This document outlines criteria for assessing student lab reports in physics. It provides detailed rubrics for evaluating observations and recordings of data, analysis and interpretation of results, organization of reports, and hypothesis testing in experiments. Key areas that will be assessed include precise measurements, clear presentation of data in tables and graphs, proper calculations, supported conclusions, identified sources of error, and use of safety precautions. Students will be scored based on demonstrating skills such as correct spelling, punctuation, logical sequencing of steps, and justification of conclusions using experimental evidence.

1. CRITERIA FOR ASSESSMENT OF ORB
OBSERVATIONS:
a. Precise readings (to appropriate significant figures consistent with
instrument(s) used)
b. Readings in line with expected results (accurate readings)
c. Units on readings
d. Repetition and averaging of readings
e. Zero enor noted
REEORI}ING OF READINGS:
I. TABULATION:-
a. One NEAT table
b. IIEADINGS for tables labeled with QUANTITY/IINIT
(in words or symbols)
c. Consistent SIGNIFICANT FIGURES in each column of
raw readings (i.e. decimal places)
d. Good RANGE of readings
e. NIIMBER of readings (usually six or more when graph is
curved)
fl REPETITION and AVERAGING
II. GRAPH:-
&. CORRECT quantities plotted on CORRECT axes
b. Title of graph
c. Axes LABELLED with quantity/unit (in words or symbols)
d. Suitable SCALE for each axis (i.e. linear, greaterthan%zthe
g.
f.
page, non-awkward.
FINE circled points or sharp crosses
Thin line
g. Accurate PLOTTING of ALL recorded readings [Up to 3]
[3 marks maximunq 0 minimum-subtract one mark for each incorrect or
omitted pointl
h. BEST FIT LINE (curved or straight)
ffi. IXAGRAM {if nepded}:-
EithCT :LARGE AND WELL.LABELLED
Or: Adequate size (l) and fully labeled (3 marks maximum and one mark
deducted for each signifioant label omitted or incorrect) lup to 3l

2. REFORTING:
T. ORGAIT{ISATION OF BEPORT:
a. Sub-headings NAMED (aim, apparatus otc.)
b. Sub-headings in LOGICAL ORDER (aim, apparatus etc.)
c. CORRECT subject matterunder CORRECT headings
(e.9. readings under results and not under calculations)
d. CONCLUSION (at the end of reporr) which relates to aim
(e.g. focal lengh of lens was 10.0 cm)
tr. ACCOUNT: (Idethod' or Procedure)
NB: Five of the 12 marks for ORR are, tp bp awarded for the points below
a. SPELLING mainly correct
b. PUNCTUATION mainly correcr
c. GRAMMAR mainly correct
d. LOGICAL SEQUENCE of steps in method (in point or
prose form)
e. Method CLEAR
NB. ONE MARK EACH WHERE APPROPRIATE
CRITERIA F.ORASSESSMBNT OF AI
1. CALCULATIONS
a. Correct FORMULA
b. Correct Rearrangement (if necessary)
c. Correct SUBSTITUTION
d. Corred ANSWER with UNIT
e. Answef to appropriate number of SIGNFICANT FIGURES (based on number of
significant figures in data)
2. TABLE
a. Calculated values derived correctly from raw readings
(eg. Period T: time t I no. of oscillations lg
b. calculated values to appropriate number of significant figures
(eg. based on number of significant figurq in raw readings)
c. Corrwt units for calculated values (e.g. T?/ s)
3. CONCLUSION - Based on aim andjustified by data or graph
a. Does conclusionfollow from the data or graph?
b. Does student justify his conolusion using data or graph?

3. Eg. I : Ohm's Law with V/I Graph
a. Conclusion follows from graph--graph is a straight line passing through the origin
b. Studentjastifies conclusion based on graph-- wire obeys Ohm's Law (V o f) because
greph is a straight line passing through the origin
F;g.2: Specific Heat Capacity of brass
The specific hoat capacity of brass was found to be 400 Jikg I! this
compared favourably with the known value of 380 J/kg K
4. INTERCEPT
a. Accurate read-offto appropriate number of SIGNIFICANT FIGURES (based on number
of significant figures used in plotting graph)
b. UNtrT for intercept given
c. Deduction of a quantity using the intercept - answer to correct number of significant
figures based on read off
d. Unit for Quantrty
OR
INTERCEPT USING TI{E FALSE ORIGIN METHOD
a. Accurate calculation of gradient from best fit line
b. Substitution of gradient (m) and a point (x, y) from the best fit line into the formula
Y:mx*c
o. Accurate calculation of intercept (c)
d. Appropriate'SIGNIFICANT FIGURES for intercept
e. UNIT for intercept
f. Deduction of a quantity using the intercept - answer to correct number of significant
figures
g. Unit for Quantity
5. SLOPE OR GRADIENT
a. Very large TRIANGLE
b. FORMULA for gradient correct
c. Correct SUBSTITLI"IION of acourate READ-OFF into formula NB: Points for gradient
should be read from graph and NOT from the table
d. Acourate CALCULATION of gradient
e. Appropriate SIGNIFICANT FIGURES for gradient
f. UNIT for gradient
g. Deduction of quantity using the gradient - answer to correct number of significant figures
with unit
6. Answers to questions about pofierus and relatio*ships
7. SOURCES OFERROR
Errors which could not be prevented
8. A}TALYSIS TO INYESTIGATE ARELATIONSHIP
Eg. To test a relationship where "a" is direaly proportional to "b", where N is a constant

4. a. Correct identification of independent and dependant variables (eg. a is dependant, b is
independent)
b. Correct arrangement of formula (eg. a: k b
N
where k is'a constant)
c. Conversion of formula to linear form
(eg. Log a =N log b + log k, i.e. y = mx + c )
d. Correct plotting of variables in order to investigate relationship {eg. Iog a on y axis and
logbonxaxis)
e. Correct identification of gradient/ intercept (eg.Nflog k)
f. Correct calculation of gradient and/or intercept
g. Deduction of unknown constants from gradients/intercept
(eg. N = gradient, log k = intercept)
h. Unit for gradient and/or N
i. Correct relationship between variables stated
NB. ONE MARK EACH WHERE APPROPRIATE
CRITPRIA FOR ASSESSING PI)
(i) Hypothesis testing and
(ii) Investigating factors, type labs
HYPOTI{ESIS suggested (if appropriate) - Hypothesis should:
be based on Physics Principles, relate to theotservations,
make sense, deal with 2 variables and be testable.
Appropriate APPARATUS/ MATERIALS listed (if applicable)
DIAGRAM of set-up : (a) LARGE
o) WELL- LABELLED
OR CIRCUIT DIAGRAI{ wfuh applopriate arrangement
Clear, Workable METI{OD urtlineil in a logical sequence
Including:
a. IDENTIFICATION of independent, dependent and control
VARIABLES
b. Method ofMAI.{PULATING INDEPENDENT variable
C. MEthOd Of MEASURING thE INDEPENDENT VATiAbIC
d. Method ofMEASURING the DEPENDANT variable
e. Method of keeping the other variables CONSTAI{T
5. If lab executed:
a. Equipment USED correctly
b. Equipment CALIBRATED (if necessary)
c. MODIFICATION of experiment if difliculties encountered
d. REPETITION and AVERAGING of results
6. TREATMENT of results, i.e. appropriate GRAPH drawn
7. Non-standard PRECAUTIONS (which improve accuracy) used
8. SAFETY precautions used (where applicable)
9. Sources of Error or DANGER identified (if appropriate)
10. CONCLUSION made supporting or refuting the aimlhypothesis
11. Conclusion JUSTIFIED (using data/graphs)
1.
2.
3.
4.

5. CRITERIA T'OR ASSESSING 'UI{USUAL MEASUREMENT' TYPE LABS FOR PI)
1. Appropriate apparatus / materials listed (if applicable)
2. Diagram of set up (a) Large
(b) Well- labelled
OR Circuit Diagram with appropriate arrangement
3. Clear, workable method outlined in logical sequence
Including:
a. Method of measuring physical quantities
b. Repetition and averaging
4. Calculations
5" Treatment of results (if appropriate)
6. Non standard precautions used
7. Safety precautions used
8. Sources of error or danger identified (if appropriate)
II8. ONE MARK EACH WHERE APPROPRIATE
IT{OTE:
(a) Some skills from ORR, AI, and MM fall under PI)
(b) For a PD lab which has beQn exesq.ted: method is written in reported tense.
E.g. the length of the wire was measured using a metre rule
For fl PD lab which has NQT beqn executed: method is written in
instructional tense. E.g. measure the length of the wire, uging a metre rule
(c) For a PD lab which h+s beeq execuled: the conclusion about
the hypotheis can be made and justifiod from ,Lu
"6rr.ltsFor a PD lqh which has NOT been execu{cd:
Either: If results can be predicted, a conclusion c&n be made
and justilied
Or: If results cannot be predicted, different possibilities can be made and
justified.
e.g if (a/b) is constant then a is proportional to b, but if (a/b) is not
constant, then a is not proportional to b.
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