LE TY

SA PER
DEPARTMENT OF EDUCATION

O
REGION III - Central Luzon
PR
R SCHOOLS DIVISION OF CITY OF MEYCAUAYAN
FONT
Pag-asa St., Malhacan, City of Meycauayan, Bulacan
E
T M
O VERN
O
G
N

PROJECT - “ILE” MOTION

(Interactive-Learning-Experience)
Strategic Intervention Material

REYCHELLE A. SERRANO
Writer
REYCHELLE A. SERRANO
AMIE G. GAMBOA
MAURYL P. MAULAWIN
Illustrator
Layout Artists
 Published by the
Department of Education
Region III - Central Luzon
SCHOOLS DIVISION OF CITY OF MEYCAUAYAN

COPYRIGHT @ 2020
by ________

Copyright Notice:

Section 9 of Presidential Decree No.49 provides:

"No copyright shall subsist in any work

of the Government of the Republic
of the Philippines. However, prior approval of the
government agency of office wherein the work is
created shall be necessary for exploitation of such work
for profit."
 INTRODUCTION

This Strategic Intervention Material (SIM) is intended for Senior High School students specifically Grade 12 Science, Technology,
Engineering and Mathematics (STEM) who have difficulties in understanding the topic “Projectile Motion” (UAM-2D Motion)” under
their specialized subject GENERAL PHYSICS 1. This material will help students to fully understand the application, conceptual framework
and problem-solving strategies in Projectile Motion. This intervention material will also uplift the interest and confidence of the students’
attitudes toward Projectile Motion and Physics Subjects in general.
This SIM also provides varied and relevant enrichment activities, discussions, assessments, evaluations and opportunities to
develop and utilize students’ understanding of key concepts to acquire core competencies aligned with the DepEd SHS Curriculum
for General Physics 1.

LEARNING COMPETENCY

1. Deduce the consequences of the independence of vertical and horizontal components of projectile motion.
CODE: (STEM_GP12KIN-Ic-22)

2. Calculate range, time of flight, and maximum heights of projectiles.

CODE: (STEM_GP12KIN-Ic-23)

OBJECTIVES

After studying this strategic intervention material, you should be able to:

1. explain the components of a PROJECTILE, a 2-Dimensional Motion along the vertical and horizontal axis,
2. differentiate the two cases of Projectile Motion; and
3. solve problems involving Projectile Motion and its application.
 GUIDE CARD
PROJECTILES AND FREE FALL
 
There are two coins placed above of a smooth table. One is placed at the edge so that it hangs over slightly .The second one was
placed on the same table some distance from the overhanging coin. Slide the second coin across the table by flicking it with your
finger, drop the first coin vertically just by dropping it. Do this at the same time. Which of the two coins will fall first?
BIG IDEA: Note that the answer on the above question would be essential on understanding the vertical and horizontal
component of projectile motion.

PROJECTILE MOTION: Characteristics of a Projectile

We all learn the use of UAM/ kinematic equations to describe the motions of an
object moving horizontally such as a car traveling in road, and motions of object
moving vertically such as an apple falling on the ground. At this time, how can
we describe objects moving in both directions? Consider the image at the left:
Figure shows a boy with a ball on his hand standing in a 79m-cliff. In no more than half-a-
minute, he decided to throw the ball STRAIGHT horizontally as indicated by the blue arrow. If
he threw the ball with an initial velocity of 3 m/s, what do you think would happen to the ball?
 
Let us find out the different concepts that could predict the motion
of the ball! Always remember that the air resistance is disregarded.

CASE I. GRAVITY SWITCHED OFF (HORIZONTAL COMPONENT)

 
Suppose for a moment that a gravity switch is turned off such that the ball would travel in
the absence of gravity and any other forces, what would be the motion of the ball be like?
According to Newtons first law of motion the ball would continue to move on a straight-
line path at a constant velocity unless unbalance forces would act on it. This means that
if there is no other force present to counteract the horizontal motion of the ball, there
would be no acceleration, thus, maintaining its constant velocity of 3 m/s in a straight path.
 CASE II. GRAVITY SWITCHED ON (VERTICAL COMPONENT)
  This time, let us imagine we turned on the switch of the gravity. As the boy throw the ball, we knew that the
The ball just
dropped
ball would be pulled downward by the earth due to gravitational attraction as shown in figure A at the left.
from its The amazing fact here is that the rate of how fast the ball is falling is way just exactly similar to an object
“otherwise undergoing a free fall! Notice the red arrows on figure A that the vertical velocity of the ball is constantly
straight line
position” changing by 9.8 m/s every second similar to the freely dropped ball on figure 6 A at the left. This means
caused by that even the ball is moving horizontally, it still falls at a rate of 9.8 m/s2. In relation to this, remember the
gravity. “Dropped and Projected Coin” activity?
FIGURE A
The results shows that both the coins strikes the ground at the same time. What does it implies?
The projected coin’ reach the ground at the same time with the freely dropped coin as its
horizontal motion does not affect its downward motion. Thus, their vertical motion is identical.
If the horizontal component does not affect the vertical component of
the ball, does the vertical component has an effect on the horizontal?
Would the gravitational force slows/speed up the balls horizontal velocity?
The answer on this question lies on figure B, it's a BIG NO! The horizontal movement of the ball which is 3 m/s
will always be constant as the gravity/vertical component has no effect on the horizontal motion of the ball.
FIGURE B Notice that the ball just drop below its otherwise straight line path indicated by the red arrows. This means
that the gravity only causes the dropping, but the horizontal (velocity) movement of the ball is still like
its straight inertial path. Figure B also supports this idea shown that even the ball is pulled downward by the
gravity, the horizontal velocity of the ball still unaffected (as the length of the blue arrows are still the same).

PROJECTILE MOTION: Kinematic Equations on Solving Projectile Motion Problems

HORIZONTAL COMPONENT (x- axis)
Horizontal range (dx) is the horizontal displacement covered by the projectile
Horizontal velocity (vx) refers to the velocity of the projectile along the x axis. Note that the horizontal velocity
of a projectile is constant or always the same at any point of the flight. That’s why vix and vfy are equal.
VERTICAL COMPONENT (y-axis)
Maximum height (dymax) refers to the highest point the projectile has reached in its flight.
Height (dy) is the term used to describe the vertical distance the projectile reaches for a given time.
Maximum time (tmax) refers to the time it takes for the projectile to reach its maximum height.
Total time (ttotal) is the total time of the flight
Vertical velocity - refers to the velocity of the projectile along y-axis
Initial vertical velocity (Viy)
Final vertical velocity (Vfy)
Note: time is dependent on vertical component
 PROJECTILE MOTION: Types of Projection
1. HORIZONTAL PROJECTION (ZERO-DEGREE PROJECTION AT THE HORIZON)
If the projectile is launched perfectly horizontal from the ground, the motion is
said to be a horizontal projection. This type of projection occurs when the degree
of launching measures exactly 0 parallel to the ground. Always take note that
this kind of projection is only possible if the object is above a certain height
from the ground since you cannot do it at the ground itself. Also, the resultant
velocity given is already equal to the initial velocity since there is no any initial
vertical velocity acting on the object( as the object is projected horizontally!)
Additionallthe maximum height is equal to the height where the object is launched. 

2. ANGULAR PROJECTION (NONZERO-DEGREE PROJECTION AT THE HORIZON)

Angular projection takes place when a projectile is launched with an angle
greater than 0. In this case, the object has both an initial horizontal and vertical
velocity. Angular projection, just like an upwardly launched free fall, is symmetrical
in nature. This means that the time it takes to reach the maximum height is also
the time it takes to reach the ground (if the trajectory is completely symmetrical).

PROJECTILE MOTION FORMULAS

Going further, since we have already know that the horizontal and vertical component of a projectile is independent
or does not affect each other, different formula are used in each of the two components.
1. PROJECTILE MOTION FORMULAS: HORIZONTAL COMPONENTS
dx = VxT

2. PROJECTILE MOTION FORMULAS: VERTICAL COMPONENTS

Since it is solely affected by a gravitational force and is undergoing a constant acceleration, we will use uniform
accelerated equations when dealing with vertical component.
Vfy = Viy + agt
Vfy2 = Viy2 + 2agdy
dy = Viyt + 1/2 agt2
dy = ( Vfy + Viy/2) t
SAMPLE PROBLEM
A football player kicked the ball 350 above the ground with an initial velocity of 5m/s aimed to the goal. If the goal is
10 m away from the football player, would he hit the goal and finally win the game?
Vfymax = Viy + agtmax
tmax = Vfy - Viy
ag
tmax = (0 m/s) - (2.87 m/s)
-9.8 m/s2
tmax = 0.29 seconds
(the time it takes for the football to reach its maximum height is 0.29 seconds)

T=2tmax
T=(0.29 s)(2)
T=0.58 s
(the time it takes for the football to reach the ground from its initial position is 0.58 seconds)
dymax= Viytmax + 1/2 agtmax2
dymax= (2.87 m/s)(0.29 s) + 1/2 (-9.8 m/s2)(0.29 s)2
dymax= 0.8323 m + -0.41209 m
dymax= 0.42 m

Vfy = Viymax + agt

Vfy = 0 m/s + (9.8 m/s2)(0.29 s)
Vfy = 2.8 m/s

dx = VixT
dx = (4.1 m/s)(0.58 s)
dx = 2.378 m - the calculated horizontal distance reached by the ball, this means that this is way too far to the 10 m
distance of the goal.
 ACTIVITY CARD
CONSTRUCTING A CATAPULT
(PROJECTILE MOTION)
Objectives:
 
At the end of the period, students should be able to:
a. demonstrate a projectile motion;
b. describe the range of a projectile, and
c. determine that trajectory and range (horizontal and vertical) are dependent on angle of projection.
Materials:
Popsicle sticks, glue stick, plastic spoon, meter stick, clay, protractor, rubber, calculator
Procedure:
1. Construct a small catapult using the materials given.
2. Attach the protractor at one side of the catapult for the angle reference.
3. Launch the clay ball at the plastic spoon of different angles and measure the horizontal range using meter stick. Record the
results in the data table.

Data and Results: Data and Results:

Part A: With improvised catapult. Part A: Without improvised catapult.

RANGE (HORIZONTAL) RANGE (HORIZONTAL)

Angles (°) Angles (°)
1st trial 2nd trial 3rd trial Average 1st trial 2nd trial 3rd trial Average

15 15 5 m 6.5 m 4.5 m

30 30 10 m 11 m 10.5 m

45 45 20 m 21 m 21.5 m

60 60 10 m 11 m 10.5 m

75 75 5 m 6.5 m 4.5 m
PART B.
Does a greater range always mean a greater maximum height? Why?
________________________________________________________________________________________________________________
________________________________________________________________________________________________________________
________________________________________________________________________________________________________________

Does a greater time of flight always mean a greater initial upward velocity? Why?
________________________________________________________________________________________________________________
________________________________________________________________________________________________________________
________________________________________________________________________________________________________________

Is the angle of projection really affects the height of the trajectory and its horizontal range? Explain.
________________________________________________________________________________________________________________
________________________________________________________________________________________________________________
________________________________________________________________________________________________________________

.
PART C.
PROBLEM SOLVING: HORIZONTAL PROJECTION
Let us use the scenario given in the previous discussion: A boy with a ball on his hand was standing in a 79m-cliff. In
no more than half-a-minute, he decided to throw the ball STRAIGHT horizontally with an initial velocity of 3 m/s, how
far the ball will reach on its flight? How many seconds will it take for the ball to stop and reach the ground?
 ASSESSMENT CARD
MULTIPLE CHOICE. Choose the letter of the best answer.
___1.What is the main reason why objects maintain a constant velocity?
A. Since there is a force acting on an object.
B. Since there is no unbalanced force acting on the object.
C. Since there is no balanced force acting on the object.
___2. Which of the following best explains why does the horizontal component of an object is not affected by the gravity, thus
maintaining a constant velocity?
A. Because there is no horizontal acceleration.
B. Because gravity is a vertical force.
C. Since vertical component does not also affect the horizontal component.
___3. Which of the following can prove that the horizontal and vertical component of a projectile is independent?
A. The projectile just drop from its otherwise straight-line path (as if there’s no gravity) with a rate of 9.8 m/s every second.
B. The gravity causes the projectile to travel in a parabolic path.
C. The maximum height of an object launched at zero degree from the height is equal to the height of the elevation.
___4. Which of the following is true about the vertical and horizontal component of a projectile?
A. The horizontal motion of a projectile is continuously accelerating due to gravity, while the vertical motion travels in a straight path.
B. The vertical component of projectiles can be treated using basic speed and velocity equations (since there is no vertical
acceleration) while the horizontal components are treated with UAM formulas since there is an acceleration due to gravitational
force.
C. The horizontal motion can be described as continuously moving with a constant velocity while the vertical motion undergoes a
constant acceleration.
___5. Which of the following ball will reach the ground first if they are all released in the same elevation at the same time?
A. Ball A: has an initial velocity of 0.75 m/s launched 300m above the horizon.
B. Ball B: has an initial velocity of 0.75 m/s launched 00 at the horizon.
C. Ball C: has no initial velocity at all
D. Both B and C
E. Both A and C
 PROJECTILE MOTION: HORIZONTAL AND ANGULAR PROJECTION

A. PROBLEM SOLVING: Answer the following questions completely. Draw the free-body diagram.

1. A overloaded jet plane was travelling 75 m/s horizontally in the air. To lessen the possibility of a
plane crash, the single passenger has decided to drop his package. How high is the plane from the
ground if the package strikes the ground 10 seconds after it was dropped? What would be the initial
and final vertical velocity of the package?

2. A cannonball was fired horizontally from a 100 m cliff. If it reaches a range/distance as far as 564.72 m
away from its initial position, what is the cannonball’s initial vertical velocity? initial horizontal velocity?

B. RANGE VS. ANGLE

ENRICHMENT CARD

I. CONCEPT MAPPING. Write the difference between Horizontal and Vertical Components.

PROJECTILE MOTION

HORIZONTAL COMPONENT ANGULAR COMPONENT

II. PROBLEM SOLVING. Show your complete solution.

A player at EMA Town Soccer Field kicks a ball at a speed of 35.0 m/s at an angle of 41.3°. (a) Find the
position of the ball and its velocity at t= 1.50 s. (b) Find the time when the ball reaches the maximum height. (c)
Find its maximum height. (d) Find the horizontal distance from the starting point to where the ball hits the ground.
 ANSWER KEY CARD

ENRICHMENT CARD
ACTIVITY CARD
PART C. PROBLEM SOLVING.
a. t = √(2dy/g)
GIVEN:
t = √( 2 (79 m) / 9.8 m/s2
dy = 79 m
t = 4.02 s
Vix = 3 m/s
Find:
b. dx = Vixt
a. t
dx = 3 m/s (4.02 s)
b. dx
dx = 12.06 m/s

ASSESSMENT CARD
I. MULTIPLE CHOICE II. PROBLEM SOLVING. Vx at 1.5 s= Vix C.
1. C 2. B 3. A 4. C 5. E A. Vx= 26.29 m/s hmax= Viy t – ½ gt2
Vix= Vi cos θ Vy= Viy- gt hmax= 23.10 m/s (2.36 s)
A. PROBLEM SOLVING. a. dy = 1/2 gt2 Vix= 35.0 m/s (cos 41.3°) Vy= 23.10 m/s – (9.8 m/s2) – ½ (9.8 m/s2)(2.36 s)
1. Given: dy = 1/2 9.8 m/s (10s)2 Vix= 26.29 m/s (1.5 s) hmax= 54.516 m – 27.29
Vix = 75 m/s dy = 490 m Viy= Vi sin θ Vy= 8.4 m/s m
t= 10s b. Vix= Vfx = 75 m/s Viy= 35.0 m/s (sin 41.3°) D.
hmax= 27.22 m
Find: Vfy = gt Viy= 23.10 m/s V at 1.5 s R= Vix T where
a. dy Vfy = 9.8 m/s2 (10s) V= √(26.29 m/s)2 + (8.4 T= 2t that is, T= 2(2.36s)
b. Vix and Viy Vfy = 98.0 m/s dx= Vix t m/s)2
2.
Get the time using dx= 26.29 m/s (1.5 s) V= 27.6 m/s at 1.5 s T= 4.72 s
t = √(2dy/g) B.
Given: t = √ (2 (100 m)/9.8 m/s2
dx= 39.44 m R= 26.29 m/s (4.72 s)
dy= Viy t t at hmax = Viy/g R= 124.09 meters
dy= 100m t = 4.52s
dy= 23.10 m/s (1.5 s) = 23.10 m/s
dx = 564.72 m a. Vix = dx/t
Vix = 564.72 m/ 4.52 s dy= 34.65 m 9.8 m/s
Find: a. Vix
Vix = 124.94 m/s t at hmax = 2.36 s
 REFERENCE CARD

Conceptual Physics (3rd ed.). (2001). San Juan, Metro Manila: Academe Publishing House

Giancoli, D. C. (2014). Physics: Principles with application (7th ed.). United States of America: Pearsons Education, Inc.

K to 12 Senior High School STEM Subject - General Physics 1 (August 1, 2016). Curriculum Guide, Kinematics: Motion in 2
dimentions and 3 dimentions.

Weber, R., Manning, K., White, & M. Weygand, G. (1997). College Physics¸ National Bookstore, Inc.

Young, H. D. & Freedman, R. A.; contributing author, Ford, A. L. (2012). Sears and Zamanky’s university physics: with
modern physics (13th ed.). United States of America: Pearson Education, Inc.
 This material was contextualized by the
Learning Resource Management and Development Section (LRMDS)
Curriculum Implementation Division (CID)
Department of Education
Region III - Central Luzon
SCHOOLS DIVISION OF CITY OF MEYCAUAYAN
CAROLINA S. VIOLETA EdD
Assistant Schools Division Superintendent
Officer-In-Charge
Office of the Schools Division Superintendent
CECILIA E. VALDERAMA PhD
Public School Division Supervisor
Officer-In-Charge
Office of the Assistant Schools Division Superintendent
DOMINADOR M. CABRERA PhD
Chief, Curriculum Implementation Division
EDWARD C. JIMENEZ PhD, FRIEdr, CSEE
Education Program Supervisor I, LRMDS
JERRY R. CAMACHO EdD
Education Program Supervisor I, SCIENCE
MAURYL P. MAULAWIN
Illustrator
REYCHELLE A. SERRANO
MAURYL P. MAULAWIN
Layout Artists
REYCHELLE A. SERRANO
Writer
 ABOUT THE AUTHOR

Mrs. Reychelle Aguilar-Serrano is a Master Teacher I of Meycauayan National

High School (SHS)-Main in Camalig, City of Meycauayan, Bulacan. She finished
Bachelor of Secondary Education Major in Physical Sciences at Bulacan State University
and graduated Master of Arts in Education Major in Physics in the same university.
She is currently teaching Earth and Life Science, Earth Science, General Chemistry
1, General Physics 1 and 2, and General Biology 1 of STEM and Non-STEM Strands.
She is also a Subject Group Head in Science and SBM Coordinator for Senior High
School. She is a winning coach of National Battle of Math and Science Champions for
Grade 12 Science Quiz Bee last January 2019 held at National College of Science and
Technology, Dasmarinas Cavite.

Learning Resource Management and Development Section (LRMDS)

Curriculum Implementation Division (CID)
SCHOOLS DIVISION OF CITY OF MEYCAUAYAN