AP Psychology 2017-2018 School Year First Week Assignments ... [PDF]

AP Psychology 2017-2018 School Year First Week Assignments Requirements Syllabus & Forms

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Table of Contents: The work contained within this packet (minus the essay assessments) is the “norm” for AP Psychology. We will cover a Unit approximately every four (4) school days. Each Unit will require: • A 100 to 120 item outline • Vocabulary concept definitions for 35 to 50 words (per unit) • Each vocabulary word requires two examples (70 to 100 examples per unit) • This equals approximately 105 to 150 items for vocabulary per unit • Outlines and Vocabulary combined equals about 205 to 270 written, detailed items per Unit • A 50 to 100 item multiple choice test that is application based • A 30 item fill in the blank vocabulary test that is application based, requiring complete understanding of the concepts, and is NEVER direct definitions (or) • An application essay where one needs to know all of the vocabulary on a deep level • A 50 to 100 item group test • 75% of your 1st through 3rd quarter grades are based on individual tests • 100% of your 4th quarter grade is based on individual tests Summer Assignment Instructions………………………………………………..p. 3 Outlining and Vocabulary Criteria……………………………………………….pp. 4-5 Unit One Vocabulary Words……………………………………………………………………..p. 6 Unit Two Vocabulary Words……………………………………………………………………pp. 7-8 Essay Assessment Instructions………………………………………………………………...p. 9 Six Essays That You Will Assess……………………………………………………………… pp. 10-15 Class Syllabus………………………………………………………………………………………….pp. 16-19 Syllabus and Everglade’s AP Psychology Webpage Acknowledgment Form (sign and return)........................................................................................................................p. 20

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AP Psychology Summer Assignment/Instructions, 2017-2018 School Year Mrs. Merlino, Room 440 E-mail: loretta.merlino.browardschools.com Web Page Access Instructions: evergladeshs.orgTeachersDirectoryscroll down to Social Studies Dept.Loretta MerlinoPeriod (or the opening page) 1. Read the attached Syllabus (found on pp. 15-20 of this document). 2. DUE ON DAY TWO OF CLASS-MANDATORY: Register yourself and your guardian on my page of the Everglade’s website once you are assigned a class period-this will not be known until the first week of school (see attached Web Page Instructions on page 19). The web site and the notification system is the main means of communication for class assignments and information. A change in the website is expected for the 2017-2018 school year. If that occurs over the summer, I will advise you of the new registration procedures once school starts. 3. DUE ON DAY TWO OF CLASS: Complete the Syllabus and Web Registration Acknowledgment form on page 20, and return it to class on the second day of the first week of school. I will verify that your information, and that of your guardian, is actually on my page. Those who return this will have points added to their first test. 4. *DUE ON DAY ONE OF CLASS: Outline Units 1 and 2 in the Myers textbook (found on BEEP), using the attached Outlining and Vocabulary Instructions (BEEP instructions are included there). 5. *DUE ON DAY ONE OF CLASS: Define the Units 1 and 2 vocabulary concepts (attached) and include only the textbook or Power Point example explained in the Outlining and Vocabulary Instructions. Leave three (3) spaces for example 2 (personal example) and for information you will add after school begins 6. *DUE ON DAY ONE OF CLASS: ONLY AFTER you have read Units One and Two in the textbook, the Units 1 and 2 Power Points on my web page (it will be there by June 8th), and outlined and completed the vocabulary for Units One (1) and Two (2), assess the six attached AP PSYCHOLOGY FREE-RESPONSE QUESTIONS (see the attached essays and instructions-p.9). 7. *DUE THE FIRST DAY OF CLASS: Have copies of the Unit 1 Power Point (slide version-6 per page) or outline version found on my webpage. 8. *Test dates for Units One(1) and Two (2)-TEST DATES MAY CHANGE: Day 3 or 4 of class:-100 question multiple choice test-Units 1& 2 Day 4 or 5 of class:-Vocabulary test and group test –Units 1 & 2

*If you do not hand in the work on day one, or if you fail any of the three tests on days three through five, removal from the class will be recommended. Feel free to email me with any questions: [email protected] . During the school year, I will try to get back to you within 24 hours. If it is during summer months, my response may take longer (if I do not respond within 48 hours in the summer, I am probably out of the country with no email access). 3

AP Psychology Outlining and Vocabulary Criteria ONLY hand written, with your FULL name in pen on every page (If your name is missing your work will not be accepted until the next day for a late grade ONLY)

1. Outline from the textbook, Myer’s Psychology for AP How to access the book through BEEP: Go to www.evergladeshs.org --> Students-->Student LinksBEEPStudent PortalThe Doorway to Student Resource (login here) Outlining Criteria: Include the title of all headings and subheadings. Under these headings and subheadings, summarize and put in your own words: 1. ALL bold or italicized words/concepts and the definitions for the same, even if you will be repeating them for assignment number two-Underline and Highlight these words 2. A summary of research studies and results, especially those studies that support the above concepts 3. All information found on key figures (in the Unit Vocabulary list)-Underline and highlight the names 4. Number the items explained in 1-3, 100 item minimum for Unit ONE -120 items minimum for UNIT TWO. DO NOT number the headings. 6. Put a page number ranges for headings/subheadings 5. DO NOT Use complete sentences unless it seems necessary for your understanding. Unit 2 Outline Example Research Methods: Thinking Critically with Psychological Science (p.19) 1. Are used in Psych. to understand why we think/feel/act as we do The Need for Psychological Science (pp 19-21) 2. Intuition is using our “gut feeling” to make decisions and form beliefs-may be faulty as seen in hindsight bias and judgment overconfidence Did WE Know it All Along? Hindsight Bias(pp 20-21) 3. Hindsight bias=when finding that something happened makes it seem like it was foreseeable (a.k.a-I knew it all along phenomenon) 4. Example of hindsight bias = 911 attack seen as “not an accident” all along, once that fact was revealed 5. hindsight bias is widespread-sometimes our intuition is correct, but research may be used to demonstrate otherwise Overconfidence (pp 21-22) 6. Overconfidence-people think they know more than they do; we are very confident but often not correct (book ex. WREATWATER, once people see answer estimate it would be easy to figure out) 7. in predicting social behavior………….

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2.How to Define Unit Vocabulary Concepts Where to find these definitions: - Class notes and discussions, Myer’s textbook and Unit Power Points (found on www.everglades.org TeachersDirectorySocial Studies DepartmentLoretta MerlinoPeriod) Use the following to further clarify confusinf information and not for the actual definitions: -alleydog.com (use ONLY as a last resort when clarity is needed) -sparknotes.com/psychology/ (see the section called Research Methods in Psychology to help with Unit 2 vocab.-use ONLY as a last resort when clarity is needed) -mathisfun.com (for math concepts in units 2 and 11) Concept Definition Requirements: 1. Using class notes and lectures are the preferred source for the definitions. 2. When using the textbook, find the definitions in the actual unit, within the text, and NOT in the back of the book (same words are used differently in different units) or in the side columns in the units 3. Since the goal is to be able to apply these concepts to any “real Life” situation, include the complete concept explanation in the definition. You may need to read all sources for the definitions (textbook, power points, class notes -and in some cases the vocabulary websites listed above)to fully understand the concepts. Otherwise, a shallow understanding of the concepts will result, and success on unit tests and assignments will be difficult. 4. Include TWO examples for each concept, one from the textbook, power point or class lecture and one that you create to personalize the information. This is a personal example related to you or someone you know (use “I” or “my” in this example -for unit two, you may need to make-up these personal examples, but they must relate 100% to the definition). For your Summer Assignments , leave three (3) spaces so you can add information from the lecture. Format for Concept Definitions: REWORD definitions so they are understandable-Label the examples as is indicated below 1. Case Study a research method that examines one individual in depth (ex. current and past life history by interviewing, examining school records, medical records, etc.. It is best used for instances of disorders, diseases, phenomenon that occur rarely Example 1: A case of a rare strain of a virus is seen in only 10 people in the US Example 2: My husband has Churge Strause Syndrome, an auto immune disease rarely seen. He was part of a case study through John Hopkins University.

Use separate lines for the definition and each example. Number the vocabulary words (see the above examples).

ONLY hand written, with your name in pen on every page 5

AP Psychology-Unit 1 Vocabulary (Two examples are only needed for Numbers 1 through 13) 1. Psychology 2. Structuralism 3. Functionalism 4. Introspection _____________________________ Psychology’s Eight Perspectives: 5. Psychodynamic perspective-1 6. Behavioral perspective-2 7. Humanistic perspective-3 8. Cognitive perspective-4 9.Socio- cultural perspective-5 10. Evolutionary perspective-6 11. Biological perspective-7 12. Biopsychosocial perspective-8 _________________________________ 13. Nature verses Nurture Key Figures-Identify who they are in relation to psychology/what were their contributions/theories? Be sure to write down ALL information when you come across their names in the Myers book in Unit 1: 14. Mary Whiton Calkins 15. Margaret Floy Washburn 16. Dorthea Dix 17. Sigmund Frued 18. G. Stanley Hall 19. William James 20. Ivan Pavlov 21. B.F. Skinner 22. John Watson 23.Carl Rogers and 24. Abraham Maslow 25. William Wundt 26. Edward Titchner 27. Max Wertheimer

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AP Psychology- Unit 2 Vocabulary Concepts (50 terms) Explain the concepts completely(see the attached Outlining and Vocabulary Criteria), making sure you understand them enough to apply them to a variety of situations. The Unit Two essay assignment is a example of application in AP Psychology and is a good measure of your ability to apply what you know. There are no key figures for this unit. Leave at least three spaces between each completed definition for you to add information after the lecture. 1. experimental method–definition of 2. experimental method–cause and effect relationships in 3. experimental method–strengths of 4. experimental method–weaknesses of 5. theory 6. Hypothesis 7. independent variable-include the purpose of 8. dependent variable-include the purpose of 9. Experimental group 10. Control group 12. replication 13. levels of the independent variable 14. Extraneous/confounding variable 16. Observer bias 17. Experimenter bias 18. double blind control 19. Single blind control 20. Statistical significance 21. Inferential Statistics 22. Population 23. Subjects 24. Random selection/sample 25. Stratified random sampling 26. Sampling bias 27. naturalistic observation - include best uses, strengths and weaknesses 28. case study - include when to use, strengths and weaknesses 29. Survey - include when to use, strengths and weaknesses 30. Response set 31. placebo effect 32. Basic research 33. Applied research 34. Descriptive statistics 35. Inferential Statistics 36. Measure of central tendency – the mean 37. Measure of central tendency – the median 38. Measure of central tendency –the mode 7

39. Measures of variability- the range 40. Measures of variability -standard deviation 41. Scatter plot-include best use 42. Correlation coefficient 43. Positive correlation 44. Negative correlation 45. No correlation 46. Bar graph to represent the differences in control and experimental groups 47. All Ethical Criteria established by the IRB 48. Deception (part of ethics) 49. Debriefing of subjects (part of ethics) 50. Institutional Review Board (IRB)

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Essay Assessment Instructions (see attached essays for Unit 2): First, memorizing information, especially vocabulary, will not be a “recipe” for success in AP Psychology since one needs to know the concepts/vocabulary well enough to apply them to a variety of situations. All of your tests will be application based. As a result, if you find that you are unable to complete most of this assignment, then you have a limited understanding of the vocabulary concepts for this unit. And, if you cannot understand the majority of the concepts, then you did not put enough time and effort into learning the vocabulary, or using the available resources (text book, power point, my website links*, internet, or emailing your teacher) to their full extent. If you plan to be successful (a C average or above and passing the May AP Exam), you must be willing to work hard and spend time, outside of class, learning and processing information. Typically, one of the two Free Response Questions on the AP Psychology exam is about the research concepts/vocabulary in Unit 2. Attached are six of those essays from previous years, including those from the last three years. Once you have read Unit 2 in the Myers textbook, have read my Power Point for this unit (on my webpage), and have completed the Unit 2 outlining and vocabulary assignments, you are to do the following for each of the six essays that follow: • Read the essay • On the essay sheet, below the essay, write down your answers to the activity outlined by each bullet point. • Use short sentences that quickly get to the point. • DO NOT WRITE THE ESSAYS-We will learn to do that at a later date. • Write your name in ink on each of the six pages. *Web sites that will help you understand the Unit Two concepts: http://www.alleydog.com/ http://www.sparknotes.com/psychology (Real ALL of the information in “Research Methods in Psychology”- including the introduction) http://www.mathisfun.com/ 9

ESSAY 1 2004 AP PSYCHOLOGY FREE-RESPONSE QUESTIONS Copyright © 2004 by College Entrance Examination Board. All rights reserved. Dr. Franklin investigated the relationship between stress and physical illness. She persuaded a high school principal to require all female athletes in the school to participate in her study. She explained the purpose of her research to the athletes and asked them to use a standard form to rate the severity of their stress over the last six months. More than 250 athletes completed the form. Then Dr. Franklin analyzed the forms returned by the first 100 athletes. She requested the attendance records from the nurse’s office for each of those athletes to verify the number of days absent due to illness during the same sixmonth period. In the debriefing summary that Dr. Franklin sent to the 100 athletes after she completed the study, she stated that athletes who reported more stress also experienced more frequent illness. Dr. Franklin concluded that stress causes physical illness. •

Identify the research method used by Dr. Franklin.

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Describe the operational definitions of the TWO key variables that Dr. Franklin used in the study. Based on the information provided, describe ONE appropriate and ONE inappropriate ethical feature of the study. Identify ONE statistical technique that Dr. Franklin could use to represent the relationship between the variables in the study. Describe TWO aspects of research design that weaken the validity of Dr. Franklin’s conclusion that stress causes physical illness.

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ESSAY 2- 2006 AP® PSYCHOLOGY FREE-RESPONSE QUESTIONS © 2006 The College Board. All rights reserved.

Psychologists use a variety of research methods to study behavior. Three of the main research methods used are Case study Correlational study, and Experiment. • Discuss one advantage of each research method listed above. • Discuss one disadvantage of each research method listed above. • Pretend you are a psychologist who will use each of the three research methods — case study, correlational study, and experiment — to determine the effect of taking vitamin J on improving memory. • For each method listed above, explain a key characteristic of the basic approach you could use to reach a scientific conclusion about the relationship between taking vitamin J and improving memory. You need not design a complete study

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ESSAY 3 2008 AP® PSYCHOLOGY FREE-RESPONSE QUESTIONS © 2008 The College Board. All rights reserved.

We conducted a variation of Asch’s (1951) conformity study in which participants made judgments about the length of lines. We randomly assigned participants to one of two conditions and told them that the study involved perceptual abilities. In the first condition, participants estimated the length of lines after hearing five people pretending to be participants (confederates) give inaccurate estimates. In the second condition, participants estimated the length of lines without hearing estimates of confederates. As we expected, participants in the first condition were less accurate in their estimates of line length, demonstrating the tendency to conform to majority influence. How would each element below be related to the specific content of the experiment reported in the abstract? • • • • •

Control group Deception Operational definition of the dependent variable Hypothesis Debriefing

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ESSAY 4 2013 AP® PSYCHOLOGY FREE-RESPONSE QUESTIONS © 2013 The College Board. A researcher compared the effectiveness of massed versus distributed practice in preparing for a memory test. Each of two groups memorized the definitions of 40 vocabulary words. In group A, there were 30 participants who were all under twenty-five years of age. Participants in group A used the method of distributed practice, studying for 30 minutes on each of four evenings. They were tested on the fifth morning at 7:00 A.M. In group B, there were 30 participants who were all over sixty years of age. Participants in group B used the method of massed practice, studying only from 6:30 P.M. to 8:30 P.M. on the evening before the test. They were tested the next morning at 7:00 A.M. All participants completed a recall test. The test measured how quickly participants recalled the definitions. The results showed that the mean difference between the distributed practice group and the massed practice group was statistically significant. The researcher provided a list of the names and test scores for each individual participant in a letter to all participants. • • • •

What is the operational definition of the dependent variable? Explain how the ethical flaw in the study can be corrected. Explain how the research design flaw in the study can be corrected. In a well-designed study, what does it mean to say there is a statistically significant difference between groups?

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ESSAY 5 2014 AP® PSYCHOLOGY FREE-RESPONSE QUESTIONS PSYCHOLOGY . Adapted from M. M. Duguid and J. A. Goncalo, Living Large: The Powerful Overestimate Their Own Height. In a study of power and self-image, participants were not told the true purpose of the study; instead, they believed they were participating in a business simulation. Researchers randomly assigned participants to a high-power (n = 44) or low-power (n = 44) condition. In the high-power condition, participants recalled a time when they had power over others, and in the low-power condition, they recalled a time when others had power over them. Participants were asked to adjust the height (in centimeters) of an electronic graphical image (an avatar) of themselves to reflect their personal appearance. Results indicated a statistically significant difference in participants’ perceptions of their own height across the two conditions. Participants in the high-power condition created taller self-images (mean = 6.0, standard deviation = 1.5) than participants in the low-power condition (mean = 4.0, standard deviation = 1.0). • • • • • •

Describe the levels of the independent variable. Describe how the researchers measured the dependent variable. Create a bar graph illustrating the results of the study. Correctly label each axis. Explain why the researchers can conclude that there is a cause-and-effect relationship between the independent and dependent variables. Explain what statistical significance means in the context of the study. Explain why debriefing would be necessary in the study.

ESSAY 6 2015 AP ®PSYCHOLOGY FREE-RESPONSE QUESTIONS © 2015 The College Board.

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1. Researchers conducted a naturalistic study of children between the ages of 5 and 7 years. The researchers visited classrooms during class party celebrations. As a measure of hyperactivity, they recorded the number of times children left their seats. The researchers found a strong positive correlation between sugary snacks offered at the parties and hyperactivity. Based on these findings, the researchers concluded that sugar causes hyperactivity. A. How might the following explain why people may easily accept the conclusion of the study described above?

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Misunderstanding of correlational studies

B. As a follow-up study, the researchers are designing an experiment to test whether sugar causes hyperactivity. For the experiment, please do the following.

• • •

State a possible hypothesis. Operationally define the dependent variable. Describe how random assignment can be achieved.

C. Based on the results of the follow-up experiment described in Part B, researchers conclude that sugar does not cause any change in hyperactivity.

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Draw a correctly labeled bar graph depicting this result.

Everglades High School, AP Psychology Syllabus -2017-2018, Room 440 Mrs. Loretta Merlino [email protected]

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Course Description: AP Psychology is a rigorous college level, introduction to Psychology course in which students have the ability to earn three college credits upon passing the end of the year AP Exam. The objective is for students to attain an understanding and appreciation for the acquisition and causes of human behavior and progressive development. This will be demonstrated through application of learned psychology concepts throughout the course and on the May, 2017, AP Exam. Seventy Five percent of the student’s grade is tests. Memorization of the Unit concepts will not be sufficient to pass this class. Course objectives and competencies will be achieved through covering the following topics as required in the College Board’s, AP Psychology Standards: 1 .Psychology’s History and Approaches and Research Methods (Units 1 and 2) 2. Memory Processes (Unit 7A) 3. Cognition and Language (Unit 7B) 4. The Brain/Biological Basis of Behavior (Unit 3A, 3B and 3C) 5. Sensation and Perception (Unit 4) 6. Learning (Unit 6) 7. States of Consciousness (Unit 5) 8. Motivation (Unit 8A) 9. Emotions, Stress and Health(Unit 8B) 10. Developmental Psychology (Unit 9) 11. Personality (Unit 10) 12. Intelligence and Testing (Testing and Individual Differences-Unit 11) 13. Psychological Disorders (Abnormal Psychology-Unit 12) 14. Treatment of Psychological Disorders (Unit 13) 15. Social Psychology (Unit 14) Class Schedule and Due Dates: Each unit above will be covered in approximately four school days . Check Web site postings for the week’s schedule. Here is the approximate schedule for each topic: Days 1-2 – Lecture, note taking, and class activities/discussion (Some units may require more or less lecture days) Day 3 – Outline and Vocab. Definitions/with Examples due* Individual, 50-100 question Multiple Choice Test (a 35 to 70 minute, timed test)** Day 4- Individual Vocabulary Concepts test (fill in the blank or essay) and Group Test (Multiple Choice Test from previous day) *All work must be handwritten in PEN. Typed work will earn ZEROS. Your name, written in pen, must be on the back and front of each page and handed in as you enter the room. Work handed in after that time, will be considered late. **Multiple choice tests are based on information from your text and class lectures. Vocabulary terms for the essay questions and multiple choice tests can be found on the class webpage. Success on tests will require that you are able to explain each concept and provide personal examples. Simply MEMORIZING TERM will not be sufficient to pass the tests. If you miss a lecture, you are still required to take all tests and hand in all work on due dates. Lecture Power Points are on the school web-page. Due Dates (all work must be hand written with name in ink on all pages) and Make-Up Work: 1. Day 3=Multiple Choice Test Day: Vocab. Definitions/Examples and Outlines due (criteria is attached and on my webpage (www.evergladeshs.orgTeachersLoretta Merlino). 2. Make-Up tests are given the day you return from an absence (inputted only upon Excused Absence) 3. Tests must be taken even if you were absent for the lecture 4. All homework must be handed in on due dates even if you were absent from class for any of the lectures

5. Late work must be handed in the day you return from an absence 16

6. To receive full credit, all missed tests and late work require completion of the Missed Work form (sample on page 4-also found on my Evergladeshs.org web page) Required Materials: 1. Bedford, Freeman and Worth, Myers’ Psychology for AP, 2011 (textbook will be provided) 2. Binder, with loose leaf paper and 15 divider tabs-sticky notes (or any system you decide that keeps your work organized and saved through the end of the school year) 3. Pens, pencils, erasers, and highlighters Highly Recommended AP Psychology Study Aids (to be purchased by the student): 1. Flashcards: Barron’s AP Psychology (second edition) 2. Books: Barron’s AP Psychology, 9th Edition (2018), released in February, 2018 Evaluations: Evaluations for each topic/chapter will be based on an individual test, a group test, an essay or vocabulary test, and the chapter outline and definitions. Other evaluations and projects may be added at the teacher’s discretion. Individual Tests (Multiple Choice, Vocabulary and Essay Tests) = 75% Group Tests = 10% Outlines and Vocabulary, and Binder Checks = 15% Broward County’s A through F grading scale is used Notebook Requirements: (YOU MUST SAVE ALL WORK- IT IS COLLECTED AT THE END OF THE SCHOOL YEAR for a grade) Any system that enables you to include a copy of this syllabus, the Key Figures Document (found on my web page) and the following items arranged by unit: 1.Unit Key concept definitions and examples with key figures contributions 2. Unit outlines 3. Lecture notes (hand written or printed from the class web page, with class notes added) Student Expectations: 1. Daily class Attendance and being in your desk, with notebook ready when the bell rings 2. Frequent `absences- more than two a quarter-will place you at an academic disadvantage 2. Phones and earphones are to be put away PRIOR to entering the class 3. Read each chapter prior to the lectures 4. STAY AWAKE -Sleeping in class is NEVER permitted 5. Complete all work and hand it in on time (LATE WORK, outside of that allowed by Broward County Schools, IS NOT ELLIGIBLDE FOR FULL CREDIT). 6. Note taking is mandatory 7. Academic integrity is expected. Cheating of any kind, or being involved in behaviors that indicates possible cheating (including, but not limited to, incorrect numbering of outline items, copying other’s homework, allowing others to copy your homework, phones visible during tests, talking during tests, plagiarism), will result in a zero. 8. Use the restroom BETWEEN classes. 9. Comply with the teacher’s request. Not complying with a request (e.g., seat change, cell phone away) will result in parent contact and a possible administrative referral. 10. Do your best, and ask for help when needed. Help Class: Will be announced and held a day or two before the Multiple Choice Test (Lunchtime)– I am here to help you succeed! ____________________________________________________________________________________________

SAMPLE-Form will be provided by the teacher to the student on each absence. 17

AP Psychology Missed Work Form(complete in PEN only) (to be signed by a parent/guardian to earn full credit on missed work that is completed within the time permitted for missed work-If present any part of the school day on the due date, even if excused, points will be deducted) Student’s Name_______________________________________ Class Period_______________ Today’s Date_______________________________ Day(s) and Date(s) of Absence_____________________________________________________ ________________________________________________________________________________________ CHECK ONE or BOTH: _______I am aware of my child’s above absence from AP Psychology on the above date and understand that the Unit Outlines and Vocabulary were due and a Multiple Choice test was missed. _______I am aware that my child was absent from AP Psychology on the above date and understand that a vocabulary test and a group test were missed. Student’s signature__________________________________________________________________________ Parent’s/Guardian’s Name (Print)_________________________________________________________ Parent’s/Guardian’s signature______________________________________________________________ Parent’s/Guardian’s cell number ___________________________________________________________ Parent’s/Guardian’s email___________________________________________________________________

Dear Parents/Guardians,

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I want to welcome you and your student to AP Psychology. My ultimate goal and personal measure of success in teaching this course is student achievement in class and on the May AP Exam. All assignments, class work and tests, although challenging, are carefully planned to meet that end. Providing lessons and assignments that meet varying learning styles is also a priority. I am always available to give extra help to your student when needed. Help me by “cheering your child on” and encouraging your child to focus and not to get disheartened. Help me most by requiring your child to ATTEND SCHOOL even on professional study days and early release days. Note the sample Missed Work form on page18. Since the class is rigorous, it is important that you are aware of assignments and your student’s academic progress as recorded on my Everglade’s teacher web page (www.evergladeshs.orgTeachersLoretta Merlino) and in Pinnacle. Also, once your student receives his or her schedule, he/she is required to register for the AP Psychology web page to get email information alerts, unit vocabulary, and unit Power Points. It is also my requirement that a parent /guardian register for these alerts and informational emails. DO NOT REGISTER or have your student register prior to receiving a schedule with a definitive teacher’s name and class period (note: changes to the website may occur over the summer which will alter the process below.-in that case, I will have new website instructions available once school begins): AP Psychology Web Page Registration Instructions: 1. Evergladeshs.orgTeachersDirectorytype Merlino in the search boxPeriod (click on your period)scroll down to “Add to Class List” to register. 2. Once you register, you will receive an email that reads, “Everglades High School Account Activation”click the ACTIVATE ACCOUNT linkthe message, “My Classes” will appear. 3. To add a class to your list, go to your class page and click on the “Add to My Classes” link. 4. You will find: Social StudiesAP Psychologyfind your/your child’s class periodscroll down to “Add to My Classes” link and click

Complete the acknowledgment form on page 20, and return it on day two of class. Feel free to contact me at [email protected]. Let’s work together to make this a successful year! Thank You, Mrs. Loretta Merlino -----------------------------------------------------------------------------------------------------------

Please Complete and Return on Day Two of School 19

Print Student’s Name:_______________________________________________________________________ Class Period_________________ Student’s E-mail, as registered on the site (PRINY CLEARLY):

Name of Parent/Guardian as registered on the site (PRINT CLEARLY): _________________________________________________________________________________________________ E-Mail of Parent/Guardian as registered on the site (PRINT CLEARLY):

Parent/Guardian Phone Number:

I have read and understand the AP Psychology Syllabus. In addition, I have registered for AP Psychology on the Everglade’s Website, as has my child. This will provide me and my child with email notifications for tests, assignments and other important class information. Parent/Guardian Signature: _______________________________________________________________

DATE:_______________________

Student Signature: ___________________________________________________________________DATE:______________________

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