F Block World History Homework

Here is a better copy of the graphic on the back of today's handout. Use it to answer the two questions for homework. Download it to see it best. (The download button will be in the top right of your screen.)

AP Psych: Chapter 8 study tools

Practice tests and answers | Quizlet | schedules of reinforcement worksheet with answers | answers to "classical or operant conditioning?" worksheet

F Block World History: Napoleon webquest links

Part 1: http://www.dictionary.com

Part 2: http://www.bbc.co.uk/history/historic_figures/bonaparte_napoleon.shtml

Part 3: http://fc.greensboroday.org/~ldrewiczewing/NapoleonEmpire.JPG

Part 4: http://www.pbs.org/empires/napoleon/

AP Psych: Learning webquest

This is classwork for C & G block on Tuesday, and for E block on Wednesday.

A Block World History Homework

Here's the "Napoleon's report card" assignment.

A Block World History: Napoleon PowerPoint

Here's the PowerPoint that Ms. Fitzgibbon created for you.

A Block World History Homework

Read and take notes on pages 486-487 and complete this webquest. Print it out and bring your completed webquest to class on Thursday.

AP Psych: Behavior Modification Program

In class, we have discussed (or will discuss) a number of methods for altering undesirable behavior or increasing desirable behavior. In this project, you will design and implement a self-modification program based on the principles of learning.

This project consists of five steps:

(1) Choosing a behavior

(2) Observing and recording a baseline of the behavior (4 days)

(3) Designing a behavior modification program

(4) Implementing the program

(5) Writing a brief paper

You will turn in:

(1) a histogram (see below)

(2) a 2-page explanation of your program and its effectiveness

STEP 1: Choose a Behavior

Select a simple behavior that you would like to increase or decrease. Examples of undesired behavior might be punctuating sentences with “you know,” biting your nails, watching too much TV, or using an offensive word; examples of desired behavior might be smiling, getting exercise, being polite, or walking the dog

STEP 2: Observe and Record a Baseline

Before you can begin a behavior modification program, you must determine the normal rate of the behavior you want to change and the conditions under which it appears. This process is called establishing a baseline.

A baseline provides a control condition against which you can compare the effects of whatever training method you choose. It also provides information about the possible motivation and discriminative cues that control the behavior. This information is frequently important when designing an effective program.

Typically observation and recording are done by someone other than the subject, in part because observation of your own behavior can change the behavior and distort the baseline. For our purposes, self-observation is acceptable.

Establish your baseline by recording and charting your chosen behavior for at least 4 days. Behaviors can be recorded by frequency or duration. Choose the method that seems appropriate for your chosen behavior. For example, if the behavior is the habit of saying “you know,” you will want to record how many times you say it in the course of conversation. If the behavior is TV watching, you will want to record in minutes or hours per day. You will also need to consider whether the behavior is particular to a situation or more generalized.

For the greatest reliability, you should record the behavior as it occurs, rather than store the data mentally until the end of the day. (Put it in your fancy phone, or carry an index card and pen with you.) Make sure to note the circumstances under which the behavior occurred.

Plot your baseline data on a histogram (bar graph) with “Day” on the x-axis and “Frequency (or Duration) of behavior” on the y-axis.

STEP 3: Design a Behavior Modification Program

Design a program to change your chosen behavior that incorporates the behavioral principles in this chapter. Think carefully about why you are choosing a particular method or methods, and not using other methods.

STEP 4: Implement the Program

Implement the program over a 4-day period. Observe and chart any changes in your behavior. Plot this data on your histogram.

STEP 5: Write your Paper

Write a 2-page paper, typed and double-spaced, in which you do the following:

Describe the behavior under the baseline condition. Mention any discriminative stimuli you observed and types and/or schedules of reinforcement, etc. Be sure to demonstrate your ability to apply the concepts discussed in class.

Describe the training program that you designed. Explain how you altered the contingencies controlling the behavior. Make specific references to concepts of classical or operant conditioning (positive/negative reinforcement, schedules, conditioned stimulus, shaping, extinction, etc.) where appropriate. Be sure to demonstrate your ability to apply the concepts from the chapter.

Reflect on the effectiveness of your program. How well did it work? Why was it effective or ineffective? What changes might you make to your program?

If you want to write about your Facebook usage, e-mail me first to reserve one of the 10 spots.

Out of 75 points. New spooky due date is Monday, Oct. 31.

Note: this project is due after the Chapter 8 test on Thursday, October 27 for all sections.

Buyaka!

A Block World History Homework

In class today, our guests spoke about the Arab Spring. For homework, respond to the following "3-2-1" prompts. Send your answers in an e-mail to me at msandler@arlington.k12.ma.us. Include any additional commentary/critique about the presentation that you would like to share with me (and only me).

Provide: 3 important pieces of new information you learned in class, 2 connections to the French Revolution, and 1 question that you still have.

Have an enjoyable weekend.

F Block World History: for tomorrow

Bring your Estates character to class. Write down your answer to the following question: What would you (your character) have done to prove that they were for (not against) the Revolution? Remember, they do not want to be executed after their tribunal. Three sentences minimum, please.

A Block World History: Study Tools for Thursday's Test

Study guide is here. Jeopardy! review is here.

AP Psych: study tools for Chapter 2

Quizlet | Practice quizzes | Crossword | Crossword Answers | Practice Test 1 | Practice Test 2 | Answers to Practice Tests

AP Psych: links to sites of interest

Here's the link to the futuristic brain visualization article.

Here's the link to Jill Bolte Taylor's talk from TED.com.

C Block: We watched until about 14:00.

E Block: We watched the entire talk.

G Block: We didn't watch it. Please do so; it will help you to learn about the differences between your brain's hemispheres...and much more.

F Block World History: Tonight's Homework

Watch from the beginning to 9:15 of this video.

A Block World History: Links to French Revolution Video (and clarification for Tuesday)

We stopped watching at 8:10 of this video (Part 4 out of 9) . To continue in the video, use the links on the right of the YouTube page (5/9, then 6/9, etc.). There are about 45 minutes total left in the video. For up to 15 points of extra credit, create (and answer) 10-15 questions to accompany the video. These should be similar to the questions I handed out when we first started watching it in class. Questions should follow the video in order and should be spaced throughout the 45 minutes.

For class on Tuesday, each student will have 60 seconds to plead for his or her life at the guillotine. Answer the questions: "How can we revolutionaries be certain that you are not against the revolution? What have you done to prove your loyalty to the revolution?" Please keep your comments brief. You may write out your notes, but I will not be collecting them.

A Block History: Chronology of the French Revolution

This website does a good job of explaining the major events of the revolution.

F Block History: Today's Old Hall assignment

Download it here.

AP Psych: Helpful Sites

Understand split brains! | Memorize the parts of the brain!

World History: Blog Assignment

Find it here.

AP Psych: Neuroscience Poster Project

You will be creating a poster featuring the one and only...YOU!

You have been provided with a brain (well, a drawing of one.) You will have some time in class to have the outline of your head traced, by using the shadow from the overhead projector. This tracing will serve as a template for the model of the brain you will create. I have paper available for $0.25 per sheet, or you can go to Play Time and spend more money.

Outline or draw each of the sections of the brain indicated below. Label each area and include a visual to explain the function of the area. For example, the temporal area could include a picture or drawing of the ear. Each area will also need a brief, accurate description of its function. There's a lot that needs to fit on this poster, so plan accordingly.

Be creative; the more interesting posters will decorate our classroom for many months.

Your poster will be graded with the following in mind: picture connectedness and creativity, function descriptions, part location, overall creativity and visual presentation.

Required elements: thalamus, hypothalamus, hippocampus, amygdala, corpus callosum, pituitary gland, cerebellum, cerebral cortex, the four lobes of the brain, motor cortex, somatosensory cortex.

Out of 75 points. Due Tuesday, October 11 for C and E Blocks. Due Wednesday, October 12 for G Block.

Heads up: Your Chapter 2 test will be Wednesday, October 12.

AP Psych: Assignment Due Thursday

First read the Time Magazine article What Makes Teens Tick from May 10, 2004. (I know the time.com site says differently.) Then read Teenage Brains from the most recent issue of National Geographic Magazine.

In a well-crafted e-mail, compare and contrast the two articles. How were they similar, and how were they different? What have we learned about teenagers' brains in the past seven years? Did you prefer one article over the other?

E-mails are to be sent to msandler@arlington.k12.ma.us by 11:59 PM, Thursday, October 6.

Also, here is the flyer for the hoarding assembly. It's free for students. 35 points extra for attendees who write a 1 to 1 1/2 page reaction to the presentation. Due Friday via e-mail.