Download AP Psych syllabus 2012 - Fulton County Schools

AP PSYCHOLOGY
Course Syllabus
Instructor:
Email:
Room:
Phone:
Text Website:
My website:
Kris Hale
[email protected]
605
404-847-1980 ext. 171
http://bcs.worthpublishers.com/myers8e/
https://sites.google.com/site/mshalesclassriverwood/home/ap-psychology
Course Textbook: Myers, David (2007) Psychology (8 edition) New York, NY; Worth Publishers.
Suggested Materials:
 3-ring binder/notebook/loose leaf paper
 3 x 5 note cards
 Highlighter(s)
 AP Psychology Prep Manual – Princeton, Barrons, McGraw/Hill, Kaplan, Cliff Notes. There are
many to choose from.
 APA manual
Teacher Availability: I am available every Monday and Wednesday morning from 8:00-8:30. If you
would like to make an appointment for another time, please email me or see me in advance so that we can
make arrangements for a meeting before or after school.
Course Description: This year long course is designed to offer the equivalent experience of an
introductory college course in the study of psychology. Psychology is the scientific study of human
behavior and mental processes. This course includes an equal balance of theory and practical application
of the major themes and topics in the field. Students are exposed to the psychological facts, principles,
and phenomena associated with each of the major subfields within psychology.
Course Objectives: Students will
1. Prepare to successfully take the AP Psychology Examination offered by the College Board.
2. Appreciate the two-fold nature of psychology, as embracing both scientific methodology, as well as its
counseling and theoretical foundation.
3. Understand the major concepts and theories of psychology. Students will be able to define key terms
and use them in their everyday vocabulary.
4. Learn the basic skills of psychological research and be able to apply psychological concepts to their
own lives.
5. Continue to develop critical thinking skills, reading and writing skills through the instruction and
assessment tasks throughout this course.
Grading Scale:
90-100
A
70-79
C
80-89
B
69 and below
F
Course Assessment Components:
Participation: 20% will include online discussion, in class discussion, and class activities. Class
participation will be an integral part of the course. Due to the content of the course, it is important for
you to keep an open mind and listen to your peers. If at any point you feel that your views are being
attacked or you feel uncomfortable with the discussion, please let me know. I want this to be a safe
environment for all students to feel that they can openly express their opinions while respecting the
opinions of others.
Projects: 20% will include lab activities, research projects, and presentations. There will be a variety of
individual as well as group projects in this course.
Essay: 20% will include the summer reading assignment, written analysis of scholarly readings as well
as FRQs. Reading and writing is an integral part of this course.
Tests and Quizzes: 25% will include multiple choice questions as well as Free Response Questions.
Unit exams will include 50 MC and an FRQ
Final Exam: 15% will include 100 multiple choice questions as well as 2 FRQ. This is modeled after the
AP Psychology exam.
Classroom Policies:
Responsibilities: Students are expected to be on time for class and attend daily, come prepared, complete
all assignments, and respect themselves and others. Students are expected to follow the rules of
Riverwood International Charter School and the FCBOE.
Dresscode: The school dresscode will be enforced.
Academic Integrity: The Social Studies Mission Statement provides that teachers develop the whole
person by nurturing in students a sense of responsibility. Students need to be cognizant of what is right
and what is wrong. Honesty is one of our highest values. If we are to develop students as contributing
citizens of society, we as teachers need to ensure the moral honesty of our students and instill academic
integrity. We define a lack of academic integrity to be dishonest or deceitful behavior shown by students
who gain an unfair academic advantage through, but not limited to, some of the following methods;
plagiarism; copying another's work when it is not explicitly encouraged by the teacher; providing details
of a specific test or quiz before, during, or after the event; after the event; the use of unauthorized aids on
tests, such as cheat sheets or programmed calculators; or recycling/reusing a previous paper or project of
one's own or another's without the explicit consent of the teacher.
PREVENTATIVE MEASURES: Social Studies Teachers will use Turnitin.com as a tool to combat plagiarism.
All Students will be required to upload major papers to this website, or any other papers deemed
necessary by the teacher. At any time, teachers should be able to verify references by pulling them up on
the Internet (for web references), or books (confirmed through Amazon.com). If the teacher is unable to
confirm references, it shall be referred to the student to provide evidence of such references.
THERE WILL BE NO DISCUSSION OF EXAMS, QUIZZES, OR WRITING ASSIGNMENTS:
Students are NOT to discuss exam, quiz, or writing questions unless it is done so in class under the
direction of their teacher.
PERSONAL HONOR VERIFICATION: Each student will hand write the following pledge on
designated assignments prior to handing it in to the instructor, “I have neither given nor received any
unauthorized assistance on this assignment” followed by the student’s signature.
PLEASE REFER TO THE RICS HONOR CODE FOR DETAILS AND AN OUTLINE OF
CONSEQUENCES.
Late Work: Late is work is unacceptable. Late work for all assignments will be penalized 10% for each
day it is late up to a 50% penalty. (10% a day for five days.) Major assignments that are not submitted
within 10 days of the due date will receive no credit. Should a student turn in an assignment the day it is
due, but not at the time it is collected, it will be considered late and 10% will be deducted. It is not
acceptable to be working on a previous assignment or homework in class. If you are working on a
previous assignment or homework in class, it will result in a grade of a zero for that particular assignment.
Make-up Policy for Classwork: Attendance is important. Please come to class daily and on time. It is
the student’s responsibility to see me regarding work that has been missed due to an absence. A make-up
work request must be made the day that the student returns from an absence. Please see me before
school, after school or during lunch. At that time I will determine when the work that you missed will be
due. Students should not interrupt class to get make-up work. If a student knows in advance of an
absence, see me prior to the absence to get any work that will be missed. Students may also email me at
[email protected].
Make-up Policy for Tests and Major Assignments: If a student is absent on the day of exam, they are
expected email me to let me know about the absence so that arrangements for a make-up exam can be
made. The student will be expected to make up the exam when they return to school. In the case of
projects and papers, the student is expected to email me regarding the absence. The project (if it is on
Powerpoint) or paper should be attached to this email. All other projects should be brought to the school
that day, if possible. If not, they need to be turned in by 8:15 the following day. In the case of
presentations, a paper will have to be written in lieu of a missed presentation.
Tardy to Class: Students who are tardy to class must report to the attendance office to receive a pass, they
will not be admitted to class without a pass. Consequences for repeated tardiness are outlined in the
student handbook.
Recovery: In the event that a student is failing the course, opportunities for academic assistance are
available. An academic assistance plan is a second opportunity to demonstrate competence in the
originally evaluated objectives. In order to receive this opportunity, the STUDENT must initiate the
request, and it is at the discretion of the teacher as to which type of assistance is necessary and proper.
Making up assignments that were never completed is NOT an example of recovery; neither is retaking a
test. Students will have an appropriate time period to complete the work which corresponds to the
recovery assignment, however, this period will not exceed five (5) total days (not class periods). ALL
REQUESTS FOR ASSITANCE MUST BE INITIATED BY THE END OF THE 14TH WEEK OF THE
SEMESTER.
The AP Psychology Exam – administered May 7, 2011, Afternoon Session
Part I: Multiple Choice (accounts for 2/3 of AP exam)
100 questions
70 minutes.
Composed of 40% factual (easiest), 40% interpretative, 10% application (hardest) and 10% other.
Multiple Choice score based upon # correct – NO PENALTY FOR AN INCORRECT
RESPONSE. Leaving a question blank does NOT incur a penalty.
Part II: Free Response Questions (accounts of 1/3 of AP Exam)
TWO free response questions, no choice of questions, must answer both.
Purpose of the FRQ is to evaluate a student’s written mastery of the course.
o may be asked to analyze a problem using concepts from different theoretical frameworks,
analyze or critique a research study.
o Always an application element, that is, you will be asked to explain the term, not simply
define it as vocabulary.
Course Outline:
Unit I: History and Approaches (2–4%)
Approximately one week of instruction
Text pages: 1-17
A. Logic, Philosophy, and History of Science
B. Approaches
Objectives:
• Recognize how philosophical perspectives shaped the development of psychological thought
• Describe and compare different theoretical approaches in explaining behavior
• Recognize the strengths and limitations of applying theories to explain behavior
• Distinguish the different domains of psychology
• Identify the major historical figures in psychology
Unit II: Research Methods (8–10%)
Approximately two weeks of instruction
Text pages: 19-51
A. Experimental, Correlational, and Clinical Research
B. Statistics
C. Ethics in Research
Objectives:
• Differentiate types of research
• Describe how research design drives the reasonable conclusions that can be drawn
• 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 correlational studies and surveys
• Predict the validity of behavioral explanations based on the quality of research design
• Distinguish the purposes of descriptive statistics and inferential statistics
• Apply basic descriptive statistical concepts, including interpreting and constructing graphs and
calculating simple descriptive statistics
• Discuss the value of reliance on operational definitions and measurement in behavioral
research.
• Identify how ethical issues inform and constrain research practices
• Describe how ethical and legal guidelines protect research participants and promote sound
ethical
practice
Unit III: Biological Bases of Behavior (8–10%)
Approximately three weeks of instruction
Text pages: 53-137
A. Physiological Techniques
B. Neuroanatomy
C. Functional Organization of Nervous System
D. Neural Transmission
E. Endocrine System
F. Genetics
G. Evolutionary Psychology
Objectives:
• 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
• 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 behavior can be selected for their adaptive value
• Identify key contributors
Unit IV: Sensation and Perception. (6–8%)
Approximately two weeks of instruction
Text pages: 197-269
A. Thresholds and Signal Detection Theory
B. Sensory Mechanisms
C. Attention
D. Perceptual Processes
Objectives:
• Discuss basic principles of sensory transduction, including absolute threshold, difference threshold,
signal detection, and sensory adaptation.
• Describe sensory processes
• 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 phenomena
• Identify the major historical figures in sensation and perception
Unit V: States of Consciousness. (2–4%)
Approximately one and a half weeks of instruction
Text pages: 271-311
A. Sleep and Dreaming
B. Hypnosis
C. Psychoactive Drug Effects
Objectives:
• Describe various states of consciousness and their impact on behavior
• Discuss aspects of sleep and dreaming
• Describe historic and contemporary uses of hypnosis
• Explain hypnotic phenomena
• Identify the major psychoactive drug categories and classify specific drugs, including their
psychological and physiological effects
• Discuss drug dependence, addiction, tolerance, and withdrawal
• Identify the major figures in consciousness research
Unit VI: Learning (7–9%)
Approximately two weeks of instruction
Text pages: 313-347
A. Classical Conditioning
B. Operant Conditioning
C. Cognitive Processes
D. Biological Factors
E. Social Learning
Objectives:
• 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 experiments
• 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
learned helplessness
• Suggest how behavior modification, biofeedback, coping strategies, and self control can be used to
address behavioral problems
• Identify key contributors in the psychology of learning
Unit VII: Cognition (8–10%)
Approximately two and a half weeks of instruction
Text pages: 349-429
A. Memory
B. Language
C. Thinking
D. Problem Solving and Creativity
Objectives:
• Compare and contrast various cognitive processes
• 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
• 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
• Identify key contributors in cognitive psychology
Unit VIII: Motivation and Emotion. (6–8%)
Approximately two and a half weeks of instruction
Text pages: 469-593
A. Biological Bases
B. Theories of Motivation
C. Hunger, Thirst, Sex, and Pain
D. Social Motives
E. Theories of Emotion
F. Stress
Objectives:
• 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
• Describe classic research findings in specific motivation systems
• 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
• Identify key contributors in the psychology of motivation and emotion
Unit IX: Developmental Psychology (7–9%)
Approximately two weeks of instruction
Text pages: 139-195
A. Life-Span Approach
B. Research Methods (e.g., longitudinal, cross-sectional)
C. Heredity–Environment Issues
D. Developmental Theories
E. Dimensions of Development
F. Sex Roles and Gender Roles
Objectives:
• 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
• Compare and contrast models of moral development
• Discuss maturational challenges in adolescence, including related family conflicts
• Characterize the development of decisions related to intimacy as people mature
• Predict the physical and cognitive changes that emerge as people age
• Describe how sex and gender influence socialization and other aspects of development
• Identify key contributors in developmental psychology
Unit X: Personality (5–7%)
Approximately two weeks of instruction
Text pages: 595-637
A. Personality Theories and Approaches
B. Assessment Techniques
C. Growth and Adjustment
Objectives:
• 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
• Identify key contributors to personality theory
Unit XI: Testing and Individual Differences (5–7%)
Approximately two weeks of instruction
Text pages: 431-467
A. Standardization and Norms
B. Reliability and Validity
C. Types of Tests
D. Ethics and Standards in Testing
E. Intelligence
Objectives:
• 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
• 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
• Debate the appropriate testing practices, particularly in relation to culture-fair test uses
• Identify key contributors in intelligence research and testing
Unit XII: Abnormal Behavior (7–9%)
Approximately two weeks of instruction
Text pages: 639-683
A. Definitions of Abnormality
B. Theories of Psychopathology
C. Diagnosis of Psychopathology
D. Types of Disorders
Objectives:
• 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 anxiety and somatoform disorders, mood
disorders, schizophrenia, organic disturbance, personality disorders, and dissociative
disorders, and their corresponding symptoms
• 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 XIII: Treatment of Abnormal Behavior (5–7%)
Approximately two weeks of instruction
Text pages: 685-721
A. Treatment Approaches
B. Modes of Therapy
C. Community and Preventive Approaches
Objectives:
• 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
• Identify major figures in psychological treatment
Unit XIV: Social Psychology (8–10%)
Approximately three weeks of instruction
Text pages: 723-772
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:
• 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 groupthink, conformity, 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
• Identify important figures in social psychology
Please read the syllabus and review it with your son or daughter. If you have any questions,
please contact me by phone at. Please sign below to indicate that you have read the syllabus.
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