Introduction to Physiological Psychology – Spring 2004

Sherry.Dingman@marist.edu ~Phone ext. 2955 ~ Office: Dyson 321

url for the virtual laboratory:
http://www.academic.marist.edu/VBSC/mainfloor/foyer.htm

Sections:

301L111 meets TR from 3:30-4:45 in DY 227 and for lab on T at 2:00 in DY 303.

Required Textbooks

Pinel, J.P. Biopsychology. 5th Edition

Laboratory Journal for the Virtual Brain Science Center - available by the second week of the course.

AIDS Update (current edition)

Recommended

The study guide is recommended for students who will use it.

Course Description

PSYC 301 explores the biological basis of behavior, including the roles of the nervous, endocrine and immune systems. The course begins at the level of neurons and finishes by considering complex behavioral manifestations of brain functioning in the context of a global problem. The American Psychological Association, in evaluating graduate programs in professional psychology (including clinical, guidance, and school psychology), requires that each student demonstrate competence in four substantive areas and the first of these is the "biological bases of behavior." The course will provide students with professional preparation for entry into fields of work associated with the psychology major and prepare them for advanced study in a graduate program. Students in this course are encouraged to develop their critical-thinking, problem-solving, self-reflective, self-management, and creativity skills. The course provides students with an introduction to some of the common methods used in biological psychology. The laboratory portion of the course will provide students with a chance to learn some of the skills required to use these methods. Throughout the course students will be presented with values and ethics issues presented by this discipline.

This course can be of particular value to students in the Special Education concentration as it can help them meet that National Standards which hold that all teachers of science must have a strong, broad base of scientific knowledge extensive enough for them to:

1. Understand the nature of scientific inquiry, its central role in science, and how to use the skills and processes of scientific inquiry.
2. Understand the fundamental facts and concepts in major science disciplines.
3. Be able to make conceptual connections within and across science disciplines, as well as to mathematics, technology, and other school subjects.
4. Use scientific understanding and ability when dealing with personal and societal issues.

Prerequisite

Introduction to Psychology is a prerequisite for this course. Permission to take the course is also granted to upper level natural science majors, who should NOT be taking this course to satisfy a social science requirement. Students will find it very helpful to have taken a course or two in biology prior to taking this course.

Laboratory Requirement

You will be earning four credits for this course. The fourth credit is awarded for the required laboratory portion of the course. You will satisfy this portion of the course requirements by completing activities on-line at the Virtual Brain Science Center. If you complete the laboratory exercises you will receive full credit for the lab, if you do not complete them you will get you lab notebook back with a numerical grade.

Note to Students in the Special Education Concentration

Please consider the following information about the teaching of science. "Teachers of early grades are usually generalists who teach most, if not all, school subjects. A primary task for these teachers is to lay the experiential, conceptual, and attitudinal foundation for future learning in science by guiding students through a range of inquiry activities. To achieve this, elementary teachers of science need to have the opportunity to develop a broad knowledge of science content in addition to some in-depth experiences in at least one science subject. Such in-depth experiences will allow teachers to develop an understanding of the method of scientific inquiry. and of the structure and production of science knowledge. Teachers need to be taught science in college in the same way they themselves will teach science in school. Teachers of science will be the representatives of the science community in their classrooms, and they form much of their image of science through the science courses that they take in college. If that image is to reflect the nature of science as presented in the National Standards, prospective and practicing teachers must take science courses in which they learn science through inquiry, having the same opportunities as their students will have to develop understanding. College science courses should be heavily based on investigations, where current and future teachers will have direct contact with phenomena, gather and interpret data using appropriate technology, and be involved in groups working on real, open-ended problems. Those science courses must allow teachers to develop a deep understanding of accepted scientific ideas and the manner in which they were formulated. They must also address problems, issues, events, and topics that are important to science, the community, and teachers. Learning science through inquiry should also provide opportunities for teachers to use scientific literature, media, and technology to broaden their knowledge beyond the scope of immediate inquiries. Courses in science should allow teachers to develop understanding of the logical reasoning that is demonstrated in research papers and how a specific piece of research adds to the accumulated knowledge of science. Those courses should also support teachers in using a variety of technological tools, such as computerized databases and specialized laboratory tools."

Course Grades

There are two major methods used for assigning grades to students. Most students are most familiar with the method of comparing student performance to that of other students in a given section of a course in a given semester. This method is sometimes called "grading on a curve." A second method of evaluating performance is criterion referenced. This method compares a student's work against pre-established performance standards. Grades in this course are criterion referenced which makes it possible for all students in class to earn the same letter grade if they demonstrate similar mastery of the material. The total number of points earned out of 1000 possible points determines the final letter grade which will be assigned for this course at the end of the semester. Mid-term grades will be computed as a percentage of the total possible points as of that week in the semester. Please take time to read all of the Marist College grading policy. Possible Points - 1000

1. Three objective exams @ 250 points each = 750 points.
2. Completed VBSC lab manual = 250 points.

Course Grades

Grades are assigned as follows for this course:

1. 940-1100 A
2. 910-939 A -
3. 880-909 B +
4. 840-879 B
5. 810-839 B -
6. 780-809 C +
7. 740-779 C
8. 710-739 C -
9. 640-709 D
10. 000-639 F

Please keep a record of your exam grades, copies of your exams, make notes of the work you do at the Virtual Brain Science Center, and an extra copy of the AIDS project you turn in for this course. Students a B+ or better in this course can be recommended for an internship at the Center for Advanced Brain Imaging at the Nathan Kline Institute.

Three Objective Exams - 250 points each - 750 points

Three objective exams will be given this semester. These exams will focus on reading assignments and lectures. Use your study guide to prepare for these exams. Pay close attention when the professor tells you during a lecture that something will be on the exam - because it most likely will be on the next exam. Diligent students should be able to anticipate about 80 percent of the items that occur on exams.

Virtual Brain Science Center lab manual - 100 points

The Virtual Brain Science Center provides you with a wide range of opportunities. During the course of the semester you should complete the study guide for the VBSC. You can use links at the VBSC to investigate a topic (example: Mad Cow Disease), conduct an experiment (example: color vision among male college students) or to learn about a laboratory (example: Kevin and his crows). The purpose of the VBSC laboratory book is to help you find your way to educational activities on the Internet through the VBSC. Completing it correctly is worth 250 points of your final grade.

Attendance Policy

Helpful Information for Physiological Psychology Students

Outcomes for this course

Learning Objectives