AP+Psychology

=__AP Psychology __=

//**2015-2016**//
=**__Instructor__:**= =**Curt Ranweiler -** Social Science Department - Berthoud High School = =**curtis.ranweiler@thompsonschools.org**= //**vm: 970.613.7729**//

__** TEXTBOOK Information: **__

ISBN-13: 978-1-4292-4436-7
__Course Syllabus:__ __ Course Outline: __ __ AP Psych Warmups Template: __ http://windsor.k12.mo.us/hs/?p=1232 http://apcentral.collegeboard.com/apc/public/exam/exam_information/2088.html#name14 https://www.youtube.com/watch?v=YXuG2zI39yA =**The Myers book companion site:**=

[|http://bcs.worthpublishers.com/myersAP1e/#t_612492]
http://www.appsychology.com/HowPass/MC%20quizes/Social%20Psychology/social_psychology.htm **!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!**

GOOGLE CLASSROOM INFO: [] -Log in with your school gmail account *HERE IS YOUR CLASS CODE:
 * 1wq7egq **

** WEDNESDAY - 14 OCTOBER 2015 ** ** 1st HOUR ** 5 minutes - study time
 * WU-**

E of L CHECK!
 * In Class-**

Brain Parts (Location and Definition) Test

Brain Hemisphere Survey

__Brain Hat Activity__ - Where is it? What is it responsible for? LABEL: frontal lobe, temporal lobes, motor cortex, sensory cortex, parietal lobe, occipital lobe COLOR EACH and put SYMBOLS that REPRESENT what each lobe/section of the brain does.

Unit 3B - Psych Sim 5: Hemispheric Specialization

Unit 3B Vocabulary List (last 15 terms)

Unit 3B - Psych Sim 5: Hemispheric Specialization
 * Evidence of Learning-**

Unit 3B - Question #5 - Respond using Terms, Definitions, Applications (as well as reason, detail, fact)

Unit 3B Vocabulary List (Page 92 - __last 18 terms__) //-// **//VOCABULARY TEST - MONDAY 19 OCT 2015//**

** TUESDAY - 13 OCTOBER 2015 ** ** 1st HOUR ** Unit 3B - End of Unit Questions Page 93 (6-10)
 * WU-**

E of L CHECK! Brain Label/Definitions Unit 3B Question #3
 * In Class-**

Older Brain structures...what do you know?

__Brain Hat Activity__ - Where is it? What is it responsible for? LABEL: frontal lobe, temporal lobes, motor cortex, sensory cortex, parietal lobe, occipital lobe COLOR EACH and put SYMBOLS that REPRESENT what each lobe/section of the brain does.

brain hemisphere templates:

Unit 3B Vocabulary List
 * Evidence of Learning-**


 * Brain parts location and brain responsibilities quiz next class - Wednesday 14 OCT 2015

** MONDAY - 12 OCTOBER 2015 ** ** 1st HOUR ** Page 93 (1-5)
 * WU-**

E of L CHECK! Unit 3A Fact or Falsehood Proofs DUE
 * In Class-**

Intro. Unit 3B - Das Brain!

Brain Parts (Location and Function)

-Finish Brain Parts and Location -Unit 3B question #3
 * Evidence of Learning-**

** FRIDAY - 9 OCTOBER 2015 ** ** 1st HOUR ** USE pages 53-58 ANSWER the following: 1. Define neurons? 2. How do they transmit information? 3. Describe the speed of a neuron impulse. 4. What is reuptake?
 * WU-**

E of L CHECK! Unit 3A Quiz (Peripheral Nervous / Central Nervous / Endocrine Systems)
 * In Class-**

"Neuron Flushing Experiment"

__Grouping them together:__ Neurotransmitters / Functions

Unit 3A Fact or Falsehood Proofs 1-Fact or False 2-Page # to prove or disprove statement
 * Evidence of Learning-**

** WEDNESDAY - 7 OCTOBER 2015 ** ** 1st HOUR ** PAGE 65 (11-15)
 * WU-**

E of L CHECK! -1st 10 of the Neurotransmitter Scramble handout
 * In Class-**

The background of a neural impulse (page 53)

Action potential animations [] []

Neuroscience for Kids []

NeuroPod []

"Neuron Flushing Experiment"

Neurotransmitters / Functions

(2 PARTS) __PART 1__ MOUSE PARTY http://learn.genetics.utah.edu/content/addiction/mouse/ attachment to complete:
 * Evidence of Learning-**

__PART 2__ CREATE A QUIZ - BRING HARD COPY TO CLASS (typed-15 questions total - 5 per topic with possible answers AND a separate key)

Format: 2 topic areas should be multiple choice based and 1 topic area should be true/false based

Topic Areas: #|Peripheral Nervous System (5 questions) Central Nervous System (5 questions) Endocrine System (5 questions)

** TUESDAY - 6 OCTOBER 2015 ** ** 1st HOUR ** PAGE 65 (6-10)
 * WU-**

E of L CHECK!
 * In Class-**

Unit 3A Questions #4 and #5

U3A pages 53-58 Reading Quiz*

Create a #|motor neuron

The background of a neural impulse (page 53) "Neuron Flushing Experiment"

Neurotransmitters / Functions

(2 PARTS) 1-DO THE FIRST 10 of the Neurotransmitterscramble.student handout 2-FINISH Neuron Flushing Experiment handout (define each and show each in the flushing process)
 * Evidence of Learning-**

** 1st HOUR ** PAGE 65 (1-5)
 * MONDAY - 5 OCTOBER 2015 **
 * WU-**

E of L DUE: Unit 3A Vocabulary Test
 * In Class-**

Unit 3A Questions 1,2,3 Unit 2 FRQ - Peer Grading

World Series of Poker Story http://www.npr.org/2015/09/28/444236895/how-poker-player-annie-duke-used-gender-stereotypes-to-win-matches

Publishing Bias

Unit 3A Questions #4 and #5
 * Evidence of Learning-**

** 1st HOUR ** Unit 3A Fact or Falsehood
 * FRIDAY - 2 OCTOBER 2015 **
 * WU-**

E of L DUE: Pages 51-58 (Questions 1,2,3) Unit 3A Vocabulary List
 * In Class-**

Unit 2 FRQ - Peer Grading

Fear Survey Activity

World Series of Poker Story http://www.npr.org/2015/09/28/444236895/how-poker-player-annie-duke-used-gender-stereotypes-to-win-matches

Cloning Your Dog http://www.npr.org/sections/health-shots/2015/09/30/428927516/cloning-your-dog-for-a-mere-100-000

Publishing Bias

STUDY for Unit 3A Vocabulary Test
 * Evidence of Learning-**

** 1st HOUR ** NO WU
 * WEDNESDAY - 30 SEPTEMBER 2015 **
 * WU-**

E of L DUE:
 * In Class-**

Unit 2 TEST

Monty Hall Problem https://www.youtube.com/watch?v=mhlc7peGlGg

Dangers of Bread

World Series of Poker Story http://www.npr.org/2015/09/28/444236895/how-poker-player-annie-duke-used-gender-stereotypes-to-win-matches

Cloning Your Dog http://www.npr.org/sections/health-shots/2015/09/30/428927516/cloning-your-dog-for-a-mere-100-000

__READ Pages 51-58:__ __Unit 3A Questions 1,2,3__
 * Evidence of Learning-**

__Unit 3A Vocabulary List__

** 1st HOUR ** Spongebob article (IV/DV/Control/Experimental)
 * TUESDAY - 29 SEPTEMBER 2015 **
 * WU-**

E of L DUE:
 * In Class-**

Correlation and Causation

Skinny on Statistics

-normal / skewed curves -distributions -standard deviation z-score

Monty Hall Problem

__Unit 2 Test - WEDNESDAY 30 SEPT 2015__
 * Evidence of Learning-**

__STUDY LINKS:__ http://www.apstudynotes.org/psychology/outlines/chapter-2-methods/

http://appsychology.com/HowPass/MC%20quizes/Research%20Methods/research_methods.htm

** 1st HOUR ** Unit 2 Fact or Falsehood (1-5)
 * MONDAY - 28 SEPTEMBER 2015 **
 * WU-**

E of L DUE: Unit 2 - Reading Quiz pages 37-41 IV / DV Experiment handout
 * In Class-**

FRQ's

Discuss: Operational Definitions

Hindsight Bias [] []

Overconfidence [] []

The Scientific Attitude [] []

Correlation and Causation

Skinny on Statistics

-normal / skewed curves -distributions -standard deviation z-score

__Unit 2 Test - WEDNESDAY 30 SEPT 2015__
 * Evidence of Learning-**

__STUDY LINKS:__ http://www.apstudynotes.org/psychology/outlines/chapter-2-methods/

http://appsychology.com/HowPass/MC%20quizes/Research%20Methods/research_methods.htm

** 1st HOUR ** Page 48 (11-15)
 * FRIDAY - 25 SEPTEMBER 2015 **
 * WU-**

E of L DUE: __Mini Presentation - Psychologist Methods of Observation DUE*__
 * In Class-**
 * Uploaded to Google Classroom

Grade Vocab. Quizzes and FRQ's

Discuss: Code of Ethics and Operational Definitions

Hindsight Bias [] []

Overconfidence [] []

The Scientific Attitude [] []

Correlation and Causation

Monday - Skinny on Statistics

(2 PARTS) 1- Reading quiz on pages 37-41 from Unit 2
 * Evidence of Learning-**

2- IV/DV Experiment handout (just PART I)



** 1st HOUR ** READ each of the following and decide whether it is TRUE or FALSE (and support your answer). 1. Most people suffer from unrealistic low self-esteem. 2. The opinions of 1500 randomly selected people can provide a fairly accurate picture of the opinions of an entire nation. 3. The scientific finding that depressed people tend to have low self-esteem proves that __depression__ causes people to be down on themselves.
 * WEDNESDAY - 23 SEPT 2015 **
 * WU-**

E of L DUE: __Code of Ethics paragraph DUE__
 * In Class-**

__LINKS to help with the following concepts:__

Hindsight Bias [] []

Overconfidence [] []

The Scientific Attitude [] []

Correlation and Causation

(2 PARTS) 1- Complete the following activity: [|http://highered.mcgraw-hill.com/sites/0073531871/student_view0/module2/activity_2_2.html#]
 * Evidence of Learning-**

2 - __Create a mini presentation__ (ppt, prezi, educreation, glogster, etc.) that DEFINES and DISPLAYS/Gives examples/incorporate an activity? the ways in which psychologists observe and describe behavior. (you could be presenting this next class)
 * Use pages 26-29 to assist you
 * -UPLOAD TO Google Classroom:**
 * YOU WILL NEED TO USE YOUR THOMPSON GMAIL #|EMAIL LOGIN**
 * https://classroom.google.com**
 * class code: 1wq7egq **

** 1st HOUR ** **WU-** Page 49 Unit 2 Review (6-10)
 * TUESDAY - 22 SEPT 2015 **

**In Class-** __ Unit 2 Psych Sim 5 (Descriptive Statistics) DUE __

__*Unit 2 Vocabulary List 1 (1st 24 terms) TEST*__

What is... The Scientific Attitude - read/define [] []

Operational definitions

**Evidence of Learning-** __ //TYPED// __ __ //Create an Ethics mission statement/paragraph/protocol:// __ (Use page 44 to assist you)


 * -UPLOAD TO Google Classroom:**
 * YOU WILL NEED TO USE YOUR THOMPSON GMAIL EMAIL LOGIN**
 * https://classroom.google.com**
 * class code: 1wq7egq **

//You have been hired as a psychologist for the new// //"Berthoud Psychology Research Center"// __You are to develop an ethics code for conducting your own experiments...__ Describe policies that you would adhere to. (Specific to what you would and you would not do, types of experiments, etc.) 1. What should/shouldn't be allowed? 2. What are some considerations you may need to make? 3. How does the use of deception affect the ethics of a study?

** 1st HOUR ** **WU-** Page 48 Unit 2 Review (1-5)
 * MONDAY - 21 SEPT 2015 **

**In Class-** Unit 1 FRQ -TURN IT IN

REVIEW: Hindsight Bias Overconfidence

What is... The Scientific Attitude - read/define [] []

Dangers of Bread! -beware of statistics

**Evidence of Learning-** //(3 PARTS)// __//PART 1//__ //COMPLETE// //Psych Sim 5 Tutorial: Unit 2 Descriptive Statistics// //It is on the Myers Companion Site -// ** [|http://bcs.worthpublishers.com/myersAP1e/#t_612492] ** //Respond to the terms on this handout://

__PART 2__ 1. Define "operational definition"- 2. Create an __operational definition__ for the following terms: A. Happiness- B. A Smile- C. Intelligence- D. Popularity- E. Good music-

__ PART 3 __ STUDY for Unit 2 Vocabulary Test - 1st 24 terms

= FRIDAY - 18 SEPTEMBER 2015 = Page 17 (11-15)
 * 1st HOUR **
 * WU-**

E of L DUE- -Team Trading Cards (TURN INTO BOX)
 * In Class-**

Unit 1 Psych Sim 5: Psychology's Timeline

(3 PARTS) 1- COMPLETE Unit 1 Psych Sim 5 "Psychology's Timeline"
 * Evidence of Learning-**

2- Unit 1 FRQ (page 17)

3- STUDY FOR: Unit 2 Vocabulary Quiz __TUESDAY 22 SEPT__ - FIRST 24 TERMS (first 2 columns on page 48)

= WEDNESDAY - 16 SEPTEMBER 2015 = Page 17 (6-10)
 * 1st HOUR **
 * WU-**

E of L DUE-
 * In Class-**

History / Development of Psychology -Team Trading Cards example: []

Trading Card Template / Builder: http://www.readwritethink.org/files/resources/interactives/trading_cards_2/

1- COMPLETE "Famous Psychologist Trading Cards" -With your partner: //__Trading Cards - DUE - FRIDAY, 18 SEPT 2015__//
 * Evidence of Learning-**

2- Unit 2 Vocabulary List and defined

= TUESDAY - 15 SEPTEMBER 2015 = Page 17 (1-5)
 * 1st HOUR **
 * WU-**

E of L DUE- 7 Faces of Psychology
 * In Class-**

Development of Psychology -Team Trading Cards example: []

Trading Card Template / Builder: http://www.readwritethink.org/files/resources/interactives/trading_cards_2/

With your partner: DECIDE on 8 Psychologists that you are going to research...get started!
 * Evidence of Learning-**

Lab Time on WED 16 SEPT - Trading Cards (DUE - FRIDAY, 18 SEPT 2015)

= MONDAY - 14 SEPTEMBER 2015 = Looking at pages 2-3... 1. Name 2 individuals that you feel were big contributors to the roots of psychology. 2. Why did you choose them?
 * 1st HOUR **
 * WU-**

E of L DUE- Unit 14 FRQ / Unit 1 Question #1
 * In Class-**

Unit 14 FRQ peer grade

Unit 1 - History / Careers / Theories

Plato's "Allegory of the Cave" -What does this tell us about early beliefs on mental processes and behavior?

What important psychology events happened on your birthday?
 * Evidence of Learning-**

7 Faces of Psychology (Unit 1)

= FRIDAY - 11 SEPTEMBER 2015 = NO WU...It's Go Time!
 * 1st HOUR **
 * WU-**

Unit 14 Test - Chromebooks
 * In Class-**

(2 PARTS)
 * Evidence of Learning-**

1-COMPLETE Unit 14 FRQ BY MONDAY 14 SEPT 2015

2-Read pages 2-4 / Answer #1 (page 2)

= WEDNESDAY - 9 SEPT 2015 = ELO Schedule Aggression or not?
 * WU-**

E of L DUE: -Laws researched that encourage and prohibit discrimination -Pages 678-682 (The Psychology of Attraction)
 * In Class-**

"Attraction" (pages 678-682) on following areas (geography/proximity/mere exposure/physical attractiveness/similarity) -passionate love / companionate love (differences)

AND give background on EACH of these examples (connect to definition): -Kitty Genovese [] -wwyd? [] []
 * Bystander effect - define it

AND give background on EACH of these examples: -Friends episode []
 * Altruism - define it

AND give background on EACH of these examples: -Big Bang [] []
 * Reciprocity Norm - define it

Unit 14 practice questions

// PRACTICE FOR OUR UNIT 14 TEST // //GO TO Myers Companion site// //PRACTICE quizzes and tests// //__UNIT 14 SOCIAL PSYCHOLOGY TEST - FRIDAY 11 SEPT__//
 * Evidence of Learning-**

= FRIDAY - 4 SEPT 2015 = Just World Survey
 * WU-**

E of L DUE: PARTS 1,2,3 -Unit 14 Psych Sim 5 -Unit 14 Fact or Falsehood -Social and Cognitive roots of prejudice
 * In Class-**

Unit 14 List 2 Vocabulary Test

Aggression or not?

Complete - Methods of Persuasion

-RESEARCH AND FIND A LAWS that encourage and prohibit discrimination (example of each...domestic AND international) ANSWER: 1. What types of discrimination does the law allow? Why? (Consider treatment of people...) 2. What types of discrimination does the law not allow? Why? 3. What types of discrimination does the law seem unsure about?
 * Evidence of Learning-**

-READ pages 678-682 "The Psychology of Attraction"

//GO TO Myers Companion site// //PRACTICE quizzes and tests// //__UNIT 14 SOCIAL PSYCHOLOGY TEST - WEDNESDAY 9 SEPT__//
 * //START PRACTICING FOR OUR UPCOMING UNIT 14 TEST//

= WEDNESDAY - 2 SEPT 2015 = Think about the several types of television shows that you have watched in the past week or two... 1. How many acts of violence occurred overall? How many occurred in each show? 2. Does one type of program depict more violence than others? 3. What was different about violence depicted on the different types of shows? 4. How did watching this violence affect you? Would you feel comfortable letting young children watch the acts you saw?
 * WU-**

E of L CHECK: "Group think is the Kiss of Death in Fundraising" (article and 2 responses - see 1 SEPT 2015)
 * In Class-**

Just World Survey

Aggression or not?

Complete - Methods of Persuasion

REVIEW: social loafing, deindividuation, group polarization, group think (impact), social facilitation

groupthink / deindividuation -lord of the flies (video 1:12)

-Cabinet meeting (video) -elevator behavior []

-power of the individual http://www.ted.com/talks/derek_sivers_how_to_start_a_movement#t-18652

(3 PARTS)
 * Evidence of Learning-**

__PART 1__ (on Myers Companion Site) Psych Sim 5: Social Decision Making"

__PART 2__ 1/2 Sheet - Unit 14-1 "Fact or Falsehood" -Proof each one. -Write down the page number that either confirms or denies* the statement.
 * if it's false, state what makes it false

__PART 3__ (This can be done on the back of the psych sim 5 above.) -notes and causes Prepare a paragraph profile of one of the hate groups described at www.tolerance.org (or another site that you used) 1. How are the beliefs of this particular group prejudiced? What stereotypes do they hold and against whom? 2. What type of discrimination do they recommend people take against those they hate? 3. Does the 1st Amendment protect this type of behavior? Why or why not?
 * What are the SOCIAL and COGNITIVE roots of prejudice? (pages 667-670)

//*Unit 14 List 2 Vocabulary Test - FRIDAY 4 SEPT 2015//

= TUESDAY - 1 SEPT 2015 = ANSWER the following: 1.Should teachers stop using group projects altogether? Why/why not? 2.Does having group members evaluate each other or assigning roles minimize social loafing? Why/why? 3.How can group members motivate each other to work their hardest?
 * WU-**

E of L CHECK: Open Reading "Quiz" (pages 661-670)
 * In Class-**

Complete - Methods of Persuasion

social loafing, deindividuation, group polarization, group think (impact)

social facilitation

__2 PARTS__- PART 1 - social facilitation RESEARCH: 1. ONE of our school's sports teams (home wins vs. away wins) 2. YOUR favorite PLAYER/ATHLETE (home statistics vs. away statistics) 3. YOUR favorite SPORTS TEAM (home wins vs. away wins / statistics)
 * Evidence of Learning-**

PART 2 - "Group think is the Kiss of Death in Fundraising" READ this article: (attachment) //link:// http://www.fundraisingsuccessmag.com/article/groupthink-the-kiss-death-successful-fundraising-56702/1 RESPOND to these questions: 1.Why is it the kiss of death? Explain. 2.Provide some information/examples on how it could be done differently/more effectively.

//*Unit 14 List 2 Vocabulary Test - FRIDAY 4 SEPT 2015//

= MONDAY - 31 AUGUST 2015 = Page 695 (11-15)
 * WU-**

DUE: Methods of Persuasion handout
 * In Class-**

DISCUSS -Stanford Prison Experiment responses

Cognitive Dissonance

(654) Milgram Experiment- When obeying instructions...how do we react in different situations? Defer blame/responsibility? [] https://www.youtube.com/watch?v=y6GxIuljT3w

...depending on time...Psychology as Common Sense

Open Reading "Quiz" -READ pages 661-670 and COMPLETE for next class
 * Evidence of Learning-**

= FRIDAY - 28 AUGUST 2015 = Page 695 (6,7,8,9,10)
 * WU-**

DUE: Unit 14 Vocabulary __List 1__ TEST Unit 14 - Questions #4 and #5
 * In Class-**

DISCUSS -Stanford Prison Experiment responses

Obedience

Cognitive Dissonance

Conformity- What if we are alone? How do we act with a partner? Factors of conformity? (650-651) Asch-Conformity videos 1 and 2

(654) Milgram Experiment- When obeying instructions...how do we react in different situations? Defer blame/responsibility? [] https://www.youtube.com/watch?v=y6GxIuljT3w

...depending on time...Psychology as Common Sense

-Methods of Persuasion* (car salesmen, telemarketers, door to door solicitors, charities...) handout:
 * Evidence of Learning-**
 * Use pages 646-647 and search engines to assist you.

= WEDNESDAY - 26 AUGUST 2015 = Page 695 (1,2,3,4,5)
 * WU-**

DUE -COMPLETE Unit 14 Vocabulary List -Stanford Prison Experiment responses
 * In Class-**

Methods of Persuasion (car salesmen, telemarketers, door to door solicitors, charities...) handout:

Obedience- What causes obedience? What are factors to ensure it? pages 647-648

Cognitive Dissonance- How do we justify or resolve a behavior / issue that we don't agree with? (pages 647-648) https://www.youtube.com/watch?v=korGK0yGIDo

Conformity- What if we are alone? How do we act with a partner? Factors of conformity? (650-651) Asch-Conformity videos 1 and 2

(654) Milgram Experiment- When obeying instructions...how do we react in different situations? Defer blame/responsibility? [] https://www.youtube.com/watch?v=y6GxIuljT3w

Attribution handout activity

Group processes / group think

...depending on time...Psychology as Common Sense

Group processes / group think READ pages 657-661 ANSWER #4 and #5 (in notebook)
 * Evidence of Learning-**


 * Unit 14 Vocabulary list 1 (first 23 terms) test will be FRIDAY 28 AUG 2015.

= TUESDAY - 25 AUGUST 2015 =
 * WU-**

p. 650 info.

1. Are the majority of students conformists or nonconformists? Why?

2. Is there pressure among students at your school to dress a certain way or like certain types of music? Why, why not?

3. Was there more pressure to conform in middle school as compared to high school? Why, why not?

Unit 14 COMPLETE Vocabulary List DUE
 * In Class-**

Finish - Psychology as Common Sense...

pages 644-645 Obedience-

pages 647-648 Stanford Prison Experiment [] IN YOUR NOTEBOOK - RESPOND TO EACH DISCUSSION QUESTION YOU ENCOUNTER

COMPLETE Stanford Prison Experiment discussion questions (from the above website)
 * Evidence of Learning-**


 * Unit 14 Vocabulary list 1 (FIRST 23 TERMS) test will be WEDNESDAY 26 AUG 2014.

social psychology, attribution theory, fundamental attribution theory, attitude, central route persuasion, foot-in-the-door phenomenon, role, cognitive dissonance theory, conformity, normative social influence, social facilitation, social loafing, deindividuation, group polarization, groupthink, culture, norm, personal space, prejudice, stereotype, discrimination

[|http://bcs.worthpublishers.com/myersAP1e/#t_612492]
 * You can also find them under the "Unit 14: Social Psychology" link / Flashcards 1 on the Myers book companion site:

** 4th HOUR / 7th HOUR ** **WU-** Page 48 Unit 2 Review 1-5
 * MONDAY - 29 SEPT 2014 **

**In Class-** Unit 2 Psych Sim 5 (Descriptive Statistics) DUE

__Mini Presentations__ - It's go time!

What is... The Scientific Attitude - read/define [] []

Operational definitions

**Evidence of Learning-** __ //TYPED HARD COPY// __ __ //Create an Ethics mission statement/paragraph/protocol:// __ (Use page 44 to assist you)

//You have been hired as a psychologist for the new// //"Berthoud Psychology Research Center"//

__You are to develop an ethics code for conducting your own experiments...__ Describe policies that you would adhere to. (Specific to what you would and you would not do, types of experiments, etc.)

What should/shouldn't be allowed? What are some considerations you may need to make? How does the use of deception affect the ethics of a study?

= MONDAY - 24 AUGUST 2015 = 1. Why do you obey some rules and disobey other at school? 2. Have you ever been convinced by friends to do something you knew was wrong? To do something that you knew was right? 3. Do you consider yourself a conformist? Nonconformist? Why?
 * WU-**

Unit 14 - questions 1,2,3 DUE
 * In Class-**

Finish - Psychology as Common Sense...

Discuss/Review Friday's material/E of L

Attitudes- "How do we tend to explain others behavior (and our own)?"

pages 644-645 Obedience-

pages 647-648 Stanford Prison Experiment [] IN YOUR NOTEBOOK - RESPOND TO EACH DISCUSSION QUESTION YOU ENCOUNTER

COMPLETE Unit 14 Vocabulary list
 * Evidence of Learning-**

- in notebook (or quizlet.com) and DEFINED


 * Unit 14 Vocabulary list 1 (FIRST 23 TERMS) test will be WEDNESDAY 26 AUG 2014.

social psychology, attribution theory, fundamental attribution theory, attitude, central route persuasion, foot-in-the-door phenomenon, role, cognitive dissonance theory, conformity, normative social influence, social facilitation, social loafing, deindividuation, group polarization, groupthink, culture, norm, personal space, prejudice, stereotype, discrimination

[|http://bcs.worthpublishers.com/myersAP1e/#t_612492]
 * You can also find them under the "Unit 14: Social Psychology" link / Flashcards 1 on the Myers book companion site:

= FRIDAY - 21 AUGUST 2015 = Administrative things / syllabus / course outline
 * EQ - Define psychology. Is it common sense? Explain. **
 * WU- **

Psychology as Common Sense -handout/activity
 * In Class- **

Book discussion overview

Vocabulary List (written or quizlet.com) *vocab. test -

START studying for Unit 14 Vocabulary quiz (pages 643-664) *You can also find them under the "Unit 14: Social Psychology" link / Flashcards 1 on the Myers book companion site: [|http://bcs.worthpublishers.com/myersAP1e/#t_612492]

Chapter 14: Social Psychology - READ pages 643-650 ANSWER Unit questions 1,2,3 (in notebook - I will check in class)
 * Evidence of Learning- **

2-Go the following link and __READ__ about Plato's "Allegory of the Cave" http://philosophyzer.wordpress.com/2012/09/21/the-allegory-of-the-cave-by-plato-summary-and-meaning/ http://www.studymode.com/essays/Plato%27s-Allegory-Of-The-Cave-121476.html __ANSWER__ *What does this tell us about early beliefs in behavior and mental processes?

3-Go to "Today in the History of Psychology" [] FIND out what important events related to psychology happened on your birthday.

= = ** 1st HOUR ** READ each of the following and decide whether it is TRUE or FALSE (and support your answer). 1. Most people suffer from unrealistic low self-esteem. 2. The opinions of 1500 randomly selected people can provide a fairly accurate picture of the opinions of an entire nation. 3. The scientific finding that depressed people tend to have low self-esteem proves that __depression__ causes people to be down on themselves.
 * WEDNESDAY - 23 SEPT 2014 **
 * WU-**

E of L DUE: __Code of Ethics paragraph DUE__
 * In Class-**

__LINKS to help with the following concepts:__

Hindsight Bias [] []

Overconfidence [] []

The Scientific Attitude [] []

Correlation and Causation

(2 PARTS) 1- Complete the following activity: [|http://highered.mcgraw-hill.com/sites/0073531871/student_view0/module2/activity_2_2.html#]
 * Evidence of Learning-**

2 - __Create a mini presentation__ (ppt, prezi, educreation, glogster, etc.) that DEFINES and DISPLAYS/Gives examples/incorporate an activity? the ways in which psychologists observe and describe behavior. (you could be presenting this next class)
 * Use pages 26-29 to assist you
 * -UPLOAD TO Google Classroom:**
 * YOU WILL NEED TO USE YOUR THOMPSON GMAIL EMAIL LOGIN**
 * https://classroom.google.com**
 * class code: 1wq7egq **

** 1st HOUR ** **WU-** Page 49 Unit 2 Review (6-10)
 * TUESDAY - 22 SEPT 2014 **

**In Class-** __ Unit 2 Psych Sim 5 (Descriptive Statistics) DUE __

__*Unit 2 Vocabulary List 1 (1st 24 terms) TEST*__

What is... The Scientific Attitude - read/define [] []

Operational definitions

**Evidence of Learning-** __ //TYPED// __ __ //Create an Ethics mission statement/paragraph/protocol:// __ (Use page 44 to assist you)


 * -UPLOAD TO Google Classroom:**
 * YOU WILL NEED TO USE YOUR THOMPSON GMAIL EMAIL LOGIN**
 * https://classroom.google.com**
 * class code: 1wq7egq **

//You have been hired as a psychologist for the new// //"Berthoud Psychology Research Center"// __You are to develop an ethics code for conducting your own experiments...__ Describe policies that you would adhere to. (Specific to what you would and you would not do, types of experiments, etc.) 1. What should/shouldn't be allowed? 2. What are some considerations you may need to make? 3. How does the use of deception affect the ethics of a study?

** 1st HOUR ** **WU-** Page 48 Unit 2 Review (1-5)
 * MONDAY - 21 SEPT 2014 **

**In Class-** Unit 1 FRQ -TURN IT IN

REVIEW: Hindsight Bias Overconfidence

What is... The Scientific Attitude - read/define [] []

Dangers of Bread! -beware of statistics

**Evidence of Learning-** //(3 PARTS)// __//PART 1//__ //COMPLETE// //Psych Sim 5 Tutorial: Unit 2 Descriptive Statistics// //It is on the Myers Companion Site -// ** [|http://bcs.worthpublishers.com/myersAP1e/#t_612492] ** //Respond to the terms on this handout://

__PART 2__ 1. Define "operational definition"- 2. Create an __operational definition__ for the following terms: A. Happiness- B. A Smile- C. Intelligence- D. Popularity- E. Good music-

__ PART 3 __ STUDY for Unit 2 Vocabulary Test - 1st 24 terms

= FRIDAY - 18 SEPTEMBER 2015 = Page 17 (11-15)
 * 1st HOUR **
 * WU-**

E of L DUE- -Team Trading Cards (TURN INTO BOX)
 * In Class-**

Unit 1 Psych Sim 5: Psychology's Timeline

(3 PARTS) 1- COMPLETE Unit 1 Psych Sim 5 "Psychology's Timeline"
 * Evidence of Learning-**

2- Unit 1 FRQ (page 17)

3- STUDY FOR: Unit 2 Vocabulary Quiz __TUESDAY 22 SEPT__ - FIRST 24 TERMS (first 2 columns on page 48)

p. 644 info.

(even as you try to say hello to them), what would you think about them? Why?

 * WED - 20 MAY 2015 / THURS - 21 MAY 2015 **

__** 2nd HOUR / 3rd HOUR **__

EQ-

How do we treat psychological disorders?

Unit 13 Vocabulary Study Time
 * WU- **

E of L DUE- Unit 13 questions #11 and #12
 * In Class- **

Unit 13 Vocabulary Test

Conversion Disorder: Band of Brothers

[]

Conversion disorder: Talladega Nights – Wheelchair Scene (language) https://www.youtube.com/watch?v=NV40bc6yA7c Simulation of hallucinations http://www.mentalwellness.ca/video-mindstorm

TREATMENT "Name That Disorder"

Interactive sites to assist you (along with your textbook): [|http://www.mhhe.com/socscience/psychology/faces/#]

online DSM

[]





Unit 13 Psych Sim 5: Computer Therapist


 * E of L- **

Unit 13 Psych Sim 5: Computer Therapist

***AP Psych TEST - STUDY CENTER (click on me!)

__** 2nd HOUR / 3rd HOUR **__
 * TUESDAY - 19 MAY 2015 **

EQ- How do we define psychological disorders?

Unit 13 Fact or Falsehood
 * WU- **

E of L DUE-
 * In Class- **

TREATMENT "Name That Disorder"

Interactive site to assist you (along with your textbook) [|http://www.mhhe.com/socscience/psychology/faces/#]


 * E of L- **

Unit 13 - ANSWER questions #11 and #12

__** 2nd HOUR / 3rd HOUR **__
 * MONDAY - 18 MAY 2015 **

EQ- How do we define psychological disorders?

Page 558-559 Unit 11 (1-15)
 * WU- **

E of L DUE- Unit 12 Fact or Falsehood (w/ page# proofs) and Unit 12 End-of-Unit (1-15)
 * In Class- **

Introduction - Unit 13

TREATMENT "Name That Disorder"

Interactive site to assist you (along with your textbook) [|http://www.mhhe.com/socscience/psychology/faces/#]

Summary of Treatment Types/Therapies (pages 605-618)
 * E of L- **

Unit 13 Vocabulary List

__** 2nd HOUR / 3rd HOUR **__
 * FRIDAY - 15 MAY 2015 **

EQ- How do we define psychological disorders?

Page 521 Unit 10 (1-15)
 * WU- **

E of L DUE- Unit 12 - Mystery Client
 * In Class- **

Answers "Name That Disorder"

Interactive site to assist you (along with your textbook) [|http://www.mhhe.com/socscience/psychology/faces/#]

OCD and Rituals [|http://www.youtube.com/watch?v=2wppLfvoPVk&feature=bf_next&list=UU3vmOr8rVhzZKYwhS_Nl6X]

Bipolar Disorder (mania) []

Gerald the Schizophrenic []

Overcoming Schizophrenia & the real John Nash (A Beautiful Mind) []

Brain Games My Strange Addiction

COMPLETE Unit 12 Fact or Falsehood (w/ page# proofs)
 * E of L- **

and

Unit 12 End-of-Unit (1-15)

__** 2nd HOUR / 3rd HOUR **__
 * WED - 13 MAY 2015 / THURS - 14 MAY 2015 **

EQ- How do we define psychological disorders?


 * WU- **

READ 'Web Fertile Ground for Hypochondriacs"

http://usatoday30.usatoday.com/tech/2002/06/24/cyberchondria.htm

ANSWER:

1. How has the web made this such a problem?

2. Describe the evidence that supports this.

3. What would you propose as a solution to this potential problem?

http://www.npr.org/templates/story/story.php?storyId=92292756

E of L DUE- "Name That Disorder"
 * In Class- **

Unit 12 Vocabulary Test

Go Over - "Defining Psychological Disorders"

12-10 Handout "Measuring Fear"

Interactive site to assist you (along with your textbook)

[|http://www.mhhe.com/socscience/psychology/faces/#]

Virtual Reality Therapy for treating Panic Disorder

[]

Phobias list

[]

OCD and Rituals

[]

Dissassociative Fugue MSNBC clip

[]

Bipolar Disorder (mania)

[]

Gerald the Schizophrenic

[]

Overcoming Schizophrenia & the real John Nash (A Beautiful Mind)

[]

Unit 12 Psych Sim 5: Mystery Client

Go Over "Name That Disorder"

COMPLETE Unit 12 Psych Sim 5: Mystery Client
 * E of L- **

Vocabulary Test on YOUR BLOCK DAY

__** 2nd HOUR / 3rd HOUR **__
 * TUESDAY - 12 MAY 2015 **

EQ- How do we define psychological disorders?

Unit 9 (1-15) Pages 476-477
 * WU- **

E of L DUE- Annotate within each person's background evidence that supports your answer for each.
 * In Class- **



Research Disorders

"Name that Disorder"

"Name that Disorder"
 * E of L- **

Vocabulary Test on YOUR BLOCK DAY

__** 2nd HOUR / 3rd HOUR **__
 * MONDAY - 11 MAY 2015 **

EQ- How do we define psychological disorders?

Unit 8B (1-15) Pages 408-409
 * WU- **

E of L DUE- //__Unit 12 Vocabulary list__//
 * In Class- **

Finish "A to Z of Your Head"... https://www.youtube.com/watch?v=xtSnk4iiKPg

Research Disorders

Look again at this intro. to psychological disorders... Annotate within each person's background evidence that supports your answer for each.
 * E of L- **

Vocabulary Test on YOUR BLOCK DAY

__** 2nd HOUR / 3rd HOUR **__
 * FRIDAY - 8 MAY 2015 **

EQ- How do we define psychological disorders?


 * WU- **

READ p.563

"ADHD-Normal High Energy or Genuine Disorder"

ANSWER

1. How do supporters on both sides of the ADHD debate defend their positions?

E of L DUE- //__Side 2 of Abnormal Psychology handout:__//
 * In Class- **



Can you tell when a laugh is for real? http://www.npr.org/2014/05/08/310794138/how-to-tell-when-a-laugh-is-real-the-answer-is-in-a-breath

PASS BACK WORK!!!

? Start "A to Z of Your Head"... https://www.youtube.com/watch?v=xtSnk4iiKPg

Unit 12 Vocabulary List
 * E of L- **

Does this person have a disorder? - handout

__** 2nd HOUR / 3rd HOUR **__
 * WED - 6 MAY 2015 / THURS - 7 MAY 2015 **

EQ- How do we define psychological disorders?

WITHOUT USING THE BOOK - 1. What is your definition of psychological disorders? 2. Why should we diagnose someone? 3. Do you think there are gender differences in diagnosis? Why or why not?
 * WU- **

E of L DUE- //__Unit 11 (End of Unit / 1-15) AND FRQ__//
 * In Class- **

Unit 11 FRQ Rubric

Can you tell when a laugh is for real? http://www.npr.org/2014/05/08/310794138/how-to-tell-when-a-laugh-is-real-the-answer-is-in-a-breath

PASS BACK WORK!!!

DSM - background https://www.youtube.com/watch?v=hfOfy3jXuCo https://www.youtube.com/watch?v=Oif3xDjlV5I

? Start "A to Z of Your Head"... https://www.youtube.com/watch?v=xtSnk4iiKPg

Unit 12 - Abnormal Psychology COMPLETE the following:
 * E of L- **

__** 2nd HOUR / 3rd HOUR **__
 * TUESDAY - 5 MAY 2015 **

EQ- Are there different types of intelligence?

Page 365 (Unit 8A): ANSWER 9-15
 * WU- **

E of L DUE- __// For Individuals NOT TAKING AP PSYCH TEST **(OR ABSENT)**: //__ Question of Bias-(pages 554-556) 1. Describe and explain the two meanings of bias. 2. Give evidence of how test-takers' expectations play a part in intelligence testing.
 * In Class- **

Unit 11 1-15 and FRQ

Battle of the Brains - BBC - Intelligence

Unit 11 1-15 and FRQ
 * E of L- **

__** 2nd HOUR / 3rd HOUR **__
 * MONDAY - 4 MAY 2015 **

EQ- Are there different types of intelligence?

Pages 364-365 (Unit 8A): ANSWER 1-8
 * WU- **

E of L DUE- __// For Individuals NOT TAKING AP PSYCH TEST **(OR ABSENT)**: //__ // SEE Friday 1 May 2015 E of L //
 * In Class- **

REVIEW:

Spearman-general intelligence

Thurstone-7 clusters of mental abilities (word fluency, verbal comprehension, spatial ability...)

Gardner vs. Sternberg (sims/diffs)

Gardner -not an intelligence, but multiple intelligences (8 total, p.526)

Sternberg -agrees with Gardner, but has a uses triarchic theory (3 total, p.527) *comparison chart - p.528*

Question of Bias-(pages 554-556) 1. Describe and explain the two meanings of bias. 2. Give evidence of how test-takers' expectations play a part in intelligence testing.

Battle of the Brains - BBC - Intelligence


 * E of L- **

__// For Individuals NOT TAKING AP PSYCH TEST **(OR ABSENT)**: //__

Question of Bias-(pages 554-556) 1. Describe and explain the two meanings of bias. 2. Give evidence of how test-takers' expectations play a part in intelligence testing.

__** 2nd HOUR / 3rd HOUR **__
 * FRIDAY - 1 MAY 2015 **

EQ- Are there different types of intelligence?

1. What purpose(s) do intelligence test serve in our society? 2. Do you think they hinder or help? Explain.
 * WU- **

E of L DUE- __// For Individuals NOT TAKING AP PSYCH TEST **(OR ABSENT)**: //__ // Unit 11 Psych Sim 5: Get Smart //
 * In Class- **

Battle of the Brains - BBC - Intelligence

//__ For Individuals NOT TAKING AP PSYCH TEST **(OR ABSENT)**: __// // A. Name / Define the FOUR components of emotional intelligence // // B. Who are the following individuals AND Describe their contributions to the study of intelligence: // // -Howard Gardner // // -Robert Sternberg // // C. Lows and Highs of Intelligence // // 1. What types of individuals or characteristics fall under the low extreme? // // 2. What are some of the effects of this on society? // // 3. How might someone be classified as highly intelligent? // // 4. Provide examples of 3 or more individuals who fall under this classification. // // D. Complete the following survey on multiple intelligences to see where you are at: // // http://www.literacynet.org/mi/assessment/findyourstrengths.html // // 1. What were your results? What does that result mean? // // 2. Is it accurate? Explain. //
 * E of L- **

__** 2nd HOUR / 3rd HOUR **__
 * WED - 29 APR 2015 / THURS 30 APR 2015 **

EQ- Are there different types of intelligence?

The American Association on Intellectual and Developmental Disabilities (AAIDD) is an organization of professionals dedicated to the study of intellectual disability. It was founded in 1876, but has been responsible for defining intellectual disability since 1921.
 * WU- **

Go to the AAIDD's website to see their current definition for intellectual disability: www.aamr.org ANSWER: 1. Does this definition fit into your schema for mental retardation? Why? 2. How does this definition change your perspective of people considered mentally retarded? 3. How are the intellectual and adaptive components of the definition different?

E of L DUE- //__ For Individuals NOT TAKING AP PSYCH TEST **(OR ABSENT)**: __// // A. Standardization / Validity / Reliability - pages 536-538 - define/notes // // Flynn Effect p. 537 - read/define/provide an example // // B. Read pages 544-548 -notes/identifying // // (Genetic and Environmental influences on intelligences) // // C. Read pages 548-550 -notes/differences // // (Group Differences in Intelligence Test Scores) //
 * In Class- **

Collect and Quick Check -Principles of Test Construction -Flynn Effect -Predictive validity vs. Content validity

The APGAR (first standardized test?)

Unit 11 Psych Sim 5: Get Smart

Battle of the Brains - BBC - Intelligence

//__ For Individuals NOT TAKING AP PSYCH TEST **(OR ABSENT)**: __// // Unit 11 Psych Sim 5: Get Smart //
 * E of L- **

__** 2nd HOUR / 3rd HOUR **__
 * MONDAY - 27 APR 2015 **

EQ- What is intelligence? How is it measured?

1917 - U.S. Army Intelligence Test -Take the test -What are reactions to the questions it asked you? -Describe some problems with this test.
 * WU- **

E of L DUE- Unit 11 - Intelligence Guided Reading Activity
 * In Class- **

//__ For Individuals NOT TAKING AP PSYCH TEST **(OR ABSENT)**: __// // A. Standardization / Validity / Reliability - pages 536-538 - define/notes // // Flynn Effect p. 537 - read/define/provide an example //

// B. Read pages 544-548 -notes/identifying // // (Genetic and Environmental influences on intelligences) //

// C. Read pages 548-550 -notes/differences // // (Group Differences in Intelligence Test Scores) //

//__ For Individuals NOT TAKING AP PSYCH TEST **(OR ABSENT)**: __// // A. Standardization / Validity / Reliability - pages 536-538 - define/notes // // Flynn Effect p. 537 - read/define/provide an example //
 * E of L- **

// B. Read pages 544-548 -notes/identifying // // (Genetic and Environmental influences on intelligences) //

// C. Read pages 548-550 -notes/differences // // (Group Differences in Intelligence Test Scores) //

__** 2nd HOUR / 3rd HOUR **__
 * FRIDAY - 24 APR 2015 **

EQ- Why is nature and nurture important to the development of personality?

NO Warmup - Please COLLECT this week's warmups from the students
 * WU- **

Unit 11 - Intelligence Guided Reading Activity
 * In Class- **

Unit 11 - Intelligence Guided Reading Activity
 * E of L- **

__** 2nd HOUR / 3rd HOUR **__
 * THURSDAY - 23 APR 2015 **

EQ- Why is nature and nurture important to the development of personality?

The Geography of personality [] 1. Based on the results of the article, Name ONE state from EACH of the Big Five categories (Extroversion, Agreeableness, Conscientiousness, Neuroticism, Openness) 2. How many questionnaires were used in the study? 3. What are some of the limits to this study? 4. Describe some of the downsides of doing such a study. 5. Were there any surprises from the data gathered? 6. Give some benefits or uses of this study.
 * WU- **

E of L- Identify and Define the following Perspectives on Personality: -Psychoanalytic -Humanistic -Trait -Socio-cognitive
 * In Class- **

Take the following personality test. Print off your results. w/ responses

Pages 504-505 End of Unit 10 Questions 1-15 Unit 10 FRQ

Unit 10 Fact or Falsehood

What is intelligence? Definition? How do we/should we measure it?

ANSWER Unit 11 Questions 1,2
 * E of L- **

__** 2nd HOUR / 3rd HOUR **__
 * TUES - 21 APR 2015 / WED - 22 APR 2015 **

EQ- Why is nature and nurture important to the development of personality?

READ Page 508 "Close-up" ANSWER: 1. During its first century, what has psychology primarily focused on? 2. Define "positive psychology"- 3. How has this focus shifted or changed under positive psychology? 4. What is positive psychology all about? 5. Identify and explain the 3 pillars. 6. How will this type of approach impact the field in the future?
 * WU- **

E of L- Psych Sim 5: Helplessly Hoping (side 1) Locus of Control activity (side 2)
 * In Class- **

Unit 10 Fact or Falsehood

Exploring Self (511-512) and Research Methods Used to Investigate Personality

"Frasier's Edge" season 8, Episode 8: The nominations for the SeaBee's have been announced - including one for Gil Chesterton as Restaurant Critic Of The Year - but 'The Dr Frasier Crane Show' doesn't get any. However, Frasier is astonished to learn that he has been chosen to receive this years Lifetime Achievement Award, and among the congratulations he receives is a basket of flowers from his Harvard psychology professor/mentor, Professor Tewkesbury. Frasier has been meaning to see him for some time after reading in the alumni magazine he is working in Seattle at Washington University. He is somewhat puzzled by the card that comes with the flowers: 'You should be very proud' is one of the lines, and leaves Frasier wondering why he didn't write "I'm very proud of you". Frasier goes down to see Professor Tewkesbury just before the awards ceremony, who reveals that Frasier has been overanalyzing the card because his assistant wrote it. Frasier leaves happy, but the Professor finds him outside his office suffering from what appears to be a mid-life crisis - for which the Professor suggests an unusual course of action: Frasier has to analyze and treat himself.....for defense mechanisms. []

Identify and Define the following Perspectives on Personality: -Psychoanalytic -Humanistic -Trait -Socio-cultural
 * E of L- **

Take the following personality test. Print off your results.

http://www.humanmetrics.com/cgi-win/jtypes2.asp

[] 1. Do you find the results accurate or agreeable? Why? 2. Name or describe any surprises in your results. 3. What is the benefit of this type of test? How could it be used?

*This link will tell you where you should live based on your results... http://thoughtcatalog.com/heidi-priebe/2015/02/heres-where-you-should-live-based-on-your-myers-briggs-personality-type/ *The character you are most like according to the Myers Briggs Test... http://christinareadsya.blogspot.com/2013/12/mbti-characters-fiction-katniss-tris-bella.html

Pages 504-505 Unit 10 Questions 1-15 AND Unit 10 FRQ

__** 2nd HOUR / 3rd HOUR **__
 * FRI - 17 APR 2015 **

EQ- Why is nature and nurture important to the development of personality?

Now - Proof it! Unit 10 Fact or Falsehood
 * WU- **

E of L "What's Wrong With This Picture?" DUE
 * In Class- **

Handout 10-3 - Issues in Personality Handout 10-2 - A Personal Personality Theory

Rorschach inkblot / TAT-Projective Tests.ppt

"Frasier's Edge" season 8, Episode 8: The nominations for the SeaBee's have been announced - including one for Gil Chesterton as Restaurant Critic Of The Year - but 'The Dr Frasier Crane Show' doesn't get any. However, Frasier is astonished to learn that he has been chosen to receive this years Lifetime Achievement Award, and among the congratulations he receives is a basket of flowers from his Harvard psychology professor/mentor, Professor Tewkesbury. Frasier has been meaning to see him for some time after reading in the alumni magazine he is working in Seattle at Washington University. He is somewhat puzzled by the card that comes with the flowers: 'You should be very proud' is one of the lines, and leaves Frasier wondering why he didn't write "I'm very proud of you". Frasier goes down to see Professor Tewkesbury just before the awards ceremony, who reveals that Frasier has been overanalyzing the card because his assistant wrote it. Frasier leaves happy, but the Professor finds him outside his office suffering from what appears to be a mid-life crisis - for which the Professor suggests an unusual course of action: Frasier has to analyze and treat himself.....for defense mechanisms. []

Psych Sim 5: Helplessly Hoping (side 1) Locus of Control activity (side 2)
 * E of L- **

__** 3rd HOUR / 2nd HOUR **__
 * WED - 15 APR 2015 / THURS - 16 APR 2015 **

EQ- Why is nature and nurture important to the development of personality?

Go with your gut! Unit 10 Fact or Falsehood
 * WU- **

E of L UNIT 9 Development Project DUE
 * In Class- **

Unit 10 Vocabulary Test 2

(3rd Hour) - Defense Mechanisms Activity (Use pages 483-484)

Handout 10-2 - A Personal Personality Theory

"What's Wrong With This Picture?" Reading/Responses

Rorschach inkblot / TAT-Projective Tests.ppt

"Frasier's Edge" season 8, Episode 8: The nominations for the SeaBee's have been announced - including one for Gil Chesterton as Restaurant Critic Of The Year - but 'The Dr Frasier Crane Show' doesn't get any. However, Frasier is astonished to learn that he has been chosen to receive this years Lifetime Achievement Award, and among the congratulations he receives is a basket of flowers from his Harvard psychology professor/mentor, Professor Tewkesbury. Frasier has been meaning to see him for some time after reading in the alumni magazine he is working in Seattle at Washington University. He is somewhat puzzled by the card that comes with the flowers: 'You should be very proud' is one of the lines, and leaves Frasier wondering why he didn't write "I'm very proud of you". Frasier goes down to see Professor Tewkesbury just before the awards ceremony, who reveals that Frasier has been overanalyzing the card because his assistant wrote it. Frasier leaves happy, but the Professor finds him outside his office suffering from what appears to be a mid-life crisis - for which the Professor suggests an unusual course of action: Frasier has to analyze and treat himself.....for defense mechanisms. []

(3rd HOUR ONLY for this part) Defense Mechanisms - Activity (Use pages 483-484)
 * E of L- **

"What's Wrong With This Picture?" Reading/Responses

__** 2nd HOUR / 3rd HOUR **__

EQ-

Why is nature and nurture important to the development of personality?


 * WU- **

Pages 324-325

Unit 7B End of Unit

Questions (9-15)


 * In Class- **

E of L check

1. What do the following terms mean to you...(USE PAGES 480-485 to assist you)

Fixated / repressed / regressed / anal-retentive / Oedipus complex / rationalize

2. In your own words...Explain the background of the Psychoanalytic Perspective.

3. NAME 4 contributors to this perspective AND DESCRIBE their contributions to the this area of personality

UNIT 10 Vocabulary Test 2 (LAST 24 terms) - ON YOUR NEXT BLOCK DAY

Continue...

Unit 10 Personality

"Frasier's Edge"

season 8, Episode 8:

The nominations for the SeaBee's have been announced - including one for Gil Chesterton as Restaurant Critic Of The Year - but 'The Dr Frasier Crane Show' doesn't get any. However, Frasier is astonished to learn that he has been chosen to receive this years Lifetime Achievement Award, and among the congratulations he receives is a basket of flowers from his Harvard psychology professor/mentor, Professor Tewkesbury. Frasier has been meaning to see him for some time after reading in the alumni magazine he is working in Seattle at Washington University. He is somewhat puzzled by the card that comes with the flowers: 'You should be very proud' is one of the lines, and leaves Frasier wondering why he didn't write "I'm very proud of you". Frasier goes down to see Professor Tewkesbury just before the awards ceremony, who reveals that Frasier has been overanalyzing the card because his assistant wrote it. Frasier leaves happy, but the Professor finds him outside his office suffering from what appears to be a mid-life crisis - for which the Professor suggests an unusual course of action: Frasier has to analyze and treat himself.....for defense mechanisms.

[]

Defense Mechanisms - Activity (Use pages 483-484)

Project check in!


 * E of L- **

(THIS PART IS JUST FOR 2nd HOUR ONLY)
Defense Mechanisms - Activity (Use pages 483-484)

Unit 10 Vocabulary Test on LAST 24 Terms - ON YOUR NEXT BLOCK DAY

*Unit 9 Development Project (DUE @ beginning of class period:

3rd Hour-WEDNESDAY, 15 APRIL OR 2nd Hour-THURSDAY, 16 APRIL)

** MONDAY - 13 APR 2015 **
__** 2nd HOUR / 3rd HOUR **__ EQ- Why is nature and nurture important to the development of personality?

Pages 324-325 Unit 7B End of Unit Questions (1-8)
 * WU- **

E of L check in... https://www.youtube.com/watch?v=amsqeYOk--w
 * In Class- **

UNIT 10 Vocabulary Test 2 (LAST 24 terms) - ON YOUR NEXT BLOCK DAY

Unit 10 Personality Intro.

Id/Ego/Super Ego - define/example Krunk video []

"Frasier's Edge" season 8, Episode 8: The nominations for the SeaBee's have been announced - including one for Gil Chesterton as Restaurant Critic Of The Year - but 'The Dr Frasier Crane Show' doesn't get any. However, Frasier is astonished to learn that he has been chosen to receive this years Lifetime Achievement Award, and among the congratulations he receives is a basket of flowers from his Harvard psychology professor/mentor, Professor Tewkesbury. Frasier has been meaning to see him for some time after reading in the alumni magazine he is working in Seattle at Washington University. He is somewhat puzzled by the card that comes with the flowers: 'You should be very proud' is one of the lines, and leaves Frasier wondering why he didn't write "I'm very proud of you". Frasier goes down to see Professor Tewkesbury just before the awards ceremony, who reveals that Frasier has been overanalyzing the card because his assistant wrote it. Frasier leaves happy, but the Professor finds him outside his office suffering from what appears to be a mid-life crisis - for which the Professor suggests an unusual course of action: Frasier has to analyze and treat himself..... [] for defense mechanisms

Project check in!


 * E of L- **

1. What do the following terms mean to you...(USE PAGES 480-485 to assist you) Fixated / repressed / regressed / anal-retentive / Oedipus complex / rationalize 2. In your own words...Explain the background of the Psychoanalytic Perspective. 3. NAME 4 contributors to this perspective AND DESCRIBE their contributions to the this area of personality

Unit 10 Vocabulary Test __on FIRST 22 Terms__ - ON YOUR NEXT BLOCK DAY

3rd Hour-WEDNESDAY, 15 APRIL __**OR**__ 2nd Hour-THURSDAY, 16 APRIL)
 * Unit 9 Development Project (DUE @ beginning of class period:

** FRIDAY - 3 APR 2015 **
__** 2nd HOUR / 3rd HOUR **__

WU-
Who are going to interview? When are you going to do it? What's your game plan? Describe the types of activities or tests you would like to conduct...

E of L DUE - Unit 10 Vocabulary Test (1st 24 terms) Unit 9 Intro. (411)
 * In Class- **

-Developmental psychology -habituation
 * Unit 9 Development Task

video... #|Marshmallow Test

https://www.youtube.com/user/Prudential?v=sT7fbayfNBU Object Permanance: Family Guy []

Mary Ainsworth Strange Situation []

Babbling Baby https://www.youtube.com/watch?v=sDocL7AfIRo


 * E of L- **
 * Unit 9 Development Project (DUE 3rd Hour-WEDNESDAY, 15 APRIL __**OR**__ 2nd Hour-THURSDAY, 16 APRIL)

** WED - 1 APR 2015 / THURS - 2 APR 2015 **
__** 2nd HOUR / 3rd HOUR **__

WU-
Pages 297 Unit 7A End of Unit Questions (9-15)

E of L DUE - Unit 9 and Unit 10 Vocabulary Lists
 * In Class- **

Anger?! https://www.youtube.com/watch?v=0-3jSTs2Zsw

https://www.youtube.com/watch?v=SOo9KPsZgNk

FINISH Science of Fear - BBC Documentary https://www.youtube.com/watch?v=k0z0ZrgQLms

1. What are some benefits of fear? Why? 2. Describe some effects of fear...(physical, psychological) 3. How can getting worked up for fear be pleasurable? 4. Physiology of fear - Explain what's happening to us... 5. What are we pre-programmed with when encountering fear? ...Also, is there anything learned? 6. Describe when fear can bring out the best in us. 7. Is it good or bad that we continue to reduce fear in our lives? Explain.

Unit 9 Intro. (411) -Developmental psychology -habituation
 * Unit 9 Development Task

video... Marshmallow Test https://www.youtube.com/user/Prudential?v=sT7fbayfNBU

Object Permanance: Family Guy []

Mary Ainsworth Strange Situation []

Babbling Baby https://www.youtube.com/watch?v=sDocL7AfIRo

Unit 9 AND Unit 10 Vocabulary lists
 * E of L- **

Unit 10 Vocabulary Test __on FIRST 24 Terms__ (Personality to Rorschach inkblot test) - FRIDAY


 * Unit 9 Development Project (DUE 3rd Hour-WEDNESDAY, 15 APRIL __**OR**__ 2nd Hour-THURSDAY, 16 APRIL)

__** 2nd HOUR / 3rd HOUR **__
 * TUESDAY - 31 MAR 2015 **

WU-
Pages 296-297 Unit 7A End of Unit Questions (1-8)

E of L DUE - Pages 391-405 Questions DUE
 * In Class- **

FINISH Science of Fear - BBC Documentary https://www.youtube.com/watch?v=k0z0ZrgQLms

1. What are some benefits of fear? Why? 2. Describe some effects of fear...(physical, psychological) 3. How can getting worked up for fear be pleasurable? 4. Physiology of fear - Explain what's happening to us... 5. What are we pre-programmed with when encountering fear? ...Also, is there anything learned? 6. Describe when fear can bring out the best in us. 7. Is it good or bad that we continue to reduce fear in our lives? Explain.

Unit 9 Vocabulary List AND Unit 10 Vocabulary List
 * E of L- **

__** 2nd HOUR / 3rd HOUR **__
 * MONDAY - 30 MAR 2015 **

WU-
Anger... Type D Personality?


 * In Class- **

E of L DUE -

Emotional IQ / PTSD article Unit 8B - Fact or Falsehood Google Classroom...past due Science of Fear - BBC Documentary

https://www.youtube.com/watch?v=k0z0ZrgQLms

1. What are some benefits of fear? Why? 2. Describe some effects of fear...(physical, psychological) 3. How can getting worked up for fear be pleasurable? 4. Physiology of fear - Explain what's happening to us... 5. What are we pre-programmed with when encountering fear? ...Also, is there anything learned? 6. Describe when fear can bring out the best in us. 7. Is it good or bad that we continue to reduce fear in our lives? Explain.

READ pages 391-405 ANSWER: 1. Explain the two psychological phenomena: adaptation and comparison (from wealth and well-being). 2. What is stress? 3. What specific health problems are positively correlated with prolonged stress? 4. What specific hormones are related to stress? 5. Describe some other health factors and habits that complicate stress-related health problems. 6. How can people reduce stress naturally?
 * E of L- **

FRIDAY - 27 MAR 2015
__** 2nd HOUR / 3rd HOUR **__

WU-
Stressed Out? Susceptibility to Stress

E of L DUE - Emotional IQ / PTSD article Unit 8B - Fact or Falsehood Google Classroom...past due
 * In Class- **

Science of Fear - BBC Documentary https://www.youtube.com/watch?v=k0z0ZrgQLms

1. What are some benefits of fear? Why? 2. Describe some effects of fear...(physical, psychological) 3. How can getting worked up for fear be pleasurable? 4. Physiology of fear - Explain what's happening to us... 5. What are we pre-programmed with when encountering fear? ...Also, is there anything learned? 6. Describe when fear can bring out the best in us. 7. Is it good or bad that we continue to reduce fear in our lives? Explain.

READ pages 391-405 ANSWER: 1. Explain the two psychological phenomena: adaptation and comparison (from wealth and well-being). 2. What is stress? 3. What specific health problems are positively correlated with prolonged stress? 4. What specific hormones are related to stress? 5. Describe some other health factors and habits that complicate stress-related health problems. 6. How can people reduce stress naturally?
 * E of L- **

WED - 25 MAR 2015 / THURS - 26 MAR 2015
__** 2nd HOUR / 3rd HOUR **__

WU-
Fear Survey


 * In Class- **

E of L DUE - Unit 8B Questions 6,7,8,9

-Experienced Emotion (Fear, Anger, Happiness)

*critical thinking p.385

-Short Life of Emotional Ups and Downs

*troubleshooting p.391

8B Psych Sim 5: All Stressed Out

Emotional Intelligence Test

http://www.queendom.com/tests/access_page/index.htm?idRegTest=3037

1. What are your results (print off)? 2. Any aha's / things that surprised you? 3. Do you agree with the results? Why? Explain.

Science of Fear - BBC Documentary https://www.youtube.com/watch?v=k0z0ZrgQLms 1. What are some benefits of fear? Why? 2. Describe some effects of fear...(physical, psychological) 3. How can getting worked up for fear be pleasurable? 4. Physiology of fear - Explain what's happening to us... 5. What are we pre-programmed with when encountering fear? ...Also, is there anything learned? 6. Describe when fear can bring out the best in us. 7. Is it good or bad that we continue to reduce fear in our lives? Explain.


 * E of L- **

8B Psych Sim 5: All Stressed Out

Emotional Intelligence Test http://www.queendom.com/tests/access_page/index.htm?idRegTest=3037 1. What are your results (print off)? 2. Any aha's / things that surprised you? 3. Do you agree with the results? Why? Explain.

Science of Fear - BBC Documentary

https://www.youtube.com/watch?v=k0z0ZrgQLms

1. What are some benefits of fear? Why? 2. Describe some effects of fear...(physical, psychological) 3. How can getting worked up for fear be pleasurable? 4. Physiology of fear - Explain what's happening to us... 5. What are we pre-programmed with when encountering fear? ...Also, is there anything learned? 6. Describe when fear can bring out the best in us. 7. Is it good or bad that we continue to reduce fear in our lives? Explain.

PTSD Article (Read and Respond) #|Computer simulations help reduce symptoms of PTSD

TUES - 24 MAR 2015
__** 2nd HOUR / 3rd HOUR **__

WU-
Situational rage has become a national problem, often with devastating consequences. Several different types of rage have emerged in recent years: road rage, workplace rage, even "surf rage"

Consider the following questions:

1. Why does expressing instant anger over minor annoyances lead to health problems in the future? 2. Why do you think the incidence of rage-related situations has increased in recent years? 3. What are some techniques people can use to deal with their feelings of instant rage? 4. What are some reasons why "blowing off steam" or expressing rage only intensifies hostile feelings?

E of L DUE -
 * In Class- **

Discussion (pages 280-389) -Culture and Emotional Expression -The Effects of Facial Expressions -Experienced Emotion (Fear, Anger, Happiness) *critical thinking p.385 -Short Life of Emotional Ups and Downs *troubleshooting p.391

cnnstudentnews.com

READ pages 385-389 ANSWER #8 and #9
 * E of L- **

MON - 23 MAR 2015
__** 2nd HOUR / 3rd HOUR **__

WU-
ANSWER the following: 1. Describe what it would be like if you were unable to know and recognize fear 2. What would be some advantages? Disadvantages?

E of L DUE - Emotional Webquests DUE
 * In Class- **

(397) What are stressors? Examples?

Review..."One Nation Under Stress..."

Twitching epidemic http://www.cnn.com/2012/02/04/health/raison-conversion-disorder/ http://nypost.com/2012/02/12/17-teen-girls-hit-in-twitching-epidemic-but-doctors-say-its-all-in-their-heads/

cnnstudentnews.com

READ pages 380-384 ANSWER #6 and #7 ...check your theories again...
 * E of L- **

WED - 18 MAR 2015
__** 2nd HOUR / 3rd HOUR **__

WU-
Unit 8B READING QUIZ (pages 389-393)

E of L DUE - "One Nation Under Stress" Responses DUE
 * In Class- **

Emotions Webquest [|http://www.g2conline.org] [] []

cnnstudentnews.com

Emotions Webquest
 * E of L- **

TUES - 17 MAR 2015
__** 2nd HOUR / 3rd HOUR **__

WU-
READ "Lie Detection" (pages 372-373) RESPOND to the following... 1. Describe what early designers of polygraph test thought they could do. 2. How does the polygraph work? 3. Detail two of the problems with the polygraph. 4. What is a more effective approach to lie detection? 5, In what ways are 21st century researchers updating the rather antiquated practice?

E of L DUE - Polygraph Research Unit 8B Vocabulary List - vocabulary test
 * In Class- **

Motivation/Emotion Theories handout...Which one is it?

Twitching epidemic http://www.cnn.com/2012/02/04/health/raison-conversion-disorder/ http://nypost.com/2012/02/12/17-teen-girls-hit-in-twitching-epidemic-but-doctors-say-its-all-in-their-heads/

cnnstudentnews.com

//All Things Considered// "One Nation Under Stress..." 11 MAR 2013 http://www.npr.org/2013/03/11/174043501/modern-interpretations-of-stress-place-focus-on-feeling-not-causes RESPOND to the following (using higher level, AP level responses - TDA - Terms, Definitions, Applications) 1. How has stressed change over time? (in name/definition, focus, types, generalities...)
 * E of L- **

WED - 11 MAR 2015
__** 2nd HOUR / 3rd HOUR **__

WU-
Unit 6 Page 252-253 (9-15)

E of L DUE -
 * In Class- **

-End of Unit - AP Practice Test Questions

(pages 364-365) 1-15 -Food Diary and Reflection questions -Altruism - Pro-social behavior (from Monday)

Introduce 8B

-cartoon strips

-inventory...

-theories exercise

Twitching epidemic

http://www.cnn.com/2012/02/04/health/raison-conversion-disorder/

http://nypost.com/2012/02/12/17-teen-girls-hit-in-twitching-epidemic-but-doctors-say-its-all-in-their-heads/

All Things Considered "Stress..." 11 MAR 2013

http://www.npr.org/programs/all-things-considered/2013/03/11/174014386/?showDate=2013-03-11

-How has stressed change over time? (in name, focus, types, generalities...)

cnnstudentnews.com

-Unit 8B vocabulary list -READ Unit 8B pages 367-371 -Motivation/Emotion Theories handout (use Unit 8B to assist you)
 * E of L- **

TUES - 10 MAR 2015
__** 2nd HOUR / 3rd HOUR **__

WU-
Unit 6 Page 252-253 (1-8)

E of L DUE - Altruism - Pro-social behavior
 * In Class- **

Food Diary Reflection

http://www.choosemyplate.gov/

ANSWER THESE QUESTIONS WHEN YOU TURN IN YOUR FOOD DIARY:
 * 1. Compare your eating habits to the FDA's charts. Do your eating habits reflect their recommendations for a healthy diet? Why? Why not? **
 * 2. Why did you eat what you ate and drink what you drank? **
 * What were the motives that drove your choices? **
 * 3. After reflecting on your eating choices...what would you change? Why? **
 * What would you keep the same? Why? **

Wrap up - Unit 8A (pages 349-362)

__ PART 1 __
 * E of L- **

ANSWER THESE QUESTIONS WHEN YOU __TURN IN YOUR FOOD DIARY__:

1. Compare your eating habits to the FDA's charts. Do your eating habits reflect their recommendations for a healthy diet? Why? Why not?

2. Why did you eat what you ate and drink what you drank?

What were the motives that drove your choices?

3. After reflecting on your eating choices...what would you change? Why?

What would you keep the same? Why?

__ PART 2 __ ...one your own...not a team test... End of Unit - AP Practice Test Questions (pages 364-365) 1-15

MON - 9 MAR 2015
__** 2nd HOUR / 3rd HOUR **__

WU-
Unit 5 Page 213 (9-15)

E of L DUE - Unit 8A Fact or Falsehood (w/ proofs)
 * In Class- **

Finish Daniel Pink - Surprising Science of Motivation https://www.youtube.com/watch?v=esvaP9LehB4

Unit 8A Motivation and Altruism - Pro Social Behavior

Unit 8A Motivation and Altruism - Pro Social Behavior
 * E of L- **

FRI - 6 MAR 2015
__** 2nd HOUR / 3rd HOUR **__

WU-
Unit 5 Page 213 (1-8)

E of L DUE - Psych Sim 5: Hunger and the Fat Rat
 * In Class- **

Unit 8A Vocabulary Test

Finish Daniel Pink - Surprising Science of Motivation

https://www.youtube.com/watch?v=esvaP9LehB4

Unit 8A Fact or Falsehood (w/ proofs)
 * E of L- **

WED - 4 MAR 2015 / THURS - 5 MAR 2015
__** 2nd HOUR / 3rd HOUR **__

WU-
Page 331 "Before You Move On..." ANSWER "Ask Yourself" AND "Test Yourself 1" questions

E of L DUE -
 * In Class- **

PARAGRAPH REACTION:

"Skeletons on Parade"

OR

"Israel Model BMI Ban"

Reading Quiz (pages 327-336)

Food Diary...continue

Physiology of Obesity (340-)

Daniel Pink - Surprising Science of Motivation

https://www.youtube.com/watch?v=esvaP9LehB4

Psych Sim 5: Hunger and the Fat Rat

Daniel Pink - Surprising Science of Motivation
 * E of L- **

https://www.youtube.com/watch?v=esvaP9LehB4

Psych Sim 5: Hunger and the Fat Rat

*READ / STUDY - Reading Quiz - pages 327-336 (2nd HOUR - THURS 3/5 or 3rd HOUR - WED 3/4)

**Unit 8A Vocabulary Test - FRIDAY 6 FEB 2014

TUESDAY - 3 MAR 2015
__** 2nd HOUR / 3rd HOUR **__

WU-
1. What types of behavior are "inherited, pre-programmed, complex behaviors" that occur throughout the human and animal species? 2. Where can we draw the line between individual behavior and instinctive behavior? 3. Does drive-reduction theory help differentiate between what is an individual behavior? Why? Why not?

E of L DUE - ...about Aron Ralston (pages 327-328) IDENTIFY THESE TERMS (using examples) WITHIN HIS STORY: -motivation -instinct -homeostasis -incentive -hierachy of needs
 * In Class- **

Food Diary...continue

Handouts 8A-2 and 8A-3

Text pages 337-339

__CHOOSE ONE__ OF THE FOLLOWING, READ ARTICLE, WRITE A PARAGRAPH REACTION/RESPONSE TO IT.
 * E of L- **

"Skeletons on Parade" http://www.cbsnews.com/2100-500202_162-2016638.html OR "Israel Model BMI Ban" http://www.nydailynews.com/life-style/fashion/israel-passes-law-banning-too-skinny-models-article-1.1235593

* READ / STUDY - Reading Quiz - pages 327-336 (2nd HOUR - THURS 3/5 or 3rd HOUR - WED 3/4)

MONDAY - 2 MAR 2015
__** 2nd HOUR / 3rd HOUR **__

WU-
Unit 4 (pages 173) 9-15

E of L DUE - Video with Responses:
 * In Class- **

Wrap up - Unit 7B

Intro - Unit 8A

READ about Aron Ralston... (pages 327-328)

(4 PARTS)
 * E of L- **

__ PART A __ ...about Aron Ralston (pages 327-328) IDENTIFY THESE TERMS (using examples) WITHIN HIS STORY: -motivation -instinct -homeostasis -incentive -hierachy of needs

__ PART B __ Unit 8A Vocabulary List (Vocabulary Test - FRIDAY 6 MARCH 2015)

__ PART C __ READ / STUDY - Reading Quiz - pages 327-336 (2nd HOUR - THURS 3/5 or 3rd HOUR - WED 3/4)

__ PART D __ ***START a FOOD DIARY (DUE TUESDAY 10 MAR) -Keep a FOOD DIARY for one week (PUT IN YOUR NOTEBOOK or on LOOSELEAF paper) -RECORD all the foods you eat and beverages you drink

FRIDAY - 27 FEB 2015
__** 2nd HOUR / 3rd HOUR **__

WU-
Unit 4 (pages 172-173) 1-8

E of L DUE -
 * In Class- **

__ "Through the Wormhole with Morgan Freeman: What Makes Us Who We Are? __ https://www.youtube.com/watch?v=CXhN-vhq1rY

Video with Responses:

__ "Through the Wormhole with Morgan Freeman: What Makes Us Who We Are?" __ https://www.youtube.com/watch?v=CXhN-vhq1rY
 * E of L- **

Video with Responses:

THURSDAY - 26 FEB 2015
__** 2nd HOUR / 3rd HOUR **__

WU-
Unit 3C (page 113) 9-15

E of L DUE-
 * In Class- **

IMC laptops Unit 7B Myers Unit Quiz 1 and Unit Quiz 2

Unit 7B Fact or Falsehood

Unit 7B Myers Unit Quiz 1 and Unit Quiz 2
 * E of L- **

Unit 7B Fact or Falsehood

TUESDAY - 24 FEB 2015
__** 2nd HOUR / 3rd HOUR **__

WU-
Unit 3C (page 112 ) 1-8

E of L DUE - COLLECT Mondays handout (overconfidence,fears,framing,intuition)
 * In Class- **

Unit 7B Psych Sim 5: My Head is Spinning

Unit 7B Psych Sim 5: My Head is Spinning
 * E of L- **

MONDAY - 23 FEB 2015
__** 2nd HOUR / 3rd HOUR **__

WU-
Unit 3B (page ) 9-15

E of L DUE - COLLECT "robot.keeps.witnesses.on.track" responses
 * In Class- **

7B-5 and... Overconfidence Video http://www.youtube.com/watch?v=pI039MB-Blg

Fears pages 308-309 (2nd page of handout)

Framing http://www.youtube.com/watch?v=Ng9V2JneJ68 In notebook... 5 FAST FACTS from video (go over after viewing)

7B-5 and... Overconfidence Video http://www.youtube.com/watch?v=pI039MB-Blg
 * E of L- **

Fears pages 308-309 (2nd page of handout)



Framing http://www.youtube.com/watch?v=Ng9V2JneJ68 In notebook... 5 FAST FACTS from video (go over after viewing)

Intuition Video http://www.youtube.com/watch?v=59js7dcie08 handout: (don't answer the "part 3" part)

FRIDAY - 20 FEB 2015
__** 2nd HOUR / 3rd HOUR **__

WU-
Study time...

__** REGISTRATION FOR THE AP PSYCH TEST IS NOW OPEN - **__ __** THIS IS THE LAST WEEK BEFORE THE REGISTRATION FEE GOES UP **__

E of L DUE -
 * In Class- **

Unit 7B Vocabulary Test (all)

The FBI classifies crime in the U.S. into 2 categories: Violent (murder, rape, robbery, assault) Property (burglary, larceny, car theft)

For the following...FIRST give your guessimate for each, SECOND find the actual percentages 1. What percentage of crimes would you estimate are violent rather than property crimes?

2. What percentage of accused felons plead insanity? What percentage are acquitted?

3. What percentage of convictions for felony crimes are obtained through trial instead of plea bargaining?

__ PART 1 __ The FBI classifies crime in the U.S. into 2 categories: Violent (murder, rape, robbery, assault) Property (burglary, larceny, car theft)
 * E of L- **

For the following...FIRST give your guessimate for each, SECOND find the actual percentages 1. What percentage of crimes would you estimate are violent rather than property crimes?

2. What percentage of accused felons plead insanity? What percentage are acquitted?

3. What percentage of convictions for felony crimes are obtained through trial instead of plea bargaining?

__ PART 2 __ READ article: robot.keeps.witnesses.on.track



RESPOND to the following 1. What are some of the benefits of using a "robot" when questioning witnesses? 2. Describe the experiment conducted by researchers at Mississippi State University. 3. What were their findings? 4. How could psychologists and law enforcement officials apply these findings? Describe some ways to use these findings to make law enforcement more reliable.

WED - 18 FEB 2015 / THURS - 19 FEB 2015
__** 2nd HOUR / 3rd HOUR **__

WU-
Unit 3A (page 65) 9-15

__** REGISTRATION FOR THE AP PSYCH TEST IS NOW OPEN - **__ __** THIS IS THE LAST WEEK BEFORE THE REGISTRATION FEE GOES UP **__

E of L DUE - innocenceproject.org responses due
 * In Class- **

Worst Composite eyewitness sketches http://www.huffingtonpost.com/2010/02/23/the-14-funniest-police-co_n_469662.html#s69623&title=The_Smokey_Bandit

Intro to Unit 7B - brain teasers

7B-2 Need for Cognition and 7B-3 Thinking Styles

READ 7B pages 298-303

Prototypes (5/6)

Piaget Schemas / Assimilation / Accomodation

The Limits of Human Intuition (3 puzzles)

__ Use pages 302-307 to respond to each of the following: __ 1. Describe and explain obstacles that hinder our problem solving. 2. Define heuristics, overconfidence and belief perseverance AND the role that each plays in influencing our decisions and judgments.
 * E of L- **

*Unit 7B Vocabulary Test - FRIDAY 20 FEBRUARY

TUESDAY - 17 FEB 2015
__** 2nd HOUR / 3rd HOUR **__

WU-
Unit 7A-1 and 7A-9

__** REGISTRATION FOR THE AP PSYCH TEST IS NOW OPEN - **__ __** THIS IS THE LAST WEEK BEFORE THE REGISTRATION FEE GOES UP **__

E of L DUE - "Picking Cotton" Responses
 * In Class- **

Unit 7B Vocabulary List

www.innocenceproject.org 1. What is the organization? Describe its goal. 2. How long has it been around? 3. How does it work? Who is involved with the project? 4. Where does its funding come from? 5. In your opinion, has it been successful? Explain.
 * E of L- **

*Unit 7B Vocabulary Test - FRIDAY 20 FEBRUARY

FRIDAY - 13 FEB 2015
__** 2nd HOUR / 3rd HOUR **__

WU-
Unit 3A End of Unit m/c questions (page 65) ANSWER 1-8

E of L DUE -
 * In Class- **

Unit 7 Test and FRQ

Picking Cotton - Problems with eyewitness testimony
 * E of L- **

Watch 60 Minutes "Eyewitness Testimony" Part 1 [] __ Answer these while watching: __ 1. Describe the crime. 2. What is the name of the convicted person? 3. What was the circumstantial evidence/eyewitness testimony? Describe it. 4. How may eyewitness testimony be used or changed in the future?

Watch "60 minutes- eyewitness testimony-Picking Cotton" Part 2 https://www.youtube.com/watch?v=GtelV9lmzQc __ Answer these while watching: __ 5. Describe your reaction to this story. 6. Is this an issue that should be looked at closely here in CO and in the nation? Why?

WED - 11 FEB 2015 / THURS - 12 FEB 2015
__** 2nd HOUR / 3rd HOUR **__

WU-
Unit 3A End of Unit m/c questions (page 65) ANSWER 1-8

E of L DUE -
 * In Class- **

FINISH Unit 7 Team Teach Presentations

Memory -Encoding, Storage, Retrieval p.262 / p.263 / p.264 -Sensory Memory

Clive Wearing p.271 The Man with the 30 Second Memory []

Jill Price p.279 https://www.youtube.com/watch?v=SoxsMMV538U

Memory Games! []

__ Picking Cotton __ 60 Minutes "Eyewitness Testimony" Part 1 [] 1. Describe the crime. 2. What is the name of the convicted person? 3. What was the circumstantial evidence/eyewitness testimony? Describe it. 4. How may eyewitness testimony be used or changed in the future?

Watch "60 minutes- eyewitness testimony-Picking Cotton" Part 2 Answer these while watching: 5.. Describe your reaction to this story. 6. Is this an issue that should be looked at closely here in CO and in the nation? Why?

Helpful Memory Site http://www.mindtools.com/memory.html

STUDY HELP... -Myers Site Unit 7A Practice Quizzes/Tests http://bcs.worthpublishers.com/myersAP1e/default.asp#612492__615968__
 * E of L- **

-7A End of Unit M/C Q&A's 1.c 2.c 3.a 4.d 5.a 6.a 7.d 8.e 9.e 10.b 11.d 12.c 13.d 14.b 15.a

-ppt to study / quiz yourself





**Unit 7A Test is FRIDAY 13 FEB 2015

TUES - 10 FEB 2015
__** 2nd HOUR / 3rd HOUR **__

WU-
Grade 7A Vocabulary Test 2

E of L DUE - Don't forget Diane Van Deren - Google Classroom assignment
 * In Class- **

FINISH Unit 7 Team Teach Presentations

__ Finish __ Diane Van Deren - Google Classroom assignment
 * E of L- **

**Unit 7A Test is FRIDAY 13 FEB 2015

MON - 9 FEB 2015
__** 2nd HOUR / 3rd HOUR **__

WU-
Unit 3 - Vocabulary Sample

E of L DUE -
 * In Class- **

Unit 7 Team Teach Presentations

__ Google Classroom Assignment __ (Instructions are above) Diane Van Deren "Running From the Seizures" VIDEO and RESPONSES
 * E of L- **

FRI - 6 FEB 2015
__** 2nd HOUR / 3rd HOUR **__

WU-
5 minutes study time

E of L DUE -
 * In Class- **

Unit 7A - List 2 - Vocabulary Test

Questions to respond to from Diane Van Deren "Running From the Seizures" reading:

Questions to respond to from Diane Van Deren "Running From the Seizures" reading:
 * E of L- **

Team Teach Presentations - Monday 9 FEB

WED - 4 FEB 2015 / THURS - 5 FEB 2015
__** 3rd HOUR / 2nd HOUR **__

WU-
Unit 2 - End of Unit Questions -pgs. 49 (9-15)

E of L DUE -
 * In Class- **

Survey says...

Group Teach (material found in 7A)
 * 1) 3 (pages 261-265)
 * 2) 4/#5 (pages 266-268)
 * 3) 6 (pages 268-274)
 * 4) 7/#8 (pages 274-278)
 * 5) 9 (pages 278-284)
 * 6) 10 (pages 285-290)

1-READ your section/pages (that were assigned to your group) 2-With your team CREATE a VISUAL PRESENTATION of the material (that can be uploaded to this wikispace) -vocabulary -examples -anecdotes 3-EVERY MEMBER must have a part 4-CREATE a 10 question REVIEW QUIZ over the material you covered (I need to approve it...and with a key)

...return work...

// READ / HIGHLIGHT / ANNOTATE the following article*: //
 * E of L- **

// *When you have completed the reading jot down 2 questions or "wonderings" you have. //

__// 7A Vocabulary Test List 2 - FRIDAY 6 FEB //__

TUES - 3 FEB 2015
__** 2nd HOUR / 3rd HOUR **__

WU-
Unit 2 - End of Unit Questions -pgs. 48-49 (1-8)

E of L DUE - Unit 7A - Vocabulary List 1 Test
 * In Class- **

Your memories...take 2

information processing

-7 Dwarves

-word/image memory activity?

Survey says...

Intro Group Teach Activity

...return work...
 * E of L- **

// *7A Vocabulary Test List 2 - FRIDAY 6 FEB //

MON - 2 FEB 2015
__** 2nd HOUR / 3rd HOUR **__

WU-
Unit 1 - End of Unit Questions -p.17 (9-15)

E of L DUE - Unit 7A - Reading Quiz Unit 7A - Psych SIm 5 Unit 7A - Vocabulary List
 * In Class- **

Intro. Unit 7A

Your memories...

Information Processing

-Eternal Sunshine of the Spotless Mind

https://www.youtube.com/watch?v=RwQVsB6k24Q

https://www.youtube.com/watch?v=2ke2HjqVXfc

-7 Dwarves

-word/image memory

(2 PARTS) __ PART 1 __ DO EACH OF THESE 4 ACTIVITIES: http://www.exploratorium.edu/memory/dont_forget/index.html ANSWER THE FOLLOWING: After each activity answer #1 1. How well did you do on EACH OF THE FOUR memory tasks? Describe some of your noticeable strengths/weaknesses. After completing all 4 answer #2 2. Are the types of memory games highlighted in the site related to the type of memory you use in school? Why/Why not? Explain.
 * E of L- **

__ PART 2 __

7A Vocabulary Test List 1 (1st 20 terms)

FRI - 30 JAN 2015
__** 2nd HOUR / 3rd HOUR **__

Unit 1 - End of Unit Questions -p.17 (1-8)
 * WU- **

Unit 7A - Reading Quiz
 * In Class- **

Unit 7A Psych Sim 5

Unit 7A - Reading Quiz
 * E of L- **

Unit 7A Psych Sim 5

WED - 28 JAN 2015 / THURS - 29 JAN 2015
__** 2nd HOUR / 3rd HOUR **__

A little study time...
 * WU- **

Unit 6 Test and FRQ
 * In Class- **

__ COMPLETE THE FOLLOWING: __ A-RECALL 3 or more memories that you would consider "self-defining*". WRITE them down on the back of 7A-2. // *if you need personal examples...I can remember when I got my drivers license and I remember when I was in the recruiters office the day I signed up for the Army... // B-Use ONE of those memories to complete Handout 7A-2 C-Unit 7A Vocabulary list (39 terms)
 * E of L- **

TUESDAY - 27 JAN 2015
__** 2nd HOUR / 3rd HOUR **__

PAGE 241 READ "Biofeedback" ANSWER: 1. Why were some psychologists skeptical of early biofeedback research? 2. How does biofeedback work? Describe how a person would be wired up and tested. 3. What are some applications or uses of biofeedback?
 * WU- **

E of L DUE - Observational Learning ?'s -go over -fact or falsehood
 * In Class- **

Seasonal Partners

Operant Conditioning examples in action: https://www.youtube.com/watch?v=Mt4N9GSBoMI

Thorndike Puzzle Box http://www.youtube.com/watch?v=BDujDOLre-8

Skinner Box Video []

Skinner’s Pigeons that Read http://www.youtube.com/watch?v=I_ctJqjlrHA

Teach your Rat to play basketball (shaping and chaining) []

http://www.youtube.com/watch?v=euINCrDbbD4

Maze Learning You are the rat...

End of Unit 6 Practice AP questions (1-15) Pages 252-253

STUDY FOR UNIT 6 TEST (and take a good look at the FRQ) -2nd Hour - THURS 29 JAN -3rd Hour - WED 28 JAN
 * E of L- **

__Study links AND helpful places:__ End of Unit 6 Practice AP questions (1-15) Pages 252-253 Answers: 1.D <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">2.A <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">3.C <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">4.A <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">5.A <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">6.E <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">7.D <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">8.D <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">9.E <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">10.B <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">11.B <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">12.B <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">13.A <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">14.C <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">15.C

Unit 6 Practice Quizzes

[|http://bcs.worthpublishers.com/myersAP1e/#t_612492]
"Learning" http://www.appsychology.com/HowPass/MC%20quizes/MCquizeshome.htm

MON - 26 JAN 2015
__** 2nd HOUR / 3rd HOUR **__

The controversy of spanking... 1. Were you spanked as a child? Why/why not? 2. What reasons might parents have for spanking their children? 3. What reason might parents have for not spanking their children? 4. Where is the line between spanking and child abuse? 5. Is spanking successful? Why/why not?
 * WU- **

E of L DUE - Unit 6 Fact or Falsehood Schedules of Reinforcement (use pages 222-223 to assist you)
 * In Class- **

Unit 6 - List 2 Vocabulary Test

Operant Conditioning examples in action: https://www.youtube.com/watch?v=Mt4N9GSBoMI

Thorndike Puzzle Box http://www.youtube.com/watch?v=BDujDOLre-8

Skinner Box Video []

Skinner’s Pigeons that Read http://www.youtube.com/watch?v=I_ctJqjlrHA

Teach your Rat to play basketball (shaping and chaining) []

http://www.youtube.com/watch?v=euINCrDbbD4

Maze Learning You are the rat...

READ pages 242-249 ANSWER: 1. What is observational learning? 2. Why is TV a powerful source of observational learning? Explain and Support. 3. What is modeling? How is an effective tool? 4. In terms of antisocial effects...what are some possible causes? Explain.
 * E of L- **

FRI - 23 JAN 2015
__** 2nd HOUR / 3rd HOUR **__

You and Your FRQ :)
 * WU- **

E of L DUE - Unit 6 - Psych Sim 5: Operant Conditioning AND 1-6 Textbook ?'s - Operant Conditioning
 * In Class- **

Classical Conditioning things to know... (UR, US, CR, CS, N)

The Office example: http://video.vulture.com/video/The-Office-Jims-Mint-Prank https://www.youtube.com/watch?v=2c4_l2oe22U

Your turn to give it a try!

Operant Conditioning examples

in action: https://www.youtube.com/watch?v=Mt4N9GSBoMI

Unit 6 Fact or Falsehood Schedules of Reinforcement (use pages 222-223 to assist you)
 * E of L- **

Unit 6 Vocabulary List 2 Test - Monday 26 JAN 2015

WED - 21 JAN 2015 / THURS - 22 JAN 2015
__** 2nd HOUR / 3rd HOUR **__

Unit 14 - End of Unit questions p.695 (9-15)
 * WU- **

E of L DUE - Unit 6 Vocab. List / Reading Quiz up to p.222 / Taste Aversion notes and example
 * In Class- **

Unit 6 Vocabulary Test (1st 23) / Unit 6 Reading Quiz

6-1 FACT or FALSEHOOD?

What is conditioning...?

Aversions...survey yourself!

Classical Conditioning things to know... (UR, US, CR, CS, N)

The Office example: http://video.vulture.com/video/The-Office-Jims-Mint-Prank https://www.youtube.com/watch?v=2c4_l2oe22U

Your turn to give it a try!

(2 PARTS)
 * E of L- **

__ PART 1 __ Unit 6 Psych Sim 5: Operant Conditioning

__ PART 2 __ READ - pages 228-234 (Operant Conditioning) ANSWER the following Critical Thinking Questions: Reinforcement 1. What types of "real world" rewards occur on a delayed schedule? 2. Did you learn to wait for rewards? Why or Why not? 3. Does the media encourage people to delay gratification? Why or why not? 4. Do you get grades for every assignment you turn in? Why or why not? 5. How do you feel if a teacher doesn't give grades for every assignment? 6. What unintended consequences might occur when teachers use continuous reinforcement?

FRI - 15 JAN 2015
__** 2nd HOUR / 3rd HOUR **__

Unit 14 - End of Unit questions p.695 (1-8)
 * WU- **

E of L DUE - Unit 5-FRQ and Unit 5-Quiz 2
 * In Class- **

What are you feeling right now... http://www.youtube.com/watch?v=A9QTSyLwd4w http://www.youtube.com/watch?v=_2Ecwm7Alrc

6-1 FACT or FALSEHOOD? 6-2 Examples of Learning

How do we learn? Unit 6 - READ - pages 215-217

6-2 What is conditioning...?

Unit 6 Vocabulary list (quiz on 1st 23 terms NEXT class)
 * E of L- **

READ pages 220-222 (REALLY KNOW the text and vocabulary - there will be a __reading quiz__ on material up to this point)

RESEARCH "taste-aversions" (p. 224 - John Garcia's taste-aversions research) 1. What are they? Are they nature or nurture influenced? *Be prepared to discuss AND 2. Find a real-life application that you can share in class

WED - 14 JAN 2015 / THURS - 15 JAN 2015
__** 3rd HOUR / 2nd HOUR **__

Unit 5 - End of Unit questions p.213 (11-15)
 * WU- **

E of L DUE - Unit 5 - Quiz 1
 * In Class- **

Dreams... What? http://www.youtube.com/watch?v=kqQrbF2RFQc Why? http://www.youtube.com/watch?v=7GGzc3x9WJU&feature=youtu.be

*handout 5-12 Hypnosis...are we gullible?

Drug Myths - Dependence and Addiction

Psychoactive Drugs and their influences -spiders on drugs https://www.youtube.com/watch?v=mW21cpxIA4I -pictures []

--sleep disorders-- Rusty the Narcoleptic dog Video []

other narcoleptic dogs []

Bizkit the sleepwalking dog <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[]

Sleep Apnea []

Night Terrors []

__ Unit 5 - Quiz 2* __ (see myers link above and go to "quizzes") -ASSESS yourself, what areas were you weak in and need to take some more time with?
 * E of L- **
 * print off you score and attach it to the FRQ

__ End of Unit 5 - FRQ __ -higher level responses using reason, detail, fact (TDA = Terms, Definitions, Applications)

TUESDAY - 13 JAN 2015
__ ** 2nd HOUR / 3rd HOUR ** __

** WU- ** Unit 5 - End of Unit questions p.213 (1-10)

** In Class- ** E of L DUE - Psych Sim 5: EEG Sleep Stage

Go over Unit 10 Fact for Falsehood... -and 5-2/5-3

-What is the function of dreams?

-Finish part 4 / FFI

** E of L- ** __ Sleep Diary - assessment/reflection __ 1. What did you learn about your sleeping pattern? What are some things that surprised you? 2. List 3 or more things you could do to improve your sleep. 3. Describe some potential long term effects of your present sleep pattern.

__ Unit 5 - Quiz 1* __ *see myers link above and go to "quizzes"

MONDAY - 12 JAN 2015
__ ** 2nd HOUR / 3rd HOUR ** __

** WU- ** 5-2 "The Revised Sleep and Dream Information Questionnaire and  5-3 "National Sleep Foundation's Sleep IQ Test"  handouts

** In Class- ** In the IMC... Psych Sim 5: EEG Sleep Stage

** E of L- ** CHECK and PROVE your FACT or FALSEHOOD statement -provide page number -if false, why?

FRIDAY - 9 JAN 2015
__ ** 2nd HOUR / 3rd HOUR ** __

Give yourself a couple minutes to look over your terms one last time...
 * WU- **

Unit 5 Vocabulary Test (all terms)
 * In Class- **

5-2 "The Revised Sleep and Dream Information Questionnaire and  5-3 "National Sleep Foundation's Sleep IQ Test"  handouts

Why do we sleep? How does sleep loss affect us?

REVIEW Sleep theories and sleep disorders

Dreams - What? http://www.youtube.com/watch?v=kqQrbF2RFQc Why? http://www.youtube.com/watch?v=7GGzc3x9WJU&feature=youtu.be

Hypnosis...are we gullible?

Dying to Sleep - FFI (parts 3 and 4)* 1. What are the early signs of FFI? 2. Describe the causes of it. 3. What is happening to your body when you have it? *4. What are the 2 types of FFI? *5. Describe what scientists believe is going on with the brain. *6. Would you want to know if you were a carrier of the gene or not? Explain.

Answer: What is the function of dreams? (There's more than one answer.)
 * E of L- **

WED - 7 JAN 2015 / THURS - 8 JAN 2015
__ ** 2nd HOUR / 3rd HOUR ** __

Unit 5 Fact or Falsehood
 * WU- **

__** In Class- **__ E of L Check - U5 #3

Why do we sleep? How does sleep loss affect us?

Together... Sleep theories and sleep disorders

Dying to sleep - FFI (parts 1 and 2) 1. What are the early signs of FFI? 2. Describe the causes of it. 3. What is happening to your body when you have it?

__**E of L-**__ "The Lost Hour: Nurture Shock" (Reading and Responses) http://teachingwithteachers.com/2010/11/16/the-lost-hour-nurture-shock-chapter-2/

Unit 5...Vocabulary test - FRIDAY 9 JAN 2015

TUESDAY 6 JAN 2015
__ ** 2nd HOUR / 3rd HOUR ** __

IF our natural circadian rhythm were attuned to a 23-hour cycle, would we instead need to discipline ourselves to stay up later at night and sleep in longer in the morning?
 * WU- **

__** In Class- **__ "Show me the list!" - Unit 5 Vocabulary List

Go over syllabus...into semester 2...here we go!

Quiz - stages of sleep

Discussion- pages 175-182 w/ #1

__**E of L-**__ Unit 5 #3

Unit 5...Vocabulary test - FRIDAY 9 JAN 2015

__ ** WEDNESDAY - 17 DEC 2014 ** __ __ ** 4th HOUR / 7th HOUR ** __

__** In Class- **__ __UNIT 4 TEST w/ FRQ__


 * Evidence of Learning- **__

= FOR SECOND SEMESTER - TUESDAY 6 JAN 2014: =

__** A. READ pages 175-182 **__

__** B. ANSWER #1 **__

__** C. QUIZ on Stages of Sleep **__

__** D. Unit 5 Vocabulary List **__


 * ___ **

** TUESDAY - 16 DEC 2014 ** ** 4th HOUR / 7th HOUR **

** SEMESTER FINAL WILL BE ON UNIT 4 MATERIAL - START STUDYING!!! ** USE YOUR TEXTBOOK! Also, here are some links for practice: http://www.appsychology.com/HowPass/MC%20quizes/Sensation/sensation.htm http://www.appsychology.com/HowPass/MC%20quizes/Perception/perception.htm

**WU-** NO Warmups

**In Class-** Global Consciousness Project https://www.youtube.com/watch?v=KE1haKXoHMo http://noosphere.princeton.edu/

**Evidence of Learning-** STUDY FOR FINAL!!!

** MONDAY - 15 DEC 2014 ** ** 4th HOUR / 7th HOUR **

** SEMESTER FINAL WILL BE ON UNIT 4 MATERIAL - START STUDYING!!! ** USE YOUR TEXTBOOK! Also, here are some links for practice: http://www.appsychology.com/HowPass/MC%20quizes/Sensation/sensation.htm http://www.appsychology.com/HowPass/MC%20quizes/Perception/perception.htm

**WU-** ANSWER the following: 1. Why are psychics generally unwilling to be scientifically tested? 2. Do you think paranormal phenomena is a worthy scientific subject?

**In Class-** COLLECT E of L - PsychSim5: Auditory System

Ghostbusters - ESP study - Dr. Venkman https://www.youtube.com/watch?v=fn7-JZq0Yxs

ESP survey and #25

quick test: https://www.youtube.com/watch?v=KC5TrVQZ7Io james randi using esp: https://www.youtube.com/watch?v=sHN2kngOtk4

**Evidence of Learning-** STUDY FOR FINAL!!!

** FRIDAY - 12 DEC 2014 ** ** 4th HOUR / 7th HOUR **

** SEMESTER FINAL WILL BE ON UNIT 4 MATERIAL - START STUDYING!!! ** USE YOUR TEXTBOOK! Also, here are some links for practice: http://www.appsychology.com/HowPass/MC%20quizes/Sensation/sensation.htm http://www.appsychology.com/HowPass/MC%20quizes/Perception/perception.htm

**WU-** ANSWER the following: 1. Why are psychics generally unwilling to be scientifically tested? 2. Do you think paranormal phenomena is a worthy scientific subject?

**In Class-**

ESP survey and #25 p.166

**Evidence of Learning-** Psych Sim 5: The Auditory System

Myers Online Site:

[|http://bcs.worthpublishers.com/myersAP1e/#t_612492]
Unit 4 Quiz 1 and Quiz 2


 * 1) 25 p.166

** WEDNESDAY - 10 DEC 2014 / THURSDAY 11 DEC 2014 ** ** 4th HOUR / 7th HOUR ** **WU-** Horoscope / News headlines -Find a horoscope from ANY past date -Find the news headlines from that SAME date

**In Class-** Unit 4 Reading Quiz (pages 156-169) 1. 10 total - Multiple Choice and T/F, but NO MORE THAN 3 T/F 2. Make an Answer Key for it.

__Woman has vision restored with use of a tooth__ https://www.youtube.com/watch?v=ga7apTYrLuc __UNABLE to perceive motion__ https://books.google.com/books?id=3mJ4p9wYfR8C&pg=PA152&lpg=PA152&dq=woman+who+cannot+perceive+movement&source=bl&ots=SNYWwMjmbB&sig=6Xoww5tlVcTa01cC4BdBd3gnEBw&hl=en&sa=X&ei=ya6IVOzpIMT3yQSirYGYBg&ved=0CCcQ6AEwAQ#v=onepage&q=woman%20who%20cannot%20perceive%20movement&f=false __Perceiving ONLY motion__ http://www.npr.org/blogs/health/2014/05/26/314621545/the-blind-woman-who-sees-rain-but-not-her-daughters-smile

Moon Illusion / Ponzi Illusion (p. 157) http://www.lhup.edu/~dsimanek/3d/moonillu.htm

Michelangelo's Pieta http://en.wikipedia.org/wiki/File:Michelangelo%27s_Pieta_5450_cut_out_black.jpg

http://www.ecenglish.com/learnenglish/lessons/can-you-read

Perceptual Sets -letter :) -discussion (page 161-162) define, causes

Tragedies Alter Risk Perception (fear vs. dread) http://www.npr.org/player/v2/mediaPlayer.html?action=1&t=1&islist=false&id=167427990&m=167427963

Perceptual sets of “looters” or those looking for “supplies” <span style="color: #2b68c7; font-family: 'Times New Roman',serif;">[]

Talking Dogs Great demonstration for perceptual sets []

The Archive of Funny Misheard Lyrics []

McGurk Effect http://www.youtube.com/watch?v=G-lN8vWm3m0 http://www.youtube.com/watch?v=jtsfidRq2tw

We did this at the beginning of class: Unit 4 Reading Quiz (pages 156-169) 1. 10 total - Multiple Choice and T/F, but NO MORE THAN 3 T/F 2. Make an Answer Key for it.
 * Evidence of Learning-**

__PART 1__ Go To: http://bcs.worthpublishers.com/myersAP1e/#t_612492 TAKE THIS QUIZ...See how you do: Psych Sim 5 Online Quizzes: Unit 4: Colorful World -you may need to set up an account (and save it to my instructor's gradebook)

__PART 2__ READ 166-169 ANSWER #25 (There are multiple parts to this question...use reason, detail, thought in your response)

** TUESDAY - 9 DEC 2014 ** ** 4th HOUR / 7th HOUR ** **WU-**

1.What is the function of sensory adaptation? (I want to see some higher level thinking here!) ...feel free to use the text to assist you

Define the following term and answer the questions that follow: 2. constancy- 3. What if objects seemed to grow larger as you approached? 4. What if objects appeared to change shape when they moved? 5. What if color became different in different levels of light?

**In Class-** Neil Harbisson video questions due -discuss pain of social rejection

FINISH Synesthesia "Red Mondays and Gemstone Jalapenos: The Synesthetic World" https://www.youtube.com/watch?v=6vs-ez62DVc ANSWER: 1. What is synesthesia? 2. How do you test/prove that someone has it? 3. Would you like to have this disorder? Why? Explain.

sample test to see if you have it: http://synesthete.org/

Perceptual Sets

Moon Illusion / Ponzi Illusion (p. 157) http://www.lhup.edu/~dsimanek/3d/moonillu.htm

Michelangelo's Pieta http://en.wikipedia.org/wiki/File:Michelangelo%27s_Pieta_5450_cut_out_black.jpg Perceptual Sets -letter :) -discussion (page 161-162) define, causes

Perceptual sets of “looters” or those looking for “supplies” <span style="color: #2b68c7; font-family: 'Times New Roman',serif;">[]

Talking Dogs Great demonstration for perceptual sets []

The Archive of Funny Misheard Lyrics []

McGurk Effect http://www.youtube.com/watch?v=G-lN8vWm3m0 http://www.youtube.com/watch?v=jtsfidRq2tw

Unit 4 Reading Quiz (pages 156-169)
 * Evidence of Learning-**

** MONDAY - 8 DEC 2014 ** ** 4th HOUR / 7th HOUR ** **WU-** 1. What would it be like if you couldn't perceive movement? 2. How would you sensory adapt to this? What would be helpful to you?

**In Class-** Unit 4 - Set 3 Vocabulary Test

Perceptual Organization

Synesthesia "Red Mondays and Gemstone Jalapenos: The Synesthetic World" https://www.youtube.com/watch?v=6vs-ez62DVc ANSWER: 1. What is synesthesia? 2. How do you test/prove that someone has it? 3. Would you like to have this disorder? Why? Explain.

sample test to see if you have it: http://synesthete.org/

WATCH: http://tedtalkspsychology.com/i-listen-to-color-with-neil-harbisson/ ANSWER the questions (1-5*) that follow the video.
 * Evidence of Learning-**
 * For #5 - give some examples, but you don't have to write a report.

** FRIDAY - 5 DEC 2014 ** ** 4th HOUR / 7th HOUR ** **WU-** Unit 4...thus far - Walkabout Activity

**In Class-** E of L - upload slideshow

Visual Illusions http://www.womansday.com/life/8-mind-boggling-optical-illusions-86798 http://www.womansday.com/life/9-eye-popping-illusions-99914

https://www.youtube.com/watch?v=zNbF006Y5x4

#|chocolate bar https://www.youtube.com/watch?v=ltqHJTY8Fhk dinosaur looking at you https://www.youtube.com/watch?v=A4QcyW-qTUg

__IF YOU MISSED CLASS TODAY...Do this:__ Walkabout Activity (Answer any 10 of the 15)
 * Evidence of Learning-**

__PART 1__ READ this article and RESPOND to the questions with it.

__PART 2__ Unit 4 Vocabulary Test (from gestalt to parapsychology)

** WEDNESDAY - 3 DEC 2014 / THURSDAY - 4 DEC 2014 ** ** 4th HOUR / 7th HOUR ** **WU-** Use pages 141-150 to answer these 5 questions:

**In Class-** E of L CHECK Taste and Smell

Pain- (biological, psychological, social-cultural influences)

What if we couldn't perceive pain? No Pain (2) http://www.youtube.com/watch?v=zliNn31GgS8

-Innovative ways to handle pain Virtual Reality pain treatment http://www.msnbc.msn.com/id/21134540/vp/49849152#49849152

Phantom pain http://www.youtube.com/watch?v=0U4gCXK1vfI http://www.youtube.com/watch?v=YL_6OMPywnQ http://www.youtube.com/watch?v=bGlZpZgwnAc

USE pages 151-159 PERCEPTUAL ORGANIZATION to assist you...
 * Evidence of Learning-**

Gather pictures of everyday surroundings that are examples of the following connections to perception:

(make a visual presentation-ppt/prezi/google slides/glogster/etc.)

__DEFINE each and PROVIDE a visual example of each:__ -figure ground -grouping -depth perception -perceptual constancy -color constancy


 * PUT IT INTO GOOGLE CLASSROOM...**
 * -Go to google classroom: **
 * [] **
 * -Log in with your school gmail account **
 * -Choose: **
 * If you are 4th HOUR - HERE IS YOUR CLASS CODE: **
 * <span style="background-color: #ffffff; color: rgba(0,0,0,0.870588); font-family: Roboto,Helvetica,Arial,sans-serif; font-size: 14px;">9lse9pc **
 * If you are 7th HOUR - HERE IS YOUR CLASS CODE: **
 * <span style="background-color: #ffffff; color: rgba(0,0,0,0.870588); font-family: Roboto,Helvetica,Arial,sans-serif; font-size: 14px;">c6ajyd0 **

TUESDAY - 2 DEC 2014 4th HOUR / 7th HOUR WU-
 * Unit 4 - Fact or Falsehood handout**
 * (6-10)**
 * -Is is True or False?**
 * -Page # to support/disprove***
 * correct answer if False**

In Class-
 * E of L CHECK**
 * Pain-**
 * (biological, psychological, social-cultural influences)**


 * Vestibular Sense DEMOs**
 * -Man with no vestibular sense**


 * What if we couldn't perceive pain?**
 * No Pain (2)**
 * http://www.youtube.com/watch?v=zliNn31GgS8**


 * -Innovative ways to handle pain**
 * Virtual Reality pain treatment**
 * http://www.msnbc.msn.com/id/21134540/vp/49849152#49849152**


 * Phantom pain**
 * http://www.youtube.com/watch?v=0U4gCXK1vfI**
 * http://www.youtube.com/watch?v=YL_6OMPywnQ**
 * http://www.youtube.com/watch?v=bGlZpZgwnAc**

Evidence of Learning-
 * Unit 4**
 * Taste and Smell**
 * 15 and #16**

MONDAY - 1 DEC 2014 4th HOUR / 7th HOUR WU-
 * Unit 4 - Fact or Falsehood handout**
 * (1-5)**
 * -Is is True or False?**
 * -Page # to support/disprove***
 * correct answer if False**

In Class-
 * Vocabulary Test 2 (audition to sensory interaction)**


 * Perceiving pitch - p.137**
 * Hearing loss / Deaf culture - p.138**


 * E of L - discuss #14 (touch)**


 * Pain-**
 * (biological, psychological, social-cultural influences)**


 * What if we couldn't perceive pain?**
 * No Pain (2)**
 * http://www.youtube.com/watch?v=zliNn31GgS8**


 * ...innovative ways to handle pain**
 * Virtual Reality pain treatment**
 * http://www.msnbc.msn.com/id/21134540/vp/49849152#49849152**


 * Phantom pain**
 * http://www.youtube.com/watch?v=0U4gCXK1vfI**
 * http://www.youtube.com/watch?v=YL_6OMPywnQ**
 * http://www.youtube.com/watch?v=bGlZpZgwnAc**

Evidence of Learning-
 * 1. DEFINE - Pain **
 * 2. What are the: **
 * biological, psychological, social-cultural influences of pain? **

TUESDAY - 2 NOV 2014 4th HOUR / 7th HOUR WU-
 * <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 13.3333339691162px;">READ **
 * <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 13.3333339691162px;">page 139 "Living in a Silent World" **
 * <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 13.3333339691162px;">ANSWER: **
 * <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 13.3333339691162px;">1. What are the benefits and limitations of using sign language exclusively in a hearing world? **
 * <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 13.3333339691162px;">2. What should the hearing world's response be to the use of sign language? **

In Class-
 * <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 13.3333339691162px;">E of L - discuss **


 * <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 13.3333339691162px;">Sensitivity Survey **


 * Eye and Ear DEMOS**

Evidence of Learning-
 * Vocabulary Test 2 (audition to sensory interaction)**
 * READ 141-142 and**
 * ANSWER #14**

MONDAY - 24 NOV 2014 4th HOUR / 7th HOUR WU-
 * <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 13.3333339691162px;">Pages 172-173 (11-15) **

In Class-
 * <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 13.3333339691162px;">EAR TEST - location and function **


 * <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 13.3333339691162px;">Sensitivity Survey **


 * FINISH**
 * <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 13.3333339691162px;">Human Body: Pushing the Limits: Sensation **

Evidence of Learning-
 * READ pages 138-141**
 * ANSWER #12 and #13**
 * Also, be prepared to discuss the reading.**

FRIDAY - 21 NOV 2014 4th HOUR / 7th HOUR WU-
 * <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 13.3333339691162px;">Pages 172-173 (6-10) **

In Class-
 * <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 13.3333339691162px;">E of L DUE - Sensation Packet/GRA/Eye article **
 * -Color questions from last class**


 * <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 13.3333339691162px;">Sensitivity Survey **


 * <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 13.3333339691162px;">Human Body: Pushing the Limits: Sensation **

Evidence of Learning-
 * <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 13.3333339691162px;">EAR TEST NEXT CLASS - Label EAR diagram AND know each parts function. **

WEDNESDAY - 19 NOV 2014 / THURSDAY - 20 NOV 2014 4th HOUR / 7th HOUR WU-
 * Are you highly sensitive? Sensitivity Chart**

In Class-
 * <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 13.3333339691162px;">Unit 4 EYE Test (location and function of parts) **


 * <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 13.3333339691162px;">p.121 Subliminal **
 * https://www.youtube.com/watch?v=ZyQjr1YL0zg **
 * https://www.youtube.com/watch?v=h3F-Vku9U1M **
 * https://www.youtube.com/watch?v=l78r_EYdni4 **
 * https://www.youtube.com/watch?v=6YqtFXY36P8 **


 * p.122 Difference Thresholds **
 * -Weber's Law (envelopes and quarters) **


 * Pulfrich Effect (rods and cones) **
 * Blind Spot demo **

Evidence of Learning-


 * (3 THINGS TO DO)**
 * __THING 1-__**
 * Sensitivity Challenge (A,B,C,D,E)**
 * Part A website**


 * []**


 * Part B website**


 * []**


 * Part C website**


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[] **


 * Part D website**


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[] **


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Part E website **


 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[] **


 * __THING 2-__**


 * Guided Reading Activity (pages 128-134) **


 * 1. go to: **


 * m.socrative.com **


 * 2. enter: **


 * classroom#: 283933 **


 * 3. enter your name and answer the questions with the assistance of your textbook **


 * __ THING 3- __**
 * READ "How Pictures of Infant Boy's Eyes Helped Diagnose Cancer" **
 * http://www.npr.org/blogs/health/2013/11/05/243189819/how-pictures-of-infant-boys-eyes-helped-diagnose-cancer**
 * ANSWER: **
 * (For 1,2,3: **
 * Refer to a text location when supporting your response - ex. 3rd paragraph, 2nd line down...) **
 * 1. What is retinoblastoma? **
 * 2. How many individuals are diagnosed with it annually? Why is it difficult to diagnose? **
 * 3. What kind of research do you think is being conducted on this? Do you think there is any public health information out there? **


 * 4. How about global...is there a way to take what they have figured out and make (or do) something with it?**
 * What you do next?**

TUESDAY - 18 NOV 2014 4th HOUR / 7th HOUR WU-
 * <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 13.3333339691162px;">Consider the following questions: **
 * <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 13.3333339691162px;">1. Does noise with words (reading a story) interfere more than noise without words **
 * <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 13.3333339691162px;">(static or yelling "blah, blah")? **
 * <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 13.3333339691162px;">2. Does music with words interfere more than music without words? Why? Explain. **
 * <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 13.3333339691162px;">3. How loud does the noise have to be for it to become distracting? **

In Class-
 * <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 13.3333339691162px;">Unit 4 vocabulary test (1st 22 terms from sensation to lens) **


 * <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 13.3333339691162px;">p.121 Subliminal **
 * https://www.youtube.com/watch?v=ZyQjr1YL0zg**
 * https://www.youtube.com/watch?v=h3F-Vku9U1M**
 * https://www.youtube.com/watch?v=l78r_EYdni4**
 * https://www.youtube.com/watch?v=6YqtFXY36P8**


 * p.122 Difference Thresholds**
 * -Weber's Law**


 * p.123 Sensory Adaptation**


 * Draw diagram of the EYE and LABELS its parts.**

Evidence of Learning-
 * <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 13.3333339691162px;">*BRING IN SUNGLASSES FOR NEXT CLASS (Extras are great too!) **


 * <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 13.3333339691162px;">Eye Test next class on location and function **


 * READ "How Animals Hacked the Rainbow and Got Stumped on Blue" **
 * http://www.npr.org/blogs/health/2014/11/12/347736896/how-animals-hacked-the-rainbow-and-got-stumped-on-blue**
 * ANSWER: **
 * 1. Give some examples of the purposes that color serves in the animal world. **
 * 2. How are pigments like a color currency? Explain / Examples? **
 * 3. Why is blue so difficult to make in animals? How have they overcome this? **
 * 4. How could humans use or benefit from this optical technology? **

MONDAY - 17 NOV 2014 4th HOUR / 7th HOUR WU-
 * <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 13px;">Pages 172-173 (1-5) **

In Class-
 * <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 13px;">Unit 4 vocabulary quiz postponed until Tuesday. **


 * <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 13px;">Answer Unit 4 questions 4,5,6 from the text into your notebook. **

Evidence of Learning-
 * <span style="background-color: #ffffff; color: #222222; font-family: arial,sans-serif; font-size: 13.3333339691162px;">Answer Unit 4 questions 4,5,6 from the text into your notebook. **

WEDNESDAY - 12 NOV 2014 / THURSDAY - 13 NOV 2014 4th HOUR / 7th HOUR WU-
 * Speculate... **
 * 1. What if we had to attend to every stimulus in the environment? **
 * 2. What may happen if we miss important stimuli in the environment due to attention that is too selective?**

In Class-
 * Discussion of E of L**


 * Intro. Unit 4 (pages 115-119) **
 * with examples: **


 * bottom up and top down processing **
 * http://www.youtube.com/watch?v=4-4CAqXlVXo **
 * top-down processing **
 * http://www.youtube.com/watch?v=hiIVtROrtbk&feature=autoplay&list=PLWgLqAtZPtgGoxv9WyFUINFLeYLnvC0Qn&playnext=2 **
 * selective attention __#|test__ **
 * http://www.youtube.com/watch?v=q59zG1fFk0k **
 * awareness test **
 * http://www.youtube.com/watch?v=1_UuZQhlZ5k&feature=related **
 * inattentional blindness **
 * http://www.youtube.com/watch?v=y6qgoM89ekM **
 * change blindness **
 * http://www.youtube.com/watch?v=Qb-gT6vDrmU&feature=related **

Evidence of Learning-
 * __4 PARTS__**


 * 1- Google classroom assignment (check Tuesday 11 NOV for instructions)**


 * 2- (GO TO MYERS AP COMPANION SITE)**
 * PsychSim 5 : Visual Illusions (with handout)**


 * 3- Unit 4 - Vocabulary list (all 64 terms)**


 * 4- STUDY for Unit 4 Vocabulary List (1st 22 terms - from sensation to lens)**

TUESDAY - 11 NOV 2014 Veterans Day! 4th HOUR / 7th HOUR WU-
 * Say "Thanks!" to a Veteran Today! **
 * Unit 4 Fact or Falsehood **
 * -brain only :) **

In Class-
 * Say "Thanks!" to a Veteran Today! **


 * Discuss E of L**


 * Intro. Unit 4 (pages 115-119) **
 * with examples: **


 * bottom up and top down processing **
 * http://www.youtube.com/watch?v=4-4CAqXlVXo **
 * top-down processing **
 * http://www.youtube.com/watch?v=hiIVtROrtbk&feature=autoplay&list=PLWgLqAtZPtgGoxv9WyFUINFLeYLnvC0Qn&playnext=2 **
 * selective attention __#|test__ **
 * http://www.youtube.com/watch?v=q59zG1fFk0k **
 * awareness test **
 * http://www.youtube.com/watch?v=1_UuZQhlZ5k&feature=related **
 * inattentional blindness **
 * http://www.youtube.com/watch?v=y6qgoM89ekM **
 * change blindness **
 * http://www.youtube.com/watch?v=Qb-gT6vDrmU&feature=related **

Evidence of Learning-
 * -Go to google classroom:**
 * https://www.google.com/edu/products/productivity-tools/classroom/**
 * -Log in with your school gmail account**
 * -Choose:**
 * If you are 4th HOUR - HERE IS YOUR CLASS CODE:**
 * <span style="background-color: #ffffff; color: rgba(0,0,0,0.870588); font-family: Roboto,Helvetica,Arial,sans-serif; font-size: 14px;">9lse9pc **
 * If you are 7th HOUR - HERE IS YOUR CLASS CODE:**
 * <span style="background-color: #ffffff; color: rgba(0,0,0,0.870588); font-family: Roboto,Helvetica,Arial,sans-serif; font-size: 14px;">c6ajyd0 **


 * __USE Pages 120-123 to complete the assignment ON GOOGLE CLASSROOM__**


 * ...IF you are having problems...don't freak out, here are the questions:**
 * Unit 4: Thresholds**
 * (pages 120 - 123)**
 * 1.What are the absolute and difference thresholds?**
 * 2.How do absolute thresholds differ with age? Explain.**
 * 3.Define signal detection theory-**
 * 4.Why do we care about it?**
 * 5.What types of professions benefit from it?**
 * 6.Describe some laboratory research into subliminal persuasion.What were the findings?**
 * 7.In regards to difference threshold, explain Weber’s law.**

MONDAY - 10 NOV 2014 4th HOUR / 7th HOUR WU-
 * Study Time!**

In Class-
 * Units 3A / 3B / 3C Test w/ FRQ**

Evidence of Learning-
 * Unit 4 - Sensation and Perception**
 * READ pages 115-119**
 * ANSWER:**
 * A. Unit questions 1 and 2**
 * B. "Before You Move On..." 2 questions on bottom of page 119**

FRIDAY - 7 NOV 2014 4th HOUR / 7th HOUR WU-
 * 1. What are 5 things you prefer in a boyfriend/girlfriend (mate)?**
 * 2. READ page 106 "Natural Selection"**
 * How are male and female preferences different? ...any similarities?**
 * 3. Describe some of the evolutionary connections to these preferences.**

In Class-
 * E of L CHECK**


 * Brain Research articles - share out**


 * Gattaca**
 * http://www.youtube.com/watch?v=ZppWok6SX88**
 * http://www.youtube.com/watch?v=9c25ZzUFePY**


 * NOVA-Ghost In Your Genes (PLAY preview, part 1, part 2)**
 * http://www.youtube.com/watch?v=0n0gF-dIZ48&playnext=1&list=PLE58C55C00D712B1D&feature=results_main**


 * WATCH - NOVA: Ghost in Your Genes**
 * [] **
 * (watch preview, intro, part 1, part 2)**
 * ANSWER:**
 * What do you think is the "ghost in your genes"?**

Evidence of Learning-
 * self-assess - Unit 3A/3B/3C Test next class -**
 * []**
 * http://www.appsychology.com/HowPass/MC%20quizes/The%20Brain/the_brain.htm**


 * Unit 3C-FRQ**

WEDNESDAY - 5 NOV 2014 / THURSDAY - 6 NOV 2014 4th HOUR / 7th HOUR WU-
 * Page 112**
 * ANSWER 6-10**

In Class-
 * E of L CHECK "Genetic Revolution" / questions**
 * Reading quiz rerun**


 * Brain Research articles - share out**


 * Heritability (pages 100-102)**


 * Twin and Adoption Studies - Striking Similarities (Handout 3C-2)**
 * -Classroom exercise/handout**


 * WATCH - NOVA: Ghost in Your Genes**
 * [] **
 * (watch preview, intro, part 1, part 2)**
 * ANSWER:**
 * What do you think is the "ghost in your genes"?**

Evidence of Learning-
 * (2 PARTS) - You can use your textbook for both, but not your neighbor**


 * PART 1**
 * Reading quiz**
 * https://assignments.discoveryeducation.com/?cdPasscode=QE476-48EE**
 * -Type in your name and get to gettin'!**


 * PART 2**
 * Go to the Myers companion site and**
 * Take Online Quiz 3C-1**
 * -print off your score**

TUESDAY - 4 NOV 2014



4th HOUR / 7th HOUR WU-
 * __FIRST__ - ANSWER this question:**
 * 1. Why do you think that children in the same family are so different?**
 * __NEXT__ - READ "Mom Always Liked You Best"**
 * __LAST__ - DO THE FOLLOWING:**
 * 2. Provide 2 or more examples of experiences with family members that have shaped your personality**
 * (or shaped other family members personalities)**

In Class-
 * E of L**
 * -Zombie**
 * -Research article**


 * Unit 3C Reading Quiz pages 94-100**


 * Share out Brain Research articles**


 * Introduce Unit 3C**


 * Video clip - Twins Research **
 * WATCH - The Jim Twins **
 * []**
 * ANSWER**
 * 1. Give their background**
 * 2. List at least 6 similarities they have.**
 * 3. How can we explain this?**
 * 4. What does this tell us about biological influences and environmental influences on ourselves?**

Evidence of Learning-
 * __READ__ "The Genetic Revolution" (pages 4-5 on the attachment)**
 * __RESPOND__ to questions 1,2,3 posed at the beginning of the reading.**



MONDAY - 3 NOV 2014 4th HOUR / 7th HOUR WU-
 * PAGE 112**
 * ANSWER 1,2,3,4,5**

In Class-
 * E of L Check - COLLECT...Mind Reading Monkeys, etc.**


 * Unit 3C Vocabulary Test**


 * FINISH**
 * War of the Worlds!**
 * link:**
 * http://www.radiolab.org/story/91622-war-of-the-worlds/**
 * audio companion:**


 * Share out Brain Research articles**


 * Introduce Unit 3C**


 * Video clip - Twins Research **
 * WATCH - The Jim Twins **
 * []**
 * ANSWER**
 * 1. Give their background**
 * 2. List at least 6 similarities they have.**
 * 3. How can we explain this?**
 * 4. What does this tell us about biological influences and environmental influences on ourselves?**

Evidence of Learning-
 * Unit 3C Reading Quiz**
 * PAGES 94-100**

FRIDAY - 31 OCT 2014 4th HOUR / 7th HOUR WU-
 * NO WU**

In Class-
 * 76 years and 1 day ago...it was...**


 * War of the Worlds!**


 * link:**
 * http://www.radiolab.org/story/91622-war-of-the-worlds/**
 * audio companion:**

Evidence of Learning-
 * Post War of the Worlds**
 * audio questions:**

WEDNESDAY - 29 OCT 2014 / THURSDAY - 30 OCT 2014 4th HOUR / 7th HOUR WU-
 * READ pages 90-91 "The Two-Track Mind"**
 * ANSWER**
 * 1. What are the mind's two tracks, as revealed by studies of "dual processing"?**
 * 2. Can you recall a time when, your attention focused on one thing, you were oblivious to something else**
 * (perhaps to pain, to someone's approach, or to background music)?**

In Class-
 * E of L CHECK!**


 * Case Studies & 3B Fact or Falsehood**


 * Zombies...**
 * Ed. Ted - Zombie Behavior **
 * [] **
 * WATCH the video **
 * ANSWER the "THINK" Questions (all on separate sheet of paper) **
 * 1-8 **
 * (please use your critical thinking skills) **

Evidence of Learning-
 * (3 PARTS)**


 * __-PART 1__**
 * Psych Sim 5: Mind Reading Monkeys**


 * __ -PART 2 __**
 * FIND (print it off) a research article... **


 * __ HERE ARE SOME RESOURCES: __**


 * http://www.sciencedaily.com/**
 * http://www.psychologytoday.com/**


 * READ it, **
 * SUMMARIZE it (in a well written and organized paragraph) **


 * The TWO TOPIC AREAS to choose from: **
 * // Brain Plasticity Research //**
 * OR **
 * // Split Brain Research //**


 * __-PART 3__**
 * Unit 3C Vocabulary Test (all terms) - MONDAY 3 NOV 2014**

TUESDAY - 28 OCT 2014 4th HOUR / 7th HOUR WU-
 * Listen to:**
 * []**
 * Respond to:**
 * 1. What does this say about our friends and their influence?**
 * 2. Describe the power of social media.**
 * 3. How might these findings be used by political parties in the future?**

In Class-
 * Brain Plasticity (p.82)**
 * -what?**
 * -how?**
 * Brain Plasticity: Jody Miller**
 * []**


 * Broca's Video (Aphasia - p.80)**
 * <span style="color: #2b68c7; font-family: 'Times New Roman',serif;">[] **


 * FINISH**
 * Brain Case Studies**


 * FINISH**
 * Proofing 3B Fact or Falsehood (6-10)**

Evidence of Learning-
 * FINISH**
 * 1-Brain Case Studies**


 * FINISH**
 * 2-Proofing 3B Fact or Falsehood (6-10)**

MONDAY - 27 OCT 2014 4th HOUR / 7th HOUR WU-
 * READ page 88 "Brain Organization and Handedness"**
 * ANSWER:**
 * 1. Is handedness inherited? Explain.**
 * 2. Is it all right to be left-handed? Why?**

In Class-
 * E of L COLLECTED**


 * __(DO THIS IN NOTEBOOK WHEN DONE WITH VOCABULARY TEST)__**
 * __The Mighty Amygdala!__**
 * Taxi drivers - amygdala**
 * []**
 * -description of study**
 * -changes to brain?**
 * -what does this tell us about the brain?**


 * Activity Demo**
 * p.75**


 * Left Brain - Right Brain (pages 83-85)**
 * Michael Gazzaniga testing a split brain patient**
 * <span style="color: #2b68c7; font-family: 'Times New Roman',serif;">[] **


 * Wagner Preference Inventory**


 * Brain Plasticity (p.82)**
 * -what?**
 * -how?**
 * Brain Plasticity: Jody Miller**
 * []**


 * Broca's Video (Aphasia - p.80)**
 * <span style="color: #2b68c7; font-family: 'Times New Roman',serif;">[] **


 * Brain Case Studies**

Evidence of Learning-
 * __2 PARTS__**
 * 1- Brain Case Studies (__DO CASE STUDY #1 and CASE STUDY #2__)**


 * 2- Proof 3B Fact or Falsehood (1,2,3,4,5)**

WEDNESDAY - 22 OCT 2014 4th HOUR / 7th HOUR WU-
 * NO WU**

In Class-
 * E of L COLLECTED**


 * "What region of the brain is being affected?" Activity**


 * MOUSE PARTY**
 * http://learn.genetics.utah.edu/content/addiction/mouse/**
 * attachment to complete:**

Evidence of Learning-
 * __FINISH__**
 * MOUSE PARTY**
 * http://learn.genetics.utah.edu/content/addiction/mouse/**
 * attachment to complete:**

TUESDAY - 21 OCT 2014 4th HOUR / 7th HOUR WU-
 * Unit 3B End of Unit Questions**
 * Page 93**
 * 11-15**

In Class-
 * E of L CHECK**


 * Association areas (lobes)**
 * -Phineas Gage**
 * []**
 * -Oliver Sacks**
 * []**
 * []**


 * amygdala**
 * []**


 * brain overview**
 * []**


 * "What region of the brain is being affected?" Activity**

Evidence of Learning-
 * __PART 1__**
 * h[|ttp://www.npr.org/2012/10/26/163649283/the-future-of-short-attention-span-theater]**
 * 1. What is "short attention span theater"?**
 * 2. Describe "narrative deprivation".**
 * 3. Does this story accurately portray your generation's technology attention span? Explain your answer.**
 * __PART 2__**
 * QUIZ NEXT CLASS on LAST 19 Vocabulary terms of Unit 3B**

MONDAY - 20 OCT 2014 4th HOUR / 7th HOUR WU-
 * Unit 3B End of Unit Questions**
 * Page 93**
 * 6-10**

In Class-
 * E of L Check - 3B #3**


 * Brain Hat Activity - Where is it? What is it responsible for?**
 * LABEL: frontal lobe, temporal lobes, motor cortex, sensory cortex, parietal lobe, occipital lobe**
 * COLOR EACH and put SYMBOLS that REPRESENT what each lobe/section of the brain does.**

In Class-


 * imaging**
 * []**
 * []**
 * amygdala**
 * []**


 * brain overview**
 * []**

Evidence of Learning-
 * __PART 1__**
 * ANSWER the following:**
 * 1. If humans and other mammals share so many parts of the brain, what makes humans**
 * different from other animals? Why?**
 * 2. Why can't we tickle ourselves? Explain.**


 * __PART 2__**
 * STUDY FOR Unit 3B Vocabulary Test (LAST 18 Terms) - WEDNESDAY 22 OCT 2014**

WEDNESDAY - 15 OCT 2014 4th HOUR / 7th HOUR WU-
 * Unit 3B End of Unit Questions**
 * Page 93**
 * 1-5**

In Class-
 * E of L Check**


 * Older Brain structures...what do you know?**


 * Brain Hat Activity - Where is it? What is it responsible for?**
 * LABEL: frontal lobe, temporal lobes, motor cortex, sensory cortex, parietal lobe, occipital lobe**
 * COLOR EACH and put SYMBOLS that REPRESENT what each lobe/section of the brain does.**


 * brain hemisphere templates:**

Evidence of Learning-
 * Unit 3B Question #3 - Respond with reason, detail, fact.**


 * Brain parts location and brain responsibilities quiz next class**

TUESDAY - 14 OCT 2014 4th HOUR / 7th HOUR WU-
 * Unit 3A**
 * Fact or Falsehood Proofing**


 * -Is it T or F? What page #?**

In Class-** E of L Check

3A Fact or Falsehood proofing

reflex arc (page 61)

Lab time: Psych Sim 5: Hemispheric Specialization =**The Myers book companion site:**=

[|http://bcs.worthpublishers.com/myersAP1e/#t_612492]
Psych Sim 5: Hemispheric Specialization =**The Myers book companion site:**=
 * Evidence of Learning-**

[|http://bcs.worthpublishers.com/myersAP1e/#t_612492]
** MONDAY - 13 OCT 2014 ** ** 4th HOUR / 7th HOUR ** Pages 66-68 may help you... 1. What do you think is the percentage of our brain do we actually use? 2. What do you think is meant by saying the brain is hemispheric? 3. There are different types of brain scans...what do you think are 3 uses of brain scans?
 * WU-**

E of L Check
 * In Class-**

Unit 3A / Vocab. 2 Quiz

Partner Quiz Time

3A Fact or Falsehood proofing

reflex arc (page 61)

Lab time:

__PART 1__ Unit 3B Vocabulary List
 * Evidence of Learning-**

__PART 2__ Use pages 69-73 to assist you: 1. What are the "older brain structures"? 2. What does each do? ** FRIDAY - 10 OCT 2014 ** ** 4th HOUR / 7th HOUR ** PAGE 65 (end of Unit 3A) ANSWER 1-10
 * WU-**

E of L CHECK!
 * In Class-**

Unit 3A Vocabulary List 1 Test

U3A pages 53-58 Reading Quiz*

Neurotransmitterscramble.student (1-10)

__CREATE__ A QUIZ - BRING HARD COPY of EACH TO CLASS (typed-15 questions total - 5 per topic with possible answers AND a separate key)
 * Evidence of Learning-**

Format: 2 topic areas should be multiple choice based and 1 topic area should be true/false based

Topic Areas: Peripheral Nervous System (5 questions) Central Nervous System (5 questions) Endocrine System (5 questions)

__STUDY__ for Unit 3A / Vocabulary List 2 (rest of Unit 3A vocabulary) - MONDAY 13 OCT 2014

** WEDNESDAY - 8 OCT 2014 / THURSDAY - 9 OCT 2014 ** ** 4th HOUR / 7th HOUR ** USE pages 53-58 ANSWER the following: 1. Define neurons? 2. How do they transmit information? 3. Describe the speed of a neuron impulse. 4. What is reuptake?
 * WU-**

E of L CHECK!
 * In Class-**

Unit 3A questions 1,2,3

U3A pages 53-58 Reading Quiz*

Create a motor neuron

The background of a neural impulse (page 53) "Neuron Flushing Experiment"

Neurotransmitters / Functions

-DO THE FIRST 10 of the Neurotransmitterscramble.student handout -FINISH Neuron Flushing Experiment handout (define each and show each in the flushing process)
 * Evidence of Learning-**

UNIT 3A VOCAB. QUIZ 1 (first 14 terms in 3A)


 * 7th Hour - we will try it again

** TUESDAY - 7 OCT 2014 ** ** 4th HOUR / 7th HOUR ** **WU-** Unit 3A Fact or Falsehood...What do ya think?

**In Class-** Unit 2 FRQ - Rubric...check yourself before you...

**Evidence of Learning-** Unit 3A questions 1,2,3 Reading quiz on pages 53-58

FRIDAY - 3A Vocabulary Quiz (1st 14 terms)

** MONDAY - 6 OCT 2014 ** ** 4th HOUR / 7th HOUR ** **WU-** NO WU

**In Class-** Unit 2 Test

**Evidence of Learning-** Unit 3A Vocabulary List

** FRIDAY - 3 OCT 2014 ** ** 4th HOUR / 7th HOUR ** **WU-** Unit 2 Fact or Falsehood with Winter partner

**In Class-** Unit 2 FRQ Due

Stats questions

Monte Hall Problem

Operational definitions

The Skinny on Statistics -normal / skewed curves -distributions -standard deviation z-score http://www.apstudynotes.org/psychology/outlines/chapter-2-methods/

Unit 2 Study link: http://appsychology.com/HowPass/MC%20quizes/Research%20Methods/research_methods.htm

**Evidence of Learning-** Study for Unit 2 Test

Unit 2 Study link: http://appsychology.com/HowPass/MC%20quizes/Research%20Methods/research_methods.htm

** WEDNESDAY - 1 OCT 2014 / THURSDAY - 2 OCT 2014 ** ** 4th HOUR / 7th HOUR ** **WU-** Page 49 Unit 2 Review 11-15

**In Class-** E of L - IV / DV check

Unit 2 Reading Quiz (pages 37-41)

Operational definitions

The Skinny on Statistics -normal / skewed curves -distributions -standard deviation z-score

http://www.apstudynotes.org/psychology/outlines/chapter-2-methods/

Informed Consent Fear Survey

Spongebob and Learning Problems...?

The Monte Hall problem

How to Lie with Statistics

Unit 2 FRQ

**Evidence of Learning-**

** TUESDAY - 30 SEPT 2014 ** ** 4th HOUR / 7th HOUR ** **WU-** Page 49 Unit 2 Review 6-10

**In Class-** Code of Ethics / Statement DUE

What is... The Scientific Attitude - read/define [] []

Operational definitions

The Skinny on Statistics -normal / skewed curves -distributions -standard deviation z-score



**Evidence of Learning-**

//(2 PARTS)// //1-Reading quiz on pages 37-41 from Unit 2//

//2-IV/DV/Experiment handout (just PART I)//



** 4th HOUR / 7th HOUR ** **WU-** Page 48 Unit 2 Review 1-5
 * MONDAY - 29 SEPT 2014 **

**In Class-** Unit 2 Psych Sim 5 (Descriptive Statistics) DUE

__Mini Presentations__ - It's go time!

What is... The Scientific Attitude - read/define [] []

Operational definitions

**Evidence of Learning-** __ //TYPED HARD COPY// __ __ //Create an Ethics mission statement/paragraph/protocol:// __ (Use page 44 to assist you)

//You have been hired as a psychologist for the new// //"Berthoud Psychology Research Center"//

__You are to develop an ethics code for conducting your own experiments...__ Describe policies that you would adhere to. (Specific to what you would and you would not do, types of experiments, etc.)

What should/shouldn't be allowed? What are some considerations you may need to make? How does the use of deception affect the ethics of a study?

** 4th HOUR / 7th HOUR ** **WU-** Quick study time for vocabulary test
 * FRIDAY - 26 SEPT 2014 **

**In Class-** __Mini Presentations__ - How psychologists observe and describe behavior DUE

Unit 2 Vocabulary Test (1st 24 terms)

REVIEW: Hindsight Bias Overconfidence

What is... The Scientific Attitude - read/define [] []

Dangers of Bread! -beware of statistics

**Evidence of Learning-** //(2 PARTS)// __//PART 1//__ //COMPLETE// //Psych Sim 5 Tutorial: Unit 2 Descriptive Statistics// //It is on the Myers Companion Site -// ** [|http://bcs.worthpublishers.com/myersAP1e/#t_612492] ** //Respond to the terms on this handout://

__PART 2__ 1. Define "operational definition"- 2. Create an __operational definition__ for the following terms: A. Happiness- B. A Smile- C. Intelligence- D. Popularity- E. Good music-

** 4th HOUR / 7th HOUR ** READ each of the following and decide whether it is TRUE or FALSE (and support your answer). 1. Most people suffer from unrealistic low self-esteem. 2. The opinions of 1500 randomly selected people can provide a fairly accurate picture of the opinions of an entire nation. 3. The scientific finding that depressed people tend to have low self-esteem proves that __depression__ causes people to be down on themselves.
 * WEDNESDAY - 24 SEPT 2014 / THURSDAY - 25 SEPT 2014 **
 * WU-**

E of L Check (Unit 2 Vocab. list and Unit 2 question #1)
 * In Class-**

7 Faces of Psychology / Unit 1 Vocabulary Fun!

go over WU / half sheet study

Hindsight Bias []

[]

Overconfidence [] []

The Scientific Attitude [] []

Correlation and Causation

(3 PARTS) 1- Complete the following activity: [|http://highered.mcgraw-hill.com/sites/0073531871/student_view0/module2/activity_2_2.html#] 2 - __Create a mini presentation__ (ppt, prezi, educreation, glogster, etc.) that DEFINES and DISPLAYS/Gives examples/incorporate an activity? the ways in which psychologists observe and describe behavior. (you could be presenting this next class) 3- Unit 2 Vocabulary Quiz - FIRST 24 TERMS (first 2 columns on page 48)
 * Evidence of Learning-**
 * Use pages 26-29 to assist you

** 4th HOUR / 7th HOUR **
 * MONDAY - 22 SEPT 2014 / TUESDAY - 23 SEPT 2014 **

**WU-** End of Unit 1 Review (1-15) Pages 16-17

**In Class-** (7th HOUR - MON) (4th HOUR - TUES) Team Trading Cards DUE

FINISH Famous Psychologist Poster Presentations

**Evidence of Learning-** 1-BRING a copy (written or typed) Unit 2 Vocabulary List and defined

2-READ Pages 19-22 ANSWER #1 - Page 19

** 4th HOUR / 7th HOUR **
 * WEDNESDAY - 17 SEPT 2014 / THURSDAY - 18 SEPT 2014 **

**WU-** NO WU

**In Class-** Famous Psychologist Poster Presentations

@ Breakfast/Dinner with Famous Psychologists Activity

REMINDER -> Team Trading Cards DUE: MON 22 SEPT (7th Hour) or TUES 23 SEPT (4th Hour)



example: []

Trading Card Template / Builder:

http://www.readwritethink.org/files/resources/interactives/trading_cards_2/

**Evidence of Learning-** REMINDER -> Team Trading Cards DUE: MON 22 SEPT (7th Hour) or TUES 23 SEPT (4th Hour)

= TUESDAY - 16 SEPTEMBER 2014 =


 * 4th HOUR / 7th HOUR **


 * WU-**

NO WU


 * In Class-**

Famous Psychologist Poster (presented 1/2 half of WED 17 SEPT or THURS 18 SEPT @ Breakfast/Dinner with Famous Psychologist Activity)



REMINDER -> Team Trading Cards DUE MON 22 SEPT



example:

[]

Trading Card Template / Builder:

http://www.readwritethink.org/files/resources/interactives/trading_cards_2/


 * Evidence of Learning-**

Famous Psychologist Poster (presented 1/2 half of WED 17 SEPT or THURS 18 SEPT @ Breakfast/Dinner with Famous Psychologist Activity)



Continue Working on Trading Cards (DUE - MONDAY, 22 SEPT)

= = = MONDAY - 15 SEPTEMBER 2014 = PAGE 17 (1-5)
 * 4th HOUR / 7th HOUR **
 * WU-**

E of L Check
 * In Class-**

7 Faces of Psychology

Development of Psychology -Team Trading Cards example: []

Trading Card Template / Builder: http://www.readwritethink.org/files/resources/interactives/trading_cards_2/

PICK ONE OF THESE PSYCHOLOGISTS to IMPERSONATE (1st come, 1st serve) __LET ME KNOW ASAP...your choice may already be taken...:__
 * Evidence of Learning-**

Continue Working on Trading Cards (DUE - MONDAY, 22 SEPT)

= FRIDAY - 12 SEPTEMBER 2014 =

Looking at pages 2-3... 1. Name 2 individuals that you feel were big contributors to the roots of psychology. 2. Why did you choose them?
 * 4th HOUR / 7th HOUR **
 * WU-**

E of L Check
 * In Class-**

Unit 14 FRQ peer grade

What important events happened on your birthday?

Unit 1 - History / Careers / Theories

Plato's "Allegory of the Cave"

7 Faces of Psychology (Unit 1)

7 Faces of Psychology (Unit 1)
 * Evidence of Learning-**

= WEDNESDAY - 10 SEPTEMBER 2014 / THURSDAY 11 SEPT 2014 = U14 Fact or False
 * 4th HOUR / 7th HOUR **
 * WU-**

Unit 14 Test - Computer Lab
 * In Class-**

Unit 1 - (3 PARTS) 1-Read pages 2-4 / Answer #1 (page 2)
 * Evidence of Learning-**

2-Go the following link and __READ__ about Plato's "Allegory of the Cave" http://philosophyzer.wordpress.com/2012/09/21/the-allegory-of-the-cave-by-plato-summary-and-meaning/ http://www.studymode.com/essays/Plato%27s-Allegory-Of-The-Cave-121476.html __ANSWER__ *What does this tell us about early beliefs in behavior and mental processes?

3-Go to "Today in the History of Psychology" [] FIND out what important events related to psychology happened on your birthday.

= = = WEDNESDAY - 10 SEPTEMBER 2014 / THURSDAY - 11 SEPT 2014 = U14 Fact or False
 * 4th HOUR / 7th HOUR **
 * WU-**

Unit 14 Test - Computer Lab
 * In Class-**

Unit 1 - (3 PARTS) 1-Read pages 2-4 / Answer #1 (page 2)
 * Evidence of Learning-**

2-Go the following link and __READ__ about Plato's "Allegory of the Cave" http://philosophyzer.wordpress.com/2012/09/21/the-allegory-of-the-cave-by-plato-summary-and-meaning/ http://www.studymode.com/essays/Plato%27s-Allegory-Of-The-Cave-121476.html __ANSWER__ *What does this tell us about early beliefs in behavior and mental processes?

3-Go to "Today in the History of Psychology" [] FIND out what important events related to psychology happened on your birthday.

= MONDAY - 8 SEPTEMBER 2014 = 1. Have you developed your own rules about who you are friends with online and who you are not? Explain. 2. How have you handled failed relationships online? How easy is it to unfriend someone online? 3. Have you changed your online openness as you spend more time on social networking sites? Are you more open or more closed than when you started.
 * 4th HOUR / 7th HOUR **
 * WU-**

E of L Part 1 (from Monday 8 Septempber) DUE Unit 14 Vocabulary list 2 - Test
 * In Class-**

look at parallels "close-up" (page 676)

"Attraction" (pages 678-682) on following areas (geography/proximity/mere exposure/physical attractiveness/similarity) -passionate love / companionate love (differences)

AND give background on EACH of these examples (connect to definition): -Kitty Genovese [] -wwyd? [] []
 * Bystander effect - define it

AND give background on EACH of these examples: -Friends episode []
 * Altruism - define it

AND give background on EACH of these examples: -Big Bang [] []
 * Reciprocity Norm - define it

Unit 14 Test Practice - IMC

__UNIT 14 SOCIAL PSYCHOLOGY TEST -__ __WEDNESDAY 10 SEPT__ __or__ __THURSDAY 11 SEPT__ = = = TUESDAY - 9 SEPTEMBER 2014 = Think about the several types of television shows that you have watched in the past week or two... 1. How many acts of violence occurred overall? How many occurred in each show? 2. Does one type of program depict more violence than others? 3. What was different about violence depicted on the different types of shows? 4. How did watching this violence affect you? Would you feel comfortable letting young children watch the acts you saw?
 * Evidence of Learning-**
 * 4th HOUR / 7th HOUR **
 * WU-**

Unit 14 Questions 11 and 12 DUE
 * In Class-**

Reminder - Unit 14 Vocabulary list 2 - Test

look at parallels "close-up" (page 676)

(WITH YOUR FALL PARTNER) TOGETHER - READ "Attraction" (pages 678-6812) and take notes on following areas (geography/proximity/mere exposure/physical attractiveness/similarity) -passionate love / companionate love (differences)

IN IMC with DESKTOPS for rest of class period

AND give background on EACH of these examples (connect to definition): -Kitty Genovese [] -wwyd? [] []
 * Bystander effect - define it

(2 PARTS) __PART 1__ FINISH Bystander effect from above
 * Evidence of Learning-**

__PART 2__ START PRACTICING FOR OUR UPCOMING UNIT 14 TEST GO TO Myers Companion site PRACTICE quizzes and tests __UNIT 14 SOCIAL PSYCHOLOGY TEST - WEDNESDAY 10 SEPT__

= FRIDAY - 5 SEPTEMBER 2014 =
 * 4th HOUR / 7th HOUR **

Page 695 (11-15) - last warm up & collected
 * WU-**

REVIEW Social / Emotional / Cognitive roots of prejudice
 * In Class-**

DISCUSS discrimination law that was researched

agression OR not aggression

__ 2 PARTS __
 * Evidence of Learning- **

1-

ANSWER questions 11 and 12 on pages 671 and 672

2- VOCABULARY TEST 2 WILL BE TUESDAY, 9 SEPT
 * ingroup, outgroup, ingroup bias, scapegoat theory, other-race effect, just-world phenomenon, aggression, **
 * frustration-aggresssion principle, ** ** mere-exposure effect, passionate love, companionate love, equity, self-disclosure, altruism, bystander effect, social exchange theory, reciprocity norm, social-responsibility norm, conflict, social trap, mirror-image perceptions, self-fulfilling prophecy, superordinate goals, GRIT **

= WEDNESDAY - 3 SEPTEMBER 2014 / THURSDAY - 4 SEPTEMBER 2014 =
 * 4th HOUR / 7th HOUR **

Just World Survey (on screen)
 * WU-**

E of L (Fundraising article)
 * In Class-**

social loafing (group work ?s), deindividuation, group polarization, group think (impact)

groupthink / deindividuation lord of the flies []

power of the individual http://www.ted.com/talks/derek_sivers_how_to_start_a_movement#t-18652

Computer lab: Project Implicit -test your own implicit prejudices https://implicit.harvard.edu/implicit/takeatest.html

__PARTS A / B / C__
 * Evidence of Learning-**

Unit 14 PsychSim 5: Social Decision-Making
 * A.**

[|http://bcs.worthpublishers.com/myersAP1e/#t_612492]
RESEARCH AND FIND A LAWS that encourage and prohibit discrimination (example of each...domestic or international) ANSWER: 1. What types of discrimination does the law allow? Why? (Consider treatment of people...) 2. What types of discrimination does the law not allow? Why? 3. What types of discrimination does the law seem unsure about?
 * B.** (this can be done on the back of the psych sim 5 above)

(this can be done on the back of the psych sim 5 above) -notes and causes Prepare a paragraph profile of one of the hate groups described at www.tolerance.org (or another site that you used) 1. How are the beliefs of this particular group prejudiced? What stereotypes do they hold and against whom? 2. What type of discrimination do they recommend people take against those they hate? 3. Does the 1st Amendment protect this type of behavior? Why or why not?
 * C.**
 * What are the SOCIAL and COGNITIVE roots of prejudice? (pages 667-670)

= TUESDAY - 2 SEPTEMBER 2014 =
 * 4th HOUR / 7th HOUR **

ANSWER the following: Page 695 (6-10)
 * WU-**

E of L CHECK (Fundraising article)
 * In Class-**

Unit 14 Reading Quiz (661-670) - __MUST BE MADE UP BEFORE FRIDAY'S CLASS (5 SEPT 2014)__

social loafing, deindividuation, group polarization, group think (impact)

social facilitation RESEARCH: 1. ONE of our school's sports teams (home wins vs. away wins) 2. YOUR favorite PLAYER/ATHLETE (home statistics vs. away statistics) 3. YOUR favorite SPORTS TEAM (home wins vs. away wins / statistics)

Group processes / group think (define) -Cabinet meeting (video) -elevator behavior []

groupthink/deindividuation lord of the flies []

power of the individual http://www.ted.com/talks/derek_sivers_how_to_start_a_movement#t-18652


 * Evidence of Learning-**

= FRIDAY - 29 AUGUST 2014 =
 * 4th HOUR / 7th HOUR **

ANSWER the following: 1.Should teachers stop using group projects altogether? Why/why not? 2.Does having group members evaluate each other or assigning roles minimize social loafing? Why/why? 3.How can group members motivate each other to work their hardest?
 * WU-**

E of L CHECK (#4 and #5)
 * In Class-**

Unit 14 (1st 23 terms) vocabulary test

social loafing, deindividuation, group polarization, group think (impact)

social facilitation RESEARCH: 1. ONE of our school's sports teams (home wins vs. away wins) 2. YOUR favorite PLAYER/ATHLETE (home statistics vs. away statistics) 3. YOUR favorite SPORTS TEAM (home wins vs. away wins / statistics)

__2 PARTS__ Part 1- "Groupthink is the Kiss of Death in Fundraising" READ this article: (attachment) (link) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">http://www.fundraisingsuccessmag.com/article/groupthink-the-kiss-death-successful-fundraising-56702/1 RESPOND to these questions: 1.Why is it the kiss of death? Explain. 2.Provide some information/examples on how it could be done differently/more effectively.
 * Evidence of Learning-**

Part 2- READ pages 661-670 for next class (READING QUIZ over this material)

= THURSDAY - 28 AUGUST 2014 =
 * 4th HOUR **

Page 695 (1,2,3,4,5)
 * WU-**

Methods of Persuasion (car salesmen, telemarketers, door to door solicitors, charities...) handout:
 * In Class-**

Obedience- What causes obedience? What are factors to ensure it? pages 647-648

Cognitive Dissonance- How do we justify or resolve a behavior / issue that we don't agree with? (pages 647-648) https://www.youtube.com/watch?v=korGK0yGIDo

Conformity- What if we are alone? How do we act with a partner? Factors of conformity? (650-651) Asch-Conformity videos 1 and 2

(654) Milgram Experiment- When obeying instructions...how do we react in different situations? Defer blame/responsibility? [] https://www.youtube.com/watch?v=y6GxIuljT3w

Attribution handout activity

Group processes / group think

Group processes / group think READ pages 657-661 ANSWER #4 and #5 (in notebook)
 * Evidence of Learning-**


 * Unit 14 Vocabulary list 1 test will be FRIDAY 29 AUG 2014.

= WEDNESDAY - 27 AUGUST 2014 =
 * 7th HOUR **

Page 695 (1,2,3,4,5)
 * WU-**

Methods of Persuasion (car salesmen, telemarketers, door to door solicitors, charities...) handout:
 * In Class-**

Obedience- What causes obedience? What are factors to ensure it? pages 647-648

Cognitive Dissonance- How do we justify or resolve a behavior / issue that we don't agree with? (pages 647-648) https://www.youtube.com/watch?v=korGK0yGIDo

Conformity- What if we are alone? How do we act with a partner? Factors of conformity? (650-651) Asch-Conformity videos 1 and 2

(654) Milgram Experiment- When obeying instructions...how do we react in different situations? Defer blame/responsibility? [] https://www.youtube.com/watch?v=y6GxIuljT3w

Attribution handout activity

Group processes / group think

Group processes / group think READ pages 657-661 ANSWER #4 and #5 (in notebook)
 * Evidence of Learning-**


 * Unit 14 Vocabulary list 1 test will be FRIDAY 29 AUG 2014.

= TUESDAY - 26 AUGUST 2014 =
 * 4th HOUR / 7th HOUR**

Define: Social Psychology-
 * WU-**

U14 Vocabulary List / Stanford Prison Experiment
 * In Class-**

Discuss/Review

Attitudes- "How do we tend to explain others behavior (and our own)?" pages 644-645

Obedience- pages 647-648

Cognitive Dissonance- (pages 647-648) video? Conformity- (650-651) Obedience (654) Migram Experiment [] []

Group processes / group think

Methods of Persuasion handout
 * Evidence of Learning-**


 * Unit 14 Vocabulary list 1 test will be FRIDAY 29 AUG 2014.

= MONDAY - 25 AUGUST 2014 =
 * 4th HOUR / 7th HOUR**

p. 650 info. 1. Are the majority of students conformists or nonconformists? Why? 2. Is there pressure among students at your school to dress a certain way or like certain types of music? Why, why not? 3. Was there more pressure to conform in middle school as compared to high school? Why, why not?
 * WU-**

-U14 Vocabulary List?
 * In Class-**

Discuss/Review

Finish "Psychology is Common Sense?" slides

Attitudes- "How do we tend to explain others behavior (and our own)?" pages 644-645

Obedience- pages 647-648

Stanford Prison Experiment [] DISCUSSION QUESTIONS

Cognitive Dissonance- (pages 647-648) video? Conformity- (650-651) Obedience (654) Migram Experiment [] [] Group processes / group think


 * Evidence of Learning-**


 * Unit 14 Vocabulary list 1 test will be FRIDAY 29 AUG 2014.

= FRIDAY - 22 AUGUST 2014 =


 * 4th HOUR / 7th HOUR**


 * WU-**

p. 644 info.

(even as you try to say hello to them), what would you think about them? Why?

 * In Class-**

Discuss/Review Thursday's material/E of L

Attitudes- "How do we tend to explain others behavior (and our own)?"

pages 644-645

Obedience-

pages 647-648

Stanford Prison Experiment

[]

IN YOUR NOTEBOOK - RESPOND TO EACH DISCUSSION QUESTION YOU ENCOUNTER


 * Evidence of Learning-**

(2 PARTS)

1-FINISH

Stanford Prison Experiment

[]

IN YOUR NOTEBOOK - RESPOND TO EACH DISCUSSION QUESTION YOU ENCOUNTER

2-Vocabulary list 1* (first 23 vocabulary terms of Unit 14) - in notebook (or quizlet.com) and DEFINED:

social psychology, attribution theory, fundamental attribution theory, attitude, central route persuasion, foot-in-the-door phenomenon,

role, cognitive dissonance theory, conformity, normative social influence, social facilitation, social loafing, deindividuation, group polarization,

groupthink, culture, norm, personal space, prejudice, stereotype, discrimination


 * You can also find them under the "Unit 14: Social Psychology" link / Flashcards 1 on the Myers book companion site:

[|http://bcs.worthpublishers.com/myersAP1e/#t_612492]


 * Unit 14 Vocabulary list 1 test will be FRIDAY 29 AUG 2014.

= THURSDAY - 21 AUGUST 2014 = Administrative things / syllabus / course outline
 * 4th HOUR / 7th HOUR**
 * WU-**

Psychology as Common Sense -handout/activity
 * In Class-**

Book discussion overview

Vocabulary List (written or quizlet.com)
 * vocab. test -

__START__ studying for Unit 14 Vocabulary quiz (pages 643-664) [|http://bcs.worthpublishers.com/myersAP1e/#t_612492]
 * You can also find them under the "Unit 14: Social Psychology" link / Flashcards 1 on the Myers book companion site:

Chapter 14: Social Psychology - -Discussion questions 1,2,3 (in notebook) 1. Why do you obey some rules and disobey other at school? 2. Have you ever been convinced by friends to do something you knew was wrong? To do something that you knew was right? 3. Do you consider yourself a conformist? Nonconformist? Why?
 * Evidence of Learning-**

= MONDAY - 25 AUGUST 2014 = p. 650 info. 1. Are the majority of students conformists or nonconformists? Why? 2. Is there pressure among students at your school to dress a certain way or like certain types of music? Why, why not? 3. Was there more pressure to conform in middle school as compared to high school? Why, why not?
 * 4th HOUR / 7th HOUR**
 * WU-**

Complete Unit 14 Vocabulary List
 * In Class-**

U14 Vocab. list 1 Test - Friday, 29 AUG

Discuss Stanford __Prison__ Experiment [] Discussion questions

Attribution...practice -handout?

Methods of Persuasion - overview -Persuasion application handout w/ partner

Cognitive Dissonance- (pages 647-648) video - smokers []

Conformity- (650-651) Asch [] []

Obedience (654) Migram Experiment [] []

looking ahead... Group processes / group think

1. Annotate each article 2. Write a summary of each at the bottom (of each)
 * Evidence of Learning-**
 * Obama Effect handout (Social Perception) *2 different articles

** MONDAY - 15 DEC 2014 ** ** 4th HOUR / 7th HOUR **

** SEMESTER FINAL WILL BE ON UNIT 4 MATERIAL - START STUDYING!!! ** USE YOUR TEXTBOOK! Also, here are some links for practice: http://www.appsychology.com/HowPass/MC%20quizes/Sensation/sensation.htm http://www.appsychology.com/HowPass/MC%20quizes/Perception/perception.htm

**WU-** ANSWER the following: 1. Why are psychics generally unwilling to be scientifically tested? 2. Do you think paranormal phenomena is a worthy scientific subject?

**In Class-** COLLECT E of L - PsychSim5: Auditory System

Ghostbusters - esp study - Venkman

ESP survey and #25 p.166

**Evidence of Learning-** STUDY FOR FINAL!!!

best free blogs for teachers http://edublogs.org/signup/ https://education.weebly.com/ http://www.freetech4teachers.com/

FINAL - Helpful Study Links: [] [] sparknotes, etc. [|http://jmccrackenworld.com/PSYCHAPRIL.h] [] []

= THURSDAY - 22 MAY 2014 -- FRIDAY - 23 MAY 2014 = http://money.cnn.com/2014/05/20/news/companies/mcdonalds-happy-meal-mascot/index.html?hpt=hp_t3
 * -6th HOUR---3rd HOUR **
 * WU- **

E of L DUE - Unit 12 Fact or Falsehood
 * In Class- **

Treating Panic Disorders https://www.youtube.com/watch?v=CQgKEp_NhHk

Conversion Disorder https://www.youtube.com/watch?v=_2NbEV8cFzs&feature=youtu.be

Aversion Therapy https://www.youtube.com/watch?v=Lc8rtjxG-eI

"Name That Disorder" answers -Treatment options http://www.mhhe.com/socscience/psychology/faces/# ...also...online DSM <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[]
 * Use Unit 13 AND this link:

My Strange Addiction

__PART 1__ "Name That Disorder" answers -Treatment options http://www.mhhe.com/socscience/psychology/faces/# ...also...online DSM <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">[]
 * <span style="font-family: Arial,Helvetica,sans-serif;">E of L- **
 * Use Unit 13 AND this link:

__PART 2__ Unit 13 Psych Sim 5: Computer Therapist

= FRIDAY - 16 MAY 2014 -- MONDAY - 19 MAY 2014 = Phobias... 1. Name and describe 3 "common" phobias. 2. Find and describe 3 "exotic" (uncommon) phobias.
 * -6th HOUR---3rd HOUR **
 * WU- **

E of L CHECK! COLLECT Abnormal Psychology handout
 * In Class- **

PASS BACK WORK!!!

FINISH "A-Z of Your Head" -examples of psychological disorders

Unit 12 Psych Sim 5: Mystery Client Name That Disorder Unit 12 Fact or Falsehood
 * <span style="font-family: Arial,Helvetica,sans-serif;">E of L- **

= WEDNESDAY - 14 MAY 2014 -- THURSDAY - 15 MAY 2014 = READ 'Web Fertile Ground for Hypochondriacs" http://usatoday30.usatoday.com/tech/2002/06/24/cyberchondria.htm ANSWER: 1. How has the web made this such a problem? 2. Describe the evidence that supports this. 3. What would you propose as a solution to this potential problem?
 * -6th HOUR---3rd HOUR **
 * WU- **

http://www.npr.org/templates/story/story.php?storyId=92292756

E of L CHECK!
 * In Class- **

Unit 12 Vocabulary Test (all terms)

FINISH Abnormal Psychology handout

PASS BACK WORK!!!

FINISH "A-Z of Your Head" -examples of psychological disorders

ON A BLANK SHEET OF PAPER: -Make 12 squares (you can do 6 on each side) -in each square, write the type of disorder, symptoms of it, and treatment for it

__PART 1__ FINISH Abnormal Psychology handout
 * <span style="font-family: Arial,Helvetica,sans-serif;">E of L- **

__PART 2__ FINISH "A-Z of Your Head" video http://assignments.discoveryeducation.com/?cdPasscode=TD405-4A45 response sheet: ON A BLANK SHEET OF PAPER: -Make 12 squares (you can do 6 on each side) -in each square, write the type of disorder, symptoms of it, and treatment for it

= MONDAY - 12 MAY 2014 -- TUESDAY - 13 MAY 2014 =


 * -6th HOUR---3rd HOUR **

READ "Suicide" (584-585) 1. What are 3 things that really stick out to you from the reading? 2. Any ideas for help and prevention programs or assistance?
 * WU- **

E of L CHECK! Abnormal Psychology part 1
 * In Class- **

Can you tell when a laugh is for real? http://www.npr.org/2014/05/08/310794138/how-to-tell-when-a-laugh-is-real-the-answer-is-in-a-breath

<span style="font-family: Arial,Helvetica,sans-serif;">LOOK AT: <span style="font-family: Arial,Helvetica,sans-serif;">Abnormal Psychology <span style="font-family: Arial,Helvetica,sans-serif;">2-3 surveys/assessments

Is it a psychological disorder or not? Why?

...other video examples?

PASS BACK WORK!!!

First 15 Minutes of ... "A-Z of Your Head" -examples of psychological disorders

__PART 1__ (if you missed class) Is it a psychological disorder or not? Why?
 * <span style="font-family: Arial,Helvetica,sans-serif;">E of L- **

__PART 2__ FIRST 15 Minutes of ... "A-Z of Your Head" video http://assignments.discoveryeducation.com/?cdPasscode=TD405-4A45 response sheet: ON A BLANK SHEET OF PAPER: -Make 12 squares (you can do 6 on each side) -in each square, write the type of disorder, symptoms of it, and treatment for it

__PART 3__ Unit 12 Vocabulary Test - ALL terms

= THURSDAY - 8 MAY 2014 -- FRIDAY - 9 MAY 2014 = = =
 * -6th HOUR---3rd HOUR **

1. WITHOUT USING THE BOOK - What is your definition of psychological disorders? 2. Why should we diagnose someone? 3. Do you think there are gender differences in diagnosis? Why or why not?
 * WU- **

E of L DUE-
 * In Class- **

<span style="font-family: Arial,Helvetica,sans-serif;">LOOK AT: <span style="font-family: Arial,Helvetica,sans-serif;">Pages 544-548 to give the details about the major influences on intelligence. <span style="font-family: Arial,Helvetica,sans-serif;">What are they? What does the research say? What do you think? <span style="font-family: Arial,Helvetica,sans-serif;">U11 (pages 558-559) 1-15

<span style="font-family: Arial,Helvetica,sans-serif;">-Flynn Effect (read p.537 and watch) <span style="font-family: Arial,Helvetica,sans-serif;">[]

...other video examples?

Can you tell when a laugh is for real? http://www.npr.org/2014/05/08/310794138/how-to-tell-when-a-laugh-is-real-the-answer-is-in-a-breath

PASS BACK WORK!!!

Unit 12 - Abnormal Psychology COMPLETE the following:
 * <span style="font-family: Arial,Helvetica,sans-serif;">E of L- **

= WEDNESDAY - 7 MAY 2014 = PARTS 1,2,3 - Intelligence Tests/Surveys (from Thursday, 1 May)
 * 3rd HOUR--- **
 * E of L- **

Unit 11 Psych Sim 5: Get Smart

= MONDAY - 5 MAY 2014 TUESDAY - 6 MAY 2014 -- =
 * 3rd HOUR-6th HOUR **

LISTEN: http://www.npr.org/2014/04/30/308057862/u-s-tests-teens-a-lot-but-worldwide-exam-stakes-are-higher Describe your feelings and thoughts.
 * WU- **
 * What is your reaction?

E of L DUE- Multiple Intelligence surveys/tests/results -accurate/valid/reliable?
 * In Class- **

http://www.cnn.com/2014/04/30/us/oklahoma-botched-execution/

Video "Battle of the Brains"

Unit 11 Psych Sim 5: Get Smart

Unit 11 Psych Sim 5: Get Smart
 * E of L- **

= THURSDAY - 1 MAY 2014 FRIDAY - 2 MAY 2014 -- =
 * 3rd HOUR-6th HOUR **

1. What is your definition of intelligence? 2. How would you measure it...accurately?
 * WU- **

E of L DUE- Unit 11 Questions 8 and 9
 * In Class- **

Unit 11 Vocabulary Test

http://www.cnn.com/2014/04/30/us/oklahoma-botched-execution/

-Flynn Effect -Army Intelligence Test

Video "Battle of the Brains"

PRINT OFF PART 1 RESULTS and write answers for PART 2 and PART 3 on it.
 * E of L- **

__PART 1__ Multiple Intelligences http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/index.htm

__PART 2__ Learning Styles http://www.edutopia.org/multiple-intelligences-learning-styles-quiz 1. What is your learning style? 2. Do you agree? Why?

__PART 3__ (Try them both...I need some feedback) http://www.queendom.com/tests/access_page/index.htm?idRegTest=3037 http://www.mhhe.com/socscience/education/sadker/Sadker_EIQQ/sadker_eiqq.htm 1. What is your EQ? 2. Is this an accurate portrayal of your emotional intelligence? Why?

= TUESDAY - 29 APRIL 2014 WEDNESDAY - 30 APRIL 2014 -- =
 * 3rd HOUR-6th HOUR **

1. What is your definition of intelligence? 2. How would you measure it...accurately?
 * WU- **

E of L DUE- Unit 11 Questions 1,2,3 Unit 10 Test Results
 * In Class- **

Unit 10 FRQ

Mrs. Weiss - AP Psych Testing info./reminders

Unit 11 ?'s (1,2,3)

Origins of Intelligence Testing (pages 532-535) -In Search of Ourselves clip -Flynn Effect -Army Intelligence Test

Video "Battle of the Brains"

__PART 1__ READ pages 541-548 ANSWER Unit 11 Questions 8 and 9 (hand-written OR typed)
 * E of L- **

__PART 2__ Unit 11 Vocabulary Test NEXT CLASS

= FRIDAY - 25 APRIL 2014 MONDAY - 28 APRIL 2014 --- =
 * 3rd HOUR-6th HOUR **

Page 324 / Unit 7B Questions 1-8 (OR 9-15)
 * WU- **

E of L DUE- COLLECT Unit 10 FRQ
 * In Class- **

Unit 10 "TEST" - Personality Intellectual //Survey// http://www.appsychology.com/HowPass/MC%20quizes/Personality/personality.htm

__PART 1__ Unit 10 "TEST" - Personality Intellectual //Survey// http://www.appsychology.com/HowPass/MC%20quizes/Personality/personality.htm //1-Take the test// //2-LOOK OVER your results...What are your strengths/weaknesses?// //3-Print off the results (the final score %...select and print the bottom)// //4-Respond to these questions on your printed off results:// //-What areas of personality do you know pretty well?// //-What areas of personality are weaknesses that you need to study?// http://www.appsychology.com/HowPass/MC%20quizes/Personality/personality.htm
 * E of L- **

__PART 2__ READ Unit 11 pages 523-529 RESPOND to Unit 11 questions 1,2,3 (TYPED)

= THURSDAY - 24 APRIL 2014 -- =
 * 6th HOUR **

Page 324 / Unit 7B Questions 1-8
 * WU- **


 * In Class- **

E of L DUE- Ed Ted AND Unit 10 Fact or Falsehood

Gnarls Barkley?

Unit 10 FRQ Explain the relationship of the following as they relate to well-being: self-serving bias, self-esteem, locus of control, self-actualization, and reciprical determinism. (Respond using TDA - Terms, Definitions, Applications)

Unit 10 FRQ Explain the relationship of the following as they relate to well-being: self-serving bias, self-esteem, locus of control, self-actualization, and reciprical determinism. (Respond using TDA - Terms, Definitions, Applications)
 * E of L- **

= WEDNESDAY - 23 APRIL 2014 = EQ- What is the Big Five (trait approach) to personality?
 * 3rd HOUR **

No WU
 * WU- **

Unit 10 FRQ Explain the relationship of the following as they relate to well-being: self-serving bias, self-esteem, locus of control, self-actualization, and reciprical determinism. (Respond using TDA - Terms, Definitions, Applications)
 * In Class- **

Unit 10 FRQ Explain the relationship of the following as they relate to well-being: self-serving bias, self-esteem, locus of control, self-actualization, and reciprical determinism. (Respond using TDA - Terms, Definitions, Applications)
 * E of L- **

= MONDAY - 21 APRIL 2014 TUESDAY - 22 APRIL 2014 -- = EQ- What are major influences on personality?
 * 3rd HOUR-6th HOUR **

1. Do you start or maintain relationships (friendly or otherwise) with people you do not know in "real" life? Why? 2. How can you tell if someone is being genuine online? What are some of your own criteria for determining someone's personality? 3. What are some etiquette rules for communicating your desire to joke around with others? Expressing your anger or displeasure? Using sarcasm?
 * WU- **

E of L DUE - Psych Sim 5: Helplessly Hoping / Locus of Control Jung Typology Test
 * In Class- **

Perspectives of Personality - What are they?

Projective Tests - review (486)

Benefits of Personal Control (page 506) -The life Orientation Test and Optimism (26) -Defensive Pessimism (27)

Big Five Personality Traits http://www.youtube.com/watch?v=b9D6k3T2sbE

http://www.youtube.com/watch?v=kHF0VXPanU8

Ed Ted - Personality (WATCH and RESPOND) http://ed.ted.com/on/bg9unIpd

-Fact or Falsehood Unit 10


 * AP Practice - CHECK OUT THE AP LINKS ABOVE (near the red ap test date)

Ed Ted - Personality (WATCH and RESPOND) http://ed.ted.com/on/bg9unIpd
 * E of L- **

-Fact or Falsehood Unit 10
 * circle true or false / write down the page # to prove it / if false, tell me why

= THURSDAY - 17 APRIL 2014 FRIDAY - 18 APRIL 2014 -- = = = = = EQ- = = What roles do nature and nurture play in the development of personality? = =
 * 3rd HOUR-6th HOUR **

= = = = PAGE 297 (9-15) = =
 * WU- **

= = = = E of L DUE - = = Unit 9 Project Paper = = "What's Wrong With This Picture?" = =
 * In Class- **

= = Unit 10 Personality = = (The 3 Key Components) = =

= = -Fact or Falsehood = =

= = "Frasier's Edge" = = season 8, Episode 8: = = The nominations for the SeaBee's have been announced - including one for Gil Chesterton as Restaurant Critic Of The Year - but 'The Dr Frasier Crane Show' doesn't get any. However, Frasier is astonished to learn that he has been chosen to receive this years Lifetime Achievement Award, and among the congratulations he receives is a basket of flowers from his Harvard psychology professor/mentor, Professor Tewkesbury. Frasier has been meaning to see him for some time after reading in the alumni magazine he is working in Seattle at Washington University. He is somewhat puzzled by the card that comes with the flowers: 'You should be very proud' is one of the lines, and leaves Frasier wondering why he didn't write "I'm very proud of you". Frasier goes down to see Professor Tewkesbury just before the awards ceremony, who reveals that Frasier has been overanalyzing the card because his assistant wrote it. Frasier leaves happy, but the Professor finds him outside his office suffering from what appears to be a mid-life crisis - for which the Professor suggests an unusual course of action: Frasier has to analyze and treat himself..... = = [] = = for defense mechanisms = =

= = Crazy, Gnarls Barkley’s iconic song featuring Rorschach Ink Blots, = = [] = =

= = = =
 * AP Practice - CHECK OUT THE AP LINKS ABOVE (near the red ap test date)

= = http://www.xmarks.com/site/www.2h.com/personality-tests.html = =

= = = = Unit 10 Psych Sim 5: Helplessly Hoping = = = = Locus of Control Chart and ?'s (TEXTBOOK pages 505-506) = = = =
 * E of L- **

= = TAKE this personality test... = = Jung Typology test = = <span style="color: #3a548c; font-family: 'Times New Roman',serif;">[] = = PRINT OFF THE RESULTS PAGE = = ANSWER: = = 1. Do you feel this test accurately depicted or described your personality? Explain. = = 2. What would be a good application or use of these types of tests? = = = =

= TUESDAY - 15 APRIL 2014 WEDNESDAY - 16 APRIL 2014 -- =
 * 3rd HOUR-6th HOUR **

READ and RESPOND: "What's Wrong With This Picture?"
 * E of L-**


 * FINISH YOUR UNIT 9 Development Project

= FRIDAY - 11 APRIL 2014 MONDAY - 14 APRIL 2014 --- = EQ- Why is nature and nurture important to the development of personality?
 * 3rd HOUR-6th HOUR **

PAGE 253 (9-15)
 * WU- **

E of L check
 * In Class- **

UNIT 10 Vocabulary test 1 (1st 22 terms)

Unit 10 Personality Intro.

Id/Ego/Super Ego - define/example Krunk video []

Defense Mechanisms define/activity (use pages 483-484 to assist you)

"Frasier's Edge" season 8, Episode 8: The nominations for the SeaBee's have been announced - including one for Gil Chesterton as Restaurant Critic Of The Year - but 'The Dr Frasier Crane Show' doesn't get any. However, Frasier is astonished to learn that he has been chosen to receive this years Lifetime Achievement Award, and among the congratulations he receives is a basket of flowers from his Harvard psychology professor/mentor, Professor Tewkesbury. Frasier has been meaning to see him for some time after reading in the alumni magazine he is working in Seattle at Washington University. He is somewhat puzzled by the card that comes with the flowers: 'You should be very proud' is one of the lines, and leaves Frasier wondering why he didn't write "I'm very proud of you". Frasier goes down to see Professor Tewkesbury just before the awards ceremony, who reveals that Frasier has been overanalyzing the card because his assistant wrote it. Frasier leaves happy, but the Professor finds him outside his office suffering from what appears to be a mid-life crisis - for which the Professor suggests an unusual course of action: Frasier has to analyze and treat himself..... [] for defense mechanisms

Project check in!


 * E of L- **

Defense Mechanisms define/activity (use pages 483-484 to assist you)



1. What do the following terms mean to you...(USE PAGES 480-485 to assist you) Fixated / repressed / regressed / anal-retentive / Oedipus complex / rationalize 2. In your own words...Explain the background of the Psychoanalytic Perspective. 3. NAME 4 contributors to this perspective AND DESCRIBE their contributions to the this area of personality

Unit 10 Vocabulary Test __on SECOND 24 Terms__ (terror-management theory to collectivism)


 * Unit 9 Development Project (DUE 3rd Hour-THURSDAY, 17 APRIL __**OR**__ 6th Hour-FRIDAY, 18 APRIL)

= WEDNESDAY - 8 APRIL 2014 THURSDAY - 9 APRIL 2014 --- =
 * 3rd HOUR-6th HOUR **

PAGES 252-253 (1-8)
 * WU- **

E of L DUE - 8B Fact/False and 391-405 Questions (collect and check)
 * In Class- **

Self-Survey/Inventory -anger -fear

https://www.youtube.com/watch?v=0-3jSTs2Zsw

Unit 9 Intro. (411) -Developmental psychology -habituation
 * Unit 9 Development Task

video... Marshmallow Test https://www.youtube.com/user/Prudential?v=sT7fbayfNBU

Object Permanance: Family Guy []

Mary Ainsworth Strange Situation []

Babbling Baby https://www.youtube.com/watch?v=sDocL7AfIRo

Unit 9 AND Unit 10 Vocabulary lists
 * E of L- **

Unit 10 Vocabulary Test __on FIRST 24 Terms__ (Personality to Rorschach inkblot test)


 * Unit 9 Development Project (DUE 3rd Hour-THURSDAY, 17 APRIL __**OR**__ 6th Hour-FRIDAY, 18 APRIL)

= MONDAY - 7 APRIL 2014 TUESDAY - 8 APRIL 2014 --- =
 * 3rd HOUR-6th HOUR **

Situational rage has become a national problem, often with devastating consequences. Several different types of rage have emerged in recent years: road rage, workplace rage, even "surf rage"
 * WU- **

Consider the following questions:

1. Why does expressing instant anger over minor annoyances lead to health problems in the future? 2. Why do you think the incidence of rage-related situations has increased in recent years? 3. What are some techniques people can use to deal with their feelings of instant rage? 4. What are some reasons why "blowing off steam" or expressing rage only intensifies hostile feelings?

E of L DUE - Unit 8B Psych Sim 5 "All Stressed Out"
 * In Class- **

review warm up from last class...

Discussion (pages 280-389) -Culture and Emotional Expression -The Effects of Facial Expressions -Experienced Emotion (Fear, Anger, Happiness) -Short Life of Emotional Ups and Downs
 * critical thinking p.385
 * troubleshooting p.391

FINISH? Science of Fear - BBC Documentary Here is the link: https://www.youtube.com/watch?v=k0z0ZrgQLms Students answer the following to turn in: 1. What are some benefits of fear? Why? 2. Describe some effects of fear...

8B Fact or False handout (with page number and explanation for each)
 * E of L- **

READ pages 391-405 ANSWER: 1. Explain the two psychological phenomena: adaptation and comparison (from wealth and well-being). 2. What is stress? 3. What specific health problems are positively correlated with prolonged stress? 4. What specific hormones are related to stress? 5. Describe some other health factors and habits that complicate stress-related health problems. 6. How can people reduce stress naturally? = THURSDAY - 27 MAR 2014 FRIDAY - 28 MAR 2014 --- =
 * 3rd HOUR-6th HOUR **

READ research article on computer simulations to help with traumatic events ANSWER the questions that follow the reading: 1. Describe how this approach different from other treatment techniques. 2. What do you think of this treatment? Why? Explain.
 * WU- **

E of L DUE - Unit 8B Questions 6,7,8,9 (please collect)
 * In Class- **

8B Psych Sim 5: ALL STRESSED OUT (On the IMC laptops)

...last 30 minutes or so Science of Fear - BBC Documentary Here is the link: (However the downloaded video is also on the laptop desktop) https://www.youtube.com/watch?v=k0z0ZrgQLms Students answer the following to turn in: 1. What are some benefits of fear? Why? 2. Describe some effects of fear...

8B Psych Sim 5: ALL STRESSED OUT
 * E of L- **

= TUESDAY - 25 MAR 2014 WEDNESDAY - 26 MAR 2014 --- =
 * 3rd HOUR-6th HOUR **

Page 213 (11-15)
 * WU- **

E of L - Emotional IQ self-analysis DUE!
 * In Class- **

8B Reading Quiz (pages 366 - 380)

8B -cartoon funnies

Stressors? -define / examples

Twitching epidemic http://www.cnn.com/2012/02/04/health/raison-conversion-disorder/ http://nypost.com/2012/02/12/17-teen-girls-hit-in-twitching-epidemic-but-doctors-say-its-all-in-their-heads/

All Things Considered "Stress..." from 11 MAR 2013 http://www.npr.org/programs/all-things-considered/2013/03/11/174014386/?showDate=2013-03-11 -How has stressed change over time? (in name, focus, types, generalities...)

Science of Fear - BBC Documentary https://www.youtube.com/watch?v=k0z0ZrgQLms 1. What are some benefits of fear? Why? 2. Describe some effects of fear...

cnnstudentnews.com


 * E of L- **

READ pages 380-389

ANSWER 8B Unit questions 6,7,8,9

= FRIDAY - 21 MAR 2014 MONDAY - 24 MAR 2014 --- =
 * 3rd HOUR-6th HOUR **

Page 213 (1-10)
 * WU- **

E of L - Emotion Web quests DUE!
 * In Class- **

8B Vocabulary Test

Theories of Emotion...one more time

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Spock - Dr. McCoy <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">http://www.youtube.com/watch?v=gxidjpXRC-E

8B -cartoon funnies -inventory

Twitching epidemic http://www.cnn.com/2012/02/04/health/raison-conversion-disorder/ http://nypost.com/2012/02/12/17-teen-girls-hit-in-twitching-epidemic-but-doctors-say-its-all-in-their-heads/

All Things Considered "Stress..." from 11 MAR 2013 http://www.npr.org/programs/all-things-considered/2013/03/11/174014386/?showDate=2013-03-11 -How has stressed change over time? (in name, focus, types, generalities...)

Science of Fear - BBC Documentary https://www.youtube.com/watch?v=k0z0ZrgQLms 1. What are some benefits of fear? Why? 2. Describe some effects of fear...

cnnstudentnews.com

-Emotional Intelligence Test http://www.queendom.com/tests/access_page/index.htm?idRegTest=3037 1. What are your results (print off)? 2. Any aha's / things that surprised you? 3. Do you agree with the results? Why? Explain.
 * E of L- **

-8B Reading Quiz - pages 366-380

= WEDNESDAY - 19 MAR 2014 FRIDAY - 14 MAR 2014 --- =
 * 3rd HOUR-6th HOUR **

1. How do you appraise the stressful events of your life... -What are some examples of daily stressors? -Do you consider them to be a hassle or uplifting? -How can they be viewed as an uplift? What are some benefits of dealing with this way?
 * WU- **

E of L - Emotion Theories DUE! FOOD DIARIES! - check it!
 * In Class- **



ANSWER THESE QUESTIONS WHEN YOU TURN IN YOUR FOOD DIARY:
 * <span style="font-family: Arial,sans-serif; font-size: 13pt;">1. Compare your eating habits to the FDA's charts. Do your eating habits reflect their recommendations for a healthy diet? Why? Why not? **
 * <span style="font-family: Arial,sans-serif; font-size: 13pt;">2. Why did you eat what you ate and drink what you drank? What were the motives that drove your choices? **
 * <span style="font-family: Arial,sans-serif; font-size: 13pt;">3. After reflecting on your eating choices...what would you change? Why? **
 * <span style="font-family: Arial,sans-serif; font-size: 13pt;">What would you keep the same? Why? **

Proposed FDA Food Guideline changes... http://www.fda.gov/Food/GuidanceRegulation/GuidanceDocumentsRegulatoryInformation/LabelingNutrition/ucm385663.htm

ANSWER: What if you had the inability to fear and unable to see it in others as well? video?

Introduce 8B -cartoon funnies -inventory

Emotional Webquest!

Twitching epidemic http://www.cnn.com/2012/02/04/health/raison-conversion-disorder/ http://nypost.com/2012/02/12/17-teen-girls-hit-in-twitching-epidemic-but-doctors-say-its-all-in-their-heads/

All Things Considered "Stress..." 11 MAR 2013 http://www.npr.org/programs/all-things-considered/2013/03/11/174014386/?showDate=2013-03-11 -How has stressed change over time? (in name, focus, types, generalities...)

cnnstudentnews.com

(2 PARTS) __PART 1__ Emotional Webquest link 1: [|http://www.g2conline.org] link 2: http://www.humintell.com/2010/06/the-seven-basic-emotions-do-you-know-them/ link 3: []
 * E of L- **

__PART 2__ STUDY FOR 8B VOCABULARY TEST next class FRIDAY 21 MAR or MONDAY 24 MAR

= MONDAY - 17 MAR 2014 = =** WU- **= (2 Parts) -Unit 4 page 173 (11-15) -ANSWER: What if you had the inability to fear and unable to see it in others as well?

KEEP DOING YOUR FOOD DIARIES! Airline weight prompt A. or B.
 * In Class- **

Unit 8A Wrap up

Unit 8A 1-15 / FRQ

Introduce 8B -cartoon funnies -inventory -theories exercise

Twitching epidemic http://www.cnn.com/2012/02/04/health/raison-conversion-disorder/ http://nypost.com/2012/02/12/17-teen-girls-hit-in-twitching-epidemic-but-doctors-say-its-all-in-their-heads/

All Things Considered "Stress..." 11 MAR 2013 http://www.npr.org/programs/all-things-considered/2013/03/11/174014386/?showDate=2013-03-11 -How has stressed change over time? (in name, focus, types, generalities...)

cnnstudentnews.com

-Continue Food Diary -Unit 8B vocabulary list -READ Unit 8B pages 367-371 -Motivation/Emotion Theories handout (use Unit 8B to assist you)
 * E of L- **

= TUESDAY - 11 MAR 2014 FRIDAY - 14 MAR 2014 --- = = **3rd HOUR 6th HOUR** =

READ page 327-328 ...about Aron Ralston IDENTIFY THESE TERMS (using examples) WITHIN HIS STORY: -motivation -instinct -homeostasis -incentive -hierachy of needs
 * WU- **

Psych Sim 5: Hunger and The Fat Rat DUE! Unit 8A Vocabulary Test
 * In Class- **

Handouts 8A-2 and 8A-3

(using the document camera)

Text pages 337-339

CHOOSE ONE OF THE FOLLOWING, WRITE A PARAGRAPH REACTION/RESPONSE TO IT:

"Skeletons on Parade" http://www.cbsnews.com/2100-500202_162-2016638.html

OR

"Israel Model BMI Ban" http://www.nydailynews.com/life-style/fashion/israel-passes-law-banning-too-skinny-models-article-1.1235593

-FINISH PARAGRAPH REACTION/RESPONSES (see above) -Keep a FOOD DIARY for one week (PUT IN YOUR NOTEBOOK or on LOOSELEAF) - RECORD all the foods you eat and beverages you drink
 * E of L- **

= WEDNESDAY - 5 MAR 2014 MONDAY - 10 MAR 2014 --- = = **3rd HOUR 6th HOUR** =

Unit 4 - pages 172-173 (1-5)
 * WU- **

Unit 8B Reading Quiz 8A Vocabulary List CHECK!
 * In Class- **

__ FINISH __ __ "Through the Wormhole with Morgan Freeman: What Makes Us Who We Are?" __
 * We watched the first 25 min. last class and will finish it

(we watched the first 25 minutes)
 * HERE IS THE discoveryeducation video link**
 * (YOU WILL NEED TO PUT IN YOUR NAME FIRST - before you are able to view it):**
 * http://assignments.discoveryeducation.com/?cdPasscode=T2783-431E**

Video with Responses:

Psych Sim 5: Hunger and the Fat Rat
 * E of L- **

Unit 8A Vocabulary Test

= MONDAY - 3 MAR 2014 TUESDAY - 4 MAR 2014 --- = = **3rd HOUR 6th HOUR** =

3C - page 112 (11-15)
 * WU- **

Check / Discuss 313-319 questions
 * In Class- **

__ Self-Assess 7B Cognition Test __ -How did you do? (strengths / weaknesses) -What are you going to do to improve? http://www.appsychology.com/HowPass/MC%20quizes/Cognition/cognition.htm

__ "Through the Wormhole with Morgan Freeman: What Makes Us Who We Are?" __
 * We watched the first 25 min. and will finish the rest next class

(we watched the first 25 minutes)
 * HERE IS THE discoveryeducation video link**
 * (YOU WILL NEED TO PUT IN YOUR NAME FIRST - before you are able to view it):**
 * http://assignments.discoveryeducation.com/?cdPasscode=T2783-431E**

Video with Responses:

8A READING QUIZ on pages 327-335 8A Vocabulary List
 * E of L- **

= THURSDAY - 27 FEB 2014 FRIDAY - 28 FEB 2014 --- = = **3rd HOUR 6th HOUR** =

Page 325 (11-15)
 * WU- **

COLLECT "Intuition" Chris Chabris handout
 * In Class- **

Go over 7B Fact or Falsehood

Discuss fears from E of L...

Framing Game (split in 1/2)
 * 1) to 14

Maze - w/ map and teammate - cognition/practice

The Woman Who Cannot Forget http://www.youtube.com/watch?v=SoxsMMV538U

doodling, language cognition...and beyond! http://www.youtube.com/watch?v=uvWdrWeI6Vw

READ pages 313-319 ANSWER the following: 1. Describe the structural components of language. 2. What are the milestones of language development? 3. Describe the differences in language development between Skinner and Chomsky. 4. List each of the critical periods of language development AND give some details of each period.
 * E of L- **

= TUESDAY - 25 FEB 2014 WEDNESDAY - 26 FEB 2014 --- = = **3rd HOUR 6th HOUR** =

ANSWER (6-10) Page 324
 * WU- **

COLLECT/CHECK E of L - Fact or False answers / Pages 302-307 Reading and ?s
 * In Class- **

7B-2 Need for Cognition Scale

7B-4 (pdf) Problem-Solving Solutions

7B-5 and... Overconfidence Video http://www.youtube.com/watch?v=pI039MB-Blg

Fears pages 308-309 (2nd page of handout)

Framing http://www.youtube.com/watch?v=Ng9V2JneJ68 In notebook... 5 FAST FACTS from video (go over after viewing)

Intuition Video http://www.youtube.com/watch?v=59js7dcie08 handout: (don't answer the "part 3" part)
 * E of L- **

= FRIDAY - 21 FEB 2014 MONDAY - 24 FEB 2014 --- = = **3rd HOUR 6th HOUR** =

ANSWER (1-5) Page 324
 * WU- **

COLLECT ed.ted HW
 * In Class- **

7B Vocabulary Test

Worst Composite Eyewitness Sketches... http://www.huffingtonpost.com/2010/02/23/the-14-funniest-police-co_n_469662.html#s69623&title=The_Smokey_Bandit

Prototypes Review (5/6)

Piaget Schemas / Assimilation / Accomodation

The Limits of Human Intuition (3 puzzles with a partner)

Need for Cognition Scale (7B-2)

Fact or Falsehood handout: -Use text to find if it is fact or fiction -Write down the page # -Use evidence in the text to support whether its fact or fiction

Use pages 302-307 to respond to each of the following: 1. Describe and explain obstacles that hinder our problem solving. 2. Define heuristics, overconfidence and belief perseverance AND the role that each plays in influencing our decisions and judgments.
 * E of L- **

= WEDNESDAY - 19 FEB 2014 THURSDAY - 20 FEB 2014 --- = = **3rd HOUR ---6th HOUR** =

Unit 3C (1-10) p.112
 * WU- **

E of L Check (Unit 7A and Unit 7B Psych Sim 5 Activities)
 * In Class- **

Intro - Unit 7B

Article Discussion (Robots and Eyewitness Testimony)

DO Page 2 of this attached HANDOUT with PARTS 1 and 2 of the "60 Minutes" video:

WATCH "60 Minutes: Pick Cotton" (Eyewitness Testimony) PART 1 - http://www.youtube.com/watch?v=u-SBTRLoPuo PART 2 - http://www.youtube.com/watch?v=I4V6aoYuDcg

FINISH SIDE 2 "Picking Cotton" questions of handout
 * E of L- **

WATCH the following ed.ted video: http://ed.ted.com/on/aoaI84d1 ANSWER the "THINK" questions that accompany the video on a separate piece of paper

Unit 7B Vocabulary Test

= FRIDAY - 14 FEB 2014 TUESDAY - 18 FEB 2014 --- = = **3rd HOUR ---6th HOUR** = STUDY for UNIT 7A TEST
 * WU- **

Unit 7A Test
 * In Class- **

Psych Sim 5: Iconic Memory (7A) Psych Sim 5: My Head is Spinning (7B)
 * E of L- **

Unit 7B Vocabulary List

= WEDNESDAY - 12 FEB 2014 THURSDAY - 13 FEB 2014 --- = = **3rd HOUR ---6th HOUR** = PAGE 93 Unit 3B (1-10)
 * WU- **

E of L Check
 * In Class- **

Psych Sim 5: Iconic Memory (7A)

Clive Wearing

7A Fact or Falsehood -Is it true or false / what page #?

7A End of Unit Questions 1-15 (pages 296-297) 1. c 2. c 3. a 4. e 5. a 6. a 7. d 8. e 9. e 10. b 11. d 12. c 13. d 14. b 15. a

STUDY FOR UNIT 7A TEST w/ FRQ
 * E of L- **

= MONDAY - 10 FEB 2014 TUESDAY - 11 FEB 2014 --- = = **3rd HOUR ---6th HOUR** = Unit 3A (1-15) page 65
 * WU- **

http://www.cnn.com/video/data/2.0/video/offbeat/2014/02/07/erin-pkg-moos-near-naked-sleepwalker-statue.cnn.html

E of L Check
 * In Class- **

FINISH PRESENTATIONS of: __Group Teach Activity on Memory__ (material found in 7A)

Presented in the below order... They present and than give the class a 10 question quiz on material from their presentation. (the quiz can be shown using the doc cam or through the laptop and student should answer them in their notebook)

(Alpha Team, Bravo Team, Charlie Team, Delta Team, Echo Team) A - #3 (pages 261-265) B - #4/#5 (pages 266-268) C - #6 (pages 268-274) D - #7/#8 (pages 274-278) E - #9 (pages 278-284)

LTP (pages 268-269) priming (275)

Handout 7A and Memory Bias

Diane Van Deren Clive Waring

The Woman Who Can't Forget Faceblindness

__ PART 1 __ READ pages 285-290 ANSWER the following: 1. How or why does misinformation (in memory) occur? 2. Does it influence our memory construction? Explain. 3. Describe how perceptions and imaginations play a part in constructing false memories. 4. What is unique about children's eyewitness memory recall? Explain.
 * E of L- **

__ PART 2 __ 7A Vocabulary Test - List 2 (last 19 terms)

= THURSDAY - 6 FEB 2014 FRIDAY - 7 FEB 2014 --- = = **3rd HOUR ---6th HOUR** = (Give them 5 minutes or so to complete) UNIT 2 Review (11-15) page 49
 * WU- **

(the rest of the class period)
 * In Class- **

PRESENTATIONS of: __Group Teach Activity on Memory__ (material found in 7A)

Presented in the below order... They present and than give the class a 10 question quiz on material from their presentation. (the quiz can be shown using the doc cam or through the laptop and student should answer them in their notebook)

(Alpha Team, Bravo Team, Charlie Team, Delta Team, Echo Team) A - #3 (pages 261-265) B - #4/#5 (pages 266-268) C - #6 (pages 268-274) D - #7/#8 (pages 274-278) E - #9 (pages 278-284)


 * E of L- **

__ PART A __

www.innocenceproject.org

1. What is the organization? Describe its goal.

2. How long has it been around?

3. How does it work? Who is involved with the project?

4. Where does its funding come from?

5. In your opinion, has it been successful? Explain.

__ Part B __

Research Colorado's laws on the use of recovered memory testimony in criminal cases.

1. Are these types of memories admissable in court?

2. Have there been any cases in CO where a person was put on thrial based on a recovered memory?

If so, what was the outcome of the case?

3. Are recovered memories treated differently in court than eyewitness testimony? Explain.

= TUESDAY - 4 FEB 2014 WEDNESDAY - 5 FEB 2014 --- = = **3rd HOUR ---6th HOUR** = (Give them 7 minutes or so to complete) UNIT 2 Review (1-10) pages 48-49
 * WU- **

COLLECT HW (They had to answer 2 questions from a web memory activity)
 * In Class- **

Unit 7A Vocabulary List 1 Test (stapled copies - they can only use their brains - collect when they finish)

Group Teach Activity (material found in 7A) DIVIDE THEM or COUNT THEM OFF INTO 5 EVEN GROUPS -group leader is oldest person, write all group members names down and responsibilities-

(Alpha Team, Bravo Team, Charlie Team, Delta Team, Echo Team) A - #3 (pages 261-265) B - #4/#5 (pages 266-268) C - #6 (pages 268-274) D - #7/#8 (pages 274-278) E - #9 (pages 278-284)

__HERE ARE YOUR INSTRUCTIONS **(THIS IS DUE AT START OF NEXT CLASS)**:__ 1-READ your section/pages (that were assigned to your group) 2-With your team CREATE a VISUAL PRESENTATION (powerpoint, prezi, etc.) of the material (that can be uploaded to this wikispace later on)

These things should be found within your presentation: -vocabulary -examples -anecdotes (don't know? look it up!)

3-EVERY MEMBER must have a part 4-CREATE a 10 question REVIEW QUIZ* over the material you covered (I need to approve it...and with a key) *I will make your copies :)

...again the above is due at the start of next class...

Group Teach Activity (see above) Presentations with begin on THURSDAY, 6 FEB 2013 (3rd Hour) __OR__ FRIDAY, 7 FEB 2013 (6th Hour)
 * E of L- **

= FRIDAY - 31 JAN 2014 MONDAY - 3 FEB 2014 --- = = **3rd HOUR -6th HOUR** =

Answer the following with some reason, detail, thought... 1. With no memory, how would you answer the question: How are you today? 2. With no memory, who would you be? How would your identity be affected?
 * WU- **

E of L check (7a Vocabulary list)
 * In Class- **

Reading discussion (pages 255-260) ...you are not alone :) ...

Information Processing - how?

...about that "self-defining" memory...

-Eternal Sunshine of the Spotless Mind (clip) 28 min. in for 7.5 min.

-7 Dwarves (it's go time!)

-word/image memory (ppt)

__ PART 1 __ DO EACH OF THESE ACTIVITIES: http://www.exploratorium.edu/memory/dont_forget/index.html ANSWER THE FOLLOWING: 1. How well did you do on EACH OF THE FOUR memory tasks? Describe some of your noticeable strengths/weaknesses. 2. Are the types of memory games highlighted in the site related to the type of memory you use in school? Why/Why not? Explain.
 * E of L- **

__ PART 2 __ 7A Vocabulary Test (1st 20...memory - chunking)

= WEDNESDAY - 29 JAN 2014 THURSDAY - 30 JAN 2014 --- = = **3rd HOUR -- 6th HOUR** = Study time (5-10 min.)
 * WU- **

Unit 6 - Learning Test (80 questions - M/C) and FRQ
 * In Class- **

COMPLETE THE FOLLOWING (3 PARTS): A. RECALL 5 or more memories that you would consider "self-defining". WRITE them down in your notebook. B. READ Unit 7A (pages 255-260) BE PREPARED TO ACTIVELY DISCUSS C. Unit 7A Vocabulary list (39 terms)
 * E of L- **

= MONDAY - 27 JAN 2014 TUESDAY - 28 JAN 2014 --- = = **3rd HOUR 6th HOUR** = READ page 241 "Biofeedback" 1. What is biofeedback? How does it worked? 2. Give at least 2 examples of applications that could use it. AND 3. Who has been a role model for you? 4. For whom are you a model?
 * WU- **

E of L Check - Observational Learning
 * In Class- **

Unit 6 Vocabulary Test List 2 (last 22 terms)

Discussion of E of L questions... AND #13 (238)

Practice Operant Conditioning - interval schedules (handout and 232-233)

Maze Learning

Taste Aversions...how? why? what do they mean...

Extending Skinner....Latent Learning (235-237) Your turn to be...Pavlov, Skinner, Bandura, Thorndike, Watson, Tolman...

__Study for Unit 6 Test using pages 252-253 (1-15)*__ *look below for the correct answers
 * E of L- **
 * here are the answers to the "Schedules of Reinforcement" handout**


 * (3rd Hour) IT IS ON WEDNESDAY, 29 JAN 2014 **
 * (6th Hour) IT IS ON THURSDAY, 30 JAN 2014 **


 * __ AND __**
 * PRACTICE THE FRQ on page 253!!!!! **

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">1.D <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">2.A <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">3.C <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">4.A <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">5.A <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">6.E <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">7.D <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">8.D <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">9.E <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">10.B <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">11.B <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">12.B <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">13.A <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">14.C <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">15.C
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt; line-height: 1.5;">ANSWERS TO UNIT 6 (1-15) **

= THURSDAY - 23 JAN 2014 FRIDAY - 24 JAN 2014 --- = = **3rd HOUR 6th HOUR** = 1. What does "classically conditioned" mean? 2. Do you think your emotions and behavior have been classically conditioned? Explain.
 * WU- **

E of L Check (parts 1-3)
 * In Class- **

Discussion of E of L questions... AND Part B (operant conditioning) from previous E of L

John B. Watson - Behavior

Skinner Box Shaping p. 229

(Psych Sim 5) Reinforcement Schedules (review)

Thorndike Puzzle Box http://www.youtube.com/watch?v=BDujDOLre-8

Skinner Box Video []

Skinner’s Pigeons that Read http://www.youtube.com/watch?v=I_ctJqjlrHA

Why Learning Styles do not exist []

Teach your Rat to play basketball (shaping and chaining) []

Baby Albert Explained []

Bandura and Bobo Doll, []

http://www.youtube.com/watch?v=euINCrDbbD4

__ PART 1 __ READ pages 246-249 ANSWER: 1. What is observational learning? 2. Why is TV a powerful source of observational learning? Explain and Support. 3. What is modeling? How is an effective tool? 4. In terms of antisocial effects...what are some possible causes? Explain. __ PART 2 __ STUDY FOR UNIT VOCABULARY LIST 2 (last 22 words)
 * E of L- **

= TUESDAY - 21 JAN 2014 WEDNESDAY - 22 JAN 2014 --- = = **3rd HOUR 6th HOUR** = The controversy of spanking... 1. Were you spanked as a child? Why/why not? 2. What reasons might parents have for spanking their children? 3. What reason might parents have for not spanking their children? 4. Where is the line between spanking and child abuse? 5. Is spanking successful? Why/why not?
 * WU- **

E of L (Parts A and B)
 * In Class- **

[] with N US UR CS CR

Examples of Classical Conditioning -Review terms / handouts

*Discussion of E of L questions...Parts A and B

Psych Sim 5: Operant Conditioning

__ PART 1 __ Psych Sim 5: Operant Conditioning
 * E of L- **

__ PART 2 __ JUST DO PAGES 3 and 4 of this attachment: Reinforcement Schedules/Sensitivity Questionnaire

__ PART 3 __ READ 238-242 IN YOUR OWN WORDS... 1. ANSWER 13 (page 238) AND 2. What are some major differences between classical and operant conditioning?

= THURSDAY - 16 JAN 2014 FRIDAY - 17 JAN 2014 --- = = **3rd HOUR 6th HOUR** = Unit 1 - M/C questions 11-15 (page 17)
 * WU- **

Show me whatcha got...Unit 6 Vocabulary
 * In Class- **

Unit 6 Vocabulary List 1 Quiz (1st 23 terms)

Unit 6 Reading Quiz (pages 215-222) -post quiz-review material

6-2 What is conditioning...?

JAWS http://www.youtube.com/watch?v=_2Ecwm7Alrc

Taste Aversion - doc cam doc

extinction, generalization, spontaneous recovery

Examples of Classical Conditioning with terms -handout (backside) -The Office [] [] :) [] with NR US UR CS CR...handout to model activity

some more practice...

...finish ffi and/or more radiolab - parasomnia []

__ PART A __ Focus on the 5 major conditioning processes listed at the top of page 220. // acquisition, extinction, spontaneous recovery, generalization, discrimination // For each of these terms: Write a scenario or example that shows them being applied (NOT DEFINED) ...what do they look like if you saw them in action?
 * E of L- **

__ PART B __ READ - pages 228-234 (Operant Conditioning) ANSWER the following Critical Thinking Questions: Reinforcement 1. What types of "real world" rewards occur on a delayed schedule? 2. Did you learn to wait for rewards? Why or Why not? 3. Does the media encourage people to delay gratification? Why or why not? 4. Do you get grades for every assignment you turn in? Why or why not? 5. How do you feel if a teacher doesn't give grades for every assignment? 6. What unintended consequences might occur when teachers use continuous reinforcement?

= TUESDAY - 14 JAN 2014 WEDNESDAY - 15 JAN 2014 --- = = **3rd HOUR 6th HOUR** = =**WU-**= Unit 1 - M/C questions 1-10 (page 17)

=**In Class-**= Unit 5 done

FRQ DUE - Edit

Sleep Diary w/ __reflection questions:__ 1. What did you learn about your sleeping pattern? Did anything surprise you? 2. List 3 or more things you could do to improve your sleep. 3. Describe some potential long term effects of your present sleep pattern.

Judging Mental Health in Real-Time... http://www.npr.org/player/v2/mediaPlayer.html?action=1&t=1&islist=false&id=169529792&m=169580456 http://www.npr.org/blogs/health/2013/01/17/169529792/mental-health-gun-laws-unlikely-to-reduce-shootings

JAWS http://www.youtube.com/watch?v=A9QTSyLwd4w http://www.youtube.com/watch?v=_2Ecwm7Alrc

6-2 What is conditioning...?

6-1 FACT or FALSEHOOD

Unit 6 - READ - pages 215-217

<span style="font-family: 'Times New Roman',serif; font-size: 14pt;">http://www.wnyc.org/shows/radiolab/episodes/2007/05/25
 * ...if time permits...Radiolab - Sleeping/Parasomnia

=**E of L-**= Unit 6 Vocabulary list (quiz on 1st 23 terms)

READ pages 220-222 (REALLY KNOW the vocabulary AND there will be a reading quiz on Unit 6 material up to this point)

READ "Taste Aversions" (Be prepared to discuss AND find a real-life application)

= FRIDAY - 10 JAN 2014 MONDAY - 13 JAN 2014 --- = = **3rd HOUR 6th HOUR** =

Unit 14 Review questions 1-10
 * WU- **

Unit 5 Vocabulary List 2 - QUIZ
 * In Class- **

Sleep research article discussion

Sleep Diary Check-in (with some more background info.) and reminder

Active Discussion on pages 192-196

AND Unit 5 Text Questions #8 and #9

Hypnosis scrubs-surgery-hypnosis (6 min.)

[]


 * Unit 5 **

Fatal Familial Insominia (FFI) parts 2 and 3

Unit 5 Review - FRQ FINISH-Sleep Diary
 * E of L- **

= WEDNESDAY - 8 JAN 2014 THURSDAY - 9 JAN 2014 --- = = **3rd HOUR 6th HOUR** =

Unit 5 - Fact or Falsehood (go with your gut!)
 * WU- **

SEASONAL PARTNERS Psych Sim 5 - EEG handout due
 * In Class- **

Unit 5 Vocabulary List 1 - QUIZ

E of L (Sleep Research) discussion

Sleep Diary Check-in (with some more background)

http://assignments.discoveryeducation.com/?cdPasscode=Q3229-47DA
 * Pretest...Unit 5 :) **

Sleep continued...why? the need? importance? self-inventory...

Sleep disorders (in groups)

Fatal Familial Insominia (FFI) parts 1 and 2?

A- Study for Unit 5 Vocabulary list 2 test (2nd 18 words - page 212) B- READ pages 192-196 ANSWER Unit 5 Text Questions #8 and #9 BE PREPARED TO DISCUSSION reading and responses C-CONTINUE Sleep Diary
 * E of L- **

= MONDAY - 6 JAN 2014 TUESDAY - 7 JAN 2014 --- = = **3rd HOUR 6th HOUR** =

IN NOTEBOOK- 1. WHY do we sleep? 2. Describe some effects of sleep deprivation
 * WU-**

E of L Check (Answer Unit 5 #1 AND Unit 5 Vocabulary List)
 * In Class- **

2nd semester overview

Unit 5 / #1 DISCUSSION

Stages of Sleep QUIZ

A. Study Unit 5 Vocabulary List 1 - FIRST 18 B. Psych Sim 5 EEG (go to Myers Companion Site to complete) C. Find a research article based on SLEEP, PRINT IT OFF, WRITE a 5-7 sentence summary of it on the back. D. START a Sleep Diary (It will be conducted for the next 6-7 days) Complete 6-7 entries on the top half -awakening and end of day portions
 * E of L-**

= = = = = = = =

Unit 14 Review questions...

Dreams - What? http://www.youtube.com/watch?v=kqQrbF2RFQc Why? http://www.youtube.com/watch?v=7GGzc3x9WJU&feature=youtu.be

Hypnosis...are we gullible?

__** Evidence of Learning- **__

FOR SECOND SEMESTER - 6 JAN or 7 JAN 2014:

__** A. READ pages 175-182 **__

__** B. ANSWER #1 **__

__** C. QUIZ on Stages of Sleep **__

__** D. Unit 5 Vocabulary List **__

= THURSDAY - 19 DEC 2013 FRIDAY - 20 DEC 2013 ---  = = **4th HOUR 8th HOUR** =

UNIT 4 TEST w/ FRQ
 * In Class- **

_

__** Evidence of Learning- **__

FOR SECOND SEMESTER - 6 JAN or 7 JAN 2014:

__** A. READ pages 175-182 **__

__** B. ANSWER #1 **__

__** C. QUIZ on Stages of Sleep **__

__** D. Unit 5 Vocabulary List **__ _

= MONDAY - 16 DEC 2013 TUESDAY - 17 DEC 2013 --- = =**4th HOUR 8th HOUR**= 1. What is the function of sensory adaptation? (I want to see some higher level thinking here!) ...feel free to use the text to assist you
 * WU-**

Define the following term and answer the questions that follow: 2. constancy- 3. What if objects seemed to grow larger as you approached? 4. What if objects appeared to change shape when they moved? 5. What if color became different in different levels of light?

Unit 4 Reading Quiz (pages 156-169) 1. 10 total - Multiple Choice and T/F, but NO MORE THAN 3 T/F 2. Make an Answer Key for it.
 * In Class-**

WHEN YOU ARE FINISHED WITH THE QUIZ- DO the Sensitivity Survey (Handout 4-3)...its on the back of Unit 4 Fact or Fiction

Pain- (biological, psychological, social-cultural influences)

What if we couldn't perceive pain? No Pain (2) http://www.youtube.com/watch?v=zliNn31GgS8

...innovative ways to handle pain Virtual Reality pain treatment http://www.msnbc.msn.com/id/21134540/vp/49849152#49849152

Phantom pain http://www.youtube.com/watch?v=0U4gCXK1vfI http://www.youtube.com/watch?v=YL_6OMPywnQ http://www.youtube.com/watch?v=bGlZpZgwnAc _ Moon Illusion / Ponzi Illusion (p. 157) http://www.lhup.edu/~dsimanek/3d/moonillu.htm

Michelangelo's Pieta http://en.wikipedia.org/wiki/File:Michelangelo%27s_Pieta_5450_cut_out_black.jpg Perceptual Sets -letter :) -discussion (page 161-162) define, causes

Perceptual sets of “looters” or those looking for “supplies” <span style="color: #2b68c7; font-family: 'Times New Roman',serif; text-decoration: initial;">[]

Talking Dogs Great demonstration for perceptual sets []

The Archive of Funny Misheard Lyrics []

McGurk Effect http://www.youtube.com/watch?v=G-lN8vWm3m0 http://www.youtube.com/watch?v=jtsfidRq2tw

ESP - what and why? examples...? validity? reliability?

Horoscope / News headlines -Find a horoscope from ANY past date -Find the news headlines from that SAME date

__STUDY FOR UNIT 4 TEST__ -4th HOUR - FRIDAY, 20 DEC 2013 -8th HOUR - THURSDAY, 19 DEC 2013
 * Evidence of Learning-**

= THURSDAY - 12 DEC 2013- FRIDAY - 13 DEC 2013 --- = =**4th HOUR 8th HOUR**= READ "Living in a Silent World" p.139 ANSWER the following questions: 1. What is "prelingual"? 2. Describe the connection between self-esteem and being raised deaf. 3. Provide THREE examples of social struggles that are hearing-impaired people experience. 4. What types of things could be done in school or society to assist the Deaf?
 * WU-**

Unit 4 Vocabulary Test- LAST 15 terms of Unit 4
 * In Class-**

Unit 4 Reading Quiz (pages 141-150)

Pain- (biological, psychological, social-cultural influences)

What if we couldn't perceive pain? No Pain (2) http://www.youtube.com/watch?v=zliNn31GgS8

...innovative ways to handle pain Virtual Reality pain treatment http://www.msnbc.msn.com/id/21134540/vp/49849152#49849152

Phantom pain http://www.youtube.com/watch?v=0U4gCXK1vfI http://www.youtube.com/watch?v=YL_6OMPywnQ http://www.youtube.com/watch?v=bGlZpZgwnAc

Define the following term and answer the questions that follow: constancy- What if objects seemed to grow larger as you approached? What if objects appeared to change shape when they moved? What if color became different in different levels of light?

Perceptual Sets -handout/discussion

Perceptual sets of “looters” or those looking for “supplies” <span style="color: #2b68c7; font-family: 'Times New Roman',serif; text-decoration: initial;">[]

Talking Dogs Great demonstration for perceptual sets []

The Archive of Funny Misheard Lyrics []

McGurk Effect ESP - what and why? examples...? validity? reliability?

Horoscope / News headlines -Find a horoscope from ANY past date -Find the news headlines from that SAME date

__PART 1__ WATCH ...innovative ways to handle pain Virtual Reality pain treatment http://www.msnbc.msn.com/id/21134540/vp/49849152#49849152 ANSWER 1. Why does this work? 2. How is it changing pain perception? 3. What are some other ways we could change pain perception (without using drugs, etc.)?
 * Evidence of Learning-**

__PART 2__ Unit 4 Reading Quiz pages 156-169

= TUESDAY - 10 DEC 2013- WEDNESDAY - 11 DEC 2013 --- = =**4th HOUR 8th HOUR**= Unit 4 - Page 173 (11-15) E of L Check - Psych Sim 5 - Auditory System
 * WU-**
 * In Class-**


 * end of unit 1-15
 * fact or falsehood (t or f)

FINISH PRESENTATIONS (30 points) Perception "experiments"

__ Optical Illusions __ http://games.yahoo.com/braingames/brain-teasers http://www.womansday.com/Articles/Family-Lifestyle/8-Mind-Boggling-Optical-Illusions.html

What is Synesthesia? [] Red Mondays and Gemstone Jalapenos []

Loss of Vestibular []

Sensitivity Survey

Pain- (biological, psychological, social-cultural influences)

What if we couldn't perceive pain? No Pain (2) http://www.youtube.com/watch?v=zliNn31GgS8

...innovative ways to handle pain Virtual Reality pain treatment http://www.msnbc.msn.com/id/21134540/vp/49849152#49849152

Phantom pain http://www.youtube.com/watch?v=0U4gCXK1vfI http://www.youtube.com/watch?v=YL_6OMPywnQ http://www.youtube.com/watch?v=bGlZpZgwnAc

Reading Quiz on pages 141-150
 * Evidence of Learning-**

Unit 4 Vocabulary Test - last 15 terms of the unit (gestalt - parapsychology)

= FRIDAY - 6 DEC 2013- MONDAY - 9 DEC 2013 --- = =**4th HOUR 8th HOUR**= Unit 4 - Fact or Falsehood handout -Is is True or False? -Page # to support/disprove*
 * WU-**
 * correct answer if False

E of L Beau Lotto: Optical Ilusions Show Us How We See []
 * In Class-**

PRESENT (30 points) Perception "experiments"

Sensitivity Survey

Sensory Adaptation activity (tactile, reflexes, memory, navigation)

__ Optical Illusions __ http://games.yahoo.com/braingames/brain-teasers http://www.womansday.com/Articles/Family-Lifestyle/8-Mind-Boggling-Optical-Illusions.html

What is Synesthesia? [] Red Mondays and Gemstone Jalapenos []

Psych Sim 5: The Auditory System
 * Evidence of Learning-**

= WEDNESDAY - 4 DEC 2013- THURSDAY - 5 DEC 2013 --- = =**4th HOUR 8th HOUR**= PAGES 173 (6-10)
 * WU-**

Ear diagram quiz
 * In Class-**

U4 - (audition to sensory interaction) - 15 terms vocab. quiz

The Ear -why does your voice sound different on a recording?

Recreate Perception "experiments" -work time

Sensitivity Survey

Beau Lotto: Optical Illusions Show Us How We See WATCH - [] (on a separate shee of paper) RESPOND to the questions that accompany the video
 * Evidence of Learning-**

= MONDAY - 2 DEC 2013- TUESDAY - 3 DEC 2013 --- = =**4th HOUR 8th HOUR**= PAGES 172-173 (1-5)
 * WU-**

Unit 4 Reading Quiz (pages 128-134)
 * In Class-**

check backwards in book to look forward...

Perception - Movement

The Ear

Recreate Perception "experiments"

The Pulfrich Pendulum Effect

The perception of movement

1-Label / Define EAR DIAGRAM - QUIZ 2-Unit 4 - 15 vocabulary terms (*look on page 172...audition thru sensory interaction) - QUIZ 3-Perception experiments (what, where, when...) - THEY WILL BE PRESENTED ON FRIDAY, 6 DEC or MONDAY, 9 DEC
 * Evidence of Learning-**

= THURSDAY - 21 NOV 2013- FRIDAY - 22 NOV 2013 --- = =**4th HOUR 8th HOUR**= 1. What is signal detection theory? 2. Why should we care about it? Study it? 3. What are some real-life connections to it? Occupations related to it?
 * WU-**

Unit 4 Vocabulary Quiz List 1 (first 15 terms)
 * In Class-**

Eye Parts (Diagram) Test

Intro. Unit 4 (pages 115-119) with examples:

bottom up and top down processing http://www.youtube.com/watch?v=4-4CAqXlVXo top-down processing http://www.youtube.com/watch?v=hiIVtROrtbk&feature=autoplay&list=PLWgLqAtZPtgGoxv9WyFUINFLeYLnvC0Qn&playnext=2 selective attention __#|test__ http://www.youtube.com/watch?v=q59zG1fFk0k awareness test http://www.youtube.com/watch?v=1_UuZQhlZ5k&feature=related inattentional blindness http://www.youtube.com/watch?v=y6qgoM89ekM change blindness http://www.youtube.com/watch?v=Qb-gT6vDrmU&feature=related

In Lab:

Sensitivity Challenge (parts A and B) Part A website [] Part B website []

PART C Implicit Associations Test https://implicit.harvard.edu/implicit/

1-Bring sunglasses (and old pair to donate, if you have any laying around) to class 2-Reading Quiz pages 128-134
 * Evidence of Learning-**

= TUESDAY - 19 NOV 2013- WEDNESDAY - 20 NOV 2013 --- = =**4th HOUR 8th HOUR**= USE THE BOOK (UNIT 4) TO ASSIST YOU: 1. What are sensation and perception? 2. What do we mean by bottom-up processing and top-down processing?
 * WU-**


 * In Class-**

__IN THE IMC or COMPUTER LAB the rest of the class period__ The Brain S elf-Assessment (go to the link below) TAKE THE TEST and LOOK AT THE RESULTS/ANSWERS ...on a separate sheet of paper... 1. What was your overall score/%? 2. What are some areas that are strengths for you? Weaknesses? []
 * PART 1 **

Go to Myers AP site
 * PART 2 **

[|http://bcs.worthpublishers.com/myersAP1e/#t_612492]
FIND Psych Sim 5 - "UNIT 4 - Visual Illusions" COMPLETE this handout:

1-Unit 4 Vocabulary Quiz list 1 (FIRST15 sensation to sensory adaptation) 2-EYE PARTS (DIAGRAM) TEST []
 * Evidence of Learning-**
 * Use page 126 diagram AND this link to help you:

= FRIDAY - 15 NOV 2013- MONDAY - 18 NOV 2013 --- = =**4th HOUR 8th HOUR**= 1. What are 5 things you prefer in a boyfriend/girlfriend (mate)? 2. READ page 106 "Natural Selection" How are male and female preferences different? ...any similarities? 3. Describe some of the evolutionary connections to these preferences.
 * WU-**

Fact or Falsehood CHECK
 * In Cla**

COLLECT FRQ

Gattaca http://www.youtube.com/watch?v=ZppWok6SX88 http://www.youtube.com/watch?v=9c25ZzUFePY

NOVA-Ghost In Your Genes (PLAY preview, part 1, part 2) http://www.youtube.com/watch?v=0n0gF-dIZ48&playnext=1&list=PLE58C55C00D712B1D&feature=results_main

NOVA - genes in nature with nurture http://www.youtube.com/watch?v=avWwfuJYnnI 1. What are some of those influences on us? 2. How can this new cell study be helpful to researchers?
 * Epigenetics is the influence on the network of chemical switches within our cells...

self-assess []

1-Unit 4 Vocabulary list (all 64) 2--Reading quiz - threshold (pages 120-123)
 * Evidence of Learning-**

= WEDNESDAY - 13 NOV 2013- --THURSDAY - 14 NOV 2013 --- = =**4th HOUR 8th HOUR**= Unit 3C Multiple Choice Questions 1-15 (pages 112-113)
 * WU- **

Unit 3C Vocabulary Test
 * In Class- **

(FINISH Jim Twin Video and Collect)

READ "Mom Always Liked You Best" ANSWER: __Explain/defend your response for each.__ 1. Why are children in the same family so different? 2. Is it based on a different combination of genes? 3. Is this a result of different sibling experiences or birth order?

Biological Predispositions (p.96, 100-102) and Genetic Factors

Blue Eyes...

Twin and Adoption Studies (review and read through) -Classroom exercise/handout

Vocabulary Exercise (notecards)

__PART 1__ Unit 3C: Fact or Falsehood (1-10)
 * Evidence of Learning-**

(1-p94, 2-p96, 3-p96, 4-p97, 5-p99, 6-p100, 7-p101, 8-p104, 9-p106, 10-p107) 1. check answers 2. ...if false - why?

__PART 2__ Unit 3C Free-Response Question - page 113

= MONDAY - 11 NOV 2013- --TUESDAY - 12 NOV 2013 --- = =**4th HOUR 8th HOUR**= ANSWER this question: 1. Provide 2 or more examples of experiences with family members that have shaped your personality (or shaped other family members personalities)
 * WU- **

3C Reading Quiz
 * In Class- **

READ "Mom Always Liked You Best"

ANSWER: __Explain/defend your response for each.__ 1. Why are children in the same family so different? 2. Is it based on a different combination of genes? 3. Is this a result of different sibling experiences or birth order?

Biological Predispositions (p.96, 100-102) and Genetic Factors

Biological Scavenger Hunt -birthday -shoe size -height -favorite color -favorite movie -favorite food

Twin and Adoption Studies -Classroom exercise/handout

Vocabulary Exercise

__PART 1__ Video clip - Twins Research WATCH - The Jim Twins [] ANSWER 1. Give their background 2. List at least 6 similarities they have. 3. How can we explain this? 4. What does this tell us about biological influences and environmental influences on ourselves?
 * Evidence of Learning-**

__PART 2__ UNIT 3C Vocabulary Test next class

= THURSDAY - 7 NOV 2013- --FRIDAY - 8 NOV 2013 --- = =**4th HOUR 8th HOUR**= Unit 3C: Fact or Falsehood (1-10) answer, page #
 * WU-**

"Genetic Revolution" responses
 * In Class- **

Brain Case Studies #1 and #2 -with partner

-see page 75 and Einstein

Parts of the brain thus far?

Association areas (lobes) -Phineas Gage []

-Oliver Sacks [] []

amygdala []

brain overview []

Diane Van Deren

Unit 3B -End of Unit- AP Practice Test Questions 1-15 (page 93)
 * Evidence of Learning-**

Unit 3C Vocabulary List

Unit 3C Reading Quiz (pages 94-100)

= TUESDAY - 5 NOV 2013- --WEDNESDAY - 6 NOV 2013 --- = =**4th HOUR 8th HOUR**=

READ page 88 "Brain Organization and Handedness" ANSWER: 1. Is handedness inherited? Explain. 2. Is it all right to be left-handed? Why?
 * WU-**

E of L DUE - Mind Reading Monkeys and Brain Research article summary
 * In Class-**

Unit 3B - last 19 terms - Vocabulary Test

__(DO THIS IN NOTEBOOK WHEN DONE WITH VOCABULARY TEST)__ __The Mighty Amygdala!__ Taxi drivers - amygdala [] -description of study -changes to brain? -what does this tell us about the brain?

Activity Demo p.75

Left Brain - Right Brain (pages 83-85) Michael Gazzaniga testing a split brain patient <span style="color: #2b68c7; font-family: 'Times New Roman',serif; text-decoration: none;">[]

Wagner Preference Inventory

Brain Plasticity (p.82) -what? -how? Brain Plasticity: Jody Miller []

Broca's Video (Aphasia - p.80) <span style="color: #2b68c7; font-family: 'Times New Roman',serif; text-decoration: none;">[]

Putting it all together! Pinky and the Brain []

Brain Case Studies

__PART 1__ Brain Case Studies (__DO CASE STUDY #1 and CASE STUDY #2__)
 * Evidence of Learning- **

__PART 2__ READ "The Genetic Revolution" __(STARTS on page 4 and ENDS on page 5)__ RESPOND to questions 1,2,3 asked at the beginning of the reading (page 4).

= FRIDAY - 1 NOV 2013- --MONDAY - 4 NOV 2013 --- = =**4th HOUR 8th HOUR**=

Listen to: [] Respond to: 1. What does this say about our friends and their influence? 2. Describe the power of social media...how would you describe it? 3. How might these findings be used by political parties in the future? ...example?
 * WU- **

[]
 * In Class-**

"The Brain and Consciousness" pages 89-91

Brain Hat! __1. Label on both hemispheres:__ Frontal lobe, Temporal lobe, Motor cortex, Sensory cortex, Parietal lobe, Occipital lobe __*(these can be put on one hemisphere)__: *Wernicke's Area, "Pre-Motor" Area, Broca's Area 2. What is going on (or occurs) in each of the above brain locations? Sketch words, symbols, images that represent that.

__PART 1__ Psych Sim 5: Mind Reading Monkeys __ PART 2 __ FIND (print it off) a research article, READ it, SUMMARIZE it (in a well written and organized paragraph) The TWO TOPIC AREAS to choose from: // Brain Plasticity Research // OR // Split Brain Research // __PART 3__ Unit 3B Vocabulary Test (last 19 terms) - NEXT CLASS
 * Evidence of Learning-**

= WEDNESDAY - 30 OCT 2013- THURSDAY - 31 OCT 2013 --- = =**4th HOUR 8th HOUR**= ANSWER: 3A end of unit questions 11-15 (page 65)
 * WU- **

BRAIN QUIZ :) (definitions and diagrams)
 * In Class- **

Vocabulary activity from 3A TO THE LAB (IMC laptops) FOR THE REST!

Listen/Respond to: [] __ Story A __ 1. What are they trying to do? 2. How are they going about it? 3. Describe your reaction to the ethics of this type of research. Agree/Disagree

[] __ Story B __ 1. What is "short attention span theater"? 2. Describe "narrative deprivation". What exactly is it? 3. Does this story accurately portray your generation's technology attention span? Explain using reason, detail, fact.

Ed. Ted - Zombie Behavior [] WATCH the video ANSWER the "THINK" Questions (all on separate sheet of paper) EXCEPT #6 (please use your critical thinking skills)

READ pages 74-83 ANSWER these questions: __ Within the Cerebral Cortex __ 1. What are the motor functions of the cortex? The sensory functions? 2. Describe what association areas are. What is one famous case study connected to this? What happened? __ Language __ 3. Which areas of the brain are involved in language processing? How are each involved with it? 4. What is brain plasticity? How does it work? How do we adapt?

War of the World - October 30, 1938 Radio Broadcast How? Why?

READ pages 74-83 ANSWER these questions: __ Within the Cerebral Cortex __ 1. What are the motor functions of the cortex? The sensory functions? 2. Describe what association areas are. What is one famous case study connected to this? What happened? __ Language __ 3. Which areas of the brain are involved in language processing? How are each involved with it? 4. What is brain plasticity? How does it work? How do we adapt?
 * Evidence of Learning- **

= MONDAY - 28 OCT 2013- TUESDAY - 29 OCT 2013 --- = =**4th HOUR 8th HOUR**= ANSWER the following: 1. If humans and other mammals share so many parts of the brain, what makes humans different from other animals? Why? 2. Why can't we tickle ourselves? Explain.
 * WU- **

3B Vocabulary List / Psych Sim 5: Hemispheric Specialization
 * In Class- **

WITH A PARTNER, RESEARCH AND RESPOND to the following: 1. What do you think is the percentage of our brain do we actually use? 2. What do you think is meant by saying the brain is hemispheric? 3. There are different types of brain scans...what do you think are 3 uses of brain scans?

TO THE LAB (IMC laptops) FOR THE REST!

VIEW each clip / ANSWER these questions for each clip: What is it? What's going on?

A - imaging [] []

B - amygdala []

C - brain overview []

READ pages 69-73 DEFINE the brain terms that you find LOCATE where they are in the brain *QUIZ NEXT CLASS on DEFINITIONS and BRAIN PART LOCATIONS

__ PART 1 __ READ pages 69-73 DEFINE the brain terms that you find LOCATE where they are in the brain *QUIZ NEXT CLASS on DEFINITIONS and BRAIN PART LOCATIONS __PART 2__
 * Evidence of Learning- **
 * BRING SOME HEADPHONES TO THE NEXT CLASS!!!**

= TUESDAY - 22 OCT 2013- WEDNESDAY - 23 OCT 2013 --- = =**4th HOUR 8th HOUR**= True or False? ...respond to each (they come from Unit 3A)
 * WU- **

E of L Check - Where's your homemade quiz?
 * In Class- **

Unit 3A / Vocab. 2 Quiz

reflex arc (page 61) Create a motor neuron - demo

reuptake (page 56) agonist, antagonist (page 57)

The background of a neural impulse (page 53) "Neuron Flushing Experiment"

Action potential animations [] []

Partner Quiz TIme (Swap and GO!) Vocabulary 3B - 5 activity (with def.'s)

__ Lab time: __ -Unit 3B Vocabulary List -Psych Sim 5: Hemispheric Specialization ( __ Complete __ Simulation AND Response handout):
 * [|Details]
 * [[file:ranweiler/Ch.3B.HemSpecial.pdf|Download]]
 * 98 KB

(3 PARTS) 1-Unit 3B Vocabulary List 2-Unit 3B Psych Sim 5: Hemispheric Specialization (Complete Simulation AND Response handout):
 * Evidence of Learning- **
 * [|Details]
 * [[file:ranweiler/Ch.3B.HemSpecial.pdf|Download]]
 * 98 KB

3-Reading Quiz (pages 66-68)

= FRIDAY - 18 OCT 2013- MONDAY - 21 OCT 2013 --- = =**4th HOUR 8th HOUR**= __ Study __ time (5-10 min.) E of L Check
 * WU- **

U3A V1 Quiz
 * In Class- **

Pages 53-58 Reading Quiz

Grade Last Exam

Go over Neurotransmitter E of L

reuptake (page 56) agonist, antagonist (page 57)

Action potential animations [] []

Neurons __ #|the messengers __ Morris/Maistro []

MOUSE PARTY [] attachment to complete:

__ CREATE __ A QUIZ (typed-15 questions total - 5 per topic with possible answers AND a separate key) Format: 2 topic areas should be multiple choice based and 1 topic area should be true/false based Topic Areas: Peripheral Nervous System (5 questions) Central Nervous System (5 questions) Endocrine System (5 questions) __ STUDY __ for Unit 3A / Vocabulary List 2
 * Evidence of Learning- **

= WEDNESDAY - 16 OCT 2013- THURSDAY - 17 OCT 2013 --- = =**4th HOUR 8th HOUR**= READ page 53 ANSWER the following: 1. Define neurons? 2. How do they transmit information? 3. Describe the speed of a neuron impulse.
 * WU-**

U3A - Pretest http://assignments.discoveryeducation.com/?cdPasscode=Q2A33-47A3
 * In Class-**

FRQ practice with rubric

Create a motor neuron

(next class) The background of a neural impulse (page 53) "Neuron Flushing Experiment"

(use textbook to assist you) Neurotransmitters/Functions

DO THE FIRST 10 - Neurotransmitterscramble.student READING QUIZ on pages 53-58 UNIT 3A VOCAB. QUIZ 1 (first 14 terms in 3A)
 * Evidence of Learning-**

= MONDAY - 14 OCT 2013- TUESDAY - 15 OCT 2013 --- = =**4th HOUR 4th HOUR**= Unit 2 Study Time (10 minutes)
 * WU- **

Unit 2 Test - turned in when complete
 * In Class- **

Free Response Question (on a looseleaf notebook paper) - turned in when complete

Unit 3A Vocabulary List IN NOTEBOOK: Answer Unit 3A questions #2 and #3
 * Evidence of Learning- **

= THURSDAY - 10 OCT 2013- FRIDAY - 11 OCT 2013 --- = =**4th HOUR 8th HOUR**= READ page 46 ANSWER Question 14
 * WU-**

E of L Check
 * In Class-**

Unit 2 Vocabulary List 2 Quiz (SECOND 17 terms)

Memory test and looking at results

Fear Survey

Review Ethics of Psychology (pages 44-46) - go over

Basic Statistics (pages 37-40) strength of correlation coefficients []

Look at FREE RESPONSE QUESTION...Rubric/Format

Practice test - pages 48-49 (1-15) WITH CORRECT ANSWERS

Myers Unit 2 - Quiz 1 and Quiz 2 (online-Myers Companion Site)

Self-Assessment...which areas of Unit 2 do you feel a little less certain of?

__//STUDY for//__ //Unit 2 Test - __MONDAY, 14 OCT 2013__ OR __TUESDAY, 15 OCT 2013__// //*Practice with e//// nd of Unit 2, questions 1-15...here are the answers: // //(d,c,b,d,b,a,b,a,b,a,a,c,c,e,a)// //-PRACTICE with the Free Response Question that follows Unit 2 review questions//
 * Evidence of Learning-**

= TUESDAY - 8 OCT 2013- WEDNESDAY - 9 OCT 2013 --- = =**4th HOUR 8th HOUR**= 1. What is one goal of psychological research? 2. Can laboratory experiments illuminate everyday life? Explain. (refer to pages 42-43)
 * WU-**

E of L Check
 * In Class-**

Unit 2 Vocab. 1 Quiz (FIRST 17 terms)

Go over IV/DV/Experimentation handout

Explaining the Random Sample []

placebo vid -airplane movie (4:15) []

Spongebob Can Lead to Learning Problems?

clip to demonstrate how data can be distorted [] and misinterpreted []

Fear Survey

Review Ethics of Psychology (pages 44-46)

Basic Statistics (next class)

Look at FREE RESPONSE QUESTION...Rubric/Format

Practice test - pages 48-49 (6-15)

Practice Test - pages 48-49 (6-15) Myers Unit 2 - Quiz 1 and Quiz 2 (online-Myers Companion Site)

//Unit 2 Vocabulary List 2 QUIZ (2nd 17 terms)// //Myers Unit 2 - Quiz 1 and Quiz 2 (online-Myers Companion Site) - *provide proof that you took them//
 * Evidence of Learning-**

//Unit 2 Test - __MONDAY, 14 OCT 2013__ OR __TUESDAY, 15 OCT 2013__// //*Practice with// //-End of Unit 2, questions 1-15// //-Look at the Free Response Question that follows Unit 2//

= FRIDAY - 4 OCT 2013- MONDAY - 7 OCT 2013 --- = =**4th HOUR 8th HOUR**= Page 48 - Unit 2 - End of Unit Review (1-5)
 * WU-**

Unit 2 Vocab. 1 Quiz Preview (1st 17) Return E of L
 * In Class-**

Dangers of Bread! -beware of statistics

Fear Survey (next time)

Experimentation (pages 34-36) -terms/vocab.

FRQ discussion / rubric / expectations

Vocabulary wrapup

//1-Study for Unit 2 Vocab. list 1 Quiz// //2-Reading quiz on pages 37-41 from Unit 2// //2-IV/DV/Experiment handout (just parts 1 and 2)//
 * Evidence of Learning-**

= WEDNESDAY - 2 OCT 2013- THURSDAY - 3 OCT 2013 --- = =**4th HOUR 8th HOUR**= 1. Define "operational definition"-
 * WU-**

2. Create an __operational definition__ for the following terms: A. Happiness- B. A Smile- C. Intelligence- D. Popularity- E. Good music-

__Mini Presentations - psychologists__ observe and describe behavior assignments due Unit 2 Vocab. List CHECK
 * In Class-**

REVIEW: Hindsight Bias Overconfidence The Scientific Attitude - read/define [] []

Dangers of Bread! -beware of statistics

//(2 PARTS)// //1-COMPLETE Psych Sim 5 Tutorials: Unit 2 Descriptive Statistics// //it is on the Myers Companion Site -// ** [|http://bcs.worthpublishers.com/myersAP1e/#t_612492] ** //Respond to the terms on this handout://
 * Evidence of Learning-**

//2-Create an Ethics mission statement/paragraph/protocol:// (Use page 44 to assist you) //You have been hired as a psychologist for the new// //"Berthoud Psychology Research Center"// __You are to develop an ethics code for conducting your own experiments...__ Describe policies that you would adhere to. (Specific to what you would and you would not do, types of experiments, etc.) What should/shouldn't be allowed? What are some considerations you may need to make? How does the use of deception affect the ethics of a study?

= MONDAY - 30 SEPT 2013 --- TUESDAY - 1 OCT 2013 = READ each of the following and decide whether it is TRUE or FALSE (and support your answer). 1. Most people suffer from unrealistic low self-esteem. 2. The opinions of 1500 randomly selected people can provide a fairly accurate picture of the opinions of an entire nation. 3. The scientific finding that depressed people tend to have low self-esteem proves that __depression__ causes people to be down on themselves.
 * 4th HOUR 8th HOUR **
 * WU-**

E of L Check
 * In Class-**

Unit 1 Vocabulary Quiz

Hindsight Bias []

[] [|http://highered.mcgraw-hill.com/sites/0073531871/student_view0/module2/activity_2_2.html#]

Overconfidence [] []

The Scientific Attitude [] []

Correlation and Causation

(3 PARTS) 1 - Unit 2 Vocabulary List - Quizlet.com or whatever you choose 2 - __Create a mini presentation__ (ppt, etc.) that DEFINES and DISPLAYS the ways in which psychologists observe and describe behavior. (Use pages 26-29 to assist you) 3 - Respond to Unit 2 - Questions 5 & 6 on thompsonblogs.org/ranweiler
 * Evidence of Learning-**

= THURSDAY - 26 SEPT 2013- FRIDAY - 27 SEPT 2013 --- = =**4th HOUR 8th HOUR**= Page 17 (1-10)
 * WU-**

Trading Cards
 * In Class-**

7 Faces of Psychology

In __Computer__ Lab: -Finish COMPLETE Unit 1 Vocabulary List -Do E of L

1. Answer #1 - Page 19 2. Come up with your own example of hindsight bias
 * Evidence of Learning-**
 * Unit 1 Vocabulary Test (next class)
 * READ pages 19-22

= MONDAY - SEPT 2013- WEDNESDAY - 25 SEPT 2013 --- = =**4th HOUR 8th HOUR**= Looking at pages 2-3... 1. Name 2 individuals that you feel were big contributors to the roots of psychology. 2. Why did you choose them?
 * WU-**

Vocab. 1 check
 * In Class-**

What important events happened on your birthday?

Unit 1 - History / Careers / Theories

Plato's "Allegory of the Cave"

Development of Psychology -Team Trading Cards example: []

1-Vocab. 1 Quiz 2-Complete __Trading__ Cards
 * Evidence of Learning-**

= FRIDAY - 20 SEPT 2013- MONDAY - 23 SEPT 2013 --- = =**4th HOUR 8th HOUR**= Unit 14 - Social Psychology Review p.695 (11-15) GO OVER answers after about 7 minutes of warm up time
 * WU-**

Unit 14 - Social Psychology Test (students will go to this link, type in their name and take the test) []
 * In Class-**
 * They should print off their results only (just the score at the top, but it needs to be printed off)

What's next? Unit 1 - History/Careers/Theories

POST TEST ACTIVITIES
 * Evidence of Learning-**

Unit 1 - (4 PARTS) 1-Define 1st 8 terms from Unit 1 (page 1)

2-Read pages 2-4 / Answer #1 (page 2)

3-Go the following link and READ about Plato's "Allegory of the Cave" [] ANSWER *What does this tell us about early beliefs in behavior and mental processes?

4-Go to "Today in the History of Psychology" [] *FIND out what important events __happened on your birthday__. = = = TUESDAY - 17 SEPT 2013 --- --- WEDNESDAY - 18 SEPT 2013 = =**8th HOUR --- 4th HOUR**=

1. Have you developed your own rules about who you are friends with online and who you are not? Explain. 2. How have you handled failed relationships online? How easy is it to unfriend someone online? 3. Have you changed your online openness as you spend more time on social networking sites? How? 4. Are you more open or more closed (in terms of what you reveal/disclose) than when you started?
 * WU-**

E of L CHECK
 * In Class-**

p.695 (6-11) AP Practice Test ?'s

Go over - Unit 14 Vocabulary list 2 - Test

look at parallels "close-up" (page 676)

Discuss -Attraction notes (geography/proximity/mere exposure/physical attractiveness/similarity) -passionate love / companionate love (differences)

(IN NOTEBOOK)
 * //IN IMC with DESKTOPS for rest of class period//**

Altruism - define it AND give background on EACH of these examples: -Friends episode [] (shared folder - students - Ranweiler - AP Psych)

Bystander effect - define it AND give background on EACH of these examples: - Kitty Genovese []

-What Would You Do.Elderly Man [] [] (shared folder - students - Ranweiler - AP Psych)

Reciprocity Norm - define it AND give background on EACH of these examples: -Big Bang Theory [] (shared folder - students - Ranweiler - AP Psych)

(TO BE HANDED IN)
 * Evidence of Learning-**

(2 PARTS) __1st PART__ READ "Automatic Prejudice" page 666 ANSWER: 1. Which of these findings is the most surprising to you? Why? 2. What could be some of the root causes of some of these implicit attitudes? 3. How might one go about changing these types of implicit attitudes about race?

__2nd PART__ Harvard Implicit Association Test (IAT) [] 1. Which test did you take? Why did you choose this one? 2. What were your results? 3. Did the results surprise you? Is it what you expected? Explain. 4. Do you think these tests tell us anything about us or others? How would you rate the accuracy of these tests?
 * After TAKING one of the tests listed, ANSWER the following questions:

...START PRACTICING FOR OUR UPCOMING UNIT 14 TEST GO TO Myers Companion site PRACTICE quizzes and tests __UNIT 14 SOCIAL PSYCHOLOGY TEST__

= = = MONDAY - 16 SEPT 2013 --- = = = 4th HOUR  8th HOUR
 * NO SCHOOL **

= TUESDAY - 10 SEPT 2013 --- --- WEDNESDAY - 11 SEPT 2013 = 4th HOUR 8th HOUR Think about the several types of __television__ shows that you have watched in the past week or two... 1. How many acts of violence occurred overall? How many occurred in each show? 2. Does one type of program depict more violence than others? 3. What was different about violence depicted on the different types of shows? 4. How did watching this violence affect you? Would you feel comfortable letting young children watch the acts you saw?
 * WU-**

Unit 14 Vocabulary list 2 - Test
 * In Class-**

Recognizing the events of 12 years ago...along with its psychological connections -study -global consciousness project [] []

Aggression discussion - What is aggression? What isn't? Where does it come from? (pages 671-675)

-Read about violent video games and violent behavior (pages 676-677)

look at __parallels__ "close-up" (page 676)

__PART 1__ -READ about ATTRACTION pages 678-683 -TAKE NOTES (including new concepts, terms, vocabulary) -ANSWER any text questions that may be found in these pages __PART 2__ p.695 (1,2,3,4,5)
 * Evidence of Learning-**

= **MONDAY - 9 SEPT 2013** = =**8th HOUR**= = **FRIDAY - 6 SEPT 2013** = =**4th HOUR**= Which of the roots of prejudice do you feel is the strongest or most responsible? Why?
 * WU-**

//**EQ / Objective:**// //**Name and describe the roots of prejudice.**//
 * In Class-**

Collect E of L (Social Decision Making PsychSim 5 Simulation - Unit 14)

Group processes / group think (define) -Cabinet meeting (video) -elevator behavior []

groupthink/deindividuation lord of the flies []

REVIEW Social / Emotional / Cognitive roots of prejudice

DISCUSS YOUR discrimination law that was researched

__3 PARTS__ 1- VOCABULARY TEST 2 WILL BE ** 4th HOUR - TUESDAY, 10 SEPT and 8th HOUR - WEDNESDAY, 11 SEPT ** 2- COMPLETE the aggression / not aggression handout
 * Evidence of Learning-**
 * ingroup, outgroup, ingroup bias, scapegoat theory, other-race effect, just-world phenomenon, aggression,**
 * frustration-aggresssion principle,** **mere-exposure effect, passionate love, companionate love, equity, self-disclosure, altruism, bystander effect, social exchange theory, reciprocity norm, social-responsibility norm, conflict, social trap, mirror-image perceptions, self-fulfilling prophecy, superordinate goals, GRIT**

3- ANSWER questions 11 and 12 on pages 671 and 672

= **THURSDAY - 5 SEPT 2013** = =**8th HOUR**= = **WEDNESDAY - 4 SEPT 2013** = =**4th HOUR**=

1. DEFINE social loafing (page 658)- 2. Should teachers stop using group projects altogether? Why? 3. Does having group members evaluate each other help minimize social loafing? Why? 4. How can group member motivate each other to work their hardest? Does assigning roles help? Why?
 * WU-**

Check E of L With a partner: Look at "Obama Effect / No Obama Effect"
 * In Class-**

Cognitive Dissonance (define)

READ Milgram page 654 READ Asch page 651 [] []

Group processes / group think (define) -Cabinet meeting (video) -elevator behavior []

groupthink/deindividuation lord of the flies []

Computer lab- Psych Sim 5 "Social Decision Making" in Unit 14 on the Myers site PsychSim 5 Online Quiz "Social Decision Making" in Unit 14 on the Myers site

1- FINISH Psych Sim 5 "Social Decision Making" in Unit 14 on the Myers site PsychSim 5 Online Quiz "Social Decision Making" in Unit 14 on the Myers site 2- __2 PARTS__ A. What are the SOCIAL and COGNITIVE roots of prejudice? (pages 667-670) -notes and causes B. RESEARCH AND FIND A LAWS that encourage and prohibit discrimination (example of each...domestic or international) ANSWER: 1. What types of discrimination does the law allow? Why? (Consider treatment of people...) 2. What types of discrimination does the law not allow? Why? 3. What types of discrimination does the law seem unclear or unsure about?
 * Evidence of Learning-**

= **TUESDAY - 3 SEPT 2013** = = **FRIDAY - 30 AUG 2013** = p. 650 info. 1. Are the majority of students conformists or nonconformists? Why? 2. Is there pressure among students at your school to dress a certain way or like certain types of music? Why, why not? 3. Was there more pressure to conform in middle school as compared to high school? Why, why not?
 * 8th HOUR**
 * 4th HOUR**
 * WU-**

Complete Unit 14 Vocabulary List
 * In Class-**

Vocab. list 1 Test

Discuss Stanford __Prison__ Experiment [] Discussion questions

Attribution...practice

Methods of Persuasion - overview

Cognitive Dissonance- (pages 647-648) video - smokers []

Conformity- (650-651) Asch [] []

Obedience (654) Migram Experiment [] []

looking ahead... Group processes / group think

1. Annotate each article 2. Write a summary of each at the bottom (of each)
 * Evidence of Learning-**
 * Obama Effect handout (Social Perception) *2 different articles

= **THURSDAY - 29 AUG 2013** = = **WEDNESDAY - 28 AUG 2013** = p. 644 info. 1. If a good friend gets angry with you, how would you explain his or her behavior? If that same friend does something nice for you, how would you explain the behavior?
 * 8th HOUR**
 * 4th HOUR**
 * WU-**

2. If someone you have recently gotten to know walks by you in the hall but doesn't say hello (even as you try to say hello to them), what would you think about them? Why?


 * In Class-**
 * EQ / Objective:**
 * How do we explain other peoples behavior?**

Discuss/Review previous class material Attitudes- "How do we tend to explain others behavior (and our own)?" pages 644-645

Obedience- pages 647-648

Stanford __Prison__ Experiment [] IN YOUR NOTEBOOK - RESPOND TO EACH DISCUSSION QUESTION YOU ENCOUNTER

(3 PARTS) 1-FINISH Stanford __Prison__ Experiment [] IN YOUR NOTEBOOK - RESPOND TO EACH DISCUSSION QUESTION YOU ENCOUNTER
 * Evidence of Learning-**

2-Persuasion handout

3-Vocabulary list 1 (first 23 vocabulary terms of unit 14) - in notebook and DEFINED: __social psychology__, attribution theory, fundamental attribution theory, attitude, central route persuasion, foot-in-the-door phenomenon, role, cognitive dissonance theory, conformity, normative social influence, social social facilitation, social loafing, deindividuation, group polarization, groupthink, culture, norm, personal space, prejudice, stereotype, discrimination

[|http://bcs.worthpublishers.com/myersAP1e/#t_612492]
 * You can also find them under the "Unit 14: Social Psychology" link / Flashcards 1 on the Myers book companion site:
 * vocab. test will be SEPT.

3-Unit 14 Vocabulary List 1 (first 23 terms) Quiz - **__next class!__**

= **TUESDAY - 27 AUG 2013** = = **MONDAY - 26 AUG 2013** =
 * 8th HOUR**
 * 4th HOUR**

What is Psychology? What do Psychologist study? How do they do research?
 * WU-**


 * In Class-**
 * EQ / Objective:**
 * What is Psychology? Give examples of what areas it studies.**

Syllabus / Expectations / Notecards & pbis

Blink summer reading and textbook discussion overview

Psychology as Common Sense -handout

Chapter 14: Social Psychology - -Discussion questions 1,2,3 (in notebook) 1. Why do you obey some rules and disobey other at school? 2. Have you ever been convinced by friends to do something you knew was wrong? To do something that you knew was right? 3. Do you consider yourself a conformist? Nonconformist? Why?

Read pages 643-645

1-READ pages 646-650 / ANSWER "Before You Move On" questions (page 650)
 * Evidence of Learning-**

2-Start studying for Unit 14 Vocabulary PART 1 quiz (pages 643-664) [|http://bcs.worthpublishers.com/myersAP1e/#t_612492]
 * You can also find them under the "Unit 14: Social Psychology" link / Flashcards 1 on the Myers book companion site:

Consent Form (page 2) proofread, check for age, etc. []

Bandura - Bobo Doll - Observational Learning/Social Learning []

= = =FOR FRIDAY 11/1 and MONDAY 11/4=

TO THE LAB (IMC laptops) FOR THE REST!

Listen/Respond to: [] __ Story A __ 1. What are they trying to do? 2. How are they going about it? 3. Describe your reaction to the ethics of this type of research. Agree/Disagree

[] __ Story B __ 1. What is "short attention span theater"? 2. Describe "narrative deprivation". What exactly is it? 3. Does this story accurately portray your generation's technology attention span? Explain using reason, detail, fact.

Ed. Ted - Zombie Behavior []

__WATCH__ the video

ANSWER the "THINK" Questions (all on separate sheet of paper)

EXCEPT #6

(please use your critical thinking skills)

READ pages 74-83 ANSWER these questions: __ Within the Cerebral Cortex __ 1. What are the motor functions of the cortex? The sensory functions? 2. Describe what association areas are. What is one famous case study connected to this? What happened? __ Language __ 3. Which areas of the brain are involved in language processing? How are each involved with it? 4. What is brain plasticity? How does it work? How do we adapt?

READ pages 74-83 ANSWER these questions: __ Within the Cerebral Cortex __ 1. What are the motor functions of the cortex? The sensory functions? 2. Describe what association areas are. What is one famous case study connected to this? What happened? __ Language __ 3. Which areas of the brain are involved in language processing? How are each involved with it? 4. What is brain plasticity? How does it work? How do we adapt?
 * Evidence of Learning- **

video games - research and developers []

Groupthink and fundraising ANSWER the following questions: 1. Why is groupthink the "kiss of death" in fundraising? 2. Do you agree or disagree? Why? 3. Describe a fundraising or other experience that may have been similar to this.
 * READ the following article.

= **Evidence of Learning for the break:** =


 * A. READ pages 175-182**
 * B. ANSWER #1**
 * C. QUIZ on Stages of Sleep**
 * D. Unit 5 Vocabulary LIst**

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

= **MONDAY - 17 DEC 2012** =
 * 6th HOUR / 7th HOUR**

What are some reasons why people believe in ESP? Predictions? Premonitions?
 * WU-**

E of L check
 * In Class-**

Virtual Reality pain treatment http://www.msnbc.msn.com/id/21134540/vp/49849152#49849152 Phantom pain http://www.youtube.com/watch?v=0U4gCXK1vfI http://www.youtube.com/watch?v=YL_6OMPywnQ http://www.youtube.com/watch?v=bGlZpZgwnAc

Tragedies Alter Risk Perception (fear vs. dread) http://www.npr.org/player/v2/mediaPlayer.html?action=1&t=1&islist=false&id=167427990&m=167427963

Perceptual Sets -handout/discussion

Perceptual sets of “looters” or those looking for “supplies” <span style="color: #2b68c7; font-family: 'Times New Roman',serif; text-decoration: initial;">[]

Talking Dogs Great demonstration for perceptual sets []

The Archive of Funny Misheard Lyrics []

ESP - what and why?

Horoscope / News headlines 1.Find a horoscope from ANY past date 2.Find the news headlines from that SAME date 3.PRINT OUT BOTH

Scientific American Frontiers - Water, Water Everywhere

if time permits... Synasthesia or Man with no vestibular sense

__STUDY FOR UNIT 4 TEST - either WED. 19 DEC or FRI. 21 DEC__
 * E of L-**

= **THURSDAY - 13 DEC 2012** =
 * 6th HOUR / 7th HOUR**

Define the following term and answer the questions that follow: 1. constancy- 2. What if objects seemed to grow larger as you approached? 3. What if objects appeared to change shape when they moved? 4. What if color became different in different levels of light?
 * WU-**

Auditory animations
 * In Class-**

Sound (animations) -sound waves -sound transmission

Perceiving -pitch -loudness -locating sound

http://www.youtube.com/watch?v=bGlZpZgwnAc

-Other Senses - No Pain (2) http://www.youtube.com/watch?v=zliNn31GgS8

Virtual Reality pain treatment http://www.msnbc.msn.com/id/21134540/vp/49849152#49849152 Phantom pain http://www.youtube.com/watch?v=0U4gCXK1vfI http://www.youtube.com/watch?v=YL_6OMPywnQ http://www.youtube.com/watch?v=bGlZpZgwnAc

__PART A__ READ pages 161-165 Answer #24 on page 161 Answer the TWO questions on page 165 __PART B__ ANSWER questions 1-15 (pages 172-173)
 * E of L-**

= **TUESDAY - 11 DEC 2012** =
 * 6th HOUR / 7th HOUR**

With your higher level thinking skills...ANSWER the following questions: 1. Why would it be bad not to feel pain? 2. What might be the expected lifespan of someone who can't feel pain?
 * WU-**

Unit 4 - Vocabulary Test - Set 3
 * In Class-**

"Other Senses" (pages 141-150) -> reading quiz
 * 5 questions

Finish - Video Presentations

-parallel processing, pages 130-131 -color vision, pages 132-133

Sound -sound waves -sound transmission

http://www.enchantedlearning.com/subjects/anatomy/ear/

Perceiving -pitch -loudness -locating sound

-Other Senses - No Pain (2) Virtual Reality pain treatment http://www.msnbc.msn.com/id/21134540/vp/49849152#49849152 Phantom pain

Take pictures of everyday surroundings that are examples of the following connections to perception: -figure ground -grouping -depth perception -perceptual constancy -color constancy
 * E of L-**

= **FRIDAY - 7 DEC 2012** =
 * 6th HOUR / 7th HOUR**

READ "Living in a Silent World" p.139 ANSWER the following questions: 1. What is "prelingual"? 2. Describe the connection between self-esteem and being raised deaf. 3. Provide THREE examples of social struggles that are hearing-impaired people experience. 4. What types of things could be done in school or society to assist the Deaf?
 * WU-**

Unit 4 Reading Test (pages 128-134)
 * In Class-**
 * Create 6 questions - ONE FROM EACH PAGE of reading (NO questions about definitions)

-parallel processing, pages 130-131 -color vision, pages 132-133

Sound -sound waves -sound transmission

http://www.enchantedlearning.com/subjects/anatomy/ear/

Perceiving -pitch -loudness -locating sound

PsychSim 5: The Auditory System

PsychSim 5: The Auditory System "Other Senses" (pages 141-150) -> reading quiz Unit 4 - Set 3 Vocabulary Test
 * E of L-**

= **WEDNESDAY - 5 DEC 2012** = No Warm Up
 * 6th HOUR / 7th HOUR**
 * WU-**

__#|Eye Test__
 * In Class-**

Unit 4 Vocabulary List 2 Test

Read pages 127-128 (fovea, rods, cones)

The "Pulfrich Effect" http://pulfrich.siu.edu/

Pseudo experiment work time

1-Finish experiments to be presented on Friday, 7 DEC 2012 2-Reading Quiz pages 128-134 (we didn't have one last __#|class__ as planned...)
 * E of L-**

= **MONDAY - 3 DEC 2012** = What is the function of sensory adaptation? (I want to see some higher level thinking here!) ...feel free to use the text to assist you
 * 6th HOUR / 7th HOUR**
 * WU-**

Sensitivity Challenge A and B (collect / go over)
 * In Class-**

Weber's Law - define / examples

Go something in my eye...

Sensory Adaptation - define / examples

Time to work on "Pseudo Experiment"

youtube examples...

1- Bring sunglasses (and old pair to donate, if you have any) to class 2-Vocabulary list 2 test 3-Reading Quiz pages 128-134
 * E of L-**

= **THURSDAY - 29 NOV 2012** = Sensitivity Chart http://www.telegraph.co.uk/news/worldnews/southamerica/brazil/9696143/Angler-dies-after-swallowing-fish.html Unit 4 Vocab. list check AND Collect Psych Sim 5 Visual Illusions handout
 * 6th HOUR / 7th HOUR**
 * WU-**
 * In Class-**

Review terms pages 120-123 -Unit 4 Vocabulary Test

In lab (IMC __#|laptops__) -Take Unit 4 Reading Quiz (pages 120-123) http://assignments.discoveryeducation.com/?cdPasscode=Q1127-4490

DRAW a diagram of the EYE and LABEL the parts

Sensitivity Challenge (parts A and B) Part A website [] Part B website []

Finish Sensitivity Challenge (A and B)
 * E of L-**

READ pages 123-127
 * take notes

Work on perception experiment (due Dec. 5)

= **TUESDAY - 27 NOV 2012** = Fact or Falsehood for Unit 4 - handout
 * 6th HOUR / 7th HOUR**
 * WU-**

Collect E of L / discuss FRQ
 * In Class-**

Intro. Unit 4 (pages 115-119) with examples:

bottom up and top down processing http://www.youtube.com/watch?v=4-4CAqXlVXo top-down processing http://www.youtube.com/watch?v=hiIVtROrtbk&feature=autoplay&list=PLWgLqAtZPtgGoxv9WyFUINFLeYLnvC0Qn&playnext=2 selective attention __#|test__ http://www.youtube.com/watch?v=q59zG1fFk0k awareness test http://www.youtube.com/watch?v=1_UuZQhlZ5k&feature=related inattentional blindness http://www.youtube.com/watch?v=y6qgoM89ekM change blindness http://www.youtube.com/watch?v=Qb-gT6vDrmU&feature=related

In Lab: Implicit Associations Test https://implicit.harvard.edu/implicit/

(GO TO MYERS AP COMPANION SITE) PsychSim 5 : Visual Illusions (with handout)

1-PsychSim 5 : Visual Illusions (simulation and worksheet) 2-Unit 4 Vocabulary list (all 64) 3-Vocabulary Test on first 22 terms (sensation through lens) 4-Reading quiz - threshold (pages 120-123)
 * Evidence of Learning-**

= **FRIDAY - 16 NOV 2012** = What are 7-10 things that you would desire in a mate (boyfriend/girlfriend)?
 * 6th HOUR / 7th HOUR**
 * WU-**

__IN__ #|Computer __Lab (A and B)__ (A) 3C - Reading Quiz - Part 2 http://assignments.discoveryeducation.com/?cdPasscode=QE476-48EE
 * In Class-**

(B) Go to the Myers companion site and take Online Quiz 3C-1

Fact or Falsehood handout (getting a copy to 6th hour)

Check material on page 105

Mate Preferences Exercise

FRQ - 5 point question at end of 3C (complete and critique)

Gattaca http://www.youtube.com/watch?v=ZppWok6SX88 http://www.youtube.com/watch?v=9c25ZzUFePY

FRQ - 5 point question at end of 3C (complete and critique)

NOVA-Ghost In Your Genes http://www.youtube.com/watch?v=0n0gF-dIZ48&playnext=1&list=PLE58C55C00D712B1D&feature=results_main

NOVA - genes in nature with nurture http://www.youtube.com/watch?v=avWwfuJYnnI

3C Reading Quiz http://assignments.discoveryeducation.com/?cdPasscode=QE476-48EE
 * Evidence of Learning-**

go to the Myers companion site and take Online Quiz 3C-1

also on Myers site - Psych Sim 5 : Mind Reading Monkeys (with handout)

= **WEDNESDAY - 14 NOV 2012** =


 * 6th HOUR / 7th HOUR**


 * WU-**

Fact or Falsehood (on screen)


 * In Class-**

Discuss E of L

Genetic Factors / Examples / Punnett square

Heritability (pages 100-102)

Troubleshooting Research p.102

Myers Site Online Quiz 3C-1


 * Evidence of Learning-**

READ pages 103-107 READING QUIZ next class - FRIDAY, 16 NOV 2012

= **MONDAY - 12 NOV 2012** = FIRST - ANSWER this question: 1. Why do you think that children in the same family are so different? NEXT - READ "Mom Always Liked You Best" LAST - DO THE FOLLOWING: 2. Provide 2 or more examples of experiences with family members that have shaped your personality (or shaped other family members personalities)
 * 6th HOUR / 7th HOUR**
 * WU-**

Mouse Party handout due
 * In Class-**

3C Reading Quiz

Fact or Falsehood Review

Biological Predispositions and Genetic Factors

Twin and Adoption __#|Studies__ -Classroom exercise/handout

Video clip - Twins Research

PART 1 __READ "The Genetic Revolution" (pages 4-5 on the attachment)__ __RESPOND to questions 1,2,3 posed at the beginning of the reading.__
 * Evidence of Learning-**



PART 2 (If you missed class and not able to do the m.socrative.com question) Answer the following: In regards to developing personality, is nature or nurture more influential? Explain your answer.

= **THURSDAY - 8 NOV 2012** = T/F handout
 * 6th HOUR / 7th HOUR**
 * WU-**

3C Vocabulary Test
 * In Class-**

GO OVER p. 93 (1-15)

"The Brain and Consciousness" pages 89-91

Neurotransmitter review (different kinds and their responsibilities)

Mouse Party [] attachment:

__Mouse Party Handout__ and __Unit 3C Reading Quiz on pages 94-100__
 * Evidence of Learning-**

= **TUESDAY - 6 NOV 2012** = Listen to: [] Respond to: 1. What does this say about our friends and their influence? 2. Describe the power of social media. 3. How might these findings be used by political parties in the future?
 * 6th HOUR / 7th HOUR**
 * WU-**

GO OVER p. 93 (1-15) Discuss/Share research articles FREE RESPONSE QUESTION p.93
 * In Class-**

Grade Unit 3B Vocab. Test

"The Brain and Consciousness" pages 89-91

Brain Hat!

Neurotransmitter review (different kinds and their responsibilities)

Mouse Party [] attachment:

__BRING A PAIR of HEADPHONES to CLASS__ and __3C Vocabulary List - ALL 14__ __STUDY for Vocab. test on ALL 14 from Unit 3C__
 * Evidence of Learning-**

= **THURSDAY - 1 NOV 2012** = PAGE 93 (1-15) "AP Practice Test Questions"
 * 6th HOUR / 7th HOUR**
 * WU-**

COLLECT "NPR-Attention Span" Questions (HW)
 * In Class-**

Vocabulary Test - 3B (last 19 vocabulary terms)

Independently (with the assistance of their notes and textbook): Answer FREE RESPONSE QUESTION p.93

IN __COMPUTER__ LAB: __ PART 1 __ Ed. Ted - Zombie Behavior [] __WATCH__ the video ANSWER the "THINK" Questions EXCEPT #6 on a separate sheet of paper (please use your critical thinking skills)

__PART 2__ FIND (print it off) a research article, READ it, SUMMARIZE it (in a well written and organized paragraph) The TWO TOPIC AREAS to choose from: //Brain Plasticity Research// OR //Split Brain Research//

__ PART 1 __ Ed. Ted - Zombie Behavior []
 * Evidence of Learning-**

WATCH the video ANSWER the "THINK" Questions EXCEPT #6 on a separate sheet of paper (please use your critical thinking skills)

__PART 2__ FIND (print it off) a research article, READ it, SUMMARIZE it (in a well written and organized paragraph) The TWO TOPIC AREAS to choose from: //Brain Plasticity Research// OR //Split Brain Research//

= **TUESDAY - 30 OCT 2012** = READ Page 88 ANSWER the TWO questions within the reading: 1. Is handedness inherited? Explain. 2. So, is it all right to be left-handed? Explain.
 * 6th HOUR / 7th HOUR**
 * WU-**

Discuss blog questions (lobes and functions) -see page 75 and Einstein
 * In Class-**

Parts of the brain thus far?

Association areas (lobes) -Phineas Gage [] -Oliver Sacks [] []

amygdala []

brain overview []

__PART 1__ h[|ttp://www.npr.org/2012/10/26/163649283/the-future-of-short-attention-span-theater] 1. What is "short attention span theater"? 2. Describe "narrative deprivation". 3. Does this story accurately portray your generation's technology attention span? Explain your answer. __PART 2__ QUIZ NEXT CLASS on LAST 19 Vocabulary terms of Unit 3B
 * Evidence of Learning-**

= **FRIDAY - 26 OCT 2012** = __#|STUDY__ TIME - Brain Quiz (terms and diagram)
 * 6th HOUR / 7th HOUR**
 * WU-**

BRAIN QUIZ
 * In Class-**

Listen/Respond to: [] __Story A__ 1. What are they trying to do? 2. Describe your reaction to the ethics of this type of research.

[|h][|ttp://www.npr.org/2012/10/26/163649283/the-future-of-short-attention-span-theater] __Story B__ 1. What is "short attention span theater"? 2. Describe "narrative deprivation". 3. Does this story accurately portray your generation's technology attention span?

imaging [] [] amygdala []

brain overview []

The Cerebral Cortex (pages

READ pages 74-83 GO TO BLOG and ANSWER QUESTIONS POSTED. []
 * Evidence of Learning-**

= **WEDNESDAY - 24 OCT 2012** = ANSWER the following: 1. If humans and other mammals share so many parts of the brain, what makes humans different from other animals? Why? 2. Why can't we tickle ourselves? Explain.
 * 6th HOUR / 7th HOUR**
 * WU-**
 * In Class-**

imaging [] [] amygdala []

brain overview []

READ pages 69-73 DEFINE the brain terms that you find LOCATE where they are in the brain
 * Evidence of Learning-**
 * QUIZ NEXT CLASS on DEFINITIONS and BRAIN PART LOCATIONS

= **MONDAY - 22 OCT 2012** = 1. What do you think is the percentage of our brain do we actually use? 2. What do you think is meant by saying the brain is hemispheric? 3. There are different types of brain scans...what do you think are 3 uses of brain scans?
 * 6th HOUR / 7th HOUR**
 * WU-**

E of L Check
 * In Class-**

Unit 3A / Vocab. 2 Quiz Partner Quiz Time

reflex arc (page 61) Create a motor neuron - demo

Lab time:

-Unit 3B Vocabulary List -Psych Sim 5: Hemispheric Specialization (__Complete__ Simulation AND Worksheet): -Free Response Question (p. 65)

(4 PARTS) 1-Unit 3B Vocabulary List 2-Unit 3B Psych Sim 5: Hemispheric Specialization (Complete Simulation AND Worksheet): 3-Free Response Question (p. 65) 4-Reading Quiz (pages 66-68)
 * Evidence of Learning-**

= **THURSDAY - 18 OCT 2012** = __Study__ time (5-10 min.) E of L Check
 * 6th HOUR / 7th HOUR**
 * WU-**

U3A V1 Quiz
 * In Class-**

Pages 53-58 Reading Quiz

Grade Last Exam

Go over Neurotransmitter E of L

reuptake (page 56) agonist, antagonist (page 57)

Action potential animations [] []

Neurons __#|the messengers__ Morris/Maistro []

21 explains the Monty Hall Problem []

Explaining the Random Sample []

placebo vid -airplane movie (4:15) []

clip to demonstrate how data can be distorted [] and misinterpreted []

__CREATE__ A QUIZ (typed-15 questions total - 5 per topic with possible answers AND a separate key) Format: 2 topic areas should be multiple choice based and 1 topic area should be true/false based Topic Areas: Peripheral Nervous System (5 questions) Central Nervous System (5 questions) Endocrine System (5 questions) __STUDY__ for Unit 3A / Vocabulary List 2
 * Evidence of Learning-**

= **TUESDAY - 16 OCT 2012** = READ page 53 ANSWER the following: 1. Define neurons? 2. How do they transmit information? 3. Describe the speed of a neuron impulse.
 * 6th HOUR / 7th HOUR**
 * WU-**

Create a motor neuron
 * In Class-**

The background of a neural impulse (page 53) "Neuron Flushing Experiment"

Neurotransmitters/Functions

FINISHNeurotransmitterscramble.__student__ QUIZ on pages 53-58 UNIT 3A VOCAB. QUIZ 1 (first 14 terms in 3A)
 * Evidence of Learning-**

= **FRIDAY - 12 OCT 2012** = Unit 2 Study Time (10 minutes)
 * 6th HOUR / 7th HOUR**
 * WU-**

Unit 2 Test - turned in when complete
 * In Class-**

__Free__ Response question (on a looseleaf notebook paper) - turned in when complete

Unit 3A Vocabulary List IN NOTEBOOK: Answer Unit 3A questions #2 and #3
 * Evidence of Learning-**

= **WEDNESDAY - 10 OCT 2012** = 1. What is one goal of psychological research? 2. Can laboratory experiments illuminate everyday life? Explain.
 * 6th HOUR / 7th HOUR**
 * WU-**

E of L Check
 * In Class-**

Unit 2 Vocab. 2 Quiz (second 17 terms)

Go over IV/DV/Experimentation handout

Basic Statistics

Practice test - pages 48-49 (1-15)

Look at Free Responses - Rubric/Format

Myers Unit 2 - Quiz 1 and Quiz 2 (online-Myers Companion Site)

//Unit 2 Test - FRIDAY, 12 OCT 2012// //*Practice with// //End of Unit 2, questions 1-15// //-Look at the Free Response Question that follows// //*Practice with// //Myers Unit 2 - Quiz 1 and Quiz 2 (online-Myers Companion Site)// = **MONDAY - 8 OCT 2012** = Psych Sim 5 __Quiz__
 * Evidence of Learning-**
 * 6th HOUR / 7th HOUR**
 * WU-**

Unit 2 Vocab. 1 Quiz (first 17 terms)
 * In Class-**

Fear __Survey__

Dangers of Bread! -beware of statistics

Experimentation (pages 34-36) -terms/vocab.

//1-Study for Unit 2 Vocab. list 2 Quiz// //2-IV/DV/Experiment handout (just parts 1 and 2)//
 * Evidence of Learning-**

= **THURSDAY - 4 OCT 2012** = Create an __#|operational definition__ of the following terms: 1. Happiness- 2. A smile- 3. Intelligence- 4. Popularity- 5. Good music-
 * 6th HOUR / 7th HOUR**
 * WU-**

__psychologists__ observe and describe behavior assignments due Unit 2 Vocab. List CHECK Go Over - Unit 1 Vocab. 2
 * In Class-**

Hindsight Bias Overconfidence The Scientific Attitude - read/define [] []

Dangers of Bread! -beware of statistics //1-COMPLETE PsychSim : Descriptive Statistics (it is on the Myers Companion Site)// //Respond to the terms on this handout:// //2-Unit 2 Vocabulary 1 (first 17 terms) QUIZ next class// //3-Respond to the following on thompsonblogs.org/ranweiler :// (Use page 44 to assist you) __You are to develop an ethics code for conducting your own experiments...__ Describe policies that you would adhere to. (specific to what you would and would not do, types of experiments, etc.) What are some considerations you may need to make? How does the use of deception affect the ethics of a study?
 * Evidence of Learning-**

= **TUESDAY - 2 OCT 2012** = READ each of the following and decide whether it is TRUE or FALSE (and support your answer). 1. Most people suffer from unrealistic low self-esteem. 2. The opinions of 1500 randomly selected people can provide a fairly accurate picture of the opinions of an entire nation. 3. The scientific finding that depressed people tend to have low self-esteem proves that __depression__ causes people to be down on themselves.
 * 6th HOUR / 7th HOUR**
 * WU-**

__Careers__ __Resume__ Project Due
 * In Class-**

Unit 1 Vocab. 2 Quiz

Hindsight Bias []

[] [|http://highered.mcgraw-hill.com/sites/0073531871/student_view0/module2/activity_2_2.html#]

Overconfidence [] []

The Scientific Attitude [] [] -Unit 2 Vocabulary List - Quizlet.com or whatever you choose -Create a presentation that DEFINES and DISPLAYS the ways in which psychologists observe and describe behavior. (Use pages 26-29 to assist you) -Respond to Unit 2 - Questions 5 & 6 on thompsonblogs.org/ranweiler
 * Evidence of Learning-**

= **FRIDAY - 28 SEPT 2012** = Page 17 (1-15)
 * 6th HOUR / 7th HOUR**
 * WU-**

7 Faces of Psychology check
 * In Class-**

Vocab. 1 Quiz

__Trading__ Cards

Go over 7 Faces

In __Computer__ Lab: -Finish Unit 1 Vocab. 2

__Career__ __Resume__ Assignment Unit 1 Vocab. 2 Test (next class) Answer #1 - Page 19
 * Evidence of Learning-**

= **WEDNESDAY - 26 SEPT 2012** = Looking at pages 2-3... 1. Name 2 individuals that you feel were big contributors to the roots of psychology. 2. Why did you choose them?
 * 6th HOUR / 7th HOUR**
 * WU-**

Vocab. 1 check What important events happened on your birthday?
 * In Class-**

Unit 1 - History / Careers / Theories

Plato's "Allegory of the Cave"

Development of Psychology -Team Trading Cards example: []

Vocab. 1 Quiz Complete __Trading__ Cards __#|Complete__ 7 Faces Handout -
 * Evidence of Learning-**

= **MONDAY - 24 SEPT 2012** = Unit 14 - Social Psychology Review Go over persuasion terms
 * 6th HOUR / 7th HOUR**
 * WU-**

Unit 14 - Social Psychology Test
 * In Class-**

What's next? Unit 1 - History/Careers/Theories

Unit 1 - (4 PARTS) 1-Define 1st 8 terms from Unit 1 (page 1) 2-Read pages 2-4 / Answer #1 (page 2) 3-Go the following link and READ about Plato's "Allegory of the Cave" [] ANSWER *What does this tell us about early beliefs in behavior and mental processes? 4-Go to "Today in the History of Psychology"
 * Evidence of Learning-**

[]

FIND out what important events happened on your birthday.

**THURSDAY - 20 SEPT 2012** 1. Have you developed your own rules about who you are friends with online and who you are not? Explain. 2. How have you handled failed relationships online? How easy is it to unfriend someone online? 3. Have you changed your online openness as you spend more time on social networking sites? Are you more open or more closed than when you started.
 * 6th HOUR / 7th HOUR**
 * WU-**

p.695 (6-11) AP Practice Test ?'s
 * In Class-**

Go over - Unit 14 Vocabulary list 2 - Test

look at parallels "close-up" (page 676)

(WITH YOUR FALL PARTNER) A-Discuss Warmup questions and B-Attraction notes (geography/proximity/mere exposure/physical attractiveness/similarity) -passionate love / companionate love (differences)

IN IMC with DESKTOPS for rest of class period

Altruism - define it AND give background on EACH of these examples: -Friends episode []

Bystander effect - define it AND give background on EACH of these examples: - Kitty Genovese [] -wwyd? [] []

Reciprocity Norm - define it AND give background on EACH of these examples: -Big Bang [] []

(2 PARTS) __1st PART__ READ "Automatic Prejudice" page 666 ANSWER: 1. Which of these findings is the most surprising to you? Why? 2. What could be some of the root causes of some of these implicit attitudes? 3. How might one go about changing these types of implicit attitudes about race?
 * Evidence of Learning-**

__2nd PART__ Harvard Implicit Association Test (IAT) [] 1. Which test did you take? Why did you choose this one? 2. What were your results? 3. Did the results surprise you? Is it what you expected? Explain.
 * After TAKING one of the tests listed, ANSWER the following questions:

START PRACTICING FOR OUR UPCOMING UNIT 14 TEST GO TO Myers Companion site PRACTICE quizzes and tests __UNIT 14 SOCIAL PSYCHOLOGY TEST - MONDAY 24 SEPT__

= **TUESDAY - 18 SEPT 2012** = Think about the several types of __television__ shows that you have watched in the past week or two... 1. How many acts of violence occurred overall? How many occurred in each show? 2. Does one type of program depict more violence than others? 3. What was different about violence depicted on the different types of shows? 4. How did watching this violence affect you? Would you feel comfortable letting young children watch the acts you saw?
 * 6th HOUR / 7th HOUR**
 * WU-**

REVIEW
 * In Class-**

Unit 14 Vocabulary list 2 - Test

Aggression discussion

-Read about violent video games and violent behavior (pages 676-677)

look at __parallels__ "close-up" (page 676)

-READ about ATTRACTION pages 678-683 -TAKE NOTES (including new concepts, terms, vocabulary) -ANSWER any text questions that may be found in these pages
 * Evidence of Learning-**

= **FRIDAY - 14 SEPT 2012** = Which of the roots of prejudice do you feel is the strongest or most responsible? Why?
 * 6th HOUR / 7th HOUR**
 * WU-**

REVIEW Social / Emotional / Cognitive roots of prejudice
 * In Class-**

DISCUSS discrimination law that was researched

__3 PARTS__ 1- VOCABULARY TEST 2 WILL BE TUESDAY, 18 SEPT 2- COMPLETE the aggression / not aggression handout
 * Evidence of Learning-**
 * ingroup, outgroup, ingroup bias, scapegoat theory, other-race effect, just-world phenomenon, aggression,**
 * frustration-aggresssion principle,** **mere-exposure effect, passionate love, companionate love, equity, self-disclosure, altruism, bystander effect, social exchange theory, reciprocity norm, social-responsibility norm, conflict, social trap, mirror-image perceptions, self-fulfilling prophecy, superordinate goals, GRIT**

3- ANSWER questions 11 and 12 on pages 671 and 672

= **WEDNESDAY - 12 SEPT 2012** = READ "Automatic Prejudice" page 666 ANSWER: 1. Which of these findings is the most surprising to you? Why? 2. What could be some of the root causes of some of these implicit attitudes? 3. How might one go about changing these types of implicit attitudes about race?
 * 6th HOUR / 7th HOUR**
 * WU-**

Vocab. list 2 Check
 * In Class-**

Discuss- Psych Sim 5 "Social Decision Making" in Unit 14 on the Myers site

Social / Emotional / Cognitive roots of prejudice pages 667-670

In __Computer__ Lab- __register__ on the Myers site take the __online Psych__ Sim 5 online quiz research discrimination law

__2 PARTS__ A. What are the SOCIAL and COGNITIVE roots of prejudice? (pages 667-670) -notes and causes B. RESEARCH AND FIND A LAWS that encourage and prohibit discrimination (example of each...domestic or international) ANSWER: 1. What types of discrimination does the law allow? Why? (Consider treatment of people...) 2. What types of discrimination does the law not allow? Why? 3. What types of discrimination does the law seem unsure about?
 * Evidence of Learning-**


 * __*VOCABULARY TEST 2 WILL BE TUESDAY, 18 SEPT__**
 * ingroup, outgroup, ingroup bias, scapegoat theory, other-race effect, just-world phenomenon, aggression,**
 * frustration-aggresssion principle,** **mere-exposure effect, passionate love, companionate love, equity, self-disclosure, altruism, bystander effect, social exchange theory, reciprocity norm, social-responsibility norm, conflict, social trap, mirror-image perceptions, self-fulfilling prophecy, superordinate goals, GRIT**

= **MONDAY - 10 SEPT 2012** = 1. DEFINE social loafing- 2. Should teachers stop using group projects altogether? Why? 3. Does having group members evaluate each other help minimize social loafing? Why? 4. How can group member motivate each other to work their hardest? Does assigning roles help? Why? Vocab. list 2 Check
 * 6th HOUR / 7th HOUR**
 * WU-**
 * In Class-**

Groupthink and fundraising

Cognitive Dissonance (define)

Group processes / group think (define) -elevator behavior []

groupthink/deindividuation lord of the flies []

READ Milgram page 654 READ Asch page 651 [] []

Computer lab- Psych Sim 5 "Social Decision Making" in Unit 14 on the Myers site

Finish Psych Sim 5 "Social Decision Making" in Unit 14 on the Myers site Take the online "Social Decision Making" quiz EMAIL and PRINT OFF YOUR RESULTS
 * Evidence of Learning-**

= **THURS - 6 SEPT 2012** =
 * 6th HOUR / 7th HOUR**
 * WU-**

E of L check Vocab. list 1 TEST
 * In Class-**

Discuss Obama Effect / No Obama Effect

Cognitive Dissonance (define) -video example []

Group processes / group think (define) president decision [] elevator behavior []

groupthink/deindividuation lord of the flies []

Computer lab- Vocab. list 2 READ the following article. ANSWER the following questions: 1. Why is groupthink the "kiss of death" in fundraising? 2. Do you agree or disagree? Why? 3. Describe a fundraising or other experience that may have been similar to this.
 * Evidence of Learning-**

= **TUES - 4 SEPT 2012** = p. 650 info. 1. Are the majority of students conformists or nonconformists? Why? 2. Is there pressure among students at your school to dress a certain way or like certain types of music? Why, why not? 3. Was there more pressure to conform in middle school as compared to high school? Why, why not?
 * 6th HOUR / 7th HOUR**
 * WU-**

Complete Unit 14 Vocabulary List
 * In Class-**

Vocab. list 1 Test

Discuss Stanford __Prison__ Experiment [] Discussion questions

Cognitive Dissonance- (pages 647-648) video? Conformity- (650-651) Obedience (654) Migram Experiment [] [] Group processes / group think

1. Annotate article 2. Write a summary of each at the bottom (of each)
 * Evidence of Learning-**
 * Obama Effect handout (Social Perception) *2 different articles

= **THURS - 30 AUG 2012** = p. 644 info.
 * 6th HOUR / 7th HOUR**
 * WU-**

(even as you try to say hello to them), what would you think about them? Why?
Discuss/Review Tuesday's material Attitudes- "How do we tend to explain others behavior (and our own)?" pages 644-645
 * In Class-**

Obedience- pages 647-648

Stanford __Prison__ Experiment [] IN YOUR NOTEBOOK - RESPOND TO EACH DISCUSSION QUESTION YOU ENCOUNTER

(3 PARTS) 1-FINISH Stanford __Prison__ Experiment [] IN YOUR NOTEBOOK - RESPOND TO EACH DISCUSSION QUESTION YOU ENCOUNTER 2-Persuasion handout 3-Vocabulary list 1 (first 23 vocabulary terms of unit 14) - in notebook and DEFINED: __social psychology__, attribution theory, fundamental attribution theory, attitude, central route persuasion, foot-in-the-door phenomenon, role, cognitive dissonance theory, conformity, normative social influence, social social facilitation, social loafing, deindividuation, group polarization, groupthink, culture, norm, personal space, prejudice, stereotype, discrimination
 * Evidence of Learning-**

[|http://bcs.worthpublishers.com/myersAP1e/#t_612492]
 * You can also find them under the "Unit 14: Social Psychology" link / Flashcards 1 on the Myers book companion site:
 * vocab. test will be THURSDAY 6 SEPT.

= **TUES - 28 AUG 2012** =
 * 6th HOUR / 7th HOUR**
 * WU-** __#|Administrative__ things / syllabus / course outline

Psychology as Common Sense
 * In Class-**

Book discussion overview

Chapter 14: Social Psychology - -Discussion questions 1,2,3 (in notebook) 1. Why do you obey some rules and disobey other at school? 2. Have you ever been convinced by friends to do something you knew was wrong? To do something that you knew was right? 3. Do you consider yourself a conformist? Nonconformist? Why?

PART 1 Vocabulary
 * vocab. test Thursday, Sept. 6

__Start__ studying for Unit 14 Vocabulary quiz (pages 643-664) [|http://bcs.worthpublishers.com/myersAP1e/#t_612492]
 * Evidence of Learning-**
 * You can also find them under the "Unit 14: Social Psychology" link / Flashcards 1 on the Myers book companion site:

Psych Sim 5:Social Decision-Making (computer lab) [|http://bcs.worthpublishers.com/myersAP1e/#t_612492]


 * <span style="font-family: Arial,sans-serif; font-size: 13pt;">1. Compare your eating habits to the FDA's charts. Do your eating habits reflect their recommendations for a healthy diet? Why? Why not? **
 * <span style="font-family: Arial,sans-serif; font-size: 13pt;">2. Why did you eat what you ate and drink what you drank? What were the motives that drove your choices? **
 * <span style="font-family: Arial,sans-serif; font-size: 13pt;">3. After reflecting on your eating choices...what would you change? Why? **
 * <span style="font-family: Arial,sans-serif; font-size: 13pt;">What would you keep the same? Why? **

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">8A Test <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">1-15 - ON YOU OWN!

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">8A PsychSim 5: Hunger and the Fat Rat <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">
 * <span style="color: #0000ff; font-family: Arial,sans-serif; font-size: 15.5pt;">[|http://bcs.worthpublishers.com/myersAP1e/#t_612492] **

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Daniel Pink on the surprising science of motivation <span style="color: #0000ff; font-family: Arial,sans-serif; font-size: 6.5pt;">[] <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Daniel Pink on the surprising science of motivation <span style="color: #0000ff; font-family: Arial,sans-serif; font-size: 6.5pt;">[] <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">E of L- **

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Pages 408-409 (1-15)
 * <span style="font-family: Arial,sans-serif; font-size: 17pt;">FRIDAY - 3 MAY 2013 **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">WU- **

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">E of L DUE <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">-influences on intelligence <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">-FRQ - page 559 (peer edit)
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">In Class- **

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Return class work!!!

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Peer Review - FRQ Flynn Effect p. 537 <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Read pages 548-550 <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">(Group Differences in Intelligence Test Scores) <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Read pages 554-556 <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">(The Question of Bias)

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">(STUDENTS TAKING THE AP EXAM ON MONDAY ARE EXEMPT FROM THIS)
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">E of L- **

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Psych Sim 5: Get Smart <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">U11 (pages 558-559) 1-15

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Please answer the following: <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">1. What do you particularly hate about bad tests? <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">2. What are qualities of bad m/c, matching, fill-in-the-blank and essay tests? <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">3. How can bad tests be made better?
 * <span style="font-family: Arial,sans-serif; font-size: 17pt;">MONDAY - 29 APR 2013 **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">WU- **

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">E of L DUE <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">-Multiple intelligence survey <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">-Binet/Turman ?s <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">-Principles of Test Construction
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">In Class- **

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Return class work

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Review/Discuss E of L (first 2 items)

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Finish - Battle of the Brains - BBC <span style="color: #0000ff; font-family: Arial,sans-serif; font-size: 6.5pt;">[]

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">achievement vs. aptitude <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">-principles of test construction <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">(standardization, reliability, validity) <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">-Flynn Effect (read p.537 and watch) <span style="color: #0000ff; font-family: Arial,sans-serif; font-size: 6.5pt;">[]

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">1. Use pages 544-548 to give the details about the major influences on intelligence.
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">E of L- **

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">2. FRQ - page 559

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Page 365 (9-15)
 * <span style="font-family: Arial,sans-serif; font-size: 17pt;">THURSDAY - 25 APR 2013 **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">WU- **

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">E of L DUE <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">-U11 Vocabulary List <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">-U11 Vocabulary Test
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">In Class- **

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Return class work

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Define intelligence-

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Based on ONE or SEVERAL abilities?

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Spearman-general intelligence <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Thurstone-7 clusters of mental abilities (word fluency, verbal comprehension, spatial ability...)

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Gardner vs. Sternberg (sims/diffs) __<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Gardner __ <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">-not an intelligence, but multiple intelligences (8 total, p.526) __<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Sternberg __ <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">-agrees with Gardner, but has a uses triarchic theory (3 total, p.527) //<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">*comparison chart - p.528* //

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Emotional intelligence <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">-define <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">-examples

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Battle of the Brains - BBC <span style="color: #0000ff; font-family: Arial,sans-serif; font-size: 6.5pt;">[]

__<span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 6.5pt;">PART 1 __ <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 6.5pt;">Multiple Intelligences Survey <span style="color: #0000ff; font-family: Arial,sans-serif; font-size: 6.5pt;">[] <span style="background-color: #ffffff; font-family: Arial,sans-serif; font-size: 6.5pt;">Complete the multiple intelligences survey via the above link, print out the results. __<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">PART 2 __ <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">(#5 and #6 to assist you) <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">1. Background of Binet and Terman (what and when) <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">2. Effects of these types of testing today <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">3. Principles of test construction
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">E of L- **

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Page 364-365 (1-8)
 * <span style="font-family: Arial,sans-serif; font-size: 17pt;">TUESDAY - 23 APR 2013 **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">WU- **

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">E of L DUE - U11 Intelligence questions <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">-Geography of Personality
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">In Class- **

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Return class work

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">AP Psych Test - study sites, tools, etc. <span style="font-family: Arial,sans-serif; font-size: 6.5pt;"> <span style="font-family: Arial,sans-serif; font-size: 6.5pt;"> <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Analysis <span style="font-family: Arial,sans-serif; font-size: 6.5pt;"> <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Previous FRQ's and tips <span style="font-family: Arial,sans-serif; font-size: 6.5pt;"> <span style="font-family: Arial,sans-serif; font-size: 6.5pt;"> <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Multiple-Choice tips <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Boston Blast - Reminder of Fragility of Life <span style="color: #0000ff; font-family: Arial,sans-serif; font-size: 6.5pt;">[] <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">(in warmup - What are at least 2 things that happen to people when tragedies like this occur?)

__<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">PART 1 __ <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">U11 Vocabulary List <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">U11 Vocabulary Test (21 terms) next class
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">E of L- **

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Page 325 (9-15)
 * <span style="font-family: Arial,sans-serif; font-size: 17pt;">FRIDAY - 19 APR 2013 **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">WU- **

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Boston Blast - Reminder of Fragility of Life <span style="color: #0000ff; font-family: Arial,sans-serif; font-size: 6.5pt;">[] <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">(in warmup - What are at least 2 things that happen to people when tragedies like this occur?)
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">In Class- **

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">E of L DUE - Personal Control / Personality Test <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">discuss findings <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">-Insurance coverage for psychotherapy <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">-Personality test results <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">-Personal control

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Social-Cognitive Perspective to Personality (review definition, examples...) <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">-p.503 <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">-p.505 <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">-p.506 <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Evaluating Social-Cognitive Perspective <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">-p.510

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Handouts 10-7 and 10-8

__<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">PART 1 __ <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">U10 Test <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Multiple-Choice Questions 1-15 on page 521
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">E of L- **

__<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">PART 2 __ <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">The Geography of personality <span style="color: #0000ff; font-family: Arial,sans-serif; font-size: 6.5pt;">[] <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">1. Based on the results of the article, Name ONE state from EACH of the Big Five categories <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">(Extroversion, Agreeableness, Conscientiousness, Neuroticism, Openness) <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">2. How many questionnaires were used in the study? <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">3. What are some of the limits to this study? <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">4. Describe some of the downsides of doing such a study. <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">5. Were there any surprises from the data gathered? <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">6. Give some benefits or uses of this study.

__<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">PART 3 __ <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">U11 Intelligence <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">1. What is intelligence? <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">2. Answer U11 ?s #1,#2,#3

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Page 324 (1-9)
 * <span style="font-family: Arial,sans-serif; font-size: 17pt;">WEDNESDAY - 17 APR 2013 **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">WU- **

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">E of L DUE - U10 Psych Sim5 <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Insurance coverage for psychotherapy
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">In Class- **

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">UNIT 10 Vocabulary List 2 TEST

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Trait Perspective to Personality (review definition, examples...) <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">-Exploring Traits (pages 494-495) <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">-Biology and Personality (495-496) <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">-Types of Assessment (pages 496-497)

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">North Dakota Null-Hypothesis Brain Inventory (handout 10-6) <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">and <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Personal Attitudes and Traits (handout 10-7)

__<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">PART 1 __ <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Please take the following personality test. Print off your results. <span style="color: #0000ff; font-family: Arial,sans-serif; font-size: 6.5pt;">[] <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">1. Do you find the results accurate or agreeable? Why? <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">2. Name or describe any surprises in your results. <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">3. What is the benefit of this type of test? How could it be used?
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">E of L- **

__<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">PART 2 __ <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Evaluate the Traits Approach (general analysis, pros, cons)

__<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">PART 3 __ <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">READ and USE pages 505-506 (Personal Control) to respond to the following: <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">1. Briefly describe a time in your life when your efforts seemed to make little difference. <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">What effects did those feelings have on you? <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">2. How do you think gender, age and race might influence one's feelings of control? How might <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">religious faith influence one's feelings of control? <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">3. What are the most important factors influencing one's sense of control?

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Page 297 (9-15)
 * <span style="font-family: Arial,sans-serif; font-size: 17pt;">MONDAY - 15 APR 2013 **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">WU- **

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">"What's Wrong With This Picture?" ?s <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">AND <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Unit 10 #6 and #8
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">In Class- **

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">...latest research- older brains and memory <span style="color: #0000ff; font-family: Arial,sans-serif; font-size: 6.5pt;">[]

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Discuss #6 / #8 <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">-Humanistic Perspective <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">-Maslow and Rogers

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Traits Perspective <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">-Shyness <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">-Portraits of U.S. Presidents

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">-Empirically Derived Tests (and brain inventory) <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">-Social Desirability Inventory

__<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">PART 1 __ <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">-UNIT 10 Vocabulary list 2 (2nd 22 terms) test __<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">PART 2 __ <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">-Traditional humanistic therapy (individualized, personal, lengthy, extensive...expensive) <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Explore what insurance companies typically cover regarding psychotherapy. <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">1. What type of therapy is generally covered by insurance plans? <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">2. How long can a patient participate in therapy? <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">3. Does the therapist have discretion to increase the length of time a person can stay in therapy? Why? Why not? __<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">PART 3 __ <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Unit 10 Psych Sim 5: Hopelessy Hoping <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">E of L- **

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Pages 296-297 (1-8)
 * <span style="font-family: Arial,sans-serif; font-size: 17pt;">THURSDAY - 11 APR 2013 **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">WU- **

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Psychoanalytic Perspective ?s <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">UNIT 10 Vocabulary list <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">UNIT 10 Vocabulary test 1 (1st 22 terms)
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">In Class- **

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Id/Ego/Super Ego - define/example <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Krunk video <span style="color: #0000ff; font-family: Arial,sans-serif; font-size: 6.5pt;">[]

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Defense Mechanisms define/activity

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">"Frasier's Edge" <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">season 8, Episode 8: <span style="background-color: #ffffff; font-family: Verdana,sans-serif; font-size: 6pt;">The nominations for the SeaBee's have been announced - including one for Gil Chesterton as Restaurant Critic Of The Year - but 'The Dr Frasier Crane Show' doesn't get any. However, Frasier is astonished to learn that he has been chosen to receive this years Lifetime Achievement Award, and among the congratulations he receives is a basket of flowers from his Harvard psychology professor/mentor, Professor Tewkesbury. Frasier has been meaning to see him for some time after reading in the alumni magazine he is working in Seattle at Washington University. He is somewhat puzzled by the card that comes with the flowers: 'You should be very proud' is one of the lines, and leaves Frasier wondering why he didn't write "I'm very proud of you". Frasier goes down to see Professor Tewkesbury just before the awards ceremony, who reveals that Frasier has been overanalyzing the card because his assistant wrote it. Frasier leaves happy, but the Professor finds him outside his office suffering from what appears to be a mid-life crisis - for which the Professor suggests an unusual course of action: Frasier has to analyze and treat himself..... <span style="color: #0000ff; font-family: Arial,sans-serif; font-size: 6.5pt;">[] <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">for defense mechanisms

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Projective tests define/examples (TAT/Rorschach) <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Crazy, Gnarls Barkley’s iconic song featuring Rorschach Ink Blots, <span style="color: #0000ff; font-family: Arial,sans-serif; font-size: 6.5pt;">[]
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">E of L- **

__<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">PART 1 __ <span style="font-family: Arial,sans-serif; font-size: 6.5pt;"> <span style="font-family: Arial,sans-serif; font-size: 6.5pt;"> __<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">PART 2 __ <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Answer Unit 10 questions #6 and #8

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Page 253 (9-15)
 * <span style="font-family: Arial,sans-serif; font-size: 17pt;">TUESDAY - 9 APR 2013 **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">WU- **

<span style="font-family: Arial,sans-serif; font-size: 8pt;">UNIT 9 Wrap up / Discussion of essential 3 questions
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">In Class- **

<span style="font-family: Arial,sans-serif; font-size: 8pt;">Fellowship of the Ring – Sam and Frodo

<span style="font-family: Arial,sans-serif; font-size: 8pt;">Personality - <span style="font-family: Arial,sans-serif; font-size: 8pt;">What is it? Where does it come from? <span style="font-family: Arial,sans-serif; font-size: 8pt;">What some influences? Who am I? <span style="font-family: Arial,sans-serif; font-size: 8pt;">(self-inventory/group activity)

<span style="font-family: Arial,sans-serif; font-size: 8pt;">Unit 10 text – page 479 (intro.)

<span style="font-family: Arial,sans-serif; font-size: 8pt;">Define Personality with 3 key components...


 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">E of L- **
 * <span style="font-family: Arial,sans-serif; font-size: 8pt;">UNIT 10 Vocabulary List **
 * <span style="font-family: Arial,sans-serif; font-size: 8pt;">UNIT 10 Vocabulary Test – (FIRST 22 TERMS) **
 * <span style="font-family: Arial,sans-serif; font-size: 8pt;">UNIT 10 – Psychoanalytic Perspective **
 * <span style="font-family: Arial,sans-serif; font-size: 8pt;">1. ****<span style="font-family: Arial,sans-serif; font-size: 8pt;">What do the following terms mean to you... **
 * <span style="font-family: Arial,sans-serif; font-size: 8pt;">Fixated / repressed / regressed / anal-retentive / Oedipus complex / rationalize **
 * <span style="font-family: Arial,sans-serif; font-size: 8pt;">2. ****<span style="font-family: Arial,sans-serif; font-size: 8pt;">In your own words...Explain the background of the Psychoanalytic Perspective. **
 * <span style="font-family: Arial,sans-serif; font-size: 8pt;">3. ****<span style="font-family: Arial,sans-serif; font-size: 8pt;">NAME 4 contributors to this perspective AND DESCRIBE their contributions to the this area of personality **

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Page 252-253 (1-8)
 * <span style="font-family: Arial,sans-serif; font-size: 17pt;">FRIDAY - 29 MAR 2013 **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">WU- **

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Psych Sim 5: All Stressed Out - DUE
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">In Class- **

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Reading Quiz - 8B - pages 389-393

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Mood Awareness / Emotion Expressivity Scales

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Stress - define / causes / effects

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Stress in other countries: <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">1. What types of stressors are common in that country? <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">2. What are the instances of depression and suicide among people of that country? <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">3. What do these statistics say about how the country deals with stress?

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">The Alaska Experiment: <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">*Make 5 connections to Unit 8B

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">-READ Unit 9 <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">***GOOD Web link**
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">E of L- **
 * <span style="color: #0000ff; font-family: Arial,sans-serif; font-size: 6.5pt;">[] **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">-CONTINUALLY CHECK THE BLOG: **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">http://thompsonblogs.org/ranweiler/ **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">FOR 3 QUESTIONS TO ANSWER THAT WILL BE DUE **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">ON THE FIRST DAY OF CLASS AFTER BREAK - TUESDAY, 9 APRIL **

<span style="font-family: Arial,sans-serif; font-size: 17pt;">FRIDAY - 15 MAR 2013 <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">WU-
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">1. What types of behavior are "inherited, pre-programmed, complex behaviors" that occur throughout **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">the human and animal species? **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">2. Where can we draw the line between individual behavior and instinctive behavior? **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">3. Does drive-reduction theory help differentiate between what is an individual behavior? Why? Why not? **

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">In Class-
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">E of L Check **


 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">8A Vocabulary Test **


 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Handouts 8A-2 and 8A-3 **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">(using the document camera) **


 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Text pages 337-339 **


 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">CHOOSE ONE OF THE FOLLOWING, **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">WRITE A PARAGRAPH REACTION/RESPONSE TO IT: **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">"Skeletons on Parade" **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">http://www.cbsnews.com/2100-500202_162-2016638.html **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">OR **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">"Israel Model BMI Ban" **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">http://www.nydailynews.com/life-style/fashion/israel-passes-law-banning-too-skinny-models-article-1.1235593 **

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">E of L-
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">READ pages 340-350 **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">READING QUIZ will be over these pages **

<span style="font-family: Arial,sans-serif; font-size: 17pt;">WEDNESDAY - 13 MAR 2013

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">8TH HOUR <span style="font-family: Arial,sans-serif; font-size: 17pt;">MONDAY - 11 MAR 2013

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">6TH HOUR

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">WU-
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">READ page 327-328 ...about Aron Ralston **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">IDENTIFY THESE TERMS (using examples) WITHIN HIS STORY: **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">-motivation **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">-instinct **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">-homeostasis **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">-incentive **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">-hierachy of needs **

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">In Class-
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Checked our AP Practice Exams (with answers provided) **


 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">We answered ONE of these two 2009 FRQ's (CHOOSE ONE): **


 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">http://apcentral.collegeboard.com/apc/public/repository/ap09_frq_psychology.pdf **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">(using our background knowledge and Myers textbook) **


 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">AND **


 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">SELF GRADED EACH PART of the FRQ using this link: **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">http://teachinghighschoolpsychology.blogspot.com/2010/05/ap-psychology-free-response-questions.html **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">(under 2009 FRQ Scoring Guidelines (Rubrics) **

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">E of L- <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">PART D <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Keep a FOOD DIARY for one week (PUT IN YOUR NOTEBOOK or on LOOSELEAF) - RECORD all the foods you eat and beverages you drink
 * __<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">PART A __**
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">GRADE your FRQ using the above rubrics **
 * __<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">PART B __**
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Make a copy of 8A vocabulary **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">(8A vocabulary test - FRIDAY 15 MAR) **
 * __<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">PART C __**
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">READING QUIZ on pages 327-336 (FRIDAY 15 MAR) **

<span style="font-family: Arial,sans-serif; font-size: 17pt;">WEDNESDAY - 6 MAR 2013 <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">WU-
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">NO WU **

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">In Class-
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">E of L Check **


 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">AP Practice Exam **

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">E of L-
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Finish AP Practice Exam (if not completed during class) **

<span style="font-family: Arial,sans-serif; font-size: 17pt;">MONDAY - 4 MAR 2013 <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">WU-
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">ANSWER (6-10) **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Page 324 **

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">In Class-
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">COLLECT HW - Fact or False answers **

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Intuition **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Video **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">http://www.youtube.com/watch?v=59js7dcie08 **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">(1st page of handout) **

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Fears **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">pages 308-309 **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">(2nd page of handout) **


 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Framing **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">http://www.youtube.com/watch?v=Ng9V2JneJ68 **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">In notebook... **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">5 FAST FACTS from video (go over after viewing) **

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">E of L-
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">READ pages 313-319 **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">ANSWER the following: **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">1. Describe the structural components of language. **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">2. What are the milestones of language development? **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">3. Describe the differences in language development between Skinner and Chomsky. **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">4. List each of the critical periods of language development AND give some details of each period. **

<span style="font-family: Arial,sans-serif; font-size: 17pt;">THURSDAY - 28 FEB 2013 <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">WU-
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">ANSWER (1-5) **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Page 324 **

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">In Class-
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">COLLECT HW - questions from pages 302-307 in Myers book **

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">(handouts 7B-4 and 7B-5) and pages 306 info. **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">7B-4 with a partner / 7B-5 as an individual **


 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Overconfidence **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Video **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">http://www.youtube.com/watch?v=pI039MB-Blg **

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Fact or Falsehood **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">handout: **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">-Use text to find if it is fact or fiction **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">-Write down the page # **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">-Use evidence in the text to support whether its fact or fiction **

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">E of L-
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Fact or Falsehood **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">handout: **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">-Use text to find if it is fact or fiction **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">-Write down the page # **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">-Use evidence in the text to support whether its fact or fiction **

<span style="font-family: Arial,sans-serif; font-size: 17pt;">TUESDAY - 26 FEB 2013

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">WU-
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Unit 3C (11-15) p.112 **

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">In Class-
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">E of L COLLECTION **


 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Article Discussion (Robots and Eyewitness Testimony) **


 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">WATCH "60 Minutes: Pick Cotton" (Eyewitness Testimony) **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">PART 1 - http://www.youtube.com/watch?v=u-SBTRLoPuo **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">PART 2 - http://www.youtube.com/watch?v=I4V6aoYuDcg **

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">RESPOND to the following: **


 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Worst Composite eyewitness sketches **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">http://www.huffingtonpost.com/2010/02/23/the-14-funniest-police-co_n_469662.html#s69623&title=The_Smokey_Bandit **


 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Prototypes (5/6) **


 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Piaget **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Schemas / Assimilation / Accomodation **


 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">The Limits of Human Intuition **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">(3 puzzles) **


 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Need for Cognition Scale (7B-2) **

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">E of L-
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Use pages 302-307 to respond to each of the following: **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">1. Describe and explain obstacles that hinder our problem solving. **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">2. Define heuristics, overconfidence and belief perseverance **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">AND the role that each plays in influencing our decisions and judgments. **

<span style="font-family: Arial,sans-serif; font-size: 17pt;">THURSDAY - 7 FEB 2013 <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">WU-
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">3A (1-10) page 65 **

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">In Class-
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">E of L check / discussion **

__<span style="font-family: Arial,sans-serif; font-size: 17pt;">Group Teach __ <span style="font-family: Arial,sans-serif; font-size: 17pt;">(material found in 7A) <span style="font-family: Arial,sans-serif; font-size: 17pt;">#3 (pages 261-265) <span style="font-family: Arial,sans-serif; font-size: 17pt;">#4/#5 (pages 266-268) <span style="font-family: Arial,sans-serif; font-size: 17pt;">#6 (pages 268-274) <span style="font-family: Arial,sans-serif; font-size: 17pt;">#7/#8 (pages 274-278) <span style="font-family: Arial,sans-serif; font-size: 17pt;">#9 (pages 278-284) <span style="font-family: Arial,sans-serif; font-size: 17pt;">#10 (pages 285-290)

<span style="font-family: Arial,sans-serif; font-size: 17pt;">1-READ your section/pages (that were assigned to your group) <span style="font-family: Arial,sans-serif; font-size: 17pt;">2-With your team CREATE a VISUAL PRESENTATION of the material (that can be uploaded to this wikispace) <span style="font-family: Arial,sans-serif; font-size: 17pt;">-vocabulary <span style="font-family: Arial,sans-serif; font-size: 17pt;">-examples <span style="font-family: Arial,sans-serif; font-size: 17pt;">-anecdotes <span style="font-family: Arial,sans-serif; font-size: 17pt;">3-EVERY MEMBER must have a part <span style="font-family: Arial,sans-serif; font-size: 17pt;">4-CREATE a 10 question REVIEW QUIZ over the material you covered (I need to approve it...and with a key)

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">E of L-
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Group Teach Presentations with begin on Monday, 11 FEB 2013. **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">STUDY for Vocabulary 7A Test 1 - FIRST 20 TERMS in 7A (it will be Monday, 11 FEB 2013) **

<span style="font-family: Arial,sans-serif; font-size: 17pt;">TUESDAY - 5 FEB 2013 <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">WU-
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Answer the following with some reason, detail, thought... **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">1. With no memory, how would you answer the question: How are you today? **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">2. With no memory, who would you be? How would your identity be affected? **

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">In Class-
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">E of L check (7a Vocabulary list) **


 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Reading quiz (pages 255-260) **


 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Information Processing **


 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">-Eternal Sunshine of the Spotless Mind **


 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">-7 Dwarves **


 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">-word/image memory **

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">E of L-
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">DO EACH OF THESE ACTIVITIES: **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">http://www.exploratorium.edu/memory/dont_forget/index.html **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">ANSWER THE FOLLOWING: **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">1. How well did you do on EACH OF THE FOUR memory tasks? Describe some of your noticeable strengths/weaknesses. **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">2. Are the types of memory games highlighted in the site related to the type of memory you use in school? Why/Why not? Explain. **

<span style="font-family: Arial,sans-serif; font-size: 17pt;">FRIDAY - 1 FEB 2013 <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">WU-
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Study time (5-10 min.) **

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">In Class-
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Unit 6 - Learning Test **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">(80 questions - M/C) and FRQ **

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">E of L-
 * __<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">COMPLETE THE FOLLOWING IN THIS ORDER: __**
 * __<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">A-RECALL 5 or more memories that you would consider "self-defining". WRITE them down on the back of 7A-2. __**
 * __<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">B-Use ONE of those memories to complete Handout 7A-2 __**
 * __<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">C-READ Unit 7A (pages 255-260) for READING QUIZ on TUESDAY, 5 FEB __**
 * __<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">D-Unit 7A Vocabulary list (39 terms) __**

<span style="font-family: Arial,sans-serif; font-size: 17pt;">WEDNESDAY - 30 JAN 2013 <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">WU-
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Page 48 (1-5) **

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">In Class-
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">E of L Check/Discussion **


 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">6th HOUR ONLY - Unit 6 Vocab. Quiz - List 2 **


 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Conditioning, continued... **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Thorndike Puzzle Box **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">http://www.youtube.com/watch?v=BDujDOLre-8 **


 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Skinner Box Video **
 * <span style="color: #0000ff; font-family: 'Times New Roman',serif; font-size: 6.5pt;">[] **


 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Skinner’s Pigeons that Read **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">http://www.youtube.com/watch?v=I_ctJqjlrHA **


 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Teach your Rat to play basketball (shaping and chaining) **
 * <span style="color: #0000ff; font-family: 'Times New Roman',serif; font-size: 6.5pt;">[] **


 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">http://www.youtube.com/watch?v=euINCrDbbD4 **


 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Maze Learning **


 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Observational Learning **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Bandura and Bobo Doll, **
 * <span style="color: #0000ff; font-family: Arial,sans-serif; font-size: 6.5pt;">[] **


 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Your turn to be Pavlov, Skinner, Bandura **

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">E of L-
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Study for Unit 6 Test using pages 252-253 (1-15) - IT IS ON FRIDAY, 1 FEB **


 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">I WILL POST THE ANSWERS THURSDAY, 31 JAN **

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">ANSWERS TO UNIT 6 (1-15)
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">1.D **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">2.A **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">3.C **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">4.A **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">5.A **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">6.E **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">7.D **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">8.D **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">9.E **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">10.B **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">11.B **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">12.B **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">13.A **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">14.C **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">15.C **


 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">AND **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Take a good look at the FRQ on page 253. **

<span style="font-family: Arial,sans-serif; font-size: 17pt;">MONDAY - 28 JAN 2013 <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">WU-
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">1. What does "classically conditioned" mean? **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">2. Do you think your emotions and behavior have been classically conditioned? Explain. **

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">In Class-
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">E of L Check **


 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Discussion of E of L questions... **


 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">John B. Watson - Behavior **


 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Skinner Box **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Shaping p. 229 **


 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Reinforcement Schedules (review) **


 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Thorndike Puzzle Box **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">http://www.youtube.com/watch?v=BDujDOLre-8 **


 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Skinner Box Video **
 * <span style="color: #0000ff; font-family: 'Times New Roman',serif; font-size: 6.5pt;">[] **


 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Skinner’s Pigeons that Read **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">http://www.youtube.com/watch?v=I_ctJqjlrHA **


 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Why Learning Styles do not exist **
 * <span style="color: #0000ff; font-family: Arial,sans-serif; font-size: 6.5pt;">[] **


 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Teach your Rat to play basketball (shaping and chaining) **
 * <span style="color: #0000ff; font-family: 'Times New Roman',serif; font-size: 6.5pt;">[] **


 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Baby Albert Explained **
 * <span style="color: #0000ff; font-family: Arial,sans-serif; font-size: 6.5pt;">[] **


 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Bandura and Bobo Doll, **
 * <span style="color: #0000ff; font-family: Arial,sans-serif; font-size: 6.5pt;">[] **


 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">http://www.youtube.com/watch?v=euINCrDbbD4 **

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">E of L-
 * __<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">PART 1 __**
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">READ pages 246-249 **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">ANSWER: **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">1. What is observational learning? **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">2. Why is TV a powerful source of observational learning? Explain and Support. **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">3. What is modeling? How is an effective tool? **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">4. In terms of antisocial effects...what are some possible causes? Explain. **
 * __<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">PART 2 __**
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">STUDY FOR UNIT VOCABULARY LIST 2 (last 22 words) **

<span style="font-family: Arial,sans-serif; font-size: 17pt;">THURSDAY - 24 JAN 2013 <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">WU-
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">The controversy of spanking... **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">1. Were you spanked as a child? Why/why not? **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">2. What reasons might parents have for spanking their children? **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">3. What reason might parents have for not spanking their children? **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">4. Where is the line between spanking and child abuse? **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">5. Is spanking successful? Why/why not? **

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">In Class-
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Unit 6 - Vocab. list 1 OR 2 quiz **


 * <span style="color: #0000ff; font-family: 'Times New Roman',serif; font-size: 12pt;">[] **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">with NR US UR CS CR **


 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Examples of Classical Conditioning with terms **


 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Discussion of E of L questions... **

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Psych Sim 5: Operant Conditioning **

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">E of L- <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">PART 1-Psych Sim 5: Operant Conditioning **

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">PART 2-Reinforcement Schedules/Sensitivity Questionaire **


 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">PART 3-READ 238-242 **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">IN YOUR OWN WORDS... **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">1. ANSWER 13/page 238 **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">AND **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">2. What are some major differences between classical and operant conditioning? **

<span style="font-family: Arial,sans-serif; font-size: 17pt;">TUESDAY - 22 JAN 2013 <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">WU-
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Unit 1 - M/C questions 11-15 (page 17) **

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">In Class-
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">6-2 What is conditioning...? **


 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Examples of Classical Conditioning with terms **


 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">6-1 FACT or FALSEHOOD? **

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">E of L-
 * __<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">PART A __**
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Unit 6 Vocabulary list (quiz on 1st 23 terms) **
 * __<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">PART B __**
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">READ - pages 228-234 (Operant Conditioning) **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">ANSWER the following Critical Thinking Questions: **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Reinforcement **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">1. What types of "real world" rewards occur on a delayed schedule? **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">2. Did you learn to wait for rewards? Why or Why not? **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">3. Does the media encourage people to delay gratification? Why or why not? **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">4. Do you get grades for every assignment you turn in? Why or why not? **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">5. How do you feel if a teacher doesn't give grades for every assignment? **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">6. What unintended consequences might occur when teachers use continuous reinforcement? **

<span style="font-family: Arial,sans-serif; font-size: 17pt;">THURSDAY - 17 JAN 2013 <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">WU-
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Unit 1 - M/C questions 1-10 (page 17) **

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">In Class-
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Sleep Diary Reflection turn-in AND FRQ **


 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Judging Mental Health in Real-Time...(Wed. 16 JAN 2013) **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">http://www.npr.org/player/v2/mediaPlayer.html?action=1&t=1&islist=false&id=169529792&m=169580456 **


 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">http://www.npr.org/blogs/health/2013/01/17/169529792/mental-health-gun-laws-unlikely-to-reduce-shootings **


 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">JAWS **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">http://www.youtube.com/watch?v=A9QTSyLwd4w **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">http://www.youtube.com/watch?v=_2Ecwm7Alrc **


 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">6-2 What is conditioning...? **


 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">6-1 FACT or FALSEHOOD? **


 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Unit 6 - READ - pages 215-217 **

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">E of L-
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Unit 6 Vocabulary list (quiz on 1st 23 terms) **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">READ pages 220-222 (REALLY KNOW the vocabulary AND there will be a reading quiz on material up to this point) **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">READ "Taste Aversions" (Be prepared to discuss AND find a real-life application) **

<span style="font-family: Arial,sans-serif; font-size: 17pt;">TUESDAY - 15 JAN 2013 <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">WU- <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Chapter 14 Review Questions - part 2 **

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">In Class-
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Unit 5 Vocabulary List 2 - QUIZ **


 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Sleep Diary Check-in **


 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">FACT or FALSEHOOD? **


 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Sleep disorders-overview **


 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Dreams - **


 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">What? **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">http://www.youtube.com/watch?v=kqQrbF2RFQc **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Why? **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">http://www.youtube.com/watch?v=7GGzc3x9WJU&feature=youtu.be **


 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Hypnosis...are we gullible? **


 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Unit 5 Reading Questions 11.12.13.14 (model and rotate) **


 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Unit 5 Test **

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">E of L-
 * __<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">PART A __**
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Page 213 - End of Unit 15 - Multiple Choice (1-15) **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">AND **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Free Response Question p.213 **


 * __<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">PART B __**
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Sleep Diary - assessment/reflection **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">1. What did you learn about your sleeping pattern? Did anything surprise you? **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">2. List 3 or more things you could do to improve your sleep. **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">3. Describe some potential long term effects of your present sleep pattern. **

<span style="font-family: Arial,sans-serif; font-size: 6.5pt;">In Class-
 * http://www.cnn.com/2014/02/23/health/solitary-confinement-psychology/index.html?hpt=hp_c3**
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">Checked our AP Practice Exams (with answers provided) **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">We answered ONE of these two 2009 FRQ's (CHOOSE ONE): **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">http://apcentral.collegeboard.com/apc/public/repository/ap09_frq_psychology.pdf **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">(using our background knowledge and Myers textbook) **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">AND **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">SELF GRADED EACH PART of the FRQ using this link: **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">http://teachinghighschoolpsychology.blogspot.com/2010/05/ap-psychology-free-response-questions.html **
 * <span style="font-family: Arial,sans-serif; font-size: 6.5pt;">(under 2009 FRQ Scoring Guidelines (Rubrics) **


 * []**


 * (for tues/wed 4/14) **
 * Projective tests define/examples (TAT/Rorschach) **


 * E of L- **
 * Crazy, Gnarls Barkley’s iconic song featuring Rorschach Ink Blots, **
 * [] **


 * PART 1 **

FRIDAY- 20 FEB 2015
__** 2nd HOUR / 3rd HOUR **__

WU-
Unit 3B (page ) 1-8


 * In Class- **

E of L DUE -

Pages 302-307 textbook work due

Unit 7B Vocabulary Test


 * E of L- **

THURSDAY - 26 FEB 2015
__** 2nd HOUR / 3rd HOUR **__

WU-
Unit 3C (page 113) 9-15

E of L DUE-
 * In Class- **

IMC laptops Unit 7B Myers Unit Quiz 1 and Unit Quiz 2

Unit 7B Fact or Falsehood

Unit 7B Myers Unit Quiz 1 and Unit Quiz 2
 * E of L- **

Unit 7B Fact or Falsehood

FRIDAY - 27 FEB 2015
__** 2nd HOUR / 3rd HOUR **__

WU-
Unit 4 (pages 172-173) 1-8

E of L DUE -
 * In Class- **

__ "Through the Wormhole with Morgan Freeman: What Makes Us Who We Are? __ https://www.youtube.com/watch?v=CXhN-vhq1rY

Video with Responses:

__ "Through the Wormhole with Morgan Freeman: What Makes Us Who We Are?" __ https://www.youtube.com/watch?v=CXhN-vhq1rY
 * E of L- **

Video with Responses

***AP Psych TEST - STUDY CENTER (click on me!) Treatment of "Name That Disorder" diagnoses