AP Psychology A/B Course Syllabus Ms. K. Mitchell – kdm4952 ...

AP Psychology A/B Course Syllabus

AP PSYCHOLOGY SYLLABUS of 10

Ms. K. Mitchell – [email protected] http://msmitchellsclasses.weebly.com Dear Parents/Guardians and Students, Welcome to Advanced Placement (AP) Psychology. This course will introduce students to the systematic and scientific study of the behavior and mental processes of human beings and other animals. This course includes a consideration of the psychological facts, principles, and phenomena associated with each of the major subfields within psychology, with particular attention to the ethics and research methods used in psychological science and practice. This course is a yearlong course that meets for approximately 5 hours per week. This course is designed to approximate an introductory level college/university course in Psychology, and as such, students are expected to study, work, and conduct themselves as if they were enrolled in a university course. Therefore, students are expected to spend at least 45-90 minutes per night (7 Day/Week) engaged in critical reading, note taking, review of notes and texts, and completing additional assignments and projects. In order to be successful in this course, students must take the course seriously and be willing to commit to spending a significant amount of time outside of class in order to complete the tasks required. All students are expected to register for and take the AP Psychology exam in May. For additional information on the AP Psychology Course and Exam, please visit the course website (see address above) and the College Board’s AP Psychology website at http://www.collegeboard.com/student/testing/ap/sub_psych.html?phych. COURSE TEXTBOOK Myers, D. (2018). Myers' Psychology for AP (Third ed.). New York, NY: Worth. McEntarffer, R., & Weseley, A. Barron's AP Psychology, 6th ed. Hauppauge, N.Y: Barron's REQUIRED MATERIALS Students will be issued a copy of the course textbook, Psychology (8th Edition) by David Myers. Students will be assigned reading and work from books, and are expected to keep their book in good condition. Students will be expected to bring the following materials to class every day:

• At least 2 pens (blue or black ink only). WORK IN PENCIL WILL NOT BE ACCEPTED

• 9 Report covers for individual units OR 9 1-inch three-ring binders FOR THIS CLASS ONLY. (individual units will be in each).

• Notebook paper- a lot.

• The use of highlighters IS REQUIRED

• The use of flashcards, Post-it Notes, page flags, and other study aids is STRONGLY ENCOURAGED, but not required.

GRADING POLICY A student’s final grade will be based upon the following formula:

Tests, Quizzes, and Projects/Papers: 60%: Classwork & Homework (Review Questions/Notes/Etc.): 40%

Individual assignments within the categories will be weighted to signify their relative importance (i.e., tests are worth more than quizzes, projects are worth more than regular homework/classwork assignments, the midterm and final exams are worth more than unit tests, etc.) Please be clear that the teacher will not be giving the student a grade, the student will be earning the grade based upon that student’s mastery of the standards taught in this course. All work will earn a letter grade according to the following scale: 90% - 100%= A 80% - 89% =B 70% - 79% =C 60% - 69% =D Below 60% =F

mailto:[email protected]

http://msmitchellsclasses.weebly.com/

http://www.collegeboard.com/student/testing/ap/sub_psych.html?phych



HOMEWORK/CLASSWORK All homework and classwork will be due on the dates assigned. LATE WORK WILL NOT BE ACCEPTED. PROJECTS Projects will be assigned at various points during the term. These projects may be in-class, homework-based, or a combination of the two. Some projects will be group-based; some will be individual. All projects will be presented in class on the day they are due. Late projects will not be accepted, and will result in a significant lowering of a student’s grade. PAPERS During the second semester, students will be expected to complete a research paper on a specified psychological topic. Students will receive guidance on this paper throughout this course. The research paper will serve as the final examination for the second semester. Other Policies:

• Absent students will be expected to make their own efforts to make up missed work either before or immediately upon return from absence - promptly.

o Classwork missed during an excused absence MUST be made up. Students will not receive credit or make-up opportunities for unexcused absences.

• All coursework (EXCEPT OBJECTIVES and NOTES) should be typed or in blue or black ink (NO PENCIL), and contain a correct heading and title

• ALL OBJECTIVES & NOTES MUST BE HANDWRITTEN / TYPED WORK WILL RECEIVE A ZERO o Any work turned in without a NAME & SPECIFIC heading, title, or completed in an improper manner

will NOT be accepted. TESTS AND QUIZZES Comprehensive tests will be given at the end of each instructional unit. Students are responsible for studying for these exams in addition to completing their required coursework. In addition, a comprehensive midterm examination will be given after week 5 of each term, and a comprehensive final examination will be given during the last week of each term. All unit exams will consist of two sections—30-50 multiple-choice questions (67% of test grade), and one or more free-response question (33% of test grade). The midterm and final examinations will simulate the AP test, with 75-100 multiple-choice questions and two or more free-response questions (the same grading proportions apply). Each section will be timed. The AP test allows 70 minutes for 100 multiple-choice questions, and 50 minutes for two free response questions. NO MAKE-UP TESTS WILL BE GIVEN without prior approval from the teacher. Quizzes will be given frequently as a check for understanding on student reading assignments. Students can expect to be quizzed at least once a week, and will often take multiple quizzes per week. Quizzes may consist of multiple-choice and/or free-response questions. ACADEMIC HONESTY Cheating is a serious offense. It undermines the integrity of all involved in cheating. If a student chooses to cheat on an exam, quiz, or plagiarizes an assignment, that student will earn a grade of “0” on that test or assignment. In addition, a memorandum will be placed in that student’s cumulative record detailing the incidence of cheating. Prospective colleges/universities and employers that request access to the student’s cumulative record will therefore be made aware of any incidence of cheating, a revelation that may affect any decision that prospective colleges or employers may make regarding admissions or employment. ATTENDANCE AND TARDIES Attendance is very important to each student’s opportunity for success in this course. Most of the students who fail to pass this or any course do so because of excessive absences, failure to complete and turn in assigned work, or a combination of those factors. Therefore, it is VERY important to arrive on time to class every day, and to complete all assignments promptly. Tardiness will not be tolerated. A demerit will be earned for each tardy.



CLASSROOM EXPECTATIONS Students are expected to:

• Pay attention to the teacher/speaker/presenter

• Use common courtesy at all times (i.e., treating others with respect, no interruptions, etc.)

• Maintain a positive attitude and a solid work ethic.

• Put all bags and purses on the floor – THEY ARE NOT TO BE ON YOUR DESK

• Put away all food and drink for the duration of the class – They are NOT allowed in the classroom.

• Allow NO distractions to the learning environment.

• Have ALL ELECTRONIC DEVICES turned off – cell phones, iPods, etc… and put away - DO NOT HAVE THEM ON YOUR DESK OR IN YOUR LAP OR UNDER YOUR LEG

• All school rules are in effect in the classroom. No exceptions. COURSE OUTLINE The AP Psychology course consists of 9 units of study (14 units under previous version):

NEW FRAMEWORK OLD FORMAT

Units Exam

Weighting Units Exam

Weighting

Unit 1: Cognitive Psychology (includes Memory, Thinking) &(Intelligence Testing & Language)

13–17% 1 History of Psychology (2-4%)

Unit 2: Scientific Foundations of Psychology (History of Psychology & Methods and Approaches)

10–14% 2 Methods and Approaches (6-8%)

Unit 3: Biological Bases of Behavior (includes The Brain components

8–10% 3 Biological Bases of Behavior (8-10%)

Unit 4: Sensation and Perception

6–8% 4 Sensation and Perception (7-9%)

Unit 5:

States of Consciousness) In the 8-10 % of Biological Bases of behavior

5 States of Consciousness (2-4%)

Unit 6: Learning (includes Conditioning)

7–9% 6 Learning (7-9%)

Unit 7:

Motivation, Emotion and Stress

11–15% 7 Cognition (8-10%)

Unit 8: Developmental Psychology

7–9% 8 Motivation and Emotion (7-9%)

Unit 9: Personality & Intelligence Part of the 11–15% from motivation…

9 Developmental Psychology (7-9%)

Unit 10: Clinical Psychology (includes Abnormal

Psych & Treatment of Psych Disorders) 12–16% 10 Personality

(6-8%)

Unit 11: Social Psychology

8–10% 11 Testing and Individual Differences

(5-7%)

*NOTE: SOME OF THE UNITS MAY BE BROKEN UP FOR THE SAKE OF CLARITY AND FURTHER STUDY

12 Abnormal Psychology

(7-9%)

After the exam

Criminal Psychology - possibly 13 Treatment of Psychological Disorders

(5-7%)

14 Social Psychology

(7-9%)

Each area of study will be part of a unit of study for this class. Some areas of study will be combined into a single unit; others will stand on their own. Please see the following course plan for details

NOTE: The instructor reserves the right to make changes, additions, and deletions to the guidelines and policies outlined in this syllabus.



COURSE PLAN (DETAILED) The following is an approximate pacing plan for this course:

UNIT TITLE TIME FRAME TEXT(S) OBJECTIVES

1 Cognition Includes Testing and Individual Differences

2 ½ weeks Myers: Chapter 7

MEMORY

• Describe and differentiate psychological and physiological systems of memory (e.g., short-term memory, procedural memory)

• Outline the principles that underlie effective encoding, storage, and construction of memory

• Describe strategies for memory improvement COGNITION

• Describe the nature of concepts and the role of prototypes in concept formation.

• Discuss how we use trial and error, algorithms, heuristics, and insight to solve problems.

• Explain how the representativeness and availability heuristics influence our judgments.

LANGUAGE

• Describe the structure of language (phonemes, morphemes, grammar).

• Identify language developmental stages (babbling, one word, etc.)

• Explain how the nature-nurture debate is illustrated in the theories of language development.

• Discuss Whorf’s linguistic relativity hypothesis EXAMPLE ACTIVITIES

• Lecture/Discussion

• Memory exercises TESTING • Trace the origins of intelligence testing. • Describe the nature of intelligence. • Identify the factors associated with creativity. • Distinguish between aptitude and achievement tests. • Describe test standardization. • Calculate I.Q. and percentiles. • Distinguish between the reliability and validity of intelligence tests. • Describe the two extremes of the normal distribution of intelligence. • Discuss evidence for both genetic and environmental influences on intelligence. • Discuss whether intelligence tests are culturally biased. EXAMPLE ACTIVITIES: • Lecture/Discussion • Students will take different IQ tests to explore bias in testing. • Students will work with calculations of IQ and percentile ranks.•

2 History, Research Methods, and Approaches to Psychology

2 ½ weeks Myers: Chap 1 & 2 Barron’s: Ch. 1 & 2

• Define Psychology and trace its historical development

• Compare/Contrast psychological perspectives

• Identify basic and applied research subfields of psychology.

• Write up a simple experiment (variables, groups, sampling, population, etc.)

• Compare and contrast different research methodologies (case study, survey, naturalistic observation, etc.)

• Explain correlation studies

• Describe the measures of central tendency and measures of variability.

• Calculate z-scores, percentiles, and area under a standard distribution curve.

• Discuss the ethics of animal and human research. EXAMPLE ACTIVITIES:


• Evaluation of research case studies to determine ethical appropriateness.




• Evaluation of media reports of research

• Guided practice with descriptive statistics

• In-class demonstrations of the hindsight bias and research design

3 Biological Bases of Behavior

2 weeks Myers: Ch. 3 Barron’s: Ch. 3

• Describe the structure of a neuron and explain neural impulses.

• Describe neuron communication and the impact of neurotransmitters.

• Classify and explain major divisions of the nervous system.

• Describe the functions of the major brain structures.

• Identify the four lobes of the cerebral cortex and their functions.

• Discuss the association areas and neural networks.

• Explain results of split-brain studies.

• Describe the nature of the endocrine system and its interaction with the nervous system.

EXAMPLE ACTIVITIES:


• Labeling/drawing of key neural structures (neurons, parts of the brain, etc)

• Create brain hats

• Create model neuron

• Writing Narrative descriptions of the firing of neurons

• Creation of “Brain Superheroes”

• Graphic organizer: brain components and function

4 Sensation and Perception


• Contrast the processes of sensation and perception.

• Distinguish between absolute and difference thresholds.

• Describe the parts and functions associated with the senses.

• Explain the Young-Helmholtz and opponent-process theories of color vision.

• Explain the place and frequency theories of pitch perception.

• Discuss Gestalt psychology’s contribution to our understanding of perception.

• Describe research on monocular and binocular depth perception cues. EXAMPLE ACTIVITIES:

• Lecture & Discussion

• Work with describing and analyzing common illusions

• Simulation of Asch conformity experiment with Muller-Lyer Illusion

• Experiment with Binocular/Monocular vision

5 States of Consciousness

1 ½ weeks Myers: Ch. 5 Barron’s: Ch. 5

• Describe the cyclical nature and possible functions of sleep.

• Identify the major sleep disorders.

• Discuss the content and possible functions of dreams.

• Discuss hypnosis, particularly the behaviors of hypnotized people and claims regarding its uses.

• Discuss the nature of drug dependence.

• Chart names and effects of depressants, stimulants, and hallucinogens. EXAMPLE ACTIVITIES:


• Students keep a sleep/dream log for a week and analyze results

• Graphic organizers: States of Consciousness

MIDTERM A Around October UNITS 1-3 or 4

6 Learning 2 weeks Myers: Ch. 6 Barron’s: Ch. 6

LEARNING

• Describe the process of classical conditioning

• (i.e., Pavlov’s experiments)

• Explain the processes of acquisition, extinction, spontaneous recovery, generalization, and discrimination.

• Describe the process of operant conditioning, including the procedure of shaping, as demonstrated by Skinner’s experiments.

• Identify the different types of reinforcers and describe the schedules of reinforcement.



UNIT TITLE TIME FRAME TEXT(S) OBJECTIVES • Discuss the importance of cognitive processes and biological predispositions in

conditioning.

• Discuss the effects of punishment on behavior.

• Describe the process of observational learning (Bandura’s experiments).

Describe the research on animal cognition and communication. EXAMPLE ACTIVITIES:


• Simulation: Classic Conditioning (Pavlov’s experiments)

• Simulation: Operant conditioning (Skinner’s experiments)

• Functional fixedness exercises

• Case studies on dyslexia

7 Motivation, Emotion and Stress


• 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 the 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. EXAMPLE ACTIVITIES:


• Student-generated reflections on motivation (in school) and emotion (romantic love)

7 Developmental Psychology

2 weeks

Myers: Ch.9 Barron’s: Ch. 9

• Discuss the course of prenatal development.

• Illustrate developmental changes in physical, social, and cognitive areas.

• Discuss the effects of body contact, familiarity, and responsive parenting on attachments.

• Describe the benefits of a secure attachment and the impact of parental neglect and separation as well as day care on childhood development.

• Describe the theories of Piaget, Erikson, and Kohlberg.

• Describe the early development of a self-concept.

• Distinguish between longitudinal and cross- sectional studies. EXAMPLE ACTIVITIES:


• Naturalistic observation of elementary school students (w/write-up of observation utilizing

• terminology studied in unit).

8 Personality 1 ½ weeks Myers: Ch. 10 Barron’s: Ch. 10

• Describe personality structure in terms of the interactions of the id, ego, and superego.

• Explain how defense mechanisms protect the individual from anxiety.

• Describe the contributions of the neo-Freudians.

• Explain how personality inventories and factor analysis are used to assess traits.

• Describe the humanistic perspective on personality in terms of Maslow’s focus on self-actualization and Rogers’ emphasis on people’s potential for growth.

• Describe the impact of individualism and collectivism on self-identity.

• Describe the social-cognitive perspective on personality.

• Discuss the consequences of personal control, learned helplessness, and optimism.

EXAMPLE ACTIVITIES:


• Completion of several personality profiles, with analysis of results and




discussion of flaws in

• testing process

• Viewing of the film “The Breakfast Club,” with analysis of personalities of characters utilizing

• differing personality theories/approaches.

FINAL A During finals week

UNITS 1-7

DATES SUBJECT TO SHIFT A DAY OR TWO – WILL BE MODIFIED ACCORDINGLY

9 Abnormal Psychology

2 ½ weeks Myers: Ch. 12 Barron’s: Ch. 12

• Identify the criteria for judging whether behavior is psychologically disordered.

• Describe the medical model of psychological disorders.

• Describe the aims of DSM-V, and discuss the potential dangers of diagnostic labels.

• Describe the symptoms of generalized anxiety disorder, phobias, obsessive-compulsive disorder, and post-traumatic stress disorder.

• Describe and explain the development of somatoform and mood disorders.

• Describe the various symptoms and types of schizophrenia.

• Describe the nature of organic and personality disorders.

• Describe the characteristics and possible causes of dissociative disorders.

EXAMPLE ACTIVITIES:


• Students will diagnose symptoms found in the DSM-V

• Students will create a DSM-VI description for “senioritis”

•

10 Treatment of Psychological Disorders


• Explain the major characteristics and methods of psychoanalytic, humanistic, behavioral, and cognitive therapies.

• Discuss the benefits of group therapy and family therapy.

• Discuss the findings regarding the effectiveness of the psychotherapies.

• Discuss the role of values and cultural differences in the therapeutic process.

• Identify the common forms of drug therapy and the use of electroconvulsive therapy.

EXAMPLE ACTIVITIES:


• Students will “treat” each other for disorders

• Use of differing approaches for treatment of disorders.

• Fractured Fairytales

11 Social Psychology 2 weeks Spring Break

in April

Myers: Ch. 14 Barron’s: Ch. 14

• Describe the importance of attribution in social behavior.

• Explain the effect of role-playing on attitudes in terms of cognitive dissonance theory.

• Discuss the results of Asch’s experiment on conformity.

• Describe Milgram’s controversial experiments on obedience.

• Discuss how group interaction can facilitate group polarization and groupthink.

• Describe the social, emotional, and cognitive factors that contribute to the persistence of cultural, ethnic, and gender prejudice and discrimination.

• Discuss the issues related to aggression and attraction.

• Explain altruistic behavior in terms of social exchange theory and




social norms. EXAMPLE ACTIVITIES:


• Evaluation of the “Stanford Prison Experiment”

• Social Trap exercise

• Elevator simulation

MIDTERM B

TBA

SIMULATED AP TEST

AP EXAM REVIEW

April until exam in May-AP EXAM

• Review AP Topics

• Begin researching topics for final project

• Discuss writing/study strategies

AP PSYCH EXAM TBA GOOD LUCK!

Psychology Research Project

TBA Project DUE: TBA - Students will present their project to the class on the week of: TBA Last day of school: TBA

Criminal Psychology (If Time Permits)



PARENTAL PERMISSION FOR VIEWING R-RATED FILMS The following films are rated R and require parental permission to be shown in class. They are relevant to the various units of study that we cover in AP Psychology and will be used as an instructional tool to illustrate various psychological concepts. This letter is being sent to you in compliance with the District policy requiring parents/guardians to approve the intended use of filmed programs in any format (including videocassette, 16mm film, DVD, CD-ROM, broadcast television, or streamed file) which are not owned, broadcast, or recommended by the District prior to their scheduled showing. As part of that policy, we ask you to complete the form below, authorizing or exempting your child from the video showing. Please return your completed form to me as soon as possible. Students exempted from this showing will be required to complete an alternative assignment. Please feel free to contact me if you have any questions or need any clarification. I can be most easily reached via email at [email protected]. Thank you for your time and consideration.

PARENTAL PERMISSION FOR VIEWING R-RATED FILMS CONT… *All films may not be used / select scenes, and not the whole movie, will be used for some.

I understand that this course is taught at a college level, which means there will be a rigorous schedule of readings, tests and assignments. I am aware the course covers a variety of topics, some of which are sensitive or controversial. I will uphold my requirement to be a responsible, tolerant and respectful participant in all classroom discussions and assignments.

50 First Dates (Memory / Amnesia) Liar Liar (Learning /Operant Conditioning & Reinforcement) The Joy Luck Club (Nature, Nurture & Human Diversity /mother-daughter relationships, ethnic identity, culture & assimilation) The Breakfast Club (Developmental/Social Psychology-adolescence, rebellion) Good Will Hunting (Intelligence and Therapy) Full Metal Jacket (motivation, emotion, group dynamics, power dynamics, stress, PTSD) A Beautiful Mind (Abnormal Psychology) Black Swan (Abnormal Psychology) Primal Fear (Abnormal Psychology, psychology as a defense) As Good As It Gets (Abnormal Psychology-OCD) A Clockwork Orange (Abnormal Psychology / Treatment /Aversion Therapy, antisocial personality disorder) Copycat (Abnormal Psychology / Phobias / Agoraphobia) The Lottery (Social Psychology-conformity / group dynamics) Crash (Social Psychology – prejudice, power dynamics, racial tension, ethics)

mailto:[email protected]



After you have read and discussed this with your parent(s)/guardians(s), please click on the following link to a Google Form to submit confirmation and communications regarding the syllabus: Syllabus Signature

https://forms.gle/7LzuxXfKjZL1XH7W7

AP Psychology A/B Course Syllabus Ms. K. Mitchell – kdm4952 ...

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