Practical assessment skills

Set up apparatus without assistance, follow written instructions and diagrams including circuit diagrams, collect an appropriate quantity of data, repeat readings where appropriate and use common laboratory apparatus correctly.

Use successful collection of data to connect the rule to the data and decision in the question.

This matters because successful collection of data determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply successful collection of data to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: Successful collection of data is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Make and record accurate measurements, choose a range that spans the largest possible values within the equipment or instructions, and recognise when data quality is judged by scatter, supervisor data or known values.

Use quality of data to connect the rule to the data and decision in the question.

This matters because quality of data determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply quality of data to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: Quality of data is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Present numerical data in a single table with raw and calculated values, use quantity/unit headings, record precision consistently, show calculation working and justify significant figures in calculated quantities.

Use tables, recording and significant figures to connect the rule to the data and decision in the question.

This matters because tables, recording and significant figures determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply tables, recording and significant figures to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: Tables, recording and significant figures is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Label graph axes with quantity and unit, choose readable scales and false origins where appropriate, plot points accurately, draw best-fit lines or curves, and draw tangents to curves.

Use graph layout, plotting and trend lines to connect the rule to the data and decision in the question.

This matters because graph layout, plotting and trend lines determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply graph layout, plotting and trend lines to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: Graph layout, plotting and trend lines is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Relate straight-line graphs to y = mx + c, determine gradients and intercepts, read coordinates from trend lines, estimate absolute and percentage uncertainties, and use half-range for repeated readings where appropriate.

Use graph interpretation and uncertainties to connect the rule to the data and decision in the question.

This matters because graph interpretation and uncertainties determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply graph interpretation and uncertainties to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: Graph interpretation and uncertainties is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Draw conclusions including constants, judge whether data support a hypothesis, make predictions, identify procedural limitations and significant uncertainty sources, and suggest realistic improvements or extensions.

Use conclusions, limitations and improvements to connect the rule to the data and decision in the question.

This matters because conclusions, limitations and improvements determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply conclusions, limitations and improvements to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: Conclusions, limitations and improvements is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Use typical Paper 3 apparatus such as meters, calipers, micrometers, thermometers, stopwatches, balances, springs, magnets, circuits, heating equipment and measuring tools with appropriate laboratory safety awareness.

Use apparatus familiarity and safe practice to connect the rule to the data and decision in the question.

This matters because apparatus familiarity and safe practice determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply apparatus familiarity and safe practice to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: Apparatus familiarity and safe practice is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.