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1. Which key knowledge can be linked to this activity. Justify how this knowledge can be linked. Provide examples that apply to the activity.

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1. Which key knowledge can be linked to this activity. Justify how this knowledge can be linked. Provide examples that apply to the activity.

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1. Which key knowledge can be linked to this activity. Justify how this knowledge can be linked. Provide examples that apply to the activity.

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1. Which key knowledge can be linked to this activity. Justify how this knowledge can be linked. Provide examples that apply to the activity.

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1. Which key knowledge can be linked to this activity. Justify how this knowledge can be linked. Provide examples that apply to the activity.

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1. Relates to long-term potentiation: relatively permanent strengthening of synaptic connections resulting from repeated activation of a neural pathway

- Sprouting and re-routing

As the experiment was repeated there was a decrease in time to complete the puzzle due to the synaptic plasticity of brain

Trial 1 (no practice) had an average of 108 seconds to complete the puzzle, whereas trial 2 (practice) had an average of 73 seconds to complete the puzzle

Synaptic plasticity: results in the strengthening or weakening of these connections based on activity levels

Somatic - voluntary movement of moving finger to complete puzzle

CNS - sending messages to move finger to complete the puzzle

Glutamate

Neurotransmitters

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key knowledge

the key knowledge that can be linked to this activity is 'internal and external stress', as it evaluates the level of stress perceived of internal and external stressors by different individuals. Stress, which is a psychobiological process, a state of mental, emotional and psychological tension in response to something that is perceived to challenge or threaten our ability to cope, applies in this activity as the ranking is based on how significant the individual thinks it is.

Lazarus and Folkman's Transactional model of stress and coping- primary secondary appraisal

KSS

the KSS which was utilised in this activity was fieldwork, as the participants recorded their answers through a questionnaire. this is evident as the activity was answered through a scale.

LOT questions

1. describe the differences between internal and external stressors

2. explain how stressors are perceived differently

3. distinguish the difference between biological and psychological stress responses

4. distinguish the difference between environmental and sociocultural stress responses

5. define acute stress

6. define chronic stress

7. differentiate between chronic and acute stress

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relates to AOS1 - NERVOUS SYSTEM FUNCTIONING - neurotransmitters and neuromodulators

-somatic eg. detects and carries the sensory information recieved by sensory receptor sites via sensory neaurons to the CNS

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2. Which of the key science skills can you apply to this activity? Justify how each skill can be linked and provide examples.

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Controlled experiment: Investigated the relationship between an independent variable (trial number) and a dependent variable (time taken in seconds), controlling other variables (type of puzzle, median in which it was completed).

Independent variable: Number of trials

Dependent variable: Time taken to complete puzzle (seconds)

Controlled variables: Type of puzzle, median in which it was completed (digitally, using laptops)

Quantitative, objective, primary data

Extraneous: Some students used trackpad while other used touch screen, prior experience with puzzles, performance anxiety due to completing the puzzle whilst around other people

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investigation methodology - controlled experiment

Tend to have a higher level of internal validity.

types of data - quantitative, primary research, objective data

data is interpretable through the use of numbers therefore a more direct and specific conclusion rather than personally articulated through words

internal and external validity - high internal validity, high external validity.

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2. Which of the key science skills can you apply to this activity? Justify how each skill can be linked and provide examples.

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2. Which of the key science skills can you apply to this activity? Justify how each skill can be linked and provide examples.

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2. Which of the key science skills can you apply to this activity? Justify how each skill can be linked and provide examples.

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2. Which of the key science skills can you apply to this activity? Justify how each skill can be linked and provide examples.

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KSS

investigation methodology: controlled experiment.

experimental design: between-subjects design

IV: whether the teacher dropped the books or not.

DV: heart rate

type of data: primary quantitative data

sources of error:

-heart monitors may have been wrong

-prior experience

-previous stress

-different people with different stress levels (some may get more easily stressed/relaxed than others)

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3. Write some questions for this activity using a variety of command terms (From LOT eg. identify or describe to HOT eg. justify or evaluate). Be sure to include the number of marks you think would be allocated!

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3. Write some questions for this activity using a variety of command terms (From LOT eg. identify or describe to HOT eg. justify or evaluate). Be sure to include the number of marks you think would be allocated!

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3. Write some questions for this activity using a variety of command terms (From LOT eg. identify or describe to HOT eg. justify or evaluate). Be sure to include the number of marks you think would be allocated!

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3. Write some questions for this activity using a variety of command terms (From LOT eg. identify or describe to HOT eg. justify or evaluate). Be sure to include the number of marks you think would be allocated!

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3. Write some questions for this activity using a variety of command terms (From LOT eg. identify or describe to HOT eg. justify or evaluate). Be sure to include the number of marks you think would be allocated!

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LOT:

1. Define long-term potentiation (1 mark)

2. Using examples, identify the types of data used in Activity 1 (3 marks)

3. Identify 2 extraneous variables in Activity 1 (2 marks)

4. Outline the independent and dependent variable in Activity 1 (2 marks)

HOT:

1. Evaluate the internal and external validity of the results found in Activity 1, justify your response. (4 marks)

2. Explain the link between the results found in Activity 1 and long-term potentiation. (3 marks)

3. Explain the ethical methodology used in Activity 1, justify your response. (2 marks).

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Primary Data

Subjective

Quantitative

Field work - questionnaire

Low external validity because it is hard to apply to another population.

Personal Error - miscalculation when adding ratings. misreading the strategy

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LOT:

are the results of this study... high validity?

do bla bla

will bla bla

name

HOT:

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Coping Strategies: the Activity surveys participants on the types of coping strategies that they use.

Approach Strategies: Involves efforts to confront a stressor and deal directly with it and its effects. (strategies: venting, emotional/external support, active coping)

Avoidance Strategies: Involves efforts to evade a stressor and deal indirectly with it and its effects. (strategies: denial, using distractions)

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Relates to internal and external stressors: the psychobiological process resulting in a state of mental, emotional and physiological tension in response to something that is perceived to challenge or threaten our ability to cope.

the acute stress of the books being dropped, proved a quick recovery from the sudden implement of stress.

The acute stress then refers to GAS where the alarm reaction has taken place, putting the individual in a countershock phase, evident in the sudden spike in heart rate.

apart of the sympathetic nervous system