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Hi Everyone,
I teach physics primarily to 9th graders, so I'm not very picky when it comes to significant figures. As long as a student does not write every single digit on the calculator when solving a problem I'm happy!
However, there is an issue during lab that really bugs me. The other day we were using digital multi-meters to measure the voltage drops in a circuit. If the students get a measurement of "1.56" they will write down "1.56". However, if the students get a measurement of "2.00" they will write down "2"! I have the same issue with analog measurements when using metric rulers. I've tried every trick in the book I can think of to convince them that "2" and "2.00" do not mean the same thing, but it's not sticking. One student commented that "2" and "2.00" is the same thing since their math teacher says so!
Sure, I could just tell them to write down their measurements to the hundredths place each time, but I want there to be meaning behind why we write down "2.00" as oppose to "2" alone. Any suggestions?