Download ACHS Pyschology Syllabus

Psychology Syllabus – 2016-2017
Mr. Fontana
Room #1408
[email protected]
http://fontana.ankeny.achs.schoolfusion.us
Phone: 515-965-9610
Office Hours
7:45-8:10, Period 3, Seminar ,Period 4 TBD
Psychology is a one-semester class designed to introduce you to the many aspects of the human
mind and how many components of your lives revolve around psychological studies and tested
results. There are many different fields in Psychology that include topics like behavior
modification, learning, mental illnesses and their treatments, stress, thinking processes, the
structure of the human mind, etc. What we will attempt to do in this class is give you an
introduction to a number of different topics to expose you to this new and very fast growing field.
The goal of this class is to create involvement by the student, not only in learning about the
science of psychology, but in life as well.
There will be many activities in this class to help you understand psychology. Some will come from
the textbook and some from supplementary resources. Involvement is your first step to success in
this course. Get involved and enjoy Psychology.
Attendance
There is no substitute for the engagement between student, teacher and peers in the learning
process. My ability to monitor your progress and address your individual learning needs will be a
direct result of your being in class each day. Attendance is the best predictor of success in the
classroom that I know of.
How students will be graded
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A 0-100 percent scale will be utilized at the secondary level in the Ankeny Community
School District.
Letter grades will continue to be assigned for all courses at the secondary level based on
the 0-100 percent scale.
When utilizing a rubric with a 1-4 scale, teachers will show the connection between a
student’s performance on the rubric to the assigned grade within the 0-100 percent scale.
This connection will be communicated at the onset of its use and throughout the learning
progression for the purpose of providing feedback.
When a rubric is converted to a letter grade, the 0-100 percent scale will be employed.
Categories/Weighting in Infinite Campus: Formative Assessment = 0%
Summative Assessment = 100%
ACHS Grading Scale
A
AB+
B
BC+
92.5-100
89.5-92
86.5-89
82.5-86
79.5-82
76.5-79
C
CD+
D
DF
72.5-76
69.5-72
66.5-69
62.5-66
59.5-62
0-59
Assessments
**Formative Assessment: Formal and informal processes teachers and students use to gather
evidence for the purpose of improving learning. Formative Assessments (for learning) will be used
to determine if we are progressing toward the skills and understanding of content for the
chapter/unit. These may be graded and used to determine the next steps we need to take in class.
Students may be asked to re-take formative assessments to determine his/her personal learning.
**Summative Assessment: Assessments that provide evidence of student achievement for the
purpose of making a judgment about student competence or program effectiveness. Will be used
at the end of chapters or units to determine if skills and content have been mastered. They will
take various forms and may include traditional multiple choice, matching and true/false questions.
They may also be writing or based on activities or projects. You will be informed in advance the
format of the summative assessment. Summative assessments as well as other types of work like
projects, essays, some in class or homework assignments will combine together to formulate your
grade in the class.
Standard reassessment is available to any student and will utilize an alternative assessment; skills
and content will be the same, but format may differ. The focus of this process is RELEARNING
and specific requirements are described in the contract. The deadline for relearning and
reassessment will be at the 6, 12 and 18 week grade updates barring extenuating circumstances
as determined by the teacher. Students need to make an appointment for all reassessments and
the highest score, regardless of the date completed will be used for grading in Infinite Campus.
Homework/Independent Practices
Homework is an opportunity for students to practice skills, apply knowledge, review and build on
past learning, and extend learning. Homework is individualized and based on each student’s
progress towards established standards. The purpose of the assignment will determine whether or
not a grade is given and will be clearly articulated to students. Through independent learning tasks
(homework), students assume more responsibility for their learning and are given opportunities to
apply what they have learned to new situations or experiences.
Extra Credit and Bonus Points
To ensure that grades reflect progress toward and achievement of the standards, giving extra
credit points or bonus points will not occur in this class
Phone Policy
Cell phones and any personal electronic devices will be put in the phone caddy upon
entering the classroom. Failure to comply with this expectation will result in student
detention and possibly classroom removal.
Behavior Expected of Students in Psychology
1. Be in the room at the time class begins. If you are not in the room when the bell rings, you
are tardy.
2. Talk with permission only (during class). Sit up. Pay attention.
3. Act mature. Be courteous. Learn to laugh at yourself, not others.
4. Please put garbage in the wastebasket. Put paper in the recycling bin.
5. Remain on task and use time productively. Students will need to bring textbook when told
to do so by the instructor, notebook or paper, pencil and pen (blue or black ink) and any
other materials necessary to complete class work.
6. Please keep your feet off the desks. Sit in, not on, the desks. Do not write on the desks
7. No sleeping. If you are sick, see me.
8. You are not allowed to wear anything that distracts from the class. No hats.
9. No food, please. Pop and water are acceptable
10. There is one bathroom/locker pass at a time
11. You are here to be educated, no entertained
12. Three keys to success in this class:
a. Behave b. Try
c. Develop a good positive attitude
Suggested Supplies
1. Wide line or college ruled notebook paper – required for all assignments that will be turned
in.
2. Folder/notebook – a folder is required to keep all assignments and notes. Keep notebook
paper in your folder at all times.
3. Pencil
4. Pen (blue or black ink)
5. Highlighter
Textbook
–
Thinking About Psychology: The Science of Mind & Behavior. Blair-Broeker, Charles T. &
Ernst, Randal M. 2013. Worth Publishers
Order of Units
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(Teacher reserves the right to change as we go)
History & Perspectives in Psychological Science
Biological Bases of Behavior
Learning
Personality
Psychological Disorders & Treatments
Consciousness
Social Psychology
Sensation and Perception – supplementary topic, if time allows
Motivation and Emotion – supplementary topic, if time allows
*History & Perspective in Psychological Science
Essential Questions:
*What is psychology?
*What are the early fields of Psychology and who are the major theorists?
*What career pathways are available in psychology?
*How is psychology researched and studied?
Key Terms:
Applied research
Basic research behavior
Genetics
Behaviorism
Biological perspective
Cognitive Perspective
Evolutionary psychology
Functionalism
Names of Importance:
Sigmund Freud
William James
Abraham Maslow
Ivan Pavlov
Jean Piaget
Carl Rogers
B. F. Skinner
Edward Titchener
John B. Watson
Wilhelm Wundt
Kenneth Clark
Mamie Phipps Clark
*Biological Bases of Behavior
Essential Questions:
*What are the main parts of the nervous system?
*How does the brain impact behavior?
*How does a neuron operate?
*What are neurotransmitters?
Key Terms:
Action potential
Agonist
All-or-none principle
Amygdala
Antagonist
Axon
Axon terminal
Broca’s area
Cerebellum
Corpus Collosum
dendrite
Endocrine system
Frontal lobes
Hormone
Inhibitory effect
Limbic system
Medulla
MRI
Occipital lobes
PET
Plasticity
Resting potential
Sensory nerves
Somatosensory cortex
Synapase
Thalamus
Autonomic nervous system
Parasympathetic division
Brainstem
CAT
Cerebral cortex
EEG
Excitatory effect
Hippocampus
Hypothalamus
Interneurons
Longitudinal fissure
Motor cortex
Neuron neurotransmitter
Parietal lobes
Pituitary gland
Receptor cells
Reticular formation
Somatic nervous system
Sympathetic division
Temporal lobes
Wernicke’s area
Central nervous system (CNS)
Peripheral nervous system (PNS)
*Learning
Essential Questions:
*How do we learn?
*How does classical conditioning relate to learning?
*How does operant conditioning affect learning?
*What are the influences of stimulus and response?
Key Terms:
Acquisition
Antisocial behavior
Behaviorism
Classical conditioning
Cognition
Cognitive map
Conditioned response (CR)
Conditioned Stimulus (CS)
Continuous reinforcement
Discrimination
Extinction
Fixed-interval schedule
Fixed-ratio schedule
Generalization
Latent learning
Mirror neurons model
Modeling
Negative reinforcement
Observational learning
Operant conditioning
Over-justification effect
Partial reinforcement schedule
Positive reinforcement
Primary reinforcement
Pro-social behavior
Punishment reinforcement
Response
Secondary reinforcement
Shaping
Stimulus
Unconditional response (UR)
Unconditional stimulus (US)
Variable-interval schedule
Variable-ratio schedule
Vicarious learning
Names of Importance:
Ivan Pavlov
Martin Seligman
Robert Rescorla
Edward Thorndike
B.F. Skinner
John B. Watson
*Personality
Essential Questions:
*Where does the foundation for the study of personality originate?
*How does Freud open new avenues to personality development and research?
*What are some significant challenges to Freud’s theory of personality?
Key Terms:
Collective unconscious
Defense mechanisms
Ego
External locos of control
Free association
Humanistic psychology
Id
Inferiority complex
Internal locus of control
Learned helplessness
MMPI
Personality
Personality inventories
Positive psychology
Projective test
Psychoanalysis
Psychodynamic perspective
Psychosexual stages
Reciprocal determinism reliability
Resilience
Rorschach
Inkblot test
Self-actualization
Self-concept
Social-cognitive perspective
Superego
TAT traits
Unconditional positive regard
Unconscious validity
Names of Importance:
Alfred Adler
Gordon Allport
Albert Bandura
Raymond Cattell
Hans Eysenck
Sigmund Freud
Karen Horney
Carl Jung
George Kelly
Abraham Maslow
Carl Rogers
B. F. Skinner
*Psychological Disorders
Essential Questions:
*How are mental illnesses diagnosed?
*What are the categories of mental illnesses?
*What are the symptoms, causes, and treatments of mental illnesses?
*How does society treat the mentally ill?
*How is science attempting to cure mental illnesses?
*What functions do therapies serve in the treatment of the mentally ill?
Key Terms:
Antisocial personality disorder
Bio-psycho-social model
Delusions
Dissociative disorders
Dissociative identity disorder
Generalized anxiety disorder
Hypochondriasis
Medical model
Panic disorder Psychological disorder
Phobia
Somatoform disorders
Anxiety
Bi-Polar disorder
Dissociative amnesia
Dissociative fugue
DSM-IV-TR
hallucinations
Major depressive disorder
Obsessive-compulsive disorder
Personality disorders
Post-traumatic
Stress disorder
Schizophrenia
*Consciousness
Essential Questions:
*Why do we sleep?
*What are the stages of sleep?
*How do psychoactive drugs affect the nervous system?
*How much sleep does a person need?
Key Terms:
Amphetamines
Biological rhythms
Caffeine
Circadian rhythms
Cocaine
Consciousness
Dependence
Divided consciousness theory
Dual processing
Ecstasy
Hallucinogens
Hypnosis
Infradian rhythms
Insomnia
Marijuana
Melatonin
Narcolepsy
Nicotine
Night terrors
Placebo
Posthypnotic suggestion
Pseudoscientific claim
Psychoactive drug
Rapid eye movement (REM)
Social influence theory
Stimulants
Withdrawal
Electroencephalograph (EEG)
Lysergic acid diethylamide (LSD)
*Social Psychology
Key Terms:
Aggression
Attribution theory
Behavior
Bystander effect
Collectivism
Collective unconscious
Ego
Free association
Id
Internal locus of control
MMPI
Personality inventories
Projective test
Psychodynamic perspective
Reciprocal determinism reliability
Rorschach
Self-actualization
Social-cognitive perspective
TAT traits
Unconscious validity
Names of Importance:
Alfred Adler
Karen Horney
Albert Bandura Abraham Maslow
Hans Eysenck Carl Rogers
Altruism
Attitude
Genetics
Chromosomes
Companionate love
Defense mechanisms
External locos of control
Humanistic psychology
Inferiority complex
Learned helplessness
Personality
Positive psychology
Psychoanalysis
Psychosexual stages
Resilience
Inkblot test
Self-concept
Superego
Unconditional positive regard
Carl Jung
Gordon Allport
Raymond Cattell B. F. Skinner
Sigmund Freud