AP PSYCHOLOGY
SYLLABUS
Mrs. Bright
sbright@tacoma.k12.wa.us
(253) 571-3037
Introduction:
This class is designed for those students who wish to experience a university-level introductory course in psychology,
and prepare for the AP exam in May. Psychology is the study of behavior and mental processes. It is a science with
roots in the fields of biology, philosophy and physiology. Discussions, lectures, and assignments will introduce the
student to developing an understanding of human behavior. The primary questions addressed in the course, will be
"Why do people act the way that they do in specific situations?" and "How can people change their behaviors?" This
introductory course will expose students to many of the fields of interest within Psychology. Topics covered will be
the more familiar Personality Development, Altered States of Consciousness, Learning, Memory, and Abnormal
Behavior. Students will study the Biological Basis of Behavior, Motivation, Sensation, Perception, and Social
Psychology. The methods, including statistics, for completing psychological research will be introduced in AP
Psychology. Students will learn about the methods psychologists use in their science and practice.
Course Objectives:
The course is taught at the collegiate level. The objective of this course is to introduce students to the methods,
research, and theory of psychology and their applications in the real world. It is hoped that knowledge of psychological
inquiry will provide participants with a way of perceiving aspects of the world around them, insights into their own
and others' behavior, and an appreciation of the complexity of human behavior. In addition:
 Students will demonstrate an understanding of theoretical perspectives in psychology,
research methods, key terms, concepts and principles associated with the major topics in psychology.
 Students will complete written work and will receive written and/or oral feedback on both psychological
content and technical aspects of writing.
 Students will critically evaluate psychological issues presented in class.
Goals for the Course:
Upon completion of this course, students should be able to:
• Create and fully utilize a variety of study aides to increase their overall memory level.
• Analyze and research controversial psychological issues.
• Review scholarly publications in the field of psychology.
• Think critically and logically about research findings and explain human behavior in terms
used in psychology.
• Identify assumptions and values that influence judgment about behavior.
• Evaluate the general strengths and weaknesses in their own academic performances.
• Be critical consumers of scientific research.
Assessments:
 Unit Tests are modeled on the AP Exam, with 50 multiple-choice questions and one essay to be completed
in one class period.
 Quizzes are randomly scheduled at least once each unit and use the multiple-choice format.
 Students take a midterm exam covering the first eight units. The exam is in the same format as the AP Exam
(multiple-choice and short essays), but the number of multiple-choice questions is reduced proportionately to
the time available in the exam period to maintain a similar time pressure.
 Students will also complete projects for many of the units covered. These projects will include both
individual and group efforts.
Grading:
Students will be graded on the following categories:
40 % Formative Assessments (notebook, daily assignments, class discussions,
labs, and participation in classroom activities and discussions.)
40% Summative Assessments (tests, quizzes, projects.)
10% Leadership/ 21st Century Skills
10% Homework
Course Texts:
Myers, D. G. (2011). Myers' Psychology for AP. New York: Worth Publishers.
Myers, D. G. (2011). Myers' Psychology for AP Study Guide. New York: Worth Publishers.
Course Outline
College Board’s ®
Course Requirements
CR 1: Students will define and explain the
history and approaches to psychology,
including methodology of psychological
research to include a diversity of approaches
to data gathering.
CR 2: Students will define and explain
behavior and apply theories to solve problems
in behavior, including performing scientific
research and applying the scientific method to
that research.
CR 3: Students will and describe and explain
the relationship between physiological
processes and behavior, including the
influence of neural function, the nervous
system and the brain, and genetic
contributions to behavior.
CR 4: Students will describe and explain the
sensory processes and explain how cognitive
processes are a result of perception.
CR 5: Students will describe and explain the
various states of consciousness, including an
examination of the sleep cycle, dreams,
hypnosis, and the effects of psychoactive
drugs.
CR 6: Students will describe and explain
learning theories, including different kinds of
learning, including classical conditioning,
operant conditioning, and observational
learning.
CR 7: Students will describe and explain how
humans convert sensory input into kinds of
information, including how humans learn,
remember, retrieve information, problem
solve, learn language, and creativity.
CR 8: Students will describe and explain
biological and social factors that motivate
behavior and biological and cultural factors
that influence emotion.
CR 9: Students will define and explain the
behavior of organisms from conception to
death and examines the processes that
Myer’s Psychology for AP
Textbook
Unit 1: Psychology’s History and
Approaches
Unit 2: Research Methods: Thinking
Critically with Psychological Science
Project: Naturalistic Observation
Unit 3: Biological Bases of Behavior:
Neural Processing and the Endocrine
System; The Brain; Genetics, Evolutionary
Psychology, and Behavior
Project: Brain model
Unit 4: Sensation and Perception
Project: Sensation and Perception
Experiment
Unit 5: States of Consciousness
Time Allotted
1 week
2 weeks
3 weeks
2 weeks
1 week
Unit 6: Learning
2 weeks
Unit 7: Cognition: Memory; Thinking,
Problem Solving, Creativity, and Language
4 weeks
Unit 8: Motivation and Emotion:
Motivation; Emotions, Stress, and Health
Unit 9: Developmental Psychology
Semester End
3 weeks
2 weeks
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.
CR 10: Students will identify major theories
of how humans develop enduring patterns of
behavior and personal characteristics that
influence how others relate to them and the
research methods used to assess personality.
CR 11: Students will define and explain
intelligence and assessment of individual
differences including test construction and
fair use.
CR 12: Students will identify and explain the
nature of common challenges to adaptive
functioning including formal conventions
that guide psychologists’ judgments about
diagnosis and problem severity.
CR 13: Students will define and explain
empirically based treatments of psychological
disorders and treatment based on various
orientations in psychology.
CR 14: Students will describe and explain
how individuals relate to one another in
social situations.
Careers in Psychology
Assessments
Project: Applications of Developmental
Psychology
Unit 10: Personality
2 weeks
Unit 11: Testing and Individual
Differences
2 weeks
Unit 12: Abnormal Psychology
2 weeks
Project:
Review of Literature
Unit 13: Treatment of Psychological
Disorders
Project:
Review of Literature
Unit 14: Social Psychology
Appendix B: Psychology at Work
Student Finals
2 weeks
2 weeks
AP Exam
May 2014
2weeks
2 weeks
Semester End
Project Descriptions:
Naturalistic Observation
Each student completes a 5-minute observation of a human participant in a naturalistic setting. The purpose is to
familiarize students with this method, to improve their powers of observation, and to help them distinguish between
subjective and objective records.
Applications of Developmental Psychology
Students work in small groups to research a recent topic related to the unit on development (e.g., the benefits of Head
Start programs, effectiveness of sex or drug education programs, effects of divorce on children) and then present their
findings to the class in an oral report of 5 to 20 minutes. The project provides an introduction to library and online
research tools in psychology as well as APA documentation.
Brain Model
In lieu of a multiple choice exam, students will create a brain model and present it to their classmates.
Sensation and Perception Experiment
Students will work in partners to research an experiment on sensation and perception. Student pairs will then practice
this experiment on different individuals and write a paper or PowerPoint about their experience. The final project will
include the description of the research and their findings as well as APA documentation.
Review of Literature
Students research a topic of their choice. The final paper must develop an original thesis on a controversial topic.
Supplemental Materials:
Bolt, M. (2009). Pursuing Human Strengths: A Positive Psychology Guide. Worth Publishers.
College Board Advanced Placement Program: AP Psychology. Professional Development Workshop Materials, 2013.
College Board Website: www.collegeboard.com
Glusick, Kathleen. Psychology Activities, Vol.1-5. 2002. Peanut Publishing, LLC.
McEntarffer, Robert and Weseley, Allyson J. Ed.D, Barron’s How to Prepare for the AP Psychology Advanced
Placement Exam, 2nd Ed. Hauppauge, NY. Barron’s Educational Series, Inc.
Unit Lessons. APA Online: http://members.apa.org/topss
Video Series: Discovering Psychology: Updated Edition, Annenberg/CPB