应该用“不确定度”评估测量结果

目前国内还有很多大学在实验教学中，仍然沿“误差”的概念评估测量结果，但是根据科学技术和计量科学发展的要求，应该用“不确定度”评估测量结果。     

如何用不确定度评定测量结果

介绍不确定度的概念及怎样用不确定度评定测量结果。     

测量结果及其不确定度评定

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.     

用测量不确定度GUM表示测量误差的方法

测量不确定度GUM的评定与表示是一个较新的概念,其应用具有广泛性和实用性。用测量不确定度来表示测量误差的方法,是科技交流和国际贸易的迫切要求。它使各国进行的测量及其所得结果可以进行相互比对,以取得相互间的承认或共识,从而受到了国际组织和各国计量部门的高度重视。     

物理测量的不确定度表示

不确定度是目前国际权威组织制定的对测量结果正确程度的新的表示方法，本文介绍了物理测量中不确定度表示的基本概念及其基本方法，并举例作了说明。分析比较了不确定度和传统的标准误差之间的异同，讨论了使用不确定度表示的优越性。     

千分尺示值误差测量结果的不确定度评定

本文介绍常用量具千分尺检定的目的、意义,概述了测量不确定度的组成,用不确定度理论较全面分析和计算了千分尺示值误差测量结果的不确定度.     

测量结果传统表示法与不确定度表示法探讨

根据国际ISO标准的测量不确定度，简述了测量不确定度的评定方法与传统式评定方法的不同处及优缺点。     

误差理论简介与测量不确定度应用

有测量就有误差,就有不确定度。本文详细介绍了测量不确定度的分类和A类、B类、合成标准不确定度的定义以及在实际测量中的计算方法。     

CL302C型多功能校准器测量结果的不确定度评定

通过对交流电压表测量的实例,介绍了用CL302C型多功能校准器测量电压的测量不确定度的计算方法,并对其测量的可信性作出评价.     

物理实验中误差与不确定度

从误差与不确定度的定义、分类、合成等出发，讨论了它们之间的关系和容易疏忽的问题。     

中国现行教育的“度”、“量”、“衡”

中国现行教育在“度”的方面有一个“过渡”、“失度”的问题,在“量”的方面有一个“过量”、“超量”的问题,在“衡”的方面有一个“均衡”、“失衡”、“权衡”的问题。凡此种种,都值得深思。     

一类函数不定积分的简捷求法

本文给出了一类函数不定积分的简捷求法 ,用此法求形如 :∫p (x)u (x)dx,u (x) ″=βu (x) ,β≠ 0 ,p (x)是多项式 ;∫u (x)v (x)dx,u (x) =au (x) ,v (x) =βv (x) ,α≠ -β;∫[u (x) ]3dx,u (x)″ =βu(x) ,β≠ 0等类型的不定积分较方便 ,并给出了理论依据 ,又通过实例指出了方法的具体运用。     

用表格形式表示分部积分法

讨论了用表格形式的方法来求解被积函数是两个已知函数的乘积的函数的不定积分的方法。     

在大学物理实验教学中如何引进不确定度

介绍了关于不确定度的一些概念,讨论了它们与传统误差理论的关系,提出了在大学物理实验教学中引入和使用不确定度的一些设想。     

《极限配合与技术测量》的教学改革

《极限配合与技术测量》是高职机械类各专业的一门技术基础课,涉及机械设计、机械制造、质量控制、生产组织和管理等多方面知识,致使学生学习时普遍感到困难。本文从教学目标、教学内容、教学方法、能力培养和课程评价等方面阐述了以人为本的《极限配合与技术测量》的教学改革方法。     

"把"字句受体前"个"字的功用

“把”字句受体B前出现量词“个”可以表示“不定指”,但这并不能概括其所有的 “个”字功能。“把”字句受体B前的“个”还存有何种别样功用,这是本文所要着重揭示的问题。     

Using the sampling margin of error to assess the interpretative validity of student evaluations of teaching

We present an equation, derived from standard statistical theory, that can be used to estimate sampling margin of error for student evaluations of teaching (SETs). We use the equation to examine the effect of sample size, response rates and sample variability on the estimated sampling margin of error, and present results in four tables that allow users to assess the interpretative validity (IV) of a SET score for a specific evaluation context. In this framework, a small margin of error, e.g. 3% of the range, suggests a greater precision, or IV in a score, whereas a large margin of error, e.g. 10% of the range, suggests a lower IV. We review the SET literature and summarise five ways that low response rates may be ameliorated. We also compare our results to previous published studies. Our findings matched, but greatly extended, prior results.     

Using art to assess environmental education outcomes

Construction of developmentally appropriate tools for assessing the environmental attitudes and awareness of young learners has proven to be challenging. Art-based assessments that encourage creativity and accommodate different modes of expression may be a particularly useful complement to conventional tools (e.g. surveys), but their efficacy and feasibility across diverse contexts has not been adequately explored. To examine the potential utility of integrating art into evaluations of environmental education outcomes, we adapted an existing drawing prompt and corresponding grading rubric to assess the environmental attitudes and awareness of children (ages 6–12) at summer camps in Athens, GA, USA (n = 285). We then compared children’s drawings with scores on a more typical survey instrument that measured similar outcomes, the Children Environmental Perception’s Scale. Results showed that a drawing prompt was a practical and unique learner-centered tool for measuring distinct components of environmental attitudes and awareness. Findings also revealed different response patterns across the two instruments, highlighting the value of using multiple approaches (e.g. art-based and survey-based) to assess cognitive and affective aspects of children’s environmental orientations.     

Using curriculum-based measurement to inform reading instruction

The focus of this article is recent CBM work that incorporates diagnostic reading assessment. The goal is to help general and special educators tailor more effective reading instruction for developing readers. The development process for this CBM diagnostic reading assessment is described; the resulting assessment is presented; and preliminary data on its technical features and utility are provided. This research was supported in part by Grant #H324C000022 from the US Department of Education, Office of Special Education Programs, and Core Grant #HD15052 from the National Institute of Child Health and Human Development to Vanderbilt University. Statements do not reflect the position or policy.