Psychology · Units 3 and 4
Psychology, practice exam 6
Extended response: Evaluating a bright light therapy trial for adolescents with DSPS.
- 120 marks
- 34 pages
- 40 multiple choice
- 15 minutes reading
- 2 h 30 min writing
Marks by area of study
Unit 3 AOS 1: 21 marksUnit 3 AOS 2: 26 marksUnit 4 AOS 1: 16 marksUnit 4 AOS 2: 16 marksKey science skills: 42 marks
Section B: short-answer and extended-response questions (80 marks)
| Q | Context | Marks |
|---|---|---|
| 1 | At their 20-year school reunion, Alana and Viktor talk about their Year 12 formal. | 6 |
| 2 | Researchers tested a new drug that enhances the effect of GABA. | 9 |
| 3 | In a laboratory, researchers trained participants to blink in response to a tone. | 10 |
| 4 | Researchers randomly allocated 60 university students with high stress levels to one of two programs for… | 11 |
| 5 | A university offered an eight-week mindfulness meditation program to first-year students. | 8 |
| 6 | Twenty-four healthy adults took part in two conditions in a sleep laboratory, two weeks apart. | 11 |
| 7 | An Aboriginal community-controlled health organisation runs four-day cultural camps for Aboriginal young… | 10 |
| 8 | In a trial, adults with a specific phobia of flying were randomly allocated to take either a… | 5 |
| 9 | Evaluating a bright light therapy trial for adolescents with DSPS | 10 |
Section A: what each question tests (40 marks)
| Q | Key knowledge | Area of study |
|---|---|---|
| 1 | The spinal reflex | Unit 3 AOS 1 |
| 2 | Calculating differences between means | Units 3–4 Key science skills |
| 3 | Interpreting standard deviation | Units 3–4 Key science skills |
| 4 | Conscious and unconscious responses | Unit 3 AOS 1 |
| 5 | Combined excitatory and inhibitory input | Unit 3 AOS 1 |
| 6 | Long-term potentiation | Unit 3 AOS 1 |
| 7 | Reading change from a line graph | Units 3–4 Key science skills |
| 8 | Long-term depression | Unit 3 AOS 1 |
| 9 | Interpreting physiological data | Unit 3 AOS 1 |
| 10 | Controlling extraneous variables | Units 3–4 Key science skills |
| 11 | Sources of error in data collection | Units 3–4 Key science skills |
| 12 | Drawing justified conclusions | Unit 3 AOS 1 |
| 13 | Primary appraisal: harm/loss | Unit 3 AOS 1 |
| 14 | Choosing an appropriate research design | Unit 3 AOS 1 |
| 15 | Positive reinforcement | Unit 3 AOS 2 |
| 16 | Antecedents in operant conditioning | Unit 3 AOS 2 |
| 17 | Negative reinforcement | Unit 3 AOS 2 |
| 18 | Identifying variables | Units 3–4 Key science skills |
| 19 | Vicarious reinforcement | Unit 3 AOS 2 |
| 20 | Distinguishing learning from performance | Unit 3 AOS 2 |
| 21 | Random allocation | Units 3–4 Key science skills |
| 22 | Aboriginal and Torres Strait Islander approaches to learning | Unit 3 AOS 2 |
| 23 | Capacity of short-term memory | Unit 3 AOS 2 |
| 24 | Comparing variability | Units 3–4 Key science skills |
| 25 | Evaluating conclusions from data | Unit 3 AOS 2 |
| 26 | Operationalising STM capacity | Unit 3 AOS 2 |
| 27 | Choosing a mnemonic | Unit 3 AOS 2 |
| 28 | Choosing measures of sleep | Unit 4 AOS 1 |
| 29 | The SCN, light and melatonin | Unit 4 AOS 1 |
| 30 | Interpreting melatonin curves | Unit 4 AOS 1 |
| 31 | Applying evidence to bright light therapy | Unit 4 AOS 1 |
| 32 | Identifying zeitgebers | Unit 4 AOS 1 |
| 33 | Levels of functioning | Unit 4 AOS 2 |
| 34 | Calculating from percentages | Units 3–4 Key science skills |
| 35 | Stigma around seeking treatment | Unit 4 AOS 2 |
| 36 | Drawing conclusions from survey data | Unit 4 AOS 2 |
| 37 | Social protective factors | Unit 4 AOS 2 |
| 38 | Controlled variables | Units 3–4 Key science skills |
| 39 | Reproducibility and repeatability | Units 3–4 Key science skills |
| 40 | Ethical concepts: integrity | Units 3–4 Key science skills |