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The assignments in this course are openly licensed, and are available as-is, or can be modified to suit your students’ needs. Selected answer keys are available to faculty who adopt Waymaker, OHM, or Candela courses with paid support from Lumen Learning. This approach helps us protect the academic integrity of these materials by ensuring they are shared only with authorized and institution-affiliated faculty and staff.

If you import this course into your learning management system (Blackboard, Canvas, etc.), the assignments will automatically be loaded into the assignment tool, where they may be adjusted, or edited there. Assignments also come with rubrics and pre-assigned point values that may easily be edited or removed.

The assignments for Introductory Psychology are ideas and suggestions to use as you see appropriate. Some are larger assignments spanning several weeks, while others are smaller, less-time consuming tasks. You can view them below or throughout the course.

You can view them below or throughout the course.

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Faculty Resources

Assignments.

The assignments in this course are openly licensed, and are available as-is, or can be modified to suit your students’ needs. Selected answer keys are available to faculty who adopt Waymaker, OHM, or Candela courses with paid support from Lumen Learning. This approach helps us protect the academic integrity of these materials by ensuring they are shared only with authorized and institution-affiliated faculty and staff.

If you import this course into your learning management system (Blackboard, Canvas, etc.), the assignments will automatically be loaded into the assignment tool, where they may be adjusted, or edited there. Assignments also come with rubrics and pre-assigned point values that may easily be edited or removed.

The assignments for Introductory Psychology are ideas and suggestions to use as you see appropriate. Some are larger assignments spanning several weeks, while others are smaller, less-time consuming tasks. You can view them below or throughout the course.

You can view them below or throughout the course.

Discussion Grading Rubric

The discussions in the course vary in their requirements and design, but this rubric below may be used and modified to facilitate grading.

• Assignments with Solutions. Provided by : Lumen Learning. License : CC BY: Attribution
• Pencil Cup. Authored by : IconfactoryTeam. Provided by : Noun Project. Located at : https://thenounproject.com/term/pencil-cup/628840/ . License : CC BY: Attribution

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You are a teacher at a local school. You have a student in your class, named Sam. Sam is 7 years old. Sam is a shy girl and has one special friend who is also a student in your class. Sam arrives at school, in a cheerful mood and participates in individual class activities with enthusiasm. Lately, you notice that Sam seems quite unsettled and agitated during groupwork activities in class

1.4 Discuss the relationship between Bronfenbrenner’s ecological theory and the factors that influence intelligence.

Consider the imagery you created in your mind as you interacted with the written version of  The Open Window . Describe this imagery and discuss whether it helped you understand the story. Did the imagery or imagined tone change when you listened to the audio? How?

A toy dart gun generates a dart with .140kg.m/s momentum and a velocity of 4m/s. What is the mass of the dart in grams? (hint: figure kg, then convert answer to grams)

A toy dart gun generates a dart with .140kg.m/s momentum and a velocity of 4m/s. What is the mass of the dart in grams? (hint: figure kg, then convert answer to grams)

A toy dart gun generates a dart with .140kg.m/s momentum and a velocity

   of 4m/s. What is the mass of the dart in grams? (hint: figure kg, then convert answer

   to grams)

According to which is group word ecourage ? Why does this scientist see it as important

Lynette was born with HIV and diagnosed at birth in 1990. Her chances of survival were incredibly slim. She lived in hospitals the first several years of her life. She has been on most HIV treatment regimens. She was constantly educated about HIV, but trying to understand it was so hard. Before she was eight, she lost both parents to AIDS. She had hepatitis C for a while, but it remained undiagnosed since high school. She graduated in 2009 and lived a ‘normal’ life. She went to university but always kept her status secret for fear of rejection. She even considered suicide as she felt that there was no reason to live.

3.3 According to Gouws (2019:142-143) there are a variety of factors at play a role in adolescents’ suicide. After reading the case study of Lynette above, which of these factors could possibly relate to Lynette’s inclination to commit suicide. Provide reasons for your answers. 

Lynette was born with HIV and diagnosed at birth in 1990. Her chances of survival were incredibly slim. She lived in hospitals the first several years of her life. She has been on most HIV treatment regimens. She was constantly educated about HIV, but trying to understand it was so hard. Before she was eight, she lost both parents to AIDS. She had hepatitis C for a while, but it remained undiagnosed since high school. She graduated in 2009 and lived a ‘normal’ life. She went to university but always kept her status secret for fear of rejection. She even considered suicide as she felt that there was no reason to live. (Taken from: “Avert”, 2009) 

3.1 What is the difference between HIV and AIDS?

Theories of cognitive development

4) Discuss the relationship between Bronfenbrenner’s ecological theory and the factors that influence intelligence. 

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