Unit 6 - Projectile Motion

Unit 6 – Projectile Motion

This unit was very short compared to other units.

Intro – Will Dan Meyer make the basket?  & Golf Ball Demo

Basketball video:  This is an activity was a great intro to show students an application of projectile motion and give students an opportunity to think and work through a projectile motion problem (horizontal and vertical motion).

Golf ball demo:  Addresses preconception that vertical and horizontal motion are independent.  Both ball will hit at same time.

Learning Objectives:

Have students begin to think about projectile motion (horizontal and vertical motion)

Address any preconceptions about a ball dropped and a ball thrown horizontally.  

Projectile Motion- Quantitative Motion Map

First, draw a vertical motion map for a ball thrown horizontally.  Second, draw a horizontal motion map for a ball thrown horizontally (constant speed).   Lastly, draw an overall motion map for projectile motion. 

I really liked this activity.  It was a great depiction of what is happening both horizontally and vertically for projectile motion.

Learning Objectives:

Students understand horizontal and vertical motion are independent. 

Allow student to break down and determine the overall motion of a projectile.

Deployment- Unit 6 Worksheet 2 & 3

Wksht 2 – This worksheet walks students through projectile motion problems by having them complete both motion diagrams and force diagrams prior to completing problems.  This helps them think about an organize the information prior to starting a problem.

Wkst 3 – Consists of more difficult projectile motion projects  (launched at an angle, ramps, etc).

After worksheets: make sure to whiteboard and have a circle discussion.  

Learning objectives:

Use projectile motion model to solve problems

Unit 6 Practicum:

There were 3 scenarios students were able to choose from.  

Scenario #1:  Ball launched horizontally at a constant speed.  Students can use horizontal length of track to determine horizontal speed and then place cup in appropriate location.  Students are not allowed to actually launch marble.  

Scenario #2:  Ball launched from a ramp (vertical and horizontal components)  at a constant speed.  Students can use ramp of track to determine initial speed and then place cup in appropriate location.  Students are not allowed to actually launch marble.  

Scenario #3:  Ball launched from a launcher at and upward angle.  Students are able to launch marble in order to determine initial speed (horizontal and vertical components).    After speed is determined, teacher will adjust angle and height and students can no longer launch marble until after cup is placed.  

Additional challenge (option): replace cup with a buggy traveling horizontally.  Marble must hit buggy.

Note:  I have usually covered projectile motion prior to forces.  I see a real advantage to moving projectile (2D motion) until after forces.  I am planning on discussing this with my colleagues and administration to see if I can implement this change next year.