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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 into Semester 2)
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 States of Consciousness, students can ask about the patient’s sleep habits.) (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 year. During the final unit of Semester 2, 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 write a short report on the primary theory from one contributor to the study of psychology and present the information to the class. Students will then discuss and compare these individuals’ theories, as well as the lack of cultural diversity in key contributors. (SP1)

During Units 1 and 2, students will create a brain out of clay or similar substance and identify its parts. Then, they will “damage” one area and write a research paper on the likely effects if that damage occurred in a human. (SP2)

During and immediately after Week 5, students will design a quasi-experimental study to track the number of hours they sleep each night for two weeks and rate their alertness the following day. They will calculate the mean, median, and mode of this information and present the findings to their peers. Next, all students will combine their data and calculate the results. Students will discuss how the calculations for cumulative raw data is different from calculations of mean, median, and mode for each student; the correlation between sleep hours and alertness; confounding variables; and potential bias, including confirmation and self-report. (SP1A; SP2; SP3; SP4)

During and immediately after Week 10, students will design an experimental or quasi-experimental study that uses classical or operant conditioning. The study should last two to four weeks, and students will present their findings to their peers including the use of visual aids to represent data. (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 November 25 (US Thanksgiving; fall 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.