Beginning with chapter 5, you may opt to create either an outline or flashcards, instead of both. However, carefully read the options below to be sure you are doing what is required.
OPTION 1: FLASHCARDS ONLY
Read the chapter actively and create a card for each of the following:
-bold vocab term
-italicized term
-theory
-concept (The objectives state concepts sometimes that are not bold, be sure to read the objective carefully and include these concepts!)
Each card must include
1. DEFINITION: a clear definition from the book
2. DESCRIPTION: details and related info from the book, and anything you want to add in your own words
3. EXAMPLE OR LINK: clear examples are provided in the text for almost every term. Use the textbook examples first! Then try to think of your own if possible.
4. Leave a little room for class notes, and bring extra blank cards to class.
You may still need paper in class sometimes, and you are still expected to keep a binder for other chapter activities.
OPTION 2: OUTLINE ONLY
Read the chapter actively and create an outline just as you have been doing.
Continue to leave space in the right hand column for class notes.
ADDITIONALLY, include each vocabulary term that is in bold or italics within your outline.
All vocab terms in your outline must be underlined or highlighted and include
1. DEFINITION: a clear definition from the book
2. DESCRIPTION: details and related info from the book, and anything you want to add in your own words
3. EXAMPLE OR LINK: clear examples are provided in the text for almost every term. Use the textbook examples first! Then try to think of your own if possible.
OPTION 3: CONTINUE DOING BOTH FLASHCARDS AND OUTLINE. BE SURE THAT FLASHCARDS INCLUDE ALL THREE ELEMENTS.
HAPPY ACTIVE PROCESSING!
Tuesday, November 3, 2009
Wednesday, October 28, 2009
CH 4 Teen Brain Video Assignment
You will watch six very interesting short videos about the teen brain and answer the questions below. Go to http://www.pbs.org/wgbh/pages/frontline/shows/teenbrain/ and click on "View the Full Program Online" to watch the entire 6 segments in order. The whole thing will take less than one hour.
As you watch, think about the following questions. Please answer each question using complete sentences and turn this in to me next class.
1. Compare and contrast your behavior and your relationships with those of the teens in the videos. (choose at least three examples)
2. Describe two recent findings by psychologists and neuroscientists regarding the teen brain and how these findings apply to your brain and life.
3. a. What are your current sleep habits?
b. How can you apply the research on teens' sleep needs to yourself?
4. a. Discuss your opinion of the advice given for parents.
b. Also, how can this advice be applied in your own family?
c. What parts would you like to discuss with them?
d. Do you think these videos would be helpful for your family to watch and discuss? Why?
As you watch, think about the following questions. Please answer each question using complete sentences and turn this in to me next class.
1. Compare and contrast your behavior and your relationships with those of the teens in the videos. (choose at least three examples)
2. Describe two recent findings by psychologists and neuroscientists regarding the teen brain and how these findings apply to your brain and life.
3. a. What are your current sleep habits?
b. How can you apply the research on teens' sleep needs to yourself?
4. a. Discuss your opinion of the advice given for parents.
b. Also, how can this advice be applied in your own family?
c. What parts would you like to discuss with them?
d. Do you think these videos would be helpful for your family to watch and discuss? Why?
Monday, September 28, 2009
Build a Brain Assignment Chapter 2
You will be building a 3D model brain using the material of your choice.
-Your brain can be made out of anything you want (clay, ceramic, foam) EXCEPT FOR FOOD. You may NOT use food or anything that is perishable to build your brain.
-You may work with a partner. You may work with someone who has AP psych another period.
-You may create a standing 3D model or a hanging 3D model.
-Your goal is to develop a model that identifies specific structures of the human brain. The structures that you must identify are listed below.
-You may either number the parts of your model and make a key, or you may label them directly on the model.
-Your model should be approximately life-sized and split in half so that we can see the inner sides of both hemispheres.
-Check some of my chapter 2 links online for reference, use your textbook, and use the other books I have in class.
This should be fun!!!
(2 points per structure. 5 points extra credit for the 3 best brains in your class!)
1. Frontal lobe
2. Parietal lobe
3. Temporal lobe
4. Occipital lobe
5. Cerebellum
6. Motor cortex
7. Sensory cortex
8. Corpus callosum
9. Thalamus
10. Hypothalamus
11. Pituitary gland
12. Medulla
13. Hippocampus
14. Limbic system
15. Brain stem
16. Reticular Formation
17. Amygdala
18. Broca’s Area
19. Wernicke’s Area
20. Pons
21. Left hemisphere
22. Right hemisphere
23. Visual cortex
24. Auditory cortex
25. Angular gyrus
-Your brain can be made out of anything you want (clay, ceramic, foam) EXCEPT FOR FOOD. You may NOT use food or anything that is perishable to build your brain.
-You may work with a partner. You may work with someone who has AP psych another period.
-You may create a standing 3D model or a hanging 3D model.
-Your goal is to develop a model that identifies specific structures of the human brain. The structures that you must identify are listed below.
-You may either number the parts of your model and make a key, or you may label them directly on the model.
-Your model should be approximately life-sized and split in half so that we can see the inner sides of both hemispheres.
-Check some of my chapter 2 links online for reference, use your textbook, and use the other books I have in class.
This should be fun!!!
(2 points per structure. 5 points extra credit for the 3 best brains in your class!)
1. Frontal lobe
2. Parietal lobe
3. Temporal lobe
4. Occipital lobe
5. Cerebellum
6. Motor cortex
7. Sensory cortex
8. Corpus callosum
9. Thalamus
10. Hypothalamus
11. Pituitary gland
12. Medulla
13. Hippocampus
14. Limbic system
15. Brain stem
16. Reticular Formation
17. Amygdala
18. Broca’s Area
19. Wernicke’s Area
20. Pons
21. Left hemisphere
22. Right hemisphere
23. Visual cortex
24. Auditory cortex
25. Angular gyrus
Tuesday, September 8, 2009
Ch. 1 Assignment for BAT week (9/9 - 9/11)
You have three assignments for the week. If you miss class you are still responsible for these and they will be DUE on your chapter 1 test day.
Remember that your test is next week (Periods 2&4 test Monday 9/14, Periods 1&3 test Tuesday 9/15)!!!
ASSIGNMENT 1: ETHICS
I gave notes about ethical considerations for research in class, which you'll need to complete this assignment. If you missed the notes, here are the basics:
All research studies must abide by the following guidelines.
1. Participants must give informed consent
2. Participation is voluntary
3. Participants may withdraw from experiment at any time
4. Participants must be debriefed about the nature, results, and conclusions of the research (often done at the end of the experiment)
5. Information about research participants must remain confidential
6. All research proposals must be approved by a review board who will consider, among other things, whether the potential benefits of the research in terms of new knowledge and human welfare outweigh any potential harm to the participants.
For a more detailed explanation, check out the complete American Psychological Association's Ethical Principles:
http://www.apa.org/ethics/code2002.html
Ethics in Psychology Discussion & Application Exercise
Directions: For each scenario, consider the ethical consequences of the proposal writing down key points. Decide whether or not you would approve the study indicating why.
Proposal #1: Researchers are interested in testing the hypothesis that invasion of personal space can bring on a change in physiological arousal.
Procedure: Male lavatory users entering a 3-urinal lavatory will be randomly assigned to 1 of 3 levels of interpersonal distance and their micturation times will be recorded. A confederate will stand either immediately adjacent to the participant, one urinal away, or will be absent. An experimenter will be in the stall recording micturation times. The findings would provide objective evidence that personal space invasions produce physiological changes associated with arousal.
Proposal #2: Researchers are interested in seeing the effect of stress on intelligence test performance.
Procedure: Forty college students will take a bogus pretest and will be given “results.” The experimental group will be told that they failed the test and that it is surprising that they were able to do well enough in high school to get into college. The control group will be told that they passed the test with flying colors. All of the students will then be given a real intelligence test to see which group did better. At the end of the experiment, all students will be debriefed and told that the pretest was not real and explained the true purpose of the study.
Proposal #3: Can babies be conditioned to fear an item that they originally had no fear for?
Procedure: Babies would be acquired from a local orphanage, eliminating the need for parental permission. The babies would first play with white rats and bunnies, which they enjoy. During the conditioning process, whenever the baby would pet the furry small animal, an assistant would bang a hammer on a steel bar creating an extremely loud noise. The babies would cry and cringe with fear whenever they heard the bang. This will be continued until just the site alone of the animals would cause the babies extreme fear.
ASSIGNMENT 2: DESIGN AN EXPERIMENT
You may work alone or with a partner to design an experiment. Be creative (and funny if you want to) and design an interesting psychological experiment. An example of what I want is a hypothesis like: Third graders who wear purple socks are more likely to be hyperactive.
Explain the idea for your experiment in a brief paragraph. Then identify the following parts of your experiment:
1. Hypothesis:
2. Control Group:
3. Experimental Group:
4. Independent variable:
5. Dependent variable:
6. Ethical considerations:
7. A potentially confounding variable:
8. Explain three controls (random selection, random assignment, single/double blind)you will have in place to control for extraneous variables (aka potentially confounding variables)or bias:
... The funniest/ most interesting experiment in your class will earn you 5 extra credit points! (All parts must be correct to get the bonus)
ASSIGNMENT 3: STATISTICS (REQUIRES INTERNET CONNECTION)
First, go to
http://bcs.worthpublishers.com/hspsych8e/pages/bcs-main.asp?v=category&s=00080&n=99000&i=99080.01&o=|00510|00520|00660|00530|00540|00550|00560|00570|00580|00590|00600|00610|00620|00630|00640|00650|00010|00020|00030|00040|00050|00060|00070|00080|00090|00100|00110|00120|00130|00140|00150|00160|00180|00190|00000|01000|02000|03000|04000|05000|06000|07000|08000|09000|10000|11000|12000|13000|14000|15000|16000|17000|18000|19000|20000|21000|99000|
to download and print the following handout:
Descriptive statistics
Next, go to http://bcs.worthpublishers.com/hspsych8e/pages/bcs-main.asp?v=category&s=00060&n=01000&i=01060.01&o=|00510|00520|00660|00530|00540|00550|00560|00570|00580|00590|00600|00610|00620|00630|00640|00650|00010|00020|00030|00040|00050|00060|00070|00080|00090|00100|00110|00120|00130|00140|00150|00160|00180|00190|00000|01000|02000|03000|04000|05000|06000|07000|08000|09000|10000|11000|12000|13000|14000|15000|16000|17000|18000|19000|20000|21000|99000|&ns=0
scroll down, and click on Descriptive Statistics. Complete the tutorial as you complete the corresponding worksheet you printed.
Remember that your test is next week (Periods 2&4 test Monday 9/14, Periods 1&3 test Tuesday 9/15)!!!
ASSIGNMENT 1: ETHICS
I gave notes about ethical considerations for research in class, which you'll need to complete this assignment. If you missed the notes, here are the basics:
All research studies must abide by the following guidelines.
1. Participants must give informed consent
2. Participation is voluntary
3. Participants may withdraw from experiment at any time
4. Participants must be debriefed about the nature, results, and conclusions of the research (often done at the end of the experiment)
5. Information about research participants must remain confidential
6. All research proposals must be approved by a review board who will consider, among other things, whether the potential benefits of the research in terms of new knowledge and human welfare outweigh any potential harm to the participants.
For a more detailed explanation, check out the complete American Psychological Association's Ethical Principles:
http://www.apa.org/ethics/code2002.html
Ethics in Psychology Discussion & Application Exercise
Directions: For each scenario, consider the ethical consequences of the proposal writing down key points. Decide whether or not you would approve the study indicating why.
Proposal #1: Researchers are interested in testing the hypothesis that invasion of personal space can bring on a change in physiological arousal.
Procedure: Male lavatory users entering a 3-urinal lavatory will be randomly assigned to 1 of 3 levels of interpersonal distance and their micturation times will be recorded. A confederate will stand either immediately adjacent to the participant, one urinal away, or will be absent. An experimenter will be in the stall recording micturation times. The findings would provide objective evidence that personal space invasions produce physiological changes associated with arousal.
Proposal #2: Researchers are interested in seeing the effect of stress on intelligence test performance.
Procedure: Forty college students will take a bogus pretest and will be given “results.” The experimental group will be told that they failed the test and that it is surprising that they were able to do well enough in high school to get into college. The control group will be told that they passed the test with flying colors. All of the students will then be given a real intelligence test to see which group did better. At the end of the experiment, all students will be debriefed and told that the pretest was not real and explained the true purpose of the study.
Proposal #3: Can babies be conditioned to fear an item that they originally had no fear for?
Procedure: Babies would be acquired from a local orphanage, eliminating the need for parental permission. The babies would first play with white rats and bunnies, which they enjoy. During the conditioning process, whenever the baby would pet the furry small animal, an assistant would bang a hammer on a steel bar creating an extremely loud noise. The babies would cry and cringe with fear whenever they heard the bang. This will be continued until just the site alone of the animals would cause the babies extreme fear.
ASSIGNMENT 2: DESIGN AN EXPERIMENT
You may work alone or with a partner to design an experiment. Be creative (and funny if you want to) and design an interesting psychological experiment. An example of what I want is a hypothesis like: Third graders who wear purple socks are more likely to be hyperactive.
Explain the idea for your experiment in a brief paragraph. Then identify the following parts of your experiment:
1. Hypothesis:
2. Control Group:
3. Experimental Group:
4. Independent variable:
5. Dependent variable:
6. Ethical considerations:
7. A potentially confounding variable:
8. Explain three controls (random selection, random assignment, single/double blind)you will have in place to control for extraneous variables (aka potentially confounding variables)or bias:
... The funniest/ most interesting experiment in your class will earn you 5 extra credit points! (All parts must be correct to get the bonus)
ASSIGNMENT 3: STATISTICS (REQUIRES INTERNET CONNECTION)
First, go to
http://bcs.worthpublishers.com/hspsych8e/pages/bcs-main.asp?v=category&s=00080&n=99000&i=99080.01&o=|00510|00520|00660|00530|00540|00550|00560|00570|00580|00590|00600|00610|00620|00630|00640|00650|00010|00020|00030|00040|00050|00060|00070|00080|00090|00100|00110|00120|00130|00140|00150|00160|00180|00190|00000|01000|02000|03000|04000|05000|06000|07000|08000|09000|10000|11000|12000|13000|14000|15000|16000|17000|18000|19000|20000|21000|99000|
to download and print the following handout:
Descriptive statistics
Next, go to http://bcs.worthpublishers.com/hspsych8e/pages/bcs-main.asp?v=category&s=00060&n=01000&i=01060.01&o=|00510|00520|00660|00530|00540|00550|00560|00570|00580|00590|00600|00610|00620|00630|00640|00650|00010|00020|00030|00040|00050|00060|00070|00080|00090|00100|00110|00120|00130|00140|00150|00160|00180|00190|00000|01000|02000|03000|04000|05000|06000|07000|08000|09000|10000|11000|12000|13000|14000|15000|16000|17000|18000|19000|20000|21000|99000|&ns=0
scroll down, and click on Descriptive Statistics. Complete the tutorial as you complete the corresponding worksheet you printed.
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