GENERAL PSYCHOLOGY
PSY 101 SYLLABUS
INSTRUCTOR: Thomas D. Brooks
REQUIRED TEXT: Invitation To Psychology by Wade and Tavris
SPECIAL NOTES:
VSCC Non-Discrimination Policy Statement
It is the intent of Volunteer State Community College to fully comply with
Executive Order 11246, as amended, the Rehabilitation Act of 1973, as
amended, and the Vietnam Era Veterans Readjustment Act of 1974, as amended,
and all regulations implementing those laws and orders, for the promotion
and ensuring of equal opportunity for all persons without regard to race,
color, religion, sex, national origin, age, disability, political
affiliation, sexual orientation, or status as a qualified disabled veteran
or veteran of the Vietnam era. It is the intent of VSCC to be free of
discrimination or harassment on the basis of sex, race, color, religion,
national origin, age, disability, political affiliation, sexual orientation,
veteran status, or physical appearance. It is the intent of VSCC to fully
comply with Titles VI and VII of the Civil Rights Act of 1964, as amended,
and the CRA of 1991, Title IX of the Education Amendments of 1972, as
amended, the Equal Pay Act of 1963, as amended, the Age discrimination in
Employment Act of 1976, the Age Discrimination Act of 1975, and the
Pregnancy Discrimination Act and the American with Disabilities Act of 1990,
applicable state status and all regulations promulgated pursuant thereto.
VSCC Diabilities Statement
It is the student’s responsibility to self
identify with the Office of Disability Services in order to receive
accommodations. Only those students with appropriate documentation will
receive services. Disability Services is located in the Wood Campus Center,
Suite C206B.
VSCC Title IX Statement
No person in the United States shall, on the basis of sex, be excluded from
participation in, be denied the benefits of, or be subjected to
discrimination under any education program or activity receiving Federal
financial assistance. 20 U.S.C. § 1681.
VSCC Financial Aid Statement
Students who are receiving Title IV financial assistance (Pell Grant,
Student Loan or SEOG Grant) must regularly attend class or be subject to
repay PART or ALL of the Federal Financial Aid received for the semester.
PSYCHOLOGY 101
COURSE SYLLABUS
DESCRIPTION: This course is designed to provide an overview of the field of psychology and human behavior. This course
includes the topics of philosophical perspectives, history, biology, learning, personality, abnormal therapies.
GENERAL EDUCATION OBJECTIVES AND OUTCOMES:
Establish students’ knowledge base in the themes, contents and processes of psychology.
Introduce fundamental concepts in the field of psychology to hopefully prepare students who desire to pursue further studies in the field.
Demonstrate knowledge of the research methodology employed in psychology.
Demonstrate knowledge of the major theoretical approaches to psychology, including but not limited to psychoanalytic, behavioral, cognitive, social-learning, biological, and humanistic.
PSYCHOLOGY 101
TEST 1: CHAPTERS 1, 2 & 4 100PTS
TEST 2: CHAPTERS 5 - 8 100PTS.
TEST 3: CHAPTERS 9 - 10 100PTS.
TEST 4: CHAPTERS 11 & 12 100PTS.
TEST 5: CHAPTERS 13 & 14 100PTS.
STUDENT PROJECT 100PTS.
TOTAL 600PTS.
GRADING SCALE FINAL GRADE SCALE
90 – 100 = A 360 -400 = A
80 – 89 = B 320 -359 = B
70 – 79 = C 280 -319 = C
60 – 69 = D 240 -279 = D
BELOW 60 = F BELOW 240 = F
OTHER POSSIBLE GRADES FOR THIS COURSE:
N = AUDIT – No grade or credit. The student must have registered as an audit in order to receive this grade.
W = WITHDRAWAL – A grade of W is given by the Admissions Office after a student has officially dropped the course.
I = INCOMPLETE – An incomplete is given at the discretion of the instructor and must meet the following conditions:
a. Student attends regularly
b. Student has completed 80% of the coursework and is passing
c. The instructor feels the student can realistically complete the
coursework in the following semester.
NOTE: If the coursework is not completed prior to the exam period of the following semester, the grade is automatically converted to an F by the Admissions Office.
CHEATING: Cheating is defined as plagiarism, talking to another student during a test or exam, looking at another student’s work during a test or exam, use of notes or books during a test or exam, or turning in a paper that is not the student’s work. Any student caught engaging in these behaviors will be given an automatic failure for the course regardless of the grade at that point.
ATTENDANCE: Students do not receive a grade for attendance. Students are expected to have regular and prompt attendance because failure to exhibit regular attendance seriously impairs the student’s ability to succeed in the course. Any reason for absence should be indicated to the instructor, preferably in advance. The instructor has the prerogative to accept or reject any excuse for absence. Any absence excused by the Academic Vice-President of the College shall be accepted. Missing over (5) times for classes that meet three times a week; (4) times for classes that meet two times a week; and (2) times for classes meeting once a week and summer classes will be considered excessive.
CELL PHONES AND BEEPERS:
STUDENTS ARE ASKED TO TURN OFF ALL CELLULAR PHONES, BEEPERS, AND PAGERS.
INCLEMENT WEATHER POLICY: IF VSCC is officially open all classes will meet as scheduled, all assignments will be due, and any scheduled tests, quizzes, or exams will be given. Any missed work will be subject to the policies outlined in this syllabus.
CLASSROOM DEPORTMENT
All policies and procedures for classroom misconduct are discussed in the Student Handbook.
As a point of emphasis, the instructor will not tolerate any activity which is disruptive to the classroom setting, which adversely affects others, and which is considered by the instructor to be unethical, immoral or illegal. Students will be dismissed from the class and the issue of misconduct brought before the Vice-President of Student Services.
Schedule Syllabus Attached.
STUDENT PROJECT
One of your grades will consist of running your own experiment. A list of experiments is included in the syllabus.
Pick a project that you find interesting. If you would prefer to do a project other than the ones listed, please make an appointment with me to discuss your ideas. I am very open to suggestions.
After running your experiment, write a summary describing the results. Also include a graph (circle, bar, ect.) to visually illustrate your findings. The summary should be 1-2 pages. Please type and double space your papers.
When the papers are due, please turn in your summary, your visual graph, and your raw data. The raw data is the actual pieces of paper that have the information that you are summarizing. If you ask 50 people to list phobias, I expect to have 50 pieces of paper with answers from the people you ask.
This project is worth as much as a test grade. In this case, the paper is worth 100 points.
We, as a class, will discuss a due date for the paper a little later in the semester. If you have any questions, please feel free to contact me in my office before or after class. Appointments are recommended.
SUGGESTIONS FOR STUDENT PROJECTS
Possible Topics
Create a Psychological Test and Establish Norms: Create a 10 to 25 item test measuring some psychological characteristic (e.g., depression, stress, shyness, self-esteem, some aspect of intelligence). Administer your test to 50 people. Establish “norms” for your test by determining the average score for people taking your test. What is a “high” score on your test? What is a “low” score on your test? Why?
Genetics and Thumb-Folding: A potential project to look at a simple behavioral trait that may run in families is thumb-folding preferences. Survey people from 10 different families. Construct family trees for each family to show both family relationships and thumb-folding preferences. Also, calculate the percentage of people in each family that put their right thumb over their left.
Right Brain – Left Brain: Is there a relationship between handedness and preference for creative/artistic vs. logical/analytical activities? Survey a minimum of 50 people. Ask each person whether he/she is right-handed or left-handed. Also ask whether he/she prefers logical/analytical or creative/artistic activities.
Sleep: How much sleep do people feel that they need each night? Survey a minimum of 50 people to ask about their sleep needs. You may also want to ask how much sleep the actually get each night.
Drugs: How widespread is the use of drugs among college students? Ask 50 students what drugs they have used in the past week.
Measuring Visual Illusions: The figure on the left side of p. 165 in your text shows a famous visual illusion, called the Muller-Lyer illusion. Read about it, then prepare 2 versions of the illusions, one in which the short lines form a 450 angle with respect to the long line, and another in which the short lines form a 600 angle. Make 1 of each set out of 2 separate sheets of paper, so that your subjects can adjust the length of the lines. Have each subject adjust the length of the line until it appears to match the length of the other line. Each subject should do this for both the 450 and the 600 versions of the illusion. Measure and record the length of the line after the subject has adjusted it to visual equality. Does the angle of the short lines make a difference?
Behavior Modification: Decide on a behavior of your own that you would like to change, using operant conditioning techniques. Carry around a small notebook for 5 days and note every time the behavior occurs. This will establish the baseline frequency of the behavior before you try to change it. Now apply operant conditioning techniques to increase or decrease the frequency of your behavior. Again, carry a small notebook with you and note evey time the behavior occurs for 9 days. Did your use of operant conditioning methods change the frequency of your behavior?
Capacity of Short-Term Memory: Ask 20 people to participate, one at a time. Read them strings of numbers, starting with 3 digits, then 4, then 5, up through 10 digits. Have them write down the numbers immediately in the correct order after you have read them each string. Make sure that all of your subjects are given the same sets of numbers to remember. How many digits can the average person hold in short-term memory?
Serial-Position Effect in Memory: Make up a list of 20 simple words. Read them out loud to at least 20 people. After you have finished reading the list, have your subjects write down all the words that can recall, in any order. Graph how many people remembered each word as a function of its position on the list.
Duration of Short-Term Memory: Read the following string of letters to your subjects: M F Z L Q D H. Instruct each subject beforehand that as soon as you finish saying the letters, he/she is to start counting backwards by threes from 197 until you say “stop”. When you say “stop”, subjects should tell you all the letters they remember. Write down their responses. You will need 50 subjects for this study. Stop 10 subjects after 3 seconds, 10 after 9 seconds, 10 after 2 seconds, and 10 after 15 seconds. Graph the percentage of items remembered as a function of interval before recall.
Earliest Memories: Survey 50 people. Ask them to state their earliest memory. Then, ask them how old they think they were when that memory took place. Summarize you data in a graph showing the frequency of earliest memories at each age.
Personality and the workplace: Buy or borrow the book Please Understand Me by Peter Keirsey and Marilyn Bates. Administer the personality test from the book to at least 10 people from the same workplace. Are there more people of a particular personality type in the same workplace than you would expect based on their percentages in the population? (Population percentages are listed in the book.)
How Widely Accepted Are Freud’s Ideas?: Write a brief summary of Freud’s ideas. Below this summary, write the following:
How do you feel about Freud’s ideas? (circle one)
agree agree neutral disagree disagree
strongly somewhat somewhat strongly
Administer to at least 50 people.
Inkblot Test: Creating inkblots used to be a party game. Ultimately, Hermann Rorschach chose 10 inkblots that appeared to elicit the most emotional responses and used them for his famous test. Create some inkblots of your own. Choose the three you think are most interesting and show them, one at a time, to 50 people. Ask each person what they see. Record their responses ( some people may give more than one response to each inkblot.) Make a table of responses to each inkblot. Group similar responses together and arrange responses in the table in order of decreasing frequency.
Developmental Norms for Motor Behavior: Pass out questionnaires to more than 50 people (your aim is to get 50 completed questionnaires back.) The questionnaires should ask the following three questions: 1) How old were you the first time you were able to turn from lying on your stomach to lying on your back? 2) How old were you when you were able to turn from lying on your back to lying on your stomach? 3) How old were you when you began to walk? Your subjects may have to check with their parents to obtain this information, so allow time for this. What was the average age at which each behavior occurred? The range? Plot your results as a frequency histogram.
Piaget’s Stages—Object Permanence: Test at least 10 infants between the ages of 4 months and 1 year, to see whether they have object permanence. Note the age of the each infant in months.
The social Clock and Life Transitions: Survey 50 people: 25 males and 25 females. Ask each one the same two questions: 1) What do you think is the ideal age to get married? 2) What do you think is the ideal age to have your first child? Do men and women differ in their responses? Might race of ethnicity make a difference in the social clock?
Stress Survey: Ask 50 people to list the three major sources of stress in their lives. Summarize the results. Are your findings consistent with any particular theory about sources of stress?
Phobias: Ask 50 people whether they believe they have any phobias (irrational fears of particular objects or situations). If so, what are they afraid of? According to your data, what are the most common phobias? Make a table in order of decreasing frequency.
Height and Attractiveness: One of the factors that contributes to perceptions of attractiveness is height. Make two photographs, each showing the same man and woman in approximately the same pose. In one, however, the women should look taller. In the other the man should look taller. Ask at least 25 people to rate the overall attractiveness of the man and the women in the first photograph, on a scale of 1 – 10. Ask a different group of 25 students to rate the attractiveness of the man and the women in the second photograph. Are men perceived as being more attractive when they are taller? Are women?
Chapter 1
Learning Objectives
After studying this chapter, you should be able to do the following:
1. Distinguish psychology from pseudoscience.
2. Summarize the early history and development of psychology.
3. Compare and contrast the major principles of the learning, psychodynamic, cognitive, biological, and sociocultural perspectives in psychology.
4. Distinguish between basic and applied psychological research.
5. Discuss and give examples of the concerns of the various specialties in psychology.
6. Distinguish between psychotherapists, psychoanalysts, psychiatrists, clinical psychologists, and other practicing mental health professionals.
7. List and apply the essential elements of critical thinking.
8. List and discuss the characteristics of descriptive research methods.
9. Describe and give examples of case studies, naturalisticobservation, laboratory observation, psychological tests, and surveys, and discuss the advantages and disadvantages of each.
10. List and discuss the characteristics of correlational studies, and identify examples of positive and negative correlations.
11. Distinguish between independent and dependent variables and identify examples of each.
12. Distinguish between experimental and control groups.
13. List and describe the types of descriptive statistics.
14. Describe how inferential statistics are used and explain statistical significance.
Chapter 2
Learning Objectives
1. Define personality
2. Outline Freud’s theory of psychoanalysis, including personality structures, psychosexual
3. Stages of development, and defense mechanisms
4. Examine the psychodynamic contributions of Jungian theory and the object-relations school
5. Explain how personality traits are assessed
6. Identify and describe the “big five” personality traits
7. Summarize what is know about personality based on temperament studies and heritability studies
8. Discuss the contributions of studies conducted with identical and fraternal twins in understanding heritability
9. Explain the concept of reciprocal determinism
10. Summarize the recent research regarding the influence of parents and peers in the development of personality
11. Discuss the problem that cultural psychologists face of how to describe cultural influences on personality without stereotyping
12. Explain the humanistic perspective of personality development
13. Critically evaluate the psychodynamic, genetic, cultural and humanistic theories of personality
Chapter 4
Learning Objectives
1. List and describe the features and functions of the central and peripheral nervous systems.
2. Distinguish between the somatic and autonomic nervous systems.
3. Describe biofeedback.
4. Distinguish between the sympathetic and parasympathetic nervous systems.
5. Describe the structure of a neuron, and explain how impulses are transmitted from one neuron to another.
6. Describe the roles of neurotransmitters and endorphins.
7. Describe the functioning of those hormones in which psychologists are especially interested.
8. List and describe techniques that psychologists use to study brain functions.
9. List and describe the location and function of each of the major portions of the brain.
10. Summarize the functions of the brain’s two hemispheres, and explain their relationship.
11. Explain the activation-synthesis theory of dreaming.
12. Summarize the evidence on whether there are sex differences in the brain, and how any differences might affect behavior.
Chapter 5
Learning Objectives
1. Define consciousness
2. Explain the role of biological rhythms in mood and the sleep-wake cycle
3. Describe the symptoms of the sleep disorders, sleep apnea and narcolepsy
4. Discuss the four stages of Non-REM sleep and the brain wave patterns associated with each stage
5. Distinguish between REM sleep and the four stages of Non-REM sleep
6. Define lucid dreaming
7. Explain the four theories of dreams
8. Discuss the research findings related to the effects of hypnosis
9. Distinguish between dissociation theories and sociocognitive theories of hypnosis
10. Explain how psychoactive drugs are classified
11. Describe the physiological and psychological effects of psychoactive drugs
Chapter 6
Learning Objectives
1. Distinguish between sensation and perception.
2. Distinguish between anatomical and functional codes in the nervous system.
3. Define psychophysics, absolute and difference thresholds, and signal detection theory.
4. Explain sensory adaptation, sensory deprivation, sensory overload and selective attention.
5. List the characteristics of light waves and their correspondence to the visual experience.
6. Identify the parts of the eye and describe how they convert light to vision.
7. Discuss two theories of color vision and how they relate to stages of processing.
8. Explain how form, distance and depth perception occur.
9. List and explain visual constancies, and distinguish them from visual illusions.
10. List the characteristics of sound waves and their correspondence to loudness, pitch and timbre.
11. Identify the parts of the ear, and describe how they convert sound to hearing.
12. Explain how the auditory system provides information about distance and direction.
13. List and explain the factors that affect gestation (taste) and olfaction (smell).
14. List the four skin senses.
15. Describe the gate-control and neuromatrix theories of pain.
16. Describe the internal senses of kinesthesis and equilibrium.
17. Summarize the evidence for innate abilities in perception, and describe the psychological and cultural influences on perception.
18. Discuss the evidence on the effectiveness of “subliminal perception” tapes and ESP.
Chapter 7
Learning Objectives
1. Identify and define the elements of cognition
2. Compare and contrast conscious, subconscious, and nonconscious mental processing
3. Distinguish between formal and informal reasoning. Provide examples of each
4. Describe the development of reflective judgment
5. Identify barriers to reasoning rationally. Provide examples of each
6. Explain cognitive dissonance theory and state three conditions under which one is likely to try to reduce dissonance
7. Compare and contrast the psychometric and cognitive approaches to measuring intelligence
8. Cite criticisms of the IQ test
9. Explain Robert Sternberg’s triarchic theory of intelligence
10. Discuss Howard Gardner’s domains of intelligence
11. Summarize the research on the heritability of intelligence
12. Summarize the research on group differences in intelligence
13. Identify and discuss environmental influences on intelligence
14. Discuss the role of attitudes and motivation on intellectual success
15. Summarize the research on animal intelligence and language and explain the controversy over the interpretation of these findings
Chapter 8
Learning Objectives
1. Discuss the reconstructive nature of memory.
2. Describe factors that influence the accuracy of eyewitness testimony of adults and children.
3. Compare recognition, recall and priming, and explicit and implicit memory.
4. Describe the information-processing approach to memory.
5. Describe the “three-box model” of memory and explain its components.
6. Describe the parallel distributed processing model of memory.
7. Discuss the role of sensory memory.
8. Describe the process and limitations of short-term memory (STM), and list and discuss ways STM can be expanded.
9. Describe the characteristics of long-term memory (LTM), and explain how information is organized.
10. Distinguish between procedural and declarative memories, and between semantic and episodic memories.
11. Explain the limitations of the three-box model in accounting for the serial position effect.
12. Describe techniques for keeping information in short-term memory and for transferring information to long-term memory.
13. List and discuss theories of why forgetting occurs.
14. Discuss hypotheses about why childhood amnesia occurs.
15. Describe the relationship between a person’s “life story” and actual memories.
Chapter 9
Learning Objectives
1. Explain the process of classical conditioning
2. Define the principles of classical conditioning, including extinction, high-order conditioning, and stimulus generalization and discrimination
3. Discuss practical applications of classical conditioning
4. Explain the process of operant conditioning
5. Identify and define the three types of consequences of behavior
6. Distinguish between primary and secondary reinforcers and punishers; and positive and negative reinforcers and punishers
7. Define the principles of operant conditioning, including extinction, stimulus generalization and discrimination, learning on schedule, and shaping
8. Describe the practical applications of operant conditioning
9. Examine the pros and cons of punishment
10. Discuss the misuse of rewards and why rewards do not always work
11. Examine the social-cognitive learning approach, including the principles of observational learning and latent learning
Chapter 10
Learning Objectives
1. Describe the interests of social and cultural psychology.
2. Explain how norms, roles, and rules influence behavior and cognition.
3. Summarize the two controversial studies described in the text and discuss how they illustrate the influence of roles on behavior.
4. List and explain reasons why people obey authority.
5. Summarize the principles and components of attribution theory.
6. Define attitudes and identify important influences on attitudes.
7. List and explain persuasive and manipulative techniques of attitude change.
8. Discuss some reasons for conforming to social pressure in a group.
9. Explain the ways decision making and individual behavior can be influenced by group processes including diffusion of responsibility, deindividuation, groupthink, and group polarization.
10. Define altruism and list the factors that lead to altruistic behavior.
11. Discuss the factors that lead to dissent and nonconformity.
12. List and explain various sources of social identity.
13. Define ethnocentrism and explain its consequences.
14. Describe ways in which stereotypes are useful and discuss three ways in which they distort reality.
15. Define “prejudice” and describe the psychological, social, and economic factors that perpetuate it.
16. Discuss the approaches that have been taken to reduce prejudice and conflict between groups, and describe their outcomes.
Chapter 11
Learning Objectives
1. Discuss the dilemmas of trying to define mental disorders
2. Examine the use of the DSM-IV in diagnosing mental disorders; and identify and describe major diagnostic categories in the DSM-IV
3. Cite criticisms of classifying and labeling mental disorders
4. Identify and describe psychological tests used to diagnose mental disorders
5. Distinguish between generalized anxiety disorder, posttraumatic stress disorder, panic disorder, phobic disorder, and obsessive-compulsive disorder
6. List the symptoms of depression and bipolar disorder; and examine theories of depression
7. Identify and describe three types of personality disorders
8. Compare and contrast the biological model and the learning model of drug addiction, including cause and treatment
9. Debate the competing views on the existence of dissociative identity disorder (MPD)
10. Distinguish between positive and negative symptoms of schizophrenia
11. Examine biological factors that may contribute to schizophrenia
Chapter 12
Learning Objectives
1. Discuss the uses of antipsychotic drugs, antidepressants, tranquilizers, and lithium in treating emotional disorders.
2. Summarize the problems inherent in treating psychological disorders with drugs.
3. Describe the procedures used in attempts to control brain activity with surgery and electroshock.
4. List and explain the goals and principles of the four major schools of psychotherapy.
5. Describe the results of efforts to evaluate the effectiveness of psychotherapy.
6. Discuss the factors most likely to lead to successful therapy and discuss the role of the therapeutic alliance.
7. Discuss which therapies and which therapeutic structures work bet for specific problems.
8. Discuss the circumstances in which therapy can be harmful.
Chapter 13
Learning Objectives
1. Define emotion.
2. Describe the physiology of emotion, including characteristic facial expressions, activity in specific parts of the brain, and hormones that stimulate sympathetic nervous system activity.
3. Explain Schachter and Singer’s two-factor theory of emotion.
4. Distinguish between primary and secondary emotions.
5. Define display rules and provide examples of cultural differences for expressing emotions.
6. Discuss gender differences in emotional expressions.
7. Explain the three-stage process of the general adaptation syndrome.
8. Identify stressors likely to increase the risk of illness.
9. Examine how optimistic and pessimistic explanatory styles and locuses of control affects psychological and physical health.
10. Explain how Eastern and Western cultures differ in their attitudes toward the ability and desirability of controlling our own lives.
11. Examine the relationship between stress and coronary heart disease.
12. Examine the role of emotional inhibition in health problems.
13. Identify and describe the following coping strategies: relaxation training, exercise, emotion verses problem-focused coping, reappraising the situation, learning from the experience, making social comparisons, and cultivating a sense of humor.
14. Discuss the role of social support on psychological and physical health.
Chapter 14
Learning Objectives
1. Distinguish between drives based on physiological needs and those that are learned.
2. Discuss the need for affiliation as a source of human motivation.
3. List and explain three categories or theories describing varieties or styles of love.
4. Summarize the findings from biological research on the sexual behavior of men and women.
5. List and explain interpersonal and cultural factors that influence the sexual attitudes and behaviors of men and women.
6. Discuss the motivational factors involved in rape and unwanted sexual behavior.
7. Describe traditional and current approaches to understanding the origins of sexual orientation.
8. Discuss the evolutionary view of sexual motivation.
9. Describe how physiological and genetic factors affect weight.
10. Describe how cultural factors affect weight.
11. Tell why dieting is not always a good thing and describe some strategies for losing weight.
12. List and explain the factors that motivate people to work and to succeed.
13. Discuss how working conditions can affect motivation.
14. List and discuss four types of motivational conflicts.
15. Summarize Maslow’s hierarchy of needs and discuss whether motives can be ranked.
Psychology 101 Beech High School
Day and Time: Tuesday and Thursday 1:30pm – 3:00pm
Dates Schedule
1/5 Introduction, Chapter 1
1/11, 1/12 Chapter 2, Chapter 2
1/17, 1/19 Chapter 4, Chapter 4
1/24, 1/26 Chapter 4, Test 1
1/31, 2/2 Chapter 5, Chapter 5
2/7, 2/9 Chapter 6, Chapter 6
2/14, 2/16 Chapter 7, Chapter 7
2/21, 2/23 Chapter 8, Chapter 8
2/28, 3/2 Test 2, Chapter 9
3/7, 3/9 Chapter 9, Chapter 9
3/14, 3/16 Chapter 10, Chapter 10
3/21, 3/23 Test 3, Chapter 11
4/4, 4/6 Chapter 11, Chapter 11
4/11, 4/13 Test 4, Chapter 12
4/18, 4/20 Chapter 12, Chapter 13
4/25, 4/27 Chapter 13, Chapter 14
5/2, 5/4 Chapter 14, Test 5
* The instructor reserves the prerogative of changing or adjusting this syllabus to best accommodate the pace of progression and the needs of the students.
Day and Time: Monday and Wednesday, 8:15am – 9:45am
Dates Schedule
1/9, 1/11 Introduction, Chapter 1
1/18, 1/23 Chapter 2, Chapter 2
1/25, 1/30 Chapter 4, Chapter 4
2/1, 2/6 Test 1, Chapter 5
2/8, 2/13 Chapter 6, Chapter 6
2/15, 2/22 Chapter 7, Chapter 7
2/27, 3/1 Chapter 8, Chapter 8
3/6, 3/8 Test 2, Chapter 9
3/13, 3/15 Chapter 9, Chapter 9
3/20, 3/22 Chapter 10, Chapter 10
4/3, 4/5 Test 3, Chapter 11
4/10, 4/12 Chapter 11, Chapter 12
4/17, 4/19 Chapter 12, Chapter 13
4/24, 4/26 Chapter 13, Chapter 14
5/1, 5/3 Chapter 14, Test 4
* The instructor retains the prerogative of changing or adjusting this schedule to best accommodate the pace of progression and the needs of the students.