To: Professor Amy Latawiec

From: Karishma Agrawal

Date: February 21, 2016
Subject: User Test Results for How to Solve a Projectile Motion Problem

Introduction
I have posted a set of instructions on wikiHow that aim to teach students how to solve a
projectile motion problem. To modify the instructions into the most efficient set possible, it was
important to perform a user test. This allowed me to adjust the instruction set based on where the
user was confused or slowed down. This performance test is important because the students were
able to use the instruction set posted on wikiHow to solve a projectile motion problem in a
similar environment of a physics student looking up homework help online. I saw the difficulties
that a student of very basic physics knowledge and a student of more advanced physics
knowledge faced. This showed what instructions were described in too little detail and which
instructions were unnecessary. Revisions will include adding another picture to one of the steps
and explaining certain instructions a little more in depth, as well as condensing information in
other areas.

Objectives
The goals of the performance assessment were to gauge whether the instruction set
posted on wikiHow was properly detailed, comprehensive, and efficient. The student was placed
in an environment similar to an average physics student looking up help for a projectile motion
homework problem, and asked to solve a question using the posted instruction set. This assured
that the goals were met, and that the instruction set served its purpose.

Method
The performance assessment took place in the Undergraduate Library on Wayne State
Universitys campus to provide a similar environment to a student doing his or her homework.
One student is relatively new to physics, as it is her first year at Wayne State. She is currently in
an introductory engineering physics class, and has learned the basics, but has yet to master the

topic of solving projectile motion problems. The second student is a third year engineering
student who has taken two years of physics. He understands the tricks and short cuts in solving
projectile motion problems, but he was still asked to solve the question using only the instruction
set and to show his work accordingly. The third student has never taken a college physics class
before, but he plans to next year. He discussed how he was not familiar with any physics topics,
but he still tried his best to follow the instruction set and solve the problem.
By using a student who is new to physics, a student who is beginning physics, and a
student who is experienced in physics, it allowed a wide range of input that I used to improve the
instruction set. The student who was new to physics provided a view that showed the
shortcomings of the instruction set, while the more experienced student provided a view that
showed the unnecessary information in the instruction set. He also offered tips on how to make
the instructions more comprehensive and how to use effective pictures to help demonstrate the
steps. The student who was in the introductory physics class provided a perspective that allowed
modifications to the instruction set that would most help my target audience.
During the performance test, the three students were shown a problem and then asked to
solve it. The students were not given a time limit and were encouraged to show as much work as
possible to show their thought process while using the instructions to solve the problem. The
students were also told to indicate the moments where they were stuck by putting a question
mark on their paper where they did not know what to do. I was in the room while the two
students completed the problem, which allowed me to watch how they processed the
information. I could see where a student paused and reread the instruction set by watching their
facial expressions, which allowed a better understanding of where they were confused. I could
also see where they read a step and immediately understood what to do. Through this, I learned
where they had difficulty and where in the instructions I could add a little more detail. After the
students had completed the problem, I asked them individually about how they felt about the
instructions set. I asked them to be unbiased and to provide whether they would recommend the
instruction set to another student. The students were honest about how they viewed the
instructions and they provided helpful tips on how to make the instruction set more
comprehensive.

Results
After completing the performance test and interview, each student pointed out a flaw in
the instruction set. The first flaw was seen by the first student, who is currently in the
introductory physics class. She noted that when she went to solve for her desired variable, she
was confused as to which equation to use. Although she did not show any indication of this on
her work, during the interview, she mentioned that she spent the most time deciding which
kinematic equation to use. The third student, who is entirely new to physics, said that he did not
know which equation to use either. He said that the equations were there and he could understand
what each one was solving for, but he did not know how to get what he needed. Due to this error,
I have added more information to step 8, which deals with picking a kinematic equation to use.
The extra information explains how to pick an equation that will most likely get the student their
answer in the most efficient way possible. This way, the student can get straight to the answer
without wasting time and solving for unnecessary variables.
The second flaw was presented by the second student, who seemed to fly through the
problem with ease. Before he began, I instructed him to slow down and use the instruction set
rather than his previous knowledge of physics. He found the descriptions in the instructions to be
well written but overly detailed. He said that a lot of it was unnecessary unless the student was
new to physics. This was later viewed as a good problem in the interview, as the student knew
the target audience for the instructions was introductory physics students. He said that the details
were superfluous but since the other two students did not find a problem with the wording, he
said it would be just as fine to leave the wording as it is. Still, I cut out some information in the
steps to make them easy to read so the student does not get bogged down in the instructions. This
way, the student will spend more time doing their projectile motion problem rather than reading
instructions on how to solve one.
The third flaw was pointed out by the third student, who was confused as to what the
variables in the kinematic equations represented. For example, he could not understand the
difference between v sub zero, which stands for initial velocity, versus v, which simply stands for
velocity. He eventually figured out the difference, but this affected his timing greatly. He was
stuck for quite some time, but after he figured out what the variables meant, he did not seem to
take too much time completing the problem. Although the first and second student did not find

problems with deciphering the variables, the third student mentioned to me in his interview that
since he did not list his variables the way the picture had listed them, he was confused. This
compelled me to add a picture to step 4, where I tell the reader to list their variables. This way,
the student can clearly see how the variable list is supposed to look, and can comprehend what
each variable represents.

Conclusion
The performance test was crucial because it acknowledged the flaws in the instruction set
posted on wikiHow. All three students, who had varying levels of physics knowledge, were able
to solve the projectile motion problem given and find the correct answer. This proves that the
performance test was successful, as it pointed out flaws but also showed that the answer could
still be solved for using what was already given. After the instruction set has been modified, it
would be beneficial for another performance test to be performed by someone in our target
audience, to show that the instruction set is more effective and professional. Overall, the
performance test proved successful and students can use the instruction set to solve projectile
motion problems.

Appendix
Question: A soccer ball is kicked horizontally off a 22.0-meter high hill and lands a distance of
35.0 meters from the edge of the hill. Determine the initial horizontal velocity of the soccer ball.
Student One:

Interview:
Did these instructions help you solve the projectile motion problem?
Yes. The instruction set was detailed enough to where I could understand what you were saying.
Were there any problems while following the instruction set?
Everything made sense since Im in physics right now. Everythings fresh, but I did spend a lot of
time trying to figure out which kinematic equation to use. I feel silly I didnt think of it earlier,
but I was really stuck as to which equation would solve the problem in the fastest way.
Would you recommend these instructions to another student?
Yes! They were well written and they really made sense. I always forget about the physics
constants, like how the y component for initial velocity is always zero. I guess thats just

something Ill need to remember for the test, but I think these instructions were well organized.
They followed my thoughts and they were easy to understand. I think they were good instructions
and I will definitely show my friend the instruction set before the test so we can study.
Student Two:

Interview:
Did these instructions help you solve the projectile motion problem?
Yes, the instruction set was detailed and explained how to solve for the missing variable.
Were there any problems while following the instruction set?
No, they instruction set was easy to follow. I think they are slightly wordy, however. I havent
solved a projectile motion problem in a while, but when I read the instructions, the process came
back to me and I think that is a very strong point in your instruction set. Still, I think the details
are only necessary for a new physics student. That being said, I think that there are still some
things you can condense. You dont want the student to spend more time reading the instruction
step than actually solving the problem!
Would you recommend these instructions to another student?

If they are in an introductory level physics course, I would definitely recommend this instruction
set. Good job!
Student Three:

Interview:
Did these instructions help you solve the projectile motion problem?
Yeah, the instruction set was good. I didnt think I would be able to get very far, but I somehow
managed to get the right answer, so your instructions were really helpful.
Were there any problems while following the instruction set?
Well, I really didnt understand what the variables meant. I know it sounds like a small detail,
but I was confused about which velocity was the initial one versus the final one. That obviously
caused me to spend more time than the other two students. That then led to the problems with
figuring out which kinematic equation to use, which explains the scribbles. Overall, I understood
the instructions. If there was just a little bit more detail concerning the variables and equations,
Im sure I could have solved it faster.
Would you recommend these instructions to another student?

Of course! I dont know anything about physics and I was still able to solve the problem and get
the right answer. That means the instructions are really well written.