AP心理学: 第2学期

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SCIENCE PRACTICES
There are four "science practices" required to be addressed in AP Psychology:
-1) Concept Application
-2) Research Methods and Design
-3) Data Interpretation
-4) Argumentation

The activities in this class are designed specifically for students to learn these practices.

YEAR-LONG PROJECT (Continued from Semester 1)
One of the biggest pieces of this course is a year-long project that allows students to use all four science practices as well as learn the material in each unit.

At the beginning of the year, students will receive basic information about a “patient” who should be diagnosed with a psychological disorder and receive treatment. (Not all students will receive the same patient.) Students will create a case study with an initial hypothesis and update this hypothesis throughout the year. (SP2A; SP4) The primary objective is not to necessarily find the “right” diagnosis, but to be able to justify their conclusions. (SP1; SP4)

During or immediately following each topic, the student will ask questions about the patient relevant to that topic. (For example, when discussing Lifespan Development, students can ask about the patient’s childhood experiences.) (SP1; SP4)

In addition to qualitative questions, students will order valid and reliable tests and surveys (e.g. GAD7, MMPI, etc.). Students must justify why they ordered these specific tests by citing textual evidence from independent research. (SP2) Students will then analyze gathered data to update their hypothesis. (SP3; SP4)

Students will submit progress reports throughout the semester. During the final unit, they will present their findings to their peers. (SP4) The presentation must include information about the theories and biases surrounding their research (SP1), the research they consulted SP2), data in graphs, charts, and other visual aids (SP3), and a justification of their claim (SP4).

OTHER PROJECTS AND ASSIGNMENTS
During Unit 1, students will watch a lecture by Robert Kegan on his theory regarding the stages of development. Then, they will create an argument about whether they agree with Kegan’s theory and use evidence from their personal experiences and previous learning to support their claim. (SP1A; SP4)

During Unit 2, students will watch Ken Brown’s TED Talk on the bystander effect and discuss the harm of misinformation and group think, as well as the neuroscience of these phenomena. (SP1B)

During Unit 3, students will complete a test or survey that is often used by the general public for self-diagnosis or employment decisions (e.g. Social Readjustment Rating Scale, Myers-Briggs Type Indicator, 16-PF, etc.) After receiving their results, they will write two to three paragraphs about their own interpretation of the accuracy, strengths, and limitations of the test. Then, they will complete additional research regarding the scientific reliability and validity of these tests, and write a paper arguing whether those tests should be used for self-diagnosis and/or employment decisions. Students will present their findings to their peers. (SP1B; SP2; SP3; SP4)

CLASS TIME
Students are expected to read the assigned text (usually part of a chapter in the primary textbook) prior to attending class. Lectures build on, rather than repeat, that information. Some videos will be shown in class, whereas others are expected to be watched as part of homework.

Throughout both semesters, students will be presented with information regarding some of the most unethical cases and studies, as well as more recent research. Some examples include Milgram, Asch conformity, Harlow’s monkeys, and the marshmallow test. Students will analyze data from the study and discuss these studies including their designs, as well as whether any violation of ethics (present in most presented studies) was more beneficial or harmful. (SP1B; SP2; SP3A; SP4) This helps develop skills used in the free-response questions on the AP exam.

As students complete their papers and projects, they will use class time to share their findings with their peers or work in small groups to accomplish specific activities. Additionally, there will be plenty of time for discussion to develop critical thinking skills  Students should choose a side of the argument and provide support for that claim, again helping them develop critical thinking skills for AP questions.

Other (smaller) activities will be pulled from the APA’s TOPSS Classroom Activities list and AP Psychology CED samples, especially to emphasize more AP-centric topics and topics with which students are especially struggling. (All SP, as relevant)

FURTHER INFORMATION
This course has been approved by College Board as an official AP Psychology course. Students can register for a student account to participate in AP Classroom to further practice their skills for the AP Psychology exam.

Please note that 61% of students who take the AP Psychology exam score 3 or more, and taking an AP course can provide tools to maximize success. However, a passing score on any AP exam is not guaranteed, and students are responsible for putting forth effort into their work to help ensure a passing score.

The class will NOT meet the week of March 24 (spring break).

A minimum enrollment of three students is required to teach this course effectively because class discussion and participation is so important to learning the material.