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James Mclean wrote:
I recently had an nebulous idea on a test scoring strategy to discourage
blindly applying equations (perhaps chosen simply because the symbols
match), rather than thinking through the physics. The basic idea is to
*subtract* points when this occurs. That is, a really botched problem
could actually garner a negative score.
Are you afraid that the students are getting some problems _right_ because
they happened to guess correctly which equation to use?
Also, you may be discouraging students who think they know how to do aExactly the kind of undesirable effects I was concerned about.
problem, but are not totally sure which equation to use; or want to
experiment with a likely equation and see if the answer is reasonable.