Download AP Psychology Course Syllabus - SSHS AP Psychology

South Sumter High School
AP Psychology Course Syllabus
2011-2012
Mrs. Danielle N. Stewart
(352) 793-3131
[email protected]
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Psychology at South Sumter High School.
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South Sumter High School
AP Psychology Course Syllabus
2011-2012
Mrs. Danielle N. Stewart
(352) 793-3131
Office Hours: M-F 8:00am-8:45am, Afternoons by Appointment
[email protected]
Class website: http://www.sshsappyschology.weebly.com
Synopsis of Course
AP Psychology is an entry-level college psychology course. It is academic in orientation culminating with
an AP exam in May. It is also functional in orientation allowing students opportunity to give personal
application to the content of the course. The course teaches ethics and research methods used in
psychological science and practice. This AP Psychology Course will cover the following components:
1. History of Approaches
2. Research Methods of Psychology
3. Biological Bases of Behavior
4. Sensation and Perception
5. States of Consciousness
6. Learning
7. Cognition
8. Motivation and Emotion
9. Developmental Psychology
10. Personality
11. Testing and Individual Differences
12. Abnormal Psychology
13. Treatment of Psychological Disorders
14. Social Psychology
What you should know about Psychology and Advanced Placement…
Psychology is the scientific study of how people think, act (behave) and feel. It is about the things people
do and the thought process (or lack thereof) behind the actions. Since this is an Advanced Placement
course the achievements of high school students are compared statistically to the achievements of college
students in an introductory college psychology course. The validity of the Advanced Placement program
rests on a positive correlation between the two student groups. Doing well in an advanced placement
course eases the transition to college level expectations and your high school work can be used towards
college credit and/or waivers as defined by the college you attend.
Materials / Supplies / Textbook Policy
Required Text: Meyers, David G. 9th ed. New York: Worth Publishers, 2010. Print.
Suggested Text: Barron’s AP Psychology Study Guide and Flash cards
The materials needed are your brain, a pen, paper, and a 3-ring binder to keep handouts, notes, research,
experiments, quizzes and other miscellaneous items. Additionally, you might find it helpful to purchase
highlighters and post-it notes to help with studying and organization.
What you should know about Mrs. Stewart....
Mrs. Stewart is a South Sumter High School alumnus. She has a Bachelor's of Science degree in
Secondary Social Science Education from the University of South Florida. Mrs. Stewart sincerely enjoys
and believes that teaching AP Psychology at the high school level is absolutely the best thing one can do
here at SSHS.
Mrs. Stewart’s goals for the students in the course are to:
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
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Prepare each student in the class to for the Advanced Placement Examination given in the spring of
the year.
Do the best possible job teaching a course assuming this might be the only psychology course
students will ever have.
Give the students a thought provoking exercise in the course they will remember and take away
through which they can filter life’s experiences for the rest of their life.
What you should know about the AP examination…
The AP Psychology Examination includes a 70-minute multiple-choice section that accounts for twothirds of the student's exam grade and a 50-minute free-response section made up of two questions, which
accounts for one-third of the student's exam grade.
Students often ask whether they should guess on the multiple-choice section. Haphazard or random
guessing is unlikely to improve scores, because one-fourth of the number of questions answered
incorrectly will be subtracted from the number of questions answered correctly. However; candidates who
have some knowledge of a question and can eliminate one or more answer choices will usually find it
advantageous to guess from among the remaining choices.
Free-response questions are an appropriate tool for evaluating a student's mastery of scientific research
principles and ability to make connections among constructs from different psychological domains (e.g.,
development, personality, learning). Students may be asked to analyze a general problem in psychology
(e.g., depression, adaptation) using concepts from different theoretical frameworks or subdomains in the
field, or to design, analyze or critique a research study.
Course Assignments and Point Structure
The following assignments constitute part of the AP Psychology course. It is your responsibility to
continually track these assignments and turn them in according to the proposed timeline. Failing to do so
will have a negative impact on your grade. There is an Orientation to Psychology paper due by the end
of the second week of school.
1.
There will be two major research papers for this course.
a. Theorist Paper - select one of the major contributors to psychology from the list
provided and follow instructions for APA format writing techniques. The paper
should be 3-4 pages, typed, double-spaced, and 12-point Times New Roman or Arial
font. A form will be handed to you giving more detailed instruction.
b. Psych Topic Paper - select any topic relating to psychology based on the subjects
covered in the text. As above the format will be the same.
c. Project papers are worth 200 points each.
d. There is a Rubric to help you maximize your points.
2.
3.
4.
During the semester, you will have to complete an article summary on current studies
and research in the field of psychology. The current event must be based off material
covered in class.
AP Psychology Portfolio - this is a collection of handouts, notes, quizzes, papers, and
reflections. The notebook will be graded at the end of the year 100 points (see rubric).
This class is highly interactive. There will be various written assignments, discussion
board posts (see rubric) and in-class activities. Come prepared to discuss and interact
with classmates on the topic at hand. Points will be deducted for lack of response or
engagement in the activity. Please come prepared to challenge your own thinking and
self-discovery.
Grading Policy
This course is project and test based and graded accordingly. Classroom attitude and attendance do affect
academics. Quality and quantity of work completed are both essential.
Grading Scare
Class Weight
A 90-100
Test/Quizzes 40%
B 80-89
Class work/Homework 30%
C 70-79
Portfolio 20%
D 60-69
Final Exam 10%
F 59-0
Make-up Policy
Make-up is only available for excused absences. Please be sure to communicate about sickness or
extended leaves. This is a student responsibility, NOT the instructors. Do not let senioritis get the best of
you!
Homework Policy
Assignments are due according to the assignment schedule. This course demands a lot of reading and note
taking. Assignments are due on the due date. Late assignments will reduce your grade dramatically.
Consequences/Conduct
ACADEMIC DISHONESTY WILL NOT BE TOLERATED. Any students not following the classroom
rules and procedures will receive a verbal warning. If the problem continues, the student will meet with
the teacher to discuss the problem. If the problem persists, a parent-teacher conference will be arranged.
After all other avenues are exhausted, the student will be written up on a referral. Please note: ALL
school rules are applied to this classroom. If you have any questions, please refer to your student
handbook. NO CELL PHONES! If you have time to check or messages or text, you are wasting time
and not paying attention.
Citizenship Expectations
I expect each student to be in class with a positive mental attitude ready for the activities of the class.
General Policies and Procedures
 Passes are to be issued on an as needed basis; with 5 minutes between classes there should be plenty
of time to use the facilities. Respect for Diversity is essential in my class. I do not personally agree
with everyone's ideas or values, but I respect your right to hold those views and values. You can
challenge ideas but you cannot attack the owners of those ideas. This will be a very open class, let's
make it safe to share.
How to approach reading assignments in AP Psychology:
Keep this in your binder and refer to it as you do each reading assignment.
This class involves a lot of reading and to be successful in the class you MUST do the reading
assignments on time. If you get behind it can be very difficult to catch up.
To get the most out of this reading it must be an ACTIVE and INTERACTIVE learning process
of pre-reading, note-taking, reflection and questioning.
Note-taking is an important learning tool you will be using in this class for two reasons.
1. Taking notes organizes and constructs knowledge in your brain.
2. Reviewing and summarizing your notes will help you to MEMORIZE the new
information you are learning in the class.
The notes you take represent a lot of effort on your part so be sure to keep them safe all year as
you will be studying them for quizzes and exams including the AP exam. Consider making a
copy of your notes or scanning them into the computer for safekeeping. Keep your table of
contents up to date.
For each chapter in the AP Psychology Text you should read and take notes based on the
following steps.
1. Pre-Read = Skim quickly – pay attention to headings, photos etc. What seems familiar?
What questions do you have? Predict what the chapter is about.
2. Go back and take your notes as you read more carefully.
a. Make sure each heading and subheading are in your notes and that you write a short
description and/or an example of each one.
c. Make sure all “boxed” definitions are in your notes
d. Draw all important diagrams and label them.
e. Make note of any examples or mnemonics that will help you
f. Reflect on your own experience to see if you can write examples of how the concept
from the book comes up in YOUR real life.
g. Number your pages and enter the chapter into your table of contents.
3. Carefully read the summary at the end of the chapter and add key
information you missed to your notes.
4. Question what you’ve read. Write down questions to research or ask in class.
For each chapter, you should review using the following steps.
1. Review the Outline and make sure you understand each heading and underlined term
and that they are all in your notes.
2. Review the Key Terms to make sure you understand them and that they are in your
notes.
3. Review the Learning Objectives and quiz yourself to see how many you have
achieved.
4. Make Flashcards
5. Do written assignments as assigned.
Course Long Plan
Chapter 1: History, Approaches (2-4% of AP Exam) and Research Methods (8-10% of AP Exam)
A. Logic, Philosophy, and History of Science
B. Approaches/Perspectives [CR 1]
CR 1 & 2 – Evidence of Curricular
C. Experimental, Correlation, and Clinical Research
Requirement: This course provides
D. Statistics [CR 2]
instruction in psychology’s history and
E. Research Methods and Ethics [CR 16]
approaches research methods.
.
Objectives:
1. Define Psychology and trace its historical development
2. Compare and Contrast psychological perspectives
3. Indentify basic and applied research subfields of psychology
4. Identify basic elements of an experiment (variables, groups, sampling, population etc)
5. Compare and contrast research methods (case, survey, naturalistic observation)
6. Explain Correlation studies
7. Describe the three measures of central tendency and measures of variation
8. Discuss the ethics of animal and human research
Chapter 2: Biological Basis of Behavior (8-10% of AP Exam)
A. Physiological techniques (e.g. imaging, surgical)
B. Neuroanatomy
C. Functional Organization of Nervous System
D. Neural Transmission
E. Endocrine System
F. Genetics
CR 3– Evidence of Curricular
Requirement: This course
provides instruction in biological
bases of behavior.
Objectives:
1. Describe the structure of a neuron and explain neural impulses
2. Describe neuron communication and discuss the impact of neurotransmitters
3. Classify and explain major divisions of the nervous system
4. Describe the functions of the brain structures (thalamus, cerebellum, limbic system, etc.)
5. Identify the four lobes of the cerebral cortex and their functions
6. Discuss the association areas
7. Explain the split brain studies
8. Describe the nature of the endocrine system and its interaction with the nervous system
Chapter3: Sensation and Perception (6-8 % of AP Exam)
A. Thresholds
B. Sensory Mechanisms
C. Sensory Adaptation
D. Attention
E. Perceptual Processes
CR 4 – Evidence of Curricular
Requirement: This course provides
instruction in sensation and
perception.
Objectives:
1. Contrast the processes of sensation and perception
2. Distinguish between absolute and difference thresholds
3. Label a diagram of the parts of the eye and ear
4. Describe the operation of the sensory systems (five senses)
5. Explain the Young-Helmotz and opponent processes theories of color vision
6. Explain the place and frequency theories of pitch perception
7. Discuss Gestalt psychology's contribution to our understanding of peception
8. Discuss research on depth perception and cues [CR 17 The course provides instruction in
empirically supported psychological facts, research findings, terminology, associated phenomena,
major figures, perspectives, and psychological experiments]
Chapter 4: States of Consciousness (2-4 % of AP Exam)
A. Sleep and Dreaming
B. Hypnosis
C. Psychoactive Drug Effects
CR 5– Evidence of Curricular
Requirement: This course provides
instruction in states of consciousness.
Objectives:
1. Describe the cyclical nature and possible functions of sleep
2. Identify major sleep disorders
3. Discuss the content and possible functions of dreams
4. Discuss hypnosis, noting the behavior of hypnotized people and claims regarding its uses
5. Discuss the nature of drug dependence
6. Chart names and effects of depressants, stimulants, and hallucinogenic drugs
7. Compare differences between NREM and REM
8. Describe the physiological and psychological effects of depressants, stimulants, and
hallucinogens
[CR 15 The course provides instruction in empirically supported psychological facts, research
findings, terminology, associated phenomena, major figures, perspectives, and psychological
experiments]
Chapter 5: Learning (7-9 % of AP Exam)
A. Classical Conditioning
B. Operant Conditioning
C. Cognitive Processes of Learning
D. Biological Factors
E. Social Learning (observational learning)
CR 6– Evidence of
Curricular Requirement:
This course provides
instruction in learning.
Objectives:
1. Describe the process of classical conditioning (Pavlov's experiments)
2. Explain the processes of acquisition, extinction, spontaneous recovery, generalization, and
discrimination
3. Describe the process of operant conditioning, including the procedure of shaping, as
demonstrated by Skinner's experiments
4. Identify the different types of reinforcers and describe the schedules of reinforcement
5. Discuss the importance of cognitive processes and biological predispositions in conditioning
6. Discuss the effects of punishment on behavior
7. Describe the process of observational learning (Bandura's experiments)
Chapter 6: Memory (8-10 % of AP Exam)
A. Memory
CR 7 – Evidence of Curricular
Requirement: This course provides
instruction in cognition.
Objectives:
1. Describe memory in terms of information processing, and distinguish among sensory memory,
short term memory, and long term memory
2. Distinguish between automatic and effortful processing
3.
4.
5.
6.
7.
Explain encoding process (including imagery, organization, etc.)
Describe the capacity and duration of long term memory
Describe the importance of retrieval cues
Discuss the effects of interference and motivated forgetting on retrieval
Describe the evidence for the constructive nature of memory
Chapter 7: Thinking and Language (8-10 % of AP Exam)
A. Language
CR 7 – Evidence of Curricular
B. Thinking
Requirement: This course provides
C. Problem Solving and Creativity
instruction in cognition.
Objectives:
1. Describe the nature of concepts and the role of prototypes in concept formation
2. Discuss how we use trial and error, algorithms, heuristics, and insight to solve problems
3. Explain how the representativeness and availability heuristics influence our judgments
4. Describe the structure of language (phonemes, morphemes, and grammar).
5. Identify language developmental stages (babbling, one word, etc.)
6. Explain how the nature-nurture debate is illustrated in the theories of language development
7. Discuss Whorf's linguistic relativity hypothesis
8. Describe the research on animal cognition and communication
Chapter 8: Testing and Individual Differences (5-7 % of AP Exam)
A. Standardization and norms
B. Reliability and Validity
CR 11 – Evidence of Curricular
C. Types of tests
Requirement: This course provides
D. Ethics and Standards in testings
instruction in testing and individual
E. Intelligence
differences.
F. Heredity/Environment and Intelligence
G. Human Diversity
Objectives:
1. Trace the origins of intelligence testing
2. Describe the nature of intelligence
3. Identify the factors associated with creativity
4. Distinguish between aptitude and achievement tests
5. Describe test standardization
6. Distinguish between the reliability and validity of intelligence tests
7. Describe the two extremes of the normal distribution of intelligence
8. Discuss evidence for both genetic and environmental influences on intelligence
9. Discuss whether intelligence tests are culturally biased
Chapter 9: Motivation and Emotion (6-8 % of AP Exam)
A. Biological Bases
B. Theories of Motivation
CR 8– Evidence of Curricular
C. Hunger, Thirst, Sex, and Pain
Requirement: This course
D. Social Motives
provides instruction in motivation
E. Theories of Emotion
and emotion.
F. Stress
Objectives:
1.
2.
3.
4.
5.
6.
7.
8.
Define motivation and identify motivational theories
Describe the physiological determinants of hunger
Discuss psychological and cultural influences on hunger
Define achievement motivation, including intrinsic and extrinsic motivation
Identify three theories of emotion (James-Lange, Cannon-Bard, Schachter-Singer)
Describe the physiological changes that occur during emotional arousal
Discuss the catharsis hypothesis
Describe the biological response to stress
Chapter 10: Developmental Psychology (7-9 % of AP Exam)
A. Life Span Approach
B. Research Methods
CR 9 – Evidence of Curricular
C. Heredity-Environment Issues
Requirement: This course provides
D. Developmental Theories
instruction in developmental
E. Dimensions of Development
psychology.
F. Sex roles, Sex differences
Objectives:
1. Discuss the course of prenatal development
2. Illustrate the development changes in physical, social, and cognitive areas
3. Discuss the effect of body contact, familiarity, and responsive parenting on attachments
4. Describe the benefits of a secure attachment and the impact of parental neglect and separation as
well as daycare on childhood development
5. Describe the theories of Piaget, Erickson and Kohlberg
6. Describe the early development of a self concept
Distinguish between longitudinal and cross sectional studies [CR 17]
Chapter 11: Personality (5-7 % of AP Exam)
A. Personality Theories and Approaches
B. Assessment Techniques
C. Self Concept/Self Esteem
D. Growth and Adjustment
CR 10– Evidence of Curricular
Requirement: This course
provides instruction in personality.
Objectives:
1. Describe personality structure in terms of the interactions of the id, ego, and superego
2. Explain how defense mechanisms protect the individual from anxiety
3. Describe the contributions of the neo-Freudians
4. Explain how personality inventories are used to assess traits
5. Describe the humanistic perspective on personality terms of Maslow’s focus on self
actualization and Roger’s emphasis on people’s potential for growth
6. Describe the impact of individualism and collectivism on self identity
7. Describe the social-cognitive perspective on personality
8. Discuss the consequences of personal control, learned helplessness, and optimism.
Chapter 13: Abnormal Psychology (7-9 % of AP Exam)
A. Definitions of Abnormality
B. Theories of Psychopathology
CR 12– Evidence of Curricular
C. Diagnosis of Psychopathology
Requirement: This course
D. Anxiety Disorders
provides instruction in abnormal
psychology.
E. Somatoform Disorders
F. Organic Disorders
G. Personality Disorders
H. Dissociative Disorders
Objectives:
1. Identify the criteria for judging whether behavior is psychologically disordered
2. Describe the medical model of psychological disorders
3. Describe the aims of DSM-IV, and discuss the potential dangers of diagnostic labels
4. Describe the symptoms of generalized anxiety disorder, phobias, obsessive-compulsive
disorder, and posttraumatic stress disorder
5. Describe and explain the development of somatoform and mood disorders
6. Describe the various symptoms and types of schizophrenia
7. Describe the nature of organic and personality disorders
8. Describe the characteristics and possible causes of dissociative disorders
Chapter 14: Treatment of Psychological Disorders (5-7 % of AP Exam)
A. Treatment Approaches
CR 13 – Evidence of Curricular
B. Modes of Therapy (e.g. individual, group)
Requirement: This course
C. Community and Preventative Approaches
provides instruction in treatment of
Objectives:
1. Discuss the aims and methods of psychoanalysis psychological disorders.
2. Identify the basic characteristics of the humanistic therapies
3. Identify the basic assumptions of behavior therapy
4. Describe the assumptions and goals of cognitive therapies
5. Discuss the benefits of group therapy and family therapy
6. Discuss the findings regarding the effectiveness of the psychotherapies
7. Discuss the role of values and cultural differences in the therapeutic process
8. Identify the common forms of drug therapy and the use of electroconvulsive therapy
Chapter 15: Social Psychology (8-10 % of AP Exam)
A. Group Dynamics
B. Attribution Process
CR 14 Evidence of Curricular
C. Interpersonal Perception
Requirement: This course provides
D. Conformity, Compliance, Obedience
instruction in social psychology.
E. Attitudes and Attitude Change
F. Organizational Behavior
G. Aggression/Antisocial Behavior
Objectives:
1. Describe the importance of attribution in social behavior
2. Explain the effect of role-playing on attitudes in terms of cognitive dissonance theory
3. Discuss the results of Asch’s experiment on conformity
4. Describe Milgram’s controversial experiments on obedience
5. Discuss how group interaction can facilitate group polarization and groupthink
6. Describe the social, emotional, and cognitive factors that contribute to the persistence of
cultural, ethnic, and gender prejudice and discrimination
7. Discuss the issues related to aggression and attraction
8. Explain altruistic behavior in terms of social exchange theory and social norms