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Understanding Projectile Motion Lab

The document outlines a laboratory activity focused on projectile motion, where students will visualize and analyze the trajectory of a projectile using a launcher and marble. The objective is to measure the range and initial velocity of the marble launched at different angles (30°, 45°, and 60°) while neglecting air resistance. The activity includes a procedure for data collection, calculations for initial velocity, and analysis questions regarding the results.

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Edrian Baje
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17 views3 pages

Understanding Projectile Motion Lab

The document outlines a laboratory activity focused on projectile motion, where students will visualize and analyze the trajectory of a projectile using a launcher and marble. The objective is to measure the range and initial velocity of the marble launched at different angles (30°, 45°, and 60°) while neglecting air resistance. The activity includes a procedure for data collection, calculations for initial velocity, and analysis questions regarding the results.

Uploaded by

Edrian Baje
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

Laboratory Activity No.

4
PROJECTILE MOTION

INTRODUCTION
In the study of kinematics, we learned that two-dimensional motion is an extension of
one-dimensional motion. Projectile motion under the influence of gravity is a subject which
we are all familiar. We learn to shoot basketballs in an arc to swish through the basket. We
learn how to lob in volleyball and tennis. These are examples of projectile motion. The force
of gravity acts in the vertical direction, and air resistance acts in both the horizontal and
vertical directions, but we often neglect air resistance for small objects.
Consider a body with an initial velocity vi at angle θ with respect to the horizontal
axis. We analyze the body’s motion in two independent coordinates, x (horizontal) and y
(vertical). If we neglect air resistance, the only force affecting the motion of the object is
gravity, which near the Earth’s surface acts purely in the vertical direction. There is no force
at all in the horizontal direction.
For a projectile having a full parabolic trajectory, the maximum horizontal (xmax) and
vertical (ymax) distances it can reach are given by its range R and height h,

v 2 sin ( 2 θ ) v 2 ( sin θ )2
i i
x max =R= y max =h=
g , 2g . (1, 2)

OBJECTIVE
At the end of the activity, the students will be able to:

Figure 1. Projectile motion kit set-up

1. visualize projectile motion; and


2. apply the equations of motion in analyzing the trajectory of a projectile.

MATERIALS
Projectile launcher, marble, meter stick, chalk
PROCEDURE

For evaluation
PHYS A, Lab. Act.4, pg.
1. Set up the projectile launcher on top of a long table. Refer to Figure 1.
2. Launch the marble at angles θ = 30o, 45o, 60o by stretching the rubber band up to the
indicated marker.
3. Measure the range R reached by the marble for each angle and record your data in
Table 1. Perform three trials for each angle for more accurate data.
4. Calculate the initial velocity vi for each launch angle using the average range R. Use

the equation
v i=
√ gR
sin ( 2θ ) and record your results in Table 1.

DATA
Table 1. Range of Marble (10pts)
Angle Range R (m) Initial Velocity vi
(o).3 Trial 1 Trial 2 Trial 3 Average (m/s)
30
45
60

CALCULATIONS

Initial velocity vi for θ = 30o (2pts)

v i=
√ gR
sin ( 2θ )
=
Initial velocity vi for θ = 45o (2pts)

v i=
√ gR
sin ( 2θ )
=
Initial velocity vi for θ = 60o (2pts)

v i=
√ gR
sin ( 2θ )
=

ANALYSIS/QUESTIONS

For evaluation
PHYS A, Lab. Act.4, pg.
1. Which of the three launching angles did the marble have the longest range R? (2pts)
Why do you think this is so? (5pts)

2. Which of the three angles do you think did the marble reach the highest maximum
height h? (2pts) Justify your answer. (5pts)

3. What can you say about the initial velocities vi of the three launching angles? (5pts)

For evaluation
PHYS A, Lab. Act.4, pg.

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