Liberty High School-AP Psychology
15-16
Course Syllabus
Instructor: Kayla Phillips
Email: phillipsk@issaquah.wednet.edu
Phone: 425-837-4902
Room: 5134
The Advanced Placement Program offers a course and exam in psychology to qualified students who wish to
complete studies in secondary school equivalent to an introductory college course in psychology. 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. (AP Psych. College Board)
Prerequisites
All students who are willing to accept the challenge of a rigorous academic curriculum should be considered for
admission to AP courses. The College Board encourages the elimination of barriers that restrict access to AP
courses for students from ethnic, racial, and socioeconomic groups that have been traditionally
underrepresented in the AP Program. Schools should make every effort to ensure that their AP classes reflect
the diversity of their student population. Although many schools are able to establish AP courses, some schools
with fewer students offer tutorial work associated with a regular course or a program of independent study. (AP
Psych. College Board)
Goals
I. An introductory college course in psychology is generally one semester, with some variation among colleges.
An AP Psychology course need not follow any specific college curriculum. Rather, the aim of the course is to
provide the student with a learning experience equivalent to that obtained in most college introductory
psychology courses. Upon completion of this course, the student should be able to:
1. Describe the purpose, scope, and applications of the field of psychology
2. Demonstrate knowledge of basic scientific principle by applying research methods used by
psychologists
3. Recognize, compare, and contrast varying psychological perspectives used to explain psychological
phenomenon
4. Identify the historical and present-day contributions of major psychologists
5. Define important psychological terms, concepts, and principles.
6. Apply critical thinking to “commonsense” ideas and unsubstantiated claims
7. Apply to one’s own life some of the findings and principles described by psychologists
8. Successfully pass the Advanced Placement Exam
Textbooks/Student Resources
McEntarffer, Robert, and Allyson Weseley, Barron’s How to Prepare for the AP Psychology Advanced
Placement Examination (New York: Barron’s)
Myers, David, Psychology for AP , 1st edition. (New York: Worth 2006)
Krieger, Larry. AP Psychology Crash Course
Teacher: http://phillipsych.weebly.com/ twitter: @LHS_PhilliPsych
Classroom Expectations *Excerpts from Liberty High School Student Handbook:
11. *Forgery, Lying, Cheating, Plagiarism and Misuse of Documents -- A student shall tell the truth,
shall present oneself honestly and shall not forge any signature or make any false entry or alteration of any
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document, either paper or electronic, used or intended to be used in connection with the operation of the
school. A student shall not attempt to earn credit or receive a grade for coursework in a manner other than
defined as acceptable by the teacher. Cheating/plagiarism include, but are not limited to, copying another’s
work to use as one’s own or making an effort to distribute class assignments or test information without
teacher permission to another student (written or verbal). I enforce Liberty High School’s plagiarism policy.
16.*Repeated Misconduct -- A student shall not repeatedly fail to comply with district policies or school
rules or with directions of school personnel during any period of time when properly under the authority of
school personnel. Teachers shall establish reasonable rules in their classrooms to assist them in providing a
good environment for learning. Students are to follow these rules.
17.*General Rule Violation, Insubordination, and Disrespectful Conduct -- A student shall identify
oneself when asked to do so by school personnel. A student is to comply with reasonable directions or requests
of school personnel during any period of time the student is properly under the authority of the school
personnel. A student will treat staff, students, parents, and visitors with respect.
22. *Communication Devices/Electronic Equipment -- Cell phones or any other electronic devices shall
not disrupt the educational process. No mechanical or electronic device shall be used to audio or video record
any classroom instruction or activity on district premises immediately before, immediately after and during the
school day or on district provided transportation without the express permission of the classroom teacher and
administrative staff at the school.
Remember: cell phones, like other personal items brought by a student into the school zone, may be subject
to search. The outcome of that search may result in school sanction and/or a criminal investigation by police.
Tardy Policy-A tardy, regardless of the cause, disrupts the educational environment of the classroom. Also, a
tardy prevents the student who is late from acquiring the materials and information in the planned manner of
the teacher. The administrative team and Mrs. Phillips have agreed that 6 tardies in a single semester is an
abuse of the educational environment in a Liberty classroom. If a student acquires 6 tardies in a single
semester they will receive a referral for Saturday school. It is understood that accidents happen. Please
make sure that you do not have more than 5 accidents per semester.
Technology Policy-cell phones, and laptops can be a great tool for success in a classroom. On the flip side,
they can be a distraction and nuisance to a classroom. You will be guided as to when it is an appropriate time to
use technology, and when it is not. Using distracting devices while an adult or peer is talking is disrespectful
and not allowed. Additionally, your time on your device in class will most likely adversely impact your time and
academics. You must learn to self-manage and this class will help to teach you those skills.
Supplies
Each day you have class you must bring the following:
 Binder
 Paper (filler paper, not spiral)
 Pen, Pencil, Highlighters
 Homework and materials from unit
 File organizers (14 in total. 1 for each unit. Carried in binder that is brought to school daily)
Keep all notes, assignments, and reading guides in an organized binder to use as a review for
the AP Exam in May. Maintaining organization of materials electronically and/or a hard copy
will help you as we begin review for the AP exam.
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Expectations of student behavior
As young adults you know what appropriate behavior is. Suffice it to say that there are four “rules” in this
classroom.
1. You will treat ALL people with respect and courtesy. Implicit in this rule is the idea that your teacher is a
person as well.
2. Your assignments will be done to the best of your ability and on time.
3. You will be on time and ready for class every day.
4. Make good decisions.
5. You will maintain communication with your teacher and be proactive in difficulties in class.
Academic Freedom
Teachers of high school psychology need to be keenly aware of the importance of cultural diversity for understanding
human behavior and interactions. Teachers should also incorporate diversity and individual difference issues
throughout the course. By infusing such content into the introductory psychology course, teachers present
psychological science through a lens that is both comprehensive and representative of today’s diverse student
population. Issues of race/ethnicity, culture, gender, identity and expression, sexual orientation, disability, religion,
socioeconomic status, national origin, and aging should be incorporated into the psychology course. As psychology
becomes an increasingly global discipline, teachers should present research that represents participants from diverse
backgrounds and multiple cultures. (National Standards for HS Psychology Curricula)
Grading and Assignments
Testing
Testing serves as the most important component of successfully gaining college credit in an AP course. In
particular, the AP Psychology exam emphasizes the importance of memorization with the use of multiple
choice questions. To simulate the AP exam, the course will have timed quizzes, timed tests, and quizzes. The
AP exam consists of 100 questions in 70 minutes. This affords each student 42 seconds per question. If you are
absent on the day of the test, you will take the exam the next day you return to class. Plan accordingly.
Classroom Work
Class attendance is required to ensure full understanding of subject material, to foster a sense of community,
and to participate in group projects and discussions. Students will complete assignments in class in many
mediums that are in line with our district’s essential skills of social studies. Participation and interest is vital to
each student’s success.
Homework
For every unit, students will have a variety of homework assignments including a provided reading guide that
follows the provided textbook. In addition to the reading guide, students will study unit vocabulary, complete
handouts, writing assignments, and a variety of other assignments to guide student understanding and
maintain a chief psychological understanding that to understand something you must repeat it in order for it to
transfer to your long term memory.
Late Work
Late work will always be accepted for half credit. No exceptions. Once an exam for a unit is given, homework
from that unit will no longer be accepted. REAL WORLD EXCEPTION: you’re human, and things happen. If
you communicate with me problems that adversely impact your ability to turn in your homework, you MAY be
granted an extension. Emails and voicemails will not suffice; you must communicate with me, face to face.
Extra Credit
There are very few opportunities for extra credit in this course. Completion of your assignments and successful
preparation for exams, quizzes and projects should serve each student to earn a successful grade in this course.
I believe extra credit should serve a student that desire to learn more about a specific topic and an appropriate
assignment can be discussed between student and teacher. Extra credit should not serve as a means to get
students to “a passing grade.” Do the assigned work in the timeline it is assigned and you will not need extra
credit for a passing grade.
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Gradebook
Unit Exams = 50%
Quizzes = 20%
Assignments (reading guides, homework, in class discussions, reading analysis, etc.)= 30%
Teacher Tips
1. You will need to keep up and do well as you go along. Because tests count for so much of your grade
one failure can significantly affect your grade. If you are having trouble or are feeling lost, PLEASE
come and see me before you get too far behind.
2. Make sure you turn in everything, especially for days missed (use a yellow sheet). Many do well in this
class and enjoy the process. Study accordingly for unit test and quizzes.
3. I hope that you will find this class interesting and enriching. It will take your commitment, your time,
and your interest to make it so. Have Fun!
AP Exam Grades
The Readers’ scores on the free-response questions are combined with the results of the computer-scored
multiple-choice questions; the weighted raw scores are summed to give a composite score. The exam contains
a total of 150 points-100 for the 70 minute multiple-choice portion and 50 for the free-response questions. The
composite score is then converted to a grade on AP’s 5-point scale:
5 Extremely well qualified, Score range 113-150
4 Well qualified, Score Range 93-112
3 Qualified, Score Range 77-92
2 Possibly qualified, Score Range 65-76
1 No recommendation, Score Range 0-64
Setting Credit and Placement Policies for AP Grades
The College Board Web site for education professionals has a section specifically for colleges and universities
that provides guidance in setting AP credit and placement policies. Additional resources, including links to AP
research studies, released exam questions, and sample student responses at varying levels of achievement for
each AP Exam are also available. Visit professionals.collegeboard.com/higher-ed/placement/ap. The “AP
Credit Policy Info” online search tool provides links to credit and placement policies at more than 1,000
colleges and universities. This tool helps students find the credit hours and/or advanced placement they may
receive for qualifying exam grades within each AP subject at a specified institution. AP Credit Policy Info is
available at www.collegeboard.com/ap/creditpolicy. (AP Psych. College Board)
AP Exam
Each student will take the AP Exam in May. The cost of the exam is about $90. However, the course is
designed to provide college credit and therefore will be administered similar to a college class. Students will
need to complete additional work outside of class including quizzes, exams, reading, and study guides. The
reading assignments may or may not be discussed in class, but you may be tested on any assigned material. It
is up to each student to ask questions, make comments, or schedule an appointment with the instructor to
learn the necessary information.
AP Psychology-Topics and Learning Objectives
The following is a description of learning objectives for the major content areas covered in the AP Psychology
Exam, as well as the approximate percentages of the multiple-choice section devoted to each area. This listing
is not intended to be an exhaustive list of topics.
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(Unit 1=Chapter 7) Cognition/Memory, Thinking, and Language (8–10%)
In this unit students learn how humans convert sensory input into kinds of information. They examine how
humans learn, remember, and retrieve information. This part of the course also addresses problem solving,
language, and creativity.
(Unit 2=Chapter 1 & 2) History and Approaches (2–4%)
Psychology has evolved markedly since its inception as a discipline in 1879. There have been significant
changes in the theories that psychologists use to explain behavior and mental processes. In addition, the
methodology of psychological research has expanded to include a diversity of approaches to data gathering.
(Unit 2) Research Methods (8–10%)
Psychology is an empirical discipline. Psychologists develop knowledge by doing research. Research provides
guidance for psychologists who develop theories to explain behavior and who apply theories to solve problems
in behavior.
(Unit 3=Chapter 3) Biological Bases of Behavior (8–10%)
An effective introduction to the relationship between physiological processes and behavior—including the
influence of neural function, the nervous system and the brain, and genetic contributions to behavior—is an
important element in the AP course.
(Unit 4=Chapter 4) Sensation and Perception (6–8%)
Everything that organisms know about the world is first encountered when stimuli in the environment activate
sensory organs, initiating awareness of the external world. Perception involves the interpretation of the sensory
inputs as a cognitive process.
(Unit 4=Chapter 5) States of Consciousness (2–4%)
Understanding consciousness and what it encompasses is critical to an appreciation of what is meant by a given
state of consciousness. The study of variations in consciousness includes an examination of the sleep cycle,
dreams, hypnosis, and the effects of psychoactive drugs.
(Unit 5=Chapter 6) Learning (7–9%)
This section of the course introduces students to differences between learned and unlearned behavior. The
primary focus is exploration of different kinds of learning, including classical conditioning, operant
conditioning, and observational learning. The biological bases of behavior illustrate predispositions for
learning.
(Unit 5=Chapter 8) Motivation and Emotion (6–8%)
In this part of the course, students explore biological and social factors that motivate behavior and biological
and cultural factors that influence emotion.
(Unit 6=Chapter 11) Testing and Individual Differences (5–7%)
An understanding of intelligence and assessment of individual differences is highlighted in this portion of the
course. Students must understand issues related to test construction and fair use.
(Unit 6=Chapter 10) Personality Theory and Measurement (5–7%)
In this section of the course, students explore major theories of how humans develop enduring patterns of
behavior and personal characteristics that influence how others relate to them. The unit also addresses
research methods used to assess personality.
(Unit 7 =Chapter 9) Developmental Psychology/Developing through the Lifespan (7–9%)
Developmental psychology deals with the behavior of organisms from conception to death and examines the
processes that contribute to behavioral change throughout the life span. The major areas of emphasis in the
course are prenatal development, motor development, socialization, cognitive development, adolescence, and
adulthood.
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(Unit 8=Chapter 12) Abnormal Behavior (7–9%)
In this portion of the course, students examine the nature of common challenges to adaptive functioning. This
section emphasizes formal conventions that guide psychologists’ judgments about diagnosis and problem
severity.
(Unit 8=Chapter 13) Treatment of Abnormal Behavior (5–7%)
This section of the course provides students with an understanding of empirically based treatments of
psychological disorders. The topic emphasizes descriptions of treatment modalities based on various
orientations in psychology.
(Unit 9=Chapter 14) Social Psychology (8–10%)
This part of the course focuses on how individuals relate to one another in social situations. Social
psychologists study social attitudes, social influence, and other social phenomena.
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Please detach this waiver form and return to Mrs. Phillips by
Please review the syllabus together and detach this form and return to Mrs. Phillips as the first
homework assignment of the year.
Students and Parents – please feel free to email me with any questions, concerns, etc. I hope each of you
has a great year and I look forward to working with everyone.
Student Video Waiver- The study of psychology is the study of the mind, behavior, biological development,
social-cultural development, and evolutionary development of human beings. As such, the videos and movies
that depict accurate examples of various disorders, biological development, or social cultural issues, may be
controversial and have a rating reserved for 17 year olds and up. This course is reserved for those who want to
receive college credit, are 17 or older, or who have their parents’ permission to learn and view the materials
required to accurately learn the subject. As stated above in the section of Academic Freedom, this will only be
administered when there is a clear relationship to the subject matter of the course being taught. Your signature
below indicates permission that they may engage in this material in class. If not, please denote your concerns
via email and I will follow up to discuss alternatives.
I have read and understand all the expectations of Liberty’s AP Psychology Course:
____________________________Date:
(Parent signature)
____________________________ Date:
(Student signature)
Student Name (please print):
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