Lesson+Plans

= ** Lesson 1: ** __Projectile Motion__ =

** Common Misconception: ** An object at rest will drop to the ground faster than the same object moving horizontally at high speed. Actually: The horizontal component of an object’s motion has no effect on the vertical component of motion.
 * Objective: ** Student will be able to explain how an object at rest will drop to the ground at the same speed as an object moving horizontally at high speed.

Draw a diagram on the board of the two situations. Have them record answers and hand them in. (Names are optional, but may be a good attendance taker.)
 * Engage (5 minutes): ** Ask students: Will an object fall faster if it is dropped straight down or if it is shot out horizontally?

Ask students to adjust the projectile launcher to the horizontal position. Then have the students recreate the scenarios mentioned at the start of class. Tell them that they have 10 minutes to collect information. Give them an opportunity to adjust the angle to see what happens if the projectile is shot upward. At the end of this section the students should re-answer the question as a group. The whole group must agree on an answer and formulate why.
 * Explore (15 minutes): ** Put students into small groups. Give each group two balls, a projectile launcher, and a timer.

After presentations I will reveal if they are correct. (Which at this point hopefully they are) Show clips of Mythbusters: Season 7, Episode 12. This can be purchased to watch via internet for $1.99 on Amazon. [] Draw free body diagrams to demonstrate the independence of the direction of the forces. Review SOHCAHTOA and discuss the vertical velocity at the maximum height. Students should have already seen the kinematic equations. Give students two examples of projectiles launched at angles and use the kinematic equations to calculate the distance.
 * Explain (30 minutes): ** Each group will be asked to present their hypothesis.


 * Extend (40 minutes): ** Have the students get back into groups. Tell them to experiment with three different angles. They will have to calculate the distance and measure the distance. Ask students to calculate the percentage of error.