Psychology · Units 3 and 4
Psychology, practice exam 4
Extended response: Which night-shift roster better supports sleep and wellbeing?
- 120 marks
- 32 pages
- 40 multiple choice
- 15 minutes reading
- 2 h 30 min writing
Marks by area of study
Unit 3 AOS 1: 31 marksUnit 3 AOS 2: 32 marksUnit 4 AOS 1: 21 marksUnit 4 AOS 2: 13 marksKey science skills: 24 marks
Section B: short-answer and extended-response questions (80 marks)
| Q | Context | Marks |
|---|---|---|
| 1 | Penelope is about to do her first tandem skydive. | 6 |
| 2 | Joaquin is a delivery driver whose baby daughter wakes several times each night. | 9 |
| 3 | Mai, 17, is preparing a difficult piano piece for a competition. | 10 |
| 4 | Researchers followed 120 navy recruits through a 12-week basic training course. | 11 |
| 5 | Brayden, a warehouse manager, wants all staff to wear high-visibility (hi-vis) vests at all times on the… | 8 |
| 6 | A primary school introduced a ‘playground buddy’ program in which Year 6 students model inclusive play –… | 11 |
| 7 | Hemi, 19, is a carpentry apprentice. | 10 |
| 8 | Tobias plays a mobile game in which opening a ‘loot box’ occasionally produces a rare reward. | 5 |
| 9 | Which night-shift roster better supports sleep and wellbeing? | 10 |
Section A: what each question tests (40 marks)
| Q | Key knowledge | Area of study |
|---|---|---|
| 1 | The lock-and-key process | Unit 3 AOS 1 |
| 2 | Drugs that mimic an inhibitory neurotransmitter | Unit 3 AOS 1 |
| 3 | Combined excitatory and inhibitory effects | Unit 3 AOS 1 |
| 4 | Long-term potentiation and learning | Unit 3 AOS 1 |
| 5 | Reappraisal in the Transactional Model | Unit 3 AOS 1 |
| 6 | Approach and avoidance strategies | Unit 3 AOS 1 |
| 7 | Coping flexibility | Unit 3 AOS 1 |
| 8 | Exercise as a coping strategy | Unit 3 AOS 1 |
| 9 | Evaluating coping from evidence | Unit 3 AOS 1 |
| 10 | Interpreting research on the gut–brain axis | Unit 3 AOS 1 |
| 11 | Generalising findings from animal research | Units 3–4 Key science skills |
| 12 | Drawing conclusions from experimental data | Unit 3 AOS 1 |
| 13 | Identifying stimuli and responses in classical conditioning | Unit 3 AOS 2 |
| 14 | Conditions for classical conditioning | Unit 3 AOS 2 |
| 15 | Negative reinforcement of avoidance | Unit 3 AOS 2 |
| 16 | Distinguishing conditioned and unconditioned responses | Unit 3 AOS 2 |
| 17 | Vicarious punishment and motivation | Unit 3 AOS 2 |
| 18 | Aboriginal and Torres Strait Islander approaches to learning | Unit 3 AOS 2 |
| 19 | Sensory memory and attention | Unit 3 AOS 2 |
| 20 | Interpreting brain imaging data | Unit 3 AOS 2 |
| 21 | Remembering the past and imagining the future | Unit 3 AOS 2 |
| 22 | Purpose of a control condition | Units 3–4 Key science skills |
| 23 | Predicting effects of hippocampal damage | Unit 3 AOS 2 |
| 24 | Uses of the method of loci | Unit 3 AOS 2 |
| 25 | Identifying NREM Stage 3 | Unit 4 AOS 1 |
| 26 | Characteristics of REM sleep | Unit 4 AOS 1 |
| 27 | Combining measures of sleep | Unit 4 AOS 1 |
| 28 | Distribution of NREM Stage 3 across the night | Unit 4 AOS 1 |
| 29 | The SCN, light and entrainment of the circadian rhythm | Unit 4 AOS 1 |
| 30 | Changes in REM sleep across the lifespan | Unit 4 AOS 1 |
| 31 | Calculating values from percentages | Unit 4 AOS 1 |
| 32 | Interpreting lifespan sleep data | Unit 4 AOS 1 |
| 33 | Zeitgebers: temperature | Unit 4 AOS 1 |
| 34 | The mental wellbeing continuum is dynamic | Unit 4 AOS 2 |
| 35 | Psychoeducation for families and supporters | Unit 4 AOS 2 |
| 36 | Ethical concepts: respect | Units 3–4 Key science skills |
| 37 | Domains of SEWB | Unit 4 AOS 2 |
| 38 | Ethical guidelines: confidentiality | Units 3–4 Key science skills |
| 39 | Writing an operationalised hypothesis | Units 3–4 Key science skills |
| 40 | Accuracy and precision | Units 3–4 Key science skills |