Download Psychology 2013 Updated 8/04/2013 Mr. Scott Johnson 2013

Psychology 2013
Updated 8/04/2013
Mr. Scott Johnson
2013-2014 Course Policies, Procedures and Syllabus
I. Course Description
The course will cover Georgia Psychology State Standards and The Common core standards using the,
Thinking about Psychology Text book and additional primary and secondary sources.
II. Course Requirements and Grades
30% * Unit Tests:
30% * Projects
15% * Classroom work
15% * Module Quizzes:
10% * Final: 10%
III. Classroom Policies and Procedures
A. Handbook: Read and become familiar with your hand book… all, state, county and school policies
will be adhered to and enforced.
B. Materials: All students are expected to bring their text, something to write with (pen or Pencil) to
class every day. Students will need one composition book to keep notes and a folder to keep
C. Attendance:
a. All students are to be in their seats ready to begin the day’s work when the bell rings. Your
notebook should be ready and homework prepared to turn in.
b. Tardiness will be dealt with in accordance to school policy. Late students are not permitted
extra time for quizzes or exams.
c. Any student with an excused absence from class is responsible for all work missed. Make
arrangements with a classmate to get notes that you missed and talk to me in the last five
minutes of class to get any other make-up work. Assignments which were due on the date of
the student’s absence is due immediately upon the return of the student to class. Unexcused
absences will be dealt with in accordance to school policy.
d. Know the School Policy
D. Participation:
a. All students are expected to participate in class discussions.
b. There will be no sleeping in class. Sleep at night!
c. Follow the rules of common courtesy. Do the right thing.
E. Assignments:
a. Homework is due at the beginning of class so do not plan on finishing it during class.
Students that do not do homework will be behind the next day.
b. All assignments are to be submitted on their due date. If a student has excused absents on the
due date of an assignment, the assignment is due immediately upon the return of the student
to class.
c. Homework should be written on notebook paper so that it can be kept in your notebook.
d. I strongly advise you to keep all returned assignments in a three binder until the end of the
semester. This will allow you to keep track of your progress during the academic year.
F. Tests:
a. It is your responsibility to make up tests missed due to an excused absence. It is the
Student’s responsibility to make up a Test. An exam will be temporarily excused if you have
two or more consecutive absences leading up to the exam day. Then you will have 5 days to
make up the exam. Exam grades will be entered as a zero (Z) until the make-up exam is
graded. School policy will be followed in regards to semester exams and EOC.
G. Other Policies:
a. I expect that you will treat the classroom and its contents with respect. Before leaving the
room, make sure that all materials are returned to their rightful places and that you have
picked up the area around your desk.
b. I will not allow you to eat in the classroom. You may drink plain bottled water.
c. Cell Phone in accordance to school policy is allowed with teacher guidance.
d. Substitute teachers are entitled to your respect and cooperation. My absences are generally
announced in advanced.
H. Text Book:
a. Title: Thinking about Psychology (Replacement cost $105)
IV. Syllabus
Based on Cobb County Psychology SCOPE & SEQUENCES
V. Teaching Content and Strategies
1.
2.
3.
4.
5.
Understanding what you read
Compare and Contrast
Main Idea Drawing Conclusions
Synthesizing Information and Drawing Conclusions
Cause and Effect
Below are the standards and essential questions we will cover this semester and those
which you should master. PLEASE tell me if you are confused.
You will use this paper as your ending activity in class.
Standard
UNIT 1 (Ch 1.)
Psychology Foundations
& Research
Module 1 & 2
SSPFR1
The student will
explain selected
historical and
contemporary
perspectives and
practices of
psychologists.
SSPFR2
The student will
explain the research
methods and the
types of statistics
used in the field of
psychology.
UNIT 2 Change in
Behavior & Cognition Ch
7 & 8 Module 15-19
SSPBC1
The student will
identify the
characteristics of
and major
approaches to
learning.
SSPBC2
The student will
analyze key
concepts associated
with information
processing.
(memory/forgetting)
SSPBC3
Describe behavioral,
social, and cognitive
changes from the
prenatal period
throughout the life
span.
You should be able to…
1. Define psychology and its associated subject matter. (FR1.a; FR1.b)
2. Differentiate Psych from other sciences and social sciences. (FR1.a)
3. Trace the current goals, the evolution and changed of psych. (FR1.a)
4. Explain behaviors from multiple perspectives. (FR1.b)
5. Identify YOUR psychological approach to life. (FR1.b)
6. Identify the 6 historically relevant psychologist & their contributions. (FR1.c)
7. Determine the career choices available in psychology. (FR1.c)
8. Explain how psychologist use the scientific method to describe, explain, predict, &
control behaviors (FR2.a)
9. Differentiate between the various ways research is conducted using the 7
approaches to research. (FR2.b)
10. Put together a psychological experiment using independent & dependent variables,
& experimental controls such as blind/double blind procedures & placebo controls.
(FR2.c) (
11. Show the correlation in an experiment. (FR2.d)
12. Tell how statistics is used in psychological research using graphs that show
descriptive & inferential statistics. (FR2.e; FR2.f)
13. List the 4 ethical concerns regarding human psychological experiments. (FR2.g)
1. Determine how learning is a changed behavior based on your life experiences.
(BC1.a)
2. Explain how the social learning theory and the behaviorist theory approach learning.
(BC1.b; BC1.d)
3. Compare & contrast the process of classical & operant conditions on your learned
behaviors. (BC1.c)
4. Put together the process of processing information through working memory, long
term memory, sensory memory & attention. (BC2.a)
5. Give the strategies that you will use to improve your memory by using mnemonics,
rehearsal, & elaboration. ( BC2.b) *
6. Explain how you forget information including loss of access, interference,
displacement & decay. (BC2.c)
7. Provide personal examples on how you use problem solving & decision making
strategies such as heuristics, algorithms, biases, & mental set. (BC2.d)
8. Trace the physical changes a person goes through from conception to late
adulthood by identifying the critical periods of development associated with each
stage. ( BC3.a; BC3.d)
9. Arrange the stages of development according to Freud, Piaget, Kholberg & Erikson.
(BC3.b)
10. Explain how we learn language according to Chomsky, Skinner & Whorf and what
role language plays in thinking. (BC3.c)
UNIT 3 Variability of
Behavior Among
Individuals & Groups
Module 3, Ch 10 Module
23 & 24 Ch 11 Module 25
& 26, Ch 12 Module 27,
28 & 29; Ch 13 Module
30 & 31
SSPVB2
The student will
evaluate
assessment tools
and theories in
personality.
SSPVB1
The student will
analyze concepts
related to the
measurement and
nature of
intelligence.
SSPVB3
The student will
identify abnormal
behavior and
treatment.
1. Define personality. (VB2.a)
Examine how your personality is evolving. (VB2.a)
2. Differentiate Freud’s psychodynamic theory, social- cognitive perspective & the
humanistic theory. (VB2.a; VB2.b; VB2.d )
3. Justify the purpose & theories behind the trait perspective. (VB2.c)
4. Compare general & multiple perspectives. (VB1.a)
5. Trace the influences genes & the environment have on your personality &
intelligence. (VB1.b)
6. Determine which personality/intelligence testing is reliable & valid and what is
Facebook fun. (VB1.c)
7. Debate the benefits & drawbacks of intelligence testing for the individual & society’s
perspective. (VB1.d)
8. Distinguish between normal & disordered behavior using distress, deviance&
dysfunction as your guide. (VB3.a)
9. *Compare the methods used to diagnose & assess abnormal behavior using the
Diagnostic & Statistical manual, the MMPI & projective tests. (VB3.b)
10. *Identify the each of the following disorders & the treatment appropriate for each:
anxiety, mood, personality, & schizophrenia. (VB3.c)
11. *Differentiate biomedical, psychoanalytical, cognitive & behavioral approaches to
treatment. (VB3.e)
12. *Debate the challenges associated with labeling psychological disorders & the
impact of the diagnosis on patients. (VB3.d)
Unit 4 Biological
Foundations Ch 3
Module 7 & 8, Ch 2
Module 4, 5 6
SSPBF1
The student will
explain the
development,
structure, and
function of biological
systems and their
role in behavior,
cognition, and
emotion.
SSPBF2
The student will
compare different
states of
consciousness.
SSPBF4
The student will
describe how the
physical world is
translated into a
psychological
experience.
1. Identify & explain the role of the central and peripheral nervous system on
behavior. ( F1.a)
2. Label the parts & functions of a neuron. (F1.b)
3. Explain how information is transmitted through the brain. (neurotransmission;
action potentials & synaptic transmission). (F1.c)
4. Identify the major structures & functions of the brain. (F1.d)
5. Explain how a MRI, fMRI, PET, CAT & EEG work to provide feedback on brain
functioning. ( F1.e)
6. Describe the importance of sleep & the side effects of sleep disorders & sleep
medications on your physical & mental functioning. (F2.a)
7. Create a dream journal to apply the different interpretations & uses of dream
analysis. (F2.b)
8. Judge the validity of hypnosis. (F2.c)
14. Describe the physical & psychological effects of addiction on the brain & body.
(F2.d) Classify drugs as stimulants, depressants & hallucinogens. (F2.e)
9. Explain how drugs affect neurotransmission & behaviors. (F2.e)
10. Identify the basic structures of the eye and ear. (F4.a)
11. Compare top-down & bottom-up processing. (F4.e)
12. Trace the process of sensory transduction & the associated neural pathways. (F4.a)
13. Determine the environmental causes, & the role of aging, genetics, diet, disease &
trauma, on hearing & vision. (F4.b)
14. Explain how the opponent process theory, trichromatic theory of vision, frequency
theory, volley theory, & place theory of hearing are associated with visual &
auditory sensation & perception. (F4.c)
15. Analyze perceptual illusions & determine how illusions are important for
understanding perception.
1. Explain phenomena that result from the influence of the social environment on the
individual and vice versa; include obedience, social facilitation, social loafing,
bystander apathy, conformity, groupthink, group polarization, and deindividuation.
(SP1.a)
2. Examine how attribution & dissonance theories pertain to social judgments &
attitudes. (SP1.b)
3. Explain the factors that contribute to affiliation & attraction (proximity, mereexposure effect & similarity). (SP1.c)
4. Judge the ethics of experimentation in social psychology. (SP1.d)
5. Categorize & explain the different physiological & psychological reactions to stress.
(BF3.a)
6. Identify strategies & behavior modifications you will use to promote health. (BF3.b)
7. List the influences that motivate you to succeed & achieve. Label each motivation as
biological, cognitive/learning, & humanistic. (BF5.a)
8. Compare & contrast theories of emotion; include James-Lange, Cannon-Bard, &
Singer-Schacter’s 2 Factor
Unit 5 Social Psychology:
Ch 14 Module 32, 33, &
34
SSPSP1
The student will
analyze the impact
of the social
environment on
behaviors and
attitudes.
SSPBF3
The student will
discuss the
components of
stress.
SSPBF5
The student will
identify major
theories and
concepts related to
motivation and
emotion.
Calendar
1
AUG
8/5
6
No school
8/12
11
8/13
8/19
SEP
End Week
3
SEP
12
8/26
16
9/2
9/9
Cognitive Domain
Sensation Perception
SSPBF2 a,b
30
9/16
8/27
9/3
26
9/23
Cognitive Domain
Processing SSPBF2 a,b
9/17
36
10/1
Cognition Drug
Neurotransmission
TEST
9/18
Cognitive Domain
Theories SSPBF2 d
SSPBF2d
9/19
9/26
SSPBF2c
10/2
No School
9/12
38
43
10/3
No School
8/30
SSPBF1 c
9/5
33
8/23
19
24
9/6
Test
29
9/13
End Week 6 Illusions
SSPBF2 d
34
Cognition Hypnosis
SSPBF2c
9/25
42
8/29
28
Cognitive Domain
Transduction SSPBF2 c
SSPBF2d
41
9/11
37
15
SSPFR2 e,f,g
23
SSPBF2a
9/24
8/22
18
8/16
SSPFR1 c
Biological Functions
BRAIN SSPBF1 a,b,c,d,e
SSPBF1 d,e
32
10
SSPBF1 a,b
9/4
27
8/15
14
SSPBF1 a,b
Cognition Sleep
SSPBF2a
Cognition Addiction
SSPBF2d
9/30
Cognition Drug
Neurotransmission
SSPBF2e
9/10
31
9
8/9
SSPFR1 a,
SSPFR2.c,d
8/28
22
5
SSPFR1 a,b
8/21
17
8/8
SSPFR1 a,b
SSPFR2.b
21
Cognitive Domain TEST
SSPBF2 d
40
13
Nervous System
SSPBF1 d
25
OCT
8/20
Labor Day
4
SSPFR1 b
Biological Functions:
SSPBF1 a
SSPBF1 a,b,c
35
8/7
Get to Know You
Psychology Intro, History,
& Research SSPFR1 a,b
8
8/14
SSPFR2. a
No Class
20
3
SSPFR1 b
SSPFR1 c
*
OCT
7
SSPFR1 a,
AUG
SEP
8/6
No School
AUG
SEP
2
9/20
Cognition Dreams
SSPBF2b
39
9/27
Cognition Drug
Classification
SSPBF2c
44
10/4
No School
45
OCT
10/7
No School
50
OCT
10/14
55
10/21
60
10/28
11/4
11/18
DEC
11/5
57
11/12
70
11/19
75
No School
12/2
Abnormal Psych
Schizophrenia
SSPBV3c
84
12/9
66
10/30
Election Day
11/6
Developmental Psych
TEST SSPBC3.c
*
11/13
11/26
71
11/20
Abnormal Psych Mood
SSPBV3c
76
No School
11/27
12/3
Abnormal Treatment
SSPBV3e
12/10
81
10/17
58
54
59
10/31
11/7
Personality Theories
PsychodynamicSSPVB2a
*
11/14
63
11/21
68
11/28
*
12/11
11/15
Abnormal Psych
Diagnose SSPVB3a
73
82
78
11/29
Abnormal Psych
Depression SSPBVc
12/5
83
SSPSP1a
87
11/22
No School
No School
12/4
11/8
Personality Theories
Humanistic SSPVB2b
Abnormal Psych Mood
SSPBV3c
77
11/1
Personality Kohlberg
Erikson SSPBC3B
Unit 8 TEST Personality
72
10/25
Social Psych
Motivation SSPBF5b
Dev. Psych Personality
Piaget SSPBC3B
67
10/18
SSPBC2a
10/24
62
10/11
Operant Conditioning
SSBC1c
SSPBF5a
Abnormal Treatment
SSPBV3e
86
49
Memory SSPBC2
No School
80
85
53
Dev. Psych Personality
Freud SSPBC3b
Intelligence Tests
SSPBV1b,c,d
74
11/25
10/23
61
Nature/Nurture
SSPBV1b
Abnormal Psych Anxiety
SSPBV3c
79
DEC
65
*
10/16
10/10
End Week 9 Classicial
Conditioning SSBC1c
Social Learning SSBC1d
Dev Psych SSPBC3a
Abnormal Psych Define
SSPBV3b
DEC
52
Language SSPBC3.c
11/11
48
Conditioning/Learning
TEST
10/29
Trait Perspective
SSPVB2c
69
10/22
*
No Class
*
DEC
56
10/9
Classical Condtioning
SSBC1c
SSPBC2c
64
NOV
10/15
Operant Conditioning
SSBC1c
Social Psych Emotions
NOV
NOV
51
SSPBC2b
NOV
47
Learning SSPBS1a
Operant Conditioning
SSBC1c
NOV
10/8
46
12/6
SSPSP1b
12/12
*
12/13
Social Psych SSPSP1c
Social Psych Theories
SSPSP1d
SSPBF3a
SSPBF3b
Review
12/16 Review
12/17 Review
12/18 Review
12/19 FINALS
12/20 FINALS
My goals for this course: