BIOLOGICAL PSYCHOLOGY: Psych 2012 Section 001
LECTURE SCHEDULE & GENERAL INFORMATION
Spring 2014
LECTURE meets 3:00-4:15 Mon-Weds, Humanities 1B50
Dr. Linda R. Watkins, Ph.D. - Instructor
Office: Muenzinger E-457B; Phone (with voicemail): 303-492-7034
Email (strongly preferred means of contact to avoid phone tag): biopsych.watkins@colorado.edu
***NOTE: THIS EMAIL ADDRESS IS THE ONLY ONE TO
USE TO CONTACT ME FOR THIS CLASS***
-if you use a different email address for me, I give you no guarantee of reply so
ONLY use biopsych.watkins@colorado.edu
Office Hours: Tuesday: 8:30-9:30 a.m.; Wednesday: 9:00-10:00 a.m.; additional times by appointment
Michael Weber- Teaching Assistant
Office: Muenzinger D-140E; Email: michael.weber@colorado.edu
Office Hours: Monda: 1-2 pm, Thursday: 3-4 pm
IMPORTANT OVERVIEW:
This is a long and detailed syllabus. I do this because I view the syllabus as a contract between you as the
student and me as the professor, so I want to be very explicit. I realize that many students will not read the
syllabus. Of course, this is totally your choice. While I strongly advise you to read the entire syllabus, should
you choose not to do so, I strongly encourage you to at least read the material under the heading “Attendance,
Classroom Management Policies and Lecture Capture”– as you may find yourself very surprised if you do
not.
MATERIALS FOR THE COURSE
REQUIRED:
Pinel, John P. (2014). Biopsychology, Pubs: Allyn & Bacon, 9th Edition (Book or loose leaf format; hardcover
book available at CU Bookstore)
See end of syllabus on instructions for accessing MyLab web resources to help you achieve success in this
course. Every chapter contains resources designed with you in mind. Quizzes, flashcards, simulations, videos
and a personalized study plan are there to help you.
NOT ABSOLUTELY REQUIRED BUT VERY STRONGLY RECOMMENDED: I will be using a mix of
slide presentations, whiteboard, videos, and software demos throughout the semester during lectures. In order
to make these as accessible to you as possible, I will do my best to make them available on the class Wiki at
least a few days in advance of classes. Also available on the class Wiki, as exams approach, will be study
guides and examples of old exams and answers. Note that the textbooks, lecture content, and topic selection
changes semester to semester, so appropriate questions relevant to this semester’s content will be drawn from
prior exams as examples of the types of questions that will be asked.
CLASS WEBSITE:
Go to psych.colorado.edu/wiki
Click on Psych 2012-001 Biological Psychology 2012 sec 001-Watkins-Spring 2014
Username: 2012watkins
Password: biopsych
1
Exam and course grades will be posted through D2L, not the Wiki.
ALSO NOT ABSOLUTELY REQUIRED BUT VERY STRONGLY RECOMMENDED: This course has
been set up through Information Technology as Lecture Capture. During the term, barring technical problems or
human error, each class lecture will be video-recorded. The recordings will include my lecture and the slides
used in class. Lectures will be available for your viewing typically no later than one business day after the lecture, and are often available before that. See “Lecture Video Capture” section of this syllabus for information.
OPTIONAL: Biological Psychology depends heavily on both biology & psychology. You might find it helpful to borrow or buy a reasonably recent General Psychology text to use as a reference source for terminology
and basic concepts, if you don’t already own such.
Course Goals
This course is designed to familiarize students to the principles of biological psychology and to the fundamentals of the relationships between behavior and brain function. The course will provide a survey of the structure and function of the nervous system, a thorough discussion of the sensory and motor systems that are necessary for our ability to function effectively in the world, and, finally, a discussion of the application of these
principles to specific behavioral topics (see Reading Assignments). Association with everyday life experiences
will be made as often as possible. Critical thinking about biopsychology information is encouraged.
By the end of the semester, you will be expected to be conversant in conventional biological terminology
and to be able to discuss the relationship between the biological processes covered during the course and the
behavioral/experiential correlates of those processes.
Lecture Schedule
The chapters indicated under "Reading" (right side of page) refer to text chapters. Please read the indicated
chapter before the class meeting.
DATE
TENTATIVE SCHEDULE OF TOPICS
** Exam and review dates will not move **
Start of Exam 1
Jan 13
Introduction to the course:
READING ASSIGNMENT
Booklet PDF on wiki “Use of Animals in Biomedical
Research: Understanding the Issues”; Ch. 1, 2.1
Ch. 3.1-3.3
Jan 15
Cells of the central nervous system
Jan 20
Jan 22
NO CLASS – Martin Luther King Day – University Holiday
Cells of the central nervous system
Ch. 3.2-3.3
Jan 27
Cell to cell communication: neuronal conduction and
synaptic transmission
Cell to cell communication: neuronal conduction and
synaptic transmission
Cell to cell communication: neuronal conduction and
synaptic transmission
Cell to cell communication: Neurotransmitters
Jan 29
Feb 3
Feb 5
Feb 10
Feb 11
Feb 12
Ch. 4.1-4.5
Ch. 4.1-4.5
Ch. 4.1-4.5
Ch. 4.6-4.7
Cell to cell communication: Neurotransmitters
Ch. 4.6-4.7
REVIEW SESSION (5-7 pm, Muenzinguer Psychology Bldg, Room E-0046)
EXAM 1
2
Start of Exam 2
EXTRA CREDIT READING FOR EXAM 2: Hormones & Sex
Feb 17
Neuroanatomy
Feb 19
Neuroanatomy
Ch. 13.1, 13.5-13.7
Ch. 3.1,3.4-3.6
Ch. 3.1,3.5-3.6
Feb 24
Feb 26
Neuroanatomy
Neuroanatomy
Ch. 3.1,3.5-3.6
Ch. 3.5-3.6
Mar 3
Mar 5
Introduction to sensory systems; Vision
Vision
Ch. 6.1-6.5
Ch. 6.1-6.5
Mar 10
Mar 12
Audition
Touch and Pain
Ch. 7.1-7.2
Ch. 7.3
Mar 17
Mar 18
Mar 19
Vestibular sense
(none)
REVIEW SESSION (5-7 pm, Muenzinguer Psychology Bldg, Room E-0046)
EXAM 2
March 24 and March 26: Spring Break – No Class
Start of Exam 3
EXTRA CREDIT READING FOR EXAM 3: Psychiatric Disorders
Mar 31
Movement
Apr 2
Movement
Apr 7
Ch. 18.1-18.4
Ch. 8.1-8.5
Ch. 8.6-8.8
Apr 9
Sleep & Wakefulness
Russell Foster TED talk;
http://www.ted.com/talks/russell_foster_why_do_we_sleep.html; Ch. 14.1-14.5
Sleep & Wakefulness
Ch. 14.5-14.8
Apr 14
Apr 16
Learning, Memory, and Amnesia
Learning, Memory and Amnesia
Apr 21
Apr 22
Apr 23
Learning, Memory and Amnesia
Ch. 11.7-11.9
REVIEW SESSION (5-7 pm, Muenzinguer Psychology Bldg, Room E-0046)
EXAM 3
Ch. 11.1-11.4,11.6
Ch. 11.1-11.4,11.6
Apr 28
Emotional Behavior - Aggression
Ch. 17.1-2; 17.4
Apr 30
Human Communication
(none)
If we are ahead of schedule, then we will cover Drug Abuse – Chapter 15 – this will become clear as the
semester develops
May 2 (Fri) REVIEW SESSION (5-7 pm, Muenzinguer Psychology Bldg, Room E-0046)
May 5 (Mon) FINAL EXAM (CUMULATIVE) 7:30-10:30 a.m. The final exam is mandatory and required to pass the course.
CONDITIONS UNDER WHICH THE COURSE OPERATES
3
Attendance, Classroom Management Policies, and Lecture Capture [[[SECTION YOU WERE
REFERRED TO AT THE START, ABOVE]]]
Your individual attendance in not required in this class, nor is it taken. I do not consider your individual attendance in any way, positive or negative, in assigning grades. If you find it interesting, helpful, and beneficial to
attend class, I welcome your presence and look forward to your contributions. If you would rather not attend
class, all of my lectures are videotaped and available for you online via Lecture Capture (described subsequently). The reason for this approach to class is that I believe it will result in a better learning experience and a more
enjoyable class for the students who do want to attend if those who would rather not attend have an alternative
mode of access to class lectures.
Please do note that if you do elect to come to class, please do not read newspapers or any other non-class
related material during class. Do not use cell phones during class. If there is an emergency circumstance
that necessitates your phone being on during a particular class, please get my consent before class. I understand
that some students like to use laptops for note-taking, but experience has taught me that there are many other
activities for which they are used during class, activities that are often disruptive to other students and that I
view as disrespectful. If you use these, please have the self-control to not be surfing the internet, working on
other courses, etc. while in this lecture hall. If you are paying attention to the internet or other information
other than the lecture, then you will not be learning effectively as people toggle their full attention back
and forth between stimuli – if you are paying attention to something else you are missing the lecture material; people are frankly far poorer at multi-tasking than they would like to believe. Your focus should be
solely on the material in this course while you are here. Also, if you choose to attend class, please be on time.
I will start and end class on time. Finally, the classroom has a seating capacity that is much larger than the enrollment of this class. Given this, and my desire to have a “hands on,” smaller class atmosphere for this course
(something students repeatedly say they prefer), please help create this smaller class atmosphere by seating
to the rows near the front. Note: On exam days, we will use the entire classroom, as I will ask that students sit
in every other seat.
I do realize that these policies deviate from other faculty. In the spirit of full information and allowing students
to make an informed choice (a very important principle that I hold dear), I provide all of this information to you
at the outset. With this information and this syllabus, you are in a position to make a relatively informed choice
regarding if you want to take this class from me or not. If you choose to take it from me (and I hope you do), I
will adhere to the practices noted above, as well as those noted throughout this syllabus, in the strictest fashion.
EXAMS.
Ignorance of exam dates does NOT provide a legitimate excuse for missing an exam. There will be 4 exams
total. EXAMS 1, 2 & 3 will each consist of 50 multiple-choice questions worth 2 points each. Exams 2 and 3
will each have extra credit questions worth 10 points (5 questions each worth 2 points) covering independent
reading of book material outside of what is covered in class, as class time is more limited than are important
topics in biopsychology. See the schedule for listing of the extra credit material to read if this is of interest to
you. Extra credit material is not required but is the only extra credit available in this course. The FINAL
EXAM will be cumulative (but does not include the extra credit material as it only covers the lecture and assigned readings that all students in the class are responsible for) and will also consist of 100 multiple-choice
questions worth 1 point each. The lowest grade from Exams 1-3 will be dropped. For this reason, I will give
no make-up exams after the rest of the class takes the exam. NOTE CAREFULLY THAT THE FINAL IS
REQUIRED - your grade on this test will not be dropped under any circumstance. If you have a Universitysponsored conflict on the day of an exam (for example, if you are a member of a Univ. of Colorado sports team
that will be competing out-of-town that day), you can take the exam before the listed exam date with a letter of
verification from your coach. You will receive a grade of ZERO for any exam not taken. The point breakdown is described below.
4

Each exam will include questions derived from (1.) the lecture on material NOT in the book, (2.) the assigned textbook reading on material NOT in the lecture, and (3.) material covered both in lecture and in
the book. Mastery of the material covered in the textbook and lecture are both required, and essential
for successful completion of this course. There is no extra credit available except for questions on
Exams 2 and 3 covering extra credit textbook sections as indicated.

Exams will be multiple choice, so bring a #2 pencil and eraser to class on the days of the exams. NOTE:
Multiple-choice questions will be at times designed to get at more than one issue or topic per question.
This means there will be choices such as “a”, “b”, “c”, “a and b”, “b and c”, “all of the above.” This is
NOT meant to be tricky - it is meant to test how thoroughly you understand the topic.
February 26
(Weds.)
Deadline for students who have three or more final exams on the same day
for spring semester to make arrangements to change their final exam schedule. Also deadline for studnets to arrange an alternative examination time
for the later course if 2 final exams are scheduled to meet at the same time
(See Calendars and Schedules)
SYLLABUS: The syllabus provides an outline and approximate time frame of topics to be covered. Depending
on the interests of the students, in-class discussions, and how quickly you assimilate the material, the syllabus
will remain flexible and fluid. DATES OF REVIEW SESSIONS AND EXAMS WILL NOT CHANGE. I
recognize that not all students will be free to attend the review sessions as scheduled. However, as you know
now whether you have a conflict, this gives you time to plan meetings with the Teaching Assistant and/or me to
over questions you may have prior to the exam. The material covered on exams will be adjusted to reflect what
has been covered prior to those dates.
GRADING:
Your final grade will be computed from the following point breakdown:
Exam 1 =
Exam 2 =
Exam 3 =
Final =
100 points
100 points (8 points extra credit is possible)
100 points (8 points extra credit is possible)
100 points
400 points = TOTAL POSSIBLE EXAM POINTS (416 total points possible with extra credit)
-100 points = Drop Lowest grade (Exam 1-3)
300 POINTS = TOTAL POINTS for required material
Your final letter grade in the course will be assigned in the following manner. First a "Reference Score" (RS)
will be calculated by taking the mean of the top five percent (of the class) total points attained. The calculated
RS replaces 100% as the theoretical "best possible score." This compensates for whatever imperfections
are/might be present in the tests. Your grade will be determined by how well you have done in comparison with
this reference score. For example, suppose that the top 5% on the first exam were as follows:
100,98,98,98,98,96,96,96,96,96,94,94,94,94,92
5
The sum of these scores is 1440. The mean of these scores is 96. Therefore the RS=96. What this does to the
grading scale is illustrated below:
Normal Grading Scale
A =0.933 x 100 = >93
A- =0.900 x 100 = 90-92
B+ =0.867 x 100 = 87-89
B =0.833 x 100 = 83-86
B- =0.800 x 100 = 80-82
C+ =0.767 x 100 = 77-79
C =0.733 x 100 = 73-76
C- =0.700 x 100 = 70-72
D+ =0.667 x 100 = 67-69
D =0.633 x 100 = 63-66
D- =0.600 x 100 = 60-62
F =less than 60
Reference Grading Scale:
A =0.933 x 96 = >89
A- =0.900 x 96 = 86-88
B+ =0.867 x 96 = 83-85
B =0.833 x 96 = 80-82
B- =0.800 x 96 = 77-79
C+ =0.767 x 96 = 74 -76
C =0.733 x 96 = 70-73
C- =0.700 x 96 = 67-69
D+ =0.667 x 96 = 64-66
D =0.633 x 96 = 60-63
D- =0.600 x 96 = 57-59
F =less than 57
All grades will be based on a computed reference score. A reference score will be computed for each exam and
for the final course grade. Again, each person's LOWEST grade from Exams 1-3 will be DROPPED in computing their final course grade.
It is therefore possible for the entire class to receive the grade of A if everyone scores very closely together. By
the same token, it is also possible that very few people would receive an A.
ADD/DROP POLICIES: University deadlines and policies for adding and dropping classes are clearly indicated on the Registrar’s Website: http://www.colorado.edu/registrar/calendars-schedules/academic-calendar
and will be strictly adhered to. See that website for all pertinent information regarding add/drop policies.
PASS/FAIL option has to be declared on or before January 31, 2014. You can elect this option only if you are
taking this class as an elective course.
DISABILITY STATEMENT: If you qualify for accommodations because of a disability, please submit to me
a letter from Disability Services in a timely manner (first two weeks of classes; for exam accomodations provide your letter at least one week prior to the exam) so that your needs may be addressed. Disability Services
determines accommodations based on documented disabilities. Contact Disability Services: 303-492-8671 or
by email at: dsinfo@colorado.edu.
Please note that English as a second language is not a recognized disability and no extra exam time, nor any
special conditions (e.g., use of a dictionary) can be provided to any student. This is a University policy, not left
to the discretion of the professor.
If you have a temporary medical condition or injury, see Temporary Injuries under Quick Links at Disability
Services website (http://disabilityservices.colorado.edu/) and discuss your needs with me.
SEXUAL HARASSMENT POLICY: The University of Colorado at Boulder policy on Discrimination and
Harassment, the University of Colorado policy on Sexual Harassment and the University of Colorado policy on
Amorous Relationships apply to all students, staff and faculty. Any student, staff or faculty member who believes s/he has been the subject of discrimination or harassment based upon race, color, national origin, sex, age,
disability, religion, sexual orientation, or veteran status should contact the Office of Discrimination and Harassment (ODH) at 303-492-2127 or the Office of Judicial Affairs at 303-492-5550. Information about the
6
ODH, the above referenced policies and the campus resources available to assist individuals regarding discrimination or harassment can be obtained at http://www.colorado.edu/odh
RELIGIOUS OBSERVANCE: Campus policy regarding religious observances requires that faculty make
every effort to reasonably and fairly deal with all students who, because of religious obligations, have conflicts
with scheduled exams, assignments or attendance. In this class, I expect to be made aware at least one week in
advance of religious conflicts with exams or review sessions. It will be your responsibility to contact me/your
TA, to obtain material/notes that you have missed during normal class meetings. Note again that the lectures are
Video Captured so you have full access to the material presented in every class. See full details regarding religious observances, see: http://www.colorado.edu/policies/fac_relig.html
AGREEMENTS FOR PARTICIPATING IN THE COURSE
My philosophy of teaching is based on the principle that learning can be fun and exciting. My intent is to deliver lectures that you will look forward to attending. Mike Weber and I hope to establish a "learning community"
that functions in an environment that will enhance the attainment of these goals. You, as students, have some
responsibilities in this process.
As members of this learning community, we expect that:
• If you choose to attend class, you will make every effort to be on time for class. If you MUST be late,
please enter quietly and with minimal disturbance to those around you.
•
You will not sleep or read the newspaper or any unrelated materials while in lecture. If you want to sleep,
stay in bed. If you want to read the paper or anything else not related to the course, there are many lovely
spots to do so on campus -- but not in our classroom. Note above no phones. If you feel you must use laptops, iPads etc for note taking, PLEASE use it only for that and abstain from disrupting your own concentration and that of your peers around you by using your electronics for other purposes during class.
•
You will not engage in any behaviors that infringe on the rights of your peers to obtain the maximum learning experience during lectures.
•
You will deal with any complaints or criticisms in a mature and professional manner. Please communicate
your concerns either personally or anonymously to me or your TA.
•
You take responsibility for your learning experience. If you are having difficulty with the material, seek
help from me or your TA, access the learning materials available through the Textbook learning site online.
Form study groups. These groups are a terrific opportunity for sharing ideas, meeting new people, and enhancing your absorption of the course content.
•
Your academic performance is based on YOUR honest efforts. Academic dishonesty will be dealt with according to the rules of the University.
Classroom behavior and Honor code:
If you are not sure that you “learned everything I really needed to know in kindergarten” about classroom behavior, check on line at: http://www.colorado.edu/policies/classbehavior.html.
Students and faculty each have responsibility for maintaining an appropriate learning environment. Students
who fail to adhere to such behavioral standards may be subject to discipline. Faculty have the professional responsibility to treat all students with understanding, dignity and respect, to guide classroom discussion and to
set reasonable limits on the manner in which they and their students express opinions. Professional courtesy
7
and sensitivity are especially important with respect to individuals and topics dealing with differences of race,
culture, religion, politics, sexual orientation, gender, gender variance, and nationalities. Class rosters are provided to the instructor with the student's legal name. I will gladly honor your request to address you by an alternate name or gender pronoun. Please advise me of this preference early in the semester so that I may make appropriate changes to my records. See polices at http://www.colorado.edu/policies/classbehavior.html as noted
above, and at http://www.colorado.edu/studentaffairs/judicialaffairs/code.html#student_code
All students of the University of Colorado at Boulder are responsible for knowing and adhering to the academic
integrity policy of this institution. Violations of this policy may include: cheating, plagiarism, aid of academic
dishonesty, fabrication, lying, bribery, and threatening behavior. All incidents of academic misconduct shall be
reported to the Honor Code Council (honor@colorado.edu; 303-725-2273). Students who are found to be in
violation of the academic integrity policy will be subject to both academic sanctions from the faculty member
and non-academic sanctions (including but not limited to university probation, suspension, or expulsion). Other
information on the Honor Code can be found at http://www.colorado.edu/policies/honor.html and at
http://www.colorado.edu/academics/honorcode/
The University of Colorado Boulder (CU-Boulder) is committed to maintaining a positive learning, working,
and living environment. The University of Colorado does not discriminate on the basis of race, color, national
origin, sex, age, disability, creed, religion, sexual orientation, or veteran status in admission and access to, and
treatment and employment in, its educational programs and activities. (Regent Law, Article 10, amended
11/8/2001). CU-Boulder will not tolerate acts of discrimination or harassment based upon Protected Classes or
related retaliation against or by any employee or student. For purposes of this CU-Boulder policy, "Protected
Classes" refers to race, color, national origin, sex, pregnancy, age, disability, creed, religion, sexual orientation,
gender identity, gender expression, or veteran status. Individuals who believe they have been discriminated
against should contact the Office of Discrimination and Harassment (ODH) at 303-492-2127 or the Office of
Student Conduct (OSC) at 303-492-5550. Information about the ODH, the above referenced policies, and the
campus resources available to assist individuals regarding discrimination or harassment can be obtained at
http://hr.colorado.edu/dh/
SOME WORDS ON POLITICAL CORRECTNESS: While it is incumbent upon us all to avoid the use of
terms that imply prejudice, racism or sexism in any form, it seems that it is almost impossible to conduct a lecture in the current climate that will not offend at least one individual. Psychology and Neuroscience are particularly dangerous territories. In this course, we will cover some topics that are sensitive. Examples include
evolutionary theory, the use of animals in experimentation, sexual function and dysfunction, descriptions of diseases/disorders of the brain, alcoholism, drug abuse, etc. We will make every attempt to present information in
an unbiased and nonjudgmental fashion. Please forgive us if we do not say "he and/or she", if we refer to evolution to put a point in perspective without also referring to Biblical interpretations, if we frame behavioral examples in the context of heterosexual experience, etc. Our intent will never to be to offend, but if we inadvertently
manage to do so, we ask that you bring it to our attention, either personally or anonymously, in a mature and
professional manner. Concerns communicated in this way will be considered seriously and with respect to
both the individual and all members of the class.
IF YOU CANNOT COMMIT TO THESE AGREEMENTS, PLEASE DROP THIS CLASS. If you attend the
next class meeting, you are accepting responsibility for all of the above agreements and all information contained in this syllabus.
Course Motto
In his book, Wisdom of Our Fathers, the late Tim Russert (Washington Bureau Chief for NBC News and Managing Editor and Moderator of Meet the Press) tells of some advice he gave to his only son, Luke, when he was
leaving him at college for his freshman year: “Study hard. Laugh often. Keep your honor.” (2006, p. xii). I
would consider any semester where these three outcomes are achieved to be a huge success.
8



“Study hard” – this is why you are here. The principle reason you/your family are paying tuition is to receive the benefits of an education, one of which is higher prospects for employment
(http://www.bargaineering.com/articles/recession-college-graduates.html)
“Laugh often” – How important? In his famous 1993 speech on the ESPY awards, while dying of cancer, Jimmy Valvano stated “To me there are three things everyone should do every day. Number one is
laugh.” (http://www.youtube.com/watch?v=HuoVM9nm42E&feature=relmfu)
Finally, “keep your honor” -- I heard a quote by Senator Alan Simpson in making an introduction to
President Gerald Ford that really resonated with me. The quote was this, “if you have integrity, nothing
else matters; if you don’t have integrity, nothing else matters.” Believe me, there is nothing you can get
from this course, including a grade, that is worth sacrificing your integrity.
Course Communications
From time to time, I will email you, either individually, or as a class. For this class, I will assume that you check
your email at least daily during the week and therefore, I will hold you responsible for any email after 24 hours
from the time it is sent. Likewise, I will respond to your emails, during weekdays, within 24 hours of when you
send them to me at: biopsych.watkins@colorado.edu
****NOTE: THIS EMAIL ADDRESS IS THE ONLY ONE TO USE
TO CONTACT ME FOR THIS CLASS****
-if you use a different email address for me, I give you no guarantee of reply so
ONLY use biopsych.watkins@colorado.edu
Lecture Video Capture
During the term, barring technical problems or human error, each class lecture will be video-recorded. The recordings will include my lecture and the slides used in class. Lectures will be available for your viewing typically no later than one business day after the lecture, and are often available before that. I understand the dampening effect that offering a video recording of the course can have on attendance. That recognized, experience
has also shown that students do like having video recording and that, if used appropriately, can increase student learning. Therefore, I will offer it in this class. However, please recognize that experience has also shown
that in order to get the most out of the course and to increase the probability of performing at a higher level and
earning a higher grade, it is best for the student to attend class regularly and use the video recording as a complement, rather than a substitute, for normal class attendance. For example, in studying for exams, it will be
helpful to watch the lectures over (and over) again. Additionally, if a situation arises where you must miss class
(e.g., illness), you will find it helpful to watch a video recording of the class you missed (and then see me or the
TA during office hours if you have questions from the lecture). Therefore, please do not interpret the offering of a video recording of the class as suggesting that you do not need to attend class to do your best. On
the contrary, I believe that in order to perform to your capabilities, class attendance is necessary. It is my
strong desire that all students attend class regularly, that we have lively class discussions, and that all make their
presence known by making contributions to the class. You should note that students that have earned A’s or A‘s are those that do not miss class, rather, they attend, pay attention, take good notes, and watch the videos.
I should also note that I have watched class videos of lectures. I find the sound quality to be reasonable, but not
as good as being in the actual lecture itself. Therefore, if you are even thinking about substituting the video for
attendance, I would strongly recommend that you come to the live class first and compare what you are able to
get from class with a video version of the class before you make this substitution decision (a decision which,
again, I strongly discourage –but you are adults, it’s your call).
To gain access to video recorded lectures you must follow these steps:
9
You can watch the recordings at:
http://classcapture.colorado.edu/Mediasite/Catalog/Full/3dd9f0b277d84c0f9393a7296abade4321
Sign in to the page using your CU Boulder login name and IdentiKey password.
Your classes will generally appear online about a day after they occur, if not sooner.
If you do not wish to appear on the recordings, please note that depending on the camera angle, the first
few rows may be recorded.
Please contact the IT Service Center (303-735-4357 or help@colorado.edu) as soon as possible if you encounter
any issues while viewing this class.
Given that the video recording is “technology,” of course, something could happen (e.g., power failure) where
the equipment is not working. As such could happen, you should recognize that a particular lecture may not be
available.
A FINAL WORD
Dr. Watkins and very-soon-to-be-Dr. Mike Weber both hope that you find this course to be fun, stimulating,
insightful, and challenging. We look forward to working with you throughout this semester and hope that we
all grow in our understanding of each other and of ourselves.
Student Registration: Welcome to your Pearson MyLab!
Your MyLab course was chosen by your instructor to help you achieve success in this course. Every chapter contains resources designed with you in mind. Quizzes, flashcards, simulations, videos and a personalized study plan will help you engage in your course material like never before.
There are three simple steps for accessing your course:
1. HOW TO REGISTER
To register, you will need a student access code. If you purchased a text from the
bookstore, the access code was included with your textbook. If you prefer, you can buy
directly from the website and can choose either the version with eText or without eText.
You will also need a course ID (below)
Course ID:
watkins83782
a) Go to www.pearsonmylab.com and click the Student button, in the Register section.
b) Enter the course ID, and click Continue.
c) If you have an existing Pearson account, sign in with your existing user name and password, if
not click Create an account.
10
d) Choose to register an access code..
e) Follow the instructions to complete your registration. Check your email for your registration
confirmation.
2. HOW TO LOG IN TO YOUR COURSE
a)
b)
c)
d)
Go to www.pearsonmylab.com.
Click on Sign In.
Enter your username and password, then click Sign In.
Click on the course name on your Courses home page to begin working in your course.
3. GETTING STARTED
At the TOP of your Course Home page, you will find the GETTING STARTED banner.
NOTE: Before you do anything in your MyLab, you MUST COMPLETE these two GETTING STARTED steps!
a) Tune Up Your Browser
1. Click and complete the Tune Up Your Browser.
2. You must have ALL green () checkmarks in order to confirm that your computer’s browser is
supported and that you have all the necessary plug ins for maximum functionality of the site’s
resources.
b) Sync Your Time Zone
1. Click and sync your time zone for your Instructor profile.
2. Click and sync your time zone for your Students profile.
And you’re ready for success! Best wishes for a great course experience!
11