Biopsychology
400:155  Section 1
Dr. Linda L. Walsh
 
Spring, 2008   10:00 MWF  Sabin 107
Table of Contents
 
  * Practice Test Items     Requirements Grading Scale  Meet My Family  Our Pet, Buffy  My Garden
** Genetics Quiz        Highlights of 2007
 
PROFESSOR: Dr. Linda L. Walsh
  Office: Baker 441       Office Hours: 11:00 MWF; other times 
Mailbox: Baker 334     by appointment or drop-bys welcome.
  Phone: 273-2690         Email: walsh@uni.edu
  Course Description

"How much of this stuff will be on the exam?"

Yes, our syllabus has a lot of built- in links, which have a lot of links, which have a lot of links . . .
Relax, I have included  these links to try to help you learn difficult biopsych material by providing images, animations, additional examples, or practice exercises. Many of the web links I will actually use as part of lecture. Feel free to go beyond what we get to in lecture however - that's often how you'll find what in biopsych is most personally meaningful or useful to you. What you find will reinforce the textbook and lectures, and so it will also help you to do better on the exams. The more ways that you interact with the vocabulary, concepts and findings we will be discussing, the better your memory and understanding of the material will be.

Resources for Biopsychology Terms:
Neuroscience for Kids - Glossary                          Glossary of Genetic Terms
Etymology of Neuroscience Terms                       Common Behavior Genetic Terms

Neuroanatomy Resources
The digital anatomist A very comprehensive site featuring pictures and 3 dimensional reconstruction of the human brain. On-line quiz on each image. (slow and shaky connection).
The whole brain atlas: A comprehensive atlas of 2 dimensional scans of the human brain using techniques such as CT or MRI, including normal anatomy and pathology.

Some general comments on the course and grading:
    Many students are nervous about taking a psychology class that is so biological. Like courses in the natural sciences, there is a fair amount of new vocabulary - much of which is hard to pronounce and requires some special effort to learn. I believe that any student - no matter what their background- can do well on our exams if they are conscientious about doing the reading, attending class, and making use of some "active" study techniques (flashcards, practice test questions, re-copying notes) - doing something to drill other than just re-reading class material. But since some students suffer from test anxiety and feel their test performance does not reflect what they are learning, I have included a variety of assignments as other ways in which you can earn points and demonstrate your grasp of class material.
Requirements

Take the online genetics quiz to make sure you are ready for the next assignment (5 pts) (due 9/2)

Tracing Trait Inheritance in Your Family (up to 30 pt) (Due 2/1)
Investigate the pattern of inheritance in your family.   For each of 6 traits record the phenotype shown by each family member and then try to deduce their genotype by looking at the distribution of trait characteristics in family members. If you don't have blood relatives easily available but do have access to another family (boyfriend's, girlfriend's, roommate's, etc.), you may use them for your data sample. A handout will be provided. Some of the traits demonstrated in class can be seen at this site.

Brain Game Notes  (up to 10 pt + EC) (Due 2/8) Note: the assignment and game should help you prepare for the neuroanatomy quiz.
Read class notes and the anatomy Modules of the text as well as the following websites providing information on the functions of different regions: Explore the NS  (click on Divisions of the Nervous System, Functional Divisions of the Cortex, Right Down the Middle, and Split Brain Experiments), Lobes, and  Areas of Cerebral Cortex  (by the way, these last 2 are from a site in Brazil- sometimes you may not get connected, but keep trying!). Complete the neuroanatomy handout noting the location and, whenever possible, the function of all the parts of the brain and nervous system listed on the handout.  You might also want to make yourself some diagrams and also include any additional brain regions we have already discussed in class. You’ll use your assignment to help your team earn extra credit points in the brain game. Everyone who turns in a satisfactorily completed handout will earn 10 pts.

 Rules for The Brain Game
1.  Bring your completed handout to class to receive 10 assignment points.  No completed handout, no points, no exceptions. Your handout will be very important to you and your group because you cannot use your textbook to answer questions. You may however supplement your handout with additional diagrams or notes that you think may help you during the game.
2.  Sit with your group.You will share notes and work together with others in your group to answer questions and win points.
3.  During the game each group will use their knowledge of brain anatomy and the functions of different parts of the nervous system to either locate the region of brain involved in a particular case or "diagnose" what area of the brain is damaged on the basis of behavioral symptoms.  I’ll give your group a set of symptoms – e.g. a person who has a brain tumor that causes deafness – and your group will identify which brain area may be involved.
4.  Correct Answer:  If your group answers correctly, your group receives a point. If your group answers incorrectly, you receive no points and the next group can steal the question.

Testosterone Assignment (10 pts) (Real Player Help) Due 4/16
Listen to the 3 cases presented in the first 45 minutes of this archived National Public Radio show from the program "This American Life".
React to the impact of hormones on the individuals and interpret each case in terms of the physiological mechanisms we discuss in this section. 

In -Class Group Work (~ 20 points over the semester)
Periodically  we will do point-earning in-class group work. Most often there will be work sheets that accompany these activities. Successful completion of the worksheet and associated activity earns points for the participating group members. These points cannot be made up if you are absent. I'm hoping the group work will be fun and improve your learning and motivation.

10 pts  Extra Credit. Solve chronotherapy cases - due 3/10.

10 pt Extra Credit. Keep a blank videotape handy to record any shows, segments, or news reports on the biological  issues we cover in this class. Turn the tape in to me with a summary of the program, why you think it's relevant to the class, and a critical evaluation of the segment using an evaluation handout.(tape will be returned). May be done once for credit.

10 pts Extra Credit  Listen to this one hour program, take notes and then summarize what it says about what is happening in the body and brain during depression, what approaches are being developed to try to control or treat these changes, how drug treatments and ECT interact with the brain processes being described. Due 4/28.
 The Infinite Mind: Depression in the Brain

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Grading Grades will be based on the total number of points accumulated during the semester.  


Grade
Percent
Grade 
Percent 
Grade
Percent
A
93.0-100.0% 
B-
80.0 - 82.9% 
D+
67.0 - 69.9% 
A-
90.0 - 92.9% 
C+
77.0 - 79.9%
D
63.0 - 66.9% 
B+
87.0 - 89.9% 
C
73.0 - 76.9% 
D-
60.0 - 62.9% 
B
83.0 - 86.9% 
C-
70.0 - 72.9% 
F
0.0 - 59.9% 
Grades are based on the table above EXCEPT that you must have a passing average on the 4 exams to pass the course (you may not fail all exams and pass just on the basis of assignment points). You must receive a grade of C- or better in order for this course to count towards psychology major/minor requirements.
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About Your Prof

Birthplace: Chicago, Illinois
Education: B.S. (Psychology) University of Illinois, Chicago; M.A. (Biopsychology) University of Chicago; Ph.D. (Biopsychology) University of Chicago
Married:  James Walsh (attorney)
Children:  3 girls (Jennifer, Sara, & Annie)
Hobbies:  Gardening , gourmet cooking, travel, reading, concert-hopping
Most unusual experiences: Performing brain surgery on rats, riding an elephant (twice!), wearing a live python around my neck,
climbing the Great Pyramid, flying in the Goodyear blimp, visiting ancient Greek ruins, giving birth
Goals: Continue to learn for the rest of my life, enjoy my professional and private lives, help others discover psychology (especially biopsychology) 

"Gentlemen, look on this wonder! 
Whatever the bids of the bidders, 
They cannot be high enough for it; 
For it the globe lay preparing quintillions 
of years, without one animal or plant; 
For it the revolving cycles truly and steadily roll'd. 
In this head the all-baffling brain; 
In it and below it, the makings of heroes." 
      - Walt Whitman -  I Sing the Body Electric, 1855
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This page was prepared by Linda Walsh, Dept. of Psychology,
University of Northern Iowa, Cedar Falls, IA 50614-0505
for the class Biosychology. (400:155).
Last updated 1/6/08..