In general our test questions focus on material covered in class. I do not mean that reading the book is not important - it is very important to hear/read
more than one explanation of biopsych material, and get additional examples and images to reinforce your learning. Working through the chapters, using the figures and study aids, should strengthen your learning of material presented in class. It may help to clear up points you were a bit confused about in class.
     The majority of our tests will be multiple choice with some short answers (definitions, compare/contrast questions, matching, list the parts of or characteristics of, give an example of, label some simple figures)

Here are some suggestions to guide your studying for our first exam:

You should know the basic information on the field of biopsychology presented in class, including the subareas and related careers
(discussed in class (http://www.uni.edu/walsh/biopsychK.html)  

You should be prepared to critically and creatively evaluate biopsych research as described in Chap 1 and be familiar with the 2 examples given.
You should be familiar with the various biopsychological research methods presented in lecture (see link above) and in Chap 1 and 5.1, 5.2 and 5.3 of the text.

Our email quiz and genetics assignment tested your understanding of Mendelian genetics, but the other topics in the genetics module (discussed in class  (http://www.uni.edu/walsh/pku.html)  and in Chap 2 will be on the test. This includes:
structure of DNA
crossing over
sex-linked genes
sex-limited genes
heritability
overestimation of heritability in twin research
the genetics of and characteristics of the 2 disorders we covered (PKU and Huntington's disease)
evolution as a change in the frequency of various genes in a population over time
fitness and natural selection
artificial selection or selective breeding

Anatomy lectures
The terms on the brain game homework should serve as a studylist. You should know where the basic parts of the brain and nervous system are
(like we did during the game), what aspect of behavior each part is related to, and thus have some sense of what aspects of behavior would
be impaired if that brain area were damaged (again, like the brain game). You should know the basic anatomical terminology in Table 4.1 and
4.2 and be able to label the brainstem or lower brain areas (like 3.21) and the cortical regions(like 3.26) or the self-test on p. 73 .

Know the anatomy and function of neurons and glia (see 3.2),  disorders related to glia (MS), the neuron's cell membrane
 (http://www.uni.edu/walsh/neuron.html)
A few terms you do not need to worry about: mitochondria, ribosomes, endoplasmic reticulum..