Visual Perception, The Eye & The Visual Perception Process

Session 15 - Visual Perception


ERA's are due today!!!


Open up with blind fold activity...
Outline the activity as the following:

• Students pair up for the activity
• All students are told that they will be going on a tour of the school - blindfolded!!! OMG
• Before both pairs head out each person must make up the route their partner will be taking around the school - here are the areas that could be visited:

- Gym

- Science

- Wood Tech

- Library

- Art Rooms

• Each student must visit each of the 5 locations - the order is up to their partner...
• The non-blindfolded person must then navigate their partner around their made up route.
• Once the blindfolded person is in the right location - they then must guess where they are using their senses....
• Once all 5 locations have been visited - partners swap roles and the same procedure is undertaken.

Once all participants are completed they must meet at the bottom of the stairs near the staffroom, where the teacher will be waiting to take the students back up to class.

Reflection Questions - to be completed in workbook:

1) While blindfolded, how did you make a judgment on your location?

2) Did you find it easy knowing which location you were in?

3) What was the most difficult aspect of the activity?

Students are to place the following in their workbooks:

The Visual Perception System

Sensation is the process of our sense organs and receptors detecting and responding to sensory information that stimulates them. Sensory information can be from internal as well as external sources.

Perception is the process by which we give meaning to sensory information, resulting in our personal interpretation of that information.

Discuss the above relating it to the previous activity - What if we had no sense of smell, no hearing? Would that make it more difficult???

Students are to read through 69 - 71 and complete Check Your Understanding 3.1 in their workbooks.

Discuss the idea of Synaesthesia - read 'Focus on Research' and watch youtube clip:

http://www.youtube.com/watch?v=1R_A4tUMOtI

H/W - Read through 72 to 75 and complete Check Your Understanding 3.2 in their workbooks 

Interesting link:

http://www.youramazingbrain.org/supersenses/bensaunders.htm

Due next session, Friday 9th March

Session 16 - Light, The Eye, Colour & The Visual Reception Process

Open up with the discussion about the eye's response to light - the concept of light allows all of us to see - read through the passage concerning the Visible Light Spectrum. Discuss main ideas...

Move onto processes concerning how light enters the eye and the result of such a phenomenon. Read through 'The Eye's Response to Light' passage, watch clip:
 http://www.youtube.com/watch?v=15P8q35vNHw    then handout eye diagram.


All students are to draw their own flowchart in their book that represents the process of light entering the eye - only 5 minutes to do this - sketch in workbook...


Pick student to run through their interpretation using the materials (torch & eye model) and their instructions - show to the whole class...


Move onto:
Photoreceptors: Rods & Cones

The retina consists of a number of layers of light sensitive neurons. In order for the lens to focus an image, light must pass through the retina's outer layers, which are made up of additional nerve cells. Rods and cones, the sensory receptor cells for vision, form the back layer of the retina.


- Read through Photoreceptors: Rods and Cones (pg 75, 76 & 77) and copy table 3.2 in workbooks.


- Check Your Understanding 3.3 in your workbooks.


- Read through the Visual Perception Processes (pg 81 & 82) and complete the Jigsaw Activity in workbooks...


H/W: Complete the Jigsaw Activity in workbooks and read through the 'Gestalt Principles - Grouping & Separating' section of the textbook (pg.84 -86) and fill out the appropriate table.

Miranda's Class ERA Data

Astrology Class Results
Aquarius								Average for each descriptor
1	2							2
2	3							3
3	5							5		2.75
4	2							2
5	3							3
6	2							2
7	1							1
8	4							4
Overall								#DIV/0!
Aries
1	1	2	2	1	2	1		1.5
2	3	2	2	3	3	3		2.5
3	2	3	3	2	3	2		2.5
4	5	3	3	5	5	2		4		2.5
5	1	2	2	1	5	1		1.5
6	1	2	2	1	5	2		1.5
7	1	3	3	1	1	3		2
8	5	4	4	5	5	4		4.5
Overall								#DIV/0!
Pisces
1								#DIV/0!		0
2								#DIV/0!
3								#DIV/0!
4								#DIV/0!
5								#DIV/0!
6								#DIV/0!
7								#DIV/0!
8								#DIV/0!
Overall								#DIV/0!
Taurus
1	1	2	2	2	1			1.75
2	2	1	1	1	3			1.25
3	1	1	1	1	4			1
4	2	1	1	1	4			1.25		3.18
5	2	1	1	1	4			1.25
6	1	5	4	4	2			3.5
7	5	3	4	4	2			4
8	2	1	1	1	4			1.25
Overall								#DIV/0!
Gemini
1	1							1
2	3							3
3	2							2		2.125
4	2							2
5	3							3
6	1							1
7	2							2
8	3							3
Overall								#DIV/0!
Cancer
1	2							2
2	4							4		2.88
3	2							2
4	2							2
5	2							2
6	5							5
7	4							4
8	4							4
Overall								#DIV/0!
Leo
1	2	1	5	2	5	5	2	2.5
2	3	4	4	5	4	4	2	4
3	1	4	4	2	4	4	5	2.75		2.81
4	2	1	5	3	5	5	1	2.75
5	2	3	3	1	3	3	1	2.25
6	3	1	4	3	4	4	1	2.75
7	3	1	4	1	4	4	1	2.25
8	3	3	4	3	4	4	1	3.25
Overall								#DIV/0!
Libra
1	3	1	2					2		3.38
2	2	3	4					3
3	5	2	4					3.666666667
4	5	2	5					4
5	5	2	5					4
6	1	3	5					3
7	3	2	5					3.333333333
8	3	4	5					4
Overall								#DIV/0!
Capricorn
1	2							2
2	4							4		3.125
3	4							4
4	4							4
5	3							3
6	3							3
7	2							2
8	3							3
Overall								#DIV/0!
Virgo
1	4	1	1					2
2	1	3	3					2.333333333
3	5	3	3					3.666666667		4.06
4	5	4	4					4.333333333
5	4	2	3					3
6	1	1	1					1
7	1	2	2					1.666666667
8	5	1	1					2.333333333
Overall								#DIV/0!
Sagittarius
1	1	1	1	2	2	2	1	1.25
2	3	2	2	3	3	1	1	2.5
3	5	3	3	3	3	3	3	3.5		2.25
4	3	2	2	2	2	3	2	2.25
5	1	2	2	4	4	5	2	2.25
6	1	3	3	2	2	2	1	2.25
7	2	3	3	2	2	4	3	2.5
8	2	4	4	5	5	2	3	3.75
Overall								#DIV/0!
Scorpio
1	1	2	2	1	1			1.5		2.37
2	5	1	3	5	5			3.5
3	5	2	2	5	5			3.5
4	3	1	4	3	3			2.75
5	3	2	2	3	3			2.5
6	1	1	4	1	1			1.75
7	1	1	2	1	1			1.25
8	1	3	4	1	1			2.25
Overall								#DIV/0!

ERA - Discussion

Session 13 - ERA: Discussion


Open up asking students whether all of them have completed the Introduction,  Method and Results sections of their ERA.


Move onto the Discussion section and use the following questions to scaffold students:

•  Is the hypothesis accepted or rejected?
• What was the overall mean of the entire sample? What does the numerical value mean?
• What star signs believed the astrology predictions to be most accurate? (Include the numerical value and the interpretation).
• What were the most believable / accurate of the descriptors across all star signs? (Include the numerical value and the interpretation). - Provide insight into why this might be the case...
• What was the least believable / accurate of the descriptors across all od the star signs? (Include the numerical value and the interpretation). - Provide insight into why this might be the case...
• What are the limitations to the study? Can we make a generalisation about the results we obtained? Sample size???
• Are their any extraneous variables? (unwanted variables that may affect the dependent variable)?
• Provide some suggestions that may contribute to more valid and reliable results for the study? (what would you do differently to allow for more valid results???)

Allow time for students to complete the Discussion section of their ERA.

BOOKS WILL BE CHECKED THROUGHOUT THE LESSON

ERA - Psychology & Pseudo - Sciences

Session 11 - ERA: Framework & Structure


Open up with Tim Minchin's 'Storm' and discuss the main ideas concerning Science and Faith - more specifically the debunking of pseudo-sciences...


Move onto ERA PowerPoint presentation and run through the main points with the class and relate it to the current class study on pseudo-sciences.


Time permitting - students are to begin drafting the Introduction for their ERA write up.




Session 12 - ERA: Write Up


Begin with handing out the ERA template and the class results - explain in detail how the results were gained and tabled.


Move onto the Discussion section of the report and include go over the concept of extraneous variables (unwanted variables) and how they relate to the reliability and validity of the data.


Allow the remaining time for students to write up their Introduction, Method and the Results sections of their ERA.


More points concerning the Discussion will be covered next session.

Psychological Perspectives, Pseudo-Science & Astrology Empirical Research Activity

Session 7 - Psychological Perspectives

Discuss the results from each student’s timeline – run through the major points with the class... Questions that could be asked: What were the most interesting points you included in your timeline? Ask students to copy down the following in their workbooks: There are various different approaches in contemporary psychology.  An approach is a perspective (i.e. view) that involves certain assumptions (i.e. beliefs) about human behaviour: the way they function, which aspects of them are worthy of study and what research methods are appropriate for undertaking this study. There may be several different theories within an approach, but they all share these common assumptions. Move onto the different perspectives (mention that most the psychologists in the timeline belong to one) and hand out relevant information – use the textbook and following website: http://www.simplypsychology.org/perspective.html ·      Biological ·      Cognitive ·      Behavioural ·      Socio-cultural Assign a different perspective to each group (4) and each group member (4-5) a task / question: 1.     In approximately 80 words provide your own overview of the relevant perspective. 2.     Describe influential figures and their ideas / practice related to the perspective. 3.     Provide a detailed explanation (80 words) about how research is conducted in this perspective. 4.     What are the strengths of this perspective? 5.     What are the limitations compared to the other perspectives? All groups are then to summarize using the information gathered from all of the tasks and questions for each group. Session 8 - Pseudoscience & Introduction to Astrology ERA All groups are then to summarize using the information gathered from all of the tasks and questions for each group. Assign a different perspective to each group (4) and each group member (4-5) a task / question: Allow roughly 10 or so minutes for students to complete the Psychological Perspectives group work – needs to be taken up and photocopied on to A4 paper for all students… Move onto title: ‘The Study of Psychology’ as students to copy the following in their workbooks: Pseudoscience One of the earliest techniques to study psychology and attempt to predict human behaviour was through a technique called phrenology. This involved feeling bumps on a person’s skull to assess their personality. This is an early example of what is known as a pseudoscience – a fake or false science. Pseudosciences  include palmistry (palm reading) and astrology (reading the stars and sky). When people believe that there is some truth to the readings given using a pseudoscience it is known as the ‘Barnum Effect’. That is the individual’s tendency to consider personal descriptions to be accurate if they are stated in general terms. Important to mention the two types of data needed for psychological / scientific research to be conducted: –      Subjective data = interviews, self-reports, questionnaires, observation. –      Objective data = data that can be directly observed and measured. Phrenology clip: http://www.youtube.com/watch?v=80dZ71Km6_g&feature=related Astrology: http://www.cainer.com/ In both cases there is no evidence of the data mentioned above… Introduce the Astrology ERA to the class – go over the main aim of the study and prep work. Session 9 - What is Psychology?  Chapter 2 Summary Students are to read through the Chapter 2 Summary (page 64) and complete the multiple-choice questions and short answered questions on page 65 & 66) The above work must be completed in their workbooks and ready for correction next Wednesday 29th Feb.

Psychiatrist Visit & The Beginnings of Psychology

Session 5 - Psychiatrist Visit - Brian Stagol

All students are to complete a Ven Diagram throughout the presentation.


Session 6 - Reflection & The Beginnings of Psychology

1)    Describe the procedures and practices of a psychiatrist.

2)    What was the most interesting idea, concept or thought discussed?

3)    Would you consider employment in this field? Why or why not?

Share thoughts concerning the difference between psychology and psychiatry individual Venn Diagrams – place ideas up on whiteboard… Students are then to move onto constructing their own timeline in relation to ‘The Beginnings of Psychology’. All students are to use the A3 paper, the materials provided and the information from pages 49 – 54 of the textbook to place the psychologist on the timeline and include the following bits of information: ·      Name (Dates): ·      Background: ·      Achievements in the Field: ·      Interesting: The timeline needs to be completed by Monday 20th February

Research Methods, Psychology in Everyday Life and Areas & Employment of Psychology

Session 1 - Research Methods

Discussion concerning the holiday homework of annotating a selected psychological experiment / study in regards to the 7 steps of psychological research.

Revision of relevant research method concepts:

• Hypothesis
• Independent Variable
• Dependent Variable

All students completed the Smarties Activity - Population & Sample exercise.

Relevant questions needed to be written up in full sentences in students workbook.

Session 2 - Psychology in Everyday Life

Students view a number of relevant clips that relate to how psychology can be used in everyday life - broken down into important facets of society such as; advertising / consumerism, health & medicine and law & justice.

Read through relevant pages of the text and complete the Psych Overview Flowchart Fig 1.1 from the Student Activity Manual.

Session 3 - Areas of Specialisation & Employment

Ask students to copy down the following notes in their workbook: Psychology as a Profession: Psychologists are highly trained professionals who specialise in creating, teaching and applying psychological knowledge. In seeking to provide answers to questions about human behaviour, they gather scientific data to describe, understand, predict and control behaviour. Areas of Specialisation within Psychology The Australian Psychological Society has identified 10 specialist areas of psychology. ·      Biological Psychologist ·      Clinical Psychology ·      Clinical Neuropsychology ·      Health Psychology ·      Sport Psychology ·      Cognitive Psychology ·      Personality Psychology ·      Counseling Psychology ·      Educational Psychology ·      Forensic Psychology -       Read 44, 45 & 46 and complete ‘Fields of Psychology’ Activity 1.2 – Run answers with the students… -       Handout the research investigation and explain what needs to be completed – allow students time to complete the task. Homework Task: A Research Investigation                  Choose an employment area involving psychology that most interests you and write a 200 – 250 word summary addressing the following questions: •What type of work or duties are performed? •What courses / subjects need to be undertaken? •What qualifications are needed to be employed in this position? •Anything else of interest such as the demand for people in this area, salary or the working environment… Relevant references: http://www.psychology.org.au/ http://www.psychxchange.com.au/JobSearch.aspx http://www.all-about-psychology.com/types-of-psychology.html Due to be handed in on Wednesday 15th February