作者：Kevin L. Haglin
当涉及到实验室活动时，教育工作者必须就学习者的期望和技能做出决定。有各种各样的方法，但一般的模式是鼓励学生测量有序对，绘制图表以建立线性相关性，然后计算最佳拟合线的斜率，以得出最终的科学结论。当教育工作者也想将取决于测量的斜率不确定性作为预期分析的一部分时，为了帮助他们，我们展示了一种物理方法，以便教育工作者和他们的学生都有一个方便的路线图。教育工作者经常选择的一种流行的替代方案是仅依靠统计指标来建立技术的容忍度，但我们认为，统计策略会分散学生对测量行为中固有的不确定性的真正含义的注意力。我们将把这些测量误差条从它们的原点带到回归分析
Educators must make decisions about learner expectations and skills on whichto focus when it comes to laboratory activities. There are various approachesbut the general pattern is to encourage students to measure ordered pairs, plota graph to establish linear dependence, and then compute the slope of thebest-fit line for an eventual scientific conclusion. To assist educators whenthey also want to include slope uncertainty dependent upon measurementuncertainty as part of the expected analysis, we demonstrate a physicalapproach so that both educators and their students have a convenient roadmap tofollow. A popular alternative that educators often choose is to rely solely onstatistical metrics to establish the tolerance of the technique, but we arguethe statistical strategy can distract students away from the true meaning ofthe uncertainty that is inherent in the act of making the measurements. We willcarry these measurement error bars from their points of origin through theregression analysis to consistently establish the physical error bars for theslope and the intercept. We then demonstrate the technique using anintroductory physics experiment with a purpose of measuring the speed of soundin air.
论文链接：http://arxiv.org/pdf/2303.13413v1
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