Assessing Students’ Understanding of Measurement Uncertainty

2/24/99


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Table of Contents

Assessing Students’ Understanding of Measurement Uncertainty

Research Focus

Schools Investigated to Date

Research Method

Student Sample

List the following measurements in order from the most precise to the least precise and explain your reasoning: A: 9.7 m, 13 m, 1.45 m, 2.1 m, 0.005 m B: 9.7 s, 13 g, 1.45 m, 2.1 A, 0.005 N

Expert answers

What makes one measurement more precise than another?

A group of students are told to use a meter stick to find the length of a hallway. They take 6 independent measurements (in cm) as follows: A: 440.2, 421.7, 434.5, 523.4, 437.2, 428.9 B: 440.2, 421.7, 434.5, 492.5, 437.2, 428.9 What result should they report? Explain your answer.

Data Analysis for Question#2

How should data be treated?

How were answers reported?

Principle Student Findings

Further Research Questions

“It is better to be roughly right than precisely wrong.”

Author: Scaleup-24

Email: deardorf@unity.ncsu.edu