CORE+-+Bio+Syllabus

= **General learning Outcomes** =
 * Outline Principles that define the biological level of analysis (for example, patterns of behaviour can be inherited, animal research may inform our understanding of human behaviour; cognitions, emotions and behaviours are products of the anatomy and physiology of our nervous and endocrine systems).
 * Explain how principles that define the biological level of analysis may be demonstrated in research (that is, theories and/or studies).
 * Discuss how and why particular research methods are used at the biological level of analysis (for example, experiments, observations, correlational studies)
 * Discuss ethical considerations related to research studies at the biological level of analysis.

=**Physiology and behaviour**=
 * Explain one study related to localisation of function in the brain (for example Wernicke, Broca, Gazzanigo and Sperry).
 * Using one or more examples, explain effects of neurotransmission on human behaviour (for example, the effect of noradrenaline depression).
 * Using one or more examples, explain functions of two hormones in human behaviour.
 * Discuss two effects of the environment on physiological processes (for example, effects of jet lag on bodily rhythms, effects of deprivation on neuroplasticity, effects of environmental stressors on reproductive mechanisms)
 * Examine one interaction between cognition and physiology in terms of behaviour (for example, agnosia, anosognosia, prosapagnosia, amnesia). Evaluate two relevant studies.
 * Discuss the use of brain imaging technologies (for example, CAT, PET, fMRI) in investigating the relationship between biological factors and behaviour.

=**Genetics and behaviour**=
 * With reference to relevant research studies, to what extent does genetic inheritance influence behaviour?
 * Examine one evolutionary explanation of behaviour.
 * Discuss ethical considerations in research into genetic influences on behaviour.