annotate the textbook.
  • If you like to highlight or write on your textbooks, you can do that by getting a print copy, using the Digital PDF in Adobe Reader, or using the highlighting tools in eReader apps.

Webbook vs. All Other Formats

Resources

Media Attributions

• "Line B-1 Introduction" was recorded by BCcampus based on text written by Camosun College and licensed under a CC BY 4.0 licence.
• "R" icon by Nathan David Smith is licensed under a CC BY 3.0 licence.

Preparing to Become an Effective Learner

1.  Make learning your first priority. This requires a conscious effort on your part to look at all of the activities that you are engaged in and assess whether you can continue to participate in all of them and attend school full time for the duration of your program. Attendance is mandatory in trades programs. You may need to decide whether you need to cut back on other commitments outside your program of study or try to schedule these activities prior to starting your program or upon completion.
2. Develop and maintain a strong support network. Your decision to study can have a significant effect on relationships with your family and friends. Their support and understanding of your studies and the commitments you will need to make will play a role in your success. Discuss your program of study and schedule with your family and friends so that you can maintain a supportive environment. Reduced work during your studies can also have financial implications for you and your family and planning ahead and discussing potential consequences can reduce stress and conflict. You may also be required to move to another city to complete your studies, which can present a host of challenges for you and your relationships if you don’t discuss the situation ahead of time. The individuals you will meet in your studies can also be an important source of support, as you will be sharing the same learning experience and they will understand your workload and the associated pressures. The relationships you form during your studies can greatly enhance your learning and may lead to long-lasting friendships. As fellow students you may share information about classes, assignments, and problems. You may form study groups in order to stay motivated and on top of your workload. You may also be able to share strengths with one another and exchange informal tutoring in areas where you need additional assistance. If you have a documented disability and are eligible for services and educational accommodations, you will need to be proactive. Establishing the support services you will need at the training institution should be a high priority. It is very important to get in touch with the unit responsible for assisting you as soon as possible. You may have paperwork to complete and, depending on the type of disability, it can take a few weeks up to several months to make sure all of the services and supports required are available. Once your file is opened, the support person or team of people assigned to your file will work with you and your instructors to make sure the necessary accommodations are put in place.
3. Organize your time and prioritize your activities. While life still continues on during your studies, your ability to effectively organize the time you have will play a role in your success. Family responsibilities or part-time work may still need to be built into your schedule and other activities prioritized throughout your studies.
4. Set realistic goals and celebrate your accomplishments. Daily readings and assignments can quickly pile up. Make sure you develop a realistic study plan and maintain it. Once you’ve met a goal, celebrate (within reason) and then move on to the next milestone. A celebration may be as simple as going for a run after you’ve completed your planned study session or going out with family or classmates after successively completing an exam.
5. Be an active learner by engaging in activities such as reading, writing, discussion, and problem solving. These activities promote the analysis, synthesis, and evaluation of the content. Use the opportunities provided by your instructor in the classroom and in the shop to work independently or in groups to resolve problems and apply your readings to real-life situations.
6. Develop an awareness of how you learn best. The prevailing theory of how we learn is through metacognition, which is the understanding and awareness of our own mental, or cognitive, processes. In general, individuals will use the strategies that have been successful for them in the past to remember information, develop their opinions, and solve problems. Past learning experiences can help to shape the way that you will take on this new learning experience. Positive experiences and good study habits can motivate a student to be more successful. Likewise, negative educational experiences and a lack of study skills in the past can create additional hurdles for a learner that must be worked through in order to meet their learning objectives. Your ability to recognize the strategies that work best for you, as well as being able to adopt and/or adapt strategies as required, will help you to be a more effective learner.

Studying Environment

Effective Time Management

• Sleep. Most individuals require at least eight hours of sleep per night to allow their brain to function normally and their memory to retain information effectively.
• Meals. Ensure that you build in time to sit down for three meals a day. Eating on the run should be an exception, not the norm.
• Time at school.
• Travel time. Ensure you build in sufficient time to get to and from school without undue stress. If you are travelling using public transportation, you may be able to use this additional time to read or look at notes. However, this should not be your principal study period, as there are too many distractions.
• Study periods. Study periods should also include breaks or down time that does not include stimulating activities such as video games or television. Instead, participate in activities that will help you concentrate when you get back to studying, such as exercise. Also, remember to rehydrate with water.
• Exercise. This contributes to a decrease in physical stress and an increase in your ability to sit still, focus, and absorb and retain information. Exercise also contributes to sleeping more deeply.
• Other commitments. Make distinctions between activities that are mandatory and those that are optional. Doing so will help you to set priorities and ensure that you do not overextend yourself.

Benefits of Planned Studying

Studying with Others

Problem Solving

1. Math help centres. Most trades training institutions have a math learning centre that can help you when you are stuck on a problem. Get to know where it is and when it is open.
2. Fellow students. Some students in your class will have strong math skills and are often willing to help you with a problem or two. If you need more help than that, you might consider paying that student or a qualified tutor.
3. Online resources. A number of online math help resources are available on the Internet.

Probably the best-known site for learning math concepts is the Khan Academy.

• Not really understanding a problem presented in class and then not doing anything to get help
• Memorizing formulas or solved examples without understanding
• Leaving problem-solving studying to the last minute
• Assuming you can do the problems on a test just because the solved examples shown in the class or text “make sense”

Make your problem study time effective

• Develop a few useful help sources (instructor, fellow students, online sites, etc.).
• If you don’t understand something, get help quickly! Ask in class or get help soon after.
• Start working on your problems early, and if you are stuck, get help.
• Make sure you have solved enough test-like problems on your own rather than memorizing someone else’s solutions.
• Don’t spend more than 15 minutes really stuck on a problem. After 15 minutes, get help or change topics (this is easy to do only if you don’t leave studying to the last minute).

Find and learn the key conceptual information first

1. The name or title of the specific concept
2. The key formula for that concept (the variations of this key formula can be derived and thus do not need to be learned – see below)
3. Definitions and units of each new term in that concept
4. Additional important information like special values, when the concept does NOT work, sign conventions (whether a number is positive or negative), etc.
5. A simple example or explanation of what the concept does (in your own words if possible)
6. The signposts (words, units, diagrams, etc.) that you would look for in a particular problem that applies this concept

How to derive variations of the key formula

[latex]M = D×V[/latex] and [latex]V=\frac{M}{D}[/latex]

1. Algebraic method:
   1. Set up the key equation as two fractions: [latex]\frac{D}{1}=\frac{M}{V}[/latex]
   2. Cross multiply to get [latex]M=D×V[/latex]
2. Triangle method:
   1. Draw a pyramid-like triangle with these lines.
   2. Enter the variables D, M, and V so that the triangle resembles the shape of the equation as shown.
   3. You can now derive each of the variations of the key density formula visually:
      • You can see that [latex]V=\frac{M}{D}[/latex] on the triangle because M is “over” D.
      • You can see that [latex]D=\frac{M}{V}[/latex] on the triangle because M is “over” V.
      • And [latex]M=D×V[/latex] because the top of the triangle is equal to the multiplication of D and V.

Solve problems by following steps

• Gold: 19.3 g/mL
• Copper: 8.86 g/mL
• Bronze: 9.87 g/mL

1. Read the problem carefully twice. One common reason students get answers wrong in tests is because they fail to read the question correctly.
2. Identify the concepts needed. As you read through the problem there may appear to be a lot of confusing information. Do not get overwhelmed. Instead, try to notice the signposts that will help you identify which new concept is involved. For instance, the problem above mentions mass, volume, and density, so it must involve the density concept.
3. Organize the knowns and unknown information.
   1. Once you have identified the relevant concept, use the key formula as a way to organize the given known and unknown information. Sometimes a diagram can help you see the information in the problem more clearly. In the example above you would use the symbols from the key density formula to organize the relevant given information:
      • M = 425 g
      • V = 48.0 cm3
      • D = ? (Notice that you need to find the density here, so the given densities are simply a guide to your answer. Those densities are not relevant information until you find the actual density.)
   2. Make sure the units are consistent with the key formula. In this example, cm3 is equal to mL.
4. Apply the variation of the key formula needed. For this problem that would be the key density equation itself:
   • [latex]D=\frac{M}{V}[/latex] so in this case:
   • D = 425 g/48.0 cm³ and thus:
   • D = 8.85 g/cm³ (note that cm³ are the same as mL)

5. Check your answer. Does it seem reasonable? Did you check your calculations? Also check that the units of the answer are correct for that variable.
6. Split harder problems into parts. Occasionally in harder problems there may be two different concepts involved or the same concept may be used twice. In such cases, split the problem into two smaller problems that apply one concept at a time.

Prepare for tests by doing a variety of problems

• List all the headings or classes of problems that will likely be on the exam/test.
• Solve a few typical exam-like problems from each concept. If you find yourself forgetting how to do a particular kind of problem, go back to its concept summary and make sure you know the information well. Also go step by step through the problem.
• Solve some different typical exam questions in mixed-up order (e.g., practice questions from different topics chosen randomly).

Study Skills and Lifelong Learning

Self-Test

Media Attributions

• “Line B-1: Learning Task 1” was recorded by BCcampus based on text written by Camosun College and licensed under a CC BY 4.0 licence.
• "Researching and taking notes" by jimmiehomeschoolmom is licenced under a CC BY 2.0 Licence.
• “R” icon by Nathan David Smith is licensed under a CC BY 3.0 licence.
• "Metacognition: Learning about Learning" video by Bozeman Science is licensed under the Standard YouTube licence.
• "Quiet Study Room" by San José Public Library is licenced under a CC BY 2.0 Licence.
• "My 3-Tier Planning System for Getting Stuff Done - College Info Geek" video by Thomas Frank is licensed under the Standard YouTube licence.
• "Study Skills for People Who Hate to Study" by HumanRelationsMedia is licensed under the Standard YouTube licence.
• "Study Group" by www.audio-luci-store.it is licenced under a CC BY 2.0 Licence.
• "Experiential Learning facilities at les Roches Marbella" by CookiesBrownie is licenced under a CC BY-SA 4.0 licence.
• "Lifelong Learning" by Project InfoLit is licensed under the Standard YouTube licence.
• "Tick" icon by Lars Meiertoberens is licensed under a CC BY 3.0 licence.

Active listening

Concentrate

Empathize

Listen for feelings

Connect

Validate

Paraphrase

Clarify

Participate

Self-Test

Media Attributions

• “Line B-1 Learning Task 2” was recorded by BCcampus based on text written by Camosun College and licensed under a CC BY 4.0 licence.
• "Tick" icon by Lars Meiertoberens is licensed under a CC BY 3.0 licence.

• Your retention of information actually decreases if you study for long periods of time without any breaks.
• Humans retain more information from the beginning and end of a study session. By taking a break during your study session, you will also retain more information from before and after the break.
• Breaks can restore your energy level and allow you to be more focussed when you return to your studies.

• Read the title and subtitle.
• Turn to the table of contents and read through the headings.
• Flip through the material and look at the graphics, pictures, and other non-text content.
• Look at the style of the text (how is it written, whether there are references), its source (by whom it is written), and the date of publication.

• Read titles and headings.
• Read the first sentence of some of the paragraphs.

• Using the survey and skim techniques, quickly scan the pertinent sections of documents to locate the information you need.
• Read the information you need more thoroughly.

• Focus on the topics that are more important. Read the section more than once.
• Look up words that you are unfamiliar with.
• Underline words and phrases that are important.
• Take notes in your own words to summarize the important information. Remember that notes can be taken in many different formats, including diagrams, tables, and mind maps.

• Use sticky note papers or flags to mark key information.
• Mark up key sections in your own book with a highlighter or underline sections and write in the margins.
• Sketch a mind map or concept map to visually represent information. [caption id="attachment_39" align="aligncenter" width="624"] Figure 3.1 Concept map[/caption] [caption id="attachment_40" align="aligncenter" width="518"] Figure 3.2 Quick sketch[/caption] [caption id="attachment_41" align="aligncenter" width="484"] Figure 3.3 Free-hand mind map[/caption]
• Create a diagram of concepts and terminology. [caption id="attachment_42" align="aligncenter" width="387"] Figure 3.4 Concept combination table[/caption]
• Use a chart or table if this helps you order the information for later recall.
• Take quick audio notes using a voice recorder or application on your smart phone.

Self-Test

Before the Lesson

1. Organize your writing materials, including paper and writing utensils (e.g., pencil, eraser, pen, highlighter). Prior to starting your notes, make sure that you title your note page appropriately so that you will know what it is referencing at a later date (e.g., title of the chapter/book and corresponding page numbers). Also remember to title any subsequent pages or staple the pages together to ensure that the notes do not become separated.
2. Stick to keywords and information that is important and will assist your memory.
3. Write your notes in your own words so that you can comprehend them afterwards.
4. If you keep a separate list of keywords or formulas, make sure to update these additional lists with any information from your new notes.
5. Use the techniques that work best for you. For example, some learners find that highlighting or underscoring relevant sections in their text or writing in the margins of their books is a useful step prior to making their notes. Some individuals will make a draft set of notes and then refine them in a follow-up version of notes.
6. Use drawings and other non-linear note formats such as drawings, tables, charts, and mind maps if they help you remember concepts and how information is interconnected.

During the Lesson

• Take down the main points of the lesson in your own words. Do not try to take down notes verbatim or you will quickly be left behind.
• If a concept is already in the notes you prepared prior to class, only take down new information.
• Underline or highlight any information that your instructor indicates is important to remember. This information will most likely come up in quizzes, assignments, or exams.
• If your instructor is introducing information by topic, use separate subheadings in your notes to help you differentiate between topics.
• If you miss something or cannot understand it, ask questions. If this isn’t feasible, go over the issue with your instructor after class, or go over your notes with a classmate to obtain the missing information.
• If your instructor is going over an upcoming assignment or lesson, follow along as they review the upcoming assignment, and add additional notes as required.

After the Lesson

• As soon as possible after the lesson, review and edit your notes. This may include rewriting your notes and merging them with the notes you took before the lesson. If anything is unclear, consult another reference. This may include reviewing the relevant section of the text or comparing notes with another student.
• Some individuals find it helpful to use the left-hand side of their page to jot down explanations, pointers, and ideas and use the right-hand side for notes. This is a personal preference; however, regardless of how you take down notes, devise a system that works for you and allows you to easily go back to your notes to locate information for further study and review.
• Complete any self-quizzes that may be in your textbook, handed out by your instructor, or available online. If nothing is available, create your own self-quizzes to review the important information in your notes. This will allow you to test your knowledge and the areas in which you are weak and may require more study.

Self-Test

Media Attributions

• “Line B-1: Learning Task 4” was recorded by BCcampus based on text written by Camosun College and licensed under a CC BY 4.0 licence.
• "How the Eagle Landed — the Grumman Construction Log" by Steve Jurvetson is licensed under a CC BY 2.0 licence.
• “Tick” icon by Lars Meiertoberens is licensed under a CC BY 3.0 licence.

1. Know your research topic or the information you are looking for. What are the keywords or phrases associated with your topic? Having a good understanding of what you are looking for will determine the success you have in locating the correct information. Is the topic very general or specific? In general, the more specific your topic, the more complex your search will be. For example, a broad search would be to find some general information on car recalls. A more complex search would be to find information on car recalls in 2015 for a specific manufacturer, including the types of recall, models of cars, and total number of cars affected.
2. Know the resources available to you. If you are studying on campus, get to know your library or learning commons. Check out their website and the resources available to you on line and in person. In many cases, librarians have prepared study and research guides for students by discipline. General tours and information sessions are often available at the start of the term and a session may also be included as part of your program. Once you’ve narrowed down the topic or identified the information you need to find, you have a number of different resources available to help you gather the information required. These resources may include:
   • books, magazines, newspapers, encyclopedias, dictionaries
   • scholarly and trade publications
   • supplier documentation
   • directories, handbooks, manuals
   • almanacs
   • atlases and gazetteers
   • research reports
   • government information
   • statistics, maps, pictures, photos, images
   • expert opinions
   • interviews
   The information you need may be available in a school or public library, on the Internet, or through personal contacts. Depending on the information you require, you may have to access information in a number of different forms of media. For example, historical information may be available only on microfilm or microfiche. Other information may be on VHC, DVDs, CDs, slides, CD-ROMs, proprietary software/databases, or the Internet.
3. Conduct your search. Most searches today are conducted using online search engines and databases. Examples of free search engines include Google, Google Scholar, Bing, and Ask. Some search engines are proprietary and are accessible only through subscription by a library, such as Business Source Complete and Academic Search. There are also a number of private companies that provide access to information for a fee. It is important to keep in mind that many of these proprietary search engines and databases are available to students free of charge through your college library. Always check with your library to see if you can get the information you need for free before purchasing it. Again, your librarian can help you. There is no specific search engine associated with trades programs. However, understanding your topic will help you find the appropriate search engines you can go to as well as credible websites. For example, if you are asked to research how a specific product is installed, the best site will be the manufacturer’s website where all the information is listed, including the warranties for the installation of their products.
4. Look for synonyms to broaden your search or additional criteria to narrow your search. If you can’t find the information you need based on the keywords you’ve chosen, look for synonyms (alternate words with a similar meaning) to help you locate the material you need. Likewise, if your search yields too much information, you’ll need to narrow it by adding additional keywords or criteria. For example, if you look for a video on trades students and study skills, you will probably not find videos on that specific subject. However, if you open up your search to college students and study skills, you will find many videos that you can review and choose from based on their relevance to trades students. Likewise, if you are looking for information on a famous garden and the search yields too much information, you may want to add additional search criteria such as information from the past five years and only in English.
5. Learn how to use search operators and Boolean logic to define your search. Know how to use the words “and,” “or,” and “not” when doing a search. These words can either expand or reduce your search significantly. For example, a search on “joinery and Canada” will pull up all information with these two terms. A search on “joinery not Canada” will exclude any information that includes the term “joinery” but not “Canada.” The use of quotation marks around a term isolates your search to the search phrase; for example, “Hockey Night in Canada.”

Self-Test

Media Attributions

• “Line B-1: Learning Task 5” was recorded by BCcampus based on text written by Camosun College and licensed under a CC BY 4.0 licence.
• "Mouse-Globe" by Clker-Free-Vector-Images is licensed under the Pixabay licence.
• “R” icon by Nathan David Smith is licensed under a CC BY 3.0 licence.
• "How do I search Google effectively? Part I: Boolean Operators & Phrase Searching" video by University of Washington Libraries is licensed under the Standard YouTube licence.
• "Boolean Operators" video by Emily Wixson is licensed under the Standard YouTube licence.
• “Tick” icon by Lars Meiertoberens is licensed under a CC BY 3.0 licence.

• When is the quiz, test, or exam, where will it be held, and how long will it be?
• How much is it worth in your final mark?
• What topics will be covered?
• What format will it be (e.g., multiple choice, short answer)?
• Will there be any pre-exam review or study sessions (if so when and where)?

1. Pay special attention to the information provided by the instructor. This information maybe given orally (which means you will need to transcribe the information in note form) or may be printed on handouts. If you are not sure about something, make sure to ask your instructor for clarification.
2. If there are any review or student sessions, make sure that you attend. If you are unable to attend, be proactive and get copies of any notes or handouts from your instructor or a classmate.
3. Study for the exam based on the exam format. For example, if you know that your exam will consist of problem-solving and multiple-choice questions, build these two types of questions into your studying. You should be able to find many examples of these kinds of problems in your textbooks, homework assignments, or previous tests and quizzes. Redo any related multiple-choice assignments you might have received in class or create your own tests to challenge your knowledge.
4. For larger tests or exams, plan out your study time over several days or weeks. Don’t procrastinate or try to cram your studying into the last minute.
5. Get a good night’s sleep before the exam. Set out all the materials, supplies, and identification you need to take to the exam the night before the exam. For example, make sure you’ve got ample sharpened pencils and erasers. If you are allowed to bring in one page of formulas and information, make sure that is well organized and legible.
6. Eat properly before the exam. It’s hard to focus if you are hungry, particularly if you didn’t have a good night’s sleep.
7. The day of the quiz, test, or exam, leave home earlier than usual, use the washroom, and try to show up at least 10 to 15 minutes before the exam starts.
8. Leave any items not allowed in the exam room in your locker, car, or the location identified by your instructor or the exam invigilator. If you have a cell phone, turn it off.
9. Show up to the exam relaxed and with a positive attitude. (Often this comes from knowing that you’ve put in the necessary study time.)
10. If you have a choice where to sit, choose a comfortable location and set up your desk so that you are ready to start. Check if there is a clock at the front of the classroom so you can keep track of time.
11. Listen carefully to the instructions at the start of the exam.
12. If you feel yourself becoming nervous, use strategies to help you relax, such as taking deep breaths or changing your position in your seat.
13. Keep your eyes on your own exam.
14. Pace yourself. Don’t worry if other students finish earlier than you do and leave the exam room before you are finished.
15. Make one final check before handing in the exam to ensure that all personal information required has been completed.

Watch the video: 10 Ways to Avoid Making Stupid Mistakes on Exams – College Info Geek (5 minutes) https://www.youtube.com/watch?v=OY6Z8gNKp-w

Tips for Multiple-Choice Tests

The majority of your tests and exams in trades will be in multiple-choice format. The following are just a few tips to help you when completing multiple-choice exams:

1. Read any exam instructions carefully before you begin to answer questions.
2. Fill in the paper exam sheet or computerized test according to the instructions.
3. Read over each question slowly and carefully and know exactly what is being asked. You may want to read the question a second time before proceeding.
4. If a question is long, break it into separate parts so it is easier to understand.
5. Look for any tricks or wording meant to throw you off the correct answer. For example, watch out for negatives in a question, such as “Which is not the correct answer?”
6. Try to come up with the answer in your head before reading all the choices.
7. Even if you think you know the answer, read all the choices to make sure you select the correct one.
8. Often your first choice is your best choice. Don’t second guess yourself and change answers repeatedly.
9. Complete all of the questions you know the answers to first. Then return to the questions that you don’t know.
10. If you don’t know the correct answer, go through each choice and eliminate the ones that you know are wrong. Through the process of elimination, you may come up with the correct answer or reduce the number of choices in order to make an educated guess.
11. Answer every question. An educated guess is better than no answer at all.
12. If you have time left over at the end of the exam, review the test to make sure you’ve answered all questions.
13. If your exam requires you to use formulas that you have memorized, you may want to jot them down on a piece of paper at the start of the exam. This way you can easily retrieve the formulas when you need them for specific questions.
14. If you have time, review your answers a final time. Provided you’ve understood the question the first time you read through it, you should be making very few corrections at this stage.
15. Check that your name and any other information required on the exam are completed before handing it in.

Test Anxiety

Most students have some anxiety or stress before taking a test or final exam. One of the ways in which you can reduce test anxiety significantly is to be prepared. The more effective studying and preparation you do ahead of time, the greater the likelihood you’ll be able to keep your anxiety level down. Try to keep a positive attitude throughout your studies and in the exam. A negative attitude can be self-defeating and greatly increase your level of anxiety. [caption id="attachment_52" align="aligncenter" width="239"] Figure 2 — Test anxiety is one of the greatest obstacles to succeeding on exams.[/caption]

Self-Test

Media Attributions

• “Line B-1: Learning Task 6” was recorded by BCcampus based on text written by Camosun College and licensed under a CC BY 4.0 licence.
• "Test (student assessment)" by KF is in the public domain.
• “R” icon by Nathan David Smith is licensed under a CC BY 3.0 licence.
• "Exam Tips: How to Study for Finals – College Info Geek" video by Thomas Frank is licensed under the Standard YouTube licence.
• "10 Ways to Avoid Making Stupid Mistakes on Exams – College Info Geek" video by Thomas Frank is licensed under the Standard YouTube licence.
• "Sailors take their advancement exams" by U.S. Navy is in the public domain.
• “Tick” icon by Lars Meiertoberens is licensed under a CC BY 3.0 licence.

BCcampus

• Open Education Team
• Hilda Anggraeni, Graphics 

Camosun College

Stuckey, James, and Daniel Munro. (2014). Skills for success: Developing skills for a Prosperous B.C. Ottawa, ON: The Conference Board of Canada.

1. b. False
2. a. True
3. b. False
4. a. True
5. c. 60
6. d. It helps you to determine the most effective ways in which to study.
7. d. All of the above
8. d. It is the learner’s responsibility to be proactive and get touch with the unit responsible for student support services and ensure that necessary documentation is completed to start the process.
9. d. The understanding and awareness of your own cognitive (mental) processes and how you learn
10. d. All of the above
11. d. All of the above
12. a. True
13. d. Use a smart phone application, calendar, agenda, or schedule.
14. c. More time to complete their studying
15. a. True
16. a. True
17. c. All of the above
18. a. Being focussed on learning
19. a. True
20. b. False
21. b. Ask for help as soon as you run into difficulty and make use of the resources available to  you (e.g., help centres, fellow students, and online resources).
22. b. False
23. b. False
24. c. All of the above
25. c. 15 minutes

Self-Test 2

1. b. False
2. a. True
3. b. Concentrating exclusively on what is being said
4. a. True
5. b. Concentrate
6. b. False
7. d. Participate
8. d. All of the above
9. a. True
10. a. True

Self-Test 3

1. b. False
2. d. Early in the day when you are not tired and have minimal interruptions
3. c. Read in intervals of 30 to 40 minutes with breaks in between
4. b. You retain more information at the beginning and the end of a study session. This will  mean that you’ll also retain more information from before and after the break.
5. a. True
6. c. Survey, skim, scan
7. a. True
8. d. All of the above
9. a. True
10. b. False

Self-Test 4

1. c. All of the above
2. a. True
3. b. False
4. d. All of the above
5. b. Read and edit your notes

Self-Test 5

1. c. How well you understand the topic and the information you need to provide
2. c. Looking for synonyms for the keyword(s)
3. b. And, or, not
4. b. Isolates the search to only the search phrase
5. a. True

Self-Test 6

1. a. True
2. b. Your instructor
3. b. At least twice
4. d. Being prepared and getting a good night’s sleep
5. a. True

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