Republic of the Philippines

DEPARTMENT OF EDUCATION

Name: ___________________________________ Grade & Section: ______________

WORKSHEET FOR GRADE 9- QUARTER 4- WEEK 2
Lesson: PROJECTILE MOTION (PART 1)

FOR DAY ONE

ELICIT
Directions: Answer the questions below on the space provided.
1. Based on your past learnings on the last lesson how is displacement related to time?
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2. Describe the velocity of the object on its free fall downward before it hits the ground

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3. Describe the velocity of the object upward as it reached its peak

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ENGAGE
Directions: Read the passage below and answer the question that follows.

What have you observed from the picture? Do you think there is a horizontal and vertical
dimension of the motion of the ball as the boy kicked it? In this lesson you will able to learn that
combining horizontal and vertical motion you can create a projectile motion. In the figure above,
we can see a boy kicking a soccer ball. The projectile motion of the ball after it was kicked
depends on the displacement (x) which is the horizontal dimension of the motion, the height (y)
which is the vertical dimension of the motion, the angle of release (Ɵ), and the time it took for
the ball to arrive at its final destination.

1. Cite at least five (5) sports activities that shows a projectile motion either on athletes or on the
ball or instrument used.

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EXPLORE

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FOR DAY TWO

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FOR DAY THREE

1. Using a graphing paper, make a scatter graph for the following:

a. Height of Fall vs. Average Range
b. Height of Fall vs. Time of Fall
c. Height of Fall vs. Square of Time of Fall
d. Average Range vs. Time of Fall

Based on the activity you conducted, it can be proven that the shape of a projectile
depends on the height, angle, range or displacement and time of the motion. In Activity 4, the
concept checks on horizontal uniform velocity motion and vertical uniform acceleration motion in
one dimension should serve as a 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 the constant net
force is directed to. There is a constant vertical acceleration of 9.8 m/s 2, downward
(neglecting air resistance) for projectiles on air. For projectiles on inclined surfaces, the
constant “vertical” acceleration will be smaller than 9.8 m/s 2 down the tilt which is equal
to gsinƟ.
3. The horizontal and vertical motions are completely independent of each other.
Therefore, the horizontal motion 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 model 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/s2 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 of it. Do the next activity to explore the idea that projectile trajectories can be
matched.

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FOR DAY FOUR

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