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  • AHL 1.13 Complex Numbers

    AHL 1.13: COMPLEX NUMBERS


    📌 Key definitions

    Term Definition Example
    Complex Number A number of the form z = a + bi, where a, b ∈ ℝ and i is the imaginary unit (i2 = −1). z = 3 + 4i
    Real Part The a in z = a + bi. Re(3 + 4i) = 3
    Imaginary Part The b in z = a + bi (note: not ‘bi’). Im(3 + 4i) = 4
    Modulus |z| = √(a2 + b2) — distance from origin in Argand plane. |3 + 4i| = 5
    Argument Angle θ from positive real axis: θ = tan-1(b / a) (adjust for quadrant). Arg(3 + 4i) ≈ 53.13°
    Conjugate z̄ = a − bi. Reflection of z across the real axis. Conj(3 + 4i) = 3 − 4i
    Polar Form z = r (cos θ + i sin θ), where r = |z|. 5 (cos 53.13° + i sin 53.13°)
    Exponential Form z = r e (Euler’s relation). 5 ei·53.13°

    🌍 Real-World Connection

    Engineers model AC circuits using complex numbers (phasors). The modulus gives amplitude and the argument gives phase — this makes adding phase-shifted sinusoids straightforward. (Example: combine two same-frequency voltages with different phases by converting to complex phasors.)

    📌 Properties of i

    • i1 = i
    • i2 = −1
    • i3 = −i
    • i4 = 1
    • Powers of i cycle every 4 terms; use remainders modulo 4 to simplify high powers.
    Example: i18 → 18 ÷ 4 = 4 remainder 2 → i18 = i2 = −1.

    🔍 TOK Perspective

    The term “imaginary” historically led to philosophical resistance. Discuss if the label shapes student intuition and whether the usefulness in applications (physics, signals) changes the perceived “reality” of i.

    📌 Operations with complex numbers

    • Addition: (a + bi) + (c + di) = (a + c) + (b + d)i
    • Subtraction: (a + bi) − (c + di) = (a − c) + (b − d)i
    • Multiplication: (a + bi)(c + di) = (ac − bd) + (ad + bc)i
    • Division: (a + bi)/(c + di) = [(ac + bd) + (bc − ad)i] / (c2 + d2) — derived by multiplying numerator and denominator by conjugate of denominator.
    Worked example (product):
    z = 2 + 3i, w = 1 − 4i → z × w = (2 + 3i)(1 − 4i) = 2 − 8i + 3i − 12i2 = 2 − 5i + 12 = 14 − 5i.

    📐 IA Spotlight

    An IA could measure how numerical rounding affects complex arithmetic in applied settings (e.g., combining phasors in power analysis). Show both hand derivations and GDC verification.

    📌 Modulus, argument, polar & exponential form

    • |z|: |a + bi| = √(a2 + b2)
    • arg(z): θ = tan-1(b/a) — check quadrant
    • Polar: z = r (cos θ + i sin θ)
    • Exponential: z = r e (Euler)
    Example: z = −1 + √3 i → r = 2, θ = 120° → polar 2 (cos 120° + i sin 120°), exponential 2 ei 2π/3.
    How to Find the Modulus and Argument of a Complex Number – mathsathome.com
    definition-of-the-modulus-of-a-complex-number-1-1024×580.png

    Argument Of Complex Number - Definition, Formula, Examples, FAQs

    argument-of-complex-number-1638955560.png

    🌍 Real-World Connection (phases)

    Use polar/exponential form to add sinusoids with phase shifts. In power engineering the magnitude is RMS voltage/current and argument is phase; combining phasors becomes multiplication/addition in exponential form.

    📌 Products, quotients & integer powers (De Moivre)

    • Product: r1eiθ1 · r2eiθ2 = (r1r2) ei(θ1+θ2)
    • Quotient: (r1eiθ1) / (r2eiθ2) = (r1/r2) ei(θ1−θ2)
    • Power (int): (r e)n = rn einθ
    Example: (1 + i)8: polar r = √2, θ = 45° → (√2 ei π/4)8 = 16 ei2π = 16.

    🔍 TOK Perspective (algebra ↔ geometry)

    De Moivre’s theorem shows an elegant link between algebraic exponentiation and geometric rotation: powering rotates a point about origin. Discuss how algebraic rules encode geometric operations and what that implies about mathematical representation.

    🔢 GDC & Technology Integration

    Put your calculator in complex mode (a+bi). Use it to compute modulus, argument, convert between forms and check hand work; practice both methods. For powers, use polar form on GDC to avoid repeated expansion.

    📌 Worked practice & checks

    • High power: i2025 → 2025 mod 4 = 1 → i
    • Modulus/arg: z = 1 − i → |z| = √2; arg = −45° (or 315°)
    • Division example: (3 + 4i)/(1 + 2i) → multiply by conjugate to obtain (11 − 2i)/5.

    🌐 EE Focus

    An EE could explore roots of unity, their geometric patterns on Argand plane, and implications for discrete Fourier transforms — linking pure math to signal-processing applications.

    🧠 Examiner Tip

    Know manual methods (division by conjugate, expansion) but use GDC for speed. Always show a brief hand-check on paper for key steps (explain quadrant choice for arg and a final numeric check).

  • Reactivity 1.1 – Measuring enthalpy changes

    Reactivity 1.1.1 – Chemical reactions involve heat transfer

    📌 Heat versus temperature

    • Heat can be defined as a form of energy transfer occurring as a result of temperature difference. The transfer of heat to a system causes an increase in kinetic energy in molecules in the system.
    • Temperature is defined as the measure of the average kinetic energy of these molecules.

    📌 System and the surroundings

    • The system is the area of ‘interest’ of a reaction while the surroundings are theoretically, everything else in the universe.
    • There are 3 types of systems :
    1. Open systems : where energy and matter can be exchanged with the surroundings
    2. Closed systems : where energy can be exchanged with the surroundings but matter cannot
    3. Isolated systems : where neither energy nor matter can be exchanged with the surroundings
    • The first law of thermodynamics states that energy cannot be created or destroyed, therefore the total energy cannot change during a reaction. However, heat can be exchanged between a system and the surroundings. The total heat content of a reaction is known as its ‘enthalpy’

    📌 Enthalpy changes

    • When a system transfers heat to its surroundings, the total enthalpy of the system decreases
    • When a system gains heat from its surroundings, the total enthalpy of the system increases
    • Changes in enthalpy are denoted by the sign Δ𝐻 (where 𝐻 is enthalpy)

    Reactivity 1.1.2 – Exothermic and Endothermic reactions

    📌 Definitions of endothermic and exothermic reactions

    • Endothermic reactions occur when the system gains heat from the surroundings and the relative temperature of the surroundings decreases
    • Exothermic reactions occur when the system loses heat to the surroundings and the relative temperature of the surroundings increases

    ⭐️ it is important to remember that the decrease and increase in temperature is always measured relative to the surroundings not the system

    R1.1.3 – Energetic stability and the direction of change

    📌 Direction of change

    • Chemical reactions change to decrease their enthalpy (ie the chemical potential energy)
    • The natural change in enthalpy is generally meant to reach a more stable state
    • The change in enthalpy is denoted using the positive (+) and negative (-) signs in relation to Δ𝐻
    • In an exothermic reaction , the reactants have greater energy than the products. This is because the system less energy to the surroundings in the form of heat during the reaction. This means that many exothermic reactions occur spontaneously in an attempt to reach a state of stability.
    • Conversely, in an endothermic reaction, the products have greater energy than the reactants. This is because the system is gaining energy in the form of heat from the surroundings. Endothermic reactions often require external effort as products may be less stable than reactants.
    • A positive change in enthalpy is associated with endothermic reactions and a negative enthalpy change is associated with exothermic reactions

    ⭐️ some exceptions to this rule do exist – certain endothermic reactions can occur spontaneously [eg. : SOCl(I) + FeCl3.6H,O(s) → FeCl(s) + 6SO,(g) + 12HCl(g) is endothermic but highly spontaneous ]

    the concept of spontaneous reactions is further discussed in R1.4 (HL)

    The following diagrams demonstrate the change in enthalpy in endothermic and exothermic reactions :

    [image from Chemistry for the IB Diploma Programme]

    R1.1.4 – Measuring enthalpy changes

    📌 How enthalpy is measured

    • Standard enthalpy (ΔH°) is measured at a pressure of 100 kPa, all reactants in their standard state and all solutions at a concentration of 1 mol dm-3
    • Standard enthalpy is used to calculate total enthalpy of any reactions. A negative sign implies that ‘x’ kJ of energy is released during a reaction while a positive sign implies ‘x‘ kJ of energy is absorbed during a reaction.

    📌 Specific heat capacity

    • Specific heat capacity is the amount of energy required to raise 1 unit mass of a substance by exactly 1K. It is denoted by the letter ‘c
    • Specific heat capacity can be used to calculate the total energy used/produced by a reaction

    Q(energy) = m (mass) x c (specific heat capacity) x ΔT (change in temperature)

    📌 Enthalpy of combustion

    • The enthalpy of combustion Δ𝐻c can be calculated using the increase in temperature of a solvent (usually water)
    • This process requires a copper calorimeter, a solvent, a thermometer and the substance being tested

    EXAMPLE : Calculate the enthalpy of combustion of ethanol using the following data :

    Mass of water (g)350.00
    Temperature of water increase (K)6
    Mass of ethanol (g)0.25
    1. Calculate moles of ethanol : 0.25/46.07 = 0.005
    2. Calculate Q (knowing the specific heat capacity of water is 4.18 J g-1K-1)
    3. Q = 350 x 4.18 x 6 = 8778
    4. Use the formula

    Δ𝐻c = – Q/n (where n = number of moles)

    5. Δ𝐻c = -8778/0.005 = 1755600J = 1756kJ

  • 🧠 The Role of Animal Research in Understanding Human Behaviour (HL Only)

    📌Key terms

    TermDefinition
    Animal ResearchThe scientific use of non-human animals to investigate biological and psychological processes relevant to human behaviour.
    Translational ResearchResearch using animal models to understand mechanisms that can be applied to human conditions (e.g., stress, learning, memory).
    Comparative PsychologyThe study of similarities and differences in behaviour across species to infer evolutionary and biological principles.
    Ethological ValidityThe extent to which animal research reflects natural animal behaviour, ensuring ecological accuracy.
    3Rs PrincipleEthical framework for animal research — ReplacementReductionRefinement.
    ExtrapolationApplying results from animal studies to humans, assuming shared biological mechanisms.
    Lesion StudiesIntentional damage or stimulation of specific brain areas in animals to study behaviour changes.
    EnrichmentProviding stimulating environments for laboratory animals to enhance well-being and validity.

    📌Key Studies

    Rosenzweig, Bennett, & Diamond (1972)

    • Aim: Investigate whether environmental factors (enriched or deprived) affect neuroplasticity in the cerebral cortex of rats.
    • Method: Rats were placed in enriched or deprived conditions for 30–60 days; cortical thickness measured post-mortem.
    • Findings: Enriched environment rats had thicker cortices and higher acetylcholinesterase activity.
    • Conclusion: Stimulation influences synaptic growth — demonstrating neuroplasticity.
    • Evaluation:
      • ✅ Strengths: Controlled lab design; replicable; established cause–effect link.
      • ⚠️ Limitations: Limited generalizability; ethical concern over euthanasia.

    2. Rogers & Kesner (2003)

    • Aim: Examine acetylcholine’s role in spatial memory using rats.
    • Method: Rats trained to find food in a maze; injected with scopolamine (ACh blocker).
    • Findings: Scopolamine group took longer and made more errors.
    • Conclusion: Acetylcholine is essential for memory formation.
    • Evaluation:
      • ✅ Strength: Demonstrated neurotransmitter function under controlled conditions.
      • ⚠️ Limitation: Translational gap — human cognition is more complex.

    3. Sapolsky (1990s–2005)

    • Aim: Investigate stress physiology in wild baboons to model human stress responses.
    • Findings: Dominance hierarchies affected cortisol levels; low-ranking baboons had chronically high cortisol, paralleling human stress-related disorders.
    • Evaluation:
      • ✅ Strength: Naturalistic validity; long-term field observation.
      • ⚠️ Limitation: Causality unclear; ethical concerns over observation of suffering.

    4. Harlow (1958)

    • Aim: Study the importance of comfort contact in attachment.
    • Method: Infant rhesus monkeys given wire or cloth “mothers.”
    • Findings: Monkeys preferred soft cloth mothers, even without food.
    • Conclusion: Attachment is based on comfort, not feeding.
    • Evaluation:
      • ✅ Strength: Groundbreaking insight into emotional bonding.
      • ⚠️ Limitation: Severe psychological harm; modern ethics would not approve.

    5. Martinez & Kesner (1991)

    ⚠️ Limitation: Extrapolation to humans limited.

    Aim: Determine the role of acetylcholine in memory formation in rats.

    Method: Rats injected with scopolamine or physostigmine (ACh enhancer) before maze learning.

    Findings: Scopolamine impaired, while physostigmine improved memory.

    Conclusion: ACh crucial for encoding memory.

    Evaluation:

    ✅ Strength: Controlled and replicable; biological mechanism clarified.

    🔍Tok link

    The use of animals to infer human behaviour raises epistemological questions:

    What are the ethical boundaries of scientific pursuit?
    TOK reflection: To what extent should the pursuit of knowledge override moral constraints?

    Can knowledge derived from non-human species truly represent human cognition?

     🌐 Real-World Connection

    Animal research contributes to understanding neurodegenerative diseasesdrug addiction, and stress disorders.

    Ethical frameworks like the APA Animal Welfare Guidelines (2012) guide humane treatment.

    Findings support treatments for PTSD, Alzheimer’s, and depression

    ❤️ CAS Link

    • Organize awareness campaigns on ethical research and animal welfare.
    • Volunteer with shelters or NGOs to understand animal cognition and empathy.
    • Create educational materials promoting ethical science and compassion.

    🧠  IA Guidance

    Avoid direct animal use; simulate results with existing data or virtual tools.

    Use past datasets on animal behaviour or neuroscience.

    Discuss ethics: how your IA upholds ReplacementReduction, and Refinement.

    🧠 Examiner Tips

    • Use precise terminology: neuroplasticity, extrapolation, 3Rs, lesion studies.
    • Always link the study’s animal findings to human behaviour.
    • Balance discussion of scientific contribution and ethical limitations.
    • Evaluation marks depend on your ability to address both validity and ethics.

  • 🧠 Evolutionary Explanations of Behaviour

    📌Core Concepts

    Evolutionary psychology explains behaviour as adaptive responses shaped by natural selection to enhance survival and reproduction. Behaviours are viewed as evolved mechanisms encoded genetically.

    Adaptation: Traits that increase survival likelihood.

    Natural Selection: Differential survival of advantageous traits.

    Sexual Selection: Traits that increase reproductive success.

    📌Key Studies

    Key Study 1: Buss (1989)

    • Aim: Investigate cross-cultural preferences in mate selection.
    • Method: 10,000 participants across 37 cultures completed questionnaires.
    • Findings: Women preferred financial stability; men preferred youth and physical attractiveness.
    • Conclusion: Universal patterns reflect evolutionary pressures.
    • Evaluation:
      • 👍 Large cross-cultural data.
      • 👎 Social desirability bias; gender role stereotypes.

    Key Study 2: Curtis et al. (2004)

    Evaluation: Online survey limits control; large sample strengthens reliability.

    Aim: Explore whether disgust evolved as a disease-avoidance mechanism.

    Findings: Stronger disgust response to disease-related images.

    Conclusion: Disgust has adaptive, evolutionary roots.


    🔍Tok link

    To what extent is evolutionary psychology speculative rather than empirical?

    How do values and cultural assumptions shape scientific explanations of human nature?

     🌐 Real-World Connection

    Explains modern stress, phobias, mate selection patterns, and parental investment.

    ❤️ CAS Link

    • Debate or podcast: “Are human behaviours products of evolution or culture?”

    🧠  IA Guidance

    Experimental replications of disgust-response studies (Curtis-style) possible within ethics.

    🧠 Examiner Tips

    • Always connect evolutionary theory to specific behaviours (e.g., disgust, attraction).
    • Avoid teleological (goal-driven) language — natural selection has no intent.

  • 🧠 Genetic Similarities and Twin Studies

    📌Core Concepts

    Twin and family studies are classic tools to separate genetic from environmental influences. Monozygotic (MZ) twins share ~100% of their DNA, while dizygotic (DZ) share ~50%, allowing comparison of heritability estimates.

    📌Key Studies

    Key Study 1: Kendler et al. (2006)

    • Aim: Investigate heritability of major depression.
    • Method: Over 42,000 Swedish twins studied via registry data.
    • Findings: Heritability of depression ≈ 38%; higher in women.
    • Conclusion: Genetic factors moderately contribute to depression, but environment remains key.
    • Evaluation:
      • 👍 Large, representative sample.
      • 👎 Correlational; cannot pinpoint causal genes.

    Key Study 2: McGuffin et al. (1996)

    • Aim: Examine concordance rates for depression.
    • Findings: MZ = 46%; DZ = 20%.
    • Conclusion: Genetic factors strongly implicated; environment still important.

    Key Study 3: Scarr & Weinberg (1983)

    • Adoption study on intelligence: adopted children resembled biological parents more in IQ → genetic influence significant.

    🔍Tok link


    How do probabilistic correlations challenge what it means to “know” something scientifically?

    Can statistical data truly explain human individuality?

     🌐 Real-World Connection

    • Twin registries used in studying addiction, personality, and schizophrenia.
    • Policy implications for early screening and interventions.

    ❤️ CAS Link

    • Create informative posters explaining twin research ethics

    🧠  IA Guidance

    • Model twin correlations through small class surveys comparing siblings’ traits.

    🧠 Examiner Tips

    • Always explain why twin studies are used (control for genes).
    • Avoid stating “genes cause behaviour” — always refer to interaction.

  • 🧠 Genetic Inheritance and Behaviour

    📌Key terms

    TermDefinition
    GenotypeThe genetic makeup of an individual.
    PhenotypeObservable characteristics resulting from genotype-environment interaction.
    HeritabilityThe proportion of observed variation in a trait that can be attributed to genetic factors.
    Gene expressionThe process by which information from a gene is used to synthesize functional products like proteins, influenced by environment.
    EpigeneticsStudy of how environmental factors affect gene expression without altering DNA sequence.

    📌Core Concepts

    Genetic inheritance refers to the transmission of biological traits from parents to offspring through genes. In psychology, it explores how inherited genetic information influences behaviour, personality, intelligence, and susceptibility to mental disorders.

    Genes affect brain structure, neurotransmitter systems, and hormone regulation — which, in turn, influence cognition, emotion, and behaviour. However, behaviour is polygenic and shaped by complex gene–environment interactions(GxE).

    📌Key Studies

    Key Study 1: Bouchard and McGue (1981)
    Meta-analysis of intelligence studies among twins and families.

    • Aim: To investigate the heritability of intelligence.
    • Method: Reviewed 111 twin studies comparing IQ correlations in MZ (identical) and DZ (fraternal) twins reared together/apart.
    • Findings: MZ twins reared together = 0.86 IQ correlation; MZ apart = 0.72; DZ together = 0.60.
    • Conclusion: Intelligence has a significant genetic component (~70%), but environment still plays a role.
    • Evaluation:
      • 👍 Large sample increases reliability.
      • 👎 Publication bias possible; “intelligence” operationalization varies.
      • 👎 Correlational; cannot infer causation.

    Key Study 2: Caspi et al. (2003)
    Gene–environment interaction and depression.

    • Aim: To test the influence of the 5-HTT gene (serotonin transporter) on depression.
    • Method: Longitudinal study; 847 New Zealand adults genotyped for short (s) and long (l) alleles.
    • Findings: Those with two short alleles had more depressive symptoms following stressful events.
    • Conclusion: Genetic vulnerability interacts with environmental stress → supports diathesis–stress model.
    • Evaluation:
      • 👍 Real-world applicability to mental health risk.
      • 👎 Self-report bias; correlational; ethics in genetic disclosure.

    🔍Tok link


    To what extent does knowing your genetic predisposition shape personal identity and free will?

    How do probabilistic claims in genetics challenge what we consider “knowledge” in human sciences?

     🌐 Real-World Connection

    • Gene therapy and CRISPR raise ethical debates about manipulating genetic traits.
    • Personalized medicine uses genetic testing to tailor antidepressant or cancer treatments.

    ❤️ CAS Link

    • Create an awareness campaign or discussion on genetic testing and ethical implications in schools.

    🧠  IA Guidance

    • IAs can explore heritability through simulated twin studies or survey-based measures of personality and environment.

    🧠 Examiner Tips

    • Always define heritability clearly (percentage variance explained by genes).
    • Distinguish between genetic determinism and interactionist approaches.

  • 🧠 Pheromones and Behaviour

    📌 Definition Table

    TermDefinition
    PheromoneA chemical substance produced and released by an organism affecting behaviour or physiology of others of the same species.
    Olfactory systemNeural system responsible for detecting chemical signals.
    Vomeronasal organ (VNO)Accessory olfactory structure proposed to detect pheromones in mammals.
    Primer pheromonesCause long-term physiological changes.
    Signalling pheromonesTrigger immediate behavioural responses.

    📌Core Concepts


    📌Key Studies

    Wedekind et al. (1995) — The “Sweaty T-Shirt” Study

    • Aim: To determine if body odour influences mate preference through genetic compatibility.
    • Method: Men wore shirts for two days; women rated odours.
    • Results: Women preferred scents of men with dissimilar MHC genes.
    • Conclusion: Olfactory cues may influence attraction for genetic diversity.
    • Evaluation:
      • ✅ Controlled odour conditions
      • ❌ Artificial setting
      • ✅ Supported evolutionary mate selection

    2. Zhou et al. (2014) — Sex Pheromones and Gender Perception

    • Aim: To see if AND (male pheromone) and EST (female pheromone) affect perception of gender.
    • Method: Participants watched point-light displays of walking figures while exposed to AND or EST.
    • Results: AND made participants perceive figures as more masculine; EST as more feminine.
    • Conclusion: Pheromones may influence gender perception in humans.
    • Evaluation:
      • ✅ Controlled exposure
      • ❌ Small sample size
      • ✅ Suggests subtle human chemosensory communication

    3. Cutler, Friedmann, & McCoy (1998) — Synthetic Pheromones and Sociosexual Behaviour

    • Aim: To test if synthetic male pheromones increased sociosexual behaviour.
    • Results: Men who added synthetic pheromones to aftershave reported more sexual activity.
    • Conclusion: Pheromones may play a role in human sexual behaviour.
    • Evaluation:
      • ✅ Field-based data
      • ❌ Self-reported behaviour (bias)
      • ❌ Correlational, not causal


    🔍Tok link

    Are human behaviours like attraction biologically determined or socially constructed?

    Can pheromones be considered a valid “way of knowing” in humans when evidence is inconclusive?

     🌐 Real-World Connection

    Pheromone research informs fragrance design, relationship therapy, and marketing psychology.

    Genetic compatibility studies help understand mate selection and fertility treatment.

    ❤️ CAS Link

    Community projects on gender bias, relationships, or attraction science awareness.

    Creativity projects: designing “Myth vs Science” presentations on pheromones.

    🧠  IA Guidance

    Potential IA replications: gender perception or scent preference under controlled conditions.

    Ethics: informed consent, avoidance of deception about sexual stimuli.

    🧠 Examiner Tips

    State whether pheromones in humans are hypothesised or empirically established.

    Always discuss biological mechanisms (MHC, olfactory cues).

    Evaluate evidence — it remains correlational and inconclusive in humans.

  • 🧠 Hormones and Behaviour

    📌 Definition Table

    TermDefinition
    HormoneChemical messenger secreted by endocrine glands that travels in the bloodstream to regulate physiology and behaviour.
    Endocrine systemGlandular system (pituitary, adrenal, thyroid, gonads) that secretes hormones directly into the blood.
    Target cellA cell that has receptor sites specific to a particular hormone.
    Feedback loopRegulatory system that controls hormone levels to maintain homeostasis.
    OxytocinA peptide hormone linked to bonding, trust, and social attachment.
    CortisolGlucocorticoid stress hormone that regulates metabolism, immune function, and memory.
    TestosteroneSex hormone associated with aggression, dominance, and reproduction.

    📌Core Concepts

    Hormones act slowly but have long-lasting effects compared to neurotransmitters.

    They bind to specific receptors on target organs or brain structures, altering gene expression or neural activity.

    They influence behavioural patterns such as aggression, stress, and bonding.


    📌Key Studies


    Newcomer et al. (1999) — Cortisol and Verbal Memory

    • Aim: To test the effect of stress hormones on cognitive performance.
    • Method: Double-blind experiment; participants received either a high cortisol dose, low dose, or placebo.
    • Results: High cortisol impaired performance on verbal declarative memory tasks.
    • Conclusion: Stress levels of cortisol negatively affect hippocampal function and memory.
    • Evaluation:
      • ✅ High internal validity (controlled experiment)
      • ❌ Low ecological validity (artificial stress induction)
      • ✅ Ethical safeguards (short duration, informed consent)

    2. Baumgartner et al. (2008) — Oxytocin and Trust

    • Aim: To investigate the role of oxytocin in trust and social risk-taking.
    • Method: fMRI study using a “trust game.” Participants received intranasal oxytocin or placebo before playing.
    • Results: Oxytocin increased trust even after betrayal. Activity decreased in amygdala and caudate nucleus.
    • Conclusion: Oxytocin reduces fear and increases trust by inhibiting amygdala activity.
    • Evaluation:
      • ✅ Neuroimaging evidence for biological basis of trust
      • ❌ Artificial task limits generalisability
      • ✅ Double-blind placebo control reduced bias

    3. Dabbs et al. (1995) — Testosterone and Aggression in Prisoners

    • Aim: To explore testosterone’s relationship with aggression.
    • Method: Salivary testosterone measured in 692 male inmates.
    • Results: Higher testosterone correlated with violent crimes and dominance-related behaviours.
    • Conclusion: Testosterone is associated with dominance and aggressive behaviour.
    • Evaluation:
      • ✅ Large sample size improves reliability
      • ❌ Correlational study (no causation)
      • ❌ Cultural and environmental influences uncontrolled

    🔍Tok link

    How far can we attribute behaviour to biological determinism?

    Does the presence of a hormone cause behaviour, or merely correlate with it?

    Can we “see” hormones’ effects, or do we infer them indirectly?

     🌐 Real-World Connection

    Cortisol testing is used in occupational health and PTSD treatment.

    Oxytocin therapies are studied for autism and social anxiety.

    Hormonal insights help understand stress management and emotion regulation.

    ❤️ CAS Link

    Workshops or campaigns on stress management or mental health can link to cortisol and oxytocin research.

    Creativity projects: informational posters or infographics on “How Hormones Shape Emotions.”

    🧠  IA Guidance

    Replicable experiments: effects of stress on memory recall or trust behaviour tasks.

    Ethics: informed consent, debriefing, minimal distress.

    🧠 Examiner Tips

    Always identify the hormone and the behaviour.

    Don’t confuse neurotransmission with hormonal action.

    For ERQs, discuss multiple hormones and link to localisation (amygdala, hippocampus)

  • 🧠 Techniques Used to Study the Brain in Relation to Behaviour

    📌 Definition Table

    TermDefinition
    NeuroimagingThe use of technology to view brain structure and activity non-invasively.
    MRI (Magnetic Resonance Imaging)Produces 3-D images of brain structure using magnetic fields and radio waves.
    fMRI (Functional MRI)Measures blood-oxygen levels (BOLD signal) to show brain activity during cognitive tasks.
    PET (Positron Emission Tomography)Uses a radioactive tracer to measure brain metabolism and activity.
    EEG (Electroencephalogram)Measures electrical activity across the brain’s surface using electrodes.
    CT (Computed Tomography)Combines X-ray images to show cross-sectional brain structure.
    Spatial ResolutionThe ability of a scan to identify precise brain locations.
    Temporal ResolutionThe accuracy of a scan in detecting timing of brain activity.
    TriangulationUsing multiple techniques to validate findings and strengthen conclusions.

    📌Core Concepts
    Studying the brain is fundamental to understanding the biological basis of behaviour.
    Modern neuroscience employs various techniques that allow researchers to link brain structure and activity to psychological processes such as memory, emotion, and decision-making.

    Each method varies in resolution, invasiveness, cost, and ethical implications, and together they help provide converging evidence for theories such as localization of function and neuroplasticity.

    Overview of Major Techniques

    MRI (Magnetic Resonance Imaging)

    • Uses strong magnetic fields and radio waves to produce high-resolution images of brain anatomy.
    • Provides structural data — excellent spatial resolution, but no information on activity.
    • Safe and non-invasive (no radiation).
    • Commonly used in localization research (e.g., Maguire et al. 2000).

    fMRI (Functional Magnetic Resonance Imaging)

    • Builds on MRI technology by measuring changes in blood oxygenation (BOLD signal) as an indirect indicator of neural activity.
    • Excellent spatial resolution, moderate temporal resolution.
    • Used in studies examining memory, attention, and emotion (e.g., Antonova et al. 2011).

    PET (Positron Emission Tomography)

    • Participants ingest a radioactive glucose tracer.
    • Scanner detects where glucose is metabolized — indicates active brain areas.
    • Good for comparing brain activity across conditions; lower spatial and temporal resolution than fMRI.
    • Invasive and expensive — used less often today.

    EEG (Electroencephalogram)

    • Electrodes placed on the scalp measure electrical activity generated by neuron firing.
    • Excellent temporal resolution, poor spatial resolution.
    • Useful for sleep, attention, and reaction-time studies.

    CT (Computed Tomography)

    • Uses X-rays to form cross-sectional images of brain structure.
    • Useful for detecting brain injury or abnormalities but provides limited detail about soft tissue.

    📌Key Studies


    Maguire et al. (2000) – MRI

    • Aim: Investigate whether taxi drivers’ spatial navigation experience altered brain structure.
    • Method: MRI scans compared London taxi drivers to control participants.
    • Findings: Posterior hippocampi were significantly larger in taxi drivers; correlated with years of experience.
    • Conclusion: Spatial memory and navigation are localized to the hippocampus.
    • Demonstrates: Localization + Structural imaging (MRI).

    Antonova et al. (2011) – fMRI

    • Aim: Examine acetylcholine’s role in memory.
    • Method: Participants injected with scopolamine or placebo; performed spatial memory task in fMRI scanner.
    • Findings: Scopolamine reduced hippocampal activation.
    • Conclusion: Acetylcholine modulates hippocampal activity in memory encoding.
    • Demonstrates: Neurotransmission + Functional imaging (fMRI).

    Rosenzweig, Bennett & Diamond (1972) – Animal Research

    • Rats placed in enriched vs. deprived environments.
    • Post-mortem analysis showed thicker cortices in enriched group.
    • Though not imaging, serves as historical evidence for neuroplasticity prior to modern scanning.


    ⚖️ Evaluation of Techniques

    TechniqueStrengthsLimitationsEthical Issues
    MRIHigh spatial resolution, non-invasive, reliable structural dataExpensive, movement can distort image, cannot infer causationMinimal — requires consent and screening for metal implants
    fMRIMaps active brain areas in real time, no radiationPoor temporal resolution, indirect measure of neural activityClaustrophobia, motion restriction
    PETMeasures metabolic activity, useful in clinical diagnosisInvasive (radioactive tracer), expensiveRadiation exposure — limited use in minors
    EEGHigh temporal precision, inexpensive, non-invasivePoor spatial localizationNone significant beyond consent
    CTDetects structural damage quicklyRadiation exposure, low soft-tissue detailRadiation — caution required

    🔍Tok link

    Knowledge Question: How reliable is indirect evidence (e.g., fMRI signals) in representing mental processes?

    Perspective: Cognitive processes like memory are inferred from physical brain activity — raises epistemological questions about inference and correlation.

    Link: Encourages discussion on correlation vs. causation in knowledge claims.

     🌐 Real-World Connection

    MRI and fMRI are used in diagnosing Alzheimer’s, brain tumors, and traumatic injuries.

    PET scans are applied in neurological disorders like Parkinson’s and schizophrenia.

    EEG informs medical monitoring for epilepsy and sleep disorders.

    Understanding neuroplasticity informs rehabilitation after stroke or brain trauma.

    ❤️ CAS Link

    Creating an educational awareness campaign on mental health and brain imaging.

    Partnering with local clinics to explain neuroimaging’s ethical side.

    Designing workshops illustrating how neuroplasticity can support learning and recovery.

    🧠  IA Guidance

    Brain imaging techniques inspire IA experiments on cognitive processes (e.g., memory, attention).

    Students can simulate design considerations — independent variables might mimic cognitive load or task complexity.

    Important to discuss ecological validity and ethical procedures modeled after real imaging research.

    🧠 Examiner Tips

    Clearly differentiate structural vs. functional techniques in responses.

    Always mention strengths, limitations, and ethics.

    Avoid overclaiming causation — imaging shows correlation, not direct proof of behavior.

    In Paper 1 SAQs, refer to specific studies (Maguire, Antonova).

    Use concise definitions: “Localization refers to specific brain areas controlling specific behaviors.”

  • AHL1.12 COMPLEX NUMBERS


    📌 Key Concepts and Definitions

    The Imaginary Unit (i)

    • The imaginary unit, i, is defined as the number such that i2 = -1.
    • From this, we can say i = √(-1). This allows us to find solutions for equations that do not have real roots.

    Cartesian Form: z = a + bi

    • This is the standard form of a complex number, where a and b are real numbers.
    • Real Part (Re(z)): The term ‘a’ is the real part of z.
    • Imaginary Part (Im(z)): The term ‘b’ (not bi) is the imaginary part of z.

    The Complex Conjugate (z*)

    • The conjugate of z = a + bi is z* = a – bi.
    • Geometrically, the conjugate is a reflection of z in the real (horizontal) axis.
    • A key property is z × z* = (a+bi)(a-bi) = a2 – (bi)2 = a2 – b2i2 = a2 – b2(-1) = a2 + b2. The result is always a real number.

    The Modulus (|z|)

    • The modulus of z = a + bi is its distance from the origin (0, 0) on the complex plane.
    • It is a real, non-negative number.
    • Formula: |z| = √(a2 + b2). (This comes from the Pythagorean theorem).
    • Note: |z|2 = a2 + b2, which means |z|2 = z × z*.

    The Argument (arg(z))

    • The argument of z is the angle θ that the line from the origin to z makes with the positive real axis.
    • Calculation: tan-1 (b / a) = θ.
    ❤️ CAS Ideas

    Creativity: Use graphing software or simple code to generate images of fractals like the Mandelbrot set. This can be a project exploring the intersection of mathematics and art.
    Activity: Research the history of complex numbers, focusing on the initial resistance to “imaginary” numbers and their eventual acceptance and application.
    Service: Create a tutorial (video or document) for younger students explaining *why* we need imaginary numbers, using the simple example of √(-1) and solving quadratic equations.
    🔢 IA Spotlight

    Topic Selection: A popular and visually stunning IA topic is the exploration of fractals, such as the Mandelbrot set or Julia sets.
    Methodology: These fractals are generated by iterating a simple complex-number function (e.g., zn+1 = zn2 + c) for many points c in the complex plane and observing whether the sequence |zn| diverges or stays bounded.
    Analysis: This involves complex number arithmetic (multiplication, addition) and understanding the modulus. You can use technology (like programming or specialized software) to generate and visualize these beautiful and infinitely complex shapes.


    📌 Operations with Complex Numbers

    Sums and Differences (By Hand)

    • Add or subtract the real parts and imaginary parts separately.
    • Example: (3 + 4i) + (2 – 5i) = (3+2) + (4-5)i = 5 – i
    • Example: (3 + 4i) – (2 – 5i) = (3-2) + (4 – (-5))i = 1 + 9i

    Products (By Hand)

    • Multiply as you would binomials (e.g., FOIL), then replace i2 with -1 and simplify.
    • Example: (3 + 4i) × (2 – 5i) = 3(2) + 3(-5i) + 4i(2) + 4i(-5i)
    • = 6 – 15i + 8i – 20i2
    • = 6 – 7i – 20(-1)
    • = 6 – 7i + 20 = 26 – 7i

    Quotients (By Hand)

    • To divide, multiply the numerator and denominator by the conjugate (Z*) of the denominator. This makes the denominator a real number.
    • Example: (3 + 4i) ⁄ (1 + 2i)
    • = [(3 + 4i) × (1 – 2i)] / [(1 + 2i) × (1 – 2i)]
    • Numerator: 3 – 6i + 4i – 8i2 = 3 – 2i – 8(-1) = 11 – 2i
    • Denominator: 12 + 22 = 1 + 4 = 5

    Powers (With Technology)

    • Use your GDC’s complex number mode to calculate powers, e.g., (2+i)5.
    • This is much faster than repeated multiplication by hand.

    📌 The Complex Plane (Argand Diagrams)

    • The complex plane (or Argand diagram) is a 2D coordinate system used to plot complex numbers.
    • The horizontal axis is the Real axis (Re).
    • The vertical axis is the Imaginary axis (Im).
    • A complex number z = a + bi is plotted as the point with coordinates (a, b).

    https://www.musclemathtuition.com/wp-content/uploads/2023/09/Argand-diagram.png

    🔍 TOK Perspective

    How does language shape knowledge? Do the words “imaginary” and “complex” make the concepts more difficult than if they had different names?
    What does the “existence” of complex numbers tell us about the nature of mathematics? Are they “real” (discovered) or a useful invention (created) to solve problems?
    The number i was considered “imaginary” for centuries, yet it is now fundamental to describing “real-world” physics. What does this tell us about the relationship between mathematical models and reality?

    📌 Complex Numbers and Quadratic Equations

    The Discriminant (Δ)

    • For a quadratic equation ax2 + bx + c = 0 (with real coefficients a, b, c), the discriminant is Δ = b2 – 4ac.
    • If Δ < 0 (i.e., b2 – 4ac < 0), there are no real roots.

    Complex Solutions

    • When Δ < 0, the quadratic equation has two complex solutions (roots).
    • The solutions are given by the quadratic formula: x = (-b ± √(b2 – 4ac)) ÷ (2a).
    • We use i = √(-1). Example: √(-16) = √(16 × -1) = √16 × √(-1) = 4i.
    • The two complex roots will always be a complex conjugate pair. If a + bi is a root, then a – bi is the other root.

    Example

    • Solve: x2 + 2x + 5 = 0
    • Discriminant: Δ = b2 – 4ac = 22 – 4(1)(5) = 4 – 20 = -16.
    • Formula: x = (-2 ± √(-16)) ÷ (2(1))
    • x = (-2 ± 4i) ÷ 2
    • Solutions: x = -1 + 2i and x = -1 – 2i.

    Graphical Link

    • The graph of the corresponding function, f(x) = ax2 + bx + c, is a parabola that does not intersect the x-axis.
    • This lack of x-intercepts visually confirms the absence of real roots.

    🧠 Examiner Tip

    All calculations with complex numbers (sums, products, quotients, powers, roots of quadratics) can be done efficiently with technology. Ensure your GDC is in complex number mode (e.g., a+bi mode). You should know how to do simple operations by hand, especially division using the conjugate, but use your GDC to check answers or for complex calculations like powers.

    📝 Paper Strategy (All Papers)

    Since the GDC is allowed on all papers, complex number arithmetic should be fast and accurate. Practice using your calculator’s complex number functions.
    Be able to draw and interpret Argand diagrams. This includes plotting points, their conjugates, and representing |z| and arg(z).
    Know how to use the quadratic formula and how to handle a negative discriminant Δ to find the two complex conjugate roots.
    Be able to find the complex roots of a polynomial using your GDC’s polynomial root finder.