Having less information makes easier the problem of satisfying the teacher. It does not make easier the problem of determining when the ball hits the ground. Incidentally, I got the impression somehow that there are venues where physics teachers scold students for using too much information.
ETA (months later): I do think it’s a good exercise, I just think this is not why.
Here, though, the problem actually is simpler the less information you have. As an extreme example, if you know nothing, the probability is always 1⁄2 (or whatever your prior is).
Having less information makes easier the problem of satisfying the teacher. It does not make easier the problem of determining when the ball hits the ground. Incidentally, I got the impression somehow that there are venues where physics teachers scold students for using too much information.
ETA (months later): I do think it’s a good exercise, I just think this is not why.
Here, though, the problem actually is simpler the less information you have. As an extreme example, if you know nothing, the probability is always 1⁄2 (or whatever your prior is).