Just another WordPress.com site

WB 26th March

Lesson 1 – We have now completed the Biological pack with the exception of the Key Issue. You will be doing a timed exam question on your key issue during the 2nd or 3rd lesson this week so be prepared!

I handed out the final pack – The Learning Approach and we used this power point   Intro overview

Lesson 2  – We have been learning about classical conditioning also known as learning by association (Pavlov), and Operant conditioning which is learning through consequences (Skinner). We then started to look at the Watson and Raynor study about’ Little Albert’. They wanted to find out if they could classically condition a fear response. Watson Conditioned emotional reactions

Lesson 3  –    The lesson started with a timed exam question                            Identify your key Issue  and explain why it is a key issue for biological psychologists – you can include reference to the contribution the biological approach makes to society in general.

We then completed p8-10 in the Learning pack, this ppt was very helpful  Albert study & evaluation

Easter HW:  Use your time wisely. You should be revising for your May exams. I would also like you to complete up to and including p18 in your Learning packs, this should consolidate what we have done so far. You could read ahead to the Bandura study (1963) and Social Learning theory if you want to stay ahead of the game. Unit 2 past papers can be found on I Learn – remember to look at both the mark scheme and the examiners reports.

Happy Easter 🙂  remember to REVISE xx


WB 19th March

Lesson 1 –  I have looked at the science packs and am disappointed by how may of them are still only partially complete. You should not have gaps! You may need to do some additional study to ensure there are no sections that you do not understand.

I will be going through the spatial skills experiment with you in your last lesson of the week. Many of you found the calculation difficult/impossible. I am guessing that this is because the computer programme required more data than you had.

In the first lesson we watched the David Reimer film. It was interesting to see how different the conclusions drawn by Dr Money and David himself were  -if you missed the film in can be seen on U tube and is well worth taking the time  to watch it.

Lesson 2 – During this lesson I wanted to consolidate our understanding of the Money study. We completed the Money section of the Biology pack and groups C and E did a timed exam question.  You need to be able to describe the Money case study using the aim, case history, case analysis and both conclusions. In an exam you are required to use what we  learn from this case study and apply it to another scenario.

Lesson 3  – We spent most of the lesson going through the spatial skills experiment, then a biological psychology quiz and domino activity.

 If you are still unsure about levels of significance or levels of data please do some additional reading around the subject or come and speak to me. Each class got through slightly different amounts of material – C and A did not do any dominos. A have not had a timed exam question yet.  level of measurment and statistics intro   LevelsOfMeasurement

 Remember: the spatial skills experiment is written up for you in your text book on p118 onwards. Make sure you read this section as it evaluates the experiment for you 🙂

HW: Decide on your key issue  – I would do 2 of them. I think it is worth finding out about autism and transgender operations. You need to be able to answer the following question which we will be doing  under timed conditions next week :

Identify your key Issue and explain why it is a key issue for biological psychologists – you can include reference to the contribution the biological approach makes to society in general.

WB 12th March

It has been a strange week and I have reviewed many of you in 1to1 meetings. We have discussed your exam results and considered how these could be improved. The secret to success is using the examiners report inorder to learn how to play the exam game!

We moved forward with the biological approach – we have now considered the effect that genes and hormones have on the development of gender.  We also examined the effect hormones have on brain development.   We looked at resarch from Amunts, and De Belllis that support the idea that male and female brains are different.

I took in your experiments for marking.

HW: complete p32-35 in your pack. You need to know this study really well as it is so easy to learn and you are required to know one study in detail so that you can APRC it and evaluate it.

Exam results

Once you have seen me for your review you will have received a print out of your exam performance. Use it together with the following to get a clearer understanding of how you performed in the Jan exam. It is important that everyone learns how to improve so that the summer exams are even more successful 🙂

Jan 2012 unit 1 paper

Jan 2012 unit 1 mark scheme

Jan 2012 unit 1 examiners report



WB 5th March

Lesson 1 – We are learning about neurons, synapses, neurotransmitters and the CNS – we also started to look at Genes – see the relevant sections of your biological pack and text book.

Lesson 2  – The January exam results are due on Thursday so I will be setting work to enable reviews to take place during all AS lessons this Thursday, Friday and Monday. Group A are having reviews this Friday 9th and Monday 12th March.  Daisy your appt is 1.20 on Friday 9th. Group C, your reviews are on Friday and Monday . Group E yours are on Thursday and Monday, Romanni, yours is at 4.40 on Monday 12th.

The work set for these cancelled lessons, is to complete the Biological ‘evidence in practice’ (the spatial skills experiment) which can be found in your science pack p63. All the materials you need can be found in the ‘experiment folder’ in the Biological section of i Learn. You can choose to work with a partner. You need at least 5 ppts in each condition but the more the better! Decide whether to compare male and female performance on the spatial skills test (see folder), or females with long ring fingers compared to females with short ring fingers. You need to create a consent form and a debrief statement as well as standardised instructions. You can print out the test and the answer sheets from the materials in the folder. The ‘answers’ are on the last page of the test booklet.  If you encounter problems please email me.  I will explain the task and book appts with students in groups E and C in Wednesday’s lesson this week (7th).  The written up experiment as well as the exam question on p170 of the science pack is due in for marking next Thursday 15th for E group and Friday 16th for A and C groups.

Group E and C have got as far as the effect of genes and hormones on gender development. We used this powerpoint f role of neurons and much more ppt and completed p12 in the biology pack. Group E should have got as far as p14! We referrred to the information in the text book (p105-106) inorder to complete and add detail to the information in the pack. Group E and c also read about the Baptista family p16-17 pack. below is an article from the internet.  It would be fabulous if everyone can read textbook p107 on Brain lateralisation by the next time I teach you.


Lesson 3    Reviews – after your review please put at least 2 SMART targets on I Learn – I will check these before I put your review grades on the system. If you choose to ignore this request I will automatically award you a ‘4’ for effort!!!!

WB 27th Feb

Lesson 1  –  This lesson was all about the Raine study using PET scans to compare the brains of muderers (NGRI) and non murderers to see if there are any differences. Remember you have to choose which study to ‘learn in detail’   Raine f 2012    Raine factsheet  Additional information can be found on I Learn.

HW: Please work through the’ brain tutorial’ on i Learn – it is a great idea to get to know the various areas of the brain!   I would also like you to research Charles Whitman -find 5 facts if you can!

Also please complete the Raine APRC on p30-31 in your pack.

Group E have no lesson on Thursday – work set read p102-103 in your text book on animal research and then complete the tasks on p6-9 in your pack. 

Lesson 2  – We recapped where we’d got to so far with the biological approach – you considered what this approach assumes about behaviour, -like it can be attributed to genes, or brain structure for example. We looked at the research methods used by biological psychologists, like brain scanning, twin and adoption studies and animal and post mortum studies. We then watched some film clips from planet e stream (put in my name ‘Fran Thompson’ then search). We watched ‘the secret history of the brain’ part 1 and reflected on the type of animal studies which were used in the early days of psychology. We then used this powerpoint                animal research pp f and you had to complete p6-7 in your packs.

Lesson 3  – Animal studies for group A – text book, pro and anti film and bio pack tasks – timed exam questions next lesson! 

 Introduction to CNS and neurones for group C – you did exam questions under timed conditions first though 🙂


WB 20th Feb

Lesson 1 – Hi everyone, good to see you all back from half term 🙂 In our first lesson we played catch up, we looked back at the correlation we did last term and revisited the meaning of significance. We also looked at type 1 and type 2 errors and hopefully by now you will have all realised that the correlations we did were not significant – anything that looked like a correlation was likely due to chance. We therefore rejected the hypothesis and accepted the null hypothesis. Using the ‘Science pack’ we looked at descriptive statistics p26-29. We then read the section on inferential statistics p30-31.

 If you haven’t already done so please complete p39 in your science pack on correlations.

You should write up/have written up the correlation study on p60-62 including the evaluation. Remember there is a more than 5% chance that the results were due to chance.

Lesson 2   With the new biology packs in hand we ventured forth into the nature vs nurture debate by way of twin studies http://www.youtube.com/watch?v=1gwnzW4jOMI&ob=av3e

we completed the twin gap fill in the new pack and you were asked to read p98-103 in your text book by next lesson. A question to ponder, how do you know that you are actually a boy or a girl? If you are a girl what makes you a girl and if you are a boy what makes you a boy? We explored the method of twin and adoption studies and Gotteman and Shields give us a good example of this kind of research.

Lesson 3 was about PET and MRI scanning techniques. The studies you can choose from are attached below, pick the one you like the most, you need to be able to descripe APRC and evaluate GRAVE this study!

Gottesman and Shields (1966) Schizophrenia in twins – 16 years’ consecutive Admissions to a Psychiatric Clinic

Raine et al (1997) – Brain Abnormalities in Murderers               

 de Bellis et al (2001) – Sex Differences in Brain Maturation during Childhood & adolescence

Some twin studies model answers:

Tag Cloud