Psychology · Units 3 and 4
Psychology, practice exam 2
Extended response: How well do the GAS and the Transactional Model explain two students’ terms?
- 120 marks
- 34 pages
- 40 multiple choice
- 15 minutes reading
- 2 h 30 min writing
Marks by area of study
Unit 3 AOS 1: 25 marksUnit 3 AOS 2: 33 marksUnit 4 AOS 1: 19 marksUnit 4 AOS 2: 18 marksKey science skills: 26 marks
Section B: short-answer and extended-response questions (80 marks)
| Q | Context | Marks |
|---|---|---|
| 1 | Darius works at a fast-food drive-through. | 6 |
| 2 | Six-year-old Olivia goes to swim school with her ten-year-old brother, Aaron. | 9 |
| 3 | Yuki, a healthy 25-year-old, spent a night in a sleep laboratory. | 10 |
| 4 | Lachlan, 28, was hit by a car while cycling, and an area of his left motor cortex was damaged. | 11 |
| 5 | Consider the following three people. | 8 |
| 6 | Anjali, a Year 12 student, investigated the relationship between evening screen use and the time it takes… | 11 |
| 7 | Ingrid, 74, has been diagnosed with early-stage Alzheimer’s disease. | 10 |
| 8 | Sofia has a specific phobia of flying. | 5 |
| 9 | How well do the GAS and the Transactional Model explain two students’ terms? | 10 |
Section A: what each question tests (40 marks)
| Q | Key knowledge | Area of study |
|---|---|---|
| 1 | Conscious and unconscious responses; divisions of the nervous system | Unit 3 AOS 1 |
| 2 | Inhibitory effect of GABA | Unit 3 AOS 1 |
| 3 | Synaptic plasticity: LTP and sprouting | Unit 3 AOS 1 |
| 4 | Calculating percentage change | Units 3–4 Key science skills |
| 5 | Purpose of a control group | Units 3–4 Key science skills |
| 6 | Reading values from a line graph | Unit 3 AOS 1 |
| 7 | Role of cortisol in the stress response | Unit 3 AOS 1 |
| 8 | Drawing conclusions from a line graph | Unit 3 AOS 1 |
| 9 | Transactional Model: secondary appraisal | Unit 3 AOS 1 |
| 10 | Evaluating claims about the gut–brain axis | Unit 3 AOS 1 |
| 11 | Approach and avoidance strategies | Unit 3 AOS 1 |
| 12 | Classical conditioning: identifying stimuli | Unit 3 AOS 2 |
| 13 | Distinguishing the UCR and the CR | Unit 3 AOS 2 |
| 14 | Conditions for classical conditioning | Unit 3 AOS 2 |
| 15 | Distinguishing operant and classical conditioning | Unit 3 AOS 2 |
| 16 | Aboriginal and Torres Strait Islander approaches to learning: role of Elders and protocols | Unit 3 AOS 2 |
| 17 | Role of the amygdala in conditioned fear | Unit 3 AOS 2 |
| 18 | Aphantasia and autobiographical memory | Unit 3 AOS 2 |
| 19 | The method of loci | Unit 3 AOS 2 |
| 20 | Experimental designs: mixed design | Units 3–4 Key science skills |
| 21 | Calculating and comparing percentage change | Units 3–4 Key science skills |
| 22 | Why mnemonics improve retrieval | Unit 3 AOS 2 |
| 23 | Measuring sleep: video monitoring | Unit 4 AOS 1 |
| 24 | Infant sleep patterns | Unit 4 AOS 1 |
| 25 | Changes in sleep in older adulthood | Unit 4 AOS 1 |
| 26 | Calculating proportions from a hypnogram | Unit 4 AOS 1 |
| 27 | Changes in sleep across the lifespan | Unit 4 AOS 1 |
| 28 | Shift work disorder | Unit 4 AOS 1 |
| 29 | Interpreting survey data | Units 3–4 Key science skills |
| 30 | Bright light therapy for shift work disorder | Unit 4 AOS 1 |
| 31 | Zeitgebers: eating and drinking patterns | Unit 4 AOS 1 |
| 32 | Biological contributing factors: GABA dysfunction | Unit 4 AOS 2 |
| 33 | How benzodiazepines act | Unit 4 AOS 2 |
| 34 | Limitations of benzodiazepines | Unit 4 AOS 2 |
| 35 | Breathing retraining | Unit 4 AOS 2 |
| 36 | SEWB: historical determinants | Unit 4 AOS 2 |
| 37 | Validity of measures | Units 3–4 Key science skills |
| 38 | Ethical guidelines: confidentiality | Units 3–4 Key science skills |
| 39 | Informed consent for participants under 18 | Units 3–4 Key science skills |
| 40 | Ethical concepts: respect | Units 3–4 Key science skills |