_______________________

Name:
_
Biological approach
_______________________
Class:
_

_______________________
Date:
_

Time: 56 minutes

Marks: 45 marks

Comments:

Page 1 of 11
 Q1.
According to the biological approach, which of the following statements is TRUE?

Shade one circle only.

 
A Environment may influence the expression of the  
genotype.
B Genotype is just the expression of the  
environment.
C Outside influences cannot affect the expression  
of the genotype.
D Phenotype is only the expression of the  
genotype.
(Total 1 mark)

Q2.
Which one of the following statements about evolution is false?
Shade one box only.
 
A Evolution involves adapting to the environment.

B Evolution involves breeding of those best able to

survive.

C Evolution involves common genetic material between

species.

D Evolution involves changes in behaviour from one

generation to the next.
(Total 1 mark)

Q3.
A phenotype is the result of the combined effect of ….
Shade one box only.
 
A neurotransmitters and environment.

B inheritance and environment.

C genetic makeup and neurotransmitters.

D genotype and evolution.

(Total 1 mark)

Q4.
(a)     What is meant by genotype?

Page 2 of 11
 ___________________________________________________________________

___________________________________________________________________
(1)

(b)     What is meant by phenotype?

___________________________________________________________________

___________________________________________________________________
(1)
(Total 2 marks)

Q5.
Rita and Holly are identical twins who were separated at birth. When they finally met each
other at the age of 35, they were surprised at how different their personalities were. Rita is
much more social and out-going than Holly.

Use your knowledge of genotype and phenotype to explain this difference in their
personalities.

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________
(Total 4 marks)

Q6.
In a study of tooth decay, researchers checked the dental records of 100 pairs of identical
twins. They recorded the number of fillings for each twin and found the following data:
 
Twin pairs with the same Twin pairs with different
number of fillings number of fillings

48 52

Use your knowledge of genotype and phenotype to explain the data in the table above.

_______________________________________________________________________

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Page 3 of 11
 _______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________
(Total 4 marks)

Q7.
A recent study showed that Alzheimer’s disease may be partly inherited.

John’s father suffered from Alzheimer’s disease. John is keen to get genetically tested to
see if he will develop Alzheimer’s disease.

Explain why John’s genotype will not reveal whether he will suffer from Alzheimer’s
disease.

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

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_______________________________________________________________________
(Total 4 marks)

Q8.
Describe and evaluate the biological approach in psychology.
(Total 12 marks)

Q9.
Outline the behaviourist approach. Compare the behaviourist approach with the biological
approach.
(Total 16 marks)

Page 4 of 11
Mark schemes

Q1.
[AO1 = 1]

A Environment may influence the expression of the genotype.

[1]

Q2.
 
[AO1 = 1]

Q3.
 
[AO1 = 1]

Q4.
 
(a)     [AO1 = 1]

Genotype: refers to the genes an individual possesses / an individualߢs

genetic make-up.

(b)     [AO1 = 1]

Phenotype: refers to the observable traits or characteristics shown by the

individual; these traits / characteristics are due to the combined effect of genes
and environment.

Q5.
 
[AO2 = 4]
 
Level Marks Description

Knowledge of genotype and phenotype is clear.

Explanation of how these affect personality is clear. The
2 3–4
answer is generally coherent with effective use of
terminology.

There is limited / partial knowledge and explanation.

Knowledge is clear but the explanation is missing or
1 1–2
inaccurate. The answer lacks accuracy and detail. Use of
terminology is either absent or inappropriate.

Page 5 of 11
   0 No relevant content.

Possible Content:
•        Holly and Rita have identical genotype as they are MZ twins.
•        They have the predisposition to develop the same personalities as each other
unless another factor(s) intervenes.
•        For them to have developed different personalities over time, this must have
been influenced by being in different environments.
•        Their phenotypes – personalities achieved – are different, presumably
because Rita was encouraged to be sociable and lively and Holly was not.

Q6.
 
[AO2 = 4]
 
Level Marks Description

Understanding of genotype and phenotype applied to the

2 3–4 data is clear. The answer is generally coherent with
effective use of terminology.

There is limited/partial understanding genotype and

phenotype applied to the data. The answer may lack
coherence. Use of terminology may be either absent or
1 1–2
inappropriate. Or – only genotype or phenotype has been
applied. Or 1 mark for basic understanding of genotype
AND phenotype.

  0 No relevant content.

Possible Content:

•        The genotype for tooth decay is the same for all the twin pairs as they are all
MZ/identical so for each pair their teeth would be expected to decay in exactly the
same way.
•        The fact that some twin pairs have different decay to each other (52) indicates their
phenotypes differ and something other than genes affected tooth decay e.g.
diet/brushing teeth.

Expect to find this content embedded in the application.

Q7.
[AO2 = 4]
 
Level Marks Description

Explanation is clear and coherent, showing sound

understanding of genotype and phenotype/environmental
2 3–4
factor. The material is applied appropriately. There is
effective use of terminology.

1 1–2 The explanation shows some understanding of genotype

Page 6 of 11
 and phenotype/environmental factor. Application is not
always appropriate. The answer lacks clarity and
coherence. Use of terminology is either absent or
inappropriate.

  0 No relevant content.

Possible content:
•        the genetic test reveals the genotype not the phenotype
•        John’s genotype will only reveal his set of genes (not their interaction with the
environment)
•        a genetic test will only reveal if he is predisposed to suffering Alzheimer’s disease
but will not reveal whether he will develop/suffer from the disorder
•        environmental factors may contribute to the disorder (it depends on an interaction
between inherited factors and the environment.

Credit other relevant material.

Note: merely defining genotype and/or phenotype is not creditworthy.

Q8.
[AO1 = 6 AO3 = 6]
 
Level Mark Description

Knowledge of the biological approach is accurate and

generally well detailed. Evaluation is effective. Minor
4 10-12 detail and/or expansion is sometimes lacking. The
answer is clear and coherent. Specialist terminology is
used effectively.

Knowledge of the biological approach is evident but

there are occasional inaccuracies/omissions. There is
3 7-9 some effective evaluation. The answer is mostly clear
and organised. Specialist terminology is mostly used
appropriately.

Limited knowledge of the biological approach is

present. Focus is mainly on description. Any evaluation
2 4-6 is of limited effectiveness. The answer lacks clarity,
accuracy and organisation in places. Specialist
terminology is used inappropriately on occasions.

Knowledge of the biological approach is very limited.

Evaluation is limited, poorly focused or absent. The
1 1-3 answer as a whole lacks clarity, has many inaccuracies
and is poorly organised. Specialist terminology is either
absent or inappropriately used.

  0 No relevant content.

Possible content:

•   humans are viewed as biological beings and it is expected that behaviour

will/can/should be explained using references to biology

Page 7 of 11
 •   genetic basis of behaviour − genes, genotype and phenotype
•   the human nervous system
•   structure and function of the brain including localisation of brain functions and
subsequent behaviours
•   neurotransmitters and example(s) of how these affect behaviour
•   evolution and the importance of natural selection.

Possible evaluation points:

•   real life applications of the approach − the use of drugs to counteract

neurotransmitter imbalance − examples of these. Benefits of these
•   the scientific methods used by biologists/biopsychologists might reduce behaviours
to unrealistic actions and therefore lose sight of the possible impact of factors such
as cognition and culture on behaviour
•   the danger of looking for biological cause of all behaviours has led to problems like
the search for the ‘criminal gene’
•   difficulty of separating the likely impact of both nature and nurture − the positive
contributions of other approaches in psychology
•   emphasis on scientific methods − rigour of experimentation, scanning techniques,
twin and family studies. Relevant research examples to support this point
•   using the experimental method involves a high level of control, allows inference of
cause and effect/increases reliability and validity of conclusions drawn
•   comparisons with other approaches.

Credit other relevant material such as reference to debates like reductionism and
determinism.
[12]

Q9.
[AO1 = 6 AO3 = 10]
 
Level Mark Description

Knowledge of the behaviourist approach is accurate

and generally well detailed. Comparison with the
biological approach is thorough and effective. Minor
4 13-16
detail and / or expansion of argument is sometimes
lacking. The answer is clear, coherent and focused.
Specialist terminology is used effectively.

Knowledge of the behaviourist approach is evident but

there are occasional inaccuracies / omissions.
Comparison with the biological approach is mostly
3 9-12
effective. The answer is mostly clear and organised but
occasionally lacks focus. Specialist terminology is used
appropriately.

Limited knowledge of the behaviourist approach is

present. Focus is mainly on description. Any
comparison with the biological approach is of limited
2 5-8
effectiveness. The answer lacks clarity, accuracy and
organisation in places. Specialist terminology is used
inappropriately on occasions.

1 1-4 Knowledge of the behaviourist approach is very limited.

Comparison with the biological approach is limited,

Page 8 of 11
 poorly focused or absent. The answer as a whole lacks
clarity, has many inaccuracies and is poorly organised.
Specialist terminology is either absent or
inappropriately used.

  0 No relevant content.

Possible content - outline:

•   basic assumptions of the behaviourist approach

•   the concept / theory of classical conditioning
•   Pavlov’s research
•   the concept / theory of operant conditioning
•   Skinner’s research.

Possible comparisons:

•   focus on environmental causes and experience vs focus on internal influences

(nature vs nurture). Discussion of the interactionist approach
•   approaches to treatment (e.g. flooding vs drug therapy)
•   use of scientific methods
•   the issue of determinism
•   the issue of reductionism
•   use of animal experiments and extrapolation
•   contrasting implications (e.g. blame, responsibility and social stigma).

Note - Use of topic examples to illustrate and elaborate on comparison points should be
credited.

Credit other relevant information.

[16]

Page 9 of 11
Examiner reports

Q1.
This was a challenging question with only a minority of students correctly identifying the
right answer. All the distractors worked effectively but the most common incorrect
response was option C.

Q4.
 
Most answers were correct, although students struggled with phenotype, often not
referring to the interaction of both environment and genes.

Q6.
 
Many students had some understanding of genotype and phenotype but struggled to
apply their knowledge to this novel scenario about 'fillings'. Even some sound answers
had an imprecise use of terminology, especially references to monozygotic (MZ) twins or
identical twins as having 'similar' genes or having 'almost identical' genes. Many students
failed to appreciate that all identical twins have identical genes and that all people exhibit
traits that are a function of both genetic and environmental influences. Instead, they
suggested that the data could be explained as either a result of genes or of phenotype.

Q7.
This question was quite poorly answered, with almost two thirds of students failing to
achieve level 2, mainly due to weak application. Most students understood the difference
between genotype and phenotype, but many did not go on to discuss the interaction with
the environment and the diathesis-stress argument convincingly. Students wasted a lot of
time providing definitions of genotype and phenotype, mentioning characteristics, such as
eye colour, and discussing recessive genes, missing the general focus of the question.
Some students failed to apply their knowledge appropriately, simply paraphrasing content
from the stem as opposed to engaging with the material and applying their knowledge
effectively.

Overall, there was a relatively poor understanding of genotype and phenotype. The most
common error regarding genotype involved trying to relate John’s genotype to his mother.
With regard to phenotype, many students mistakenly suggested that John’s phenotype
should be tested. Schools and colleges should therefore ensure that students fully
understand these terms in a psychological context.

Q8.
This question appeared to discriminate well between students as a wide range of
responses were seen. A minority of students described and evaluated a different
approach, most commonly the behavioural approach, and thus were awarded 0 marks.
Description of the biological approach was typically better than the evaluation. Most
students demonstrated some accurate knowledge of genetics and better responses also
described the nervous system, neurotransmitters and evolution. The evaluation often
centred on the benefits of drug therapies, but these were not always explicitly linked to the
biological approach. A range of evaluation was seen in some responses, but a number
showed confusion. For example, a significant minority of students accurately described
phenotype and then went on to claim that the biological approach ignored the

Page 10 of 11
 environment. Students should also be reminded to ensure all content is linked clearly
psychological as some very poor examples were seen, for example, the use of clothing to
illustrate phenotype.

Q9.
Overall this question was well answered with some impressive responses. Students
appeared to be well prepared, demonstrating good, detailed knowledge of classical and
operant conditioning and of Pavlov and Skinner’s research, with stronger students
outlining general assumptions upon which the approach is founded. Some schools /
colleges appear to be teaching all the learning approaches together rather than
distinguishing between the behaviourist approach and social learning theory therefore
many students incorrectly included the social learning theory in their outline of the
behaviourist approach.

The comparisons given were variable. Whilst there were some excellent, well discussed
and effective comparisons, weaker students exposed their limited knowledge of the
approaches and terminology in the inappropriate comparisons given. A worrying number
of students claimed that the biological approach does not use animals in their research
and poses no ethical issues. Furthermore, some claimed the behaviourist approach
focusses on free will and is subjective and unscientific in its methodology. Understanding
of reductionism was often limited and nature and nurture were frequently muddled. The
most successful comparisons tended to focus their discussion around determinism and
comparing and contrasting explanations and treatments for phobias. Unfortunately, many
students provided pre-learned essays, focussing on outlining and evaluating the
approaches, as opposed to providing effective comparison. This meant that students often
wasted time providing a wealth of material which lacked relevance but could have easily
been rearranged to provide effective comparison.

Page 11 of 11