共查询到20条相似文献，搜索用时 109 毫秒
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本文对大学物理实验中的误差分析和不确定度评定做了阐述,给出了实验结果不确定度的表达式和计算流程,使之容易被学生掌握,从而能在物理实验中得到普遍应用。 相似文献
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误差与测量不确定度的教学实践 总被引：2，自引：0，他引：2
陈莹梅 《中山大学学报论丛》2005,25(3):124-127
评定实验结果应采用不确定度新体系表示,测量误差与测量不确定度是两个不同概念,在实验教学中应予以区分,通过实例介绍物理实验教学中不确定度的教学实践. 相似文献
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本文就工科大学物理实验教学中不确定度的评定方法进行了探讨。并通过实例阐述不确定度在物理实验中的应用。 相似文献
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本文就工科大学物理实验教学中不确定度的评定方法进行了探讨。并通过实例阐述不确定度在物理实验中的应用。 相似文献
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再谈实验数据处理方法的合理选择 总被引：1，自引：0，他引：1
实验误差分析是实验教学中的一个重要内容,学生常因不能准确理解测量误差的相关概念和分析方法,而采用了错误的实验数据处理方法。针对这一问题,通过电子自旋共振实验的测量误差分析,简述了直接测量、间接测量及不确定度传递的应用;利用脉冲核磁共振实验的数据分析,说明了曲线拟合与拟合不确定度的使用适应性。两者的物理实验结果表明,实验数据处理不是简单的纯计算问题,而是必须遵从严格误差分析原理的技术方法。 相似文献
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普通物理实验数据处理时几乎都要使用合成标准不确定度公式，计算测量结果的不确定程度，本文就使用合成不确定公式时应注意的问题给予举例说明。 相似文献
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王建明 《中国科教创新导刊》2012,(31):115-115
测量结果及其不确定度的评定是大学物理实验的教学难点.笔者就多年教学实践中,学生对测量误差和不确定度二者容易混淆或误用.对测量结果的表示不准确的问题,针对性地阐述了误差与不确定的关系以及测量结果的表示. 相似文献
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设计性物理实验是高校物理实验体系的重要组成部分,与传统的测量性、验证性物理实验相比,设计性物理实验更具开拓性和创新性,对于培养学生的创新精神和实践能力具有重要作用.立足新建本科院校教改实际,从设计性物理实验教学的必要性和可行性出发,就设计性物理实验的教学模式、教学设计进行了探讨. 相似文献
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将分布在中国古籍中的一些趣味性浓的物理实验收集拢来予以介绍 ,扼要地分析了实验原理与方法 ,指出其在当今物理学中的应用 ,对了解中国古代物理实验产生、变化、发展的历程具有参考价值 . 相似文献
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本文针对长期以来学生在普通物理实验中只注重实验步骤和实验结果的现象,提出在普通物理实验教学中突出物理实验方法教育的观点。 相似文献
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Weili Wang Richard K. Coll 《International Journal of Science and Mathematics Education》2005,3(4):639-669
Experimental physics is seen as an essential part of tertiary physics education. Students are supposed to develop practical
skills and advance from closed ‘cookbook’ experiments to open experiment and design experiment procedures independently. As
a consequence tertiary practical physics courses increase in the level of challenge throughout an undergraduate degree program.
The research reported here consists of an investigation of two solely laboratory-based experimental physics courses: a second-year
course Experimental Physics and Instrumentation, and a third-year course Advanced Experimental Physics, offered at a New Zealand tertiary institution. The research suggests that although the structure, content, and teaching
methods in the two courses vary; there is little difference in students' learning strategies employed in the two courses.
It appears bridging experiments may be necessary to help students shift from a highly directive pedagogy at the lower levels
of the undergraduate practical physics program, to a more open inquiry approach.
Richard K. Coll: Author for correspondence. 相似文献
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Athanasios Velentzas Krystallia Halkia 《International Journal of Science Education》2013,35(18):3026-3049
The present study focuses on the way thought experiments (TEs) can be used as didactical tools in teaching physics to upper secondary-level students. A qualitative study was designed to investigate to what extent the TEs called ‘Einstein's elevator’ and ‘Einstein's train’ can function as tools in teaching basic concepts of the theory of relativity to upper secondary-level students. The above TEs were used in the form they are presented by Einstein himself and by Landau and Rumer in books that popularize theories of physics. The research sample consisted of 40 Greek students, divided into 11 groups of three to four students each. The findings of this study reveal that the use of TEs in teaching the theory of relativity can help students realize situations which refer to a world beyond their everyday experience and develop syllogisms according to the theory. In this way, students can grasp physics laws and principles which demand a high degree of abstract thinking, such as the principle of equivalence and the consequences of the constancy of the speed of light to concepts of time and space. 相似文献
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In physics teaching experimentality is an integral component in giving the starting point of knowledge formation and conceptualization.
However, epistemology of experiments is not often addressed directly in the educational and pedagogical literature. This warrants
an attempt to produce an acceptable reconstruction of the epistemological role of experiments in physics by drawing insight
from history and philosophy of physics. Towards that end, the experiments’ role in the 19th-century physics is discussed.
We propose here a reconstruction, which is based on the idea that in epistemology of experiments the inductive-like generative justification of knowledge is central. A generative view makes it possible to retain those aspects of experiments which make them purposeful for learning
and can give a starting point for students’ own construction of knowledge. The reconstruction also helps to conceive the experiments
with their correct historical role and helps to bring back the generative use of experiments in teaching, which, after all,
has never vanished from the practice of physics. 相似文献
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王琼辉 《昆明师范高等专科学校学报》2000,22(4):111-113
阐述了中师物理实验在教学中的作用规律,及其与计算机多媒体的体系。得出：计算机多媒体技术能补充和拓展传统物理实验,但不能取代传统物理实验。 相似文献
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普通高中物理小实验实施现状的调查研究 总被引：1，自引：0，他引：1
物理小实验指的是物理课程要求必做之外的,教师为解释某一物理现象,取材方便且不需要特殊场地就能完成的实验。其在帮助学生理解物理概念和规律,培养学生学习兴趣,启发思维等方面具有积极的作用。通过对普通高中物理小实验的实施现状进行调研,探索存在的问题及原因,为有效实施及有针对性地改进小实验教学提供一定的参考。 相似文献
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Knowing about Guessing and Guessing about Knowing: Preschoolers' Understanding of Indeterminacy 总被引：2，自引：0，他引：2
In this article we investigate preschool children's understanding of indeterminacy by examining their ability to distinguish between determinate situations—in which the available evidence eliminates all uncertainty about an outcome—and indeterminate situations—in which it does not. We argue that a full understanding of indeterminacy requires the coordination of 3 processes: search, evaluation , and mapping . We describe 3 experiments aimed at discovering the extent to which these processes, each of which has been implicated in previous accounts of indeterminate reasoning, are developed in preschoolers and the extent to which different children organize the processes into different strategies. Experiment 1 examines 5-year-olds' performance on 1- versus 2-solution problems having different configurations of irrelevant information. Experiments 2 and 3 extend the possible sources of indeterminacy from 2 to 4 and vary the amount of consistent, inconsistent, and to-be-discovered evidence. Our results show that 4- and 5-year-old children readily give "Can tell" responses to determinate problems, as well as "Can't tell" responses when they think that the evidence warrants such a response. In addition, we report 2 new findings: ( a ) different children use different strategies to process determinate evidence, and these strategies, in turn, predict their performance on indeterminate problems; ( b ) evidence patterns in which a single positive instance is contrasted with 1 or more negative or unknown instances are particularly difficult to resolve. Many children use a decision rule—the Positive Capture rule—that produces consistent errors on this type of problem. 相似文献