By the end of this section, you will be able to:Describe problem solving strategiesDefine algorithm and heuristicExplain some common roadblocks to effective problem solving

By the end of this section, you will be able to:Describe how genetics and environment affect intelligenceExplain the relationship between IQ scores and socioeconomic statusDescribe the difference between a learning disability and a developmental disorder

By the end of this section, you will be able to:Define intelligenceExplain the triarchic theory of intelligenceIdentify the difference between intelligence theoriesExplain emotional intelligence

By the end of this section, you will be able to:Describe cognitionDistinguish concepts and prototypesExplain the difference between natural and artificial concepts

This textbook provides standard introduction to psychology course content with a specific emphasis on biological aspects of psychology. This includes more content related to neuroscience methods, the brain and the nervous system. This book can be modified: feel free to add or remove modules to better suit your specific needs.Please note that the publisher requires you to login to access and download the textbooks.

Provides standard introduction to psychology course content with a specific emphasis on social aspects of psychology. This includes expanded content related to social cognition, aggression, attraction and similar topics.

Examines evidence (and lack thereof) regarding when and how an individual's thoughts, feelings, and actions are affected by gender. Topics include: gender development; gender differences in cognition and emotion; gender stereotypes; how gender is related to physical and mental health, sexuality, close relationships, and work.

This course covers theory and evidence on government taxation policy. Topics include tax incidence, optimal tax theory, the effect of taxation on labor supply and savings, taxation and corporate behavior, and tax expenditure policy.

Theory and evidence on government expenditure policy. Topics include the theory of public goods; education; state and local public goods; political economy; redistribution and welfare policy; social insurance programs such as social security and unemployment insurance; and health care policy.

Explores the role of government in the economy, applying tools of basic microeconomics to answer important policy questions such as government response to global warming, school choice by K-12 students, Social Security versus private retirement savings accounts, government versus private health insurance, setting income tax rates for individuals and corporations.

This course will examine public opinion and assess its place in the American political system. The course will emphasize both how citizens' thinking about politics is shaped and the role of public opinion in political campaigns, elections, and government.

This course assists students in developing oral communication skills. Students will be able to speak effectively and comfortably to audiences; explain the nature, value, and requirements of effective public speaking; speak effectively to groups in an academic environment; speak effectively to groups in a non-academic environment; apply principles of cultural diversity to public speaking; and, employ effective information literacy techniques in public speaking.Login: guest_oclPassword: ocl

After learning about the concept of transfer of energy, specifically the loss of kinetic energy to friction, students get a chance to test friction. Student groups are each given a wooden block and different fabrics and weights and challenged to design the "best" puck. First the class defines what makes the "best" puck. They come to realize that the most desirable puck is the one that travels the farthest, thus the puck with the least amount of friction. In the context of hockey, the "best" puck is the one that travels farthest and loses the least kinetic energy to friction. Students then apply their knowledge of friction the energy transfer from kinetic to heat energy to design new, optimal pucks for the National Hockey League.

Using common materials (spools, string, soap), students learn how a pulley can be used to easily change the direction of a force, making the moving of large objects easier. They see the difference between fixed and movable pulleys, and the mechanical advantage gained with multiple/combined pulleys. They also learn the many ways engineers use pulleys for everyday purposes.

Pumps are used to get drinking water to our houses every day! And in disaster situations, pumps are essential to keep flood water out. In this hands-on activity, student groups design, build, test and improve devices to pump water as if they were engineers helping a rural village meet their drinking water supply. Students keep track of their materials costs, and calculate power and cost efficiencies of the prototype pumps. They also learn about different types of pumps, how they work and useful applications.

Students observe and test their reflexes, including the (involuntary) pupillary response and (voluntary) reaction times using their dominant and non-dominant hands, as a way to further explore how reflexes occur in humans. They gain insights into how our bodies react to stimuli, and how some reactions and body movements are controlled automatically, without conscious thought. Using information from the associated lesson about how robots react to situations, including the stimulus-to-response framework, students see how engineers use human reflexes as examples for controls for robots.

In this task sutdents use a dotplot, histogram or boxplot to summarize data.

Students will investigate the interactions between colliding objects using pushes and pulls. After listening to the book, Push and Pull by Charlotte Guillian, students will play a game of kickball and observe how the ball is pushed, pulled, started, stopped, collided with other objects and how it changed position and speed. As a group, students will then brainstorm about other objects being pushed, pulled or colliding and choose one of those objects to investigate. This lesson is part of a bigger unit based on this Performance Expectation and items not addressed in this lesson are addressed in other lessons.

This lesson focuses on the conservation of energy solely between gravitational potential energy and kinetic energy, moving students into the Research and Revise step. Students start out with a virtual laboratory, and then move into the notes and working of problems as a group. A few questions are given as homework. A dry lab focuses on the kinetic and potential energies found on a roller coaster concludes the lesson in the Test Your Mettle phase of the Legacy Cycle.

This lesson contains background about the blood vascular system and the heart. Also, the different sizes of capillaries, veins, and arteries, and how they affect blood flow through the system. We will then proceed to talk about the heart's function in the blood vascular system. This will lead into a discussion of heart valves, how they work and what might cause them to fail. Then we will discuss prosthetic heart valves.