6.4 - Implementation and Measurements

Explain how an experiment could have been improved, including using additional apparatus to reduce errors.

Use - improving experimental method to connect the rule to the data and decision in the question.

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

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

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

Evaluate the number of readings taken.

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

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

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

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

Evaluate the range of measurements taken.

Use - range of measurements to connect the rule to the data and decision in the question.

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

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

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

Evaluate significant figures and identify or correct inappropriate figures in a results table.

Use - significant figures in results to connect the rule to the data and decision in the question.

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

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

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

Identify and correct units that are incorrect.

Use - incorrect units to connect the rule to the data and decision in the question.

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

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

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

Identify and check a reading inconsistent with other readings, such as a point away from the graph trend.

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

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

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

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