An evaluation of a course aimed at developing university students' understanding of the nature of scientific measurement and uncertainty is described. The course materials follow the framework for metrology as recommended in the Guide to the Expression of Uncertainty in Measurement (GUM). The evaluation of the course is based on responses to written questionnaires administered to a cohort of 76 first year physics students both pre-and post-instruction, which were interpreted in terms of 'point' or 'set' reasoning. These findings are compared with responses from a control group of 70 students who completed a similar laboratory course apart from the use of traditional approaches to measurement and data analysis. The results suggest that the GUM framework, together with the specific teaching strategies described, provides opportunities for more effective learning of measurement and uncertainty in the introductory laboratory.
A model-based view of physics provides a framework within which computational activities may be structured so as to present to students an authentic representation of physics as a discipline. The use of the framework in teaching computation at the introductory physics level is illustrated by a case study based on the simultaneous translation and rotation of a disk-shaped spaceship. Student responses to an interactive worksheet are used to support guidelines for the design of computational tasks to enhance the understanding of physical systems through numerical problem solving.
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