# Science Reasoning Center - Projectiles

Here is our current listing of Science Reasoning activities for Projectiles. All activities can be used as a Guest without Task Tracker or as a logged-in student with Task Tracker. Learn more about Task Tracker for Science Reasoning activities.

#### Up and Down

This activity describes a demonstration in which a ball is launched upward from a cart moving at a constant speed. The motion of the ball is analyzed using video analysis and the results are presented in the form of a position (both x- and y-) vs. time graph and a velocity vector diagram. Questions target a student's ability to read, interpret, and interpolate from a graph, to formulate models that are consistent with data, and to translate information from one representation to another representation (e.g, from a diagram to a graph, and vice versa).

#### Range of a Projectile

This activity uses Excel-generated plots to describe the trajectory of a projectile, to compare the trajectories for three different launch angles, and to show the effect of launch angle upon range for three different launch speeds. Questions target a student's ability to read graphical information, to interpolate from graphs, to recognize the effect of one variable on another variable, and to use information presented in graphs to answer related questions.

#### Ballistics

This activity compares and contrasts the trajectories of an airborne object in the absence and in the presence of air resitance. Factors that affect the amount of air resistance are covered. Questions target a student's ability to read a complex graph and to use equations, to use information regarding changes in object shape, area, and mass to predict the characteristics of the resulting trajectory, and to use the relationship between air resistance and object speed.

#### Juggling

This activity describes the trajectory of a rotating juggling club moving through the air. The trajectory of three points on the club are presented in the form of a position (both x- and y-) versus time graph. Questions target a student's ability to select information from a complex graph and to use graphical information to make conclusions regarding the club's orientation and the relative position and rotational direction of the club's handle and head.