  Uncertainty is an important and fundamental concept in physics education.
Students are often first exposed to uncertainty in introductory labs, expand
their knowledge across lab courses, and then are introduced to quantum
mechanical uncertainty in upper-division courses. This study is part of a
larger project evaluating student thinking about uncertainty across these
contexts. In this research, we investigate advanced physics student thinking
about uncertainty by asking them conceptual questions about how a hypothetical
distribution of measurements would change if `more' or `better' data were
collected in four different experimental scenarios. The scenarios include both
classical and quantum experiments, as well as experiments that theoretically
result in an expected single value or an expected distribution. This
investigation is motivated by our goal of finding insights into students'
potential point- and set-like thinking about uncertainty and of shining light
on the limitations of those binary paradigms.
