Practical: Reflex Actions (SQA National 5 Biology): Revision Note

Exam code: X807 75

Ruth Brindle

Last updated

Investigating reaction times

  • Reaction time is the time taken to respond to a stimulus

    • for example, catching a falling object after it is released

  • It is an indicator of how quickly the nervous system detects, processes, and responds to sensory information

  • Reaction time can be affected by a variety of factors, such as age, stress, fatigue, background noise, or the use of stimulants such as caffeine

  • In this investigation, you will measure human reaction time using a ruler drop test and determine how one chosen factor (e.g. caffeine consumption or background noise) influences it

    • The further down the ruler is caught, the longer the person’s reaction time

Apparatus

  • 30 cm ruler

  • Volunteers x5

Method

  1. Each volunteer needs to sit in a chair with a good upright posture 

  2. Ensure the volunteer places their forearm on the table so that it extends over the edge 

  3. Ask the volunteer to place their thumb and fingers on either side of the bottom of the vertically placed ruler, with the number “0” at the bottom and the “30” near the top

  4. Tell the volunteer that the ruler will be "dropped" without warning. The volunteer needs to catch the ruler with their thumb and forefinger as soon as they sense it dropping

  5. Drop the ruler. When your volunteer catches it, record the number on the ruler displayed just over the thumb. The lower the number, the faster the reaction time

  6. Conduct five trials with the same volunteer

  7. Repeat the experiment with at least four other volunteers and record your results in a suitable table. Use a conversion table to convert the measurements into reaction times

Instructions for a reaction time experiment using a ruler, featuring participant roles, data recording, and conversion of measurements to reaction times.
Dropping a ruler provides a simple way of measuring someone’s reaction time

Examiner Tips and Tricks

Note that this practical is a 'suggested practical' in the specification, rather than content that all students are expected to learn. Some schools may choose to complete alternative practicals, or may miss out practical work that is not realistic, e.g. due to equipment or time constraints

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Ruth Brindle

Author: Ruth Brindle

Expertise: Biology Content Creator

Ruth graduated from Sheffield University with a degree in Biology and went on to teach Science in London whilst also completing an MA in innovation in Education. With 10 years of teaching experience across the 3 key science disciplines, Ruth decided to set up a tutoring business to support students in her local area. Ruth has worked with several exam boards and loves to use her experience to produce educational materials which make the mark schemes accessible to all students.