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AP Psychology Syllabus
Mrs. Rebecca Parker
Rise Office Hours: Mrs. Parker on Monday a...
Topic Overview:
I. Introduction of Psychology
A. History of Psychology
B. Contemporary Psychology
C. The Seven Perspective...
VII. Sensation and Perception
A. The Five Senses
1) Components and Functions of the Eye, Ear, Nose, Tongue, and Skin
2) Th...
XIII. Emotion
A. Theories (James-Lange, Cannon Bard, Schacter’s Two Factor, Lazarus’ Concept of
Appraisal, and Zajonc’s Sh...
Teacher Resources:
American Psychiatric Association Task Force. Diagnostic Statistical Manual of Mental
Disorders (DSM-IV-...
AHS Recovery Policy: Opportunities designed to allow students to recoverfrom a low or failing
cumulative grade will be all...
August 23, 2010
Dear Parents,
Your child is enrolled in my Advanced Placement Psychology class. The course syllabus
was di...
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AP Psychology Syllabus


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AP Psychology Syllabus

  1. 1. AP Psychology Syllabus 2010-2011 Mrs. Rebecca Parker Rise Office Hours: Mrs. Parker on Monday and Wednesday from 8:00 to 8:30 a.m. in Room 3210. Mrs. Drummond on Tuesday and Thursday from 8:00 to 8:30 a.m. in TAG Office. Mrs. Cantrell is available after school Monday through Thursday in Room 3223. About the AP Program: First off, you should be commended for taking on the challenge of a college- level course. You have chosen the tougherroad, but in all areas of life the more challenging the task, the more rewarding the outcome. Each May, the AP Examinations are administered at our high schooland other participating schools around the world. The AP Psychology test is two hours in length and in consists of one hundred multiple choice questions and two essays,called free response questions. Course Description: AP Psychology is a general overview of the field of psychology. 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. ( ) Purpose of Course: The AP Psychology course is designed to introduce students to the systematic and scientific study of the behavior and mental processes ofhuman 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. ( ) Textbook: Myers, David G. Psychology 8th ed. Holland, Michigan: Worth, 2007. Cost: $ 82.50 Timeline: Topic Chapters Days (Approx.) I. Introduction of Psychology 5 II. Research and Statistics 1 6 III. Neuroscience 2 13 IV. Nature vs. Nurture 3 10 V. Stages of Human Development 4 6 VI. Thinking & Language 10 7 VII. Sensation and Perception 5-6 10 VIII. Learning 8 8 IX. Personality 14 14 X. Memory 9 5 XI. Intelligence, Motivation, and Emotion 11-13 15 XIV. Psychological Disorders 16-17 21 and Therapy (Abnormal Psych.) XVI. Social Psychology 18 13 XVII. States of Consciousness/Stress 3 and 7 7 XVII. AP Review ? Grading- Any grade below 70 is failing. The following is a breakdown of the grading policy for this class: Assessment Percentage In-class Quizzes 25% Projects 15% Class Work and Homework 5% Tests 40% Final 15%
  2. 2. Topic Overview: I. Introduction of Psychology A. History of Psychology B. Contemporary Psychology C. The Seven Perspectives of Contemporary Psychology II. Research and Statistics A. Experimentation B. Statistics in Psychology 1) Correlation 2) Central Tendency 3) Distribution of Scores and Scatterplots III. Neuroscience A. Neurons 1) Components and Functions 2) Neural Impulses (Action Potential and Neurotransmitters) 3) Types of Neurons and the Birth, Life, and Death of a Neuron B. Nervous Systems (Central, Somatic, Autonomic, Enteric) C. Endocrine System D. Brain 1) Components and Functions a) Lower Order Brain Functions b) Higher Order Brain Functions 2) Sperry and Gazzangia’s Split Brain E. Brain Watching Tools (MRI, fMRI, CAT, PET, and EEG) IV. Nature vs. Nurture A. Evolutionary Psychology 1) Natural Selection (Charles Darwin) 2) Modern Research (i.e. Mate Selection) B. Genetics 1) DNA 2) Heritability vs.Environment 3) Twin Studies C. Sir Francis Galton’s Eugenics D. Behavioral Genetics V. Stages of Human Development A. Pre-natal, Infancy, Adolescence,and Adulthood Development B. The Critical Periods 1) Prenatal Development: Conception to Two Weeks 2) Attachment: Birth to Two Months (e.g. Harlow’s Rhesus Monkeys and their Terry Cloth Mothers) 3) Language: Three to 11 years (Preoperational Stage) C. Piaget’s Stages of Cognitive Development and Milestones D. Vygotsky’s Theories of Cognitive Development and Zone of Proximal Development E. Erikson’s Stages of PsychosocialDevelopment and Issues F. Kohlberg’s Stages of Moral Development and the Heinz Dilemma VI. Thinking and Language A. Cognitive Psychology B. Algorithm vs.Heuristics C. Fallacies of Human Thought (Confirmation Bias, Functional Fixedness, Belief Preservation, Belief Bias, Overconfidence, Mental Set, Fixation, Framing, etc) D. Artificial Intelligence, Computer Neural Networks, and the Blue Brain Project E. Grammar and Semantics F. Language Development (Critical Period and Feral Children) G. Noam Chomsky’s Stages of Language Development H. Benjamin Whorf and Linguistic Relativity
  3. 3. VII. Sensation and Perception A. The Five Senses 1) Components and Functions of the Eye, Ear, Nose, Tongue, and Skin 2) The Sense of Sight, Hearing, Balance, Taste, Smell, Pain and Pressure B. Thresholds-Absolute Threshold,Difference Threshold/Just Noticeable Difference (JND), and Weber’s Law C. Sensory Adaptation and Selective Attention D. Perceptual Organization (Principles and Illusions) E. Perceptual Interpretation and Adaptation F. Gustav Fechner and Psychophysics VIII. Learning A. John Watson and Behaviorism B. Ivan Pavlov and Classical Conditioning C. B.F. Skinner and Operant Conditioning D. Albert Bandura, Bobo, and the Social Learning Theory IX. Personality A. Psychoanalysis 1) Sigmund Freud, Anna Freud, Karen Horney, Alfred Adler, and Carl Jung 2) Id, Ego, and Superego 3) Defense Mechanisms 4) Psychosexual Stages 5) Therapy Tools: Free Association,Thematic Apperception Test (TAT), Rorschach Inkblot Test B. Humanistic Perspective 1) Carl Rogers and Person-centered Therapy 2) Abraham Maslow and the Hierarchy of Needs 3) Triandis and Individualism vs.Collectivism C. Trait Perspective 1) Intrinsic vs.Extrinsic Motivation 2) Introvert vs. Extrovert 3) Personality Tests (Myers-Briggs, The Big Five, and MMPI) X. Memory A. Ebbinghaus’ Research and the Spacing Effect and Serial Position Effect B. Encoding, Storage, and Retrieval C. Memory Loss, Memory Feats, and Memory Devices D. Elizabeth Loftus and Eye-witness Testimony E. Déjà vu XI. Intelligence A. Nature vs.Nurture B. What is Intelligence? (G or Multiple) C. Assessing Intelligence (History/Binet and Current Practices) XII. Motivation A. Drive Reduction Theory B. Maslow’s Hierarchy of Needs and Motivation C. Homeostasis D. Hunger and Thirst Motivation (Eating Disorders) E. Sexual Motivation (Masters and Johnson) F. Industrial-Organizational (I/O) Psychology G. Addiction
  4. 4. XIII. Emotion A. Theories (James-Lange, Cannon Bard, Schacter’s Two Factor, Lazarus’ Concept of Appraisal, and Zajonc’s Shortcut to the Amygdala) B. Arousal C. Polygraphs and Modern Lie Detector Tests D. Ekman and Friesen and Universal Facial Features E. Subjective Well-being (Adaptation Level Syndrome, Relative Deprivation) XIV. Psychological Disorders and Therapy (Abnormal Psych.) A. Diagnostic Statistical Manual IV B. Diagnostic Labels (Rosenthal) C. Anxiety Disorder (Phobia, OCD, Panic Disorders and Attacks, Generalized Anxiety Disorder (GAD) D. Mood Disorders (Major Depressive Disorder, Bipolar Disorder, and Depression) E. Dissociative Disorder (Dissociative Identity Disorder/Multiple Personality Disorder) F. Schizophrenia G. Personality Disorders H. Antisocial Personality Disorder I. Mental Institutions (Past, Present, and Future) J. Therapies (Psychoanalysis,Cognitive-Behavioral, Systematic Desensitization, Client-Centered, Aversive Conditioning, Counter Conditioning, Token Economy, etc.) K. Clinical Psychologists,Psychiatrists,and Counselors L. Psychopharmacology, Electro-convulsive Therapy, Shock Therapy, and Psychosurgery XV. Stress A. Cortisol B. General Adaptation Syndrome C. Dr. Friedman’s Type A and Type B Personalities and Coronary Heart Disease XVI. Social Psychology A. Social Roles and Norms (Stanford Prison Experiment) B. Festinger and Cognitive Dissonance C. Asch and Conformity D. Attribution Theory and Fundamental Attribution Error E. Milgram and Obedience to Authority F. BystanderEffect G. Social Thinking H. Social Influence I. Social Relations XVII. States of Consciousness A. Stages of Sleep and EEG B. Dreams (Psychoanalysis vs.Hobson and McCarley) C. REM and Dreaming (Aserinsky) and REM Rebound (Dement) D. Sleep Disorders E. Hypnosis (Spanos and Orne and Evans) F. Drugs (Depressants,Stimulants, and Hallucinogens)
  5. 5. Teacher Resources: American Psychiatric Association Task Force. Diagnostic Statistical Manual of Mental Disorders (DSM-IV-TR) 4th ed. American Psychiatric Publishing, Inc., Washington, D.C., 1994. Frances, Allen and Ross, Ruth. DSM-IV-TR Case Studies: A Clinical Guide to Differential Diagnosis (DSM-IV-TR Library). American Psychiatric Publishing, Inc., Washington, D.C., 2001. Ridley Matt. Genome: The Autobiography of a Species in 23 Chapters. New York, New York: HarperCollins Publishers, 2000. Summer Reading Assignment: Hock, Roger R. Forty Studies that Changed Psychology: Explorations into the History of Psychological Research 5th ed. Upper Saddle River, NJ: Prentice Hall, Inc., 2004. Assignments:  Summer Reading Assignment: The students will take a test on Friday, August 27th that will assess theirretention and understanding ofthe information introduced in this text.  Nightly Textbook Readings  Periodic Homework or Class Work Assignments (More information will be provided in class)  Various Group Projects (More information will be provided in class)  In-class quizzes: In-class quizzes will be given at the end of most chapters that are not being followed by a test. Quizzes usually consist of twenty-five to thirty multiple choice questions,but some may include short-answer,matching, and/orone free response question.  Major tests: Major tests are given at the end of two to three chapters. They consist of seventy five multiple choice questions and two free response questions. The majority of the content on the test is from the most recent chapters,but the test will always include a portion of cumulative questions from previous chapters.  Final: The final at the end of the first semester will consist of a major test (see above description). Alpharetta High School Academic Honesty Expectations: It is the sincere hope of the AHS administration and faculty that all students will demonstrate the highest level of academic honesty. The following information is designed to encourage this desire. Violations of the AHS Academic Honesty Expectations include but are not limited to the following: 1.) using words or ideas from a published source without proper documentation;* 2.) using the work of another student (e.g. copying another student’s homework, composition, or project); 3.) using excessive editing suggestions of another student, teacher, parent, or paid editor; 4.) using any electronic device for sharing information prior to, during, or after a graded experience. *plagiarism-the use of another’s words or ideas and the presentation of them as though they are entirely one’s own. Failure to meet these expectations on any graded experience, project, or paper will result in a zero on the assignment, an honor code violation, and two days of Saturday School. Parent/Student notification and administering of the consequences will be done by the teacher and grade-level administrator. Unless stipulated by the teacher, collaboration on graded experiences is not acceptable. Students who willingly provide other students with access to their work are in violation of the Alpharetta High School Honor Code.
  6. 6. AHS Recovery Policy: Opportunities designed to allow students to recoverfrom a low or failing cumulative grade will be allowed when all work required to date has been completed and the student has demonstrated a legitimate effort to meet all course requirements including attendance. Students must contact the teacher concerning recovery opportunities. Teachers are expected to establish a reasonable time period for recovery work to be completed during the semester. All recovery work must be directly related to course objectives and must be completed ten school days prior to the end of the semester. Lost/Damaged Book Policy: Students are financially responsible for all books issued by Alpharetta High School. Textbooks may not be left in classrooms, and teachers are not responsible for students’books once books have been issued to the student.The copy issued to the student must be turned in at the end of the course. Students will not receive credit for turning in another student’s book,and students may not turn in replacement books. The cost of replacement will be assigned to any student that fails to turn in the exact book she/he was issued and/orto any student that turns in a damaged book. If a student is issued a damaged book (i.e. broken binding, torn pages,water damage, writing, etc…), then the book must be brought to room 1310 for a replacement book or to document the damage. There is a two week grace period for students to document damage before the student will be held accountable. AP Exam Requirements: Any student failing the AP class one month prior to testing (and thereafter) must pay for their AP exam ($84). The state will not pay for a student’s APexam if they are failing the course.All failing students that decide NOT to take their AP exam must pay the returned/unused exam fee of $13. Any student that is passing an AP class (even if it is with a 70) must take their AP exam. Rise: RISE: Reteaching Instructional Support Experience RISE is an opportunity for students to relearn concepts from their teachers with individualized instruction. Sessions are held before or after school in the teacher’s classroom. RISE sessions will begin the 4th week of school. All teachers are available for extra help, should a student want or need it. However, once a student’s average drops below a 75 in a course, RISE becomes mandatory at least one hour a week for that course until the next grading period. Once a student’s average rises above a 75 at the conclusion of a grading period, RISE is no longer mandatory. RISE lunch sessions are available only for a student unable to attend either morning or afternoon sessions with his/her teacher. RISE lunch sessions are held during 4th period lunch in room 5104. RISE lunch sessions for students needing support in Language Arts are held daily in the writing center - room 2314. Students attending RISE should bring their own lunch or get a bagged lunch from the cafeteria at the beginning of the lunch period.
  7. 7. August 23, 2010 Dear Parents, Your child is enrolled in my Advanced Placement Psychology class. The course syllabus was distributed to students (and posted on my website) Monday, August 23, and includes my expectations, course requirements, the nature of the assignments and how students will be assessed. AP Psychology is taught on a college level, therefore I expect my students to put forth the effort required in a college level course. For many students, this is their first AP class and some find the course more demanding than their classes in the past. If you and your child feel that this is the case, I urge you to meet with me and/or the appropriate counselor as soon as possible to plan strategies to cope with these demands. Students enrolled in AP courses are expected to take the National Advanced Placement Exam in May. If your child is failing the course at the time of the AP Exam, they are expected to pay for that exam or if they opt out of taking the exam, they must pay a fee for sending the exam back. My experience is that students who perform well in the class will do well on the exam. It is very important that you and your daughter/son read the syllabus carefully. If there is anything that is unclear, please contact me immediately. Students will be expected to know the requirements and meet them. Your signature below indicates that you and your child have reviewed the course syllabus and understand what is expected. Please sign in the proper spaces and return to me on or before Monday, August 30. Thank you! Rebecca Parker AP Psychology Parent Signature __________________________ Date _____________ Student Signature __________________________ Date _____________