AP Psychology Fall 2017

Sept. 5
Welcome students! Introductions, syllabus, & expectations will all be discussed. Students will take the syllabus and expectations home to go over with a parent / guardian. The student and parent / guardian will both sign the "Syllabus Contract" and the student will submit to Mr. Weisse by Monday, September 11.

The syllabus has the reading schedule for the ENTIRE school year. Be sure to keep the syllabus close.

Sept. 6
  • Importance of studying.
  • Seniors will receive Chromebooks in advisory today.
  • Launchpad Sign Up - Launchpad is the online text and much more for students in AP Psychology.

Sept. 7
Module 1 History of Psychology

Sept 8
Students were provided with the learning objectives for Unit I.
Students were involved in an activity to help them remember the perspectives in psychology.

Sept. 11
Students were presented with the following presentation on perspectives in psychology.
Students also worked on an activity to help them understand the perspectives.

Sept. 12
Students completed a final activity on the perspectives.
Students also began work on discovering the types of careers possible within psychology.

Sept. 13
  • Emphasize eclectic approach / biological and biopsychological are interchangeable
  • Finish careers activity
  • Hand out review

Sept. 14
Students worked in groups on their first Free Response Question (FRQ). It was on the perspectives and it was formative.

Sept. 15
Test on Unit I

Sept. 18
Students reviewed their answers from last Friday's assessment. Students also reviewed the FRQ group responses from last Thursday.

Sept. 19
Students received the learning objectives for Unit II: Research Methods.
Students then worked on an activity to show overconfidence in human thinking. This activity shows the need for research that insures we can look at behavior objectively and not simply use intuition.
Pupils were also given a handout that serves as a review for module 4.

Sept. 20
We began the class by watching the following video on skepticism. James Randi and his view on psychics and clairvoyance.
Students took notes on the following presentation regarding descriptive methods of research.
We then embarked on an activity that helped students recognize the different methods of research used by psychologists.

Sept. 21

Sept. 22
Students read / reviewed pages 52 - 53 in the text on independent (IV) and dependent (DV) variables.
After reading, students were given a sheet to help identify the IV and DV in experiments.
Students also watched a Crash Course on research methods.

Sept. 25
The main focus of today's class was to look at operational definitions. The class discussed the definition and purpose of operational definitions and then were provided with an activity to help them create operational definitions.
At the end of class students were given an activity to help them recognize correlations (positive and negative, and no correlation).
The correlation activity is homework due tomorrow.

Sept. 26
Students completed an activity to further their understanding of research methods. It provides the student with how each method is good and the issues associated with each method.
The class went through a review of correlation after the research methods activity.

Sept. 27
Students will listen to a lecture on statistics today.
Students will also listen to a lecture on research ethics. After the ethics presentation, students will work on the following ethics activity.
Students will also receive the study guide for the unit II assessment on Sept. 29.

Sept. 28
Students prepared for the Unit II test tomorrow.

Sept. 29
Unit II Summative Assessment

Oct. 2
Students were introduced to Unit III - Biological Bases of Behavior. Here are the learning objectives.
Students worked in groups to create candy neurons. After completing the neurons the groups worked on a formative assessment to understand the functions of the neuron.

Oct. 3
We went over the neuron formative assessment from yesterday. Then students were asked to create walkup songs for neurotransmitters.

Oct. 4
Students will watch a portion of the Crash Course. on neurons and neurotransmitters.
Students will also be introduced to the nervous system. We will begin with an introductory presentation on the nervous system.
Students will then complete an activity to further their understanding and the workings of the nervous system.

Oct. 5
Activity on the endocrine system.Endocrine Crime Scene Activity.

Oct. 6
Students completed the crime scene activity. Students worked on a brain teaser prequiz. Questions were all about the brain.

Oct. 9
Students received the Unit II assessments today. We discussed the major issues and items done well on the test.
We introduced the brain with a presentation today.
Students took notes on the presentation. They took their own or they used this guide.

Oct. 10
Students worked on the brain project for 15 minutes. Students completed a couple of the items and Mr. Weisse put them all together on one document and placed it in each student folder in Drive.
We also watched the split - brain video and discussed the corpus callosum.

Oct. 11 - 13
Students were afforded class time to create their own brain book.

Oct. 16
We looked at localization of function. We studied 3 different case studies - Gage, Broca's Area, Wernicke's Aphasia.There was a reading from a separate text on each of the 3 studies. And we also watched three videos for each study. Click on the names above.

Oct. 17
We looked at Nature v Nurture today. We looked at twin studies as they are the best to use for looking at the impact of nature and nurture. We watched the "Two Jims". Students worked and discussed in pairs on this sheet regarding the impact of nature and nurture on specific traits.
Students were also given the FRQ for our unit test on Monday, Oct. 23.

Oct. 18
College and Career Readiness Day. Students were sent, via email, the study guide for the unit test on Monday.

Oct. 19 (parent - teacher conferences)
Review for our test on Monday.
Crash Course Review Video

Oct. 20
No School for Students.

Oct. 23
Students took the Unit III Assessment.

Oct. 24 - 25
Students received the Unit IV Objectives
Unit IV vocabulary Students wrote notes and we looked at examples on sensation and perception.
We also looked at several videos on sensation and perception.
Person Swap Video (change blindness)
CLUE video
On Wednesday we also did a reading check from modules 16 - 17.

Oct. 26 - 27
Students worked on module 18 Eye Stations
Friday - students completed the eye stations and then we watched a bit of Brain Games

Oct. 30
Cool application of perception in real life.
FRQ practice

Oct. 31
Reading check on Module 20
Ear Diagram and Review Document was completed in class.
Brain Games clip on hearing through ages
FRQ for the test

Nov. 1
Review Day for Test Friday
Kahoot Review
Crash Course - Perceiving is Believing

Nov. 2
A day of testing our senses.

Nov. 3
Test on Unit IV Sensation & Perception

Nov. 6
We began the unit on consciousness.
Students received the objectives for the unit.
We discussed hypnosis and did an activity to see who is more susceptible to being hypnotized. We also discussed if hypnosis is an example of a divided consciousness or an example of social phenomenon.

Nov. 7
Students received a handout on the stages of sleep. This document was completed by using module 23 in the textbook.
After the completion of the handout. We discussed a bit about sleep and then looked at an activity to show reaction time based on alertness due to sleepiness.

Nov. 8
Students filled out the alertness scale and a survey on sleep debt.
We also began watching "60 Minutes" about sleep and the effects of sleep deprivation and a good amount of sleep.

Nov. 9
Prep for Unit V test

Nov. 10
Unit V Test

Nov. 13

Nov. 14

Nov. 15
  • Return Unit 4 tests- go over
  • Go over classical conditioning practice (key)
  • Review concepts of generalization, discrimination, extinction and spontaneous recovery
    • Unit VI running vocab
  • Identifying processes

Nov. 16
  • Operant Conditioning
    • Quick bell ringer on difference between classical/operant conditioning
      • Use as small formative assessment
    • Types of reinforcement- notes
    • Reinforcement activity

Nov. 17

Nov. 20 - 21
A little application of conditioning using Thanksgiving.

Nov. 27

Nov. 28

Nov. 29
Mirror Neurons

Nov. 30
Review Day

Dec. 1
Unit VI Test

Dec. 4
Unit VII Cognition - Objectives
Cognition Concepts and Vocabulary

Dec. 5
Clive Wearing video
Peg-word mnemonic
Shallow (acoustic) vs. deep (semantic) processing

Dec. 6
Flashbulb memories and video
Recognition vs. Recall

Dec. 7
Video and Summary Activity-Loftus and False Memories

Dec. 8

Monday Dec. 11
Module 34

Homework for Tuesday Dec. 12
  • Watch TED Talk
  • Use pages 357 - 358 on the 5 components of creativity
  • Purpose for viewing - List the characteristics of creative thought and creative thinkers mentioned in the TED Talk with a focus on the five components of creativity.

Dec. 12
View slides 33 - 36 from yesterday's vocab presentation.

  • Pick up the reading
    • Purpose for reading - List the characteristics of creative thought and creative thinkers mentioned in the TED Talk with a focus on the five components of creativity.
    • Using the TED Talk and the reading provide evidence of creativity, convergent / divergent thinking, and the 5 components of creativity.
    • Handout

Dec. 13
Class Discussion on creativity and education

Dec. 14
Students used Page 358- Ways to boost creativity (vocab ppt slide 37) and we had a quick discussion on how schools could boost creativity.

We then did a few activities related to heuristics before students completed a formative assessment on heuristics.

Dec. 15
We went over Confirmation Bias, Fixation/Mental Set, Overconfidence.

  • We showed this short video about confirmation bias
    • “Why can’t facts change our mind?”

Dec. 18

Radiolab Story
    • Part I - Ildefonso (just over 11 minutes of listening)
      • Students will define linguistic determinism, listen to the story, and write a response to the prompt on the document.

Dec 19
Continued with the Radiolab story.

Part 3 - Nicaraguan children who are deaf and the language they created

Dec. 20
Test review

Dec. 21
Unit VII - Cognition Assessment

Dec. 22
Students worked on cognition stations.

Winter Break Dec. 25 - Jan. 1

Jan. 2

Jan. 3
Students will complete their playlist.
Then students will complete an activity called "What is the Motivation?

Jan. 4
an activity to help with Maslow's Hierarchy of Needs.

Jan. 5

Jan. 8
We watched a video on Starting a Movement from TED
Students created skits related to the theories of emotion - James-Lange, Cannon-Bard, two-factor (Schachter & Singer) theory, Zajonc & LeDoux, Lazarus

Jan. 9
We watched student skits.
We then watched the video on Ekman's studies on emotions.
We also completed the eye activity (We used the New York Times article, in your email).

Jan 10
We studied the Schachter Singer theory of emotion using the Bridge study-Schachter-Singer.
Capilano Bridge
The study

Jan 11
We looked at General Adaptation Syndrome (GAS)
and we watched a TED Talk on stress.

Jan 12
Review Day

Jan 19
Learning Objectives Below

Fall Final Exam Learning Objectives

Unit I: History and Approaches (2-4%). The course provides instruction in psychology’s history and approaches. [2 weeks]

Psychology has evolved markedly since its inception as a discipline in 1879. There have been significant changes in the theories that psychologists use to explain behavior and mental processes. In addition, the methodology of psychological research has expanded to include a diversity of approaches to data gathering.
Modules 1 - 3
Learning Outcomes:
  • Recognize how philosophical and physiological perspectives shaped the development of psychological thought.
  • Describe and compare different theoretical approaches in explaining behavior:
    • structuralism, functionalism, and behaviorism in the early years;
    • Gestalt, psychoanalytic/psychodynamic, and humanism emerging later;
    • evolutionary, biological, cognitive, and biopsychosocial as more contemporary approaches.
  • Recognize the strengths and limitations of applying theories to explain behavior.
  • Distinguish the different domains of psychology (e.g., biological, clinical, cognitive, counseling, developmental, educational, experimental, human factors, industrial–organizational, personality, psychometric, social).
  • Identify major historical figures in psychology
    • Mary Whiton Calkins: first female president of the APA
    • Charles Darwin: Evolutionary Psych
    • Dorothea Dix: creation of American mental hospitals
    • Sigmund Freud: Psychoanalytic Perspective
    • G. Stanley Hall: 1st psych lab in America at Johns Hopkins; 1st President of the APA
    • William James: 1st psych textbook
    • Ivan Pavlov: Classical Conditioning
    • Jean Piaget: Cognitive Development
    • Carl Rogers: self theory; client-centered therapy, active listening, unconditional positive regard
    • B.F. Skinner: Operant Conditioning
    • Margaret Floy Washburn: 1st female Ph.D. in psych
    • John B. Watson: Behaviorism; Little Albert
    • Wilhelm Wundt: 1st psych lab

Unit II: Research Methods (8-10%). The course provides instruction in research methods.
[2 weeks]

Psychology is an empirical discipline. Psychologists develop knowledge by doing research. Research provides guidance for psychologists who develop theories to explain behavior and who apply theories to solve problems in behavior.
Modules 4 - 8
Learning Outcomes:
  • Differentiate types of research (e.g., experiments, correlational studies, survey research, naturalistic observations, case studies) with regard to purpose, strengths, and weaknesses.
  • Describe how research design drives the reasonable conclusions that can be drawn (e.g., experiments are useful for determining cause and effect; the use of experimental controls reduces alternative explanations).
  • Identify independent, dependent, confounding, and control variables in experimental designs.
  • Distinguish between random assignment of participants to conditions in experiments and random selection of participants, primarily in correlational studies and surveys.
  • Predict the validity of behavioral explanations based on the quality of research design (e.g., confounding variables limit confidence in research conclusions).
  • Distinguish the purposes of descriptive statistics and inferential statistics.
  • Apply basic descriptive statistical concepts, including interpreting and constructing graphs and calculating simple descriptive statistics (e.g., measures of central tendency, standard deviation).
  • Discuss the value of reliance on operational definitions and measurement in behavioral research.
  • Identify how ethical issues inform and constrain research practices.
  • Describe how ethical and legal guidelines (e.g., those provided by the American Psychological Association, federal regulations, local institutional review boards) protect research participants and promote sound ethical practice.

Unit III: Biological Bases of Behavior (8-10%). The course provides instruction in biological bases of behavior. [3 weeks]

An effective introduction to the relationship between physiological processes and behavior - including the influence of neural function , the nervous system and the brain, and genetic contributions to behavior - is an important element in the AP course.
Modules 9 - 15
Learning Outcomes:
  • Identify basic processes and systems in the biological bases of behavior, including parts of the neuron and the process of transmission of a signal between neurons.
  • Discuss the influence of drugs on neurotransmitters (e.g., reuptake mechanisms, agonists, antagonists).
  • Discuss the effect of the endocrine system on behavior.
  • Describe the nervous system and its subdivisions and functions:
    • central and peripheral nervous systems;
    • major brain regions, lobes, and cortical areas;
    • brain lateralization and hemispheric specialization.
  • Discuss the role of neuroplasticity in traumatic brain injury.
  • Recount historic and contemporary research strategies and technologies that support research (e.g., case studies, split-brain research, imaging techniques).
  • Discuss psychology’s abiding interest in how heredity, environment, and evolution work together to shape behavior.
  • Predict how traits and behavior can be selected for their adaptive value.
  • Identify key contributors

Unit IV: Sensation and Perception (6-8%). The course provides instruction in sensation and perception. [2 weeks]

Everything that organisms know about the world is first encountered when stimuli in the environment activate sensory organs, initiating awareness of the external world. Perception involves the interpretation of the sensory input as a cognitive process.
Modules 16 - 21
Learning Outcomes:
  • Discuss basic principles of sensory transduction, including absolute threshold, difference threshold, signal detection, and sensory adaptation.
  • Describe sensory processes (e.g., hearing, vision, touch, taste, smell, vestibular, kinesthesis, pain), including the specific nature of energy transduction, relevant anatomical structures, and specialized pathways in the brain for each of the senses.
  • Explain common sensory disorders (e.g., visual and hearing impairments).
  • Describe general principles of organizing and integrating sensation to promote stable awareness of the external world (e.g., Gestalt principles, depth perception).
  • Discuss how experience and culture can influence perceptual processes (e.g., perceptual set, context effects).
  • Explain the role of top-down processing in producing vulnerability to illusion.
  • Discuss the role of attention in behavior.
  • Challenge common beliefs in parapsychological phenomena.
  • Identify the major historical figures in sensation and perception
    • Gustav Fechner: Absolute Threshold
    • David Hubel (with Wiesel): discovered feature detectors in the visual system
    • Ernst Weber: Law to detect JND; change must be proportional to the stimulus' magnitude
    • Torsten Wiesel (with Hubel): discovered feature detectors in the visual system

Unit V: States of Consciousness (2-4%). The course provides instruction in states of consciousness. [1 week]
Understanding consciousness and what it encompasses is critical to an appreciation of what is meant by a given state of consciousness. The study of variations in consciousness includes an examination of the sleep cycle, dreams, hypnosis, circadian rhythms, and the effects of psychoactive drugs.
Modules 22 - 25
Learning Outcomes:
  • Describe various states of consciousness and their impact on behavior.
  • Discuss aspects of sleep and dreaming:
    • stages and characteristics of the sleep cycle;
    • theories of sleep and dreaming;
    • symptoms and treatments of sleep disorders.
  • Describe historic and contemporary uses of hypnosis (e.g., pain control, psychotherapy).
  • Explain hypnotic phenomena (e.g., suggestibility, dissociation).
  • Identify the major psychoactive drug categories (e.g., depressants, stimulants) and classify specific drugs, including their psychological and physiological effects.
  • Discuss drug dependence, addiction, tolerance, and withdrawal.
  • Identify the major figures in consciousness research
    • William James: Stream of Consciousness
    • Sigmund Freud (repeat): Unconscious motives, wishes, and urges
    • Ernest Hilgard: role of hypnotism in human behavior and response

Unit VI: Learning (7-9%). The course provides instruction in learning. [3 weeks]

This section of the course introduces student to differences between learned and unlearned behavior. The primary focus is exploration of different kinds of learning, including classical conditioning, operant conditioning, and observational learning. The biological bases of behavior illustrate predispositions for learning.
Modules 26 - 30
Learning Outcomes:
  • Distinguish general differences between principles of classical conditioning, operant conditioning, and observational learning (e.g., contingencies).
  • Describe basic classical conditioning phenomena, such as acquisition, extinction, spontaneous recovery, generalization, discrimination, and higher-order learning.
  • Predict the effects of operant conditioning (e.g., positive reinforcement, negative reinforcement, punishment).
  • Predict how practice, schedules of reinforcement, and motivation will influence quality of learning.
  • Interpret graphs that exhibit the results of learning experiments.
  • Provide examples of how biological constraints create learning predispositions.
  • Describe the essential characteristics of insight learning, latent learning, and social learning.
  • Apply learning principles to explain emotional learning, taste aversion, superstitious behavior, and learned helplessness.
  • Suggest how behavior modification, biofeedback, coping strategies, and self-control can be used to address behavioral problems.
  • Identify key contributors in the psychology of learning
    • Albert Bandura: Social Learning Theory, Bobo Doll Experiment, imitation in learning
    • John Garcia: Conditioned Taste Aversion (The Garcia Effect)
    • Ivan Pavlov (repeat): Classical Conditioning; Associative Learning; Stimulus-Stimulus
    • Robert Rescorla: Contingency Theory - a stimulus must provide the subject information about the likelihood that certain events will occur.
    • B.F. Skinner (repeat): Operant Cond.; Skinner Box; Pos. and Neg. Reinforce. and Punishment
    • Edward Thorndike: Law of Effect; Instrumental Conditioning
    • Edward Tolman: Latent Learning; rats in mazes
    • John B. Watson (repeat): Behaviorism; "Little Albert"

Unit VII: Cognition (Memory, Thinking and Language, Problem Solving, Creativity) (8-10%). The course provides instruction in cognition. [3 weeks]

In this unit student learn how humans convert sensory input into kinds of information. They examine how humans learn, remember, and retrieve, information. This part of the course also addresses problem solving, language, and creativity.
Modules 31 - 36
Learning Outcomes:
  • Compare and contrast various cognitive processes:
    • effortful versus automatic processing;
    • deep versus shallow processing;
    • focused versus divided attention.
  • Describe and differentiate psychological and physiological systems of memory (e.g., short-term memory, procedural memory).
  • Outline the principles that underlie effective encoding, storage, and construction of memories.
  • Describe strategies for memory improvement.
  • Synthesize how biological, cognitive, and cultural factors converge to facilitate acquisition, development, and use of language.
  • Identify problem-solving strategies as well as factors that influence their effectiveness.
  • List the characteristics of creative thought and creative thinkers.
  • Identify key contributors in cognitive psychology
    • Noam Chomsky: Language Acquisition Device (LAD)
    • Hermann Ebbinghaus: studied memory using nonsense syllables; retention and forgetting curves
    • Wolfgang Kohler: insight in chimps
    • Elizabeth Loftus: eyewitness testimony, misinformation effect, false memories
    • George A. Miller: STM's "Magic Number" = 7 ± 2
    • George Sperling: studied sensory memory subtype - Iconic Memory - with cued recall tasks
    • Benjamin Whorf: Whorf's Linguistic Determinism Hypothesis; language determines thought

Unit VIII: Motivation & Emotion (6-8%). The course provides instruction in motivation and emotion. [2 weeks]

In this part of the course, students explore biological and social factors that motivate behavior and biological and cultural factors that influence emotion.
Modules 37 - 44
Learning Outcomes:
  • Identify and apply basic motivational concepts to understand the behavior of humans and other animals (e.g., instincts, incentives, intrinsic versus extrinsic motivation).
  • Discuss the biological underpinnings of motivation, including needs, drives, and homeostasis.
  • Compare and contrast motivational theories (e.g., drive reduction theory, arousal theory, general adaptation theory), including the strengths and weaknesses of each.
  • Describe classic research findings in specific motivation systems (e.g., eating, sex, social)
  • Discuss theories of stress and the effects of stress on psychological and physical well-being.
  • Compare and contrast major theories of emotion (e.g., James–Lange, Cannon–Bard, Schachter two-factor theory).
  • Describe how cultural influences shape emotional expression, including variations in body language.
  • Identify key contributors in the psychology of motivation and emotion
    • William James: James-Lange Theory of Emotion - the body reaction comes first, the emotion comes quickly afterward.
    • Alfred Kinsey: controversial research on sexual motivation in the 1940's and 50's
    • Abraham Maslow: strive for self-actualization, Hierarchy of Needs
    • David Matsumoto: study of facial expressions and emotions; first training tool to improve ability to read microexpressions; studied spontaneous facial expressions in blind individuals; discovered that many facial expressions are innate and not visually learned.
    • Stanley Schachter (with Singer): 2-Factor Theory of Emotion - physiological arousal and cognitive label
    • Hans Seyle: General Adaptation Syndrome (GAS) - alarm, resistance, exhaustion