Concluding in Physics (DP IB Physics): Revision Note

Katie M

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Katie M

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Concluding in Physics

  • The conclusion is a brief, focused summary of the findings of your investigation

  • Your goal is to provide a clear and concise answer to your research question, based only on the evidence from your data analysis

  • A strong conclusion relates your specific findings back to broader physical principles and compares them to accepted values

Principles of concluding

Interpret processed data and analysis to draw and justify conclusions

  • Your conclusion must be justified by your data

    • This is the most important rule

  • Start your conclusion with a direct answer to your research question

  • Use the trend you identified in your interpretation to make a definitive statement

  • Include key processed data as evidence to support your statement, such as:

    • the final calculated value for a physical constant (e.g., g)

    • the gradient of your linearised graph

    • the experimental value for a material property (e.g., resistivity)

  • Never introduce new ideas or explanations in the conclusion

    • It should only be a summary of what you have already analysed

Relate the outcomes to the stated research question or hypothesis

  • You must explicitly state whether your results support or refute your initial hypothesis

    • For example: "The data shows that T squared is directly proportional to L, which supports the hypothesis."

  • If your results do not support your hypothesis, that is perfectly fine and does not mean your experiment has "failed"

    • It is a valid scientific finding, and you should state it clearly

    • You can then suggest reasons for the discrepancy in your evaluation

Compare the outcomes to the accepted scientific context

  • A high-level conclusion compares your experimental results to accepted literature values from the IB data booklet, textbooks, or other reliable sources

  • This comparison allows you to comment on the accuracy of your outcome

  • When making a comparison, you should:

    • state the literature value

    • cite your source (e.g., "IB Physics Data Booklet, 2025")

    • quantify the difference, usually by calculating the percentage error

Discuss the impact of uncertainties on the conclusions

  • Your propagated uncertainty determines the confidence you have in your final result

  • You must comment on the significance of your uncertainty

  • Compare your percentage uncertainty with your percentage error

    • If the percentage error is larger than the percentage uncertainty:

      • This suggests that the deviation from the literature value is not just due to the limitations of your equipment (random error)

      • The error is likely due to significant systematic errors in your methodology

    • If the literature value falls within the range of your experimental uncertainty:

      • You can conclude that your result is consistent with the accepted value, despite any errors

      • For example, your result is 9.8 ± 0.2 m s-2 and the true value is 9.81 m s-2

Worked Example

Research question:

  • "What is the value of the acceleration due to gravity, g, determined from the period and length of a simple pendulum?"

Sample conclusion:

  • From the gradient of the linearised graph of T squared vs. L, the experimental value for the acceleration due to gravity was calculated to be 9.76 ± 0.15 m s-2.

    • This supports the hypothesis that the relationship T squared space equals space open parentheses fraction numerator 4 straight pi squared over denominator g end fraction close parentheses L is valid.

  • The accepted literature value for this reaction is 9.81 m s-2 (IB Physics Data Booklet)

    • The experimental value is reasonably close to this, with a calculated percentage error of 0.51%

  • The experimental uncertainty was calculated to be ±1.5%

    • Since the percentage error is smaller than the percentage uncertainty, the accepted value lies within the bounds of the experimental uncertainty

    • This suggests that the result is accurate and that any deviations are likely due to the random errors accounted for in the uncertainty calculation, rather than significant systematic errors

Worked Example

Research question:

  • "What is the relationship between the length of a constantan wire and its electrical resistance?"

Sample conclusion:

  • The investigation found a positive, linear relationship between the length of the constantan wire and its resistance.

    • A graph of R vs. L produced a straight line of best fit that passed very close to the origin, with a coefficient of determination (R2) of 0.998

  • This indicates that the resistance of the wire is directly proportional to its length, which strongly supports the hypothesis.

    • This finding is consistent with the physical formula R space equals space fraction numerator rho L over denominator A end fraction, which predicts a linear relationship between R and L when resistivity and cross-sectional area are constant."

Examiner Tips and Tricks

Be concise and direct.

  • A conclusion should be a short paragraph, not a long essay.

  • Get straight to the point and answer your research question.

Only conclude what your data shows.

  • Do not make claims that are not supported by your results.

  • If your data is inconclusive, you must state that.

Always include your final result with its uncertainty.

  • Stating the uncertainty is crucial for discussing the reliability and accuracy of your conclusion.

Quantify your comparison.

  • Don't just say your result was "close" to the literature value.

  • Calculate the percentage error to show how close it was.

  • This is a much more scientific approach.

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Katie M

Author: Katie M

Expertise: Physics Content Creator

Katie has always been passionate about the sciences, and completed a degree in Astrophysics at Sheffield University. She decided that she wanted to inspire other young people, so moved to Bristol to complete a PGCE in Secondary Science. She particularly loves creating fun and absorbing materials to help students achieve their exam potential.