IB Psychology SL 2.1 Biological Approach Questions
Practise IB Psychology SL 2.1 by explaining behaviour through genes, brain systems, hormones and neuroplasticity with ethical evidence.
- Syllabus
- First assessment 2027
- Course
- Psychology SL
- Level
- SL
Exam points
- Apply biological explanations to a precise behaviour using genes, neurotransmitters, hormones or brain structures.
- Evaluate biological studies through design, sampling, ethics and limits of causal inference.
- Compare biological evidence with alternative explanations without overclaiming reductionism.
Covered syllabus points
Question 1
[Maximum number: 22]
Evaluate the use of two brain imaging technologies in investigating the relationship between biological factors and behaviour.
Refer to the paper 1 section B assessment criteria when awarding marks.
The command term "evaluate" requires candidates to address the strengths and limitations of brain imaging technologies. Candidates need to clearly identify two brain imaging technologies, give examples of how they have been used in research, and then evaluate their use. Although a discussion of both strengths and limitations is required, it does not have to be evenly balanced to gain high marks.
Examples of brain imaging technologies could include, but are not limited to:
- EEG (for example, Davidson et al., 2004, on meditation)
- TCI (transcranial imaging) in studies of PTSD
- PET (for example, Raine et al., 1997, on violent behaviour;
use of PET in the study of Alzheimer's disease)
- MRI (for example, Corkin, 1997, study of HM)
- fMRI (for example, Harris and Fiske, 2006, on prejudice;
Wang et al., 2007, on stress).
It is important that candidates evaluate the use of the technologies, and not simply evaluate studies.
If a candidate evaluates more than two brain imaging technologies, credit should be given only to the first two evaluations.
If a candidate evaluates only one brain imaging technology, the response should be awarded up to a maximum of [5 marks] for criterion A, knowledge and comprehension, up to a maximum of [4 marks] for criterion B, critical thinking, and up to a maximum of [2 marks] for criterion C, organization.
If a candidate discusses only strengths or only limitations, the response should be awarded up to a maximum of [5 marks] for criterion B, critical thinking, and up to a maximum of [2 marks] for criterion C, organization. Up to full marks may be awarded for criterion A, knowledge and comprehension.
Question 2
[Maximum number: 8]
Describe the function of one hormone in human behaviour.
Refer to the paper 1 section A markbands below when awarding marks.
The command term "describe" requires candidates to give a detailed account of the function of one hormone in human behaviour.
A hormone is defined as a chemical messenger of the endocrine system and is transported by blood to distal target cells. Although hormones may act as neurotransmitters by activating receptor sites within the synapse, it is the origin of the chemical that classifies it as a hormone. Hormones include:
- adrenaline/epinephrine (McGaugh and Cahill, 1995)
- estrogen (Sherwin, 1994)
- glucocorticoids/cortisol (Newcomer, 1999)
- melatonin (Rosenthal, 1987)
- neuropeptide Y (Morgan et al., 2000)
- oxytocin (Baumgartner, 2008)
- testosterone (Booth, 1998).
Any aspect of human behaviour (eg aggression, depression, stress, sexual interest) is acceptable as long as the response focuses on how the hormone influences the particular behaviour.
Responses that address the influence of neurotransmitters such as dopamine, serotonin, GABA and acetylcholine should not be awarded marks.
If a candidate describes a study using animals but does not explicitly link the study to human behaviour, up to a maximum of [3] should be awarded.
If a candidate describes the function of more than one hormone, credit should be given only to the description of the first hormone.
Section A markbands
Marks Level descriptor
0 The answer does not reach a standard described by the descriptors below. 1 to 3 There is an attempt to answer the question, but knowledge and understanding is limited, often inaccurate, or of marginal relevance to the question.
4 to 6 The question is partially answered. Knowledge and understanding is accurate but limited. Either the command term is not effectively addressed or the response is not sufficiently explicit in answering the question.
7 to 8 The question is answered in a focused and effective manner and meets the demands of the command term. The response is supported by appropriate and accurate knowledge and understanding of research.
Question 3
[Maximum number: 8]
Explain how genetic inheritance may influence one behaviour, with reference to one relevant research study.
Refer to the paper 1 section A markbands on the next page when awarding marks.
The command term "explain" requires candidates to give a detailed account, including reasons or causes, of how genetic inheritance may influence a specific behaviour, making reference to one study.
Candidates should refer to a single study which demonstrates the role of genetic inheritance on one specific behaviour. Many of these studies may be twin or family studies.
Relevant studies may include, but are not limited to:
- The Minnesota Twin Study of intelligence (Bouchard et al., 1990)
- Christiansen’s (1977) study of criminal behaviour in Danish twins
- Nurnberger and Gershon (1982) on depression
- Kendler et al. (1991) on bulimia
- Stunkard et al. (1990) on obesity.
Explanations of the role of genetic inheritance may refer to concordance rates, specific research regarding the properties of specific genes, or findings from twin studies.
If a candidate makes reference to research from evolutionary psychology, the focus of the response must be on how genetic inheritance influences the behaviour.
If a candidate explains how genetic inheritance may influence more than one behaviour, credit should be given only to the first behaviour.
If a candidate refers to more than one study, credit should be given only to the first study.
If a candidate only describes an appropriate study without making reference to the influence of genetic inheritance on behaviour, apply the markbands up to a maximum of [3 marks].
If a candidate explains the influence of genetic inheritance without making reference to a study, up to a maximum of [4 marks] should be awarded.
Section A markbands
Marks Level descriptor
0 The answer does not reach a standard described by the descriptors below.
1 to 3 There is an attempt to answer the question, but knowledge and understanding is limited, often inaccurate, or of marginal relevance to the question.
4 to 6 The question is partially answered. Knowledge and understanding is accurate but limited. Either the command term is not effectively addressed or the response is not sufficiently explicit in answering the question.
7 to 8 The question is answered in a focused and effective manner and meets the demands of the command term. The response is supported by appropriate and accurate knowledge and understanding of research.
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