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Download ACHS Pyschology Syllabus
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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 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 (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