A Level Psychology - Biopsychology Name, Schemes and Mind Maps of Psychology

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A Level Psychology

Biopsychology

Name:

Class:

Time: 132 minutes

Marks: 100

Comments:

Which one of the following responses results from the action of the sympathetic division of the autonomic nervous system? Shade one box only. A Decreased pupil size B Increased digestion C Increased heart rate D Increased salivation (Total 1 mark)

Read the following statements and decide whether they are TRUE or FALSE. (a) Motor (efferent) neurons carry messages to the central nervous system. (Tick the correct box) TRUE FALSE (1)

(b) The nucleus of a neuron is found outside the cell body (soma). (Tick the correct box) TRUE FALSE (1) (Total 2 marks) Discuss research into the disruption of biological rhythms (eg shift work, jet lag). (Total 16 marks)

Martha was telling her friend Sanya about her recent frightening experience. ’I was walking home by myself in the dark. Suddenly, I heard footsteps behind me and I realised that someone was getting closer to me. I saw a bus at the bus stop and decided to run. I don’t think I have ever moved with such speed. I leapt on the bus – shaking, sweating and my heart was beating so fast I nearly collapsed.’ Outline the role of the central nervous system and autonomic nervous system in behaviour. Refer to Martha’s frightening experience in your answer. (Total 4 marks)

Briefly evaluate the use of EEGs as a way of identifying cortical specialisation in the brain. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. (Total 3 marks)

Label the two areas of the synapse in the diagram below by putting the appropriate letter in each box. A Axon B Dendrites C Neurotransmitters D Receptor sites E Vesicle The synapse (Total 2 marks)

The electroencephalogram (EEG) and event-related potentials (ERPs) both involve recording the electrical activity of the brain. Outline one difference between the EEG and ERPs. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. (Total 2 marks)

Complete the following sentence. Shade one box only. Sensory neurons carry information A away from the brain. B both to and from the brain. C towards the brain. D within the brain. (Total 1 mark)

Robert suffered a stroke at the age of 55. After the stroke he was paralysed down his right side, though he could move his left arm and leg easily. Robert could clearly understand what was said to him, but was unable to produce any speech. Discuss how knowledge of hemispheric lateralisation and language centres in the brain has helped our understanding of cases such as Robert’s. Refer to Robert’s case in your answer. (Total 16 marks)

Briefly evaluate research using split brain patients to investigate hemispheric lateralisation of function. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. (Total 4 marks)

Split brain patients show unusual behaviour when tested in experiments. Briefly explain how unusual behaviour in split brain patients could be tested in an experiment. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. (Total 2 marks)

Using an example, explain what is meant by the fight or flight response. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. (Total 3 marks)

You are just about to cross the road when a car comes speeding round the corner and narrowly misses you. Afterwards, standing safely on the pavement, you notice that your mouth is very dry, your breathing is very fast and your heart is thumping. Using your knowledge of the body’s response to stress, explain why you are likely to have experienced these changes. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. Extra space .......................................................................................................... ................................................................................................................................. ................................................................................................................................. ................................................................................................................................. (Total 4 marks)

Read the item and then answer the questions that follow. The image below shows the left hemisphere of the human brain. Six areas of cortical specialisation are labelled A , B , C , D , E and F. Left hemisphere of the human brain

Using your knowledge of localisation of function in the brain, identify the area of cortical specialisation. Shade one box only for each area. (a) Broca’s area (1) (b) Somatosensory cortex (1) (c) Visual cortex (1) (d) Wernicke’s area (1) (e) Motor corte (1) (Total 5 marks) Outline the role of adrenaline in the fight or flight response. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. .................................................................................................................................. (Total 4 marks)

Mark schemes

[AO1 = 1]

C

(a) [AO1 = 1] False

(b) [AO1 = 1] False Marks for this question: AO1 = 6, AO3 = 10 Level Marks Description 4 13 – 16 Knowledge is accurate and generally well detailed. Discussion / evaluation / application is thorough and effective. The answer is clear, coherent and focused. Specialist terminology is used effectively. Minor detail and / or expansion of argument sometimes lacking. 3 9 – 12 Knowledge is evident. There are occasional inaccuracies. Discussion / evaluation / application is apparent and mostly effective. The answer is mostly clear and organised. Specialist terminology is mostly used effectively. Lacks focus in places. 2 5 – 8 Some knowledge is present. Focus is mainly on description. Any discussion / evaluation / application is only partly effective. The answer lacks clarity, accuracy and organisation in places. Specialist terminology is used inappropriately on occasions. 1 1 – 4 Knowledge is limited. Discussion / evaluation / application is limited, poorly focused or absent. The answer as a whole lacks clarity, has many inaccuracies and is poorly organised. Specialist terminology either absent or inappropriately used. 0 No relevant content.

Please note that although the content for this mark scheme remains the same, on most mark schemes for the new AQA Specification (Sept 2015 onwards) content appears as a bulleted list. AO The term ‘research’ refers to both theory / explanations and studies. Students are likely to focus on research studies into shift work and jet lag, although other examples, such as seasonal affective disorder, could also be relevant if presented in the context of the disruption of biological rhythms. Effects of disrupting biological rhythms through shift work and jet lag can be behavioural (e.g. lowered productivity), psychological (e.g. tiredness, depression, anxiety), or physiological (e.g. increased vulnerability to heart disease and cancer). For each of these and for both shift work and jet lag there are many accessible research studies. More anecdotal answers that simply describe effects of disrupting biological rhythms without reference to research studies may earn very limited credit as the description is based on research. This includes reference to real world events such as Chernobyl and Three Mile Island. Some candidates may begin by outlining the mechanisms behind the disruptive effects, such as the dislocation of endogenous pacemakers and external zeitgebers i.e. outlining an explanation for the effects of disrupting biological rhythms. AO Commentary might include the implications of findings for our understanding of the mechanisms of the effects of disruption, and application of findings to reduce the impact of disruption e.g. by changes to shift work patterns, or by adjusting behaviour when crossing time zones. For full credit such applications should be linked to mechanisms / explanations. Treatments for jet lag e.g. melatonin, would be creditable as long as there is an explicit link to biological rhythms e.g. via the role of melatonin in biological clocks. Use of the findings of relevant research studies is an accessible source of credit, where used to support or contradict our understanding of the mechanisms. Credit also discussion of practical applications of findings. Some convincing studies show that modifying shift work patterns can have significant beneficial effects on behaviour and health. Other relevant discussion may include reductionism and the nature / nurture debate. Please note that the AOs for the new AQA Specification (Sept 2015 onwards) have changed. Under the new Specification the following system of AOs applies:

• AO1 knowledge and understanding
• AO2 application (of psychological knowledge)
• AO3 evaluation, analysis, interpretation.

[AO1 = 1]

B

Marks for this question: AO1 = 6, AO3 = 10 Level Marks Description 4 13 – 16 Knowledge is accurate and generally well detailed. Discussion / evaluation / application is thorough and effective. The answer is clear, coherent and focused. Specialist terminology is used effectively. Minor detail and / or expansion of argument sometimes lacking. 3 9 – 12 Knowledge is evident. There are occasional inaccuracies. Discussion / evaluation / application is apparent and mostly effective. The answer is mostly clear and organised. Specialist terminology is mostly used effectively. Lacks focus in places. 2 5 – 8 Some knowledge is present. Focus is mainly on description. Any discussion / evaluation / application is only partly effective. The answer lacks clarity, accuracy and organisation in places. Specialist terminology is used inappropriately on occasions. 1 1 – 4 Knowledge is limited. Discussion / evaluation / application is limited, poorly focused or absent. The answer as a whole lacks clarity, has many inaccuracies and is poorly organised. Specialist terminology either absent or inappropriately used. 0 No relevant content.

Please note that although the content for this mark scheme remains the same, on most mark schemes for the new AQA Specification (Sept 2015 onwards) content appears as a bulleted list. AO The emphasis in this question is in the ‘role’ of endogenous pacemakers. Endogenous pacemakers (EP) and exogenous zeitgebers interact in the control and fine tuning of biological rhythms. An effective approach to marks would be to describe examples of endogenous pacemakers, such as the suprachiasmatic nucleus (SCN), pineal gland and melatonin release. There are other pacemakers in the brain, eg for body temperature, although answers focusing on the SCN and pineal may receive marks across the scale. A further route to marks would be to describe the mechanisms underlying the interaction between EPs and exogenous zeitgebers such as light.

AO

It is likely that research evidence will provide the major source of discussion on this question. There are many studies supporting a role for EPs in the control of biological rhythms, and how they interact with exogenous zeitgebers; these include Siffre’s original isolation study and subsequent similar work, experiments on infradian rhythms, and even research on non-human animals (eg hamsters) and plants could be made directly relevant to this question. The effects of disrupting biological rhythms can also provide evidence directly relevant to the question. Interpretation and evaluation of research evidence should distinguish the quality of answers, with better candidates able to describe accurately how findings support the role of EPs in the control of biological rhythms. Also relevant would be methodological evaluation of research evidence, although this would only be effective if the implications for findings are clear and application of scientific ideas and evidence eg the implications of findings on the disruption of biological rhythms and possible remedies for shift work and jet lag. Issues that could be relevant in the context of the role of endogenous pacemakers in the control of biological rhythms: biological approach, evolutionary: use of animals in research, reductionism, free will / determinism, ethics. [AO3 = 3] Up to three marks for a brief evaluation of the use of EEGs. Credit up to 3 separate evaluative points or one point fully elaborated or a combination of these. Likely points: safe way of measuring brain activity; there is no surgery or invasive process; helps to identify activity in various regions of brain; its use as a diagnostic tool eg epilepsy; lacks precision in measuring individual action potential of neurons / electrodes not sensitive enough, etc.

AO1 = 6, AO2 = 4 and AO3 = 6 Level Marks Description 4 13 – 16 Knowledge of hemispheric lateralisation and language centres in the brain is accurate and generally well detailed. Discussion is thorough with effective reference to cases of aphasia. Answer is clear, coherent and focused. Specialist terminology is used effectively. Minor detail and/or expansion of argument sometimes lacking. 3 9 – 12 Knowledge of hemispheric lateralisation and language centres in the brain is evident. There are occasional inaccuracies. Discussion is apparent and reference to cases of aphasia is mostly effective. The answer is mostly clear and organised. Specialist terminology mostly used effectively. Lacks focus in places. 2 5 – 8 Some knowledge of hemispheric lateralisation and language centres in the brain is present. Focus is mainly on description. Any discussion and reference to cases of aphasia is only partly effective. The answer lacks clarity, accuracy and organisation in places. Specialist terminology used inappropriately on occasions. 1 1 – 4 Knowledge of biological explanations of offending behaviour is limited. Discussion is limited, poorly focused or absent. The answer as a whole lacks clarity, has many inaccuracies and is poorly organised. Specialist terminology either absent or inappropriately used. 0 No relevant content.

Possible content

• Systematic research from Wernicke and Broca onwards has demonstrated that in most people language centres are lateralised to the left hemisphere.
• Wernicke’s area seems to be responsible for the interpretation of speech – damage leads to receptive or sensory aphasia
• Broca’s area was thought to be responsible for the production of speech this is now thought to involve a wider network than just Broca’s area – damage leads to production (expressive) or motor aphasia Possible application
• The presence of a right sided paralysis confirms that in cases such as Robert’s there is lateralised damage to the left hemisphere
• Robert, can understand speech so we conclude that he does not have Wernicke’s, receptive, aphasia; caused by damage to Wernicke’s area in the left hemisphere.
• Robert cannot produce speech so we conclude that Broca’s area has been damaged leading to Broca’s, production or expressive aphasia.

Possible discussion

• As language centres are lateralised they can be impaired by damage to the left hemisphere, not to the right. The left hemisphere also controls the muscles of the right side of the body therefore, when brain damage leads to speech problems combined with paralysis of body muscles, it is usually a right sided paralysis.
• Damage to Broca’s area can lead to production/expressive aphasia combined with right sided paralysis.
• Damage to Broca’s and Wernicke’s areas may lead to global aphasia (inability to understand or to produce speech), combined with right sided paralysis.
• Use of research evidence to support explanation.
• Problems associated with different types of research evidence. [AO1 = 3] One mark each for the correct area of cortical specialisation. D = Somatosensory centre C = Visual centre B = Auditory centre

AO1 = 2

1 mark for a correct function of the endocrine system.

• To secrete the hormones which are required to regulate many bodily functions.
• To provide a chemical system of communication via the blood stream. 1 mark for elaboration of how the function occurs: such as via release of the required amount of a specific hormone to promote appropriate growth or metabolism or reproduction.

[AO3 = 4]

Level Marks Description 2 3 – 4 Evaluation is relevant and well explained. Answer focuses on the usefulness of split brain research for the study of hemispheric lateralisation. The answer is generally coherent with effective use of terminology. 1 1 – 2 Evaluation is relevant although there is limited explanation and / or limited focus on the purpose of the research. Specialist terminology is not always used appropriately. Award one mark for answers consisting of a single point briefly stated or muddled. 0 No relevant content.