We present a case study of a conversation between ourselves and an artificial intelligence-based chatbot ChatGPT. We asked the chatbot to respond to a basic physics question that will be familiar to most physics teachers: 'A teddy bear is thrown into the air. What is its acceleration in the highest point?' The chatbot's responses, while…

We discuss the limits of the equation of the period of a simple pendulum, T[subscript s] = 2[pi][square root]l/g, frequently used in high-school and university classrooms to measure the acceleration of gravity. We evaluate the relative error in determining the acceleration of gravity with this simple equation instead of a more realistic one,…

We report the results of a study on high school student difficulties in drawing the magnetic field lines for two magnets facing each other. Student difficulties were investigated by means of a predict-observe-explain activity. Our data confirm some of the previous results from the educational research literature on student difficulties in drawing…

Error analysis consumes much of the focus in introductory physics labs. Catastrophic cancellation is a spike in error that occurs when subtracting two measurements of roughly equal magnitude. Often termed "loss of significance" or "subtractive cancellation," this effect can easily relegate experimental results to utter…

Research on problem-solving strategies has been conducted since the 1940s. Experts and novices use different strategies in problem solving; the main difference is in the familiarity with which they face new problems. For multiple-choice problems, an analysis of distractors can provide possible clues about the resolution processes developed by…

This paper presents a thorough method for studying the interference of water waves. The study aimed: (a) to demonstrate the interaction of two coherent waves, which creates interference patterns, and (b) to analyse the interference patterns. Three main tools were employed: a simplified ripple tank to experiment, a smartphone camera to record the…

I examined the impact of a self-diagnosis activity on students' conceptual understanding and achievements in physics. This activity requires students to self-diagnose their solutions to problems that they have solved on their own--namely, to identify and explain their errors--and self-score them--that is, assign scores to their solutions--aided by…

The subject of uncertainties (sometimes called errors) is traditionally taught (to first-year science undergraduates) towards the end of a course on statistics that defines probability as the limit of many trials, and discusses probability distribution functions and the Gaussian distribution. We show how to introduce students to the concepts of…

Often, students repeat the mistakes they have made in answering exam questions, even after classroom discussion of their errors. They do not appear to have "learned from their mistakes". One possible solution is to guide students through a more active process of addressing their mistakes. We will describe a classroom study focused on the…

Classifies experimental error into two main groups: systematic error (instrument, personal, inherent, and variational errors) and random errors (reading and setting errors) and presents mathematical treatments for the determination of random errors. (PR)

Suggests the level at which errors could be treated in sixth form physics (England) and then describes two design exercises in which rough estimations of errors are used in the making of design decisions. (Author/PR)

Classifies errors as either systematic or blunder and uncertainties as either systematic or random. Discusses use of error/uncertainty analysis in direct/indirect measurement, describing the process of planning experiments to ensure lowest possible uncertainty. Also considers appropriate level of error analysis for high school physics students'…