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Riley, a student, notices that the protractor tool does not measure the angle just as the ball leaves the surface. She sees that the ball must travel some distance before it crosses the protractor, so the direction of travel may have changed as the ball moves upwards. She says that this is the cause of the discrepancy between her predicted angle and the measured angle. Does this reasoning explain the discrepancy between your predicted angle and your measured angle. Use evidence to support your claim.

Riley, a student, notices that the protractor tool does not measure the angle just as the ball leaves the surface. She sees that the ball must travel some distance before it crosses the protractor, so the direction of travel may have changed as the ball moves upwards. She says that this is the cause of the discrepancy between her predicted angle and the measured angle. Does this reasoning explain the discrepancy between your predicted angle and your measured angle. Use evidence to support your claim.

College Physics
College Physics
11th Edition
ISBN:9781305952300
Author:Raymond A. Serway, Chris Vuille
Publisher:Raymond A. Serway, Chris Vuille
Chapter1: Units, Trigonometry. And Vectors
Section: Chapter Questions
Problem 1CQ: Estimate the order of magnitude of the length, in meters, of each of the following; (a) a mouse, (b)...
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Riley, a student, notices that the protractor tool does not measure the angle just as the ball leaves the surface. She sees that the ball must travel some distance before it crosses the protractor, so the direction of travel may have changed as the ball moves upwards. She says that this is the cause of the discrepancy between her predicted angle and the measured angle.

Does this reasoning explain the discrepancy between your predicted angle and your measured angle. Use evidence to support your claim.

The image depicts a person standing on a stage next to a green ball that appears to be moving, with a protractor overlaid to measure the angle related to the ball's trajectory. The protractor is semi-circular, with its center marked as 0 degrees. The angles range from 0 to 90 degrees on both the left and right sides of the center. The protractor is marked at increments of 15 degrees. This setup is likely used to demonstrate the principles of projectile motion or the effects of different launch angles on the path of a moving object. The measurement tool (protractor) provides a visual guide for understanding the angle at which the ball is being projected or observed. This visual can help in educational contexts where motion, angles, and physics principles are being taught.
Transcribed Image Text:The image depicts a person standing on a stage next to a green ball that appears to be moving, with a protractor overlaid to measure the angle related to the ball's trajectory. The protractor is semi-circular, with its center marked as 0 degrees. The angles range from 0 to 90 degrees on both the left and right sides of the center. The protractor is marked at increments of 15 degrees. This setup is likely used to demonstrate the principles of projectile motion or the effects of different launch angles on the path of a moving object. The measurement tool (protractor) provides a visual guide for understanding the angle at which the ball is being projected or observed. This visual can help in educational contexts where motion, angles, and physics principles are being taught.
This educational resource depicts an interactive video frame used for studying projectile motion. In this scene, two individuals are positioned on a stage. The person on the left is standing near a green ball, ready to kick or launch it. A semicircular protractor overlay is placed above the ball to potentially measure the angle of launch, ranging from 0 to 90 degrees on both sides. Two vertical poles, one pink and one yellow, are set up as reference points for the ball's trajectory. The interface below the image includes video playback controls. The pane shows that this is "TRIAL 1," with options to change or reset the trial. A play bar allows the user to navigate through the video, potentially adjusting variables for experimental observation. This setup is typically used to analyze the effects of different launch angles on the ball's trajectory, demonstrating principles of physics such as angle, velocity, and distance.
Transcribed Image Text:This educational resource depicts an interactive video frame used for studying projectile motion. In this scene, two individuals are positioned on a stage. The person on the left is standing near a green ball, ready to kick or launch it. A semicircular protractor overlay is placed above the ball to potentially measure the angle of launch, ranging from 0 to 90 degrees on both sides. Two vertical poles, one pink and one yellow, are set up as reference points for the ball's trajectory. The interface below the image includes video playback controls. The pane shows that this is "TRIAL 1," with options to change or reset the trial. A play bar allows the user to navigate through the video, potentially adjusting variables for experimental observation. This setup is typically used to analyze the effects of different launch angles on the ball's trajectory, demonstrating principles of physics such as angle, velocity, and distance.
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