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Use of ChatGPT in Physics Education

Preprint · June 2023

DOI: 10.13140/RG.2.2.34800.64001

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Use of ChatGPT in Physics
Education

Atakan Çoban1 and Niyazi Çoban2

Yeditepe University, Faculty of Arts and Sciences, Department of Physics, Ataşehir, Istanbul, Turkey.
1

Serdarlı Primary School, North Cyprus.

2

E-mail: [email protected]

Abstract
In this study, sample applications of ChatGPT usage in physics education were carried out,
with a focus on the projectile motion from both the student and teacher perspective. The
dialogues from these sessions were included in the article, highlighting the exciting results
and limitations. The results showed that ChatGPT can provide very important benefits such as
lecturing, question solving, experimentation, psychological support for students, as well as
writing questions, writing scenarios, designing experiments, preparing lesson plans for
teachers. Additionally, the limitations of ChatGPT were especially evident in mathematical
calculations and the bot can often make mistakes in basic mathematical calculations. In some
conceptual questions, the answers were similar to the misconceptions commonly seen among
students. It was also observed that the bot could confuse the topics containing the same
concepts and give examples for a topic other than the desired topic. In summary, the study
found that when used correctly by paying attention to mathematical calculations and
misconceptions and by specifying the desired expression in detail and clearly, ChatGPT can
provide great benefits for students and teachers in physics education.

Keywords: Physics education, ChatGPT, artificial intelligence

most advanced forms of learning-based AI is known as deep

1. Introduction
learning. Deep learning models are neural networks with
The use of technology in education is becoming many layers, which allow them to learn complex patterns in
increasingly common, as it offers new ways to improve large amounts of data. One of the most popular deep learning
student learning and engagement1-3. Artificial Intelligence models is the Generative Pre-trained Transformer (GPT)
(AI) is a branch of computer science that deals with the model, which is the basis for ChatGPT6-8. This model has been
development of intelligent machines that can perform tasks trained on a massive amount of text data, allowing it to
that would normally require human intelligence4,5. One of the generate human-like text. Its ability to generate coherent and
fluent text makes it a powerful tool for tasks such as language potential benefits and challenges that may arise when using it.
translation, text summarization, and text generation. Through this example, it is intended to demonstrate the
potential of chatbot technology as a tool to improve physics
 Authors: Who are you?
education and provide students and teachers with a more
interactive and engaging learning experience.
Bot: I am ChatGPT, a large language model trained by
OpenAI to assist with various tasks such as answering 2. Methodology
questions and generating text. I am a computer program that
In the study, ChatGPT 3.5, which is freely available, was
uses advanced Natural Language Processing (NLP)
used from the perspectives of students and teachers, especially
techniques to understand and respond to text-based inputs.
NLP is a branch of artificial intelligence that is concerned on the subject of projectile motion. There is no special reason

with the interaction between computers and human language. for the selection of this topic, and the dialogues carried out are

I am designed to understand human language and respond suitable to be applied to all other topics in the Physics course.
The main reason for choosing the projectile motion topic is
in a way that mimics human-like conversation. I have been
that it is a topic that includes both mathematical calculations
trained on a variety of different data sets and I am constantly
and conceptual expressions and with this structure, it is
being updated to improve my abilities.
thought that a wide range of use cases of different qualities
may arise.
I am capable of handling a wide range of tasks, including
answering questions, providing information, performing Although similar in meaning and content, different outputs

calculations, and even generating creative content. My are obtained in each dialogue with ChatGPT. For this reason,
it should be noted that the answers received in the following
developers have trained me to be able to understand and
section are completely specific to the conversation carried out
respond to a wide range of different languages as well.
by the authors and that the bot will produce different answers
in dialogues using the same questions. The sample dialogues
My knowledge is based on the data that my developers have
presented were conducted on 9 and 10 January 2023.
given me, so it is limited to the scope of the data and the
training I received. However, I will do my best to provide you
with the most accurate and up-to-date information possible. An empty chat screen is given in Figure 1, and sample
screenshots of student conversations are given in Figure 2.

ChatGPT can be used in education9,10. In Physics, ChatGPT

can aid students in their physics learning journey by providing
them with the real-time feedback they need. This can help to
improve their understanding of the subject, and make it more
engaging. ChatGPT also can provide ease for teachers in terms
of planning lesson processes, writing sample questions,
writing daily life examples, and creating lesson plans.
This article will provide a detailed example of how chatbot
technology can be utilized in the context of physics education
for both students and teachers. It will outline the steps
Figure 1. Empty ChatGPT screen available to start new
involved in using a chatbot for teaching physics, as well as the
conversations
 article, such a step will not be followed in order not to prolong
the process too much. After making the narration, the
following question was asked to the bot and the dialogue was
continued.

At this point, the bot was asked to solve an example on the

subject. Dialogs 2, 3, 4, and 5 are related with this. The
example written by the bot is a quality daily life problem that
can be solved at high school level in oblique shooting.
It is noteworthy that in solving this problem, the bot writes
all processes with explanation. For students, such a solution
can be quite understandable. Students, who follow the whole
process carefully, have the chance to carry out works similar
to the processes carried out by the teachers during the
question-solving stages in the classroom, 24/7 and instantly.
Although the lecturing and sample problem solving
processes may be easier for a student in the age of technology
to follow as the text appears in sequence on the ChatGPT
screen like a video, the lectures and sample problems are the
Figure 2. Sample screenshots of the conversation between kind that can be easily reached in a classical textbook.
the student and the bot.
ChatGPT has the potential to do much more than lecturing
and solving sample questions in line with student demand.
Use as a student One of these student requests is for additional clarification on

From the perspective of a student using ChatGPT, a a specific point.

Apart from lecturing and problem solving, it is also
conversation was held about the oblique shot, which is one of
valuable for students to have the opportunity to ask questions
the physics lesson topics. In this section, there are evaluations
of the conversation outputs in the suplementary file, including about specific points that they do not understand. With this

the themes of lecture, sample solution, experimental activity, feature, it differs from classical textbooks. It offers students

study suggestions and psychological support. the opportunity to ask questions as if they were facing a
teacher and to get instant feedback on the questions they ask.

First, in dialog 1, the student asked the bot to teach him/her Some students are afraid to ask what they don't understand in

about projectile motion. When the student asked the bot to class, or they are afraid to say it again because they don't
understand even though they ask. Such an opportunity is also
teach projectile motion, the bot provided a comprehensive
explanation with all the information on this topic. It is seen valuable for them in this respect.

that bot gives full place to equations and concepts and However, it has been observed that although it makes

performs the narration in a fluent language. At this point, the mostly accurate mathematical calculations, it can make some

student who does not understand a specific point may ask to operational errors at some points. In the conversations, bot

bot to intensify the narratives specific to this point. In this miscalculated the flight time and therefore gave incorrect
results from that section. This is a situation that can negatively
affect a student's learning. If the student finds and corrects the describes is a classic classroom activity-like experiment.
error, the bot offers the correct answer again, but this can have However, it is highly likely that the materials used in this
very negative consequences for a student who does not notice experiment cannot be found in a classical student family
the error. In addition, the mathematical expressions given by home. Upon this possibility, it was stated that there was no
the bot are not given in the form of equations on the screen, launching apparatus, and the bot suggested alternative
but in a written format that can be seen in Figure 2. This methods by which the experiment could be carried out without
situation can also make the process difficult for students to this apparatus. As a person who wants to carry out the
understand. proposed experiment, when a detailed explanation is
requested, it is seen that the bot describes the necessary
Other chats with a different problem-solving process is materials and all the processes in detail. This activity is
given as dialog 6, 7, 8 and 9. In these dialogs, the student asked suitable for students to do individually or in groups.
the bot to write a sample problem to solve for herself or On the other hand, although the process explanations are
himself. Accordingly, the bot has written a quality problem sufficient for a student who wants to do this activity, if there
that includes daily life situations, and in addition, it gives clues is a point that is not understood in these processes, it can be
and equations to approach the question in a way that will be thought that the bot can be asked for help. As an example of
very useful for the student. It has been a very beneficial this, the bot was asked about how to throw the ball, and it then
process that can motivate students to work harder on problem suggested two practical methods in order to throw the ball in
solving. accordance with the purpose of the experiment.
Later, an incorrect student answer was entered, and the bot It is also invaluable that the bot not only describes the
then gave an answer with directions that could enable the experimentation process, but also emphasizes safety
student to reach the correct answer without losing his precautions and useful information. The proposed experiment
motivation. This attitude is very helpful. includes a process in which the effect of a certain independent
As in the previous conversation, bot realized the solution variable on the dependent variable is analyzed in a way that is
with comprehensive explanations during the solution of the suitable for reinforcing learning, at a level that students can
question but again came to the wrong conclusion due to a repeat, and really in accordance with the equivalent of the
simple mathematical error. As stated before, such a mistake experiment's expression.
could have negative effects on students.
In dialog 14, the student asked the bot how to study this
In addition to lectures and problem solutions, students who topic and the bot provided a comprehensive answer in bullet
want to reinforce their learning with visuals and activities points. It is seen that all of the answers given by the bot to a
were asked for a video suggestion from the bot as an example student who requests information on how to study the subject
of usage in dialog 10. The link given as a video example is a are at a level that will contribute to learning within the
link to a YouTube video that doesn't actually exist. framework of logic if they are fulfilled. Giving these
Unfortunately, it is not possible to get any results from suggestions as a process can also be very useful for students
watching a video with a link suggestion. to follow and reinforce their learning. In addition, although the
student did not specify in the question, all of the suggestions
The student then wrote in the bot to suggest an given are in line with the projectile motion subject and the
experimental activity that he/she could carry out at home. student's request, showing that the bot can give answers like a
Dialogs 11, 12 and 13 are about this. The experiment the bot real individual without deviating from the subject. At this
point, it shows that it can provide important support to because both subjects involve the term "angle". It is therefore
students not only in physics lessons but also in all other recommended to check the validity of the proposed activities.
lessons. Suggested experimental activities related to the projectile
motion are similar to the classroom activities that teachers
In dialog 15, a student statement was written in a way to often do in physics lessons. They are activities that can have
indicate the lack of understanding of the subject from the point an impact on learning if done in the classroom and are suitable
of view of a student who is under stress and the negative for the level of the student. At this point, no more questions
feeling experienced thereupon. were asked about the detailed explanation of the process in the
On top of that, it seems that the bot understands this feeling teacher section because the same things were done in the
from its response, and this is a very impressive result. In student section for the experimental activities.
support of this, the bot's suggestions to the student are detailed The teacher can get extra information with questions such
and at a level that can assist the student in overcoming his/her as the realization process of these activities, how to guide the
depression. students during their realization, and the points to be
considered as a teacher.
Use as a teacher

ChatGPT also has very useful functions for a physics In Dialogue 19, the teacher asked for an example of a real-

teacher. Conversations were held in this section about life scenario and a sample scenario was written in accordance

increasing student learning, providing daily life scenarios, with this request. The example scenario written by the bot and

writing questions, and preparing lesson plans, all of which can the continuation of the sample description with the subject are

be of exceptional use to teachers. The evaluations regarding very impressive. This feature can be useful for teachers at

the dialogues between the bot and the teacher are given below. points where their creativity is limited.

In dialog 16, bot made suggestions that could yield useful The content of Dialogue 20 consists of 3 sample problems

results for the teacher who had students who had difficulty requiring mathematical solutions written in response to the

understanding the lesson and who sought advice to ensure teacher's sample question request. When the problems that are

learning. All of the suggestions given have features that will written to solve with the students in the class related to the

support student learning. In addition, at the end of the answer, subject or to give as homework to the students are examined,

it is an important detail to raise awareness that each of the all of them are written in daily life situations in accordance

students can have different understanding characteristics. with the projectile motion subject at the high school level and
are suitable for improving the problem-solving skills of the

Then, in dialogs 17 and 18, a conversation was held students. In addition, the points measured by the questions

between the teacher and the bot to suggest hands-on activities were not focused on a specific variable, and each question

that could be suitable to be done with the students in the focused on calculating different concepts such as range,

classroom. The teacher asked for 2 hands-on activity maximum altitude, and flight time. This is an important detail

suggestions and experimental activities were suggested by in order to measure the extent to which the students have

Bot. Although these can be increased, the first activity achieved their goals.

suggested by the bot is not related to the oblique shot but to

the reflection issue. There has been such confusion, probably
 In Dialogue 21, there is an oral question request that can be answers are in the majority, there are wrong answers and
asked to students in the classroom and conceptual questions answers similar to the misconceptions frequently encountered
written by the bot. When the written questions are examined, among students. This point, similar to the situation in
it is seen that all of the questions are at a level that can be used mathematical calculations, is a point that may cause
in oral exam applications in order to measure their conceptual misconceptions in students and should be taken into
understanding. The acquisitions in the content of the questions consideration.
also consist of concepts that students may experience
confusion about projectile motion and that it is important to
5. Results & Conclusion

focus on. The use of chatbots has several potential advantages for
On the other hand, it is seen that questions measuring both students and teachers. The student can work on a topic
similar gains on the effect of angle, gravity and air friction on 24 hours a day, 7 days a week. There is also the chance for a
motion are asked with different expressions, and this is an dialogue between the student and the teacher during lectures
important feature in identifying students who really learned by and question answers. Finally, the student can get useful
preventing students from memorizing questions and answers results if they need a study plan or psychological support in
in oral exams to be held in the same classroom. addition to lectures and question answers. For the teacher, on
the other hand, it is very beneficial to assist the teacher by
In Dialogue 22, the teacher stated that he/she had 180 providing high-quality outputs within minutes at points that
minutes of class time and asked the bot to prepare a lesson require creativity and time, such as assistants in specific
plan prepared with the 5E teaching model. The lesson plan subjects, lesson plans, question writing, and experimental
prepared by the bot at the request of the teacher includes all activity development.
the details and is suitable for use in high school physics Because it is a new platform that is still under development,
lessons. It is prepared in accordance with the 5E model for a ChatGPT does not work completely error-free. In particular,
180-minute lesson exactly as the learning demands, and the the most important deficiency in physics education and the
details in its content are quite impressive. By continuing the inadequacy that may cause troublesome results are mistakes
conversation with the bot on the details in the content of this in mathematical operations. There are also similar studies
lesson plan, which can be said to be almost perfect, example supporting this [11, 12]. When the problem solutions are
lectures, problems and scenarios can be added as in the examined in the student application, it is seen that every time
previous section. the bot reaches the wrong results in simple mathematical
calculations. This situation can lead to great negativity,
In addition to the sample uses presented above, some especially for students who have not learned the subject fully
conceptual questions were asked to the bot by the authors in or whose mathematical skills are not at a sufficient level.
order to test ChatGPT's conceptual knowledge about projectile Although it is predicted that this will be developed and these
motion. These questions are related to the basic mistakes will be eliminated in the following versions, it can be
misconceptions about projectile motion. As mentioned before, stated that, due to this feature, students are not yet in a
the answers produced by the bot to the questions asked are situation where they can be used with %100 confidence in
unique, even if the content is similar. The dialogs 23, 24, 25, problem solutions.
26, 27, and 28 outputs obtained are taken from the In this study, the free version ChatGPT 3.5 was used to test
conversations held on 14 February 2023. When the answers of the possibilities available with free access. On the other hand,
the bot are analysed, it is seen that although the correct ChatGPT 4 was released during the development phase of the
study. ChatGPT 4, which can be accessed for a fee, is superior teacher not only makes students aware of this situation but also
to 3.5 in many aspects [13]. Nevertheless, there are studies encourages them to work by asking them to test the accuracy
showing that similar outputs to those obtained in this study can of the result given by the bot.
also be achieved with ChatGPT 4. Similar to the inaccurate Although the use of ChatGPT has positive aspects, it also
mathematical calculations observed using ChatGPT 3.5 in this has negative aspects. The part of these that is included in this
study, studies on ChatGPT 4 have also reported that article is that it causes misconceptions or mislearning in
mathematical calculations are often incorrect [14, 15]. In students. However, there are other troublesome aspects that
addition, although answers are given like an individual, it are not included in this article and should be discussed in the
should not be forgotten that these answers are obtained by long term. Among these, the first ones that come to mind are
scanning the information on the internet. Therefore, topics the students having their homework done directly on ChatGPT
with similar concepts can be confused with each other. Since or answering questions on ChatGPT by secretly taking a
the concept of angle is mentioned in the teacher's practice, phone with them during exams. On the other hand, in learning
writing hands-on activities about reflection instead of processes aiming to develop research skills, students' reaching
projectile motion can be given as an example. Although the the answer by writing the problem directly without doing
bot was corrected by saying this error in the continuation, this research may cause students to use their scientific process
error could have had negative consequences if it had not been skills incompletely. The fact that it makes information more
noticed. easily obtainable is positive, but it may cause them to atrophy
Additionally, it was observed that the bot produced answers over time by reducing questioning and thinking activities, and
similar to the answers of students with misconceptions in this may have a negative effect on some thinking skills such
some conceptual questions. This situation poses a great danger as critical thinking. In order to prevent this, instead of banning
especially for students who are just learning the subject. If the the use of ChatGPT, we should think about how we can
student trusts the answer unconditionally, it is not inevitable activate these skills where ChatGPT is used. Because banning
that he/she will have misconceptions. Therefore, extra it means rejecting technological developments, and even if we
attention should be paid. It is in line with other studies that ban an innovation that will definitely enter our lives in the
indicate that both ChatGPT 3.5 and 4's understanding of future, this solution will be short-term. For example, instead
physics is not perfect and still exhibits many of the biases and of direct expectations such as solving a problem from daily
errors of a beginning student [16, 17, 18]. life or finding the answer to a conceptual problem in
ChatGPT has the potential to be of great help to both homework assignments, students can be asked to solve the
students and teachers if it is used by taking these situations homework assignment themselves first and then have
into account during its use, being skeptical of the outputs, and ChatGPT solve it and check the compatibility between the
requesting corrections for those points where there are errors answers. Or students can be given fun and intriguing
or deficiencies. homework assignments or study questions with an assignment
Considering what will be beneficial for teachers for now, such as "You are a teacher now and you will check the
being in a position to make mistakes in mathematical accuracy of ChatGPT's answers to these questions!". In this
calculations is a situation that prevents students from solving way, it can be ensured that students can develop awareness
their homework given directly to ChatGPT. In addition, the that ChatGPT may give wrong answers as well as access to
teacher can use this situation to help students solve problems information and develop critical thinking skills with an
by giving them homework, and by paying attention to the fact inquisitive approach.
that ChatGPT can sometimes make wrong calculations, the
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[11] Frieder S Pinchetti L Griffiths R R Salvatori T Lukasiewicz T
was spent thinking and planning about how it could be used
Petersen P C Chevalier A and Berner J 2023 Mathematical
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 Use as a student

1. Student: Can you teach me about the oblique shot, which is the subject of high school physics?

Bot: An oblique shot, also known as a glancing shot or grazing shot, is a type of projectile motion where an object (such as
a ball or bullet) is thrown or fired at an angle, rather than directly at the target. This type of motion involves both horizontal
and vertical motion, and is affected by factors such as gravity, air resistance, and the initial velocity of the object.

In physics, the oblique shot is studied as part of the branch of mechanics known as kinematics, which deals with the motion
of objects without considering the forces that cause that motion.

The kinematic equations that describe the motion of an oblique shot include:

The horizontal distance traveled, which is given by the equation

x = 𝑣𝑥𝑜 𝑡, where 𝑣𝑥𝑜 is the initial horizontal velocity of the object and t is the time it takes to travel that distance.

The vertical distance traveled, which is given by the equation y = 𝑣𝑦𝑜 𝑡 - (1/2)gt2, where 𝑣𝑦𝑜 𝑡 is the initial vertical velocity
of the object, g is the acceleration due to gravity, and t is the time it takes to travel that distance.

The total distance traveled, which is given by the equation d = v0t, where v0 is the initial velocity of the object and t is the
time it takes to travel that distance.

To solve for these equations, high school students typically use their knowledge of trigonometry and algebra to break down
the initial velocity vector into its horizontal and vertical components, and then use the equations above to find the distance
traveled in each direction. Additionally, the students can use the kinematic equations to determine the time of flight and the
maximum height of the object.

In conclusion, the oblique shot is an interesting and complex topic that requires a strong understanding of physics concepts
such as kinematics, trigonometry, and algebra. By studying the oblique shot, high school students can develop a deeper
understanding of the motion of objects and the forces that affect that motion, which will be useful in their future studies in
physics and related fields.

2. Student: Can you solve a high school level example?

Bot: Sure! Let's consider the following example:

A baseball is thrown with an initial velocity of 20 m/s at an angle of 35 degrees above the horizontal.
First, we will use our knowledge of trigonometry to break down the initial velocity vector into its horizontal and vertical
components. We know that:
𝑣𝑥𝑜 = 𝑣0 cos(𝑡ℎ𝑒𝑡𝑎)= 20 ∗ 𝑐𝑜𝑠(35 ) = 16.97 𝑚/𝑠
𝑣𝑦𝑜 = 𝑣0 𝑠𝑖𝑛(𝑡ℎ𝑒𝑡𝑎) = 20 ∗ 𝑠𝑖𝑛(35) = 12.21 𝑚/𝑠

Next, we will use the kinematic equations to solve for the horizontal distance traveled. In this case, we know that:
𝑥 = 𝑣𝑥𝑜 𝑡 = 16.97 𝑚/𝑠 ∗ 𝑡

We don't know the value of "t" yet, so we'll have to solve for it later.
Next, we will use the kinematic equations to solve for the vertical distance traveled. In this case, we know that:
𝑦 = 𝑣𝑦𝑜 𝑡 − (1/2)𝑔𝑡 2 = 12.21 ∗ 𝑡 − (1/2) ∗ 9.8 ∗ 𝑡 2

Finally, we will use the kinematic equations to solve for the time of flight. We know that:
𝑦 = 𝑣𝑦𝑜 𝑡 − (1/2)𝑔𝑡 2 = 0

To solve for t, we need to solve the equation above.

12.21 ∗ 𝑡 − (1/2) ∗ 9.8 ∗ 𝑡 2 = 0

 We can divide each term by −1/2 ∗ −9.8 𝑚/𝑠 2
𝑡 = (12.21)/(9.8 ) = 1.25 𝑠

Now we can use the value of t to find other variables we couldn't find earlier like horizontal distance traveled which is
𝑥 = 𝑣𝑥 𝑡 = 16.97 ∗ 1.25 𝑠 = 21.21 𝑚

and the maximum height is

1 1
𝑦 = 𝑣𝑦𝑜 𝑡 − ( ) 𝑔𝑡 2 = 12.21 ∗ 1.25 − ( ) ∗ 9.8 ∗ 1.252 = 15.81 𝑚
2 2

So in summary, the baseball will travel a horizontal distance of 21.21 m and will reach a maximum height of 15.81 m and
it took 1.25 seconds to do so.

3. Student: Flying time is not 1.25 s!

Bot: You're correct, I apologize for the mistake in my previous response. To find the time of flight, we can use the vertical
distance equation:

𝑦 = 𝑣𝑦𝑜 𝑡 − (1/2)𝑔𝑡 2

We know that the initial vertical velocity is 12.21 m/s, the acceleration due to gravity is 9.8 m/s2, and we want to find the
time it takes for the baseball to hit the ground (y = 0). So we can set up the equation like this:

0 = 12.21 ∗ 𝑡 − (1/2) ∗ 9.8 ∗ 𝑡 2

To solve for t, we can rearrange the equation and use the quadratic formula:

√12.212 + 29.8𝑦
𝑡=
9.8

This gives us t = 2.55s, and that's the correct value for the time of flight.
After that, we use the time of flight and the equation for horizontal motion
𝑥 = 𝑣𝑥𝑜 𝑡
𝑥 = 16.97 ∗ 2.55 𝑠 = 43.36 𝑚

Finally, we can use the vertical motion equation again and put in the time we found in step 2 to find the maximum height of
the baseball:
𝑦 = 𝑣𝑦𝑜 𝑡 − (1/2)𝑔𝑡 2
𝑦 = 12.21 ∗ 2.55 𝑠 − (1/2) ∗ 9.8 ∗ (2.55 𝑠)2 = 37.8 𝑚

In summary, the baseball will travel a horizontal distance of 43.36 m, reach a maximum height of 37.8 m, and it will take
2.55 seconds to do so.

4. Student: I don't understand this part: To solve for t, we can rearrange the equation and use the quadratic
formula
√𝟏𝟐. 𝟐𝟏𝟐 + 𝟐𝟗. 𝟖𝒚
𝒕=
𝟗. 𝟖

Bot: I apologize for the confusion. The correct quadratic formula to use in this case is
√(12.212 )
𝑡 =
2 ∗ 9.81

I apologize for the confusion caused by the mistake. The reason for this is that the equation we have is a quadratic equation
of the form ax2+bx+c = 0 so to solve for the time we can use this quadratic formula:
−𝑏 ∓ √(𝑏 2 − 4𝑎𝑐)
𝑥 =
2𝑎
 in our case a=0.5*(-9.8) , b=12.21 and c=0 . By substituting these values we have

−12.21 − √(12.212 − 0)
𝑡 = = 2.55 𝑠
9.81

5. Student: Can you explain it more?

Bot: Sure! Let me explain it step by step.

First, we have the equation of motion for vertical motion:

𝑦 = 𝑣𝑦0 𝑡 − (1/2)𝑔𝑡 2

Where 𝑣𝑦0 is the initial vertical velocity of the baseball (12.21 m/s), g is the acceleration due to gravity (-9.8 m/s^2) and t
is the time we're trying to find.

Next, we set the vertical position of the baseball at the time it hits the ground (y = 0):
0 = 12.21 ∗ 𝑡 − (1/2) ∗ 9.8 ∗ 𝑡 2

Now we have a quadratic equation of the form ax2+bx+c=0, where x is t, a = -0.5*9.8, b = 12.21 and c = 0.

To solve for t, we can use the quadratic formula:

−𝑏 ∓ √(𝑏 2 − 4𝑎𝑐)
𝑥 =
2𝑎

Putting the values of a, b, and c into the equation:

−12.21 − √(12.212 − 0)
𝑡 =
9.81

Simplifying the equation further:

√(12.212 )
𝑡 = = 2.55 𝑠
2 ∗ 9.81

In conclusion, in this example we used the vertical motion equation, set the vertical position of the baseball at the time it
hits the ground, and the equation becomes a quadratic equation. The quadratic formula allows us to find the time it takes for
the baseball to hit the ground, and the value we get is 2.55s.

6. Student: Thank you. Please write one more question but don't solve it, I want to solve by myself.

Bot: Sure, here's another example problem for you to try:

A golfer hits a golf ball at an angle of 45 degrees with an initial velocity of 75 m/s. Assuming that the only force acting on
the ball is gravity, how far will the ball travel horizontally and what will be the maximum height of the ball?

In this problem, you will need to use the kinematic equations for horizontal and vertical motion, as well as the trigonometric
relationships between the angle and the initial horizontal and vertical velocities, to find the horizontal distance traveled and
the maximum height of the ball. You can use the following formulas:

Horizontal distance traveled: 𝑥 = 𝑣𝑥0 𝑡

Vertical distance traveled: 𝑦 = 𝑣𝑦0 𝑡 − (1/2)𝑔𝑡 2
Time of flight: 𝑣𝑦0 𝑡 = 𝑣0 𝑠𝑖𝑛(𝑎𝑛𝑔𝑙𝑒) ; 𝑡 = (2 𝑣𝑦0 ) / 𝑔
Maximum height: ℎ = 𝑣𝑦0 𝑡 2 / 2𝑔
You can use the given information to find the answers and the unknown variables.
 7. Student: Is answer 104 m?

Bot: The answer to the question of how far the golf ball will travel horizontally depends on how you solve the problem and
the values you substitute into the formula. The answer of 104 meters is not correct.
You have to use the kinematic equations for horizontal and vertical motion and trigonometric relations to calculate the
correct answer. It would be good to check your calculations and try again.

8. Student: Can you solve it?

Bot: Sure, I can solve the problem for you.

A golfer hits a golf ball at an angle of 45 degrees with an initial velocity of 75 m/s. Assuming that the only force acting on
the ball is gravity, how far will the ball travel horizontally and what will be the maximum height of the ball?

To find the horizontal distance traveled, we need to use the kinematic equation for horizontal distance: x = 𝑣𝑥 𝑡
We know that the initial horizontal velocity ( 𝑣𝑥0 ) is equal to the initial velocity (v0) times the cosine of the angle, and the
initial vertical velocity ( 𝑣𝑦0 ) is equal to the initial velocity (v0) times the sine of the angle. So
𝑣𝑥0 = 75 ∗ 𝑐𝑜𝑠(45) = 52.5 𝑚/𝑠
𝑣𝑦0 = 75 ∗ 𝑠𝑖𝑛(45) = 52.5 𝑚/𝑠

To find the time of flight (t) we can use the equation: 𝑣𝑦0 = 𝑣0 𝑠𝑖𝑛(𝑎𝑛𝑔𝑙𝑒) ; 𝑡 = (2 𝑣𝑦0 ) / 𝑔
Where g is the acceleration due to gravity (approximately 9.8 m/s2)
Now, t= 2 * 52.5 / 9.8 = 10.7 s

So, 𝑥 = 𝑣𝑥0 𝑡 = 52.5 ∗ 10.7 𝑠 = 561.75 𝑚

Now, to find the maximum height, we can use the equation: ℎ = 𝑣𝑦0 2 / 2𝑔
h = 52.52 / 2*9.8 = 1406.25 / 19.6 = 72.1 m

So the horizontal distance that the golf ball travels is 561.75 m and the maximum height of the ball is 72.1 m.

9. Student: You miscalculated the square of 52.5.

Bot: You are right, I apologize for the miscalculation in the previous answer, the square of 52.5 is 2756.25, and thus the
maximum height should be h = 2756.25 / (2*9.8) = 141.1m.
Thank you for bringing this to my attention. I apologize for any confusion caused.
In addition, the final calculated distance could also be affected by this error in my previous message but the distance is
correct as I mentioned 561.75 m.

10. Student: Can you recommend a daily life example video for this topic?

A video example of this type of experiment can be found here: https://www.youtube.com/watch?v=ZlOQlzGX9X4

11. Student: Please explain a simple experiment related with projectile motion.

One simple experiment related to projectile motion is to measure the range of a projectile, such as a ball, when launched
at different angles.

To conduct the experiment, you would need the following materials:

• A launcher, such as a spring-loaded launcher or a slingshot

• A projectile, such as a rubber ball
• A protractor or angle measurer
 • Measuring tape or ruler
• A flat surface to launch the projectile on

Steps for the experiment:

1. Set up the launcher on a flat surface, such as a table or the ground

2. Measure the distance from the launcher to the impact point of the projectile, which will be the range of the
projectile.
3. Use the protractor or angle measurer to adjust the angle of the launcher to a specific degree, such as 30 degrees.
4. Launch the projectile and measure the range.
5. Repeat steps 3 and 4 for different angles, such as 45 and 60 degrees.
6. Record the range for each angle and compare the results.

The result of the experiment should show that the range of the projectile increases as the launch angle increases. This
experiment demonstrates the relationship between launch angle and the range of a projectile, which is one aspect of projectile
motion.

12. Student: I don’t have launcher!

That's okay, you can still conduct an experiment related to projectile motion without a launcher. Here is an alternative
experiment:

Experiment: To measure the effect of launch velocity on the range of a projectile.

Materials:

• A projectile, such as a rubber ball

• Measuring tape or ruler
• A flat surface to launch the projectile on

Steps:

1. Set up the experiment on a flat surface, such as a table or the ground.

2. Measure the distance from the launch point to the impact point of the projectile, which will be the range of the
projectile.
3. Launch the projectile using the same launch angle, such as 45 degrees, but varying the launch velocity by throwing
the ball with different levels of force.
4. Measure the range of the projectile for each launch velocity and record the results.
5. Repeat steps 3 and 4 for different launch angles.
6. Compare the results and observe how the range of the projectile changes with varying launch velocities.

This experiment demonstrates the relationship between launch velocity and the range of a projectile, which is another aspect
of projectile motion. It's also important to note that in real life scenario, air resistance and other factors can affect the range
of the projectile.

13. Student: How can I launch the motion?

There are several ways to launch a projectile for this experiment, depending on the materials you have available:

1. By hand: You can launch the projectile by throwing it with your hand. Make sure to keep the launch angle
consistent for each trial and vary the launch velocity by throwing the ball with different levels of force.
2. Using a ramp: You can use a ramp to launch the projectile by rolling it down the ramp. Keep the launch angle
consistent by adjusting the incline of the ramp for each trial, and vary the launch velocity by rolling the ball down
the ramp with different levels of force.

It's important to note that in all of these methods, you should keep the launch angle consistent for each trial and vary the
launch velocity to observe the effect on the range of the projectile.
 14. Student: How should I study to this topic?

Bot: Here are some tips on how to study the topic of oblique shots:
• Understand the basic concepts: Start by reviewing the key concepts and formulas involved in projectile motion,
such as horizontal and vertical velocity, distance traveled, time of flight, and maximum height.

• Practice solving problems: Work through practice problems and examples to solidify your understanding of the
formulas and concepts. Try to use different examples with different situations and scenarios to get a better
understanding of the concepts.

• Use visual aids: To better understand the concepts, you can use visual aids such as diagrams and animations that
show how an object travels through the air. This will help you see how the horizontal and vertical motion are
related and how the angle of the shot affects the motion.

• Watch videos: Look for videos or animations on the internet that demonstrate the concepts of projectile motion
and oblique shots. These can be a great way to see the concepts in action and can help make them more relatable
and understandable.

• Try experiments: Try some of the experiments that I recommended or any other experiments related to the topic.
These can be a great way to gain hands-on experience and see the concepts in action.

• Collaborate with classmates: Studying with classmates can help you to understand the concepts better and you
can learn from each other's experiences.

• Review before exams: Before the exams, make sure to go over the key concepts, formulas and examples. Practice
solving problems and try to see if you can solve the problems in a timely manner.

• Ask for help: If you find the topic difficult or you have any questions, don't hesitate to ask your teacher or a tutor
for help.

15. Student: I don't understand this subject at all and I am very unsuccessful at it. This makes me very depressed
and I feel very bad.

Bot: I understand that feeling frustrated and unsuccessful in a subject can be difficult and can affect your mood and self-
esteem. It is important to remember that everyone has different learning styles and strengths and that it is normal to struggle
with certain subjects.

Here are some tips that might help you:

• Take a break: If you have been studying for a while and you still don't understand the subject, it might be best to
take a break and come back to it later with a fresh mind.

• Break the material down into manageable chunks: Sometimes, trying to understand a difficult subject all at once
can be overwhelming. Instead, break the material down into smaller chunks and focus on one concept at a time.

• Try different study methods: Experiment with different study methods to see which one works best for you. For
example, you could try using flashcards, making mind maps, or taking notes in a different way to help you
understand the material.

• Seek additional resources: Look for additional resources such as videos, animations, or interactive simulations
that explain the subject in a different way. Or you can reach out for extra help from your teacher or a tutor, or
even a peer who is good at this subject.

• Stay positive: Remember that learning is a process and it takes time to fully understand a difficult subject. Be
patient and persistent, and try to keep a positive attitude.

• Take care of yourself: It is important to take care of yourself both physically and mentally. Make sure to get
enough sleep, eat well, and exercise regularly.
 • Talk to someone: Sometimes, it can be helpful to talk to someone about your struggles. Talk to your teacher, a
counselor, or a friend or family member about how you're feeling.

• Remember that it's okay to struggle and it is not a measure of intelligence or abilities, you can always reach out
for help and you will eventually get a hold of the subject.

Use as a teacher

16. Teacher: My students have a hard time understanding the oblique shot movement. What would you suggest I
do to help them?

Bot: Oblique shot movement can be a difficult concept for students to understand, as it involves understanding the
relationships between the angle of incidence, the angle of reflection, and the normal line.

Here are a few strategies you could use to help your students better understand the concept:

• Use visual aids: Create diagrams or animations that illustrate the movement of an object as it bounces off an
oblique surface. This can help students see the relationship between the angle of incidence and the angle of
reflection.

• Use hands-on activities: Have students conduct experiments that involve reflecting light off of oblique surfaces.
This can help them understand the concept by seeing it in action.

• Provide examples: Give students examples of oblique shots in real-world scenarios, such as a ball bouncing off a
wall at an angle. This can help them understand how the concept applies to things they are familiar with.

• Provide practice: Give your students practice problems and example related to this topic, and try to present the
problems that connect with the real-world or daily life. This way, students could observe and experiment on their
own and in groups.

• Check for understanding: Use formative assessment techniques like oral quizzes or class discussion to check for
student understanding of the concept. This will allow you to address any misconceptions or difficulties they may
be having.

Also, keep in mind that not every student learns in the same way and that it's important to be aware of student diversity.

17. Teacher: Can you write me 2 hands-on activities on this topic?

Bot: Sure, here are 2 hands-on activities related to oblique shot movement that you can use with your students:

• Mirror Lab: Provide students with a flat mirror and a flashlight. Ask them to shine the flashlight onto the mirror
at different angles and measure the angle of incidence and the angle of reflection. This activity can help students
understand how the angle of incidence and the angle of reflection are related.

• Bouncing balls: Students can do an experiment in which they drop a ball from a certain height and measure the
angles of incidence and reflection at the point of impact. This can help students to understand that the angle of
incidence equals the angle of reflection.

All of the activities are designed to help students understand the concept of oblique shot movement through hands-on
experimentation. It would be a good idea to give students a brief instruction and follow-up with a class discussion to check for
understanding.
 18. Teacher: First one is not related with projectile motion!

Bot: I apologize for any confusion. You are correct that the first activity I described in my previous message is not related
to projectile motion, but to the general concept of reflection and angle of incidence.

Projectile motion is the motion of an object that is projected into the air and then is subject to only the force of gravity. It is
a specific application of two-dimensional kinematics.

Here are some hands-on activities that related to Projectile motion:

• Launching a projectile: Provide students with a slingshot or a launcher and a projectile such as a ball. Ask them
to launch the projectile at different angles and measure the distance traveled and the maximum height reached.
This activity can help students understand the relationship between the angle of launch, the initial velocity, and
the motion of the projectile.

• Building a trebuchet: students can build a small scale trebuchet, and launch a projectile (could be a small ball,
cotton balls etc.) and measure the distance it traveled. They can change the parameters such as the angle of
launch, the initial velocity, and the weight of the projectile, and observe the effect on the distance traveled.

I hope these activities help you in teaching projectile motion to your students. Do let me know if you have any further
questions or need more help.

19. Teacher: Thanks. Can you write a real-life scenario related with projectile motion?

Bot: Sure, here is a real-world scenario related to projectile motion:

• A rocket launch: A rocket launch is a great example of projectile motion as the rocket is launched into the air
with a certain initial velocity, and then is subject to the force of gravity. The rocket's trajectory, speed and altitude
all depend on the launch angle and velocity, as well as the atmospheric conditions, air resistance and thrust of
the rocket.

In this example, the projectile is subject to the force of gravity which causes the trajectory to be parabolic, and the initial
angle and velocity are the primary factors that determine the path and the landing point of the projectile.

20. Teacher: Can you write examples for me?

Bot: Here are a few examples of problems related to projectile motion:

• A ball is launched at an angle of 30 degrees with an initial velocity of 15m/s. How far will the ball travel
horizontally?

• A projectile is launched with an initial velocity of 30 m/s at an angle of 60 degrees. What is the maximum height
the projectile will reach?

• A stone is thrown from the top of a building with an initial velocity of 10 m/s at an angle of 45 degrees. How long
will it take for the stone to reach the ground?

These are examples of problems that you can use to practice and deepen students' understanding of the concepts related to
projectile motion.

Keep in mind that students have different learning styles and abilities, so it's important to provide them with a variety of
different types of problems.
Please let me know if there is anything else I can help you with.
 21. Teacher: Can you write questions for oral quiz at conceptual understanding level?

Bot: Sure, here are a few examples of questions you can use for an oral quiz to test students' conceptual understanding of
projectile motion:

• How does the angle of launch affect the motion of a projectile?

• Why does the trajectory of a projectile take the shape of a parabola?
• How does air resistance and other external factors affect the motion of a projectile?
• Can you explain the difference between horizontal and vertical components of projectile motion?
• How is the time of flight and maximum height of a projectile related to the launch angle and velocity?
• How does the force of gravity affect the motion of a projectile?
• Why is it important to take air resistance into account when solving problems related to projectile motion?

These questions are designed to probe students' understanding of the underlying concepts of projectile motion, rather than
their ability to solve specific problems. They encourage students to explain their reasoning and thinking process, rather than
simply recall facts.

Please let me know if there is anything else I can help you with.

22. Teacher: I have 180 minutes for this lecture. Can you prepare a lesson plan for me using the 5E teaching
model?

Bot: The 5E teaching model (Engage, Explore, Explain, Elaborate, Evaluate) is a research-based model that is designed to
engage students in the learning process and provide them with a comprehensive understanding of the material. Here is a
sample lesson plan that you could use for a 180-minute lecture on projectile motion using the 5E teaching model:

• Engage (10 minutes):

Begin the lesson by posing a question or problem related to projectile motion that will spark students' interest and curiosity.
For example, you could show a video of a rocket launch and ask students to predict the trajectory of the rocket and explain
why it takes the shape it does.

• Explore (60 minutes):

Provide students with an opportunity to explore the concepts of projectile motion through hands-on activities and
experimentation. For example, you could have students conduct experiments with a launcher, a slingshot, or a marble maze.
As they conduct these experiments, let students make predictions, collect data, and record observations.
Provide students with an opportunity to work in groups and share their observations, predictions and results.

• Explain (30 minutes):

Facilitate a class discussion to help students make sense of their observations and findings.
Provide students with a brief overview of the concepts related to projectile motion, highlighting key terms, equations and
models.
Use visual aids such as diagrams, animations, and videos to enhance understanding.
• Elaborate (60 minutes):

Provide students with an opportunity to apply their understanding of the concepts to solve problems related to projectile
motion.
Assign students problems related to projectile motion, and let them work on solving these problems in small groups.
As students work on the problems, provide support and guidance as needed.

• Evaluate (20 minutes):

Summarize key concepts and main takeaways of the lesson.

Use formative assessment techniques like oral quizzes, class discussions, or written reflections to check for student
understanding.
Provide feedback to the students and have them reflect on their learning experience.
 Please note that this is a sample plan and you might need to adjust it according to the specific needs of your students and
the resources you have available. Also keep in mind that not every student learns in the same way and that it's important to be
aware of student diversity.
Please let me know if there is anything else I can help you with.

Extra Conceptual Questions

23. Authors: What is the acceleration of a ball at the highest point of an oblique shot?

Bot: The acceleration of a ball at the highest point of an oblique shot is zero. At the highest point, the ball's velocity is solely
vertical and its horizontal velocity is at its maximum. At this point, the ball has stopped accelerating vertically and has switched
direction, moving downward due to the force of gravity. The horizontal acceleration is also zero because the ball is moving in
a uniform motion in a straight line. So, at the highest point of an oblique shot, the ball experiences no acceleration in any
direction.

24. Authors: What is the relationship between the horizontal component of the initial velocity and the flight time
in an oblique shot?

Bot: Assuming negligible air resistance, the horizontal component of the initial velocity does not affect the flight time in an
oblique throwing motion. The flight time only depends on the vertical component of the initial velocity and the acceleration
due to gravity. However, the horizontal component of the initial velocity does affect the horizontal distance traveled by the
projectile. The greater the horizontal component of the initial velocity, the greater the horizontal distance traveled.

25. Authors: How does the acceleration of motion change throughout the flight in oblique shot?

Bot: As an AI language model, I do not have personal experiences or preferences, but I can provide some scientific
information regarding oblique throwing motion.

In oblique throwing motion, the acceleration of the object (such as a ball) changes throughout the flight. At the start of the
motion, when the object is thrown, it experiences an initial acceleration in the direction of the throw. As it moves through the
air, the acceleration gradually decreases due to the air resistance acting against it.

At the peak of the throw, the acceleration of the object becomes zero, and it starts to decelerate due to gravity. The
acceleration then becomes negative, as the object moves downward, and eventually reaches the ground.

However, it is essential to note that the acceleration of the object can also be influenced by factors such as the angle and
velocity of the throw, the height from which the object is thrown, and the air resistance. These factors can affect the trajectory
and speed of the object, which, in turn, can impact its acceleration throughout the flight.

26. Authors: How does the angle of launch affect the motion of a projectile?

Bot: The angle of launch affects the motion of a projectile because it determines the direction and initial velocity of the
projectile. A higher angle of launch results in a shorter horizontal distance and a higher vertical displacement, while a lower
angle of launch leads to a longer horizontal distance and a lower vertical displacement.

27. Authors: Why does the trajectory of a projectile take the shape of a parabola?

Bot: The trajectory of a projectile takes the shape of a parabola because the vertical and horizontal components of motion
are independent of each other. As a result, the vertical motion follows a parabolic path due to the force of gravity acting on
the projectile, while the horizontal motion remains constant at a uniform velocity.

28. Authors: How does air resistance and other external factors affect the motion of a projectile?

Bot: Air resistance and other external factors can affect the motion of a projectile by altering the velocity and direction of
the projectile. Air resistance can cause the projectile to slow down and change direction, leading to a shorter distance and a
lower maximum height.

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