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Topic name:

"Computational thinking and Horizontal shot"

1. Learning objectives:
a) Use one-dimensional motion in perpendicular directions to analyze projectile motion__analysis and decomposition.
b) Calculate the time of flight, and measure the range, and maximum height of a projectile that is launched and impacts a flat, horizontal surface__forming an algorithm starting from simple steps.
c) Analyze and calculate the trajectory of a projectile__creating a recognizable pattern.

2. Materials required
As working material, students use the trajectory of the Horizontal Shot, outlined on a sheet of A4 paper.
Also, students use a ruler, writing utensils, and a calculator.
The curve is curvilinear, it has the shape of a parabola.
A view of the trajectory is available in the working material at the link.

https://drive.google.com/file/d/1A-gWirKNAD3Dabr9bIvR6RxG6novlb49/view?usp=sharing

3. Description of the steps to take and the content of the activity
Teaching physics requires logical thinking, at the same time it provides opportunities to develop logical thinking.
Logical thinking is important for coding and programming.
Therefore, physics lessons are extremely important for computational thinking.
An example, that enables the development of computational thinking in physics is the topic of Horizontal shot.
A horizontal shot is a complex motion.
By considering and decomposing a complex motion into simple motions, in two different directions, the foundations of computational thinking are created.
As working material, students use the trajectory of the Horizontal Shot, outlined on a sheet of A4 paper.
Also, students use a ruler, a writing pencil, and a calculator.
The curve is curvilinear, it has the shape of a parabola.
By applying physical laws, the trajectory of the Horizontal shot is divided into segments, that is, fields.
The number of segments is equal in the horizontal direction_x direction and in the vertical direction_y direction.
Each horizontal segment_field determines the length of the field in the y direction.

Decomposing the two-dimensional complex phenomena of the Horizontal shot into one-dimensional segments turns the abstract phenomenon into recognizable patterns.
Thus, the fields in the horizontal and vertical directions are interconnected.
Also, segments in only one direction behave according to an exact physical law, in which the initial variable is time.
Students measure field values in the x direction and in the y direction.
It is significant to consider combinations of fields with three different aspects.
Thus, the student forms pairs of field values:
- only for each individual time interval, which is of equal duration,
- taking the values of the pairs as they change according to the total elapsed time, for the selected point on the path,
- adding to each subsequent segment in the x direction, the total value of the field achieved up to the moment for which the point on the path is observed.

The trajectory of a Horizontal shot is available on the link, as well as an example of how to organize the segments of individual movements obtained by analysis in mutually perpendicular directions.
The tables contain only some data, a characteristic example.

https://drive.google.com/file/d/1A-gWirKNAD3Dabr9bIvR6RxG6novlb49/view?usp=sharing

The student analyzes and decomposes a complex motion into two simple one-dimensional motions in mutually perpendicular directions.
By considering a Horizontal shot, the student applies the physical laws that apply to uniform rectilinear motion and free fall.
At the same time, the student uses and develops logical and computational thinking, by observing segments according to precisely defined rules, which together represent a whole.

The applied decomposition procedure is valid for any initial parameters, this means an arbitrarily chosen height and initial speed, with which the Horizontal shot is achieved.
This procedure indicates a recognizable algorithm.

4. Assessment
This task is assessed formative through Rubrics, and summatively according to the achievement scale, whose classes are based on Rubrics with components and criteria.

Topic name: "Computational thinking and Horizontal shot"

1. Learning objectives:

a) Use one-dimensional motion in perpendicular directions to analyze projectile motion__analysis and decomposition.
b) Calculate the time of flight, and measure the range, and maximum height of a projectile that is launched and impacts a flat, horizontal surface__forming an algorithm starting from simple steps.
c) Analyze and calculate the trajectory of a projectile__creating a recognizable pattern.

2. Materials required

As working material, students use the trajectory of the Horizontal Shot, outlined on a sheet of A4 paper.
Also, students use a ruler, writing utensils, and a calculator.
The curve is curvilinear, it has the shape of a parabola.
A view of the trajectory is available in the working material at the link.

https://drive.google.com/file/d/1A-gWirKNAD3Dabr9bIvR6RxG6novlb49/view?usp=sharing

3. Description of the steps to take and the content of the activity

Teaching physics requires logical thinking, at the same time it provides opportunities to develop logical thinking.
Logical thinking is important for coding and programming.
Therefore, physics lessons are extremely important for computational thinking.
An example, that enables the development of computational thinking in physics is the topic of Horizontal shot.
A horizontal shot is a complex motion.
By considering and decomposing a complex motion into simple motions, in two different directions, the foundations of computational thinking are created.
As working material, students use the trajectory of the Horizontal Shot, outlined on a sheet of A4 paper.
Also, students use a ruler, a writing pencil, and a calculator.
The curve is curvilinear, it has the shape of a parabola.
By applying physical laws, the trajectory of the Horizontal shot is divided into segments, that is, fields.
The number of segments is equal in the horizontal direction_x direction and in the vertical direction_y direction.
Each horizontal segment_field determines the length of the field in the y direction.

Decomposing the two-dimensional complex phenomena of the Horizontal shot into one-dimensional segments turns the abstract phenomenon into recognizable patterns.
Thus, the fields in the horizontal and vertical directions are interconnected.
Also, segments in only one direction behave according to an exact physical law, in which the initial variable is time.
Students measure field values in the x direction and in the y direction.
It is significant to consider combinations of fields with three different aspects.
Thus, the student forms pairs of field values:
- only for each individual time interval, which is of equal duration,
- taking the values of the pairs as they change according to the total elapsed time, for the selected point on the path,
- adding to each subsequent segment in the x direction, the total value of the field achieved up to the moment for which the point on the path is observed.

The trajectory of a Horizontal shot is available on the link, as well as an example of how to organize the segments of individual movements obtained by analysis in mutually perpendicular directions.
The tables contain only some data, a characteristic example.

https://drive.google.com/file/d/1A-gWirKNAD3Dabr9bIvR6RxG6novlb49/view?usp=sharing

The student analyzes and decomposes a complex motion into two simple one-dimensional motions in mutually perpendicular directions.
By considering a Horizontal shot, the student applies the physical laws that apply to uniform rectilinear motion and free fall.
At the same time, the student uses and develops logical and computational thinking, by observing segments according to precisely defined rules, which together represent a whole.

The applied decomposition procedure is valid for any initial parameters, this means an arbitrarily chosen height and initial speed, with which the Horizontal shot is achieved.
This procedure indicates a recognizable algorithm.

4. Assessment

This task is assessed formative through Rubrics, and summatively according to the achievement scale, whose classes are based on Rubrics with components and criteria.

U okviru eTwining projekta Baš je IN biti GREEN 3 izučavati će se tema o dekodiranju i ciljevima održivog razvoja. Zadatak je dekodirati 17 ciljeva održivog razvoja a  biti će postavljen u interaktivnoj slici u digitalnom alatu Genially u obliku slagalice. Brojevi i ciljevi održivog razvoja ( napisani na engleskom jeziku) kodirani su u 7-znamenkastom ASCII kodu (američkom standardnom kodu za razmjenu informacija). Treba fotografirati postupak dekodiranja (dekodirane brojeve i ciljeve održivog razvoja i završnu slagalicu.
Nakon dekodiranih svih 17 ciljeva, treba odabrati 1 cilj održivog razvoja, istražiti ga i prikazati u digitalnom alatu po vlastitom izboru. U digitalni alat treba integrirati i naziv cilja koji je prikazan kodom.