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
Monday, September 28, 2009
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.
Monday, August 24, 2009
Your syllabus is posted here:
http://docs.google.com/fileview?id=0B4xdTlrmZTl3ZWZkOWY1YjAtMDBhMC00N2EyLWIxMDUtZGYzNWI0YzllMTEx&hl=en
Remember to bring your syllabus, a book cover, and your flashcards from summer assignment #3!
Mrs. H
http://docs.google.com/fileview?id=0B4xdTlrmZTl3ZWZkOWY1YjAtMDBhMC00N2EyLWIxMDUtZGYzNWI0YzllMTEx&hl=en
Remember to bring your syllabus, a book cover, and your flashcards from summer assignment #3!
Mrs. H
Monday, August 3, 2009
Summer Assignment 3: Vocabulary Flash Cards
This year you will be learning the language of psychology. As with learning any language, one must learn the meaning of words, then learn how to use them correctly, but the key to true learning is PRACTICE. Get started on learning some vocab that you'll need in the first week of school. I will check this assignment on the second day of class. I ONLY ACCEPT HAND-WRITTEN FLASHCARDS.
Materials:
1. You will need a package of 3"x5" index cards (We use these all year, so feel free to buy them in bulk if you can find them on sale. Also, if you cannot purchase cards, you may cut paper into 3x5 pieces to make flash cards.)
2. Blue or Black Pen
3. Internet access
Instructions:
1. On the front (blank side) of each card, copy the terms and names listed below. There should be only one term per card. (You are making flashcards to study from!)
2. Right click here. and open this link in a new tab. Click on "Psychology Timeline" in blue in the center of the page. A simulation will open for you to read through that includes the first 29 of the terms in the word list. Read carefully!
Terms 30 to 40 can be found on APA's website here.
2. On the back (lined side) of each card, you use the above links to:
a. DEFINE/IDENTIFY the term or person.
b. EXPLAIN the term in your own words or write any IMPORTANT DETAILS about the term/person. Don't worry about complete sentences. (Leave room to add class notes)
c. (optional) Write related EXAMPLES or LINKS to real life, TV, or movies that you can think of.
Word List:
From "Psychology's Timeline"
1. psychology
2. Plato
3. Aristotle
4. nativist
5. empiricist
6. Rene Descartes
7. dualism
8. John Locke
9. Herman von Helmholtz
10. Charles Darwin
11. Wilhelm Wundt
12. G. Stanley Hall
13. APA (American Psychological Association)
14. introspection
15. Edward Tichener
16. William James
17. Hermann Ebbinghause
18. Mary Whiton Calkins
19. Sigmund Freud
20. Edwin Thorndike
21. Margaret Washburn
22. Ivan Pavlov
23. John Watson
24. behaviorism
25. B.F.Skinner
26. Jean Piaget
27. Noam Chomsky
28. Abraham Maslow
29. Carl Rogers
from APA website:
30. Clinical Psychologists
31. Cognitive Psychologists
32. Counseling Psychologists
33. Developmental Psychologists
34. Educational Psychologists
35. Engineering Psychologists
36. Evolutionary Psychologists
37. Experimental Psychologists
38. Forensic Psychologists
39. Health Psychologists
40. Industrial/Organizational Psychologists
41. Neuropsychologists
42. Rehabilitation Psychologists
43. Social Psychologists
44. School Psychologists
45. Sports Psychologists
While you're online, go to www.ikeepbookmarks.com/Lara_Herrera to view all of the interesting websites I've found over the years. Feel free to poke around; any of the folders that begin with the word "Psych" contain interesting links relevant to this class.
Materials:
1. You will need a package of 3"x5" index cards (We use these all year, so feel free to buy them in bulk if you can find them on sale. Also, if you cannot purchase cards, you may cut paper into 3x5 pieces to make flash cards.)
2. Blue or Black Pen
3. Internet access
Instructions:
1. On the front (blank side) of each card, copy the terms and names listed below. There should be only one term per card. (You are making flashcards to study from!)
2. Right click here. and open this link in a new tab. Click on "Psychology Timeline" in blue in the center of the page. A simulation will open for you to read through that includes the first 29 of the terms in the word list. Read carefully!
Terms 30 to 40 can be found on APA's website here.
2. On the back (lined side) of each card, you use the above links to:
a. DEFINE/IDENTIFY the term or person.
b. EXPLAIN the term in your own words or write any IMPORTANT DETAILS about the term/person. Don't worry about complete sentences. (Leave room to add class notes)
c. (optional) Write related EXAMPLES or LINKS to real life, TV, or movies that you can think of.
Word List:
From "Psychology's Timeline"
1. psychology
2. Plato
3. Aristotle
4. nativist
5. empiricist
6. Rene Descartes
7. dualism
8. John Locke
9. Herman von Helmholtz
10. Charles Darwin
11. Wilhelm Wundt
12. G. Stanley Hall
13. APA (American Psychological Association)
14. introspection
15. Edward Tichener
16. William James
17. Hermann Ebbinghause
18. Mary Whiton Calkins
19. Sigmund Freud
20. Edwin Thorndike
21. Margaret Washburn
22. Ivan Pavlov
23. John Watson
24. behaviorism
25. B.F.Skinner
26. Jean Piaget
27. Noam Chomsky
28. Abraham Maslow
29. Carl Rogers
from APA website:
30. Clinical Psychologists
31. Cognitive Psychologists
32. Counseling Psychologists
33. Developmental Psychologists
34. Educational Psychologists
35. Engineering Psychologists
36. Evolutionary Psychologists
37. Experimental Psychologists
38. Forensic Psychologists
39. Health Psychologists
40. Industrial/Organizational Psychologists
41. Neuropsychologists
42. Rehabilitation Psychologists
43. Social Psychologists
44. School Psychologists
45. Sports Psychologists
While you're online, go to www.ikeepbookmarks.com/Lara_Herrera to view all of the interesting websites I've found over the years. Feel free to poke around; any of the folders that begin with the word "Psych" contain interesting links relevant to this class.
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