CDES



UNIT 4- How is Wellbeing Developed and Maintained?AOS1 – How do levels of consciousness affect mental processes and behaviour? – An OverviewFollowing is the key knowledge and concepts for unit 4 AOS 1. The black represents the new knowledge for the current study design, the blue is what has been retained from the previous study design. The Activities are referenced alongside each topic. TopicKey KnowledgeSubtopics/conceptsLearning Activities/Resource referenceThe consciousness continuumConsciousness as a psychological construct that varies along a continuum, broadly categorised into normal waking consciousness and altered states of consciousness (ASC) (naturally occurring and induced)Consciousness as a psychological constructConsciousness varies along a continuumAltered states of consciousness and normal waking consciousnessLevels of attentionASC – naturally occurring (daydreaming) induced (meditation and alcohol) Activity 1: (Edrolo p.170 )Creating a Consciousness ContinuumActivity 2: Assessment Task (Edrolo p.172)Part A: Research Investigation into Meditation – using the Smiling Mind App. (Nelson p.206)Part B: Progressive relaxation Nelson p.186Activity 3: (Oxford p.225) (Grivas p.353)A snap shot of consciousnessLook out of the window! – Imagine that some animals have escaped from the zoo and you can see them there.For 2 minutes think about the consequences and write down your thoughts as they occur.Activity 4: (Nelson student activity manual p. 144) )What am I? Card game with definitionsActivity 5: (Nelson text p.232)Media Response – On the Phone? Get off the roadStudents to prepare a supporting document that justifies the banning of mobile phones while driving laws.Videos:Crash Course – Altered States #10 Ted Talk - Our shared condition – consciousness (15m 7sec) Features of states of consciousnessChanges in a person’s psychological state due to levels of awareness, controlled and automatic processes, content limitations, perceptual and cognitive distortions, emotional awareness, self-control and time orientationThe distinction between altered states of consciousness and normal waking consciousness in terms of levels of awareness, content limitations, perceptual and cognitive distortions, emotional awareness, self-control and time orientationLevels of attention (selective and divided attention)Controlled and automatic processesActivity 6: Edrolo student manual p.181Features of states of consciousness – comparison table.3 columns NWC – Feature - ASCActivity 7: VCAA Resources – p.43 (supplied)Role-play in groups normal waking consciousness and altered states, emphasising the features of states of consciousness.Activity 8: Edrolo student manual p.179Identifying features of ASCs using scenariosActivity 9: Grivas p.361Research on Selection AttentionEvaluate the research on selective attention conducted by Neisser and Becklen (1975)Measuring consciousnessThe measurement of physiological responses to indicate different states of consciousness, including electroencephalograph (EEG), electromyograph (EMG), electro-oculograph (EOG) and other techniques to investigate consciousness (measurement of speed and accuracy on cognitive tasks, subjective reporting of consciousness, including sleep diaries, and video monitoring)Changes in levels of alertness as indicated by brain waves patterns (beta, alpha, theta, delta) due to drug-induced altered states of consciousness (stimulants and depressants)Determining altered states of consciousness (ASC)Objective and subjective data collection methodsElectroencephalograph (EEG)Electromyography (EMG)Electrooculograph (EOG)Brain wave activityMeasurement of speed and accuracy on cognitive tasksSleep diariesVideo monitoringHow stimulants affect levels of alertnessHow depressants affect levels of alertnessActivity 10 : Edrolo student manual p.184Identifying brainwave patterns in scenariosActivity 11: VCAA Resources – p.43 (supplied)Research Methods skillsSuggest research designs that could be used to investigate the effects of stimulants and depressants on altered states of consciousness; consider single-blind and double-blind procedures, repeated measures, independent groups and matched pairs designs as well as the ethical principles when undertaking the research.Activity 12: Grivas p.408Analysis of data on physiological responses during sleep – 3 applicationsActivity 13 : Oxford – p.257Advantages and Disadvantages of methods used in sleep research – complete tableActivity 14 : Edrolo student manual p.188-189Measuring consciousness Concept mapActivity 15 : Edrolo student manual p.187Investigating the effect of drugs on brain waves – ResearchSleepSleep as a regular and naturally occurring altered state of consciousness that follows a circadian rhythm and involves the ultradian rhythms of REM and NREM Stages 1–4 sleep excluding corresponding brain wave patterns and physiological responses for each stageSleep as an altered state of consciousness (including levels of awareness, controlled and automatic processes, content limitations, perceptual and cognitive distortions, emotional awareness, self-control and time orientation)The stages of sleep; Characteristics of REM versus NREM sleepThe pattern of sleep (as ultradian rhythms) throughout the nightHypnogramsActivity 16 : Oxford p.270Sleep self reflectionActivity 17 : Edrolo student manual p.194 NREM vs REM sleep – compare and contrastActivity 18 : VCAA Resources – p.43 (supplied)Sleep wake cycle investigationVisit the BBC Sleep page and undertake the ‘What’s your daily rhythm?’ test at bbc.co.uk/science/humanbody/sleep/crt/ to show your natural sleeping and waking pattern over a 24-hour period Activity 19 : VCAA Resources – p.43 (supplied) Oxford p.255, Nelson p. 235, p.180, p.214 and p.218Sleep DiaryDevise a questionnaire for students to research friends and family members regarding their sleep patterns; report back to the class and discuss amount of sleep required, the need for sleep and any observed changes to typical circadian rhythm for sleep.Activity 20 : VCAA Resources – p.44 (supplied)Hypnograms - Grivas p.407Compare a typical sleep hypnogram for an infant, a child, an adolescent, an adult and an elderly person; annotate features that are similar and features that are different across each age groupActivity 21 : Edrolo student manual p.196 Sleep Concept Map Excursion: Visit to the Epworth’s Sleep LabVisit a sleep laboratory – EpworthExtended Reading:Review the booklet ‘Sleep-Wake Cycle: Its Physiology and Impact on Health’ at in terms of the key messages presented to readers; prepare a single-page summary of key messages or a one-page infographic on an aspect of the sleep-wake cyclePurpose of sleepTheories of the purpose and function of sleep (REM and NREM) including restoration theory and evolutionary (circadian) theoryRestoration theory of sleepEvolutionary theory of sleepActivity 22: Create a pillowOn one side of the pillow write a definition of the restorative theory of sleep and the reverse side of the pillow write about the evolutionary theory of sleep.Activity 23 : Edrolo student manual p.201Purpose of Sleep Concept MapSleep across the lifespanThe differences in sleep across the lifespan and how these can be explained with reference to the total amount of sleep and changes in a typical pattern of sleep (proportion of REM and NREM)The decrease of total sleep time over the lifespanThe decrease of proportions of REM sleep over the lifespanActivity 24: Grivas p.416Research: Are you a morning lark or a night owl?Assessment Activity – VCAA Resources p.45-46Investigation of Sleep Patterns Across the LifespanSleep deprivationThe effects of partial sleep deprivation (inadequate sleep either in quantity or quality) on a person’s affective (amplified emotional responses) behavioural and cognitive functioning The effects on consciousness (cognition, concentration and mood) of one night of full sleep deprivation as a comparison with effects of legal blood-alcohol concentrationsPartial sleep deprivation compared to total sleep deprivationCase studies of sleep deprivation; humans and animalsThe comparison between the effects of total sleep deprivation and legal blood-alcohol concentrations on cognition, concentration and moodPsychological effects of partial sleep deprivation Activity 25: Edrolo student manual p. 207 Are you sleep deprived? Activity 26: Edrolo student manual p. 210 The effects of sleep deprivation Activity 27: VCAA Resources – p.44 Partial Sleep DeprivationComplete a tri-Venn diagram showing how a person’s affective (emotional responses), behavioural and cognitive functioning can be affected by partial sleep deprivationActivity 28: VCAA Resources – p.44Outline the ethical principles and safety guidelines that would need to be considered when researching the effects on consciousness of one night of full sleep deprivation as a comparison to the effects of legal blood concentration of 0.05.Activities 29 : VCAA Resources – p.43 (supplied)Research investigation - Epworth Sleepiness ScaleUndertake the Epworth sleepiness scale (available at .au/patients/epworth-sleepiness-scale); ask students to consider their results in relation to the quantity and/or quality of their sleep and suggest improvements where appropriate; follow up survey at a later date if appropriate; discuss use of self-reports in relation to research and evaluate the effectiveness of such methods in collecting data, including sources of bias.Research investigation – Face Memory TestInvestigate the effects of partial sleep deprivation on cognitive tasks by undertaking a test such as the Face Memory Test by BBC Science bbc.co.uk/science/humanbody/sleep/tmt/Experimental design on sleep deprivation (Grivas p.457)Design and Describe an experiment that could be conducted to compare the effects of partial sleep deprivation on performance of simple and complex tasks.Activity: 30 Edrolo student manual p. 212Sleep Deprivation Concept MapVideo:You tube – Shattered – Episode 1 This is a reality show about sleep deprivation. Think about the ethical considerations that were put in place and identify possible breaches to the ethics.Sleep-wake cycleChanges to a person’s sleep-wake cycle and susceptibility to experiencing a circadian phase disorder, including sleep-wake shifts in adolescence, shift work and jet lagSleep-wake cycle and the circadian rhythmCircadian phase disorderSleep-wake shifts in adolescenceShift workJet lagBright light therapy (with reference to circadian phase disorders)Activity 31: Edrolo student manual p. 215 Changes in sleep-wake cycleActivity 32: Oxford p.317 Debate – Should school start later?Assessment Task –Starting times for secondary schools should be later (Nelson p.263)Activity 33 : VCAA Resources – p.44 (supplied)Investigating Shiftworkcollect rosters of various organisations that involve shift-work; analyse in terms of sleep-wake cycle shifts and their effectiveness in minimising the development of circadian phase disordersinterview a shift worker to identify coping mechanisms and strategies Activity 34 : VCAA Resources – p.44 (supplied)Sleep Hygiene (Grivas p.446)Design and test a regime to improve your sleep hygiene (health) Activity 35: Edrolo student manual p. 217 Sleep-Wake cycle Concept MapExtended Reading - websiteVisit the National Sleep Foundation () website and investigate the sleep tools they have available, including the National Sleep Foundation official sleep diary, the National Sleep Foundation sleepiness test, Tips to help manage your shift work schedule, and Tips to help shift workers nap more effectively; explain the psychological concepts that are relevant to two selected tipsDysomnias and parasomniasThe distinction between dysomnias (including narcolepsy and sleep-onset insomnia) and parasomnias (including sleep apnoea and sleep walking) with reference to the effects on a person’s sleep-wake cycleThe interventions to treat sleep disorders including cognitive behavioural therapy (with reference to insomnia) and bright light therapy (with reference to circadian phase disorders)The difference between dysomnias and parasomniasNarcolepsySleep-onset insomniaSleep apnoeaSleep walkingTreating insomnia – CBTCauses & treatments of narcolepsy Activity 36: Edrolo student manual p. 220 Data collection– is snoring genetic? Activity 37: Edrolo student manual p. 222, Oxford p328 Comparing dysomnias and parasomnias Activity 38: Oxford p326-327 Sleep Walking Report – Media Analysis Activity 39: Edrolo student manual p. 224 Interventions for sleep disorders Activity 40: Edrolo student manual p. 226 Sleep disorders Concept Map ................
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