Unit 6: Practical Skills in Physics II

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.

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.

Perform calculations using the correct number of significant figures.

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

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

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

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

Plot results on a graph using an appropriate scale and units, including logarithmic graphs.

Use - graph plotting with scale and units to connect the rule to the data and decision in the question.

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

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

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

Use correct units throughout data analysis.

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

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

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

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

Interpret the trend or pattern obtained.

Use - trend or pattern to connect the rule to the data and decision in the question.

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

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

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

Determine a relationship between two variables or a constant from a graph, including finding a gradient with a large triangle.

Use - relationship or constant from a graph to connect the rule to the data and decision in the question.

This matters because - relationship or constant from a graph determines what can be inferred or chosen; begin with the stated conditions and keep the conclusion tied to the evidence.

Example: apply - relationship or constant from a graph to one small, clearly defined case, show the key step or comparison, and explain the result in words.

Boundary: - Relationship or constant from a graph is not a universal recommendation. Check the syllabus scope, assumptions, units and the limits of the evidence before generalising.

Use the terms precision, accuracy and sensitivity appropriately.

Use - precision, accuracy and sensitivity to connect the rule to the data and decision in the question.

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

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

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

Suggest realistic modifications to reduce errors.

Use - modifications to reduce errors to connect the rule to the data and decision in the question.

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

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

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

Suggest realistic modifications to improve an experiment.

Use - modifications to improve experiments to connect the rule to the data and decision in the question.

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

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

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

Evaluate uncertainties qualitatively and quantitatively.

Use - qualitative and quantitative uncertainties to connect the rule to the data and decision in the question.

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

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

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

Combine percentage uncertainties correctly.

Use - compound percentage uncertainties to connect the rule to the data and decision in the question.

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

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

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

Determine percentage uncertainty for a single reading using half the instrument resolution and for repeated readings using half the range.

Use - percentage uncertainty to connect the rule to the data and decision in the question.

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

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

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