Name: _________________________
Period: ____
Course: AP Psychology
Teacher: Mr. Frank T. Smith III
Email: frasmith@dallasisd.org
School phone: 972-502-6200
Schoolnotes.com page: http://new.schoolnotes.com/75244/fsmith.html
The AP Exam Will Be On May 7, 2012
Textbook: Weiten, Wayne, Psychology Themes & Variations, fifth Edition (Thomas
Learning Inc., 2001)
Objectives
- Students will learn basic psychological research and concepts
- Students will learn different approaches to psychology such as the Biological,
Evolutionary, Psychodynamic, Behavioral, Cognitive, Humanistic and SocioCultural approaches
- Students will be prepared to take the AP Exam, and are required to take the AP
exam if they want the AP credit
- Students will be able to apply the knowledge they have learned to various
situations
- Students will be able to present their own research to their peers
Teacher Resources:
- Passer, Michael W., Smith, Ronald A, Psychology The Science of Mind and
Behavior
- AP Central
- AP Institute UTA
- AP Institute TCU
- Journal Readings from APA
Goal of course: The goal of the course is to learn about psychology and those who have
influenced the field through discussion, research projects, group work and other scientific
methods
Grading:
- Grading will be based on tests, projects, homework and participation
- There will be a test every 3-4 chapters
- Three out of class research projects will be assigned throughout the semester (one
per six weeks, very little time class time will be given to work on them)
- In class group work/ discussion
- Weekly quizzes based on the reading
-
Four tutoring sessions per 6 weeks is required (& 2 on Saturday for spring
semester)
AP Exam: The student is expected to take the AP exam if they want the AP credit
- To pass the exam the student will need a 3 on the exam (not a requirement to pass
the course)
- It is recommended that students get AP review material to assist in their passing
of the AP Exam
Course Notes:
- Students will need to check the board as soon as they enter for daily objectives
and supplies, homework will be written on the right side of the board
o Students are responsible for writing down their homework on their own
- Students will be responsible for information in the text even if it is not covered in
the classroom, but is covered in the reading
- Weekly Lesson Plans will be posted on new.schoolnotes.com
- Students will need to have a second notebook, index cards or section of a
notebook for vocabulary terms
- Vocabulary notebooks will be turned in the day of the test
Tests:
- Tests are very difficult and cannot be passed if the student does not study at least
two days in advance
o One test is given every three to four chapters
o Test format is similar to the AP Exam and cover two days
 Day 1: Two Essays
 Day 2: 60 Multiple choice questions
o The tests are made to be difficult to give the student an idea of the AP test
format
o Grading equivalence to the AP exam
 90-100 = 5
 80-89 = 4
 70-79 = 3
 60-69 = 2
 0-59 = 1
o Extra Credit of 10 points for tests:
 1 article (minimum of 2 pages) that has been summarized
Projects:
- Projects are the equivalent of two test grades and maybe done in groups of 1-3
researchers
o Projects consist of a formal write up (samples will be available) and a
presentation with visual aid
o Formal write up will be done in APA format
o Included in the formal write up will be multiple research components that
are representative of the project that is being done
-
o There will be one project per 6 weeks
 1st 6 weeks- Naturalistic Observation, Survey
 2nd Six weeks- Memory or Conditioning
 3rd Six weeks- Of your choosing
o A rubric will be given for the first project that will applicable for all
projects. Each student gets one rubric per semester.
Students are required to ask their peers questions during the presentation of
projects
o This grade will have an effect on the students participation grade as well
as the students project grade
Weekly Homework:
- Reading will be given almost daily, the weeks reading will be posted on
new.schoolnotes.com each Monday
o The entire reading for the next week will be on the board the Friday before
the next week at the bottom of the homework space
o There will be at least six pop quizzes per 6 weeks that comes from the
readings
- There will be a Vocabulary quiz most Fridays
- All work must be turned in with a proper header or 30 point will be taken off
o Upper right corner:
 Name
 Date Due
 Period Number
Materials:
- 2 Notebooks, or 2 sections in a binder (not loose-leaf paper)
o Note Cards are optional for definitions instead of a second notebook
- Blue or black pen
- #2 Pencil
- Highlighter is recommended but not required
- Playdoh (not the small tubs, 4 colors)
Tutoring:
- Tutoring is a requirement of this course:
o 4 mandatory tutoring sessions each 6 weeks
o 2 mandatory Saturday tutoring sessions are required (if course is taken
during the spring semester)
o Tutoring is available all mornings, lunches and after school but the student
must make an appointment 24 hours in advance
 For Monday tutoring (except lunches) no appointment is needed
 If the student does not show up for lunch tutoring without
informing the teacher they are not coming, the student will no
longer be allowed to come to lunch tutoring
o Tutoring will affect the participation grade of each student
o Tutoring is not based on time spent but information understood
Grades:
- Grades will be available upon request on Thursday
o If the internet is not functioning they will be available at the earliest
possible time
o Students may ask for their grades on their own time
o Tests and essays may take longer to grade and may not be available on the
closest Thursday
Grade Weighting:
: All grade percentages are subject to change pending extenuating circumstances.
- Homework/ Quizzes: 25%
- In Class work:
25%
- Project:
25%
- Test:
15%
- Participation:
10%
Book Outline: The order we follow throughout the semester may vary and not all
information may be covered in class
- Chapter 1: Evolution of Psychology
o From Speculation to Science: How Psychology Developed
o Psychology Today: Vigorous Diversity
o Putting it in Perspective: Seven Key Terms
Objective
1. Explain the beginnings of Psychology.
2. Discuss how Psychology derived from Philosophy and Physiology.
3. Discuss the founders of Psychology: (Wundt, Hall, James, Watson)
4. Discuss how Psychology has adapted over the years, an overview.
5. Explain basic research areas of Psychology
6. Introduction of Nature v Nurture
-
Chapter 2: The Research Enterprise in Psychology
o Looking for Laws: The Scientific Approach to Behavior
o Looking for Causes: Experimental Research
o Looking for Links: Descriptive/ Correlation Research
o Looking for Conclusions: Statistics and Research
o Looking for Flaws: Evaluating Research
o Looking at Ethics: Do the Ends Justify the Means?
o Putting it into Perspective
Objectives
1. Explain the steps of Scientific Investigation
2. Define variables and groups of test subjects
3. Discuss how to create Hypothesis and Theory, create Procedures
document Research (Data), analyze Research and form a Conclusion
4. Discuss different types of research; Naturalistic observation, surveys
and Case Studies
5. Explain Sample Bias, Placebo Effects, Distortions in Self- Report Data
and Experimental Bias
6. Explain and discuss Ethics in research and experiments
-
Chapter 3: The Biological Basis of Behavior
o Physiological Techniques (e.g., imagining, surgical)
o Neuroanatomy
o Playdoh Brain
o Functional Organization of Nervous System
o Neural Transmission
o Endocrine System
o Putting it into Perspective
Objectives
1. Draw and design the structure of a neuron with the students.
2. Describe neuron communication and discuss the impact of
neurotransmitters.
3. Classify and explain major divisions of the nervous system.
4. Describe the functions of the brain structures (thalamus, cerebellum, limbic
system, etc.).
5. Identify the four lobes of the cerebral cortex and their functions.
6. Discuss the association areas.
7. Explain the split-brain studies.
8. Describe the nature of the endocrine system and its interaction with the
nervous system.
-
Chapter 4: Sensation and Perception
o Thresholds
o Sensory Mechanisms
o Sensory Adaptation
o Attention
o Perceptual Processes
o Putting it into Perspective
Objectives
1. Contrast the processes of sensation and perception.
2. Distinguish between absolute and difference thresholds.
3. Label a diagram of the parts of the eye and ear.
4. Describe the operation of the sensory systems (five senses).
5. Explain the Young-Helmholtz and opponent-process theories of color
vision.
6. Explain the place and frequency theories of pitch perception.
7. Discuss Gestalt psychology’s contribution to our understanding of
perception.
8. Discuss research on depth perception and cues
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Chapter 5: Variations in Consciousness
o Sleep and Dreaming
o Hypnosis
o Psychoactive Drug Effects
o Putting it into Perspective
Objectives
1. Describe the cyclical nature and possible functions of sleep.
2. Identify the major sleep disorders.
3. Discuss the content and possible functions of dreams.
4. Discuss hypnosis, noting the behavior of hypnotized people and claims
regarding its uses.
5. Discuss the nature of drug dependence.
6. Chart names and effects of depressants, stimulants, and hallucinogenic
drugs.
7. Compare differences between NREM and REM.
8. Describe the physiological and psychological effects of depressants,
stimulants, and hallucinogens.
-
Chapter 6: Learning
o Classical Conditioning
o Operant Conditioning
o Cognitive Processes in Learning
o Biological Factors
o Social Learning (Observational Learning)
o Putting it into Perspective
Objectives
1. Describe the process of classical conditioning (Pavlov’s experiments).
2. Explain the processes of acquisition, extinction, spontaneous recovery,
generalization, and discrimination.
3. Describe the process of operant conditioning, including the procedure of
shaping, as demonstrated by Skinner’s experiments.
4. Identify the different types of reinforcers and describe the schedules of
reinforcement.
5. Discuss the importance of cognitive processes and biological
predispositions in conditioning.
6. Discuss the effects of punishment on behavior.
7. Describe the process of observational learning (Bandura’s experiments).
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Chapter 7: Human Memory
o Encoding: Getting Information into Memory
o Storage: Maintaining Memory
o Retrieval: Getting Information out of Memory
o Forgetting: When Memory lapses
o In search of the Memory Traces: The Physiology of Memory
o Multiple Memory
o Putting it into Perspective
Objectives
1. Describe memory in terms of information processing, and distinguish
among sensory memory, short-term memory, and long-term memory.
2. Distinguish between automatic and effortful processing.
3. Explain the encoding process (including imagery, organization, etc.).
4. Describe the capacity and duration of long-term memory.
5. Distinguish between implicit and explicit memory.
6. Describe the importance of retrieval cues.
7. Discuss the effects of interference and motivated forgetting on retrieval.
8. Describe the evidence for the constructive nature of memory.
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Chapter 8: Language and Thought
o Language
o
Thinking
o
Problem Solving and Creativity
o Putting it into Perspective
Objectives
1. Describe the nature of concepts and the role of prototypes in concept
formation.
2. Discuss how we use trial and error, algorithms, heuristics, and insight to
solve problems.
3. Explain how the representativeness and availability heuristics influence our
judgments.
4. Describe the structure of language (phonemes, morphemes, grammar).
5. Identify language developmental stages (babbling, one word, etc.).
6. Explain how the nature-nurture debate is illustrated in the theories of
language development.
7. Discuss Whorf’s linguistic relativity hypothesis.
8. Describe the research on animal cognition and communication.
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Chapter 9: Intelligence and Psychological Testing
o Standardization and Norms
o Reliability and Validity
o Types of Tests
o Ethics and Standards in Testing
o Intelligence
o Heredity/Environment and Intelligence
o Human Diversity
o Putting it into Perspective
Objectives
1. Trace the origins of intelligence testing.
2. Describe the nature of intelligence.
3. Identify the factors associated with creativity.
4. Distinguish between aptitude and achievement tests.
5. Describe test standardization.
6. Distinguish between the reliability and validity of intelligence tests.
7. Describe the two extremes of the normal distribution of intelligence.
8. Discuss evidence for both genetic and environmental influences on
intelligence.
9. Discuss whether intelligence tests are culturally biased.
-
Chapter 10: Motivation and Emotion
o Biological Bases
o Theories of Motivation
o Hunger, Thirst, Sex, and Pain
o Social Motives
o Theories of Emotion
o Stress
o Putting it into Perspective
Objectives
1. Define motivation and identify motivational theories.
2. Describe the physiological determinants of hunger.
3. Discuss psychological and cultural influences on hunger.
4. Define achievement motivation, including intrinsic and extrinsic
motivation.
5. Identify the three theories of emotion (James-Lange, Cannon-Bard,
Schachter-Singer).
6. Describe the physiological changes that occur during emotional arousal.
7. Discuss the catharsis hypothesis.
8. Describe the biological response to stress.
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Chapter 11: Human Development Across the Life Span
o Life-Span Approach
o Research Methods
o Heredity–Environment Issues
o Developmental Theories
o Dimensions of Development
o Sex Roles, Sex Differences
o Putting it into Perspective
Objectives
1. Discuss the course of prenatal development.
2. Illustrate development changes in physical, social, and cognitive areas.
3. Discuss the effect of body contact, familiarity, and responsive parenting on
attachments.
4. Describe the benefits of a secure attachment and the impact of parental
neglect and separation as well as day care on childhood development.
5. Describe the theories of Piaget, Erikson, and Kohlberg.
6. Describe the early development of a self-concept.
7. Distinguish between longitudinal and cross-sectional studies.
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Chapter 12: Personality: Theory, Research, and Assessment
o Personality Theories and Approaches
o Assessment Techniques
o Self-concept/Self-esteem
o Growth and Adjustment
o Putting it into Perspective
Objectives
1. Describe personality structure in terms of the interactions of the id, ego,
and superego.
2. Explain how defense mechanisms protect the individual from anxiety.
3. Describe the contributions of the neo-Freudians.
4. Explain how personality inventories are used to assess traits.
5. Describe the humanistic perspective on personality in terms of Maslow’s
focus on self-actualization and Rogers’ emphasis on people’s potential for
growth.
6. Describe the impact of individualism and collectivism on self-identity.
7. Describe the social-cognitive perspective on personality.
8. Discuss the consequences of personal control, learned helplessness, and
optimism.
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Chapter 13: Stress, Coping and Health
o Major Types of Stress
o Responding to Stress
o The Effects of Stress on Psychology
o The Effects of Stress on Physical Health
o Factors Moderating the Impact of Stress
o Health- Impairing Behavior
o Reactions to Illness
o Putting it into Perspective
Objectives
1. Describe the four major types of stress; frustration, conflict, change and
pressure
2. Explain the three main ways to respond to stress; emotional,
physiological and behavioral responses
3. Explain how stress affects psychological and physical health
4. Discuss the ways to monitor the impact of stress and health impairing
behavior that impact stress
5. Discuss the importance of receiving medical treatment early to treat
common illnesses before they escalate.
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Chapter 14: Psychological Disorders
o Definitions of Abnormality
o Theories of Psychopathology
o Diagnosis of Psychopathology
o Anxiety Disorders
o Somatoform Disorders
o Mood Disorders
o Schizophrenic Disorders
o Organic Disorders
o Personality Disorders
o Dissociative Disorders
o Putting it into Perspective
Objectives
1. Identify the criteria for judging whether behavior is psychologically
disordered.
2. Describe the medical model of psychological disorders.
3. Describe the aims of DSM-IV, and discuss the potential dangers of
diagnostic labels.
4. Describe the symptoms of generalized anxiety disorder, phobias,
obsessive-compulsive disorder, and posttraumatic stress disorder.
5. Describe and explain the development of somatoform and mood disorders.
6. Describe the various symptoms and types of schizophrenia.
7. Describe the nature of organic and personality disorders.
8. Describe the characteristics and possible causes of dissociative disorders.
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Chapter 15: Treatment of Psychological Disorders
o Treatment Approaches
o Modes of Therapy (e.g., individual, group)
o Community and Preventive Approaches
o Putting it into Perspective
Objectives
1. Discuss the aims and methods of psychoanalysis.
2. Identify the basic characteristics of the humanistic therapies.
3. Identify the basic assumptions of behavior therapy.
4. Describe the assumptions and goals of the cognitive therapies.
5. Discuss the benefits of group therapy and family therapy.
6. Discuss the findings regarding the effectiveness of the psychotherapies.
7. Discuss the role of values and cultural differences in the therapeutic
process.
8. Identify the common forms of drug therapy and the use of
electroconvulsive therapy.
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Chapter 16: Social Behavior
o Group Dynamics
o Attribution Process
o Interpersonal Perception
o Conformity, Compliance, Obedience
o Attitude and Attitude Changes
o Organizational Behavior
o Aggression
o Putting it into Perspective
Objectives
1. Describe the importance of attribution in social behavior.
2. Explain the effect of role-playing on attitudes in terms of cognitive
dissonance theory.
3. Discuss the results of Asch’s experiment on conformity.
4. Describe Milgram’s controversial experiments on obedience.
5. Discuss how group interaction can facilitate group polarization and
groupthink.
6. Describe the social, emotional, and cognitive factors that contribute to the
persistence of cultural, ethnic, and gender prejudice and discrimination.
7. Discuss the issues related to aggression and attraction.
8. Explain altruistic behavior in terms of social exchange theory and social
norms.
All students are juniors and seniors; they are expected to conduct themselves as young
ladies and gentlemen.
Student Signature: ________________________
Parent Signature: _________________________