9

Science
Quarter 4 - Modules 1 & 2:
Weeks 1 & 2, Projectile Motion

1
 Lesson
Projectile Motion
1
What I Need to Know

Through this module, you will learn how to solve problems dealing with two –
dimensional motion as in Projectile Motion.

Learning Competencies:

Describe the horizontal and vertical motions of a projectile. (S9FE-IVa-34)

Investigate the relationship between the angle of release and the height and range of
the projectile. (S9FE-IVa-35)

At the end of module 1, you will be able to:

Describe the horizontal and vertical motions of a projectile;

Relate the angle of release to the height and range of a projectile; and
Propose ways to enhance sports related to projectile motion.

What I Know

Let us check what you already know about projectile motion.

Pre - Assessment

Directions: On a separate sheet of paper, write the letter of the correct answer.

1. The initial velocity of Henri playing “luksong tinik” has horizontal and vertical components
that are equal in magnitude. What angle does his velocity make with the horizontal?
A. 30° B. 45° C. 60° D. 90°
2. What kind of path is followed by a sepak takraw that is kicked from a height of two meters?
A. circular B. linear C. hyperbolic D. parabolic
3. A goalie made three soccer punts at 700, 500, and 300 with varying speeds – all reaching
the same maximum heights. Which statement is correct?
A. All punts have the same hang time.
B. The punt at 700 has the longest hang time.
C. The punt at 500 has the longest hang time.
D. The punt at 300 has the longest hang time.
4. A volleyball is served at a speed of 8.0 m/s at an angle 35° above the horizontal. What is
the speed of the ball when received by the opponent at the same height?
A. 4.0 m/s B. 8.0 m/s C. 9.8 m/s D. 16.0 m/s

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5. A Batang Pinoy athlete from your school throws a javelin, always at the same speed, at four
different angles (30°, 40°, 60°, and 80°) above the horizontal. Which two throws cause the
javelin to land the same distance away?
A. 30° and 80° B. 40° and 80° C. 30° and 60° D. 40° and 60°
6. Which of the following forces acts on objects in projectile motion?
A. friction C. air resistance
B. gravity D. applied force
7. Which refers to the horizontal distance covered by a projectile?
A. displacement B. height C. range D. trajectory
8. What will happen to a projectile launched at an angle if there is no gravity?
A. It will remain at rest. C. It will follow a straight path upward.
B. It will still follow a curved path. D. Its velocity will increase as it moves upward.
9. As the projectile moves upward, what happens to its velocity?
A. decreases C. remains the same
B. increases D. increases then decreases
10. Which of the following characteristics describe the motion along the horizontal
component of a projectile launched at an angle?
A. zero acceleration C. constant acceleration
B. increasing velocity D. equal distances covered
11. Which of the following characteristics describe the motion along the vertical
component of a projectile launched at an angle?
A. zero acceleration C. constant acceleration
B. increasing velocity D. equal distances covered
12. Which of the following statements is NOT TRUE about projectile motion?
A. Horizontal velocity of projectiles is constant.
B. Both horizontal and vertical velocities are constant.
C. The motion of the projectile released vertically downward is accelerated.
D. It is a combination of two independent motions - horizontal and vertical.
13. Which of the following is NOT an example of projectile motion?
A. a baseball hit by a bat C. a volleyball served over a net
B. a long jumper in action D. a hot - air balloon drifting toward Earth
14. A track star in the long jump goes into the jump at 12 m/s and launches herself at 20.0°
above the horizontal. How long is she in the air before returning to Earth? (g = 9.8 m/s 2)
A. 0.42 s B. 0.83 s C. 1.2 s D. 1.5 s
15. Which of the following is the motion of objects moving in two dimensions under the
influence of gravity?
A. hyperbola B. parabola C. circular motion D. projectile motion

What’s In

Directions: Each letter corresponds to a number. See the legend and reveal the secret
message.
A B C D E F G H I J K L M
1 2 3 4 5 6 7 8 9 10 11 12 13
N O P Q R S T U V W X Y Z
14 15 16 17 18 19 20 21 22 23 24 25 26

“____ __ ____ _ __________ ______ ___ ____

12 9 6 5 9 19 12 9 11 5 1 16181510 5 3 209 12 5 13152091514 81523 1321 3 8
________ ___ ____ __ __ _______ ________ ____
8 1 18 4 23151811 251521 2391212 415 119 131 24 9 132113 22 5 12153 9 2025 20 8 5 14
__ ____ ____ _______ ______ __ _ _ _ _ _ _ _.”
9 20 2391212 8 1 22 5 13 1 24 9 132113 8 5 9 7 8 20 1 19 1921 3 3 51919

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 What’s New

Can you recall your recent basketball or volleyball game? If you are to tell how the ball
is moving when the player makes a volley, how would you describe it?

Figure 1. A basketball player needs to throw the ball Figure 2. Another example of a projectile is
at the correct angle and speed to shoot a ball passed on to the other side.
ball and score points. Photo credits: Jessa Mochielo A. Gorres
Photo credits: Jay Torrejano Hibalay

What is It

You might describe that the ball is moving horizontally from one player to another.
However, you would notice that the ball does not follow a straight path from you to your
opponent. The ball traces a curved (parabolic) line in the air which is known as trajectory. At
the same time, the ball is moving horizontally; it is also moving vertically due to the effect of
gravity. What is going on here? The ball is undergoing a projectile motion.

A projectile is an object that is initially thrown into the air and continues to move on its
trajectory acted upon by gravity. You will understand what is happening to the projectile by
analyzing its velocity as it travels its trajectory.

Not only balls fly when in projectile motion. Have you noticed that in many sports and
games, players come “flying” too? Understanding motion in two - dimensions will help you
apply the physics of sports and enhance game events experiences.

Curve me on an incline

Objectives:

Capture a full trajectory of projectile motion on an inclined surface; and

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Investigate the relationships between the projection angle, the height, the range and the
time of travel of a projectile.

Materials:

Projectiles: marble or jackstone, soda/water plastic bottle cap, fine powder (e.g., face
powder or flour on low container)
Projectile launcher: retractable pen preferably HBW Matrix pen, sticky tape, pair of scissors
and 2 popsicle sticks
Inclined surface: 1/8 illustration board (10” x 15”) on cookie baking sheet or cookie baking
sheet (13” x 17”) alone, 4 books ( 1” thick) for 200 incline and weight
support
Table top Protractor Pencil Tissue paper
Ruler or tape measure

Procedure:

I. Linear horizontal motion

Use the pen to move the marble horizontally along the table top. (See that the
depressed end of the pen will hit the object about the center.) Observe the motion. Sketch and
label the velocity - time and the acceleration - time graphs on the axes below.

II. Linear motion down an incline

Release a ball on an inclined board. Sketch and label the velocity - time and the
acceleration - time graphs on the axes below.

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III. Two - dimensional motion along an incline

Tracing the Trajectory

1. Tape the popsicle sticks together. Using tape, attach these firmly to one side of the
retractable pen to serve as the launching pad. Push the top end and position the object to
launch (marble or bottle cap). Refer to Figure 3 below.

Figure 3. Retractable pen attached with

popsicle launching pad

2. Using a protractor and pencil,

mark the bottom left of the
illustration board or cookie
baking sheet with selected
angles at 15 or 20 degree -
intervals. Tape the illustration
board at the top right of the
cookie sheet.

On the board select and draw fix

origins at points A and B. The left
bottom ends of the board or cookie
baking sheet may serve as the y - axis
and x - axis respectively.

Figure 4a. The modified retractable pen mounted with

a powder - coated marble at Point A ready
for horizontal projection along the labeled
inclined illustration board.

To complete the set - up, elevate one end of the board or cookie sheet using books with an
angle of inclination of about 20°. Use another book to hold the inclined surface in place as
shown in Figure 4.b.

3. Push the top end of the modified

retractable pen and firmly hold it
horizontally at point A. Then
carefully place the powder - coated
marble on its launching pad. Launch
the marble by pushing the clip of the
modified retractable pen.
Figure 4b. Inclined illustration board - cookie
baking sheet propped between
books for the marble projectile.

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4. Trace the powder - marked trajectory with a pencil. Dust off the powder. Label this path as
“horizontally launched” for later analysis.

5. At point B, repeat steps 3 and 4 but this time carefully launching the marble at selected
angles (e.g., 15°, 30°, 45°, 60° and 70°) and marking the pencil - traced trajectories as
“launched at __ angle”.

Figure 4c. Marble projectile at Point B ready Figure 4d. Tracing with pencil the powder –
for launching at an angle up the marked trajectory of the marble
inclined board. launched at an angle.
Note: The actual projections may not exactly follow the initial angles that you selected. At least
try to have projection angles close to the selected angle intervals.

Questions:

1. Describe the trajectory for horizontally - fired projectiles along an incline. Sketch the
trajectory.
2. Describe the shape of the trajectory for projectiles fired at angles along an incline. Sketch
the trajectory.
3. Compare the locations of the trajectory peaks in terms of maximum height, hmax reached.
4. Compare the horizontal distances, x (range) reached when they return to the elevation
from which they were projected.
5. Among the trajectories of projectiles fired at different angles, for the same launching
velocity, which covered the greatest range (horizontal distance in the x-axis)?
6. Among the trajectories of projectiles fired at different angles, for the same launching
speed, which recorded the highest peak?
7. Which pairs of trajectories have ranges that are almost equal?

What will happen to the horizontal distances of the trajectory if the board is inclined at
90° that is now totally vertical?

IV. Two - dimensional motion on air

Launching Bottle Caps Horizontally

6. Use the modified retractable pen to launch a bottle cap horizontally five to ten times from
heights, h of 0.5 m, 1.0 m, 1.5 m and 2.0 m.

Figure 4e. Displacement of horizontally launched plastic bottle cap from a height.

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Note the place on the floor where the plastic bottle cap lands. Measure and record the
projectile’s horizontal distance from this spot up to the point on the floor that is exactly below
the release location of the bottle cap. Record as range.

7. Repeat step 6 and complete Tables 1a and 1b below.

Safety check: Ensure that the trajectories are free from obstructions and the person assigned
to launch the plastic cap is tall enough for the 2.0 m release height. If standing on a table or
a chair, assign another member to hold the table/chair in place.

Table 1a. Range of horizontally - launched plastic bottle cap from different heights
Height of Fall, Range, R (m) Average Range,
h (m) Trial 1 Trial 2 Trial 3 Trial 4 Trial 5 R (m)
0.00
-0.50
-1.00
-1.50
-2.00

8. At which height of fall is the average range the longest? shortest?

A projectile like the bottle cap moves freely through the air with a constant horizontal
velocity vx and accelerates vertically the same as that of a freely falling object. The horizontal
and vertical positions of the horizontally projected bottle cap can be described by the equations

x = vx t and respectively, where h is taken to be negative, being a displacement

below the point of release and ag is -9.8m/s2. The times for the horizontal motion and vertical
motion are equal.

Table 1b. Calculated time of fall of horizontally - launched plastic bottle cap

Calculated Time of Fall, tcalc (s) Square of Calculated Average Height of

Time of Fall, Range, Fall,
tcalc2 (s2) R (m) h (m)

0.00
-0.50
-1.00
-1.50
-2.00

9. At which height of fall is the calculated time of fall the longest? shortest?

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 In the previous task, the concept checks on horizontal uniform velocity motion and
vertical uniform acceleration motion in one dimension should serve as reminder that all
projectiles regardless of its path will always follow these principles:

1. Projectiles always maintain a constant horizontal velocity (neglecting air resistance).

2. Projectiles always experience a constant acceleration along the axis where the constant
net force is directed. There is a constant vertical acceleration of 9.8 m/s2, downward
(neglecting air resistance) for projectiles on air. For projectiles on inclined surfaces, the
constant “vertical” acceleration will be smaller than 9.8 m/s2 down the tilt which is equal to
gsinƟ.

3. The horizontal and “vertical” motions are completely independent of each other. Therefore,
horizontal and vertical motion can be treated separately.

For the third principle, what can be done to show the independence of the two
components of projectile motion? Considering horizontal and vertical components separately
is important when solving projectile exercises and investigating real life applications.

Meanwhile, the activity on capturing the motion of the marble launched on an inclined
board can model real projectile motion trajectories. Instead of launching the projectile in a
vertical plane, it was launched up an incline where the powder - coated marble leaves a trail
of white mark as it slides down the inclined illustration board.

Aside from gravity, other forces such as normal and frictional forces act on the marble,
thus its acceleration is smaller than the 9.8 m/s 2 rate due to gravity. In spite of this, the
trajectories are still a result of a constant horizontal velocity and a “vertical motion” of constant
acceleration.

And yes, there are other examples of motion in two dimensions. Projectile motion is
only one example.

Recall that vectors are quantities with magnitude and direction. And any vector
can be represented by a vector arrow, the length of which corresponds to the magnitude,
while the arrow point in the direction of the vector quantity.

For a horizontally projected object, the displacement and velocity vector have both
magnitude and direction that you can separate into

Table 2. Kinematic Equations for Projectile Motion

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Vertical displacements and velocities are taken positive upward and negative downward from
the point of release while the ag = 9.8 m/s2, downward.

Sample Problem 1

A marble is thrown horizontally from a table top with a velocity of 1.50 m/s. The marble falls
0.70 m away from the table’s edge.

How high is the lab table?

What is the marble’s velocity just before it hits the floor?

Before you can find the height of the lab table, you must determine first how long the marble
is in mid - air. For the horizontal distance travelled, this equation will be used.

Now that you know the time it took the marble to fall to the ground, you can find the vertical
distance it travelled in the same time.

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 The direction of the velocity is determined using the tangent trigonometric function.

In some projectile problems, there is also a need to find the magnitudes of the motion
components using trigonometry as shown below.

Figure 6. Finding the components of a vector using trigonometric functions.

Projectiles Launched at an Angle

When a projectile is launched upward at an angle, its velocity has two components:

1. a constant horizontal velocity that moves in the same direction as the launch, the
acceleration of which is zero; and

2. an upward positive vertical velocity component that is decreasing in magnitude until it

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 becomes zero at the top of the trajectory (therefore it no longer goes up any further). But
because gravity makes it accelerates downward at a rate of 9.8 m/s per second or 9.8 m/s 2,
(therefore, it stays at rest only for an instant) it will start to descend with an increasing
negative vertical velocity until it is stopped by something.

So as the projectile moves forward horizontally with uniform velocity, its vertical velocity is
also accelerated creating a trajectory that is a parabola.

Sample Problem 2

A soccer ball is kicked at ground level with a speed of 20 m/s at an angle of 45 0 to the
horizontal. How much later does it hit the ground?

How many other ways can you solve this same problem?

What’s More
Do the next activity to explore the idea that projectile trajectories can be matched.
Curve a like
Objective:
Set a ball in projectile motion to match pre - drawn parabolic trajectories.
Materials:
Chalk or marker 2 whole sheets of Manila paper
Small ball or round object safe to throw (e. g. tennis ball, sepak takraw)
Procedure:
1. Match-a-curve.
a. Draw a rough parabola by sketching vertical and horizontal lines on a Manila paper and
throw the ball similar to the Figure 7 below.

Figure 7. Matching Trajectory A to a half parabola.

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Questions:

1. In what direction or orientation did you throw the ball?

2. How would you describe the ball’s path and motion?
3. How many tries did you make to match the curved paths?

b. Draw a box at the bottom end of the parabola. Throw again the ball with the box as the
target.

4. How many tries did you make before you matched the curves this time?
5. What does this tell you regarding visuals or imaginary targets in sports?

2. What a curve-a-throw!

a. On another Manila paper, draw a complete parabola and throw the ball similar to the
Figure 8 below.

Figure 8. Matching trajectory B to a complete parabola

6. In what direction or orientation did you throw the ball?

7. How would you describe the ball’s path and motion?
8. Aside from doing more trials or “practices”, for this parabola where will you place the
imaginary target to aim at for better matching results?
9. Based on the activity, is it possible that the ball will end at a higher elevation than its starting
level?
10. What force got the ball projected?
11. What force continues to act on the ball when it is in mid - air?

3. Of curves . . .

a. The drawn curved graphs on the paper are parabolic curves. Similarly, trajectories A
and B are also parabolic curves.

12. How will you compare or contrast the horizontal and vertical spacing?
13. What does the spacing in the set of vertical lines indicate about the vertical displacement
and vertical velocity of the projectile motion?

4. . .. and arrows.

The displacement đ, and velocity ṽ, are vector quantities. Projectile motion can be understood
by analyzing the horizontal and the vertical components of the displacement and velocity
which add as vectors.

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 What I Have Learned

Figure 9. Tossed at an angle. Path of a projectile fired with an initial velocity vi at angle Ɵi to the
horizontal. The trajectory is shown in black dash, the velocity vectors are in solid arrows
and velocity components are dashed.

A. In the box, write the magnitude and sign for the velocity and acceleration of the ball in each
position in the figure above:

Position vx (m/s) vy (m/s) vnet (m/s) ax (m/s2) ay (m/s2) anet, (m/s2)

1
2
3
4
5

B. Complete each sentence.

1. The net acceleration of the ball is a constant at ______.

2. The horizontal acceleration of the ball is ______ at all times.
3. The vertical acceleration of the ball during ascent is always directed ______.
4. The vertical acceleration of the ball during descent is always directed ______.
5. The net velocity of the ball is least at the ______.
6. The net velocity of the ball is zero ______.
7. The net velocity of the ball is ______ the horizontal velocity at the peak.
8. The horizontal velocity is ______ in all locations.
9. The vertical velocity is zero in position ______.
10. The vertical speeds are identical in positions ______; and in ______.
11. At the same elevation, vertical velocities are equal but opposite in ______.
12. The time in going up the peak from an elevation is ______ the time in going down from
the peak back to the same elevation.

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 What I Can Do

Development and Demonstration of a Volleyball Team Drill

Objective:

Develop and demonstrate a fun 5-minute team drill that will apply projectile motion concepts
and principles to the learning and development of three motor skills in volleyball.

Materials:

Volleyball (required) stop watch (required) meter stick / tape meter

Other materials selected by proposing team written proposal

Procedure:

1. Conduct the group meeting and plan out the role of each member in the development of the
volleyball drill proposal.

2. Select from the following volleyball skills (bump, set, underarm serve, blocking and spike)
three motor skills which will be enhanced in the proposed team drill.

3. Develop together the mechanics of a five-minute drill in terms of:

a. target motor skill,
b. materials to be used,
c. team or pair details,
d. sequence and duration of drill movements,
e. evaluation of skills test,
f. safety precautions; and
g. analysis and application of projectile motion concepts and principles (Show playing area
diagrams and computations for ranges, heights and time)

4. Get a space and try out your team’s proposed drill sequence and movements. Make
adjustments according to equipment/materials and ability. Make the modifications and
practice the final drill for presentation of proposal and demonstration of team drill in the
next session. (Caution: Observe proper health protocols in performing this task.)

5. Write your group proposal.

Task Rubric for Development and Demonstration of a Volleyball Team Drill

Criteria 7-8 5-6 3-4 1-2 Score
The group The group The group The group was
communicated the communicated communicated the able to present
ideas and clearly the ideas ideas and concept their ideas but not
explained concept and explained applications the concept
*Communication applications effectively clearly. applications.
clearly and selected concept
of Proposal effectively, and applications only.
raised interesting
questions on the
developed drills.

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 Uses techniques Uses techniques Uses techniques Unclear use of
for 3 skills based for 2 skills based for 1 skill based on technique for skills
on physics on physics physics concepts based on physics
concepts and concepts and and principles. concepts and
* Use of Physics principles. principles. principles.
Knowledge Uses a term or
Uses terms Uses terms two inconsistently Uses terms
appropriately appropriately in during the inappropriately
throughout the some parts of the presentation. most of the
presentation. presentation. presentation time.
Creates athletic Selects some
Creates a wide
moves that are athletic moves Has some
range of athletic
appropriate to the appropriate to the difficulty in
moves that are
demonstration of demonstration of 1 creating moves
appropriate to the
all two skills. or two skills. appropriate to the
demonstration of
The drill sequence The drill sequence demonstration of
all three skills.
shows a shows a simple skills.
The drill sequence
competent use of use of space,
Movement shows a
space, time, level, time, level, force The drill sequence
sophisticated use
Composition of space, time,
force and flow. and flow. is a simple use of
competent use of space, time, level,
level, force and
space, time, level, force and flow.
flow.
force and flow.
The group The group The group The group
performs with a performs with performs with performs with little
high degree of appropriate some energy and energy and
precision, style degree of precision. precision.
and energy. precision, style, The group applies The group shows
The group applies and energy. some movement awareness of
movement The group applies concepts and movement
concepts and movement tactics concepts and
Performance tactics, in a critical concepts and appropriately. tactics, but has
and effective tactics difficulty applying.
manner. appropriately.
* These criteria must be assessed against a written proposal

Assessment

Post Assessment
Directions: On a separate sheet of paper, write the letter of the correct answer.

1. A ball is hit at an angle of 30o. At what point in its trajectory does this projectile have
the least speed?
A. Just after it was launched C. Just before it hits the ground
B. At the highest point in its flight D. Halfway between the ground and the highest point
2.The diagram below shows a projectile moving with speed v at the top of its trajectory.

Which vector best represents the acceleration of the projectile in the position shown?

3. Suppose a ping pong ball is tossed. When the ball reaches the highest point, which
statement about the ball’s velocity and acceleration is true?
A. Both its velocity and its acceleration are zero.
B. Neither its velocity nor its acceleration is zero.
C. Its velocity is zero and its acceleration is not zero.
D. Its velocity is not zero and its acceleration is zero.

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4. At what angle should a water hose be aimed in order for the water to land with the greatest
horizontal range?
A. 0° B. 30° C. 45° D. 60°
o
5. A ball is hit at an angle of 30 and it reaches a distance of 50 m. Given the same initial
velocity, at what other angle should a ball be hit to reach the same distance?
A. 15° B. 45° C. 60° D. 75°
6. Which refers to the curved path followed by the projectile?
A. displacement B. height C. range D. trajectory
7. Which of the following forces is neglected in projectile motion?
A. friction B. gravity C. air resistance D. applied force
8. Two balls, identical except for color, are projected horizontally from the elevated stage at
the same time. The initial speed of the pink ball is twice the initial speed of the violet ball.
Which of the following statements is CORRECT ignoring air resistance?
A. The pink ball reaches the ground first.
B. The violet ball reaches the ground first.
C. Both balls land at the same instant with the same speed.
D. Both balls land at the same instant with different speeds.
9. Suppose you have two marbles on hand. Marble A was dropped from the edge of the table
while the marble B was thrown horizontally with an initial velocity from the same height as
the first one. Which of the following statements are TRUE about the motion of both marbles?
A. Marble A will hit the floor first.
B. Both marbles will strike the floor at the same time.
C. Both marbles will experience the same acceleration.
D. Marble B will experience a larger acceleration than Marble A.
10. A rescue plane drops a box of relief goods to the flood survivors. The plane is travelling
horizontally at 42 m/s at a height of 0.120km above the ground. Where will the box hit the
ground relative to the initial position where it was released?
A. 1.03 m B. 6.57 m C. 207.85 m D. 1028.57 m
11. A baseball is thrown in the air and follows a parabolic trajectory. Point A is the maximum
height while point B is the point just before the ball hits the ground. If air resistance is
neglected, which of the following displays the CORRECT relationship between the speeds
and the acceleration at those two points?
A. vA<vB and aA=aB C. vA<vB and aA>aB
B. vA>vB and aA=aB D. vA=vB and aA<aB
12. If the catapult’s projection angle was changed to 45° at the same initial velocity of 55m/s,
how long is the stone in the air?
A. 3.0 s B. 4.0 s C. 6.0 s D. 8.0 s
13. Which of the following is an example of projectile motion?
A. a jet lifting off a runway
B. a space shuttle orbiting Earth
C. a bullet being fired from a gun
D. dropping an aluminum can into the recycling bin
14. A bullet is fired horizontally from a gun. At the same time and from the same height,
a bullet is dropped. If we neglect the effects of air resistance, how will the time the
two bullets spend in the air compare?
A. There is not enough information to determine this.
B. The bullet that is fired will spend less time in the air, hitting the ground first.
C. Both bullets will spend the same amount of time in the air, hitting at the same
time.
D. The bullet that is fired will spend longer in the air, hitting the ground after the
dropped bullet.
15. A model rocket flies horizontally off the edge of the cliff at a velocity of 50.0 m/s. If the
canyon below is 100.0 m deep, how far from the edge of the cliff does the model rocket
land?
A. 112 m B. 225 m C. 337 m D. 400 m

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 References
Printed:

Aquino, Marites D. et.al. 2012. Worktext in Science and Technology SCIENCE LINKS -
Physics. REX Book Store, Inc. Quezon City, Philippines
Arevalo, Ryan L. 2017. STEM General Physics 1. DIWA Learning Systems Inc. Makati City,
Philippines
Navaza, Delia C. & Valdes, Bienvenido J. 1996. Physics. Phoenix Publishing House, Inc.
Quezon City, Philippines
Santos, Gil Nonato C. et. al. 2014.Worktext in Science and Technology SCIENCE LINKS.REX
Book Store. Manila Philippines
SCIENCE 9 LEARNING MATERIALS Unit 4 Module 1 (pages 1 - 5, 17 - 30, 46 - 48 & 50)
SCIENCE 9 TEACHERS’ GUIDE Unit 4 Module 1 (page 1, 7 - 13, 15 - 23 & 27 - 28)

Electronic:

https://link.quipper.com/en/organizations/547ffaf7d2b76d000200231c/curriculum#curriculum 5/22/21
https://www.crosbyisd.org/cms/lib6/TX02216626/Centricity/Domain/263/ExamView_Projectile_Motion_.pdf 5/23/21
https://www.johnbowne.org/ourpages/auto/2018/10/21/57521302/Projectile%20Motion%20Multiple%20
Choice%20Answer%20KEY.pdf 5/23/21

Answer Key

What’s In

“LIFE IS LIKE A PROJECTILE MOTION HOW MUCH HARDWORK YOU WILL DO AS MAXIMUM VELOCITY THEN IT WILL
HAVE MAXIMUM HEIGHT AS SUCCESS.”

What Is It

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 What Is It

Answers to Questions

1. The trajectory is a half open - down parabola, curve down or concave down.
2. All the trajectories are full open - down parabolas. There are different maximum heights, etc.
3. The trajectory peaks for each projection angle do not have the same location. The peaks are closest
to the y-axis origin for shortest range or greatest angle of projection. Each peak is reached just before
half the range was travelled. This indicates frictional forces between marble projectile and inclined
surface resulting to a not so perfect open - down parabola.
4. The trajectories have different horizontal distances (range) reached, but some ranges are quite short,
some extend beyond the board or cookie sheet.
5. The trajectory fired closest to or at 450 covered the greatest range.
6. The trajectory with the greatest launching angle recorded the highest peak.
7. Trajectories at 150and 750 have almost similar ranges. Trajectories at 300 and 600 also have almost
similar but longer ranges than those for 150 and 750. Close ranges for pairs of angles that are almost
if not, complementary angles were noted.
8. The average range is longest for the highest drop at 2 m and shortest at a 0.5 m height of fall.
9. The calculated time of fall is the longest for the highest drop at 2 m and shortest at a 0.5 m height of
fall.

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 What’s More
Answers to Questions

1. The ball was thrown horizontally from the top.

2. The ball’s path is curved downwards similar to the drawn graph. At the start, it moved horizontally forward but
as it moved forward, it also moved downward.
3. Depends on your throwing skills.
4. Depends on your throwing skills, but predictably lesser tries than before because of the visual goal.
5. Aiming at visual goals makes practice easier and results in better approximations of flight.
6. The ball was thrown upward from the bottom left at an angle from horizontal.
7. The ball moved up in a curved path until it reached a maximum height and then it moved downward still following
the curved path.
8. It is best to have an imaginary target at the top of the curve rather than anywhere else along the parabola.
9. In both throws the balls always end up on a lower elevation. It is not possible that the ball will end at a higher
elevation than its starting level.
10. The initial push from the throw.
11. The force of gravity acted at all times on the ball.
12. The spacing between horizontal lines is equal unlike the spacing between vertical lines which
increases by the square of a span/unit.
13. The increasing distance between vertical lines indicate that the vertical motion is accelerated due to
gravity.

What I Have Learned

A.
Position vx (m/s) vy (m/s) vnet (m/s) ax (m/s2) ay (m/s2) anet, (m/s2)
1 2 +20 20.1 0 -9.8 -9.8
2 2 +10 10.2 0 -9.8 -9.8
3 2 0 2.00 0 -9.8 -9.8
4 2 -10 -10.2 0 -9.8 -9.8
5 2 -20 -20.1 0 -9.8 -9.8

B.

1. The net acceleration of the ball is a constant at - 9.8 m/s2.

2. The horizontal acceleration of the ball is zero at all times.
3. The vertical acceleration of the ball during ascent is always directed downward.
4. The vertical acceleration of the ball during descent is always directed downward.
5. The net velocity of the ball is least at the peak or at maximum height.
6. The net velocity of the ball is zero nowhere.
7. The net velocity of the ball is the same as the horizontal velocity at the peak.
8. The horizontal velocity is constant in all locations.
9. The vertical velocity is zero in position 3.
10. The vertical speeds are identical in positions 1 and 5; and in 2 and 4.
11. At the same elevation, vertical velocities are equal but opposite in direction.
12. The time in going up the peak from an elevation is as long as the time in going down from
the peak back to the same elevation.

“That in all things, God may be glorified!”

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