Download AP Psychology Course Syllabus 2014 - 2015

AP Psychology
Course Syllabus 2014 - 2015
Teacher: Mrs. Tobii Mason
Room: 326
Phone Number: 301-929-2050
Email Addresses: [email protected] /
[email protected]
Edmodo Class Code: zunktz
Course Description:
The Advanced Placement Psychology course is designed to introduce students to the systematic and scientific
study of the behavior and mental processes of human beings and other animals. Students are exposed to the psychological
facts, principles, and phenomena associated with each of the major subfields within psychology. They also learn about the
ethics and methods psychologists use in their science and practice.
The Advanced Placement Psychology course will offer students the opportunities to learn about the explorations
and discoveries made by psychologists over the past century. Students will get the chance to assess some of the differing
approaches adopted by psychologists, including biological, behavioral, cognitive, humanistic, psychodynamic, and
sociocultural perspectives. Students will also learn the basic skills of psychology research and develop critical thinking skills.
The Advanced Placement Psychology course aims to provide students with a learning experience
equivalent to that of most college introductory psychology courses. This course will prepare students to successfully
complete the AP Psychology Exam.
Textbook:
Myers, David G. Psychology, 7th edition, New York, Worth, 2004
Textbooks will be assigned on the first week of class. Reading assignments in the textbook will be given out
nightly. Losing the textbook will result in difficulty doing reading assignments, as well as a financial obligation.
Additional Resources:
 Maitland, Laura Lincoln, 5 Steps to a 5 – AP Psychology, McGraw Hill, New York.
 Hock, Roger R., Forty Studies That Changed Psychology, Prentice Hall, New Jersey.
 College Board AP Central, accessed through http://apcentral.collegeboard.com
 Publicly Released AP Psychology Exams (as provided by the College Board)
The Mason 5 Be’s
① Be Honest
② Be On Task
③ Be Organized
④ Be Prepared
⑤ Be Respectful
My Expectations:
1. Follow the Mason 5 Be’s:
2. You must arrive to class before the bell rings and begin the daily warm-up. Class starts on time and ends on
time. If you are late or need to get organized, don’t be dramatic about it. Be quiet and respectful. NOTHING is mo re
important than learning in this class.
3. Actively participate in class and use class time effectively.
4. Come see me if you are having problems. I am on your side. I want to help you. If you don’t know what to do, you
need an explanation, you need help getting organized, or anything else, please come see me BEFORE it is too late.
We are on the same team. Don’t forget that!!!
5. All work you submit must be YOUR OWN! Plagiarism is not tolerated, and I will be checking to ensure that any
work you submit is your own. If it’s not, that’s an automatic zero.
6. Assignment books are the student’s pass to the bathroom. If the student does not have his or her assignment
book, they may not be permitted to leave class during the period.
7. Use of MCPS Chrome books will be regulated by MCPS technology policies.
8. All Wheaton High School and MCPS procedures and policies are in effect.
Absences:
The MCPS / Wheaton High School Attendance Policy will be followed. If you have more than 5 unexcused absences in my
class, you can and will lose credit! Also, remember that 3 unexcused tardies are equivalent to 1 unexcused absence. If you
know you will be absent ahead of time, or for a considerable amount of time, arrange with me as soon as you know.
Attendance is especially important in an Advanced Placement class.
Makeup Work Policy:
Edmodo and Edline are valuable resources in finding out what you missed. At the beginning of class on the day you return,
you will be expected to turn in any assignments that were collected while you were out. At the end of class, check with me
to see what you missed and to pick up handouts, arrange for makeup tests, quizzes, etc. Turn in any missed assignments
the next class. Schedule with me after school or during lunch to make up a test or quiz – these cannot be made up during
class time. Remember, making up work is your responsibility!
Late Work Policy:
This is an AP College level course. This means that I expect you to turn in assignments on time! It is a disservice to your
learning and education when you turn in work late. The deadline for an assignment to be turned in is at the unit exam
for which it was assigned. For example, a project due in Unit 1 cannot be turned in after the Unit 1 exam. Students will
frequently be made aware of when their assignments are due, what their grades/missing assignments are, and when the
units will be over (the last day they can turn something in from that unit). For all work turned in past the deadline, as per the
MCPS grading policy, the assignment will automatically be reduced 10%.
*I do accept emailed assignments. However, they must be sent to the proper email address, [email protected],
with your name and the assignment name in the subject line. The email must be professional and appropriate.
Grading Policy:
Grades are based on the following scale and follow all MCPS regulations regarding grading and reporting:
A = 100 - 90% / B = 89 – 80% / C = 79 - 70% / D = 69 - 60% / E = 59% and below
In this class, assignments are broken down in the following way:
- Summative (exams, quizzes, projects) = 50%
- Formative (classwork, etc.) = 40%
- Homework = 10%
Materials and Supplies:
It is highly recommended that you bring the following to class everyday:
- A three-ring binder (preferably a 2” with dividers)
- Lined loose leaf paper (100-200 sheets)
- Pencils and blue / black pens
- Highlighters (optional - great to take notes)
To succeed in this class, students must complete ALL assignments! All handouts and work (in progress and returned) are
to be kept in students’ binders. Do not throw anything away! It will help you prepare for the AP Psychology Exam in May.
Assessment Practices:
 Unit Tests - These tests are modeled after the AP Exam with 30+ multiple-choice questions and one essay to be
completed in 55 minutes.

Reading Quizzes - These are randomly scheduled at least once each unit and use the multiple choice and short
response formats.

Chapter Reading Questions - Each unit will have chapter reading questions that students are expected to answer
while they are completing the chapter readings. These reading questions are crucial to learning the content to be
successful on the AP Psychology exam and in this class.
Mrs. M ason
AP Psychology Syllabus
2014-2015

Unit Vocabulary - Each unit will have a set of vocabulary words. Students are expected to define these vocabulary
concepts in their own words, either on flash cards, typed, written, or using the web application, Quizlet. The unit
vocabulary will be due on the day of the Unit Exam.
Course Outline:
Semester
Fall
Spring
Unit Title
Unit 1: History and Approaches
Unit 2: Research Methods
Unit 3: Biological Bases of Behavior
Unit 4: Sensation and Perception
Unit 5: States of Consciousness
Unit 6: Learning
Unit 7: Cognition
Unit 8: Motivation and Emotion
Unit 9: Developmental Psychology
Unit 10: Personality
Unit 11: Testing and Individual Differences
Unit 12: Abnormal Behavior
Unit 13: Treatment of Abnormal Behavior
Unit 14: Social Psychology
Review for AP Psychology Exam
Final Projects
Percentage of AP
Exam
2 - 4%
8 - 10%
8 - 10%
6 - 8%
2 - 4%
7 - 9%
8 - 10%
6 - 8%
7 - 9%
5 - 7%
5 - 7%
7 - 9%
5 - 7%
8 - 10%
Approximate Dates
August 25 – September 5
September 8 – September 19
September 22 – October 10
October 13 – October 30
November 3 – November 14
November 17 – November 26
December 1 – December 12
December 15 – January 9
January 21 – February 6
February 9 – February 20
February 23 – March 4
March 5 – March 18
March 19 – March 26
March 30 – April 24
April 27 – May 4
May 5 – June 5
The AP Psychology Exam is Monday, May 4, 2015
Noon, Afternoon Session
* Multiple Choice Section: 100+ questions, 70 minutes
* Free Response Section: 2 essay questions, 50 minutes total
Exam Grades: 5 = Extremely well qualified
4 = Well qualified
3 = Qualified
-------------------------------------2 = Possibly qualified
1= No recommendation
Review for AP Exam
We will review for the AP Exam using a selected number of activities: structured lunch study group sessions, after school
review sessions, using posted review materials on the class Edmodo page, using released AP Psychology practice tests
(both multiple choice and essay), and working in small groups to complete review guides.
I am very excited to be sharing this learning experience with you. Please remember that I am here to support you and teach
you to be the best students you can be. I am available during R.E.A.L. time, lunch, before and after school. You can
also email me at [email protected] / [email protected] or message me via our class Edmodo. Let’s
make this an amazing school year and GET READY TO LEARN!!!
Mrs. M ason
AP Psychology Syllabus
2014-2015
AP Psychology Course Outline
First Semester:
Unit 1
History and Approaches
Textbook Reading: Prologue
A. Logic, philosophy, and history of science
B. Approaches/perspectives
Objectives
• Define psychology and identify early milestones in the field
• Compare and contrast the psychological perspectives
• Identify subfields of psychology
• Identify major historical figure s in psychology
Test: Prologue
Unit 2
Research M ethods
Textbook Reading: Chapter 1
A. Experimental, correlational, and clinical research
B. Statistics
C. Research M ethods and Ethics
Objectives
• Identify elements of an experiment (e.g., variables, groups, sampling, population)
• Compare and contrast research methods (e.g., case, survey, naturalistic observation)
• Explain correlational studies
• Describe the three measures of central tendency and measures of variation
• Discuss the ethics of animal and human research
Test: Chapter 1
2 weeks (8/25–9/5)
2 weeks (9/8–9/19)
Unit 3
Biological Bases of Behavior
Textbook Readings: Chapters 2 and 3
2 weeks (9/22–10/10)
A. Physiological techniques (e.g., imaging, surgical)
B. Neuroanatomy
C. Functional organization of the nervous system
D. Neural transmission
E. Endocrine system
F. Genetics
G. Evolutionary psychology
Objectives
• Describe the structure of a neuron and explain neural impulses
• Describe neural communication and discuss the impact of neurotransmitters
• Classify and explain major divisions of the nervous system
• Identify and describe the functions of brain structures (e.g., thalamus, cerebellum, limbic system)
• Describe the four lobes of the cerebral cortex and their functions
• Discuss the association areas
• Explain split-brain studies
• Describe the endocrine system
Project: “Brain Book” project
Test: Chapters 2 and 3
Homecoming 10/11
Mrs. M ason
AP Psychology Syllabus
2014-2015
Unit 4
Sensation and Perception
Textbook Readings: Chapters 5 and 6
A. Thresholds and signal detection theory
B. Sensory mechanisms
C. Attention
D. Perceptual processes
Objectives
• Contrast the processes of sensation and perception
• Distinguish between thresholds (absolute, difference, Weber’s law)
• Label a diagram of the parts of the eye and the ear
• Describe the operation of the sensory systems (the five senses)
• Differentiate the Young–Helmholtz and opponent-process theories of color vision
• Explain the place and frequency theories of pitch
• Describe Gestalt principles, figure-ground, and depth perception
• Discuss monocular and binocular cues
Project: “Senses” group presentations
Test: Chapters 5 and 6
2 weeks (10/13–10/30)
First Quarter Ends 10/30
Unit 5
States of Consciousness
Textbook Reading: Chapter 7
A. Sleep and dreaming
B. Hypnosis
C. Psychoactive drug effects
Objectives
• Describe the sleep cycle and identify what occurs in each stage
• Compare differences between NREM and REM
• Describe the major sleep disorders
• Explain the purpose of dreams
• Discuss hypnosis and describe the characteristics of those more likely to be hypnotized
• Discuss dependence, tolerance, and withdrawal in relation to drug use
• Chart names and effects of depressants, stimulants, and hallucinogenic drugs
• Describe the effects of depressants, stimulants, and hallucinogens
Test: Chapter 7
2 weeks (11/3–11/14)
Unit 6
Learning
Textbook Reading: Chapter 8
2 weeks (11/17–11/26)
A. Classical conditioning
B. Operant conditioning
C. Cognitive processes
D. Biological factors
E. Social learning
Objectives
• Describe classical conditioning (Pavlov’s experiments)
• Explain acquisition, extinction, spontaneous recovery, generalization, and discrimination in conditioning
• Describe operant conditioning (Skinner’s experiments)
• Identify the different types of reinforcers (positive, negative, partial, continuous, primary, and secondary)
• Describe the schedules of reinforcement
• Explain cognitive processes and biological predispositions in conditioning
• Discuss the effects of punishment on behavior
• Describe the process of observational learning (Bandura’s experiments)
Test: Chapter 8
Mrs. M ason
AP Psychology Syllabus
2014-2015
Thanksgiving Break (11/27–11/30)
Unit 7
Cognition
Textbook Reading: Chapter 9 & 10
A. M emory
B. Language
C. Thinking
D. Problem solving and creativity
Objectives
• Describe sensory memory, short-term memory, and long-term memory
• Distinguish between automatic and effortful processing
• Explain the encoding process (e.g., imagery, chunking, hierarchies)
• Differentiate between implicit and explicit memory
• Describe the impact of retrieval cues on memory
• Discuss the effects of interference and motivated forgetting on retrieval
• Describe Loftus’s research on memory reconstruction
• Identify mnemonic devices (e.g., acronyms, method of loci, peg-word, narrative chaining)
• Define concepts and prototypes
• Differentiate algorithms and heuristics when solving problems
• Explain how the representativeness and availability heuristics are used to make decisions
• Describe the structure of language (phonemes, morphemes, grammar)
• Identify language developmental stages (e.g., babbling, one word)
• Explain the nature–nurture debate for language acquisition (Chomsky versus Skinner)
• Discuss Whorf’s linguistic relativity hypothesis
• Describe the research on animal communication
Test: Chapter 9 & 10
Unit 8
M otivation and Emotion
Textbook Readings: Chapters 12, 13, and 14
A. Biological bases
B. Theories of motivation
C. Hunger, thirst, sex, and pain
D. Social motives
E. Theories of emotion
F. Stress
Objectives
• Define motivation and identify motivational theories
• Explain M aslow’s hierarchy of needs
• Describe the symptoms of anorexia nervosa and bulimia nervosa
• Define achievement motivation, including intrinsic and extrinsic motivation
• Describe the three theories of emotion (James–Lange, Cannon–Bard, Schachter–Singer)
• Identify physiological changes that occur during emotional arousal
• Discuss the catharsis hypothesis
• Describe the biological response to stress
Test: Chapters 12, 13, and 14
2 weeks (12/1–12/12)
2 weeks (12/15–1/9)
Winter Break (12/24–1/4)
First Semester Final Exam Week (1/12 – 1/16)
First Semester Ends 1/20
Mrs. M ason
AP Psychology Syllabus
2014-2015
Second Semester:
Unit 9
Developmental Psychology
Textbook Reading: Chapter 4
2 weeks (1/21–2/6)
A. Life-span approach
B. Research methods
C. Heredity–environment issues
D. Developmental theories
E. Dimensions of development
F. Sex roles and gender roles
Objectives
• Describe the course of prenatal development
• Discuss Piaget’s theory of cognitive development
• Discuss the effect of social development (body contact, familiarity, and parenting styles)
• Illustrate development changes in physical, cognitive, moral, and social areas
• Describe the early development of self-concept
• Identify Kohlberg’s moral development stages and apply to scenarios
• Describe Erikson’s psychosocial development stages
• Distinguish between longitudinal versus cross-sectional studies and crystallized versus fluid intelligence
Test: Chapter 4
Unit 10
Personality
Textbook Reading: Chapter 15
2 weeks (2/9–2/20)
A. Personality theories and approaches
B. Assessment techniques
C. Growth and adjustment
Objectives
• Describe Freud’s iceberg theory (id, ego, and superego)
• Explain how defense mechanisms protect the ego
• Describe the contributions of the neo-Freudians (Jung, Adler, Horney)
• Describe the humanistic perspective on personality (M aslow’s self-actualization and Rogers’s self-concept)
• Identify how personality inventories are used to assess traits
• Discuss the social-cognitive perspective on personality (Bandura’s reciprocal determinism)
• Identify locus of control, learned helplessness, and optimism
• Compare and contrast the psychoanalytic, humanistic, trait, and social-cognitive perspectives on personality
Test: Chapter 15
Unit 11
Intelligence: Testing and Individual Differences
Textbook Reading: Chapter 11
A. Standardization and norms
B. Reliability and validity
C. Types of tests
D. Ethics and standards in testing
E. Intelligence
Objectives
• Discuss the origins of intelligence testing
• Describe the nature of intelligence
• Differentiate intelligence theories (Spearman, Thurstone, Gardner, Sternberg)
• Distinguish between aptitude and achievement tests
• Describe the importance of standardization
• Distinguish between the reliability and validity of intelligence tests
• Describe extremes of intelligence
• Discuss genetic and environmental influences on intelligence
Mrs. M ason
AP Psychology Syllabus
2 weeks (2/23–3/4)
2014-2015
Test: Chapter 11
Unit 12
Abnormal Psychology
Textbook Reading: Chapter 16
2 weeks (3/5–3/18)
A. Definitions of abnormality
B. Theories of psychopathology
C. Diagnosis of psychopathology
D. Types of disorders
Objectives
• Discuss the purpose of the Diagnostic and Statistical M anual of M ental Disorders, Fourth Edition, Text Revision (DSM -IVTRR)
• Explain the impact of Rosenhan’s study on diagnostic labels
• Describe and identify symptoms of anxiety disorders (generalized, panic, phobias, obsessive compulsive disorder, and
posttraumatic stress disorder)
• Discuss dissociative disorders (amnesia, fugue, dissociative identity disorder)
• Describe and explain the development of somatoform disorders
• Differentiate mood disorders (major depression versus bipolar)
• Differentiate hallucinations and delusions, and identify subtypes of schizophrenia
• Describe the three clusters of personality disorders (anxiety, eccentric, impulsive)
Test: Chapter 16
Unit 13
Treatment of Psychological Disorders
Textbook Reading: Chapter 17
A. Treatment approaches
B. M odes of therapy (e.g., individual, group)
C. Community and preventive approaches
Objectives
• Describe psychoanalytic therapeutic techniques (e.g., free association, interpretation)
• Discuss Rogers’s client-centered therapy
• Identify counterconditioning techniques
• Describe the goals of the cognitive therapies
• Discuss the benefits of group therapy and family therapy
• Differentiate between antianxiety, antidepressant, and antipsychotic medications
• Describe electroconvulsive therapy and lobotomies
• Discuss the effectiveness of the psychotherapies
Test: Chapter 17
2 weeks (3/19–3/26)
Third Quarter Ends 3/27
Unit 14
Social Psychology
Textbook Reading: Chapter 18
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
Objectives
• Describe the fundamental attribution error
• Describe Zimbardo’s prison guard experiment and the effects of role-playing on attitudes
• Discuss the results of Asch’s experiment on conformity
Mrs. M ason
AP Psychology Syllabus
2 weeks (3/30–4/24)
2014-2015
• Discuss M ilgram’s experiments on obedience
• Explain social facilitation, social loafing, and de-individuation
• Differentiate group polarization and groupthink
• Define and give examples of prejudice
• Discuss the issues related to aggression and attraction
Test: Chapter 18
Spring Break (4/3–4/12)
AP Exam Review (4/27 – 5/1)
AP Psychology Exam 5/4 @ 12pm
Mrs. M ason
AP Psychology Syllabus
2014-2015
Turn in this page signed and completed by August 29, 2014 for a homework grade!
Student:
I have read the syllabus for this class and understand the guidelines set forth in it. I will do my best to adhere to these
policies and procedures. I understand the consequences that will result from my actions if I do not follow these policies.
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Mrs. M ason
AP Psychology Syllabus
2014-2015