## Reflection: Angry Bird Physics: A Study of Independent Vector Components - Section 2: Bell-ringer

I value the concept of shared authority as a way to transform students from consumers into facilitators of knowledge and deeper understanding of complex material. With this in mind, I ask students to move beyond learning skills simply to prove proficiency. For example, when students determine the motion of an Angry Bird from an image, I first ask students to identify the horizontal and vertical components of the bird's velocity. Then I ask them to sketch a diagram of the initial velocity vectors and to identify relevant mathematical expressions for determining the size and direction of each vector component. I encourage students to use tools from math and physics to gather evidence which they will use in their summaries on the motion of an Angry Bird. After students have completed their summaries I ask them to turn and discuss their summaries with their elbow neighbors.

This is all based on the criteria I introduced earlier in the class. I encourage them to move towards building a strong set of habits of work and habits of mind that foster an enduring understandings and integration of knowledge from disparate areas of their educational experiences. I have students leverage their knowledge of trig identities to develop an understanding of the motion of an angry bird with known initial velocity. This is related to several standards, including MP5 and SP3, because students must identify the correct trig identity to determine a mathematical expression for each velocity component.

Turn and Talk
Turn and Talk

# Angry Bird Physics: A Study of Independent Vector Components

Unit 3: Projectile Motion
Lesson 1 of 16

## Big Idea: Trig ratios can be used to find mathematical expressions for horizontal and vertical components of a vector.

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Standards:
Subject(s):
Science, Physical Science, velocity (Physics), physics, vector, vector components, Projectile Motion
75 minutes

### Tenicka Norwood

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