Biological Psychology ( Official )
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Biological Psychology ( Official )
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Biological Psychology ( Official )

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SECTION A – Course Information

1. Course ID:

PSYC     1B

Student Learning Outcomes

2. Course Title:

Biological Psychology

3. Division:

Humanities and Social Sciences Division

4. Department:

Psychology Department

5. Subject:


6. Short Course Title:

Biological Psychology

7. Proposed Effective Term:

Summer 2018

The required Cover Sheet Supplemental Form can be created after completion of Section A

SECTION B – Official Course Information

1. Recommended Class Size:

a. Maximum Class Size:


Note:   If the course is new or class size of an existing course is to be changed, a Class Size Supplemental Form is required.

b. Class Size Approval Date:


Note:   Date to be entered by the Instruction Office.


2. Method of Instruction:


 Work Experience, Occupational


 Open Entry/Exit

 Lecture and Laboratory


 Independent Studies

 Distance Learning



3. Contact Hours for a Term:

Note: If not a variable unit/hour course, enter the hours in the "Low" column only. Leave the hours in the "High" column blank.






         54.00 To


To be arranged:








Lab/Lecture Parity?    Yes  No

Does this course have lab parity?

If not, are you going to  apply for lab parity?                          Yes  No

To be arranged:







To be arranged:







Total Hours:    


              54 To


To be arranged:





4. Credit Units:

  3.00 To


Note: Units of credit are based on:

1 Unit of credit per eighteen (18) hours of lecture contact hours for a term

1 Unit of credit per fifty-four (54) hours of lab, activity or clinical contact hours for a term


5. Taxonomy of Programs (TOPS) Information:

a. TOPS Code and Course Program Title:

200100 - Psychology, General

     b.  Course Control Number:    

(To be entered by the Instruction Office Only.)


6. SAM Priority Code: [Select One]



Courses offered to apprentices only.


Advanced Occupational

Courses taken in the advanced stages of an occupational program. Each “B” level course must have a “C” level prerequisite in the same program area.


Clearly Occupational

Courses taken in the middle stages of an occupational program. Should provide the student with entry-level job skills.


Possibly Occupational

Courses taken in the beginning stages of an occupational program.





7. Please place this course into the appropriate discipline by selecting from the drop down list. The discipline placement indicates what preparation is needed to teach the course. Discipline faculty may place their courses into more than one discipline as appropriate:


8. General Course Information

a. Course Credit Status:

D Credit Degree Applicable

b. State Transfer Code:

A Transferable, UC/CSU/Private

c. State Classification Code:

A Liberal Arts/Sciences Degrees

d. Basic Skills Status/Level:

N Not a Basic Skills Course

e. Sports/Physical Education Course:


( Only check here if the course is a physical education course.)

f. Grading Method:

Letter Grade Only

g. Number of repeats allowed:

Non-repeatable Credit - equates to 0 repeats

Note: If course is repeatable, complete the Repeatability Supplemental Form.

h. Please provide cross listed course if applicable:



9. Course Preparation

Note: If this course has any requisite, please complete the Content Review Supplemental Form and provide rationale for the requisite. If a requisite is being removed, please complete the Content Review Supplemental Form and provide rationale for removing the requisite. If a new requisite is being added, complete the Content Review Supplemental Form and provide rationale for the requisite.

a.   Prerequisite


b.   Co requisite

c.   Advisories

Eligibility for ENGL 1A

d.   None


10. Course Special Designators:

Do not edit this text box. Use the 'Add'/'Remove' command buttons above.

11. Course Program Status:

These buttons are only active when the course reaches Stage 5 in WebCMS.


 Program Applicable


 12. Funding Agency Category:

       Not Applicable

       Primarily developed using economic development funds

       Partially developed using economic development funds



SECTION C – For new transfer requests only, please complete the Transfer Status (CSU) Supplemental Form before submitting course for approval.

CSU Transferable              CSU Approval Date:                     (mmddyyyy)                 

Applying for CSU Transfer Status

UC Transferable                 UC Approval Date:                      (mmddyyyy)                 

Applying for UC Transfer Status

Note:  CSU Transfer Status must be obtained prior to submitting a request for UC Transfer Status to the UC Chancellor.


SECTION D - General Education Request

Mt. San Antonio College and CSU General Education course approvals are submitted to the Educational Design Committee and GE Subcommittee for approval.

1.  The Articulation Officer submits the course directly to the CSU Chancellor for approval.

2.  Upon receiving CSU approval, the course will be placed in the CSU approved area for the Mt. SAC Associate Degree GE.



Requesting approval for inclusion on Mt. SAC and CSU General Education List?

Note:   If requesting approval for inclusion on the General Education List, the General Education Course Evaluation Supplemental Form must be completed before submitting course for approval.  If request is approved, the remainder of Section D will be completed by the Instruction Office.

1. Mt SAC General Education Applicability:

    GE Approval Date :                   (mmddyyyy)

ASB2 - Life Sciences
AAB2 - Life Sciences

2. CSU General Education Applicability (Requires CSU approval):

    CSU Approval Date:                   (mmddyyyy)

CSB2 - Life Science

3. IGETC Applicability (Requires CSU/UC approval):

    IGETC Approval Date:                   (mmddyyyy)

IG5B - Biological Science - Lecture Only



SECTION E - Course Content

1. Course Descriptions

a. Catalog Description:

(Write a clear, concise course description, summarizing the course content.  Include major goals of the course, scope, requirements for successfully completing the course, and any unusual aspects of the course.)

Biological mechanisms of behavior. Includes evolution and genetics with emphasis on neuronal and synaptic transmission. Develops a conceptual framework and awareness of the scientific method. Stresses specific methods of investigation for the discipline.

b. Class Schedule Description:



Is a course description to be printed in the Class Schedule?

(If yes, write one or two sentences condensing the catalog description for the prospective student.  Does not require as much detail as the catalog description. Limited to 130 characters, including spaces.)

Biological mechanisms of behavior. Includes evolution and genetics with emphasis on neuronal and synaptic transmission.

2. Course Outline Information

In courses that include lecture and laboratory, the topical outlines should be separate and distinct, each specific and appropriate to the activities to be conducted.

a. Lecture Topical Outline:

(The lecture topical outline should provide a detailed record of the content of the course.)

- Global issues of biological psychology
- Nerve cells and nerve impulses
- Synapses and drugs
- Anatomy of the nervous system
- Methods of investigating the nervous system
- Cross sections of brain
- Development and evolution of the brain
- Vision
- Non-vision sensory
- Rhythms of wakefulness and sleep
- Regulation of internal body states (motivation)
- Hormones and sexual behavior
- Emotional behaviors and stress
- Biology of learning and memory
- Lateralization and language
- Brain damage and recovery
- Biology of mood disorders, schizophrenia, and autism
- Final exam

b. Lab Topical Outline:

(The lab topical outline should reflect the activities in lab.)

3. Course Measurable Objectives:

(Measurable course objectives should identify expected outcomes: specific, observable student actions – what the student should be able to do, know or feel as a result of taking this course.  A majority of objectives should reflect critical thinking, i.e. application, analysis, synthesis, and evaluation.  Course objectives should relate directly to methods of evaluation)

Provide a minimum of five (5) course measurable objectives:

1. Identify the major structures of the brain from coronal, mid sagittal, and horizontal views.
2. Describe the effects of various types of brain damage and disease (i.e., strokes, Parkinson's disease, Alzheimer's disease, schizophrenia, etc.) upon the nervous system.
3. Describe the research on pre and post natal development of the brain and neuroplasticity.
4. Explain the role of natural selection in nervous system functioning.
5. Explain the neural impulse in terms of the voltage and chemical changes that occur in the neuron.
6. Explain the process of synaptic transmission and the hypothesized effects of neurotransmitters on behavior.
7. Analyze the different methods of investigation of the nervous system.
8. Classify the different types of neurons and glial cells in the nervous system.
9. Evaluate the research evidence concerning the role that different brain areas play in the following behaviors, functions, or both: perception, biological rhythms, motivation and emotion, sexual behaviors, response to stress, learning and memory, lateralization, and languages.
10. Appraise the role of genetics in understanding behavior and/or nervous system functioning.
11. Explain the hypothesized effects of different drugs on synaptic functioning, neural functioning, or both.

4. Course Methods of Evaluation:

(Methods of evaluation should relate directly to measurable course objectives.  They indicate the kind of assignments or performance activities designed for a course to assess student learning.  Each course must list either substantial writing assignments (category 1) OR computational / non-computational problem solving demonstrations (category 2) if writing assignments are inappropriate (with an explanation of why substantial writing is not appropriate for the course).  Activities typically assigned in categories 3 and 4 must also be listed in this section.)

Category 1. Substantial written assignments for this course include:

6- to 8-page literature review or research proposal on a topic in biopsychology

If the course is degree applicable, substantial written assignments in this course are inappropriate because:

Category 2. Computational or non-computational problem solving demonstrations:

Category 3. Skills Demonstrations:

Category 4. Objective Examinations:

-Multiple-choice, completion, matching, or short answer questions on the process of synaptic transmission and the hypothesized effects of neurotransmitters on behavior, major structures of the brain, types of neurons and glial cells in the nervous system, the role different brain structures play in behaviors and mental functions, electrical and chemical processes of action potential, genetics and epigenetics, development and neuroplasticity, different research methods and tools, effects of brain damage and disease on behavior and mental functioning, natural selection

5. Sample Assignments:

(Assignments should be directly related to the objectives of the course.  They should be specific enough to provide real guidance to faculty and clear expectations for students.  Descriptions of the type or examples of assignments are required.  For example, rather than “term paper” state “term paper comparing and contrasting the social aspects of hunting tactics of two mammal species.”  This section must establish that the work is demanding enough in rigor and independence to fulfill the credit level specified.  The nature of the assignments must clearly demand critical thinking.  Assignments should be adequate to assure that students who successfully complete them can meet the objectives of the course.  Appropriate out-of-class work is required for credit courses.)

Provide a minimum of three (3) sample assignments:

1. In a one-page, 12 point Tacoma font, type-written, double-spaced paper, describe the different forces that act upon sodium and potassium during the action potential. Include the direction of flow for each ion and the effect the flow has on the electrical charge of the cell's membrane.

2. Research and present on a topic in biopsychology. You will need to read outside sources (minimum of 5) to gain a thorough knowledge about the material you are presenting. Presentations will be approximately 15 minutes long including a class question and answer session. Presentations should briefly review major points, pose questions to the class, answer questions, integrate the material with other knowledge, and apply concepts in additional situations.
3. Write an eight-page literature review on a topic in biopsychology. You are to write a review of the relevant literature. You must include primary source literature (peer reviewed journals), but may also utilize other scholarly resources such as books, chapters in books, and internet sites from the psychological literature. You must have a minimum of ten (10) references/sources (relevant literature) for this review.

4. Evaluate recent research in neuroplasticity and apply neuroplasticity findings to design a neuroplasticity self - improvement project.


6. Representative Text:

(List EXAMPLES of textbooks and other data sources and materials, which may be used in this course.  Provide author, title, publisher, date of publication, and edition.)

If the course is requested to be or is CSU transferable, provide at least one (1) representative text that has been published within the last five (5) years.  A representative text is optional for a non-transferable course.

a. Book 1:

This is the most recent edition of this text:




If the text is more than 5 years old, please provide rationale for not selecting a more recent text:


  Pinel, J. P. J.





Date of Publication:




b. Book 2:

This is the most recent edition of this text:




If the text is more than 5 years old, please provide rationale for not selecting a more recent text:


  Kalat, J. W.


  Biological psychology



Date of Publication:




c. Book 3:

This is the most recent edition of this text:




If the text is more than 5 years old, please provide rationale for not selecting a more recent text:







Date of Publication: