AP Psychology Syllabus
2014–2015
Executive Leadership and Entrepreneurial Development at Olympic High School
Instructor: Ms. Ashley Alston Room: MC662
Email: ashleyc.alston@cms.k12.nc.us Phone: 704-726-5642
Office Hours: Thursdays by appointment only
Class website: http://alstonsclass.weebly.com
*Note (information borrowed from AP Central and from AP Workshops and trainings)
Course Overview:
Purpose
The AP Psychology course is a college level course 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. Students will learn about the field of Psychology through in-depth study, discussion,
and hands on activities. The amount of work assigned depends on the unit being covered in class. Students are expected to keep up
with the chapter readings outlined in the course overview. It should be understood that the expectations of this class are consistent
with those of an Advanced Placement course.
*Study groups are highly recommended. List the names and contact information for your study buddies below:
1. ________________________________________________________________________________________
2. ________________________________________________________________________________________
3. ________________________________________________________________________________________
Course Objectives:
Students successfully completing the course will:
· Prepare to do acceptable work on the AP Psychology Examination.
· Study the major core concepts and theories of psychology.
· Learn the basic skills of psychological research and be able to apply psychological concepts to their own lives.
· Develop critical thinking skills.
· Apply acquired psychological knowledge, research and critical thinking skills to consider solutions to
contemporary issues that impact our world and its’ people today.
Textbook:
Myers, David G. Psychology¸ 9th ed. New York: Worth, 2006.
Helpful resource:
· Essentials of Psychology I and II by Linda Leal. These two books serve as great review for the AP Exam.
Recommendations for Success in AP Psychology
•There is no substitute for reading! Reading is assigned for virtually every class session. Students will have a reading quiz
over each chapter, but will be able to use their hand written notes. Do the reading faithfully. This process prepares students
for the demands of college courses and in all fields. Plan to read the entire book before Spring Break!
•Organizing a study group, attending review sessions/ tutorials, and individual study are encouraged.
•Parents can help: by encouraging their student to talk about what he or she is learning. The more a student discusses the
material, the better! Encourage your student to raise questions and discuss in class.
•Do not miss class. Try to schedule out of school appointments (dentist, doctor, going to get your driver’s license) so that you
do not miss AP Classes.
•Stay organized. Keep everything in your notebook. Use a daily planner to stay on top of assignments. Don’t leave work until
the night before it is due.
Exam Content
The AP Psychology Exam, which debuted in 1992, is a relative newcomer among AP Exams. The exam tests knowledge of topics included in a
one-semester introductory college course in psychology. The following table reflects the approximate percentage of the multiple-choice section
of the exam devoted to each content area:
2-4%
history and approaches
8-10%
research methods
8-10%
biological bases of behavior
6-8%
sensation and perception
2-4%
states of consciousness
7-9%
learning
8-10%
cognition
6-8%
motivation and emotion
7-9%
developmental psychology
5-7%
personality
5-7%
testing and individual differences
7-9%
abnormal behavior
5-7%
treatment of abnormal behavior
8-10%
social psychology
The AP Exam
The AP Psychology Exam will be on Monday May 4th, 2014 at 12 noon. The fee for each AP Exam is $91. The school
normally retains $8 of that fee as a rebate to help with administrative costs.
Additional Exam Information
The fee for each AP Exam is $91. The school normally retains $9 of that fee as a rebate to help with administrative costs.
Fee Reduction
The College Board provides a fee reduction for each exam taken by eligible students with financial need. For each eligible student,
schools should forgo their $8 rebate.
o
o
http://professionals.collegeboard.com/testing/waivers/guidelines/ap
http://professionals.collegeboard.com/testing/ap/coordinate/fee-assistance
***Note: Last year I received an email from Kathleen Koch in regards to AP testing this year which stated the following information:
The CMS Board of Education has approved the reinstatement of funds from the North Carolina General Assembly to pay for AP and
IB exams for students enrolled in AP and IB courses this school year.
Since CMS will pay for enrolled students to take AP and IB exams, regulations have been approved by the superintendent to
require students in AP and IB courses to take the corresponding AP or IB exam. In AP and IB courses, the final grade for
students who take the AP or IB exams will be based on the following formula: Semester 1 (50.00%) + Semester 2 (50.00%)
= final grade. (Regulations IKA-R, Grading/Assessment Systems and IKAA-R, Tests & Examinations).
Students in AP courses who do not take the corresponding AP exams during the scheduled administration, must take the
exam during a late testing administration. Reasons for which late testing (using an alternate form of the exam) will be
allowed are the following:
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Conflict with International Baccalaureate (IB) exam,
Conflict with state-, or nationally-mandated tests,
Disabilities accommodation issue,
Emergency: serious injury, illness, or family tragedy,
Religious holiday/observance,
Three or more AP Exams on same date, or
Two or more AP Exams on same date and time.
No fees will be assessed for late testing under the above circumstances
***I will double check this information and share with you the final verdict on our AP Parent night in the coming weeks.***
Grading:
Tests/ Projects:
Quizzes/ note cards/
Unit packets:
70%
15%
15%
Total
100%
Grading Scale:
A (100-93)
B (92-85)
C (84-77)
D (76-70)
F (69-below)
Required Materials:
 Black Pens/Pencils
 Art supplies
 Three Ring Binder
 Index Cards (Several packs!!!)
 Composition Notebook
House Rules:
Be a PROfessional
Be Present:
1.
2.
3.
Come to class ON TIME. If the bell rings and you are not in class you are late. NO excuses. You must have a pass to enter
class after that point.
When entering the class, you should both pick up your warm up from the table next to the main door and begin working on it
immediately, or, if no warm up paper is provided you should immediately look at the board to see what your warm up
response question is for that day. You should NEVER come into class and wander around, or talk and fail to complete your
assignment.
Once you sit in your seat, if any homework was assignment the day before, please take it out and have it on the left hand
corner of your desk.
****Warm ups and Homework will be checked every day within the first 5-7 minutes of class. If its not done when I come to
your desk you will receive a “0”.
4.
5.
6.
No cell phones or electronic devices.
Pay attention and participate in class. We will talk and discuss things on a regular basis and you are encouraged and required
to participate. Your voice and opinion matter and will help the class go much smoother and be more productive
No Sleeping!
Be Respectful:
1.
2.
3.
4.
Do NOT go behind MY desk or touch anything on my desk without my permission!
Do not get out of your seat without permission to do so, for ANY reason.
Do not use profanity or have a bad attitude towards myself, your classmates, or topics covered in class.
Do not talk out of turn. When I say no talking, please do not talk. We will have time every day to talk and visit with friends,
but my time is my time to teacher you. Don’t talk when I’m talking or when classmates are talking/ presenting/ or sharing.
No exceptions!
Be Open Minded:
Realize that sometimes topics will be covered that may warrant different opinions from your classmates, or that may be
sensitive at times. Be respectful and open to things outside of your comfort zone. “Everything you will ever want in life is 2
inches outside of your comfort zone.”
Behavioral Consequences:
1.
2.
3.
4.
Nonverbal/Verbal Warning
Student Conference/Parent Contact
Parent Contact
Referral
*I hold the power to skip any of these levels if the infraction warrants a more significant action.
Make-up Work:
There is no makeup work or late work accepted. I will only accept late work if you have a note to excuse your absence, in which case
you have 5 school days to turn the in assignment. This is an AP course in the business school and we will treat this class in such a
manner.
Routine Assignments
Each unit, students are required to go online to access their Unit Guide and subsequent ‘Assignment Checklist’. Each Unit Guide will
contain chapters to read and all assignments to be completed by the testing day. Each unit will require students complete the following
assignments:
1.
Quizlet assignments—Students will be required to log on to Quizlet and review the flashcards for the given unit and complete
the test portion. Students will print off their scores and turn it in to me on test day. Students must regenerate the test mode
until they receive an ‘A’. Students will also use these definitions to create custom flashcards.
2.
Flash Cards—Students will create personalized flash cards for all terms in each chapter. On the front of the notecard write
the term. On the back complete each of the following three parts:
1. Define the term. (If you wish to write the definition again).
2. Write a logical and applicable scenario that utilizes the term or is an example of the term.
3. Write three other words that are synonyms of the term or draw a picture that illustrates the term.
3.
Review Quizzes—Students are required to take designated review quizzes for each unit (located on the course website).
Students must take all quizzes located on the website and re-take quizzes to earn a 100%. Then, students must either print the
page or screen shot the score and email it to me, ashleyc.alston@cms.k12.nc.us.
The completed Unit Guide, consisting of all three portions, will be turned in on test day and will count as three Quiz grades.
Weekly Blog
Students are required complete a blog post on the week in which they sign up (sign ups given at the beginning of the year). Students
will need to log on to our class site at http://students.weebly.com under a given student user name and password, and create a blog
posting addressing the following items:
 Summary of what we discussed in class this week
 An argument discussing two or more ideas presented during the week (or reflecting on previous information in contrast with
new information from the current week)
 Connection Section—Student must connect the topics covered in class or in the readings from the week to previous
information in the course AND a current event taking place in the world within the past two months.
Students not making the original weekly posting are required to access the class website via the internet or class app to post a
comment or response to the weekly post. Students must make a minimum of two response or comment posts to earn full credit for
their weekly homework grade.
All initial blog posts will be due by 12am on the Friday of the students’ designated week. All responses and comments are due by
10pm, the following Sunday. NO exceptions!
Templates for how to complete the argument portion will be located on the class website under the Appendix section.
**I will complete the first week’s blog posting, and students will be required to respond to my post before 10pm on Sunday, August
31st, 2014.
Completion of each student’s weekly blog posting will count as a quiz grade.
Course Outline
Unit 1: History of Psychology, Background info, and the Scientific Method (1.5 weeks)
Text to read: Prologue and Chapter 1 pp. 19-50
A. Logic, Philosophy, and History of Science
B. Approaches/Perspectives
C. Experimental, Correlation, and Clinical Research
D. Statistics
E. Research Methods and Ethics
o Objectives
• Define psychology and trace its historical development.
• Compare and contrast the psychological perspectives.
• Identify basic and applied research subfields of psychology.
• Identify basic elements of an experiment (variables, groups, sampling, population, etc.).
• Compare and contrast research methods (case, survey, naturalistic observation).
• Explain correlational studies.
• Describe the three measures of central tendency and measures of variation.
• Discuss the ethics of animal and human research.
Unit 2: Neurobiology (3 weeks)
Text to read: Chapter 2 pp. 53-94
A. Physiological Techniques (e.g., imagining, surgical)
B. Neuroanatomy
C. Functional Organization of Nervous System
D. Neural Transmission
E. Endocrine System
F. Genetics
o Objectives
• Describe the structure of a neuron and explain neural impulses.
• Describe neuron communication and discuss the impact of neurotransmitters.
• Classify and explain major divisions of the nervous system.
• Describe the functions of the brain structures (thalamus, cerebellum, limbic system, etc.).
• Identify the four lobes of the cerebral cortex and their functions.
• Discuss the association areas.
• Explain the split-brain studies.
• Describe the nature of the endocrine system and its interaction with the nervous system.
Unit 3: Developmental Psychology (3 weeks)
Text to read: Chapter 3 and Chapter 4 pp. 95-195
A. Life-Span Approach
B. Research Methods
C. Heredity–Environment Issues
D. Developmental Theories
E. Dimensions of Development
F. Sex Roles, Sex Differences
o Objectives
•
Discuss the course of prenatal development.
• Illustrate development changes in physical, social, and cognitive areas.
• Discuss the effect 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.
Unit 4: Sensation and Perception (2 weeks)
Text to read: Chapter 5 and Chapter 6 pp. 197-270
A. Thresholds
B. Sensory Mechanisms
C. Sensory Adaptation
D. Attention
E. Perceptual Processes
o Objectives
• Contrast the processes of sensation and perception.
• Distinguish between absolute and difference thresholds.
• Label a diagram of the parts of the eye and ear.
• Describe the operation of the sensory systems (five 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.
• Discuss research on depth perception and cues.
Unit 5: States of Consciousness (1.5 weeks)
Text to read: Chapter 7 pp. 271-312
A. Sleep and Dreaming
B. Hypnosis
C. Psychoactive Drug Effects
o Objectives
• Describe the cyclical nature and possible functions of sleep.
• Identify the major sleep disorders.
• Discuss the content and possible functions of dreams.
• Discuss hypnosis, noting the behavior of hypnotized people and claims regarding its uses.
• Discuss the nature of drug dependence.
• Chart names and effects of depressants, stimulants, and hallucinogenic drugs.
• Compare differences between NREM and REM.
• Describe the physiological and psychological effects of depressants, stimulants, and hallucinogens.
Unit 6: Learning (1.5 weeks)
Text to read: Chapter 8 pp. 313-348
A. Classical Conditioning
B. Operant Conditioning
C. Cognitive Processes in Learning
D. Biological Factors
E. Social Learning (Observational Learning)
o Objectives
• Describe the process of classical conditioning (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).
Unit 7: Memory (1.5 weeks)
Text to read: Chapter 9 pp. 349-394
A. Memory
o Objectives
• Describe memory in terms of information processing, and distinguish among sensory memory, short-term memory,
and long term memory.
• Distinguish between automatic and effortful processing.
• Explain the encoding process (including imagery, organization, etc.).
• Describe the capacity and duration of long-term memory.
• Distinguish between implicit and explicit memory.
• Describe the importance of retrieval cues.
• Discuss the effects of interference and motivated forgetting on retrieval.
• Describe the evidence for the constructive nature of memory.
Unit 8: Thinking and Language (1.5 weeks)
Text to read: Chapter 10 pp. 395- 430
A. Language
B. Thinking
C. Problem Solving and Creativity
o Objectives
• 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.
Unit 9: Testing & Individual Difference/Intelligence (1.5 weeks)
Text to read: Chapter 11 pp. 431-468
A. Standardization and Norms
B. Reliability and Validity
C. Types of Tests
D. Ethics and Standards in Testing
E. Intelligence
F. Heredity/Environment and Intelligence
G. Human Diversity
o Objectives
• 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.
• 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.
Unit 10: Motivation and Emotion (2 weeks)
Text to read: Chapter 12 and Chapter 13 pp. 469-548
A. Biological Bases
B. Theories of Motivation
C. Hunger, Thirst, Sex, and Pain
D. Social Motives
E. Theories of Emotion
F. Stress
o 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, Cannon-Bard, Schachter-Singer).
• Describe the physiological changes that occur during emotional arousal.
• Discuss the catharsis hypothesis.
• Describe the biological response to stress.
Unit 11: Personality Theories (2 weeks)
Text to read: Chapter 15: pp. 595-638
A. Personality Theories and Approaches
B. Assessment Techniques
C. Self-concept/Self-esteem
D. Growth and Adjustment
o Objectives
• 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 are used to assess traits.
• Describe the humanistic perspective on personality in terms of Maslow’s focus on self-actualization and Rogers’
emphasis on a person’s potential for growth.
• Describe the impact of individualism and collectivism on self-identity.
• Describe the social-cognitive perspective on personality.
• Discuss the consequences of personal control, learned helplessness, and optimism.
Unit 12: Abnormal Psychology (4 weeks)
Text to read: Chapter 16 pp. 639-684
A. Definitions of Abnormality
B. Theories of Psychopathology
C. Diagnosis of Psychopathology
D. Anxiety Disorders
E. Somatoform Disorders
F. Mood Disorders
G. Schizophrenic Disorders
H. Organic Disorders
I. Personality Disorders
J. Dissociative Disorders
o Objectives
• 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 posttraumatic
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.
Unit 13: Therapies (2 weeks)
Text to read: Chapter 17 pp. 685-722
A. Treatment Approaches
B. Modes of Therapy (e.g., individual, group)
C. Community and Preventive Approaches
o Objectives
• Discuss the aims and methods of psychoanalysis.
• Identify the basic characteristics of the humanistic therapies.
• Identify the basic assumptions of behavior therapy.
• Describe the assumptions and goals of the 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.
Unit 14: Social Psychology (3 weeks)
Text to read: Chapter 18 pp. 723-770
A. Group Dynamics
B. Attribution Process
C. Interpersonal Perception
D. Conformity, Compliance, Obedience
E. Attitudes and Attitude Change
F. Organizational Behavior
G. Aggression/Antisocial Behavior
o 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.
Unit 15: Course Review and Miscellaneous (4 weeks)
Cumulative review in preparation for the AP Exam in addition to guest speakers, debates, film analysis, etc.
*Note (borrowed from AP Central and material gathered from AP Institute)
A Few Helpful Websites:
· www.apcentral.com
· www.appsychology.com
· www.psychologytoday.com
· www.hippocampus.org
· www.apa.com
· www.psychcentral.com
· www.simplypsychology.org
Review for the AP Exam- April/May
AP Exam- May
*Note (information borrowed from AP Central and from AP Workshops and trainings)*
Student Contract
Honor Code
My signature below is acknowledgement that I understand the Honor Code as explained by instructor. I
acknowledge that violation of this Honor Code could result in serious punitive action that could be documented in
my permanent academic file. I also understand that academic integrity is an integral part of learning and the
process of obtaining an education. Cheating in any fashion seriously violates the principles of a positive and ethical
learning environment.
By signing below, you acknowledge that you understand the honor code for this course.
Student Signature:___________________________________________________________
Date:____________________________
Expectations
I understand that AP US History is a college level course that will require dedication, active participation, and
completion of assignments in a timely manner. I understand that there will be daily reading and extensive
assignments. It is my responsible to ensure that I understand the expectations of the class and take the appropriate
steps to ensure I have everything I need to be successful. I understand that late work is not accepted in this class
without a valid reason. I will have a positive attitude and be respectful in class. I have completely read through the
syllabus and understand what is required to be successful in this class.
By signing below, you acknowledge that you understand the expectations in the course.
Student Signature:______________________________________________________________
Date:_______________________________
Parent Signature: _______________________________________________________________
Date: _______________________________
Parent (Best) Email: _______________________________________________________________________________________________________
Parent (Best) contact number: (
) ________________-_________________