James Lerch and Daisy Pellant
Quality Schools International
AP Psychology Syllabus
Overview of AP Psychology
Course Design:
The AP Psychology course will provide you with a broad introduction to the field of psychology, one of the social sciences. We will explore the past, present, and future of this ever-expanding discipline. Key areas of study include history and the major contributors to the development of psychology; research methods, data collection, analyses, and ethics; approaches to studying human behavior and mental processes; biological and neurological bases of behavior; the systems of sensation and perception; states of consciousness; cognition, memory, and learning; motivation, and emotion; development across the lifespan; personality; abnormal psychology and treatment of psychological disorders; and social psychology. These key areas will provide the content for preparing to take the AP Psychology exam. In addition, we will explore health psychology, applications in the field, and the scholarly dissemination of information from academic journal articles.
You are expected to be on time to class, with their reading and written assignments completed and ready for use in class. Thoughtful involvement in discussion is key to the learning process as seen in verbal contributions and active listening.
Course Skills:
1.Develop an understanding of the major core concepts and theories of psychology.
2.Learn the basic skills of psychological research.
3.Continue to build reading, writing, and discussion skills.
4.Learn about the ethical standards governing the work of psychologists.
5.Develop critical thinking skills.
6.Devise simple research projects, interpret, and generalize form results, and evaluate the general validity of research reports.
7.Interpret charts, graphs, statistics, and other data related to the areas under study.
8.Infer interpretations form case studies.
9.Gain a greater understanding of their own personal situation:
a.Apply psychological concepts to your own lives.
b.Break down how your personalities have been affected by a variety of determinants.
c.Develop a greater feeling of tolerance and patience for people with problems.
d.Become aware of various community helping resources.
e.Maintain high ethical standards and sensitivity in applying the principles of psychology to yourselves, other people, and other organisms.
f.Recognize and deal with your personal biases.
g.Identify occupations in applied and experimental psychology.
h.Understand how psychology relates to other field such as business, law, medicine, education, etc.
i.Understand and show mutual respect for people of different races, ages, sex, religions affection orientations, socioeconomic situations, physical issues, and national origins, as well as those who have been traumatized.
j.Evaluate objectively the stereotypes about groups or individuals behavior.
Course Assessment:
We are a standards-based school, where your work is assessed for mastery. When you combine the relevance of our academic system with the rigor of AP, the result is a stringent college-level course where consistent excellence is expected.
●Examinations are given at the end of each unit and include AP style multiple choice and essays.
●Free Response Questions are assigned frequently both as part of examinations and as stand-alone assessment tools. Responses will be assessed in terms of both core structure and content.
You will be introduced to the AP Essay grading system, and learn to appreciate the vital importance of a well-crafted thesis. Paragraphs will be scored for evidence of both factual knowledge and analytical ability.
●Projects and Activities will focus on increasing the students’, analysis, assessment and writing skills.
Course Materials:
●Textbooks:
○King, L.A. (2009) Experience Psychology. New York, NY: McGraw-Hill
○Myers, David G. (2008) Exploring Psychology In Modules. New York, NY: Worth Publishers.
○Online Student Center:
●APA Formatting information:
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●Axline, V.M. (1964). Dibs in search of self. New York, NY: Ballantine Books. – Classic book - detailed case of child play therapy.
●Access to peer-reviewed, scholarly journal articles – the sites below provide information:
●Barron's AP Psychology Flash Cards . Hauppauge, New York: Barron's Educational Series, Inc., 2009. Print.
●Maitland, Laura Lincoln. AP psychology, 2010-2011 . New York: McGraw-Hill, 2010. Print.
●AbnormalPsychologyCaseStudies - Interactive Case Studies for real-world diagnostic experience to illuminate abnormal psychology and explore the diagnostic process.
● - Online, there are myriad useful video clips: interviews with B.F. Skinner, film footage of Pavlov, the Visual Cliff, Harlow’s monkeys, therapy sessions with Carl Rogers and Gloria, demonstrations of operant conditioning, examples of cultural expressions of adolescence, etc. NOTE: Preview prior to using in class.
●National Public Radio – Podcasts are available, free of charge, and many have topics that apply to AP Psychology.
●Annenberg Learner - DiscoveringPsychology - A series of 26 one-half hour videos that complement the curriculum.
●TED Talks - Ideas Worth Spreading: - A good site for lateral thinking; talks by leading thinkers and doers; inspirational; creative
●Previously released AP Psychology Examination Questions.
Major components of the curriculum as used on a per unit basis are set forth in this chart:
QSIEssential Unit
Number & Title / Percent of AP Test Covered in Unit / Allotted Teaching Days (Approx. 135 Teaching Days) / King Text Chapter(s) / Myers Text Module(s) / Discovering Psychology
AnnenbergVideos / Other
Resources
1. History, Approaches and Research Methods
Teacher Notes / 10-14 / here / 1 / 1, 2
TeacherNotes / 1, 2 / Ch 1 Art. 1
Ch 1 Art. 2
2010 Exam Q1
2008 Exam Q2
2006 Exam Q1
2004 Exam Q1
2003 Exam Q1
2. Biological Bases of Behavior / 8-10 / (5 days)
End Oct 22 / 2 / 3, 4, 5, 6
TeacherNotes / 3, 4, 25 / Ch 2 Art. 1
Ch 2 Art. 2
BrainsCanChange
3. Sensation, Perception and States of Consciousness / 8-12 / (15 days)
Start Nov 1
End Nov 19 / 3 & 4 / 11, 12, 13, 14, 15, 16, 17
TeacherNotes / 7, 13
4. Learning / 7-9 / (10 days)
Start Nov 22
End Dec 3 / 5 / 18, 19, 20
TeacherNotes / 8 / 2009 Exam Q1
2009 Exam Q2
2007 Exam Q1
5. Cognition / 8-10 / (15 days)
Start Dec 6
End Winter Break / 6 & 7 / 21, 22, 23, 24
TeacherNotes / 6, 9, 10, 14 / 2009 Exam Q2
2005 Exam Q1
60 MinutesSupermemorySecretsoftheWildChild
6. Motivation and Emotion / 6-8 / (10 days)
Start Jan 10
End Jan 21 / 9 / 26, 27, 28, 29,
30, 31, 32
TeacherNotes / 12, 23
7. Developmental Psychology / 7-9 / (10 days)
Start Jan 24
End Feb 4 / 8 / 7, 8, 9, 10
TeacherNotes / 5, 17, 18 / 2008 Exam Q1
2005 Exam Q2
8. Personality, Testing and Individual Differences / 10-14 / (15 days)
Start Feb 7
End Feb 25 / 10 / 25, 33, 34, 35
TeacherNotes / 15, 16, 26,
9. Abnormal Behavior and Treatment of Abnormal Behavior / 12-16 / (15 days)
Start Feb 28
End Apr 1 / 12 & 13 / 36, 37, 38, 39, 40, 41, 42
TeacherNotes / 21, 22 / 2007 Exam Q2
AbnormalPsychologyCaseStudies
10. Social Psychology / 8-10 / (10 days)
Start Apr 4
End Apr 15 / 11 / 43, 44, 45
TeacherNotes / 11, 19, 20 / 2010 Exam Q2
2007 Exam Q1
2006 Exam Q2
2003 Exam Q2
Review / NA / (10 days)
Start Apr 18
End Apr 29 / NA / NA / 24 / 2004 Exam Q2
Topic and Assignment Outline
Unit 1 - History, Approaches, and Research Methods
Overview
Students will learn the theories that psychologists use to explain behavior and mental processes, a description of the various approaches to data gathering, and the ways in which research is used to develop theories to explain behavior and solve problems in behavior.
1.Recognize how philosophical perspectives shaped the development of psychological thought.
2.Describe and compare different theoretical approaches in explaining behavior.
3.Recognize the strengths and limitations of applying theories to explain behavior.
4.Distinguish the different domains of psychology.
5.Identify the major historical figures in psychology.
6.Differentiate types of research (e.g., experiments, correlational studies, survey research, naturalistic observations, and case studies) with regard to purpose, strengths, and weaknesses.
7.Describe how research design drives the reasonable conclusions that can be drawn (e.g., experiments are useful for determining cause and effect; the use of experimental controls reduces alternative explanations).
8.Identify independent, dependent, confounding, and control variables in experimental designs.
9.Distinguish between random assignment of participants to conditions in experiments and random selection of participants, primarily in correlational studies and surveys.
10.Predict the validity of behavioral explanations based on the quality of research design (e.g., confounding variables limit confidence in research conclusions).
11.Distinguish the purposes of descriptive statistics and inferential statistics.
12.Apply basic descriptive statistical concepts, including interpreting and constructing graphs and calculating simple descriptive statistics (e.g., measures of central tendency, standard deviation).
13.Discuss the value of reliance on operational definitions and measurement in behavioral research
14.Identify how ethical issues inform and constrain research practices.
15.Describe how ethical and legal guidelines (e.g., those provided by the American Psychological Association, federal regulations, local institutional review boards) protect research participants and promote sound ethical practice.
Essential Questions
1.The History and Scope of Psychology (Module 1)
a.How did the science of psychology develop? p5
b.What is psychology’s historic big issue? p6
c.What theoretical perspectives do psychologists take, and how does the biopsychosocial approach help integrate these perspectives? p6
d.What are psychology’s specialized subfields? p8
e.How can psychological principles help you as a student? p9
2.Research Strategies: How Psychologists Ask and Answer Questions (Mod. 2)
a.Why are the answers that flow from the scientific approach more reliable than those based on intuition and common sense? p13
b.What attitudes characterize scientific inquiry? p15
c.How do psychologists use the scientific method to construct theories? p17
d.How do psychologists observe and describe behavior? p18
e.Why do correlations permit prediction but not explanation? p21
f.How accurately does the naked eye detect correlations? p23
g.How do experiments clarify or reveal cause-effect relationships? p24
h.Can laboratory experiments illuminate everyday life? p27
i.Does behavior depend on one’s culture and gender? p28
j.Why do psychologists study animals, and is it ethical to experiment on animals? p29
k.Is it ethical to experiment on people? p30
l.Is psychology free of value judgments? p31
m.Is psychology potentially dangerous? p31
Suggested Resources
a.King, Laura A. “Chapter 1.” The Science of Psychology: Essentials. New York: McGraw-Hill, 2009. Print.
b.Meyers, David. “Modules 1, 2, 33, 34.” Exploring Psychology in Modules, 7e, E-book Access Card (Activation code for 365-day access). New York: Worth Publishers, 2008. Print.
c." Psychology Home ." Teacher Professional Development and Teacher Resources by Annenberg Media. N.p., n.d. Web. 31 Oct. 2010. <
Suggested Activity
1.Have students read several peer-reviewed journal articles. Working in groups, summarize the research methodology used, identify operational definitions, and provide supported opinion with regard to the efficacy of the study.
Unit 2 - Biological Bases of Behavior
Overview
Students will learn the relationship between physiological processes and behavior, including the influence of neural function, the nervous system and the brain and genetic contributions to behavior.
1.Identify basic processes and systems in the biological bases of behavior, including parts of the neuron and the process of transmission of a signal between neurons.
2.Discuss the influence of drugs on neurotransmitters (e.g., reuptake mechanisms).
3.Discuss the effect of the endocrine system on behavior.
4.Describe the nervous system and its subdivisions and functions (CNS, PNS, major brain regions, lobes, and cortical areas, brain lateralization and hemispheric specialization).
5.Recount historic and contemporary research strategies and technologies that support research (e.g., case studies, split-brain research, imaging techniques).
6.Discuss psychology’s abiding interest in how heredity, environment, and evolution work together to shape behavior.
7.Predict how traits and behavior can be selected for their adaptive value.
8.Identify key contributors (e.g., Paul Broca, Charles Darwin, Michael Gazzaniga, Roger Sperry, Carl Wernicke).
Essential Questions
1.Miscellaneous
a.How do biological processes relate to behavior?
b.How do the biological processes work to create and sustain behavior?
c.How does damage to a biological process or part affect behavior?
2.Neural and Hormonal Systems (Module 3)
a.Why do psychologists study biology? p37
b.What are neurons, and how do they transmit information? p37
c.How do nerve cells communicate? p38
d.How do neurotransmitters influence human behavior? p39
e.What are the major divisions of the nervous system, and what are their basic functions? p41
f.How does the endocrine system - the body’s slower information system - transmit its messages? p44
3.The Brain (Module 4)
a.What are the functions of the brainstem and its associated structures? p48
b.What are the functions of limbic system structures? p50
c.How is the cerebral cortex organized? p54
d.What are the functions of the cerebral cortex? p54
e.Is the brain capable of reorganizing itself if damaged? p59
f.What is a split brain, and what does it reveal about brain functioning? p60
4.Behavior Genetics and Evolutionary Psychology (Module 5)
a.How do behavior geneticists explain individual differences? p66
b.Our genes predispose our biology; does this mean they determine our behaviors? p66
c.How do evolutionary psychologists use natural selection to explain behavior tendencies? p73
5.Environmental Influences on Behavior (Module 6)
a.To what extent are our lives shaped by early stimulation, parental nurture, and peer influences? p79
b.How do cultural norms affect our behavior? p82
c.How does the view of self differ in individualist and collectivist cultures? p84
d.How do nature and nurture interact to define us as male or female? p87
Suggested Resources
1.King, Laura A. “Chapter 2.” The Science of Psychology: Essentials. New York: McGraw-Hill, 2009. Print.
2.Meyers, David. “Modules 3, 4, 5 and 6.” Exploring Psychology in Modules, 7e, E-book Access Card (Activation code for 365-day access). New York: Worth Publishers, 2008. Print.
3." Psychology Home ." Teacher Professional Development and Teacher Resources by Annenberg Media. N.p., n.d. Web. 31 Oct. 2010. <
4.TED Talks - Dr. Jill Bolte Taylor - My Stroke of Insight:
5.Teens & Sleep
6.3-D Brain
Suggested Activity
1.Generate a list of brain-based psychological conditions such as schizophrenia, OCD, body-dysmorphia; have students research the entire list, learning both the internal and external manifestations for each condition. Conduct a 20-questions activity where each student, in turn, randomly chooses a condition and must respond to the group as if. This activity must be conducted appropriately and teacher discretion is advised based on the maturity level of the students in the class. Students are assessed based on demonstrated knowledge of the disorder and application of knowledge to appropriate choice of behavior and communication. In addition, students are assessed on the analytical qualities of their questioning.
Unit 3 - Sensation, Perception and States of Consciousness
Overview
Students will learn how we interpret sensory inputs as a cognitive process to provide perception of external stimuli. They will also learn what consciousness is, and how it is represented at various stages, such as during the sleep cycle, dreams, hypnosis, and while affected by psychoactive drugs.
1.Discuss basic principles of sensory transduction, including absolute threshold, difference threshold, signal detection, and sensory adaptation.
2.Describe sensory processes (e.g., hearing, vision, touch, taste, smell, vestibular, kinesthesis, pain), including the specific nature of energy transduction, relevant anatomical structures, and specialized pathways in the brain for each of the senses.
3.Explain common sensory disorders (e.g., visual and hearing impairments).
4.Describe general principles of organizing and integrating sensation to promote stable awareness of the external world (e.g., Gestalt principles, depth perception).
5.Discuss how experience and culture can influence perceptual processes (e.g., perceptual set, context effects).
6.Explain the role of top-down processing in producing vulnerability to illusion.
7.Discuss the role of attention in behavior.
8.Challenge common beliefs in parapsychological phenomena.
9.Identify the major historical figures in sensation and perception (e.g., Gustav Fechner, David Hubel, Ernst Weber, Torsten Wiesel).
10.Describe various states of consciousness and their impact on behavior.
11.Discuss aspects of sleep and dream: stages and characteristics of the sleep cycle, theories of sleep and dreaming, and symptoms and treatments of sleep disorders.
12.Describe historic and contemporary uses of hypnosis (e.g., pain control psychotherapy).
13.Explain hypnotic phenomena (e.g., suggestability, dissociation).
14.Identify the major psychoactive drug categories (e.g., depressants, stimulants) and classify specific drugs, including their psychological and physiological effects.
15.Discuss drug dependence, addiction, tolerance, and withdrawal.
16.Identify the major figures in consciousness research (e.g., William James, Sigmund Freud, Ernest Hilgard).
Essential Questions
1.Introduction to Sensation and Perception: Vision (Module 11)
a.What is an absolute threshold, and are we influenced by stimuli below it? p144
b.How does the magnitude of a stimulus influence our threshold for detecting differences? p145
c.What function does sensory adaptation serve? p146
d.What are the characteristics of the energy we see as visible light? p147
e.How does the eye transform light energy into neural messages? p148
f.How is visual information processed in the brain? p150
g.What theories contribute to our understanding of color vision? p154
2.The Other Senses (Module 12)
a.What are the characteristics of the air pressure waves that we hear as meaningful sounds? p157
b.How does the ear transform sound energy into neural messages? p159
c.How do we sense touch and feel pain? p161
d.How do we experience taste? p164
e.How does our sense of smell work? p166
f.How do our senses monitor our body’s position and movement? p167
3.Perceptual Organization (Module 13)
a.What did the Gestalt psychologists contribute to our understanding of how the brain organizes sensations into perceptions? p171
b.How do the principles of figure-ground and grouping contribute to our perception of form? p171
c.How do we see the world in three dimensions? p173
d.How do perceptual constancies help us to organize our sensations into meaningful perceptions? p177
4.Perceptual Interpretation (Module 14)
a.What does research on sensory restriction and restored vision reveal about the effects of experience on perception? p181
b.How adaptable is our ability to perceive the world around us? p182
c.How do our assumptions, expectations, and contexts affect our perceptions? p183
d.How do human factors psychologists help create user-friendly technology? p185
5.Waking and Sleeping Rhythms (Module 15)
a.What is consciousness, and how does it function? p193
b.How do our biological rhythms influence our daily functioning and our sleep and dreams? p196
c.What is the biological rhythm of our sleep? p197
d.How does sleep loss affect us? What is sleep’s function? p200
e.What are the major sleep disorders? p204
f.What do we dream? p206
g.What is the function of dreams? p207