IB Psychology

John Montez
Course Syllabus

IB Psychology will prepare the students to analyze the psychological perspectives (cognitive,
biological, and sociocultural) while taking into consideration cultural, ethical, gender and methodological
studies. The students will also increase their life-long ability to analyze all aspects of their social, moral,
and educational development by applying the concepts learned in class. This course will cultivate an
atmosphere where differing viewpoints can peacefully co-exist for students and also build upon their own
beliefs by studying the beliefs of others. IB Psychology will also enable students the ability to plan,
design, enact and analyze their own psychological study while adhering to clearly stated moral and ethical
expectations. The order of the topics to be covered is as follows:
4. To access t usefulness of psychology in everyday practical institutions ranging from education to
1. Introduction to the IB Psychology SL Syllabus
perspectives
assessment
One simple experimental study (IA)
Paper #1: An essay paper based on the three perspectives (EA)
Paper #2: An essay paper on the additional subject area (EA)
research methodology and ethics

2. Introduction to Psychology
history of psychology
relationship between social and biological perspectives

3. Research Methods
types of experiments
types and usage of data
ethical considerations
types of research

4. Biological Perspective
General learning outcomes
Outline the principles that define the biological level of analysis (for example, patterns of behavior
can be inherited; animal research may inform our understanding of human behavior; cognitions,
emotions and behaviors are products of anatomy and physiology of our nervous and endocrine
system)
Explain how principles that define the biological level of analysis may be demonstrated in research
(that is, theories and/or studies).
Discuss how and why particular research methods are used at the biological level of analysis (for
example, experiments, observations, correlation studies)
Discuss ethical considerations related to research studies at the biological level of analysis.
Physiology and Behavior
Explain one study related to localization of function in the brain (for example, Wernicke, Broca,
Gazzaniga and Sperry).
Using one or more examples, explain effects on neurotransmission on human behavior (for
example, the effect of noradrenalin on depression).
Using one or more examples, explain functions of two hormones in human behavior.
Discuss two effects of the environment on physiological process (for example, effects of jet lag on
bodily rhythms, effects of deprivation on neuroplasticity, effects of environmental stressors or
reproductive mechanisms).
Examine one interaction between cognition and physiology in terms of behavior (for example,
agnosia, anosognosia, prosapagnosia, amnesia).
Evaluate two relevant studies.
Discuss the brain imaging technologies (for example, CAT, PET, fMRI)
investigating the relationships between biological factors and behavior.
Genetics and Behavior
With reference to relevant research studies, to what extent does genetic
inheritance influence behavior?
Examine one evolutionary explanation of behavior.
Discuss ethical considerations in research into genetic influences on behavior.

5. Cognitive Perspective
General Learning Outcomes
Outline principles that define the cognitive level of analysis (for example, mental representations
guide behavior, mental processes can be scientifically investigated).
Explain how principles that define the cognitive level of analysis may be demonstrated in research
(that is, theories and/or studies).
Discuss how and why particular research methods are used at the cognitive level of analysis (for
example, experiments, observations, interviews).
Discuss ethical considerations related to research studies at the cognitive level of analysis.
Cognitive Process
Evaluate two models or theories of one cognitive process (for example, memory, perception,
language, decision-making) with reference to research studies.
Explain how biological factors may affect one cognitive process (for example, Alzheimers disease,
brain damage, sleep deprivation).
Discuss how social or cultural factors affect one cognitive process (for example, education,
carpentered-world hypotheses, effect of video games on attention).
With reference to relevant research studies, to what extent is one cognitive process reliable (for
example, reconstructive memory, perception/visual illusions, decision-making/heuristics)?
Discuss the use of technology in investigating cognitive process (for example, MRI scans on
memory research, fMRI scans in decision-making research).
Cognition and Emotion
To what extent do cognitive and biological factors interact in emotion (for example, two factor
theory, arousal theory, Lazarus theory of appraisal)?
Evaluate one theory of how emotion may affect one cognitive process (for example, state-
dependent memory, flashbulb memory, affective filters).

6. Sociocultural Level Of Analysis
General learning Outcomes
Evaluate one theory of how emotion may affect one cognitive process (for example, state-
dependent memory, flashbulb memory, affective filters).
Outline principles that define the sociocultural level of analysis (for example, the social and
cultural environment influences individual behavior; we want connectedness with, and a sense of
belonging to, others; we construct our conceptions of the individual and social self).
Explain how principles that define the sociocultural level of analysis may be demonstrated in
research (that is, theories and/or studies).
Discuss how and why particular research methods are used at the sociocultural level of analysis (for
example, participant/naturalistic observation, interviews, case studies).
Discuss ethical considerations related to research studies at the sociocultural level of analysis.
Sociocultural Cognition
Describe the role of situational and dispositional factors in explaining behavior.
Discuss two errors in attributions (for example, fundamental attribution error, illusory correlation,
selfserving bias).
Evaluate social identity theory, making reference to relevant studies.
Explain the formation of stereotypes and their effect on behavior.
Social norms
Explain social learning theory, making reference to two relevant studies.
Discuss the use of compliance techniques (for example, lowballing, foot-in-the-door, reciprocity).
Evaluate research on conformity to group norms.
Discuss factors influencing conformity (for example, culture, groupthink, risky shift, minority
influence).
Cultural norms
Define the terms culture and cultural norms.
Examine the role of two cultural dimensions on behavior (for example, individualism/collectivism
power distance, uncertainty avoidance, Confucian dynamism, masculinity/femininity).

6. Abnormal Psychology
General framework (applicable to all topics in the option)
To what extent do biological, cognitive and sociocultural factors influence abnormal behavior?
Evaluate psychological research (that is, theories and/or studies) relevant to the study of abnormal
behavior.
Concepts and diagnosis
Examine the concepts of normality and abnormality.
Discuss validity and reliability of diagnosis.
Discuss cultural and ethical considerations in diagnosis (for example, cultural variation, and
stigmatization).
Psychological disorders
Describe symptoms and prevalence of one disorder from two of the following groups:
anxiety disorders
affective disorders
eating disorders.
Analyze etiologies (in terms of biological, cognitive and/or sociocultural factors) of one disorder
from two of the following groups:
anxiety disorders
affective disorders
eating disorders.
Discuss cultural and gender variations in prevalence of disorders.
Implementing treatment
Examine biomedical, individual and group approaches to treatment.
Evaluate the use of biomedical, individual and group approaches to the treatment of one disorder.
Discuss the use of eclectic approaches to treatment.
Discuss the relationship between etiology and therapeutic approach in relation to one disorder.

Expected Student Materials

1. Binder sufficient to hold course work
2. Portable storage device or cloud storage access
3. Access to the Internet; cell phone and BYOT policy to be discussed later

Absent Work Plan and Attendance Policy - It is the students responsibility to communicate with the teacher
on the day he or she returns to class to schedule the make-up of missed work. Students are expected to make up all
work missed within a time period not to exceed the total number of days absent. If the student has an exception to
what is stated here, please contact me immediately, so that we are able to work out a solution.

All missed work that is not made up within the outline time limit will receive deductions as noted below. Once the
summative examination has been administered for that marking period/term the window for the acceptance of
makeup is closed, and no makeup work will be accepted for a grade. The principal or designee may consider
extenuating circumstances in extending the time limit but you will need to communicate with the administration and
myself before the grading period closes. Attendance: This course will adhere to SCPS policy on attendance. A lack of
attendance may have an adverse effect on grade.

Late Work Plan- If you are not in class the day an assignment is due, the assignment must be turned in
electronically at or before the start of class. Points will not be deducted if the assignment is received electronically at
or before the start of class. If the assignment is not received within this time frame, you may submit your work late;
the following is a list of the highest percentage your work will receive per late day.
Each day represents a calendar day regardless of whether the class meets (BPHS IB policy)

1 day late =70%
2 days late =50%
3 days late = 30%
4 days late = 0%

Grade/Assessment Breakdown

Vocabulary notebooks, homework Notebook checks; Reading QRC; writing assignments (15%)
Quizzes -- quizzes, group quizzes, in-class writing assignments, and discussions (35%)
Test Grades Tests, research papers, portfolios, projects, long-term assignments (50%)

Internal Assessment (Student Research) Due Dates:

Rough Draft ------- End of February or early March (TBD by volume of IAs)
Final Copy --------- End of March or early May (TBD by IBO)

Homework

Homework is a part of this curriculum. It will usually consist of reading, writing and research requirements
prior to a classroom activity or discussion. The readings will consist of QRCs (Questions, Responses, and
Comments) to textbook and various articles. In addition, students will be expected to complete short
bibliographies, case study analysis, an internal assessment (IA) research paper, seminar, and oral
presentation assignments.

Weekly Vocabulary and Research study logs

Students will keep a weekly list of vocabulary terms as well as a rather large catalogue of research studies;
these help to prepare for assessments and the final Paper 1 & 2 exams. The instructor will give a list of
words and studies to be examined. It is imperative that students keep up with these assignments, as they will
help serve as a springboard for the majority of in-class activities we will do. Notebooks will be checked
randomly throughout the year.

Cooperative Learning

That is the fancy way of saying group work. A majority of in-class work will involve cooperative learning
groups. I am a strong advocate in the advantages of cooperation and social interaction in the learning
process; this with guided instruction.




Each day represents
a calendar day.

Contact Information

If you have any questions concerning lessons or your grades you may reach me at my personal e-mail
(docjmontez@mac.com) or post a question through the Edmodo site. Students may also call me at home at
either, 540.898.8615 or 540.809.6886 (mobile); please no calls after 10:30 pm.

Classroom Rules
Respect others and respect the learning.


IB Psychology Requirements

Cell phone and laptop/tablet policy and use rules

1. Once the bell rings to begin class, students must turn off cell phones/devices and stow
them properly in a book bag or pocket. Cell phones/devices are to remain off the entire block
unless teacher permission is given otherwise.

2. During class students will only use cell phones/devices to complete assignments that are
related to the instructional lesson or any other approved activity WITH teacher permission.

3. Students will not record still or moving images or voices of students or the teacher without
permission from the teacher.

4. Students will place phones and or devices in book bags during all assessments. Cell
phones/devices must remain there until ALL assessments have been collected.

5. Students will not post recordings of still or moving images or voice recordings of
students or the teacher to online websites without permission.

6. Students are not permitted to have cell phones/devices out in the PE and/or CTE locker rooms
at any time.

7. Students will adhere to the BYOT acceptable use agreement and practice Internet safety with
online resources.

Failure to comply with this BPHS/SCPS policy will result in a referral. Anyone who is given a
referral by this instructor (whether resulting in a punishment or not) will not be given
consideration for a college or any letter of recommendation.