Download PSYB1 Biopsychology Short Qs JM09 December

Biopsychology
Assessment: External exam: PSYB1: 13th January 2010, Wednesday 9am
Physiological psychology
Basic understanding of the structure and function of neurons and synaptic transmission.
1. Below is a diagram of a sensory neuron (Figure 1). It is labelled A, B, C and D.
Write in your answer book which letter, A, B, C
or D, matches each of the structures below:
(i)
cell body;
(ii)
myelin sheath;
(iii)
nucleus;
(iv)
axon.
Label your answers clearly. (4 marks)
(June 06)
(i) C
(ii) D
(iii) A
(iv) B
2. In your answer book, name the parts of the neuron labelled A, B, C and D in Figure 1 below. Clearly identify your answers as A, B, C and
D. (4 marks) June 03
One mark each for correct identification.
A – Nucleus/cell body
B – Axon
C – Myelin sheath
D – Dendrites
3. Below are some functions of neurons.
A - To carry impulses from the central nervous system to the organs and muscles.
B - To transport impulses from the peripheral nervous system to the brain and spinal cord.
C - To receive impulses from sensory neurons and transfer them to motor neurons.
In your answer book, write down which description (A, B or C) is a correct function of the following: (i) a motor neuron; (ii) a sensory neuron.
Label your answers clearly. (2 marks) Jan 09
(i) A
(ii) B
4. Describe the process of synaptic transmission (3 marks) (Poss Q)
5. Outline one difference in function between a motor neuron and a sensory neuron. (2 marks) (June 07)
AO1 One mark for identification of an appropriate function of a motor/sensory neuron.
Two marks for elaboration of the difference in function between these two types of neuron.
Possible answer: The function of a motor neuron is to carry information from the central nervous system to the muscles/glands/effectors (AO1,
1), whereas the function of a sensory neuron is to carry information from the sense organs to the central nervous system (AO1, 1).
The divisions of the nervous system.
6. Identify three divisions of the nervous system. (3 marks) June 08
AO1 Up to three marks for correct identification of the divisions of the nervous system.
Likely answers: central nervous system; peripheral nervous system; somatic nervous system; autonomic nervous system; sympathetic
nervous system; parasympathetic nervous system; spinal cord; brain.
Localisation of function in the brain (cortical specialisation) including motor, somatosensory, visual, auditory and ‘language’ centres.
7. Below is a diagram of the human brain. It is labelled A, B, C and D.
Write in your answer book which letter, A, B,
C or D, matches each of the areas below:
i) auditory area;
ii) somatosensory area;
iii) visual area;
iv) motor area. (4 marks)
(Jan 06)
(i) C
(ii) B
(iii) D
(iv) A
8. The table below is not complete. In your answer book, write the names of the cortical areas of the brain that should be placed in (i) and (ii).
For (iii), describe the main function of the visual area. Label your answers clearly. (3 marks)
(Jan 05)
One mark for the correct identification of each cortical area of the brain.
One mark for the main function described.
(i) Motor area / Frontal lobe
(ii) Somatosensory area / Parietal lobe
(iii) Receives information from the visual system / visual processing.
9. Using an example, explain what is meant by localisation of cortical function. (3 marks) June 03
AO1 Correct identification of the term.
AO2 One mark for a correct example and a further mark for linking this to localisation of function.
Example: Localisation of function suggests that there are specific parts of the cerebral cortex which have specific functions (AO1). For
example, the visual cortex (AO2) is responsible for converting electrical signals from the eye into visual images (sight) (AO2).
Methods used to identify areas of cortical specialisation, including neurosurgery, post-mortem examinations; EEGs, electrical stimulation,
scanning techniques, including PET.
10. Identify two techniques used to investigate cortical specialisation. (2 marks) Jan 04 & June 06
AO2 One mark for any appropriate answer.
Example: Neurosurgery, EEGs, electrical stimulation, post-mortem, scans – CAT, PET, MRI.
Credit may be give for more than one method of scanning.
11. Briefly describe one technique used to study cortical specialisation in the brain. (3 marks) (Jan 07)
AO1 One mark for identification of a correct technique.
Two marks for identification of a correct technique but brief description of the procedure and/or method.
Three marks for identification of a correct technique with clear description of the procedure and/or method.
Likely answers: EEG; CAT/PET/MRI scans; electrical stimulation; micro-electrode recording of neural activity; neurosurgery; post-mortems.
12. Describe one advantage of using scans rather than neurosurgery to investigate cortical specialisation. (3 marks) Jan 03
AO1 One mark for the identification of an advantage and a further mark for expansion. For example, scans can be used to see inside the living
and working brain thus allowing us to see precisely which areas of the brain are functioning in particular activity, scans are noninvasive
and therefore raise fewer ethical issues, eg less harm, scans can be used to compare the working of healthy brains with those which are
damaged and can be used in controlled experimentation. Maximum 1 mark if just states easier/quicker.
AO2 One mark for showing how this is better than other techniques or for citing a limitation of other techniques - e.g. neurosurgery raises
ethical issues if limited to small number of cases.
13. (i) Identify one method that is used to study cortical specialisation in the brain. (1 mark) Jan 09
AO1 One mark for correct identification of a relevant method.
Likely answers: EEG; CAT/PET/MRI scans; electrical stimulation; micro-electrode recording of neural activity; neurosurgery; post-mortems.
(ii) Explain one methodological or ethical issue which might arise when using the method that you have identified in your answer to (a)(i). (2
marks) Jan 09
AO2 One mark for identification of a relevant methodological or ethical issue.
One further mark for explanation of the issue identified.
Note: Candidates may refer to positive or negative issues in their response.
Likely answers:
Methodological – brain plasticity – removing one part of the brain may only show the performance of the rest of the brain, not the missing part;
lack of precision - the exact extent of damage to the brain may be difficult to assess; accuracy of neurosurgery; post-mortem studies provide
understanding of rare disorders; EEGs provide natural measurements of brain activity, etc.
Ethical – invasive exposure of the brain with neurosurgery, injection of radioactive glucose with PET scans; electrical/chemical stimulation of
the brain and EEG measures are less harmful than surgical procedures, etc.
14. Psychologists use many methods to identify areas of cortical specialisation in the brain.
(i) Explain one methodological problem which might arise when using neurosurgery to identify areas of cortical specialisation in the brain. (2
marks)
(ii) Explain one ethical issue that might arise when using PET scans to identify areas of cortical specialisation in the brain. (2 marks) (Sample
paper 08)
No mark scheme.
Actions of the sympathetic and parasympathetic divisions of the autonomic nervous system including, the adrenal glands, adrenalin and
fight or flight response.
15. Each of the descriptions below gives a function of a part of the nervous system:
A supports and restores normal body activity by conserving and storing energy;
B carries messages from the brain or spinal cord to the muscles;
C prepares the body for action in threatening situations.
In your answer book write down which function (A, B or C) is a description of the activity of
(i) a motor neuron;
(ii) the autonomic nervous system (sympathetic branch);
(iii) the autonomic nervous system (parasympathetic branch). (3 marks) Jan 04
AO1 (i) (B) carries messages from the brain or spinal cord to muscles;
(ii) (C) prepares the body for action in threatening situations;
(iii) (A) supports and restores normal body activity by conserving and storing energy.
16. Identify two functions of the parasympathetic branch of the autonomic nervous system. (2 marks) (Jan 05)
AO1 One mark for each function identified.
Example: Slows heart rate / increases digestion / constricts pupils, etc.
The parasympathetic nervous system supports normal body activity by conserving and storing bodily energy (AO1, 1). It also slows the
activities of the body that have been increased by the sympathetic nervous system (AO1, 1).
17. Molly is walking home late at night. Suddenly, she is startled by the sound of footsteps behind her. She feels her heart pounding and her
mouth goes dry. When Molly arrives home, she tries to relax by watching the television. Soon her breathing slows down and she begins to feel
hungry.
From the description above,
(i) identify two actions of the parasympathetic division of the autonomic nervous system;
(ii) identify two actions of the sympathetic division of the autonomic nervous system. (4 marks) (June 06)
AO2 One mark each for the correct identification of each action.
(i) .her breathing slows down.
.she begins to feel hungry.
(ii) .she feels her heart pounding.
.her mouth goes dry.
18. Diane is at a pop concert with her friend Robbie. She has been longing to see her favourite band play live. When the band appears on
stage, she says to Robbie, “I’m so excited. I can feel my heart pounding.” After the concert, Diane says to Robbie, “That was fantastic, but I’m
so hungry, my tummy is rumbling. Shall we get something to eat?”
In your answer book, write down which of Diane’s physiological responses is a result of:
(i) sympathetic action of the autonomic nervous system;
(ii) parasympathetic action of the autonomic nervous system. (2 marks) June 05
AO2 (i) “I can feel my heart pounding”.
(ii) “My tummy is rumbling”.
Credit answers which refer to excited/hungry.
19. Outline what is meant by the fight or flight response. Give an example. (3 marks) (Jan 07)
AO1 One mark for brief recognition of the term.
Two marks for clear outline of the term.
Possible answer: In an emergency situation, the body is prepared for the possibility of defending or attacking (fight) (AO1, 1), or running away
to safety (flight) (AO1, 1).
Biological detail is not necessary, but creditworthy, eg increased heart rate, role of the ANS.
AO2 One mark for an appropriate example.
Possible answer: If suddenly confronted by a vicious dog, you either defend yourself (fight) or run away (flight) (AO2, 1).
20. Identify two changes which take place in the body during the fight or flight response. (2 marks) Jan 03
AO1 One mark for each correct identification. These could include accelerated heart rate, curtailing of digestion, increased respiration,
increase in perspiration, release of glucose from the liver, pupil dilation, decrease in salivation, slowing of peristalsis, adrenalinerelease.
21. Outline the role of the adrenal glands in the fight or flight response. (2 marks) (Jan 08)
AO1 One mark for identification of the role of the adrenal glands.
Two marks for identification and elaboration of the role of the adrenal glands.
Possible answer: The adrenal glands are stimulated to release adrenaline (AO1, 1). This prepares the body for action in a stressful situation
(AO1, 1).
Tom has a phobia of mice. He saw a mouse scurry across the floor. Tom immediately felt sick and he felt the hairs on the back of his neck
stand on end. Some time later, his heart stopped pounding and he got his breath back.
From the description above, identify three of Tom’s bodily responses and state whether each response results from the action of the
sympathetic or parasympathetic division of the autonomic nervous system. (3 marks) (Jan 08)
AO2 One mark (up to three) for any of the following:
• ‘Tom immediately felt sick’ – sympathetic division of the ANS
• ‘…he felt the hairs on the back of his neck stand on end’ – sympathetic division of
the ANS
• ‘…his heart stopped pounding’ – parasympathetic division of the ANS
• ‘…he got his breath back’ – parasympathetic division of the ANS.
The genetic basis of behaviour
Difference between genotype and phenotype.
22. Below are three definitions:
A a person’s characteristics that are determined solely by the environment
B a person’s genetic make-up
C a person’s characteristics that are determined by genetics and the environment.
In your answer book, write down which of the above is a definition of:
(i) a genotype;
(ii) a phenotype. (2 marks) (Additional sample questions 2008)& June 04
(i) B a person.s genetic make-up.
(ii) C a person.s characteristics that are determined by genetics and the environment.
23. Explain the difference between genotype and phenotype. (3 marks)June 08
AO1 One mark for knowledge of each term.
Possible answer: Genotype refers to a person’s genetic make-up (AO1, 1). Phenotype refers to a person’s characteristics that are determined
by genetics and the environment (AO1, 1).
AO2 One mark for an appropriate difference between these terms.
Possible answer: Genotype is fixed whereas phenotype is malleable (AO2, 1).
Credit explanation of examples such as PKU.
Up to 3 marks may be credited for candidates who provide valid differences.
24. Distinguish between the terms genotype and phenotype. (3 marks) (Jan 06)
AO1 One mark for correct definition of each term.
Genotype refers to a person’s genetic make-up (AO1, 1).
Phenotype refers to a person’s characteristics that are determined by genetics and the environment (AO1, 1).
AO2 One mark for any appropriate distinction between these terms, eg genotype is fixed whereas phenotype is malleable. Credit reference to
examples such as PKU.
25. What is meant by the terms genotype and phenotype? Use an example to illustrate the difference between them. (4 marks) (June 07)
AO1 One mark for correct definition of each term.
Possible answer: Genotype refers to a person’s genetic make-up (AO1, 1). Phenotype refers to a person’s characteristics that are determined
by genetics and the environment (AO1, 1).
AO2 One mark for evidence of genotype presented in the example.
One mark for evidence of phenotype presented in the example.
Note: Candidates may be awarded two marks for presenting either one example, or two different examples to illustrate the difference between
the terms.
Possible answer: PKU is an example of a disorder caused by a defective gene resulting in severe learning difficulties (AO2, 1). However, if
identified early, and treated with a special diet, individuals show normal levels of intelligence (AO2, 1).
Credit other likely examples such as intelligence; schizophrenia.
26. Distinguish between the terms genotype and phenotype. Illustrate your answer with an example of each. (5 marks) Jan 03
AO1 The candidate will define genotype and phenotype. Genotype should be defined in terms of an individual set of genes/genetic makeup.
Phenotype should be defined in terms of actual/observable characteristics possessed by an individual.
AO2 One mark for an explicit reference to a distinction between the two terms, eg genotype never changes; phenotype can change over time.
Two further marks for an example applied to each term. For example, in relation to intelligence they may explain that an individual might have
an intellectual potential (genotype) but they require environmental stimulus such as education for this to develop. Alternatively PKU for which
an individual may have the genotype and causes intellectual impairment but with a modified diet this may be prevented. Non-psychological
examples will receive credit.
Types of twins: monozygotic (MZ) and dizygotic (DZ).
27. Distinguish between monozygotic (MZ) and dizygotic (DZ) twins. (3 marks) (June 05)
AO1 One mark each for correct identification of each type of twin.
Possible answer:
Monozygotic (MZ) twins have the same genetic make-up (AO1, 1) whereas dizygotic (DZ) twins are no more genetically alike than are siblings
(AO1, 1).
AO2 One mark for the distinction between the types of twins – any appropriate comment made about the difference between MZ and DZ
twins, eg 100% kinship versus 50% kinship/same sex, different sex/ two eggs fertilised by two sperm, one egg fertilised by one sperm/identical
vs fraternal (non-identical).
Use of twin studies, and family and adoption studies to investigate the genetic basis of behaviour.
28. Explain why twin studies are used by some psychologists to investigate the genetic basis of behaviour. (3 marks) June 03
AO1 For recognition that MZ/DZ twins have more genetic relatedness than any other two people. Credit if candidate assumes and only talks
about identical or fraternal twins.
AO2 Candidates should explain that because of the genetic relatedness it is possible to hold genetic variables constant(1) and therefore make
inferences about whether behaviour is inherited or acquired (1).
Candidates may choose to talk about identical twins separated and identical twins raised together, or may compare identical twins with
fraternal twins. Full credit will be given if the candidate chooses to answer this question in relation to intelligence or schizophrenia and
concordance rates.
29. Outline what is meant by adoption studies and explain why they are used by psychologists. (5 marks) Jan 04
AO1 Maximum of two marks for a description of adoption studies, eg involves comparing a characteristic or trait between adopted children and
children of their biological parents.
Reference to the role of genes and the environment. Credit may be given for an example of a specific behaviour, eg
intelligence/schizophrenia. One mark if this description is not complete or is inaccurate.
AO2 Three marks for explanation, eg to see if a trait or characteristic is heritable, then children should show greater similarity to their biological
parents than adopted parents. Relevant research e.g. Cloniger (1987) alcoholism may be cited as evidence. If concordance/
correlation/similarity for adopted children is higher with natural parents than adopted parents, then the trait is biological.