Psychology free essay sample

While earlier, used editions may be available in the campus bookstore, and differences between the two versions are relatively minor, you do so at your own risk. *Note that we have placed 2 copies of the text on reserve at the Data Porter Library (24 hour loan period). A link to access the course reserves appears on the course web site (below). Course Description and Objectives This is an introductory course in psychology, which meaner that we will be covering all areas of psychology in the course. It is designed to introduce you to the field of psychology as a whole, and to the major theories and findings in the discipline. The course is designed so that you can meet the following objectives: 1 . Become familiar with the broad range of topics that make up the discipline of psychology. 2. Become familiar with the methods of investigation used in psychology, and the strengths and limitations of these methods. We will write a custom essay sample on Psychology or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page 3. Develop an understanding of the vocabulary and concepts of psychology that will allow you to study further in advanced courses or through independent reading. 4. Develop the ability to relate the findings of psychological research to your life and to important issues in our society and the world at large. . Think critically about your preconceptions of what psychology is so you can become an informed consumer of psychological information (in the media, Journals, etc ) Course Website (http://learn. Outerwear. Ca): The course website will include reprint slides shown in lectures, the course syllabus and any announcements. You will also be able to check your grades on the course website. The Powering slides will be posted at least 24 hours before lecture, as many students prefer to take notes directly on the slides. That said, having the slides will not replace regularly attending lectures. Attendance is critical for success n this course. Course Content: You will be responsible for materials from two sources in this course: the lectures and the textbook. 20% of exam questions will come exclusively from lecture materials, while 20% will come exclusively from the textbook. The remaining 60% of questions will come from materials that were covered both in lectures and in the textbook. To do well in this course it is necessary to both attend lectures and keep up with the assigned textbook readings. Questions and Contacting the Instructors: The greatest disadvantage of a course this size (250+ students) is the minimal umber of individual interactions you will have with your instructors. We strongly encourage you ask questions in class/after class or to come to our office hours with questions. If you have questions about: * Content: Please direct them to the relevant instructor (see schedule below) or to teaching assistants. * Missed tests: Please contact teaching assistants. * Course website problems: Please contact teaching assistants. * Questions about exams/assignments: Please contact teaching assistants. Other inquiries: Please contact teaching assistants. COURSE REQUIREMENTS GRADING Requirements Tests (32% each): You will take three in-class multiple-choice tests during the semester. The tests will cover material that is presented in the text and in lectures. The tests will not be cumulative. There will not be a final exam. In general, there will be no make-up tests, but i n cases of severe illness or other extenuating circumstances a make-up test will be offered. Given the size of the class written documentation will be required for any make-up test. It is also required that you contact a TA within 72 hours, with your written documentation, to schedule the make- up test. Make-up exams will not occur more than one week after the original exam date. There will also be an optional application paper (see below). 2. Application Paper (Optional 32%): You have the option to write a short paper (1000 to 1500 words in length). In this paper, you will find 1-3 examples of popular media (e. G. News stories, books, blobs, movies, etc ) and analyses them using at least one of the psychological concepts you have learned in this course. This can be anything from a news article about relations between Israel and Palestine to a blob entry about a social issue to a particular characters behavior in a movie or novel. You Just need three referencesone can be the textbook, a second should be from a psychological Journal, and finally you need to reference the media you are analyzing. You are strongly encouraged to contact either the Tats or the instructors with your ideas for the paper before writing it. You will receive specific instructions for this assignment in class. It will be due on Tuesday November 26th by 1 1 :55 pm. There will be no extensions for this assignment and you are encouraged to submit it well before the due date. Your mark on this paper may be used to replace the grade of your lowest mid-term. In the event that your mark on this optional assignment is lower than your mid-term marks, your mid-term marks will not be changed. 3. Psychological experiments/studies you participate in/article reviews (4% + 2% bonus): During the term, you will have opportunities to participate in studies that are being conducted by University of Waterloo researchers. See the description below. Your participation is voluntary. During the first three weeks of our course, there will be a Mass Testing Questionnaire that can be completed on the web. This will count as one research participation credit. You can earn up to 2 additional percentage points in the class by participating in other experiments. Please note that you do not have to participate in experiments/studies if you dont want to. Alternatively (or in addition), you may write up short reviews of articles that are relevant to psychology. Articles that you review must be serious (e. G. A news report of a study that has genuine relevance to psychology) rather than frivolous. You must check with a TA about the appropriateness of any article that you are thinking about summarizing. You may use the sheet at the end of the course outline to guide he writing of your summary. Please turn it in with the summary. In addition, you may not summarize any of the articles that you are using for your application paper or the article s in the Scientific American reader. You complete a total of 4 research participations in any combination of mass testing questionnaire, experimental participation and article summaries (e. . , 2 experimental participations + completing the mass testing questionnaire + 1 article summary; or 3 experimental participations + mass testing questionnaire) for normal course credit. Each hour of research participation/summary/mass testing questionnaire will be worth 1% of your grade for a total of 4%. In addition, I will allow you to participate in two additional hours of experiments (or article summaries) for an additional 1% extra credit for each. So theoretically, you could earn a mark of 102%. There will be no other opportunities to earn extra credit?I cannot grant any special requests for extra credit.

Generating Curiosity in Mathematics

Generating Curiosity in Mathematics Strategies for Enhancing Curiosity in Mathematics One of strategies for enhancing curiosity in mathematics among students is making use of mathematical manipulatives. Manipulatives are obtained from day-to-day objects used by students. Using this strategy, curiosity is developed through connection of mathematical concepts with sensorimotor understanding coupled with explicit verbal-declarative skills.Advertising We will write a custom essay sample on Generating Curiosity in Mathematics specifically for you for only $16.05 $11/page Learn More Another strategy is making students work in groups. The third strategy is to teach all the students together and have one repeat the procedure to the rest. A reward may be given for correct repetition. Lastly, a teacher may use mathematical problems to create games for which every student would like to be part of. In the effort to become champions in a particular game, the students develop curiosity on how to work with n umbers. Purpose of the Strategies For successful performance in the games, when using games to create curiosity among children, a child endeavors to learn the rules of the game. Hence, when games are made such that they feature mathematical analogies, children become curious on how they can be able to learn the rules and the processes of determining the winner (Koch, 2010). The purpose of mathematical manipulative strategy is to make children relate practical scenarios with the concepts taught in mathematics. For strategies of group work and having a single student teach the rest about something that has been taught previously, the purpose is to encourage students to become curious by learning from the mistakes made. How a teacher can apply the strategies in classroom settings To use manipulatives to enhance curiosity in mathematics among students, a teacher can collect colored beads, blocks, or even sticks. He or she has to make the learners sample together blocks of the same color followed by requesting them to count each set of the blocks in an effort to get their answer. Based on color differences, students learn that different objects have different mathematical representations. This strategy would make them become curious about other things, for instance, their number in class based on gender. Using gaming strategy to enhance math curiosity, the teacher needs to let the children engage in plays while keeping the record of scores for each session in the form of blocks with one block representing a score. The blocks for different sessions also need to be different in color. When requested to identify the number of scores in all the games, the main problem would be how to count the total number of blocks. Since the winner will be the team having the largest number of blocks, children are able to have curiosity to understand the precedence of numbers through gaming and the process of determining the winner, which entails addition.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More To induce math curiosity by having students work in groups, a teacher may give students a number of sticks to use in the computation of addition problems. Each student in the group is requested to carry out an addition task while explaining to the rest about every step. When one student completes the task, another student in the same group is requested to also carry out the task. Rewards are given for students who achieve outstanding results. Rewarding not only motivates them but also makes the group members more curious about the process of using the sticks to arrive at the correct answers (Reys, Lindquist, Lambdin Smith, 2012). A teacher can also induce curiosity in math by choosing randomly a student to repeat the process of solving a mathematical problem to the rest of the students. This strategy makes students pay attention and or develop curiosity to know how mat hematical problems are solved so that, should one be chosen to solve a similar problem, she or he will get it right and get a reward. Reference List Koch, J. (2010). Science stories: Science methods for elementary and middle schoolteachers. Wadsworth: Cengage Publishing. Reys, R., Lindquist, M., Lambdin, D., Smith, N. (2012). Helping Children Learn Mathematics. Hobokon, NJ: John Wiley Sons.