PHY 101L Module Three Lab Report Projectile Motion

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Dec 6, 2023

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PHY 101L Module Three Lab Report Projectile Motion Name: Emily Donahue Date: 11/5/23 Complete this lab report by replacing the bracketed text with the relevant information. The vertical height from table to floor is 46.7 cm or 0.467 m. Activity 1: Horizontal Projectile Motion Data Table Activity 1 Table 1 Trial Sphere θ a = 0.71(9.8)sinθ ? 𝒙 = √(2 𝒂? ) 𝑡 = √(2 ℎ / ? ) Calculated Distance 𝑥 = ? 𝒙 𝑡 Actual Distance Percent Difference 1 Steel 6° 0.72 m/s 2 1.15 m/s 0.31 s 0.36 m 0.33 m 8.3% 2 Steel +5° 1.33 m/s 2 1.56 m/s 0.31 s 0.48 m 0.43 m 10.4% 3 Steel +10° 1.92 m/s 2 1.87 m/s 0.31 s 0.58 m 0.56 m 3.4% 4 Acrylic 6° 0.72 m/s 2 1.15 m/s 0.31 s 0.36 m 0.32 m 11.1% 5 Acrylic +5° 1.33 m/s 2 1.56 m/s 0.31 s 0.48 m 0.41 m 14.5% 6 Acrylic +10° 1.92 m/s 2 1.87 m/s 0.31 s 0.58 m 0.53 m 8.6% Activity 1: Questions 1. Did the sphere in the experiment always land exactly where predicted? If not, why was there a difference between the distance calculated and the distance measured? The sphere in the experiment never landed exactly where predicted. There was a difference between the distance calculated and the distance measured because of human error, air resistance, and friction. 2. Why is it important to use the grooved ruler to ensure that the sphere leaves the table in a horizontal direction? It is important to use the grooved ruler because we wanted the sphere to leave the table with an initial velocity that has only a horizontal component. Using the angle bar alone would cause the sphere to leave the table at an incline, which would result in a vertical velocity. The kinematic equation in this experiment only accounts for horizontal velocity, so the calculations would not be

accurate if the grooved ruler was not used. (Carolina Biological Supply Company, n.d., p. 6-8.) 3. If the same experiment were performed on the moon, what would be different? If the same experiment were performed on the moon everything would be different. This is because the force of gravity is less on the moon with a gravitational acceleration of about 1.625 m/s 2 . This would cause the time of flight to increase, acceleration to decrease, transitional velocity to decrease, and calculated distance to decrease. (BYJU’S, 2020.) 4. What is different about the vertical component of the sphere’s velocity and the horizontal component of the sphere’s velocity once the sphere leaves the table? The difference between the vertical component of the sphere’s velocity and the horizontal component of the sphere’s velocity once the sphere leaves the table is that it increases. Vertical velocity increases downward and horizontal velocity remains constant as the sphere falls. (The Physics Classroom, n.d.) 5. If the same experiment were repeated with the same angles, but from a taller table, how would the results change? If the same experiment were repeated with the same angles, from a taller table, the time of flight would increase, acceleration would remain the same, transitional velocity would remain the same, and calculated distance would increase. Activity 2: Exploring Projectile Motion with a Simulation In this activity, you will explore how altering the variables of the initial launch condition of a projectile affects the projectile’s trajectory. Adobe Flash is required for the PhET projectile motion simulator website. The simulation will allow you to change the following variables: Angle : This is the angle between the launch vector and the horizontal. Initial Speed: This is the speed of the projectile when it leaves the barrel of the cannon. Mass: This is the mass of the projectile. This is only a factor if air resistance is selected. Diameter : This is the diameter of the projectile. This is only a factor if air resistance is selected. Initial Position : You can control the initial position ( x and y ) by dragging the cannon with the mouse. You can measure the height by using the tape measure icon. Air Resistance : There is a check box for air resistance. For this activity, make sure the box is not checked. Air resistance will be ignored for this activity. Changing the initial conditions will affect the following variables, which are indicated in windows at the top of the simulation’s screen: Range : This is the horizontal distance measured from the launch position to where the projectile lands on the ground, or at the point where y = 0. The y coordinate for the projectile’s landing point is fixed in the simulation, but the target icon can be moved to any position on the screen. Height : This is the vertical displacement from the launch position. The simulation briefly displays the

height of the projectile at 1-second intervals. To find the maximum height, use the tape measure icon. Time : This is the total time of flight of the projectile from time of launch to time of impact; black crosses indicate the location of projectile along the trajectory at 1-second intervals. Fire : This button launches the projectile. Erase : This button clears the trajectory paths off the screen. Zoom : There are two magnifying glass icons that allow you to zoom in and out. 1. Open/Access the projectile motion PhET simulation module located at: https://phet.colorado.edu/en/simulation/projectile-motion 1. Take some time to locate and become familiar with the controls. 2. Set the initial conditions to those listed in Table 2. 3. Complete Table 2 by changing the height of the launch and recording the data for range, maximum height, and time. Note: The angle, initial speed, mass, and diameter of the projectile can be entered using the keyboard. To set the initial height of the projectile, measure the height from the ground with the tape measure, then move the cannon to that height with your mouse. To measure the maximum height, use the tape measure and measure from the height of the cannon vertically to the highest point on the curve drawn by the simulator. To measure the range, measure from the position of the cannon horizontally to the curve. 4. Set the initial conditions to those listed in Table 3. 5. Complete Table 3 by changing the angle of launch and recording the data for range, maximum height, and time from the simulator’s interface screen. 6. Set the initial conditions to those listed in Table 4. 7. Complete Table 4 by changing the initial speed of launch ( y coordinate) and recording the data for range, maximum height, and time of flight from the simulator’s interface screen. Activity 2: PhET Simulation Data Table 2

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