General Psychology (PSYC 101W)
3.0 credit hours
Semester: Spring 2009 Office: Aspen 116
Instructor: Dr. Simonson Office Hours: 2:00-2:50 daily
Email Address: firstname.lastname@example.org Office Phone: (208) 732-6858
Required: Psychology (Ciccarelli & White, 2009).
Recommended: Psychology: Study Guide and Concept Notes.
Recommended: Publication Manual (5th Ed.) (APA, 2001)
· Literacy This course requires a high reading demand.
· Assertiveness Dr. Simonson is a psychologist, not a psychic; you must be active in your education.
· Persistence This course is demanding and rigorous (but not impossible) if offered and received properly.
· Open-mindedness It is not required that you change your mind, but you must be willing to do so.
Policies and Procedures:
Attendance There is no physical attendance for this online class. However, your “presence” in the form of
active participation is required throughout the semester. Excused Absences include:
School-sanctioned and military-required absences if you provide advance written notice.
Medical-, legal-, or family-related emergencies per my discretion.
In-Class Recitation (ICR) For each chapter, there are associated focus questions specified on the course schedule
below. These questions are the test bank for the Unit Tests as well as the material you must answer for Discussion
Board postings as “classroom” participation.
Behavior Do not disrupt the educational experience of other students. Violations of CSI behavioral policies will
result in appropriate disciplinary actions ranging from zero credit to disenrollment (see CSI catalog). Since this is an
online course, you must follow proper Netiquette. Specifically, keep in mind that:
Joking and sarcasm do NOT work online Forgiveness is a requirement
You are interacting with humans… ALL CAPS IS SHOUTING (Don’t do it)
…with real feelings Abbreviations are NOT understood by all
…who do NOT have to agree with you Brief postings are easier to read
Late Policy The Late Policy for all coursework, except for ICRs and Poster Sessions, is as follows:
If you miss a due date because of a documented Excused Absence, whatever coursework you missed is due on the
school day of your documented return.
If you miss a due date for reasons other than an Excused Absence, whatever coursework you missed can be
turned in within 7 calendar days with a 30% late penalty.
Poster sessions cannot be made up regardless of whether your absence is excusable.
No coursework is accepted after Thursday of Finals week.
Extra Credit Policy There will be no opportunities for extra credit. You must concentrate on putting your best
academic foot forward from the outset and keeping current on your coursework through to the end of the semester.
Honesty Policy If you receive, give, or otherwise use information with dishonest intent, you are guilty of
academic dishonesty. Plagiarized or cheated assessments will be awarded zero credit.
Coursework: Your course grade will be determined by assessments of how well you Understand the Book, Understand
the Lecture, Participate in the Classroom, and Go Beyond the Book:
Understanding the Book (375 points) There will be 15 Chapter Quizzes, each worth 25 points.
Chapter Quizzes are multiple-choice/true-false format and cover individual chapters.
o Chapter Quizzes assess familiarity with textbook material.
o Chapter Quizzes can be taken from wherever you have reliable Internet access.
o Each Chapter Quiz has a 20-minute time limit.
Practice Quizzes are available online that do not count toward or against your course grade.
Understanding the Lecture (250 points) There will be 5 Unit Tests, each worth 50 points.
Unit Tests are each made up of 5 short answer questions and cover 3 chapters apiece.
o Unit Tests assess familiarity with “lecture” material (ICR Discussion Board postings).
o Unit Tests are evaluated for being thorough, correct, and original.
o Test Proctoring
If you live in Twin Falls, you are required to complete your Unit Tests at the CSI Testing Center.
If you do not live in Twin Falls and do not wish to come to CSI campus, you must arrange a
satisfactory proctor – contact me immediately to make arrangements before the first test is due.
Participating “in the Classroom” (125 points) Over the course of the semester, you are required to make 25
postings to the ICR Discussion Board, worth 5 points each. Credit for ICRs postings cannot be made up; absences can
be excused, but ICR Participation is real-time only.
“I’ve Got a Question” (IGQ) posting – For each chapter, identify which ICR question seems the most challenging
for you to answer and why.
o You may post more than one IGQ, but credit is only available for one per chapter.
“Let Me Help” (LMH) postings – For each Unit, respond to at least 2 other students’ IGQ postings.
o Help by providing the answer you came up with for the ICR question.
o Help by clarifying how you understand the terms and how they apply.
o Remember rules of Netiquette!
o You may post more than 2 LMHs, but credit is only available for two per Unit.
Going Beyond the Book (250 points) There are 2 components of “Going Beyond”:
Instructions for the Term Project (worth 100 points) will be provided separately around midterm.
o Term Projects must be written in APA format.
For each of the 5 course units, you will assemble a PowerPoint “poster” depicting a real-life application of at
least one concept or key term from the current unit. Each poster session is worth 30 points and will be peer-
o Find a real-world example in the popular media (TV, Internet, magazine – keep this rated PG-13 or less!)
o Summarize or otherwise depict your real-world example on your poster.
o Specify how it is an excellent example of the concept or key term.
o Tie your real-world example into other concepts or key terms from previous or future chapters.
o Find an article on PsycARTICLES or LiLI’s Academic OneFile on the same topic.
Cite it on your poster and include its abstract.
Course Points and Grading Scale “Proficiency” is defined as averaging at least 70% on graded coursework.
Understanding the Book – Chapter Quizzes 375 (37½%) 900 & up pts = A (Outstanding)
Understanding the Lecture – Unit Tests 250 (25%) 800 - 899 pts = B (Above-average)
Participating “in the Classroom” – ICR 125 (12½%) 700 - 799 pts = C (Average)
Going Beyond the Book 250 (25%) 600 - 699 pts = D (Below-average)
Term Project 100 (10%) 0 - 599 pts = F* (Unsatisfactory)
. Poster Sessions 150 (15%) .
Total points available 1,000
*The grade of "I" (incomplete) will only be granted if, by the last day of finals week, 1) more than half of all your coursework is
received by me, and 2) you request the grade of “I” in writing.
Outcomes Assessment (OA): OA is an essential element of continuous improvement. There are three steps to the cycle
of outcomes assessment: gathering data, interpreting data, and implementing changes based on data interpretation.
Gathering Data Data will derive from the Chapter Quizzes. Each quiz includes a survey of your study habits:
1. On a scale from 0 (none) to 10 (all), how much of this quiz’s reading assignments did you read?
2. On a scale from 0 (none) to 10 (all), of what you read, how much do you feel you understood?
3. For this quiz, about how many total hours did you study for this class?
4. About how many times did you take the Practice Quiz for this Chapter Quiz?
5. On a scale from 0 (none) to 10 (all), how much of lecture on this chapter did you understand?
6. What grade do you expect on this Exam?
Interpreting Data Data will be analyzed via path analysis to identify relationships between your study habits,
course design and dynamics, and your course performance.
Implementing Change I will use these results to advise you and to detect areas of need for instructional improvement.
Online Course Evaluations: As part of the Outcomes Assessment for CSI, each student is requested to complete an
online class evaluation form at the end of the semester. Students will access the evaluation at http://evaluation.csi.edu.
The name and password is the same as for network email and Blackboard. It is important to complete these evaluations
so we can continually improve courses.
CSI E-mail E-mail is the primary source of written communication with all CSI students. Students automatically get a
CSI e-mail account when they register for courses. Messages from instructors and various offices such as Admission and
Records, Advising, Financial Aid, Scholarships, etc. will be sent to the students’ CSI accounts (NOT their personal
e-mail accounts). It is the students’ responsibility to check their CSI e-mail accounts regularly. Failing to do so will
result in missing important messages and deadlines. Students can check their CSI e-mail online at http://students.csi.edu.
Student e-mail addresses have the following format: email@example.com. At the beginning of each semester free
training sessions will be offered to students who need help using their CSI e-mail accounts.
Disabilities: Any student with a documented disability may be eligible for related accommodations. To determine
eligibility and secure services, students should contact the coordinator of Disability Services at their first opportunity
after registration for a class. Student Disability Services is located on the second floor of the Taylor Building (TAB) on
the Twin Falls Campus. (208)732-6260(voice) or (208)734-9929 (TTY), or email AccessAbility@csi.edu.
Psychotherapeutic Resources: The content and nature of this course often lead students to ask me for individual
counseling. I will gladly assist you in academic advisement to the best of my ability; however, I am ethically and legally
not allowed to cross boundaries by offering psychotherapeutic advice of any kind. The CSI Advising Center offers short-
term individual counseling free to CSI students through its Career and Counseling Services (CCS) office located in TAB
272. You may contact the CCS at 732-6260.
The College of Southern Idaho Mission Statement
The College of Southern Idaho, a comprehensive community college, provides quality educational, social, cultural economic, and
workforce development opportunities that meet the diverse needs of the communities it serves. CSI prepares students to lead enriched,
productive and responsible lives in a global society.
General Education Criteria: This course satisfies all eight criteria for general education. It is designed to:
1. provide a broad-based survey of a discipline and show the 5. foster the balance between individual needs and the demands
interconnectedness of knowledge. of society.
2. develop a discerning individual. 6. reinforce reading, writing, speaking, and/or quantitative
3. practice critical thinking and problem-solving skills. skills.
4. promote awareness of social and cultural diversity in order to 7. encourage and inspire life-long learning.
appreciate the commonality of mankind. 8. encourage creativity.
Social Science Department Mission Statement
The mission of the Social Science Department is to provide educational, social, and cultural opportunities which encourage enriched,
productive and responsible lives primarily by instructing students to understand, interpret, and apply Social Science discipline
Social Science Department Goals: This course addresses the following Social Science Department goals, which are to:
1. help students understand important facts, concepts and 5. teach students to use different perspectives from the social
theories of Social Science subjects. sciences to make better-informed decisions
2. help students acquire techniques and methods used to gain 6. help students acquire an informed understanding of various
new knowledge in the disciplines. cultures.
3. help students learn to distinguish between fact and opinion. 7. prepare students to transfer to a university.
4. teach students to use evaluation, analysis and synthesis to
interpret and solve problems.
Psychology Program Mission Statement
The mission of the PSYC Program is primarily to prepare graduates to transfer to 4-year universities.
Psychology Program Objectives: Students will…
1. gain mastery of a breadth of knowledge of the discipline of psychology (breadth of knowledge).
2. gain mastery of a depth of knowledge of the discipline of psychology (depth of knowledge).
3. be well practiced as a critical consumer of information (critical thought).
4. be well practiced in professional written communication (professional writing).
5. be well- prepared as a potential contributor to scientific discovery in psychology (scientific capability).
6. be well-prepared for upper-division coursework in psychology (career-focused education plan).
PSYC 101 Catalog Course Description: This survey course is an introduction to psychology. Psychology is the scientific study of
thinking, emotion, and behavior. This course introduces students to the diverse research areas of psychology such as psychobiology,
motivation, learning, cognitive and social processes, personality, and abnormality, emphasizing empirical findings of the discipline.
Course Outcomes Aligned with GE Criteria (GE), Social Science Goals (SS) and Program Objectives (PSYC):
Students will… GE SS PSYC
1. Demonstrate familiarity with the major concepts, theoretical perspectives, 1, 4, 6, 7 1, 4, 6, 7 1, 2, 4, 6
empirical findings, and historical trends in psychology
2. Understand basic research methods in psychology, including research design, data 2, 3, 7, 8 2, 3, 4, 7 2, 3, 4, 5
analysis, and interpretation
3. Respect and use critical and creative thinking, skeptical inquiry, and the scientific 2, 3, 6, 7, 8 All but 1 and 2 2, 3, 6
approach to solve problems related to behavior and mental processes
4. Understand and apply psychological principles to personal, social, and All but 6 All but 1 and 2 2, 3, 6
5. Be able to weigh evidence, tolerate ambiguity, act ethically, and reflect other All but 6 All but 1 and 2 2, 3, 5, 6
values that are the underpinnings of psychology as a discipline
Course Outcomes Aligned with Course Assessment Activities:
Understanding the Book Understanding the Lecture Participating in the Classroom Going Beyond the Book
1 Ψ Ψ Ψ
2 Ψ Ψ Ψ
3 Ψ Ψ Ψ
4 Ψ Ψ Ψ Ψ
5 Ψ Ψ Ψ
Detailed Course Schedule
Unit 1 – Chapters 1, 2, and 3
1/19 – 2/9
Chapter 1 1/19 – 1/28
ICR Ψ What is structuralism? Functionalism? Gestalt? Which do you prefer? Why?
Questions Ψ What is psychoanalysis? Behaviorism? Humanism? Which do you prefer? Why?
Ψ What is the biopsychological perspective? The cognitive? The sociocultural? Which do you prefer? Why?
Ψ How does the scientific method reduce bias and error in psychological research?
Ψ What are the strengths and weaknesses of naturalistic observation, laboratory observation, case studies,
and surveys? How would you decide which to use in research?
Ψ What are the strengths and weaknesses of correlations and the experiment? How would you decide which
to use in research?
Ψ How do independent variables, dependent variables, and confounding variables differ and relate?
Ψ Describe the complexities of critical thinking and ethics when trying to study pseudopsychologies.
1/21 Ch 1 Quiz opens
1/26 Ch 1 “I’ve Got a Question” (IGQ) posting due
1/28 Ch 1 Quiz due – Ch 2 Quiz opens
Chapter 2 1/28 – 2/2
ICR Ψ What “happens” with the neural impulse from dendrite to axon? From axon to dendrite? How does this
Questions apply to psychology?
Ψ What does the somatic nervous system do? The autonomic? What do they do during stressful situations?
Ψ What do the 4 parts of the brain stem do (medulla, pons, reticular formation, cerebellum)?
Ψ What do the 4 parts of the limbic system do (thalamus, hypothalamus, hippocampus, amygdala)?
Ψ What do the 4 lobes of the cerebral cortex do?
1/30 Ch 2 IGQ posting due
2/2 Ch 2 Quiz due – Ch 3 Quiz opens
Chapter 3 2/2 – 2/6
ICR Ψ Referencing figures 3.4(c) on page 98 and 3.6 on page 100, make an argument against the saying “seeing
Questions is believing” and then apply your argument to support critical thinking.
Ψ How are amplitude and wavelength interpreted by the occipital lobes? Amplitude and frequency by the
Ψ What do the 7 senses do? Why is sensation important to psychology?
Ψ What is figure-ground? Explain the 6 Gestalt principles. What is an illusion?
Ψ Explain the 6 pictorial depth cues.
Ψ How do perceptual expectancies result in illusions? How might top-down processing explain prejudice?
2/4 Ch 3 IGQ posting due
2/6 Ch 3 Quiz due – 2 Unit 1 “Let Me Help” (LMH) postings due – Unit 1 Test opens
Unit 1 2/9
2/9 Poster session for Unit 1
Assessment: Unit 1 Test due
Unit 2 – Chapters 4, 5, and 6
2/11 – 3/2
Chapter 4 2/11 – 2/13
ICR Ψ Describe the stages of wakefulness and sleep. What happens during REM and NREM sleep?
Questions Ψ Explain Freud’s theory of dreams (wish fulfillment) and Hobson’s theory of dreams (activation-
information-mode). Which do you prefer and why?
Ψ Explain the dissociation theory of hypnosis and the role-playing theory of hypnosis. Which do you prefer
Ψ Explain what the 4 types of consciousness-altering drugs do.
2/11 Ch 4 IGQ posting due – Ch 4 Quiz opens
2/13 Ch 4 Quiz due – Ch 5 Quiz opens
Chapter 5 2/13 – 2/23
ICR Ψ Define the 5 stimuli and responses of classical conditioning. How does classical conditioning work?
Questions Ψ What is stimulus generalization? Stimulus discrimination? Extinction? Spontaneous recovery?
Ψ Define primary reinforcers and secondary reinforcers. How does higher-order conditioning work?
Ψ What is positive reinforcement? Negative reinforcement? Positive punishment? Negative punishment?
Ψ How do the 4 schedules of reinforcement work? What role might expectation play in these learning
Ψ What is shaping? What is learned helplessness? How might shaping be used to treat learned helplessness?
Ψ What is insight learning? What is latent learning? How might they be related?
Ψ Explain the 4 elements of observational learning. How might you use each element to prevent a child from
latently learning undesirable behaviors from television?
2/20 Ch 5 IGQ posting due
2/23 Ch 5 Quiz due – Ch 6 Quiz opens
Chapter 6 2/23 – 2/27
ICR Ψ Explain the 3 processes of memory and the 3 stages of memory.
Questions Ψ Explain the levels-of-processing approach. How do maintenance rehearsal and elaborative rehearsal
Ψ How does chunking relate to the “magical number 7±2”? Why is selective attention important to memory
Ψ What are semantic memories? Episodic memories? Implicit memories? Explicit memories?
Ψ What is encoding specificity? How do retrieval cues work?
Ψ What is a semantic network? How do semantic networks function?
Ψ What is hindsight bias? What is the misinformation effect? What does it mean that memory is
Ψ What is proactive interference? Retroactive interference? How might selective attention explain
Ψ What is retrograde amnesia? Anterograde amnesia? How can someone suffer amnesia but still be able to
2/25 Ch 6 IGQ posting due
2/27 Ch 6 Quiz due – 2 Unit 2 LMH postings due – Unit 2 Test opens
Unit 2 3/2
3/2 Poster session for Unit 2
Assessment: Unit 2 Test due
Unit 3 – Chapters 7, 8, and 9
3/4 – 3/30
Chapter 7 3/4 – 3/6
ICR Ψ What are formal concepts? Natural concepts? What might happen if formal and natural concepts
Ψ Explain the 4 forms of problem-solving.
Ψ What is functional fixedness? Mental sets? Confirmation bias? How do these concepts relate to creativity?
Ψ Explain the test construction concepts of validity and reliability and why they are important.
Ψ What is intelligence? How do Gardner (multiple) and Sternberg (triarchic) explain intelligence?
Ψ What is linguistic relativity? Considering that language is cultural, what might linguistic relativity mean to
the Nature/Nurture controversy regarding intelligence?
3/4 Ch 7 IGQ posting due – Ch 7 Quiz opens
3/6 Ch 7 Quiz due –Ch 8 Quiz opens
Chapter 8 3/6 – 3/11
ICR Ψ Explain Piaget’s concepts of accommodation and assimilation. How do these concepts apply to cognitive
Ψ Describe Piaget’s 4 stages of cognitive development.
Ψ Explain Vygotsky’s concepts of scaffolding and Zone of Proximal Development (ZPD).
Ψ Describe Erikson’s 8 crises of psychosocial development.
Ψ Describe Kohlberg’s 3 stages of moral development.
3/9 Ch 8 IGQ posting due
3/11 Ch 8 Quiz due –Ch 9 Quiz opens
3/16 – 3/20 SPRING VACATION
ICR Ψ What is homeostasis? Explain the 3 approaches to understanding motivation.
Questions Ψ Describe and compare McClelland’s 3 needs and Maslow’s hierarchy of needs.
Ψ Explain the Yerkes-Dodson law and apply it to needs and motivation.
Ψ What is the James-Lange theory of emotion? Cannon-Bard? How does the Schachter-Singer cognitive
arousal theory improve upon these earlier theories of emotion?
Ψ What is the facial feedback hypothesis? What might cognitive arousal theory and the facial feedback
hypothesis mean about the cause(s) of emotion?
Ψ What is positive psychology? How does Myers’ advice on happiness fit into cognitive arousal theory and
the facial feedback hypothesis?
3/25 Ch 9 IGQ posting due
3/27 Ch 9 Quiz due – 2 Unit 3 LMH postings due – Unit 3 Test opens
Unit 3 3/30
3/30 Poster session for Unit 3
Assessment: Unit 3 Test due
Unit 4 – Chapters 10, 11, and 12
4/1 – 4/15
Chapter 10 4/1 – 4/3
ICR Ψ Use either Bandura’s elements of observational learning or Erikson’s theory to explain gender roles,
Questions gender typing, and gender identity.
Ψ Using gender schema theory and gender stereotyping, how might the barriers to problem-solving apply to
Ψ Using critical thinking skills, explain the difference between behaviors-of-sexual-orientation and
individuals-identified-by-sexual orientation. How might these differences complicate the
Ψ How would behaviorism explain the development and maintenance of paraphilias?
4/1 Ch 10 IGQ posting due – Ch 10 Quiz opens
4/3 Ch 10 Quiz due –Ch 11 Quiz opens
Chapter 11 4/3 – 4/8
ICR Ψ What is stress? Describe the 3 types of stress and the 4 sources of stress.
Questions Ψ Describe the 4 types of conflict.
Ψ What is the General Adaptation Syndrome (GAS)? Explain the 3 stages in GAS.
Ψ What are primary and secondary appraisals? How do they influence our perceptions of the types and
sources of stress?
Ψ Describe the 4 personality types (A, B, C, hardy). Which are the most and least healthy and why?
Ψ What is problem-focused coping? What is emotion-focused coping? Explain why certain sources of stress
are better handled with problem-focused coping and others are better with emotion-focused coping.
Ψ What are psychological defense mechanisms? Describe 3 of the 10 psychological defense mechanisms.
Ψ How might personality type influence people’s coping skills regarding meditation, culture, and religion?
4/6 Ch 11 IGQ posting due
4/8 Ch 11 Quiz due –Ch 12 Quiz opens
Chapter 12 4/8 – 4/13
ICR Ψ What is conformity? Compliance? Obedience?
Questions Ψ Describe the four common techniques of compliance.
Ψ What is groupthink? What are social facilitation and social loafing?
Ψ Describe the 3 components of attitude. What is cognitive dissonance?
Ψ What is impression formation? Attribution? The fundamental attribution error?
Ψ What is a stereotype? Prejudice? Discrimination? Explain social identity theory.
Ψ Describe and compare the 4 factors of attraction and Sternberg’s 3 attitudes of love.
Ψ What are social roles? Explain diffusion of responsibility and the bystander effect.
4/10 Ch 12 IGQ posting due
4/13 Ch 12 Quiz due – 2 Unit 4 LMH postings due – Unit 4 Test opens
Unit 4 4/15
4/15 Poster session for Unit 4
Assessment: Unit 4 Test due
Unit 5 – Chapters 13, 14, and 15
4/17 – 5/8
Chapter 13 4/17 – 4/22
ICR Ψ Describe the 3 psychic forces and the 3 levels of consciousness.
Questions Ψ What is a fixation? Describe Freud’s 5 stages of psychosexual development.
Ψ What are the Oedipus and Electra complexes? Why is the defense mechanism of identification so
important for the healthy resolution of the Oedipus and Electra complexes?
Ψ What are Bandura’s concepts of reciprocal determinism and self-efficacy?
Ψ Describe Rogers’ concepts of real and ideal selves, positive regard, and the fully functioning person.
Ψ Describe the five dimensions of OCEAN.
Ψ Describe the 4 methods of personality assessment. What are the strengths and weaknesses of each?
Ψ Describe the Rorschach and the Thematic Apperception Test. What role does projection play in these
4/17 Ch 13 IGQ posting due – Ch 13 Quiz opens
4/22 Ch 13 Quiz due –Ch 14 Quiz opens
Chapter 14 4/22 – 5/1
ICR Ψ Describe the 4 definitions of abnormal behavior. Describe the 5 axes of the DSM-IV-tr.
Questions Ψ What are the differences between normal, eccentric, and abnormal?
Ψ How do the biological, psychoanalytic, behavioristic, and cognitive models explain abnormality?
Ψ Describe the 4 anxiety disorders. What causes anxiety disorders? What makes abnormal anxiety
Ψ Describe the 4 dissociative disorders. What causes dissociative disorders?
Ψ Describe the 2 mood disorders. What are the differences between mood disorders and normal “mood
swings”? What causes mood disorders?
Ψ Describe the 5 types of schizophrenic symptoms. Describe the 5 categories of schizophrenia. What causes
Ψ Describe antisocial personality disorder and borderline personality disorder. Describe 2 of the remaining
7 personality disorders. What causes personality disorders?
Ψ Apply theories of emotion (Chapter 9) to coverage of Seasonal Affective Disorder (SAD).
4/24 Term Project due
4/29 Ch 14 IGQ posting due
5/1 Ch 14 Quiz due –Ch 15 Quiz opens
Chapter 15 5/1 – 5/6
ICR Ψ Describe the 4 psychoanalytic techniques. How effective is psychoanalytic therapy?
Questions Ψ Describe the 4 basic elements of humanistic therapy. How effective is humanistic therapy?
Ψ Describe the 3 techniques of classical conditioning behavior therapies. How effective is behavior therapy?
Ψ Describe the 5 cognitive distortions from Beck’s cognitive therapy. How effective is cognitive therapy?
Ψ Which advantage of group therapy is the most important and why? Which disadvantage of group therapy is the
most important and why? What are the strengths of family counseling and self-help groups?
Ψ What might occur if someone were prescribed psychopharmacological medication based on a misdiagnosis? If
someone refused to take psychopharmacological medications when they were needed?
5/4 Ch 16 IGQ posting due
5/6 Ch 15 Quiz due – 2 Unit 5 LMH postings due – Unit 5 Test opens
Unit 5 5/8
5/8 Poster session for Unit 5
Unit 5 Test due
5/12 Posting of PowerPoint Presentations of Term Projects due