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Advanced Placement Psychology Course Purpose: The AP Psychology course is designed to introduce students to the systematic and scientific study of the behavior and mental processes of human beings and other animals. Students are exposed to the psychological facts, principles, and phenomena associated with the major sub fields within psychology. They also learn about the methods psychologist use in their science and practice. Course Material: Myers, David Psychology for AP, New York: Worth 2010 Myers, David G. Psychology 6th ed. Myers in Modules, New York: Worth, 2001 Psychsim 5.0 Rathus, Spencer Psychology Course Objectives: 1. Students will prepare to do acceptable work on the AP Psychology Exam. 2. Students will study the major core concepts and theories of psychology. They will be able to define key terms and use these terms in their everyday vocabulary. 3. Students will learn the basic skills of psychological research. They will be able to devise simple research projects, interpret and generalize from results, and evaluate the validity of research reports. 4. Students will be able to apply psychological concepts to their own lives. They will be able to recognize psychological principles when they encounter them in everyday situations. 5. Students will develop critical thinking skills. They will become aware of the danger of blindly accepting or rejecting any psychological theory without careful, objective evaluation. 6. Students will build their reading, writing, and discussion skills. 7. Students will learn about psychology as a profession and become aware of the educational requirements that must be met to pursue such careers. They will learn about the ethical standards governing the work of psychologist. Tips for Students in Psychology Take complete test notes and date them each day (don’t write anything down that you don’t understand, without asking about it). Learn to read more effectively Read actively; don’t just look at the words. Preview a chapter before you begin, and review the material frequently. Do not try to read an entire chapter at once. Limit your reading to one section in the chapter. Do not ignore pictures, diagrams, tables, and sidebars in your textbook. Take notes as you read Define key words in each chapter and study them. Homework Expectations (see Respect and Responsibility) Ample notice will be given for any assignment, quiz, or exam. The amount of work depends on the unit being covered in class. There are assigned pages to read in the textbook every night. Vocabulary terms are also given for each unit. Quizzes are administered online. Exams will be given at the end of each unit and will consist of multiple-choice questions and free-response questions (simulating the AP Exam). Other assignments given to students are class presentations, group projects, and papers. These assignments vary with the unit being covered. Course Outline Thinking Critically with Psychological Science Modules 1 + 2 CR1—Evidence of A. Logic, Philosophy, and History of Science Curricular Requirement: The B. Approaches/Perspectives [CR1] course provides C. Experimental, Correlation, and Clinical Research instruction in history and approaches. D. Statistics [CR2] E. Research Methods and Ethics [CR16] Objectives CR2—The course • Define psychology and trace its historical development. provides instruction in research methods. • Compare and contrast the psychological perspectives. • Identify basic and applied research subfields of psychology. CR16—The • Identify basic elements of an experiment (variables, groups, sampling, course provides population, etc.). instruction • Compare and contrast research methods (case, survey, naturalistic in ethics and research methods observation). used in • Explain correlational studies. psychological science and • Describe the three measures of central tendency and measures of practice. variation. • Discuss the ethics of animal and human research. Project/Web Sites: What Happened on Your Birthday? Exercises: Psychologist as Scientist; Psychology as Science (PAS) Scale Exercises: Self-Assessment on Psychology’s Big Issues; Incremental versus Entity Theorists Exercises: The Limits of Human Intuition; The Hindsight Bias and Predicting Research Outcomes Exercise: Astrology and the Scientific Method PsychSim: Descriptive Statistics Exercises: The Overconfidence Phenomenon; The Confirmation Bias Exercises: Correlation and Predicting Exam Performance; Correlating Test-Taking Time and Evaluation Performance and PsychSim Statistics: Correlation Remediation Quizzes 1-4 Myers in Modules FRQ Dr Franklin 2004 # 1, FRQ Statistics 2005 #1 Neuroscience and Behavior , Nature and Nurture of Behavior Modules 3 + 4 Modules 5 + 6 A .Physiological Techniques (e.g., imagining, surgical) B. Neuroanatomy C. Functional Organization of Nervous System (cr 3) D. Neural Transmission E. Endocrine System F. Genetics Objectives • Describe the structure of a neuron and explain neural impulses. • Describe neuron communication and discuss the impact of neurotransmitters. • Classify and explain major divisions of the nervous system. • Describe the functions of the brain structures (thalamus, cerebellum, limbic system, etc.). • Identify the four lobes of the cerebral cortex and their functions. • Discuss the association areas. • Explain the split-brain studies. • Describe the nature of the endocrine system and its interaction with the nervous system. CR3 The Course provides instruction in biological bases of behavior. Exercise: Using Dominoes to Illustrate the Action Potential Exercises: Neural Transmission; Web Site: Neural Transmission Quizzes Myers in Modules #3-6 PsychSim 4.0 Neurotransmitters FRQ: Hunger 1999 #1 Test Modules 1-6 Princeton Review test 1 Evaluation and remediation The Developing Person [CR9] Modules 7 - 10 A. Life-Span Approach CR9—The course provides instruction B. Research Methods in developmental C. Heredity–Environment Issues psychology. D. Developmental Theories E. Dimensions of Development F. Sex Roles, Sex Differences Objectives • Discuss the course of prenatal development. • Illustrate development changes in physical, social, and cognitive areas. • Discuss the effect of body contact, familiarity, and responsive parenting on attachments. CR15— CR 15The course provides instruction in • Describe the benefits of a secure attachment and the impact of empirically supported parental neglect and separation as well as day care on childhood psychological facts, research findings, development. terminology, • Describe the theories of Piaget, Erikson, and Kohlberg. associated phenomena, major • Describe the early development of a self-concept. figures, perspectives, • Distinguish between longitudinal and cross-sectional studies. [CR15] and psychological experiments. Exercise: Identifying Developmental Landmarks Exercise: Kohlberg’s Theory of Moral Development Lecture: Prenatal Sensory Development Exercises: Objective Measures of Ego Identity Status; Who Am I?; Exercises: Musk Lifesavers, Lollipops and Gloquex; Demonstrating Preoperational Thought; The Water-Level Task Lecture: Friendship in Marriage Exercises: The Medical Directive; Thinking About Death Projects: Egocentrism; Conservation, Seriation, and Class Inclusion Quizzes 7-10 FRQ: Firehouse story 2002 #2 Psychsim 4.0 Cognitive Dev. Research: James Marcia and adolescence identity States of Consciousness Modules 17 A. Sleep and Dreaming B. Hypnosis CR5—The course provides instruction C. Psychoactive Drug Effects in Objectives states of consciousness. • Describe the cyclical nature and possible functions of sleep. • Identify the major sleep disorders. CR15—The course • Discuss the content and possible functions of dreams. provides instruction in • Discuss hypnosis, noting the behavior of hypnotized people and empirically supported psychological facts, claims regarding its uses. research findings, • Discuss the nature of drug dependence. terminology, associated phenomena, major • Chart names and effects of depressants, stimulants, and figures, perspectives, and psychological experiments. hallucinogenic drugs. • Compare differences between NREM and REM. • Describe the physiological and psychological effects of depressants, stimulants, and hallucinogens. [CR15] Lecture: Automatic Processing Exercise: The Sleep IQ Test Project: Visiting SleepNet Experiment: Hypnosis and Variables in Advertising. Sensation and Perception [CR4] Modules 11 –14 Modules 15 + 16 A. Thresholds B. Sensory Mechanisms C. Sensory Adaptation D. Attention E. Perceptual Processes Objectives • Contrast the processes of sensation and perception. (cr 4) Research/ Experimentation CR4—The course provides instruction in sensation and perception. • Distinguish between absolute and difference thresholds. • Label a diagram of the parts of the eye and ear. • Describe the operation of the sensory systems (five senses). • Explain the Young-Helmholtz and opponent-process theories of color vision. • Explain the place and frequency theories of pitch perception. CR15—The course • Discuss Gestalt psychology’s contribution to our understanding of provides instruction in empirically perception. supported • Discuss research on depth perception and cues. [CR15] psychological facts, research findings, Exercise: Backmasking—A Tape for the Classroom terminology, associated Lecture: Subliminal Persuasion phenomena, major Project: Exploring Sensation and Perception on the World Wide Web figures, perspectives, and psychological Project: Sensory Adaptation and the Taste of Water experiments. Exercise: Subjective Colors Discovering Psychology: Sensation and Perception; Sensation and Perception; Human Exercise: Locating Sounds Exercises: The Wundt-Jastrow Illusion; The Oscillating Window Illusion; Perceptual Illusions and Principles; A Kinetic Depth PsychQuest: How Do Athletes Use Perceptual Cues? Exercises: Discovering Personal Bias; Perceptual Set; Social Transmission of a Narrative v CR6—The course Quizzes 15-19 provides instruction in learning. Psychsim 4.0 Perception, Auditory System FRQ: Set 2001 #2 Test modules 1-19 Learning [CR6] Assessment and Modules 20 - 22 remediation A. Classical Conditioning B. Operant Conditioning C. Cognitive Processes in Learning D. Biological Factors E. Social Learning (Observational Learning) Objectives • Describe the process of classical conditioning (Pavlov’s experiments). (cr 15) • Explain the processes of acquisition, extinction, spontaneous CR15—The course provides instruction recovery, generalization, and discrimination. in empirically • Describe the process of operant conditioning, including the procedure supported psychological facts, of shaping, as demonstrated by Skinner’s experiments. research findings, • Identify the different types of reinforcers and describe the schedules terminology, associated of reinforcement. phenomena, major • Discuss the importance of cognitive processes and biological figures, perspectives, predispositions in conditioning. and psychological • Discuss the effects of punishment on behavior. experiments. • Describe the process of observational learning (Bandura’s experiments). Videos: A Question of Learning; Discovering Psychology: Learning; Learning; Classical and Operant Conditioning Exercises: Classical Conditioning; Classical Conditioning Lecture: Cognitive Processes in Learning Exercise: Operant Conditioning. “Baby Albert” and Generalization Assessment and Exercise: Insight Learning “X and Y”. remediation Project : “Train my Dog”. Psych Sim: Classical Conditioning, Operant Conditioning, Maze Learning The course teaches FRQ: Eating, Biological and Learning. ethics and Quizzes 1-22 research Princeton Practice Test Assessment/ methods used project Learning example and demonstration in psychological science and Memory practice. Modules 23 - 27 A. Memory Objectives • Describe memory in terms of information processing, and distinguish among sensory memory, short-term memory, and long-term memory. • Distinguish between automatic and effortful processing. • Explain the encoding process (including imagery, organization, etc.). • Describe the capacity and duration of long-term memory. • Distinguish between implicit and explicit memory. • Describe the importance of retrieval cues. • Discuss the effects of interference and motivated forgetting on retrieval. • Describe the evidence for the constructive nature of memory. (cr 7) CR 7 The course Exercise: Serial Position Effect in Recalling U.S. Presidents provides Exercises: Visually Versus Auditorily Encoded Information; The Self-Reference Effect instruction in Exercises: Meaning and Memory; Semantic Encoding of Pictures; Chunking cognition. Project: Memory Experiments and Demonstrations on the Web PsychSim: Iconic Memory Exercises: Expertise and Retrieval Rate; Déjà Vu in the Classroom; The Polyanna Principle Exercises: The Tip-of-the-Tongue Phenomenon and Capital Cities; Repression or Inadequate Retrieval Cues? Projects: A Forgetting Journal; Earliest Recollections PsychSim: Forgetting Assessment and Quizzes 23 – 27 remediation FRQ: Experimental design and Memory Thinking and Language Modules 28 -29 A. Language B. Thinking C. Problem Solving and Creativity [CR7] Objectives • Describe the nature of concepts and the role of prototypes in concept formation. • Discuss how we use trial and error, algorithms, heuristics, and insight to solve problems. • Explain how the representativeness and availability heuristics influence our judgments. • Describe the structure of language (phonemes, morphemes, grammar). • Identify language developmental stages (babbling, one word, etc.). • Explain how the nature-nurture debate is illustrated in the theories of language development. • Discuss Whorf’s linguistic relativity hypothesis. • Describe the research on animal cognition and communication. Exercises: The Limits of Human Intuition; Cognitive Complexity Project: Prototypes and Concept Formation Video: Discovering Psychology:Cognitive Processes Exercise: Confirmation Bias Lecture: The Confirmation Bias and Social Judgments Exercises: Demonstrating Mental Set; Functional Fixedness CR7—The course provides instruction in cognition. Exercises: The Representativeness Heuristic; The Base-Rate Fallacy; The Availability Heuristic PsychSim:Rational Thinking Videos: Discovering Psychology: Judgment and Decision Making; Are We Scaring Ourselves to Death? Exercises: Doublespeak; Mental Imagery; Creating a Mental Model Assessment and Projects: Cognitive Maps; Shepard’s Mental Rotation Experiment remediation Quizzes 28 – 29 FRQ Set, Jesse and Fire station story2002 #1 Motivation and Emotion [CR8] Modules 33-38 CR8—The course A. Biological Bases provides B. Theories of Motivation instruction in motivation and C. Hunger, Thirst, Sex, and Pain emotion. D. Social Motives E. Theories of Emotion F. Stress Objectives • Define motivation and identify motivational theories. • Describe the physiological determinants of hunger. • Discuss psychological and cultural influences on hunger. • Define achievement motivation, including intrinsic and extrinsic motivation. • Identify the three theories of emotion (James-Lange, Cannon-Bard, Schachter-Singer). • Describe the physiological changes that occur during emotionalarousal. CR11—The course provides instruction in testing and individual • Discuss the catharsis hypothesis. • Describe the biological response to stress. Project: Drive-Reduction Theory Lecture:Maslow’s Hierarchy Exercise: A Short Measure of Self-Actualization PsychSim: Hunger and the Fat Rat PsychQuest: How Do We Control How Much We Eat? Exercises: Measuring Achievement Motivation;The Needs Assessment Questionnaire; Birth Order, Achievement, and Personality; Desire for Control Exercises: The Work Preference Inventory; Intrinsic Motivation and Achievement; The Purpose-in-Life Test Exercises: Theory X and Y Orientation Scale; Assessing Leadership Style Project: Describing Good Leaders Lecture: Would You Like Never to Be Sad Again, Etc.? Videos: Discovering Psychology:Motivation and Emotion; Emotion Exercise: Facial Feedback and the James-Lange Theory of Emotion Lectures: Cognitive Appraisals and Emotion; Public and Private Self-Consciousness Exercise: The Mood Awareness Scale Lecture: Cultural Differences in Emotional Expression Exercises: Emotional Expressivity Scale; Nonverbal Communication; Detecting Deception; Facial Expressions; The Affective Communication Test PsychSim: Culture and Gestures; Expressing Emotion Quizzes 33-38 FRQ: No Grades 2002 #2 Testing and Individual Differences [CR11] Modules 30-32 A. Standardization and Norms B. Reliability and Validity C. Types of Tests D. Ethics and Standards in Testing E. Intelligence F. Heredity/Environment and Intelligence G. Human Diversity Objectives • Trace the origins of intelligence testing. • Describe the nature of intelligence. • Identify the factors associated with creativity. • Distinguish between aptitude and achievement tests. • Describe test standardization. • Distinguish between the reliability and validity of intelligence tests. • Describe the two extremes of the normal distribution of intelligence. CR 11 The course • Discuss evidence for both genetic and environmental influences on provides intelligence. instruction in • Discuss whether intelligence tests are culturally biased. testing and individual Lectures: Gardner’s Theory of Multiple Intelligences, Emotional Intelligence; differences. Exercises: The Factor Analysis Approach; Questionnaire for Business Management; Ego-Resiliency Project: Emotional Intelligence Exercises: Designing and Administering an Intelligence Test; Analogies and Intelligence Exercise: Remote Associates Test Exercise: Culture-Biased and Culture-Fair Tests Assessment and Quizzes 30-32 remediation FRQ: Intelligence Test mods 1-32 AP format Personality [CR10, CR 15] Module 39-42 A. Personality Theories and Approaches B. Assessment Techniques C. Self-concept/Self-esteem D. Growth and Adjustment Objectives • Describe personality structure in terms of the interactions of the id, ego, and superego. CR10—Evidence of Curricular • Explain how defense mechanisms protect the individual from anxiety. Requirement: The • Describe the contributions of the neo-Freudians. course provides instruction in • Explain how personality inventories are used to assess traits. personality. • Describe the humanistic perspective on personality in terms of Maslow’s focus on self-actualization and Rogers’ emphasis on people’s potential for growth. CR15—The course • Describe the impact of individualism and collectivism on self-identity. provides instruction in empirically • Describe the social-cognitive perspective on personality. supported • Discuss the consequences of personal control, learned helplessness, psychological facts, research findings, and optimism. terminology, Lecture:Issues in Personality Theory associated phenomena, major Exercises: Defense Mechanisms; Defense Mechanism Miniskits figures, perspectives, and psychological Project: The Keirsey Temperament Web Site experiments. Lectures: The NEO Personality Inventory; Personality Traits in the Workplace Exercises: The “Big Five” Inventory; Empirically Derived Tests and the Importance of Cross-Validation; Assessing Social Desirability; Exercises: Rosenberg Self-Esteem Scale; Self-Concept Clarity; Biased Self-Ratings Exercises: Schindler’s List and Personal Control; The Life Orientation Test and Optimism; George Kelly’s Personal Construct Theory Quizzes 39-42 FRQ: Abnormal Psychology [CR12] Modules 43-47 A. Definitions of Abnormality B. Theories of Psychopathology C. Diagnosis of Psychopathology D. Anxiety Disorders E. Somatoform Disorders F. Mood Disorders G. Schizophrenic Disorders H. Organic Disorders I. Personality Disorders J. Dissociative Disorders Objectives • Identify the criteria for judging whether behavior is psychologically disordered. • Describe the medical model of psychological disorders. • Describe the aims of DSM-IV, and discuss the potential dangers of diagnostic labels. CR12—Evidence of Curricular Requirement: The course provides instruction in abnormal psychology. • Describe the symptoms of generalized anxiety disorder, phobias, obsessive-compulsive disorder, and posttraumatic stress disorder. • Describe and explain the development of somatoform and mood disorders. • Describe the various symptoms and types of schizophrenia. • Describe the nature of organic and personality disorders. • Describe the characteristics and possible causes of dissociative disorders. Project: Exploring Psychological Disorders on the Web Videos: Discovering Psychology: Psychopathology Exercise: Defining Psychological Disorder PsychSim: Mystery Client Exercise: The Effects of Labeling Exercises: Taylor Manifest Anxiety Scale; Fear Survey; Social Phobia; Obsessive-Compulsive Disorder Exercise: Questionnaire of Experiences of Dissociation Exercise: Antisocial Personality Disorder Exercises: The Zung Self-Rating Depression Scale; The Automatic Thoughts Questionnaire Lectures: The Sadder-But-Wiser Effect; Cognitive Errors in Depression Exercises: The Referential Thinking Scale; Magical Ideation Scale; Quizzes 43-47 Assessment and FRQ: Disorders and therapies Remediation AP Released Exam Treatment of Psychological Disorders [CR13] CR13—Evidence Modules 48-50 of Curricular A. Treatment Approaches Requirement: The B. Modes of Therapy (e.g., individual, group) course provides instruction in C. Community and Preventive Approaches treatment of Objectives psychological disorders. • Discuss the aims and methods of psychoanalysis. • Identify the basic characteristics of the humanistic therapies. • Identify the basic assumptions of behavior therapy. • Describe the assumptions and goals of the cognitive therapies. • Discuss the benefits of group therapy and family therapy. • Discuss the findings regarding the effectiveness of the psychotherapies. • Discuss the role of values and cultural differences in the therapeutic process. • Identify the common forms of drug therapy and the use of electroconvulsive therapy. Lecture: Good Candidates for Psychoanalysis Exercises: Role-Playing to Demonstrate Person-Centered Therapy; The Self-Concealment Scale PsychSim: Computer Therapist Project: Practicing Systematic Desensitization Exercises: Modeling; Assessing Assertiveness Lectures: Strategies to Correct One’s Thinking; Overcoming the Fear of Public Speaking Lectures: Fluoxetine (Prozac); Cosmetic Psychopharmacology; A Pill for Stage Fright (Anxiety) Quizzes 48-50 Assessment and remediation FRQ: Therapies and Perspectives AP released exam Social Psychology [CR14] Modules 53-55 CR14—Evidence of A. Group Dynamics Curricular B. Attribution Process Requirement: The course provides C. Interpersonal Perception instruction in social D. Conformity, Compliance, Obedience psychology. E. Attitudes and Attitude Change F. Organizational Behavior G. Aggression/Antisocial Behavior Objectives • Describe the importance of attribution in social behavior. • Explain the effect of role-playing on attitudes in terms of cognitive CR15—The course provides instruction dissonance theory. in empirically • Discuss the results of Asch’s experiment on conformity. supported psychological facts, • Describe Milgram’s controversial experiments on obedience. research findings, • Discuss how group interaction can facilitate group polarization and terminology, associated groupthink. phenomena, major • Describe the social, emotional, and cognitive factors that contribute figures, perspectives, and psychological to the persistence of cultural, ethnic, and gender prejudice and experiments. discrimination. • Discuss the issues related to aggression and attraction. The course • Explain altruistic behavior in terms of social exchange theory and teaches ethics social norms. and research Exercises: The Fundamental Attribution Error; Students’ Perceptions of You methods used in psychological Film/Videos: Discovering Psychology: The Power of the Situation; Discovering Psychology: Constructing science and Social Reality practice. Exercise: Introducing Cognitive Dissonance Theory Project: The Zimbardo Prison Experiment Exercises: Would You Obey?; Wolves or Sheep? Exercise: Group Polarization Exercises: Measuring Stereotypes; Positions of Privilege and Institutional Racism; Institutional Discrimination; Ingroup Bias; Belief in a Just World PsychQuest: How Do We Form Social Stereotypes? Assessment and Film/Video: True Colors; Eye of the Storm/A Class Divided remediation Exercises: Social Traps; The Missiles Game PsychSim: Social Decision Making Quizzes 53-55 RESPONSIBILITY Attendance Attendance in this class is essential! If a student must miss a class, it is the student’s responsibility to locate assignment information on Mr Guziewski’s web page at http://cguziewski.bhs.basd.k12.wi.us/index.html, in addition to inquiring with about the missed class period once returns. “Previously scheduled tests, quizzes, projects, or homework missed due to absence should be made up on the day the student returns from absence” “If a student is not in school on the day of an assigned test, she is responsible for the test. Late arrival or early dismissal DOES NOT excuse her from the test. If a student is ill enough to be picked up by a parent and taken home, the test may be re-scheduled” Tardiness When students are tardy to class, they are expected to sign into class and quietly take their seat. Students are strongly encouraged to enter class on time as not to interrupt the learning process of their peers. Preparedness Part of being a good student involves coming to class prepared to learn. Students are expected to bring pens/pencils, paper, class binder, and textbooks each day to class. If a student comes to class ill-prepared, successful learning is compromised; subsequently, discipline points will be given if a student is not sufficiently prepared for class. Late Work Students are expected to turn in assignments on the designated due date. If for any reason a student turns in an assignment late, it will be discounted 10% per day from the original due date. Writing Assignments Since the study of history requires analysis and interpretation of data and facts, a considerable amount of writing will be the norm. When a student completes a writing assignment, it must be done so using past tense and third person, unless otherwise instructed. Furthermore, proper spelling and grammar usage is the expectation. Plagiarism “Plagiarism refers to a form of cheating that has been defined as ‘the false assumption of authorship; the wrongful act of taking the product of another person’s mind, and presenting it as one’s own.’ To use another person’s ideas or expressions in your writing without acknowledging the source is to plagiarize. Plagiarism, then, constitutes intellectual theft” (MLA Handbook for Writers of Research Papers, Fifth Edition 30). If a student has any question regarding the explanation of plagiarism, she is expected to ask the instructor for further clarification. Any act of plagiarism in this course will result in an automatic zero on the assignment in question, as well as further potential academic action as determined by the instructor and the Leadership Team. Notebooks Students are strongly encouraged to keep course material in a 3-ring binder. The notebook should consist of lecture notes, class assignments, homework, assessments, and class handouts. This is a record of the student’s work in United States History; everything done in class should go in the notebook as a backup to the instructor’s grade book. RESPECT Class Expectations You are expected to abide by the “rules” set forth in the B.H.S. Student Handbook. The instructor will treat you with respect and expects the same in return. Instructor Availability Mr. Dow is available by appointment before and after school, in addition to Block 4 (periods 7+8). Students are strongly encouraged to come in for extra help during these times if they are having difficulty in class or need clarification on assignments. Web Site Information Students may access Mr. Dow’s web page at http://www.basd.k12.wi.us/faculty/jdow/?from_faculty_listing=1&l=&u= where they can locate assignment information, course syllabus, course grades, and Mr. Dow’s email contact information. If a student misses a class period, she is expected to locate the assignment information on the web page.