AQA · GCSE · Biology
Course version: 8461 · Version from Sept 2018
AT skills covered by this practical activity: AT 1, 3 and 4.
Full specification wording
Structure and function: AT skills covered by this practical activity: AT 1, 3 and 4.
This statement identifies the working scientifically skills developed through Required Practical 7: investigating the effect of a factor on human reaction time.
Checked against the AQA 8461 specification (opens in a new tab) on .
- Point 13 of 13
- 4 key terms
Study notes
From the checked teaching notes for this specification point.
The idea
This statement identifies the working scientifically skills developed through Required Practical 7: investigating the effect of a factor on human reaction time. AT 1 involves using appropriate apparatus to make and record measurements accurately, such as using a ruler to measure drop distance to calculate time. AT 3 involves using techniques for the observation and measurement of biological changes, such as measuring physiological response times. AT 4 involves the safe and ethical use of living organisms to measure physiological functions, ensuring human subjects are treated safely.
What earns the marks
- AT 1: Use appropriate apparatus (e.g., a metre ruler) to make and record measurements (e.g., drop distance) accurately to determine reaction time.
- AT 3: Use appropriate techniques to observe and measure biological processes, specifically the nervous response and reaction time.
- AT 4: Ensure the safe and ethical use of human subjects when measuring physiological functions and responses to the environment.
- Process results to identify patterns, such as the effect of practice or a stimulant (like caffeine) on reaction time.
- Link practical evidence back to the biological function of the nervous system, including receptors, coordination centres, and effectors.
Common mistakes and how to put them right
Confusing the measurement of distance with time.
Put it right: Use a conversion table to convert the distance into time in seconds.
Ignoring control variables: the error is failing to control factors like the hand used or the starting distance of the ruler; the correction is to keep these constant to ensure a valid test.
Misunderstanding AT definitions: the error is defining AT 1 as just safety; the correction is that AT 1 refers to using apparatus to make accurate measurements.
Exam tips
- Read the practical question carefully to see whether it asks about the method, data, or conclusion, then answer that specific demand.
- When describing the method for the reaction time practical, explicitly mention how you will control variables to ensure a fair test.
- Use precise vocabulary, such as 'stimulus', 'receptor', and 'effector', when explaining the biological basis of the reaction time.
Try the lesson
The start of the Structure and function: AT skills covered by this practical activity: AT 1, 3 and 4. lesson, made from checked teaching notes for this specification point.
Have a go first
In an investigation to measure human reaction time using the ruler drop test, which technique would best improve the accuracy of the measurements?
Listen
This statement identifies the working scientifically skills developed through Required Practical 7: investigating the effect of a factor on human reaction time. AT 1 involves using appropriate apparatus to make and record measurements accurately, such as using a ruler to measure drop distance to calculate time. AT 3 involves using techniques for the observation and measurement of biological changes, such as measuring physiological response times. AT 4 involves the safe and ethical use of living organisms to measure physiological functions, ensuring human subjects are treated safely. A strong answer earns marks for these points. AT 1: Use appropriate apparatus (e.g., a metre ruler) to make and record measurements (e.g., drop distance) accurately to determine reaction time. AT 3: Use appropriate techniques to observe and measure biological processes, specifically the nervous response and reaction time. AT 4: Ensure the safe and ethical use of human subjects when measuring physiological functions and responses to the environment. Process results to identify patterns, such as the effect of practice or a stimulant (like caffeine) on reaction time. A common slip: Confusing the measurement of distance with time: the error is recording the ruler drop in centimetres as the reaction time. Instead, use a conversion table to convert the distance into time in seconds. Exam tip: Read the practical question carefully to see whether it asks about the method, data, or conclusion, then answer that specific demand.
Key words
Say what each word means before you turn the card.
Working scientifically
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Practical technique and safety
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Data recording and analysis
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Nervous system and reaction time
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See every definition
- Working scientifically
- Skills developed through the practical activity, covering AT 1, 3 and 4, in which students plan the method, record clear results and interpret the evidence regarding the nervous system.
- Practical technique and safety
- Using techniques for the observation and measurement of biological changes, and ensuring the safe and ethical use of human subjects when measuring physiological functions.
- Data recording and analysis
- Recording measurements accurately and processing results to identify patterns, such as the effect of practice or a stimulant on reaction time.
- Nervous system and reaction time
- Linking practical evidence back to the biological function of the nervous system, including receptors, coordination centres and effectors.
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