ATP General Guidelines & Techniques

Units and Significant Figures

 In practical work, units and significant figures are specifically tested. Numerical values with missing or
incorrect unit results in loss of marks.
 Minimum 2 sig. fig. are required, unless stated otherwise.
Diagrams: The accuracy of straight lines on diagrams could be greatly improved by using a sharp pencil
and ruler. Drawing circuit diagrams, ray diagrams, etc without using ruler (with free hand) results in loss of
mark.
Use correct name of an apparatus: Use correct name of an apparatus otherwise your answer will not be
given credit: For Example:
 “Meter Rule” and NOT just Rule or ruler
 “Measuring Tape” or “Tape Measure” and NOT just Tape

Calculating Ratios: A ratio should be calculated as a decimal number, of two or three significant figures.
Do not calculate ratio in fraction, unless specifically asked in question
How to obtain a more ACCURATE reading or measurement:
In ATP it is very frequently asked how you can measure a certain length or take a reading or perform an
experiment more accurately. Accuracy can be achieved by following good practices and avoiding common
sources of error relevant to an experimental procedure.
Why it is better to repeat the Readings or take several readings?
Wrong Statement: “Because it is more accurate or it gives more accurate reading.”
Right Statement: “Because repeating experiments gives average and average is more accurate.”
What is Parallax Error: Error in taking measurement/reading due to position of observer.
How to avoid Parallax Error:
“Line of sight should be perpendicular to the reading on apparatus” OR “view at eye-level of the apparatus”
(DON’T forget to mention the name of apparatus)
You can also draw eye position on the diagram. Candidates can be awarded credit for this even if the
explanation in words is not clear.
Writing About Human Reaction Error:
Wrong Statement: “Reduces/Minimizes human reaction error”
Right Statement: “Reduces/minimizes the EFFECT of human reaction error.”
Marking Distances: Candidates should be advised to use rulers and should always use “guide-lines” to
mark distances.
Recording Measurements: It is important to record measurements to the correct precision of the
instrument. For Example:
 If a measured length from a ruler is exactly 5 cm, the value should be quoted as 5.0 cm and not just 5
cm
 If a measured length is between 5.1 and 5.2, quote either 5.1 or 5.2. DO NOT record the measurement
as 5.15 as a ruler cannot measure up to tenth of a millimeter (up to 2 decimal points)
Control/Key Variables: Control Variables should be kept constant or same to ensure a FAIR test or
comparison. Example: When investigating effect of type of surface colour (dull and shiny) on rate of cooling
of hot water, the amount of water and initial temperature of water must be same otherwise the comparison
will not be fair.
Completing Column Headings in a Table:
 Write both the quantity and unit in the heading in the format “Quantity / Unit”.
e.g: current/ampere or just I /A
 DO NOT write the unit after every reading in the table
Recording Values in a Table:
 In cases where a calculated value is to be recorded in a table, the other values already given in the
table give a clue as to how many significant figures are required
 All values in a column should be given to the same number of significant figures
Drawing Table of Values
 A table should record all the measurements needed to obtain the value of a given physical quantity. For
example if a length l is derived from l = l2 - l1 then both l1 and l2 should appear in the table.

Compiled By: Ms. Urooj Fatima Page 1

 ATP General Guidelines & Techniques
Quote values from table or graph when justifying a relationship/statement
If you are asked to “use your results” to explain or jusitify something, then quote the values (either from
the table or from the graph). Do not just mention the theory you know.

Limits of Experimental Accuracy/Error

When asked to compare two values and decide whether they are same or not; always consider the limits of
experimental accuracy/error. In Experimental data, two values even (slightly) different are considered same
if the difference is within the Limits of Experimental Accuracy.
Usually a difference of (±10%) is considered to be within limit of experimental accuracy
If difference between values (being compared) is within (±10%) then the values are considered to be
equal/same
If difference between values is greater than (±10%) then the values are considered to be too far apart and
hence NOT equal

Break-up of Marking Criteria for Graph Plotting

Axes 1
Correct way round, labelled quantity and unit in correct format (Qty/Unit)
Scales More than 1/2 grid, linear, not awkward/Sensible scale (no scales of 3, 7 etc). 1
No discontinuity /zig-zag line in the scale
Plotting Points plotted accurately within ½ small square; neat crosses or small dots 1
with circle around the dot. Large dots are penalized
Drawing 1
Best fit straight line/Curve drawn. (Neat, thin line using sharp pencil).

Calculating Gradient of Graph

 When calculating the gradient, always use new points on the line, not your plotted points.
 Draw a large triangle when measuring the gradient of a line. The hypotenuse of triangle must be at
least half the length of the line/curve. It is best to draw a triangle the full size of the graph and to show
the coordinates on the sides of the triangle when finding the gradient. If needed, extend beyond your
line beyond plotted points (only for straight line graph)
 Draw a tangent to find the gradient of a curve. Make sure it is at the right place on the curve. Again, use
a large triangle

Analyzing Graphs/Describing Relationships:

Shape of Graph Relationship How to Describe
o Linear/Straight line (constant and +ve As x increases, y also increases with same
gradient). ratio (and vice versa).
Directly Proportional
o passes through origin. Ratio of x & y is constant
Mathematically: y = kx  k = y / x
o Linear/straight line (constant When x increases, y also increases
and +ve gradient) Direct - Linear Mathematically: y = kx + c
o DO NOT pass through origin
o Curve with Increasing and +ve As x increases, y also increases with an
Direct - Non Linear
gradient increasing rate (or non-linearly)
with increasing rate
Ratio of x & y is NOT constant (y ≠ kx)
o Curve with Decreasing and +ve As x increases, y also increases with a
Direct - Non Linear
gradient decreasing rate (or non-linearly)
with decreasing rate
Ratio of x & y is NOT constant (y ≠ kx)
o Curve with negative gradient As x increases, y decreases with same ratio
Inversely
(Hyperbola) (and vice versa)
Proportional
o DO NOT pass through Mathematically: xy = k
o Linear/straight line with NEGATIVE and As x increases, y decreases and v.versa.
Inverse - Linear
constant gradient Product of x & y is NOT constant (xy ≠ k)
o Curve with increasing and negative When x increases, y decreases with increasing
Inverse – with
gradient rate.
increasing rate
Product of x & y is NOT constant (xy ≠ k)
o Curve with decreasing and negative Inverse – with When x increases, y decreases with decreasing
gradient increasing rate rate.
Product of x & y is NOT constant (xy ≠ k)

Compiled By: Ms. Urooj Fatima Page 2