Class Period: 4 Blue

AP Psychology

Course Syllabus

Teacher: Emily Heller, , (610) 554-0363

Location: 2400

Class period: 4 Blue

Course Purpose:

The AP Psychology course is designed to introduce students to the systematic and scientific study of the behavior and mental processes of human beings and other animals. 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.

This course is taught at the college level. The major difference between a high school and college course is the amount of reading and depth of focus. You will be required to cover material on your own. The AP curriculum stresses higher order thinking skills within a rigorous academic context. Students will be required frequently to analyze, synthesize, and evaluate primary and secondary sources in addition to memorizing, comprehending, and applying facts.

Class Goals:

• All students will make a 3 or higher on the AP psychology exam.
• All students will achieve an 80% or higher on all classroom exams, projects, and writing assignments.
• Students will improve our knowledge and respect of self, psychology, and each other every day.

Course Materials:

1. Textbook: AP Psychology 9th Edition 2010, Worth Publishers New York, NY by David G. Myers with accompanying instructor’s resources.
2. Study Guide to accompany David G. Myers AP Psychology 9th Edition, Worth Publishers New York, NY, by Richard O. Straub
3. Various articles, diagrams, & pictures from newspapers, magazines, and websites.

You need:

-A spiral bound notebook and/or a 3 ring binder with loose leaf paper

-Notebook paper

-Pen/pencil

-3 x 5 notecards

-Lap top and charger

Helpful Information:

The following website(s) will be very helpful to you throughout the year.

-- examples of tests, essays, and answers

AP Exam

AP Psychology Course Unit Outline: The units will be divided between the first and second semester. You will receive a more specific breakdown of these units at the beginning of the school year.

I.History, Approaches &Research Methods (Chapter 1)

• Logic, Philosophy, & History of Science
• Approaches & Perspectives

-Scientific Method

• Experimental, Correlation, & Clinical Research
• Statistics, Research Methods & Ethics

-Describing Data

-Making Inferences

II.Biological Bases of Behavior (Chapter 2)

• Physiological Techniques

-Imaging

-Surgical

• Neuroanatomy

-Peripheral Nervous System

-Central Nervous System

• Functional Organization of Nervous System
• Neural Transmission
• Endocrine System
• The Brain

-Older Brain Structures

-Cerebral Cortex

Our Divided Brain

-Right vs. Left

• Genetics

III.Sensation & Perception (Chapter 6)

• Thresholds
• Sensory Mechanics
• Sensory Adaptations

-Vision

-Various Theories of Color Vision

-Hearing

-Place & Frequency Theories on Pitch Perception

-Other Important Senses

• Attention
• Perceptual Processes

-Organization

-Interpretation

-Gestalt’s Psychology’s Contribution to Understanding Perception

-Extrasensory Perception

IV.Developmental Psychology (Chapters 4 & 5)

• Life-Span Approach

-Prenatal Development & the Newborn

-Infancy & Childhood

-Adolescence

-Adulthood

• Research Methods
• Developmental Theories

-Continuity & Stages

-Stability & Change

• Dimensions of Development
• Nature, Nurture, & Human Diversity

-Behavioral Genetics

-Evolutionary Psychology

-Human Nature

-Parents & Peers

Cultural Influences

• Sex Roles & Sex Differences

Gender Development

V.States of Consciousness (Chapter 3)

• The Brain & Consciousness

-Cognitive Neuroscience

-Dual Processing

• Sleep & Dreaming

-Biological Rhythms

-NREM & REM

-Sleep Disorders

• Hypnosis

-Facts & Falsehoods

-The Hypnotized State

-Claims Regarding its Use

• Psychoactive Drug Effect

-Depressants

-Stimulants

-Hallucinogens

-Effects, Dependence, & Addiction

VI.Learning (Chapter 7)

• Classical Conditioning

-Pavlov’s Experiments, Contributions & Legacy

• Operant Conditioning

-Skinner’s Experiments. Contributions & Legacy

• Cognitive Processes in Learning
• Biological Factors
• Social/Observational Learning

-Bandura’s Experiments & Contributions

VII.Memory, Cognition, Thinking & Language (Chapters 8 & 9)

• Memory

-Encoding

-Storing & Retaining

-Retrieving & Recalling

-Forgetting

-Memory Construction

-Improving Memory

• Thinking & Cognition

-Decision Making

-Forming Judgments

• Problem Solving & Creativity
• Language

-Structure

-Development

-The Brain & Language

-Whorf’s Linguistic Relativity Hypothesis

-Research on Animal Thinking & Communication

VIII.Intelligence (Chapter 10)

• Types of Intelligence
• Assessing Intelligence

-Standardization & Norms

-Reliability & Validity

-Types of Tests

-Ethics & Standards in Testing

• Dynamics of Intelligence
• Heredity/Environment & Intelligence

IX.Motivation & Emotion (Chapters 11 & 12)

• Biological Bases
• Motivational Concepts

-Instincts & Evolutionary Psychology

-Drives & Incentives

-Optimum Arousal

-Hierarchy of Motives

• Hunger, Thirst, Sex, & Pain
• Social Motives
• Theories of Emotion

-Embodied Emotion

-Expressed Emotion

• Stress & Health

-Promoting Health

-Coping with Stress

X.Personality (Chapter 13)

• Personality Theories & Approaches

-Psychoanalytic Perspective

-Neo-Freudian & Psychodynamic Theorists

-Humanistic Perspective

-Maslow’s Self-Actualizing Person

-Rogers’ Person-Centered Perspective

-Trait Perspective

Social-Cognitive Perspective

• Assessment Techniques
• Self-concept/Self Esteem
• Growth & Adjustment

XI.Abnormal Psychology (Chapter 14)

• Definitions of Abnormality

• Theories of Psychopathology
• Diagnosis of Psychopathology
• Anxiety Disorders
• Somatoform Disorders
• Mood Disorders
• Schizophrenic Disorders
• Organic Disorders
• Personality Disorders
• Dissociative Disorders

XII.Treatment of Psychology Disorders (Chapter 15)

• Treatment Approaches
• Modes of Therapy

-Psychoanalysis

-Humanistic

-Behavior

-Cognitive

• Community & Preventive Approaches
• Evaluating Psychotherapies
• Biomedical Therapies

-Drug Therapies

-Brain Stimulation

-Psychosurgery

-Therapeutic Life-Style Change

• Preventing Psychological Disorders

XIII.Social Psychology (Chapter 16)

• Group Dynamics
• Attribution Process
• Interpersonal Perception
• Conformity, Compliance, Obedience
• Attitudes & Attitude Change
• Organizational Behavior
• Aggression/Antisocial Behavior

Content Outline Evaluation Breakdown:

These are the major areas covered by the AP Psychology Exam, as well as the approximate percentages of the multiple-choice section that are devoted to each area.

I. History & Approaches2-4%

II. Research Methods8-10%

III. Biological Bases of Behavior8-10%

IV. Sensation and Perception6-8%

V. Developmental Psychology7-9%

VI. States of Consciousness2-4%

VI. Learning7-9%

VII. Memory, Cognition, & Language8-10%

VIII. Motivation and Emotion6-8%

IX. Personality5-7%

X. Intelligence, Testing, & Individual Differences5-7%

XI. Abnormal Psychology7-9%

XII. Treatment of Psychological Disorders5-7%

XIII. Social Psychology8-10%

Course Expectations:

• You will be given a list of terms to identify for each chapter. Index cards will be needed to create flash cards. These identifications will be collected and graded as homework for every chapter we cover.
• You should have a notebook and a 3 ring binder for notes and handouts. These should be brought to class everyday.
• You will need a separate notebook for journal assignments.
• You are expected to take notes on class discussion and material presented in class.
• Students are ultimately responsible for their own learning and are expected to read assignments on time and come to class prepared to take part in discussions.
• You will be expected to contribute to class discussions and will be given a grade for class participation.
• All assignments should be done independently unless otherwise directed. The sharing of work will not be tolerated unless otherwise directed.
• There is a strong writing component on the AP Exam that requires frequent exercise and rehearsal that demonstrates analysis and application of scientific concepts. You will be expected to learn how to write effective analytical and document-based essays.

Grading Policy

• You will be graded on a total point system, which will consist of scores from tests, essays, quizzes, homework, journal assignments, alternative assessments, and class participation. You will also have a midterm and a final exam.

• Tests, quizzes, any assessment - 70%
• Classwork -20%
• Homework -10%
• Work must be completed on a daily basis to keep up with the workload. There will be a series of graded items that will accumulate during each period.
• It is the student’s responsibility to make arrangements to make up exams or other work missed. All make up tests must be made up before or after school. The more class time you miss, the harder it will be for you to succeed.

Assessment Practices:

Each unit will last between 2-12 days and consist of approximately:

• 1 Unit Test
• 1-2 Quizzes
• Daily reading & writing assignments
• Defining Terminology--NOTECARDS
• 2-5 Journal Assignments
• Class Participation
• 1-2 Projects

Unit Tests (100 Points)—100 m.c. questions, plus free response

Tests will closely resemble the AP exam. These tests will include multiple-choice questions and/or an essay in either free response or document-based format. Tests will be rigorous as they are intended to challenge the student at the Advanced Placement Level. Tests will be frequent to insure that students read the textbook and supplementary readings, consistently checking for understanding, and take copious notes that are thorough and well organized.

Quizzes (30-50 Points)

These are randomly scheduled at least once each unit and may consist of multiple-choice questions on unit content or on unit terminology. These will test whether or not you are keeping up with and understanding your homework and at-home reading.

Daily Reading & Writing Assignments (Points Vary)

Writing is a major component of the AP exam and you will be expected to write frequently. There is a certain format that you must follow and once the procedure is discussed you will be expected to improve within that format. Reading also is vital to your success in this course. You will be expected keep up with a daily reading schedule. The knowledge you gain from your daily reading will be used in class discussions, activities, & projects.

Defining Terminology (Points Vary)

Each unit will present you with a list of terms. Knowing these terms is paramount to your success in this course and on the AP Exam. You will need 3x5 index cards to create flashcards. These will be an excellent resource throughout the year.

Journal Assignments/Reflections (25-50 Points)

Journal assignments allow you the ability to think a little deeper about what is being covered. Journal assignments also give you the opportunity to go further with the information by allowing you to critically think and independently explore. Journal assignments may deal with some of the following:

• Student reflection on readings
• Class discussion & activities
• Personal experiences
• Recent news or television broadcasts
• Internet research

Class Participation (50 Points per marking period)

Class participation will vary from discussions, debates, activities, projects, presentations, simulations, and more. Students are not only expected to participate but also be prepared to participate by completing readings and other work on their own.

Projects (30-100 Points)

Projects will vary from experiments, posters, and more and will have a strong emphasis on the use of technology.

VIII. Policies

This is a college level course. I expect you to conduct yourself in a professional, academic way. Any behavior that distracts us from the large task at hand or slows us down is unacceptable. You are the best of the best and I expect you to think that way and act that way.

General Classroom Behavior

1. Treat EVERYONE and EVERYTHING with respect at all times.
2. Follow all instructions the first time they are given.
3. Never speak or leave your seat without permission.
4. Think at least twice about every decision you make.
5. Keep your teacher happy at all times.

NO CELL PHONES EVER AT ALL IN CLASS

NO FOOD/DRINK in class

Discipline Policy:

1st offense: Verbal warning (your chance to correct your behavior, this will be recorded on my clip board)

2nd offense: Student-teacher conference, written report

3rd offense: Parent phone call

4th offense: Teacher Detention and/or negative behavior essay

***********Teacher reserves the right to skip the warning and parent contact if student’s behavior is extreme and he/she needs to be sent out of class for being excessively disruptive.

B. Classroom Policies/Procedures

1. Tardy Policy:

At the bell for class to begin, all students should be in the classroom in their seats and should already be working on the DO NOW for the day. I will shut the door as soon as the bell rings. Students who are late to classfirst sit in the “tardy choice” chair—by the door. Begin the “tardy choice” do-now and remain in this seat until I acknowledge you. I will come to you within 5 min. Be patient.

THREE tardies= a discipline referral and teacher-detention

2. Hall Pass Policy:

• Students may not leave the room unless they sign-out AND take the pass.
• You may not leave the room during the first or last 10 minutes of class.
• I will very rarely allow you to leave the room. Plan to be in this room for the full 90 minutes every day. I will determine if it is an emergency, but usually I will say NO, so be prepared and do whatever you need to do before you come to class.

3. Make-up work Procedure:

Attendance is required. If you must be absent, please follow this procedure.

1. Check the make-up work folder (hanging in the back of the room AND check our class Edmodo site. It is your responsibility to check this folder. You have 1 days upon returning to complete make-up work for days absent.
2. Example: If you are absent on Monday, Monday’s work is now due Wednesday. If you are absent Wednesday and Thursday, Your work for Wednesday is due Friday and for Thursday is due Monday.
3. Please communicate with me about any pre-planned absences, long term absences, etc. Again, missed work is your responsibility.
4. NOTE that it is extremely difficult to stay on top of work for this class, let alone play catch-up. Please do your absolute best to be here and be on time every day.

4. Food and Drink:

• No food or drink in the classroom.

5. Turning In/Giving Back Papers:

Turn in papers in your designated class block drawer at the front of the room near the door. Please keep track of all your papers.

6. Small Groups:

Our class will be set up in partners, and later in groups. Groups are assigned by the teacher. Teamwork is an important piece to our professional learning environment. Group members will have different jobs and responsibilities and all group members will receive credit based on how you work together as a group.

7. Transitioning out of the room

• When class is over, I will dismiss you, not the bell. Please make sure all of your books and materials are put away before you leave.

• If you must leave the room to use the restroom or see another teacher, please just raise your hand and wait on me to call on you. Do not walk out of the classroom. Walking out of the classroom warrants discipline issues. Make sure you get a pass and sign out and in. Plan NOT to leave the classroom during class time.

8. Interruptions

• If you must speak about something, please raise your hand. I am only one person to many of you and I cannot speak over you all. If you need to say something, please raise your hand and I will let you speak.
• If you are called to the office, please make sure to get the hall pass and sign out and in.
• If there is a disaster drill, DO NOT PANIC!! Let’s please act like civilized people and conduct ourselves accordingly as we travel to our destination to get safe.
• When we have a guest in the room, please be respectful. Be prepared to interact with them if they speak to you and be prepared to impress them with how great you are!

9. Seatwork and Teacher-Led Activities

• Please do NOT speak when another person is up presenting or speaking. Hold all comments until someone is finished. This includes when I am talking!
• Do not put your head down, sleep, or look like you are sleeping. I will give you one warning. The second time I have to tell you to pick your head up you will stand for the remainder of the class period.
• Talking is not allowed unless prompted by the teacher. So, make sure to take care of your personal business before class or after class.
• If you are finished with your work you may do 1 of 3 things:
• You may work on another assignment from another class if you have the work with you.
• You may read your independent reading book—or choose one from the class library and begin reading it
• You may complete a practice ACT sheet if one is available in the room that you have not already done.

10. Cell Phones:

If a cell phone or other electronic device is heard or seen in class, it will be taken by the teacher. This is a zero tolerance policy.

KEEP THIS SYLLABUS IN THE FRONT OF YOUR NOTEBOOK AT ALL TIMES!!!!

I have read the syllabus and welcome letter and agree to abide by all classroom school, and district rules and policies.

Student:______Date: ______

I have read the syllabus and agree to encourage my student to follow all classroom, school, and district rules and policies. I agree to contact Ms. Heller with any concerns I have about my student, and to work with Ms. Heller to facilitate my student’s success.

Parent/Guardian: ______Date: ______