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PSYCH 381 - Behavioral Neurobiology
Fall 2013
Section 001: B030 JFSB on T Th from 12:00 pm - 1:15 pm
Instructor Information
Name: Ramona Hopkins
Office Location: 1022 SWKT
Office Phone: (801) 422-1170
Office Hours: Thu 11:00am-11:50am
Or By Appointment
Email: [email protected]
TA Information
Name: Kacie Birtcher
Email: [email protected]
Phone: 480-406-9399
Office Hours: Monday 10:30 to 11:30
Tuesday 10:00 to 11:00
Or by appointment
Course Information
Description
Basic physiological, anatomical, and chemical foundations of Psychology. The subject matter of this course
comprises the treatment of the relationship between cognition and brain structure and function.
Prerequisites
PSYCH 307, PSYCH 309, PSYCH 310; or instructor's consent. (Neuro 205 will substitute for Psych 310.)
Materials
Image
Item
An Introduction to Brain and Behavior Required
by Kolb, Bryan
Worth Publishers; Edition 4 (1354086000)
ISBN: 9781429242288
Vendor
BYU Bookstore
Price (new)
182.00
Price (used)
136.50
Grading Scale
Grades Percent
93%
A
90%
A87%
B+
83%
B
80%
B77%
C+
73%
C
70%
C67%
D+
63%
D
60%
D0%
E
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Learning Outcomes
1. The brain, experience, and behavior
Students will develop their understanding of how the brain influences one’s experience of the world and one’s
behavior in it.
Measurement: In-class quizzes and/or exams on assigned textbook reading, lectures, and class discussions and
written reports and/or in-class presentations of self-selected articles from the scientific literature.
2. Scientific methods and behavioral neurobiology
Students will identify scientific methods, especially those of cognitive neuroscience, that are valuable in
behavioral neurobiology.
Measurement: In-class quizzes and/or exams on assigned textbook reading, lectures, and class discussions and
written reports and/or in-class presentations of self-selected articles from the scientific literature.
3. Diseases, trauma, drug usage, hormones, and genes
Students will extend concepts and research findings to diseases, trauma, drug usage, hormones, and genes.
Measurement: In-class quizzes and/or exams on assigned textbook reading, lectures, and class discussions and
written reports and/or in-class presentations of self-selected articles from the scientific literature.
Grading Policy:
Your grade will be calculated on the number of points you earn from examinations, quizzes, assignments and
the papers divided by the total number of points possible.
Participation Policy
Class Preparation: I expect that you will read the material, as listed in the course schedule, prior to class. This
is expected so you will better understand the topic and in order for us to have more productive discussions in
class. This will also help you better understand and retain the material.
Attendance Policy
Class attendance is an essential function of this course; attendance is required. Classes will consist of
lectures and learning activities and you will be expected to read the assigned material before attending
class. Attendance is very important as we will be dealing with issues and examples not necessarily
covered in the text. To help ensure attendance and improve learning, quizzes will be given in class.
Although attendance will not be taken, you will find it to your advantage to attend.
Classroom Procedures
Course Requirements:
Twelve quizzes or in class assignments (worth 10 points each) will be administered throughout the semester
covering the text, discussion, or assigned readings. The lowest two quiz scores will be thrown out. I will learn
your names and expect you will answer questions and offer comments on the material. If you miss class,
please (a) speak to the TAs or myself and obtain notes from at least one trusted classmate, (b) check Learning
Suite for any newly posted material, and (c) attend office hours for additional clarification when needed.
Class Preparation: I expect that you will read the material, as listed in the course schedule, prior to class.
This is expected so you will better understand the topic and in order for us to have more productive
discussions in class. This will also help you better understand and retain the material.
Exams: Exams will cover the readings, lectures, class discussion, and other areas as determined by the
instructor. Exam format may include multiple choice, matching, short answer, and essay responses. The final
exam will be cumulative, but will have a heavier focus on the final chapters covered in the course.
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Scholarly Review Papers: One way to solidify learning is through writing experiences. Thus, you will write
two brief scholarly review papers and one critical review at the end of the semester. The two brief reviews are
worth 50 points each and the critical review is worth 100 points. Thus, papers account for 200 points of your
grade. The papers will be about different aspects of cognition, scientific methods, and
neurologic/neuropsychological disorders, so they should be interesting to you. Papers should be submitted in
electronic format via email to Learning Suite. The due dates for the papers are BY MIDNIGHT on the
following dates:
Review Paper #1: Due by midnight on Tuesday, October 1, 2013
th
Review Paper #2: Due by midnight on Tuesday, October 29
rd
Critical Review Paper #3: Due by midnight on Tuesday, Dec. 3
There will be a five point deduction for every day your paper is late up to two days; if your paper is more than
two days late it will receive no points.
The first two review papers should be between 4 and 6 pages long, double spaced, 12 point font, and written
in APA format (the cover page and references should be present, but do NOT count in the 4 to 6 pages). You
can pick your topic for each paper, so long as it is relevant to the brain and neuroscience. If you are unsure
about a topic, please ask me or the TA. Potential topics for the papers include in-depth reviews of aspects of
cognition (e.g., memory, attention, executive functions, language), in-depth analysis of a
neuroscience/neuropsychology research method (e.g., functional magnetic resonance imaging, magnetic
resonance imaging, EEG, event-related potentials, the lesion method), or a treatise on a disorder of cognition
(e.g., traumatic brain injury, stroke, epilepsy, Alzheimer’s disease, Parkinson’s disease, schizophrenia, autism,
ADHD, the neural bases of addiction, etc). Each paper should cite AT LEAST 7 difference references. Don’t
get all of your information from one book or journal article; diversify your sources. PLEASE ensure that you
use solid topic sentences and a thesis statement that you are writing to demonstrate. No abstract is necessary.
The final paper—the critical review—will be a more in-depth and critical look at a topic. The expected page
length of this paper is between 8 and 10 pages, not including the cover page and references. As before, I
expect at least 7 different references and excellent topic sentences/thesis statements. The topic should be much
more specific than the previous papers and should critically look at a specific research question. Some
examples from past semesters include the veracity of repressed memories, a comparison of the
neurobiological mechanisms underlying the treatment for postpartum depression, the existence of sex
differences in visuospatial processing, does pollution cause brain injury, etc. You will notice these topics can
all have specific arguments that can be reviewed. I want you to present different sides of an argument in this
paper, then take a stand and back up your viewpoint with research. This is a very important skill for
graduate and professional school. Please note that papers will be run through a software program that
detects plagiarism….so, please don’t plagiarize anything.
FHSS Writing Lab:
To get help with your paper’s organization, structure, focus, tone, and documentation style, you can go to the
FHSS Writing Lab in 1049 JFSB to meet one-on-one with a peer advisor. All advisors are students from
our college and are trained in APA styles.
To prepare for a tutorial, take
 A copy of the assignment
 A hard copy of your draft, whatever stage it may be in
 A list of questions and concerns you have about your paper
Walk in Monday through Friday 9:00 a.m. – 5:00 p.m. or make an appointment
online: http://fhsswriting.byu.edu
Suggested Peer Reviewed Scientific Journals for Critiques.
There are many Scientific Peer Reviewed Journals that publish articles relevant to the study of the brain and
cognition. Here is a partial list of journals that could serve as a starting point for selection of articles for your
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papers. Popular press journals or magazines such as “Psychology Today” or “Parenting” and are not
acceptable.
American Journal of Neuroradiology
Archives of Physical Medicine and Rehabilitation
Archives of Neurology
Archives of Neuropsychology
Behavioral Neuroscience
Brain
Brain, Behavior, and Evolution
Brain and Cognition
Brain Imaging and Behavior
Brain Injury
Brain Research
Cognition
Cognitive Psychology
Developmental Psychobiology
Developmental Psychology
Experimental Neurology
Journal of Clinical and Experimental Psychology
Journal of Clinical Neuropsychology
Journal of Cognitive Neuroscience
Journal of Comparative Psychology
Journal of the International Neuropsychological Society
Journal of Neuroscience
Nature
Neuron
Neurology
Neuropsychologia
Neuropsychology
New England Journal of Medicine
Physiology and Behavior
Science
The American Journal of Psychiatry
Traumatic Brain Injury
Extra Credit:
You can earn up to 10 points of extra credit. There are three options for extra credit from which you may
choose.
1) Five points extra credit can be earned for every hour you are a participant in a research project. If you
sign up for study participation on SONA I will receive a report at the end of the semester detailing
your participation. Per department policy, ten minutes of research participation is equal to 1 credit.
For this class each credit is worth one point up to 10 points (i.e., ~2 hours of research for 10 points).
2)
Five points extra credit can be earned for turning in a two-page, double-spaced (12-point font)
summary of a peer-reviewed journal article. You can complete two of these for a total of 10 extra
credit points. The article must be neuroscience related. Some journals you can consider for this project
include: Neuropsychology, Neuropsychologia, Journal of the International Neuropsychological
Society, Neuroscience, Journal of Cognitive Neuroscience, European Journal of Neuroscience, etc.
3) The third option is to attend the writing lab. You will recived 2.5 points for your first visit to the
writing lab and 2.5 for your second visit for a maximiam of 5 points. The writing lab will email me if
you attend, so I will have a record for extra credit purposes. You can turn in extra credit throughout
the term, but it is formally due on the last day of class.
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Disclaimer:
Dr. Hopkins reserves the right to make changes in (a) the course schedule, (b) course requirements, (c) and the
course grading procedures, and/or any other aspects of the course at any time. Any alterations will be
circumspect and will be made in the best interests of the students, the course, and the professor.
Electronic Devices
Cell phones must be turned off during class. Text messaging, tweeting, blogging, video recording,
emailing and any other sending or receiving of personal electronic communications during class is
unacceptable and prohibited. Persons violating this policy will be dismissed from the lecture. Repeated
violations of this policy will result in a reduction in the course grade to be determined by the professor.
Paper Topics
Review paper topics must be related to the brain in some way. Some suggested topics:
Hormone dysfunction
Sexual orientation
Sleep deprivation
Sexual development
Sleep stages
Pheromones
Schizophrenia
Dreaming
Language
Eating disorders
Aphasia
Personality disorders
Amnesia
Obsessive Compulsive Disorder
Post Traumatic Stress Disorder
Phobias
Schwann cells
Anxiety disorders
Placebo effect
Traumatic Brain Injuries
Lesion studies
Seizures
Psychopharmacology
Neuropsych assessments
Attention Deficit Disorder
Concussion
Coma
Serotonin
Neurotransmitters
Stress
Substance abuse
Depression
Memory
Learning
Attention and Perception
Vision
Audition
Smell
Taste
Touch
Emotions
Consciousness
Seasonal Affective Disorder
Stroke
Parkinson’s disease
Narcolepsy
Migraines
Huntington’s disease
Hydrocephalus
Epilepsy
Dyslexia
Dementia
Brain tumors
Alzheimer’s disease
Body Dysmorphic disorder
Dissociative Fugue disorder
Dissociative Identity disorder
Down syndrome
Autism
Tourette syndrome
Cerebral Palsy
Attention
Executive Function
Motor coordination
Electroencephalogram (EEG)
Magnetic resonance imaging
Functional MRI
Computerized tomography
Neuroimaging (general)
Cancers of the brain
SSRIs
Neurology
Post-concussion syndrome
Alzheimer’s disease
Frontal lobotomy
Glial cells
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Neurons
IDEAS FOR THE CRITICAL REVIEW PAPER
Does exposure to mercury cause brain tumors?
Do anti-depressants work? What are the brain mechanisms and research support?
Nature versus nurture: Are sex differences in the brain learned or inherent? (you could do many
variations of the review on nature versus nurture)
Anti-depressants and suicide—Is there a link? What are the brain mechanisms? Should we be
concerned?
What is the evidence for and against stem cell research in the brain?
Do stimulant (i.e., ADHD) medications stunt brain growth?
What are the neural bases of autism? How are vaccines involved?
Does marijuana affect the brain for good or bad? How do the brain findings influence thoughts on
legalization?
Does listening to music in the womb influence brain growth?
Is electroconvulsive therapy good or bad for the brain? Is the benefit worth the cost?
Concussions: Do they lead to long-term problems? What is the evidence? When should athletes return
to play from a brain perspective?
Do psychiatric disorders have a brain basis or are they social constructions?
Does air pollution cause brain injury?
Does chemotherapy injure the brain?
These are just some ideas, but the idea should be something that has multiple sides so you can review
several viewpoints and present logical conclusions.
Review Papers
Review Papers (200 total points)
Scholarly Review Papers: One way to solidify learning is through writing experiences. Thus, you will write
two brief scholarly review papers and one longer critical review paper. The brief review papers are worth 50
points each and the critical review paper is worth 100 points, for a total of 200 points. The papers will be
about different aspects of cognition and neurologic and neuropsychological disorders, so they should be
interesting to you. There are examples of general review papers and critical review papers posted on
Blackboard. Papers should be submitted in electronic format via email to Learning Suite. The due dates for the
papers are BY MIDNIGHT on the following dates:
Review Paper #1: Due by midnight on Tuesday, October 1, 2013
th
Review Paper #2: Due by midnight on Tuesday, October 29
rd
Critical Review Paper #3: Due by midnight on Tuesday, Dec. 3
There will be a five point deduction for every day your paper is late up to two days; if your paper is more than
two days late it will receive no points.
Goals of the Papers –
1. To learn and use APA format with accuracy
2. To learn to use a topic sentence to narrow and force your thinking
3. To summarize a number of journal studies and developed crisp and clear conclusions.
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4. For the critical review paper, to critically evaluate multiple sides of an argument and come to your
own conclusions that are backed up by research.
Technical Requirements for the First Two Review Papers
1. The first two papers should be a broad summary of a topic. They should involve a thorough review
and explanation of current research. Your papers should demonstrate an in-depth understanding and
comprehensive perspective of your chosen topic.
2. PLEASE ensure that you use solid topic sentences and a thesis statement. We will be watching this
very closely. A good thesis statement is like a roadmap for the rest of your paper. We should know
from your thesis statement what you will be discussing and why it is important. Topic sentences
should provide the reader with a basis for what the upcoming paragraph is going to present. One way
to be sure your topic sentences are adequate is to just read the topic sentences of each paragraph. If
your paper makes sense from just reading your topic sentences, you have done a good job.
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3. The Review Paper should be in APA format; we require that you use the APA 6 edition.

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Please go to http://owl.english.purdue.edu/owl/resource/560/01/ for APA guidelines
NOTE: We are strict about APA format. Please do not lose points by not closely following APA
guidelines.
1. Each paper should be between 4 and 6 pages of text double spaced
2. The text must be double spaced, in12-point font, and bordered 1” on all sides.
3. Each paper should cite AT LEAST 7 difference references. Don’t get all of your information from
one book or journal article; diversify your sources.
4. Be judicious in your use of quotes. Do not string quotes together. Use your own words. Never
summarize with a quote.
5. Do not get into personal experience, focus on the articles and what they show. Evaluate and critically
review the scientific papers. Avoid statements such as “I believe…” or “I think that…”. Instead use
statements like (and think this way too), “the literature shows” or “while previous studies showed…
the latest studies indicate…”.
6. No abstract is necessary
7. Please include a cover page in APA format
8. ALL papers will be run through a software program that detects plagiarism….so, please don’t
plagiarize anything….I don’t want to deal with that kind of junk.
Technical Requirements for the Critical Review Paper
1. All of the requirements for the broad review papers apply (e.g., 7 or more sources, APA formatting,
APA cover page, excellent thesis statement and topic sentences, etc.), with the exception that you are
critically evaluating a specific topic, presenting both sides of an issue, and coming to a research-based
conclusion and the page limit is different.
2. The expected page length for this paper is between 8 and 10 double-spaced pages, not including the
cover page and references.
3. Unlike the first two papers, this paper is a CRITICAL REVIEW, not a summary of a topic. So, within
your topic please pick a controversial issue or an issue that requires future research to critically
review. For example, you could do a critical review of the evidence that anti-depressant medication
affect the brain in a way that increases suicidal thoughts. You would then review the literature, make a
thesis statement, present both sides of the topic, and come to a firm conclusion based on your review.
4. Avoid “book reports” of review articles. Use the reviews to gather information and papers to use, but
this critical review should be your own synthesis of the data, not a rehash of the review.
How to get a Good Grade and LEARN from the papers
1. Don’t simply cite the expert. Cite the data.
2. Every time you make a claim in your paper, you must back it up with a source.
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3. Title page - Note that the title page includes a Running head, Page header, Title, Byline and affiliation, and
a page number. There are specific rules for each of these features in the APA manual, be sure to look up and
follow the rules.
4. Abstract – No abstract is necessary.
5. Introduction - This is where you discuss why the topic is important to research and the scope and history
of the topic. By the end of your introduction, you should have taken the reader on a journey from a general
overview of the topic to the specific portion of the topic you wish to talk about in detail and why a detailed
discussion of this topic is relevant. Frequently, the concluding paragraph of your introduction includes your
thesis statement.
6. Body – In this review paper, the body of the paper will be broken down into subsections as shown in the
APA manual. Note that the word “Body” will not be written in your paper, rather the subsection titles will be
written to announce what will be discussed next in the paper. In other words, you, the author of the review
paper, choose the name of each subsection in the body of your paper.
7. Future Research – Indicate what you think should be done to improve research in your topic area. You
may wish to discuss things like: Should more research be done in this area and if so what should be done
differently and what should remain unchanged in the experiments? Are there other ways to research the topic
that would be more productive? Is there an emerging technology that you think will revolutionize the research
of the topic?
8. Conclusions – In your conclusion, restate the problems or mysteries of the topic, indicate again what your
topic sentence was and if your topic sentence was supported.
9. Reference Page[s] – Be sure your APA style is correct. Your review paper should have a minimum of 9
references from scholarly, peer-reviewed journals. You may have more references, but at least7 of them must
be from peer-reviewed journals. Popular press journals or magazines such as “Psychology Today” or
“Good Housekeeping” are not acceptable.
10. Is your thesis statement clear to the reader and located at the end of your intro paragraph? “The thesis
statement is a single declarative sentence that announces the writer's attitude toward the subject and suggests
the overall pattern of the paper and its organization. It is the single most important sentence in the entire essay.
If it is lucid and precise, the essay usually is too... It is like a roadmap showing a driver's route on an interstate
freeway” Harbrace College Handbook.
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Suggested Readings
A Brief Tour of Human Consciousness. VS Ramachandran, PI Press, 2004 New York
A Cursing Brain? The histories of Tourette syndrome. Howard I. Kushner, Harvard Univ. Press,1999
A Leg to Stand on. Oliver Sacks, Touchstone, 1984
Aging with Grace: What the Nun Study Teaches Us About Leading Longer, Healthier, and More
Meaningful Lives. David Snowdon, Bantam Book, 2001
An Anthropologist on Mars. Oliver Sacks, Knopf, 1995, New York
Awakenings. Oliver Sacks, First Vintage Books Edition, Sept, 1999
An Odd Kind of Fame, Stories of Phineas Gage. Malcolm Macmillan, MIT Press, 2002
Autism’s False Prophets: Bad Science, Risky Medicine, and the Search for a Cure, Paul A. Offit,
Columbia University Press, 2008
Beautiful Boy. A father’s journey through his son’s addiction. David Sheff, Houghton Mifflin Co.,
2008
Brain Rules: 12 Principles of Surviving and Thriving at Work, Home and School. John Medina, Pear
Press, Seattle, 2008
Brain, vision, Memory: Tales in the History of Neuroscience (Bradford Books), Charles G. Gross,
Crashing Through. Robert Kurson, Random House, 2007
Elegy for Iris. John Bayley, Picador USA, 1999
Forever Today. Deborah Wearing, Corgi Books, 2005
How Can I Talk if My Lips Don’t Move? Tito Rajarshi Mukhopadhyay, Arcade Publishing, 2008
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16. Head Cases: Stories of Brain Injury and Its Aftermath. Michael Paul Mason, Farrar, Straus and
Giroux; 2008
17. In an Instant: A Family’s Journey of Love and Healing. Lee Woodruff and Bob Woodruff, Random
House Trade Paperbacks, 2008
18. Life in the Balance. Thomas Graboys with Peter Zheutlin, Union Square Press, 2008
19. Losing my Mind: An Intimate Look at Life with Alzheimer’s. Thomas DeBaggio, The Free Press, 2002
20. My Stroke of Insight. Jill Bolte Taylor, Viking, 2006
21. My Lobotomy. Howard Dully and Charles Fleming, Three Rivers Press, 2008
22. Newton’s Madness. Harold L. Kalawans, Harpercollins, 1990
23. Origins of Neuroscience: A History of Explorations into Brain Function. Stanley Finger, Oxford
University Press, 1994
24. Over my Head. A Doctor’s Account of Head Injury from the inside Looking Out. Claudia L. Osborn,
The Peripatetic Publisher, 1998
25. Seeing Voices: A Journey into the World of the Deaf. Oliver Sacks, 1989, University of California
Press.
26. Soul Made Flesh: The Discovery of the Brain -- and How it Changed the World. Carl Zimmer, Free
Press, 2004
27. The 36-Hour Day: A Family Guide to Caring for People with Alzheimer Disease, Other Dementias,
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and Memory Loss in Later Life. 4 Edition, 2006, Nancy L. Mace and Peter V. Rabins, The Johns
Hopkins University Press, 2011.
28. The Alzheimer’s Project: Momentum in Science. Susan Froemke and Susan K. Golant, 2009, Public
Affairs.
29. The Diving Bell and the Butterfly. Jean-Dominique Bauby, Alfred A. Knopf, New Your, 1997
30. The Forgetting, Alzheimer’s: Portrait of an Epidemic. David Shenk, 2003
31. The Lobotomist. A maverick medical genius and his tragic quest to rid the world of mental illness.
Jack El-Hai, John Wiley and Sons, 2005
32. The Mind of a Mnemonist. A. R. Luria. Harvard University Press, 1968
33. The Scent of Desire: Discovering our enigmatic sense of smell. Rachel Herz; Harper Perennial, New
York, 2007
34. The Seven Sins of Memory: How the Mind Forgets and Remembers, Daniel Schacter, First Houghton
Mifflin, 2002.
35. Thinking in Pictures. My Life with Autism. Temple Grandin, Vintage Books, 2006
36. Where is the Mango Princess? A Journey Back from brain Injury. Cathy Cummins, 2001, Vintage
Books.
Schedule
Date
T - Sep 03
Th - Sep 05
T - Sep 10
Th - Sep 12
T - Sep 17
Th - Sep 19
T - Sep 24
Th - Sep 26
T - Oct 01
Th - Oct 03
Topics
Introduction to Brain and Behavior, paper
instruction
�
What are the Origins of Brain and
Behavior?
How Does the Nervous System Function?
How Does the Nervous system Function?
In Class Neuroanatomy Lab
What are the functional units of nervous
system function?
What are the functional units of nervous
system function?
How do neurons use electrical signals to
transmit information?
How do neurons use electrical signals to
transmit information?
How do neurons use electrochemical
Readings
Assignments
Chapter 1
Quiz 1
Chapter 2
Chapter 2
In class� assignment
Chapter 3
Quiz 2
Quiz 3
Chapter 3
Chapter 4
Quiz 4
Chapter 4
Paper 1
Chapter 5
Quiz 5
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T - Oct 08
Th - Oct 10
T - Oct 15
Th - Oct 17
T - Oct 22
Th - Oct 24
T - Oct 29
Th - Oct 31
T - Nov 05
Th - Nov 07
T - Nov 12
Th - Nov 14
T - Nov 19
Th - Nov 21
T - Nov 26
W - Nov 27
Th - Nov 28
T - Dec 03
Th - Dec 05
T - Dec 10
Th - Dec 12
F - Dec 13
M - Dec 16
signals to communicate and adapt?
Exam 1
How do neurons use electrochemical
signals to communicate and adapt?
How do we sense, perceive and see the
world.
How do we sense, perceive and see the
world?
How does the nervous system respond to
stimulation and produce movement?
How does the nervous system respond to
stimulation and produce movement?
In class sensory and motor lab
What causes emotional and motivated
behavior?
What causes emotional and motivated
behavior?
Review for Exam 2
Exam 2
How do we hear, speak and make music?
How do we learn and remember?
How do we learn and remember?
Friday Instruction
No Classes
Thanksgiving Holiday
How does the brain think?
How does the brain think?
What Happens When the Brain
Misbehaves?
What Happens When the Brain
Misbehaves?
Exam Preparation Day
Final Exam:
B030 JFSB
7:00am - 10:00am
Exam 1
Chapter 5
Chapter 9
Quiz 6
Chapter 9
Chapter 11
Quiz 7
Chapter 11
In class assignment
Chapter 12
Paper 2
Quiz 8
Chapter 12
Chapter 10
Chapter 14
Chapter 14
Exam 2
Quiz 9
Quiz 10
Chapter 15
Chapter 15
Chapter 16
Paper 3 Quiz 11
Chapter 16
Extra Credit Due
Final Exam
Final Exam
Quiz 12
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