Author Profile Summary Students discuss forces acting on objects in a trajectory motion. They will review notes, study equations, solve projectile motion problems, and determine experimentally the impact point of a ball in projectile motion. It is appropriate for up to 20 students depending on your lab equipment, as Computer based Vernier lab equipment is needed, and size of classroom.
This meant that I had to develop a consistent way to assess my students, individually and collaboratively, as they planned, built, and programmed their robots.
We are surrounded by rice, corn, and soy bean fields. We are the largest geographical school district in Arkansas with about students. Farming is the major industry in our school district.
There are several manufacturing companies, some of which use robotics in their processes. Aerial spraying companies have begun to use drones. As farming and farm-support businesses become more technologically advanced, our students need a variety of STEM related activities to foster an interest in science, technology, engineering, and mathematics.
Groups I found that three students in a group seemed to be the best arrangement. I have tried various procedures in assigning members to groups, including drawing names, sorting by grades, and allowing them to choose their own groups. Each group chooses a foreman, a secretary, and a materials manager.
The foreman is the leader, keeping the group on task and focused. The secretary handles all the paperwork that needs to be turned in.
The materials manager makes sure that the NXT kit is complete and finds any extra bits and pieces necessary to complete a build. Assessment tools I have developed a rubric for each job.
As students work in their groups to complete a project, I wander around the room, observing each student at their task. I also observe the group dynamic as they plan, build, and program. I use my observations to assess each individual according to the rubric for their job. This is the individual grade for the project.
I have also developed a rubric to assess the final product. This provides a second grade for each individual for the project. I change this rubric as necessary to fit each project.
These rubrics are attached for your use. Change them or rearrange them to suit your particular needs.Apparatus First we found the initial velocity of the projectile, by measuring the distance between two photogates and using the Smart Timer to mark the time.
Then, after calculating the initial velocity, we launched the projectile at three different angles, (35 degrees, 45 degrees, and 50 degrees). Tips and interesting applications using PASCO sensors, software and equipment. Have innovative lab ideas you'd like to share?
We'd love to hear from you! Two Dimensional Motion Activity (Projectile Motion) Purpose. A projectile launched into the air either horizontally or at an angle represents Two Dimensional Motion. Using a launcher and two photogates, the initial velocity of a projectile (a steel ball with a diameter of 25 mm) will be determined.
GO DRAGONS WIN. In our push to get more students involved in STEM subjects, we incorporated LEGO robotics into our high school Physics and our AP Physics 1 curricula.
Experiment 2: Projectile Motion In this lab we will study two dimensional projectile motion of an object in free fall - that is, an object that is launched into the air and then moves under the in.
Photogates allow for extremely accurate timing of events within physics experiments, for studying free fall, air track collisions, pendulum periods, the speed of a rolling object, among other things. The Vernier Photogate includes an accessory rod for mounting to a ring stand.