Https phet colorado edu en simulation legacy projectile motion

PHET Lab C –Vectors & 1-D & 2-D STUDENT NAME: __________Jesssie Gomez_________

LAB FOR VECTORS AND 2-D MOTION

Lesson Plan for MATH-Vector Addition and PHYSICS-Two-Dimensional Motion Simulations (combined time 100 minutes)

LAB OBJECTIVES :

VECTORS

· Differentiate between scalar and vector quantities

· Graph addition and subtraction of vectors

· Multiplication and division of vectors by scalars

· Determine vector components using Pythagorean Theorem and trigonometric functions

· Calculate resultant vector for addition and subtractions

2-DIMENSIONAL MOTION

· Projectile Motion

· Identify velocity and displacement components of the parabolic function

· Calculate projectile motion problems using kinematic equations

BACKGROUND :

Students will review vector calculation, addition, subtraction, and scalar operation through the interaction with the vector addition simulation from the MATH catalog from PHET labs. To complement and review two-dimensional motion, students will work with the Physics simulations for 2-D motion and Projectile motion. As supplementary materials, students will be introduced to pre/post lab conclusion questions.

INTRODUCTION TO SIMULATIONS :

· For the Vector Addition simulation, go to the MATH menu as shown or go to: https://phet.colorado.edu/en/simulation/vector-addition

· For the 2-Dimensional Motion simulation, go to the PHYSICS menu as shown or go to: https://phet.colorado.edu/en/simulation/legacy/motion-2d

· For the Projectile Motion simulation, go to the PHYSICS menu as shown or go to: https://phet.colorado.edu/en/simulation/legacy/projectile-motion

STEP BY STEP INSTRUCTIONS :

Pre-Lab Assignments:

On your own: (Be sure to set your calculator in degree mode)

· After reading your textbook, complete the following pre-lecture problems and concept questions for vectors in 2-D motion.

1. In a paragraph describe whether or not the resultant vector of two opposite vectors will always involve the subtraction of vectors and what would be the resultant angle. Use a graphical representation to justify your answer.

2. Research and review significant figures concepts from your textbook to report all your responses with two significant figures.

3. After researching and reviewing accuracy and percent error concepts , describe how to determine these values in physics labs.

4. Show proper conversion (metric system) and calculations necessary in order to determine whether or not a person driving will have a resultant velocity of 19 mph if he/she first drives 11 mph east and then 8 mph north.

PhET Activities

Vector Addition – Use the Vector Introduction-Math simulation to complete the following:

1. In a paragraph and using your own words, explain what a vector representation is.

2. Before using the simulation, graph and predict which component of a resultant vector will be larger (the X or Y component) if you have a resultant vector of 62 Newtons at 59 degrees and justify your prediction. (Note, I am not asking you to calculate; I am asking you to estimate).

1. Define vector representation :

A vector is used in math when you want to represent both a magnitude and a direction. In physics we represent a vector by using an arrow.

2. Complete the following table BEFORE using any simulation.

Graph

Resultant

X-Component

Y-Component

Prediction Justification

Magnitude:

62 N

Direction:

59o NE

Magnitude:

___________

Direction:

___________

Magnitude:

Direction:

____________

Using the vector simulation, grab a vector arrow from the bucket and using the origin and 1st quadrant duplicate the above given problem (use resultant of 62 N @ 59o) and attach a screen shot of your model in the corresponding box of the next table.

Simulation Screen Shot

Resultant

X-Component

Y-Component

Were your predictions correct?

Magnitude:

62 N

Direction:

59o NE

Magnitude:

___________

Direction:

___________

Magnitude:

Direction:

____________

Why or why not?

· Complete the following table by using the same simulation. After clearing your screen, grab two new arrows from the bucket and create two different scenarios to demonstrate whether or not your answer to pre-lab assignment question 1. “ Do opposite vectors always result in subtraction and what happens to be the resultant angle? ” was correct.

Simulation Screen Shot

Vector 1:

Vector 2:

Resultant:

Scenario 1

Magnitude:

Direction:

Magnitude:

Direction:

Magnitude:

Direction:

Scenario 2

Magnitude:

Direction:

Magnitude:

Direction:

Magnitude:

Direction:

Projectile Motion Activity: Introduction to Projectile Motion

· Before using the Projectile Motion simulation, predict how varying initial conditions affect projectile trajectory (initial velocity, shooting angle, and horizontal and vertical displacement while ignoring air resistance). Use reasoning to explain these predictions.