PSYCHOLOGY UNITS 3 & 4 ESH, MBU, AKU

Learning Goals Lesson 1

Learning Intention: Success Criteria:

- To develop an understanding - Can I identify the materials,

of the requirements of Year 12 assessment and study
Psychology for 2025. expectations for next year?
Lesson 1
Welcome to Year 12 Psychology
ACTIVITY: ICEBREAKER
While the music plays, walk around the room. When the
music stops, take one M&M from your packet and show the
colour to the person nearest to you, they will do the same.
Don’t eat it yet!

The colour of your M&M will help guide your introduction:

- red= favourite topic from Psychology so far

- green= your holiday plans

- yellow= your favourite joke or comic

- orange= a peak life moment

- blue= something that most people don’t know about you

- brown= something you can’t live without

PSYCHOLOGY: the scientific study of human thoughts, feelings
and behaviour.

In pairs, discuss which key science skills you have learned in

middle school and/or year 10 science that might be useful for
Psychology.
True or False Activity
TRUE OR FALSE?

Some ‘altered states of consciousness’ occur naturally.

TRUE!

Some altered states of consciousness occur naturally like sleep.

TRUE OR FALSE?

There are no long term effects of total sleep deprivation as long as

you receive a few good nights’ sleep afterwards.
TRUE!

There are no long term effects of total sleep deprivation as long as

you receive a few good nights’ sleep afterwards.
TRUE OR FALSE?

A substantial population of
individuals never dream.
FALSE!

All people dream.

TRUE OR FALSE?

We use 10% of our brains.

FALSE!

We use much more than 10% of our

brain
TRUE OR FALSE?

A brain scan can reveal a person’s thoughts.

FALSE!

Brain scans provide information of functioning of the brain as well

as structure of the brain.
TRUE OR FALSE?

We must inform all participants of a study about the true nature and
purpose of an experiment before commencing, every time.
FALSE!

Some studies require deception to be used, where the true nature

of the investigation is withheld from participants. This is to ensure
that results are genuine and not due to how participants perceive
they should be responding.
TRUE OR FALSE?

The fight-flight response involves

a decrease in digestive function.
TRUE!

Digestion does decrease or

slow during a ‘fight or flight’
response, as it is not a primary
function during a threat
situation.
TRUE OR FALSE?

Short term memory lasts for between a day and a week.

FALSE!

Short term memory duration is up to 30 seconds for most people.

TRUE OR FALSE?

Reflexes are learned responses.

FALSE!

Reflexes are inbuilt responses

that enable protection and
survival of species.
TRUE OR FALSE?

Teenagers should get 8-10 hours of sleep per night for optimal functioning
TRUE!

Teenagers should get approximately 9.5 hrs of sleep per night and
experience a sleep-wake shift during adolescence where they want
to go to bed later and wake up later.
Unit 3 & 4 Assessment

The satisfactory completion for a unit is based on whether the student has
demonstrated the set of outcomes specified for the unit.

This decision will be based on the teacher’s assessment of the student’s

completion of developmental tasks (checkpoints) designated for the unit.

Percentage contributions to the study score in VCE Psychology are as follows:

● Unit 3 School-assessed Coursework: 20%
● Unit 4 School-assessed Coursework: 30%
● End-of-year examination: 50%
Unit 3 School-Assessed Coursework (20%)

Outcome 1 (Nervous system and stress) - 40 marks

- Analysis and evaluation of at least one psychological case study,
experiment, model or simulation

Outcome 2 (Learning and memory) - 40 marks

- Comparison and evaluation of psychological concepts,
methodologies and methods, and findings from three student
practical activities

TOTAL - 80 marks
Unit 4 School-Assessed Coursework (30%)

Outcome 1 (Sleep) - 40 marks

- Analysis and evaluation of generated primary and/or collated
secondary data
Outcome 2 (Wellbeing) - 40 marks
- Analysis and comparison of two or more contemporary media texts
Outcome 3 (Student-designed research investigation) - 40 marks
- A structured scientific poster (not exceeding 600 words)

TOTAL - 120 marks

End-of-year examination (50%)
- The examination will be set by a panel appointed by the VCAA.
- It will include 40 multiple choice questions and 80 marks of short answer questions,
which includes a single 10 mark question that is marked holistically using a rubric.
- All key knowledge that underpins the outcomes in Units 3 and 4 and the Key Science
Skills are examinable.
Conditions
The examination will be completed under the following conditions:
Duration: 2.5 hours, on a date to be published annually by the VCAA.
VCAA examination rules will apply (details of these rules are published annually in the
VCE and VCAL Administrative Handbook).
The examination will be marked by assessors appointed by the VCAA
Tentative SAC dates 2025

Unit 3
Outcome 1- Term 1 Week 6 Please note these
dates are subject to
Outcome 2 - Term 2 Week 5 change :)

Unit 4
Outcome 1 - Term 3 Week 5
Outcome 2 - Term 3 Week 9
Outcome 3 - Term 2 Week 8 (mid-year)
Unit 3

How does experience affect behaviour

and mental processes?
UNIT 3

Area of Study 1: How does the nervous system enable

psychological functioning?
- Nervous system functioning
- Stress as an example of a psychobiological process

Area of Study 2 How do people learn and remember?

- Approaches to understand learning
- The psychobiological process of memory

Unit 4, Area of Study 3 Practical investigation

Unit 4

How is wellbeing developed and

maintained?
UNIT 4

Area of Study 1: How do levels of consciousness affect mental

processes and behaviour?
- The demand for sleep
- Importance of sleep to mental wellbeing

Area of Study 2: What influences mental wellbeing?

- Defining mental wellbeing
- Application of a biopsychosocial approach to explain specific phobia
- Maintenance of mental wellbeing
Booklist - Text books
Jacaranda VCE
Psychology 3&4
Print/LearnOn
8E[Grivas]

Checkpoints VCE
Psychology 3&4 (2024)

VCE Psychology
Research Methods
Workbook (3E) [Kristy
Kendall] Optional
 RESOURCES
Jacaranda Textbook + Study On (Edition 8)
Two A4 exercise books
- logbook of practical activities
- class notes
OTHER RESOURCES
Your teachers
Your peers (start a study group!)
VCAA Psychology 2023-2027 Study Design
Checkpoints (optional practice questions
from VCAA)
Key Science Skills workbook (Research
Methods) (optional)
REFLECTION AND DISCUSSION:
BOOKLET
Independently complete the first page
of your Head Start booklet.

Discuss your reflections as a class.

Any questions?
Learning Goals Lesson 2

Learning Intention: Success Criteria:

Can I :

- To learn about the structure - describe the difference between the

and function of the nervous somatic and autonomic nervous
system system?
- describe the difference between the
sympathetic and parasympathetic
nervous systems?
- describe how information travels
through the nervous system to
coordinate a response?
LESSON 2

Activity: USE YOUR BRAIN!

1. Count backwards from 20 in twos

2. Use the word ‘cantankerous’ in a sentence

3. Join your hands and step over them with both feet

4. Hop on one leg while patting your head and rubbing your tummy
LESSON 2: THE HUMAN NERVOUS SYSTEM

The human nervous system is a complex, highly organised network

of specialised cells that enables the brain to receive information about
what is going on from both inside and outside the body, and to respond
appropriately.

Receives sensory information Processes information Organises a

from the external and and transmits it around coordinated response
internal environment the body to information
ACTIVITY: BOOKLET

Nervous system structure and function (page

2).
Draw the branches of the nervous system in
the space provided.
Refer to the diagram on the previous slide.
CENTRAL NERVOUS SYSTEM
CENTRAL NERVOUS SYSTEM

Structure:
- Brain
- Spinal cord

Overall function:
To process information received from the body’s internal and
external environments and to activate appropriate responses.
CNS- THE BRAIN

Function
Continuously receives and analyses sensory
information, responding by controlling all
voluntary bodily actions and functions.

Example
When a mosquito bites you, the brain receives
the sensory message and interprets it as pain.
Then the brain decides how to respond,
perhaps by sending motor messages to the arm
muscles to swat it away.
CNS- SPINAL CORD
A

Functions
1. Receives sensory information from the body and sends it
to the brain for processing (ascending/afferent tract).

2. Receives motor information from the brain and sends it to

relevant parts of the body to control muscles, glands and
internal organs so that appropriate action can be taken
(descending/efferent tract).

3. The spinal cord can bypass the brain and instigate motor
reflexes in some situations. This is called the spinal reflex. D
ACTIVITY: BOOKLET page 2

1. Based on your knowledge of

spinal cord function, describe a
possible symptom of spinal cord
damage.
2. Contrast damage of the lower
spinal cord with the upper spinal
cord.
 ACTIVITY: TEST YOUR REFLEXES
Reflexes are innate, unlearned responses to stimuli from our
environment.
Reflexes have an adaptive function to ensure that rapid or
unexpected environmental changes can be dealt with rapid
protective mechanisms.
The eye-blink reflex occurs when a puff of air hits the eye and
our eyelids close to protect the eye.
1. Clap your hands in front of your partner’s face and watch
their reflex in action!
2. Draw a simplified diagram of the sensory and motor neural
pathways involved (in your activity booklet page 3). Use
the diagram on the next slide to help you.
 Learning tip:
ascending/afferent tract
THE SPINAL REFLEX (sensory)
descending/efferent tract
(motor)

Afferent pathway
for sensation (blue) Efferent pathway
for movement (red)

Spinal cord sends an immediate

response BEFORE the sensory
message is sent to the brain.

We’d need to add a pathway that sends the

EXTENSION: Watch this 2 minute
sensory message to the brain AFTER the eye
neuroscience clip about how the reflex works.
See next slide. blink is executed by the spinal cord
https://www.youtube.com/watch?v=siktmT30nCs
PERIPHERAL NERVOUS SYSTEM
PERIPHERAL NERVOUS SYSTEM

Structure
The entire network of neurons located outside
of the CNS
Extends from the top of the head, throughout
the body’s organs, glands, muscles and
tissues, to the tips of the fingertips, to all parts
of the skin
PERIPHERAL NERVOUS SYSTEM

Overall function
1. Carries information to the CNS from the
body's muscles, glands and organs (internal
organs), and from the sensory organs
(external environment)
2. Carries information from the CNS to the
body's muscles, glands and organs
PNS- SOMATIC NERVOUS SYSTEM
Function
● Sensory information is received at sensory receptor
sites around the body and passed along sensory
(afferent) pathways to the spinal cord for
processing/transfer of the message to the brain.
● Motor information is received by the spinal cord and
carried along motor (efferent) pathways to skeletal
muscles and causing them to relax or contract.
Example
● When a mosquito bites you, the sensory information
is sent via the sensory (afferent) pathway to the
CNS for processing, then the brain might send
motor messages via the motor (efferent) pathway to
the arm muscles to swat it away.
 Autonomic Nervous System:
SYMPATHETIC NERVOUS SYSTEM
The sympathetic nervous system becomes dominant
when we experience the fight-flight response.
It causes changes to organs and glands, to help us stay
alive in times of stress.
Example: We see a shark while swimming at the beach,
so our pupils dilate, our heart rate increases, our
digestion decreases and adrenaline is released.
Unfortunately, our nervous system can react this way
when confronted with a less dangerous situation, such
as having to do a speech in class!
ANS- PARASYMPATHETIC NERVOUS SYSTEM

The parasympathetic nervous system

becomes dominant when we are in a
resting state. It helps to return our body’s
function to its normal level (homeostasis).
Example: We find out the shark was
actually a dolphin, so our parasympathetic
nervous system constricts our pupils back
to their normal size, reduces our heart rate
back to normal, increases our digestion
back to the normal rate and stops our
production of adrenaline.
ANS - ENTERIC NERVOUS SYSTEM

The ENS is sometimes referred to as a

‘second brain’ because of its degree of
autonomy (including its own memory of
prior gut action), and its reliance on the
same types of neurons and
neurotransmitters that are found in the
CNS.

The ENS is located within the walls of

the gastrointestinal tract.
Activity

Materials - Butchers paper

Groups of 4

Outline of a person
Draw the CNS and PNS

Colour code the different branches of the nervous system

ACTIVITY: BOOKLET (pages 3-5)

- Contrast the function of the somatic and autonomic nervous

systems in your Headstart booklet.

- Describe the changes caused by dominance of the

sympathetic nervous system and parasympathetic nervous
system. (see next slide for help)

- Describe neural transmission in your Headstart booklet.

Bodily organ Bodily function Sympathetic nervous system action Parasympathetic nervous system action

Pupils Regulate the amount of light entering the eye Dilate (expand) Contract

Salivary glands Digestion Decrease salivation Increase salivation

Heart Pumps blood Accelerate heart rate Slow heart rate

Bronchioles of Breathing Dilate (expand) Contract

lungs

Stomach Digestion Decrease contractions Increase contractions

Liver Produces bile to aid digestion Increase the release of glucose (sugar) Decrease the release of glucose (sugar)
Maintains blood-sugar (glucose) level

Gall bladder Stores bile Inhibit the release of bile Stimulate the release of bile

Adrenal glands Secrete the hormones adrenaline (epinephrine) Stimulate hormone secretion resulting in Inhibit hormone secretion
and noradrenaline (norepinephrine) from the increased heart rate, blood pressure and
medulla breathing rate, and relaxation of intestinal
muscles

Bladder Stores urine Relax Increase contractions

Intestines Digestion Relax Increase contractions

Genitals Reproduction Excite Relax

Sweat glands Regulate temperature Increase production of perspiration Decrease production of perspiration
 Learning Goals Lesson 3

Learning Intention: Success Criteria:

Can I:
To learn about the structure and - identify and describe the role
function of a neuron of the dendrites, axon, myelin
sheath and axon terminals?
- describe how information
travels through a neuron and
between neurons?
Please note:
While this is not in the study design,
it is ASSUMED KNOWLEDGE!
 LESSON 3: NEURONS
▪ Also known as a nerve cell
▪ Specialised to receive, process and/or
transmit information to other cells within
the body.
▪ Made up of different structures each with
different roles to enable neural
transmission.
▪ Neurons are the building blocks of the
nervous system (the entire nervous
system is made up of highly connected
networks of neurons)
Your textbook shows how the
myelinated axons form a bundle of
nerve fibres which carry messages to
and from the central nervous system
 Use this information to annotate the
neuron diagram in your booklets page 5

DENDRITES

- described as the extension of a neuron

that looks branch-like in appearance

- role is to receive information from other

neurons in a connected pathway

- most dendrites have protrusions called

dendritic spines which provide a site
where information can be received
 Use this information to annotate the neuron
diagram in your booklets page 5

AXON

- described as a single tube-like

extension

- role is to enable the transmission of

neural information to other cells (via
axon terminals)

- axons vary in length, some take the

length of your hip to your big toe.
 Use this information to annotate the neuron
diagram in your booklets page 5

MYELIN

- described as white, fatty substance that

coats the axon of some neurons.

- role is to insulate and allow for fast,

undisturbed neural transmission along a
neuron.

- neurons with myelinated axons have

much faster neural transmission than
those without.
 Use this information to annotate the neuron
diagram in your booklets page 5

AXON TERMINALS

- described as the ending of the neuron

that has a bulb at the very end that
contains neurotransmitters.

- role is to transmit the message to the

necessary neighbouring neurons via
the terminal button (bulb).
NEURAL
TRANSMISSION

Information always travels in one direction through a neuron.

It is received by the dendrites, passes through the soma, along the
axon (sometimes insulated by myelin) and exits from the axon
terminals.
Within a neuron, the message is electrical.
When the message is passed between neurons, the message is
chemical (in the form of neurotransmitters)
The place of communication
between neurons is called the
synapse. It includes part of the axon
terminal, the synaptic gap and the
receptor sites.
Chemicals called neurotransmitters
are released from the axon terminals
of the presynaptic neuron, across
the synaptic gap, to the receptor site
of the postsynaptic neuron.
When excitatory neurotransmitters
bind to the receptor site, they
increase the likelihood that the
postsynaptic neuron will fire.
When inhibitory neurotransmitters
bind to the receptor site, they
decrease the likelihood that the
postsynaptic neuron will fire.
ACTIVITY: BOOKLET (pages 5+6)

● Check your neuron diagram to ensure the labels and descriptions

are correct.
● Describe the direction of information travel.
MAKE A NEURON!

Use your understanding of neurons

and neural transmission to create a
model of a neuron using the
pipecleaners and beads available.

This will be a little study buddy for you

to use throughout the year. It can be
used to help improve your memory by
acting as a context-dependent cue to
help you retrieve memories!
Learning Goals Lesson 4

Learning Intention: Success Criteria:

Can I:
To learn about different ways to - describe the difference
sample participants. between samples and
populations?
- describe convenience
sampling, random sampling
and stratified sampling?
LESSON 4: SAMPLING AND ALLOCATION

When carrying out Psychological research we need to consider many factors:

▪ What type of data will be collected and how will it be collected

(operationalised DV)?
▪ Who will be recruited for the study (participants)?
▪ How will they be selected (sampling)?
▪ Will there be separate groups or the same participants used (experimental
design)?
▪ How will they be allocated to the groups in the study (allocation)?
▪ What could unexpectedly impact the DV (extraneous variables)?
Population and Samples
Population
POPULATION, SAMPLE,
PARTICIPANT

The population is the larger group

from which a sample is drawn.
A sample is a subset or portion of a
larger population chosen to be studied
for research purposes.
Participant
Any member of a sample who is directly
involved in a study is called a
participant.
 Target Population

Sample

It is not possible to recruit all members of a target population and so a smaller sample
that represents the target population is needed when carrying out research.
 METHODS OF SAMPLING

There are three commonly used methods of sampling in Psychological

research:
1. Convenience sampling
2. Random sampling
3. Stratified sampling

Determining which method to use depends on

the nature of the investigation.
ACTIVITY: SMARTIES AND SAMPLING

As the sample size increases so too does

the accuracy of the results.
Sampling needs to avoid bias or error.
Characteristics of the sample should be
proportionate and representative of the
population.

Let’s test this with some smarties!

 Note: colours are strata

ACTIVITY: SMARTIES AND SAMPLING

Here are the proportions of colours

from the smarties population of
Australia.

Does your sample represent the

proportions found in the
‘population’?

How large would the sample need

to be to accurately represent the
population?
COMPLETE ACTIVITY ON PAGE 6 OF BOOKLET
 ANSWER QUESTION ON PAGE 6 OF BOOKLET

ACTIVITY: SMARTIES AND SAMPLING

10 -12 smarties are packaged on an automated conveyor belt in no particular

order.
What kind of sampling method was used to place the smarties in the packets?
 ANSWER QUESTION ON PAGE 6 OF BOOKLET

ACTIVITY: SMARTIES AND SAMPLING

Now line up all smarties in two rows.

Select the first row from your sample.
What kind of sampling method did you use to select the smarties?
 ANSWER QUESTION ON PAGE 6 OF BOOKLET

ACTIVITY: SMARTIES AND SAMPLING

Now place all of your smarties in a group and select 10 smarties at random.
What kind of sampling method was used in this instance?
 ANSWER QUESTION ON PAGE 6 OF BOOKLET

ACTIVITY: SMARTIES AND SAMPLING

How could Nestle ensure that each box of smarties contains a representative
proportion of colours?
CONVENIENCE SAMPLING

What is it? Advantages of using it Disadvantages of using it

• A sampling procedure that • Quick • Not representative of the
involves selecting participants • Easy to administer target population and results
who are readily available • Inexpensive cannot be generalised
without any attempt to make • A good way to conduct a • Does not attempt to control
the sample representative of pre-test or ‘pilot study’ for an individual participant
the population investigation differences
RANDOM SAMPLING

What is it? Advantages of using it Disadvantages of using it

• A sampling procedure that • Sample is free from bias • While it is likely that the
ensures every member of the • Simple to administer sample is representative of the
population of research • IPD in the sample are likely target population it is not
interest has an equal chance to be representative of the always the case- thus
of being selected as a target population and so the impacting the ability for the
participant for a study. influence on the DV is results to be generalised
• EG: tossing a coin, pulling minimised
names out of a hat, random
number assignment.
STRATIFIED SAMPLING

What is it? Advantages of using it Disadvantages of using it

• A sampling procedure that • Sample is much more • Time consuming process
involves dividing the representative of the • Unless an added step of
population to be sampled into population than the other two randomising the final
distinct subgroups (strata) methods. selection is completed, the
then selecting a sample from sample can still be subject to
the subgroups in the same bias.
proportion as the population.
• Strata may include IQ,
income, age.

A step can be added to randomise the selection of participants once grouped in to strata
ACTIVITY: BOOKLET (page 7)
Q. 1
Dr Nguyen is a psychologist interested in investigating the effect of age on the cycling ability of
Victorians. He recruits 93 Victorian bike riders who responded to an advertisement that he placed in a
newspaper. The bike riders are divided into two groups: Group 1 consists of riders aged 20–39 years
old and Group 2 consists of riders aged 40–59 years old.
The population and sample for this study were, respectively
A. Victorians, 93 Victorian bike riders.
B. 93 Victorian bike riders, Victorians.
C. 93 Victorian bike riders, Victorian bike riders.
D. Victorians who responded to the advertisement, 93 Victorian bike riders.

Q. 2 Which sampling technique would cause the most accurate representation of the population? Justify
your answer.
 ANSWER
Dr Nguyen is a psychologist interested in investigating the effect of age on the cycling
ability of Victorians. He recruits 93 Victorian bike riders who responded to an
advertisement that he placed in a newspaper. The bike riders are divided into two
groups: Group 1 consists of riders aged 20–39 years old and Group 2 consists of
riders aged 40–59 years old.
The population and sample for this study were, respectively
A. Victorians, 93 Victorian bike riders.
B. 93 Victorian bike riders, Victorians.
C. 93 Victorian bike riders, Victorian bike riders.
D. Victorians who responded to the advertisement, 93 Victorian bike riders.
Learning Goals Lesson 5

Learning Intention: Success Criteria:

Can I:
● identify the scientific investigation
● To learn about the difference methodologies that describe a correlational
between correlation and relationship?
causation ● describe how a controlled experiment
● To learn about how to measure demonstrates a cause and effect relationship?
these relationships ● identify the three types of controlled
experiments (between subjects design, a within
subjects design and a mixed design)?
● explain the strengths and weaknesses of each
methodology?
LESSON 5: CORRELATION VS. CAUSATION

Watch this clip from

Professor David
Spiegelhalter.

In your workbook,
describe the difference
between correlation
and causation (page
7).
https://www.youtube.com/watch?v=7bT17r
_yIrw
 Methodologies

manipulation of the IV no manipulation of the IV

“FIELDWORK”

More likely to establish a Less likely to establish a

cause and effect relationship cause and effect relationship
 We’ll come
back to the
IV and DV
CONTROLLED EXPERIMENTS next lesson!

An experiment aims to find out if there is a cause and effect

relationship between the IV and the DV by controlling all other
variables.

INDEPENDENT VARIABLE (IV) DEPENDENT VARIABLE (DV)

The IV is what the experimenter The DV is what is measured.
changes to see if it has an effect
on the DV.
Hint: “I Vary” Hint: Usually found on the y axis

If other variables are controlled, then we can establish that

the IV is the cause and the effect is measured by the DV.
 DESIGN OF THE METHOD
EXPERIMENTAL GROUP CONTROL GROUP
Is exposed to the experimental Is exposed to the control
condition where the independent condition in which the
variable (IV) that is under independent variable (IV) is
investigation is present. absent. This group is essentially
there as a comparison for the
Example: a good night’s sleep! experimental group.
ACTIVITY: BOOKLET (page 8)

Q1. In an experiment studying the impact of meditation on stress, the

control group should:
A. not meditate at all.
B. meditate as often as the experimental group.
C. be able to choose whether to meditate or not.
D. meditate more often than the experimental group.
ANSWER
In an experiment studying the impact of meditation on stress, the
control group should
A. not meditate at all.
B. meditate as often as the experimental group.
C. be able to choose whether to meditate or not.
D. meditate more often than the experimental group.
EXPERIMENTAL DESIGNS
There are three types of research designs that psychologist use to
minimise extraneous variables.

- Between subject design

- Within subject design
- Mixed design

Deciding what type of design to use is dependant on the research and

what its goals are.
 BETWEEN SUBJECTS DESIGN
Each participant is allocated to ONE of two (or more) groups that are
involved in the study

Most common and simplest design uses two groups:

Experimental (IV)
Control (NO IV)
Between-subjects
experimental
design Remember Lesson 4?
Random sampling is
best for a large sample.

Random allocation
divides the sample so
participants have an
equal chance of being in
the control or
experimental group.
 BETWEEN SUBJECTS DESIGN

ADVANTAGES LIMITATIONS
✔No order effects
XLess control over IPDs than
within groups design
✔Faster to carry out than other
design XIf there are a small number of
participants then it is harder to
get comparative groups on
✔Lower rate of participant attrition
(loss of participants) than within participant differences.
groups design Random allocation, however,
does reduce the likelihood of
differences being unbalanced.
WITHIN SUBJECTS DESIGN

In the within groups design each participant is involved in BOTH the

experimental and control conditions of an experiment.

This ensures that the effects of individual differences between

participants characteristics balance out evenly.
Within-subjects
experimental
design

By the end of the

experiment, ALL
participants have been
tested in BOTH conditions
 WITHIN SUBJECTS DESIGN
ADVANTAGES LIMITATIONS
✔ Requires a smaller number of XBecause participants are exposed to
both conditions, they may be able to
participants than other designs assume what the research is about-
enabling unnatural results

✔ It eliminates participant
differences because each X Participant attrition is common
participant, with the same
personal characteristics, XResearcher MUST consider order
experiences both conditions. effects as a potential confounding
variable
 Pre-test

MIXED DESIGN
Post-test

In a mixed design there are often TWO independent variables.

ALL participants experience BOTH conditions of one IV (experimental and
control conditions).
But only HALF of the participants experience the experimental condition for
the other IV, while the other half experience the control condition.
Sometimes the second IV can be TIME. In which case ALL participants
complete a pre-test and a post-test, with HALF of the participants
experiencing the experimental condition and half the control condition.
This ensures that the order effects (e.g. practice effect) are counteracted and
any differences between groups are evident in the pre-test.
MIXED DESIGN EXAMPLE 1

Reference: Hanover College Research

https://vault.hanover.edu/ (accessed 31/10/2022)
MIXED DESIGN EXAMPLE 2

Sometimes there is
more than one IV in an
experiment.

A mixed design can

combine both
between-subjects
design and
within-subjects design.

Reference: Thea Carbines

 MIXED DESIGN
ADVANTAGES LIMITATIONS
✔ Can test the effect of multiple XParticipant attrition/participant
independent variables in the one withdrawal is more likely due to
investigation. Therefore, it can be multiple measures over time
time and cost effective

✔ Differences between each group XResearcher MUST consider

can be identified with the pre-test. order effects as a potential
confounding variable as the
pre-test provides a measure of
the control condition
Experimental Research Designs
Ensure you can describe each design and the advantages and
disadvantages for each design.

Which of these images

would you use for
each design? Why?
ACTIVITY: BOOKLET page 8

Experimental Designs

Q2. Ray is carrying out an experiment testing the effect of loud music when
undertaking a problem solving activity. Participants are randomly allocated to
the experimental or control group where they undertake a problem solving
activity whilst loud music or no music is playing. The same participants are
then given a similar problem solving task in the alternative condition.

Identify the IV, DV and which experimental design is being used.

ANSWER

Ray is carrying out an experiment testing the effect of loud music when
undertaking a problem solving activity. Participants are randomly
allocated to the experimental or control group where they undertake a
problem solving activity whilst loud music or no music is playing. The
same participants are then given a similar problem solving task in the
alternative condition.

IV: loud music

DV: problem solving ability
Experimental design: Within groups design
ACTIVITY: BOOKLET page 8

Experimental Designs

Q3. An experiment was conducted by a teacher to assess the effectiveness of

two techniques for learning Greek words. All participants were given a pre-test
to measure their knowledge of the Greek language. Then participants were
split into three groups. One group experienced technique A, another group
experienced technique B and the third group acted as a control group.
At the end of the semester all students were given another test.

Identify the IV, DV and which experimental design is being used.

ANSWER

An experiment was conducted by a teacher to assess the effectiveness

of two techniques for learning Greek words. All participants were given
a pre-test to measure their knowledge of the Greek language. Then
participants were split into three groups. One group experienced
technique A, another group experienced technique B and the third
group acted as a control group.
At the end of the semester all students were given another test.

IV: learning technique

DV: learning
Experimental design: mixed design
ACTIVITY: BOOKLET page 9

Experimental Designs

Q4. Mardi conducts an experiment to find out if colour preference can

be influenced by associating a colour with a pleasant experience, like
eating. She delivers a supply of red, orange, yellow and green feeding
bottles to some mothers of newborn infants and the regular,
transparent feeding bottles to the mothers of other newborn infants in
the sample. The mothers have consented to let their infants be
participants in the experiment.

Identify the IV, DV, experimental condition and control condition.

Identify which experimental design is being used.
ANSWER
Mardi conducts an experiment to find out if colour preference can
be influenced by associating a colour with a pleasant experience,
like eating. She delivers a supply of red, orange, yellow and
green feeding bottles to some mothers of newborn infants and the
regular, transparent feeding bottles to the mothers of other
newborn infants in the sample. The mothers have consented to
let their infants be participants in the experiment.

IV: association of colour with pleasant experience (being fed) OR

coloured feeding bottles
DV: colour preference
Experimental design: between groups design
LESSON 6
LEARNING INTENTIONS:
➔ To learn about different variables in an experiment
➔ To learn how to write a hypothesis

SUCCESS CRITERIA:
- Have I reinforced my understanding of independent variables (IV) and dependent
variables (DV)?
Can I:
- identify controlled variables?
- describe how extraneous variables become confounding variables?
- write a hypothesis using the suggested template?
LESSON 6: EXPERIMENTAL RESEARCH

An experiment is used to test a

cause-effect relationship between
variables under controlled
conditions.
INVESTIGATION

As a class we will be collaboratively running and evaluating our own

investigation on the research question:

“Does sleep influence reaction times?”

IDENTIFYING THE IV AND THE DV

INDEPENDENT VARIABLE (IV)

I Vary.
The IV is what the experimenter changes to see if it has an effect on the DV.

DEPENDENT VARIABLE (DV)

The DV is what is measured.

If an experiment tests a cause-effect relationship then the IN YOUR BOOKLETS:

IV is the cause and the effect is measured by the DV. Identify the IV and DV
for THIS research
(page 9)
 IN YOUR BOOKLETS:
Use this template to write a hypothesis
WRITING A HYPOTHESIS for THIS research (page 10)

The hypothesis is the prediction of the relationship between the IV

and the DV of the experiment.

When writing a hypothesis it may be useful to use the following

template:

“It is hypothesised that (population) who (presence of IV) will

(predicted effect on DV) than (population) who (absence of IV)”
 Confounding vs Extraneous
An extraneous variable is any variable other than the IV that can cause a change
in the DV and therefore affect the validity (‘accuracy’) of the results of the
experiment in an unwanted way.
Extraneous variables are ‘unwanted’ because they can make it difficult for the
researcher to conclude with confidence that any change in the DV was caused
solely by the presence of the IV and not because of some other variable.

IF NOT CONTROLLED, EXTRANEOUS VARIABLES MAY BECOME CONFOUNDING VARIABLES

A confounding variable is a variable other than the IV that has had an unwanted
effect on the DV, making it impossible to determine which of the variables has
produced the predicted change in the DV. These confuse or confound the results.
Controlled variables

Controlled variables are things we keep consistent or the SAME between the
experimental group and control group.
Controlled variables allow us to determine that it was the IV that caused the
change in the DV.

In pairs, brainstorm a list of controlled variables: variables that we should

control so that we can be more confident that it is the amount of sleep that is
impacting reaction time.

Please write them in your booklet (page 10). Share with the class.
Extraneous and Controlled variables

In your booklet (page 10), describe a difference between an

extraneous variable and a controlled variable
Learning Goals Lesson 7 & 8

Learning Intention: Success Criteria:

To learn about the different Can I:

scientific methodologies in
Psychology. - describe the methodologies?
- explain the advantages and
disadvantages of the
methodologies?
LESSON 7 & 8:
Methodologies Jigsaw

Big question: Can we actually control all required variables?

We need to decide which methodology could be used to better

control variables.
 Methodologies

manipulation of the IV no manipulation of the IV

“FIELDWORK”

More likely to establish a Less likely to establish a

cause and effect relationship cause and effect relationship
Methodologies in Psychology you need to
know:
❏ Controlled experiments
❏ Correlational studies
❏ Case studies
❏ Classification and identification
❏ Fieldwork (observational studies and self-report methods,
questionnaires, surveys, interviews)
❏ Modelling
❏ Simulation
❏ Literature reviews
❏ Product, process or system development
Methodologies in Psychology

Experimental: Laboratory and field

Non experimental: Correlations,

observations, interviews, questionnaires,
simulation studies and case studies
https://youtu.be/DcxL7hhVruk
 Groups
Group activity 1. Controlled experiments
2. Correlational studies
3. Case studies
- Divide class into 9 groups 4. Classification and
- Assign each group a methodology to identification
research 5. Fieldwork (observational
- Present to the class studies and self-report
methods, like questionnaires,
Your group will need to: surveys, interviews)
- Explain the methodology, with an example
6. Modelling
- Describe advantages and limitations 7. Simulation
8. Literature reviews
9. Product, process or system
Please take notes in the table on page 11 of
your booklet :) development
Case study: An investigation of a particular activity, behaviour, event or problem that
contains a real or hypothetical situation and includes the complexities that would be
encountered in the real world. Case studies can take various forms: historical, involving the
analysis of causes and consequences, and discussion of knowledge learned from the
situation; a real situation or a role-play of an imagined situation, where plausible
recommendations are to be made; or problem-solving, where developing a new design,
methodology or method is required.
Classification and identification: Classification is the arrangement of phenomena,
objects or events into manageable sets, whereas identification is a process of recognition
of phenomena as belonging to particular sets or possibly being part of a new or unique set.
Controlled experiment: An experimental investigation of the relationship between one or
more independent variables and a dependent variable, controlling all other variables. This
may include the use of control groups
Correlational study: Planned observation and recording of events and behaviours that
have not been manipulated or controlled to understand the relationships/associations that
exist between variables, to identify which factors may be of greater importance and to
make predictions.
Fieldwork: Based on inquiry or the investigation of an issue, fieldwork involves observing
and interacting with a selected environment beyond the classroom, usually to determine
correlation, rather than a causal relationship. It may be conducted through a range of
methods, including direct qualitative and/or quantitative observations and sampling,
participant observation, qualitative interviews, questionnaires, focus groups and yarning
circles.
Literature review: Involves the collation and analysis of secondary data related to other
people’s scientific findings and/or viewpoints in order to answer a question or provide
background information to help explain observed events, or as preparation for an
investigation to generate primary data.
Modelling: Involves the construction and/or manipulation of either a physical model, such
as a small- or large-scale representation of an object, or a conceptual model that
represents a system involving concepts that help people know, understand or simulate the
system.
Product, process or system development: Design or evaluation of an artefact, process
or system to meet a human need, which may involve technological applications in addition
to scientific knowledge and procedures.
Simulation: A process of using a model to study the behaviour of a real or theoretical
system. The modelling and manipulation of variables in a real system is useful because
often the variables cannot be controlled as the system may be too complex, too large or
small, too fast or slow, not accessible or too dangerous.
LESSON 9 & 10 INVESTIGATION: Does
sleep influence reaction time?

QUESTIONS:
1. Can we safely manipulate the independent variable?
2. Can we actually control all required variables?

NO!

Therefore, it is better to use a

correlational study
Learning Goals Lesson 9 & 10

Learning Intention: Success Criteria:

To conduct a correlational study to Have I conducted the research

see how sleep may impact and organised and collated the
reaction time. data?
Correlational studies

A correlational study is used to investigate the relationship that exists

between variables without any control over the setting in which the
relationship occurs or any manipulation by the researcher.
There are no IVs or DVs, control groups, nor can the researcher
randomly assign participants to different conditions. The researcher
merely measure the relationship between the variables of interest with
no intervention.
Positive correlation

Two variables change in the same

direction.
As one variable increases, the other
variable also increases.
OR
As one variable decreases, the other
variable also decreases.
Negative correlation

Two variables change in the opposite direction.

For example, as one variable increases, the other variable decreases.
Zero correlation

There is no relationship
between the two variables.
REMINDER: Correlation does not equal causation!

This scatter plot shows that

Facebook cancelled out the
cholesterol-lowering effects of
Justin Bieber.

https://www.buzzfeednews.com/article/kjh2
110/the-10-most-bizarre-correlations
INVESTIGATION
Reaction Time Experiment
“Does sleep influence reaction times?”
https://www.mathsisfun.com/games/reaction-time.html

Instructions:
1. Click anywhere in the black square to begin.
2. Wait for the stoplight to change colour then click.
3. The stoplight will change colour a number of times, so be ready to
click again!
4. Note your mean (average) reaction time, in seconds.
5. Were there any outliers? Note your average with and without
outliers if relevant.
 Evaluate* the accuracy of this statement:

*When asked to ‘evaluate’, we look for positives or strengths and then

negatives or weaknesses, before concluding with an overall judgement.

Write your response in your

booklet (page 13).
Enter your mean reaction time (in seconds) AND the
amount of sleep you had last night (in hours) into the
google sheet

Link
Now we will collate our data
 Which one
ACTIVITY: COLLATING CLASS DATA should we use?

Paste
results in
booklet
page 12
ORGANISING DATA

Once data has been collected researchers organise the findings in a

way in which trends or patterns can be easily identified.

This is done using graphs, tables and other descriptive statistics.

Can you name all of these?

INTERPRETING DATA
After results have been collated, organised and described they need to
be interpreted and explained according to psychological theory and
past research.

We are confident that this skill will be assessed in the exam.

Holiday homework

Learning Intention: Success Criteria:

To interpret and explain the results

of the reaction time experiment. Can I explain and interpret
results?
ACTIVITY: COMPLETE BOOKLET (pages 14-16)

Complete the questions in the

booklet and submit to your teacher.
Holiday homework

- Headstart booklet (Practice SAC questions)

- AOS 1 questions (booklet)
- Key Science Skills questions (booklet)
HOLIDAY HOMEWORK: STRUCTURED
QUESTIONS

THINGS TO DO ON
THE HOLIDAYS:
1. Relax
2. Exercise
3. Catch up with
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friends be you in 2025!!
4. Finish your holiday
homework!

Due first lesson back

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