Should I change how I revise when I know the biology definitions but can't explain the graphs?
Education"You know what osmosis means. What happened to the potato?" My biology teacher tapped the graph on my returned test. I had written the definition accurately and then described the wrong direction of mass change.
I got 22 out of 24 on our definitions quiz and 9 out of 20 on the application section of the test. For three weeks I've spent most evenings making and reviewing flashcards. There are 180 now. Making the cards feels like work I can finish; the graph questions leave me staring at a page.
The next test is in twelve days, and I usually have about forty-five minutes to revise after dinner. A friend says I should abandon the cards and do nothing but past questions. That sounds sensible until I get stuck on the first one and spend the whole evening reading the answer. My teacher offered to look at one attempted question with me at lunch.
I don't need a completely new system with more folders. I need to decide what to do in those forty-five minutes, including the awkward part where I don't know why my explanation is wrong. How much of the time should still go to definitions, and what would a useful attempt at a graph question look like before I ask for help?