Objectives

In this lesson, we will talk about projectile motion and investigate the relationship between the angle
of release and the height and range of a certain projectile. By the end of this lesson, you will
understand that the angle and height of projectiles goes hand in hand in the trajectory of the
projectile.

Learn about it!

Projectile Motion
When you throw a ball upwards, you know that it is going to fall back to the ground due to the effect
of gravity. If you throw the same ball upwards and towards something else, like a basketball being
shot through a hoop, we can see that it travels a curved path and somehow, will also go towards the
ground. This path is called its trajectory.

When an object is moving in two dimension, the motion is considered as projectile motion. This
type of motion is when an object, called a projectile, is thrown near Earth’s surface and moves
along a curved path with only gravity as the force that acts on the projectile, making it go towards the
ground.

Objects moving in projectile motion can be described using the following components.

1. Angle of Release (Initial Launch Angle) This angle could be anywhere between 0-90
degrees and is a key component to how the trajectory will go through. It is also important in
determining the range, height and time of flight a projectile will move.
2. Height and Range of Projectile This is the y-variable or something will be dependent on
another factor. Depending on the angle, a projectile will have a path to follow which is
different from each other.

Example
Neglecting air resistance, several balls are thrown at different initial angles. These balls will land on
the ground at several distances at different times. The general relationship is that the higher the
initial angle of release is, the closer a projectile will come to its maximum height and the longer the
flight time will be. If a ball is thrown at a 15-degree angle, it will have a shorter range and height than
a ball thrown at a 45-degree angle.

Try it!
What is the shape of the trajectory of an object moving in projectile motion?

What do you think?

Two balls are set to move off a table. One is dropped, while the other is given an initial horizontal
velocity. Which ball will reach the ground first? Explain.
Key Points
 Projectile motion is the motion of objects in two dimensions.
 Projectile is an object moving in two dimensions.
 Trajectory is the path of a projectile.
 The motion of a projectile affected by the angle of release of the projectile.

Objective
At the end of the lesson, you should be able to investigate the relationship between the angle of
release and the height and range of the projectile.

 A projectile is an object that is under motion and the sole force that is exerted upon it is the
gravitational pull (its weight).
 Regardless of the movement of the projectile, whether it moves on a straight line or on a two-
dimensional plane under the influence of gravity, the only force acting on the object is
pointed downward or toward the center of Earth.

Learn about it!

A ball is kicked horizontally off a 20.0-meter high hill and lands a distance of 30.0 meters from
the edge of the hill. Determine the initial horizontal velocity of the ball.

Half and Full Projectiles

For half-projectiles, you can use the following equations to describe the motion of the projectiles.

Note that h is the height at which the projectile is released, g is the acceleration due to gravity, t is
the elapsed time, x0 is the horizontal displacement, and v is the horizontal velocity of the projectile.

On the other hand, for full projectiles, objects are released at a certain angle from the horizontal. In
this case, we can use the following equations to describe the motion of an object moving in full
projectile motion.
where θ is the launch angle of the projectile, v0 is the initial velocity, and g is the acceleration due to
gravity.

How the formula can be used

Step 1: Identify what is asked in the problem.

You are asked to determine the horizontal velocity of the ball.

Step 2: Identify the given in the problem

h= 20.0 m

x0 = 30.0 m

Step 3: Use the half projectile motion equations to solve for the unknowns.

Step 4: Get the answers.

The horizontal velocity of the ball is 14.84 m/s.

Try it!
A soccer player kicks a ball with an initial velocity of 25 m/s at an angle of 30o with the horizontal.
Calculate the ball's time of flight, horizontal distance, and the maximum height.
Try it! Solution
Step 1: Identify what is asked in the problem.

Calculate the ball's time of flight, horizontal distance, and the maximum height.

Step 2: Identify the given in the problem

v = 25 m/s

θ = 30o

Step 3: Use the half projectile motion equations to solve for the unknowns.

Step 4: Get the answers.

The time of flight is 2.55 s, the maximum height is 7.97 m, and the horizontal range is 21.89 m.

What do you think?

A projectile is kicked horizontally off a 25.0-meter high hill and lands a distance of 50.0 meters from
the edge of the hill. Calculate the initial horizontal velocity of the projectile.
Key Points
 A projectile is an object moving in 2 dimensions.

 The kinematic equations for half projectiles are:

 The kinematic equations for full projectiles

are:

Projectile Motion Lesson Plan (Benchmark Lesson)

Name: Charelle Smith

Title of lesson: Projectile Motion

Date of lesson:

Length of lesson: 2 Days

Description of the class:

Name of course: Algebra II
Grade level: 10th or 11th
Honors or regular: both

Source of the lesson:

http://library.thinkquest.org/2779/History.html

TEKS addressed:
Give identification number and letter and write out the TEKS.

I. I. Overview
 Students will learn the different components of projectile motion in addition
they will be able to define gravity, acceleration, velocity. The students will
use what they learned to build catapults at the end of the project. This lesson
is important because the students need to be able to observe and explain
projectile motion in such a way that they can build a successful catapult.

II. Performance or learner outcomes

Students will be able to: observe and understand projectile motion.
Students will be able to: explain the two components of projectile motion

III. Resources, materials and supplies needed

Computer, different size balls, measuring sticks, something to measure angles,
paper, and pen.

IV. Supplementary materials, handouts.

Work sheet to go along with lesson.

Teacher Does
Does
Engage:
Teacher will have a number
of balls and a measuring
stick out while bringing
students outside for a
demonstration. Teacher
will begin by throwing the
balls one by one in a way
such that the students will
be able to see the action.
The teacher will continue
throwing the balls and
measuring the distance of
the balls while asking
student�s questions about
what they observe.
Five-E Organization
Probing Questions Student
1. Does size affect the 1. Yes. The smaller the
distance that each ball the further it
object is thrown? will go.
2. When I throw 2. It will come straight
something straight down. It will go the
up what will farthest since it is
happen? 30 degree closest to the
angle from the ground. It will not
ground? 45 degree be as far as the 30.
angle from the Same. That is the
ground? 60 degree same as throwing
angle from the the object straight
ground? 90 degree up.
angle from the
ground?
Explore:
Teacher will split the class
up into groups of 3or
4. Each group will have
someone who throws the
balls, someone who
measures the distance,
someone who measures the
angle at which the balls are
being thrown and someone
who records the
data. Teacher will tell
students to throw the balls
and compare the distances
between the different
angles and size of the ball
and keep track of the
measurements.
Explain:
Teacher will pass out a
worksheet with the
following definitions:
Horizontal velocity, vertical
velocity, Gravity, Velocity,
Acceleration, Cosine
functions and Sine
functions. Teacher will then
proceed to go through each
definition and explain the
meaning of each and how
they all tie together.
Extend / Elaborate:
Teacher will start talking
about catapults and how
they connect to and use the
theory of projectile motion.
1.) What are you supposed Students will break up into
to be noticing about the groups and start the
balls being thrown? exploration, Students should
notice the relationship
between throwing the ball
from different angles and
the relationship between the
size of the balls and the
distance they travel.
Students will listen and
understand the different
components of projectile
motion. While the teacher
goes through the definitions
students will copy and relate
what is being learned to
what they did in the
exploration.
1.) How does projectile Students will begin to relate
motion work on catapults? what was learned to the
construction of their
catapults.
 Evaluate: Students should be
Teacher will have students go to the following able to launch the
website so that students can explore online what was different balloons and
learned in recognize the
class. http://library.thinkquest.org/2779/Balloon.html components of
Teacher will walk around and observe the students projectile
progress. motion. Students will
apply what was
learned in class to the
experiment and be
able to �win� the
game.

1. A cannonball is fired upwards and to the right from the edge of a cliff, at an angle
of 18\degree18° with the horizontal, at time t=0t=0. We can ignore air resistance.

Which graph best describes the cannonball's vertical acceleration over time?

Assume the origin of the coordinate system to be the cliff edge.

A B

C D
An adventurous cliff jumper runs horizontally off a cliff at time t=0t=0. We can ignore air resistance.

A grey cliff ledge is shown on the left side of the image with blue water below it and across the bottom of the
screen. A brown stick-figure person is running on the cliff towards the right. On the right side is a small grey
coordinate axis showing up and right as positive directions.

Which graph best describes the cliff jumper’s vertical displacement over time?

Assume the origin of the coordinate system to be the cliff edge.

A B

C D
An adventurous cliff jumper runs horizontally off a cliff at time t=0t=0. We can ignore air resistance.

A grey cliff ledge is shown on the left side of the image with blue water below it and across the bottom of the
screen. A brown stick-figure person is running on the cliff towards the right. On the right side is a small grey
coordinate axis showing up and right as positive directions.

Which graph best describes the jumper’s horizontal velocity over time?

A B

C D

An adventurous cliff jumper runs horizontally off a cliff. We can ignore air resistance.
A grey cliff ledge is shown on the left side of the image with blue water below it and across the bottom of the
screen. A brown stick-figure person is running on the cliff towards the right. On the right side is a small grey
coordinate axis showing up and right as positive directions.

Which diagram best describes the velocity vectors and

trajectory
during the person’s fall?

Assume the origin of the coordinate system to be the cliff edge.

A red dot represents a vector of zero magnitude.

A. B

C D

Three balls labelled 11, 22, and 33 are launched horizontally from the Leaning Tower of Pisa with the
trajectories shown below. Balls 11 and 22 are launched from the top floor which is 40\ \text m40 m from
the ground, while ball 33 is launched from the middle floor which is 20\ \text m20 m from the ground. We
can ignore air resistance.

Rank the initial launch speeds of the balls.

A. vball 2<vball 1<vball 3 B vball 2<vball 1=vball 3

C. vball 3<vball 2<vball 1 D vball 1=vball 3<vball 2
A cannonball is fired to the left and downwards from the edge of a cliff, at an angle of 30\degree30° with the
horizontal, at time t=0t=0. We can ignore air resistance.

Which graph best describes the cannonball's horizontal acceleration over time?

Assume the origin of the coordinate system to be the cliff edge.

C. D

Two identical peaches, Peach 1 and Peach 2, fall from a cliff at time t=0t=0 from the same height. Peach 1 is
dropped from rest, while Peach 2 is thrown horizontally.

The diagram shows a grey cliff-top on the left side of the screen. On top of the cliff is a brown stick figure with
an outstretched arm. From the stick figure's outstretched arm, a grey arrow points downwards to the cliff
bottom. At the end of the arrow is an orange peach labeled with an orange 1. Another grey arrow arches
downwards from the arm and extends rightwards. At the end of this arrow is an orange peach labeled with a red
2. In the upper right corner of the diagram are two grey arrows that are crossing. The upwards pointing arrow is
labeled y+ and the rightwards pointing arrow is labeled x+.

Which graph best describes the vertical displacement of Peach 1 and 2 over time?

Assume the origin of the coordinate system to be the cliff edge.

A B

C. D

Toy cars 11, 22, and 33 are launched horizontally with the trajectories shown below. Cars 11 and 22 are
launched from a 15\,\text m15m high cliff, while Car 33 is launched from a 30\,\text m30m high cliff.
We can ignore air friction.

Two diagrams of grey cliffs are vertically aligned with one another and their cliff-tops are towards the left side
of the screen. In the upper right corner of the diagram are two grey arrows that are crossing. The upwards
pointing arrow is labeled y+ and the rightwards pointing arrow is labeled x+.

The top cliff has two cars on it. One of these cars is blue and labeled 1. The other car is orange and red with a
label of 2. A dark grey arrow points downward from the top of the cliff to the bottom of the cliff and is labeled
15 m. A red downwards arcing arrow points from the cliff-top and towards the cliff bottom at the right. A
longer arcing blue arrow also extends downwards and to the right. At the cliff bottom are two rightward
pointing arrows of red and blue color. The red arrow is labeled x2 = 10 m and the blue arrow is labeled x1 = 20
m.

The bottom cliff has a green car on it that is labeled 3. A dark grey arrow points downward from the top of the
cliff to the bottom of the cliff and is labeled 30 m. A green downwards arcing arrow points from the cliff-top
and towards the cliff bottom at the right. At the cliff bottom, a green arrow points rightward and is labeled x3 =
10 m.

Rank the time in the air of the cars.

A tcar 1<tcar 2<tcar 3 B tcar 3<tcar 1=tcar 2

C tcar 1<tcar 2=tcar 3 D tcar 1=tcar 2<tcar 3

A golfer hits a golf ball upwards at an angle. We can ignore air resistance on the ball.

Which diagram best describes the horizontal velocity vectors and Trajectory during the golf ball's
motion?
Assume the origin of the coordinate system to be the point where the ball left the ground.

A red dot represents a vector of zero magnitude.

A B

C D
 A golfer hits a golf ball upwards at an angle. We can ignore air resistance on the ball.

Which diagram best describes the velocity vectors and trajectory of the golf ball's motion?

A B

C D

Gas phase quiz

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Problem
All of the following are properties of ideal gases except:

Choose 1 answer:

Choose 1 answer:


(Choice A, Incorrect)

INCORRECT
Gas molecules do not interact with each other except during collisions


(Choice B, Incorrect)

INCORRECT
 Collisions between gas molecules are completely elastic


(Choice C, Incorrect)

INCORRECT
Volume occupied by molecules is negligible compared to the volume occupied by the gas


(Choice D, Chec ked, Correct)

CORRECT (SELECTED)
Small amounts of energy are lost during collisions between gas molecules

How many diagrams showing relationships between pressure, volume, and temperature below is/are incorrect
for ideal gases?

Choose 1 answer:
Choose 1 answer:

(Choice A, Incorrect)

INCORRECT
Only two


(Choice B, Checked, Correct)

CORRECT (SELECTED)
Only one


(Choice C, Incorrect)

INCORRECT
Only three

(Choice D, Incorrect)

INCORRECT
None

At a given temperature T and pressure P, a person's lung holds a set volume of V of air. Given
that air is roughly 20% oxygen, how many moles of oxygen are in his lungs?
Choose 1 answer:
Choose 1 answer:
 (Choice A, Incorrect)

INCORRECT
5*(PV/RT)

 (Choice B, Incorrect)

INCORRECT
5*(PT/RV)

 (Choice C, Checked, Correct)

CORRECT (SELECTED)
0.2*(PV/RT)

 (Choice D, Incorrect)

INCORRECT
0.2*(PT/RV)

Which properties reflected in real gases does the van der Waals equation attempt to account for by modifying
the ideal gas law?

I. Volume

II. Pressure

III. Temperature

Choose 1 answer:
Choose 1 answer:

(Choice A, Chec ked, Correct)

CORRECT (SELECTED)
I & II


(Choice B, Incorrect)

INCORRECT
II


(Choice C, Incorrect)

INCORRECT
I

(Choice D, Incorrect)

INCORRECT
I, II, & III
The behavior of which of these real gases will be reflected most closely with the ideal gas law?
Choose 1 answer:
Choose 1 answer:
 (Choice A, Incorrect)

INCORRECT
ArAr

 (Choice B, Incorrect)

INCORRECT
CO_2CO2

 (Choice C, Incorrect)

INCORRECT
CH_4CH4

 (Choice D, Chec ked, Correct)

CORRECT (SELECTED)
HeHe
In what part of the digestive tract does most nutrient absorption occur?

Choose 1 answer:
Choose 1 answer:

(Choice A, Incorrect)

INCORRECT
Large intestine
The large intestine is responsible for water absorption. Little to no nutrient absorption occurs here.


(Choice B, Incorrect)

INCORRECT
Stomach
The stomach continues to break down food using chemical and mechanical digestion, but absorbs little or no
nutrients.


(Choice C, Checked, Correct)

CORRECT (SELECTED)
Small intestine
Most nutrients are absorbed through the walls of the small intestine into the circulatory system.

Which of the following statements about the digestive system is true?

 Choose 1 answer:
Choose 1 answer:

(Choice A, Incorrect)

INCORRECT
The bolus is produced in the stomach.
The bolus is produced in the mouth after mastication (chewing) mixes food with saliva. Chyme is produced in
the stomach.


(Choice B, Checked, Correct)

CORRECT (SELECTED)
The esophagus connects the mouth and stomach.
The bolus is produced in the mouth and travels to the stomach via the esophagus.


(Choice C, Incorrect)

INCORRECT
Digestion begins in the stomach.
Digestion actually begins in the mouth.


(Choice D, Incorrect)

INCORRECT
Food enters the large intestine before the small intestine.
Food enters the small intestine before moving to the large intestine.

What is the primary role of the stomach in the human digestive system?

Choose 1 answer:
Choose 1 answer:

(Choice A, Chec ked, Correct)

CORRECT (SELECTED)
Using muscular movement and enzymes to break down food
The stomach acts as a site for mechanical and chemical digestion of food.


(Choice B, Incorrect)

INCORRECT
Producing bile to help digest fats
The liver produces bile, which is stored in the gallbladder before entering the small intestine.


(Choice C, Incorrect)

INCORRECT
 Absorbing water and minerals from undigestible food
The removal of water and minerals from undigestible food takes place is the large intestine.


(Choice D, Incorrect)

INCORRECT
Absorbing nearly all nutrients from digested food into the bloodstream
Most nutrient absorption takes place in the small intestine.

Which of the following is considered an accessory organ of digestion?

Choose 1 answer:
Choose 1 answer:

(Choice A, Incorrect)

INCORRECT
Small intestine
The small intestine is a direct part of the digestive tract, so it is not an accessory organ.


(Choice B, Incorrect)

INCORRECT
Large intestine
Undigested food passes through the large intestine on its way through the digestive tract, so it is not an
accessory organ.


(Choice C, Checked, Correct)

CORRECT (SELECTED)
Gallbladder
The gallbladder stores bile and releases it into the small intestine, but it is not a main part of the digestive tract.


(Choice D, Incorrect)

INCORRECT
Stomach
Food passes through the stomach as it moves through the digestive tract, so the stomach is not an accessory
organ.

Often times, just the thought of a delicious meal might make your mouth water!

What is the biological reason as to why "mouth watering" occurs?

Choose 2 answers:
Choose 2 answers:

(Choice A, Chec ked, Correct)
 CORRECT (SELECTED)
Mouth watering is a product of the salivary glands releasing saliva and enzymes into the mouth.
In preparation for a meal, the mouth waters in order to set up an environment in which food can easily be
chewed, broken down, and initially digested by salivary enzymes.


(Choice B, Incorrect)

INCORRECT
Mouth watering speeds up mechanical digestion.
Mouth watering involves the production of salivary enzymes. Digestive enzymes work viachemical digestion,
not mechanical digestion.


(Choice C, Incorrect)

INCORRECT
Mouth watering reduces chemical digestion.
Mouth watering would actual increase chemical digestion in the mouth because it results in the release of
salivary enzymes that immediately begin breaking down food.


(Choice D, Chec ked, Correct)

CORRECT (SELECTED)
The products of the salivary glands moisten food, making it easier to form a bolus and swallow.
A bolus is formed after both chemical and mechanical digestion occurs in the mouth, both of which require a
moist environment to work most effectively.

Which of the following is true regarding the large intestine?

Choose 1 answer:
Choose 1 answer:

(Choice A, Incorrect)

INCORRECT
Most chemical digestion occurs there.
Most chemical digestion occurs in the small intestine.


(Choice B, Checked, Correct)

CORRECT (SELECTED)
It is the major site of water absorption.
The large intestine absorbs any excess water that is not absorbed by small intestine.


(Choice C, Incorrect)

INCORRECT
It is four times as long as the small intestine.
 The large intestine is actually shorter than the small intestine. However, it is wider in diameter, which is how it
gets its name.


(Choice D, Incorrect)

INCORRECT
It contains salivary glands, which secrete amylase.
Salivary glands are found in the oral cavity, not in the large intestine.