Knowledge growth models, based on primary principles, play a fundamental role in the cognitive sciences. The authors submit an extension of their model (ENKI) from 2005, with the results of the practical testing, which was performed using the method developed for the purpose of model ENKI of solving tasks with immediate feedback. This was applied to the curriculum of parallel configuration of resistors in electrical circuits. There were 73 pupils from six elementary schools in attendance for testing. Analysis based on ENKI indicates that three autonomous units (scopes) were evaluated simultaneously during the assessment. Results showed that 25% of pupils knew the curriculum, 9% of pupils showed no improvement, while 66% of pupils showed an increased success in accordance with the ENKI model (significance level = 0.05). Solving 7.2 typical tasks on average, by a method of immediate feedback resulted in 90% of the pupils mastering the curriculum.

The measurement of the electron charge is a suitable experimental assignment for high-school and undergraduate courses of physics. We used two vacuum electron-tubes: (a) a double rectifying modern diode with an indirectly heated cathode and (b) a specially prepared double diode with a directly heated cathode and thermocouple. There was a small retarding potential between the cathode and anode, which gave an opportunity to assume Maxwell’s distribution of the velocities of the emitted electrons for the measurement of the electron charge. The electrical scheme for this measurement is simple and common electronic devices can be used. We obtained the value for the electron charge (1.491 ± 0.036) × 10−19 C if measured on the common commercial double diode vacuum-tube with the use of an optical pyrometer and (1.611 ± 0074) × 10−19 C if measured on the specially prepared double diode vacuum-tube using a thermocouple to determine the cathode temperature. The obtained values of the electron charge differs 0.11 × 10−19 C and 0.01 × 10−19 C from the currently accepted value e = 1.6021766208(98) × 10−19 C.

This paper presents a method of modifying original scores to obtain independent random variables. It includes an analysis of the consequences of using such a method. The paper also describes the mathematical background of the method in detail and discusses the possible use of the method in identifying student or participant assessments that are over-or underrated. The method distinguishes performances of students and assesses their written solutions using a scoring scheme. In this study, it is used to analyze the competence of participants in the Physics Olympiad competition. Scoring schemes that are appropriately set by an author for a physics problem present the participant scores as independent random variables. The assessment solutions are analyzed using analytical tools (such as covariant matrix) for the dependence of random variables. The evaluators of the participants' solutions were highly qualified professionals. Nevertheless, the study found statistical evidence of minor distortion in the evaluations, though this was found to only marginally affected the ranking of participants.

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