Download Mosier_Syllabus 201617 - mcppsych

AP Psychology Syllabus
Ms. Mosier
Room 716
[email protected]
Office Hours by appointment
Course Description
AP Psychology is a year-long introductory course about the science of human behavior. We will focus on the history of psychology
research, the biological bases supporting human behavior and development, models for learning, cognition and emotion, and
various aspects of human interactions within a society—all in a class structured similar to an introductory college course and in
preparation for the AP Psychology test at the end of the year.
Required Texts Provided by MCP
While both common and independent reading will include materials that are sometimes considered controversial, it is important
that students are exposed to high-interest, classic, and relevant content that maintains their interest and allows them to progress to
higher levels of readership. They will use the following textbook:
Psychology (Tenth Edition) by David G. Myers
Select pieces for Discussion Section assignments
All texts must be returned to MCP before the last day of class; any lost or damaged textbooks must be paid for IN FULL prior to
walking in graduation. Loss of the Myers text will result in a fine of $90.
School Policies
All school policies will be followed as stated in the Student Handbook. This includes the specifics for Demerits, Tardies, LaSalle,
electronic devices, etc.
Absence and Tardy Policy
For excused absences and absences due to suspension, make up work will be allowed and students are given as many days as they
were absent to turn in work. For example, if a student is absent for two days, he/she would have to turn in make-up work by the
second day back. For unexcused absences, make-up work does not have to be given.
Students who are absent can find work on the Muchin Wiki at http://mcppsychology.wikispaces.com/. If you have a Writing
Portfolio assignment due on a day you are absent, it must be e-mailed to the instructor by 8 a.m. to be considered on time.
Tardy to Class – refer to page 6 of the Student Handbook for policy.
Late Work – refer to page 3 of the Student Handbook for policy. Clarification:
 INCLUDING PORTFOLIOS, TESTS AND QUIZZES, all assignments will be considered late if not turned in on the due date.
 All late work will be counted for 50% earned credit.
 After the time allotted by the absence policy, NO LATE WORK will be accepted.
Extra Credit – refer to page 3 of the Student Handbook for policy.
Extension Requests
All seniors will have the opportunity to complete an extension request once per course. If your request is denied, you may not
submit another one for that course. The teacher has the right to deny any extension requests. Requests for extensions due to
academic conflicts (multiple assignments due around the same time) will be denied. Manage your time wisely.
Restroom Policy
Students are expected to leave the classroom for emergencies only, and an escort will be called if a student must use leave.
Students will receive 1 demerit for each restroom escort.
AP Psychology in More Detail
College Completion Standards: Because Senior Psychology is a college preparatory course, one of the main objectives is
to drive ambition and independence in students to realize their own potentials and fulfill their personal definitions of
success. This will involve training in work place skills, note-taking, studying and time management. In terms of content,
the goal is for students to master introductory psychology material so as to be able to take Psychology 101 (or
comparable course on their respective college campuses after graduation). To do this, students will be able to
1.
2.
Internalize college & life vision: Set goals and recognize passions & interests
Work in an unstructured environment: Manage time, organize materials, take notes, and develop study habits
Measurable Goal: Students will achieve mastery (75%) over course content through quizzes, tests, and projects or portfolios.
** An F in this course will result in delayed graduation; a student who fails will not be able to walk in graduation and will be
required to take summer school at the cost of $140 per class.
Grading Scale (Standard)
A+
97-100
B+
87-89
C+
77-79
D+
67-69
A
B
C
D
93-96
83-86
73-76
63-66
ABCD-
90-92
80-82
70-72
60-62
F
0-59
Grading Breakdown for each semester (TOTAL POINTS)
Assignment Category
CW
HW
PE
Q
T
F
Number of Assignments
15
10
4
8
3
1
Value of Assignments
5
10
50
25
50
100
Total per Semester
Points Possible
75
100
200
200
150
100
825
Approximate Percent
10%
10%
25%
25%
15%
15%
100%
Email Ms. Mosier at [email protected] promptly when you are aware of an absence you will have or when
you have a question that is time-sensitive. Use professional email etiquette when sending messages as emails without
proper salutations, capitalization, punctuation, and closings may not be responded to or acted upon.
As an independent scholar, you are also encouraged to attend office hours when you need extra help, work
cooperatively with others when instructed to do so, set up a system for organization tailored to your needs, and/or set
up a personal study schedule of time management tailored to your needs. Remember to be respectful, be prepared,
and be fierce. Learn to follow the daily expectations.
The next section of this syllabus is the Curriculum Plan. Note that dates with asterisks* may vary. Take it upon yourself
to organize your time wisely given the important dates that are contained in this syllabus.
AP Psychology Topics
Unit 1: History and Research
Unit 1.1: History and Approaches
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Recognize how philosophical perspectives shaped the development of psychological thought.
Explain origin of psychology and its history.
Describe and compare different theoretical approaches in explaining behavior.
Distinguish the different domains of psychology:
Identify and describe the contributions of psychologists.
Unit 1.2: Research Methods
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Recognize how philosophical perspectives shaped the development of psychological thought.
Recognize the strengths and limitations of applying theories to explain behavior.
Demonstrate knowledge of the scientific method and hypothesis testing.
Differentiate types of research (e.g., experiments, correlational studies, survey research, naturalistic observations, and case
studies) with regard to purpose, strengths, and weaknesses.
Identify independent, dependent, confounding, and control variables in experimental designs.
Distinguish between random assignment of participants to conditions in experiments and random selection of participants,
primarily in correlation studies and surveys.
Predict the validity of behavioral explanations based on the quality of research design (e.g., confounding variables limit
confidence in research conclusions).
Distinguish the purposes of descriptive statistics and inferential statistics.
Apply basic descriptive statistical concepts, including interpreting and constructing graphs and calculating simple descriptive
statistics (e.g., measures of central tendency, standard deviation).
Discuss the value of reliance on operational definitions and measurement in behavioral research.
Describe how ethical and legal guidelines (e.g., those provided by the American Psychological Association, federal regulations,
local institutions review boards) protect research participants and promote sound ethical practice.
Unit 2: Biological Psychology
Unit 2.1: Biological Bases of Behavior
 Identify basic processes and systems in the biological bases of behavior, including parts of the neuron and the
process of transmission of a signal between neurons.
 Discuss the influence of drugs on neurotransmitters.
 Discuss the effect of the endocrine system on behavior.
 Describe the nervous system and its subdivisions and functions:
 Explain how brain damage affects behavior
 Recount historic and contemporary research strategies and technologies that support research.
 Discuss psychology’s abiding interest in how heredity, environment, and evolution work together to shape behavior.
 Predict how traits and behaviors can be selected for their adaptive value.
 Explain the nature vs. nurture debate and evidence supporting either side
 Explain how twin studies are used in the nature vs. nurture debate
 Draw conclusions about behavior based on twin and adoption studies.
Unit 2.2: Sensation and Perception
 Discuss basic principles of sensory transduction, including absolute threshold, difference threshold, signal detection,
and sensory adaptation.
 Describe sensory processes, including the specific nature of energy transduction, relevant anatomical structures, and
specialized pathways in the brain for each of the senses.
 Explain common sensory disorders.
 Describe general principles of organizing and integrating sensation to promote stable awareness of the external
world.
 Discuss how experience and culture can influence perceptual processes.
 Explain the role of top-down processing in producing vulnerability to illusion.
 Discuss the role of attention in behavior.
 Challenge common beliefs in parapsychological.
Unit 2.3: States of Consciousness
 Describe various states of consciousness, identify which are spontaneous, physiological, and psychological, and
explain their impact on behavior.
 Discuss aspects of sleep and dreaming:
 Describe historic and contemporary uses of hypnosis.
 Identify the major psychoactive drug categories and classify specific drugs, including their psychological and
physiological effects.
 Discuss drug dependence, addiction, tolerance, and withdrawal.
Unit 3: Information Processing
Unit 3.1: Learning and Memory
 Distinguish general differences between principles of classical conditioning, operant conditioning, and observational
learning.
 Describe basic classical conditioning phenomena, such as acquisition, extinction, spontaneous recovery,
generalization, discrimination, and higher-order learning.
 Predict the effects of operant conditioning.
 Predict how practice, schedules of reinforcement, and motivation will influence quality of learning.
 Interpret graphs that exhibit the results of learning experiences.
 Provide examples of how biological constraints create learning predispositions.
 Describe the essential characteristics of insight learning, latent learning, and social learning.
 Apply learning principles to explain emotional learning, taste aversion, superstitious behavior, and learning
helplessness.
 Suggest how behavior modification, biofeedback, coping strategies, and self-control can be used to address
behavioral problems.
 Describe and differentiate psychological and physiological systems of memory.
 Outline the principles that underlie effective encoding, storage, and construction of memories.
 Describe strategies for memory improvement.
Unit 3.2: Cognition
 Compare and contrast various cognitive processes.
 Synthesize how biological, cognitive, and cultural factors converge to facilitate acquisition, development, and use of language.
 Identify problem-solving strategies as well as factors that influence their effectiveness.
List the characteristics of creative thought and creative thinkers.
Unit 3.3: Intelligence
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Define intelligence and list characteristics of how psychologists measure intelligence:
Discuss how culture influences the definition of intelligence.
Compare and contrast historic and contemporary theories of intelligence (e.g., Charles Spearman, Howard Gardner, Robert
Sternberg).
Explain how psychologists design tests, including standardization strategies and other techniques to establish reliability and
validity.
Interpret the meaning of scores in terms of the normal curve.
Describe relevant labels related to intelligence testing (e.g., gifted, cognitively disabled).
Debate the appropriate testing practices, particularly in relation to culture-fair test uses.
Unit 4: Lifespan Psychology
Unit 4.1: Development
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Discuss the interaction of nature and nurture in the determination of behavior.
Explain the process of conception and gestation, including factors that influence successful fetal development.
Discuss maturation of motor skills.
Describe the influence of temperament and other social factors on attachment and appropriate socialization.
Explain the maturation of cognitive abilities.
Discuss maturational challenges in adolescence, including related family conflicts.
Characterize the development of decision related to intimacy as people mature.
Predict the physical and cognitive changes that emerge as people age, including steps that can be taken to maximize function.
Describe how sex and gender influence socialization and other aspects of development.
Unit 4.2: Personality
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Compare and contrast the major theories and approaches to explaining personality: psychoanalytic, humanist, cognitive, trait,
social learning, and behavioral.
Describe and compare research methods that psychologists use to investigate personality.
Identify frequently used assessment strategies and evaluate relative test quality based on reliability and validity of the
instruments.
Speculate how cultural context can facilitate or constrain personality development, especially as it relates to self-concept.
Unit 4.3: Motivation, Emotion, Stress and Health (MESH)
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Identify and apply basic motivational concepts to understand the behavior of humans and other animals.
Discuss the biological underpinnings of motivation, including needs, drives, and homeostasis.
Compare and contrast motivational theories, including the strengths and weaknesses of each.
Describe classical research findings in specific motivation system.
Discuss theories of stress and the effects of stress on psychological and physical well-being.
Compare and contrast major theories of emotion.
Describe how cultural influences shape emotional expression, including variations in body language.
Unit 5: Psychopathology and Society
Unit 5.1: Psychopathology
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Describe contemporary and historical conceptions of what constitutes psychological disorders.
Recognize the use of the Diagnostic and Statistical Manual of Mental Disorders (DSM) published by the American Psychiatric
Association as the primary reference for making diagnostic judgments.
Discuss the major diagnostic categories including
Evaluate the strengths and limitations of various approaches to explaining psychological disorders: medical model,
psychoanalytic, humanistic, cognitive, biological and sociocultural.
Identify the positive and negative consequences of diagnostic labels.
Discuss the intersection between psychology and the legal system.
Unit 5.2: Treatment of Psychological Disorders
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Describe the central characteristics of psychotherapeutic intervention.
Describe major treatment orientations used in therapy and how those orientations influence therapeutic planning.
Compare and contrast different treatment formats.
Summarize effectiveness of specific treatments used to address specific problems.
Discuss how cultural and ethnic context influence choice and success of treatment.
Describe prevention strategies that build resilience and promote competence.
Unit 5.3: Social Psychology
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Apply attribution theory to explain motives.
Describe the structure and function of different kinds of group behavior.
Explain how individuals respond to expectations of others, including group think, and obedience to authority.
Discuss attitudes and how they change.
Predict the impact of the presence of others on individual behavior.
Describe processes that contribute to differential treatment of group members.
Articulate the impact of social and cultural categories on self-concept and relations with others.
Anticipate the impact of behavior on a self-fulfilling prophecy
Describe the variables that contribute to altruism, aggression and attraction.
Discuss attitude formation and change, including persuasion strategies and cognitive dissonance.
Senior Psychology Agreement – TWO SIDES
Student
I have read this syllabus and understand the content and expectations of this course.
You are responsible for knowing all syllabus content, but be sure to note the following:
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An F in this course will result in delayed graduation; a student who fails will not be able to walk in graduation and will be
required to take summer school at the cost of $140.
All texts must be returned to MCP before the last day of class for; any lost or damaged textbooks must be paid for IN FULL
prior to walking in graduation. Loss of the Myers text will result in a fine of $90.
Extra credit will be offered to all students, but you will disqualify yourself from being able to complete it if you do not
complete the regular credit. For example, if you do not complete the Q2 portfolio assignment, you will not be eligible for
extra credit for the rest of Semester 1.
Late Work: INCLUDING PORTFOLIOS, all assignments will be considered late if not turned in on the due date. All late work
will be counted for 50% earned credit. After 1 day late, NO LATE WORK will be accepted.
Students must use professional email etiquette when sending messages (emails without proper salutations, capitalization,
punctuation, and closings will not be responded to or acted upon).
__________________________________ _________________________________________
Student Name (Print)
Student Signature
** Please provide me with a story, some insight, or reflection into what you would like me to know about you now. Please share
any information you have learned about yourself in terms of your study skills, motivations, strengths, personal interests, areas of
growth you are working on, etc.
LENGTH = 5 lines minimum.
Parent / Guardian
I have read this syllabus and understand the content and expectations of this course. I know I can feel free to contact Ms. Mosier at
[email protected] with any questions or concerns.
Please note the following information about your student’s course:





An F in this course will result in delayed graduation; a student who fails will not be able to walk in graduation and will be
required to take summer school at the cost of $140.
All texts must be returned to MCP before the last day of class for; any lost or damaged textbooks must be paid for IN FULL
prior to walking in graduation. Loss of the Myers text will result in a fine of $90.
Extra credit will be offered to all students, but you will disqualify yourself from being able to complete it if you do not
complete the regular credit. For example, if you do not complete the Q2 portfolio assignment, you will not be eligible for
extra credit for the rest of Semester 1.
Late Work: INCLUDING PORTFOLIOS, all assignments will be considered late if not turned in on the due date. All late work
will be counted for 50% earned credit. After 1 day late, NO LATE WORK will be accepted.
Students must use professional email etiquette when sending messages (emails without proper salutations, capitalization,
punctuation, and closings will not be responded to or acted upon).
__________________________________ _________________________________________
Student Name (Print)
Parent Signature
** As parent/guardian, no one knows your student better than you. In the space below, please share any information you feel
might be pertinent to your child in the areas of reading. This might include particular areas of interest, struggles, previous
experiences, stories, interesting facts, etc. Thank you!