AP Psychology
Fall& Spring Semester ~ 2017
Andrea Gonzalez, PsyD
7th period (reg. schedule time = 1:05-1:50pm) Room 302
/ 210-344-9265X335
Counseling Department office ~
The Advanced Placement (AP) Psychology course is designed to mirror an introductory-level college psychology course, which introduces students to the systematic and scientific study of the behavior and mental processes of human beings. 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.
Psychology (AP) is not only an introduction to the field of psychology & its history, but also to its application in our daily lives. During this course, junior and senior students will observe behavior, study its theories, understand brain functions, evaluate approaches and discuss new & evolving hypotheses. In addition to standard expectations, students will be required to actively participate in class discussions, projects and activities. Learning objectives for the course will include the major content areas covered in the AP Psychology exam.
In addition to the preparation necessary for the AP exam, it is our goal and hope that students will learn more about themselves and more about others. Because psychology is connected to both social sciences and natural sciences, we will learn more about the social and biological aspects of human behavior.
Course Objectives: Upon the successful completion of this course, students will be able to:
- Identify major contributors to the field of Psychology.
- Explain basic methods of psychological research.
- Apply major theories and stages of development (from infancy through adulthood) to their own lives as well as those around them.
- State, label, and describe basic parts and functions of the human brain and nervous system and how messages they send influence our behavior.
- Describe the research related to sleep and dreams.
- Outline the principles involved in sensation and perception.
- Break down and illustrate the principles and techniques surrounding classical and operant conditioning.
- Recall and explain the cognitive theorists’ approach to the study of emotions.
- Identify ways of measuring test standardization, reliability, and validity.
- Explain the various views of intelligence.
- Describe and evaluate the major schools of personality theory.
- Summarize the major causes, symptoms, treatment, and prognoses of various psychological disorders: disorders of mood, personality, anxiety, thought (psychotic disorders, schizophrenia).
- Explain and differentiate between the various forms of psychotherapy ranging from psychoanalysis to new biological approached to treatment.
Textbook: Psychology for AP, 2nd edition ~ author = David G. Myers, publisher = New York, Worth (2014) ISBN-13 = 978-1464113079
Suggested Additional Resources:
- Strive for 5: Preparing for the AP Psychology Examination, 2nd Edition, Worth, 2014 (ISBN-10: 1464156050)
- Free and Open Resources on the Online textbook website, accessed through
- College Board AP Central, accessed through
- Publicly Released AP Psychology Exams (as provided by the College Board)
- 5 Steps to a 5 – AP Psychology
- Barron’s AP Psychology Review Book
Required materials: Each day, please bring the following items to class: your textbook, a binder for handouts, a spiral notebook or notebook paper, pen/pencil/ highlighters. It is also recommended that students purchase a package of lined index cards and/or colored lined index cards, as we will be compiling study cards throughout the year to be used for AP exam preparation.
The grade you earn will be based upon the number of points within the context of the following weights:
Classwork/Homework=10%
Quizzes/minor projects = 35%
Tests/major project = 55%
**Classworkincludes class participation during discussions & class activities! Homework may include daily readings w/ short assignments, vocabulary definitions, chapter questions, etc. Minor projects/quizzes may include short essays, reading/vocabulary quizzes, & will always include FRQ’s (Free Response Questions) which will help prepare students for the FRQ’s found on the AP exam. Major projects/tests will include Unit exams, and presentations on selected psychology topics.
**Late homework is accepted, however students will lose 10 points each day it is late, unless there is an excused school absence or other circumstance that has been communicated to the teacher. If you are absent the day of an exam, you are expected to be prepared to take the exam the day of your return. In the case of an illness, please communicate to me via email or office phone message so that we can make arrangements for you to take a make-up exam; the same communication is expected in the case of absences for school functions so that an alternative day to take the exam may be scheduled.
Year At A Glance (YAG): Please note that all dates in the syllabus are tentative and are subject to change.
Semester Unit Title Percentage ofAP Exam Approximate Dates
Fall
Unit 1: History and Approaches 2 - 4% August 17 – August 25
Unit 2: Research Methods 8 - 10% August 28 – September06
Unit 3: Biological Bases of Behavior 8 - 10% September 8–September 22
Unit 5: States of Consciousness6 - 8% September 25–October 03
Unit 4: Sensation & Perception2 - 4% October 05 – October 19
Unit 6: Learning 7 - 9% October 23 – October 27
Unit 7: Cognition 8 - 10% October 30 – November07
*Review week = research, classic studies, & theory/practice AP exam *November 13 - 17 *
Unit 8: Motivation and Emotion 6 - 8% November 27– December 12
Spring
Unit 9: Developmental Psychology 7 - 9% January 08 – January 18
Unit 10: Personality 5 - 7% January 22 – February 02
Unit 11: Testing and Individual Differences 5 - 7% February 05 – February 16
Unit 12: Social Psychology 8 - 10%February 20 – March 06
Unit 13: Abnormal Behavior 7 - 9% March 19 – March 30
Unit 14: Treatment of Abnormal Behavior 5 - 7% April 04 – April 17
Review for AP Psychology Exam April 30 – May 04
**AP PSYCHOLOGY EXAM* Monday, May 7, 2018
Movie analysis project week May 9 – May 16
Final Projects/PresentationsMay 18 – May 25
The AP Psychology Exam is Monday, May 7, 2018
Noon, Afternoon Session
* Multiple 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 review material/resources, review week, using released AP Psychology practice tests (both multiplechoice and FRQ), and working in small groups to complete various review activities.
Students,
I am very excited to be sharing this learning experience with you. Please remember that I am here to support you!!!I am available during lunch, as well as in my counseling office during the day and after school. You can also email me .
I am looking forward to making this class FUN and helping you realize that learning is indeed a PROCESS!!! You can do it!! Just let me know whenever anything is unclear or if you need help in any way! Keep in mind: Motivation and determination is of much greater importance to your success than your current level of ability. If you are willing to put forth your best effort and persevere through the challenging times, you will succeed in this class!
What you can do to help yourself:Don’t miss class!Don’t be afraid to ask for help! Set a schedule and keep to it. Half the battle is vocabulary; study the terms! Take notes in class every day. Put them in your own words.
By the way….do you know what GRIT is????
Who is Angela Lee Duckworth? Let’s find out together and make this an amazing school year!!
GET READY TO “GET PSYCHED!”
AP Psychology CourseOutline
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 Modules: 1 – 3 (8/17 – 8/25)
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 Activity: Perspectives Case Study
Unit 2: Research Methods (8 – 10%)
Textbook Modules: 4 – 8 (8/28 – 9/06)
A. Experimental, correlational, and clinical research
B. Statistics
C. Research Methods 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 Activity: Various Class Research Activities
Unit 3: Biological Bases of Behavior (8 – 10%)
Textbook Modules: 9 – 15 (09/4 – 09/22)
A. Physiological techniques (e.g., imaging, surgical)*progress reports
B. Neuro-anatomy= 09/15
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 End of 1st quarter
Unit 5: States of Consciousness (2 – 4%)
Textbook Modules: 22 – 25 (09/25 – 10/03)
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: Dream Journal and Analysis
Unit 4: Sensation and Perception (6 – 8%)
Textbook Modules: 16 – 21 (10/05 – 10/19)
A. Thresholds and signal detection theory
B. Sensory mechanisms
C. Attention
D. Perceptual processes
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
Unit 6: Learning (7 – 9%)
Textbook Modules: 26 – 30 (10/23 – 10/27)
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
Unit 7: Cognition (8 – 10%)
Textbook Modules: 31 – 36 (10/30 – 11/08)
A. Memory B. Language *progress reports
C. Thinking= 11/10
D. Problem solving and creativity
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
**Review Week (research, classic studies, theories & AP practice exam questions) (11/13 – 11/17)
Thanksgiving Holidays!(11/20 – 11/24)
Unit 8: Motivation and Emotion (6 – 8%)
Textbook Modules: 37 – 44 (11/27 – 12/12)
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 Maslow’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:TBA
Review week (12/13 – 12/18)
Semester Exams(12/19 – 12/21)
End of 2nd quarter (nine weeks) and First Semester
Christmas Holidays!(12/22 – 01/07)
Second Semester:
Unit 9: Developmental Psychology (7 – 9%)
Textbook Modules: 45 – 54 (1/08 – 1/18)
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: Developmental Booklet
Unit 10: Personality (5 – 7%)
Textbook Modules: 55 – 59 (1/22 – 2/02)
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 (Maslow’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 Activity: Various Apply and Practice Activities / FRQ Practice
Unit 11: Intelligence - Testing and Individual Differences (5 – 7%)
Textbook Modules: 60 – 64 (2/05 – 2/16)
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
Unit 12: Social Psychology (8 – 10%)
Textbook Modules: 74 – 80 (2/20 – 3/06)
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 Milgram’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
Spring Break!(3/12 – 3/16)
Unit 13: Abnormal Psychology (7 – 9%)
Textbook Modules: 65 – 69 (3/19 – 3/30)
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 Manual of Mental 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: Collaborative Abnormal Disorder Presentation
Unit 14: Treatment of Psychological Disorders (5 – 7%)
Textbook Modules: 70 – 73 (4/31 – 5/17)
A. Treatment approaches
B. Modes 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: Collaborative Abnormal Disorder Presentation
AP Exam Review Week = Group Review Packet Project (4/30 – 5/04)
AP Psychology Exam = Monday, 5/7 @ 11:30 am
AP Psychology Movie Analysis Project Week (5/9 – 5/16)
Final Project Presentations (5/18 – 5/25)
Last Day for Seniors is 5/24!
CONGRATULATIONS !!!!!!!!!!!!!!!!YOU DID IT!!!