Reflection: Complex Tasks Predicting the Velocity and Trajectory of a Projectile - Section 4: Investigating Vertical Velocity


Most students were able to correctly identify that the vertical velocity goes to zero at the peak of the parabola and that the final vertical velocity had the same magnitude of the initial vertical velocity vector but opposite direction. However, when I teach this topic again I will separate these tasks into multiple shorter sections. Most probably, I will teach them over a series of days. One of the reasons is evident from the student work example.  While students were able to identify and correctly generate the first half of the parabola, on the fourth set of unknowns many students conflated the resultant velocity and the vertical velocity, and determined that the resultant vector was -5.19 m/s instead of having a magnitude of 10.64 m/s because they subtracted 9.81 m/s from the initial velocity vector instead of the vertical velocity vector. 

  Applying Mathematical Logic to Predict A Projectile's Trajectory
  Complex Tasks: Applying Mathematical Logic to Predict A Projectile's Trajectory
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Predicting the Velocity and Trajectory of a Projectile

Unit 3: Projectile Motion
Lesson 8 of 16

Objective: Students will use their understanding of the horizontal and vertical components of a projectile's velocity to construct a projectile's trajectory for its entire flight.

Big Idea: Mathematical models can help solve complex projectile motion problems.

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Science, Physical Science, velocity (Physics), physics, range, Projectile Motion
  75 minutes
velocity vectors projectile
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