SKILLS ARE TRANSFERABLE ACROSS PAPER 6 FOR EACH SCIENCE!

Mathematical requirements for all sciences (calculators can be used)

• add, subtract, multiply and divide

• use averages, decimals, fractions, percentages, ratios and reciprocals
• use standard notation, including both positive and negative indices
• understand significant figures and use them appropriately
• recognise and use direct and inverse proportion
• use positive, whole number indices in algebraic expressions
• draw charts and graphs from given data
• interpret charts and graphs
• determine the gradient and intercept of a graph
• select suitable scales and axes for graphs
• make approximate evaluations of numerical expressions
• recall and use equations for the areas of a rectangle, triangle and circle and the volumes of a rectangular block
and a cylinder
• use mathematical instruments (ruler, compasses, protractor and set square)
• understand the meaning of angle, curve, circle, radius, diameter, circumference, square, parallelogram,
rectangle and diagonal
• solve equations of the form x = y + z and x = yz for any one term when the other two are known.

Variables

Independent: The variable that you change during the experiment (normally plotted on the x-axis)
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Dependent: The variable that you measure based on the changes you make in the independent variable (y- axis)
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Control : What you keep the same to ensure that the experiment is fair. (Tip: Imagine you doing the experiment,
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don't just say keep the same measuring cylinder, keep using the same stop watch – those things are assumed
and will not get you mark!)

Example: When investigating the rate of cooling , controls would be keeping the room temp constant, start
temperature of water the same, ensuring there are no draughts, keeping the amount of liquid the same and
keeping the amount of stirring constant.

Presentation of data

The solidus (/) is to be used for separating the quantity and the unit in tables, graphs and charts, e.g. time / s
for time in seconds.

Tables
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● Each column of a table should be headed with the physical quantity and the appropriate unit,
e.g. time / s.
● The column headings of the table can then be directly transferred to the axes of a constructed
graph.
● The number of decimal places should be uniform
● Unless stated the independent variable should go on the left and the dependent variable on the right

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 Independent variable / units Dependent variable / units

Graphs
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● Unless instructed otherwise, the independent variable should be plotted on the x-axis (horizontal axis)
and the dependent variable plotted on the y-axis (vertical axis).
● Each axis should be labelled with the physical quantity and the appropriate unit, e.g. time / s.
● The scales for the axes should allow more than half of the graph grid to be used in both directions,
and be based on sensible ratios, e.g. 2 cm on the graph grid representing 1, 2 or 5 units of the variable.
● The graph should including the best-fit line when appropriate. It may have one or more sets of data
plotted on it.
● Points on the graph should be clearly marked as crosses (x) or encircled dots (☼).Large ‘dots’ are
penalised.
● Each data point should be plotted to an accuracy of better than one half of each of the smallest
squares on the grid.
● If you are doing a bar chart then the bars should be a uniform width with a uniform gap between each
bar.
● A best-fit line (trend line) should be a single, thin, smooth straight line or curve. The line does not
need to coincide exactly with any of the points; where there is scatter evident in the data.

Numerical results
● Data should be recorded so as to reflect the precision of the measuring instrument.

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● The number of significant figures given for calculated quantities should be appropriate to the least
number of significant figures in the raw data used. E.G. if using a thermonter that measures to 1
degree then answers should be to 1 whole number. If using a balance that measures to 2dp then
answers should be to 2 dp.

Pie charts
● These should be drawn with the sectors in rank order, largest first, beginning at ‘noon’ and proceeding
clockwise. Pie charts should preferably contain no more than six sectors.

Bar charts
● These should be drawn when one of the variables is not numerical. They should be made up of narrow
blocks of equal width that do not touch.

Histograms
● These should be drawn when plotting frequency graphs with continuous data. The blocks should be
drawn in order of increasing or decreasing magnitude and they should touch.

Always use a very sharp pencil to plot points correctly and to draw a line of best fit!

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Describing graphs

• Describe the general trends/patterns starting from left moving to the right

• Use the axis labels in your descriptions. E.g as time increased distance also increased

• Then pick out notable/unusual features, e.g. maximum values, points/patterns that don’t fit the
general patterns/trends

• Quote numbers clarify your descriptions

• Useful describing words: Increased, decreased, constant, maximum, sharply, slowly, fell, rose, positive
trend, negative trend, plateau.

Calculating a gradient

▪ Always draw a gradient triangle which takes up over half the length of the line.
▪ Show your working out – put numbers into y 2 – y 1 / x 2 – x 1
R R R R R R R

▪ Gradients have units (unit on the y axis divided by unit of x axis, so for a speed – time graph the unit
of the gradient is m/s / s which is m/s2 which is the unit of acceleration (as you would expect!))
P P

Calculations

Always show answers to 2 or 3 significant figures. Double check all calculations at the end of the test and
check that you have given the correct unit.

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How to Improve Accuracy / Reliability

When carrying out practical work there are usually measurements that are in some way difficult to take in
spite of taking great care. You should comment about these difficulties when asked about precautions taken
to improve accuracy.

TIP: Try and imagine or picture yourself carrying out the experiment.

Top tips to improve accuracy:

● Check for zero error. Eg If you're measuring the length of something, make sure the start of the
object is in line with the zero on your ruler. Or if using a stopwatch, check it is zeroed first.
● Repeat experiments to identify anomalous errors or to calculate an average.

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