Unit 6: Practical Skills in Chemistry II

Solve problems set in a practical context and apply scientific knowledge to practical contexts.

Use .p1—solving practical-context problems to connect the rule to the data and decision in the question.

This matters because .p1—solving practical-context problems determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply .p1—solving practical-context problems to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: .P1—Solving practical-context problems is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Identify and state how to control variables to improve experimental validity.

Use .p2—controlling variables to connect the rule to the data and decision in the question.

This matters because .p2—controlling variables determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply .p2—controlling variables to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: .P2—Controlling variables is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Present data in appropriate ways.

Use .p3—presenting data to connect the rule to the data and decision in the question.

This matters because .p3—presenting data determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply .p3—presenting data to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: .P3—Presenting data is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Evaluate results and draw conclusions.

Use .p4—evaluating results and conclusions to connect the rule to the data and decision in the question.

This matters because .p4—evaluating results and conclusions determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply .p4—evaluating results and conclusions to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: .P4—Evaluating results and conclusions is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Recognise and evaluate measurement uncertainties and errors.

Use .p5—uncertainties and errors to connect the rule to the data and decision in the question.

This matters because .p5—uncertainties and errors determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply .p5—uncertainties and errors to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: .P5—Uncertainties and errors is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Comment on the method used for an experiment.

Use .p6—evaluating an experimental method to connect the rule to the data and decision in the question.

This matters because .p6—evaluating an experimental method determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply .p6—evaluating an experimental method to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: .P6—Evaluating an experimental method is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Plot and interpret graphs.

Use .p7—plotting and interpreting graphs to connect the rule to the data and decision in the question.

This matters because .p7—plotting and interpreting graphs determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply .p7—plotting and interpreting graphs to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: .P7—Plotting and interpreting graphs is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Process and analyse data using appropriate mathematical skills.

Use .p8—processing and analysing data to connect the rule to the data and decision in the question.

This matters because .p8—processing and analysing data determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply .p8—processing and analysing data to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: .P8—Processing and analysing data is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Use appropriate numbers of significant figures based on the experimental data.

Use .p9—significant figures to connect the rule to the data and decision in the question.

This matters because .p9—significant figures determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply .p9—significant figures to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: .P9—Significant figures is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Consider the accuracy and precision of data.

Use .p10—accuracy and precision to connect the rule to the data and decision in the question.

This matters because .p10—accuracy and precision determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply .p10—accuracy and precision to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: .P10—Accuracy and precision is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Recognise a range of laboratory apparatus and select appropriate apparatus for a particular scenario.

Use .p11—selecting laboratory apparatus to connect the rule to the data and decision in the question.

This matters because .p11—selecting laboratory apparatus determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply .p11—selecting laboratory apparatus to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: .P11—Selecting laboratory apparatus is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Understand how to use the apparatus and techniques appropriate to this specification.

Use .p12—using apparatus and techniques to connect the rule to the data and decision in the question.

This matters because .p12—using apparatus and techniques determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply .p12—using apparatus and techniques to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: .P12—Using apparatus and techniques is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Consider the range and resolution of apparatus.

Use .p13—range and resolution of apparatus to connect the rule to the data and decision in the question.

This matters because .p13—range and resolution of apparatus determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply .p13—range and resolution of apparatus to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: .P13—Range and resolution of apparatus is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Identify health and safety issues and explain how they may be managed.

Use .p14—health and safety to connect the rule to the data and decision in the question.

This matters because .p14—health and safety determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply .p14—health and safety to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: .P14—Health and safety is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Recall and interpret observations relating to tests for ions and gases across the whole specification.

Use .p15—tests for ions and gases to connect the rule to the data and decision in the question.

This matters because .p15—tests for ions and gases determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply .p15—tests for ions and gases to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: .P15—Tests for ions and gases is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Recall and interpret observations relating to tests for organic functional groups across the whole specification.

Use .p16—tests for organic functional groups to connect the rule to the data and decision in the question.

This matters because .p16—tests for organic functional groups determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply .p16—tests for organic functional groups to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: .P16—Tests for organic functional groups is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Manipulate data and evaluate experimental methods and techniques for measurements across the specification, including titrations, thermochemical investigations, equilibrium systems and kinetics experiments.

Use .p17—measurements and data across the specification to connect the rule to the data and decision in the question.

This matters because .p17—measurements and data across the specification determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply .p17—measurements and data across the specification to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: .P17—Measurements and data across the specification is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Evaluate experimental methods and techniques for preparing inorganic or organic compounds across the whole specification.

Use .p18—preparing inorganic and organic compounds to connect the rule to the data and decision in the question.

This matters because .p18—preparing inorganic and organic compounds determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply .p18—preparing inorganic and organic compounds to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: .P18—Preparing inorganic and organic compounds is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.