3.5 - Processing Results

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.

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

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

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

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

Use correct units throughout data processing.

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 relationship obtained from a graph.

Use - graph relationship to connect the rule to the data and decision in the question.

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

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

Boundary: - Graph relationship 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.

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.

Determine percentage uncertainty for a single reading using half the instrument resolution and for repeated readings using half the range; compounding percentage uncertainties is not required in Unit 3.

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.