Projectile Motion                     

 

LESSON PLAN # __3____                                                  

           

Technology Lesson?      Yes       No    (circle one)

                               

Name(s): Gabriel Rangel

 

Title of lesson: How to use projectile motion? (Experiment)

 

Length of lesson: 750 min. (15 – 50 min. class periods, 2 weeks)

 

Description of the class:

                     Name of course: Pre-Calculus

                     Grade level: 11th – 12th grade

                     Honors or regular: Regular or Honors

 

Source of the lesson:

         http://www.usoe.k12.ut.us/curr/science/core/plans/int/grape.html

 

TEKS addressed:

§111.35

(P.3)  The student uses functions and their properties, tools and technology, to model and solve meaningful problems.

The student is expected to:

(A)  investigate properties of trigonometric and polynomial functions;

(B)  use functions such as logarithmic, exponential, trigonometric, polynomial, etc. to model real-life data;

(C)  use regression to determine the appropriateness of a linear function to model real-life data (including using technology to determine the correlation coefficient);

(D)  use properties of functions to analyze and solve problems and make predictions; and

(E)  solve problems from physical situations using trigonometry, including the use of Law of Sines, Law of Cosines, and area formulas and incorporate radian measure where needed.

 

 

I.       Overview

            Student will be able to utilize and analyze projectile motion in real-life situations.

II.  Performance or learner outcomes

·         Explore the effects of projectile motion and any and all forces that effect the students final equation

·         Experiment with computer software to analyze the experimental data.

·         Apply regression to their data to obtain an equation that best fits their experiment

 

II.    Resources, materials and supplies needed

·         Sports equipment (one sport per group of 3 or 4)

·         Basketball

·         Baseball, gloves, bat

·         Football

·         Soccer ball

·         Volleyball

·         Measuring tape (1 per student)

·         Video camera, video tape, iLink cable (or proper cables to put video footage on computer) and tripod

·         Computer with Excel and LoggerPro and video editing software (1 per group)

·         Poster board and garden stake

·         Markers

·         Materials to build catapults (1 set per group)

·         One-cup milk carton

·         Scissors

·         Graph paper

·         One 2-inch rubber band and other rubber band sizes as requested

·         Toothpick

·         2 pencils

·         Tape

·         Small match box

·         Hole punch

·         Marble

IV. Supplementary materials, handouts. (Also address any safety issues

      Concerning equipment used)

·         Instructions on how to use LoggerPro and video editing software

·         Instructions on how to perform experiment

·         Students should practice safety with sports equipment and electronics

o       Throw, kick, or hit the ball only if the other student is paying attention

o       Be very careful with electronics because they are very expensive

·         How to build a catapult?

·         Projectile Motion Quiz

 

 

Five-E Organization

Teacher Does                    Probing Questions                     Student Does     

Engage:

Discuss the process of the experiment.

 

Answer any questions from previous lessons on vectors and kinematics equation.

 

Go over the instructions to perform the experiment

 

Have students get on computers (1 per group) and have them explore the programs and clear any misconceptions or misunderstandings with the instructions.

 

Approx. Time: 50 mins

 

Did you know that there is math in sports?

 

How will we use the kinematics equation in our experiment?

 

What is the constant for the acceleration due to gravity? (in ft/s and m/s)

 

Discuss how the previous lessons pertains to the experiment.

 

 

 

 

 

 

 

In groups, they will go over the instruction on how to use the software.

                                                   

Explore:

The teacher must go around and monitor groups to see if the experiment is done properly.

 

Teacher should monitor students to see if they are following the directions properly.

 

Approx. Time: 400 mins

 

Why should the camera be positioned in the manner emphasized by the instructions?

 

How accurate should the point be when using Logger Pro?

 

 

 

 

Conduct the experiment.

 

 

 

 

Analyze the data.

 

    

Explain:

The teacher should evaluate each group on the presentation, how well they collected their data, how well do they understand their data and conclusion, and if each group member worked equally in the experiment.

 

Approx. Time 50 mins

 

Why did your data conclude to what it did?

What affected your data?

How could you fix that?

 

 

Groups will present their data, videos, and analysis on how their experiment compared to the actual kinematics equation.

 

                                               

Extend / Elaborate:

Teacher will give each group a certain distance in which they mission is to hit a picture of their rival school’s mascot with their built catapults.

 

Approx. Time 230 mins

 

What should you use?

How can you fix any problems with outside factors?

Can you find a different angle and initial velocity to hit the target?

 

The groups will build a catapult and given two trials, each group will hit a certain target in the classroom or in a large area.

   

  Evaluate:

Quiz (see attached)

 

Approx. Time 20 mins

 

 

 

Complete quiz