Psychology · Units 3 and 4
Psychology, practice exam 5
Extended response: Rewards and penalties versus peer modelling for road safety.
- 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: 26 marksUnit 4 AOS 1: 16 marksUnit 4 AOS 2: 18 marksKey science skills: 31 marks
Section B: short-answer and extended-response questions (80 marks)
| Q | Context | Marks |
|---|---|---|
| 1 | On Aroha’s dairy farm, the cows are given grain each morning from a feed trailer towed by a quad bike. | 6 |
| 2 | Chloe and Nathan are waiting to be interviewed for the same graduate engineering position. | 9 |
| 3 | A psychologist studied 24 trained baristas in a café training room. | 10 |
| 4 | Eli, 9, has had an intense fear of thunderstorms since a storm brought a tree down onto his family’s car… | 11 |
| 5 | Cooper is fielding in a cricket match. | 8 |
| 6 | Yasmin, a researcher, wants to investigate the coping strategies used by apprentices in Victoria. | 11 |
| 7 | Poppy, 16, usually goes to bed at 11.30 pm but scrolls on her phone until after midnight. | 10 |
| 8 | A participant in a sleep laboratory was recorded with an EEG, an EMG and an EOG. | 5 |
| 9 | Rewards and penalties versus peer modelling for road safety | 10 |
Section A: what each question tests (40 marks)
| Q | Key knowledge | Area of study |
|---|---|---|
| 1 | Role of the autonomic nervous system | Unit 3 AOS 1 |
| 2 | GABA and anxiety | Unit 3 AOS 1 |
| 3 | Excitatory and inhibitory effects | Unit 3 AOS 1 |
| 4 | Effects of blocking an inhibitory neurotransmitter | Unit 3 AOS 1 |
| 5 | Synaptic pruning across development | Unit 3 AOS 1 |
| 6 | Calculating percentage change from a graph | Units 3–4 Key science skills |
| 7 | Interpreting developmental change in synapses | Unit 3 AOS 1 |
| 8 | The alarm reaction | Unit 3 AOS 1 |
| 9 | Cortisol in prolonged stress | Unit 3 AOS 1 |
| 10 | The exhaustion stage and illness | Unit 3 AOS 1 |
| 11 | Comparing models of stress | Unit 3 AOS 1 |
| 12 | The vagus nerve and the gut–brain axis | Unit 3 AOS 1 |
| 13 | Exercise as a strategy for managing stress | Unit 3 AOS 1 |
| 14 | Attention and retention | Unit 3 AOS 2 |
| 15 | Vicarious reinforcement | Unit 3 AOS 2 |
| 16 | Reproduction | Unit 3 AOS 2 |
| 17 | The reinforcement stage | Unit 3 AOS 2 |
| 18 | Comparing approaches to learning | Unit 3 AOS 2 |
| 19 | The amygdala and conditioned fear | Unit 3 AOS 2 |
| 20 | The hippocampus and explicit memory | Unit 3 AOS 2 |
| 21 | Brain regions in implicit memory | Unit 3 AOS 2 |
| 22 | Aphantasia | Unit 3 AOS 2 |
| 23 | Interpreting group differences | Unit 3 AOS 2 |
| 24 | Semantic memory in aphantasia | Unit 3 AOS 2 |
| 25 | Calculating percentages | Units 3–4 Key science skills |
| 26 | Oral-culture mnemonics: Songlines | Unit 3 AOS 2 |
| 27 | Adolescent circadian phase delay | Unit 4 AOS 1 |
| 28 | Distinguishing circadian rhythm sleep disorders | Unit 4 AOS 1 |
| 29 | Affective effects of sleep deprivation | Unit 4 AOS 1 |
| 30 | Interpreting data on sleep deprivation | Unit 4 AOS 1 |
| 31 | Order effects in within-subjects designs | Units 3–4 Key science skills |
| 32 | Distinguishing stress, anxiety and phobia | Unit 4 AOS 2 |
| 33 | Mindfulness meditation as a protective factor | Unit 4 AOS 2 |
| 34 | Cultural determinants: self-determination | Unit 4 AOS 2 |
| 35 | Domains of SEWB | Unit 4 AOS 2 |
| 36 | SEWB as a holistic, multidimensional model | Unit 4 AOS 2 |
| 37 | Why SEWB is holistic | Unit 4 AOS 2 |
| 38 | Interpreting standard deviation | Units 3–4 Key science skills |
| 39 | Random errors and how to reduce them | Units 3–4 Key science skills |
| 40 | Ethical concepts: justice | Units 3–4 Key science skills |