1. PACKS AWAY! This lesson will involve consolidating your learning of shift work and jet lag as well as considering further evaluation points relevant to the topic area.

2. Jet lag –Using the research below, answer the questions on the handout. Cho (2001) studied the long term effects of travelling across time zones. Air crew regularly flying over 7 time zones with little turn- around time were found to have significantly higher levels of cortisol (a stress hormone) than those on short flights. The level of cortisol was associated with deficits in memory and spatial learning, although it may take five years before the effects are seen. Schwartz et al (1995) analysed the results of American baseball games where teams had to travel across time zones to play opposing teams on the east or west coast, causing a time difference of three hours. West coast teams who travelled east had significantly fewer wins than the east coast teams who travelled west. Klein et al (1972) confirmed the view that flying west to east caused more jet lag than flying east to west by looking at flights from the UK from the US. They also found that one day per time zone crossed (each time zone is one hour) was needed for full recovery

3. Shift work What is shift work? Give an example. How does shift work disrupt our circadian rhythms? Give two effects of shift work. https://www.youtube.com/watch?v=3OUBnkTIJ1 U https://www.youtube.com/watch?v=3OUBnkTIJ1 U Note the link between shift work and diabetes Explain why

4. Handout- Shift work Knutsson et al (1986) found that individuals who worked shifts for more than 15 years were three times more likely to develop heart disease than non-shift workers. Hansen et al’s (2012) study of 692 women from the Danish military found a link between the two. Hansen still found that working night shifts was associated with a 40% increase in breast cancer risk. The more nights shifts worked, the greater the risk of breast cancer. Hansen also found that shift workers who described themselves as being “morning” people — that is, they preferred to wake up early, rather than stay up late at night — had a four times higher risk of breast cancer than women who worked during the day. However Fritschi (2012) An Australian study of 1000 women showed no link between breast cancer and shift work. Burch et al. (2005) found that night workers’ melatonin levels (measured in their urine) and sleep patterns were disrupted compared with day workers’. The night workers’ melatonin levels were too high, making them sleepy and prone to accidents.

5. Methodological evaluation On page 13 there is space for you to evaluate the research. Come up with about two relevant points and explain how this impacts the validity or reliability of the research.

6. IDA Nature vs nurture You can use one of the practical applications to elaborate on this debate.

7. Practical Applications Should consider both- The beneficial effects of altering shift work patterns Effects of jet lag on physical health.

8. Practical applications: Jet lag: Consuming melatonin may help resynchronise the sleep-wake cycle more quickly. Beaumont et al (2004) found that taking melatonin at bed time for 3 days before travel and 5 days after significantly reduced the symptoms of jet lag Exposure to light can affect circadian rhythms. Burgess et al (2003) investigated if jet lag could be prevented by phase shifting (advance or delay) before travelling. They found that after three days of light exposure in the morning, the participants’ circadian rhythms shifted by an average of 2.1 hours. This means they would feel less jet lagged, and would be fully adjusted to the new time zone around two days earlier. Shift work: The research can help both those planning work schedules and workers. Czeisler et al (1982) proposed that it would be better to rotate shifts forward in time so one begins with a day shift, progresses to an evening shift and then turns to a night shift. They found that workers reported feeling better and much less tired on the job. The management reported increased productivity and fewer errors. Dawson & Campbell (1991) found that workers exposed to a 4-hour pulse of bright light showed improvements in work performance. This shows that light acts as an exogenous zeitgeber in maintaining the rhythm of the SCN. Consequently, bright light has been used as a substitute for sunlight to reset the SCN.

9. How could we use this information in everyday life to improve the lives of people who have their circadian rhythms disrupted by shift work and/ or jet lag? Think of two practical suggestions

10. Discuss in small groups and write up onto whiteboards: How could the following effect circadian rhythms? 1.Jet Lag 2.Shift work Use the following terms Zeitgebers, internal and external, disrupts,

11. Exam skills Discuss research into the disruption of circadian rhythms (e.g. shift work and jet lag) (8 + 16 marks) Read through the mark scheme and examiners report for the exam question above and note down 5 key points. You have 5 mins. Do not write on the sheet. Any questions?

12. Essay planning Discuss research into the disruption of circadian rhythms (e.g. shift work and jet lag) (8 + 16 marks) Now, working in pairs: Write an essay plan (remember this shouldn’t be too long!) using the mark scheme and examiners report for the exam question above. You have 10 minutes.

13. AO1 = 8 marks Outline of research into the disruption of biological rhythms The term ‘research’ refers to both theory/explanations and studies, and so there are two possible routes through this question. One is to outline theory/explanations relevant to the disruption of biological rhythms as AO1 material, with studies as AO2/3. The other is to outline studies as AO1 and to use the implications of these studies as AO2/3. Examiners should also be alert to answers that use both approaches. In the context of biological rhythms the focus is far more likely to be on the findings of research studies. AO1 material is therefore likely to focus on research studies into shift work and jet lag, although other examples, such as seasonal affective disorder, could also be relevant if presented in the context of the disruption of biological rhythms. Effects of disrupting biological rhythms through shift work and jet lag can be behavioural (e.g. lowered productivity), psychological (e.g. tiredness, depression, anxiety), or physiological (e.g. increased vulnerability to heart disease and cancer). For each of these and for both shift work and jet lag there are many accessible research studies.

14. More anecdotal answers that simply describe effects of disrupting biological rhythms without reference to research studies may earn marks as the description is based on research, but will not move out of Basic however accurate and detailed. Some candidates may begin by outlining the mechanisms behind the disruptive effects, such as the dislocation of endogenous pacemakers and external zeitgebers i.e. outlining an explanation for the effects of disrupting biological rhythms. This would then become AO1 material, and studies used to support or contradict this explanation would become AO2/3. Examiners should be sensitive to depth-breadth trade-offs in answers that cover two or more examples of disruption. There are no partial performance criteria for this question.

15. AO2/3 = 16 marks Commentary on the effects of disrupting biological rhythms Studies on jet lag or shift work in the real world raise major issues of validity and reliability that affect the generalisability of their findings. However the link between evaluative points and the reliability/validity of findings must be explicit for marks to be awarded. Comments on the consistency or otherwise of findings would also be an effective route to AO2/3 credit. Further commentary might include the implications of findings for our understanding of the mechanisms of the effects of disruption, and application of findings to reduce the impact of disruption e.g. by changes to shift work patterns, or by adjusting behaviour when crossing time zones. For full credit such applications should be linked to mechanisms/explanations. Treatments for jet lag e.g. melatonin, would be creditable as long as there is an explicit link to biological rhythms e.g. via the role of melatonin in biological clocks.

16. For answers that present the mechanisms of disruption as AO1 material, the findings of relevant research studies would be the most accessible source of AO2/3 credit, as long as they are used to support or contradict our understanding of these mechanisms. Indicative issues, debates and approaches in the context of the disruption of biological rhythms include practical applications of findings. Some convincing studies show that modifying shift work patterns can have significant beneficial effects on behaviour and health. Other relevant IDA may include reductionism and the nature/nurture debate

17. Examiners report: This popular question was done reasonably well. There were a variety of routes to AO1 and AO2/3 credit; AO1 could consist of an outline of underlying mechanisms (endogenous pacemakers interacting with external zeitgebers), consequences of disrupting biological rhythms, or research studies. AO2/3 could then consist of relevant research evidence or implications of research studies. Weaker answers often confused the roles of pacemakers and zeitgebers, and failed to interpret research findings accurately. However, there has been a clear trend of improvement in the use of relevant studies from a range of areas. These include effects of shift work on mood, physical illness and productivity, the beneficial effects of altering shift work patterns, and effects of jet lag on physical health. Effective IDA in this area included the application of findings to, for example, improving the health of workers, or to reduce the effects of jet lag.

18. Examiners report: Q2 – General comments on A02/3 In relation to evaluations skills and in particular the use of Issues, Debates and Approaches (IDA) in evaluation, there is still an overreliance on rote learned lists of evaluative points. Examiners commented that in some scripts the same paragraph of generic IDA had simply been slotted into each answer, regardless of whether it was relevant or not. Similarly, methodological evaluation of studies often consisted of a list of assertions relating to gender and cultural bias, small sample size, use of questionnaires, ethical issues, etc but these were not explained or elaborated. If the question requires evaluation of theories/explanations, then methodological evaluation of studies is irrelevant unless the implications for the theory/explanation are made clear. For example, a student might argue that because the methodological criticism compromised the reliability and validity of findings so the study provides little or no support for the theory/explanation. If the relevance to the theory/explanation is not made explicit, methodological evaluation of studies will not receive credit. If the question allows for studies as AO1 material, then evaluation (including methodological issues) of those studies would qualify as AO2/3.