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MCAT PREPARATION – SPRING 2019 Learning never exhausts the

Course: MCAT PREPARATION Delivered: Wed, May 29, 2019 mind.


Instructor: Mr. Carlos Ortiz TBCB: Next Session
Student: CARLOS ORTIZ/VIC POPP ETC: 90-120 Leonardo Da Vinci

Ms. Popp, this PrePacket 3.3 touches on NEW MATERIAL that you have probably not

PP seen (or not seen in quite a while, anyway). As you should know, since 2015, the MCAT
content changed to include ADDITIONAL topics, including some you learn about in
Psychology and Sociology courses. You will be dealing with passages and one
TEMPTATION we want to avoid is applying our OUTSIDE KNOWLEDGE (or letting your

3.3
own PRECONCEIVED IDEAS influence your answers). While a comprehensive overview
would be nice, we’ll focus on the FUNDAMENTALS and address broader topics along the
way. Then, MORE PHYSICS – WHOO HOO!
NOTA BENE (NB): Those blanks are still in there – GOOD LUCK with them!

# of Questions: 102
Topics: PSYCHOLOGY & SOCIOLOGY | PHYSICS
Time: Will vary: Anywhere from 90-120 minutes
TBCB: NEXT SESSION
Notes/Instructions: PSYCHOLOGY & SOCIOLOGY: The Biopsychosocial Approach
Check these off as we
complete them. PHYSICS: Uniform Acceleration & Linear Motion

PrePacket 3.3

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clinical PROCESS social bedside competencies

effectively physician before skills colleague

PSYCHOLOGY & SOCIOLOGY: 1 Competencies


The Biopsychosocial a Doctor-patient interactions involve an initial
workup of symptoms, followed by listening to
Approach and correctly interpreting a patient history.
INTRODUCTION: The Basics These skills are primarily important for
There was a time when students sitting for
A. engendering a high level of patient comfort.
the MCAT could correctly anticipate tough
passages on the core scientific principles ` B. impressing fellow colleagues.
learned during their Pre-Med tracks in C. reducing hospital mortality rates.
undergraduate school. Additionally, their D. making accurate diagnoses.
READING SKILLS were tested nicely with
E. improving patient understanding of medical
challenging VERBAL PASSAGES. Well, that still procedures.
happens, but now there is an additional
ELEMENT which includes testing students’ Vic, in addition to what has already been
abilities to make connections between mentioned, working with patients toward
psychological and social factors and their improved health-related behaviors and
roles in medicine (health, disease, etc.). communicating effectively are also seen as
hallmarks of “good doctoring.” The AAMC folks
What exactly are the AAMC folks looking would like to know that MED STUDENTS
for here? Well, they want to see how you possess a basic knowledge of these concepts
THINK and PROCESS information that is not before entering medical school.
strictly “scientific” at its core. In other words,
the somewhat less scientific thought and 2 Competencies
behavior take on a particular significance Which of the following most likely
and the AAMC competencies (or areas of demonstrates competent behavior by a
“mastery”) test for evidence that an incoming practicing physician?
MED STUDENT understands these areas as
well as any purely scientific one (i.e. bio, A. Selling drugs to patients on the side at
chem, physics). To that end, the AAMC folks discounted rates.
would like to have an idea of a MED B. Chastising patients for not following
STUDENT’S: medical advice.
➔ social skills: this includes the famous C. Monitoring a patient with a modified diet
“bedside manner” but also the very consisting of more healthful foods.
valuable ability to observe and infer from D. Delaying patient callbacks to attend to
behaviors of myriad individuals within the more urgent clinical cases.
medical circle including the patient and
E. always change in the “same direction” by
peer physicians, nurses, techs, etc.
the same factor
➔ cultural competence: this includes
seamlessness (at least that is the hope) Victoria, the MCAT is a special beast of a test.
within the medical culture in which the Your performance on it will reveal if you
student finds him/herself immersed. possess the necessary skills to succeed not
only in MEDICAL SCHOOL but later as a
➔ extrapolation: here the student’s ability physician. It should make sense that a
to take knowledge of normal or deeper understanding of both the social and
“anticipated” human behavior and apply to psychological factors that affect a person’s
both clinical (with patient) and
health, illness, and prognosis would be
professional (with colleague) interactions.
invaluable to a doctor.
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molecular OVERLAPS sociology groups act psychology


perspectives processes organization humans subjective environment

do share some basic approaches in how they


THE MCAT: Biology, Psychology, & Sociology
are structured as academic disciplines (they
both study how humans think and act),
3 Competencies
sociology does put a greater focus on groups
a An understanding of any underlying social and and larger social scenarios. We can infer
psychological factors that affect a patient’s that the two fields will often consider similar
health, illness, and long-term outcome allows topics but with different perspectives.
physicians to
I. make more accurate diagnoses Biology, Psychology & Sociology: The
II. increase their bottom lines Biopsychosocial (BPS) Approach
III. create more effective treatment
plans

A. I only
` B. II only
C. III only
D. I and II
E. I and III

4 Psychology
a Psychology is most fundamentally the

A. study of people and how they interact with


their environments
B. study of mental disorders and how they
affect human interactions
C. study of the mind and how medicine alters
it
D. study of neurological processes and how
disease affects them
E. study of psychoses and how they become
more detrimental with time

Vic, in case you didn’t get it, psychology is Figure 1: The Hierarchy of the BPS Model
the study of individuals; we explore how:
The biopsychosocial (BPS) model is both a
◼ people think and act
philosophy of clinical care and a practical
◼ mental processes affect behavior
clinical guide. Philosophically, it is a way of
◼ how individuals interact with their
understanding how suffering, disease, and
environment
illness are affected by multiple levels of
It is actually WONDERFUL that psychology is organization, from the societal down to the
now a part of this exam. It allows us to shine molecular. At the practical level, it is a way of
a light on the fact that it OVERLAPS with understanding the patient’s subjective
many other fields, particularly biology and experience as an essential contributor to
sociology. While psychology and sociology accurate diagnosis, health outcomes, and
humane care.
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picture inclusiveness single (x2) illness (x2) psychosocial causes


biomedical (x2) wellness biological (x2) BPS insufficient diagnosis

5 The BPS Model 7 The Biomedical Approach


a The biopsychosocial (BPS) approach to health a BPS requires a consideration of multiple levels
and illness contrasts with the traditional of analysis of patient health and disease which
biomedical approach which is distinct from the biomedical approach where

A. falls short of comprehensive patient care. A. disease is studied by examining only


` B. focuses narrowly on the physical aspects of biological factors of illness neglecting the
illness. other contributing factors of psychological
life and sociological context
C. considers solely behavioral factors.
B. the effects of psychological and social
D. A and B influences on the underlying biology of
E. A and C disease are considered critically important
to proper and effective diagnoses
Vic, the BPS model comes down to two C. treating the symptoms of a disease and not
primary claims: its underlying cause is most important
1) illness is determined by various influences D. health and wellness are dictated by
rather than a single cause. biological factors and patient behavior
2) both the causes and effects of any illness
E. physical and mental aspects of illness are
can be considered at multiple levels in the studied for connections between the two
life of an afflicted individual.
So the message thus far is that:
6 The BPS Model
biology alone is insufficient; instead,
According to the BPS model, psychological and social factors also
contribute to illness as well as wellness; in
A. biological factors are the underlying cause either scenario, our comprehension of these
for illness factors can be integrated into the scientific
B. illness is characterized exclusively by method of medical diagnosis.
psychological and social factors NB: Higher-level processes (relationships,
C. illness cannot be understood by only depression, etc.) in the life of a patient are
examining biological factors tried to that patient’s biological state, so it
D. disease and long-term outcomes are the stands to reason that collecting any
sole responsibility of the patient information about psychosocial factors is
E. biological factors are caused by essential to the understanding of that patient’s
psychological and social factors physical health as well as his/her illness.

From Figure 1 on the previous page, it should By leaving out the non-biological factors that
be clear that multiple factors TOGETHER play into both the development of illness and
determine the course of an illness at more how it is studied, doctors that adhere to the
than one level simultaneously, AND NO biomedical approach will, unfortunately,
SINGLE LEVEL really gives us the whole leave important variables unexplained and
picture. unexamined.

Ms. Popp, this idea of multiple levels of The BPS approach is relatively young in the
analysis makes the BPS model quite distinct field of medicine and was developed to allow
from the biomedical approach which, while for a more complete and accurate
traditional, lacks the inclusiveness that the understanding of patients and their medical
BPS model offers. conditions.

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8 The BPS Model
a According to the biopsychosocial (BPS) approach (see Figure 1), an individual
I. is both a patient and a physician
II. exists at the intersection of the social and the biological
III. is both the largest unit of the organism and the smallest unit of society

A. I only
` B. I and II
C. II only
D. II and III
E. I, II, and III

9 The Biomedical Model


a Under the traditional biomedical model, which of the following best describes the approach taken with
a patient suffering from a liver condition such as cirrhosis?

A. The treatment plan would most likely involve thoroughly documenting the patient history of liver
issues as well as drug abuse.
B. The treatment plan would most likely involve treatment of the liver through a combination of
`
pharmaceutical and surgical means.
C. The treatment plan would include procuring a biopsy of the liver and the implementation of a
therapies with patient input.
D. Both A and B
E. Both B and C

10 The BPS Model


a Under the biopsychosocial (BPS) model, which of the following best describes the approach taken with
a patient suffering from a liver condition such as cirrhosis caused by alcoholism?

A. The treatment plan would most likely involve thoroughly documenting the patient history of liver
issues as well as drug abuse.
B. The treatment plan would most likely involve addressing the patient’s alcohol consumption along
` with attention to the psychosocial factors including the patient’s housing situation and any stress
level
C. The treatment plan would include procuring a biopsy of the liver and the implementation of a
therapies with patient input.
D. Both A and B
E. Both B and C

11 The BPS Model


a The biopsychosocial (BPS) model provides physicians with guidelines needed

A. to understand the interacting systems that influence the outcome of an illness


B. to correctly diagnose and treat mental afflictions
C. to comprehend the speed with which disease can advance
D. to address the underlying biological factors leading to disease
E. none of the above

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force INVERSELY longer Fd INCREASES constant


perform force FACTOR Δh work

THROWBACK TOPIC: Ramps, Forces, Distances If you were able to answer #12, Vic, then you
A ramp is a simple machine which does now have a more intimate understanding of the
NOT CHANGE the amount of work following:
performed on an object (in this case, to lift
the box from the floor onto the platform). ➔ Because the product of force and
distance must be constant according to
◼ In the equation
W =Fd , we say force and distance
Wnet =Fnet (cos)d =PE=mg(h) , VARY INVERSELY.
m, g, and h are constants, so Wnet is ➔ When two variables are inversely
constant. proportional, one DECREASES BY A
CERTAIN FACTOR as the other
Victoria, a MUCH SIMPLER VERSION of
INCREASES by the SAME FACTOR.
this equation is: W = Fd .
➔ In our RAMP example above, the
◼ Ramps do NOT CHANGE THE AMOUNT OF
“longer” the ramp, the less the amount
WORK PERFORMED, but they do change
of force needed to raise the box onto the
both the distance and force needed to
platform.
perform that work.
13 MECHANICAL ADVANTAGE OF OUR RAMP
12 MECHANICAL ADVANTAGE OF OUR RAMP
a In the figure above, if the top of the platform
a If you have understood our analysis thus far,
would be 0.75 m above the ground, our applied
Vic, consider the figure above. One way to get
force along the ramp (compared to lifting the
the box from the ground to is to PUSH IT UP
box straight from the ground onto the platform)
0.25 m directly from the floor to the top of the
would be
cylindrical platform with a force of 48 N. If the
ramp is used instead, the PUSH would require a A. greater by 0.50
force of
B. less by a factor of 4
A. 4 N C. greater by a factor of 2
B. 6 N D. less by a factor of 0.5
C. 12 N E. impossible to determine
D. 16 N
E. 24 N True or False
T The amount of work performed on an object
True or False
that is either LIFTED or LOWERED is
T Work performed on an object that results in it dependent only on that object’s initial and final
being LIFTED or LOWERED changes the heights.
potential energy of that object.

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90 initial 65

vector change magnitude

PHYSICS: MOTION, FORCES 14 Acceleration


Motion: Uniform Acceleration and Linear Motion a For an object to change direction, it must
experience a(n)
Señorita Popp, by now you very likely have an
enhanced comprehension of velocity and the I. acceleration
fact that it is a vector quantity. II. change in the magnitude of its
velocity
Acceleration is also a vector quantity and III. change in the direction of its
involves a change in velocity as well as the velocity
time during which that change occurs. You
may recall the equation for acceleration: A. I and III
B. I and II
Vectors: Scalars: C. II only

a = v = vf − vi a = v = f i
v −v D. II and III
t t t t E. I only

NUMERICAL EXAMPLE: If you accelerate at 15 Acceleration


a rate of 25 meters per second (25 m s-1)
a A particle initially moving northward at 1 x 104
EVERY second toward the east, then the
meters per second one moment and 1 x 104
magnitude of your velocity is CHANGING by
meters per second some time later has
25 meters per second (25 m s-1) EVERY experienced a(n)
second.
I. acceleration
◼ If you were initially at rest, that II. change in its velocity
translates to having an initial velocity III. displacement
of vi = 0 m s−1 and after 1 sec, your final
A. I and III
−1
velocity would be vf = 25 m s to the east , B. I and II
after 2 sec, your final velocity would C. II only
be vf = 50 m s−1 to the east , etc. D. II and III
E. I, II, and III
◼ If you were initially moving eastward
with an initial velocity of vi = 40 m s−1
15 Acceleration
and after 1 sec, your final velocity
a A particle moving with a velocity of constant
would be vf = 65 m s−1 to the east , after 2 magnitude along a circular path is
sec, your final velocity would be
vf = 90 m s−1 to the east , etc. A. experiencing no acceleration
B. experiencing a constant acceleration
How about an acceleration with a magnitude C. experiencing a constant change in velocity
of 60 mi h2? Is that significant to the point D. both A and B
where you get VIOLENTLY JOSTLED or is it
E. both B and C
FRUSTRATINGLY SLOW?
True or False True or False
T Any change in velocity is acceleration. T Acceleration is a change in velocity divided
by the time elapsed for that change to occur.

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magnitude (x2) hinder help scalar gravity peak rectilinear


PULL falling decrease VELOCITY FREE vector OPPOSITE (x2)
Motion: Uniform Acceleration and Linear MotionThe motion – more specifically, the velocity – of
Vic let’s cover one more fact about a particle experiencing uniform acceleration
acceleration. Velocity and acceleration DO changes at a constant rate.
NOT HAVE to be in the same direction. Recall, Vic, that acceleration is a vector.
◼ If velocity and acceleration ARE in the Both the direction and magnitude of
same direction, the magnitude of the acceleration must remain constant for the
object’s velocity will increase. acceleration to be considered constant.

◼ If velocity and acceleration ARE IN Let us briefly examine the rules for the
OPPOSITE DIRECTIONS, the simple case of uniformly accelerated
magnitude of the object’s velocity will motion along a straight line.
decrease. The motion of a particle in uniformly
One more example (a familiar one, I’m sure): accelerated motion on a straight line
or rectilinear path can be described
For an object tossed upward with some fairly comprehensively by four basic
INITIAL UPWARD VELOCITY, the variables:
gravity of the earth, which acts to PULL
AIRBORNE OBJECTS BACK DOWN, will 1) Displacement (Δx)
be OPPOSITE IN DIRECTION to that 2) Velocity (v)
initial upward velocity so it would 3) Acceleration (a)
hinder that velocity until it is diminished 4) Time (t)
to a value of zero at its peak height.
The first three of these are vector
After peaking, the gravity of the earth quantities while time is a scalar.
would now help the object to increase its
DOWNWARD VELOCITY until it Here is a summary of the applicable linear
eventually reaches the ground (or some motion (or kinematics equations) when
other surface). ACCELERATION is UNIFORM:

a = v = f
NB: Any time an object is IN THE AIR v − vi
(rising or falling) without any help (i.e. → vf = vi + at
rocket boosters or an engine of some kind), t t
it is in a state of motion we describe as
FREE-FALL → this just means the object is x = vit + 12 at 2 vf 2 = vi2 + 2ax
UNDER THE INFLUENCE OF THE GRAVITY
OF THE EARTH, ONLY! vf + vi
vavg =
2
16 Acceleration
a An object tossed upward will eventually peak at Example: A cheetah running with a velocity of
which point the magnitude of its velocity will magnitude 10 meters per second accelerates
be 0. At that peak height, uniformly to a velocity of magnitude 24
meters per second. If the magnitude of its
A. the object has zero acceleration. acceleration was 7 m/s every s, how long did it
` B. the object is being accelerated downward. take for the cheetah to change its speed?
C. the object is being accelerated upward. vf − vi 24 m s−1 −10 m s−1
D. the object’s acceleration is changing from
vf = vi + at → t = =
a 7 m s−2
positive to negative = 2s
E. none of the above

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17 Displacement 20 Acceleration | Velocity
a A rocket is launched upward traveling at a rate a A moving train begins to slow until it comes to
of 3 km per minute while a horizontally a complete stop. During the slowing phase of
directed wind moves it sideways at a rate of 4 its motion, which of the following could apply to
km per minute. After one minute, the the train?
magnitude of the displacement of the rocket
from its launch position is I. its acceleration and velocity
point in opposite directions
A. 7 km II. its acceleration is positive while
its velocity is negative
` B. 5 km
III. its acceleration and velocity
C. 12 km have opposite signs (“+,” “-“ or
D. 1 km vice-versa))
E. cannot be determined
A. I and II
18 Acceleration ` B. II and III
a Assume the moon orbits the earth along a C. I and III
perfectly circular path. Is the moon D. I, II, and III
accelerating?
E. III only
A. No, because acceleration is a vector.
` B. No, because its speed is constant.
21 A Falling Object
C. Yes, because its speed is not constant. a An object is dropped from the top of a tall
building. If it falls y1 meters during the first
D. Yes, because its velocity is constant.
three seconds of its fall and y2 meters during
E. Yes, because its velocity is changing. the next three seconds of its fall, which of the
following represents y2 in terms of y1?
19 Displacement | Distance
a A space shuttle launches from Cape Canaveral, A. y2 = 3y1
FL, spends a week orbiting the earth, and lands ` B. y2 = 4y1
back at an air base in Houston, TX. A team of
scientists that was present at the launch in C. y2 = 27y1
Cape Canaveral meets the shuttle upon its D. y2 = 36y1
arrival in Houston. Which of the following is
E. y2 = 9y1
accurate regarding the shuttle crew and the
team of scientists?
22 Displacement
A. The shuttle crew has a larger displacement a A runner completes three complete laps around
while the team of scientists has traveled a a circular track of radius 20 m. Upon
longer distance. completing the 3rd lap,
B. The shuttle crew has both a larger
` displacement and longer distance than A. The displacement of the runner is 60 m.
those of the team of scientists. ` B. The displacement of the runner is 40 m.
C. The shuttle crew has traveled a longer
C. The displacement of the runner is 0 m.
distance while both groups have the same
displacement. D. The displacement of the runner is 120 m.
D. Both groups have the same displacement E. The displacement of the runner is 60 m.
and have traveled the same distance.
E. none of the above is accurate True or False
T A rubber ball at the end of a string being
True or False swung in a circle is being accelerated.
T A positive acceleration will help a positive F Displacement and distance are the same thing.
velocity.

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