How Can an Instructor Best Introduce the Topic of Significant Figures to Students Unfamiliar with the Concept
How Can an Instructor Best Introduce the Topic of Significant Figures to Students Unfamiliar with the Concept
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教师如何才能最好地向不熟悉该概念的学生介绍有效数字的主题
DOI：
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发表时间：
2000
期刊：
影响因子：
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通讯作者：
R. Pacer
中科院分区：
文献类型：
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作者：
R. Pacer
不熟悉有效数字概念的学生在被动记录规则列表时很难理解这个概念。本文的重点是如何最好地引入有效数字的概念，使学生发现它的意义之前，他们成为关闭的阶段达到。所描述的方法开始测量学生已经熟悉从他们的生活经验，并涉及学生作为积极的学习者。这种互动是通过学生志愿者参与的演示和使用高射投影仪的问答练习来实现的，以越来越高的精度测量物体的长度，隐含的相对不确定性概念被提出来作为确定任何记录测量中有效数字的数量的一种手段-一个避免使用任何规则列表的概念。烧杯和烧瓶上的不确定度标签的含义（通常为±5%）以及不确定度的累积。
Students unfamiliar with the concept of significant figures have difficulty making sense of this concept when put in the role of passive note-takers recording lists of rules. The focus of this paper is how best to introduce the concept of significant figures so that students find it meaningful before a stage is reached at which they become turned off. The approach described begins with measurements students are already familiar with from their life experiences and involves the students as active learners. This interaction is accomplished by means of demonstrations involving student volunteers, and question-and-answer exercises using an overhead projector, to measure the length of an object to increasingly greater precision.The implied relative uncertainty concept is presented as a means for determining the number of significant figures in any recorded measurement--a concept that avoids using any list of rules. The meaning of the uncertainty labels on beakers and flasks (often ±5%) and the cumulation of un...