SCHOOL OF LIBERAL ARTS & SCIENCES

BACHELOR OF PSYCHOLOGY

MODULE INFORMATION BOOKLET

AUGUST 2020

BIOLOGICAL PSYCHOLOGY
PSY 60504

Prepared by:
CHEW SIEW WEI

For semester period:

24 August 2020 – 18 December 2020

Checked and Approved by:

Rajalakshmi Ganesan
Programme Director
Bachelor of Psychology
School of Liberal Arts & Sciences

20 August 2020
 CONTENT PAGE NO.

Introduction 2

Module Overview 3

Delivery Method 5

Assessment 6

Scheme of Work 9

INTRODUCTION

The subject is designed to provide basic concepts, theories, methods, and clinical application relevant to the
area or issues of physiological psychology.

Lecturer’s Details:

CHEW SIEW WEI

School of Liberal Arts and Sciences
Faculty of Arts and Social Sciences
Taylor’s University, No. 1, Jalan Taylor’s, 47500 Subang Jaya, Selangor

Email : SiewWei.Chew@taylors.edu.my
Telephone No. : 03 - 5629 5277
Office : C9.03 (Block C, Level 9)
Consultation Hours : Via FB Messenger (find me, Chew Siew Wei with Taylor’s Logo, in FB)

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 MODULE OVERVIEW

MODULE SYNOPSIS

The module is designed to provide the students with an understanding of Biological Psychology. It provides a
broad conceptual framework of the brain structures, functions, and how the brain activities influence human
behaviours. The learning and teaching approach for the module is a mixture of authentic and collaborative
learning and teaching, which allow the students to reflect the way knowledge will be used in real life. In
addition, under the guided learning, teacher is proactive in facilitating learning for student needs, and
involves motivating and guiding students to their learning outcomes, allowing students to construct
knowledge collaboratively, coach each other, and to self-evaluate and self-reflect. All in all, a general
overview of the various areas of Biological Psychology are covered in this module. The topics outlined
incorporates an understanding of the biological make-up of an individual and illustrative examples are
covered to provide key important analyses. At the same time, it enables the student to examine current
issues, theories, methods, and clinical application relevant to the area of Biological Psychology.

LEARNING OUTCOMES

At the end of this course, students should be able to:

1. discuss the key concepts and theories of Biological Psychology.
2. describe human behaviors and specific biological issues by applying concepts and theories covered.
3. apply knowledge from case studies and related research findings in studying human behaviors
biologically.

PRE-REQUISITE / ASSUMED KNOWLEDGE:

NA

NO. OF CREDIT HOURS: 4

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TAYLOR’S GRADUATE CAPABILITIES (TGCs)

This module hopes to prepare students with several important soft skills identified by the university known
‘Taylor’s Graduate Capabilities (TGCs)’. There are eight (8) elements listed under TGCs as follows:

A. KNOWLEDGE
TGC 1: Discipline Specific Knowledge
• Ability to demonstrate professional competence, articulate and adapt discipline
specific knowledge to novel situations, and be able to contribute from their discipline
to interdisciplinary solutions to problems.

B. COGNITIVE SKILLS
TGC 2: Critical Thinking & Problem Solving skills
• Ability to rationally and critically analyze, synthesize and evaluate evidence to arrive
at solutions.

TGC 3: Lifelong Learning

• Ability to adopt flexible and resilient learning methods to continuously learn, unlearn
and relearn in a self-regulated manner.

C. SOFT SKILLS
TGC 4: Communication Skills
• Ability to create and deliver messages effectively and sensitively in appropriate
contexts and communication styles.

TGC 5: Personal Competencies

• Ability be self-aware and to self-regulate through skillful management of one’s
personal goals, intentions, responses and behavior.

TGC 6: Social Competencies

• Ability to understand the feelings of others, interact positively with them and foster a
stable and harmonious relationships.

TGC 7: Entrepreneurialism
• Ability to influence change by being proactive, resourceful and prudent in assuming
risk.

TGC 8: Global Perspectives

• Ability to see the world as interconnected, seek to understand an individual’s, a
society’s, or a culture’s place in it and practice humility.

* Specifically, this module is designed to equip students with TGC1, TGC4 and TGC8 as below: Discipline

Specific Knowledge Communication Skills Global Perspectives

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 DELIVERY METHOD

TEACHING AND LEARNING METHODS

LECTURES

Lectures are direct communication between students and lecturers in the lecture hall in which the lecturer
conveys information to the students. Two-way interaction is minimal as it focuses on the explanation and
discussion of the concepts, theories and examples related to the topics.

Class attendance is compulsory. Students are advised to attend lectures because important information
related to the module such as syllabus as well as types and method of assessment will be covered during the
lecture sessions. Failure to attend lectures may lead to confusion and misunderstanding on the module
assessment and topics discussed in the coming classes.

REMINDER: Students who fail to maintain a minimum of 80 percent attendance will be barred from sitting
for the final examination.

SELF-INDEPENDENT STUDY

Students are responsible to do exercises, self-studying and search for additional information and references
from the library or the internet. Students should not expect they can master the module by attending lectures
only. Students also should not fully rely on information and materials provided by the lecturer.

MAIN REFERENCE
1. Kalat, J. W. (2018). Biological Psychology (13th ed.). USA: Cengage Learning.
2. Getz., G. (2014). Applied biological psychology. New York: Springer (EBSCOHost).

ADDITIONAL REFERENCES
3. Carlson, N. R. (2016). Physiology of Behavior (12th ed.). USA: Pearson.
4. Garrett, B. (2016). Brain and behaviour: An introduction to biological psychology (4th ed.) USA: SAGE
Publications.
5. Pinel, J. P. J., & Barner, S. J. (2007). Introduction to Bio-Psychology (6th ed.). USA: New Jersey, Pearson
Higher Education.
6. Wilson, J. F. (2002). Biological foundations of human behaviour. USA: Cengage Learning.

ONLINE SUPPORT
 Taylor’s Integrated Moodle e-Learning System (TIMeS)

Taylor’s University provides a portal on Learning Management System known as Taylor’s Integrated
Moodle e-Learning System (TIMeS). Students can conveniently access to the following module resources
through TIMeS Portal.
• Module Information Booklet
• Lecture Slides
• Tutorial Questions and Quizzes
• Related documents such as Assignment Cover Form, Assignment Feedback Form, etc.
• Important announcement such as exam date, assignments due date, class postponement, etc.
• Other module information

Students are advised to visit TIMeS Portal every day to get latest information on the module.

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 ASSESSMENT

ASSESSMENT SUMMARY

Form of Length/ Marks Due Date Learning TGCs Achieved

Assessment Duration Outcomes
Continuous 60%
Assessment:

1. Assignment 1 14 weeks 15% Week 14 1

(Individual-Mind
Map)

2. Assignment 2 11 weeks Week 11 3

(Group Project)
i. Academic 25%
Research Writing
ii. Oral 15%
Presentation

3. Independent 14 weeks 5% Week 14 2

Learning/Online
Exercises

Final Examination 2 hours 40% Final Exam 1, 2

OR OR Weeks
Quizzes 14 weeks OR
Throughout
the
Semester
TOTAL 100%

THE LECTURER RESERVES THE RIGHT FOR ANY ADJUSTMENT

ASSESSMENT COMPONENTS

CONTINUOUS ASSESSMENT (60%)

These tasks are to be done in group or as individual. Refer to the assignment guideline for details.

FINAL EXAMINATION (40%)

Final examination is a closed-book examination. It seeks to determine students’ individual effectiveness in

responding to specific questions under time-constrained invigilated conditions.

*Students are required to sit/attempt the final examination. Failure to do so would result in a fail grade (F).
ASSESSMENT DETAILS

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  If a student is unable to attend any assessment, notification should be given to the lecturer concerned
within 24 hours of the assessment time. By producing proper documentation upon returning, the
student can request for an assessment of equivalent level within 3 working days.
 In order to pass this module, students are required to attempt the final exam. Failure to sit for the
final exam will result in a fail grade for the module.
 Students must pass this module in order to graduate.

Resit.

A student who obtains a final mark of 40% to 49% for the module will be allowed to resit. The maximum mark
that will be awarded for a resit is a pass (50%).

The following will not be eligible for a resit even though the final mark is within the range of 40 to 49 marks:
• Student who are barred from the final examination due to poor attendance; or
• Students who do not turn up for the final examination without a valid reason; or
• Student caught breaking university rules such as disruptive behaviour during an examination or
contravening academic integrity rules e.g. cheating in the examination.

All students must adhere to the Taylor’s University’s Examinations, Assessment Policies and Procedures
manual available at http://portals.taylors.edu.my.

IMPORTANT REMINDER!

Plagiarism

Plagiarism is the use of someone else's language, ideas, information or original material without
acknowledging the source. All students are expected to attend a course on proper usage of referencing.
Information about referencing is available from the Intellect’s Learning and Academic Skills (LAS) department
and/or from the library webpages at:-

http://iportal.taylors.edu.my/taylor_customize/Information_Skills/Reference/reference_mainpage.htm

Plagiarism is a serious offence and any individual (who is suspected of plagiarism) would be referred to the
Academic Integrity Committee of Taylor's University. Please refer to the Student Handbook for further
information.

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GRADING SCALE:

Grade Mark Grade Points Definition Description

A 80-100 4.00 Excellent Evidence of original thinking; demonstrated
outstanding capacity to apply, analyze synthesize
and evaluate information; outstanding grasp of
subject matter; evidence of outstanding command
of relevant knowledge base.
A- 75-79 3.67 Very Good Evidence of some original thinking: demonstrated
very good capacity to apply, analyze, synthesize
and evaluate information: very good grasp of
subject matter: and evidence of very good
command of relevant knowledge base.
B+ 70-74 3.33 Good Demonstrate good capacity to apply, analyze,
B 65-69 3.00 synthesize and evaluate information; good grasp of
subject matter, and evidence of good command of
relevant knowledge base.
B- 60-64 2.67 Pass Demonstrate adequate capacity to apply, analyze,
C+ 55-59 2.33 synthesize information, adequate grasp of subject
C 50-54 2.00 matter, and evidence of adequate command of
relevant knowledge base.
D+ 47-49 1.67 Marginal Fail Demonstrate inadequate capacity to apply and
D 44-46 1.33 analyze information, insufficient grasp of subject
D- 40-43 1.00 matter, and evidence of very weak command
relevant knowledge base.
F 0-39 0.00 Fail Demonstrated very weak capacity to apply and
analyze information, very weak grasp of subject
matter, and evidence of very weak command of
relevant knowledge base.
WD - - Withdrawn Withdrawn from a module before census date,
typically mid semester. [please refer to Description
1 below]
F(W) 0 0.00 Fail Withdrawn from a module after census date,
typically mid semester. [please refer to Description
2 below]
IN - - Incomplete An interim notation given for a module where a
student has not completed certain requirements
with valid reason or it is not possible to finalise the
grade by the published deadline.
IP - - In Progress An interim notation used for a module which
continued for more than one semester. An “IP”
grade carries with it no credit or grade until a
regular grade is assigned.
P - - Pass Given for satisfactory completion of
non- graded module.

Note: Non-graded module is module that is

‘graded’ with ‘pass’ or ‘fail’ without any
grades such as A,B,C or D.
AU - - Audit Given for a module where attendance is for
information only without earning academic credit.

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SCHEME OF WORK

Learning Teaching & Learning

Week Topic Reading(s) Assessment TGC Achieved
Outcomes Activities
1 Online Learning Week: 2, 3 Online Lecture Video Kalat, J. W. (2013).
24 / 08 / 20 Biological Approach to Biological Psychology (11th
| Behavior NO Tutorial Activity on ed.). Belmont, USA:
28 / 08 / 20 • Biopsychology as a Week 01 Wadsworth, Cengage
neuroscience Learning. Chapter 1.
• Biological approach to
behavior Pinel, J. P. J., & Barner, S.
• Role of genetics J. (2007). Introduction to
• Ethical concerns in Bio-Psychology (6th ed.).
biological approach USA: New Jersey, Pearson
• Heredity and Higher Education. Chapter
environment 1 & 2.

2 Online Learning Week: 1, 2 Online Lecture Video Kalat, J. W. (2013). Completion of

31 / 08 / 20 Nerve Cells, Impulses and Biological Psychology (11th online activity as
| Synapses Blended Learning: ed.). Belmont, USA: part of the
04 / 09 / 20 • Cells of the nervous Online Lecture and Wadsworth, Cengage assessment
system Tutorial Activity in Learning. Chapter 2 & 3. (participation).
31 / 08 / 20, Mon
• Nerve impulses TIMeS (Topic Week 1)
Malaysia National
Day • Concept of the synapse Pinel, J. P. J., & Barner, S.
• Chemical make-up of the J. (2007). Introduction to
synapse Bio-Psychology (6th ed.).
• Influence of drugs and USA: New Jersey, Pearson
addictions on synapse Higher Education. Chapter
4.

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 Learning Teaching & Learning
Week Topic Reading(s) Assessment TGC Achieved
Outcomes Activities
3 Anatomy of the Nervous 1, 2 DUAL MODE Tutorial Kalat, J. W. (2013). Completion of
07 / 09 / 20 System Class (Synchronized Biological Psychology (11th group activity
| • Nervous system Online & Physical ed.). Belmont, USA: online and
11 / 09 / 20 • Spinal cord Session): Activity Wadsworth, Cengage physical as part
• Cerebral cortex Relates to Topic Week 2 Learning. Chapter 4. of the
• Brain structures assessment
Pinel, J. P. J., & Barner, S. (participation).
J. (2007). Introduction to
Bio-Psychology (6th ed.).
USA: New Jersey, Pearson
Higher Education. Chapter
3.
4 Online Learning Week: 1, 3 Online Lecture Video Kalat, J. W. (2013). Completion of
14 / 09 / 20 Brain Development, Biological Psychology (11th Mind Map as
| Damage and Neuro- Independent Learning: ed.). Belmont, USA: part of the
18 / 09 / 20 Plasticity Mind Map Creation Wadsworth, Cengage assessment.
• Growth of the maturing (Topic 1, 2, & 3, or as Learning. Chapter 5.
16 / 09 / 20, Wed brain where the lectures
Malaysia Day
• Differentiation of the covered) Pinel, J. P. J., & Barner, S.
cortex J. (2007). Introduction to
• Brain and behavior Bio-Psychology (6th ed.).
development USA: New Jersey, Pearson
• Brain damage Higher Education. Chapter
• Neuropsychological 10.
diseases
• Neuroplasticity and
treatment of nervous
system damage

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 Learning Teaching & Learning
Week Topic Reading(s) Assessment TGC Achieved
Outcomes Activities
5 Online Learning Week: 1, 2, 3 Online Lecture Video Kalat, J. W. (2013). Completion of
21 / 09 / 20 Visual System Biological Psychology (11th online activity as
| • Visual coding Blended Learning: ed.). Belmont, USA: part of the
25 / 05 / 20 • Principles of perception Online Lecture and Wadsworth, Cengage assessment
• How the brain processes Tutorial Activity in Learning. Chapter 6. (participation).
visual information TIMeS (Topic Week 4)
• Parallel processing in the Pinel, J. P. J., & Barner, S.
visual cortex J. (2007). Introduction to
Bio-Psychology (6th ed.).
USA: New Jersey, Pearson
Higher Education. Chapter
6.
6 Mechanism of Perception, 1, 2, 3 DUAL MODE Tutorial Kalat, J. W. (2013). Completion of
28 / 09 / 20 Conscious Awareness and Class (Synchronized Biological Psychology (11th group activity
| Attention Online & Physical ed.). Belmont, USA: online and
02 / 10 / 20 • Audition Session): Activity Wadsworth, Cengage physical as part
• Mechanical senses Relates to Topic Week 5 Learning. Chapter 7. of the
• Somato-sensation assessment
• Chemical senses Pinel, J. P. J., & Barner, S. (participation).
J. (2007). Introduction to
Bio-Psychology (6th ed.).
USA: New Jersey, Pearson
Higher Education. Chapter
7.

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 Learning Teaching & Learning
Week Topic Reading(s) Assessment TGC Achieved
Outcomes Activities
7 Online Learning Week: 1, 2, 3 Online Lecture Video Kalat, J. W. (2013). Completion of
05 / 10 / 20 Sensorimotor Movement Biological Psychology (11th online activity as
| • Control of movement Blended Learning: ed.). Belmont, USA: part of the
09 / 10 / 20 • Principles of Online Lecture and Wadsworth, Cengage assessment
sensorimotor function Tutorial Activity in Learning. Chapter 8. (participation).
• Brain mechanism of TIMeS (Topic Week 6)
movement Pinel, J. P. J., & Barner, S.
• Movement disorders J. (2007). Introduction to
Bio-Psychology (6th ed.).
USA: New Jersey, Pearson
Higher Education. Chapter
8.
8 Online Learning Week: 1, 2, 3 Online Lecture Video Kalat, J. W. (2013). Completion of
12 / 10 / 20 Wakefulness and Sleep Biological Psychology (11th Mind Map as
| • Rhythms of waking and Independent Learning: ed.). Belmont, USA: part of the
16 / 10 / 20 sleeping Mind Map Creation Wadsworth, Cengage assessment.
• Stages of sleep (Topic 5, 6, & 7, or as Learning. Chapter 9.
• REM sleep and dreaming where the lectures
• Effects of sleep covered) Pinel, J. P. J., & Barner, S.
deprivation J. (2007). Introduction to
• Sleep disorders and Bio-Psychology (6th ed.).
drugs USA: New Jersey, Pearson
Higher Education. Chapter
14.

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 Learning Teaching & Learning
Week Topic Reading(s) Assessment TGC Achieved
Outcomes Activities
9 Internal Regulation 1, 2, 3 DUAL MODE Tutorial Kalat, J. W. (2013). Completion of
19 / 10 / 20 • Temperature regulation Class (Synchronized Biological Psychology (11th group activity
| • Hunger regulation Online & Physical ed.). Belmont, USA: online and
23 / 10 / 20 • Thirst regulation Session): Activity Wadsworth, Cengage physical as part
• Eating disorders Relates to Topic Week 9 Learning. Chapter 10. of the
assessment
(participation).

10 Online Learning Week: 1, 2, 3 Online Lecture Video Kalat, J. W. (2013). Completion of

26 / 10 / 20 Reproductive Behavior Biological Psychology (11th online activity as
| • Sex and hormones Blended Learning: ed.). Belmont, USA: part of the
30 / 10 / 20 • Neuroendocrine system Online Lecture and Wadsworth, Cengage assessment
• Human sexual Tutorial Activity in Learning. Chapter 11. (participation).
29 / 10 / 20, Thu
development TIMeS (Topic Week 9)
Prophet
Muhammad’s • Sexual orientation and Pinel, J. P. J., & Barner, S.
Birthday variation J. (2007). Introduction to
Bio-Psychology (6th ed.).
USA: New Jersey, Pearson
Higher Education. Chapter
13.

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 Learning Teaching & Learning
Week Topic Reading(s) Assessment TGC Achieved
Outcomes Activities
11 Online Learning Week: 1, 2, 3 Online Lecture Video Kalat, J. W. (2013). Assignment 2 ‘s
02 / 11 / 20 Learning, Memory and Biological Psychology (11th Report DUE: 06
| Amnesia Tutorial Hours: ed.). Belmont, USA: Nov 2020, Friday
06 / 11 / 20 • Learning, memory and Completion of Wadsworth, Cengage (via Google
brain functions Assessment Learning. Chapter 13. folder)
• Types of memory
• Amnesia and brain
• Synaptic mechanism of
learning and memory

12 Cognitive Functions 1, 2, 3 DUAL MODE Tutorial Kalat, J. W. (2013). Completion of

09 / 11 / 20 • Lateralization of function Class (Synchronized Biological Psychology (11th group activity
| • Split brain and Online & Physical ed.). Belmont, USA: online and
13 / 11 / 20 differences between left Session): Activity Wadsworth, Cengage physical as part
and right hemisphere Relates to Topic Week Learning. Chapter 14. of the
14 / 11 / 20, Sat
• Physiology of language 11 assessment
Deepavali
• Conscious and Pinel, J. P. J., & Barner, S. (participation).
unconscious processes J. (2007). Introduction to
and attention Bio-Psychology (6th ed.).
USA: New Jersey, Pearson
Higher Education. Chapter
16.

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 Learning Teaching & Learning
Week Topic Reading(s) Assessment TGC Achieved
Outcomes Activities
13 Online Learning Week: 1, 3 Online Lecture Video Kalat, J. W. (2013). Submission of
16 / 11 / 20 Biopsychology of Biological Psychology (11th Video of Oral
| Psychiatric Disorders Oral Presentation #1 ed.). Belmont, USA: Presentation: 16
20 / 11 / 20 • Schizophrenia Wadsworth, Cengage - 27 Nov 2020
• Affective disorders Learning. Chapter 15. (via Google
• Anxiety disorders folder)
• “Tourette syndrome” Pinel, J. P. J., & Barner, S.
J. (2007). Introduction to
Bio-Psychology (6th ed.).
USA: New Jersey, Pearson
Higher Education. Chapter
18.
14 Online Learning Week: 1, 2, 3 Online Lecture Video Kalat, J. W. (2013). Assignment 1
23 / 11 / 20 Biopsychology of Emotion, Biological Psychology (11th DUE: 27 Nov
| Stress and Health Oral Presentation #2 ed.). Belmont, USA: 2020, Friday (via
27 / 11 / 20 • Emotional aspect Wadsworth, Cengage Google folder)
• Stress and health Chapters Review Learning. Chapter 12.
• Fear, defense and (Forum: Q & A via Submission of
aggression TIMeS) Pinel, J. P. J., & Barner, S. Video of Oral
• Fear conditioning J. (2007). Introduction to Presentation: 16
Bio-Psychology (6th ed.). - 27 Nov 2020
USA: New Jersey, Pearson (via Google
Higher Education. Chapter folder)
17.

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 Learning Teaching & Learning
Week Topic Reading(s) Assessment TGC Achieved
Outcomes Activities
15 - 16
03 / 12 / 20
|
18 / 12 / 20

Study Leave
Final Examinations

THE LECTURER RESERVES THE RIGHT FOR ANY ADJUSTMENT

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