Projectile motion activity

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# Projectile motion activity

Principles of Engineering. Beh Reh. Period 6. Projectile Motion. In Projectile Motion, we going to play a game that dealing with the speed, velocity gravitational acceleration, acceleration, projectile, etc. We be having a chart or number and have to find the relationship between them.

Result screen shots of 4 scenarios below. Firing Range. Obstacle Course. Mountain Pass. Conclusion Questions. How might a ski jumper be able to increase jump distance by understanding projectile motion? What is the optimal angle for achieving the greatest horizontal displacement? I think the about degree acute angle. Describe at least two factors besides the firing angle that could be changed to impact the range.

The game was fun and good for learning. What I learn are, is how to do the equation and calculated the distance, speed and time, and other motion. Search this site. About me. Career in Engineering Flyer. Activity 1. Project 1.

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Activity 2. Project 2. Activity 3. VEX Inputs Outputs. A Hydraulic Demonstration. Activity 4. About me Career in Engineering Flyer unit 1 Activity 1. A Hydraulic Demonstration unit 4 Activity 4. Firing Range 2. Mountain Pass 4.Projectile motion is the motion of an object thrown or projected into the air, subject to only the acceleration of gravity. The object is called a projectileand its path is called its trajectory.

The motion of falling objects, as covered in Problem-Solving Basics for One-Dimensional Kinematics, is a simple one-dimensional type of projectile motion in which there is no horizontal movement. The most important fact to remember here is that motions along perpendicular axes are independent and thus can be analyzed separately.

This fact was discussed in Kinematics in Two Dimensions: An Introductionwhere vertical and horizontal motions were seen to be independent.

The key to analyzing two-dimensional projectile motion is to break it into two motions, one along the horizontal axis and the other along the vertical.

This choice of axes is the most sensible, because acceleration due to gravity is verticalâ€”thus, there will be no acceleration along the horizontal axis when air resistance is negligible.

As is customary, we call the horizontal axis the x -axis and the vertical axis the y -axis.

Projectile Motion

The magnitudes of these vectors are sxand y. Note that in the last section we used the notation A to represent a vector with components A x and A y. If we continued this format, we would call displacement s with components s x and s y.

However, to simplify the notation, we will simply represent the component vectors as x and y. Of course, to describe motion we must deal with velocity and acceleration, as well as with displacement. We must find their components along the x â€” and y -axes, too. We will assume all forces except gravity such as air resistance and friction, for example are negligible. Note that this definition assumes that the upwards direction is defined as the positive direction.

If you arrange the coordinate system instead such that the downwards direction is positive, then acceleration due to gravity takes a positive value. Both accelerations are constant, so the kinematic equations can be used. Figure 1. The total displacement s of a soccer ball at a point along its path. The vector s has components x and y along the horizontal and vertical axes.

Step 1. Resolve or break the motion into horizontal and vertical components along the x- and y-axes. The magnitude of the components of displacement s along these axes are x and y.

Initial values are denoted with a subscript 0, as usual. Step 2. Treat the motion as two independent one-dimensional motions, one horizontal and the other vertical.

The kinematic equations for horizontal and vertical motion take the following forms:. Step 3.Teachers Pay Teachers is an online marketplace where teachers buy and sell original educational materials.

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### Exploring Projectile Motion

Social Studies - History. History World History. For All Subject Areas. See All Resource Types. This 2-Dimensional Kinematics Workbook is going to save you and your students so much time in your Physics or Physical Science classes! Students will learn about drawing vectors; adding vectors using scale diagrams and algebraically. SciencePhysicsPhysical Science.

LecturesHandoutsHomework. Add to cart. Wish List. Quadratic Equation Applications Projectile Motion Scavenger Hunt Given a quadratic equation that models an object's pathway, students will practice solving for the following: 1 Finding the object's maximum height.

MathAlgebra.Embed a running copy of this simulation. Use this HTML to embed a running copy of this simulation. You can change the width and height of the embedded simulation by changing the "width" and "height" attributes in the HTML. Embed an image that will launch the simulation when clicked. Blast a car out of a cannon, and challenge yourself to hit a target! Learn about projectile motion by firing various objects. Set parameters such as angle, initial speed, and mass.

## Projectile Motion and Gravity

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Original Sim and Translations About. Sample Learning Goals Determine how each parameter initial height, initial angle, initial speed, mass, diameter, and altitude affects the trajectory of an object, with and without air resistance. Estimate where an object will land, given its initial conditions. Determine that the x and y motion of a projectile are independent. Investigate the variables that affect the drag force. Describe the the effect that the drag force has on the velocity and acceleration.

Discuss projectile motion using common vocabulary such as: launch angle, initial speed, initial height, range, time. For Teachers. Teacher Tips Overview of sim controls, model simplifications, and insights into student thinking PDF.

Please sign in to watch the video primer. Related Simulations. The Moving Man. Software Requirements. Offline Access Help Center Contact. Source Code Licensing For Translators. Some rights reserved. Overview of sim controls, model simplifications, and insights into student thinking PDF.The purpose of this activity is to the nature of a projectile's motion and to explore a variety of questions regarding projectiles.

Navigate to the Projectile Simulator page and experiment with the on-screen buttons in order to gain familiarity with the control of the animation. The launch speed, launch height and launch angle can be varied by using the sliders or the buttons.

A trace of the object's motion can be turned on, turned off and erased. The vector nature of velocity and acceleration can be depicted on the screen.

The animation can be started, paused, continued, single-stepped or rewound. And finally, the time of flight, the horizontal displacement, and height are displayed during the course of the animation.

Section 1: For Horizontally Launched Projectiles : Raise the launch height to about 50 meters and adjust the launch angle to 0 degrees. Conduct several trials to answer the following questions. During the course of a trajectory, is the horizontal component of the velocity a constant or a changing value?

## Projectile Motion Activity

During the course of a trajectory, is the vertical component of the velocity a constant or a changing value? Describe the acceleration of a projectile - direction, constant or changing magnitude, etc. Be complete. As a projectile falls vertically, it also travels horizontally. Is the distance which it falls vertically effected by its horizontal velocity? Discuss how your data provide support for your answer. A classic mind-bender: If a ball is dropped from rest from an elevated position at the same instant that a second ball is launched horizontally from the same heightthen which ball will hit the ground first?

Assume the balls behave as projectiles. Consider questions in the previous section of this lab horizontally launched projectiles. Would launching a projectile at an angle effect any of the answers which you provided earlier?Breaking vectors into components is a theme in 2-D motion and it continues with projectile motion.

For this reason, I have decided to make make projectile motion a part of studying two-dimensional forces. In this lesson, students begin to explore projectile motion and the variables involved in determining the path of a projectile.

Computers and access to the internet are required to conduct this activity.

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There are two goals for this activity. Students use a computer simulation to determine how different variables, such as launch angle and launch speed, influence the horizontal displacement of a projectile. I have the students do a guided inquiry activity on this introduction to projectile motion.

In an inquiry activity, students ask their own questions and conduct an investigation. However, there is a structure and goal involved which is what makes it guided. I use this guided inquiry because it gives students some control over the decisions they make and involves them as they build an understanding of the variables that impact a projectiles path.

Students are free to choose their own groups which tends to make the groups homogeneous. The purpose of this group learning activity is to get all students to engage in the decision making and observations which is best done with peers who have similar abilities. Students collect their data right on the handout sheet. They indicate what variables they want to test and report its influence on the displacement of the projectile.

It is very important that students set the initial launch height to zero; the goal is to focus on the role of launch angle and speed for this activity. I find that this is harder to do if students are also changing the launch height. Once students complete their guided inquiry sheets, I get their attention as a class and we review students findings.

I call on random students to share what variables influence the horizontal displacement of a projectile. Students share that the angle and launch velocity impact how far the projectile goes. Then we move onto the behavior of the x and y velocity components.Horizontal projectile motion is one of the most basic examples of classical physics.

Gravity is a force that causes acceleration towards the center of the Earth at 9. This causes objects that are falling to increase in speed until they reach their terminalor maximum, velocity or until they are stopped by another force, like hitting the ground. Horizontal motion, however, is a good example of Newtonian physics: things in motion stay in motion unless acted upon by another force.

If an object is traveling horizontally, it tends to travel horizontally at the same speed until another force changes its motion. In this experiment, you will build a ramp and use that to project a ball off the table. You'll calculate the ball's velocity to determine how far the ball will travel, allowing you to anticipate the ball's trajectory and place your target in the perfect spot. Where t is time, h is height, and g is gravitational acceleration, or 9.

Because the ball does not travel very far, the horizontal velocity loss due to friction will be very small. The horizontal space below the ramp is crucial to the experiment because it ensures that the vertical component of the ball velocity is zero when the ball leaves the table.

This allows us to calculate the time it will take to hit the floor using only the height of the table and the acceleration due to gravity. Bookmark this to easily find it later. Then send your curated collection to your children, or put together your own custom lesson plan. Please note: Use the Contact Us link at the bottom of our website for account-specific questions or issues.

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