3.4 - Implementation and measurements

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 the significant figures used.

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

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

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

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

Check a reading inconsistent with other readings and record instrument readings using the correct number of significant figures.

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.

Explain how an experimental method may be 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.