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Projectiles Lab

This document provides instructions for using a PhET simulation to investigate projectile motion. It explains that a projectile's motion can be broken down into independent horizontal and vertical components, and it provides equations to calculate a projectile's velocity components from its total velocity and angle. It then gives students a series of practice problems to calculate velocity components, magnitudes, and angles using these equations.

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185 views2 pages

Projectiles Lab

This document provides instructions for using a PhET simulation to investigate projectile motion. It explains that a projectile's motion can be broken down into independent horizontal and vertical components, and it provides equations to calculate a projectile's velocity components from its total velocity and angle. It then gives students a series of practice problems to calculate velocity components, magnitudes, and angles using these equations.

Uploaded by

Bolting FN
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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https://phet.colorado.edu/sims/html/projectile-motion/latest/projectile-motion_en.

html
Name: ______________________
Projectile Motion (Intro) PhET Simulations Lab
Authors Chris Bires
Introduction:
Projectiles travel with two components of motion, X any Y. The acceleration and velocity in
the Y direction is independent of the acceleration (if any) and velocity in the X direction. In
this module, you will investigate the motion of a simple projectile. Realize that while gravity
(acceleration) acts on the projectile in the ____________ direction, it does not affect the
velocity of the projectile in the ____________ direction.

Procedure: (we will be ignoring air resistance during this lab)


 Run the PhET Simulations  Play  Motion  Projectile Motion
 The cannon can be moved to add or remove initial Y position and X position.
 The cannon can be pivoted to change the firing angle, θ.
 The tape measure can be moved and dragged to measure range to target.
 To fire the cannon, .
 To erase the projectile’s path, .

Be sure air resistance is off and spend some time firing various projectiles.
 Set the initial speed to a value between 10-15m/s. Choose your favorite projectile.
 Find the range of the projectile at various angles.
θ = _30__ Range (dx) = _______ m θ = _70__ Range (dx) = _______ m
θ = _40__ Range (dx) = _______ m θ = _80__ Range (dx) = _______ m
θ = _50__ Range (dx) = _______ m Add two
more 
θ = _____ Range (dx) = _______ m
θ = _60__ Range (dx) = _______ m θ = _____ Range (dx) = _______ m

 Measure the distance from the cannon to the target using the tape measure.
 Move the target to 21.0 m from the cannon. Attempt to hit the target with three different angles by changing the
firing angle and initial velocity.
Range (dx) = 21.0m θ = __________ Vi = ___________
Range (dx) = 21.0m θ = __________ Vi = ___________ V V Vy
Range (dx) = 21.0m θ = __________ Vi = ___________
θ Vx
θ
VERY IMPORTANT

 A projectile’s velocity (v) has an X component (vx) and a Y component v x  v cos 


(vy). The X component (vx) is found by multiplying the magnitude of
the velocity by the cosine of the angle, θ.
 Similarity, the Y component of velocity is found by multiplying the
magnitude of the velocity by the sine of the angle, θ.
v y  v sin 

So, a projectile fired at 20 m/s at 65o has an X-velocity of v x  20 cos 65 or 8.5 m/s.

The projectile would have a Y-velocity of v y  20 sin 65 or 18 m/s.


So, the projectile would fire as far as one fired horizontally at 8.5 m/s and as high as one fired straight
up at 18 m/s.
A projectile fired at 30 degrees with a velocity of 15 m/s would have an x-velocity component of
________ m/s and a y-velocity component of ________ m/s.
Calculate the components of the following projectile’s velocities:

1. v = 35 m/s θ = 15o vx =____ vy = ____ 4. v = 35 m/s θ = 60o vx =_____ vy = ____


2. v = 35 m/s θ = 30o vx =____ vy = ____ 5. v = 35 m/s θ = 75o vx =_____ vy = ____
3. v = 35 m/s θ = 45o vx =____ vy = ____ 6. v = 35 m/s θ = 90o vx =_____ vy = ____

 We can reverse the process and combine the two components of velocity back into one velocity
fired at an angle.
 The magnitude of velocity is found using the Pythagorean Theorem with vx and vy as the legs
of a right triangle. For instance, the velocity of a projectile with an x-component of 7.2 and a
y-component of 4.8 is 7.2 2  4.8 2  8.7 m/s.
 The angle above the horizontal is found using the inverse tangent (tan-1) of the legs vy/vx. For
4. 8
instance, the angle of the projectile described above would be tan 1 ( ) = 34o.
7 .2
Calculate the velocity magnitude and angle of the projectiles listed below:

7. vx = 5.6 vy = 6.4 v =_____ θ = ______ 9. vx = 8.1 vy = -7.2 v =_____ θ = _____

8. vx = 2.8 vy = 4.9 v =_____ θ = ______ 10. vx = -1.3 vy = -5.2 v = ____ θ = _____

Conclusion Questions:
1. Without air resistance, the piano travels further / the same distance as the football. (circle)
2. This is due to the fact that velocity in the X-direction increases / is constant / decreases as
projectiles travel.
3. The Y-component of velocity increases / is constant / decreases as projectiles travel.
4. The answers to #2 and #3 are due to the fact that gravity acts only in the Y / both the X any Y
direction.
5. The path of a projectile is a linear curve / round curve / parabolic curve.
6. This is due to the fact that the time component in the free fall equation (dy) is _____________.
7. Without air resistance, maximum range of a projectile is obtained with an angle of_________ .
8. The same range can be obtained with angles of ________ and ________.
9. Firing a projectile at 25 m/s at an angle of 35o is similar to firing a projectile with a speed of
__________________ straight up and __________________ horizontally.
10. A projectile with a horizontal component of 13 m/s and a vertical component of 18 m/s would
have an overall velocity of ________________ m/s at an angle of _______________ above the
horizontal.

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