In-Class Activities:
1) Neuron Note. You read answers to your questions and write a new question. Question of the Day: What is childhood amnesia?
2) Pop Quiz! Pages 136-142. If you missed it, take it on Friday. Come early if you can.
3) Culture. Wow! It's so much fun to talk about personal space and cleanliness. Thumbs up! Or wait, that could be bad in Nigeria.
4) LIFE book. We looked at amazing photos of conception, blastocytes, embryos, fetuses. Check it out in the IMC. We talked about all those prenatal and neonatal development.
Assignments:
1) Read chapter 4 pp. 143-159.
2) Chapter vocabulary notecards (optional)
3) Extra credit video at lunch B days this week and next week.
Wednesday, September 30, 2009
Monday, September 28, 2009
September 28: Gender Differences
In-Class Activities:
1) Neuron Note. You read answers to your questions and wrote a new question.
2) Heritability. I clarified what it is. If it still is troublesome, see me at lunch.
3) Gender Differences Fishbowl Conversation. You wrote anonymous questions to ask the opposite sex and I collected them. They all the ladies got together in a circle, with the guys listening on the outside, to have an honest conversation about them. And then we switched with the guys answering the ladies' question in the circle in order to find out their responses. This allows each gender to get a chance to talk amongst themselves honestly. In the end, we came to the conclusion that all females are not the same and all males are not the same.
4) Enjoy Homecoming!
Assignments:
1) Start chapter 4.
2) Notes again for those of you with 80 or lower on the tests. Optional chapter vocabulary notecards.
3) Gender Bender. Analyze gender stereotyping in the world and write up your experience. See the half sheet I gave you on what to do.
Extra credit video at lunch start on Wednesday!
1) Neuron Note. You read answers to your questions and wrote a new question.
2) Heritability. I clarified what it is. If it still is troublesome, see me at lunch.
3) Gender Differences Fishbowl Conversation. You wrote anonymous questions to ask the opposite sex and I collected them. They all the ladies got together in a circle, with the guys listening on the outside, to have an honest conversation about them. And then we switched with the guys answering the ladies' question in the circle in order to find out their responses. This allows each gender to get a chance to talk amongst themselves honestly. In the end, we came to the conclusion that all females are not the same and all males are not the same.
4) Enjoy Homecoming!
Assignments:
1) Start chapter 4.
2) Notes again for those of you with 80 or lower on the tests. Optional chapter vocabulary notecards.
3) Gender Bender. Analyze gender stereotyping in the world and write up your experience. See the half sheet I gave you on what to do.
Extra credit video at lunch start on Wednesday!
Thursday, September 24, 2009
September 24: Evolutionary Psych & Behavior Genetics
Class Activities:
1) Neuron Note. You got a chance to read some very interesting Neuron Note questions and answers...identical twins, heritability, Human Genome Project. I checked notes. Those of you who earned less than the mean on the tests had to try a new method of notetaking. WOW! I sw some amazing notes! Keep it up and see if it makes a difference on the tests.
2) Evolutionary Psychology Survey: This gave us a chance to talk about how evolutionary psychologists talk about human behavior and our underlying motivations to perpetuate our genes. Who would you save if your boat sinks? Would you rather marry someone older or younger? It is a fun view of human behavior.
2) Gattaca. We watched the first 5 minutes of this movie to start thinking about the how genetic could play in the future. The main character is one of the last "natural" babies born into a world where parents meet with the local geneticist to determine what traits they want they new child to have. Because of the knowledge that comes from genes, life expectancy and disease probabilities are known at birth. Since he is not genetically perfect, he has no chance of a career in a society that now discriminates against your genes, instead of your gender, race or religion. Until he assumes the identity of another perfectly genetic man... Watch the rest of it for a great conversation with your family and friends that relates to this chapter.
3) Jigsaw on Behavior Genetics, Evolutionary Psychology, and the Role of the Environment: you read one set of articles about hot topics and shared your information with a small group and listened to the other information they discovered in their readings.
Assignments:
1) Finish chapter 3.
2) Take very ACTIVE notes! I'll check again on Monday.
3) Chapter 3 and 4 vocabulary notecards (optional)
1) Neuron Note. You got a chance to read some very interesting Neuron Note questions and answers...identical twins, heritability, Human Genome Project. I checked notes. Those of you who earned less than the mean on the tests had to try a new method of notetaking. WOW! I sw some amazing notes! Keep it up and see if it makes a difference on the tests.
2) Evolutionary Psychology Survey: This gave us a chance to talk about how evolutionary psychologists talk about human behavior and our underlying motivations to perpetuate our genes. Who would you save if your boat sinks? Would you rather marry someone older or younger? It is a fun view of human behavior.
2) Gattaca. We watched the first 5 minutes of this movie to start thinking about the how genetic could play in the future. The main character is one of the last "natural" babies born into a world where parents meet with the local geneticist to determine what traits they want they new child to have. Because of the knowledge that comes from genes, life expectancy and disease probabilities are known at birth. Since he is not genetically perfect, he has no chance of a career in a society that now discriminates against your genes, instead of your gender, race or religion. Until he assumes the identity of another perfectly genetic man... Watch the rest of it for a great conversation with your family and friends that relates to this chapter.
3) Jigsaw on Behavior Genetics, Evolutionary Psychology, and the Role of the Environment: you read one set of articles about hot topics and shared your information with a small group and listened to the other information they discovered in their readings.
Assignments:
1) Finish chapter 3.
2) Take very ACTIVE notes! I'll check again on Monday.
3) Chapter 3 and 4 vocabulary notecards (optional)
Tuesday, September 22, 2009
September 22: Review Brain Test/ Start Nature vs. Nurture
In-Class Activities:
1) Neuron Note. You didn't have answers to read today, but you wrote a new question based on the weekend's textbook reading on behavior genetics, twin studies, and evolutionary psychology.
2) Brain Test Review. I put the test data (distribution, mean, median, mode, standard deviation, histogram, grade scale) on the overhead so you could see how we did as a class as well as how you did in comparison with your classmates. Since many people earned a high scores of 95, 96, 97, and even 98, I did not curve the test. We went over the questions that most students got wrong and you were able to write down the reasoning behind those tricky questions. I also tried to give page numbers so you could look up those concepts again. I did give everyone an extra point for #5. Please read the top paragraph on page 82 to remember that the right temporal lobe is involved in face recognition.
General comments about the trickiest questions: Many of you missed the ones related to the types of neurotransmitters (chart on page 62) and what each hemisphere is specialized in doing.
3) Notetaking Assignment. If your test scores have been below the mean, you are required to improve your notes! I gave you three different methods of notetaking: Cornell, Mind Maps, SQ3R and you can choose. I will check your notes on Thursday.
4) Striking Similarities. We spend the last 10 minutes of class finding similarities and differences between your neighbor and you. Just because you can find striking similarities in identical twins separated at birth, you cannot say it is because of GENES! You found similarities just in 5 minutes of talking with someone you happen to sit next to in class.
5) "Codes for Life" DVD: Amazing studies of twins, discussion of behavior genetics, evolutionary psychology, and environment role.
Assignments:
1) Read chapter 3 pages 116-125.
2) Notetaking systems for those of you with means on the tests lower than 80. Pick a system and use it this chapter! I will be checking each day!
3) Chapter 3 vocabulary notecards (optional)
4) Check Powerschool
1) Neuron Note. You didn't have answers to read today, but you wrote a new question based on the weekend's textbook reading on behavior genetics, twin studies, and evolutionary psychology.
2) Brain Test Review. I put the test data (distribution, mean, median, mode, standard deviation, histogram, grade scale) on the overhead so you could see how we did as a class as well as how you did in comparison with your classmates. Since many people earned a high scores of 95, 96, 97, and even 98, I did not curve the test. We went over the questions that most students got wrong and you were able to write down the reasoning behind those tricky questions. I also tried to give page numbers so you could look up those concepts again. I did give everyone an extra point for #5. Please read the top paragraph on page 82 to remember that the right temporal lobe is involved in face recognition.
General comments about the trickiest questions: Many of you missed the ones related to the types of neurotransmitters (chart on page 62) and what each hemisphere is specialized in doing.
3) Notetaking Assignment. If your test scores have been below the mean, you are required to improve your notes! I gave you three different methods of notetaking: Cornell, Mind Maps, SQ3R and you can choose. I will check your notes on Thursday.
4) Striking Similarities. We spend the last 10 minutes of class finding similarities and differences between your neighbor and you. Just because you can find striking similarities in identical twins separated at birth, you cannot say it is because of GENES! You found similarities just in 5 minutes of talking with someone you happen to sit next to in class.
5) "Codes for Life" DVD: Amazing studies of twins, discussion of behavior genetics, evolutionary psychology, and environment role.
Assignments:
1) Read chapter 3 pages 116-125.
2) Notetaking systems for those of you with means on the tests lower than 80. Pick a system and use it this chapter! I will be checking each day!
3) Chapter 3 vocabulary notecards (optional)
4) Check Powerschool
Friday, September 18, 2009
September 18: Chapter 2 Test on Brain
In-Class Activities:
1) Neuron Notes. You didn't need to write a new question, but I gave you the responses from the last class. You had time to read before the test.
2) Collect Test Prep Assignment. Great songs, stories, and swimcaps! I hope it was helpful to remember the functions of the brain parts.
3) Chapter 2 Test. 100 multiple choice questions on the brain. Mean If you were absent, you will take the test at the beginning of class on Tuesday while we go over the correct answers. Please come early so you can get settled and get it completed without missing too much of the rest of class.
3) Development Outline. You received the new outline for this next unit. Please get organized. We'll have some great conversations about nature/nurture and human development. The next test will cover both chapter 3 and chapter 4. Start making those notecards this weekend if this system is working for you!
Assignments:
1) Read chapter 3 up to page 116.
1) Neuron Notes. You didn't need to write a new question, but I gave you the responses from the last class. You had time to read before the test.
2) Collect Test Prep Assignment. Great songs, stories, and swimcaps! I hope it was helpful to remember the functions of the brain parts.
3) Chapter 2 Test. 100 multiple choice questions on the brain. Mean If you were absent, you will take the test at the beginning of class on Tuesday while we go over the correct answers. Please come early so you can get settled and get it completed without missing too much of the rest of class.
3) Development Outline. You received the new outline for this next unit. Please get organized. We'll have some great conversations about nature/nurture and human development. The next test will cover both chapter 3 and chapter 4. Start making those notecards this weekend if this system is working for you!
Assignments:
1) Read chapter 3 up to page 116.
Wednesday, September 16, 2009
September 16: Hemisphere Dominance and Brain Video
Class Activities:
1) Neuron Note. You wrote a new questions and you read the answers of last class' question. You also wrote 5 terms, concepts, people, studies, etc. that are still bugging you. You met with your neighbor and heard their explanation of the things that are still tricky for you. Now you know the areas you need to study and you know you can ask other student's about topics.
2) Hemisphere Dominance. We all use both sides of our brains ALWAYS! But looking at the separate abilities of each side, we understand the specialization of each hemisphere. Then we watched, "Scientific American Frontiers: Pieces of Mind" clip on Michael Gazzinaga's research with split brain patients. WOW!!!
3) "Make Up Your Mind" video. This is more "Scientific American Frontiers" where Alan Alda visits different researchers and shares some amazing findings. 1) Phineas Gage's skull and what we know 2) Children and their fragile memories 3) Moral and difficult decisions and the brain regions 4) Being blind and brain plasticity 5) Missing a brain hemisphere and living normally
Assignments:
1) Are you done with chapter 2? Test on chapter 2 is on Friday! STUDY HARD!
2) Preparing for the Test Assignment. You can choose the from four options to identify parts of the brain and their functions -- write about how each part is involved in an activity you do, write a song about parts, write creatively a superhero story where one part grows and other shrink, or map the brain with markers on a swim cap.
1) Neuron Note. You wrote a new questions and you read the answers of last class' question. You also wrote 5 terms, concepts, people, studies, etc. that are still bugging you. You met with your neighbor and heard their explanation of the things that are still tricky for you. Now you know the areas you need to study and you know you can ask other student's about topics.
2) Hemisphere Dominance. We all use both sides of our brains ALWAYS! But looking at the separate abilities of each side, we understand the specialization of each hemisphere. Then we watched, "Scientific American Frontiers: Pieces of Mind" clip on Michael Gazzinaga's research with split brain patients. WOW!!!
3) "Make Up Your Mind" video. This is more "Scientific American Frontiers" where Alan Alda visits different researchers and shares some amazing findings. 1) Phineas Gage's skull and what we know 2) Children and their fragile memories 3) Moral and difficult decisions and the brain regions 4) Being blind and brain plasticity 5) Missing a brain hemisphere and living normally
Assignments:
1) Are you done with chapter 2? Test on chapter 2 is on Friday! STUDY HARD!
2) Preparing for the Test Assignment. You can choose the from four options to identify parts of the brain and their functions -- write about how each part is involved in an activity you do, write a song about parts, write creatively a superhero story where one part grows and other shrink, or map the brain with markers on a swim cap.
Monday, September 14, 2009
September 14: Play-Doh Brains
In-Class Activities:
1) Neuron Note. You read the answers and wrote one more good question related to the reading. I think this activity is really working out for us. Make the most of the reviewing.
2) I checked notes and notecards again. I have to say that some of you are settled in and have BEAUTIFUL notes!! :) Some of you are not impressing me with your quality of notes or your lack of notes. You will not make it if you do not keep up with the reading. You might be able to get away with reading the chapter quickly before the test or without the notes now, but it will be VERY sad when we study for the AP test in May. For those of you without notes, I'll check again on Wednesday.
3) Pop Quiz on Ch.2 up to page 85.
4) Play-doh Brains. We made brains using play-doh. We started from the spinal cord, built the brain stem, added the limbic system, and finished with the cerebral cortex. I tried to make it "real." Make sure you know the parts, where they are located and what they do.
Assignments:
1) Read chapter pp..85-93. Hey, you might as well finish it!
2) Study those vocabulary notecards. Come to class with the 5 that are still hard for you.
FYI: TEST on Friday!
1) Neuron Note. You read the answers and wrote one more good question related to the reading. I think this activity is really working out for us. Make the most of the reviewing.
2) I checked notes and notecards again. I have to say that some of you are settled in and have BEAUTIFUL notes!! :) Some of you are not impressing me with your quality of notes or your lack of notes. You will not make it if you do not keep up with the reading. You might be able to get away with reading the chapter quickly before the test or without the notes now, but it will be VERY sad when we study for the AP test in May. For those of you without notes, I'll check again on Wednesday.
3) Pop Quiz on Ch.2 up to page 85.
4) Play-doh Brains. We made brains using play-doh. We started from the spinal cord, built the brain stem, added the limbic system, and finished with the cerebral cortex. I tried to make it "real." Make sure you know the parts, where they are located and what they do.
Assignments:
1) Read chapter pp..85-93. Hey, you might as well finish it!
2) Study those vocabulary notecards. Come to class with the 5 that are still hard for you.
FYI: TEST on Friday!
Thursday, September 10, 2009
September 10: Neurons and the Nervous System
In- Class Activities:
1) Neuron Note. You read answers to your awesome questions and asked a new question related to the brain. Nice work everyone! I also checked your notecards and notes. Many of you are doing
2) Neuron Models. WOW! You guys are super creative! Not one lame neuron model. Whether they were made out of food, clothes, toys, or your own drawings, I hope they helped you learn the parts of the neuron and their function. We got a chance to judge the best ones from each class and I am proud to tell you:
3) Neural Transmission. We re-read the section in your book (page 56) on how neurons fire. It is really important that you understand action potential, resting potential, positive/negative ions, refractory periods, excititory/inhibitory signals, etc. Then we went outside and made ourselves into neurons. Some of you were dendrites, cell bodies, axons, axon terminals. I supplied the neurotransmitters (M & Ms) from a axon terminal, then the dendrites "ate" the neurotransmitters until they reached the treshold and told the neuron to fire, positive ions rushed in and negative ions rushed out as the neuron depolarizes and the message was sent down the axon to the terminal branches and the synapse. Then we did it again. Hopefully, it was helpful.
4) Neurotransmitters. We went over the chart on the Neuron Note and the one on page 62 in your book. You must know them! Serotonin, dopamine, norepinephrine, Ach, glutamate, GABA.
4) Nervous System. You completed the chart of the Nervous System with sticky notes so you can see if you really know those parts and how they are organized. I told my personal stories of CNS and PNS injuries. Morals of those stories: Wear your seat belt and be good to your parents.
Assignments:
1) Read chapter 2 up to page 75.
2) Study the chapter 2 vocabulary!
3) Don't forget your play-doh for Monday's brain creation
FYI: Chapter 2 test is on Friday, the 19th.
1) Neuron Note. You read answers to your awesome questions and asked a new question related to the brain. Nice work everyone! I also checked your notecards and notes. Many of you are doing
2) Neuron Models. WOW! You guys are super creative! Not one lame neuron model. Whether they were made out of food, clothes, toys, or your own drawings, I hope they helped you learn the parts of the neuron and their function. We got a chance to judge the best ones from each class and I am proud to tell you:
2B's Best Neurons
#1 Josh Dolin's Mr. Potato Head Neuron
#2 Rachel Brown's Poke Neuron
#3 (tie) Molly Willms' Pants and Sarah Story's Forensics Neurons
#2 Rachel Brown's Poke Neuron
#3 (tie) Molly Willms' Pants and Sarah Story's Forensics Neurons
3B's Best Neurons
#1 Lizzie Wasilewski's Billboard Neuron
#2 Sandy Zerkle's Pez Neuron
#3 (tie) Chloe Reichelt's Studio Audience and Rachel Miller's Music Neurons
#2 Sandy Zerkle's Pez Neuron
#3 (tie) Chloe Reichelt's Studio Audience and Rachel Miller's Music Neurons
3) Neural Transmission. We re-read the section in your book (page 56) on how neurons fire. It is really important that you understand action potential, resting potential, positive/negative ions, refractory periods, excititory/inhibitory signals, etc. Then we went outside and made ourselves into neurons. Some of you were dendrites, cell bodies, axons, axon terminals. I supplied the neurotransmitters (M & Ms) from a axon terminal, then the dendrites "ate" the neurotransmitters until they reached the treshold and told the neuron to fire, positive ions rushed in and negative ions rushed out as the neuron depolarizes and the message was sent down the axon to the terminal branches and the synapse. Then we did it again. Hopefully, it was helpful.
4) Neurotransmitters. We went over the chart on the Neuron Note and the one on page 62 in your book. You must know them! Serotonin, dopamine, norepinephrine, Ach, glutamate, GABA.
4) Nervous System. You completed the chart of the Nervous System with sticky notes so you can see if you really know those parts and how they are organized. I told my personal stories of CNS and PNS injuries. Morals of those stories: Wear your seat belt and be good to your parents.
Assignments:
1) Read chapter 2 up to page 75.
2) Study the chapter 2 vocabulary!
3) Don't forget your play-doh for Monday's brain creation
FYI: Chapter 2 test is on Friday, the 19th.
September 8: Review Test and Brain Intro
In-Class Activities:
1) Neuron Note. You didn't have answers to read today, but you wrote a new question based on the weekend's textbook reading on neural communication.
2) Prologue/Chapter 1 Test Review. I put the test data (distribution, mean, median, mode, standard deviation, histogram, grade scale) on the overhead so you could see how we did as a class as well as how you did in comparison with your classmates. Since the highest score was an 93, I curved the test by making the total points 95, not 100. We went over the questions that most students got wrong and you were able to write down the reasoning behind those tricky questions. I also tried to give page numbers so you could look up those concepts again. No matter how you did, you should be motivated to improve your test preparation, notetaking, vocabulary memorization, and study plans. As you learn more and more about what to expect from these tests and adjust your system for this class, you will be more and more successful.
General comments about the trickiest questions: Many of you missed the ones related to the early philosophers and psychologists. Study the chart on the bottom of page 3 and memorize those early names. Make sure you know that psychological research is broken down into three categories: description, correlation, experimentation.
3) Neuron Model Assignment Explanation: For tonight, your job is to make a model of a neuron with readily available supplies from your house. It must have all the parts (axon, dendrites, cell body, nucleus, myelin sheath labeled AND defined. Be thorough and thoughtful, and have fun and be creative.
4) Animal Research Taking Sides Discussion. Way to Go! Most of you read the two arguments for and against animal research in psychology. We broke into small groups and you discussed the articles and your personal opinion on the topic. We reconvened at a large group and discussed more. There are many hot topics on psychology and we'll try to read about them as we go through the semester.
5) Inside Out DVD "The Most Amazing Machine." This was a great way to introduce the brain. We took notes.
Assignments:
1) Read chapter 2 pages 65-76.
2) Neuron Model is due on Thursday.
3) Make notecards so you can just review vocabulary next week. I'll check them on Thursday.
4) Play-doh is needed for class on Monday.
FYI: Chapter 2 test is Friday, September 19.
1) Neuron Note. You didn't have answers to read today, but you wrote a new question based on the weekend's textbook reading on neural communication.
2) Prologue/Chapter 1 Test Review. I put the test data (distribution, mean, median, mode, standard deviation, histogram, grade scale) on the overhead so you could see how we did as a class as well as how you did in comparison with your classmates. Since the highest score was an 93, I curved the test by making the total points 95, not 100. We went over the questions that most students got wrong and you were able to write down the reasoning behind those tricky questions. I also tried to give page numbers so you could look up those concepts again. No matter how you did, you should be motivated to improve your test preparation, notetaking, vocabulary memorization, and study plans. As you learn more and more about what to expect from these tests and adjust your system for this class, you will be more and more successful.
General comments about the trickiest questions: Many of you missed the ones related to the early philosophers and psychologists. Study the chart on the bottom of page 3 and memorize those early names. Make sure you know that psychological research is broken down into three categories: description, correlation, experimentation.
3) Neuron Model Assignment Explanation: For tonight, your job is to make a model of a neuron with readily available supplies from your house. It must have all the parts (axon, dendrites, cell body, nucleus, myelin sheath labeled AND defined. Be thorough and thoughtful, and have fun and be creative.
4) Animal Research Taking Sides Discussion. Way to Go! Most of you read the two arguments for and against animal research in psychology. We broke into small groups and you discussed the articles and your personal opinion on the topic. We reconvened at a large group and discussed more. There are many hot topics on psychology and we'll try to read about them as we go through the semester.
5) Inside Out DVD "The Most Amazing Machine." This was a great way to introduce the brain. We took notes.
Assignments:
1) Read chapter 2 pages 65-76.
2) Neuron Model is due on Thursday.
3) Make notecards so you can just review vocabulary next week. I'll check them on Thursday.
4) Play-doh is needed for class on Monday.
FYI: Chapter 2 test is Friday, September 19.
Thursday, September 3, 2009
September 3: Test on Prologue and Chapter 1
In-Class Activities:
1) Neuron Notes. You didn't need to write a new question, but I gave you the responses from the last class. You had time to read before the test.
2) Animal Research and Ethics. Is it right that some animals suffer for research to help humans? I gave you some background on this issue and you watched a short clip of researchers talking about animal research including Edward Taub whose lab was shut down in the 1980s by PETA. Then we talked about the APA's ethical guidelines for experimentation.
3) Prologue/Chapter 1 Test. You completed your first of 14 multiple choice exams that you will take this year. 100 multiple choice questions in 70 minutes. The questions came from the writers of the textbook, so you should have memorized those first 50+pages. If you were absent, you will take the test at the beginning of class on Tuesday while we go over the correct answers. Please come early so you can get settled and get it completed without missing too much of the rest of class.
3) Brain/Biology Outline. You received the new outline for this next unit. You should use it to get organized. The BRAIN is great! The chapter 2 test will be in two weeks on Friday, September 18...start making those notecards tonight!
Side Note: As you visit Powerschool to check your test score, please think about what you did to prepare for the exam. If you didn't do as well as you thought you would, you need to rethink how you prepared. This is a college-level class with a college-level textbook and college-level tests. You must not only memorize the vocabulary, but make those concepts real. What can you do differently to improve your score for the next test? We will go over the tests on Tuesday and you can use that time to ask questions and learn more about these concepts before we move on. If you did well on the test, find someone who didn't do so hot and help them prepare better for the next test. Not only will you make a friend, but it will help you know the concepts even more as you explain them.
Assignments:
1) Read chapter 2 pp. 57-65
2) Animal Research Taking Sides Readings and Analysis. Should animal research be eliminated? Read both sides of this hot topic and come prepared for a class discussion.
3) Start making those notecards! Mastering the vocabulary early is key since we will use those words throughout the next chapter.
1) Neuron Notes. You didn't need to write a new question, but I gave you the responses from the last class. You had time to read before the test.
2) Animal Research and Ethics. Is it right that some animals suffer for research to help humans? I gave you some background on this issue and you watched a short clip of researchers talking about animal research including Edward Taub whose lab was shut down in the 1980s by PETA. Then we talked about the APA's ethical guidelines for experimentation.
3) Prologue/Chapter 1 Test. You completed your first of 14 multiple choice exams that you will take this year. 100 multiple choice questions in 70 minutes. The questions came from the writers of the textbook, so you should have memorized those first 50+pages. If you were absent, you will take the test at the beginning of class on Tuesday while we go over the correct answers. Please come early so you can get settled and get it completed without missing too much of the rest of class.
3) Brain/Biology Outline. You received the new outline for this next unit. You should use it to get organized. The BRAIN is great! The chapter 2 test will be in two weeks on Friday, September 18...start making those notecards tonight!
Side Note: As you visit Powerschool to check your test score, please think about what you did to prepare for the exam. If you didn't do as well as you thought you would, you need to rethink how you prepared. This is a college-level class with a college-level textbook and college-level tests. You must not only memorize the vocabulary, but make those concepts real. What can you do differently to improve your score for the next test? We will go over the tests on Tuesday and you can use that time to ask questions and learn more about these concepts before we move on. If you did well on the test, find someone who didn't do so hot and help them prepare better for the next test. Not only will you make a friend, but it will help you know the concepts even more as you explain them.
Assignments:
1) Read chapter 2 pp. 57-65
2) Animal Research Taking Sides Readings and Analysis. Should animal research be eliminated? Read both sides of this hot topic and come prepared for a class discussion.
3) Start making those notecards! Mastering the vocabulary early is key since we will use those words throughout the next chapter.
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