Download AP Psychology Course Syllabus 2015 - 2016

AP Psychology
Course Syllabus 2015 - 2016
Teacher: M rs. Tobii M ason
Room: 326 / 368 (Pd. 6)
Phone Number: 301-929-2050
Website: http://masonwhs.weebly.com
Email Address: [email protected]
Google Classroom Codes: Pd. 1 – x1m7ya
Pd. 3 – cawatm
Pd. 6 – sinml1
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:
M yers, David G. Psychology, 7th / 8th edition, New York, Worth, 2004
Textbooks will be assigned during 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.
Suggested Additional Resources:
 Online textbook resources, accessed through http://bcs.worthpublishers.com/myers10e/
 College Board AP Central, accessed through http://apcentral.collegeboard.com
 Publicly Released AP Psychology Exams (as provided by the College Board)
 5 Steps to a 5 – AP Psychology
 Barron’s AP Psychology Review Book
The Mason 5 Be’s
① Be Honest
② Be On Task
③ Be Organized
My Expectations:
④ Be Prepared
1. Follow the Mason 5 Be’s:
⑤ Be Respectful
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 more 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. Use of MCPS Chrome books will be regulated by MCPS technology policies.
7. All Wheaton High School and MCPS procedures and policies are in effect.
Absences:
The M CPS / Wheaton High School Attendance Policy will be followed. 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:
Google Classroom 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. 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
M CPS grading policy, the assignment will automatically be reduced 10%. Please note: 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. Please ensure that your email is professional and appropriate.
Grading Policy:
Grades are based on the following scale and follow all M CPS 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 and projects) = 50%
- Formative (classwork, reading checks, etc.) = 40%
- Homework (vocabulary and reading questions) = 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 / notes 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 M ay.
Assessment Practices:
 Unit Tests - These tests are modeled after the AP Exam, with 30+ multiple-choice questions (answer choices A-E) and one FRQ
to be completed in approximately one class period, 45 - 55 minutes. Although unit tests will focus on the present unit of study,
some questions will be cumulative. Unit tests will be counted as summative assessments.

Projects / Presentations – Students can expect to be assigned projects and presentations (group and individual) during each unit
of this course. These summative projects and presentations will be assessed through rubrics for content, grammar, organization,
structure, and creativity.

Reading Quizzes - These are scheduled at least twice each unit and use multiple choice and short response formats. These will
be counted as formative assessments and may be scheduled with M rs. M ason for reassessment.

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 in order to be successful on the AP
Psychology exam and in this class. Reading questions will be due on the day of the Unit Exam.

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 web applications, such as Quizlet. The unit vocabulary will be due
on the day of the Unit Exam.
Mrs. M ason
AP Psychology Syllabus
2015-2016
Course Outline:
* Please note that all dates in the syllabus are tentative and are subject to change.
Semester
Unit Title
Fall
Unit 1: History and Approaches
Unit 2: Research M ethods
Unit 3: Biological Bases of Behavior
Unit 4: Sensation and Perception
Unit 5: States of Consciousness
Unit 6: Learning
Unit 7: Cognition
Unit 8: M otivation and Emotion
Spring
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 Project / Presentations
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
September 4 – September 11
September 15 – September 25
September 28 – October 9
October 12 – October 28
October 29 – November 11
November 12 – November 25
November 30 – December 11
December 14 – December 23
January 26 – February 5
February 8 – February 19
February 22 – M arch 4
M arch 7 – M arch 18
M arch 21 – M arch 24
April 6 – April 22
April 25 – April 29
M ay 3 – M ay 24
The AP Psychology Exam is Monday, May 2, 2016
Noon, Afternoon Session
* M ultiple 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: Various collaborative review activities, after school review
sessions, using posted review materials on the Google classroom page, using released AP Psychology practice tests (both multiple
choice and FRQ), and working in small groups to complete review activities.
Club Psi (Psychology Club)
Club Psi is Wheaton’s new Psychology Club! Anyone is eligible to join Club Psi. The purpose of the club is to allow an opportunity to
apply and expand some of the concepts learned in this class. M embers will learn about careers in the field of psychology as well as
have the opportunity to participate in many activities, such as: guest speakers, community service, Brain Awareness Week, film
reviews, experiments, and many more. This is a student club – the student participants will drive the activities of the club. The club is a
great way to meet new friends, learn more about psychology, earn some SSL hours, and possibility serve a leadership role. Club Psi is
going to be an exciting new club this year! Come join the fun!!!
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 lunch, as well as before and after school. You can also email me at
[email protected] or message me via our Google Classroom or Website. Let’s make this an amazing school year and GET
READY TO LEARN!!!
Mrs. M ason
AP Psychology Syllabus
2015-2016
AP Psychology Course Outline
First Semester:
* Please note that all dates in the syllabus are tentative and are subject to change.
Unit 1: History and Approaches (2 - 4%)
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 figures in psychology
Application Project: Perspectives Case Study
Unit 2: Research Methods (8 – 10%)
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, and 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
Application Project: Various Class Research Activities
2 weeks (9/4–9/11)
2 weeks (9/15–9/25)
Unit 3: Biological Bases of Behavior (8 – 10%)
Textbook Readings: Chapters 2 and 3
2 weeks (9/28–10/9)
A. Physiological techniques (e.g., imaging, surgical)
B. Neuro-anatomy
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
Application Project: Zombies – Nature vs. Nurture PBL
Unit 4: Sensation and Perception (6 – 8%)
Textbook Readings: Chapters 5 and 6
A. Thresholds and signal detection theory
B. Sensory mechanisms
C. Attention
D. Perceptual processes
Mrs. M ason
2 weeks (10/12–10/28)
AP Psychology Syllabus
2015-2016
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
Application Project: The Tommy Project
First Quarter Ends 10/30
Unit 5: States of Consciousness (2 – 4%)
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
Application Project: Letter to College-Aged Son / Daughter
2 weeks (10/29–11/11)
Unit 6: Learning (7 – 9%)
Textbook Reading: Chapter 8
2 weeks (11/12–11/25)
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)
Application Project: Learning Psychologists Yearbook
Thanksgiving Break (11/26–11/29)
Unit 7: Cognition (8 – 10%)
Textbook Reading: Chapter 9 & 10
A. M emory
B. Language
C. Thinking
D. Problem solving and creativity
Mrs. M ason
2 weeks (11/30–12/11)
AP Psychology Syllabus
2015-2016
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
Application Project: Experimental Project on Memory
Unit 8: Motivation and Emotion (6 – 8%)
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
Application Project: What Stresses You Out?
3 weeks (12/14–1/8)
Winter Break (12/24–1/3)
Fall Semester Final Exam Review (1/11 – 14)
First Semester Final Exam Week (1/15 – 22)
First Semester Ends 1/25
Mrs. M ason
AP Psychology Syllabus
2015-2016
Second Semester:
Unit 9: Developmental Psychology (7 – 9%)
Textbook Reading: Chapter 4
2 weeks (1/26–2/5)
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
Application Project: “When I Grown Up” Development Presentation or Parent Interview Project
Unit 10: Personality (5 – 7%)
Textbook Reading: Chapter 15
2 weeks (2/8–2/19)
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
Application Project: Personality Mask
Unit 11: Intelligence - Testing and Individual Differences (5 – 7%)
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, and 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
Application Project: Theories of Intelligence Gallery Walk Presentation
Mrs. M ason
AP Psychology Syllabus
2 weeks (2/22–3/4)
2015-2016
Unit 12: Abnormal Psychology (7 – 9%)
Textbook Reading: Chapter 16
2 weeks (3/7–3/18)
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, Fifth Edition, Text Revision (DSM -5)
• 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)
Application Project: Mental Health Pamphlet and Seminar
Unit 13: Treatment of Psychological Disorders (5 – 7%)
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
Application Project: Mental Health Pamphlet and Seminar
1 week (3/21–3/23)
Spring Break (3/24–4/5)
Third Quarter Ends 3/23
Mrs. M ason
AP Psychology Syllabus
2015-2016
Unit 14: Social Psychology (8 – 10%)
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
• 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
Application Project: Social Psych Experiment Movie Poster
2 weeks (4/6–4/22)
AP Exam Review: Group Review Packet Project (4/25 – 4/29)
AP Psychology Exam 5/2 @ 12pm
Individual AP Psychology Final Project (5/3 – 5/17)
Final Project Presentations (5/18 – 5/27)
Last Day for Seniors 5/27
Mrs. M ason
AP Psychology Syllabus
2015-2016