Unit 3: Practical Skills in Physics I

Identify the apparatus required.

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

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

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

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

Select the range and resolution of measuring instruments, including Vernier calipers with 0.1 mm resolution and a micrometer screw gauge with 0.01 mm resolution.

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

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

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

Boundary: - Instrument range and resolution 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 instrument and correct measuring 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.

Identify possible sources of uncertainty or systematic error and explain how they may be reduced or eliminated.

Use - uncertainty and systematic error sources to connect the rule to the data and decision in the question.

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

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

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

Evaluate the implications of physics, including benefits and risks, and its social, environmental or historical context.

Use - physics implications and context to connect the rule to the data and decision in the question.

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

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

Boundary: - Physics implications and context 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 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.

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.