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Investigations
C21 GCSE Investigation keywords
| Term | Definition |
|---|---|
| hypothesis | prediction that can be tested by experiment |
| prediction | what you think will happen in an experiment |
| independent variable | what you choose to change in the experiment |
| dependent variable | what you see changing as a result in the experiment |
| hazard | what could cause an injury, e.g. wet floor = slip hazard, bags left on floor = trip hazard; |
| risk | the consequence of a hazard – including how LIKELY and how SERIOUS are the consequences, e.g. using Bunsen burner with loose long hair = moderate to high risk |
| precaution | something you can do to reduce the risk, e.g. tie back long hair (reduce likelihood), wear goggles (reduce seriousness of injury in event of chemical spraying out) |
| units | many measurements have units, e.g. newtons for force, metres for distance – write the units in the column headings in results tables |
| major factors | all the variables that pretty obviously might make a difference |
| variable | anything that can change and that might make a difference in an experiment |
| quantitative prediction | a prediction based on a mathematical relationship, e.g. proportional to, inverse proportional to; or including numbers, e.g. it will peak at about 40˚C |
| precision | indicated by a small spread in the repeat readings |
| accurate | a measurement that is close to the TRUE VALUE is accurate |
| range (of independent variable) | all the different values of the independent variable (usually in the left hand column in the results table) |
| full / appropriate risk assessment | will describe the relative risk of the various hazards; will state precautions needed to ensure risk is acceptable |
| repeatability | indicated by the spread of results obtained by ONE operator using ONE set of equipment |
| reproducibility | indicated by the spread of results obtained by DIFFERENT operators using DIFFERENT equipment / arrangement(s) |
| outlier | a result that looks out of place with the other repeats; OR a result that looks out of place with the rest of the pattern of all the results |
| spread of data | can be shown by plotting ALL repeats on the graph (good for 2 or 3 repeats); OR by plotting mean and range bars (better for large numbers of repeats) |
| scale | a number line (evenly spaced, with marks, like a ruler) for a graph axis |
| line of best fit | SHOWS the PATTERN of the results; can be straight of a smooth curve; not fuzzy, not wiggly, not thick; does not NEED to touch any point at all. |
| scatter graph | one that shows ALL the recorded results, not just the mean (or mean plus range bars) |
| limitations of equipment | mention the resolution (the smallest change it can show), e.g. thermometer measured to the nearest whole ˚C, newton meter measured to the nearest 10N. |
| limitations of technique | e.g. was it difficult to take the reading, capture all the gas, make sure the temperature really stayed the same throughout, line up the ruler with the other equipment? |
| accounting for outliers | suggest genuine reason that could explain e.g. why that reading was higher than expected (or lower than expected) |
| secondary data | any results that did not come from YOUR experiment |
| secondary data (three good sources) | exam board data; another group in your class; internet / text book – can be a mathematical model, a computer simulation, a graph, a table of results etc |
Created by:
allydavies
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