Abstract
This paper describes my attempts to look deeper into the so-called “shoot for your grade” labs, started in the '90s, when I began applying my teaching experience in Russia to introductory physics labs at the College of Charleston and other higher education institutions in South Carolina. The term “shoot for your grade” became popular among teachers of a projectile motion lab where students are graded based on their ability to predict the range of the projectile. I describe here several additional laboratory exercises in which students are required to predict results of the experiment. I also discuss an essential element of these exercises which I call “recurrent study.”
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