IA CRITERIA CHECK LIST

These guidelines are designed as a checklist. Ensure that, to the best of your ability, you
have included each one in your assessment. It REALLY helps if you set your work out under
the separate headings; eg Define problem and select variables
DESIGN ASPECT ONE: Define problem and select variables

Have you formulated a clear and focused problem or research question based on
the teachers prompt? This should be an investigation into the relationship or function
between two variables.
eg. How does the mass suspended on a spring affect the extension of the spring?

What have you decided to be your independent variable? (This is the variable YOU
change). Make sure your terms are well defined. Dont say the size of the crater but
rather the depth of the crater as measured from the normal sand level.

What is your dependent variable? (This is the variable that changes because you
have changed something else). Even if the teachers prompt gives you the dependent
variable you should identify it.

Identify relevant controlled variables. Be sure to use the terms dependent,

independent and controlled when talking about the variables. You should identify all
variables that might affect your experiment.
Any uncontrolled variables? Room temperature or other atmospheric variables,
drag etc? If so list and comment.

You do not need to know the outcome of your research question. The identification of
the relevant variables will tell you what to measure and what to graph.

DESIGN ASPECT TWO: Controlling variables

Design a method for the effective control of the variables. Be sure to discuss each of
the controlled variables as well the independent and dependent variables. Some
variables may be uncontrolled such as the room temperature, but in your method you
should say how you will monitor them.

Your method should include a list of materials and equipment.

A clearly labelled diagram is often helpful in explaining your ideas.
You should indicate exactly how a measurement was taken.
eg what is meant by an oscillation, or a distance measurement.

Details of how you plan to make measurements are important.

Dont just say Ill measure the time but mention the timing device, what you will
look for, issues of reaction time or parallax, etc.

DESIGN ASPECT THREE: Developing a method for collection of data

Your method should state exactly how you will measure each variable. Eg exactly
where you intend to measure a distance from and to.

You should discuss the amount of data you plan to take.

This includes the number of data points and a discussion on the range and limits of
this data.

State any precautions you will take to ensure you get reliable and accurate readings.

Also, your method should include a sufficient number of repeated measurements.

(Usually you will use an average for the given data point.)

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DCP ASPECT ONE: Recording raw data

Record raw data in a table that is easy to understand.

The table MUST have a title and MUST include the name of each quantity recorded,
its symbol, its units and uncertainty. i.e dont just use a heading reading 1
use eg distance travelled, s /m

The table should have ruled lines between columns and MUST fit on one page only

Comment on any qualitative aspects relevant to the data. (eg you ignored any really
anomalous height data when the ball did not bounce vertically) There may be none.

The precision of the instrument should be included in the column headings as

absolute uncertainty of that variable. A comment about it is important too.

Make sure you use the appropriate number of significant figures/decimal places.

DCP ASPECT TWO: Processing raw data

Processed data is sometimes more conveniently displayed in a separate table, which

MUST have a title, headings with quantity name, units etc as above.

If you change the uncertainty on a processed measurement eg. because you are
considering reaction time/ease of measurement etc, you should explain how/why
you chose the uncertainties for your measurements in the processed data table.
Make sure they are reasonable and reflect the range in your repeated results.
eg using half range as absolute uncertainty for an average.

Processing data includes things such as taking an average of several repeated

measurements, converting units, multiplying or dividing or other mathematical
manipulations, calculation of uncertainties on processed data.

Show one example of the processing of the DATA by writing the equation, explaining
the quantities, and showing a sample calculation. (One data point is usually sufficient)

Make sure you use the appropriate number of significant/decimal places.

(eg dont quote values / uncertainties that have been worked out to 6 decimal places
on your calculator).

Present processed or raw data in an appropriate graph.

The graph MUST have a title, quantities and units for both axes.
The graph must have a sensible size choose a scale that allows data to be spread
over at least 2/3 of an A4 sheet.
Unless there is a good reason, the graph should start at the zero origin value.
If using Excel, have you drawn grid lines?

Construct the trend line (best-fit line); a straight line if the function is linear or a
curve. If using Excel, ALWAYS check that the Excel trend line is the one you would
draw by hand.
Determine the equation of the trend line, quoting the gradient with units for a linear
graph. If linear, use the form y = mx + c BUT use the symbols used in the theory
developed/quoted eg R = 2.1L + 0.69 (R resistance, L length)
Make sure you have the correct number of sig figs

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DCP ASPECT THREE: Presenting processed data

Process any uncertainties from the raw data correctly for the calculated data. When
finding the average, you take the range of the values recorded and divide by two,
unless this uncertainty is smaller than the uncertainty on the raw data. You use
absolute uncertainties when adding or subtracting, and percentage of uncertainties
when multiplying or dividing, squaring, etc. When processing non-linear functions you
may want to take minimum and maximum values for the calculated range.

Explain how you calculated the UNCERTAINTIES for the plotted data.
(One data point is sufficient)

Each data point on the graph should have uncertainty bars. If they are too small to
plot them clearly you can leave them out BUT you need to say they are too small to
plot clearly!

If you have a linear graph then construct minimum and maximum gradients on your
graph by using the uncertainty bar extremes. Use these gradients to determine the
uncertainty in the gradient (and/or intercept) of your best-straight line graph. If using
Excel to generate lines, ALWAYS check that these min/max lines are the ones you
would draw by hand

Check you have quoted the equation of best fit with uncertainties
eg y =3.5x + 4.8 where
o

the gradient = m m REMEMBER UNITS

uncertainty in gradient, m

y intercept = c c

maximum gradient - minimum gradient

2

REMEMBER UNITS!

CE ASPECT ONE: Concluding

Do you clearly state a conclusion based on a reasonable interpretation of your data?

eg can you confirm the expected relationship between the variables by proving
proportionality? (ie you have a straight line through the origin?)
ALWAYS mention the range over which you think the relationship is valid.

If you see an intercept, can you say that you can show proportionality if you take
your uncertainties into consideration? Explain why you think this.

Does your conclusion offer more than just a restatement of the graph? You need to
explain and justify what you discovered, including the scope and limit of your
results. Look especially at the data points at the end points of your ranges. Do they
fit the trend?

If you have a linear graph, can you use the gradient to obtain a value for anything
that can be compared to a published value eg the acceleration due to gravity.
Percentage differences are useful when comparing your results but remember to
discuss the limits of uncertainty for your data. (literature/ published values must have
a referenced source)

If relevant, comment about random (scatter) and systematic errors (often seen as
non zero intercepts) in your data, and comment about any x-axis or y-axis intercepts.
What, if anything, is the physical meaning of the intercept?
What, if anything, is the physical meaning of the systematic shift?

Find the % uncertainty of the gradient (m/m).

Comment on it and its relevance to the confidence you have in your conclusion. (eg
small % uncertainty means the results have less scatter which means a better trend
seen etc)

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CE ASPECT TWO: Evaluating procedure(s)

Carefully look at your procedure or method. Identify any limitations or weaknesses.

(how easy was it to get accurate results; where were uncertainties introduced) how
significant are the weaknesses you have identified?
Think which results have the largest % uncertainty - these are the ones you need
to improve.

Comment on the overall quality of your data. Precision and accuracy are relevant
here. eg was the range adequate; were your repeated readings all fairly similar; are
your results all close to the best fit line drawn; comment on anomalous results, giving
possible reasons for them

Consider the equipment used, methods followed, as well as time management. (could
you have used other equipment with more precision?)

Have you sufficiently controlled the relevant variables?

CE ASPECT THREE: Improving the investigation

Consider the evaluation from above (CE aspect 2) and address the important issues.
Make sure suggestions or improvements are realistic, detailed and significant.
Do not be vague eg use a computer to measure it / use light gates etc.

Make qualitative and quantitative evaluative statements if possible.

Precision, accuracy and reproducibility may be relevant when talking about

improvements. Consider the % uncertainty on the variables.

What about the range and number of your data? Would changing this help? Why?
How? Any additional problems if the range is increased?

Is it possible to have greater control of your variables?

Suggest how the uncertainty of all your independent, dependent and uncontrolled
variables could be reduced especially the one with the largest uncertainty

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