AP Psychology A/B
Course Syllabus
Ms. K. Mitchell – kdm4952@lausd.net
2015-2016 School Year
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 2016. 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.
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
A three-ring binder FOR THIS CLASS ONLY.
o Your binder should be divided in fifteen sections, one for each topic covered in the course (see
course plan later in this syllabus), one section for administrative papers (e.g. daily agendas and
general handouts, such as this syllabus), and one section for AP EXAM REVIEW materials
A single-subject, college-ruled notebook FOR THIS CLASS ONLY. You will probably need multiple
notebooks throughout the year.
The use of highlighters, flashcards, Post-it Notes, page flags, whiteout tape 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: 80%:
Chapter Tests and Quizzes: 65%
Midterm: 5%
Final Exam: 10%
Classwork & Homework (Review Questions/Notes/Etc.): 20%
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
AP PSYCHOLOGY SYLLABUS
Page 1 of 9
AP Psychology A/B
Course Syllabus
2015-2016 School Year
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) should be typed or in blue or black ink (NO PENCIL), and contain a
correct heading and title
o Any work turned in without a 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.
The midterm exam will be worth 5% of a student’s grade; the final examination will be worth 10% of a student’s grade.
All unit exams will consist of two sections—30-50 multiple-choice questions (67% of test grade), and one or more freeresponse 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 effect 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.
AP PSYCHOLOGY SYLLABUS
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AP Psychology A/B
Course Syllabus
2015-2016 School Year
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.
Gum, candy, food, and any other items not permitted in the classroom are subject to confiscation.
No distractions to the learning environment are permitted.
Have ALL ELECTRONIC DEVICES turned off – cell phones, iPods, etc…
All school rules are in effect in the classroom. No exceptions.
COURSE OUTLINE
The AP Psychology course consists of 14 distinct areas of study:
1. History of Psychology (2-4% of AP Exam Multiple Choice Questions)
2. Methods and Approaches (6-8%)
3. Biological Bases of Behavior (8-10%)
4. Sensation and Perception (7-9%)
5. States of Consciousness (2-4%)
6. Learning (7-9%)
7. Cognition (8-10%)
8. Motivation and Emotion (7-9%)
9. Developmental Psychology (7-9%)
10. Personality (6-8%)
11. Testing and Individual Differences (5-7%)
12. Abnormal Psychology (7-9%)
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.
AP PSYCHOLOGY SYLLABUS
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AP Psychology A/B
Course Syllabus
2015-2016 School Year
COURSE PLAN (DETAILED)
The following is an approximate pacing plan for this course:
UNIT
0
TITLE
Memory
DATES
8/18/20158/28/2015
TEXT(S)
Myers:
Chapter 9
OBJECTIVES
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
EXAMPLE ACTIVITIES
Lecture/Discussion
Memory exercises
I
History, Research
Methods, and
Approaches to
Psychology
8/31/20159/14/2015
Myers:
Prologue &
Ch. 1
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:
Lecture/Discussion
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
Barron’s:
Ch. 1 & 2
II
Biological Bases
of Behavior
9/16/159/30/15
Myers:
Ch. 2 & 3
Barron’s:
Ch. 3
AP PSYCHOLOGY SYLLABUS
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:
Lecture/Discussion
Labeling/drawing of key neural structures (neurons, parts of
the brain, etc)
Writing Narrative descriptions of the firing of neurons
Creation of “Brain Superheroes”
Graphic organizer: brain components and function
Page 4 of 9
AP Psychology A/B
Course Syllabus
UNIT
III
IV
2015-2016 School Year
TITLE
Sensation and
Perception
DATES
10/2/1510/15/15
MIDTERM A
States of
Consciousness
10/19/2015
10/20/1510/27/15
TEXT(S)
Myers:
Ch. 5 & 6
Barron’s:
Ch. 4
Myers:
Ch. 7
Barron’s:
Ch. 5
V
Learning and
Cognition
10/29/1511/9/15
Myers:
Ch. 8 & 10
Barron’s:
Ch. 6 & pp.
107-111
AP PSYCHOLOGY SYLLABUS
OBJECTIVES
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
UNITS I-III
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:
Lecture/Discussion
Students keep a sleep/dream log for a week and analyze results
Graphic organizers: States of Consciousness
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.
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).
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.
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.
Describe the research on animal cognition and communication.
EXAMPLE ACTIVITIES:
Lecture/Discussion
Simulation: Classic Conditioning (Pavlov’s experiments)
Simulation: Operant conditioning (Skinner’s experiments)
Functional fixedness exercises
Case studies on dyslexia
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AP Psychology A/B
Course Syllabus
UNIT
VI
TITLE
Motivation and
Emotion
2015-2016 School Year
DATES
11/12/1511/20/15
TEXT(S)
Myers: Ch.
12-14
Barron’s:
Ch. 8
VII
VIII
Developmental
Psychology
Personality
11/23/1512/4/15
Myers:
Ch. 4
Over
Thanksgiving
Break and 1
addt’l week
Barron’s:
Ch. 9
12/7/1512/16/15
Myers:
Ch. 15
Barron’s:
Ch. 10
FINAL A
AP PSYCHOLOGY SYLLABUS
12/16/2015
OBJECTIVES
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, CannonBard, Schachter-Singer)
Describe the physiological changes that occur during
emotional arousal.
Discuss the catharsis hypothesis.
Describe the biological response to stress.
EXAMPLE ACTIVITIES:
Lecture/Discussion
Student-generated reflections on motivation (in school) and
emotion (romantic love)
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:
Lecture/Discussion
Naturalistic observation of elementary school students
(w/write-up of observation utilizing
terminology studied in unit).
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 selfidentity.
Describe the social-cognitive perspective on personality.
Discuss the consequences of personal control, learned
helplessness, and optimism.
EXAMPLE ACTIVITIES:
Lecture/Discussion
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.
UNITS I-VIII
Page 6 of 9
AP Psychology A/B
Course Syllabus
2015-2016 School Year
UNIT
TITLE
DATES
TEXT(S)
OBJECTIVES
DATES SUBJECT TO SHIFT A DAY OR TWO – WILL BE MODIFIED ACCORDINGLY
WINTER RECESS:
IX
12/21/2015-1/08/2016
Testing and
Individual
Differences
1/11/161/24/16
Myers:
Ch.11
Barron’s:
Ch. 11
X
Abnormal
Psychology
1/26/162/12/16
Myers:
Ch. 16
Barron’s:
Ch. 12
XI
Treatment of
Psychological
Disorders
AP PSYCHOLOGY SYLLABUS
2/16/163/2/16
Myers:
Ch. 17
Barron’s:
Ch. 13
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.
Identify the criteria for judging whether behavior is
psychologically disordered.
Describe the medical model of psychological disorders.
Describe the aims of DSM-IV, 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:
Lecture/Discussion
Students will diagnose symptoms found in the DSM-IV
Students will create a DSM-IV description for “senioritis”
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:
Lecture/Discussion
Students will “treat” each other for disorders
Use of differing approaches for treatment of disorders.
Page 7 of 9
AP Psychology A/B
Course Syllabus
UNIT
XII
TITLE
Social Psychology
2015-2016 School Year
DATES
3/4/163/30/16
TEXT(S)
Myers:
Ch. 18
Spring Break
3/21-3/25
Barron’s:
Ch. 14
MIDTERM B
3/31/2016
AP EXAM
REVIEW
4/1/20164/29/2016
AP PSYCH EXAM
Psychology
Research Project
5/2/2016
5/5/20166/1/2016
OBJECTIVES
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:
Lecture/Discussion
Evaluation of the “Stanford Prison Experiment”
Social Trap exercise
Elevator simulation
SIMULATED AP TEST
Review AP Topics
Begin researching topics for final project
Discuss writing/study strategies
GOOD LUCK!
Project DUE 06/1/2016
- Students will present their project to the class on the week of
6/2/2016
Last day of school: 6/10/2016
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
kdm4952@lausd.net. Thank you for your time and consideration.
Continues on next page
AP PSYCHOLOGY SYLLABUS
Page 8 of 9
AP Psychology A/B
Course Syllabus
2015-2016 School Year
PARENTAL PERMISSION FOR VIEWING R-RATED FILMS CONT…
*All films may not be used
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)
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.
As a parent, I understand the above requirements of my student and the sensitive nature of some of the topics covered.
AP PSYCHOLOGY SYLLABUS
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