FRQ 1 (Neural Transmission & Neurotransmitters)

 
Lila is preparing for an important competition when she suddenly hears a loud noise behind her. She immediately tenses up and becomes highly focused. After the competition, she gradually relaxes and feels calm and pleased. Later, a doctor tells her that a mild brain inflammation temporarily affected her synaptic transmission and ion channel function.
 
Respond to each of the following:
 
  1. Explain how threshold and depolarization work together to produce Lila’s immediate neural response.
  2. Distinguish between the roles of excitatory and inhibitory signals in this situation.
  3. Explain the roles of dopamine, serotonin, and norepinephrine during Lila’s progression from tension to focus to calmness.
  4. Contrast the functions of glutamate and GABA in her nervous system.
  5. Explain how endorphins and Substance P influence her perception of stress and discomfort.
 
 

FRQ 2 (Neurons, Nervous System & Disorders)

 
In recent years, Mr. Hale has experienced rapid memory decline and difficulty recognizing family members. His doctor diagnoses damage to neural synapses. At the same time, he struggles with muscle weakness when raising his hands or walking, which the doctor links to abnormalities in specific neurotransmitter receptors. His peripheral nervous system carries touch signals from his skin to the central nervous system for processing, then sends back motor commands—but signal efficiency is clearly reduced.
 
Respond to each of the following:
 
  1. Explain how sensory neurons, interneurons, and motor neurons work together to carry out neural transmission.
  2. Distinguish between the roles of the central nervous system (CNS) and peripheral nervous system (PNS) in this case.
  3. Use acetylcholine (ACh) to explain the connection between Mr. Hale’s muscle weakness and myasthenia gravis.
  4. Explain how the loss of neurotransmitters contributes to his memory symptoms of Alzheimer’s disease.
  5. Use the process of neural transmission to explain the synaptic causes of his reduced signal efficiency.

EBQ Set 1: Stress, Autonomic & Endocrine Systems

 

Studies (adapted from Psychoneuroendocrinology, 2023)

 
Study 1
 
Acute stress activated the sympathetic nervous system and triggered the adrenal medulla to release adrenaline, increasing heart rate, blood pressure, and glucose availability. The somatic nervous system controlled voluntary skeletal muscle tension, while the parasympathetic nervous system remained suppressed during peak stress.
 
Study 2
 
Long-term stress elevated hypothalamic drive to the HPA axis. Participants with low leptin and high ghrelin showed increased appetite and disrupted energy balance. Melatonin rhythms were delayed, impairing sleep onset and maintenance.
 
Study 3
 
Social support tasks increased oxytocin release, which reduced sympathetic arousal and enhanced parasympathetic recovery. Heart-rate variability improved, and self-reported anxiety decreased significantly (p < 0.01).
 

Prompt

 
Evaluate how the autonomic, somatic, and endocrine systems interact to regulate stress, arousal, and homeostasis.
 
Use Claim–Evidence–Reasoning; cite two studies.
 

EBQ Set 2: Brain Regions & Imaging Methods

 

Studies (adapted from Nature Human Behaviour, 2022)

 
Study 1
 
Lesioning in the medulla impaired breathing and heart-rate regulation. fMRI showed reduced activity in the brainstem, while EEG revealed disrupted baseline cortical arousal linked to reticular formation dysfunction.
 
Study 2
 
Patients with cerebellar lesions showed poor balance, coordinated movement, and procedural memory. fMRI confirmed reduced connectivity between the cerebellum and motor cortex, while the thalamus showed intact sensory relay function.
 
Study 3
 
Hypothalamic dysfunction disrupted feeding, temperature, and circadian rhythms. Amygdala hyperactivity correlated with anxiety, and hippocampal atrophy predicted declarative memory loss. The limbic system worked as a network for emotion and memory integration.
 

Prompt

 
Assess how specific brain regions, imaging techniques, and lesion methods reveal functional localization and network interactions.
 
Use Claim–Evidence–Reasoning; cite two studies.
 
 

EBQ Set 3: Hemispheres, Cortex, & Language

 

Studies (adapted from Journal of Cognitive Neuroscience, 2024)

 
Study 1
 
Split-brain patients (corpus callosum severed) could not name objects shown to the right visual field/right hemisphere but could identify them by touch with the left hand. Results support contralateral processing and hemispheric specialization.
 
Study 2
 
Left frontal lobe damage affecting Broca’s area caused Broca’s aphasia: slow, effortful speech with preserved comprehension. Wernicke’s area lesions caused Wernicke’s aphasia: fluent but meaningless speech. The prefrontal cortex supported the central executive of attention and planning.
 
Study 3
 
Parietal lobes and somatosensory cortex mediated tactile perception; patients reported phantom limb syndrome after amputation. Occipital lobes processed visual input, and temporal lobes supported auditory and linguistic processing. Association areas integrated cross-modal information.
 

Prompt

 
Evaluate how hemispheric organization, cortical lobes, and language areas explain lateralization, sensory‑motor function, and linguistic processing.
 
Use Claim–Evidence–Reasoning; cite two studies.
Last modified: Friday, 3 April 2026, 4:41 PM