Investigating Projectile Motion: Predicting Point of Impact
Summary
Students discuss forces acting on objects in a trajectory motion. They will review notes, study equations, solve projectile motion problems, and determine experimentally the impact point of a ball in projectile motion.
CollapseLearning Goals
Objectives:
- "To understand the experimental and theoretical basis for describing motion as the superposition of two independent motions: (1) a body falling in the vertical direction, and (2) a body moving in the horizontal direction with no forces" (from Priscilla W. Laws, Workshop Physics. (Units 1-7) 1997.)
- To learn to describe positions, velocities, and accelerations using vectors.
- "Measure the velocity of a ball using two photogates and computer software for timing.
- Apply concepts from two-dimensional kinematics to predict the impact point of a ball in projectile motion.
- Take into account trial-to-trial variations in the velocity of measurement when calculating the impact point. " (from Vernier 3rd Edition "Physics with Computers", Experiment 8).
- "To understand the experimental and theoretical basis for describing motion as the superposition of two independent motions: (1) a body falling in the vertical direction, and (2) a body moving in the horizontal direction with no forces" (from Priscilla W. Laws, Workshop Physics. (Units 1-7) 1997.)
- To learn to describe positions, velocities, and accelerations using vectors.
- "Measure the velocity of a ball using two photogates and computer software for timing.
- Apply concepts from two-dimensional kinematics to predict the impact point of a ball in projectile motion.
- Take into account trial-to-trial variations in the velocity of measurement when calculating the impact point. " (from Vernier 3rd Edition "Physics with Computers", Experiment 8).
Context for Use
This unit is suitable for High School level Physics. It is appropriate for up to 20 students depending on your lab equipment, as Computer based Vernier lab equipment is needed, and size of classroom.
The following is the schedule for 50-minute classes:
Day 1: It is suggested that the first day is started with a demonstration. I like to use the ruler with the coin dropping and the other being launched (they both land at the same time) or the Ballistics car (which can be ordered from Flynn, catalog # AP4637). Then discuss what is happening and students will usually offer some experiences they had. We usually discuss football, basketball, etc.
Then, I hand out the note sheet (see attachment 1) and we discuss projectile motion scientifically. Give a few sample problems and then give them the problem set 1 ( attachment 2).
Day 2: Review the problem set and assign a few more from whatever book you are using. Handout the lab instructions and have them set up their Photogates for the lab tomorrow.
Day 3: Run Experiment 8. Homework: Second problem set. Finish lab report.
Day 4: Finish lab report, wrap up all information. Go over problem set.
Day 5: Test ( Attachment 3)
This unit occurs after motion in one dimension. Students should have a strong algebra background.
The following is the schedule for 50-minute classes:
Day 1: It is suggested that the first day is started with a demonstration. I like to use the ruler with the coin dropping and the other being launched (they both land at the same time) or the Ballistics car (which can be ordered from Flynn, catalog # AP4637). Then discuss what is happening and students will usually offer some experiences they had. We usually discuss football, basketball, etc.
Then, I hand out the note sheet (see attachment 1) and we discuss projectile motion scientifically. Give a few sample problems and then give them the problem set 1 ( attachment 2).
Day 2: Review the problem set and assign a few more from whatever book you are using. Handout the lab instructions and have them set up their Photogates for the lab tomorrow.
Day 3: Run Experiment 8. Homework: Second problem set. Finish lab report.
Day 4: Finish lab report, wrap up all information. Go over problem set.
Day 5: Test ( Attachment 3)
This unit occurs after motion in one dimension. Students should have a strong algebra background.
Description and Teaching Materials
This unit is suitable for High School level Physics. It is appropriate for up to 20 students depending on your lab equipment, as Computer based Vernier lab equipment is needed, and size of classroom.
The following is the schedule for 50-minute classes:
Day 1: It is suggested that the first day is started with a demonstration. I like to use the ruler with the coin dropping and the other being launched (they both land at the same time) or the Ballistics car (which can be ordered from Flynn, catalog # AP4637). Then discuss what is happening and students will usually offer some experiences they had. We usually discuss football, basketball, etc.
Then, I hand out the note sheet (see attachment 1) and we discuss projectile motion scientifically. Give a few sample problems and then give them the problem set 1 ( attachment 2).
Day 2: Review the problem set and assign a few more from whatever book you are using. Handout the lab instructions and have them set up their Photogates for the lab tomorrow.
Day 3: Run Experiment 8. Homework: Second problem set. Finish lab report.
(Vernier "Physics with Computers" 3rd Edition. 2003.)
Day 4: Finish lab report, wrap up all information. Go over problem set.
Day 5: Test ( Attachment 3) Trajectory notes (Microsoft Word 26kB May12 11) Trajectory problem set 1 (Microsoft Word 23kB May12 11) Trajectory test (Microsoft Word 23kB May12 11)
The following is the schedule for 50-minute classes:
Day 1: It is suggested that the first day is started with a demonstration. I like to use the ruler with the coin dropping and the other being launched (they both land at the same time) or the Ballistics car (which can be ordered from Flynn, catalog # AP4637). Then discuss what is happening and students will usually offer some experiences they had. We usually discuss football, basketball, etc.
Then, I hand out the note sheet (see attachment 1) and we discuss projectile motion scientifically. Give a few sample problems and then give them the problem set 1 ( attachment 2).
Day 2: Review the problem set and assign a few more from whatever book you are using. Handout the lab instructions and have them set up their Photogates for the lab tomorrow.
Day 3: Run Experiment 8. Homework: Second problem set. Finish lab report.
(Vernier "Physics with Computers" 3rd Edition. 2003.)
Day 4: Finish lab report, wrap up all information. Go over problem set.
Day 5: Test ( Attachment 3) Trajectory notes (Microsoft Word 26kB May12 11) Trajectory problem set 1 (Microsoft Word 23kB May12 11) Trajectory test (Microsoft Word 23kB May12 11)
Teaching Notes and Tips
Practice using the ballistics car or the ruler coin trick. They do not always go smoothly. Students get frustrated with neglecting air resistance. Be prepared to discuss why we do this and maybe a brief explanation of how you would solve problems using air resistance.
Assessment
Students are assessed on the problem-set for completion, test, and laboratory.
Standards
II. D. 2 - effect of friction and gravity on motion.
I.B. 2-4 - mathematics and models to analyze data and support conclusions, sources of errors and effects on results.
I.B. 2-4 - mathematics and models to analyze data and support conclusions, sources of errors and effects on results.