Cambridge IGCSE PhysicsA1 Practical skills Checklist

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What's on this checklist

Using techniques, apparatus and materials

I can identify apparatus from diagrams or from descriptions.
I can draw, complete or label diagrams of apparatus.
I can use common techniques, apparatus and materials, or explain how they are used.
I can choose the most appropriate apparatus or method for a task, and justify my choice.
I can describe and explain hazards, and identify safety precautions.
I can describe and explain the techniques used to make sure observations and data are accurate.

I can identify the independent variable and the dependent variable.
I can describe how variables should be controlled, and explain why.
I can suggest a suitable number and range of values for the independent variable.
I can suggest the most appropriate apparatus or technique, and justify my choice.
I can describe experimental procedures.
I can identify risks and suggest suitable safety precautions.
I can describe how to record the results of an experiment.
I can describe how to process the results of an experiment to reach a conclusion or to evaluate a prediction.
I can make reasoned predictions of the results expected.

I can take readings from apparatus (analogue and digital) or from diagrams of apparatus.
I can take readings to a suitable precision, reading to the nearest half-scale division where needed.
I can correct for zero errors where needed.
I can make observations, measurements or estimates that agree with the expected results or values.
I can take enough observations or measurements for them to be reliable.
I can repeat observations or measurements where it is appropriate.
I can record qualitative observations from tests.
I can record observations and measurements systematically, for example in a suitable table, to a suitable degree of precision and with suitable units.

I can process data, including for further calculations or for plotting graphs, using a calculator where appropriate.
I can present data in graphs, including using best-fit lines where appropriate.
I can analyse and interpret observations and data, including data shown in graphs.
I can use interpolation and extrapolation on a graph to find a gradient or an intercept.
I can form conclusions that are justified by the observations and data, with a suitable explanation.
I can evaluate the quality of observations and data, identifying any anomalous results and taking suitable action.
I can comment on, and explain, whether results are equal within the limits of experimental accuracy (taken to be ± 10% at this level of study).

I can evaluate experimental arrangements, methods and techniques, including how variables are controlled.
I can identify sources of error, including measurement error, random error and systematic error.
I can identify possible causes of uncertainty in data or in a conclusion.
I can suggest possible improvements to the apparatus, the experimental arrangements, the methods or the techniques.

I can read a data value from an instrument to an accuracy of half of one of the smallest divisions on its scale.
I can interpolate between scale divisions to the nearest half division, when a reading lies between two scale marks.
I can record data to show the precision of the measuring instrument, in the number of decimal places and the unit given.
I can give the correct unit with a measurement or a calculated quantity, where appropriate.
I can head each column of a table with the name or symbol of the quantity and its unit, separated by a solidus, for example time / s.
I keep units out of the body of a table.
I can repeat each reading, where appropriate, and record it.
I can give a measured quantity to a number of significant figures that suits the measuring instrument used.
I can give a calculated quantity to the same number of significant figures as the smallest number used in the raw data it was calculated from.
I can express a ratio as x : y.

I can transfer the column headings of a table straight to the axes of a graph.
I draw graphs with a sharp pencil.
I can label the axes with the name or symbol of the quantity and its unit, for example time / s.
I can choose scales that use more than half of the grid in both directions, based on sensible ratios, for example 2 cm representing 1, 2 or 5 units.
I can mark points clearly as plus signs, crosses or encircled dots of a suitable size.
I can plot each point to an accuracy of half of one of the smallest squares on the grid.
I can draw a best-fit line by inspection as a single, thin, smooth line or curve, with the points spread roughly evenly on either side of it, ignoring any anomalies I have identified.
I can take readings from a graph by interpolation or extrapolation.
I can read a value, and an intercept, from a line on a graph to an accuracy of half of one of the smallest squares on the grid.
I can find the gradient of a straight line using a triangle whose hypotenuse covers at least half of the best-fit line, and mark that triangle on the graph.
I can calculate a gradient to two or three significant figures.
I assume that a gradient or intercept used in a later calculation has units that match the axes of the graph.