Welcome to Mrs. Verdugo's Psych class website!
This HOME page provides a timeline of what was covered throughout the week / school year along with helpful reminders.
TIMELINE OF ASSIGNMENTS/LESSONS
12-11 Things to study to be better prepared for CASE STUDY / PRACTICAL EXAM TOMORROW (12-12)
- Be able to identify any of the Defense Mechanisms
- The memory unit (Types of Memory, Types of Forgetting, Types of Memory Disorders)
12-9 --- 12-13
REVIEW WEEK- Study Guides passed out MONDAY 12-9
ALSO, the CASE STUDY / PRACTICAL EXAM (worth 50% of your final grade) is on December 12th.)
12-5 (last) ENTRY #3 for Animal Communication 3PJ: ____TBA___
TURN IN "Animal Communication 3PJ"
12-4 & 12-6
IN-CLASS Article Response "Inside the Minds of Dogs"
with additional time: work on Animal Communication Paper
12-3 Introduce "Animal Communication Paper" (DUE 8:00 PM DEC 9th)
Firstly, choose a social animal to be the center of your research.
Write a one-page paper (Times New Roman, 12 sized font, double-spaced), describing how the social animal of your choice communicates and how its social group affects its learning. Address the following questions in your paper:
- What animal did you choose? Describe the animal in detail including where they can be found and what their social groups look like.
- How do these animals communicate with each other in the wild? (Or, if applicable, with humans?)
- What do the social groups look like for this animal?
- How does this animal learn from its social group?
- What are specific things that this animal learns from its social group? And why is it important that this animal learn from its social group?
- Sources do not need to be listed however you must run your paper through https://www.quetext.com/ (or a similar plagiarism checker) before emailing/sharing with email@example.com
- Assignment must be on Microsoft/Google Doc.s
- Share/email the assignment with/to firstname.lastname@example.org BEFORE 8 PM Thursday December 9th.
12-2 IN-CLASS ONLY "Creativity Exercise"
11-27 Watch NOVA video: https://www.pbs.org/video/nova-wonders-what-are-animals-saying-u5v6jx/
"Animal Communication & Gestures 3PJ" ENTRY #2:
Part 2: NOVA
A) Why are studies like Kanzi or Koko unlikely to be repeated?
B) Based on current research, how do spiders communicate?
11-25 & 11-26 Watch documentary "Koko: The Gorilla Who Talks"
Begin "Animal Communication & Gestures 3PJ"
Part 1: Koko
- Describe Penny Patterson’s relationship with Koko the gorilla and why it is significant.
- Describe some of the things (3) that Koko is capable of communicating and why that is significant. (RESEARCH THIS SOME?)
11-22 Watch TED-TALK (link below) AND TURN IN "3PJ-Thinking,Language,& Communication"
and ENTRY #3 for "TLC-3PJ":
After watching the TED-Talk on how language affects the way we think, write about why this topic is worth studying. Why is it important that we consider how language/culture shapes people’s mindsets?
(Provide at least 2 reasons/examples. 5 sentences minimum)
11-21 NOTES" Language Disorders
Link to notes:https://prezi.com/doojzclxzz06/?token=e3c8f26f55a84dd61ae097cc7f84fd7cbf264984ef369ab243f0403278f59aac&utm_campaign=share&utm_medium=copy&rc=ex0share
Read article: "America's Lacking Language Skills" The Atlantic
(in notes, write down ANY statistic provided by the article about Language and Language Education in our country)
11-20 IN-CLASS ONLY DEMO on significance of language
ENTRY #2 for "TLC-3PJ" :
1. In ordinary English, there is no resemblance between the written appearance of a word and the idea for which it stands. Write the following words in such a way that the word illustrates the idea: war, empty, fly, kick, Mommy
2. Big takeaway from one of the activities today?
11-19 NOTES: Language Development
Link to NOTES: https://prezi.com/y2mjlnbmhsdd/?token=0cba5b4e9542c2f49c859416006ca822c7964b9e99ffb284e55c867212d3f864&utm_campaign=share&utm_medium=copy&rc=ex0share
11-15 & 11-18 VOCAB sheets for "Thinking and Language"
Use textbook to obtain definitions and examples of various vocabulary.
At the end of class: ENTRY #1 for "Thinking, Language, & Creativity 3-Part Journal" (TLC-3PJ)
Article : TIME "Are Computers Already Smarter Than Humans?"
ENTRY #1: After reading the TIME article, describe two ways that humans still tower over computer/AI-capability. BE DETAILED.
Then, write at least 3 limitations that humans have that computers/AI do not.
11-13 & 11-14 Continue watching "Still Alice"
ANSWER QUAC (see QUAC tab)
11-12 LAST ENTRY for "Memory 3-Part Journal" (Turn in 3PJ in class)
ENTRY #3: Write the quote down and at least 2 ways in which it is true...
“Our memory is a more perfect world than the universe”
Begin watching movie "Still Alice"
As we watch, take notes on examples of Alice's memory problems
AND examples of defense mechanisms illustrated by her family members
11-8 "Mini-Memory Skits/Presentations"
(Make sure you took notes on the following concepts: flashbulb memories, motivated forgetting, prospective forgetting, retrieval failure, anterograde amnesia, retrograde amnesia, dementia)
11-7 Watch TedTalk: False Memories
Begin 2nd part of "Memory 3-part Journal"
ENTRY #2: PART 2: What is a false memory? Why are they significant? Why study them?
11-6 CASE STUDY: H.M.
Read the Case Study on page 281. Write the question and answers. Keep this in your binder.
11-5 NOTES: Memory
Link to notes: https://prezi.com/geoeswhsukt_/?token=3a3823f50031791776fa19a9b94b1fd31e2a08945834cbd35014d57609d8983a&utm_campaign=share&utm_medium=copy&rc=ex0share
IN CLASS DEMOS on PRIMACY_RECENCY EFFECT
Begin 1st part of "Memory 3-part Journal"
ENTRY #1: PART 1: Write a journal entry (this time, only a couple sentences) about your earliest memory.
11-4 NOTES: Reinforcement Schedules
(same link as Operant Conditioning NOTES)
+ PRACTICE WORKSHEET (due at the end of class)
11-1 CLOSED-NOTE TEST
on Classical and Operant Conditioning
10-31 Happy Halloween!
WORKSHEET DUE: "Types of Reinforcement Practice Problems"
Students create one-page study guide for their test tomorrow! "Classical & Operant Conditioning"
10-30 Work on Halloween Door Decoration Contest
10-28 & 10-29 NOTES: Operant Conditioning
Link to notes: https://prezi.com/vv4sdsnlvfsq/?token=5e2ead42089103a2c769ae1a38b3a33fac779d8d81aeef68172b9eadba182203&utm_campaign=share&utm_medium=copy&rc=ex0share
+ WKSTS: Types of Reinforcement Practice Problems
10-25 The Office Episode (IN-CLASS ONLY)
Discuss Defense Mechanisms and grief counseling
(All students) Answer QUAC! (see QUAC tab. It is DUE 10-27)
10-24 DUE: "Classical Conditioning Worksheets"
Little Albert Case Study on pg 249, Add "Case Study: Little Albert " in NOTES, + video notes.
10-23 POP QUIZ ON DEFENSE MECHANISMS
Continue to work on
"Classical Conditioning Worksheets"
+ (IN CLASS ONLY) students come up with their own examples.
10-22 Continue NOTES: Classical Conditioning
Introduce "Classical Conditioning Worksheets"
10-21 After 20 minutes to work on Defense Mechanisms Booklet (DUE TODAY),
NOTES: Learning-Classical Conditioning
Link to notes: https://prezi.com/oyzza7tpetsj/?token=9647c5bdf319964d0f05354b29ae1e4a02b6b7b764df5c3fb0b894458fe63a89&utm_campaign=share&utm_medium=copy&rc=ex0share
10-17 & 10-18 Continue working on Defense Mechanisms Booklet
10-16 Defense Mechanisms Skits (40 points) (performed today in class)
& Introduce Defense Mechanisms Booklet Project (40 points)
Defense Mechanism Skit (40 points)
In you group, you will perform a brief skit (4-5 minutes max) that exemplifies the defense mechanism that your group was assigned. Before your skit (or during or after) you must DIRECTLY DEFINE the defense mechanism aloud (10 points). Every person in your group must be somehow incorporated in the skit/definition-reading even if they are not speaking (5 points). Your skit must be creative and well-executed (10 points). It must effectively demonstrate the defense mechanism that you were assigned (15 points).
Defense Mechanisms Booklet (40 points)
Individually, you will create a booklet that has visuals (comics or pictures) that demonstrate each (8) defense mechanism listed in our notes.
The booklet does not regurgitate the definitions in your notes. The booklet should provide examples in the form of comics/illustrations. Each defense mechanism is worth 5 points.
(5 x 8 -40 points total-- 3 points for neatness/creativity, 2 points for providing an effective example)
10-15 NOTES: Psychoanalytic Theory
Link to notes:https://prezi.com/6_qjfxu1yjoh/?token=12b47ad69c16b932ff5ba1cb2d7bc8515e8bed3442a30170637b1f4ec4a09026&utm_campaign=share&utm_medium=copy&rc=ex0share
10-14 Continue documentary "Take Your Pills"
Answer SRQ questions: “Take Your Pills” SRQ 10-14
1. One of the narrators in the documentary commented that back in his day, “people would take drugs to get out, not to stay in”. What does he mean by that and how does it relate to the usage of Adderall in our country?
2. Why are more than 2 million children in our country prescribed ADD/ADHD medication/ stimulants? Compare those reasons to why adults seek out those drugs (prescribed ADD or “brain-enhancing” medication).
10-4 Continue NOTES from yesterday. Watch the documentary "Take Your Pills"
10-3 NOTES: Psychoactive Drugs & Alcohol
Link to notes: https://prezi.com/auddkbg_x5sh/?token=5d6ce3282255aa6f639ab3ca128156ed6488c9550e904aed9adaf31da847d665&utm_campaign=share&utm_medium=copy&rc=ex0share
10-2 Open-note test "Sleep & Altered Consciousness"
Dream Analysis Activity (IN CLASS ONLY- due at the beginning of class 10-3)
9-30 Watch the "Crash Course Video: Consciousness #8)
Respond to BLOG prompt (see BLOG tab)
9-22 --- 9-23 Sleep & Altered Consciousness Group Presentations
(Students will take closed notes on peers' presentations)
9-21 Discuss Presentation Guidelines
Class discussion: IN CLASS ONLY Read current event psych Article (from NPR: "Want to Feel Happier Today? Try Talking to a Stranger" Answer 2 article response questions in writing.)
9-18 --- 9-20 Work on
"SLEEP & ALTERED CONSCIOUSNESS PRESENTATIONS"
Guidelines: In your groups, you will be teaching a sub-topic of the unit to the class. Your presentation will be graded on how well you covered the content (15 points), your participation in the planning/prepping and presentation (15 points) and your creativity (10 points). You are the teacher this time! Make it interesting!
GROUPS WILL BE ASSIGNED IN CLASS ALONG WITH THE SUB-TOPICS.
9-16 & 9-17 CLOSED NOTES: Influences on Perception
(reading provided in class)
and BLOG ENTRY DUE AT THE END OF CLASS (9-17)
(see "blog" tab here on the website). Remember, you must COMMENT and REPLY to someone else's comment.
9-13 Ted-Ed Video on Selective Attention
(link provided here: https://www.ted.com/talks/apollo_robbins_the_art_of_misdirection?language=en)
IN CLASS ACTIVITY ONLY: Create a poster/flyer that teaches one of the topics we've covered so far in our Sensation & Perception unit
9-12 Read and respond to article:
"Making Sense of the World, One Sense At a Time"
on Sensation and Perception from Scientific American
Article Response Questions:
1. What is sensory crosstalk? Which sense usually wins the crossover?
2. Use the link on the QUAC page to observe the “McGurk Effect. Explain how it works.
3. Describe “beep baseball” .
4. Describe the Tadoma Method and why it has become unpopular.
9-11 LAB: Did You See It?
We will test our hypotheses about how long we can "sense" (see) stimuli and remember that stimuli.
What affects our perception and/or what we choose to remember?
SRQ's (written on a separate sheet of paper)
- Describe any process or techniques that you used to remember the items on the tray.
2. Based on this activity (and your own experiences as a student), what is some advice you could give to teachers about helping students better retain information.
9-10 In-class activity: Absolute Threshold for hearing ("bell ringing demo")
NOTES: Sensation vs Perception
Link to NOTES: https://prezi.com/dcunt4mza1so/?token=e5bf7f029542a9d548e34cca1eda42466c3913fb24b9f2536b38affab1392baa&utm_campaign=share&utm_medium=copy
9-9 NOTES: Behavioral Genetics
and watch ted-talk on Twin studies
Link to notes:https://prezi.com/9g63bs3jm7hp/?token=838886342208ec2560402b63c6913c06355c39b6b39f9f1ececa27ada7cdf51c&utm_campaign=share&utm_medium=copy
Link to video:https://www.youtube.com/watch?v=c2__1Jrcpv4
9-6 "One Person.... Two Brains" CASE STUDY (read pg 169)
ANSWER THE QUAC QUESTIONS (see quac tab)
9-5 BioPsych Test (Open-note)
9-4 Continue Endocrine System Lab
Finish graph from yesterday. If time allows, finish Endocrine System Notes / Drawings.
9-3 Endocrine System Lab:
We will record our resting heart rate (bpm) and then again after playing a brief, difficult, computer game.
Graph required for 10 participants total.
8-29 --- 8-30 NOTES: Studying the Brain
After notes on 8-30 students will color-code a coloring sheet of the nervous system.
Link to Notes: https://prezi.com/edoyvhn7vci6/?token=ce5d02c9534db952ed87a44ce14d7148da59789c6523960ec7407318e4e0180c&utm_campaign=share&utm_medium=copy&rc=ex0share
8-28 Nervous System Metaphorical Comic/Drawing
We will create comics/metaphorical drawings that differentiates between two of the following:
- The Central Nervous System vs The Peripheral Nervous System
- The Somatic N.S. vs The Autonomic N.S.
-The Sympathetic N.S. vs The Parasympathetic N.S.
8-27 NOTES: The Nervous System
Link to notes: https://prezi.com/wn4bzaqazrgi/?token=536ed4f6d18fd4661c90db24b3ea000f0283a8ad6646a68c636ddfc7b6743fc3&utm_campaign=share&utm_medium=copy&rc=ex0share
8-22 --- 8-26 Start watching "The Stanford Prison Experiment"
QUAC 8-22 Assigned (DUE 8-23 by 3:00 PM)
ALTERNATIVE ASSIGNMENT (if you are not watching the movie in class) :
*Research and read about "The Stanford Prison Experiment" conducted in 1971. Then, answer the following questions:
1. Briefly describe the set-up of the "experiment".
2.. Research methodology: In our psychology class (and in other science classes in the past) you have reviewed various
research methods and what constitutes a good experiment. What were some noticeable flaws with the way the research was conducted? (Describe two.)
3.. Ethical violations: In our psychology class you have reviewed various ethics guidelines designed to protect research
participants from harm. Describe three ways that the Stanford Prison Experiment was unethical (refer to your notes).
4.. Why do you think the Stanford Prison Experiment is still discussed today? Do you think a similar experiment could be
conducted in the future? Why or Why not? What would be a better way to study prisoner/guard relationships?
8-20 & 8-21 Survey Presentations &
Briefly discuss Stanley Milgram's Experiment
(See instructions/grading criteria below 8-14 under "Survey Project")
8-19 NOTES: Ethics in research
Link to notes: https://prezi.com/h051maioctxg/?token=4503541129e2309ecd2c0397f52e5b41a685714a825fd06cebb00b9b5a650265&utm_campaign=share&utm_medium=copy&rc=ex0share
(SOME TIME in class will be allotted for students to work on the Survey Presentations)
8-14 & 8-15 Survey Project (described below)
Project & Presentation
In your group, you will create and administer a survey that answers a research question about high school students. After your survey has been administered to a sample of 40-50 high school students, your group will create a presentation based on the data.
Expectations for the Survey (20 points)
- Your survey must ask close-ended questions (multiple choice answers).
- Your survey must be 10 questions long
- Your survey must be school appropriate
Expectations for the Presentation (30 points)
- Must use Google Slides
- Minimum 4-5 slides that explain:
- The research question and your group’s hypothesis
- The data! What did your survey reveal? Numbers, graphs, charts recommended.
- Create a research question. ___________________________________________
Write down your research question and keep it in mind as you create the questions for your survey. However, do not include the research question on your survey (or students will know what you are testing and it may affect their responses).
Your research question must be approved by Ms. Verdugo (in class) before you can create the survey.
- On a google document, create your survey! Remember it is a working document. You will be editing it and adding to it until it is approved by Ms. Verdugo. This google document must have the period # and the names of all the group members.
- Share the survey/google document with Ms. Verdugo (email@example.com) so that she can recommend changes, approve it, and then eventually make copies of it.
- When you have your copies, you need to administer your survey. (That means finding people to take your survey). Choose your participants wisely! (It doesn’t make sense to only survey AP students if your research question asks whether academics are more important to seniors than freshmen…. Your responses will not reflect the attitudes of the student population proportionately).
- Collect the data from your survey and create a google slides presentation where you will reveal your findings to the class. Share the presentation with firstname.lastname@example.org and make sure the period number and group names of all students are on it.
- Prepare to present. For this specific project it is not necessary that every student speak during the presentation-- but be warned-- you will be docked points in your peer-evaluation if you didn’t contribute.
8-13 Practice correctly distinguishing between correlational & causation relationships
8-12 NOTES: Methods of Research
Link to notes: https://prezi.com/idw6fj1ypb4v/?token=c711e624fdb94b2008db9c4af746e216df708135b47e13c1c25c0e45b0f6d923&utm_campaign=share&utm_medium=copy&rc=ex0share
8-9 Colors of Psychology
We will review the "answers" to the extra credit activity from yesterday, then we will read and article and watch a brief video on the psychology behind certain color choices, particularly in advertising. Link to article below:
Article Response Questions:
1. How is the color white a good example of how our feelings about color are biased by our culture?
2. What is chromotherapy?
3a) (Look in the dictionary/on your phone) What is a placebo? 3b) What does the article mention about different colored placebo pills?
4.If you are an athlete, what color choices would you make for your team's jersey and your opponent's jersey? Why?
5.According to O'Connor, what are some major flaws with color psychology?
8-8 Rotation NOTES: Schools of Thought in Psychology
Students will rotate through the groups stations and
take CLOSED NOTES on the various Schools of thought in psychology.
Closing Activity: in-class-only extra credit opportunity (based on those notes)
8-7 NOTES: What is Psychology?
Students take notes on the presentation. Closing activity, students provide an example of ONE sensation that can have two different perceptions.
Link to presentation: https://prezi.com/fb7q1l4mn7g9/?token=9dcd7086199c368760018a3df9984c9101cc3d70bca6fe3c9171f7b5f82c0143&utm_campaign=share&utm_medium=copy
Written Bellwork starts this Wednesday 8/7 !
- Complete the Bellwork every day at the beginning of class
- One week's worth of Bellwork all on one sheet of paper
- Write the question and the answer!!
- Turn in the Bellwork at the end of the week (If you are absent Friday, turn it in Monday ASAP)