6.3 - Planning

Identify the most appropriate apparatus and give relevant details, including instrument range and resolution or apparatus dimensions.

Use - apparatus details to connect the rule to the data and decision in the question.

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

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

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

Discuss calibration of instruments, including whether an instrument reads zero before measurements are made.

Use - instrument calibration to connect the rule to the data and decision in the question.

This matters because - instrument calibration determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - instrument calibration to one small, clearly defined case, show the key step or comparison, and explain the result in words.

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

Describe how to measure relevant variables using the most appropriate instruments and techniques.

Use - measuring variables to connect the rule to the data and decision in the question.

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

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

Boundary: - Measuring variables 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 all other relevant variables to make an experiment a fair test.

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

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

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

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

Discuss whether repeat readings are appropriate.

Use - repeat readings to connect the rule to the data and decision in the question.

This matters because - repeat readings determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - repeat readings to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Repeat readings 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 - health and safety to connect the rule to the data and decision in the question.

This matters because - 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 - health and safety to one small, clearly defined case, show the key step or comparison, and explain the result in words.

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

Explain how the collected data will be used.

Use - use of collected data to connect the rule to the data and decision in the question.

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

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

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