AP Psychology Syllabus
Ms. Kaminski
This is a year-long course in Psychology that prepares students for the AP Psychology exam. The goal of this course is to learn about the field of Psychology through in-depth study, discussion and hands-on activities.
Purpose and Objectives
The AP Psychology course is designed to introduce you to the systematic and scientific study of the behavior and mental processes of human beings and other animals. You are exposed to the psychological facts, principles, and phenomena associated with each of the major subfields within psychology. You also learn about the ethics and methods psychologists use in their science and practice.
The central question addressed in AP Psychology is: “How do psychologists think?” The psychologist David Myers wrote that to think as a psychologist, one must learn to “restrain intuition with critical thinking, judgmentalism with compassion, and illusion with understanding.” (Sternberg, 1997). Whether students choose to pursue a career related to psychology or one in some entirely different field, this habit of mind will be of great value.
Students assess and understand some of the differing approaches adopted by psychologists, including the biological, behavioral, cognitive, humanistic, psychodynamic, and sociocultural perspectives as well as common theories and concepts within the field. Most importantly, students come to an appreciation of how psychologists think (or at least an appreciation of the kind of critical analysis that psychologists promote and hope to model in their words and actions).
General Expectations
You are in control of your own education in an AP class. It is essential to your success to continue your learning outside of this classroom everyday. You must keep up with your homework and other class related assignments, review your textbook and look over your notes on a daily basis. You are responsible for all material which is written in your text; I will provide elaboration on some of the material that you have read and create an opportunity for you to discuss theories and other related content with your fellow students in an organized manner. You will be accountable in this classroom for anything that you do/do not do. I am more than happy to help you when you need it.
An array of activities will be used to engage you in your quest for knowledge. You will read your textbook, case studies, and scholarly articles to help you help understand the material and to spark intellectual discussions. (Expectation 1 & 2) By learning the material you will find yourself questioning theories, applying theories to everyday situations and you will begin to beable to defend your point of view in regards to psychological topics. (Expectation 3, 4, & 5) Also by taking this course you may develop a new perspective on yourself and the world around you. In short this course will make you think and analyze what you and others do. (Expectation 6, 7, & 9)
Expectations/Conduct
The following expectations and conduct are expected and should be followed in order to ensure a safe and pleasant learning environment.
Be Responsible / Be Safe / Be Respectful· Come to class on time
· Do your work
· Absence- take care of work you missed.
· See me if you have any problems with the material early. (I am here before school and after school.) / · Follow school rules
· Let me know if you are having any difficulties.
· Report any unsafe behavior. / · Positive Attitude is a must. Be open to learning new things.
· Maturity is a must in psychology. We will be discussing issues that you or someone might have or is experiencing. Failure to act maturely will result in your removal from class.
· Respect each other.
· No cellphones
Expectations for Academics
Class Cuts/Tardy -I will not accept cutting class or being tardy to class. If you cut class, you will receive a point deduction and I will also refer to guidance about possible schedule changes. If you are tardy to class, you receive one warning. After that, you will get a point taken off your grade for each tardy.
Homework - I will not accept or tolerate late or missing homework.
Papers/Projects- Papers, projects and alternative assessments can be turned in, up to five classes after the due date, but you will receive 10 points off for each day it is late. No assignment is accepted after the fifth day.
Absence- If you are absent, it is your responsibility to find out what you missed in class, and for homework. All make up work must be handed in the next class period, unless you have been instructed by me, to hand in assignments at a later date. I will go over with you during the first day of class, where you can find materials if you were absent. If you missed a test, quiz or presentation you must see me to find out when you can make it up.
Grades will be based on the following scale:
Tests/Projects/Papers 50 %
Daily Quizzes 20 %
Homework 15 %
Class work 15 %
Other Information
Daily Reading Questions: You will have daily reading quizzes. Please refer to the calendar to know which pages you will be quizzed on.
Supplies Needed:
SEPARATE notebook for AP Psych (with a folder in the notebook or a separate folder); textbook needed for every class; pens & pencils.
A binder with a section for class notes, your notes, quizzes, and handouts will help you stay organized and will help you succeed.
Textbook: Myers’ Psychology for AP by David G. Myers
Special Notes:
Students are expected to take the AP Psychology Exam in May. Exam fee is around $82.
Contact: Please feel free to contact me anytime. If you have a specific question that needs immediate attention you should see me during the school day.
Survival Tools
Here are some links and resources that you can use to help you throughout the year.
AP Psychology: this website offers a breakdown of the text and practice quizzes
www.appsychology.com
Alley Dog: this website helps break down terminology into everyday language
http://www.alleydog.com
Quizlets: this website allows you to use already made online note cards to review terms
http://quizlet.com/subject/ap-psychology/
Please use the following syllabus as a guide to our class.
Unit 1: History and Approaches to Psychology
Time / Essential Question / Student Objectives / Materials/ReadingsDay 1 / · How has psychology changed the study of human and animal behavior? / · Review syllabus and class expectations
· Review the format of the AP Psychology exam
· Define psychology and trace its historical development
· Identify the major historical figures in psychology, including Mary Whiton Calkins, Charles Darwin, Dorothea Dix, Sigmund Freud, G. Stanley Hall, William James, Ivan Pavlov, Jean Piaget, Carl Rogers, B. F. Skinner, Margaret Floy Washburn, John B. Watson, Wilhelm Wundt / p. 2-8
Day 2 / · How do the different perspectives in psychology compare and contrast? / · Compare and contrast the psychological perspectives, including the biological, behavioral, cognitive, humanistic, psychodynamic, sociocultural and evolutionary approaches
· Recognize the strengths and limitations of applying theories to explain behavior / p. 9-11
p. 12-15
Day 3 / · In what ways does psychology analyze human and animal behavior? / · Identify basic and applied research subfields of psychology
· Describe the difference between basic and applied research in their methods of gathering data
Day 4 / Assessment p. 16-17
Unit 2: Research Methods in Psychology
Time / Essential Question / Student Objectives / Materials/ReadingsDay 1 / How do psychologists use the scientific method to study behavior and mental processes? / · Identify basic elements of an experiment (variables, groups, sampling, population, etc.).
· Compare and contrast research methods (case, survey, naturalistic observation). / p.19-29
Day 2 / Which methods of research are appropriate for the study of different behaviors? / · Explain the structure and process of Correlation studies.
· Differentiate between Experimental and Clinical research methods / p. 29-38
Day 3 / How do psychologists draw appropriate conclusions about behavior from research? / · Describe the three measures of central tendency and measures of variation.
· Evaluate the importance of statistics in data-gathered research. / p. 38-41
Day 4 / How do psychologists make ethical decisions about researching behavior with human and animal subjects? / · Discuss the guidelines for ethical treatment of animal and humans while conducting research, according to the American Psychological Association national standards. / p. 41-46
APA Code of Ethics; http://www.apa.org/ETHICS/code2002.html
Day 5 / Review and TEST / p. 47-49
Unit 3: Biological Basis of Behavior
Time / Essential Question / Student Objectives / Materials/ReadingsDay 1-2 / 1. How do biological processes relate to behavior? / • Describe the structure of a neuron and explain neural impulses.
• Describe neuron communication and discuss the impact of neurotransmitters.
• Describe the functions of the brain structures (thalamus, cerebellum, limbic system, etc.).
• Identify the four lobes of the cerebral cortex and their functions. / p. 51-59
p. 69-78
Day 3-4 / 2. How do the biological processes work to create and sustain behavior? / · Describe the nature of the endocrine system and its interaction with the nervous system.
· Classify and explain major divisions of the nervous system. / p. 59-63
Day 5 / 3. How does damage to a biological process or part affect behavior? / · Describe neuron communication and discuss the impact of neurotransmitters within a damaged brain.
· Explain the split-brain studies.
· Discuss the association areas. / p. 78-79
p. 82-87
Day 6 / Review and TEST / p.64-65
Unit 4: Sensation and Perception
Time / Essential Question / Student Objectives / Materials/ReadingsDay 1 / · How does Thresholds and Signal Detection Theory influence human behavior? / · Distinguish between absolute and difference thresholds.
· Describe the operation of the sensory systems (five senses). / p. 120-123
Day 2 / · What is the difference between sensation and perception? / · Contrast the processes of sensation and perception. / p. 116-119
Day 3 / · Describe how sensory mechanisms affect thinking and behavior? / · Label a diagram of the parts of the eye and ear.
· Explain the Young-Helmholtz and opponent-process theories of color vision.
· Explain the place and frequency theories of pitch perception. / p. 126, 135
p. 132-133
p. 137
Day 4 / · How does perceptual processes integrate information into meaningful responses? / · Discuss Gestalt psychology’s contribution to our understanding of perception.
· Discuss research on depth perception and cues. / p. 153-154
Day 5 / Review and TEST / p. 172-173
Unit 5: States of Consciousness
Time / Essential Question / Student Objectives / Materials/ReadingsDay 1 / · How do psychologists define consciousness?
· What happens during the sleep cycle?
· What roles do REM and Non-REM sleep play in behavior?
· How do psychoactive drugs affect behavior?
· How do we know whether hypnosis is a real psychological phenomenon? / · Describe the cyclical nature and possible functions of sleep.
· Identify the major sleep disorders.
· Discuss the content and possible functions of dreams.
· Discuss hypnosis, noting the behavior of hypnotized people and claims regarding its uses.
· Discuss the nature of drug dependence.
· Chart names and effects of depressants, stimulants, and hallucinogenic drugs.
· Compare differences between Non-REM and REM.
· Describe the physiological and psychological effects of depressants, stimulants, and hallucinogens. / p. 176-178, 181-184
p. 185-187
p. 187-192
p.192-196
p. 197-198
p. 207
p. 178-181
p. 208-210
Day 2 / Review and TEST / p. 212-213
Unit 6: Learning
Time / Essential Question / Student Objectives / Materials/ReadingsDay 1 / · How do psychologists define learning?
· How do principles of classical conditioning work to create learning? / · Describe the process of classical conditioning (Pavlov’s experiments).
· Explain the processes of acquisition, extinction, spontaneous recovery, generalization, and discrimination.
· Discuss the importance of cognitive processes and biological predispositions in conditioning. / p. 218-220, 226-227
p. 220-222
p. 223-226
Day 2 / · How do principles of operant conditioning work to create learning? / · 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.
· Discuss the effects of punishment on behavior. / p. 228-230
p. 230-233
p. 234-235
Day 3 / · How do principles of observational learning work to create learning?
· What role does genetics play in the learning process? / · Describe the process of observational learning (Bandura’s experiments).
· Describe how biology influences learning. / p. 242-249
Day 4 / Review and TEST / p. 252-253
Unit 7a: Cognition/Memory
Time / Essential Question / Student Objectives / Materials/ReadingsDay 1 / · How do humans encode, store, and retrieve information from memory? / · Describe memory in terms of information processing, and distinguish among sensory memory, short-term memory, and long-term memory.
· Distinguish between automatic and effortful processing.
· Explain the encoding process (including imagery, organization, etc.). / p. 255-258, 255-260
p. 266,267
p. 258-265
Day 2 / · How can humans enhance memory encoding, storage, and retrieval? / · Describe the capacity and duration of long-term memory.
· Distinguish between implicit and explicit memory. / p. 268-274
p. 272
Day 3 / · How can humans enhance memory encoding, storage, and retrieval? / · 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. / p. 274-276
p. 278-284
p. 285-293
Day 4 / Review and TEST / p. 296-297
Unit 7b: Cognition/Language
Time / Essential Question / Student Objectives / Materials/ReadingsDay 1 / · How do humans think?
· In what ways is thinking flawed or constrained? How can people avoid falling for these errors in thinking? / · 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. / p. 298-299
p. 300-301
p. 313-314
p. 315-316
p. 315-318
p. 319-321
Day 2 / · How do humans acquire language?
· How do humans use language to communicate ideas? / o Describe the structure of language (phonemes, morphemes, grammar).
o Identify language developmental stages (babbling, one word, etc.).
o Explain how the nature-nurture debate is illustrated in the theories of language development.
Day 3 / · How is language flawed or constrained? / · Discuss Whorf’s linguistic relativity hypothesis.
Day 4 / Review and TEST / p. 324-325
Unit 8: Emotion and Motivation