Download AP Psych Syllabus for 2013-14

AP® Psychology Course Syllabus 2013-2014 - Pfeiffer
Time/Credit: This is a year-long, 1.0 credit, course that will introduce students to the systematic and
scientific study of the field of psychology while also preparing students for the AP® Psychology exam. During
the fourth quarter, after the formal AP Psychology Exam, students will have a voice in the topics under
investigation and also may have a unit related to consumer education.
Course Description
Only students who are willing to accept the challenge of a rigorous curriculum, are capable of
independent study, those willing to sit for the AP® Psychology exam early in May of, 2014, have been
invited to take this course. Students will also be required to attend extra study sessions after school and
on weekends. The AP® Psychology course is designed to not only prepare students for the rigor of
college-level material but also to introduce students to the systematic and scientific study of the behavior
and mental processes of humans (and other animals). Students will be exposed to the psychological
facts, principals, and phenomena associated with many of the major subfields within the field of
psychology. They will also have the opportunity to learn about the ethics and methods that psychologists
use in the practice of this social science. Ultimately, the goal is for students to learn about themselves
and others in the world through the study of this empirical field.
Course Objectives At the completion of this course, students should be able to:
understand psychology as a science, where it came from and where it is going, including research methods
and experimental techniques as well as key figures, psychological theories, and perspectives;
implement the scientific method as well as understand ethics in psychological science and practice (for
human as well as animal subjects);
increase the knowledge of the relationship between biology and behavior;
demonstrate knowledge of the mind-body connection, including sensory processes and development through
a study of physical, intellectual, social, emotional, and moral growth over the life cycle;
understand key concepts in sensation and perception, learning, memory, cognition, and intelligence;
evaluate theories of personality, motivation, and emotion in development;
survey maladaptive/abnormal behavior, stress, adjustment and related treatments of abnormal behavior;
understand the contributions of key subfields such as social psychology, including the power of social
influences on individual behavior;
understand measurement of tests and sound research structure;
improve their active reading, non-fiction writing and critical thinking skills.
Instructional Materials
Textbook: Myers, D. G. Myers’ Psychology for AP*. New York: Worth, 2011.
Bolt, M. Instructor’s Resource Binder to accompany Myers’ Psychology for AP*. NY: Worth, 2011.
Various Articles and supplemental texts (i.e. Hock, R. Forty Studies that Changed Psychology:
Explorations into the History of Psychological Research, 5th ed. New York: Prentice Hall, 2004.)
Supporting PowerPoint presentations, video clips, activities, demonstrations, and relevant web quests.
*Required Materials
Note cards and writing implements
3-ring binder with 14 dividers
School ID on lanyard and Agenda book
Several 70-page spiral notebooks
Barron’s AP® Psychology study guide
Student Suggested Materials
Note card storage box/container and highlighters
AP® Psychology exam study materials (Barron’s)
Dictionary/Thesaurus (for home use)
Flash drive (memory stick)
Quiet space to study
Assignments, Homework and Grading
1. Assessments may include: interactive notebook checks (focus on Cornell notes), vocabulary note cards,
application of textbook readings, homework assignments, frequent quizzes, study guides, unit exams,
projects, writing samples (free-response questions), double-entry, reflective journal, Socratic seminars,
AP Psychology practice tests, and technology-based projects. Students must earn at least a “B” on unit
exams. Students will be required to retake exams (outside of class) until a grade of a “B” is reached.
2. Attendance and behavior in class do count towards the grade. Be on time and aim for perfect attendance.
a. Students who are tardy three times to class will be given a detention.
b.
Note: Per district policy, students who have unexcused absences in 25% (18 per semester) of the classes in the
course during the period for which a unit of credit is earned will not pass the course nor receive credit towards
promotion.
3. At the end of each quarter, a formal exam will be given. Students will also have the opportunity to
experience exams with multiple-choice items and free-response questions/FRQs (simulating the format
of the formal AP® Psychology Exam).
4. Aim to turn assignments in on time. Late work most likely will not be accepted (unless there was an
excused absence or an emergency/hardship). Any end of semester extra credit or final assignments are
due a week before the final exams.
5. Cheating and plagiarism (using another person’s work without giving proper credit) are unacceptable
and will result in loss of points, parent/guardian notification and other consequences.
6. Course grade will be weighted as follows: 20% exams, 30% class work (in class assignments plus
homework assignments), 15% quizzes, 20% class participation and 15% alternative assessments.
7. All students must demonstrate a minimum proficiency level of 60% to receive a passing grade in the
AP® Psychology Course (unless altered by an IEP). The Grading Scale is as follows:
90%-100%
A
80%-89%
B
60%-69%
D
70%-79%
C
50%-59%
F
8. Student independence and self-advocacy. Students are encouraged to make appointments and meet with
me outside of class (before or after school or during a working lunch period). One-on-one conferences
and specific feedback will be provided. It is important to receive extra instructional time if a student has
not mastered some material before the class moves on to new material. Parents/guardians can contact me
by leaving a message in Alcott’s main office with the best method and time to contact you or via email
([email protected]).
Classroom Rules & Procedures Just remember RESPECT in all situations to succeed. Students are expected
to follow school expectations and rules at all times (which are aligned with the district’s Code of Conduct):
a. Students must demonstrate productive, appropriate, respectful, and responsible behavior in the
classroom at all times.
b. Students must follow the policies in the school’s dress code.
c. Students must be prepared with *required materials in order to pass the class.
d. There are no snacks (including gum), drinks or electronic devices permitted in the classroom.
e. Students are expected to be on time and ready to begin class, when the bell rings.
Rigor: All students must read at least 5 pages in their Myers’ textbooks each night in order to finish the
chapters at the required pace (see pacing calendar). Chapter Cornell notes, classroom Cornell notes, and
vocabulary note cards must be completed consistently and then must be frequently reviewed. Challenging
quarterly and final projects will also be assigned (i.e. designing your own study, including a plan to gain
approval from an institutional review board; reviews of relevant literature, naturalistic observation and write up,
caregiver interview and development write up, oral FRQ presentations with demonstrations, etc.).
Extra Credit Opportunities: Once per quarter students may earn extra credit by summarizing and critiquing a
relevant journal article (a list of sources such as American Psychologist or the APA’s Monitor on Psychology
will be provided). Or students can earn even more points for completing a critical psychology book review. A
list of possible titles will be provided (e.g. Slater, L. Opening Skinner’s Box: Great Psychological Experiments
of the Twentieth Century. New York: WW. Norton, 2004; or Hunt, M. The Story of Psychology. New York:
Doubleday, 1993; etc.).
Order and Content of Units
(*Below percentages [%] = approximate percentage of the multiple-choice section of the AP® Psychology exam
devoted to each area within the field/subject).
Semester One:
I. Introduction to the course and Social Psychology (*8-10%)
A. Group Dynamics
B. Attribution Processes
C. Interpersonal Perception
D. Conformity, Compliance, Obedience
E. Attitudes and Attitude Change
F. Organizational Behavior
G. Aggression/Antisocial Behavior
H. Cultural Influences
I. Key figures and their contributions (Asch, Darley, Janis, Latane, Milgram, Zimbardo, etc.)
II. History and Approaches (2-4%)
A. Logic, Philosophy, and History of Science
B. Approaches (Biological, Behavioral, Cognitive, Humanistic, Psychodynamic, Sociocultural, and
Evolutionary)
C. Key figures and their contributions (Plato, Locke, Wundt, G. Stanley Hall, Freud, etc.)
III. Research Methods (8-10%)
A. Experimental, Correlational, and Clinical Research
B. Statistics
1. Descriptive
2. Inferential
C. Ethics in Research
D. Key figures and their contributions (K. Clark, M. Clark, Tversky, etc.)
IV. Biological Basis of Behavior (8-10%)
A. Physiological Techniques
B. Neuroanatomy
C. Functional Organization of Nervous System
D. Neural Communication/Transmission
E. Endocrine System
F. Genetics
G. Evolutionary Psychology
H. Key figures and their contributions (Broca, Sperry, Wernicke, Bouchard, etc.)
V. Developmental Psychology (7-9%)
A. Life-Span Approach
B. Research Methods (e.g. longitudinal, cross-sectional) and ethics
C. Heredity-Environment Issues
D. Developmental Theories
E. Dimensions of Development (Physical, Cognitive, Social, and Moral)
F. Sex Roles and Gender Roles
G. Key figures and their contributions (Erikson, Piaget, Ainsworth, Baumrind, Csikszentmihalyi, Kohlberg,
Gilligan, etc.)
VI. Sensation and Perception (6-8%)
A. Thresholds and Signal Detection Theory
B. Sensory Mechanisms
C. Attention
D. Perceptual Processes
E. Key figures and their contributions (Fechner, Hubel, Weber, Young, Wiesel, etc.)
VII. Learning (7-9%)
A. Classical Conditioning
B. Operant Conditioning
C. Cognitive Processes
D. Biological Factors
E. Social Learning
F. Key figures and their contributions (Bandura, Pavlov, Skinner, Thorndike, Watson, etc.)
VIII. Cognition (8-10%)
A. Memory
B. Language
C. Thinking
D. Problem Solving and Creativity
E. Key figures and their contributions (Atkinson, Kohler, Loftus, Sperling, Chomsky, Sternberg, etc.)
Semester Two:
IX. States of Consciousness (2-4%)
A. Sleep and Dreaming
B. Hypnosis
C. Psychoactive Drug Effects
D. Key figures and their contributions (Dement, Hilgard, Spanos, etc.)
X. Testing and Individual Differences (5-7%)
A. Standardization and Norms
B. Reliability and Validity
C. Types of Tests
D. Ethics and Standards in Testing
E. Intelligence
F. Key figures and their contributions (Binet, Gardner, Simon, Wechsler, etc.)
XI. Motivation and Emotion (8-10%)
A. Biological Bases
B. Theories of Motivation
C. Hunger, Thirst, Sex, and Pain
D. Social Motives
E. Theories of Emotion
F. Stress and Health
G. Key figures and their contributions (Bem, Ekman, Loftus, Maslow, McClelland, Schachter, Singer,
Washburn, etc.)
XII. Personality (5-7%)
A. Personality Theories and Approaches
B. Assessment Techniques
C. Growth and Adjustment
D. Key figures and their contributions (Adler, Allport, Briggs, Jung, Rogers, etc.)
(Note: Flip these two above until after the two below?)
XIII. Abnormal Behavior (7-9%)
A. Definitions of Abnormality
B. Theories of Psychopathology
C. Diagnosis of Psychopathology
D. Types of Disorders (Anxiety, Somatoform, Mood, Schizophrenic, Organic, Personality, and
Dissociative)
E. Key figures and their contributions (Peterson, Pinel, Rosenhan, Seligman, etc.)
XIV. Treatment of Psychological Disorders. (5-7%)
A. Treatment Approaches (Psychodynamic, Humanistic, Behavioral, Cognitive, and Biological)
B. Modes of Therapy
C. Community and Preventive Approaches
D. Key figures and their contributions (Beck, Dix, Ellis, Rush, Wolpe, etc.)
CONTENT REVIEW: prep for AP Exam
_________________________________________________________
Cut and return to Dr. Pfeiffer
Due: First day of class in the fall, 2013
Agreement of AP Psychology Course Commitments
*Parent/Guardian Signature:________________________________________ Date: ______
Print name: ________________________________________
+Student: Signature:
Print name:
____________________________________________
Date:______
____________________________________________
Parent/Guardian contact information and best times/methods to be reached:
Home phone: ____________________________
Cell phone: _____________________________
Work phone: ____________________________
Email address: ___________________________
Additional Notes (Best ways to support your student. His or her strengths and interests):