PHY 101L Module Three Lab Report Projectile Motion

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PHY 101L Module Three Lab Report Projectile Motion Name: Sara Rigby Date: 03/24/2024 Complete this lab report by replacing the bracketed text with the relevant information. Activity 1: Horizontal Projectile Motion Data Table Activity 1 Table 1 Trial Sphere θ a = 0.71(9.8)sinθ 𝒗 𝒙 = √(2 𝒂𝒔 ) 𝑡 = √(2 ℎ / 𝒈 ) Calculated Distance 𝑥 = 𝒗 𝒙 𝑡 Actual Distance Percent Difference 1 Steel 5 0.61 m/s 2 1.04 m/s 0.39s 0.41m 0.42m 2.4% 2 Steel +5° 1.21 m/s 2 1.46 m/s 0.39s 0.57m 0.60m 5.13% 3 Steel +10° 2.38 m/s 2 1.9m/s 0.39s 0.74m 0.67m 9.9% 4 Acrylic 5 0.1 m/s 2 1.04m/s 0.39s 0.41m 0.42m 2.4% 5 Acrylic +5° 1.21 m/s 2 1.46m/s 0.39s 0.57m 0.60m 5.13% 6 Acrylic +10° 2.38 m/s 2 1.9m/s 0.39s 0.74m 0.67m 9.9% 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? At the beginning of the experiment with 5 and 10 degree angles the actual distance and the calculated distance were very similar. However, once I raised the incline to 20 degrees there was a shorter actual distance due to the increase in acceleration and velocity being more affected by the force of the ruler. 2. Why is it important to use the grooved ruler to ensure that the sphere leaves the table in a horizontal direction? If the grooved ruler were not present the ball would go onto the z axis, and create a 3 dimensional motion. This would create false data with the formulas in place. 3. If the same experiment were performed on the moon, what would be different? The gravity would be different if it was performed on the moon. Weight on the moon is less than on Earth due to less gravity, therefore, the sphere would be less impacted by gravity causing it to travel further before hitting the ground. 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 vertical component remained constant compared to the horizontal component. The vertical velocity stayed at 9.8m/s and the horizontal velocity decreased as a result of gravity. 5. If the same experiment were repeated with the same angles, but from a taller table, how would the results change? The results would change because the duration of flight would increase because the distance will

also be further. The sphere will be able to increase horizontal distance until reaching the ground. 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 2. Take some time to locate and become familiar with the controls. 3. Set the initial conditions to those listed in Table 2. 4. 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. 5. Set the initial conditions to those listed in Table 3.

6. 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. 7. Set the initial conditions to those listed in Table 4. 8. 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 Table 2 Variable: Initial Height Trial Initial Height (m) Mass (kg) Diameter (m) Initial Speed (m/s) Angle (°) Projectile Range (m) Height (m) Time (s) 1 1 7.3 0.25 20 0 Bowling Ball 9.77 1 0.49 2 2 7.3 0.25 20 0 Bowling Ball 13.5 2 0.68 3 3 7.3 0.25 20 0 Bowling Ball 16.37 3 0.82 4 4 7.3 0.25 20 0 Bowling Ball 18.78 4 0.94 5 5 7.3 0.25 20 0 Bowling Ball 20.19 5 1.01 5 6 7.3 0.25 20 0 Bowling Ball 22 6 1.1 7 7 7.3 0.25 20 0 Bowling Ball 23.89 7 1.19 8 8 7.3 0.25 20 0 Bowling Ball 25.54 8 1.28 9 9 7.3 0.25 20 0 Bowling Ball 27.09 9 1.35 10 10 7.3 0.25 20 0 Bowling Ball 28.56 10 1.43 Activity 2: PhET Simulation Data Table 3 Table 3 Variable: Launch Angle Trial Initial Height (m) Mass (kg) Diameter (m) Initial Speed (m/s) Angle (°) Projectile Range (m) Height (m) Time (s) 1 1 7.3 0.25 20 0 Bowling Ball 9.03 1 0.45 2 1 7.3 0.25 20 10 Bowling Ball 18.27 1.6 0.93 3 1 7.3 0.25 20 20 Bowling Ball 28.72 3.38 1.53 4 1 7.3 0.25 20 30 Bowling Ball 36.97 6.1 2.13

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5 1 7.3 0.25 20 45 Bowling Ball 41.75 11.19 2.95 5 1 7.3 0.25 20 50 Bowling Ball 40.98 12.96 3.19 7 1 7.3 0.25 20 60 Bowling Ball 35.88 16.29 3.59 8 1 7.3 0.25 20 70 Bowling Ball 26.57 19 3.88 9 1 7.3 0.25 20 80 Bowling Ball 11.38 20.99 4.09 10 1 7.3 0.25 20 90 Bowling Ball [0 21.39 4.13 Activity 2: PhET Simulation Data Table 4 Table 4 Variable: Initial Speed Trial Initial Height (m) Mass (kg) Diameter (m) Initial Speed (m/s) Angle (°) Projectile Range (m) Height (m) Time (s) 1 1 7.3 0.25 5 0 Bowling Ball 2.26 1 0.45 2 1 7.3 0.25 10 0 Bowling Ball 4.52 1 0.45 3 1 7.3 0.25 15 0 Bowling Ball 6.77 1 0.45 4 1 7.3 0.25 20 0 Bowling Ball 9.03 1 0.45 5 1 7.3 0.25 25 0 Bowling Ball 11.29 1 0.45 6 1 7.3 0.25 30 0 Bowling Ball 13.09 1 0.45 Activity 2: Questions 1. For Table 2, the initial speed and launch angle were kept constant, and the height was increased. Your data should show that the horizontal range of the projectile increased with each trial. If the initial speed and launch angle were constant, how did increasing the height change the horizontal range? Increasing the height keeps the projectile in flight longer. The increase in flight time is shown in Table 1. This allows the bowling ball to travel further horizontally before hitting the ground. 2. For Table 2, the height and initial speed were kept constant, and the angle was increased. How did the launch affect the range? How did the launch angle affect the time of flight? At an angle of 45 degrees the max range was reached. Any larger angles led to less range and more of an increase in the vertical axis. 3. Examine the data in Table 2. You should see that several angles have the same or nearly the same

horizontal range. What do you notice about these pairs of angles? What is different about the trajectories of the projectiles when fired from these angles? As the angle gets greater the more time the bowling ball stays in the air with less horizontal velocity. With less of an angle there is more horizontal velocity and more time spent in the air. 4. For Table 4, the launch angle and height were kept constant, and the initial speed was increased. You should have noticed that the time of flight was constant as well. What does that say about two- dimensional motion? Two-dimensional motion the x and y positions are examined separately and are independent of one another. The vertical axis and horizontal axis are affected by different specific factors. Such as constant downward force affecting the vertical axis and the initial speed affecting the x axis. 5. How could the speed of the projectile be determined from test-firing the cannon? Using the formula for speed: speed = distance/time

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