1. Biopsychology topic

2. The nervous system

3. Starter- go to your nearest big board and draw out the nervous system diagram without notes.
You must add detail as well not just name the different parts.

5. You will be given a card by your teacher
Read it through it carefully and try to work out which bit of the nervous system it is referring to. Don't discuss and don't look at notes.
The classroom has now been split in half- cns and pns. You have one minute to decide which half of the nervous system you belong in and get to that side. Does your side agree you should be there?
Now the tables in your half have been named either brain, spinal cord, somatic, autonomic, sympathetic and parasympathetic. Where do you belong? Go to your table and share your card with your group. Are you in the right place?
This is your group for the lesson and you will perform a series of challenges with your team. Each challenge gets a number of points.

6. First challenge
you have 4 minutes to prepare a mini presentation on your bit of the system. Tell us all about it without notes, everybody must contribute. You can use the internet if you like but not essential. Up to 3 points available for content and style.

7. Challenge 2- up to 9 points for correctly plotting the path
Challenge 2- up to 9 points for correctly plotting the path! 5 minutes time limit.

8. Challenge 3- up to 19 points for multi-choice quiz. 4 minute time limit.

9. You’ll be given an exam question and have to answer it in 5 minutes, no notes..
1. Briefly distinguish between the central nervous system and the peripheral nervous system (3 marks)
2. Outline the main functions of the central nervous system (3 marks)
3. Outline the main Functions of the peripheral nervous system (3 marks)

10. a) Briefly distinguish between the central nervous system and the peripheral nervous system (3 marks)
The central nervous system (CNS) consists of the brain and the spinal cord, whereas the peripheral nervous system (PNS) consists of the somatic and autonomic nervous system (1 mark).
The CNS is responsible for all conscious awareness and experience as well as some reflex actions, What does the CNS do? 1 mark
whereas the PNS is responsible for sending messages to and from the CNS to organs and muscles and the involuntary fight or flight response What does the PNS do and how is this different from the CNS? 1 mark

11. b) Outline the main functions of the central nervous system (3 marks)
The Central Nervous System consists of the brain and the spinal cord. (1/2 mark)
The brain is involved in a variety of higher cognitive, emotional, sensory, and motor (movement) functions.
The brain is divided into two symmetrical hemispheres: the left is linked to language and is considered the ‘rational’ half of the brain, associated with analytical thinking and logical abilities. The right hemisphere is more involved with musical and artistic abilities.
The brain also contains many structures responsible for regulating actions which keep us alive. (1 ½ marks)
The main function of the spinal cord is to relay information about what's happening inside and outside your body to and from your brain. It is also involved in reflex actions, such as the startle response. (1 marks)

12. Outline the main functions of the Peripheral nervous system.
The peripheral nervous system consists of the somatic and autonomic nervous system and the autonomic consists of the sympathetic and parasympathetic. (1 mark)
It is responsible for transmitting info to and from the central nervous system so passes messages to the whole body form the brain and vica versa. (1 mark)
Include brief description of somatic and autonomic (1 mark) or more detail on the function of the PNS

13. Challenge 5-final round kahoot group quiz
e79-dd62-497f-bae0-39f #quiz/c3ef9039-e b e6545d4f32c

14. The structure and function of sensory, relay and motor neurons

15. The Neuron
The Synapse
Without notes, label the sheet with the following words:
Dendrites; cell body (soma); Axon; Myelin sheath; Synaptic terminal (or terminal buttons)
Look up the terms below and add them to your sheet (see page 228 in Lawton and Wilard or go online)
Nucleus; Nodes of Ravier; Direction of impulse
Without notes, label the sheet with the following words:
Pre-synaptic membrane; post-synaptic membrane; vesicles; synaptic cleft
Look up the terms below and add them to your sheet(see page 230 in Lawton and Wilard)
Direction of impulse; receptor sites; neurotransmitter crossing cleft

16. Neurons and Synaptic transmission
Read the information in the pack and highlight key information on synaptic transmission and excitation and inhibition.
On wallboards – in groups: Describe the process of synaptic transmission, including excitation and inhibition.

17. Synaptic transmission is the process for transmitting messages from neuron to neuron.
When a nerve signal, or impulse reaches the end of the axon, it has travelled as an action potential, or a pulse of electricity
When the electrical impulse arrives at the synaptic terminal, it triggers vesicles containing neurotransmitters to fuse with the pre-synaptic membrane to release their contents.
Once inside the synaptic cleft (the space between the 2 neurons) the neurotransmitter can bind to receptors (specific proteins) on the membrane of the receiving neuron. This then converts to an electrical impulse that travels down the neuron to the next pre-synaptic terminal, so the impulse continues to be transmitted on.
if the net effect on the post synaptic neuron is inhibitory, the neuron will be less likely to ‘fire’ and if the net effect is excitatory, the neuron will be more likely to fire.

18. The three main types of neurons
Highlight where the structures (listed below) are situated in each neuron, and the direction of electrical impulse. Use a different colour for each neuron.
Cell body Axon Synaptic endings Dendrites Myelin sheath Nodes of Ranvier
Read the information about the three main types of neuron, then describe to each other what is happening in the picture below

19. MWB True or false?
Motor neurons send signals from the CNS to the muscles and glands
Muscles and glands are sometimes called effectors
 Sensory neurons often have short dendrites and short axons
The CNS is consists entirely of motor neurons
 Relay neurons are also known as interneurons
There are over 200 interneurons in the CNS
Sensory neurons send signals to the brain and spinal cord from the sense organs
Relay neurons only connect to sensory neurons
Relay neurons can connect to other relay neurons
There are gaps between the connections of neurons

20. True or false? False in red
Motor neurons send signals from the CNS to the muscles and glands
Muscles and glands are sometimes called effectors
 Sensory neurons often have short dendrites and short axons
The CNS is consists entirely of motor neurons
 Relay neurons are also known as interneurons
There are over 200 interneurons in the CNS
Sensory neurons send signals to the brain and spinal cord from the sense organs
Relay neurons only connect to sensory neurons
Relay neurons can connect to other relay neurons
There are gaps between the connections of neurons

21. Structure of each neuron
Label
What is the direction of impulse (in other words, which way is the signal travelling)? 2 3 1 6 5 4 7

22. On mini-whiteboards: write the key structures of each neuron
On mini-whiteboards: write the key structures of each neuron. What is the direction of impulse (in other words, which way is the signal travelling)? 2 1 3 4

23. Adding detail to your knowledge
Highlight and label in the information where you can find the answers to the questions below.
For example
….that is they move impulses towards the CNS
Qu3-this is where Sensory neurons send info

24. Sensory Neurons (Afferent neurons)
Q1) Where do sensory neurons receive information from?
Q2) Why are sensory neurons called ‘afferent’ neurons? (Def: afferent means conducting or conducted inwards or towards something)
Q3) where do sensory neurons send information (using an electrical impulse) to?
Q4) which part of the neuron does information enter?
Q5) which part of the neuron is the control centre?
Q6) after information is sent to the control centre, where is it sent next?
Q7) where is the final destination for the information?
Q8) how many directions can electrical impulses flow through each neuron?

25. Motor neurons (efferent neurons)
Q9) Why are Motor neurons also called ‘efferent’ neurons? (Def: efferent means conducted or conducting outwards or away from something)
 Q10) what are also known as effectors?
 Q11) How does information enter the motor neurons?
 Q12) where does information go after it has entered the neuron?
 Q13) After the information is sent down the axon, where does it terminate?
 Q14) if attached to a muscle, what are the axon terminals called?
 Q15) what characterises the dendrites and the axons in motor neurons?
 Q16) How is the information about the response required sent through motor neurons?
Relay Neurons
Q17) what characterises the sizer of relay neurons (interneurons)
Q18) where are relay neurons found?
Q19) what is the main responsibility of the relay neurons?
Q20) what is the length of their axons and dendrites?

26. Explain how information travels from a sense organ (such as the eye) to an effector (such as a bicep) – 6 marks
Information is received from a sense organ and passes through the sensory neuron. It is detected by the dendrites and an electrical impulse is passed towards the CNS via the cell body. The impulse is then passed along the axon to the terminal buttons, where neurotransmitters are released across the synapse and detected by the receptor sites in the dendrites of the relay neurons. The impulse continues across the dendrites, cell body, axon and terminal buttons of the relay neuron, and chemicals are released across the synapse between the relay and the motor neuron. The electrical impulse then moves away from the CNS towards the important effector via the dendrites, cell body and axon of the motor neuron, until chemicals are released at the motor end plate which inform the muscle to act.

27. The endocrine system and fight or flight

28. The nervous system
You must include the words-involuntary, voluntary, sustains life, the senses, bladder/intestine etc, skeletal muscles, environment, arousal, fight or flight, pupil dilation, homeostasis, heart rate, cerebral cortex, 40cm, reflex actions.
On a MWB: Do this on your own for the first 3 minutes Then compare on your tables

30. Exam question practice
On your way home from a day relaxing with friends you are chased by a neighbours dog. You are forced to not only run away but jump over a fence and over a hedge. When you get home you are shaken and it takes a while for you to relax.
Explain how your nervous system would work in this situation (6 marks)
You must use the words- somatic nervous system, relays message, brain, peripheral nervous system, autonomic nervous system in your answer.

31. Where and what?
From your homework, you should know where the glands are around the body. Label the glands and functions

32. Responsible for important biological rhythms,
including the sleep-wake cycle.
Responsible for regulating metabolism.
Controls the regulation of the female
reproductive system, including the menstrual
cycle and pregnancy,
Responsible for the development of male
sex characteristics during puberty while
also promoting muscle growth.
Stimulates and controls the release of
hormones from the pituitary gland.
sometimes known as the master gland because
the hormones released by this gland control
and stimulate the release of hormones from
other glands.
The key hormone in the fight or flight
response.
Stimulates the release of glucose to provide
the body with energy, while supressing the
immune system.

34. The Endocrine System.pdf
Click link for answer sheet

35. The Adrenal Medulla

36. Guess the question - 4 mark answer
The endocrine system is a series of glands in the body which release chemicals (hormones) throughout the body via the blood and other bodily fluids. It has a regulatory role and maintains the harmonious functioning of the body through balancing chemicals and other substances (homeostasis). The main gland, sometimes called the master gland is the pituitary gland and it is involved in the flight or fight response by releasing ACTH which activated the adrenal medulla in the adrenal glands to produce adrenaline.

37. What is Fight or Flight?

38. Now label the bear diagram

40. Stressor (bear in a wood)
Pituitary gland
ACTH
Detected by cells in the adrenal glands (adrenal medulla)
Releases adrenaline
Heart rate increases, lungs increase breathing, pupils dilate, stomach diverts blood to muscles to increase strength
Bear leaves
Parasympathetic branch activated
Body returns to homeostasis

41. Questions- in pairs Which gland releases adrenaline? (1 mark)
Which gland controls the action of all other glands (1 mark)
Identify two hormones and briefly outline their function (4 marks)
extension – if you are waiting, come up with a great mnemonic to remember the glands of the endocrine system that the whole class can use

42. Answers
The adrenal glands (specifically the adrenal medulla – see fight or flight mechanism)
The pituitary gland
Correct identification of hormones, for example TSH, ACTH, Adrenalin, oestrogen, testosterone, gets one mark each (2 marks in total) and brief description of function gets one mark each (2 marks in total) for example…
ACTH (1) is responsible for signalling the adrenal gland to secrete hormones (2). Adrenalin (3) is involved in increasing arousal for the fight or flight reaction to a threat (4).

43. Kahoots quiz
Simple quiz on the endocrine system – get your phones out!

44. Localisation and function in the brain
Explain what is meant by localisation of function
Describe research investigating localisation of function
Evaluate the extent to which brain functions are localised
You could have an essay for these topics

45. Brain Models- Playdough Create and label your brain You have ten minutes – no notes

46. Assessment Art Gallery
Auditory area
Broca’s area
Motor area
Somatosensory area
Visual area
Wernicke’s area
Occipital
lobe
Frontal Lobe
Parietal Lobe
Temporal Lobe

47. In pairs on MWB answer the following
Is the brain localised or multi-functional?
1) what does this actually mean?
Are the functions of the brain found (localised) in specific areas of the brain or many parts of the brain responsible for single tasks
Which lobes of the brain are responsible for:
2) Speech?
Temporal lobe
3) Movement
Frontal lobe

48. Do the following support localisation or multi-functional
“Clive Wearing had impaired semantic memory but his procedural memory was unaffected”
“The Case of Phineas Gage recovered as the rest of his brain compensated for the damage.”
“Lashley (1950) conducted work on rat’s brains and did not find a specific area for memory”
“Evidence from individual case studies demonstrate specific deficits such as loss of speech function”
Now decide
Is the brain localised or multifunctional throughout?

49. Evaluation Supporting Evidence
What do we need to consider when evaluating a theory?
Supporting Evidence

50. Wallboards
Describe one study in which localisation of brain function was investigated. Include details of what the psychologists did and what was found. (3 marks)

51. Localisation or holistic theory
Elaboration ladder
Each table will be given an evaluation point to start with.
You must fully elaborate on the evaluation point given, when you have finished put your hand up and get me to check it. You can then move on to the next point.

52. Evaluation for Localisation of function
Peterson et al used brain scans to demonstrate Wernicke's area was active during a listening task.
In a study using neurosurgery, Dougherty et al (2002) found that lesioning the cingulate gyrus improved symptoms of OCD.
The case of Phineas Gage is difficult to draw general conclusions from.
Lashey (1950) conducted research on learning processes in rats and found that higher cognitive function is distributed in the brain and requires every part of the cortex.
The notion of Plasticity describes that when a brain is damaged the rest of the brain reorganises itself to adapt.

53. 5 minute essay plan- Wallboards
Construct a bullet point essay plan for the following
“ Discuss to what extent brain functions are localised. Refer to evidence in you answer”
(16 marks)

54. Essay Plan- The Extent to which brain functions are localised
Ao1 Outline- (6 marks) – Note: Not all points below would be necessary
Localisation vs holistic theory - define
Hemispheres of brain (two) and Cerebral Cortex (subdivided into 4 lobes- frontal, parietal, occipital, temporal)
Frontal= motor which controls movement
Parietal= somatosensory which represents sensory info
Occipital= visual cortex sent information from the eye
Temporal= auditory analysing speech- Broca and Wernickes areas
A03 Evaluate (potential content) (10 marks)
Remember- 3 good elaborative points are better than 5 weaker points
Supportive research- Case studies (Phineas Gage/ Clive Wearing)
Supportive research- Neurological studies (Peterson et al)
Evaluation of research- Case study methods   or lab experiments  
Challenging research- Lashey/ Phineas Gage?
Challenging theory- Plasticity
Application- Mental health disorders/ Memory

55. Plasticity and Functional Recovery after Trauma

56. Kahoot quiz on brain plasticity and functional recovery

57. From your flipped homework…
As a group, draw your answer to Task A, question 6 on a mini whiteboard

58. How your graph should look:
Scattergram to show the relationship between time spent in the job and volume of grey matter in the posterior hippocampus in taxi drivers
Volume of grey matter in the posterior hippocampus
Number of months spent in job

59. Questions Define what is meant by plasticity of the brain (3 marks)
Briefly outline research into functional recovery of the brain after injury (5 marks)

60. Mark Scheme
Brain plasticity refers to the fact that the brain has the ability to change and adapt as a result of learning and experience (1 mark). This includes the ability to adapt, following damage through trauma (2 marks), where functions may be redistributed to other areas of the brain (3 marks)

61. 2. After trauma, secondary neural pathways that would not typically be used to carry out certain functions are activated to enable functioning (1 mark). Often in the same way as before (1 mark). This process is supported by a number of structural changes that take place in the brain, including axonal sprouting (1 mark), where new nerve endings grow which then connect with other undamaged nerve cells to form new neuronal pathways (1 mark), and recruitment of homologous areas on the opposite side of the brain to perform specific tasks (1 mark)

62. Evaluation
Each table will be looking at one of the following evaluation points for brain plasticity and functional recovery:
Practical applications
Negative plasticity
Individual differences – Age & Gender
Individual differences – Education
You will each need to get familiar with the evaluation you have been given and draw a visual representation of this (e.g. pictures, diagrams etc.)
I will randomly select (from the wheel) one person from each group to explain your point to the rest of the class using only your visual aid as a guide.

63. Application and Evaluation of brain plasticity and functional recovery after trauma: Follow the links, and answer the questions
Question 1
Question 2
Question 3

64. What did you advise..?

65. Starter: Split brain research
Discuss in groups what you thought about Sperry’s split-brain study. e.g. Did it interest you? Did you like it? Did you find it confusing? Did you find out anything that surprised you? Now, write down at least one question you want to ask about split-brain research

66. Hemispheric lateralisation
What do we mean by this?
Information seen in left visual field or felt in our left hand is processed by the ????? hemisphere
Information seen in right visual field or felt in our right hand is processed by the ????? hemisphere
Corpus callosum
What is this?
Split brain surgery involves…..?

67. Sperry’s procedure Based on your knowledge of Sperry’s procedure:
On mini-whiteboards - Describe what is happening in the picture.
This is a T scope (tachistoscope). P focuses on central point of screen and image or word is flashed to one or both visual fields. They then will be asked to do several tasks, including saying what they saw or picking up objects that are hidden from view (as seen in picture).

68. Sperry’s findings
The following slides are recapping some of the key findings you have looked at. These can be tricky to get your head around but hopefully by the end of this task you will feel more confident.
The activities to follow are designed for them to get their heads around the research findings as it can be mind-bendy!

69. Can you point to (with your left hand) what you saw?
Imagine you are one of Sperry’s split brain patients
RVF
LVF
Can you point to (with your left hand) what you saw?
Left
Hemisphere
Right
Hemisphere
What did you see?
? ? ? ? ? ? ?

70. Imagine you are one of Sperry’s split brain patients
RVF
LVF
Left
Hemisphere
Right
Hemisphere
What did you see?
A happy face!

71. TWO different words displayed e.g. KEY and RING
Describe what is happening in this picture.
When two different words are displayed at the same time the split-brain participant will be say they saw the word ring but when asked to pick up the object they saw with their left hand will pick up a key.

72. Draw (with your left hand) what you saw.
$ ?
RVF
LVF
Draw (with your left hand) what you saw.
Left
Hemisphere ?
Right
Hemisphere $
What did you see?
A question mark $

73. Tactile tasks (could not see objects)
RH = Objects could be
named. Why?
As speech is processed in left hemisphere it can only be named by the p when picked up with the right hand.
LH = Objects could not be
named. Why?
However, LH could pick out the object
When it was placed with others in a grab bag

74. Evaluation skills: How do we evaluate research studies?
Strengths/limitation of the research method – validity and replicability
Strengths/limitations of the design
Representativeness/generalisability of sample
Reliability of the research

75. Evaluation of Split Brain Research
Strengths of the methodology
Weaknesses of the methodology
Issues with control group
Data came from artificial situation
Small samples used.
Use of specialist equipment.
Use of standardised procedures

76. Evaluation of Split-brain Research: Elaboration ladder
Point
Explain
So what
This means..
However....

77. Example Point Explain So what This means.. However....
One strength of split brain research is that it is experimental and involves the use of specialised equipment
The use of this equipment allows the image or word to be projected extremely quickly (1/10th of a second) to one or both visual fields. This meant that the split-brain patients would not have time to move their eyes across the image and so the visual information would only be processed by one visual field (and one hemisphere) at a time
This is a strength of the research as it means the data gathered on lateralisation of function in each hemisphere.
is objective.
That the internal validity of the research is high so we can make firm conclusions about hemispheric lateralisation.
There are issues with this research in terms of how much we can apply the findings to people who have never suffered from epilepsy or had the split-brain procedure.

78. On wallboards in groups of 3
Use your completed elaboration ladders to write a fully elaborated evaluation point on the wallboards. You have 3 mins….GO!

79. Further Evaluation of Split Brain Research
The many investigations into hemispheric lateralisation using split-brain patients has been very useful and has provided theoretical value (the research has contributed to our understanding of the brain and more specifically our understanding of hemispheric lateralisation)

80. Exam focus
Q1. 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. [2 marks] Q2. Briefly evaluate research using split brain patients to investigate hemispheric lateralisation of function. [4 marks]

81. Possible answers – Q1
2 marks for a clear, brief explanation including detail of an appropriate experimental procedure and what patients would be required to do.
1 mark for a vague explanation which has some detail about an appropriate experimental procedure and what patients would be required to do.
Possible suggestions:
plausible experimental situation/set-up – eg split visual field
plausible stimulus – visual, faces, words, auditory, digits, music etc
plausible task for patient – verbal or visuospatial response, eg drawing, matching etc

82. Possible answers – Q2
The comparison groups were not considered to be valid as they were often people with no history of epileptic seizures
The data were artificially produced as in real life a severed corpus callosum can be compensated for by the unrestricted use of two eyes
Research relates to small sample sizes.
The research has added to the unity of consciousness debate

83. Investigating the Brain

84. How does each technique work?
On your table you have a sheet of A3 paper Table 1: fMRI Table 2: EEG Table 3: ERPs Table 4: Post-mortem You have 3 minutes to write everything your team can remember about how that method works (AO1) Move to the next table- 3 minutes Next table 2 minutes Next table 1 minute Keep the one you end with. Now check against your notes. Is what you have on your paper accurate? It is detailed? What was missed out? You will be feeding back to the class on that technique, what was detailed well and what was wrong, or missing

85. Brain scanning task
An individual has gone into a fMRI scanner and carried out a series of tasks.
Colour in your blank brain showing which part of the brain would light up/be more active during each task, and label with the name of that task, so that you can check your answers at the end
Moving their left arm
Touching a fluffy pillow with their index finger
Shown a picture of a puppy to their left eye only
Listening to a story about a cat and answering questions about the story

86. Brain scanning task teacher answers
Moving their left arm
right hemisphere, back of frontal lobe active
Motor area
Somatosensory area
Parietal Lobe
Frontal Lobe
Occipital
lobe
Visual area
Temporal Lobe
Broca’s area
Wernicke’s area

87. Brain scanning task teacher answers
3. Touching a fluffy pillow with their index finger
front of parietal lobe, in the middle of brain
Motor area
Somatosensory area
Parietal Lobe
Frontal Lobe
Occipital
lobe
Visual area
Temporal Lobe
Broca’s area
Wernicke’s area

88. Brain scanning task teacher answers
4. Shown a picture of a puppy to their left eye only
right visual cortex, in occipital lobe at back of brain
Motor area
Somatosensory area
Parietal Lobe
Frontal Lobe
Occipital
lobe
Visual area
Temporal Lobe
Broca’s area
Wernicke’s area

89. Brain scanning task teacher answers
6. Listening to a story about a cat and answering questions about it
Wernicke's area, left temporal lobe, bottom of brain
Motor area
Somatosensory area
Parietal Lobe
Frontal Lobe
Occipital
lobe
Visual area
Temporal Lobe
Broca’s area
Wernicke’s area

90. Apply your knowledge A psychologist wants to investigate:
Brain waves triggered by being tickled on the hand
Brain waves during different stages of sleep (REM-dream sleep and N-REM)
Difference in frontal lobe activity of psychopaths and normal controls
Structure of the brain of a girl called Genie (who was locked in a room with no contact for the first 8 years of her life) and has now passed away.
Which would be the best method of investigation for each of these examples?
Explain why this method is more suitable for this particular example, than the other methods?

91. Apply your knowledge A psychologist wants to investigate:
1. Brain waves triggered by being tickled on the hand
ERP (response to particular event)
2. Brain waves during different stages of sleep (REM-dream sleep and N-REM)
EEG (general brain wave pattern only)
3. Difference in frontal lobe activity of psychopaths and normal controls
FMRI (shows areas of the brain that are active)
4. Structure of the brain of a girl called Genie (who was locked in a room with no contact for the first 8 years of her life) and has now passed away
Post mortem (because you cannot do this on a live person)

92. Evaluation Task
Arrange the cards on your table: firstly group them depending on the types of investigation technique, then arrange them into strengths and weaknesses – NO PACKS!
Now check against the pack to see if you got them in the right places
Finished? On the wallboards write down similarities and differences between each method.

93. Biological Rhythms
Circadian, Infradian, Ultradian and the effects of endogenous pacemakers and exogenous zeitgebers on the sleep-wake cycle

94. On BWB-Split your board in half
On BWB-Split your board in half. Put endogenous pacemakers at top of one column and exogenous zeitgebers at of the other and put the examples below in the correct columns

95. Now you will be given a rhythm
On BWB-answer
1. How long it lasts
2. an example
3. how it works

96. Circadian rhythm-sleep-wake cycle
You have a set of blue and pink cards
Put the pink in a logical order to represent how the sleep wake cycle is controlled endogenously (so if no light is present)
Then use the blue cards to alter the order to show the impact of exogenous factors
Finding this easy? Do this unaided
Finding this tricky? Listen to my explanation and then give it a try.

99. On BWB-Describe one study that investigates circadian rhythms (4 marks)
20 hrs

100. Describe one study that investigates circadian rhythms (4 marks)
25 hrs

101. HOW EP & EZ’s effect the sleep-wake cycle Fill in the gaps
The main endogenous pacemaker in the sleep wake cycle is the _____________, but the exogenous zeitgeber of ____________ also influences the rhythm. The SCN is located above the ______________________ so it receives information directly from the ________. When it becomes dark the SCN sends a message to the ___________________ which then releases the hormone _____________. This makes the person feel ________________. When it becomes light, the SCN signals the ___________________ to stop producing _________________ which causes the person to _______________________. It is through this process that the rhythm is maintained.

102. The main endogenous pacemaker in the sleep wake cycle is the SCN, but the exogenous zeitgeber of light also influences the rhythm. The SCN is located above the optic chasm so it receives information directly from the eye. When it becomes dark the SCN sends a message to the pineal gland which then releases the hormone melatonin. This makes the person feel sleepy. When it becomes light, the SCN signals the pineal gland to stop producing melatonin which causes the person to wake up. It is through this process that the rhythm is maintained.

103. Infradian rhythm: the menstrual cycle
You have extra detail on the menstrual cycle in your packs to help you understand it. You need to know just the basics. Using your general knowledge and knowledge from the flipped work - put the words missing from the following slides on a MWB and hold up for me to see. Don’t know? Have a go!

104. Research into Infradian rhythms
The Menstrual Cycle
The menstrual cycle lasts for approximately ____ days
It is under the control of the _________system, which means it is governed by hormones

105. Research into Infradian rhythms
The Menstrual Cycle
Around the ___th day of the cycle, an egg is released from one of the_________
Increasing amounts of ____________cause the lining of the _______to thicken
At this point, levels of progesterone also increase

106. Research into Infradian rhythms
The Menstrual Cycle
If the egg is not fertilised within a two week period, levels of _________and progesterone drop sharply
This causes the lining of the womb to________, which is the menstrual period
BUT some exogenous (external) factors DO have an effect on the menstrual cycle…

107. Now lets look at the studies
You will be given Reinberg (error on p24 – 25.7 not 35.7) or McClintock using only pictures (maybe draw a story board) show the details of the study. You must include:
Method
Findings
You will hold up your drawings and see if the groups who didn’t do this study can work out what it is all about!
There is an error on p24 in relation to Reinberg – should be 25.7 not Please amend your packs.

108. Lets look at an EEG and brainwaves at each stage

109. Ultradian Rhythms: The cycles of sleep You have 2 minutes to remind yourself of the studies
Dement (1960)
The participants were either deprived of? What two types of sleep?
Rem and control group NREM
Which group reacted the worst and how?
REM group were more irritable, aggressive, unable to concentrate on tasks.
Borbely (1986)
REM deprived individuals made how many attempts to re-enter REM on the first night of deprivation?
31 attempt
How many on the second night?
51 attempts
How many on the third?
60 attempts
What does this show us about REM?
That rem is a distinct stage of sleep and important for psychological well-being

110. Now move!
You have a very basic outline with instructions of how to answer this essay.
You will do several tasks with different partners to build up this essay plan.
Discuss the effects of endogenous pacemakers and exogenous zeitgebers on the sleep-wake cycle (16 marks)

111. Task one-Describe how sleep-wake is controlled endogenously.
Core-Use the blue cards to help you
Challenge-Write using the following key terms to help
Extend- do this with no notes or help, just your two brains!

112. Now move!
Fill in the evidence and so what to support P.E.S Extend? Do the Super so what? (Task two) Now move Fill in the next evidence support (Task three) Fill in the description on zeitgebers-use your cards and pack if you need to. (Task four) Select a piece of research in your pairs and add it onto the sheet in a p.e.s structure (Task five) Now move and fill in gaps to create a conclusion (Task six)

113. Other evaluation points that link to the sleep/wake cycle (circadian rhythms)

114. Individual differences
Duffy et al. (2000) found that morning people prefer to rise early and go to bed early (about 6.00 am and pm), whereas evening people prefer to wake and go to bed later (10.00 am and 1.00 am).
Czeisler et al (1999) found that circadian cycles in different people can vary from 13 to 65 hours.

115. Nature vs Nurture
Point- A mixture of environmental and biological determinism interact to control circadian rhythms this suggests nature and nurture both play a part.
Explain- This is because we have evidence that our circadian rhythms are controlled by endogenous i.e. biological factors, however as exogenous Zeitgebers (for instance light) can have an impact on these rhythms; there is an element of the environment also. So the theory is an interaction of the two
So what? This suggests sleep can be disrupted by both internal and external factors. This has useful applications when considering the disruption of rhythms and the impact of this on an individual. For example this explains how shift work can negatively effect biological rhythms which can result in more serious health problems such as increased risk of cardiovascular disease.
Problem with this? As both nature and nurture are impacting rhythms it may however be difficult to isolate the primary cause of the disruption. It also is hard to explain why the disruption of rhythms can vary between individuals.

116. Practical Applications
Shift work
Use of devices
Taking of medication/treatment
Work/study schedules
Fitness/ sport regime

117. Example essay plan
A01
Main endogenous pacemaker in the sleep wake cycle – SCN
SCN - above the optic chasm - receives info from eye.
SCN sends message to pineal gland release or suppress melatonin based on this info.
A03
Morgan – hamsters – removal of SCN = CR disappeared. supports role of SCN as main pacemaker
Issues with extrapolation
Exogenous zeitgeber - light - also influences the rhythm.
Dark - SCN sends message to pineal gland - releases melatonin – leads to sleepiness.
Light - SCN signals pineal gland - stop producing melatonin – person wakes up.
Interactive process = rhythm is maintained.
Steel – Arctic – 6 weeks in isolation, constant daylight = 5/6 S/W cycle longer than 24hrs & sync’d sleep patterns not found – Supports effect of EP’s & social cues as only EZ may not have strong effect
Issues with generalisability
Campbell & Murphy – light on knees = CR disrupted up to 3 hrs – Supports effect of light as EZ & does not need be picked up by eyes alone
Lacks internal validity – being woken up = CR disruption
Figeuiro – tablets – 2hr exposure suppresses melotonin by 23% - Shows how light effects CR
Counter-argument - Influence of EZ’s may be overstated – Miles et al (1977) – blind man.
Practical applications – Chronotheraputics. Development of ‘sleep mode’ on modern mobile phones & tablets

118. Get in pairs-number yourself 1 and 2! Do this together on your sheet

119. Mark scheme Possible content
endogenous pacemakers – internal biological rhythms
• exogenous zeitgebers – external factors, eg light
• moving to night shift means pacemakers try to impose inbuilt rhythm of sleep, but are now out of synchrony with the zeitgeber of light
• disruption of biological rhythms has been shown to lead to disrupted sleep patterns, increased anxiety and decreased alertness and vigilance.
Marks for this question: AO2 = 4 Level
L2 3–4 Knowledge of the role of endogenous pacemakers and exogenous zeitgebers and how they interact to affect the normal sleep-wake cycle is clear and mostly accurate. The material is used appropriately to explain Sam’s experiences/symptoms. The answer is generally coherent with effective use of specialist terminology.
L1 1–2 Some knowledge of the role of endogenous pacemakers and exogenous zeitgebers in the sleep-wake cycle is evident. The material is not always linked explicitly or effectively to Sam’s experiences/symptoms. The answer lacks accuracy and detail. Use of specialist terminology is either absent or inappropriate.
0 No relevant content.