How to Attack the FRQ on AP Psych

Writing the AP Psychology FRQ

Video Link to Attacking an FRQ in AP Psych

Examples of old AP Psych FRQ Questions from previous tests

What Is the Format of the Exam?

The exam is 2 hours long. During the first 70 minutes, you have 100 multiple-choice questions to answer. At the end of the 70 minutes, your booklet and answer sheet will be collected. However, no matter how early you finish this first part of the exam, you cannot begin the free-response questions (essays) early. 

The multiple-choice section counts for two-thirds of your score. If you have time remaining after you complete the questions, you can go back to those you were uncertain about or want to reread. You are limited to 50 minutes to answer two required essay questions.

The following table summarizes the format of the AP Psychology exam.

How Is My Free-Response Exam Scored?

Your performance on the free-response section is worth one-third of your final score. 

Two required essays comprise this section. Although the two questions are typically given equal weight (25 each), they may be scored on different point scales. As a result, if Essay #1 has nine points that are scored, the number of points earned toward the total exam score for that essay would be Score #1 x 2.778. The multiplier for each free-response question is determined by dividing 25 by the maximum number of points in the scoring rubric or scoring guide. The table that follows indicates multipliers for essay questions with different point maximums.

Section II Raw Score = (Score #1 × Correct Multiplier) + (Score #2 × Correct Multiplier)

Agenda: Week of Monday, Feb. 25 - Friday, March 1, 2013

Advanced Placement Psychology

Unit 4 - Cognition: Memory, Language, & Thought

MON - Distribute FRQ; Collect Article on Friends/Memory; Introduce Cognition/Memory
TUE - Memory - Encoding, Storage, Retrieval; The Woman Who Does Not Forget
WED/THU - Superior Autobiographical Memory; Mnemonics, Magic Number
FRI - Finish Memory; Introduce Language & Thought
Quiz next Tuesday; Test next block day Wed/Thu


Learning Targets:
1. Cognition is the study of mental processes.
2. STM seems to be limited to 7+ - 2 items at any given time - a "Magic Number."
3. The differences between encoding, storage, and retrieval are important.
4. Models of LTM deal with how we organize information that we need to know.
5. Problem solving involves applying what we know in an organized way to issues that we face.
6. Language is a complex system of communication that allows us to use complex symbols to talk about things in the past or future, not just the present.

Essential Questions:
1. Draw a diagram to show how memory works in the human mind. 
2. Compare and contrast short term and long term memory.
3. How can one explain the amazing abilities of those rare people who possess superior autobiographic memories?
4. Compare shallow processing with deep processing of thought.
5. Which models/theories of cognition do you agree with and why?
6. Explain the parts and process of language.
7. How does language acquisition occur over time?
8. Compare the four types of problem solving - algorithms, heuristics, means-end analysis, and working backward. 

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Monday, February 25, 2013
Quote: "Be who you are and say what you feel because those who mind don't matter and those who matter don't mind." - Dr. Seuss

Agenda:
1. Do Now - Pick up the FRQ sheet that explains the questions due for Friday. And then answer this question: "What is the BEST thing you ever ate?"
2. Discuss & Collect Friday's article: How Friends Ruin Memory
3. Notes, Video, Discussion: Unit 4 - Cognition & Memory

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A burden for Jill Price.

Tuesday, February 26, 2013
Quote: "Advice is what we ask for when we already know the answer but wish we didn't." - Erica Jong

Agenda:
1. Do Now - Can you improve your memory? Would you want to have a perfect memory?
2. Notes, Video, Discussion: Unit 4 - Cognition & Memory
3. Video - Jill Price - The Woman Who Can't Forget

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Wednesday, February 27 & Thursday, February 28, 2013
Quote: "When the power of love overcomes the love of power, the world will know peace." - Jimi Hendrix

Henner uses her power with a smile.

Agenda:
1. Do Now - Would you want to have a superior autobiographical memory, like Jill Price?
2. Video: Superior Autobiographical Memory: CBS 60 Minutes - Endless Memory Part I. Endless Memory Part II.
3. Notes, Video, Discussion: Unit 4 - Cognition & Memory
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Friday, March 1, 2013
Quote: "You have enemies? Good. That means you've stood up for something, sometime in your life." - Winston Churchill

Agenda:
1. Do Now - Collect the FRQ
2. Notes, Video, Discussion: Unit 4 - Cognition & Memory
3. Begin discussing Language and Thought - next week's topic.

Quiz next week on Tuesday.
Test next week on Wed/Thu.

AP Test Signup Reminder

Not saying that this was my face as I stared into the computer screen and saw the very short list of students signed up for the AP Test. But, it was close.

Please get on this. 

Do you really want to put all of this work into a class and not cap it off with the AP Test? 

Here is the link to get you all signed up:

http://aptestservice.com/atascocita/

If you have ANY questions, don't hesitate to ask. 

The deadline is coming. If you haven't signed up by March 8th... 

    well, spring break will be upon us.

SERIOUSLY...

You can do it! I believe in you. You are made of awesome. 

What else can I do or say to convince you of this?

INSPIRATION: Terry Fox 30 for 30 (3 minutes). Terry is one of my absolute heroes. He attempted to run a marathon across the country of Canada. Oh, and he wanted to do it to raise money for cancer. Oh, yeah... and he only had one leg. This clip is just the preview to the 30 for 30 special documentary that espn did on his life. However, if you want to see the full story, this 8 minute clip is amazing: 

ESPN Inspiring Profile of Canada's Terry Fox. 

Agenda: Mon, Feb. 18 - Fri, Feb. 22, 2013

Advanced Placement Psychology

Unit 3 - Consciousness & Learning

MON - No School
TUE - Operant Conditioning
WED/THU - QUIZ Unit 3; Operant & Observational Learning; Review of Unit 3 - Consciousness & Learning
FRI - TEST Unit 3; Pick up Memory Article & FRQ (Due Next Fri)
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Monday, February 18, 2013
Quote: “Man cannot discover new oceans unless he has the courage to lose sight of the shore.”  ― André Gide

NO SCHOOL!
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Tuesday, February 19, 2013
Quote: "I don't know if it's good or bad that a Google search on "Big Bang Theory" lists the sitcom before the origin of the Universe." - Neil deGrasse Tyson @neiltyson

NdGT - as Mr. Duez calls him. Neil deGrasse Tyson to others. 

LEARNING TARGETS: 
1. Learning refers to a relatively permanent change in behavior based on experience.
2. Classical conditioning involves the pairing of one stimulus with another, so that eventually the first neutral stimulus will evoke a reflex.
3. Classical conditioning is associated with Pavlov and Watson; Operant Conditioning is associated with Skinner.
4. According to Operant Conditioning, the consequences of a behavior influence whether or not the behavior will be performed again.

ESSENTIAL QUESTIONS: 
1. How does Operant Conditioning compare to Classical Conditioning?
2. How does the Baby Albert experiment done by Watson/Rayner compare to Pavlov's Dog experiment?
3. Define the terms: delayed conditioning, trace conditioning, simultaneous conditioning, backward conditioning, aversive conditioning, spontaneous recovery, generalization and discrimination. Use the terms in the student's example scenario they created in class. 

AGENDA:
1. DO NOW: Pick up a copy of the Effects of Drugs Chart. Review the chart, this will be useful for  your test. You can write out the info for the quiz tomorrow. (Hint for the quiz - know your definitions)
2. Notes, Video, Discussion: Operant Conditioning. 
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Wednesday, February 20, 2013 & Thursday, February 21, 2013
Quote: “Equipped with his five senses, man explores the universe around him and calls the adventure Science.” ― Edwin Hubble

LEARNING TARGETS: 
1. According to Operant Conditioning, the consequences of a behavior influence whether or not the behavior will be performed again.
2. Reinforcements are used to increase the likelihood a behavior will be repeated  & Punishments are used to decrease the likelihood a behavior will be repeated.
3. Define these terms: Positive reinforcement, Negative reinforcement, Positive punishment, Negative punishment, learned helplessness, shaping, continuous reinforcement, Fixed Ratio, Fixed Interval, Variable Ratio, Variable Interval.
4. Choose the correct term to match the scenario of Operant Conditioning & Reinforcement and justify the choice. 

ESSENTIAL QUESTIONS: 
1. How does B.F. Skinner and E.L. Thorndike's work advance theories in how learning occurs and behavior can be shaped?
2. Compare Positive and Negative Reinforcement and give an example of each.
3. Compare Positive and Negative Punishment and give an example of each.
4. Explain Schedules of Reinforcement, how they work, and identify examples of each.Tip: 
fixed ratio schedule -- know how much behavior for reinforcement
fixed interval schedule -- know when behavior is reinforced
variable ratio schedule -- how much behavior for reinforcement changes
variable interval schedule -- when behavior is reinforced changes

Agenda:
1. Do Now Question: Compare Operant and Classical Conditioning.
2. Review with PsychTrek CD to show how OC works. 
3. Quiz Unit 3
4. Pick up 2 articles for next Unit - Memory & Cognition (due Friday)

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Friday, February 22, 2013
Quote: “In wisdom gathered over time I have found that every experience is a form of exploration.” ― Ansel Adams

LEARNING TARGETS: 
1. According to Operant Conditioning, the consequences of a behavior influence whether or not the behavior will be performed again.
2. Reinforcements are used to increase the likelihood a behavior will be repeated  & Punishments are used to decrease the likelihood a behavior will be repeated.
3. Define these terms: Positive reinforcement, Negative reinforcement, Positive punishment, Negative punishment, learned helplessness, shaping, continuous reinforcement, Fixed Ratio, Fixed Interval, Variable Ratio, Variable Interval.
4. Choose the correct term to match the scenario of Operant Conditioning & Reinforcement and justify the choice. 

ESSENTIAL QUESTIONS: 
1. How does B.F. Skinner and E.L. Thorndike's work advance theories in how learning occurs and behavior can be shaped?
2. Compare Positive and Negative Reinforcement and give an example of each.
3. Compare Positive and Negative Punishment and give an example of each.
4. Explain Schedules of Reinforcement, how they work, and identify examples of each.Tip: 
fixed ratio schedule -- know how much behavior for reinforcement
fixed interval schedule -- know when behavior is reinforced
variable ratio schedule -- how much behavior for reinforcement changes
variable interval schedule -- when behavior is reinforced changes


Agenda:
1. TEST Unit 3
2. Pick up article on Friends & Memory (due Monday)
3. Distribute FRQ over Unit 3 - Due next Friday.

Targets, Notes, and Video for Unit 3 - Consciousness & Learning

Targets:
Unit 3 - Consciousness
Unit 3 - Learning

Notes:
Unit 3 - Consciousness
Unit 3 - Learning & Classical Conditioning
Unit 3 - Learning & Operant Conditioning

Consciousness:
While you are reading this, you may find yourself daydreaming as irrelevant thoughts surface, images of other situations come into view, and you create inner, private realities unconnected to this topic. (But, hopefully not a lot!) Daydreams provide stimulation when your interest is flagging and let you experience positive emotions. Although I hope not, you may even doze off. If so, you are experiencing different states of consciousness.

Learning:
Did you have to learn how to yawn? Learning is relatively permanent change in behavior as a result of experience. For a change to be considered learning, it cannot simply have resulted from maturation, inborn response tendencies, or altered states of consciousness. You didn't need to learn to yawn; you do it naturally. Learning allows you to anticipate the future from past experiences and control a complex and ever-changing environment.

This chapter reviews three types of learning: Classical Conditioning, Operant Conditioning, and Cognitive Learning. All three emphasize the role of the environment in the learning process.

Video:

Why do we dream?

We spend nearly half of our lives in state of consciousness that is still even to this day is poorly understood. There are no animals in the world that have evolved to not need sleep. Horizon uncovers the secret world of our dreams. In a series of cutting-edge experiments and personal stories, we go in search of the science behind this most enduring mystery and ask: where do dreams come from? Do they have meaning? And ultimately, why do we dream? What the film reveals is that much of what we thought we knew no longer stands true. Dreams are not simply wild imaginings but play a significant part in all our lives as they have an impact on our memories, the ability to learn, and our mental health. Most surprisingly, we find nightmares, too, are beneficial and may even explain the survival of our species.
Psych 101 - Learning - Classical Conditioning, Part I
Psych 101 - Learning - Classical Conditioning, Part II
Psych 101 - Learning - Operant Conditioning, Part III
Psych 101 - Learning - Shaping, Part IV
Psych 101 - Learning - Schedule Reinforcement, Part V
Psych 101 - Learning - Prisoner's Dilemma, Part VI
Psych 101 - Learning - Observation & Insight, Part VII

Click the link below to view the notes & video embedded in this site:

Agenda: Week of Feb 11 - Feb 15, 2013

Advanced Placement Psychology

Unit 3 - Consciousness & Learning

Week at a Glance:
MON- Article Teen Brain due; Introduction to Unit 3 - Consciousness
TUE- Sleep stages, deprivation; Sleep disorders
W/TH- Dream analysis; Introduction to Learning
FRI- Group experiment fundamentals; Pavlov to Skinner

The dark side of the brain.

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Monday, February 11, 2013
Quote: “All that we are is the result of what we have thought. The mind is everything. What we think we become.” - Buddha

Learning Targets:
1. People dream during REM sleep.
2. Sleep isn't easy for everyone. There are a variety of sleep disorders that are important to understand.
3. The Stages of Sleep.

Essential Questions:
● Explain Levels of consciousness. Compare the different levels of consciousness.
● Why do we Sleep and dream?
● Be able to examine and differentiate between different types of sleep disorders
● Define, differentiate and compare the different types of Psychoactive drugs - Depressants, Narcotics, Stimulants, Hallucinogens

Agenda:
1. Do Now: Prep Teen Dreams article to discuss and turn in to Mr. Duez.
We'll watch ZeFrank and Rainn Wilson 'try' to explain this issue: Teen Brain.
2. Lecture, Discussion, Video: Introduction to Unit 3 - Consciousness.
----------------------------------------------------------
Tuesday, February 12, 2013
Quote: “When you change the way you look at things, the things you look at change.” ― Wayne W. Dyer

Learning Targets:
1. People dream during REM sleep.
2. Sleep isn't easy for everyone. There are a variety of sleep disorders that are important to understand.
3. The Stages of Sleep.

Essential Questions:
● Explain Levels of consciousness. Compare the different levels of consciousness.
● Why do we Sleep and dream?
● Be able to examine and differentiate between different types of sleep disorders
● Define, differentiate and compare the different types of Psychoactive drugs - Depressants, Narcotics, Stimulants, Hallucinogens

Agenda:
1. Do Now: Does cramming work? Can you make up the rest you need after a night of staying up and studying without sleeping?
2. Lecture, Discussion, Video: Introduction to Unit 3 - Consciousness.

Like he said.

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Wednesday, February 13, 2013 & Thursday, February 14, 2013
Quote: “We are the cosmos made conscious and life is the means by which the universe understands itself.” ― Brian Cox

Learning Targets:
1. People dream during REM sleep.
2. Sleep isn't easy for everyone. There are a variety of sleep disorders that are important to understand.
3. The Stages of Sleep.

Essential Questions:
● Explain Levels of consciousness. Compare the different levels of consciousness.
● Why do we Sleep and dream?
● Be able to examine and differentiate between different types of sleep disorders
● Define, differentiate and compare the different types of Psychoactive drugs - Depressants, Narcotics, Stimulants, Hallucinogens

Agenda:
1. Do Now: What are the psychological factors behind 'Falling in Love'? What do you think happens in the brain during intense feelings of love?
2. Lecture, Discussion, Video: Introduction to Unit 3 - Consciousness.
3. Lecture, Discussion, Video: Introduction to Unit 3 - Learning - Classical Conditioning.

Happy Valentine's Day.

----------------------------------------------------------
Friday, February 15, 2013
Quote: “One does not become enlightened by imagining figures of light, but by making the darkness conscious.” ― Carl Jung

Learning Targets:
1. Learning refers to a relatively permanent change in behavior based on experience.
2. Classical conditioning involves the pairing of one stimulus with another, so that eventually the first neutral stimulus will evoke a reflex.
3. Classical conditioning is associated with Pavlov and Watson; Operant conditioning is associated with Skinner.
4. According to Operant Conditioning, the consequences of a behavior influence whether or not the behavior will be performed again.
5. Reinforcements are used to increase the likelihood a behavior will be repeated
6. Punishments are used to decrease the likelihood a behavior will be repeated.

Essential Questions:

• Compare Classical Conditioning and Operant Conditioning.
• What is the difference between a reinforcement and punishment?
• How do positive and negative types of reinforcement and punishment differ from one another?

Agenda:
1. Do Now: Design a simple experiment using a classical conditioning model. 
2. Lecture, Discussion, Video: Introduction to Unit 3 - Learning - Classical Conditioning.