Psy3 | Psychology homework help

 Due Oct 1

 

Text: Psychology Core Concepts: Zimbardo, Johnson and Hamilton 7TH EDITION (978-0-205183463) I cant found the text online maybe you can

 

Or You can access The Discovering Psychology video series on the internet for free!

 

 

  1. Go to www.learner.org

  2. Click on the blue tab near the top that reads “view programs”

  3. Many film series will be listed. They are in alphabetical order. Scroll down to Discovering Psychology: Updated Edition. Click on it.

  4. All 26 episodes from the series are listed in order. Double click on the box that says “VoD” next to the episode you wish to view. That’s it!

     

    Type 1 page for each ½ hour video unit where you submit bullets outlining the content of each ½ hour lecture (not more than one page in length) AND, SEPARATELY, ANSWER ALL LEARNING OBJECTIVE QUESTIONS FROM THE ATTACHED/ENCLOSED PACKET( state each question before each of your responses. Make sure you cite page references from the text for each of your answers).

     

    ANSWERS TO THESE QUESTIONS CAN BE FOUND IN VIDEO AND TEXT INSIDE FRONT AND BACK COVER OF TEXT WILL TELL YOU WHAT CHAPTERS CORRELATE WITH WHICH VIDEOS).

 

Objectives 5

After viewing the television program and completing the assigned readings, you should be able to:

 

1. State the primary interest of developmental psychologists.

2. Describe the various ways that development is documented, including longitudinal, cross sectional and sequential.

3. Describe cognitive development across the lifespan.

4. Identify Piaget’s stages of cognitive development.

5. Describe some contemporary perspectives on early cognitive development.

6. Describe physical development across the lifespan.

7. Describe how habituation studies can be used on infants to determine what they can understand.

8. Describe several ways that we know infants are not born as blank slates, but instead, come equipped with temperaments, preferences, and biases.

9. Describe several ways that the environment is known to affect skills and behaviors.

 

Objectives 6

After viewing the television program and completing the assigned readings, you should be able to:

 

1. Describe the structure of language, including syntax, grammar, and semantics.

2. Define a child’s “language making capacity.”

3. Provide evidence of the universality of language acquisition and the way it progresses.

4. Explain Chomsky’s hypothesis that humans are born with an innate biological capacity for language acquisition.

5. Explain how “motherese” (or “parentese”) helps babies learn to communicate.

6. Describe the use of intonation by both young children and adults in their communication with each other.

 

 

 

 

 

 

 

Observation plan | English homework help

 

“According to child development specialists, one of the most accurate ways to learn about children is to observe them in daily activities” (Wortham, 2012, p. 117).  Among the many types of observation discussed in Chapter 5, anecdotal records, running records, time sampling, and event sampling are widely used in schools and centers across the nation.  For this discussion, you will begin to develop a plan for the observation types you will use in your written assignment this week, which involves the observation of an actual child.  Here is what you are asked to do:

 

  1. Choose either anecdotal or running records.  Describe the record type and explain its characteristics.  Discuss whether you will be observing social/emotional development, physical development, cognitive development, or language development (choose one), and what the purposes are for assessing that domain.
  2. Next, choose either time sampling or event sampling.  Describe the sampling method and tell what its characteristics are. Discuss whether you will be observing social/emotional development, physical development, cognitive development or language development (choose one that is a different domain from above) and what the purposes are for assessing that domain. 

 

Attached is an example of the anecdotal and running record as well as the time and event sampling.

 

Here is a video to assist you with this discussion this, all about the observation process:

 

 

The Center for Early Childhood Education [EarlyChildhooldVideos]. (2013, January 30). Observing young children [Video file]. Retrieved from http://www.youtube.com/watch?v=t1Xtr3RKjGc

 

Hardman, M.L., Drew, C.J., & Egan, M.W. (2011). Human exceptionality: School, community, and family. (10th edition). Boston, MA: Houghton Mifflin Company.

 

Kostelnik, J., Rupiper, M., Soderman, A., & Whiren, A. (2014). Developmentally appropriate curriculum in action. Upper Saddle River, NJ: Pearson Education.

 

Morrison, G. (2009). Early childhood education today. Upper Saddle River, NJ: Pearson.

 

Wortham, S.C. (2012). Assessment in early childhood education. (6th edition) Upper Saddle River, NJ: Pearson (Required Text)

 

Enzymes: Temperature, PH, And Specificity Hands-On Labs, Inc.

0Enzymes: Temperature, pH, and Specificity
Hands-On Labs, Inc.  Version 42-0054-00-01
Lab Report Assistant                                                                                               This document is not meant to be a substitute for a formal laboratory report. The Lab Report Assistant is simply a summary of the experiment’s questions, diagrams if needed, and data tables that should be addressed in a formal lab report. The intent is to facilitate students’ writing of lab reports by providing this information in an editable file which can be sent to an instructor.
Exercise 1: Enzyme Specificity
Observations                                                                                                            
Data Table 1: Glucose Concentration
Wells Concentration of Glucose





 
Questions  

A.  What determines a person’s ability to digest lactose?
B.   Which of the wells showed a positive result for glucose? Explain the results.
C.   Explain why testing for glucose is used to determine the activity of the enzyme lactase.
D.  Explain the experimental conditions for the five different wells.
 
Data Table 2: Presence of glucose in wells indicating lactase activity at various temperatures
Well Time (min) Concentration of Glucose

a 5 
 10 
 15 
 20 
b 5 
 10 
 15 
 20 
c 5 
 10 
 15 
 20 
Exercise 2: Enzymes and Temperature
Observations  
 
Questions:  
A.  Graph the effect of temperature on the activity of the enzyme lactase.
B.   What happens when an enzyme is boiled? Is this effect reversible?
C.   Based on your experiment results, what is the optimal temperature for lactase function?
D.  Explain what happens as far as the effectiveness of the enzyme at the freezing temperature. Can this effect be overcome when the temperature rises?
 
Exercise 3: Enzymes and pH
Observations  

Data Table 3: Glucose in wells a-d indicates enzyme activity at various pH levels
Well pH Concentration of Glucose
a 3.5 
b 5.0 
c 6.8 
d 11.0 

Questions  
A.  Graph the data placing glucose concentrations on the y-axis and the pH values on the x-axis.
B.   What was the effect of pH on the enzyme lactase? Is this true for all enzymes?

Ecology of Organisms

Effects of pH on Radish Seed Germination

Table 1: pH and % Radish Seed Germination (NOTE: First row will contain only pH information, rows 1-7 will contain the total number of seeds germinated as of that day)

(each cell is worth 2 point, for a total of 48 points)

Stage/Day Observations (initial pH, then # seeds germinated)Acetic AcidSodium BicarbonateWater
Initial pH
Day 1
Day 2
Day 3
Day 4
Day 5
Day 6
Day 7

Take a picture of your results. Include a note with your name and date on an index card in the picture. Insert picture here (3 points):

-continued-

Questions

1. Prepare a graph. Construct a line graph based on the data from Table 1 in the space below. Place the day on the x axis, and the number of seeds germinated on the y axis. Be sure to include three lines (4 points each), a title (2 points), a label and units on the x and y axes (8 points), and provide a legend (2 points) describing which line corresponds to each plate (e.g., blue = acetic acid, green = sodium bicarbonate, etc…). You can prepare your graph in MS Excel and insert the image in the space below or you can prepare your graph by hand and scan it or photograph it and insert the image below. (worth 24 points)

2. Was there any noticeable effect on the germination rate of the radish seeds as a result of the pH? Compare and contrast the growth rate for the control with the alkaline and acidic solutions. (1st part of question worth 2 points, 2nd part of question worth 4 points, for a total of 6 points)

3. According to your results would you say that the radish has a broad pH tolerance? Why or why not? Use your data to support your answer. (1st part of question worth 2 points, 2nd part of question worth 4 points, for a total of 6 points)

4. Knowing that acid rain has a pH of 2-3 would you conclude that crop species with a narrow soil pH range are in trouble? Explain why, or why not, using scientific reasoning. Is acid rain a problem for plant species and crops? (question has three parts, each worth 2 points, for a total of 6 points)

5. Research and briefly describe a real world example about how acid rain affects plants. Be sure to demonstrate how pH contributes to the outcome, and proposed solutions (if any). Descriptions should be approximately 2 – 3 paragraphs. Include at least three citations (use APA formatting). (7 points)

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Taxonomy

Dichotomous Key Practice

Table 3: Dichotomous Key Results

(4 points for each “binomial name” cell for a total of 52 points)

OrganismBinomial Name
i
ii
iii
iv
v
vi
vii
viii
ix
x
xi
xii
xiii

1. What do you notice about the options of each step as they go from number one up? (3 points)

2. How does your answer from Question 1 relate to the Linnean classification system? (3 points)

Experiment 2: Classification of Organisms (42 points)

Table 2: Key Characteristics of Some Organisms

(each cell worth 3 points for a total of 27 points)

OrganismKingdomDomainDefined NucleusMobileCell WallPhotosynthesisUnicellular
E. coliYesYes
ProtozoaYesYesYes
MushroomYesYes
SunflowerYesYesYes
BearYesYes

Refer to Table 2 above and to Figure 4 in the lab manual to answer the following questions:

1. Did this series of questions correctly organize each organism? Why or why not? (each part of question worth 3 points for a total of 6 points)

2. What additional questions would you ask to further categorize the items within the kingdoms (Hint: think about other organisms in the kingdom and what makes them different than the examples used here)? (4.5 points)

3. What questions would you have asked instead of the ones that you answered about when classifying the organisms? (4.5 points)

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