T/Th Sabin 15 12:30 pm (sec 1); 2 pm (sec 2)
Course Description:
This course is a study of the biological foundations of human behavior.
Specifically, we will study the role of genetics, evolutionary history,
hormones, brain structure and brain functioning, particularly as they influence
human behavior.
Required Text: Shapiro, M.S. (2020). BioPsychology: Fundamentals and Contemporary Issues. Flatworld Press, Boston. ISBN: 978-1-4533-9293
Course Objectives: Students, upon successful completion of this course, will:
1. Compare different ways genetics and environment interact; defend the idea that genes and environment are not separate influences.
2. List the necessary criteria for natural selection to occur, and describe the evolutionary approach in psychology.
3. Recognize research techniques used in biological psychology. Correctly interpret findings from twin studies.
4. Explain how research findings from a biological perspective add to the understanding of psychology, including socialized behaviors.
5. Learn information about the human brain: specifically, describe the basics of neural transmission and label brain anatomy.
6. Recognize the specific biological foundations of perceptual experience, pathology, sex differences, and substance abuse.
7. Relate the foundations to the evolutionary approach to brain and behavior.
8. Create and deliver a speech about a topic of interest related to Biological Psychology.
Course Requirements:
1. Attendance is expected. Missing a class will harm your test performance. There is no substitute for being in class. If you miss a class, it is important to get the notes from someone in class and read the required pages.
2. Reading of assigned pages is assumed. If you do not read at least the pages assigned, you should not have any expectation that you will succeed in this course.
3. Students should expect to spend between 3-8 hours each week studying for this class. Individuals vary in their need to study, but it is unrealistic to expect to do well in this course without significant studying each and every week.
4. A test will be given approximately every 4 weeks. Each test will be multiple choice with short answer questions or essay questions. All exams are recorded as the percent correct out of 100.
5. Final Exam will be comprehensive.
6. Students should listen closely and take notes during class-- but not word for word from the slides. Your memory and comprehension of class lectures will be your best preparation for tests.
7. Impromptu in-class writing assignments and occasional out of class web-based assignments will be given to help students assess their readiness for tests. Topics on these quizzes will likely appear again. Such quizzes will help and count for your grade -- but the primary purpose of any quiz is to reinforce your learning.
8. A presentation is required during week 13. The
presentation is intended to be over a topic you found interesting and is covered
in the text book, and that you want to learn more about. More information is
below.
Makeup Exam Policy: Missing class on an exam day is STRONGLY discouraged. Students who must miss for a school-sponsored event or military-duty can arrange for their exam make-up PRIOR to the exam date. If you must miss for Covid-19, a make up exam will be arranged. Other requests for make-ups are at the discretion of the instructor – I can and do say no. Requests from students who are making satisfactory progress in the course and attend regularly will be considered. Make-Up exams are primarily essay format.
Student Evaluation:
The
purpose of the grade is to provide an indication of how well you mastered the
course material. Final grades will be determined according to the following
criteria:
EXAM 1 100
EXAM 2 100
EXAM 3 100
FINAL (counts twice) 200
Presentation 50
Total pts. possible:
550
points*
Final grades will be determined based on the number of available points you have earned at the end of the semester. In-Class writing and out of class web based work appear as added points to exam scores.
The following scale will be
used to assign final course grades.
A = 90% of points possible (e.g., .9 x 550 = 495. 495- 550 pts is the A range)
B = 80-90% ( .8 x 550 = 440. 440- 494 pts is the B range)
C = 70-79% ( .7 x 550 = 385. 385- 439pts is the C range)
D = 60-69% ( .6 x 550 = 330. must have 330 pts to have a passing grade)
F
= less than 60%
If you are within 2 percentage points
of the next higher grade, you will get a “plus”.
If you are within 2 points of the next lowest grade, you will get a “minus”.
FAQ’s :
What if I miss an In Class Quiz or In Class Writing Activity?
You can earn the points by typing a one-page summary paper of the lecture topic -- emphasizing the quiz/activity topic. The writing should reflect the lecture content, be written in paragraph format, and be handed in within two weeks of the missed quiz to ensure full credit.
How can I see which questions I missed on an exam?
After you take the exam and hand in your answer key and exam, you may take a key and look at the correct answers. You can look at the test more closely later during your TA's office hours or by appointment. Obviously, you cannot ask questions while others are still taking the exam, but here will be opportunity to ask questions if needed -- either after everyone has turned in their exams or during office hours, by email, etc.
How can I check my grade and/or my progress in the course?
There is a link on the course web page. Check it regularly.
Tell me more about the presentation?
This is your chance to delve into that topic
you wanted to learn more about. Your text has awesome supplementary materials!
use them to learn more about a topic of real interest to YOU! (or ask me for
additional sources). Some examples: What is known about Toxins and Brain
Development? Autism over the Decades. The Symptoms and Course
of Alzheimer's and Age Related Memory Decline. The Nature of
Consciousness. The Increase in Opioid Use. Effects of Blue Light on
Sleep. Language Use in Non Humans. Students
often make the mistake of having too much writing on their PowerPoint
presentations, and then they just read from the slides. A way to liven up the
presentation for both the presenter and viewers is the style of a talk called
Pecha Kucha. In a
Pecha Kucha-style talk, students present 20 slides each lasting exactly 20
seconds. This format is required. Tip - after
reading up and/or watching recommended videos -- start by mindfully thinking
about what you most want to share with the class and why the topic is of
interest to you - before your slides are made.
What is the most important to be
successful in this class?
Come to class. Don't miss class. Listen to lecture info and try to understand key concepts during the class. Ask about an idea if you sense you do not understand it.
Instructor’s Office 2062 Bartlett Hall
Instructor’s Email cathy.desoto@uni.edu (best way to contact)
Office hours: Wednesday 11:00 - 1:00; (also feel free to see me right after class and we can talk in the hall, and many other times as needed- just ask)
Instructor's Phone 319/273-7475 (worst way to contact)
Teaching Assistants Parker Scurr
TA Office Hours: TBA
TA’s Email: lucyj@uni.edu , winnp@uni.edu
Class' Web Site https://sites.uni.edu/desoto/biopsych.htm
|
|
This class requires time and effort. If you are simply looking for an easy credit, you should really consider dropping this course. This course assumes you are interested in the subject matter and want to spend some time learning about brain and behavior. If you have little interest in how the brain works or biological processes that influence behavior, it is unlikely you will be happy in this course. |
|
|
Class periods will usually involve statements by the instructor and a period of note taking. Class participation is encouraged. Sometimes, a video may be shown. At the end of some classes there may be a quiz or writing activity over that days discussion. These will be for extra credit on the upcoming test. Students should not expect everything that will be covered on the tests to be covered in class- although most will be. Your memory and understanding of lecture content is the most important predictor for doing well on the exams. |
|
|
Your teacher is available to help you on an individual basis during office hours Wednesdays 11:00 - 1:00 pm and many other times by appointment or as needed. You do not need an appoinment to stop by my office! :) Your TA’s office hours will be announced in class. Biopsychology TA's are selected based on the ability to help you. TA's understand the material. We want each student to do well in this course, however the ultimate responsibility is yours. Your grade will be a reflection of how well you have mastered the content of the course as measured by your performance on exams (multiple choice and short answer/essay). Be prepared to attend class, to read the text and to study, and we will be prepared to help any student who shows a sincere desire to learn. |
Final exam schedule: Final
Exam Schedule:Fall 2021 | Office of the Registrar (uni.edu)
Good info on emailing a prof:
how-to-email-your-professor-without-being-annoying-af-cf64ae0e4087#.l3nornc2m
About your professor:
https://sites.uni.edu/desoto/
Required Standard Syllabus Statements
This course meets the Course Credit Hour Expectation outlined in the UNI Course
Catalog. Students should expect to work approximately 2 hours per week outside
of class for every course credit hour.
Statement of Ethics: Students must observe the Academics Ethics Policies (http://www.uni.edu/policies/301).
Instances of cheating and plagiarism will be dealt with on an individual basis,
but understand that cheating and/or plagiarism are unacceptable and may result
in an “F” for the course.
Student Accessibility Services The University of Northern Iowa (UNI) complies with the Americans with Disabilities Act Amendments Act of 2008 (ADAAA), Section 504 of the Rehabilitation Act of 1973, the Fair Housing Act, and other applicable federal and state laws and regulations that prohibit discrimination on the basis of disability. Students with disabilities experiencing a barrier to access should connect with Student Accessibility Services (SAS) to request accommodations. For more information about the accommodation process, please contact SAS at (319) 273-2677 Relay 711, accessibilityservices@uni.edu, or GIL 118. Additional information is also available at sas.uni.edu.
Office of Compliance and Equity Management The
University of Northern Iowa does not discriminate in employment or education.
Visit 13.03 Equal Opportunity & Non-Discrimination Statement (https://policies.uni.edu/1303)
for additional information.
Content in this class has the potential to be disturbing to some individuals based on life experiences. If you ever feel the need to step out of the classroom or decline participation in an activity, please request an alternative learning experience.
UNI Policy 13.02 Discrimination, Harassment, and Sexual Misconduct states: "The University is committed to providing a workplace and educational environment, as well as other benefits, programs, and activities, that are free from discrimination and harassment based on a protected class, as well as retaliation."
Policy 13.02 outlines prohibited conduct and reporting processes. All University employees who are aware of or witness discrimination, harassment, sexual misconduct, or retaliation are required to promptly report to the Title IX Officer or Title IX Deputy Coordinator.
If you or someone you know has been harassed or assaulted, you can find the appropriate resources at safety.uni.edu and equity.uni.edu. Resources that provide free, confidential counseling are also detailed at safety.uni.edu.
For additional information, contact the Office of Compliance and Equity Management, 117 Gilchrist Hall, 273-2846, equity@uni.edu.
COVID Absences : Faculty must be prepared to have assignment alternatives for individual students who are unable to attend class due to COVID-related health issues. To utilize these alternative assignments, students must report the issue by completing the Panther Health Survey; students directed not to come to campus or who are unable to participate in class due to COVID-19 related illness, self-isolation, or quarantine should utilize the information provided in the survey to have their faculty notified of their need to be absent. These same instruction/assignment alternatives should also extend to field experiences that students may not be able to attend for the same reasons. Questions related to COVID-19 testing should be directed to the Student Health Center COVID line (319) 273-2100, Monday-Friday, 8:00 am - 4:30 pm.
Students who have concerns about an underlying health condition(s) and the risks of attending classes, living in a residence hall, or any other aspect of the educational experience due to COVID-19 should consult with their health care provider. Please connect with Student Accessibility Services as soon as possible to discuss accommodations specific to your access needs.
*THIS MAY BE REVISED AS NEEDED.
Needed revisions will be posted in the online syllabus--
highlighted in yellow-- and announced in class.
|
DATE |
|
CLASS INFORMATION |
|
|
Week 1
|
|
Introduction, syllabus, why study biopsychology?, Text book Chapter 1 (section 1.4, 1.5); intro to biopsych methods and subdisciplines; Begin chapter 2. |
|
|
Week 2 |
|
Neural transmission, brain anatomy, research methods Chapter 2, 3 and 4. |
|
|
Week 3
|
|
Neuroanatomy. No PNS questions, emphasize notes. Functional Neuroanatomy makes it less dry.
|
|
|
Week 4
|
|
Finish Neural Transmission; basics of pharmacology. Research methods of BioPsychology |
|
|
Week 5 |
|
EXAM 1, Feb 15: (covers mostly notes , and chapters 1, 2, 3 and 4 as support for the lecture content) Begin Nature and Nurture. Chapter 5. Natural Selection and Human Behavior . Epigenetics |
|
|
Week 6
|
|
Nature via Nurture. |
|
|
Week 7
|
|
Research and research methods on gene and environmental infleunces |
|
|
Week 8
|
|
Chapter 6 How the brain enhances visual stimuli to construct perceptions. On/Center Off/Center cells.Edge enhancement. Color Constancy. Dorsal and Ventral. Illusions and unusual perceptions. Chapter 7 . Nature of Language.
|
|
|
Week 9
|
|
Chapter 9: Why how and why of sleep Exam 2: Mar 10. (Ch 5, 6 ,7 9, emphasize Lecture content) ** Spring Break ** Mar 14-18 ** |
|
|
Week 10
|
Chapter 11: Hormones and Sex Differences .HPA axis, Stress, Cortisol Hormones and Comparative Approach, Research on Sex Differences.
|
||
|
Week 11 |
|
Begin Addiction and Recreational Drugs (chapters 14 and 15)Understanding Addiction, The Hijacked Brain video is viewed in class with notes and discussion. | |
|
Week 12
|
|
Finish and Review for Test. Exam 3 April 7. (lecture content over hormones, sex differences, drugs, and addiction research - portions of chapters 11, 12, 14 and 15). Start Presentations. |
|
|
Week 13
|
|
Topic of Interest Presentations (Timed Pecha Kucha style, 6 minutes) |
|
| Week 14 |
Presentations and discussion. BioPsych of serious mental illness; Chapter 16 |
||
|
Week 15
|
|
BioPsych of serious mental illness; Chapter 16 |
|
|
Week 16
|
Biopsych of Mental Illness/Misc (Neuro devp,
Language, Sex Difs) as time and interest allows. Capstone: Finding and using research
of interest in peer reviewed journals Important final REVIEW DAY |
||
|
________________ Week 16: Final Exam Comprehensive |
|