I found this game. Also, this site. They cover old stuff, but might be good review.

Essay: Remember the format... be sure to IDENTIFY, DEFINE, APPLY each term.

Mary is an international flight attendant who has been having difficulty staying awake during her flights. She feels like something is wrong with her sleep habits, but she doesn't know what. All she knows is that she is fatigued all the time. She makes an appointment to see a sleep specialist during a stop in New York. Identify each of the following concepts and describe why her sleep specialist would mention each of them during Mary's appointment.

a. Insomnia
b. REM sleep
c. Sleep apnea
d. Drug abuse
e. Narcolepsy

Essays: I totally forgot to post the essay questions... I'll do it when I get to school in the morning!

Chapter 6 test change: We will spend the first half of Wednesday's block period finishing our presentations and reviewing the chapter. We will then take the multiple choice portion of the test.

I will give you the essay topic tomorrow, and you will write the essay in class on Friday.

Go to www.glogster.com to investigate. You can begin to create your glogster to present. Be sure to include the following information about your drug/category:

1. Name
2. Physiological mechanisms (What does it do in the brain and how?)
3. Side effects
4. Legal status (DEA Controlled Substance schedule)
5. Historical context
6. Impact of long-term use
7. Anything else interesting

The glogster allows you to include not only text, but animated graphics, photos, videos and sound as well. Be sure your final product is better/more interesting than if you'd used poster board and markers!

Drugs Glogster Mini-project

Assigned drugs:
Liz = hallucinogens
James = marijuana
Amy = Alcohol
Philip = Depressants (Barbiturates/tranquilizers)
Emily = Stimulants (Cocaine/amphetamines)
Anna = MDMA (Ecstasy)
Shannon = Opiates

HW: Make sure you've read and note-carded through the sleep and dreaming section. Also, please read Reading 7 in the Forty Studies book. See you Monday!

Video information: We watched the first two segments in class on Thursday, but here are the links if you want to watch yourself.

Part 1 of 6
Part 2 of 6

HW: You should be reading and note-carding. You should go all the way through the sleep and dreams section by class on Monday.

Here are the FRQs for Research Methodology, Biological Bases of Behavior, and Sensation and Perception.

Please complete at least two of these this weekend.

Test on Sensation and Perception on Thursday.

Take some of these quizzes to see what you know, and what you need to know better!

HW: Finish reading and note-carding Chapter 5. Additionally, read Reading 4: Watch out for the visual cliff!

Remember: Quiz on the anatomy of the eye tomorrow, in preparation for Wednesday's dissection. The eye diagrams on page 133 are pretty good.

HW: Watch the two brief videos below. Then read and note card up through page 156.

Watch this video before the one below.

HW: Read and NC through page 147.

Also: To test some of the things we discussed in class today...

1. Go outside at dusk and see if the greenish-yellow leaves on the trees seem to stand out as being more bright than their red counterparts. (Why does this happen?)
2. Go outside at dark and see if it's easier to see a single, dim star if you look with your peripheral vision rather than looking straight on. (Why does this happen?)
3. Test your blind spot here. (I know, it's Wikipedia, but the diagram they have is a good one.) There is an example of this in your book as well, but that one didn't work as well form me. Try both and compare, perhaps. (Why does this happen?)

Note: If you have some time on your hands tonight, go to one of these websites and watch Season 12, Episode 14 of the Simpsons. The episode is entitled New Kids on the Blecch. (I can't guarantee the quality of these videos, but it's tough to find full episodes online. Beggars can't be choosers!)

Website #1
Website #2

HW: If you happen to check this before class Monday, read 131 - 139 and make note cards accordingly. Sorry for the late posting.

Remember: Monday there will be a quiz on the material in Chapter 5 up to 131. You should have read and note-carded, so just be sure you actually know what you read and note-carded!

HW: Read and make note cards for pages 126 - 131.

HW: Bring your note cards to class on Thursday. We'll spend Thursday and Friday reviewing, and then test on Chapters 3 and 4 on Tuesday of next week.

HW:

(1) Be sure to bring your spinal cord (and note cards, if applicable) on Tuesday.
(2) Read "Reading 1" in the 40 Studies... book.
(3) Finish reading and card-ing Chapter 4 in the text by Thursday of next week.

Also: There is a pretty good diagram of the cortex here.

HW: Read pages 100 - 119 and make note cards accordingly. This section covers the material we talked about in class today as well as some new material. I will do a note card check on Friday to be sure that you are keeping up with Chapter 4.

Quiz on Wednesday, October 7: Anatomy of the neuron

HW: Read pages 92 - 99. Make cards as necessary. (Be sure you have cards from the material we covered in Chapter 3 also.)

HW: Collect information on facial traits for class on Friday. Use this document to collect your information. Remember, if you or your parent does not have a prominent chin, do not answer the following chin questions.

HW: Read and grade two of the three essays you received today. Each should be out of 10 points: One point for the definition of each term and one for the appropriate application to the scenario. We'll compare notes tomorrow and see if you graded similarly now that you know what to look for. (If you make notations on the essays identifying where you awarded points, it will make discussion tomorrow easier.)

First test is out of the way!

Essay workshop: Tuesday, September 22.

Bring your essays!

IMPORTANT INFORMATION

According to my research, we are not providing Anna Freud with sufficient and appropriate care, and we may therefore be in violation of ethical standards regarding the care of animal subjects.

Of particular concern are subheadings: Companionship, Bedding, Accessories

Test Prep: Here are a couple of quiz multiple choice quizzes you can take to see if you're on track for Monday's test:

Quiz on research methods.

Quiz on history and approaches.

More research quizzing...

New plan:

Friday we will spend some time going over the research methods material in class. Then Monday we will test on Units 1 and 2. We will do our essay workshop on Tuesday. You could probably whip up the essay on Monday night, but I would recommend doing it over the weekend, because it'll make great practice on the research material in preparation for the test.

Essay question:

Professor Jackson believes that frustration increases the need for achievement. She decides to test her hypothesis with her introductory psychology class of about 100 students. The first 50 students who arrive for class one day are taken to a separate room and given a series of easy puzzles to complete. Professor Jackson then asks each student about his or her professional goals. She rates the statement of each on a 7-point scale for strength of achievement motivation.

When they arrive, the remaining students are taken to another room and given a series of difficult puzzles by Professor Jackson's teaching assistant, Jim. Jim also asks each student about his or her professional goals and, like Professor Jackson, then rates the statement of each on a 7-point scale.

The group given the difficult puzzles has, on the average, higher achievement motivation scores than the group given the easy puzzles. Professor Jackson concludes that her hypothesis is supported.

Show how each of the following aspects of Professor Jackson's experimental design is flawed. Indicate how you would correct each problem.

A. Sampling
B. Assignment of participants
C. Dependent variable
D. Control for experimenter bias
E. Control of confounding variables (You need cite only one)

Schedule:

Wednesday: Finish material from Research Methods unit. Distribute take-home essay.
Thursday: No class.
Friday: Take-home essay due. In-class essay workshop.
Weekend: Study!
Monday: Test on History and Approaches and Research Methods units.

HW: After watching the Correlation and Causation video, consider the scenario we discussed in class: Your research indicates that there is a positive correlation between time spent studying and GPA. Come up with 2 or 3 possible "lurking variables," or variables that might influence both study time and GPA.

HW: Read pages 41-52 and make corresponding note cards.

Also, here's a the website we checked out today: Bad Human Factors Designs.

HW: Read pages 28 - 41 and make note cards accordingly. Also, be sure to check out the articles from yesterday. I have a fun lab we can do on Friday, but only if you do your homework!

Note: If you felt like today's quiz was tough, it might mean that you're not putting enough time and info into/onto your cards! They should ultimately be such a valuable resource to you that you would be really, really upset if they were lost or stolen. They should be like AP gold!

Also... Remember Carl Rogers?: The curative property is the warmth and genuineness of the relationship between the therapist and client. I wonder what he'd think about this article...

HW: Read the following two articles and determine where you think the truth might lie. (Since none of you have doctoral degrees in evolutionary psychology, we'll just go on hunches!) No written assignment necessary, as long as you show up ready to chat!

1. Newsweek Article: Evolutionary psychology is stupid.
2. Rebuttal Article: No, you are.

Note: Who are the authors of these two articles? (I don't mean their names... who are they?) Does this information influence your feelings about the debate?

HW: Make sure you've read the section assigned earlier this week, and keep up with your note cards!

HW: Read pages 6 - 19 in the text, and make notecards for each of the bold terms.

HW: Finish The Conjecturers if you haven't already and finish the diagnostic test.

Welcome back!

HW: (1) Print out honor code and syllabus (links to these documents are located at the bottom of the tool bar on the right of the blog)
(2) Have parent or guardian sign both documents. You sign them as well.
(3) Post a comment in response to this posting to indicate to me that you have accessed the blog and are able to operate it!
(4) Read The Conjecturers for tomorrow. Key figures are: Hippocrates, Socrates, Plato and Aristotle.