Learning Module 32
Learning Module 32
Learning Module 32
101
Junior High School Department
Cebu
Ignatian Catalyst to Quality Living Ms. Hontanosas | | Mr. Padilla | Mrs. Villacrucis
Learning Module
Name of Student: Section:
Grade 10 | Physics
MODULE
Kinematics II
32 Motion in Two Dimensions
ESSENTIAL QUESTIONS
(a) How will the descriptors of motion be affected from one
another based on how a projectile is launched?
(b) How will gravity affect the motion of a projectile?
UNIT REQUIREMENTS
Discussion boards
Practice Exercises and Drills TIME FRAME
Formative Assessments 8 sessions
Experiments
Unit Test
PREREQUISITES
Module 32 focuses on Projectile Motion which
is a two-dimensional motion. Furthermore,
these two dimensions focus on important
concepts from Module 31:
Uniform Motion (UM) for the
horizontal dimension of Projectile
Motion
Vertical Uniformly Accelerated Motion
(UAM), or Free Fall Motion, for the
vertical dimension of Projectile
Motion
It is necessary to recall and review these
important concepts from the previous module
as these will still be applied in the current
module.
1. Listing down the given information is very essential.
NEED MORE CONFIDENCE IN 2. Refer to the formula guide. Choose a formula that coincides with your
WORD PROBLEM SOLVING? given.
Here are some tips! 3. Read the word problems well and look for context clues!
4. Forget about your crush, but never the units of measurement.
DUE DATE OF
ACTIVITY SUBMISSION SCORE REMARKS
DATE
Formative Assessments
Course Work
Performance Task
ELICIT [ Prelection]
QUICK CHECK
You have learned about the basic concepts of motion • What happens to the velocity of an
from the previous module. You are able to describe the motion object when undergoing Uniform
of an object by using the different descriptors of motion – Motion (UM)?
distance, displacement, speed, velocity, and acceleration – thus • What does that tell us about the
focusing on the concepts of Uniform Motion (UM) and acceleration of an object when
Uniformly Accelerated Motion (UAM). undergoing Uniform Motion (UM)?
• What happens to the velocity of an
The previous module featured one-dimensional motion object when undergoing Uniformly
examples such as balls rolling at constant speed or at constant Accelerated Motion (UAM)?
acceleration, freely falling objects with a constant acceleration • What does that tell us about the
of -9.8 m/s2, cars speeding up or slowing down, etc. For this acceleration of an object when
module, the focus will be on objects bouncing further away, undergoing Uniformly Accelerated
balls being tossed from one point to another, cannonballs being Motion (UAM)?
launched, and others which show us two dimensions of motion
in one occurrence.
INSTRUCTIONS
Watch the video mentioned on the left.
Take note of important concepts related to
Projectile Motion.
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Grade 10 | Physics
ENGAGE [ Experience ]
TAKE NOTE!
Projectile – an object that, after being
projected, dropped, or launched,
continues its motion by its own inertia
and is influenced only by the downward
force of gravity
Trajectory – the curved path covered
by a projectile after it is being
projected, dropped, or launched
Gravity – a force of attraction between
FIGURE 3. An object is thrown in the air. The object is called the
any two masses, any two bodies, any
projectile, while the curved path that it follows is called the trajectory.
two particles. For the case of the
lesson, these two bodies refer to the
projectile and the Earth.
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Grade 10 | Physics
EXPLORE [Experience]
EXPLAIN [Experience]
IMPORTANT CONCEPTS
Why do projectiles have curved paths?
The curved path (trajectory) followed by a projectile as it travels is a combination of the horizontal
and vertical components of the said projectile motion. The horizontal component allows the object to
move farther at a constant velocity in a certain distance. On the other hand, the vertical component
allows the object to be influenced by gravity.
Why does the vertical component of velocity for a projectile change with time, whereas the
horizontal component of velocity does not change?
The vertical component of velocity will change – thus, the object will accelerate – because of the
downward influence of gravity. On the other hand, horizontal component of velocity does not change
because there is no “gravity” acting horizontally. There are no other forces affecting horizontally as
well, thus the horizontal component of velocity will be constant.
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ELABORATE
FIGURE 8. Merlion in Singapore FIGURE 9. Fireworks FIGURE 10. Volcanic Ballistic Projectiles
FIGURE 11. Water Sprinkler FIGURE 12. Javelin Throw FIGURE 13. Gymnastics Exhibition
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FORMATIVE ACTIVITY
EVALUATE Conceptual Check-Up on Projectile Motion [Action]
DISCUSSION BOARD
EXTEND Projectile Motion in Real Life [Reflection]
In the previous page, there are examples of real-life scenarios showing projectile motion. What are some
other things that you have experienced, seen, or observed in real life that may be considered examples
of Projectile Motion?
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Grade 10 | Physics
LESSON
Case 1: Horizontally Launched
32.2 Projectiles
Learning Objectives Explain how gravity influences the motion of a projectile that is
horizontally launched.
Solve word problems involving horizontally launched projectiles.
ELICIT [Prelection]
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Grade 10 | Physics
ENGAGE [Experience]
So, let us now investigate the different descriptors of motion for each component in a horizontally
launched projectile:
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Grade 10 | Physics
CONCEPTUAL EXAMPLE
Two cannonballs are released from a certain
height. The first cannonball is fired from a cannon
horizontally over a certain range, while the
second cannonball is dropped to the ground.
Which cannonball will strike the ground first?
EXPLORE {Experience]
EXAMPLE PROBLEM 1
A little girl throws her jackstone ball horizontally out of the window with a velocity of 30 m/s. If the
window is 3 m above the ground level, then how far will the ball travel before it hits the ground?
STEP 1: Draw a diagram to STEP 2: Organize your given descriptors of motion in the
visualize the situation. horizontal and vertical components.
Step 3: Identify what is common between the two components and/or in which component can we
completely solve for the values of the descriptors.
Take note that for a horizontally launched projectile, the horizontal time tx is equal to vertical time ty.
And since the vertical component has relatively more information than the horizontal component, the
value of time will then be solved using the given descriptors we have in the vertical component.
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Grade 10 | Physics
Since we have the values for viy, g, and d, and we are looking for ty, we will use the Kinematic Equation
1
𝑑 = 𝑣𝑖 𝑡 + 2 𝑎𝑡 2 . Add subscript y in the descriptors to emphasize that the focus of this part of problem
solving is the vertical component of the projectile motion.
Step 4: Solve for what is being asked.
SOLUTION: Since ty = tx, hence
1
𝑑𝑦 = 𝑣𝑖𝑦 𝑡𝑦 + 𝑔𝑡𝑦 2
2 tx = 0.7824607964 seconds
1 2
𝑑𝑦 = 𝑔𝑡𝑦
2 And in solving for range, we use the formula d = vt.
2𝑑𝑦 = 𝑔𝑡𝑦 2 Add subscript x in the descriptors to emphasize
2𝑑𝑦 2 that the focus of this part of problem solving is the
= 𝑡𝑦
𝑔 horizontal component of the projectile motion.
2𝑑𝑦 2(−3𝑚)
𝑡𝑦 = √ =√ 𝑚 𝑑𝑥 = 𝑣𝑥 𝑡
𝑔 (−9.8 2 ) 𝑚
𝑠 𝑑𝑥 = (+30 ) (0.7824607961 𝑠)
= 0.7824607964 𝑠𝑒𝑐𝑜𝑛𝑑𝑠 𝑠
𝑑𝑥 = 23.47 𝑚
Now, it’s your turn! Try to follow the step-by-step guide in answering this word problem. The answer is
already provided for your guidance.
PRACTICE PROBLEM 1
A pool ball leaves a 0.60-m high table with an initial horizontal velocity of 2.4 m/s. Predict the time
required for the pool ball to fall to the ground and the horizontal distance between the table’s edge
and the ball’s landing location.
Answer: 0.84 m
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Grade 10 | Physics
EXPLAIN
An airplane moves horizontally with a constant Another airplane moves horizontally with a
velocity of +115 m/s at an altitude of 1050 m. It constant velocity of +107 m/s at an altitude of
releases a “care package” that falls to the ground 1050 m. It releases a “care package” that falls to
along a curved trajectory. Ignoring air resistance, the ground along a curved trajectory. Ignoring
determine the time required for the package to air resistance, determine the time required for
hit the ground. the package to hit the ground.
SOLUTION:
2𝑑𝑦 2(−1050 𝑚)
𝑡𝑦 = √ =√
𝑔 (−9.8 𝑚/𝑠 2 )
𝑡𝑦 = 14.64 𝑠𝑒𝑐𝑜𝑛𝑑𝑠
CONCLUSION:
The time required for the package to hit the
ground is 14.64 seconds.
Coyote runs off a cliff and lands 15.0 m from the A slingshot is used to launch a stone horizontally
base of the cliff that is 42.0 m tall. Determine from the top of a 20.0-m cliff. The stone lands
Coyote’s velocity as he ran off the cliff. 36.0 meters away. At what speed was the stone
launched?
SOLUTION:
𝑑𝑥 15 𝑚
𝑣𝑥 = = = 5.12 𝑚/𝑠
𝑡𝑥 2.927700219 𝑠
CONCLUSION:
Coyote’s velocity as he ran off the cliff is +5.12
m/s.
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Grade 10 | Physics
EXAMPLE PROBLEM 4 (Solving for dx) PRACTICE PROBLEM 4
While traveling at 15.0 m/s, a ball rolls off a table A slingshot is used to launch a stone horizontally
that is 2.5 m high. Calculate the horizontal from the top of a 20.0-m cliff. The stone lands
displacement of the ball. 36.0 meters away. At what speed was the stone
launched?
SOLUTION:
Solve for ty first. (Do not round off)
2𝑑𝑦 2(−2.5 𝑚)
𝑡𝑦 = √ =√
𝑔 (−9.8 𝑚/𝑠 2 )
= 0.7142857143 𝑠𝑒𝑐𝑜𝑛𝑑𝑠
CONCLUSION:
The horizontal displacement of the ball is 10.71
m.
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Grade 10 | Physics
EXAMPLE PROBLEM 5 (Solving for dy) PRACTICE PROBLEM 5
While standing on a quarry wall, a boy tosses a While standing on another quarry wall, a girl
piece of granite into the water below. If he tosses a piece of granite into the water below. If
throws the ball horizontally with a velocity of 3.0 he throws the ball horizontally with a velocity of
m/s, and it strikes the water 4.5 meters away, 3.5 m/s, and it strikes the water 3.6 meters
how high above the water is the wall? away, how high above the water is the wall?
SOLUTION:
Solve for tx first.
𝑑𝑥 4.5 𝑚
𝑡𝑥 = = = 1.5 𝑠
𝑣𝑥 3 𝑚/𝑠
1
𝑑𝑦 = 𝑣𝑖𝑦 𝑡𝑦 + 𝑔𝑡𝑦 2
2
1
𝑑𝑦 = 𝑔𝑡𝑦 2
2
1 𝑚
𝑑𝑦 = (−9.8 2 ) (1.5 𝑠)2
2 𝑠
𝑑𝑦 = −11.025 𝑚
CONCLUSION:
The quarry wall is 11.025 m high above the
water.
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Grade 10 | Physics
EXAMPLE PROBLEM 6 PRACTICE PROBLEM 6
A person kicks a rock off a cliff horizontally with A ball rolls off a desk at a speed of 2.75 m/s and
a speed of +20 m/s. It takes 7.0 seconds to hit the lands 0.56 seconds later.
ground. Find the following: a. How far from the base of the desk does
a. Height of the cliff the ball land?
b. Final vertical velocity of the rock b. How high is the desk?
c. Range c. What is the final vertical velocity of the
ball?
SOLUTION:
a. Height of the cliff (dy)
1
𝑑𝑦 = 𝑣𝑖𝑦 𝑡𝑦 + 𝑔𝑡𝑦 2
2
1 2
𝑑𝑦 = 𝑔𝑡𝑦
2
1
𝑑𝑦 = (−9.8 𝑚/𝑠 2 )(7.0 𝑠)2
2
𝑑𝑦 = −240.1 𝑚
c. Range
𝑑𝑥 = 𝑣𝑥 𝑡𝑥
𝑑𝑥 = (20 𝑚/𝑠)(7.0 𝑠)
𝑑𝑥 = 140 𝑚
CONCLUSION:
The height of the cliff is 240.1 meters. As the rock
is being kicked from the top of the cliff, it covers
a range of 140 m and has a final vertical velocity
of -68.6 m/s right before it hits the ground.
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Grade 10 | Physics
INSTRUCTIONS: Read carefully and briefly answer the following questions regarding relative motion,
distance, and displacement. For online learners, specific instructions will be posted in your respective
LABORATORY GROUP CHANNEL. For onsite learners, the activity will be conducted through ORAL
RECITATION.
1. Compare the time it takes for the projectile to reach the ground after being horizontally launched
(tx) and the time it takes for it to travel through a vertical distance (ty).
2. Compare the horizontal velocity and vertical velocity of a projectile that is horizontally launched.
3. Why is the acceleration of the horizontal component zero whereas that of the vertical component
has a constant value of -9.8 m/s2?
4. In finding the horizontal distance, or range, we use a uniform motion formula. On the other hand,
in finding the vertical distance, or height, we use a uniformly accelerated motion formula. Why is
that so? Can we interchange formulas?
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Grade 10 | Physics
FORMATIVE ACTIVITY
EVALUATE [Evaluation]
Horizontally Launched Projectiles Problem Set
EXIT TICKET
EXTEND Medieval Warfare
CONTEXT
In the Middle Ages, medieval warfare was rampant. There were
different weapons used in attacking a medieval castle: fire, battering
rams, ladders, catapults, and siege. The use of these was also based
on careful, strategic planning, especially considering the range from
where an attack can come from, as well as the height of the
protective castle walls.
WHAT’S IN IT FOR ME
Warfare is a crucial historical event, considering colonization,
marking territories, building, and expanding an empire, and holding
a revolution. And indirectly speaking, the concepts of projectile
motion were present, most especially with the kind of weapons
INSTRUCTIONS
medieval soldiers used. Similarly, wars and revolutions that
For online learners, go to Module 32 Channel and comment
happened at the start of the 20th Century also made use of weapons
your insight on the post intended for the activity. Guide questions
and tactics with concepts of projectile motion.
will be stated in the post.
Focus on citing possible resolutions about the application of
projectile motion to the modern era.
For onsite learners, you will do this through Think-Pair-Share.
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Grade 10 | Physics
LESSON
Case 2: Projectiles Launched at an Angle
32.3
Learning Objectives Explain how gravity influences the motion of a projectile that is
launched at an angle
Solve word problems involving projectiles launched at an angle
ELICIT [Prelection]
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CHRIST-CENTEREDNESS • COMPETENCE • CONSCIENCE • CHARACTER • COMMUNITY • COMPASSION • CULTURE
Grade 10 | Physics
ENGAGE [Experience]
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Grade 10 | Physics
CONCEPTUAL EXAMPLE 1
FIGURE 3. A cannonball is launched. With gravity, it will follow a parabolic path, represented by the solid green curve.
Without gravity, it will follow a straight diagonal line represented by the dashed lines.
Without gravity, the projectile will continue moving along a straight diagonal line represented by the
dashed lines.
CONCEPTUAL EXAMPLE 2
Consider projectiles being launched at the same speed but at different angles, as shown in the figure
below.
TAKE NOTE:
• Two angles are complementary when they add up to 90° (a Right Angle).
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CHRIST-CENTEREDNESS • COMPETENCE • CONSCIENCE • CHARACTER • COMMUNITY • COMPASSION • CULTURE
Grade 10 | Physics
GETTING THE HORIZONTAL AND VERTICAL VELOCITIES OF A PROJECTILE LAUNCHED AT AN ANGLE
The speed in which a projectile is launched has a horizontal component and vertical component as well.
The horizontal component will be the horizontal velocity or vx of the projectile.
The vertical component will be the vertical velocity of the projectile, and may either be an initial
vertical velocity (viy) or a final vertical velocity (vfy).
To solve for the values of these components of the launching speed, we will make use of trigonometric
functions.
𝑣𝑥 = 𝑣 cos 𝜃 𝑣𝑦 = 𝑣 sin 𝜃
vx is the horizontal component of the speed, and vy is the vertical component of the speed, and the
the horizontal velocity of the projectile vertical velocity of the projectile
v is the speed at which the projectile is launched v is the speed at which the projectile is launched
at an angle at an angle
Ɵ is the angle at which the projectile is launched Ɵ is the angle at which the projectile is launched
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EXPLORE
Grade 10 | Physics
[Experience]
EXAMPLE PROBLEM 1
A soccer ball is kicked at 17.5 m/s at an angle of 30° above the horizontal. How long is the ball in the
air? What is the maximum height it can reach? How far away does the ball land if no one intercepts it?
STEP 1: Draw a diagram to STEP 2: Organize your given descriptors of motion in the
visualize the situation. horizontal and vertical components.
Step 3: Identify what is common between the two components and/or in which component can we
completely solve for the values of the descriptors.
The descriptors in the vertical component, both going up and going down, may be solved. For
convenience, we’ll use the descriptors in Vertical Component Going Up as the start of the solving
process.
Step 4: Solve for what is being asked.
SOLUTION: b. What is the maximum height it can reach?
a. How long is the ball in the air? (Total time) (Height)
𝑣𝑓 − 𝑣𝑖 𝑣𝑓 2 = 𝑣𝑖 2 + 2𝑔𝑑
𝑔=
𝑡 𝑣𝑓𝑦↑ 2 = 𝑣𝑖𝑦↑ 2 + 2𝑔𝑑𝑦
𝑣𝑓𝑦↑ − 𝑣𝑖𝑦↑ 𝑣𝑓𝑦↑ 2 − 𝑣𝑖𝑦↑ 2 = 2𝑔𝑑𝑦
𝑔= 𝑣𝑓𝑦↑ 2 − 𝑣𝑖𝑦↑ 2
𝑡𝑦↑ 𝑑𝑦 =
2𝑔
𝑣𝑓𝑦↑ − 𝑣𝑖𝑦↑ (0 𝑚/𝑠)2 − (8.75 𝑚/𝑠)2
𝑡𝑦↑ = 𝑑𝑦 =
𝑔 2(−9.8 𝑚/𝑠 2 )
0 𝑚/𝑠 − 8.75 𝑚/𝑠 −76.5625 𝑚2 /𝑠 2
𝑡𝑦↑ = 𝑑𝑦 =
−9.8 𝑚/𝑠 2 −19.6 𝑚/𝑠 2
𝑡𝑦↑ = 0.89 𝑠 𝑑𝑦 = 3.91 𝑚
Since ty is equal to ty, therefore c. How far away does the ball land if no one
𝑡𝑦↓ = 0.89 𝑠 intercepts it? (Range)
Since tTOTAL (from letter a) is equal to tx, therefore
Since 𝑡𝑇𝑂𝑇𝐴𝐿 = 𝑡𝑦↑ + 𝑡𝑦↓ , therefore tx = 1.78 s
𝒕𝑻𝑶𝑻𝑨𝑳 = 𝟏. 𝟕𝟖 𝒔
𝑑𝑥 = 𝑣𝑥 𝑡𝑥
𝑑𝑥 = (15.16 𝑚/𝑠)(1.78 𝑠)
𝑑𝑥 = 26.98 𝑚
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Grade 10 | Physics
Now, it’s your turn! Try to follow the step-by-step guide in answering this word problem. The answer will
be provided for your guidance.
PRACTICE PROBLEM 1
An arrow is shot at an angle of 30.0° with a velocity of 49 m/s.
a. How high will it go? Answer: 30.625 m
b. What horizontal displacement will the arrow cover? Answer: 212.2 m
EXPLAIN [Experience]
EXAMPLE PROBLEM 2
A ship fires its guns with a speed of 400 m/s at an angle of 35° with the horizontal. Find the range and
maximum altitude.
𝑡𝑇𝑂𝑇𝐴𝐿 = 46.82 𝑠
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Grade 10 | Physics
PRACTICE PROBLEM 2
Derek kicks a football at 37.0° to the horizontal at 20.0 m/s from the player’s hand at 1.00 m from the
ground. The ball is caught 1.00 m from the ground.
a. How far did the football travel before hitting the ground?
b. How much time was it aloft?
EXAMPLE PROBLEM 3
A baseball player leads off the game and hits a long home run. The ball leaves the bat at an angle of
30.0° from the horizontal with a velocity of 40.0 m/s. How far will it travel in the air?
𝑡𝑇𝑂𝑇𝐴𝐿 = 4.08 𝑠
PRACTICE PROBLEM 3
A golfer is teeing off on a 170.0 m long par 3 hole. The ball leaves with a velocity of 40.0 m/s at 50° to
the horizontal. Assuming that the golfer hits the ball on a direct path to the hole, how far from the hole
with the ball land (no bounces or rolls)?
INSTRUCTIONS: Read carefully and briefly answer the following questions regarding speed, velocity, and
uniform motion. For online learners, this can be found in the Module 32 Channel. This will be answered
by laboratory group. For onsite learners, random students will be asked to share their answers during
class discussion.
ALTERNATIVE PLAN:
In case of power outage (either teacher or student, or both), you may review the next lessons
ahead and wait for the instructions from your teacher.
In case of weak internet connection during the video conference (choppy audio, loading
shared screen, etc.), links of the materials used during the session will be provided for you in
the meeting chatbox which you are to visit during the period. Make sure you inform your
teacher ahead of time, especially during bad weather wherein it affects the strength of
internet connectivity.
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Grade 10 | Physics
EXPERIMENT
At the end of this Find an area where you can work (preferably an open area).
experiment, you can: A. HORIZONTALLY LAUNCHED PROJECTILE
describe the Once the Interactive opens, navigate to the Projectile Simulator
conceptual nature page and experiment with the on-screen buttons to gain
of the motion of a familiarity with the simulator. The launch speed launch height and
horizontally launch angle can be varied by using the sliders. A trace of the
launched and object's motion can be turned on or off. The vector nature of
angle-launched velocity and acceleration can be shown on the screen. The
projectile. animation can be started, paused, continued, single-stepped or
rewound. And finally, the time of flight, the horizontal
displacement, and height are displayed during the animation.
Set the Speed to 45 m/s. Set the Angle to 0 degrees. Set the Height
to 120 m. Select Show Velocity Vectors to enable this feature.
Online simulator Click the Start button and observe. The red arrows are velocity
via Physics vectors. They are indicators of how fast the object is moving
Classroom horizontally and vertically. The length of the arrow indicates how
scientific calculator fast the object is moving in that direction. Describe the movement
Experiment 2.2 and the changes that you have noted (if there are any) of the
worksheet object in the horizontal direction. Write your observations on
Table 1.
Reset and Start the animation again this time focusing on the
behavior of the vertical arrows. Write your observations on Table
1.
Now run the several trials to complete Table 2. Click Reset after
each trial to prepare for the next. Keep the initial height at 120 m
and the angle at 0 degrees.
Click the Start button and observe what happens. Write your
observations on Table 3.
Set the launch speed to 60 m/s and the launch height to 0
meters. Complete table 4 to investigate the effect of launch angle
on horizontal displacement.
Vertical
Table 1: Comparison of the object’s movement by direction for horizontally launched objects.
Initial velocity
Trial Time (s) X – displacement (m)
(m/s)
1 10
2 20
3 30
4 40
5 60
Table 2: Effect of increasing initial velocity to time of fall and horizontal displacement
Vertical
Table 3: Comparison of the object’s movement by direction for horizontally launched objects.
1. Acceleration involves a change in speed. In which direction (horizontal, vertical or both) does a
projectile accelerate? Explain.
2. How does the increasing launch speed affect the object’s horizontal or x-displacement and its time of
fall? In the space below, display some collected data which clearly support your answer. Discuss how your
data provide support for your answer.
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Grade 10 | Physics
3. At what point in the projectile's trajectory is the velocity vector entirely horizontal (vertical component
of velocity is zero)?
4. As the simulation runs, the time is displayed at the top of the Interactive. If the Pause button is pressed,
arrows appear next to the time to step the simulation forward or backward. Use these controls to measure
the time it takes to rise to the peak, the total time in the air, and the time it takes to fall from the peak.
Record to the first decimal place.
Analyze these measurements and make a generalized statement about tup and tdown.
1. If a ball is dropped from rest from an elevated position at the same instant that a second ball is launched
horizontally (from the same height), then which ball will hit the ground first? Assume the balls behave as
projectiles.
2. What launch angle results in the greatest range? Find a “pattern” that describes what pairs of launch
angles could be expected to result in the same horizontal displacement or range.
Make a conclusion about the experiment, based on its objectives, procedures, and analysis. (3-5
sentences)
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Grade 10 | Physics
REFERENCES
BOOKS
Hewitt, P. (2015). Conceptual Physics. England: Pearson Education Limited.
Cutnell, J., & Johnson, K. (2012). Physics. New Jersey: John Wiley & Sons, Inc.
Zitzewitz, P., Haase, D., & Harper, K. (2013). PHYSICS Principles and Problems. Singapore: McGraw-Hill Education Asia.
Fardon, J., Green, D., Harvey, D., Johnson, P., Palmer, D., Parker, S., & Sparrow, G. (2014). Introduction. In A. Hart-Davis (Ed.),
The Science Book. New York, New York: DK Publishing.
IMAGES
• https://www.pinterest.ph/pin/242561129907775432/ (Retrieved November 1)
• https://www.reddit.com/r/physicsmemes/comments/baj517/a_hyper_fine_choice_of_words/ (Retrieved November 3)
- https://www.google.com.ph/url?sa=i&url=https%3A%2F%2Fstudiousguy.com%2Fprojectile-motion-
examples%2F&psig=AOvVaw3Xy1PS2aoaam_QVfqPl_-
V&ust=1636384134022000&source=images&cd=vfe&ved=0CAgQjRxqFwoTCKiRn43EhvQCFQAAAAAdAAAAABAD
- https://www.google.com.ph/url?sa=i&url=https%3A%2F%2Fwww.slideshare.net%2Fmstfdemirdag%2Fmotion-in-two-
dimensions&psig=AOvVaw2i59ePS7oO4153n3NXYtez&ust=1636384297477000&source=images&cd=vfe&ved=0CAgQjRxqFwoT
CKCn8drEhvQCFQAAAAAdAAAAABAD
ARTICLE
• http://www.teach-nology.com/teachers/subject_matter/physical_ed/physics/ (Retrieved November 3)
• https://www.sports-training-adviser.com/projectiles-in-sports.html (Retrieved November 3)
INFORMATION
• https://phys.libretexts.org/Bookshelves/University_Physics/Book%3A_Physics_(Boundless)/3%3A_Two-
Dimensional_Kinematics/3.3%3A_Projectile_Motion (Retrieved November 1)
• https://openstax.org/books/university-physics-volume-1/pages/4-3-projectile-motion (Retrieved November 1)
• https://www.physicsclassroom.com/class/vectors/Lesson-2/What-is-a-Projectile (Retrieved November 1)
• https://dictionary.cambridge.org/dictionary/english/trajectory (Retrieved November 1)
• https://www.physicsclassroom.com/class/vectors/Lesson-2/Horizontally-Launched-Projectiles-Problem-Solving (Retrieved
November 1)
•
https://www.midlandisd.net/cms/lib01/TX01000898/Centricity/Domain/1897/Projectile%20motion%20worksheet%20solution
s-odds.pdf (Retrieved November 1)
• https://www.coursehero.com/file/29943866/4031026287752444529pdf/ (Retrieved November 1)
• https://www.khanacademy.org/math/cc-seventh-grade-math/cc-7th-geometry/cc-7th-angles/a/complementary-and-
supplementary-angles-review (Retrieved November 1)
• https://www.historyonthenet.com/medieval-life-attacking-and-defending-a-castle (Retrieved November 1)
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