Friday, September 19, 2014

Blog Assignment #3 - The Shoe/Hair/Height correlation project. Due Sunday 9/21/14 by 11:59pm

In a comment to this post, please discuss each of the graphs below. Be sure to address the questions under each graph. Please don't copy the questions or number your answers, rather, you should write a paragraph or two in complete sentences so your reader knows what you are talking about. Be sure to sign in as "anonymous" but put your first name and last initial in the post so I know to whom to give the credit. 
If you have any questions please e-mail me. Review the "how to e-mail a teacher" post on my blog before you send your e-mail.(click on the graphs to enlarge)

I strongly suggest you write the comment in Word or another program and then copy and paste it into the comment section below. This way, if the comment doesn't go through or is accidentally deleted you'll have a record of your work. Please also remember that I have to approve all comments, so it may take a while for it to show up on the blog. You don't need to resubmit it over and over. 

Click on graphs to enlarge. 

Hair Length v. Height - Correlation Coefficient = -0.47 

What can we see from the above scatter plot of hair length vs. height? Is there a correlation? How strong is it? If so, is it positive or negative; strong or weak? What information about the students in our class does this graph give you? Are there a few "outliers" or extreme data points that seem unusual? If you throw them out of the data set what does the correlation look like? What other information would be helpful to interpret the data?

Height v. Shoe Size - Correlation Coefficient = +0.73

Above is the data we collected about our shoe sizes vs our heights. Can you see a relationship? Is there a correlation? If so, is it positive or negative? How strong is it?  Does shoe size cause height to change? Does height cause shoe size to change? 

Hair v. Shoe Size - Correlation Coefficient = -0.39
Finally, the above graph shows the relationship between shoe size and hair length. Is there a correlation?  If so, is it positive or negative? How strong is it? What third variable which is not shown on the graphs might be causing the relationship between shoe size and hair length? Does correlation imply causation? Why or why not? 

And a video about ice cream and polio... 

Tuesday, September 16, 2014

Unit 2 Assignment

1. Chaapter 2 Reading assignment notes check (10 pts): Due Monday, Sept. 22
2. Flashcards (10 pts): Due Wednesday Sept 24
3. Concept Map Due Friday Sept. 26 (10 pts)
4. Unit 2 Quiz on Monday Sept. 29 (MC & FRQ)

And watch this video of our buddy Hank! 
Objectives (think about these as you read):
            1. What methods do psychologists use to learn about behavior and mental processes?
            2. How is “Critical Thinking” important for psychological research?
            3. What role do theories play in psychological research?
            4. Describe and compare the following research methods: Naturalistic Observation, Case Studies, Surveys, Correlational Studies, Experiments.
5. Explain the ethical issues in using human and animal subjects for psych research.
6. What statistics do psych researchers use?
7. What are the ethical guidelines psych researchers must follow?
8. Describe aspects of an experiment including Independent and Dependent Variables, Control and Experimental Groups, Informed Consent and how Placebos are used.

Bernstein Text Chapter 2 Pp. 27 - 57
Read and take Cornell notes based on your reading instructions. Don’t just copy the book… put in your own words to shorten and build understanding.
Bernstein Study Guide Chapter 2 (starts on P. 26)
1.     Make Key Term Flashcards:  At least 20 of the 35 key terms (pick what you need to study most)
2.     Additional Flashcards: Family Studies, Twin Studies, Adoption Studies, Five important ethical guidelines for psych research. 

Concept Map – Use images, words and graphics such as arrows and diagrams to demonstrate how some important concepts in the chapter are related to each other.
Use this rubric to help you understand what’s expected.
10 Points
8 Points
6 Points
4 Points
2 Points
Concept Map fully and clearly demonstrates understanding of RELATIONSHIPS between concepts from the unit. Uses text, images, arrows or other graphic tools to show the relationships.
Concept map is not clear about relationships between concepts. May be missing one important aspect of the concept, or does not use sufficient text, images, arrows, or graphic tools accurately.
Concept map is missing multiple aspects of the concept. And/or there is very little use of graphic tools to show relationships. 
Concept map shows some parts of the concept correctly, but also shows a misunderstanding of relationships between some concepts. E.g. arrows may be there, but to the wrong direction.
Concept map does not show any correct relationships between concepts or shows shows a misunderstanding of relationships between concepts.

Here is an example of a concept map a student did for another unit last year. She used index cards and "doors" you could open to see information under them. Pretty darn creative IMO. 

Tuesday, September 9, 2014

History of Psychology - Unit 01

This is the video we watched in class.

 You can also watch it directly on Youtube.

Use it to fill out your "Names to Know" and your "Approaches" charts.

If you're ready to have your big brain explode, our friend Hank Green does a great job of laying out the basics of the history of psych too... be ready for some rapid-fire knowledge with this one.

You can watch it directly on Youtube too.