Translation and adaptation of a learning situation created by François Guay-Fleurant from CS de la Riveraine. After having identified the problem or challenge, activated previous knowledge, and established an action plan, the student will go to the laboratory to collect data. Then, he or she will analyze the data and create the necessary algebraic or graphical models to meet the challenge. Finally, in collaboration with the teacher, he or she will carry out the challenge, which is to hit the target using mathematics. Here is the context: Studying projectile firing is not a new thing. Whether it's arrows, catapults or golf, Man has always wanted to know where his projectiles will land. And that was one of the objectives of the Munitions Experimental Test Centre at Nicolet. For 50 years, the centre tested ammunition by firing shells directly in St-Pierre lake (St-Lawrence River). How can we predict the trajectory of the projectiles and therefore predict where they will hit? Final production This problem-situation requires you to go to the lab to experience a projectile shot subjected to a gravitational force to meet your teacher's challenge: hit the target on the first try using mathematics! While you're at it, you'll discover new mathematical functions that are quite useful in the study of ballistics.


Work on processes and strategies for problem-solving in mathematics, with a touch of scientific research. Discover and manipulate, in a real situation with concrete experimentation, a second-degree polynomial function. Even before cracking open a workbook, introduce the student to the Technical and Scientific Option. This first contact, I hope, will be motivating. To process a situation that requires a representation using an algebraic or graphical model expressing a dependency between quantities, in an applied perspective. To continue the development of the student's three mathematical competencies by considering three aspects: Acting in context, Mobilization of Resources and Reflection.


At the beginning of the course, even before starting a workbook or any other learning situations.


Entre 3 h et 9 h / Travail individuel / Travail d'équipe


S'informer / Communiquer / Soutenir la métacognition / Créer/produire