Author: mckeownb (page 1 of 53)

InS 10: Coastal Processes and Landforms Poster – First summative

You will have today’s class and a double period during seminar week to complete this task. You should submit it at the end of the priod next week. You may want to do some homework before then.

Due dates:

  • 10A: Wednesday Oct 18th, periods 3 and 4
  • 10C: Friday Oct 20th, periods 1 and 2

Using this reading,  (source) create a poster or booklet explaining, with the aid of diagrams, the formation of:

  • Cliffs
  • Wave Cut Platforms
  • Caves
  • Arches
  • Stacks
  • Stumps
  • Bays
  • Headlands.

Your resource should also include how erosion and/or deposition processes produced the landform. To do so, explain the 4 processes of erosion and produce fully annotated diagrams. The four processes are:

  • Attrition
  • Corrasion
  • Corrosion
  • Hydraulic action

Examples of each landform with at least one photograph and/or map of it’s location from anywhere in the world

  • Links to the sources of information of your images/maps/photographs should be cited
  • You may use your own photographs

 

TSC, Criterion A

InS 10: Intro to cosatals processes and landforms

Our next unit will be about coastal processes and erosional landforms, leading to another field trip to Kamakura, but this time we will be collecting primary data about the Inamuragasaki Beach on November 3rd

First, a few guiding questions to get us started.

WAVES

What are waves?

Why do they come in different shapes and sizes?

What generates waves?

Why are waves different?

The prefect wave?

BEACHES

What different types of beaches are there?

Can you explain why they look different?

ACTIVITY

In groups of 3 or 4, you will explain one of the following features:

  • Constructive wave
  • Destructive wave
  • Ocean swells
  • Rip currents
  • Billabong
  • Erosion
  • Corrasion
  • Hydraulic action
  • Corrosion
  • Longshore Drift

There’s a catch! Only one person in the group will be allowed to talk. The others will have to “act-out” your explanation without speaking.

Useful link,  or try using this reading,

We will present in 10 minutes the end of class.

Part 2: Marine Processes presentation

Take detailed notes of the slide show

 

InS 9: Psychological Experiment on Memory

The psychology experiment has 2 main objectives:

  1. To familiarise you with psychological research and methods
  2. To conduct an experiment required for psychological study where one independent variable is manipulated (TBD) and one dependent variable is measured (number of words remembered)

After conducting your experiment as a class you will collate all the data and then do your write up of the experiment individually along the following guidelines.

The Assignment:

Part 1: Groups of 4

Title Page includes the name of the experiment: The Effect of Word Order on Memory: The Serial Position Effect centered and then in the lower left hand corner your names, your class and the date of ubmission on three separate lines

Introduction includes :

  • the subject you are investigating
  • details of the studies being replicated and its findings
  • why you are doing the experiment
  • what the aim is
  • what your hypotheses are (i.e.) our first hypothesis is that memory of the middle section of words will be greater if a larger font is used.

Method is given to you but briefly state the design of the experiment:

  • who the participants are (we will all be using an opportunity or convenience sampling based on time constraints instead of random sampling)
  • the materials needed to conduct the experiment
  • an informed consent form
  • the step by step procedure to conduct the experiment referring to instructions in the appendix
  • Include a short justification for each part of your method.
  • Hyperlink your work here

TSC A + B

Due date:

  • 9A:  – October 5th Experiment on Monday October 9th
  • 9C:  – October 5th Experiment on Monday October 9th

First, we need:

  • Script
  • Procedure, class set-up, answer sheet
  • Powerpoint with words and variable
  • Informed consent form
  • Hyperlink here

———–Part 2: Individual work———–

Data collection sheets: 9A9C

  1. Title Page includes the name of the experiment The Effect of Word Order on Memory: The Serial Position Effect centered and then in the lower left hand corner your name, your class and the date of submission on three separate lines
  2.  Abstract is written after the experiment and states what you are studying, the aim or purpose of the experiment you are conducting, a brief description of the method, some details about the participants, where the research was conducted, and briefly state your results. (1 paragraph)
  3.  Results : Graphs of your results with clear labels and titles, your results must also be clearly stated in written form in this section, including anomalies (2 graphs and a totla of 4 sentences)
  4.  Discussion: relates your results to the results of the study you are replicating, you state what your results mean in relation to your hypotheses, you state your conclusion, and how you would improve this study if you were to do it again (2 paragraphs)
  5. Appendix: Include a summary table of raw data in the appendix that you can refer to, as well as all of your calculations (Images of your data tables, with titles and numbers, and all calculations)
  6. Hyperlink your work here

 

TSC – C & D

Due:

9A: TBD

9C: TBD

InS 9 Psych: Introduction to Memory

Introduction to Memory and Research Methods for Psychology.  

What is memory? How do we remember things? Why do we forget things?

1: Let’s play a game: 

Understanding short term memory through a letter recall activity

  • Compare your correct answer % with your group. Are the patterns the same?
  • What factors affected your memory recall?
  • What technique did you use to remember the letters?
  • How could you remember these letter if you had more time?
  • What variations could have helped/hindered your memory?
  • Did you put wrong answers? What does that say about your actual memories?
  • Have you had memories that turned out to be false?

Here are a few other ones if you want to try some more on your own.

2: Looking at Elizabeth Loftus’ Ted Talk

  • What does she say about false memory?
  • Eyewitness testimony?  
  • Misleading questions?
  • How can we control what people “remember”?
  • What ethical issues are raised by the false memory debate?

How does Memory work?

 

Homework: Read How Does Memory Work

  • Give the definition, in your own words,  of 5 words vocabulary terms you did not know in the reading
  • IN groups of 2 or 3, create a poster visually representing the way our brain registers memories
  • Use annotations
  • Be creative
  • Due next class

InS 9: Manipulating Behavior in the Media

We have been discussing how companies use conditioning to manipulate our behaviour, in order to make us (the consumer) buy their product. 

What techniques have we discussed that advertizers use to manipulate our behaviour?

Today, you will analyze how the media does this:

You will use the following sources to compete the task:

For Psychological studies, use

Here is your task:

  • Pick a commercial you think uses a few psychological techniques. It can be any type: video, poster, billboard, etc.
  • Identify and analyse 3 to 5 techniques the marketeers are using in their commercial advert(s). With reference to one or more commercials you will identify some of the the techniques used to make us buy.
  • For each technique, you will evaluate its effectiveness. You must use sources to support your argument, not your personal opinion. Find a study that has proven this theory.
    • The study might not be directly related to your topic or use the same terminology as the sources above. You need to refine your searches to find the proper study
    • Name each study by the lead researcher(s) last name(s) and mention the university where it was conducted at leats once.
  • Groups of 2
  • Present your findings in any way you fell will best convey your information: written google doc with hyperlinks, a voice over video (4 minutes max), poster,  presentation (4 minutes max), interpretive dance, etc
  • Please link your work here

Your work must include:

  • The clip or clips from a commercial ( any language )
  • Identify the target audience and demographic – who is the commercial aimed at
  • Annotations or notes clearly explaining the technique (tricks) used in the commercials
  • An explanation of the reasons for using each technique
  • Your evaluation as to why you think it is effective or not, what makes it a good advert
  • MLA citations
  • If you present on slides, no more than 10 words per slide

Due beginning of lesson –

  • 9A: Thursday September 21
  • 9C: Friday September 22

TSC Criteria

InS 9 Psychology: Classical Conditioning, Positive and Negative Reinforcement

Last class, we discussed how psychology is the study of human behavior, and how our environment, as well as our genetic makeup affect the ways we act. We also discussed reasons people are altruistic. Finally, we discussed ways researchers can measure the reason for altruism. 

Today, we will discuss way to alter people’s behavior.

Part 1: Conditioning

Have you heard of Pavlov’s dogs? Discuss

  • How do we learn?
  • What has created your personality?
  • How do you know that you have free will?

Classical Conditioning – Ivan Pavlov

classical-conditioning

 

Ok that was a lot of information. Here’s a simpler version:

Here is an example of altering behavior on humans: Little Albert, one of the earliest studies of human behavior modification.

What conclusions can you make from the Little Albert experiment?

Are there any flaws in the experiment?

In your table groups, can you list the:

  • UCS
  • UCR
  • CS
  • CR

Part 2: Positive vs. Negative reinforcement

For each one think of a specific example that affect your own behavior.

In your groups, research and come up with the definitions, in your own words, of positive and negative reinforcement.

Read and complete the advertising question in the handout in groups of 2 or 3 

You will embed the videos here (9A, 9C)  and present your findings to the class

 

 

 

InS 10: Edo museum visit, OPPVL presentation and Edo Analytical Essay

We have been discussing the Edo period for some time now and you are expected to have a topic in mind that you would like to research further.

We will be visiting the Edo Museum on  Tuesday. While you are expected to look at the entire display and gain a better understanding of that section of Japanese history, you will need to find one source that you will use in your research project on order to complete an OPPVL.Make sure to take pictures of the source you choose and collect as much details about its author/creator as possible.

Your first summative assessment will be to complete and OPPVL

Hyperlink all of your work here

_________________________________________

Once your OPPVL presentation is done, you may begin researching on your Analytical Edo Essay

Due Oct 6th, but see project detail for internal deadlines.

Hyperlink all of your work here

InS 9: September 5th: I will be absent today.

Hi guys,

I will be away today, visiting the Edo museum with the grade 10s. Here is the work to be done:

  • 9A you have 2 periods to do part 1 and 2
  • 9C you have one period to do part 1

Part 1: Altruism Question

  • Create groups with at least one person from each presentation groups from the last lesson. (the reading)
  • Using the reading on social responsibility, prosocial behaviour and altruism discuss answer the following questions. Do not assign one question per person. You need to discuss the answers and come up with a commonly agreed answer. 
  • Write your answers on a Google doc and hyperlink it here.
  1. What factors influence whether a person acts or does not act to help when they see someone in need?
  2. Are there cultures that are more helpful than other cultures? Can you explain why?
  3. What are some of the motivations to help?
  4. What is the difference between altruism and prosocial behaviour?
  5. Describe a situation in which one of you helped others, and analyse the reason/motivation for why you did it? Are there other reasons why someone might exhibit the same behaviour?
  6. Watch the PBS video on children being naturally altruistic and explain
    1. The conclusion of the study
    2. the strengths and limitations of the study

Part 2: Create your own experiment

  • In the same groups, brainstorm 2 experiments you could do to answer a question about altruism. 
  • hyperlink it here.

 

  1. Create a research question. What will you try to prove/disprove? (be creative)
  2. Create one experiment with informed consent (where the person you are studying know they are doing a study)
  3. Create one experiment without informed consent (where you study people without them knowing they are being observed)
    • Have step by step descriptions of your experiments
    • Explain what kind of observations you would record. (quantitative vs qualitative)
    • What kind of conclusion could you draw from your study? How would you know it is reliable?

InS 10: Resting place of 10 of the 47 Ronins

This is coming from one of my InS 10 students. The pictures were taken on the grounds of the Italian Embassy in Tokyo:

“The writing in Italian says: “On February 4th 1703 in this garden, 10 of the 47 ronins killed themselves. The R. (“Royal” because at the time there was still a monarchy in Italy) Ambassador Giacinto Avriti placed this memorial A.D. 1939. XVIII E.F. (Fascist Era – on the 18th year of Mussolini’s rule).”
The writing in Japanese, on the other hand, reads the names of the 10 ronins and a brief summary of the story.
The garden of the Italian Embassy is one of the most ancient in Tokyo. The territory was once home to the Shogun, Matsudaira Ōkinokami, before it was bought by the Italian government.
The trees within the garden allows us to date it all the way back to the XVII century.
During the Edo period, an interesting happening took place in the garden of Matsudaira’s residence: 10 of the 47 ronins killed themselves in 1703. This event is remembered in Japanese culture through the popular play, “Chūshingura“.
The killings took place where the pond now lays in the garden, as the ground was removed to create a small artificial hill where, in 1939, a commemorative stele of the event was erected by the Italian government.
Matsudaira’s property later passed to Prince Masayoshi Matsukata, a known politic of the Meiji period, who was Prime Minister twice.
A little after the events that took place in 1701 to 1702, such as the attack to a high shogunal official, Kira Kozukenosuke’s palace on December 15 1702, many theatrical plays began to circulate Japan. The plays narrated the past happenings, as theater at the time was a way of communicating events, usually dramatic, to the population.”

InS 9: Intro to Psych continued

Introduction to Psychology and the study of human behaviour.

Nature vs nurture discussion

  •  What did your nature vs. nurture activity tell you?
  • Did you disagree with your parents on some parts?
  • Can you come up with a general correlation or rule?
  • Why do we need to consider ethics when conducting psychological studies?

Part 2:

twin studies nature vs. nurture.

Watch the following clip on twins separated at birth, then answer the following questions:

  1. Looking at twin studies and what they tell us.   What conclusion can we make from studying twins? How does this relate to you?
  2. What unethical decision was responsible for the situation described in this video?
  3. Can you think of situation when it might be justified to be unethical in the pursuit of scientific knowledge of genetics or evolution?
  4. What is the most powerful evidence in this video that nature is more influential than nurture in explaining, predicting, or understanding human behavior?

Here is a more detailed video of the twin girls separated at birth.  Summarize the findings of twin studies and what they can tell us about the nature vs. nurture debate.

Next: In groups we will read about the psychology of human relationship and present the following answers to the rest of the class:

  • Group 1: Explain reading 8.1  and explain prosocial behaviour and altruism (.p.252) and answer Q1 on p. 253
  • Group 2:Explain reading 8.1 and explain prosocial behaviour and altruism (.p.252) and answer Q1 on p. 253
  • Group 3: Explain the Empathy-Altruism Hypothesis and answer Q2 on p. 254
  • Group 4:  Explain the Batson et al. study and the kin selection hypothesis and answer question 3 on p. 256

Hyperlink it here

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