![]() ![]() All of these balls will travel at the same speed. A ball which travels a long distance in a short time.ĭ. ![]() A ball which travels a long distance in a long time.Ĭ. A ball which travels a short distance in a long time.ī. Which of the following would have the greatest speed?Ī. (answer b: Speed is distance divided by time.)ģ. How is the speed of a projectile determined? (answer c: The ball is pulled downward by gravity.)Ģ. What force is responsible for pulling a projectile down? The following questions may be used to assess student understanding:ġ. As a group, list three inferences that can be drawn from the information in your data table. How do Newton's Laws apply to the projectile? How can you explain why balls traveled at different speeds? What is the relationship between speed and distance? Based on your activity, which ball traveled farthest? What makes a projectile travel forward?ĭ. What is the typical path of all projectiles ?Ĭ. The following questions are answered at the conclusion of the activity.ī. The unit of speed should be meters per second.ħ. Each group calculates the speed of each ball using the formula At the end of 10 minutes, ask students to collect their materials and return to the classroom for data analysis and calculations.Ħ. The observer is also responsible for drawing the path of the ball's travel in the labeled box of the data table.ĥ. This distance is recorded in the data table. In each group, the observer notes where the ball hit the ground and measures the distance in meters from that spot to the pitcher’s hand. See the attached file for a sample data table.Ĥ. ![]() This information is recorded in the data table. In each group, the timekeeper records the time from when the ball leaves the pitcher's hand until it hits the ground. Some balls should be pitched fast and some should be pitched slowly.ģ. In each group, the pitcher throws as many balls as time allows in a 10 minute period. One student will observe the ball and measure the distance it travels.Ģ. Assign the following tasks and move outside.Ĭ. Data may not be precise, but it should show a pattern of motion.ġ. Data collected will be limited by the ability of the human eye to see an object in motion as well as by the speed at which the button on the stopwatch can be depressed. The batter has to understand the motion of the ball as it comes toward him. A successful pitcher uses forces to manipulate each pitch. The force of the pitcher moves the ball forward as gravity pulls the ball down to the ground. Of these forces, the force of the pitcher and the force of gravity are most observable. This activity introduces some of the forces affecting a pitched ball. Students will utilize reading and writing skills. Students will utilize data and record keeping skills. Students will calculate the speed of a projectile based on time and distance traveled. Students will relate speed to direction of motion and time and distance. Students will observe and understand projectile motion. ![]()
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