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AP Psychology—Syllabus & Course Guidelines 2022-23

Porter Ridge High School

Mr. Joaquin

Angelo.Joaquin@ucps.k12.nc.us

Course Objective ●        Students will learn the history, concepts, methodology, and vocabulary of contemporary psychology. ●        Students will learn to read and evaluate psychological research papers and critically apply their content to broad psychological theories and everyday life. ●        Students will develop advanced critical thinking skills. ●        Students will prepare for success on the AP Psychology exam

 

Please visit the College Board AP Psychology page for more information regarding standards and competencies.

 

Course Purpose (From the College Board AP Psychology Course Description):

The AP Psychology course is designed to introduce students to the systematic and scientific study of the behavior and mental processes of human beings and other animals. Students will be 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.

Course Description:

Students will be introduced to the various sub-fields of psychology and learn how they explain the behavior and mental processes of humans and other animals. Students will gain an understanding of how the sub-fields of psychology are linked together and how they are supported by empirical evidence.

Materials for the course:

• Pencils
• Pens (blue/black ink only)
• 2-inch 3-ring binder
• earbuds

Optional Items

• Dividers
• Loose leaf paper
• Post-it notes for documenting throughout your notebook
• Large spiral notebook (designated solely for this class)
• Highlighters for reading strategy exercises

 

Course Outline & Weight on the AP Exam:

Unit 1: Scientific Foundations of Psychology 10–14%

Unit 2: Biological Bases of Behavior 8–10%

Unit 3: Sensation and Perception 6–8%

Unit 4: Learning 7–9%

Unit 5: Cognitive Psychology 13–17%

Unit 6: Developmental Psychology 7–9%

Unit 7: Motivation, Emotion, and Personality 11–15%

Unit 8: Clinical Psychology 12–16%

Unit 9: Social Psychology 8–10%

 

Textbooks

Required Textbook:

Third Edition   ©2018  Myers' Psychology for the AP® Course

David G. Myers (Links to an external site.) (Hope College) , C. Nathan DeWall (Links to an external site.) (University of Kentucky)

ISBN-10: 1-319-07050-7; ISBN-13: 978-1-319-07050-2

 Supplemental Text:

Periodicals such as Scientific American, Scientific American Mind, and Psychology Today

Suggested Review Books:  Ask to take a look and see which one you prefer

AP Psychology: Crash Course by Larry Krieger. 

Barron’s  AP Psychology by Robert McEntarffer and Allyson J. Weseley, Ed.D.

5 Steps to a 5 AP Psychology, 2019 Mcgraw-Hill

 

Pacing Guide 

Unit 1--Scientific Foundations of Psychology                                        Modules 1-8                      [3 weeks]

Unit 2—Biological Bases of Behavior                                                        Modules 9-15,22-25       [3 weeks]

Unit 3—Sensation & Perception                                                                Modules 16-21                  [2 weeks]

Unit 4—Learning                                                                                              Modules 26-30                 [2 weeks]

Unit 5—Cognitive Psychology                                                                     Modules 31-36,60-64      [3 weeks]

Unit 6—Developmental Psychology                                                         Modules 45-54                  [3 weeks]

Unit 7—Motivation, Emotion, & Personality                                         Modules 37-44,55-58     [4 weeks]

Unit 8—Clinical Psychology                                                                          Modules 65-73                  [3 weeks]

Unit 9—Social Psychology                                                                            Modules 74-80                  [2 weeks]

 

A more Detailed Outline of Readings and Pacing can be found here

 

Classroom Procedures and Grading

 

Grades:

This course will be graded similarly to a college course.  You will be tested in the same format as the AP test you will take on Tuesday May 2nd, 2023. https://apcentral.collegeboard.org/exam-administration-ordering-scores/exam-dates/2023-exam-dates. This will enhance your chance of doing well on that test and prepare you for the style of testing seen in a college course. You will also keep an outline notebook throughout the semester.  I will sometimes ask to see your notes to see that you are exploring what you have read, not merely summarizing or providing a superficial or oversimplified analysis.

 

• Each Period will have a test. .

Test Structure

Pre-Assessment MCQ (Taken as many times as you would like. The highest score will be kept )	20%
MCQ 5/7 You must answer 5 of 7 MCQ’s. The MCQ’s are taken directly from the Pre-Assessment	20%
Essay	45%
Total	85%
Optional Study Guide	15%
Overall Total	100%

 

*** Please note that it is possible to get a “B” without doing the optional study guide. However, if you would like an “A” a study guide would need to be done.***

 

• Students may choose to complete the optional study guide. Students will still be eligible for a "B" for the assessment which is above average, however if they are choosing to receive an A which is well above average, the study guide would need to be done. Also based upon my experiecen, since the AP exam does encompass a large amount of vocabulary, those students who properly do the study guide have a greater likelyhood of being successful on the AP exam.

 

• "Reading check" and/or “Note” quizzes (10 points) will be given every chapter. If you miss an "RCQ", there will be no make-up.  The following quiz will double in value.  If you are out again, the value will then triple and so on to cover the quizzes missed.
• Students must complete periodic progress checks on AP Classroom for a completion grade.
• Quizzes, other than RCQs, may or may not be announced.
• Homework and classwork may or may not be graded. Homework topics (particularly readings) will usually be important the next day in lecture and class discussion. 
• There will be several projects during the semester. Details will be discussed at a later time.
• There will be other activities that require participation. All are encouraged to participate.
• Most grades will be posted within five school days of the assignment being collected; however, due to the sheer amount of writing I have to grade, free-response (including Unit Tests, SAQS, LEQs, and DBQs) may not be graded for up to a one-month period. They will be posted as soon as they are graded.  We will randomly grade 25-35% of all free-response questions assigned.

 

Expectations

• Complete reading assignments in a timely and thoughtful manner.
• Participate in class discussions.
• Pay attention to what I say. I’ve taught this class much longer than you’ve been in it and I actually know what I am doing.
• Stay POSITIVE! This class is taught at a college level; however, Porter Ridge High School students have done well above the national average in this course.  

 

There's no great mystery to doing well in this course.  Read, listen, take notes, try your best, and you will receive a good grade in return and do well on the AP exam.

 

Grading               

Union County Grading Scale:      A= 90-100            B= 89-80      C= 79-70      D= 69-60      F= 59 and Below                     

Grades will be weighted into the following categories.  Assignments within each category could vary by different amounts.

• Period Assessments 55%
• Assignments—45%

 

Make-ups

You are expected to follow the class calendar and submit all assignments through Canvas when they are due. If you are absent for an exam or an essay, be prepared to make it up the day you return to class during that class period. Any other arrangements can be made, however, Remember—it is your responsibility to contact the teacher regarding make-up work.  Class notes need to be copied from a classmate.

Late Assignments

Only official school-documented absences are exempt from this course's late work policy. Any excused absence work can be submitted without penalty per PRHS School Guidelines.

For unexcused absences, Late work can be submitted with a 20 percent penalty up until the end of the  Unit Assessment. I will not accept any late submissions after that.  If you have a problem with a due date, speak with me in advance as we can usually work something out.

 

Content

Some subject matter will be covered in reading assignments, some in class, and some in both.  You are responsible for knowing the material in all three cases. 

GENERAL EXPECTATIONS:

1. Mutual respect, appropriate language, and appropriate behavior are required at all times. Follow all Porter Ridge High School and Union County policies while in this classroom.
2. Attendance and Tardy Policy: Be on time for class and be in your seat when the bell rings.  Follow Porter Ridge High School and Union County Schools policies.  Please remain in your seat until the bell rings.
3. Electronics: Do not use any electronics during class time without permission. 
4. Honor Code—Please abide by an honor code

 

Online Interaction:

Canvas, various internet sites, and forums are all used in this course. Students will create a free student account at https://apclassroom.collegeboard.org/30/homeThe benefit of using online resources will not only enhance the student’s understanding of this course, it will also prepare the student for the type of professor/student interaction found on most college campuses.

 

Canvas:

 The majority of assignments not completed on paper will be submitted on our learning platform, Canvas. Assignments can be submitted a variety of ways including, uploading files, typing into text boxes, and sharing Google documents/presentations. Students will be shown how to submit assignments on Canvas as needed. Individual assignments will indicate which method of submission on Canvas is expected. If students need a refresher or have questions, they can access the Canvas Student Guide for specific instructions. It is the student's responsibility to ensure assignments are submitted on time and to contact the instructor if there is a problem. Please note that student activity is logged while in Canvas so instructors will be able to see if the student opened the assignment and if there was any activity including a log of student activities during online tests and quizzes. Students are not allowed to leave the testing window during assessments. Doing so is considered cheating and will be handled as set forth in the Porter Ridge HS handbook. NOTICE: Although many assignments are submitted and graded in our learning platform, Canvas, the "final" grades shown may not be properly weighted and do not contain assignments that were not graded in Canvas. For the student's official grades, please continue to access the parent portal through Powerschool. Login information is usually sent home with the students at the beginning of the year and should be the same as last year. If you need assistance accessing the parent portal, please contact the school.

Resources: Students and Parents can access EmpowerED Family Portal at the following link https://www.ucps.k12.nc.us/domain/2917. EmpowerED provides students and parents with useful links and apps that may help them in this and other courses here in Union County

 

Academic Dishonesty

Plagiarism Policy:  According to Harbrace Handbook, 15^th edition,

 

Plagiarism is defined as presenting someone else’s ideas, research, or opinion as your own without proper documentation, even if it has been rephrased.  It includes, but is not limited to the following:

• Copying verbatim all or part of another’s written work
• Using phrases, figures, or illustrations without citing the source
• Paraphrasing ideas, conclusions, or research without citing the source
• Using all or part of a historical work, film, or website without attributing the work to its creator

Consequence:  As plagiarism is a form of stealing and academic fraud, committing such an act carries both a grade penalty and disciplinary action depending on the severity of the incident.  A minimal consequence would be a zero on the assignment and a referral to the office. 

 

The AP Psychology Exam is comprehensive, covering material from the entire semester. Students who are enrolled in the AP Psychology course are expected to take the AP Psychology Exam. Class time is allotted for review, and many students participate in informal study group review sessions and take a practice test, which is also scheduled outside of school hours.

The AP Psychology Exam includes a 70-minute multiple-choice section that accounts for two-thirds of the exam grade and a 50-minute free-response section made up of two questions that accounts for one-third of the exam grade. Multiple-choice scores are based on the number of questions answered correctly. Points are not deducted for incorrect answers, and no points are awarded for unanswered questions. Because points are not deducted for incorrect answers, students are encouraged to answer all multiple-choice questions. On any questions students do not know the answer to, students should eliminate as many choices as they can, and then select the best answer among the remaining choices.

Free-response questions are an appropriate tool for evaluating a student’s mastery of scientific research principles and ability to make connections among constructs from different psychological domains (e.g., development, personality, and learning). Students may be asked to analyze a general problem in psychology (e.g., depression, adaptation) using concepts from different theoretical frameworks or subdomains in the field, or to design, analyze, or critique a research study.

The AP Psychology Exam is Tuesday, May 2nd at 12PM.

Office Hours:  Monday- Thursday 7:00 am-7:45 am or by appointment

I welcome the opportunity to help students on an individual basis. 

Extra Credit: I rarely offer extra credit for any of my classes. However, AP Psychology is an exceptionally challenging course and I reserve the right to assign students extra credit work in order to master the course material as a reinforcement, not just to boost his or her grade.  No extra credit work will be given to any student who does not make every attempt to attend tutoring, or who has any missing or late assignments.

 

The Key to Success: The most important factor in this class is consistent effort and improvement.  Do not be discouraged if your grades seem low in the first grading period.  For many of you, this is your first AP course and some of you are taking several AP courses this semester.  The load can sometimes be heavy and even seem to be unbearable, but effective management of your time is the key.  What you learn in terms of writing, thinking and study skills will be well worth the effort.  (Not to mention the money you may save on college credits!)

 

More Detailed Course Outline

Unit I: History, Approaches and Research Methods (Prologue & Chapter 1)

1. Logic, Philosophy, and History of Science
2. Approaches/Perspectives
3. Experimental, Correlation, and Clinical Research
4. Statistics
5. Research Methods and Ethics

 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 II: Neuroscience, The Brain, & Behavior (Chapter 2)

1. Physiological Techniques (e.g., imagining, surgical)
2. The Brain
3. Functional Organization of Nervous System
4. Neural Transmission
5. Endocrine System
6. Genetics

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 III: Developmental Psychology (Chapter 3 & 4)

1. Life-Span Approach
2. Research Methods
3. Heredity–Environment Issues
4. Developmental Theories
5. Dimensions of Development
6. Sex Roles, Sex Differences

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 IV: Sensation & Perception (Chapter 5 & 6)

1. Thresholds
2. Sensory Mechanisms
3. Sensory Adaptation
4. Attention
5. Perceptual Processes

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 V: States of Consciousness (Chapter 7)

1. Sleep and Dreaming
2. Hypnosis
3. Psychoactive Drug Effects

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. [CR15]

Unit VI: Learning, Memory & Thinking (Chapters 8, 9, & 10)

1. Classical Conditioning
2. Operant Conditioning
3. Cognitive Processes in Learning
4. Biological Factors
5. Social Learning (Observational Learning)
6. Memory
7. Language
8. Thinking
9. Problem Solving and Creativity

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).
• 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.
• Describe memory in terms of information processing, and distinguish among sensory memory, short-term memory, and long-term memory.
• 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.

Unit VII: Intelligence (Chapter 11)

1. Standardization and Norms
2. Reliability and Validity
3. Types of Tests
4. Ethics and Standards in Testing
5. Intelligence
6. Heredity/Environment and Intelligence
7. Human Diversity

Objectives

• Trace the origins of intelligence testing.
• Describe the nature of intelligence.
• 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 VIII: Motivation and Emotion (Chapters 12, 13, & 14)

1. Biological Bases
2. Theories of Motivation
3. Hunger, Thirst, Sex, and Pain
4. Social Motives
5. Theories of Emotion
6. Stress

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 IX: Personality (Chapter 15)

1. Personality Theories and Approaches
2. Assessment Techniques
3. Self-concept/Self-esteem
4. Growth and Adjustment

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 people’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 X: Abnormal Psychology (Chapters 16 & 17)

1. Definitions of Abnormality
2. Theories of Psychopathology
3. Diagnosis of Psychopathology
4. Anxiety Disorders
5. Somatoform Disorders
6. Mood Disorders
7. Schizophrenic Disorders
8. Organic Disorders
9. Personality Disorders
10. Dissociative Disorders
11. Treatment Approaches
12. Modes of Therapy (e.g., individual, group)
13. Community and Preventive Approaches

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.
• 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 XI: Social Psychology

1. Group Dynamics
2. Attribution Process
3. Interpersonal Perception
4. Conformity, Compliance, Obedience
5. Attitudes and Attitude Change
6. Organizational Behavior
7. Aggression/Antisocial Behavior

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.

I look forward to an amazing school year with you!

Angelo.Joaquin@UCPS.K12.NC.US

 

Yours in Social Studies

Mr. Joaquin

*** In response to changing needs, I reserve the right to change any policies/procedures as needed throughout the semester***