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South Sumter High School AP Psychology Course Syllabus 2011-2012 Mrs. Danielle N. Stewart (352) 793-3131 [email protected] Please return this Student-Parent-Teacher contract with appropriate signatures to Mrs. Stewart. This will be your first grade in the grade book. We have read and agree with the Course Syllabus, the requirements, and the Assignments for AP Psychology at South Sumter High School. ___________________________________ Print Student Name ___________________________________ Student Signature ___________________________________ Print Parent/Guardian Name ___________________________________ Parent/Guardian Signature ___________________________________ Phone: day/evening ___________________________________ E-mail address (list all that apply) 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: 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