Skills for science

Interpreting and evaluating experimental

observations and data
Cambridge IGCSE™
Biology 0610
Chemistry 0620
Physics 0625
The activities and worksheets used in this booklet are suitable for use with other IGCSE, IGCSE (9–1) and O Level
science syllabuses.

Version 1.0
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Contents
About this document .......................................................................................................................................... 4
Introduction ........................................................................................................................................................ 5
Classroom activities ........................................................................................................................................... 7
Worksheet 1: Match the statements ......................................................................................................... 8
Worksheet 2: A guide to using scientific language ................................................................................ 10
Worksheet 3: A guide to drawing and using graphs ............................................................................... 11
Worksheet 4: Calculations ...................................................................................................................... 13
Worksheet 5: Interpretation and evaluation scenario – biology ............................................................. 13
Worksheet 6: Interpretation and evaluation scenario – biology ............................................................. 16
Worksheet 7: Interpretation and evaluation scenario – chemistry ......................................................... 17
Worksheet 8: Interpretation and evaluation scenario – chemistry ........................................................ 19
Worksheet 9: Interpretation and evaluation scenario – physics ............................................................. 21
Worksheet 10: Interpretation and evaluation scenario – physics ........................................................... 23
Example responses ......................................................................................................................................... 25
Skills for science – Interpreting and evaluating experimental observations and data

About this document

This document has been designed to help you to develop your learners’ interpretation and evaluation skills
as defined by assessment objective 3 (AO3) in the science syllabuses.

AO3 Experimental skills and investigations

Candidates should be able to:

• demonstrate knowledge of how to safely use techniques, apparatus and materials (including
following a sequence of instructions where appropriate)
• plan experiments and investigations
• make and record observations, measurements and estimates
• interpret and evaluate experimental observations and data
• evaluate methods and suggest possible improvements.

In AO3, learners are expected to be able to plan experiments and investigations. In this document, we will
use the term ‘experiments’, but all of the skills, information and activities also apply to investigations.

The document is divided into three main sections:

1. Introduction
This describes the interpretation and evaluation skills required of our science
syllabuses. It includes suggested questions that learners should ask themselves
whilst examining experimental data. Help with starting classroom discussions on
interpretation and evaluation in general terms are also provided.

2. Classroom activities
A set of generic worksheets are provided that can be used to increase learner
confidence in interpretation and evaluation skills.

3. Example responses
Planning questions from past papers and the associated mark schemes are
provided along with example responses. There is one example for each of the
three IGCSE science subjects (Biology, Chemistry and Physics). A middle-level
response is annotated with what was done well, what could be improved, and
useful terminology. An improved response to the question is then annotated for
comparison.

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 Skills for science – Interpreting and evaluating experimental observations and data

Introduction

Candidates may be required to do the following in either Paper 5 or Paper 6:

• Interpret and evaluate observations and experimental data.

• Plot graphs and/or interpret graphical information.
• Complete tables of data, and process data, using a calculator where necessary.
• Draw an appropriate conclusion, justifying it by reference to the data and using an appropriate
explanation.

Scientifically, interpretation is making sense of the data obtained by an experiment. Interpretation uses
several key scientific skills; learners may be asked to describe results and explain them using scientific
knowledge; often, interpretation involves drawing graphs to represent data, performing calculations or
manipulating the data so that it becomes easier to understand and hence form a conclusion.

Evaluation is another key scientific skill whereby a judgement is made about the results obtained from an
experiment. Learners may be asked to justify their decisions.

Learners should be encouraged to:

• understand the command words describe, explain, calculate and justify

• draw a graph using data obtained from an experiment
• utilise information presented in graphical form
• utilise basic mathematical skills and scientific formulae to process data accurately.

A well-planned experiment will enable the learners to collect data easily. Learners need to ask themselves the
following questions before interpreting and evaluating the data obtained:

• Can I describe what the data is showing using appropriate scientific language?
• Can I explain what the data is showing using my scientific knowledge and using scientific
language?
• Am I able to draw a graph of the data, remembering to include everything needed for my
graph to make sense?
• Am I able to perform simple calculations to help with interpreting the data?
• Do the results of my calculations look ‘right’? Are the numbers roughly what I would
expect?
• Can I make a personal judgement on the results obtained by an experiment and justify
why I have made that decision?

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Skills for science – Interpreting and evaluating experimental observations and data

Getting started
Before learners begin an experiment, encourage them to consider their interpretation skills by using the
following activities.

Describing skills

Ask learners to form pairs, sitting back-to-back.

One learner has the graph shown below, and the other has a pencil and paper.

The learner with the graph has five minutes to describe it as accurately as possible to their partner.
After five minutes, the learners compare their graphs.
As a class compare the graphs they have drawn and make a list of what words and phrases were
useful when describing the graph.

Graph drawing

Get learners to compile a list of ‘how-to-draw the perfect graph’.

Compare with other members of the class.

Learners should think about:

• using a pencil and ruler
• which way around the axes go
• labelling axes
• scale
• plotting points
• drawing a line.

Predicting results

Get learners to sketch a graph showing the results they might expect to see for the following
experiments. What would they put on each axis? What line (or bars) would they expect to see?
• The viscosity of oil as the temperature increases.
• The surface area of leaves found on trees in shady areas versus sunny areas.
• The distance travelled by an object travelling at a steady speed.

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 Skills for science – Interpreting and evaluating experimental observations and data

Classroom activities

The following worksheet activities can be used with your learners to help them improve their interpreting and
evaluation skills. These worksheets are generic and can be used to develop interpreting and evaluation skills
in general, not just for experiments.

• Worksheet 1: Match the statements

• Worksheet 2: A guide to using scientific language

• Worksheet 3: Drawing and using graphs

• Worksheet 4: Calculations

• Worksheet 5: Interpretation and evaluation scenario – biology

• Worksheet 6: Interpretation and evaluation scenario – biology

• Worksheet 7: Interpretation and evaluation scenario – chemistry

• Worksheet 8: Interpretation and evaluation scenario – chemistry

• Worksheet 9: Interpretation and evaluation scenario – physics

• Worksheet 10: Interpretation and evaluation scenario – physics

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Skills for science – Interpreting and evaluating experimental observations and data

Worksheet 1: Match the statements

The list of statements in column A contains common command words used in science interpretation questions.
Cut out the statements and stick them into column A on page 2 of the worksheet. The list of statements in
column B are definitions of each of the command words given in column A. Cut out the statements and stick
them in column B, matching them to the command word in column A.

The list of statements in column C contains examples of when the command words in column A might be used.
Cut out the statements and stick them in column C, matching them to the command word in column A and
definition in column B.

A B C

Use information in the question as

well as a learner’s own knowledge
Describe Waxy cuticle.
and understanding to make a
judgement.

A covalent bond is where a

Calculate Give an approximate value. shared pair of electrons holds
two atoms together.

The data obtained was reliable

because the experimenter
Use evidence from the information repeated her results 5 times,
Explain
given to support an answer. but to make it more accurate
she should have used a pipette
instead of a measuring cylinder.

40 °C, because this is the

Use given data or information to temperature at which the
Define
obtain an answer. enzyme reached its optimum
activity.

Determine Give the meaning of something. pH 6.5

Say what is seen from a table or The temperature increased from

Estimate graph, giving examples from the 40 °C to 60 °C for the first 20
data where possible. min.

Evaluate Name or state. Speed = distance / time

Conduction happens in solids

Use numbers given in the question
Identify because the particles are tightly
to work out the answer.
packed together.

State the reason for something

Justify happening using scientific 2.5–3.1 g
knowledge and understanding.

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 Skills for science – Interpreting and evaluating experimental observations and data

Worksheet 1: Match the statements, continued

Put the command words in column A then match the definition for that command word in column B and the
example in column C.

A B C

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Skills for science – Interpreting and evaluating experimental observations and data

Worksheet 2: A guide to using scientific language

It is important to use the correct language when describing, explaining and evaluating scientific data. Learners
need to avoid being ‘vague’ with language and use examples from the data wherever possible to support their
written response.

Here are some set phrases that may be helpful to learners in writing a coherent scientific answer.

Type of What the learners need Useful phrases to use

question to do

Describing Say what is seen from the Increases / increasing

data and give examples to
Decreases / decreasing
support the answer.
Levels out / plateaus
Maximum
Minimum
For example
For instance
An example of this is
We can see this when
Such as

Explaining Use scientific knowledge This... ...suggests... ...that...

and vocabulary to say why
This evidence... ...proves... ...the view that...
something happens.
This data... ...implies... ...the effect of...
These results... ...demonstrates...
This pattern... ...show...
This trend...
This
relationship...

Evaluating Use scientific knowledge First...

and information given in
We can see that...
the question to make a
judgement. It can be argued that...
Alternatively ...
In contrast...

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 Skills for science – Interpreting and evaluating experimental observations and data

Worksheet 3: Drawing and using graphs

Drawing graphs is a key scientific skill, as is interpreting graphs to deduce information.

Below is a checklist for drawing graphs from experimental data. Also included is information on how to use
graphs to extract information.

Drawing graphs

Always use a pencil and ruler to draw a graph. Axis labels may be written in pen, if preferred.

Bar chart or line graph?

As a rule, if both axes are numbers, then draw a LINE GRAPH.

If one axis is a number and the other one is words, then draw a BAR CHART.

Label the y-axis with your dependent

variable (the thing that is measured in the
experiment) – this is often column two of the
Line of best fit: equal number of points
results table. Give the units.
above and below the line.

Plot points accurately and correctly.

Scale: Label the x-axis with the independent

variable (the thing that is changed in the
• Values should increase by the same experiment) – this is often column 1 of the
amount each time. results table. Give the units.
• Values should be separated by the same
number of squares on the paper.
• Axes should fill over half the page.

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Skills for science – Interpreting and evaluating experimental observations and data

Worksheet 3: Drawing and using graphs, continued

Using graphs

1. Determining an unknown value

• Draw a vertical line using a ruler from

the value on x-axis to the line on the
graph

• Draw a horizontal line from the point at

which the vertical line meets the line
on the graph towards the y-axis.

• Read the scale on the y-axis at the

point at which the horizontal line
touches it. This is your unknown value.

Example: What is the extension of a

spring if the force is 5N?
Drawing a vertical line up from 5N to
where it meets the line, and then a
horizontal line out to the y-axis gives a
value of 10cm 

2. Calculating the gradient

• Choose any two points on the line (for

simplicity, try and choose points that fall
along the squares of the graph paper to aid
reading the values off the axes).

• Draw a right-angled triangle using the

line of the graph as the hypotenuse.

• Use the scale on the x-axis to find the

triangle’s horizontal length.

• Use the scale on the y-axis to find the

triangle’s vertical length.

• Work out the gradient of the line by:

vertical length (y)

gradient =
horizontal length (x)

Example: What is the gradient of line in the graph shown?

vertical length (y) 8

gradient = = = 0.5
horizontal length (x) 4

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 Skills for science – Interpreting and evaluating experimental observations and data

Worksheet 4: Calculations

You may be asked to perform simple mathematical calculations to process and interpret the data from an
experiment.

In particular, you need to be competent in calculating / identifying the following:

• Mean: add the numbers together and divide by the total number of values.
• Median: the exact middle value. Put the numbers in order of size first. The median may lie in
between 2 numbers.
• Mode: the value that occurs the most frequently in a set of data.
• Range: the spread of the values, i.e. the lowest value subtracted from the highest value.
• Anomaly: a value that does not follow the trend.

For each of the following sets of numbers:

1. crcle the anomaly
2. calculate the mean, median, mode and range ignoring the anomaly.

Mean Median Mode Range

2, 4, 4, 5, 7, 8, 14

1.1, 2.4, 1.3, 1.4, 1.5, 1.2, 1.5, 1.6, 1.5

43, 39, 45, 23, 48, 51, 48, 54, 42, 49

17.1, 19.3, 19.4, 18.6, 28.2, 17.9

110.1, 111.3, 109.7, 109.6, 114.2, 110.4,

110.8, 111.3

Formula triangles

Formula triangles make recall and application of scientific formulae easier for learners. To use a formula
triangle, cover with your finger what you want to find out. Commonly used formula triangles include:

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Skills for science – Interpreting and evaluating experimental observations and data

Worksheet 5: Interpretation and evaluation scenario –

biology

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 Skills for science – Interpreting and evaluating experimental observations and data

Worksheet 5: Interpretation and evaluation scenario

(biology) – continued

Cambridge IGCSE Biology (0610), Chemistry (0620) and Physics (0625) 15

Skills for science – Interpreting and evaluating experimental observations and data

Worksheet 6: Interpretation and evaluation scenario –

biology

The table below shows the protein content of five foods.

Food Protein content of food / g per 100 g

maize 3.2

rice 7.1

potato 2.0

yam 1.5

sorghum 11.3

(1) Plot a graph of the data shown in the table.

(2) It is recommended that a six-year-old child eats 20 g of protein a day.

Calculate the mass of sorghum a six-year-old child must eat each day to obtain 20 g of protein.

Show your working.

Give your answer to the nearest whole number.

16 Cambridge IGCSE Biology (0610), Chemistry (0620) and Physics (0625)

 Skills for science – Interpreting and evaluating experimental observations and data

Worksheet 7: Interpretation and evaluation scenario –

chemistry
A learner investigated what happens when dilute hydrochloric acid and copper(II) sulfate solution react with
different metals.

Five experiments were carried out:

Experiment 1:
A measuring cylinder was used to pour 10 cm3 of dilute hydrochloric acid into a boiling tube.
The temperature of the hydrochloric acid was measured.
1 g of zinc was added to the boiling tube and the mixture stirred with a thermometer.
The maximum temperature reached by the mixture was measured.

Experiment 2:
Experiment 1 was repeated using 1 g of iron instead of zinc.

Experiment 3:
Experiment 1 was repeated using 1 g of magnesium instead of zinc.

Experiment 4:
A measuring cylinder was used to pour 10 cm3 of copper(II) sulfate solution into a boiling tube.
The temperature of the solution was measured.
1 g of magnesium was added to the boiling tube and the mixture stirred with a thermometer.
The maximum temperature reached by the mixture was measured.

Experiment 5:
Experiment 4 was repeated using 1 g of iron instead of magnesium.
The observation was recorded below:

The solution turned colourless and a brown deposit formed.

Here are the results of the experiments:

Experiment Initial temperature / °C Final temperature / °C Temperature rise / °C

1 22 25 3

2 21 23 2

3 24 61 37

4 21 46 15

5 24 29 5

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Skills for science – Interpreting and evaluating experimental observations and data

Worksheet 7: Interpretation and evaluation scenario –

chemistry, continued
(1) Draw a bar chart showing the results of experiments 1–5.

(2) Which experiment, 1, 2 or 3, produced the largest temperature rise?

Suggest why this experiment produced the largest temperature rise.

……………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………

(3) Explain the observation in experiment 5.

……………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………

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 Skills for science – Interpreting and evaluating experimental observations and data

Worksheet 8: Interpretation and evaluation scenario –

chemistry
A learner investigated the rate of reaction between dilute hydrochloric acid and excess magnesium at room
temperature, using the following apparatus.

30 cm3 of dilute hydrochloric acid was added to the conical flask containing magnesium ribbon. The timer
was started and the volume of gas collected in the measuring cylinder was measured every 20 s for 180 s
(3 min).

The results of this experiment are shown in the table below.

Time / s Total volume of gas collected

/ cm3

0 30

20 44

40 57

60 62

80 78

100 86

120 88

140 89

160 90

180 90

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Skills for science – Interpreting and evaluating experimental observations and data

Worksheet 8: Interpretation and evaluation scenario –

chemistry, continued
(1) Draw a smooth line graph showing the results in the table.

(2) Which result is anomalous? Suggest a reason for this anomalous result.

……………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………
(3) Use the graph to deduce the total amount of gas you would have expected to collect instead of this
anomalous volume. Show on the graph how you worked out your answer.

(4) Explain why the total volume of gas collected does not increase after 160 seconds.

……………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………

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 Skills for science – Interpreting and evaluating experimental observations and data

Worksheet 9: Interpretation and evaluation scenario –

physics
Some learners are investigating the relationship between potential difference and current for a resistor.
They are using the circuit shown below:

The crocodile clip is attached at various points along the slide wire, and the current and potential difference
for the resistor were measured. The readings for potential difference V and current I for various positions of
the crocodile clip are shown in the table below:

V/V I/A

0.4 0.08

0.8 0.17

1.2 0.25

1.6 0.34

2.0 0.41

Cambridge IGCSE Biology (0610), Chemistry (0620) and Physics (0625) 21

Skills for science – Interpreting and evaluating experimental observations and data

Worksheet 9: Interpretation and evaluation scenario –

physics, continued

(1) Plot a graph of V / V (y-axis) against I / A (x-axis).

(2) Determine the gradient of the graph, G, showing clearly how you obtained the necessary
information.

(3) The resistance value R of the resistor is numerically equal to G. Give a value for R, to a suitable
number of significant figures for this experiment. Include units.

……………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………
(4) A learner suggests that potential difference and current for this resistor should be proportional. State
whether your graph supports this suggestion. Justify your statement by reference to your graph.

……………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………

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 Skills for science – Interpreting and evaluating experimental observations and data

Worksheet 10: Interpretation and evaluation scenario –

physics

A learner is determining the weight of a metre rule using a balancing method.

The apparatus is shown below:

The learner places load P on the metre rule at the 5.0 cm mark.

She places the metre rule on the pivot at the 45.0 cm mark.

She places load Q on the rule and adjusts its position so that the metre rule is a near as possible to
being balanced.

She measures the distance x between the centre of load P and the pivot and the distance y from the centre of
load Q and the pivot.

She repeats the procedure, placing load P at the 10.0 cm mark, at the 15.0 cm mark, at the 20.0 cm mark and
at the 25.0 cm mark. The readings are shown in the table below:

x / cm y / cm A / N cm B / N cm

40.0 42.5

35.0 36.0

30.0 30.0

25.0 24.0

20.0 17.5.

(1) For each value of x, calculate A = Px, where P = 1.00 N. Record the values in the table. P is the
weight of load P.

(2) For each value of y, calculate B = Qy, where Q = 0.80 N. Record the values in the table. Q is the
weight of load Q.

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Skills for science – Interpreting and evaluating experimental observations and data

Worksheet 10: Interpretation and evaluation scenario –

physics, continued
(3) Plot a graph of A / N cm (y-axis) against B / N cm (x-axis).

(4) Using the graph, determine the vertical intercept Y (the value of A when B = 0 N cm).
Show clearly on the graph how you obtained this value.

(5) Calculate the weight W of the metre rule using the equation

, where z = 5.0 cm.

……………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………
(6) The learner uses an accurate electronic balance to obtain a second value for the weight of the
metre rule. Weight obtained on the balance = 1.24 N.
State and explain whether the two values for the weight agree within the limits of experimental
accuracy.

……………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………

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 Skills for science – Interpreting and evaluating experimental observations and data

Example responses
This section includes a past paper question for each of the sciences. Example responses are shown with
information on how the answers could be improved. Useful terminology and examples of improves answers
are included to show how learner responses could be developed.

Interpretation and evaluation question – biology

In this question, learners are asked to interpret data collected from a study on alcohol and reaction times. They
are asked to calculate the mean from given data, and plot an appropriate graph. Finally, they are asked to look
at the data and state the range. Understanding of the terms ‘mean’ and ‘range’ are essential for success in
this question, as are competent graph-drawing skills.

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Skills for science – Interpreting and evaluating experimental observations and data

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 Skills for science – Interpreting and evaluating experimental observations and data

The mark scheme for this question is as follows:

Question Mark scheme Mark Guidance
1 (f) (i) 280 [1]

(ii) A axes labelled; even scale; y-axis: (mean) reaction time / ms

x-axis: before drinking alcohol and

after drinking alcohol / before and
after / key given

x-axis labels under each bar

P both plots accurate ± ½ small square

C columns not touching; of same width;

columns at least half the grid on y-axis
[3]

(iii) 220–350 (milliseconds); [1]

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 Skills for science – Interpreting and evaluating experimental observations and data

Example response
This response would achieve the full mark. The learner clearly understands how to calculate the mean and
has done so correctly.

Mean calculated
280 correctly.

For drawing the graph, the candidate received 2 out of 3 marks. The x-axis was labelled correctly and the
bars drawn were accurately plotted, of equal width and not touching. However, the y-axis scale was inaccurate
and the labels absent.

Accurate plotting
of bars.

280

y-axis scale
is inaccurate
240
and is not
labelled.

Columns are of
200
equal width and
Reaction time before Reaction time after labelled correctly.
drinking alcohol drinking alcohol

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 Skills for science – Interpreting and evaluating experimental observations and data

For the final part of the question, the candidate clearly understood the meaning of the term ‘range’ and
gained a mark for identifying this from the data.

Smallest and
largest values
identified from
the data to give
220 - 350 the range.

Improved response
y-axis labelled with
units.
Reaction time (milliseconds)
300

250

200

y-axis correctly
labelled and a
correct scale is
drawn. This 150
graph would
now gain
full marks.

100

50

0
Before drinking After drinking
alcohol alcohol

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Skills for science – Interpreting and evaluating experimental observations and data

Interpretation and evaluation question – chemistry

In this question learners are asked to look at an experiment that measures the rate of reaction by timing how
long it takes for the colour of a solution to change from colourless to blue. They are asked to plot these data
on a graph and draw a line of best fit. They then have to use the line of best fit to determine an unknown value.
Learners need to be competent at graph drawing to succeed at this question. They also need to demonstrate
their understanding of rates of reaction by sketching on the graph a line they might expect at a different
temperature.

Total volume of sodium thiosulfate solution Time at which blue colour appeared / s
added / cm3

0.5 22

1 43

1.5 64

2 86

2.5 105

3 126

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Skills for science – Interpreting and evaluating experimental observations and data

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Skills for science – Interpreting and evaluating experimental observations and data

The mark scheme for this question is as follows:

Question Mark scheme Mark
2 (b) Appropriate scale for y-axis / increasing at 20 s per large square; 1

y-axis is a linear scale; 1

all 6 points plotted correctly ± half a small square (2 marks); 2

5 points plotted correctly ± half a small square (1 mark);

Best-fit straight-line graph; 1

[5]

(c)(i) Value from graph ± half a small square (typically 167 – 170); 1

Units / s; 1

Extrapolation; 1

[3]

(c)(ii) Sketch line below original line and diverging; 1

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 Skills for science – Interpreting and evaluating experimental observations and data

Example response
This is a mid-level response. The candidate has drawn an accurate graph, for which they receive full marks.
They have used the graph to determine an unknown time correctly, however they have lacked attention to
detail by not reading a value correctly from the y-axis, failing to include units or showing their working line on
the grid, as instructed in the question.

By plotting the
points
accurately and
drawing a line
of best fit, the
candidate has
gained the full 5
marks.

Value given is
incorrect – it
appears the
candidate has
misread the scale.
Also, units are
absent, as are
marks on the grid
to show how the
answer is derived

163
Full marks given
for identifying
that the rate of
reaction would
happen quicker.

Cambridge IGCSE Biology (0610), Chemistry (0620) and Physics (0625) 33

 Skills for science – Interpreting and evaluating experimental observations and data

Improved response

Marks on grid
show how the
learner arrived at
the answer

Full marks are given

as units are
included and marks
are present on the
grid showing
working out.

Value has been

correctly read 167 seconds
from y-axis;
units are now
included.

34 Cambridge IGCSE Biology (0610), Chemistry (0620) and Physics (0625)

 Skills for science – Interpreting and evaluating experimental observations and data

Interpretation and evaluation question – physics

In this question learners are asked to interpret data obtained from an experiment investigating the stretching
of a spring. In addition to calculating the extension when increasing loads are added to the spring, learners
have to plot a graph of the data and use the graph to predict an unknown value. To do well at this question,
candidates need to be competent at drawing a graph and understand how to use the line of best fit to determine
an unknown quantity.

Cambridge IGCSE Biology (0610), Chemistry (0620) and Physics (0625) 35

Skills for science – Interpreting and evaluating experimental observations and data

36 Cambridge IGCSE Biology (0610), Chemistry (0620) and Physics (0625)

 Skills for science – Interpreting and evaluating experimental observations and data

The mark scheme for this question is as follows:

Question Mark scheme Mark

1 (a) 55 mm (correct answer only) 1

(b)(i) 4, 9, 14, 19, 23 (error carried forward from part (a)) 1

(c) Graph:

Axes labelled correctly; 1

Suitable scales; 1

All plots correct to ½ small square; 1

Good line judgement – thin continuous line, neat plots; 1

(d)(i) e = 17 (mm) (error carried forward from part (a)) 1

(d)(ii) Method clearly shown on graph 1

W value 3.5-3.75; Unit N needed; (error not carried forward from (i)) 1

Cambridge IGCSE Biology (0610), Chemistry (0620) and Physics (0625) 37

Skills for science – Interpreting and evaluating experimental observations and data

Example response
This response gained 6 out of a possible 9 marks. The learner has demonstrated that they can use simple
formulae to complete a data table. They are also competent at drawing a graph accurately. However, they
failed to draw a line of best fit and did not understand how to use the line of best fit to find an unknown value.

l0 correctly measured
and recorded.

55

4 All values calculated

correctly by subtracting
9 l from the starting
14 length l0.

19

23

38 Cambridge IGCSE Biology (0610), Chemistry (0620) and Physics (0625)

 Skills for science – Interpreting and evaluating experimental observations and data

The graph is plotted

accurately. However,
the points have been
joined together instead
of a line of best fit
being drawn.

Plotting within ½ small

square.

Axes are the correct

way around and Scale is suitable and
correctly labelled with accurate.
units.

17mm

The candidate
14.6N
has not taken a
Extension calculated reading from the
correctly by subtracting graph where
l0 (55 mm) from 72 mm. e = 17. No
marks given.

Cambridge IGCSE Biology (0610), Chemistry (0620) and Physics (0625) 39

Skills for science – Interpreting and evaluating experimental observations and data

Improved response

Graph plotted
accurately and
appropriate line of
best fit drawn. Full
marks given.
Line of best fit
drawn

The candidate has

clearly marked on
graph where e = 17 and
used the line of best fit
to determine weight W.

17mm

Line of best fit

used to
determine
3.65N weight W. Full
marks given.

40 Cambridge IGCSE Biology (0610), Chemistry (0620) and Physics (0625)

 Skills for science – Interpreting and evaluating experimental observations and data

Worksheet 1: suggested answers

A B C

Describe Say what is seen from a table or The temperature increased

graph, giving examples from the from 40 °C to 60 °C for the
data where possible. first 20 min.

Calculate Use numbers given in the Speed = distance / time

question to work out the answer.

Explain State the reason for something Conduction happens in solids

happening using scientific because the particles are
knowledge and understanding. tightly packed together.

Define Give the meaning of something. A covalent bond is where a

shared pair of electrons holds
two atoms together.

Determine Use given data or information to pH 6.5

obtain an answer.

Estimate Give an approximate value. 2.5–3.1 g

Evaluate Use information in the question The data obtained was

as well as a learner’s own reliable because the
knowledge and understanding to experimenter repeated her
make a judgement. results five times, but to make
it more accurate she should
have used a pipette instead of
a measuring cylinder.

Identify Name or state. Waxy cuticle.

Justify Use evidence from the 40 °C, because this is the

information given to support temperature at which the
an answer. enzyme reached its
optimum activity.

Cambridge IGCSE Biology (0610), Chemistry (0620) and Physics (0625) 41

Skills for science – Interpreting and evaluating experimental observations and data

Worksheet 4: suggested answers

Mean Median Mode Range

2, 4, 4, 5, 7, 8, 14 5 4.5 4 6

1.1, 2.4, 1.3, 1.4, 1.5, 1.2, 1.5, 1.6, 1.5 1.4 1.5 1.5 0.5

43, 39, 45, 23, 48, 51, 48, 54, 42, 49 46.5 48 48 15

17.1, 19.3, 19.4, 18.6, 28.2, 17.9 18.5 18.6 — 2.3

110.1, 111.3, 109.7, 109.6, 114.2, 110.4, 110.8, 110.5 110.4 111.3 1.7
111.3

42 Cambridge IGCSE Biology (0610), Chemistry (0620) and Physics (0625)

 Skills for science – Interpreting and evaluating experimental observations and data

Worksheet 5: suggested answers

• 94; 134;

• Axes – labelled with units on y-axis;

Scale – suitable even linear scale and plots to fill more than half of the printed grid;
Plot – all points plotted accurately ± ½ square;
Bars – have an equal gap between each component;

• Similarity – any 1 from:

Exercise increases (average) pulse rate;
(idea of) more intense the exercise the more increase in (average) pulse rate;

Difference – any 1 from:

Jumping produces greater increases in males than females;
Jumping and moving arms produces greater increase in females than males;

Cambridge IGCSE Biology (0610), Chemistry (0620) and Physics (0625) 43

Skills for science – Interpreting and evaluating experimental observations and data

Worksheet 6: suggested answers

(1) Axes labels with units

Even scale and plots to fill at least ½ grid in both directions
Plots accurate to ± ½ small square
Bars of equal width, not touching and with equal space in between

(2) 177

44 Cambridge IGCSE Biology (0610), Chemistry (0620) and Physics (0625)

 Skills for science – Interpreting and evaluating experimental observations and data

Worksheet 7: suggested answers

(1) y-axis scale linear and highest temperature change over half-way up y-axis;
All 5 bars at the correct height;
Bars clearly labelled;

(2) Experiment 3; magnesium is the most reactive metal;

(3) Copper formed; iron is more reactive / displacement reaction;

Cambridge IGCSE Biology (0610), Chemistry (0620) and Physics (0625) 45

Skills for science – Interpreting and evaluating experimental observations and data

Worksheet 8: suggested answers

(1) All points correctly plotted; smooth line drawn

(2) Point at 60 s / 62 cm3 / fourth point / measurement 4; misread measuring cylinder / read too early

(3) Value from graph (68–70) shown clearly

13 / 20 = 0.65 cm3/s

(4) Steeper curve to same level

Air is displaced (when acid is added)

46 Cambridge IGCSE Biology (0610), Chemistry (0620) and Physics (0625)

 Skills for science – Interpreting and evaluating experimental observations and data

Worksheet 9: suggested answers

(1) Axes labelled with quantity AND unit;

Appropriate scales (plots occupying at least ½ grid);
Plots all correct;
Well-judged line AND thin, neat plots

(2) G present and triangle method seen using at least ½ line

(3) R in range 4.6 Ω to 4.9 Ω; to 2/3 significant figures and with correct unit

(4) Statement matching graph with reference to straight line; reference to passing through origin (within
limits of experimental accuracy)

Cambridge IGCSE Biology (0610), Chemistry (0620) and Physics (0625) 47

Skills for science – Interpreting and evaluating experimental observations and data

Worksheet 10: suggested answers

(1) A: 40.0, 35.0, 30.0, 25.0, 20.0

(2) B: 34.0, 28.8, 24.0, 19.2, 14.0

(3) Axes correctly labelled with quantity, right way around;

Appropriate scales starting at origin;
All plots correct to ½ small square;
Good line judgement, thin, continuous, single line through the plots with neat plots;

(4) Method shown on graph and Y correct to ½ mall square;

(5) W = 1.0–1.4;

(6) Agree; explanation includes idea of values being close enough.

48 Cambridge IGCSE Biology (0610), Chemistry (0620) and Physics (0625)

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