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1. In problem solving, due to poor reading and comprehension, they dont know the process to come up with correct answers.
2. Units/direction

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Common Misconceptions about Projectile Motion

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Common Misconceptions about Projectile Motion

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Visualizing the motion: Projectile motion can be difficult to visualize, particularly when the motion is occurring in three dimensions or when the motion is happening quickly.

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Students thought that the motion along the horizontal is accelerated

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Students thought that the motion along the horizontal is accelerated

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They cannot recognize displacement and velocity, they are confused with the units.

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They cannot recognize displacement and velocity, they are confused with the units.

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Likewise, poor comprehension adds up on the problem. Making it difficult for them to grasp the concept

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Likewise, poor comprehension adds up on the problem. Making it difficult for them to grasp the concept

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Students often forget the units.
Students are confused regarding horizontal and vertical
Poor comprehension

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The most common misconception among our learners :(1) In the stationary objects resultant force is not zero (2) the average velocity is equal to the average speed, (3) cannot distinguish between acceleration and velocity, (4) the normal force is the initial force

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The most common misconception among our learners :(1) In the stationary objects resultant force is not zero (2) the average velocity is equal to the average speed, (3) cannot distinguish between acceleration and velocity, (4) the normal force is the initial force

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Common Misconceptions about Projectile Motion

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Common Misconceptions about Projectile Motion

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Distinguishing the units involved in the projectile motion. The vertical and horizontal motion are mixed up. Horizontal and vertical motion are thought to be affected by one another. These are just some of the misconceptions and confusion among students.

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The common misconception of my students about projectile motion was the ACCELERATION is only in vertical direction. 

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The common misconception of my students about projectile motion was the ACCELERATION is only in vertical direction. 

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well, students may think that acceleration due to gravity only affects the vertical motion of the projectile. however, the truth is that acceleration due to gravity affects both the horizontal and vertical components of motion, but it does not affect the speed of the projectile.

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They don't recognize what is vertical and horizontal 

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They don't recognize what is vertical and horizontal 

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Common Misconceptions of Students About Projectile Motion

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Common Misconceptions of Students About Projectile Motion

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A common misconception about projectile motion is that learners believe that the time it takes for an object to move upwards is equal to the time it takes for the object to move downwards. This misconception is based on the assumption that an object's motion is symmetric, and it is often reinforced by a lack of understanding of the effect of air resistance on the motion of a flying object.

To address this misconception, teachers can use a variety of strategies. An effective strategy is to use visual aids, such as diagrams or videos, to illustrate the different phases of a flying object's motion. For example, a graph that plots the height of a flying object over time can help learners see that the object spends more time in the air going down than going up. Another strategy is to use hands-on activities or simulations that allow learners to experiment with different variables and observe the effects on projectile motion. For example, using a model rocket or a ball launcher can help learners see how launch angle, muzzle velocity, and air resistance affect a projectile's trajectory.

Teachers can also encourage students to practice problem-solving exercises that involve calculating the trajectory of a projectile. By analyzing real-world situations, learners can gain insight into the complex interactions between different variables that affect projectile motion.

Overall, addressing learners' misconceptions about projectile motion requires a combination of strategies that promote active learning, visualization, and problem-solving. By engaging learners in hands-on activities and providing opportunities for them to practice their skills, teachers can help learners gain a deeper and more accurate understanding of projectile motion.

Regenerate feedback

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The direction of the object and the speed.
discuss projectile motion

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1. Signs of gravity and units
2. Horizontal and vertical dimension
3. Units

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Students can easily memorize formula but they tend to forget the concept. Or can't conceptualize it. They can't actually relate their answers to the real thing happening with projectile motion.

With this, what i usually do is, I ask them to make a table out of their answers. Aside from that, while teaching this topic I am using the "Pass the Potato" strategy.

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Reading comprehension:
Due to poor comprehension, the learners are not able to solve the problem correctly and accurately.

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one of the misconceptions that I encountered in my class is that my learners believe that the direction of vertical velocity follows a curve path at every position.

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one of the misconceptions that I encountered in my class is that my learners believe that the direction of vertical velocity follows a curve path at every position.

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Use the terminologies in different activities. Or the actual application of it.

For example the term horizontal and vertical, a simple and short acitivity of identifying the position of an object (where it points or the direction it goes to) .
Apply those terms in a progressive problem, slowly and in a stepby-step manner