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									AP Psychology
Q1 Mini-Project
Mr. Cline

General Guidelines: The Q1 project will be an individual effort involving research on a topic in Psychology. I have
tried to choose interesting topics for you and made sure that they are ones that have a lot of available information.
You will have two final products: an APA annotated bibliography and an informational brochure targeted towards high
school and college students.

Researching this information: This project is designed to be one involving basic research, which is finding
information that is already published. Each student must have their own bibliography with at least 5 sources
documented. No more than 3 of these may come from the internet. I want you to get practice doing academic
research using both library sources (journals, books, etc.) and the online sources. (Be sure, if you use the Internet to
be careful to scrutinize the credibility of these sources.) I would strongly recommend using Queens College or UNCC
for your research. Also, it will be well worth your time to consult a librarian for help. If you choose to use a university
library, keep in mind that you may not be able to check out items w/o a university ID card and may thus need to make
copies. You should read your textbook for background information on your topic but it won’t count as one of yoru 5
and you must find 5 additional sources.

Individual Bibliographies: Please see the sample annotated bibliography below. The APA style is used for
psychological research. This is similar to the MLA and other common methods of citing sources, but there are a few
significant differences in format. You can find an APA manual at the library or try consulting web resources, such as:
( which explain the format and give examples.
          Your bibliography should also include one nontraditional element. For each source, please add a
parenthetical reference as to how you used each source for something in the oral presentation. (For example: if your
topic is bi-polar disorder, you may want to mention that 1% of the overall population ahs been diagnosed w/ this in
your parenthetical remarks.)
          This component of your project is quite critical since 50% of your grade will be come from your bibliography
and this will be the main criteria where I will have to evaluate the depth and quality of your sources.

The Brochure: The final goal for this should be to present a neatly organized effort that indicates that an in-depth
research effort has been completed to put together a creative, interesting and informative brochure. Be creative and
try putting yourself in the position of the customer – Would the brochure catch your eye and hold your attention? The
scoring guidelines for the brochure follow.

Grading: The grading for this project will have two components: 1) an annontated bibliography grade 2) a brochure
grade. The complete breakdown of the grading for this project is indicated in the space below:

Annotated Bibliography: (50 pts)
        Bibliography = 20 pts
        Research Quality = 30 pts

Brochure: (50 pts)
        See attached scoring guide below.

*Keep in mind that this project will count as one test grade.

Important Dates: Tues 10/10 (A) & Wed 10/11 (B) - turn in a “research plan.” You should have your 5 sources in a
rough annotated bibliography and a summary of what specific areas w/in your assigned topic that you will be
researching, as well as your plan your brochure. The goal of this is to for us to make sure that you’re headed in the
right direction and have quality sources.

Mon 10/16 (A) & Tues 10/17(B) – Final Annotated Bibliography and Brochure Due
                          APA Format for Annotated Bibliographies

For an annotated bibliography, use standard APA format for the citations, then add a brief
abstract for each entry, including:

      2 to 4 sentences to summarize the main idea(s) of the item, and
      1 or 2 sentences to relate the article to your research topic, your personal experience, or
       your future goals (if part of your assignment).
      Must have 1” margins all around and be in TNR 12 pt font.

The formatting for this sample bibliography is modeled on the annotated examples in the APA
Publication Manual, 5th edition, pp. 370-375. Please visit: for help with APA format.
 Sample Annotated Bibliography for “Multiple Intelligences” project
Armstrong, T. (1994). Multiple intelligences in the classroom. Alexandria, VA:
       Association for Supervision and Curriculum Development.
         Armstrong describes each of seven intelligences identified by Howard Gardner. He
       offers an informal checklist for identifying personal strengths in the intelligences and
       suggests classroom applications. This book is a valuable tool for teachers at any level,
       with concrete suggestions for classroom applications.

Checkley, K. (1997, September). The first seven . . . and the eighth: A conversation
      with Howard Gardner. Educational Leadership, 55, 8-13.
        In this interview, Gardner discusses criteria for determining the intelligences, highlights
      the Naturalist Intelligence, and explodes a number of myths about multiple intelligences
      theory. He distinguishes between learning styles and multiple intelligences. This
      distinction has helped me in my teaching, looking at how children respond to different
      learning situations.

Davis, R. (1991). Learning how to learn: Technology, the seven multiple
       intelligences and learning. Paper presented at the Spring CUE Conference,
         Palm Springs, CA, May 11, 1991. (ERIC Document Reproduction Service No.
       ED338214) Davis reviews a number of educational software programs to support
       learning through the seven multiple intelligences. He uses Snooper Troops as an example
       and enumerates activities that highlight each of the intelligences. Although the activities
       for musical intelligence are weak, I have used this software in conjunction with
       songwriting to list the clues musically.

Gardner, H. (Writer), & DiNozzi, R. (Producer/Director). (1996). MI: Intelligence,
      understanding and the mind [Motion picture]. Los Angeles: Into the Classroom Media.
        Gardner presents his theory of multiple intelligences, outlining the original seven as
      well as the eighth, Addressing these intelligences in the classroom gives more students
      access to profound understandings rather than mere factual knowledge. I enjoyed seeing
      Gardner "in person" and found new insight into the issues of learning for understanding.
Harvard Project Zero. (2000). Project Sumit: Schools using multiple intelligence theory.
      Retrieved September 27, 2001, from
        This site is created by Howard Gardner's research group at Harvard. It's purpose is to
      "identify, document, and promote effective implementations of MI". It identifies and
      describes schools that have successfully implemented MI theory. The site also explains
      "Compass Points" -- principles common to these schools -- as well as MI Theory. This
      site offers outstanding models for teachers wishing to apply MI theory in their

                                            Scoring Guide for Brochure

   CATEGORY         10                       9                     8                      6
Attractiveness &    The brochure has         The brochure has      The brochure has       The brochure's
Organization        exceptionally            attractive formatting well-organized         formatting and
                    attractive formatting    and well-organized information.              organization of
                    and well-organized       information.                                 material are
                    information.                                                          confusing to the

Graphics/Pictures Graphics go well        Graphics go well         Graphics go well       Graphics do not go
                    with the text and     with the text, but       with the text, but     with the
                    there is a good mix there are so many          there are too few      accompanying text
                    of text and graphics. that they distract       and the brochure       or appear to be
                                          from the text.           seems "text-heavy".    randomly chosen.

Content -           All facts in the         99-90% of the facts   89-80% of the facts    Fewer than 80% of
Accuracy            brochure are             in the brochure are   in the brochure are    the facts in the
                    accurate.                accurate.             accurate.              brochure are

Writing -           The authors              The authors           The authors try to  The authors do not
Vocabulary          correctly use several    correctly use a few   use some new        incorporate new
                    new words and            new words and         vocabulary, but may vocabulary.
                    define words             define words          use 1-2 words
                    unfamiliar to the        unfamiliar to the     incorrectly.
                    reader.                  reader.

Writing -           Each section in the      Almost all sections   Most sections of the   Less than half of the
Organization        brochure has a clear     of the brochure       brochure have a        sections of the
                    beginning, middle,       have a clear          clear beginning,       brochure have a
                    and end.                 beginning, middle     middle and end.        clear beginning,
                                             and end.                                     middle and end.
Q1 Research Topics











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