Psychology

Course outline <-----Click on link 

WSFCS exam exemption policy <---Click on link


NC Psychology standards [research topics are here] <---Click on link

Rubric for semester research project [Due Wednesday 4/5/17]:

A (90-100)-Project is an electronic presentation or paper that has a clear
    research question that aims to solve a clear historical question.  There
    are multiple specific pieces of evidence to help answer the research
    question.  Spelling and grammar are meticulous and correct throughout
    the project.  There is a source page that shows exactly where the
    evidence came from. Project is verbally presented to the class in a clear, 
    and audible voice.  Student clearly summarized and the text is NOT read
    word for word.  Student demonstrates a superior knowledge of his/her topic.


B (80-89)-Project is an electronic presentation or paper that has a clear
    research question that aims to solve a clear historical question.
  There is
    at least one specific piece of evidence to help answer the research
    question.  Spelling and grammar is acceptable throughout.  Source page
    shows where most of the evidence came from. 
Project is verbally presented
    to the class in a clear, and audible voice.  Student clearly summarized and
    the text is NOT read word for word.  Student demonstrates clear knowledge
    of his/her topic.


C (70-79)-Project is an electronic presentation or paper that has
    research question is not very clear and may not contain consistently clear
    evidence to answer the research question.  Spelling and grammar is not
    consistent and may be incorrect.  Source page is unorganized and
    unspecific. 
Project is verbally presented to the class but is not very clear
    and student does not show a solid knowledge of his/her topic.


D (60-69)-Project is an electronic presentation or paper that has
    research question is vague, unclear and/or disorganized.  Spelling and
    grammar are sloppy and contribute to confusion in the project.  No  
    source page or very unspecific.


F (59 and below)
-  Completely off topic and/or not submitted.


Guidance for semester research project <---Click on link


What every Semester research project must have:

[1] A title page with your name and topic

[2] A research question that has HOW or WHY as the question stem

[3] Clear evidence in your own words on the remaining slides that help you answer your research question.  You may also include images

[4] A work cited page at the end of your presentation that has all of the websites [URLs] and books that contained all of the evidence you collected and used in your presentation [www.google.com is not a specific URL to put on your works cited page].


Student work samples for semester research project

Sample #1<---Click on link

Sample #2 <---Click on link



How to answer questions effectively <--Click on link


Secrets of the Mind [Unit 1]

Nova documentary <----Click on link 

Movie questions <----Click on link   [1/25/17]

Probe the brain activity <----Click on link


Task #2-Using the PPT resource below clearly list and describe three separate aspects of psychology citing (not plagiarizing) specific information about psychology.  Then clearly list and describe three specific reasons why anyone should should study psychology. [1/26/17]

Intro to Psychology <---Click on link


Psychological research methods [Unit 2]

Psychological research methods task <---Click here for directions [1/27]

Chart <---Click here


Link #1 <---Click here

Link #2 <---Click here

Link #3 <---Click here

Case study method <---Click here

Naturalistic observation method <---Click here

Survey method <---Click here

Experiment method <---Click here

Correlational study method <---Click here


Understanding the relationship between biology and behavior

Secrets of the mind [The teen aged mind] <---Click on link


Ethical questions in psychological research [Unit 3]


Unethical research project instructions <---Click on link [1/31-2/2/17]


Stanford prison experiment <---Click on link  Documentary <---Click on link

A <--Click on link

B <--Click on link

Little Albert experiment <---Click on link

A <--Click on link

B <--Click on link

Robbers cave experiment <---Click on link

A <--Click on link

B <--Click on link

Milgram experiment <---Click on link

A <--Click on link

B <--Click on link

The "Monster study" <---Click on link

A <--Click on link

B <--Click on link

Asch experiment <---Click on link

A <--Click on link

B <--Click on link

Harlow's Monkey experiment <---Click on link

A <--Click on link

B <--Click on link

Blue eyes vs. Brown eyes experiment <---Click on link

A <--Click on link

B <--Click on link


The Nervous System [Guided reading questions] <---Click on link [2/7/17]


Technology and the Brain [Unit 4]


Based on the explanations provided in the videos below AND pp. 165-168 in your text book please be prepared to answer the following question(s): [2/9/17]


[1] How do PET, fMRI, CT and EEG scans work?

[2] What are researchers, scientists, and/or doctors specifically looking for with these scans?

[3] How and/or why is the information obtained in these scans better, worse or the same as simple observation?


PET [Positron Emission Tomography] scans <---Click on link

fMRI [functional Magnetic Resonance Imaging] scans <---Click on link

CT [Computerized Axial Tomography <---Click on link

EEG [ElectroEncephaloGraph] scans <---Click on link



Phineas Gage article <---Click on link [2/13/17]

Video about Gage <---Click on link [2/13/17]


EQ Biology and behavior <---Click on link [2/13/17]


The New Asylums [mental health documentary] <---Click on link [2/15/17]

EQ Treatment for mental illness/schizophrenia <---Click on link [2/15/17]



A Beautiful Mind [The true story of John Nash] <---Click on link [2/16/17]

Task: Using the story of John Nash as told by him and people who knew him in the documentary create a prologue and epilogue for a biography written by someone else for book about schizophrenia [each part should be one page in length and written grammatically with specific details from the film.]. [2/16/17]

What is a prologue? <---Click on link

What is an epilogue? <---Click on link



Formal Assessment #1 <---Click on link


Sleep and Consciousness [Unit 5] [Below are a series of videos that help describe and explain aspects of sleep] [2/20/17]

Questions <---Click on link [2/20/17]


Consciousness #1 <---Click on link

Consciousness #2 <---Click on link

Stages of sleep#1 <---Click on link
Stages of sleep #2 <---Click on link

Narcolepsy #1 <---Click on link
Narcolepsy #2 <---Click on link

Insomnia #1 <---Click on link

Insomnia #2 <---Click on link

Night terror #1 <---Click on link

Night terror #2 <---Click on link

Dreams #1 <---Click on link

Dreams #2 <---Click on link


Dreams and their interpretations [Unit 6]


Use the following three links below to help you understand what dreams are and what they might mean.


Dream analysis task<---Click on link [2/21/17]


Site #1 <---Click on link [What is a dream?]

Site #2 <---Click on link [Dr. Sigmund Freud's take on dreams]

Site #3 <---Click on link [Possible meanings of dreams]

Site #4 <---Click on link [Dream dictionary]

Site #5 <---Click on link Site #6 <---Click on link [Dreams from holy scripture]




Theories of Emotions [Unit 7]

"Feelings" Micro-expressions <---Click on link [2/22/17]

Task-Using the above link to the website facilitated by Dr. Paul Eckman.  Students will provide a written evidence and example based critique of the concept of micro-expressions. [2/22/17]



Task-Analyzing the three (3) theories of emotion below use Prezi or PPT to explain [a] How each theory works; [b] What is controversial [in doubt or questionable]; [c] How this theory help us better understand how emotions work. [2/23/17]

Cannon-Bard
#1 <---Click on link

#2 <---Click on link


James-Lange

#1 <---Click on link

#2 <---Click on link


Schachter

#1 <---Click on link

#2 <---Click on link


The Brain and the Senses [Unit 8]


Brain evolution <---Click on link [2/27/17]

EQ frontal lobe <---Click on link [2/27/17]


Task-Create a PPT presentation you will share with the class that addresses all 5 senses and explains how they work biological and how they are connect to the brain.  The PPT should be complete by the end of class today and ready to share on Friday aloud with the class.  Students must be able to answer all questions of teacher and students.  No copying and pasting from the examples below but use them for content, design, and learning. [2/27/17-2/28/17]

PPT #1 <---Click on link

PPT #2 <---Click on link

PPT #3 <---Click on link


Theories of Emotion [Unit 10]


PTSD

The Soldier's Heart <-----Click on link [3/3/17]

Based on the documentary write a clear one-page description of what PTSD is, 2-3 causes of the illness, and explain how best to help people from getting the condition or how to help them cope with the condition so they recover and live a "normal" life. [3/3/17]


Disorders [Unit 13]

Eating disorders  [3/7/17]

Task-Using the documentary film Docs: If you could see what I see as the basis of understanding create an advertisement that is pro or con body image.  The purpose of this activity is to examine some of the causes for eating disorders.  The ad can be handwritten or electronic.  If the ad is pro-body dysmorphic it must emphasize the benefits of being thin to the point of poor health and if the ad is anti-body dysmorphic it must warn of the dangers of being thin to the poor health.  The ad must be as specific as possible, be engaging and draw the reader's attention. [3/7/17]


ADHD (Attention Deficit Hyperactivity Disorder [behavior and treatments]


Task #1-Select one of the stories below that describe experiences of children and parents who have dealt with ADHD.  Based on what is described explain why ADHD is a problem and critique existing treatments. [3/9/17]

Story #1 <---Click on link
Story #2 <---Click on link
Story #3 <---Click on link
Story #4 <---Click on link
Story #5 <---Click on link


What is ADHD and is it real? [3/9/17]

Task #2-Based on the information contained in the sites below determine and then describe whether you believe ADHD is real or an "excuse" for boredom and/or misbehavior.

Site 1 <---Click on link

Site 2 <---Click on link

Site 3 <---Click on link



Phobias and Compulsions [3/10/17]


Task Part 1-Describe and explain what a compulsion is using three separate examples from the websites I provided.  Do the same for phobias. [3/10/17]


Compulsions <---Click on link   Compulsions <---Click


Phobias <----Click on link


Task Part 2-Assess known and possible "cures" or for the compulsions and phobias you described.  Include desensitization in your cures. [3/10/17]



Jean Piaget's Stages of Development Theory [Unit 12] [3/13/17]


Task-Using the e-resources below create a brief Prezi or PPT presentation that does the following. [A] Briefly describe the background of Jean Piaget (early life, education, and interests); [B] Explain his ideas and theories about stages of development; [C] Explain what the problems with his theories and experiments may have been that may make his conclusions somewhat unreliable.  [3/13/17]

Site #1 [Bio] <---Click on link

Site #2 [His career and theories] <---Click on link

Site #3 [His career and theories] <---Click on link

Site #4 [His career and theories] <---Click on link



Eating motivation [Unit 14]

Webquest [use the following sites]: Students will analyze how each of the following affect the motivation of people's eating habits [Stress, ventromedial and lateral hypothalamus, and Cholecystokinin (CCK) hormone).  Students must prepare a short, clear 1-3 paragraph explanation explaining how each works to affect human eating habits. [3/15/17]


Site #1 <---Click on link

Site #2 <---Click on link

Site #3 <---Click on link

Site #4 <---Click on link

Site #5 <---Click on link


Psycho-surgery [Unit 15]

Task-Based on video #5 <---Click on link you need to decide how effective you believe psycho-surgery is for positively impacting behavior [video]. <---Click by writing a brief explanation [electronically or on paper].


Post election psych analysis

Task-Select three of the following (ex. comments to online news stories and/or social media posts and comments).  Then identify the emotions expressed based on the statements made.  Lastly, explain what these emotions can lead to.


EQ Learning


What are the differences between classical, operant, and observational learning? [ex. BF Skinner, Pavlov, BoBo, Bandura)


Remembering and forgetting [Unit 17] [3/21]

Video [video #9]<---Click on link

Terry's memory study <---Click on link

Mnemonics and memory <--Click on link

Foods and memory <---Click on link

Memory training techniques <---Click on link

Marijuana use and memory loss <---Click on link


Answer the following question using the video and other resources above: What is memory, how does it work, why does it fail and what can be done to keep it sharp? [3/21]


Problem solving [3/22] [Unit 18]


Video <---Click on link

Answer the following question using the video:

How can people use specific problem solving strategies to help understanding and adaptability? [3/22]

Problem solving strategies <---Click on link
Adaptability#1  Adaptability #2 <---Click on link



Task-Answering the following question and be ready to present your response based on the directions below. [3/23]

§Using any legitimate resources you can find answer the questions above.
§Use examples of surveillance cameras, public places, and social media to influence your response.
§Use at least 2 examples from the web in your response so it is not solely an empty opinion response.


 Cultural norms [What is normal?]

Task-Read Chapter 3 of the e-book below and record your thoughts and observations about the author's point of view about what is normal or abnormal in certain cultures and be ready to discuss with your peers. Write down your thoughts after reading the chapter and be prepared to verbally discuss those thoughts with the class after first 45 minutes of class [no excuses]. [3/23]

Local knowledge <----Click on link


Power, Authority, and Conformity/Obedience [Unit 20]


Conformity <---Click on link

Obedience <---Click on link

Authority <---Click on link


Task #1-Using the resources above and any other e-resource create an informational brochure (paper or electronic) that explains (in your own words) what conformity/obeience is, how it works and how authority is a "good" or "bad thing."  Describe and explain ways these concepts can can be used for good or bad and how people should or might react to these forces. [3/27/17]


Broken Windows Theory [BWT] versus the Bystander Syndrome [BS]

BWT <---Click on link        BS <---Click on link
BWT
<---Click on link        BS <---Click on link
BWT
<---Click on link        BS <---Click on link

Task #2-Based on your understanding of BWT and BS as explained in each of the resources above use an e-presentation [PPT, Prezi or self-produced video you make] to explain reasons why people should embrace or reject each of the beliefs above.  Your presentation should have at least 5 slides and several images to enhance the presentation.  You have the entire block of 12/5 to create this and then these will be presented no later than the start of class on Wednesday [3/29/17].  This task should be started as soon as Task #1 is completed. [3/27/17]



EQ-How is behavior effected by the observation of others? [3/27-3/29]


EQ: How are Operant and Classical Conditioning different from each other and how would/could these learning/teaching techniques work on people to help them with specific problems [identify a problem and how these techniques would help]? [4/7/17]


The website links below are useful in aiding understanding to answer the EQ above.

BF Skinner (Operant Conditioning)   Ivan Pavlov (Classical Conditioning)

Site 1 <--Click link                               Site 1 <--Click link

Site 2  <--Click link                              Site 2 <--Click link

Site 3 <--Click link                               Site 3 <--Click link


                            The Skinner Box <--Click link


Diagnostic Labeling [4/17]

Site #1 <---Click link                 Site #4 <---Click link

Site #2 <---Click link                 Site #5 <---Click link

Site #3 <---Click link                 Site #6 <---Click link


EQ: What are the advantages and disadvantages of diagnostic labeling for mental health conditions?  What is a self-fulfilling prophesy? [Use specific examples from the evidence you uncover in the articles linked above] [4/17]


Maturing and Aging

Use the resources below answer the following:

EQ: How does the brain change for the worse over time and how can these changes impact the quality of life for that person and his/her family? [4/18]

Video #18  <--Click link             Site #2 <--Click link

Site #1 <--Click link                   Site #3 <--Click link

                           Site #4 <--Click link


The Divided Brain


Use the resources below answer the following:

EQ: Why do you believe the brain was designed with two separate hemispheres that control opposite sides of the body (i.e. left brain controls the right limbs)?  How could a person help develop his/her right or left brain to become more skilled at an activity that side specializes in? [4/19]


Go to Video #5 <---Click link

Strokes impact on the brain
site #1 <--Click link               site #2 <--Click link


Left brain vs Right Brain test <---Click link [you do not have to sign up as a member]


About the left and right brain <--Click link


Brain training

Lumosity <--Click link     How does Lumosity work? <--Click link


Contact an Expert Task

Task-Students will identify a psychology topic of their choice based on the NC Psychology Standards and/or this website and write a detailed letter to a college psychology professor from an United States college and university.  The letter must contain the following [4/20]:

[1] A polite opening and closing salutation (Dear Sir/Madam/Dr./Professor and Sincerely/Respectfully/Regards).

[2] Politely identify yourself, where you are from, what grade/school are with, and clearly explain what you are asking help with.  You must also thank the person for his/her time.

[3] A detailed set of requests for his/her opinions about specific questions you have about the psychology topic you select.  You should research what the expert's area of expertise or specialty is.

[4] Request from the person any specific research they have conducted or suggestions for where to look for relevant research



Carver principal fiasco [5/15]

Task-Using the evidence below what do you really think happened here? Who is right and who is wrong?  Explain your answer using the evidence.

"Murray letter" <---Click on link


"Piggott letter" <---Click on link


Carver graduation rates since from 2014-2017 <---Click link


May 10th announcement by Vance County schools <---Click link


Final Exam review prompts


Two Practice Exam prompts Part 1 <---Click on link [5/17]

Two Practice Exam prompts Part 2 <---Click on link [5/18]





Anti-social personality analysis

Anti-social vs. Pro-social personality [3/30]

Anti-social personality disorder <---Click on link  Pro-social personality <---Click

Task #1-Using the definitions above and the personality types below to profile one anti-social and one pro-social person.  [A] Describe what made each person anti-social and pro-social; [B] Explain how each person was viewed by society during and after their life.

List of assassins/would-be assassins:

Lynette "Squeaky" Fromme       Mark David Chapman        Charles Guiteau          Sirhan Sirhan          MLK Jr.

Link #1 <---click on link                                     Link #1 <---click on link                     Link #1 <---click on link             Link #1 <---click on link      Link #1 <---Click

Link #2 <---click on link                                     Link #2 <---click on link                     Link #2 <---click on link             Link #2 <---click on link      Link #2 <---Click

Link #3 <---click on link                                     Link #3 <---click on link                     Link #3 <---click on link             Link #3 <---click on link      Link #3 <---Click


John Wilkes Booth            Lee Harvey Oswald       James Earl Ray            Richard Jewell             Mohandas Gandhi      Mother Teresa

Link #1 <---click on link          Link #1 <---click on link          Link #1 <---click on link       Link #1 <---Click on link      Link #1 <---Click on link    Link #1 <---Click

Link #2 <---click on link          Link #2 <---click on link          Link #2 <---click on link       Link #2 <---Click on link      Link #2 <---Click on link    Link #2 <---Click

Link #3 <---click on link          Link #3 <---click on link          Link #3 <---click on link       Link #3 <---Click on link      Link #3 <---Click on link    Link #3 <---Click

Confessions of a burglar <---Click on link

Pro-social research prompts

Task #2-Find evidence-based responses for each of the following prompts. [3/30]

[1] Children who see their parents involved in volunteer work will more likely grow up to engage in volunteer work themselves. [Why?]

Site #1 <--Click on link   Site #2 <--Click on link   Site #3 <--Click on link


[2] Modern African American children are more likely to choose either to play with a black or white doll today than they were in 1940. [Why?]

Site #1 <--Click on link    Site #2 <--Click on link   Site #3 <--Click on link


[3] After the devastating 2011 tsunami and earthquake in Japan, there were no reports of looting and riots, contributed by many journalists to the nation’s collectivist culture. [Why?]  Compare this behavior versus Hurricane Katrina in 2005 in New Orleans.

Site #1 <--Click on link   Site #2 <---Click on link    Site #3 <--Click on link  


Attitude Formation [4/5]

Cognitive dissonance <---Click on link        Cognitive consistency <---Click on link

Cognitive dissonance <---Click on link        Cognitive consistency <---Click on link

Cognitive dissonance <---Click on link        Cognitive consistency <---Click on link

Task-Using the e-resources above write a thorough, evidence and example based response to the following prompt [Explain the impact of “cognitive consistency” and “cognitive dissonance” on attitude formation and attitude change.]



Review Quiz <---Click on link [12/16]

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