AP Psychology (2009-2010)
Instructor: Ms. Thoroughman
E-mail: hone: 770-819-2521 ext. 239
General Description of the Course:
The course is an elective that encourages students to obtain and apply the habits of mind used by psychologists in study and research. This course will meet every other day for the entire school year. Students will explore the development of the field of psychology and apply critical thinking to the study of its perspectives and theories. Additionally, students will learn the basic skills of psychological research. Through mastery of terms, concepts and methods, students will be prepared to effectively engage the AP Psychology Exam on Tuesday, May 11, 2010. Students are encouraged to strive for a score of 4 or 5 that will enable college credit at their desired institution of higher learning. The reading and research expectations of the course are demanding and require significant out-of-class study. This time is variable based upon learning style and rate but normally would be no less than thirty minutes for every class session. Summative evaluations are rigorous and emulate the AP Exam as well as what would be expected in a college course.
Course Objectives:
The Advanced Placement Psychology Course is the equivalent of an introductory college-level psychology course and is designed to prepare students for the AP Psychology exam offered by the College Board. The course is designed to introduce students to the systematic and scientific study of human behavior and mental processes. Students are exposed to the psychological facts, principles, and phenomena associated with each of the major subfields within psychology. They also learn about the methods psychologists use in their science and practice. The course emphasizes the development of critical thinking skills and a clear, concise, writing style. The AP exam utilizes 100 comprehensive multiple choice questions that must be answered within seventy minutes and a free response essay section consisting of two questions that must be answered within fifty minutes.
Resources:
Required Text:
Myers, D.G. (2007).Psychology, Eighth Edition. New York, NY: Worth Publishers.
Student Activity CD-ROM or textbook companion web-site available on-line:
Other Materials:
Notebook- preferred 3 ring binder with pockets, sufficient amounts of paper for notes, and note cards
Writing Instruments- multiple color pens and highlighters
Additional Resources:
Bernstein, D., Penner, L., Clarke-Stewart, A., & Roy, E. (2008). Psychology, Eighth Edition.Boston, MA:
Houghton Mifflin Company.
Bolt, M. (2006). Instructor’s Resources to Accompany David G. Myers Psychology. New York, NY:
Worth Publishers.
Halonen, J. & Gray, C. (2001). The Critical Thinking Companion for Introductory Psychology, Second
Edition.New York, NY: Worth Publishers.
. American Psychological Association Subscription
Databases.T.O.P.S.S. Membership (Teachers of Psychology in the Secondary Schools).
Straub, R.O. (2009). Study Guide to Accompany David G. Myers Psychology. New York, NY:
Worth Publishers.
Test Bank to accompany, David G. Myers Psychology, Eighth Edition.
American Psychological Association Subscription Databases.
Zimbardo, P., Johnson, R., Weber, A., Gruber, C. (2010). Psychology AP* Edition with Discovery
Psychology.Boston, MA: Allyn & Bacon.
Expectations: Each student is expected to engage in each class with a level of participation, inquiry, and dialogue expected of independent and motivated learners. Students will consistently demonstrate respect for themselves, others, and their school. Students should maintain a notebook or other storage item that contains all handouts and student generated work. Students will be introduced to more than 500 terms, and are expected to create either note-cards or study guides in order to master the terminology. The notebook and the textbook should be brought to every class unless specifically instructed otherwise by the teacher. Students are responsible for coming to class prepared. Students are responsible for all the information in assigned readings even if it is not specifically discussed in class. Students are also responsible for information covered in class and in handouts that are not in the textbook.
Grading system:
Formative Assessments: 30% of overall grade
Gradeswill include classwork, homework, participation, and quizzes.
Summative assessments:50% of overall grade
These grades will include Cumulative Unit tests, and outside reading selections. Tests will use the same format as the AP Exam and willinclude multiple-choice questions from the test bank that accompanies the textbook and an essay question. The essay questions are selected from released AP exams whenever feasible. ALL TESTS ARE CUMULATIVE and may contain information covered in previous chapters.
Mid-term exam/Final Exam:20% of overall grade
A mid-term exam will be given in December at the conclusion of the 1st semester. A final exam will be given in May at the conclusion of the 2nd semester. Credit for the course will be awarded at the end of the school year in May.
Communication:The syllabusincludes the course map but the instructor reserves the right to modify the syllabus as needed to best meet the needs of the students and the course. Assignments will be clarified daily in class and electronically posted on Typepad. Students are encouraged to contact the instructor through electronic means as needed for assistance. It is the student’s responsibility to seek extra help as needed. AP exam study review sessions will be scheduled during the spring semester.
Academic Integrity:Each student is responsible for reading and understanding expectations on academic integrity. Students are not to discuss a test with any student who has not yet taken it. Assignments are to be done independently unless specified otherwise by the instructor. Appropriate credit must be given through acceptable citations, notes, and references.Any evidence of cheating, whether using other’s work or allowing other’s to use yours, will result in a zero for the assignment and disciplinary consequences per school policy. Please remember that learning is the ultimate goal, not what can be plagiarized. Please remember that nobody can take away from you what you learn.
Course Map:
AP Psychology: Course OutlineContent / Essential Questionsand Objectives / Timeframe,
Weight, and Assessments / References:
Page #s refer to Myers, Psychology, 8th edition unless stated otherwise
First Semester
Unit I:
History, and Approaches
Unit II: Thinking Critically With Psychological Science / ESSENTIAL/GUIDING QUESTIONS
Foundations: History and Approaches
What is psychology and why is it important?
Objectives:
-Analyze the definition of psychology.
-Relate applications and careers utilizing psychology.
What are some of the key thoughts, theories, events and figures in the development of psychology as a science?
-Differentiate between structuralism, functionalism, and
behaviorism.
-Describe Gestalt, psychoanalytic, and humanistic
approaches.
-Compare contemporary theoretical perspectives:
evolutionary, biological, and cognitive.
-Connect Socrates, Plato, Aristotle, Descartes, Bacon,
Locke, Wundt, Titchener, Darwin, James, Calkins,
Washburn, Pavlov, Freud, Piaget, Dewey, Watson,
Skinner, Rogers, and Maslow to their historical
contributions and significance in psychology.
Why have some groups been underrepresented in the study of the history of psychology?
-Describe biases and power influences in psychology.
What are the various ontological and epistemological framesthat have impacted the development of psychology?
-Evaluate the various theoretical perspectives.
Why is critical thinking vital to the study of psychology?
-Explain and apply critical thinking. Incorporate a multi-
level analysis into evaluation
What are current psychological perspectives?
-Differentiate amongneuroscience, evolutionary, behaviorgenetics, psychodynamic, behavioral,cognitive, socio-culturalperspectives.
What are some of the key issues that recur in psychology?
-Compare the nature vs. nurture debate to quandaries in
other disciplines.
Research and Methods of Inquiry
What are the methods psychologists use to study behavior and mental processes?
-Explain qualitative and quantitative approaches.
-Evaluate various approaches including observation,
case study, survey, statistical, and experimental
approaches.
-Apply independent and dependent variables and
operational definitions.
-Explain and identify correlational relationships.
-Relate research methods to philosophical bases.
What steps do psychologists use to reduce the impact of intervening variables and to enhance reliability and validity?
-Describe various biases and barriers to research.
-Explain the benefits of randomization (assignment vs.
selection), and double-blind studies.
-Describe the challenge of generalization including
across gender and cultures.
How can statistics help us organize, summarize, and make inferences from the data that we have gathered?
-Explain descriptive vs. inferential statistics.
-Apply basic descriptive statistics including measures of
central tendency and standard deviation with graphs.
What ethical principles guide psychologists in their work?
-Identify ethical guidelines impacting research and
psychology and explain their value.
-Relate several ethical issues in psychological studies to
societal issues and future research.
Why might ethical quandaries exist?
-Relate ethics to philosophical bases especially relating
animal research or other issues. / Weeks 1, 2and 3
2-4 % of AP Exam
Multiple Choice Section
Formative Quiz after History and Approaches
Week 4 and 5
6-8% of AP Exam
Multiple Choice Section
Formative Quiz:
Practice Essay
Summative Test at end of Unit:
Multiple choice questions and one essay. / Prologue:
The History and Scope of Psychology
(pp 1-17)
Video: Psychology: Scientific Problem Solvers—Careers for the 21st Century (
Appendix A (A1-A9)
Chap 1:
Research Strategies:
How Psychologists Think; Thinking Critically
(pp 18-51)
Videos of Zimbardo (Stanford Prison Experiment) and other studies with ethical issues.
Unit III:
Biological Bases of Behavior: Neuroscience and Behavior
Unit IV:
Sensation and Perception / Module 4:Neuroscience and Behavior
What is a neuron and how do they communicate with other cells to influence our behavior?
-Identify the components of the neuron and explain
the process of transmission.
-Trace the path of a neural impulse.
-Describe neurotransmitters and receptors.
-Discuss how drugs can affect neurotransmitters.
What are the components of the nervous system and what are the functional divisions of the nervous system?
What are split-brain studies and how do they help us understand cerebral lateralization?
-Describe the functions of the central and peripheral
nervous systems; major brain regions, lobes, and
cortical areas; and brain lateralization and hemispheric
specialization.
What are the components and functions of the endocrine system?
How does the endocrine system deliver its messages?
-Describe the function and impact of the endocrine
system on behavior.
How do neuroscientists study the connections between mind, brain and behavior?
-Discuss the focus of psychology in learning how
Heredity, environment, and evolution shape behavior.
-Predict how traits and behavior can be selected for
their adaptive behavior per Darwin.
What are the brain structures and their functions?
-Relate research strategies over time and technologies
that can enhance our understanding.
-Describe Sperry and Gazzaniga’s split brain operations
on cats and monkeys. Discuss any ethical concerns.
-Explain Broca and Wernicke’s findings when damage
Occurred to left frontal and temporal lobes.
Sensation
What are the absolute and difference thresholds for our sensory systems?
-Contrast absolute and difference thresholds.
How are we influenced by top-down and bottom-up processing?
What role does attention play in perception?
What are the sources of energy for each of our senses?
How is the information altered by the accessory structures for each sense?
How is the energy converted to neural energy for each sense?
-Trace the path of light from eye until receptor cells.
-Distinguish between rods and cones, and list their
characteristics and functions.
-Explain how messages entering the eye are processed
in the visual system.
-Describe the three basic properties of color.
-Identify the characteristics of sound and the theories
of pitch discrimination.
-Describe the structure and functions of components of
the ear.
-Explain the importance of kinesthetic and vestibular
senses.
-Describe the skin as a sense organ, and explain smell
and taste.
What areas of the brain process information from each sense?
-Discuss various brain components and their role in
different sensory interpretation.
-Describe various sensory disorders.
Perception
How does our brain construct perceptions from sensory information?
-Describe organizing and integrating principles used to
-Interpret sensory information (Gestalt, depth
perception, etc.)
Why do psychologists study perceptual illusions?
How do illusions increase our understanding of perception?
-Discuss top-down processing in contributing to
illusion.
How adaptable is our ability to perceive the world?
How are our interpretations and perceptions shaped by our beliefs and experiences?
-Discuss culture and experience on perception and
context.
Why may extra-sensory perception be important?
-Critically assess common beliefs in esp. / Weeks6 and 7
8-10% of AP Exam
Multiple Choice Section
Formative Quiz: Practice Essay on brain function
Summative Test:
Multiple choice questions and one essay.
Weeks 8 and 9
7-9% of AP Exam
Multiple Choice Section
Formative Assessment:
Create a public service announcement explaining the sensory process.
Summative Test:
Multiple choice questions and one essay. / Chapter 2:
Neural and Hormonal Systems (52-67)
The Brain (67-93)
Annenberg Media- video segments on The Brain: Teaching Modules
Chapter 5:
Sensation Overview
(pp 196-203)
Vision (pp 204-215)
Hearing (pp 215 -224)
The Other Senses
(pp 224-235)
Chapter 6:
Perception
Perceptual Organization
(pp 236-254)
Perceptual Interpretation
(pp 254-269)
Unit V:
States of Consciousness / States of Consciousness
What are the levels and functions of consciousness?
-Describe the impact of consciousness on behavior.
-Discuss contributions of Freud, James, and Hilgard.
-Explain why REM sleep is also called paradoxical sleep
-Explain daydreaming.
Why do we sleep and dream?
-Describe the stages of sleep.
-Explain the theories of the nature and content of
dreams. Explain the importance of sleep to the body.
What are the most common sleep disorders?
-Define the sleep disorders of insomnia, narcolepsy,
and apnea.
Is Hypnosis an altered state of consciousness?
-Describe meditation and hypnosis.
What are dependence and addiction?
-Explain the biological, psychological, social, and
cultural factors related to addiction.
What drugs alter our perceptions and moods and how do they work?
-Explain the difference between substance abuse and
substance dependence.
-Explain the effect of depressants, stimulants, and
hallucinogens.
-List two negative effects of each of the following
drugs: alcohol, marijuana, amphetamines,
barbiturates, the opiates, cocaine, and the
hallucinogens. / Week 10 and 11
2-4% of the AP Exam
Multiple Choice Section
Summative Test:
Multiple choice questions and one essay. / Chapter 7:
Consciousness, Sleep and
Dreams
(pp 270-290)
Hypnosis (pp 290-295)
Drugs and Consciousness;
Near-Death Experiences (pp 296-311)
Simulation- meditation exercise
Unit VI:
Learning / Learning
Why are Pavlov’s studies on classical conditioning so important?
-Define Learning.
-Discuss the impact of Watson’s “Little Albert”
experiment.
-Explain classical conditioning including unconditioned
and conditioned response and stimulus. Discuss how
Pavlov performed his experiments.
-Discuss acquisition, extinction, spontaneous recovery,
generalization, and discrimination.
Why are Skinner’s experiments in operant conditioning so important?
-Discuss the concept of shaping.
-Explain the impact of punishment and positive and
negative reinforcements. Differentiate between
punishment and negative reinforcement.
-What are the law of effect, shaping and principles of
reinforcement?
-Explain: extinction, spontaneous recovery & stimulus
generalization.
-Explain discrimination and higher-order conditioning.
-Identify four schedules of reinforcement and their
patterns of response.
What are some differences between classical and operant conditioning?
-Compare and contrast classical vs. operant
conditioning.
-What are the applications of classical and operant
conditioning? Predict the effects ofconditioning.
What is observational learning and what is its importance in our understanding of behavior?
-Describe Bandura’s social learning theory.
-Explain insight learning, latent, and sociallearning.
How can learning be enhanced?
-Predict how practice, reinforcement and motivation
affect learning.
-Interpret graphs describing results of experiments.
-Describe how biological constraints affect learning.
-Apply learning principles to emotional learning,
superstitious behavior, and learned helplessness. / Weeks 12 and 13
7-9% of the AP Exam
Multiple Choice Section
Summative Test:
Multiple choice questions and one essay. / Chapter 8:
Classical Conditioning (pp 312-326)
Operant Conditioning
(pp 326-340)
Learning by Observation (pp 341-347)
Guest Speaker/Demonstration:
K-9 Officer to demonstrate learning in animals.
Video supplement: Bandura’s Bobo Doll Experiment, Little Albert Experiment (Worth Publishers, Digital Media Archive, 2003)
Unit VII:
Cognition / Memory
What is memory?
-Differentiate between psychological and physiological
systems of memory.
-Describe the path information takes from the
environment to long-term memory.
How is information encoded and retrieved in our memory systems?
-Outline storage and retrieval in long-term memory.
What are the capacities and durations of storage for sensory memory, short-term and long-term memory?
-Define schema and how schemata are used.
- Describe and explain the brain structures relating to
learning & memory.
Why do we forget?
-Explain what causes us to produce false memories.
What are the everyday applications of memory research?
-Explain how memory can be improved.
Thinking and Language
How does our cognitive system receive, perceive, and retrieve information that can be used to think and communicate?
-Compare and contrast effortful vs. automatic
processing, deep vs. shallow processing, and
focused vs. divided attention.
What strategies and biases enhance and hinder our problem solving and decision-making?
-Identify problem-solving strategies and facilitating
factors.