A group of students designed and conducted an experiment to investigate the relationship between the angle of launch and the range of a projectile launched from a fixed height. They used a projectile launcher that maintained a constant initial velocity. They recorded the range for various launch angles, taking multiple measurements at each angle to account for random errors. After collecting their data, they noticed that the maximum range did not occur at the theoretically predicted launch angle of 45 degrees.
a. Outline two key findings the students likely observed in their data regarding the relationship between launch angle and range, considering the launch was from a fixed height above the ground rather than ground level.
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Create Free Account Log inThis is a free VCE Units 3 & 4 Physics practice question worth 3 marks, testing your understanding of Findings & implications. It falls under How is scientific inquiry used to investigate fields, motion or light? in Unit 4: How have creative ideas and investigation revolutionised thinking in physics?. Submit your answer above to receive instant AI-powered marking and personalised feedback.
A complex interplay exists between theory and experiment in generating models to explain natural phenomena. Ideas that attempt to explain how the Universe works have changed over time, with some experiments and ways of thinking having had significant impact on the understanding of the nature of light, matter and energy. Wave theory, classically used to explain light, has proved limited as quantum physics is utilised to explain particle-like properties of light revealed by experiments. Light and matter, which initially seem to be quite different, on very small scales have been observed as having similar properties. At speeds approaching the speed of light, matter is observed differently from different frames of reference. Matter and energy, once quite distinct, become almost synonymous. In this unit, students explore some monumental changes in thinking in Physics that have changed the course of how physicists understand and investigate the Universe. They examine the limitations of the wave model in describing light behaviour and use a particle model to better explain some observations of light. Matter, that was once explained using a particle model, is re-imagined using a wave model. Students are challenged to think beyond how they experience the physical world of their everyday lives to thinking from a new perspective, as they imagine the relativistic world of length contraction and time dilation when motion approaches the speed of light. They are invited to wonder about how Einstein’s revolutionary thinking allowed the development of modern-day devices such as the GPS. A student-designed practical investigation involving the generation of primary data and including one continuous, independent variable related to fields, motion or light is undertaken either in Unit 3 or Unit 4, or across both Units 3 and 4, and is assessed in Unit 4, Outcome 2. The design, analysis and findings of the investigation are presented in a scientific poster format.
Students undertake a student-designed scientific investigation in either Unit 3 or Unit 4, or across both Units 3 and 4. The investigation involves the generation of primary data relating to fields, motion or light. The investigation draws on knowledge and related key science skills developed across Units 3 and 4 and is undertaken by students in the laboratory and/or in the field. The design, analysis and findings of the investigation are presented in a scientific poster format. A logbook is maintained by the students for record, assessment and authentication purposes.
Explain the key findings and implications of the selected investigation.
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